0000716 June 15, 2000 National Conference: Students as Technology Leaders. TERC, Mass Networks Education Partnership, and Massachusetts Department of Education Youth Tech Entrepreneurs are hosting a first annual "Students as Technology Leaders" national conference in October 2000. The goal of the conference is to promote national awareness and sharing of diverse models and best practices for information technology (IT) teaching and learning. The weekend format includes keynote speakers from industry, panel discussions, industry exhibits, and the showcasing of exemplary IT programs. The project's goal is to identify and encourage national awareness and to accelerate the implementation of exemplary IT student leadership and service learning models that meet the following needs: engaging and motivating students, providing school technical support, promoting civic good, and ensuring the development of the IT workforce. Applications to attend the conference are being solicited from exemplary community college and high school IT programs throughout the nation. From these applications, a database of IT programs that can provide models and resources for others is being developed, and a diverse and gender-balanced group of 15 high school and 10 community college teams are being selected to showcase their programs at the conference. Outcomes include developing a database of exemplary IT program nominees and applicants, highlighting invited programs for national attention, and recognizing and inspiring approximately 250 students and teachers. Post-conference deliverables include published and videotaped proceedings, a compilation of best practices, and IT program start-up and public relations kits. NSF funds are being matched by support from IT companies. ADVANCED TECH EDUCATION PROG DUE EHR Pulis, Lee Patricia Ward TERC Inc MA R. Corby Hovis Standard Grant 60000 7412 SMET 9178 1032 0000099 Other Applications NEC 0001454 June 1, 2000 A Workshop Focused on the Use of Case Studies in Engineering Education. Engineering - Mechanical (56) This special project is a three day workshop focused on the implementation of case study methodology in engineering education. The objectives of the workshop are for participants to: learn about the use of case study methodology in engineering courses, participate in real-world case studies where engineering decisions have a major impact, use multimedia materials to enhance learning, benefit from collaboration between engineering and business in solving real-world problems, use case studies to address the ABET EC2000 accreditation criteria. In addition, the workshop encourages participants to implement case study methodology at their institutions and points out various ways to support such efforts. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Raju, P. Auburn University AL Rogers E. Salters Standard Grant 41621 7428 SMET 9178 7428 0000099 Other Applications NEC 0001455 August 15, 2000 Mechatronics Education Workshop. Engineering - Mechanical (56) This is a one-day workshop in Mechatronics Education to be held as part of the Mechatronics 2000 Conference in Atlanta, Georgia, in September of 2000. The purpose of the workshop is to bring mechatronics educators and scholars from around the world together to discuss and share their experiences on how to best teach mechatronics, how to design mechatronics laboratories and curricula, and how to integrate mechatronics research and teaching effectively. Part of the information disseminated will come from a previous NSF grant to the PI. Mechatronics scholars who are already attending the conference from the United States, Japan, and Europe will be available to serve as panelists and presenters at the workshop. CCLI-ADAPTATION AND IMPLEMENTA MECHANICS OF MATERIALS DUE EHR Ume, I. Charles GA Tech Research Corporation - GA Institute of Technology GA Rogers E. Salters Standard Grant 25000 7428 1630 SMET 9178 7428 0000099 Other Applications NEC 0002219 August 1, 2000 Planning Grant for an Electronic Center of Excellence in Net-Centered Enabling Information Technologies. A consortium of community colleges and universities in Ohio and Kentucky is using an ATE planning grant to formulate strategies for an ATE Center in Net-Centered Enabling Information Technologies (IT). The project institutions are: Lexington Community College; Jefferson Community College, Paducah Community College, and the College of Applied Science in Cincinnati. The project builds on previous projects in both Kentucky and Ohio. The idea is to "webify" IT using five Internet-centered areas: internet development; application development; networking; e-commerce; and data warehousing/mining. Graduates of these technical programs are able to design, develop, and effectively use various information technologies at net-centered businesses and industries. ADVANCED TECH EDUCATION PROG DUE EHR Crowley, Lillie Anthony Perzigian Vincent DiNoto Vladimir Uskov Ashraf Saad John Vos University of Kentucky Research Foundation KY Gerhard L. Salinger Standard Grant 50000 7412 SMET 9178 1032 0000099 Other Applications NEC 0002306 September 1, 2000 The Albert Einstein Distinguished Educator Fellowship Program. 0002306 WHITE This project will fund an Albert Einstein Fellow to work in the Division of Elementary, Secondary and Informal Education of the National Science Foundation for eleven months, beginning September 1, 2000. The precise duties and responsibilities of this Fellow will be determined by NSF personnel. However, the majority of her time will be devoted to the Presidential Awards for Excellence in Mathematics and Science Teaching program. She will assist with the preparation and implementation of the winter conference for state coordinators, the national selection committee meeting, the Award Week ceremonies and activities, as well as involvement in the day-to-day work of the program. Her involvement in other programs of the Division will depend upon her available time, her interests, and the needs of the Division. The Fellow will provide three written reports to the Triangle Coalition, which will describe her responsibilities and on-going activities. These will be used to evaluate the Fellows' accomplishments during the Fellowship period and to offer personal perspectives and recommendations on the Fellowship program. PRES AWARDS FOR EXCEL IN SCIEN DUE EHR White, J. Patrick Triangle Coalition for Science and Technology Education VA Virginia M Horak Standard Grant 77340 7345 SMET 9177 0000099 Other Applications NEC 0002767 June 15, 2000 Blueprint for Change in Technician Education. The New Jersey Center for Advanced Technological Education and other NSF Centers of Excellence are investigating activities required to implement change in technician education. The activities are capitalizing on the experience that reformers have had in successfully implementing model programs by providing a forum where people behind successful ATE centers and projects can articulate the pathways to change. A Steering Committee is exploring the most effective means of encouraging and supporting adoption of innovative programs and practices. In addition to ATE principal investigators, the Steering Committee also includes industry representatives, a researcher on two-year college programs, an evaluator, and two external members. Avenues for disseminating results include conferences, mentoring, interactions with professional societies and accreditation boards, and publications. ADVANCED TECH EDUCATION PROG DUE EHR Waintraub, Jack Michael Lesiecki Elaine Craft Nicole Crane Middlesex County College NJ Elizabeth Teles Standard Grant 29812 7412 SMET 9178 1032 0000099 Other Applications NEC 0003014 September 1, 2000 The Northeast Center for Telecommunications Technologies. The Northeast Center for Telecommunications Technology (NCTT) has led the development of work-relevant, industry-validated, competency-based curricula and instructional materials for use in secondary through community college programs in telecommunications technology. NCTT has designed and implemented an innovative instructional delivery system that takes advantage of current electronic technologies and has provided extensive opportunities for professional development of faculty, and for the education both of students and of incumbent workers in the telecommunications industry. These accomplishments are due to extensive and successful partnerships with educational institutions and with industry. The goals for the Center are: (a) to establish the modular curriculum system as one of the key elements that leads to the ongoing success and utility of the technicians in the workplace; (b) to provide faculty with integrated, accessible and relevant professional growth opportunities; (c) to encourage all learners, but especially those underrepresented in the workplace, into educational programs that lead to participation in the telecommunications workplace; and (d) to ensure that the quality and relevancy of its goods and services provide resources to maintain the NCTT as a permanent center in telecommunications and related technologies. ADVANCED TECH EDUCATION PROG DUE EHR Snyder, Gordon James Amara Gary Mullett Fenna Hanes James Downing Springfield Technical Community College MA Gerhard L. Salinger Continuing grant 2000000 7412 SMET 9178 1032 0000099 Other Applications NEC 0003065 September 1, 2000 Technical Mathematics for Tomorrow: Recommendations and Exemplary Programs. The preparation of a workforce of scientifically and technologically competent technicians rests on a foundation of mathematical concepts and skills. Technical mathematics is an essential part of science, information, computer, and engineering technology programs offered by associate degree granting colleges; yet, there is a widening disparity between the mathematics used in industry and what is taught. This project is analyzing the role and nature of technical mathematics in advanced technology programs, recognizing successful models, and developing a vision and recommendations for the future. Issues of transferability to four-year institutions are also being considered. Through two regional workshops, mathematics and technical program faculty, together with representatives from business and industry, are addressing content and curriculum issues related to technical mathematics. These issues include the integration of mathematics content with science and technology content, relevance to business and industry needs, pedagogy, and the use of technology. Reports from these workshops are enabling the development of criteria for selecting up to 10 exemplary technical mathematics programs which are being highlighted at a national conference. The focus of the national conference is substantive dialogue on technical mathematics issues and the development of a vision and recommendations for achieving that vision. In addition to representatives from the 10 exemplary programs chosen, participants include mathematics and technical program faculty, industry representatives, professional society representatives, and other national leaders. Project leadership is centered in the Technical Mathematics Committee of the American Mathematical Association of Two-Year Colleges (AMATYC). A national Advisory Group, consisting of leaders from all stakeholders in the continued examination and improvement of mathematics for technical mathematics, is serving to guide project development and implementation. ADVANCED TECH EDUCATION PROG DUE EHR Hovis, Mary John Peterson Robert Kimball American Mathematical Association of Two-Year College TN Elizabeth Teles Standard Grant 324908 7412 SMET 9178 1032 0000099 Other Applications NEC 0003073 October 1, 2000 Presidential Awards for Excellence in Science, Mathematics, & Engineering Mentoring. A commitment to diversity in the microbiological sciences at all educational levels is embedded in the programs of the American Society for Microbiology (ASM). Since 1980, ASM has awarded 34 fellowships to minority graduate students to support completion of their doctoral research. Fifty-three percent of the graduate fellows completed advanced degrees in the microbiological sciences; the remaining fellows continue their graduate or postdoctoral training. Nine of the doctoral degree recipients entered the professoriate. At the undergraduate level, ASM partnered with the National Institutes of Health to provide summer research fellowships under the supervision of ASM mentors. One hundred eighty-five research fellowships have been awarded since the program's inception in 1986. Thirty former undergraduate fellows completed doctoral degrees, 18 completed master's degrees and 92 completed baccalaureate degrees. ASM pre-college outreach strategies expose middle and high school students to career opportunities and role models while celebrating the contributions of underrepresented minority scientists. PRES AWDS FOR EXCELL IN SCI DUE EHR Houston, Clifford American Society For Microbiology DC Victor A. Santiago Standard Grant 10000 1593 SMET 9178 0003076 October 1, 2000 Presidential Awards For Excellence In Science, Mathematics, & Engineering Mentoring. Since its establishment in 1974, the Indian Natural Resource, Science and Engineering Program (INRSEP) at Humboldt State University has trained about 40% of the nation's natural resource professionals of Native American descent. The underlying philosophy at INRSEP is to maintain a strong academic program which is intrinsically linked to Native American cultural perspectives. Services provided include academic advising and advocacy, personal and cultural counseling, tutorials, cooperative education and internships. Students are also provided guidance in balancing Western science with traditional holistic beliefs. Thirty-one INRSEP students graduated in the sciences over the past three years. The program currently enrolls 43 students from 27 tribal entities. PRES AWDS FOR EXCELL IN SCI DUE EHR Boham, Russell Humboldt State University CA Gloria D. Strothers Standard Grant 10000 1593 SMET 9178 0003077 October 1, 2000 Presidential Awards For Excellence In Science, Mathematics, & Engineering Mentoring. Three regional higher education organizations, the New England Board of Higher Education, Southern Regional Education Board, and Western Interstate Commission for Higher Education comprise the Compact for Faculty Diversity, an initiative launched in 1993 to address the underrepresentation of minorities in the professoriate. The Compact formed partnerships with state higher education agencies and public and private universities, to offer minority doctoral students a package of academic and financial support that helps assure their successful completion of their doctoral degree programs and transition into faculty careers. By the end of 1999, the Compact had served 435 scholars of which 85 had completed their degree programs and 313 remained enrolled and in process. The Compact has a retention rate of 93%, nearly twice that of most doctoral granting science, mathematics and engineering programs. This remarkable accomplishment is largely attributable to the quality of mentoring provided. PRES AWDS FOR EXCELL IN SCI DUE EHR Pepion, Ken Western Interstate Comm High Ed CO Victor A. Santiago Standard Grant 10000 1593 SMET 9178 0003078 October 1, 2000 Presidential Awards For Excellence In Science, Mathematics, & Engineering Mentoring. For the past two decades, the University of Michigan (UM) WISE program has developed and implemented a host of programmatic activities to increase the number of women students who successfully pursue majors, advanced degrees and careers in science, mathematics and engineering (SME). Program services range from summer workshops that have served 1,300 middle school girls to a living-learning residential program that has been home for more than 1,000 first- and second- year undergraduate women; from a summer research program aimed at encouraging women to undertake graduate studies in science and engineering to a peer mentoring network for women graduate students. The WISE program has made a significant impact in the recruitment and retention of women in SME fields. For example, UM engineering undergraduate enrollment of women increased from 17% in 1980 to 32% in 1999. In 1980, only 18% of the science and mathematics degrees awarded by UM went to women. Today, 42% of the biochemistry majors are women; 46% of the cellular and molecular biology majors; 44% of the mathematics majors; and 45% of the geology majors. PRES AWDS FOR EXCELL IN SCI DUE EHR Davis, Cinda-Sue University of Michigan Ann Arbor MI Victor A. Santiago Standard Grant 10000 1593 SMET 9178 0003079 October 1, 2000 Presidential Awards For Excellence In Science, Mathematics, & Engineering Mentoring. In 1999, North Carolina State University (NC State) ranked among the nation's leading universities in the number of baccalaureate degrees in engineering and computer science awarded to women. Currently, women comprise about 20% of NC State's undergraduate engineering enrollment of 5,097. More than 700 minority students are enrolled in the undergraduate engineering and computer science program. Programmatic efforts responsible for NC State's success begin with elementary and middle school visits designed to encourage children to view mathematics and science as fun disciplines for which they have ability. These visits continue through high school with more overt recruiting. A weeklong campus residential program exposes high school students to engineering and computer sciences. Summer and early freshman year experiences are offered to bridge high school to college and to foster student acclimation and maturation. Undergraduates are enrolled in a student mentoring program and, as upperclassmen, become eligible to participate in research activities. PRES AWDS FOR EXCELL IN SCI DUE EHR Rajala, Sarah North Carolina State University NC Victor A. Santiago Standard Grant 10000 1593 SMET 9179 9178 0003080 October 1, 2000 Presidential Awards For Excellence In Science, Mathematics, & Engineering Mentoring. In 1988, The University of Alabama's Office of Minority and Special Programs established the Comprehensive Minority Faculty and Student Development Program, a series of coordinated and integrated approaches to increase the number of ethnic minority students earning doctoral degrees in the science, mathematics, and engineering disciplines. Efforts include summer research experiences for 40 high school students annually; tutoring, faculty mentoring, research experiences and scholarships for 10 undergraduate students per year; and, eight graduate fellowships each year. To date, 146 (66%) of the undergraduate program participants have earned a baccalaureate degree; 12 earned a master's degree; 27 earned the Ph.D.; and, 26 remain enrolled in graduate programs. PRES AWDS FOR EXCELL IN SCI DUE EHR Dale, Louis University of Alabama at Birmingham AL Victor A. Santiago Standard Grant 10000 1593 SMET 9178 0003081 October 1, 2000 Presidential Awards For Excellence In Science, Mathematics, & Engineering Mentoring (Washington MESA). Washington MESA is a statewide partnership of school districts, families and alumni, community organizations, higher education, industry, business, and government. In 1982, MESA served 88 students in four schools; today it serves over 3,000 traditionally underrepresented students in 71 schools and 17 school districts across the state. MESA promotes academic achievement by increasing students' interest in science, mathematics, and engineering (SME); expanding students' career options to include SME fields; and, by developing students' habits of high expectations and success. Services provided by MESA include tutoring, mentoring, summer technical camps, internships, and after-school enrichment for students, parents and teachers. Ninety-four percent of the 374 MESA students that were seniors in 1999 enrolled in postsecondary institutions. Sixty-eight percent of these students are pursing degrees in SME fields. PRES AWDS FOR EXCELL IN SCI DUE EHR MacGowan, Patricia University of Washington WA Gloria D. Strothers Standard Grant 10000 1593 SMET 9178 0003086 October 1, 2000 Presidential Awards For Excellence In Science, Mathematics, & Engineering Mentoring. The University of New Mexico's MEMS program was established in 1994 to increase minority enrollment and graduation levels in science, mathematics and engineering. The program consists of seven core components: (i) a summer program that bridges the gap between high school and college; (ii) problem-solving workshops for undergraduates; (iii) industry internships; (iv) undergraduate research experiences with faculty mentors; (v) professional development opportunities for K-12 mathematics and science teachers; (vi) a transfer program for community college students; and, (vii) academic enrichment opportunities for local high school students. Over the past six years, the MEMS program has served almost 1,600 minority science, mathematics and engineering undergraduate students. Engineering baccalaureate degrees earned by minority students at The University of New Mexico have increased from 20% of the total in 1992 to 40% in 1999. PRES AWDS FOR EXCELL IN SCI DUE EHR Thompson, Maurice University of New Mexico NM Victor A. Santiago Standard Grant 10000 1593 SMET 9178 0003087 October 1, 2000 Presidential Awards For Excellence In Science, Mathematics, & Engineering Mentoring. Established in 1970, California MESA currently offers an array of academic support and enrichment services to 24,400 mostly underrepresented students. One of MESA's pre-college initiatives uses culture-based mathematics activities to reach hundreds of American Indian students in remote rural areas. MESA's community college program offers tutoring and collaborative group learning to help underrepresented minority science and mathematics majors successfully transfer to four-year institutions. In 1999, 244 MESA community college students transferred to four-year universities. At the undergraduate level, MESA supports engineering and computer science majors through scholarships, internship opportunities, tutoring and group study. Over 12% of the nation's underrepresented engineering baccalaureate recipients are MESA graduates. PRES AWDS FOR EXCELL IN SCI DUE EHR Aldaco, Michael University of California, Office of the President, Oakland CA Victor A. Santiago Standard Grant 10000 1593 SMET 9178 0003088 October 1, 2000 Presidential Awards For Excellence In Science, Mathematics, & Engineering Mentoring (Committee on Institutional Cooperation). The Summer Research Opportunities Program (SROP) was created in 1986 to engage undergraduate minority students in research experiences with faculty members, to accelerate each student's socialization into the discipline, and to foster the sense of a community of scholars among all program participants. To date, 6,212 undergraduate students have participated in the SROP summer experience, including 2,734 science, mathematics and engineering (SME) majors. Students from 373 colleges and universities, including 73 minority-serving institutions, have participated. Of the SME alumni, 58% are women and 87% are from underrepresented minority groups. Ninety-seven percent of the SROP alumni have either graduated or are still enrolled. Of those that have received their bachelor's degrees, 77% are pursuing or have pursued advanced study. Eighty-six SROP alumni have already earned their Ph.D. degrees, including 28 majoring in SME fields. PRES AWDS FOR EXCELL IN SCI DUE EHR Girves, Jean University of Illinois at Urbana-Champaign IL Victor A. Santiago Standard Grant 10000 1593 SMET 9178 0003091 October 1, 2000 Presidential Awards For Excellence In Science, Mathematics, & Engineering Mentoring. During his 30 years at New Mexico State University, Dr. Kuehn mentored 49 undergraduate minority students. Eleven of Dr. Kuehn's mentees earned master's degrees in science, eight earned doctoral degrees, nineteen earned medical doctor degrees, and eleven entered the technical workforce. One of Dr. Kuehn's mentees became the first Native American woman to receive a doctorate in chemistry in the United States. In 1992, Dr. Kuehn established a bridge program to facilitate the transfer of Native American students from five New Mexico community colleges to four-year academic programs. Since the inception of this bridge program, 64% (72) of the American Indian participants successfully transferred into baccalaureate degree programs in science. Graduates of the bridge program include two American Indian Ph.D. recipients, seven master's degree recipients, and 23 baccalaureate degree recipients. PRES AWDS FOR EXCELL IN SCI DUE EHR Kuehn, Glenn New Mexico State University NM Victor A. Santiago Standard Grant 10000 1593 SMET 9178 0003093 October 1, 2000 Presidential Awards For Excellence In Science, Mathematics, & Engineering Mentoring. For more than 20 years, Dr. Guthrie has distinguished herself as a Chemistry Professor and mentor of K-12 students. Her accomplishments include the establishment in 1986 of the Greensboro Area Mathematics and Science Education Center. The Center's pre-college component serves 450 7th through 12th grade students annually through a school-based academic enrichment program; a Saturday Academy in the sciences and mathematics for minority youth; mentored research experiences during summer; and, a parental involvement program. Ninety-seven percent of the pre-college program graduates have matriculated to college and 75% percent have majored in science, mathematics or engineering. Dr. Guthrie also coordinated the North Carolina State Science Fair for fourteen years. She is presently a member of the faculty at North Carolina A&T State University. PRES AWDS FOR EXCELL IN SCI DUE EHR Guthrie, Vallie North Carolina Agricultural & Technical State University NC Victor A. Santiago Standard Grant 10000 1593 SMET 9178 0003099 October 1, 2000 Presidential Awards For Excellence In Science, Mathematics, & Engineering Mentoring. For more than 20 years, Dr. Villarreal has directed research and mentoring programs that have enhanced the science careers of hundreds of women and minority students at the undergraduate and graduate levels. His contributions include the implementation and management of an international research training program for minority students, now in its 6th year of operation; a laboratory research training program for 40 undergraduates and five graduate students per year; a bridge program that provides research training for community college students; and, a research-based course in writing that imparts communication and critical thinking skills to undergraduate students. During the past eight years, more than 225 students have benefited from Dr. Villarreal's commitment to mentoring. At least 50 of these students earned or are pursuing graduate degrees in science. Dr. Villarreal is presently a member of the faculty of the University of California, Irvine. PRES AWDS FOR EXCELL IN SCI DUE EHR Villarreal, Luis University of California-Irvine CA Victor A. Santiago Standard Grant 10000 1593 SMET 9178 0003103 October 1, 2000 Presidential Awards For Excellence In Science, Mathematics, & Engineering Mentoring. While maintaining a vigorous chemistry research program involving under-graduate and graduate students, Dr. Lopez-Garriga also manages an extensive K-12 outreach agenda. Through the Science on Wheels program, Lopez-Garriga has intrigued and excited thousands of elementary and secondary students by conducting simple experiments at K-12 schools throughout Puerto Rico. His undergraduate and graduate students helped Lopez-Garriga provide training in cooperative and active learning techniques to 500 K-12 teachers during the past eight years. In addition, 103 teachers enhanced their scientific competency through the GLOBE program (Global Learning and Observations to Benefit the Environment). The Puerto Rico GLOBE franchise is headed by Lopez-Garriga. Since 1990, Dr. Lopez-Garriga has mentored 35 graduate students of which eleven are currently pursuing doctoral degrees. Lopez-Garriga is presently a member of the faculty at the University of Puerto Rico, Mayaguez. PRES AWDS FOR EXCELL IN SCI DUE EHR Lopez-Garriga, Juan University of Puerto Rico Mayaguez PR Victor A. Santiago Standard Grant 10000 1593 SMET 9178 0003105 October 1, 2000 Presidential Awards For Excellence In Science, Mathematics, & Engineering Mentoring. Dr. Summers' research in the area of nuclear magnetic resonance studies of complex bio-systems is at the forefront of biomedical research. Each summer approximately 20 undergraduates work in his laboratory. They are given the same responsibilities as graduate students, completing their own projects and becoming co-authors and first authors in major scientific journals. Dr. Summers also directs the Meyerhoff Graduate Program for high-achieving minority graduate students. The program now includes 26 minority students. To date, more than 100 graduate and undergraduate students' articles have been published by Dr. Summers' mentees. In 1999, nine of Dr. Summers' students, including 7 African Americans, graduated and were admitted to Ph.D. or M.D./Ph.D. programs at leading universities. The research facility under the direction of Dr. Summers is a national model for producing large numbers of high-achieving African American students in areas of vital importance to the nation. Dr. Summers is presently a member of the faculty of the University of Maryland, Baltimore County. PRES AWDS FOR EXCELL IN SCI DUE EHR Summers, Michael University of Maryland Baltimore County MD Victor A. Santiago Standard Grant 10000 1593 SMET 9178 0003106 October 1, 2000 Presidential Awards For Excellence In Science, Mathematics, & Engineering Mentoring. In 1992, Dr. Spaht established the Louisiana Preparatory Program (LaPREP), an enrichment program for high-ability middle school students. The purpose of LaPREP is to motivate and instruct its participants to pursue college studies in science, mathematics, and engineering. LaPREP begins its ninth session in June 2000 - six hours a day, seven weeks per summer. Each year, 30 sixth and seventh grade students are selected as first-year participants. Successful first-year students are invited to return for a second year. Laboratory experience, including hands-on academic research activities, is an integral part of LaPREP in that it introduces mathematics and science as active and participatory processes. Dr. Spaht addresses every aspect of the program, including curriculum development, mentoring, training program staff, recruiting participants, and raising funds. More than 225 students have completed at least one year of LaPREP. All former participants who have graduated from high school have enrolled in college with over 90% majoring in science, mathematics or engineering. Dr. Spaht is presently a member of the faculty of Louisiana State University, Shreveport. PRES AWDS FOR EXCELL IN SCI DUE EHR Spaht, Carlos Louisiana State University Shreveport LA Victor A. Santiago Standard Grant 10000 1593 SMET 9178 0003108 October 1, 2000 Presidential Awards For Excellence In Science, Mathematics, & Engineering Mentoring. Since joining the faculty at California State University, Northridge in 1988, Dr. Zavala has afforded intensive research experiences to 112 undergraduate students, including 89 underrepresented minorities and 81 females, primarily from families with no history of university attendance. Under Dr. Zavala's tutelage, students analyze and present journal articles, and learn to write applications and favorably present themselves. Dr. Zavala accompanies them to national conferences where they present their research in a scientific forum, and meet scientists from different institutions. Under her reassuring guidance, students quickly gain self-confidence as they learn what is expected of them as scientists and how to think like scientists. To date, 70% of Dr. Zavala's mentees have begun graduate studies with 52% of them continuing in doctoral programs. Dr. Zavala also conducts pre-college science teaching outreach. As president-elect of the Society for the Advancement of Chicanos and Native Americans in Science (SACNAS), Dr. Zavala further extends her national influence. PRES AWDS FOR EXCELL IN SCI DUE EHR Zavala, Mariaelena The University Corporation, Northridge CA Gloria D. Strothers Standard Grant 10000 1593 SMET 9178 0003111 October 1, 2000 Presidential Awards For Excellence In Science, Mathematics, & Engineering Mentoring. Professor Cotter has dedicated his career to creating an environment that encourages and challenges undergraduate women to pursue careers in the geosciences, a field in which they are seriously underrepresented. Since 1986, 66 women have been mentored by Cotter. Over 80% of his mentees have graduated, with 31 continuing into graduate school, 13 entering careers in geology, five becoming educators and two becoming Park Rangers. The foundation of Cotter's success is his vigorous program of undergraduate research in which each student works on an individual research project, gaining valuable understanding and hands-on experience in research design and technique. Beyond the research experience is an emphasis on personal growth in a collegial learning environment which nurtures development and builds confidence. Dr. Cotter is a member of the faculty at the University of Minnesota, Morris Campus. PRES AWDS FOR EXCELL IN SCI DUE EHR Cotter, James F University of Minnesota Morris MN Victor A. Santiago Standard Grant 10000 1593 SMET 9178 0003117 October 1, 2000 Presidential Awards For Excellence In Science, Mathematics, & Engineering Mentoring. Dr. Shabazz began his graduate teaching career at Atlanta University (now a part of Clark Atlanta University) in 1957, where he found only two students pursuing master's degrees in mathematics. During the next six years, he recruited and graduated 109 students with master's degrees in mathematics. Of this group, 30 went on to earn doctoral degrees from some of the Nation's leading universities. In 1986, Dr. Shabazz returned to join the faculty at Clark Atlanta University. Within six years, 155 undergraduate students were majoring in mathematics at Clark Atlanta University. Nineteen former students of Dr. Shabazz are currently doctoral candidates in mathematics. Dr. Shabazz recently returned to his alma mater, Lincoln University, where he continues to teach and mentor. PRES AWDS FOR EXCELL IN SCI DUE EHR Shabazz, A.A. Lincoln University PA Victor A. Santiago Standard Grant 10000 1593 SMET 9178 0003129 October 1, 2000 Presidential Awards For Excellence In Science, Mathematics, & Engineering Mentoring. Upon arriving at The City College of New York in 1981, Dr. Akins opened his research laboratory to both high school students and undergraduates with a keen interest in science, who were willing to work hard both academically and in the laboratory. With the assistance of a cadre of like-minded faculty, Dr. Akins expanded this model by establishing the Center for Analysis of Structures and Interfaces (CASI), a major research center and training laboratory for high school students in their junior and senior years, high school chemistry and physics teachers, and undergraduate and graduate students. These efforts have led to City College being one of the nation's leaders in providing Ph.Ds. to minority students. During the 1997-98 Academic Year, eleven underrepresented minority students obtained their Ph.Ds. at City College in chemistry or engineering. PRES AWDS FOR EXCELL IN SCI DUE EHR Akins, Daniel CUNY City College NY Marilyn J. Suiter Standard Grant 10000 1593 SMET 9178 0003154 September 1, 2000 The Cosmos in the Classroom: Involving Community College Instructors in a Hands-on Symposium on Teaching Astronomy and Space Science to Non-Science Majors. Astronomy (11) Approximately 250,000 students (mostly non-science majors) take introductory astronomy courses in colleges, universities, and adult education programs around the country each year. These courses represent one of the most important interfaces between the astronomy/space science community and the public. Surveys reveal that about half of these courses are taught at institutions that do not have a significant astronomy research program, often by people whose training is in other fields besides astronomy and space science. Whatever their background, many people teaching these courses have too little initial training or exposure to effective teaching strategies and resources in astronomy. This 2.5-day national symposium at the Annual Meeting of the Astronomical Society of the Pacific is designed to assist instructors at all levels in doing a better job in their teaching of non-science majors. Mentor instructors, innovators in laboratory and on-line teaching, researchers in educational techniques, and creators of the best written and on-line resources are among the presenters. Much of the symposium is in the form of interactive panels and hands-on workshops. The organizers are actively seeking out the participation of three groups who are not normally represented at such meetings: full-time community college instructors, part-time community and small college instructors, and colleagues in other fields who wind up teaching astronomy. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Havlen, Robert Andrew Fraknoi Astronomical Society of the Pacific CA Duncan E. McBride Standard Grant 19600 7428 SMET 9178 7429 0000099 Other Applications NEC 0003263 June 15, 2000 Workshop on Computing Curricula 2001. This grant provides support for the CC2001 computer science curriculum project, which is a joint undertaking of the Computer Society of the IEEE and the Association for Computing Machinery (ACM to develop new curricular guidelines for undergraduate programs in computing. The funds are being used to cover the cost of a four-day workshop to provide the opportunity for the working groups associated with CC2001 to engage in face-to-face meetings for the purpose of developing the final report. At the conclusion of the workshop, the steering committee for CC2001 will put the final report together for approval by the IEEE Computer Society and the ACM Executive Council. The final report for CC2001 will be published by the IEEE and widely disseminated nationally to all computer science departments. It will used as the basis for computer science accreditation and curriculum reform. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Chang, Carl University of Illinois at Chicago IL Andrew P. Bernat Standard Grant 35000 7427 SMET 9178 7427 0000099 Other Applications NEC 0003332 May 26, 2000 Proposal Processing Support Services for ATE Program with Allied Technology Group, Task Order #21. Proposal Processing Support Services for ATE Program with Allied Technology Group, Task Order #21 ADVANCED TECH EDUCATION PROG DUE EHR Damon, Peter ALLIED TECHNOLOGY GROUP INC MD Elizabeth Teles BOA/Task Order 26115 7412 SMET 9178 9103 0000099 Other Applications NEC 0003663 June 7, 2000 CCLI-Allied Tech, Inc. Task Order Number 023. Allied Tech. Group CCLI Contract for period 6/15/00 to 4/30/01 CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Damon, Peter ALLIED TECHNOLOGY GROUP INC MD Duncan E. McBride BOA/Task Order 89214 7428 SMET 9178 7428 0000099 Other Applications NEC 0003885 September 1, 2000 Increasing the Participation and Success of Community College Faculty in National Science Foundation Programs. This project is implementing a professional development model created to increase the successful participation of community colleges and community college faculty in NSF programs. The Council for Resource Development (CRD) is building in the project upon existing regional conferences to offer a series of three workshops designed to familiarize faculty with NSF programs, showcase regional NSF projects and the faculty conducting those projects, and conduct a workshop on proposal development strategies specific to NSF. In order the achieve the goals, CRD is: (a) providing coordination for workshop development and implementation at the regional level; (b) recruiting faculty to attend the workshops who have not yet received awards from NSF; and (c) evaluating the workshops with particular emphasis on longitudinal outcomes. Evaluation of project outcomes includes looking for increased rates of proposal submissions to NSF as well as an increase in the success of those submitted. ADVANCED TECH EDUCATION PROG DUE EHR Suchorski, Joan Sture Edvardsson Steven Budd Santa Fe Community College FL Elizabeth Teles Standard Grant 27840 7412 SMET 9178 1032 0000099 Other Applications NEC 0004159 September 1, 2000 Peer-Led Team Learning: National Dissemination by the Workshop Project. Interdisciplinary (99) This project is a supplement to the NSF supported project: "Peer-Led Team Learning: National Dissemination by the Workshop Project." It is designed to address more directly the barriers that confront fully effective implementation of this approach by two-year (community) colleges. It is important to address these barriers and achieve maximally effective implementation of this project in two-year colleges because nearly 40% of U.S undergraduates enrolled in science, mathematics, engineering, and technology courses are attending these institutions, and many will take their basic science in this academic sector before transferring to 4-year colleges and universities to complete baccalaureate degrees. Given the size and diversity of the community college population, national dissemination of the workshop model of peer-led team learning can be greatly enhanced by successful implementation at the community college level. Some of the barriers faced by two year colleges are idiosyncratic to 2-year colleges, while others derive from the characteristics of students attending 2-year colleges. The barriers that will be addressed in this project are the high turnover of student leaders due to shorter spells of education, the high incidence of part-time (or full-time) employment among students, higher levels of family responsibilities which conflict with academic scheduling, the often weaker academic backgrounds of entering students which reduces the pool of potential team leaders, the lack of capability to carry out effective workshop leader training in many colleges, heavier teaching loads of faculty leaving less time to engage in adaptation and implementation activities, a lack of resources to pay student workshop leaders and less opportunity to offer academic credit to student workshop leaders, and difficulties faced by community college faculty in attending professional conferences. This project is supporting a variety of workshop activities for community college faculty, including a series of 12 one-day "drive-in" workshops at different sites around the U.S. specially tailored and shortened for faculty in two-year colleges. These 12 workshops will be managed by 2 teams of faculty, one East Coast and the other West Coast based, and are being held on the campuses of 2-year institutions across the nation. This project is also supporting special breakout sessions for community college faculty attending the longer workshops of the parent project and supporting the education of at least 25 WPAs (Workshop Project Associates). WPAs are a cadre of faculty who are prepared to engage in further dissemination activities. CCLI-NATIONAL DISSEMINATION DUE EHR Gosser, David CUNY City College NY Myles G. Boylan Standard Grant 474791 7429 SMET 9178 7429 0000099 Other Applications NEC 0004228 September 1, 2000 Collaborative NSF Sessions at the ASEE Annual Conference. Dissemination and assessment opportunities are established for current and potential NSF grantees in CCLI, CRCD, ATE, and Action Agenda programs at the 2001 and 2002 ASEE Annual Conferences. Events include a poster session and two NSF Showcases at each conference for grantees in each of the four programs. Selected presentations are published in the conference proceedings. Impact of this dissemination on promoting awareness of NSF programs and on stimulating new proposal submittals are assessed through a series of surveys directed at both presenters and attendees. CCLI-ADAPTATION AND IMPLEMENTA INDUSTRY/UNIV COOP RES CENTERS DUE EHR Genalo, Lawrence Iowa State University IA Russell L. Pimmel Standard Grant 158870 7428 5761 SMET 9178 7428 0000099 Other Applications NEC 0004229 September 1, 2000 The Role of Information Technology in Student Learning Assessment. This project is examining the impact of information technology on the educational enterprise, and considering how the needs of the educational enterprise may inform new IT research. The project addresses the use of information technology to enable new forms of student learning assessment tools and new forms of delivery of those tools. The work will be performed by a team of undergraduate students from Worcester Polytechnic Institute, working at the NSF offices following a course in research methods and proposal writing at their home institution. At the conclusion of the project, the students will defend their work in a formal oral presentation to NSF personnel, WPI faculty and other representatives of the university. In addition, the students will deliver a completed final report to NSF, containing a literature review and methodology, a presentation of data with data analysis, conclusions, and recommendations. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR DiBiasio, David Worcester Polytechnic Institute MA Joan P. Gosink Standard Grant 9961 7428 SMET 9178 7428 0000099 Other Applications NEC 0004396 August 25, 2000 CSEMS-Allied Tech, Inc. Task Order Number26. CSEMS-Allied Tech, Inc., Task Order Number 26 S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Damon, Peter ALLIED TECHNOLOGY GROUP INC MD William C. Beston BOA/Task Order 19081 1536 SMET 9178 1536 0000099 Other Applications NEC 0049005 July 1, 2000 CalcLab: A Hands-On Learning Environment for Enriching Students' Understanding of Calculus. TEACHER PREPARATION PROGRAM DUE EHR Monk, G. Stephen Ricardo Nemirovsky University of Washington WA Elizabeth Teles Continuing grant 60000 7348 SMET 9178 9177 7419 7348 0000099 Other Applications NEC 0053241 September 1, 2000 Contextual Laboratory Curriculum for Chemical Technology (C&T): Phase II. Chemistry (12) The contributions that chemical laboratory technicians make in modern workplaces cannot be overstated. They have a unique ability to make sense of subtle differences in the appearance of materials and the behavior of techniques and instruments. The challenge for chemical technology educators is to provide students with meaningful experiences that prepare them for these responsibilities. In 1998, the NSF awarded a grant to our institute to develop a model for a contextually-driven, laboratory-based curriculum in chemical technology. Three modules are being fully developed: the chemistry of aqueous systems, the chemistry of terrestrial systems, and the chemistry of polymer systems. A fourth module, the synthesis of modern drug release systems, is being outlined as well. The project team is preparing to launch its final stage of development and alpha testing based upon promising feedback from students and faculty. This renewal proposal captures this momentum by: (1) fully developing and testing module 4, the synthesis of modern drug release systems; (2) developing two advanced-level modules focused on petroleum refining and computer-based data analysis; (3) beta testing modules 1,2,and 3; and (4) engaging in strategic dissemination. The previously assembled team (materials developer, project manager and Principal Investigator are continuing and a new partner (leading the beta testing) has been added. Both alpha and beta testing of the various modules developed are continuing. Beta testing is being carried out in a Chemical Technology program at a trade technical college. This activity is providing feedback as to the effectiveness of the modules. As a result of this renewal, the contextually-based, laboratory-driven curriculum will be completed. Discussions with commercial publishers have begun, ensuring that the curriculum will be disseminated and revised on an ongoing basis. ADVANCED TECH EDUCATION PROG DUE EHR White, Carol Kenneth Hughes Robert Hofstader Renee Madyun Athens Area Technical Institute GA Iraj B. Nejad Standard Grant 251298 7412 SMET 9178 1032 0000099 Other Applications NEC 0053245 September 1, 2000 Advanced Technology Environmental Education Center. Through this project, the Advanced Technology Environmental Education Center (ATEEC) is building upon its strong national position by providing expanded services and innovative leadership to a growing number of constituents including 4-year institutions, environmental practitioners, and the general public. The ATEEC project is structured around the following goals and objectives: Goal 1: Strengthen science, math and technical curriculum, and instructional materials supporting advanced technology environmental education. Objectives include producing, updating, and revising environmental technology resources, assessment instruments, a "best practices" manual, training and curriculum models, and environmental technology core knowledge and skill list; identifying secondary and community college faculty support needs; and conducting the annual Fellows Institute for secondary and community college teachers. Goal 2: Strengthen the nation's environmental technician programs through professional development opportunities. Objectives include participating in or conducting annual professional development instructor conferences, a national conference with a professional association of environmental technology practitioners, a national "Defining Environmental Technology Forum", and a national satellite/on-line teleconference; and developing a national model for business/industry/education faculty internships. Goal 3: Strengthen education through support services for program improvement. Objectives include acting as a clearinghouse and resource center to evaluate and disseminate "best practice" instructional materials, activities, and products; updating and revising the environmental technology defining chart and report; and expanding the use of the national electronic job database. This project is directly impacting hundreds of environmental educators and improving the education of thousands of students throughout the nation. ADVANCED TECH EDUCATION PROG DUE EHR Kabat Lensch, Ellen Edward Brown Kirk Laflin Hazardous materials Training and Research Center IA Elizabeth Teles Continuing grant 915000 7412 SMET 9178 1032 0000099 Other Applications NEC 0053247 October 1, 2000 Integrating Advanced Environmental Technology Research Into The Classroom and Into the Community. Abstract Through a partnership between one of the ATE Centers of excellence and the Massachusetts Institute of Technology (MIT), a research university, the nation's community college and high school classrooms have access to knowledge of emerging environmental technologies and of on-going environmental research. This effort allows environmental technology education programs to not simply react to the changing demands of the workplace, but rather positions students and faculty to anticipate and prepare for emerging developments in the field. The project is defined by two broad goals: (1) to develop curriculum and educational materials that focus upon emerging knowledge and technologies in the environmental field; and (2) to establish a faculty exchange and professional development program to broaden understanding of the connectedness of research to applied education and the workplace. Outcomes of the project include: (1) the development of a series of learning modules focused upon "Emerging Environmental Technologies" and "Environmental Health Impacts"; (2) community college and high school environmental educators' involvement with MIT scientists in a variety of venues; and (3) a Critical Issues Conference and published report focused upon strengthening the linkage between environmental researchers, educators, and practitioners. ADVANCED TECH EDUCATION PROG DUE EHR Docherty, Melonee Jeffrey Steinfeld Ellen Kabat Lensch Hazardous materials Training and Research Center IA Harry Ungar Standard Grant 528223 7412 SMET 9178 1032 0000099 Other Applications NEC 0053249 June 1, 2000 Integrating Design and Manufacturing Concepts to Strengthen Advanced Technological Education Programs. Recent changes in the global business environment dictate the need for engineering technicians to obtain new skills in design-for-manufacturability, computer-aided design, teamwork, and communication. In addition, there is a significant workforce shortage of engineering technicians across the U.S. and particularly within the areas of Iowa and South Dakota served by this project. This project focuses on improving the way that the above topics are taught in community college manufacturing education programs. It also focuses on increasing the pool of qualified applicants to these programs. Four, flexible course modules and instructor-training materials are being developed that may be infused into a wide range of existing curricula. The modules integrate design for manufacturability, teamwork skills and computer aided-design content to improve the efficiency and effectiveness of instruction. Summative evaluation tools are being used to assess the impacts of the modules on student skills. Women who are completing an internship in a baccalaureate program in technical training are delivering a program designed to recruit female students into manufacturing-related programs at three Midwestern community colleges. In addition, these interns are supporting community college technical instruction to supplement release time for community college instructors who are involved in this project. An outcome of this project is larger numbers of better prepared workers that will lead to a more competitive U.S. manufacturing industry. The eventual impact on students is a heightened awareness of the interaction between design and manufacturing, and the skills to effectively operate in a team environment. ADVANCED TECH EDUCATION PROG DUE EHR Chen, Joseph Judy Vance Ron Sorensen Raymond Stevens Iowa State University IA Kenneth Lee Gentili Standard Grant 550001 7412 SMET 9178 1032 0000099 Other Applications NEC 0053250 September 1, 2000 Project to Support Chemistry-based Technician Education. The future of chemistry-based technician education depends upon building a world-class, national network that connects local activities and nurtures sustainability. The American Chemical Society (ACS) provides leadership in these technician activities, by building on existing chemistry-based technician education activities at ACS, communicating with other chemistry-based technician education activities, and establishing a foundation upon which new activities that support excellence in two-year college chemistry education can be developed. To accomplish this goal, the project (1) develops a web-based system to update, validate, maintain and disseminate performance-based voluntary, industry, skill standards; (2) establishes a network of consultants to build and maintain local partnerships as a basis for meeting technician education needs; (3) develops an on-line national clearinghouse for information in chemistry-based technician education; (4) provides professional development for two-year college faculty; and (5) provides career information to attract students to become technicians in chemistry-related industry. ADVANCED TECH EDUCATION PROG DUE EHR Wesemann, Jodi Sylvia Ware George O'Neill American Chemical Society (ACS) DC Gerhard L. Salinger Continuing grant 1260300 7412 SMET 9178 1032 0000099 Other Applications NEC 0053262 July 1, 2000 Consortium for Optics and Imaging Education. There is an urgent need to increase the number of optical technicians in U.S. industry to maintain a vital competitive advantage in international markets. This project is developing new educational resources that will both emphasize the appeal of this career path to students and support continuing education. These tools are based upon exploration of real data to develop the necessary technical skills. This is being accomplished by a new synergistic effort that builds upon existing resources and the demonstrated expertise of the team. New educational tools are being developed for testing in the two-year college curriculum in optics technology and the communications department at Monroe Community College in Rochester, NY. These new tools include instructional materials co-developed by the academic partners and based upon previous ATE grant work developed by the Center for Image Processing in Education. The materials are also being developed for use in pre-college settings in collaboration with high school teachers. Faculty of the colleges are conducting workshops for K-12 teachers that demonstrate the use of imaging technologies for science and technology education. Particular emphasis is being placed on those schools that have a large minority population and those who deal with students who have difficulty in learning in a typical secondary school setting. A lending library of imaging tools is being established for K-12 education for those institutions that do not have the necessary resources. In order to meet the pressing need for continuing education for established optical/imaging technicians, portions of the programs are being adapted for use in the industrial environments under the guidance of members of the Advanced Precision Optics Manufacturing Association (APOMA) and the Society for Imaging Science and Technology (IS&T). These industrial members are also participating in recruitment and dissemination efforts of this project. ADVANCED TECH EDUCATION PROG DUE EHR Novak, Robert Roger Easton Steven Moore Monroe Community College NY Duncan E. McBride Continuing grant 574870 7412 SMET 9178 1032 0000099 Other Applications NEC 0053263 July 1, 2000 Adapting and Improving Mathematics, Science and Technological Education in High Performance Manufacturing. Thomas Nelson Community College (TNCC) and its educational and private industrial partners in the Virginia Peninsula Workforce Development Center are establishing a Manufacturing Excellence Consortium (MEC). The project's three goals are to: 1) adapt and implement Sinclair Community College's ATE-funded module clusters in Principles of Mathematics, Principles of Science, Design for Manufacturing, Manufacturing Processes and Materials, and Manufacturing Systems and Automation; 2) strengthen and expand TNCC's existing cooperative education program by training faculty in co-op development, preparing faculty for co-op supervisory roles, adopting a labor exchange database compatible with that currently in use by Old Dominion University, and providing release time for faculty industrial internships; and 3) equip a laboratory modeled after Sinclair's Advanced Manufacturing Center. TNCC is disseminating its results to the two other Manufacturing Excellence Consortia in the Virginia Community College System for eventual dissemination to state and regional partners. ADVANCED TECH EDUCATION PROG DUE EHR McGinty, Louis Roger LeMasters Rex Evans Thomas Nelson Community College VA Bevlee A. Watford Standard Grant 497680 7412 SMET 9178 1032 0000099 Other Applications NEC 0053264 April 1, 2000 Learning Through Simulated Information Technology Enterprises. This project involves a network of six community colleges, university experts, and industry leaders. During the project, they establish, pilot, assess, and document a contextual, collaborative process to better prepare technical workers for the information technologies service industry. Goals include alleviating the shortage of IT workers, improving technical and business skills and abilities of IT specialists, increasing entrepreneurial and intrapreneurial skills, and creating learning networks of faculty. The structure for contextual and systemic skills is "learning through a simulated information technology enterprise" (L-SITE), a realistic but fictitious enterprise that operates under varied conditions in each of the community colleges and represents the complexities and uncertainties of the real business world. The collaborative plans to design two different information technology service enterprises as templates for systemic learning for students in IT and other technical curricula. Using the two L-SITEs as "templates," student teams simulate business operations in a high performance context under the rapidly changing, global, and challenging transactional, technical, and market circumstances facing IT and other industries. Thus, students learn by "experiencing" various challenges and problems they may face in the real workplace. Each L-SITE is to be incorporated into the curriculum in each college in two basic formats: a year two practicum for IT degree students and experiential learning modules to be integrated into other courses and programs. In addition to the design network, five field test colleges prepare for subsequent adoption, and four international colleges provide global connections and experiences for the U.S. students and faculty. ADVANCED TECH EDUCATION PROG DUE EHR Rosenfeld, Stuart Vincent DiNoto Regional Technology Strategies NC Kenneth Lee Gentili Standard Grant 431946 7412 SMET 9178 1032 0000099 Other Applications NEC 0053267 April 1, 2000 The Institutional Impact of the Advanced Technology Education Program on Community Colleges. Project Summary The Community College Research Center at Teachers College, Columbia University is performing case studies on four centers and six projects funded by the Advanced Technological Education (ATE) Program to develop recommendations to strengthen both the ATE centers and projects and the colleges at which they are housed. The ATE program encourages change in the education of technicians particularly at two year colleges. For this change to be sustained and replicated, it must extend beyond the grant period and achieve institutionalization at the community college. Using primarily qualitative methodologies, the study documents the extent to which the ATE projects have become integrated into the broader activities of the community colleges, and the effects of the program on the underlying barriers known to frustrate initiatives aimed at reforming and improving technician education. Questions to be addressed include how the projects affect the pedagogy of technicians and others in the two year college; how the partnerships with industry and business affect the relationship between those institutions and the college; how the projects affect the development of articulation agreements with four year colleges and relations with secondary schools; and how the projects influence the relation between technical and academic faculty at the institution. The study identifies mechanisms by which activities and improvements generated in the projects are embedded in the missions of the schools, and how they engage faculty in professional development and the activities used to educate students. ADVANCED TECH EDUCATION PROG DUE EHR Bailey, Thomas James Jacobs Teachers College, Columbia University NY Gerhard L. Salinger Standard Grant 454162 7412 SMET 9178 1032 0000099 Other Applications NEC 0053268 June 1, 2000 South Texas Advanced Technology Project. 34 Meeting the critical need identified by state industry partners, this project focuses on the development of technician training program components that prepare process technicians or operators where employment demand far exceeds supply and continuously incorporates advances in the technologies of operation. The partnership of five community colleges, industry partners, a state agency, and a university, represents a unique set of capacities, technological expertise and demographic diversity by adapting science, mathematics and communication courses developed by other ATE projects. The project through the development of a continuously adaptive set of advanced process technology operations modules addresses (1) unit operations, (2) process safety operations, and (3) systematic preventative maintenance/quality (including troubleshooting in emergency and malfunction events) for the technician operator. The modules are web-based, multimedia presentations of new content topics with interactive simulation models. ADVANCED TECH EDUCATION PROG DUE EHR Sloan, Lee Diana Marinez Mark Krysiack Texas Engineering Experiment Station TX Elizabeth Teles Continuing grant 1499999 7412 SMET 9178 1032 0000099 Other Applications NEC 0053269 April 1, 2000 NYSCATE: New York State Curriculum for Advanced Technological Education. This project is being conducted by a consortium of two-year and four-year institutions including Finger Lakes Community College, Fulton Montgomery Community College, New York City Technical College, and Hofstra University in cooperation with the New York State Education Department to systemically reform Advanced Technological Education (ATE) curriculum in New York State. The three-year New York State Curriculum for Advanced Technological Education Project (NYS CATE) is developing, field testing, and institutionalizing 14 articulated, state-sanctioned grade 9-14 Advanced Technological Education curriculum modules within three overarching areas of technology: Bio/Chemical Technology, Information Technology, and Physical Technology (materials and manufacturing). NYSCATE is engaging community college, university, and high school faculty; industrialists; state-level policy makers; and NSF ATE Centers of Excellence as collaborators in developing exemplary materials and in unifying secondary and postsecondary segments of the New York State ATE delivery system. In its third year, the Project will expand the field test of its products to additional sites in New York and three other states to bring a standards-driven, academically integrative, pedagogically contemporary perspective to ATE curriculum and instruction. ADVANCED TECH EDUCATION PROG DUE EHR Burghardt, David Michael Hacker Linda Hobart Godfrey Nwoke Margarita Mayo Jeans Stevens John Jablonski Hofstra University NY Karen F. Zuga Continuing grant 1529984 7412 SMET 9178 1032 0000099 Other Applications NEC 0053276 July 1, 2000 Strategic Alliance to Advance Technological Education in Rockford, Illinois Public Schools, Grades 7-12. PROJECT SUMMARY This project is a collaboration among Rockford's public middle and high schools, NIU's Colleges of Engineering and Engineering Technology and Liberal Arts and Sciences, Rock Valley Community College, and local businesses and industries. It builds on the success of a pilot study undertaken in five Rockford high schools. The goal is to improve math, science, technology and English education for all students in grades 7-12 in the Rockford School system, but with a special emphasis on the needs of those who do not traditionally take higher level science, mathematics and technology classes, including minorities, females, and a range of average students. A multi-disciplined project staff will work with teams of teachers from all middle and high schools in the district. During the first year, the project will train teachers in interdisciplinary problem- and project-based learning; integrated curricula; new assessment procedures, including improved traditional strategies and procedures and non-traditional (authentic) ones; national and state standards; and a broader variety and repertoire of teaching techniques. During the second and third years, the project staff will act as mentors and coaches, providing in-classroom support for teachers as they fieldtest new methods, techniques and procedures in the classroom. Teachers will also be taught how to network constructively across disciplines and the operational design of the project will ensure that all teachers from all schools hear the same message, thereby eliminating confusion. This project will be the key implementation element in Rockford's education reform initiative and will form the basis for a fundamental and ongoing change in teaching philosophy and methods. It is designed to motivate and inspire students by helping them to acquire the necessary skills to solve real-world science, math and technology problems and to feel connected to their community. In addition to improving the teaching and learning environment one tangible product of this project willbe the design and production of multidisciplinary curriculum modules that can be used throughout the district and beyond. ADVANCED TECH EDUCATION PROG DUE EHR Scarborough, Jule Don Williams Janet Jones Patrick Derry Northern Illinois University IL Daniel Householder Continuing grant 1500000 7412 SMET 9178 1032 0000099 Other Applications NEC 0053279 May 1, 2000 West Virginia Associate Degree Program for Information Technology Professionals. Through this project, West Virginia is instituting, statewide, a new degree, the Associate of Applied Science in Technical Studies, which has two major tracks: (1) network communications and (2) computer applications. The degree is being offered at all 12 of the state's community and technical colleges, and courses are being delivered both through on-campus study and through the Web. The degree program is supported by the state's information technology (IT) industry through the advice and assistance of an industrial advisory board. The program provides students with an opportunity to work at a participating business or other organization, and provides courses that lead to vendor certifications in networking and computer applications. As part of the project, courses are being developed, evaluated, and redesigned; faculty are developing or adapting material into Web-based courses; students are participating in internships; and the program is being disseminated on a national level. The new statewide program aims to (1) offer students promising careers in IT, (2) provide the IT industry a greater number of skilled workers to support the industry's growth and development, and (3) increase the number of students with the skills and interests needed to pursue study toward the completion of an undergraduate degree in computer science and related disciplines. ADVANCED TECH EDUCATION PROG DUE EHR Howerton, Carol James Skidmore Jenny Dawkins State College & Univesity Systems of WV WV R. Corby Hovis Continuing grant 799678 7412 SMET 9178 1032 0000099 Other Applications NEC 0053280 August 1, 2000 (CIMDATT) Curriculum & Instructional Materials Development for Advanced Transportation Technologies. The transportation industry faces a growing skills gap in its existing workforce and lacks a qualified workforce for emerging occupational positions. The primary objective of this project is to increase the supply of new and existing workers who possess the requisite core academic knowledge and technical skills needed to compete in the area of advanced transportation technologies. The four major activities which are producing programs and products are: (1) Curriculum & Instructional Materials Development; (2) Faculty and Teacher Professional Development; (3) Recruitment and Retention of Minorities and other Nontraditional and Under-served Populations; and (4) Internship Experiences for Students and Instructors. The expected outcome is a Tech Prep Associate Degree Program for Grades 11-14 and for adults re-entering the workforce. Notable collaborations include the California Advanced Transportation Technology Initiative, College of Engineering Center for Environmental Research and Technology at the University of California Riverside, West Virginia University's National Alternative Fuels Training Center, Schatz Energy Research Center at Humboldt State University, Georgetown University Fuel Cell Program, SunLineTransit Agency, National Automotive Center, John Deere, DOE/Clean Cities, Service Technicians Society (STS), and the Coachella Valley Economic Partnership. ADVANCED TECH EDUCATION PROG DUE EHR Babiarz, Nina Richard Bajura Dan Baxley Jack Dempsey Diane Ramirez Joseph Norbeck College of the Desert CA Herbert H. Richtol Continuing grant 515000 7412 SMET 9178 1032 0000099 Other Applications NEC 0053284 July 1, 2000 PHOTON, a Curriculum & Instructional Materials Development, Teacher & Faculty Prepartion & Enhancement and Laboratory Development project in photonics Technology. Despite the tremendous growth in the demand for trained photonics technicians, estimated nationally to grow from 35,000 in 1994 to 740,000 in 2000, only two community-technical colleges in New England offer associate degree programs in photonics education. If New England is going to be able to maintain its competitive position in the global marketplace, the number of educational institutions offering instruction in photonics technology must be increased, strong programs must be implemented, and students must be better prepared to enter the programs. PHOTON is a teacher/faculty enhancement and laboratory improvement project. It is designed to provide middle school, secondary, postsecondary faculty, and guidance and career counselors from more than 40 educational institutions throughout New England with the skills to introduce photonics technology and laser applications into their classrooms. Although the project is being developed regionally, the model and instructional materials developed are being nationally disseminated. The project is conducting a series of workshops that develop a foundation in basic optics and laser principles. The first workshop, held in the fall of 2000, introduces 60 teachers, faculty and their respective career and guidance counselors to the applications and career opportunities in the field of photonics. Participants are being encouraged to form alliances across educational levels that facilitate building educational pathways for students. Through a competitive application process, 40 teachers, faculty, and career and guidance counselors are being selected to attend one-week workshops in the summers of 2001. During the workshops, educators are provided with a comprehensive optics laboratory kit to teach laser technology principles in their home institutions. Participants also receive technical assistance to implement new curricula, and a final two-day workshop will be conducted to share implementation models and strategies. ADVANCED TECH EDUCATION PROG DUE EHR Donnelly, Judith Fenna Hanes John Swienton New England Board of Higher Education MA Duncan E. McBride Standard Grant 493545 7412 SMET 9178 1032 0000099 Other Applications NEC 0053285 July 1, 2000 Partnerships to Enhance Student Success in Information Technology. Building upon successful employer-educator partnerships, Valencia Community College, in partnership with the University of Central Florida and Rollins College, is creating a comprehensive Information Technology Workforce Development System aimed at increasing the number of skilled computer programming technicians with maximized advanced education and career options. Objectives include (1) demonstrating significant increases in the enrollment, persistence, retention, completion, and placement (into employment or the next level of education) of community college students pursuing an A.S. degree in Computer Programming and Analysis by enhancing relevant curriculum and instructional approaches; (2) maximizing and coordinating shared fiscal and human resources among higher education entities; (3) strengthening the ability of education to meet regional workforce demands; (4) enhancing the relationship among educators at the secondary, community college, and four-year institutional levels; and (5) designing and delivering new and revised curriculum and instructional strategies that incorporate industry-certified content and competencies and that address local and regional economic and workforce development needs. Activities include (1) establishing an A.S.-to-B.S. articulation agreement model; (2) enhancing recruitment, academic support, retention, and developmental advisement strategies specifically directed at A.S. computer programming students; and (3) reviewing and updating the computer programming curriculum to better meet the needs of industry and students and to better prepare students for upper division study. Expected outcomes are more rigorous academic content for courses and an increase in the number of students who are recruited into and who complete the A.S. degree in computer programming (which also means an increase in the number who are able to continue their education in four-year programs). ADVANCED TECH EDUCATION PROG DUE EHR Archibald, Colin Timothy Grogan JoeLynn Look Dale Husbands Valencia Community College FL R. Corby Hovis Standard Grant 580000 7412 SMET 9178 1032 0000099 Other Applications NEC 0053286 March 15, 2000 Project COMPACT (Career-Oriented Materials for Physics and Contemorary Technology). Project Summary Project COMPACT is continuing to develop, test, and disseminate a new type of application-oriented, integrated curriculum software for SMET education. The project materials employ a "learning situation-focused" approach rather than a conventional domain-centered approach to involve students of various backgrounds and abilities in learning physics, science and technology. The goal is to engage students in exploring learning situations associated with their career objectives. COMPACT'S open-ended software includes an Active Shell, Modeling Activities, Interactive Applets, Problem Solving Tutor, scriptable Instructor's Agent, Interactive Lessons and a tool to design them, Tools for Assessing student progress, and more. The Simulation module is based upon a "real-life situation." It enables students to actively participate in modeling and virtual experimentation and observe the physical processes from macroscopic to microscopic levels. The package includes tools that help teachers assemble a single computer based learning environment from heterogeneous educational resources and the WWW. COMPACT's materials are designed to address a wide audience including: (1) two-year college students enrolled in science, technology and engineering programs, (2) non-science majors seeking scientific and technology literacy in anticipation of workplace demands, and (3) high school students taking physics - in particular those in Tech Prep, School to Career or vocational education programs. The software has a multilevel structure and flexible format to accommodate students with poor backgrounds in science and mathematics, those with some knowledge of algebra and geometry, as well as advanced students. The software may be used in classrooms equipped with stand-alone computers, a local network, or over the Internet for distance learning. ADVANCED TECH EDUCATION PROG CENTRAL & EASTERN EUROPE PROGR DUE EHR Davis, Doyle Yakov Cherner New Hampshire Community Technical College Berlin NH Michael Haney Continuing grant 519480 7412 5979 SMET 9178 1032 0000099 Other Applications NEC 0053287 August 1, 2000 Mayaajitaang: A Tribal College, State University , and Industrial Partnership for Building an Information Technology Workforce in Rural America. Lac Courte Oreilles Ojibwa Community College, (Hayward, WI) and the University of Wisconsin-Superior are forming a partnership to build an asynchronous learning environment in which a complete four-year degree in Information Technology is being offered by both institutions simultaneously as well as two-year programs in the community college. By collaborating in this partnership, and working with businesses and industrial partners, the unique needs of underserved populations are being addressed. The Information Technology program is a shared offering that provides online specializations ranging from certificates in basic computer and Intenet skills to a complete four-year degree. The courses in this program are being mirrored, credit for credit, by each institution so that whatever a student earns at one college transfers to the other college. Faculty and staff of both institutions are developing program content in a collaborative effort where new online courses are being developed and existing synchronous courses are being adapted and made available. A virtual private network is being implemented between the partners in order to allow the development of systems integration of support services. Business and industry are partnering with the higher education institutions to help create the skilled information technology workforce needed to meet their needs and strengthen the economies of the Native American and rural communities served by the colleges. Full accreditation for the program is being sought from the North Central Association of Schools and Colleges. Evaluation and assessment of the development of online content is an ongoing, dynamic process from conceptualization to implementation of curricula that is being documented and published as a model for the development of learning in an asynchronous environment. ADVANCED TECH EDUCATION PROG DUE EHR Furtman, Gregory Victor Piotrowski Jeffrey Ames Lac Courte Oreilles Ojibwa Community College WI Elizabeth Teles Continuing grant 641131 7412 SMET 9178 1032 0000099 Other Applications NEC 0053288 October 1, 2000 Environmental Technology Curriculum Enrichment. This project aims to enhance communication between the community college, university, high schools, industry, and local government in Tucson, Arizona through collaborative multi-level internships, curriculum development and summer high school math and science teacher conferences. Curriculum development includes creation of a "Design for the Environment" general education course for freshman university students and entering technician students. This course is also being offered in local high schools for community college or university credit through co-enrollment programs. It is available on the WEB. A second new course is being developed entitled a "Capstone Technician" course in which community college students work on team laboratory projects, are mentored by local industry, and perform classroom activities that stress ethics and safety. Industrial internships are being offered to teams of engineering and technician students in local industries such as Tucson Electric Power and Raytheon, where they work on "real world" projects. High school teachers shadow and participate in these internships during a three-week institute to learn about current environmental issues. In addition, the high school teachers are developing new science and math modules that can be incorporated into existing math and science courses. These fresh ideas vitalize the teachers and interest students in environmental science and engineering. Furthermore, the student intern teams are visiting the high school classrooms to follow up with the teachers and to perform hands on demonstrations with high school students. The new high school materials are being disseminated locally at a three-day high school teacher conference. The community college and university course materials are being disseminated via CD-ROM and video at national meetings and via the WEB. Program evaluation is occurring internally by the evaluation group at the University of Arizona, and externally by NSF sponsored groups such as Project MTS at Western Michigan University. ADVANCED TECH EDUCATION PROG DUE EHR Ogden, Gregory Pima County Community College District AZ Harry Ungar Standard Grant 320000 7412 SMET 9178 1032 0000099 Other Applications NEC 0053290 July 1, 2000 Expansion of Undergraduate Geographic Information System (GIS) Training and Experiential Learning Opportunities. This southwestern project addresses the growing employment demand for trained Geographic Information Systems (GIS) technicians and analysts. This project also focuses on state-of-the-art GIS curriculum development incorporating work-based SCANS competencies and career-pathways into GIS degree programs. Research-based findings in technology education and minority student success, career pathways and project-based laboratory experiences form the basis for the further development of national skill standards. The objectives for the project include the: 1) Development of a series of work-based laboratory exercises that are employer-driven exposing students to the problems associated with the design and collection of reliable and accurate data sets using GPS and GIS programs; 2) Training of area secondary school faculty in the application of GIS and GPS as they apply to a variety of occupations that incorporate GIS components into current Technical Preparation agreements; 3) Increasing the number of rurally-isolated, minority secondary students who choose to participate in post-secondary GIS/GPS training for employment in currently unfilled GIS positions; 4) Working with the leading GIS and GPS software companies in the development of industry-based skill standards; and 5) Sharing the curriculum developed with other colleges and NSF. ADVANCED TECH EDUCATION PROG DUE EHR Ortego, Sheila Craig Watts Santa Fe Community College NM Jill K. Singer Standard Grant 141101 7412 SMET 9178 1032 0000099 Other Applications NEC 0053291 June 15, 2000 Teaching Molecular Biology and Bioinformatics in Community Colleges. Project Summary This project is improving the instructional capabilities of community colleges in genomic technologies. The products of this project, through the efforts of and collaborations with community college instructors, are easily accessible and readily updated instructional materials as well as community college instructors who are prepared to use them. Previous efforts were extremely successful in helping to educate community college instructors on the basic technologies that impact biotechnology-related research and in helping them to integrate appropriate courses and laboratories into their curricula. This project is facilitating expansion of the work begun under the current program that established a regional coalition among community colleges and UC Davis focused on the development of educational activities in molecular biology, genomics, and related scientific disciplines. The program is developing core curriculum material for community college faculty in the areas of modern biotechnology, genomics, functional genomics, and bioinformatics. The program offers week-long summer institutes in Molecular Biology and Molecular Diagnostics in which the principles of molecular biology and molecular diagnostics and their application in biotechnology are introduced. A new institute titled Functional Genomics and bioinformatics is being initiated. Bioinformatics is a very timely and appropriate topic for community colleges as it builds on the present and expanding skills in molecular biology, which our previous efforts have helped to foster, and on the computer science emphasis already in place at most community colleges. It is clear that there will be many career opportunities for graduates with bioinformatics training in the new millenium. Texts, manuals, laboratory kits, and other instructional materials are being made available for community college and high school instructors. Where possible, material is downloadable from the program web site to allow easy acess and rapid dissemination. http://universityextension.ucdavis.edu/molbio/biotech,htin ADVANCED TECH EDUCATION PROG DUE EHR Bruening, George Martina Newell-McGloughlin Judith Kjelstrom Margaret Wilcox University of California-Davis CA V. Celeste Carter Standard Grant 150000 7412 SMET 9178 1032 0000099 Other Applications NEC 0053294 June 1, 2000 Integrating Academic and Technical Education for Advanced Technological Careers. This project expands the work begun in a previous NSF supported project to create a curriculum that integrates academic and technical education and that meets both national academic and industry skill standards. In an earlier project Education Development Center, Inc. (EDC), Baltimore City Community College (BCCC) and Southern High School in Baltimore partnered to create an integrated biology/biotechnology high school curriculum unit, and pilot tested it in biology and biotechnology classes. The unit weaves together readings, activities, discussions and analyses, emphasizing a conceptual understanding of scientific principles with laboratories that stress biotechnology skills, the ability to perform technical procedures, and an understanding of the scientific basis of experiments. The curriculum relates learning to careers and real-life work. The goal of that project was to broaden the learning of both academic and technical students. Academic students conduct laboratory experiments, develop technical skills and learn about real life uses of these in occupations, careers and work places. Technical students learn more about the concepts, theories and history underlying the technical skills they develop. This new project extends these goals by field testing this first unit (to obtain more empirical data about student outcomes). The project is also developing a second unit covering topics related to those of the first unit, and following the same format of the first unit. The two units are being pilot-tested together in several high schools (in biology and biotechnology courses) in the greater Baltimore area. Consultants from industry, 2-year colleges, and 4-year colleges are validating the units in terms of their suitability in preparing students for college level work, and providing skills required in the high-skilled workforce. Teacher guides, student books, videos of practitioner role models in workplaces, and scenarios for instruction and assessment, are being produced. High school teachers are being trained in the new curriculum and in related pedagogy. ADVANCED TECH EDUCATION PROG DUE EHR Leff, Judith Kathleen Norris Education Development Center MA Gerhard L. Salinger Continuing grant 889066 7412 SMET 9178 1032 0000099 Other Applications NEC 0053296 June 1, 2000 A Biotechnology Curriculum and Teacher Education Project for High Schools. PROJECT SUMMARY This project trains teachers and puts a biotechnology course in each of the high school campuses of Austin Independent School District, expanding into the suburban and rural school districts nearby. The first step is the establishment of an Advisory Committee composed of academic and industry representatives, and the establishment of a Curriculum Review Committee. This Committee reviews the Introduction to Biotechnology course taught at Austin Community College (ACC), and makes recommendations for its revision so it can be successfully adapted to the high schools. High school teachers are presenting a pilot biotechnology course in four Austin high schools. A Summer Institute expands the pool of qualified teachers. This Institute is a three week experience with three points of entry depending on the teacher's experience. Pre-service teachers from area universities, entering the first week with novice teachers, are matched with in-service teachers. This training prepares inservice teachers to teach biotechnology on their home campuses throughout Austin. The teachers are supported by the establishment of a Biotechnology Center, a "lending library" of equipment and reagents in the form of kits. These kits are maintained by biotechnology interns from ACC and delivered to the campuses at the teacher's request. Pre-service teachers from the Summer Institute travel with kits to their matched teachers' classrooms. As the network expands, school districts unable to establish Centers are being shown how to use materials-at-hand to teach project-based curricula. An important result of this project is a pipeline of students entering biotechnology programs and industry. ADVANCED TECH EDUCATION PROG DUE EHR Fletcher, Linnea Alice Sessions Peggy Maher Austin Community College TX Duncan E. McBride Standard Grant 411866 7412 SMET 9178 7204 1032 0000099 Other Applications NEC 0053300 June 1, 2000 Materials-Joining: Advanced Technologies for Tommorrow's Manufacturing Workforce. The Portland Community College "Materials-Joining: Advanced Technologies for Tomorrow's Manufacturing Workforce" project is an innovative means to prepare two-year technology and high schools students and their faculty for the more sophisticated and highly automated workplace environments of the near future. Specifically, the intent is to expose community college and high school students to advanced concepts in metals joining technology by integrating the newest joining processes in manufacturing with classroom studies in mathematics, physics, materials science, and computer science. To achieve this goal, several new courses are being developed, to be capped by a laboratory experience entitled "Advances in Joining Science." This capstone experience is familiarizing students with fundamental metal joining principles and practices. The project employs a flexible delivery system, with emphasis on contextualized learning. A hands-on approach to investigating new technology with a concrete science platform is thus being offered students as a unique way of exploring re-engineering concepts. ADVANCED TECH EDUCATION PROG DUE EHR Scott, Matthew Jack Devletian Brian Davis James Hall Steve Walmer Portland Community College OR Kenneth Lee Gentili Standard Grant 547787 7412 SMET 9178 1032 0000099 Other Applications NEC 0053303 September 1, 2000 Tribal Environmental and Natural Resources Management Program. Northwest Indian College, in collaboration with three other post secondary institutions, three Tribes, three ATE Centers, three professional societies and the Northwest Indian Fisheries Commission, is pursuing a three-year Adaptation and Implementation project to adapt and expand its highly successful NSF funded Tribal Environmental and Natural Resources Management pilot project for a two year AAS degree program. This new project provides a launching pad for Native American students to pursue a four year degree in enviromnental sciences at one of the several participating four- year institutions, or to access environmental technician and management positions at the 40 Tribes within the region. The pilot project was one of a very few in the country to teach Environmental Technology from a Native perspective, and the only one to focus on Marine science. It developed and pilot tested cohort-based integrated curriculum, infused with Native examples and Native American traditional perspectives, deeply infusing into the curriculum Native environmental issues that are vitally important to Tribes. Addressing the Tribes' expressed needs, and with the continuous input of Tribal communities and representatives on the Advisory Committee are the foundation of this project. The TENRM pilot project produced student retention rates over two years of over 71 % -- the highest of any program ever developed by Northwest Indian College. This new project expands the successful pilot effort to meet Tribal needs for Natural Resources Managers and technicians who are well-grounded in the natural sciences of their field, comfortable with emerging technologies, and cognizant and respectful of the Native worldview. ADVANCED TECH EDUCATION PROG DUE EHR Williams, Ted Northwest Indian College WA Elizabeth Teles Standard Grant 589349 7412 SMET 9178 1032 0000099 Other Applications NEC 0053307 August 1, 2000 Histologic Technician Education Program. Mt. San Antonio College is developing a histologic technician program designed to educate and train students to efficiently prepare tissue samples for microscopic examination by a pathologist or research scientist. The project is developing this program as an alternate path for students enrolled in the Biology curriculum for university transfer or technical programs. Existing supporting curricula include Anatomy, Physiology and Microbiology from the Biology Department and Introductory and General Chemistry from the Chemistry Department 1-4 . Histology, Laboratory Basics for Histotechnicians, and Histotechniques 1-4 are being developed as new curricula through the Department of Biological Sciences. Histochemistry and Immunohistochemistryly curricula are being developed in collaboration with the Department of Chemistry. A program of this type does not currently exist in California and supports a variety of disciplines. Local employers express a critical need for this program and are participating in its development. Employers are donating equipment, forming partnerships, and recruiting students. Mt. San Antonio College is providing funds for the purchase of half of the equipment required for the program, funds for supplies, and faculty salaries. National and California Societies of Histotechnology, and directors from programs across the US have guided development of this program which is being evaluated by The National Accrediting Agency for Clinical Laboratory Standards and The American Society of Clinical Pathologists (ASCP) Board of Registry. ADVANCED TECH EDUCATION PROG DUE EHR Pascoe, Virginia William Waggener Elizabeth Adams Cynthia Anderson Elizabeth Bui Louis Shainberg Mount San Antonio College CA David B. Campbell Continuing grant 514281 7412 SMET 9178 1032 0000099 Other Applications NEC 0053308 May 1, 2000 Strengthening Aquatice Science Programs in Secondary and Postsecondary Schools Using Distance Education Technologies. Project Summary Gadsden State Community College (GSCC), in partnership with Auburn University, is expanding its NSF-funded, one-year pilot program in order to improve aquatic science education at GSCC and in high schools located in rural East and West Alabama. The project: (1) allows existing educational resources to be used more efficiently; (2) increases the quality of aquatic science education in rural high schools; (3) increases the technical proficiency of secondary school teachers; (4) improves the technical quality and reputation of GSCC's Aquatic Sciences Program; and (5) increases recruitment, retention, and placement of students in technical careers in the aquatic sciences, especially the aquaculture industry. These goals are being achieved, in part, by installing recirculating systems in high schools. A core group of secondary teachers are participating in technical workshops. Self-sufficiency among teachers and their classes is being accelerated by the establishment of an electronic network with the focus on the improvement of aquatic science education and career preparation through distance education and locating intern positions for students within the private sector. Six high schools have a tilapia recirculating system and 20 secondary teachers have increased their technical knowledge and teaching capacity. GSCC has developed a 2-year terminal associate degree program and a transfer associate degree program in aquaculture technology. ADVANCED TECH EDUCATION PROG DUE EHR Simpson, John Leonard Vining David Cline Edward Donlon Douglas Caddell Gadsden State Community College AL Elizabeth Teles Standard Grant 44913 7412 SMET 9178 1032 0000099 Other Applications NEC 0053310 July 1, 2000 Rural Access to Technical Education. The University of Alaska Southeast-Sitka Campus (UAS) two-year project to Enhance Rural Access to Advanced Technology Education in Alaska builds on a just completed DUE ATE funded Rural Alaska Environmental Education Project. The project is creating specific comprehensive teaching/learning materials in environmental technology education for rural high schools; developing and supporting active, hands-on teaming in rural settings; and, enhancing distributive teaming in support of the post-secondary environmental technology curriculum at the University of Alaska Southeast. The project provides a Rural Technical Educator to develop, supervise, and support job-shadowing, mentoring and on-site technical experiences at local facilities(water and wastewater treatment). The project is also enhancing access to technical resources by developing an interactive CD-ROM for high school students addressing the technology of sanitation and environmental issues. The Rural Technical Educator supports associate degree distance students in the remote villages. The Rural Educator is also supporting rural high school teachers in the use of the newly developed instructional materials and conducting summer institutes for the teachers. ADVANCED TECH EDUCATION PROG DUE EHR Carnegie, John University of Alaska Southeast Juneau Campus AK Harry Ungar Continuing grant 575446 7412 SMET 9178 1032 0000099 Other Applications NEC 0070835 August 1, 2000 Enhacement of Materials Technology for Manufacturing. Materials technology and science are an integral part of the manufacturing process and a key area of technician education. However, many academic and vocational instructors do not have experience in new materials technologies. To meet the materials training and curriculum requirements of high school and community college technology instructors, a curriculum and training center for Enhancement of Materials Technology for manufacturing (EMTECH) is being established at Edmonds Community College (EdCC), in Lynnwood, Washington. The project builds upon prior work in the areas of curriculum development, teacher training and student programs in Materials Technology, and upon participants' input from related NSF ATE Projects. In addition to a permanent facility at EdCC, EMTECH is utilizing facilities at high schools, community colleges, universities, professional organizations, and industry located throughout the nation as required for training and special workshops. Teacher training workshops are being held at three partner community colleges: Metropolitan Community Colleges, Kansas City, Missouri, Sinclair Community College, Dayton, Ohio; and Hudson Valley Community College, Troy, New York. The proposed project includes a clearinghouse to provide instructors nationally with the resources needed to help their students make better design and manufacturing process choices. These resources are being provided through workshops, field trips, curriculum development and materials, professional society and industry contacts, and Internet web pages. ADVANCED TECH EDUCATION PROG DUE EHR Rusin, John Thomas Stoebe Edmonds Community College WA Krishna Vedula Continuing grant 1050000 7412 SMET 9178 1032 0000099 Other Applications NEC 0070910 February 15, 2001 A Two Year College Cooperative Applied Research Initiative for Faculty and Students in the Engineering and Science Technologies. Project Summary The goal of this project is to enrich a vital yet historically neglected segment of the science and technology education community. Rooted in a collaborative effort among Alfred State College, Jamestown Community College, Corning Incorporated, and Brookhaven National Laboratory (BNL), the intent is to create an accessible, self-perpetuating, 'real world' capstone experience for students in isolated, rural two-year colleges. The four institutions will partner to develop lead teams composed of student and faculty collaborators who will participate in two consecutive summer internships at BNL. The various teams, drawn from the participating colleges, will work on problems selected by staff members at both Corning and BNL. Problems will span the gamut from computer science to biotechnology and will take advantage of capabilities unique to BNL or Corning: notably a scientific visualization facility, advanced scientific instruments, and cutting edge material science. Following internship, the lead teams will transmit and transport these projects to their home campuses, and will involve other faculty and students. This project will represent a next step in distance education. It creates an extended learning community which emphasizes campus-based, real time interactions among participants at different sites. The early projects will involve construction of scientific visualization facilities at the two campuses and mastery of selected measurement techniques at BNL. Later projects win focus on problems for which a combination of measurement capabilities and visualization technology are uniquely helpful. The project addresses the DUE themes of technical experiences for students and faculty in a real world setting, faculty development, and integration of technology in education. ADVANCED TECH EDUCATION PROG DUE EHR Fong, Gerald Arnold Peskin Marie Plumb SUNY College of Technology Alfred NY Michael Haney Standard Grant 333252 7412 SMET 9178 7204 1032 0000099 Other Applications NEC 0070982 July 1, 2000 Deaf Initiative in Information Technology (DIIT). This project provides retraining workshops to deaf and hard-of-hearing adults in the information technology (IT) field, clusters these workshops into a certificate program, and modifies the workshops into undergraduate courses. A critical national need exists for individuals trained in IT and for constant upgrading of their skills. Deaf and hard-of-hearing IT professionals have difficulty in obtaining training and skills development that meets their communication and learning style needs, even with an interpreter. The sponsoring institution is a two-year technical college for deaf and hard-of-hearing students. It was established to reverse the long history of underemployment and unemployment among our nation's deaf and hard-of-hearing citizens. The project provides funds for professional development for the entire faculty. This time is used to enhance IT skills, develop curricula and offer IT workshops to deaf and hard-of-hearing adults already in the national workforce or preparing for IT employment. The project establishes a new computer laboratory to support workshop activities, and to allow faculty to incorporate new information technology material into the full-time undergraduate curriculum. ADVANCED TECH EDUCATION PROG DUE EHR Lange, Donna Don Beil Rochester Institute of Tech NY Kenneth Lee Gentili Continuing grant 526322 7412 SMET 9178 1032 0000099 Other Applications NEC 0071014 May 15, 2000 Virtual Laboratory for Training Machine-tool Building and Maintenance Technicians. This project is developing and testing a virtual laboratory via the Internet to enhance the comprehension of the interdisciplinary nature of machine tool building and maintenance technology, to reduce costs by maximizing the adaptiveness of the curriculum, to enhance learning efficiency in a multimedia and multi-intelligence approach (Gardner,1993), and to improve laboratory safety with minimized environmental hazards. A coalition of a two-year college, a four-year university, a community-based technology center, professional associations, and partners from the multimedia software and machine tool industry are working together on the project. The expected outcomes are three simulation modules, each targeting a particular aspect of machine tool building and maintenance technologies that will supplement and complement the existing machine technology curriculum in the nation's two-year associate degree programs. A comprehensive and independent evaluation is being conducted prior to national dissemination via both the Internet and CD-ROM to two-year colleges, high schools and other community based training centers throughout the nation. Pre- and post-tests are being used to evaluate the effect of the proposed multimedia modules on students' attitudes and learning. A diverse cohort of two-year college students, including women and minorities, are participating in the field tests as control and test groups. A national workshop is being developed to help faculty members learn how to use the modules and to develop "customized" modules for themselves. ADVANCED TECH EDUCATION PROG DUE EHR Song, Xueshu Radha Balamuralikrishna Philip Pilcher Charles Billman Northern Illinois University IL Kenneth Lee Gentili Standard Grant 500000 7412 SMET 9178 1032 0000099 Other Applications NEC 0071047 June 1, 2000 Southeast Center for Networking and Information Technology Education. The Southeast Center for Networking and Information Technology Education (the Center) is promoting the development of curricula, processes, and infrastructure to improve programs and 'create a statewide delivery system to educate and train technicians to meet workforce shortages in computer networking and information technology (IT). The Center involves a statewide partnership of educational institutions (two community colleges, three school systems and two state universities) and industry participants. The Center is jointly managed by Daytona Community College and Seminole Community College. The Center is working to achieve the following objectives and outcomes: (a) Incorporate best-of-breed IT workforce curricula with current industry certification requirements to develop integrated networking and IT curricula that provide seamless K-1 6 articulation with multiple occupational exit points and incumbent worker education opportunities. (b) Develop and conduct Teach the Teacher (T3) in-service and faculty development in a technologically-integrated format to disseminate IT instructional resources and facilitate curricula adaptation and course delivery. (c) Leverage industry partnerships to provide ongoing support to the Center, determine training requirements, create and validate curricula, and provide student and faculty internships. (d) Encourage diversity in the workforce by developing marketing collateral to be used by educational institutions to generate IT career awareness and recruit students from under-represented populations, i.e. women, minorities, and non-traditional students. ADVANCED TECH EDUCATION PROG DUE EHR Williams, Bob Alex Kajstura Angela Kersenbrock Bettye Parham Craig Tidwell Daytona Beach Community College FL Elizabeth Teles Continuing grant 2999800 7412 SMET 9178 1032 0000099 Other Applications NEC 0071062 July 1, 2000 Innovative training for biotechnologists through coordinated curricula and partnerships with industry and academia. The object of this project is to educate biotechnologists who not only understand how to perform sophisticated techniques, but who also can more quickly provide their employers with improved productivity because they understand the molecular theory behind these laboratory procedures. Two major concerns being addressed by the project are insufficient scientific preparedness of high school graduates entering two-year technical programs and the need for structured involvement of industrial and academic laboratories in the education of these technicians. To address these concerns, the project is: a. aligning the secondary school requirements with post-secondary education biotechnology curriculum; b. familiarizing secondary teachers with current techniques in the field as they pertain to the high school curriculum; c. providing opportunities for high school classes to conduct laboratory exercises using materials and/or equipment unavailable in high school laboratories; d. developing summer courses for potential biotechnology students; e. involving academic and industrial partners in student training and curricula development; and f. ensuring access for groups underrepresented in this field. The methods are improving science education at the secondary level, helping to satisfy the needs of industry and academic laboratories for qualified technicians, and broadening the participation of underrepresented groups in this field including women, persons with disabilities, and students from lower socioeconomic backgrounds in rural New England. ADVANCED TECH EDUCATION PROG DUE EHR Gnagey, Ann Vermont Technical College VT David B. Campbell Standard Grant 183206 7412 SMET 9178 1032 0000099 Other Applications NEC 0071067 April 15, 2000 A Computer-Based Assesment Model of Distance Education for Computer and Information Technology Education. PROJECT SUMMARY This project demonstrates methods to accelerate the preparation of computing professionals for upward mobility in the fields of computer and information technology through vendor certifications and college degree completion. The methodology also has the potential to level the playing field for access to technology education opportunity and associated employment opportunities by making delivery of affordable technical education neutral to the diversity of the client base. The project focuses on demonstrating that access to and proficiency in post-secondary computer and information technology education can be enhanced significantly through distance education via computer, specifically the World Wide Web, and outcomes-based assessment via computer based testing. Project activities culminate with the award of the Regents College Associate in Science degree in Computer Information Systems. Project participants earn general education credits through examinations offered by Regents College and technical credits by examinations such as those offered by the Institute for the Certification of Computer Professionals (ICCP). Students also are able to apply credits earned by examinations for various IT vendor certifications, e.g., Microsoft, CompTIA, Novell. All examinations are administered through a national network of examination delivery centers. Examination preparation is available on line through specially developed guided learning modules in self-paced and facilitated modes. The primary strategy is to use the Regents College model of the virtual university that stresses assessment versus instructional approaches for degree programs at the associate and baccalaureate levels in computer and information technology. As computer platforms and the Internet's World Wide Web become more prevalent as vehicles for educational delivery and assessment, these innovative programs of educational delivery at virtual universities will offer solutions to the looming crisis in engineering and technology employment. This project relies on the increasing access to personal computers and the Internet now documented. With that, the proposed approach offers opportunities that are particularly vital to training displace workers and those historically underserved and underrepresented in technical higher education. The project seeks to create a replicable model of use to other distance learning based programs and institutions. ADVANCED TECH EDUCATION PROG DUE EHR Atkins, Jerome David Brigham Excelsior College NY R. Corby Hovis Continuing grant 170492 7412 SMET 9178 1032 0000099 Other Applications NEC 0071079 July 1, 2000 Completing the Curriculum: Modular Manufacturing Education Model for Advanced Manufacturing Education. This project addresses the need to produce a highly skilled, technically competent workforce to meet the technological, communication, and teamwork requirements that local, regional, national, and global economies are demanding. The objective is to complete the final 39 modules of a curriculum begun in 1995 that will be a model modularized curriculum for the Associate in Applied Science degree in Manufacturing Engineering Technology. The advantage of the modular structure is that students benefit from learning by hands-on experience, solving problems, using communication skills, and practicing teamwork as they learn technical skills. Activities focus on creating and pilot testing modules in nine cluster areas-Science; Math; Humanities, Communication, and Teamwork; and six manufacturing oriented clusters. To develop the modules and reach the target audiences, Sinclair Community College, a public two-year college in Dayton, Ohio, is partnering with the University of Dayton, a private, four-year institution. ADVANCED TECH EDUCATION PROG DUE EHR Pfarr, Monica James Houdeshell Shepherd Anderson Robert Mott Gilah Pomeranz Sinclair Community College OH Elizabeth Teles Continuing grant 1811284 7412 SMET 9178 1032 0000099 Other Applications NEC 0071085 October 1, 2000 Lee College Center for Fieldbus and Process Control Systems Maintenance Education. This project is creating a partnership to develop curriculum concurrently with emerging technology for Fieldbus and Process Control Systems (PCS) Maintenance Education. This partnership of higher education institutions and national industries is writing curriculum modules that interrelate the technical programs of computer maintenance and networking, electrical, instrumentation, and process technologies because these programs are affected by industries that focus on process and computer network technologies. Faculty enhancement activities are assuring that faculty and teachers in the consortium are prepared to teach the courses. Another important aspect of the Center is the creation of laboratories that duplicate the working arrangements for technicians. These laboratories serve students and industry as applied research facilities that emulate an actual working site rather than an academic laboratory. The educational partners represent both school districts and institutions of higher education. Some of them are Lamar University, College of the Mainland, and Del Mar College in Corpus Christi, Texas. Some of the 21 industry partners supporting the Center are Bayer Corporation, DuPont, Exxon USA, Fisher-Rosemont, Kellogg Brown & Root, and Siemens Energy & Automation. ADVANCED TECH EDUCATION PROG DUE EHR Carter, Chuck Mike Stickney William Oaks Lee College TX Elizabeth Teles Continuing grant 1800000 7412 SMET 9178 1032 0000099 Other Applications NEC 0071093 May 1, 2000 Making Math Meaningful Through Workplace Research. Mathematical Sciences (21) This project is enhancing the two-year mathematics curriculum by providing teachers with classroom ready materials that demonstrate real applications of mathematics and inform teachers and students about jobs in industry and the mathematical skills used in those jobs. The principal investigators are conducting four summer workshops (two each summer) for secondary and community college mathematics faculty. During these workshops faculty teams, consisting of investigators and workshop participants, are visiting industries to see first hand how graduates of two-year AAS programs are using mathematics. The graduates are interviewed and videotaped as they explain and demonstrate how mathematical concepts and methodologies are used and how problems are resolved in their jobs. Based on the visit and the mathematical topics discussed, a series of snapshots, video clips, and accompanying worksheets are being developed and packaged both on a CD and for distribution via the Internet. Information about the project is being presented at local, state and national conferences. ADVANCED TECH EDUCATION PROG DUE EHR Williford, Louis Robert Kimball Waleter McCarter Margaret Hairston Wake Technical Community College NC Elizabeth Teles Standard Grant 296230 7412 SMET 9178 1032 0000099 Other Applications NEC 0071101 May 1, 2000 Mississippi Earth Science Applications Project. Project Summary Agriculture remains an economic juggernaut in the Lower Mississippi River Delta region. This region has traditionally been one of America's most prolific producers of cotton, rice, soybeans, and other major agricultural products. In the 90's, agricultural producers have faced one of the most severe depressions in American history. However, recent developments in plant pathology and availability of advanced technologies such as remote sensing, global positioning systems (GPS) and geographic information systems (GIS) have the potential to greatly improve agricultural productivity and enhance crop yields. The rapid application of science and information technology have dramatically changed the way producers, including farmers, bring their products to the marketplace. However, farmers remain reluctant to invest heavily in 'precision farming' without knowing that they will have a steady stream of highly qualified, technically proficient workers capable of utilizing the technology to make decisions. Mississippi Delta Community College in collaboration with industry leaders, Mississippi State University, NASA, and the Delta Research Experiment Center are developing and implementing a curriculum in Spatial Information Systems (SIS) leading to the Associate degree. Through input from the training partners, the curriculum is being developed around short-term and long-term industry needs for an Advanced Agricultural Specialist. The SIS program is developing students' basic competencies, workplace values, and technological awareness, and competency through faculty and instructor enhancement internships, classroom experiences, and student internships. Articulation of curricula from two-year to four-year levels is also a project component. The curriculum is transferable to other community colleges with similar needs. ADVANCED TECH EDUCATION PROG DUE EHR Williams, John James Smith Charles Lee Allen Clark Mississippi Delta Community College MS Jill K. Singer Standard Grant 400093 7412 SMET 9178 1032 0000099 Other Applications NEC 0071103 July 1, 2000 Image and Marketing of Engineering Technology Education. This project is implementing the image and marketing recommendations from "A National Agenda for the Future of Engineering Technician Education" published January 1997 by Sinclair Community College. The goal is to create a strong, positive image of engineering technology education, to market that image to prospective students, and ultimately encourage more students to enter the profession. The objectives are to: (1) identify components of a strong, positive image of engineering technology education, (2) develop a comprehensive marketing plan to convey this image to prospective students (3) produce appropriate marketing materials to improve the nationwide image of engineering technology careers, and (4) disseminate products on a national basis. In this project, Sinclair Community College is partnering with the American Society for Engineering Education/Engineering Technology Council, Middlesex County College, Motorola University (a division of the Motorola Corporation), the University of Central Florida, and the University of Dayton, Engineering Technology Department. Additional community colleges across the country are pilot testing and disseminating the materials produced. ADVANCED TECH EDUCATION PROG DUE EHR Sehi, George Jack Waintraub Lawrence Wolf Richard Denning Robert Mott Sinclair Community College OH Elizabeth Teles Standard Grant 299674 7412 SMET 9178 1032 0000099 Other Applications NEC 0071147 July 1, 2000 Agroforestry and Forest Ecosystem Managment. This project is developing, implementing, and disseminating an enhanced two-year curriculum leading to a Certificate in Agroforestry and Forest Ecosystem Management Technician (A.S.) at Hawaii Community College. A need exists in Hawaii for workers with a two-year Technician Certificate in agroforestry and forest ecosystem management. These include jobs with government agencies, private industry and small mixed forestry and agricultural operations. The curriculum is focusing on Hawaii, but is transferable to other areas in the tropical Pacific. Products include publishable course materials that are being disseminated statewide and nationally. A significant part of the Certificate program is internships with partners in government agencies and the private industry. Women, Hawaiians and other minority students make up a significant proportion of the enrollment, and specific efforts are being made to attract these students into the program through high school recruitment and publicity aimed at the target population. The program collaborates with the State of Hawaii's Forestry and Communities Initiative, the Workforce Development Council of the State Department of Labor and Industrial Relations, Hawaii School-to-Work Program, University of Hawaii Hilo College of Agriculture, Forestry and Natural Resource Management, the University of Hawaii Hilo Ecology and Evolution program, and University of Hawaii College of Agriculture and Human Resources at the Manoa campus in Honolulu. The project is working in synergy with the Northwest Center for Sustainable Resources to collaborate on materials, share information and disseminate results nationally. ADVANCED TECH EDUCATION PROG DUE EHR Stone, Fred University of Hawaii HI David B. Campbell Standard Grant 285477 7412 SMET 9178 1032 0000099 Other Applications NEC 0071636 July 1, 2000 Computer Science, Engineering, and Mathematics Scholarships Program. A major reason cited for underrepresentation of low income students, especially women, minorities, and students with disabilities, in Montgomery County Community College's associate degree programs in computer science, engineering, and mathematics is financial. To increase enrollment of academically talented but low income students in these fields, MCCC proposes a Computer Science, Engineering and Mathematics (CSEMS) Scholarship Program to assist interested students in meeting both college costs and daily living expenses and attaining academic success. Two Principal Investigators, the Deans of Academic Affairs and of Student Affairs, will oversee the scholarship administration. Their selection committee comprised of faculty from relevant disciplines, financial aid and counseling will choose recipients based on their Pell eligibility as verified by Financial Aid, citizenship or qualified alien status, full time enrollment in associate degree in CSEMS programs, and 3.0 or higher college or high school grade point averages as verified by Admissions & Records. Applicants' descriptions of extra-curricular activities, employment, and reasons for choosing CSEMS programs will assist assessment of their motivation and potential. Assigned counselors will monitor progress and use of academic and student services and submit reports at the end of each semester to PIs who will certify continuing eligibility. Expected outcomes: increased enrollments of low income, academically talented students in CSEMS fields; enhanced persistence and performance; successful degree completion and direct application of learned skills in employment or through transfer; and ensured program continuation, will be measured by graduation rates, overall grade point averages, and success in obtaining employment in their field or transferring to four year institutions. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Bachmann, Peter Montgomery County Community College PA Pratibha Varma-Nelson Standard Grant 426240 1536 SMET 9178 1536 0000099 Other Applications NEC 0080321 June 1, 2000 2000 NSF Project Showcase. Engineering - Other (59) The American Society for Engineering Education (ASEE) is holding the NSF Project Showcase at the 2000 ASEE Annual Conference and Exposition in St. Louis, Missouri. The NSF Project Showcase has been part of the ASEE conference since 1995. The current project consists of exhibit booths showcasing projects sponsored by the Course, Curriculum, and Laboratory Improvement and other programs. The Showcase allows conference attendees to see a cross section of effective funded projects that can be adapted into the classroom. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Huband, Frank American Society For Engineering Education DC Rogers E. Salters Standard Grant 30120 7428 SMET 9178 7428 0000099 Other Applications NEC 0083251 May 15, 2000 Building Quantitative Skills of Students in Geoscience Courses: An NAGT Workshop to Examine Successful Practices and Promote Course and Curricular Revision. Geology (42) This award supports a workshop, Building the Quantitative Skills of Students in Geoscience Courses, that will be offered in the summer of 2000. In the last century, the geosciences have changed from being a predominantly descriptive to a more quantitative science. However, many geoscience courses, particularly those at the entry-level, are non-quantitative, many faculty have little experience in effectively incorporating quantitative exercises into entry-level courses, and many students do not feel confident about their ability to use mathematics to solve geoscience problems or to make well-informed decisions as effective citizens. Thus, a central question facing geoscience education is the role of quantitative skills development in geoscience courses. The National Association of Geoscience Teachers workshop will provide an opportunity for participants to learn about best practices and current issues in building the quantitative skills of non-majors and majors, revise a particular course to more effectively use quantitative problems to promote deeper understanding of geoscience, develop specific activities and assignments for that particular course that engage students, and address other issues associated with teaching mathematical skills in context. Workshop presenters will share inquiry-based activities and assignments that are data-rich and promote active learning. Workshop participants will leave the workshop with specific strategies for developing, implementing, and assessing exercises that will build the quantitative skills of students and use effective pedagogies, all with an aim of improving student learning in geoscience courses. The workshop participants include geoscience and mathematics faculty members from a variety of institutions, including two-year institutions, and some geoscience graduate students. Participants are strongly encouraged to attend in teams that might include faculty members from paired two-year and four-year schools, geoscience and mathematics education faculty from the same institution, or a graduate teaching assistant and a geology faculty member. Presenters include geoscience and mathematics faculty from two-year and four-year colleges/universities. Issues addressed in the workshop include the specific quantitative skills to be developed, strategies to most effectively teach such skills, standards for teaching mathematics developed by the mathematics and mathematics education community, examples of best practices with a particular emphasis on entry-level geoscience courses, strategies to support students in learning more quantitative skills, and models for collaboration between geoscience and mathematics/mathematics education programs, various assessment strategies, and other related topics. Following the workshop, participants and presenters will submit activities, assignments, and problems sets to be included in an electronic publication to enable wide dissemination of workshop results. CCLI-NATIONAL DISSEMINATION EDUCATION AND HUMAN RESOURCES DUE EHR Macdonald, R. Heather College of William and Mary VA Keith A. Sverdrup Standard Grant 114322 7429 1575 SMET 9178 7429 0000099 Other Applications NEC 0084152 July 1, 2000 Special Project: DLESE Leadership Workshop--Building the Community. Earth Systems Science (40) This special project will support the Digital Library for Earth System Education (DLESE) Leadership Workshop: Building the Community. The purpose of this workshop is to inform leaders in the Earth system education community about the National SME&TE Digital Library initiative, and ongoing work in the development of DLESE. The workshop will also provide a forum to obtain feedback from community leaders that will be used in the design and development of DLESE collections, services, and related functions. Workshop activities will include hands-on demonstration of successful computer-assisted learning activities, networking and community building activities across all interests in Earth system education, and focus groups to become acquainted with the work of the DLESE Users, Collections, services, and Technology Committees. Participants will be provided with information and tools to become regular users of, and contributors to, DLESE functions, and to recruit broader participation among their home constituencies. Participants will be invited from among the leaders of Earth system education from K-12, undergraduate, and community outreach instructional settings. the outcomes of the workshop will be posted on the DLESE webpage (www.dlese.org), and reported in newsletters of professional societies. This workshop will be the first opportunity to engage the full spectrum of Earth system educators in the development of DLESE. CCLI-EDUCATIONAL MATERIALS DEV EDUCATION AND HUMAN RESOURCES DUE EHR Mogk, David Montana State University MT William C. Beston Standard Grant 138472 7427 1575 SMET 9178 7427 0000099 Other Applications NEC 0084434 September 1, 2000 Evaluation of the Arizona Collaborative for Excellence in the Preparation of Teachers Project.. This project evaluates the Arizona Collaborative for Excellence in the preparation of Teachers (ACEPT). It investigates the more lasting impact of the project on the community and the teachers trained through the project. This includes assessment of the impact of early reforms and more recent reforms and assessment of the effect on ACEPT graduates and their students. The project determines the impact on shaping the way graduates teach K-12 science and mathematics, whether or not reformed teaching methods significantly improve student achievement, and the change in the nature of college and university level instruction. The project tests hypotheses about why some teachers readily embrace reformed teaching methods while others remain resistant. This project provides valuable measurement instruments that can be used by other projects and data that helps in assessment of the impact of ACEPT and the CETP program. TEACHER PREPARATION PROGRAM DUE EHR Lawson, Anton Arizona State University AZ Joan T Prival Standard Grant 606229 7348 SMET 9177 9103 0000099 Other Applications NEC 0085345 September 1, 2000 Marine Advanced Technology Education (MATE) Center. The MATE Center is building upon its past achievements in order to increase its impact on marine technology education and enhance student preparation for marine technology careers. In light of the national need for a well-prepared technical workforce and the changing ways in which society views technician work, MATE is building partnerships and collaborations that improve marine technical education and increase public awareness of technical education and career opportunities. They are also developing or enhancing model marine technology associate degree programs at Monterey Peninsula College and MATE partner community colleges. The Center has five major goals. These are to: (1) build active partnerships; (2) identify industry needs and develop industry guidelines for curricula development; (3) increase the quality and availability of curricula; (4) provide professional development for faculty and teachers; and (5) increase outreach and dissemination. The Center is building active partnerships with business, industry, research and academic institutions, and professional societies by strengthening existing partnerships and developing new ones. These partnerships are an important part of the Center's efforts to assess industry's needs. These needs in turn are being used to create industry-driven guidelines for curriculum development. These guidelines then form the basis for the development of skill competency clusters that reach across numerous occupations. The Center is also working with government agencies to define specific marine technical occupations. The guidelines and skill clusters form the basis of the Center's efforts to improve the availability and quality of curriculum and instructional materials at the high school and college level. Monterey Peninsula College is piloting this effort. The Center is offering an annual faculty summer institute and faculty internships to foster the process. Dissemination of Center products and information is being carried out using the Web site, extensive information services, conference attendance, and site visits to other programs and industry. ADVANCED TECH EDUCATION PROG OCEANOGRAPHIC TECHNICAL SERVCE EDUCATION/HUMAN RESOURCES,OCE DUE EHR Gilmartin, Michael Deidre Sullivan Monterey Peninsula College CA Elizabeth Teles Continuing grant 2179328 7412 5415 1690 SMET 9178 5415 1032 0000099 Other Applications NEC 0085657 September 1, 2000 The Alsos Digital Library. This project is building a collection of references to resources that offer a broad, balanced perspective of topics relating to the origins, functions, and legacies of the Manhattan Project. The materials referenced include books, articles, videos, and vetted web sites. The critical task of the Alsos project is the integration of these references into a structured collection that allows users to examine this important period of history from many perspectives, thus strengthening the quality of science, mathematics, engineering, and technology education by connecting different disciplines, issues, and ideas. Searching and indexing tools link the components of Alsos and facilitate the exploration of these materials for general readers and specialists alike. In addition to the references, Alsos contains a set of indexed, digitized sound tracks and images. A clear, intuitive user interface provides seamless navigation through all of these components. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Settle, Frank Thomas Whaley Washington and Lee University VA Lee L. Zia Standard Grant 224349 7444 SMET 9178 0000099 Other Applications NEC 0085660 September 15, 2000 A Digital Multimedia Library for Health Sciences Education. The Digital Multimedia Library for Health Sciences Education project is developing and implementing services for a national, publicly accessible database designed to facilitate uploading, cataloging, retrieval, and metadata exchange of multimedia items. A prototype system is under construction based on an extensive test collection of multimedia items from K-12 schools, undergraduate colleges, and medical schools. The project team expects to form collaborations with other projects in the NSDL Program and other professional health organizations to broaden the collection of multimedia and the collection's metadata standards. Other activities that the project team is engaging in include: development of policies and procedures for protecting and defining intellectual property rights; maintenance of a quality assurance system to ensure that high quality and relevant items are maintained in the database; and the implementation of "best practices" for incorporating multimedia into popular course authoring tools. The National Library of Medicine expects eventually to employ the project's services to host a Digital Multimedia Library database. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Dennis, Sharon Chris Candler Sebastian Uijtdehaage University of Utah UT Lee L. Zia Standard Grant 355678 7444 SMET 9178 7444 0000099 Other Applications NEC 0085713 September 15, 2000 Improving Knowledge Transfer: Prioritizing Content Creation in Digital Libraries Using Competitive Intelligence Systems. In order to learn effectively, people need to know how to independently find the right information, in the right format, at the right time. Digital libraries provide access to a wide range of networked resources, but there are two potential problems: (1) people will be intimidated by the scope of the information and be reluctant to use it, or (2) they will attempt the journey alone and become "lost in hyperspace." This project is exploring new ways to make relevant information easier to get and easier to use. High-end multi-agent collaborative competitive intelligence systems are able to mine data from a wide variety of internal and external sources to support the decision processes of managers. This project is testing the feasibility of also using such systems to transfer knowledge from experts to novices. The focus of the study is on creating and testing a digital library as support for instruction in introductory computer programming courses. These courses are part of the push toward online delivery of core content for distance or on-campus asynchronous learning, and are likely to benefit from the availability of a topical digital library. This is the first known effort to automatically capture, process, and associate relevant cross-disciplinary digital content into topically related libraries designed to support traditional research and learning environments. The project team expects to develop a framework that supports a taxonomy of learning practices that will help to integrate the disparate literature in the various domains. The major technical challenges addressed by this study are how to: -- identify and synthesize the knowledge discovery processes of experts, students, and non-specialists; -- customize access to relevant sources and forms of digital content; -- support the capture, maintenance, and sharing of knowledge among a community of users; and -- evaluate the related cost-benefit issues. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Atwood, Michael Bruce Char Katherine Shelfer Drexel University PA R. Corby Hovis Standard Grant 498751 7444 SMET 9178 7444 0000099 Other Applications NEC 0085718 August 15, 2000 Collection and Distribution of Geoscience (Solid Earth) Data Sets for the National Science Digital Library. This project is collecting, organizing, and maintaining geoscience data sets focusing on the Solid Earth component of the geosciences for a national digital library for science, mathematics, engineering, and technology education. Concurrent with this effort the project is developing advanced, dynamic Java-based user tools to manipulate, map, model, analyze, and visualize the collected data sets. The focus on the Solid Earth component is intended to complement the work of groups in the oceanic and atmospheric sciences, resulting in more complete geoscience data sets. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Seber, Dogan Muawia Barazangi Alexandra Moore Cornell University NY Jill K. Singer Standard Grant 158000 7444 SMET 9178 7444 0000099 Other Applications NEC 0085735 September 1, 2000 National Biology Digital Library. The University of Missouri-Columbia, the National Center for Supercomputing Applications (NCSA), the University of Illinois, and the Missouri Botanical Garden are collaborating on this pilot project to build a prototype core integration system for a national digital library for SMET Education. The technical infrastructure for the system builds on the NCSA distributed information retrieval system, EMERGE. This system is being extended to an adaptive and flexible distributed search engine for a wide variety of learning environments and resources, and is being tested on the rich plant contents of the Missouri Botanical Garden, and the NSF Plant Genome projects at the University of Illinois (Soybean) and the University of Missouri-Columbia (Corn). Seamless coordination with services is being offered on several learning environments, including NCSA's Biology Workbench 3.2. A digital repository, BLOE (Biological Learning Object Exchange), serves to collect and organize experiments, simulations, and projects from learners and teachers for collaborative learning. Additional project activities include studies of requirements of user services, management procedures, evaluation methods, and technical standards using various undergraduate and graduate programs of the two universities and the K-12 educational activities of the Missouri Botanical Garden. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Chen, Su-Shing Robert Magill Melanie Loots University of Missouri-Columbia MO Lee L. Zia Standard Grant 855680 7444 SMET 9178 7444 0000099 Other Applications NEC 0085753 September 15, 2000 The NSDL Central System. The objective of the National Science, Mathematics, Engineering, and Technology Education Digital Library (NSDL) Program is to transform science, mathematics, engineering, and technology education and knowledge sharing. The resulting national digital library should not only provide traditional library services, but also encourage new methods of learning, collaboration, and dissemination of resources. This project is building a one-year prototype of the core integrating component of the digital library, that provides a technical infrastructure, standards and guidelines, integration of diverse collections and services, and an organizational framework for the management of the facility. Collaborations on which the PI and team are involved are contributing several technologies and expertise to the project. The Dienst architecture, which has proven effective in a number of distributed digital library applications including the Networked Computer Science Technical Reference Library (NCSTRL), forms the technical foundation for the project, and provides a framework for multiple levels of participation including those defined by the agreements of the Open Archives initiative (which are based on the Dienst protocol). The ongoing leadership role of project staff in metadata initiatives and research, such as the Dublin Core and Warwick Framework, is facilitating the development and incorporation of NSDL metadata standards. The experience of the University Library in developing, refining, and managing the Cornell University Library Gateway provides expertise in licensing, organizing, and managing digital resources. Finally, the project team's high-level of participation in the digital library research community is accelerating crucial technology transfer. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Arms, William John Saylor Carl Lagoze Sarah Thomas Dean Krafft Cornell University NY Lee L. Zia Standard Grant 799085 7444 SMET 9178 7444 0000099 Other Applications NEC 0085787 September 1, 2000 Collaborative Research: To Gather, Document, Filter and Assess the Broad and Deep Collection of the Digital Library for Earth System Education. This project is part of a collaboration that is building a broad and deep collection of educational resources for Earth system education as part of the Digital Library for Earth Systems Education (DLESE) project. First, existing resources pertaining to Earth system education are being collected into a broad "works in progress" collection. Second, metadata are associated with each resource, to facilitate discovery by end users. Third, a "community review" system is being created to evaluate resources for pedagogical effectiveness, ease of use for faculty and students, and power to motivate and inspire students. This step enables identification of the best of the collected resources, which are then placed in a smaller high-quality "reviewed" area. Finally, assessment of both the reviewed and unreviewed collections is taking place, to ensure they are well-balanced and meet the needs of the user community. Partners in the collaboration are the American Geological Institute, Columbia University, Dartmouth College, and Foothill-DeAnza Community College. This project has responsibility for the metatagging component. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Tahirkheli, Sharon American Geological Institute VA Jill K. Singer Standard Grant 98711 7444 SMET 9178 7444 0000099 Other Applications NEC 0085793 October 1, 2000 Implementing an Electronic Peer-reviewed Journal of Earth System Science Education Resources (JESSE): A Pathfinder for SMETE Resource Peer Review. This project continues the development of a new online Journal of Earth System Science Education (JESSE), plans for which were laid with the support of a previous planning grant (Award No. 9907764). The new e-journal is emphasizing research and experimentation with the peer review process as it establishes, through electronic publication, an orderly collection of reviewed resource materials for the broadly defined geoscience and related disciplines involved in Earth system and global change education. The interdisciplinary richness of Earth system and global change science provides unusual opportunities for research and experimentation with the peer review process in advancing science, mathematics, engineering, and technology education (SMETE). JESSE is focusing on learning resources and metadata where scientific content combined with visualization enriches learning across a broad range of disciplinary and interdisciplinary educational efforts. The initial emphasis is on creating, implementing, testing, and evaluating a peer review process embracing anonymous and open review components for the submission of educational resources at the undergraduate level. This research and experimentation aims to optimize the efficiency of the review process and the quality of the offerings as the digital library's collections are built. In providing for both anonymous and open reviews, JESSE is experimenting with the process. Guided by Principal Editors, the anonymous component is to ensure credibility of the process and judgments reached through the open review. Within the open review process, both editors and reviewers work directly with the authors of resources to suggest changes and develop informative commentary for classroom and other educational endeavors, while reaching common agreement on the acceptability of a resource for publication. JESSE's review criteria include those recommended by the Digital Library for Earth System Education (DLESE). Review criteria also constitute a topic of research as they are applied and adapted for resources from different disciplines and of different types. Different types of resources include courses, syllabi and lectures, laboratory exercises, interactive models, topical modules, virtual field trips, annotated image databases, and electronic texts and monographs. Other types include notes, correspondence, and user experiences for review and publication within a peer commentary section of the journal. JESSE also intends to publish articles and review papers concerning the learning process involved in Earth system education. Copyright of all materials reviewed and published by JESSE remains with the author, while the peer review process itself and publication ensure national recognition for the author. As part of its research and experimentation with the review process, the journal aims to stimulate the creativity of educators in the development of quality electronic resources that describe both the state and underlying processes governing the Earth system. Ultimately, the peer-reviewed collection will provide a holistic perspective of Earth system and global change science. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Johnson, Donald Robert Ford Martin Ruzek Universities Space Research Association MD R. Corby Hovis Standard Grant 249861 7444 SMET 9178 7444 0000099 Other Applications NEC 0085798 September 1, 2000 Metadocuments as Communicative Artifact to Enable Use of a Research Digital Library in Undergraduate SMET Education. A digital library constructed in support of a research community's activities contains material of direct relevance to undergraduate SMET education. However, its organizational structure reflects the conventions established by the research community, not the needs of the undergraduate student. This project is researching and developing software tools to organize and contextualize information in a research digital library so that it may better reflect the needs of undergraduate learners and the pedagogical goals of faculty. The project uses the metaphor of a "path" or "guided tour" for these organizing and contextualizing tools. The content testbed on which the use of "guided tours" is being demonstrated is a large body of Web-based material centered initially on WWW-based floristics and extended recently to include entomological materials. The tool development extends previous investigations into the application of paths in K-12 classrooms to include the creation of more complex structures, collectively known as metadocuments. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Furuta, Richard Hugh Wilson Frank Shipman Texas Engineering Experiment Station TX Lee L. Zia Standard Grant 249945 7444 SMET 9178 7444 0000099 Other Applications NEC 0085823 September 1, 2000 National Digital Library for Undergraduate Mathematics, Science, and Technology Teacher Preparation and Professional Development. This project is creating a National Virtual Teacher Resource Center (NVTRC) that focuses on a collection of resources for two-year and four-year Colleges of Arts and Sciences and Colleges of Education faculty members who teach science and mathematics undergraduate courses. The NVTRC is a collaboration between the Ohio State University and the Eisenhower National Clearinghouse, and it expects to serve as a hub and focal point for mathematics, science, and technology undergraduate teacher education and professional development. The collection of the NVTRC focuses primarily on electronic resources including web-based text or data resources, software or video that can be downloaded via the web or other electronic means, or other emerging technology applications. A review process is being established to ensure that the resources are accurate, pedagogically effective, and that the NVTRC operates as an efficient source of quality materials. Additionally, the NVTRC staff identifies electronic materials at a level of specificity or "granularity" not often supported by other web searching mechanisms. Finally, a range of digital and human services are offered to users of the NVTRC including ready discovery and retrieval of materials and information about materials through effective indexing and linking, user or third-party reviews/awards linked to items in the collection, user registration for additional services such as email notification of new resources, and real and virtual reference desk services. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Lightle, Kimberly Thomas Gadsden Ohio State University Research Foundation OH Lee L. Zia Standard Grant 560573 7444 SMET 9178 7444 0000099 Other Applications NEC 0085826 September 1, 2000 Collaborative Project: A Component Repository and Environment for Assembly of Teaching Environments (CREATE). This collaborative project develops interactive environments through a component design and production service and an assembly environment to support identification and reuse of curricular materials. The component design and production service supports collaborative creation of learning objects. It is aimed at programmers and focused on direct coding of components, from graphical user interface elements to complex simulations. It tests strategies by developing reusable components for selected topics in several disciplines. The assembly environment service is aimed at instructors. It provides an environment that allows for easy yet flexible creation of curriculum materials that utilize interactive learning objects. This project develops a base around with future work can crystallize and build new content and structure. It has enormous potential for facilitating the potential of creating ever-growing, collaboratively-driven online repositories of educational software components. This could result in a wealth of online resources for students and teachers and enable teachers to create learning environments for their own use and for use in the next generation of digital libraries and learning environments. NATIONAL SMETE DIGITAL LIBRARY DUE EHR van Dam, Andries Anne Spalter Brown University RI Jane C. Prey Standard Grant 244000 7444 SMET 9178 7444 0000099 Other Applications NEC 0085827 September 1, 2000 Collaborative Project: To Gather, Document, Filter and Assess the Broad and Deep Collection of the Digital Library for Earth Systems Education. This project is part of a collaboration that is building a broad and deep collection of educational resources for Earth system education as part of the Digital Library for Earth Systems Education (DLESE) project. First, existing resources pertaining to Earth system education are being collected into a broad "works in progress" collection. Second, metadata are associated with each resource, to facilitate discovery by end users. Third, a "community review" system is being created to evaluate resources for pedagogical effectiveness, ease of use for faculty and students, and power to motivate and inspire students. This step enables identification of the best of the collected resources, which are then placed in a smaller high-quality "reviewed" area. Finally, assessment of both the reviewed and unreviewed collections is taking place, to ensure they are well-balanced and meet the needs of the user community. Partners in the collaboration are the American Geological Institute, Columbia University, Dartmouth College, and Foothill-DeAnza Community College. This project has responsibility for the "community review" system development. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Kastens, Kim Columbia University NY Jeffrey G. Ryan Standard Grant 337333 7444 SMET 9178 7444 0000099 Other Applications NEC 0085831 September 15, 2000 Collaborative Project: To Gather, Document, Filter and Assess the Broad and Deep Collection of the Digital Library for Earth System Education. This project is part of a collaboration that is building a broad and deep collection of educational resources for Earth system education as part of the Digital Library for Earth Systems Education (DLESE) project. First, existing resources pertaining to Earth system education are being collected into a broad "works in progress" collection. Second, metadata are associated with each resource, to facilitate discovery by end users. Third, a "community review" system is being created to evaluate resources for pedagogical effectiveness, ease of use for faculty and students, and power to motivate and inspire students. This step enables identification of the best of the collected resources, which are then placed in a smaller high-quality "reviewed" area. Finally, assessment of both the reviewed and unreviewed collections is taking place, to ensure they are well-balanced and meet the needs of the user community. Partners in the collaboration are the American Geological Institute, Columbia University, Dartmouth College, and Foothill-DeAnza Community College. This project has responsibility for the resource acquisition component. NATIONAL SMETE DIGITAL LIBRARY DUE EHR DiLeonardo, Christopher Foothill College CA Jeffrey G. Ryan Standard Grant 106067 7444 SMET 9178 7444 0000099 Other Applications NEC 0085834 September 1, 2000 Threading Information Pathways Through NSDL Video. The services being developed in this project will enable patrons of the future National Science, Mathematics, Engineering, and Technology Education Digital Library (NSDL) to efficiently locate video resources and meld them into compositions that effectively support particular objectives. Video is a rich medium for communicating visual, time-dependent phenomena and for providing real-world footage capable of illustrating and motivating science and mathematics concepts. Vast collections of video have captured field studies and experiments, documented discoveries in space and throughout our planet, and recorded events in our world and in micro-environments not accessible to the human eye. However, despite their potential for use in educational settings, video resources are often discounted or overlooked by science, mathematics, engineering, and technology (SMET) educators and students. Barriers include: -- Loss of investment made by authors of video compositions who blaze pathways through the video information space. These pathways remain unmapped, and hence undiscovered by other information foragers with similar requirements. -- Lack of support to tailor video resources to specific needs. -- Frustration in searching and browsing video, as much time is invested in viewing numerous video clips to gauge their relevance. -- Inability to locate pertinent video material, due to insufficient indexing of its contents. This project is exploring ways to overcome these barriers by capturing and managing the threads of video information access, use, and reuse within the NSDL. Specifically, the project is working on the following services: -- Creation and organization of annotations for video compositions and information pathways, enabling a dynamic information repository where one's diligent work in producing a stellar video lesson plan can be recognized, rewarded, archived, and reused in future overlays of video information. -- Support for composition of video lesson plans and multimedia essays from component clips meeting the time, message, and pedagogical requirements of the NSDL patron. -- Explicit video annotation mechanisms, whereby NSDL patrons can access reviews and other commentary aligned and synchronized with video resources. -- Implicit annotation mechanisms for video, allowing information retrieval schemes with relevance judgments based on access frequency and incorporation of video resources into derivative works. -- Enhanced content-based video search functionality derived from the integration of speech recognition, language processing, and image processing automated techniques. The project's focus on video complements the research of others focusing directly on the text or image domains. The project team is well-positioned to pursue this work, given their past accomplishments with the "Informedia" project (NSF Award Nos. 9411299 and 9817496). NATIONAL SMETE DIGITAL LIBRARY DUE EHR Wactlar, Howard Alexander Hauptmann Michael Christel Carnegie-Mellon University PA R. Corby Hovis Standard Grant 500000 7444 SMET 9178 7444 0000099 Other Applications NEC 0085837 September 15, 2000 Breaking the Metadata Generation Bottleneck. This project uses natural language processing and machine learning to investigate methods for breaking the human metadata generation bottleneck that has plagued projects providing access to educational resources on the Internet. Breaking the metadata generation bottleneck is necessary if access to National SMETE Digital Library (NSDL) resources is to scale appropriately to the Internet. Comporting fully with emerging international standards for educational metadata, the project demonstrates the feasibility of automatically generating metadata for the NSDL through the processing of full-text collections from the Eisenhower National Clearinghouse on Science and Mathematics. The metadata generated enhances the GEM metadata repository, a nationally recognized finding tool for educational resources, and provides the technical means for the automatic generation of educational metadata from text-based resources. There are five research goals for this project: (1) develop a sublanguage and discourse model for science and mathematics educational materials; (2) extend an automatic metatagger to these materials, using machine learning, the GEM metatag set, extended metatag sets, and heuristics based on the sublanguage and discourse model; (3) extend a sophisticated information extraction technology that can simultaneously extract event-specific relational information as well as domain-independent concepts and relationships;(4) identify appropriate controlled vocabularies and thesauri for science and mathematics educational materials, and incorporate them into the registry used by the automatic metatagger; and (5) evaluate automatic vs. manual metatagging, in both quantitative and qualitative terms. An innovative array of experimental methods is used to achieve these goals. The project includes a qualitative analysis to understand the role of human inconsistency within the manual process and quantitative analysis of the results through the metrics of precision and recall. This project is designed to apply natural language processing and machine learning to the task of automatic metatagging to scale to the needs of the NSDL and to provide access to a far greater number of educational resources. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Liddy, Elizabeth Stuart Sutton Woojin Paik Syracuse University NY Jane C. Prey Standard Grant 366293 7444 SMET 9178 0000099 Other Applications NEC 0085838 September 15, 2000 Breaking the Metadata Generation Bottleneck. This project uses natural language processing and machine learning to investigate methods for breaking the human metadata generation bottleneck that has plagued projects providing access to educational resources on the Internet. Breaking the metadata generation bottleneck is necessary if access to National SMETE Digital Library (NSDL) resources is to scale appropriately to the Internet. Comporting fully with emerging international standards for educational metadata, the project demonstrates the feasibility of automatically generating metadata for the NSDL through the processing of full-text collections from the Eisenhower National Clearinghouse on Science and Mathematics. The metadata generated enhances the GEM metadata repository, a nationally recognized finding tool for educational resources, and provides the technical means for the automatic generation of educational metadata from text-based resources. There are five research goals for this project: (1) develop a sublanguage and discourse model for science and mathematics educational materials; (2) extend an automatic metatagger to these materials, using machine learning, the GEM metatag set, extended metatag sets, and heuristics based on the sublanguage and discourse model; (3) extend a sophisticated information extraction technology that can simultaneously extract event-specific relational information as well as domain-independent concepts and relationships;(4) identify appropriate controlled vocabularies and thesauri for science and mathematics educational materials, and incorporate them into the registry used by the automatic metatagger; and (5) evaluate automatic vs. manual metatagging, in both quantitative and qualitative terms. An innovative array of experimental methods is used to achieve these goals. The project includes a qualitative analysis to understand the role of human inconsistency within the manual process and quantitative analysis of the results through the metrics of precision and recall. This project is designed to apply natural language processing and machine learning to the task of automatic metatagging to scale to the needs of the NSDL and to provide access to a far greater number of educational resources. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Paik, Woojin solutions-united.com NY Jane C. Prey Standard Grant 133530 7444 SMET 9178 7444 0000099 Other Applications NEC 0085839 September 1, 2000 Collaborative Project: To Gather, Document, Filter and Assess the Broad and Deep Collection of the Digital Library for Earth System Education. This project is part of a collaboration that is building a broad and deep collection of educational resources for Earth system education as part of the Digital Library for Earth Systems Education (DLESE) project. First, existing resources pertaining to Earth system education are being collected into a broad "works in progress" collection. Second, metadata are associated with each resource, to facilitate discovery by end users. Third, a "community review" system is being created to evaluate resources for pedagogical effectiveness, ease of use for faculty and students, and power to motivate and inspire students. This step enables identification of the best of the collected resources, which are then placed in a smaller high-quality "reviewed" area. Finally, assessment of both the reviewed and unreviewed collections is taking place, to ensure they are well-balanced and meet the needs of the user community. Partners in the collaboration are the American Geological Institute, Columbia University, Dartmouth College, and Foothill-DeAnza Community College. This project has responsibility for the collections assessment component. NATIONAL SMETE DIGITAL LIBRARY DUE EHR DeFelice, Barbara Dartmouth College NH Jeffrey G. Ryan Standard Grant 57969 7444 SMET 9178 7444 0000099 Other Applications NEC 0085840 September 1, 2000 Biosci Ed Net (BEN). The American Association for the Advancement of Science (AAAS), Directorate for Education and Human Resources Programs, Science's Signal Transduction Knowledge Environment (STKE), and Project 2061 --- with 11 other professional societies and coalitions for biology education --- have established the Biosci Ed Net (BEN) Collaborative. This Collaborative, through its Coordinating Council, is facilitating the development of digital library collections for the teaching and learning of undergraduate biology, with users at the center of the development. For the long-term, the BEN Collaborative views this initiative as a revolutionary approach for transforming undergraduate biology teaching and learning. Towards this end, the BEN Collaborative is developing a portal site to a collection of resources (tools and products), that adhere to uniform standards for the teaching and learning of biology by students at the undergraduate level. It is intended that the resources accessible through the site will have an impact on learning of the biological sciences by undergraduates with diverse interests and career aspirations (i.e., science majors, non-science majors, and prospective K-12 teachers). The materials will be collected and maintained by respected professional societies representing a broad spectrum of biological sciences, from molecular to population levels. During the next two years, the BEN Collaborative Partners are developing metadata/technical standards, and the American Physiological Society (APS), Ecological Society of America (ESA) and Science's STKE are modifying a representative sample of existing materials for the collection so that they meet these standards. In addition, Stanford University's HighWire Press is developing and testing the search engine for the portal site. Undergraduate biology educators are participating in development of standards, teaching resources, and field-testing of the portal site. Other Partners include Access Excellence (The National Health Museum), American Institute for Biological Sciences (AIBS), American Society for Biochemistry and Molecular Biology (ASBMB), American Society for Microbiology (ASM), BioQuest Curriculum Consortium (BCC), National Association of Biology Teachers (NABT), National Biological Information Infrastructure (NBII), and the Society for Toxicology (SOT). NATIONAL SMETE DIGITAL LIBRARY DUE EHR George, Yolanda Wayne Carley Marsha Matyas Susan Musante American Association For Advancement Science DC Herbert Levitan Standard Grant 799285 7444 SMET 9178 7444 0000099 Other Applications NEC 0085849 September 1, 2000 A Digital Library Network for Engineering and Technology. This project is developing a Digital Library Network for Engineering and Technology (DLNET), to facilitate the lifelong learning of engineering faculty, practicing engineers and technical professionals. Towards this end the project proposes to develop a content hosting platform, design standardized templates for posting new content, set up a process for electronic review and validation of new materials, and provide a portal through which content can be both posted and accessed. This portal is intended to provide the gateway to education and research materials published by universities and professional associations in the various engineering disciplines including the Institute of Electrical and Electronics Engineers (IEEE). It also provides the means to contribute new and relevant material efficiently and quickly. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Rahman, Saifur Gail McMillan Virginia Polytechnic Institute and State University VA Ibrahim Halil Nisanci Standard Grant 605573 7444 SMET 9178 7444 0000099 Other Applications NEC 0085855 August 1, 2000 The Instructional Architect: A System for Discovering, Recommending, and Combining Learning Objects. This project creates a system comprised of a set of online services collectively called the Instructional Architect. The Instructional Architect is a suite of services for digital libraries consisting of four tools that provide for discovery, presentation, inspection, and recommendation of learning objects. A primary goal of digital libraries is to provide users, including teachers and students, a way to search for and display digital learning resources or learning objects. Often, the digital libraries do not provide methods or support for recombining and embedding discovered learning objects within new instruction and curriculum. This project provides this functionality by including an additional tier of services that will overlay and be compatible with existing digital library services. These services include the enhancement of search capabilities provided by existing digital libraries, automated recommendation of learning objects based on feedback from members of communities of users, instructional support for the combination of learning objects into lessons, an integrated Web-based development environment in which learning objects can be assembled into instruction, and a method for enabling the spontaneous formation of new communities of users based on shared interests. While many advances have been made in the creation of digital libraries, there is considerable room for improving how learning objects are accessed and re-used by the large population of teachers and learners who have Internet access but need technological and instructional support. This project will result in a system that will enable more focused and relevant access to learning objects for the purpose of creating instruction and thus enhance the role of digital libraries in promoting effective SMET education. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Recker, Mimi James Dorward Utah State University UT Robert Stephen Cunningham Standard Grant 399878 7444 SMET 9178 7444 0000099 Other Applications NEC 0085861 September 15, 2000 MATHDL: A Library of Online Learning Materials in Mathematics and Its Applications. MATHDL is an online library of independently reviewed mathematics learning materials at the undergraduate level. MATHDL is a collaborative project of the Mathematical Association of America (MAA) and the Math Forum. The MAA provides content oversight, materials acquisition and selection, policies, and general administration. Math Forum oversees development of the user interface and manages all platforms needed to host MATHDL content and serve pages. Math Forum plans to host moderated discussion groups for each unit listed in the library. Significant co-funding of this project is being provided by the Office of Multidisciplinary Activities in the NSF Directorate of Mathematical and Physical Sciences in recognition of the importance of a digital library collection of learning resources in the mathematical sciences. MATHDL is divided into three parts: The Library of Online Mathematics and Its Applications (LOMA), The Journal of Online Mathematics and Its Applications (JOMA), and The Library of Commercial Products (LCP). LOMA contains free online learning materials that have been class tested and reviewed. These materials have been tested with students, submitted with a peer review, and provided with a second review by the LOMA editors. Each unit has a site for the reviews and substantive comments by users and authors, a file of adopters, and a link to a moderated discussion group focused on these particular materials. JOMA is the journal of the library. It is a scholarly online journal that contains innovative new Web-based learning materials in mathematics, articles on the design and use of such materials, articles on student learning using online materials, surveys of existing online materials, and other related articles. LCP is a listing of commercially available learning materials in mathematics and its applications. Each listing includes publication information, a short description of the product, a table of contents (where appropriate), and a link to the publisher's site for more information. The MATHDL Project works closely with other digital libraries. In particular, the close association with Math Forum connects MATHDL to Project NEEDS, ENC, and a host of others. Through the multi-track work of the SMETE.org alliance, MATHDL plans to offer federated searches, user profiling, and common metadata. They plan to cooperate with these organizations in the search for solutions to the problem of curation of aging material. NATIONAL SMETE DIGITAL LIBRARY OFFICE OF MULTIDISCIPLINARY AC DUE EHR Moore, Lawrence Eugene Klotz Donald Albers Mathematical Association of America DC Lee L. Zia Standard Grant 986240 7444 1253 SMET 9178 7444 0000099 Other Applications NEC 0085862 August 15, 2000 Collaborative Project: A Component Repository and Environment for Assembly of Teaching Environments (CREATE). This collaborative project develops interactive environments through a component design and production service and an assembly environment to support identification and reuse of curricular materials. The component design and production service supports collaborative creation of learning objects. It is aimed at programmers and focused on direct coding of components, from graphical user interface elements to complex simulations. It tests strategies by developing reusable components for selected topics in several disciplines. The assembly environment service is aimed at instructors. It provides an environment that allows for easy yet flexible creation of curriculum materials that utilize interactive learning objects. This project develops a base around which future work can crystallize and build new content and structure. It has enormous potential for facilitating the potential of creating ever-growing, collaboratively-driven online repositories of educational software components. This could result in a wealth of online resources for students and teachers and enable teachers to create learning environments for their own use and for use in the next generation of digital libraries and learning environments. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Yaron, David Rebecca Freeland Carnegie-Mellon University PA Jane C. Prey Standard Grant 255000 7444 SMET 9178 7444 0000099 Other Applications NEC 0085866 August 15, 2000 TeacherLIB--Digital Community and Collections for Science and Mathematics Teacher Education. This project is developing a prototype information infrastructure that integrates high quality, focused, and well-maintained collections with an intelligent, interactive, and community-based user interface to assist teachers in developing powerful science and mathematics instruction for the secondary classroom. The collaboration of one of the nation's largest university-based teacher preparation programs with the leadership of the Merit Network is specifically addressing the needs and developmental perspectives of pre-service teachers in their preparation of instructional strategies and use of standards-based materials. Project activities include the collection of materials for understanding and implementing science and mathematics curriculum at grades 6-12 by locating and, where necessary, archiving exemplar materials, with a particular focus on the needs of pre-service teachers. In addition, the PI and team are addressing interoperability among existing information resources, including online clearinghouses and traditional library catalog collections. Finally, the project is establishing a user community to build, share, and review resources that promote engaged learning in the context of state and national curriculum standards. Significant co-funding of this project is being provided by the Office of Multidisciplinary Activities in the NSF Directorate for Mathematical and Physical Sciences in particular recognition of the important K-12 teacher preparation and professional development aspects of this work. NATIONAL SMETE DIGITAL LIBRARY OFFICE OF MULTIDISCIPLINARY AC DUE EHR Hoffman, Ellen Sandra Yee Marcia Mardis Eastern Michigan University MI Lee L. Zia Standard Grant 799864 7444 1253 SMET 9178 7444 0000099 Other Applications NEC 0085870 September 1, 2000 Columbia Pubscape: A Core Integration System for a National Science Digital Library Publishing Center. Under the auspices of the Electronic Publishing Initiative at Columbia (EPIC), a university-based organization involving the university press, the libraries, and the Academic Information Systems computing center, we are creating mechanisms for the development, implementation, and sustainability of innovative, cost-efficient, and high quality digital library resources designed for the enhancement of teaching and learning in science. Utilizing our experience in creating "Columbia International Affairs Online" and "Columbia Earthscape," the Electronic Publishing Initiative at Columbia is developing models for rights management, sustainability, content development, interoperability, business partnerships, and archiving systems necessary to create an effective Core Integration System for the National Science Digital Library (NSDL). Expected outcomes of the project include the development of a set of scalable organizational and operational models for the successful implementation and long-term sustainability of the NSDL. Specifically, we are creating in this project (or * plan to create in the future in follow-on work): 1. an intellectual property and rights management system that can be employed for digital rights management for the NSDL. 2. business models, license agreements, pricing, sales, and sustainability mechanisms for use by the NSDL. 3. * system and staffing models for developmental editing of educational materials contributed to the NSDL with the goal of transforming them into professional-quality teaching tools for use on a large scale by educators and students. 4. system and staffing models for site design, production, interoperability, and security systems necessary for the effective operation of the NSDL. 5. * models for partnerships with outside content providers such as scholarly societies, not-for-profit organizations, and commercial publishers for licensing of content, joint development of intellectual property, and collaborative ventures that will result in the availability of valuable content for inclusion in the NSDL. 6. * models for the archiving and preservation of content in the NSDL with the goal of insuring reliable and perpetual access to the collection. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Wittenberg, Kate Lewis Gilbert David Millman Jane Ginsburg Columbia University NY Myles G. Boylan Standard Grant 497212 7444 SMET 9178 7444 0085874 September 1, 2000 Biology Education Online -- An Interactive Electronic Journal. Biology Education Online is a peer-reviewed, online journal for teaching and learning science. The goal is to bring together developers and users of digital resources for biology education that span the range from kindergarten through high school, youth and adults in colleges and universities, and life-long learners interested in biology. Using a two-tiered, on-line peer-review system, Biology Education Online is developing and publishng to the web a collection of new, interactive, participatory resources that exemplify the multimedia capabilities inherent in the Internet for the advancement of teaching and learning science, consistent with the goals and standards inherent in the National Science Education Standards and the AAAS Benchmarks for Science Literacy. But Biology Education Online is much more than a collection of reviewed digital resources. The interactive online journal itself is both a teaching and learning resource. The unique features of a two-tiered interactive review process with message boards attached to each posted resource allows Biology Education Online to be used in professional development of new and current teachers as well a nursery incubator for developers and potential developers of new materials. For example, instructors in teacher preparation programs can incorporate the ongoing review process for Biology Education Online materials as part of the development of evaluative and analytic skills in their students. In this way, beginning teachers not only have a collection of highly peer-reviewed materials to use in developing their teaching strategies and portfolios, they also participate in the review process and learn how to critically evaluate teaching materials. Biology Education Online melds together users and providers. The development process for materials and the resources themselves promotes easy use by the community and encourage users to become developers by creating a nursery incubator where users can present, test, revise and publish new ideas and material in a non-threatening community setting. As a peer-reviewed online journal, Biology Education Online is being developed through an iterative process that requires two levels of online, interactive review prior to publishing to the formal Web site. Biology Education Online creates a synergy between a strong, well-developed audience for digital teaching and learning resources and a proven operational program for delivering those resources. The National Association of Biology Teachers and Access Excellence are collaborating in this endeavor. NATIONAL SMETE DIGITAL LIBRARY TEACHER ENHANCEMENT PROGRAM DUE EHR Carley, Wayne VivianLee Ward National Association of Biology Teachers VA Lee L. Zia Standard Grant 749487 7444 7300 SMET 9178 9177 7444 0000099 Other Applications NEC 0085878 August 15, 2000 Developing a Core Integration System for a National Science, Mathematics, Engineering, and Technology Education Digital Library at WWW.SMETE.ORG. This demonstration project for the Core Integration System (CIS) of a national digital library for SMET Education is providing functioning horizontal and vertical integration of disciplinary collections and associated services. Www.smete.org represents an alliance of nearly twenty partner organizations - disciplinary collections, educational institutions, industry, and non-profit organizations - that is working to establish the basis for a national digital library for SMET education. Collaborators also include strong partners with experience in identifying and collecting digital resources for K-12 education. The project envisions this virtual facility as a place where members of the SMET community of learners interact with one another to develop, locate, use and discuss digital resources that enhance teaching and learning in classrooms, in coursework, in informal settings, and within and across disciplines. Towards this end the PI and team are developing a library portal to demonstrate interoperability of resources and federated search across multiple disciplinary collections. In addition, the project is coordinating the development of shared metadata across multiple disciplines in SMET education and developing subject thesauri and descriptors for describing pedagogy in SMETE. Other activities include participation with other pilot projects in developing a governing structure for the library, developing classifications for ranking materials, and identifying issues associated with curation of aging materials. Significant co-funding of this project is being provided by the Office of Multidisciplinary Activities in the NSF Directorate for Mathematical and Physical Sciences in recognition of the breadth of disciplinary coverage represented in this work. NATIONAL SMETE DIGITAL LIBRARY OFFICE OF MULTIDISCIPLINARY AC DUE EHR Agogino, Alice Jeanne Narum University of California-Berkeley CA Lee L. Zia Standard Grant 846616 7444 1253 SMET 9178 7444 0000099 Other Applications NEC 0085913 September 1, 2000 Peer Review of Digital Learning Materials: Critical Service for Digital Libraries. This project is developing tools and processes for the quality control of digital learning materials, using a model based on building and sustaining communities of individual and institutional users and contributors, professional discipline organizations, and publishers of education materials. The effort leverages the work of the Multimedia Educational Resource for Learning and Online Teaching (MERLOT) Initiative which has a growing collection of over 2,000 digital learning materials. Over twenty higher education institutions - led by the California State University System, the University of Georgia System, the University of North Carolina System, and the University of Oklahoma System - are forming discipline communities in biology, chemistry, physics, and engineering mathematics to develop standards and processes for implementing and sustaining mechanisms for peer review of digital learning materials. Additional discipline communities are expected to form as the project evolves. Discussion, debate, and communication take place via MERLOT's web-based worksites where members of the virtual communities collaborate. Institutional participants are supporting their faculty's endeavors through stipends and/or reassigned time and travel allotments for attending the MERLOT sponsored workshops and conferences. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Hanley, Gerard Cher Thomas California State University, Trustees CA Lee L. Zia Standard Grant 575088 7444 SMET 9178 7444 0000099 Other Applications NEC 0086100 October 1, 2000 Core Integration Services for a Federated NSDL. This pilot project is building both a technical infrastructure that facilitates user discovery of and access to collections of diverse digital material for a national digital library for SMET Education, and a strong social foundation for the digital library that provides for its members a voice for their vision, an equitable governance structure, and opportunities for community leadership. Project activities build on the geoscience community's experiences to date in conceptualizing and laying the organizational and managerial foundation for a Digital Library for Earth System Education (DLESE). A suite of tools and services is also being developed to support member collections and help them achieve interoperability. Key partners in this aspect of the project include the San Diego Supercomputer Center and the Alexandria Digital Library project at the University of California - Santa Barbara. Examples include protocols for cross-collection searching; central services for persistent storage, authentication, and related needs; and tools that aid in materials classification and discovery, end-user support, and usage monitoring. Recognizing the importance of this effort to the larger science, mathematics, engineering, and technology education enterprise, the NSF Geosciences Directorate is providing significant co-funding for this project. NATIONAL SMETE DIGITAL LIBRARY EDUCATION AND HUMAN RESOURCES DUE EHR Fulker, David David Mogk Roberta Johnson Cathryn Manduca Mary Marlino University Corporation For Atmospheric Res CO Lee L. Zia Standard Grant 0 7444 1575 SMET 9178 7444 0000099 Other Applications NEC 0086225 October 1, 2000 NSDL: Atmospheric Visualization Collection. This grant supports an NSDL collection based on near-real time visualization of atmospheric data from the Atmospheric Radiation Measurement Program (ARM) Southern Great Plains (SGP) site. In order to ensure the continued existence of this collection, a model user and provider community of students and teachers will be developed. This visualization collection will have a great impact on the educational community, since the SGP site is the largest group of remote sensing atmospheric instruments in the world. The development of this collection entails collecting visualization code, implementing visualization code, and a scientific and educational review of these visualizations. The collection process has been started with code contributed from NOAA, UCAR, and many Universities. Implementation of this code in an automated format that can be used by the digital library and is self-sustaining is a major component of the effort involved. The ARM scientific community already has a scientific review process, which will be used to ensure the visualizations implemented are of scientific quality. The educational review process will contain four sections. Materials will be reviewed for use by middle school and high school students and teachers, as well as by undergraduate and graduate students. These reviews will address the benefits and problems associated with using the visualization for educational use, and will be used to ensure the educational value of the collection. The direct involvement of teachers and students in the implementation work, testing of a community provider model, and class-testing of the collection are steps in this project to create a model user and provider community. Undergraduate and graduate students will assist in the implementation of visualization code. Given this introduction, these students will be ready to create or make additions to current visualization code, which will go through the educational and scientific review. Successful completion of these reviews will end in implementation of the code as part of this collection. This would start the capability of EIU and University of Utah to be both user- and provider-communities. Further, an EIU undergraduate class will use this collection with visualization projects. Class-testing in this manner will act as a feedback mechanism to improve the usability of the collection. The class projects will be another example of how students can become providers. The professor of the class will determine which projects are viable to request a scientific review. Such visualizations would then become available for use as summer projects for the in-service high school teachers in EIU's MSNS program to review for use in their classrooms. This would create a long-term avenue for scientific and educational review. The massive amounts of data and access to atmospheric visualization codes may even lead to the creation of an "open source" community around building code for this collection. One thing is certain, visualization of atmospheric data will spark the intellectual curiosity of students at all education levels. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Klaus, Christopher Keith Andrew Gerald Mace Argonne National Laboratory IL Lee Anne Martinez Standard Grant 741660 7444 SMET 9178 7444 0000099 Other Applications NEC 0086486 September 15, 2000 Initial Assessment of the Impact of ABET/EC2000 Implementation using Mechanical Engineering Programs as the Pilot Study Group. A six-member project team is developing and administering a survey that evaluates the experiences of mechanical engineering programs that have undergone ABET Engineering Criteria 2000 review. The survey consists of a questionnaire and a set of metrics developed by a focus group representing a cross-section of four-year undergraduate mechanical engineering programs evaluated under ABET EC2000. Site visits to participating institutions are also being conducted. Survey results from ME programs across the nation are being collected and analyzed. Findings are being disseminated to all mechanical engineering programs and to academic committees of other engineering disciplines. CCLI-NATIONAL DISSEMINATION DUE EHR Tan, Chor American Society of Mechanical Engineers - Washington Branch DC Myles G. Boylan Standard Grant 55000 7429 SMET 9178 7429 0000099 Other Applications NEC 0086511 May 1, 2001 Energy, Information, Life. Interdisciplinary (99) The interdisciplinary field at the interface of physical and life sciences is undergoing explosive growth. More and more Physics departments are hiring faculty in this field, yet those faculty complain of the lack of a suitable textbook to teach their subject at the undergraduate level. Indeed the core foundational material for this subject can be taught successfully at the sophomore level. The same course can also introduce much foundational material for later study in nanotechnology. The objective of this project is to create a text Biological Physics and a suite of ancillary materials, including Web materials, to address these needs, which will be of interest and useful to undergraduates in Physics, Biology, Biophysics, Biochemistry, Materials Science, Chemical and Bio-Engineering, all the way up to advanced graduate students. The text will be class-tested by faculty interested in teaching this material at a variety of institutions, and it will be published by a major textbook firm. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Nelson, Philip University of Pennsylvania PA Herbert Levitan Standard Grant 90590 7427 SMET 9178 7427 0000099 Other Applications NEC 0086995 March 1, 2001 Modernization and Expansion of the UW-River Falls Optics Curriculum. Physics (13) Modern society is increasingly reliant on technologies developed from the optical sciences. In order to sustain growth in these fields, there is a need for people with technical skills in this area and for professionals with knowledge of basic optical phenomena. To address these societal needs, the goal of this project is to improve the Optics education that students receive throughout the Physics curriculum. To implement this goal, we have established three objectives for this project: 1) Integrate a hands-on laboratory experience including the topics of nonlinear optics, laser design, spectroscopy, and optical communication technology into the Optics course for Physics majors. 2) Develop Optics-based summer coursework for high school teachers as part of the Master of Science in Education program with opportunities for teachers to design their own classroom activities. 3) Create a new liberal arts course called The Science of Light to give non-science majors the opportunity to explore optical phenomena such as vision, liquid crystals, color, and holography. These objectives impact not only university students, but also high school science teachers and their students. Each of these objectives are being met by implementing activities which integrate modern optical technology throughout the Physics curriculum. The project is adapting experiments from the physics research and education literature and adapting more common experiments for use by teachers and their students. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR McCann, Lowell Eileen Korenic University of Wisconsin-River Falls WI Duncan E. McBride Standard Grant 92835 7428 SMET 9178 7428 0000099 Other Applications NEC 0087049 October 1, 2000 K-12 Teacher Development Program. The American Association of Community Colleges (AACC), in collaboration with the Council of Independent Colleges (CIC) and the Independent Colleges Office (OIC), is conducting a three-year project to develop interest in K-12 mathematics and science teaching careers among undergraduate students and concurrently support K-12 faculty teaching science and mathematics. This project adapts components of the NSF GK-12 program for implementation in predominately undergraduate colleges, including community colleges. Recognizing the national need for excellence in science and mathematics in K-12 schools, AACC, CIC, and OIC and their community-based member colleges are developing partnerships with K-12 schools in local communities. The K-12 Teacher Development (KTD) program features science, mathematics, engineering, and technology (SMET) college students as content resources and role models in K-12 classrooms. The college students gain mentoring and classroom experiences with K-12 students by sharing their knowledge and skills; the K-12 teachers gain content resources for their classrooms. The KTD program improves communication and fosters awareness of K-12 teaching as a career for college students, offers classroom assistance and curricular enrichment to K-12 teachers, provides opportunities for college faculty to help undergraduate students implement discipline-specific applications and pedagogical strategies, and provides enriched learning opportunities in SMET for K-12 students. The program includes the following components: 1) greater awareness by college students of K-12 instruction in science, mathematics, engineering, and technology; 2) a network of K-12, community college, and four-year college faculty and schools; 3) collaboration by AACC and CIC to offer a national grant competition for their member colleges; 4) incentives such as community service scholarships, stipends, mini-grants, or course credit to encourage student involvement in K-12 schools; 5) mentoring relationships; 6) professional development opportunities for K-12 and college faculty; 7) dissemination through publications, presentations, and the World Wide Web; and 8) program evaluation CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Barnett, Lynn American Association of Community Colleges DC Joan T Prival Standard Grant 2000000 7428 SMET 9178 9103 7428 7348 0000099 Other Applications NEC 0087052 May 15, 2001 Integrating XRD Analysis into the Undergraduate Earth Sciences Curriculum at San Diego State University. A modern XRD instrument that is user-friendly, resilient, allows sophomore students to engage actively in elementary research projects in mineralogy and petrology and is enabling the Department of Geological Sciences at San Diego State University to revise its sophomore-level curriculum to include more opportunities for hands-on, inquiry based, activities. Research experiences are being introduced at this level, and students are being taught how to formulate testable hypotheses, construct relevant experiments, analyze results, and present conclusions through written and/or oral reports. In addition, the XRD is enhancing the department's existing program of outreach to public school teachers and students. This project is an adaptation of Professor Wendy Bohrson's NSF funded program at Central Washington University. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Girty, Gary Richard Berry San Diego State University Foundation CA Jill K. Singer Standard Grant 68579 7428 SMET 9178 7428 0000099 Other Applications NEC 0087068 May 15, 2001 Improving Mathematical Skill and Attitudes of Under-prepared College Freshmen. Mathematical Sciences (21) This project produces a prototype for a curriculum project to increase the participation and success of an under-represented minority population in mathematics and the sciences. It develops non-traditional materials and accompanying assessment materials for developmental courses. These materials help students relate the analytical methods of mathematics to the rest of their world, think mathematically in investigations that guide their conceptual development, and develop a social support network for learning. It includes development of professional development workshops for faculty to pilot the materials. Products include curriculum materials for a developmental mathematics course at the level of elementary algebra, supplemental materials that support the least prepared students in a laboratory environment to learn or strengthen underlying conceptual understanding, a prototype for workshops intended to prepare instructors to use these materials effectively, and a plan for testing the prototype in other settings. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Dance, Rosalie Ludence Romney University of The Virgin Islands VI Lee L. Zia Standard Grant 74995 7427 SMET 9178 7427 0000099 Other Applications NEC 0087145 December 15, 2000 Development of the Undergraduate Physical Chemistry Laboratory: Laser-Based System for Spectroscopic and Kinetic Studies. Chemistry (12) Insufficient instrumentation currently limits curriculum diversity in the Physical Chemistry Laboratory conducted at this institution. With a survey indicating that many students are not motivated to study physical chemistry, the challenge has been to develop course content which encourages these students. This project consists of setting up a new physical chemistry curriculum based on a wavelength tunable nanosecond pulse laser system. The objectives are: (1) to expose students to interdisciplinary topics which integrate the fields of biology, physics, and chemistry, and (2) to include topics on fast kinetics and electronic relaxation. Topics will include the inversion rate of sucrose catalyzed by enzyme, conformational transition of polypeptides or diblock co-polymer, the effect of a quencher on the electronic relaxation of an aromatic compound, solvent response to fast heat flow, and photolysis of benzophenone. These topics demonstrate how physical chemistry concepts are applied to biological systems and introduce the concept of real time probing of a chemical event. Core instrument of this project is a Nd:YAG pumped Optical Parametric Oscillator (OPO) based laser spectrometer system. Included in this OPO-based system are monochromator, photomultiplier tube detector, digital storage oscilloscope, and a CCD camera. The proposed system enables introduction of previously unstudied experimental methods: optical rotation, scattering experiment, fluorescence lifetime measurement, thermal lens calorimetry, and laser-flash photolysis. Planned laboratory experiments are adaptations from the Journal of Physical Chemistry and the program at Harvey Mudd College which was supported by earlier NSF funding. The evaluation will be provided by an off-campus advisory committee. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Yokoyama, Kazushige Jackson State University MS Victoria M. Bragin Standard Grant 44902 7428 SMET 9178 7428 0000099 Other Applications NEC 0087150 September 15, 2000 Completion of Case Studies for the "Learning through Technology (LT2)" Web site. Interdisciplinary (99) College-level science, mathematics, engineering, and technology (SMET) faculty are increasingly expected to educate all students to be scientifically literate, to develop the ranks of future scientists, engineers, and technicians, and to prepare K-12 teachers who are fully prepared to teach science and mathematics. They are expected to achieve these goals in the context of a national reform movement in undergraduate SMET education, while also making appropriate and (at times) transformative use of new computer-based learning technologies. Faculty typically find only a few professional development resources to assist them in meeting these daunting expectations. This project is working to meet these needs by constructing a complete, web-based professional development site. This site will give faculty access to 9 case studies covering a variety of SMET disciplines of effective "Learning Through Technology" (LT2). These cases are focused on certain types of learning technologies that seem particularly promising in SMET disciplines. All are computer based, connected to well-established teaching methods, and enable some of the following learning activities: visualization, simulation, data analysis, interpersonal interaction, software-based feedback, locating pertinent information, and improved student "creativity." The case studies combined with other elements of the site will provide important information to faculty seeking to learn more about computer-based learning applications and how to implement these effectively. The project is building on an earlier discovery that the implementation of this technology matters at least as much as the technology itself. The web-site is designed to emulate "hallway conversations" that characterize how many faculty share crucial information about new technical developments. This resource is being designed to ease the way for faculty to learn how to use instructional technology to improve student learning. This resource also teaches faculty about technology pitfalls to avoid and provides them access to a series of vignettes that provides more breadth and depth while demonstrating how their faculty peers are integrating instructional technology into their courses. It is anticipated that this will raise the rate of adaptation and implementation of exemplary materials and practices using instructional technology. CCLI-NATIONAL DISSEMINATION DUE EHR Millar, Susan Robert Mathieu Jean-Pierre Bayard University of Wisconsin-Madison WI Myles G. Boylan Standard Grant 162161 7429 SMET 9178 7429 0000099 Other Applications NEC 0087210 January 15, 2001 WEB Accessible Single Crystal X-Ray Diffractometer for Undergraduate Instruction at a Consortium of Predominantly Undergraduate Institutions. Chemistry (12) Recent improvements in diffraction hardware, theory, and software, and in computers have made diffraction methods increasingly routine for scientists, engineers, and professionals in many disciplines. It has also made them increasingly accessible to novices such as undergraduates. Experience at a variety of institutions has shown that these methods can be effectively integrated into the undergraduate curriculum in a wide variety of disciplines, including: biochemistry, biology, chemistry, geology, physics, materials science, engineering, and science teacher education. One of the biggest impediments to integrating diffraction more widely into undergraduate coursework is the lack of hands on access to appropriate diffractometers. This project is adapting and implementing several existing collaborative models from regional Predominantly Undergraduate Institutions (PUIs), and research instrumentation networks. A WEB-accessible diffraction facility that emphasizes single crystal methods but with some powder capabilities has been established at this instituion. It is dedicated to undergraduate instruction in both formal courses and undergraduate research. The facility is fully accessible over the WEB so that participating PUI faculty and their students are able to both observe and control the diffraction instruments remotely as well as access databases located at the institution. Structure solution software for use at each home site is provided as are faculty training and curriculum implementation help for the twenty two participating PUIs. Because of the operation over a distance model proposed for instrument access, this facility is particularly useful to faculty and students in geographically remote regions, to those from less well funded institutions, or to those whose disabilities make travel problematic. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Hunter, Allen Alan Jircitano Timothy Wagner Edward Zovinka Laura Strauss Youngstown State University OH Harry Ungar Standard Grant 200000 7428 SMET 9178 7428 0000099 Other Applications NEC 0087360 May 15, 2001 Developing a Text for Physics-For-Architects Course. Physics (13) More than 23,000 students are enrolled nationwide in accredited architecture programs. Most of these programs require their students to take a course of introductory physics, for three main reasons: (1) Architects need to use concepts and methods of physics in their profession. (2) As a component of liberal arts education, physics provides a framework for understanding the physical world. (3) As an exact science, physics develops analytical and quantitative thinking skills. Most architecture programs do not offer a special physics-for-architects course, and their students take physics with students from other disciplines. The drawbacks to architecture students from this situation are significant: They do not learn all the basic physics concepts that they need professionally, while they learn in detail concepts that they do not need. There is not enough time to introduce concepts that are important as general education. The amount of time devoted to problem solving is not optimized for the specific needs of architects. The objective of this project is to develop a text, based on which physics-for-architects courses could be taught. The text, written from the perspective of architects, balances the three required components: relevant professional knowledge, general education, and thinking skills. The availability of such a text encourages architecture programs nationwide to offer physics-for-architects courses. This advances the knowledge and understanding of physics and scientific thinking within the architecture community. During the entire developmental phases, the project is undergoing formative and summative evaluations, both in-house - by students that take the course and by the architecture and physics curriculum committees, and externally - in architecture programs that field-test the material. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Salu, Yehuda Howard University DC Duncan E. McBride Standard Grant 74882 7427 SMET 9178 7427 0000099 Other Applications NEC 0087409 August 15, 2000 Showcase for NSF DUE CCLI Projects at the FIE and ACM SIGCSE Conferences. This project provides for showcases and other related events to promote the NSF CCLI program and projects at targeted computer science and engineering education meetings. The project provides opportunities for presentation and participation at the Frontiers in Education Conferences 2000 and 2001 and the ACM Special Interest Group on Computer Science Education (SIGCSE) Symposia in 2000 and 2001 by recipients of CCLI awards. The project builds on pilot activities at both meetings in previous years. This is done to encourage others to adopt and adapt exemplary computer science and engineering models and materials developed through NSF CCLI support. It also promotes awareness of the NSF and CCLI program among conference attendees. It includes mechanisms to assess the impact of the showcase efforts on the attendees and to increase the number of quality CCLI proposals as well as to increase the number of proposals from new investigators. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Milner, Christopher University of Virginia Main Campus VA Robert Stephen Cunningham Standard Grant 163150 7427 SMET 9178 7427 0000099 Other Applications NEC 0087449 May 1, 2001 Upgrading of Department of Chemistry's FT-NMR Capabilities. Chemistry (12) This award is allowing the Department of Chemistry to provide a state-of-the-art educational experience to our undergraduate students by access to a high-field FT NMR. A variety of experiments are being adapted from the research and educational literature and implemented into most courses in the chemistry curriculum. Thus, undergraduate students in many majors, including nonscience ones, are being impacted by the incorporation of the NMR into the curriculum. General Chemistry students are using the NMR in conjunction with IR spectroscopy and molecular modeling to study the implications of Lewis resonance structures to chemical bonding. The Organic Chemistry students are using the NMR, including two-dimensional spectra, to characterize products from several synthetic procedures. Students in Quantitative Analysis are determining the equilibrium concentrations of species present in polyprotic acid solutions as a function of pH. Multinuclear capabilities (11B and 31P) of the instrument, paramagnetic measurements, dipolar shifts, and line broadening are being explored in the Inorganic Chemistry laboratory, additional two-dimensional spectra are being investigated in the Instrumental Analysis laboratory, and relaxation times and isotopic exchange rates are being measured in the Physical Chemistry laboratory. Many students in the General Chemistry and Organic Chemistry laboratories are Biology and/or Marine Science majors so the impact of this instrument is strong on other science majors. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Evans, David John Goodwin Bradley Norwood Coastal Carolina University SC Kathleen A. Parson Standard Grant 106000 7428 SMET 7428 9178 0000099 Other Applications NEC 0087466 January 1, 2001 Teaching Introductory Combinatorics by Guided Group Discovery. Mathematical Sciences (21) This project is producing materials for teaching a first undergraduate course in combinatorics where a large number of students learn most of the material covered. The materials are based on a sequence of problems designed to lead students to understand the processes of combinatorial mathematics, abstract these processes to general principles, and apply the general principles. While there is some textual material to provide definitions, explain common themes, and help students reflect on what they learn, the vast majority of the intellectual content is in the problems themselves. An Advisory Board is advising on the selection of topics, critiquing the materials developed, testing or arranging for a test of the materials at their own institutions, and helping introduce the materials to the community at large. The materials developed are being published as a slim book by a commercial publisher, with supplementary material on the publisher's website. There is also an instructor's version of the book that contains complete solutions to the problems as well as protocols for using the materials. The protocols include ways of using group work to enhance students' experiences with the materials. Group activities include making sure that the solutions proposed are believable and understandable, assisting students in deciding whether their rewrites of selected problems for resubmission are responsive to instructor comments, and giving group members feedback on problems the instructor chooses only to "spot check." The project concludes with a workshop designed to provide a base of instructors who are both eager and well-equipped to use the materials in their own institutions. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Bogart, Kenneth Dartmouth College NH Elizabeth Teles Standard Grant 250000 7427 SMET 9178 7427 0000099 Other Applications NEC 0087467 April 15, 2001 Computer Simulation of Geotechnical and Hazardous Waste Investigations. Earth Systems Science (40) Teachers of Geology, Geological Engineering, and Civil Engineering are challenged with the task of teaching students how to apply geological concepts to solve real-world engineering problems. While students receive ample presentation of geological concepts, engineering theory, and case histories, they receive very little practice using their knowledge in ways required in the hazardous waste and geotechnical industries. This project aims to enhance and calibrate a simulator for hazardous waste and geotechnical investigations, to test its effectiveness as a teaching tool for undergraduate and graduate instruction, and to explore its use as a research tool to probabilistically evaluate site conditions. This simulator, called BEST DrillSim, addresses the need for students to receive practical experience designing subsurface investigations and interpreting the resulting data, using the geologic concepts they have learned in class. The simulator uses real or simulated hazardous waste or geotechnical sites. The students select locations for simulated borings, interpret the data returned by the computer, and prepare the next step of investigation. The student's goal is to optimize expenses and the number of borings while determining the limits of ground-water contamination or the range and variability of geotechnical properties at the site. The instructor is provided detailed site information, including three-dimensional gif file animations of site geology, static maps of containment plumes, ground elevations, ground-water surfaces, and tabulated summaries of geotechnical and hydrogeologic parameters for each stratigraphic unit. Version 1 of the simulators, called BEST DrillSim, was developed as part of a series of Basic Engineering Software for Teaching (BEST) produced by the instructional Software Development Center at the University of Missouri-Rolla. The three site databases included in Version 1 offer a variety of geological environments for students to investigate: meandering stream alluvial sediments, coastal and shallow marine deposits, and residual soil over shale bedrock. Each site database contains a 700,000 node array, with each node point associated with a specific geologic unit. Each geological unit has a defined set of geotechnical and hydrogeological properties, which have a random variability about a central value, and which vary with depth. Each site also has associated surface topography, ground-water topography (for as many as three aquifers), and contaminant plume maps. The enhanced version (Version 2) of BEST DrillSim, completed under the current project, automatically generates sites. Hypothetical sites are generated using geological and site constraints input by the instructor, matching the specified conditions to default probability distributions of geological, geotechnical, and hydrogeological parameters, and then randomly selecting values within these probability distributions. The capability to probabilistically generate sites means that an infinite number of sites may be produced, without the labor involved in defining individual sites as in Version 1. This capability also allows exploration of probabilistic simulation of real sites, where various hypotheses about site conditions may be evaluated through Monte Carlo simulation. Evaluation of the simulator is taking place in three classes at the University of Missouri-Rolla, and by independent ers outside of the university. Electronic copies of the simulator will be distributed via CD-ROM through commercial vendors. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Santi, Paul Jeffrey Cawlfield Missouri University of Science and Technology MO Herbert Levitan Standard Grant 101768 7427 SMET 9178 7427 0000099 Other Applications NEC 0087476 May 15, 2001 Creation of an Interdisciplinary Earth Materials Testing Laboratory to Enhance Undergraduate Science Education. Earth Systems Science (40) This project is enhancing scientific literacy through the acquisition of laboratory equipment to create a modern Earth Materials Testing Laboratory. The development of hands-on, inquiry based laboratory activities allows students the opportunity to explore, test and analyze various behaviors and characteristics of earth materials. The project emphasizes experience in field sampling and laboratory experimentation with actual earth materials. This Earth Materials Testing Laboratory accommodates eight lower and upper level science courses, impacting approximately 500 students per semester. This includes students enrolled in classes that satisfy the University's science general degree requirement, education majors (elementary, middle and secondary), students obtaining minors in geography, geology, earth science and natural science, and students obtaining majors in geography and natural science. Laboratory activities focus on five themes related to earth materials testing. These themes include (1) material sampling and description, (2) analysis of grain size distribution; (3) measurement of sediment properties; (4) illustration and testing of material responses to environmental stresses; and (5) illustration and testing of fluvial processes. These themes allow students to develop an inherent understanding of the processes by which earth materials impact their lives through simulation of mass wasting, hydrologic flow, sediment transport and the response of earth materials to stress. These five themes cut across the earth science curriculum and allow students to appreciate the interrelationships between courses in a curriculum. By participating in scientific inquiry, students are gaining a deeper appreciation for the scientific method. These earth science exercises are being augmented using digital video posted to the Internet which allows students to compare and contrast their experimental results. Materials are being adapted from projects at Oklahoma State University, the University of South Carolina, Southeast Missouri State University, and the University of Alberta as well as those described in the Journal of Geoscience Education and other journals in the field. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Lemke, Karen David Ozsvath Kevin Hefferan University of Wisconsin-Stevens Point WI Elizabeth Teles Standard Grant 28022 7428 SMET 9178 7427 0000099 Other Applications NEC 0087555 April 15, 2001 Adaptation of an Exemplary Environmental Chemistry Laboratory Course. Earth Systems Science (40) This project is adapting an environmental chemistry laboratory course, developed at the University of California, Berkeley, for undergraduate education in the School of Earth and Environmental Sciences (SEES). This curriculum is being supplemented with a section on an important environmental pollutant, lead, using lead paint analysis experiments developed at the University of Utah. An atomic absorption spectrometer, a set of field probes for dissolved oxygen, temperature and conductivity, and pH measurements, and a compact incubator are being obtained to complement equipment available in an existing environmental science laboratory which includes an ion-chromatograph and a field UV-Vis spectrophotometer. The project uses a series of experiments involving field sampling, field analysis and laboratory analysis from two field sites. Five groundwater wells that have been recently installed on campus serve as one field site. The second site is Flushing Bay, located about 2 miles from campus. Combined sewer overflows discharge raw sewage during rainstorms into Flushing Bay. Students are comparing the Flushing Bay data with a much larger New York Harbor water quality data set available from the New York City Department of Environmental Protection. Students are also comparing the Queens College campus well data with United States Geological Survey data from monitoring wells at various locations covering a sequence of aquifers, some similar to those at Queens College. This coordinated set of activities is enabling students to investigate parameters characterizing and regulating water quality in ground water and in coastal water systems. The incorporation of the leaded paint experiment is fulfilling three goals that are missing in the Berkeley curriculum. First, an important environmental pollutant found at trace levels but with high toxicity is introduced. Second, the handling of solid samples, an important aspect of environmental analysis, is used. Third, challenges in quantification of trace amounts of elements in a complex matrix characteristic of environmental samples, are presented. The service-learning approach offers an additional advantage in that it provides a connection between the knowledge the student acquire in the classroom and the application of that knowledge in a way that benefits the community at large. By providing undergraduates with training in state-of-the-art equipment and field experience, the project is introducing them to methods and techniques that are commonly used by environmental scientists and environmental consulting professionals. It also challenges and prepares students to pursue careers in environmental sciences and environmental science education. TEACHER PREPARATION PROGRAM DUE EHR Zheng, Yan David Locke CUNY Queens College NY Elizabeth Teles Standard Grant 29858 7348 SMET 9178 7348 0000099 Other Applications NEC 0087570 May 15, 2001 Research-Inspired Writing: An Interdisciplinary Course for Junior-Level Chemistry Majors. Chemistry (12) The overarching goal of this proof-of-concept project is the design and implementation of a junior-level writing course that is synchronous with the proliferation of research opportunities available to today's undergraduate science majors. Colleges and universities engage students in evermore sophisticated research efforts, yet seldom offer adequate instruction in how to communicate these efforts to the larger scientific community. An interdisciplinary team-planned/team-taught course is combining the expertise of a chemistry professor and an English professor to introduce chemistry majors to the genres of scientific writing and associated scientific literacy skills. The outcome of the project is a pedagogical approach to scientific writing that moves the student beyond generic laboratory reports and develops writing as a vehicle for organizing, interpreting, and communicating research data. Initiatives in scientific writing, when coupled with initiatives in undergraduate research, are ensuring the highest quality education for students, and are better preparing science majors for the research and writing challenges they will face as career scientists. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Robinson, Marin Fredricka Stoller Northern Arizona University AZ John D. Dwyer Standard Grant 75000 7427 SMET 9178 7427 0000099 Other Applications NEC 0087619 April 1, 2001 Modern Magnetic Resonance Spectroscopy for an Enhanced Chemistry Curriculum and Support of Local Two-Year College Organic Chemistry. Chemistry (12) Mississippi College has striven to improve science education by curriculum development employing spectroscopy and biochemical subject matter for science and non-science undergraduate students. Extending these changes, we are implementing a significant upgrade of nuclear magnetic resonance instrumental capability with broad implications for the chemistry curriculum at Mississippi College and five local two-year community colleges, Hinds, Holmes, Copiah-Lincoln, Jones County, and Southwest Mississippi Community Colleges. Curricular changes range from foundational to specialized courses and improve student skills in stages through the higher three years of the degree program. These changes are made by adapting experiments from the educational and research literature into undergraduate courses. In this project, a first goal is foundational for the second undergraduate year: improving student understanding and practice of magnetic resonance in organic chemistry at Mississippi College, and developing and implementing an outreach to the five local two-year colleges for annual instructor training, ongoing materials development, support and visiting class practice in infrared and nuclear magnetic spectroscopy. A second goal is developmental: introducing students to more searching experiments which take advantage of the wide analytical range of the instrumentation and its specialized applications in biochemistry, organic and instrumental analysis, and chemical dynamics. Supportive internet resources are being developed for both of these goals. A third goal is investigational: improving undergraduate research and honors by providing students with modern spectroscopic means for their synthetic and experimental work. Facilities are available to colleagues at other local four-year institutions. Following the implementation period, the project will support a long-term improvement of basic student skills in organic chemistry locally, and more specialized activities by upper-division students. Each planned element and the off-campus outreach will be evaluated by the end of the first year with annual assessments thereafter. Both intramural and extramural programs are being assessed based on student and faculty evaluation of the methods and experiences. Affected two-year college programs, which presently lack instrumental support, should realize significant science student, faculty, and program improvements. Science students will be better prepared for higher division classes, transfer programs, and for graduate and professional studies. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Valente, Edward David Magers Jerry Cannon Anthony Dribben Mississippi College MS Susan H. Hixson Standard Grant 124125 7428 SMET 9178 7428 0000099 Other Applications NEC 0087638 January 1, 2001 Adapting and Implementing the 'Workshop Biology' Concept for an Undergraduate Genetics Class. Biological Sciences (61) The goal of this project is to increase student comprehension of and enthusiasm for genetics by developing a "Workshop Genetics" course to replace the traditional lecture/lab format currently in use. Genetics is a highly quantitative subject that is frequently a stumbling block for biology majors. Studies show that students enroll in genetics with misconceptions regarding everything from the cell cycle and mitosis to evolution. Furthermore, students have a particularly hard time relating many genetics concepts to their everyday lives. Nonetheless, most initiatives to improve science education have focused on introductory and general education courses. In order to rectify these problems, the "Workshop Biology" project, which was developed for a large general education class at the University of Oregon, is being adapted for implementation in the smaller, mid level genetics class. "Workshop Genetics" consists of four basic types of activities: Class Assemblies, Concept Activities, Investigative Laboratories, and Issues Activities. Additionally, a series of computer-based multimedia genetics problem sets are being developed through collaboration with John Pollack at Cornell University. All of these activities are being implemented with the help of undergraduates pursuing secondary education certification in biology. The success of the project goals will be assessed through collaboration with Dr. Patricia Nelson, Head of the Susquehanna University Education Department. Ultimately, this course will serve as a model for other upper level workshop science courses, will be disseminated via a "Workshop Genetics Homepage", and will be presented at ABLE and Strategies for Success Conferences. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Tobin-Janzen, Tammy Susquehanna University PA V. Celeste Carter Standard Grant 15895 7428 SMET 9178 7428 0000099 Other Applications NEC 0087644 January 1, 2001 The PascGalois Project: Visualizing Abstract Algebra. Mathematical Sciences (21) The PascGalois Project is developing materials that use computing technology to enhance the teaching of abstract algebra which has traditionally been one of the most difficult and least visual subjects in the undergraduate mathematics curriculum. These materials provide an interesting class of objects and computer generated representations that allow students to "see" numerous algebraic concepts. This project has its origin in a simple exercise with Pascal's triangle. The interest in this construction lies in the fact that Pascal's triangle mod n is the group multiplication for the cyclic group Z . This construction is being generalized using other finite groups. Like Pascal's triangle mod n, PascGalois triangles can have self-similar properties. Many of these properties can be described using subgroups, quotients, and automorphisms of the group G. The project is developing software to create these images and higher dimensional generalizations (e.g. automata, similar to Conway's Game of Life) on demand so that students can investigate these patterns and their relationships to group structure. The primary objectives of the project are: to develop laboratory exercises that provide a visual component for the junior/senior level Abstract Algebra courses; to develop students' visual and intuitive understanding of difficult concepts; to model effective use of technology for prospective mathematics teachers and thus better prepare them to implement the National Council of Teachers of Mathematics standards; to stimulate interest in abstract algebra and encourage graduate study in mathematics, and to increase participation in undergraduate research in mathematics by providing a source of interesting and accessible research projects. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Bardzell, Michael Kathleen Shannon Salisbury University MD Elizabeth Teles Standard Grant 74990 7427 SMET 9178 7427 0000099 Other Applications NEC 0087655 January 1, 2001 FT-NMR: Hands-On Access In the Undergraduate Curriculum. Chemistry (12) The importance of Fourier Transform-Nuclear Magnetic Resonance (FT-NMR) spectroscopy in modern chemistry is reflected in the 1999 American Chemical Society Committee on Professional Training guidelines for the undergraduate organic chemistry curriculum which recommends hands-on training in 1 H and 13 C NMR for undergraduate students. In addition, more advanced pulse sequences such as 2-D NMR have become increasingly vital tools for the modern chemist. In order to incorporate these recommendations, the Department of Chemistry has purchased a 300 MHz instrument capable of teaching the broad range of experiments that comprise modern FT-NMR. We are infusing this technology across our undergraduate curriculum in a series of experiments, adapted from the current literature (research and educational), that is designed to progressively introduce a series of 1-D and 2-D NMR techniques. In doing so, we are adapting the approach recently instituted at Florida State University (CCLI A&I DUE-9972198), adjusting for the size of our student population and tuned to existing strengths in our curriculum. The instrument is being used first by students in their sophomore-level Organic Chemistry sequence to interpret and to obtain 1 H and 13 C spectra, then in a progressive fashion in Qualitative Organic Analysis, Physical Chemistry, Advanced Synthetic Methods, and Undergraduate Research in which more sophisticated techniques and the multi-nuclear nature of FT-NMR are explored. Outcomes include students with extensive hands-on experience in a variety of NMR techniques. Additionally, we are studying the pedagogy of teaching NMR across the curriculum and are in the process of producing a web accessible database of spectral FID's emphasizing 2-D NMR as a problem-solving tool. The database is providing a unique resource to other universities that may wish to implement 2-D NMR spectroscopy into their curriculum but that lack the instrumental capabilities to do so. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Smart, Robert Stephen Matchett John Bender Grand Valley State University MI Kathleen A. Parson Standard Grant 144396 7428 SMET 9178 7428 0000099 Other Applications NEC 0087657 March 1, 2001 Developmental Biology Courseware that Integrates Multimedia Technology into the Laboratory and Classroom Experience. Biological Sciences (61) It is paramount to the learning of science that students participate in science as active learners and researchers. The use of multimedia technology to facilitate this goal offers an inexpensive way of making materials available to a large number of students and encourages students to be independent learners. This project is developing multimedia courseware that makes a wealth of resources available to undergraduate college students who are exploring the field of developmental biology. This field has gained tremendous importance recently because of its relevance to our daily lives through techniques such as cloning, genetic engineering, assisted reproductive techniques, and our realization of environmental impacts on development. It is important that college students gain an understanding of this field and that educational materials be available that make it both exciting and accessible. The multimedia courseware this project is developing consists of an interactive CD-ROM that interfaces with an interactive Web site. This CD-ROM/Web hybrid instructs students on techniques and the biology of organisms used in this field. The courseware is called Vade Mecum, Latin for "go with me," which was a term used in the past to designate a manual or handbook, and is used here to refer to the portability of this courseware, aiding its usefulness as the student uses it to explore developmental biology. One of the strengths of Vade Mecum is that it is fully integrated with a laboratory manual and coordinated with a major textbook in the field. This creates a unified package that facilitates both teaching and learning. Vade Mecum uses QuickTime movies, QuickTime Virtual Reality modules, an extensive gallery of labeled photographs, interactive learning sequences, puzzles, questions, and Web links to communicate to students how to create their own investigative tools, how to work with various model organisms, and how to understand the complex life cycles and development of these organisms. Web modules allow and encourage students to post their own work and discussions in the "Virtual Poster Session" and "Virtual Round Table" sections. By showing students the methods for low-cost experiments, how to construct their own tools out of common, inexpensive materials, how to adapt an inexpensive microscope to have it perform as an expensive instrument, and by keeping the cost of the Vade Mecum CD to a minimum and making the Vade Mecum Web Site available to all, this course material will be useful to learning at all institutions regardless of their financial status. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Tyler, Mary University of Maine ME Jeanne R. Small Standard Grant 445769 7427 SMET 9178 7427 0000099 Other Applications NEC 0087680 January 1, 2001 A Multifunctional Technology Classroom for the Teaching of Data-Intensive Statistics. Mathematical Sciences (21) The objective of the proposal is to enhance the learning process for students in Introductory Statistics and Calculus Based Statistics by adapting and implementing several types of pedagogical methods including ActivStats developed by P. Velleman and applets on the internet developed at the University of South Carolina. To implement the project a 32-student classroom was created which included an overhead projection unit and a smart board. The classroom enables multiple types of learning experiences and provides the technology for access to and analysis of real data. The smart board allows the instructor to edit any output coming from the projector as well as provide notes that are stored. The board also allows the instructor to retrieve notes as needed. Also, students work collaboratively and use real application. Hence, they become properly equipped for experiences beyond the classroom. Another important aspect of the project is the ability of the students to communicate their ideas. This is addressed by assigning and emphasizing writing assignments. Using more active learning approaches with real data from many disciplines enables statistics students to better understand concepts and be able to apply them to their fields of study and personal lives. Also, from the writing assignments students gain technical writing experiences and skills. The proposal directly addresses the themes of enhanced student learning, faculty development and integration of technology into education. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Patch, Steven Sherry Gale Dorothy Sulock Lothar Dohse Patricia McClellan University of North Carolina at Asheville NC Calvin L. Williams Standard Grant 49450 7428 SMET 9178 7428 0000099 Other Applications NEC 0087683 January 1, 2001 Visual Beams for Enhanced Learning in Statics and Solid Mechanics. (59 Engineering Other) In this project, we are developing hands-on and visualization tools for introductory engineering courses such as statics and solid mechanics and other engineering courses as a proof-of-concept. The project addresses the need for curriculum improvement in the areas of problem formulation and integration of hands-on force input with computer visualization tools for fundamental engineering courses. Incorporating the sense of touch with computer visualization tools aids students in problem formulation, problem solving and analysis skills. These tools connect the physical systems to visualization and solutions calculated from theory. Specifically, the developed tools help students overcome difficulties in working with forces, moments, displacements and stresses, such as: 1) determination of the reaction forces and moments caused by applied forces; 2) determination of the shear and bending moment distributions in beams; 3) visualization of the deformation of a structure under applied loads; 4) determination of the types of stresses resulting from axial, torsional and bending loads. The tools enhance critical thinking and problem solving skills of students by engaging them in the learning process through individual experimentation. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Kadlowec, Jennifer Douglas Cleary Beena Sukumaran Eric Constans Paris vonLockette Rowan University NJ Russell L. Pimmel Standard Grant 40133 7427 SMET 9178 7427 0000099 Other Applications NEC 0087723 January 1, 2001 Laboratory Materials for Hands-On Exploration of Wireless Networking Concepts. Computer Science (31) This project develops innovative new laboratory materials that give students hands-on experience with wireless networking concepts and technology. The underlying hardware for student projects is the Cybiko, an inexpensive yet powerful multi-functional communications computer. The resulting materials can be used to augment existing computer networks courses, as several of the exercises illustrate traditional networking concepts, or they can form the core of a new upper-level wireless networking course. The tremendous growth of the internet, in both size and significance, makes it increasingly important that undergraduate students be exposed to fundamental networking technologies and techniques. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Richards, Bradley Vassar College NY Mark James Burge Standard Grant 74879 7427 SMET 9178 7427 0000099 Other Applications NEC 0087736 January 1, 2001 Integration of Capillary Column Gas Chromatography into Project-Oriented Laboratories. Chemistry (12) Capillary column gas chromatography (GC) is integrated into several courses that offer multi-week, collaborative, project-oriented laboratory experiences, using experiments which are adapted from standard literature. The Chemistry Department currently offers many of these types of laboratory experiences to students, but feel the addition of several capillary column GC's would greatly enhance the range of projects that could be offered. The Department greatly values multi-week, collaborative, project-oriented laboratories because the skills students develop, such as working as a member of a team, designing experiments, and evaluating data, are central to being a scientist. In addition, offering multi-week projects, which closely parallel a true research experience, inspires more students to seek out undergraduate research experiences. Capillary column GC is a flexible, fast, and quantitative tool that can support many types of projects in introductory, environmental, and organic chemistry. The GC instruments have temperature programming capabilities and are equipped with two detectors, two columns, and an integrator for each instrument. The majority of the GC instruments have flame ionization detectors; however, two of the instruments are each equipped with an electron capture detector. The addition of two electron capture detectors allows two of the GC instruments to support project-oriented laboratories in environmental chemistry courses where the selective detection of halogenated and nitro-substituted compounds, a typical motif for many pesticides and herbicides, are crucial. The majority of the capillary column GC usage occurs in sophomore organic chemistry laboratories where there has been a shift in curricular focus to offering all project-oriented laboratory experiences. Some examples of projects to be offered include the examination of competitive reaction pathways in the dehydration reaction of an alcohol, a study of structure/reactivity relationships in the Diels-Alder reaction, and the examination of the enantioselective reduction of an acylnaphthalene derivative. Introductory and environmental chemistry courses at Carleton offer at least one multi-week, project oriented laboratory experience. During this period students usually pick from a menu of possible projects that a team can undertake. In introductory chemistry three projects take advantage of the new capillary column GC's. These projects include an examination of intermolecular forces in several liquids, the investigation of a simulated forensic arson sample, and the investigation of the volatility of fluorinated metal-acetylacetonate complexes. In environmental chemistry a project would call for a student group to examine the distribution of a herbicide in either soil or water in the immediate region around the campus. An additional project is also used to examine pesticides and herbicides in commercially grown fruits and vegetables. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Drew, Steven Jerry Mohrig William Hollingsworth David Alberg Deborah Gross Carleton College MN Victoria M. Bragin Standard Grant 35050 7428 SMET 9178 7428 0000099 Other Applications NEC 0087767 May 1, 2001 Incorporation of GC/MS Based Investigational Experiments into the Chemistry Curriculum. Chemistry (12) Mass spectrometry is central to most strategies for solving structural problems in chemistry. The lack of a reliable mass spectrometer in the Department of Chemistry is the weak link in ongoing efforts to adapt and implement discovery-based activities into several laboratories. Specific, multi-week investigational experiments that exploit mass spectrometry (as well as complementary spectroscopic techniques) have been identified in the chemical literature and will be adapted and implemented into our curriculum in core courses (Organic Chemistry I and II, Inorganic Chemistry, Physical Chemistry I and II, and Advanced Analytical Chemistry), advanced elective courses (Advance Organic Chemistry, Organometallic Chemistry, and Spectroscopy and Molecular Structure), and a non-majors course (Chemistry in Context). A modern mass spectrometer will also significantly enhance the undergraduate research program offered within the context of Independent Studies projects and the summer research experience. The recently distributed pamphlet "Investigative Experiments for the Undergraduate Chemistry Curriculum" is to be expanded to include the new experiments and the current experiments upgraded to include mass spectra. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR McDonald, Chriss Charles Mahler Holly Bendorf David Franz Lycoming College PA Pratibha Varma-Nelson Standard Grant 37463 7428 SMET 9178 7428 0000099 Other Applications NEC 0087789 January 1, 2001 Fluid and Engineering Mechanics Learning Laboratories. Engineering - Other (59) Cooper Union is creating a new learning environment in the interdisciplinary curricula of fluid mechanics and engineering mechanics. The new environment, based on the classroom-studio concept originally developed at Renssalaer Polytechnic Institute, seeks to better integrate the process of design education into engineering education. Further, in its most innovative aspect, the project involves using the studio-classroom, combined with a prototyping studio, to improve design education. To that end, the Cooper Union is equipping two closely related Learning Laboratories, one for fluid mechanics and one for engineering mechanics. The Learning Labs add an interactive mode to the traditional classroom lecture format, adapting standard, proven bench-scale equipment used in typical engineering education for fluid and engineering mechanics. The new facilities take full advantage of new educational technologies to create a dynamic, engaging learning and teaching environment especially suited to these basic subjects. A third element, a Prototyping Studio to be supplied by Cooper Union, is adding the vital element of fabricating prototypes, which are to be conceived and iteratively tested, analyzed, and redesigned in the Learning Labs. In this way, analysis is more fully integrated into the design process, advancing design education; and practice is more closely juxtaposed with theory. The Learning Labs are providing pedagogical tools to seamlessly integrate conceptualization, analysis, communication, teamwork, and fabrication. They are also promoting research in engineering education and serve as a model for a new teaching methodology in other disciplines as well. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Cataldo, Joseph Vito Guido Cooper Union NY Ibrahim Halil Nisanci Standard Grant 49150 7428 SMET 9178 7428 0000099 Other Applications NEC 0087805 March 1, 2001 Planetarium for Undergraduate Astronomy Classroom Instruction. Astronomy (11) A planetarium system is being incorporated into an undergraduate astronomy curriculum. in addition the project provides a basis for outreach programs to local elementary and high schools and the surrounding community. Many astronomy topics are difficult to teach because of: (1) slow occurrence of phenomena in real time; (2) restriction of the observer to the geocentric perspective; (3) restriction of the observer to a single geographical area; (4) lack of a dark nighttime sky in urban or suburban areas; (5) in an outdoor laboratory setting, dependence upon weather conditions. The goals of this project are to solve the above problems by: (1) increasing both the level and pace of student comprehension in the several critical areas in the undergraduate astronomy curriculum which are notorious for their teaching difficulty; (2) increasing the speed of student comprehension, increasing the efficiency of astronomy lectures, allowing more classroom time to be devoted to other topics; (3) providing for activity-based learning experiences, which in conjunction with lectures have been shown to increase student performance; (4) promoting scientific inquiry in the classroom and beyond by encouraging an appreciation of astronomy and of science in general. The planetarium system will achieve the above goals by accomplishing the following objectives: (1) clearly illustrate both the actual and apparent motions of the Earth, Moon, and Sun, from any vantage point on the Earth or from space, in compressed time periods much shorter than actual; (2) demonstrate the causes of the seasons from those motions; (3) demonstrate the causes of the phases of the Moon and the causes of Solar and Lunar eclipses from those motions; (4) present the real and apparent motions of all planets in an accelerated time frame; (5) illustrate the celestial coordinate system used by astronomers by projecting it onto the background of stars; (6) demonstrate the effects of the slow precession of the Earth's axis of rotation in a greatly accelerated time frame; (7) project the positions of stars and of the constellations down to near the human eye limit for a completely dark sky; (8) have the capacity for presenting slide shows, or computer graphics and animations; (9) provide all of the above experiences in an environment that is completely weather-proof; (10)provide for astronomy general education and appreciation outreach programs. These factors are especially important at the college, which resides on the Salt River Pima Maricopa Indian Reservation, affording the local reservation residents ready access to the planetarium public lectures, as well as participation in the campus astronomy curriculum. Uses of the planetarium are being adapted from the literature on using planetaria effectively in the teaching of astronomy. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Mutz, Steven Maricopa County Community College District AZ Duncan E. McBride Standard Grant 36824 7428 SMET 9178 7428 0000099 Other Applications NEC 0087815 January 1, 2001 Improving Student Learning Through Effective Implementation of Technology. Mathematical Sciences (21) This project is improving student learning in precalculus and calculus, providing a foundation for further success and retention in upper level mathematics and science courses, and enhancing student learning outcomes for non-science majors. This addresses four specific problems: (1) limited computer laboratory facilities, (2) low student success rates in precalculus and calculus, (3) low retention of students in mathematics classes, and (4) low enrollment and retention in related science and engineering courses. The overall objective of this project is to make majoring in Science, Math, and Engineering (SME) more accessible through improved student learning in precalculus and calculus, thus empowering students to succeed when they transfer to four year institutions. To achieve this objective the mathematics faculty have established the following goals: (1) adaptation and implementation of exemplary educational materials, and proven techniques of previously funded National Science Foundation projects especially the Connected Curriculum Project and the University of Alabama Integrated Mathematics and Science Curriculum; and (2) establishment on one campus of a Mathematics Laboratory in which to use these new materials, thus creating an effective, interactive learning environment, which also provides Internet access for local students. Activities include the following: (1) requiring all students in precalculus and the calculus sequence to enroll in a mathematics laboratory semester hour class designed to complete mathematics laboratory exercises; (2) enhancing faculty professional development by participation in the Duke University Connected Curriculum Project (CCP) workshops and by consultation with The University of Alabama to adopt and implement effective learning strategies; (3) developing of CCP modules in MATHCAD and MATLAB for use in the mathematics laboratory; (4) developing Internet courses; and (5) collaborating with faculty on other campuses of the college to initiate college wide reform of mathematics education. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Swinney, Kenneth Tarsh Freeman Harold Rowell Sandra Swinney Bevill State Community College AL Elizabeth Teles Standard Grant 94994 7428 SMET 9178 7428 0000099 Other Applications NEC 0087833 March 15, 2001 Integrating Atomic Force Microscopy into the Undergraduate Chemistry Curriculum. Chemistry (12) In order that students achieve a better understanding of the atomic nature of matter and to provide technologically advanced yet increasingly ubiquitous instrumentation for undergraduate laboratories and research, we are integrating atomic force microscopy (AFM) into three facets of the chemistry curriculum. In many academic and industrial settings AFM is becoming a routine tool. With its unique capability for "seeing" atoms and its ability to image under ambient conditions and in liquids, AFM provides a technologically advanced solution to many problems facing undergraduate chemistry students. The project adapts several experiments from the literature into various levels of the curriculum in order to enhance the study of atomic and molecular structure. At the freshman level, AFM instrumentation is being demonstrated in the laboratory while images are presented and discussed in the classroom to provide a "proof" of the existence of atoms and to give students a sense of atomic size. This basic foundation in AFM paves the way for hands-on laboratory experiences for upper division chemistry, biochemistry and some biology majors. Mica, silica or graphite are being imaged along with an "exotic" sample in the instrumental analysis laboratory. As an exciting new use for AFM, an experiment suitable for incorporation into the biochemistry laboratory is being developed. Finally, an AFM provides the instrumentation needed to support three diverse research projects guided by three professors. Undergraduate students are investigating atmospheric particulate matter of environmental concern, modified silica surfaces for use in chromatographic stationary phases, and environmental factors affecting cell surface glycopeptides in the Penicillium mold. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Lehmpuhl, David Colorado State University-Pueblo CO Susan H. Hixson Standard Grant 63829 7428 SMET 9178 7428 0000099 Other Applications NEC 0087860 June 15, 2001 Geochemical Analysis across the Geology Curriculum and in Related Courses in Chemistry and Environmental Studies. Geology (42) While qualitative field-based observation remains fundamental to the science of Geology, a more complete understanding of the earth system and its processes, as well as related environmental problems, requires a multi-disciplinary approach including the collection, interpretation, and application of quantitative geochemical data. Students in Geology and Environmental Studies are able to undertake major and trace element analyses of, and explore compositional relationships in, solid rock, mineral, sediment and soil samples by using an automated Wavelength Dispersive X-Ray Fluorescence Spectrometer with element mapping and spot analysis capabilities, along with associated sample preparation equipment. Adapting exemplary models from Albion College, Dickinson College, Furman University, and Middle Tennessee State University, and from the literature, we are incorporating inquiry-based exercises using these analytical techniques into courses in Physical Geology, Mineralogy, Petrology, Environmental Geology, Geochemistry, and Chemical Analysis of the Environment. In so doing, we are (1) increasing the involvement of our students in the process of modern scientific investigation, with progressive preparation for independent and student-faculty cooperative research through Independent/Directed Study and the Environmental Studies Senior Seminar; and (2) enhancing student understanding of fundamental relationships between chemical composition, mineralogy, rock-type, tectonic setting, and global biogeochemical cycling. An important component of our project is site visits by a team of experienced external evaluators, providing information exchange and assistance in formative and summative evaluation. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Allen, Timothy Peter Nielsen Stephen Stepenuck Keene State College NH Susan H. Hixson Standard Grant 120108 7428 SMET 9178 7427 0000099 Other Applications NEC 0087862 September 15, 2000 A Research-Based Organic Chemistry Laboratory Curriculum Employing Combinatorial Techniques. Chemistry (12) This project uses an innovative approach to laboratory instruction in organic chemistry to replace the previous "cookbook" curriculum. We are adapting the research-based design of Kharas, DePaul University (J. Chem. Educ. 1997, 74, 661) and extending the program to a full year of original research on a class of novel luminescent metalloles. In our program, each student prepares and characterize a unique target molecule. We are incorporating the principles of combinatorial chemistry into the curriculum and, for the first time, are introducing students to experimental organometallic chemistry. The combinatorial technology promises to revolutionize the fields of organic synthesis, drug discovery, and material sciences. The pedagogical shift from the present discovery-based instruction to the innovative research orientation makes our students collaborators in research, as they employ advanced laboratory techniques, working in an atmosphere of genuine scientific inquiry. This approach strengthens our institution's goal of challenging the creativity of students, and helps the students gain independence and self-confidence. We are convinced our research approach linked to the new combinatorial technology is applicable to other scientific disciplines, including biology, environmental sciences, and material sciences. We intend our approach to serve as a model for other institutions. In our one-year pilot program, students demonstrated a greater understanding and appreciation for the nature of scientific research, improved their laboratory skills, and evidenced enthusiasm for the approach. They also learned to design and optimize their experiments. Based on the results of the pilot program, we have refined the curriculum to concentrate on six units, each of which focuses on a specific reaction. During the pilot program, students said they had developed competence in several important characterization techniques. But they said they fared less well in their abilities to perform NMR spectroscopy or carry out inert atmosphere transfers. To address these two critically important techniques, we are incorporating the use of a multinuclear FT-NMR spectrometer and three glove boxes. Following careful evaluation of the project, the results will be disseminated at workshops and through presentations at national meetings as well as by publications in the chemical literature, with students as co-authors. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Newton, Thomas Henry Tracy University of Southern Maine ME Susan H. Hixson Standard Grant 116488 7428 SMET 9178 7428 0000099 Other Applications NEC 0087870 January 1, 2001 GIS Instruction and Application: Extending a Multidisciplinary Technology across a Liberal Arts Curriculum. Interdisciplinary (99) The objective of the proposal is to incorporate Geographic Information Systems (GIS) into undergraduate biology, geography, and geology courses. The project is an adaptation of curricular revisions made at Richard Stockton College in their Environmental Studies Curriculum. Learning with GIS enables students to engage in the processes and methods of inquiry, to think rigorously, rationally, and creatively about the acquired knowledge, and to communicate effectively. GIS have traditionally been used to analyze spatial data and problems in field-oriented disciplines like biology, environmental studies, geography, and geology, but it can also be used to study problems in economics, political science, sociology, and urban studies and modeled as a teaching aid in education. The project modifies a core set of inquiry-based courses in biology, geography, and geology in order to infuse GIS methodology in the natural and social sciences and to serve as multiple entry points into an advanced geography course in GIS theory and application. Faculties teaching these lead courses specialize in appropriate areas of GIS theory and application so that they may serve as mentors to interested faculty across campus. The implementation will take two tracks. First, a centralized learning laboratory with sufficient computer hardware and peripheral equipment is created so students are able to take full advantage of campus GIS technology. Also, lead faculty are trained in the use of ESRI 's ArcView and ArcInfo relative to their needs and discipline specialties. An important outcome of the project is that the use of GIS extends across the curriculum by providing mentoring opportunities to a self-selected group of faculty that have identified a need and interest in incorporating GIS into their coursework. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Ritter, John Olga Medvedkov Timothy Lewis Wittenberg University OH Daniel P. Maki Standard Grant 93974 7428 SMET 9178 7428 0000099 Other Applications NEC 0087886 January 1, 2001 Neurobiology Laboratory Experience for Biology Majors and Other Advanced Students. Biological Sciences (61) This project is strengthening the basic science curriculum through use of computerized work stations in the laboratory component of Experimental Neurobiology. Experimental Neurobiology is structured around the laboratory component, and provides a heavily investigative approach. Students learn modern neurobiology techniques including: intracellular recording, extracellular recording, action potential discrimination, neuronal tract tracing, and neuron staining and imaging. These techniques are learned using model invertebrate preparations that allow novice students to successfully record from nervous systems and perform experiments in a three-hour period each week. Many laboratory sessions are adaptations of investigations from the NSF-funded Project Crawdad, and we are developing several new activities based on other invertebrates. Each student designs and carries out an independent four-week investigation culminating in an oral presentation and a web page illustrating their findings. The work stations are also benefiting the laboratory activities in five other physiology/cell biology courses. Also, this equipment is greatly expanding opportunities for undergraduates to gain an independent research experience in neuroscience. Finally, the equipment is also allowing us to integrate a neuroscience laboratory experience in two science education courses required for pre-service teachers. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Murray, James Paul Hamilton University of Central Arkansas AR Herbert Levitan Standard Grant 59061 7428 SMET 9178 7428 0000099 Other Applications NEC 0087892 January 1, 2001 Mathematics for Future Secondary Teachers. Mathematical Sciences (21) In this proof-of-concept proposal, a strategy for improving university-level mathematics courses for future secondary math teachers is tested. There is increasing evidence that the mathematical training that secondary school teachers receive in U.S. colleges and universities often fails to impart a deep understanding of the structures that underlie high-school math. Cooperating teams in four Louisiana locations, consisting of college faculty, high-school teachers and college students, work under central support and direction to author and test curriculum materials in algebra, geometry, analysis, or statistics that address this need. Each lesson package concerns a single topic of limited scope, chosen for its mathematical interest and relevance to state and national standards and designed for use in university- level courses. A unique feature of the lesson package is the inclusion of extensive examples of student work. The advantages of this are ensuring that the product is "in tune" with students' thinking, providing teachers with tools to better comprehend students' conceptual understanding, and providing a powerful instrument for assessment and evaluation that is built into the system. The project also tests the organizational model under which the lesson packages are produced. A change in faculty culture is achieved by instituting a new form of pedagogical scholarship that is self-sustaining and capable of adapting to future needs. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Madden, James Louisiana State University & Agricultural and Mechanical College LA John R. Haddock Standard Grant 74831 7427 SMET 9178 7427 0000099 Other Applications NEC 0087894 June 1, 2001 Reinventing Introductory Geology Courses for Majors and Non-Majors Using Peer Instruction and Other Inquiry-Based Learning Strategies. Geology (42) The Department of Geology at the University of Akron is adapting and assessing an inquiry-based teaching model for introductory geology courses in a large classroom setting. This project is an outgrowth of NSF-sponsored workshops on Inquiry-Based and Cooperative Learning through FIRST (Faculty Institutes Reforming Science Teaching) and departmental discussions resulting from the small-scale application of inquiry-based learning methods in the PI's courses. We are developing an approach based on peer instruction techniques described in Eric Mazur, "Peer Instruction: A User's Manual," (Prentice Hall, 1997). This method of peer instruction has been a widespread success in improving learning and raising standard test scores for physics students in a variety of institutions. One lecture theater (180 student capacity) at the University of Akron has been fitted with a classroom communication system (CCS) technology sold by EduCue that was designed to support this peer instruction technique. [See www.EduCue.com.] This technology, and the necessary training in its use, is being made available for faculty in other departments. Approximately 2800 students per year enroll in an introductory geology course at the University of Akron, over a third (950) are education majors. As we shift to peer instruction, our goals are to improve science literacy among non-majors taking a science elective, and to model inquiry-based learning methods for education majors taking courses to satisfy state licensure standards. We are taking steps to ensure that this method of learning results in improved student learning of specific geological concepts by carefully assessing the retention of key concepts among geology students. A series of inquiry-based learning modules will be developed for a variety of introductory courses aimed at both major and non-major student populations. Conceptual questions addressed to students (ConcepTests) are being used in conjunction with a variety of other proven classroom assessment techniques to generate daily formative evaluations. These evaluations are being used to judge the effectiveness of our teaching and learning strategy. The overall evaluation we are employing includes comparisons of test results, written reports, student interviews, responses to pre- and post-class attitudinal surveys, and a longitudinal study of geology and education majors. This assessment is being guided by faculty from the College of Education's Department of Curricular and Instructional Studies. As part of this project we are also offering seminars and faculty development workshops to other science faculty at the University of Akron, and seminars, workshops, and presentations at regional and national meetings to in-service teachers and geology faculty at other institutions. In addition, all learning materials created for this project will be made available to other faculty through departmental websites and textbook publishers (McGraw-Hill). CCLI-ADAPTATION AND IMPLEMENTA DUE EHR McConnell, David Katharine Owens David Steer University of Akron OH Myles G. Boylan Standard Grant 127983 7428 SMET 9178 7427 0000099 Other Applications NEC 0087895 May 1, 2001 Enhancing Discovery-based Learning: Applications of a Low-vacuum, Scanning Electron Microscope to Undergraduate Laboratory and Research Experiences. Geology (42) Faculty from geology, biology, and chemistry are incorporating use of a Low-Vacuum Scanning Electron Microscope with Energy Dispersive Spectrometer (LV-SEM/EDS) into undergraduate science laboratories and research experiences. Scanning electron microscopy is an accessible technique for undergraduates and provides an important means for hands-on learning. The goals of this project are to: 1) develop students' skills of observation and analysis while using technologically-advanced equipment in coursework and research; 2) foster collaborative learning through development and implementation of learner-centered laboratories and experiments; and 3) promote interdisciplinary work and exchange of ideas between and within different groups of student and faculty researchers. To meet these goals, several discovery-based activities involving image and compositional analysis of a variety of specimens (e.g., minerals, rocks, microfossils, semiconductors, plankton, synthetic crystals, and gunshot residue) are being implemented in courses across the curriculum (e.g., introductory through advanced courses in geology, biology, and chemistry). The project adapts curricular aspects of programs at Western Kentucky University, Hamilton College, Middlebury College, and Bowdoin College. Overall, the instrument is being incorporated into 15 courses throughout the science curriculum. Undergraduate students are working closely with faculty to prepare specific laboratory exercises. These student assistants are responsible for aiding the instructor in writing exercises, performing calibrations, acquiring images, and developing laboratory instructions. Exercises focussing on discovery of critical concepts and interpretation of data involve a wide variety of phenomena, including compositional variation in minerals, flow textures in volcanic rocks, plant morphology, surface degradation in fossil remains, microstructures in deformed rocks, peptide-mineral adhesion, and textures of metal oxide films. Students working interdependently on these projects in small, self-selected groups, are seeking a deeper understanding of course material in addition to developing a clear understanding of the physical principles basic to SEM. The results of this project are to be made available to the public and colleagues at other institutions through the world wide web, journal articles, and presentations at professional meetings. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Castro, Jonathan Yolanda Cruz Steven Wojtal Sarah Stoll Karla Parsons-Hubbard Oberlin College OH Susan H. Hixson Standard Grant 100000 7428 SMET 9178 7427 0000099 Other Applications NEC 0087898 February 1, 2001 Multi-disciplinary Biomedical Engineering: Preparing Future Engineers with Diverse Traditional and Specialized Skills. Engineering - Other (59) With the current need for medical devices that combine mechanical systems and materials with sophisticated electronic components, there is a concurrent need for engineers with a combination of strong traditional and specialized engineering skills. To produce such interdisciplinary engineers, an educational program that provides a comprehensive interdisciplinary engineering background combined with a broad-based education in biomedical engineering (BME)is necessary. This is being implemented via a distinctive undergraduate BME concentration within the framework of the established engineering program at LeTourneau University. In addition, every engineering student in the University gains exposure to BME principles and experience in a BME laboratory. The BME concentration features: (1) 27 semester hours of specialized BME coursework, (2) 2,000 square-feet of BME laboratory space with modern experimental equipment, (3) 20 semester hours life science coursework, and (4) optional scheduling of additional science coursework needed for entrance to medical school; all built upon an ABET-accredited engineering degree. Additional enhancements include collaborations with colleagues at academic and medical affiliates, who provide student summer internships and BME workshops. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Gonzalez, Roger Paul Leiffer LeTourneau University TX Russell L. Pimmel Standard Grant 165000 7428 SMET 9178 7428 0000099 Other Applications NEC 0087906 June 1, 2001 Investigative Psychophysiology Laboratory Experiences in College and High School. Psychology - Biological (71) In this project, St. Olaf College is revising the cognitive neuroscience laboratory components of three psychophysiology courses and piloting an outreach program to area high schools. The project is developing a series of laboratory exercises that emphasize the quantitative rather than the qualitative aspects of psychophysiology. We are doing this by replacing the analog equipment currently employed in the psychophysiology courses with BioPac digital signal processing equipment and by adapting and implementing the work of faculty in other institutions to upgrade the relevant laboratory exercises for these courses. We have examined prior projects, some supported by NSF, in selecting the exercises to implement or adapt. New BioPac equipment can be employed effectively to allow students to measure their own physiological response data as dependent variables. Using this self-generated data appears to be more effective in teaching students about variability, potential sources of measurement error, and the cost of precision. The following psychology faculty are representative of those that have developed courses that use this approach and have influenced our selections: o Gwyneth Beagley at Alma College (MI) o Wayne Briner at the University of Nebraska at Kearney o Ellis Rolett at Dartmouth College o Cole Barton at Davidson College o Eric Wiertelak at Macalester College o Richard Connett at Monroe Community College (NY) o Randy Cornelius at Vassar College This process of transforming the laboratory components of our psychophysiology courses is seeking to put more emphasis on investigative projects, to pique student interest and excitement in learning, to develop students' understanding of the interaction between mental processes and behavior, and to share the experiences of our undergraduate students with high schools students. The high school outreach component of our project is building on our Department's previous outreach effort with area high schools, which we call Psychological Science Day. This is a one-day workshop for 10 area high school psychology teachers and their students. The current project is expanding Science Day into a month-long collaboration between the high school students and the students in our Psychophysiology courses. The college students will introduce the high school students to investigative psychology during a visit to the St. Olaf campus, monitor the results of their work via the internet, and host them for presentations at the end of the month. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Thorsheim, Howard Saint Olaf College MN Myles G. Boylan Standard Grant 82156 7428 SMET 9178 7428 0000099 Other Applications NEC 0087908 January 1, 2001 Instrumentation for Project-Based Laboratory Curricular Modifications. Chemistry (12) The objective of this proposal is to improve the success of UVI students in their first two years of chemistry by creating laboratory environments that interest and intrigue students, that give them individualized, real-world laboratory projects, that create a sense of what chemists do and the tools they use, and that instill professional behaviors and attitudes. Students formerly saw the laboratory portion of these courses as a series of isolated experiences culminating in calculation and reporting exercises that were barriers to overcome. The students often placed little importance on what they were doing and did not develop any sense of the nature of real investigation. Faculty in the Department of Chemistry are adapting and, with appropriate modifications, implementing the innovative laboratory curriculum developed at Hampden Sydney College. The UVI chemistry curriculum now focuses on exposing all chemistry students, including Freshmen, to extended and individualized research experiences using a full range of appropriate chemical techniques including instrumental techniques. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Carroll, Jennifer Mary Whitten University of The Virgin Islands VI Kathleen A. Parson Standard Grant 179932 7428 SMET 9178 7428 0000099 Other Applications NEC 0087926 April 15, 2001 Revisioning General Psychology: Engaging Women in Scientific Questions. Psychology - Cognitive (73) Like many introductory science courses, Introductory Psychology on our campus has been structured as a collection of findings that have been discovered through research in a variety of specialized areas in psychology. Often missing, however, is the sense that science and doing science is the "glue" that holds the various parts of the discipline of psychology together. This project is engaged in enriching the scientific experience of students enrolled in the Introductory Psychology course at the College of St. Catherine (St. Paul campus), a liberal arts college for women. In the revised course, our primary objective is to adapt materials already developed to present psychology as a science seeking answers to important questions that can be pursued with an array of strategies and methods. The methods we are imbedding into our course include group and single subject experimentation, correlation research, naturalistic observation, reviews of the research literature, and analysis of existing data sets available in archives. The course as modified now contains six laboratory experiences. Each of these is scheduled for two 1-hour sessions. They are providing our students with hands-on learning experiences using modern instrumentation (computer hardware and software, physiological recording equipment, data projectors, and video recording and playback equipment). Laboratory experiences are adapting materials such as computer simulations of operant conditioning. The course is integrating the lecture and laboratory portions of the course, using classic studies in psychology as the bridges between theory and practice. To this end, we are drawing on several classic studies in psychology described in R. Hock's "Forty Studies that Changed Psychology: Explorations into the History of Psychological Research" (Prentice-Hall, 3rd Edition, 1999). Research methods are being investigated by students in the areas of perception, learning and memory, developmental, social and personality, abnormal, and health psychology. In addition to the benefits of these improvements that are being enjoyed by the roughly 250 students who are enrolling in this revised course each year, we are also anticipating a strong ripple effect through the entire department and undergraduate curriculum. For example, each year a group of upper division psychology majors and minors are given the opportunity to be mentored and trained as laboratory instructors. Students taking advanced psychology laboratory courses are also profiting from the availability of enhanced instrumentation. Each member of the department is contributing their unique expertise to the planning of undergraduate laboratories. This collaborative effort is providing faculty development experiences to our small department. The project is contributing to teacher preparation because all K-12 education majors must take introductory psychology. Students majoring in psychology or secondary education - social studies have the opportunity to engage in training to become laboratory instructors once they have completed introductory courses. The project is also serving to significantly improve the use of technology in our department and to foster collaborative faculty development. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Clary, Ernest Joanne Floyd Lynda Szymanski Thomas Thieman David Schmit College of St Catherine MN Myles G. Boylan Standard Grant 26979 7428 SMET 9178 7428 0000099 Other Applications NEC 0087932 April 15, 2001 The Vertical Integration of Molecular Spectroscopy in the Chemistry Curriculum. Chemistry (12) The purpose of this project is to implement a discovery-based approach in the chemistry laboratory curriculum through the vertical integration of molecular spectroscopy. Six experiments that utilize ultraviolet-visible or fluorescence spectroscopy are being adapted to incorporate the active learning strategies of various NSF-funded initiatives. These experiments are introduced into general, organic, and advanced chemistry laboratory courses. By building upon their experiences and knowledge for each successive experiment, students are exposed to molecular spectroscopy techniques and their concepts consistently throughout their college careers. This vertical integration approach allows students to retain their knowledge of molecular spectroscopy concepts and empower them to apply this knowledge to a variety of scientific applications and problems. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Poon, Thomas Andrew Zanella Harriet Moeur Claremont McKenna College CA Harry Ungar Standard Grant 63923 7428 SMET 9178 7428 0000099 Other Applications NEC 0087941 January 1, 2001 Scientific Method in Organic Chemistry: A Laboratory Curriculum Using NMR Spectroscopy to Test Student Generated Hypothesis. Chemistry (12) A comprehensive laboratory curriculum has been created that mimics the process of scientific discovery and illustrates the scientific method from the introductory organic chemistry laboratory courses to the advanced organic laboratory course. Many of the experiments for the new curriculum have been adapted from the literature and have been tested with small groups of students. Chemical questions are generated in pre-laboratory activities and are explored in the laboratory, the primary method of analysis being nuclear magnetic resonance (NMR) spectroscopy. The NMR will be equipped with an automatic sample changer that allows the instrument to collect data on a continuous basis, a necessary feature for the curriculum innovations to be applied to a large-enrollment, introductory organic laboratory course. In this way, it is feasible to provide a significant number of spectra, not just one or two, to every student. A second innovative feature of the curriculum is the extensive incorporation of molecular modeling in the experiments using pre- and post-laboratory computational experiments and exercises. The method of distribution of data takes advantage of the campus information technology infrastructure so that students have "anytime, anywhere" access to their data. As many of the experiments are modifications of familiar experiments, this will facilitate adoption of our modified versions by other educators. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Burke, Steven Hans Reich Samuel Gellman Paul Schatz University of Wisconsin-Madison WI Iraj B. Nejad Standard Grant 111600 7428 SMET 9178 7428 0000099 Other Applications NEC 0087954 March 1, 2001 Enhancing Student Preparation for Calculus via a Web-Based Homework System. Mathematical Sciences (21) The objective of the proposal is to enhance the learning process for students in Calculus I and II by adapting and implementing the WeBWork program developed at the University of Rochester. The implementation will take two tracks. First, students are assigned daily 'prep' problems to complete before coming to class. Hence, the students are better prepared to discuss the day's mathematical topic. Second, remedial problem sets are set up for those students who need more practice on certain topics, such as algebra and trigonometry. In both cases, students get immediate feedback after finishing the web assignments and the instructor of the course is sent a report on students web work. Outcomes for this project include increased student performance and better faculty assessment of student performance. Instructors are able to access and review student performance on web assignments and use this information to plan focus areas for each day's class. An additional outcome is to have students effectively using information technology immediately upon enrolling in their first college math course. Finally, the faculty learns how to integrate information technology into their teaching. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Hvidsten, Michael Charles Pastor Gustavus Adolphus College MN John R. Haddock Standard Grant 21301 7428 SMET 9178 7428 0000099 Other Applications NEC 0087959 April 15, 2001 Investigative, Laboratory-based Courses for an Urban Community College. Social Sciences - Other (89) A multi-disciplinary team of faculty is modifying existing foundation courses in the social sciences, by integrating modules that emphasize investigative, reasoning-based learning experiences that will be implemented in a computer lab. These courses collectively strengthen science and mathematics based learning experiences for Queensborough Community College (QCC) students, especially teacher education students, and are serving as a bridge to higher level courses. Courses are being modified so that the material is appropriately tailored for our students. They are being redesigned to be accessible, yet challenging, for the 2-year college student. The project is modifying foundation courses in psychology, economics, and sociology. The courses selected are part of our core requirements for most students including those in our teacher preparation program. In psychology, we are adapting and incorporating observational procedures developed in an NSF-funded psychology project at Macalester College. Also, basic concepts crucial to understanding simple statistical constructs that are central to research methods are being incorporated with modifications from an NSF-supported project carried out by CyberGnostics, Incorporated (award 9950671, "Visualizing Statistics: An On-Line Introductory Course," a web-based introductory course marketed through Duxbury press). In sociology we are incorporating new materials being developed at San Francisco State University in the Urban Studies Department. The project directors are also developing an interdisciplinary, investigative course targeted for higher-achieving students in order to facilitate an heightened understanding of the relationship between the social, economic, and psychological worldviews and the methods of inquiry in these disciplines. The effectiveness of new materials is being evaluated in a multi-tiered approach, including an assessment of students' mastery of concepts, attitudinal and self-efficacy changes, and the breadth of implementation. The materials developed are also being disseminated through presentations at CUNY faculty development seminars, the CUNY-wide disciplinary councils and through the resources of the CUNY WEB-based community. Faculty are presenting findings and writing articles for publication in discipline-specific media. TEACHER PREPARATION PROGRAM DUE EHR Bluestone, Cheryl Donald Tricarico Thomas Gorman donald tricarico CUNY Queensborough Community College NY Myles G. Boylan Standard Grant 83633 7348 SMET 9178 7428 7348 0000099 Other Applications NEC 0087960 April 15, 2001 An Upper-Division Materials Physics Laboratory. Physics (13) The roles of advanced materials in both American society and the economy have grown rapidly over the last quarter century. This project is developing a Materials Physics curriculum to educate students in the principles and practices relevant to high-technology materials by adapting experiments from the educational and research literature. The program prepares undergraduates for careers in semiconductor and other advanced materials industries. The curriculum adds computer programming, chemistry, industrial internships, and new advanced materials courses. As the backbone of the Materials Physics curriculum, this project enables the university to offer a new set of upper-division laboratories. The instrumentation for the new laboratory sequence includes a vapor-deposition module, a photolithography module, electronics for conductivity measurements, an absorption spectrometer, a nitrogen laser, and a dye laser. The laboratories form a holistic series of modular experiments to develop familiarity with techniques relevant to materials processing and characterization. These include a coherent top-to-bottom sequence: creation of thin-films; Atomic Force Microscope imaging of the films; subsequent patterning of the films via industrial techniques used to pattern silicon in microchips; and concluding conductivity measurements of the films over a range of temperatures. In addition, students collect a series of emission and absorption measurements from promising laser materials. Computer interfacing plays a major role in several of the new experiments. After completing these experiments in their junior years, Materials Physics majors are ready for summer internships in local industry. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Brown, Brandon University of San Francisco CA Duncan E. McBride Standard Grant 79649 7428 SMET 9178 7428 0000099 Other Applications NEC 0087963 January 15, 2001 Robots in an Introductory Survey Course in Computer Science. Computer Science (31) We are using mobile robots as a unifying theme in an introductory survey course in computer science, for students of all majors. Our breadth-first survey course covers topics in logic circuits, machine organization and assembly-level programming, programming in a higher-level language, computability, artificial intelligence, and social concerns. Breadth-first courses are useful for non-majors as well as computer science majors, but face the problem of providing enough depth and suitable projects to develop real understanding of the material. Our projects involving the design and construction of simple robots provide a means for connecting the different topics of a survey course and enable a pedagogical approach in which students learn by doing (rather than by being told). Interesting problems with multiple kinds of solutions are being used to challenge a broad range of students and encourage participation by those who have been hesitant about their abilities in technology, science, or mathematics. We are building upon work performed at MIT, Swarthmore, Wellesley and Colby where robots have been used to generate interest and make the course material more accessible to students. Our adaption is to take the work from these highly selective institutions and bring it to our students while simultaneously enhancing the content to include machine organization. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Fairchild, Lonnie Catherine Lavelle SUNY College at Plattsburgh NY Ernest L. McDuffie Standard Grant 6423 7428 SMET 9178 7428 0000099 Other Applications NEC 0087966 January 1, 2001 Using Atomic Absorbtion Spectroscopy to Introduce Quality Assurance/Quality Control in General, Analytical and Environmental Chemistry. Chemistry (12) General chemistry students at Western Washington University (WWU) were introduced to important quantitative analytical laboratory techniques in the third quarter of the three-quarter general chemistry sequence. This experience was not extensive but it did allow the students to experience and understand quantitative techniques. However, one analytical experience was completely missing for these students. Instruments used in this laboratory allowed only for single analytical measurements. Further, there was no networking capability for the sharing of analytical data. Analysts in modern industrial, environmental, and pharmaceutical laboratories rely on analytical instruments that are configured to provide high sample throughput and are networked to allow wide access to the obtained information. High sample throughput is necessary because of the number of quality control samples which must be analyzed with every "real" sample. To introduce our students to Quality Assurance/Quality Control (QA/QC), we are using two atomic absorption spectrometers equipped with auto-samplers and networked to allow easy sharing and export of data. Flame Atomic Absorption Spectroscopy (AAS) is an attractive technique to introduce in general chemistry given the simplicity of the principle, the importance of this modern technique, and its ability to measure metal concentrations in real world and environmentally important samples. Auto-sampling allows samples from an entire class to be interspersed with quality control standards and analyzed overnight. Networking allows students to access and transport all the data into a spreadsheet, prepare control charts to judge reliability, and draw professional conclusions regarding samples. The project is adapting a series of experiments from the Journal of Chemical Education so that they reflect this emphasis on QA/QC. The introduction of QA/QC in general chemistry is beneficial to students and faculty in several additional courses and programs. Some students continue in chemistry taking Analytical Chemistry and Instrumental Analysis. Others are environmental chemistry majors in Huxley College of Environmental Studies at WWU. The students in these courses and programs are able to advance their understanding and use of QA/QC given their introduction in general chemistry laboratory. In addition, significant improvement in laboratory experience is realized in these higher-level courses because more advanced instrument use and more sophisticated experiments are being carried out. For use in these advanced courses, one of the AAS units is equipped with a Graphite Furnace unit with auto-sampler. The total number of students affected is over 900 per year. In addition, the project is strengthening the ties between the Chemistry Department in the College of Arts and Sciences at WWU and the Environmental Chemistry Program at Huxley College of Environmental Studies at WWU. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Weyh, John Devon Cancilla Donald King Western Washington University WA Susan H. Hixson Standard Grant 33835 7428 SMET 9178 7428 0000099 Other Applications NEC 0087967 May 1, 2001 Integrating the Chemistry Systemic Initiatives and Teacher Professional Development in a Large General Chemistry Course. Chemistry (12) This project is building a learning community in a 700-person general chemistry course by melding key features of the NSF Chemistry Systemic Initiatives with existing computer-based laboratory facilities and with the unique UNH Preparing Future Faculty programs. The course is intended to help students grow intellectually and personally. We are hoping to demonstrate intellectual growth along three dimensions - conceptual understanding of chemistry, metacognitive ability, and motivation to learn. We are attempting to create an environment in which students feel "known," despite the large population, and in which helping each other learn is valued. This may lead to enhanced retention of students in the course, in science disciplines, and in college. Student learning focuses on constructing, visualizing, and articulating an understanding of chemistry by means of inquiry-based activities that occur throughout the scope of student work (lecture, lab, study group, homework). Along with inquiry-based activities of our own design, we are integrating and adapting a number of ChemConnections modules (Berkeley/Beloit groups), e.g. "What's in a Star", "Design of Automobile Air Bag", and "Ozone Hole", as motivating contexts for learning chemistry. Our stance is one of constructing knowledge on an as-needed basis. At the same time, we are enhancing one of our traditional course goals - understanding the particulate nature of matter - by means of supportive text and media materials, e.g. Silberberg's text and new animations, and Joel Russell's split-screen multiple representations CD. Lastly, having students articulate and evaluate their understanding is a central pedagogic feature. This occurs through 8-person peer-led discussion groups (CUNY City College Peer-Led Team Teaching model), computer-mediated peer-reviewed writing (UCLA Calibrated Peer Review system), and the discussion associated with the Chem Connections modules. Computers are being used for homework (4 years experience with Spain's ChemSkill Builder), laboratory data acquisition (Labworks computer stations for student pairs), and molecular animations, as well as for routine course information and communication (UNH implementation of Blackboard.com). We also are creating a Pedagogic Field Laboratory - a clinical setting whereby science Ph.D. students involved in the UNH Preparing Future Faculty degree programs and preservice secondary science teachers can observe, participate, and discuss the implementation process, and assess student and faculty responses. Activities in the PFL extend beyond this chemistry project, since there are a number of NSF-funded curriculum projects underway at UNH. The PFF programs are available to students and faculty off campus, especially at partner institutions (Howard Univ., St. Anselm College, Keene State College, UNH-Manchester). CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Bauer, Christopher University of New Hampshire NH Susan H. Hixson Standard Grant 235135 7428 SMET 9178 7428 0000099 Other Applications NEC 0087979 January 1, 2001 Enhancing Computation in the Sciences. Computing - Other (35) The interdisciplinary field of computational science combines simulation, visualization, mathematical modeling, programming, data structures, networking, database design, symbolic computation, and high performance computing with various scientific disciplines. Despite the shortage of computational scientists, a 1998 survey found only two undergraduate special degree programs and 15 undergraduate courses in the field. Unfortunately, few computational science textbooks are appropriate for undergraduate science students. After extensive discussions on enhancing computer use in the sciences, Wofford College faculty members designed a curriculum for students majoring in science or mathematics, called "Emphasis in Computational Science." A student electing this program will complete a science major, two existing courses (Programming in C++, Data Structures), two new computational science courses (Scientific Programming, Data and Visualization), and a summer internship. This project will create, evaluate, improve, and expand undergraduate computational science course modules that are rich in applications. These materials will be developed in collaboration with scientists and will be tested and evaluated at several institutions. With dissemination over the World Wide Web, the modules will instruct and provide applications that many institutions can use in a variety of courses. The project will provide the materials and will be a catalyst for improving undergraduate computational science education nationally. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Shiflet, Angela Wofford College SC Ernest L. McDuffie Standard Grant 75000 7427 SMET 9178 7427 0000099 Other Applications NEC 0087984 February 15, 2001 Robotic Assembly Cell. Engineering - Other (59) This project is developing a robotic assembly cell, the main components of which will be a six-axis Kuka KR6 robotic manipulator and a PowerCube Programmable Motion System. The robotic assembly cell will be used for three types of projects. The first is focusing on the programming and application of the Kuka manipulator as well as kinematic modeling and control of the PowerCube system. These activities are being incorporated into robotics as well as introductory engineering courses. The second type of project is focusing on automated assembly and robotic applications for use in manufacturing and senior design courses. The third type are interactive robotic and manufacturing application projects being jointly conducted by university engineering/computer science students and high school students in Oakland University's existing Remote Design/Manufacturing Program. The Remote Design/Manufacturing Program currently involves Oakland University's School of Engineering and Computer Science and three southeastern Michigan K-12 school districts. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Van Til, Robert Ronald Srodawa Michael Latcha Sankar Sengupta Oakland University MI Roger Seals Standard Grant 53859 7428 SMET 9178 7428 0000099 Other Applications NEC 0087996 June 15, 2001 Creation of a Course in Computer Methods and Modeling for Undergraduate Earth Science Programs. Earth Systems Science (40) Computers are an increasingly important tool in the Earth Sciences and are used for research in fields such as paleoclimatology, seismology, and hydrogeology. Many students now entering graduate school, embarking on consulting careers, or obtaining jobs with state and federal governments are called upon to use computers to model complex systems or to acquire and handle digital datasets. Others are required to critically evaluate modeling projects reported in the geological literature. Despite these trends, undergraduate geology programs have been slow to initiate courses that develop skills in these emerging areas of study and employment. Furthermore, computer science offerings are not geared toward students in the Earth Sciences. This project is developing a course within the geology curriculum to meet the need for instruction in modeling in the earth sciences at the undergraduate level. This course is making use of the reservoir/flux modeling software STELLA(r), developed by High Performance Systems, Inc., to teach the fundamentals of systems thinking and model construction, with application to a wide variety of geological problems. At the same time, students are learning how to program in the FORTRAN 90 computer language and are learning the basics of the Linux/Unix operating system. The project is adapting modeling which has been done within a number of different research contexts. The course differs from computer methods courses developed by other university geology departments in that it is teaching students computer skills by focusing on computer modeling of geological and environmental problems. The final products of this project will include a detailed package of course notes, exercises, and debugged STELLA(r) and FORTRAN programs available free of charge to faculty interested in using these exercises in their courses. Colleagues at other institutions will be made aware of the availability of these exercises through an article in the Journal of Geoscience Education and through presentations at the annual Geological Society of America and/or Council on Undergraduate Research meetings. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Menking, Kirsten Vassar College NY Susan H. Hixson Standard Grant 26517 7428 SMET 9178 7427 0000099 Other Applications NEC 0088005 September 1, 2001 OLEO: The On-Line Educational Observatory. Astronomy (11) Project CLEA (Contemporary Laboratory Experiences in Astronomy) is developing an on-line environment that provides discovery-based laboratory exercises to undergraduate astronomy students. The components of the system are: (1) A browser-based On-Line Educational Observatory (OLEO) which realistically simulates optical, radio, and space-based telescopes, along with photometric, spectroscopic, and imaging instruments,. (2) An extensive heuristic database, covering the entire sky, which incorporates selected data on positions, magnitudes, spectra, and other properties of a wide range of real astronomical objects including asteroids, stars, galaxies, pulsars, x-ray and IR sources. (3) Student workbooks and teacher's guides for a variety of exercises using the Virtual Educational Observatory. CLEA materials are made available on a dedicated OLEO Website, as well as on a series of CD-ROMS for installation on mirror sites, local networks, and individual machines. The use of the materials is supported by outreach workshops held at national and regional teachers' meetings. A summer training workshop for college teachers will be held on the Gettysburg College campus in the summer of 2003. The curricular impact and pedagogical effectiveness of these materials is being evaluated at a diverse group of institutions (Universities, 4-year colleges, 2-year colleges, and High Schools), by observations by an external evaluator and through the analysis of on-line questionnaires. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Marschall, Laurence P. Richard Cooper Helenmarie Hofman Glenn Snyder Gettysburg College PA Duncan E. McBride Standard Grant 499643 7427 SMET 9178 7427 0000099 Other Applications NEC 0088006 January 1, 2001 Contemporary Methods for Synthesis and Analysis in Undergraduate Chemistry. Chemistry (12) Three new lecture/laboratory courses have been designed to replace older courses in instrumental analysis, organic analysis, and inorganic synthesis. These new courses cut across traditional disciplinary divisions to focus on separations and spectroscopy, synthesis, and analysis. These courses are taken by upper-level chemistry majors and are incorporating modern techniques of separations, spectral analysis, techniques of synthesis, and product analysis. This award provided funding so that modern instrumentation such as UV-visible spectroscopy, gas chromatography coupled with mass spectrometry, capillary electrophoresis, and high performance liquid chromatography is now available for the students in these courses. Experiments are being adapted from the research and educational literature and implemented into these courses. Molecular modeling experiments are augmenting the analysis of a variety of experimental data. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Gibson, Dorothy Robert Buchanan University of Louisville Research Foundation Inc KY Kathleen A. Parson Standard Grant 92335 7428 SMET 9178 7428 0000099 Other Applications NEC 0088012 February 15, 2001 Adapting the Integration of Mathematics, Science and Technology in Theme-based Courses for Pre-service Elementary Education Teachers. Interdisciplinary (99) Students preparing to teach in elementary school do not receive adequate exposure to the sciences they will be expected to teach nor do they learn to integrate mathematical concepts with scientific applications. In response to this problem, the Divisions of Natural Sciences and Mathematics and Computer Sciences, working cooperatively with the Division of Education are developing several new courses integrating mathematics, science and technology (MST). Materials and practices will be adapted from the successful Integrated Mathematics and Science curriculum at La Salle University, which is the cornerstone of La Salle's Institute for the Advancement of Mathematics and Science Teaching. These courses are intended to promote scientific and mathematical literacy, overcome math and science phobias, and allow students to see the connections of these disciplines to their own lives. While these courses are initially targeting elementary education/special education pre-service teachers, when fully developed and evaluated, they will become the mathematics and science core required of all non-science students at the college. The MST courses are promoting active learning via proven innovative pedagogies such as inquiry-based cooperative learning exercises and discussions based on selected interdisciplinary themes. Students are designing and implementing investigations as members of collaborative groups and are interpreting these experiments using mathematical concepts and computerized research and analysis tools. They report on their findings in a peer-review forum orally, followed by laboratory reports that reflect an understanding of good scientific writing. Mathematics and science presented in this way, enhanced by use of computer technology and integrated in the college classroom, is enabling pre-service teachers to better integrate mathematics and science with the rest of the elementary school curriculum. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Maelia, Lynn Iris Turkenkopf Mount St Mary College NY Ibrahim Halil Nisanci Standard Grant 192484 7428 SMET 9178 7428 0000099 Other Applications NEC 0088013 March 15, 2001 Inquiry-Based Plant Science Education through Hands-on Molecular Biology Laboratory. Biological Sciences (61) Through a major curriculum revision effort and with the assistance of outside consultation, the Department of Biology has implemented the use of current teaching methods and the constructivist learning method by implementing hands-on course experiences across the curriculum. Investment by the university in educational technology and lab instrumentation has moved us toward goal attainment. Through this project, the plant science courses in the department are being updated and revised to meet the institutional goal of providing students with contemporary research experiences in biology. Botany, Plant Physiology and Laboratory Methods in Biology and Biotechnology are being updated to include inquiry-based laboratory experiences performed by peer groups using the techniques of modern molecular biology and plant materials. Each course includes a semester-long project as a means of providing experience in "doing science" and thus enhancing the confidence of students in their lab skills and content mastery. In this way, we are adapting several research protocols, instruments, and the long-term process of discovery traditionally found only in research laboratories to meet the needs of introductory students and are implementing these student-focused experiments in the introductory biology classroom. These methods are further adapted to meet the needs of upper level students who revisit these plant-focused techniques while completing more complex and independent research projects in more advanced courses. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Bharathan, Narayanaswamy William Dietrich Jerry Pickering Indiana University of Pennsylvania PA Katherine J. Denniston Standard Grant 51842 7428 SMET 9178 7428 0000099 Other Applications NEC 0088015 January 1, 2001 Atomic Absorption in the Undergraduate Laboratories. Chemistry (12) Geology (42) Atomic absorption (AA) spectroscopy is typically an integral part of undergraduate chemistry education. The processes involved with AA are easily understood by students. An AA spectrometer is being used as a vehicle to introduce sophisticated analytical ideas and interesting challenges into several different chemistry courses. An introductory geosciences course is utilizing the instrument in the study of the geochemistry of natural waters. Finally, the AA is serving as an interdisciplinary bridge between the Departments of Chemistry and Geosciences. Analytical procedures from the educational and research literature are being adapted in order to achieve these objectives. This project simultaneously addresses two main objectives. First, chemistry students have exposure to the AA instrumentation in the first semester, junior level analytical, and senior level instrumental analysis laboratories. Each exposure builds on the previous experience in a way otherwise not possible if students were to encounter AA only once. More sophistication and subtleties are then layered into the advanced labs. Improvements in instruction occur in a manner consistent with the philosophies that 'real samples' should be used when possible, interdisciplinary applications and opportunities should be exploited, effective communication of results is critical, and students should have input into experimental design. Secondly, this instrumentation is serving as a bridge between the Departments of Chemistry and Geosciences. Including geosciences in the implementation of this project realizes several key advantages. The Geosciences curriculum is being enhanced through the addition of sophisticated instrumentation, typically encountered only in chemistry. For those students electing to major in geosciences, it emphasizes the interdisciplinary nature of the geosciences early in their career. By creating a link between chemistry and geosciences courses, both sets of students must exchange knowledge about their respective disciplines in order to better understand the laboratory assignments. Geosciences classes are typically more attractive to non-science, mathematics, engineering, technology (SMET), and education majors than are other SMET classes. Thus, the interdisciplinary link means that the Department of Chemistry is able to reach these students in a small but novel way. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Bushey, Michelle Nancy Mills William Kurtin Diane Smith Christopher Pursell Trinity University TX Susan H. Hixson Standard Grant 17000 7428 SMET 9178 7428 0000099 Other Applications NEC 0088017 February 1, 2001 Subsurface Archaeogeophysical Survey and Mapping Curriculum and Laboratory Improvement. Interdisciplinary (99) Subsurface archaeo-geophysical survey techniques are being used increasingly in archaeological fieldwork to map ancient remains without excavation. The growth in use is facilitated by the availability of commercial data collectors tailored to archaeological needs. This project is adapting these techniques to create an integrated interdisciplinary curriculum to provide undergraduates with (1) a competent theoretical understanding of basic geophysical processes underlying the survey techniques, (2) some knowledge of the implications of subsurface archaeo-geophysical technologies for research design and methodology, and (3) a working knowledge of appropriate mapping and imaging theory and technology. The project is developing a new interdisciplinary course, upgrading an existing Archaeology Laboratory for subsurface archaeo-geophysical survey, and modifying existing courses offered by the departments of Geology, Archaeology, and Geography to accomplish these objectives. This project is also supporting faculty and student research projects and invigorating a community-based research program at the University of Akron. The project is adapting a design of Web-based instructional modules derived from Geographer Kenneth Foote's "Virtual Geography Department," an NSF-supported workshop. It is also adapting field techniques taught at a "Field Institutes for Reforming Science Teaching" (FIRST) workshop conducted by Biologists Diane Ebert-May and Janet Hodder -- also NSF supported. Both of these adaptations are being used for their skill in supporting active learning by students. The content of the new course and course modifications is being adapted from courses using geophysical methods for subsurface mapping developed and offered to undergraduates at three other institutions. These were a course in Archaeological Field Methods, including subsurface surveying at Vassar College, developed by Lucy Johnson; the archaeological field school at Notre Dame University, which offers courses in geophysical remote sensing techniques; and a series of three courses at Boston University related to archaeological geophysical surveying. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Park, Lisa Linda Barrett Timothy Matney University of Akron OH Myles G. Boylan Standard Grant 61997 7428 SMET 9178 7428 0000099 Other Applications NEC 0088021 March 15, 2001 WOWBugs (Melittobia) Educational Materials Development for Undergraduaate Biology. Biological Sciences (61) Four comprehensive, guided inquiry, investigative laboratory modules are being developed to address fundamental concepts in undergraduate biology instruction utilizing WOWBugs, Melittobia digitata, a harmless parasitic wasp. WOWBugs exhibit unique characteristics including elaborate courtship rituals, reproducible competitive behaviors, short generation times, easily measured heritable traits, and readily distinguishable morphological forms that are dependant upon on developmental conditions. These features make WOWBugs an effective organism for use in illustrating concepts fundamental to animal behavior, ecology, genetics, and developmental biology. Inquiry-based laboratory modules as well as instructional materials are being developed in each of these concept areas. The instructional materials under development include a book, a CD, a broadcast-quality videotape with accompanying teacher's guide, and a dedicated WOWBug newsletter and web support site. All materials are pilot tested at four diverse institutions including the University of Georgia, Hollins College, Morehouse College, and at local community colleges. The instructional materials will be disseminated at national meetings, in dedicated workshops, and through commercial distributors. In support of the curriculum development work, this project has a significant research component through which better and simpler growth medium is being developed to support classroom propagation of WOWBugs. The curricular materials in conjunction with a simple growth and propagation system ensure easy implementation into the undergraduate curriculum and provide students an opportunity to visualize a number of key biological phenomenon and to participate in a variety of innovative, inquiry-based investigations traditionally unavailable in the undergraduate laboratory. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Matthews, Robert University of Georgia Research Foundation Inc GA Jeanne R. Small Standard Grant 476284 7427 SMET 9178 7427 0000099 Other Applications NEC 0088034 March 15, 2001 Enhancing Astronomy Education through Technology - From Small Telescopes to CCD Detectors. Astronomy (11) This uses astronomical laboratory instrumentation to improve and enrich the educational experience of both undergraduate non-science and science majors. The project involves creation of a comprehensive series of laboratory exercises that are integrated into courses ranging from Introductory Astronomy for non-science majors to advanced highly-technical labs and research projects for physical science majors. Equipment consists of twelve 8-inch optical telescopes to complement the laboratory experience the non-science majors are currently receiving through CLEA labs. Second, an existing Celestron 14-inch telescope is being upgraded with a CCD camera and spectrograph that provide more scientifically and technological focused students the experience of true modern astronomical observation and data reduction. This equipment will also be utilized to incorporate on-site (perhaps real-time) data into the CLEA laboratory exercises. The 8-inch telescopes afford the non-science students hands-on experience in astronomical observations and techniques to enhance the important but cookbook nature of the computer labs at a level appropriate to their abilities and interests. The CCD camera and spectrograph for the 14-inch telescope serve several purposes. One is to adapt the CLEA labs in order to supply local data, and even real-time data when possible, from this rooftop telescope for use by the students. This provides an immediate connection between the students' laboratory work and real astronomical observations. It also allows the development of more sophisticated labs and research experiences for the science-orientated students and majors. Students can also use this equipment in their Senior Thesis projects. Future directions will be to modify a subset of the labs developed for the Introductory Astronomy course for use by the William and Mary School of Education in their Earth Sciences teacher development program in association with the Department of Physics. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Landy, Stephen John McKnight College of William and Mary VA Duncan E. McBride Standard Grant 27266 7428 SMET 9178 7428 0000099 Other Applications NEC 0088042 January 1, 2001 A Shared Optics and Laser Facility in the College of Science and Mathematics- The Optical Metrology Laboratory. Interdisciplinary (99) We are developing an undergraduate optics facility to serve as a center for optics instruction and promote an enhanced understanding of optics across several areas in the college of science and math at Cal Poly. The facility is being used in the teaching of upper division physics and chemistry courses and increasingly for student and faculty research projects. The theme of the laboratory is optical metrology. This ranges through interferometric measurement of solid body deformation, optical characterization of surfaces and laser spectroscopy and determination of atomic linewidths. Not only does this tie in with the Polytechnic nature of our university, but by thematically developing the facility we also demonstrate the unity and commonalties of optical methods. For example, the resolution of optical systems and the determination of object deformation by speckle interferometry are both essentially diffraction limited phenomena. For the laboratory we will adopt, modify, and develop new experiments. Experiments that will be adopted include plane wave interference [Catunda et. al. Am. J. Phys. 66, 548 (1998)] and photon counting [Kocyk et. al. Am J. Phys. 64, 240 (1996)] in physics and radiative properties of ruby [Shoemaker et. al. "Experiments in Physics Chemistry" 6th Ed., McGraw-Hill (1996)] in chemistry. Other experiments will be adapted and modified to suit our student body. For example, in chemistry, beginning with a known fluorescence quenching experiment of the uranyl ion by the chloride ion [Halpern "Experimental Physical Chemistry" 2nd Ed. Prentice Hall (1997)] this experiment will be expanded to include micellar systems [Almgren et. al. Langmuir 12, 3855 (1996)] which is of relevance to our biochemistry majors. Some well known experiments will be adapted and made more quantitative by the use of modern electronic cameras and computers. Thus, the Abbe-Porter experiment on spatial filtering [Hecht "Optics" 3rd Ed. Addison Wesley (1997)] will be modified so that students can acquire and measure the spatially filtered images. This optics laboratory will also permit us to develop new experiments for the physics and chemistry majors to make use of recent material and technical advances. For example, an experiment to study the modulation transfer function of a liquid crystal light valve will be developed which will allow students to become familiar with this important topic within the confines of a three-hour laboratory. Other experiments that will be developed within this facility include (in chemistry) vibrational modes of molecules which will be measured by Raman scattering and Fourier transform infrared spectroscopy and compared to computational models and (in physics) measurement of atomic hyperfine structure [Rao et. al. Am. J. Phys. 66, 702 (1998)] and atom trapping. Because of the rapid pace of change in optical science and technology and the growing application of optical techniques across the physical and chemical sciences it is difficult to establish and maintain an up-to-date facility containing the instruments of modern optics. However, much of this instrumentation is now used in the workplace or graduate school and it is necessary to provide training in optics to a large number of students from different disciplines. With this facility we will be able to give in-depth training to the students in 'optics' courses (e.g. laser applications), provide experiments for courses with large optics components (e.g. surface science) and give exposure to students in other areas. By centralizing the equipment and flexibly scheduling use of the laboratory we will be able to maximize its impact on the largest number of students and facilitate the interaction of faculty from different disciplines. We estimate that about 200 students/year will directly benefit from this facility. Also, because engineering students frequently take upper-division physics and chemistry classes, the facility will have an effect well beyond the College of Science and Mathematics. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Sharpe, John Derek Gragson California Polytechnic State University Foundation CA Myles G. Boylan Standard Grant 59415 7428 SMET 9178 7428 0000099 Other Applications NEC 0088046 June 1, 2001 Development and Implementation of a Comprehensive Evaluation Model for Science Teacher Preparation Programs. Interdisciplinary (99) This project is a collaborative effort among faculty members in several departments in the College of Science and in the College of Education of the University of Arizona. These faculty are designing a formative assessment process for a set of newly designed courses for pre-service teachers. Because there is a paucity of comprehensive models that can be used to assess the effectiveness of actual teacher preparation programs, the main goal is to develop such a comprehensive formative assessment model, by adapting and implementing diverse assessment instruments to evaluate five key aspects of the program's student learning outcomes: (1) conceptual understanding, (2) subject-matter "structure," (3) teaching and learning beliefs, (4) decision-making skills, and (5) "professional performance" during the student teaching period in secondary schools. These different assessment tools and practices are drawn from current research in science education and from recent work undertaken in NSF-supported projects known as Collaboratives for Excellence in Teacher Preparation. Through these activities the project team is (1) assembling a set of tested and reliable assessment instruments that will be made available to science and science education teachers; (2) implementing an ongoing evaluation process that will provide information about the effectiveness of the educational practices in the science education and subject-matter courses at the college level; and (3) reporting the evaluation results in a way to foster among faculty an analysis of and reflection on the nature and quality of the subject-matter courses for all the students. "Conceptual Understanding" of prospective teachers is being measured by developing an instrument that will draw upon research analyzed in Wandersee, Mintzes, and Novak, "Research in Alternative Conceptions in Science", in D. L. Gabel (Ed.), Handbook of research in science teaching and learning (pp. 177-210), New York: Macmillan and the NSTA (1994), and Pfundt and Duit, "Bibliography: Students' Alternative Frameworks and Science Education," Institute for Science Education at the University of Kiel, Germany (March, 2000). A very well-known example of such an instrument is the Force Concept Inventory designed by Halloun and Hestenes in the field of physics in the 1980s. The acquired "Subject Matter Structure" of students is a measure of the coherence of their understanding of science disciplines -- the ability to see the big picture and the place of a body of specialized knowledge in that larger framework. Research indicates that secondary science teachers with high scores on "Subject Matter Structure" have greater skill in selecting topics for inclusion in the secondary science curriculum. Their starting point is the work of G.R. Gess-Newsome and N.G. Lederman, "Preservice Biology Teachers' Knowledge Structures as a Function of Professional Teacher Education: A Year-Long Assessment, Science Education, Vol. 77, No. 1 (1993), pages 25-45. The work of Simmons et al., "Beginning Teachers: Beliefs and Classroom Actions," Journal of Research in Science Teaching, Vol. 36, No. 8. (1999), pp. 930-954, is being adapted to measure "teaching and learning beliefs." Some prospective teachers still believe that boys are better suited for science than girls, that some students are bound to fail, that learning is passive, that teaching is imparting knowledge to students, and that theory is largely not relevant to teaching. If these beliefs go unchallenged and future teachers are not taught to critically examine their own ideas, ineffective models of teaching are perpetuated. The work of Koballa and Tippins is being used as a starting point to creating instruments for measuring "decision making skills." See T.R. Koballa and D.J. Tippins, "Cases in Middle and Secondary Science Education," (Merrill Publishers, Upper saddle River, NJ, 2000). "Professional Performance" is being measured by adapting James Gallagher's Secondary Teacher Analysis Matrix (Michigan State University, Department of Teacher Education, 1995) and the Arizona Collaborative for Excellence in Preparation of Teachers' "Reformed Teaching Observation Protocol." CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Talanquer, Vicente Debra Tomanek Ingrid Novodvorsky University of Arizona AZ Myles G. Boylan Standard Grant 142270 7428 SMET 9178 7428 0000099 Other Applications NEC 0088056 January 1, 2001 Discovery-Based Lower-Division Undergraduate Chemistry Laboratories. Chemistry (12) In response to the national discussion on science pedagogy and a school-wide upgrade of computing facilities and networking, we have been carrying out a major redesign of our chemistry curriculum. In lower division courses, the impact of these changes has been most apparent in the so-called "lecture" portion of traditional lecture/laboratory sequences. This project facilitates a complementary development of laboratory-based segments of the first-year principles of chemistry course and the second-year organic chemistry course. We are extending to the laboratory the emphasis on discovery-based and collaborative learning that characterizes our classrooms. We are making lower-division laboratory experiences closer approximations of the real thing and are using the excitement of discovery as the driving force for learning just as it is in the general scientific enterprise. The project adapts in a general way the Project Kaleidoscope Plan for Strengthening Undergraduate Science and Mathematics, and, more specifically, modifies experiments currently used in undergraduate chemistry courses to a discovery format, and incorporates computing in pedagogy following the model of the SCALE-UP Project at North Carolina State University in physics. Incorporation of a set of instrumentation is enabling us to achieve these objectives through the introduction of modern technology that both broadens the scope of what students can do and, as important, frees up time and helps establish a collaboratory capability for thinking about and understanding what is being done. Major items being introduced into the courses include laptop computers with wireless networking capability and expanded molecular modeling support, Vernier instrument kits for data acquisition, fiber-optic diode-array ultraviolet/visible spectrophotometers, and an upgrade of our current nuclear magnetic resonance spectrometer. We are providing a laboratory environment that allows students to assume direct responsibility in a reasonably efficient way for the broadest range of laboratory work, with the instructor's time as a skilled technician minimized in order to emphasize his or her role as guide and mentor. We anticipate that implementation of this technology will begin to blur the distinction between the lecture and laboratory segments of these courses. Finally, as a women's college, we have played a significant role in increasing the proportion of women entering the science professions. One goal of this project is to increase the number of our students who continue in the sciences beyond their first two years and, also, the proportion of women who elect to pursue post-graduate study in the discipline because their early experience of science at the college level has engaged both their minds and their interest. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Bays, J. Philip Dorothy Feigl St Mary's College IN Susan H. Hixson Standard Grant 100769 7428 SMET 9178 7428 0000099 Other Applications NEC 0088062 May 1, 2001 Enhanced Opportunities for Experiential Learning with NMR Spectroscopy. Chemistry (12) The overarching goal of this project is to provide all students with a research-rich instruction and learning environment, to enhance student interest in and increase excitement about learning and practicing chemistry and to strengthen the students' problem- solving skills. Experiential learning is enhanced by (a) increasing early exposure to FT-NMR spectroscopy in courses for science majors; (b) giving every science major extensive, direct experience with FT-NMR instrumentation; (c) integrating research opportunities, using a comprehensive variety of experiments, into the chemistry curriculum; and (d) integrating FT-NMR, along with other instrumental techniques, into at least one course for non-majors that focuses on molecular structure and reactivity. Purchase of an Anasazi Instruments EFT-60 system to complement an existing high-field, multinuclear FT-NMR spectrometer and use of experiments adapted from standard literature allow hands-on instrumentation use by science majors at all levels. A course designed for non-science majors also includes a research-rich, hands-on laboratory component using the newly acquired instrumentation. A workshop for local high school teachers and talented high school students is offered, during which participants have the opportunity for hands-on operation of the FT-NMR spectrometers. This exposure to instrumentation at the high school level results in better preparedness for the college-bound science student, increased interest in pursuing a science-related career, and an increased excitement among students about science in general. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Frick, Jeffrey Illinois Wesleyan University IL Jeanne R. Small Standard Grant 42844 7428 SMET 9178 7428 0000099 Other Applications NEC 0088072 January 1, 2001 Building General Chemistry Skills. Chemistry (12) This project is undertaking systematic redesign of the introductory chemistry courses beginning with the general chemistry sequence. The approximately 2000 students targeted per calendar year represent a broad cross- section of the entering class and include new students to the College of Engineering, preprofessional students who expect to continue studies in pharmacy, medicine, dentistry, and science education, and majors in the College of Liberal Arts. The redesign makes use of active learning pedagogies and other approaches which address the students' different learning styles. The two critical components of the overall curricular redesign are: (1) a mathematics and calculator skills tutorial that is web- based and (2) a chemistry knowledge assessment designed to be taken at both the beginning and end of the first semester course in order to measure the efficacy of student learning from the course changes. The remainder of the redesign elements makes extensive use of materials and pedagogy adapted from several NSF Systemic Initiatives in Chemistry. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Pienta, Norbert Elizabeth Whitt University of Iowa IA Elizabeth M. Dorland Standard Grant 168997 7428 SMET 9178 7428 0000099 Other Applications NEC 0088089 June 1, 2001 Enhancement of a Molecular Biology/Bioinformatics Program. Biological Sciences (61) Today's biologists need powerful computer applications to tackle the molecular haystacks of information. To prepare biology students for this challenge, the Department of Biological Sciences at the University of Wisconsin- Parkside (UWP) is further developing an innovative, multidisciplinary undergraduate curriculum in Molecular Biology & Bioinformatics (MBB). The objective of the MBB program is to give our students hands-on facility with molecular biology laboratory techniques, a grasp of mathematical and physical concepts underlying MBB and the ability to apply them, and a proficiency with computational tools and skills of bioinformatics. The effort is an adaptation of problem-based learning pioneered by the BioQuest group centered at Beloit College. To accomplish these tasks, we are expanding and improving our department's expertise through faculty development, redesigning our curriculum, and improving the infrastructure of the department. New equipment and software essential for the development of our program is being acquired to keep our program at the cutting edge. We are also expanding our faculty development program in the area of bioinformatics. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Pham, Daphne David Higgs University of Wisconsin-Parkside WI Terry S. Woodin Standard Grant 166826 7428 SMET 9178 7428 0000099 Other Applications NEC 0088104 January 1, 2001 Incorporation of GC-Ion Trap Mass Spectrometry into Undergraduate Education. Chemistry (12) The goal of this project is to enhance the quality and effectiveness of undergraduate instruction and training by incorporating gas chromatography-ion-trap mass spectrometry into the chemistry curriculum at the institution, using experiments adapted from standard literature. With the addition of a single instrument, the chemistry faculty is able to effectively educate students in the fundamental applications of mass spectrometry, mass spectral interpretation, and "multidimensional" analytical methods such as gas chromatography-mass spectrometry and mass spectrometry/mass spectrometry. In addition, thermochemical concepts are taught in the Physical Chemistry Laboratory in an entirely new and easily understood way. The addition of the GC-ITMS allows the merging of widely applied and relevant scientific instrumentation and technology with chemical education and training. The courses affected are Instrumental Methods for Chemical Analysis, Physical Chemistry Laboratory and Independent Study and Research. The incorporation of GC-ITMS into the curriculum also provides invaluable opportunities for faculty development and improvement through the design and implementation of new exercises that revolve around bench-top mass spectrometry as a teaching tool. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Van Stipdonk, Michael Wichita State University KS Iraj B. Nejad Standard Grant 40217 7428 SMET 9178 7428 0000099 Other Applications NEC 0088113 March 15, 2001 Integration of Student-Designed Laboratories in Cell and Tissue Biology. Biological Sciences (61) Completion of a new science facility and the addition of new biology faculty provide the opportunity to evaluate and improve the curriculum of the University of Redlands Biology Department. This assessment has led to the articulation of two goals: (1) to maintain and expand opportunities for students to gain experience with the scientific method through student-designed laboratory projects, (2) to expand coverage of central themes in cell and tissue biology by the addition of new upper-level courses. To meet these objectives, this project is adapting the successful project developed by Dr. Diana Darnell at Lake Forest College (DUE-9952472) in which students gain experience designing a semester-long project. Using Dr. Darnell's project as a model, this adaptation is incorporating multiple-week, student-designed projects into laboratory sessions of four courses with cell and tissue biology themes. Students are responsible for designing experiments, collecting and analyzing data, and communicating their results to others. These student-designed projects are being incorporated into a current course (Cell Biology) and into three courses that are being implemented as a result of this curriculum reform (Immunology, Plant Physiology and Advanced Topics in Cell and Molecular Biology). An added benefit of this reform will be the better preparation of students for their year-long senior research requirement. Equipment such as compound fluorescence microscopes, a sterile hood, incubators with lighting and CO2 control, and a high-speed centrifuge allow the development of projects involving subcellular localization, cell and tissue culture and cellular fractionation. This equipment is also being used by students with interests in cell and tissue biology to conduct their senior research requirement. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Aronson, Ben James Blauth Susan Blauth University of Redlands CA Herbert Levitan Standard Grant 58083 7428 SMET 9178 7428 0000099 Other Applications NEC 0088127 May 1, 2001 Equipment for an Undergraduate Microfabrication Laboratory. Physics (13) The objective of this project is to use a multitarget sputter deposition system to enhance the capabilities of a Microfabrication Laboratory and course work. This new laboratory is used to give undergraduate students a fundamental understanding of the processes used in the research, development, and manufacture of microelectronic devices. Moreover, microfabrication technology is continually being adapted for other applications, such as microelectromechanical systems (MEMS), optics, biomedical devices, flat panel displays (FPDs), and sensors. Microfabrication, whatever the device being produced, integrates aspects of physics, chemistry, materials science, and several engineering disciplines into one readily recognized application. Consequently, courses and projects conducted in the Microfabrication Laboratory are natural forums in which to emphasize the value of multidisciplinary and interdisciplinary education. The courses and experiments developed at James Madison University, which does not offer engineering degrees, will be designed to insert hands- on, interdisciplinary laboratory experiences early in the undergraduate curriculum through the use of traditional and novel soft lithography techniques. The Microfabrication Laboratory is extensively used for upper level courses and student research projects. The goal is to expose a broad spectrum of undergraduate science and technology students to microfabrication techniques. Equally important is the emphasis on developing teamwork and communication skills in an interdisciplinary environment, with courses and projects pursued by students from multiple departments. Experience with microfabrication techniques at the undergraduate level helps prepare students for further work in this area, whether they enter industry or graduate school. The project also demonstrates the feasibility of implementing microfabrication experiments at other undergraduate institutions and extending them beyond the engineering curricula in which they have previously been incorporated. Many industries will be revolutionized by new and creative application of microfabrication technologies; this revolution begins by exposing a broader audience of students to microfabrication science and technology. Experiments are being adapted from the research and education literature in engineering, physics, chemistry, and materials science. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Lawrence, David Gerald Taylor William Hughes Brian Augustine James Madison University VA Duncan E. McBride Standard Grant 87075 7428 SMET 9178 7428 0000099 Other Applications NEC 0088128 April 1, 2001 Collaborative Research: Developing and Implementing Just-in-Time-Teaching (JiTT) Techniques in the Principles of Economics Course. Economics (82) In recent years there has been growing concern that economics is lagging behind other disciplines in implementing instructional innovations that actively engage students in the learning process. In response, this project is adapting Just- in- Time Teaching (JiTT) techniques originally developed for physics education for use in introductory economics courses. JiTT techniques combine the use of Web- based exercises with active- learning pedagogy to provide a dynamic learning environment that makes students collaborators in the learning process. [See Gregor Novak, E. Patterson, A. Gavrin, and W. Christian, "Just-in-Time Teaching: Blending Active Learning with Web Technology," Prentice Hall, 1999.] Students complete exercises on the Web and turn them in a few hours before class; faculty then organize the classroom session around students' responses just prior to class. Excerpts from students' submissions are presented during the class as the basis for lecture topics and are also used to develop collaborative exercises that teams of students work on during classroom sessions. This two- pronged approach leads to better student preparation for class, greater participation in classroom discussion, instantaneous feedback for instructors, and improved student study habits. We are building a model for JiTT application in a traditional Principles of Economics sequence that features 25 modules of lecture/ discussion topics, warm- up exercises, economic puzzles, and collaborative in- class activities. By implementing JiTT techniques in introductory economics courses we hope to achieve four related objectives: (1) improving learning in undergraduate economics courses through increased emphasis on active- student learning activities, (2) developing effective strategies for integrating use of the Web in an active- student learning environment, (3) increasing the academic success of minority students in economics, and (4) fostering changes in teaching practices in economics. The development, implementation, evaluation, and dissemination of JiTT materials for introductory economics courses is being carried out by experienced faculty members at Glendale Community College (GCC) and North Carolina A&T State University (NCAT), institutions serving unique educational missions and diverse student populations. In addition to developing JiTT materials for classroom use and testing the effectiveness of JiTT techniques in our classes, we are in the process of developing a JiTT in Economics Web site at NCAT. The Web site will eventually include a description of the JiTT strategy, links to JiTT use elsewhere, a complete compilation of the 25 modules we develop, workshop presentations, and our research findings and recommendations. To encourage broader adoption of JiTT strategies in economics, we are publicizing the materials on this Web site and presenting our findings through presentations at workshops and professional meetings, as well as through economic education listservs to which we belong. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Maier, Mark Glendale Community College CA Myles G. Boylan Standard Grant 50144 7428 SMET 9178 7428 0000099 Other Applications NEC 0088129 December 15, 2000 Establishing New Traditions in Chemistry. Chemistry (12) Many students have difficulty with the traditional chemistry curriculum involving lecture, laboratory, and recitation. This is evidenced by decreasing enrollments in both majors-level and non-majors freshman chemistry at a significant number of institutions. There also appears to be an increasing need to review fundamental concepts of general chemistry in upper-division chemistry courses, suggesting retention difficulty. This project is allowing the teaching focus to adapt and implement a number of the active-learning strategies developed by the NSF sponsored "New Traditions" consortium. The program is involving a number of active-learning methodologies (in-class writing and thinking assignments, laboratory experiments involving directed inquiry, the use of molecular modeling) which are providing the students the opportunities to develop skills in analysis methods, data organization, model development, data interpretation, drawing conclusions, and correlation of relationships among the parameters measured. The award provided funding for a "smart classroom" that is allowing students at all levels (initially freshman, later extended to upper-division) of chemistry courses to participate in inquiry-based instruction. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Ratliff, Judy Jeffrey Anderson Terry McCreary Mark Masthay James Cox Murray State University KY John D. Dwyer Standard Grant 153979 7428 SMET 9178 7428 0000099 Other Applications NEC 0088138 January 1, 2001 A Novel Integrated Laboratory for Plant and Animal Physiology. Biological Sciences (61) To fully understand how organisms work, biologists in the post- genomic era must find new ways to incorporate our abundant molecular data into the larger context of cellular and organismal physiology. Towards this end, we are strengthening the physiology curriculum at Harvey Mudd College by adding a new Comparative Physiology Laboratory. This course accompanies a sophomore- level lecture course, Structure and Function, which covers cellular, animal, and plant physiological mechanisms. The laboratory course uses the novel approach of presenting physiology as a set of unique solutions to common problems. Animal, plant and fungal models are being used as systems in which to examine energetics, ionic regulation and signaling. The course is structured to allow both breadth and depth. During the first nine weeks, students perform a wide range of exercises, many of which are adapted from other successful laboratory courses developed at other institutions (e.g., Grinnell College, Swarthmore College, Pomona College, University of New Hampshire). In a second meeting each week, students complete each exercise by developing a testable hypothesis about the system. These hypotheses provide the starting point for self- initiated research projects designed, carried out and presented by students in the final five weeks of the course. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Williams, Mary Stephen Adolph Harvey Mudd College CA Terry S. Woodin Standard Grant 49655 7428 SMET 9178 7428 0000099 Other Applications NEC 0088141 September 1, 2000 Laboratory Instruction in Flow Cytometry. Biological Sciences (61) The study of the basic unit of life, the cell, in undergraduate education is limited to microscopic or population based observations. The flow cytometer, an instrument that rapidly generates an 'optical fingerprint' of each cell within a population, provides a powerful new approach to the study of cells. This proposal establishes a flow cytometry teaching laboratory, provides faculty development and creates and disseminates inquiry-based curricula for a wide range of instructional environments through the training of university, community college, and present and prospective high school science teachers. In workshops, instructors will develop inquiry-based curricula and interactive workbooks to incorporate hands-on flow cytometry exercises into biology laboratories. Three levels of flow cytometry laboratory instruction are described: 1) basic cell biology and microbiology laboratories that address the principles of flow cytometry through the manipulation of cells and their environment by the students; 2) advanced biology laboratories where students will use molecular probes, cell preparation protocols, flow cytometry instrumentation and software analysis; and 3) individualized hands-on instruction and independent research projects. The high instrument cost and extensive training required in flow cytometry have limited its use in undergraduate teaching. These problems are addressed in this proposal and solved through the use of shared instrumentation, the distribution of experimental results over the Internet and training workshops. Financial responsibility is shared through collaboration between San Jose State University, BD Biosciences, the California State University Program for Education and Research in Biotechnology and the National Science Foundation. Programmatic evaluations are intended to refine flow cytometry workbooks and instruction over the funding period, and dissemination of results and materials through electronic and print media, professional meetings and workshops will lead to widespread inquiry-based instructional activities in flow cytometry. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Boothby, John Ruth Kibler San Jose State University Foundation CA Jeanne R. Small Standard Grant 199826 7428 SMET 9178 7428 7427 0000099 Other Applications NEC 0088149 April 1, 2001 Mathematics Across the Curriculum Project. Mathematical Sciences (21) This "Mathematics Across the Curriculum" (MAC) project is integrating mathematics into curricula that are not typically associated with mathematics. The key problem that this project addresses is students' lack of opportunity to deepen and reinforce the mathematics that they have learned in their mathematics classes as well as understand its greater importance and application in their lives. The project is assisting faculty across the disciplines to create, evaluate, and modify projects that incorporate mathematics. The project is adapting and implementing the results and practices of previously funded NSF projects at Dartmouth College and Alverno College. Principal investigators from these projects are serving as consultants and evaluators for the MAC project. Participants include faculty from Washington State community colleges, The Evergreen State College, Western Washington University, and the local school district. Additional support is being provided by the State Board for Community and Technical Colleges; the Puget Sound Center for Teaching, Learning and Technology; the Washington Center for the Improvement of Undergraduate Education; and the GTE Service Corporation. This project is allowing faculty of various disciplines to create activities, projects, and/or courses that explicitly incorporate mathematical dimensions of their disciplines. Statewide and national dissemination of best practices are a planned key outcome. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Hartzler, Rebecca Dorothy Wallace Deann Leoni Edmonds Community College WA Elizabeth Teles Standard Grant 129404 7428 SMET 9178 7428 0000099 Other Applications NEC 0088153 February 1, 2001 Inquiry-based Experiments in Bioinformatics. Biological Sciences (61) The explosive growth of biological sequence information has created a demand for individuals skilled in retrieving, managing, and analyzing scientific data. According to the NIH, "Researchers who five years ago spent little time on computers report that they now spend 90% of their research time in front of their monitors"(1). Although the need for biologists with computer skills has increased dramatically, the number of undergraduates learning these skills has not. Few students learn how to use computers as a research tool. Biology teaching has lagged behind, largely, through the lack of "classroom-ready" materials available to college and high school instructors. Through this project, computer-based laboratory experiments are being created in collaboration with the National Center for Biotechnology Information (NCBI). Prototype instructional materials are being developed to teach students how to use NCBI's databases and bioinformatics tools to perform novel experiments while emphasizing fundamental concepts in biology. It is anticipated that students that use bioinformatics as a tool for inquiry-based research will have a better understanding of modern biology and new research skills. Laboratory exercises are being formally evaluated and tested by faculty from community colleges, four-year institutions, and high schools. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Porter, Sandra Geospiza Incorporation WA Herbert Levitan Standard Grant 54800 7427 SMET 9178 7427 0000099 Other Applications NEC 0088157 March 1, 2001 Observational Laboratory Exercises for Introductory and Advanced Astronomy Courses. Astronomy (11) The beginning of the new millennium is an exciting time to be teaching and learning Astronomy. Technological advances are allowing us to observe and understand more of our universe than dreamed possible even a few years ago. This project uses the new technology in observational astronomy, combined with simulations, to enhance the laboratory experience of Gustavus Adolphus College students. By changing the focus of the laboratory and observational components of our two astronomy courses, the project provides students with a better appreciation of the universe and of observational techniques, and better prepares advanced students for graduate work in physics and astrophysics. The observational component takes advantage of a combination of 10" Meade LX- 200 computer-controlled telescopes and Santa Barbara Instrument Group ST7E CCD cameras to provide an introduction to the visible universe through both eyepiece and electronic images. Introductory and advanced students, as well as the many visitors to the Olin Observatory, can explore the solar system, stars, nebulae, and galaxies. With the addition of SBIG spectrometers, filter wheels, and an adaptive optics attachment, the students can make rigorous, quantitative measurements. These measurements, combined with computer simulations, give them a more complete understanding of astronomical research. Approximately 80 students in the general education astronomy course make use of the combination of observation and simulation in the introductory astronomy course each year. About 20 additional students a year benefit when this combination is used at the advanced level in astrophysics in open- ended laboratories and in course-related and student/faculty research projects. Other beneficiaries include grade-school and high-school groups who visit the observatory for programs, as well as the general public who attend for open viewing. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Niederriter, Charles Gustavus Adolphus College MN Duncan E. McBride Standard Grant 28860 7428 SMET 9178 7428 0000099 Other Applications NEC 0088158 January 1, 2001 Walking Before Running: Filling the Freshman Engineering Gap by Building Mobile Stiquito(TM) Robots. Electrical Engineering (55) The objective of this project is to provide freshman engineering students with a realistic, enticing, and exciting introduction to their prospective profession. Through design and construction of a walking robot, coupled with practical engineering activites (project scheduling, manufacturability, economics, etc.), students develop the physical intuition needed to understand what more advanced courses are trying to accomplish. Skills that are often taken for granted by instructors, e. g., use of hand tools and identifying basic components, are taught, and these introduce students to the essentials of their chosen profession. Expected outcomes include an increased retention rate for traditional, non-traditional, and under-represented freshman engineering students, improved performance in courses, and more qualified graduates. Support is also used to equip a dedicated laboratory as a "learning center" for team activities. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Miller, Damon Frank Severance Ralph Tanner Massood Atashbar Western Michigan University MI Russell L. Pimmel Standard Grant 99918 7428 SMET 9178 7428 0000099 Other Applications NEC 0088166 January 1, 2001 Improving the Undergraduate Organic Chemistry Curricula by Incorporation of FTIR Spectroscopy. Chemistry (12) The Department of Chemistry is in the process of restructuring the organic chemistry laboratories through introduction of Problem-Solving Laboratories (PSL), the addition of microscale experimental techniques, and the introduction of modern instrumentation. Use of a new Fourier-Transform Infrared (FTIR) Spectrometer is being incorporated into the design of new laboratory procedures for two terms of organic chemistry. The PSL approach and individual experiments are being adapted from those used at other institutions and reported in the chemical literature. The new PSL format, facilitated by use of the FTIR spectrometer, is increasing the quality of our laboratory instruction by providing a collaborative learning environment, allowing students time to design experiments and express ideas, and giving students experience with modern instrumentation and techniques. This laboratory design provides students with a more realistic experience of chemistry, challenging and developing their critical thinking skills, and better preparing them to make informed decisions relating to science. It is anticipated that this laboratory modification and style will attract more students, particularly women and under-represented minority groups, to the study of science. Project results will be disseminated at local chemical education meetings, in standard pedagogical journals, and at regional and national meetings of the American Chemical Society and/or the Biennial Conference on Chemical Education. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Scribner, Steven Sally Welch Marygrove College MI Susan H. Hixson Standard Grant 8750 7428 SMET 9178 7428 0000099 Other Applications NEC 0088167 March 15, 2001 Enhancing Introductory Chemistry with Technology. Chemistry (12) Technology is being incorporated into first and second year chemistry courses via eight ScienceWorks workstations. Incorporation of technology into introductory chemistry is the next step in the continuous reform in the Department of Chemistry. The workstations allow the laboratories to move from traditional 'recipe' experiments to inquiry-based experiments by decreasing the amount of time needed for data acquisition. This allows students more time to analyze, to interpret data, and to develop critical thinking skills necessary to be successful in the work place. Current experiments are being revised and new experiments are being adapted from a variety of sources, including ChemLinks modules, the Middle Atlantic Discovery Chemistry Project (MADCP), and other literature sources, to make full use of the new equipment, such as pH sensors to monitor pH changes in a titration reaction. The workstations also are being used to modify 'traditional' lecture settings to a more active learning environment by using 'mini' lecture experiments, CD-ROMs, and internet sites such as those provided through ChemLinks and others. As a result, professors are able to address the multiple learning styles of our students. For example, difficult concepts such as valence shell electron pair repulsion are addressed by the blackboard, models, and computer simulated 3-D models from websites and CD-ROMS. The workstations also are used for inquiry-based lecture learning using ConcepTests developed by New Traditions and activities from ChemLinks modules. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Welch, Sally Steven Scribner Marygrove College MI Susan H. Hixson Standard Grant 13066 7428 SMET 9178 7428 0000099 Other Applications NEC 0088168 January 1, 2001 Development of Environmental Geochemistry Modules Across an Earth Science Curriculum. Geology (42) This project is incorporating new analytical instrumentation in undergraduate instructional laboratories -- an ICP-AES and an ion chromatograph (IC). With these instruments, we are restructuring the Earth Science curriculum, putting more emphasis on learning geochemical principles and processes, following the recommendations in Ireton, Manduca, and Mogk, "Shaping the Future of Undergraduate Earth Science Education" (AGU, 1996). Five key changes are taking place. (1) Upper-level courses in geochemistry are being redesigned to focus on low-temperature and environmental geochemistry. The laboratory component to these courses includes a skills enhancement component and a project component. (2) The project component is teaching students to develop a research proposal with an experimental design, to implement the research, and to analyze the research findings with an emphasis on technical writing skills. This part of our project is adapting the work of Catherine Carlson in designing a hydro-geochemistry course at Eastern Connecticut State University, "Field Research as a Pedagogical Tool for Learning Hydrogeochemistry and Scientific Writing Skills," Journal of Geoscience Education (1999) Vol. 47, pp. 150-157. (3) We are adding a project-based component to the introductory geology course, giving students experience in the use of analytical instruments, data collection, and analysis. This feature is adapting the approach developed by Dunnivant et al., "A Comprehensive Stream Study Designed for an Undergraduate Non-Majors Course in Earth Science," Journal of Geoscience Education (1999) Vol. 47, pp. 158-165. Students are required to undertake an environmental investigation using locally available groundwater and surface water resources. (4) We are providing enhanced opportunities for undergraduates in the honors program and in independent study to use advanced analytical techniques in their projects. (5) In addition we are providing enhanced opportunities for undergraduates in the senior seminar. We have redesigned this seminar to be a capstone course. The objective is to increase students' ability acquire and interpret geochemical data in support of broader earth science concepts and theories. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Noll, Mark SUNY College at Brockport NY Jeffrey G. Ryan Standard Grant 18446 7428 SMET 9178 7428 0000099 Other Applications NEC 0088169 January 1, 2001 Incorporating FTNMR Across the Two-Year College Chemistry Curriculum. Chemistry (12) Nuclear magnetic resonance (NMR) is an indispensable tool for the determination of the structures of molecules, the analysis of chemical mixtures, and the determination of reaction kinetics. Efforts to provide students with hands-on experience using NMR in the laboratory are greatly aided by converting an outdated Varian EM360 continuous-wave NMR spectrometer into a modern multinuclear Fourier-transform instrument (FTNMR). This cost-effective, user-friendly solution allows rapid data acquisition, making student collection of spectra a routine procedure. Adaptation of experiments from the Journal of Chemical Education and incorporation of FTNMR into current experiments allow students at all stages of their chemical education to have access to the instrument. FTNMR is used across the curriculum to demonstrate the power of the technique in Introductory Chemistry, to determine molecular structure in General Chemistry, and to perform multinuclear and two- dimensional experiments in Organic Chemistry. Early and continued exposure to FTNMR reinforces important chemical concepts, engages students, helps develop their problem-solving skills, and exposes them to the uses of technology in chemistry. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Larson, Wayne Patricia Young Diablo Valley College CA Eileen L. Lewis Standard Grant 25562 7428 SMET 9178 7428 0000099 Other Applications NEC 0088170 May 1, 2001 Hydrogeology Laboratory Improvement for Enhancing Undergraduate Teaching and Research in Water Sciences. Geology (42) This project has two objectives. One is to provide University of Northern Iowa students with an opportunity to learn the fundamental concepts that explain observed patterns of surface and subsurface water resources pollution. The other is to provide them with opportunities to improve their analytical skills by using modern laboratory equipment. The project is centered on the use of a new ion chromatography system. The installation of this system has enhanced the analytical capability of the undergraduate hydrogeology laboratory in the Department of Earth Science. This new ion chromatograph is being used to monitor water flow and quality using a newly built on-campus monitoring well site. A related dimension of our project is an on-going process of laboratory curriculum improvement. In this project we are implementing the recommendations of Texley and Wild, "NSTA Pathways to the Science Standards: Guidelines for Moving the Vision into Practice," National Science Teachers Association, 1997, and following the recommendations of Clough and Clark, "Cookbooks and Constructivism: A Better Approach to Laboratory Activities," The Science Teacher, Vol. 61, No. 2 (1994) pp. 34-37. New exercises are being added to the lab component of various courses, such as Hydrogeology, Environmental Hydrology, and Physical Geology. These exercises are providing the students with increased opportunities to develop critical thinking skills and a scientific attitude. Many of these exercises are field-based hands-on experiences designed to facilitate student understanding of the fundamentals of water-rock interactions in subsurface geologic systems. In the impacted courses, students are collecting ground water and stream water samples from polluted and unpolluted areas, from areas of varying land use practices, and from landfill sites. Students are then analyzing these samples using ion chromatography for their common inorganic ion content. Students are also studying groundwater flow by using ion tracers (bromide, chloride, and others) in both simulated lab systems and in the field plots. These exercises are teaching them the concepts of prevalent chemical characters and leachate migration, improving their understanding of how land use practices cause subsurface water pollution, and many of the derivative environmental consequences of subsurface water pollution. This project is making it easier for the students to find a link between their classroom and laboratory learning and the real field situation. This expansion of available laboratory exercises in water-related classes is giving our students more opportunities to prepare for employment in environmental services companies as well as for further study at the graduate level. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Iqbal, Mohammad University of Northern Iowa IA Myles G. Boylan Standard Grant 13805 7428 SMET 9178 7428 0000099 Other Applications NEC 0088172 February 15, 2001 Adapting Interdisciplinary Materials Science into Chemistry and Physics. Interdisciplinary (99) This project is introducing and integrating an interdisciplinary materials science emphasis into the undergraduate chemistry and physics programs. The objective of this new materials science and applied technology emphasis is to increase the number of undergraduate students choosing to study chemistry and physics, to foster collaboration, and to prepare students for increasingly interdisciplinary industry or research careers. The project includes development of a laboratory-based, team-taught interdisciplinary materials science course, and introduction of innovative discovery-based projects into the freshman laboratories. The project is adapting an inter-departmental approach utilized at Gustavus Adolphus College as well as specific laboratory projects developed in the materials physics course at Miami University. An upper-level course is using investigative, hands-on projects that model modern research collaborations in physics and chemistry. It is adapting an innovative, expert/novice, peer-learning scheme from Miami University in which students from two disciplines learn from each other. The hands-on projects in the course include the study of metals, semiconductors, superconductors, polymers, and other materials science topics presented from the perspectives of both disciplines. The equipment requested for this project is improving the freshman as well as the upper level chemistry and physics laboratory courses, providing a foundation for a materials science/applied technology emphasis in both departments. The equipment complements the expertise of the current faculty, and thereby helps to ensure the on-going growth of collaboration between the two departments beyond this specific project. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Sibley, Scott Sasha Dukan Goucher College MD Susan L. Burkett Standard Grant 82472 7428 SMET 9178 7428 0000099 Other Applications NEC 0088173 March 1, 2001 Gas Chromatography - Mass Spectrometry Throughout the Chemistry Curriculum. Chemistry (12) Mass spectrometry (MS) has become one of the premier techniques for the identification of molecules and macromolecules. Recent developments in MS instrumentation and interfaces have ushered in a new era of chemical analysis that demands that scientists have knowledge of and experience with MS. While gas chromatography-mass spectrometry (GC-MS) is one of the oldest of the hyphenated techniques, it remains one of the better and most cost-effective means for teaching mass spectrometry to undergraduates. This acquisition is allowing the introduction of MS at all levels of the curriculum and to offer experiences in MS never before possible in our program. The new instrument has the following crucial features: (1) an attached autosampler to provide unattended analysis of samples; (2) access to chemical ionization to provide beginning students with less complex mass spectra; i.e., those that contain intense "molecular ion" peaks for easier molecular weight determination; and (3) an ion trap mass analyzer rather than a quadrupole that makes possible trace analysis experiments that depend upon the selectivity and sensitivity provided by GC-MS-MS. Guided inquiry and discovery-based experiments involving GC-MS that had good success at other institutions are being adapted or directly implemented into six courses in the curriculum by four of our eight full-time chemistry faculty. Students' knowledge of mass spectrometry is evolving from simple molecular weight information, introduced in general chemistry, to qualitative and quantitative analysis in the organic and analytical chemistry core courses, to analysis of fragmentation patterns and tandem mass spectrometry experienced in two advanced laboratory courses. Our research efforts with undergraduate students are being enhanced as well. This project is supporting major changes in our local general chemistry program and that may serve globally as a model for the integration of both routine and advanced applications of GC-MS in an undergraduate chemistry curriculum. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Thompson, Robert Michael Nee Albert Matlin Oberlin College OH Alexander Grushow Standard Grant 41772 7428 SMET 9178 7428 0000099 Other Applications NEC 0088177 July 1, 2001 NMR Spectrometry Across the Chemistry and Physics Curriculum. Chemistry (12) NMR has revolutionized the modern study of chemical structure and dynamics and all chemistry students need to understand and experience its manifold capabilities. Therefore, a primary educational objective is to increase and diversify the student's exposure to state-of-the-art NMR so they may discover and apply its versatility to challenging problems they will encounter in their professional workplace. The timely and excellent article of Davis and Moore [Journal of Chemical Education, 1999, and the National Science Foundation Division of Undergraduate Education, Award #9751056] is serving as a model for curricular changes and, after modifying some of their experiments and adapting results from our own research and published sources (mainly the Journal of Chemical Education), this model is being implemented. A 300 MHz FTNMR spectrometer is being used to introduce students to NMR techniques as freshmen and then to give them progressively more sophisticated experiences as they proceed through advanced courses and undergraduate research. NMR is serving as a central theme in the chemistry/ biochemistry (14 experiments in 9 courses) and physics (3 experiments in 2 courses) programs. Students are learning about chemical shifts, spin-spin splitting patterns, quantitation using integrated peak intensities, and simple decoupling in their freshman and introduction to organic chemistry courses. NMR characterization of student-synthesized compounds is now routine. In advanced organic chemistry, students are progressing to 2-D COSY and HETCOR techniques. Extension of NMR to solid state and inorganic applications are part of the analytical chemistry course. A metabolic reaction is monitored by NMR in the biochemistry course. The thermodynamics of a keto-enol equilibrium, a gas-phase isotope exchange study, and the spin-saturation technique as an introduction to the kinetics of molecular internal rotation, are investigated with NMR in the physical chemistry laboratory. In physics, students examine the free induction decay of nuclei in an external field, Knight shifts, and the coupling of nuclear magnetic moments with their local environments. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Anderson, Stanley David Marten Nivaldo Tro Allan Nishimura Warren Rogers Westmont College CA John D. Dwyer Standard Grant 98459 7428 SMET 9178 7428 0000099 Other Applications NEC 0088178 January 1, 2001 Pair-Learning in Undergraduate Computer Science Education. Computer Science (31) This project is developing materials and techniques for implementing pair learning in undergraduate computer science laboratory exercises and programming assignments. Pair-learning is a technique for educating computer science students in which students work on programs in pairs at one computer. We are conducting educational studies at diverse institutions to measure the impact of pair-learning on our students' aptitude for, and attitudes toward, computer science. Based on this experience, we are creating and disseminating educational materials for teachers, teaching assistants, and students to support the transition from solo-learning to pair-learning. These materials include: a textbook, lecture slides, laboratory exercises, a collaborative web site, a web-based data tracking tool, teaching assistant training materials, and journal and conference presentations and publications. We conducting longitudinal studies of the performance of students in classes in which pair-learning is used and in all subsequent computer science classes. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Williams, Laurie North Carolina State University NC Robert Stephen Cunningham Standard Grant 227110 7427 SMET 9178 7427 0000099 Other Applications NEC 0088183 March 1, 2001 Communications, Signal Processing and VLSI: Education Under a Common Framework. Engineering - Electrical (55) The Department of Electrical and Computer Engineering at Rowan University is configuring a novel method of teaching the junior level Communications (COMM), Digital Signal Processing (DSP) and Very Large Scale Integration (VLSI) courses under a common framework. These three courses are taken concurrently during the spring semester of the junior year. The main developed prototype is a laboratory manual. A long term goal is to use this prototype to develop a laboratory oriented textbook. There has been a historical division and separation of the fields of Communications, DSP and VLSI in electrical engineering education. This separation has crept up to the very high professional circles in both industry and university. Engineers specialized in one area find it hard to collaborate with their colleagues, and separate cliques within the department start to form. This type of segregation is no longer acceptable as we must provide an integrative experience at the undergraduate level. This integrative experience enables the students to better comprehend the conceptual relationships of COMM, DSP and VLSI. This is highly beneficial for undergraduate students that enter industry or go on to graduate school. Twelve interdisciplinary experiments that cut across individual course boundaries and that integrate hands-on experience and software simulation are being developed. The first four experiments deal with the very basic concepts. The next four experiments expose the students to multimedia standards approved by industry. The last four experiments deal with various applications that link COMM, DSP and VLSI. Software is integrated with the experiments through MATLAB and SIMULINK, C/C++ and Mentor Graphics. Our new laboratory is assessed by comparison with conventional experiments that merely demonstrate the theory taught in the classroom. The regional industrial partners help in assessing our project. The dissemination plan includes journal and conference papers, the creation of a new laboratory manual, use of the World Wide Web and the distribution of material in the form of CD-ROMs and videotapes. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Ramachandran, Ravi John Schmalzel Steven Chin Linda Head Shreekanth Mandayam Rowan University NJ Russell L. Pimmel Standard Grant 74939 7427 SMET 9178 7427 0000099 Other Applications NEC 0088184 January 1, 2001 User-Centered Web Site Design. Computer Science (31) We are creating a course in User-Centered Design for computer science majors. The intent is not to turn computer science students into graphics designers, but to provide them with the background and tools necessary to enable successful participation in a wide range of projects. In particular, web site design offers a key application area for the techniques taught in this course. Products resulting from our project are: a textbook, instructor's manual and web materials. As well, we are offering workshops as the area of user-centered design is new to many faculty. The intent is to provide a "turnkey" course for faculty use in this new and underserved area of computer science. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR McCracken, Daniel Rosalee Wolfe CUNY City College NY Robert Stephen Cunningham Standard Grant 251575 7427 SMET 9178 7427 0000099 Other Applications NEC 0088185 May 1, 2001 Inquiry -based Learning through Team Projects in a Cell Biology Lab Course. Biological Sciences (61) Through this project, we are implementing a new undergraduate laboratory course in Molecular Cell Biology (MCB). The MCB Lab is an upper division elective providing an intensive, inquiry-based lab. The inquiry-based format enables students to develop an understanding of the research process as a means to investigate cell structure and function. The MCB Lab is available to students in the Biology, Molecular Biology and Microbiology, and Chemistry Departments at the University of Central Florida in Orlando. The lab course integrates technology into the classroom through the use of video microscopy and modern computer imaging systems as well as the use of modern biochemical and molecular techniques and instrumentation. The MCB Lab adapts the use of green fluorescent protein (GFP) constructs to the undergraduate laboratory setting. The course adapts elements of the NSF project DUE#9952672, "Developing research-based laboratories in cell biology using green fluorescent protein as a unifying theme" and of the research literature using GFP fusion protein markers. During the semester course, students investigate the molecular basis of eukaryotic cell compartmentalization and cytoskeletal dynamics using various GFP fusion proteins as specific markers. This enables students to observe cellular behaviors in vivo using fluorescence video microscopy. GFP fusion proteins can also be detected biochemically and this feature enables students to integrate their view of eukaryotic cell structure and function by correlating microscopic localization with biochemical behavior of the GFP fusion proteins. The outcome of this work is a significant improvement in student learning through inquiry based activities and increased student enthusiasm and thus retention in the life sciences. This project addresses a local need that reflects a national concern: preparing undergraduates in the SMET areas for careers in the sciences, including professional schools, graduate programs, or research positions in academic or industrial settings. The MCB Lab addresses a limitation in the current curriculum by providing a modern inquiry based lab experience to complement lecture curriculum, enriching the undergraduate laboratory curriculum, providing a substantive undergraduate research experience, and preparing students for continued research in faculty research programs. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Morrison-Shetlar, Alison University of Central Florida FL Terry S. Woodin Standard Grant 88124 7428 SMET 9178 7428 0000099 Other Applications NEC 0088187 January 1, 2001 Science and Mathematics Teachers for the New Millenium: An Online Virtual Classroom for Tomorrow's Urban Teachers. Interdisciplinary (99) We are implementing an innovative distance education -based program at Associate Degree colleges of the City University of New York which begins to prepare students to become secondary school teachers of science and mathematics. The project seeks to address the critical shortage of science and mathematics teachers in hard-to staff urban secondary schools, the need to increase the pool of underrepresented minorities and women as science and mathematics teachers, and the need to involve two year colleges in the teacher preparation effort. The outcomes of the project will be (1) an increase in the number of students from community colleges and other colleges with Associate Degree programs who are recruited and begin their preparation to become certified science and mathematics teachers for the secondary schools; (2) an improvement in the quality of students' learning about science and mathematics concepts and effective educational practice in these subject areas. The longer range goal is an increase in the number of science and mathematics majors who become state-certified teachers in secondary schools with large enrollments of disadvantaged students. The key elements of the project are: (1) use of technology-based distance education to offer Education courses to Associate Degree students at various campuses, and the use of these technologies to foster the sense of an online learning community; (2) faculty liaisons at each partner campus to serve as counselors and mentors to the students, to provide motivational support, and supervise activities designed to create a closely knit learning community of program participants; (3) field-based teaching experiences, with master teacher mentoring, for students as part of their earliest education course; and (4) active recruitment, advisement and transfer orientation efforts to ensure success in meeting enrollment and retention targets and to smooth the transition to a four-year institution. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Weiner, Michael Ellen Goldstein CUNY City College NY Robert Stephen Cunningham Standard Grant 199979 7428 SMET 9178 7428 0000099 Other Applications NEC 0088190 July 1, 2001 Inquiry-Based Cellular Immunology Components Added to the Immunology Laboratory Curriculum. Biological Sciences (61) Immunology is an exciting discipline that has been at the forefront of modern biological research. Twenty five Nobel Prizes have been awarded in Immunology in the past century which is a testament to the rapid rate at which our understanding of Immunology advances. Thus, immunology teachers must continually stay abreast of new developments and incorporate them into their lecture and laboratory curricula. The Immunology course at the University of Wisconsin-La Crosse (UW-L) contains a laboratory based primarily on traditional antigen-antibody interactions. The PI of this project has been very successful at modifying existing exercises so that they are more inquiry based and emphasize quantitative skills, critical thinking and student design of experiments. Although much of the explosive growth in knowledge and methodologies in immunology has been in cellular aspects of the science, laboratory exercises that focus on cellular immunology are lacking. The objectives of this project are 1) to implement a series of cellular immunology exercises in the UW-L Immunology course and 2) to design inquiry based experiments. Exercises that are being developed provide students the opportunity to design, carry out, and analyze experiments on T cell proliferation, cloning and screening of hybridomas to produce monoclonal antibodies, and flow cytometric analysis of cells of the immune system. These curricular changes are intended to enhance students' ability to design experiments using modern technology, enhance their quantitative and computer skills, and provide them with experience in methods widely used in biological research and medical diagnostics. The experiments also aim to enhance students' understanding of important concepts of cellular immunology presented in the lecture component of the course. The new laboratory investigations are an adaptation of and reflect recent trends in the clinical and research aspects of immunology, and are modeled pedagogically after contemporary science education literature . The PI has a strong track record in designing inquiry-based laboratory exercises, and has extensive research experience in cellular immunology, but requires additional equipment to accomplish these objectives. This project impacts a large target audience as Immunology is required by all Microbiology and Medical Laboratory Science majors and is a popular elective for Biology/Biomedical majors. It is the highest enrollment upper lever course in the Microbiology Department at UW-L with enrollments of 80-120 students per year. This projects is serving as a model for other faculty in the Department and University as they move toward more inquiry-based laboratories. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Taylor-Winfrey, Bernadette University of Wisconsin-La Crosse WI Herbert Levitan Standard Grant 21651 7428 SMET 9178 7428 0000099 Other Applications NEC 0088194 June 1, 2001 A Networked Classroom for Polarized Light Microscopy to Improve Student Learning in the Microscopic Examination of Geologic Materials. Geology (42) The Geology Department at Hamilton is adapting the concept of the "studio classroom", which has been used successfully at other institutions to teach physics, mathematics, and engineering, to create a networked studio classroom for polarized light microscopy. The project combines the systematic use of technology within an environment that enables cooperative learning. The "studio" features clusters of four petrographic work stations configured to promote student group work. Each petrographic microscope has an integrated live video feed networked to a computer at the cluster. The instructor has a central work station with incoming video feeds, one from each cluster, and two outgoing feeds, one to each of two data projectors. The instructor's work station serves as a selection and switching device so that a real- time video image from any of the microscopes can be delivered to either of the data projectors for display on a large screen for student discussion. The classroom allows us to revolutionize teaching of the microscopic study of geologic materials in virtually all courses in the Department and to introduce inquiry- based activities, cooperative learning, and group learning that are difficult in a traditional microscopy lab, where each student works in isolation. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Bailey, David Barbara Tewksbury Eugene Domack Hamilton College NY Terry S. Woodin Standard Grant 75399 7428 SMET 9178 7427 0000099 Other Applications NEC 0088204 June 1, 2001 Math Foundations in CS 1 & 2 for Less Selective Institutions. Computer Science (31) By developing modules which integrate foundational mathematical concepts with computer science coursework, we will provide students with motivated development in the mathematics required for success in computer science. We are developing modules which students work with asynchronously at their pace; these modules directly tie mathematics to computer science problems. The modules assume only high school algebra, but will bring students to the maturity and knowledge level that they require in order to succeed. We are adapting peadagogical materials from "Crossroads in Mathematics" a report by the American Mathematics Association from the classroom environment envisioned in the report to our online, asynchronous approach; and curricular materials from two well-established sources: Gries and the Math-Thinking Group who have developed a heavily mathematics-based approach to computer science education and a text by Aho and Ullman, which emphasizes the mathematical modelling of computer science concepts. This project takes the mathematical material used in these approaches and ties it to the content of early computer science courses. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Lloyd, William Adel Abunawass Rebecca Rizzo University of West Georgia GA Stephen C. Cooper Standard Grant 46950 7428 SMET 9178 7428 0000099 Other Applications NEC 0088205 September 15, 2000 Far Infrared Fourier Transform Spectrometer for Undergraduate Physics Experiments. Physics (13) The motions of atoms within a molecule or a crystal lattice constitute one of the most fundamental physical phenomena of multi-atom systems, yet few undergraduate physics curricula include experimental studies of vibrational properties. Modern spectrometers can measure frequencies into the far infrared using the Fourier Transform method and are well suited to operation by trained undergraduates. In this project, students are using a far infrared (FIR) Fourier Transform (FT) spectrometer in undergraduate physics experiments, so that they will become familiar with this important technique and see basic physics concepts brought to life. The spectrometer is being used to enhance the laboratory component of the Modern Physics course, to overhaul the Experimental Condensed Matter Physics course, to expand the number of student-faculty research projects, and to engage in collaborations with the Chemistry Department. Students are progressing from studying vibrations of diatomic molecules in the gas phase, to vibrations of large fullerene cages imbedded in a molecular solid, to phonons in simple ionic crystalline lattices. The second year Modern Physics laboratory is incorporating an expanded version of a classic experiment in rotations and vibrations of gas phase HCl. The dual far and middle infrared capability of the instrument allows students to observe excitations of pure molecular rotations at low frequency, and recognize them again as fine structure on top of vibrations in the middle infrared region. Two experiments in FIR vibrational spectroscopy are effecting a major revamping of the advanced Experimental Condensed Matter Physics course. The first, adapted from the research literature and the undergraduate work of students at the L. Eotvos University and the Technical University of Budapest, demonstrates the central role of symmetry in determining vibrational properties of pristine and photo-polymerized c60. The second, based on an experiment that was recently implemented at Reed College, connects a simple 1D lattice dynamics calculation to the observation of optical phonon modes in a real physical system. Another goal of this project to take advantage of an opportunity to reach an unprecedented number of women physics majors at Colby, as indicated by pre-registration numbers for the fall 2000 Modern Physics course. By providing an exceptional undergraduate program of experimental physics, we hope to further the careers of these young women, inspire them to become role models for others, and maintain a critical mass of women in the program. Evaluations of the project will consider specifically their impact on female students as well as on student learning in general. Students will disseminate the results at conferences for undergraduates, and in education or research journals, as appropriate for the work. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Long, Virginia Colby College ME Duncan E. McBride Standard Grant 54983 7428 SMET 9178 0000099 Other Applications NEC 0088208 January 1, 2001 Adaptation of a Team-based Materials and Process Selection Course for Manufacturing Undergraduates. Engineering - Materials Science (57) The Manufacturing Engineering program at Kettering University is undergoing a revamping of its curriculum to reduce the number of required core courses, while still providing students with experiential learning in materials processing and manufacturing systems. As a part of this restructuring of the curriculum, the program is introducing a new course which focuses on the selection of materials and processing routes for engineered products. Much of the content and pedagogy for the course is being adapted from successful projects at California Polytechnic University San Luis Obispo and at Virginia Tech. The course introduces these concepts in the framework of developing a manufacturing strategy for producing a real product in a team environment. This introduces students to concepts such as material selection, process selection, life- cycle engineering, economic decision making, risk and product liability assessment, engineering communication, project planning and engineering ethics. To implement this change, the faculty are incorporating the use of a graphical material property and processing selection database. The new course is being introduced over a two-year period to provide time for evaluation, assessment and re-design. Outside evaluators familiar with both the technical aspects and with pedagogical methods will assist in developing and implementing assessment tools to evaluate the specific outcomes of the course. By adapting and implementing approaches used at other institutions, this new course will serve as a catalyst for change in courses throughout the university. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Harding, Trevor Charles White B. Lee Tuttle Gwan-Ywan Lai Kettering University MI Kenneth Lee Gentili Standard Grant 45671 7428 SMET 9178 7428 0000099 Other Applications NEC 0088211 May 15, 2001 Discovery-Based Science and Mathematics in an Environmental Context. Interdisciplinary (99) This project is forming the foundation for the science curriculum in the Honors College, a brand new liberal arts college being built within the larger Florida Atlantic University system. Through this project the College is developing a discovery-based approach to learning by introducing year-long student projects in first and second year biology and chemistry courses. It is promoting interdisciplinarity by creating educational links among the sciences and between mathematics and the sciences. It is bringing science and mathematics out of the classroom and into the community, using local ponds, lakes, forests and greenways as science laboratories. And for both faculty and students, it is integrating teaching, learning and research in a holistic form of scholarship. The common thread in discovery-based learning, interdisciplinary links, and the community laboratory is long-term environmental research projects in which student and faculty teams study the water quality in the dozens of area ponds, the diversity of wildlife in the more than 250 acres of preserves, and the impact of a growing population on the environment. Such an approach is possible because the College is located in the midst of the planned -- but not yet completed -- community of Abacoa, a mixed residential and urban center which is being built around the college campus. The community projects are bring supported in the laboratory through the use of a gas chromatograph-mass spectrometer (GC- MS), which provides a powerful means for detecting and identifying chemical compounds; and a geographic information system (GIS) lab, which provides a variety of tools for spatial analysis and modeling of large heterogeneous data sets. The GIS lab is also providing a computer classroom for team- teaching new, interdisciplinary, linked courses. The effort is an adaptation and expansion of NSF-funded projects that have focused on discovery-based learning and undergraduate research activities as a means of achieving interdisciplinary learning in the sciences. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Fitchett, Stephanie William Green Blake Mellor Paul Kirchman Mwangi Githinji Florida Atlantic University FL Terry S. Woodin Standard Grant 187054 7428 SMET 9178 7428 0000099 Other Applications NEC 0088212 January 1, 2001 An Enhancement of WebWork - a Web-Based Homework Program. Mathematical Sciences (21) This project is focusing on the adoption and enhancement of WeBWork, an internet- based system developed at the University of Rochester for generating and delivering homework problems to students. The project is adapting WeBWork to several areas of the mathematics curriculum, especially at the elementary level. It is also investigating its applications in other disciplines, particularly physics and economics. Once the project enhances WeBWork to a level that will make it easily adaptable and usable in a variety of environments, it will serve as a resource to other clients, including other departments at the university, other universities and several high schools in the state. The project is modifying the interface of WeBWork so that a faculty member with minimal computer skills can manage an entire course independently. It is also developing a default set of homework problems which an instructor can change or select by accessing a database of linked problems. WeBWork now provides only answers to problems. As a much needed aid to the students, this project is developing complete solutions to problems and creating a database, that would be separate from the homework exercises, consisting of "tutorials" that would provide meaningful hints and step-by-step solutions to problems. Students have indicated a great interest in such a bank of "practice problems." At the present time, WeBWork is structured to accommodate only pre-calculus and calculus. Thsi project is adapting it to Finite Mathematics, which covers topics from sets, probability, linear systems, matrices, linear programming and applications to problems from business and the social sciences. WeBWork has many possible applications to courses of this type, but at present it cannot accommodate linear analysis, particularly matrix manipulation. This project is utilizing Maple within WeBWork to analyze and process student answers for this course. This takes WeBWork in a significantly new direction. Overall the project's objective is to make WeBWork easy-to-use, complete and sufficiently flexible to be employed in a variety of environments. To assist in making WeBWork more easily adapted, workshops are being held during the academic year and during the summer months so that potential instructors can more easily see how the program can be implemented and customized for their own particular use. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Ziemer, William William Wheeler Indiana University IN Elizabeth Teles Standard Grant 139921 7428 SMET 9178 7428 0000099 Other Applications NEC 0088217 January 1, 2001 Disseminating Successful Strategies for Implementing Field Work in Undergraduate Science Curricula. Interdisciplinary (99) This project is focused on disseminating broadly successful strategies and methods for enhancing undergraduate interest in science through stressed stream analysis. Twenty workshops are being conducted for science and engineering faculty who are interested in learning how to design new courses or integrate into existing courses environmental analysis concepts and state-of-the-art techniques (e.g. biotic indices, electrophoresis, geographic information systems, automated water quality analysis, toxic organic chemical detection in environmental samples, and spreadsheet modeling). Admission to these workshops is based on participants plans for incorporating workshop materials into courses and curricula at their home institutions. Participants pay their own travel expenses and the workshops pay all other expenses. These 3-day workshops are teaching faculty how to organize student teams for collecting data needed to prepare environmental impact statements for real, local problems. Participants receive fully documented course materials with easily adaptable sample exercises, work with regional faculty workshop leaders to modify courses and curriculum at their own institutions, and learn how to sustain this process. The workshop activities are also supported by ample opportunities for follow up with faculty leaders and other participants. Fifteen of the workshops are being conducted at regional sites at the rate of 3 per year, and five are being conducted at the national meetings of different scientific societies, at the rate of 1 per year, including at least one national meeting of an organization of minority scientists. The project leaders are offering full travel allowances for underrepresented minority faculty. CCLI-NATIONAL DISSEMINATION DUE EHR Haynes, James Michele Hluchy SUNY College at Brockport NY Myles G. Boylan Standard Grant 1045051 7429 SMET 9178 7429 0000099 Other Applications NEC 0088222 April 15, 2001 Integration of an FT-NMR into Chemistry and Physics Curricula. Chemistry (12) A Varian 360-L NMR spectrometer which has been converted to a Fourier Transform instrument has become an integral part of the laboratory experience of students at this institution's Department of Chemistry and Physics. It has enhanced undergraduate student research projects and increased interaction between sections of the Department. It is critical to curriculum development as the Department emphasizes the multidisciplinary and interdisciplinary nature of science. Students from a local community college are provided access to the instrument. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Hermann, Christine Walter Jaronski Cindy Burkhardt H. Francis Webster Radford University VA Eileen L. Lewis Standard Grant 37313 7428 SMET 9178 7428 0000099 Other Applications NEC 0088226 June 1, 2001 Benefiting Women Science Students by Incorporating Capillary Electrophoresis Technology into Chemistry Curriculum. Chemistry (12) Hood College, a liberal arts college focusing on the education of women, is introducing capillary electrophoresis (CE) technology into General Chemistry, Analytical Chemistry, and Biological Chemistry courses. The CE applications are being adapted and implemented from the research and educational literature, targeting these applications toward a different audience, our women students. Since the concepts underlying separation techniques are fundamental to research in many areas of science and since capillary electrophoresis is rapidly becoming the separation tool of choice in many modern laboratories, it is important for students to become knowledgeable with this technology. We are incorporating CE separation of caffeine in beverages into our General Chemistry courses and some of these students are using CE separations for their end-of-the-year project. In Analytical Chemistry, students are gaining an understanding of separation parameters through the application of CE technology in the investigation of "real world" problems such as water pollution. In Biological Chemistry, CE is being used to investigate amino acid charge/pH relationships, to sequence a dipeptide, to separate DNA restriction fragments, and to investigate parameters important in protein separations. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Smith, Sharron Kevin Bennett Hood College MD John D. Dwyer Standard Grant 28150 7428 SMET 9178 7428 0000099 Other Applications NEC 0088227 January 1, 2001 Integration of High Field NMR into the Chemistry Curriculum. Chemistry (12) To enrich the current undergraduate science education, NMR will be integrated throughout the chemistry curriculum to engage students majoring in chemistry, biology, neuroscience, and other fields. Students will experience the discovery of scientific inquiry through investigation of molecular structure. Extensive use of NMR will begin early in the organic chemistry sequence and will continue through senior student/faculty research. Most of the laboratory experiments are adapted from J. Chem. Educ. (JCE) articles or NSF-DUE sponsored work. In organic chemistry molecular symmetry and carbon substitution will be introduced early via 13 C NMR and DEPT experiments as reported by Reeves-JCE'98. Stereoisomers and 19 F NMR will be explored according to the combined work of Branz-JCE'85, Piers-JCE'89, and Rojas-DUE-9952633. Homonuclear and heteronuclear correlation, as well as NOESY, spectra will be used to make proton and carbon assignments. These two dimensional experiments will provide hard evidence for spectral assignments in labs, which have suffered from lack of student analysis, see Piers-JCE'91; Mills-JCE'96; Castro-JCE'98; and McDonald, DUE- 9850423. The instrumental methods course will explore magnetic susceptibility and anisotropy, see Arnold-JCE'98. Physical chemistry labs will implement variable temperature NMR studies for kinetics and thermodynamic determinations based on conformational isomers according to Brown-JCE'98 and Dwyer-JCE'98. Mathcad exercises will also be employed to help students understand how the Fourier transform process works. Senior courses in biochemistry and advanced organic will further utilize 2D techniques, plus 31 P NMR, for analysis of gramicidin S and adenosine phosphates, see Lee-JCE'96 and Craik-JCE'91. Student/faculty research projects will likewise benefit from a modern high field NMR. The new instrument will include gradient capabilities to drastically reduce acquisition times and a higher field strength magnet to improve resolution. A broadband probe is essential for several student/faculty research projects. This instrument and the revised curriculum will together help to educate students, excite them about the power of modern NMR spectroscopy, and prepare them for careers in the chemical sciences. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Nolen, Ernest John Cochran Roger Rowlett Martha Reynolds G. Richard Geier, III Colgate University NY Elizabeth M. Dorland Standard Grant 186750 7428 SMET 9178 7428 0000099 Other Applications NEC 0088228 June 1, 2001 Enhancing the Chemistry Curriculum with FT-NMR Spectroscopy. Chemistry (12) The Department of Chemistry at St. Mary's College of Maryland is developing a more learner-centered curriculum that is supported by appropriate pedagogical practices and technological tools. Inquiry-based laboratory experiences adapted from both the research and educational literature are viewed as an essential element of this effort. The department has purchased a 300 MHz FT-NMR spectrometer that is being used to support the departments on-going efforts to incorporate inquiry-based laboratory work into the chemistry curriculum. With access to the FT-NMR, additional experiments are enhancing courses where inquiry methods have already been introduced and are allowing the incorporation of inquiry activities into additional courses. The set of inquiry-based experiments in the General Chemistry courses are being modified to include an exploration of atomic structure using the FT-NMR. Inquiry activities using the FT-NMR are also being introduced in the organic, inorganic, and advanced spectroscopy courses. Students are incorporating the use of routine FT-NMR for the characterization of products synthesized in their laboratory work. In subsequent courses, they are using sophisticated techniques such as COSY, DEPT, HETCOR and pulse sequences. As a graduation requirement, all students are now required to complete a year-long student research project, the St. Mary's Project. The FT-NMR is especially useful to many students as they explore various aspects of chemical structure and reactivity. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Koch, Andrew Allan Hovland St Mary's College of Maryland MD Kathleen A. Parson Standard Grant 135610 7428 SMET 9178 7428 0000099 Other Applications NEC 0088236 May 1, 2001 Implementing Studio and Cooperative Learning Models in Mathematics Education. Mathematical Sciences (21) The objective of this project is to reform mathematics instruction at UTPA by adapting cooperative learning models with technology in a studio classroom environment similar to the ones used at California Polytechnic State for Statistics, and at Dickinson College and Kansas State for physics. Mathematics and its Application in Engineering and Science developed at Rensselaer Polytechnic Institute, The Linear Algebra Modules Project developed by Herman, King, Moore, and Pepe, and the Geometry Teachers Activities Kit developed by J. A. Muschla and G. R. Muschla, are implemented in calculus, linear algebra, and geometry respectively. The equipping of two classrooms with computers, software, and other support materials enables faculty to provide a learning environment that emphasizes learning via discovery, exploration of concepts, and visualization. By implementing studio instruction in the gateway courses of calculus, linear algebra, and geometry, the education of pre-service secondary mathematics teachers, mathematics majors and minors, and engineering and science students is effected. Several outcomes are achieved from studio instruction. First there is increased confidence of pre-service mathematics teachers in their use of technology in secondary school classroom instruction. Also, the engineering and science major's ability to apply their mathematics training in their subsequent education is reinforced. And finally, students' understanding of geometric concepts in linear algebra and the ties between linear algebra and geometry are improved. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Taylor, Monty William Watkins Roger Knobel John Bernard University of Texas - Pan American TX Daniel P. Maki Standard Grant 100000 7428 SMET 9178 7428 0000099 Other Applications NEC 0088243 July 1, 2001 Making the Connections: An Integrated Approach to Physical and Inorganic Chemistry Laboratory. Chemistry (12) This project addresses the need to stimulate undergraduate students to build intellectual bridges between different areas of chemistry and to strengthen their critical thinking skills in a modernized integrated laboratory environment. The proposed merger of physical and inorganic chemistry laboratories provides chemistry majors at the institution with the opportunity to learn in an enhanced environment. The merger extends the approach traditionally used in the physical and inorganic lab courses through a series of projects that progressively evolves from the standard "structured" approach to a more open- ended approach in a teamwork-driven, self-motivated atmosphere. The approach stimulates the students to synthesize, integrate, and apply concepts from both areas of chemistry while tackling projects designed to replicate a research environment. The request centers on acquiring a laser system, and computer hardware and software to provide valuable experience for the students in a number of modern spectroscopic and computational methods used in concert with instrumentation and methods currently used in our upper division lab courses. The project directors are adapting and implementing experiments from the literature, and are developing several new projects to be used in the new course. Developing this course and the necessary lab course materials provides information that is useful to other educators. This project addresses the DUE themes of integration of technology in education and faculty development. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Thoemke, John Marie Pomije Minnesota State University, Mankato MN Eileen L. Lewis Standard Grant 25305 7428 SMET 9178 7428 0000099 Other Applications NEC 0088245 December 1, 2000 The Ecology of Global Change: A New Ecology Curriculum. Biological Sciences (61) Anticipating society's need for broadly trained global change scientists and ecologists, the Biology Department at Carleton College has initiated a new multidisciplinary, collaborative ecology curriculum that examines the relationship between organisms and their abiotic environment. Three new laboratory courses in ecosystem ecology, plant physiological ecology, paleoecology, and a nonmajors course in global change biology are being offered to complement existing strengths in population ecology and evolutionary biology. Ecology courses at Carleton place strong emphasis on learning science by doing science. Lectures are supplemented with small-group, collaborative-learning case studies based on primary literature. These case studies focus on exciting and controversial issues in ecology, such as clearcutting, rising CO2 and carbon sinks, the effects of climate warming on vegetation, and the effects of biodiversity on ecosystem function. Two of the lab courses, Ecosystem Ecology and Plant Physiological Ecology, emphasize common themes of carbon cycling, nutrient cycling, and vegetation response to global change. Because ecosystem ecology and plant physiological ecology offer an excellent opportunity for examining these themes at different levels of biological organization, a few key pieces of equipment support both courses and provide Carleton undergraduates with advanced training. Using sophisticated instruments, students practice the scientific method while learning about the importance of ecology and developing an understanding of the issues professional ecologists. Course materials are disseminated through professional journals, at scientific meetings, on Carleton's website and the Case Studies in Science website at SUNY Buffalo. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Camill, Philip Carleton College MN Katherine J. Denniston Standard Grant 81399 7428 SMET 9178 7428 0000099 Other Applications NEC 0088254 December 15, 2000 A Combined Mathematics Laboratory and Classroom Environment. Mathematical Sciences (21) The objectives of the project are to use a laboratory classroom to implement curricular changes in courses taken by pre-service teachers of mathematics. The objectives are achieved by adapting the Calculus, Concepts, Computers, and Cooperative Learning project developed by Ed Dubinsky of Georgia State University. A major outcome of the project is to create an environment that blends technology into the teaching and learning of mathematics. A main component of the project is the construction of a new classroom with laptop computers connected to a university wide server. This laboratory provides the correct properties needed to help achieve the objectives. The laptop computers have a low profile, which helps to maintain a more balanced classroom atmosphere. The project emphasizes integration of technology in education and teacher preparation. From this project pre-service teachers obtain greater exposure to technology in a setting that exemplifies ways that software and collaboration are used to teach mathematics. An ongoing evaluation and dissemination program is fully integrated into the project. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Smith, Alexander Michael Penkava Marc Goulet University of Wisconsin-Eau Claire WI Elizabeth Teles Standard Grant 56655 7428 SMET 9178 7428 0000099 Other Applications NEC 0088255 April 15, 2001 Digital and Field Technologies for Coastal Environmental Studies. Earth Systems Science (40) Undergraduate students in science and engineering curricula are frequently bound by disciplines, taught multitudes of reductionist facts endemic to multiple disciplines, and evaluated by competitive measure. Yet they are expected to emerge into professions that function in interdisciplinary, problem-based modes demanding creative and cooperative decisions. Approaching learning in a constructivist, collaborative manner, using Earth system topics of environmental significance, and applying modern as well as traditional technologies for science data acquisition and analysis can offer students a unique opportunity to develop knowledge, attitudes and skills for 21st century careers in science, engineering and technology. This project is developing, offering and assessing a prototype course for use in higher education institutions and field facilities in coastal areas. As an earth systems sciences course it focuses on relationships among elements of the hydrosphere, atmosphere, lithosphere and biosphere of coastal and offshore areas, and it is driven by environmental questions that link the systems with human society. A combination of high-tech tools are employed, such as satellite imagery, datasheets on line, digital models, as well as traditional field technologies for ground truth measurements and supplements to more global datasets. Processes of instruction are based on construction of learning through experiences, collaborative group process and problem-based learning. Alternative assessment will be used to evaluate course outcomes in non-competitive ways. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Fortner, Rosanne Carolyn Merry Ohio State University Research Foundation OH Herbert Levitan Standard Grant 74955 7427 SMET 9178 7427 0000099 Other Applications NEC 0088259 March 15, 2001 Computer-based SuperLab Laboratories in Experimental Psychology. Psychology - Cognitive (73) This is a project to equip 5 multi-use laboratories in experimental psychology. These labs are adopting and adapting commercial "SuperLab" software designed for research and education in psychology, following the lead of many other departments, including departments in research universities, such as Harvard University and the University of Illinois. The labs have been set up using SuperLab as the core, coupled with compatible data acquisition cards from National Instruments, a photometer, and a sound level meter. These labs have allowed our department to integrate technology into a number of psychology courses in sensation, perception and cognition, and are providing a platform for increased student participation in laboratory research experiences and independent research projects. Students are now routinely participating in the design of experiments; stimulus generation, measurement, and control; and the setup and configuration of scientific apparatus used in psychology research in these areas. Student experiments are being supported from three sources. SuperLab LT provides a pool of existing experiments from which to draw. SuperLab software provides the technology and a bibliographic base of published papers (at www.SuperLab.com/papers/) to support adaptations of other experiments for our students. Finally, we are developing new experiments using SuperLab Pro. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Woods, Charles Austin Peay State University TN Myles G. Boylan Standard Grant 13196 7428 SMET 9178 7428 0000099 Other Applications NEC 0088264 January 1, 2001 A Web-Based Mathematics Skill Enhancement Program for College and High School Students. Mathematical Sciences (21) This project is implementing a system delivered through the World Wide Web for strengthening the algebraic and computational skills of students in a large reformed calculus and precalculus program, with an outreach component to help high schools evaluate whether students have the specific algebraic skills needed to succeed in college mathematics while there is time to repair students' individual weaknesses before college. This is being done by adapting high quality practices and materials developed elsewhere, in this case the web-based delivery and grading of mathematics exercises using the eGrade software package developed at the University of Nebraska. This software, originally called Webtests, was designed to handle homework and tests in introductory college mathematics courses. In this project this software is being adapted and used in conjunction with other methods of providing and collecting information through the Internet to deliver all of the following across the web: mathematics skill evaluation materials for use in high schools; algebra review and practice modules for use in college and high school; two complete mathematics courses; and a major gateway skill testing program. The project has the following outcomes: (a) Gateway tests are being offered in a computerized testing center in electronic form, with automatic grading and reporting of scores to instructors and immediate feedback to students. (b) Web-based review materials containing eGrade practice problem sets are being written to accompany the gateway tests, so that students who encounter difficulties can review and practice the material between attempts. (c) Web-based readiness tests are being created that can be used under the guidance of high school mathematics teachers to diagnose weaknesses in the specific algebraic skills needed for introductory college mathematics courses. (d) Two web-based courses are being built around eGrade, an algebra and trigonometry skill course for students not quite ready to take precalculus and a brief precalculus course for students not quite ready to take calculus. (e) Extensions to multivariable calculus are being explored in a pilot activity to study ways to convert some existing Calculus III computer laboratory modules for delivery across the web. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Megginson, Robert Alejandro Uribe Patricia Shure University of Michigan Ann Arbor MI Elizabeth Teles Standard Grant 199761 7428 SMET 9178 7428 0000099 Other Applications NEC 0088268 May 15, 2001 Introduction of Digital Cameras in Biology Laboratories. Biological Sciences (61) A long-standing challenge for biology students has been dealing with complex visual information. In research labs and a few advanced courses, traditional film photography has been the method of choice to deal with these visual images. The complexity and expense of this technique, however, has precluded its use in most biology course at the college and pre-college levels. Recent, profound changes in CCD technology and improvements in computer memory storage promise to change this situation. Consumer digital cameras are now widely available and seem to be following the same evolutionary trend seen for computer scanners: increased quality accompanied by an enormous decline in price. The advent of the USB microcomputer bus, wide availability of e-mail and low-priced CD-RW drives has greatly improved the ability to transfer and store digital images. We predict that these technological trends will allow the routine use of digital cameras in biology laboratories. These devices may become as commonplace as student microscopes. In anticipation of this trend this project is: 1) investigating adapting consumer level digital cameras for use in a wide range of student lab activities including microscopy, anatomy, taxonomy, motion analysis and animal behavior, 2) providing student laboratory groups in undergraduate zoology courses with digital cameras at every lab meeting, 3) providing these students with the means for storing pictorial information in disk format or via their e-mail accounts, 4) observing student behavior and their use of these cameras and, 5) measuring changes in student attitudes and learning as a result of using these devices. This project provides a model by which an existing, evolving technology can become a common part of biology courses at the pre-college and introductory college levels. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Reinking, Larry David Zegers Millersville University PA Terry S. Woodin Standard Grant 12762 7428 SMET 9178 7428 0000099 Other Applications NEC 0088279 December 1, 2000 Hands-On Undergraduate Laboratory in Photonics Using Case Studies and Other Non-Traditional Methodologies. Engineering - Electrical (55) This project is developing a photonics curriculum with a relevant laboratory based on an "industrial model" that implements case studies. The format of the laboratory is being adapted from an existing NSF-supported "empty bench" model. We extend this format to an "industrial model" that reinforces relevance by simulating the industry environment of the case study. This model incorporates problem based learning by requiring student construction of all experiments, links cognitive and skills-based learning by linking labs and lectures, and incorporates photonics technology into instruction while stimulating student interest by giving teams control over purchasing decisions. Novel assessment instruments are being employed to measure effectiveness of this methodology. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Cheville, Richard Kay Bull Oklahoma State University OK Russell L. Pimmel Standard Grant 99599 7428 SMET 9178 7428 0000099 Other Applications NEC 0088282 March 1, 2001 Adaptation of a Unit Operation Laboratory and Simulation Center for Environmental Engineering. Engineering - Civil (54) Representatives from the environmental engineering profession frequently comment that university graduates entering the workforce understand process theory but lack the hands-on experience necessary for a smooth transition into the workplace. The hand-on experience they refer to is a basic working knowledge of the processes used in industry for pollution treatment. At several universities in the US, undergraduate students in Chemical Engineering are given the opportunity to develop a working knowledge of their industry in classes taught at pilot plant facilities operated by the university. The Department of Civil and Environmental Engineering at Michigan Technological University is adapting this hands-on approach to Environmental Engineering education through the implementation of a laboratory with pilot scale environmental treatment systems. The project will be informed by Michigan Tech's own chemical engineering program as well as other programs throughout the country. Undergraduate students taking classes in this Environmental Process Simulation Laboratory (EPSC) are benefiting from this experience in numerous ways including: implementation of the theoretical tools the students learned in previous classes; a better understanding of these theoretical tools; a familiarity with how the real-world treatment unit functions; experience with industrial process controls; an increased knowledge of industrial safety practices; an introduction to pollution prevention strategies; and the experience of working in a multidisciplinary team on a common project. The end result will be students with advanced skills and an improved understanding of the theory and mechanics of treatment processes. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Hand, David C. Robert Baillod Christopher Wojick Michigan Technological University MI Kenneth Lee Gentili Standard Grant 99704 7428 SMET 9178 7428 0000099 Other Applications NEC 0088287 September 1, 2000 Implementation of a New Interdisciplinary Environmental Science Curriculum. Interdisciplinary (99) Sweet Briar College (SBC) is implementing a new curriculum leading to the B.S. in Environmental Science (ES). SBC is located on 3,300 acres of diversely used land giving us the potential to develop an extraordinary environmental program. The SBC ES major has depth and breadth in both the life sciences and the physical sciences, requiring intermediate-level courses in biology, chemistry, and mathematics and upper-level courses in environmental science plus at least one other science. Students choose to focus in one of four concentrations. This new curriculum is being adapted from efforts at the Richard Stockton College of New Jersey, Middlebury College, Brown University, and Rollins College, and has features adapted from strong environmental programs at other institutions as well. Four integrated courses are being implemented. These include three new environmental science courses (Advanced Laboratory in Environmental Science, Senior Research in Environmental Science, and Environmental Risk Assessment) and one existing biology course (General Ecology). ES majors are required to take General Ecology and the Advanced Laboratory in Environmental Science, typically in successive years. Risk Assessment and Senior Research in Environmental Science are usually taken during the senior year. This progression gives us an excellent opportunity to coordinate our courses and build on concepts and acquired skills from course to course. Modifications to the General Ecology laboratory: 1) focus on three field systems, each of which illustrates important ecological principles and environmental concepts; 2) introduce long-term field research; and 3) introduce GIS/GPS and weather monitoring technologies. The Advanced Environmental Science Laboratory is an intensive 6-hours-per-week laboratory experience intended to further expose ES majors to hypothesis formulation and testing, data analysis, team-oriented problem solving, and oral and written presentation of results. Students use the sites studied previously during General Ecology along with the terrestrial and aquatic resources of the SBC campus as well as the surrounding central Virginia area. After completing these courses, ES students are prepared to conduct research as part of Senior Research in Environmental Science, a semester-long independent project culminating in the preparation of a paper, a presentation at a college research symposium and, if appropriate, a presentation at a local or regional scientific meeting. Projects are chosen that explore environmental problems using the knowledge and skills acquired from previous coursework. The Environmental Risk Assessment course is a highly-recommended senior elective that shares a philosophy, a focus on technology, and a case history approach with General Ecology and the Advanced Environmental Science Laboratory. Environmental Risk Assessment extensively utilizes the concepts and practical skills emphasized during these two earlier courses and is intended to introduce the student to the practice of risk assessment. The incorporation of advanced technology into this course as a result of this project significantly changes how our undergraduates learn the science and art of assessing risk. This is imperative as environmental risk assessment is increasingly being used in the private and public sectors for decision making and resource allocation. Evaluation of both the courses and the overall curriculum is being conducted. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Orvos, David Linda Fink Sweet Briar College VA Myles G. Boylan Standard Grant 95157 7427 SMET 9178 7427 0000099 Other Applications NEC 0088295 June 1, 2001 Molecular Technology Laboratory, An Undergraduate Course To Modernize the Biology Curriculum. Biological Sciences (61) An understanding of the methods used in molecular biology and their application to other areas of biology is critical to the student graduating with a biology degree. Field biology, population biology, evolutionary and organismal biology, physiology and cellular biology all use molecular techniques. The Biology Department has recognized the need to modernize its curriculum, which traditionally has emphasized field and organismal biology, but lacked instruction focusing on molecular biology. Recently the biology department hired new faculty to fill this void in their curriculum. As a result, two new courses dedicated to molecular technology, a molecular biology lecture course and a molecular laboratory course, are now offered. The Molecular Technology Laboratory course adapts the methods presented in "Unraveling DNA: Molecular Biology for the Laboratory" to the current needs of this open-ended, inquiry based investigative laboratory. The first seven weeks of instruction is devoted to the introduction of standard methods in molecular technology. The remainder of the course is devoted to a project involving the cloning of a gene. Working in teams of 3 or 4, students design and carry out experiments to clone the gene, and then demonstrate that the correct gene has been cloned. At the end of the semester, both written and oral reports are presented. This part of the course is designed to engage students to develop and use problem solving and critical thinking skills. In addition to the revised Molecular Biology curriculum, this project has also lead to the infusion of molecular biology across the curriculum such that students are now introduced to the basic laboratory and molecular biological research techniques as Freshmen and Sophomores that are revisited in Genetics laboratory and ultimately in the Molecular Biology course. Consequently, the introduction of molecular techniques across the curriculum and the development of a sophisticated dedicated molecular biology laboratory has strengthen the whole biology curriculum and improved student performance as they transition to graduate school, professional programs or employment. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Nikaido, Selene Steven Mills Jay Raveill University of Central Missouri MO Jeanne R. Small Standard Grant 99236 7428 SMET 9178 7428 0000099 Other Applications NEC 0088296 January 1, 2001 Integrated Approach to Environmental Chemistry for Tribal College Students. Chemistry (12) This award provided funds to purchase several pieces of equipment for use in the Salish Kootenai College Environmental Laboratory (SKCEL), associated with Salish Kootenai College. This laboratory is providing practical experience for the native American students enrolled in the Environmental Science program as they monitor the environmental quality of tribal lands. The laboratory is adapting research and/or EPA protocols for the analysis of inorganic species and implementing the analyses into various courses. The educational and practical experience of the student is being enhanced by the introduction of modern instrumentation and analytical methodology into these courses. The award is also allowing the Principal Investigator to plan an additional course, Environmental Chemistry I, that will become part of an expanded Environmental Science curriculum. CCLI-ADAPTATION AND IMPLEMENTA TRIBAL COLLEGE & UNIVERS PROGR DUE EHR Stevens, Douglas Salish Kootenai College MT Kathleen A. Parson Standard Grant 46758 7428 1744 SMET 9178 7428 1744 0000099 Other Applications NEC 0088299 March 15, 2001 A Practical SEM-EDS for Undergraduate Education and Research. Interdisciplinary (99) An outstanding environment for undergraduate science requires more than the communication of existing knowledge. It requires faculty to be mentors and role models in stimulating pre-college and undergraduate students in science to explore new frontiers and horizons through their own investigative studies. This project is using an analytical scanning electron microscopic system (SEM-EDS) in a variety of undergraduate courses and independent study, thus providing undergraduates with additional opportunities to develop their analytical skills. Use of this instrument is also engendering interest in science at the pre-college levels in local area schools. After completing a prerequisite Web-based course on microscopic theory and techniques that we have developed, relatively inexperienced students are able to acquire experimental data efficiently and effectively in many diverse and multidisciplinary undergraduate research projects. The project is also adapting the ExCEL model developed at Iowa State University. [See K.P. Constant, et. al., "Extended Classroom for Enhanced Learning!" at www.mse.iastate.edu/excel/main.html.] The value of SEM-EDS in the classroom and field is well documented by ExCEL and elsewhere. [For examples, see (1) K. Burton and D.L. Farkas, "Telemicroscopy - Net Progress," Nature, Vol. 391 (1998) pp. 540-41; and (2) G.E. Sosinsky, T.S. Baker, G. Hand, and M.H. Ellisman, "The Electron Microscopy Outreach Program: A Web-Based Resource for Research and Education, J. Struct. Biol., Vol. 125 (1999) pp. 246-252.] Viewed from a broader perspective, this project builds on our established and successful undergraduate research program that has led to a growing number of student presentations at off-campus events, some student publications, and most importantly, to greatly enhanced opportunities for JSU graduates to pursue graduate study. Collaborative student/faculty research is being disseminated through student presentations and/or publication in recognized journals. Dissemination of the educational value of using a SEM is being carried out through several "expeditionary learning events" that include science workshops sponsored by the Alabama Science in Motion/Biology, and a Web page promoting "Scientific Inquiry Through SEM-EDS." CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Blair, Benjie William Bowen Frank Romano Jan Gryko Kelly Gregg Jacksonville State University AL Myles G. Boylan Standard Grant 89179 7428 SMET 9178 7428 0000099 Other Applications NEC 0088301 June 1, 2001 Improving Student Understanding and Retention through Investigative Laboratories in Biotechnology. Biological Sciences (61) . While the techniques of biotechnology have become quite standard, the application of biotechnology to solve "real world" problems is widely diverse and sophisticated. Unfortunately, the exposure most students have to biotechnology during their academic career is largely theoretical and is incorporated into lecture courses rather than laboratory courses. Those techniques that are taught in laboratories tend to be routine and lack connection to contemporary research topics of interest to students. This project is focused on adapting the techniques of biotechnology to the special needs of agricultural biology and wildlife management. The animal science curriculum will be expanded to include investigative, hands-on laboratories centered around wildlife management, animal tracking, selective breeding, pathology and disease, clinical animal pathology, small animal management, and dairy and livestock improvement. The establishment of a student molecular biology laboratory will also increase the number of students participating in laboratory courses taught in collaboration with Thomas Jefferson University and researchers from the Thomas Jefferson Center for Biomedical Research located on the Delaware Valley College campus. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Fortier, Gary Delaware Valley College PA Katherine J. Denniston Standard Grant 36719 7428 SMET 9178 7428 0000099 Other Applications NEC 0088303 April 1, 2001 Collaborative Research: Developing and Implementing Just-in-Time-Teaching (JiTT) Techniques in the Principles of Economics Course. Economics (82) In recent years there has been growing concern that economics is lagging behind other disciplines in implementing instructional innovations that actively engage students in the learning process. In response, this project is adapting Just- in- Time Teaching (JiTT) techniques originally developed for physics education for use in introductory economics courses. JiTT techniques combine the use of Web- based exercises with active- learning pedagogy to provide a dynamic learning environment that makes students collaborators in the learning process. [See Gregor Novak, E. Patterson, A. Gavrin, and W. Christian, "Just-in-Time Teaching: Blending Active Learning with Web Technology," Prentice Hall, 1999.] Students complete exercises on the Web and turn them in a few hours before class; faculty then organize the classroom session around students' responses just prior to class. Excerpts from students' submissions are presented during the class as the basis for lecture topics and are also used to develop collaborative exercises that teams of students work on during classroom sessions. This two- pronged approach leads to better student preparation for class, greater participation in classroom discussion, instantaneous feedback for instructors, and improved student study habits. We are building a model for JiTT application in a traditional Principles of Economics sequence that features 25 modules of lecture/ discussion topics, warm- up exercises, economic puzzles, and collaborative in- class activities. By implementing JiTT techniques in introductory economics courses we hope to achieve four related objectives: (1) improving learning in undergraduate economics courses through increased emphasis on active- student learning activities, (2) developing effective strategies for integrating use of the Web in an active- student learning environment, (3) increasing the academic success of minority students in economics, and (4) fostering changes in teaching practices in economics. The development, implementation, evaluation, and dissemination of JiTT materials for introductory economics courses is being carried out by experienced faculty members at Glendale Community College (GCC) and North Carolina A&T State University (NCAT), institutions serving unique educational missions and diverse student populations. In addition to developing JiTT materials for classroom use and testing the effectiveness of JiTT techniques in our classes, we are in the process of developing a JiTT in Economics Web site at NCAT. The Web site will eventually include a description of the JiTT strategy, links to JiTT use elsewhere, a complete compilation of the 25 modules we develop, workshop presentations, and our research findings and recommendations. To encourage broader adoption of JiTT strategies in economics, we are publicizing the materials on this Web site and presenting our findings through presentations at workshops and professional meetings, as well as through economic education listservs to which we belong. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Simkins, Scott North Carolina Agricultural & Technical State University NC Myles G. Boylan Standard Grant 79940 7428 SMET 9178 7428 0000099 Other Applications NEC 0088304 April 15, 2001 PsychExperiments: Expanding and Training the User-Developer Community. (7x) "PsychExperiments" is an online psychology laboratory that offers research opportunities to undergraduates and their instructors. It is now established as a valuable educational resource used by 141 classrooms in the U.S., Canada, and abroad. Based at the University of Mississippi, the site has been featured in two articles in the American Psychological Association's APA Monitor, one article in the American Psychological Society's APS Observer, and has been awarded first-place in the Learning Software Design Competition (non-profit division) hosted by the University of Minnesota. Due to growing use in the United Kingdom, the University of Edinburgh has asked to mirror the site to provide more convenient and economical access. One major benefit of PsychExperiments is that it serves as a replacement or supplement for department-maintained laboratory facilities, thus freeing departments from some of the costs in maintaining computers and software for laboratory student use. This makes it possible for even the most poorly funded 4-year institutions, along with junior colleges and even some high schools to offer quality research experiences. Typical use of the site begins with an instructor asking students to participate in one of the experiments at the site using any Internet-connected computer. Students subsequently download the data they have generated (along with additional data from other classes when one's own class size is too small for meaningful analysis), which they analyze on their own or with the site-provided Excel macros. When students have access to a multi-computer lab, the whole process of research participation, data download and analysis can be completed within 20 to 30 minutes, depending on the experiment, which leaves ample class time for discussing the results and their implications. The technology that serves laboratory class requirements also serves the needs of student and professional researchers who wish to take advantage of web-samples or simply the convenience of off-site data collection. Hence PsychExperiments hosts student and professional research experiments along with laboratory experiments. Furthermore, by serving as an open laboratory, PsychExperiments serves to build community among the group of researchers and instructors who have participated in building the site. This project is continuing to improve and disseminate the collection of PsychExperiments and the prototype. The project consists of three components: (1) dissemination by visits to regional campuses and conventions, (2) enlarging the contributor core through developing training materials to supplement or supplant workshop-based training (a package of multimedia instructional material that will assist faculty and students in creating new experiments), and (3) continued site development and innovation. We estimate that the measurable results of these efforts will by project's end increase the user base from the Spring 2000 level of 141 classrooms to at least 1000 classrooms, and increase the number of trained contributors from 30 to a minimum of 60. Ancillary goals are expanding the pedagogical focus of PsychExperiments to social and developmental psychology and incorporating technological improvements that are making PsychExperiments more useful, attractive, and engaging. EXP PROG TO STIM COMP RES CCLI-EDUCATIONAL MATERIALS DEV DUE EHR McGraw, Kenneth Mark Tew University of Mississippi MS Myles G. Boylan Standard Grant 141870 9150 7427 SMET 9178 9150 7427 0000099 Other Applications NEC 0088307 February 1, 2001 Biochemical, Organic, Physical, Analytical, and Inorganic Mass Spectrometry. Chemistry (12) Teaching through research is a guiding principle in the institution's NSF-AIRE recognized program. A requested ion trap mass spectrometer with electrospray and atmospheric pressure chemical ionization interfaces (LC/MS) prepares the students at this institution to be creative, independent, and well-trained scientists. This instrument provides a novel linkage and enhancement of the full chemistry curriculum using experiments some of which are adapted from standard literature. Mass spectrometry is used in general chemistry for characterization of transition metal complexes. In organic chemistry students do natural products isolation and structure characterization. In physical chemistry proton affinities in gas phase and solution are studied. In Instrumental Analysis the fundamentals of the ionization and mass analysis processes are discussed. Biochemistry students use LC/MS in protein sequencing. These LC/MS-enhanced curricular components allow the introduction of exciting and important new approaches to chemistry, including combinatorial chemistry, solid-phase synthesis, and computer aided molecular design. The program in combinatorial chemistry links the Organic, Physical, Instrumental, and Biochemistry courses to map the active site of the proteolytic enzyme papain. Students in the Organic Chemistry course use solid-phase synthesis to make resin-bound combinatorial mixtures of papain substrates. These mixtures are analyzed in Instrumental Analysis for structure and purity, and in Biochemistry in a kinetic assay. The results of the papain assay are used for QSAR and receptor modeling studies in Physical Chemistry. Beyond curricular developments, the instrument is used to significantly enhance student/faculty research opportunities. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Shattuck, Thomas Bradford Mundy Stephen Dunham Dasan Thamattoor Shari Dunham Colby College ME Iraj B. Nejad Standard Grant 92561 7428 SMET 9178 7428 0000099 Other Applications NEC 0088314 January 1, 2001 A Green Program in Extraction and Separation Chemistry for Incorporation into the Undergraduate Curriculum. Chemistry (12) A sequence of laboratory experiments is being developed which introduce environmentally responsible techniques of chemical separations and extractions into the undergraduate laboratory curriculum. These laboratory experiments form an integral component of a green laboratory curriculum in chemistry being developed with advice and participation from local government agencies. The project adapts experiments from physical chemistry and analytical chemistry laboratory texts and from the Journal of Chemical Education, and adapts methodology being developed by Lane Regional Air Pollution Authority or the EPA. The goals of the new curriculum are (1) to prepare chemistry majors for a changing emphasis in the chemical industry in which waste management at the source plays an ever more important role in chemical processes and (2) to train chemistry students and others in the analysis of environmentally important field samples such as air and ground water. The laboratory course constitutes an essential component of the new program since it exposes chemistry majors to cutting edge issues in extraction and separation using state of the art instrumentation in an area not traditionally covered in undergraduate chemistry curricula. Students are introduced to green chemistry as they make use of (1) instrumentation to provide cutting- edge analytical techniques such as supercritical fluid chromatography as well as more conventional HPLC capability, (2) facilities for measurements of the physical and chemical properties of environmentally friendly solvents as they pass through the critical point, and (3) a GC/ MS station for use in environmental monitoring and organic analysis. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Engelking, Paul John Hardwick University of Oregon Eugene OR Susan H. Hixson Standard Grant 67783 7428 SMET 9178 7428 0000099 Other Applications NEC 0088315 January 1, 2001 Integration of Design and Manufacturing in Undergraduate Engineering Courses. Engineering - Mechanical (56) In this project, concepts of engineering graphics, mechanical design, numerical simulation, rapid prototyping and product testing are integrated in project experiences performed by interdepartmental teams of sophomores, juniors and seniors. The project also provides faculty development in the area of interdisciplinary teaming leading to improved integration of engineering courses. The project includes acquisition and installation of an abrasive waterjet machine tool and a three dimensional printer, both of which can easily import CAD designs for the manufacture of prototype parts. The use of these systems is integrated into interdepartmental team projects in several courses in Mechanical and Industrial/Manufacturing Engineering. This project represents an adaptation of several recent NSF supported projects investigating the use of rapid prototyping technologies in undergraduate courses. By integrating the use of these technologies with multidisciplinary team projects involving prototype design, analysis, manufacturing and testing, students experience concurrent engineering and the product realization process. The project assessment is performed by a committee of administrators, faculty, students and industrial representatives who review the project assignments, samples of student work, results of student questionnaires and feedback from course instructors. Several documents are being developed including an overview of project activities, examples of assignments, tutorials for the use of the prototyping software and hardware, and examples of student work. Internal dissemination includes sharing of course materials, faculty development enrichment seminars and laboratory demonstrations. Dissemination to other institutions includes distribution of project documents via a project web page, presentations at conferences, and publications in educational journals. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Taggart, David William Palm Brent Stucker University of Rhode Island RI Rogers E. Salters Standard Grant 106962 7428 SMET 9178 7428 0000099 Other Applications NEC 0088318 June 1, 2001 Connecting Research and Teaching with Inquiry-Based Biology Laboratories. Biological Sciences (61) Our first- year Biology laboratory is being revised significantly by adapting and implementing "A Computer- Based Laboratory for Teaching Investigative Research in Physiology" (A. M. Smith, NSF- DUE award #9650721). This program uses computers connected to instrumentation for laboratories conducted in an inquiry- based framework. Our adaptation of this approach is to make an explicit link to a faculty research program( s) during each lab investigation. Each laboratory is designed around investigation of a central biological principle. Students are given the time and latitude to design experiments, collect, and analyze data related to understanding that principle and to compare this data to that generated in faculty research laboratories. In redesigning these labs, we are working toward the following goals:1) Increased "biological literacy" among our students, 2) Increased understanding of Science as a Process, 3) Improved student attitudes toward Biology, 4) Increased retention of Biology majors, and 5) Modeling of Inquiry- Based Learning for science education majors. Principles of Biology is a two- semester introductory biology sequence for majors that also enrolls a significant contingent of science education majors. The PI and Co- PI have recently been trained in Inquiry- Based pedagogies through participation in F. I. R. S. T.( Faculty Institutes for Reforming Science Teaching through field stations, NSF award # 9752713). As a result, we have completely changed how we teach our sections of the Principles lecture, from a lecture format to an inquiry- based/ cooperative learning format. Our preliminary data and anecdotal feedback from students convinced us that this style of teaching is effective and exciting for both faculty and students. This project applies these innovative pedagogical techniques to the laboratory. The infusion of faculty research into the student laboratory classes also feeds our growing undergraduate research program by advertising faculty research to students and by including students in faculty research projects from the beginning of their undergraduate careers. Assessment is under the guidance of a national expert, Dr. Ebert- May, Director of the Lyman Briggs School at Michigan State Univ. Assessment is rigorous, tied to the project's goals, and is both formative and summative. It is our long- term goal to provide Inquiry- Based Learning for every science major at the University of Akron. TEACHER PREPARATION PROGRAM DUE EHR Londraville, Richard Peter Niewiarowski University of Akron OH Terry S. Woodin Standard Grant 99979 7348 SMET 9178 7428 0000099 Other Applications NEC 0088319 January 1, 2001 Creation of Artificial Intelligence Laboratory. Interdisciplinary (99) Recently much of the interesting research in artificial intelligence has involved mobile robotics and artificial life. Whether the resulting "creatures" are real (as with mobile robots) or virtual (as with artificial life), it is becoming increasingly clear that apparently intelligent behavior emerges most naturally out of the interactions between a creature and a complex environment. Consequently, research in these areas of artificial intelligence draws on electrical and mechanical engineering, computer science, and psychology, as well as biology and philosophy. Both mobile robotics and artificial life have proven to be highly effective at engaging students in hands-on, collaborative learning about a topic that is inherently interdisciplinary. The use of mobile robots in classrooms includes the Autonomous LEGO Robotics Course at Case Western Reserve University (See eecs.cwru.edu/courses/lego375), an Artificial Intelligence Course at Bryn Mawr (see mainline.brynmawr.edu/courses/cs372/fall98), a Robotics Course at Swarthmore College (See palantir.swarthmore.edu/~Maxwell/classes/e28), and many others. Similarly, artificial life and genetic algorithms have been successful in undergraduate courses recently. Examples are Emergence, Evolution, and Life at Reed College (see reed.edu/~mab/courses/mals555), Artificial Life Course at Cal Tech (see krl.caltech.edu/~charles/cns175), and Topics in Genetic Algorithms Course at the University of New Mexico (see cs.unm.edu/~forrest/ga-class/syllabus.html). These topics have also been used successfully in classes across the Scientific and Philosophical Studies of Mind (SPM) curriculum at Franklin & Marshall College (F&M). This project is expanding the current artificial intelligence offerings by implementing, over a three-year period, an artificial intelligence laboratory as a crucial component of the SPM curriculum. The new lab is equipped with 5 iMac computers for running various artificial life and mobile robotics experiments; HandyBoard robot controllers, sensors, and Lego pieces for building 5 additional mobile robots; and software (StarLOGO, CodeWarrior, Brainwave, and InteractiveC) to compile and upload programs to the robot controllers as well as to run artificial life simulations. During the first year of the grant, the PIs are building the necessary sensors and interface boards to create 5 new robot kits as well as to upgrade 5 existing robot kits, and adapt artificial life resources developed elsewhere to the kind of non-UNIX computing environment available at F&M. During the second year, they will integrate mobile robotics with artificial life (in particular genetic algorithms) so as to enable the robots to learn how to respond appropriately to their environments. During the third year, they will refine these implementation of robot learning so as to devise demonstrations and experiments for upper-level artificial intelligence courses in the SPM curriculum. Moreover, during the second and third years, the PIs will reassess the lab in light of student feedback and retool it where necessary. The result is that activities in the lab will allow students to develop conceptual understanding of self-organization, emergence, evolution, embodiment and the neural basis of intelligence, and practical abilities in engineering, robotics and computer programming. Indeed, given the limited resources of a liberal arts college like F&M, creating opportunities for this kind of hands-on, engineering experience is not possible without being linked in this way to fundamental components of a liberal arts education like philosophy, psychology and biology. Moreover, the lab will foster increased interdisciplinary connections among the Psychology, Philosophy, Computer Science, and Physics Departments, both affecting faculty development and increasing substantially the inter-disciplinary content of relevant courses. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Chemero, Anthony Bennett Helm Franklin and Marshall College PA Myles G. Boylan Standard Grant 54620 7428 SMET 9178 7428 0000099 Other Applications NEC 0088320 January 1, 2001 Thematic Inquiry-Based Laboratories Across the Biology Curriculum. Biological Sciences (61) The Biology Department is implementing a new core curriculum for biology majors consisting of four laboratory courses; 1) Fundamental Processes of Organisms, 2) Evolution and Ecology, 3) Cell and Molecular Biology, and 4) Genetics and Development. These courses replace five required courses, two of which did not have laboratories and only one of which had an experimentally-based laboratory. Laboratories in the new courses include a combination of traditional and inquiry- based exercises. Cutting across the new courses are three, multi- week, thematic, inquiry- based laboratories on microbes, plants and animals that are based on research expertise within the Department. By developing a set of research themes in the core courses students are able to see the strong link between research and education, and are better prepared to conduct research in upper- level courses. Our approach in the inquiry- based laboratories is to have small groups of students first learn about an organism or a process and any technical skills associated with the experimental system or mode of observation. Students then develop hypotheses, conduct experiments or observations, and complete the scientific method including presentation of findings to peers via posters, oral presentations or the Internet. The purchase of technologically-sophisticated equipment allows us to fundamentally improve the content and the means of delivery of the required curriculum. These courses engage students in using the process of science to explore scientific concepts, enhance learning through collaborative experiences, and develop a learning community. The development of student skills in problem solving, analytical methods, scientific writing and the use of computers also better prepares them for upper- level courses and careers in the biological sciences. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Monroe, Jonathan Carol Hurney James Madison University VA Jeanne R. Small Standard Grant 210514 7428 SMET 9178 7428 0000099 Other Applications NEC 0088327 August 1, 2001 Integrating Histological Techniques into the Science Curriculum. Biological Sciences (61) We are creating an Integrated Histology Laboratory (IHL) that provides hands-on histology experiences for undergraduates majoring in biology, chemistry, environmental science, and science education, as well as those involved in faculty-directed, student research. The IHL includes a JB-microtome and related equipment, a vacuum oven, and fume absorbers. The IHL allows the Biology and Chemistry Departments to further increase student training in the process of science, gives students experiences with modern histological technology, and promote scientific collaboration. Exercises in our organismal courses and some of our senior-level capstone courses are being re-designed to take advantage of the pedagogic opportunities created by the IHL to develop laboratory skills and improve critical thinking. In the Biology Introductory Sequence, students currently use prepared histological slides to understand the relationship of structure and function in a diversity of organisms. Based on that foundation, students in Biology, Chemistry, Environmental Science and Teacher Education are being introduced to the techniques of modern histological analysis and their utility in exploring topics as diverse as mechanisms regulating organismal development to ecotoxicology. At the Senior level, students are expected to conduct independent research projects as part of courses and faculty-mentored research. The projects uses as a foundation an NSF-funded project carried out by the Biological Sciences Curriculum Study (BSCS) group. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Kot, Mary Michael Moore Ann Massey Mercer University GA Terry S. Woodin Standard Grant 15578 7428 SMET 9178 7428 0000099 Other Applications NEC 0088328 September 15, 2000 An Active Learning Environment for Introductory Physics. Physics (13) The Physics Department is restructuring its introductory physics classes. This Interactive Physics Classroom Project promotes conceptual understanding through enhanced student interaction within the traditional laboratory and lecture structure by adapting and implementing three nationally-recognized educational practices that have been demonstrated to be more effective than traditional instructional strategies. (1) The project is integrating Sokoloff, Laws, and Thornton's RealTime Physics into the introductory algebra- and calculus-based laboratories to create inquiry-based Microcomputer-Based Laboratories (MBL)s. (2) MBLs are also being integrated into the lectures, adapting Thornton and Sokolov's Interactive Lecture Demonstrations to provide a bridge to the laboratory work. (3) Our current implementation of Mazur's Peer Instruction is being expanded to additional class sections and enhanced with a ClassTalk-style response system. These improvements provide a broad range of science students (approximately 1,800 per year) with a rich learning environment based on active peer-based engagement. These advances are extremely well suited for helping students to adapt to the increasingly technology- oriented world. Evaluation of the program is being done throughout the project period using standard testing instruments, surveys, and interviews. Results are providing on-going feedback for the program participants and are also being disseminated to the general physics and education communities through publications, conferences, and the web. Additionally, to have the broadest impact on the diverse South Florida community, several workshops per year are being held to describe the techniques. Participants are from the local university and community college faculty, as well as high school physics teachers who are in the position to influence potential college students. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Kramer, Laird Stephan Mintz Richard Bone Yesim Darici Florida International University FL Duncan E. McBride Standard Grant 55140 7428 SMET 9178 7428 0000099 Other Applications NEC 0088331 April 15, 2001 Introductory Physics Laboratotries for Nonphysics Students. Physics (13) The laboratory part of an introductory physics class can help the students gain a better understanding of basic physical concepts and how these concepts are described mathematically. This project is revising the laboratories for the first- semester course for students who do not plan on going into the physical sciences or engineering to better accomplish these goals. It is adapting major parts of the Real Time Physics laboratories for students at the College. In these laboratories the data are displayed graphically on a computer while they are being taken, and this allows the students to make a mental connection between what is going on in the experiment and its mathematical description. This makes the course a more enjoyable and profitable one for the students and leads to lower attrition rates. While the Real Time Physics laboratories are very good, there is still room for improvement. The project is introducing topics which are not covered in these laboratories, such as elementary error analysis, and additional exercises which enable the students to better understand the physics of the experiment. The project is based on success with these improvements in another physics class which is taught at Hunter College. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Hillery, Mark Ying-chih Chen CUNY Hunter College NY Duncan E. McBride Standard Grant 33038 7428 SMET 9178 7428 0000099 Other Applications NEC 0088333 January 1, 2001 Implementing Experiential Learning In Biomedical Engineering. Engineering - Other (59) This project is implementing active, experiential- based learning to improve the education of biomedical engineers at Tulane University. Undergraduate curricular modifications are based upon Kolb's learning cycle, which encourages peer interactions, engages multiple learning styles, and promotes a deep understanding of course material. The project encompasses the entire learning cycle within a large set of basic- to- advanced undergraduate biomedical engineering courses, thereby increasing students' capacity to learn complex, interdisciplinary biomedical engineering material. Classroom and laboratory instruction are linked through eight new or substantially- revised courses that span the undergraduate curriculum. These courses combine theory with bench- top and computational laboratory experiences so as to build students' intuition of physical and physiological processes. In addition, a core set of courses that "bridge" from science, math and engineering fundamentals to biomedical engineering applications has been developed to foster the progression from the study of traditional engineering to that of Biomedical Engineering. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Gaver, Donald Richard Hart Kay C Dee Edgar O'Neal Tulane University LA Russell L. Pimmel Standard Grant 198807 7428 SMET 9178 7428 0000099 Other Applications NEC 0088337 January 1, 2001 Implementing Active Learning Strategies into the Undergraduate Chemistry Laboratory Curriculum. Chemistry (12) Cooperative learning, guided inquiry, and problem-based learning strategies are introduced into the upper-level chemistry lab courses starting the analytical chemistry lab course. Experiments using low-cost PC-driven UV-visible spectrometers, a spectrofluorometer, and a capillatry electrophoresis instrument are adapted from standard literature and implemented using a guided-inquiry and project-oriented instructional format. Program effectiveness is assessed through a process using external evaluators as well as through student group self-assessment and exit questionnaire forms. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Yamaguchi, Kenneth New Jersey City University NJ Iraj B. Nejad Standard Grant 78450 7428 SMET 9178 7428 0000099 Other Applications NEC 0088342 June 1, 2001 The Use of Research Data to Teach Critical Thinking in the Classroom. Psychology - Cognitive (73) In order to teach students psychology, it is essential to provide them with opportunities to measure and analyze real samples of behavior. In this proof of concept project, we are exploring the use of new technology, namely DVD recordings, to bring behavior samples into developmental psychology courses in a more efficient and structured way than has typically been done in undergraduate psychology classes. Through contacts with researchers in child development, we are obtaining copies of videotaped experimental sessions, and transcribing them on DVDs for ease of use and presentation in the classroom. This project includes three components: (1) technical demonstration of editing, compressing, and transferring laboratory segments of developmental research sessions to DVD with a quality acceptable for use in the classroom; (2) obtaining subject and investigator releases in accordance with intellectual-property and privacy issues that will allow us to expand the project for full development; and (3) obtaining reliable data demonstrating effective educational use of this new format for delivering examples of behavior during standard classes. Although our work in this project is focused primarily on issues in developmental psychology, the considerations we address are general; they could deal equally well with many instructional topics. A critical aspect of this process is depicting a range of behaviors ranging from normal to a variety of abnormal developmental patterns. This is facilitating improved learning by students because they are more fully able to understand the range of behaviors that one sees in studying a particular aspect of development. Psychological research on learning and memory has shown that the greater the range of examples portrayed, the better able students/learners are at generalizing what they learn to new circumstances. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR McDonough, Laraine Louise Hainline CUNY Brooklyn College NY Myles G. Boylan Standard Grant 74992 7427 SMET 9178 7427 0000099 Other Applications NEC 0088343 June 15, 2001 Implementation of Field-Based Course Work in Environmental Geophysics in an Urban Minority Institution. Earth Systems Science (40) Recent trends in science education have emphasized the active engagement of students in learning. In geophysics, this has led to increased emphasis on field courses, especially in the area of environmental geophysics, where employment opportunities are the greatest for new graduates. In this project we are adapting and implementing proven field methods for a new environmental geophysics field course for undergraduate earth systems science majors at The City College of New York. This course is being modeled after published descriptions of those already taught at Smith College, Boston College, and Arizona State University. In addition to geophysical concepts and the use of geophysical equipment, the new course stresses teamwork and engages students in surveys at realistic urban sites. The new equipment purchased for this project, a ground conductivity meter and an Overhauser Magnetometer (and related software), are also being used by undergraduates enrolled in City College's new Environmental Project course. This course is required for all earth systems science majors and involves a semester-long research project. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Kenyon, Patricia CUNY City College NY Myles G. Boylan Standard Grant 25308 7428 SMET 9178 7427 0000099 Other Applications NEC 0088355 April 15, 2001 Enhancing the Scientific Awareness (Literacy) of Non-science Majors via an Interdisciplinary Physical Science Course. Interdisciplinary (99) Chemistry, physics, and education faculty are engaged in designing, developing, and pilot testing a physical science course that is designed to enhance the scientific awareness of nonscience majors. This is being done in a three cycle iterative process where each cycle ends with assessment leading to subsequent improvements. Currently the university required curriculum for non-science majors does not provide direct experiences with the methods and processes of science. This developing course is providing an undergraduate science experience that is inquiry-based and content-relevant to students' personal experiences. This is being accomplished by including materials that are contextually familiar and potentially interesting to Michigan students. Students taking the new course are learning the scientific approach to problem solving -- a process that requires basing opinions on facts and observable evidence. Use of peer learning groups in active-learning classroom activities and computer laboratory study are part of the course design. We expect this pedagogical design will prove effective in improving critical thinking and communication skills. The course is also teaching methods for locating information on scientific topics and for understanding and interpreting scientific data. The course is constructed around three modules -- the science of everyday life, science of the microscopic world, and the earth and beyond. These choices are making extensive use of modules developed by two NSF Chemistry Initiatives known as Modular Chemistry and ChemLinks. Each module area is being developed with some flexibility. Eventually there will be a minimum of two alternative module implementations developed in each module area to provide flexibility of choice for the many faculty who are (or soon will be) teaching it. This project is also adapting materials from the textbook "Physical Science" by J. Faughn, R. Chang, and J. Turk (Fort Worth, Texas: Saunders College Publishing, 1995), from "Workshop Science: Exploring Nature Through Active Learning," by S. Franklin, D. Jackson, and P. Laws, AAPT Spring Meeting, Lincoln, NE (1998), the Integrated Science Program at Cal State - Chico (R. Lederer, "A Problem Solving, Simulation, and Teamwork Approach to Teaching Integrated Science, being developed under a 1997 NSF grant), and the general education program at UCLA (www.college.ucla.edu/ge/). A systematic effort will be made to identify and recruit future secondary science teachers from students entering the university, particularly those who enter with an undecided career. Project products will include modified ChemLinks/ ModularChem modules, assessment tools to measuring levels of scientific awareness, and a workshop for training faculty and teaching assistants in the teaching and assessment methodologies used in this course. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Russell, Joel Dagmar Cronn James Quinn Rao Bidthanapally Oakland University MI Herbert H. Richtol Standard Grant 95415 7428 SMET 9178 7428 0000099 Other Applications NEC 0088357 February 1, 2001 Improving Undergraduate Laboratory Experiences by Using Problem-Based Learning for GC/MS Experiments. Chemistry (12) A gas chromatograph/ mass spectrometer (GC/ MS) is used to expand and enhance laboratory experiences in organic, instrumental, environmental and physical chemistry laboratory courses as well as in undergraduate research projects. A series of original problem- based experiments and experiments adapted from the literature increase in complexity as students progress from organic through physical chemistry laboratory courses. The experiments vary in the amount of procedural detail provided to the students. Initially, complete procedures are provided. In upper level experiments, a problem- based approach is taken where students are presented a problem and required to research the literature, develop a method for analysis and work as a team to obtain a solution. This approach develops independent problem-solving skills needed to address the many complex analytical issues facing society. Where appropriate, experiments are related to current real-life problems, such as environmental and energy-related issues. The rationale for this approach is that students become more interested and excited about laboratory experiments if they can relate their assignments to current industrial practices rather than performing cookbook-type experiments. This redirection in laboratory experiences equips graduates to meet the challenges of industry and graduate schools. In addition, this project provides future middle school and high school teachers in the institution's chemistry education program with examples of discovery-based learning topics related to environmental issues. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Baird, Michael Norman Duffy Wheeling Jesuit University WV Kathleen A. Parson Standard Grant 49901 7428 SMET 9178 7428 0000099 Other Applications NEC 0088360 June 1, 2001 Illumination Engineering Systems: A Laboratory-Based Course. Engineering - Electrical (55) The prototype product of this project is a pilot course that integrates lighting design software simulations with qualitative photometric measurement experiments. The course includes a self-consistent data base of computer simulation software, photometric measurement & data evaluation capability, and associated instruction. The course material is formatted so that other educational institutions can remotely access, via the Internet, the physical execution of the experiments and interact in real time as an integral extension of the Cal Poly Pomona laboratories. The pedagogical benefit is two fold. First, any educational institution at any location is potentially capable, through conventional internet access, to offer lighting courses that include the latest comprehensive laboratory capabilities without having to invest in creating their own facilities. Second, there is an expanding trend in education to emphasize computer simulations with diminished attention on physical experience and qualitative verification of actual applications. However, in fields of engineering and science one must ultimately know how to physically construct, test, and use a real product. This course provides an example of the use of computer software while demonstrating its appropriate integration with physical reality. The effectiveness of the approach and format developed for offering this course is assessed by a formal proofing and upgrading process conducted by participating faculty both at Cal Poly Pomona and pier faculty at other schools. Cal Poly Pomona has an established working relationship with several other schools that have varying types of lighting education programs. A designated committee of faculty from these schools are identified to participate in the program. As material is developed it will be distributed to them for critique and recommendations, as well as soliciting their contributions to the material development. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Smith, Richard Marvin Abrams Hofu Wu Cal Poly Pomona Foundation, Inc. CA Russell L. Pimmel Standard Grant 74650 7427 SMET 9178 7427 0000099 Other Applications NEC 0088361 May 1, 2001 A Web-Based Hands-on Electronics Laboratory. Engineering - Electrical (55) In this project, a novel Remote Wiring and Measurement Laboratory (RwmLab) allows students to wire up physical electrical and electronics circuits and perform real measurements through internet access. In this way, students gain hands-on experience in a real-world laboratory environment. This work builds from several recent remote-access laboratory projects in Chemistry that received NSF support. The RwmLab acts as a local multi- circuit board on a common distributed panel. A 16- bit data acquisition, data processing and analysis, and graphical unit interface enabled device characterizes the RwmLab. The multi circuit board contains various electronic components such as Power Supplies (AC & DC), Resistors, Capacitors, Inductors, Transformers, Diodes (including Zener), Transistors (including BJT, MOSFET, & JFET), and Op- amps. The 16- bit enabled device allows the connectivity and control of these embedded electronics devices. A data acquisition interface allows measurements to be made at important nodes. The data collected at the nodes are then processed at the host computer. The laboratory is set up in such a way that the student can see what he/ she is wiring on the host PC. All activities are PC- based and therefore the student has total control over the process of performing his/her experiment without relying on any structured steps already pre-designed. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Asumadu, Johnson Ralph Tanner Western Michigan University MI Russell L. Pimmel Standard Grant 139045 7428 SMET 9178 7428 0000099 Other Applications NEC 0088365 May 1, 2001 Incorporating Exemplary Practices into an Interdisciplinary Environmental Science Course for Non-Science Majors. Interdisciplinary (99) This project is developing a new, two-semester course intended to serve as a foundation for a new environmental literacy minor and a new interdisciplinary environmental studies major at Trinity College. This course, The Science of Environmental Change in the 21st Century, is being designed to become a science laboratory course for many of our pre-service teachers. The goal of this course is to provide non-science majors with the basic interdisciplinary science background needed to understand both global, regional, and local environmental problems. To accomplish this we are adapting and using components of problem-based learning (PBL), discovery-based learning (DBL), and undergraduate research that have been successfully employed at other institutions. We are incorporating cooperative, student-based learning (one component of PBL) by emulating the approach used at the University of Delaware, where Dr. Harold White uses cooperative learning in chemistry and Dr. Deborah Allen uses peer-tutoring in biology. Another component of PBL is using relevant issues to introduce non-science majors to the scientific method and content. To accomplish this, we are adapting the model used in the American Chemical Society textbook, Chemistry in Context, by using current environmental issues as vehicles for students to learn important concepts in biology, chemistry, and physics. In addition, we are adapting examples of issues in environmental justice used Dr. Janan Hayes of Merced College, Dr. Patricia Perez of Mount San Antonio College, and Dr. Barbara Tewksbury of Hamilton College who report that these are of particular interest to women and minority students. We also are adapting and implementing DBL as practiced by Drs. Richard Moog and James Spencer at Franklin and Marshall College where students learn chemistry through guided research or experimentation instead of through transmittal by textbooks or class lectures. We are creating a series of discovery-based lesson plans that include guided discovery worksheets that help students formulate their own questions, identify information they need to answer those questions, and make conclusions based on evidence they obtain. Finally, we are incorporating undergraduate research in our course following a model used at the College of New Jersey. Faculty there have developed a Faculty Student Research Course that focuses on involving undergraduate students in research with well-developed, rigorous curricular objectives. Using this model, we plan to engage students in two types of research projects in our course: carefully controlled mini-projects conducted in the laboratory, and more complex, community-based research activities in the field. TEACHER PREPARATION PROGRAM DUE EHR Bocian, Carolyn Iliana Restrepo Trinity College DC Myles G. Boylan Standard Grant 57633 7348 SMET 9178 7348 0000099 Other Applications NEC 0088367 April 15, 2001 Interdisciplinary Manufacturing Innovation: Adapting and Implementing the Learning Factory. Engineering - Other (59) This project adapts and builds on the work of the successful "Learning Factory" developed as a collaboration among Penn State University, the University of Washington, and the University of Puerto Rico Mayaguez to close the competency gap among those students who are hired as manufacturing engineers and managers. This adaptation scheme is based on five major tasks: 1) adaptation and implementation of a more practice-balanced/hands-on manufacturing engineering curriculum through development of two joint interdisciplinary engineering-business courses, Enterprise Conception and Enterprise Design; 2) enhancement of the Entrepreneurship-Manufacturing Innovation Laboratory Experience (E-MILE) for practice-based learning and innovation; 3) outreach to the academic, manufacturing, and pre-college communities; 4) collaboration with industry partners; and 5) project assessment to evaluate the progress of activities and impact on the learning process and to identify opportunities for continuous improvement. Building upon the Learning Factory model, this initiative is providing a new course of action in how to stimulate creativity and innovation in talented young professionals. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Crowe, Thomas Luis Occena Cathleen Burns Douglas Moesel University of Missouri-Columbia MO Kenneth Lee Gentili Standard Grant 106867 7428 SMET 9178 7428 0000099 Other Applications NEC 0088369 February 1, 2001 Development of an Integrated Inquiry-based Curriculum in Ecology. Biological Sciences (61) This project aims to strengthen the undergraduate curriculum in ecology through the development of an integrative series of laboratory modules for students majoring in ecology and marine biology. The project is an adaptation of a successful model developed at Middlebury College, VT, which strives to increase the integration and cohesiveness among classes through (1) the reapplication and reinforcement of common themes, including experimental design, hypothesis testing, and statistics, across multiple classes, (2) the establishment of common field sites, and (3) the development of a series of inquiry-based laboratory exercises that follow a similar format. The laboratory modules are patterned after the inquiry-based labs developed by Switzer and Shriner (2000), which use teacher-guided exercises and student-designed investigations to mimic the scientific process. Equipment secured through this project enables students to conduct a broader array of field and lab-based experiments and improves the resources available for computer assisted data acquisition and analysis. The primary goal of the project is to provide students with a stronger, more comprehensive background in the fundamentals of ecology while increasing their enthusiasm for learning and their appreciation for the scientific process. Thus, the success and effectiveness of the reform effort will be evaluated by assessing the students' ability to think critically, formulate hypotheses, design experiments, and evaluate data. The project results will be disseminated nationally through (1) presentations at scientific meetings, (2) development of an interactive website and instructors workbook, and (3) summer workshops for educators, teachers, and graduate students on creating effective inquiry-based laboratories for high school and college ecology classes. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Tankersley, Richard Mark Bush Ralph Turingan John Morris Florida Institute of Technology FL Jeanne R. Small Standard Grant 201134 7428 SMET 9178 7428 0000099 Other Applications NEC 0088370 January 1, 2001 Understanding Technology through Robots and Multimedia. Computer Science (31) We are establishing a multimedia/robotics laboratory to attract women into the computer information systems major. We believe that providing opportunities to construct and observe robots, as constrasted to typical pure programming, and to explore the combination of artistic and technological skills required in multimedia will be of particular interest to women. We are developing activities to use the new laboratory to verify our beliefs. We are adapting the laboratory projects created by Susan Fox of Macalester College and our multimedia activities are adapted from work by D'Arcangtelis, Polack-Wahl and Zaidman and by Ross. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR McNulty, Nieves Madeleine Schep Columbia College SC Ernest L. McDuffie Standard Grant 81164 7428 SMET 9178 7428 0000099 Other Applications NEC 0088377 March 15, 2001 Political Analysis in an Experiential/Collaborative Setting. Political Science (85) Test data compiled by the University of Southern Mississippi indicate that many political science students frequently need direct assistance in developing their statistical and critical reasoning skills. Political science at USM attracts a large number of female students and students who are from under-represented populations. A survey of USM political science students in the Fall of 1998 indicated that they wanted opportunities to develop greater expertise in using computers to engage in data analysis. The department of political science has responded by offering two new courses in introductory statistics and research methods. These courses are designed to address their needs and provide them with a greater understanding of the practice of science. This project is an adaptation of classroom methods developed elsewhere. The Principal Investigator developed and used a similar approach at Grambling State University. (See "Creating a Critical Thinking Learning Environment: Teaching Statistics to Social Science Undergraduates," PS: Political Science and Politics, 1996, pp. 517-521.) This project is also adapting materials from (1) Beth Chance, "Experience with Authentic Assessment Techniques in an Introductory Statistics course," Journal of Statistics Education, Vol. 5, No. 3, 1997; (2) Sandra Fillebrown, "Using projects in an Elementary Statistics Course for Non-Majors," Journal of Statistics Education, Vol. 2, No. 2, 1994; (3) Gerald Giraud, "Cooperative Learning and Statistics Learning," Journal of Statistics Education," Vol. 5, No. 3 1997; and (4) Gary Smith, "Learning Statistics by Doing Statistics," Journal of Statistics Education, Vol. 6, No. 3, 1998. The project makes extensive use of peer interaction, following the suggestions made by Simon Hooper, "Effects of Peer Interaction during computer based Mathematics Instruction," Journal of Educational Research, Vol. 41, No. 2, 1990, pp. 180-189. We are refining a process for teaching statistical analysis, data analysis skills, and critical thinking to undergraduate students in political science in a way that will have a lasting impact. We are using computer-based technology in the classroom and teaching our students exploratory data analysis techniques. (See for example, John Tukey, Exploratory Data Analysis, Addison-Wesley, 1977; Lawrence Hamilton, Modern Data analysis: A first Course in Applied Statistics, Brooks/Cole Publishers, 1990; James Mullenex, "Box Plots: Basic and Advanced," Mathematics Teacher, 1990, pp.108-112; Frederick Hartwig and Brian Dearning, "Exploratory Data Analysis," Sage Publications, 1979; Peter Barbella, Lorraine Denby, and James Landwehr, "Beyond Exploratory Data Analysis: The Randomization Test," Mathematics Teachers, 1990, pp. 144-149; and Gretchen Davis, "Using Data Analysis to Explore Class Enrollment," Mathematics Teacher, 1990, pp. 104-106.) Our classroom environment is one of both collaborative learning (See, for example, Lois Rubin and Catherine Hebert, "Model for Active Learning: Collaborative Peer Teaching," College Teaching, 1998, pp. 26-30) and peer teaching (See, for example, Brian Keller, Chris Russell, and Heather Thompson, "effects of Student-Centered Teaching on Student Evaluations in Calculus," Educational Research Quarterly, 1999, pp. 79-93) where students work with a partner who is assigned based upon scores on a course pretest. The focus of this course is an experiential learning model. We are employing data sets drawn from two national social and political surveys used by researchers in political science - the General Social Survey (1972 to present) and the National Elections Studies Data sets (1948 to present), preparing samples of each year for use by students both as cross-sectional and longitudinal analysis (the use of "real-life" data sets has been adopted by a number of university faculty including faculty at Virginia Technical University, West Virginia State College, and Hunter College - CUNY). By using the same data that researchers use in their work, we are able to link research to teaching, and prepare our students to eventually design and carry out their own study using these data sources. EXP PROG TO STIM COMP RES CCLI-ADAPTATION AND IMPLEMENTA DUE EHR McBride, Allan University of Southern Mississippi MS Myles G. Boylan Standard Grant 45642 9150 7428 SMET 9178 7428 0000099 Other Applications NEC 0088378 March 15, 2001 Multidisciplinary Dynamic Systems Curriculum. Engineering - Other (59) The goal of this program is to unify the dynamic systems and controls courses of chemical, electrical and mechanical engineering while still allowing some discipline- specific specialization. The project seeks to create a modern integrated curriculum and laboratory learning environment that promotes critical reasoning and problem solving skills, and applies them to the modeling, analysis, design, measurement, control and management of complex dynamic systems. In developing this curriculum the investigators are seeking to adapt and implement concepts and practices from NSF- supported coalitions, particularly the Foundations and Synthesis Coalitions, as well as other NSF funded CCLI grants. The specific focus of the program is on the development of a common required course, Process & Systems Dynamics, for chemical, electrical and mechanical engineering students, and three discipline- specific laboratory courses. The discipline- specific required courses -- Unit Operations Laboratory for chemical engineering, Automatic Controls for electrical engineering, and Engineering Synthesis Laboratory for mechanical engineering -- allow specialization at the advanced level, but preserve an interdisciplinary perspective by sharing experiments and projects. Students should emerge from the sequence with a firm understanding of the physical principles underlying engineering processes, and practical experience in the design, fabrication and testing of tangible products that synthesize multidisciplinary features. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Cameron, Timothy Rosalyn Hobson Gary Huvard Virginia Commonwealth University VA Rogers E. Salters Standard Grant 90453 7428 SMET 9178 7428 0000099 Other Applications NEC 0088390 September 15, 2000 Students as Laboratory and Field Physiologists: Start to Finish.. Biological Sciences (61) To prepare undergraduate students for research in physiology and the sciences in general, we are providing an environment that simulates investigative research in a laboratory setting. Students are taking responsibility for the design of experiments, undertaking data collection on equipment that is similar to that seen in a working physiology laboratory, using data analysis software typically used in this area of research, and learning to communicate results of research to the scientific community. We are adapting from models introduced with NSF support at Villanova University and utilizing ideas on student-initiated experimental design published in the physiology education literature. As students are working on these projects in small groups of 3 to 4 students, team building and cooperative research skills are being developed that are essential to all scientists entering our field where there is a very strong emphasis on collaborative multi-investigator and multi-disciplinary research. During the first part of this inquiry-based laboratory course students are involved in moderately structured laboratory exercises that allows them to become familiar with the iWORX system - a computer driven data acquisition and analysis station linked with on-line simulation and instructional support. In these introductory exercises students conduct a selection of 4 laboratory experiments that investigate the effect of body mass and temperature on metabolic rate (oxygen consumption) in fishes, the effect of fatigue on muscle contraction, the effect of exercise on cardio-respiratory physiology and the regulation of fluid balance and body composition in humans. During the second part of the course, students design, conduct, analyze and report on one group investigation based on further study of one of the previous laboratory experimental systems or on a comparative model that more closely simulates physiological research in a field setting. One possibility is to investigate the relationships between metabolic rate and diving patterns of marine turtles using indirect calorimetry (oxygen and CO2 gas analyzers) and the most current technology available for the remote monitoring of diving vertebrates (time depth recorders). Alternately, blood chemistry changes during natural fasting of grey seal pups could be studied through the measurement of blood metabolites (spectrophotometric assays). Students are responsible for all aspects of the development of these investigations, from the starting hypothesis to the finishing formal conference style presentations of data at the end of the course. The equipment acquired to support this course is also increasing our ability to support motivated students in more intensive scientific inquiry through senior thesis research projects. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Worthy, Graham University of Central Florida FL Herbert Levitan Standard Grant 100228 7428 SMET 9178 7428 0000099 Other Applications NEC 0088392 June 1, 2001 Bridging Institutions and Disciplines Using Shared Instrumentation. Interdisciplinary (99) The Colleges of Ceramics and Liberal Arts and Sciences at Alfred University and Alfred State College of Technology are extending their interactions through a multi-institutional and multi- disciplinary collaboration. An extended materials characterization laboratory is the support mechanism for the collaboration. The project is adapted from the "Extended Physical Chemistry Laboratory" project that has been established between the University of South Carolina at Spartansburg, Wofford College, and Converse College (NSF DUE 9950296, NSF DUE 9452453 and NSF DUE 9751605). The goal of the project is to promote interaction between materials science, chemistry, geology, and environmental science for students and faculty through shared laboratory modules specifically designed to fit into each curriculum. Students with different educational backgrounds are working in problem solving situations in a team setting. The project challenges students to be organized in their interpretation and communication of data. The newly developed laboratory modules are based on experiments utilizing a remote sensing fiber optic module for Fourier transform infrared spectrometer, a simultaneous thermal analyzer (STA), and a gel permeation chromatography unit. Cross-disciplinary experiments are being developed based on examples of other NSF funded programs such as the Incorporation of Environmental Sciences with Chemistry (NSF DUE 9551773 and NSF DUE 9950832), which are being extended to include materials science. Materials science students are being combined with chemistry students in one classroom, similar to the program at Oberlin College, which set up a program to introduce materials thermal analysis into their chemistry laboratories (NSF DUE 9980925). CCLI-ADAPTATION AND IMPLEMENTA DUE EHR DeRosa, Rebecca Michele Hluchy Gerald Fong Garrett McGowan Alfred University NY State College of Ceramics NY Roger Seals Standard Grant 99235 7428 SMET 9178 7428 0000099 Other Applications NEC 0088396 January 1, 2001 Case Study Resources for an Undergraduate Course on Human-Computer Interaction. Computer Science (31) This project develops and evaluates case study resources as an essential component of undergraduate human-computer interaction (HCI) instruction. The emphasis is on initial development and prototype evaluation. The work is integrated with an HCI textbook project already under development with a commercial publisher. The textbook differs dramatically from current offerings, interleaving the presentation of HCI content with a comprehensive scenario- based framework for the development of interactive systems. A key innovation of the new textbook is its use of a case study to introduce and exemplify the analysis, design, and evaluation framework. The project enhances this case study approach, by developing richer and more flexible online materials, and by building cases from three additional problem domains. The project leverages ongoing research on scenario-based development methods and incorporates the methodology concepts into undergraduate education. It also highlights the use of information technology in undergraduate education, for both content access and student project support. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Rosson, Mary Beth John Carroll Virginia Polytechnic Institute and State University VA Jane C. Prey Standard Grant 64747 7427 SMET 9178 7427 0000099 Other Applications NEC 0088400 January 1, 2001 Development of an Undergraduate Materials Engineering Laboratory. Engineering - Materials Science (57) With advances in materials in fields as diverse as microelectronics, mechatronics and intelligent structures, the current undergraduate materials science curriculum falls short of providing students a solid interdisciplinary platform for coping with challenges to come. The project is developing an innovative Materials Engineering Laboratory at Cooper Union to engage students in exploring scientific concepts for all classes of materials in this interdisciplinary field. An objective of this project is to improve the existing materials engineering laboratory at Cooper Union in conjunction with the development of a materials science laboratory course to meet industry's current needs for bachelor's level engineers with an interdisciplinary background. The equipment being adapted by this project is usually found in research institutions or graduate level labs; the complete set is not normally found in undergraduate labs. In a novel step towards implementing a design approach to undergraduate materials science education, the new lab includes a sample fabrication system and electro-mechanical properties testing system, where students can iteratively synthesize and analyze their own samples. The design of the new course promises to fully integrate research in materials science within undergraduate education in an interactive, experiential way. Adding to the traditional undergraduate materials science laboratory course curricula, the project is adapting and implementing new experiments from the Electroceramics Research Group at the Department of Ceramics & Materials Engineering of Rutgers University. The new laboratory will thus advance efforts to establish a unique materials science and engineering laboratory that fosters a close interaction among mechanical, electrical and civil engineering curricula. Students are able to explore the fundamentals for all types of materials including polymers, metals, ceramics and some specific materials used in intelligent structures such as actuators and sensors. Project results will be disseminated through workshops, presentations at conferences, and journal publications. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Lam-Andersen, Margaretha Cooper Union NY Roger Seals Standard Grant 53480 7428 SMET 9178 7428 0000099 Other Applications NEC 0088403 December 15, 2000 Integrating Spatial Information Technologies into the Environmental Studies Curriculum. Interdisciplinary (99) This project is enhancing the Environmental Studies Program at Gettysburg College by introducing a Spatial Analysis Laboratory and associated curriculum to provide rigorous education and hands-on training in spatial information technologies that are critical to environmental analysis and problem solving. Complex environmental problems are commonly situated in geographic contexts. These problems can be addressed by analyzing spatially referenced data through the use of geographic information systems (GIS), global positioning systems (GPS), and remote sensing (RS). The project goal is giving undergraduate students a strong foundation in the fundamental concepts, methods, and environmental applications of these technologies so that they will be prepared to assume leading roles in environmental research and policy analysis in the private and public sectors and graduate research contexts. The project is adapting three successful programs to fit the needs of undergraduate environmental studies students: programs at Middlebury College and Mount Holyoke College as well as the core curriculum in GIS developed by the National Center for Geographic Information and Analysis (NCGIA). The NCGIA curriculum is being modified and extended by including content on GPS and RS. Three new courses are being implemented: (1) Introduction to Geographical Information Systems, (2) Environmental Applications of Spatial Information Technologies, and (3) Remote Sensing of the Environment. Laboratory components of the courses are promoting active and collaborative learning through individual and group projects. Students are examining environmental issues by exercising a student-developed and maintained (with faculty supervision) environmental database for the surrounding region-an innovative feature of the laboratory components. The project also integrates spatial information technologies into undergraduate thesis research. Interdisciplinary instruction and research is being conducted using ArcInfo, ArcView, and Idrisi GIS and image processing software. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Crawford, Thomas Gettysburg College PA Terry S. Woodin Standard Grant 47796 7428 SMET 9178 7428 0000099 Other Applications NEC 0088406 February 1, 2001 Preparing to Teach Science Concepts in Middle School Using Inexpensive Laboratory Equipment. Interdisciplinary (99) This project is adapting from widely used texts and laboratory manuals existing inquiry-based, field-tested laboratory exercises developed for introductory or general education courses in physics, biology, and chemistry. Exercises are being modified so that they can be performed using laboratory equipment specifically designed for middle school use. All lab exercises are utilizing the same basic core equipment, so that students can concentrate on the inquiry and not on learning how to use multiple pieces of highly specialized equipment. The modified lab exercises will be made available for other users, though publication and web-based dissemination. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR McConnaughay, Kelly Conley Stutz David McMullen Jean Grant Bradley University IL Herbert Levitan Standard Grant 48926 7428 SMET 9178 7428 0000099 Other Applications NEC 0088409 June 1, 2001 Introduction of Modern Fourier Transform Spectroscopy Laboratories into Survey, General, and Biochemistry Classes. Chemistry (12) This award has provided funds to upgrade a Varian EM-390 continuous wave nuclear magnetic resonance spectrometer to a modern Fourier transform (FTNMR) instrument and to purchase a new Fourier transform infrared spectrometer (FTIR). These instruments are traditionally used in upper-level courses such as Organic Chemistry and Instrumental Methods of Analysis. However, this award is allowing their use across the entire undergraduate curriculum, including Survey Chemistry, General Chemistry, and Biochemistry as well as the traditional courses. The experiments in each course are being adapted from the research and educational literature and after appropriate modification, implemented into our courses. The experiments utilizing these instruments are capturing the interest of the students, integrating 'cutting-edge' technology into their laboratory experience, and impacting student learning for all students, major and non-major alike. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Zehfus, Micheal Black Hills State University SD Alexander Grushow Standard Grant 58337 7428 SMET 9178 7428 0000099 Other Applications NEC 0088411 May 1, 2001 Using Mathematical Modeling to Improve Quantitative Skills of Geology Students. This project adapts tools developed for use in mathematics courses (STELLA, Mathematica) to develop the quantitative skills of students in geology laboratories and courses. Students in upper-level geology courses and one mid-upper-level geology course are using these tools to analyze data and construct dynamic models. Each course emphasizes a different aspect of mathematical modeling: Oceans and Atmospheres (dynamic system modeling with STELLA and EXCEL), GIS, Remote Sensing and Spatial Modeling in Environmental Sciences (spatial modeling, geostatistics, decision making), Modeling in the Geosciences (iterative modeling, self-organized criticality, non-linear responses), and Hydrology (2- and 3-D models of groundwater flow, streamflow, and the hydrologic cycle in watersheds). Modeling projects are also being added to existing courses, such as Geomorphology, Paleobiology, Tectonics, and Structural Geology, and Introductory Geology. Student research projects (required for the geology major) are enhanced by the availability of sophisticated modeling tools and instruction in those tools that emphasize comparing models, testing them with field-collected data, and understanding their limitations rather than simply learning technical computer skills. Project results, including new teaching exercises and research, are being presented at professional meetings and workshops and made available on the Web. Faculty are developing real-world, collaborative exercises incorporating mathematical modeling skills, using examples from previously funded NSF projects and workshops, especially the 1999 PKAL workshop on "Building the Quantitative Skills of Non-majors and Majors in Earth and Planetary Science Courses" and its follow-up publication in the Journal of Geoscience Education (volume 48). As part of a program of faculty development to support these changes, faculty are continuing to participate in on-campus and external training and workshops. The primary courses are taught to twenty to forty students each year; the supplementary material in other courses reach anywhere from 90 (not including Introductory Geology) to 240 students each year (including Introductory Geology). Faculty in the Geology and Mathematics and Computer Science Departments and an external expert are evaluating the project. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Savina, Mary David Bice Clinton Cowan Carleton College MN Terry S. Woodin Standard Grant 30625 7428 SMET 9178 7427 0000099 Other Applications NEC 0088412 March 1, 2001 An Imaging Facility to Enhance Study of Cell and Molecular Biology. Biological Sciences (61) Recent growth in genomic research and microbiology at Middlebury College has generated interest in the genomic modification of eukaryotic cells and in the visual examination of the phenotypic effects of such modification. Students now use green fluorescent protein (GFP) to "naturally" tag wild- type and mutant E2F transcription factors, follow their localization and monitor their function in cultured mammalian cells, in an extended laboratory project newly adapted and implemented as a paradigm for the genomic modification of eukaryotic cells. They examine these genomically modified cells using inverted microscopes equipped for fluorescence and differential interference contrast optics in a newly constructed Imaging Facility. They also use a cryostat and this facility, including upright microscopes with fluorescence and DIC optics, for advanced study and course research projects in endocrinology, immunology, and developmental biology as well as cell biology. Additionally, provision of these microscopes with digital capturing, display and storage capabilities allows students to work at each work station in small groups and encourages their active collaboration in data collection and analysis. Procedures implemented in this project are adapted from various sources, including the scientific literature (e. g., Magae et al., 1999; Kavaler et al., 1999; Parfitt and Newman, 1998) and monographs and technical manuals (e. g., Conn, 1999; Lefkovits, 1996). The results of this project are evaluated primarily through the analysis of portfolios of student reports prepared before and after they used the Imaging Facility, fluorescence and DIC microscopes, and cryostat and by tracking student outcomes during matriculation and following graduation. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Watters, Christopher Middlebury College VT Terry S. Woodin Standard Grant 103675 7428 SMET 9178 7428 0000099 Other Applications NEC 0088422 July 1, 2001 Adaptation and Implementation of Computer Technology into the Mathematical Science Curriculum. Mathematical Sciences (21) The purpose of the project is to extend the curriculum reform and the use of computer technology to introductory courses into linear algebra, differential equations, and statistics. The curriculum reform involves a thorough revision and restructure of the three courses and includes the adaptation and implementation of appropriate material for computer-based instruction and extended student projects in these areas. Several programs are adapted and implemented into the curriculum, e.g., the Linear Algebra Curriculum Study Group Recommendations for the First Course in Linear Algebra developed by D. Carlson, C.R. Johnson, D.C. Lay and A.D. Porter, the ODE project developed at Boston University, and ActivStats developed by P. Velleman. Per year, these three courses are offered in 35 sections of about 40 students each, with a campus-wide total enrollment of more than 1300 students. To serve these students, a 40-seat classroom laboratory is constructed with networked workstations and audiovisual equipment. About half of the time, this laboratory is used for in-class instruction, while, the remaining time, students work on computer-based projects, often in a collaborative environment. Graduate teaching assistants who are carefully trained in the relevant software and its use in the specific areas staff the laboratory. Workshops for faculty development and graduate student training are designed and offered on a regular basis. These workshops have an important impact on the mathematics education for pre-service and in-service teachers in the region. Materials and results are disseminated both electronically and through publication and presentation. The success of the project is monitored through a variety of fine-tuned evaluation and assessment instruments. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Miller, T. Len Michael Neumann Jane Harvill Mississippi State University MS John R. Haddock Standard Grant 93011 7428 SMET 9178 7428 0000099 Other Applications NEC 0088423 March 1, 2001 Adding Molecular Biology to the Biochemistry Laboratory. Chemistry (12) Experiments in molecular biology are added to the students' biochemistry laboratory experience to reflect state-of-the-art techniques and procedures. In addition to protein isolation and characterization, enzyme kinetics, and carbohydrate or lipid isolation and characterization, emphasis is placed on such techniques of modern molecular biology as DNA isolation, gene isolation and cloning, the polymerase chain reaction, cell transfection and gene expression. The following molecular biology experiments are among those being adapted from standard literature and implemented in the Biochemistry laboratory. Bacteria are transformed with a plasmid including the gene for green fluorescent protein (GFP). The GFP is isolated using procedures from standard literature and characterized by electrophoresis and fluorescence spectroscopy. The identity of GFP is confirmed using an immunoassay with anti-GFP polyclonal antibodies. The plasmid with the GFP gene is isolated from the bacterial culture and characterized by restriction analysis. Some of the isolated plasmid is reserved to transform cells at the beginning of the semester that follows. An ultracentrifuge is used for DNA and plasmid isolation. A plate reader is used to read the results of the immunoassay and for enzyme kinetics experiments. Multipipettors are used to facilitate the completion of the plate assays. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Selinsky, Barry Joseph Rucker Villanova University PA Harry Ungar Standard Grant 28150 7428 SMET 9178 7428 0000099 Other Applications NEC 0088429 January 1, 2001 Development of Introductory Physics Workshop for Engineering Students to Meet ABET 2000 Criteria. Physics (13) A joint University of Virginia physics-engineering task force has recommended on the basis of the ABET 2000 criteria a restructuring of the two semester problem session/introductory physics labs for 450 engineering students. The results of physics education research in the 1990s indicate that there should be more reliance on computer-based tools and new methods of instruction and grading. The project is adopting the Real Time Physics curriculum as the basis for a new two hour per week workshop/laboratory in mechanics, heat and thermodynamics, and electromagnetism. In addition, the project is adapting and implementing as many exemplary commercial products as possible, but utilizing these products in innovative ways. Assessment and evaluation will be crucial in order both to improve the workshop experience for students and to educate them in the best way possible. There previously was no lab experience for the first semester course. The project is combining the former problem recitation session and laboratory (second semester only) into a workshop that consists of a) A pre-workshop activity utilizing the internet based WebAssign program to present a series of conceptual and numerical problems to prepare the students for the two hour workshop. b) Utilizing Real Time Physics as the laboratory experience with computer tools (probes and software) to engage students in active learning. There will be new computers for the cooperative learning groups and probes from PASCO and Vernier. c) A post workshop activity using peer ranking essay questions on WebAssign that test the students understanding of the concepts presented in the workshop. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Thornton, Stephen University of Virginia Main Campus VA Duncan E. McBride Standard Grant 153990 7428 SMET 9178 7428 0000099 Other Applications NEC 0088436 April 15, 2001 Emphasizing Connections Between Gene Sequences and Protein Structure and Function: Linking Molecular Biology and Biochemistry Laboratory Explorations. Biological Sciences (61) Student learning can be enhanced by engaging the student and by providing an appropriate context for learning. This can be accomplished by developing investigative exercises that require student participation in experimental design and provide realistic research experience. An inquiry-based approach also moves away from the once-standard "cookbook" approach to teaching experimental protocols. If the student must plan the course of the experiment, s/he is required to think about individual steps rather than simply following directions. This project is carrying the investigative approach one step further: linking investigative activities in the laboratory sessions for two courses frequently taken by the same students, Molecular Biology and Biochemistry. These courses form the core of the Biochemistry and Molecular Biology major and minor at Wittenberg University. Co-ordination of the laboratory exercises of these two courses is centered on an investigation of the relationships among gene sequence, protein sequence, protein structure, and protein stability using Staphylococcal nuclease, a small compact, well-defined protein, as a model system. Students identify appropriate regions of Staphylococcal nuclease for mutagenesis, complete mutagenesis and sequence determination of the variants, and sub-clone the variant sequences into an expression vector in the Molecular Biology laboratory. They continue their investigation in the Biochemistry laboratory through protein purification and analysis of the purified mutant protein to determine both activity and stability. Students are given the opportunity to master experimental design, implementation, and data interpretation in a realistic research context. They have the opportunity to develop and then test their own theories of protein structure and learn techniques in the context of a research program. The project is an adaptation of Darwin 2000, using this example as a model for nuclease analysis. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Goodman, Margaret Amil Anderson Wittenberg University OH Terry S. Woodin Standard Grant 62586 7428 SMET 9178 7428 0000099 Other Applications NEC 0088437 March 1, 2001 Hands on the Human Body. Engineering - Other (59) This project is an integrated effort by the Faculty of Engineering to develop effective methods for teaching engineering from an applied, multidisciplinary point of view. The project adapts the well-proven pedagogy of "reverse engineering", and implements this strategy for the study of the human body, an exquisite combination of interacting systems that can be analyzed using multidisciplinary engineering principles. We have developed a series of eight hands-on modules that introduce chemical, mechanical, and electrical engineering principles through application to the human body. The goals of this project are to: (1) Engage students in the scientific discovery process via exploration of the engineering systems within the human body using exciting hands-on "reverse engineering" methods. (2) To introduce all of the proposed modules into the multidisciplinary Freshman Engineering Clinic course which is required of all freshmen at Rowan University. (3) To integrate the modules vertically into courses in the Chemical, Mechanical, and Electrical Engineering curricula, and the Health Sciences Department. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Farrell, Stephanie John Schmalzel Anthony Marchese Shreekanth Mandayam Jennifer Kadlowec Rowan University NJ Russell L. Pimmel Standard Grant 162326 7428 SMET 9178 7428 0000099 Other Applications NEC 0088453 September 1, 2000 Event-Driven Computing Projects for Software Engineering Education. (34) Software Engineering This work develops a project testbed and corresponding hands-on exercises to introduce the software development of event-driven systems, an area of great interest to industry. The testbed uses the theme of a home automation system to introduce the idea of embedded "appliances" and to motivate students by making the exercises fun and interesting. Student work simulates real world development by providing incremental exercises that together comprise a semester-long "project", covering the critical elements in the software development process lifecycle. With a diverse and interesting set of external entities, students observe the effects of changes in the requirements as the instructor introduces real-world problems in concurrency and uncertainty and illustrates the effects of dynamic external entities. The target group includes undergraduate students majoring in computer science and computer engineering. The developed materials can be duplicated easily and inexpensively at other educational institutions. The use of these student projects begins to address deficiencies in software engineering education and better prepares students for a career in software engineering. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Skubic, Marjorie James Laffey University of Missouri-Columbia MO Andrew P. Bernat Standard Grant 74997 7427 SMET 9178 7427 0000099 Other Applications NEC 0088458 January 1, 2001 Project ChemBOND: Building Opportunities for Meaningful Learning. Chemistry (12) Faculty in the Colleges of Science and Education have been working collaboratively for the past three years in addressing problems of student performance and retention in first semester chemistry. During this period, faculty recognized the need to examine their own practice including design of course curriculum, the quality of the problem-solving, in-class activities for students, and the alignment of course components and the importance of addressing problems of achievement and retention from multiple solution paths. The objectives being addressed in the current project include: (1) revision of the course curriculum and BONDing (Building Opportunities for Networking and Discussion) sessions through adaptation/adoption of aspects of the NSF Chemistry Initiatives and the integration of technology-based instructional tools and models, (2) professional development of faculty in order to facilitate implementation of these reforms, (3) continually building a professional learning community. The objectives are being accomplished through an action plan in which a cross-disciplinary faculty team simultaneously addresses curriculum revision, meaningful learning, and innovative instructional approaches. Curriculum reform efforts, including use of technology, are well-established methods to improve the learning of under-prepared and/or diverse student populations. Mechanisms for extensive collaborations have been established with community colleges in the area through the Region V Area Center for Educational Enhancement. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Haky, Jerome Deborah Louda Nancy Romance Donald Baird Robert Bleicher Florida Atlantic University FL Susan H. Hixson Standard Grant 98819 7428 SMET 9178 7428 0000099 Other Applications NEC 0088470 January 1, 2001 Electronic Commerce Coursework in Computer Science. Computer Science (31) We are creating and refining materials for a two-course undergraduate sequence in the area of e-commerce to meet two nationwide educational needs in computer science: 1) the lack of tested course materials in the area of e-commerce, and 2) the lack of significant opportunities for computer science students to pursue team work in an interdisciplinary setting. The first course covers web technology for computer science majors and minors; the second is a unique interdisciplinary e-commer course open to students of all disciplines. In the second course, CS students have a different set of requirements than non-CS students as they provide technical expertise learned in the first course to student teams. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Simha, Rahul George Washington University DC Mark James Burge Standard Grant 151288 7427 SMET 9178 7427 0000099 Other Applications NEC 0088472 March 1, 2001 Adaptation of Materials Characterization Techniques to Collaborative Discovery-based Learning in the Undergraduate Packaging Science Curriculum. Engineering - Materials Science (57) Five Packaging Science undergraduate laboratory courses that include segments concerned with packaging materials are being modified with the following objectives: to incorporate more science-based learning; to significantly increase the understanding and hands-on experience of undergraduate students with state-of-the-art materials science characterization and investigative techniques as applied to Packaging Science; to maximize collaborative, discovery-based learning; and to ensure that our sophomore, junior and senior level laboratory experiences are appropriately integrated and pyramided. The project is adapting collaborative learning strategies from Millis at the US Air Force Academy and Cottrell at Miami University; Johnson and Johnson at University of Minnesota; and Felder at North Carolina State University, among others. The project objectives are enabled by the acquisition of state-of-the-art materials characterization instrumentation, especially thermal analysis, to augment the existing, extensive gas permeation equipment and new physical testing capabilities. The techniques and interpretative skills of using this instrumentation to understand the inter-relationships of processing, structure and properties of the wide variety of materials used for packaging are well-known. Until now, their integration into the undergraduate Packaging Science curriculum has been rudimentary. With the collaboration of the Clemson Office of Teaching Effectiveness and Innovation, the new laboratory exercises and revised courses are being designed to move from individual, problem-based learning to collaborative, discovery-based learning. The Clemson Web-based Collaborative Learning Environment is being used to promote learning communities within and across classes. Surveys of students and alumni are providing feedback on the effectiveness and usefulness of the changes. The findings and results are being disseminated to other Packaging Science programs, to other interested educators within and outside of the University, and to the packaging industry. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Kimmel, Robert Kay Cooksey Timothy Weigel Clemson University SC Kenneth Lee Gentili Standard Grant 100002 7428 SMET 9178 7428 0000099 Other Applications NEC 0088482 June 1, 2001 WeBWorK in the Mathematics Curriculum. Mathematical Sciences (21) The proposed project focuses on improving student mathematical achievement at the University of Virginia by expanding a pilot implementation of the WeBWorK online homework system. We will develop comprehensive libraries of WeBWorK problems to be used in Math 111 (Probability/Discrete Mathematics), Math 121-122 (Applied Calculus I and II), and Math 131-132 (Calculus I and II), courses with a total annual enrollment of approximately 2300 students. These libraries will allow us to easily expand WeBWorK to all sections of the above courses. The problem libraries will be indexed for use at the University of Virginia and other institutions. To provide increased support for student learning, we will also develop an extensive collection of online sample problems with solutions, available in both HTML and as video clips. The project will include two summer workshops for regional postsecondary and secondary teachers interested in learning about the WeBWorK system, and will provide assistance to those interested in implementing the system. An ongoing evaluation and dissemination program is fully integrated into the project. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Holt, Jeffrey David Brydges University of Virginia Main Campus VA Elizabeth Teles Standard Grant 56390 7428 SMET 9178 7428 0000099 Other Applications NEC 0088483 January 1, 2001 Hands-on Use of High-Field NMR in a Three-Week Collaborative Learning Laboratory for a Non-Majors Organic Chemistry Laboratory. Chemistry (12) This project brings a collaborative learning experience to more than 800 students per year in organic chemistry laboratories for non-majors at the institution. Students participate in three-week collaborative learning experiments involving realistic scenarios in which students isolate, characterize, and identify an unknown chemical, using a high-field NMR spectrometer, and present their findings in a poster session. Students use methods employed by natural products chemists in modern laboratories and, as part of the identification process, learn to collect and process NMR and FTIR data using state-of-the-art instruments. The challenge of integrating a hands-on NMR experience into a course serving such a large number of students is met by establishing an open instrument laboratory staffed by teaching assistants and by developing a WWW-based scheduling system for small-group training sessions. The collaborative learning exercises are adaptations of approaches published in standard literature and journals. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Azadnia, Ardeshir Michael Rathke Kathryn Severin Michigan State University MI Alexander Grushow Standard Grant 100000 7428 SMET 9178 7428 0000099 Other Applications NEC 0088489 March 1, 2001 Undergraduate VLSI Curriculum and Laboratory Emphasizing Mixed-Signal Circuit Design. Engineering - Electrical (55) During the last decade, the semiconductor industry has significantly increased its demand for engineering talent, yet the supply of recent graduates with relevant experience has declined, especially in the areas of analog and mixed-signal integrated circuit design. This project addresses the problem by measurably increasing the number of undergraduates with direct experience in integrated circuit design, specifically in the areas of (i) digital, analog and mixed-signal circuit design, (ii) layout and fabrication techniques, and (iii) design for test. Key topics from graduate-level VLSI curricula are being adapted to form a new curriculum targeted towards undergraduates. Course notes and laboratory manuals from VLSI courses offered by Iowa State University and the University of Tennessee at Knoxville serve as the primary source material. The two-course elective sequence focuses on digital and mixed-signal design at the circuit and layout levels. Laboratory experiences reinforce the course material, and encourage students to use commercial-grade CAD tools such as Cadence to implement and simulate designs, and to gain experience with mixed-signal test instruments including mixed-signal oscilloscopes and arbitrary waveform generators. VLSI chips designed by students are fabricated by the MOSIS service and tested in the laboratory. It is anticipated that 30% of each graduating class of Rose-Hulman electrical and computer engineering students will participate in the program. Course notes, lab manuals, and example design projects resulting from the curriculum development work will be disseminated via an Internet web server. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Hudson, Tina Rose-Hulman Institute of Technology IN Russell L. Pimmel Standard Grant 93366 7428 SMET 9178 7428 0000099 Other Applications NEC 0088491 May 1, 2001 Improving the Chemistry, Biology, Physics/Astronomy, and Environmental Science Curricula Through Implementation of UV-Vis Spectrophotometric Laboratory Activities. Interdisciplinary (99) Chemistry (12) Physics (13) Biological Sciences (61) This multidisciplinary project is improving Arizona Western College's (AWC) Chemistry, Biology and Physics/Astronomy laboratory curricula and the joint AWC/Northern Arizona University-Yuma 2+2 Environmental Science program with new laboratory activities that use ultraviolet-visible spectroscopy (UV-Vis). AWC is designated by the Department of Education as a Hispanic Serving Institution. Experiments and protocols from a wide variety of sources including the research and educational literature are being combined and adapted to create the laboratory activities. In Chemistry courses, students use the UV-Vis to conduct a photoassisted reaction that mineralizes an organic dye, analyze the campus' pool's disinfectant capacity, test for lead in Mexican glazed pottery, and characterize the absorption spectra of two thermochromic compounds. Biology students are elucidating the structure-function molecular motif from the absorption spectra of plant pigments chlorophyll a and b, and anthocyanins. Students in Physics/Astronomy are studying how particulate matter preferentially scatters more energetic wavelengths and how the interaction between matter and light helps explain red-orange sunsets and sunrises, and cosmological phenomena. Environmental Science students are carrying out a temporal and spatial water quality study of the local desert watershed (Colorado River, Martinez and Mittry Lakes), and analyzing for ammonia and phosphate in both cultivated and uncultivated soils to determine the potential impact for contamination of the local groundwater supply. The multidisciplinary use of the UV-Vis spectrometers: 1) allows faculty to incorporate new laboratory experiments into the curriculum and hence expand topic coverage, 2) allows faculty to teach topics that were previously relegated to lecture because of non-existent instrumentation capacity, 3) gives students hands-on experience with modern instrumentation and methodology, 4) shifts student focus more towards data analysis, and 5) creates undergraduate research opportunities for community college students. The successes and challenges of implementing the spectrophotometric lab activities into the curricula will be shared with the science education community at large via journal submissions and presentations at regional and national meetings. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Donnelly, Scott Steven Sparks Stefan Dieters Arizona Western College AZ Susan H. Hixson Standard Grant 37685 7428 SMET 9178 7428 0000099 Other Applications NEC 0088496 June 1, 2001 Computerizing Physics and Chemistry Laboratories for Life Science Students. Interdisciplinary (99) Chemistry (12) Biological Sciences (61) Physics (13) Essentially all the students at Mercy College who are taking physics and chemistry courses are preparing for medical, health, or bioscience careers. In this era of ever-increasing medical and biological sophistication and technology, these students not only need a firm foundation of physics and chemistry principles but need to be able to apply these principles in the scientific reasoning involved in making decisions and judgements about human and biological systems. There are no physics or chemistry majors at Mercy so we are in a position to devote ourselves to the needs of this particular student audience. We are incorporating computer technology into the physics and chemistry curriculum in a coordinated way in order to better prepare these students for their further coursework and their intended careers. The modifications in physics are based on adapting aspects of Realtime Physics, Workshop Physics, and Tutorials in Introductory Physics to create new experiments designed to provide direct relevance for students majoring in the life sciences. In chemistry, adaptation of computer-interfaced activities developed by the Middle Atlantic Discovery Chemistry Project and of several ChemLinks modules along with other existing laboratory experiments provide the basis for the new work. Through the use of laptop computers, whose portability allows multiple use, we are computerizing the general physics and general chemistry laboratory activities utilizing interface and sensor equipment. In doing so, we are incorporating human/biological relevance and inquiry-based pedagogy. The computers also are being used to computerize laboratory activities in the biochemistry course and in the non-science major chemistry course. Finally, a Science Learning Center is being established in which the computers are used as a networked active learning resource. This center is staffed by tutors who offer students support in the use of web-based and CDROM active learning materials, under the guidance of the science faculty. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Beverly, Nancy Geetha Surendran Barbara Nash Mercy College NY Susan H. Hixson Standard Grant 292757 7428 SMET 9178 7428 0000099 Other Applications NEC 0088501 April 1, 2001 Real Chemical Reactions Vertically Integrated Throughout the Curriculum. Engineering - Chemical (53) The pedagogy of teaching chemical reaction engineering is continually advancing through the use of new computational tools such as POLYMATH and MATLAB; interactive computer applications; and a new emphasis in textbooks on relating theory to industrially relevant chemical reactions. What is currently lacking in this area are chemical reaction engineering experiments that employ realistic reaction engineering systems. Nearly all of the reaction engineering experiments reported in the literature employ simple experiments that can be described using a single overall reaction. In addition, most laboratory experiments do not examine the process fluid mechanics of the reactor and how this effects the product distribution. As a result, students only visualize reactors through theory and do not experience realistic reactor systems in their undergraduate courses. This lack of experience eliminates a major engineering challenge in designing and troubleshooting a reactor in which the yield and selectivity are optimized along with the process economics. This project is developing several experiments that employ the following features currently not being addressed in published reaction engineering experiments: 1) byproduct formation, 2) green engineering, 3) scale-up fluid mechanics and 4) equilibrium limited reactions. A series of experiments is being adapted from the research and educational literature using two chemical and one biological reacting systems. Specific adaptations are based on experiments developed by Wang at the University of Maryland, Bourne at the University of Birmingham, and Keyes at the University of Illinois, among others. These experiments are being vertically integrated through the following series of courses: chemistry, organic chemistry, process fluid transport, chemical reaction engineering, industrial process pathways, biochemical engineering, and unit operations. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Hesketh, Robert C. Stewart Slater Stephanie Farrell Mariano Savelski Kevin Dahm Rowan University NJ Harry Ungar Standard Grant 119714 7428 SMET 9178 7428 0000099 Other Applications NEC 0088502 May 15, 2001 Integration of GC-MS into the Chemistry and Environmental Science Curriculum. Chemistry (12) A GC-MS is being incorporated throughout the chemistry curriculum. By adapting published experiments from the research or chemical education literature to the unique challenges and opportunities of our institution, we are developing novel pedagogical materials in both our majors courses as well as our non-majors courses. The GC-MS is having a major impact on our analytical/instrumental chemistry courses and on an environmental chemistry course for non-science majors. Additional classes that are using the instrument include organic chemistry, natural products chemistry, synthesis techniques and introduction to chemical research. A major theme of this curriculum change is project-based investigations of complex samples that directly engage the students in scientific thinking. Use of the GC-MS allows us to continue a recent change in direction of our analytical program towards the analysis of complex, "real world" samples. Experiments in the non-majors course are designed with a focus on local environmental concerns such as how the air quality is affected by a local coal-powered steam train. Such hands-on experience is critical in effectively engaging minority groups and prospective K-12 teachers. An additional outcome of this project is that all biology and chemistry students are being exposed to modern analytical instrumentation that enhances their interest in molecular structural and dynamic studies. Research students have access to state-of-the-art instrumental methods, which is strengthening their preparation for graduate studies and industrial laboratory positions and inevitably improving the publication rate of undergraduate majors at our institution. The impact of this instrument improvement project will be felt by more than 800 students over the next five years, including approximately 150 Native American and Hispanic students in our program. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Gohdes, Joel Ron Estler Fort Lewis College CO Susan H. Hixson Standard Grant 43851 7428 SMET 9178 7428 0000099 Other Applications NEC 0088506 June 1, 2001 Incorporating Model Experiments and Interactive Software into Freshman Biology Course. Biological Sciences (61) As part of a comprehensive reform to create a student-centered natural sciences learning community, we have implemented a new curriculum for Biology majors that stresses hands-on, experiential learning and provides progressively greater opportunities for semi-independent student research. In particular, our introductory biology course utilizes many approaches to assist Freshman students in transitioning to an active learning environment. First, to encourage students to embrace active learning, we have integrated an interactive, Web-based teaching strategy called Just-in-Time Teaching into the lecture component of the Principles of Biology I course. This strategy uses the rapid communication made possible by the Internet to keep students actively involved in the course and to allow the instructor to adjust lessons rapidly in response to student needs. Second, we utilize a desensitization strategy to address our students' unfamiliarity with the role of technology in research. By introducing two new experimental packages (instruments and organisms) into the laboratory component of the course in a two-week format, we are able to reduce student anxiety and foster mentoring. These two new experimental packages are based on adaptations of a gene structure and genetic homology laboratory developed at Davidson College and a Sea Anemone energetics laboratory developed at Hood College. Pre-service teachers are involved in all aspects of the projects as Freshman students enrolled in the course and later on as graduate assistants. Saturday morning workshops provide additional exposure to hands-on learning activities for both pre-service and in-service teachers. The combination of active and interactive teaching strategies have particularly positive effects on learning. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Luciano, Carl David Pistole Indiana University of Pennsylvania PA Daniel Udovic Standard Grant 90178 7428 SMET 9178 7428 0000099 Other Applications NEC 0088507 January 1, 2001 A Remote Wireless Sensing and Control Laboratory. Engineering - Electrical (55) The project, "A Remote Wireless Sensing and Control Laboratory," provides an integrated laboratory experience in Electrical and Computer Engineering to Engineering students with a wide range of interests in Computer, Electrical, Civil/Environmental, and Mechanical Engineering. Broad-ranging applications of the laboratory include smart sensors and person detection, web-based acquisition and control, and wireless communication system. Two particular applications encompassed by these projects include an intelligent security system, and an energy conservation system resulting from monitoring room usage. Experiments being adapted and extended for more in-depth and multi-disciplinary applications include several compiled in Agilent's Educator's Corner, as well as contributions from Springfield Technical Community College's "The Wireless Telecommunications Laboratory Project." This multi- and inter-disciplinary Remote Wireless Sensing and Control Laboratory is being evaluated to determine how it can be most effectively utilized as a pedagogical tool. Assessment is being done by incorporating questions into surveys currently in use by Swarthmore's Engineering Department, including course evaluations, senior surveys, and alumni surveys that provide longitudinal information. Outside evaluators, including Swarthmore's Engineering Council, are also assessing the impact of this work on current students. Results are being compiled for dissemination via articles and presentations to ASEE's Journal of Engineering Education and Annual Meeting, and the Council on Undergraduate Research. Because web-module-development is integral to many experiments, especially those related to the web-based acquisition and control project, extensive use of the web is a critical component of this work. Results will also be posted and linked to sites such as Agilent's Educator's Corner. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Molter, Lynne Erik Cheever Bruce Maxwell Swarthmore College PA Russell L. Pimmel Standard Grant 46470 7428 SMET 9178 7428 0000099 Other Applications NEC 0088511 May 1, 2001 Chemistry Laboratory Experiments Based on Handheld Personal Computers. Chemistry (12) Computerized data acquisition is introduced in introductory chemistry laboratories through use of handheld personal computers (HPCs). This is an affordable approach that permits individual computers to be available at each student work station without crowding existing laboratory space. These computers, although much smaller than PCs, are powerful enough for most laboratory applications and operate in manner that closely matches the screen display of conventional computers. They use similar operating systems and programming languages and conventional serial data converters. Software is designed to closely match the conventional graphics windows of PCs and most experiments include Web based prelab and post lab exercises on conventional PCs, including simulations that use nearly identical commands and screen appearance. The goals are to provide a cost effective method to modify existing courses to reflect modern chemical instrumentation and the role of computers in laboratories. The types of experiments included in the curriculum and adapted for use with the HPCS are being expanded, with emphasis on selecting those with a strong visual component, such as where the data appears as a graph in a few minutes. Such short experiments permit multiple runs and allow visual comparisons of the effect of variations in experimental conditions. The program affects approximately 3000 students over the next five years and has strong potential to serve as a model at other institutions. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Endres, Paul Bowling Green State University OH Harry Ungar Standard Grant 23876 7428 SMET 9178 7428 0000099 Other Applications NEC 0088516 April 15, 2001 Optics for Scientists and Engineers Laboratory Course. Physics (13) An Optics for Scientists and Engineers Laboratory Course is being developed and implemented to provide undergraduate students with the fundamentals necessary to enable them to successfully apply optics in their respective disciplines. The course is targeted to a wide cross section of students (electrical engineering, physics, chemistry, mechanical engineering, biology, etc.). An interdisciplinary faculty team from the Electrical and Computer Engineering, Chemistry, and Physics Departments is implementing and teaching the course. The course includes a capstone optics experiment related to each student's academic major. For many students, this is their only optics course. The annual one semester course consists of 30 hours of lecture and 45 hours in the laboratory. Exemplary laboratory experiments developed under NSF auspices at the New Jersey Institute of Technology and Boston University are being adapted and implemented. A commercially available fiber optics kit is also being used. The incorporation of extensive hands-on optics experience is a key component of the course. Four laboratory stations are equipped with research grade optics kits. Not more than two students work at each station, and they are expected to select and set-up components from their kit to the maximum extent possible. The goal is to provide graduates capable of putting basic optics principles to work in their careers, e.g. for optical communications, machine vision, spectroscopy, etc. or in graduate school. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Swenson, Orven Floyd Patterson Andres Campiglia David Rogers North Dakota State University Fargo ND Duncan E. McBride Standard Grant 74016 7428 SMET 9178 7428 0000099 Other Applications NEC 0088517 February 15, 2001 Bringing Chromatography and Spectroscopy into the Undergraduate Curriculum. Biological Sciences (61) Chemistry (12) Science faculty at Bowdoin College strive to optimize undergraduate learning by incorporating modern analytical techniques into inquiry-based laboratory exercises that allow for meaningful intellectual and creative input from students, and through their oversight of undergraduate-led research projects. Currently, Bowdoin undergraduates majoring in biology, biochemistry and environmental studies receive little exposure to the essential modern techniques of chromatography and spectroscopy. Chemistry majors, although grounded in the principles of these methods, generally do not gain experience with them in the context of complex analytical problems. This project introduces undergraduates to the principles and applications of chromatography and spectroscopy via high performance liquid chromatography (HPLC). The project is interdisciplinary in nature and involves undergraduates and faculty from all of the above-mentioned departments. The specific goals of the project are to 1) enable Bowdoin undergraduates across departments to learn the principles, techniques and applications of chromatography and spectroscopy via the use of an HPLC with diode array detection, 2) develop course laboratories designed to convey deep understanding of these modern techniques and also to facilitate inquiry-based learning by enabling students to pursue hypotheses of their own creation in self-designed laboratory projects, 3) foster the use of chromatography and spectroscopy in undergraduate-led research, 4) create informed lesson plans centered on HPLC technology for dissemination among science faculty. Chromatography and spectroscopy are being incorporated into the laboratory portions of five core and upper-division courses, as well as into undergraduate-led research. Experiments are being adapted from the educational and research literature. For example, in the Plant Physiology course, experiments developed at the University of Colorado to expose students to photosynthesis and energy dissipation are being modified to use HPLC instead of TLC for the analysis. Overall, the project is broadening and enhancing the background of Bowdoin undergraduates and is providing those students with first-hand experience with the practice of science. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Logan, Barry Bowdoin College ME Susan H. Hixson Standard Grant 23879 7428 SMET 9178 7428 0000099 Other Applications NEC 0088518 January 1, 2001 Incorporation of Computer Modernized Cary-14 UV/Vis Spectrophotometer in the Undergraduate Curriculum. Chemistry (12) This project seeks to enhance the undergraduate chemistry curriculum at the institution by incorporating high resolution, computer-controlled ultraviolet-visible-near infrared (UV-Vis-NIR) spectroscopy into three upper-level laboratory courses: Instrumental Analysis, Inorganic Synthesis, and Experimental Physical Chemistry. This is accomplished by adapting several new or classic laboratory experiments from the chemical education literature for use with the computerized Cary-14 and implementing them into the three formal laboratory courses currently taught by the Chemistry Department. The proposed experiments and instrumentation enhance the students' critical thinking skills, increase their familiarity with a wide variety of computerized equipment, and expose them to the scientific process of inquiry through investigation. As a result of this formal change in curricula, the students are better prepared to participate in independent research. The institution is a comprehensive, urban, commuter campus with an ethnically diverse student population and the chemistry department reflects that diversity. Funding provides an Aviv Instruments modernization of the current Cary-14 spectrophotometer including a thermoelectrically cooled heater in the cell housing, and release time for the PI and co-PIs to implement and adapt experiments for the Cary-14 and our laboratory courses. This project is for a duration of 33 months, as much of the first year is devoted to the instrument modernization and initial development of the laboratory experiments. These experiments are introduced into the formal laboratory courses in the second year of the grant, then evaluated, revised and reintroduced in the final year. The anticipated outcomes of this proposal include: 1) improved undergraduate laboratory experiments; 2) decreased time for data acquisition; 3) increased time for data interpretation and analysis; 4) increased understanding of digital data acquisition; 5) increased variety and quality of laboratory experiments; 6) increased hands-on-time for each student; and 7) integration of digital methods-instrumental output as well as Microsoft Excel, Word, and PowerPoint-into the reporting of experimental results. This project significantly improves the preparedness of our majors for research and future employment in academics and industry. Dissemination of results is accomplished through a web site linked to the chemistry department home page, publication in referred chemical education journals, and presentation at regional and national meetings. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Hyslop, Alison Neil Jespersen Elise Megehee Enju Wang Richard Rosso Saint John's University NY Harry Ungar Standard Grant 81501 7428 SMET 9178 7428 0000099 Other Applications NEC 0088527 January 1, 2001 Integrating Inquiry-Based Science and Education Methods Courses in a "Science Semester" for Future Elementary Teachers. Interdisciplinary (99) In this project we are adapting problem-based learning and other inquiry-based approaches to create a curriculum where science and education methods are integrated ("science semester") for elementary teacher education majors. Our goal is to foster integrated understandings of science and pedagogy that future elementary teachers need to effectively use inquiry-based approaches in their classrooms. This project responds to calls to improve science education for all students (AAAS, "Science for All Americans," 1986; "Benchmarks for Science Literacy," 1993) by making preservice teachers' experiences in undergraduate science courses more consistent with reforms at the K-12 level (NRC, "National Science Education Standards," 1996; NSF, "Shaping the Future: New Expectations for Undergraduate Education in Science, Mathematics, Engineering, and Technology," 1996, NSF96-139). The senior personnel in this proposal collectively teach three science courses (biology, earth science, physical science) and an elementary science education methods course that are required for elementary teacher education (ETE) majors. A variety of active, collaborative, and inquiry-based approaches are used in these courses, but their collective impact is weakened by the lack of coordination in the students' degree programs. Presently, students take the courses in variable sequences and at widely scattered times. Too many students fail to appreciate the value of science courses to their future careers as teachers, and when they reach the methods course in the junior year they often retain little of the science content studied earlier. These episodic encounters with science make it difficult for students to learn the content, and to translate their understandings of science into effective, inquiry-based teaching strategies. To encourage integrated understandings of science concepts and pedagogy, a coordinated set of science and methods courses are being designed as a junior-year science semester. Traditional subject matter boundaries are being crossed to stress shared themes that teachers must understand to teach standards-based elementary science. The design is adapting exemplary approaches that support both learning science and learning how to teach science. Students work collaboratively on multidisciplinary problem-based learning (PBL) activities that place science concepts in authentic contexts and build learning skills. "Lecture" meetings are large group active learning sessions that help students understand difficult concepts, make connections between class activities, and launch and wrap-up PBL problems. Investigatory labs include activities from elementary science kits as launching points for in-depth investigations that demonstrate the continuity of science concepts and pedagogies across age levels. In the methods course students critically explore the theory and practice of elementary science teaching, drawing on their shared experiences of inquiry learning in the science courses. Field placements in elementary classrooms are built-in to allow students to ground their studies of science and pedagogy in actual practice. Participating faculty are collaborating with external evaluators to assess the impact of this project. The ability to plan for and use inquiry approaches depends strongly on sound understandings of science concepts, so formative aspects of the evaluation examine students' developing science content and pedagogical knowledge (e.g., conceptions of inquiry teaching). The summative aspect of the evaluation will examine whether student teachers who completed the science semester teach science differently than those who complete traditional (stand-alone) courses in science and methods. External evaluators use structured interviews of supervising teachers, survey data from the student teachers, and classroom observations of student teachers sampled from the science semester and traditional groups to examine how they conceive of and use inquiry-based approaches in their science lessons. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Fifield, Steven Henry Shipman John Madsen Deborah Allen Danielle Ford University of Delaware DE Myles G. Boylan Standard Grant 199137 7428 SMET 9178 7428 0000099 Other Applications NEC 0088534 January 1, 2001 Improving Curricula in Chemistry and Geology by the Integration of Environmentally Relevant Atomic Absorption Spectroscopy throughout Undergraduate Studies. Chemistry (12) Atomic Absorption Spectroscopy (AAS) is an indispensable tool for the quantitative analyses of trace elements critical to environmental health. To provide undergraduates with experience with environmentally relevant AAS, the Departments of Chemistry and Geological Sciences are introducing intensive, hands-on, project-oriented experiments in Instrumental Methods Laboratory, Environmental Chemistry, and Aqueous Geochemistry Laboratory. Students in the upper-division chemistry courses are also performing an analysis of lead in paint chip samples gathered and prepared by General Chemistry laboratory students. Collaboratively, the advanced and beginning chemistry students are preparing a report for the Memphis and Shelby County Health Department summarizing results and assessing the regional scope of the lead-paint risk. Students in the Quantitative Analysis Laboratory are gathering trace metal analysis data and creating a database to be used for teaching the statistical treatment of experimental data. The AA spectrometer, capable of trace-level determinations of metals such as arsenic, selenium, mercury, lead and chromium, is also becoming a significant resource for undergraduate researchers who choose environmental projects in Chemistry and Geological Sciences and for environmental courses in and interdisciplinary research with Physics, Geography, Biology, and Biomedical Engineering Departments and the Groundwater Institute. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Lowy, Daniel Richard Petersen Daniel Larsen University of Memphis TN Kathleen A. Parson Standard Grant 53519 7428 SMET 9178 7428 0000099 Other Applications NEC 0088566 January 1, 2001 Integration of Liquid-Chromatography Mass Spectrometry Across the Chemistry Curriculum. Chemistry (12) Analytical methods incorporating liquid chromatography (LC) and mass spectrometry are an integral part of research in academic, pharmaceutical, and industrial research laboratories. While LC/MS is discussed in undergraduate analytical lecture courses associated with Instrumental and Quantitative analysis, undergraduates rarely obtain any "hands-on" experience with LC/MS instrumentation. We are integrating into our undergraduate curriculum three laboratory experiments, adapted from the research literature, that utilize electrospray ionization (ESI) and LC/ Ion-Trap MS as an analytical component. Chemistry majors are introduced to LC/MS in their second semester of organic chemistry where they study the reactivity of various amino acids in solid phase peptide synthesis. Undergraduate biochemistry students use ESI and LC/Ion Trap MS to measure the molecular weight of the protein glyceraldehyde-3-phosphate dehydrogenase and the masses of its tryptic fragments. Students in our instrumental analysis laboratory compare ESI and Ion Trap MS to ICP-quadrupole MS and other analytical methods for the determination of lead in the local environment. In addition, undergraduate students are using ESI and LC/ Ion-Trap MS in their research projects. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Chiarelli, Michael Alanah Fitch Daniel Celander Derek Nelson Loyola University of Chicago IL Susan H. Hixson Standard Grant 70450 7428 SMET 9178 7428 0000099 Other Applications NEC 0088576 February 15, 2001 Utilizing Geoscience Field Data and Modern Technology to Enhance Learning Outcomes. Geology (42) The Geoscience/Geography Department at New Jersey City University, an urban, culturally diverse, Hispanic Serving Institution (HSI), is modernizing its field data acquisition and interpretation capability and utilizing this to improve the quality of science education in undergraduate courses and research projects. Students are now able to use modern technology when they acquire map data and interpret field data. The implementation of this capability is promoting higher levels of experiential learning and fostering the development of creativity, resourcefulness, and critical thinking, all traits that are indispensable for survival and success in the modern workplace. While the quality and relevance of SMET education is improved for all students taking geoscience courses, future science teachers and science majors in particular are benefiting from derivative curricular modernization. Students are developing hands-on expertise with equipment and technology that they will be expected to use professionally. The equipment acquired in this project includes six new computers equipped with GIS software (for GIS lab expansion from 6 to 12 seats); three pieces of digital spatial positioning equipment (2 GPS receivers and one total station); and one digital ground penetrating radar system that is being leveraged to gain access to a full range of geophysical instruments. This new equipment has provided the basis for adapting successful exercises and projects that have been developed elsewhere for student use. Exercises and projects from Houston Community College (GPS and GIS), Western Michigan University (field geophysics), and the New Jersey Geological Survey are being adapted to suit our learning needs (in coursework and in undergraduate research) and physical limitations (geography, geology, and hydrogeology). Field and lab exercises utilizing GPS and GIS are incorporated into a number of courses, including GIS (2 courses), Structural Geology, Stratigraphy, Field Methods, and Geophysics. Field geophysics exercises are being incorporated into the NJCU curriculum as part of an expanded Geophysics two-course sequence, inserted into our Hydrogeology two-course sequence, and utilized in Field Methods. These exercises and projects also serve as catalysts for new single- and multi-discipline undergraduate research projects that are developed in geography, geology, hydrogeology, geophysics, biology, chemistry, and physics. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Montgomery, William New Jersey City University NJ Jeffrey G. Ryan Standard Grant 75064 7428 SMET 9178 7428 0000099 Other Applications NEC 0088579 July 1, 2001 Incorporation of High-Field NMR across Chemistry and Biochemistry Curriculums. Chemistry (12) The goal of this project is to enhance student understanding of NMR spectroscopy through increased laboratory experiences in both the chemistry and biochemistry curriculums. A 300 MHz Fourier Transform Nuclear Magnetic Resonance (FT NMR) spectrometer and additional copies of NMR processing software have been obtained to achieve this goal. Additional coverage of NMR, needed to keep pace with current trends, is being added to five courses or course sequences: (1) introductory (sophomore) organic chemistry; (2) inorganic/organic synthesis; (3) biochemistry; (4) advanced analytical chemistry; and (5) undergraduate research. To achieve the stated goals of the proposal, NMR theory and practice is being incorporated at two levels. At the first level, all chemistry, biology, and biochemistry students are being introduced to 1-D and 2-D NMR experiments in the introductory organic chemistry sequence. New experiments from the literature (chemical education and research) are being adapted and implemented. At the second level, chemistry and biochemistry majors in subsequent courses are conducting additional NMR experiments relevant to their areas of interest. NMR experiments from the literature are being adapted and implemented into these five courses as well. Other suitable experiments, most notably in the biochemistry area, are being developed in the Department. Once complete, these experiments will be made available to others through adequate dissemination methods. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Andersh, Bradley Kurt Field Edward Flint Max Taylor Michelle Fry Bradley University IL John D. Dwyer Standard Grant 100900 7428 SMET 9178 7428 0000099 Other Applications NEC 0088580 January 1, 2001 Web-Based Coaching for Team Skill Development in Engineering Design Courses. Engineering - Other (59) TeamCoach is a web-based interactive coaching system designed specifically for engineering student design teams. TeamCoach consists of two components: (1) a CD-ROM designed to provide simulated scenarios of issues relevant to the student team's current situation allowing the student to model, practice and receive feedback and (2) a 'smart' internet program designed to record information about individual team preferences and team compositions in order to generate training material specific to each individual on a specific team at a specific stage of development. This research advances current training methodologies by allowing students to practice and receive feedback in private 'role-play' scenarios that are customized to the specific individual and team composition. This methodology also provides documented team skill acquisition for assessment purposes. TeamCoach provides diagnostic assessment and feedback to the teams on an ongoing basis. Summative evaluation questions addressed in this study are: (1) Is there a difference (pre/post) in the ways that students understand and value teamwork? (2) What do students perceive as the critical issues facing their team? (3) How effective are the teams in analyzing their current functioning and making appropriate corrections? (4) Do students demonstrate a measurable change in the identified skill set? The results from this research project are being disseminated through the ASEE Annual Conference, journal articles and a user's group web-site where results, trial training modules, ideas for potential training modules and additional research questions are posted. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR O'Connor, Sheila Don Malzahn Wichita State University KS Russell L. Pimmel Standard Grant 74260 7427 SMET 9178 7427 0000099 Other Applications NEC 0088582 January 1, 2001 Integration of NMR Spectroscopy into the Undergraduate Chemistry Curriculum. Chemistry (12) Nuclear magnetic resonance (NMR) spectroscopy has attained a preeminent position as a tool for use in chemistry and related fields, such as biochemistry, molecular biology, pharmaceutics, and medicinal chemistry. The closely related discipline of Magnetic Resonance Imaging (MRI) extends the reach of this technology into such fields as clinical medicine and material science. Thus, it is important that undergraduate students entering any of these fields be given a clear understanding of the principles basic to NMR. It is doubly important that students who go on to teach physical science at the secondary or post-secondary level should have a firm grounding in this technology. However, meeting this need for a class of several hundred sophomore organic chemistry students is a daunting task, Nevertheless, our Chemistry Department is supporting an initiative to expose all students taking chemistry to sophisticated equipment of the types they are likely to encounter in their future careers. An NMR spectrometer consisting of an existing 9.4 Tesla magnet, a new 400 MHz console, sample handling robot, pulsed-field-gradient system, pulsed-field-gradient probe, and shim system is serving as the basis for this initiative. The host workstation of this spectrometer is connected to the LAN via ethernet. Given this level of automation, a throughput of hundreds of samples per week is entirely realistic. The step that is not being rushed is the interaction of the student with the data. Each student spends as much time as desired processing, examining, and incorporating the data into laboratory reports. Appropriate NMR experiments are being modified from those available in the literature and are being integrated into the large sophomore organic chemistry course, further extending the model at Florida State University for using an NMR in large classes. In addition, the NMR is being used in the qualitative organic chemistry, advanced analytical chemistry, advanced physical chemistry, and biochemistry courses, and by students involved in undergraduate research. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Poulter, C. Frederick West Charles Mayne University of Utah UT Susan H. Hixson Standard Grant 149501 7428 SMET 9178 7428 0000099 Other Applications NEC 0088586 January 1, 2001 Meeting the Needs of All General Chemistry Students: Computers and Interfaced Analytical Probes in the Laboratory. Chemistry (12) General Chemistry laboratories often consist of traditional experiments with fill-in-the-blank data sheets. Acquisition of 16 computers, each interfaced to a set of Vernier data acquisition probes, will up-grade the General Chemistry laboratories with modern instrumentation which will enable all General Chemistry students to focus on the discovery of critical concepts and the interpretation of data rather than on mathematical algorithms and data collection. The goals of the project are: 1. to increase student interest in chemistry; 2. to expose students to modern equipment and techniques at the General Chemistry level; and 3. to improve student understanding of concepts and develop critical thinking skills. Four courses are currently taught at the General Chemistry level: Chemistry 1040 -Environmental Chemistry, for non-science majors; Chemistry 1140 - Introduction to General and Organic Chemistry, for allied health majors; and Chemistry 1145/1146 - Introduction to General Chemistry, for science majors. This diverse group of students, representing nearly every academic department on campus and totaling more than 1000 students for the last academic year, will benefit from early exposure to instrumentation and the new focus in the laboratory portion of the General Chemistry courses. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Koehler, Brian Jessica Orvis Georgia Southern University Research and Service Foundation, Inc GA Elizabeth M. Dorland Standard Grant 69677 7428 SMET 9178 7428 0000099 Other Applications NEC 0088591 May 1, 2001 Implementing the Professional Decision Making Process Across a Curriculum. Engineering - Mechanical (56) This project aims to dramatically improve the ability of engineering students to solve practical problems by adapting the Professional Decision Making (PDM) process developed by Charlie Wales and his colleagues. The PDM process was taught to freshman and when these students were compared to a control group, the PDM-trained students showed an increase in GPA of 25% and an increase in graduation rate of 32%, suggesting the PDM process is very effective. We are adapting and implementing the PDM process in engineering science courses and in five design courses that span our curriculum, simultaneously adapting and implementing pedagogical methods from the education community. To facilitate the implementation, we are developing curriculum materials on both the PDM process and on appropriate pedagogy delivered using the web. To facilitate best-practice pedagogy, our team includes a master educator from the college of education. This project is providing knowledge of (1) the value of teaching a global problem solving method across a curriculum, (2) pedagogy for teaching problem solving to diverse and developing learners, (3) methods for facilitating teaching of a common problem solving approach, and (4) methods for vertically integrating a curriculum. EXP PROG TO STIM COMP RES CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Elger, Donald E. Clark Lemmon Steven Beyerlein Terry Armstrong Ronald Smelser University of Idaho ID Russell L. Pimmel Standard Grant 199926 9150 7428 SMET 9178 7428 0000099 Other Applications NEC 0088594 January 1, 2001 Increasing Student and Faculty Participation in GIS Education: Envisioning Spatial Data. Interdisciplinary (99) This project increases awareness of, interest in and competence at applying Geographic Information Systems (GIS) across a range of disciplines at Richard Stockton College. It addresses a growing need for college graduates who can apply GIS technology to diverse fields. To bring more students to GIS education, we are: 1) increasing awareness among faculty and students of the general and discipline-specific capabilities of GIS and the opportunities in their fields, 2) training faculty to use GIS in their own teaching and 3) teaching students basic geographic and spatial concepts needed to understand GIS and its applications in their particular fields. We are educating the college community about GIS via a demonstration-workshop series to introduce students and faculty at the College to the ways in which spatial data and information contribute to understanding the world and to diverse academic disciplines. We are training faculty via faculty workshops which include a basic introduction to GIS, followed by an individual project in the faculty member's discipline. GIS-trained student mentors assist faculty with projects. Students from many disciplines need an introduction to basic spatial and geographic concepts before beginning GIS. We are developing a laboratory-based, self-paced gateway course in Stockton's General Studies program adapting courses from other institutions and from Stockton, following guidelines of the National Center for Geographic Information and Analysis (NCGIA). Evaluation and dissemination are key at each stage of the project, highlighted by several visits by outside consultants and by development of the demonstration- workshops as a distance-learning course. This project addresses diversity issues by appealing to non-traditional students. It includes teacher education as one of the key disciplinary areas. Close ties to Stockton's GIS center allows students to become involved in research and independent projects and to pursue advanced certification in GIS. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Cromartie, William Curtis Thomson Weihong Fan Nancy Ashton The Richard Stockton College of New Jersey NJ Mark James Burge Standard Grant 166766 7428 SMET 9178 7428 0000099 Other Applications NEC 0088605 September 15, 2000 Efficient and Inexpensive Source of Entangled Photons For The Undergraduate Physics Laboratory. Physics (13) Entanglement of particles is one of the most strikingly non-classical features of quantum mechanics and gives insight into the questions of quantum measurement and quantum nonlocality. In addition, schemes to exploit entanglements have applications in cryptography, communication and computation. Due to their high cost, controlled sources of entangled particles have historically been limited to the research laboratory. Recently, advances in downconversion source efficiency have opened the possibility of generating entangled photons at undergraduate institutions. This project will adapt these new techniques to the undergraduate physics laboratory to develop a relatively low-cost downconversion source. An immediate application of the source will be the demonstration of quantum nonlocality by violation of Bell's inequalities. This work will actively involve undergraduates at Reed College and will introduce into the undergraduate laboratory curriculum concepts and technologies from a very active research field. The source that we develop will be usable at a variety of undergraduate institutions. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Mitchell, Morgan Reed College OR Duncan E. McBride Standard Grant 13075 7428 SMET 9178 7428 0000099 Other Applications NEC 0088609 April 15, 2001 Adaptive Physics: Engaging Diverse Learning Styles in the Lab. Physics (13) The Physics Department at Portland State University, in collaboration with the School of Education, is transforming its Teaching Methods course and General Physics laboratory courses in order to improve (1) student learning of physics principles and practice, (2) pedagogical preparation of General Physics graduate teaching assistants and lecture faculty and (3) recruitment of physics majors into a teaching track. To better attend to Portland State's diverse urban student audience, the project addresses improved student learning in the labs by consolidating varied learning styles rather than relying solely on one method, such as the traditional cookbook format that has been implemented in the past. The revised lab courses incorporate modern instructional resources that encourage active exploration of physics concepts. Specifically, in the past year, the department has begun to include in Fall term lab the Socratic Dialogue Inducing techniques from Richard Hake of Indiana University and Physics by Inquiry components from Lillian McDermott's group at the University of Washington. These ideas are being be phased into the other two quarters as the project progresses. In addition, the project plans to incorporate Real-Time Physics lab curricula from David Sokoloff et al. The environment in which these complementary elements are being implemented is adapted from David Gosser's Workshop Chemistry Project (CCNY). An integral part of that project is the weekly teaching assistant meeting/seminar with professor partners wherein issues such as dominant and passive students, weak and strong students, gender and race, and collaborative learning are discussed. Such discussions, along with group leadership training and clinical interviews, constitute the principal improvements to the Teaching Methods course that is currently required of all graduate teaching assistants who supervise lab sessions. One of the most important efforts of the proposed project is fostering a closer connection between the General Physics lab and lecture courses by sponsoring two-day summer workshops in which lecture professors and teaching assistants discuss goals and teaching methods, and lecture professors will have the opportunity to examine the lab setups and experiment with them. In order to ensure continuing dialogue, similar two-hour meetings are arranged at least once per quarter at mid-term. The department, with the strong support of all physics faculty members, has begun and plans to continue developing the laboratory courses along these lines in the coming years with the expectation that all students will begin to experience the excitement of science and that both students and teachers will be better prepared and motivated to solve world problems in a cooperative way. As a result of the teaching methods course that will devote special attention to questions of diverse learning styles, resulting in better modeling of good teaching by the graduate assistants, it is expected that more undergraduate students will be drawn to the teaching of science as a respectable and rewarding career. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Halka, Monica Erik Bodegom Ronald Narode Portland State University OR Duncan E. McBride Standard Grant 82932 7428 SMET 9178 7428 0000099 Other Applications NEC 0088613 February 15, 2001 Integrating Modern Communication Technologies Into A Strength of Materials Course. Engineering - Civil (54) In this project, we are developing multimedia teaching modules on concrete, steel and wood for a course in strength of materials. Modern communication technologies that include interactive animations, sound, graphics and virtual laboratories are used to educate both undergraduate students and the relevant community (homeowners, building contractors, etc.) on the properties and use of concrete, steel and wood. The modules feature active learning through interactive animations, electronic quizzes and interactive problem solving. Using the Internet, the laboratory exercises are made available at remote locations. The benefits of these modules include enhanced learning, retention and transfer of learning, and improved connection between theory, experiments and applications. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Budhu, Muniram University of Arizona AZ Russell L. Pimmel Standard Grant 135999 7427 SMET 9178 7427 0000099 Other Applications NEC 0088619 May 1, 2001 Integrating Laboratory Practices and Undergraduate Research to the Power Engineering Curriculum. Engineering - Electrical (55) The Power Engineering Group at the University of Puerto Rico is integrating laboratory practices within courses in order to illustrate fundamental concepts of the course, and is increasing opportunities for undergraduate research in power engineering to spark student interest and desire for scientific exploration. The effort draws substantially on successful learning tools developed at other power engineering programs, and adapts these tools to tailor a program based on learn-by-doing and cooperative learning concepts. Notably, the PowerLearn multimedia modules for power system education, as showcased at a 1999 NSF Workshop, are utilized. These experiences are improving student learning and ensure that there will be qualified professionals to meet the ever-growing energy demands of the U.S. and Puerto Rico. New instrumentation for the study of power system components is being used to implement these strategies, and is combined with the Electric Machines laboratory to form the new Energy Systems Instrumentation Laboratory (ESIL). The ESIL provides both students and professors an environment to explore engineering ideas and concepts, fundamental principles as well as current issues and new research areas in power engineering. Activities and resources at ESIL motivate students to learn more about energy principles, cultivating a desire for life-long learning. Professors are able to combine teaching and research, and develop new teaching methods for the improvement of undergraduate education. Activities at ESIL include traditional laboratory practices, laboratory practices integrated within courses, undergraduate research projects, demonstrations, seminars and short-courses. The use of technology and collaborative/cooperative learning techniques is a key element at ESIL. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR O'Neill-Carrillo, Efrain Miguel Velez-Reyes Lionel Orama University of Puerto Rico Mayaguez PR Russell L. Pimmel Standard Grant 81451 7428 SMET 9178 7428 0000099 Other Applications NEC 0088626 January 1, 2001 A Unified, Field Based Ecology Curriculum for Undergraduates. Biological Sciences (61) This project establishes a model for adapting and implementing ecological research methodologies traditionally restricted for use in the research laboratory to an integrated, field-based ecology curriculum. This new curriculum involves undergraduate students (freshman to seniors) in state-of-the-art research in population, community and ecosystem ecology. The core of this project is a new field-based quantitative laboratory course for General Ecology, a required course in which students conduct research along a 3000m elevational gradient spanning desert to tundra ecosystems as a natural experiment. Additionally, this project enhances other introductory biology courses by adding field exercises along the gradient which introduce students to the experimental system they revisit more comprehensively in General Ecology. The project also adds advanced exercises involving the gradient to existing laboratories of a number of upper division courses in ecology including Entomology, Plant Physiology, Mammology, Microbial Ecology, Ecosystem Ecology, Stable Isotope Techniques, and Field Ecology. Thus, this project substantially revises and provides a unifying theme to the ecology curriculum in that students visit the same sites in different courses and in different years. Students learn how the same systems and gradients can be approached from different perspectives and used to address some of the major ecological, environmental and conservation challenges of our time. Through this project, equipment has been purchased and curriculum has been developed to promote active student involvement in integrated research in ecology. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Hungate, Bruce Thomas Whitham Neil Cobb George Koch Northern Arizona University AZ Katherine J. Denniston Standard Grant 100000 7428 SMET 9178 7428 0000099 Other Applications NEC 0088630 December 1, 2000 Equipment for a Chemistry and Physics Curriculum in Semiconductor Processing and Characterization. Chemistry (12) In 1998, a pilot program in which chemistry and physics majors were exposed to semiconductor processing, integrated circuit fabrication, and device characterization was begun. The goal of the new curriculum was to prepare physics and chemistry majors for constructive participation in an industrial internship program, and ultimately for productive careers in the semiconductor manufacturing industry. The program clearly illustrated to the students the means by which basic chemistry and physics are essential to the preparation of integrated circuits. This pilot program was an overwhelming success, partly indicated by the fact that all student participants were offered permanent positions as process engineers by semiconductor companies located in Oregon. An essential component of this new program is the laboratory that is providing hands-on exposure to technologically important techniques not traditionally covered in undergraduate physics or chemistry curricula. The funds from the NSF-CCLI program are allowing the further development of this laboratory by the addition of a mask aligner, probe stations, and other measurement equipment. The project shares with the Division of Undergraduate Research the goal to prepare students for the technological workplace and to provide more effective linkages between higher education and industry. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Johnson, David James Hutchison Mark Lonergan University of Oregon Eugene OR Iraj B. Nejad Standard Grant 74649 7428 SMET 9178 7428 0000099 Other Applications NEC 0088633 September 1, 2000 Thermal Analysis Across the Undergraduate Chemistry Curriculum. Chemistry (12) Thermal analysis involves monitoring the behavior of a compound as a function of temperature, and techniques such as differential scanning calorimetry (DSC) and thermogravimetric analysis (TGA) are used extensively as characterization tools in materials science research. We are adapting experiments from the research and educational literature and are developing new experiments, all of which utilize thermal analysis techniques that can be carried out using our new DSC and TGA instruments. These experiments are being implemented in laboratory courses across our chemistry curriculum (organic, physical, inorganic, polymer, and biochemistry). For example, students determine the kinetic parameters associated with polymer degradation using TGA in physical chemistry, and analyze protein denaturation using DSC in biochemistry. Our goal is to have students gain experience with thermal analysis techniques, and develop an appreciation for the applicability of these techniques to a wide range of problems. Students also are using the DSC and TGA instruments in their undergraduate research projects. Evaluation of the project is occurring in a number of ways, including pre- and post-exposure assessment in the affected courses, and compilation of data from exit interviews of our senior majors. Procedures for the new experiments are being made available on the internet, and tested experiments also will be published in the appropriate journals. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Scharrer, Eric Kenneth Rousslang Anne Wood Johanna Crane Curtis Mehlhaff University of Puget Sound WA Susan H. Hixson Standard Grant 36839 7428 SMET 9178 7428 0000099 Other Applications NEC 0088634 May 15, 2001 BCC Geographical Information Systems Technology Program. Geology (42) Burlington County College (BCC) of New Jersey is adapting, enhancing, implementing, and disseminating a geospatial technology program. To accomplish this goal, BCC is drawing upon the experiences and knowledge of geo-spatial technology curriculum projects at: San Mateo Community College of California, Lewis and Clark State College of Idaho and Brevard Community College of Florida. BCC is also utilizing the expertise of an Advisory Board and community based program partners: Burlington County Federal Soil Conservation District, Burlington County Data Processing Center, Rutgers University Geomantics Program, and Ann Johnson of ESRI. BCC is offering the following: An interdisciplinary Geospatial Technologies Associate of Applied Science (A.A.S.) degree program and Geospatial Technologies Certificate Program that consists of a sequence of introductory courses in geographic information systems (GIS), global positioning systems (UPS), and remote sensing (RS) at the two-year college level. Interdisciplinary courses in natural resources management, human ecology, and statistical and mathematical modeling that emphasize the application of geospatial technologies to a broad range of issues such as sustainable population growth, land use management, transportation route planning, and water-quality management. Experiential education opportunities that place students in meaningful and productive roles as technicians and researchers within the local community as part of community/campus course project teams or as interns, volunteers, and employees. Strategies to build faculty and staff capacity in GIS technology. . CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Zamkotowicz, Marc Burlington County College NJ Jeffrey G. Ryan Standard Grant 70811 7428 SMET 9178 7428 0000099 Other Applications NEC 0088635 December 15, 2000 Connecting Physiological Systems and Human Movement Using Multimedia Tools. Biological Sciences (61) The complexity of human movement has led to teaching practices that compartmentalize physiological systems. Current research has identified the need to take a more integrated approach when solving problems by accounting for interactions between physiological systems. This project is adapting innovative research tools and implementing problem-based pedagogical strategies from the science education literature that enable undergraduate Kinesiology students to discover and develop a clearer understanding of how human physiological systems interact to achieve human movement. Equipment is being acquired to create hands-on inquiry based laboratory experiences that focus on muscle metabolism and force generation in relation to human movement. Web-based software, multimedia, computational tools, and technical expertise is being used to create a student friendly interactive interface that enables students to explore real world problems, make multilevel connections between concepts, and think laterally through self-directed manipulation of multimedia source data and physiological system simulations. The integration of experimentation and multimedia tools in the curriculum engages the students in real world problem solving and enables the students to apply scientific principles, discover relationships using inquiry based experimentation, and critically assess and communicate the implications of the results. Students solve problems independently, as a group and with community groups and gain multimedia, computational, communication, and literacy skills through their interaction with instructional technology. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR McNitt-Gray, Jill Lorraine Turcotte University of Southern California CA Terry S. Woodin Standard Grant 119163 7428 SMET 9178 7428 0000099 Other Applications NEC 0088638 June 1, 2001 Student Stewardship of Laboratory Learning: Implementing Inquiry-Based Imaging Investigations. Biological Sciences (61) In an effort to engage students in critical thinking and to encourage them to act as independent investigative scientists, the department of biology has increased the amount of laboratory time devoted to investigative work and interpretive data analysis across the curriculum. A series of investigative labs with a particular focus on digital data collection are being developed and implemented in a number of biology courses including cell biology, organismal biology, histology, introductory biology and ecology. The long-term process of data collection, photodocumentation and on-going data analysis common to the research environment is being adapted to the needs of inexperienced undergraduates and implemented across the biology curriculum. Eight digital imaging workstations have been purchased and are being utilized by students to collect static and moving images and to facilitate complex data analysis. In addition, students use these workstations to create and maintain digital and print portfolios which reflect the student's undergraduate laboratory experiences and summarize connections between the student's experiences in a variety of courses. The portfolio enhances student ownership of the laboratory experience and increases retention of material from one course to the next. Senior portfolios are evaluated by a committee and five portfolios are selected each year for posting on the World Wide Web. In addition to serving biology majors, this project serves pre-service teachers and in-service teachers through workshops that model inquiry-based instruction, enhance faculty skill in microscopy and image capturing, and integrate the use of technology in education. Partnerships with Native American K-12 students, in-service teachers, and pre-service teachers are centered around the development of pictorial field guides of indigenous plant and animal species thus demonstrating the use of technology in education. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Staub, Nancy Peter Pauw Gonzaga University WA Jeanne R. Small Standard Grant 99949 7428 SMET 9178 7428 0000099 Other Applications NEC 0088646 May 1, 2001 Project INSPIRE: Investigations in Science for Pre-service Teachers: Promoting and Producing Inquiry-based Relevant Exercises. Interdisciplinary (99) In the Fall of 2001 the Division of Sciences and the Division of Education at Keene State College instituted a new degree program. This degree program, called the General Science Degree, provides approved New Hampshire certification in Elementary or Middle School Science. Three capstone courses were created for this degree: The Web of Science I, The Web of Science II, and Phenomenal Science. The objectives of this project are to expose K-8 pre-service teachers to the discovery and inquiry approach of teaching science to elementary and middle school children. The objectives are achieved by adapting exemplary materials to the capstone courses. Designing Inquiry Based Courses in Mathematics and Physics developed by Aubretch and McEnnis at The Ohio State University and the Kites Project developed by Knisely and Kowalczky are adapted in the Phenomenal Science. Furthermore, Full Option Science Systems (FOSS) developed by Lowery at UC Berkley, NSRC/STC developed by Worth and Sandler, and Insights developed at the Educational Development Center are adapted in the Web of Science I and II. It is not uncommon for elementary teachers to avoid teaching science, a goal of the project is to help break this pattern and to free them from relying solely on textbooks for instruction. In addition to science content, these courses provide pre-service teachers with hands-on experience with discovery and inquiry based activities where students interact as "scientists" in cooperative groups. The pre-service teachers, and consequently their students, learn to question, share ideas, experiment, observe, predict, keep records, and explain ideas with evidence. Students learn that science is not just a collection of facts and new vocabulary, but also a process of inquiry and discovery. They develop productive scientific attitudes and scientific thinking with skills that spill over into other aspects of the curriculum, including reading and mathematics. After the pre-service teachers have internalized both the content and the pedagogy of discovery and inquiry based activities, they then take these adapted and modified lessons to local schools. The project directly addresses the themes of enhanced student learning, faculty development and integration of technology into education. After completing these three courses, pre-service teachers are able to plan effective inquiry based lessons. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Jean, Sally J.Russell Harkay Frederick Wolf Keene State College NH John R. Haddock Standard Grant 148657 7428 SMET 9178 7428 0000099 Other Applications NEC 0088650 February 1, 2001 Laboratory Investigations in Neurobiology Course. Biological Sciences (61) This project is developing and implementing a Laboratory Investigations in Neurobiology (LIN) course. This course is providing undergraduate students with a hands-on, inquiry-based experience in modern neurobiological techniques. This course addresses a widespread problem of overcoming "conceptually difficult" material in neuroscience that can be experimentally addressed by students. The course provides students an opportunity to develop technical skills that will lead directly to increased educational and occupational opportunities. The LIN course complements an existing lecture course in neurobiology and provides an inter-disciplinary link for undergraduate students in other departments. The primary objectives of the project are: 1) acquisition of fundamental knowledge and technical skills, including data analysis and report writing, in an active, inquiry-based learning environment; 2) application of acquired knowledge and technical skills to design and test hypotheses based upon a background of primary literature in neuroscience; 3) access to neuroscience training within the biology curriculum for a large population of underrepresented students at the university; 4) make a significant contribution to faculty and curriculum development. These goals are being achieved by the development of a LIN course in which students first acquire fundamental skills and knowledge and then apply these skills to develop an independent project suitable for presentation to the scientific community. The topics covered include nerve cell bioelectricity, sensory and motor neurophysiology, neuroanatomy and neurotransmitter identification. The modules to be developed are adaptations of experimental protocols published in commercially available lab manuals. The expected outcome of this project is a new laboratory course with a detailed, student-centered laboratory manual for future use in the course. The results of the project will be disseminated via a CSUH website and presentations at national meetings. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Hedrick, Michael California State University, East Bay Foundation, Inc. CA Terry S. Woodin Standard Grant 30826 7428 SMET 9178 7428 0000099 Other Applications NEC 0088653 February 1, 2001 Acquisition of Equipment for Development of a Bioprocess Engineering Laboratory. Engineering - Chemical (53) This project is adapting and implementing a Bioprocess Engineering Laboratory (BEL) which is helping to integrate the education of science and engineering students and provide them with the expertise necessary to be hired by the biotechnology industry. The curriculum is an adaptation of that developed at the University of California at Davis (NSF ILI-LLD) by Dr. Karen McDonald, with modifications to both the laboratory and multi-disciplinary team development components of the curriculum. Specifically, the latest developments in process technology utilized by pharmaceutical and other biotechnology industries are being added to the laboratory course, and additional courses in Microbial Physiology, Bioinformatics and Biochemical Engineering are being developed to enhance the interface skills between science and engineering students. The objectives of the project are to: utilize industry participation to develop the experimental components of the BEL; facilitate the utilization of engineering/scientist student teams in five courses; develop ten bioprocess engineering experiments (for the two laboratory courses); develop five demonstrations for biochemical engineering, biochemistry and microbiology courses; assess the effectiveness of the BEL in meeting the stated goal. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Komives, Claire Melanie McNeil Roger Biringer Sabine Rech San Jose State University Foundation CA Roger Seals Standard Grant 175000 7428 SMET 9178 7428 0000099 Other Applications NEC 0088654 April 15, 2001 The Biotechnology Emphasis: Integrating Research into Education to Build a Learning Community. Biological Sciences (61) In 1998 we initiated the biology/chemistry double major with a biotechnology emphasis that introduces students to research-based experiences and culminates in a senior research experience. Unfortunately, many students have had difficulty transitioning from the lower level courses to the upper level courses that require a greater level of independence in the laboratory. In order to develop a stronger, more comprehensive program, we are now adapting the Project Kaleidoscope model and curricular materials from Ferris State University and Bates College to our courses in biotechnology. Utilizing the principal investigator system of investigative labs, we are integrating authentic research experiences and creating a community of scholars beginning in the first courses of the program. Courses are being designed to foster the sequential development of undergraduates by employing laboratory exercises that build upon one another from course-to-course and year-to-year. Five sophomore and junior level courses including plant physiology, cell biology, vertebrate systems, biochemistry I and biochemistry II are being revised to incorporate faculty research interests and to involve students in independent research projects much earlier in their academic career. This provides students a more comfortable transition from investigative laboratories to full research driven laboratories. In each course, students use sophisticated instruments to collect and analyze data and ultimately present their results to each other and the scientific community. In order to develop an enhanced sense of community we have developed an annual Biotechnology Welcome experience, a Biotechnology Awards Banquet, and Biotechnology Discussion and Advising Groups. These opportunities mimic professional meetings and informal scientific exchanges and allow students to interact with each other and with the faculty members in the program on a more consistent and less formal basis. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Wallert, Mark Chris Chastain Shawn Dunkirk Joseph Provost Ellen Brisch Minnesota State University Moorhead MN Jeanne R. Small Standard Grant 77395 7428 SMET 9178 7428 0000099 Other Applications NEC 0088657 May 1, 2001 Collaborative Research--Visualizing and Exploring United States Urban and Rural Social Change, 1790-2000: Interactive Multimedia and Web Based Tools. Sociology (86) This is collaborative project at CUNY-Queens and UCLA. It is developing multimedia and web-based visual and map enabled software tools that will depict the growth and change in two major metropolitan areas in the United States, New York and Los Angeles. It builds upon a project that created web-based map enabled tools to examine change in New York City from 1910 using Census and other data, in a way that eases faculty creation of curricular exercises and experiences for students and others. The web component is being augmented by multi-media tools developed at UCLA that allow the visualization of virtual neighborhoods, as well as easy access to text, pictures, and video images to illustrate a variety of important sociological concepts and themes. These virtual neighborhoods make it possible to incorporate 3-D animation with realistic environments creating an interactive urban context composed of representative buildings, landmarks, and neighborhoods of the geographic area. The current neighborhood is simulated, and then it is recreated for several earlier periods. The students are able to "visit" and explore these neighborhoods and, using the mapping software, understand how these specific neighborhoods "fit" into the wider area of New York or Los Angeles, while exploring transportation or ethnic and racial change, for example. CUNY and UCLA are developing these complementary tools in common and distributing them widely over the web, by CD-ROM, and in unison with an undergraduate textbook we are publishing: "New York and Los Angeles: Politics Society and Culture," forthcoming from the University of Chicago Press in mid to late 2002. Students and others can use these materials to examine and understand the dramatic changes in population, race, ethnic ancestry, family status, housing and living conditions, and income and wealth that have occurred in these two major metropolises. Related exercises that are being developed allow students to compare and contrast the growth of the two regions, to explore the changing patterns of economic and ethnic inequality, and to study the immigration history of New York and Los Angeles and the migration paths of recent immigrant groups in the cities and the suburbs. Other exercises are focusing on occupational structure, educational systems, social welfare, riots, and the location and situation of those in the artistic fields in the two regions. (We are also exploring how to generalize these tools to other locales.) The materials are being pilot tested at the PI's home campuses and in courses at a variety of other colleges and universities in the United States. Workshops scheduled at professional meetings and at CUNY and UCLA are assisting faculty at other institutions in using these materials. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Halle, David University of California-Los Angeles CA Myles G. Boylan Standard Grant 204913 7427 SMET 9178 7427 0000099 Other Applications NEC 0088658 May 15, 2001 Modern Laboratory Experiments for the Advanced Undergraduate Physics Curriculum. Physics (13) This project involves a major upgrade to the Advanced Undergraduate Physics Laboratory at Caltech. Specifically, six new experiments are being developed -- The Integer Quantum Hall Effect, Superconductor Phase Diagrams, Heat Capacity, Nuclear Magnetic Resonance, Optical Pumping, and Gamma-ray and X-ray spectroscopy. Each of the experiments is adapting the work of both classic papers in the research literature and contemporary applications to the undergraduate lab. The first three experiments are completely new and are designed to add condensed matter experiments to the course. These experiments are all performed in a commercial cryogenic apparatus that is well suited for undergraduate teaching. The last three experiments are major upgrades of existing experiments, aimed at injecting more modern experimental techniques and equipment into the lab. In all cases the experiments are designed to demonstrate modern physics and experimental techniques that provide a useful learning experience for the student. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Libbrecht, Kenneth Eric Black California Institute of Technology CA Duncan E. McBride Standard Grant 86124 7428 SMET 9178 7428 0000099 Other Applications NEC 0088662 April 15, 2001 Development of Alaska Earth Systems Field School. Earth Systems Science (40) This project is responding to the needs of undergraduates and K-12 teachers by introducing a more hands-on, inquiry-based, field-oriented, interdisciplinary science courses into an Earth Systems Field School. This 6-week summer course in the Subarctic and Arctic environments of Alaska uses three two-week modules focusing on coastal, boreal, and tundra ecosystems in sites such as Prince William Sound, the Chugach Mountains, and Denali National Park. The Field School is generating new excitement about interdisciplinary, hands-on science and is promoting ongoing faculty teamwork and collaboration across science disciplines and departments. The lessons learned from the adaptation project are being disseminated over the internet and through the Project Kaleidoscope network. Adapting the Columbia Earth Systems Field School provides an exemplary, proven model of interdisciplinary, inquiry-based learning. This model teaches students to understand landscapes in an integrated fashion, by using the disciplines of ecology and geology together and witnessing their dependence on each other. Students build their own conceptual and numerical models of ecosystem processes by collecting field data and using it to test models. They are learning techniques for mapping, identification, description, and analysis, all within the context of understanding current environmental problems. The conceptual framework of the Earth Systems Field School is being piloted the summer of 2001. The full six-week program is being offered in summer 2002. The program builds on existing course offerings, research programs, and community partnerships. In addition to transporting the curriculum from desert to taiga, the project is vigorously adapting the curriculum to better serve K-12 teacher candidates (and non-science majors generally) and equipping them with transferable science literacy and science enthusiasm. The program is also being restructured to increase its accessibility to older students who make up a large proportion of the University of Alaska's student body and to Alaska Natives who are underrepresented in the preK-12 and liberal arts student populations. TEACHER PREPARATION PROGRAM DUE EHR Colt, Stephen Frank von Hippel University of Alaska Anchorage Campus AK Elizabeth Teles Standard Grant 69011 7348 SMET 9178 7348 0000099 Other Applications NEC 0088668 May 1, 2001 Electronic Laboratory Guide for Microbiology Instruction. Biological Sciences (61) Although research suggests that investigative laboratories are more effective in teaching science process skills and in achieving higher order learning than are traditional cookbook laboratories, and even though microbiology is especially suited to investigative laboratories, microbiology laboratory manuals are generally quite traditional. This may be because laboratory skill acquisition is central to the microbiology laboratory. We are developing a multimedia electronic laboratory guide that provides students with a "first exposure" to new laboratory techniques outside of class time. The guide is not a laboratory manual, but an integrated, hyperlinked presentation of essential methods and equipment used in microbiology laboratories. The guide is used to introduce new, investigative, laboratory activities into the courses on our campus. Video clip demonstrations of many basic techniques and instruments are being incorporated into a web-based electronic guide that contains, in addition to the videos, information about the theory behind basic laboratory practice and techniques, helpful hints related to laboratory methods, safety instructions, and questions to assess student readiness to perform the technique in the laboratory setting. Our institution is a Hispanic Serving Institution, with a majority of students of color and a large proportion of first generation college students. We feel that this application of instructional technology increases students' confidence in their laboratory skills, their willingness to work independently, and their ability to perform successfully in the laboratory setting such that they can focus more on the research and the data and less on the mechanics of performing basic laboratory techniques. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Harding, Ethelynda Alice Wright Candace Egan California State University-Fresno Foundation CA Herbert Levitan Standard Grant 73286 7427 SMET 9178 7427 0000099 Other Applications NEC 0088669 February 15, 2001 Molecular Structure and Function in an Undergraduate Curriculum. Biological Sciences (61) Understanding biology at the molecular level is a daunting challenge for many students because it is abstract and not tangible. They are asked to make inferences about systems with which they have no experience and to provide answers to questions they have never asked. We are developing an inquiry-driven approach to help make the molecular world real and relevant to students, including those whose interests and career goals may lie outside the sciences. Our approach is based on the integrated use of computer visualization software and unique, 3-dimensional physical models of proteins, nucleic acids, and other biomolecular structures created by state-of-the-art rapid prototyping technology at the Milwaukee School of Engineering. These physical models are used by students to make predictions about structure-function relationships that can then be tested experimentally. We are carrying out a multi-level evaluation of the synergy of physical and computer modeling to enhance student understanding of molecular structure/function relationships. This project builds upon the success of a CCLI proof-of-concept grant awarded to the PI and his co-workers to test this approach in a limited set of undergraduate biology and chemistry classrooms. We are now broadening the spectrum of educational settings in which this approach being field-tested, to include test sites that are diverse in terms of (i) institutions, ranging from a large research university (UW-Madison) to small liberal art colleges, a private engineering school, and a 2- year technical college, (ii) course diversity, including chemistry, biology, biochemistry, molecular biology and integrated science, (iii) level of instruction and diversity of student populations, ranging from introductory courses for majors and non-majors to advanced courses for biology and chemistry majors. This project also provides faculty development through participation in the design and construction of physical models specific to course needs and the sharing of their classroom experiences in an annual summer workshop. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Herman, Tim Michael Patrick Jacqueline Roberts Milwaukee School of Engineering WI Jeanne R. Small Standard Grant 437371 7427 SMET 9178 7427 0000099 Other Applications NEC 0088676 May 1, 2001 Ultraviolet and Visible Spectroscopy in the Chemistry and Biology Undergraduate Curricula. Chemistry (12) Biological Sciences (61) The primary objectives for this project are to enhance the laboratory experience of students in ultraviolet and visible spectroscopy with the introduction of a new protein chemistry course, and to expand the laboratory experiences involving UV/visible spectroscopy in chemistry, biology, and molecular science courses. In addition, we are providing access of UV/visible spectroscopy to the wider educational community in Cedar Rapids through existing outreach programs. We are basing these changes on the addition of eight, single wavelength UV/visible spectrophotometers and three scanning UV/visible instruments. Students have the opportunity to use more sophisticated techniques with the inclusion of more research based laboratory experiences that begin in introductory laboratories and continue through advanced courses. The new protein chemistry course in being adapted from one developed by John Markwell at the University of Nebraska-Lincoln, while changes in the other courses include the adaptation of a wide range of experiments from the research or educational literature. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Dean, Maria Nancy Magill Coe College IA Susan H. Hixson Standard Grant 50415 7428 SMET 9178 7428 0000099 Other Applications NEC 0088677 June 1, 2001 Integration of Fluorescence Microscopy and Imaging Technology Into a Liberal Arts Biology Curriculum. Biological Sciences (61) This comprehensive project is integrating new microscopic and imaging technology into the undergraduate biology curriculum. In addition to the incorporation of phase contrast microscopy into our first year curriculum, we are incorporating experiments using techniques such as single excitation wavelength epifluorescence, dual wavelength fluorescent ratio imaging, and other types of microscopy in studying the ecology, physiology, and cellular processes of cells. We are developing new experiments for our Introductory Biology lab series as well as in Bacteriology and Cell Physiology and other upper-level labs in the department. We believe that improving our courses focusing on cells will make a needed connection for the students in understanding how the molecules relate back to the cells and eventually to the organism. A major component in current understandings of cells and how they function is the use of epifluorescence microscopy and imaging analysis. This equipment is being used in a variety of courses starting with the introductory labs where we have many prospective biology majors, nursing majors, physical education majors as well as students involved in both the environmental science and molecular biology/ biochemistry collateral majors. We are also using the microscopes in the Microbiology, Bacteriology, and Cell Physiology. The equipment will also be used in an Environmental Microbiology course being developed for Biology majors and the Environmental Science collateral and in a new course for non-majors called Life at the Extremes. The effort is motivated by recommendations of the American Society of Microbiology from which suggested approaches are adapted, as well as techniques culled from the scientific literature. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Magill, Nancy Coe College IA Terry S. Woodin Standard Grant 75351 7428 SMET 9178 7428 0000099 Other Applications NEC 0088684 January 1, 2001 Discrete Mathematics for Prospective K-8 Teachers. Mathematical Sciences (21) This project addresses the absence of textbooks and courses for prospective K-8 teachers that provide an introduction to discrete mathematics and how it can be used both to help prospective K-8 teachers achieve a better understanding of mathematics and to help their students achieve state and national standards in mathematics. The project develops an interactive discrete mathematics textbook for prospective K-8 teachers, changes prospective K-8 teachers' views of mathematics by exposing them to a college-level mathematics course which is taught interactively, and conducts high-quality professional development workshops for college faculty members who teach mathematics to prospective K-8 teachers. The project builds on the materials developed in a previous NSF-funded professional development project for K-8 teachers. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR DeBellis, Valerie Joseph Rosenstein East Carolina University NC Lee L. Zia Standard Grant 424943 7427 SMET 9178 7427 0000099 Other Applications NEC 0088688 May 15, 2001 Performance Modeling of Embedded Systems for Senior Undergraduates. Electrical Engineering (55) The design of embedded systems is inherently complex. A key aspect of embedded systems is that they typically require the operation of numerous individual functions to complete their overall application. Some of these functions may be performed either in software executing on a dedicated microprocessor or on dedicated hardware designed specifically to perform the needed function. During the design process, the designer must decide which functions are to be implemented in software and which are to be implemented in hardware. In addition, embedded systems also must be designed to meet constraints not only in terms of performance, but also in terms of cost, weight, power, area, and many other factors. As might be imagined, designing an embedded system incorporating all of the above aspects is quite challenging. Numerous design alternatives must be considered in the design process. A number of successful tools and techniques for constructing and analyzing performance models of hardware/software components for embedded systems have been developed. Unfortunately, the use of performance modeling to analyze design alternatives for hardware/software systems has not been part of the standard undergraduate curriculum for computer engineering, where embedded systems designers are trained. This project addresses this problem by developing the materials necessary to teach the techniques and benefits of performance modeling for the exploration of design alternatives in a senior undergraduate course in advanced digital design. The result is that undergraduate computer engineering graduates are much better prepared to take on the challenge of designing efficient, effective solutions for the embedded systems applications of the future. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Klenke, Robert Virginia Commonwealth University VA Russell L. Pimmel Standard Grant 349978 7427 SMET 9178 7427 0000099 Other Applications NEC 0088692 May 15, 2001 Renewing the Undergraduate Archaeology Curriculum. Anthropology (81) The Society for American Archaeology (SAA), the Society for Historical Archaeology (SHA), the American Anthropological Association (AAA), and the Archaeological Institute of American (AIA) have acknowledged a crisis in current approaches to the training of undergraduate archaeology students. Funding shortages and shifts from academic to private sources, dramatic increases in site destruction and looting worldwide, emerging political activism among descendant and local communities, complex new government oversight and regulation, technological innovations, and dramatic increases in the scientific knowledge base have outpaced the ability of educators to accommodate these changes with their teaching strategies. [See K. A. Pyburn, "Altered States: Archaeologists under Siege in Academe" in "Teaching Archaeology in the 21st Century," Edited by S. J. Bender and G. S. Smith, SAA, 2000.] To address this issue the SAA established an inter-societal Task Force on Curriculum, and provided support for a workshop made up of a diverse and committed set of educators from across the nation. This Task Force produced a set of core principles and guidelines for teaching archaeology that are crucial to the survival of the discipline of archaeology into the 21st century. The Task Force is working with the SAA, the SHA, the AAA, and the AIA to initiate implementation of these guidelines across the discipline with renovated curricula as rapidly as possible. Smith and Bender (2000) summarized these principles as Stewardship, Diversity, Social Relevance, Ethics and Values, Communication, Critical Skills, and Social Science Problem Solving. This is a three-year project encompassing the design, testing, and evaluation of core aspects of a new curriculum based on these principles at eight academic institutions across the United States. It is engaged in producing a complete set of flexible course materials suitable to replace or redesign extant curricula in any higher educational setting. The project goal is to make recommended course content and proven teaching techniques available as efficiently as possible without cost to the broadest possible audience of educators. Participants on the development team were chosen from faculty who have demonstrated a commitment to both education and research. Further, there were selected to be representatives of particular fields of expertise foregrounded by the principles, to represent a variety of institution types (community colleges, public four year programs with and without graduate programs, and private colleges), and to provide regional diversity. (The institutions are located in eight different states.) These faculty developers are being assisted by three education experts. In addition, an Advisory Board of eight archaeologists, each specializing in a separate area of the seven principles, are assisting with course development and assessment. Student evaluators are also participating in crucial stages of the project. Each participant is first developing two separate courses at their home institution in collaboration with nationally recognized specialists and technical consultants. Overall, 16 different courses are being designed, taught, and evaluated. We have estimated that this project will impact some 700-1200 students in the participating institutions over the three-year course of this project. In addition, course materials are being made available to the 340 existing undergraduate programs in the U.S. offering undergraduate majors or minors in anthropology or coursework in archaeology. Beyond the 3-year grant period, this project has the potential to impact all 30,000 declared undergraduate anthropology majors nationwide, and an estimated 500,000 - 600,000 students who enroll in undergraduate anthropology classes yearly as electives. CCLI-EDUCATIONAL MATERIALS DEV ARCHAEOLOGY DUE EHR Pyburn, K. Anne George Smith Society For American Archaeology DC Myles G. Boylan Standard Grant 499845 7427 1391 SMET 9178 7427 0000099 Other Applications NEC 0088695 June 1, 2001 Web-Based, Out-of-Class Learning of Conceptual Physics: A Kinematics and Dynamics Prototype. Physics (13) Physics education research has shown that many students are leaving their introductory college- and university-level physics courses with little understanding of the fundamental concepts of physics. Whereas much of the research has studied in-class methods of alleviating the problem, this project focuses on students' out-of-class activities as a complementary means of improving learning. The goal of this project is to develop and test a prototype of freely available, Internet-accessible instructional software for algebra- and calculus-based introductory physics - software focusing on students' out-of-class learning that can be used by instructors (through homework assignments) or by students (through self-study) to supplement in-class or textbook discussion of basic physics concepts. The principal investigator has created a limited set of explanatory/exploratory/assessment Java applets for introductory kinematics and dynamics. Preliminary surveys and experiments indicate that even in its present form the software is well received by and helpful to students in learning physics. This project is developing a more complete prototype including: Additional applets to provide more complete coverage for the kinematics and dynamics prototype; System CGI software to simplify the administrative details of student logins and recording of scores, and to allow students to check their scores on-line; An instructor's guide describing the prototype and providing assignment suggestions; Independent, formal assessment of the software by faculty other than the author. This project should provide a clear picture of the effectiveness of this means of complementing in-class instruction with out-of-class learning activities. This information can then be used to determine the desirability of developing a full version of the software. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Greene, Ronald University of New Orleans LA Duncan E. McBride Standard Grant 65993 7427 SMET 9178 7427 0000099 Other Applications NEC 0088701 January 1, 2001 FTIR, A Necessary Ingredient for Curriculum Improvement. Chemistry (12) The chemistry department at Friends University, as a part of developing learning outcome goals for our students and the resulting assessment of our program, has begun making major changes in our curriculum to improve our program. The next step in our curriculum improvement is to integrate the use of a modern computer interfaced FTIR instrument into a number of courses. A number of experiments from the Journal of Chemical Education are being adapted for this purpose. The FTIR is being introduced throughout the curriculum to increase student interest, to involve students in independent projects, and to serve as a complementary tool to other instrumental techniques already available for undergraduate use. In the beginning classes, the speed and ease of use of the FTIR and the simplicity of interpreting spectra as molecular fingerprints allows students to collect high quality data and to make decisions based on the results. The FTIR is making possible major changes in upper level laboratory courses by allowing development of new experiments and studies. The instrument also is used in Summer Workshops for secondary teachers and for high school students involved in the Junior Academy of Science and our Summer Science Program. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Moore, Jesse Kathryn Boyle Friends University KS Susan H. Hixson Standard Grant 9378 7428 SMET 9178 7428 0000099 Other Applications NEC 0088702 January 1, 2001 Enhancing the Biochemistry Curriculum Through Project-based Laboratories. Biological Sciences (61) Because of the significant advances in biology now being made at the biochemical level we have created a Biochemistry Major, which has been enhanced recently with the addition of a developmental biologist who studies developmentally-driven changes in gene expression. The courses within the biochemistry major are designed so that as students progress through the major they become less dependent on their textbooks and more comfortable with primary literature sources. Gradually, students become genuine participants, not just consumers, in the classroom until finally, in their capstone seminar course, students and faculty are cooperative learners together. This course has brought a new level of excitement for both students and faculty. The current project aims to change the laboratory design and instrumentation available to Biochemistry majors so that these students achieve a similar high level of curiosity, independence, and confidence in the laboratory. We are incorporating three project-based laboratory experiences that allow students to investigate the same questions in the laboratory that they find exciting in the classroom. One project extends through several courses and demonstrates how several disciplines collectively contribute to the understanding of a single biological process. Another project reveals how new biochemical tools are being employed to answer age-old questions in developmental biology. A third project demonstrates how organic chemistry has become increasingly important to our understanding of regulatory processes in organisms. Highly sensitive non-radioactive assays are being widely used in basic research. These are being adapted and being introduced into new areas of investigation for undergraduate laboratories in biochemistry. Access to state of the art research and committed faculty enables students to develop communication and teamwork skills that will be highly valued in their postgraduate careers. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Singer, Patricia Ronald Warnet Jacqueline Brittingham Simpson College IA Terry S. Woodin Standard Grant 123407 7428 SMET 9178 7428 0000099 Other Applications NEC 0088703 January 1, 2001 Development of Sports Statistics Modules for Introductory Statistics Classes. Mathematical Sciences (21) This project develops materials for an introductory statistics class from a sports emphasis. The class covers the basic aspects of beginning statistics using examples and datasets from sports. The first introductory course is developed based on baseball. A text is developed which presents topics from data analysis, probability, and inference from a baseball perspective and students learn statistical concepts by working on baseball datasets. In the second stage of the project, a text is written focusing on applications of statistics to sports. By understanding the benefits of statistics in sports settings, the student retain the knowledge of statistical concepts and they are able to apply this knowledge to problems outside the realm of sports. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Albert, James Bowling Green State University OH Calvin L. Williams Standard Grant 67258 7427 SMET 9178 7427 0000099 Other Applications NEC 0088704 May 1, 2001 Collaborative Research -- Visualizing and Exploring United States Urban and Rural Social Change, 1790 - 2000 -- Interactive Multimedia and Web Based Tools. Sociology (86) This is collaborative project at CUNY-Queens and UCLA. It is developing multimedia and web-based visual and map enabled software tools that will depict the growth and change in two major metropolitan areas in the United States, New York and Los Angeles. It builds upon a project that created web-based map enabled tools to examine change in New York City from 1910 using Census and other data, in a way that eases faculty creation of curricular exercises and experiences for students and others. The web component is being augmented by multi-media tools developed at UCLA that allow the visualization of virtual neighborhoods, as well as easy access to text, pictures, and video images to illustrate a variety of important sociological concepts and themes. These virtual neighborhoods make it possible to incorporate 3-D animation with realistic environments creating an interactive urban context composed of representative buildings, landmarks, and neighborhoods of the geographic area. The current neighborhood is simulated, and then it is recreated for several earlier periods. The students are able to "visit" and explore these neighborhoods and, using the mapping software, understand how these specific neighborhoods "fit" into the wider area of New York or Los Angeles, while exploring transportation or ethnic and racial change, for example. CUNY and UCLA are developing these complementary tools in common and distributing them widely over the web, by CD-ROM, and in unison with an undergraduate textbook we are publishing: "New York and Los Angeles: Politics Society and Culture," forthcoming from the University of Chicago Press in mid to late 2002. Students and others can use these materials to examine and understand the dramatic changes in population, race, ethnic ancestry, family status, housing and living conditions, and income and wealth that have occurred in these two major metropolises. Related exercises that are being developed allow students to compare and contrast the growth of the two regions, to explore the changing patterns of economic and ethnic inequality, and to study the immigration history of New York and Los Angeles and the migration paths of recent immigrant groups in the cities and the suburbs. Other exercises are focusing on occupational structure, educational systems, social welfare, riots, and the location and situation of those in the artistic fields in the two regions. (We are also exploring how to generalize these tools to other locales.) The materials are being pilot tested at the PI's home campuses and in courses at a variety of other colleges and universities in the United States. Workshops scheduled at professional meetings and at CUNY and UCLA are assisting faculty at other institutions in using these materials. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Beveridge, Andrew CUNY Queens College NY Myles G. Boylan Standard Grant 213000 7427 SMET 9178 7427 0000099 Other Applications NEC 0088709 March 1, 2001 Developing a Technology Enhanced Guided Inquiry Workbook for General Chemistry. This project is creating new active-learning curricular materials, labeled active learning packets (ALPs), for the topics of stoichiometry, acids and bases, thermochemistry, kinetics, gas-phase equilibria, acid-base equilibria, and electrochemistry. The motivation for the creation of the ALPs is research on student learning that suggests instruction utilizing only lecture, recitation, and laboratory experiments produces only small increases in the understanding of fundamental concepts in chemistry. The ALPs are incorporating techniques, including McDermott's guided inquiry framework, visualization and inquiry simulations, and writing-to-learn strategies that research has shown will improve conceptual learning. The active learning materials are being designed to both elicit common student difficulties regarding the topics under study and to lead students to confront these difficulties head-on with a tightly focused and strategically sequenced series of exploratory activities, questions, and exercises. For each topic, three or four discrepant events, phenomena that lead to an unexpected outcome and often produce conceptual conflict, are included. A discrepant event sufficiently surprising or contrary to an expected or predicted outcome captures the attention of the student and encourages rethinking. An integral feature of the proposed learning activity exercises is the requirement that students explain their reasoning process with written statements. In the course of working through these inquiry activities, students are being guided to resolve their difficulties and confusion and to attain a firm grasp of the targeted concepts. The activities consist of a tightly linked set of (1) brief textual expositions in highly "interactive" format, (2) concept-oriented questions for use with classroom communication systems in large classes, (3) a structured series of questions that lead students to elicit and then resolve conceptual difficulties, and (4) exploratory visualization and inquiry simulations and hands-on activities and writing-to-learn exercises to strengthen understanding. The activities are emphasizing qualitative understanding, reasoning, and mastery of fundamental concepts. They are encouraging students to develop multiple representations of concepts in pictorial, diagrammatic, and graphical formats and to relate these representations to symbolic and macroscopic representations. The effectiveness of the ALPs is being rigorously assessed by continual in-class use and redesign, in conjunction with evaluation of student learning gains. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Greenbowe, Thomas Thomas Andre Brian Hand Iowa State University IA Kathleen A. Parson Standard Grant 480015 7427 SMET 9178 7427 0000099 Other Applications NEC 0088712 May 15, 2001 Collaborative Proposal - Reforming Physics: Algebra-based Physics with Human Applications. Physics (13) Reform movements in calculus and in physics education have shown the advantage of active methods in lively applications for improving students' conceptual understandings. Research has shown that the learning of diverse groups of students is enhanced by the use of multimedia. The Mathematics Across the Curriculum projects supported by the NSF have shown the efficacy of embedding mathematics within other disciplines. This project brings all of these insights together with interesting human applications of physics to reform the algebra- based physics course. This project is developing a complete set of course materials and background physics notes that can be used in a wide variety of institutional settings to offer a reformed algebra-based physics course to diverse student audiences. In addition to the human applications, the interactive learning methods encouraged by these materials are especially helpful to enable the students to learn by methods of inquiry. The project co-PIs at UNL, Texas Tech University, Mercy College and Doane College are developing content topics with the help of a mathematics consultant. The materials are being field-tested and assessed in cooperation with the evaluation consultant. Materials developed at each institution are being field-tested at the other cooperating institutions, and tested materials will be made available for commercial distribution. By the end of the project completely reformed algebra-based physics course materials featuring human applications supported by interactive multimedia and mathematical modeling will be available for use across the nation. Faculty enhancement institutes will be held using these materials. The use of these materials for the learning of physics concepts by inquiry methods will be advocated. The appropriateness of the multimedia and mathematical modeling materials for a wide range of students will be demonstrated. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Plano Clark, Mark Christopher Wentworth Doane College NE Duncan E. McBride Standard Grant 95222 7427 SMET 9178 7427 0000099 Other Applications NEC 0088715 May 15, 2001 Collaborative Project on Integrating Census Data Analysis into the Curriculum. Sociology (86) This is a collaborative project with the American Sociological Association (Award 0089006). This collaborative project is working with individual faculty and whole departments in order to introduce scientific reasoning systematically into the undergraduate curriculum. The project is pursuing the goal of improved scientific literacy among undergraduate students in the social sciences by providing teachers and whole departments with tools and expertise to integrate data analysis and analytic rigor more widely throughout the curriculum. This collaboration is building upon two already successful approaches that complement each other. The Social Science Data Analysis Network (www.SSDAN.net ) project at the University of Michigan has worked with a nationwide network of faculty to co-produce engaging, wide-ranging curricular materials with US Census Bureau data. SSDAN encourages and facilitates individual faculty to integrate specially tailored, data analysis modules into substantive social science courses at all levels. The American Sociological Association's (ASA's) Minority Opportunities through Structural Transformation (MOST) Program has worked with entire departments to alter their curriculum in ways that ensure structural change toward improved research training of minorities and all students. This project is introducing SSDAN approaches as department-wide interventions in a critical mass of courses in the curriculum of 16 sociology departments. A core goal is to transform the curriculum and thus give students a more sequenced and pervasive exposure to scientific reasoning and data analytic skills. Workshops, follow-up visits, interactions with the Michigan and ASA staffs along with departmental websites are being utilized to support the full implementation and evaluation of this intervention. The project is also significantly revising and updating the SSDAN website and data analysis module creation features used by faculty across the social and behavioral sciences. New datasets from the US 2000 Census, historical censuses, CPS (Current Population Survey), and GSS (General Social Survey) are being added, and additional formats for analysis by SPSS, SAS, STATA, GIS packages, and new interactive data analysis features are also being provided. The project is working on a "Guide" that instructs chairs and deans how to implement departmental interventions across different types of departments and diverse disciplines. In addition, a published workbook updating earlier SSDAN publications and an expanded bank of downloadable datasets, course modules, and networking capabilities via the website is being produced. CCLI-NATIONAL DISSEMINATION DUE EHR Frey, William University of Michigan Ann Arbor MI Myles G. Boylan Continuing grant 522205 7429 SMET 9178 7429 0000099 Other Applications NEC 0088723 May 1, 2001 General Education Environmental Science: An Interdisciplinary Laboratory Program for the 21st Century. Interdisciplinary (99) We are developing three technology-enhanced, textbook-independent, multi-week laboratory exercises on environmental topics that fit the goals and needs of a general education audience in Interdisciplinary Science. The laboratory exercises are grouped into modules that examine one environmental topic for 4-6 consecutive weeks, providing in-depth examinations of each topic. Each module synthesizes traditional wet lab exercises with computer simulations of environmental topics, online quizzing/communication, and computerized data laboratory instrumentation. These exercises focus on environmental issues of concern to students and utilize real data as collected by the students themselves (e.g., water quality studies), or gathered from internet-based databases (e.g., levels of air pollutants). This approach avoids the inherent predictability of most traditional laboratory exercises, which simply seek to demonstrate basic scientific principles through time- tested (i.e., predictable) exercises. This combination of original data and local issues makes the laboratory experience complement the course content and greatly improves student interest in the laboratory component of the course. Further, by emphasizing the "personalized" nature of these exercises (analysis of personal impacts, original data, voicing personal opinions on controversial issues in case studies), the laboratory experience is uniquely tailored to each individual student. The modules contain abundant multimedia content that engages student attention with digital video clips in laboratory introductions, takes students on virtual field trips to local sites, enables students to quickly calculate and analyze their personal contributions to regional environmental impacts, and presents compelling case studies with digitized interviews. Further, igitized video clips demonstrating proper laboratory techniques are invaluable in open-scheduled laboratories, where students complete laboratory exercises at a time of their choosing and do not have the benefit of in-class demonstrations by laboratory instructors. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Pratte, John Gail Schiffer Marina Koether Matthew Laposata Kennesaw State University GA Herbert Levitan Standard Grant 74985 7427 SMET 9178 7427 0000099 Other Applications NEC 0088725 January 1, 2001 Physiology Program using Computer-based Data Acquisition and Student-designed Investigations.. Biological Sciences (61) The Biology Department of Baker University is conducting a significant improvement of our physiology laboratory experience, and the enhancement of research opportunities for undergraduates. The current physiology program has not kept pace with technology and provides only limited opportunities for gaining hands-on experience using modern physiological techniques. The laboratory approach has been traditional in that 'cookbook' experiments are conducted with little room for student-designed investigations. We are correcting this problem by revising the program to offer an effective laboratory component that emphasizes modern physiological approaches to solving biological problems. The effort is an adaptation of an project at Bates College. The objectives of this project are 1) to promote independent learning by applying computer technology to the study of physiology, 2) to teach students scientific inquiry methods, and 3) to engage students in undergraduate research projects. These objectives are being accomplished by conducting fewer traditional experiments and having students design and carry out their own investigations, then present their results in the form of a scientific paper. We are using the BIOPAC physiology teaching system interfaced with computers to facilitate data collection and analysis in real time, and provide access to interactive, multimedia presentations of physiological processes. The new equipment is also being used for independent research projects in the cardiovascular physiology of the chick embryo in shell-less culture. Our aims are to 1) improve conceptual understanding of physiology, 2) stimulate student experimentation, critical thinking and problem solving, 3) improve understanding of scientific methodology, and 4) increase student participation in research and presentations at national meetings. The use of new technology in our curriculum reform is impacting the education of approximately 40 students per year in Comparative Physiology and Human Anatomy and Physiology classes. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Henry, Charmaine Baker University KS Terry S. Woodin Standard Grant 21556 7428 SMET 9178 7428 0000099 Other Applications NEC 0088728 January 1, 2001 WebBook: A Prototype for the Next Generation of Interactive Computer Science Learning Resources. Computer Science (31) The WebBook project demonstrates the feasibility of using the Web to deliver next-generation, inquiry-based, active learning educational resources. A prototype "hypertextbook" blending standard text, graphics, interactive animations of key concepts, voice, and sound into a seamless whole is developed and formally evaluated. Standard Web-site creation technologies are used to ensure that the prototype can be used with any of the usual Web browsers on all platforms, making it accessible to anyone in the world without the need to purchase special software or hardware. The prototype encompasses the basic topics in theory of computing. As key concepts are encountered, animations are presented in seamless fashion that allow the learner to explore the concept while controlling parameters that drive the animation. The prototype is designed to serve as a general model for the development of hypertextbooks, inspiring the creation of similar resources in other science and engineering disciplines. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Ross, Rockford Montana State University MT Robert Stephen Cunningham Standard Grant 74717 7427 SMET 9178 7427 0000099 Other Applications NEC 0088729 January 1, 2001 Chemistry and the Automobile. Chemistry (12) This project addresses the needs of undergraduate engineering students. Educational materials are being developed which target materials chemistry, the chemistry of energy processes and environmental chemistry. More specifically, this curriculum is linked to a theme-based approach that draws from real-world examples centered around the ubiquitous automobile. A compendium of materials entitled "Chemistry and the Automobile" is being assembled to serve as a faculty resource guide to permit other faculty to teach their engineering students using this curriculum/theme. It will be made available to the chemistry education community at large. This Proof of Concept project is intended to show 1) that this curriculum, coupled with the overarching theme of "Chemistry and the Automobile," provides a more appropriate foundation in Chemistry for engineering students than the traditional General Chemistry curriculum; and 2) that the audience is more receptive to the subject matter because they see relevance in what they are doing. This curriculum/theme is being adopted at the University of Michigan-Dearborn to coincide with the launching of a new two-semester General Chemistry course specifically for engineering students. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Donahue, Craig University of Michigan Ann Arbor MI Elizabeth M. Dorland Standard Grant 74764 7427 SMET 9178 7427 0000099 Other Applications NEC 0088731 December 1, 2000 Adaptation of ECSEL's Computational Vizualization Tools and Pedagogy for Engineering Mechanics. Engineering - Civil (54) The pressures on undergraduate science, math, engineering, and technology (SME&T) education and the recommended actions to overcome these problems are well-documented. Miller and Cooper, in work at the University of Washington under the auspices of the Engineering Coalition of Schools for Excellence in Education and Leadership (ECSEL), have developed a multi-faceted suite of educational materials for engineering mechanics courses that incorporates many of these suggestions. This project at Louisiana State University is: 1. adapting and implementing the University of Washington Mechanics of Materials educational suite 2. evaluating the effectiveness Miller and Cooper's various components 3. institutionalizing these materials to ensure sustainability 4. disseminating all findings and materials to the engineering education community This project adds to Miller and Cooper's materials by introducing a wireless network of laptop computers into the classroom. Having computers distributed throughout the classroom affords greater flexibility in developing hands-on activities. Also, multimedia modules are modified and improved, hands-on activities are expanded, and student presentations are expanded to incorporate digital movie making. The results of these modifications and the effectiveness of the various components of Miller and Cooper's approach are being assessed by mixed mode (quantitative and qualitative) evaluation instruments developed in conjunction with this project. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Mukai, David Louisiana State University & Agricultural and Mechanical College LA Ibrahim Halil Nisanci Standard Grant 44144 7428 SMET 9178 7428 0000099 Other Applications NEC 0088734 March 15, 2001 Development of Interactive Examples for Concept-Based Problem Solving in Introductory Undergraduate Physics Courses. Physics (13) Traditional introductory physics courses typically fail to significantly improve students' conceptual understanding of, and attitude towards, physics. Recently, several groups have documented significant improvements in these areas by applying insights from physics education research to improve curricular content and instructional methods for lectures, labs and recitation sections. This project addresses the remaining critical component of undergraduate physics education-the homework problems-with a careful integration of technology and instruction, based on knowledge gained from physics education research. The primary goal of the project is to create instructional materials that students in introductory physics courses can use to develop problem-solving strategies based on conceptual analysis. In particular, the project is creating a complete set (about 60 total) of research-based "Interactive Examples" (IEs) that can be used in introductory calculus-based physics courses in undergraduate institutions. These IEs are web-based exercises that actively engage students in a Socratic dialog designed to help them develop a concept-based strategy to solve a homework problem. The problems developed address documented student difficulties and are guided by collaborations with researchers at the University of Massachusetts and the University of Washington. These new IEs also exploit the lessons learned from previous successful development of IEs for introductory algebra-based physics courses. Quantitative evaluation is being done of the effectiveness of the new IEs in improving students' functional understanding of basic physics principles. Initial dissemination of these IEs will be to community colleges and peer institutions, and further dissemination is being refined during the course of the project. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Gladding, Gary Dennis Kane Timothy Stelzer Mats Selen University of Illinois at Urbana-Champaign IL Duncan E. McBride Continuing grant 268563 7427 SMET 9178 7427 0000099 Other Applications NEC 0088743 December 1, 2000 Integrating Fluorescence Spectroscopy into the Undergraduate Science Curriculum. Chemistry (12) Fluorescence spectroscopy is widely used in research, industry, medicine, forensics, and other technological areas as a tool for investigating chemical structure and properties, chemical interactions, biomolecular structure and function, lifetime imaging, quantitative analysis, atom-tagging in immunoassays, metabolic monitoring via luminescent reporter genes, and many other applications. The ability to use fluorescence spectroscopy in the science curricula is enhancing student learning by 1) allowing for the development of practical skills in the operation and collection of fluorescent measurements and 2) using real data to help students understand spectroscopic theory by assimilating the underlying principles of quantum mechanics and electronic/ energy transitions. This project is focusing on the immediate adaptation and implementation of experiments from the research and educational literature into the curriculum at all levels: general, analytical, instrumentation, biochemistry, and physical. The Environmental Science department is adapting and implementing fluorescence spectroscopy into the curriculum for their Site Monitoring and Analysis track. This fluorometer is also an integral part of undergraduate research projects as part of a capstone experience cooperatively administered through the Biology and Chemistry departments. After this initial implementation, fluorescence spectroscopy will be integrated into new curricular offerings at Carroll College, including a new Forensic Science emphasis within the Chemistry major, a newly proposed Biochemistry major, and a restructured, modular instrumentation course offered jointly with Biology. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Piatt, Joseph Michael Schuder Carroll College WI Kathleen A. Parson Standard Grant 15360 7428 SMET 9178 7428 0000099 Other Applications NEC 0088753 January 15, 2001 Science Education for New Civic Engagements and Responsibilities. Interdisciplinary (99) The Association of American Colleges and Universities (AAC&U) developed the framework for this project, Science Education for New Civic Engagements and Responsibilities (SENCER), during 1999-2000 with partial support from the NSF. The framework is the product of two workshops and advice from hundreds of college faculty and academic leaders. To date, teams from more than 250 institutions of higher education have asked to be included in SENCER's work. SENCER is helping faculty and administrators achieve three important goals: (1) improve science education for non-majors, (2) connect science education reform to improved general education, and (3) stimulate civic engagement. The SENCER approach is to connect science education with civic engagement by teaching science through the study of complex public issues. SENCER models are teaching, for example, biology through the study of HIV disease or the Human Genome Project; physics through the study of the challenges of nuclear disarmament or hypotheses about the origins of the universe; chemistry through the study of air pollution, water quality, or crime; and mathematics by examining the reliability of statistics, studying risk/benefit analysis, or decision-making. The outcome for students is connected learning. SENCER seeks to promote large-scale reform in undergraduate SMET education through intensive faculty professional development, a strong focus on local systemic change, and the use of improved assessment practices. SENCER faculty are learning to use an assessment instrument developed with partial support from several NSF initiatives to improve undergraduate education. This instrument is known as Student Assessment of Their Learning Gains (SALG) and is freely available for public use at WWW.WCER.WISC.edu/NISE/CL1. There are four key pieces of the SENCER project. SENCER Institutes are the core activity. These are team-based residential institutes for faculty, administrators, and advanced graduate students planning to initiate SENCER approaches. SENCER Clusters are both disciplinary and issue-oriented groups of faculty and administrators that operate to provide ongoing support and sustain reform efforts arising from participation in the Institutes. The SENCER Virtual Community links innovators together and supports dissemination of resources to support reform. The SENCER Leadership Initiatives are focusing national attention and recognition on exemplary initiatives in order to build additional support for this approach. CCLI-NATIONAL DISSEMINATION INTERNATIONAL PLAN & WORKSHOPS AFRICA, NEAR EAST, & SO ASIA DUE EHR Burns, William Karen Oates Association of American Colleges and Universities DC Myles G. Boylan Continuing grant 4550514 7429 7299 5976 SMET 9178 7429 7299 5979 5915 0000099 Other Applications NEC 0088757 May 1, 2001 Improvement of Undergraduate Preparation in Molecular Biology. Biological Sciences (61) This project is using inquiry-based cooperative learning and research training in a culturally diverse setting to 1) improve undergraduate preparation in Molecular Biology; 2) enhance application of the scientific method; and 3) encourage team projects that promote interactions among culturally diverse learners. Funds are being used to upgrade a sequence of two courses and undergraduate research facilities. Specifically an existing course in Molecular Biology is being modified to involve students in an inquiry based cooperative learning project where students learn from their peers and the professor serves as a facilitator in the process. The effort is an adaptation of a laboratory manual "Unraveling DNA," developed with NSF support. The laboratory component of the course is being expanded to include subcloning and sequence analysis of the luxA gene from the Lux operon that is cloned in the existing course. Students, working in groups, use the polymerase chain reaction and DNA sequencing and analysis to study their clones. In the second course, Advanced Topics, cooperative learning continues as students read and discuss original research articles that assist them in applying the principles and techniques of molecular biology and the scientific method to a novel situation. Students develop and submit a research proposal to external sources or the established University student/faculty research program for funding consideration. Students complete the proposed research as an undergraduate research project and present the results at the annual student symposium as either a poster or an oral presentation. The goals of the project are consistent with the department's mission that promotes cooperative learning and undergraduate research as a capstone course. Funds are being used for instrumentation, course development and evaluation. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Debro, LaJoyce Jacksonville State University AL Terry S. Woodin Standard Grant 39708 7428 SMET 9178 7428 0000099 Other Applications NEC 0088758 January 1, 2001 Guided Discovery and Intelligent Tutoring Materials for Calculus and their Electronic Delivery on the World Wide Web. Mathematical Sciences (21) This project adapts a proven online Web-based learning system for the mathematics curriculum and develops curricular materials for the first calculus course. The system provides electronic homework, allowing instructors to easily create assignments that help students understand and master the material covered in class. It has already been extended in chemistry to support more interactive learning activities such as guided discovery and intelligent tutoring. The products of this project include a suite of basic online homework activities that cover the curricula of the first semester of the calculus course sequence, interactive guided discovery modules focused on topics and concepts where animation and simulation can be employed to support learning, and intelligent tutors that focus on difficult but key concepts in the curriculum and adaptively assist students in developing their understanding of them. All interactive activities are integrated into the basic online system, which records student progress for instructor review. A computer laboratory is created to support students doing online learning activities. Math faculty will create content for the homework system and interactive activities. Project staff modify the system to better support mathematics, train instructors in system use, help design interactive activities, and implement many of these activities. This project addresses a critical national need to improve the mathematical preparation of undergraduates from a wide variety of disciplines. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Eisenberg, Murray Thurlow Cook Beverly Woolf David Hart University of Massachusetts Amherst MA Calvin L. Williams Standard Grant 349830 7427 SMET 9178 7427 0000099 Other Applications NEC 0088763 June 1, 2001 Digital Image Technology in Undergraduate Petrology Laboratories: A "Proof of Concept" Project in Siliciclastic Petrography. Geology (42) The preeminence of visual content makes petrography an ideal subject for multimedia instructional modules. We are exploring the utility of digital image technology for teaching petrology, beginning with the test case of siliciclastic petrography at the undergraduate level. A 'virtual petrography tutor' is being designed to expose students to images and interpretive content comparable in amount to that included in traditional sedimentary petrography laboratory exercises. The curriculum materials differ markedly from existing image atlases (both paper copy and digital) in terms of the high density of interactive interpretive content that accompanies the images; the comprehensive level of treatment proposed is also a significant departure from the types of petrographic data currently available on the World Wide Web or on CD. Practical aspects of tutorial design and construction learned during this project will have application in all fields of petrology as well as in other fields which utilize data in the form of images (e.g., metallurgy, histology). Undergraduate and graduate students are participating in the development of the tutorial, allowing them to gain experience in methods of digital imaging and multi-media authoring. Initial application and formal assessment of the tutorial will take place during two semesters of an undergraduate course in sedimentary rocks (involving a projected 120 to 160 students). The development and assessment tasks proposed here are envisioned as the first step in a more ambitious project to create a full version of this tutorial for distribution and, ultimately, a digital library of petrographic images based on the large, highly documented, and well-maintained petrology collections at the University of Texas at Austin. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Milliken, Kitty Earle McBride University of Texas at Austin TX Herbert Levitan Standard Grant 74427 7427 SMET 9178 7427 0000099 Other Applications NEC 0088769 June 1, 2001 A Course in Experimental Techniques for Computer Science Majors: Proof of Concept. Computing - Other (35) This project develops curriculum and supporting materials for a course in experimentation for senior computer science majors. The capstone course provides students with opportunities to explore issues experimentally, design realistic experiments, collect data and draw conclusions based on the results. Experimental exploration, the centerpiece of the traditional scientific method, can provide new insights, eliminate unproductive approaches and validate theories and methods. The course materials are centered around a textbook that has two types of chapters, content chapters that develop experimental design concepts and project chapters that apply these concepts to particular problems. The project chapters are in the form of paper case studies or simulation. This approach provides a much needed introduction to computer science research in the undergraduate curriculum. The most extensive projects are based on simulations of different aspects of computer system performance, because this venue allows the student the most flexibility in forming and testing hypotheses. Interactive simulations are written in Java and run through a standard browser. The materials are disseminated through presentations and workshops at computer science conferences and via the Web. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Robbins, Steven University of Texas at San Antonio TX Mark James Burge Standard Grant 75000 7427 SMET 9178 7427 0000099 Other Applications NEC 0088770 May 1, 2001 A comprehensive watershed instrumentation program for multidisciplinary undergraduate education at Lafayette College. Earth Systems Science (40) Multidisciplinary environmental problems associated with urban/suburban growth are increasingly being addressed at a watershed-integrated level. Consistent with this theme, the proposed project involves undergraduate students using a comprehensive network of automated water quantity and water quality instrumentation to investigate environmental impacts in a rapidly-developing watershed (the Bushkill Creek Watershed) adjacent to campus. Hydrologic and chemical data are collected and analyzed as part of exercises within existing engineering and geoscience courses and undergraduate research and honors theses. These exercises enhance our students' abilities to critically evaluate a variety of interdependent watershed-based processes that may affect environmental quality. The project is a cooperative effort among faculty from engineering and the geological sciences; however, other faculty teaching courses with environmental content have an interest in using the facilities and the databases generated by the project. The general objectives of the project are: to provide relevant hands-on data collection and analysis experiences for undergraduates in science and engineering, to establish a central theme of assessment and management of a rapidly developing watershed for a variety of curriculum projects across campus, to develop a detailed digital database on hydrologic impacts of land use in the watershed, and to disseminate results through the internet, conference presentations, scholarly publications, and local community meetings. The project is patterned after similar watershed-based curriculum projects at a number of small colleges and universities in the northeast U.S. (Hluchny 1997, 1998; Heins and Walker, 1998; Woltemade and Blewett, 1999; Salvage and Graney, 1999, 2000). Unique to this project are: (1) the comprehensive monitoring network and full watershed scale (200 km 2 ); (2) strong geologic and land use contrasts, and rapid development within the basin; (3) cooperation and collaboration between engineering and geological science students and faculty; (4) emphasis on enhancing undergraduate education in practical multidisciplinary issues such as watershed-based planning and land use decisions, and storm water management policy; and (5) the high level of involvement of the local community and local government in watershed management. References Cited Hluchy, M., 1997. Alfred University's On-Campus Field Hydrology Site: A Practical, Inexpensive, and Fun Way to Teach Hydrogeology, 1997 Geological Society of America Meeting Abstracts with Programs 29: A22-A23. Hluchy, M., 1998. Student Involvement in Construction of a Hydrogeological Field Station for Undergraduate Teaching and Research, 1998 Geological Society of America Meeting Abstracts with Programs 30: A307. Heins, W.A., and J.R. Walker, 1998. Using a campus waterway for undergraduate-course exercises and summer-research experiences, J. of Geoscience Education, 46: 45-50. Woltemade, C., and W.L. Blewett, 1999. Burd Run Interdisciplinary Watershed Research Laboratory, National Science Foundation Award Abstract #9950652 Salvage, K., and J. Graney, 1999. Adapting Watershed Research and Instrumentation to the Undergraduate Curriculum at SUNY, Binghamton, National Science Foundation Award Abstract #9950491. Salvage, K., and J. Graney, 2000. On campus field work and research for undergraduates based on collection of hydrological and environmental data, abstract submitted to J. Geoscience Education CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Brandes, David Dru Germanoski Lafayette College PA Terry S. Woodin Standard Grant 15403 7428 SMET 9178 7428 0000099 Other Applications NEC 0088775 January 1, 2001 Engineering Laboratory Accessible Via the Internet. Engineering - Electrical (55) Engineering education is closely linked to advances in Internet, global communication systems, computers, etc. There is one area in engineering education, however, that is still dominated by classical teaching/learning methodology: the laboratory. The purpose of an engineering laboratory course is to teach future engineers to interact with the "real hardware"in all its imperfection. Any attempt to replace the "real hardware" in a student laboratory with the most elaborate simulation software results in the loss of realism and prevents students from gaining important practical skills and experiences. The technology in this project utilizes advanced space-qualified laser positioning hardware equipped with computer interfaces facilitating remote operation and status display of its components. All aspects of operation of this hardware are controlled by a designated computer through a number of actuators and extensive monitoring/data acquisition. We gain global accessibility of the "real hardware" via the Internet thus allowing remote users nationwide to perform any experiments in real-time and collect feedback information representing properties of the actual devices. This brings to a student laboratory the most valuable aspects of the "real hardware"-based experiments. The choice of laboratory, laser steering and position control systems for space communication make it attractive to many engineering programs. Successful implementation of this technology can upgrade engineering laboratories nationwide to the level of leading engineering schools and result in significant improvement of the quality of engineering education and reduce variability between universities. SUNY Binghamton has a well-established record of successful research in the area of pedagogy of university education. Its distance learning facility, Enginet, operates within a network made up of a consortium of five State University of New York campuses. These resources are utilized for effective dissemination of the results of this project. Being prompted by revolutionary changes in information technology, this project is realizing the integration of this technology in education. Implementation of the Internet-accessible laboratory will not only give students access to the most advanced hardware, but provide them with an additional opportunity to utilize Internet, computer graphics, and digital imaging, thus preparing them for the challenges of their profession. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Skormin, Victor SUNY at Binghamton NY Rogers E. Salters Standard Grant 75000 7427 SMET 9178 7427 0000099 Other Applications NEC 0088778 April 15, 2001 Live-data Educational Materials for an Interdisciplinary Science and Technology Training. Interdisciplinary (99) An interdisciplinary approach for science and technology education opens new opportunities for increasing research-related impacts among undergraduate students. This project is creating a unified common framework for sharing ideas and knowledge across disciplines. The focus of the project is to develop a prototype of six educational modules based on three premises commonly shared across disciplines: (1) the concept of patterns, which is fundamental to visualizing information; (2) modern computing tools as an effective aid in presenting and animating graphical patterns for understanding data; and (3) cross disciplinary expertise and data sharing to leverage individual efforts in enhancing SMET education. Educational materials are being developed to introduce and illustrate this concept of patterns as an interdisciplinary approach. In addition, an internet-based community forum is being developed to share these educational materials and exchange ideas and knowledge across disciplines. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Sy, Bon David Locke Julie Mankiewicz CUNY Queens College NY Bevlee A. Watford Standard Grant 80035 7427 SMET 9178 7427 0000099 Other Applications NEC 0088779 June 1, 2001 Integration of Laboratory Experience in Undergraduate Education. Engineering - Mechanical (56) The objectives of this project include the development of a data acquisition (DAQ) Laboratory, a required freshmen Experiments course, and a upper level required two-course sequence in Experimental Projects for Fluids and Heat Transfer. This effort will be modeled after Drexel's Engineering Test, Design, and Simulation Laboratory and Colorado School of Mines' Multidisciplinary Engineering Laboratory sequence, which have both been successfully adapted by other schools. The experimental skills gained in the freshmen year will be reinforced throughout the curriculum in classroom demonstrations, required open- ended projects, senior design projects and undergraduate research. The project addresses the need to improve the way in which we teach the art of experimentation to undergraduates. In the open-ended laboratory, students participate in multidisciplinary projects and co- op opportunities involving electrical and computer components, sensors, data acquisition software or controls. Introducing hands- on experiments, especially in the first year, addresses the high attrition rate often found among women and minorities, who may lack the mechanical tinkering experience of traditional engineering students. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Robinson, Risa Ali Ogut Rochester Institute of Tech NY Russell L. Pimmel Standard Grant 196069 7428 SMET 9178 7428 0000099 Other Applications NEC 0088780 May 15, 2001 Collaborative Proposal - Reforming Physics: Algebra-based Physics With Human Applications. Physics (13) Reform movements in calculus and in physics education have shown the advantage of active methods in lively applications for improving students' conceptual understandings. Research has shown that the learning of diverse groups of students is enhanced by the use of multimedia. The Mathematics Across the Curriculum projects supported by the NSF have shown the efficacy of embedding mathematics within other disciplines. This project brings all of these insights together with interesting human applications of physics to reform the algebra- based physics course. This project is developing a complete set of course materials and background physics notes that can be used in a wide variety of institutional settings to offer a reformed algebra-based physics course to diverse student audiences. In addition to the human applications, the interactive learning methods encouraged by these materials are especially helpful to enable the students to learn by methods of inquiry. The project co-PIs at UNL, Texas Tech University, Mercy College and Doane College are developing content topics with the help of a mathematics consultant. The materials are being field-tested and assessed in cooperation with the evaluation consultant. Materials developed at each institution are being field-tested at the other cooperating institutions, and tested materials will be made available for commercial distribution. By the end of the project completely reformed algebra-based physics course materials featuring human applications supported by interactive multimedia and mathematical modeling will be available for use across the nation. Faculty enhancement institutes will be held using these materials. The use of these materials for the learning of physics concepts by inquiry methods will be advocated. The appropriateness of the multimedia and mathematical modeling materials for a wide range of students will be demonstrated. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Fuller, Robert Vicki Plano Clark Beth Thacker Nancy Beverly University of Nebraska-Lincoln NE Duncan E. McBride Continuing grant 378798 7427 SMET 9178 7427 0000099 Other Applications NEC 0088783 March 1, 2001 Project Kaleidoscope Phase IV: Establishing National Forums and Networks Working Toward Building and Sustaining Strong Undergraduate SME&T Communities. Interdisciplinary (99) In 2001/2002, PKAL will sponsor two summer institutes (16 workshops at each) and a select number of other workshops to enhance the skills, understandings and capacities of undergraduate faculty seeking to strengthen SME&T learning of their students. Planned and facilitated by leading national agents of change, the design of these PKAL activities is to model the discovery-based, research-rich, collaborative learning environment that works to attract students to and enable them to succeed in SME&T disciplines. Benefiting from a hands-on experience with some of the best practices in undergraduate SME&T education, participants will leave with an agenda for immediate action on their home campuses and with a plan to keep connected to their workshop peers/facilitators, regional and national colleagues and to PKAL for support in continuing reform efforts. Related PKAL efforts, including an expanded web presence, print publications, a consulting service, the Faculty for the 21st Century and the evaluation of the impact of PKAL involvement on participating individuals and institutions, will support these workshops and institutes. CCLI-NATIONAL DISSEMINATION TEACHER PREPARATION PROGRAM EAST ASIA AND PACIFIC PROGRAM DISTINGUISHED TEACHING SCHOLAR DUE EHR Narum, Jeanne Independent Colleges Office DC Myles G. Boylan Continuing grant 1217734 7429 7348 5978 1746 SMET 9200 9178 7429 5978 0000099 Other Applications NEC 0088788 January 1, 2001 Online Experiments for Multidisciplinary Instruction in Environmental and Ecological Science. Interdisciplinary (99) The World Wide Web has become a major medium for distance learning. Web technologies are now being extended into laboratory science by making instruments accessible via the Web and even controllable remotely. Science students can thereby use instruments that would be otherwise unavailable or of much more limited availability. These technologies have been developed for undergraduate science instruction in the physical sciences and engineering but have been relatively little used in other scientific disciplines. The best known examples of these efforts have involved teams of scientists and programmers with considerable technical expertise. This project is extending the range of disciplines in which these technologies are being used. We are teaching environmental and ecological science to chemistry, biology, and psychology students using instruments that are accessible and controllable with a Web browser. We are broadening the types of experiments that students can do by using computers to automate data acquisition, especially to investigate phenomena that occur over a period of time that is much longer than a standard laboratory session. Making these instruments accessible on the Web allows regular monitoring of experiments without being in the laboratory. Students both on and off campus are able take advantage of these capabilities, thus widening the audience for laboratory instruction in these areas. We are using LabVIEW and AppletVIEW software to make our instruments available on the Web. We find these software packages relatively easy to use for both science students and faculty with little formal training in computer science. Hence, we can accomplish our goals without additional highly trained personnel. Web-accessible instruments are being used in environmental chemistry to measure the changes involved in the natural regulation of pH in fresh waters. Environmental science students are measuring the biological health of aquatic systems (monitoring dissolved oxygen, nitrate, carbon dioxide, etc.) after perturbations for which humans are often responsible, such as temperature elevations, addition of nutrients, or contamination with pollutants. Students studying animal behavior are monitoring the allocation of effort among various behavioral alternatives for obtaining food, thus measuring choice and its role in the efficiency of foraging over time. Students in all these courses are actively involved in the design of experiments and use computers to analyze and graph the resulting data. Advanced undergraduates are being used to assist in programming and supervising these experiments. Because high school students, recruited through a collaborative arrangement with an education service center, are also taking these courses, these advanced undergraduates are engaged in teaching roles that will give them valuable pre-service teaching experience. They also have opportunities to interact with high school science teachers. Interactions among students at a variety of levels of education are creating numerous opportunities for students to teach each other and, thereby, to enhance their own learning. While they are learning the subject matter of science, students at all levels are also appreciating the remarkable possibilities in contemporary technologies of computerized data acquisition and remote access to instruments. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Krehbiel, Dwight Jon Piper Richard Zerger Bethel College KS Myles G. Boylan Standard Grant 40820 7428 SMET 9178 7428 7427 0000099 Other Applications NEC 0088791 January 1, 2001 Use of an FT-NMR Spectrometer to Improve the Undergraduate Chemistry Curriculum. Chemistry (12) This award has allowed the acquisition of a Fourier Transform Nuclear Magnetic Resonance Spectrometer (FT- NMR) and its incorporation into courses across our entire curriculum. This instrument is significantly enhancing student laboratory experiences, incorporating modern technology into the classroom, and expanding course offerings. Experiments adapted from the research and educational literature and implemented into our curriculum are focusing on the multinuclear capabilities of the instrument, the ability to record 2-dimensional spectra, and the ability to do quantitative analysis through line-broadening experiments. Curricular changes are evolving as the NMR is incorporated into a new spectroscopy course, merged from a portion of three (currently ) separate courses, and it is becomes essential for the development of modular, Special Topics courses and new integrated laboratories. Students at all levels are readily obtaining their own spectra and thus are gaining valuable, hands-on experience with an instrument that has wide applicability in a modern research and/or quality control laboratory. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Fraley, David Frank Wiseman Timothy Rothgeb Georgetown College KY Robert K. Boggess Standard Grant 35974 7428 SMET 9178 7428 0000099 Other Applications NEC 0088794 April 1, 2001 Excellence in Undergraduate Mathematics: Confronting Diverse Student Interests. Mathematical Sciences (21) This is a three-year project aimed at mathematical sciences departments to provide excellent mathematical instructions for a verity of students studying undergraduate mathematics. The joint project of the American Mathematical Society and the Mathematicians and Education Reform Forum is an integrated program of six national workshops, networks of mathematical sciences departments, programs at national meetings, and publications. Two workshops are held each academic year, one in the fall and the other in the spring. Participation in the workshops is department based with each participating department represented by a faculty team of 2 to 4 members. Workshops are held at college campuses in cooperation with the mathematical sciences departments. While highlighting the needs of particular student groups, the program also focuses on critical issues that cut across all institutions. The calculus reform movement provides momentum for continuing reform efforts throughout the undergraduate curriculum. Reform efforts are put in the context of the institutional role of mathematical sciences departments and their relationships with partner disciplines. The project builds a network of mathematical sciences departments, including a significant number of departments in doctoral granting institutions, which are building strong undergraduate programs for the diverse groups of students they instruct. For more information contact Naomi Fisher at ndfisher@uic.edu. CCLI-NATIONAL DISSEMINATION TEACHER PREPARATION PROGRAM DUE EHR Fisher, Naomi Samuel Rankin Kenneth Millett University of Illinois at Chicago IL John R. Haddock Continuing grant 724080 7429 7348 SMET 9178 7429 0000099 Other Applications NEC 0088807 February 15, 2001 Accessible Design Curriculum and Educational Materials. Engineering - Other (59) There is a growing need for accessible design (AD) products and services for individuals with disabilities. Relevant laws mandating accessibility apply to jobs, public facilities, public transportation, public sources of information including public internet services, telecommunication products and services, and the full spectrum of electronic and information technologies. These laws and others not only mandate accessibility, but in many cases they mandate the use of AD principles in the design process. However, the lack of designers and engineers with knowledge of and expertise in AD principles is a national problem. Faculty, and hence students, are not aware of the need for more coverage of AD principles and issues. To address this need, we are developing curricular material on AD principles and issues that is modular and hierarchically structured in cooperation with business and academic partners. The hierarchical approach means that the material is designed for use in introductory engineering courses as well as in advanced theory and design courses. The modular approach allows integration of the material in small parts: a lecture topic, homework problems, course demonstration or laboratory experiments. The long-term goal of this project is to have accessible design material integrated into the undergraduate engineering curricula of colleges and universities throughout the United States. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Erlandson, Robert Wayne State University MI Russell L. Pimmel Continuing grant 410000 7427 SMET 9178 7427 0000099 Other Applications NEC 0088808 January 15, 2001 Inclusion of Raman Spectroscopy in the Upper-Level Undergraduate Chemistry Laboratories. Chemistry (12) As part of a continuing effort to improve the laboratory experience of chemistry majors, Raman spectroscopy is being incorporated into the undergraduate, upper-level laboratory curriculum with the purchase of an instrument that combines the optics for Raman, fluorescence, emission, and absorption spectroscopy with CCD camera detection. Although somewhat sparse, experiments focusing on Raman spectroscopy are being adapted from the research and educational literature and are being implemented into the physical chemistry, inorganic chemistry, and instrumental analysis laboratories, with each emphasizing a different aspect of the theory and use of Raman spectroscopy. Raman spectroscopy is already presented in the lecture portion of these courses but prior to this award, no instrumentation to illustrate its applications in the laboratory was available. Recent advances in instrument and detector design have made Raman spectroscopy more valuable in industrial and research laboratories, providing a strong motivation to make undergraduate students knowledgeable about the technique. Laboratory experience with Raman spectroscopy is not common in most undergraduate laboratories so the experiments being adapted and implemented are likely to be transportable to other undergraduate programs. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Coon, Shoshanna Curtiss Hanson Laura Strauss University of Northern Iowa IA John D. Dwyer Standard Grant 12600 7428 SMET 9178 7428 0000099 Other Applications NEC 0088809 December 1, 2000 A Novel Undergraduate Power Electronics and Drives Laboratory. Engineering - Electrical (55) This project is developing a real-time computer controlled Power Electronics and Drives Laboratory that consists of object-oriented software based experiments, modular based hardware experiments, and state-of-the-art industrial drives from Allen-Bradley. Specific practices and products that are being adapted are the use of object-oriented modeling of components from RPI and Virginia Tech, and hardware implementation through power electronic building blocks from Technical University of Munich. The main features of the laboratory include PC software, DSP-based control hardware, signal conditioning units and device drives and opto-isolation for power electronic converters. Object-oriented modeling and visual programming employ computer tools such as Saber and PEMag. Students are learning through "hands-on" experience in graphical modeling and simulation, design, analysis, and prototyping of power electronics experiments, the operation of industrial grade drives, and through web-based and CD-ROM modular materials. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Sastry, Vedula Subrahmanyam Venkata Venkataramana Ajjarapu Iowa State University IA Russell L. Pimmel Standard Grant 100000 7428 SMET 9178 7428 0000099 Other Applications NEC 0088811 January 1, 2001 A System for Creating Programs Via a Spoken English Interface. Computer Science (31) We are developing NaturalJava, a natural spoken language interface for writing and editing Java programs. This system makes programming far more accessible to vision and motor impaired students. A unique feature of the system is the method of structured editing for fixing errors and/or making additions. Spoken language is converted to an abstract syntax tree which is displayed. Vision impaired students then access the displayed tree via commercial products. The system is being tested with student programs, including novices and vision and motor impaired. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Riloff, Ellen Joseph Zachary University of Utah UT Ernest L. McDuffie Standard Grant 167433 7427 SMET 9178 7427 0000099 Other Applications NEC 0088816 March 1, 2001 Curriculum Integration Through The Virtual Enterprise. Engineering - Other (59) The environment and expectations facing graduating engineers have changed dramatically in the past decade. Graduate engineers are expected to contribute immediately in competitive environments with system engineering skills, information technology skills, and soft skills in addition to traditional engineering fundamentals. The ability of engineering education to produce graduates meeting these market demands will dictate its prominence and viability in the increasingly competitive technical education market, as well as directly impact our long term influence as a nation. This proof-of-concept project is addressing the growing and preeminent need for engineering capability in two areas: Systems Engineering and Information Technology (SE/IT). The project is focused on the design, implementation, and evaluation of part of an engineering curriculum integrated through a virtual enterprise. The virtual enterprise is a full scale manufacturing supply chain, integrated using information technology, and producing actual product. Departmental laboratories are organized as business departments. The virtual enterprise is supported by the institution with required hardware funded and purchased. The project uses this virtual enterprise as a practical and consistent means of developing systems engineering, information technology, and soft skills in engineering students. The primary outcome of the proposed project will be two modules: one in manufacturing processes and one in manufacturing execution systems. Benefits to this approach include the broadening of engineering education to appeal to a larger population, including minorities that are severely underrepresented in engineering. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Stanfield, Paul Bala Ram Sanjiv Sarin Eui Park North Carolina Agricultural & Technical State University NC Russell L. Pimmel Standard Grant 74699 7427 SMET 9178 7427 0000099 Other Applications NEC 0088818 May 15, 2001 Integrating Exemplary Physical Science Teacher Enhancement Materials with Mathematics for Preservice Middle School Teachers. Interdisciplinary (99) This project is developing a two-course sequence of integrated physical science and mathematics to prepare preservice elementary and secondary teachers to teach at the middle school level. Students tend to lose interest in mathematics and science at the middle school level, a loss often attributed to ill-prepared teachers. The lack of preparation is two-fold: elementary teachers teaching at the middle school lack content in the physical sciences, while secondary teachers lack appropriate pedagogical models for teaching at the middle school level. Realizing that teachers teach as they were taught, this two-course sequence is designed to develop pedagogical models embedded in content knowledge development of preservice teachers. The objectives of the project are to: 1) Develop comprehensive knowledge of the physical sciences and applications of mathematics in the study of science in preservice middle school teachers; 2) Develop a core of university faculty who have facility in modeling teaching styles appropriate for the preservice middle school teachers; 3) Develop a curriculum package that can be adapted by other universities for the instruction of preservice middle school teachers. The objectives are being achieved by having a team of four science and one education faculty adapt proven teacher-enhancement materials in the physical science and middle school curriculum into a two-course sequence. Key elements of this adaptation are the integration of mathematics, and a research investigation that extends throughout the course so that students develop a sense of doing "real science." The project is adapting materials from Operation Physics, Operation Chemistry, Project Astro, Project Earth Science, Powerful Ideas in Physical Science, and Mission Mathematics: Linking Aerospace and the NCTM Standards. These materials are being modified by including explicit mathematical applications within the science materials as has been done within Mission Mathematics. The faculty are receiving training on teaching with the learning cycle, cooperative learning, and community building. Participation in this two-course sequence provides a model for future teachers to adapt to their classrooms. Students enrolling in these courses are at the junior level and have completed the general education science and mathematics courses: one laboratory course from any science, statistics, college algebra, and two other courses selected from biology, chemistry, geosciences, mathematics and computer science, or physics. Special efforts are being made to recruit women, minority, and non-traditional students from rural western Kansas into the new course sequence. TEACHER PREPARATION PROGRAM DUE EHR Adams, Paul Germaine Taggart Fort Hays State University KS Susan H. Hixson Standard Grant 199914 7348 SMET 9178 7348 0000099 Other Applications NEC 0088820 June 15, 2001 Adaptation of Modern Equipment and Teaching Methods with Implementation in the Undergraduate Physics Laboratories. Physics (13) The project is adapting problem-based learning and infusing modern technology and modern teaching methods into the required first two years of undergraduate laboratories for physics majors. These courses lay the foundation of experimental physics methods and techniques for majors. A thorough examination of the construction of the current courses reveals that significant improvements can be made by implementation of social psychological principles, modern educational methods and modern experimental techniques. In the laboratories, instead of being told what to measure, the students are given modern equipment and taught experimental techniques to enable them to construct their own measurements. Students do projects where the results are used later in the course or in other courses, connecting the activities of the laboratory to real situations. Preliminary efforts in this direction have produced strongly positive results. To evaluate this ambitious and non-traditional approach, there is a sophisticated assessment strategy to be administered by outside assessors. The success of this program will not only benefit one institution, but others dedicated to undergraduate laboratory education. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Furneaux, John Eric Abraham Teresa Judice University of Oklahoma Norman Campus OK Duncan E. McBride Standard Grant 130000 7428 SMET 9178 7428 0000099 Other Applications NEC 0088823 May 1, 2001 Development of Laboratory Experiences in Neural Engineering. Biological Sciences (61); Engineering (59) Academic and commercial research teams are rapidly approaching a new generation of devices that will interact with, incorporate, and/or emulate living nervous systems. Neural prostheses to restore sight, hearing, or mobility will offer a wider range of function; robotic devices will become more effective with neuromorphic control systems. Neural Engineering is the intellectual force behind these developments, supported by recent advances in cellular neurobiology, microfabrication and neural modeling. Student training in this evolving area must emphasize the cellular and molecular interfaces between biological and artificial systems. With a growing industrial investment in Neural Engineering technologies, and the increasing number of Neural Engineering research centers and graduate programs emerging across the country, it is both appropriate and advantageous to now train undergraduate students in this area. Training in Neural Engineering at the undergraduate level has been slow to develop, impeded by the compartmentalization of the requisite skills in traditionally separate curricula (Neuroscience and Engineering). The UIC Departments of Bioengineering and Biological Sciences have addressed this problem in a two-year cross-college effort to establish one of the first undergraduate Neural Engineering programs in the country. In consultation with advisory committees, we have organized a Neural Engineering curriculum which culminates in a new capstone course [BioE/BioS 475]. This course was taught by the PI/CoPI as a pilot in Spring 2000 with a minimal laboratory component. We are now adapting engineered neural systems and measurement techniques from contemporary research efforts for use in this undergraduate learning environment. This will provide hands-on experience and technical training exemplary of current trends in Neural Engineering. Specifically, we are developing two new learning modules exemplary of current issues in neural engineering. The course objective is to emphasize application-driven design of neural systems. Concordantly, the themes for each module are being adapted from faculty research involving: a) Neurons cultured on a microelectrode array, demonstrating fabrication and principles of biosensors and implantable neuroprosthetics, and b) Neural circuits patterned on an inorganic substrate, illustrating progress toward neuromorphic devices for biocomputation and complex hybrid prostheses. An important goal is to enable students to make cellular-level measurements from these engineered neural systems. We expect that 1/3 of bioengineering students and an equal number of biology students will follow the Neural Engineering course track, with approximately 40 students taking the capstone course during the initial grant period. Evaluation of pedagogy and attainment of course goals are being undertaken by the UIC Survey Research Laboratory. All of the training innovations initiated by this grant will become a permanent part of our curriculum, will be disseminated to other universities, and will be used to enhance training of secondary level science teachers through collaboration with the UIC Institute for Math and Science Education. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Hetling, John Christopher Comer University of Illinois at Chicago IL Herbert Levitan Standard Grant 85652 7428 SMET 9178 7428 0000099 Other Applications NEC 0088829 January 1, 2001 Laboratory Exercises for Cognitive Science and Psychology. Psychology - Cognitive (73) There has been an explosion of interest in matters relating cognition, brain, and behavior in the undergraduate curriculum. New courses in cognitive science are being introduced, while standard courses in neurobiology and psychology are being infused with material from cognitive science. Learning is most effective when students actively engage the subject. Thus psychology textbooks have traditionally used visual illusions to stimulate interest. Although compelling, such demonstrations are static and necessarily limited in scope. Ideally, students would not only experience illusions, but actively perform experiments, test modalities other than vision, and experience material from all areas of cognitive science. In general, it is not practical to provide full-fledged laboratories for large lecture courses such as introductory psychology, introductory neurobiology, or the emerging cognitive science courses. However, such courses often have discussion sections that would be enriched by experiments and interactive demonstrations. This project addresses these needs by development of a CD-ROM of experiments and demonstrations that can be used by students at their own computers or by instructors with projection equipment. Computers are now standard tools in the psychology research lab, and can be similarly used in teaching. Although many fine examples of illusions are scattered across the internet, they are heavily weighted toward vision, often lack explanation, and engage one only as a passive observer. This CD-ROM goes much further, using interactivity for experiments as well as demonstrations. Furthermore, it goes beyond vision to cover hearing, and beyond perception to allow students to replicate classic experiments in all areas of cognitive science. The CD-ROM covers several broad areas, including vision, hearing, language, learning and memory, attention, cognition, and practical applications. There are several modules devoted to each broad area. Each module generally includes (1) a demonstration of the phenomenon, taken from the real world where possible, (2) a demonstration with the salient features isolated, (3) a self-experiment to quantify the phenomenon, and (4) questions that stimulate students to form hypotheses and test them using the CD-ROM. Most modules are suitable for students at all levels, with introductory students simply viewing the demonstrations, and advanced students doing experiments and testing their own hypotheses. At all levels, the approach is open-ended and exploratory rather than strictly didactic. Faculty from Cornell's Department of Psychology and Cognitive Studies Program are active researchers in these fields and are available to assist us in choosing appropriate topics and recent experiments that are not yet covered in textbooks. Faculty from Cornell and elsewhere are also active in evaluating the CD-ROM during its development, both from their research expertise and by testing beta versions in their classrooms. Preliminary contacts with faculty from a variety of colleges and universities indicate considerable interest in this material. In addition, several publishers have shown interest in this project, making nationwide dissemination certain. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Hoy, Ronald Cornell University NY Jeanne R. Small Continuing grant 480953 7427 SMET 9178 7427 0000099 Other Applications NEC 0088831 January 1, 2001 Model Student Environmental Contract Laboratory. Chemistry (12) Governors State University is developing a model Student Environmental Contract Laboratory( SECL) to improve instruction in the Environmental Chemistry course. The Environmental Chemistry course is required in two curricula, the BS in Chemistry with a Teacher Education Certificate (secondary school endorsement) and the BA in Elementary Education with Chemistry Teaching Specialization, and also is an advanced elective in the American Chemical Society approved BS in Chemistry curriculum. The SECL adapts the curriculum developed in NSF 9750477 at Coastal Carolina University in order to analyze environmental samples generated by the students enrolled in the class and for 'clients', including GSU biology courses and local high school teachers and high school student projects. The SECL is equipped with a new an atomic absorption spectrometer with flame and graphite furnace atomization with autosampling automation and PC control. A block digestion system facilitates greater volume of student analyses. An autosampling accessory of the university's existing GC/ MS also equips the SECL. The students enrolled in the environmental chemistry course create the SECL, perform USEPA regulatory methods, develop appropriate QA/QC procedures, and are evaluated during a mock laboratory audit. Their experiences enhance student preparation for the entry level positions in the industrial workplace. Such preparation is critical for GSU students since the BS in Chemistry majors are non- traditional students (29.9 average age), returning to the classroom to complete professional education or to change careers. Over 80% of the chemistry majors attend GSU part-time, enrolling in the late afternoon, evening and Saturday course offerings. The new instrumentation also provides remote access to the instrumentation for operation by regional high school teachers. This remote access allows participating high school teachers to enhance their effectiveness in the classroom, with enrichment of curriculum, in extracurricular activities such as clubs, and in student projects and guided inquiry. The collaboration with high school teachers and their high school students was developed based on experience gained through our CCLI A&I project 99550554, "A Regional WWW-Based FT-NMR for Chemistry Improvements." CCLI-ADAPTATION AND IMPLEMENTA DUE EHR D'Arcy, Karen John Yunger Joseph Addison Governors State University IL Susan H. Hixson Standard Grant 99709 7428 SMET 9178 7428 0000099 Other Applications NEC 0088833 July 15, 2001 Multi-Media Fluid Mechanics. Engineering - Other (59) In this project we are developing, producing, evaluating and disseminating a series of interactive modules for the teaching and learning of fluid mechanics for undergraduates in science and engineering. The modules focus on fundamentals and have impact across the curricula of Chemical, Mechanical, Petroleum, Aeronautical, Civil and Environmental Engineering, Oceanography, Meteorology, Geophysics, Applied Mathematics and Applied Physics. The primary objectives are to enhance student learning in the areas of (i) problem solving, (ii) intuition about complex flow phenomena, and (iii) retention of knowledge. These objectives are met by providing experimental visualizations and computational simulations of fluid flow phenomena in an interactive medium. An extensive set of experimental and computational facilities has been used to produce videos, simulations, and applications programs to demonstrate fluid phenomena. The format, navigation, and multimedia environment closely resembles that used in our previous NSF/DUE-sponsored project, Multi-Media Fluid Mechanics (MMFM I), recently published by Cambridge University Press, but takes advantage of new technologies in programming environments, data compression, digitization, and applications software. In the current project (MMFM II) we are producing modules on the topics of Control Volume Balances, Similarity and Scaling, Interfacial Flows and Phenomena, and Turbulence. CCLI-Phase 2 (Expansion) CCLI-EDUCATIONAL MATERIALS DEV FLUID DYNAMICS PARTICULATE &MULTIPHASE PROCES DUE EHR Homsy, George University of California-Santa Barbara CA Sheryl A. Sorby Continuing grant 609998 7492 7427 1443 1415 SMET 9178 0000099 Other Applications NEC 0088835 January 1, 2001 Enhancing and Implementing an Internet-Based System for Mathematics Homework Problems. Mathematical Sciences (21) This project enhances, implements and disseminates a technologically innovative software application, WeBWorK. WeBWork, an Internet-based system for generating and delivering homework math problems to students, was developed at the University of Rochester and is in use at several other major universities. This project adapts WeBWork to meet mathematics content and populations specific to the institution. It also enhances the tool so that other faculty can use it easily and can contribute to the database that supports the tool. The goals of this project are to improve mathematical literacy for undergraduate math students, to enhance the educational effectiveness of homework in a wide variety of lower division classes, to improve the content and capabilities of the national WeBWorK database program, and to pioneer the extension of WeBWorK throughout the university system and to community high schools. The project broadens the base of faculty who can author problems by developing additional software tools for instructors that will enable them to create mathematical problems to be used on WeBWorK without writing code. The project includes development of WeBWorK instructor's guide and web-based teaching guides for distribution to university and high school faculty members from the community. The final enhancement is development of a mechanism to enable faculty to conduct a keyword search of the database for searches on the national database. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Ziemer, William Arthur Wayman Tangan Gao Angelo Segalla Saleem Watson California State University-Long Beach CA Elizabeth Teles Standard Grant 163813 7428 SMET 9178 7428 0000099 Other Applications NEC 0088840 March 1, 2001 Development of Research-Based Curriculum to Improve Student Learning in Physics. Physics (13) The primary goal of the project is the improvement of learning for all students who take undergraduate physics. To help achieve this goal, the Physics Education Group will produce a suite of mutually reinforcing instructional materials for: (1) introductory physics courses for science and engineering majors (calculus-based and algebra-based), (2) lower and upper division courses for physics majors, (3) physics courses for future K-12 teachers, (4) physics courses for non-science majors, and (5) courses for students underprepared in science and mathematics who aspire to science-related careers (especially those from underrepresented minority groups). The project consists of three interdependent components: (a) development and assessment of curriculum, (b) research on the learning and teaching of physics, and (c) faculty development. The first component consists of the development of two interrelated types of instructional materials: "Tutorials in Undergraduate Physics" and "Physics by Inquiry." Both draw upon and expand on previous curriculum developed by the group that have been shown to be effective with different student populations in a variety of instructional settings. The project responds to the need for additional tutorials for undergraduate instruction in physics and modules for the preparation of K-12 teachers. The primary materials in the tutorial part of the project are: versions of "Tutorials in Introductory Physics" suitable for the algebra-based, calculus-based and honors physics courses; "Tutorials on Problem-solving in Introductory Physics;" and "Tutorials beyond Introductory Physics." The primary materials in the part of the project that pertains to the preparation of K-12 teachers are based on topics in the National Science Education Standards that are not included in the published version of "Physics by Inquiry." The new modules include topics in classical physics and physical science, revisions of existing modules, and new modules on topics in modern physics. Secondary instructional materials are being developed concurrently that increase the adaptability of the primary materials to different student populations and instructional settings. Ongoing assessment of student learning will characterize every stage of the curriculum development process. Results from research will not only inform the development of curriculum in this project but will also contribute to a research base that serves as a national and international resource. Commercial publication will ensure that the curriculum produced will be nationally distributed. Systematic faculty development will enhance dissemination of the materials and provide assistance to instructors in adopting the materials. PHYSICS EDUC & INTERDISCIP RES CCLI-Phase 1 (Exploratory) CCLI-EDUCATIONAL MATERIALS DEV TEACHER PREPARATION PROGRAM DUE EHR McDermott, Lillian Paula Heron Peter Shaffer University of Washington WA Duncan E. McBride Continuing grant 1015510 9134 7494 7427 7348 SMET 9178 9134 7427 0000099 Other Applications NEC 0088847 April 15, 2001 FIRST II Faculty Institutes for Reforming Science Teaching Through Field Stations. Biological Sciences (61) The Faculty Institutes for Reforming Science Teaching project (FIRST I) enabled 92 faculty teaching 322 courses at 27 colleges and universities to use active, inquiry-based science teaching, thus providing more opportunities for all students to gain scientific understanding. We are expanding FIRST I into a national dissemination project, called FIRST II, which provides large-scale, long-term professional development program for biology faculty, postdoctoral and graduate students from universities, four-year, and community colleges. The FIRST II project is providing widespread dissemination of instructional practices and materials that give faculty the ability to help all students learn science using active teaching methods and inquiry. The FIRST II project is being implemented and sustained by teams of scientists/faculty centered at eight biological field stations throughout the United States. The field station teams are working with faculty from colleges and universities in their region in a series of workshops that model active, inquiry-based science teaching both in the classroom and the field. FIRST II is also enabling faculty to learn and use multiple assessment strategies that provide evidence of student learning which their peers accept. We are exploring ways in which teaching can be recognized, evaluated, and rewarded within institutions. In FIRST II we are gathering evidence for the impact of both changes in faculty teaching and improvements in students' learning. The networks of faculty centered at each field station, and the national dissemination network hosted by the Long-Term Ecological Research Network office are facilitating collaboration among faculty about their reforms toward achieving excellence in science teaching, and about the emerging criteria and strategies for the scholarship of teaching. CCLI-NATIONAL DISSEMINATION CCLI-ADAPTATION AND IMPLEMENTA TEACHER PREPARATION PROGRAM DUE EHR Hodder, Janet Diane Ebert-May University of Oregon Eugene OR Terry S. Woodin Continuing grant 1198090 7429 7428 7348 SMET 9178 7429 0000099 Other Applications NEC 0116000 Human Subjects 0088851 December 15, 2000 Visionlearning: An Education Web Portal. Interdisciplinary (99) This project creates public, interdisciplinary science education Web-based instructional modules that combine core, interdisciplinary science lessons with interactive multimedia material, research reports, historical biographies and other excellent Web resources to present students with a high-quality, inquiry-based learning experience. These modules are launched in an education Web portal, Visionlearning, which allows science instructors to combine a custom set of these modules with their own course content, such as a syllabus, to easily create a personal Web classroom. This project helps to overcome the barriers that prevent widespread use of the Web in science education by providing a content-rich yet fast and easy-to-use system to introduce instructors to educational technology. This project provides free interdisciplinary science Web lessons, promotes faculty use of instructional technology, creates bilingual science resources and quantitatively evaluates all of the resources developed. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Carpi, Anthony CUNY John Jay College of Criminal Justice NY Mark James Burge Standard Grant 75000 7427 SMET 9178 7427 0000099 Other Applications NEC 0088855 May 1, 2001 An Integrated, Thematic Approach to Biology Methods for Teacher Training. Biological Sciences (61) Faculty from the Departments of Biochemistry and Ecology and Evolutionary Biology are developing an integrated pair of biology methods courses for pre- service teachers. One course focuses on topics related to cell biological, molecular, and biochemical topics; the other highlights topics and approaches in teaching about ecology and evolution. Both focus on a level of understanding appropriate for middle and high school biology teachers and provide considerable exposure to biological content as well as teaching methods. The two courses are offered separately, but are integrated by a common conceptual theme of life in the desert. All topics are considered from the point of view of adaptations to the desert environment, from the whole organism to the cell and molecular level. Extensive use is made of both campus and off-campus resources that help students better understand life in the desert. Computer-interfaced field instruments and sensors facilitate investigative field research projects that are designed and carried out by students who are also student teachers. Both courses engage students in dialogue about the common misconceptions about the natural world, and how an interdisciplinary, hands- on teaching approach can help to identify and clarify misconceptions. Our goal in focusing on misconceptions is to model how teachers can best help students learn difficult concepts and how to genuinely assess learning and understanding. The focus on misconceptions also creates an environment in our courses where questioning and intellectual thought are valued, where a lack of understanding is an impetus for further exploration, and where students are encouraged to learn from each other and to value a diversity of styles of teaching and learning. Students work through exemplary activities and discuss the techniques that foster student involvement in biology laboratory activities. Both courses are mapped to Benchmarks for Science Literacy (AAAS, 1993) and the National Science Education Standards (NRC, 1996) and both adapt practices from a number of resources including Great Explorations in Math and Science, Full-Option Science Series programs, Science and Technology for Children, Bottle Biology, and the American Chemical Society Chemistry in the Community . A practicing secondary school teacher is a valued collaborator in course design and teaching to ensure that both courses are as relevant as possible to the actual classroom teaching situation. TEACHER PREPARATION PROGRAM DUE EHR Mangin, Katrina Lisa Elfring University of Arizona AZ Terry S. Woodin Standard Grant 64280 7348 SMET 9178 7428 0000099 Other Applications NEC 0088861 June 15, 2001 A Software Tool to Study the Transport of Trace Chemicals in the Earth's Stratosphere. Atmospheric Sciences (41) Understanding transport in the Earth's stratosphere is an important foundation for atmospheric science. Transport in the stratosphere plays a crucial role in determining the seasonal and spatial distributions of many trace gases in the atmosphere. The intrinsic complexity of the atmosphere precludes the exclusive use of analytic solutions. As a result, numerical models are standard tools for studying the atmosphere. This project is adapting the Atmospheric and Research 'short" numerical modeling program for use as an educational tool to teach undergraduates how trace chemicals are transported in the atmosphere. Subsequently, an accompanying set of 8 lesson plans will be developed, which will provide a framework of how the software can be used. The model provides hands-on experience simulating transport in the stratosphere with the ability to compare model results to satellite and other observations. The AER "short" model is a mature Fortran code developed in the early eighties with funding from NASA, Air Force and industry and has been continuously improved through its applications in scientific research in the past 15 years. It is one of five models that were developed and maintained by institutions in the United States and have remained active over the past 15 years. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Lee, Felicia Malcolm Ko Debra Weisenstein Atmospheric and Environmental Research Inc MA Herbert Levitan Standard Grant 75000 7427 SMET 9178 7427 0000099 Other Applications NEC 0088863 April 15, 2001 Undergraduate Interdisciplinary Molecular Biology Training Facility. Biological Sciences (61) Chemistry (12) Due to the nature of doing molecular biology at a primarily undergraduate institution, there are several challenges faculty face in providing students with the training they need to compete successfully for jobs in the growing biotechnology industry and the training required to perpetuate this knowledge to future generations. These challenges include limited funding, space, and time. This project supports the development of a shared interdisciplinary molecular facility that will be used in undergraduate and graduate level courses in Chemistry and Biological Sciences, individual student research projects, and summer research experiences for talented middle school children. The facility enables the integration of state-of-the-art molecular techniques into the curriculum of over 14 courses at the California State University, Sacramento (CSUS) including those for prospective K-12 teachers. Over 52% of the students at CSUS are represented by minorities. Additionally, most of the CSUS students are "non- traditional" - in their mid to late 20s, and work an average of 25 hours a week while attending college. Use of this facility enables CSUS students, through course-centered, inquiry-based projects, to learn cutting- edge technological methods that significantly raises their preparation for entry into careers in biotechnology and science education. The project is an adaptation of a similar facility developed with NSF support at California Polytechnic State University, and adapts research methods from the primary research literature. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Lindgren, Susanne Linda Roberts Ruth Ballard University Enterprises, Incorporated CA Terry S. Woodin Standard Grant 100000 7428 SMET 9178 7428 0000099 Other Applications NEC 0088864 January 1, 2001 Assessing the Feasibility and Impact of Using Online Problem-Solving in Computer Science. Computer Science (31) This project develops four problem-generators on programming languages topics. The problem generators are designed to generate problems as parameterized instances of a problem template. Their performance and use is evaluated over four semesters. The problem generators are expected to promote active learning among students and to improve the problem-solving skills of students. Problem-based learning improves long-term retention. Researchers have advocated the use of self-paced exercises, practice to build problem-solving skills, and the use of frequent, graded assignments in a course. Faculty are increasingly turning to the use of technology to provide practice problems to students. They are developing programs to generate problems, and making them available to students for practice. But, such programs that provide students with frequent, self- paced exercises have been infrequently attempted for computer science topics, because problems in computer science are not always quantitative, and they often depend on the structure of arbitrary computer programs. This project investigates the potential for use of problem-generations in computer science topics in light of the unique constraints of the computer science curriculum. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Kumar, Amruth Ramapo College of New Jersey NJ Robert Stephen Cunningham Standard Grant 74855 7427 SMET 9178 7427 0000099 Other Applications NEC 0088865 June 1, 2001 The Molecules of Life: A Lecture and Laboratory Course for Non-Science Majors. Biological Sciences (61) This proposal describes the development of instructional materials for an innovative course, entitled The Molecules of Life, which is aimed at undergraduate non-science majors. The project addresses an urgent need to improve science education for students who do not specialize in science but must be scientifically literate in order to make informed decisions as citizens in their personal lives and future careers. The target audience for the course includes undergraduates in the liberal arts, business majors, and students training to be teachers. The Molecules of Life uses modern topics such as protein structure, drug design, and the immune response to convey our understanding of biomolecular function and how this knowledge is applied in combating human disease. Existing resources for biochemistry instruction are not suitable for this course since they are designed for science majors or students studying for health professions. Therefore, we are developing three types of educational materials for The Molecules of Life: written instructional modules; an interactive web site incorporating molecular graphics exercises; and multi-week, inquiry-based laboratory projects on enzyme structure and function. The instructional modules are being written in collaboration with NYU research faculty, thereby enhancing faculty development and connecting research and teaching activities. Utilizing sophisticated graphics software in a course for non-science majors is a creative application of a technology that is currently underutilized in this context. Laboratory projects are being designed with the assistance of graduate students who then teach the laboratory sections, a combined experience that enhances their training as teachers. Instructional materials are evaluated by faculty both within and outside NYU, and the effectiveness of the course is assessed from student evaluations. The materials and course results are disseminated via commercial publication, workshops, and articles in science education journals. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Kallenbach, Neville Trace Jordan New York University NY Katherine J. Denniston Standard Grant 80727 7427 SMET 9178 7427 0000099 Other Applications NEC 0088873 February 15, 2001 An Integrated Virtual Learning System For Programmable Controller. Engineering - Engineering Technology (58) Programmable logic controllers (PLCs) are an essential part of manufacturing automation. Thousands of these devices have been used in manufacturing plants for such applications as monitoring security, managing energy consumption, and controlling machines and automatic production lines. However, because of limitations in equipment availability, it is often difficult for students to gain the experience needed to become proficient with PLCs. This is a proof-of-concept project to develop an integrated virtual learning system for programmable logic controllers. The system is initially being utilized as an instructional/laboratory aid within the Manufacturing Engineering Technology program at Texas A&M University. This system is integrating the strong educational emphasis of an intelligent tutoring system with the technological innovation of a PLC emulator and the attraction and motivation of a game. Each component is being developed and evaluated both internally and externally. Evaluation criteria includes instructional effectiveness and lesson content appropriateness. Results are being disseminated within the academic and industrial communities via the Internet. If the concept is proven, the methodology will be replicable and applicable to several other types of equipment and technical laboratory courses. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Hsieh, Sheng-Jen Texas Engineering Experiment Station TX Russell L. Pimmel Standard Grant 74999 7427 SMET 9178 7427 0000099 Other Applications NEC 0088876 June 1, 2001 Interactive Organic Chemistry Learning on the World Wide Web. Chemistry (12) The proposed project has three goals: (1) to increase the retention rate for students in basic organic chemistry courses, (2) to enhance the ability of students in these courses to use scientific reasoning, and (3) to drive innovation in the teaching of organic chemistry. These are accomplished by creating interactive learning software delivered to students over the web by a versatile platform called OWL developed at the institution and now used in general chemistry. The software consists of guided discovery modules and intelligent tutors. Using guided discovery modules, students run virtual experiments, interpret data, and then form, test, and revise hypotheses. The students' scientific reasoning ability is enhanced while gaining an appreciation for the experimental basis for the organic chemistry they are learning. Using intelligent tutors, students explore topics like SN1, SN2, E1, & E2 reactivity and synthesis. Students receive immediate feedback, tuned to each individual's level of mastery. Combined with regular electronic homework, also delivered by OWL, students are prompted to keep current in their courses by participating actively in their own learning. Student participation in all components of this system, called "Organic OWL," is encouraged by allotment of credit for passed homework and completed modules and tutors. The learning power of the software will be enhanced significantly by a provision for students to draw and to submit their own structures using the ChemDraw and ChemFinder programs, in cooperation with CambridgeSoft Inc., Cambridge, MA. The materials are text-independent, and the OWL delivery platform are to be available commercially within one year of the start of the project. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Hixson, Stephen C Peter Lillya Beverly Woolf Marietta Schwartz William Vining University of Massachusetts Amherst MA Harry Ungar Standard Grant 478579 7427 SMET 9178 7427 0000099 Other Applications NEC 0088877 December 15, 2000 Municipal Solid Waste Management Learning Tool. Engineering - Other (59) An overview of solid waste management is an important component of most undergraduate civil and environmental engineering curriculum. The solid waste field encompasses a wide range of principles derived from mechanical engineering, economics, optimization, chemistry, mathematics, hydraulics, hydrology, geotechnical engineering, etc. Traditionally it is taught using a combination of lectures, homework exercises, engineering design experiences, and the very occasional field trip. However, the concepts involved are best grasped through actual experience with the processes. This project is enhancing learning of engineering principles and fundamentals through the development of supplementary electronic/digital teaching materials. Specifically, we are developing a compact disc containing video and audio clips, slides and other visual aids demonstrating management strategies for municipal solid waste, and providing students with hands-on learning experiences responsive to diverse learning styles. In addition, we have formed a collaboration among the College of Engineering and Computer Science, College of Education, and K-12 at-risk schools to engage students in learning about MSW management. The compact disk will also be made available to engineering programs adopting a new text, Solid Waste Engineering, through a distribution plan to be arranged with Brooks/Cole, Inc. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Reinhart, Debra Debby Mitchell University of Central Florida FL Rogers E. Salters Standard Grant 74938 7427 SMET 9178 7427 0000099 Other Applications NEC 0088878 April 1, 2001 Non-traditional Laboratory Experiments: Olive Oil Manufacturing and Testing. Engineering - Chemical (53) Chemistry - (12) This proof-of-concept project is an integrated effort between the faculty of Chemical Engineering and Chemistry departments at Rowan University. The primary objective of this project is to develop new laboratory experiments that utilize a series of chemical processes and analytical techniques that are not traditionally covered in chemical engineering and/or chemistry curricula, but that are commonly encountered in industry. Using chemicals derived from food grade raw materials, intrinsically safe new laboratory experiments are being created for chemical engineering and chemistry courses. Laboratory modules based on each step of the olive oil manufacturing process are being developed. These modules range in complexity from fundamental engineering and science principles shown in gravity decantation of immiscible liquids to more complex principles required to describe filtration theory. Within these experiments, students are relating product qualities of flavor and aroma with chemical components. Advanced technology is being integrated into the project by using high performance liquid chromatography (HPLC) and gas chromatography to identify these compounds. The biomedical focus of these laboratories is to identify and quantify the presence of oleic and linoleic acids. Students conducting these laboratories are developing high level thinking skills by identifying the relationship between process variables and the resulting oil properties. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Savelski, Mariano Robert Hesketh C. Stewart Slater Stephanie Farrell Rowan University NJ Russell L. Pimmel Standard Grant 65286 7427 SMET 9178 7427 0000099 Other Applications NEC 0088881 March 1, 2001 Virtual and Physical Laboratories for Active Learning of Electronic Materials. Engineering - Electrical (55) This project is developing a Web-based active learning toolkit with course modules for undergraduate electronic materials coursework. Current applications of the Web to engineering and science classes are fairly limited extensions of traditional textbook approaches to learning. In contrast, this project builds a framework for developing virtual laboratory experiments that address the different learning styles of students, and presents information at various levels of abstraction. These virtual experiments are integrated with traditional hands-on laboratory experiments in a course in electronic materials. The educational challenge is to help undergraduates develop intuitions about how electrons move inside a crystal, how they interact with each other, and how they are affected by applied voltage, light and heat. In contrast to many educational applets, which are merely animations of the pages of the textbook, we use simulations based on the linear response theory and Boltzmann transport equation. This allows students to explore the microscopic origin of many electron transport phenomena without understanding the sophisticated mathematics typically covered in an advanced graduate course. This technology demonstrates how the Web can be used to bridge the gap between lectures and laboratories, reach students with different learning styles, and facilitate active learning in a classroom context. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Shakouri, Ali Tara Madhyastha University of California-Santa Cruz CA Rogers E. Salters Standard Grant 74974 7427 SMET 9178 7427 0000099 Other Applications NEC 0088882 January 1, 2001 Enhancing Chemistry Curricula through Molecular Modeling: A Multi-Campus Consortium Approach. Chemistry (12) This project is a joint effort by four chemistry departments in the University of Alaska system to improve the access of UA chemistry students to modern computational chemistry tools. Chemistry faculty at these sites, which include UA campuses at Fairbanks, Anchorage, Juneau, and the Matanuska-Susitna Valley, do have some experience using molecular modeling software. However, most of these small chemistry departments by themselves lack experience using molecular modeling in the teaching setting, they lack colleagues within their sub-disciplines to discuss specific molecular modeling issues, and they lack the financial resources and technical background to install the necessary hardware and software on a department-wide scale. Thus the UA consortium was formed to provide mutual technical support concerning how to solve specific molecular modeling problems, to exchange ideas and methods for incorporating molecular modeling in the chemistry curriculum, and to choose the best hardware and software for installation in undergraduate computer labs. The PIs settled on a common hardware standard and the HyperChem molecular modeling system to facilitate communication throughout the UA system. Communication also is fostered by setting up a Web site (www.hyperalaska.edu) as a centralized information exchange site for Alaska chemistry faculty, or others nationwide, regarding teaching or research applications of molecular modeling. UA chemistry faculty are adapting molecular modeling methods in their curricula in various ways. These are designed to: (1) enhance the mental picture of molecularity among introductory level students (Jones, ChemConf 96), (2) create unifying cross-disciplinary connections among upper division students enrolled in discipline-specific chemistry and (in some cases) biology classes (Martin, J. Chem. Ed., 75, 241, 1998), and (3) critically benchmark computational chemistry results against experimental results, such as those obtained in NMR, IR, thermochemical, chromatographic, kinetic or other experiments (Yarger, J. Chem. Ed., 74, 243, 1997; Wolfson, J. Chem. Ed. 73, 1026, 1996). The across-the-board implementation of molecular modeling described here is expected to significantly strengthen chemistry learning by providing new motivation for students to undertake learning, a new conceptual route to learning, and significant and interesting learning goals for both students and teachers. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Keller, John John Kennish Rudy Candler Michael Stekoll University of Alaska Fairbanks Campus AK Susan H. Hixson Standard Grant 88850 7428 SMET 9178 7428 0000099 Other Applications NEC 0088884 January 1, 2001 Robotics as a Unifying Theme for Computing Curriculum 2001. Computer Science (31) This project demonstrates that robotics (in particular, the LEGO Mindstorms platform) can be a cost-effective and widely-applicable tool for teaching a significant proportion of the ACM/IEEE Computing Curriculum 2001 (CC2001) Body of Knowledge. We are developing an extensible set of 30-40 assignments and laboratory exercises that use LEGO Mindstorms robot kits to motivate and support active student learning across applicable knowledge areas of the CC2001. Examples of such knowledge areas include concurrency in Operating Systems, distributed systems in Networking, and agent design in Artificial Intelligence. Secondly we create new software tools and adapt existing freeware packages available in the Mindstorms user community for our more advanced purposes. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Klassner, Frank Scott Anderson Villanova University PA Robert Stephen Cunningham Standard Grant 73401 7427 SMET 9178 7427 0000099 Other Applications NEC 0088891 July 1, 2001 The Creative Design Workshop: Proof of Concept. Engineering - Mechanical (56) Operating like an engineering company, the Creative Design Workshop (CDW) embodies four mini-courses offered in the Mechanical Engineering Department. It provides students with a collaborative, inquiry-based learning environment of exploratory hands-on reverse engineering projects coupled with formal instruction in communication, teamwork, teaching methods, and learning styles. Participation in the CDW gives students a good 'feel' for how mechanical devices work and the rationale behind their design. In addition, the formal instruction in teaching and their teaching experience within the CDW may increase students' level of interest in seeking a faculty career after graduation. Integration of technology is addressed through student use of computers and multimedia software as part of their reverse engineering projects. Formative evaluations are performed several times during the life of the project through focus groups and self-administered surveys. Groups of students not involved in the CDW, but with similar academic backgrounds, are used as control groups. Comparisons of evaluations between them and those students in the CDW provide a measure of the effectiveness of the CDW in meeting its stated objectives. A full description of the project and the materials used in each project component are available on the CDW website. Results from the summative evaluation at the end of the project will be made available through conference and journal publication. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Ogot, Madara Rutgers University New Brunswick NJ Russell L. Pimmel Standard Grant 74927 7427 SMET 9178 7427 0000099 Other Applications NEC 0088895 January 1, 2001 Making Interaction Fundamental in Object-oriented CS1: Programming Tools and Curricular Materials to Support Concurrency and Event-driven Programming. Computer Science (31) Despite many efforts, the typical introductory course in computer science still does not present the software development process the way modern software is actually implemented. Our approach is to combine an object-first style with such normally advanced topics as animation, concurrency and event-driven programming. The mechanism for doing so is the use of an extensive library of routines which provides an environment in which students solve interesting problems using simple versions of advanced techniques. By gradually reducing the support provided by this library, we introduce students to deeper issues in computer science naturally motivating advanced material. The results of our work include the library which enables animation, concurrency and event-drive programming at the introductory level; a self-contained tutorial for this libary; an extensive suite of sample programs and exercises which make use of this library; and a textbook. Each of these materials will be evaluated at a variety of institutions ranging from college preparatory to highly selective. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Bruce, Kim Thomas Murtagh Andrea Danyluk Williams College MA Mark James Burge Standard Grant 287892 7427 SMET 9178 7427 0000099 Other Applications NEC 0088901 January 1, 2001 Bridging the Vector Calculus Gap. Mathematical Sciences (21) Physics (13) There is a "vector calculus gap" between the way vector calculus is usually taught by mathematicians and the way it is used by other scientists. This material is essential for physicists and some engineers due to its central role in the description of electricity and magnetism. But the traditional language used by mathematicians to teach this material is so different from the way it is used in applications that students are often unable to translate. A major part of the problem is the traditional mathematics emphasis on Cartesian coordinates to describe vectors as triples of numbers, rather than emphasizing that vectors are arrows in space. This leads to the dot and cross products being memorized as algebraic formulas, rather than statements about projections and areas, respectively. The traditional approach has the one big advantage of providing a single framework for handling quite general problems. But most practical applications, including virtually all at the undergraduate level, fall into a small number of special cases, such as those with spherical or cylindrical symmetry. Problems with a high degree of symmetry become much more intuitive when the computations are done in appropriate coordinates, using a vector basis adapted to those coordinates. This emphasizes the geometry of the problem, rather than a brute force algebraic computation. This project is developing supplemental materials, especially small group activities, which emphasize the geometry of highly symmetric situations, some of which are intended for use with an otherwise traditional vector calculus course, and some of which are intended for use in a new, upper-division physics course on related material. Such activities introduce students to the types of problems and methods of solution which they encounter in their chosen specialization, while at the same time increasing their understanding of traditional vector calculus and its applications, thus bridging the vector calculus gap. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Dray, Tevian Corinne Manogue Oregon State University OR Elizabeth Teles Standard Grant 112513 7427 SMET 9178 7427 0000099 Other Applications NEC 0088903 February 1, 2001 An Integrated Approach to Educating a Diverse Population on Environmental Management Systems. Interdisciplinary (99) This proof-of-concept project is designing an interdisciplinary curriculum to educate students from diverse disciplines about environmental management systems (EMS). The primary goal is to help students understand the importance of environmental issues through an integrated approach drawing on science, business/economic, legal, social, and engineering concepts. EMS are "next generation" responses to pollution prevention that go beyond environmental regulatory compliance by integrating science, quality management and systems engineering practices to improve environmental performance. As such, the project applies selected science, business and engineering applications to an issue of broad public interest and concern. The first core activity of the project is the development of a model curriculum so that students can better understand the benefits of environmental management in real-world settings by interacting with faculty from diverse disciplines and with professionals from engineering, sciences, and business. Working with a group of universities and companies, the project team is designing and testing interdisciplinary learning modules on EMS. These learning modules are being designed for face-to-face as well as web-based delivery and include a variety of active learning strategies such as class discussions, case studies, and internships. The project advisory group, composed of faculty from academic institutions, and business and environmental practitioners, play a central role in the design, evaluation, and dissemination of the materials. The project is engaged in both formative and summative evaluation activities, including evaluations by the advisory group, students, practitioners, project evaluators, and participating partners. A second core activity is designing outreach efforts to diverse student populations. To facilitate outreach, project deliverables are being disseminated through a variety of means including the project website, presentations, publications, advisory group follow-up, and informational sources. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Krishnamurthi, Murali Harvey Smith Philip Carpenter Northern Illinois University IL Myles G. Boylan Standard Grant 74806 7427 SMET 9178 7427 0000099 Other Applications NEC 0088904 December 1, 2000 Effective Practices in Electrical Engineering Service Courses. Engineering - Electrical (55) The objective of this project is to produce educational materials for an electrical engineering service course that motivates mechanical engineering students by presenting the content of electrical systems in the context of mechanical engineering. Motivating students and engaging their interest is the one element vital for the success of any course and is, unfortunately, the element too often lacking in such service courses. This problem is addressed by presenting topics in electrical systems from the viewpoint and in the context of the discipline being served. The study of electrical systems is embedded into major components of mechanical engineering, thus allowing students to construct a knowledge of electrical systems that is well integrated with their existing base of knowledge. This approach can be extended to other engineering disciplines that need knowledge of electrical systems. Delivery features include studio format, a variety of active learning strategies, and Web-based learning and assessment tools including Just-in-Time Teaching (JiTT), ConcepTests, multimedia simulations, and hypertext informational documents. Throughout the project, a review board of nationally-recognized experts in engineering education and assessment is evaluating the educational materials developed, providing information for continuous improvement, and assuring that the materials developed can serve as a model for the development of service courses in electrical systems. Dissemination will be through a published textbook, journal articles, conference presentations, and faculty workshops. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Wheeler, Edward Clifford Grigg Rose-Hulman Institute of Technology IN Russell L. Pimmel Standard Grant 218194 7427 SMET 9178 7427 0000099 Other Applications NEC 0088906 April 1, 2001 Investigative Science Learning Environment: Science and Cognition Combined. Physics (13) This project is developing and testing for large enrollment introductory physics courses a unique multifaceted epistemological learning system-Investigative Science Learning Environment (ISLE) - that replicates systematic discovery methods used by practicing scientists. The goal of this system is to bring "a scientific way of knowing" into the process of learning physics. A complete set of curriculum materials (published innovative textbook, student study guide, and instructor's guide including suggestions for experiments) is being developed for the algebra-based physics course taken primarily by biology majors and pre-medical students. In addition, resource materials, feedback formative assessment instruments, and recommendations on practical implementation of the ISLE are being prepared as supplements for this course and for the calculus-based introductory physics courses in which traditional physics texts are used. ISLE is being tested in algebra-based physics courses, in a bridging course for under prepared engineering students, and in regular and honors calculus-based physics for engineering students. The ISLE is based on research in physics education, cognitive science, and learning-outcome requests from the 21st century workplace. It is being used in several institutions-Ohio State University, Rutgers University, Chico State University and a two-year college. Students can be active learners rather than objects of teaching. Students construct the understanding of physics themselves following the same general pattern for each concept-devising and experimentally testing qualitative and quantitative explanations of the phenomena that they observe. Various proven thinking and learning strategies-multiple exposures, multiple representations, and multimedia-enhanced learning-are used. Students are active participants in all parts of the course, and they solve complex problems and apply their knowledge for practical purposes. After taking the Investigative Science Learning Environment (ISLE) physics course, students should be better skilled in the techniques of scientific investigation, experienced in designing their own investigations and in decision making, able to construct their understanding of new concepts, and used to working collaboratively in groups to solve complex real life problems. They leave instruction with conceptual knowledge and procedural knowledge structures. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Van Heuvelen, Alan Eugenia Etkina Suzanne Brahmia Xueli Zou Ohio State University Research Foundation OH Duncan E. McBride Continuing grant 495304 7427 SMET 9178 7427 0000099 Other Applications NEC 0088986 February 1, 2001 An Environmentally-benign ('Green') Organic Chemistry Curriculum. Chemistry (12) As environmental awareness has grown, modern chemical research and development has increasingly focused on the discovery of methods for environmentally benign chemical synthesis and processing ("Green Chemistry"). Through this project, educational materials are being developed which bring modern green chemical approaches, techniques, and thought processes to the large-enrollment undergraduate organic chemistry teaching laboratory. With the extensive involvement of undergraduate students at the University of Oregon and at selected institutions across the country, new experiments teaching the essentials of practical organic chemistry, complementing the content of typical organic chemistry lecture courses, and illustrating the principles of green chemistry, are being devised and tested. These materials will be disseminated internationally through a variety of vehicles, including a published green organic chemistry laboratory textbook, workshops for teachers from all levels of educational institutions (K-12, community college, four-year college, and university), a Web-centered database of green chemical experiments, and versatile complementary materials for organic chemistry lecture courses. Both development and evaluation of experiments, as well as evaluation of written pedagogical materials, are being assisted through collaborative arrangements with four-year colleges, community colleges, and high schools. An international panel has been organized to provide periodic advisory input. The project is funded by the Division of Undergraduate Education within the Directorate for Education and Human Resources, with significant co-funding from the Chemistry Division within the Directorate for Mathematical and Physical Sciences, and the Office of Multidisciplinary Activities within the Directorate for Mathematical and Physical Sciences. CCLI-EDUCATIONAL MATERIALS DEV CHEMISTRY EDUCATION OFFICE OF MULTIDISCIPLINARY AC DUE EHR Hutchison, James University of Oregon Eugene OR Susan H. Hixson Standard Grant 499681 7427 1990 1253 SMET 9178 7427 0000099 Other Applications NEC 0088990 April 15, 2001 Teaching Nanoscience. Physics (13) Nearly forty years ago Richard Feynman issued an invitation to students of science and engineering to enter a new field called nanotechnology. The mission of this new field was the study of nanometer-sized materials, with the long-term goal of establishing the technology needed for future electronic and optoelectronic devices. The new field would enable lighter, stronger, faster, smarter, cheaper, and cleaner products. Today we can see that many students in the different disciplines of both science and engineering have accepted Feynman's invitation. University research in the field of nanotechnology is on an exponential rise. There is little doubt of either the beckoning need to successfully compete internationally or the exciting contribution this field will make in the years ahead. It is possible for us to envision a new generation of materials that will result in lighter transportation vehicles, surgical instruments that could operate on cells, tiny nanometer-size machines and faster, smaller computers. Despite the early pervasiveness of this field little has been done to "bridge" the educational experience that we offer to our students, to this new dynamic science. This is unfortunate, since the study of nanostructures is a beautiful way to learn many old and new concepts in bulk and surface material science. As teachers, we are moved when we see the gleam in a student's eye while controlling and observing structure on a nanoscale. This project helps to build this "bridge" as a new educational approach to teaching the science of materials. Students are participating in an educational experience built around a new molecular beam epitaxy -scanning tunneling microscope facility at the University of Arkansas. The goal is to educate undergraduates who are prepared to contribute to the advancement of nanostructures and their applications as the next generation of electronic and photonic devices. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Salamo, Gregory University of Arkansas AR Duncan E. McBride Standard Grant 42500 7428 SMET 9178 7428 7427 0000099 Other Applications NEC 0089004 January 1, 2001 Statistical applications for the mathematics curriculum. Mathematical Sciences (21) This project is developing or fundamentally restructuring courses in probability and statistics, and producing textbooks and other written materials suitable for national distribution. The aim of the project is to offer students experience with authentic, contemporary applications of statistics, and to do this in a way that retains an emphasis on what elevates mathematical thinking above its use as a mere tool. The project is providing opportunities for students to experience the power and beauty of abstraction as a process that reveals unexpected connections between objects that are quite dissimilar on a concrete level. The project is strengthening the preparation offered to students, increasing their appreciation of mathematics, and increasing course enrollments and numbers of majors. In particular, the project is producing textbooks and other materials that can either be used for courses at other institutions, or used as models there for the development of new courses in the same spirit. The project makes explicit connections to the crosscutting themes of diversity, technology, and teachers. The institution is a women's college with an outstanding record of involving women in the sciences. All of the courses make essential use of the computer by incorporating numerical methods and probability simulations as the most direct path to applications and concepts that would otherwise not be accessible to our students via paper-and-pencil exercises. Those who teach mathematics in schools should know how mathematics is currently used, have experience with computer solution of problems that are analytically out of reach, and, above all, have the uniquely compelling experience of making unexpected connections by discovering common abstract structure. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Cobb, George Mount Holyoke College MA Lee L. Zia Standard Grant 149927 7427 SMET 9178 7427 0000099 Other Applications NEC 0089005 April 1, 2001 MAA Comprehensive Professional Development Program for Mathematics Faculty. DUE-0089005 Mathematical Sciences (21) For this project the Mathematical Association of America is offering a series of workshops for advanced graduate students and college faculty at all levels of experience. The workshops are of two types: Five-day twenty person on-site workshops directed by experienced leaders with a history of effective innovative teaching and distance-learning workshops which are designed for faculty who are unable to attend the on-site workshops. The six summer 2001 workshops are being held across the US. Sites include Seattle, Boone in North Carolina, Ithaca (New York), Lancaster (Pennsylvania), Durham (New Hampshire) and Indiana (Pennsylvania). Workshop topics include geometry, mathematics and art, physics, calculus, statistics, and elementary education. Eight on-site workshops are planned for the summer of 2002 and seven for the summer of 2003. The goal of the project is to address the rapid and significant changes in undergraduate education. The project also addresses the specific needs of faculty at various stages of their professional careers. Thus, the project is designed to meet the needs of faculty with respect to changes in their environment and in their careers. For more information contact Tom Rishel at trishel@maa.org. CCLI-NATIONAL DISSEMINATION TEACHER PREPARATION PROGRAM DUE EHR Pearson, J Michael William Haver Nancy Baxter Hastings Jon Scott Mathematical Association of America DC John R. Haddock Continuing grant 966291 7429 7348 SMET 9178 7429 0000099 Other Applications NEC 0089006 May 15, 2001 Collaborative Project on Integrating Census Data Analysis into the Curriculum. Sociology (86) This is a collaborative project with the University of Michigan Population Studies Center (Award 0088715). This collaborative project is working with individual faculty and whole departments in order to introduce scientific reasoning systematically into the undergraduate curriculum. The project is pursuing the goal of improved scientific literacy among undergraduate students in the social sciences by providing teachers and whole departments with tools and expertise to integrate data analysis and analytic rigor more widely throughout the curriculum. This collaboration is building upon two already successful approaches that complement each other. The Social Science Data Analysis Network (www.SSDAN.net ) project at the University of Michigan has worked with a nationwide network of faculty to co-produce engaging, wide-ranging curricular materials with US Census Bureau data. SSDAN encourages and facilitates individual faculty to integrate specially tailored, data analysis modules into substantive social science courses at all levels. The American Sociological Association's (ASA's) Minority Opportunities through Structural Transformation (MOST) Program has worked with entire departments to alter their curriculum in ways that ensure structural change toward improved research training of minorities and all students. This project is introducing SSDAN approaches as department-wide interventions in a critical mass of courses in the curriculum of 16 sociology departments. A core goal is to transform the curriculum and thus give students a more sequenced and pervasive exposure to scientific reasoning and data analytic skills. Workshops, follow-up visits, interactions with the Michigan and ASA staffs along with departmental websites are being utilized to support the full implementation and evaluation of this intervention. The project is also significantly revising and updating the SSDAN website and data analysis module creation features used by faculty across the social and behavioral sciences. New datasets from the US 2000 Census, historical censuses, CPS (Current Population Survey), and GSS (General Social Survey) are being added, and additional formats for analysis by SPSS, SAS, STATA, GIS packages, and new interactive data analysis features are also being provided. The project is working on a "Guide" that instructs chairs and deans how to implement departmental interventions across different types of departments and diverse disciplines. In addition, a published workbook updating earlier SSDAN publications and an expanded bank of downloadable datasets, course modules, and networking capabilities via the website is being produced. CCLI-NATIONAL DISSEMINATION DUE EHR Howery, Carla American Sociological Assoc DC Myles G. Boylan Standard Grant 417241 7429 SMET 9178 7429 0000099 Other Applications NEC 0089009 January 1, 2001 Restructuring Computer Programming Courses for IT-Enabled Variable Paced Multilevel Learning. Computer Science (31) We are developing a radical recombination and restructuring of introductory level computer science courses that pools resources, differentiates knowledge levels in each subject area to fit the needs of different students, allows variable paced learning (not "self-paced"), and uses IT both as a teaching tool and to handle course administration. We are developing Web-based learning modules covering the course material at three Bloom's taxonomy levels of technical knowledge: a more minimal level suitable for the needs of information systems and digital media majors; a more technical level for computer engineering majors; and the highest technical level for computer scientists. These modules engage students in active, participatory learning activities in a supervised environment. Simultaneously we retain many traditional elements in course delivery, such as group problem-solving sessions and supervised labs, office hours, and weekly deadlines. Course management tools are used to organize on-line materials, track student work at varying levels and paces, and provide student feedback through automated quizzes, surveys, and data mining. Online submission of homework and return of graded homework minimizes the administrative efforts involved in administering large courses and allows faculty to focus more on the students and their learning. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Popyack, Jeffrey Nira Herrmann Bruce Char Drexel University PA Ernest L. McDuffie Standard Grant 74954 7427 SMET 9178 7427 0000099 Other Applications NEC 0089010 January 15, 2001 Interactive Modular Mathematics Education. Mathematical Sciences (21) The project implements an interactive learning strategy for students of lower level mathematics courses utilizing computer assisted instruction in five institutions of higher education, representing varied students and differing goals. The techniques have been used for several years with classes of elementary algebra students in the setting of a comprehensive university. These techniques encourage a mastery approach to education requiring the active participation of each student. Students practice problems with the help of tutorial assistance from both the computer and the instructor. The project is expected to improve the learning of lower level mathematics and in turn increase the success rates in these and subsequent courses dependent on mathematics. The immediate objective of this project is to modify the interactive modular teaching materials for a variety of settings and to validate the pedagogical advantages of this approach to the teaching of college algebra, pre-college algebra and finite mathematics. The more comprehensive goal is to use the results of this project to prepare for the national dissemination of these materials and thus contribute to raising the standard of mathematics literacy and problem solving nationwide. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Feldman, William Wayne Mackey University of Arkansas AR John R. Haddock Standard Grant 449999 7427 SMET 9178 7427 0000099 Other Applications NEC 0089021 September 1, 2000 Integrating Mathematics and Biology: A Case Studies Approach to Linear Algebra. Mathematical Sciences (21) Biological Sciences (61) This "Proof of Concept" project is developing an integrated mathematics and biology course that teaches linear algebra concepts in the context of biological case studies. This course is being team-taught to a mixture of junior biology students and sophomore mathematics students and is intended to supplement, not replace, current courses in linear algebra for the mathematics majors and current courses in ecology for the biology majors. The course is designed to strengthen the mathematical skills of biology students, expose mathematics students to mathematical models used in biology, teach students how to collaborate with people trained in different scientific disciplines, and teach students how to critically read research papers. Biology and mathematics students working together on case studies, group projects, and presentations form an extensive part of the course. The case studies, based on accessible biological research papers that incorporate mathematical models, are being written jointly by mathematics and biology faculty. Homework assignments and supplemental reading material for the course are also being created. The mathematical topics in the course include matrix algebra, bases, eigenvectors, eigenvalues, systems of linear difference and differential equations, and ill-conditioned matrices. The biological topics include population matrices, elasticity and sensitivity, nutrient flow in aquatic systems, spread of infectious diseases, and genetics. These materials are being modified for dissemination to disciplinary faculty who wish to supplement existing courses in ecology, conservation biology, or linear algebra and for institutions who wish to design a similar integrated course. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Andersen, Janet Kelvin Murray Hope College MI Elizabeth Teles Standard Grant 71175 7427 SMET 9178 7427 0000099 Other Applications NEC 0089035 June 1, 2001 Interactive Computer and Web-Based Learning of Software Packages Used in Engineering. Engineering - Mechanical (56) It is essential for the modern engineer to have a high degree of technological sophistication and computer literacy, and so learning commercial engineering analysis software packages has become a significant part of many engineering courses. Although the use of these commercial software packages may aid in teaching fundamental concepts to students, it can often have the opposite effect when valuable course time is taken up in teaching students the basics of using the software. The primary objective of this project is to put students in a position where they can quickly and easily learn necessary software, and then use that software to reinforce course concepts. This is being accomplished through the development of full-screen, audio-visual, interactive tutorials for software that is used extensively in four Mechanical Engineering courses, beginning with a freshman course (Engineering Graphics) and continuing in three upper-level courses (Measurements and Instrumentation, Kinematics and Dynamics of Machines, and Computer-Aided Engineering). In addition, a "Faculty Multimedia Tools Development Toolbox" is being assembled to facilitate development of software tutorials and interactive instructional tools by faculty in any discipline. The Principal Investigator for this project previously developed interactive computer tutorials, games, and quizzes for a freshman Engineering Graphics course, which has been recognized and awarded regionally and nationally for excellence in instructional courseware. In the first year of the three-year grant, the Engineering Graphics materials are formatively evaluated, enhanced, and implemented at the University of Texas-Pan American (UTPA), and development begins on materials for the other three project courses. In the second year, the Engineering Graphics course is implemented and evaluated at other cooperating institutions-South Texas Community College (in McAllen, Texas), North Central Technical College (in Mansfield, Ohio), and the University of Nevada-Reno. UTPA is a minority institution, with a population that is 85% Hispanic. Implementing and assessing the materials at multiple institutions verifies that it is effective for diverse audiences. Furthermore, in the second year, the materials developed for the other three project courses are implemented and assessed at UTPA. In the third year, the materials developed in the first two years are published and tested at other institutions and the "Faculty Multimedia Tools Development Toolbox" is created. This "Toolbox", created out of the experience of the investigators in developing such tools for diverse courses and diverse audiences, allows faculty in other locations and other disciplines to create similar software tutorials and teaching aids for their own applications with minimum effort. The course materials and "Toolbox" will be published and distributed through a major publisher of academic materials. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Crown, Stephen Robert Freeman Arturo Fuentes University of Texas - Pan American TX Russell L. Pimmel Standard Grant 324190 7427 SMET 9178 7427 0000099 Other Applications NEC 0089036 February 1, 2001 Educating Engineers for the Information Age: A Real-World Case Studies Based Project. Engineering - Other (59) The goals of this project are to develop and test materials that (a) show engineering students the integration of theory, practice, and information technologies that occur in the real-world, (b) improve their higher-level cognitive skills, and (c) provide examples of teams of engineers and managers working together using information technologies to solve problems. The project is based on an earlier proof-of-concept effort, built around the case study entitled "Crist Power Plant", which helped engineering students to understand how expert systems are used in the real-world to solve complex problems that involve many criteria and several alternatives. In the present project, eleven companies are working with us to create new case studies. We are also developing background competency materials, instructional manuals, multimedia CD-ROMs, web sites, and videos to support the case studies. The instructional materials are being tested with engineering students at three minority serving institutions as well as at four other Universities. In addition, as a pilot project, the concept of a case emporium is being evaluated. This case emporium provides student teams at Auburn and Mercer Universities an opportunity to work together in a virtual environment. CCLI-EDUCATIONAL MATERIALS DEV INTERNATIONAL PLAN & WORKSHOPS ENGINEERING EDUCATION DUE EHR Raju, P. Chetan Sankar Auburn University AL Russell L. Pimmel Standard Grant 543853 7427 7299 1340 SMET 9251 9178 7427 5977 5974 0000099 Other Applications NEC 0089039 April 15, 2001 Web-based Interactive Learning Modules to Facilitate Watershed/Environmental Science Education. Earth Systems Science (40) Industrial development, urbanization, and population growth continue to put increased strain on environmental and natural resource systems. Engineers and scientists trained in environmental science disciplines such as hydrology, watershed management, and soil and water quality are needed to address critical environmental issues that involve interconnections between the Earth's water, energy, and biogeochemical cycles, as well as the interrelationship between these cycles and human activities. The purpose of this proof-of-concept project is to create, develop, evaluate, and disseminate student-centered and inquiry-based online learning modules that involve students in meaningful explorations in earth and environmental science disciplines, with a focus on watersheds. The project addresses the national call for inquiry-based instructional/learning materials in environmental science and engineering at the undergraduate level that are adaptable to a variety of instructional approaches and learning modalities. Within the learning modules, there are interactive learner-centered materials (e.g., lecture notes), Java-based simulation and three-dimensional visualization tools, a digital data library for five major U.S. watersheds, problem-solving exercises, and case studies related to watersheds and environmental management. These components are being created and adapted from advanced scientific modeling and visualization capabilities that utilize rapidly evolving desktop computing capabilities and the Internet and World Wide Web. The learning modules are housed within an active learning environment, a server-side software infrastructure, to support local and distance educational opportunities and to promote collaborative learning among students. The online learning environment and learning modules emphasize active/group learning, inquiry-based constructivist learning on issues related to watersheds and the environment, and the interdisciplinary nature of watershed management. In accordance with the proof-of-concept status of this project, seven learning modules are being developed to provide state-of-the-science treatment of important topics in watershed science, watershed engineering, and watershed management. Each learning module (1) is Web-based, easily accessible, and cross traditional discipline boundaries; (2) is appropriate for introductory earth and environmental science courses; (3) reinforces scientific methodology; (4) is interactive, intuitive, and inquiry-based; (5) is self-contained and vertically scalable for easy implementation by faculty; (6) aims to increase students' spatiotemporal and quantitative reasoning skills within the framework of already established environmental science and engineering content standards; and (7) aims to increase student awareness and understanding of watershed science and issues related to the environment. The expected immediate audience is approximately 500 students per year in several geoscience, biological, ecological, and environmental science courses at Iowa State University (ISU), plus an additional estimated 700 students in classes at other institutions that will be involved in the implementation plan. The long-term audience is students in environmental and earth science courses that include watershed science topics and adult learners at resource management agencies such as the Environmental Protection Agency and the Department of Agriculture. The expected outcome will include a learning environment and set of learning modules that address national demands for watershed education and training. The evaluation utilizes standard tools for formative and summative evaluation in conjunction with educational rubrics for assessing students' learning outcomes. In addition to implementing and evaluating a prototype environment and learning modules to a diverse population of ISU students, the project is developing the framework for implementation and evaluation at four national and international institutions. Dissemination of the products of the project will be accomplished by involvement of faculty from other local and national institutions on an advisory board; presentation of papers at workshops and national conferences; creation of an Internet repository for the electronic discussions of interested faculty; and publication in educational journals, newsletters, and CD (or DVD)-ROM media. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Tim, Udoyara Iowa State University IA Jeanne R. Small Standard Grant 74877 7427 SMET 9178 7427 0000099 Other Applications NEC 0089045 March 1, 2001 Distributed Computation, Numerical Methods, and Scientific Computing for Mathematics and Science Students in an Undergraduate Mathematics Department. Mathematical Sciences (21) This project tests the educational feasibility of introducing mathematics and science students to mathematical problems whose numerical solution is made possible through the use of distributed computation. Distributed computation, one form of parallel computation, is the process of finding numerical solutions to mathematical problems by distributing the computation over a cluster of processors connected together via an inexpensive network such as a high-speed ethernet network. Recent developments in low-cost computer networking technology have for the first time made the capabilities of distributed computation an economic possibility for mathematics departments at undergraduate institutions. The promise of parallel computing power at an inexpensive price has also led to distributed computation being used increasingly in many fields which have traditionally been clients of the mathematical sciences. The project develops a prototype consisting of educational materials for two new courses in the current curriculum. The courses introduce students to the fundamentals of distributed computation with as few prerequisites as possible. The first course provides an introduction to numerical analysis and uses the native programming language of Mathematica. The second course introduces students to the mathematical problems that are solvable by means of distributed computation. It uses the native distributed computing capabilities of Mathematica and distributed computing libraries accessible through higher-level programming languages. The project includes development of a computing laboratory to support distributed computation projects. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Schneider, Dennis Andrew Leahy Knox College IL John R. Haddock Standard Grant 74112 7427 SMET 9178 7427 0000099 Other Applications NEC 0089051 February 1, 2001 Development of Educational Materials for use in Undergraduate Hydraulics Course which Address Multiple Learning Styles to Increase Student Achievement. Engineering - Civil (54) It is well-known that knowledge is acquired through diverse learning styles, with each student usually having certain preferred styles. These styles are typically grouped into four scales: sensory to intuitive; visual to verbal; inductive to deductive; active to reflective; and sequential to global. The objective of this project is to develop a repertoire of educational materials that cater to a mix of learning styles of undergraduate engineering students. The repertoire includes computer-based lecture support notes, tutoring modules, simulation models, and assessment tools; physical demonstration devices; and, a compilation of unique riddles, fallacies, and problems. Some materials are for in-class use, some for out-of-class use, and some for a combination of the two; some are for small group use; while others are for individual use. The materials target undergraduates at the junior/senior level in the fields of civil, mechanical, and chemical engineering, pursuing engineering or technology degrees. The subject area of hydraulics/fluid mechanics was chosen for this project, because it is an area common to many different engineering disciplines. It is anticipated that these tools will optimize teaching efforts and improve student achievement by: increasing student-faculty and student-student interactions; enhancing the learning experience; stimulating critical thinking; and cultivating problem solving skills. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Khandan, Nirmal Gregory Reynolds Patricia Hynes Craig Ricketts Judith McShannon New Mexico State University NM Russell L. Pimmel Continuing grant 425001 7427 SMET 9178 7427 0000099 Other Applications NEC 0089054 January 1, 2001 The New Mexico Math Reform Project. Mathematical Sciences (21) This project creates new educational material for the instructor that uses a formulation of math reform that is textbook and curriculum independent. The goal is to prepare students for the 21st century technological workplace by creating a potent and attractive integrated learning environment in mathematics by stressing the descriptive, numerical, graphical, and symbolic delivery of mathematical concepts. This project researches, tests, refines, and disseminates a formulation of mathematics reform that is textbook and curriculum independent. The project focuses on exponential and logarithmic functions, materials that are found in both a precalculus and a calculus course. The developed resource materials allow dissemination of reform to occur naturally, which can help alleviate the departmental calculus textbook debates. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Pletsch, George Albuquerque Technical Vocational Institute NM Elizabeth Teles Standard Grant 75000 7427 SMET 9178 7427 0000099 Other Applications NEC 0089055 April 15, 2001 The Caltech Chemistry Animation Project. Chemistry (12) The Caltech Chemistry Animation Project combines the technical skills of faculty and students at Caltech with Emmy-award winning sound editors, Oscar-winning sound supervisors, Emmy-winning film editors, professional narrators, film score writers, computer graphics personnel from the Hollywood special effects industry, and advanced computer workstations to prepare instructional materials that are being used worldwide, at the high school and college levels, to allow students and teachers to understand better the fundamental concepts in their chemical world. The initial stages of this project have been highly successful, with distribution of materials currently proceeding in seven countries to audiences in excess of one million students. The continuation of this project is allowing us to complete a series of approximately 15 video tapes, comprising a library of fundamental concepts in the chemical sciences, for use by teachers and students worldwide. New videos being produced include: Atoms, Molecules, and Moles; Chemical Thermodynamics; Spectroscopy and Molecular Motion; Point Groups, Symmetry and Group Theory; Binary Crystals; and DNA/RNA/Proteins. These will complement the existing video titles covering the topics of Atomic Orbitals, VSEPR, Crystals, Stereochemistry, Nucleophilic Substitution, the Diels-Alder Reaction, Periodic Trends, and Molecular Orbitals. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Lewis, Nathan California Institute of Technology CA Susan H. Hixson Standard Grant 300000 7427 SMET 9178 7427 0000099 Other Applications NEC 0089056 May 1, 2001 Using GIS Technology for Earth Systems-level Analyses. Earth Systems Science (40) According to the National Science Foundation's 1996 report "Shaping the Future," the overarching goal for undergraduate students is to directly experience the methods and processes of inquiry. At present, at many colleges non-science majors tend to meet general education science requirements by taking lower division content-based science courses designed for majors. Students in these types of general education classes seldom have the opportunity to experience open-ended inquiry geared towards developing scientific reasoning or to investigate locally significant, scientifically relevant questions at the earth systems level. We need a curricular framework that can be used as the foundation for understanding and analyzing scientific concepts at the earth systems level which can be incorporated into the earliest stages undergraduate education. Our vision of a science curriculum for non-majors is one that synthesizes scientific concepts and reasoning using standard industry technology and computer programs within the context of earth system processes. This project focuses on bringing technology to the general education science classroom. An interdisciplinary technology-based curriculum is being designed and assessed, which engages undergraduate non-science majors in earth systems level inquiry and research. Recent work at Portland State University in their general education program (UNST) has shown that Geographic Information Systems can be an engaging and useful tool for teaching earth systems to undergraduate general education students. The problem encountered though is the lack of a unified database of coverages for watersheds that is tied to an easily understandable curriculum. Until now, instructors searched for then clipped individual coverages and worked the available information into classroom activities. Our objectives are to research, select and geo-reference appropriate environmental "coverages" within the Columbia River Basin and to produce and evaluate a curriculum to determine its ability to advance students towards a systematic understanding of watersheds and water quality. The outcome will be a CD ROM with appropriate coverages, data sets, modular instructions and a teacher's curriculum. The Columbia River Basin (CRB) was chosen because there are a series of general education courses within UNST that center around the CRB and a large target audience for testing the curriculum within PSU and region wide. Upon successful completion of this phase of the project, similar coverages and curriculum can be developed for national dissemination for additional large watersheds within North America through partnerships with other institutions. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Smith, Julie Portland State University OR Herbert Levitan Standard Grant 74761 7427 SMET 9178 7427 0000099 Other Applications NEC 0089057 January 15, 2001 WebProject-A Web-based Construction Management Gaming System. Engineering - Civil (54) This project is producing an integrated educational framework to expose construction management students to the complexities of the construction site. The project is accomplishing this important goal through the development of a prototype web-based construction management gaming system - called WebProject - that integrates construction estimating, construction scheduling, and construction project management courses. Students entering the sequence of construction core courses receive a hypothetical construction project generated by WebProject that is utilized in the three courses. Teams of students undertake the role of construction management companies to perform construction estimating, construction scheduling, and construction project management functions by using the services of hypothetical trade contractors generated by WebProject. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Sawhney, Anil Arizona State University AZ Russell L. Pimmel Standard Grant 75000 7427 SMET 9178 7427 0000099 Other Applications NEC 0089060 January 1, 2001 Development of an Optoelectronic Microsystems Education Resource Center. Engineering - Electrical (55) We are developing an educational resource center focused around the area of optoelectronic microsystems by integrating technology into education. The purpose of this resource center is to attract undergraduate students into this newly emerging technology and to be a key component in providing a well-rounded education to students in this area. Our goal is to satisfy the need of the local and nationwide industry for engineers knowledgeable in optoelectronics, microelectronics and the newly emerging field of microsystems. To this end we are developing eight multimedia educational modules and combining them into a multimedia resource center for use in a technology-enhanced educational learning environment. The development of the modules is guided by experience gained from previous projects, where we identified both the content and form of effective multimedia modules. The modules are constructed using existing software packages and combine text, figures, audio and video with computer generated animation within an interactive environment with a professional look and feel. The individual modules are being field-tested by embedding them into our existing courses and curriculum, where they link the subject material across course boundaries and are improved based on the feedback received through the assessment process. We also testing and evaluating the modules at a remote site in a distance-learning environment. Finally, we will disseminate the resource center nationally through our website, the NSF Digital Library, mass mailing of CD-ROMs and a commercial publisher. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Van Zeghbroeck, Bart Victor Bright University of Colorado at Boulder CO Russell L. Pimmel Standard Grant 398025 7427 SMET 9178 7427 0000099 Other Applications NEC 0089071 May 1, 2001 Virtual Voyage - A WWW-based Expedition in Ocean Science Education. Oceanography (43) The WWW provides exciting, new opportunities in distributed learning in higher education. This project is building on our previous work in technology-mediated learning by bringing the excitement of sea-going research into a college-level oceanography course through the construction of a virtual oceanographic voyage. The virtual voyage of courseware aims to combine elements of experiential learning with the anytime, anywhere access of the WWW to stimulate inquiry-based learning in the ocean sciences. The voyage is synthesized from the vast catalog of recent ocean research supported by major initiatives of NSF, NOAA and the USGS waters of the eastern Pacific, and along the coasts of California and Oregon over the past decade. We are simulating the sea-going experience (sans seasickness of course) by compiling photographs and video of sea-going expeditions from within our community of research colleagues in academia, the USGS and NOAA. Virtual shipboard experiments are patterned after actual cruises and include the technologies of data acquisition and data analysis as well as providing insight into the thought process of scientists through short (8 minutes of less) streaming audio/video interview segments. We are also including subsequent shore-based analyses as part of the "voyage." The WWW-based courseware contains 2-D and 3-D graphics, animations, text and streaming audio/video. Real-time data for monitoring the marine environment is embedded in each module as are methods of learning assessment and self-testing for the students. The project takes advantage of the natural interest through a geographic focus of California and the eastern Pacific, since more students are enrolled in college-level oceanography courses in that state than in any other state in the union (private institutions, UC, CSU system, community colleges and high school). Once fully developed, the virtual voyage will be used as the basis for entire oceanography courses, both through WWW-based modules and online discussions, especially in the growing number of online courses offered through distributed learning. The modules will have a uniform interface, internal mechanisms of learning assessment and span the breadth of oceanography, in addition to showing the linkages between the scientific disciplines of oceanography. In this project we are developing four out of the planned 12 modules of the virtual voyage with testing/assessment at two campuses of the CSU systems (SJSU and SFSU), as well as at least two community colleges (College of Marin and one other to be selected, probably San Jose City College or Ohlone College). CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Reed, Donald San Jose State University Foundation CA Jeanne R. Small Standard Grant 94999 7427 SMET 9178 7427 0000099 Other Applications NEC 0089075 January 1, 2001 On-Line Undergraduate Laboratories in Signal and Image Processing, Communications, and Controls. Engineering - Electrical (55) Arizona State University is fully developing and evaluating a web-based undergraduate laboratory tool in the areas of undergraduate digital signal processing(DSP), communications, image processing and controls. We have already developed and successfully tested a prototype laboratory tool (J-DSP) for use in the undergraduate DSP class. This web-based prototype supports capabilities for online signal processing simulations and provides laboratory experiences to distance learning and on-campus undergraduate students. The tool is based on a collection of novel Java applets that support a user-friendly object oriented environment. This exemplary Java software supports a simulation environment that enables students to establish and execute experiments from any computer platform that is equipped with a web browser. This work provides significant extensions of the laboratory prototype to the other areas (communications, image processing and controls), an assessment and dissemination strategy that includes test sites, and a plan to sustain development, dissemination, and evaluation after the CCLI project. The prototype lab and the proposed extensions represent perhaps the first comprehensive effort to provide on-line lab experiences in distance learning environments. We anticipate that this novel concept can be extended to different types of subjects at different levels of education, e.g., on-line experiments at levels and topics ranging from high-school physics to community college science labs and college-level engineering subjects. The prototype J-DSP along with its proposed extensions to "hot" systems topics such as communications, image processing, and advanced controls will enable new web-course developers to seamlessly integrate online experiments to their web-course content. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Spanias, Andreas Konstantinos Tsakalis Lina Karam Tolga Duman Antonia Papandreou-Suppappola Arizona State University AZ Roger Seals Continuing grant 424828 7427 SMET 9178 7427 0000099 Other Applications NEC 0089079 June 15, 2001 BESTEAMS Model of Team Development Across the Curriculum. Engineering - Other (59) The purpose of this project is to build upon a successful pilot project (EPTTS or Engineering Project Team Training System, which included the development of a student training module about cognitive style differences; a faculty training workshop which assisted instructors in adapting the module for their own classes; and an extensive assessment base which included qualitative data from focus groups and quantitative survey results from BESTEAM developed evaluation tools) and develop an integrated and longitudinal (involving students across their entire engineering education experience) engineering curriculum model to improve learning in project team environments. A primary goal of this effort is to design supportive faculty tools/aids (called modules) of team training skills that can be flexibly integrated into virtually any existing engineering program. A second major outcome of our efforts will be extensive faculty training via workshops and summer retreats in the adaption of the materials for use in their own classes. In addition, this project seeks to add to the literature base of engineering education by investigating how social cognitive career theory-SCCT- can help explain aspects of individual and team's behavior. Finally, by focusing on team skill building and related 'process skills', we expect that the BESTEAMS curriculum will act as a positive intervention in the retention of minorities and women in engineering. CCLI-ADAPTATION AND IMPLEMENTA CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Schmidt, Linda David Bigio Robert Lent Janet Schmidt University of Maryland College Park MD Russell L. Pimmel Standard Grant 420033 7428 7427 SMET 9178 7427 0000099 Other Applications NEC 0089092 January 1, 2002 Cellular and Molecular Research Techniques in Neuroscience. Biological Sciences (61) As part of the college's plans to enhance the research experience in the natural sciences for our undergraduate students, we are expanding the educational opportunities for students interested in neuroscience. This project is establishing a senior level research course entitled "Molecular and Cellular Research in Neuroscience." For students interested in molecular and cellular neuroscience, this course represents the culminating experience of a new neuroscience major that is to be developed and offered at Rhodes. This new course provides students with more current state-of-the-art research opportunities and experiences, and the new neuroscience major program will stand out as a unique curriculum in the Mid-South region for new undergraduate students of neuroscience. This new research course follows an already successful research-based neuroscience course at Rhodes that employs the more traditional research techniques of cell culture and intracellular and extracellular microelectrode recordings. The new course is based around four fundamental research experiences that have already been developed and published in the neuroscience lab manual "Discovering Neurons: The Experimental Basis of Neuroscience" (Paul et al., 1997). The first laboratory focuses on neurons in development, and involves the measuring of newly expressed ion channel currents in wild type and transfected pheochromo- cytoma (PC12) and COS- 7 cells using whole cell voltage clamp technology. The second laboratory focuses on neurons in communication, and involves the identification of multiple neurotransmitter receptor sites in leech ganglia with dual in situ immunocytochemical labeling techniques. The next laboratory involves neurons forming connections, and incorporates techniques of tract tracing dye injection in the living brain as a method to learn about the afferent and efferent projections in the mammalian cerebrum. The last laboratory is centered on neurons and higher order cognition. In this lab, students research the cellular mechanisms of the synaptic plasticity long- term potentiation by studying synaptic communication in mammalian brain (hippocampal) slices. In this way, students learn how cellular phenomena can result in higher order cognitive process such as learning and memory. Each of the four laboratory experiences offer ample opportunity for further research that can be continued as individually designed independent research experiences. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Blundon, Jay Rhodes College TN Terry S. Woodin Standard Grant 32194 7428 SMET 9178 7428 0000099 Other Applications NEC 0089117 August 1, 2000 An NAGT Planning Workshop to Increase Participation and Leadership of Two-Year College Faculty in the Geoscience Education Community. The National Association of Geoscience Teachers (NAGT) will hold a two-day planning workshop to discuss strategies and develop an action plan for increasing the participation and leadership of two-year institution faculty in the geoscience education community. It is critically important to increase the participation of two-year institution faculty in efforts to reform geoscience education. Nearly half of all undergraduate students currently studying sciences and mathematics are enrolled at two-year institutions. Furthermore, two-year institutions are critically important in the science and mathematics preparation of future K-12 teachers, in the professional development of in-service teachers, and in increasing the participation of underrepresented minorities in the geosciences. Beyond this, the development of the Digital Library for Earth System Education (DLESE) presents many opportunities for the entire geoscience community and the larger integrative science community, and the two-year institutions need to be full partners in these efforts. However, participation of two-year institution faculty in the geoscience education community has been limited. Given the important role of two-year institution faculty in geoscience education, they must be better integrated into the geoscience education community, both in terms of participation and in terms of leadership. The planning workshop will provide a forum for bridging two-year institution faculty and four-year institution faculty to discuss and develop strategies that will result in greater integration of two-year institution faculty in the geoscience education community. The workshop will provide an opportunity to share the challenges and opportunities of the professional life of two-year institution faculty members, identify specific strategies that would reduce the professional isolation felt by some two-year institution geoscience faculty members, develop plans to increase the professional development and leadership opportunities of two-year institution faculty members in geoscience education, discuss successes (and failures) of collaborations with four-year institutions and universities/faculties, consider strategies for fostering communications to two-year institution faculty, and plan a leadership conference for two-year institution faculty that would be held in the following year. The workshop will also include brief presentations by representatives from other professional societies regarding their approach to two-year faculty issues. Prior to the planning workshop, all participants will discuss electronically the major issues faced by two-year institution geoscience faculty, discuss strategies for increasing participation and leadership in the geoscience and geoscience education community, and respond to the workshop agenda. The participants in the planning workshop will leave the workshop with an action plan for increasing the involvement of two-year faculty in various activities of the larger geoscience education community. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Macdonald, R. Heather Barbara Tewksbury Steven Semken Christopher DiLeonardo College of William and Mary VA Jill K. Singer Standard Grant 38666 7427 SMET 9178 7427 0000099 Other Applications NEC 0089128 July 15, 2001 Molecular Biology Course Based on Study of Transcriptional Control. Biological Sciences (61) The aim of this project is to establish a basic molecular biology lab that, in the context of a new course in Molecular Biology, will implement research-based experiments into the curriculum. The project intends to adapt the NSF-supported "Classroom Guide to Yeast Experiments" to an interesting, unknown research question that serves as a starting point for molecular biology students. The experimental approaches provide students with hands-on training in key molecular biology protocols that are applied to a research problem regarding transcriptional control and the evolutionary conservation of important molecules. The Molecular Biology lab is designed in a manner that enables students to analyze genes at three fundamental levels, namely, DNA, RNA, and Proteins, using both in vitro and in vivo approaches, as well as produce student learning outcomes. The course emphasizes the importance of understanding methodologies, molecular approaches, and instrumentation that have revolutionized biology and are key to diagnosis and prevention of disease, as well as allow the students to debate the ethical considerations that some of these new technologies pose. The equipment being acquired is also being used to improve the laboratory component of other biology courses, namely Genetics, Cell Physiology, and Biochemistry, thereby modernizing the Biology curriculum at UOG. Specific equipment like the PCR Thermal Cycler and gel electrophoresis apparatus is being used for the non-major Human Biology course offered as a general education requirement, in order to demonstrate applications of molecular biology in forensic sciences, paternity cases, anthropological and archaeological investigations. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Ghosh, Subir University of Guam GU V. Celeste Carter Standard Grant 49597 7428 SMET 9178 7428 0000099 Other Applications NEC 0089143 November 15, 2000 Support for Symposium on Online Education. Anthropology (81) This project is an invited session at the American Anthropology Association national meeting during November 15-19, 2000. It is sponsored by the General Anthropology Division and features ten papers and demonstrations of online courses along with critical discussion of computer-mediated teaching and learning. The session is entitled: "Internet Dreaming: Information Technology and the restructuring of Post-Secondary Education". This session will serve the purpose of providing maximum exposure to new developments in computer mediated teaching and learning in undergraduate anthropology. CCLI-NATIONAL DISSEMINATION DUE EHR Cameron, Catherine Cedar Crest College PA Myles G. Boylan Standard Grant 3006 7429 SMET 9178 7429 0000099 Other Applications NEC 0089263 January 1, 2001 Contemporary College Algebra in Tribal Colleges. Mathematical Sciences (21) This project is adapting and implementing the Contemporary College Algebra (CCA) program by incorporating problems dealing with Native American culture. CCA was originally developed by a consortium of 10 Historically Black Colleges and Universities (HBCUs) led by Texas Southern University. In this effort five tribal colleges (Dull Knife Memorial College, Stone Child College, Ft. Peck Community College, Little Big Horn College, and Salish Kootenai College) are joining together to adapt the CCA materials, conduct faculty development workshops and retreats, and disseminate the program to other colleges. The college algebra course is the first mathematics course that carries college credit; however, large drop-out rates often characterize such courses. This project is designed to improve course retention and attitude in this course by assuring that students understand the relevance of the materials to the Native American culture. The first goal of the project is to adapt and design materials that prepare students to contribute in an information rich, technological society. The course incorporates small group projects; a strong technology component; communication skills such as reading, writing, and presenting; and actvities to develop students' mathematical self-esteem and confidence as problem solvers. The second goal is to change the culture of the college algebra course by incorporating native American culture in the examples, developing a sense of ownership by the teaching faculty in the college algebra program, energizing faculty to develop modes of instruction that engage students in their own learning, and developing a sense of involvement by faculty in other disciplines which require college algebra. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Lundgren, Russell Donald Small Chief Dull Knife Memorial College MT Elizabeth Teles Standard Grant 71088 7428 SMET 9178 7428 0000099 Other Applications NEC 0089377 January 1, 2001 The Probability/Statistics Object Library. Mathematical Sciences (21) The purpose of this project is to develop a virtual library of Java "objects" for use by teachers and students in probability and statistics. Applets are small, self-contained programs designed to illustrate important concepts and methods. An applet can be "dropped" into a web page by a teacher with no programming expertise and then surrounded by expository text, data sets, and other elements to create custom web-based course materials. Components are building blocks of applets, and are of three basic types: virtual versions of physical objects (such as coins and dice), virtual versions of mathematical objects (such as probability distributions and data structures), and custom interface objects (such as special graphs and data tables). The components are used by teachers and students with some programming experience to create new components and applets with relative ease. The probability/statistics object library is available on a web site maintained by the University of Alabama in Huntsville. The objects are freely available under the General Public License, so that teachers and students can download the objects, modify them, use them in projects, and redistribute them. A significant part of the project is the construction of an object model that describes the hierarchy of objects and how they relate to each other, and specifies certain basic properties, methods, and exception handling for the objects. The object model helps ensure that the objects in the library are carefully documented, that they work well with a variety of platforms and browsers, and they have a consistent user interface. There are two levels of evaluation for the library. A top-level board will function like an editorial board, particularly in the design of the object model. A larger, less formal group of peer reviewers evaluates the objects in the library in terms of performance and pedagogical value. Special efforts are made to link the library to nationally known sites, particularly those that function as larger virtual libraries or mathematical "portals." An ongoing evaluation and dissemination program is fully integrated into the project. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Siegrist, Kyle University of Alabama in Huntsville AL John R. Haddock Standard Grant 158755 7427 SMET 9178 7427 0000099 Other Applications NEC 0089380 May 1, 2001 LivePhoto Physics: Digital Videos for Lectures and Assignments. Physics (13) The LivePhoto Physics project is developing a collection of digital video analysis materials for introductory physics courses, using research-based development methods that were refined through projects such as Tools for Scientific Thinking and Workshop Physics. These materials include videos, lecture demonstration sequences, homework assignments, instructor notes, and software. In digital video analysis, students use computers as laboratory instruments to make measurements on video images of real events. These techniques are being used increasingly in physics courses, and there is evidence that they are effective in teaching physics concepts. In spite of the wealth of mass-media and educational videos available that can be used in laboratories or student projects, very few existing videos are ideal for analysis by students. The LivePhoto Physics project is meeting this need by producing a collection of digital videos that span many of the topics covered in a one-year physics course, including videos made with high- speed/slow-motion equipment that is not available at most teaching facilities. An innovative aspect of the project is that the topic selection is being guided by the results of physics education research. Written curricular materials using the videos in Interactive Lecture Demonstrations, distance-learning exercises and extended homework problem sets are being produced and classroom tested in a three-year research-based development cycle. Field testing is taking place at two-year colleges and four-year colleges/universities with diverse student audiences. Computer software that extends the display and visualization capabilities of digital video analysis is being developed during the project. The final set of videos, curricular materials and software will be published in the form of a CD. The LivePhoto Physics project is addressing the need for faculty development and the integration of technology in education by sponsoring six workshops on the use of digital video analysis in physics teaching. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Teese, Robert Ronald Thornton Muskingum College OH Duncan E. McBride Standard Grant 494893 7427 SMET 9178 7427 0000099 Other Applications NEC 0089396 May 15, 2001 Creating Laboratory Access for Science Students with Disabilities. Multidisciplinary (99) Although the National Science Education Standards recommend that science instruction should be universally accessible, individuals with disabilities are seriously underrepresented in science and have poor scientific literacy due to inadequate preparation/accommodations at all educational levels. This project aims to address the needs of persons with disabilities for adequate education in the sciences through faculty development, better preparation of pre-service teachers, and adaptive technology. The current effort is an expansion of a project previously funded by NSF that pilot-tested the concept and focused on biology. This project, Creating Laboratory Access for Science Students (the "CLASS" Project), which was titled "Making biology laboratories effective learning environments for students with disabilities: a national model for undergraduate instructors and grades 7-12 school teachers," is a collaboration at Wright State University (WSU) between the Department of Biological Sciences (College of Science) and the Teacher Education Department (College of Education) and the Office of Disability Services (ODS, Student Services). WSU was constructed in 1967 to be architecturally barrier free and has gained a national reputation for curricular programming for students with disabilities. The CLASS project has developed five disseminable products: (i) a Sourcebook (printed and electronic) to assist science teachers in designing and implementing universally accessible lab and field exercises, (ii) an accessible and interactive website (http://biology.wright.edu/labgrant/index.html) where workshop applications can be completed on line and where prior workshop participants can discuss issues or access the PowerPoint presentation, (iii) human resource development for educators via a two week residential workshop at WSU where they acquire necessary skills, (iv) human resource development for high school students with severe disabilities via a one week residential science camp where they work one-on-one with educator participants in experiential science activities, and (v) published scholarly articles and presentations at professional meetings. The CLASS project is now extending these proven educational materials and strategies across all natural and physical sciences, helping to systemically reform the science education of students with disabilities. Objectives of the project are: 1. To develop a broader external audience. This is being accomplished through production of media as follows: (a) a Leadership Series of 5-minute discussion-generating videos that will be used at national and regional professional meetings of educators (college/university science faculty and educators in science and math) to train cadres of educators (300 per year) in dealing with disability issues in their laboratories through problem based learning (b) a Tutorial Series of short videoclips in analog and electronic (QuickTime) format that will be available on the web for use in pre-service teacher training (regular classroom and distance learning) as well as by individuals working at their computers (potentially impacting over 1000 educators per year) and (c) a promotional video for the CLASS summer residential workshop for recruitment purposes. Expanded website capabilities support these initiatives, including a bulletin board with topical forums. 2. To develop more comprehensive programs on site. The scope of the residential CLASS summer workshop at WSU is being broadened to include other natural and physical sciences and mathematics. 3. To become a model for excellence in accessible science education. This is being accomplished through integration of CLASS goals and disseminable products into the science education curriculum at WSU (pre-service teachers; pedagogy and content courses). Through interdisciplinary approaches (broadly encompassing lab/field issues common to basic physical, natural and mathematical sciences) aimed at targeting multiple levels in the educational pipeline (college and university faculty, training of pre-service teachers) the CLASS project aims to significantly increase access to laboratory science education of students with disabilities. CCLI-EDUCATIONAL MATERIALS DEV TEACHER PREPARATION PROGRAM RES IN DISABILITIES ED DUE EHR Wheatly, Michele Timothy Wood James Tomlin Jeffrey Vernooy Roderic Brame Wright State University OH Daniel Udovic Standard Grant 504570 7427 7348 1545 SMET 9178 7427 1545 0000099 Other Applications NEC 0089397 February 1, 2001 Moving Biofilm Research into Teaching: A Prototype Interactive Web-Based Approach. Engineering - Other (59) This is a "proof-of-concept" project which is demonstrating the feasibility of using the Web to deliver next-generation, inquiry-based, active learning educational resources for biofilm engineering and science. A prototype "hypertextbook" blending standard text, graphics, interactive animations of key concepts, voice, and sound into a seamless whole is being developed and formally evaluated. Standard Web-site creation technologies is being applied to ensure that the prototype can be used with any of the usual Web browsers on all platforms, making it accessible to anyone in the world without the need to purchase special software or hardware. The prototype will serve as a general model for the development of hypertextbooks, inspiring the creation of similar resources in other engineering and science disciplines. Such hypertextbooks will be made available on CD-ROM or DVD media, obviating the need for excessive download time over the Internet. Biofilm engineering and science has been the subject of intense research efforts by a growing number of professionals over the past decade, led by the NSF-supported Engineering Research Center at Montana State University. Biofilms are of great concern to many industries, as the cost of dealing with them involves billions of dollars each year. Yet educational opportunities in biofims are currently nonexistent. The Center (now called the Center for Biofilm Engineering, or CBE) is beginning a focus on education in parallel with its continuing mission of biofilm research. Web-based educational tools-represented by the prototype of this project-will allow students in traditional settings to learn better and at their own paces, will support distance or self-taught learners, and will allow institutions with no resident experts in the subjects to provide the opportunity to learn important, new concepts. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Cunningham, Alfred Rockford Ross Montana State University MT Rogers E. Salters Standard Grant 74942 7427 SMET 9178 7427 0000099 Other Applications NEC 0089399 July 1, 2001 Interactive Materials for the Science of Information Technology, An Innovative Physics Course for Non-Majors. Physics (13) A new, innovative physics course, The Science of Information Technology (ScIT). ScIT has been developed and piloted in the studio format in Rensselaer's physics department. ScIT is unusual because (a) it is an upper-level physics course with no prerequisites, (b) it is topically-based, combining discussions of fundamental physical principles with information system applications that interest students, (c) it brings world-class researchers with several different specialties into a classroom of non-majors to talk about the current state of research, and (d) it attracts students from diverse concentrations, with performance in the course essentially independent of physics background. The course does not have a suitable textbook, and supporting materials must be either newly created or drawn from a variety of non-traditional sources. This project supports for the creation, refinement, testing, and national distribution of materials for the course, such as text, multimedia guest lectures, and appropriate in-class activities. The Science of Information Technology covers several topics, such as atomic structure, fiber optics, semiconductor properties, and quantum physics, that are not covered in most traditional introductory courses yet are crucial to the working of information systems used daily by students. Furthermore, the course covers these topics without requiring advanced calculus or prior physics experience from the students, making the course accessible and attractive to the entire student body, as an elective should be. The contributed guest lectures by prominent researchers gives the students insight into the obstacles facing further development and some possible ways to overcome those challenges. This combination of features give ScIT the potential to increase the level of scientific literacy among the rapidly growing population of information technology consumers and users, fostering a greater appreciation for science in general, and physics in particular. A variety of materials are being developed. These include (a) a textbook, which will provide a measure of uniformity to the course; (b) illustrations of the concepts covered within the course, best done with animated graphics, such as Java applets or Shockwave presentations; (c) interactive inquiry-based activities. Existing activities are being refined, and all activities are being evaluated for learning, relevance, and soundness. In addition, guest lectures by researchers are being videotaped, digitized, and integrated into the course materials. Activities and lessons are also being used in and tested for the enrichment of K-12 teachers. Once the course materials have been fully developed and evaluated by respected experts in the relevant fields, they will be distributed nationally through a publisher and an on-line distributor like WebCT. In this way, ScIT is being developed from a pilot offering of a novel science elective to a well-organized, pedagogically-sound learning experience bringing both technology and cutting-edge research into the classroom of non-science majors. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Wagner, Doris Leo Schowalter Rensselaer Polytechnic Institute NY Duncan E. McBride Standard Grant 155000 7427 SMET 9178 7427 0000099 Other Applications NEC 0089400 February 1, 2001 The Use of Hand-Held Computer Algebra System Calculators Throughout the Mathematics Curriculum. Mathematical Sciences (21) The project is providing for a large-scale, multi-stage effort to redesign the entire quantitative curriculum based on the existence of CAS (Computer Algebra Systems) technology. There is adaptation of materials from several texts including Mathematics in Action, Functioning in a Real World, and Interactive Differential Equations. Educational technology is being incorporated into every course. The project stages include: * The development of appropriate materials to implement a detailed and comprehensive plan that has already been developed and agreed to by all the faculty for full integration of CAS technology into all appropriate courses in mathematics and related courses in the sciences and technology. The direct use of CAS is being incorporated into all courses at the calculus and higher levels. All courses below calculus (including developmental mathematics, algebra and precalculus, as well as all related courses in the sciences and technology) are being completely redesigned to reflect the existence of CAS and its use in the higher courses. * A faculty development and training program, especially for part-time faculty, to prepare for the mplementation. * The actual implementation, evaluation, and several stages of revision of the new curriculum. * Full scale evaluation of the project. * Development of a project web site. * A variety of regional and national dissemination activities to acquaint the various professional communities with the results of such an extensive rethinking of the entire curriculum. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Gordon, Sheldon Arlene Kleinstein SUNY College of Technology Farmingdale NY Elizabeth Teles Standard Grant 210000 7428 SMET 9178 7428 0000099 Other Applications NEC 0089401 May 1, 2001 Teaching Laboratories in Fluid Mechanics for Earth Sciences and Engineering. Oceanography (43) It is rare for courses in fluid dynamics to be remembered as defining educational experiences in large part, we believe, because laboratory experimentation and demonstration seldom play a central role. In recent years we have been developing laboratory-based courses at MIT in which artfully chosen experiments based on "research classics" demonstrate principles of rotating fluid mechanics, cultivate physical intuition and nurture and develop experimental skills. Students and faculty have found it a very rewarding experience. This project is developing a) a prototype undergraduate laboratory course for use in teaching of rotating fluid dynamics, b) non-invasive methods to obtain quantitative measurements from experiments, and c) a laboratory guide to help faculty and students at other schools learn fluid mechanics in a laboratory-based setting. The undergraduate course, which is now recognized by MIT as an "Institute Laboratory", provides the context in which, we are developing and evaluating the experiments and teaching methods. Our target audience is sophomores, juniors and seniors majoring in earth science or environmental engineering. But a wide range of students from other science or engineering disciplines are also benefiting. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Marshall, John Glenn Flierl R. Alan Plumb Massachusetts Institute of Technology MA Jeanne R. Small Standard Grant 71319 7427 SMET 9178 7427 0000099 Other Applications NEC 0089404 January 1, 2001 Excellence through Mathematics Communication and Collaboration. Mathematical Sciences (21) This project is producing a video-based, team oriented set of activities designed to provide skills for students taking their first college level mathematics course, thus enhancing their chances of succeeding in the course as well as improving their learning in the course. The basis for this project is that students must be actively involved in teaching themselves, and therefore require training to more effectively do so. The "Excellence Through Mathematics Communication and Collaboration" project is providing such training. Students are assigned to "Focus Teams" of 4 students who are given a set of 10 projects to be completed outside of normal class time involving the soft skills of learning mathematics such as note-taking skills, homework techniques, test preparation skills, and other basic mathematical skills (i.e., organization, logic, notation, and the ability to communicate mathematics verbally.) Each project is a self-contained unit. Projects are being presented on videotape and include written instructions, team exercises, and reports to turn in. Students are held accountable for attendance and participation. Outcomes from the project include (a) a set of 10 video-based projects along with written instructions, worksheets, and web components; (b) a guidebook with detailed instructions for faculty; (c) a pilot test of the project; (d) an evaluation/assessment plan for effectiveness of the project and a report of the results; and (e) dissemination of the project to the professional community. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Riedel, Herbert Tri-County Technical College SC Elizabeth Teles Standard Grant 58682 7427 SMET 9178 7427 0000099 Other Applications NEC 0089406 January 1, 2001 Event Driven Programming. Computer Science (31) This project produces curricular materials for a course in event driven programming. The materials include two standard course modules and two case studies. These are pilot tested at the developing institution and at a number of other institutions over a two year period. A prospectus is developed for a textbook that treats event driven programming from a computer science perspective and helps to provide computer science graduates with a better understanding of the event driven paradigm and its application. Event driven programming is becoming a significant factor in the design of new information and industrial systems and in integrating legacy systems with interactive technologies. Future graduates of computer science programs need to have a strong technical and conceptual background in event driven programming, and computer science faculty need to be able to teach these techniques and concepts effectively. The project includes professional development for computer science faculty, through tutorials at national and international conferences and through dissemination on the Web, to gain familiarity with event driven programming and its importance in the CS curriculum. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Fossum, Timothy Stuart Hansen University of Wisconsin-Parkside WI Jane C. Prey Standard Grant 74999 7427 SMET 9178 7427 0000099 Other Applications NEC 0089408 June 15, 2001 Problem-Based Learning and Physics: Developing problem solving skills in all students. Physics (13) The problem-based learning (PBL) program initiated at the University for reforming undergraduate science teaching is being expanded beyond the University by the development of instructional models and materials made accessible to faculty worldwide through an online clearinghouse. The project is developing a database of problems, instructional models, evaluation tools, and web-based resources that effectively incorporate PBL across the content framework of introductory undergraduate physics courses. Materials are being collected and reviewed for a wide variety of introductory physics courses, for both science majors and non-science majors, across all levels of instruction and class enrollment. In addition to collecting existing problems and material, teh project is implementing problem-writing workshops as an important element in developing the collection of PBL materials needed to cover the different curricula of physics at the college level. Selected clearinghouse problems will also be adapted to the high school setting. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Watson, George Barbara Williams Barbara Duch Edmund Nowak University of Delaware DE Duncan E. McBride Standard Grant 165000 7427 SMET 9178 7427 0000099 Other Applications NEC 0089410 March 15, 2001 Refinement of Introductory Engineering Thermodynamics Computer-Based-Learning Modules. Engineering - Other (59) In this project, we are refining, expanding, and rigorously assessing an existing interactive, multi-media, self-paced computer-based learning prototype for introductory engineering thermodynamics. The prototype includes all topics in a typical introductory engineering thermodynamics course and incorporates several active learning techniques such as laboratory simulations, exposure to thermodynamic equipment, animation of concepts, instantaneous feedback, positive reinforcement, and others. In order to improve the instructors' understanding of student learning, we are adding electronic data gathering to the prototype. These data measure usage patterns (e.g., time on task, distribution of study time, and frequency of screen visits) and user performance (e.g., grades on internal mini-examinations, in-class examinations, and instructor evaluation of students). Student perceptions (e.g., questionnaires and student interviews) are also being assessed. These results are analyzed to refine and improve the existing prototype, and to identify those active learning techniques that work best in the computer-based-instruction (CBI) mode. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Anderson, Edward M. Sharma Roman Taraban Texas Tech University TX Russell L. Pimmel Standard Grant 240001 7427 SMET 9178 7427 0000099 Other Applications NEC 0089412 May 1, 2001 Database Courseware: Examples, Lab Exercises, Tests, and Animation. Computer Science (31) The database course is a standard offering within computer science programs, yet the material remains inaccessible to many students because concrete examples and illustrations are too often lacking. The flat format of a paper text is not optimal for providing such materials. Therefore we are creating courseware for the database course that includes both animations and other materials to assist student learning of data modeling, SQL, query optimization and transaction processing. Students will be able to follow query processing through these animations rather than relying on theoretical abstractions. These materials will be valuable irrespective of the text chosen for a particular course. The materials will be evaluated at several different sites in order to judge their value and to optimize them. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Guimaraes, Mario Martha Myers Kennesaw State University GA Ernest L. McDuffie Standard Grant 74735 7427 SMET 9178 7427 0000099 Other Applications NEC 0089417 May 15, 2001 A Series of Workshops in the Chemical Sciences. Chemistry (12) A consortium consisting of institutions including Georgia State University, the Georgia Institute of Technology, the University of Georgia, Emory University, the Centers for Disease Control and Prevention in Atlanta, Williams College, James Madison University, Millersville University, the University of California at Riverside, the University of Illinois at Chicago, Utah State University, and Washington State University is offering five-day intensive workshops in the following areas: Chemical Education, Chemistry of Art, Chemometrics, Combinatorial Chemistry, Computational Chemistry, Environmental Chemistry, Forensic Science, Laser Technology, Metals in Biology, Molecular Genetics, Multidimensional Nuclear Magnetic Resonance, Organometallic Chemistry, Phototchemistry, and Polymer Chemistry. These workshops include extensive "hands-on" experience for the participants. Materials that can be readily incorporated into participant instructional activities are being provided. The target audience for these activities is primarily faculty from undergraduate institutions, plus conservators and forensic, biomedical and public health scientists with significant educational responsibilities. The goals of the workshop program include: (1) augmentation and upgrading of participants' knowledge in selected areas; (2) the integration of chemistry and biochemistry into other fields; (3) exposure of participants to new or emerging scientific fields derived from current research activity; and (4) development of new approaches for the implementation of workshop materials into the vocational mission of the participants. The program consists of twelve yearly workshops and two annual reunions over a three-year period. Approximately 850 participants will be served by the program; a total of 3,600 participant-days of instruction will be generated. Some workshops are being scheduled in conjunction with national or regional American Chemical Society meetings. A key goal is the rotation of those workshops that are mobile among the consortium sites in order to serve a geographically dispersed pool of participants. CCLI-NATIONAL DISSEMINATION DUE EHR Smith, Jerry Lawrence Kaplan David Collard Emelita Breyer Georgia State University Research Foundation, Inc. GA Susan H. Hixson Continuing grant 1853807 7429 SMET 9178 7429 0000099 Other Applications NEC 0089420 April 15, 2001 EPSYCH: Interactive simulations and experiments in Psychology. Psychology - Cognitive (73) The realm of the mind is mental process: thinking is not an object, but an intricate activity carried out by the brain. Traditional educational forums (classroom lectures, books) cannot readily depict the dynamic and reactive character of human thought; instead, they merely describe these processes. An alternative approach is to use computer-mediated educational materials that enable students to experience human thought processes. In previous work, sponsored by NSF, we created some educational units for an interactive website known as epsych. Epsych provides students with interactive demonstrations, experiments, and models designed to reveal our current understanding of the dynamics of thinking. Previous units include vision, hearing, decision-making, and learning. Now we are extending this site by adding units on language, problem-solving, brain and mind, consciousness, social processes, memory, and comparative psychology. These units incorporate a number of modules, each of which includes Java programs that allow students to conduct experiments, interact with psychological models, and experience demonstrations about psychological processes. From these experiences, students acquire a better understanding about how human thinking works, as well as a better appreciation for the role of experimentation in illuminating psychological processes. Several aspects of the site make it both user-friendly and learner-friendly. The site incorporates a number of indexes that allow for fast access to individual demonstrations, experiments, simulations, and units. A consistent look-and-feel across the site also facilitates user interaction. To sustain student motivation, the site challenges students with puzzles, allows them to manipulate and control interesting models of thought, and provides information on their own performance vis-a-vis other students. National dissemination is currently being performed via the World Wide Web. Instructors nationwide have access to a mailing list that shares new developments, bug reports, comments, and invitations to participate in beta testing of new modules or provide comments about modules under developments. To provide long-term support, we are seeking contacts with publishers as a way to transition the site to commercial support. The site is compatible with CD-ROM publication or with a password-protected web site. EXP PROG TO STIM COMP RES CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Bradshaw, Gary Nancy McCarley Mississippi State University MS Myles G. Boylan Standard Grant 319324 9150 7427 SMET 9178 7427 0000099 Other Applications NEC 0089423 February 1, 2001 Virtual Biochemistry - An Interactive 3D Laboratory Course Using Java. Biological Sciences (61) The Virtual Biochemistry Laboratory is a comprehensive, fully interactive, three-dimensional laboratory course (on CD-ROM) in biological chemistry for college undergraduate students. This virtual laboratory provides the opportunity for students to conduct virtual experiments, thus it acquaints students with laboratory techniques and procedures enabling them to perform the same or similar experiments in an actual laboratory. Secondary benefits include precautionary training in the handling of dangerous and/or expensive reagents. More than this, however, the virtual laboratory offers a "warehouse of parts" within which students can work independently to explore essential questions about biological systems and seek answers to these questions by means of experiments they design and conduct. The Virtual Biochemistry Laboratory uses the programming language Java, including Java 3D and JavaBeans and is based on the component model of software design. The design of the Virtual Laboratory provides total independence to the student user for the planning and execution of experiments and the analysis of the resulting data. The software is sufficiently general that it can be adaptable to any typical biochemistry laboratory experiment. This generality and flexibility permits students to ask essential questions about biological systems, to define subsidiary questions that elaborate on the essential questions, and then to use the "warehouse of parts" in the virtual laboratory to design experiments that will provide answers to those questions. In this way, under guidance from the instructor and via collaboration with peers, students learn to problem-solve, not only via the application of the scientific method, but also via the processes of self-reflection, trial and error, and the construction of a body of knowledge that emerges as students link practice and theory while integrating lectures, labs and readings in the process of doing virtual experiments. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Grisham, Charles University of Virginia Main Campus VA V. Celeste Carter Standard Grant 75000 7427 SMET 9178 7427 0000099 Other Applications NEC 0089425 February 1, 2001 Electronic Biochemistry - An Interactive E-Book Version of an Existing Biochemistry Textbook. Biological Sciences (61) The Electronic Biochemistry e-book is a fully interactive, digital resource that transcends the limitations of the two-dimensional printed page and demonstrates the natural richness of the biochemical world in the three dimensions of space and the fourth of time. Through this project, interactive learning modules are being developed and tested and learning environments are being created that prompt students' attention. The e-book utilizes three software technologies including Chime, a molecular modeling plugin; Java, an object-oriented programming language; and Flash, software that creates animations in the HTML environment using streaming vector graphics. The e-book is compatible with PC and Apple Macintosh computers. The investigators are also developing, in partnership with publishers, software developers and industry liaisons, a standard computing tablet/e-book reader platform of sufficient power and features to facilitate better e-book delivery for this and other textbooks. The Electronic Biochemistry e-book is not the result of a simple transfer of text and figures from a paper textbook to an electronic format, with the addition of molecular modeling, Java applets, and animations. Rather, it is a rich and extensive biochemistry "sandbox", in which students can play, learn, imagine, problem-solve, and create, with few limits. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Garrett, Reginald Charles Grisham University of Virginia Main Campus VA Daniel Udovic Standard Grant 563026 7427 SMET 9178 7427 0000099 Other Applications NEC 0089434 May 15, 2001 The Geography Faculty Development Alliance: Workshops and Seminars to Improve the Teaching and Learning of Geography in Higher Education. Geography (88) This is a 5-year project of workshops and seminars supporting a long-term, broad-based improvement in the learning and teaching of geography in higher education. This is being accomplished by providing junior faculty and advanced doctoral students with the theoretical and practical knowledge needed to excel in the lecture hall, seminar room, and laboratory. Participants are learning methods of active pedagogy, inquiry-based learning, teaching with technology, and topics often overlooked in today's graduate curriculum -- course planning, student assessment, discussion leadership, lecturing skills, field study, and evaluation methodologies. Key objectives of the project are to foster a culture of support and success for young faculty, to help them understand the fundamental interconnections between their teaching and research, and to advance the scholarship of teaching and learning across the entire discipline. To this end, the workshops are being led by some of geography's most accomplished scientists, scholars and teachers. These senior scientists, who also comprise the project's advisory board, are also assisting in establishing a mentoring network for participants in the project. To reach these goals, two workshops of one week duration are being held each summer for five years (2002-2006), with each workshop enrolling twenty participants. In addition, follow-up seminars, panel discussions, and paper sessions are being scheduled at the annual meetings of the Association of American Geographers and the National Council for Geographic Education to broaden the impact of the project, both to other faculty and institutions, and to K-12 teachers. A longitudinal evaluation/research component is assessing the value of this training to young faculty, particularly during the tenure review process. A final component involves publishing the workshop materials as a stand-alone course for use in graduate geography programs. CCLI-NATIONAL DISSEMINATION TEACHER PREPARATION PROGRAM DUE EHR Foote, Kenneth University of Colorado at Boulder CO Myles G. Boylan Standard Grant 993862 7429 7348 SMET 9178 7429 7348 0000099 Other Applications NEC 0089435 February 1, 2001 Online Statistics Education: An Interactive Multimedia Course of Study. Interdisciplinary (99) The Rice Virtual Lab in Statistics (RVLS) is an integrated collection of simulations, case studies, routines for data analysis, and explanatory text and is designed to implement reforms in statistics education that were proposed in the early 1990's. These reforms include (a) placing less emphasis on mathematics and more emphasis on data analysis, (b) developing simulations to make abstract concepts more concrete and to allow students to discover important principles themselves, (c) increasing the use of real data, and (d) including hands-on activities or active learning tasks (learning by doing). Measured by its use over the internet, the RVLS has been successful in providing resources for classroom instructors. Its major limitation, however, is that it does not provide a complete and autonomous curriculum. Specifically, it does not contain stand alone teaching modules that allow students to learn autonomously without the guidance of the formal classroom setting. To remedy this, we developed an on-line multimedia textbook in statistics, incorporating and extending the materials in the RVLS. The textbook consists of modules that integrate lecture segments, simulations, self-testing exercises, and real data from case studies. Its lectures are available as audio overlays of "blackboard" presentations (in addition to a pure text option). Students' performances on exercises at the end of each chapter are recorded (optionally) as evidence of mastery of particular topics. The textbook is freely available on the internet. The project embodies a collaborative effort between Rice University and the University of Houston-Downtown Campus. This collaboration ensures that the materials are appropriate for students with varying degrees of mathematical background. It also serves to broaden the participation of under-represented groups since the University of Houston-Downtown Campus serves primarily minority students. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Lane, David Daniel Osherson David Scott Michelle Hebl Rudy Guerra William Marsh Rice University TX John R. Haddock Standard Grant 401990 7427 SMET 9178 7427 0000099 Other Applications NEC 0089912 September 1, 2000 Improving the Mathematics Subject-Matter Preparation of K-8 Teachers: a pilot project of the American Association of State Colleges and Universities. The American Association of State Colleges and Universities (AASCU) is developing a pilot project focused on improving undergraduate mathematics instruction for prospective elementary school teachers. The project design is based on the hypothesis that changing university teaching strategies is best accomplished when both faculty and the senior academic leadership of a university work together to develop and implement activities supporting comprehensive reform. The proposed project involves several key elements: the active leadership and involvement of the president and chief academic officer, including the participation of the chief academic officer on campus teams of faculty and administrators; individualized campus plans tailored to and responsive to the unique context of specific campuses; an initial week-long summer teaching seminar for teams of faculty and administrators from AASCU campuses in the summer of 2001, focusing on research-based best practices in teaching mathematics; a year-long implementation process on individual campuses; and a concluding two-day follow-up seminar the subsequent summer to discuss successes and challenges. CCLI-NATIONAL DISSEMINATION CCLI-ADAPTATION AND IMPLEMENTA TEACHER PREPARATION PROGRAM DUE EHR Mehaffy, George American Association of State Colleges & Universities DC Joan T Prival Standard Grant 231259 7429 7428 7348 SMET 9178 9177 9103 7429 7428 0000099 Other Applications NEC 0090130 September 1, 2000 Making the Case for Technological Literacy. The International Technology Education Association (ITEA) has developed and distributed the Standards for Technological Literacy. The National Academy of Engineering has supported this effort and has convened a committee to make the case for teaching technological literacy in schools, and the Institute of Electrical and Electronic Engineers has convened conferences on this issue. Two year colleges are developing programs to alleviate the major shortages of technologically competent people to work as technicians. Yet the average citizen has little appreciation for the importance of a basic understanding of technology, its development and history and its effect on society and society's effect on technology. This project is collecting information and ideas on the concepts technologically literate citizens should know from a leaders in the technology community. The information will be used to publish a book on technological literacy aimed at a general audience. ADVANCED TECH EDUCATION PROG DUE EHR Pool, Amy Florida State University FL Gerhard L. Salinger Standard Grant 59880 7412 SMET 9178 1032 0000099 Other Applications NEC 0090761 October 1, 2000 Technology Education Research Conference. There is increasing interest in the teaching of technological literacy in schools. Technological literacy is the basis for the development of programs in Advanced Technological Education (ATE) Research into how students come to understand technological concepts lags behind similar research in science and mathematics education. This conference is the second conference of researchers in science and technology education to consider how students learn about technology. The first conference surveyed existing issues. This conference is to discuss specific models that would be useful in technology education and provide some guidance in planning research projects. The research will influence materials development and professional development projects in ATE and Instructional Materials Development (IMD.) ADVANCED TECH EDUCATION PROG DUE EHR Nelson, George American Association For Advancement Science DC Gerhard L. Salinger Standard Grant 30000 7412 SMET 9178 1032 0000099 Other Applications NEC 0090774 September 1, 2000 Education for the Analytical Sciences - Year 2000 and Beyond. Chemistry (12) This project promotes activities and ideas originating from efforts in the analytical sciences funded by the Division of Undergraduate Education. The report, "Curricular Developments in the Analytical Sciences," issued in 1997, recommends changes in the undergraduate analytical sciences curriculum, including moving to a strong emphasis on problem-based learning. Analytical science covers not only analytical chemistry but also its applications in many disciplines ranging from biotechnology to microelectronics. This project facilitates dissemination of the results of these new curricular efforts through symposia, short courses, and workshops at professional meetings such as the Pittsburgh Conference on Analytical Chemistry and Applied Spectroscopy, the Federation of Analytical Chemistry and Applied Spectroscopy Societies, the Eastern Analytical Symposium, and national and regional meetings of the American Chemical Society. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Settle, Frank Washington and Lee University VA Susan H. Hixson Standard Grant 31200 7428 SMET 9179 9178 7428 0000099 Other Applications NEC 0090855 July 1, 2001 Academic Scholarship Program in Computer Engineering. This project provides 20 scholarships the first year and 40 scholarships the second year for students majoring in computing engineering. Thus the first cohort of scholars receive continued support if they maintain their eligibility in the program. During the third year, scholars can participate in industrial internships or on-campus research projects. Recruitment into the program focuses on graduates of community technical colleges, undecided engineering students, and those interested in transferring from other disciplines into computer engineering. Computer engineering faculty serve as advisors for the scholars, while academic support services such as peer mentoring and tutoring are available through the Institute of Teaching and Learning at the University of Connecticut. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Ammar, Reda A Anwar University of Connecticut CT Kenneth Lee Gentili Standard Grant 197988 1536 SMET 9178 1536 0000099 Other Applications NEC 0091469 January 1, 2001 Computer Science and Engineering Technology Scholars Program. The Computer Science and Engineering Technology (CSET) Scholars program is providing scholarships in computer science and engineering technologies, with special consideration to underrepresented groups (women and minorities) from the community's federally designated enterprise community and state designated enterprise zone. Participants are pursuing associate of applied science degrees in webmastering, e- commerce, computer programming, computer networking, computer maintenance, digital media design, electrical and computerized control systems, robotics, laser electro- optics, chemical technology, semiconductor manufacturing, biomedical equipment, medical imaging, facilities maintenance engineering, drafting and design, manufacturing engineering, machine shop operations, and other applied engineering programs. Program objectives are recruitment of qualified students, implementation of support systems to aid in retaining students once enrolled, course instruction, and job placement upon graduation. A support system provides mentoring and tutoring services to CSET Scholars, with additional support as required provided by the Deaf and Disabled Student Services Office and the Women's Resource Center. Participants meet biweekly with a small advisory committee comprised of representatives of these campus support offices, with each meeting designed to address unmet needs and troubleshoot problems which may be preventing the CSET Scholar from achieving success in his or her area of study. Job placement at the program's conclusion is being facilitated through the major course of study, as each department has an industrial advisory committee and other liaisons with industry which assist with graduate employment. Evaluation of program success is based on grade point average, attendance, completion rates, survey responses, and graduation placement. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Blinka, Charles Carliss Hyde Texas State Technical College-Waco TX Elizabeth Teles Standard Grant 270000 1536 SMET 9178 1536 0000099 Other Applications NEC 0092637 March 1, 2001 Computer Science, Engineering, and Mathematics Scholars. This project is providing scholarships to low- income, academically talented students who show interest and promise in majoring in computer science, engineering, and mathematics. The college is providing a student- support infrastructure through its Center for Science Excellence (CSE), thus facilitating the successful graduation of students with an associate- level degree and transfer to a four- year college or university. The college's student- support infrastructure coordinates formal study, work experience in science and technology, and various science- and technology- based activities through a social support system. It provides academic support in the form of mentoring, academic workshops, tutoring, internship opportunities, leadership development, scientific seminars, and field trips. Through active recruitment efforts in CSE and a competitive application process, the college is selecting 40 financially disadvantaged, academically talented students interested in computer science, engineering or mathematics who meet all the eligibility requirements. The scholarship awards are being distributed during the recipients' second year of enrollment at the College and during their first year of transfer. Scholarship recipients will enroll as full- time students, be expected to maintain a minimum 3.0 grade point average, and follow an educational plan prescribing a sequence of courses that is enabling them to graduate and transfer to a baccalaureate- granting institution. Experience shows that gaining access to a coordinated support system of mentoring, internships, and enrichment activities along with high academic expectations is an important contribution to students' success. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Mead, Terrill Contra Costa Community College CA Elizabeth Teles Standard Grant 283500 7412 1536 SMET 9178 7204 1536 1032 0000099 Other Applications NEC 0093024 July 1, 2001 Computer and Engineering Technology Scholars Program. The Computer and Engineering Technology (CET) Scholars Program is designed to provide scholarships to 50 students studying in the areas of Computer Information Technology, Computer-Aided Drafting and Design, Microcomputer Electronics, Electronics Engineering Technology and Robotics and Automated Systems Technology. These majors are all considered advanced technology careers in the state of Pennsylvania. In addition to excellent career opportunities in the region for graduates, these programs offer transferability into baccalaureate programs at local four-year colleges. Working through the Affirmative Action Office of the college, multiple sources are used to contact interested young people, especially women and minorities. High school counselors, scout troops, church youth groups, a web site, and school and group presentations are some of the methods used for recruitment. Factors used by the scholarship selection committee are group diversity, financial need, grade point average (2.8 or higher for selection), letters of recommendation describing career potential, and commitment to career advancement. Working with the Financial Aid Office to build a complete package, the CET Scholars are awarded up to $2,500 per year toward their school expenses. Regardless of major, all CET Scholars complete a common one-year core of Technical Mathematics and Technical Physics designed specifically to enhance the use of these topics by the technology majors, encourage collaborative work, and to stress mastery of conceptual topics. A unique feature of the program is that all CET Scholars complete an external Work Keys Assessment Process. This assessment certifies, to the student, the employer, the school and the funding agencies, the quality of the education and training received. National Work Key Assessment Profiles are available for the careers being targeted by this project. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Cunningham, Pearley Brenda Trettel Community College of Allegheny County College Office PA Duncan E. McBride Standard Grant 182500 1536 SMET 9178 1536 0000099 Other Applications NEC 0093503 June 1, 2001 Peer Mentoring and Scholarships as Retention Tools in Computer Science and Mathematics. This program focuses on the recruitment of underrepresented populations to mathematics and computer science, and the retention of majors through the critical first year of study. Approximately one third of the scholarships are committed to recruitment of community college graduates and the remaining scholarships are committed to recruiting freshman. In both cases special attention is given to underrepresented populations. Retention is addressed using a combination of peer mentoring, tutoring, and mathematics oriented socialization. Members of the mathematics honor society serve as peer mentors. These exemplary students are role models for the freshman and junior transfers. Each of these individuals forms the core of a study group that includes one junior transfer and two freshmen scholarship recipients. Development of proper study habits is an essential element of the mentoring process. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Marande, Robert James Pomfret Bloomsburg University of Pennsylvania PA Theodore W. Hodapp Standard Grant 270000 1536 SMET 9178 1536 0000099 Other Applications NEC 0093735 January 1, 2001 Computer Science Scholarship Program. The overall goal of this project is to improve the recruitment and retention of low-income, academically capable students, especially women and African-Americans, in computer science. In addition to existing programs and support structure, new activities, based on research related to these issues, are helping to improve the campus climate for the students. Support activities include weekly visits of scholarship recipients with their advisors, peer study groups, tutoring, group projects, positive classroom climate and faculty training workshops. The training workshops foster faculty awareness of, and sensitivity to, the difficulties that women and African Americans face in computer science, mathematics and physics, while encouraging faculty to generate specific ideas for enhancing the learning environment. When the scholarship funding ends, students go on to intern and co-op positions with local businesses and industries. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Magoun, Aubrey Virginia Eaton Jose Cordova The University of Louisiana at Monroe LA Bevlee A. Watford Standard Grant 162500 1536 SMET 9178 1536 0000099 Other Applications NEC 0093990 September 1, 2001 Computer Science, Engineering, and Mathematics Scholarships. This project provides 20 scholarships to talented, low- income students pursuing associate degrees in computer science, computer information systems, engineering, or mathematics. Special consideration is given to women, ethnic & racial minorities and persons with disabilities. The implementation and management plan for this project is clear and effective, strengthened by its leadership and participation of faculty and staff from Women's Programs and Services for Students with Disabilities. This group has developed a unique plan for individualized support and thorough planning for each scholarship recipient, including the development of an Individualized Success Plan, a Faculty Mentor Program and opportunities for internships with local employers. Strong collaborations with private business and industry are an important component of the program. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Hartzler, Rebecca Melissa Filkowski Edmonds Community College WA Robert Stephen Cunningham Standard Grant 135000 1536 SMET 9178 1536 0000099 Other Applications NEC 0094071 August 1, 2001 Mathematics, Computer Science, Computational Science Scholarship Program. The Brockport Mathematics, Computer Science and Computational Science ( BMACS ) Scholarship Program consists of a comprehensive plan that includes high quality educational programs, and a strong plan to manage and administer the program using the talents of highly skilled faculty members assisted by industry- related Advisory Boards. The program has the full backing of a committed administration and the support of a strong student infrastructure that enhances existing campus programs ( such as the McNair and CSTEP programs) without supplanting them. This program aims to significantly increase the number of talented, but economically disadvantaged students in the three majors who can successfully complete a degree in a timely manner and go on to employment in their field or graduate school. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Miller, Sanford SUNY College at Brockport NY Kenneth Lee Gentili Standard Grant 273000 1536 SMET 9178 1536 0000099 Other Applications NEC 0094212 May 1, 2001 Computer Science, Engineering, and Mathematics Scholarship Fellows Program. These scholarships support low- income students who are majoring in math, computer science, or any engineering discipline. The overarching goal of the program is to help low- income students in the targeted disciplines to successfully complete a stage within the degree program which is documented as a point of unusually high attrition at the Unviersity of Rochester. The program aggressively supports and retains low-income students within the first and second years, leading up to the declaration of the major during the second semester of sophomore year. The Program seeks at least a 50% participation rate for women and members of minority groups. Unique learning communities of small groups of first and second year students are established in each of the targeted disciplines. Each learning community is guided by a graduate student, and meets weekly for study, enrichment activities, and group- building events. The full group of scholarship recipients meets on a monthly basis with members of the Steering Committee. Each student recieves intensive support services aimed at keeping the student in the major. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Green, William Beth Olivares University of Rochester NY Duncan E. McBride Standard Grant 270000 1536 SMET 9178 1536 0000099 Other Applications NEC 0094255 July 1, 2001 The Computer Science, Engineering, and Mathematics Scholarship Project. The Computer Science, Engineering and Mathematics Scholarship Project provides 55 scholarship awards of $895 per semester to full-time, academically talented, Pell-eligible students who are enrolled in programs leading to the Associate in Applied Science (AAS) or Associate in Science degree in computer information systems, electronics computer technology, electronics manufacturing technology, networking technology, computer science, engineering, or mathematics. The CSEMS project is being implemented at the partner colleges of Glendale Community College (GCC) and South Mountain Community College (SMCC), two schools who have led systemic reform initiatives in mathematics and science curriculum through the ACE (Achieving a College Education) Program. First implemented in the 1980's, these ACE 2+2+2 programs target low income, first generation, and minority students beginning in their sophomore year of high school and have been nationally- recognized for success in retaining "at risk", predominately Hispanic, students in the pipeline which leads to associate and baccalaureate degrees. The CSEMS project adapts from the ACE program these primary student support strategies: 1) Individual Education Plans (IEP); 2) academic support services (i.e., tutoring, study strategies); 3) faculty/industry representative mentors for students; 4) ongoing monitoring/tracking with early intervention services as required; 5) monthly special events/activities that provide student interaction with faculty/industry representatives and applicant ion-oriented experiences (i.e., field trip s to high tech workplaces);and 6) job placement services as appropriate. Project evaluation includes ongoing monitoring of performance outcomes, annual student/mentor surveys, and post-graduate placement of students in either jobs or continuing higher education programs. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Jeffery, Charles John Mildrew Maricopa County Community College District AZ Robert Stephen Cunningham Standard Grant 220724 7412 1536 SMET 9178 7204 1536 0000099 Other Applications NEC 0094420 September 1, 2001 Computer Science, Engineering, and Mathematics Scholarships Program (CSEMS). This program provides funds to math, engineering, and computer science students for one and two year scholarships. This enables the students to complete their academic programs in a more timely manner. This program also includes industry mentors for each student, one-on-one faculty advisors, second year industry- based cooperative education and service learning opportunities, professional development activities, and strong student support services. This scholarship program provides broad opportunities that enable the participation of talented, but low-income students, underrepresented minorities, and person with disabilities the opportunity to complete an associate degree and to enter the workforce in this area of national need. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Schaaf, Joel Dan McCuaig Maggie Stuart Carol Flakus Lower Columbia College WA Sheryl A. Sorby Standard Grant 212625 1536 SMET 9178 1536 0000099 Other Applications NEC 0094432 September 1, 2001 Computer Science, Engineering, and Mathematics Scholarships Program (CSEMS). This project provides 40 scholarships for financially disadvantaged students in the areas of computer science, mathematics and engineering technology. Recruitment efforts feature a special focus on underrepresented minorities and women. Student support activities are leveraged with funding from several other federal programs, providing scholars with outstanding academic and social opportunities that include peer tutoring, a colloquium series, and summer research. There are ample opportunities for scholars to participate in meaningful internships and excellent prospects for professional employment in the indicated disciplines. A special emphasis is placed on urban science which relates directly to the environment of the institution. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Alo, Richard University of Houston - Downtown TX Susan L. Burkett Standard Grant 273850 7412 1536 SMET 9178 7204 1536 0000099 Other Applications NEC 0094437 August 15, 2001 Computer Science, Engineering, and Mathematics Scholarships. Eastern Kentucky University primarily attracts students from central, eastern, and southern Kentucky. Many of these students (about 40% qualify for Pell Grant) have financial problems, which forces them to try to work full time and go to school full time. This affects the retention rate, graduation rate, and also affects the major that they pick. The number of mathematics and mathematics teaching majors has been very low now for many years. As a result of this there is a shortage of secondary teachers of mathematics in the state of Kentucky and especially in this region. The forty scholarships are helping to solve many of the problems in attracting, retaining, and graduating academically talented students in computer science and mathematical sciences. Outcomes of the project will be an increase in enrollment, graduation rate, and quality of the programs. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Rezaie, Jaleh Donald Greenwell Eastern Kentucky University KY Mark James Burge Standard Grant 270000 1536 SMET 9178 1536 0000099 Other Applications NEC 0094439 February 15, 2001 Math and Computer Science Transfer Scholars Program. This scholarship program provides funds to prepare computer science and mathematics students for graduation within two years of acceptance into the program and for successful entry into a career field related to their discipline or graduate study in computer science or mathematics. The objectives of this scholarship program are to increase the number of low income, academically qualified students obtaining undergraduate degrees in computer science and mathematics and to increase the number of advanced study and career and employment opportunities for participants in the program. The target group of candidates for this scholarship program is transfer students from community colleges. Support includes services provided by the Learning Center, Career Center, the Director of New Students and Retention and the Office of Multicultural Affairs. The Department of Mathematics, Computer Science and Physics, in conjunction with various campus offices, provides one-hour seminars each semester for participants on topics related to academic life and planning and preparing for entry into a career or advanced study. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Shorter, Paula Rockhurst University MO Theodore W. Hodapp Standard Grant 101250 1536 SMET 9178 1536 0000099 Other Applications NEC 0094451 August 1, 2001 Computer Science, Engineering, and Mathematics Scholarships. The National Science Foundation Computer Science, Engineering, and Mathematics (CSEMS) project is providing scholarships for low income, academically talented students, enabling them to pursue degrees in computer science, computer technology, engineering, engineering technology, and mathematics. There are two complementary aims of the program. The two- year degree program prepares students to make the transition to a four- year degree program. In addition, associate and certificate programs provide opportunities, not only for pursuing additional degrees, but also for workforce placement in an area with high unemployment but strong occupational demand for people with the training and education in these technical areas. Recruitment, retention, matriculation, graduation, and continuing education/ placement are the focus of students participating in the program. Well-established academic support and mentoring programs strongly embedded in the management philosophy and college vision provide strong retention support to assure that students complete the programs. The program has four goals: improved education for all students in the stated disciplines, increased retention to degree achievement, improved professional development and employment for participating students, and strengthened partnerships between institutions of higher education and related employment sectors. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Stretcher, Gary Lamar State College-Port Arthur TX Lee L. Zia Standard Grant 211200 1536 SMET 9178 1536 0000099 Other Applications NEC 0094454 January 1, 2001 Computer Science, Engineering and Mathematics Scholarship Opportunity Program. The Computer Science, Engineering, and Mathematics Scholarship (CSEMS) Opportunity Program is designed to provide an innovative pathway for academically talented, low- income students to enter an educational track in computer science, engineering, or technology; graduate with an associate degree, transfer to four-year colleges, or directly enter the workforce. This is being accomplished through the implementation of a structured mechanism that moves students through critical junctures in the educational process. With an inclusive team of educators, industrialists, scientists, and concerned public officials, the project is using the following goals to guide an educational path for continuing excellence: 1) To include diverse student groups who are academically- talented and low- income into the National Science Foundation's Computer Science, Engineering, and Mathematics Scholarship Program. 2) To build a coalition of scientists, educators, and concerned industrialists, with the purpose of enhancing the degree of active participation and success of CSEMS students. 3) To institute an inclusive student support services system that enhances each learner's rate of active persistence, continuing scholarly performances, appropriate placement in four- year colleges and/ or employment, and overall satisfaction with college experiences. 4) To enhance the degree of student- college "fit", and therefore academic survival and success, of the first- time and full- time enrollees in CSEMS Opportunity Program. 5) To establish a continuous system of documenting the impact of the CSEMS program in assisting students to successfully achieve desired outcomes. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Rinehart, Frank Monroe Community College NY Elizabeth Teles Standard Grant 241105 7412 1536 SMET 9178 7204 1536 1032 0000099 Other Applications NEC 0094484 June 1, 2001 Mathematics and Computer Science Scholarship Program. Twenty-five lower-division undergraduate and fifteen graduate students in computer science, statistics or mathematics are being supported via financial aid, internships, group sessions, and outside speakers. As they enter the program, they receive an intensive orientation. As they progress through the program, they receive close monitoring to ensure their success via bi-weekly meetings with the PI and monthly group meetings. Students are organized into peer study groups to encourage performance in computer science and mathematics courses. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Gray, Mary American University DC Ernest L. McDuffie Standard Grant 270000 1536 SMET 9178 1536 0000099 Other Applications NEC 0094493 March 1, 2001 Computer Science, Engineering, and Mathematics Scholarships. This project is designed to increase opportunities for students to successfully complete degree programs in engineering, telecommunications engineering, electronics technology, mathematics, and computer science. Objectives of the CSEMS project are to increase the matriculation, retention, and graduation rates of students enrolled in five degree programs, establish new and enhance existing support programs for students, increase the awareness of high school students about the opportunities in the CSEMS fields, increase partnerships with industry and government agencies for internships and permanent hires of the CSEMS scholarship graduates, and create assessment tools that will be used to monitor the impact of the CSEMS project on the community. Internships are an important component to the CSEMS project. Special effort is being given to strengthening existing relationships with industry and identifying new sources of internships for CSEMS students in the private and government sectors. Forging new partnerships with the private sector enhance CSEMS students' opportunities for terminal employment. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR hrncir, duane Mesa State College CO Elizabeth Teles Standard Grant 270000 1536 SMET 9178 1536 0000099 Other Applications NEC 0094500 January 15, 2001 Computer Science, Engineering, and Mathematics Scholarship Program. This scholarship project is a collaboration between Horry-Georgetown and York Technical Colleges. Both institutions have nationally recognized, advanced computer and engineering technology curricula and have a specific need to assist academically prepared students to complete their two- year degree in the prescribed time. All of the participating programs are academically strenuous and require a full summer semester between the freshman and sophomore years. Through the implementation of the Computer Science, Engineering, and Mathematics Scholarship (CSEMS) program, the colleges are identifying up to forty students of academic merit who are at risk of not completing their degree requirements due to financial need, and to support and insure their graduation. The goals of the project include increasing the retention rate of students enrolled in the programs, improving the higher education placement rate of participating students, and strengthening partnerships between the colleges and the area industries who employ the graduates. This project is extending a one-year award from the prior year. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Davis, Gary Nancy Dudley Timothy Jessup John Vaught Marc Tarplee Horry-Georgetown Technical College SC Elizabeth Teles Standard Grant 198000 1536 SMET 9178 1536 0000099 Other Applications NEC 0094511 March 15, 2001 Encouraging the Technological Sciences in Appalachia. The Appalachian College Association (ACA), a consortium of 33 private liberal arts colleges in central Appalachia, was formed to maximize the efforts of these colleges by facilitating their ability to share resources. Central Appalachia needs computer scientists, engineers and mathematicians, but most of the colleges graduate only a small number of students in these areas. This projects provides forty scholarships a year for two years to qualified third or fourth year students from the Appalachian area attending one of 31 ACA schools. Awarding these scholarships through the ACA office allows small schools to take advantage of the National Science Foundation initiative even if they have only one or two students interested in these programs and allows the schools to provide a support structure for the students that may not be available on an individual campus. Scholarship recipients are invited to the fall meeting of ACA Academic Deans. Here they have the opportunity to interact with fellow students and to meet graduate school deans and industry leaders. The presence of the scholarships encourages more students to consider majoring in these areas and the support structure provided for the recipients supports their success in their academic programs while in college, and success in jobs or further education. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Brown, Alice John Paul Brantley Appalachian College Association KY Calvin L. Williams Standard Grant 270000 1536 SMET 9178 1536 0000099 Other Applications NEC 0094514 January 15, 2001 Fast Track to Work: Scholarships for Graduate Students in Computer Science, Engineering and Mathematics. This project focuses on the graduate level because of a severe projected shortage of workers in the next decade who can fill positions of high complexity in the technology sector, such as scientists and system analysts. It is especially important because there is a dearth of U.S. nationals in the graduate pipeline to fill these high-end technology workforce needs. Recruiting and retention activities emphasize the value of a graduate degree, with the help of representatives in industry. Individual monitoring and coordination with faculty ensures that recipients feel integrated with the department and are satisfied with their progress. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Fry, James Colorado State University CO Ernest L. McDuffie Standard Grant 270000 1536 SMET 1536 9178 0000099 Other Applications NEC 0094517 September 1, 2001 Computer Science, Engineering, Mathematics Scholarship Program. This project supports students of high ability and financial need to pursue studies in Computer Science, Engineering, and Mathematics (CSEM) . The objective of the program is to provide academic opportunities to students who otherwise might not be able to achieve these goals, to provide an improved education with academic support courses, and to improve their retention rate by lowering their employment load. A committee of key personnel from the CSEM departments at the university, Bakersfield (CSUB) oversees this program and develops the academic support structure which is necessary to provide encouragement to the students as they move towards graduation in their chosen fields. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Meyer, Thomas Laird Taylor California State University Bakersfield Foundation CA Duncan E. McBride Standard Grant 270000 1536 SMET 9178 1536 0000099 Other Applications NEC 0094525 April 1, 2001 Computer Science, Mathematics, Engineering, and Technology Scholarship Program. The Computer Science, Mathematics, Engineering, and Technology Scholarship Program is providing scholarship support to talented students who demonstrate financial need to encourage and enable academic achievement and to increase the number of graduates in areas of national need. This program provides scholarships to junior and senior level undergraduates pursuing degrees in computer science, computer technology, engineering, engineering physics, engineering technology, and mathematics. The program has a structure for supporting, developing, and retaining minority and women students in these degree areas toward increasing the number graduating for the high- tech industrial workforce or for continuation for advanced degrees. Much of the student- support infrastructure necessary for the successful graduation of scholars comes from existing programs at North Carolina A& T State University. The new NSF- funded TALENT- 21 Project at the University provides some of the student- support infrastructure for scholars, and the TALENT- 21 Project goals and objectives are inclusive of those of the NSF CSEMS Program. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Jackson, Caesar Eric Cheek Ray Davis North Carolina Agricultural & Technical State University NC Duncan E. McBride Standard Grant 297000 1536 SMET 9178 1536 0000099 Other Applications NEC 0094533 July 1, 2001 Pathways to the Baccalaureate Scholarship Program. This project provides a vibrant Pathways to the Baccalaureate Scholarship Program with a focus on increasing equity and access through our recruitment and retention efforts, the development of relationships with on- and off-campus constituents, and specified program goals. The program targets students in their junior and senior years in computer science, computer information systems, computer engineering technology, civil engineering technology, electrical engineering technology, mechanical engineering technology, industrial engineering technology, and applied mathematics. The primary program goals include the provision of an enriched learning environment for students, assisting students with exploration and preparation for entry into Pathways- targeted professions and graduate school, and the creation of structured career development and planning experiences that can be utilized by students throughout their entire careers. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Harrison, Allen SUNY Institute of Technology Utica-Rome NY Duncan E. McBride Standard Grant 67500 1536 SMET 9178 1536 0000099 Other Applications NEC 0094534 January 1, 2001 Computer Science and Mathematics Scholarship Program. This project combats the shortage of mathematicians, computer scientists, and engineers by supporting 40 academically talented, low- income students who are making the transition from a two- year to a four- year institution. We provide these students with a strong support infrastructure and resources they need to graduate and find rewarding careers in engineering, mathematics, and computer science. Supporting activities take place in the student's final year of study at the community college and continue in his/ her first year at the four- year institution, including: faculty mentors; forums promoting interaction with faculty, industry representatives, and other students; and academic tutoring. Students are encouraged to take part in professional societies, co- op experiences, and research opportunities. We will assist graduates with job placement and/ or application for graduate school. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Wigal, Cecelia John Graef University of Tennessee Chattanooga TN Bevlee A. Watford Standard Grant 270000 1536 SMET 9178 1536 0000099 Other Applications NEC 0094545 June 1, 2001 Scholarships in Mathematics, Computer Science, Information Technology, and Computer Information Science. This project provides scholarships for low income, academically talented students, including twenty- five (25) undergraduate students majoring in Mathematics, Computer Science or Information Technology (MTH/ CSC/ IT) and fifteen (15) graduate students enrolled in the Master of Science in Computer Information Science Program (M. S. CIS). The twenty- five (25) undergraduate recipients include ten (10) new students transferring into La Salle's MTH/ CSC Department as juniors from community colleges or from the University's unique associate degree program for Latino students (the BUSCA Program) and fifteen (15) returning MTH/ CSC/ IT majors who are entering their junior years at the University. The fifteen (15) M. S. CIS students include six (6) new students entering the program and nine (9) students already enrolled as Master's degree candidates. At least 30% of the funded students are women, and at least 10% are minorities. In addition to scholarship assistance for the student recipients, funds are also used for project management, for tutorial assistance for the undergraduate CSMES recipients, and for a special Career Exploration series of guest speakers who are employed in professional positions in Mathematics, Computer Science and/ or Information Technology. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Elliott, Linda Margaret McManus La Salle University PA Calvin L. Williams Standard Grant 267460 1536 SMET 9178 1536 0000099 Other Applications NEC 0094552 September 1, 2001 Computer Science, Engineering and Mathematics Scholarship Program. This project features the implementation of a coordinated campus- wide academic program for CSEMS scholarship recipients. The program provides enhanced access to academic resources, peer and faculty mentoring, and leadership and professional development. Scholarship recipients participate in the Master Student II course as a formal transition to UMR. Each student is assigned to a faculty mentor as part of the strategy to develop a significant measure of accountability and ensure that students are utilizing support resources while completing their academic program. Scholars are guided to utilize beneficial academic resources as well as to participate in leadership and professional development activities. Academic advisors assist in monitoring student academic progress. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Collier, Harvest Floyd Harris Debra Robinson Stuart Baur Missouri University of Science and Technology MO Ernest L. McDuffie Standard Grant 281500 1536 SMET 9178 7204 1536 0000099 Other Applications NEC 0094590 August 1, 2001 Computer Science, Engineering, and Mathematics Scholarship Program (CSEMS). The main goal of this program is to facilitate graduation in computer science and mathematics for low- income persons, in particular, students from underrepresented groups and persons with disabilities. Recruitment targets students from two distinct populations, transfer students from community colleges who plan to attend the institution as juniors and currently enrolled students entering their junior or senior year at the college. A collaborate actively is planned with the community colleges in the state to recruit eligible computer science students to participate in the program. The program provides a challenging opportunity with high expectations where designated faculty members will work as faculty mentors monitoring academic progress and supervising research projects or internships. It also provides an enriched course environment in which students have an opportunity to deal with problems they encounter with the material and with the hands-on projects. Each student is assigned a peer mentor in his/ her own field. The program features an internship experience in which the student integrates material from the classroom with learning from the real world. In addition, this prepares students for transitioning to the workplace environment, and provides realistic expectations on work for the student. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Narayan, Jack Margaret Groman Mohammad Mohammadi Rhonda Mandel Rolando Arroyo-Sucre SUNY College at Oswego NY Robert Stephen Cunningham Standard Grant 270000 1536 SMET 9178 1536 0000099 Other Applications NEC 0094593 May 1, 2001 Scholars Program: A Game Plan for Appalachian Student Success. This project provides 40 scholarships to increase the recruitment, retention, and graduation rates of economically disadvantaged and historically underrepresented students in Computer science, Engineering and Mathematics. Activities include a summer program, mentoring, a career awareness center, corporate and college partnerships, counseling, corporate alumni advising, faculty involvement, and undergraduate research. Scholars maintain continuous contact with faculty and staff who provide academic advising, career counseling, and graduate school exploration workshops. The project aims to prepare engineering, computer science, and mathematics undergraduates for successful careers in technical professions. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Denman, William Judith Silver Marshall University Research Corporation WV Kenneth Lee Gentili Standard Grant 270000 1536 SMET 9178 1536 0000099 Other Applications NEC 0094610 June 1, 2001 Native American Computer Science, Engineering and Mathematics Scholarship Program. This project provides educational opportunities to low income, academically talented students through scholarships that promote full- time enrollment and degree achievement in computer science, engineering, and mathematics. The project includes an established priority ranking that focuses on funding for Native Americans and other under- represented populations. The recruiting plan includes using well-established organizations such as the American Indian Science and Engineering Society (AISES) and the Society for the Advancement of Chicanos and Native American (SACNAS). Scholarship recipients' academic progress is monitored and information on mentoring and career opportunities is provided. Students are required to establish a degree plan and monitor progress within that plan. The overall goal of the project is to implement a scholarship program where 40 scholarship recipients receive an associate or baccalaureate degree in one of the project's disciplines or transfers from an associate to a baccalaureate degree program. The project also includes a mentoring plan. Through this project, 40 students from across the United States will have the opportunity to participate in a program encouraging them to pursue associate and baccalaureate level degrees in computer science, computer technology, engineering, engineering technology, or mathematics. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Wheeler, Zetra Salish Kootenai College MT Robert Stephen Cunningham Standard Grant 270000 1536 SMET 9178 1536 0000099 Other Applications NEC 0094621 January 1, 2001 Model Program to Increase Workforce Education and Training. This project focuses on achieving significant increases in the skill development of students selected for the program and implementing strategies and activities to increase the students' academic performance, retention, and graduation rates. The students are being selected based on financial needs as well as other characteristics such as motivation and communication skills. Special emphasis is being made in the selection process to ensure proper representation of low- income groups including ethnic minorities, women, and students with disabilities. Formal collaboration with the local business community and two K- 12 school districts further strengthen the program. The specific objectives of the Computer Science, Engineering, and Mathematics Scholarhsip (CSEMS) program are the following: (1) To select 40 students who have financial constraints that inhibit them, but do not prevent them, from continuing their college education, and who demonstrate a motivation to succeed. (2) To reduce the rate of attrition of students in the CSEMS field by developing strategies that foster retention. The strategies include individual student counseling and advisement, tutoring, career planning and placement services, and guest speakers from universities and industries. (3) To develop formal agreements with private industries in the area to provide student workstudy opportunities during summer months. (4) To improve the professional skills and marketability of the CSEMS students for entering the workforce or articulating to a four- year university or college for a higher degree. An evaluation is being conducted including both formative and summative components. The evaluation criteria measures the outcomes of the goals established under this program, such as increased retention and graduation rates, improved academic preparation and performance of students entering and progressing through the CSEMS pipeline, and increased representation of minorities, women, and students with disabilities. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Nayar, Ram Alex Kajstura Daytona Beach Community College FL Lee L. Zia Standard Grant 270000 1536 SMET 9178 1536 0000099 Other Applications NEC 0094633 September 1, 2001 Computer Science Scholarship Program. This project provides 20 scholarships per year for two years to computer science students in the junior and senior year. A strong mentoring program is a key element for the scholarship students, with both faculty and student mentoring. Senior level students who are second year scholarship recipients will be selected as mentors. Scholarship recipients are required to participate in at least one cooperative education experience, or to undertake a research project under faculty supervision. Native Americans and Hispanics are a target population for this program. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Schwing, James Edward Gellenbeck Central Washington University WA Theodore W. Hodapp Standard Grant 134500 1536 SMET 9178 1536 0000099 Other Applications NEC 0094650 May 1, 2001 Helping Students Succeed: Scholarships for Computer Science, Mathematics, and Engineering. This project provides 40 scholarships to low- income, academically- talented college students majoring in computer science, mathematics or engineering. The project provides each recipient with a faculty mentor, and academic and career support. The scholarship program is composed of three phases: Recruitment, Selection, and Evaluation. The Recruitment phase includes making individuals aware of the program (visiting departments on campus, visiting student clubs, paper and electronic advertisements, and visiting local junior colleges) and identifying potential scholarship recipients. Phase two, Selection, begins with screening applications to verify basic eligibility. Phase three, Evaluation, consists of multiple assessments to determine how well the program's objectives are being met. Tutoring is available through the Academic Resources Center and the Math and Science Support Services. Specialized support services are available through the federal TRIO programs, the Office of Academic Support, and the Minority Affairs Office. The Career Services Office provides information about jobs, career search strategies, and graduate school. These existing forms of support are supplemented for scholarship recipients under this program. A scholarship recipient is required to attend weekly instructional sessions for each mathematics, computer science, or engineering course in which he or she is enrolled. Further, a scholarship recipient is required to submit periodic progress reports for these classes and to meet with his or her academic advisor and faculty mentor on a regular basis. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Rogness, Neal Grand Valley State University MI Elizabeth Teles Standard Grant 270000 1536 SMET 9178 1536 0000099 Other Applications NEC 0094656 February 15, 2001 Computer Science, Engineering, and Mathematics Scholarships. This project provides 50 scholarships for low-income students to obtain associate degrees in Computer Science, Mathematics, pre- Engineering, or Electrical Engineering. The project also provides academic enhancement and mentoring, along with career exploration and placement activities. Scholarship recipients receive $1,000 per semester, renewable for up to four semesters, which covers tuition, fees, and most books for a 12- hour semester. The project is designed to help and encourage scholarship recipients to matriculate into four-year institutions or to become gainfully employed in an SMET area. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Sloan, Lee Larry Lee Gloria Lopez Del Mar College TX Calvin L. Williams Standard Grant 220000 1536 SMET 9178 1536 0000099 Other Applications NEC 0094657 June 1, 2001 Computer Science, Engineering and Mathematics Scholarships. This project provides scholarships to qualified majors in computer science, engineering and mathematics. Awardees are determined by a four step process emphasizing minority status, recommendation of the faculty, sophomore and junior level, Pell eligibility, and a screening committee. Mentoring and monitoring of the scholars' progress is led by faculty advisors in their respective disciplines. A component of the mentoring process involves the development of course of study responsive to the career goals of the individual scholars. In addition, each scholar is provided with an internship opportunity with local industries. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Hasfura-Buenaga, Julio Donald Bailey Trinity University TX Duncan E. McBride Standard Grant 66500 1536 SMET 9178 1536 0000099 Other Applications NEC 0094660 September 1, 2001 The Engineering/Education Partnership Scholars Program. The Engineering/ Education Partnership Scholar Program is an innovative, interdisciplinary two- year scholarship program that seamlessly integrates professional development, community service, and technical education for low income engineering, computer science and applied mathematics undergraduates. Selected Partnership Scholars experience an intense and integrated educational program leading to an undergraduate degree in either engineering, computer science or applied math and an education minor resulting in initial New York State Teacher Certification. Scholars are provided with multiple advising and mentoring tracks starting in their second year. During the summer of their sophomore and junior year, they participate in special workshops designed to support professional development. In the summer between their junior and senior year, they work with secondary school students as mentors themselves as part of their teaching hours for the education minor. These major elements of the project combine to create a comprehensive development model for low- income students providing them with an integrated set of educational experiences leading to successful completion of both an engineering degree as well as initial Teacher Certification in New York State. A secondary and important objective of this program is the creation of a sustainable teacher- training model that significantly infuses technology- competent teachers into urban school systems. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR McGourty, Jack Columbia University NY Mark James Burge Standard Grant 297000 1536 SMET 9178 1536 0000099 Other Applications NEC 0094663 June 1, 2001 Scholarship Opportunities for Minority Engineering Technology Students. The Computer Science, Engineering and Mathematics Scholarships (CSEMS) afford the College the opportunity to encourage academically talented students who are economically disadvantaged to pursue degrees in engineering technology. The CSEMS also can provide more insight into the College's retention issue through the program's use of various assessment tools such as student satisfaction surveys and student-based logs. Finally, the CSEMS are increasing student employment in technology-based jobs. Incoming freshmen pursuing an associate's in applied science degree in aeronautical technology and an associate's in applied science degree in computerized design and animated graphics, and College students who have already completed 64 credits toward a bachelor's of science, are eligible to compete for the scholarships. Admission into the program is based on the following criteria: grade point average, class standing, recommendations, Scholastic Aptitude Test scores and an interview. The College provides support for the CSEMS recipients in their pursuit of a degree in engineering technology. There are programs such as faculty mentoring and a technology seminar series devised to assist the recipients to achieve academic success. In addition, the College sponsors many activities such as faculty/recipient socials, which reinforce the objectives the College hopes to accomplish through CSEMS. Finally, the College is providing the recipients many opportunities to interact with industry representatives, both on and off campus, through internships, job fairs and industry- recipient luncheons. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Kizner, Harold Vaughn College of Aeronautics and Technology NY Duncan E. McBride Standard Grant 65000 1536 SMET 9178 1536 0000099 Other Applications NEC 0094671 August 1, 2001 Scholarships for Students in Engineering, Engineering Technology, Mathematics and Computer Science Programs. This project provides 40 scholarships per year for two years to enhance opportunities for academically gifted, low-income students enrolled in the Electrical Engineering, Computer Engineering, Mechanical Engineering, Mathematics, Computer Science, Electronic Engineering Technology, and Manufacturing Engineering Technology majors at Minnesota State University, Mankato. The NSF Scholars Program targets students at the junior and senior years. Student support infrastructure includes the TRIO Program, an extensive bridging program with five community colleges, and mentoring. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Frey, John Minnesota State University, Mankato MN Theodore W. Hodapp Standard Grant 270000 1536 SMET 9178 1536 0000099 Other Applications NEC 0094677 January 1, 2001 A Scholarship Program in the Mathematical and Computer Sciences. This program provides scholarships to undergraduate and graduate students in mathematical and computer sciences. Targeted undergraduate students are in their final two years of baccalaureate studies, and graduate students are in M. S. degree programs in the two disciplines. Scholarship recipients are mentored one-on-one by faculty and by peers from both departments. They participate in ongoing research projects, professional forums, and industry-related activities. Their progress in their chosen curricula is monitored closely and a wide range of campus resources are available to ensure that they successfully finish their degrees within the project's two-year time frame. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR DePano, N. Adlai Tumulesh Solanky University of New Orleans LA Duncan E. McBride Standard Grant 270072 1536 SMET 9178 1536 0000099 Other Applications NEC 0094679 February 1, 2001 Computer Science, Engineering and Mathematics Scholarships. This project provides 5 scholarships for talented, but financially challenged students pursuing baccalaureate degrees in computer science, engineering and mathematics. The students are strongly encouraged to participate in undergraduate research and to present their results to related academic and professional organizations. Additional, they are encourage to become mentors in the Upward Bound/Math Science program and to assist local industry partners in solving specific problems related to their course of study. Each scholarship recipient receives enhanced student support, in the form of mentoring opportunities and a targeted job fair, in addition to the college's existing support through the residential house system, freshman advising program and academic honor system. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Mosley, Edward Lyon College AR Elizabeth Teles Standard Grant 33750 1536 SMET 9178 1536 0000099 Other Applications NEC 0094689 January 1, 2001 Technology Scholarship Program. This project is implementating the Technology Scholarship Program which provides scholarships to 30, full- time pell- eligible, computer and engineering technology students, each year, based on academic merit and demonstration of professionalism. The project is designed to increase retention, full- time enrollment, graduation among the students enrolled in these programs, and employment after graduation. The recruitment of project participants includes both enrolled and prospective engineering and computer technology students. The project includes a detailed plan for recruiting and selecting students who demonstrate academic merit and professionalism. Participants receive assistance from the Project Team in completing their degree, academic success, and upon graduation, obtaining a job in their field. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Walker, Robert Mary Morton-Gibson Constance Jolly Trident Technical College SC Elizabeth Teles Standard Grant 204124 1536 SMET 9178 1536 0000099 Other Applications NEC 0094710 January 1, 2001 Computer Science, Engineering and Mathematics Scholarship Program. This project provides comprehensive support to complement a scholarship program for low income undergraduates completing their baccalaureate degrees in engineering, computer science, and mathematics. A constellation of support services are provided through existing programs at the University including: recruitment and outreach, tutoring, mentoring, advisement, career planning and exploration opportunities, research and internship placements, summer enrichment and work- experience programs, study abroad and cooperative education opportunities, work preparedness, and job placement. The program interfaces with a large number of campus organizations and programs. The program integrates with successful existing programs at the University and comprises the following components: Implementing recruitment, outreach, selection, and monitoring strategies with particular attention directed at underrepresented minorities, women, and students with disabilities. Developing a network of CSEMS scholars and of support services including tutoring, mentoring, small group academic focus sessions, and advisement to ensure student retention and success. Providing career planning, practical experience, and career exploration opportunities through research and internship placements, study abroad, and cooperative education opportunities. Developing a monitoring and evaluation process to ensure program success and degree completion of scholarship recipients. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Ryan, Michael John Staley SUNY at Buffalo NY Ernest L. McDuffie Standard Grant 270000 1536 SMET 9178 1536 0000099 Other Applications NEC 0094717 March 1, 2001 Computer Science, Mathematics, and Engineering Scholarship Program (CSEMS). This project provides scholarships for mathematics and computer science majors. The program includes a mentoring seminar to be held two evenings per month, internships at major local companies, and the opportunity to work on research projects with faculty members. The recruiting plan includes working with a local community college to bring in more Native American students. Support structures incorporate existing programs which serve underrepresented groups as well as nontraditional age students. The program is designed to be not only a scholarship award but a concerted effort to keep these students from falling through the cracks. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Sutherland, Karen Rebekah Dupont Augsburg College MN Robert Stephen Cunningham Standard Grant 202498 1536 SMET 9178 1536 0000099 Other Applications NEC 0094721 July 1, 2001 Scholarship and Training Program for Students in Mathematics and Computer Science. This project provides low-income, academically talented students with scholarships for tuition, fees and equipment. The objectives are to increase retention of students through gateway classes to their majors and prepare them for industry and government internships that enhance their academic experience. Advising and group study activities address personal barriers to continuation through academic support via one-on-one interaction with computer science and mathematics faculty. Career counseling and workshops help to increase the students' competitiveness in the job market. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Keen, Linda Katherine St. John CUNY Herbert H Lehman College NY Bevlee A. Watford Standard Grant 270000 1536 SMET 9178 1536 0000099 Other Applications NEC 0094725 August 1, 2001 Computer Science, Engineering, and Mathematics Scholarship Program. The University of South Alabama is implementing a Computer Science, Engineering and Mathematics Research (CSEM) Scholars Program. Goals of this program include improving the quality of educational programs and increasing the number of students in these disciplines that complete academic degrees or pursue further education or successfully gain employment with U. S. industry in demanding technical positions. The cornerstone of this program is the selection of up to 40 full time students to receive financial support. Recipients participate in a didactic career seminar series conducted by career training specialists and professionals from industry. Further, students spend a minimum of 6 hours/ week gaining practical experience in their major while conducting research supervised by a faculty mentor. Participating faculty have an organized research plan for aspiring scholars to review for potential research projects. Selected faculty are not only accomplished researchers but also have demonstrated the ability to effectively mentor undergraduate students towards accomplishment of career goals or the pursuit of higher education. Students participate in a monthly research seminar series and a Student Research Forum each semester. Annually, the research projects judged to be most promising are selected for presentation at an appropriate regional or national conference. CSEM Research Scholars also participate in a specialized series of career development forums. A CSEM Research Scholars Coordinating Committee administers selection of students, monitoring, reporting and assessment. Selection of faculty mentors, projects and conduct of forums is administered jointly with the existing University Council on Undergraduate Research (UCUR). CSEM Research Scholars are being particularly monitored for success rates relative to other campus - wide retention programs and for accomplishment of the CSEM program goals. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Stout, Judy Michael Doran Madhuri Mulekar Robert Foley University of South Alabama AL Duncan E. McBride Standard Grant 270000 1536 SMET 9178 1536 0000099 Other Applications NEC 0094735 June 1, 2001 Advancing Diversity and Excellence in Mathematics and Computer Science. The project entitled "Advancing Diversity and Excellence in Mathematics and Computer Science" enhances existing retention and graduation programs in mathematics and replicates these successful activities in the program in computer science. The goal is to increase the percentage of ethnic minorities and women who enroll in the two target disciplines at California State University, Dominguez Hills, and who graduate in a timely manner with a Bachelor's degree. The focus is on junior transfer students who enter these two majors and on the overall number of female who select one of these majors. In addition to the scholarship assistance provided by the grant, the project institutes a program of mentoring by faculty and staff and a series of presentations by individuals representing the local industries that hire many of the institution's graduates. A center for computer science majors is developed; this is based on a model that has enjoyed success in the mathematics program. On- campus employment in various labs and tutoring centers is arranged for those students interested in gaining additional practical experience, and the program rewards and recognizes excellence in its students by placing as many as possible in summer research experiences. The ultimate goal of the project is the training and entry into the workforce of individuals who for reasons of poverty, cultural background, or gender might not otherwise enter or complete programs in the fields of mathematics and computer science. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Hart, Garry California State University-Dominguez Hills CA Robert Stephen Cunningham Standard Grant 168706 1536 SMET 9178 1536 0000099 Other Applications NEC 0094738 April 1, 2001 Computer Science, Engineering, and Mathematics Scholarships and Student Support Infrastructure. This project is increasing educational opportunities for low-income, academically talented students by providing scholarships and academic and student support services for full-time students in associate's degree programs in computer science, engineering, and mathematics. Support services include mentoring, advisement, peer tutoring, a required one-week summer orientation and career-identification experience, and informal learning opportunities. Objectives are the recruitment, enrollment, and graduation, transfer or work placement of increased numbers of students, particularly underrepresented groups in science and engineering. Progress is guided by a six-member Advisory Board including a financial aid officer and student services counselor, two representatives of local business, industry or government partners of the targeted programs, a coordinator or department head from one of the targeted programs, and the project director. A nine-member Scholarship Board awards 40 scholarships per year in accordance with financial, cognitive, and non-cognitive guidelines for the selection process. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Sorkin, Sylvia Kathleen Harmeyer Barbara Mento Andrew Beiderman John Walker Community College of Baltimore County, Essex MD Elizabeth Teles Standard Grant 270000 1536 SMET 9178 1536 0000099 Other Applications NEC 0094749 August 15, 2001 Scholarship and Student Support Program in Mathematics and Computer Science. This project provides scholarships to fulltime undergraduate and graduate financially disadvantaged students who are talented in mathematics and computer science. The program also provides strong support for these students with the following objectives: (1) to increase academic achievement, ensure retention, and reduce the time to obtain a degree; (2) to provide forums and other opportunities in which practitioners, theoreticians, students and faculty will interact; and (3) to prepare scholars for graduate study and careers in academia, business, and government agencies. Specific activities in support of these objectives include providing students with technical and tutorial support, conducting colloquia which present current research, and providing internships for scholars in banks, hospitals, industries, and "high- tech" companies. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Attele, Rohan Chicago State University IL Rogers E. Salters Standard Grant 135000 1536 SMET 9178 1536 0000099 Other Applications NEC 0094750 August 15, 2001 Computer Science, Engineering, and Mathematics Scholarships Program (CSEMS). The project is fostering individual attention and mentoring leading to graduation and successful employment in the fields of engineering, mathematics and computer science through a National Science Foundation Scholars Program. The primary objectives of the program are to (1) broaden enrollment diversity within these disciplines to include more low- income persons, African Americans, and women (2) increase retention to degree rates in the targeted disciplines (3) strengthen collaborative partnerships with other higher educational institutions and industrial sectors employing graduates in these fields and, (4) improve professional development and career choice opportunities for the targeted low- income students in related fields. Expected outcomes include increased enrollment of low- income, academically talented students in engineering, mathematics and computer science fields, enhanced persistence and performance, successful degree completion and direct application of learned skills in employment. The scholarship program prepares participants for either graduation within two years of entry into the program or attainment of significant achievement within respective areas of discipline. Academic experiences are being enhanced through required participation in seminars and workshops and interaction with faculty mentors and professional peers in related industries. Program activities include individual and group meetings with the Program Director, site visits to regional industries, workshops, seminars, research projects with a faculty mentor and/ or external sponsor, and peer group study sessions. Program success is measured on academic achievement, retention to graduation rates, number and percentage of students passing license examinations, and number gainfully employed upon graduation. Dissemination of program activities are both internal and external via conferences, workshops and outreach initiatives. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Sterrett, John Richard Helgeson Corey Graves University of Tennessee Martin TN Duncan E. McBride Standard Grant 275000 1536 SMET 9178 1536 0000099 Other Applications NEC 0094752 March 1, 2001 Encouraging Diversity through Computer Science and Engineering Technology Scholarships. Forty scholarships are provided to full- time, low- income, academically talented students, with special consideration given to minority and women students, in support of the following goals: 1) improved education for students in the computer science and engineering technology programs; 2) increased retention of students in those areas to degree achievement; 3) improved professional development and employment or further higher education placement of participating students; and 4) strengthened partnerships between institutions of higher education and related employment sectors. In addition to providing financial assistance, this CSEMS project provides a solid student support infrastructure that includes innovative multidisciplinary sessions, peer tutoring, effective networks with local businesses and industries, and operative articulation agreements with four- year institutions. CSEMS scholars complete academic testing to determine readiness for academic mathematics and science courses prior to enrolling in these courses. Appropriate developmental education is provided for those students who need additional background before entering science and technology courses. The CSEMS program provides professional development opportunities for students to increase student confidence and readiness for the workforce. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Birt, Kenneth Matthew Kinkley David Reedy Cynthia Spiers Stephen Reese James A. Rhodes State College OH Elizabeth Teles Standard Grant 185375 1536 SMET 9178 1536 0000099 Other Applications NEC 0094753 September 1, 2001 Promoting Mathematics and Computer Science for Women. Scholarships are provided to support low-income students in the Associate of Arts degree program in computer information systems and in the first two years of the Bachelor of Science degree in mathematics. Midway is a women's college that attracts both traditional aged students and older students in transition or interested in second careers. Student progress is monitored closely and support services are recommended as needed. Support services include assistance in the college's mathematics lab, writing lab, and individually arranged tutoring. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Delfino, John Midway College KY Duncan E. McBride Standard Grant 101250 1536 SMET 9178 1536 0000099 Other Applications NEC 0094764 April 1, 2001 The Computer Science and Mathematics Scholarship Program. This project provides scholarships for low-income, academically talented students in computer science and mathematics. It is also fashioned to directly effect and subsequently increase retention and graduation rates in computer science and mathematics. Furthermore, the Scholarship Program improves and enhances the networking of students with potential future employers as well as strengthens relationships between Huntingdon College and the related employment sector and graduate schools. Additionally, a versatile scholarship model is created that will serve as an example to other liberal arts colleges who desire to enhance their computer science and mathematics departments. Finally, this program promotes mathematics and computer science as dynamic areas of study to college-bound students and gives Scholars (i.e. Scholarship recipients) teaching and instruction experience. All scholarship recipients are assigned to faculty mentors who meet with their Scholars on a weekly (in some cases daily) basis to evaluate, plan, and assess student projects and matters within the program and departments. Scholars participate in specialized training to prepare them to serve as peer mentors to one or two underclassmen (i.e., freshman or sophomores majoring in computer science or mathematics). They present lectures or demonstrations in local elementary, junior high, and high school classrooms. In addition, Scholars engage in contemporary issues debates and forums. Scholars also participate in co-curricular opportunities including research with department faculty members as well as observe and work with professionals in the discipline-related professions. This unique scholarship program improves education for students in computer science and mathematics, increases retention of students to degree achievement, improves professional development, and strengthens partnerships in the employment sectors. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Steig, Mary Anthony Carlisle Huntingdon College AL Elizabeth Teles Standard Grant 135000 1536 SMET 9178 1536 0000099 Other Applications NEC 0094766 April 15, 2001 Computer Science, Engineering and Mathematics Scholarship Program. This program provides scholarships annually for two years to low-income undergraduates in computer science, computer technology, engineering, and engineering technology majors. The primary goal of the program is to increase the number of talented but financially disadvantaged residents of the region who achieve higher education degrees in computer science, computer technology, and engineering. This project focuses on the recruitment and retention of these students to degree achievement. The primary objectives include increased participation and retention of academically talented, low income students and underrepresented groups; increased grade point averages of students; enhanced professional development opportunities for students; and improved placement of participating students in baccalaureate transfer programs and related employment. The scholars participate in a wide range of retention-related activities utilizing an exemplary student services program. Scholars also have an opportunity to participate in an engineering and information technology summer institute which includes field trips to engineering and information technology industries in the region and to four- year schools with whom the institution has an articulation agreements in engineering and information technology majors. This project serves as a model for other community colleges in areas where high unemployment has forced entire regions to change their economic base. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Barber, Peggy Southwest Virginia Community College VA Elizabeth Teles Standard Grant 270000 1536 SMET 9178 1536 0000099 Other Applications NEC 0094774 August 1, 2001 Computer Science Enhancement Grant for Students. This project provides financial assistance to eligible students in the computer science degree program. A panel of instructors evaluates each applicant's potential for success in completion of the computer science degree and selects the participants. Selected participants receive tuition and books paid for by the grant. In addition to financial assistance the scholarship recipients meet with the computer science advisor/ mentor on a bi-monthly basis during the semester. This helps monitor their progress and assure their success in the program. A series of workshops are held to assist the students throughout the program. The project capitalizes on the strengths of the Mentoring Model to work with students as they move through the computer science degree program. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Billiot, Andrea Sharon Flanagan Elaine P. Nunez Community College LA Elizabeth Teles Standard Grant 66000 1536 SMET 9178 1536 0000099 Other Applications NEC 0094775 April 1, 2001 Computer Science, Engineering, and Mathematics Scholarship Program (CSEMS). This program increases the opportunities for academically talented, but financially disadvantaged, students to succeed. The scholarship recipients work with a specially designated advisor who to maximize the effectiveness of the existing university support programs in the following areas: financial aid planning, including securing additional aid, academic program planning, achievement progress and supplemental assistance, and career planning through a selected in- field experience such as co- op or internship programs, or academic activities with faculty. The program represents one component of the ongoing efforts at the institution to improve the education of students in engineering, mathematics and computer science, and to increase the retention of students to degree attainment. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR McDonald, David Lake Superior State University MI Pratibha Varma-Nelson Standard Grant 101250 1536 SMET 9178 1536 0000099 Other Applications NEC 0094778 September 1, 2001 Computer Science, Engineering, and Mathematics Scholarships Program. These scholarships target recruitment and retention of low income, high achieving high school and community college students to study computer science, engineering and technology (CSET) at Texas A& M University. Eighty scholarships are funded over the two year program. The Program combines financial aid, industry mentors, peer mentors, and seminars. These support activities offset deficiencies in financial and social capital that negatively impact recruitment and retention of high academic potential, high financial need students in CSET fields in the university. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Watson, Karan Cesar Malave Karen Butler-Purry Texas Engineering Experiment Station TX Duncan E. McBride Standard Grant 270000 1536 SMET 9178 1536 0000099 Other Applications NEC 0094782 July 1, 2001 Computer Science, Engineering and Mathematics Scholarships. We are targeting students pursuing associate or bachelors-level degrees and include a number of measurable objectives, including an increased retention/ completion rate for CSEMS students. Scholarship holders are encouraged to seek internships or work place experiences with regional industry, as appropriate for their disciplines. These internships/ experiences may take place either during the academic year or summer. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Ford, Lawrence Idaho State University ID Lesia L. Crumpton-Young Standard Grant 307750 1536 SMET 9178 1536 0000099 Other Applications NEC 0094784 January 1, 2001 Computer Science, Engineering, and Mathematics Scholarships. This project is increasing the enrollment, retention and graduation rates in associate degree programs in computer science, engineering technology, and mathematics (CSEM) for low- income, academically talented students, particularly those from underrepresented populations. The project consists of three major components: (a) recruitment of students into CSEM programs, in partnership with school districts and community agencies, with an emphasis on populations that are typically underrepresented in CSEM fields; (b) academic support, through existing programs and targeted initiatives, to assist CSEM students in persevering and succeeding in their chosen academic programs and careers; and (c) provision of scholarship assistance to enable high ability, low- income students to pursue full- time studies in CSEM associate degree programs. These objectives are being accomplished through a network of existing programs, services and resources, as well as through the addition of new academic support initiatives. New initiatives include expanded partnerships with area schools, business and industry and agencies serving underrepresented populations to assist in recruitment of non- traditional students; the creation of a "student ambassador corps" to assist in recruitment of high school students; provision of targeted supplementary peer tutoring for students in barrier courses; peer mentoring by senior CSEM students for students enrolled in developmental courses; and provision of up to 40 scholarships per year for high- ability, low- income CSEMS students. The CSEM scholarship project is being implemented under the aegis of the New Jersey Center for Advanced Technological Education (NJCATE). S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Rubino, Frank Jack Waintraub Paul Bhatia Middlesex County College NJ Elizabeth Teles Standard Grant 270000 1536 SMET 9178 1536 0000099 Other Applications NEC 0094786 July 1, 2001 Computing, Mathematics, and Engineering Technology Capstone Scholars Program. The goal of the Computing, Mathematics and Engineering (CMET) Capstone Scholars program is to provide opportunities to low-income, academically talented students that strengthens their "academic connections" to the university and thereby fosters their continuing full-time enrollment and degree completion in computing, mathematics, and engineering technology. Each scholar works with a faculty mentor, and participates in existing support activities as well as a new series of seminars related to their discipline area; these activities lead to a required capstone experience. Special tracking services enable the scholars to stay on target academically. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Angelos, James Richard St. Andre Michael Stinson Dru Wilson David Williams Central Michigan University MI Bevlee A. Watford Standard Grant 269992 1536 SMET 9178 1536 0000099 Other Applications NEC 0094793 July 1, 2001 Computer Science, Engineering, and Mathematics Undergraduate Scholarships Program. The University of Kentucky (UK) and Lexington Community College (LCC) are providing undergraduate scholarships for low- income, academically talented students in computer science, engineering, and mathematics (CSEM). Through the partnership between the UK College of Engineering, UK Mathematics Department, and the UK Lexington Community College Computer Information Systems and Engineering Technology programs, this project supports the pipeline of students from the associate's and bachelor's degree levels to the graduate degree level and into science and technology employment opportunities. Forty students will be selected into the program each year, and will be expected to complete a degree within two years of being awarded a scholarship. Objectives of the program include: reducing the time students need to spend on non- academic employment in order to meet their financial obligations; enhance academic success by making an integrated range of services and activities available to the scholars; and increasing the number of students who transfer from the associate's degree level to the bachelor's degree level. These objectives are being achieved by: providing scholarships to reduce the burden of academic expenses; coordinating student support services, providing research experiences, and developing focused enrichment activities to promote academic success and foster interest, expertise, and enthusiasm for the CSEM fields; and provide bridging activities for LCC students who wish to transfer to UK. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Kraemer, Philipp Carl Eberhart Lillie Crowley Bruce Walcott James Kolasa University of Kentucky Research Foundation KY Duncan E. McBride Standard Grant 270000 1536 SMET 9178 1536 0000099 Other Applications NEC 0094794 January 1, 2001 Bridging the Financial Gap for Computer Scientists, Engineers and Mathematicians. Increased demands for skilled labor in the fields of computer science, engineering, and mathematics (CSEM) have heightened the need for community college participation in the recruitment and education of such majors. As a nation that is growing more and more dependent on technology degrees, the need to recruit and train nontraditional students such as minorities and women is critical. The primary objective of this project is to provide scholarships to help increase the number of academically talented but financially disadvantaged persons, particularly Hispanics and women, enrolling full- time in CSEM associate degree programs and completing their degrees as preparation for CSEM careers and further higher education. The project uses a combination of expanded scholarship opportunities, a rigorous recruitment plan, mentor- designed workshops on student success, student pairing- up ("buddy system"), industry involvement, and a student support structure delivering services such as advising and tutoring to create growth in the programs, help students complete their studies within two years, decrease the attrition point for students between the first and second years, and have the scholarship awardees either transfer to a four- year institution or enter the workplace. A distinctive feature of this "bridging the gap" program is the partnership between the NSF student awardees and community. "Colonia" development agencies are helping to develop a link between the colonias and the NSF students so that both colonia residents and the students (sometimes colonia residents themselves) benefit from tutoring and learning opportunities. Further, NSF students have direct contact with employers, allowing them to see how their learned skills work in the community. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Saeed, Molki South Texas Community College (STCC) TX Elizabeth Teles Standard Grant 269944 1536 SMET 9178 1536 0000099 Other Applications NEC 0094797 July 1, 2001 South Carolina Computer Science, Engineering and Mathematics Scholars Program. This project uses the educational and research infrastructures of eight partner institutions as support systems for financially disadvantaged underrepresented minorities in the areas of computer science, engineering and mathematics. The program provides a mentor support system through problem- solving workshops, Drop- in Centers, Computer/ learning Centers and peer mentoring programs. Industrial and government partners provide outstanding cutting- edge research opportunities throughout the nation. Directed research and internships permit students to take part in a variety of research projects, establish mentoring relations with research faculty, and professionals and extend their classes into real- world tests. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Peters, Angela University of South Carolina at Columbia SC Andrew P. Bernat Standard Grant 212000 1536 SMET 9178 1536 0000099 Other Applications NEC 0094798 August 1, 2001 Oklahoma Consortium for Student Achievement. This project provides 40 scholarships to academically talented low-income students in computer science, engineering and mathematics. These students attend University of Central Oklahoma (lead fiscal agent), East Central University, Oklahoma City Community College, or Southwestern Oklahoma State University. The partner institutions provide faculty mentoring, research and design opportunities, and interaction with industry to encourage students into the CSEM fields. The main objectives of this project are to increase participation and retention of academically talented, low-income students and underrepresented groups in computer science, engineering and mathematics and to improve the student's educational experiences. The project also seeks to increase the student's awareness of employment opportunities and to increase successful transitions from high school to community college and from community college to four-year institutions. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Craig, Dana University of Central Oklahoma OK Duncan E. McBride Standard Grant 270000 1536 SMET 9178 1536 0000099 Other Applications NEC 0094799 March 15, 2001 Computer Science, Engineering, and Mathematics Scholarship Program (CSEMS). This program provides financial and academic support for talented low-income students in computer science and mathematics. The recruitment and retention of under- represented minorities and women is a priority with an expectation of doubling the graduation rates for these students. These students participate in scholarship activities including monthly meetings; conversations with other students, graduates, faculty and representatives from industry; mentoring; internships; and research with faculty. The student support structures are constructed specifically to meet the needs of students at the university and to assist them in finishing their education, choosing a career, and obtaining successful employment or placement in graduate school. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Mast, Maura Dan Simovici Dennis Wortman University of Massachusetts Boston MA Pratibha Varma-Nelson Standard Grant 270000 1536 SMET 9178 1536 0000099 Other Applications NEC 0094802 July 1, 2001 A Scholarship Program for the Engineering Division. The Engineering Division is providing financial support to 45 students over a two- year period. These funds are used in conjunction with existing college programs to accomplish three goals: (1) increase enrollment of underrepresented groups in the engineering division, (2) improve retention rates among women and minority students within the engineering division, and (3) establish a stable cadre of women and minority students in the engineering division. In order to achieve these goals, Lafayette's Engineering Division is implementing five programs designed to complement the existing support programs. The new programs include (1) facultyalumni- administrator mentoring teams individually assembled to meet the needs of each CSEMS scholar, (2) enhanced academic support services, in particular, a big sister/ brother program, which are undertaken with the assistance of student members of the Society of Women Engineers, the Minority Scientists and Engineers Club, and Tau Beta Pi, the national engineering honors society, (3) targeted experiential engineering educational opportunities including internships and student- faculty research, (4) increased interactions with the career services staff during the students' first and second years at Lafayette, and (5) a new seminar series featuring prominent Lafayette engineering alumni. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Schaffer, James Arlina DeNardo Lafayette College PA Duncan E. McBride Standard Grant 151875 1536 SMET 9178 1536 0000099 Other Applications NEC 0094803 February 15, 2001 The Computer Science, Engineering and Mathematics Scholarship Program. This program provides extensive support to students in an effort to significantly increase the number of low- income students earning degrees in computer science, computer technology, engineering, engineering technology, and mathematics by providing scholarships to talented but financially disadvantaged students. The project has four major objectives: 1) increasing the number of low- income, academically talented students studying computer science, engineering, and mathematics at the associate degree level; 2) improving the rate of academic success for students in these fields of study; 3) facilitating transfer of CSEMS graduates to employment or the baccalaureate level; and 4) strengthened partnerships between educational institutions and related employment sectors. These objectives are met by providing students with a comprehensive network of support services including tutoring in the Learning Achievement Center; academic, personal and career counseling in the Counseling and Advisement Centers; and Student Success Seminars. In addition, CSEMS scholars participate in The Pre- College Summer Institute and Enrichment Seminars to strengthen math and science skills, to study special topics in the CSEMS disciplines, and to develop the mindset necessary to study computer science, engineering, or mathematics. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Adams, Bennie St Louis Community College Administrative Center MO Elizabeth Teles Standard Grant 270000 1536 SMET 9178 1536 0000099 Other Applications NEC 0094804 April 1, 2001 Computer Science, Engineering Technology and Mathematics Scholarship Program. Scholarships are offered to low-income, academically talented students to promote full-time enrollment and degree achievement in computer science, engineering technology or mathematics. Preference is given to eligible students who enter college for the first time, and then to those eligible students who will complete degree requirements within the time frame of the grant. We retain our students to degree achievement by supporting students through critical periods. Support programs are in place through the Office of Multi-Cultural Affairs, orientation and advising programs, and mentoring of students in the first math and physics courses. Strong industrial partnerships aid the scholars through their critical period of being employable before the degree is complete through workshops, and co-op and intern programs. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Koger, Ron Southern Polytechnic State University GA Duncan E. McBride Standard Grant 270000 1536 SMET 9178 1536 0000099 Other Applications NEC 0094805 April 1, 2001 Computer Science, Engineering, and Mathematics Scholarship Program. Building upon the achievements of the current academic support infrastructure, Drexel University is implementing a comprehensive Computer Science, Engineering, and Mathematics Scholarships (CSEMS) program to increase the recruitment, retention, and graduation rates of economically disadvantaged and historically underrepresented students. The program serves students throughout the calendar year. Activities include a summer program, mentoring, a career awareness center, corporate and college partnerships, counseling, corporate alumni advising, faculty involvement, and undergraduate research. Students maintain continuous contact with CSEMS staff who provide academic advising, career counseling, and graduate school exploration workshops. Specifically, this project is preparing engineering, computer science, and mathematics undergraduates for successful careers in technical professions. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Gilligan, James Drexel University PA Kenneth Lee Gentili Standard Grant 270000 1536 SMET 9178 1536 0000099 Other Applications NEC 0094806 January 1, 2001 Computer Science, Engineering and Mathematics Scholarship Program. This project targets low-income computer science, mathematics, engineering or engineering technology lower-division students and 1) increases the number of low- income, academically talented SDSM& T students in CSEMS fields, who successfully enter the major after completing two years of undergraduate study, 2) increases the number of these students qualifying for departmental scholarships, 3) increases awareness of and interaction with industry among these students, 4) provides these students with opportunities for relevant employment experience while undergraduates, and 5) increases the supply of qualified graduates to technology based industry, especially to local and regional employers. The project provides upper- level student mentors to work with CSEMS Scholars to ensure that they maximize their use of available support resources. Student mentors are responsible for conducting monthly coordination sessions, scheduling individual conferences as needed, providing assistance with issues/ problems, assisting in identifying academically related employment opportunities, keeping documentation records and tutoring/ directing students. Four specific activities ensure that CSEMS Scholars are introduced to the profession and are given opportunities to obtain relevant work experience while in school. These are 1) industry seminars, either on- site or via teleconferencing, 2) an alumni mentoring program, 3) activities with recruiters, and 4) local employment and co- op opportunity promotion. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Whitehead, Karen South Dakota School of Mines and Technology SD Ernest L. McDuffie Standard Grant 269922 1536 SMET 9178 1536 0000099 Other Applications NEC 0094812 July 1, 2001 Computer Science, Engineering, and Mathematics Scholarship Program. The University is operating an NSF Computer Science, Engineering and Mathematics Scholarships (CSEMS) program to support 80 students for the academic years 2001/ 02 and 2002/ 03. The CSEMS program supports a cohort of beginning first year students and beginning community college transfer third year students for each academic year in one of the designated majors: computer science, computer technology, engineering, engineering technology or mathematics. First year students are primarily recruited from high schools in the southeast Texas region and the Houston Independent School District. The third year transfer students are recruited primarily from the Houston Community College System. The community college transfer students are required to have completed the associate degree in science, mathematics, engineering or technology (SMET). Under the CSEMS Program students are awarded the scholarships from the NSF grant during their first academic year at the University. Through the Honors Program and other financial aid sources these awards are supplemented to ensure full- tuition for the first year and subsequent years through graduation in one of the designated majors. Mentoring and exposure to professionals in the field has proven to be very important for retention and graduation of students in SMET undergraduate majors. The CSEMS program provides students with professional mentors and summer internship in industry or research experiences in University laboratories or off campus. Industrial and external sponsorship of the TSU CSEMS program and students are significant. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Allen, Mitchell Texas Southern University TX Duncan E. McBride Standard Grant 270000 1536 SMET 9178 1536 0000099 Other Applications NEC 0094818 July 1, 2001 University of Maryland Computer Science, Engineering and Mathematics Scholarship Program. This program provides both financial and academic support to low-income students with special consideration given to new transfer, female, and under- represented minority students. Primary objectives of this program are to 1) increase the number of low-income students obtaining undergraduate degrees in computer science, engineering and mathematics; 2) increase the number of women and under-represented minorities obtaining undergraduate degrees in computer science, engineering and mathematics; and, 3) to increase retention and graduation in these fields. In addition to financial assistance, CSEM recipients participate in a variety of activities designed to support their success including faculty mentoring, academic advising, faculty research or internship experiences, and enrollment in a special seminar focused on career and graduate schools information. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Wolpert, Scott Gary Pertmer Rosemary Parker Deborah Bryant Erin Rooney-Eckel University of Maryland College Park MD Bevlee A. Watford Standard Grant 270000 1536 SMET 9178 1536 0000099 Other Applications NEC 0094823 August 1, 2001 Computer Science, Engineering, and Mathematics Scholars Program. The goal of this project is to enhance support of low-income, academically talented computer science, engineering and mathematics (CSEM) students through scholarships and expanded student-support programs as part of the CSEM Scholars Program. The associated objectives are to increase the retention of students in the computer science, dual degree engineering and mathematics programs through graduation; to increase the number of students from underrepresented groups studying computer science, engineering and mathematics; to increase the participation of students in professional development opportunities; to strengthen partnerships between the university and local industry; and to strengthen partnerships between the university and local community colleges. Forty scholarship recipients are selected based on their academic record, financial need, a recommendation from an instructor, counselor or employer, and a brief essay. The scholarships are awarded to students in the computer science, engineering and mathematics programs in ratios that approximate the department's student population. Selected students receive the National Science Foundation scholarship, and Texas Instruments, Inc is matching the amount. In addition each student is assigned faculty, industry, and peer mentors. Students in the CSEM Scholars Program participate in departmental student organizations, campus-wide student organizations, student research opportunities, cooperative education opportunities, campus-wide professional development workshops, campus-wide graduate school preparatory workshops, visits to local professional association meetings, and travel to professional conferences. In order to increase the number of CSEM students and the pool of applicants, recruitment efforts are being expanded through increased cooperation with area community college faculty and staff, faculty and staff of universities serving as partners to the 3+2/Dual Degree Engineering Program and the university admissions office. The program is evaluated by monitoring retention and graduation rates, growth in the number of undergraduate and graduate students within the Department of Mathematics and Computer Science, and the participation rate of students in departmental and university professional development opportunities. In addition, participating students are tracked to follow job placement and advanced degree achievement. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Holt, Melinda Don Edwards Texas Woman's University TX Duncan E. McBride Standard Grant 270000 1536 SMET 9178 1536 0000099 Other Applications NEC 0094828 April 1, 2001 The Crimson Scholars Program. This program supports 45 scholarships for upper division students in computer science and mathematics and graduate (M.S.) students in mathematics. Priority is given to students traditionally underrepresented in the computer science and mathematics fields such as women, ethnic minorities, and persons with disabilities. Enriched experiences for these students include activities such as faculty mentoring, peer mentoring, honors program, industry internships, and research experiences. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Palis, Michael Gabor Toth Rutgers University New Brunswick NJ Duncan E. McBride Standard Grant 151875 1536 SMET 9178 1536 0000099 Other Applications NEC 0094829 June 1, 2001 Financial and Academic Support for Underrepresented Undergraduates in Computer Science and Engineering. This project implements academic success strategies: accelerated learning groups, supplemental instruction, industry mentoring, and self- efficacy training in order to measurably increase student success. The Accelerated Learning Groups consist of the NSF scholars and an equal group of overrepresented computer science and engineering students. The broad evaluation plan ranges from simple statistics on retention and GPA to measures of motivation and the tools are chosen to aid student success, and to provide data publishable in peer- review journals. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Hines Fritts, Mary Lou Deborah O'Bannon Tamera Murdock University of Missouri-Kansas City MO Kenneth Lee Gentili Standard Grant 168750 1536 SMET 9178 1536 0000099 Other Applications NEC 0094830 February 15, 2001 Computer Science, Engineering and Mathematics Scholarships: Augmenting Academic Enrichment. This project provides scholarships to talented but financially disadvantaged students to assist them in attaining higher education degrees in computer science, engineering technology and mathematics. Appropriate consideration is given to underrepresented minorities, transfer students, women and students with disabilities. Scholarships are provided to students across the four- year curricula in the targeted disciplines. Freshman and sophomores receive scholarships to help increase retention, which is a documented area of concern for the targeted areas. Scholarship awards are incremented to provide a weighted allocation to juniors and seniors. The project resources are incorporated within a web of complementary university programs. The project encompasses several activities and services to support the development of its scholars, which includes: recruitment, faculty and peer mentors, dedicated tutorial services, internships and research opportunities, preparatory summer workshops to support continued academic growth and grooming for career development and exploration. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Quarless, Duncan Henry Teoh SUNY College at Old Westbury NY Theodore W. Hodapp Standard Grant 220000 1536 SMET 9178 1536 0000099 Other Applications NEC 0094831 August 1, 2001 Technology Tomorrow Scholarship Program. The Technology Tomorrow Scholarship Program is designed to attract more students to two- year technical programs in the computer science, computer technology and engineering technologies. The project focuses on low-income, first time students who are not necessarily college directed or oriented but who have the talent to succeed in technical programs based in computer science, computer technology or engineering technologies. The project provides the opportunity for financial assistance to students in the West Texas Region, an area marked by vast distances between metropolitan areas and a large percentage of economically disadvantaged students. The program combines scholarship assistance with student services, including a specialized mentoring program, designed to promote success in college, success in job placement, and success in the workplace. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Caro, Cesar Texas State Tech College West Texas TX Duncan E. McBride Standard Grant 211200 1536 SMET 9178 1536 0000099 Other Applications NEC 0094835 January 15, 2001 Computer Science, Engineering, and Mathematics Scholarships Program. This program provides scholarships to engineering and computer science students in the lower divisions of Portland State University and Portland Community College, who have a co-admission policy. These scholarships increase the number of full-time, under-represented students in the engineering and computer science programs. Students participate in planned support activities, including a two-week summer high school-to-college bridge program, monitoring student progress, and cohort-building events. Building on the existing NSF Computer Science, Engineering, and Mathematics Scholarships Program for the upper division, these scholarships provide an integrated scholarship program from high school and community college through college graduation. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Driscoll, Michael E. Scott Huff Portland State University OR Duncan E. McBride Standard Grant 270000 1536 SMET 9178 1536 0000099 Other Applications NEC 0094841 April 15, 2001 Scholarships for Minority Students in Computer Science, Engineering and Mathematics. DUE-0094841 This project provides scholarships to qualified minority students enrolled in computer science, engineering, and mathematics disciplines. The program leverages the activities of an existing Minority Engineering Program in support of the scholars. Scholars are mentored by both upper class students and alumni, participate in regular group meetings, and are encouraged to become involved in student activities within the college. Students at risk of failing physics are provided with an economic incentive to enroll in a special preparatory course and in the follow- on optional tutorial sections which feature state-of-the-art educational technologies that have been integrated with innovative pedagogy. Preliminary results show that the approach can significantly reduce the failure rate in the standard calculus-based physics course. By combining special classroom experiences with supportive services, the program seeks to retain talented, financially disadvantaged minority students pursuing in bachelor's degrees in computer science, engineering and mathematics. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Gladding, Gary Paul Parker Mats Selen N. Brown University of Illinois at Urbana-Champaign IL Bevlee A. Watford Standard Grant 270000 1536 SMET 9178 1536 0000099 Other Applications NEC 0094848 January 1, 2001 Scholarships for Women and Minorities in Engineering Technologies. The Scholarships for Women and Minorities in Engineering Technologies (SWMET) program is providing financial, academic and social support for thirty low-income, academically talented women and minorities seeking associate degrees in Engineering Technologies (ET). Each student is receiving a scholarship and participating in activities such as mentor relationships, co-op experiences, interview skills workshops, and a SWMET Scholars Club. The program is also developing a dynamic web page that is not only a storehouse for information; but also a clearinghouse for necessary program communications for students, faculty, and administrators involved in the program. The SWMET Club uses graduates of the SWMET Club to serve as mentors immediately upon graduation. These mentors, who have entered the workforce, represent their new employers, serving to strengthen relationships with area businesses. Area business and industry representatives are also serving in an advisory capacity. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Hughes, Gayle Evelyn Hadley Nashville State Technical Community College TN Elizabeth Teles Standard Grant 202500 1536 SMET 9178 1536 0000099 Other Applications NEC 0094851 April 1, 2001 Scholarships for Women in Computer Science and Mathematics. This scholarship and support program is designed to increase the number of women, especially women of color, who graduate with baccalaureate degrees in computer science and mathematics. A secondary focus of the program is to help meet the need for college-educated workers with technological capabilities in Wisconsin. The program provides 35 scholarships each year to junior and senior students majoring in computer science or mathematics. During each student's junior and senior years, a comprehensive array of support programs on the campus are available on an as-needed basis and, when necessary, are tailored to her needs. Mechanisms already in place on the campus for referral to services and a campus culture which supports collaboration help ensure student success. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Pink, S. Marie Susan Pustejovsky Alverno College WI Mark James Burge Standard Grant 236250 1536 SMET 9178 1536 0000099 Other Applications NEC 0094852 February 1, 2001 Computer Science, Engineering, and Mathematics Scholars. Students are provided with services and activities that are designed to promote the following: improve the undergraduate educational experience of students in relevant disciplines; 2) increase the number and percentage of students completing the first stage of the baccalaureate study and those student receiving degrees in relevant disciplines; 3) improve the likelihood of Program Scholars post- baccalaureate placement in employment or graduate programs in technical or related disciplines; and provide the opportunity to further strengthen partnerships with employers and the institution. Each scholar is paired with a mentor who is a member of the Program Scholars discipline area in which he/ she is pursuing his/ her baccalaureate degree; the mentor serves as an advocate for the scholars academic and career success. Activities that some of the scholars are involved in include: tutorial assistance, visitations to research laboratories and graduate programs, career counseling, attendance and/ or participation in national professional conferences within their discipline and national student research conferences, writing assistance, and professional work experiences. The program focuses on students in engineering and engineering technology. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Abramowitz, Harvey Edward Pierson Roy Hamilton Purdue University IN Duncan E. McBride Standard Grant 270000 1536 SMET 9178 1536 0000099 Other Applications NEC 0094854 April 15, 2001 Computer Science, Engineering, and Mathematics Scholarship Program (CSEMS). This project provides 25 scholarships to talented low-income students in computer science, computer networking, computer network technology, and computer information technology. The project includes guest lectures and other interaction with industry representatives. In addition to the college's student support system, scholarship recipients have access to project supported peer tutoring. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Qian, Sixin Mountain State University WV Theodore W. Hodapp Standard Grant 168620 1536 SMET 9178 1536 0000099 Other Applications NEC 0094857 August 1, 2001 Computer Science, Engineering and Mathematics Scholarships. This project offers scholarships to full-time students majoring in Computer Science, Information Systems, Engineering Technology, Engineering, and Mathematics. The goals of the program include increasing the number of women and minorities in these fields, shortening the length of time required to complete the program by increasing the number of full-time students, and providing experiences with professionals in the field. In order to be eligible for a scholarship, students must be academically talented and demonstrate financial need as defined by the U.S. Department of Education Pell Grant. Each student receiving a scholarship is assigned a mentor and is required to shadow a professional in their major field each semester. Scholarships are automatically renewed for a second semester provided that eligibility requirements are maintained. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Fordham, June Prince George's Community College MD Elizabeth Teles Standard Grant 261116 1536 SMET 9178 1536 0000099 Other Applications NEC 0094861 April 15, 2001 Computer Science, Engineering, and Mathematics Scholarship Program. The fundamental objective of this project is enabling talented but financially disadvantaged students pursuing careers in computer science, mathematics and engineering (CSEM) to achieve higher education degrees. Our objectives include 1) increasing the number of math, engineering, and computer science scholarships available to individuals who are underrepresented in these fields; 2) increasing the awareness of the variety of job opportunities available for advanced degree graduates; 3) facilitating a mentoring relationship between the scholar and a person already working in their chosen field; and 4) encouraging scholars to gain leadership experience by acting as peer mentors. The primary participants are 40 CSEMS students each year for two years who receive scholarships based on financial need and academic excellence. Targeted recruiting efforts as well as a myriad of student support services and advanced pedagogical practices including clubs and organizations, application oriented experiences for students, a project-based Capstone course, and internship/field experiences, and an active-learning curriculum result in improved recruitment and retention rates of CSEMS student. A strong Tech Prep partnership program allows student to enter this program in the 11th grade and transition seamlessly to the associates degree program. Students are encouraged to transfer to 4-year institutions to complete a bachelor degree in their chosen discipline. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Goodhart, Gregory Tzu-Yi Yang Dick Bickerstaff Columbus State Community College OH Elizabeth Teles Standard Grant 269479 1536 SMET 9178 1536 0000099 Other Applications NEC 0094866 March 15, 2001 Computer Science, Engineering and Mathematics Scholars. This project provides scholarships and reduces economic barriers to full-time enrollment for up to 40 full-time, Pell eligible students majoring in engineering, computer science or mathematics at Montgomery College each year. These students, known as Montgomery College NSF CSEM Scholars, are provided with a challenging and supportive program that prepares them for majors in engineering, computer science or mathematics at a four-year college. Selected students participate in a paid internship program the summer before transferring to a four-year institution. In addition to grade point average, selection criteria includes a student essay and letters of recommendation from individuals such as teachers, counselors or job supervisors who can address the applicant's potential to succeed in engineering, computer science or mathematics. The centerpiece of support services for Montgomery College NSF CSEM Scholars is an expanded, comprehensive mentoring program that provides students with interdisciplinary faculty mentor teams composed of faculty from computer science, mathematics, engineering, and the basic sciences. This mentoring process continues at the four-year institution with a continuing mentor from Montgomery College during the student's first year after transfer. At Montgomery College, student's mentoring team may include a faculty member from a four-year institution once a student has decided upon a transfer institution. Scholars are required to enroll in a one credit course that includes seminars by scientists and engineers as well as resume writing, interviewing, preparing for transfer and graduate school and applying for internships. Scholars have many opportunities outside of the classroom to interact with their peers, faculty and business leaders. As these opportunities are evaluated, the college develops models of pathways that lead to bachelor's degree completion in engineering, computer science or mathematics for students who start their college education at a community college. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Day, Donald Mary Kay Abbey Montgomery College Rockville MD Duncan E. McBride Standard Grant 269904 1536 SMET 9178 1536 0000099 Other Applications NEC 0094867 January 15, 2001 Scholarships for Computer Science, Engineering, and Mathematics Majors. This project provides funds for computer science, engineering, and mathematics majors. It includes collaboration between a university and community college to recruit talented community college students to complete technical degrees at the four year institution. This program provides scholarships to increase the number of talented, but financially disadvantaged students, graduating and entering the workforce in the defined technology areas. The project provides professional development programs to facilitate experiential learning through industrial internships, academic progress monitoring and mentoring programs for students. These are established ongoing programs. This scholarship program aims to increase educational opportunities for qualified students, improve retention to degree by removing financial barriers, and provide improved student professional development. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Vallas, Carolyn James Adams Jeffrey Holt University of Virginia Main Campus VA Duncan E. McBride Standard Grant 262800 1536 SMET 9178 1536 0000099 Other Applications NEC 0094870 August 1, 2001 Computer Science, Engineering and Mathematics Scholarship Program. This project provides 40 students with a scholarship sufficient to cover tuition, fees, and books, and a comprehensive set of academic support services to ensure that each recipient attains a 4-year degree and is prepared for graduate studies and/or placement in an appropriate workplace. These academic support services include: admission and matriculation assistance, workshops, access to a study center, advisement and counseling, tutoring, support in joining and participating in professional organizations, eligibility to compete for additional grant funds reserved for engineering, computer science, and math students, support in securing appropriate internships and summer employment, professional activities, job placement assistance, and involvement in a social support network. A comprehensive summative evaluation is planned. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Abrego, Silas Ning Chen Jesa Kreiner Ernie Solheid California State University-Fullerton Foundation CA Calvin L. Williams Standard Grant 267602 1536 SMET 9178 1536 0000099 Other Applications NEC 0094871 September 1, 2001 Computer Science, Engineering, and Mathematics Scholarship Program. The university is operating a CSEMS scholarship program for students in aviation-related fields as well as computer science, computer engineering, and electrical engineering. The program involves aggressive recruitment, primarily at community colleges, of academically superior, low-income students; a plan to orient, motivate and ready the students for rigorous academic performance; a plan to support the students through a professor-mentor and advising program; and a plan to help them gain employment in their degree fields, or be accepted in graduate school. The university is using its contacts with a number of aerospace and electronics firms, which afford special opportunities for its students for summer research, co-operative assignments, and new graduate hiring. In addition, the university has made a substantial financial commitment to the NSF program, agreeing to augment the NSF funds with major institutional scholarships, offering material leverage to NSF funding S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Shaffer, Randall Embry-Riddle Aeronautical University FL Duncan E. McBride Standard Grant 269354 1536 SMET 9178 1536 0000099 Other Applications NEC 0094875 September 1, 2001 Computer Science, Engineering, and Mathematics Scholarship Program. This program provides scholarships to financially disadvantaged students, particularly those from underrepresented groups, at the freshman and sophomore levels in the fields of Computer Science, Engineering, and Engineering Technology. The program includes early identification and preparatory activities, summer bridge program, community building, time on task study groups in calculus and physics, faculty/staff/student interaction, and special topic courses including Cooperative Learning Calculus and Physics. Faculty from the College of Engineering including the computer science department and faculty from the College of Applied Sciences Engineering Technology Programs serve as faculty mentors. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Prather, Edward Cheryll Dunn University of Cincinnati Main Campus OH Duncan E. McBride Standard Grant 270000 1536 SMET 9178 1536 0000099 Other Applications NEC 0094876 September 1, 2001 Scholarships in Computer Science and Mathematics. This project is to establish a scholarship program for low- income, academically talented students enrolled fulltime in one of the degree programs offered by the Department of Computer Science and the Department of Mathematics and Statistics. There are forty awards per year. Students may apply for a second year of funding. The selection process includes indicators of academic merit and likely professional success. Support structures, which are already in place at the college assist in recruiting, placement, and retention of scholarship recipients. Several options are available to the students who receive a scholarship: a research project mentored by a senior faculty member, participation in already established college projects, and internships in New York City programs for academic assistance to high school students. A goal of the project is to attract academically sound students to the computer science and mathematics majors at the college. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Peluso, Ada Virginia Teller Robert Thompson CUNY Hunter College NY Duncan E. McBride Standard Grant 269810 1536 SMET 9178 1536 0000099 Other Applications NEC 0094877 August 15, 2001 Academic Enhancement, Research and Training for Computer Science, Engineering and Mathematics Students. This project is: (1) Improving education for students in computer science, engineering and mathematics, (2) Increasing retention of students to degree completion, (3) Improving professional development, job placement and further higher education placement of participating students, and (4) Strengthening partnerships between institutions of higher education and related employment sectors. Students receive benefits from participating with ongoing academic enhancement and training activities which offer collaborative research activities and internships with various information technology associated firms. The project includes both undergraduate and graduate students. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Stubblefield, Michael Eyassu Woldesenbet Deidre Hardy-Street Alvin Allen Patrick Mensah Southern University LA Ernest L. McDuffie Standard Grant 297000 1536 SMET 9178 1536 0000099 Other Applications NEC 0094888 May 1, 2001 Computer Science, Engineering, and Mathematics Scholars. The Computer Science, Engineering, and Mathematics Scholars (CSEM Scholars) program is increasing the number of students completing certificate programs, obtaining associate degrees, or transferring to four-year institutions in the areas of computer science, computer technology, engineering, engineering technology, or mathematics. The scholarships are for traditional age college students from public and private county high schools. The targeted students are being identified with the help of high school guidance counselors and teachers. The program seeks to identify minority populations, especially women and persons with disabilities, who meet the scholarship eligibility requirements. The specific program goals include recruiting graduating high school seniors to attend the college with a declared major in computer science, computer technology, engineering, engineering technology, or mathematics; identifying and recruiting female or disabled students; providing a summer institute and job shadowing for incoming scholarship recipients; developing new joint ventures between the public schools and the college; increasing the number of county residents with skills to meet high tech needs of business and industry, and developing a comprehensive assessment plan to evaluate the effectiveness of planned activities. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Helfrich, Christine Yolandra Johnson Frederick Community College MD Elizabeth Teles Standard Grant 182250 1536 SMET 9178 1536 0000099 Other Applications NEC 0094889 February 15, 2001 Women in Math/Computer Science Scholars Program. Wheeling Jesuit University has created the Women in Math/ Computer Science Scholarship Program (WIM/ CS) to encourage women in the Appalachian region to continue their studies at the baccalaureate level. This program provides ten scholarships per year to women graduates of community or technical colleges who hold the A. S. degree in math or computer science to complete the bachelor's degree at Wheeling Jesuit. Taking advantage of its quality programs, its supportive faculty, and the presence of three technology centers on its campus, Wheeling Jesuit provides WIM/ CS scholars with a strong academic program and technology- related internship opportunities on its campus. The scholarships open new opportunities for women in math and computer science and also offer new talent to technology- related businesses and public school classrooms in the region. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Geroch, Margaret Julianne Maher Wheeling Jesuit University WV Duncan E. McBride Standard Grant 67500 1536 SMET 9178 1536 0000099 Other Applications NEC 0094892 September 1, 2001 Workforce In Training Engineering Scholarship. This project is providing students from economically disadvantaged areas with the financial assistance necessary to participate in a comprehensive educational program in Engineering Technology. The Computer Science, Engineering, and Mathematics Scholarships (CSEMS) program allows eligible students to advance their knowledge of engineering and science, earn an Associate degree or Bachelor degree in Engineering Technology, enhance their career marketability, and prepare to enter the region's engineering technology workforce. The mission of the college is to deliver through traditional and innovative programs an education that prepares students to prosper in their chosen professions and thrive in a society characterized by diversity and change. The CSEMS program provides an educational opportunity to students who would otherwise not consider higher education or need a higher degree to maintain job security. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Kudlac, John Point Park College PA Elizabeth Teles Standard Grant 135000 1536 SMET 9178 1536 0000099 Other Applications NEC 0094893 September 1, 2001 Computer Technology Scholarship Program. The college is a public, Hispanic -serving, two year associate degree granting college charged with advancing the state's economic development by educating a skilled workforce. This project is creating a National Science Foundation Scholarship (NSF) program for five computer related technologies. Students receive, upon completion of study, an associate of applied science degree in one of five areas: Computer Science Technology, Computerized Drafting and Design Technology, Computerized Digital Imaging Technology, Computerized Network Information Management Technology, and Computer Maintenance Technology. Scholarship recipients are being selected on the basis of a submitted application, interviews, a written statement on choosing a computer related field, and assessment of career goals. The scholarship awards are being integrated into the overall recruitment and retention efforts of the College which includes specific initiatives for outreach and recruitment to Hispanic families. Intensive retention strategies such as assessment methods using the Noel- Levitz Retention Management System, intrusive academic advising, a structured first year student success course, supplemental instruction, tutoring and mentoring, and the establishment of learning assistance centers provide scholarship students with a strong retention infrastructure for student success as measured by persistence until graduation. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Kirk, Richard Texas State Technical College-Harlingen Campus TX Elizabeth Teles Standard Grant 259868 1536 SMET 9178 1536 0000099 Other Applications NEC 0094896 March 1, 2001 Increasing Minority Graduates with a Bachelor's Degree in Computer Science and Mathematics. This project seeks to increase the number of students, especially minority students, graduating with degrees in Computer Science and Mathematics from New Mexico Highlands University. The program provides 10 scholarships the first year, and 20 scholarships the second year to junior and senior students. Student-based tutoring and mentoring services are offered from graduate students, upper division students, and the local student chapter of the ACM. Other support structures include faculty workshops, and presentations from alumni about career opportunities in computer science and mathematics. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Sollohub, Curtis New Mexico Highlands University NM Duncan E. McBride Standard Grant 101248 1536 SMET 9178 1536 0000099 Other Applications NEC 0094898 February 15, 2001 Computer Science, Engineering Technology, and Mathematics Scholarship Program. This project provides 44 scholarships to outstanding and underrepresented undergraduate students of Computer Science, Engineering Technology, and Mathematics, as well as graduate students of Computer Science and Mathematics. In addition to providing scholarships that enables students to successfully attain degrees, the project also provides and requires of each recipient of an NSF Scholarship group research experiences that enables them to be more successful as students and after graduation. Scholars are required to work 10 hours per week on a research project; work with a project faculty member, who serves as the student's mentor, for a semester research assignment; attend a bi- weekly research colloquium; present at least one progress report per semester at a bi- monthly colloquium to other scholars and mentors; and submit a written report at the end of each semester of funding. Additionally, these students are encouraged to present papers or posters at regional and/ or national conferences. The University also commits to finding a technically related job on campus for every undergraduate NSF Scholar who wants a job during his/ her senior year. The Department commits to placing every graduate student in the program in either a graduate assistantship or funded research assistant position until completion of degree. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Steidley, Carl Texas A&M University Corpus Christi TX Elizabeth Teles Standard Grant 275000 1536 SMET 9178 1536 0000099 Other Applications NEC 0094900 April 1, 2001 Computer Science, Engineering, and Mathematics Scholarship Program. This program awards scholarships to economically disadvantaged students, with a special emphasis on students from underrepresented groups in engineering and science. Recruitment targets three groups: 1) incoming freshmen, 2) incoming transfer students, and 3) continuing students at the junior level. This group includes students from majors in Berkeley's College of Engineering, chemical engineering majors in the College of Chemistry, and students in the computer science or mathematics majors in the College of Letters and Science. Scholars participate in a variety of retention- related activities tied to the existing student support infrastructure of CUES, the EECS Center for Undergraduate Matters and other partner programs. This includes faculty advising, academic excellence workshops, tutoring, mentoring, advising, internships in industry and/ or research experience, and assistance with graduate school applications or job placement. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Prussin, Stanley Christos Papadimitriou University of California-Berkeley CA Duncan E. McBride Standard Grant 270000 1536 SMET 9178 1536 0000099 Other Applications NEC 0094902 January 1, 2001 Scholarships for Attracting and Retaining High Ability Computer Science and Engineering Students. This project attracts high ability minority students in engineering and computer science and subsequently retains them at the university through financial aid packages and supplemental scholarships. To accomplish this objective, a two-tier approach is used. First, they attract high ability high school students with scholarships. Second, they offer scholarships to beginning sophomores who have demonstrated good academic performance in their freshman year. Finally, they retain high ability students with a Six Sigma approach to engineering and computer science education (improvement of the process quality by constant monitoring and adjustment). Other retention activities include comprehensive faculty mentoring, tutorial programs, advising and counseling, involvement in research, and summer internships. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Burge, Legand Hira Narang S. Keith Hargrove Tuskegee University AL Jane C. Prey Standard Grant 270000 1536 SMET 9178 1536 0000099 Other Applications NEC 0094903 August 1, 2001 Increasing Participation in Computer Science, Engineering and Mathematics through Scholarships. This project provides scholarships to talented low-income students to complete degrees in computer science, computer or electrical engineering, or mathematics. A learning community and seminar course help to support scholarship recipients in their academic and career prepartion. Specific goals are to link the scholars with each other and with other students, faculty and business leaders. The focus of the program is on low-income women and minority students, qualified transfer students from community and state colleges, and underemployed students whose education has been interrupoted by the need to work. The program seeks to achieve an 100% placement rate for graduates entering appropriate positions in the workplace or advanced education. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Woodward, Gordon Byravamurthy Ramamurthy Stephen Goddard Kevin Lee University of Nebraska-Lincoln NE Mark James Burge Standard Grant 270000 1536 SMET 9178 1536 0000099 Other Applications NEC 0094905 June 30, 2001 Computer Science, Engineering, and Mathematics Scholarship Program. This program provides an opportunity for talented but financially disadvantaged individuals to acquire a higher education degree in the fields of math, engineering, or computer science. More specifically, this program increases the number of associate degree graduates in these fields, with significant numbers transferring to four- year institutions to pursue baccalaureate degrees, and others ultimately earning graduate degrees. The institution is committed to providing the student support services necessary to ensure the retention and graduation of the scholarship recipients and, when desired, their successful transfer to four-year colleges. Overall, the institution fosters an institutional climate supportive of the recipients' success. Ten program objectives have been formulated to meet these needs: Identification and selection, assessment, retention, achievement, career awareness and counseling, service-learning, enrichment, graduation, transfer, and employment. In support of these goals, there is a comprehensive student support services program that includes personal and academic counseling, academic advising and assistance in course selection, enrichment seminars and activities, academic programs, instruction in study skills, mentoring program, career awareness, services for the disabled, transfer initiative, computer literacy, tutorial services, service-learning placement, and employment services and placement. Specifically, the program impacts both the recipients and the community as a whole through the realization of the following outcomes: improved education for students in the stated disciplines; increased retention of students to degree achievement; strengthened partnerships between institutions of higher education and related employment sectors; improved professional development and employment; and further higher education placement of participating students. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Swafford, Connie M. Susan Williams L. Neal Tharp Brenda Crowe Sheila Lancaster Gadsden State Community College AL Elizabeth Teles Standard Grant 270000 1536 SMET 9178 1536 0000099 Other Applications NEC 0094906 June 1, 2001 Increasing Participation in Computer Science, Engineering and Mathematics through Scholarships. We are promoting the achievement of baccalaureate degrees in computer science, computer technology, engineering, engineering technology, and mathematics by academically talented but financially disadvantaged students by: 1) Providing financial aid to low income, academically talented students through 40 scholarships annually over a two- year period 2) Improving education in these disciplines by creating supportive environments for these students through changes in organizational culture and practices 3) Increasing retention of students to degree achievement by encouraging preparation for information technology careers through student development initiatives 4) Improving professional development and employment of students by providing enriched research experiences, mentoring, and support in employment placement 5) Strengthening university- industry partnerships through collaborative implementation. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Aunon, Jorge John Fix University of Alabama in Huntsville AL Kenneth Lee Gentili Standard Grant 270000 1536 SMET 9178 1536 0000099 Other Applications NEC 0094907 January 1, 2001 Process-Based Scholarship and Retention Program for Low-Income Students. The specific project objectives of the program include: (i) promoting diversity and increase the numbers of minority students enrolling in, and completing degrees in computer science, engineering and mathematics; (ii) expanding the pool of minority talent that have suffered from a long- standing under- utilization for industry, government, and academia (i. e., Ph. D. holders); (iii) improving the educational experiences of students through connections of academic content to the work environment and building new industry partnerships; (iv) increasing enrollment of academically- gifted students from community colleges; (v) encouraging scholarship recipients to pursue advanced degrees; and (vi) providing mentor programs that allow students to devote more time to their degree programs as opposed to working on non- discipline jobs. The goals of the program are being accomplished by: (i) Recruitment; (ii) Academic support to provide participants the tools necessary to succeed; (iii) A retention program, which relies heavily on the positive impact of mentors and academic contracts that include professional development of the scholars; (iv) Building on the existing infrastructure for student and industry support within the University as well as local community colleges; (v) Establishing faculty mentors in every department to provide one- on- one mentoring by experienced faculty and peers; (vi) Requiring the Scholars to participate in research and design projects for presentation at professional meetings and industry- sponsored workshops; (vii) Maintaining records on the Scholars: progress toward degree, research experiences, design projects, resume, career goals, work portfolios, mentoring activities, professional development opportunities, job interviews, graduate school applications, the change in the number of minority students transferring in; and (viii) Initiating an exit interview process to evaluates the effectiveness of scholarship programs. The grant award acts as a catalyst to reinforce other curricula enhancement programs. The scholarship program provides leadership training and experience, and a controlled academic process for low- income students to insure successful graduation and entrance to graduate school when desired. The scholarship program builds on several existing programs that help students achieve academic success. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Gregory, James Donald Bagert Gary Harris Lloyd Heinze Akanni Lawal Texas Tech University TX Bevlee A. Watford Standard Grant 270000 1536 SMET 9178 1536 0000099 Other Applications NEC 0094910 September 1, 2001 Computer Science, Engineering, and Mathematics Scholarship Program. This program targets talented but financially disadvantaged youth by providing financial support, academic assistance, and student support services. The objectives and corresponding activities are carefully designed to create a comprehensive program by supplementing programs and structures already in place at St. Scholastica with the creation of new activities. The program includes activities that focus on providing the support and encouragement that students need to remain in school through graduation. Activities include faculty mentoring, tutoring, summer research opportunities, internship opportunities, and individual counseling sessions with the Program Administrator. Through individual discussions with the Program Administrator and the College's Career Counselor, students receive both guidance and support as they consider the next step in their careers. Many of the same activities that lead to higher levels of degree attainment, such as mentoring, internships, and summer research opportunities also contribute to greater levels of preparedness as students move on to graduate school or employment. In addition, a series of workshops are provided for program participants that address such topics as graduate school exploration, professionalism, resume preparation, and research skills. By coordinating with local businesses, state agencies, and the College's Career Center Counselor, the Program Administrator creates new internship/research opportunities for program participants. Activities for this objective center on a structure of support and evaluation to ensure that the students, partnering businesses, and members of the College community all gain from these relationships. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Cargill, Kathleen Guanshen Ren College of Saint Scholastica MN Duncan E. McBride Standard Grant 91125 1536 SMET 9178 1536 0000099 Other Applications NEC 0094915 January 15, 2001 The Computer Science, Engineering, and Mathematics Scholarship Program. The Computer Science, Engineering, and Mathematics, Scholarship Program at Arizona State University provides scholarships and a support infrastructure that enables academically talented, financially disadvantaged lower division students to maintain fulltime enrollment and progress toward degree completion into upper division status where attrition rates are reduced. Targeted fields include engineering, engineering technology, mathematics, computer science, and computer technology. The program offers a supported summer bridge program for recruited high school seniors (entering freshman) across the state and a variety of carefully designed activities to enhance learning and career opportunities. The program also expands and enhances the continuum of services available to students of diverse gender, ethnic, social, and economic backgrounds, clearly supporting the university's commitment to provide a high quality education to all students. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Bustoz, Joaquin Armando Rodriguez Andrea Richa Arizona State University AZ SIMONEAU ROBERT W Standard Grant 270000 1536 SMET 9178 1536 0000099 Other Applications NEC 0094918 May 1, 2001 Computer Science, Engineering, and Mathematics Scholarships. This is a scholarship program for academically talented students in computer science, mathematics and engineering, with a special emphasis on African-Americans. Recruitment efforts involve pre-college programs such as Upward Bound and the Packard Program, along with area community and two-year technical colleges, and students enrolled in CSEMS areas. Objectives of the program include: (1) increased representation of persons from this group among students studying for undergraduate and first graduate degrees in the above disciplines; (2) increased retention through graduation of participants; (3) development of a sense of belonging in the represented disciplines; (4) involvement of participants in a peer support network; and, (5) provision of mentoring and counseling opportunities to assist participants in coping with college life and preparing for graduate and professional opportunities. Scholars are formally recognized during the opening convocation in the fall and at the Academic Awards Day in the spring. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Williams, Marsha Raymond Richardson Tennessee State University TN Ernest L. McDuffie Standard Grant 270000 1536 SMET 9178 1536 0000099 Other Applications NEC 0094922 September 1, 2001 Computer Science Engineering, and Mathematics Scholarship Program. This project is providing scholarship grants to talented low- income students who are enrolled full- time in a program leading to an associate degree in mathematics, pre- engineering, computer science, or computer technology. The overall goal for this program is the successful attainment of a degree and subsequent employment in the degree field, or transfer to a four- year institution to obtain a baccalaureate degree in the chosen field. The college is developing a pool of program applicants through a recruitment process directed primarily at high schools. Particularly encouraged to apply are individuals from groups underrepresented in these disciplines (minorities, women, and the disabled). This recruitment process solicits the assistance of teachers at the high schools, and involves informational seminars for interested students. Applications are being reviewed and rated by a College Selection Committee composed of faculty from the program disciplines involved, using criteria developed specifically for this program by the College. The college is providing retention and support services for participating students. These services include required attendance at two group meetings each semester. The initial meeting is an orientation meeting to review continuing eligibility requirements, clarify scholarship disbursement processes, and to orient participants to services available (counseling, tutoring, mentoring, and faculty- student conferences). The second meeting occurs at mid- semester to identify academic problems and secure participant feed- back on general or program specific problems. These meetings also serve to encourage mutual support among this student group. Implementation of this program provides career opportunities for program participants and also increases the numbers of underrepresented individuals in the targeted professions. Further, as the community moves from a minimum- wage manufacturing based economy to a higher wage technology based economy, this program contributes to the technologically skilled employee pool that is needed. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Ortega, Robert Marsha Self El Paso County Community College TX Elizabeth Teles Standard Grant 270000 1536 SMET 9178 1536 0000099 Other Applications NEC 0095184 January 1, 2001 NSF Scholars Program. This project is designed to recruit talented students with limited financial resources, to offer support and programs to help these students complete their degrees in a timely manner, and to encourage the students to continue to employment or a higher degree. The goals and objectives which extend quality programming and support services include (a) an aggressive recruitment of women and minority students, (b) a comprehensive system of orientation, and (c) internships, mentoring, and job placement programs. A cluster approach to scheduling promotes small group and peer interaction. To enhance the educational experience, students are attending professional seminars in their program area. A special arrangement with the New Jersey Institute of Technology provides students with a smooth transition to baccalaureate studies. The added dimensions of academic support and work experience promise to produce students who can also easily transition from college to the workplace. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Hearn, Ronald Anne Edwards Burlington County College NJ Lee L. Zia Standard Grant 270000 1536 SMET 9178 1536 0000099 Other Applications NEC 0095228 May 1, 2001 Computer Science, Engineering, and Mathematics Scholarships Program (CSEMS). Technology is rapidly becoming the enabler of the new economy. Significant advances in technologically- oriented industries have created new infrastructure for both business and social interaction while transforming the way we live, learn and work on a day- to- day basis. These advances will continue to have a profound impact on the supply and demand for skilled labor in the new millennium. Indeed, approximately 50% of all jobs in the United States are expected to be either in or closely related to information technology (IT) and telecommunications products and services, by the year 2006. Consistent with the demographic composition of the surrounding community, our campus serves a non- traditional, ethnically diverse student body. This project enables low- income, minority and/or female students who meet established academic criteria to obtain Associate in Arts or Associate in Science degrees in computer science, mathematics or engineering. These students are eligible for transfer to an upper- division school or to enter the workforce directly in their chosen field. Thus, the goals of this project include: (1) Increasing the number of low- income, minority and/ or female students obtaining degrees in computer science, mathematics and engineering; (2) improving the overall quality of education for all students majoring in computer science, engineering and mathematics and; (3) enhancing the professional development and career choice opportunities of participating students. Over the two- year project period, scholarships are being distributed to students in computer science, engineering and mathematics. Measurable criteria including grade point averages, retention rates and graduation rates are utilized to determine the degree of academic achievement, retention and professional development/ graduation among scholarship recipients versus non- recipients. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Damas, Guillermina Rene Garcia Miami-Dade Community College - Wolfson Campus FL Elizabeth Teles Standard Grant 279000 7412 1536 SMET 9178 7204 1536 0000099 Other Applications NEC 0096311 June 1, 2000 Web Based Robotics: Supporting Wide Area Educational Access to Autonomous Mobile Robot. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Gallagher, John Wright State University OH Ernest L. McDuffie Standard Grant 66800 7427 SMET 9178 7427 0000099 Other Applications NEC 0096339 August 1, 2000 Term-long Student-designed Projects in the Biochemistry Laboratory. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Mayne, Jeffrey Westminster College MO Jeanne R. Small Standard Grant 39989 7428 SMET 9178 7428 0000099 Other Applications NEC 0099424 March 15, 2001 AAU Teacher Education Forum. The Association of American Universities (AAU) is developing an inter-institutional network of AAU institutions to sustain current exemplary practices in the mathematics, science and technology preparation of teachers and to promote the sharing of such practices in teacher preparation. AAU is convening a forum for vertical teams from AAU universities consisting of college and university administrators, including Deans of Science and Deans of Education, and science, mathematics, engineering, and education faculty. This invitational forum on Exemplary Practices and Challenges in Teacher Preparation, features presentations of models of teacher preparation in mathematics, science, and technology, discussions of implementation strategies, and a webcast of the conference. Outcomes of the forum include publication of the conference proceedings, identification of best practices, and the development of a Campus Action Plan to guide campuses in developing their individual implementation plans for engaging science, mathematics, and engineering faculty in teacher education. The forum reflects the goals of a 1999 Resolution on Teacher Education adopted by the presidents and chancellors of AAU calling for an increased effort to certify disciplinary majors to teach, an ongoing commitment to integrate the research activities of universities with preservice and continuing teacher education, and a renewed emphasis on the importance of engaging the university faculty more fully in their roles of preparing future teachers, experienced teachers, and future teachers of teachers. AAU seeks to create a network of faculty and leaders in research universities who share, develop, and adopt exemplary practices in teacher education. TEACHER PREPARATION PROGRAM DUE EHR Latanision, Ronald Renee Clift Association of American Universities DC Joan T Prival Standard Grant 111000 7348 SMET 9178 7348 0000099 Other Applications NEC 0099512 May 1, 2001 Assessing Workforce Needs in Aquarium Technology, Marine Interpretation, and Aquaculture. In order to determine the number of employees, the job skills, and the educational preparation that the aquarium and marine interpretation industry needs in its workforce in the Pacific Northwest and nationally, and to plan a degree program that addresses this need, this project is conducting a comprehensive survey of the field, including aquariums, interpretive centers, fish and wildlife agencies, and aquaculture facilities. Based on the survey results, the project is developing outlines of potential academic programs that are of interest to the local and national industry and examining existing curricular materials to determine what materials can be adapted for this purpose and what new materials need to be developed. ADVANCED TECH EDUCATION PROG DUE EHR Hodgkins, Jane Lavern Weber Timothy Miller-Morgan Oregon Coast Community College OR David B. Campbell Standard Grant 39805 7412 SMET 9178 1032 0000099 Other Applications NEC 0100932 May 15, 2001 The Math Works. This project is addressing the need to improve the mathematics learning environment in two-year colleges by generating increased student enthusiasm in the exploration and applications of mathematics and by attracting more students to science, mathematics, engineering, and technology (SMET) fields of study. The overall project goal is to provide faculty with a complete package of information and materials for establishing and conducting an interdisciplinary course for the study of mathematics. The package includes (a) ten laboratory exercises, each having a technology problem, a bibliotechnology research exercise, a method to develop the mathematics tools required to solve the problem, a model portfolio, and a thesis defense; (b) initiation of a marketing plan; and (c) initiation of a management plan. Means to accomplish the project objectives involve in-kind support from the American Mathematical Association of Two-Year Colleges (AMATYC), Texas Instruments, and Capital Community College. Twenty AMATYC faculty members have been selected to produce the ten laboratories. Project outcomes include a laboratory, marketing, and management plan, all of which are being compiled into The Math Works Resource Book, to be published in hard copy and via the Internet. This project is offering a multitude of professional enhancement opportunities to those who develop or use the products developed through this project. ADVANCED TECH EDUCATION PROG DUE EHR Pazdar, John Patricia Hirschy Capital Community College CT Elizabeth Teles Standard Grant 231203 7412 SMET 9178 1032 0000099 Other Applications NEC 0101093 April 15, 2001 Expanding the Impact: Bringing Effective Biotechnology Instructional Resources to Diverse Students and Teachers. The overall goal of this award is to expand the impact of previous work supported by the Advanced Technological Education (ATE) program in order to increase the number of well-prepared individuals, including those from under-represented groups, entering technical positions in the biotechnology work force. This goal is being accomplished through two tightly interrelated objectives. The first objective is focussing on faculty enhancement workshops related to biotechnology methods and the biotechnology workplace. The second objective is focussing on the dissemination of quality biotechnology instructional materials directly to secondary school classrooms. Activities for both objectives incorporate instructional materials created by other ATE projects. This project involves partnerships with the Wisconsin School for the Deaf, the University of Wisconsin-Madison College of Education, the Wisconsin Department of Public Instruction, the Wisconsin Educational Communications Board, and the ATE-funded "Cases in Industry Practices in Biotechnology", the "Shoestring" Biotechnology Project, and the Bio-Link Center of Excellence in Biotechnology. Project objectives and outcomes are expected to be: OBJECTIVE 1: To enhance the skills and knowledge of faculty from two- and four- year colleges and secondary schools so that they: Effectively incorporate important biotechnology workplace skills into their curricula Promote student awareness of varied technical career opportunities in biotechnology Incorporate effective active learning and laboratory activities into their classrooms Establish relationships among educators and industry representatives Introduce laboratory and work place curricula into traditional baccalaureate programs OBJECTIVE 2: To adapt and disseminate quality instructional materials for biotechnology technical education that were developed with previous ATE funds so that: + Quality materials are customized for different target populations of students, including those in under-represented groups + Secondary students are aware of biotechnology workplace opportunities + Secondary students' math and science skills improve + Secondary students' skills in biotechnology improve + Quality instructional materials reach diverse students + Pre-service teachers learn about biotechnology and the biotechnology workplace ADVANCED TECH EDUCATION PROG DUE EHR Seidman, Lisa Joy McMillan Joseph Lowndes Jeanette Mowery Madison Area Technical College WI Duncan E. McBride Continuing grant 639220 7412 SMET 9178 1032 0000099 Other Applications NEC 0101311 July 15, 2001 Cross-Training Technicians and Engineers for Semiconductor Manufacturing. The project extends work begun under Award No. 9850310. A consortium consisting of three universities (University of New Mexico, Arizona State University, and University of Texas at Austin) and three community college systems (Albuquerque Technical Vocational Institute, Maricopa County Community College District, and Austin Community College) in three contiguous states, each of which has semiconductor manufacturing as an economic backdrop, is implementing "cross-training" of technicians and engineers. Supported by a previous NSF grant, the consortium developed a suite of six computer-based training (CBT) modules designed to be integrated into factory-like labs and related courses for co-training of technicians and engineers. The first six modules covered lithography, metalization, design of experiments, etch, chemical vapor deposition, and statistical process control. In the current project, the consortium is (1) developing three more modules covering oxidation and diffusion, doping and annealing, and factory dynamics; (2) deploying the modules in side-by-side training of engineering and technician students at the partnering universities and community colleges; and (3) completing the evaluation of the full suite of nine modules. The project is built around the premise that "cross-training" technicians and engineers, such that each group better understands the roles and skill sets of the other, will enhance their effectiveness as team members in real factory settings. The project's CBT modules cover basic semiconductor unit processes (lithography, metalization, etch) and their facility demands, design of experiments, and factory-level dynamics from both the technician's and the engineer's perspectives. The modules include interactive, schematic-based simulator panels for selected manufacturing machines, to support a need-based, top-down learning paradigm. In addition, the modules have structured exercises that require interactive roles between technicians and engineers. The "side-by-side" presentation of text, graphics, animations, videos, simulations, and exercises give technicians enhanced exposure to mathematics and science and give engineers enhanced exposure to machine (tool) operation issues. The multimedia modules are designed to operate stand-alone or coupled to a multi-level manufacturing simulator package. They can serve training needs in real, mock, or virtual factory-like labs. ADVANCED TECH EDUCATION PROG DUE EHR Wood, John Bassam Matar Fabian Lopez Michael Midgley University of New Mexico NM R. Corby Hovis Continuing grant 520000 7412 SMET 9178 1032 0000099 Other Applications NEC 0101362 September 1, 2001 Secondary Math and Science Preparation: A Partnership Pipeline. The Community College of Philadelphia is engaged in a partnership with 12 baccalaureate-degree granting institutions in Pennsylvania to: (1) create a new degree option for students preparing for careers in secondary math or science education; and (2) expand the articulation agreements with four-year institutions to include secondary education. Two new courses and educational materials focused on inquiry-based, hands-on learning, are being developed for prospective teachers: Teaching with Technology and Problem-Solving in Math and Science. Both courses explore the use of technology to investigate authentic problems in math and science. Students develop a portfolio of problem-based learning scenarios using technology appropriate for use in their future professional practice. The project addresses the International Society for Technology in Education standards for preservice preparation in technology. The project also includes customized systems of advising and mentoring; recruitment of prospective teachers from mathematics and science courses; learning communities; an education student club; and faculty development workshops. TEACHER PREPARATION PROGRAM DUE EHR French, Dorothy Marcia Epstein Community College of Philadelphia PA Joan T Prival Standard Grant 177878 7348 SMET 9178 1032 0000099 Other Applications NEC 0101386 April 15, 2001 Teaching Mathematics and its Applications (TeachMap). This award is drawing upon the experience of the Consortium gained from its production of a two-semester developmental mathematics program, Developmental Mathematics and its Applications (DevMap), that offers an alternative approach to the traditional elementary and intermediate algebra courses typically offered at two-year and four-year colleges. In producing materials for the DevMap curriculum, the theme that mathematics is central to most advanced technological fields was incorporated. Applications and modeling problems from an array of industries and technical areas including engineering, biology, biochemistry, environmental science, precision agriculture, and GPS were developed. DevMap problems are authentic and current, are often open-ended and without unique solutions, and are true representations of what students will encounter in the workplace. Successful implementation of the DevMap curriculum and materials will be largely dependent on the ability of teachers to work with authentic but often unfamiliar applications of mathematics. Additionally, it will be extremely beneficial for instructors to develop additional applications tailored to meet the interests of their own students and the needs of the local employers. Thus, TeachMap is now addressing the need to provide teachers with the experience necessary to adapt the DevMap curriculum into their classrooms. This award creates a professional development program for teachers of mathematics in ATE and ATE-type programs that is preparing them to meet two challenges: 1. how to use ATE-type applications to enhance student learning; and 2. how to develop ATE-type applications that are responsive to the interests of the students and the needs of the local employers. Through participation in the TeachMap program, instructors are learning how to: - use open-ended, authentic applications in developmental mathematics classes; - locate sources of new problems suitable for students in particular ATE programs; - identify resources (including the WWW) that might provide data and specific problem settings; - create new problems that are open-ended and, in some cases, that require student research; - access and use appropriate technologies including geometric utility programs, spreadsheets, and virtual laboratories; - construct learning environments appropriate to the problems being modeled by using short- and long-term group activities and project-based assessments. ADVANCED TECH EDUCATION PROG DUE EHR Garfunkel, Solomon Susan Forman Consortium For Mathematics & Its Applications Inc MA David C. Royster Standard Grant 696698 7412 SMET 9178 1032 0000099 Other Applications NEC 0116000 Human Subjects 0101400 August 1, 2001 Using Chemistry to Enhance the Technical Workforce in the Innovation Age. This project provides opportunities for high school and two-year college students to gain workplace readiness and safety skills in a chemistry context through integrated learning experiences based on national science standards. The project aims to: (1) create standards-based college and high school resource materials that provide contextual integration of chemistry content with workplace readiness and safety skills and that are aligned with the National Science Education standards; (2) provide professional development courses for college and high school educators that enhance their knowledge of industrial uses of chemistry and standard operating practices used in the chemistry-based workplace; and (3) create an infrastructure of local and national support for developing and sustaining new local partnerships among high school chemistry teachers, two-year college chemistry and chemical technology faculty, and workplace specialists (technicians, process operators, scientists, and management). The following outcomes are anticipated: chemical technology courses and supporting materials; high school lessons which are to be developed, piloted, field-tested, and disseminated; professional development courses for high school chemistry and college chemistry and chemical technology educators; improvements in high school and two-year college student learning as documented by appropriate assessment protocols; and improvement in students' critical thinking skills. ADVANCED TECH EDUCATION PROG DUE EHR Sarquis, Arlyne Kirk Hunter Connie Murphy Sally Mitchell Miami University Middletown OH Harry Ungar Standard Grant 300000 7412 SMET 9178 1032 0000099 Other Applications NEC 0101402 April 15, 2001 Improving Articulation for Workforce Development. Cataret Community College and North Carolina State University are leading a collaborative effort for articulation between a two-year college and a four-year institution for technician education and teacher preparation. The three goals are (1) improving curricular coherence between community college and upper division courses of study, (2) increasing the retention and success of community college students after transfer, and (3) providing comprehensive professional development activities for university, community college, and secondary school science and mathematics faculty. ADVANCED TECH EDUCATION PROG DUE EHR Hilbert, Pamela Jeffrey Scroggs Carteret Community College NC Kenneth Lee Gentili Standard Grant 298273 7412 SMET 9178 1032 0000099 Other Applications NEC 0101403 July 15, 2001 Washington Center for Information Technology. Bellevue Community College and The Washington State Board for Community and Technical Colleges provide professional development for secondary, post secondary and adjunct faculty in information technology (IT) in Washington State. The workshops build upon the programs of the Northwest Center for Emerging Technologies (NWCET) to improve the overall level of IT instruction through out the State. The faculty are provided the skills to effectively use onsite, online, and distributed instructional delivery systems to make effective use of media-based instructional resources. The professional development also provides opportunities in the use and application of industry-identified IT skill standards and the NWCET curriculum development kits to align curricula with national standards. They develop the skills needed to evaluate, select and use media-based components in standards-based courses applicable to IT certificates and degrees. The website also provides collaborative opportunities for faculty to update and refresh current Washington State-approved IT related programs and identify areas for new courses. A special emphasis is on increasing the number of IT instructors by attracting IT professionals and instructors from related fields to increase their knowledge about pedagogy and content. ADVANCED TECH EDUCATION PROG DUE EHR Talbott, Michael Suanne Carlson Bellevue Community College WA Gerhard L. Salinger Standard Grant 359813 7412 SMET 9178 1032 0000099 Other Applications NEC 0101415 April 15, 2001 Technological Education Initiative. The Accreditation Board for Engineering and Technology (ABET), partnering with several ATE Centers of Excellence, is conducting a series of hands-on regional faculty workshops to bring together technology program faculty to enhance their knowledge of "emerging technologies," explore ways in which these technologies may be incorporated in programs, and provide faculty with experience in developing effective assessment strategies that measure the impact of curricular innovation on the performance of their graduates. These workshops are providing tools for the development of programs that are innovative, relevant to emerging technologies, and attractive to students; thus, preparing graduates of technology programs to enter their careers with greater mobility and transitional capabilities. These workshops are also enhancing the faculty's technical professional development and providing them with a sound basis for assessing the quality of their curricular innovations. Part I of the workshops is an exploration of emerging technology relevant to the future of technology graduates conducted by industry partners. Part II consists of sessions on developing educational programs based on continuous quality improvement methodology and outcomes based assessment. The workshops are being facilitated by engineering professionals experienced in implementing ABET's outcomes-based criteria -- Engineering Criteria 2000, consultants with expertise in assisting schools with assessment planning, industry representatives current in their company's continuous quality improvement efforts, key representatives for the NSF Advanced Technological Education (ATE) Centers, and members of ABET's Technology Accreditation Commission (TAC). Facilitators are motivating faculty to analyze different university and college missions and to develop programmatic objectives in light of those missions; determine specific outcomes to achieve those objectives; discuss ways to achieve those outcomes (such as curricular innovation) and decide how to measure the success of the actions taken. The workshops are producing case studies and examples highlighting different university and college missions and program objectives which can be used by faculty to develop program specific assessment plans to determine success of their curriculum reform and program innovation. Key features (and strengths) of this initiative are the active support and participation of industry and ATE Centers. This assures that the workshops address the most important issues facing industry and academia. The workshops are being conducted over a three-year period at geographically dispersed locations chosen to provide ease of access to the nation's technology faculty. The workshops are open to faculty members from both non-accredited and ABET accredited technology programs. While offering tools for program innovation, these workshops also provide faculty the opportunity to enhance their own technical knowledge, thereby enriching their educational programs. Additionally, faculty benefit from networking with faculty from other institutions and programs to share best practices in curriculum improvement and techniques of incorporating new technologies in their programs. CCLI-EDUCATIONAL MATERIALS DEV ADVANCED TECH EDUCATION PROG DUE EHR Peterson, George Fred Emshousen Alfredo de los Santos Mark Pagano Accreditation Board for Engineering and Technology Inc (ABET) MD Elizabeth Teles Continuing grant 856431 7427 7412 SMET 9178 1032 0000099 Other Applications NEC 0101419 June 1, 2001 Web-Net Technology Curriculum Development for Computer Science. This project develops a new certificate program to provide innovative training in the high demand area of web technology, including network fundamentals, client-server architectures, interactive dynamic multimedia human-computer interfaces and relevant development tools and languages. The program is unique in its coverage of the complete end-to-end web technology spectrum, from multimedia user clients to information servers. The project involves a regional collaborative partnership including a community college, four year colleges and universities, a public school district, and industries. The objectives are to develop, implement and evaluate new courses and educational materials, to develop a program web site to be shared by industry and academia, and to develop and implement "train the trainer" workshops for faculty. Undergraduate students are the primary target audience of the newly developed certificate course offerings. The project also provides professional development opportunities for college and university faculty, high school faculty and industry representatives as well as outreach to high school students. ADVANCED TECH EDUCATION PROG DUE EHR Neal, Jeannette Peter Scott Erie Community College NY R. Corby Hovis Continuing grant 556846 7412 SMET 9178 1032 0000099 Other Applications NEC 0101421 July 1, 2001 Passport To Success: A Site-Based Pathways Program in Computer Integrated Manufacturing for Women and Other Non-Traditional Students. This project develops certificate and associate degree programs in computer integrated manufacturing. It provides a seamless educational pathway from high school through the two year associate degree on to a baccalaureate engineering degree and career placement. It involves a regional partnership focused on recruiting and training women and non-traditional students to meet the technology workforce needs of the region. It builds on and adapts a site-based learning approach employed in a prior ATE project implemented in the regional high schools. The major activities include establishing computer integrated manufacturing options in existing courses and curricula, integration of technical experiences across the curriculum, establishing a center and lab to simulate projects prior to the site-based learning experience, outreach and recruitment, summer orientation and internships and a host of other support services. A compendium of all instructional materials is to be made available to others interested in developing similar programs in computer integrated manufacturing. ADVANCED TECH EDUCATION PROG DUE EHR Ucci, Anthony Ted Boudria Bristol Community College MA Karen F. Zuga Continuing grant 839794 7412 SMET 9178 1032 0000099 Other Applications NEC 0101422 June 15, 2001 Advanced Manufacturing Technology Program. This project is developing two new AAS degree programs in Manufacturing Engineering Technology and Plastics and Polymers Manufacturing. These programs are based on the development of new course materials and on the adaptation of curricula and courses from Sinclair Community College and the Pennsylvania College of Technology. The programs serve current manufacturing employees, employees who are newly entering the workforce or seeking a career change, and graduating high school students aspiring to develop essential technical career skills. Course content addresses critical workforce skills that have been identified by regional manufacturers. Articulation partnerships are established with Old Dominion University and Virginia Polytechnic Institute and State University. These partners offer third- and fourth-year-level manufacturing technology courses for program graduates. ADVANCED TECH EDUCATION PROG DUE EHR Fox, Paul Jerry Franklin Scott Barnes Danville Community College VA Kenneth Lee Gentili Continuing grant 526903 7412 SMET 9178 1032 0000099 Other Applications NEC 0101433 August 1, 2001 Introductory College Physics/Twenty-First Century (ICP/21). The ICP/21 project provides an innovative curriculum in introductory physics, offering an attractive, student-centered alternative to the standard lecture/laboratory format using conventional textbooks. For the two-semester course, 10 content modules and a supplemental skills toolkit have been developed. Each module consists of activities designed to encourage active student engagement using the following models: inquiry and experimentation activities (Explorations), reinforcement exercises (Dialogs), expanding-the-concept activities (Extensions), assessments (Ranking Tasks), and Application ( which require groups of students to solve engineering problems involving several physics concepts). This project is: (1) conducting a full-scale field test (2) developing three additional modules needed to meet the needs of many technology programs, and (3) implementing a dissemination plan with a commercial publisher. The full scale field test of ICP/21 involves participants from the high school, two year college and four year college teaching communities. An external coordinator is responsible for all aspects of the field test. The results of the field test are used to improve and strengthen the ICP/21 modules. The test also gives data and information related to the success of module implementation in the classroom, and the impact it has on the students in understanding the concepts of physics. During the first phase of the ICP/21 project, physics teachers have repeatedly asked for additional modules in physics areas not covered in the original 10 modules. As a result of this input, three new modules are being developed: electrostatics, fluids, and physical optics. The third component of the project is to conduct a major dissemination program for ICP/21. This is being done in conjunction with a commercial publisher, Ztek. Ztek is a publisher that specializes in electronic media for physics and physical science. Because of the innovative nature of the ICP/21 material, most instructors will need training or assistance in using it in the classroom. The role of the instructor is much different when using the ICP/21 material properly than when in a traditional classroom lecture format. During the field testing and initial implementation this will be done through workshops. Evaluations are being done by an independent evaluator, who has been the evaluator during the first phase. The evaluation is concentrating on three areas. The first is to monitor the modules and make sure they fulfill what was promised in the first phase of the project. The second is to evaluate the efforts of this phase, and determine its effectiveness for student learning. The third area will be to evaluate the effect of ICP/21 on students' attitudes and feelings about physics. This information will complement the field test results to give a complete picture of the effect of ICP/21 on student learning. ADVANCED TECH EDUCATION PROG DUE EHR Dickison, Alexander Marvin Nelson Pearley Cunningham Sherry Savrda Seminole Community College FL Duncan E. McBride Standard Grant 298700 7412 SMET 9178 1032 0000099 Other Applications NEC 0101443 July 1, 2001 Wisconsin Online Resource Center-Core Manufacturing Digital Library. This project combines the benefits of two national initiatives in the sixteen Wisconsin Technical College System districts to advance the teaching and learning of common manufacturing concepts in technician education using the power of online multimedia resources. The NSF-ATE TECH SPAN project has developed a common manufacturing curriculum isolating twelve core competency clusters that cut across over forty manufacturing/engineering related technical degree programs. The Wisconsin Online Resource Center, a FIPSE-LAAP project focused on a general education digital learning library, builds web-based learning objects that are designed and linked to a competency driven curriculum. This NSF-ATE project is adapting this Center framework to create a manufacturing digital library, and multimedia-based chunks of learning are being designed that stimulate and accelerate student understanding of core concepts. In addition, a post-associate degree advanced technological certificate in emerging industrial practices of integrated cellular manufacturing is under development using an associated learning object collection in the digital library. Secondary teachers, prospective teachers in industrial technology, and community-based trainers of disadvantaged women and minorities are being trained in Center resources to inspire the next generation of manufacturing technicians. ADVANCED TECH EDUCATION PROG DUE EHR Chitwood, Kay Barbara Anderegg William Timmer William Rockwell Kelly Curran Fox Valley Technical College WI Kenneth Lee Gentili Continuing grant 819850 7412 SMET 9178 1032 0000099 Other Applications NEC 0101445 July 15, 2001 Collaborative Project: Kentucky Information Technology Center. The Kentucky Information Technology Center (KITCATE) is a regional information technology (IT) center. This consortium of the Kentucky Community and Technical College System and Lexington Community College enables two-year colleges to prepare skilled information technology (IT) workers needed by new and existing Kentucky companies. The goals of the Center are to increase the IT enrollment and completion rates of students in two-year colleges; to implement widely an industry driven IT curriculum; to provide professional development for high school and two-year college IT faculty; and to increase the support and participation of business, government and industry in Kentucky for IT education. To reach these goals the number of capable, qualified faculty to teach IT courses must be increased. A physical center provides the education for faculty and staff and for business, government and industry workers. A virtual center provides information on the IT curriculum, offers IT courses, and supports workshops. Mobile centers provide workshops for instructors and for workers in business, government and industry at their locations. The two year-colleges provide articulation for high school students with vendor certificates who enroll in appropriate degree programs. An IT industry advisory board provides guidance and support to the Center. ADVANCED TECH EDUCATION PROG DUE EHR Crowley, Lillie James Kerley University of Kentucky Research Foundation KY Gerhard L. Salinger Continuing grant 675029 7412 SMET 9178 1032 0000099 Other Applications NEC 0101468 August 1, 2001 North Carolina Regional Center for Plastics Manufacturing. An unmet need exists for associate level technician education programs that target rural and minority populations. In North Carolina, rapid growth in emergent technology-intensive sectors is creating opportunities for skilled technicians, even as the State's traditional economic powerhouses of textiles, tobacco and agricultural continue their precipitous decline. A serious disconnect exists between the skill sets that satisfied the traditional industries and those required by new sectors. The Eastern North Carolina Plastics Technology Consortium was created to address these impediments as they affect the plastics industry. The three-year program is leveraging resources of multiple community colleges to educate students for careers as technicians in plastics manufacturing. Catalyzed by industry requests, the Consortium has secured State funding for facility construction and approval from the North Carolina Community College System to develop an AAS degree program in plastics technology. Students complete the first year of courses at their respective home institutions and a second year of technology-intensive, hands-on courses at a shared centrally-located facility. Goals include curricular reform based on industry standards, professional development for faculty including industrial experiences, and recruitment and retention of students using an innovative mentoring model that calls on faculty and industry partners. ADVANCED TECH EDUCATION PROG DUE EHR White, Ben Robert Kimball Don Magoon Cathy Williams Michael Jensen Wake Technical Community College NC Herbert H. Richtol Continuing grant 799468 7412 SMET 9178 1032 0000099 Other Applications NEC 0101489 April 1, 2001 Project TEACH II -- Teacher Education Alliance of Colleges and High Schools to Instruct and Inspire. This is a project to build upon an earlier NSF funded program Project TEACH I that focused on pre-service education. It is a collaborative effort of the Green River Community College, Central Washington University, and six school districts in the Green River area. This project is expanding those efforts to include in-service training for current and future teachers, creating a communications center for coordinating teacher training efforts, and increasing the recruitment of talented future teachers. Project Teach II is strengthening the existing pre-service teacher training and recruitment programs by implementing research-proven activities that integrate pre-service and in-service training. It also strengthens the interplay of education and industry by providing a forum for local businesses to participate in teacher training. ADVANCED TECH EDUCATION PROG DUE EHR Clay, Keith Bruce Palmquist Stephan Kinholt Dennis Kip Herren SAM BALL Green River Community College WA Joan T Prival Standard Grant 306960 7412 SMET 9178 1032 0000099 Other Applications NEC 0101492 May 15, 2001 Precision Agriculture Articulation. Jackson State Community College (JSCC) is partnering with Austin Peay State University, the University of Tennessee at Martin, and Arkansas State University to develop three comprehensive articulation programs in Precision Agriculture: a 2+2 program, a 4+1 program, and a 3+1 program. These partnership programs ultimately lead to a Bachelor of Science degree in Precision Agriculture. The unique feature of these articulation agreements is that students not only transfer from the community college to the university, but also from the university to the community college. This inverted degree program with a "reverse transfer" format allows students to graduate from both JSCC and a four-year institution, with the fourth year spent at JSCC. JSCC holds technologically sophisticated equipment not available at the partnering universities, and it has developed a number of innovative courses to provide experiential learning opportunities to students in this field. The Precision Agriculture program provides students with theoretical background and hands-on experience in agronomy, GIS, GPS, and computer science. A unique combinations of courses and experiences train students to work in the precision agriculture industry. ADVANCED TECH EDUCATION PROG DUE EHR Sharp, Tim Jackson State Community College TN Elizabeth Teles Standard Grant 299547 7412 SMET 9178 1032 0000099 Other Applications NEC 0101495 July 1, 2001 Salt Lake Biotechnology Collaborative Project. This project is instituting a Biotechnology Technician A.A.S. degree in response to state needs. More than 116 biotechnology firms are located in Utah with 57 moving in during the last eighteen months. These firms employ individuals focused on work in genetic engineering, bioinfomatics, molecular biology, and pharmaceutical development. Partners include the community college, local industries, universities in Utah, and 5 public school districts. Prior to this program, no two-year biotechnology programs were available in Utah or neighboring states. Industry representatives are involved in outlining skills competencies, delivering instruction and facilitating instructor professional development. Outcomes for this project include: (1) establishing reciprocal partnerships with local industry; (2) identifying, adapting and implementing secondary and college curriculum; (3) preparing college and secondary instructional staff; (4) supporting industry internships for faculty and students; (5) developing a state of the art instructional laboratory. ADVANCED TECH EDUCATION PROG DUE EHR Goetz, Tamara Shanna Schaefermeyer Salt Lake Community College UT Jeanne R. Small Standard Grant 438922 7412 SMET 9178 7204 1032 0000 0000099 Other Applications NEC 0101498 October 1, 2001 Northwest Center for Sustainable Resources (NCSR). Major challenges face the Northwest and the nation both in sustaining environments and economies and in developing educational programs to meet present and emerging needs. Natural resources and resource-based economies are severely threatened; restoration and conservation based on ecosystems approaches must be implemented through public-private partnerships supported by education programs developed in concert with new land management efforts. As an Advanced Technological Education (ATE) focal point, the Northwest Center for Sustainable Resources (NCSR) is transforming two-year community college programs to meet the needs of the technological, high performance workplace in natural resource management. The Center is: (a) marketing and distributing curriculum projects and clearinghouse materials both in traditional formats and electronically through the Center's website. (b) offering faculty development institutes for high school teachers (NCSR's Natural Resources Institute) and community college instructors (NCSR's Ecosystem Institute and GIS Institute). (c) developing and delivering new NCSR Adaptation Institutes to provide frameworks for curriculum adaptation for community colleges and high schools across the nation. (d) disseminating the Center's model partnership approach through institutes and presentations; emphasizing employer connections and infusion of industry and professional standards into technician education programs. This project is building on successful Center activities including the development and beta-testing of over 30 courses; production of materials, newsletters, reports, and a Website; and the offering of over 20 faculty development institutes. ADVANCED TECH EDUCATION PROG DUE EHR Cudmore, Wynn Arthur McKee Susie Kelly Chemeketa Community College OR Elizabeth Teles Continuing grant 930183 7412 SMET 9178 1032 0000099 Other Applications NEC 0101507 July 1, 2001 Ag Knowledge The National Center for Agriscience & Technology Education. AgTEC, a National Partnership, is improving the mathematics, science, and technical competencies of agriculture technology graduates who are preparing for careers that support the most efficient and sustainable food and fiber production in the world. Kirkwood Community College with partner colleges, secondary schools, and universities, guided by the vision of the agriculture industry, is institutionalizing improvements in select agriculture technology education programs that serve as models for the nation. To accomplish this vision, AgTEC is focusing on three areas of activity: curriculum development, faculty development and capacity building. Specific directions in each of these activity areas are being determined annually by a Critical Issues Conference. Conference breakout sessions address needs and establish outcomes for annual projects. Projects are being accomplished by a team of lead partners and then institutionalized, in following years, by all appropriate partners. The annual conferences also address best practices in the three primary areas of activity as improvements are institutionalized. In curriculum development, the center is (a) defining advanced technological careers in Agriculture Business/Services, Agriculture Production, Agriculture Science and Advanced Agriculture Technology, and identifying the knowledge and skill competencies required by students entering careers in these fields; (b) validating and enhancing existing curriculum and developing new curriculum driven by emerging technologies and critical issues influencing 21st century agriculture; and (c) developing all courses/modules with strong science, mathematics, and technical skill components. The center is also helping to develop faculty expertise by (a) hosting workshops for college and high school instructors to strengthen their skills in using and applying new technology, curriculum, and electronic resources; (b) coordinating instructor internships at agricultural research centers and in industry; (c) identifying and promoting model agriculture teacher education programs at four-year colleges and universities; and (d) assisting partner colleges and high schools to integrate advanced mathematics, science and technology through one-on-one mentoring and technical assistance. To help build capacity, the center and partner colleges are enrolling students previously denied access to advanced Agriculture Technology Education by identifying and implementing successful recruitment and retention models. The Center is maintaining a national clearinghouse of electronic resources and reports to be used by the nation's educational institutions for program improvement and facilitating 2 + 2 + 2 articulation between high schools, two-year and four-year colleges and universities. Ongoing assistance is being provided by an Industry Council of leading agri-businesses, a University Council of leading university agriculture programs, and local teams of community colleges, universities, and secondary agriculture programs. ADVANCED TECH EDUCATION PROG CENTRAL & EASTERN EUROPE PROGR DUE EHR Brase, Terry WILLIAM THIEMAN Robert Welch Kirkwood Community College IA Eileen L. Lewis Continuing grant 3121526 7412 5979 SMET 9178 5998 1032 0000099 Other Applications NEC 0101509 April 15, 2001 Planning Grant for a Regional Center for Information Technology Education. This project brings together a planning team composed of stakeholders of the Tennessee Valley Region to develop a comprehensive and systematic plan for a regional center for information technology education. The center addresses the need to increase the region's capacity to produce and sustain an information technology workforce. Particular emphasis is placed on developing human resources capacity to enable further automation and sustain the region's major industries of manufacturing, finance, and health care. The planning process focuses on three areas: development of plans and processes to build a community of those with an interest in information technology education, development of a detailed plan for academic program reform and faculty development in information technology education in the region, and creation of a program that engages a large population of potential information technology workers. The planning team that manages the process has representatives from the major stakeholders in the region including community colleges, universities, a large metropolitan school system, and industry partners. ADVANCED TECH EDUCATION PROG DUE EHR McLane, Cynthia Ted Washington Christopher Beck Carol McDaniel Jeanette Armstrong Nashville State Technical Community College TN Ibrahim Halil Nisanci Standard Grant 47498 7412 SMET 9178 1032 0000099 Other Applications NEC 0101517 July 1, 2001 Planning Grant: Regional Center for Laser Optics / Photonics (and Coatings). The College District in north central California is engaged in planning for the enlargement of its laser optics/photonics program into what will eventually be a regional center. Yuba's laser optics/photonics consortium involves industry partners Coherent Optics, Inc., and Spectra-Physics, Inc., in close association with their representative professional organizations LEOMA and SPIE. This basic consortium is building its capacity to serve the industry and the region through enhancements to the structure, functions, and size of the consortium and through improved curriculum design utilizing a Tech Prep-type format. The planning project covers (1) building the partnership to include two universities, three community colleges, six high schools, and approximately twenty industrial partners; (2) developing an infrastructure (a committee structure, the needs and roles of prospective staff, and the points of contact within each participating organization); and (3) developing plans for articulation, marketing, data collection/assessment, and staff development. The project's second year includes a teacher training component. The consortium has already received grants, equipment gifts, and cash to support the Marysville laser optics/photonics center. ADVANCED TECH EDUCATION PROG DUE EHR Krebs, Phillip Kevin Trutna Walter Moyers C. Breck Hitz Yuba Com Col CA Duncan E. McBride Standard Grant 49955 7412 SMET 9178 1032 0000099 Other Applications NEC 0101524 May 15, 2001 Maryland Articulation Partnership for Teachers. Prince George's Community College is leading an effort to develop and implement science and mathematics courses for preservice elementary teachers in Maryland's community colleges. Courses are modeled after courses developed through the Maryland Collaborative for Teacher Preparation and conform to a constructivist and inquiry-based approach. Mentors from two and four year colleges assist with the course development and continue working with faculty throughout the year. Courses are consistent with the National Council for Accreditation of Teacher Education (NCATE) standards, national science and mathematics education standards, and Maryland state technology standards. The science and mathematics course development is part of a larger effort to establish an Associate of Arts degree in Teaching in Maryland community colleges that articulates with all four year institutions in the state. Course development is based on an outcomes document that specifies a constructivist approach. Students demonstrate their understanding through performance assessments and portfolios. Partnerships between community colleges and the Future Educators Associations at local high schools are assisting in recruiting students into teacher education programs. TEACHER PREPARATION PROGRAM DUE EHR Basili, Patricia Prince George's Community College MD Joan T Prival Standard Grant 257541 7348 SMET 9178 1032 0000099 Other Applications NEC 0101533 September 1, 2001 A Plasma-Aided Manufacturing Course for ATE Programs in Semiconductor Manufacturing and Related Fields. Plasma is a manufacturing medium with unique properties, and its use has led to more efficient processes and products that could not be fabricated without them. Yet, despite the importance of plasma-aided manufacturing, few community colleges currently offer courses and prepare technicians in this critical technology. To address this urgent need, the project is developing essential resources that will enable community colleges to implement plasma-aided manufacturing courses. These resources include outcomes- based instructional materials, training systems in plasma technology, and workshops for community college faculty. Outcomes-based instructional materials are organized around three fundamental components of a plasma processing system. These fundamental components include plasma physics, RF power subsystems, and gas delivery subsystems. Modules on plasma applications, e.g. plasma etch, chemical vapor deposition, and sputtering, integrate the three fundamental components into a capstone-type learning experience for students. Laboratory improvement will focus on the design of plasma training systems at RF frequencies. Project staff are working with equipment suppliers to adapt current manufacturing systems for community college laboratories. Finally, faculty enhancement workshops provide hands-on opportunities with plasma training systems and disseminate instructional materials developed through this project. ADVANCED TECH EDUCATION PROG DUE EHR Hata, Dave Kenneth Cadien Portland Community College OR Duncan E. McBride Continuing grant 649816 7412 SMET 9178 1032 0000099 Other Applications NEC 0101549 May 1, 2001 Preparation of Aircraft Technicians for the Future. To date, the Federal Aviation Administration (FAA) has certified aircraft technicians under its Federal Aviation Regulations. These regulations dictate curriculum and testing procedures for schools that prepare Airframe (aircraft structure) and Powerplant (engines) Technicians. Advancements in aircraft systems, structures and engines without regulatory updates and the current shortage of technicians, demand aggressive measures to improve and expand the current system of preparing aircraft technicians. This project is serving as a catalyst for systemic change in the preparation of aircraft technicians by bringing together many organizations that have the capacity to influence change on a national basis. As a major step to involve partners, the project is organizing a national conference whose focus is to develop a plan for aircraft technician reform, addressing the basic mathematics and science requirements as well as the specific skills and curriculum for avionics, airframe, and other related aviation specialties. In particular, the topics to be considered include certification standards and procedures, curricula including both core and technical courses, internship programs, access to instructional technology, student recruitment, and faculty development. A second goal of this project is the development and testing of three courses -- electrical connectors, communication, and navigation. The initial testing of these courses is with incumbent technicians. After the initial trouble shooting, the courses are being introduced as credit courses setting the foundation for new aircraft electronics certification programs. ADVANCED TECH EDUCATION PROG DUE EHR Hoff, Gordon Jerry Gullekson George Hoxie Minneapolis Community and Technical College MN Russell L. Pimmel Standard Grant 299999 7412 SMET 9178 1032 0000099 Other Applications NEC 0101554 July 1, 2001 Adapting and Implementing SCANS Materials in Kentucky. The Kentucky Community and Technical College System (KCTCS) is adapting and implementing the Career Transcript System (CTS) in 16 high school, college, and industry sites across the state. The primary goal is to create a state-wide system and national model focused on improving the technical education provided for Kentucky's current and future workforce in the Information Technology (IT), Engineering Technology (ET) and Manufacturing Technology (MT) sectors. Adaptation of this material will strengthen science, mathematics, engineering, and technical learning as well as improve the career skills of students and workers participating in the program. The CTS was created by the SCANS 2000 Center at Johns Hopkins University with funding from NSF/ATE over the past eight years. It combines professional development, teaching tools, assessments, and verified documentation in the form of a Career Transcript (CT). Two campuses of KCTCS, Central Kentucky Technical College and Bowling Green Technical College, had previously pilot tested the CTS in IT and MT classrooms. This project is implementing the CTS at additional college sites, high schools, and industries across the state. By fostering partnerships with high schools and industry, KCTCS is creating a pipeline for future employees and enhancing skills development for current employees in the Kentucky IT, ET and MT sectors. Over the course of two years, 835 students and workers are receiving Career Transcripts, 32 KCTCS faculty and staff are being trained to use the CTS, 12 faculty are being certified to train other faculty, KCTCS is hosting a two-day state wide conference to disseminate results, and a CTS committee is working to institutionalize the system across the state. EXP PROG TO STIM COMP RES ADVANCED TECH EDUCATION PROG DUE EHR Bird, Keith Arnold Packer Kentucky Community & Technical College System KY Gerhard L. Salinger Standard Grant 302675 9150 7412 SMET 9178 9150 1032 0000099 Other Applications NEC 0101567 April 1, 2001 Preparing Tomorrow's Science and Mathematics Teachers: The Community College Response. Phi Theta Kappa, the honor society for two-year colleges, in cooperation with the American Association of Community Colleges (AACC), is conducting a multi-disciplinary, multi-component, nationwide mentoring project to enhance and expand the role of community colleges in providing teacher preparation programs for future K-12 science and mathematics teachers. This project responds to the recommendation areas put forth in the NSF report, "Investing in Tomorrow's Teachers: The Integral Role of Two Year Colleges in the Science and Mathematics Preparation of Prospective Teachers." Project objectives are being accomplished through a set of proven mentoring activities that extend, for replication and/or adaptation, the knowledge, experience and materials achieved by seven community college teacher preparation programs recognized as exemplary by NSF --first to 18 competitively selected community colleges, and then, via extensive dissemination activities, to community, technical, and junior colleges nationwide. Project activities include: national competition to select 18 colleges; two National Teacher Preparation Conferences, at which mentors, and resource persons from their four-year college partners, work with their assigned four-member college teams to develop action plans; mentoring services, including site visits, throughout the project; a periodic networking/collaboration-building newsletter, available electronically and in print; a case study monograph for distribution to presidents, academic deans, education chairs, science or mathematics chairs, and education institutions in the participating colleges regions; and a broad range of other dissemination activities through Phi Theta Kappa and AACC websites, conferences, and publications. The 18 community colleges selected to participate are each working with one assigned community college educator/mentor and one four year college resource person from exemplary teacher preparation programs at El Camino College, CA; William Rainey Harper College, IL; Henry Ford Community College, MI; Tulsa Community College, OK; Community College of Philadelphia, PA; Prince George's Community College, MD; and Green River Community College, WA. Mentors and resource persons represent disciplines of mathematics, biology, physics, chemistry, and education. Taken as a whole, these teacher preparation programs address NSF's teacher preparation recommendation areas: recruitment of prospective teachers; strengthening undergraduate courses and infrastructure; preservice experiences; inservice activities; and liaison between two and four year institutions. ADVANCED TECH EDUCATION PROG TEACHER PREPARATION PROGRAM S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Eisenberg, Diane Patricia Cunniff Phi Theta Kappa Headquarters MS Elizabeth Teles Standard Grant 440900 7412 7348 1536 SMET 9178 9103 1032 0000099 Other Applications NEC 0101568 May 1, 2001 Building for Tomorrow. The Building for Tomorrow project is bringing together teachers from 35 urban high schools for participation in structured professional development workshops that are equipping them to attract underrepresented high school students into science, mathematics, engineering, and technology (SMET) fields. The medium for this is participation in the FIRST (For Inspiration and Recognition of Science and Technology) Robotics Competition and other national SMET competitions. With participation in these competitions, students are increasing their interest in SMET careers, and this interest is translating into increased enrollment and success in related high school courses and in SMET majors at postsecondary institutions. The collaborating institutions (Middlesex Community College, St. Louis Community College, and San Diego City College) are conducting a series of summer institutes to train teams of practicing high school teachers and preservice teachers from urban districts so they may guide their students through these tournaments. The institutes also assist the teams to establish partnerships with corporations and academic institutions to support the participation of their high schools in SMET competitions. FIRST is sponsoring an annual robotics competition that partners teams of high school students with engineers from businesses and universities and introduces the students to the excitement of engineering. In a six-week program, each team is brainstorming, designing, constructing, and testing a champion robot for the tournament. Through these activities, students are discovering the connection between classroom lessons and real world applications. Annually, teams from about 400 schools are participating in FIRST regional and national competitions. The strategic goals of Building for Tomorrow are to: 1. Cultivate and direct student enthusiasm, generated by participation in national and local SMET-related competitions, towards effective learning. 2. Capitalize on students desire to succeed in SMET competitions to expand their knowledge of and interest in SMET disciplines and SMET careers in industry and education through transmission of real-time competition-related information ( e.g., how to design, engineer, problem solve, construct, communicate ideas, and work in teams.) 3. Increase SMET high school teacher knowledge of and ability to apply effective team building, project management, effective communication, creative problem-solving, time management, and conflict resolution. ADVANCED TECH EDUCATION PROG DUE EHR Waintraub, Jack Ashok Agrawal Armando Abina Todd Allen Middlesex County College NJ Elizabeth Teles Continuing grant 648000 7412 SMET 9178 1032 0000099 Other Applications NEC 0101573 July 15, 2001 Collaborative Project: Kentucky Information Technology Center. The Kentucky Information Technology Center (KITCATE) is a regional information technology (IT) center. This consortium of the Kentucky Community and Technical College System and Lexington Community College enables two-year colleges to prepare skilled information technology (IT) workers needed by new and existing Kentucky companies. The goals of the Center are to increase the IT enrollment and completion rates of students in two-year colleges; to implement widely an industry driven IT curriculum; to provide professional development for high school and two-year college IT faculty; and to increase the support and participation of business, government and industry in Kentucky for IT education. To reach these goals the number of capable, qualified faculty to teach IT courses must be increased. A physical center provides the education for faculty and staff and for business, government and industry workers. A virtual center provides information on the IT curriculum, offers IT courses, and supports workshops. Mobile centers provide workshops for instructors and for workers in business, government and industry at their locations. The two year-colleges provide articulation for high school students with vendor certificates who enroll in appropriate degree programs. An IT industry advisory board provides guidance and support to the Center. ADVANCED TECH EDUCATION PROG DUE EHR Abney, Darrell Vincent DiNoto Keith Bird Terry Pasley John Vos Kentucky Community & Technical College System KY Gerhard L. Salinger Continuing grant 2024636 7412 SMET 9178 1032 0000099 Other Applications NEC 0101576 June 1, 2001 A Model Curriculum For Civil Engineering Technology. This project is conducting planning activities for the development of a model curriculum based on an existing program at Evergreen Valley College. The envisioned curriculum will integrate new technologies such as GIS, GPS, CADD and computer-aided math into civil engineering technology. Design constraints envisioned include an expandable certificate program that includes all course descriptions, textbooks, assignments, lab activities, and fieldwork. ADVANCED TECH EDUCATION PROG DUE EHR Yu, Zhanjing Evergreen Valley College CA Wayne Sukow Standard Grant 119720 7412 SMET 9178 7204 1032 0000099 Other Applications NEC 0101577 July 1, 2001 Adapting a Proven Pre-Engineering Technology Program in Kentucky. The Kentucky Community and Technical College System (KCTCS) is adapting and implementing curricular materials and best practices from South Carolina's ATE Center of Excellence in order to increase enrollment, retention, diversity, and success rate of technology students. The goals of this project are: to develop a technology "portal" (i.e., a pre-technology curriculum) to serve under-prepared students desiring to enter a number of technology-related programs (not only Engineering Technology but Industrial and Engineering Technology, Applied Process Technologies, Industrial Chemical Technology, Information Technology and other related Technology Programs); to adapt the SC ATE Engineering Technology Freshman Year Core to accommodate the needs of KCTCS' Industrial & Engineering Technology program; to develop the faculty expertise to design and implement an integrated curriculum at both the portal and freshman levels; and to design and implement an integrated curriculum that will enhance students' basic skills in mathematics, communications, English, and physics, utilizing applied methodology in a technology environment. Key business and industry partners across the state are collaborating with faculty in curriculum design, and business and industry advisory committees at each pilot college are reviewing proposed curricula. All curricula are encompassing the skills identified in the SCANS report. The Kentucky model is adapting modules developed by the SC ATE and is using South Carolina's practices to create additional modules to meet the needs of the Commonwealth. As a result of this project, it is envisioned that a more diverse population will enroll in technology courses, remediation time will be shortened, students will be better prepared to enter the workforce and/or baccalaureate programs, and participants (faculty and students) will connect the required general education components more directly to the technological field in which they are teaching and learning. EXP PROG TO STIM COMP RES ADVANCED TECH EDUCATION PROG DUE EHR DiNoto, Vincent Diane Calhoun-French Paul Drake Kentucky Community & Technical College System KY Gerhard L. Salinger Standard Grant 462276 9150 7412 SMET 9178 9150 1032 0000099 Other Applications NEC 0101580 April 1, 2001 Distributed Energy Systems Curricula for the Development of Energy Technology Technicians. This three-year project is developing a curriculum on Distributed Energy Systems. The five industry-based course curriculums are becoming elective course options for community college degree and certificate programs, as well as being integrated into apprenticeship worker training. Accompanying the five industry-based course curriculums are supporting educational materials. Four, 2-member teams composed of Brevard Community College (BCC) and Florida Solar Energy Center (FSEC) faculty are developing the curriculum and other educational materials. The public and professional community now have opportunities to learn about the economic, environmental, and workforce benefits of distributed energy through seminars and printed materials. ADVANCED TECH EDUCATION PROG DUE EHR Astrab, Donald Gerard Ventre Stephanie Mikulicz Kevin Lynn Brevard Community College FL Elizabeth Teles Standard Grant 361873 7412 SMET 9178 1032 0000099 Other Applications NEC 0101581 July 1, 2001 A Community College-Led Partnership to Develop High School Biotechnology Education. This award is helping to meet the growing demand for biotechnology technicians in Colorado's Front Range corridor by establishing close collaborations among K-12 school systems, two-year and four-year educational institutions, and the business community. The project is utilizing previous interactions with BioLink and BioTechEd, NSF-funded Advanced Technology Education efforts in the biotechnology area. High school teachers from throughout the region are being recruited and supported to develop biotechnology curriculum for their particular secondary system, they are attending the Biotechnology Institute established at the Community College of Aurora, and they are introducing into their curriculum biotechnology topics such as the handling and manipulation of DNA and proteins in a manner consistent with research and industry protocols. Once fully implemented, the project is impacting 9000 or more high school students over three years as the 75 teachers trained in the Institute implement biotechnology activities, modules, and courses in their high schools. Final outcomes from the award will include: - an active, ongoing Advisory Committee to provide guidance on project activities and links to needed resources. - a total of 75 area high school teachers trained at the introductory and advanced levels in biotechnology topics. - weekend laboratory sessions for high school teachers. - on-line learning opportunities and resources to discuss and share implementation of Institute training in the classrooms, the opportunity to attend industry-related events, and assistance with guest speakers and field trips. - teachers with ready-to-use biotechnology equipment and supplies from a college-maintained lending library. - model curricula that additional teachers may use as they develop biotechnology courses appropriate to their district science standards. - information for students and their parents about career opportunities in biotechnology with special efforts to reach those from ethnically diverse neighborhoods and schools. ADVANCED TECH EDUCATION PROG DUE EHR Bergren, Todd Community College of Aurora CO David A. Hanych Standard Grant 347319 7412 SMET 9178 1032 0000099 Other Applications NEC 0101582 October 1, 2001 Puget Sound Consortium for Manufacturing Excellence. The Puget Sound Consortium for Manufacturing Excellence (CME) is a regional education-industry partnership that is improving the connection between manufacturing technology education, student career goals, and private sector demand. The CME is working with its education partners to modularize manufacturing technology curriculum based on existing, regionally focused industry skill standards. Instruction is seamlessly combined for customization of instruction to students and incumbent workers, and leads to a degree. CME partner colleges and tech-prep programs are using CME modules in their manufacturing and engineering programs. Professional development activities are providing workshops for faculty on the design and use of the modularized curriculum system. The CME is also assisting high schools and colleges in promoting manufacturing career opportunities to students. Through its curriculum and professional development services, the CME is: -- adapting and organizing already-developed instructional modules to form a manufacturing technology curriculum that is responsive to regional industry skill requirements; -- developing a Teaching Factory model that develops skills by having students apply classroom instruction to real problems in a work-like setting; -- training over 30 high school instructors, college faculty, and other instructors on how to utilize the modular curriculum system; and -- improving curriculum articulation between high schools, community and technical colleges, and 4-year colleges and universities. The long-term impact of the CME will be more and better skilled manufacturing technology graduates, improved technology instruction, articulation of the curriculum and enhanced coordination among secondary and post-secondary institutions. ADVANCED TECH EDUCATION PROG DUE EHR Stoebe, Thomas Shoreline Community College WA Gerhard L. Salinger Continuing grant 962976 7412 SMET 9178 1032 0000099 Other Applications NEC 0101585 August 1, 2001 Applied Information Technology Education Project. The mission of the Applied Information Technology Education (AITE) project is (1) to equip and develop students who can function effectively in an information technology (IT) workplace, who can adapt to changes in emerging technologies, and who will become innovators in their respective disciplines, and (2) to prepare educators with the understanding of an IT economy and with the knowledge and skills to teach and develop the current and future workforce. This mission evolves from Mississippi Gulf Coast Community College's vision to develop a Gulf South workforce that can perform successfully in a knowledge- and idea-based economy, embedded with technology. The project is accomplishing its mission by increasing the supply of IT workers--female IT workers, in particular--in the Gulf South region and developing programs in database administration and Web design and administration. Activities and methodologies to support the goals and objectives involve faculty training and certification; curriculum adaptation; developing a career awareness and exploration model, called "The IT Pathway," focusing on females and other underrepresented groups; communicating "The IT Pathway" to high school and college faculty and students; and disseminating the project's findings and products. The curricula developed in the project are geared to nationally recognized certifications and industry standards. ADVANCED TECH EDUCATION PROG DUE EHR Harris, Jodi Sadie Wynn Mississippi Gulf Coast Community College MS R. Corby Hovis Continuing grant 488055 7412 SMET 1032 9178 0000099 Other Applications NEC 0101589 May 15, 2001 Physics Workshops for the 21st Century. This award is providing a series of hands-on professional and curriculum development workshops and follow-up activities for HS and TYC physics teachers who serve students involved in technology-based or technician careers. The workshops are focussed toward the effective integration and implementation of technology and the use of active learning strategies in areas such as microcomputer-based laboratories, digital video, computer simulations, conceptual tasks and tools, web and Internet activities, group work, assessment of learning, and physics-related technician education. Activities are linking participants to previous ATE projects and industry. Outcomes of the workshops include: - an enhanced understanding and appreciation of the needs of the technician workforce; - educational programs that deal with technician, workforce issues; - the opportunity to identify and evaluate the appropriateness of the workshop ideas toward meeting the needs of these students and technician programs; - knowledge of and experience with recent advances and applications of computer technology, ATE supported centers and projects, assessment in student learning, and relevant curriculum materials and activities; - the background and incentive to develop, adapt, adopt, and implement workshop activities and materials into additional courses and programs; and - a method to build bridges and to develop working relationships between TYC and HS physics and technology programs, and local or regional businesses and industries. ADVANCED TECH EDUCATION PROG DUE EHR Hieggelke, Curtis Thomas O'Kuma Joliet Junior College IL Duncan E. McBride Standard Grant 700000 7412 SMET 9178 1032 0000099 Other Applications NEC 0101598 May 15, 2001 Maryland Regional Consortium for E-Commerce Curriculum and Workforce Development. The Community College of Baltimore County (CCBC), the largest provider of IT training in Maryland, is collaborating with other organizations to implement an associate degree program in e-commerce and two related certificate programs for "Building E-Commerce Solutions for Organizations" and "Managing E-Commerce Enterprises." Partners include the Maryland State Department of Education, the University of Baltimore's Department of Business and Economic Development, the University of Maryland University College, the Maryland Community College Teleconsortium, the Baltimore County Career and Technology Education Division, the Next Generation Internet Company, Paragon Computer Services, Circadian Management Corporation, Delata Graphics and Communications, Vansant Creations, and the Maryland Online Network. The project builds on course work developed under NSF Award No. 9950056, "Internet and Multimedia Technology (I/MMT): Curriculum, Faculty, and Workforce Development," and also builds on the IT skill standards developed by the NorthWest Center for Emerging Technologies, an ATE Center of Excellence. An important part of this project is the development and validation of skill standards needed to define the specific skill sets, performance indicators, employability skills, and technical knowledge required of technician-level workers in e-commerce in the region. The resulting degree and certificate programs aim to prepare students for entry-level employment, provide opportunities for workers to upgrade and acquire technical skills, and prepare students for further education in articulated four-year programs. Students in the new programs have access to two delivery options for their courses: the Internet and the classroom. Project faculty are obtaining professional development through graduate studies and internships. Workshops are upgrading K-12 teachers' skills. An annual professional development conference brings together K-12 and college faculty and industry representatives to address ongoing changes in the field. Finally, the project is employing an Internet-supported process to survey business leaders in e-commerce, in order to access business expertise, maintain the currency of the skill standards information, and regularly update the curriculum. Business and educational partners are supporting the program as advisory board members, in program development, and for internships and cooperative education opportunities for faculty and students. ADVANCED TECH EDUCATION PROG DUE EHR Comins, Anne Melita Lykiardopoulou Americus Pavese Sheryl Parks Barney Wilson Community College of Baltimore County, Essex MD R. Corby Hovis Standard Grant 656466 7412 SMET 9178 1032 0000099 Other Applications NEC 0101607 May 1, 2001 Engineering Technology Pipeline Partnership. This project is (a) providing students the technical background and information they need to choose the dual enrollment option to attend the community college and to receive college credit while still in high school, (b) enabling substantial numbers of high school students to take college courses beyond a prescribed introductory course, (c) preparing students to matriculate to one of the community college's Engineering Technology programs, (d) allowing selected students to enroll in Miami University's two plus two bachelor's degree program being offered by distance on the community college campus, and (e) graduating an estimated 50 students as skilled engineering technologists with associate degrees. The project includes enhancement of the curriculum at the high schools, through the development of new courses and the infusion of SMET content in grades 11-12 coursework. TEAM (Technology, Engineering and Manufacturing) academies are being organized in the high schools with the collaboration of the partners. Ultimately, the project is demonstrating a workable pipeline in which students flow through from the high school, through the community college, into four-year college, into technician careers or engineering careers. Partners include two inner city high schools (Columbus East High and Marion Franklin High) and Miami University. ADVANCED TECH EDUCATION PROG DUE EHR Bickerstaff, Dick Columbus State Community College OH Kenneth Lee Gentili Standard Grant 350000 7412 SMET 9178 1032 0000099 Other Applications NEC 0101613 July 1, 2001 An Adaptive Model for Integrated Technical Education. This is a three-year project to adapt an integrated curriculum model, developed by the NSF-funded "Mecomtronics" program at the New Jersey Center for Advanced Technological Education (NJCATE), to develop an engineering technician curriculum. The four components of the project are Curriculum Development, Faculty Development, Student Outreach and Development, and Dissemination. The faculty development team at the College of Dupage has received mentoring in mecomtronics from the NJCATE. A Virtual Education Network is expected to facilitate rapid modification of modules and projects according to changing industry needs. Outreach includes workshops for 70 high school teachers, seminars for 60 college/university educators, and a high school summer camp for 20 students. ADVANCED TECH EDUCATION PROG DUE EHR Rosul, Branislav College of Du Page IL Karen F. Zuga Standard Grant 249995 7412 SMET 9178 1032 0000099 Other Applications NEC 0101614 June 1, 2001 Planning Grant for a Metropolitan Baltimore Center for Manufacturing Education. To address the shortage of well-educated, skilled workers in the manufacturing sector, and maintain economic competitiveness in the region, the Community College of Baltimore County (CCBC), in cooperation with partners representing industry, education and government, is planning for a Metropolitan Baltimore Center for Manufacturing Education. The Center has as its main thrusts reengineering the CCBC manufacturing programs; expansion of current cooperative arrangements among manufacturing stakeholders; adaptation, adoption or development of curriculum; increasing enrollment capacity; and increasing graduation and placement of technicians into skilled positions within regional manufacturing. To plan for a Metropolitan Baltimore Center for Manufacturing Education, the CCBC is bringing together all shareholders in manufacturing to develop a plan of action building on existing programs and industry need; establishing a management plan for the Center; enhancing collaboration among the partners; identifying deliverables; and developing a plan for evaluation. ADVANCED TECH EDUCATION PROG DUE EHR Dail, Lawrence Dennis Faber Malcolm Allen Community College of Baltimore County, Essex MD Duncan E. McBride Standard Grant 49981 7412 SMET 9178 1032 0000099 Other Applications NEC 0101621 June 1, 2001 Preparing Highly Competent Electronic Technicians in Manufacturing, Communication and Information Technologies. This is a three-year project to enhance the preparation of underserved students for employment in the fields of manufacturing communications and information technologies industries. The design to do this is to improve the teaching and learning process in participating institutions by incorporating technology-based curricular materials, preparing faculty in effective teaching practices, and developing work-related technical learning experiences for faculty and students. This initiative is building directly on the existing School to Work Program (STWP) in the area of high technology. . The lead institution is the University of Puerto Rico (UPR) at Aguadilla. Other partners are UPR at Humacao and Bayamon, two 4-year institutions of the UPR system, 26 public high schools currently participating in the STWP, and an array of local high-tech industries. The project is serving 150 faculty members and teachers. ADVANCED TECH EDUCATION PROG DUE EHR Sosa, Helen Ricardo Mediavilla Juan Cersosimo Anibal Romney Daniel Cheverez University of Puerto Rico PR Gerhard L. Salinger Continuing grant 893491 7412 SMET 9178 1032 0000099 Other Applications NEC 0101622 June 1, 2001 Georgia Geospatial Technology Literacy Project. This project is infusing applied geospatial technology into both the geosciences curricula and into other curricula within the Natural Sciences, Physical Education and Technology Division at Gainesville College (GC), and the College of Arts and Sciences at the State University of West Georgia (UWG). Curricula is being articulated between the two institutions to ensure that available transfer and "reverse transfer" opportunities work smoothly for students in both institutions. The effort contributes toward articulated Bachelors of Science and Associate of Science degree programs in geographic information science, remote sensing, and global positioning systems at the two institutions. The project has three major elements: (1) University of West Georgia is including a new technology course in their core curriculum for mathematics, science, and technology - such courses are required for all undergraduate students. The course is being modeled after the Geographic Information Science course at Gainesville College. (2) Faculty members (GC science program, UWG geoscience program) are integrating remote sensing into the core course described above. This program is being used in faculty development workshops (Introduction to Geospatial Data Analysis for Research and Classroom Applications) and in undergraduate courses. Faculty from other regional institutions are also participating in these workshops. (3) Faculty from both institutions are working together to ensure course compatibility across the two institutions. ADVANCED TECH EDUCATION PROG DUE EHR dodge, rebecca Lewis Rogers University of West Georgia GA Jeffrey G. Ryan Standard Grant 203886 7412 SMET 9178 1032 0000099 Other Applications NEC 0101627 June 1, 2001 Planning Grant for E-Business in Texas. A consortium of seven community colleges in Texas, lead by the College of the Mainland, along with their local high schools and industries are planning to address the development of a workforce with skills and knowledge in e-business. The necessary skills and competencies for jobs in e-business are assessed using the DACUM process and curricula are developed to provide a common technical core with four exit options - technical support, programming, graphic arts and security. The planning establishes a statewide industry/education partnership that possesses a broad grasp of the Internet economy. A partnership memorandum of understanding assures that each derives benefit. Presentations are made to strengthen public awareness and gain support. ADVANCED TECH EDUCATION PROG DUE EHR Raley, William College of the Mainland TX Gerhard L. Salinger Standard Grant 49500 7412 SMET 9178 1032 0000099 Other Applications NEC 0101632 May 15, 2001 An Inquiry-Based Marine Technology Project for Students Across Institutions. This project is presenting a team of community college students, four-year college students, and technical high school students with a real marine engineering problem to be solved over the course of a one-semester elective laboratory engineering course. The four-year college students are acting at the project engineers; the community college students are acting as a commercial laboratory testing facility; and the high school students are the engineering technicians. The project being presented to the students involves the development of an underwater marking applicator which can be operated by the grappling arm of the submersible vessel ALVIN. When this vessel is on an undersea geophysics mission, there is a need for making markings or attaching tags to rocks of geophysical interest. Participation in a technical project of this nature is providing the students with experiences that enhance their technical knowledge and abilities. Institutions involved in this project are Upper Cape Cod Regional Technical High School, Bristol Community College, and the Massachusetts Maritime Academy in partnership with the Woods Hole Oceanographic Institution. ADVANCED TECH EDUCATION PROG DUE EHR Tivey, Maurice Enid Sichel Woods Hole Oceanographic Institution MA Jill K. Singer Standard Grant 70587 7412 SMET 9178 1032 0000099 Other Applications NEC 0101633 July 1, 2001 Technician Education in Rapid Prototyping and Virtual Manufacturing Technologies. This project is developing rapid prototyping and time-compression techniques in a 'design for manufacturing' program for technicians. Tasks include developing and expanding nine course modules, offering workshops for faculty, providing technical and research experiences for students, and developing laboratory and computer-aided design tools. A unique feature of this project is its application to the entertainment industry, with additional applications in the biomedical/biotechnology fields. A strong information technology component includes the sharing of design code and files over the internet between the laboratories at the three institutions. The project is serving community college, university, and high school vocational technical students. ADVANCED TECH EDUCATION PROG DUE EHR Patton, Ken Gregory Graham J. David Alpert Paul Cheng-Hsin Liu Paul Dozois Glendale Community College CA SIMONEAU ROBERT W Continuing grant 366788 7412 SMET 9178 1032 0000099 Other Applications NEC 0101635 July 15, 2001 ATE Regional Center for Nanofabrication Manufacturing Education. An ATE Regional Center in Nanofabrication Manufacturing Education is being established to meet the increased demand in Pennsylvania and nationally for associate degree-level workers in the field of nanofabrication, including semiconductor manufacturing. The ATE Regional Center is built upon a unique educational consortium, the Pennsylvania Nanofabrication Manufacturing Technology (NMT) Partnership, and the ATE Regional Center will capitalize on Penn State's state-of-the-art Nanofabrication Facility. The NMT Partnership involves Penn State, Pennsylvania industry, Pennsylvania community colleges, and public school districts throughout the state. Key to the NMT Partnership is the Penn State Nanofabrication Facility, a $23 million investment in class 10 cleanrooms and equipment, and its engineering staff. This Facility is part of NSF's National Nanofabrication Users Network (NNUN). It is shared among Pennsylvania community colleges and secondary schools and with Pennsylvania industry through the Partnership. Initial funding from the Commonwealth of Pennsylvania for the Partnership has supported facility expansion and has supported resident instruction at the Facility for a small number of students, allowing community colleges across Pennsylvania to offer NMT degrees and certificates. It has also supported NMT workshops for community college and secondary school educators, "chip camps" for secondary school students, and assistance for Pennsylvania industry in nanotechnology development. The ATE Regional Center is being built on the current NMT program in order to strengthen and institutionalize collaboration among all 15 Pennsylvania community colleges, the 14 comprehensive universities comprising the Pennsylvania State System of Higher Education (PSSHE), secondary schools (including vocational-technical schools), private industry, and the Penn State Nanofabrication Facility. New activities address (1) continued improvement and expanded delivery of resident instruction in NMT at the Facility, (2) creating curricula and strengthening NMT capacity at Pennsylvania's 15 community colleges, (3) strengthening NMT capacity at PSSHE institutions, (4) strengthening professional development of secondary and post-secondary educators and industry personnel in NMT, (5) promoting awareness among secondary and post-secondary school students and educators of NMT career opportunities, and (6) promoting increased participation in NMT educational programs by underrepresented groups. ADVANCED TECH EDUCATION PROG DUE EHR Fonash, Stephen Peter Bachmann Kathleen Harter Mark Rutkowski Kent Zimmerman Pennsylvania State Univ University Park PA Duncan E. McBride Continuing grant 2724449 7412 SMET 9178 1032 0000099 Other Applications NEC 0101637 June 15, 2001 Partnership for Regional Innovation in Manufacturing Education. This project supports the development of seven new manufacturing degree programs in the Pittsburgh area through a coalition known as PRIME - Partnership for Regional Innovation in Manufacturing Education. These manufacuring programs address twelve core competencies as identified by the Society of Manufacturing Engineers. The coalition includes two-year and four-year institutions and approximately fifty industrial partners. The project consists of the adaptation of exemplary material from other manufacturing programs and the development of twenty modules in engineering materials, manufacturing processes, quality and metrology, computer applications in manufacturing, and programmable logic controllers. An active, collaborative learning approach of exploration, dialog, and application is being incorporated in the modules. Industry-supplied projects for collaborative student teams are being developed, and newly-equipped laboratory instrumentation is networked for cross-institutional use. Web-based conferencing facilitates regional collaborative teaming opportunities. ADVANCED TECH EDUCATION PROG DUE EHR Erevelles, Winston Pearley Cunningham Sunday Faseyitan Robert Myers Robert Morris University PA Bevlee A. Watford Continuing grant 846020 7412 SMET 9178 1032 0000099 Other Applications NEC 0101639 August 1, 2001 Environmental Analysis and GIS: Addressing Regional Needs Through Teacher Preparation and Community Outreach. This project is facilitating the implementation of GIS and GPS technologies in two-year colleges and high schools in Georgia. Curriculum modules are being developed for high school students, and high school teachers are being provided necessary field equipment, data, and software to implement the modules. The modules are environmentally based and address current regional needs as specified by the Georgia Environmental Protection Division, including source water protection and land use analysis. The modules are based on courses developed through previous grant support to Gainesville College and Phi Theta Kappa entitled "Improving Science and Technology Education at Community Colleges." Eight regional high schools are participating in the project. Teams of faculty/staff members from each school are working closely with Gainesville College faculty, staff, and students to develop custom GIS/GPS applications for their region and to integrate the instructional modules into the science classroom. The modules are being developed at Gainesville College and tested in geology and integrated science courses during the first year. Each teacher team is attending workshops and developing a plan for the integration of GIS/GPS into their school curricula during the second year. During the third year, each team is being required to implement their plans and disseminate their results to other teachers and schools. All teams are strongly encouraged to present outcomes at state and national conferences. ADVANCED TECH EDUCATION PROG DUE EHR Semerjian, Christopher Lewis Rogers Sheryl Williams Gainesville College GA Gerhard L. Salinger Standard Grant 118962 7412 SMET 9178 1032 0000099 Other Applications NEC 0101643 October 1, 2001 Planning Grant for a High Performance Computing Technology Center. A consortium of four community colleges and their associated high performance computing laboratories are studying the need for technician support for these laboratories. High performance computing is the use of a networked group of computer processors that perform complex computational operations in parallel. In this project, a survey is being developed, distributed, and analyzed to determine the demand for technicians and the skills they need. A national advisory board composed of representatives from industry, academia and government are guiding the project. The colleges involved are University of Hawaii/Maui, Wake Technical College, Contra Costa College, and Pellissippi State Technical Community College. The high performance computing partners include Maui High Performance Computing Center, Oak Ridge, Lawrence Berkeley and Lawrence Livermore National Laboratories, and the North Carolina Supercomputing Center. ADVANCED TECH EDUCATION PROG DUE EHR Converse, G. Robert University of Hawaii HI Gerhard L. Salinger Standard Grant 49841 7412 SMET 9178 1032 0000099 Other Applications NEC 0101645 September 1, 2001 Midlands Telecommunications Technologies Program. Midlands Technical College is adapting and implementing the telecommunications education program developed at Springfield Technical Community College's Northeast Center for Telecommunications Technologies (NCTT). The Departments of Engineering Technologies and Engineering Transfer are adapting the NCTT curriculum to include a pre-telecommunications technologies component to be delivered by secondary teachers to high schools in Richland, Lexington and Fairfield counties. Laboratories are being designed to house the appropriate equipment, and Midlands is ensuring the ongoing operation and continued support for the work. In addition to articulated coursework in telecommunications in local high schools, the project is facilitating the professional growth and development of college and high school instructors as well as recruiting, retaining, graduating, and placing students in good jobs. Partners include Springfield Technical Community College, the Northeast Center for Telecommunications Technologies, the three schools districts, CISCO, the Central Carolina Economic Development Alliance, the SC State Technical College System, and the Central Midlands School-to-Work Consortium. ADVANCED TECH EDUCATION PROG DUE EHR Wildermuth, Mark Midlands Technical College SC Michael Haney Standard Grant 169400 7412 SMET 9178 1032 0000099 Other Applications NEC 0101646 April 1, 2001 Integrated Natural Resources Technology Watershed Research & Assessment Project (WRAP). The institution is developing a watershed learning environment for their Integrated Natural Resources Technology program's innovative and successful curriculum. The Watershed Research and Assessment Project (WRAP) adds a contextual framework to the existing curriculum by integrating it physically into a small watershed so that students experience the interconnectedness and complexity of an ecosystem. This approach produces multi-disciplinary natural resource technicians with the knowledge, comprehension, and skills to support efforts for solving key environmental issues in the region. An important aspect of the program is the involvement of area high schools and local communities in the learning process. The project enables these groups to participate in collaborative watershed studies. The interdisciplinary faculty include those with extensive technician and technology education, as well as research and natural resources management experience. They are uniquely suited to develop and disseminate the Watershed Research and Assessment Project material and methods to high schools, community colleges and community groups. ADVANCED TECH EDUCATION PROG DUE EHR Holleran, Kathryn Joan DeYoung Walter Shriner Mount Hood Community College OR David B. Campbell Standard Grant 689531 7412 SMET 9178 1032 0000099 Other Applications NEC 0101648 June 1, 2001 Beowulf Based Curriculum Enrichment Integrated Laboratory (B-CEIL). A Beowulf cluster is a low-cost supercomputer based on inexpensive computer nodes networked together. It provides a low-cost parallel processing environment that can be used to enrich curricula in computer science and related fields at the associate's and bachelor's levels. This project is developing a Beowulf-Based Curriculum Enrichment Integrated Laboratory (B-CEIL) for enhancing important concepts and principles in key courses of several degree programs: B.S. in computer science, Associate of Applied Science (A.A.S.) in computer information systems, and Bachelor of Applied Technology (B.A.T.). The central component of the lab is a 24-node Beowulf cluster, built from an existing inventory of 24 Pentium computers and three Alpha workstations, with the addition of complementary equipment to simulate a Public Switched Network (PSN). Two levels of student lab projects are being developed in the B-CEIL environment. The first level covers topics such as computer interfacing, networking, clustering, task scheduling and optimization, and benchmarking. The second level focuses on enhancing students' understanding of real-world PSN-based networking and computationally intensive fields such as artificial neural networks, image compression, image analysis, numerical analysis, and distributed databases. The student lab projects are applicable to a number of courses in the university's B.S., A.A.S., and B.A.T. programs, including Networking, Systems Programming and Concurrent Processes, Computer Organization, Operating Systems, Database Management Systems, Principles of Programming Languages, Numerical Methods, Image Processing, and PC Hardware. ADVANCED TECH EDUCATION PROG DUE EHR Khan, Fitratullah Mahmoud Quweider University of Texas Brownsville TX R. Corby Hovis Standard Grant 88748 7412 SMET 9178 1032 0000099 Other Applications NEC 0101651 June 1, 2001 Networking Education Teacher Support. This project is developing enrichment materials and methods that use the power of Web-based tools to enhance students' preparation in science, mathematics, engineering, and technology via a new hands-on virtual learning environment for information technology (IT) networking education. Online features are supporting teachers in leading IT networking courses and supporting students in their learning. The goal is for innovative and scale-up applications of new, low-cost technologies, such as console port Telnet session sharing, to strengthen network training in a sample of community colleges and secondary systems. Network equipment configuration activities rich with student inquiry assignments are accessible through an online teacher and student support Web site. Support to teachers and students in the form of mentoring and moderated discussion is available. Innovative software is making possible remote classroom sharing of multi-vendor network routing and switching equipment hosted on the Internet. Flexible curriculum activities and pedagogical guidance are enabling real-time instructor-led mentoring in the virtual classroom and virtual laboratory environment. Students are benefiting by having multi-vendor access experiences via remote connections, a typical "real world" professional work mode. The pairing of realistic case problem curricula with Internet classroom delivery tools is saving money for school systems while providing the most realistic educational settings and scenarios. The reduction in laboratory equipment costs is encouraging networking program start-ups at resource-limited schools. ADVANCED TECH EDUCATION PROG DUE EHR Pulis, Lee TERC Inc MA Alexander Grushow Standard Grant 300003 7412 SMET 9178 1032 0000099 Other Applications NEC 0101654 September 1, 2001 Connecticut College of Technology: Curriculum Reform Project. The College of Technology (COT) is developing courses in two ATE concentrations - Telecommunications and Manufacturing. Each ATE concentration consists of four elective courses, allowing students to enroll in all the concentration's elective courses during the regular course of study. This NSF ATE project enables the COT to develop and refine four courses in information technology and polymers and composites. Both of these ATE elective sequences are being co-developed with strong business and industry partners. The COT is also designing and testing distance learning strategies for these newly developed elective courses. Teacher and faculty enhancement workshops are being offered to high school math, science and technology teachers and to two-year and four-year ATE faculty. These professional development opportunities illustrate new teaching and learning approaches related to the specific industry-based ATE topics. In addition, technical experiences in industry are available for COT faculty, four-year ATE post-secondary faculty and high school technology teachers. The Connecticut Community College System, the COT, and the Connecticut Business and Industry Association cooperate to offer these technical experiences. ADVANCED TECH EDUCATION PROG DUE EHR Wosczyna-Birch, Karen Lauren Kaufman Ronald Adrezin Scott Speaker Lennard Lema Connecticut's Community-Tech Colleges' College of Technology CT Duncan E. McBride Continuing grant 300000 7412 SMET 9178 1032 0000099 Other Applications NEC 0101657 August 1, 2001 E-Portal to Information Technology Education and Careers: A Dissemination Focal Point @ NWCET for Students, Educators, Business, Policy Makers, and Government. E-Portal to Information Technology and Careers (E-Portal to IT) provides on-line dissemination of IT curricula and educational materials, best practices, career and certification information, and professional advancement opportunities. The portal, developed and maintained by the Northwest Center for Emerging Technologies (NWCET), aggregates content, brings together a community of interest in IT education solutions and provides them with adaptive e-tools necessary to efficiently reach and organize information. The Business Connector increases and enhances connections to practices and models for working with community colleges and other educators to develop IT educational programs. Also posted are internship and employment opportunities. The Development Finder provides educators and business-education partnerships links to smart IT Skill standards, online access to curricula and courseware based on the standards, professional development opportunities, implementation guides and resources developed by NWCET and other ATE projects. The IT Program Finder and Skills Locator links jobs to required skills, educational programs and certification in ways meaningful to students and re-careering adults. The portal expands linkages with professional organizations and business and industry leaders to ensure ATE presence in policy making and implementation. ADVANCED TECH EDUCATION PROG DUE EHR Philpot, Eva Manjari Wijenaike Bellevue Community College WA Gerhard L. Salinger Continuing grant 1067475 7412 SMET 9178 7204 1032 0000099 Other Applications NEC 0101660 April 15, 2001 Planning Project for Regional Manufacturing Education Center. CAMP Inc., in partnership with the College of Education and the Advanced Manufacturing Center at Cleveland State University, Cuyahoga Community College, Lorain Community College, and Lakeland Community College is developing a plan for establishing a Regional Center for Manufacturing Education. Building on the strengths of existing programs and relationships, the project is conducting a series of activities aimed at developing new training and education programs and curricula that incorporate the use of information technology in modern manufacturing processes. As information technology (IT) has become critical to the quality and means of production, there is a growing demand for manufacturing workers with a thorough knowledge of IT .The introduction onto the factory floor of networked computers has dramatically changed the world of manufacturing. IT is a major factor in production control systems that may be monitored from remote stations; IT is at the heart of product tracking, monitoring quality control, ergonomic feedback systems, and in getting the final product to the customer on time. The proliferation of computers and the impact of IT in the factory demands rethinking the preparation of SMET educators and future technicians. In the planning process, the partners are: 1. Evaluating existing IT curriculum and manufacturing technology curriculum to determine where linkages need to be created; 2. Identifying courses that would be ideal for delivery in an on-line or distance learning environment; and 3. Brainstorming teacher and faculty projects to test and evaluate new curricula. ADVANCED TECH EDUCATION PROG DUE EHR Weathers, Fatima Ronald Abate Phillip Sanger Henry Lewandowski Cleveland Advanced Manufacturing Program OH Elizabeth Teles Standard Grant 49436 7412 SMET 9178 1032 0000099 Other Applications NEC 0101667 April 15, 2001 Project Sun: Teacher Preparation at Brevard Community College. This project is establishing a collaboration, called Project Sun, among Brevard Community College (BCC), the Florida Solar Energy Center, Brevard Public Schools, the University of Central Florida, and the Astronauts Memorial Foundation. It increases the number and diversity of prospective K-12 teachers at BCC by providing opportunities to improve technological literacy, strengthen science and mathematics preparation, transfer seamlessly to a four-year program, and connect with business and industry. The objectives of the project are to: (a) improve the technological literacy of 150 pre- and in-service teachers by providing them an opportunity to learn technology applications in a hands-on workshop called the Sun Academy. (b) increase the knowledge of these pre- and in-service teachers about the use of workplace technologies in the classroom through follow-up learning opportunities during the academic year. (c) increase by 10% the number of prospective K-12 teacher enrolling in the community college while also increasing diversity. (d) facilitate a smooth and seamless transition for community college students to four-year teacher preparation programs through articulation partnerships. During the academic year, participants work in elementary school classrooms, evaluating how students learn from Solar Matters, an online solar energy curriculum unit, and the Sun Kids Website. An Inquiry Group is forming an online discussion group, developing mentoring relationships, posting lessons and observations to the Website, and meeting annually to review the effectiveness of student learning. Participants also visit the Florida Solar Energy Center and the University of Central Florida Instructional Technology Resource Center. ADVANCED TECH EDUCATION PROG DUE EHR Krupp, Linda Blanche Sheinkopf Brevard Community College FL Jeanne R. Small Standard Grant 293049 7412 SMET 9178 1032 0000099 Other Applications NEC 0101673 September 1, 2001 Crossing Boundaries: a Two Year and Four Year College Collaboration in Science Education for K-12 Teachers. This project is a collaboration between Kingsborough Community College and Brooklyn College to strengthen the science skills of future K-12 teachers. An integrated three-course sequence at Kingsborough Community College features an education course with a fieldwork component, an independent study course, and a revised Biology course. These courses are engaging preservice teachers in inquiry-based science projects with a constructivist approach. The students participate in field work at informal science institutions and serve as docents working with children under the supervision of a science educator. Kingsborough Community College and Brooklyn College faculty are collaborating in the development of web-enhanced courses and virtual components of science and education courses. An on-line advisement system for transfer students is specifically designed to facilitate the transition of prospective teachers into the teacher preparation program Brooklyn College. The project includes early mentoring by peer tutors and K-12 teachers. The overall goal of "Crossing Boundaries" is to expand the pool of qualified teachers and to better prepare these teachers to introduce their own students to science and mathematics. TEACHER PREPARATION PROGRAM DUE EHR Zeitlin, Arthur Ronald Eckhardt Delores Friedman Eleanor Miele CUNY Kingsborough Community College NY Joan T Prival Standard Grant 298275 7348 SMET 9178 1032 0000099 Other Applications NEC 0101674 September 1, 2001 Information Technology Education for the 21st Century Workforce. Westark College fosters the development of work relevant curricula and instructional materials in information technology (IT) that are competency based and integrate general education throughout. The curricula in essential IT clusters, based on various standards documents, consist of building blocks that provide graduates with meaningful skills tied to industry established competencies, including third-party certificates at credible exit points. The instructional delivery system supports both traditional on campus students and place bound students and employees in the workplace. The curricula of the Center articulate with existing high school and tech prep programs and also with four-year programs to shorten the time to employment. The Center provides faculty development opportunities. EXP PROG TO STIM COMP RES ADVANCED TECH EDUCATION PROG DUE EHR Connor, Sidney Stephen Lease University of Arkansas at Fort Smith AR Gerhard L. Salinger Continuing grant 787278 9150 7412 SMET 9178 1032 0000099 Other Applications NEC 0101675 May 15, 2001 Middle School Teachers' Advanced Technology Education Project. This project is focussing on professional development of middle school science, mathematics and technology teachers. These middle school teachers are (a) receiving technology training (b) interning with Cleveland State faculty on real world science, mathematics, engineering, and technology projects, (c) attending follow-up content and pedagogy workshops, (d) implementing Middle School ATE professional development materials with their students, and (e) leading a year-long engineering challenge activity. Concurrent with professional development efforts are curriculum development, the focus being to develop or adapt curriculum from prior ATE projects for a middle school audience, and to prepare materials that can be disseminated to institutions that prepare middle school teachers. The project is a collaboration between the Advanced Manufacturing Center (AMC) at Cleveland State University, Cuyahoga Community College, and Lorain Community College. Other partners include the Cleveland Municipal School District (CMSD), and CAMP Inc, a non-profit organization. ADVANCED TECH EDUCATION PROG DUE EHR Abate, Ronald Cleveland State University OH Barbara N. Anderegg Continuing grant 585864 7412 SMET 9178 1032 0000099 Other Applications NEC 0101679 July 1, 2001 Northern Colorado Community College/University Teacher Preparation Initiative. This project focuses on the recruitment and retention of rural and underrepresented students into teaching careers in mathematics, science, and technology through a partnership involving Colorado State University and four community colleges: Aims Community College, Morgan Community College, Northeastern Junior College, and Front Range Community College. Preservice preparation competencies required of future teachers are being incorporated into an associate degree program. Future Teacher Mentors on each community college campus advise and mentor community college students as they transition into university programs preparing them to teach mathematics, science, and technology. The project focuses on three outcomes: 1) to attract and retain greater numbers of students into targeted teaching areas to serve rural communities; 2) to attract and retain larger numbers of minority students into teaching in the targeted areas; and 3) to improve the preparation and current teaching of mathematics, science, and technology teachers and preservice providers. Recruitment efforts include Future Teacher Clubs on each campus, scholarships for prospective teachers, and recruitment in high school mathematics, science, and technology classes. An annual needs assessment determines the professional development needs of K-12 and community college faculty and guides yearly conferences and on-line workshops. The project builds on the course reform efforts of the Rocky Mountain Teacher Education Collaborative (RMETC). TEACHER PREPARATION PROGRAM DUE EHR Lehmann, Jean Monica Ramirez BT Huntley Paul Prestwich Colorado State University CO Joan T Prival Standard Grant 300083 7348 SMET 1032 9178 0000099 Other Applications NEC 0101681 July 15, 2001 Planning Grant for a Regional Manufacturing Education Center. California manufacturers cannot fill their demand for qualified, trained technicians in electronics, welding, machining and other manufacturing related fields. Allan Hancock and Cuesta Colleges along with select industrial partners and faculty are joining California Polytechnic State University at San Luis Obispo to address this shortage by developing a Regional Center for Manufacturing Education. This project constitutes the planning phase for the development of this center. The planning phase is helping the participating members to create the strong linkages needed for the success of such a comprehensive undertaking. Planning activities are focused on organizing meetings with industrial partners to identify industry needs, offering a pilot workshop to community college and high school faculty, and reviewing all relevant data to meet industry needs for manufacturing while maintaining educational integrity. Once developed, this center will provide industry driven skill training for high tech jobs, will offer a series of activities to attract students into manufacturing programs, and will give those who wish to pursue a baccalaureate degree a seamless path to a four-year institution. ADVANCED TECH EDUCATION PROG DUE EHR Alptekin, Sema Eric Melsheimer Tim Hallett Dwight Panter Rayvell Snowden California Polytechnic State University Foundation CA Kenneth Lee Gentili Standard Grant 49995 7412 SMET 9178 1032 0000099 Other Applications NEC 0101683 June 1, 2001 Teacher Preparation, Mathematics and Technology: A National Dialogue. This project is building on prior efforts of the American Mathematical Association of Two-Year Colleges (AMATYC) in the area of teacher preparation to: (a) elevate awareness among two-year college mathematics faculty of the role two-year colleges play in teacher preparation; (b) identify and promote model programs that use appropriate technology as a foundation piece of the teacher preparation coursework in the first two years of college; (c) broaden the information base by collecting data on the nature of mathematics coursework and the appropriate use of technology at two-year colleges for preservice teacher; (d) strengthen collaborative bonds between two- and four-year colleges and feature successful collaborations; (e) equip two-year college mathematics faculty to strengthen teacher preparation initiatives at their colleges; and (f) disseminate information about effective two-year college strategies in the areas of early field experiences for preservice teachers, the appropriate use of technology, mathematics content for preservice teachers, and recruitment of prospective teachers, particularly minorities and underrepresented groups. In particular, the three-year program is holding four regional conferences that highlight the role of two-year colleges in teacher preparation. These conferences where best practices are being disseminated are being attended by teams who prepare action plans for improving preservice education at their own institutions. Two intensive summer institutes are being offered to address issues of content, technology, and pedagogy for prospective teachers. Capstones for the project are the creation of Traveling Workshops in Teacher Preparation and an extensive website of resource materials. ADVANCED TECH EDUCATION PROG DUE EHR Collins, Ruth Philip DeMarois Susan Parsons American Mathematical Association of Two-Year College TN Elizabeth Teles Standard Grant 403545 7412 SMET 9178 1032 0000099 Other Applications NEC 0101686 July 1, 2001 Lexington Collaborative for Revitalizing and Improving Middle Mathematics (LCRIMM). The Lexington Collaborative for Revitalizing and Improving Middle Mathematics (LCRIMM) brings together Lexington Community College, the University of Kentucky, and Fayette County Public Schools to increase the quantity and quality of middle school mathematics teachers in the Lexington, Kentucky area. The project is addressing a primary barrier to improving middle school students' mathematics performance: teachers' limited knowledge of the mathematics needed to teach standards-based mathematics curricula. The collaborative group is addressing the knowledge base of middle school mathematics teachers by creating two courses needed in their mathematics preparation: a geometry course and a statistics course. The content of each is being aligned with state and national mathematics standards for preservice education, and with the International Technology Education Association (ITEA) standards for technological literacy. The courses are activity-based and make appropriate use of technology, collaborative activities, and real-world problems. Fayette County Public School teachers are involved in the development and team-teaching of the pilot courses. TEACHER PREPARATION PROGRAM DUE EHR Crowley, Lillie University of Kentucky Research Foundation KY Joan T Prival Standard Grant 300000 7348 SMET 9178 1032 0000099 Other Applications NEC 0101692 September 1, 2001 A Career for Computer Techs in the Four Corners. This project is designing and implementing courses and curricula to produce well-qualified computer technicians and Web designers who will serve rural northwestern New Mexico--specifically, McKinley County, the Navajo Nation, and Zuni Pueblo. Largely by adapting and implementing resources from other institutions, the project is developing (1) a new certificate program and A.A.S. degree program in computer repair and networking technology and (2) a new certificate program and A.A.S. degree program in Internet technology and Web design. The student audience is community college students at UNM-Gallup and high school students who participate in a dual-enrollment vocational program at UNM-Gallup. The project is also offering several workshops on basic computer maintenance and Web operations for UNM-Gallup faculty and prospective and current high school teachers. Gallup (population 20,000) is located on I-40 in McKinley County, one of the poorest counties in the United States, between the Navajo Nation (population 250,000) and Zuni Pueblo (population 10,000). UNM-Gallup is both a two-year community college and a branch campus located 140 miles from the main UNM campus at Albuquerque, with a full-time enrollment of approximately 1,500 students, most of whom are Native American. Major area employers are local and federal schools, healthcare facilities, and governments. Many Native Americans are self-employed craftspeople. Although local unemployment is high (8.4% in December 1998), most residents are reluctant to leave the area because of historical and cultural ties to the land and their families. According to a Vocational Needs Assessment that surveyed students, parents, and employers, UNM-Gallup has a pressing need for a program to train technicians to maintain the increasing numbers of computers and networks in the college's service area. Skilled applicants are needed for this growing job market. This project is a response to the problem. It provides local students with the technical education and assistance they need to find local jobs, and it also translates into more Native American students seeking four-year electrical and computer engineering degrees. ADVANCED TECH EDUCATION PROG DUE EHR Larason, Katherine University of New Mexico NM R. Corby Hovis Continuing grant 51903 7412 SMET 9178 1032 0000099 Other Applications NEC 0101695 September 1, 2001 A Planning Grant to Integrate National Skill Standards into West Coast Manufacturing. Los Angeles County, the largest urban manufacturing area in the United States, currently has a labor crisis in durable manufacturing that threatens to inhibit the growth of the local economy. At a time when the metal manufacturing industry is experiencing a growing demand for skilled employees, industrial and technical education in the state is in crisis due to lack of qualified instructors and support from districts. Well-educated machinists are critical to the continued success of manufacturing in the region. To address these issues, Los Angeles Trade-Technical College and the Small Manufacturers' Association in collaboration with the National Institute for Metalworking Skills are in the planning stages of establishing a Regional Center for Manufacturing Education with the goal of developing a model for the systemic reform of industrial education. Validating skills through nationally accepted standards is at the core of the mission and is facilitating articulation along a career pathway to stimulate the development of a well educated workforce. The ultimate goal is to support the growth of durable manufacturing in the southern California region. ADVANCED TECH EDUCATION PROG DUE EHR Shibuya, Steven Ralph Mills Los Angeles Trade Technical College CA Lance C. Perez Standard Grant 51700 7412 SMET 9178 1032 0000099 Other Applications NEC 0101697 July 1, 2001 Collaborative Research: Training Water Science Technicians. This collaborative project between a four-year and a two-year institution is developing an Internet-based laboratory curriculum in water science, with a goal of preparing future water science technicians for the increasingly high-technology, interdisciplinary, and often contentious world of water resource management in the 21st century. Through the on-line curriculum, students learn and apply their knowledge and skills using inquiry-based problems derived from real-world and real-time data collected by state-of-the- art water quality monitoring technology. The curriculum is designed as a two-semester lab sequence targeted toward second-year technical students in water resource management, water science, or environmental resource management programs. It consists of six key units that cover the range of knowledge and skills needed by future water science technicians: the knowledge base, experimental design, data collection, data management, data analysis and interpretation, and management policy, outreach and education. Each unit in turn consists of a series of three to eight interactive modules that cover specific topics (e.g. the Data Analysis Unit includes web-based modules on Exploratory Data Analysis, Trend Analysis, Spatial Analysis, and Modeling). The modules are linked through a series of inquiry lessons designed around current water quality management issues and using real-time water quality data. This approach allows community college teachers considerable flexibility in adopting the entire curriculum, or in using the units, modules and inquiry lessons to fit the needs of their particular program. This curriculum serves as either a capstone experience for students completing a technician program, or a gateway for students interested in pursuing water science degrees at four-year institution. ADVANCED TECH EDUCATION PROG DUE EHR Munson, Bruce Richard Axler Carl Richards George Host Cynthia Hagley University of Minnesota-Twin Cities MN David B. Campbell Standard Grant 599997 7412 SMET 9178 1032 0000099 Other Applications NEC 0101698 June 1, 2001 Delivery of Electronics Technology Curriculum and Experiences to Underserved Rural High School Students in Western South Dakota Using an Innovative Distance Learning Model. Black Hills State University (BHSU) and Western Dakota Technical Institute (WDTI) have created a consortium including school districts and industrial partners to develop, deliver, refine and evaluate a network-based distance education model for the delivery of basic electronics curriculum. This project is designed to improve technology instruction, experiences and opportunities for juniors and seniors in six school districts. Key elements of the project include on-site teacher training course content and delivery; the implementation of distance education at participating high schools; professional and technical support for participants provided by faculty and industrial partners; technical experiences for students provided by industrial partners, evaluation of the program by all partners; dissemination about the project at the local, state and national levels; and/or credit at BHSU or WDTI for the proposed secondary course work. ADVANCED TECH EDUCATION PROG DUE EHR Miller, Jerry Thomas Termes Jeffrey Bailie P Gulliver Tracy Downs Christopher Budden Black Hills State University SD Russell L. Pimmel Continuing grant 751661 7412 SMET 9178 1032 0000099 Other Applications NEC 0101699 July 1, 2001 Engineering Technology at a Distance: Information Systems Technology Articulation. This project is delivering a baccalaureate degree in Information Systems Technology (IST) to associate degree graduates at a distance within the state of Florida. This involves the collaboration of a university, community colleges, and industry. This partnership is developing, implementing, and evaluating a model distance education program that enables students to make a successful transition from an associate degree program to the IST degree Bachelor of Science. The IST option is becoming an integral part of the Engineering Technology at a Distance (ETD) program currently offered. Students from the community colleges may complete these degree programs without having to come to the University of Central Florida (UCF) campus. The initial target group of associate degree students is comprised of graduates of the Southeast Center for Networking and Information Technology Education at Daytona Beach Community College (DBCC) and Seminole Community College (SCC). Also included are Valencia Community College (VCC) students participating in their ATE funded Information Technology System and students at the College University Center at St. Petersburg Junior College. The Information Systems Technology Articulation project is giving these students the final plus 2 years for their bachelor's degree. The objectives of the project include developing Information Systems Technology courses for delivery at a distance and beginning to offer these courses in the 2001-2002 academic year to partners; ensuring that support services for distance learning are in place; and marketing the degree to community colleges and industries within Florida. ADVANCED TECH EDUCATION PROG DUE EHR Morse, Lucy John Selter Bettye Parham Craig Tidwell Bahman Motlagh University of Central Florida FL Elizabeth Teles Standard Grant 150000 7412 SMET 9178 1032 0000099 Other Applications NEC 0101701 June 1, 2001 Helping Students Succeed from Community College to University Programs. This project is creating a partnership between Sisseton-Wahpeton Community College (SWCC) and Northern State University (NSU) that allows Native American and other area students to receive their bachelor's degrees in elementary and middle school education without having to leave the area. The students receive a paraprofessional degree from SWCC and then work in the classrooms while completing their bachelor's degree. They complete the program for their bachelor's degree while on the reservation. The project is based on a seven-point plan: 1) Development of an articulation agreement with Northern State University whereby NSU delivers most of the third and fourth year level educational classes on the reservation. 2) Creation of a degree that trains papaprofessionals who have expertise in the use of technology as a teaching aid. 3) Training of in-service instructors. 4) Offering support for students in the form of mentoring and securing finances. 5) Raising students' mathematics proficiency. 6) Recruitment of students to create a self-sustaining program. 7) Creation of a listserv that gives all tribal colleges easy access to each other. EXP PROG TO STIM COMP RES ADVANCED TECH EDUCATION PROG DUE EHR Wynia, Elizabeth Sisseton Wahpeton Community College SD Joan T Prival Continuing grant 298778 9150 7412 SMET 9178 9150 1032 0000099 Other Applications NEC 0101703 September 1, 2001 IT Applications Across Career Clusters. In December 1999, the U.S. Department of Education redefined career education by structuring occupational programs into 16 new career clusters. One of these clusters is Information Technology (IT), but the remaining 15 all have IT aspects. The basic premise of this project is that there should be commonality of approach to IT curriculum over the remaining 15 clusters. The project assumes that all technician workers need IT content as part of their preparation, and that content should include a core of knowledge necessary for IT literacy. This project is developing a guiding curriculum framework and associated materials for instructors in schools and two-year colleges to use in addressing the IT aspects in 6 of the clusters. The major objectives are to: a. Develop a common language defining "IT applications" and to develop a common curricular framework that apply across the clusters; b. Work with community and technical college faculty to develop, pilot and validate a set of resource guidebooks in 6 of the 15 clusters (Manufacturing; Transportation; Distribution and Logistic Services; Health Services; Human Services, Scientific Research, Engineering and Technical Services; and Education and Training Services.) Each guidebook is designed to give practical information for teaching IT applications in a particular cluster, providing instructional models on how to develop scenario-based lessons structured around tasks and problems found in authentic workplace situations, assessment rubrics, and student record-keeping tools. c. Enhance the educational outcomes of the career cluster initiatives by ensuring that the IT applications are integrated into the curriculum developed by each of these clusters. d. Disseminate Resource Guides through each career cluster's own dissemination mechanism and through the national leadership organizations. Partners in this project include Lorain County Community College, Middlesex Community College, MPR Associates, and The National Association of State Directors of Vocational and Technical Education. ADVANCED TECH EDUCATION PROG DUE EHR Malyn-Smith, Joyce John Wong Kimberly Green Shara Davis Education Development Center MA Michael Haney Continuing grant 600000 7412 SMET 9178 1032 0000099 Other Applications NEC 0101707 September 1, 2001 LaGuardia New Media Technologies Curriculum and Professional Development Adaptation and Implementation Project. LaGuardia Community College is establishing the Institute for New Media and Applied Technologies in collaboration with new media industries, colleges, high schools, and community leaders. The goals are to bring IT education and skills training to the unique and underserved multi-ethnic residents and business population of Brooklyn and Queens. The project creates a comprehensive, interdisciplinary curriculum that emphasizes experimental learning and industry internships for students and faculty and leads to an A.A.S. degree in New Media. A total of 200 students will be enrolled and no less than 15 faculty members will be trained and participate in externships. The project will also establish skill standards, based on those developed by ACM and the Northwest Center for Emerging Technologies. The project will collaborate with the New York New Media Association, Consolidated Edison of New York, Queens County Overall Economic Development Corporation, and other area businesses and community organizations to form an advisory board and set benchmarks. The Northwest Center for Emerging Technologies also serves as the project evaluator. ADVANCED TECH EDUCATION PROG DUE EHR Muller, Lawrence CUNY Laguardia Community College NY Michael Haney Continuing grant 599805 7412 SMET 9178 1032 0000099 Other Applications NEC 0101709 May 15, 2001 A National Focal Point for Education in Nondestructive Testing/Nondestructive Evaluation. The Center for Nondestructive Evaluation and six community colleges form a dissemination focal point to enhance the education of technical workers in the fields of nondestructive testing/nondestructive evaluation (NDT/NDE). The project builds upon previous projects that developed simulations in ultrasonic detection. Education for NDT/NDE is fragmented, taking place in various technological studies. The focal point provides a website that informs high school and community college faculty and students about the knowledge and skills required for jobs in NDT/NDE. This website brings standards, skills, curricula, materials and job information together materials in one place. The materials can be used in related technology programs such as manufacturing, welding, airframe, power plant and chemical processing. The project also provides opportunities for faculty development and student awareness. ADVANCED TECH EDUCATION PROG DUE EHR Schmerr, Lester Bruce Crouse Randy Walbridge Iowa State University IA Gerhard L. Salinger Continuing grant 899990 7412 SMET 9178 1032 0000099 Other Applications NEC 0101711 July 1, 2001 Learner Connections in Biotechnology: Virtual Bioprocess. This project is developing a fully interactive three-dimensional model of the fermentation process. The virtual reality biochemical processing plant has three levels of immersion and is targeted to run on a standard personal computer. This model places special emphasis on bioprocess technology workplace preparedness. Indian Hills and its partners - Iowa State University, Iowa BioDevelopment, Southeastern Iowa Accelerated Career Education Biotechnology Consortium, Bio-Link, Madison Area Technical College, Pennsylvania College of Technology, Iowa Equity Resource Center, and Iowa Department of Education are developing and disseminating best practices in biotechnology education and the use of virtual reality for instruction in complex technical fields. The virtual reality bioprocessing plant provides students with an unprecedented opportunity to "see" how a bioprocessor works from the inside out. In addition, the virtual plant accurately models the controls and response of the real plant so that students can explore cause and effect relationships without costly plant shut-downs or product loss. Prior to this project, only in-plant training was available to technicians entering this field, yet in-plant training is expensive and the student cannot fully examine hazardous, non-profitable or transient conditions. In contrast, 3-D modeling and synthetic environment technology offers an inexpensive and flexible first step to training new operators on the biochemical processing system. Students in the Indian Hills Associate in Applied Science Degree program in Bioprocess Technology are benefiting directly from the virtual reality bioprocessor experience which is integrated into a number of courses. In addition, this technology is being utilized in a variety of settings ranging from high school to university as the technology has applications to a number of fields including biochemistry, engineering, biophysics, microbiology, and computer science. Students utilizing the virtual reality bioprocessor, whether in the personal computer format or in full immersion environment with pincher gloves and goggles, are able to visualize and test the information that is presented, internalizing the lesson. This technology fills a major gap in the academic preparation, in-service training, and continuing education of technicians in the biotechnology industry. ADVANCED TECH EDUCATION PROG DUE EHR Brigham, David Kenneth Bryden Indian Hills Community College IA Daniel Udovic Standard Grant 580483 7412 SMET 9178 1032 0000099 Other Applications NEC 0101714 June 1, 2001 Strengthening Aquatic Science Programs in Secondary Schools and Community Colleges. This project is expanding an NSF-funded, pilot program that is improving aquatic science education at the college and in high schools located in Eastern and Western Alabama. The project is (1) allowing existing educational resources to be used more efficiently; (2) increasing the quality of aquatic science education in high schools; (3) increasing the technical proficiency of secondary school teachers; (4) improving the technical quality and reputation of the college's Aquatic Sciences Program; and (5) increasing recruitment, retention, and placement of students in technical careers in the aquatic sciences, especially the aquaculture industry. These goals are being enhanced by installing recirculating systems in high schools and establishing distance education capability at the college's aquaculture facility. A core group of secondary teachers is participating in technical workshops. Self-sufficiency among teachers and their classes is being accelerated by the establishment of an electronic network. The focus is on the improvement of aquatic science education and career preparation through distance education and locating intern positions for students within the private sector. An additional 18 high schools (bringing the total to 28) are being equipped with a tilapia recirculating system and at least 20 additional secondary teachers are increasing their technical knowledge and teaching capacity. The college is developing a 2-year degree program and a transfer degree program in aquaculture technology. Partners include Auburn University and the University of Alabama in Birmingham. ADVANCED TECH EDUCATION PROG DUE EHR Tharp, L. Neal Edward Donlon David Cline Douglas Caddell Leonard Lovshin Gadsden State Community College AL David B. Campbell Standard Grant 343068 7412 SMET 9178 1032 0000099 Other Applications NEC 0101715 September 1, 2001 Midwest Center for Information Technology. The Midwest Center for Information Technology is a consortium of ten community colleges together with four-year colleges, secondary school districts and businesses in Nebraska, Iowa, and North and South Dakota. The Center emphasizes the areas of networking, computer applications, systems integration, application development, telecommunications, and digital media. The goal is to increase the preparedness of the region's information technology (IT) workforce primarily through faculty and teacher professional development, 2+2+2 articulation, innovative education/training programs targeting students at various levels including incumbent workers, and dissemination of best practices and proven deliverables. Objectives include increasing by 50% the number of teachers and faculty who hold industry-validated certifications; by 50% the number of students articulating to community college programs; by 50% the number of students completing community college IT programs; and by 25% the number of students articulating successfully to four-year colleges. These activities should lead to a 30% decrease in the number of unfilled IT positions in the region's businesses. The Center programs build upon other programs of the Applied Information Management Institute. ADVANCED TECH EDUCATION PROG DUE EHR Kirlin, Dennis Thomas Pensabene Lisa Juricek John Jeanetta Robert Sweeney Applied Information Management (AIM) Institute NE Gerhard L. Salinger Continuing grant 2664969 7412 SMET 9178 1032 0000099 Other Applications NEC 0101719 August 15, 2001 A Collaborative Biotechnology Program for Delaware. This project is in direct response to the needs of the emerging biotechnology industry and involves major industrial companies that are developing strong technical capabilities in biotechnology such as AstraZeneca, DuPont, Gore and Hercules. Spanning the market from pharmaceuticals to health care, food, agricultural products, and biomaterials, the Delaware region is becoming a major source in biotechnology. As the biotechnology industry grows and matures, there is an increasing demand for well-trained biotechnicians in both research and manufacturing. Through the development of a Biotechnology Program, this project is enabling AAS degreed technicians to perform many of the same jobs and job tasks previously being done by BS degreed professionals. The partnership with the Delaware Biotechnology Institution (DBI), its research facility and industry network, is serving as an extension of Delaware Tech's laboratories and provides a transition to the real world working environment. DBI provides a facility for faculty and students to learn new skills and applications in the field of biotechnology and assists college faculty and staff in determining short-term training needs of industry workers. This collaboration creates a unique opportunity for college faculty and students to use the latest laboratory and manufacturing equipment in the industry while learning alongside experts in the biotechnology field. A focus on functional genomics, proteomics, bioinformatics and bioimaging makes this program unique among community college biotechnology programs and builds upon the partnership with DBI which specializes in these research areas. This project incorporates adaptations of exemplary educational materials; upgraded laboratory equipment and experiments; student technical internships coordinated through the DBI; and extensive faculty development including attendance at workshops, seminars, and conferences and participation in technical internships coordinated by DBI. The biotechnology program serves a diverse student population including those who wish to graduate as AAS technicians and those who transfer to baccalaureate institutions. A certificate in Biotechnology, based on the program's capstone courses, is offered to individuals with baccalaureate degrees in science who need hands on experience in the biotechnology laboratory. Specialty training courses for technicians employed in the field provide continuing education opportunities to program graduates and others who wish to enhance their skills. ADVANCED TECH EDUCATION PROG DUE EHR Barber, Joan Douglas Hicks Julie Brady Ronald Klopfer Deborah Theis Delaware Technical & Community College Stanton-Newark Campus DE Jeanne R. Small Standard Grant 320576 7412 SMET 9178 1032 0000099 Other Applications NEC 0101722 October 1, 2001 Project TEAMS - Teachers Education Alliance for Math and Science. The Teacher Education Alliance for Math and Science (TEAMS), a partnership of 7 school districts, Lee College, and the University of Houston/Clear Lake, is developing and strengthening lower division teacher education curricula in math and science; providing preservice students with opportunities for field experiences and interaction with inservice teachers; and recruiting prospective teachers, particularly from underrepresented groups. Outcomes of the project include a new team-taught interdisciplinary course, Physical Science/Algebra, a revised Math for Elementary Teachers course, and a new fully articulated associate degree program for prospective elementary teachers. New courses reflect the Texas state standards and new certification requirements for grades 4-8. A series of Saturday Labs taught by community college and university faculty focuses on the understanding and development of math/science projects by pairs of preservice and inservice teachers. The preservice/inservice teams are designing experiments geared for 4th and 5th grade students and conducting the activities in the partner schools through a Traveling Lab. In addition, prospective teachers are providing classroom assistance to 4th and 5th grade mentor teachers in science and math. TEACHER PREPARATION PROGRAM DUE EHR Hale, Brian Curtis Spenrath Judy Bergman Thomas Fox Lee College TX Joan T Prival Standard Grant 280248 7348 SMET 9178 1032 0000099 Other Applications NEC 0101725 July 15, 2001 Adaptation and Implementation of MATEC ATE Center Model For Web Based Controls Technology Program. This project is adapting and implementing the processes developed by the NSF funded ATE Center - Maricopa Advanced Technology Education Center (MATEC). MATEC has developed competency based multimedia modules to educate instructors of semiconductor manufacturing technology programs in specific processes and equipment of the semiconductor industry. Embedded in the MATEC model is a learner focus. This project uses the MATEC model to develop Web based experiential laboratory exercises for students in an Associate of Applied Science in Controls Technology and Manufacturing Technology programs. These simulations or experiential modules replace the traditional laboratory exercises of a site based Manufacturing, Instrumentation or Controls Technology curriculum, and instead do them in a Web environment. The theory components of the curriculum are already commercially available in a digital format and have been satisfactorily tested for past the 5 years at San Juan College. The missing and critical component for effective delivery of the curriculum via distant education is the experiential or hands on laboratory exercise in a format suitable for effective learning in a Web environment. The rapid growth of web-based education and the rapid rate of technology changes in industry and society have created a need for a revised methodology in educational curriculum and delivery. This refocus must facilitate lifelong learning and have a learner driven process. The project is creating 16 virtual laboratory or experiential modules for two different classes over the two-year life of the project. It is developing a distance education competency based experiential model that can be used to implement the curricular objectives of the traditional 'hands on' or laboratory exercises in the virtual world of a web based program. ADVANCED TECH EDUCATION PROG DUE EHR Meyer, Doyle Michael Lesiecki San Juan College NM Duncan E. McBride Standard Grant 215231 7412 SMET 9178 1032 0000099 Other Applications NEC 0101726 July 15, 2001 Computer Science 2000/ARIES Alliance. Technology companies in the Austin area face a shortage of qualified information technology (IT) workers. To help solve this problem, the Austin Regional Industry Education Systems (ARIES) Alliance is putting in place a competency-based system for IT education at the high school and community college levels. This effort includes (1) the development of IT skill standards for Texas, (2) alignment of existing IT curricula with the skill standards, (3) design and implementation of new curricula based on the skill standards, (4) professional development for teachers, and (5) portable, performance-based assessments and appropriate certifications. The project is tailoring for the state of Texas the industry-validated IT skill standards developed by the NorthWest Center for Emerging Technologies (an ATE Center of Excellence in Bellevue, WA). The project is also adapting and implementing the NorthWest Center's vendor-neutral "Introduction to IT" course and the center's curricula in eight career concentrations: programming/software engineering, network design and administration, enterprise systems analysis and integration, database development and administration, Web development and administration, digital media, technical support, and technical writing. A team of statewide community and technical college faculty are using the new Texas IT skill standards to align the IT curriculum in all Texas community and technical colleges. Articulation between the curricula at the high school and community college levels provides multiple entry and exit points for students. ADVANCED TECH EDUCATION PROG DUE EHR Svoboda, Michael Peter Saflund Daniel Navarro John Milburn Mary Kohls Austin Community College TX R. Corby Hovis Standard Grant 574635 7412 SMET 9178 1032 0000099 Other Applications NEC 0101727 September 1, 2001 Minority Engineering Transfer and Articulation Program. This project (Minority Engineering Transfer and Articulation Program - META) is a joint effort by Santa Fe Community College, New Mexico State University, the New Mexico State Highway and Transportation Department, and three civil engineering firms. It supplements the New Mexico Alliance for Minority Participation (AMP). META's goals are to provide a connected and coordinated educational pathway from associate's degree programs in engineering technology to bachelor's degree programs in civil engineering and to create instructional materials that emphasize technology applications in civil engineering. The summer bridge program includes an industry-sponsored design project, a new technology course, guidance workshops and seminars. There are also summer internships, industry sponsored tuition and book scholarships, faculty development seminars and workshops, comprehensive student advising, and multi-level recruitment strategy. It addresses minority issues and updates an outdated Civil Engineering curriculum. ADVANCED TECH EDUCATION PROG DUE EHR Jacquez, Ricardo James King New Mexico State University NM Kenneth Lee Gentili Standard Grant 300000 7412 SMET 9178 1032 0000099 Other Applications NEC 0101729 May 15, 2001 Establishing a Program in Chemical Technology at Southwestern College. This project is establishing a comprehensive program in chemical technology over a three-year period. The county where this community college is located is home to a large number of pharmaceutical and biotechnology companies, and the region faces a shortage of well-qualified chemical technicians, especially those trained in instrumental analytical techniques relevant to those encountered in local industry. Recent funding from NSF's Course, Curriculum, and Laboratory Improvement (CCLI) program has enabled purchase of sophisticated, modern instrumentation which forms the foundation upon which the chemical technology program is being built. The new curriculum incorporates the Voluntary Industry Standards (VIS) of the American Chemical Society. With this institution having an ethnic minority enrollment that exceeds 80%, a significant impact on the employment of technicians from underrepresented groups is expected. ADVANCED TECH EDUCATION PROG DUE EHR Brown, David Treasure Sucheck Southwestern College CA Harry Ungar Standard Grant 211615 7412 SMET 9178 1032 0000099 Other Applications NEC 0101736 July 1, 2001 Creating Avenues, Support and Equity for Women and Minorities in Advanced Technologies. This project is developing, implementing, and evaluating a model that uses a non-traditional approach to the recruitment of women and minorities into advanced technical careers, particularly in the information technology (IT) field. The model features not just recruitment, but academic advising, career exploration and support services. Over 800 students are being served by the program. Project objectives are: 1: Introducing and exposing women and minorities in a five county area of Portland to education and employment opportunities in advanced technical fields in which they are underrepresented. Key outcomes include increased awareness by women and minorities about advanced technical careers and programs and identification of potential project participants. 2. Facilitating enrollment and success of educationally and/or economically disadvantaged women and minorities in advanced technical education programs. Key outcomes include increased enrollment by women and minorities into advanced technical programs; increased retention and improved academic performance in technical programs such as Computer Information Systems, Welding Technology, Advanced Facilities Maintenance, Computer Sciences, Microelectronics, and Engineering Technology; and enhanced educational opportunities in specialized fields. 3: Facilitating school-to-work transitions in Information Technology (IT) and other advanced technical fields. Key outcomes include women and minorities employed in higher paying jobs and a 20% increase in the number of women and minorities who are participating in cooperative education with an industry partner in targeted science and technology fields. 4. Training instructors, tutors, career counselors, and academic advisors in gender and culturally equitable teaching, learning, assessment, and advising practices. Key outcomes include improved instruction, career counseling and academic advising delivered with more equity. 5. Involving IT and other employers in recruitment, retention, and school-to-work transition activities. ADVANCED TECH EDUCATION PROG DUE EHR Dins, Kate Barbara VanAmerongen Susan Sloan Rosalyn Williams Maurice McKinnon Portland Community College OR Bevlee A. Watford Continuing grant 556833 7412 SMET 9178 1032 0000099 Other Applications NEC 0101740 August 1, 2001 Collaborative Research: Training Water Science Technicians. This collaborative project between a four-year and a two-year institution is developing an Internet-based laboratory curriculum in water science, with a goal of preparing future water science technicians for the increasingly high-technology, interdisciplinary, and often contentious world of water resource management in the 21st century. Through the on-line curriculum, students learn and apply their knowledge and skills using inquiry-based problems derived from real-world and real-time data collected by state-of-the- art water quality monitoring technology. The curriculum is designed as a two-semester lab sequence targeted toward second-year technical students in water resource management, water science, or environmental resource management programs. It consists of six key units that cover the range of knowledge and skills needed by future water science technicians: the knowledge base, experimental design, data collection, data management, data analysis and interpretation, and management policy, outreach and education. Each unit in turn consists of a series of three to eight interactive modules that cover specific topics (e.g. the Data Analysis Unit includes web-based modules on Exploratory Data Analysis, Trend Analysis, Spatial Analysis, and Modeling). The modules are linked through a series of inquiry lessons designed around current water quality management issues and using real-time water quality data. This approach allows community college teachers considerable flexibility in adopting the entire curriculum, or in using the units, modules and inquiry lessons to fit the needs of their particular program. This curriculum serves as either a capstone experience for students completing a technician program, or a gateway for students interested in pursuing water science degrees at four-year institution. ADVANCED TECH EDUCATION PROG DUE EHR Merrick, Glenn Lake Superior College MN David B. Campbell Standard Grant 199802 7412 SMET 9178 1032 0000099 Other Applications NEC 0101747 July 1, 2001 The Montana Consortium Partnership For Educational Technology. This project provides for training and faculty professional development to students and faculty at a group of community colleges with large native American populations. It has goals that include increasing the numbers of American Indians in the technological workforce and enhancing the educational opportunities for students on the reservation. Students participate in a recently implemented information technology program at one of the community colleges. They have the opportunity to select courses to achieve different IT hardware certifications and to do internships in the community. The IT courses are offered by distance education, allowing place-bound reservation students the opportunity for a degree. Professional development opportunities for preservice teachers, teachers and college instructors in technological applications are also included, with integration of the technologies into the associated curricula. Summer workshops provide training for teachers who then serve as trainers and mentors for peers. This model of community collaboration and involvement addresses workforce needs in the geographic area and a unique way to increase the participation in IT careers by under-represented groups. EXP PROG TO STIM COMP RES ADVANCED TECH EDUCATION PROG DUE EHR Pease, Janine Lyle Courtnage Fort Peck Community College MT Barbara N. Anderegg Continuing grant 460509 9150 7412 SMET 9178 9150 1032 0000099 Other Applications NEC 0101751 May 1, 2001 Geomatics Technology Expansion Project. This project is combining traditional surveying techniques with training in high-technology spatial data acquisition and manipulation in the Geomatics Technology Program. The program provides training in industry-standard applications including GIS, GPS, land information systems, remote sensing and traditional surveying. In this project, the scope and resources in the program are being expanded. The project's five major goals include improving teacher and faculty knowledge in geographic information technologies; developing a local mapping and surveying workforce; enhancing the technical experience for students; improving laboratories; and promoting careers in mapping, surveying, and geographic information technologies. Activities include developing cooperative education and internships, providing more hand-on experiences for students with industry standard equipment, job shadowing for college faculty, summer workshops for high school teachers and college instructors, a fast-track program for industry professionals, and a short video to market Geomatics Technology to high school and non-traditional students. ADVANCED TECH EDUCATION PROG DUE EHR Shrum, Sidney Oscar Eugene Wilson Greenville Technical College SC Michael Haney Standard Grant 264738 7412 SMET 9178 1032 0000099 Other Applications NEC 0101795 August 1, 2001 Regional Center for Manufacturing Simulation. The Design and Manufacturing Simulation Project (DMSP) is supporting systemic reform through education, applied research, curriculum development and reform, professional development, and dissemination. It is also providing a forum for joint industry/education collaboration focused on identifying manufacturing and simulation technologies critical to the success of the automotive industry centered in the southeastern Michigan region. Curriculum work is addressing mathematics, science and technology components essential to the lean manufacturing enterprise and its virtual design and manufacturing simulation activities. Expertise is being developed by engaging subject matter experts and by providing workplace experiences for faculty, teachers and students from a variety of diverse backgrounds. The DMSP is utilizing the Wisconsin Instructional Design System (WIDS) to create educational modules designed to enhance existing manufacturing programs and develop modules that focus on industry-validated simulation competencies. DMSP partners include Mott, Macomb, Oakland, and Henry Ford Community Colleges, Central Michigan University, General Motors, Daimler-Chrysler, Delphi Automotive, Detroit Center Tool, Delmia, Mechanical Dynamics, and the Tech Prep consortiums of Genesee, Macomb, Oakland, St. Clair, and Wayne counties. This partnership involves the Design and Manufacturing Alliance (DMA), an established partnership between the four community colleges and several business/industry representatives focused on design and manufacturing careers. The DMSP is enhancing existing Design/Drafting/CAD Associate Degree programs by incorporating and using simulation to validate design scenarios. In addition, the Manufacturing Simulation Technology - Robotics program (NSF/ATE #9950052) is being modified to address the needs of the virtual machining simulation industry. Curriculum deliverables include modules that update existing design and manufacturing degrees for 21st century industry and post-Associate degree or certificate programs that address simulation competencies and software products. The goal is to supply the automotive manufacturing industry with skilled workers capable of embracing advanced design and simulation activities that support more efficient development of automobiles. The DMSP seeks to increase the number of minority and underrepresented candidates in the field and is marketing programs and opportunities to schools, businesses, and parent/professional groups. ADVANCED TECH EDUCATION PROG DUE EHR Crampton, Thomas Randy Seidel Jack Thompson Mott Community College MI Barbara N. Anderegg Continuing grant 719760 7412 SMET 9178 1032 0000099 Other Applications NEC 0101820 July 1, 2001 Environmental Science and Education Articulation Partnership with Tribal Colleges. This project supports the need for tribal communities to have a Native American work force who can help meet their local needs in science education and in the management of their resources. The main objective is to increase the number and quality of community college students who transfer into Bachelor of Science K-12 teaching programs or environmental science programs. Emphasis is being placed upon Tribally Controlled Colleges (TCCs) using environmental science as an educational implementation mechanism. Strategies used to address this objective include development of recruitment programs for each participating TCC, development of recruitment programs, faculty/student articulation agreements, transition support for the students to successfully enter an appropriate baccalaureate program, support for student retention, dissemination of program results and program evaluation. The project utilizes a successful student retention program, the Mesa State College New Environmental Student Transition (MSC-NEST), as a model developed to attract, motivate, and retain students. The focus is upon using the Environmental Science and Technology Bachelor of Science degree program as a model articulation partnership program with the participating community colleges. This degree program enables a student to select either a K-12 teaching degree path or an environmental science/technology related degree. ADVANCED TECH EDUCATION PROG DUE EHR Topper, Karl Robert Wang Jeff Brigham Mesa State College CO Sharon M. Locke Standard Grant 369454 7412 SMET 9178 1032 0000099 Other Applications NEC 0101861 March 1, 2001 Building Information Technology Capacity in Eastern Ohio: A Plan for Renewal. This project involves a year of planning for the development of an ATE regional center for information technology. It includes forming regional partnerships including the key stakeholders having a vested interest in the economic and workforce development for information technology capacity. It also includes three symposia to raise awareness of the need for academic program reform and professional development for college faculty and K-12 teachers as well as to stimulate regionwide capacity building activities. Research activities identify IT gaps and establish benchmarks for IT development in the region. Finally, a facilities plan for the regional center is developed. All of these activities lay the foundation for the development of a project for a regional center for information technology in the next year. ADVANCED TECH EDUCATION PROG DUE EHR Lampert, Bridget Dan Buskirk Cummiskey Raymond Belmont Technical College OH Barbara N. Anderegg Standard Grant 50000 7412 SMET 9178 1032 0000099 Other Applications NEC 0104140 June 15, 2001 Supplement to Completion of Case Studies for the Institute on Learning Technology (LT2) Web Site. Interdisciplinary (99) This is a supplement to award DUE 0087150, "Completion of Case Studies for the 'Learning through Technology' website (LT2). This website is being designed on the basis of research and is relatively timeless in its approach to explaining the effective use of educational technology. Early feedback indicates that there is a strongly felt need for this resource among reform-ready SMET faculty. In this final phase, our work is bringing all of the planned sections of the website to a full-use threshold, which we define to mean the lowest level of completeness needed to be useful to reform ready SMET-faculty. CCLI-NATIONAL DISSEMINATION DUE EHR Millar, Susan University of Wisconsin-Madison WI Myles G. Boylan Standard Grant 104399 7429 SMET 9178 7429 0000099 Other Applications NEC 0108601 October 1, 2001 VPython: Real-time 3D Visualization for Science and Engineering. Interdisciplinary (99) Physics (13) The project is developing software to make it easy for scientists, engineers, and their students to create computer models of physical systems that include real-time, 3D, interactive graphics. The value of 3D computer visualization in science and engineering education and research is widely recognized. 3D modeling of molecules in chemistry and biology is perhaps the most widely used 3D tool, whose high utility has justified the expensive development of appropriate software. Many math packages generate 3D representations of functions. However, more general use of 3D visualization, coupled to the flexibility of a general-purpose programming language, has been blocked by great technical difficulties which require high computer skills to overcome. This is particularly limiting for educational applications. Even in chemistry and biology where 3D tools exist, it is difficult or impossible for scientists to modify or extend these packages. These applications do not have the open-ended flexibility of a programming language. A new tool, VPython, makes it possible for many scientists and engineers, and students of science and engineering, to create 3D visualizations quickly and easily, coupled to the flexibility and power of a programming language. Moreover, these visualizations can be interactive in real time, transcending the limitations of a canned movie. The project is bringing VPython to a mature level of open source development, so that thereafter it can be easily maintained and extended, as a contribution to the infrastructure of science and engineering research and education. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Sherwood, Bruce Ruth Chabay Carnegie-Mellon University PA Duncan E. McBride Standard Grant 295486 7427 SMET 9178 7427 0000099 Other Applications NEC 0111938 July 15, 2001 The Use of History in Improving Undergraduate Instruction in Computer Science. This project provides for summer workshops for computer science faculty on the use of history in improving undergraduate computer science instruction. The workshops target computer science faculty who agree to incorporate units or modules dealing with history into their courses in the year after the workshop. First year workshop participants serve as mentors to the second year participants. Speakers at the workshops are individuals known nationally for efforts on behalf of computing history and instructional curricula and materials that include computing history. This project encourages the participants to develop and adapt exemplary materials for use in their classes and includes dissemination to the computer science community for possible use and adaptation by others. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Aspray, William Computing Research Association DC Robert Stephen Cunningham Standard Grant 60786 7427 SMET 9178 0000099 Other Applications NEC 0112426 June 1, 2001 Federal Cyber Service Initiative. This program produces a cadre of computer scientists with strong specializations in information assurance and a commitment to federal service. Three cohorts of students complete a two-year program that integrates intense information assurance studies with research and outreach. Students also spend one summer as interns in federal agencies. Upon completion of degrees at the end of two years the students then enter the federal cyber service. The program features an emphasis on collaborative research and outreach to the community. The program components train students in information assurance theory and practice while providing an environment that fosters teamwork, strengthens motivation, and builds a sense of professionalism and commitment to service. FED CYBER SERV: SCHLAR FOR SER DUE EHR Shenoi, Sujeet John Hale University of Tulsa OK Timothy V. Fossum Standard Grant 5105896 1668 SMET 9178 7254 1668 0000099 Other Applications NEC 0112428 July 1, 2001 TAKING THE LEAD; Deans' Summit on Technological Literacy. Engineering - Other (59) Taking the Lead is a highly participatory conference bringing together Deans of Education and Engineering to form collaborations and to discuss the positive impact that such partnerships can have on the technological literacy of future K-12 teachers. This is the first time that education and engineering leaders have come together in a formal meeting. The potential benefits of these collaborations are numerous. Engineering programs can provide educators with technical expertise and real world applications of science and mathematics. Schools of education have much to contribute to engineering schools in terms of effective pedagogy, instructional design, and assessment. The outcomes of this conference will be an overall strategic plan that has broad impact on campus reform and specific action plans for the individual institutions represented. CCLI-ADAPTATION AND IMPLEMENTA TEACHER PREPARATION PROGRAM ENGINEERING EDUCATION DUE EHR Batchman, Theodore Barbara Coburn Stoler Walter Gmelch Douglas Gorham Institute of Electrical & Electronics Engineers, Inc. NJ Kenneth Lee Gentili Standard Grant 121500 7428 7348 1340 SMET 9178 0112874 September 1, 2001 Information Systems Security Education. This project develops a curriculum to incorporate information systems security education into the graduate and undergraduate programs. The project contains four phases: development and revision of information security courses, production of security modules for selected courses, development of an information security certificate graduate program, extension of library resources to include security references, and construction of an information systems security laboratory to support class activities and research. FED CYBER SERV: SCHLAR FOR SER DUE EHR Farkas, Csilla Joseph Johnson Duncan Buell Caroline Eastman Stephen Fenner University of South Carolina at Columbia SC Diana B. Gant Standard Grant 199846 1668 SMET 9178 1668 0000099 Other Applications NEC 0113533 June 1, 2001 CyberSecurity Education and Research Center for Western Pennsylvania, West Virginia, and Ohio. The project is taking a four pronged approach to helping Indiana University of Pennsylvania achieve Academic Excellence in Information Assurance Education at the undergraduate level. 1. Faculty Development through faculty workshops conducted by Center of Academic Excellence in Information Assurance Education James Madison University in which faculty develop and deliver computer security modules that can be readily included in core courses in Computer Science, Management Information Systems, Criminology, Educational Technology and IT as well as forming part of an Interdisciplinary Security minor. 2. Curriculum Development to increase the security content in computing and criminology courses via addition of security modules in core courses, as well as through an interdisciplinary minor in Information Assurance and an upper level security track for computer science students who wish to specialize. 3. Strengthening Research and Internship opportunities in Information Assurance through creation of the Center for Applied Security involving a strategic partnership with the Science Applications International Corporation (SAIC), which has as its goal to develop and deliver information protection/assurance (IPA) services in our region. 4. Providing the Technology for research in Information Assurance through a state of the art lab used for hands on labs, and for experimentation with new threats and vulnerabilities. FED CYBER SERV: SCHLAR FOR SER DUE EHR Oblitey, William Mary Micco Dennis Giever Indiana University of Pennsylvania PA Ernest L. McDuffie Standard Grant 250768 1668 SMET 9178 1668 0000099 Other Applications NEC 0113549 July 15, 2001 Information Assurance Educational Support Program. This program provides an opportunity for faculty from other universities to receive education in information assurance with the focus on being able to teach the core concepts to their students. The target audience is faculty members from 4 year colleges and universities who are teaching computer science, information systems, or related fields and have a working knowledge of computers. They participate in a summer workshop to help them integrate the material into their courses or to help them develop new courses. Participating faculty take two courses offered via distance education. They also receive support material to help them integrate the subject material into their existing courses. The delivery consists of video taped lectures and on-line support through chat-rooms, emails, and phone. Several of the courses offer a hands-on learning experience where the faculty perform experiments and use software systems remotely through the Internet. FED CYBER SERV: SCHLAR FOR SER DUE EHR Jacobson, Douglas Clifford Bergman James Davis Johnny Wong Steffen Schmidt Iowa State University IA Diana L. Burley Standard Grant 261868 1668 SMET 9178 1668 0000099 Other Applications NEC 0113552 June 1, 2001 SFS Fellowships for Information Assurance Students. This proposal expands the capacity of our current educational program already producing high quality graduates in information assurance primarily through 30 fellowships and a unique support infrastructure. The broad-based program includes faculty from computing, engineering, political science, mathematics and management information systems to provide students with a broad range of course opportunities and career foci. As well, faculty from the education and library colleges help to design courses and other activities to ensure student success and leadership skill development. The fellowship program includes both undergraduate and graduate students leading to increased numbers of information assurance professionals. FED CYBER SERV: SCHLAR FOR SER DUE EHR Jacobson, Douglas Clifford Bergman Johnny Wong Barbara Licklider Alfred Ho Iowa State University IA Timothy V. Fossum Continuing grant 2637027 1668 SMET 9178 1668 0000099 Other Applications NEC 0113627 August 1, 2001 Increasing Security Expertise in Aviation-Oriented Computing Education: A Modular Approach. This project produces course modules related to critical aspects of aviation for internal use and projected for external distribution. Modules are considered to be a part of a course, developed from both technical and policy perspectives, integrated with other course materials, involving both labs and lectures, and presented to bring the topic alive, and leave a lasting impression on the student's professional attitude. The first step of the project involves both external survey of the field and identification of potential module partners (importing and exporting) and internal examination of engineering and policy curricula for most productive module injection and evaluation. The long-range objective is meeting the criteria for curriculum and institutional certification as a center for academic excellence in information assurance education. The modules have an aviation engineering orientation, thus potential high impact on the aviation and related industries. The project should have a high impact on the institution, faculty, and students as well. Results are disseminated as both publications and packaged courseware with extensive website support FED CYBER SERV: SCHLAR FOR SER DUE EHR Gerhart, Susan Paul Hriljac Matt Jaffe Robin Sobotta Embry-Riddle Aeronautical University FL Diana L. Burley Standard Grant 183366 1668 SMET 9178 1668 0000099 Other Applications NEC 0113725 January 1, 2002 A Summer Workshop for Beginning Infosec Educators. This project improves instructional capability of computer science and security faculty with respect to emerging sociological, ethical, linguistic, communication, and educational issues associated with information assurance and security. This project provides an intensive institute accommodating groups of faculty members for two years. Participating faculty develop a portfolio of educational materials for use in both their own and other educational programs with the help of subject matter experts. The program objectives are designed to help improve the capability of participating computer science faculty to teach effective security practice and design. These include developing a core of multi-disciplinary subject-matter expert mentors; producing research based curricular materials; recruiting undergraduate and graduate computer science and security faculty; developing subject-matter and pedagogical knowledge and skills of faculty attendees; and facilitating adaptation and implementation of curricular materials. There are plans to evaluate project outcomes and the impact of the project model and activities and to disseminate curricular materials to the broader community. FED CYBER SERV: SCHLAR FOR SER DUE EHR Dark, Melissa Eugene Spafford Pascal Meunier Purdue University IN Timothy V. Fossum Standard Grant 237848 1668 SMET 9178 1668 0000099 Other Applications NEC 0113730 June 1, 2001 A Dual-Track Masters Degree Program for Information Security Specialists. This program establishes a scholarship program for computer science graduate students specializing in information assurance. Upon graduation, the students participate in two years of federal service. The program of study is a dual-track masters program, leading to either a master's degree in computer sciences or an interdisciplinary master's degree with specialization in information security. Students in both tracks receive special attention in seminar and advising sessions to help them understand the context and role of information security in today's society. This includes regular presentations by leaders in commerce, academia, and government. Students have the opportunity to participate in leading-edge research projects conducted by faculty. Through this program students receive a valuable educational background in information security and assurance, obtain hands-on research experience, gain perspective on industry and research trends, and provide valuable service to the government while experiencing real-world problems. FED CYBER SERV: SCHLAR FOR SER DUE EHR Spafford, Eugene Purdue University IN Victor P. Piotrowski Continuing grant 3320314 1668 SMET 9178 1668 0000099 Other Applications NEC 0113767 July 15, 2001 A Broad Information Security Curriculum: Integrating Technologies and Practices. This project develops an information security curriculum to serve students from a broad range of backgrounds. It takes an integrated approach to information security education that covers both technological and policy issues. It includes a partnership with Clark-Atlanta University to design and development of an innovative and broad curriculum that could be used to train future information security professionals. The curriculum starts with a gateway course that provides a broad introduction to the field. This is followed by an initial set of courses, each of which focuses on a coherent body of knowledge. Each course introduces students to core concepts that cover a particular aspect of information security and includes projects that provide hands-on experience with the tools and techniques that can be used to build high assurance systems. A key component of the project is the creation and testing of teaching materials and projects for the courses. The curriculum development and its implementation is part of the development of a variety of programs in the information security area for a diverse body of students. These include an undergraduate specialization and a masters certificate and a concentration area for doctoral students. The courses that support these programs are available to students from Georgia Tech, Clark-Atlanta and other institutions that are located in the Atlanta area. This enables students to meet the critical needs for information assurance specialists in our country. FED CYBER SERV: SCHLAR FOR SER DUE EHR Ahamad, Mustaque Seymour Goodman Kameswara Namuduri Andre Dos Santos Jun Xu GA Tech Research Corporation - GA Institute of Technology GA Diana B. Gant Standard Grant 243304 1668 SMET 9178 1668 0000099 Other Applications NEC 0113783 September 1, 2001 An Undergraduate Computer Security Track. We are developing and implementing an undergraduate Computer Security track at the Department of Computer and Information Sciences of Towson University. We are developing this track in close collaboration with our consultants and evaluators from industry and academia and are disseminating the results at conferences and at a forum for representatives from industry, government and academia, organized at the conclusion of this project. Seven courses are the key components of this track: Computer Ethics, Introduction to Computer Security, Introduction to Cryptography, Network Security, Database Security, Operating Systems Security and Security Seminar. The first two courses exist. The network security course and a portion of the Operating Systems Security course are being adapted from courses at the University of Idaho, which was designated as one of the Centers of Excellence in Information Assurance. The principal investigators are developing the remaining courses. Students graduating in this track have a strong background in the foundations of computer security and their applications and are better prepared to join the 21st century workforce. FED CYBER SERV: SCHLAR FOR SER DUE EHR Azadegan, Shiva Deborah Frincke Alexander Wijesinha Marius Zimand Mike O'Leary Towson University MD Diana B. Gant Standard Grant 160068 1668 SMET 9178 1668 0000099 Other Applications NEC 0113819 June 1, 2001 Information Assurance Scholarship Program. This project relieves the shortage of qualified information assurance personnel by providing generous financial support for at least 23 masters level students in the Carnegie Mellon University (CMU) Information Assurance Educational program. Several interdisciplinary degrees are offered in the program that allow students to specialize in their particular interest area within the field. There are a growing number of Information Assurance and Computer Security faculty and researchers at Carnegie Mellon University, and the students have outstanding opportunities to work in world-class on-campus entities such as the Software Engineering Institute and the CERT Coordination Center. Through classroom instruction, project work, and supplemental curricular activities such as an Information Technology lecture series, the student participants become leaders in the information security area. The university is also focused on the development and success of other programs in this area. To that end, Carnegie Mellon University plans to host an annual intensive seminar for current and/or prospective CAE/IAE institution faculty. The seminars will consist of a three-day instructional dialog offering approximately 30 faculty members access to existing CAE/IAE program curricula and methodologies. FED CYBER SERV: SCHLAR FOR SER DUE EHR McGillen, Donald Ann English Carnegie-Mellon University PA Diana B. Gant Standard Grant 4437905 1668 SMET 9178 1668 0000099 Other Applications NEC 0113949 August 1, 2001 Institutional Development in Trustworthy Computer Systems. This project provides for institutional development in the area of secure and trustworthy computer systems. It expands laboratory facilities to include a computer network laboratory for information assurance classes. Course materials in computer security and trustworthy computer networks are developed and tested for eventual publication and wider dissemination. A distinguished speaker series brings in national and international experts to the campus. Faculty development is provided through a variety of methods. The area of reliable and trustworthy systems is one of emerging national need. Many of these systems contain embedded computers with software and hardware providing functionality and controlling operations of the system. This can range from use in household appliances to aircraft or medical systems. This program provides expertise and capacity that is in our national interest and adds critical core curricular components to the information assurance field. FED CYBER SERV: SCHLAR FOR SER DUE EHR Miller, Ann Kelvin Erickson Bruce McMillin S.R. Subramanya Missouri University of Science and Technology MO Diana B. Gant Standard Grant 206216 1668 SMET 9178 1668 0000099 Other Applications NEC 0114016 June 1, 2001 Cyber Service Training and Education. This project relieves the shortage of qualified information assurance personnel by providing generous financial support for graduate/undergraduate students as participants in a rigorous academic program. The highlights of the program include: faculty committed to working with undergraduates in a research environment, immediate integration of students in existing research programs in information assurance, and a cyber research seminar emphasizing critical thinking, leadership, and communication skills. The program includes expanding horizons seminars presented by experts in the field of information assurance and an ethics component, in the form of an integrated sequence of lectures and discussion. The goal is to develop professional skills through mentoring, training, and experience. FED CYBER SERV: SCHLAR FOR SER DUE EHR Oman, Paul Jim Alves-Foss Deborah Frincke Rand Lewis University of Idaho ID Victor P. Piotrowski Standard Grant 2685306 1668 SMET 9178 1668 0000099 Other Applications NEC 0114018 June 1, 2001 NPS CISR Scholarship for Service: Scholarship Track. This project establishes a scholarship program for master's students in the science and practice of information assurance. Selected students perform two years of federal service in the information assurance field upon graduation. Through courses, involving extensive laboratory exercises and projects, students learn first hand how to design, build, configure and manage systems and network security. Student complete thesis projects which permit them to explore a particular topic in depth and engage in research. The project addresses the current personnel gap in information assurance for the federal information infrastructure and enhances the program and capacity within the institution for further development. FED CYBER SERV: SCHLAR FOR SER DUE EHR Irvine, Cynthia Naval Postgraduate School CA Victor P. Piotrowski Interagency Agreement 3301141 1668 SMET 9178 1668 0000099 Other Applications NEC 0116860 September 1, 2001 Conference for National Collaboration for Engineering Education. Engineering - Other (59) Through a national engineering education conference, this project is supporting the formation of a cooperative coalition between community and four-year colleges, that will result in improved educational opportunities for engineering students. The conference is being held at Itasca Community College, Grand Rapids, Minnesota. Teams of high school, two-year and four-year faculty will work towards developing articulation agreements that will ensure seamless and successful educational experiences for engineering students. The outcome of this forum will be the creation of a National Collaboration for Engineering Education, a partnership that will be instrumental in reversing the current trend of declining engineering enrollment in the face of increasing need for engineers. The partnership will also be instrumental in raising the numbers of students from underrepresented groups who pursue engineering careers. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Ulseth, Ronald Aaron Wenger Itasca Community College MN Kenneth Lee Gentili Standard Grant 134500 7427 SMET 9178 0000099 Other Applications NEC 0118933 September 15, 2001 Advanced Technological Education - ATE: Bio-Link: A National Advanced Technological Education Center for Biotechnology. Bio-Link's mission is to strengthen and expand biotechnology technician education at community and technical colleges throughout the nation in order to 1) increase the number and diversity of well-trained technicians in the workforce; 2) meet the needs of industry for appropriately trained technicians; and 3) institutionalize community college educational practices that make modern, high-quality education in the concepts, skills, and ethics of biotechnology available to all students. Bio-Link's National Center at City College of San Francisco provides leadership to seven Regional Centers using a coordinated national strategy that is implemented through the Regional Centers. The Regional Centers are located at community colleges throughout the United States: Northeast-New Hampshire Community and Technical College; Southeast-Alamance Community College; North Central-Madison Area Technical College; South Central-Austin Community College; Northwest-Seattle Central Community College; Northern California Biotechnology Center-City College of San Francisco; and Southwest-San Diego City College. Regional Centers pursue a number of specific substantive activities that help Bio-Link achieve its objectives. Each region also develops relations with local industry and educational institutions in order to understand and meet regional needs and to distribute information locally. The goals Bio-Link established are key to fulfilling its mission: 1) Provide support for students and technicians, 2) improve instruction & learning, 3) share information and resources, and 4) foster collaborations and partnerships. Some of the key accomplishments under these goals that continue to be supported include a survey of all biotechnology technician programs at community and technical colleges across the United States; an annual Summer Fellows Forum for community college and high school instructors from around the country to share best practices and learn new techniques; and the Bio-Link Website that contains information on a myriad of topics from job and workshop announcements to a virtual laboratory, equipment lists, and instructional materials. In addition, Bio-Link solicits, tests, and reviews instructional materials; assists in program development; devises means for attracting students, especially underrepresented minorities, into biotechnology; and works with high schools and baccalaureate institutions to improve articulation. In general Bio-Link helps educators keep up with an industry that is not only increasing in size, but expanding from research and development to manufacturing and computer analysis. In doing so, Bio-Link best prepares students to meet the evolving needs of the biotechnology industry. ADVANCED TECH EDUCATION PROG DUE EHR Johnson, Elaine Barton Gledhill City College of San Francisco CA Duncan E. McBride Continuing grant 2115500 7412 SMET 9178 1032 0000099 Other Applications NEC 0119046 March 1, 2002 Follow-up Study of the Impact of PETE: Accountability, Understanding and Continuous Improvement.. The El Paso Partnership for Excellence in Teacher Education (PETE), a project funded through the NSF Collaboratives for Excellence in Teacher Preparation (CETP) program, has established a partnership of regional educational institutions including the University of Texas at El Paso and El Paso Community College to reform science and mathematics teacher preparation. This follow-on project includes evaluation activities and research studies designed to document and assess the impact of PETE at the university, at the community college, in K-12 classrooms, and on new and future teachers. Evaluation research studies are designed to assess the impact of the project in five areas: institutionalization and sustainability, the relationship between teacher preparation and the context of school reform; new teacher knowledge and its relationship to student outcomes; the development of content knowledge and pedagogy in reformed courses; and the viability of a model of teacher development and assessment. Teacher induction activities designed and implemented by former CETP/PETE scholars under the direction of science and mathematics faculty members are providing support for novice teachers. Former CETP/PETE scholars pursuing graduate degrees in science and mathematics education engage in peer mentoring of new teachers and/or mentoring of future teachers and participate with faculty and evaluators in classroom research activities designed to support the data collection and analyses of the proposed evaluation research studies. The evaluation studies are linked to the CETP Core Summative Evaluation Study, an NSF-funded project at the University of Minnesota, through the alignment of CETP Core evaluation Questions with evaluation research questions specific to the PETE context. To strengthen the collegiality among former CETP/PETE Scholars pursuing graduate degrees, new teachers, and faculty members, new teacher induction activities will be designed and implemented by former scholars under the direction of science and mathematics faculty members. The project is assessing the impact of PETE and activities designed to increase the likelihood of new teachers remaining in the profession. TEACHER PREPARATION PROGRAM ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Pacheco, Arturo Sally Blake University of Texas at El Paso TX Joan T Prival Standard Grant 1097850 7348 1795 SMET 9178 7348 1795 0000099 Other Applications NEC 0119078 August 1, 2001 A Follow-up Summative Evaluation of the New York City Collaborative for Excellence in Teacher Preparation. This research and evaluation project is examining the effects of training prospective teachers to deliver math and science instruction in conformity with newly established content and pedagogical standards. The specific context in which this initiative is being investigated is the New York City Collaborative for Excellence in Teacher Education (NYCETP), a consortium of five campuses of the City University of New York (CUNY) and New York University (NYU). Since 1995 (with a grant from NSF), these six colleges have embarked on a collaborative journey of curricular reform in which 30 math and science content and math and science methods courses have been CETP reformed, in keeping with nationally recognized standards (e.g., NCTM & NRC). The current project is a three-year longitudinal study examining how prospective teachers exposed to CETP reformed courses in three NYCETP colleges change and develop in comparison to teacher trainees exposed to non-reformed (traditional) courses. This study is being coordinated with, and will contribute to, an ongoing national NSF-sponsored study of the funded Collaboratives supported through the CETP initiative. This NSF study, the CETP Core Evaluation, is being conducted by the University of Minnesota. In the current project a CETP treatment sample of 175 undergraduate teacher education students in three urban colleges preparing for K-6 teaching are being tracked longitudinally for three years, the last two years of college and the first year of employment. These students, who will have been exposed to 2 to 8 CETP reformed courses, are being compared to 90 students at the same colleges who have been waived out of CETP reformed courses because they are transfer students or because they already have obtained a baccalaureate. Extensive background, course work, and academic achievement data is being collected on all teacher education students as part of New York State Certification Requirements. These data are being added to CETP-specific data (much of it using the University of Minnesota instruments) to form a comprehensive database for the entire teacher education population under study. Specifically, additional outcome data include: knowledge, attitudes, and self-reported teaching strategies as measured by the University of Minnesota Core Student Survey and Teacher Survey; performance on the math and science content sections of the New York State Teacher Certification Exam; and actual teacher performance as measured by the University of Minnesota Core Classroom Observation Protocol. In addition, data is being collected regarding the degree to which the school context is supportive of CETP teaching goals. Specific research questions posed in this study include: How does the CETP treatment group compare to the non-treatment group on the outcome measures above? Are teacher education students at different levels of academic ability affected differentially as a function of their CETP/non-CETP participation? To what extent does the treatment group's performance in the classroom change over time (from student teaching to employment) as a function of CETP involvement compared to the non-treatment group? The significance of this study is in its potential to provide evidence to support math/science curricular reform in teacher education programs nationwide, its ability to shed light on how new models of teacher training can narrow the performance gap among students with different levels of prior academic attainment, how new approaches to teacher training (CETP) can stand up to the pressures of urban school environments that have differential supports for new teachers, and its modeling of the utility of developing and using a comprehensive teacher education tracking system. TEACHER PREPARATION PROGRAM DUE EHR Flugman, Bert Research Foundation of the City University of New York NY Joan T Prival Standard Grant 597780 7348 SMET 9178 7348 0000099 Other Applications NEC 0119112 April 1, 2001 Federal Cyber Service: Scholarship for Service. FED CYBER SERV: SCHLAR FOR SER DUE EHR Paskey, Ernie PERSONNEL MANAGEMENT, U S OFFICE OF DC Diana B. Gant Interagency Agreement 400000 1668 SMET 9178 0000099 Other Applications NEC 0119904 July 15, 2001 Virginia Collaborative for Excellence in the Preparation of Teachers Follow On. Through a grant from the NSF Collaboratives for Excellence in Teacher Preparation (CETP), the Virginia Collaborative for Excellence in the Preparation of Teachers has accomplished a complete redesign of the mathematics and science preparation programs for future K-8 teachers. The participating institutions (Virginia Commonwealth University, Longwood College, Mary Washington College, Norfolk State University, and regional community colleges) increased the credit hours required of future elementary school teachers from an average of 9-12 credits to an average of more than 24 and developed entirely new programs for future middle school teachers requiring substantial course work in the subjects to be taught by these teachers. In making the program modifications, the faculty completely redesigned the content and nature of instruction provided in the courses taken by future teachers. In addition, the institutions strengthened the in-school experiences provided to future teachers by preparing a cadre of outstanding current teachers to serve as Clinical Faculty in the teacher preparation programs, providing enhanced practicum, class visitation and student teaching experiences for the future teachers. Finally, a Teaching Apprentice Program was put in place at each institution to aid in the recruitment and retention of prospective teachers. A follow-on project at Virginia Commonwealth University is conducting an assessment of the classroom effectiveness of teachers prepared under the new programs. The summative evaluation is focusing on the extent to which project goals were met; the impact of the project on faculty, preservice students and participating institutions; and the effectiveness of the VCEPT teacher graduates. The project is also providing mentoring to effectively transition a group of new teachers into their profession, by assigning a Clinical Faculty Member to mentor new graduates. Virginia Commonwealth University continues as the lead institution for the follow-on proposal. TEACHER PREPARATION PROGRAM DUE EHR Farley, Reuben William Haver Julia Cothron Alan McLeod George Bass Virginia Commonwealth University VA Joan T Prival Standard Grant 600001 7348 SMET 9178 7348 0000099 Other Applications NEC 0119918 September 15, 2001 Oklahoma Teacher Education Collaborative: Phase II Evaluation Follow-on. The Oklahoma Teacher Education Collaborative (O-TEC) has developed a systemic approach to the recruitment, training, and retention of science and mathematics teachers in Oklahoma. In this follow-on project, a long term summative evaluation is being conducted that is 1) documenting the effectiveness of the original grant activities, and 2) contributing to the CORE evaluation project that is serving all projects funded in the NSF Collaboratives for Excellence in Teacher Preparation Program. The evaluation is guided by the CORE research questions and use instruments and protocols developed by that project. As triangulation, the evaluation is employing several tests and measures specific to Oklahoma students that have been part of previous evaluations and are closely associated with educational advancement and curriculum reform. Four higher education institutions will sevre as evaluation sites to facilitate data collection. TEACHER PREPARATION PROGRAM DUE EHR Howard, Robert Smith Holt University of Tulsa OK Joan T Prival Standard Grant 600000 7348 SMET 9178 9150 0120046 March 23, 2001 NSF Computer Science, Engineering, and Mathematics Scholarships - CSEMS:. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Quinn, Sidney ALLIED TECHNOLOGY GROUP INC MD William C. Beston BOA/Task Order 22558 1536 SMET 9178 1536 0120520 August 15, 2001 The Albert Einstein Distinguished Educator Fellowship Program. This project will fund an Albert Einstein Fellow to work in the Division of Elementary, Secondary, and Informal Education of the National Science Foundation for ten months, beginning August 15, 2001. ESIE, the Program Director, and the Fellow will determine the specific duties of the Einstein Fellow. The majority of the time the Fellow will work on the Presidential Awards for Excellence in Mathematics and Science Teaching program (PAEMST). It is anticipated the Einstein Fellow will: 1. Work on the professional development component of the PAEMST Program. The PAEMST program works with major national mathematics and science teacher organizations to provide precessions for the Presidential Awardees attending annual meetings of these groups. The Fellow will help design these activities for the past awardees and identify other possible professional development opportunities. This will include but not be limited to helping the Program Director make arrangements for the audiovisual needs of the speakers; conference meals; and selection and coordination of speakers. 2. Act as a liaison with former awardees in the field. 3. Review and screen all state nominee's applications for eligibility and prepare them for the National Selection Committee. 4. Help the Program Director organize the National Selection Committee meeting. 5. Monitor and encourage the submission of requested data from State Coordinators. Collect, organize, and analyze requested data. This includes but is not limited to annual reports, number and category of applications received, and opinion surveys. 6. Assume various responsibilities with respect to the PAEMST Website. 7. Assist in the planning and conduction of the awards week. 8. Review and edit PAEMST correspondence including but not limited to letters, posters, the BioBook, and brochures. The NSF Einstein Fellow will not perform the work of a Program Officer, handle any NSF proposals (including proposals for the PAEMST Program), conduct any part of the review process, or access NSF data systems where access is restricted under the Privacy Act to NSF employees and contractors. The Fellow will provide three written reports to the Triangle Coalition, which will describe her responsibilities and on-going activities. These will be used to evaluate the Fellow's accomplishments during the Fellowship period and to offer personal perspectives and recommendations to the Fellowship program. PRES AWARDS FOR EXCEL IN SCIEN DUE EHR White, J. Patrick Triangle Coalition for Science and Technology Education VA Rowena S. Douglas Standard Grant 70535 7345 OTHR 0000 0000099 Other Applications NEC 0120666 September 1, 2001 Advancing Community College Leadership in Science, Mathematics, Engineering and Technology Education. This project features seven interrelated activities designed to advance community college leadership in science, mathematics, engineering, and technology (SMET) education, to encourage the development of ATE-related programs in more community colleges, and to share information about the value, accomplishments, and community impact of the ATE program in and beyond the education field. The activities build upon the successes of AACC's previous efforts supported by the National Science Foundation. They support the network of community colleges dedicated to improving SMET education, and help to expand and focus the future of the ATE program as it positions itself to meet the challenges presented by a new century and an increasing demand for a trained technical workforce. There is activity in seven areas: * Three National ATE Principal Investigators Conferences in 2002, 2003, and 2004, * Development of an ATE Leadership Program to include three ATE Centers Meetings, three ATE Presidents Meetings, and a Summit on Technological Education that combines community college and business representatives to develop strategies to strengthen the nation's technical workforce and faculty pipeline, * Continuation of the AACC ATE Mentoring Program to help ten community colleges establish new programs in science, mathematics, engineering, and/or technology, * Two AACC Briefs, one focusing on the outcomes of the ATE Mentoring Program, and one focusing on impact and results of the ATE PI Conference. * A summary of recommendations and findings from the Summit on Technological Education, * Dissemination of information about ATE programs and goals through AACC publications, presentations, feature stories, conference proceedings, a listserv, and a Web page, and * Evaluation. ADVANCED TECH EDUCATION PROG DUE EHR Barnett, Lynn American Association of Community Colleges DC Elizabeth Teles Continuing grant 1767569 7412 SMET 9178 1032 0000099 Other Applications NEC 0121091 May 2, 2001 NSF Director's Award for Distinguished Teaching Scholars - DTS: Proposal Processing. DISTINGUISHED TEACHING SCHOLAR DUE EHR Quinn, Sidney ALLIED TECHNOLOGY GROUP INC MD Herbert Levitan BOA/Task Order 16572 1746 SMET 9178 1746 0121092 May 2, 2001 Assessment of Student Achievement in Undergraduate Education - ASA: Proposal Processing. CCLI - ASA DISTINGUISHED TEACHING SCHOLAR DUE EHR Quinn, Sidney ALLIED TECHNOLOGY GROUP INC MD Myles G. Boylan BOA/Task Order 26578 7431 1746 SMET 9178 7431 0121267 October 1, 2001 The Internet Scout Project's Personalized Content Delivery System. This project is developing a Personalized Content Delivery System (PCDS) to promote and showcase NSDL materials and services, while at the same time collecting and disseminating information about the best new online SMET resources from outside the NSDL. Project objectives include: i) development of a set of "current awareness" services that deliver information about high quality, online SMET resources (from both NSDL projects and outside sources) to NSDL users in a fashion that best suits their needs; ii) extension and improvement of access to NSDL collections and services; iii) collaboration in the development of shared metadata across multiple disciplines; and iv) contribution to the overall digital library knowledge base by actively working with standard-setting bodies and organizations. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Strikwerda, John Rachael Bower University of Wisconsin-Madison WI Lee L. Zia Standard Grant 402575 7444 SMET 9178 7444 0000099 Other Applications NEC 0121384 September 1, 2002 Workshop Series for New Physics Faculty. Physics (13) This project consists of a series of workshops for new physics faculty that provide undergraduate teaching enhancement activities in a concentrated four-day workshop accompanied by a continuing program of follow-up activities that seek to solidify and expand the gains of the workshop. The audience is newly-hired physics faculty, usually in the first three years of their initial tenure-track position. The workshops aim to involve 20-25% of the entire number of U.S. physics faculty hires at four-year colleges and universities during the project, and thus the program has a significant impact on physics teaching throughout the U.S. The project is based on prior workshops. Those activities are expanded in several ways: (1) The size of the annual program is being increased from 50 to 70 participants, and faculty from all 4-year colleges and universities are invited. (2) Along with AAPT, the American Physical Society (APS) is a joint sponsor of the program and plays a significant role in the follow-up activities. (3) The American Astronomical Society (AAS) is also sponsoring the program, departments of astronomy are being invited to nominate participants, and about 10 astronomers are included among the annual participants. The AAS is also sharing in promoting the follow-up activities. (4) There is a national steering committee to provide oversight to the program. The follow-up activities are a particularly important component of this program. By scheduling followup sessions at national and regional meetings of the AAPT, APS, and AAS, the participants in these workshops can participate in discussions relevant to the improvement of teaching and to general problems faced by new faculty. In this way the project promotes a continuing active interest in these topics among former participants and also brings into the discussions new faculty who were not able to attend the Workshops as well as postdocs and advanced graduate students who are contemplating faculty careers. The program thus enlists a significant share of the resources of the national physics and astronomy communities to the advancement of undergraduate teaching. CCLI-NATIONAL DISSEMINATION CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Hilborn, Robert Theodore Hodapp Toufic Hakim Susana Deustua American Association of Physics Teachers MD Duncan E. McBride Continuing grant 773413 7429 7427 SMET 9178 0000099 Other Applications NEC 0121390 September 1, 2001 Collection and Dissemination of Geoscience Data and Knowledge for the National SMETE Digital Library. This project is collecting solid earth science data sets and complementing them with a system of easy-to-use, interactive user tools to provide a dynamic and engaging learning environment for students at all levels ranging from K-12, to undergraduate, graduate, and lifelong learners. In addition, evaluation of the system for use in undergraduate and high school classes is underway. Through this project a unique digital library environment is created for users to interactively study the same data sets that earth science researchers are utilizing to learn about the dynamics of the planet, and how changes in the earth system affect daily life. In addition, collaboration with the staff of the Cornell University libraries enables the investigation of the requirements needed to maintain a persistent digital collection. Partial co-funding for this project is being provided by the Division of Earth Sciences in NSF's Geosciences Directorate. NATIONAL SMETE DIGITAL LIBRARY EDUCATION AND HUMAN RESOURCES DUE EHR Seber, Dogan Alexandra Moore Cornell University NY Jeffrey G. Ryan Standard Grant 370000 7444 1575 SMET 9178 7444 0000099 Other Applications NEC 0121460 September 15, 2001 A Lightweight, Flexible, and Web-Based Approach to Supporting Workflow in Digital Libraries. This project is developing a lightweight infrastructure for deploying workflow services into digital libraries that can be tailored to meet users' unique needs. Such workflow requirements typically involve multiple stakeholders distributed across different organizations who must coordinate their actions. Recent advances in event messaging systems, hypermedia, and Web-based technologies (such as XML), are being used to create a lightweight workflow technology to help the stakeholders of a digital library coordinate their shared activities. The technology is being designed to support a low entry barrier to use, multiple computing platforms, and a certain level of autonomy to the individual organizations that adopt it. Evaluation of the project's techniques and technology is being undertaken using the workflow processes of three "real-world" digital libraries: the Web Portal to the Scientific Computing Division of the National Center for Atmospheric Research, the JESSE electronic journal, associated with the Digital Library for Earth System Education, and the JIME electronic journal. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Anderson, Kenneth Martin Ruzek University of Colorado at Boulder CO Robert Stephen Cunningham Standard Grant 476840 7444 SMET 9178 7444 0000099 Other Applications NEC 0121518 October 1, 2001 Analytical Sciences Digital Library. This award is establishing the Analytical Sciences Digital Library (ASDL) as a Collection in the NSDL. An Internet web site is being developed that classifies, catalogs, links and references information or discovery material pertinent to innovations in curricular development and supporting resources in the analytical sciences. Due to the diverse and multi-disciplinary nature of the subject, the site is accessible to a wide audience of users, teachers, students, and practitioners interested in the teaching and delivery of educational material to improve the literacy, skills and thought processes of analytical scientists. Of special interest to ASDL is material pertinent to classroom and laboratory instruction based or inquiry-driven and problem-based learning. A Review Committee is assuring quality control of material submitted and accepted into ASDL. NATIONAL SMETE DIGITAL LIBRARY OFFICE OF MULTIDISCIPLINARY AC DUE EHR Kuwana, Theodore Cynthia Larive University of Kansas Center for Research Inc KS Lee L. Zia Standard Grant 501194 7444 1253 SMET 9178 7444 0000099 Other Applications NEC 0121520 September 15, 2001 Engineering Education: Assessment Methodologies and Curricula Innovations II. Engineering - Other (59) This is a project to complete a promising research agenda focused on the assessment of engineering education and funded initially by the Engineering Education and Centers Action Agenda initiative (EEC 9872498). Specifically, the critical problem of how to best assure that engineering students receive a quality education is being addressed through outcomes assessment. With the introduction of the ABET EC2000 accreditation criteria, engineering faculty must develop and implement systems for continuous improvement. The project is involving a multidisciplinary team from five universities: Colorado School of Mines, Columbia University, University of Pittsburgh, Rose-Hulman Institute of Technology, and the University of Washington. The objectives are to identify and evaluate a variety of methodologies for assessing engineering education and to provide engineering educators with a comprehensive set of attributes to describe student learning outcomes, identify existing instruments for each method to assess student achievement outcomes, and develop instruments where none can be found. The particular focus of this phase of the project is to use triangulation experiments using multiple assessment methodologies to measure specific undergraduate outcomes on student cohorts at all five institutions. The research is intended to determine which methods are most effective for particular outcomes as well as to better understand how engineering students progress toward achieving stated learning outcome objectives over the course of their undergraduate education. All findings and materials from this work will continue to be available at http://www.engrng.pitt.edu/~ec2000/ CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Shuman, Larry Harvey Wolfe Mary Besterfield-Sacre University of Pittsburgh PA Rogers E. Salters Standard Grant 110000 7427 SMET 9178 0000099 Other Applications NEC 0121525 October 1, 2001 Developing Virtual Reference Desk Capabilities for the NSDL. Through this project, the Information Institute of Syracuse is integrating human expertise into the evolving digital library being developed through the NSDL program and is building a virtual reference desk to support the library. In particular, a research study is exploring how the integration of reference and collection building may lead to a more effective information service. The research questions shall ask when and why users seek help online, and how an NSDL virtual reference desk may be evaluated. Multiple qualitative (content analysis and "talk aloud protocols") and quantitative (web usage analysis and surveys) methods shall be used to ascertain a better understanding of the digital reference process. The project's second objective is to build an operational virtual reference desk system for the NSDL. This system will build on the extensive digital reference expertise the Information Institute of Syracuse gained through its AskERIC and Virtual Reference Desk projects. The NSDL operational system will use in-place math, science, and technology expertise as well as digital reference systems experience to build a functioning distributed virtual reference desk. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Lankes, Richard Syracuse University NY Lee L. Zia Standard Grant 356428 7444 SMET 9178 7444 0000099 Other Applications NEC 0121527 September 15, 2001 Design and Evaluation of Maintenance Tools for Distributed Digital Libraries. This targeted research project is investigating and developing tools and social protocols to make more feasible the management and maintenance of distributed digital library collections in which authors put material into the library and librarians (collection managers) organize and annotate it for the library patrons. While such "author-based" approaches enable a digital library to grow rapidly, they can create confusion as resources are added, deleted, or changed without warning. In the case of web sites that are pointed to, noticing when those web sites go away, are rehosted, or change their underlying structure is very time consuming. Additionally, when changes are made to the content of the resources, the collection manager must decide if the new version is still suitable for the collection and, if so, whether the document needs to be recategorized. Towards the goal of improving the ability of collection managers to maintain distributed digital libraries this project is developing: i) algorithms and heuristics for identifying resources no longer available; ii) methods for identifying the relocation of resources; iii) methods for categorizing and evaluating the significance of changes to resources; and iv) tools supporting social mechanisms (between resource authors, library managers, and library patrons) to contend with document changes. The project plan includes the evaluation of identification and categorization algorithms based on technical and social metrics. These evaluations answer whether the algorithms correctly identify network and server problems, whether resources that have been moved are successfully located, and whether ratings of significance of change match those of human evaluators. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Shipman, Frank Richard Furuta Texas Engineering Experiment Station TX Robert Stephen Cunningham Standard Grant 249998 7444 SMET 9178 7444 0000099 Other Applications NEC 0121531 October 1, 2001 Virtual Telescopes in Education (TIE). This project is seamlessly integrating telescopes equipped with remote access and control capabilities into one virtual observatory. Building on the current Telescopes in Education (TIE) effort that involves some twenty such telescopes, Virtual TIE is providing the services required to operate this facility, including a scheduling service, tools for data manipulation, an online proposal review environment, an online "Virtual TIE Student Astrophysical Journal" for publication of results, and access to related educational materials provided by the TIE community. This effort leverages ongoing projects of the collaborators to increase access to astronomy education at the K-12 and undergraduate levels, especially among traditionally under-served communities. Results of this effort are also being used to enhance ongoing educational efforts in astronomy and computer science. This project represents a collaborative effort among the University of Maryland Baltimore County, Tennessee State University, the Telescopes in Education Foundation, Raytheon ITSS, and NASA Goddard Space Flight Center. Other partners include the National University of Ireland, Maynooth, Rochester Institute of Technology, and TIE project affiliates at Little Thompson Observatory and Howard University. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Hoban, Susan Yelena Yesha Nora Farrell Willard Smith Lou Mayo University of Maryland Baltimore County MD R. Corby Hovis Standard Grant 484083 7444 SMET 9178 7444 0000099 Other Applications NEC 0121540 January 1, 2002 A Digital Library of Ceramic Microstructures. This project is creating a digital library of microstructures for functional ceramics with emphasis on materials used for structural, electronic, and thermal applications. This library will be used in ceramic education to (1) illustrate the role of microstructure in dictating the macroscopic properties, (2) highlight changes in the microstructure resulting from degradation processes associated with the intended function, and (3) conduct virtual measurements of selected properties. Digital images of these materials are being collected and compiled into a master database. For each material, representative property data (e.g., strength and fracture toughness for structural ceramics, dielectric constant for the electrical ceramics, and thermal conductivity, thermal expansion, and compressive creep for refractories) are being included in the database as well. Software is being developed to (1) access this database via the Internet, (2) measure microstructural features such as grain size and distribution, (3) illustrate key property data appropriate for the microstructure being examined, and (4) conduct virtual measurements. The database and software is being beta tested and then refined based upon the results. Ultimately, the digital library of ceramic microstructures (DLCM) is being transferred to the National Institute of Standards and Technology (NIST) and will be linked with an existing Web site, Ceramics WebBook, which provides a guide to data centers, tools, and resources. This project is a partnership among three universities, University of Missouri at Rolla, Georgia Tech, and North Carolina A&T; and the University of Dayton Research Institute. Significant co-funding of this project is being provided by the Office of Multidisciplinary Activities in the NSF Directorate for Mathematical and Physical Sciences in recognition of the emphasis on collections development in the area of materials science. NATIONAL SMETE DIGITAL LIBRARY OFFICE OF MULTIDISCIPLINARY AC DUE EHR Wills, Roger Robert Moore Naresh Thadhani Jagannathan Sankar University of Dayton OH Roger Seals Standard Grant 649589 7444 1253 SMET 9178 7444 0000099 Other Applications NEC 0121543 September 15, 2001 Collaborative Project: StandardConnection--Mapping NSDL Educational Objects to Content Standards. This is a collaborative project with Award No. 0121717 (University of Washington; Stuart A. Sutton, Principal Investigator). Researchers at the University of Washington's Information School and Syracuse University's Center for Natural Language Processing are leading this effort, with assistance from Mid-continent Research for Education and Learning (McREL) and Achieve, Inc. The investigators are developing a natural language processing tool ("StandardConnection") for the automatic assignment of content standards and benchmarks to educational resources in the collections of the National Science, Mathematics, Engineering, and Technology Education Digital Library (NSDL) and to other educational resources on the Web. The standards and benchmarks come from the Compendium of Standards and Benchmarks developed by McREL, and the Achieve Standards Database. Supplementing general descriptive metadata, the content standards metadata generated by the StandardConnection tool will make it possible for a teacher in any state to use the NSDL to locate appropriate teaching resources for helping students achieve a particular competency set by the state. The project entails acquiring a "training" and "testing" collection of educational resources for analysis; cultivating a sophisticated level of understanding of the human cognitive processes involved in manually assigning content standard metadata tags to resources; designing and developing the technology based on this understanding; running the StandardConnection tool on an unseen set of data; analyzing the results and adjusting the tool, through iterations, until a highly reliable tagging is produced; and employing a group of teacher-experts to analyze the quality of the tool's mappings of resources to standards and benchmarks. This project constitutes a logical extension of work conducted under Award Nos. 0085837 and 0085838, "Breaking the Metadata Generation Bottleneck," in which the investigators are processing the text of educational resources to automatically assign Gateway to Educational Materials (GEM) metatags for the descriptive and subject aspects of educational resources. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Liddy, Elizabeth Syracuse University NY Lee L. Zia Standard Grant 313496 7444 SMET 9178 7444 0000099 Other Applications NEC 0121545 September 15, 2001 Green's Functions Research and Education Enhancement Network (GREEN). To facilitate research and education in Green's functions and their applications, this project is developing an education-oriented digital library focusing on Green's functions and their applications - the Green's Functions Research and Education Enhancement Network (GREEN). GREEN will serve undergraduate, graduate and professional education user communities and support Green's functions research and application development in academia and industry. The project is providing an integrated learning environment and set of digital resources for science, mathematics, engineering and technology education (SMETE) and is aggregating and organizing learning materials related to Green's functions and their applications. This project has two primary objectives. The first objective is to implement a solution for transforming and expanding the existing digital resources of an on-line collaborative work group (the National Institute of Standards and Technology Green's Functions Working Group or NIST-GFWG) from a loose collection of useful digital resources to an NSDL-SMETE digital library. The second objective is to enhance the educational value of the proposed NSDL-SMETE library by applying an education-oriented metadata schema (Learning Object Metadata schema from the IEEE Learning Technology Standards Committee) to the collection and coupling that schema with a quality assurance process and support tool that will provide for the continual evolution and refinement of the collection materials during their lifecycle. Significant co-funding of this project is being provided by the Office of Multidisciplinary Activities in the NSF Directorate for Mathematical and Physical Sciences in recognition of the emphasis on collections in the area of Green's functions represented in this work. NATIONAL SMETE DIGITAL LIBRARY OFFICE OF MULTIDISCIPLINARY AC DUE EHR Shreve, Gregory Laura Bartolo Adam Powell Marcia Zeng Kent State University OH Roger Seals Standard Grant 607394 7444 1253 SMET 9178 7444 0000099 Other Applications NEC 0121550 October 1, 2001 Data Discovery Toolkit and Foundry. This NSDL Services project is developing an initial set of "data discovery" tools to enable students to manipulate real (and real-time if needed) data sets for visualization purposes. In addition, an Internet-based community center for further tool building, the "Foundry", is being created. The proposed data discovery tools are based on a novel technology that combines the data visualization and analysis capabilities of Kodak's Interactive Data Language (IDL) product with the interactive, multimedia authoring capabilities of Macromedia's Director. The key to this authoring technology is the EDMI (Earth Data Multimedia Instrument) software. The EDMI is a very simply a cross-platform Windows and MacOS compatible IDL plug-in to Macromedia Director. Since the proposed tools are all based on leading off-the-shelf software, there are already many potential partners within the NSDL community capable of joining in this effort on the tool development side. The initial set of tools and those developed subsequently by the community are linked to Internet-based curricular material, which means that teachers looking for a digital laboratory exercise can either find an existing tool that does precisely what they need to accomplish in the classroom, or they can make use of the Foundry to collaboratively create a new tool or a new lab exercise for an existing tool. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Caron, Bruce New Media Studio CA Lee L. Zia Standard Grant 375003 7444 SMET 9178 7444 0000099 Other Applications NEC 0121575 October 1, 2001 Increasing Effective Student Use of the Scientific Journal Literature. The University of Tennessee, School of Information Sciences and Center for Information Studies, is partnering with the Department of Energy's Office of Scientific and Technical Information (OSTI) in this project to help undergraduate users recognize, access, and evaluate high quality scientific and technical information. The project's intent is to ameliorate the fact that college students, in particular lower division undergraduates, often do not recognize the importance of high quality scientific journal literature. Faced with many choices, they may opt for accessing information that is most convenient, rather than carefully evaluating the content and quality of the many digital resources available to them. The work builds on OSTI's efforts to enable access to scientific and technical report literature, through web-based services such as DOE Information Bridge and the PrePRINT Network. These resources are available to undergraduate users, yet they do not have components that will bring undergraduate science students to them. Such collections have great potential for undergraduate use via collaborative learning environments and provide testbeds for enhancing educational access to all parts of a national digital network of learning environments for SMET education. Focus groups are identifying useful search and retrieval features for undergraduates, graduate students, and science faculty; and selected features are being implemented and tested. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Tenopir, Carol University of Tennessee Knoxville TN Lee L. Zia Standard Grant 251961 7444 SMET 9178 7444 0000099 Other Applications NEC 0121578 October 1, 2001 Textual-Geospatial Integration Services for the National SMETE Digital Library. The emerging National Science, Mathematics, Engineering, and Technology Education Digital Library (NSDL) includes many sets of items whose representations, while different at the user level, contain semantically related information. Consider, for example, the association between land-use maps of some region, and references to that region in a book concerning agricultural practices. The NSDL aims to support its users with services that help them find and integrate such semantically related information in such heterogeneously represented items. This project is constructing operational services to make it easy for users of the NSDL to have integrated access to information from texts, maps, and images--specifically, information that is semantically related in terms of geospatial features and regions. These services will help users find: -- maps or images containing features or places that are referred to implicitly within texts, and -- texts that implicitly reference features and places contained in maps and images. More advanced services will help users evaluate the consistency between geospatial information obtained from such varying sources. Collectively, these services will allow large collections of texts to be indexed and accessed geospatially, even if their "cataloging records" do not contain explicit geospatial references. To implement these services, the project team is integrating the geospatial search services of the Alexandria Digital Library (ADL; http://www.alexandria.ucsb.edu) at the University of California at Santa Barbara with the high-performance information retrieval (IR) services developed by the Illinois Institute of Technology's Information Retrieval Laboratory (http://www.ir.iit.edu). The key component in this integration is the 4+ million item gazetteer and associated services developed for ADL. (A gazetteer provides a mapping between textual representations of places and features, and coordinate-based representations of their geospatial "footprints," thus allowing a semantic mapping to be made in either direction between textual and map/image representations of related phenomena.) Specifically, the project team is integrating a gazetteer into an IR engine, integrating an IR engine into a geospatial digital library, and developing services that check the consistency of alternative geospatial references. These services will allow seamless geospatial queries across distributed heterogeneous (text and non-text) digital libraries and will enable geospatial referencing of texts that have not otherwise been geographically cataloged (i.e., almost all texts currently available). NATIONAL SMETE DIGITAL LIBRARY DUE EHR Frew, James Terence Smith University of California-Santa Barbara CA R. Corby Hovis Standard Grant 449265 7444 SMET 9178 7444 0000099 Other Applications NEC 0121596 January 1, 2002 Decentralized Image Retrieval for Education (DIRECT). The Decentralized Image Retrieval for Education (DIRECT) project is developing a peer-to-peer content based image retrieval (CBIR) service for the National SMETE Digital Library program. CBIR allows the user to designate a query image so that the service can search the library for images of similar content. DIRECT matches images not by text metadata but by the color, texture, and shape of the image objects. With such a system the users of the NSDL do not need to know specialized languages to initiate a search. Furthermore, the matching process does not depend on a match between the cataloguer description and the user description. The system is available to all collections in the NSDL without imposing new standards or protocols. This offers the promise for the NSDL to support images that have not yet been cataloged or have incomplete metadata, without the image collection provider or aggregator having to incur additional cataloging overhead. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Acton, Scott University of Virginia Main Campus VA Lee L. Zia Standard Grant 494424 7444 SMET 9178 7444 0000099 Other Applications NEC 0121623 September 15, 2001 Thematic Real-time Environmental Data Distributed Services (THREDDS). The UCAR Unidata program is developing an organizational infrastructure and a software infrastructure, Thematic Real-time Environmental Distributed Data Services (THREDDS), to enable educators and researchers to locate, analyze, visualize, and publish a wide variety of environmental data in both their classrooms and laboratories. The framework for this infrastructure is based on the concept of publishable (data) inventories and catalogs (PICats) and ties together a set of technologies already in use in existing, extensive collections of environmental data that reside on remote, distributed servers. These include client/server data-access protocols from the University of Rhode Island and the University of Wisconsin-Madison, the real-time Internet Data Distribution system from Unidata, the discovery system at the Digital Library for Earth System Education (DLESE), and an extensive set of client visualization tools. Based on the eXtensible Markup Language (XML), metadata in the form of PICats are created in many different ways. Sites receiving real-time environmental data instrument decoders to create PICats describing data products as they arrive. Crawlers can also create PICats by traversing existing retrospective data collections. Since the PICats do not necessarily reside on the server with the data, researchers can create PICats for research publications that point to datasets residing on several data servers. Likewise educators can incorporate PICats of illustrative datasets into educational modules that also include the tools for data analysis and visualization. Students may also use PICats to point to datasets related to their research projects, just as they now use URLs to point to relevant documents. Finally, the text-based nature of PICats allows them to be harvested and indexed in digital libraries not only by current document search engines, but also by specialized tools that make use of the internal structure and semantic content of the PICats. Partial co-funding of this project is being provided by the Division of Earth Sciences in NSF's Geosciences Directorate. NATIONAL SMETE DIGITAL LIBRARY EDUCATION AND HUMAN RESOURCES DUE EHR Domenico, Ben University Corporation For Atmospheric Res CO Jeffrey G. Ryan Cooperative Agreement 900001 7444 1575 SMET 9178 7444 0000099 Other Applications NEC 0121635 October 1, 2001 Collaborative Research: Developing a Learner-Centered Metathesaurus for Science, Mathematics, Engineering and Technology Education. This collaborative project (with personnel at the University of California Berkeley) is investigating the creation of a learner-centered metathesaurus based on the analysis of transactions between learners and two learning resources - the Math Forum and www.smete.org. Three modes of interaction are being considered. The first involves data in which many students respond to the same problem (the "Problem of the Week" at the Math Forum). The second interactional mode involves data from transactions between learners and experts (the Math Forum's "Ask Dr. Math" feature). The final interactional mode under study uses collections at a third resource, www.smete.org, where learner usage is more in the traditional library mode of search-retrieve. Additional feedback information in the form of the viewed and selected resources enables the construction of a map between the learners' language and resource metadata, which has potential to permit the extension of the metathesaurus across domain boundaries. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Wood, William University of Maryland Baltimore County MD Lee L. Zia Standard Grant 118265 7444 SMET 9178 7444 0000099 Other Applications NEC 0121636 October 1, 2001 Teachers Domain Collection: Life Sciences, K-12. TeachersDomain.org (w.t.), a digital library collection, is being developed to harness WGBH's extensive broadcast, video, and interactive programming resources in the Life Sciences to support standards-based teaching and learning from elementary through high school. The product is a searchable, Web-based repository of contextualized multimedia materials that teachers are able to access easily and productively for their own professional development, as well as to enrich classroom activities with students. WGBH is expanding this library from its current focus on the topic of Diversity and Adaptation, to include resources that span the Life Sciences across the entire K-12 curriculum. These materials are being organized to reflect alignment with commonly taught classroom units as well as with the performance standards currently applied at both state and national levels. These multimedia assets are being metatagged and presented with extensive contextual information to allow for effective use. Annotations, background essays, standards correlations, and lesson plans accompany each archival resource, and features such as personalized resource bins and community discussion boards enable ease of use and maximum impact. The initiative grew from WGBH's longstanding commitment to the support of educational reform efforts nationwide, a commitment perhaps most evident in the subject area of science. The WGBH archives are rich with high quality, multimedia assets, especially within the subject area of science. The overarching intent in TeachersDomain.org is to get these resources out of the vaults and into the hands of teachers and students in digital form that is directly targeted to their teaching and learning needs. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Korf, Michele WGBH Educational Foundation MA Theodore W. Hodapp Standard Grant 1016222 7444 SMET 9178 7444 0000099 Other Applications NEC 0121650 September 15, 2001 National Digital Library for Technological Literacy. The International Technology Education Association (ITEA) and the Eisenhower National Clearinghouse (ENC) are establishing a comprehensive (broad and deep) digital collection of resources that supports the teaching and learning of technological literacy. K-12 classroom teachers, teaching faculty, museum directors, and parents are using the proposed collection to discover technological literacy resources; interact with those resources and other users; locate relevant research; and link to online professional development. ITEA provides content oversight, which includes the development of categories for technological literacy and descriptors; identification of digital information sources; and evaluation of candidate resources. ENC is building a robust electronic infrastructure to support: the development of relevant and appropriate metadata (in conjunction with other synergistic NSDL projects); the processing of records and abstracts; the development of value-added user interfaces; and the maintenance of computer services for optimum and continuous digital library operations. An advisory board is providing annual input into digital library development and identification of quality digital resources. Field testing of the collection and its services is being undertaken with diverse groups of users to evaluate ease of navigation and discovery of content-rich, pedagogically sound resources. Finally, a variety of methods of sustainability for the collection are being explored including public and/or private sponsorship and subscriber support. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Sterry, Len Kendall Starkweather Len Simutis International Technology Education Association VA Lee L. Zia Standard Grant 893277 7444 SMET 9178 7444 0000099 Other Applications NEC 0121656 October 1, 2001 An OAI-Compliant Federated Physics Digital Library. This project is building an Open Archives Initiative (OAI) compliant federated digital library with an emphasis on physics for the National Science, Mathematics, Engineering, and Technology Education Digital Library (NSDL). This physics digital library will federate holdings from the physics e-print server arXiv (http://arXiv.org), Physical Review D from the American Physical Society (http://prd.aps.org), and the collected holdings from the Technical Report Interchange (TRI) project (http://egbert.cs.odu.edu/tri/html/). TRI includes reports from the NASA Langley Research Center, Los Alamos National Laboratory, and the Air Force Research Laboratory. Other holdings are being imported from the Arc project (http://arc.cs.odu.edu). To federate collections with varying degrees of richness of metadata elements poses a number of challenging questions, which the investigators are addressing, in the areas of resource discovery, creation and maintenance of harvested metadata, and economic sustainability. Regarding resource discovery: (1) How do we enable users to search across diverse collections within one common interface without losing the ability of searching with richer metadata elements for collections that support them? (2) How do we address the lack of a uniform controlled vocabulary? (3) How do we map the user's view of the domain into the metadata models of the participating archives? Regarding creation and maintenance: (1) What is the most effective way of keeping the metadata between data providers and the federation service consistent almost all the time? Are the current OAI protocols sufficiently developed and robust enough to support the consistency? (2) How do we address the dynamic nature of the collections? The Office of Multidisciplinary Activities in NSF's Directorate for Mathematical and Physical Sciences is providing significant co-funding for this project in recognition of its emphasis on developing collections and services in the area of physics. NATIONAL SMETE DIGITAL LIBRARY OFFICE OF MULTIDISCIPLINARY AC DUE EHR Maly, Kurt Mohammad Zubair Michael Nelson Old Dominion University Research Foundation VA R. Corby Hovis Standard Grant 479997 7444 1253 SMET 9178 7444 0000099 Other Applications NEC 0121669 September 1, 2001 An Active Mathematical Software Collection for Inquiry-based Computational Science and Engineering Education. This project is creating an active collection of high-quality numerical software for science and engineering education. It is intended to support a rich, highly interactive, and inquiry-based learning environment needed to enable learners at various levels to master the use of numerical methods and software libraries. The PIs argue that the emergence of scientific computing as a third scientific methodology on par with experimentation and theory-building, is placing increasingly greater demands on the ability of end-users to locate and determine the appropriateness of good algorithms for computing. This NSDL collection is based on Netlib, the on-line repository of choice for numerical software for science and engineering for the past decade and a half. This premier public collection of high quality mathematical software is maintained through the work of experts in the field who both moderate new submissions and organize and catalogue them with appropriate metadata for simple accurate searching. The collection is being extended and enhanced through the integration of two technologies: "NetSolve" and "Repository in a Box". NetSolve makes the Netlib's numerical software directly usable on computational servers over the network from a variety of familiar client interfaces (e.g. Matlab, Mathematica, Fortran, C), without requiring end-user downloads and installation of the software. An adaptive solver interface guides users in selecting appropriate software, in setting parameters correctly, and in interpreting numerical results. This interface is being further extended to provide more detailed feedback to users about the heuristics it uses and the decisions it makes in selecting and parameterizing software to solve a particular problem. The Repository in a Box (RIB) toolkit supports the creation of an interoperable network of software repositories through the use of an IEEE standard for software metadata. It is being used to catalog software from the Netlib collection and its installation on NetSolve servers, so that all project participants can selectively mirror the active software content and contribute to it. RIB's data model is being extended to allow cataloging of additional information about software and related resources, such as teaching modules, evaluations, and user interface modules. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Dongarra, Jack Allen Baker Shirley Moore Christian Halloy Chung Ng University of Tennessee Knoxville TN Lee L. Zia Standard Grant 900001 7444 SMET 9178 7444 0000099 Other Applications NEC 0121677 September 1, 2001 Gender and Science Digital Library. The Gender and Science Digital Library (GSDL), a collaborative project between the Gender and Diversities Institute at Education Development Center, Inc. and the Eisenhower NationalClearinghouse (ENC) at Ohio State University, seeks to create a high-quality, interactive library of K-16 gender and science resources. The GSDL assists educators in promoting and implementing gender-equitable science education in both formal and informal settings. This is accomplished by developing, piloting, and launching a cohesive collection focused primarily on classroom climate, curriculum, and practice, including copies of print materials, videos, interactive websites, and other resources. Focus groups with a diverse population of K-16 educators and students, and teacher preparation faculty and students are used in developing an intuitive interface that allow multiple approaches for users. These approaches are integrated into the existing ENC digital library structure. While the primary audience is K-16 science educators, teacher educators, and gender equity specialists, the collection is also be useful to families, community organizations, and to researchers, and students in post-secondary education. Materials for the GSDL are from the ENC and Women's Educational Equity Act (WEEA) Resource Center, NSF grants, and the collections of various science education centers and equity assistance centers. The project also aggressively solicits submissions through its websites, listservs, and links to equity and science networks and to publishers. Guidelines for submissions to assist publishers, or for developers to place their work into the collection are in place. Submissions are reviewed, catalogued and abstracted according to a criteria developed with our national advisors and collaborating organizations. The library infrastructure uses a structured, query-language relational database and the USMARC framework, thus aligning the GSDL with the national digital library system. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Hanson, Katherine Kimberly Lightle Education Development Center MA Robert Stephen Cunningham Standard Grant 849971 7444 SMET 9178 7444 0000099 Other Applications NEC 0121679 September 15, 2001 Computing and Information Technology Interactive Digital Educational Library (CITIDEL). A consortium led by Virginia Tech, with Hofstra University, The College of New Jersey, The Pennsylvania State University, and Villanova University, is building the Computing and Information Technology Interactive Digital Education Library (CITIDEL) to serve the computing education community in all its diversity and at all levels. Topics include computer engineering, computer science, information science, information systems, information technology, software engineering, and all other variations of title and substance in these and related fields. NATIONAL SMETE DIGITAL LIBRARY CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Fox, Edward JAN Lee Manuel Perez Virginia Polytechnic Institute and State University VA Barbara N. Anderegg Standard Grant 835000 7444 7427 SMET 9178 7444 0000099 Other Applications NEC 0121684 October 1, 2001 Bridging the Gap Between Libraries and Data Archives. An oceanography collection providing access to nearly 50 years of shipboard data, integrating historical documents, samples, research publications, and maps from global databases is being developed into a searchable digital library. This project uses modern technologies to bridge the gap between content-related, but disparate holdings within libraries, data archives, and historical archives to create a digital library that facilitates both research and learning. The digital library is being presented to the user as an in Ocean Exploration Center supporting inquiry into the history of ocean exploration as well as oceanographic databases. From a global map of approximately 3000 oceanographic cruises, users are able to identify and retrieve relevant materials appropriate to their interest and educational level, from photographs and diaries to scientific papers and data. The maps and archival images provide K-12 and college educators with content and tools to communicate the excitement of oceanographic discovery. At the same time, students and researchers are able to use the site to locate and download data for further analysis and research. The project is serving as a model for other fields by merging materials previously segregated and accessible only to specialists and making them available to a broad audience. NATIONAL SMETE DIGITAL LIBRARY MARINE GEOLOGY AND GEOPHYSICS EDUCATION AND HUMAN RESOURCES DUE EHR Schottlaender, Brian Stephen Miller Hubertus Staudigel Catherine Johnson John Helly University of California-San Diego CA Jeffrey G. Ryan Standard Grant 907874 7444 1620 1575 SMET 9178 7444 7427 0000099 Other Applications NEC 0121691 September 15, 2001 Geotechnical, Rock and Water Resources Library (GRAWRL) - Towards a National Civil Engineering Education Resource Library. This project is promoting wide-spread access to quality information, resources, and activities in support of learning, teaching, and research in the areas of geotechnical engineering, rock engineering, and water and its use. The effort is envisioned as a component of a larger national civil engineering digital library providing "one-stop" access to resources to meet the learning, teaching and research needs of a wide audience including higher education, professionals, and the community at large. The project expects significant benefits to accrue as citizens gain awareness of the importance of these areas of civil engineering activities in their daily lives. In formal educational settings a direct impact is expected on undergraduate, graduate and continuing education as users gain rapid access to educational resources dealing with cutting edge civil engineering advances. A host portal provides access to collections of reviewed and ranked resources in the three target areas, and growth of the collection is planned in other areas of civil engineering. An advisory panel is assisting the project in areas of user needs assessment, testing of learning objects, and dissemination of information about the project. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Budhu, Muniram William Rasmussen John Kemeny Maliaca Strom University of Arizona AZ Roger Seals Standard Grant 900027 7444 SMET 9178 7444 0000099 Other Applications NEC 0121692 October 1, 2001 Digital Library Services for American Indians. Building on the American Indian Higher Education Consortium (AIHEC) Virtual Library Project (http://www.communitytechnology.org/aihec_vl/), this project is organizing and convening two task force meetings and a larger national conference that will result in a plan of action for coordinating and leveraging the research, development, and training activities involving digital libraries and advanced technologies within AIHEC and the related activities evolving in the community of grantees of NSF's National Science, Mathematics, Engineering, and Technology Education Digital Library (NSDL) program. Participants in the conferences will include faculty and administrators from tribal colleges, librarians, technology experts, experts in Native American culture and learning, and leaders of selected NSDL projects. Goals of the project include: -- determining and implementing strategies for making the NSDL more accessible, meaningful, and useful to American Indians; -- providing opportunities for tribal colleges to participate in and inform the NSDL during its early development and into the future; and -- creating and extending metadata and classification schemes that incorporate the cultures and views of various American Indians and Alaska Natives. AIHEC is conducting the project in collaboration with the Alliance for Community Technology at the University of Michigan's School of Information, which has supported the development of the AIHEC Virtual Library with funding from the W.K. Kellogg Foundation. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Billy, Carrie Daniel Atkins American Indian Higher Education Consortium VA R. Corby Hovis Standard Grant 75000 7444 SMET 9178 7444 0000099 Other Applications NEC 0121699 October 1, 2001 Reciprocal Net-- A Distributed Molecular Database. The Reciprocal Net project is constructing and deploying an extensive distributed and open digital collection of molecular structures. Associated with the collection are software tools for visualizing, interacting with, and rendering printable images of the contents; software for the automated conversion of local database representations into standard formats which can be globally shared; tools and components for constructing educational modules based on the collection; and examples of such modules as the beginning of a public repository for educational materials based on the collection. The contents of this collection come principally from structures contributed by participating crystallography laboratories, thus providing a means for teachers, students, and the general public to connect with current chemistry research. The collection will be fully integrated into the emerging NSDL framework, constituting a resource of outstanding value for education at every level. The methodologies and tools of the project enable it to be fully distributed and self-sustaining after the initial startup period. NATIONAL SMETE DIGITAL LIBRARY OFFICE OF MULTIDISCIPLINARY AC DUE EHR Huffman, John Gary Wiggins William Harwood Gerald Bernbom John Bollinger Indiana University IN Harry Ungar Standard Grant 900093 7444 1253 SMET 9178 7444 0000099 Other Applications NEC 0121703 September 15, 2001 Electronic Encyclopedia of Earthquakes. This project is expanding a pilot version of the web-based Electronic Encyclopedia of Earthquakes (E^3) into a major collection under the auspices of the Southern California Earthquake Center (SCEC), the Consortium of Universities for Research in Earthquake Engineering (CUREE), and the Incorporated Research Institutions for Seismology (IRIS). E^3 provides a portal for students, educators, and others seeking information about the science of earthquakes, earthquake engineering, and the practical aspects of hazard characterization and loss reduction. Access to a wide variety of teaching materials is enabled, along with curricular linkages to interfaces to many types of archived and real-time databases, including data from global and regional seismic networks, national seismic hazard maps, and elastic and inelastic response histories of structures exposed to real or simulated (e.g. shake table) earthquakes. The collection facilitates the use of large data sets as part of an on-line learning environment that encourages and facilitates inquiry and exploration. Furthermore, E^3 is informed by the National Science Education Standards content recommendations for grades 5-8 and 9-12. As an entry-based collection built on three tiers of content: (1) Glossary & Outline, (2) Synopsis, and (3) Content In Depth and Curricular Connections, E^3 promotes a user's ability to access knowledge on a simple level quickly or probe deeper for more detailed information. Three types of search interfaces will be included: keyword search, controlled vocabulary, and map-based. Important co-funding of this project is being provided by the Division of Earth Sciences in NSF's Geosciences Directorate. NATIONAL SMETE DIGITAL LIBRARY EDUCATION AND HUMAN RESOURCES DUE EHR Jordan, Thomas David Simpson Thomas Henyey Robert Reitherman University of Southern California CA Jeffrey G. Ryan Standard Grant 650009 7444 1575 SMET 9178 7444 0000099 Other Applications NEC 0121709 November 1, 2001 The Digital Archive Network for Anthropology (DANA). This award has established a digital library collection for anthropological materials. Faculty, students, and staff affiliated with the Archaeology Technologies Laboratory (ATL) and the World Wide Web Instructional Committee (WWWIC) at North Dakota State University (NDSU) are developing and implementing the pilot program for the Digital Archive Network for Anthropology (DANA), a network infrastructure for the seamless linking of distributed databases with content of relevance to the domain of anthropology. The PI's are actively collaborating with other individuals and institutions to develop a management process for the operation of the digital archive and the policies and practices necessary for quality assurance. Through this collaboration, standards that promote stability, interoperability, and reusability of materials and products are being developed. A unique feature of this Archive is the inclusion of accurate, measurable, three-dimensional (3D) models of the material objects along with 2D images and digitized documents. Specific goals of the project are as follows: - Refine the protocol for creating accurate, measurable 3D models through digitization that can be retrieved, inspected, and analyzed; - Develop applications and protocols to enable the sharing of data worldwide; - Improve current Java applications and client servlets for data searching and retrieval; - Continuously evaluate the efficacy of our Java applications and our servlets; - Develop software modules to enable search and retrieval access to linked databases by way of specially designed searching interfaces and common search protocols; - Collaborate with colleagues across the country and abroad to develop metadata compliant information structure for archiving and accessing digital models; - Use eXtensible Markup Language (XML) as the primary medium for information exchange; - Create an anthropology markup language (AnthML) for facilitating information exchange; - Develop a series of software tools that provide varying levels of morphometric analyses so users can select the level of search and analysis appropriate to their needs; - Establish a set of collaborating institutions that will develop and maintain participating databases; - Establish a DANA Advisory Board; - Establish a set of criteria for content standards and quality control; - Provide academic training in all of the areas covered by ATL activities mentioned above. State-of-the-art technology for digital archiving and distributed networking is being employed to develop DANA, the content of which will be available via the Internet and will promote sharing of data while still protecting pre-published data and culturally sensitive objects and information. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Clark, Jeffrey William Perrizo Brian Slator North Dakota State University Fargo ND Jeffrey G. Ryan Continuing grant 712846 7444 SMET 9178 7444 0000099 Other Applications NEC 0121717 September 15, 2001 Collaborative Project: StandardConnection--Mapping NSDL Educational Objects to Content Standards. This is a collaborative project with Award No. 0121543 (Syracuse University; Elizabeth D. Liddy, Principal Investigator). Researchers at the University of Washington's Information School and Syracuse University's Center for Natural Language Processing are leading this effort, with assistance from Mid-continent Research for Education and Learning (McREL) and Achieve, Inc. The investigators are developing a natural language processing tool ("StandardConnection") for the automatic assignment of content standards and benchmarks to educational resources in the collections of the National Science, Mathematics, Engineering, and Technology Education Digital Library (NSDL) and to other educational resources on the Web. The standards and benchmarks come from the Compendium of Standards and Benchmarks developed by McREL, and the Achieve Standards Database. Supplementing general descriptive metadata, the content standards metadata generated by the StandardConnection tool will make it possible for a teacher in any state to use the NSDL to locate appropriate teaching resources for helping students achieve a particular competency set by the state. The project entails acquiring a "training" and "testing" collection of educational resources for analysis; cultivating a sophisticated level of understanding of the human cognitive processes involved in manually assigning content standard metadata tags to resources; designing and developing the technology based on this understanding; running the StandardConnection tool on an unseen set of data; analyzing the results and adjusting the tool, through iterations, until a highly reliable tagging is produced; and employing a group of teacher-experts to analyze the quality of the tool's mappings of resources to standards and benchmarks. This project constitutes a logical extension of work conducted under Award Nos. 0085837 and 0085838, "Breaking the Metadata Generation Bottleneck," in which the investigators are processing the text of educational resources to automatically assign Gateway to Educational Materials (GEM) metatags for the descriptive and subject aspects of educational resources. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Sutton, Stuart Bruce Fulton Diny Golder Frederick Balfour University of Washington WA Curtis T. Sears Standard Grant 824219 7444 SMET 9178 7444 0000099 Other Applications NEC 0121724 January 1, 2002 Water in the Earth System (WES): An NSDL K-12 Collection Project. A collection of digital K-12 materials and resources built around the theme of "Water in the Earth System (WES)" is being created to enhance the ability of K-12 teachers, students, and parents to easily find, access, and use high-quality, standards-based water resources in their classrooms, at home, and in informal learning environments. The collection of approximately 500 exemplary K-12 water resources (scientific, economic, and policy) is being used to investigate and learn about important water concepts, processes, and issues. The resource materials and associated tools and services are identified, reviewed, and cataloged by K - 12 teachers in collaboration with university scientists and educators. These individuals are working closely with a number of other organizations including: federal and state government agencies, professional scientific and education societies, academic institutions and centers, and several other National SMETE Digital Library projects. Important co-funding of this project is being provided by the Division of Earth Sciences in NSF's Geosciences Directorate. NATIONAL SMETE DIGITAL LIBRARY EDUCATION AND HUMAN RESOURCES DUE EHR Geary, Edward Shirley Ireton Bryan Aivazian Tamara Sumner Colorado State University CO Jeffrey G. Ryan Standard Grant 899749 7444 1575 SMET 7444 9178 0000099 Other Applications NEC 0121741 September 15, 2001 Intelligent Collection Services for and about Educators and Students: Logging, Spidering, Analysis and Visualization. The AI Lab at The University of Arizona is researching, developing, and enhancing tools to augment the knowledge, skills and abilities that users bring in various degrees to the information search process. Results from three areas of research are being used: information analysis and visualization; data mining; and search agents. The platform for this research and development is an integrated system that allows for the retrieval, analysis, categorization, analysis and visualization of information from documents housed in a digital library. In addition, through the use of transaction logs from the library, a mechanism is provided whereby instructors can gauge the use of resources and their students' paths through the learning experience; such transaction logs can also prove valuable to students as a record of their learning experience within a given course or even throughout their college career. The testbed for this work includes two application domains that provide significant differences in domain language and subject matter: computer science and information technology, and the life sciences. Undergraduate students, professors and librarians are assisting in the evaluation of the system. The team also expects to investigate several issues: (1) whether use of a search agent improves the search results of digital library users over those obtained using a conventional search engine; (2) whether visualization of search results in the browser window reduces user disorientation in the information space; and (3) whether synchronous or asynchronous collaboration improves student performance over the course of a semester. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Chen, Hsinchun Edward Fox Ann Lally University of Arizona AZ Robert Stephen Cunningham Standard Grant 398956 7444 SMET 9178 7444 0000099 Other Applications NEC 0121743 October 1, 2001 Collaborative Research: Developing a Learner-Centered Metathesaurus for Science, Mathematics, Engineering and Technology Education. This collaborative project (with personnel at the University of Maryland Baltimore County) is investigating the creation of a learner-centered metathesaurus based on the analysis of transactions between learners and two learning resources - the Math Forum and www.smete.org. Three modes of interaction are being considered. The first involves data in which many students respond to the same problem (the "Problem of the Week" at the Math Forum). The second interactional mode involves data from transactions between learners and experts (the Math Forum's "Ask Dr. Math" feature). The final interactional mode under study uses collections at a third resource, www.smete.org, where learner usage is more in the traditional library mode of search-retrieve. Additional feedback information in the form of the viewed and selected resources enables the construction of a map between the learners' language and resource metadata, which has potential to permit the extension of the metathesaurus across domain boundaries. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Agogino, Alice University of California-Berkeley CA Lee L. Zia Standard Grant 108766 7444 SMET 9178 7444 0000099 Other Applications NEC 0121749 October 1, 2001 Ethnomathematics Digital Library. Pacific Resources for Education and Learning (PREL) is the lead agency in a network of institutions of higher education working together to establish and maintain the Ethnomathematics Digital Library (EDL). Collaborative partners, including the Australian Academy of Science, the University of the South Pacific, the University of Guam, the University of Hawaii at Manoa, and Ohio State University's Eisenhower National Clearinghouse for Mathematics and Science Education, comprise the Pacific Ethnomathematics Collections Network (PECN). EDL is an interactive learning environment and resource network for ethnomathematics of the Pacific region. The project involves identifying, collecting, cataloging, and organizing high quality ethnomathematics curriculum and instructional materials, research articles, and other professional resources of interest to elementary, secondary and tertiary students and teachers, curriculum developers, researchers, and members of institutions of higher education. The library provides users with a premier and readily accessible source of documents and materials describing the mathematics created and used by indigenous cultures around the world. The source for much of this material is contained in the PECN libraries and partner organizations, thereby providing reliable regional, national, and international accessibility to information on the Pacific island communities' particular mathematical ways of knowing. The creation of a central, reliable, and easily accessible repository of high quality ethnomathematics information has the potential to further the advancement of current understandings of the mathematical constructs of indigenous communities. It also has the potential to foster the creation and distribution of classroom instructional materials that acknowledge and honor these constructs. EDL encourages teachers to search the database for relevant ethnomathematics information, create customized classroom materials based on this information, and submit these materials for review and possible archiving. The digitized ethnomathematics library promotes interactivity between resource users and resource providers and the integration of research and education. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Lane, Nancy Pacific Resources for Education and Learning HI Lee L. Zia Standard Grant 798525 7444 SMET 9178 7444 0000099 Other Applications NEC 0121769 October 1, 2001 Developing a National Science Digital Library (NSDL) LibQUAL+ Protocol. Under the auspices of the Association of Research Libraries this project is modifying and repurposing the existing LibQUAL+ protocol for assessing the services provided for the user community of the National Science, Math, Engineering and Technology Education Digital Library (NSDL) program. Project goals include: (a) defining the dimensions of digital library service quality from the perspective of the users; (b) creating a tool for measuring user perceptions and expectations of digital library service quality across NSDL digital library contexts; (c) identifying digital library "best practices" that permit generalizations across operations and development platforms; (d) enhancing student learning by managing effectively user perceptions and expectations of digital library services; (e) establishing a digital library service quality assessment program as an integral part of the library service quality assessment program at the Association of Research Libraries; and (f) institutionalizing continuous product and process evaluation efforts directed toward positive and timely management of outcomes. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Webster, Duane Fred Heath Carol Cook Bruce Thompson Yvonna Lincoln Association Research Libraries DC Lee L. Zia Standard Grant 245737 7444 SMET 9178 7444 0000099 Other Applications NEC 0122480 August 1, 2002 Hilltopper Mathematics and Computer Science Scholarships - HMCSS. The Hilltopper Mathematics and Computer Science Scholarship (HMCSS) project provides support to 20 students for a period of three years. The target audience will be current freshmen enrolled at St. Edward's University and transfer students articulating from Community Colleges. The HMCSS projectl builds on the existing College Assistance Migrant Program (CAMP) which is designed to offer an educational opportunity to the sons and daughters of migrant and seasonal farm workers. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR McGuffee, James Cynthia Verjovsky Marcotte Saint Edward's University TX Susan L. Burkett Standard Grant 206250 1536 SMET 9178 1536 0000099 Other Applications NEC 0122548 March 1, 2002 Computer Science and Mathematics Scholarship Program. This program provides scholarships for academically talented but needy computer science and mathematics majors who are entering their junior year. Particular attention is given to recruiting women and minority students. Each CSMES scholar is assigned at least one faculty mentor and all scholarship recipients will participate in an undergraduate research experience. CSEMS scholars have access to the Advanced Computational Laboratory and the Visualization Laboratory. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Baldwin, Jane Andrea Karkowski Marsha Nicol David Reed Patrick Shields Capital University OH Sheryl A. Sorby Standard Grant 204600 1536 SMET 9178 1536 0000099 Other Applications NEC 0122560 August 15, 2001 Bootstrapping Research in Computer Science Education. Computer Science (31) This project brings fosters computer science education research by providing educators the opportunity to conduct principled, large-scale teaching and learning research, to bring them together and build upon expertise in research theory, design, and methods, and to support practioners when they engage in high-quality computer science education research. This project comprises a set of integrated activities leading to a practioner designed experiment kit consisting of the detailed design of a piece of research, from methodology to analysis, which is situated within a theoretical framework. Practioners develop their kit during a week-long workshop in the first year, implement it with support during the academic year and re-convene to discuss results and plan for dissemination in the following summer. This project will lead to the improvement of the computer science education research community by developing educators skills and by exposing them to the relevant theory and methods of educational research. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Tenenberg, Josh University of Washington WA Robert Stephen Cunningham Standard Grant 97114 7427 SMET 9178 0000099 Other Applications NEC 0122596 January 15, 2002 Scholarships for Non-Traditional PSU Students in Computer Science and Engineering. This program provides non-traditional students majoring in computer science or engineering with financial aid in the form of scholarships. A coordinated system of faculty advising, mentoring, counseling and tutoring especially tailored for the more mature non-traditional student is available to aid the student during re-entry to the demands of academic studies. Faculty mentors are helping the students connect with regional industry via a program of topical talks, professional society meetings, workshops and internships. These activities are enhancing the students' employment opportunities. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Driscoll, Michael Portland State University OR Terry S. Woodin Standard Grant 400000 1536 SMET 9178 1536 0000099 Other Applications NEC 0122672 July 1, 2002 Computer Science, Engineering, and Mathematics Scholarships Program (CSEMS). This project is designed to award scholarship assistance to full-time students in the Computer Science degree program who are academically talented, but who may be at high risk due to financial need. The goal of this program is for each of the students participating to succeed in the associate degree program in computer science. These skilled graduates are then becoming employed in the Information Technology (IT) industry or transferring to a bachelor degree program at a four-year university. The program objectives are to: 1) Recruit 10 full-time students in the Computer Science degree program each year to receive scholarships. 2) Assess the academic skills and weaknesses of all selected program participants and prepare an Individual Educational Plan for each scholarship student. 3) Provide all participants with access to all available computer software and hardware as well as the technical and instructional guidance in order to help them succeed academically; 4) Provide instruction, learning community experiences, tutoring, mentoring and other support services to all program participants. 5) Provide participants with intensive career advising and job placement services designed to ensure that they either enter the job market or continue to pursue a bachelor's degree program upon graduation. The student support structure of the project is providing a wide range of specific mentoring and advising services, special academic intervention, peer and professional tutoring, learning community experiences, and increased involvement with faculty and IT representatives. In addition, work-based learning opportunities provide students with hands-on experience and an increased understanding of the workplace and learning environment. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Melvin, Thomas Steven Robinett Allegany Community College MD Lee L. Zia Standard Grant 137504 1536 SMET 9178 1536 0000099 Other Applications NEC 0122677 January 15, 2002 Computer Science, Mathematics, and Engineering Scholarship Program. This program provides scholarships for students who are majoring in computer science or mathematics or who are completing a double major combining engineering with biology, chemistry, computer science, mathematics, or physics. The program includes a special orientation, scholar-based and peer-based mentoring (emphasizing both academic and socialization skills), formal collaborations with the office of career development, a dedicated web site, the establishment of a CSEMS Club, in addition to peer tutoring and internships with high-technology partner firms. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Zimmerman, Jill Ali Bakhshai Andrew Douglas LeLeng To Isaacs David Horn Goucher College MD Duncan E. McBride Standard Grant 220000 1536 SMET 9178 1536 0000099 Other Applications NEC 0122762 August 1, 2002 Computer Science, Engineering, or Mathematics Scholarship Program. This project is providing scholarships to allow students to pursue degrees in mathematics or engineering. The project is also designed to impact two year terminal and transfer computer science programs. The overall objective of the program is to provide a firm foundation in skills necessary for students to transfer from the community college to a four-year university and successfully complete a Bachelor's Degree. The project has four main goals : 1) to recruit students to major in computer science, engineering, or mathematics (CSEM). 2) to provide students the needed faculty and facilities support to major in a CSEM discipline. 3) to use proven educational techniques in combination with effective use of instructional technology in a positive atmosphere. 4) to retain students as CSEM majors by providing tutoring, mentoring and peer support. This project builds on another NSF supported project "Improving Student Learning in PreCalculus and Calculus Through Effective Implementation of Technology." This project is enabling the college to install a mathematics computer lab which permits the math faculty to incorporate lab exercises into precalculus and calculus courses. The grant also provides funds for math faculty professional development. This project is designed to recruit and retain students that have the academic ability but lack the financial means to attend a university as CSEM major. In particular this project is targeting financially needy students from small rural schools. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Swinney, Kenneth Jerry Dollar Tarsh Freeman Harold Rowell Bevill State Community College AL Lee L. Zia Standard Grant 311246 1536 SMET 9178 7204 1536 0000099 Other Applications NEC 0122767 April 1, 2002 Enhanced Mathematics, Computer, and Engineering Technology Scholarship (EMCETS) Project. Scholarships are being awarded to 29 academically talented, low-income students majoring in mathematics, computer science and eligible fields of engineering technology. The program is providing faculty mentoring to all scholarship recipients and tutoring to aid in the transition from high school to university level studies. Special efforts are underway to aid the students in overcoming the barrier presented by traditionally high attrition rate courses. Both cooperative work programs and research participation are available to the students. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Francia, Guillermo Terry Marbut Rebecca Turner Vivian Brown James Kelley Jacksonville State University AL Lesia L. Crumpton-Young Standard Grant 400000 1536 SMET 9178 1536 0000099 Other Applications NEC 0122778 December 1, 2001 Presidential Awards for Excellence In Science, Mathematics and Engineering Mentoring. The Department of Engineering at the University of Denver established, "The Making of an Engineer," as an engineering experience course for high-school students fourteen years ago. The summer program works to engage the interest of capable "second tier" students in engineering fields, and the follow up program supports them in their academic and career development. The program provides a good balance of research activities, group work and individual exploration with faculty and student role models, all based on a central element: a three-week college-level course in problem solving. The quality and outcomes of a well-articulated quantitative and qualitative evaluation program are impressive. The program surveys indicate that eighty-two percent of the student participants chose to attend college, with sixty-one percent majoring in engineering. The program in 2000 included 68 participants, of which forty-four (sixty-five percent) were members of groups underrepresented in science and engineering: three were African-American, ten were American Indians, and thirty-one were Hispanic/Latino. The strategy of recruiting capable students from diverse regions across the United States and its protectorates, including Alaska, Hawaii, Puerto Rico, and American Samoa, makes it a truly exceptional approach reflecting awareness of the need to broaden opportunities in SMET fields beyond identifying those traditionally participating. The program components reflect incorporation of the recommendations from research literature on best practices in human resource development. The program has become well integrated into the heart of the institution, now needing no additional staff beyond those who are tutors and mentors. PRES AWDS FOR EXCELL IN SCI DUE EHR DeLyser, Ronald University of Denver CO Marilyn J. Suiter Standard Grant 10000 1593 SMET 9178 0122782 December 1, 2001 Presidential Awards for Excellence In Science, Mathematics and Engineering Mentoring. The Center for Science Excellence Program (CSE) of Contra Costa College is a strong program that helps science, mathematics and engineering students from traditionally underrepresented populations successfully transfer from two-year to four-year colleges. Contra Costa College is a two-year community college in an urban, disadvantaged area. The goal of the Center for Science Excellence program is for CCC students to transfer to four-year colleges and universities as science, mathematics or engineering majors. In fact, 80% of CSE's first class of has done so. The program has served 350 students since its inception six years ago. The program provides multi-faceted mentoring for students, which is the heart of the program. The mentors are experienced scientists. Their mentoring activities include a wide range of academic tutoring, problem-solving workplace scenarios, mock interviews, and so on. Mentors have regular meetings together to share experiences and improve their mentoring methods. Several of the mentors work in area institutions such as Lawrence Livermore and Sandia National Laboratories, and students often visit these places and/or engage in internships. As one professor said "the mentoring is consistent and regular rather than casual." PRES AWDS FOR EXCELL IN SCI DUE EHR Ledbetter, Joseph Contra Costa Community College CA Marilyn J. Suiter Standard Grant 12000 1593 SMET 9178 0122783 December 1, 2001 Presidential Awards for Excellence In Science, Mathematics and Engineering Mentoring. The American Chemical Society (ACS) has supported the increased participation of minorities in the chemical sciences through programs for minorities and economically disadvantaged students since 1968. Through Project SEED (Summer Educational Experiences for the Disadvantaged), the Society encourages about 200 to 300 economically disadvantaged minority high-school students each year to enter careers in science through summer experiences in research. Over the past thirty-three years, more than 6,000 students nation-wide - 86% underrepresented ethnic minorities - had opportunities to establish mentoring relationships with chemists at colleges, in industry and in government through summer research experiences, with 55% subsequently selecting college majors in the sciences. ACS's local sections work to recruit both students and mentors for SEED, where the mentoring activity includes guidance on a research project for 8-10 weeks, reporting on project findings, and professional development including attending scientific lectures, visiting local industries and universities, and providing assistance with college applications. A 1996 survey showed that 70% of the program participants majored in a science in college following their SEED experience, with 63% earning BS degrees, 13% earning MS degrees,7% earning doctoral degrees, and 9% earning other degrees. ACS also provides financial support for economically disadvantaged minority students (and has done so since 1995) through a multi-million dollar scholarship program to assist students in achieving degrees in the chemical sciences. More than 900 students have received support, of whom 56% are female, 44% are male; their ethnic groups include African-American (56%,), Hispanic/Latino (38.5%), and American Indian (5.5%). Those graduated thus far total 276, of whom 56% are female, 44% are male; their ethnicity are African-American (52%,), Hispanic/Latino (43%), and American Indian (5%); with 43% enrolled in graduate programs and 34% employed in the chemical science workforce. Program graduates become part of the Scholars Program Alumni Network, which provides ongoing information about ACS and the scholars program, and provides alumni with opportunities to serve as mentors to current scholars. PRES AWDS FOR EXCELL IN SCI DUE EHR Merrell, Halley American Chemical Society (ACS) DC Marilyn J. Suiter Standard Grant 10000 1593 SMET 9178 0122787 December 1, 2001 Presidential Awards for Excellence In Science, Mathematics and Engineering Mentoring. The Significant Opportunities in Atmospheric Research (SOARS) program of the University Corporation for Atmospheric Research (UCAR), was established in 1996 and provides summer internship experiences to minorities and women to enhance the professional development of students from underrepresented groups in atmospheric and related sciences. Participants complete a research project and report their findings to the UCAR community. SOARS also provides up to two years of support for graduate education at UCAR-affiliated universities. Since 1996, SOARS has included 61 student participants, of whom 70.5% are female, 29.5% are male; the underrepresented ethnic groups include African-American (38%,), Chicano/Hispanic/Latino (34%), and American Indian (16%), with additional participants who are Euro-American (8%) and Asian-American (3%). The program provides mentoring and support of students during critical transitions - from 11th and 12th grades through graduate degrees and has achieved a retention rate of 80%. SOARS attributes its success to a highly structured mentoring program. During the summer program, SOARS participants work with mentors in well-defined and well-documented relationships that include support in selecting and engaging in a research program, attending scientific seminars at the National Corporation for Atmospheric Research (NCAR) and local research institutions, a program in science writing, and presenting the outcomes of their research at a colloquium. During the academic year, mentoring continues through advisory contact and through financial support. Advisors provide guidance on academic and personal development, graduate school applications, and education and career opportunities. Financial support includes up to 50% of costs for two years of graduate school and for travel to professional society meetings to give presentations. SOARS demonstrates long institutional commitment with broad-based participation from more than 40 UCAR universities. PRES AWDS FOR EXCELL IN SCI DUE EHR Castro, Christopher Colorado State University CO Marilyn J. Suiter Standard Grant 0 1593 SMET 9178 0122791 December 1, 2001 Presidential Awards for Excellence In Science, Mathematics and Engineering Mentoring. The Office of Outreach of the Graduate School of Biomedical Sciences at the University of North Texas Health Science Center was established in 1994 to help to recruit underrepresented minority student into the biomedical sciences. The implemenatation includes activities from students from elementary and secondary schools (K-12) through undergraduate and graduate university. The outreach program works to encourage students to enter science fields. That activity is supported by an annual mentoring workshop for faculty. Other program elements include the Adopt-A-School program for support of K-12 students, the Summer Multicultural Advanced Research Training (SMART) and McNair programs to build student relationships with faculty mentors. Bridge partner programs connect institutions to support students in transferring smoothly into doctoral programs. The program has become the state's leader in the enrollment percentage of Hispanic and African-American students, with the enrolling undergraduate class for Fall 2000 at 35 percent Hispanic and African-American students (35 percent white, 24 percent foreign, 6 percent Asian-American). Similarly, the graduate population of the biomedical program is 1 percent Hispanic and 10 percent African American, compared to national figures for science enrollment at less than 4 percent of Hispanic and African-American students. The Center anticipates graduating ten students with Ph.D. degrees in May 2001, of whom half are African-American or Hispanic. PRES AWDS FOR EXCELL IN SCI DUE EHR Kaman, Robert University of North Texas Health Science Center at Fort Worth TX Marilyn J. Suiter Standard Grant 10000 1593 SMET 9178 0122796 December 1, 2001 Presidential Awards for Excellence In Science, Mathematics and Engineering Mentoring. The Olin-Yale-Bayer New Haven Public School Science program of the New Haven Public Schools demonstrates an ability to assemble scientists from diverse disciplines to work with students and teachers on K-12 science projects. The program began six years ago as a partnership among seven schools -- it now encompasses more than forty schools in New Haven. It is a comprehensive program with multiple components that align goals with outcomes. Students learn the scientific method and associated skills by interacting with scientists; the scientists train participating teachers. Students are provided with authentic research opportunities, where teamwork is promoted and self-esteem is enhanced as a result. Older students are able to get academic course credit for their work. This program serves a significant number of minority students. As a result of program activities, student test scores in science have risen. The program has produced a network of mentors that are provided with training and support. More than 130 volunteer mentors participated in the 2000-2001 program. In the 2001 Connecticut science fair, thirty-four projects were based from this program -- those projects involved eleven mentors and forty-eight students (58% minority), seven of whom were medallists and ten of whom received special awards. PRES AWDS FOR EXCELL IN SCI DUE EHR Crane, Jack New Haven Public Schools CT Marilyn J. Suiter Standard Grant 0 1593 SMET 9178 0122804 December 1, 2001 Presidential Awards for Excellence In Science, Mathematics and Engineering Mentoring. Dr. Max L. Warshauer has worked with students in grades K-12 as well as his undergraduate and graduate students for the past 22 years. He has worked to recruit students, and uses innovative but sound pedagogical techniques to mentor and motivate a diverse range of students to achieve and excel in mathematics. Warshauer developed the Honors Summer Math Camp at Southwest Texas State University twelve years ago; it is a program for high-school students which is recognized as one of the top programs of this type in the country. Six years ago he developed the Junior Summer Math Camp, which will engage one hundred twenty-five teachers and more than twenty-five hundred students at six sites to improve their skills in algebra and other areas of mathematics where they experience difficulty. Those he has mentored include underrepresented minority students (ethnicity and/or socio-economic status) in science and mathematics fields. Approximately half of his students are women, and he encourages all to explore research as a part of the learning process. His mentor programs, particularly the summer math camps, are nationally known, and he has a strong reputation for continuously refining his programs and building replicable models that can be used by other mentors and other universities. PRES AWDS FOR EXCELL IN SCI DUE EHR Warshauer, Max Texas State University - San Marcos TX Marilyn J. Suiter Standard Grant 10000 1593 SMET 9178 0122815 December 1, 2001 Presidential Awards for Excellence In Science, Mathematics and Engineering Mentoring. Dr. Earlene Armstrong has clearly encouraged young minority students during her twenty years on faculty at University of Maryland at College Park. She has served as the primary advisor to undergraduate students in the Department of Entomology, formally advising more than one hundred students each year. Armstrong has served as the director of the Prefreshman Academic Enrichment Program, which prepares and retains "at risk" students during their first year at Maryland, focusing on strengthening their skills in mathematics and science. Armstrong is noted for taking a personal interest in working with students, and for helping the student to develop important practical skills, such as good time management and study habits. As a result, the program's students earn higher grades, have a retention rate of eighty-seven percent and a fifty-five percent retention rate in the sciences. Those mentoring relationships remain active long after the students graduate from the university. Armstrong's success with her students is reflected in honors she has received, such as the Faculty Minority Achievement Award from the University of Maryland President's Commission on Ethnic Minority Issues, the Outstanding Advisor of the Year Award from the University's Parents' Association. PRES AWDS FOR EXCELL IN SCI DUE EHR Armstrong, Earlene University of Maryland College Park MD Marilyn J. Suiter Standard Grant 10000 1593 SMET 9178 0122825 January 15, 2002 Scholarships for Computer Science, Engineering and Mathematics Undergraduates. This project is annually awarding 29 scholarships to fulltime students majoring in computer science, engineering or mathematics. Recipients are academically-talented U. S. citizens or nationals, refugee aliens or permanent residents with financial need as established by application of the U. S. Dept. of Education guidelines. The focus is on students entering their junior year and those maintaining a 3.0/4.0 GPA are eligible to have the scholarship continued through the senior year. Faculty members are serving as mentors and encouraging students to undertake independent research. Travel funds are available to students whose research reports are accepted for presentation at professional meetings. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Shakiban, Cheri Sameer Kumar Suzanne Sharrock University of St. Thomas MN Duncan E. McBride Standard Grant 400000 1536 SMET 9178 1536 0000099 Other Applications NEC 0122828 December 1, 2001 Presidential Awards for Excellence In Science, Mathematics and Engineering Mentoring. Dr. Melvin Webb began developing mentoring activities in 1979 with the Saturday Science Academy program in Atlanta, which provided educational enhancement in science, mathematics, computer application and communication skills for elementary-school students, and a Summer Science, Engineering, and Mathematics Institute for high-school students. His efforts to increase the participation of women and minorities span more than twenty-two years. The Saturday Science Academy enrolled more than 5,000 local students between 1979 and 1996, and posed as a national model for similar programs. Dr. Webb's activities have progressed based on solid planning developing funds and implementation strategies that have had profound effects on minority success in SMET. From his faculty post in the Biology Department at Clark Atlanta University, Dr. Webb subsequently began to develop programs supporting undergraduate students. He led the effort to develop a multi-departmental honors program through which students could earn both a BS and an MS in five years; this became the Program for Research Integration and Support for Matriculation to the Doctorate (PRISM-D). The first cohort of students was in 1990-91. Thus far six cohorts have graduated and 131of the 145 participants have earned BS degrees (90.3 percent), and 80 of the 131 BS degree recipients have earned MS degrees in the sciences (61 percent). Several students have earned doctorate degrees or are in graduate or professional schools. Dr. Webb has published and presented numerous papers detailing his success at local, regional and national levels, providing dissemination of the mentoring models that pose as successful practices in SMET education. Also noteworthy is the network of K-12 schools, government and industry participants partnering in the programs that Dr. Webb has built. PRES AWDS FOR EXCELL IN SCI DUE EHR Webb, Melvin Clark Atlanta University GA Marilyn J. Suiter Standard Grant 10000 1593 SMET 9178 0122831 December 1, 2001 Presidential Awards for Excellence In Science, Mathematics and Engineering Mentoring. Dr. Gray has established an outstanding record in support of minorities and especially women in mathematics for more than thirty years at American University. Gray's academic history includes serving as department chair on multiple occasions, and as director of the women's studies program, as well as an extensive list of publications, including several on mentoring. The American Association for the Advancement of Science recognized her achievements in mentoring with its Lifetime mentoring Award. The American Association of University Professors bestowed the Georgina Smith Award on Gray in 1979 for her work on the status of women in collective bargaining. Gray is the founder and president of the Association of Women in Mathematics. Gray has mentored twenty-three students through successful doctoral dissertations, including fourteen women and eight African-American students. She co-directed the Patricia Roberts Harris Fellowship program at AU, providing tuition and stipends for thirteen doctoral students, including eleven women and five minority students. Her students have gone on to lead illustrious careers, including academic administrative posts such as College Dean and Provost, and becoming active mentors themselves. PRES AWDS FOR EXCELL IN SCI DUE EHR Gray, Mary American University DC David L. Temple Jr. Standard Grant 10000 1593 SMET 9178 0122834 December 1, 2001 Presidential Awards for Excellence In Science, Mathematics and Engineering Mentoring. Dr. Clinton Dixon has been actively engaged in mentoring students at Fort Valley State University since he joined the faculty in 1972. He has focused on developing and maintaining support from early contact with pre-college students through to their graduate degrees and careers, and was noted for his high standards, personal involvement, and extending himself outside the classroom. In 1995, Dixon established the program, "Increasing Minority Admissions and Enrollment in Health Professions," which has provided mentoring and program support to Georgia's African-American youth. In six years, that program has involved more than four hundred thirty-one high-school students in activities that focused on their preparation for college through Scholastic Aptitude Test preparation workshops, rigorous academic curricular activities, computer literacy sessions, and field trips/site visits. At least twenty-seven participants have enrolled in graduate degree programs. More recently, the program has been extended to include middle-school students. Dixon's activities with college students feature peer mentoring, with students assisting in taking science activities to middle schools, and assisting in judging science fairs. Undergraduates also present papers in national scientific meetings and participate in monthly seminars that support their transition to graduate and professional schools. Dixon was also commended for disseminating his mentorship model to his faculty at FVSU, who have also developed skills in working well with students and supporting their development, as they award-winning scientists. PRES AWDS FOR EXCELL IN SCI DUE EHR Dixon, Clinton Fort Valley State University GA Marilyn J. Suiter Standard Grant 10000 1593 SMET 9178 0122835 December 1, 2001 Presidential Awards for Excellence In Science, Mathematics and Engineering Mentoring. Dr. Theodore Williams began mentoring undergraduate students in the late 1950's at Wooster College (Ohio) as a member of the chemistry department faculty. The independent study program he implemented has resulted in thirty-four individuals earning doctorates in SMET. A summer research program for undergraduate students has resulted in seven medical doctors and another seventeen doctorate degrees. In addition, Williams has developed and implemented programs for junior high school girls in science (100 students participate annually), a targeted career development program, high-school student mentoring (about 25 students annually) and provided science workshops to elementary schools. He has also served as the research advisor for many students. Williams adopted a very personal style of advising in the early part of his career, as was feasible with the small number of minority students at Wooster College. His method of advising has changed with his increased expertise and with changing circumstances, including an increased number of minority students. Williams mentions that he has "continually honed his mentoring skills with improved approaches for the student in the 21st century." The professions and commentary of his former students clearly demonstrate the very positive interactions that have occurred between Williams and his mentees, such as the famous "walk around the campus" talks that changed their lives. PRES AWDS FOR EXCELL IN SCI DUE EHR Williams, Theodore College of Wooster OH Marilyn J. Suiter Standard Grant 10000 1593 SMET 9178 0122848 December 1, 2001 Presidential Awards for Excellence In Science, Mathematics and Engineering Mentoring. Dr. Bharati Mehrotra has an exemplary record of mentoring and encouraging African-American students through college and into graduate or professional schools in the sciences that spans thirty years of her academic career at Tougaloo College. She has served as chair of the Department of Biology for more than twenty years, she is credited with improving the curriculum and increasing the enrollment of biology majors. Mehrotra has been the director of the Minority Access to Research Career (MARC) program since 1977. More than one hundred twenty-eight students have completed the program; twenty-eight have completed graduate school in the sciences, with fifty percent of the remainder en route to doctorates or medical degrees. As director of MARC, Mehrotra has worked to develop a supportive learning environment by bringing experts to campus and visiting research universities, motivating talented students to complete their degrees. She goes yet farther, establishing linkages with graduate institutions to facilitate her students' access to post-graduate opportunities. She maintains contact with those she has mentored long after they have graduated, and her students attest to a large number of successes directly related to her mentorship. She was particularly commended for implementing these activities while rigorously pursuing an active and credible research program, all under challenging circumstances of limited institutional resources. PRES AWDS FOR EXCELL IN SCI DUE EHR Mehrotra, Bharati Tougaloo College MS Marilyn J. Suiter Standard Grant 10000 1593 SMET 9178 0122861 September 15, 2001 Infinity Scholars. The Infinity Scholars program at Iowa Lakes Community College provides scholarship assistance to 32 academically talented, financially needy students enrolled full-time in computer science, computer technology, engineering and mathematics programs. The overarching goal of the program is to increase the number of talented, low-income students enrolled and retained in these degree programs enabling them to enter the high technology workforce. The program establishes and maintains an infrastructure of support services for Infinity Scholars that includes a one credit hour Infinity Scholars Course that concludes with the completion of a capstone project. The Infinity Scholars program focuses on delivering a menu of educational services and learning experiences that retain students and support a seamless transition to job placement upon degree attainment from the community college, or transfer of students to 4-year institutions. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Bosch, Michael Iowa Central Community College IA Duncan E. McBride Standard Grant 0 1536 SMET 9178 1536 0000099 Other Applications NEC 0122864 January 1, 2002 Appalachian Scholars in Computer Science and Mathematics. This project, called the Appalachian Scholars in Computer Science and Mathematics (ASCSM) Program, awards scholarships worth $3125 per year to low-income, academically talented undergraduate students majoring in mathematics or computer science. Incoming freshmen that meet established academic and financial criteria are eligible for the awards. Recruitment is carried out through high school visits, web page publicity and the annual Tennessee Mathematics Contest, which draws up to 1000 Tennessee high school students to the campus each fall. The proposed program addresses two issues: 1) under-representation of students from low-income families at the university and 2) devastating attrition rates for students in lower level mathematics and computer science courses. The program builds upon existing student support programs, including the mathematics tutorial lab, counseling, and mentoring. However, ASCSM scholarship recipients receive additional academic support through departmental advising, peer and faculty mentors, and twice monthly meetings of scholars. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Plaut, Conrad Michael Berry Jeffrey Gerkin Grozdena Todorova University of Tennessee Knoxville TN Duncan E. McBride Standard Grant 309075 1536 SMET 9178 1536 0000099 Other Applications NEC 0122889 June 1, 2002 Department of Building Technical and Scientific Competency in the American Workforce. Project Summary This project provides 29 scholarships per year to talented low-income students in computer science and mathematics. The project encourages community college (CC) graduates with AS degrees to continue their education through the BS degree. The scholarships are used as a recruiting tool to attract students to computer science and mathematics. Four categories of scholarships are offered for CS and Mathematics students: (1) four-year scholarships for incoming first-year students (offered during year one of the project), (2) two-year scholarships for CC transfer students (offered during the first three years of the project), (3) two-year scholarships for CS graduate students (offered during the first three years of the project), and (4) one-year scholarships (offered in the first and last years of the project). Scholarship recipients are selected on the basis of financial need, according to established guidelines, and according to ability, based upon GPA, standard test scores, demonstrated professional ability, and overall class ranking. For retention, existing student support programs are used and expanded, including supplemental instruction, tutoring, internship placement, and career placement. Students also have access to clubs and organizations that offer mutual support, including: chapters of ACM, IEEE, and MAA; Upsilon Pi Epsilon (CS) and Pi Mu Epsilon (mathematics) honor societies; an active mathematics club; and a local student-led Unix users group. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Grove, Ralph Leonard VanWyk James Madison University VA Stephen C. Cooper Standard Grant 395342 1536 SMET 9178 1536 0000099 Other Applications NEC 0122896 June 1, 2002 Computer Science, Engineering, and Mathematics Scholarships Program (CSEMS). This program provides financial and academic support for undergraduate students in science and mathematics and masters students in computer science, mathematics, and statistics. Participants are given an intensive orientation, followed by close monitoring throughout the duration of the program. Special aspects of the program include internships, group sessions, outside speakers relating to the disciplines and possible employment. Expected outcomes for undergraduate students are that they are well-prepared for employment in fields requiring intensive computer science or mathematics background or for graduate programs in these fields. Expected outcomes for graduate students are that they obtain a masters degree and employment in a position appropriate to their professional training or will continue with doctoral study. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Gray, Mary American University DC Pratibha Varma-Nelson Standard Grant 398748 1536 SMET 9178 1536 0000099 Other Applications NEC 0122918 October 1, 2001 Computer Science, Engineering, and Mathematics Scholarship Program. Lehigh Carbon Community College (LCCC) is providing scholarships each year to approximately 36 to 50 academically talented, financially needy full-time students enrolled in associate degree programs in the fields of computer science, computer technology, engineering, engineering technology, and mathematics. These CSEMS scholarships enable students, including those from underrepresented groups, to reduce their dependence on loans to meet their living expenses and decrease the number of hours they work, allowing them more time to study and receive support services in very demanding disciplines. The scholarships are also an incentive for part-time students to enroll full time and for students in one-year certificate programs to change their major to an associate degree program. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR DePietro, James Lehigh Carbon Community College PA Lee L. Zia Standard Grant 396000 1536 SMET 9178 1536 0000099 Other Applications NEC 0122929 October 1, 2001 Department of CSEM Enhancment Program at JSU. A minimum of 25 scholarships are being awarded annually to academically talented, low-income students pursuing degrees in computer science, engineering or mathematics. The program is providing faculty mentoring to all scholarship recipients and tutoring to aid in the transition from high school to university level studies. Undergraduate research in association with a faculty member is an integral part of the educational experience and presentation at the annual research seminar is expected. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Amini, Farshad Loretta Moore Jackson State University MS Lesia L. Crumpton-Young Standard Grant 343700 1536 SMET 9178 1536 0000099 Other Applications NEC 0122934 January 1, 2002 Computing and Information Science Scholarship Program for Supporting Academic Success and Technology Workforce Preparedness. The four-year project provides scholarships to undergraduate students majoring in computing and information science. All scholarship recipients will complete requirements for the baccalaureate degree by the end of the spring semester 2006. The program prepares students for the high technology workforce through internship participation, involvement in undergraduate research, and substantive interaction with mentors from technology fields. Strategies for assessing student learning outcomes in the project include portfolios of students' academic work, internship evaluations, career placements, and alumni surveys. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Carlson, David Cynthia Martincic Saint Vincent College PA Sheryl A. Sorby Standard Grant 362604 1536 SMET 9178 1536 0000099 Other Applications NEC 0122949 October 1, 2001 Odyssey 2001 Scholarship Program. The MCIS (Mathematics, Computer Science and Mathematics Education) Department at Mississippi Valley State University developed the Odyssey 2001 Scholarship program to recruit underrepresented students from the Mississippi Delta region of the state. Odyssey 2001 Scholarships help to increase the number of community college transfer students at the University and to assist students in successfully completing the gatekeeper courses required by CSEM majors. Scholars participate in research opportunities and internships before joining the workforce at graduation. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Bland, Constance Mississippi Valley State University MS Duncan E. McBride Standard Grant 400000 1536 SMET 9178 1536 0000099 Other Applications NEC 0122950 September 1, 2002 Department of A Scholarship Program for Computer Science, Engineering, and Mathematics Students: An Industry-Academia Partnership Approach. Project Summary A Scholarship Program for Computer Science, Engineering, and Mathematics Students: An Industry-Academia Partnership Approach This program provides 25 undergraduate students $3125 per academic year provided the students are within two years of graduation. The program is managed to especially encourage applications from underrepresented groups and transfer students. All engineering majors as well as computer science and mathematics majors are eligible for scholarships. The program strengthens existing resources, as well as partnerships with community colleges and industry. The primary goal of the program is to supplement existing resources within the University to facilitate a life-altering, environmental change for financially disadvantaged, upper-division undergraduate CSEM students with academic potential. The goal is achieved by providing twenty-five, two-year scholarships supplemented with summer industry or research internships between the junior and senior years. The program has the following supporting objectives, each with specific, measurable outcomes, which are analyzed and serve as feedback to continually improve the program: 1) Increase the graduation rate of CSEM students particularly minority and female students 2) Decrease the average time to degree completion for CSEM students 3) Decrease the number of CSEM students working in non-intellectually engaging jobs by increasing opportunities for students to work on a faculty member's funded research or through approved co-op or summer internships with industry partners of the program 4) Improve employment placement in highly sought-after positions 5) Increase the number of CSEM graduates who enroll in graduate school The objectives are achieved through a unique combination of student environment modifications, scholarships, retention and intervention, professional development and research activities, industrial collaborations, and academic support while leveraging and not replacing existing resources. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Russomanno, David Hank Javan Paul Palazolo Regina Hairston Olfa Nasraoui University of Memphis TN Duncan E. McBride Standard Grant 171869 1536 SMET 9178 1536 0000099 Other Applications NEC 0122951 January 1, 2002 Mathematics and Engineering Scholarships. Scholarships are being granted to academically talented, low-income students as they seek to complete their degrees in mathematics, computer science or engineering. Scholarship recipients have access to an extensive academic support infrastructure that includes faculty mentoring, opportunities for cooperative education, seminars on topics in mathematics and engineering, workshops on career preparation, and advising on graduate education. Part-time employment on campus as tutors is available for juniors and seniors. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Hoft, Margaret Pankaj Mallick Joan Remski John Mason Anaruth Gordon University of Michigan Ann Arbor MI Terry S. Woodin Standard Grant 400000 1536 SMET 9178 1536 0000099 Other Applications NEC 0122954 January 15, 2002 Department of Scholarships for Financially Disadvantaged Computer Science and Mathematics Students. This program provides scholarships to recruit and retain talented but financially disadvantaged students majoring in mathematics and computer science. Preference is given to underrepresented and female students. The program seeks to improve retention rates, provide academic support for CSEMS awardees, utilize CSEMS awardees as tutors and role models, increase the number of mathematics and computer science majors coming from families with financial need, and link each CSEMS awardee with a faculty adviser/mentor. Additional academic support is offered to CSEMS students through faculty mentoring and tutoring, the Mathematics Assistance Center, and the University tutorial services center. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Smith, Robert Blaise Liffick Delray Schultz Millersville University PA Bert E. Holmes Standard Grant 347133 1536 SMET 9178 1536 0000099 Other Applications NEC 0122956 September 15, 2001 Scholarships in Applied Mathematics. This scholarship program provides financial, academic, and motivational support to enable academically gifted low-income students to receive a bachelor of science degree in mathematics. These students are involved in internship and research opportunities that make them highly attractive to high technology companies. Scholarship recipients also have access to a special mentoring program that supplements the strong support systems that are available to all students at the university. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Bradie, Brian Richard Summerville Christopher Newport University VA Duncan E. McBride Standard Grant 330696 1536 SMET 9178 1536 0000099 Other Applications NEC 0122959 January 1, 2002 Minority Mathematics, Engineering and Computer Science Enhancement Program. This project is creating a cohort of Computer Science, Engineering, and Mathematics (CSEMS) scholars and incorporating the CSEMS Scholars Program into the college's five-year enrollment enhancement plan. A complete array of student support services are being provided to the members of the CSEMS cohort. Selection of the scholars is the responsibility of a committee comprised of faculty, staff and industry leaders. As a precursor, the college is undertaking a diligent and thorough process of recruiting applicants for the program. This process includes a conscious and consistent effort to recruit an increased number of women for careers in the CSEM areas. As additional support for the CSEMS Scholars, internship and business networking opportunities are being provided. Group and individual support mechanisms include regularly scheduled cohort meetings, academic and career advising, appropriate off-campus experiences, presentations by experts in the CSEM fields and a preparation course for the GRE or GMAT Exams. Those CSEMS Scholars who express an interest in pursuing a career in education are being afforded the opportunity to participate in the Teaching Scholars Program. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR McKinney, Mary Jarvis Christian College TX Elizabeth Teles Standard Grant 275000 1536 SMET 9178 1536 0000099 Other Applications NEC 0122970 September 15, 2001 Computer Science and Mathematics Scholarships Program:. Scholarships are available for 32 academically talented, low income students majoring in computer science or mathematics. A team approach coupled with an advising and academic support center is ensuring the success of students in completing mathematics and computer science degrees, and increasing the number who continue on to graduate-level programs upon graduation. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Gagne, Gregory Carolyn Connell Craig Green Westminster College of Salt Lake City UT Bevlee A. Watford Standard Grant 400000 1536 SMET 9178 1536 0000099 Other Applications NEC 0122976 September 1, 2002 Scholarships In Mathematics and Computer Science. The Scholarships in Mathematics and Computer Science (SIMACS) program is awarding scholarships to qualified students majoring in the relevant disciplines. The scholarships are increasing the number of women enrolled in computing science and mathematics degree programs. Selection of the scholars is based leadership and school and/or community involvement in addition to academic ability. Bi-weekly group meetings of scholars and faculty mentors, as well as individual meetings scheduled in the alternate weeks serve to ease the transition from high school to college and from junior college to the four year institution. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Lawrence, Deborah Tina Mancuso The Sage Colleges NY Bevlee A. Watford Standard Grant 151244 1536 SMET 9178 1536 0000099 Other Applications NEC 0122980 January 1, 2002 Scholarships for Excellence in Computing and Mathematical Sciences. Scholarships are available to students majoring in computer science, computer engineering, and mathematics. These scholarships are increasing the number of students majoring in these disciplines while providing co-curricular support leading to improved retention rates and consequently, higher graduation rates. The support systems include peer mentoring, study groups, and cooperative learning. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Lang, Raymond Antonio Lopez Vlajko Kocic Xavier University of Louisiana LA Terry S. Woodin Standard Grant 398740 1536 SMET 9178 9150 1536 0000099 Other Applications NEC 0122986 September 15, 2001 Providing Academic, Finanical and Social Support to Computer Science Majors to Improve Retention to the Bachelor's or Master's Degree. The St. Ambrose University CSEMS Program provides 30 low-income or disadvantaged computer and information science majors the financial, academic, social, and peer support they need to persist to graduation. We offer four eligible majors: bachelor's degrees in computer science (CS), computer and information science (CIS), and computer network administration (CNA) and a new master's degree in information technology management (ITM). Students are selected based on financial need and academic promise. Students selected for the CSEMS program will receive the following support: enrollment in learning communities (for first year students); assignment to peer, professional and faculty mentors; monthly professional seminars (e.g., college transition for entering students, career planning and placement for upper level students); and academic support (tutoring). Upper-level students will participate in job shadowing and either an internship or practicum to get on-the-job experience and for career preparation. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR McGinn, Mark James Loftus Lewis Sanborne Maureen Baldwin Saint Ambrose University IA Susan L. Burkett Standard Grant 396000 1536 SMET 9178 1536 0000099 Other Applications NEC 0122988 August 1, 2002 Dept. of Computer Science, Engineering and Mathematics Scholarships. PROJECT SUMMARY This program provides finical aid and academic support for talented low-income students majoring in Computer Science, Engineering or Mathematics. There is a strong recruitment plan for Hispanic students that attend surrounding high schools and community colleges. The program actively seeks Hispanic students but does not discriminate against other minority or non-minority students. The program has developed partnerships between Coral Park Senior High School (CPSHS) and Miami Dade Community College (MDCC) that helps to identify candidates in terms of need, well roundedness and scholarship. However, the program is not limited to these students. Indeed, information of the program is mailed to all the Miami Dade High Schools and Florida Community Colleges. The goal of the program is for the entering first year students to graduate with a Bachelors degree in 4 years and for the community college transfer students to finish their Bachelors degree in 2 years. A counseling program is in place with the purpose of providing the scholars with the adequate support mechanisms to make the above goals successful. As part of the retention effort, tutorial assistance and an internship program are in place. There also is a group of specialists to assist the scholars in coping with the everyday problems they face during their college experience. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Villamor, Enrique William Kraynek Armando Barreto Philippe Rukimbira Kandell Bentley-Baker Florida International University FL Kathleen A. Alfano Standard Grant 386380 1536 SMET 9178 1536 0000099 Other Applications NEC 0122992 October 15, 2001 Engineering and Computer Technology Opportunity Program. This project is providing scholarships to students who enroll in one of the following associate degree programs: Mechanical Design Technology, Electrical Engineering Technology, Bio-Medical Electronics, Electromechanical Technology, Electronics Technology, Programmer/Analyst, Microcomputer Specialist and Network Specialist programs. The objectives of the project are: (1) Over the course of four years, to award approximately 160 scholarships, 15% of which are awarded to minority students and 40% to women. (2) To have 75% of Computer Science, Engineering, and Mathematics (CSEM) scholars participate in at least one student support service. (3) To assure that 97% of the graduates in the CSEM scholarship program obtain employment related to their program or continue on to a four-year college. Recruitment of students for the project includes (a) incorporation of an interactive web page to motivate women towards occupations in mechanical design and electronics; (b) provision to the pre-college minority student program information about the mechanical design, computer science and electronics programs and the scholarships available; (c) distribution of brochures advertising the project and scholarships; (d) direct mailings about the scholarships to program students; (e) classroom presentations and distribution to college counselors and instructors, high school counselors and high school math and science instructors information and scholarship brochures; (f) visits to the high school math and science classes by college program instructors to recruit students and distribute CSEMS brochures; and (g) distribution of brochures and scholarship applications to high school students visiting the college on fieldtrips. Support and career placement services include the college's Academic Success Center, case management, specialized tutoring and retention services for students; technical support in the electronics, math, or computer labs; designated counselor/instructor/scholar appointment; scholar study groups; scholar mentorship program; computer science peer tutoring program; internships; and special recognition at the annual Foundation Scholarship Dinner. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Fancher, Jeffrey Linda Griggs Donald Thesing Lynn Rudig Western Wisconsin Technical College WI Lee L. Zia Standard Grant 400000 1536 SMET 9178 1536 0000099 Other Applications NEC 0122994 January 1, 2002 Collaborative Scholarship Program. This project is creating a scholarship program for Computer Information Systems, Engineering and Industrial Technologies, and Mathematics majors at the associate degree level. Faculty and staff are working together across institutional divisions to meet students' educational needs and facilitate their success. The program builds upon a current Sinclair NSF project aimed at increasing participation in engineering technology programs: Image and Marketing of Engineering Technology Education (DUE 0071103). The program is increasing the number of students obtaining associate degrees or transferring to four-year institutions in the areas of computer science, computer technology, engineering, engineering technology, and mathematics (CSEMS). It also support students entering the workforce in CSEMS disciplines. The program has three primary goals: 1. To increase the success of CSEMS students through scholarships and the provision of support services that promote full-time enrollment and the attainment of Associate Degrees in CSEMS disciplines. 2. To assist student transfer to four year institutions to continue their education in a CSEMS discipline. 3. To increase the participation of low-income, academically talented students in CSEMS careers, especially students of underrepresented groups. The project is meeting a growing demand for entry-level technicians in computer science and engineering disciplines. It is being led by a collaborative team of faculty from the Computer Information Systems Division, the Division of Engineering and Industrial Technologies Division, and the Mathematics Department. To support these efforts, these faculty are drawing upon the expertise of four Senior Personnel of the Financial Aid Office, Student Support Services Program, and Academic Counseling Services. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Lair, Vickie David Meyer Sinclair Community College OH Deborah E. Allen Standard Grant 395830 1536 SMET 9178 1536 0000099 Other Applications NEC 0122997 September 1, 2002 Scholarship Program in Computer Science, Computer Systems Engineering, Computer Information Systems, and Mathematics. This project focuses on recruiting students to high technology disciplines, increasing retention through mentoring and support and facilitating career placement through industry partnerships. To meet these ends, the School of Natural and Applied Sciences (NAS) awards 29 NSF scholarships in each of four years in the areas of Computer Science, Computer Information Systems, Computer Systems Engineering and Mathematics. A strong mentoring component grounds the project. In addition to joining an NSF Scholars Organization, students meet with faculty and peer mentors regularly to address academic, career and personal progress. Mentoring strategies tap institutional resources as well as established industry linkages to further career goals. A Steering Committee, composed of industry, community college and institutional representatives, ensures effective integration and communication of all project components and resources. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Yue, Kwok-Bun Sharon Hall Perkins University of Houston - Clear Lake TX Sheryl A. Sorby Standard Grant 400000 1536 SMET 9178 1536 0000099 Other Applications NEC 0123002 January 1, 2002 Opportunities in Computer Science and Mathematics for Low Income Students. Project Summary Thirty-two academically talented low-income students majoring in computer science or mathematics fields are receiving scholarships enabling them to complete the degree requirements in a timely fashion. In addition to the scholarships they receive enhanced faculty mentoring, increased availability of no cost tutoring, cooperative study groups, and monthly gatherings combining discipline and social activities. Limited funds are also available to support student attendance at professional meetings for undergraduates. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR VanPeursem, Dan Richard McBride Douglas Goodman University of South Dakota Main Campus SD Duncan E. McBride Standard Grant 400000 1536 SMET 9178 1536 0000099 Other Applications NEC 0123004 January 1, 2002 Future Scholars Program. This program provides financial and academic support for students at the upper-level sophomore, junior and senior level who possess the potential to graduate with a baccalaureate degree with majors in computer science, engineering, engineering technology, and mathematics. The program strives to attract underrepresented individuals into these disciplines. Academic support structures include close faculty advising, professional development events, and internships and career positions through an industrial advisory board. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Acuna, Belinda Cal Poly Pomona Foundation, Inc. CA Duncan E. McBride Standard Grant 390496 1536 SMET 9178 1536 0000099 Other Applications NEC 0123007 October 1, 2001 Computer Science, Engineering and Mathematics Scholarships. This program provides support to talented, low-income students seeking associate degrees in computer science, engineering, or mathematics at one of four community colleges: Capital, Gateway, Manchester, and Tunxis. Computer science, engineering technology, and mathematics faculty on each campus serve as mentors and advisors to the CSEMS scholars. Group and peer mentoring activities, industrial externships, and research opportunities are offered during two, two-year scholarship cycles. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Wosczyna-Birch, Karen Lauren Kaufman John Pazdar Robert Tremblay Robert Fortier Connecticut's Community-Tech Colleges' College of Technology CT Pratibha Varma-Nelson Standard Grant 400000 1536 SMET 9178 1536 0000099 Other Applications NEC 0123008 January 15, 2002 Scholarships for Success. Ten (10) new Scholarships for Success are to be awarded each of the first two years and twenty-five (25) new scholarships are to be awarded in the third and fourth years to academically capable, low-income students in computer science, computer technology, engineering, and engineering technology. Each cohort of scholars receives assistance from The Career Center in finding part-time employment opportunities and opportunities for cooperative education, internships, and on-the-job training, career development, planning and job selection. In addition a faculty mentor is assigned to each scholarship recipient cohort. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Loprieno, Daniel William Rainey Harper College IL Pratibha Varma-Nelson Standard Grant 222449 1536 SMET 9178 1536 0000099 Other Applications NEC 0123009 October 1, 2001 Computer Science, Engineering, and Mathematics Scholarship Program. This program provides scholarships to low-income, academically talented students, many from underrepresented groups, to complete associates degrees in computer information systems, engineering, and mathematics. In addition to expanded and individualized academic support services, the project supports a wide range of activities for students, including internships, mentoring and research opportunities. There is significant involvement in the program by high schools, industry/government, and four-year colleges for recruitment, retention, and transfer of students. RES ON GENDER IN SCI & ENGINE S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Wilkinson, Patricia Alice Cohen Phil Penner CUNY Borough of Manhattan Community College NY Elizabeth Teles Standard Grant 596000 1544 1536 SMET 9178 1536 0000099 Other Applications NEC 0123011 January 1, 2002 Scholarships for Pre-engineers. Project Summary This project is providing scholarships to 29 low-income, academically talented engineering students. There are student service programs available to the recipients that focus on retention, academic excellence, industrial or research experience and professional development. In addition, the scholars have access to career guidance and placement services. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Bernath, Fred Joseph Czapp Rutgers University New Brunswick NJ Duncan E. McBride Standard Grant 400000 1536 SMET 9178 1536 0000099 Other Applications NEC 0123022 April 1, 2002 Effective Transitions Through Academe to Industry for Computer Scientists and Mathematicians. The CSAM (Computer Science and Mathematics) Scholars program at the College of William and Mary annually provides financial and academic assistance to 26 academically talented, financially needy students who express a desire to pursue degrees in mathematics and computer science. Each student is assigned a faculty-mentor from the Departments of Mathematics or Computer Science for entire degree program. The faculty-mentors are trained by the Offices of Academic Advising and Multicultural Affairs. In addition to scholarships, funds are also provided for travel, special projects, and summer research. At the end of each academic year, an assessment expert from the School of Education conducts an analysis of the criteria for selection of CSAM Scholars, their success in maintaining the award, and its benefits. A summary of this is used for continuation of funding for the students. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Leemis, Lawrence Robert Noonan College of William and Mary VA Bert E. Holmes Standard Grant 398748 1536 SMET 9178 1536 0000099 Other Applications NEC 0123027 June 1, 2002 Information Technology Scholars Program. The Information Technology Scholars (ITS) program is using a grant from the National Science Foundation's Computer Science, Engineering and Mathematics Scholarship (CSEMS) program to establish ongoing support for academically promising students with financial need to graduate with a Bachelor of Science in Computer Science from St. Bonaventure University and to enter the workforce as information technology professionals. The CSEMS funds are used to support four students for four years and an additional four students for three years. The university will continue the program by funding the final year of the second cohort of students and by providing four-year awards to two students per year annually. The program is designed to attract students who have demonstrated a strong work ethic and commitment to computer science as high school students. The Department will use the one hundred and fifty high school teachers who have participated in departmental outreach programs to recommend students for the program. The Department has an exemplary record for preparing undergraduates for entry-level positions in information technology. Since 1989 100% of its graduates have entered the workforce as computer professionals or have gone on for further study at the graduate level in computer science. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Harlan, Robert David Levine Steven Andrianoff Saint Bonaventure University NY Sheryl A. Sorby Standard Grant 95900 1536 SMET 9178 1536 0000099 Other Applications NEC 0123030 September 1, 2001 FAST: Financial Aid for Success in Technology. PROJECT SUMMARY This project is providing the equivalent of 32 full-time scholarships per year to students from educationally under-served backgrounds ranging from rural to inner-city environments. In addition to access to a quality education, the students receive both faculty and peer mentoring, time and resource management counseling, and, if needed, tutoring at no cost. During the junior and senior years, students have the opportunity to undertake research, participate in technological leadership seminars and engage in cooperative education which allows them to simultaneously earn money for educationally related expenses and obtain experience in their chosen career field. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Komerath, Narayanan Gary May Marilyn Smith Jerry McTier Jane Weyant GA Tech Research Corporation - GA Institute of Technology GA Duncan E. McBride Standard Grant 400000 1536 SMET 9178 1536 0000099 Other Applications NEC 0123031 September 15, 2001 The Scholarship Program for Advancement in Computer Science, Mathematics, and Engineering. This program provides scholarships for deserving and financially needy students in computer science, mathematics, and engineering curricula. Scholarship recipients experience research-based teaching and learning and have access to mentoring and development activities. Partnerships with external agencies provide enrichment activities and internship opportunities for scholarship holders. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Maryland, Wallace Oswald Tekyi-Mensah Jun Wang Susan Slattery Alabama State University AL Sheryl A. Sorby Standard Grant 398540 1536 SMET 9178 1536 0000099 Other Applications NEC 0123032 September 1, 2001 Workforce Scholarship Project in Computer Science and Mathematics. This program recruits computer science and mathematics students who have successfully completed a college-level calculus course, paying particular attention to under-represented populations. Each CSEMS scholar is supported for up to four years, through completion of the bachelor's degree. CSEMS scholars benefit from the South Carolina Alliance for Minority Participation, peer supplemental instruction programs and other services in the Center for Student Learning, and the strong support for minorities provided by Intercultural Programs. Each CSEMS scholar participates in an industry internship, an undergraduate research experience, or supplemental instructional leadership. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Starr, Christopher Renee McCauley Bill Manaris Deanna Caveny Dinesh Sarvate College of Charleston SC Kathleen A. Alfano Standard Grant 400000 1536 SMET 9178 9150 1536 0000099 Other Applications NEC 0123041 July 1, 2002 Computer Science, Engineering, and Mathematics Scholarships. Howard Community College (HCC) in Columbia, Maryland is providing twenty-five (25) scholarships for full-time, financially eligible students majoring in computer science, computer support technology, engineering, and mathematics. These scholarships expand enrollment by reducing economic barriers to increased student retention and articulation. The project provides a challenging and supportive program that prepares them for engineering, computer science, computer technology or mathematics at four-year colleges or universities. Retention and success in the program involves program advising and counseling, a strong focus on assessing and developing the skills necessary for their success, tutoring and study groups, a Learning community support from peers. The graduates of this program are available to help alleviate the shortage of trained personnel needed by the high technology industries located in central Maryland. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Friedman, Daniel Russell Poch Vinitha Nithianandam Bernadette Sandruck Anjula Batra Howard Community College MD Pratibha Varma-Nelson Standard Grant 171811 1536 SMET 9178 1536 0000099 Other Applications NEC 0123042 January 1, 2002 Mathematics and Engineering Scholarships. This program is providing educational and financial support services to thirty talented and financially disadvantaged mathematics and engineering students. The scholarships are increasing the rate of degree completion and subsequent entry into the workforce or postgraduate studies. In addition to the financial support an ongoing comprehensive mentoring and guidance system designed to build leadership skills, maturity and responsibility has been established. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Comez, Dogan G. Padmanabhan David Wells Robert Pieri North Dakota State University Fargo ND Stephen C. Cooper Standard Grant 399988 1536 SMET 9178 1536 0000099 Other Applications NEC 0123044 August 15, 2002 R-Cubed: Reach, Recruit, and Retain Students for Success in Computer Science, Engineering, and Mathematics Programs. The R-Cubed program is providing scholarships of $3,125 each to computer science, engineering, and mathematics majors who have demonstrated financial need and academic potential. Preference for scholarships is given to women and American Indians. Professional presentations, meetings, and social functions all facilitate academic and social development of the R-Cubed scholars. The program also helps the department to serve the people of Montana as the state's economy shifts away from one dependent on natural resources. Success of the program in achieving retention and recruitment objectives is systematically evaluated and reported by a professional evaluator. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Scharf, John Holly Zullo Joan Stottlemyer Richard Franz Kayme May Carroll College MT Sheryl A. Sorby Standard Grant 190516 1536 SMET 9178 1536 0000099 Other Applications NEC 0123052 January 1, 2002 Scholarships for Computer Science and Computer Technology Students. A minimum of 29 low-income, academically talented students pursuing baccalaureate degrees in computer science and computer technology are receiving scholarship awards of up to $3125 per academic year. These awards are allowing these students to pursue their education on a full-time instead of part-time basis. A host of support activities including tutoring and study-skills programs, an honors program, personal and financial counseling, and a full range of cooperative education and career services are available to the students. Each scholarship receipent is assigned a faculty mentor who maintains a portfolio on the student's progress. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Anderson, Dennis Pace University New York Campus NY Kenneth Lee Gentili Standard Grant 248084 7412 1536 SMET 9178 7204 1536 1032 0000099 Other Applications NEC 0123053 July 1, 2002 Computer Science, Engineering, and Mathematics Scholarships. Scholarships are being awarded to academically talented low-income students majoring in mathematics, computer science or engineering. The selection process includes academic merit, science and mathematics background, and motivation. A special effort is being be made to attract applications from among qualified graduates of Arkansas community colleges. The scholarship recipients are being nurtured through proactive advising, community-building activities, presentations on career opportunities by industry representatives, and access to research opportunities. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Brewer, Dennis Robert Crisp Aicha Elshabini University of Arkansas AR Duncan E. McBride Standard Grant 384000 1536 SMET 9178 9150 1536 0000099 Other Applications NEC 0123057 January 1, 2002 Scholarships to Enhance Southern New Jersey's High-Tech Workforce. PROJECT SUMMARY This project is providing a minimum of 28 scholarships in varying amounts to a maximum of $3125 per year to students majoring in computer science or engineering. Recipients are fulltime students who are U. S. citizens or nationals, refugee aliens or permanent residents with financial need as established by application of U. S. Dept. of Education guidelines. Students maintaining their academic eligibility receive a scholarship for as many as four years. The academic programs are bolstered by support services, including tutoring services at no cost to the student, career advisement, and both faculty and peer mentoring. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Chin, Steven John Chen Linda Head Kevin Dahm Gabriela Hristescu Rowan University NJ Terry S. Woodin Standard Grant 400000 1536 SMET 9178 1536 0000099 Other Applications NEC 0123058 October 15, 2001 Department of NSF Scholarship Program: Reaching Out to the Economically Disadvantaged. This project reaches out to attract a heterogeneous mix of students, including ethnically diverse and under-represented minorities, as well as women into engineering and engineering technology programs. We have developed methods for motivating students to pursue a degree program, in part, by offering financial incentives to academically talented but economically disadvantaged students in Engineering Technology (Electrical, Computer, and Telecommunication) and Engineering Science programs. The program increases retention rates of these students by providing enhanced support structures and prepares the students to be successful employees in the technical work force. The support is provided by forming a learning community comprised of students, faculty advisors/mentors from each discipline, and industry mentors. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Gaonkar, Ramesh Charles Abate James Fellows William Storm SUNY Onondaga Community College NY Susan L. Burkett Standard Grant 199870 1536 SMET 9178 1536 0000099 Other Applications NEC 0123061 January 1, 2002 The San Diego State University Computer Science, Engineering and Mathematics Scholars Program. The Computer Science, Engineering and Mathematics Scholars Program This project is creating an environment for success for academically talented, yet disadvantaged engineering, mathematics, and computer science students by matching them with an engineer or scientist to work side by side on a research project as well as actively participate in academic and professional development activities. Further, each CSEM Scholar has an industrial mentor who works with the scholar for professional development. These activities provide experience and foster confidence in each recipient thereby producing better qualified and well- rounded graduates to enter the workforce or graduate school. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR May-Newman, Karen Paul Paolini Theresa Garcia San Diego State University Foundation CA Duncan E. McBride Standard Grant 399912 1536 SMET 9178 1536 0000099 Other Applications NEC 0123062 June 1, 2002 Student Professional Development Program in Computer Science and Mathematics. Twenty nine scholarships in the amount of $3125 are available annually to academically talented, low-income students majoring in computer science or mathematics. Several strategies are used to ease the transition from high school to college helping to ensure student achievement and success. These strategies include small class sizes, an emphasis on collaborative learning, a student mentorship program, internship opportunities with local business and industry, and active student organizations focused on professional development in computer science and mathematics. The program is resulting in increased numbers of students electing to major in the targeted disciplines. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Nimmo, Steven Randolph Campbell Morningside College IA Bevlee A. Watford Standard Grant 397520 1536 SMET 9178 1536 0000099 Other Applications NEC 0123074 October 1, 2002 Computer Science, Engineering, and Mathematics Scholarships Program (CSEMS). The Emerging Mathematics, Engineering and Technology Scholars program supports students who major in computer science, mathematics, engineering, or technology. Students are chosen based on merit and need. The program provides enhanced advising and financial support to assist in recruitment and retention. The scholars join the NSF HBCU-UP, MARC (Minority Access to Research Careers) and NASA scholars in the Emerging Caribbean Scientists (ECS) program for monthly meetings which provide a support group for the students. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Boumedine, Marc University of The Virgin Islands VI Bert E. Holmes Standard Grant 294495 1536 SMET 9178 1536 0000099 Other Applications NEC 0123078 August 15, 2002 Computer Science, Engineering, and Mathematics Scholarships Program (CSEMS). The Connecticut College NSF Math and Computer Science Scholarship Program has three primary objectives: to enhance both the quantity and quality of students entering our existing math and computer science program, especially those from underrepresented minorities such as women and students of color; to increase retention of students who are enrolled in the math and computer science programs through extensive support services and through programs which increase the knowledge and skills of the students; and to expand the number of high school students considering math and computer science as career options by encouraging the scholarship students to become leaders and role models. The scholarship program specifically targets high school students, especially women and ethnic and racial minorities, with an interest in or an aptitude for math and computer science. Students in this program are mentored by faculty advisors in their field and by alumni or others in the local community with related careers. The students obtain applied skills through participation in internships, independent studies, and math practicums. In addition, they present results of their work at conferences, open houses, and to others outside the department. They learn leadership and teaching skills through work-study appointments in the Math and Computer Science Help Centers or in Information Services, as well as from the experience of mentoring incoming students. Finally, students in this program are guided toward appropriate job placement or graduate school by career counselors. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Parker, Gary Bridget Baird Kathleen McKeon Ozgur Izmirli Gabriel Chandler Connecticut College CT Sheryl A. Sorby Standard Grant 385000 1536 SMET 9178 1536 0000099 Other Applications NEC 0123086 October 1, 2001 Computer Science and Mathematics Majors Scholars Corps. The Computer Science and Mathematics Majors Scholars Corps Program is a four-year plan to encourage and enable academically talented but financially needy students to enter the high technology workforce following completion of a baccalaureate degree in computer science or mathematics at Elizabeth City State University. The project includes establishing and institutionalizing a pre-second year summer program for computer science and mathematics majors; supporting faculty and students to engage in mentoring, research, and internship activities on campus and at industry sites, providing tailored and enhanced academic support services, and providing coordinated career counseling and job placement services. This four-year project incorporates and builds on existing strengths, addresses deficiencies, and ensures that the 75 scholarship recipients are well prepared for mathematics and computer science related careers. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Mahoney, Carolyn Elizabeth City State University NC Lesia L. Crumpton-Young Standard Grant 416150 1536 SMET 9178 7204 1536 0000099 Other Applications NEC 0123094 January 1, 2002 Support for Undergraduate Scholars in Mathematics and Computer Science. This program attracts and retains financially needy mathematics and computer science students, with particular attention focused on those students in underrepresented groups; establishes connections with businesses that recruit and employ Truman's math and computer science graduates through a variety of activities including on-site visits to the businesses; provides a supportive atmosphere, including assisting in the formation of learning communities among CSEMS scholars, mentoring, and personal tutoring; and helps participants to develop an interest and appreciation for mathematics and computer science by introducing them to experts and outstanding speakers in the field. Faculty coordinate and oversee all activities relating to the program. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Miller, Jason Carol Hoferkamp Dana Vazzana Alan Garvey Pamela Ryan Truman State University MO Bevlee A. Watford Standard Grant 494198 1536 SMET 9178 1536 1023 0000099 Other Applications NEC 0123095 June 1, 2002 Academic and Cooperative Education Success For Freshmen Scholars. This scholarship program serves engineering students with strong academic and leadership potential. A pre-college summer program introduces prospective students to medical applications of engineering. The orientation program, designed and facilitated by student leaders, facilitates academic success and social success and assists in identifying support systems in the work setting. A team of industry representatives assists in mentoring student employees and an e-mail mentor network connects incoming students to graduates of Kettering University. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Sullivan, Laura Patrick Atkinson Robert Nichols Garth Motschenbacher Kettering University MI Sheryl A. Sorby Standard Grant 400000 1536 SMET 9178 1536 0000099 Other Applications NEC 0123099 September 15, 2001 Information Sciences,Engineering and Technologies Scholars Program (ISET). This program provides support for students pursuing baccalaureate and graduate degrees in electrical and computer engineering or computer science to prepare for careers in information science, engineering, and technology. Each ISET scholar has a faculty mentor who plays a key role in promoting scholarship and career development. Scholars are engaged in the research activities of the Center for Advanced Computation and Telecommunications (CACT), the Algorithms Laboratory, and other IT Labs at the University of Massachusetts Lowell. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Thompson, Charles Kavitha Chandra Karen Daniels University of Massachusetts Lowell MA Sheryl A. Sorby Standard Grant 400000 1536 SMET 9178 1536 0000099 Other Applications NEC 0123105 January 1, 2002 Broadening Access to Computer Science, Engineering and Mathematics Careers. This program provides scholarships to academically talented but financially needy students, including those from underrepresented groups, to enable them to pursue degrees in computer science, engineering and mathematics. Project components include: recruitment; selection; financial assistance; student support services including mentoring; and professional development of the scholarship recipients, including research and internship opportunities. Attention is given to improving students' educational experiences through technology utilization, connections to the work environment, improved support programs, and strengthening industry partnerships. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Sisson, Paul Krishna Agarwal Gary Boucher Adrienne Critcher Louisiana State University Shreveport LA Duncan E. McBride Standard Grant 400000 1536 SMET 9178 1536 0000099 Other Applications NEC 0123109 September 15, 2001 Scholarships for Computer Science and Software Engineering. Fifteen students majoring in computer science or software engineering are receiving scholarships annually. These academically-talented students are financially needy and the scholarships are allowing them to undertake fulltime study. The university in cooperation with local business and industry is providing internship and cooperative work experiences, career guidance and opportunities, reviews of software projects and honors theses, and classroom discussion regarding real world practices. These activities are improving the academic and professional performance of the scholars and increasing the number of students continuing on to graduate school. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Henderson, Peter Jonathan Sorenson Panagiotis Linos Zhi-Hong Chen Butler University IN Terry S. Woodin Standard Grant 199500 1536 SMET 9178 1536 0000099 Other Applications NEC 0123110 October 1, 2001 Recruiting and Retaining Diverse High Ability, Low-Income Students in Computer Science, Engineering Technology, and Mathematics. Piedmont Technical College's project increases enrollment, retention and graduation rates in associate degree programs in computer technology, science, engineering, and mathematics (CSEM) for low-income, academically talented students, particularly those from underrepresented populations. This is accomplished through the provision of targeted, comprehensive academic support services, coupled with up to 30 scholarship awards per year. PTC CSEM Scholars are recruited in partnership with school districts and community agencies, with an emphasis on populations that are typically underrepresented in CSEM fields. The project also includes the creation of a "student ambassador corps" to assist in recruitment of high school students, targeted supplementary peer tutoring for students in barrier courses, and peer mentoring by senior CSEM students for students enrolled in developmental courses. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Campbell, Gordon Art Murray Fernando Rincon Piedmont Technical College SC Lesia L. Crumpton-Young Standard Grant 394000 1536 SMET 9178 1536 0000099 Other Applications NEC 0123116 January 1, 2002 Computer Science, Engineering, and Mathematics Scholarships Program (CSEMS). The project goal is to offer a variety of academic services to low-income college students from underrepresented groups to enable them to complete a bachelor's degree and compete in the work force as professionals or continue graduate studies in computer science or electronic engineering technology. The services that the project provides to achieve this goal include scholarship stipends; a program of scholarly activities to prepare students to carry out research; an individual research project; seminars, and other educational activities; tutoring; academic counseling; motivational activities; internship in industry; and activities to assist participants in securing admission to and financial assistance for enrollment in graduate programs, especially in computer science and electronics engineering technology. The one-hundred twenty students selected for the project will be students who are academically talented, have potential to succeed in their studies, but have not had the opportunity to develop their talents and potential due to economic and other limitations. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Aldebol, Sylvia Inter American University of Puerto Rico San Juan PR Duncan E. McBride Standard Grant 399992 1536 SMET 9178 9150 1536 0000099 Other Applications NEC 0123119 January 1, 2002 Computer Science, Engineering & Mathematics Scholarships. This program provides academic and financial support to talented low-income students in applied computer science, mathematics, and industrial computer systems. Program objectives include expanding the professional development opportunities for students, strengthening partnerships between the university and employment sectors related to the targeted disciplines, and retaining project students at a rate that exceeds the retention of non-project students in the same disciplines. Student support structures include group meetings, faculty mentors for scholars, involvement in professional organizations, industrial internships, and shadowing of working professionals in industry. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Lind, Karen Roger Day Illinois State University IL Stephen C. Cooper Standard Grant 412875 1536 SMET 9178 7204 1536 0000099 Other Applications NEC 0123124 January 1, 2002 Building the Technology Workforce in Indiana: Undergraduate Scholarships in Information Technology, Computer Science, and Electronic and Computer Technology. Summary Building the Technology Workforce in Indiana: Undergraduate Scholarships in Information Technology, Computer Science, and Electronic and Computer Technology This project provides thirty-two scholarships to academically talented low-income students enrolled in a newly created Information Technology degree program, or in existing and highly regarded programs in Computer Science, and Electronic and Computer Technology. As part of the program, scholars are embraced in a unique First Year learning community designed to provide academic and social support to ensure their continued success toward their degree and in the university environment. Faculty advisor/mentors build relationships with the scholars, providing critical support as they monitor and guide. Internships with high tech industry partners offer scholars valuable career related experiences. Placement of graduating scholars in the workplace is facilitated through workshops and individual assistance. The program incorporates a wide range of student support services aimed to improve scholarship, retention to graduation, and successful employment in appropriate high technology careers. PROPOSAL NO.: PRINCIPAL INVESTIGATOR: INSTITUTION NAME: TITLE: NSF RECEIVED DATE: 0123124 Easton, Richard Indiana State University Building the Technology Workforce in Indiana: NSF Undergraduate Scholarships in Information Technology, Computer Science, MIS, and Electronic and Compu 05/01/2001 S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Easton, Richard Bruce McLaren Darlene Hantzis Ngoba Maloba Indiana State University IN Stephen C. Cooper Standard Grant 399142 1536 SMET 9178 1536 0000099 Other Applications NEC 0123126 March 1, 2002 Academic, Mentoring and Financial Support for Upperclass Students in Computer Science, Engineering, Mathematics and Technology. This program is a multi-faceted approach to retain and graduate talented, but financially needy, juniors and seniors in mechanical engineering, civil engineering, chemical engineering, electrical engineering, engineering administration, computer-aided drafting and design technology, mathematics and computer science and to assist them with career placement. The project builds on well-established academic support services, a mentoring program, career services and placement, established and thriving cooperative education and internship programs, and industrial partnerships through industrial advisory boards and research projects. The student support structure includes mentoring by both faculty and industry representatives through learning communities, as well as synchronous and asynchronous on-line conversations among scholars, faculty, and industry representatives. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Tichenor, Dolores Von Richards Timothy Tyler Debra VanRie Stanley Yoder Tri-State University IN Mark James Burge Standard Grant 400000 1536 SMET 9178 1536 0000099 Other Applications NEC 0123128 July 1, 2002 NSF Technology Scholars Program. This program provides scholarships for students pursuing degrees in mathematics, electrical engineering technology, mechanical engineering technology, pre-engineering, and computer science. Technology Scholars are supported through a series of orientations, seminars, mentoring activities, internships, and other special events to ensure that they persist in their educational and career goals. Scholars develop experiential knowledge of job prospects in high technology fields and establish valuable connections with other professionals, prospective employers, and higher education representatives. Scholars maintain an on-line personal growth portfolio that is monitored by faculty advisors. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Keller, David Robert Driggs Kirkwood Community College IA Sheryl A. Sorby Standard Grant 400000 1536 SMET 9178 1536 0000099 Other Applications NEC 0123130 October 1, 2001 Galveston Aggie Technology and Engineering Scholarships (GATES). This program provides financial and academic support for students in marine engineering technology, marine engineering technology with license option and maritime systems engineering. Students from eight especially diverse high schools in the Houston/Galveston area are recruited to participate in the program as entering freshmen, and are tracked as a cohort over the four year duration. Selection of participants is based on an application process reviewed by a selection committee and is competitive based on standard criteria including financial need and merit. The program provides specialized diagnostic testing, tutoring, supplemental instruction, mentoring and career services to help them successfully persist, graduate and find employment or pursue a graduate degree in the engineering field. A summer bridge workshop in mathematics is a critical element in preparing the entering students. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Ravens, Thomas Raresh Pascali Texas A&M Research Foundation TX Duncan E. McBride Standard Grant 343724 1536 SMET 9178 1536 0000099 Other Applications NEC 0123137 January 15, 2002 Recruitment, Retention, and Advancement Initiative for Student Excellence (RAISE). The scholarship program is structured to support 32 minority and/or female student participants. Scholars are selected from students who have or will receive associate degrees in science and technology from appropriate programs and who express intent to major in one of the CSEMS disciplines. Students are recruited primarily, but not exclusively, from the local/state community college(s) participating in articulation agreement(s) with Southern University. Scholars are selected based on financial need and academic achievement. Students are co-advised by academic mentors. They participate in structured mentoring programs and various student development seminars/workshops, register with the SU Career Services Office, and participate in Career Services-offered career workshops. The scholarship program helps improve retention rates for capable students citing financial difficulties as reasons not to complete bachelor's degrees in CSEMS fields. Retention will also improve due to better preparedness of students having received needed remedial instruction before they come to the four-year college. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Crosby, Karen Mildred Smalley Southern University LA Mark James Burge Standard Grant 399000 1536 SMET 9178 9150 1536 0000099 Other Applications NEC 0123141 July 1, 2002 Centennial Scholars: Access to "Learn by Doing" Polytechnic Education NSF Computer Science, Engineering, and Mathematics Scholarships Program. Project Summary. The Centennial Scholars Project is allowing students with high academic potential and financial need to benefit from a laboratory-intensive curriculum providing hands-on education, partnerships with industry, and access to senior faculty in small classes. Twenty-nine scholarships of $3,125 each are being awarded annually to students majoring in mathematics, industrial and manufacturing engineering, mechanical engineering, or computer science. The majority of the scholarships are two-year awards for freshmen; these scholarships are automatically renewed providing the students maintain eligibility. A special emphasis is placed on assisting the scholars in overcoming points of unusually high attrition (normally the first five quarters of enrollment for freshmen and the first year for transfer students) more successfully than a demographically comparable group. The support services available include mentoring by alumni with industry experience, supplemental instruction in mathematics and physics, prioritized access to academic enrichment resources, and opportunities for hands-on research. PROPOSAL NO.: PRINCIPAL INVESTIGATOR: INSTITUTION NAME: TITLE: NSF RECEIVED DATE: 0123141 Patton, Linda California Polytechnic State University Foundation Centennial Scholars: Access to "Learn by Doing" Polytechnic Education NSF Computer Science, Engineering, and Mathematics Scholarships Program 05/01/2001 S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Patton, Linda Sema Alptekin Saeed Niku Mei-Ling Liu Susan Sparling California Polytechnic State University Foundation CA Bevlee A. Watford Standard Grant 399367 1536 SMET 9178 1536 0000099 Other Applications NEC 0123143 September 1, 2002 Academic Success Project (ASP) for Computer Science, Engineering and Mathematics. The Academic Success Project (ASP) for Engineering, Computer Science and Mathematics combines academic courses with supplemental instruction and guidance, field trips to businesses and universities, lab tutoring and mentoring programs, guest speakers, and access to an intensive summer program for designed to help mathematics, engineering, and science majors stay on-target with their studies, as well as to become familiar with the 4-year college environment. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Pisa, Sheila Matthew Barboza Riverside Community College District CA Sheryl A. Sorby Standard Grant 400000 1536 SMET 9178 1536 0000099 Other Applications NEC 0123144 April 1, 2002 Undergraduate Scholarships in Computer Science and Mathematics. This project supports undergraduate students in computer science and mathematics through scholarships, mentoring, internships, research experience, conference participation and other activities. The project provides four scholarships each academic year: two for lower division students, and two for upper division students. Scholarships are awarded to students with demonstrated financial need on the basis of academic record, professional promise, and character. Scholarship recipients are encouraged to take advantage of various opportunities in the Math and Computer Science Departments that will be enhanced by this project. Students obtain professional training through internship programs with local high technology companies, participation in research with faculty members, and attendance at seminars and professional meetings. Scholars receive support and mentoring by faculty, and are provided additional activities and mentoring opportunities specially designed to meet the needs of female students. Leadership skills are developed through community service, teaching assignments (both within the Department and in the local area), and administration of the annual mathematics contest for high school students. Scholarship recipients are expected to take leadership roles in community-building activities sponsored by the Department. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Kihlstrom, Kim Russell Howell Patti Hunter Westmont College CA Stephen C. Cooper Standard Grant 55000 1536 SMET 9178 1536 0000099 Other Applications NEC 0123146 September 15, 2001 Collaborative Interdisciplinary Research Community (CIRC). Arizona State University College of Engineering and Applied Sciences (CEAS) NSF CEAS Collaborative Interdisciplinary Research Community (CIRC) Scholars Program Project Abstract This project provides 40 scholarships to talented low-income students majoring in computer science and engineering. The program called the Collaborative Interdisciplinary Research Community (CIRC) Scholars Program, includes a CIRC Academic Enrichment Program and the Research Orientation Workshops (ROW) Program. This project enables ASU to recruit and to retain high quality students with financial need who, without this support, might not be able to continue their education on a full time basis. The focus of the recruitment is on students of junior or higher standing and transfer students, but also includes some sophomores and some graduate students with special financial needs. Underrepresented minority students in computer science and engineering (African American, Hispanic, Native American, and women) are especially recruited for these scholarships. The College of Engineering and Applied Sciences (CEAS) at ASU has a well, established infrastructure to support the project. Key to the support of the scholars, is the requirement to participate in an Academic Enrichment Program that includes workshops on study skills and close mentoring and monitoring by ASU staff and faculty, as well as the Research Orientation Workshops (ROW) Program, which concentrates on research and graduate school. Scholars are also offered the opportunity to participate in one of ASU's high profile research groups in the CEAS. PROPOSAL NO.: PRINCIPAL INVESTIGATOR: INSTITUTION NAME: TITLE: NSF RECEIVED DATE: 0123146 Anderson-Rowland, Mary Arizona State University Department of Collaborative Interdisciplinary Research Community (CIRC) 05/01/2001 S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Anderson-Rowland, Mary Paul Johnson Doris Roman Arizona State University AZ Stephen C. Cooper Standard Grant 400000 1536 SMET 9178 1536 0000099 Other Applications NEC 0123154 September 15, 2001 Folding and Unfolding: Making Contemporary Research in Computational Geometry Accessible to a Broad Spectrum of Students. This project builds on the PI's research in computational geometry, a branch of computer science with deep mathematical roots and ties to many applications areas, including computer graphics, robotics, and manufacturing. The PI's recent research on folding and unfolding, is a topic brimming with easily comprehended unsolved mathematical problems, and with connections to protein folding, to manufacturing by sheet metal bending, and to a host of other application areas. This project aims to incorporate the latest research in this developing area into educational levels from grade school through graduate school and industrial research: origami constructions in grade school, creating folding toys in middle school, a two-week summer high school course, a new interdisciplinary college course, "Folding and Unfolding in Engineering" touching on topics from design of the Space Shuttle robotic arms to automotive air bag unfurling, an academic monograph readable at several levels, and software addressing industrial needs. The goal of the project is to communicate the depth of frontier research, the joy of exploring it and its practical usefulness, to all these different constituencies, capitalizing on the rare accessibility of the research. TEACHER PREPARATION PROGRAM DISTINGUISHED TEACHING SCHOLAR DUE EHR O'Rourke, Joseph Smith College MA Russell L. Pimmel Standard Grant 301793 7348 1746 SMET 9178 1746 0000099 Other Applications NEC 0123168 January 15, 2002 Program for Attracting and Retaining Scholars in Computer and Mathematical Sciences. The major objective of this program is to increase the overall number of graduates in computer science and mathematics coming from economically disadvantaged backgrounds. We are especially interested in increasing the opportunities for students from the Northwest North Carolina region to pursue a degree in computer science or mathematical sciences. In order to achieve this goal, we are improving the student support infrastructure available for the CSEMS scholars community, and building partnerships with regional high technology industries. Scholars in the program participate in a variety of activities and use support services designed to achieve program goals. Community building is by participation in Freshmen Learning Communities, membership in student organizations like ACM and MAA student chapters, and departmental receptions and seminars. Academic success is bolstered through faculty mentors, lab tutors, and the extensive university support services. Through the Cooperative Education program, the Computer Science Industry Advisory Board, and ASU's Career Development Center, scholars are positioned to take advantage of a variety of employment opportunities in the high technology workforce. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Tashakkori, Rahman James Wilkes Cindy Norris Eric Marland Alan Arnholt Appalachian State University NC Pratibha Varma-Nelson Standard Grant 398495 1536 SMET 9178 1536 0000099 Other Applications NEC 0123169 January 15, 2002 Humacao Research Scholarships: Increasing Student Achievement in Computational Mathematics. This program provides scholarships to talented, low-income students enrolled in the Computational Mathematics Program (CMP). The Humacao Research Scholarship (HRS) program uses existing programs to recruit high school students and provide them with academic support. The program uses undergraduate research as a strategy to increase student academic achievement and retention and to establish mentorship relations. This strategy has proved to be successful in the CMP. A summer bridge program is offered to HRS students admitted from high school to the CMP. Another component of the program are workshops, which cover topics such as careers in the mathematical sciences and information on graduate programs. Faculty coordinate and oversee all activities relating to the program. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Sotero, Jose Ivelisse Rubio University of Puerto Rico at Humacao PR Lee L. Zia Standard Grant 340281 1536 SMET 9178 9150 1536 0000099 Other Applications NEC 0123173 January 1, 2002 21st Century Scholars: Putting Computer Science, Mathematics and Engineering to Work. The 21st Century Scholars Program is providing scholarships for students studying in the areas of computer science, mathematics and engineering (CSEM). This important program provides a vital link between the workforce needs of Danville's employers and a pool of potential employees in need of the resources to gain vital skills. Objectives are to (a) provide financial assistance for students to earn an associate's degree in a CSEM field and (b) allow area residents to prepare for jobs in the areas that impact the local economy. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR York, Donald Danville Area Community College IL Deborah E. Allen Standard Grant 400000 1536 SMET 9178 1536 0000099 Other Applications NEC 0123198 August 15, 2001 Computer Science Scholarship Project. The goal of this scholarship project is to help produce additional computer science graduates to meet industry demands. Computer science graduates from the college have been successful in both industry and graduate school, and the college has a very strong relationship with the local technology-related industry. The curriculum in computer science has been evaluated and refined recently by both internal and external reviewers and shown to produce high quality graduates. Students also have the opportunity to participate in a variety of service activities, including community service. The program is producing graduates who are making a contribution to the computing profession by maintaining high standards and a rigorous curriculum that has evolved with the changes in the discipline. Programs like this project are enabling the college to further leverage the almost 20 year investment in computer science by increasing retention and enrollment. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Battig, Michael John Trono Saint Michael's College VT Lee L. Zia Standard Grant 199960 1536 SMET 9178 1536 0000099 Other Applications NEC 0123208 November 15, 2001 Mathematics, Computer Science and Technology Pipeline Scholarship Program. Purchase College, State University of New York (SUNY) is unlike many institutions of higher education in the U.S. because it has outstanding Mathematics/Computer Science and New Media technology undergraduate research programs that serve a combined total of 60% economically disadvantaged students, 30% minority students, 29% women, and 5% disabled. These programs successfully place graduates in the high technology workforce or graduate school. They also maintain strong partnerships with other local colleges and high technology industry. Due to these strengths, Purchase has established a consortium with Dutchess Community College (DCC), Orange County Community College (OCCC), Rockland Community College (RCC), Westchester Community College (WCC), IBM, Modem Media, and seven successful Purchase programs that serve economically disadvantaged and underrepresented minority students. The Consortium, with Purchase as its leader, is developing and implementing a Mathematics, Computer Science and Technology Pipeline Scholarship Program. The specific objectives of the Program are: 1. To recruit 30 academically talented, economically disadvantaged, underrepresented minority, women, and disabled students into AA, AS, AAS, and BA degree programs in mathematics, computer science and technology. 2. To provide research opportunities and academic and financial support for 100% of program participants to increase their retention to degree achievement. 3. To assist 100% of degree recipients with job/graduate school placement in the fields of mathematics, computer science and technology. 4. To increase collaborative arrangements among associate and baccalaureate degree-granting institutions and the local high technology industry. 5. To assess, document, and disseminate the effectiveness of 100% of the proposed activities implemented through this model Pipeline Scholarship Program. This Program will be managed by Principle Investigator (PI) Dr. Peter Ohring, in cooperation with six Co-PIs and a Steering Committee consisting of representatives from each of the five Consortium institutions and local high technology industry. The PI will oversee publicity, student recruitment and selection, monitoring of student progress, financial administration, and Program assessment. The Co-PIs will coordinate student support programs and services. Concluding the four-year grant cycle, a total of 120 students will receive AA, AS, AAS, or BA degrees, and be placed in the mathematics, computer science, and technology workforce or graduate programs. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Ohring, Peter Judith Tavel Joseph Skrivanek Jeanine Meyer Rowan Lindley SUNY College at Purchase NY Bert E. Holmes Standard Grant 400000 1536 SMET 9178 1536 0000099 Other Applications NEC 0123219 October 1, 2001 Scholarship Assistance for Technology Students (SATS). The Scholarship Assistance for Technology Students program at Northwest-Shoals Community College has the primary goal of inspiring motivation in academically talented program participants to complete a college core curriculum and graduate with AS degrees in computer science, engineering, or mathematics. The Alabama Appalachian area the College serves contains significant numbers of needy students from underrepresented groups who are currently enrolled in math, engineering, and/or computer science degree and non-degree programs. Students are given financial assistance and opportunity to study in these fields, graduate with either a two-year terminal degree in these fields or transfer to four-year colleges to complete their degrees. A solid foundation of networking between the College and local employers is used as a base for mentoring scholars and for placing the trained students into a career related to their education. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Walker, Claudia Edwin Carter Steve McGouyrk Teresa Roberson Northwest-Shoals Community College AL Sheryl A. Sorby Standard Grant 400000 1536 SMET 9178 1536 0000099 Other Applications NEC 0123223 September 1, 2002 Computer Science, Engineering, and Mathematics Scholarships Program (CSEMS). This program is designed to encourage talented but economically disadvantaged students to major in mathematics, computer science, and CIS at Towson University and to assist them in being successful in its completion. The program pro-actively solicits applications from districts that have significant populations of women and ethnic minority students, since those groups have not chosen these programs in large numbers. Towson University coordinates and supervises the designated cohort groups through three management committees, provides support services, and provides additional financial support from the two centers in the College of Science and Mathematics and from existing corporate partners. Regular academic support services are available to these scholars, including matriculation and admission assistance, advisement and counseling, tutoring, career advisement, securing internships or part-time employment, and assistance with job placement at graduation. In addition to these services, scholars are expected to participate in a special support community, have access to specialized tutoring assistance, and be given financial assistance for joining a student chapter of a national professional association. Though all the regular student support mechanisms on campus are available for this group, a coalition of educators, students, and local professionals serve to support them and to provide a nurturing community of scholars to assure their success. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Little, Joyce Martha Siegel Towson University MD Lee L. Zia Standard Grant 396000 1536 SMET 9178 1536 0000099 Other Applications NEC 0123279 July 15, 2001 Faculty Development Workshops: PSP and TSPi. Computer Science (31) This projects provides funding for faculty to participate in workshops on the Personal Software Process and the Team Software Process leading to enhanced ability to teach these software engineering methodologies to undergraduate students. The workshops are a joint activity of Southern Polytechnic State University and the Software Engineering Institute of Carnegie Mellon University. The funding is used to support faculty who otherwise would not be able to attend. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Diaz-Herrera, Jorge Robert Cannon Thomas Hilburn Southern Polytechnic State University GA Ernest L. McDuffie Standard Grant 18760 7427 SMET 9178 0000099 Other Applications NEC 0123300 April 15, 2002 Silicon Run Implantation Video. The Silicon Run Series consists of topical videos on semiconductor manufacturing. This format, which includes overviews as well as process specific videos, has proven invaluable to instructors who often must teach courses to students at different levels of technical understanding. The Silicon Run series currently consists of the following videos: Introductory: Overview Silicon Run Lite 30 min. Intermediate: Overview Silicon Run I - 2nd Edition 40 min. Silicon Run II 35 min. Advanced: Process-Specific: Silicon Run Deposition 31 min. Silicon Run Lithography 31 min. Silicon Run Etch 37 min. Silicon Run Ion Implantation (to be produced) The objective of Silicon Run Ion Implantation is to complete the Series with a 30 minute video production featuring the process whereby impurities, known as dopants, are introduced into silicon wafers to alter the electrical conductivity of specific regions. As with the rest of the Series, this video is designed for undergraduate electrical engineering and engineering technology courses and for industry's semiconductor technician training programs. Educators who use the Series to supplement their courses are specifically requesting the production of this last video to ensure they have in-depth coverage of all four semiconductor processes. To them, the videos provide their students what they themselves can not; an intimate close-up view inside an IC fabrication facility. Industry's restrictive policies, due to clean room procedures and competitive issues, make manufacturing sites unavailable to the public and even to in-house employees. This inaccessibility has proven an educational challenge which the Silicon Run Series has addressed through its videos. The production of quality educational videos is the method being employed to visually document state-of-the-art ion implantation and make it relevant to semiconductor education and technician training programs. This requires the participation of professors and industrial trainers to ensure content accuracy; corporate sponsors to provide funding and access to industrial locations: and media artists to capture the process in a professional video format that can be edit into an engaging storyline. Animation, microscopic filming, and special effects are used to enhance understanding. The production of Ion Implantation will complete the Silicon Run Series so it can serve these programs as an educational tool that provides a realistic look at semiconductor manufacturing. ADVANCED TECH EDUCATION PROG DUE EHR Carranza, Ruth Dave Hata Film Arts Foundation CA Duncan E. McBride Standard Grant 110000 7412 SMET 9178 1032 0000099 Other Applications NEC 0123319 December 1, 2001 Presidential Awards for Excellence In Science, Mathematics and Engineering Mentoring. Mentor Net is an innovative program that uses the Internet as a vehicle to do large-scale mentoring, especially of women. During the 2000-2001 program year, two thousand students were matched with one thousand nine hundred and thirteen mentors representing six hundred and ninety companies; seventy affiliated colleges and universities participated. The large network of mentors from industry and government laboratories it has developed provide those mentored with a better understanding of a field, occupation, or organization, including cultural factors, typical professional and personal rewards, likely challenges, and strategies for success. This program is particularly beneficial in its support of undergraduate and graduate women students who are currently enrolled in engineering or science programs in higher education. The program is successful in the retention of women in mathematics, science, and engineering majors and careers. Involving a large and increasing number of diverse companies is a key benefit. There is also a strong emphasis on the evaluation of the program, which works to continually improve the MentorNet operation, and also documents the program's impressive statistics in supporting the retention of diverse students in science, engineering, and technology. The training and feedback mechanism for mentors makes this program even more effective, ensuring that the mentors know how to interact with the students successfully. PRES AWDS FOR EXCELL IN SCI DUE EHR Muller, Carol San Jose State University Foundation CA Marilyn J. Suiter Standard Grant 10000 1593 SMET 9178 0123321 December 1, 2001 Presidential Awards for Excellence In Science, Mathematics and Engineering Mentoring. Dr. Judith K. Gwathmey has given exceedingly personal attention to her mentees from the time she identifies them. She is said to frequently identify a "diamond in the rough," who she supports through their formal education and into their careers. Gwathmey currently heads the Institute for Cardiovascular Diseases and Muscle Research Institute, and holds a faculty position at Boston University School of Medicine, as well as adjunct or lecturer positions with Harvard Medical School, Massachusetts Institute of Technology, and Tufts University School of Veterinary Medicine. Along with her active research, teaching, and consulting activities, she is an active mentor, described as personally generous with time and financial resources to support her mentees. Gwathmey has provided students with financial support for tuition and books from her personal income. Her direct, "hands-on" mentoring style provides students with research opportunities, guidance on presenting research outcomes, and lessons in how to compete successfully in academic science. Those she has mentored include high-school students through doctoral students and faculty; fifty-six persons mentored. She has demonstrated a keen interest in students from underrepresented groups, and has employed a diverse, multi-national staff in her laboratory. Although her efforts are not aligned with the programs of a traditional education institution, she has had broad success with many individuals who are likely to replicate her mentoring in their own careers. PRES AWDS FOR EXCELL IN SCI DUE EHR Gwathmey, Judith Institute for Cardiovascular Diseases and Muscle Research MA Marilyn J. Suiter Standard Grant 10000 1593 SMET 9178 0123325 December 1, 2001 Presidential Awards for Excellence In Science, Mathematics and Engineering Mentoring. Dr. Therese Markow has worked to involve significant numbers of undergraduate and graduate students in active research, including co-authoring scientific papers with undergraduate students at Arizona State University, where she held a faculty position in the biological sciences. She initiated the Minority Access to Research Careers program at ASU in 1993. The program works to improve support for students from underrepresented groups who may enter research careers in bioscience. ASU MARC participants receive a wide range of support. The program has helped many minority students pursue research careers in the general biological sciences, with particular focus on and success among Native American students; more than twenty-eight undergraduate students, twenty-one graduate students, and nine post-doctoral students were mentored. Dr. Markow was especially noted by her students for conveying her passion and integrity as a scientist. Her international research record and partnership with her students in research publication are meaningful reflections of her dedication. Although Dr. Markow is now Regents Professor of Ecology and Evolutionary Biology at the University of Arizona, the ASU MARC program continues. PRES AWDS FOR EXCELL IN SCI DUE EHR Markow, Therese University of Arizona AZ David L. Temple Jr. Standard Grant 10000 1593 SMET 9178 0123327 December 1, 2001 Presidential Awards for Excellence In Science, Mathematics and Engineering Mentoring. Ms. Pamela Dase is a gifted teacher of high-school mathematics who has made an extraordinary effort to mentor high-school students. In support her classes at Centennial High School in the Columbus Public School system, she advocated for the Algebra for All pilot program for all students in her building. Centennial High School is described as an urban school with a significantly diverse student population, including students for who English is a second language. Dase is a champion for increased math requirements; she has high expectations of her students and they respond. She provides after-school support to ensure that students are successful. One indicator of the outcome may be that Centennial's students tend to score higher that the district average on statewide proficiency tests. Her principal describes Dase as a veteran teacher (thirty-two years) who is a trendsetter and role model, working with more junior staff to incorporate technology throughout the curriculum and in all classes. Dase's students have gone on to achieve doctorates in molecular biology, physics, and mathematics, as well as baccalaureate degrees in diverse areas. Several of her students have become teachers of mathematics; one such student is now a teacher at the same school. PRES AWDS FOR EXCELL IN SCI DUE EHR Dase, Pamela Columbus Public Schools OH Marilyn J. Suiter Standard Grant 10000 1593 SMET 9178 0123328 December 1, 2001 Presidential Awards for Excellence In Science, Mathematics and Engineering Mentoring. The Maryland Mathematics, Engineering, Science Achievement (MESA) Program was founded in 1976 by the Applied Physics Laboratory of the Johns Hopkins University. MESA works to create a superior education process that enables American students of African, Latino, and Native American heritage to achieve and contribute their full potential in mathematics, engineering, science, and technology. The program has shown steady growth since its inception and number and the percent of participants going on to enroll in college has steadily increased. Maryland MESA currently includes partnerships with colleges and universities, business and industry, government, community organizations, parents, and more than 143 schools in 15 counties across Maryland. MESA activities are multi-faceted and include academic tutorials, Saturday academies, field trips, communications skills training, science and engineering projects, and advisor workshops. The program's success is reflected in the 84% of the program graduates who go on to college, and the 79% who pursue degrees in science, mathematics, or engineering. In the most recent program year, 1999-2000, more than 2,200 elementary, middle- and high-school students participated, of whom 1,332 (58%) are female, 957 (42%) male; with the ethnic distribution of 1,720 (75%) African Americans, 33 Latinos (1.5%), and 11 (.5%) Native Americans, as well as 376 (16.5%) Caucasians, 123 (5.5%) Asian Americans, and 26 (1%) others. Maryland MESA students also earn higher scores on the SAT than the national and state averages. PRES AWDS FOR EXCELL IN SCI DUE EHR Willis, Robert Johns Hopkins University MD Marilyn J. Suiter Standard Grant 10000 1593 SMET 9178 0123331 December 1, 2001 Presidential Awards for Excellence In Science, Mathematics and Engineering Mentoring. The Department of Science and Engineering Support (DSES) of the National Technical Institution for the Deaf (NTID) has provided access and educational serves to hearing disabled/impaired students at the Rochester Institute of Technology (RIT) for more than thirty years. Each year the program serves100 students who receive degrees in science, mathematics, and engineering, and 10-15 underprepared high-school students in a pre-baccalaureate program, as well as 150-200 students who are matriculating in other majors and taking science/mathematics as part of their curricular requirements. NTID DSES provides mentoring through advising/counseling, tutoring, instruction, note-taking and interpretive services, and as a liaison with host colleges as advocates for students. Those activities are deemed as critical for this population of students who are otherwise ignored or invisible in mainstream education. Also, it is especially beneficial to the greater population of students who are not hearing impaired, to be mentored in relating to the hearing impaired. This is a positive effect for global society. Programs and networks within the NTID are well planned, carefully documented, and provide a trusted base for participants. PRES AWDS FOR EXCELL IN SCI DUE EHR Saur, Rosemary Gail Binder Dominic Bozzelli Peter Lalley Rochester Institute of Tech NY Marilyn J. Suiter Standard Grant 12000 1593 SMET 9178 0123333 December 1, 2001 Presidential Awards for Excellence In Science, Mathematics and Engineering Mentoring. The AAAS Project on Science, Technology, and Disability has played a leadership role in supporting the advancement of people with disabilities in science, mathematics and engineering since 1975, more than a decade before the mandate of the Americans with Disabilities Act. This program encourages scientists and engineers to self-identify and thus created the AAAS Resource Group of Scientists and Engineers with Disabilities, producing a group of about 1,000 scientists and engineers who serve as mentors. The AAAS Disability Project has become the most important resource for individuals and organizations seeking to encourage the entry and advancement of person with disabilities in science and engineering. The AAAS Disability Project, has a new program: Entry Point!, which has made more than 245 placements of students with disabilities in paid summer internships. The students are diverse in ethnicity, gender, and type of disability. All are mentored through the process of application, internship offer, relocation, research work, and follow up. PRES AWDS FOR EXCELL IN SCI DUE EHR Stern, Virginia American Association For Advancement Science DC Marilyn J. Suiter Standard Grant 10000 1593 SMET 9178 0123561 September 1, 2001 The Physics of Everyday Life: Java Applets and Interactive Lecture Demonstrations for Non-science Students. The project aims to address the problem that physics, or more specifically physics courses, are widely held to be difficult, unpleasant, and irrelevant, even though physics provides the foundation of much of modern technology. The objective of this work is to change the curriculum and method of presentation of undergraduate physics courses to make them popular, engaging, and more effective at providing widespread understanding of physics concepts as they apply to the world around us. The approach that is being taken to achieve this goal is to first develop a novel introductory course for non-science students that will build on the unique curriculum put forth in the new textbook "How things work; the physics of everyday life". Interactive Java applets and interactive lecture demonstrations (ILDs) are being developed that cover the topics in this text, and thereby provide novel presentation formats to go with this novel curriculum. Applets and ILDs are two of the innovations that science education research has shown contribute substantially to student conceptual learning. Through the use of readily available technology these can also be easily and inexpensively implemented in the standard large lecture course format. The physics for nonscientists course is specifically targeted because it has the capability of reaching large numbers of students, but the institutional and disciplinary barriers to introducing such radical changes in it are uniquely low compared to other physics courses. However, demonstrated success in this course is likely to result in similar changes being adopted in the rest of the undergraduate physics curriculum, and the applets and ILDs being developed can be used equally well in a variety of courses. The development of these applets and ILDs heavily utilize the same skills that have made the PI a highly successful experimental physicist, and their effectiveness is being assessed using standard techniques of education research. The Wiley publishing company will vigorously pursue the implementation and distribution of these innovations. DISTINGUISHED TEACHING SCHOLAR OFFICE OF MULTIDISCIPLINARY AC DUE EHR Wieman, Carl University of Colorado at Boulder CO Russell L. Pimmel Standard Grant 325802 1746 1253 SMET 9178 1746 0000099 Other Applications NEC 0123848 August 15, 2001 Scholarships for Information Technology, Engineering Technology, and Mathematics Students at Suffolk County Community College. This comprehensive scholarship program is promoting the success of 30 Information Technology, Engineering & Technology, and Mathematics students (ITETM) each year. The students demonstrate academic potential and talent and are enrolled in a ITETM program leading to an Associate degree. The ITETM Project has the following objectives and goals: (1) To increase the number of educated, skilled employees in technical areas of local and national need; (2) To improve educational opportunities for talented NSF-CSEMS students from special populations, such as low-income, disabled, educationally disadvantaged or underrepresented; (3) To increase student retention rates for degree achievement and transfer; and (4) To strengthen partnerships between the college, area high schools and colleges, and local high technology industries. (5) To expand research experiences for students in ITETM disciplines by forming and strengthening partnerships with high tech industries on Long Island. The ITETM Project is being evaluated in terms of: (1) student retention, graduation and transfer (to four-year colleges) rates and/or attainment of employment in computer science, engineering, and other technology areas; (2) success rates in passing specific industry certification exams; and (3) satisfaction of local industry and communities with the results of the program. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Russo, Michael Robert Warasila Iordan Michev Suffolk Community College NY Lee L. Zia Standard Grant 413000 1536 SMET 9178 1536 0000099 Other Applications NEC 0123884 September 15, 2001 Fostering Effective Multidisciplinary Student Teams Through Engineering Projects in Community Service. Over the past ten years, it has become widely recognized that engineering students need skills that go beyond their technical strengths: skills in communication, project planning, and teamwork, as well as an awareness of the customer in an engineering design project, of ethical and professional issues, and of the social and global context in which their engineering is employed. A key component of this broader education is experience in collaborating with people from many disciplines. At the same time that engineering students are faced with the need to learn "soft skills," students from essentially all other disciplines are faced with a need to understand and appreciate technology. A powerful vehicle for enhancing the technical fluency of non-technical students is participation on design-oriented project teams with students from technical disciplines. The PI is leading a faculty team from education, organizational psychology, organizational communication, and engineering to address the issue of fostering effective multidisciplinary student teams. The EPICS (Engineering Projects in Community Service) program provides the framework for the proposed work. EPICS students earn academic credit for long-term, multidisciplinary, team-based projects that solve technology-based problems faced by not-for-profit community service agencies, K-12 schools, museums, and municipal organizations. Founded at Purdue in 1995, EPICS programs are in progress at six universities and planned at two more, with over 500 students participating on over 50 project teams paired with community partners. Although EPICS projects are engineering-centered, effective real-world solutions rarely depend on a single discipline. The quality of the teams' solutions and the breadth of the students' educational experience will therefore be profoundly affected if the institutional and educational challenges to creating well-functioning multidisciplinary teams can be addressed. Outcomes of the project are anticipated in three areas: Student learning outcomes: The project is developing vehicles to enhance students' ability to work effectively on multidisciplinary teams. As a result of their experience, students should be able to: identify and articulate areas of contribution from their discipline; apply their disciplinary knowledge to advance the team's goals; respect the contributions of individuals from other disciplines; describe how different disciplines add to the effectiveness of the team; enjoy the interactions with other disciplines in accomplishing the team's objectives. EPICS / Program outcomes: The increased effectiveness of the student teams enhances the ability of the teams to meet their community partner's needs. Pedagogical Methods outcomes: The project is developing a body of experience that draws on research and practice from several fields, and recasting the findings to apply them to the specific problems faced by teams of undergraduates in an academic setting. By developing structures and processes that transform EPICS into a truly multidisciplinary program, the potential impact extends beyond the student, program, and pedagogical outcomes. EPICS provides a framework for the in-context integration of faculty research and undergraduate education by the faculty from the many disciplines who will advise teams, bringing the full spectrum of research into the classroom. The collaboration of Engineering, Science, Education, and Liberal Arts has the potential to break down institutional barriers, transforming the way we think about the university. The partnership between student teams and the community gives both students and the people with whom they work a new view of the university, with the potential to transform the image of science and engineering. TEACHER PREPARATION PROGRAM DISTINGUISHED TEACHING SCHOLAR DUE EHR Jamieson, Leah Purdue University IN Russell L. Pimmel Standard Grant 305000 7348 1746 SMET 9178 1746 0000099 Other Applications NEC 0123899 September 15, 2001 On-line Resources for Teaching With Peer Instruction. In recent years, problems in science education in American high schools, colleges, and universities have been widely publicized and have aroused great concern. In particular, the traditional lecture approach, common in college and university introductory science courses, often fails to help students master key concepts. Students may learn to follow recipe-like algorithms for solving problems, but they lack understanding of some of the most basic ideas. A number of strategies have been developed to improve the teaching of these courses, several of which can be used in a variety of disciplines. Over the past ten years, we have established that one effective way to improve student learning in undergraduate science courses is to incorporate cooperative learning exercises into otherwise traditional lectures, using a strategy called "Peer Instruction"(PI). Use of PI has spread rapidly around the world; many faculty tell us that they have found PI both successful in improving their students' learning and easy to implement and adapt to their particular contexts. Peer Instruction is used widely in physics, chemistry, and astronomy, and implementation is beginning in biology, engineering, and mathematics. The goals of this project are to make Peer Instruction easier to implement for instructors, and to reinforce active learning habits for students in Peer Instruction-taught classes, through development of web-based electronic resources. Specifically,the project is developing Internet utilities that allow instructors to download class-ready materials and to automate production of a course web site for courses taught using Peer Instruction. A self-test and self-study facility for students is also being developed. These resources aim to lower the threshold to implementing Peer Instruction or similar techniques to promote cooperative learning. DISTINGUISHED TEACHING SCHOLAR OFFICE OF MULTIDISCIPLINARY AC DUE EHR Mazur, Eric Harvard University MA Nancy L. Pruitt Standard Grant 305000 1746 1253 SMET 9178 1746 0000099 Other Applications NEC 0123904 September 15, 2001 Instructional Materials for Nanoscale Science and Technology. This project aims to create and disseminate instructional materials on nanoscale science and technology for use in undergraduate science and engineering curricula. A text, demonstrations, and laboratory experiments are being developed around the themes of nanoparticles, nanoporous materials, and nanoarchitectures. Examples of nanoparticles include colloidal metals, ferrofluids, semiconductor quantum dots, and artificial atoms. Nanoporous materials include aerogels, dendrimers, micelles, and zeolites. Nanoarchitectures focuses on nanotubes, amorphous metals and quasicrystals, giant magnetoresistance (GMR) structures, LEDs/diode lasers, self-assembly, and surface reconstruction. Collectively, these products illustrate the importance of surface effects, the limitations of scaling laws, and the onset of quantum effects as nanoscale dimensions are approached. They also demonstrate the tools and techniques required for nanoscale studies, including scanning probe microscopies, lithographic and contact printing techniques, and mechanical, electrical, optical, and magnetic characterization of materials and devices. The project is being conducted with assistance from experts from academia, industry, and national laboratories, and with resources from the University of Wisconsin-Madison NSF-supported Materials Research Science and Engineering Center (MRSEC) on Nanostructured Materials and Interfaces. The inherently interdisciplinary themes of nanoscale science and technology will be adapted for use in a variety of science, mathematics, engineering and echnology (SMET) classes through a pair of workshops. The first workshop aims to acquaint leading individuals from various SMET disciplines with the materials being developed so as to customize them for use across disciplines. The second workshop aims to introduce publishers and textbook writers to the materials. In addition to publications, products, and presentations, dissemination involves partnerships with www.SMETE.ORG, a Core Integration project of the NSF National Science, Mathematics, Engineering, and Technology Education Digital Library (NSDL); and with the University of Wisconsin System, through its Department of Defense-supported Academic Advanced Distributed Learning Collaborative Laboratory. A collection of web-based learning objects is being created from the instructional materials that will be readily accessible, adaptable, and affordable. Field testing is an integral part of the project and includes volunteers from the full spectrum of post-secondary institutions. Evaluation of the project is being conducted using a variety of tools and techniques. Project participants include undergraduates, graduate students, and postdoctorals, who have the opportunity to contribute to this integration of cutting-edge research and education. The project aims to enhance science literacy and help attract a diverse group of talented undergraduates to technical careers and to teaching careers. TEACHER PREPARATION PROGRAM DISTINGUISHED TEACHING SCHOLAR OFFICE OF MULTIDISCIPLINARY AC DUE EHR Crone, Wendy University of Wisconsin-Madison WI Nancy L. Pruitt Standard Grant 305000 7348 1746 1253 SMET 9178 1746 0000099 Other Applications NEC 0123913 September 1, 2001 Multinational Project-Based Education: An Alliance for Integration of Research, Education, and Service. The focus of this project is on the development of multinational student/faculty project-based approaches to integrating research and education. Most major practical problems, such as environment, public health and the access to technology, are inherently interdisciplinary and are shared across national boundaries. Internationally, we also face the challenge of transforming higher education itself to become more accessible and more responsive to the needs of our communities. Faculty at the University of Washington have been working on models for coupling collaborative multinational research addressing common scientific and engineering challenges to mutual assistance in the reform of our institutions. The essence of this approach is to tap into the rich and vibrant spectrum of international research and service activities, which are at the very heart of faculty interests and enthusiasms, while simultaneously creating opportunities that can be embedded in the core of undergraduate curricula. The current project builds on work to date in this promising arena by creating a small alliance of universities, both within the US and worldwide, which will collaborate on further refining, scaling-up, and institutionalizing this approach to integrating international research, education and service. There are several design features to this multinational project-based strategy. Prioritized projects : 1) Are embedded in genuine faculty research interests on all sides; 2) Can take place within curricular structures that affect large numbers of undergraduate students on all sides, rather than the fortunate few; 3) Contribute to the solution of practical regional problems, and 4) Invoke deep partnerships with other allies, including industry, state and local government, and non-profit organizations. A collaboration on first-year engineering design with Tohoku University, in Sendai, Japan, has been created and is currently in its third year. A four-year collaborative project on environmental challenges facing two regions with Sichuan University, in Chengdu, China has been launched. To further catalyze a fundamental re-formulation of international education and research, this project is supporting two major activities. The first is to help seed the creation of a small alliance of institutions, each of which shares the vision of strategically coupling undergraduate education reform to the solution of complex regional problems. This is particularly important in increasing the range of diversity of institutions that are able to participate. The second is to disseminate the lessons learned by the core group concerning the pragmatics of multinational collaborations that integrate education and research. The University of Washington has made a major commitment to the success of this project, including faculty release time, staff support and cash, totalling approximately 50% of the amount requested from the National Science Foundation. DISTINGUISHED TEACHING SCHOLAR DUE EHR Kalonji, Gretchen University of Washington WA Nancy L. Pruitt Standard Grant 303970 1746 SMET 9178 1746 0000099 Other Applications NEC 0123955 September 1, 2001 Experiments on How to Integrate Forefront Research with Undergraduate Teaching. The aim of this project is to explore ways of integrating forefront research into undergraduate education. The PI is creating a collaborative environment in which research faculty scholars at universities translate their cutting-edge scientific research into meaningful undergraduate educational experiences. Participating faculty have a) free access to the PI's open source core software tools, which ease the development of new software, b) a full set of assessment-based curriculum development frameworks based on the PI's prior education efforts, c) access to the education and research staff of the PI and collaborating institutions, and d) web-based community support. The PI is also developing collaborations with teaching faculty scholars from 2- and 4-year colleges and community colleges to facilitate the introduction of research-based educational materials into their science courses and encourage science research opportunities for undergraduates. Participating faculty have a) free access to all educational technologies developed through prior and concurrent development collaborations, b) free access to assessment-based curriculum activities, c) an ongoing collaboration with a research university and the research staff of the PI and collaborators, and d) Web-based community support. DISTINGUISHED TEACHING SCHOLAR DUE EHR Stanley, H. Eugene Trustees of Boston University MA Daniel P. Maki Standard Grant 304861 1746 SMET 9178 1746 0000099 Other Applications NEC 0124104 September 1, 2001 The Albert Einstein Distinguished Educator Fellowship Program. The Albert Einstein Distinguished Educator Fellowship program provides an opportunity for current elementary and secondary mathematics, science, and technology classroom teachers with demonstrated excellence in teaching to serve in federal agencies that impact science and mathematics education. All Einstein Fellowship candidates have been recognized for excellence through the Presidential Awards for Excellence in Mathematics or Science Teaching or a similar meritorious award. Einstein Fellows bring to Congress and selected federal agencies the insights, extensive knowledge and practical experience of teachers working in science and mathematics classrooms. This project supports one Einstein Fellow assigned to NSF's Division of Undergraduate Education (DUE) for an 11-month period. The Fellow serves as a valuable resource by working with DUE Program Officers on programs focusing on effective mathematics and science classroom teaching, preservice teacher preparation, projects that link teacher preservice and inservice activities, and national teacher education issues. TEACHER PREPARATION PROGRAM DUE EHR White, J. Patrick Triangle Coalition for Science and Technology Education VA Joan T Prival Standard Grant 78002 7348 SMET 9178 7348 0000099 Other Applications NEC 0124367 June 1, 2002 Electrochemical Light: Putting Modern Technology Into the Hands of Students. Chemistry (12) Electrochemiluminescence (ECL), combining elements of electrochemistry and photochemistry, involves the production of light near an electrode surface by species that can undergo highly energetic electron transfer reactions. ECL is a powerful technique that can be used to study a variety of analytes (e.g., organic, inorganic, biochemical). It is unfortunate that it is usually thought of as a tool only of the research and clinical laboratory since using analytical techniques that have "real-world" applications (e.g., in the clinical analysis of biomolecules) can greatly enhance teaching at the undergraduate level. We are adapting experiments from the research and educational literature and are developing new experiments, all of which use ECL techniques that can be carried out using an ECL analyzer. These experiments are being implemented in laboratory courses across our general chemistry and analytical curriculum, including courses for non-science majors and courses enrolling pre-service teachers. For example, in Fundamentals of Chemistry and in Chemistry for the Citizen students study claims about the purity of bottled water by determining the amount of copper in commercial water samples. Therefore, this state of the art instrument makes it possible for students to actually carry out environmental and water testing analyses. In Quantitative Analysis ECL allows the incorporation of quality assurance/quality control and regulatory issues into the undergraduate curriculum. Our goal is to have students gain experience with ECL techniques, and develop an appreciation for the applicability of these techniques to a wide range of problems. These improvements also reflect modern analytical science and emphasize the development of sound analytical technique while exposing students to the types of problems dealt with by professionals in the real world. A secondary goal is to modernize the undergraduate curriculum and to produce graduates who are competent in the use of modern instrumentation. The ECL analyzer also is being used in undergraduate research projects. Evaluation of the project will occur in a number of ways, including pre-and post-exposure assessment in the affected courses, and compilation of data from exit interviews with our senior majors. Procedures for the new experiments will be made available on the internet, and tested experiments will also be published in appropriate journals. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Richter, Mark Annette Gordon Bryan Breyfogle Missouri State University MO Susan H. Hixson Standard Grant 32500 7428 SMET 9178 7428 0000099 Other Applications NEC 0124409 August 15, 2001 Information Assurance Curriculum Development. Computer Science (31) This project is developing a curriculum framework for undergraduate and graduate programs in Information Assurance. The framework includes: identification of broad areas of knowledge considered important for practicing professionals in information assurance, identification of key learning objectives for each of these areas, identification of a body of core knowledge and skills that all programs should contain, and a model curriculum including scope and sequence. The framework's development is undertaken via a workshop of leading information assurance educators leading to a draft document which will then be widely distributed for comment and dissemination. CCLI-EDUCATIONAL MATERIALS DEV SOFTWARE ENGINEERING AND LANGU DUE EHR Davis, James Iowa State University IA Ernest L. McDuffie Standard Grant 74981 7427 2880 SMET 9178 9177 7427 0000099 Other Applications NEC 0124589 September 1, 2001 National Summit on the Mathematical Education of Teachers. The Mathematical Education of Teachers (MET), published in book form in August, 2001, (and currently available on the CBMS web site www.maa.org/cbms), is the mathematics community's agenda for improving the mathematical preparation of future teachers. The Conference Board of the Mathematical Sciences (CBMS), which guided the development of this document, is launching MET with a Press Conference in September, 2001, (funded by the ExxonMobil Foundation) and a National Summit on the Mathematical Education of Teachers in November, 2001, both to be held in Washington DC. The Press Conference involves high profile leaders of the business community, the mathematics community, policy making organizations, and funding agencies, and focuses upon the policy implications of this report, positioning it as the mathematics community's plan to improve teacher education in mathematics. The National Summit engages 250 college and university mathematics faculty in the hard work of beginning to implement the vision of the mathematical education of teachers presented in MET. Participants are being invited in teams from about 75 diverse institutions across the country. Plenary sessions frame the issues and problems and set them in broader context. Small group working sessions engage the participants in thinking about how to address specific challenges in carrying out the recommendations MET locally. TEACHER PREPARATION PROGRAM DUE EHR Rosier, Ronald Glenda Lappan W. J. 'Jim' Lewis Conference Board Math Sciences DC Elizabeth Teles Standard Grant 75000 7348 SMET 9178 1032 0000099 Other Applications NEC 0124866 March 1, 2002 Teaching Bioinformatics through the Lynx Genome Project. Biological Sciences (61) The recent sequencing of the human genome and continuing efforts to sequence and analyze genetic sequences of many species demonstrate the need for effective pedagogies in genomic studies. This project acquires the equipment and develops the materials necessary to engage undergraduate students in a novel genome project adapting and implementing materials from James Madison University. A DNA sequencer and sequence analysis software are being used to initiate the Lynx Genome Project as a unit in the Molecular Biology Laboratory course. Students are sequencing cDNA clones from lynx species (the Rhodes College mascot) and using the resulting data in evolutionary and functional prediction analyses. Results are expected to lead to insights in efforts to conserve these threatened species. High school students and teachers, a significant number of whom are members of groups underrepresented in the sciences, are participating through a Summer Scholars Program. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Lindquester, Gary Rhodes College TN Jeanne R. Small Standard Grant 52165 7428 SMET 9178 7428 0000099 Other Applications NEC 0124934 May 25, 2001 Allied Technology Group, Inc. Task Number 36, CCLI. CCLI-NATIONAL DISSEMINATION DUE EHR Quinn, Sidney ALLIED TECHNOLOGY GROUP INC MD Myles G. Boylan BOA/Task Order 78384 7429 SMET 9178 0125076 March 15, 2002 The Reactor Lab: Chemical Reactor Simulations for Active Learning. Engineering - Chemical (53) Software simulations enable students to actively explore and understand scientific and engineering concepts through visualization and an iterative approach to problem solving. Our project will add major capabilities to our existing software simulation prototype, The Reactor Lab. Existing modules are simulations of chemical reactors, but the software framework is discipline-independent. Our first objective was to add a "lab construction kit" that has enabled students and faculty to build new simulations. The software will be integrated with the Internet to allow distribution of modules for use on- and off-line, to allow sharing of new modules, and to support communication and collaboration between students and faculty. The new modules that have been added will complete those needed for a first course in chemical reaction engineering. The final objective of our work was to establish and evaluate a prototype community of lab builders and users. This community will expose faculty and students to the collaborative working environments that are an increasingly important result of the Internet. The initial impact of this project was to enhance the education of chemical engineers and chemists about reactor analysis and design. Additionally our work should impact the design of efficient and safe chemical reactors, which is important in fields as diverse as pharmaceutical production and semiconductor fabrication. Dissemination is being done via annual meetings of the American Institute of Chemical Engineers and the American Society for Engineering Education. Our software has also been listed with the National Engineering Educational Software Database. Articles will be prepared for publication in Chemical Engineering Education. Web based data will be collected to evaluate the number of hits. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Herz, Richard University of California-San Diego CA Bevlee A. Watford Standard Grant 75000 7427 SMET 9178 7427 0000099 Other Applications NEC 0125109 June 1, 2002 Collaborative Research: A Problem Based Calculus Sequence. Mathematical Sciences (21) This is a collaborative project involving Drury University, Central Missouri State University, and Lamar University Beaumont. Despite efforts of the Calculus Reform movement, in some institutions, the success rate of students in calculus remains low. Problem-based learning has proven to be an effective pedagogical technique which addresses a diversity of learning styles, but there are no published materials for teaching the calculus sequence using it. This project is completing the writing of texts for teaching Calculus I, II, and III using a problem-based learning approach, the modified Moore method, and incorporating an appropriate usage of technology. McGraw-Hill has published Calculus I, A Discovery Workbook, written by two of the investigators, and expresses interest in publishing Calculus II and III as well. Activities include assessment of the effectiveness of this method and dissemination of the results in faculty development workshops. The investigators and the advisory board members are innovativors in the use of problem-based teaching and learning and are active in discussing this method in the broader mathematical community and in disseminating materials for use in problem-based courses. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Daniel, Dale William Mahavier Lamar University Beaumont TX Elizabeth Teles Standard Grant 93229 7427 SMET 9178 7427 0000099 Other Applications NEC 0125129 June 1, 2002 Collaborative Research: A Problem Based Calculus Sequence. Mathematical Sciences (21) This is a collaborative project involving Drury University, Central Missouri State University, and Lamar University Beaumont. Despite efforts of the Calculus Reform movement, in some institutions, the success rate of students in calculus remains low. Problem-based learning has proven to be an effective pedagogical technique which addresses a diversity of learning styles, but there are no published materials for teaching the calculus sequence using it. This project is completing the writing of texts for teaching Calculus I, II, and III using a problem-based learning approach, the modified Moore method, and incorporating an appropriate usage of technology. McGraw-Hill has published Calculus I, A Discovery Workbook, written by two of the investigators, and expresses interest in publishing Calculus II and III as well. Activities include assessment of the effectiveness of this method and dissemination of the results in faculty development workshops. The investigators and the advisory board members are innovativors in the use of problem-based teaching and learning and are active in discussing this method in the broader mathematical community and in disseminating materials for use in problem-based courses. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Allen, Charles Carol Browning Drury University MO Elizabeth Teles Standard Grant 146000 7427 SMET 9178 7427 0000099 Other Applications NEC 0125130 January 1, 2002 A Computer Activity Approach to College Geometry. Mathematical Sciences (21) Materials are being developed for an activity-based college geometry course using Geometer's Sketchpad. The project addresses the DUE themes of teacher preparation and integration of technology into education. Subsequent work will develop a textbook for the geometry course required for teacher candidates at various institutions. This idea has been discussed with the acquisitions' editor at Key College Publishing, the distributor of Geometer's Sketchpad. More than ten years experience each using an activity-based approach, cooperative learning, and mathematical software to teach calculus, discrete mathematics, and abstract algebra has demonstrated the effectiveness of these approaches. This project applies these pedagogical strategies to college geometry. The course materials are engaging students in exploratory activities designed to develop their intuitive understanding of geometric concepts. Students use interactive geometry software to construct geometric figures, make and test conjectures about these constructions, and create proofs based upon their constructions. Through productive group interactions, students are being guided toward constructing increasingly robust mathematical proofs. Most students served by this course are future teachers. Since teachers often teach as they were taught, it is important to model pedagogical strategies consistent with the recommendations of the National Council of Teachers of Mathematics (NCTM). The project materials model such strategies, and are suitable for an introduction to formal mathematical reasoning in a first or second proof-course. This is a valuable course for any mathematics student, but particularly so for those intending to become teachers of mathematics. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Reynolds, Barbara William Fenton Cardinal Stritch University WI Elizabeth Teles Standard Grant 75000 7427 SMET 9178 7427 0000099 Other Applications NEC 0125273 June 1, 2002 Collaborative Research: A Problem Based Calculus Sequence. Mathematical Sciences (21) This is a collaborative project involving Drury University, Central Missouri State University, and Lamar University Beaumont. Despite efforts of the Calculus Reform movement, in some institutions, the success rate of students in calculus remains low. Problem-based learning has proven to be an effective pedagogical technique which addresses a diversity of learning styles, but there are no published materials for teaching the calculus sequence using it. This project is completing the writing of texts for teaching Calculus I, II, and III using a problem-based learning approach, the modified Moore method, and incorporating an appropriate usage of technology. McGraw-Hill has published Calculus I, A Discovery Workbook, written by two of the investigators, and expresses interest in publishing Calculus II and III as well. Activities include assessment of the effectiveness of this method and dissemination of the results in faculty development workshops. The investigators and the advisory board members are innovativors in the use of problem-based teaching and learning and are active in discussing this method in the broader mathematical community and in disseminating materials for use in problem-based courses. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR So, Shing University of Central Missouri MO Elizabeth Teles Standard Grant 52729 7427 SMET 9178 7427 0000099 Other Applications NEC 0125282 March 1, 2002 Plant Biology Laboratories and Curriculum that Integrate the Biological Levels of Organization. Biological Sciences (61) The Department of Biology at Washington and Lee University is expanding and updating its course curriculum in the plant sciences. Currently, the department offers three courses related to the plant sciences and the material is limited primarily to taxonomy and systematics. A general review of photosynthesis is presented in General Biology as well as in an upper division botany course. The primary goal of this project is to modify the plant portion of the General Biology laboratory course, which uses functional but outdated equipment, and to introduce two new courses in plant biology. An additional goal is to integrate concepts within courses across biological levels of organization and to establish the importance to students of understanding that integration. Utilizing plants as the "model system," gaps between molecular biology, biochemistry, cellular biology, physiology, and organismal biology will be bridged. These goals are being met by adapting previously implemented models from Grinnell College (ILI # 9850544) and the University of Connecticut (ILI #9796271) into a series of courses: general biology, a new plant biology course and into and a new upper level experimental plant biology course. Standard methods from all levels of biological organization are being utilized, providing exposure to a variety of techniques (from molecular to organismal) that enrich the understanding of plant biology for a population of biology students with diverse career plans. The equipment being acquired (6 plant physiology workstations, two growth chambers, mini SDS-PAGE/Western transfer equipment, a portable photosynthesis system, and a portable chlorophyll fluorescence system) enable students to obtain organismal, physiological and biochemical data in the lab, as well as in the field, and will successfully integrate biological levels of organization. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Hamilton, E. William Washington and Lee University VA Terry S. Woodin Standard Grant 69357 7428 SMET 9178 7428 0000099 Other Applications NEC 0125369 May 1, 2002 Web-Based Math Homework. Mathematical Sciences (21) This project is implementing online homework for lower division mathematics courses (Intermediate and College Algebra, College Mathematics, Finite Mathematics, Precalculus, Business Math I & II, and Brief Calculus) using WeBWork, a program developed at the University of Rochester. These courses service on average over 6500 students each semester. The primary objective of instituting online homework is to increase student learning in these courses. Additionally, student attitudes about their introductory mathematics courses are being improved by use of this system and by giving students an initial exposure to technology in their college education. To implement WeBWork, the project is developing libraries of problems for courses and training instructional personnel to use the system and to produce their own problems. A distinctive feature of the problem libraries is the inclusion of more extensive feedback for students when compared with most existing WeBWork problems. Dissemination is taking place through local workshops held for other educators and conference presentations. Assessment of student performance and attitudes is integrated into the entire project. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Jones, John Matthew Isom Arizona State University AZ Elizabeth Teles Standard Grant 149984 7428 SMET 9178 7428 0000099 Other Applications NEC 0125401 March 1, 2002 Equipment for Undergradaute Field Geophysics Courses. Geology (42) The Department of Geology at Kansas State University is obtaining several exploration geophysics instruments, including a differential global positioning system, gravimeter, and ground penetrating radar system, in order to build an undergraduate field geophysics teaching program adapted from the successful SAGE (Summer of Applied Geophysical Experience) program led by the Los Alamos National Laboratory. The instruments are also enhancing our existing teacher education program. During the past two years, the department has made a commitment to improving its undergraduate geophysics curriculum by increasing the number of geophysics courses from one to five, and by increasing the number of geophysics faculty from zero to two. The geophysical equipment is being integrated into introduction to geophysics, field geophysics, hydrogeology, exploration geophysics, field methods, field camp, and introductory geology for education majors. The field geophysics course is taking advantage of a local field site, the Big Blue River valley, and students are mapping the subsurface geology using a variety of geophysical techniques. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Gao, Stephen Mary Hubbard Charles Oviatt Kelly Liu Monica Clement Kansas State University KS Jeffrey G. Ryan Standard Grant 27250 7428 SMET 9178 9150 7428 0000099 Other Applications NEC 0125414 January 1, 2002 Innovation in Aircraft Manufacturing through System-wide Virtual Reality Models and Curriculum Integration. 0125414 Siginer This award is to Wichita State University to support the activity described below for 36 months. The proposal was submitted in response to the Partnerships for Innovation Program Solicitation (NSF 0179). Partners The partners are Wichita State University (Lead Institution), Boeing Aircraft Company, Cessna Aircraft Company, Raytheon Aircraft Company, Brittain Machine Inc., Delmia Corporation, Kansas Technology Enterprise Corporation, and the Society of Manufacturing Engineers. Proposed Activities The broad objectives of the project include: foment the use of integrated virtual reality models of manufacturing systems by the partners to design, improve, and operate the manufacturing systems, and teach the workforce (new graduates as well as current industry personnel). The following activities support these objectives: integrate the curricula of the industrial engineering and manufacturing engineering programs at Wichita State University using the model that ties the courses together and integrates the applicability of and interrelation between the knowledge and skills gained, provide the students with real-world experience in manufacturing systems, and transfer the computer modeling tools to industry. Proposed Innovation The partnership will provide industry with computer modeling tools that are more realistic and system-based for aircraft manufacturing. The new curriculum will provide students with state-of-the-art real world engineering experience that is closer to the needs of the regional aircraft industry. Potential Economic Impact Wichita is home to major manufacturing facilities of Boeing Aircraft Company, Bombardier/Learjet, Cessna Aircraft Company, and Raytheon Aircraft Company. Aviation is responsible for 10% of the earnings in the State of Kansas, and manufacturing is responsible for 60% of the income in Wichita. Since aircraft manufacturers face stiff global competition, innovation is necessary to maintain economic and technological superiority in the aviation manufacturing business. Having state-of-the-art tools and a workforce educated and trained with these tools is absolutely required for survival in this industry sector. Potential Societal Impact Economic well being and jobs for this region are critically dependent upon the aviation industry's maintaining its competitive advantage with tools and people trained to use them. EXP PROG TO STIM COMP RES PARTNRSHIPS FOR INNOVATION-PFI DUE EHR Siginer, Dennis Viswanathan Madhavan Wichita State University KS Sara B. Nerlove Continuing grant 628185 9150 1662 OTHR 9150 0000 0125460 August 1, 2002 Integrating Computer Ethics Across the Curriculum. Interdisciplinary (99) By integrating computer ethics across the curriculum, this project addresses the following concerns: 1) the increased use of instructional technology in the classroom; 2) the growth of enrollment in online distance education programs; 3) the need to improve the knowledge of ethical, social and legal issues in computing of women and underrepresented minorities; and 4) the limited ties between technology and other disciplines. The workplan is to: 1) develop modules that are interdisciplinary in design and that capitalize on the life experiences of Mercy students for all the general education courses offered at the College; 2) develop modules addressing the specific issues of online distance learning courses; 3) lead workshops on designing ethics modules for all courses for the Mercy faculty on a faculty seminar day; 4) design and conducting an online workshop for faculty at other colleges and universities; and 5) develop a new course for computer information science majors. These curriculum enhancements are designed to: 1) increase the diversity of students who are knowledgeable about computer ethics and the related social and legal issues so the rewards of technology can be reaped by all in an equitable manner, and 2) emphasize oral, written and critical thinking competencies while focusing on the interdisciplinary connections of computer ethics. In order to accomplish this work, we are adapting a range of materials previously developed and made available to the community via NSF support. These materials include a range of case studies in computer ethics and the social aspects of computing. This course includes an online team-taught module with a faculty member of DePaul University and student-student collaborative projects from the two institutions. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Ben-Jacob, Marion Mercy College NY Mark James Burge Standard Grant 105875 7428 SMET 9178 7428 0000099 Other Applications NEC 0125540 February 15, 2002 Integrated Inquiry-Based Field Investigations in Environmental Science. Biological Sciences (61) This project is developing, implementing, and assessing student-driven, hypothesis testing laboratory modules for introductory and upper level courses in our Environmental Science Program. Our project provides students with field opportunities to conduct hypothesis testing by revising current laboratory curriculum and improving field testing instrumentation. The targeted courses may lack student-driven, field investigation components, contain limited field investigations due to lack of equipment, or do not offer a laboratory course due to lack of equipment. Investigative modules are based on concepts developed by Switzer and Shriner (2000) and Eisen (1998) and successful models for field site investigations implemented at the Florida Institute of Technology, Northern Arizona University, and Middlebury College. Our primary goal is to provide students with active and cooperative learning techniques to improve their understanding of the hypothesis-testing nature of science. Each module requires students to generate hypotheses for "environmental risk" at one of four common study sites. Individual groups within classes are testing hypotheses on-site, analyziong their data, presenting their results to the class, and conducting peer assessments of individual student and group work. Our assessment plan aims to determine if the implemented modules improve student use of problem-solving skills and the scientific method to test hypotheses. The project results will be disseminated by presentation at scientific and education meetings, by web-site, instructor manual supplements, and peer-reviewed journals, and by two GLOBE summer workshops for high school teachers and UTC student science teachers. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Richards, Sean Dawn Ford Karen Adsit University of Tennessee Chattanooga TN Terry S. Woodin Standard Grant 65812 7428 SMET 9178 7428 0000099 Other Applications NEC 0125558 March 15, 2002 Web-Operable Remote Experimentation in Lecture Courses. Engineering - Chemical (53) The major focus of our work is to explore and evaluate means of incorporating web-operable remote experiments as an educational tool in lecture courses. As a test vehicle for our ideas, we have created a remote experiment that provides an introduction to combustion, and the concepts of conservation of mass and energy. The experiment is used in an introductory chemical engineering course as a means of teaching adiabatic flame temperature. We have also introduced extensive report writing and more advanced engineering topics in conjunction with this experiment. Remote experiments have become more technologically straightforward and economically viable with the worldwide web. However, their educational value depends not only on a well-designed technology but more importantly on the content of the experiment. We are disseminating our results at the annual meetings of the American Institute of Chemical Engineers and the American Society for Engineering Education. A paper is being presented to Chemical Engineering Education journal. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR West, Alan Jordan Spencer Columbia University NY Bevlee A. Watford Standard Grant 73063 7427 SMET 9178 7427 0000099 Other Applications NEC 0125583 September 15, 2001 A Low Cost Hands-On Laboratory Experience for Introductory Engineering Students. Engineering - Electrical (55) This project is designed to stimulate interest in engineering and increase retention in engineering programs by developing a web-based laboratory course that enhances the freshman engineering experience. In this course, students complete a comprehensive, hands-on project, in this case a robot, incorporating a broad spectrum of concepts that will be expanded in detail in subsequent advanced courses. The courseware/laboratory system design consists of WebLAB, which is web-based courseware with built-in instrument controls, and the e-LAB instrumentation device, which is a computer-controlled laboratory instrument box connected between a test circuit wired on a protoboard and the student's computer. The web-based courseware contains all the engineering concepts and instructions to successfully build a robot and to understand all aspects of its operation. The modules contain background material, tutorials, structured questions, calculations and verifications of theory, graphing tools, laboratory report preparation through the use of templates, report questions that require independent and collaborative research, experiment evaluation and feedback, and integrated assessment tools for evaluating module effectiveness. Project assessment includes content and delivery evaluation by faculty and students at this institution and at two other diverse institutions. Results are disseminated by publications and conference presentations, and courseware is widely available on the internet and easily adaptable by other engineering and technical institutions. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Chao, Nathan Bernard Mohr CUNY Queensborough Community College NY Ibrahim Halil Nisanci Standard Grant 142489 7427 SMET 9178 7427 0000099 Other Applications NEC 0125586 January 1, 2002 Implementation of WeBWorK Delivering Internet-Based Homework In College Algebra Classes. Mathematical Sciences (21) This project is adapting and implementing the WeBWork homework "delivery" and grading system to help improve the success of students in College Algebra. The project builds on the successful use of WeBWorK to increase homework activity of students in calculus classes in several institutions. This project is now extending the use of the system to a large service class, College Algebra, with a total enrollment of 720 students each academic year at the PI's institution. The collection of problem sets created using the PG (problem generator) programming language developed for WeBWorK is being shared with other WeBWorK authors for distribution. In addition, training workshops are being conducted for an average of eight faculty per semester who are using WeBWorK directly in College Algebra classes. During the final year of the project, faculty from area high schools, community colleges and other institutions of higher education are to take part in training sessions with WeBWorK and to share information about its effectiveness. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Mett, Coreen Neil Sigmon Radford University VA Lee L. Zia Standard Grant 77392 7428 SMET 9178 7428 0000099 Other Applications NEC 0125614 April 1, 2002 Integrating Calculus and General Physics Using a Workshop and Peer-Leader Approach. Interdisciplinary (99) Mathematics (21) Physics (13) We are implementing an integrated physics and mathematics laboratory and classroom in which we extend cooperative learning models into a unified introductory physics and calculus course. We address several persistent problems in student learning: poor conceptualization and retention of material, underdeveloped problem-solving skills, and difficulty actively applying knowledge across disciplines. We are integrating and adapting materials and methods from several NSF funded projects (including Workshop Physics, integrated calculus and physics at University of New Hampshire, and peer-led team learning) and are building on successful projects at the University of Portland that use cooperative learning models. We are teaching a unified introductory math/physics course that encourages students to make connections across disciplines in the same environment using the same set of tools. Instructors in this course have greater flexibility in the timing of topics, at times focusing on building strong foundations and at others, establishing connections between the subjects. New equipment allows students to work in small groups on investigative activities with a supervising peer-leader and a faculty member overseeing the entire class. The design of the classroom allows faculty to unify lecture with hands-on learning and to integrate computer usage with group activities such as experimentation and joint problem-solving. The laboratory also is used in our education of math and physics students interested in K-12 teaching. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Hill, Greg Tamar More University of Portland OR Susan H. Hixson Standard Grant 98145 7428 SMET 9178 7428 0000099 Other Applications NEC 0125635 June 1, 2002 Integration of Wireless Technologies into an Undergraduate Networks Exploration Laboratory. Computer Science (31) The primary goals of this project are to advance the integration of wireless computer networking technologies into the undergraduate curriculum, to improve the educational experience, employment possibilities, and theoretical depth of undergraduate computer science and information systems majors. In order to achieve this goal, this project has the following objectives: - Provide undergraduate students with a solid appreciation of the fundamentals of wireless technologies through hands-on experience in installing, troubleshooting, and administering wireless components. - Provide experience developing applications that require a strict adherence to minimal protocols. - Leverage existing sound and proven laboratory experiences developed locally and elsewhere to demonstrate wireless technologies. - Demonstrate to the students applications of networking technologies, wired and wireless, in areas other than a traditional office environment. Using the webware developed at Worcester Polytechnic Institute, the client-server systems developed by Sam Houston State University, the firewall setup from Trinity College, the wireless technologies developed at Illinois State University and North Carolina A&T, this project augments an existing exploratory, hands-on networking laboratory with wireless technology. These technologies are incorporated and explored in the laboratory in a three-pronged approach: 1. Closed laboratory sessions utilizing a heterogeneous local area network augmented with wireless technologies. 2. Undergraduate research into the application of wireless technology in manufacturing environments where wired access may not be feasible. 3. Undergraduate development projects emphasizing the scarcity of resources, the need for brevity and the implications of embedded type applications. This project utilizes exemplary material adapted from outside sources as well as adaptation and integration of materials developed from the existing laboratories. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Francia, Guillermo Randy Smith Jacksonville State University AL Mark James Burge Standard Grant 29109 7428 SMET 9178 7428 0000099 Other Applications NEC 0125637 January 1, 2002 Multimedia Based Calculus with e-folios. Mathematical Sciences (21) This proof-of-concept project is developing a combination of multimedia-based and traditional educational materials for an Introductory Calculus course. It is also extending the current practice of student portfolios into electronic portfolios (or e-folios) in Calculus I, and for presentation of student mathematics research. Building on the successful programs of Multimedia Programming and Design and Calculus Reform, the Computer Information System and Mathematics Departments are collaborating to produce materials that utilize multimedia presentation methods to develop a set of educational materials that integrate multimedia technology for enhancing Calculus I. These materials use techniques such as three-dimensional visualization, animation, and dynamic problem solving to facilitate students' comprehension of complex topics. Activities include product design sessions and training workshops to facilitate the creation of educational materials to be published on the web. These materials include electronic class notes, laboratory manuals, research problem sets instructors' guide and various exercises, and assessment tools with links to appropriate sources of information and software tools and that enable students to learn through a hands-on problem solving approach. This project extends this innovative learning model by facilitating the integration of Multimedia technology into Student Research Projects. The students are being introduced to Multimedia Technology and can author their e-folios and publish their findings on the World Wide Web through exposure to the educational material and presentation techniques introduced in the classroom. This in turn provides students with knowledge and experience in Multimedia and World Wide Web, industries which are currently experiencing a tremendous demand for skilled workers. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Wilkinson, Patricia Lawrence Sher Alice Cohen Mete Kok Research Foundation of the City University of New York NY Elizabeth Teles Standard Grant 74999 7427 SMET 9178 7427 0000099 Other Applications NEC 0125649 March 15, 2002 Physical Applications of Group and Representation Theory: An Undergraduate Course Textbook. Mathematical Sciences (21). This project is creating materials presenting the structure of the hydrogen atom and the periodic table as a first example of the power of representation theory in predicting physical phenomena from information about symmetries. Despite the centrality of representation theory to modern mathematics, mathematical physics and physical chemistry, undergraduate courses in representation theory often ignore the physical applications. During this proof-of-concept project materials are being tested at a number of different institutions, and a modular approach is being incorporated into the materials development so as to broaden the appeal of the materials to an audience that includes disciplines outside of mathematics . A book on representation theory is planned and an arrangement is already in place with a leading publisher. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Singer, Stephanie Haverford College PA Lee L. Zia Standard Grant 74843 7427 SMET 9178 7427 0000099 Other Applications NEC 0125651 November 1, 2001 ChemQuery: An Assessment System for Mapping Student Progress in Learning General Chemistry. Students in general education science courses typically do not appreciate that science advances through a series of complex paradigm shifts involving considerable debate and discussion. Their perception that scientific understanding of issues proceeds in a cut-and-dry process impedes their grasp of scientific concepts and their ability to apply science reasoning to issues in societal contexts. Unfortunately, there is no way to quantify these misconceptions and thereby address them with a concerted curricular response. This project is producing an assessment instrument, the Science Perceptions Survey, designed to measure these dispositions and changes in them as well. The Science Perceptions Survey is being devised in the context of general education chemistry courses and validated through correlation with results of written essays and interviews. An independent evaluator who is not associated with the development of the assessment tool is managing these validation protocols. Once validated, the instruments will be freely available to other institutions considering changes in curricula focused on enhancing the appreciation of science methods and their place in general education courses. The Principal Investigators anticipate that the Science Perceptions Survey will be a valuable tool in delineating deficiencies in students' ability to understand the way in which scientific arguments are constructed and to guide curriculum development in correcting these deficiencies. In addition to the curriculum assessment format, the Science Perceptions Survey will be disseminated in a web-based format for student self-evaluation. This implementation will provide students real-time analysis of their tolerance for ambiguity in scientific findings and their ability to use the scientific method. This ongoing project can be used by instructors as an assignment in the general education courses to help students understand how science advances knowledge. CCLI - ASA DUE EHR Stacy, Angelica Mark Wilson University of California-Berkeley CA Susan H. Hixson Standard Grant 499976 7431 SMET 9178 7431 0000099 Other Applications NEC 0125711 January 1, 2002 Incorporating Broadband NMR into the Chemistry Curriculum. Chemistry (12) The power and versatility of modern NMR spectroscopy make it an essential tool for chemists. The Department of Chemistry is adapting a variety of experiments from the research and educational literature that uses nuclear spin to obtain structural information and implementing them as discovery-based experiments. These experiments are providing the context for introducing NMR techniques in a sequence that gradually increases the difficulty of relating molecular structure to spectral information. Organic chemistry students are being introduced to NMR early in the first semester through C-13, DEPT, and HETCOR experiments, followed by the characterization an organofluorine compound, using 2-D NMR to identify an unknown ester, probing the stereospecificity of a reduction reaction using NOE, and investigating the conformational dynamics of DEET. Students in Organic Spectroscopy are characterizing non-trivial unknowns using a variety of complementary spectroscopic techniques. Students in advanced courses are investigating phosphorus-phosphorus coupling and characterizing structures of enzyme inhibitors, among other laboratory projects. These discovery-based experiments require a nuclear magnetic resonance spectrometer with multinuclear capability and possessing the resolution and flexibility required by such experiments. Research in a variety of areas has become an integral part of the training of our undergraduate students and the high-field NMR is finding numerous applications. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Manion, Jerald Richard Tarkka Lori Isom University of Central Arkansas AR John D. Dwyer Standard Grant 109105 7428 SMET 9178 7428 0000099 Other Applications NEC 0125712 January 15, 2002 Integration of LC-MS into the Undergraduate Curriculum. Chemistry (12) This proposal focuses on improvements in the Instrumental Analysis and Physical Chemistry laboratories, in the undergraduate research program, and in the enhancement of collaborative efforts across disciplines fostered by the acquisition of an LC-MS. Experiments are being adapted from the research and educational literature and implemented into the undergraduate curriculum. In the Instrumental Analysis laboratory, students are performing project-based, comprehensive investigations typical of those they will be expected to carry out once employed in an industrial setting. Each project involves real world problems, utilizes several instruments, includes a literature review, method development, and laboratory preparation, and requires 2-4 weeks for completion. The LC-MS is playing a significant role in several of these projects. The instrument is also being used extensively in undergraduate research, both within the Department and in collaboration with faculty members outside the Department. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Evans, Jason Michelle Foster University of Massachusetts Boston MA Kathleen A. Parson Standard Grant 76750 7428 SMET 9178 7428 0000099 Other Applications NEC 0125807 August 1, 2002 Collaborative Research: Developing an Integrated Undergraduate GIScience Curriculum for Five University of Maine System Campuses. Geography (88) The core purpose of this project is to adapt key elements of the core curriculum developed by the National Council for Geographic Information and Analysis (NCGIA,1997), combining these with materials already used on some campuses in the University of Maine system. This is a collaborative project designed to benefit five universities that are part of this system: The University of Southern Maine, The University of Maine, Fort Kent, The University of Maine, Machias, The University of Maine, Augusta, and The University of Maine, Farmington. The broader purpose of this collaborative project is to enhance GIScience education throughout the state of Maine on the 5 collaborating campuses. On each campus a dedicated laboratory is being equipped to support the development of a modern geographical information science (GIScience) curriculum, comprised of GIS and GPS technology and related educational materials. We are developing and implementing a sequence of two GIScience courses for undergraduate students in each of the five universities. These are being designed to educate students to a common standard of achievement, although there are local variations designed to meet the varied needs of the 5 participating campuses. The new curriculum meets a growing need for high-quality GIScience education in a variety of fields. We are designing the two-course sequences to foster active learning by customizing exercises and data sets to the diverse geographic locations and programmatic strengths of each campus. Our project is also enhancing and developing the skills of the faculty, and integrating advanced technology into a variety of disciplines. Our plan is to disseminate our work through our teaching, on-site workshops for our faculty colleagues, internet publication, and presentation at professional meetings. Project evaluation is being assisted by on-site peer input during faculty workshops, and periodic review by a three member advisory panel of GIScience scholars and professionals. EXP PROG TO STIM COMP RES CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Szakas, Joseph University of Maine Augusta ME Myles G. Boylan Standard Grant 46009 9150 7428 SMET 9178 9150 7428 0000099 Other Applications NEC 0125827 August 1, 2002 Collaborative Research: Integrated Undergraduate GIScience Curriculum for Five University of Maine System Campuses. Geography (88) The core purpose of this project is to adapt key elements of the core curriculum developed by the National Council for Geographic Information and Analysis (NCGIA,1997), combining these with materials already used on some campuses in the University of Maine system. This is a collaborative project designed to benefit five universities that are part of this system: The University of Southern Maine, The University of Maine, Fort Kent, The University of Maine, Machias, The University of Maine, Augusta, and The University of Maine, Farmington. The broader purpose of this collaborative project is to enhance GIScience education throughout the state of Maine on the 5 collaborating campuses. On each campus a dedicated laboratory is being equipped to support the development of a modern geographical information science (GIScience) curriculum, comprised of GIS and GPS technology and related educational materials. We are developing and implementing a sequence of two GIScience courses for undergraduate students in each of the five universities. These are being designed to educate students to a common standard of achievement, although there are local variations designed to meet the varied needs of the 5 participating campuses. The new curriculum meets a growing need for high-quality GIScience education in a variety of fields. We are designing the two-course sequences to foster active learning by customizing exercises and data sets to the diverse geographic locations and programmatic strengths of each campus. Our project is also enhancing and developing the skills of the faculty, and integrating advanced technology into a variety of disciplines. Our plan is to disseminate our work through our teaching, on-site workshops for our faculty colleagues, internet publication, and presentation at professional meetings. Project evaluation is being assisted by on-site peer input during faculty workshops, and periodic review by a three member advisory panel of GIScience scholars and professionals. EXP PROG TO STIM COMP RES CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Hobbins, David University of Maine Fort Kent ME Myles G. Boylan Standard Grant 77987 9150 7428 SMET 9178 9150 7428 0125828 June 1, 2002 Incorporation of Hands-On Learning Activities into an Innovative General Science Optics Course. Physics (13) The project is completely redesigning the optics course for non-science majors, A World of Light and Color, from a traditional lecture format into a collaborative, activity-based classroom environment. About 80% of the students attending Western Maryland College (WMC) are non- science majors and many lack a basic comprehension of the scientific endeavor. During the past decade, the physics education research community has demonstrated that well-designed, student- centered activities help students achieve a deeper understanding of physical concepts, while fostering an appreciation of science. To capitalize on these findings, the project is combining the Workshop Physics approach with optics activities that have been developed at WMC. Workshop Physics, a discovery-based approach pioneered at Dickinson College, has been successful in introductory physics courses, and the project is adapting and implementing many aspects of this delivery method to meet the needs of General Science students. Providing students the opportunity to explore optical phenomena in a collaborative, student- centered environment should result in a positive learning experience. Students also should appreciate the role computers and data analysis play in the scientific process, and computer-assisted activities appropriate are being designed specifically for non-science majors. A specific objective of the project is to develop and disseminate high-quality optics activities for non-science majors nationwide. Finally, this project will serve as a prototype for the renovation of the entire General Science curriculum at WMC. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Mian, Shabbir Vasilis Pagonis Jeffrey Marx McDaniel College MD Duncan E. McBride Standard Grant 69349 7428 SMET 9178 7428 0000099 Other Applications NEC 0125831 June 1, 2002 Electrostatic Tools for Learning and Assessment. Physics (13) The objective of this project is to produce a collection of easy-to-administer, ready-to-use, classroom- and student-tested materials in electrostatics (electrically-charged objects, static electric fields, and electric potential) that can be used as classroom materials, web assignments, or homework assignments. In addition, pre/post- assessment tools in the same area are being developed. These focused materials will employ TIPERs (Tasks Inspired by Physics Education Research) that are easily incorporated partially or as a whole into existing courses and teaching styles. This second stage follows a similar project in magnetism and may be followed by incremental development in stages concentrating on areas such as thermodynamics, waves, and optics. This project is a collaboration between two-year college and university physics faculty from institutions that have diverse, representative student populations. This project team is experienced in educational research as well as developing and implementing new approaches to, and assessment of, learning. These materials are being classroom tested at several institutions and will be made available widely in both print and electronic versions. This project facilitates the incorporation and application of the results of physics education research into classrooms and thus improve the learning of physics by students at post-secondary education institutions. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Hieggelke, Curtis David Maloney Stephen Kanim Joliet Junior College IL Duncan E. McBride Standard Grant 75000 7427 SMET 9178 7427 0000099 Other Applications NEC 0125835 March 1, 2002 Teaching Students to Think as Analytical Chemists by Developing a Laboratory Course in Method Development. Chemistry (12) We are using an automated atomic absorption spectrometer, an automated HPLC, and equipment for microwave digestions and extractions to enhance students learning in analytical chemistry and applying the knowledge gained to other chemistry courses in the physical and biological sciences and to research projects. We are adapting a number of problem-based laboratories from literature such as the environmental monitoring of urban air or trout streams and the analysis of a clinical control serum. These lab projects make use of "real" samples (serum, air, water) and require students to design, optimize, and validate a method(s) to do the work in their project. Two broad pedagogical objectives of this project are- to provide instruction in modern analytical chemistry through changes to the analytical curriculum and the acquisition of modern analytical instrumentation, and to create an educational environment in which students solve problems by learning to think as analytical chemists. These objectives are accomplished by: (1) creating a new curriculum that better represents the skills required in analytical chemistry; (2) providing students with a problem-based laboratory experience; (3) creating a student-centered lab emphasizing cooperative learning; (4) training students in the use of modern, automated instrumentation; and (5) linking the analytical lab experience to a student's interests. In the Method Development course, an upper-level laboratory course required of chemistry majors, the students work as part of a research team to design, optimize and validate an analytical method for an analyte in a complex, real matrix. Each student assumes responsibility for one or more aspects of the group's project. A key feature of this project is the use of the "jigsaw" concept in which students from different groups, but with similar responsibilities, periodically meet to share information and discuss solutions to common problems. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Harvey, David DePauw University IN Eileen L. Lewis Standard Grant 39072 7428 SMET 9178 7428 0000099 Other Applications NEC 0125840 August 1, 2002 Collaborative Reseach: Developing an Integrated Undergraduate GIScience Curriculum for Five University of Maine Campuses. Geography (88) The core purpose of this project is to adapt key elements of the core curriculum developed by the National Council for Geographic Information and Analysis (NCGIA,1997), combining these with materials already used on some campuses in the University of Maine system. This is a collaborative project designed to benefit five universities that are part of this system: The University of Southern Maine, The University of Maine, Fort Kent, The University of Maine, Machias, The University of Maine, Augusta, and The University of Maine, Farmington. The broader purpose of this collaborative project is to enhance GIScience education throughout the state of Maine on the 5 collaborating campuses. On each campus a dedicated laboratory is being equipped to support the development of a modern geographical information science (GIScience) curriculum, comprised of GIS and GPS technology and related educational materials. We are developing and implementing a sequence of two GIScience courses for undergraduate students in each of the five universities. These are being designed to educate students to a common standard of achievement, although there are local variations designed to meet the varied needs of the 5 participating campuses. The new curriculum meets a growing need for high-quality GIScience education in a variety of fields. We are designing the two-course sequences to foster active learning by customizing exercises and data sets to the diverse geographic locations and programmatic strengths of each campus. Our project is also enhancing and developing the skills of the faculty, and integrating advanced technology into a variety of disciplines. Our plan is to disseminate our work through our teaching, on-site workshops for our faculty colleagues, internet publication, and presentation at professional meetings. Project evaluation is being assisted by on-site peer input during faculty workshops, and periodic review by a three member advisory panel of GIScience scholars and professionals. EXP PROG TO STIM COMP RES CCLI-ADAPTATION AND IMPLEMENTA DUE EHR McAnneny, Cathleen University of Maine Farmington ME Myles G. Boylan Standard Grant 65865 9150 7428 SMET 9178 9150 7428 0000099 Other Applications NEC 0125876 July 1, 2002 Active Student Participation in Introductory Physics Laboratories Using RealTime Physics. Physics (13) This project is modernizing the introductory physics laboratory using computerized instructional technology. Microcomputer Based Laboratory (MBL) tools that use the RealTime Physics (RTP) program designed by David Sokoloff and Ronald Thornton are being adapted. Students in their first and second year of college and also high school physics instructors and students are participating in the project. The objective is that the student play an active rather than passive role in performing the experiments which include data acquisition, analysis (graphs and calculus) and intuitive inference. Immediate visual display of the experimental results saves time and enhances students' laboratory skills and their ability to retain the physical concepts learned. The implementation of the RTP also allows development of more appropriate laboratory exercises for students with different science majors. The standardized Force and Motion Conceptual Evaluation is being used to evaluate the effectiveness of the methods. An external peer reviewer familiar with education policies in Puerto Rico is also evaluating progress. To better prepare students who may come to the university while still in high school, a summer workshop is being organized for local high school science instructors to assist them in learning new and powerful ways of teaching basic science. Videos tapes showing high school students immersed in physics related experiments are being distributed to local high schools in order to make studying physics more attractive as a career option. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Guerra-Vela, Claudio Nicholas Pinto University of Puerto Rico at Humacao PR Duncan E. McBride Standard Grant 99723 7428 SMET 9178 9150 7428 0000099 Other Applications NEC 0125911 March 1, 2002 Integration of a Gas Chromatograph Mass Spectrometer into the Undergraduate Curriculum. Chemistry (12) This award is permitting the introduction of GC/MS in an incremental fashion into the curriculum as students are using this instrument in undergraduate organic chemistry, quantitative analysis, instrumental methods of analysis, advanced synthetic laboratories, and undergraduate research. Through a careful selection of instrument components, the incremental approach is allowing the use of the GC/MS in both large enrollment lower-division and lower enrollment upper-division laboratories. Experiments are being adapted from the research and the educational literature and implemented into our curriculum using an inquiry-based pedagogy. The incremental approach begins with the concepts needed to interpret isotopic mass and abundance data, and then continues with fragmentation patterns of complex species, techniques required for the accurate analysis of complex mixtures, and identifications through the use of library software. Finally, a sound introduction to the operating principles of GC/MS is providing the foundation for sophisticated uses in our upper-division instrumental methods of analysis and advanced synthesis courses and in undergraduate research projects. This approach is developing the student's comprehension of and appreciation for the power of this technique through a variety of experiences. The creative thinking skills and problem solving abilities of students are being improved. The installation of the GC/MS is a continuation of our overall Laboratory Modernization/Technology Integration Effort. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Buttry, Daniel Edward Clennan Robert Corcoran Jill Robinson University of Wyoming WY Kathleen A. Parson Standard Grant 41658 7428 SMET 9178 7428 0000099 Other Applications NEC 0125992 April 1, 2002 Light Inquiry Through Experiments: Project LITE. Physics (13) This project continues work begun under Award No. 9950551. The project is developing, evaluating, and disseminating educational devices, software, and curriculum materials that center on the nature of light, optics, color, and perception. The major innovation of the project is the introduction of "homelabs" about light into college science courses. These inquiry-based, quantitative laboratory experiences are designed for students to perform in their own homes. Many of these activities take advantage of the unique properties of computers, allowing students to use inexpensive optical materials to manipulate, explore, and study the light coming from their monitors. In the Project LITE "proof-of-concept" phase (funded through NSF Award No. 9950551), the investigators conducted the initial development and testing of a number of these homelabs. The basic educational goal of the homelabs is to encourage individualized hands-on (and "eyes-on") learning. The use of homelabs also seeks to alleviate a major resource problem faced by many large, introductory-level, non-majors university science courses, arising from the limited availability of laboratory space, equipment, and teaching assistants. Project LITE materials are being developed and tested at Boston University. The national impact of individual homelabs is being extended by integrating them into community college, university, and high school courses in astronomy, biology, chemistry, earth science, physics, and psychology, as well as into science courses for pre-service teachers. The homelabs are also useful for distance education, home learning, and adult continuing education. CCLI-Phase 1 (Exploratory) CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Brecher, Kenneth Peter Garik Trustees of Boston University MA R. Corby Hovis Continuing grant 574465 7494 7427 SMET 9178 7427 0000099 Other Applications NEC 0126027 June 1, 2002 Integrating Technology into Introductory Biology Laboratories. Biological Sciences (61) Muhlenberg College's Biology Department is committed to having students undertake long term, independent research projects, complete comprehensive data analysis and data presentation, and engage in intensive collaborative inquiry and investigative type exercises. Muhlenberg's 1998 ILI-NSF grant ensured that these objectives were accomplished in the upper-level research-based courses through the use of computer-based technology. The current project is addressing the introductory biology sequence, and is an adaptation of the learnings provided by Project Kaleidoscope's "What Works," and similar efforts at Kutztown University (DUE 9952337). Specifically, the project is implementing models for teaching plant and animal structure/function and cell/molecular biology laboratories while adapting computer technology to facilitate scientific inquiry. Our central goal is to expand the use of computer technology and the culture of science to students enrolled in the introductory biology laboratories. These courses are introducing the students to all elements of scientific inquiry through investigative exercises and doing independent research. The students are using computers, software, and peripherals to 1) record data from their short-term investigative and long-term independent experiments, 2) doing statistics and graphing, 3) placing data on the web and using web-based technology to access molecular databases, and 4) presenting their long-term projects in the format of a poster and/or oral presentation. Thus, the computer-based infrastructure is allowing the students to make even more sophisticated connections within and outside the laboratory. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR McCain, Elizabeth Bruce Wightman Chrys Cronin Muhlenberg College PA Terry S. Woodin Standard Grant 112195 7428 SMET 9178 7428 0000099 Other Applications NEC 0126032 March 1, 2002 Online Weather Studies: National Dissemination and Collegial Professional Development Activity With Undergraduate Faculty in Minority-Serving Institutions. Atmospheric Sciences (41) The American Meteorological Society (AMS) in cooperation with the US National Weather Service and the Department of the Geosciences of North Carolina's Elizabeth City State University is providing professional development opportunities for 100 faculty at minority institutions with the goal of increasing minority student participation in science, technology, engineering, and mathematics (STEM). Over a 4.5-year period, this project will attain this diversity-enhancing goal by making available to minority-serving colleges and universities Online Weather Studies, an existing AMS-developed distance- learning course on the basics of atmospheric science partially delivered via the Internet. Greater minority student participation in STEM requires greater access to scientific learning experiences that engage student interest and develop their critical thinking skills. Critical thinking and associated reasoning skills are considered essential for student success in STEM. Online Weather Studies is designed to meet this goal through electronic delivery of highly motivational investigations written to current weather conditions. To facilitate adoption and implementation of Online Weather Studies, the project provides professional development experiences for faculty (25 per year for 4 years) via a 5-day summer workshop at the National Weather Service Training Center (NWSTC) at Kansas City, MO plus a series of two-day workshops treating science content, pedagogical, and diversity issues as a regular feature of the AMS Annual Meeting held each January. CCLI-NATIONAL DISSEMINATION DUE EHR Geer, Ira Joseph Moran Robert Weinbeck American Meteorological Society MA Duncan E. McBride Continuing grant 365675 7429 SMET 9178 7429 0000099 Other Applications NEC 0126050 March 15, 2002 Development of Technology Based Assessments in Chemistry. Chemistry (12) A major emphasis in science education over the past decade has been the development of programs to enrich undergraduate understanding and appreciation of knowledge, and to improve the skills necessary for continued learning. However the assessment techniques typically employed do not necessarily assess the kinds of learning emphasized in national standards. The Interactive Multi-media Exercises (IMMEX) project at UCLA has been exploiting modern technology to allow educators the opportunity to teach, observe and assess student performances in realistic settings. More than 10 years of experience with integrating IMMEX learning and assessment technology into primary, secondary and medical school classrooms suggests to us that there are ways to overcome the perils of authentic learning and assessment, and to use these methods to achieve the goals envisioned by the NRC and others. We are building upon this proven assessment technique by developing a full suite of IMMEX materials for a two semester general chemistry course. The major partners in this plan are Learning Chameleon (the licensing organization for IMMEX software), Clemson University and the University of Kansas. Pilot testing also is being carried out at Hutchinson Community College and Claflin College, and in conjunction with the new American Chemical Society General Chemistry text. The project has three phases: 1. The integration of existing materials (10 problems, 300 cases) into two different general chemistry programs. 2. The development of new problems (a) to address second semester chemistry content, and (b) an experimental type of problem that compresses the problem space and concentrates on one particular concept or skill. These problems are being used both as an assessment tool and as a diagnostic tool to identify different types of problem solvers. 3. The development of specific interventions to help students become more proficient, based on the analysis of the strategies our students actually employ when solving problems. The outcomes of this project will be a suite of IMMEX problems suitable for general chemistry courses, a workbook detailing the program and an instructors manual. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Cooper, Melanie Ronald Stevens Norbert Pienta Clemson University SC Susan H. Hixson Continuing grant 499859 7427 SMET 9178 9150 7427 0000099 Other Applications NEC 0126062 August 15, 2002 Physicists At Work. Physics (13) Over the period 1993-2000, the number of physics baccalaureates granted annually declined to pre-Sputnik levels and there it remains. A contributing reason for the decline is prompted by a common student belief that there are no jobs for physicists. While this belief can be understood, it is untrue. This project is designed to inform students about the wide range of jobs and diverse careers pursued by physicists. Based on experiences during the 1999-2000 and 2000-2001 academic years, we shall create and implement a model course in 20 departments of physics. A central feature of the model course will be to bring physics alumni pursuing non-academic careers face-to-face with contemporary physics students so that they can learn directly from physicists in the workplace about what physicists do, how their careers evolved, and how their major in physics prepared them for their professional life. To support the model course, two books, Preparing Physicists For Work and Physicists At Work, are being written. From the feedback supplied by students and faculty at each participating institution, the American Institute of Physics (AIP) is (1) developing a Guide for initiating and implementing the model course and (2) revising the two books in accord with the student and faculty comments. The Guide and copies of the two books, Preparing Physicists For Work and Physicists At Work, will be disseminated by AIP to every physics department in the United States. The project will be evaluated by the Statistics Division of AIP. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Rigden, John James Stith American Institute of Physics MD Duncan E. McBride Standard Grant 66030 7427 SMET 9178 7428 0000099 Other Applications NEC 0126105 June 1, 2002 Undergraduate Experiments in Electron Diffraction. Physics (13) The Department of Physics & Astronomy has added a laboratory component to its Modern Physics course and moved some experiments from the Experimental Physics Laboratory course to the Modern Physics course. A capstone research project has also been added for senior physics majors. As part of these course modifications, the department is adding high-energy electron diffraction (RHEED) equipment to be used by undergraduate students in a wide variety of experiments. Experiments adapt and draw from undergraduate labs on diffraction and on research techniques using RHEED to make measurements on materials. Students who work with the electron diffraction equipment demonstrate for themselves the wave-like behavior of electrons and also gain valuable hands-on experience using particles as a probe of the structure of matter. Other more advanced topics that are covered include the concepts of diffraction and reciprocal space, surface symmetry and order, and structural differences between amorphous and crystalline solids. The diffraction equipment complement the real space imaging capabilities of two scanning probe microscopes already owned by the department. Together the electron diffraction and scanning probe microscopy experiments make a powerful combination that enable students to gain a deeper understanding of important fundamental physical ideas like diffraction, tunneling, and the wave-like nature of matter. Laboratory manuals and supporting materials developed under this project are shared at regional meetings of the AAPT in addition to being posted on web sites. Results stemming from undergraduate research is published separately in appropriate peer-reviewed journals and presented at scientific meetings. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Rioux, Dennis Michael Umlor University of Wisconsin-Oshkosh WI Duncan E. McBride Standard Grant 21741 7428 SMET 9178 7428 0000099 Other Applications NEC 0126135 January 1, 2002 LC/MS to Enhance Project-Based Laboratories. Chemistry (12) The objectives of this project are to promote student understanding of tandem chromatography-spectrometry as a problem-solving technique that takes advantage of methodology common to all sciences, to discourage student compartmentalization of chemical ideas, to facilitate student understanding of structure-property relationships, to increase student access to modern instrumentation, to improve faculty collaboration, and to effect evolution in the chemistry curriculum to include more problem-based laboratory activities. These objectives are being accomplished by implementing the same instrumental technique in multiple courses throughout the strata of the chemistry curriculum. Thus, all chemistry majors and most biology majors are using the LC/MS in courses over multiple years covering several of the sub-disciplines of chemistry. The Department is using the liquid chromatograph/mass spectrometer to adapt and implement exemplary laboratory experiences originally developed at Duquesne University. Adaptation of other laboratory experiments and projects from the educational literature are also being implemented. These adapted experiments and projects are being implemented into at least seven project-based laboratory courses, including Organic Chemistry, Instrumental Analysis, General Chemistry, Biochemistry, and undergraduate research in both Chemistry and Biology. The enhanced project-based laboratories are aiding students make connections across the sub-disciplinary boundaries of chemistry. Once this project is fully implemented, nearly 200 Millikin University undergraduate students will feel its impact each year. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Bennett, George Millikin University IL Eileen L. Lewis Standard Grant 85238 7428 SMET 9178 7428 0000099 Other Applications NEC 0126165 June 1, 2002 Food, Hair, Beverages and Water: Analytical Biochemistry Across the Curriculum. A Case Study Approach. Chemistry (12) This project is an interdisciplinary effort between the Department of Chemistry and Biochemistry, and the Biology Department. New Supercritical Fluid Extraction (SFE) and Capillary Electrophoresis (CE) Instrumentation is being integrated into the laboratory component of several analysis oriented chemistry, biology and biochemistry courses using modern teaching methodologies. The focus of the plan is to develop an analytical/biochemistry cluster of experiments that runs through the current Sophomore and Junior/Senior laboratory courses. Experiments within this cluster are based upon the Case Study method, with students working in small groups; involve the use of one or both of the proposed instruments; and focus on issues of biochemical relevance. Experiments and protocols from the Journal of Chemical Education and from primary research journals are being combined and adapted in order to create the Case Studies. This approach better prepares chemistry, biology, and biochemistry students by involving them in the consideration of "real world" problems, and by providing hands-on experience using modern analytical instrumentation and techniques. As a result of this experience, students are expected to become more efficient learners, retain what they learn longer, exercise their critical thinking skills, and involve themselves in more interesting and challenging experiments than were available in the past. Case Studies are being written in a manner that will allow other colleges and universities, similarly equipped, to readily adapt these methods. Results of the project will be reported at national and regional meetings and published in appropriate college science teaching journals. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Schaber, Peter Robert Grebenok Thomas Corso Steven Szczepankiewicz Canisius College NY Susan H. Hixson Standard Grant 70016 7428 SMET 9178 7428 0000099 Other Applications NEC 0126234 May 1, 2002 Integrating Research with Undergraduate Education through a Petrotectonic Study of Casco Bay, Maine. Geology (42) The Casco Bay project brings research into the classroom. Recent pedagogical studies and reports recommend that undergraduate courses create opportunities for students to "do" science by engaging in research that provides them with life-long learning skills in problem-solving, quantitative reasoning, and communication. In essence, science and the skills learned by "doing" science are integral to everyone's life, regardless of background or (future) occupation. The Casco Bay region of Maine is readily accessible to Bowdoin College and it lends itself to multi-disciplinary studies, because the region includes felsic and mafic volcanics, pelites, and limestones that have undergone deformation and been variably metamorphosed from chlorite to sillimanite grade. Research on the Casco Bay region is being integrated into undergraduate geology courses and student thesis research. This project adapts and implements the successful practices of other educators by using regional geologic studies and by integrating research into courses. The Casco Bay project incorporates petrological, geochemical, structural, and geochronologic research in four undergraduate courses: Introduction to Physical Geology, Structural Geology, Igneous and Metamorphic Petrology, and Mountain Belts. Data are shared between students using a Geographical Information System's (GIS) database. Through the project, students become familiar with the geology that surrounds them and engage cooperatively in multidisciplinary research. In so doing, students make connections between geologic disciplines, recognize the benefit of approaching problems from different angles, and improve their field, quantitative, and communication skills. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Beane, Rachel Bowdoin College ME Keith A. Sverdrup Standard Grant 38158 7428 SMET 9178 9150 7428 0000099 Other Applications NEC 0126242 March 1, 2002 Adaptation of a Microtiter Plate Reader in an Undergraduate Biochemistry Laboratory. In the past several years, combinatorial techniques have revolutionized certain aspects of chemistry. One of the limiting factors in the implementation of this state-of-the-art approach is the need for high-throughput screening techniques. This proposal is adapting several procedures from the educational and commercial literature and implementing them into the undergraduate chemistry curriculum using a 96-well plate reader. Students are monitoring protein folding, conducting enzyme kinetics, screening libraries for phosphatase inhibitors, and developing an ELISA technique with the microtiter plate reader. These activities are introducing students to high-throughput, microtiter plate techniques, providing information for a statistical analysis of a large pool of data, and increasing the capacity for research-based and discovery laboratory activities. In addition, the library screening activity is being adapted for use in an outreach program with minority elementary and middle-school students. The impact of this proposal is being evaluated by student performance in both the laboratory and classroom portion of the course via test and survey questions. Dissemination of the results of this proposal will be presented through a national CUR workshop, publications, and outreach activities. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Taylor, Ann Wabash College IN Kathleen A. Parson Standard Grant 14025 7428 SMET 9178 7428 0000099 Other Applications NEC 0126245 August 15, 2002 Improving a Microscopy Course: Integrating Electron Microscopy with Scanning Probe Microscopy. Physics (13) With its capability of visualization and manipulation at atomic and molecular levels, scanning probe microscopy (SPM) has become one of the most important advancements in science and technology in the past decade. This project is adapting and integrating SPM into a two-semester Electron Microscopy (EM) course that has been taught at the University of Missouri-Kansas City (UMKC). The addition of SPM instrumentation to the course gives students a broader view and experience on the cutting edge microscopy technologies. The integration also allows a more efficient approach in teaching the subject, because the course covers a wider range of techniques used in microscopy and emphasizes the application of these techniques in various fields. The improvement of the course is being achieved by introducing, in addition to the existing hands-on experiments on EM, two verification-type experiments using SPM to visualize atomic structures on well-defined crystalline surfaces in the first semester. This is followed, in the second semester, by three inquiry-based experiments that involve both SPM and EM. The improved course enhances the interdisciplinary education in science, mathematics, engineering and technology at UMKC. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Zhu, Da-Ming David Wieliczka University of Missouri-Kansas City MO Duncan E. McBride Standard Grant 72500 7428 SMET 9178 7428 0000099 Other Applications NEC 0126254 January 15, 2002 Integrated Laboratory for State-of-the-Art Circuit Design and Implementation: Computer-Aided Design and Printed-Circuit Board Prototyping. Engineering - Electrical (55) The project develops an integrated laboratory for state-of-the-art circuit design and implementation using a CAD system and printed circuit board (PCB) prototyping. It is based on similar programs at several other universities. The laboratory is being integrated into the sequence of digital design courses so that the material is introduced gradually. The evaluation plan compares the complexity, performance, design time, and packaging of past senior design projects to those developed using the new laboratory. In addition they will use course evaluation, senior exit interviews, and alumni surveys to evaluate the usefulness of the CAD and PCB training. They plan to post laboratory manuals and examples of design projects on the web and to publish noteworthy outcomes with journal and conference publications. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Hou, Ling Sura Lekhakul Yi Zheng St. Cloud State University MN Rogers E. Salters Standard Grant 29626 7428 SMET 9178 7428 0000099 Other Applications NEC 0126306 May 1, 2002 Introducing Unsaturated Flow Phenomena into an Undergraduate Civil Engineering Curriculum. Engineering - Civil (54) The objective of this proposal is to introduce unsaturated flow phenomena in soils in undergraduate civil engineering education at the Colorado School of Mines by introducing unsaturated flow phenomena in soils. The project responds to a pressing need in civil engineering practice by filling the gap between current textbooks and engineering practice. Over the last two decades, geotechnical engineering, a sub-discipline of civil engineering, has experienced radical changes. Traditional foundation design methodology, which is based strictly on soils under saturated conditions, is now being supplemented with the considerations of unsaturated soil conditions in many structural foundation problems such as construction and operation of dams, natural slope stability and landslide analysis, underground waste containments, and expansive soil damages to houses and civil infrastructures. As a result, today's geotechnical engineers must deal with soils under unsaturated conditions in engineering practice; a subject typically excluded from many formal undergraduate education curricula. Furthermore, all soil mechanics and laboratory textbooks currently in use at the undergraduate level in the United States cover little, if any, material on unsaturated flow phenomena in soils. The fundamental concepts of unsaturated flow phenomena in soils are being incorporated into "Soil Mechanics" and "Soil Mechanics Laboratory" courses by adapting and implementing two experiments which illustrate unsaturated flow phenomena in soils. These experiments consist of "Soil Water- Suction Characteristic Curve Test" for quantifying dependency of soil suction head on water content, and "Coefficient of Permeability Test" for quantifying dependency of soil permeability on water content. Comprehension of the working principles for both experiments is critical for the full understanding of unsaturated flow in soils, and application of these principles to structural foundation design and other pressing geotechnical engineering problems. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Lu, Ning D. Vaughan Griffiths William Likos Colorado School of Mines CO Susan L. Burkett Standard Grant 70000 7428 SMET 9178 7428 0000099 Other Applications NEC 0126326 June 1, 2002 Enhancing Experiential Learning and Research-based Instruction by Integrating Fluorescent and Phase Microscopy Across the Curriculum. Biological Sciences (61) The goal of this project is to strengthen the ability of students to use microscopic approaches to solve problems. The objectives are to integrate fluorescent and phase-contrast microscopy into all levels of the Wartburg College biology curriculum and to enhance student access to the instrumentation and their ability to use microscopic techniques in student research projects. Students are introduced to the use of fluorescent and phase-contrast microscopy in the introductory Biology course, and gain expertise in subsequent courses, Microbiology, Microbial Ecology, Cell Biology, and Student Research. These courses provide other opportunities for the use of these microscopes in inquiry-based labs and undergraduate research. Inquiry-based lab exercises are being developed as adaptations from the contemporary research literature. The students are also be trained in still-frame and video-capture techniques so they can document, present, and publish their results. The impact of the project on student learning is being assessed using cumulative digital image portfolios and lab practicals. The results of the assessment and student-generated projects will be disseminated through a Web site and presentations at national meetings. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR McClung, J. Keith Roy Ventullo Wartburg College IA Herbert Levitan Standard Grant 60306 7428 SMET 9178 7428 0000099 Other Applications NEC 0126372 March 1, 2002 Integrative Workstations to Enhance Undergraduate Learning and Research of Metabolic and Physiological Responses. Biological Sciences (61) Exercise physiology is fundamental for researchers and majors in health fitness, athletic training, physical education, and health education. Not unlike other sciences, exercise physiology instruction that provides students with iihands-onl. laboratory experiences creates the most positive learning climate, leads to a more complete understanding of basic physiological processes, and increases comprehension of scientific principles, concepts and methods. Currently, due to lack of metabolic analyzing equipment, the instruction of many exercise physiology laboratory activities has been done via more traditional demonstration methods than full and active student participation in the exercises themselves. The acquisition of key instructional equipment (metabolic analyzer and treadmill) will expand and strengthen the undergraduate student's experience in exercise physiology and help foster a direct problem- solving approach to the learning process in scheduled laboratory sessions, independent research or other out-of-class projects. The objectives of this project are two-fold: a) to provide expired gas analyzing instrumentation to enable students to study several fundamental exercise physiology principles that cannot be investigated with the current equipment and b) to promote and encourage active learning and student research opportunities. The improved learning and research resulting from the integration of the requested equipment into the curriculum will advance the college's commitment to undergraduate research throughout the academic program. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Kloubec, June Bruce Van Duser Gustavus Adolphus College MN Terry S. Woodin Standard Grant 11864 7428 SMET 9178 7428 0000099 Other Applications NEC 0126373 August 1, 2002 Structural Engineering Workshop: Experiments In The Structural Engineering Curriculum. Engineering - Civil (54) The projects adapts a series of large-scale experiments into the advanced undergraduate structural engineering courses, and exercises to enhance continuity between graduate and undergraduate courses. Although the literature describes several successful efforts to bring physical experiments into structural engineering courses, the Structural Engineering Workshop is going to advance this methodology in two important ways: First, most previous projects were limited to illustrating structural analysis concepts, but the Structural Engineering Workshop emphasizes failure modes of real structural components and systems. This is important because many design procedures are meant to steer us toward some failure modes and away from others, but it is difficult for students to appreciate why most students never get the chance to see (and hear and touch!) the difference between the brittle failure of an over-reinforced beam and the ductile failure of an under-reinforced beam. Second, while projects reported in the literature were limited in scope to one particular course, the Structural Engineering Workshop is going to use the experiments as a means to integrate activities across a range of courses in an engineering program. Students of different years and specialties are going to participate in planning and production of test specimens, testing, and analysis of results. Giving students the opportunity to revisit the experiments throughout their academic programs, each time from the shifted viewpoint of a different course, is going to help them understand the critical links between material/component behavior, construction methods, and structural design. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Stahl, Douglas Richard DeVries Milwaukee School of Engineering WI Susan L. Burkett Standard Grant 46217 7428 SMET 9178 7428 0000099 Other Applications NEC 0126386 June 1, 2002 Teaching Kinetics to Undergraduates enrolled in an Introductory Chemistry Laboratory Course using LabVIEW Computer Software. Chemistry (12) With the acquisition of an Agilent UV/VIS spectrophotometer equipped with LabVIEW software, we are introducing chemical kinetics and computer data analysis in our introductory chemistry course and in environmental management technology program. Most of our students in this associate degree program enter the workforce upon graduation and become involved in environmental testing and chemical analyses in a laboratory setting. Our goal is to better prepare students to meet these challenges by adapting and implementing computer-aided laboratory experiments into our curriculum. These experiments allow students to integrate and reinforce chemical concepts learned in the classroom with real-life experiences. Kinetics is a difficult concept for students to grasp and often requires exploring the topic through various modalities. We are using our UV/VIS to do kinetics experiments in which the students visually track changes in chemical reactions in real time. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Motry, Douglas Kent State University OH Elizabeth M. Dorland Standard Grant 6424 7428 SMET 9178 7428 0000099 Other Applications NEC 0126393 April 1, 2002 Adapting Models of Excellence to Enhance the Core Biology Curriculum. Biological Sciences (61) Carroll College, Wisconsin's oldest institution of higher education, is adapting an effective model of core curriculum reform for the liberal arts setting. We are modeling our curriculum reform efforts after a successful program developed at the California State University at Fullerton. Our initial efforts at curriculum revision resulted in substantive changes to the content presented in the four core courses, but did not impact how that content was delivered. As outlined in this proposal, our efforts at curriculum reform now center on three objectives for enhanced student learning: 1) strengthening the investigatory skills of students, 2) modeling the integration of biological fields, and 3) developing and implementing multi-level assessment strategies that validate practice and identify areas for growth. This project supports faculty development to help coordinate our teaching efforts, enhance our expertise with particularly effective pedagogical strategies, and measure the effectiveness of our curriculum. Students are using essential equipment including mobile workstations in a series of integrated investigations designed to develop research skills incrementally while also demonstrating the connections between multiple levels of biological inquiry. Our ultimate goal in this phase of curricular reform is to enhance student learning by creating an assessment-driven core curriculum. The outcome of our project is students who more successfully retain basic concepts in upper-division courses and who approach their senior research project with a solid foundation in how to ask and answer biological questions. Secondary biology education students are integrated into our teaching collaboratives, enhancing their professional preparation. We are also improving the teaching skills of faculty in the biology department, with reform spreading to other members of the Science Division, other Carroll faculty members, and local high school and college science teachers who participate in faculty development opportunities. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Lewis, Susan Cynthia Horst Lisa Conley Carroll College WI Terry S. Woodin Standard Grant 82996 7428 SMET 9178 7428 0000099 Other Applications NEC 0126401 June 1, 2002 Collaborative Research: Adaptation and Implementation of Activity and Web-Based Materials into Post-Calculus Introductory Probability and Statistics Courses. Mathematical Sciences (21) The objectives of this collaborative project are to improve post-calculus students' learning of probability and statistics and to provide students with better preparation for their future careers in mathematics and statistics, mathematics education, and computer science. These objectives are being achieved by focusing on active and cooperative learning, visualization of concepts, and use of simulations in post-calculus introductory probability and statistics courses at Athens State University and Middle Tennessee State University via the adaptation and implementation of two recently developed National Science Foundation funded materials. The materials are (a) A Data-Oriented, Active Learning, Post-Calculus Introduction to Statistical Concepts, Methods, and Theory (DUE-9950476) and the (b) Virtual Laboratories in Probability and Statistics (DUE-9652870). Project activities include faculty enhancement at the institutions, the respective institutional adaptation and implementation (A&I) of the materials, the evaluation of the A&I of the materials, and the assessment of students learning while using the materials. The University of Alabama Huntsville is providing the evaluation. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Goodson-Espy, Tracy University of Alabama in Huntsville AL Elizabeth Teles Standard Grant 36886 7428 SMET 9178 9150 7428 0000099 Other Applications NEC 0126402 March 1, 2002 Atomic Scale Imaging Implemented Into Undergraduate Science Education. Interdisciplinary (99) In this project, four science departments (Chemistry, Biology, Physics, and Geology) at SUNY Potsdam are using Atomic Force Microscopy and Scanning Tunneling Microscopy (AFM/STM) to continue their ongoing efforts to incorporate advanced technologies into laboratory experiences for science majors. While examples of atomic imaging techniques in new textbooks have enhanced student's visualization of atoms and molecules, the lack of an AFM and appropriate related laboratory experiences has limited student learning in this area. Bridging the gap between coursework and the laboratory, a number of new experiments based on AFM/STM use are being developed, some of which are integrated across the curriculum. The ability to engage students in experiments using AFM/STM is creating possibilities for designing innovative courses and is advancing undergraduate research. This equipment enables students in chemistry and biology classes to (1) measure the forces between molecules, including antigen/antibody interactions (V.W. Jones, J.R. Kenseth, M.D. Porter, C.L. Mosher, and E. Henderson, "Microminiaturized Immunoassays Using Atomic Force Microscopy and Compositionally Patterned Antigen Arrays," Anal. Chem., 1998, 70, 1233-1241), (2) explore phospholipid and drug interactions (T.H. Ha, C.H. Kim, J.S. Park, and K. Kim, "Interaction of Indolicidin with Model Lipid Bilayer: Quartz Crystal Microbalance and Atomic Force Microscopy Study," Langmuir, 2000, 16, 871-875), (3) examine structure of polymer films (D. Raghavan, M. VanLandingham, X. Gu, and T. Nguyen, "Characterization of Heterogeneous Regions in Polymer Systems Using Tapping Mode and Force Mode Atomic Force Microscopy," Langmuir, 2000, 16, 9448-9459), (4) observe pitting corrosion and to study the effect of inhibitors on metal corrosion, imaging the surface of nanoelectrocatalytic materials used for methanol oxidation, (5) examine microporosity and mesoporosity in different carbon materials, (6) observe adherence of bacteria to surfaces, (7) examine the structure of biological molecules at very high resolution, and (8) study the viral infection process. Biology and chemistry students are now able to study the actions of DNA binding proteins and ligands, including restriction enzyme mapping and gene localization (H.B. Sun, L. Qian, and H. Yokota, "Detection of Abasic Sites on Individual DNA Molecules Using Atomic Force Microscopy," Anal. Chem., 2001,73, 2229-2232). The data generated through AFM analysis of these processes are then compared with those generated through traditional methods, and demonstrate the evolution of modern chemistry and molecular biology, while providing the students with a glimpse of the future direction of the science. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Hepel, Maria Eric Boehm SUNY College at Potsdam NY Myles G. Boylan Standard Grant 122264 7428 SMET 9178 7428 0000099 Other Applications NEC 0126403 October 1, 2001 Facilitating Education in Environmental Research. FACILITATING EDUCATION IN ENVIRONMENTAL RESEARCH In 2000, the National Science Foundation (NSF) announced a special competition, Biocomplexity in the Environment (BE): Integrated Research and Education in Environmental Systems. This five-year initiative epitomizes NSF's stated priorities of enhancing the integration of work done in research and education. It requires that all research proposals be accompanied by a related educational or outreach activity. However NSF is aware that many scientists have little experience with translating or applying their research methods and findings to educational settings. Proposing and designing education projects that are useful, meaningful, achievable, and whose outcomes can be assessed for their short- and long-term efficacy is a challenging task. The NRC aims to facilitate the integration of research and education by convening a 2-day workshop focused on the educational efforts of scientists working in environmental research and related disciplines. Participants will include researchers who have successfully integrated education with their research, researchers just beginning educational projects, and education professionals with expertise in areas such as the life, chemical, and earth sciences; assessment of teaching and learning; student research programs; interdisciplinary approaches to teaching and learning science; and state and national standards for science. At the workshop Scientist/Educators whose work is exemplary will present their approaches, methods, and perspectives. The sharing of their "stories" will be used as the basis for a discussion on how to develop, implement, integrate and assess educational components of research projects. The workshop discussions will be summarized and published as a report together with papers submitted by participants. The workshop summary report will provide a resource to assist scientists who are struggling to integrate education components into their research. ENVIRONMENTAL GENOMICS DUE EHR Sharples, Frances National Academy of Sciences DC Herbert Levitan Standard Grant 125001 1693 SMET 9178 7429 1693 0000099 Other Applications NEC 0126407 June 1, 2002 An NMR Spectrometer to Support a General Chemistry Peer Mentoring Program. Chemistry (12) The goal of this project is to develop a series of organic chemistry/spectroscopy experiments for the general chemistry laboratory that use organic chemistry students as peer mentors. Working in groups, the general chemistry students work on inquiry experiments that introduce them to UV-visible, IR, and NMR spectrometry. Using electronic tools such as e-mail and Web-based discussion boards, organic chemistry peer mentor groups collaborate on-line with the general chemistry students after the experiments, which helps the general chemistry students apply their newly learned knowledge. This portion of the project is adapted from the Physical Chemistry On-line project (NSF DUE-9950809). Because of the relative simplicity of C-13 spectra, we introduce NMR with C-13 rather than proton spectra. An upgrade of our existing Varian EM360 with an Anasazi EFT-GENII FT-NMR conversion package provides an instrument that allows us to do both proton and C-13 spectra. We also are using this spectrometer in our organic chemistry and advanced organic chemistry courses, and are adapting experiments from the Journal of Chemical Education that allow students to work in groups. The upgraded NMR completes the suite of instruments to which we introduce our undergraduate students at an early point in their careers. It also allows us to institute a peer-mentoring program, which we expect will enhance our students' communication skills and make organic chemistry more attractive to students who have finished general chemistry. The project serves as a model of how organic chemistry peer mentors can be used in general chemistry. We also are developing new experiments that introduce NMR to introductory students. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Whisnant, David Charles Bass Jameica Hill Wofford College SC Susan H. Hixson Standard Grant 41282 7428 SMET 9178 7428 0000099 Other Applications NEC 0126409 January 15, 2002 Discovering rRNA and Homeobox Genes by DNA Sequencing and Bioinformatics in an Undergraduate Molecular Biology Course. Biological Sciences (61) This project is adapting a laboratory model presented by Dr. Adele Wolfson at a PKAL workshop. In an attempt to look at questions on how sequence data is obtained, and how can it yield new knowledge and understanding about the structure, function, organization, and evolution of genes and proteins while providing a genuine research experience for students, this project will: (1) enhance a mid-level Molecular Biology course for undergraduate biology and chemistry majors by developing an inquiry-based, project-driven series of five laboratory modules in Recombinant DNA technology and Bioinformatics; and (2) create a Molecular Genetics and Bioinformatics (MGB) laboratory facility for Biology and Chemistry students engaged in collaborative research projects. Each laboratory module consists of linked experiments, and the modules constitute a semester-long project in the isolation and analysis of rRNA genes and homeobox genes from 3 sources: the nematode Caenorhabditis elegans, the closely related microscopic invertebrate Brachionus plicatilis (a rotifer), and an unknown organism for identification by rRNA gene sequence homology. The modules include specific experiments in DNA isolation, primer design and optimization, polymerase chain reaction (PCR), cloning and sequencing PCR products from rRNA and homeobox gene families, and comparative bioinformatic analysis of sequenced DNA for both molecular phylogeny (rRNA genes) and function (homeobox genes). A final module includes formal reports and presentations in multimedia formats (talks and posters). The simultaneous use of model and non-model experimental organisms gives students an experience in how new knowledge is systematically generated through controlled experimentation. The objective is to offer students the opportunity not only to explore documented concepts in a model organism, but also to apply these concepts and experimental practices to discover new knowledge about other organisms through testing of specific hypotheses. The proposed MGB facility will contribute not only to the biology departmen's curriculum, but also to a newly developed curriculum in the chemistry department and an anticipated major in Biochemistry. This plan also initiates a curricular and programmatic shift toward interdisciplinary interactions between the two departments. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Fornari, Chester DePauw University IN Katherine J. Denniston Standard Grant 81328 7428 SMET 9178 7428 0000099 Other Applications NEC 0126416 August 1, 2002 Collaborative Research: Developing an Integrated Undergraduate GIScience Curriculum for Five University of Maine System Campuses. Geography (88) The core purpose of this project is to adapt key elements of the core curriculum developed by the National Council for Geographic Information and Analysis (NCGIA,1997), combining these with materials already used on some campuses in the University of Maine system. This is a collaborative project designed to benefit five universities that are part of this system: The University of Southern Maine, The University of Maine, Fort Kent, The University of Maine, Machias, The University of Maine, Augusta, and The University of Maine, Farmington. The broader purpose of this collaborative project is to enhance GIScience education throughout the state of Maine on the 5 collaborating campuses. On each campus a dedicated laboratory is being equipped to support the development of a modern geographical information science (GIScience) curriculum, comprised of GIS and GPS technology and related educational materials. We are developing and implementing a sequence of two GIScience courses for undergraduate students in each of the five universities. These are being designed to educate students to a common standard of achievement, although there are local variations designed to meet the varied needs of the 5 participating campuses. The new curriculum meets a growing need for high-quality GIScience education in a variety of fields. We are designing the two-course sequences to foster active learning by customizing exercises and data sets to the diverse geographic locations and programmatic strengths of each campus. Our project is also enhancing and developing the skills of the faculty, and integrating advanced technology into a variety of disciplines. Our plan is to disseminate our work through our teaching, on-site workshops for our faculty colleagues, internet publication, and presentation at professional meetings. Project evaluation is being assisted by on-site peer input during faculty workshops, and periodic review by a three member advisory panel of GIScience scholars and professionals. EXP PROG TO STIM COMP RES CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Weigle, Bill University of Maine at Machias ME Myles G. Boylan Standard Grant 59425 9150 7428 SMET 9178 9150 7428 0000099 Other Applications NEC 0126417 June 1, 2002 Establishment of a Regional NMR Site at Trinity University. Chemistry (12) With the purchase of a Varian Mercury 300 MHz NMR spectrometer, we have created a regional NMR site by which six two- and four-year colleges and universities in the San Antonio region with no previous access to NMR instrumentation have easy and effective access to one which is housed at and maintained by Trinity University. To overcome the access limitation to use of NMR at a remote site, we have designed a process in which samples from the participating institutions are delivered to Trinity University, are prepared for analysis by a student worker, run automatically with a sample changer, and the data (free induction decays, FID's) downloaded to a Trinity University server. Students at the participating institutions transfer the FID's to a local computer to be processed using free software. Each of the six institutions have thoughtfully chosen a set of experiments from the chemical education literature to use in their curricula. The participating institutions pay only for the time of the student worker and a nominal fee for deuterated solvents. They are therefore able to control and incorporate as much NMR access as they can afford. The pedagogical advantages are several. First, students process their own spectra and learn to make decisions about integration or expansion of the various regions of the spectrum. Second, since the FID is retrievable from a server, they can return to the spectra for reprocessing if necessary. Third, by running spectra on real samples, they have opportunities to deal with impurities and develop greater sophistication in interpretation. Finally, being able to acquire spectra of real samples allow students to identify unknown products of chemical reactions. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Mills, Nancy Michael Shanklin Trinity University TX Harry Ungar Standard Grant 103710 7428 SMET 9178 7428 0000099 Other Applications NEC 0126421 March 1, 2002 Enhancing the Undergraduate Laboratory Experience By Combining an Environmental Focus, Instrumental Methods and Service Learning. Chemistry (12) The goals of this project are to narrow the gaps between textbook concepts and real world chemistry, and between student interests and student laboratory experiences. These goals are being accomplished by structuring laboratories for all chemistry courses around the common theme of the environment, by stressing the use of instrumental techniques, and by adding a service learning component. This project is adapting the Topic Oriented Approach Development concept from the University of Wisconsin and implementing specific laboratory experiments from the educational literature. Students are placed in real world situations so they will find chemistry laboratories interesting, relevant, and applicable to their world. The chemistry courses serve non-chemistry and non-science majors at an environmental liberal arts college, and thus the focus on environmentally related topics is especially relevant to student interests. The use of instrumental methods in the laboratories adds a dimension of interest, skill, and analytical thought, improving both teaching and student learning. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Sutheimer, Susan Green Mountain College VT Pratibha Varma-Nelson Standard Grant 9837 7428 SMET 9178 7428 0000099 Other Applications NEC 0126422 June 1, 2002 Integration of Research into Behavioral Neuroscience Instruction. Psychology - Biological (71) This project is enhancing learning experiences in behavioral neuroscience at the undergraduate level by providing opportunities for students to conduct sophisticated empirical research projects from the introductory level through senior-level independent research. This project is adapting an approach successfully developed in an NSF-funded project and used by Dr. Michael Kerchner of Washington College. Dr. Kerchner teaches students how to use an acoustic startle system in their projects, and makes research experiences more accessible at several levels of instruction. The goal of the current project is to provide the means by which students collect behavioral data efficiently and objectively. Students are able to collect more data in less time and focus more on the process of doing hypothesis-driven systematic research. By actively engaging in the scientific enterprise, students better understand concepts being covered in class and are better prepared for conducting advanced research in behavioral neuroscience. Two behavioral assays that are more commonly used in dedicated research environments are being adapted for use in several undergraduate courses in behavioral neuroscience. One of these systems allows for the video-tracking of individual animal movements as well as social interactions among pairs of rats (BM Spruijt, T Hol, & J Rousseau, "Approach, avoidance, and contact behavior of individually recognized animals automatically quantified with an imaging technique," Physiology and Behavior, Vol. 51: 747-752, 1992). The other assay assesses pre-pulse inhibition of the acoustic startle response. These systems allow students in courses with and without a dedicated laboratory component to actively engage in the research process, working in small groups. Examples of research topics are age-related differences in social interactions and responsiveness to novelty (see LP Spear, "The adolescent brain and age-related behavioral manifestations," Neuroscience and Biobehavioral Reviews, Vol. 24: 417-463, 2000); the role of brain monoamine systems in sensorimotor gating (see C Johansson, DM Jackson, J Zhang, & L Svensson, "Prepulse inhibition of acoustic startle, a measure of sensorimotor gating: Effects of antipsychotics and other agents in rats," Pharmacology Biochemistry and Behavior, Vol. 52: 649-654, 1995); and assessing animal models of schizophrenia (MA Geyer, K Krebs-Thomson, DL Braff, & NR Swerdlow, "Pharmacological studies of prepulse inhibition models of sensorimotor gating deficits in schizophrenia: a decade in review," Psychopharmacology, Vol. 156: 117-154, 2001). Each of the pieces of equipment used to support this project are linked to the campus network and students take advantage of a web-based classroom support environment to load their data directly into a course web-site, where it is shared by the entire class. Creation of individual web-sites and on-line discussion about the data also occurs in this support environment. As students progress through the curriculum, they become increasingly familiar with the behavioral assays supported by this grant and the experiments that they work on become more open-ended and are more likely to yield novel findings. Consequently, students are more likely to experience the excitement associated with scientific discovery. The project is leading to changes in other courses in the curriculum and provides a model for other institutions that plan to integrate research experiences into undergraduate training in behavioral neuroscience. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Siviy, Stephen Gettysburg College PA Myles G. Boylan Standard Grant 29886 7428 SMET 9178 7428 0000099 Other Applications NEC 0126431 February 1, 2002 An Aerospace Structures Testing Laboratory to Enhance Learning. Engineering - Aeronautical/Astronautical (51) The project adapts effective pedogogies for an aerospace structures laboratory previously developed at several universities. The laboratory consists of a material and structure testing machine and provides experimental experiences in at least four courses. It also allows senior capstone design teams to verify the structural performance of their unmanned aerial vehicles. The Mathematics, Engineering, Science Achievement (MESA) program at the PI's institution, which focuses on increasing the number of underrepresented populations in engineering and science through programs for grades 6-12, plans to use the laboratory in MESA classes and summer programs. The investigators plan to assess and evaluate the project results through a variety of measures in conjunction with the University's Center for Engineering Learning and Teaching. Results will be disseminated through out reach programs, over the Internet, and at conferences. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Anderson, Todd Eliezer Livne Kuen Lin University of Washington WA Russell L. Pimmel Standard Grant 43660 7428 SMET 9178 7428 0000099 Other Applications NEC 0126433 April 15, 2002 Teaching Psychological Research Methods with Online Examples. Psychology - Cognitive (73) This project is creating and disseminating a set of empirically-validated materials for teaching psychological research methods using formal instruction supplemented by examples. The psychology major continues to be popular among undergraduate students in liberal arts and pre-professional programs. The psychological research methods course is important for teaching critical, scientific thinking skills that are applicable to real-world problem solving. Investigators of cognition and instruction know that formal instruction must be supplemented by many varied concrete examples in order for transfer of skills outside the classroom to occur. However, a review of educational materials indicates that a validated collection of such examples is not available for research methods instruction. Thus, the specific objectives of this project are to (1) implement a set of instructional modules for learning by examples, (2) use the technology of the world wide web to provide students with unrestricted, asynchronous access, and (3) gather experimental evidence supporting the application of learning by examples in the research methods course. This proof-of-concept is creating three modules (on confounding and control of variables, statistical inference, and interactions among variables). Each module contains several examples culled from various psychological research literatures and presented to students as lengthy abstracts containing methodological flaws that need to be discovered and repaired. The effect of training on the examples is being assessed in a pretest-posttest nonequivalent groups design that allows generalization across classes and instructors and the assessment of modes of delivery (web vs. face-to-face, and individual work vs. group activity). CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Maki, William Francis Durso Texas Tech University TX Myles G. Boylan Standard Grant 102147 7427 SMET 9178 7427 0000099 Other Applications NEC 0126435 July 1, 2002 Promoting Undergraduate Research through the Development of Two Interdisciplinary Research Methods/Statistics Courses and Increased Support of Student Research. Interdisciplinary (99) This project increases students' involvement in undergraduate research by developing two team-taught interdisciplinary research methods statistics courses. The interdisciplinary team approach is adapted from the approaches developed by Donovan at Kean University and Peaslee at Hope College. The project also provides faculty development opportunities to foster greater inclusion of active learner methodologies in courses, and creates a centralized program to promote and support undergraduate research activities. The unique configuration of the nine basic and applied sciences and health sciences programs in the College provides team-teaching and student-faculty research opportunities across disciplinary boundaries. Project activities include: (1) Development of a team-taught interdisciplinary two-course sequence on research methods/statistics courses that is offered for sophomore students majoring in Biology, Nursing, Mathematics, Computer Science, Environmental Science and Geography, and Exercise and Movement Sciences. During the first course, students working in interdisciplinary research groups complete the first two sections of a research report including the introduction and review of literature. Labs are conducted and instructions on statistical computer programs are also provided. The second course covers additional statistical procedures and computer applications in addition to writing the method, results, and discussions sections of a research report. Labs and research presentations provide student-active learning opportunities. The proposed courses are adapted from undergraduate research courses at several institutions (such as Hampshire College, Portland State University Samford University and Spellman College among others). (2) Faculty development activities include workshops and seminars on student-active learning and the effective use of students in research. (3) The promotion of student involvement in research includes the tracking and encouragement of students who complete the two-course sequence, expansion of paid summer research opportunities, and development of a part-time position to oversee and promote student involvement in research. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Silgailis, Kathy Vishwa Bhat William Paterson University NJ Daniel P. Maki Standard Grant 197975 7428 SMET 9178 7428 0000099 Other Applications NEC 0126438 July 1, 2002 Using State-of-the-Art Surveying Technologies to Strengthen Civil and Environmental Engineering Education. Engineering - Civil (54) The primary goal of this project is to strengthen the sophomore-year experience in civil and environmental engineering by using advanced surveying measurements to solve real-world engineering problems and to introduce concepts of engineering design. The project adapts and implements the experiential learning concepts of the "Sooner City" project. The project targets the sophomores and uses real-world problems to engage students in engineering design early in the curriculum. The content of CIE 272 "Civil and Environmental Engineering Measurements" is being altered to include more (and different) surveying laboratories, and to integrate the surveying labs with the use of AutoCAD. Also, a new sophomore-level course CIE 372 "Project Layout and Site Planning" is being developed and initiated. Finally, faculty members in other programs at Syracuse University are using the equipment purchased for this project for undergraduate teaching in basin analysis, geomorphology, field ecology, geographic information systems, and architecture. With support from NSF, Syracuse University is acquiring advanced optical and satellite- based surveying equipment for hands-on use by undergraduate students in civil and environmental engineering, earth sciences, geography, biology, and other programs. As a result of this project, undergraduate students are learning how to make state-of-the-art optical and satellite-based surveying measurements, and how to work with the resulting data on the Computer. Students completing CIE 272 and 372 are developing highly marketable skills in surveying and computer applications, which will enhance their opportunities for summer jobs, cooperative education placements, and permanent employment. Engaging students in the hands- on solution of real-world engineering problems fills a void in the traditional sophomore-year curriculum. Collaboration with faculty in other departments stimulates cross-disciplinary teaching and encourages students to take additional courses outside their majors. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Johnson, Chris Syracuse University NY Sheryl A. Sorby Standard Grant 109628 7428 SMET 9178 7428 0000099 Other Applications NEC 0126439 July 1, 2002 Open-Source Physics EducatioN: OPEN. Physics (13) The Open-Source Physics Education, OPEN, project is a synergy of curriculum development, computational physics, and physics education research based on the Principal Investigator's current WebPhysics project. Material from the OPEN project is being incorporated into three new texts: Gould, Tobochnik, and Christian's Computer Simulation Methods, the Principal Investigator's Open-Source Physics, and a topical Physlets workbook that can be used with a variety of standard texts. The OPEN project makes a large number of Java simulations available for physics education using the GNU Open-Source model for the source code. In addition, it entails the creation and maintenance of a website for the distribution of compiled applets and examples of interactive curricular material. The OPEN project plans two one-week summer workshops and full- and half-day workshops at national and regional professional meetings. A formal assessment of students' cognitive gains is being undertaken. The OPEN project impacts science, mathematics, engineering, and technology education nationwide through the distribution of a wide variety of class-tested interactive computer-based materials using both commercial and non-commercial distribution. The OPEN project is studying the conditions under which these materials can increase student learning. This assessment is of interest to all researchers studying the effectiveness of animation and simulation in teaching and learning. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Christian, Wolfgang Mario Belloni Melissa Dancy Davidson College NC Duncan E. McBride Continuing grant 494715 7427 SMET 9178 7427 0000099 Other Applications NEC 0126443 January 15, 2002 Technology Enhancement of Microscope Capabilities with a Digital Imaging System for Cell and Molecular Biology Undergraduate Curriculum and Research. Biological Sciences (61) This project outlines the needs, equipment and implementation plans to integrate digital imaging technology into the Cell and Molecular Biology (CMB) curriculum at SMSU. This technology is currently used in biomedical and biotechnology fields. Adapting this technology to teaching laboratories is expected to enhance student learning and job opportunities available to SMSU students. This instrumentation is to be retrofitted on an existing shared microscope, an Olympus BX60, used for undergraduate courses and research. The technology enhancement of this microscope 1) provides for collection and analysis of data in laboratory courses and student research to allow use of learned computer skills to develop knowledge in the scientific process of data analysis; and 2) provides for faculty opportunities to become current with skills in digital imaging technology to allow for integration into the undergraduate laboratory curriculum and research projects. This experience benefits all CMB majors, those interested in basic science and in allied medical careers, by providing the opportunity to obtain the skills and knowledge base in digital imaging techniques required to be competitive for jobs and positions within the growing biomedical field. This request for instrumentation updates and enhances the capabilities of existing equipment in use within the program, and enhances the career opportunities for the mostly rural and female students in the CMB program at SMSU. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Witkowski, Colette Missouri State University MO Jeanne R. Small Standard Grant 50538 7428 SMET 9178 7428 0000099 Other Applications NEC 0126446 May 1, 2002 Lake Watch:Undergraduate Students as Teachers of Satellite Imaging Among Volunteer Lake Monitors. Biological Sciences (61) This project is developing an interdisciplinary curriculum bringing together two highly successful but currently separate areas of excellence at UNH. The Lakes Lay Monitoring Program (LLMP) is a 22-year veteran program wherein citizen stakeholders living on NH lakes collect water-quality data for analysis and archiving at UNH. The LLMP is being augmented with the use of remote sensing and geographic information systems (GIS), drawing from strengths associated with a world-class facility housed in the Institute for the Study of Earth, Oceans, and Space (EOS). We are recruiting a cohort of UNH sophomores, including non-science majors, to participate in the project which is adapting the Blackboard Project to connect lay lake volunteers and UNH undergraduates. They are learning to use the geo-spatial technologies (GST) to develop regional algorithms to monitor lake/watersheds from space, while learning theory and practice of limnology and microbial ecology. We are engaging the undergraduates as outreach teachers through adaptation of methods from the Gaia Crossroads Project to train the lay monitors in GST. This "Lake Watch Project" develops skills for communication, teamwork and critical thinking through hypothesis-driven, cooperative learning. The project increases faculty empowerment of undergraduates as a teaching resource and promotes faculty awareness of lecture-less teaching. It yields, through a writing- and speaking-intensive Lake Watch Seminar course, a student-prepared resource manual and a distance-learning model. The suitability of this model is being evaluated as a means of introducing lake/watershed remote sensing into other arenas, including K-12 classrooms. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Blakemore, Richard Janet Campbell Alan Baker University of New Hampshire NH Jeanne R. Small Standard Grant 147000 7428 SMET 9178 7428 0000099 Other Applications NEC 0126448 May 15, 2002 Integration of Electrochemistry into the Undergraduate Chemistry Curriculum. Chemistry (12) In spite of the many types of kinetic and thermodynamic information available through electrochemical techniques, few undergraduates have the opportunity to carry out such experiments. This project seeks to address this deficiency through the acquisition of a computer controlled potentiostat. Use of the instrument is being implemented throughout the chemistry curriculum beginning with Organic Chemistry and culminating in undergraduate research. The project draws from a model developed by Holder at Appalachian State University and adapts experiments from the research literature. Experiments are selected which complement the material being covered in a particular course, and which illustrate the usefulness of electrochemical techniques for understanding molecular properties. The project is particularly benefiting first generation college students, who comprise approximately 40% of Coe's entering classes. An advisory committee of electrochemistry professionals (from the University of Iowa, Cornell College, and Collins Printed Circuits) has been formed to assist in evaluation and in the development of new experiments suitable for use in undergraduate laboratories. The advisory committee includes expertise from industry, biochemistry, material science, and environmental engineering; the new experiments being developed include these interdisciplinary areas. Students are expected to gain a broad understanding of the use of electrochemistry to solve chemical problems. Dissemination will include presentations at regional and national meetings, publication in the chemical education literature and research literature, and creation of an electrochemical education Web page. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR St. Clair, Martin Coe College IA Susan H. Hixson Standard Grant 23032 7428 SMET 9178 7428 0000099 Other Applications NEC 0126468 April 1, 2002 Implementing Guided-inquiry Laboratories Utilizing Gas-chromatography Mass-spectrometry in the Chemistry/Biochemistry Majors Sequence. Chemistry (12) With the purchase of a Varian Saturn gas-chromatograph mass-spectrometer (GC/MS) equipped with electron ionization (EI) and chemical ionization (CI) capabilities, we are adapting and implementing GC/MS-based laboratory experiments into four courses, Organic Chemistry, Physical Chemistry, Instrumental Methods of Analysis, and Environmental Chemistry at Philadelphia University. In addition, we are developing disciplinary and interdisciplinary guided-inquiry projects for the four courses. The GC/MS system is used as the catalyst in the development of these guided-inquiry projects. In these laboratory projects, students are given chemistry problems to solve as in an actual research setting. Solution to these problems requires the students to work as a team to formulate a response and use GC/MS and other instrumentation to solve the problems. The projects increase in complexity as students gain experience with the instrumentation. For example, in organic chemistry a two-component mixture is analyzed by GC/MS to gain insight into reaction mechanisms. Identification of the compounds in natural and manmade products with high vapor pressures and unique smells is explored in physical chemistry. And, in environmental chemistry, a GC/MS required project examining sediment contamination in the local Philadelphia area will soon be undertaken. The overcharging goal of our project is to enable our students acquire highly valued technical skills, develop critical thinking, and improve their communication and teamwork skills. Furthermore, with the knowledge and expertise gained working with modern research-grade instrumentation, our students would be well equipped for entering into chemistry-related industrial positions and/or highly competitive graduate programs. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Ashley, Jeff Cheryl Longfellow Krishna Bhat Philadelphia University PA Harry Ungar Standard Grant 64312 7428 SMET 9178 7428 0000099 Other Applications NEC 0126469 December 15, 2001 Discovery-based Laboratory in Genetics. Biological Sciences (61) This project develops a new discovery-based laboratory course, "Laboratory in Genetics", adapted from a course at Santa Clara University. Targeted to upper-class undergraduates, the course permits students to experimentally explore concepts of classical and modern genetics, including genomics. Two inquiry-based research projects are initiated and carried out by the students; both projects generate novel data. This approach offers students the opportunity to explore a unique genetic problem, acquiring related concepts and information in the context of that exploration. The course makes use of the nematode Caenorhabditis elegans, taking advantage of the ease and practicability with which relatively sophisticated genetics experiments can be carried out with this organism. For example, the second project incorporates a new experimental technology that enables genomic sequence information to be transferred to a functional assay in this organism. A pilot offering of the course demonstrated the feasibility of the course plan and enabled the sharpening of course goals. The pilot helped identify specific equipment needs that are necessary to meet the course objectives. Project outcomes are: (1) to refine the syllabus and course materials to increase student capacity and make the course exportable, (2) to provide the means for students to explore a wider array of genotypes and phenotypes, and (3) to give each student the opportunity to become proficient at utilizing the available literature and post-genomics databases and tools. In this way, the larger goals of improving acquisition of scientific knowledge and skills, including analytical, technical and communication skills, can be achieved. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Hubbard, E Jane Albert New York University NY Daniel Udovic Standard Grant 50000 7428 SMET 9178 7428 0000099 Other Applications NEC 0126470 January 1, 2002 Adaptation and Implementation of Modern NMR Techniques throughout the Undergraduate Chemistry Curriculum. Chemistry (12) With the acquisition of a 300 MHz high-field Fourier Transform nuclear magnetic resonance (FT-NMR) spectrometer we are implementing modern NMR techniques, including variable temperature, multinuclear, and two-dimensional methods, in both teaching laboratories and undergraduate research projects. The main goal of the project is to update and improve the chemistry lab experiences afforded to both chemistry and non-chemistry majors. Other objectives are to improve undergraduate research experiences, to provide a regional NMR resource, and to provide opportunities for professional improvement to WSU chemistry faculty. To achieve our objectives, we are adapting and implementing a set of experiments from the chemical education literature into our Biochemistry, Organic, Inorganic, Polymer, and Physical chemistry courses, and into two advanced laboratories; the Advanced Organic Chemistry and the Instrumental Analysis laboratory courses. In conjunction with NMR, we are also using molecular modeling in organic chemistry to enhance the quality of the experiments. The chemistry students' experience with the FT-NMR techniques begins with the second-year course in organic chemistry and culminates in capstone research guided by the chemistry faculty. Students use laptop computers for off-line data processing, thus allowing time-efficient use of the NMR. We are using standardized student, faculty, and alumni surveys and course evaluation forms to assess our project. Classroom assessment techniques from the Field-tested Learning Assessment Guide (FLAG) project are being used to assess student learning. Project results will be disseminated through presentations at national professional conferences, submissions to peer-reviewed journals, and publication on the project web site. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Nalli, Thomas Charla Miertschin Sara Hein Jamie Schneider Robert Kopitzke Winona State University MN Harry Ungar Standard Grant 125847 7428 SMET 9178 7428 0000099 Other Applications NEC 0126478 June 1, 2002 Acquisition of an FTNMR Spectrometer for the Transition to an Investigative Laboratory Program in Chemistry. Chemistry (12) At the Chemistry Department of Birmingham-Southern College, we are enriching the learning experience of our students by developing a new chemistry curriculum which includes more experiential, investigative laboratory exercises across the chemistry program. FT-NMR and other instruments in the department are used to demonstrate scientific problem solving through the use of modern instrumentation. Our goal is to improve students critical thinking skills by adapting and developing laboratory experiments that require them to develop protocols, collaborate in groups, and defend results in oral presentations. To accomplish this, we are adapting a number of experiments form the chemical education literature and implementing them as collaborative laboratory projects into the Organic, Physical, Biochemistry, Inorganic, and Advanced Analytical courses. Our department has already made significant progress in incorporating investigative laboratories into our curriculum and developing an active undergraduate research program. A second goal is to further continue this trend. An NMR spectrometer is critical for fulfilling this goal since it has become an essential tool in chemistry. Our students are exposed to NMR spectroscopy at all levels beginning with organic chemistry and culminating with independent research. With the completion of the Elton B. Stephens Science Center in the spring of 2002, and its significantly enhanced teaching and research facilities that better reflect our new way of teaching, we expect to see an increase in the number of students involved in the sciences and thus impacted by the new chemistry curriculum. We are also making the instrument available to Miles College, a small, historically black college in Fairfield, Alabama, for use in both teaching and research. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Schedler, David Laura Stultz Birmingham Southern College AL Harry Ungar Standard Grant 170721 7428 SMET 9178 7428 0000099 Other Applications NEC 0126484 February 15, 2002 A Multidisciplinary Geographic Information Systems (GIS) Laboratory. Earth Systems Science (40) A series of activities are being undertaken as a first step in the development of a GIS laboratory at Prairie View A&M University. Visits to the GIS facilities at the University of Texas-Austin, Texas A&M University, and Houston Community College are designed to acquaint us with high quality academic programs and identify exemplary materials for adaptation. Faculty development activities, including attendance at GIS workshops, are being undertaken. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Bakamanume, Bakama Prairie View A&M Research Foundation TX Jill K. Singer Standard Grant 20012 7428 SMET 9178 7428 0000099 Other Applications NEC 0126486 May 1, 2002 Student and Instructor Centered Electronic Textbooks in the Computer Science Curriculum. Computer Science (31) The goal of this project is to increase the effectiveness of textbooks in the undergraduate science curriculum. Our experience at Hope College and the literature indicates there are several problems with current textbooks, including difficulty in matching texts to course needs in the areas of emphasis, breath, depth and level. These problems are addressed by developing a new textbook model. The effectiveness of the model will be determined by its application in our general education course, Introduction to Computer Science. This project develops a prototype of an electronic textbook where the instructor determines the content of the textbook. Traditional textbook content as well as supplemental materials provided by the instructor or determined by the student is used. Students augment the material supplied by the instructor with other resources, including resources created by the student. The textbook integrates previously disconnected resources in the learning experience, such as homework assignments and laboratory experiments, into a single environment. Both student and instructor have the ability to annotate any of the materials used or referenced in the textbook. Integrating all of these features creates a textbook that is customizable by both student and instructor and provides a single location that students can use to organize the learning resources available for a course. An important feature of our model is that it is designed to run on handheld computers, allowing the textbook to be portable and convenient for students to use. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR McFall, Ryan Hope College MI Robert Stephen Cunningham Standard Grant 84947 7427 SMET 9178 7427 0000099 Other Applications NEC 0126491 February 1, 2002 Integrating Applied Geophysics into a Student-Centered Undergraduate Curriculum. Geology (42) We are developing a new Applied Geophysics course that represents an adaptation of a pedagogical model developed at the University of Massachusetts. We are also creating new opportunities for undergraduate research in geophysics. The lab component of our Applied Geophysics course includes six modules dedicated to seismic refraction and reflection, ground-penetrating radar, gravimetry, direct-current electrical methods, magnetic surveying, and cross-hole geophysics. Two four-hour field labs are devoted to each module. The instructor designs the first survey using each method, for the purposes of demonstrating proper survey design, data collection, safety measures, and data reduction. Alternating groups of students lead the second lab in each module, thus calling on student groups to take leadership roles in designing surveys, assessing the limitations of various methods through forward modeling, and organizing data collection efforts. The instructor-led experiments take advantage of diverse sites off campus. Student-led surveys are being conducted at various locations on campus, including our Geophysical Test Site and adjacent Experimental Well Field. Interpretations incorporate complementary data sets from multiple geophysical methods. New access to state-of-the-art geophysical equipment is having a major positive impact not only on the preparation of geology majors, but also on other physical science and engineering students. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Gray, Mary Beth Bucknell University PA Keith A. Sverdrup Standard Grant 65444 7428 SMET 9178 7428 0000099 Other Applications NEC 0126494 May 1, 2002 Integrating Algorithm Visualization into Computer Science Education. Computer Science (31) Through a collaboration of Grand Valley State University, Alma College, and the University of Wisconsin/Oshkosh, this project explores the use of the algorithm visualization (AV) tool JHAVE on student understanding of computer algorithms. We are refining a suite of existing AV resources, each of which consists of a visualization, a text description of the algorithm, and questions that are presented to the students as they interactively explore the algorithm. We are conducting usability studies of the resources on all campuses in order to ensure portability of our results. We are focusing on evaluation of the results of these resources using student surveys, faculty surveys and examinations which will allow for cross-institution comparisons. We anticipate using a working group format to dissemination and enhance our results. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Grissom, Scott Thomas Naps Myles McNally Grand Valley State University MI Robert Stephen Cunningham Standard Grant 71993 7427 SMET 9178 7427 0000099 Other Applications NEC 0126496 February 1, 2002 TIMEQCC-Teaching Improvement through Mathematics Education at Queensborough Community College: Adapting and Implementing TIME2000 for the Community College. Mathematical Sciences (21) A major shortage of qualified mathematics teachers exists and is expected to worsen. By adapting and implementing Queens College's (QC/CUNY) exemplary TIME2000 program (NSF DUE 9652972), the pipeline of prospective mathematics teachers at the middle and high school levels is being increased. TIMEQCC is establishing a mathematics-education program at Queensborough Community College (QCC) and increasing the junior year cohort in TIME2000. The success of TIME2000 has been demonstrated through increased retention rates, media recognition, and additional funding from the college and a private foundation. The goal of increasing the pipeline of qualified teachers is being accomplished by targeting the under-recruited population of QCC students who have completed college algebra or precalculus with a B or better and then retaining them using two major innovations. These innovations are: 1. Cross-campus counseling and teaching (QCC and QC), including an interdisciplinary mathematics education course. 2. Implementing the successful QCC upper level mathematics retention model -- tutoring in upper level mathematics courses, study groups based on the Uri Treisman model, and tutoring internships in the Mathematics Learning Center. Working closely with the TIME2000 faculty at QC, the structure of the program is being adapted for the community college student. Formative and summative evaluations are being conducted using QC's established evaluation procedures. Dissemination is through the CUNY Council of Math Chairs and national on-line conferences. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Fabricant, Mona Sandra Peskin CUNY Queensborough Community College NY Elizabeth Teles Standard Grant 150000 7428 SMET 9178 7428 0000099 Other Applications NEC 0126497 March 1, 2002 The Use of Instructional Technology to Address Different Student Learning Styles. Engineering-Chemical(53) We have developed interactive hybrid curriculum materials for teaching chemical reaction engineering. Our materials consists of textbooks, a CDROM, as well as a web site on the Internet. A prototype of this hybrid has been evaluated over the past two years at the University of Michigan. Through the use of interactive computer modules (ICM) we are supporting students with different student learning styles. These learning styles are outlined in the Felder/Solomon Inventory and we have designed our materials to address these in a number of different ways. The simulations we have created are around various chemical reactions. These simulations model complex problems that allow students to alter key parameters and evaluate their results to complement homework assignments, classroom lectures, and student study groups. These problems have been designed to enhance student critical thinking and problem solving skills. Updated authoring software Quest 10 from Quest 2.0 will be utilized as well as FEMLAB to upgrade our existing modules. Our original materials have gained a wide audience in the Chemical Engineering community. We are disseminating our new material through two textbooks, our CDROM that is being distributed to every chemical engineering department through the CACHE Corporation, and the Internet. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Fogler, H. Scott Steven LeBlanc Robert Davis E. Dendy Sloan University of Michigan Ann Arbor MI Bevlee A. Watford Continuing grant 450970 7427 SMET 9178 7427 0000099 Other Applications NEC 0126498 May 1, 2002 Adapting and Implementing the "Working With Chemistry" Laboratory Program. Chemistry (12) This project focuses on adapting and implementing the Working With Chemistry (WWC) laboratory program for General Chemistry students. WWC is an NSF DUE-funded inquiry-based laboratory program, developed by Wink, Gislason, and Kuehn at the University of Illinois-Chicago, designed for non-chemistry science majors. Experiments are grouped in threes: "Skill-building" (detailed procedure given; new skill learned), "Foundation" (students design part of a procedure, using new skill), and "Application" (students design a procedure using a new skill to solve real-world problems). Adoption of the WWC program changes instructional styles from traditional to problem-based. Adaptation of the WWC program is needed to better meet the needs and backgrounds of Indiana University of Pennsylvania (IUP) students, improve the instructional abilities of IUP faculty, and integrate technology into the laboratories. Trial runs of WWC indicated several changes were needed to successfully implement the program at IUP. The objectives and expected outcomes include: improve the pre-laboratory assignments to better prepare students for each experiment; implement a laboratory report tutorial; adapt the few WWC laboratories that have proved problematic at IUP; incorporate diode-array spectrophotometers and Vernier interfaces; develop and implement new experiment groups relevant to other majors in General Chemistry; adapt the existing instructor's guide; and implement a WebCT site. To achieve these outcomes, eight faculty, with appropriate expertise, are working individually and collectively to develop/adapt prelabs and experiment groups, install software and write student guidelines. Faculty reports for each laboratory are being used to enhance the instructor's guide. Continuing evaluation of the program is underway, and dissemination of results is planned. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Woolcock, John Anne Kondo Indiana University of Pennsylvania PA Susan H. Hixson Standard Grant 98353 7428 SMET 9178 7428 0000099 Other Applications NEC 0126500 May 15, 2002 Spreadsheet Exercises in Geological-Mathematical Problem Solving. Geology (42) The purpose of this project is to design and test 12-15 laboratory-style exercise modules for publication in a geology laboratory manual or uploading to the Internet. The purpose of the exercises is to teach mathematical material to geology students in geologic context. Each exercise includes one or more spreadsheet models designed to address a geological-mathematical problem (i.e., a geology problem with mathematical content). The exercises are being designed with the expectation that the students can figure out the cell formulas from the mathematics provided in the written material; that is, the spreadsheets show the layout of the algorithms but not the formulas themselves. The written material of the exercises also guide the students to explore, through the repetitive calculations made possible with spreadsheets, both the mathematics applied in the problems and the geology of the problems themselves. The mathematics covered include algebra, trigonometry, analytical geometry, probability/data analysis, calculus, and problem-solving heuristics. The exercises are hands-on, interactive, student-friendly version of much of the material covered in the PI's column, "Computational Geology," in the Journal of Geoscience Education. The exercises are being piloted in the PI's geological-mathematical problem-solving course, and at several other institutions. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Vacher, Henry University of South Florida FL John R. Haddock Standard Grant 58812 7427 SMET 9178 7427 0000099 Other Applications NEC 0126505 April 1, 2002 Advanced Microscopy Center for Undergraduate Course Development and Improvement. Biological Sciences (61) Recent advances in microscopic techniques have provided scientists with new tools to understand cells and the tissues they comprise. A wide variety of fluorescent labels are now available to study cellular structure and function in both living and preserved cells. In addition, contrast enhancing optics and computerized image analysis provide advanced microscopy tools needed to prepare, observe and analyze the organization and function of tissues and cells. These techniques provide the opportunity to completely reinvent undergraduate courses that involve microscopy (e.g. Functional Histology) in such a way that will provide for cooperative, inquiry-based, learning and critical thinking among all students while giving them an experience in discovery-learning. The knowledge of tissue and cellular architecture thus gained will be particularly important to students planning to enter medical school, graduate school, or work as technicians in most biological laboratories. This project is incorporating these teaching techniques in a centralized advanced microscopy center that provides students with the facility and, through training in microtechniques and image analysis, the skills needed for more critical observation of biological phenomena by using the microscope as a tool of inquiry. In this way students are encouraged to develop research interests and are able to design and evaluate experiments in a scientifically meaningful way. This is being accomplished by incorporating experimentally advanced microscopic techniques across the undergraduate curriculum and in our undergraduate research programs for biology majors. The techniques are adapted from successful programs established at Kent State University (DUE grant # 9551341) and Fort Lewis College (DUE grant # 9980815), both of which have been established through NSF funding. These exemplary programs are being adapted so as to integrate these powerful teaching techniques with advanced microscopy technologies into our curriculum which is being modified for: 1) the establishment of a new "functional histology" course; 2) specific laboratory exercises across the biology curriculum; 3) two faculty workshops on advanced microscopy techniques and modern image analyses; 4) our pre-college teacher training programs and; 5) our academically talented minority high-school program. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Cosentino, James Larry Reinking Millersville University PA Nancy J. Pelaez Standard Grant 121388 7428 SMET 9178 7428 0000099 Other Applications NEC 0126510 June 1, 2002 Online Educational Resource Center. Interdisciplinary (99) This project sets up a web-based resource center at Alabama State University using adaptations of WeBWork and WWWAssign, to strengthen the algebraic and computational skills of students, and to make WeBWork and WWWAssign available to regional colleges and high schools. WeBWork and WWWAssign are adapted and used in conjunction with other methods to provide and collect information through the Internet to offer college mathematics homework assignments and college and high school mathematics algebra review and practice modules across the web. The project has the following outcomes: (a) WeBWork is adapted in mathematics courses of all levels at our institution. (b) Homework assignments and tests are offered in the resource center in electronic form using WeBWork and/or WWWAssign, with automatic grading and reporting of scores to instructors and immediate feedback to students. (c) Web-based review materials containing WeBWork practice problem sets are written to accompany the assignments and tests so that students who encounter difficulties can review and practice the material between attempts. (d) Web-based practice tests are created. (e) Workshops are conducted and assistance is provided for regional postsecondary and secondary teachers interested in learning about the WeBWork and WWWAssign systems. Ongoing evaluation and dissemination programs also are fully integrated into the project. EXP PROG TO STIM COMP RES CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Maryland, Wallace Oswald Tekyi-Mensah Jun Wang Timothy Holland Alabama State University AL John R. Haddock Standard Grant 104982 9150 7428 SMET 9178 9150 7428 0000099 Other Applications NEC 0126523 June 1, 2002 Instrumentation for Polymer Chemistry Laboratory Enhancement. Chemistry (12) This project is improving the laboratory experience for our students in The Chemistry of High Polymers. This is being accomplished by the introduction of a GPC, coupled with UV and light-scattering detectors, with attendant software. Experiments are being adapted from a program at the University of Northern Iowa and from the educational literature. These instruments allow students to accurately determine synthetic and/or commercial polymer's accurate macromolecular characterizations, such as their molecular weights, molecular weight distributions and molecular size. The result is that we are upgrading and enhancing the laboratory program for an undergraduate polymers course that has been offered for the last 26 years. Since it is a well-known fact that about 75% of all chemistry majors will work in the chemical industry at some time in their careers, and that a vast majority of those chemical companies manufacture polymers, many exclusively so, this particular course and its laboratory experience are integral to the education of chemistry majors who pass through our department. It has proven to be a very popular course over the years we have offered it, and most all our chemistry majors take it. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Hanson, Milton Gary Earl Augustana College SD Susan H. Hixson Standard Grant 34876 7428 SMET 9178 9150 7428 0000099 Other Applications NEC 0126548 June 1, 2002 Physics in Motion: Motion through Digital Video. Physics (13) This project aims to increase the number of undergraduate students exposed to physics at Vassar College and, through outreach, to increase the awareness of physics for both K-12 students and teachers. The project adapts a pedagogical technique--video analysis of everyday phenomena and events (e.g., sports, dance, people on swings)--that has been successfully used by a number of physics educators at the college and high school levels. The Principal Investigator is developing a course for college students who do not typically enroll in science courses. In this course, students discover physics concepts by filming and analyzing digital video. Each student is loaned a laptop computer and digital video camera for the semester so that the students can film "physics" whenever they see it. The video is then transferred into the computer and analyzed with software that yields position-vs.-time data for the object(s). Further analysis allows the calculation of other quantities such as velocity, acceleration, forces, and energy. The first half of the course is a guided exploration of motion concepts through video. The second half of the course is devoted to group projects, in which teams of students create a multimedia DVD or CD-ROM that is appropriate for some level of K-12 students. As a final exercise, the students to go out to K-12 schools and present their projects to a class. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Schwarz, Cindy Vassar College NY R. Corby Hovis Standard Grant 26500 7428 SMET 9178 7428 0000099 Other Applications NEC 0126565 January 1, 2002 Incorporation of Problem-Based Learning into Two Courses -- Technology Foundations II-Materials and Bioprocessing -- in the Integrated Science, Business and Technology Program. Interdisciplinary (99) LaSalle University is enhancing student learning by incorporating Problem-Based Learning (PBL) into two courses that are integral components of its new Integrated Science, Business and Technology (ISBT) Program. Modeled after a very successful program at James Madison University, ISBT is an interdisciplinary, undergraduate major that draws on LaSalle's solid traditions in science, technology, and business education to develop graduates that are uniquely qualified to take active leadership roles in arriving at scientifically and economically informed solutions to real-world problems. Funds are being used to purchase two UTMs, one Gas Chromatograph with auto sampler, and two, 5-liter B. Braun B Fermentation Systems, and to support faculty and curriculum development for Technology Foundations II-Materials (sophomore-level) and Bioprocessing (junior-level). Materials are designed around student use of a Universal Testing Machine (UTM) and students are learning to use the UTM to test ferrous and non-ferrous metals, polymers and elastomers, ceramics, composites, and adhesives and to perform tensile, compression, shear, and flexure testing. This laboratory-intensive approach affords the investigation of a broad range of material types within a one-semester course and permits each student to discover a valid taxonomy of material type and physical behavior. Bioprocessing is designed to integrate concepts introduced in previous courses and imparts an understanding of fermentation system fundamentals, knowledge of several different mammalian and microbial biochemical systems, and an appreciation of the unique requirements of each system. Students manipulate and use real-time data to keep fermentation systems under control. PBL is being delivered through facilitated small student groups and utilize the new equipment. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Jones, Nancy Marsha Timmerman William Weaver La Salle University PA Jill K. Singer Standard Grant 111537 7428 SMET 9178 7428 0000099 Other Applications NEC 0126575 January 1, 2002 Biotechnology Literacy for Northern Nevada. This project is developing and implementing a Biotechnology Program at the University of Nevada, Reno. We are adapting courses and objectives from successful Biotechnology Programs at Ferris State University and Northwestern University. The program is a collaborative effort by the College of Arts and Sciences and the College of Agriculture, Biotechnology and Natural Resources, and extends from the University to two local community colleges, local middle and high schools, and the community at large. The specific goals of the biotechnology program are: 1) to meet the growing student interest in a biotechnology career-directed education via development of an intercollegiate biotechnology degree program, 2) to increase the scientific literacy of a wide diversity of undergraduate students through the addition of biotechnology into courses for science and non-science majors, 3) to enhance community interest and knowledge in the sciences by community outreach, and 4) to enhance economic development in the state by the creation of a well-trained work force of biotechnology scientists. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Weber, Lee Gary Blomquist Janice Scandrett Christie Howard University of Nevada Reno NV Jeanne R. Small Standard Grant 165911 7428 SMET 9178 7428 0000099 Other Applications NEC 0126576 January 15, 2002 Incorporating GC-MS Across the Two-year College Chemistry Curriculum. Chemistry (12) The College is involved in an effort to transform regular classrooms into "Learning College" classrooms across the institution. As part of this institutional effort, the Chemistry Department is transforming course material to contextual formats. In this project, the faculty in chemistry are working together with Forensic Scientists from a regional crime laboratory to incorporate GC/MS experiments across the two-year college chemistry curriculum, including Organic Chemistry, Forensic Chemistry, College Chemistry, and General Chemistry courses. The objectives of the proposal are to: 1. adapt, adopt, and pilot test laboratory experiments in organic, forensic, general, and college chemistry courses; 2. provide faculty development on the use, calibration, and maintenance of the GC/MS; and 3. expand outreach to high school chemistry teachers and students through a Sinclair program called the Friday Visitation Program. The project is meeting the needs of high school and two-year college students for GC/MS experience as they matriculate to universities and enter the workforce as technicians. The results of the project will be disseminated through presentations at professional conferences and articles in journals. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Myong, Sun Roger Penn Patrick Greco Sinclair Community College OH Susan H. Hixson Standard Grant 26109 7428 SMET 9178 7428 0000099 Other Applications NEC 0126578 January 15, 2002 Development of an Undergraduate Laboratory-Based Biotechnology Program for the Next-Stage Post-Genomic Era. Interdisciplinary (99) This project is developing a multidisciplinary B.S. Program in Biotechnology that places a heavy emphasis on both methodology and ethical, socio-political and economic outcomes to provide students with the necessary skills required for (1) entry-level laboratory positions in the pharmaceutical industries and academia, and (2) placement into research-based graduate programs. We are adapting materials from institutions offering a B.S. in Biotechnology including: Cedar Crest College, Clarion University of Pennsylvania, Eastern Washington University, Elizabethtown College, Ferris State University, Moorhead State University, University of Southern Maine, University of Wisconsin and Worcester State College. A newly-approved B.S. in Biotechnology is providing cutting-edge technology training for biotechnology students within a framework of a core curriculum, community service, internships in biotechnology laboratories, and small faculty/student ratios. Cabrini College is constructing a state-of-the-art building to house a new Center for Science, Education and Technology. The Biotechnology Program is to be housed in the new Center. In its first stage, this program is being offered to traditional undergraduate students, and concentrates on outreach, recruitment and admissions . As it matures, additional students will be drawn from non-traditional students and transfer students. Area high school teachers participating in a Cabrini-taught summer course," DNA and the New Millennium", will be part of the feeder school process for locating new students for the program. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Fuller-Espie, Sheryl Cabrini College PA Jeanne R. Small Standard Grant 84176 7428 SMET 9178 7428 0000099 Other Applications NEC 0126580 January 15, 2002 Enhancement of the Organic Chemistry Laboratory Curriculum Using Temperature-Programmable, Computer-Controlled, and Network -Accessible Gas Chromatographs. Chemistry (12) We are using temperature-programmable, computer-controlled gas chromatographs (GCs) equipped with TCD detectors to refine, adapt and incorporate a comprehensive set of experiments in the general and organic chemistry sequences. The enhanced throughput of the computer-controlled GCs provides access to the acquired data and powerful data analysis software anywhere on the campus intranet. The experiments extend our innovative inquiry-driven model for General Chemistry and Chemical Equilibrium to Organic Chemistry. Students are first introduced to GC instrumentation in General Chemistry through an analysis of fats and oils as part of our current topical module on fats and nutrition. In the Organic sequence, several key experiments are run in an investigative, "what if" fashion by individual students. For example, detailed examination of the conditions and mechanistic details of the hydroboration reaction by observing the effect of different solvents, alkenes, and hydroboration reagents are investigated by students. In another experiment, students compare E1 vs. E2 elimination of 2-bromobutane to give cis- and trans-2-butene. Since the isomers can be resolved by the GC system, the relative yields lead to insights about the mechanism. Finally, the GCs are also being used in an inter-disciplinary course on perfumes and in community outreach activities in a Howard Hughes-funded program for "Girls and Women in Science," where sixth grade girls and their teachers perform "hands-on" GC analyses of gasoline and other common materials. We are carrying a comprehensive assessment of the project by an on-site specialist in chemical education. We will disseminate the results of the project nationally through the web sites and links to the NSF-funded ChemLinks Coalition, as well as through articles in The Journal of Chemical Education once they become available. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Parmentier, Laura Beloit College WI Harry Ungar Standard Grant 38314 7428 SMET 9178 7428 0000099 Other Applications NEC 0126582 March 15, 2002 Pathways through Algebra. Mathematical Sciences (21) This project is addressing national and statewide needs to improve the mathematics skills of undergraduate students, particularly for 'at risk' members of 'special populations'. The project goal is to increase the retention and successful completion rates of community college algebra students by developing a collaborative, research-based approach to the improvement of teaching and learning mathematics. Project partners, Mesa, American River and West Valley Colleges are supported by both professional state mathematical organizations and the Center for Student Success. Project objectives include adapting, pilot testing and evaluating three recommended approaches to increasing student success: 1) adapting/refining a specialized mathematics study skills course developed at Manatee and Valencia Community Colleges in Florida; 2) adapting/refining a teacher specific peer tutoring approach, Beacon; and 3) supplementing the course with computer-aided instruction using ALEKS. This project is designed to adapt, implement, investigate and determine which of these strategies are effective with specific groups of 'at risk' community college students. Project objectives also include the development of a virtual resource center, regular partner meetings and a summer institute that is facilitating contact, communication and exchange of information among mathematics faculty members. The Project Resource Center is also being used as a clearinghouse for information regarding current research, available curriculum, instructional resources, and best practices for teaching Elementary Algebra. Project-produced educational materials, evaluation instruments, pilot test results and lessons learned are being disseminated. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Teegarden, Mary Wade Ellis Margaret Hovde San Diego Mesa College CA Elizabeth Teles Standard Grant 150000 7428 SMET 9178 7428 0000099 Other Applications NEC 0126583 March 1, 2002 Computer Enabled Teaching and Learning in a Student-Centered Space. Mathematical Sciences (21) Over the past several years, the proliferation of accessible mathematics technology has led to alterations in mathematics pedagogy. The college has responded to these changes by incorporating the use of technology throughout the mathematics curriculum from the use of graphing calculators in calculus to computer labs in more advanced classes. The goal of such reform has been to provide opportunities for students to work on realistic and computationally complex problems, develop strong visualization skills, and engage in collaborative and investigative learning. The purpose of this project is to extend and fully integrate the use of technology in mathematics classes by creating a student-centered computer classroom and implementing appropriate curricular changes in the effected courses. Initially, three courses are being taught daily in the computer classroom: multivariable calculus, linear algebra, and differential equations. These courses already make use of scheduled visits to a computer laboratory, but the new classroom is providing daily use of essential technologies and eliminating the artificial separation between the high-tech and non-tech activities of the class. In order to ensure a successful transition to the new space, curricular changes are being implemented that reflect the recommendations of The Linear Algebra Curriculum Study Group and the Boston University Differential Equations Project. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Spieler, Barry Bernadette Mullins Natwarlal Bosmia Jeffrey Barton Douglas Riley Birmingham Southern College AL Elizabeth Teles Standard Grant 30001 7428 SMET 9178 9150 7428 0126589 March 1, 2002 Collaborative Research: Integration Of Simulation Technology into Undergraduate Engineering Courses and Laboratories. Engineering - Mechanical (56) The objective of this project is the integration of simulation technology into undergraduate education through the development of teaching modules (TM) for complementary computational fluid dynamics (CFD), experimental fluid dynamics (EFD), and uncertainty analysis (UA) for use in teaching undergraduate fluid mechanics courses and laboratories. Faculty partners from colleges of engineering at small and large public, small private, and small historically minority private universities are collaborating on the development of the TM, the effective implementation, the evaluation, the dissemination, and the pedagogy of simulation technology using web-based techniques. The evaluation plan includes collaboration with faculty from the University of Iowa, College of Education, the Department of Psychology and Quantitative Foundation and Center for Evaluation Assessment. The TM include three parts: 1) lectures on CFD and EFD methodology and standard procedures and UA; 2) CFD templates for academic use of commercial industrial CFD software; 3) exercise notes for use of CFD templates and complementary EFD and UA. The commercial industrial CFD software is FLUENT, http://www.fluent.com/, which is a widely used CFD software in many industries and universities and a partner in the present work. Faculty development activities are occurring in parts 1) and 3) of the production of the TM, and during part 2), faculty development activities are occurring during the generation of TM specifications and collaboration with FLUENT on design of CFD templates. FLUENT is providing software development and testing of CFD templates; training of faculty in the use of CFD templates; national/international self-sustaining web-based distribution of the TM, including all parts 1) -3); and free faculty use of FLUENT/Flowlab. Faculty partners will meet yearly for development of the TM and collaboration and training with FLUENT/Flowlab. The initial capability of the TM are based on those capabilities developed in the proof-of-concept at The University of Iowa in spring semester 1999, fall semester 2000, and spring semester 2001. The results from this prior effort may be reviewed at http://www.icaen.uiwa.edu/~fluids/. This project is a collaborative between the University of Iowa (0126589), Iowa State University (0127459), Howard University (0127932) and Cornell University (0127464). Keywords: FLUENT, Flowlab, teaching modules, computational fluid dynamics, experimental fluid dynamics, uncertainty analysis. CCLI-ADAPTATION AND IMPLEMENTA CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Stern, Frederick Marian Muste Donald Yarbrough Tao Xing University of Iowa IA Susan L. Burkett Standard Grant 204679 7428 7427 SMET 9178 7427 0000099 Other Applications NEC 0126600 June 1, 2002 Collaborative Research: Adaptation and Implementation of Activity and Web-Based Materials into Post-Calculus Introductory Probability and Statistics Courses. Mathematical Sciences (21) The objectives of this collaborative project are to improve post-calculus students' learning of probability and statistics and to provide students with better preparation for their future careers in mathematics and statistics, mathematics education, and computer science. These objectives are being achieved by focusing on active and cooperative learning, visualization of concepts, and use of simulations in post-calculus introductory probability and statistics courses at Athens State University and Middle Tennessee State University via the adaptation and implementation of two recently developed National Science Foundation funded materials. The materials are (a) A Data-Oriented, Active Learning, Post-Calculus Introduction to Statistical Concepts, Methods, and Theory (DUE-9950476) and the (b) Virtual Laboratories in Probability and Statistics (DUE-9652870). Project activities include faculty enhancement at the institutions, the respective institutional adaptation and implementation (A&I) of the materials, the evaluation of the A&I of the materials, and the assessment of students learning while using the materials. The University of Alabama Huntsville is providing the evaluation. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Rowell, Ginger Middle Tennessee State University TN Elizabeth Teles Standard Grant 33939 7428 SMET 9178 7428 0000099 Other Applications NEC 0126611 January 15, 2002 Mathematics On Demand. Mathematical Sciences (21) This project enhances the knowledge and skills of students in developmental mathematics courses by providing on demand access to mathematics instructions. The project also contributes to the research literature on the use of computer-assisted instruction in developmental mathematics. The web-based courseware Assessment and Learning in Knowledge Spaces (ALEKS) is adapted and implemented. The project includes a 36-station computer lab for the use of ALEKS and video clips to go along with the lab. Web cameras that are used for remote student-faculty interaction are also included. This integration of technology in mathematics education is accompanied by extensive faculty development. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Braddy, Linda Mickle Duggan Anne Fine East Central University OK Daniel P. Maki Standard Grant 99889 7428 SMET 9178 9150 7428 0000099 Other Applications NEC 0126618 February 15, 2002 Decoding Life: Unifying Undergraduate Biology Education by Incorporating DNA Sequencing. Biological Sciences (61) This project adapts successful models from CSU Hayward and James Madison University to facilitate the incorporation of DNA sequencing technology into both the undergraduate curriculum and independent student research at CSU Chico. We are creating a modern automated DNA sequencing facility and integrating sequencing into a wide variety of undergraduate courses (microbiology, plant and animal molecular biology, systematics and ecology) helping to unify our diverse disciplines. Undergraduate students are introduced to modern gene-based biology by incorporating hands-on sequencing and database exploration. The project has two objectives: (1) to improve undergraduate laboratory course experiences, and (2) to stimulate independent student research. We are quantifying class outcomes as students' individual and class projects, and independent research by student presentations and publications. We are also evaluating how well this project helps students prepare for further education or biology-related careers. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Wolfe, Gordon Jeffrey Bell California State University, Chico Research Fdtn ca Jeanne R. Small Standard Grant 38046 7428 SMET 9178 7428 0000099 Other Applications NEC 0126625 August 15, 2002 Digital Imaging Array Detector Experiments in Undergraduate Physics. Physics (13) This project is improving an upper-division advanced physics lab course through the adaptation and implementation of a cohesive set of experiments built upon digital imaging array detectors. These experiments were originally designed as part of a lab course in optical astronomy instrumentation at Caltech, which was funded by NSF's Instrumentation and Laboratory Improvement (ILI) program (Award No. 9250725). The six experiments being adapted focus on geometric optics and aberrations, CCD electronics, CCD characteristics, fundamentals of spectroscopy, applications of spectroscopy, and imaging using an IR array camera. These experiments give students hands-on experience with IR and CCD array cameras and detectors, optics, and spectrographs as tools for making experimental measurements. By analyzing the collected digital data, students gain competence in the areas of analog-to-digital conversion, computer data acquisition, statistics, and modern computer image-processing techniques. The new equipment is also being used in a chemistry course on instrumental analysis; in physical chemistry lab experiments pertaining to spectroscopy; and in introductory physics and astronomy courses to demonstrate concepts such as visible light, infrared radiation, and temperature. Loyola Marymount University serves a diverse student population. Typically, about one third of the students enrolled in the advanced physics lab course are members of underrepresented groups, and 65% of the students in introductory astronomy are female. As the investigators implement the new equipment in these courses, they are not only improving the quality of the educational experience for all students but also attempting to excite women and ethnic minorities about pursuing careers in science. As part of assessing the effectiveness of the improved advanced physics lab course, at the end of the course, students are giving demonstrations based on the experiments, and explaining the physics involved, to high school physics classes. The feedback from the high school teachers and students provides a gauge of how well the LMU students have grasped the advanced lab material. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Bulman, John James McCarthy Loyola Marymount University CA R. Corby Hovis Standard Grant 58693 7428 SMET 9178 7428 0000099 Other Applications NEC 0126634 January 1, 2002 Connecting Research Experiences And Teacher Excellence (CREATE) in Introductory Biology Laboratories. Biological Sciences (61) The Biology Department of West Chester University (WCU) has a rare opportunity to redesign both the physical space and the curriculum for our three introductory biology laboratories, General Biology (Bio 110), Botany (Bio 215) and Zoology (Bio 217). By adapting materials from Northern Arizona University and Hampshire College, the emphasis in the laboratory moves from activities that primarily serve to reinforce lecture material to student-driven research investigations that stimulate critical thinking and an appreciation of the scientific method. To enhance and coordinate our introductory biology curriculum, we are: 1) developing new laboratories that include open-ended components, 2) increasing the use of technologies that enhance the learning experience, 3) linking concepts and creating spiraling connections between the sub-disciplines, 4) encouraging collaboration among students and faculty through the use of pedagogy designed to foster cooperation, and 5) providing a research-rich learning environment as a training ground for our future secondary school teachers. Students in our Secondary Education Program (BS Biology, Education) are actively involved with the development and implementation of the inquiry-based laboratories. With the help of Dr. Lesley Welsh, an assessment expert from the School of Education at WCU, we are evaluating the effectiveness of these changes. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Knabb, Maureen Richard Woodruff Frank Fish Nancy Artus Sharon Bartholomew-Began West Chester University of Pennsylvania PA Jeanne R. Small Standard Grant 187026 7428 SMET 9178 7428 0000099 Other Applications NEC 0126637 May 1, 2002 Digital Imaging: Infusing Active Learning throughout a Science Curriculum. This award is establishing a digital imaging and data analysis center of networked computers and image acquisition equipment for use at all levels across the science curriculum. The facility is modeled after a successful digital imaging laboratory in the Department of Biology at Franklin and Marshall College (DUE 9750430) and is adapted for our interconnected science departments. The award is (1) engaging students in an active manner in the process of scientific inquiry through digital imaging, (2) promoting collaborative research between students through instant data exchange and projection, and (3) demonstrating the inter-relatedness of scientific disciplines by linking courses that share imaging as an experimental approach. In order to achieve these aims, faculty who represent all science departments and in whose courses greater than 60% of all students in the College are enrolled are utilizing the facility each year. Several of the courses are incorporating cross-disciplinary laboratory exercises. This project is impacting in a positive fashion student performance in science, student perceptions of science, and recruitment of students into science majors. Results of this project will be widely disseminated through workshops, poster presentations, publications, and websites. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Morris, Robert Geoffrey Collins Wheaton College MA Kathleen A. Parson Standard Grant 144677 7428 SMET 9178 7428 0000099 Other Applications NEC 0126639 June 1, 2002 Developing an Integrated Undergraduate GIScience Curriculum for Five University of Maine System Campuses. Geography (88) The core purpose of this project is to adapt key elements of the core curriculum developed by the National Council for Geographic Information and Analysis (NCGIA,1997), combining these with materials already used on some campuses in the University of Maine system. This is a collaborative project designed to benefit five universities that are part of this system: The University of Southern Maine, The University of Maine, Fort Kent, The University of Maine, Machias, The University of Maine, Augusta, and The University of Maine, Farmington. The broader purpose of this collaborative project is to enhance GIScience education throughout the state of Maine on the 5 collaborating campuses. On each campus a dedicated laboratory is being equipped to support the development of a modern geographical information science (GIScience) curriculum, comprised of GIS and GPS technology and related educational materials. We are developing and implementing a sequence of two GIScience courses for undergraduate students in each of the five universities. These are being designed to educate students to a common standard of achievement, although there are local variations designed to meet the varied needs of the 5 participating campuses. The new curriculum meets a growing need for high-quality GIScience education in a variety of fields. We are designing the two-course sequences to foster active learning by customizing exercises and data sets to the diverse geographic locations and programmatic strengths of each campus. Our project is also enhancing and developing the skills of the faculty, and integrating advanced technology into a variety of disciplines. Our plan is to disseminate our work through our teaching, on-site workshops for our faculty colleagues, internet publication, and presentation at professional meetings. Project evaluation is being assisted by on-site peer input during faculty workshops, and periodic review by a three member advisory panel of GIScience scholars and professionals. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Bampton, Matthew Michael Kimball Cathleen McAnneny David Hobbins Joseph Szakas University of Southern Maine ME Myles G. Boylan Standard Grant 115921 7428 SMET 9178 9150 7428 0000099 Other Applications NEC 0126640 September 1, 2002 Adaptation and Implementation of Inquiry-Based Genomics Into the Undergraduate Curriculum. Biological Sciences (61) The Biology and Chemistry departments at Eastern Michigan University (EMU) are dedicated to pedagogical innovation and the development of inquiry-based learning. Genomics is a rapidly advancing interdisciplinary science with highly projected applicability in the local and global job markets presenting a unique opportunity for the development of new pedagogical strategies in this area. This is particularly true at EMU, as many graduates are subsequently employed at local biotechnology firms. This project, therefore, adapts from a James Madison University funded NSF award "Integration of genomics into the undergraduate curriculum" (award #9981099), and implements new inquiry-based investigations at Eastern Michigan University. This project promotes new integrative pedagogical strategies in genomics through the development of a Genome Analysis course and the design of investigative projects in Biochemistry, Recombinant DNA Technology, Microbial Physiology, and newly-developed, inquiry-based core courses. Additionally, computational and technical skills are being developed with the acquisition of new equipment. The developed courses and modules resulting from this project provide model pedagogical advancements for universities and colleges nationwide, coinciding with a national emphasis in genomics and bioinformatics and a need for individuals knowledgeable in these areas. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Kass, David Steven Pernecky Daniel Clemans Elizabeth Butch Eastern Michigan University MI Daniel Udovic Standard Grant 123709 7428 SMET 9178 7428 0000099 Other Applications NEC 0126641 May 1, 2002 Enhancing Undergraduate Learning in Immunology through Integration of a Research-based Mixed-model Pedagogy. Biological Sciences (61) Integrating technology and research rich laboratory experiences into biology curricula clearly fosters creativity and significantly improves learning. At Wittenberg University we strive to provide hands-on learning opportunities for our undergraduate students that are inquiry based and integrate modern scientific equipment. To accomplish this goal in an immunology course a "research-based mixed-model" approach is being adapted from the University of St. Thomas, Rider University, Haverford College and St. Mary's University. The mixed-model approach provides students with 10 weeks of instructor led exercises followed by a 4 week long directed research project. This project is providing students with a high quality investigative laboratory experience as a means of enhancing learning in immunology. The acquisition of scientific laboratory equipment and training faculty in both equipment use and integration of a research-based pedagogy into their courses is accomplishing the objectives of the project. Moreover, the Department of Biology strongly promotes undergraduate research and believes that student-centered investigative laboratory experiences fosters the creativity that leads to increased student involvement in independent research. This adaptation and implementation proposal targets the DUE themes of integration of technology in education and faculty development. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Hanson, Matthew Wittenberg University OH Daniel Udovic Standard Grant 58087 7428 SMET 9178 7428 0000099 Other Applications NEC 0126642 January 15, 2002 Quantitative Biochemistry Laboratory Experiments: Introduction of Isothermal Titration Calorimetry and Real Time PCR in the Undergraduate Curriculum. Chemistry (12) The Department of Chemistry at the State University of New York College at Geneseo is modernizing its Biochemistry, Inorganic, Physical, and Analytical Chemistry laboratory curriculum with the purchase of an Isothermal Titration Calorimeter (ITC) and a Real-Time PCR Thermalcycler/Sequence Detector. The motivation stems from our strong desire to broaden our students' experience with modern biochemistry instrumentation, increase inquiry- and discovery-based laboratory experiments for active learning, and to improve participation in undergraduate research projects that we believe are an integral part of a chemistry or biochemistry education. Our ultimate goal is to produce students who are excited about science and who possess the necessary skills and problem-solving abilities to solve timely and important problems. A number of discovery-based experiments utilizing the ITC and the Real-Time PCR Thermalcycler/Sequence Detector are being adapted from the research and/or education literature. Experiments utilizing the Real-Time PCR Thermalcycler are being carried out in the biochemistry laboratory. ITC experiments are being done in the Biochemistry, Inorganic and Physical/Analytical Laboratories. For example, ITC experiments on the study of molecular interactions, developed by Professor Lawrence Kaplan at Williams College (NSF DUE 9850820) and Professor Timothy Elgren at Hamilton College, NY (NSF-DUE 9951375), are being implemented into our biochemistry laboratory. Both Professor Kaplan and Professor Elgren have kindly shared their programs with us and have agreed to serve as test sites for our inquiry-based laboratories. We believe that inclusion of experiments using these instruments are significantly enhancing the education of our students at Geneseo. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Pogozelski, Wendy James Boiani David Geiger SUNY College at Geneseo NY Susan H. Hixson Standard Grant 78650 7428 SMET 9178 7428 0000099 Other Applications NEC 0126643 January 1, 2002 Two Workshops for Professors Teaching Undergraduate Biology or Computer Science With an Interest in Incorporating "Genomics" - The Analysis of DNA Sequences - Into Their Curricula. Computing - Other (35) These workshops provide models for teaching undergraduate genomics - the emerging field of computational analysis of DNA sequences. The key feature is the creation of collaborations between biologist and computer scientists who link their courses in order to include coordinated material. The use of workshops over a two-year time span allows for development, feedback and dissemination of models and educational materials. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Dyer, Betsey Mark LeBlanc Wheaton College MA Ernest L. McDuffie Standard Grant 23859 7427 SMET 9178 9145 0000099 Other Applications NEC 0126646 April 1, 2002 Introduction of Digital Microscopy into the Cellular Biology Curriculum. Biological Sciences (61) In this project we are taking advantage of recent advances in video and computer technology to improve student experiences in our undergraduate Biology curriculum. We are introducing four digital microscopy workstations into our cell biology, microbiology, and plant physiology courses. These workstations permit us to offer laboratory exercises that expose students to techniques and phenomena normally confined to the research laboratory. We are adapting research techniques from the contemporary science literature and building upon the efforts of several other project supported by NSF that incorporate digital microscopy workstations into the undergraduate curriculum (e.g., DUE-0088185, 9952672 and 0088412). For example, phase and fluorescence microscopy is being used in experiments to examine the various cell compartments and dynamic processes such as organelle transport and cell migration. Students have the capability to make digital records, including time-lapse movies, of their phase and fluorescence observations. It is our experience that experiments that include fluorescence and video microscopy generate the greatest excitement among our students. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Hayden, John Siena College NY Herbert Levitan Standard Grant 34457 7428 SMET 9178 7428 0000099 Other Applications NEC 0126650 January 1, 2002 A Mathematical Modeling Program for Undergraduates in Science, Mathematics, Engineering and Technology. Mathematical Sciences (21). This "proof of concept" project is developing educational materials to enhance the teaching and learning of mathematical ideas for quantifying real world problems, enhancing problem solving skills, and improving students' ability to interpret results and further their understanding of the underlying problem. The investigators aim to counteract students' perception that mathematical modeling consists of ad hoc lists of methods and techniques, and to promote instead a view that mathematical modeling is anchored in a suite of general mathematical principles. Two drafts of textbooks -- a basic theory text as well as an advanced applications text -- are under development and being tested. The approach and materials are also incorporating findings and new topical areas arising from on-going interdisciplinary research projects at the principal investigators' institution. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Kirby, Michael Gerhard Dangelmayr Colorado State University CO Lee L. Zia Standard Grant 74935 7427 SMET 7427 9178 0000099 Other Applications NEC 0126651 January 1, 2002 Introducing NMR Spectroscopy into the Chemistry Curriculum. Chemistry (12) With the upgrade of our Varian continuous wave 60 MHz NMR spectrometer to an efficient multinuclear FT-NMR spectrometer equipped with 2-D capabilities using technology developed by Anasazi Inc., we are incorporating modern NMR techniques across our chemistry laboratory curriculum at Florida Institute of Technology. We introduce routine Proton and Carbon-13 analyses into lower division labs, reinforcing identification techniques taught in the lecture. More sophisticated experiments such as 2D and multinuclear analyses, kinetics and equilibrium studies of reactions, Quantum Mechanics applied to NMR analysis, and Dynamic NMR Spectroscopy are being adapted into upper division labs. Most of the experiments are taken form the chemical education literature such as the J. Chem. Educ. We anticipate the progressive integration of the experiments into our curriculum to continue. We are also using this instrument in ongoing undergraduate research projects. Students independently run samples using the upgraded FT-NMR instrument without any operational difficulties and the hardware/software operation is durable and reliable enough that requires only moderate supervision during student usage. We are involving the Science Education Department at Florida Tech in the evaluation of the project and plan to present the results of this project at regional and national professional meetings. In addition, we will submit articles describing any new NMR experiment and/or resulting curriculum improvement to the Journal of Chem. Educ. or the web-based The Chemical Educator for publication. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Baloga, Monica J. Clayton Baum Robert Burns Florida Institute of Technology FL Harry Ungar Standard Grant 32637 7428 SMET 9178 7428 0000099 Other Applications NEC 0126654 May 1, 2002 Computer-Enhanced Project-Based Laboratories for General Chemistry. Chemistry (12) This proposal is developing project-based laboratories (PBL) for the General Chemistry sequence as a means to foster a more learner-centered environment. Projects presented to students must be solved through experimentation, with individual student teams contributing experimental results to the larger, class pool of results. As the students progress through the two-semester sequence, they are becoming less dependent on instructor directions, more independent in their ability to modify suggested procedures, and are eventually required to have significant input into their own experimental design. Computer-interfaced laboratory equipment is providing continuity, reduced data-collection times, and networking capability necessary to implement this proposal. Specific experiments have been adapted from the education literature and are being implemented in a PBL format. Twenty-four student workstations, four computers, four printers and two networked diode array visible spectrometers are present in the teaching laboratories. Approximately 600 students in General Chemistry are using this equipment during Fall, Spring, and Summer terms, with nearly two-thirds of the General Chemistry laboratory curriculum affected. Given the extent of the proposed change, this process is being phased into the curriculum over a three-year period. It is anticipated that these changes will enhance scientific reasoning skills since the students are actively applying and modifying their laboratory skills to solve problems in which they have an interest. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Squattrito, Philip Central Michigan University MI Kathleen A. Parson Standard Grant 37721 7428 SMET 9178 7428 0000099 Other Applications NEC 0126657 June 1, 2002 Hands-on Learning in an Interdisciplinary Material Science Curriculum. Engineering - Materials Science (57) In this project we are developing four hands-on interdisciplinary experiments from a variety of engineering laboratories within Rowan University. Our project is providing a model for hands-on interdisciplinary experimentation for use in introductory materials science courses. The development of these hands-on laboratory experiments are addressing concerns expressed by ABET and the Engineering Education Coalitions. The experiments will be incorporated into the curriculum at Rowan University. Our testing machines has been interfaced with computer data acquisition and control systems. Rather than purchasing new equipment this project is adapted from the work done by McDonald, Adams, and Mahajan. Our equipment will be modernized in a similar fashion to help our students perform, observe, and analyze the measurements that characterize the behavior of engineering materials. As a compliment to this laboratory experience we have our undergraduate students working with industrial sponsors in material science related research. By combining the two experiences, laboratory studies and fieldwork, students are gaining an appreciation for the practical aspects of materials characterization. The results of our project are being disseminated through relevant journals and through the use of an Engineering Clinic that emphasizes hands-on learning. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Cleary, Douglas James Newell Jennifer Kadlowec Paris vonLockette Rowan University NJ Barbara N. Anderegg Standard Grant 68920 7428 SMET 9178 7428 0000099 Other Applications NEC 0126661 June 1, 2002 Integrating Stable Isotope Geochemistry into the Geoscience Curriculum. Geology (42) A stable isotope laboratory is being developed at Mount Holyoke College, adapted from similar efforts underway at Colgate University and Colorado College. The facility is designed for undergraduate student use in geoscience courses and stable isotope geochemistry is being integrated into the curriculum. The facility includes a vacuum line for the extraction of CO2 from carbonates and from combusted graphite/organic matter for analysis by mass spectrometry at nearby University of Massachusetts. A new stable isotope facility at the University of Massachusetts is also being used for analysis of water. Two- to four-week inquiry-based modules are being incorporated into several existing courses, and a new stable isotope course is being added to the departmental offerings. Impacted courses include environmental science, history of earth, petrology, groundwater, and the biosphere. Our goals are to enhance student comprehension of geochemical processes and critical thinking skills through active participation in real investigations. As an institution of higher learning for women, we hope to increase science literacy among those choosing non-science career paths, as well as improve the laboratory experiences for those who remain in science. Inquiry-based group projects are being used to promote teamwork, communication, excitement of discovery, and life-long learning skills. A variety of assessment tools are being used and significant results disseminated through publications in journals and presentations at professional meetings. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Dunn, Steven Mark McMenamin Al Werner Lauret Savoy Jill Bubier Mount Holyoke College MA Keith A. Sverdrup Standard Grant 56961 7428 SMET 9178 7428 0000099 Other Applications NEC 0126665 January 1, 2002 Development of an Advanced Laboratory for Lightwave Communication. Engineering - Engineering Technology (58) This A & I project adapts material developed at the Northeast Center for Telecommunications Technology (NCTT) to improve the existing lightwave communication laboratory at Three Rivers Community College. The project is adding fiber optic wavelength division multiplexing capability to their existing laboratory and providing students with a hands-on experience with sophisticated equipment. They are adapting four experiments developed by NCTT and are considering four new ones based on suggestions by their industry partners. In the evaluation effort, they will analyze student report, written exams, and the students' performance on practical exams to determine if the students achieve the learning objectives. The dissemination plan involves presentation to PHOTON project participants, at the NCTT workshop, and at national conferences along with publications in the PROTON and NCTT newsletters and in professional journals. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Donnelly, Judith Randall Seeback Brian Kennedy Three Rivers Community College CT Russell L. Pimmel Standard Grant 42978 7428 SMET 9178 7428 0000099 Other Applications NEC 0126666 March 1, 2002 Integrating GIS into an Earth and Environmental Science Curriculum. Earth Systems Science (40) We are integrating GIS technology into most field, laboratory, and classroom courses in a new Earth and Environmental Sciences (EES) program at Virginia Wesleyan College. Our project includes a request to equip an enhanced laboratory/lecture classroom and a small GIS laboratory, and acquire two pieces of environmental monitoring equipment capable of collecting digital data for import and use in ArcView . Although GIS has established itself as an important tool for the manipulation, analysis, and display of spatial data, it is not always easy for students outside of geography to gain exposure to, and proficiency with, this technology. To help narrow the gap, we are integrating GIS into nearly all courses of the existing EES curriculum. We are adapting parts of exemplary programs at Sul Ross University, Lewis and Clark University, Washington and Lee University, Richard Stockton University, and Miami University. Students just beginning their college career become familiar with only a small number of spatial manipulations in their lower division courses, benefiting mostly from the visual aspects of GIS, whereas EES majors close to graduation become quite proficient in all aspects of spatial data analysis. Because the available data exist in almost limitless variety, equally diverse classroom situations are being employed to encourage hypothesis building and testing, discussion of cause and effect, and cooperative learning. Future K-12 teachers and students taking EES courses to fulfill general studies requirements are also discovering that GIS components in lecture and lab make the experiences more interactive, visually stimulating, and fun. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Haley, J. Christopher Garry Noe Maynard Schaus Virginia Wesleyan College VA Jeffrey G. Ryan Standard Grant 38857 7428 SMET 9178 7428 0000099 Other Applications NEC 0126671 January 1, 2002 Developing and Assessing Impact of Problem-Based Learning Materials. Engineering - Mechanical (56) The latest reports from the National Research Council, the Carnegie Foundation, and the National Science Foundation recommend that faculty use the problem-based learning (PBL) method of instruction in undergraduate education. The literature claims that the PBL method has inherent potential to foster problem-solving, teamwork, and communication skills and, therefore, it is superior to the traditional (subject-based) learning method. As a consequence, the goal of this project is to develop a prototype PBL set of course materials that is based on the PBL model, and use this model to formally test this claim. To accomplish this goal, the PI uses established characteristics of a "good" PBL problem along with proven processes for writing PBL problems to do the following: (a) develop PBL materials for a engineering measurements course in the mechanical engineering curriculum at North Dakota State University (NDSU); (b) evaluat, using both formative and summative assessment methods, the enhancement in student learning and skills development from this PBL course ; (c) evaluate the project outcomes using the results from five independent institutions; and (d) disseminate the tested PBL educational materials through a web site, CD-ROM, and several workshops to the academic community. In summary, we are developing PBL course materials using proven pedagogical concepts with the assistance of partners from leading instrumentation industry. An independent five-member committee is evaluating all aspects of the project. These committee members are experienced engineering educators from five different institutions. They are providing assessment data during the development phase of the project and testing the PBL modules at their own sites. The dissemination plan includes workshops scheduled for K-12 school teachers, regional colleges and university faculties, and tribal college faculties. Key words: Problem-based learning, inquiry-based, PBL problems. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Mehta, Sudhir North Dakota State University Fargo ND Russell L. Pimmel Standard Grant 74984 7427 SMET 9178 9150 7427 0000099 Other Applications NEC 0126672 January 1, 2002 Using Discovery-Based Learning to Explore the Lean Design of Global Supply Chains. Engineering - Other (59) An introductory course in "Supply Chain Management and Lean Design" is being developed. Lean design is a systematic approach to identifying and eliminating waste - through continuous improvement by flowing the product at the pull of the customer. Lean ideas have transformed process design. The challenge now is to make use of Internet-enabled information to link processes across global organizations. Lean design is guided by general principles, which are translated into practice using tactics such as creating manufacturing cells. The primary objective is to develop students' ability to apply lean design principles in global, multi-stage processes. The design process is complicated because in reality not all waste can be eliminated. To be effective designers, students need to understand how variability affects process dynamics and to combine this knowledge with analysis of process data. To accomplish our objective, we are developing this introductory course, which uses hands-on activities to assist students in discovering theory. It is followed by experiments in later courses that expand on and reinforce this theory. A variety of existing manufacturing and supply chain simulations are being adapted, as well as physical experiments in quality and variability, to the lean design framework. One contribution of this implementation is the integration of these activities into a more holistic experience, starting early in an undergraduate career. The plans are being guided by significant industry interaction and support faculty development in active-learning pedagogical methods. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Johnson, Sharon Joe Zhu Amy Zeng Worcester Polytechnic Institute MA Roger Seals Standard Grant 49969 7428 SMET 9178 7428 0000099 Other Applications NEC 0126676 January 15, 2002 A Challenge for the New Millennium: Incorporating Hands-on Robotics into a Computer Science Curriculum. Computer Science (31) Advances in microtechnology have increased the possibility for providing robotics instruction emphasizing computing requirements rather than hardware requirements. Curricula for a first course in robotics have been published to take advantage of this technology. The purpose of this project is to take advantage of the existing work, adapting it as necessary to produce an effective, hands-on course in robotics within the computer science curriculum at the University of North Florida. To realize this objective, an appropriate robotics laboratory is needed and a set of robotics laboratory projects must be developed. No general standards have as yet been developed for robotics technology. A major inhibitor for introducing robotics courses within computer science has been the uniqueness of the fabrication requirements, which has largely confined the subject to engineering- related programs with resources for robotics construction needs. Corresponding software has been in short supply, and generally has relied on base-level programming in C or in machine language. Existing robotics curricula for computer science that have been developed have been constrained by the need to develop a lab and produce a viable lab maintenance plan, all complicated by the fabrication issues. On the other hand, significant progress has been made in reducing the complexity of electro-mechanical requirements, allowing software issues for producing effective autonomous robots to receive increased attention. Robotics kits developed by the KISS Institute for Practical Robotics (KIPR) and incorporated into this proposal at least partly redress the logistical issues and form the basis for a robotics lab suitable for supporting a first course in robotics. To conduct the course of instruction, an incremental series of hands-on exercises using the laboratory facility must be developed and tested. The KISS Institute will be called upon to both evaluate overall project outcomes and to promulgate materials developed for the project (the Institute is a non-profit national corporation that among its objectives seeks to advance the state of robotics education). CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Winton, Charles University of North Florida FL Mark James Burge Standard Grant 63306 7428 SMET 9178 7428 0000099 Other Applications NEC 0126677 January 1, 2002 An Electromagnetic Compatibility Laboratory. Engineering - Electrical (55) The project is developing a laboratory for an existing two-course sequence in electromagnetic compatibility (EMC) and in the senior design projects in this area. Industrial laboratories and the labs at other academic institutions serve as models for the University Michigan-Dearborn lab. Because the institution is in the heartland of the US automotive industry, the experiments emphasizes automotive applications. The laboratory is providing hands-on experience with experiments on radiated emission, radiated immunity, conducted emission, and conducted immunity EMC testing. The evaluation uses student and graduate surveys that are conducted with assistance from the University's Center for Engineering Education and Practice and an industrial advisory committee. Dissemination plans include posting information on the laboratory web site and publishing conference papers and journal articles. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Shen, Zheng Malayappan Shridhar Selim Awad John Miller University of Michigan Ann Arbor MI Russell L. Pimmel Standard Grant 50655 7428 SMET 9178 7428 0000099 Other Applications NEC 0126678 January 1, 2002 Integrating Hands-On Access to High Field NMR Across the Undergraduate Chemistry Curriculum. Chemistry (12) Stonehill College is integrating high field FT-NMR across the entire chemistry curriculum in order to strengthen the ability of students to retain what they learn, draw connections between courses, interpret spectroscopic results, and design experiments. This project is impacting chemistry, biochemistry, biology, environmental studies, and computer engineering majors. The incorporation of high field FT-NMR across the entire curriculum is based on NSF-DUE funded projects (Nolen-DUE008827, Smart-DUE0087655, Wallace-DUE9952343, McDonald-DUE9850423, Gaede-DUE9750847) and on a Journal of Chemical Education (JCE) article (Davis-JCE, 99). Most experiments have been adapted from JCE or NSF-DUE funded projects and implemented into our curriculum. For example, in General Chemistry, students are investigating electronegativity as well as the heavy atom effect by obtaining C-13 NMR spectra of halogenated methanes (Baer-JCE, 99). In Organic Chemistry, C-13 NMR is being introduced early in the semester (Reeves-JCE, 98), eventually leading to the introduction of H-NMR. Once the basics are established, NMR is then being used for structure determination, to determine optical purity (Viswanathan-JCE, 95), to study Markovnikov verses anti-Markovnikov hydration (Smart-DUE0087655, Nolan-DUE008827, Blankespoor-JCE, 91), and to determine the stereochemistry of hydride reduction (McDonald-DUE9850423). In Instrumental Analysis, students are exploring how different parameters change the appearance of a spectrum (Gaede-DUE9750847) and investigating the nuclear Overhauser effect (Schmedake-JCE, 96). In Physical Chemistry students are performing variable temperature NMR kinetic and thermodynamic studies (McDonald-DUE9850423, Gallaher-JCE, 96). Advance NMR techniques (two-dimensional, heteronuclear, isotopic labeling, etc.) are becoming an integral part of Biochemistry, Advanced Organic Chemistry, Advanced Inorganic Chemistry and student/faculty research. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Liotta, Louis Maria Curtin Leon Tilley Cheryl Schnitzer Marilena Hall Stonehill College MA Kathleen A. Parson Standard Grant 108625 7428 SMET 9178 7428 0000099 Other Applications NEC 0126682 May 1, 2002 A Multi-stage, Technology-intensive Approach to Statistics Instruction. Mathematical Sciences (21) As a part of the CCLI A&I grant entitled Implementing Reform in an Internet-Based Classroom, the mathematics department at East Tennessee State University implemented a pilot program, which provided a technology-intensive laboratory experience for certain sections of elementary statistics courses. This experiment showed that the use of technology in elementary statistics increases retention, fosters participation, and improves conceptual understanding of statistical concepts. Indeed, students in the program were significantly more successful than those in the general population. In order for technology to truly make a difference in student learning, it must be delivered within an entirely different type of course. Hence, this project creates an elementary statistics course that incorporates software packages such as Minitab, online materials such as those in the Rice Virtual Lab in Statistics (NSF DUE 9751307, 07/97-06/99), and the best of curriculum reform. The best means to do so is to transform statistical instruction into a multi-faceted program that develops students' mathematical abilities in a step-by-step process. CCLI-ADAPTATION AND IMPLEMENTA CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Knisley, Jeff Robert Price Edith Seier East Tennessee State University TN Daniel P. Maki Standard Grant 224378 7428 7427 SMET 9178 7428 0000099 Other Applications NEC 0126684 April 1, 2002 Integrated Energy Conversion Laboratory Development. Engineering - Other (59) The project is adapting course and curriculum modification from several engineering schools at Lake Superior State University. It involves the development of a new integrated Energy Conversion Laboratory that will support instruction in electro-mechanical conversion systems, fluid mechanics, heat transfer, and modern industrial control. The laboratory is supporting seven courses in the EE and ME programs. Undergraduate students and senior design teams are working to integrate and implement the new laboratory. Project evaluation involves an assessment model that includes measurable educational objectives and department level review of each course. The investigators plan to disseminate results of the evaluation process along with detailed descriptions of the new trainers/interfaces and the data acquisition equipment by postings on the University's web site and presentations at engineering education conferences. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR McDonald, David Kevin Schmaltz Lake Superior State University MI Russell L. Pimmel Continuing grant 98814 7428 SMET 9178 7428 0000099 Other Applications NEC 0126685 June 1, 2002 Knot Theory for Preservice and Practicing Secondary Mathematics Teachers. Mathematical Sciences (21) This proof-of-concept (POC) project is developing and evaluating a set of curriculum modules in knot theory for use in courses that typically comprise a pre-service teacher program. The PIs aim to graduate teachers who "learn mathematics in a coherent fashion that emphasizes the interconnections among theory, procedures and applications," and who "develop the habits of mind of a mathematical thinker" (CBMS, 2000). Since knot theory draws on connections with diverse types of mathematics, it has the potential to integrate well into courses on geometry, topology, combinatorics, discrete mathematics, or graph theory. Java applications are being developed to illustrate the Jones polynomial in a dynamic and visual context. Additionally, the project team is conducting research that addresses the mathematical knowledge and the beliefs about mathematics of preservice and practicing secondary mathematics teachers. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Mattman, Thomas Neil Portnoy California State University, Chico Research Fdtn ca Lee L. Zia Standard Grant 75000 7427 SMET 9178 7427 0000099 Other Applications NEC 0126687 May 1, 2002 Motivating Geometry through Computation and Visualization. Mathematical Sciences (21) The standard undergraduate geometry courses are principally designed for pre-service teachers and prospective research mathematicians. Such courses are normally not of interest to students in the technical oriented fields of engineering, computer science, and the applied mathematical sciences. This proof of concept proposal develops course materials for an applied geometry course for students pursuing degrees in engineering, computer science, and the applied mathematical sciences. Also, interactive course materials that can be used in such an introductory geometric modeling course and that can be used in the pre-requisite calculus courses are developed. Effective courses utilize the current skills and abilities of the students in developing new skills and in developing an understanding of new concepts. In geometry, the crucial abilities tend to be somewhat intuitive, as geometry is similar to a language. The current generations of students tend to have an underdeveloped geometric intuition, possibly because they have played more with virtual reality than physical reality. However, there is a geometric intuition in virtual reality, which is not equivalent to geometric intuition of physical reality. In order to use their virtual geometric intuition, this project develops materials aimed at unifying these two diverse varieties of geometric intuition, by using both modern technology (computers and the internet) together with the traditional tools of geometry (compass, straightedge and physical models). In addition, the materials are interactive, as it is important to engage the students with the material. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Finn, David Rose-Hulman Institute of Technology IN Daniel P. Maki Standard Grant 73654 7427 SMET 9178 7427 0000099 Other Applications NEC 0126690 October 1, 2001 Enhancing Interoperability of NSDL Collections and Services. In this collaborative project faculty at a number of institutions are working together to develop and implement information technological solutions aimed at enhancing the interoperability of both collections and services for the NSDL. A particular emphasis is on exploring the requirements for supporting "tightly federated" collections, that feature close adherence to particular metadata frameworks so as to enable federated search services to be built. In this collaborative effort a team from the University of California - Berkeley is working primarily on collection interoperability while a team from the University of Missouri - Columbia is focusing its efforts on enhancing the interoperability of services (see DUE 0127580). NATIONAL SMETE DIGITAL LIBRARY DUE EHR Chen, Su-Shing Edward Fox Joseph Futrelle University of Missouri-Columbia MO Lee L. Zia Standard Grant 450001 7444 SMET 9178 7444 0000099 Other Applications NEC 0126692 April 1, 2002 Development of a Project-Oriented Neuroscience Laboratory. Biological Sciences (61) One of the greatest challenges in the development of scientific curricula is to develop courses that teach students important scientific concepts while fostering critical thinking and hypothesis testing skills. The faculty and administration of the Natural Science Division at Hope College believe that "science is best learned by doing". With the recent commitment by the college to establish a neuroscience program, our objective is to develop a research-oriented neuroscience laboratory that will facilitate student understanding of neuroscience concepts and support the divisional emphasis of nurturing critical thinking skills. This new laboratory will continue to build on students' prior investigative laboratory experience, wherein students are first trained in a scientific technique (using structured lab exercises) and then use that technique to complete a long-term project based on their own hypothesis and experimental design. We are adapting the structured labs from two complimentary neuroscience lab programs currently being used at other undergraduate institutions: 1) The Crawdad Program, which is currently being used by institutions such as Cornell University and Williams College, introduces students to modern neurophysiology techniques including electrophysiology. 2) A Laboratory Manual of Leaning and Memory Experiments currently being used at Wesleyan College and Kent State University, presents students with experimental techniques used at the organismal level to study behavior and learning. The resources used in this neuroscience lab are also be utilized by students in the advanced physiology and introductory biology courses. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Chase, Leah Christopher Barney Hope College MI Terry S. Woodin Standard Grant 27760 7428 SMET 9178 7428 0000099 Other Applications NEC 0126696 March 1, 2002 Computational Nanotechnology. Chemistry (12) This award is providing a dedicated molecular modeling Linux Cluster for use across the chemistry curriculum, including the integration of molecular modeling modules in honors freshman chemistry, honors organic, and experimental physical chemistry. A new computer laboratory course, Computational Nanotechnology is providing undergraduate chemistry students and other science majors an exposure to modern research techniques and emerging scientific are as. Computational Nanotechnology is training a new generation of skilled workers in the multidisciplinary approaches necessary for continued progress in nanotechnology and is providing significant laboratory research experience. In this course, students are designing, building, and testing molecular devices, materials, and nanostructures adapted from the research and educational literature, including organic and protein-based molecular motors, surface interaction and self-assembly, and molecular dynamics simulations. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Wilson, Stephen New York University NY Bert E. Holmes Standard Grant 21125 7428 SMET 9178 7428 0000099 Other Applications NEC 0126697 May 1, 2002 Interactive Simulation for Teaching Engineering Economics. Engineering - Other (59) This project develops software to automate the management of a game simulating the economic decisions in running a company. In the game, students apply the principles learned in class to "run their company", as investment opportunities become available. Each opportunity requires the use of the most recent topics covered in class. The current "manual" version of the game, although very popular with the students, requires inordinate instructor time to manage the game and calculate the results of the students' decisions. Students will be surveyed to get their reaction and their suggestions; also test results from students who used the game in their course will be compared to those from a similar course where the game was not used. The investigators will present papers describing the game and the results of their evaluation at professional conferences, and they will make the software available free to anyone who is interested through a web site and a CD-ROM. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Dahm, Kevin Ravi Ramachandran Rowan University NJ Russell L. Pimmel Continuing grant 74914 7427 SMET 9178 7427 0000099 Other Applications NEC 0126706 February 1, 2002 Integration of Stable Isotopes across the Sciences (ISIS): Instrumentation for BioGeoChemistry and Environmental Studies. Interdisciplinary (99) This project is a multidisciplinary effort to integrate stable isotope analytical techniques into the science curriculum at Keene State College as a means to (1) motivate student learning; (2) involve them into the process of scientific investigation and develop their scientific and technical skills; and (3) increase their understanding of important concepts in the biological, geological, and environmental field. The project is designed to promote science education for students who at Keene State College are composed of a large proportion of first generation students, and in Biology, Geology, and Environmental Studies have 54 % women. Adapting exemplary models from several other institutions (Dartmouth College, Saint Louis University, and University of Utah) and the literature, student centered inquiry-based field and laboratory exercises are being designed that use stable isotopes to address scientifically interesting questions and highlight the interconnection between classes such as Ecology and Evolution, Environmental Geology, Glacial Geology, Stratigraphy, Hydrogeology, Paleontology, Geochemistry, Physiological Ecology, and Community and Ecosytems Ecology. In addition, stable isotope analysis is a critical component in student-faculty cooperative research projects through Independent Study and the Environmental Studies Junior/Senior Seminar. The acquisition of an isotope ratio mass spectrometer along with vacuum sample preparation lines is necessary because it allows us to complete the stable isotope analysis within the timeframe of a course (commercial analysis can take 4-12 months) and enables students to participate in the entire process of the investigation. The project is being evaluated using a combination of pre- and post-course questionnaires as well as a team of experienced external evaluators. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Gebauer, Renate Steven Bill Timothy Allen Keene State College NH Jeffrey G. Ryan Standard Grant 90360 7428 SMET 9178 7428 0000099 Other Applications NEC 0126709 May 1, 2002 A Multidisciplinary Control Laboratory. Engineering - Other (59) This project is establishing a multidisciplinary, laboratory based undergraduate control curriculum across engineering departments at Worcester Polytechnic Institute. The lab is being shared by students in Electrical and Computer Engineering, Biomedical Engineering, Mechanical Engineering, Manufacturing Program and Aerospace Program. Due to its flexibility stemming from the modular nature of the instrumentation comprising the four work stations requested here, the multidisciplinary controls/mechatronics laboratory borrows and adapts pedagogical elements that have been successfully implemented at other institutions. Prevalent themes include controlling physical devices as was implemented at the University of Urbana-Champaign, and controlling of smart structures as tested at Virginia Polytechnic Institute. A major influence comes from a paper by D.S. Bernstein where the important aspects of enhancing undergraduate control education at the University of Michigan at Ann Arbor were laid out. The curriculum is being redesigned to incorporate an extensive laboratory component using the requested equipment. This allows students to become proficient in state-of-the-art real-time data acquisition and processing instrumentation, digital control implementation, and vibration testing. The physical devices that are controlled change every two years and are designed by WPI students pursuing their Major Qualifying Project (MQP). The MQP is a WPI degree requirement that is equivalent to a three course workload that leads to a written report and oral presentation and which is equivalent to a Bachelor's thesis. Project results are being disseminated at the Project Presentation Day in which graduating seniors present their MQP projects to the WPI community; during the annual campus visits of local (inner city) K-12 students which WPI already has established a leadership in encouraging K-12 students to pursue careers in STEM disciplines; through presentations/proceedings at control and engineering education conferences. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Demetriou, Michael Worcester Polytechnic Institute MA Susan L. Burkett Standard Grant 63000 7428 SMET 9178 7428 0000099 Other Applications NEC 0126710 June 1, 2002 Laser Spectroscopy to Enhance Inquiry-Mode Laboratories in Chemistry. Chemistry (12) Reflecting the importance of lasers in scientific research, medical practice, and numerous current and emerging technologies, leading chemistry programs have incorporated laser experiments into their advanced laboratory courses. We are introducing laser experiments at several levels of the Chemistry Department curriculum in a project that is central to our goal of moving the curriculum toward a "research model" in which students work with research-grade instrumentation, design experiments through guided inquiry, and interpret their results within the context of primary research literature. The experiments we are implementing are adapted from the Journal of Chemical Education and from primary chemistry research literature and are modified from procedures tested at other institutions. We are enhancing a Spectroscopy Laboratory course with the innovative goals of: (1) having students work with a versatile set of laser equipment to recognize how the capabilities and limitations of sources and detectors affect experimental design, and (2) designing two research-based experimental modules which address bio-inorganic photoinduced electron transfer and nonlinear optics using the appropriate spectroscopy tools. A second adaptation incorporates fluorescence lifetime and laser photochemical kinetic measurements into an Introductory Chemistry Laboratory and supplements our outreach efforts with secondary school chemistry programs. This project supports a trend in our department of increasing interest in student-faculty collaborative research. With new chemistry facilities to support instrumentation and new faculty members with expertise in spectroscopy, this is an ideal time to introduce laser spectroscopy experiments into our program. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Keller, James Scott Cummings Kenyon College OH Susan H. Hixson Standard Grant 38399 7428 SMET 9178 7428 0000099 Other Applications NEC 0126711 July 1, 2002 Promoting Active Learning and Collaboration in Calculus with the Investigative Classroom. Mathematical Sciences (21). An "investigative classroom" is being established to give students writing space, personal access to Internet connected computers, space for collaborative work, and visual access to a SMART Board. The approach blends active learning, collaborative work among students, instructor led electronic demonstrations, and a minimal amount of lecturing. Instead learning activities are being implemented that exploit a variety of applications-oriented materials developed for calculus I and II over the last eight years under the aegis of NSF and other institutions. Collaborative, investigative exercises that start in class are used to generate longer-term group projects; and a computer algebra system, Maple, and the TI-89 calculator are used as aids to visualization and exploration. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Dillon, Meighan Southern Polytechnic State University GA Lee L. Zia Standard Grant 58873 7428 SMET 9178 7428 0000099 Other Applications NEC 0126712 January 1, 2002 Regional Enhancement of Nuclear Magnetic Resonance Instruction in Eastern Kentucky Undergraduate Education. Chemistry (12) The effective instruction of Fourier Transform Nuclear Magnetic Resonance (FT-NMR) theory and its applications is dependent upon the availability of modern and reliable instrumentation. The goal of this project is to enhance the understanding and mastery of current FT-NMR applications and theory at the undergraduate and community college level in Eastern Kentucky through multiple hands-on experiences. Following the acquisition of an Anasazi-upgraded NMR, students are operating the FT-NMR instrument as well as interpreting the data individually and in group experiments. The students are learning to apply their knowledge of FT-NMR to a variety of standard and advanced FT-NMR techniques. The level of FT-NMR education is being increased for students at Maysville and Prestonsburg Community Colleges in Eastern Kentucky by hosting visits/experiments by those students who in the past did not have routine access to NMR instrumentation. These students are involved in group experiments with current Morehead State University students. Students' education at all levels, freshman to senior, is being impacted by the new instrumentation, with use of the instrument in organic chemistry courses for both science majors and nonscience majors, inorganic chemistry, analytical chemistry, and advanced courses including independent research. Experiments are being adapted from both the educational literature and the research literature. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Blankenbuehler, Mark Richard Hunt Harold Cain Herb Hedgecock Ann Macintosh Morehead State University KY Susan H. Hixson Standard Grant 53757 7428 SMET 9178 7428 0000099 Other Applications NEC 0126715 February 1, 2002 Instrumental Methods Across the Chemistry Curriculum with Emphasis on Macromolecular Structure Studies. Chemistry (12) We are enhancing our undergraduate curriculum by adapting and implementing into our chemistry and biochemistry courses projects which make use of our newly acquired CD spectropolarimeter. Our primary emphasis is to develop an integrated biophysical chemistry laboratory course that involve a series of projects focused on the investigation of macromolecular structure and function using the CD instrumentation. We are also integrating CD instrumentation into our sophomore and higher level laboratories and in ongoing student-faculty research projects. The project-based biophysical laboratory represents a forum for investigation of macromolecular structure and function by instrumental means. Aspects of polypeptide and DNA structure are being examined using the CD spectrometer. In sophomore Organic chemistry, students use the CD instrumentation to determine the absolute configuration of chiral compounds. Additionally, we are adapting a project-oriented experiment from the J. Chem. Educ. in which our students in advanced organic chemistry use the CD instrumentation to determine the absolute configuration of alpha amino acids following completion of an organometallic synthesis. Coupled with our 200 MHz NMR and the UV/vis spectrophotometer, students in the biophysical chemistry course investigate the thermodynamics of protein and DNA structures. The overarching goal of our project is to enhance our students' problem solving skills in chemistry and biochemistry through incorporation of modern instrumentation and to enable them to seek varied approaches to the solution of scientific problems. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Artz, Pamela James Scheirer Frieda Texter Christian Hamann Albright College PA Eileen L. Lewis Standard Grant 52166 7428 SMET 9178 7428 0000099 Other Applications NEC 0126716 June 1, 2002 Collaborative Research: Adaptation and Implementation of Activity and Web-Based Materials into Post-Calculus Introductory Probability and Statistics Courses. Mathematical Sciences (21) The objectives of this collaborative project are to improve post-calculus students' learning of probability and statistics and to provide students with better preparation for their future careers in mathematics and statistics, mathematics education, and computer science. These objectives are being achieved by focusing on active and cooperative learning, visualization of concepts, and use of simulations in post-calculus introductory probability and statistics courses at Athens State University and Middle Tennessee State University via the adaptation and implementation of two recently developed National Science Foundation funded materials. The materials are (a) A Data-Oriented, Active Learning, Post-Calculus Introduction to Statistical Concepts, Methods, and Theory (DUE-9950476) and the (b) Virtual Laboratories in Probability and Statistics (DUE-9652870). Project activities include faculty enhancement at the institutions, the respective institutional adaptation and implementation (A&I) of the materials, the evaluation of the A&I of the materials, and the assessment of students learning while using the materials. The University of Alabama Huntsville is providing the evaluation. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Lunsford, Myrtis Athens State University AL Elizabeth Teles Standard Grant 25433 7428 SMET 9178 9150 7428 0000099 Other Applications NEC 0126719 January 15, 2002 Advanced Microscopy for an Undergraduate Cell Biology Laboratory. Biological Sciences (61) Advances in imaging technology have made the light microscope one of the most powerful tools of this century to study cell function. We are no longer limited to descriptive studies of dead specimens; we can image live cells carrying out the fundamental processes required for life. The objective of this project is to incorporate modern light microscopic techniques, including fluorescence imaging, into laboratory exercises designed for an undergraduate cell biology course. The microscopes are equipped with video cameras and computers for students to record their results in a digital format. This cell biology course has a highly interactive computer-based component. For all laboratory exercises, pairs of students perform variations of a central experimental theme and post their results on a course web page. The web site not only provides an interactive forum for students to discuss and evaluate a variety of data, but also serves as a resource for faculty at other colleges and universities who would like to incorporate this advanced imaging technology into their courses. This course provides an excellent testing ground for these lab exercises, and those which prove amenable to larger enrollment courses are being adapted for more general cell biology courses. The project is an adaptation of similar programs at Kent State University, Texas A&M University, Davidson College and Haverford College. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Smith, Elizabeth Ann Lavanway Dartmouth College NH Terry S. Woodin Standard Grant 99085 7428 SMET 9178 7428 0000099 Other Applications NEC 0126725 June 1, 2002 Merging Classical Embryology and Modern Developmental Biology. Biological Sciences (61) This project is providing opportunities for students to design, conduct, analyze, and report on inquiry-based laboratory projects in developmental biology by adapting from the contemporary research literature techniques of microsurgery, microinjection, and digital imaging for use by undergraduates. These research techniques are being implemented within inquiry-based undergraduate laboratory projects that investigate cell fate, cell morphology, and organogenesis. Thus, students have valuable opportunities to incorporate some of the most important and broadly applicable techniques of modern developmental biology research within experimental questions of their own design. By actively engaging students in all phases of scientific inquiry from experimental design through execution, analysis, and communication, students learn valuable technical, intellectual, communicative, and collaborative skills. Further, students are merging both classical embryology and modern developmental biology to obtain unique first-hand perspectives on how animal form and function arise. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Lom, Barbara Davidson College NC Terry S. Woodin Standard Grant 43449 7428 SMET 9178 7428 0000099 Other Applications NEC 0126733 January 1, 2002 An Integrated Signals and Systems Laboratory Experience. Engineering - Electrical (55) This project implements an integrated laboratory experience in the signal and systems area in the electrical engineering curriculum. The development is based on prior work at Georgia Tech and uses the telecommunication instructional modeling system (TIMS) developed there. The project is developing a set of experiments that use the same laboratory platform in a four-course sequence. Evaluation includes both quantitative measurements and interviews with two groups of students: one that completed the new experiments and one that did not. The PI plans to disseminate their experiments and their assessment results using their web pages and publications in the education journals. The PI also intends to use the equipment in two on-campus programs for high school students with diverse backgrounds. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Perez, Lance Robert Palmer A. John Boye Jerald Varner Michael Anderson University of Nebraska-Lincoln NE Russell L. Pimmel Continuing grant 225903 7428 SMET 9178 9150 7428 0000099 Other Applications NEC 0126738 May 15, 2002 Inquiry-based Collaborative Learning in Physiology-based Lab Exercises: A Two Phased Approach. Biological Sciences (61) Marymount College, a women's college, is incorporating a collaborative inquiry-based approach to teaching physiological principles in six laboratory courses by making data collection, analysis and presentation consistent with present technology. This incorporation involves two phases and aims to overcome present impediments of incomplete and inconsistent experimental data collection, low student participation and lack of time for students to thoroughly understand concepts. The project is adapted from a NSF-funded program for physiology-based courses at Goshen College (CCLI # 9950383). Students are using more graphic data representation and apply critical thinking skills to data analysis and the development of creative hypotheses. Evaluation of critical thinking skills is being inventoried through questionnaires and surveys. Dissemination of assessment will occur through participation in undergraduate conferences, publications and development of Web sites. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Hoegler, Carl Robert Madden Milton Steinberg Marymount College NY Terry S. Woodin Standard Grant 74312 7428 SMET 9178 7428 0000099 Other Applications NEC 0126739 June 1, 2002 Haptics-Augmented Undergraduate Engineering Education. This CCLI-EMD Proof-of-concept has as its primary goal the integration of haptics technology into required undergraduate engineering courses to improve learning and teaching in the engineering program at the Ohio University. Haptics indicates force and touch feedback to the human from a computer. Commercially available haptic interfaces can greatly augment education: " feeling is believing". Teaching and learning can be more compelling, fun, and engaging with better student retention via the integration of haptics technology. Specifically, we are developing haptics-augmented software activities and Internet-based tutorials, and integrating these tools into undergraduate engineering physics and statics/dynamics courses. The PI has delivered similar products in the K-12 arena, sponsored by NASA. Though this proof-of-concept haptics technology development and evaluation is taking place at Ohio University, we have a nationwide focus with a goal of systematic changing the nation's undergraduate engineering programs via integrated haptics technology and curriculum. The College of Engineering personnel are performing the haptics technology, software, and tutorial development. The College of Education personnel are leading the integration of the resulting technology into the undergraduate engineering curriculum, the transfer of project results to K-12 science and technology teacher preparation, and the project evaluation efforts at Ohio University. The deliverables for this project include prototype haptics-augmented PC software learning activities, HTML-based tutorials, and integrated curriculum for physics and statics/dynamics courses. Pilot tests on each of these courses will be conducted to evaluate project results. The dissemination of the results of this project will consist of conference papers and a journal article. Also, we will study the potential of commercially disseminating the products of the project nationwide. We will submit a full development proposal to NSF CCLI-EMD at the project conclusion. Keywords: Haptics, haptics-augmented software, haptics technology CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Williams, Robert Teresa Franklin Ohio University OH Russell L. Pimmel Standard Grant 74935 7427 SMET 9178 7427 0000099 Other Applications NEC 0126740 February 1, 2002 Teaching Quantification Skills in the Biology and Mathematics Curricula. Interdisciplinary (99) This cross-disciplinary project integrates mathematics and biology in the undergraduate curriculum at Sweet Briar College (SBC). The overall goal of this initiative is to improve the quantification skills of SBC students using applications in the life sciences. Quantification skills are defined as the ability to look at an unfamiliar problem, determine the type of data necessary to address the problem, select the appropriate mathematical tools, and draw conclusions on the adequacy of the results. The objectives for the initiative are to: 1. Strengthen the quantification skills of biology students. 2. Expose mathematics students to the usefulness and applicability of mathematical knowledge and highlight career opportunities in the life sciences. 3. Introduce students to interdisciplinary research, emphasizing collaboration with researchers from different fields. 4. Improve the overall oral and writing skills of mathematics and biology students with specific emphasis on interdisciplinary content. These objectives are achieved by: 1) Developing a new course, Quantification Skills for Biomathematics, focusing on applications of mathematics to biology, and 2) Enriching the mathematics and biology curricula by developing and implementing additional educational modules that are used as biomathematical projects in existing courses. The focus is on the biological applications of common mathematical tools, rather than underlying mathematical theories. Students experience the usefulness of complex mathematical techniques as applied to biological problems. Modules are adapted from: 1) existing texts and programs; 2) results from our research, and 3) data from our collaborators at the Center for Biomathematical Technology at the University of Virginia. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Robeva, Raina Robin Davies James Kirkwood Sweet Briar College VA John R. Haddock Standard Grant 65225 7428 SMET 9178 7428 0000099 Other Applications NEC 0126752 May 1, 2002 A New Digital System Course for Electrical Engineering. Engineering - Electrical (55) This project investigates a shift in the introductory digital systems course from the current focus on gate level design to a HDL (hardware description language), register-transfer level focus. The emphasis is placed on the fundamentals of current design methodologies and skills to utilize the latest high-density programmable devices and synthesis software tools. The PI is developing a textbook, a set of experiments, and a web site to provide a detailed coverage of the concepts, principles, and practices of register-transfer level design. Student surveys provide feedback on the content, organization, continuity of topics, and level of difficulty. Course instructors in the senior design course will assess the students' digital circuit design abilities and compare them to those of earlier students who had a traditional digital systems course. The PI is planning to present papers at education-oriented conferences, to prepare manuscripts for education journals, and to post complete lecture slide, class projects, and laboratory experiments on his web site to supplement the material in the developed textbook. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Chu, Pong Cleveland State University OH Russell L. Pimmel Standard Grant 73690 7427 SMET 9178 7427 0000099 Other Applications NEC 0126758 April 15, 2002 Integrating High-Field NMR Spectroscopy throughout the Undergraduate Chemistry Curriculum. Chemistry (12) The purpose of this project is to introduce modern multinuclear Fourier Transform Nuclear Magnetic Resonance (NMR) Spectroscopy experiments throughout the undergraduate chemistry curriculum. Experiments are drawn from pedagogical and research literature and are adapted to specific courses. They are designed to present students with a breadth of hands-on NMR experiences to illustrate the power and variety of NMR techniques. Laboratory experiments begin with an introduction to 1H NMR spectroscopy in the freshman year. The sophomore year uses a more rigorous treatment of 1H and 13C NMR and, in the junior year, students receive an introduction to the power of NMR as a method to study kinetics, nuclear spin relaxation mechanisms, and multiple pulse experiments, and they explore instrumental factors. In their senior year, students use a variety of sophisticated one and two-dimensional NMR techniques (COSY, HETCOR, DEPT, INADEQUATE) to determine the structure and properties of spectrally complex molecules. This project is designed to positively impact the science education of all chemistry and biology majors. In addition, the NMR is being used extensively by students involved in undergraduate research. Students from nearby Southern Virginia University also are making use of the instrument in several of their courses and through their participation in undergraduate research. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Cain, Judith Tappey Jones Stanton Smith Daren Timmons Virginia Military Institute VA Susan H. Hixson Standard Grant 121834 7428 SMET 9178 7428 0000099 Other Applications NEC 0126761 May 1, 2002 Integrated Laser and Computer Exercises for Physical Chemistry Lab Instruction. Laser and computer technologies have revolutionized modern physical chemistry research over the past few decades as lasers now allow molecular processes and chemical reactions to be probed in unprecedented detail. Current research in computational chemistry provides a wealth of information related to molecular structure, energetics, and reactivity. Integrated laser experiments are being adapted and implemented into the physical chemistry laboratory sequence. Further, to bring relevance to the subject, the exercises are based on processes that are important in atmospheric chemistry. The specific exercises being adapted from the educational and research literature include studies of the reaction of oxygen atoms with propene and the reactions of hydroxyl radical with halocarbons. In the exercises, students are employing laser technology to make experimental measurements of the reactions followed by computational exercises and molecular modeling studies of the processes. These integrated laser, computational, and molecular modeling exercises merge research and teaching by utilization of the skills and research strengths of the principal investigators, specifically laser kinetics of environmentally important compounds and ab initio computational chemistry. Undergraduate students are employed to test the exercises and to provide feedback. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Standard, Jean Robert Quandt Illinois State University IL Kathleen A. Parson Standard Grant 27353 7428 SMET 9178 7428 0000099 Other Applications NEC 0126763 February 1, 2002 GC/MS for Chemistry and Biology. Chemistry (12) At Doane College, we use a gas chromatograph/mass spectrometer (GC/MS) to significantly increase the opportunities for students to acquire sophisticated data in its chemistry and microbiology courses, as well as in undergraduate research in those areas. The students are learning to critically evaluate the data from this instrument and to integrate that data with other data from currently available instruments and techniques to solve progressively more difficult problems in their coursework and research. The goal is to help our students develop deductive reasoning and problem solving skills and gain hands-on experience with common modern instruments. We are adapting a number of experiments from the J. Chem. Educ. and from the microbiology literature such as the J. Microbiol. Methods for inclusion into our chemistry and biology curriculum to achieve our goal. The instrument gets its greatest use in organic chemistry and in microbiology courses and research. In most organic chemistry experiments, each student gets a unique set of starting materials and has to determine the outcome of the reaction by analyzing the often-complex product mixtures. In Bacteriology and in Environmental Microbiology, the phospholipid fatty acid (PLFA) method of analysis is used to explore mixtures and consortia of bacteria form both laboratory and field samples. In both areas, the GC/MS provides information that allows more complex and meaningful experiments to be performed. We are also developing new undergraduate experiments that will be used in both chemistry and biology courses. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Smith, David Barbara Clement Doane College NE Eileen L. Lewis Standard Grant 47438 7428 SMET 9178 9150 7428 0000099 Other Applications NEC 0126767 May 1, 2002 New Course Development - Introduction to Bioinformatics. Biological Sciences (61) There is a well-documented national need for development of curricula in bioinformatics, especially at the upper-division undergraduate level. This project is establishing a foundation course in bioinformatics for third-year undergraduates, articulated with the biological science major, and available as an elective course for chemistry, computer science, and physics majors interested in bioinformatics. Materials available through the California State University Program in Education and Research in Biotechnology (CSUPERB) Bioinformatics Consortium and the National Center for Biotechnology Information are being adapted for use in the course. The project also addresses the need to identify students having inadequate preparation for bioinformatics instruction and to provide just-in-time review materials. The objectives are: 1) to assemble, implement and field test a computer-based module for diagnostic pretesting and remediation for enrolling students, 2) to develop a set of problem-based instructional units to be used in a discussion/laboratory format with laptop computers and web browsers 3) to implement and evaluate an introductory course in bioinformatics using these materials, and 4) to share the results with faculty at other undergraduate institutions. The objectives are being accomplished using a systems approach to design, create and test materials appropriate for undergraduate bioinformatics. These materials are used with problem-based learning, enabling students to apply the strategies and tools of bioinformatics to topical problems drawn from current academic and commercial research. Basic computation, chemistry, biology, analytical and problem-solving skills are emphasized. The project involves several campuses of the California State University (CSU) system with the support from the CSU Program in Education and Research in Biotechnolgy (CSUPERB)Bioinformatics Consortium, which is committed to integration of technology and faculty development in the area of bioinformatics education. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Thatcher, Eileen Barbara Chapman James Christmann Sonoma State University CA Joan T Prival Standard Grant 99948 7428 SMET 9178 7428 0000099 Other Applications NEC 0126776 July 1, 2002 Creating a Learning Community in a Freshman Design Course through Curriculum Coordination. Engineering - Mechanical (56) The importance of developing learning communities, where students interact with those outside their class, has recently been emphasized by NSF-DUE initiatives, which encourage interaction between high schools, community colleges and universities. The proposed project is designed to develop a learning community in a freshman engineering design course. The design course is being adopted from an established design curriculum, which emphasizes hands-on learning. Enhanced teamwork/communication components is being added by coordinating with a high school technology program, and a freshman engineering graphics course. Curriculums from all three courses are being coordinated, creating a learning community. Students from each course are participating in the design process at different levels. The primary design responsibility remains with the design class, however, design teams include students and facilities from the other courses. The primary objectives of the coordinated curriculum are to: 1. Develop communication skills necessary for meaningful technical interaction between colleagues with diverse educational backgrounds. 2. Develop students' awareness that material taught in one course is related and applied in other courses. 3. Develop communication and research skills within the design process early in students' careers. 4. Encourage high school students to pursue careers in science or engineering by engaging them in the design process. An implementation of a unique short-term assessment process enables quick curricular changes in response to student needs. The project had generated much interest with local community colleges. Dissemination involves presentations at the regional meeting of universities and colleges, and local workshops. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Rutar Shuman, Teodora Gregory Mason James Adamson Seattle University WA Roger Seals Standard Grant 53770 7428 SMET 9178 7428 0000099 Other Applications NEC 0126782 January 1, 2002 Technology to Enhance Learning in an Introductory Biology Laboratory. Biological Sciences (61) This project will introduce new technology into the introductory Principles of Biology laboratory at Columbus State University. The technology would support and maximize the impact of inquiry-based activities built around the learning cycle approach to science education. Specifically, computers and graphing calculators will be interfaced with an array of probes and sensors to facilitate measurement, quantitative analysis, and presentation of data. These skills are now critically lacking in our students. The use of these instruments will better engage students in laboratory activities, allow them to experience the use of technology in modern biology, and enhance their ability to visualize and understand the biological phenomena they are exploring in the laboratory. Outcomes will be assessed through comparison of learning and attitudes among students who use the new technology with students who carry out similar experiments without the technology. DUE themes addressed by the project include integration of technology in science education, professional development of science faculty, preparation of future science educators, and participation in science by women and underrepresented minorities. Participation of the PIs in appropriate workshops and specific efforts to share their experiences with colleagues will ensure professional development. Student demographics at CSU guarantee significant involvement in the project of women, underrepresented minorities, and future teachers. Project results will be disseminated through publications and presentations at regional and national meetings, and products will be disseminated through publication on a web site devoted to the project. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Schwartz, Brian Harlan Hendricks Columbus State University GA Daniel Udovic Standard Grant 39368 7428 SMET 9178 7428 0000099 Other Applications NEC 0126785 March 1, 2002 Digital Field Mapping using Pocket PC Computers. Geology (42) Digital technology has revolutionized all of science and engineering. Nowhere has the impact been greater than Geosciences where immense quantities of spatial data, common to the discipline, can now be collected, manipulated, and analyzed using a powerful GIS. Digital mapping has grown from a convenience to a necessity and it is imperative that students be exposed to this technology at an early stage in their education. We are integrating digital technology into a traditional Geology summer field camp curriculum by adapting an inexpensive Pocket PC computer, GPS receiver, and widely available software for use as a complete digital field mapping system. Our goal is to enhance the basic skills necessary for fieldwork with digital technologies to bring students to the forefront of the digital revolution. To accomplish this goal, we are adapting existing exercises (Onasch and Frizado, 1996; Brimhall, 2000) and developing new ones for our summer field course. This project builds on the successes of our pioneering effort in integrating technology in a field course funded by NSF six years ago. We believe the new curriculum is making fieldwork more efficient and accurate, extending what can be accomplished in the field, and reinforcing important concepts and methodologies. Our curriculum can be implemented by other schools through the use of digital products of the project including mapping exercises in GIS format, templates for various field exercises, references sources in eBook format, and a roadside geology GIS, all of which are available on CD-ROM or from our website. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Frizado, Joseph Charles Onasch Kurt Panter Bowling Green State University OH Keith A. Sverdrup Standard Grant 85564 7428 SMET 9178 7428 0000099 Other Applications NEC 0126788 February 15, 2002 Seeing the Big Picture: Linking the Sciences and the Humanities. Interdisciplinary (99) This institutional initiative for curriculum improvement is establishing freshman residential learning communities (LC) for non-science majors. Two sets of existing freshman courses, laboratory science for non-science majors (Science-104) and humanities seminar (Humanities-101), are being linked by a common theme to create multidisciplinary learning experiences. The project is an adaptation of several noteworthy educational innovations: (1) Learning communities, such as the type described by the Association of American Colleges and Universities (AAC&U), "Use of Learning Communities in General Education." (2) The Wagner Plan (of Wagner College in NY), which stresses the general education program of a college as its learning keystone, and provides interdisciplinary, experiential learning in learning communities during the freshman year to help students integrate their knowledge and develop their academic priorities. (3) Multidisciplinary courses bridging science and the humanities. Some of these are derived from earlier NSF-NEH joint awards made under a program known as "Science and Humanities: Integrating Undergraduate Education." An example is courses developed and taught at Holyoke Community College under a 1993 grant "Interdisciplinary Learning Communities in the Humanities, Social Sciences, and Natural Science Courses." Others are derived from course materials being taught at SENCER workshops sponsored by the AAC&U. (SENCER = Science Education for New Civic Engagements and Responsibilities.) A total of six learning communities (representing 12 new courses) are being developed and implemented during the two-year grant period. The "teaching team" for each LC consists of a scientist, a humanist, and two undergraduate teaching assistants. The three learning communities offered in the Fall of 2002 are "The Nature and Culture of Water (taught by faculty in biology and English), Cosmology and Ultimate Questions (physics and philosophy), and The Impact of Breakthroughs in Science and Medicine (biology and philosophy). Three new learning communities are being offered in the Fall of 2003. Two of these are Madness: Scientific and Literary Perspectives (taught by faculty in psychology and English), and Scientific Sleuthing and the Social Impact of Crime (chemistry and philosophy). A sixth learning community is being planned. Each LC will include open-ended scientific inquiry, experiential learning (emphasizing outreach to K-12 students), and extensive use of educational technology. The program objectives are to 1) dispel the discipline-specific compartmentalization of knowledge and help students integrate information across disciplines, 2) acknowledge and further develop the creativity and teaching skills of gifted upperclassmen by including them as teaching partners, 3) inspire the freshmen to be active learners and the instructors to provide a more interactive learning environment, 4) emphasize the importance of the General Education program, 5) help first-year students focus their academic priorities, and 6) integrate student and faculty use of technology throughout the program. Each teaching team is participating in a two-week summer workshop followed by six weeks of collaborative course development. The workshops guide the teams in building successful learning communities and using the program evaluation plan. Each LC is maintaining a continuously evolving web page documenting the development, implementation, and evaluation of the program. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Goldey, Ellen Charles Bass Robert Moss Steven Zides Cecile McAninch Wofford College SC Myles G. Boylan Standard Grant 199952 7428 SMET 9178 7428 0000099 Other Applications NEC 0126789 April 15, 2002 Comprehensive and Coordinated Curriculum Development of Molecular Biology and Biochemistry Majors. Biological Sciences (61) This project is a collaborative effort of biology and chemistry faculty to develop curricula in Molecular Biology and Biochemistry. Objectives are to: 1) enhance the complementary nature of these two programs via team teaching and the utilization of state-of-the-art equipment for DNA and protein analysis, thereby effecting reform and refinement of courses throughout the four years of the programs; 2) integrate problem solving investigative approaches to learning in a developmental fashion throughout the four years, and in so doing encourage student research; 3) bring curricula into the 21st century of genomics and proteomics. To accomplish these goals the project is adapting successful approaches of several NSF funded projects. The activities in this proposal include development of new courses including an integrated Molecular Biology and Biochemistry senior seminar, implementation of new inquiry based laboratory experiences in a variety of courses across the curricula, team teaching, enhanced coordination of the two programs, acquisition of state-of-the-art equipment for teaching and research. A major focus is to promote undergraduate research in these areas, encouraging students to participate in interdisciplinary projects that involve faculty from chemistry and life sciences. Workshops to disseminate the results of the project include one for a general audience of high school teachers and college faculty, and one for a specialized audience of science students and faculty. The expected outcomes include complementary state-of-the-art curricula that encourages and enables excellence in student research in Molecular Biology and Biochemistry and fosters the development of students who will go on to graduate work and employment in the burgeoning fields of Molecular Biology and Biochemistry. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Lawrance, Simon Joseph Sachleben Otterbein College OH Joan T Prival Standard Grant 66850 7428 SMET 9178 7428 0000099 Other Applications NEC 0126792 July 1, 2002 Applying Science to Sustainability. Biological Sciences (61) Ithaca College and EcoVillage at Ithaca, in partnership, are developing a science-intensive curriculum in environmental sustainability. Drawing on models of college/community affiliation successful on other campuses, such as Pennsylvania State University, the project adds four new laboratory courses (Ecologically Sustainable Communities, Sustainable Land Use, Energy Systems and Sustainable Energy, and Ecological Footprinting) and faculty sponsored summer research. The new courses are sequenced such that students are introduced to the approach of sustainability science in the first course, master the analytical tools involved in energy efficiency (combustion analyzers, watt and light meters, thermal submetering systems, as well as computerized building models) and land use (field surveys, and GPS/GIS) in the second and third courses, and unify their knowledge and apply it using the ecological footprinting approach in a final capstone course. Furthermore, all the core courses in the Environmental Studies Program are being modified to incorporate the curricular theme of environmental sustainability such that students are trained in all aspects of sustainability and are fully equipped to pursue careers at the science-policy interface with a solutions-oriented approach. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Allen-Gil, Susan Thomas Shevory Ithaca College NY Terry S. Woodin Standard Grant 149615 7428 SMET 9178 7428 0000099 Other Applications NEC 0126793 January 1, 2002 Holistic Numerical Methods: A Prototype. Engineering - Other (59) This project is developing, evaluating, and disseminating web-based modules for courses on numerical methods and for upper-level engineering courses using numerical methods. The two prototype modules concern nonlinear equations and interpolation. The modules allow user-customization of content based on engineering major and mathematical package used. The effort provides the basis for a full development proposal focusing on eight mathematical procedures taught in typical undergraduate numerical analysis courses. The project includes an evaluation study to compare the performance of students who have and have not used the modules on specially designed tests. Dissemination efforts include posting material on the course web page and on web site hubs for mathematical packages and sharing the results at engineering education conferences and in engineering education journals. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Kaw, Autar Glen Besterfield James Eison University of South Florida FL Russell L. Pimmel Standard Grant 74961 7427 SMET 9178 7427 0000099 Other Applications NEC 0126794 February 15, 2002 Textbook Development for a General Education Course on Materials Science. Engineering - Materials Science (57) We have developed a textbook and accompanying CD-ROM for a course in materials specifically designed for non-science majors. This work builds on the success of a course developed at Washington State University for non-science majors that addresses the manner in which materials impact society on a regional, national, and global scale. The course "Materials: The Foundations of Society and Technology" is targeted at third and fourth year undergraduates and is a "capstone" course in our General Education Curriculum. This textbook is based on the extensive notes we have prepared in developing the course and on research we have undertake under the auspices of this proposal. The textbook has been written in such a way that it can readily be used by the general college population. To assist faculty that decide to teach similar courses at their own institution we have developed a CD-ROM. Our CDROM has links to important educational and informational resources. In addition it contains homework problems and suggested assignments as well as background information regarding basic engineering and scientific principles. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Norton, M. Grant David Bahr Washington State University WA Susan L. Burkett Standard Grant 74159 7427 SMET 9178 7427 0000099 Other Applications NEC 0126807 January 1, 2002 CCLI: Raman Microscopy throughout the Science Curriculum. Chemistry (12) We are integrating Raman spectroscopy, a specialized tool commonly seen only in advanced research laboratories, throughout all four years of the undergraduate chemistry curriculum and also into some Physics and Life and Earth Science courses at Otterbein College. Our immediate goal is to enhance our chemistry curriculum by including activities that will carefully build students' understanding of vibrational spectroscopy throughout their four years of training. To achieve our goal, we are adapting and implementation inquiry- and project-based laboratory exercises that utilize the Raman microscopy into the General, Organic, Analytical, Inorganic and Physical chemistry courses. These activities draw on a variety of NSF-funded projects on forensic chemistry, modern instrumentation, and Raman spectroscopy. We are also using the Raman spectroscope in ongoing faculty-student research projects. In addition to chemistry students, this instrument is also being used by students in the Physics and Life and Earth Sciences departments. In total, approximately 110 students annually are being impacted by this curricular reform project. We anticipate the student outcomes of this project will include: (1) a greater understanding of the fundamental theories and applications of vibrational spectroscopy and (2) the further development of critical-thinking and research skills. Our long term goals are to develop multidisciplinary programs in the sciences and the development and dissemination of a national model for the implementation of Raman spectroscopy throughout the undergraduate science curriculum. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Johnston, Dean Joseph Sachleben Otterbein College OH Elizabeth M. Dorland Standard Grant 72632 7428 SMET 9178 7428 0000099 Other Applications NEC 0126808 March 15, 2002 The French Creek Watershed Research Program. Interdisciplinary (99) Training undergraduate students to examine the complex interrelationships within our natural earth system requires improved collaboration across academic disciplines. In this project, Allegheny College faculty from the Departments of Biology, Chemistry, Environmental Science, and Geology are developing the French Creek Watershed (FCW) Research Program to provide an interdisciplinary approach to undergraduate natural science coursework and research. The instrumentation acquired is enabling solid and solution-phase analysis of critical biotic and abiotic watershed components. The FCW Research Program: 1) is using new analytical equipment to strengthen field investigations in undergraduate science classes at all instructional levels; 2) enhancing the caliber of student/faculty research within the College by markedly improving analytical capability and accuracy; 3) creating a program website, linked to a geographic information system (GIS), to serve as a centralized, institutional database for watershed information collected in courses and from student/faculty research efforts at Allegheny. The effort is an adaptation of a similar program at Shippensberg University. This program is enhancing the intellectual vigor of both undergraduate students and faculty by: 1) improving analytical capability for coursework and research; 2) developing critical thinking and scientific skills within a regional watershed setting; and 3) fostering an interdisciplinary perspective in coursework and research via collaboration among disciplines. Dissemination of program design and results via the website, conference presentations, and publications will facilitate similar cooperative, interdisciplinary approaches at other institutions. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR O'Brien, Rachel Scott Wissinger Richard Bowden Allegheny College PA Terry S. Woodin Standard Grant 166449 7428 SMET 9178 7428 0000099 Other Applications NEC 0126814 February 15, 2002 The Integration of DNA Microarray Technology in the Undergraduate Curriculum. Biological Sciences (61) This project integrates DNA microarray technology and the application of bioinformatic data analysis as a core technology in the undergraduate Biology, Biochemistry and Bioinformatics curricula at USP. Microarray technology is an important biotechnology tool for the study of gene expression and in molecular diagnostics and has launched a paradigm shift in the way pharmaceutical and biotechnology industries approach drug discovery and development. An entire industry of microarray instrument, reagent and bioinformatic companies have developed to meet the current and future needs of the biological science community. Recently, instrumentation has been developed for making microarrays ("gridders") and microarray readers ("scanners") that are marketed and priced for the small laboratory environment. Students who graduate with a Life Science degree in the 21st century need to know the scientific principles and practical technological skills of microarray technology. Our cross-disciplinary curriculum program adapts microarray technology and develops microarray specific exercises in three courses, Molecular Biology (BI-290), Genetics (BS-466), Bioinformatics (BI-450) and supports undergraduate research in our Directed Research program (BS-499 and CH-450). This program is part of the educational foundation for our new Bachelor of Science degree in Bioinformatics and gives students in the Biology and Biochemistry programs the opportunity to experience microarray technology in their 2nd , 3rd or 4th years of study. Students carry out gene expression and DNA diagnostic experiments, and work with the bioinformatic software that is used to organize and mine microarray data. Successful implementation of this proposal is leading to the expansion of DNA microarray exercises to other courses and programs (eg. Microbiology). This project is providing a curricular template that leads to protocols and data sets for other undergraduate institutions. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Pierce, James Michael Bruist Randy Zauhar University of the Sciences in Philadelphia PA Jeanne R. Small Standard Grant 51000 7428 SMET 9178 7428 0000099 Other Applications NEC 0126815 February 1, 2002 An Activity-Based Statistics Course for Engineers. Engineering - Other (59) A common criticism of the teaching of undergraduate engineering statistics is that it is too academic in focus, excessively theoretical, and divorced from real problems that appear in industry. The purpose of this project is to teach statistics using activity-based learning. A one-semester lecture-based engineering statistics course is being re-engineered through the adaptation of an activity-based engineering statistics course currently offered at the Pennsylvania State University. The proposed course is being structured to include laboratories and workshops intermingled with activity-based lectures. The laboratory sessions are intended to provide the student with an opportunity to become proficient in designing experiments, collecting data, and analyzing problems using PC-based statistical software. Workshops are designed to involve short lecture segments mixed with team-based problem-solving activities and software tutorials. The development of the laboratory and workshop activities includes materials based upon the research and consulting activities of the investigators. Different engineering laboratories are being utilized for these activities. Working through a diverse set of engineering problems, the student are expected gain the confidence to apply statistical techniques to new and different situations and realize the role of statistics in engineering design. Quantitative and qualitative tools are being employed to assess and evaluate this project and its components at different times throughout the two-year project duration. Dissemination plan involves conference presentations, journal articles, course workbooks, and a project web site. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Butt, Steven Bob White Tycho Fredericks Western Michigan University MI Sheryl A. Sorby Standard Grant 52139 7428 SMET 9178 7428 0000099 Other Applications NEC 0126817 May 1, 2002 Integrated Study of Environmental Effects on Organisms. Biological Sciences (61) The interaction of organisms with their environment is manifested in biological responses at many scales, from the biochemical to the ecosystem level. The relationships of organisms and their environments has been of concern to ecologists in the context of natural environmental variation and is of growing importance in light of the effects on organisms of human-influenced environmental change. In this project eight laboratory classes offered in the Biology department at Kutztown University are being adapted to introduce students to study of the physiological responses of organisms to natural environmental variation or to human-influenced environments. The efforts are an adaptation of and based on the experiences of faculty at Bloomsburg University, Cornell University, the University of Delaware, and the University of Illinois at Urbana Champaign. Laboratory exercises focus on measurement of effects of environments on organisms from the physiological to the whole organism scale of response. The organisms to be studied include bacteria, protists, plants, and selected marine invertebrates. The environmental factors are being studied in controlled environments in the laboratory or greenhouse as well as under conditions of natural environmental variation in field sites. In this project: 1) Students are working cooperatively to examine the relationship between organisms and environment in inquiry-based laboratory exercises, 2) Students, working in groups, use computer-interfaced physiological equipment to quantify response to selected environmental factors, 3) Students examine how selected environmental factors impact organisms at the level of individual performance, population numbers, or in competitive interactions among species, 4) Students analyze physiological and whole organism data using comparative quantitative methods from graphical representation to basic inferential statistics and 5) students present results in manuscript-style laboratory reports, in posters, or in oral presentations patterned after those typical of a professional meeting. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Sacchi, Christopher Wendy Ryan Carol Mapes Anne Zayaitz Kutztown University PA Terry S. Woodin Standard Grant 74812 7428 SMET 9178 7428 0000099 Other Applications NEC 0126818 June 1, 2002 Computing History Resource Adaptation (CHRAD). Computer Science (31) This project focuses on the "history approach" to teach an overview course in computer science for non-majors. History is an ongoing theme throughout the course through the adaptation of relevant historical materials. Where appropriate, the project leaders are developing digital conversion of materials to enhance the course delivery. The project team is working closely with the Charles Babbage Institute, the Computer Museum History Center, the IEEE History Center, and the Computing History Center at Virginia Tech. Each of these centers has already identified, preserved, and in many cases catalogued a vast quantity of the exemplary materials pertaining to computing history. The project team is also creating a dedicated website solely for this activity. Students will have direct access to digitized material emanating from this project, to the collection of course-related historical materials, and to links to other useful and related sites. The expectation is that there will be a dramatic change in the course from one of sterile factual content to one containing dynamic interludes involving people, places, and events. In this manner, the computing course for non-majors will be much more interesting. It will stimulate more students to consider computing as their major, will contribute to students' life-long learning experiences, will encourage students from diverse and minority communities to appreciate computing, and will increase student retention. Students will also gain a better sense of the nature of inquiry, the processes of innovation, the constraining and driving factors involved, and the human dimension. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Impagliazzo, John JAN Lee David Cassidy Hofstra University NY Mark James Burge Standard Grant 74995 7428 SMET 9178 7428 0000099 Other Applications NEC 0126824 February 1, 2002 Investigative Ecology: Long-term Field Experiments in Undergraduate Labs. Biological Sciences (61) This project is developing a new long-term experimental site that will serve as a focus for undergraduate ecology at East Carolina University (ECU). The ecology laboratory required for biology majors has been based on a series of outdated "cookbook" experiments and field trips, and lacked opportunities for investigative learning. We are developing a course that has relevance and value for all biology students at ECU, the majority of whom will pursue careers in health or biotechnology. We are modeling our project after a successful project at Southern Illinois University, and taking advantage of ECU's recent acquisition of 600 acres of land near campus. The project has three educational objectives: 1) to enhance learning of ecological concepts; 2) to teach skills in data management and analysis; and 3) to promote an understanding of ecological principles that will inform students as future citizens. The sites illustrate important processes in community ecology that can be observed only on a long time scale. The accumulation of a valuable long-term data set will provide a wealth of opportunities for students to explore tools for data management and interpretation. We are working with the students to present and publish the data, and develop a nationally accessible website for the project (linked to the ESA website). Once the sites are established, we will encourage other ECU faculty, other North Carolina universities, and local K-12 schools to participate in the project. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Goodwillie, Carol Lisa Clough David Knowles East Carolina University NC Terry S. Woodin Standard Grant 50165 7428 SMET 9178 7428 0000099 Other Applications NEC 0126825 March 1, 2002 Laboratory Adaptations for an Undergraduate Optics Initiative. Physics (13) A new optics initiative at Calvin College is providing students with marketable technical training in the optical sciences and introduces an optics concentration and an optical- technology minor into the physics curriculum. The programs target students in physics and engineering, as well as pre-service teachers preparing to teach science in high school. Curricular changes include the reconfiguration of several physics courses and the introduction of an intermediate-level course entitled Phys 246: Waves, Optics, and Optical Technology. Based on a mentor/apprentice pedagogical model, this course will make use of a fully integrated lab-plus-lecture format, an approach with which Calvin's science-education specialists have already had great success in courses for pre-service elementary school teachers. The new pedagogical method will also influence the way in which students are mentored in a new upper-level lab course, Phys 383-384: Advanced Optics Laboratory. The project involves adaptations of labs for both the intermediate and the advanced courses, so that the optics initiative can effectively address its two-fold goal of cultivating technological knowledge and skill and providing a fresh model of teaching by hands-on inquiry. The labs are adapted from labs used at other institutions and from the research projects of the PI and Co-PI. The curriculum for Phys 246 is taken largely from a course at the University of Maryland taught by Dr. Wendell T. Hill, who is providing advice on a continuing basis. Certain individual labs (at both intermediate and advanced levels) are based on existing experiments and input from faculty at Caltech, Harvard, Harvey Mudd College, and the National Institute of Standards and Technology. Still others are a natural outgrowth of the PI's research on laser-cooled and trapped atoms and plasma diagnostics and the Co-PI's research on diode-laser applications and spectroscopy. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Walhout, Matthew David Van Baak Calvin College MI Duncan E. McBride Standard Grant 42726 7428 SMET 9178 7428 0000099 Other Applications NEC 0126827 March 1, 2002 Digital Images of Environmental and Water Resources Engineering Principles and Practice. Engineering - Civil (54) Our project builds on previous work (CCLI 9952577) to gather high quality digital videos and still photographs to enhance environmental and water resource engineering education resources for educators. The publication and dissemination of these materials provides educators with the instructions to utilize these high quality digital materials in a variety of educational settings such as overhead transparencies, PowerPoint presentations, and computer based instructions. Our materials have the potential for use in long distance education courses. We are providing these materials to help educators in K-12 to foster environmental education through our "What Do Environmental and Water Resource Engineers Design?" web site. To obtain the digital images, we have gone on location, photographing existing operations, renovations, and construction projects at a range small to large-scale projects. Topics include unit processes in water and wastewater, hydraulic structures and open channel flow. We are disseminating our text and video materials through a publisher and our Internet site. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Chevalier, Lizette Bill Ray John Nicklow Lilly Boruszkowski Southern Illinois University at Carbondale IL Bevlee A. Watford Standard Grant 140000 7427 SMET 9178 7427 0000099 Other Applications NEC 0126832 March 1, 2002 A Dual-Level, Inquiry-Based Experimental Structural Dynamics Course in a "Roving" Laboratory. Engineering - Mechanical (56) Engineering undergraduate and graduate students are rarely asked to design, set up, carry out, and interpret their own experiments. Although prearranged laboratory experiments are used very effectively to reinforce theoretical concepts, they follow a fixed format and do not give students an opportunity to develop their own experimental planning skills. The overall objective of this project is to give students more control of the learning process. Experiments in an on-campus laboratory or test-trips to an off-campus site, i.e. the "roving" laboratory, are going to create an interactive, student-driven learning environment where instructors serve as learning coaches. Analytical and experimental structural dynamic course materials are going to be adapted from a proven set of course notes to meet the needs of this environment. Industrial partners, who serve on an advisory committee as third-party evaluators, are going to donate structural specimens or data to be used in experimental student projects. The project is going to better educate students in experimental structural dynamics within the roving laboratory, encourage lifelong self-learning, establish an educational link between university classrooms and industry, promote and support curriculum innovation where this approach is warranted, and provide other educators and industrial sponsors with information needed to implement this approach elsewhere. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Adams, Douglas Purdue University IN Roger Seals Standard Grant 67955 7428 SMET 9178 7428 0000099 Other Applications NEC 0126833 January 1, 2002 Decreasing Attrition Using Animated Virtual Worlds. Project Summary This proof of concept project develops a set of instructional materials for teaching fundamental programming concepts using an exciting simulation and visualization package. This package provides an environment that supports the creation of 3-dimensional, interactive, animated virtual worlds (which can be easily built by novices!). It is expected that this approach will strengthen and enhance student skills as well as provide sufficient programming experience to improve student performance and retention in introductory computer science (CS 1) and beyond. The results of this project will be the creation of a set of instructional materials: textbook, laboratory exercises, lecture and demonstration slides, and a reference for the animation software, and the collection and analysis of preliminary data on the use of these materials. All curricular materials will be freely available and disseminated online. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Cooper, Stephen Wanda Dann St Joseph's University PA Robert Stephen Cunningham Standard Grant 75000 7427 SMET 9178 7427 0000099 Other Applications NEC 0126837 March 15, 2002 Blurring the Line Between the Teaching and Research Laboratory - Capillary Gas Chromatography and GC/MS Experiments in First and Second Year Chemistry Laboratories. Chemistry (12) The goal of this project is to increase the percentage of students continuing from introductory chemistry to more advanced courses and to careers in science. We are accomplishing this by changing students' perceptions of chemistry laboratory through adding project-oriented experiments using advanced GC and GCMS instrumentation to solve topical and relevant problems. A secondary goal is to enhance the preparation of our students by providing laboratory experiences more similar to those they will experience in the workplace. The integration into the curriculum of a series of experiments using four Shimadzu GC-14B series capillary gas chromatographs with data stations and a QP-5000 GCMS system equipped with autosampler supports a broader departmental plan to introduce FTIR, UV/Vis, GC, and HPLC techniques into lower level laboratories. Students are gradually building their skills by repeated exposure to the GC and GCMS instruments in each of five laboratory sections accompanying general, organic, and analytical chemistry. Experiments have been carefully selected from the Journal of Chemical Education and are being adapted to fit our existing program. Success in meeting our goals is being assessed both numerically, by tracking the fate of each student entering our general chemistry program, and more qualitatively through our existing departmental assessment plan. Results will be shared with the educational community at national meetings of the American Chemical Society, the Council on Undergraduate Research, and Sigma Xi, in addition to informal discussions with associates at other Colleges. Publication in the Journal of Chemical Education of novel or substantially revised experiments developed to support our mission will complete our dissemination effort. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Lever, David Lewis Fikes Kim Lance Dale Brugh Heather Grunkemeyer Ohio Wesleyan University OH Susan H. Hixson Standard Grant 57932 7428 SMET 9178 7428 0000099 Other Applications NEC 0126841 August 1, 2002 Calvin-Rehoboth Robotic Twin Telescopes. Astronomy (11) This project is adapting and implementing a model of complementary telescopes--one local and one remote--pioneered at the University of Iowa. The investigators are installing a pair of 16-inch telescopes, one at Calvin College in Grand Rapids, Michigan, where observing is sometimes hampered by poor weather and light pollution, and one at the Rehoboth Christian School near Gallup, New Mexico, a remote location with clearer and darker skies. The choice of the remote site builds on a century-old relationship between the college and the high school, which serves primarily Navajo and Zuni students. A teacher at the school is assisting with the installation and maintenance of the telescope there and is integrating it into the school's physical science curriculum. Students and faculty at Calvin College use their local telescope in a hands-on and a training mode, and use the nearly identical, robotic telescope at Rehoboth Christian School to make observations remotely. Both telescopes provide individual data for many students, including research-quality data for upper-level undergraduates. This arrangement provides a flexible but reliable system, in which the local telescope at the college can be switched between eyepiece, camera, and spectroscopic modes, and in which skills gained by students using the local telescope immediately transfer to data acquisition on the remote telescope in New Mexico. Efficient queue operation of the remote telescope supplies large quantities of high-quality data, enough for individual students to pursue a wide range of physically interesting experiments with their own data sets. Outcomes of the project include sequential installation and reliable operation of the local, and then the remote, telescope; training in the new equipment and procedures for Calvin College faculty who teach astronomy courses, as well as their student assistants; training in the new equipment and assistance in curriculum development for the participating teacher at Rehoboth Christian School; integration of new observing capabilities into the college's lab curriculum and existing and newly developed courses; enhanced recruitment of Native American students (at Rehoboth Christian School) into careers in science; conference presentations that disseminate the college's model for astronomy labs; and the development of relationships with the college's "feeder" high schools (in addition to Rehoboth Christian School), so that they can incorporate use of the new telescope in their science curricula. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Molnar, Lawrence David Van Baak Deborah Haarsma Calvin College MI R. Corby Hovis Standard Grant 129991 7428 SMET 9178 7428 0000099 Other Applications NEC 0126842 January 1, 2002 An Interactive Water Flume with Laser-Based Flow Visualization For Improving Undergraduate Fluid Mechanics Instruction. Engineering - Civil (54) The project implements a sophisticated research technique, Planar Laser-Induced Florescence (PLIF), into a safe, versatile, and robust instructional tool at the University of Colorado. It adapts research and instructional implementations at Stanford University. The PLIF system is being incorporated into a dedicated teaching flume that students are using to visualize fluid flow and the effect of various interactions on the flow pattern. Five faculty members are incorporating the facility into their courses. Assessment tools include student surveys, open-ended interviews, written test, and course evaluations. The group is preparing a web site, a workshop, and engineering education publications describing the construction and implementation details along with assessment results. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Crimaldi, John University of Colorado at Boulder CO Russell L. Pimmel Standard Grant 23510 7428 SMET 9178 7428 0000099 Other Applications NEC 0126849 August 15, 2002 Collaborative Investigation of Chaos, Exotic Atoms, and Electron Optics in the Advanced Physics Laboratory. Physics (13) In this project, the investigator is building an advanced physics lab course into an equipment-intensive course where students learn and develop hands-on skills in the areas of computer interfacing, modular instrumentation, and vacuum techniques while they learn to work collaboratively, as they would in a technical job environment. Recent physics education research has shown the success of the collaborative approach in teaching introductory physics. This project supports the full-scale implementation of teaching and learning advanced experimental techniques in a collaborative environment by adapting the ideas developed by P. Heller and M. Hollabaugh ("Teaching Problem Solving Through Cooperative Grouping. Part 2: Designing Problems and Structuring Groups," Am. J. Phys. 60, 637-644 [1992]) and applying them to an upper-division laboratory course. Specifically, "context-rich" problems are being developed and student groups are being managed to foster problem solving skills in the laboratory. The new advanced physics lab course is structured around three experimental problems: detecting mechanical chaos, measuring the lifetime of an exotic atom, and designing and characterizing a simple, low-energy electron gun. The experiments are adapted from F. Moon's book on chaos, _Chaotic and Fractal Dynamics_ (Wiley, 1992, pp. 451-456); M. Yuly's paper on positronium decay, "Positronium in the Undergraduate Laboratory," Am. J. Phys. 67, 880-884 (1999); and the discussion of vacuum techniques and electron optics in _Building Scientific Apparatus_, 2d edn., by J. Moore, C. Davis, and M. Coplan (Perseus Books, 1991, pp. 75-118 and 305-344). The problems were chosen because of the instrumentation they involve and the skills students can learn from them. By working on the same problem and discussing the experimental techniques presented in a closely coordinated lecture, students develop both individual skills and the ability to work in a group. The collaborative model has been tested with a mechanical chaos experiment, with excellent results, particularly in terms of increased student readiness for independent research projects. The project is being evaluated by students, both formatively over the course of the project and longitudinally as they progress in the major; by faculty, both internally and externally; and by presenting for review and comment a detailed instructor's manual, supporting Web site, and articles in journals such as the _American Journal of Physics_ and _The Physics Teacher_. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Johnston, Martin University of St. Thomas MN R. Corby Hovis Standard Grant 83434 7428 SMET 9178 7428 0000099 Other Applications NEC 0126855 December 1, 2001 Case-Based Reasoning for Engineering Statistics. Using findings from cognitive science, a prototype of an intelligent tutoring system (ITS) is being developed. This ITS utilizes case-based reasoning (CBR) to scaffold undergraduate engineering students in their learning of introductory probability and statistics. This scaffolding process is based on the principle that successful problem solvers and experts gain a better grasp of the underlying problem structure by moving back and forth as they reach dead-ends or see new ways to formulate the problem. Specifically, the students learn the following three steps: 1) situation conception--understand the problem in everyday language; 2) mathematized situation conception--create a mathematical representation; and 3) solution method conception--carry out the mathematical procedures. Existing commercial software and well-established research index-based CBR and rule-based expert systems are used to support the presentation of ITS by graduate students to the undergraduate students in the course. The assessment of ITS is to test two hypotheses: 1) Does the ITS increase the internalization of key concepts by the students? and, 2) Does the ITS increase the student independence in representing and solving problems? Also, assessments based on comparing the performances on questions related to the hypotheses for ITS-students and non-ITS-students. This initial evaluation of ITS from the standpoint of integrating it with an existing engineering statistics course, allows the participation of other universities who also offer the engineering statistics course to participate in a joint, longer term project to realize a fully functional ITS. Also, the partnership with other universities provides a vehicle for embedding ITS into other courses where the same cognitive and instructional principles are appilcable. The final product--a prototype and recommendations for a more fully functional ITS-- will: 1. Assist students in extracting the underlying common structure from engineering statistics problems that illustrate the full range of engineering disciplines; 2. Allow the student to generate, customize, and change a virtual infinite collection of exercises that can be solved with the assistance of the ITS. The students can explore the effect of changes to different parameters and how those changes influence the solution; and 3. Help students formulate and solve practical and open-ended problems. The final product will be kept on CD-ROM, and further dissemination will be via workshops. Keywords: Case-based reasoning, intelligent tudoring system CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Runger, George Norma Hubele Sarah Brem Arizona State University AZ Russell L. Pimmel Standard Grant 74622 7427 SMET 9178 7427 0000099 Other Applications NEC 0126856 April 1, 2002 Implementation of the Learning Factory Model in an Upper Division Engineering Technology Program. Engineering - Engineering Technology (58) The Learning Factory concept was first developed as part of the TRP/NSF funded Manufacturing Engineering Education Partnership (MEEP). The objective of the Learning Factory (LF) is to integrate a practice-based engineering curriculum that balances analytical and theoretical knowledge with physical facilities for product realization in an industrial-like setting. The LF model, which emphasizes practical experience, moves Engineering programs closer to the Engineering Technology (ET) model; which by design is oriented to practical applications. Consequently, ET programs are well suited to implementing the LF. This project's goal is the adaptation of the LF model for implementation in ET programs. Under this project, five carefully selected courses in the current programs are being modified. This will lead to the use of coordinated projects across those courses. The specific coordinated projects focus on the design and building of functional model engines. In the various courses, students generate CAD drawings of all the engine 1components, produce process plans for the engine components, fabricate the engine components and assembling and testing the engines. This education process provides the students with a good understanding of engines. That is, the students gain the exposure to the full range of issues involved in the product design phase, in the manufacturing planning phase, in the fabrication phase, in the assembly phase and in the testing phase. Since the implementation component of the project is modifying of existing courses rather than developing new ones, it is highly likely that the results of the project will be widely accepted by the ET community. The results will be disseminated through conferences and journal publications geared to the Engineering and Engineering Technology community. There will also be particular outreach to area community colleges to encourage coordinated implementation of the LF concept. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Ssemakula, Mukasa Gene Liao Wayne State University MI Russell L. Pimmel Standard Grant 116727 7428 SMET 9178 7428 0000099 Other Applications NEC 0126857 June 1, 2002 Collaborative NMR Training in the Mid-Hudson Valley of New York State. Chemistry (12) This project is providing access for two community colleges to the 300 MHz NMR spectrometer on the campus of the State University of New York New Paltz. Students in the community colleges are now being introduced to NMR techniques in their sophomore-level organic chemistry class. The techniques learned at this level are then expanded in advanced chemistry courses when they transfer to a four-year institution. Students at the collaborating institutions, Dutchess County Community College and Ulster County Community College, did not previously have access to an NMR spectrometer and the community colleges were not likely to have the resources to purchase and maintain a high-field instrument. Thus, students taking organic chemistry at these institutions were not exposed to experimental NMR spectroscopy in their curriculum and this presented an additional barrier for them to overcome when they transferred into a Bachelor program. This project is adapted from the collaborative programs at James Madison University, Rider University, and Indiana University. An autosampler is installed on the 300 MHz NMR spectrometer at SUNY New Paltz. Silicon Graphics Workstations equipped with the compatible NMR operating software is installed on the community college campuses. Samples are transported to New Paltz, loaded into the NMR autosampler, and students at the community colleges are then be able to control the NMR spectrometer in real time over the internet. The project also includes initial and ongoing training by the Project Coordinator of the students and faculty at the community colleges in NMR theory and the operation of the spectrometer. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Freedman, Daniel Kim Touchette Gerald Janauer SUNY College at New Paltz NY Pratibha Varma-Nelson Standard Grant 19707 7428 SMET 9178 7428 0000099 Other Applications NEC 0126862 June 1, 2002 Atomic Absorption Spectroscopy Across the Undergraduate Chemistry Laboratory Curriculum. Atomic absorption spectroscopy is an important method of elemental analysis that undergraduate chemistry students should encounter at all levels of the curriculum. We are adapting proven atomic absorption experiments that use both flame and graphite atomization procedures and implementing them into the laboratories for Introductory Chemistry, Environmental Chemistry, and Instrumental and Experimental Chemistry. These experiments are taken from the recent educational literature, have an environmental, real-world content and thus are relevant to the experiences of our students, both majors and non-majors alike. The instrument is also being used by undergraduates as part of a variety of research projects. New laboratory manuals are being written to reflect the increased emphasis on atomic absorption spectroscopy and the manuals can be disseminated to other institutions wishing to incorporate atomic absorption spectroscopy into their curriculum. The experiments and the success of our students in mastering atomic absorption will be disseminated to the chemical education community through presentations at local and national meetings, publication in chemical education journals, and personal contacts. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Goodney, David Joseph Williamson Willamette University OR Kathleen A. Parson Standard Grant 27391 7428 SMET 9178 7428 0000099 Other Applications NEC 0126871 January 1, 2002 Optical Spectroscopy in the Undergraduate Laboratory Curriculum. Biological Sciences (61) Experiments that utilize optical spectroscopic methods adapted from the literature are being introduced in a coordinated fashion into four teaching laboratories as a means of increasing student understanding of interactions of light and matter. Students measure the absorbance and fluorescence of metalloporphyrins in a freshman-level inorganic chemistry laboratory. They characterize protein-DNA interactions, DNA-ligand thermodynamics and kinetics, and protein unfolding equilibrium and kinetics in upper-level biochemistry and chemistry laboratories using absorbance and fluorescence spectroscopy. In one laboratory course, students develop and test their own hypothesis for a well-defined biophysical problem. Web-based teaching tools are being developed and implemented to enhance and monitor student learning. Instrumentation to facilitate these activities include a UV-visible spectrophotometer, two scanning fluorometers (with computers/printers), and a rapid-mixing accessory for stopped-flow kinetics for dedicated use in the undergraduate teaching laboratories. This project is being assessed by an advisory board of chemistry and biology faculty and a teaching and learning specialist. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Peek, Mary Toby Block Loren Williams GA Tech Research Corporation - GA Institute of Technology GA Terry S. Woodin Standard Grant 30062 7428 SMET 9178 7428 0000099 Other Applications NEC 0126874 April 1, 2002 ANIMATION AND VISUALIZATION IN ENGINEERING. Engineering - Civil (54) Visualization and animation are areas of increasing importance in civil engineering practice. The goal of this project is to adapt concepts developed in the Graphics, Visualization and Usability Center at Georgia Institute of Technology, and to implement a modification of these concepts into the civil engineering curriculum at Cal Poly Pomona. The first objective is to introduce static visualization into lower division courses. A second concurrent objective is to introduce real-time 3-D visualization and animation into upper division courses. Rhinoceros, a 3-D NURBS solid modeling and static visualization tool, is being utilized to accomplish the first objective. Static visualization concepts are being introduced into CE 127 CAD Engine Concepts, a freshman computer graphics class. More advanced concepts and basic animation are being addressed in CE 134 Elementary Surveying, CE 220 Advanced Surveying, and CE 222 Highway Design. Objective two is being accomplished by acquiring 20 graphics accelerated SCSI workstation with static and dynamic visualization software. This equipment is going to be used to modify the spatial positioning systems, photogrammetry and GIS classes. Data are being collected in these classes by global positioning systems and softcopy photogrammetry. These data are going to be used to build computer models with visualization and animation software currently applied in industry. Concurrently, this equipment is being used in senior projects and the comprehensive civil engineering design classes. Students are developing terrain fly-throughs, building walk throughs, earthquake simulations and civil engineering equipment simulations. The visualization and animation techniques are being integrated throughout the curriculum. Students are incorporating these techniques into most senior projects. These senior projects are presented to faculty, students, and industry on College Symposium Day. The impact of visualization and animation techniques on these audiences will assure their inclusion. The project is expected to reach 3,700 enrolled engineering students. This project addresses both upper and lower division student audiences and integrates new technology into the curriculum of the Department of Civil Engineering enabling student learning and understanding of three-dimensional space. In addition, based on current enrollment statistics approximately 33% or 175 students who are underrepresented minorities are going to be impacted by this project. Finally, the College of Engineering works with a consortium of high schools, and Metropolitan Transit Authority Foundation transportation academies. Through these avenues, the project promises to reach several hundred high school students. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Turner, Howard Francelina Neto Edward Hohmann Mary Hudspeth Cal Poly Pomona Foundation, Inc. CA Susan L. Burkett Standard Grant 75081 7428 SMET 9178 7428 0000099 Other Applications NEC 0126876 May 1, 2002 Technology Literacy for Non-technical Majors. Engineering - Engineering Technology (58) This A&I project seeks to create a technology literacy lecture course and a hands-on laboratory for non-technical undergraduate majors in the College of Humanities and Social Sciences (CHASS), the College of Education, and the College of Management at North Carolina State University (NCSU). The course structure is based on key elements from a successful education venture developed and offered since 1995 at Hope College, Michigan, by Professor John Krupczak. Krupczak's course materials including: (1) lectures on modern technology; (2) a device laboratory; and (3) writing assignments on the impact that a technological device has on the social, the economic, and the cultural of the United States society. The project is to adapt Krupczak's Hope College model to an earlier laboratory created by the PI. The laboratory is for first year engineering students who work in teams of two or three. They READ a technical description of a device or system and then play the role of: (1) the USER of the system; (2) the ASSEMBLER (dissect the system and study it); (3) the ANALYST ( analyze and solve particular problems dealing with the system operation); and (4) TEACHER ( tell others about their system, its purpose, its principles of operation, and present an illustrative problem representative of the system's functions) Specifically, the Hope College component consist of the format of fourteen lectures and a six week laboratory consisting of six hands-on roles (read, use, dissect, calculate, design, and present/teach/explain), and two papers on the impact of the particular system on society. Evaluations include pre/post student attitude surveys, a standard NCSU student course evaluation, and a new course assessment developed by the College of Engineering staff. Student outcomes are measured using the Nan Byar's definition of technology literacy. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Ollis, David North Carolina State University NC Russell L. Pimmel Standard Grant 84989 7428 SMET 9178 7428 0000099 Other Applications NEC 0126877 February 15, 2002 Integrating New Learning Strategies in a Community College Engineering Science Program. Engineering - Other (59) Borough of Manhattan Community College (BMCC) is using this CCLI-A&I project to redesign its core engineering science courses by transforming the instructional methodology from one that is primarily lecture based to one that emphasizes active learning in a laboratory setting. The aim is to enhance students understanding of engineering theory and develop their analytical skills. The project is the result of recommendations made by an outside evaluator, and discussions between our faculty and engineering faculty from several four year institutions. Our faculty are working with representatives from The City College of New York (CCNY), the University of Virginia (UV) and the Louisiana Technological University (LTU) to adapt and implement exemplary educational materials and pedagogical strategies that have been successfully tested and implemented at each of these institutions. The specifically topics are: 1) Circuits--adapt and implement (a&i) a set of laboratory exercises developed at CCNY School of Engineering. Hands-on activities are complemented by the use of Electronic Workbench and LabView software. 2) Graphics--a&i computer based activities such as solid modeling using Pro/Engineer software as are used at CCNY and other schools. 3) Mechanics-- a&i a series of hands-on exercises such as Working Model as was developed at LTU. 4) Thermodynamics--a&i a set of workshops developed at UV. Simulations and analysis at the workshops are supported by the CYCLEPAD software. In support of these curricular reforms, this project is setting up a computer laboratory and an experimental engineering science laboratory equipped with up-to-date software and instruments. A training program consisting of workshops conducted by faculty from the model institutions ensures that our faculty are knowledgeable in the pedagogical methods of the model institutions and are capable of using active learning and project based activities. The measurable outcome of the project will be a manual for the four courses, which will include hands-on laboratory experiments and computer activities. A separate manual consisting of student projects will also be an outcome product. These products will be disseminated at national and regional engineering meetings and will be made available on the college's web site. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Ardebili, Mahmoud Enrique Izaguirre Joel Hernandez Research Foundation of the City University of New York NY Russell L. Pimmel Standard Grant 167563 7428 SMET 9178 7428 0000099 Other Applications NEC 0126882 January 1, 2002 Connecting Mathematics for Elementary School Teachers. Mathematical Sciences (21) The Connecting Mathematics for Elementary Teachers (CMET) project is connecting prospective elementary teachers' learning of mathematics in mathematics content courses with how children understand and learn mathematics. The goals are to 1) enhance pre-service teachers' understanding of mathematics, 2) improve their teaching of mathematics, 3) improve prospective elementary teachers' understanding of how children learn and understand mathematics, 4) help them connect the mathematics they are learning with the mathematical concepts they will be teaching children, and 5) facilitate prospective elementary teachers understanding of the connection between the mathematics they will be teaching in elementary school to the mathematics and technological skills children learn in middle and high school. To achieve these goals, supplementary materials are being developed for one 3-credit hour mathematical content course for elementary teachers. An expanded supplement of teaching notes is being developed for the instructors. The materials explore how children learn and understand mathematics, the mathematics actually taught in the elementary school, and the important connections at the elementary level to mathematics and the technological skills children learn in middle and secondary school. The project is emphasizing mathematics from children's perspectives and how this is directly related to the mathematics they are learning and will be teaching children. The materials are being evaluated qualitatively and quantitatively for their effectiveness at a test site. This project provides future teachers in-depth knowledge of how the subject matter they are learning relates to their future teaching. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Feikes, David Purdue University IN Elizabeth Teles Standard Grant 75000 7427 SMET 9178 7427 0000099 Other Applications NEC 0126883 March 1, 2002 Integrating Flow Cytometry into the Investigative Curriculum in Undergraduate Biology. Biology (61) The Biology Department at the University of St. Thomas has built a curriculum for both majors and non-majors that introduces undergraduates to modern biological techniques modeled on actual scientific investigations. This project is introducing flow cytometry into this curriculum in order to address our goal of providing students with hands-on exposure to current technology via investigative laboratory experiences. The project is modeled after successful similar efforts at Occidental College, Haverford College, Ursinus College, and San Diego State University. The flow cytometer is a powerful tool for detailed analysis of complex populations of cells in a short period of time. In recent years, flow cytometers have become less expensive and more user-friendly, making them accessible and appropriate for undergraduate biology education. In this project we are integrating flow cytometry into our curriculum via three majors courses, two non-majors courses, and independent student research. We also making flow cytometry available to Biology faculty in a Twin Cities consortium of five private institutions. We are aiming to expand future use of the technology into other courses of our curriculum such as advanced cell biology, microbiology, molecular biology, evolution and ecology, as seen in other undergraduate programs. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Manske, Jill University of St. Thomas MN Herbert Levitan Standard Grant 92970 7428 SMET 9178 7428 0000099 Other Applications NEC 0126902 April 1, 2002 Applied Drug Delivery Throughout the Engineering Curriculum. Drug Delivery is a burgeoning field that represents one of the major research and development focus areas of the pharmaceutical industry today, with new drug delivery system sales exceeding 10 billion dollars per year. Chemical Engineers play an important and expanding role in this exciting field, yet undergraduate chemical engineering students are rarely exposed to drug delivery through their coursework. To provide students with the skills directly relevant to the evolving needs of the pharmaceutical industry, this project is developing and integrating applied drug delivery coursework and experiments throughout the Rowan Engineering curriculum. The design and production of new drug delivery systems requires that the engineer fully understand the drug and know material properties related to the processing variables that affect the release of the drug. This requires the engineer to have a solid grasp of the fundamentals of mass transfer, reaction kinetics, thermodynamics, and transport phenomena. He or she must also be skilled in characterization techniques and physical property testing of the delivery system, and practiced in the analysis of the drug release data. This project provides the Chemical Engineering students at Rowan University with the necessary foundation materials and fundamental principles. There are seven modules adapted, implemented and used to introduce students to the multidisciplinary engineering principles of common drug delivery systems designs. Each module describes experiments used to support the design, preparation, characterization, and analysis of that particular drug delivery system. The seven drug delivery systems explored are: tablets, ointments, membrane systems, microcapsules, osmotic pumps, Chemical kinetics, and supercritical fluid-processed particles. The engineering goals of this project are: --to explore different types of drug delivery systems --to study drug delivery designs in a quantitative manner using engineering principles --to use up-to-date industrial techniques for the production, testing, and analysis of drug delivery systems and to evaluate factors influencing the release of drug from a delivery system. To accomplish these goals, this collaborative project maximizes the curricular impact by vertically integrating the seven modules beginning with the Freshman Clinic, followed by the fundamental engineering courses, the Junior-Senior research projects course, and finally, advanced level elective courses on pharmaceutical topics. These modules employ proven methods in SMET education. To maintain the quality , recurring meetings of senior project personnel and other Chemical Engineering Department faculty are planned as necessary. The project is undertaking both formative evaluations and summative evaluations, and its dissemination is being accomplished through presentations at national conferences, CD-ROM and refereed journals. Keywords: Drug delivery systems, drug delivery methods, pharmaceutical drug delivery systems CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Farrell, Stephanie Robert Hesketh C. Stewart Slater Mariano Savelski Rowan University NJ Russell L. Pimmel Standard Grant 194286 7428 SMET 9178 7428 0000099 Other Applications NEC 0126904 July 1, 2002 Implementing a Nanofabrication Concentration into the Applied Physics Curriculum. Physics (13) The project is adapting and developing new courses in material science and nanotechnology in a traditional physics curriculum to better meet the interests, needs, and employment opportunities of majors. The adapted courses are 200 level Material Engineering classes taught in a single semester at the NSF National Nanofabrication Users Network (NNUN), Penn State Nanofabrication Facility. These courses are taught by the Pennsylvania Nanofabrication Manufacturing Technology (NMT) Partnership under the joint auspices of the Nanofabrication Facility and the State of Pennsylvania. The NMT classes are a unique opportunity for students to study the techniques and processes involved in state of the art micro- and nanofabrication at a premier research facility. Two new courses in the physics curriculum offer the theoretical foundations for the techniques and process courses offered by the NMT center. This project addresses the lab component of the new courses. The new course offerings, with the addition of the NMT courses, form the basis of a Bachelors of Science Applied Physics Degree with a Nanofabrication Concentration. This program offers significantimprovement to all three physics degree programs: 1) B.S. Physics majors interested in continuing on to graduate school have an opportunity to work with state-of-the art equipment and to fabricate devices for their undergraduate research projects, 2) B.S. Physics Ed. majors have an opportunity to gain understanding and experience in modern materials and fabrication, which they can take to the classroom to inspire future generations of students, 3) Applied Physics / Engineering majors have a viable four year alternative to the five year program currently offered. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Armstrong, Allen Alan Cresswell Michael Cohen Shippensburg University of Pennsylvania PA Duncan E. McBride Standard Grant 96008 7428 SMET 9178 7428 0000099 Other Applications NEC 0126909 January 15, 2002 Integrating Design-Oriented Experiments into the Chemical Engineering Laboratory. Engineering - Chemical (53) We were previously funded under an NSF-sponsored project, in that program we integrated design through the use of AspenPlus simulation software which was developed for use in lecture courses throughout the four-year chemical engineering curriculum. In this project, the integration of design is expanded to include open-ended design-oriented experiences in the chemical engineering laboratory. Under this project we have our students working in an open-ended, design-build-test experiment in packed column design for gas absorption. The experiment is now part of our required senior-year chemical engineering laboratory course. It is modeled after a typical industrial project in which students are required to make design choices between competing alternatives where economics must be considered. Students are using AspenPlus to model the absorption process and make choices between alternative columns and column packing configurations. Our students are building and testing their design in the laboratory and report their findings in a written or oral presentation. We are assessing the effectiveness of this project by using student interviews, surveys of senior students and graduates, employers as well as the program's industrial advisory board. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Munro, James Jan Puszynski David Dixon South Dakota School of Mines and Technology SD Kenneth Lee Gentili Standard Grant 100000 7428 SMET 9178 9150 7428 0000099 Other Applications NEC 0126910 March 1, 2002 Internet-based Unit Operations Laboratories. Engineering - Chemical (53) We have developed web-based Unit Operations experiments in Chemical Engineering. To help in this effort we are adapting various elements from CCLI web based experiments from existing work started by other investigators. These include CCLI 0088788 which involved multidisciplinary instruction in environmental science done by Dr. Krehbiel and his team. We are also adapting the work of Dr. Asumadu's novel Remote Wiring and Measurement Laboratory (RwmLab) CCLI 0088361. This project demonstrates how students can wire up physical electrical and electronics circuits and perform real measurements through internet access. Finally we are also using some of Dr. Kamangar's project, CCLI 9950697, where students implement a suitable hardware/ software environment for multi-platform computer-based monitor and control of the environment. We have developed two Internet-based Chemical Engineering Unit Operations experiments. The first is a non-isothermal fixed-bed adsorption remote controlled experiment as well as a dialysis unit operations experiment. For Internet-based laboratories to be successful, they must be effective learning experiences. Our plan has been to study the effectiveness of these on-line experiments relative to a hands-on experience. Building on our work and that of other researchers we hope to encourage other faculty to use of the Internet to deliver laboratory experiences. Our model, if emulated, would allow faculty to develop high quality experiments in their area of expertise and share them with the engineering community. In addition to this significant pedagogical benefit, the use of Internet-based laboratories offers the potential to reduce laboratory costs while simultaneously increasing the number of laboratories available to students. The University of Toledo Chemical and Environmental Engineering Department and The University of Cincinnati Chemical Engineering Department are committed to maintaining the experiments along with existing Unit Operations experiments. Finally, upon successful completion of our project, we will pursue a larger effort to develop Internet-based laboratories with all of the Chemical Engineering Departments in the State of Ohio. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Lipscomb, G. Glenn University of Toledo OH Barbara N. Anderegg Standard Grant 146829 7428 SMET 9178 7428 0000099 Other Applications NEC 0126914 March 1, 2002 Integrating Mathematics and Statistics into the Biology Curriculum. Biological Sciences (61) The joint project of the mathematics and biology departments is focused on the entire biology curriculum, including biology education. It is adapted from materials developed in the well-tested programs of the University of California at Davis, the University of Tennessee, and the University of Utah. The ideas implemented at Beloit College and Macalaster College provide additional guidance. Aspects of each of these programs are integrated with ideas developed at Appalachia State to take full advantage of existing local resources and support systems. The aims are to: a. increase students' computational maturity through realistic biological applications in mathematics and statistics coursework; b. reinforce students' computational skills through mathematical, statistical and technological integration in biology coursework; c. foster communication and collaboration between the departments for research, student projects, and course development; and d. increase the marketability of students by giving them a broader set of skills from which to draw. The courses affected include the introductory mathematics sequence (use of biology related examples and guest lectures from biology faculty to highlight biologically important mathematics concepts), introductory biology courses (introduction of mathematics modules many of which parallel research being done at Appalachia) and introduction of advanced cross-disciplinary courses developed and co-taught by faculty from both departments. Evaluation of the project includes oversight by a team of mathematicians and biologists who are actively involved in similar curricular reform and of a science educator and mathematics educator. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Marland, Eric Robert Creed Alan Arnholt Mark Venable Appalachian State University NC Terry S. Woodin Standard Grant 159583 7428 SMET 9178 7428 0000099 Other Applications NEC 0126919 September 1, 2002 Implementation of Tutorials in Large Introductory Physics Courses. Physics (13) This project is adapting and implementing the Tutorials in Introductory Physics, by Lillian McDermott, Peter Shaffer and the Physics Education Group at the University of Washington, in the recitation sections of the large introductory calculus-based physics courses taught at the University of Cincinnati. The goal of this proposal is to improve the performance of the science, math and engineering students taking introductory calculus- based physics courses, which have been a barrier for many science and engineering students at the University of Cincinnati. The students in these courses come from a diverse background and include many at-risk students. The tutorials have been pilot tested at the University of Cincinnati, and students using tutorials have shown improvement over non-tutorial students. A Tutorial Coordinator is helping the department completely implement the tutorials, and peer instructors helping as facilitators in the tutorial recitation classes. The Coordinator will coordinate all tutorial recitations and manage the recitation instructors' tutorial training sessions, under the supervision of the Principal Investigators. Innovative features of this implementation of the tutorials are the pairing of a graduate teaching assistant with an undergraduate peer student, the testing and selection of an effective set of tutorials for less well-prepared students, and the use of checkpoints and grading based on recitation performance to motivate students and guide the recitation instructors. The University of Washington Physics Education Group will be involved in observing and advising on the implementation of the tutorials. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Endorf, Robert Michael Sokoloff Richard Gass University of Cincinnati Main Campus OH Duncan E. McBride Standard Grant 99856 7428 SMET 9178 7428 0000099 Other Applications NEC 0126921 March 1, 2002 Integrating Biochemical Topics into the Analytical Lab Using HPLC and UV-Visible Spectrophotometry. The objectives of this project are (1) to integrate selected biochemical concepts and methods and (2) to introduce project-oriented, student-designed laboratories into the analytical course. An HPLC system and a UV-Visible spectrophotometer are making this possible. Specific experiments and the project laboratory approach are being adapted from the chemical education literature, the primary chemistry literature, and application notes provided by manufacturers. The proposed changes are correlated with a Departmental goal to integrate biochemical concepts across the chemistry curriculum and toward a college-wide effort for student-directed, individualized learning opportunities. By incorporating biochemical concepts and group project experiments into the analytical laboratory, student understanding of selected biochemical topics, student ability to apply an analytical approach to biochemical problems, and student capacity for working with other members of a group toward the solution of a problem are being increased. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Strong, Cynthia Cornell College IA Bert E. Holmes Standard Grant 38002 7428 SMET 9178 7428 0000099 Other Applications NEC 0126922 June 1, 2002 Shared Eye-tracking Laboratory for Undergraduate Research and Education in Psychology. Psychology - Cognitive (73) A shared Eye-Tracking Laboratory (ELT) has been established at the University of Richmond to advance undergraduate coursework and research. This laboratory is modeled after a similar one at the University of Chicago, but has been adapted for primary use by undergraduate students. Although eye tracking is being increasingly used for research in psychology, engineering, human factors, and education, students at primarily undergraduate institutions rarely gain experience with this advanced technology. The goal of the proposed ELT is to give students a greater understanding of advanced research methodologies in psychology, greater preparation for advanced study in a variety of related fields, and a deeper understanding of mind, brain, and eye. The ELT enhances the curriculum of advanced research methods courses in social psychology, cognitive psychology, cognitive science, adult development, and behavioral neuroscience. This lab is being used to demonstrate prior findings, and to conduct experiments that extend earlier work. In addition, students in these advanced methods courses are learning how to collect and analyze eye-tracking data in order to investigate their own research questions. Students who have been trained in eye tracking also have the opportunity to use the ELT for independent research projects under the direction of the principal investigator or co-principal investigators. Typically, 35 psychology majors conduct independent research at the University of Richmond Psychology Department each year. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Crawford, L. Craig Kinsley Ping Li Scott Allison Jane Berry University of Richmond VA Myles G. Boylan Standard Grant 13619 7428 SMET 9178 7428 0000099 Other Applications NEC 0126928 July 1, 2002 Introducing Software Tools into Linear Algebra and Principles of Mathematics. Mathematical Sciences (21). This project is adapting and implementing materials and approaches from the ATLAST (Augmenting the Teaching and Learning of Linear Algebra through Software Tools) project (DUE-9154149 and DUE-9455074) into two first-year courses for prospective mathematics majors, including preservice K-12 mathematics teachers. The primary focus is on the incorporation of these materials into an introductory course in linear algebra, with a secondary focus on the use of specific computer-based modules and materials from ATLAST into a course, "Principles of Mathematics," which serves to introduce proofs to future mathematics majors. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Hagedorn, Thomas Edward Conjura Karen Clark The College of New Jersey NJ Lee L. Zia Standard Grant 99864 7428 SMET 9178 7428 0000099 Other Applications NEC 0126930 March 1, 2002 Incorporation of a Matrix-Assisted Laser Desorption/Ionization Mass Spectrometer into the Undergraduate Curriculum. Chemistry (12) With the acquisition of a matrix-assisted laser desorption/ionization MALDI time-of-flight (TOF) mass spectrometer, we are incorporating MS techniques into our undergraduate chemistry curriculum. Over the last 20 years the ability to analyze large involatile molecules by mass spectrometry has grown to the extent that it is now a common technique. In order to introduce the use of this research tool to our students, we are adapting, implementing, and developing disciplinary and interdisciplinary projects into the General, Organic, Biochemistry and "Problems in Chemistry" laboratory courses at Mercer University. We are adapting these experiments into our discovery-based pedagogy to further enhance student learning. In addition to the laboratory courses, we are using the instrument in ongoing student-faculty research projects. The incorporation of MALDI-TOF-MS into the curriculum has permitted us to analyze involatile species, including proteins and clusters. Our students are first introduced to the MS technique during their first semester of General chemistry by studying the concepts of isotopes and average molecular mass. Students then continue their study of MALDI techniques by performing individual and group experiments in Organic chemistry and Biochemistry courses. Finally, they gain a significant laboratory experience in the application of MS in the capstone "Problems in Chemistry" laboratory sequence. In addition, students interested in organic synthesis and biochemical research continue to use the instrumentation in a number of ongoing student-faculty research projects. Our ultimate goal is to further utilize this instrument throughout our curriculum and generate laboratory exercises that demonstrate the utility of this modern technique at the undergraduate level. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Dopke, Nancy Jeffrey Hugdahl David Davis Mercer University GA Harry Ungar Standard Grant 84400 7428 SMET 9178 7428 0000099 Other Applications NEC 0126940 May 1, 2002 WeBWorK - a Web-Based Homework System. Mathematical Sciences (21). This project is developing a significant set of enhancements and extensions to the functionality of WeBWorK, an Internet-based system for generating and delivering homework problems to students, already in use at a number of colleges and universities in the country. These enhancements and extensions are streamlining and modularizing the system code and improving its functionality, speed and reliability. In addition to acting as a hub to integrate contributions and ideas from users, the project team is forming a comprehensive library of WeBWorK problems covering topics such as single and multivariable calculus, differential equations, finite mathematics, college algebra, linear algebra, statistics, and other subjects, thus expanding the current collection of calculus and differential equation problems and facilitating the sharing and selection of WeBWorK problems. The WeBWorK system and problem library are expected to be freely distributed to educational institutions. CCLI-ADAPTATION AND IMPLEMENTA CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Pizer, Arnold Michael Gage Vicki Roth University of Rochester NY Lee L. Zia Continuing grant 424989 7428 7427 SMET 9178 7427 0000099 Other Applications NEC 0126944 August 1, 2002 Integration of Technology and Investigative Techniques to Study Human Physiology. Biological Sciences (61) This project aims to improve student understanding of physiological concepts by providing opportunities for students to record, manipulate, analyze, and synthesize physiological data in Anatomy and Physiology, Human Biology, and Neurobiology courses. The computers, software, and physiology peripherals to be acquired are allowing the inclusion of experiments in which the students generate and analyze data. Performance is being assessed by laboratory reports, oral quizzes and lecture exams. Exam and quiz results from previous classes are available for comparing achievement. Written lab reports are being used to assess student comprehension, and analytical and collaborative skills. The effort builds upon and is adapted from experience gained at a workshop sponsored by the American Physiological Society on teaching investigative laboratories in physiology. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Mania-Farnell, Barbara Purdue University IN Terry S. Woodin Standard Grant 49461 7428 SMET 9178 7428 0000099 Other Applications NEC 0126950 March 1, 2002 MALDI-TOF Mass Spectrometry in Chemistry and Biochemistry. Chemistry (12) The technique, matrix-assisted laser desorption ionization time-of-flight (MALDI-TOF) mass spectrometry has become a foundational tool in chemical and biochemical research. Using MALDI-TOF one can quickly and accurately determine masses of proteins, nucleic acids, and other polymers well in excess of 100,000 and, just as importantly, resolve and analyze complex mixtures of smaller peptides and oligonucleotides. We are introducing this powerful new technique into the undergraduate curriculum by implementing MALDI-based experiments in five laboratory courses and by incorporating MALDI in ongoing student-faculty research projects. Our goal is to have students gain experience with MALDI-TOF technique and develop an appreciation for the applicability of the technique to a wide range of problems. In the instrumental analysis course students are using the MALDI-TOF technique to identify unknown proteins through peptide mapping, they synthesize polystyrene in organic chemistry and determine its molecular mass distribution, they restriction map a multiple cloning site in molecular biology, they create a profile of cysteine residues for a protein in biochemistry, and they identify unknown bacteria in microbiology. These new experiments, adapted from the educational and scientific literature, are enhancing the laboratory experience of our students by involving them in the cutting-edge mass spectroscopic tools needed to address many challenging problems encountered in the chemical and biochemical research laboratories. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Moe, Owen Walter Patton Lebanon Valley College PA Harry Ungar Standard Grant 39500 7428 SMET 9178 7428 0000099 Other Applications NEC 0126952 May 1, 2002 A Mathematics Learning Laboratory for Developmental Algebra. Mathematical Sciences (21) The primary goal of this project is to increase student achievement and success in developmental algebra. The project is attaining this goal by implementing reforms in the areas of pedagogy and course administration. To support the implementation of these reforms, a technology-enhanced Mathematics Learning Laboratory (MLL) is dedicated to the mathematical development of over 1000 underprepared students each year. Reform in course administration includes a competency-based approach permitting students to have multiple tries to pass electronically generated and graded examinations. Pedagogy reforms are focusing on a blend of technology-based assessment, student tutorials, and classroom instruction, that is transforming the classroom into an active learning environment where the mathematical needs of each individual student can be met.A key part of our plan draws upon the NSF funded project, An Expert System For The Efficient Assessment of Mathematical Knowledge ( NSF ESI-9350484 ), which is being used by students to assess their existing levels of mathematical knowledge. This project is also adapting and implementing themes and techniques from two previous NSF supported projects: Connected Mathematics and Interactive Mathematics Program. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Goldthwait, Richard Nathan Ritchey Robert Ciotola Neil Flowers Youngstown State University OH Elizabeth Teles Standard Grant 80000 7428 SMET 9178 7428 0000099 Other Applications NEC 0126955 January 1, 2002 Discovering Science through Microbiology: Biology for Majors, Non-science Majors, and High School Students. Biological Sciences (61) Through implementation of investigative and collaborative learning, using pedagogy established by BioQUEST, our goal is developing critical thinkers in three populations: biology majors, and non-science majors at the University of Richmond, and high school students from the Richmond area, particularly underrepresented minorities. To realize these goals, we are using microbiology as the subject with the laboratory component focused on antibiotic resistant bacteria isolated from freshwater sources. We are teaching not only what we know from science (i.e., content), but more importantly how that knowledge is acquired (the process of science) and its relevance to real-world problems. We are adapting BioQUEST's inquiry-based model for our Biology major's Microbiology course, the development of two new courses, Unseen Life (non-science students) and Microbes: Life's Small Beginnings (high school students), and a research-based course, Exploring the Basics of Biotechnology: Teaching Investigative and Deductive Experimentation (EBBTIDE), which is an investigative experience designed for high school students. The goals of these microbiology courses, regardless of the student population, differ only in regard to science literacy (e.g., understanding primary literature versus review articles). Through investigative and collaborative learning experiences, using currently available technology, we are teaching students critical thinking, how to: (1) ask questions, (2) solve problems, and (3) articulate their findings. These courses culminate in opportunities for scholarly activities for undergraduates and some high school students. By engaging students in independent investigations with connection to current events, students should leave the academic setting as life-long learners, excited about science and their environment. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Wohl, Debra Julia Reed Paula Lessem University of Richmond VA Jeanne R. Small Standard Grant 144813 7428 SMET 9178 7428 0000099 Other Applications NEC 0126956 February 1, 2002 MathThread: Distance Learning and Outside-of-Class Collaboration for Math. The primary objective of this project is to develop adequate communication tools within mathematics courses delivered by web-based distance learning technologies. Web-environments for distance learning college courses do not provide basic communication tools for math courses. Also in face-to-face math courses, commuter students especially, need to collaborate outside of class. Assessment of distance math instructors indicates they wish to create/edit math notation, conceptual diagrams and graphs directly in online postings. The goals of this project are: 1) Provide math instructors and students with direct creation/editing of math notation, conceptual drawings and graphs in online postings. 2) Adapt existing web-based and face-to-face college math courses to include basic communication tools for math. 3) Provide faculty development/support for re-design of distance ed. math courses. 4) Research more natural/diagrammatic math communication and math learning. 5) Spread basic math distance ed. communication tools. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Smith, Glenn David Ferguson Janice Grackin SUNY at Stony Brook NY Daniel P. Maki Standard Grant 149998 7428 SMET 9178 7428 0000099 Other Applications NEC 0126958 May 15, 2002 Revision of Undergraduate Chemistry Laboratory Curriculum. Chemistry (12) The laboratory curriculum for chemistry majors is being restructured with a focus on inquiry-based experiments in the areas of modern chemical research. Three major educational goals are being addressed: (1) stimulating student interest in chemistry through projects in contemporary chemical issues; (2) providing students with the opportunity to apply modern instrumentation in experimental investigations; and (3) fostering collaborative interaction among students across different courses in the laboratory sequence. A sequence of three laboratory courses is being implemented to fill the niche in the undergraduate curriculum normally occupied by second semester organic, advanced inorganic, and physical chemistry laboratories. These courses are emphasizing modern themes from contemporary chemistry research and development and include topics in nanotechnology, combinatorial chemistry, chiral technology, and biophysical chemistry. Seven topic modules were developed that emphasize these themes and seventeen experiments from the research and educational literature are now being adapted and implemented across the three courses. Thus, the courses are "integrated" thematically if not experimentally, and this is enhancing the interest and motivation of students as they proceed from one course to another in the sequence. Modern, high-quality instrumentation and equipment is available for use by undergraduates in these courses. Students in a prerequisite course are collaborating with students enrolled in advanced courses of the sequence. For example, students in a module focussed primarily on synthetic chemistry are providing samples to students in advanced modules for product characterization or to perform experiments of a more physical nature requiring a more extensive theoretical background. Such cross-course collaborations emulate interactions between investigators working in different sub-disciplines of chemistry. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Canary, James Henry Brenner Nicholas Geacintov Stephen Wilson Marc Walters New York University NY Pratibha Varma-Nelson Standard Grant 147096 7428 SMET 9178 7428 0000099 Other Applications NEC 0126961 March 15, 2002 FT-NMR Upgrade for a Collaborative Research-Based Organic Chemistry 2 Laboratory Course: Development and Implementation. An Anasazi Instruments FT-NMR conversion package for the current EM-390 NMR has been purchased and is providing enhanced learning opportunities for students. In Organic Chemistry, students are able to quickly and effectively characterize reaction products by H-1, C-13, and two-dimensional methods. A change in the fundamental pedagogy of this course is also being instituted based upon the adaptation and implementation of a similar program developed at Albion College. Research problems selected by the faculty are segmented into smaller research questions that are being addressed by student teams during three-to-seven week projects. Students are learning to design and carry out their own experiments in response to a research problem, are learning to evaluate resultant data and to draw their own conclusions. Upon completion of the research projects, oral presentations by each research team are critiqued by other members of the class. The FT NMR is also being used in other courses in the curriculum with experiments from both the research and educational literature being adapted and implemented. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Adsmond, Daniel David Frank Peter Balanda Ferris State University MI Kathleen A. Parson Standard Grant 46675 7428 SMET 9178 7428 0000099 Other Applications NEC 0126966 January 15, 2002 Microcontroller/Mechatronics Education of Non-Electrical Engineering Students. Engineering - Mechanical (56) The project is adapting educational materials, concepts, and methodologies from successful mechatronics/microcontroller courses developed at Georgia Institute of Technology (GIT) and Ohio State University (OSU). The components of these courses regarding manufacturing applications of mechatronics systems, and controls and Actuators are being adapted to the specifics of South Carolina industry. The adapted course components will be incorporated into the engineering curriculum in the form of updated and enhanced laboratory equipment/procedures, advanced programming and simulation software, and state-of-the-art instruction delivery/training methods. Mechatronics/Microcontroller teaching laboratory is being equipped with new 16-bit microcontroller hardware, state-of-the-art microcontroller programming and simulation software, Digital Signal Processor (DSP) development kit, mobile robots hardware, and PC-based data acquisition and process control functioning units. All these result in offer state-of-the-art educational and instructional environment to the USC students. Self-teaching instructional modules are being developed around the programming and simulation software. These modules, consistent with web-based delivery, are going to greatly enhance teaching and education productivity in the area of Mechatronics/Microcontrollers. These activities complement the current USC effort to introduce information technology across the campus. The University of South Carolina has formed a campus-wide task force on "informatics" under the leadership of the College of Library and Information Science. The self-teaching modules to be developed through this project support the campus-wide initiative and have the potential for being extended to other campuses. The project targets a special audience consisting of a large proportion of women (22%) and minorities (30%). CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Giurgiutiu, Victor Jed Lyons David Rocheleau University South Carolina Research Foundation SC Roger Seals Standard Grant 71000 7428 SMET 9178 9150 7428 0000099 Other Applications NEC 0126968 February 15, 2002 A Standards-Driven, Inquiry-Based Science Curriculum for Future Elementary School Teachers. Interdisciplinary (99) The science departments at Sweet Briar College are making a strong commitment to enhancing the preparation of new teachers by developing a set of new science courses for the undergraduate pre-service teacher. These courses, Chemistry by Inquiry, Life & Earth Science by Inquiry, and Physics by Inquiry, fulfill the newly mandated requirements for teacher licensure by the Commonwealth of Virginia. Our new Science by Inquiry curriculum supports National Science Education Standards and is modeling for pre-service teachers "best-practices" in inquiry-based and hands-on approaches to teaching. This project is building upon a strong commitment to undergraduate science education and a commitment by the science faculty to outreach activities in the community. In addition our project is informed by national efforts in undergraduate science reform, including similarly focused NSF-funded projects: (1) Steven Fifield, et. al., "Integrating Inquiry-Based Science and Education Methods Courses in a 'Science Semester' for Future Elementary Teachers" (NSF award no. 0088527), University of Delaware. This is a problem-based learning project. (2) Sally Jean, "Project Inspire: Investigations in Science for Pre-Service Teachers; Promoting and Producing Inquiry-Based Relevant Experiences" (NSF award no. 0088646), Keene State University. (3) Alfonso M. Albano, "Building Bridges: Science Education Reform at Bryn Mawr College" (NSF award no. 9850090), Bryn Mawr College. Through adaptations of these programs we are creating science courses for pre-service undergraduate teachers that inspire them to create and discover. Our objectives in implementing this new curriculum are to provide the newly trained teachers with content mastery and hands-on science experiences and activities which are directly transferable to the NK-6 classroom, and to do so in an environment which encourages open-ended investigation and active learning. Students who complete these courses develop competency in science methodology, acquire a good attitude toward science and the scientific process, and learn the requisite skills (written, oral, and quantitative) to be successful teachers of science. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Granger, Jill Nelson David Orvos Rebecca Ambers Hank Yochum Sweet Briar College VA Myles G. Boylan Standard Grant 50446 7428 SMET 9178 7428 0000099 Other Applications NEC 0126969 August 1, 2002 Success by Design: Building Faculty Capacity to Improve Curriculum and Instruction. Interdisciplinary (99) Faculty in the Colleges of Science and Education at Florida Atlantic University (FAU) have been working collaboratively for three years to address problems of student achievement and retention in first semester courses in Chemistry, Biology, and Physics. Through this work they have recognized the need to improve the design of course, curriculum, and alignment of course components. This project is now entering a phase where further development is likely to have benefits for a number of universities in the US. We are engaged in (1) conceptualizing a "Curriculum Design Model" (CDM) to serve as a framework for the development of instructional modules; (2) applying this CDM to the development and trial of 5 prototype instructional modules in chemistry, biology, and physics; (3) evaluating the CDM in terms of student achievement in these 5 modules, improved student motivation, and stronger student interest in science; (4) institutionalizing a process of faculty professional development; and (5) designing, running, and evaluating undergraduate peer leader training. There are three main design features of the CDM for introductory science courses, summarized as: 1. "Less is more:" Faculty should cover the most important topics in greater depth, emphasize relationships between core concepts, and design instructional activities to give learners practice in representing their understanding of core concepts. 2. "Scaffolding learning:" Novice learners cannot be expected to direct their attention to core concepts in a discipline, rather, they require extensive guidance from faculty to deepen their thinking and understanding. Curriculum should be designed to provide a "scaffold" on which to promote this kind of learning. 3. "Peer learning:" The learning environment should allow and encourage students to engage in mutual discussion in order to construct and deepen their own conceptual understanding. The modules and this instructional practice are being field tested with Florida Atlantic University and Palm Beach Community College students. Based on the evaluation of these field tests, the Curriculum Design Model is being refined, and further development of the prototype instructional modules undertaken. Mechanisms for extensive collaborations have been established with community colleges in the area through the Region V Area Center for Educational Enhancement, which is a local office of the Florida Department of Education. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Haky, Jerome William Brooks Robin Jordan Diane Baronas-Lowell Florida Atlantic University FL Myles G. Boylan Standard Grant 74999 7427 SMET 9178 7427 0000099 Other Applications NEC 0126976 March 15, 2002 Active Learning in Psychology Core Courses. Psychology - Cognitive (73) This project is creating an interactive computer-based classroom for the teaching of core content courses in psychology. We are building on our previous success in revamping the Statistics and Research Methods courses, which now use exploratory computer exercises to encourage active, collaborative learning of fundamental concepts. In the present project, we are applying similar methods to incorporate a hands-on, research-based approach to the teaching of Developmental Psychology and Sensation and Perception. We are doing this by adapting materials developed primarily at Pennsylvania State University - Erie for use in our Developmental Psychology course. We are also adapting materials developed at the University of California - Riverside and Skidmore College to our course on Sensation and Perception. Our goals in this project are to (1) create a more interactive classroom environment in courses that in the past were often taught by lecture, (2) continue the emphasis on developing students' research skills that begins in Introductory Psychology and our Statistics/Research Methods sequence, and (3) guide students to focus on methodology as they critically evaluate scientific research findings. We are equipping a new computer laboratory/ classroom with 31 seats and software. In addition, this project includes a plan for assessing the impact of students' experiences in the interactive classroom on their mastery of course content, as well as their interest in and attitudes toward science. Upon completion of this grant, we will also encourage and assist other department faculty in the development of similar materials for other core courses within the department. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Bukatko, Danuta Patricia Kramer College of the Holy Cross MA Myles G. Boylan Standard Grant 73077 7428 SMET 9178 7428 0000099 Other Applications NEC 0126982 May 1, 2002 Multidisciplinary Use of an Atomic Absorption Spectrometer at an Undergraduate Women's College. Interdisciplinary (99) Chemistry (12) This project is implementing the use of atomic absorption spectrometry (AAS) in the chemistry and environmental science curricula. Recent internal and external assessments of the chemistry program as well as the recent implementation of the environmental sciences program have demonstrated a gap in curricula as a result of students not using AAS in the laboratory. AAS has been established as a fundamental technique in the quantitative determination of trace metals. In order to implement AAS into six courses of the chemistry curriculum and one course of the environmental science curriculum, a number of experiments are being adapted and modified from the educational literature. Students are using AAS in general chemistry laboratory, environmental analytical chemistry laboratory, and then the intermediate laboratory I/II and advanced laboratory I/II sequence. In the ES program, AAS is used in the advanced environmental science laboratory. In addition, seniors are able to use AAS in their senior research projects that are required for graduation. Students learn the theoretical basis of AAS and also have extensive hands-on experience. This ensures proper training in AAS for chemistry and environmental science majors who go on to graduate school or are employed in the private or public sector. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Granger, Robert David Orvos Rebecca Ambers Sweet Briar College VA Susan H. Hixson Standard Grant 54239 7428 SMET 9178 7428 0000099 Other Applications NEC 0126984 March 15, 2002 Adaptation and Implementation of an Electrophysiology Laboratory for Undergraduate Psychology and Physics Students. Psychology - Biological (71) Students in psychology and physics need inquiry-based experiences to prepare them for the increasing use of technology in graduate research and clinical work. Students at Northwest Nazarene College in Idaho have used electrophysiological recording equipment in an undergraduate laboratory that has successfully fostered hands-on student learning and faculty-student research. This project is adapting this laboratory and creating a joint-use electrophysiological recording laboratory for students in the Psychology and Physics departments at Calvin College. This laboratory is based on The Neurodata Model 15 Amplifier made by Grass Instruments -- designed for recording electroencephalograph (EEG) data and event-related potentials (ERP). We are revising and expanding the laboratory courses beyond the initial adaptation in psychophysiology to include undergraduate research in cognitive and motivational psychology. The lab is also being used to study the physical properties of physiologically generated electrical potentials. Electrophysiological recording has become an essential element in many medical, human service, and research settings. Physics and biology students are being introduced to the laboratory through the study of physics for the health sciences. Students will continue to use the laboratory in advanced research courses, and through student-faculty research projects. Our goals are to foster greater technical competency and enhance the learning of theory and applications in the classroom. Specific outcomes include revised laboratory manuals, Web-based dissemination of laboratory exercises, student research presentations, and student-faculty publications. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Moes, Paul Loren Haarsma Donald Tellinghuisen Calvin College MI Myles G. Boylan Standard Grant 12689 7428 SMET 9178 7428 0000099 Other Applications NEC 0126986 January 1, 2002 Incorporation of FT-NMR Throughout a New Undergraduate Chemistry Curriculum. Chemistry (12) With the upgrade of our continuous wave NMR spectrometer to a multinuclear FT-NMR instrument, we are integrating NMR spectroscopy throughout our undergraduate curriculum. In the chemistry department, we are developing an exciting new curriculum which makes use of major laboratory instrumentation, including FT-NMR, in all of our chemistry courses. We are adapting and implementing a number of NMR experiments from the peer-reviewed chemical education literature for this purpose. For example, our new freshman curriculum include an integrated chemistry and biology course focusing on the environment. We are adapting a H-NMR study of mono-, di-, and trihalomethanes to examine the concepts of electronegativity and polarity in this course. These compounds are familiar to students through the discussion of trihalomethanes in the module on "Water Purification" which we have adapted from the NSF-supported ChemConnections initiative. In our Inorganic course, we are adapting a C-13 NMR experiment on the structure of fullerenes. In our more advanced courses we emphasize the integration of the various disciplines of chemistry to prevent our students from seeing each class as a separate discipline. To show this integration of knowledge we are using FT-NMR experiments throughout the curriculum in activities highlighting the relationship between the structure and properties of molecules. We are also integrating molecular modeling analysis of structure with NMR spectroscopy. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Trammell, Gary University of Illinois at Springfield IL Elizabeth M. Dorland Standard Grant 32988 7428 SMET 9178 7428 0000099 Other Applications NEC 0126991 September 1, 2002 Integrating Formal Methods Tools into the Undergraduate Curriculum. Computer Science (31) This project pioneers an innovative methodology that increases the effectiveness of formal methods courses by providing students with sophisticated tools for understanding and proving program correctness. These tools are based upon Z, the common and powerful specification language and include type checking, specification animation and proof obligations. A separate tool is used for code generation. All of the tools provide research quality support to students learning to program in a formally correct manner. Student performance is evaluated via tracking experimental and control groups through the core curriculum; the control group enrolls in similar courses but does not use the tools. We will measure and report two important factors: task completion time and error count. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Skevoulis, Sotirios David Benjamin Dennis Anderson Pace University New York Campus NY Mark James Burge Standard Grant 73423 7427 SMET 9178 7428 0000099 Other Applications NEC 0127006 March 1, 2002 Actively Engaging Undergraduates in Geologic Problem Solving by Integrating Petrographic Microscopy and Digital Image Analysis into an Earth Systems Science Curriculum. Geology (42) Using the recommendations from a workshop supported jointly by NSF, AGU, and the Keck Consortium (NSF, 1996), Western Oregon University recently implemented a broad-based, integrated Earth systems science approach to undergraduate geoscience education that is a unique program in the state of Oregon. One of the key objectives of this state-of-the-art curriculum shift is to engage undergraduate Earth Science majors in the process of "doing science" (NSF, 1996). The primary objective of this course improvement project is to adapt and implement an active, inquiry-based approach to teaching mineralogy and petrology within the context of this new Earth systems science curriculum. This pedagogical model integrates geologic problem solving with petrographic microscopy and digital image analysis in an introductory petrology course that serves as the foundation for the study of Earth materials in the Earth Science major. Using thin sections as a geologic database, Earth Science majors become proficient in making observations, identifying scientific problems, proposing working hypotheses that can be tested using computer-based technologies, and defending their results in class-wide discussions via multi-media presentation systems and written reports. To implement this innovative pedagogical model, a petrographic microscope and digital camera are interfaced with a computer, digital image analysis software, and a set of student petrographic microscopes. In addition to the petrology course, this instrumentation is being widely utilized throughout the broad-based, undergraduate Earth systems science curriculum and is being used for outreach activities that are designed to showcase the exciting world of microscopy and digital image analysis to K-12 students and science educators. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Templeton, Jeffrey Western Oregon University OR Keith A. Sverdrup Standard Grant 40462 7428 SMET 9178 7428 0000099 Other Applications NEC 0127007 May 1, 2002 Enhancing Mathematics Communication: Creating and Delivering Web-based Homework Problems. Mathematical Sciences (21). This project is adapting and implementing a web-based homework delivery system, WQS, created at the University of Kentucky (UK) under NSF funding (DUE-99542436). First, WQS is being used to deliver extensive sets of homework problems in college algebra, first term calculus, first term calculus lab, and business calculus. The materials are providing assistance for students with weak skills in certain prerequisite topics, as well as help on new course topics. Second, the project is adapting a problem-solving course developed at UK for prospective high school mathematics teachers in which students use the Maple to design web-based problems, posting them on the web via WQS. Finally, the PIs are conducting academic year and summer workshops for college faculty and current high school teachers to design web-based problems and use WQS with their own students. Assessment includes multiple student and faculty surveys and comparative studies to determine the value of WQS for students in university courses by measuring communication between faculty and students, collaboration among students, and improvements in student performance. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Walters, Terry Stephen Kuhn University of Tennessee Chattanooga TN Lee L. Zia Standard Grant 149982 7428 SMET 9178 7428 0000099 Other Applications NEC 0127013 January 1, 2002 Symbiotic Approach to Teaching Process Control and Instrumentation. Engineering - Engineering Technology (58) This project is developing an interdisciplinary, team-taught block of courses to train engineering technology students in industrial-level process control equipment and associated systems integration. These courses are also instilling advanced communication skills necessary for quality performance in a technical and professional environment. Target Audience/Diversity consists of students coming from five counties designated by Congress as part of Appalachia, i.e. a population underrepresented among the college-going population. This population is largely comprised of first generation college students of whom about 20% are returning adult students. The project is addressing the following problems: a. Curriculum provides inadequate training on realistic industrial-level equipment due to design limitations, dated technology, and the large learning curve. b. Inadequate communication skills limit students in understanding, recording, and referencing the hierarchical concepts needed to negotiate the equipment complexities. In addressing these problems, a three-member faculty team (two engineering professors/one English professor) will adapt an interdisciplinary approach implemented by three institutions (Drexel University, Texas A&M University, and Arizona State University, all members of a NSF-funded coalition) to improve engineering education. The modified approach integrates four required and one optional course in engineering technology and English into a three-semester sequence, with courses collaboratively taught. The objectives\outcomes of the project consist of: a. Training engineering technology students in industrial-level equipment and systems integration. b. Using technical writing training to improve learning on technical equipment. c. Cross-training faculty on the pedagogical models. d. Disseminating resulting course plans and laboratory design materials via professional journals, workshops\website, and conferences. e. Providing an exemplary approach for writing-intensive courses in other disciplines. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Shull, Peter James Rehg Lisa Coffman John Wise Pennsylvania State Univ University Park PA Susan L. Burkett Standard Grant 72067 7428 SMET 9178 7428 0000099 Other Applications NEC 0127015 February 1, 2002 Incorporation of GC/MS into the Undergraduate Analytical Chemistry Curriculum. Chemistry (12) Loyola University of Chicago is integrating three laboratory experiments that are utilizing GC/MS as the principal component into the undergraduate analytical laboratory curriculum. Chemistry majors in the Quantitative Analysis course are using electron capture ionization (ECI) in conjunction with GC/MS to quantify a model aromatic amine, aniline, at the femtogram/picogram level. Undergraduates in the newly-established Environmental Chemistry course are analyzing low levels of chlorinated phenols in water samples. Students in the Instrumental Analysis laboratory are comparing a GC/MS-based method for the determination of lead to inductively-coupled plasma (ICP) mass spectrometry and other analytical methods. The experiments have been adapted and implemented from the research and educational literature and are emphasizing the development of skills associated with handling and extracting small quantities of analyte. Analytical chemistry students are becoming acquainted with the power of GC/MS to detect and quantify very small (femtogram level) amounts of analyte, particularly through the use of electron capture as the ionization technique for GC/MS. Once the students are familiar with the GC/MS, they are applying their knowledge to the analysis of real-world samples, including water from Lake Michigan and paint chips from housing projects in the Chicago area. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Chiarelli, Michael Alanah Fitch Loyola University of Chicago IL Kathleen A. Parson Standard Grant 49589 7428 SMET 9178 7428 0000099 Other Applications NEC 0127017 June 1, 2002 Cohort and Problem-Based Learning in an Undergraduate Environmental Science and Policy Curriculum. Interdisciplinary (99) This project supports the acquisition of an Inductively Coupled Plasma Emission Spectrophotometer (ICP), the centerpiece for establishing a five-course sequence that integrates problem-based learning, and faculty development for implementation of the integrated courses. The course sequence tracks majors through Environmental Communication and Problem-solving, Research and Analytical Methods, Environmental Statistics, Environmental Impact Assessment, and Senior Seminar. The interdisciplinary environmental themes and a hierarchical course model are adapted from successful programs at Montclair State University (NSF-DUE 9952667), Middlebury College (NSF-DUE 9980911) Evergreen State College (NSF-DUE 9972501), and Governor's State College (NSF-DUE 0088831). The Environmental Science and Policy Program at the University of Southern Maine is strengthening its curriculum by adding a new B.S. degree to the existing B.A. degree. The B.S. degree was approved in 2001 and is being implemented during the 2002 academic year. The addition of a B.S. degree option modifies the current interdisciplinary curriculum model and requires revising and transforming two courses (Environmental Communication and Environmental Impact Assessment) and creating three new courses (Research and Analytical Methods, Environmental Statistics, and Senior Seminar) to form an integrated, cohesive course sequence. Students are first introduced to dominant environmental themes, their causes, and potential solutions while also developing a research proposal to guide their future activities. Next they gain hands-on training in data collection and generation in both the field and laboratory and are introduced to data quality objectives focusing on their selected theme. Students then use the data they generated in an environmental statistics course. Student teams next synthesize their prior studies through comprehensive impact assessment approaches. Lastly, students culminate their research through a professional presentation at either a college-wide research symposium, regional, or, if appropriate, national meeting. The collective outcomes from each course will result in a comprehensive and evaluative student research portfolio. Introducing students and faculty to a range of environmental themes across a sequenced course structure strengthens the interdisciplinary learning goals for the curriculum as a whole. In addition, the weave of a focus environmental theme across a five-course sequence engages and interests students while allowing them to build problem-solving skills, communication abilities, and analytical competence. In particular, this approach attracts and improves the science skills of a large non-traditional USM student body (predominately female, older, and part-time). Student outcomes are expected to improve understanding of environmental scientific knowledge, increase practical skills relating to communication, laboratory analysis, data collection, and research writing. This project is being implemented over a 24-month period and the curriculum modifications are being evaluated at two levels: course-specific successes and overall sequence outcomes. The results are being disseminated to science peer groups within our institution, our region, and at national meetings and WWW provides access to our results through our Program homepage. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Langley-Turnbaugh, Samantha Richard Perritt Robert Sanford University of Southern Maine ME Myles G. Boylan Standard Grant 91203 7428 SMET 9178 9150 7428 0000099 Other Applications NEC 0127018 January 1, 2002 Collaborative Research: Combining Real and Virtual Professional Development for Geoscience Faculty and Graduate Students. Geology (42) Collaborative Project - not applicable. CCLI-NATIONAL DISSEMINATION DUE EHR Tewksbury, Barbara Hamilton College NY Jill K. Singer Continuing grant 374771 7429 SMET 9178 7429 0000099 Other Applications NEC 0127025 January 1, 2002 Computer Instrumentation and Visualization in an Interactive Studio Environment: Eliminating the Boundary Between Lecture and Laboratory in Undergraduate Chemical Education. Chemistry (12) The project is addressing known and significant deficiencies in the way undergraduate students are educated in the chemical sciences by implementing a teaching and learning environment in which the boundaries between lecture and laboratory are eliminated. Building on our preliminary work, we are modifying the Studio-Laboratory concept pioneered by Rensselaer Polytechnic Institute and California Polytechnic State University, and elements from NSF-CCLI awards (9951346; 9950501; 9952732; 9972293) for our analytical and honors-level chemistry courses. This provides a teaching and learning environment which addresses our students' difficulty in making higher-level connections between theory and practice, and improves the laboratory technique they exhibit in quantitative experimentation. Central to this endeavor is the change from supervision and assessment of "canned" experiments to an inquiry-based study of real-world problems and laboratory techniques. A number of novel technological features are being incorporated into our version of the Studio-Laboratory which is divided into stations. Each station, serving up to four students, supports two computers and data interfaces (Vernier Lab Pro) and a diode-array UV-VIS spectrometer. Each group of four stations (a cluster) shares an FT-IR spectrophotometer. The instructor serves as an "expert-mentor" and "guide" to provide an inquiry-based learning environment rich in real world content and laboratory techniques. WebCT augments the instructor by serving as the gateway to the educational media under development. On-demand video, conceptual animations, and self-paced learning assignments are being designed specifically to help our students build higher-level connections between theory and practice, particularly those who are more visual learners and those requiring additional reinforcement or support. Workshops are being offered to faculty and staff from all universities and colleges in Michigan's Upper Peninsula in order to introduce the university community to the Studio-Laboratory concept. Additional workshops will be held for high school teachers. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Charlesworth, Paul David Chesney Chelley Vician Michigan Technological University MI Susan H. Hixson Standard Grant 82454 7428 SMET 9178 7428 0000099 Other Applications NEC 0127028 June 1, 2002 Implementation of an Active Learning Pedagogy into the General Physics Curriculum at Towson University. Physics (13) The Physics Department at Towson University is restructuring the calculus based general physics courses in order to a) provide a more effective learning environment for the students, b) provide appropriate course content in the service courses, c) increase the retention of declared physics majors in the general physics courses, and d) teach the general physics courses in such a manner so as to recruit additional students. This is accomplished by offering two sequences of calculus based general physics; one acts as a service course to other science disciplines, and the other is an Honors Physics course. The Honors Physics sequence not only has students from the Honors College enrolled, but all declared physics majors take the course. Placing the physics majors in a class with highly motivated, interested students such as from the honors college helps to increase the retention rate of the majors. Additionally, this low enrollment course is taught using adaptation of Workshop Physics techniques. This highly interactive, active learning environment has been demonstrated to be a more effective method of teaching physics than traditional lectures, and students are expected to retain their enthusiasm and interest in physics. Additionally, by separating the physics majors from the present calculus based general physics courses, the department can modify the content of the courses to suit the needs of the other science disciplines. Equipment is being used in both the Workshop Physics honors course and the regular general physic course. In the regular general physics course, the equipment allows the faculty to explore implementation of a calculus-based version of Realtime physics. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Schaefer, David Towson University MD Duncan E. McBride Standard Grant 30464 7428 SMET 9178 7428 0000099 Other Applications NEC 0127033 July 1, 2002 An Undergraduate Computational Laboratory for Meteorology and Astronomy. Astronomy (11) This project updates computers in two laboratory courses in astronomy and meteorology in the Department of Physics and Astronomy for use by nonscience students. About a quarter of the college's enrollment are using the computing facilities in this project. The project is adapting material from the internet to access scientific and technological databases worldwide, for example, meteorological and astronomical images. In addition, the project is using the CLEA labs for astronomy and adapting labs for use with an existing remote-controlled telescope. The project has several objectives. First, students gain valuable experience with computers. Second, students use data from the latest science and technology. Third, computer projects properly integrated into a laboratory are a good mechanism to increase the interest of non-science students. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Cheyne, Stanley Steven Bloom Walter McDermott III Hampden-Sydney College VA Duncan E. McBride Standard Grant 17337 7428 SMET 9178 7428 0000099 Other Applications NEC 0127035 May 1, 2002 Implementing a Project-Based Genetic Laboratory. Biological Sciences (61) In an effort to improve students' understanding of genetics, their long-term retention of genetic concepts, and their ability to think, work, and analyze scientific problems independently, the genetics laboratory course at Adelphi University is being substantially modified. The revised course emphasizes open-ended project-based learning, and consists of two projects, one focusing on genetics and one on molecular biology. In the first project, an adaptation of a plant physiology lab developed by Dr. Jonathan Monroe of James Madison University, mutants of Arabidopsis are isolated and characterized genetically and physiologically. In the second project, an adaptation of a lab developed by Dr. Daphne Preuss of the University of Chicago, an Arabidopsis mutation is mapped using molecular markers. In both projects, students work in small groups on challenging problems. Under the instructor's guidance, they master technical skills, understand and pursue approaches to genetic problems, and use the scientific literature to develop their own set of experiments. These inquiry-based projects increase student intellectual involvement in the course and thereby should improve student learning. Colleagues in the Adelphi Office of Research, Assessment, and Planning are assessing the outcomes of the course improvements. Results are being disseminated to the science departments and Adelphi community through workshops, discussions, and presentations, and at a national conference. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Hobbie, Lawrence Adelphi University NY Jeanne R. Small Standard Grant 19035 7428 SMET 9178 7428 0000099 Other Applications NEC 0127036 March 1, 2002 Robotics Laboratory and Curriculum Development. Engineering - Mechanical (56) The project is modeled on successful existing implementations of undergraduate robotics efforts at MIT and Swarthmore, but with a specific emphasis on the freshman and sophomore experience. The investigators are purchasing equipment to develop and implement the Laboratory for Undergraduate Robotics Education (LURE), permitting them to develop new, technologically advanced laboratory space for undergraduate education. The laboratory allows them to change to a mode of teaching that provides analysis, design, and manufacturing skills in a robotics setting. The equipment requested also permits them to inject engineering content with a hands-on laboratory component into the curriculum at an early stage (freshman year). This provides some perspective and motivation to beginning students, who currently receive the impression that engineering consists only of theoretical physics and mathematics. In the evaluation study, they are investigating how the differences in background preparation and training of incoming students affect development for high-tech courses related to robotics. They are developing and disseminating robotic-related curricular materials for use both in interdisciplinary college-level education, as well as K-12 outreach programs. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Kumar, R. Vijay C. Nelson Dorny Camillo Taylor George Pappas University of Pennsylvania PA Russell L. Pimmel Standard Grant 140920 7428 SMET 9178 7428 0000099 Other Applications NEC 0127048 May 1, 2002 Development of an Undergraduate Diffraction Course. Mathematical Sciences (21) This project develops textual materials and related software for a diffraction course suitable for junior-senior level students from mathematics, physics, chemistry, materials science, and electrical engineering. The material was class tested at SIUC and a number of other colleges and universities. After introducing a bit of bivariate Fourier analysis (including Fourier transforms of the Fresnel kernel and of the comb, curry, and grid functions which generalize the univariate sampling function) the course presents the elements of Fourier optics (Fresnel diffraction, image formation, resolution, optical Fourier transforms, fractional Fourier transforms, etc.) and an analysis of the far field diffraction patterns associated with bivariate "crystals", i.e., doubly periodic functions on RXR . Software allows students to create PostScript files for greytone images that are printed on 35mm slides using a high-resolution film recorder. Passing a laser beam through these slides produces the corresponding diffraction patterns. Images from a digital camera, scanner, and the above mentioned PostScript files are processed on a PC to illustrate various phenomena studied during the course. The resulting synthesis of mathematics (Fourier analysis, operator theory, wallpaper groups, etc.), experimentation (done in a darkened mathematics classroom with an inexpensive laser), and simulation (using a fast PC and the FFT) provides a stimulating introduction to modern applied mathematics as well as deep insights into optics, X-ray crystallography, and digital image processing. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Kammler, David Southern Illinois University at Carbondale IL Lee L. Zia Standard Grant 75000 7427 SMET 9178 7427 0000099 Other Applications NEC 0127050 April 1, 2002 Creating Large Activity-based Introductory Courses for Physics and Chemistry by Adapting the SCALE-UP Approach and Curriculum. Physics (13) The main project goal is to deliver more effective introductory science instruction to University of Central Florida's growing, diverse student population. It is well known that the majority of introductory physics students learn significantly more from carefully constructed activities than from traditional lectures. The Student-Centered Activities for Large Enrollment University Programs (SCALE-UP) project developed at North Carolina State University offers UCF a way to teach large studio classes where the emphasis is on learning by inquiry instead of learning by listening. The SCALE-UP approach is a complete revision of the standard lecture/laboratory. The students work in groups of 3-4 with computers and lab equipment for 4-6 hours each week in a large technology-rich laboratory designed to promote collaborative learning. Evaluations of NC State classes show that this approach is well matched to UCF's objectives of improving students' conceptual understanding, problem solving ability, and overall experience with introductory science classes. This project is developing curriculum materials and purchasing equipment for SCALE-UP physics and chemistry courses in an 80-student studio classroom. In addition to adopting activities developed at NC State, the UCF physics and chemistry education research groups are also developing new activities and instructor materials, particularly in chemistry where work is just starting. Curriculum development and evaluation are conducted in close collaboration with the SCALE-UP developers. This project should demonstrate that other schools can successfully adopt the SCALU-UP approach, which may lead to widespread changes in undergraduate math and science classes across the country. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Saul, Jeffery Jeffrey Paradis University of Central Florida FL Duncan E. McBride Standard Grant 193186 7428 SMET 9178 7428 0000099 Other Applications NEC 0127052 May 1, 2002 Clemson's Experimental Engineering in Real-Time (EXPERT) Program. Engineering - Other (59) We have developed a number of real-time experiments as an approach to improving student understanding of the graphical representation of a variety of concepts. The project builds on successes by Physics educators (primarily with motion sensors) in combining the use of technology and hands-on engineering experiments to achieve visual analysis of phenomena in real-time in the classroom. Our approach has expanded greatly by using a wide variety of inexpensive sensors that are easily interfaced with PCs. This enables our students to measure many different physical phenomena. We have developed a series of modules in one-page, and use a 20-minute activity format. We hope this format more readily enable faculty to incorporation our modules into their curriculum. Our best modules are being distributed and marketed with the assistance of the manufacturer of the sensors. Our modules have been designed to be appropriate for high school students. It has been our goal to implement our modules across multiple classes. The modules and the format we have created holds promise for students to make connections between courses and thus support curriculum integration. Students are encouraged to learn more effectively and both students and instructors are expected to enjoy the learning process. A multiple-intervention assessment protocol will be used to determine the comparative benefit to learning effectiveness of the following interventions: (1) presentation of concepts with time for reflection, (2) reflection guided by instructor demonstrations using the sensors, and (3) guided, active experimentation with the sensors. A pre-test / post-test design will be used to account for the effect of differences in the initial preparation of the different study populations. EXP PROG TO STIM COMP RES CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Ohland, Matthew Benjamin Sill William Park Clemson University SC Bevlee A. Watford Standard Grant 459542 9150 7427 SMET 9178 9150 7427 0000099 Other Applications NEC 0127065 March 15, 2002 Project Based Learning through Environmental Quality Assessment for Undergraduate Chemistry Majors and Non-Science Students. Chemistry (12) Despite increased emphasis on environmental chemistry across the curriculum at Georgia Southern University, non-major students and chemistry majors are not receiving meaningful, real world analysis experience in this vital area. This project seeks to remedy this situation by providing portable field instrumentation appropriate for use by lower level and senior students alike, as well as modern technology for the analysis of regionally relevant environmental pollutants. The project adapts initiatives undertaken at Western Carolina University (NSF 9750583), Roanoke College (NSF 9850796) and Emory and Henry College (NSF 9851010). By allowing students access to these changes in the curriculum, we: 1. Expose them to modern methods of environmental analysis, 2. Allow for on-site testing, with all its inherent challenges, and 3. Stimulate student interest through examination of local issues/problems and development of critical thinking skills as they analyze the ramifications on their own lives. Students gain a solid understanding of environmental testing techniques, awareness of the importance of environmental stewardship, and enhanced data analysis and report preparation skills as they undertake studies on total ecosystem quality. This is accomplished through intensive field studies, coupled with advanced laboratory experiences for upper level students. Georgia Southern educates significant numbers of minority and female students, and a new core requirement in environmental science ensures inclusion of students of virtually all major degree programs. The Chemistry Department has established collaborations with area water treatment plants, wildlife rehabilitation centers, sanitary landfill operators, and agricultural extension agents, thus providing a variety of appropriate field locations for student investigations. The newly-acquired equipment reflects modern technology and thus provides students with current practical experience. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Rice, Jeanette John Jenkins Georgia Southern University Research and Service Foundation, Inc GA Susan H. Hixson Standard Grant 77263 7428 SMET 9178 7428 0000099 Other Applications NEC 0127066 February 1, 2002 Enhanced Scientific Literacy Using Project-Based Biology Laboratory Exercises. Biological Sciences (61) A growing body of literature amply documents the low levels of scientific literacy among the American public. To address this issue we are providing a framework in which large numbers of undergraduates can achieve basic scientific literacy. We are accomplishing this goal through development of a general biology laboratory course for approximately 2325 students per year including non-science majors, underrepresented minorities and future K-16 teachers. This course is adapting materials from Oklahoma State University, New York University, Sweetbriar College, Wellesley College, and Project Kaleidoscope The new biology course utilizes project-based learning and critical thinking skill development to introduce and allow discussion of relevant scientific concepts. Expected project outcomes include: graduates able to engage in scientifically aware behavior and informed citizenship, improved scientific knowledge, and an appreciation of the connections between science and "real-world" problems. The project is yielding innovative hands-on, minds-on laboratory activities suitable for large numbers of students that are available for adaptation by other institutions through a published laboratory manual. Dissemination is being accomplished through a project web site, presentations at national meetings, faculty development workshops, publication of laboratory materials and professional articles. This model is one that can be easily adapted by other institutions and, therefore has excellent potential for other universities who teach large numbers of students. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Morrison-Shetlar, Alison Virginia Bennett Georgia Southern University Research and Service Foundation, Inc GA Jeanne R. Small Standard Grant 100000 7428 SMET 9178 7428 0000099 Other Applications NEC 0127070 February 15, 2002 A Cooperative Research-based Course on Genes and Development. Biological Sciences (61) This project is supporting an advanced Laboratory Course in Developmental Genetics. The course provides a cooperative, research-based learning experience that complements upper level lecture courses in genetics, cell biology and developmental biology. The critical reasoning and problem-solving strategies that student are exposed to in this laboratory course are expected to have a broad impact on their overall intellectual development. This laboratory course uses Drosophila and Xenopus, two important model systems for current research, to explore a number of fundamental principles in developmental biology and genetics. Research grade microscopes are used to enhance the students ability to obtain hands-on experience with embryological experimentation in these two biological systems. Digital-imaging equipment is being used for both the purpose of demonstration and for student collection and analysis of experimental results. This laboratory course is adapting exercises in vertebrate experimental embryology from Harvard University (MCB116) and from an EMBO Practical Course in Drosophila Embryology. An important feature of the course is an inquiry-based approach that strongly encourages cooperative learning by the students. This laboratory course is an innovative addition to the curriculum and is helping to formalize a new paradigm for integrating research and education at Stony Brook. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Gergen, John Gerald Thomsen SUNY at Stony Brook NY V. Celeste Carter Standard Grant 82786 7428 SMET 9178 7428 0000099 Other Applications NEC 0127072 June 1, 2002 Integrating GIS, Remote Sensing and GPS Technologies into Undergraduate Education and Research. Geography (88) This project supports NSF's goal of integrating technology into education. It enhances and revitalizes the undergraduate GIS curricula at University of Wisconsin Oshkosh (UW Oshkosh) by adapting and implementing high-quality educational materials and effective educational practices in geographic information science, including the GIS core curriculum developed by the NSF supported National Center of Geographic Information and Analysis, and the remote sensing core curriculum being developed by the American Society for Photogrammetry and Remote Sensing. This project is engaged in a major curriculum renovation that will integrate GIS, remote sensing and Global Positioning System technologies into undergraduate education and research. In particular, this proposal demonstrates two major changes in the development of the new GIS curricula. First, three current geographic technique courses are being enhanced and two new technique courses developed to provide students with laboratory-based learning and additional opportunities to enhance their critical thinking abilities. Students now have the opportunity to learn cutting-edge technologies in geography. Second, a new GIS Laboratory is being assembled using high-end personal computers in a network environment for use in the new technique courses. This lab is also enhancing opportunities for student-faculty collaborative research. The University of Wisconsin at Oshkosh is a comprehensive, suburban, commuter campus. These improvements in teaching geographic information science may serve as a model for many similar institutions. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Zaniewski, Kazimierz John Bowen Trudy Kavanagh University of Wisconsin-Oshkosh WI Myles G. Boylan Standard Grant 39234 7428 SMET 9178 7428 0000099 Other Applications NEC 0127073 May 15, 2002 GPS Tools for Geographers. Geography (88) Increasing use of global positioning system (GPS) technology within agriculture, transportation, natural resource management, and other fields highlights the importance of understanding GPS principles as well as basic geographic concepts tied to location, direction, scale, and distance. This project is developing instructional modules that address theory, operation, and applications of GPS technology and its integration with other spatial technologies. Four modules are being designed for adaptation within undergraduate geography (or related) courses that emphasize basic navigation/positioning, spatial data capture, data management/ integration, or the analysis of geographic information. These modules contain three parts: 1) a web-based pre-lab exercise to be completed in advance of a class meeting, 2) presentation materials that can be used by instructors (topic outlines, photographs, diagrams, animations), and 3) hands-on exercises emphasizing field data capture and spatial data integration. These modules are undergoing a three tier evaluation. First, they are being critically examined by a curricula review team. Second, they are being tested within selected Oklahoma State University courses. Finally, they are being tested by faculty collaborators at six other campus sites. Nationwide dissemination of materials is being undertaken through the GPS Tools for Geographers web page. An important project goal is to update and revise project materials indefinitely and to attract a following that encourages contributions of new modules by faculty at other institutions. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Myers, Michael Thomas Wikle Oklahoma State University OK Myles G. Boylan Standard Grant 105693 7427 SMET 9178 9150 7427 0000099 Other Applications NEC 0127075 January 1, 2002 Establishment of a Collaborative Thermal Engineering Technology Laboratory. Engineering - Mechanical (56) The project adapts work on thermal systems laboratories at University of Virginia, US Naval Academy, and Union College to establish an undergraduate laboratory in thermal engineering technology for three undergraduate thermal science courses. The project provides students with hands-on experiences of abstract concepts discussed in lecture and allows exceptional undergraduate students the opportunity to learn about the subject material in more depth by co-designing and constructing an experimental apparatus. Furthermore, it supports collaboration between faculty to enhance the learning experience of undergraduate students and provides potential future teachers experience in the design of educational materials. Finally, it develops a model that can be used in the development of other laboratory experiments in the institution's mechanical engineering curriculum. Experimental stations are being constructed and tested by undergraduate students who have recently completed the courses into which the experiments are being implemented. The project addresses the DUE themes of teacher preparation, faculty development, and integration of technology in education. The evaluation program, under the direction of a collaborator from the Center for Mathematics and Science Education Research, includes student interviews and surveys, classroom observation, and follow-up studies with faculty members teaching in subsequent courses. The investigators plan to disseminate the organization and evaluation of the project, along with two lab manuals, through conference presentations, journal articles, and web site postings. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Renken, Kevin John Reisel Tracy Posnanski B. Andrew Price University of Wisconsin-Milwaukee WI Sheryl A. Sorby Continuing grant 12516 7428 SMET 9178 7428 0000099 Other Applications NEC 0127078 August 15, 2002 Multiple Track Modern Physics Laboratory for Developing Experimental and Analytical Skills. Physics (13) This project is restructuring the modern physics laboratory course at Indiana University-Purdue University Fort Wayne to provide students with experience with in-depth investigations. Six tracks of four experiments each are being developed. These tracks are (1) Lasers and Spectroscopy I, (2) Interferometry and Fourier Analysis, (3) Lasers and Spectroscopy II, (4) Magnetic Resonance, (5) Nuclear Spectroscopy, and (6) Molecular Spectroscopy. The experiments within a track use the same, or similar, equipment and concepts throughout. This allows students to become sufficiently familiar with the concepts and equipment so that they can be given more responsibility and freedom as they proceed through the track to design the investigation, collect appropriate data, and analyze the data. The project is adapting and implementing four major elements. (1) It is adapting procedures for fostering independence in experimental design and analysis learned from a Course, Curriculum, and Laboratory Improvement (CCLI) project conducted by co-PIs Masters and Maloney (Award No. 9950511, "Improving Conceptual Understanding and Complex Problem Solving in General Physics"). (2) From professional practice, the project is adapting the practice of having students present poster sessions to classmates and faculty. (3) Also from professional practice, the project is implementing LabView software to introduce students to a standard of the industrial workplace. (4) The project is adapting much of the software from the Visual Quantum Mechanics project (Award No. 9452782) as an independent study resource for students. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Grove, Timothy David Maloney Mark Masters Purdue University IN R. Corby Hovis Standard Grant 97315 7428 SMET 9178 7428 0000099 Other Applications NEC 0127081 June 1, 2002 Integrating Modern Design and Manufacturing Equipment into Engineering Curricula. Engineering - Other (59) One of the greatest challenges facing engineering education is to provide realistic and engaging learning experiences for undergraduates that properly reflect the concerns and needs of industry. Technology in the areas of product design and manufacturing is increasing at a rapid pace and education must keep up to produce engineers capable of contributing effectively to cost-driven projects with significantly reduced cycle times. This project adapts the integrated use of modern rapid prototyping and CNC machining equipment into the curricula of three engineering departments: mechanical, aerospace, and civil. Both technologies are being used in the design sequence of mechanical engineering, similar to their use at Purdue University and MIT. Students are able to quickly fabricate design concepts and working models, reinforcing the design sequence taught in class. Aerospace engineering students are using the equipment during a course sequence to design, build, and test student created aircraft. Where current methods of production are slow and out-dated, the proposed equipment provides individual learning experiences similar to those found in industry. Civil engineering students are using the equipment for stress analysis and enhanced visualization in the classroom. This project is providing a hands-on learning environment for students, and enabling the implementation of modern engineering practices in design and manufacturing to produce future leaders in industry. Assessment involves industrial advisory panels. Educational resources, quality assessment data and machine capabilities are being shared with local and national educators. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Maletsky, Lorin Guillermo Ramirez Richard Hale Robert Sorem University of Kansas Center for Research Inc KS Roger Seals Standard Grant 87299 7428 SMET 9178 9150 7428 0000099 Other Applications NEC 0127085 July 1, 2002 Enhancement of Digital, Control, and Microelectronics Courses for a New Manufacturing Engineering Program. Engineering - Other (59) In Fall 2000, the Department of Technology at SWTSU was authorized to begin the first engineering program on campus, a curriculum leading to a B. S. in Manufacturing Engineering. Present courses in digital electronics, controls, and semiconductor manufacturing are suitable for a technology curriculum but need substantial upgrading and enhancement to support the new engineering program. The objective of this proposal is to provide hardware and software to implement a number of new educational initiatives in several courses which are going to support this new program. These initiatives are adapting ideas from institutions such as Texas A&M and Virginia Polytechnic Institute (VPI) to develop a curriculum suited to SWTSU environment, which draws heavily from rural, minority and female population pools in Central Texas. The courses targeted for improvement are in Digital Electronics, Control Systems and Instrumentation, and Microelectronics Manufacturing (a two-semester sequence). The strengths of the hands-on teaching approach that is common in technology programs is being applied to develop laboratory-intensive course modules suitable for modern manufacturing engineers. Such a hands-on applications approach to engineering education is intended to cater to the learning styles of all students. The experience gained through faculty development and implementation of these changes helps to establish the manufacturing engineering program on a firm foundation, adding to the pool of skilled engineering personnel which are badly needed in this region. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Stephan, Karl Vedaraman Sriraman Texas State University - San Marcos TX Roger Seals Standard Grant 139237 7428 SMET 9178 7428 0000099 Other Applications NEC 0127087 March 1, 2002 Computer Integrated Investigative Physiology Lab. Biological Sciences (61) The goal of this project is to make the physiology student laboratories at Truman State University more investigative. The main obstacle in transforming our laboratories from traditional formulative exercises into student-driven investigations lies in our data handling capabilities. The stand-alone instruments we had been using require manual adjustments for which no record is generated, which made it difficult to compare data from different instruments or work sessions. In addition, the data records consisted of extensive collections of strip charts. There was no efficient method for sharing these records within a work group. Worse yet, this form of record did not facilitate in-depth analysis, comparisons, and contrasts; quantitative evaluations could only be made after painstaking hands-on measurement of each bit of pertinent record. This project is upgrading the technology of our physiology labs with the aim of improving our data collection and interpretation capabilities by providing instruments which allow computerized data acquisition and analysis. It is an adaptation of models introduced by the University of Central Florida, Harvey Mudd College, California State University at Hayward, and Cornell University, with NSF support. The expected outcomes of this project are: 1) students able to design and carry out procedures which allow them to answer specific physiological questions; 2) the ability to highlight the relationships between procedures, data, and the interpretation of data so that students have a better understanding of how "real science" works; and 3) giving the students an opportunity to compare and contrast results from related procedures and draw conclusions therefrom. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Schulte, George Laura Fielden Jeanne Mitchell John Rutter Truman State University MO Terry S. Woodin Standard Grant 45240 7428 SMET 9178 7428 0000099 Other Applications NEC 0127089 April 1, 2002 Equipment for an Investigative Introductory Biology Laboratory. Biological Sciences (61) Introductory Biology laboratories work best when students actively engage in genuine scientific inquiry. We are following the precedent set by Project Kaleidoscope (PKAL) and transforming the CLU's Introductory Biology lab course to one that emphasizes the major processes of science: the formation and testing of hypotheses, observation, interpretation, experimentation, analysis, and communication (both oral and written). We are purchasing four functional groups of equipment to develop a new course, Introduction to Biological Experimentation (IBE). IBE offers lab exercises that support an inquiry-based approach. Emphasis on investigative biology at the introductory level better prepares our science students for upper division courses and research experiences, and enhances their prospects for success in graduate programs, the health professions, and jobs in research, clinical, and business settings. Students enrolled in CLU's Science Educators program (conducted with CLU's School of Education) are receiving better training in the methods of science as a result of our new IBE course. This project is contributing to the important national goal of training more capable K-12 science educators. The equipment of this project is also expanding the types of experiments that young minority students enrolled in our science Upward Bound summer program (High School minority students) can conduct. We are evaluating the new labs and disseminating successful experiments through print and electronic media. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Marcey, David Barbara Collins Dennis Revie Kenneth Long Andrea Huvard California Lutheran University CA Daniel Udovic Standard Grant 42486 7428 SMET 9178 7428 0000099 Other Applications NEC 0127092 March 1, 2002 Adaptation of Component-Based Model to Software Engineering Education. Computer Science (31) The main goal of this project is to improve the quality of the software design and development education for undergraduate students in Syracuse University, with contributions to the understanding of the educational process that will have similar benefits to other educational institutions in the country. This is accomplished by adapting and integrating the results of the NSF Educational Innovations project at the University of Alabama on integrating component-based software development into the computing curriculum (NSF CDA-9712929). The major adaptation efforts focuses on introducing component-based software development into the courses on software engineering, rather than requiring separate courses. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Mehrotra, Kishan Ernest Sibert Chilukuri Mohan Syracuse University NY Mark James Burge Standard Grant 75913 7428 SMET 9178 7428 0000099 Other Applications NEC 0127101 August 15, 2002 Equipment for Optics Laboratory. Physics (13) In order to better attract and retain students, the physics department is beginning a new research and teaching emphasis in optics. About half of a new 4-credit-hour research preparation course is devoted to optics. For the research preparation course, the project is adapting and implementing optics experiments that were developed at Boston University and New Jersey Institute of Technology with funding from NSF. Experiments are chosen to both to prepare students to carry out independent research projects in holographic interferometry and to give them exposure to the rapidly developing field of fiber optics. The project is supporting laser beam characterizing equipment, modal analysis, a fiber optics kit, optical table, and hardware. The project is adapting the experiments to the smaller institutional size and to focus on holography. In the first implementation of the course, students choose one of these experiments as a special project. Using the existing materials and the new equipment, they set it up and demonstrate it to their classmates. Their work is then the basis for use by future students. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Buschert, John Goshen College IN Duncan E. McBride Standard Grant 23296 7428 SMET 9178 7428 0000099 Other Applications NEC 0127106 March 1, 2002 A Research-based Laboratory to Investigate Developmental Biology. Biological Sciences (61) Research is an essential part of the Knox College biology curriculum, with inquiry-based exercises the norm. Developmental biology represents the junction of many different disciplines: anatomy and physiology (plant and animal), molecular biology, evolution and ethics. It is a dynamic, active area of research. This project establishes a research based advanced laboratory course in developmental biology at Knox, by adopting the curriculum and laboratory modules developed for undergraduates at Duke University and Macalester College (DUE 9950879). The end result is an active, student-driven learning experience. Students investigate major questions in developmental biology, including determination of cell fate, embryo patterning, gene regulation and the processes of forming specialized organs and tissues using classical embryology along with molecular techniques. The course is divided into two sections, classical embryology and developmental genetics, each with several different units. Students examine vertebrate (chick, Xenopus), invertebrate (sea urchin, Drosophila) and plant (Arabidopsis) model systems using techniques including micromanipulation, microinjection, in situ hybridization, immunofluorescence, analysis of transgenic organisms, and fate mapping. Students design and perform experiments. The research grade microscopes and video imaging systems give students the power to collect, store, and retrieve data with ease, allowing them to easily compare different stages of development, as well as the effects of perturbations. By allowing the students the opportunity to master sophisticated techniques, we advance the level of research in the course. These skills, as well as the research grade microscopes, provide students an excellent starting point for independent undergraduate research. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Thorn, Judith Knox College IL Terry S. Woodin Standard Grant 50000 7428 SMET 9178 7428 0000099 Other Applications NEC 0127112 January 1, 2002 Undergraduate Microfabrication Laboratory for Microelectronics and MEMS Technology. Engineering - Electrical (55) The project is adapting and implementing a pair of laboratory courses to teach the microfabrication techniques required to create microdevices. Materials and instrumentation for microfabrication techniques are being procured and constructed in a laboratory, and process sequences are being adapted from similar programs and implemented in the laboratory. Using these facilities and techniques, students are making transistors and simple MEMS devices. Assessment involves student course evaluations and peer review where faculty, industrial and government representatives interested in microfabrication examine the course content, student work, and student course evaluations. Dissemination plans include reporting results in journal and conference publications and on a web site and developing an Internet-based course on microfarication. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR English, Jennifer University of Alabama in Huntsville AL Russell L. Pimmel Standard Grant 104495 7428 SMET 9178 9150 7428 0000099 Other Applications NEC 0127116 June 1, 2002 Integrating Laser-based Experimentation and Computational Techniques for a Research-Rich Environment in Physical Chemistry. Chemistry (12) The chemistry department is enhancing student experiences in physical chemistry by shifting the laboratory experience towards a more research-rich project environment. Students are undertaking projects that make use of a laser light scatter instrument, a laser Raman spectrometer, additional and computers and software. Expanded projects in quantum chemistry and molecular modeling are creating a more comprehensive link between experimental data and theoretical constructions. Experiments are being adapted primarily from the research literature. Many of these experiments allow students to work with macromolecules. The new studies assist students in creating a deeper understanding of the correlation between structure and function, enhance their skills in experimental design and create a more research-like approach to their laboratory studies. This approach is expected to make physical chemistry students more aware of the process chemists utilize in exploring the chemical world, create greater interest in the course, and provide a stimulus for the students to pursue undergraduate research with a physical chemist. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Waldow, Dean Duane Swank Pacific Lutheran University WA Susan H. Hixson Standard Grant 69290 7428 SMET 9178 7428 0000099 Other Applications NEC 0127117 January 1, 2002 Creation of an Introductory Engineering Course Based on Sooner City. Engineering - Civil (54) Retention of first year engineering students is approximately 75% in the US. One reason for the low retention rate may be the ineffectiveness of the introductory engineering course. A poorly designed introductory course does not engage the students and does not motivate them to persevere through their heavy load of mathematics and science courses. The project is creating an introductory civil and environmental engineering course that adapts the "Sooner City" program. "Sooner City" is a virtual city that allows students to design a variety of infrastructure needs such as roadways, building structures, foundations, earthen dams, etc. "Sooner City" program had been developed to be used in a design across the curriculum environment, and thus adaptation of the concept to a single introductory course appears to be promising for retention. The project consists of: 1. Creating a portable first year "Introduction to Civil and Environmental Engineering, (ICEE)" course based on the Sooner City program. 2. Assessing the success of the ICEE course at meeting the following global objectives: a. Stimulating interest in engineering among freshmen; b. Providing freshmen with an understanding of the breadth of the civil and environmental engineering profession; c. Positively impacting retention of freshman civil and environmental engineering students. d. Widespread adoption at other universities as a result of its portability, modularity, and cost-effectiveness. 3. Providing course materials on a web site to facilitate implementation of the course at other universities. 4. Beta testing the ICEE course at other universities. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Parker, Philip Max Anderson University of Wisconsin-Platteville WI Roger Seals Standard Grant 62480 7428 SMET 9178 7428 0000099 Other Applications NEC 0127118 January 1, 2002 Acquisition of a Supercritical Fluid System for Diverse Undergraduate Curricular Activities. Chemistry (12) Supercritical fluid (SCF) technology is being introduced into the undergraduate curriculum to complement many traditional topics already discussed and to enhance chemical education to prepare students for a variety of work environments. This environmentally-friendly medium is often mentioned only briefly in current undergraduate curricula, usually without any hands-on laboratory experience, even though the diversity of applications involving SCFs continue to mount in virtually every sector of the scientific workplace. A SCF system is being introduced into five different undergraduate chemistry laboratory courses - two analytical, one inorganic, one physical, and one materials courses. Experiments are being adapted primarily from the research literature and implemented into these courses. Analytical experiments are utilizing the system for extraction of analytes from difficult matrices using environmentally-friendly solvents. Inorganic experiments are exploiting the properties of SCFs to isolate novel complexes possessing labile ligands, and other compounds that are traditionally difficult to synthesize/purify. Physical experiments are examining solubility and phase behavior of various co-solvents/SCF mixtures. In addition, thermodynamic and kinetic parameters for a variety of reactions are monitored around the critical point to determine the effects of such media. Semi-empirical and DFT calculations are being carried out to predict speciation within a SCF medium and to compare experimental results. Materials experiments are invoking this technology for polymerization, crystallization, nanoparticle deposition, and thin-film growth applications. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Evans, William University of California-Irvine CA Iraj B. Nejad Standard Grant 29289 7428 SMET 9178 7428 0000099 Other Applications NEC 0127120 January 1, 2002 Integration of Gas Chromatography Mass Spectrometry and Fourier Transform Infrared Spectroscopy into the Undergraduate Curriculum. Chemistry (12) The chemistry laboratory curriculum is being transformed and revitalized by the introduction of context-based experiments that emphasize critical thinking and that challenge students with real-world problems. Students are also being provided with service learning opportunities. From these activities, the students are understanding the role of chemistry in our society, particularly toward solving environmental issues, the capabilities and limitations of modern instrumentation and technology, and building connections with their community. These laboratory experiences are being adapted from the educational and research literature and are being implemented in part through the use of a Gas Chromatograph-Mass Spectrometer (GC-MS) and a Fourier Transform Infrared (FT-IR) spectrophotometer. Teams of students from lower and upper division laboratory courses including Environmental, Analytical, Instrumental, and Organic Chemistry and Physical Science for pre-service teachers are investigating environmental issues related to protecting and sustaining natural resources on a nearby Native American Reservation. As a consequence of the inquiry-based laboratories and their service-learning component, students are focussing on the scientific process and the significance of results, rather than following cookbook-type experiments. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Cavinato, Anna Richard Hermens Ron Kelley Jeffrey Woodford Eastern Oregon University OR Kathleen A. Parson Standard Grant 91320 7428 SMET 9178 7428 0000099 Other Applications NEC 0127121 May 1, 2002 Transforming the Biology Curriculum Using Research-based Experimental Systems. Biological Sciences (61) The Transformation 2005 Program of the Department of Biology, Chemistry and Enviromnental Science is impacting the entire four-year biology curriculum at Christopher Newport University (CNU). Research-based experimental systems (RBES) developed by Research Link 2000 are forming the backbone of this transformation, providing fast-growing plants and biologically informative animals with which the concepts learned in lecture can be explored in an engaging, investigative, open-ended format. The sea anemone and Wisconsin Fast Plant RBES are the initial systems that will be introduced. Additional RBES are being investigated and incorporated as an ongoing aspect of the project. The transformation begins with the general biology lab course that is taken by over 700 majors and nonmajors each year, engaging students in the process of science from their first semester. It moves in steps through each level in the biology curriculum until courses in all four undergraduate years are changed and independent research opportunities are varied and readily pursued. Simultaneous with the transformation of the curriculum is the training of doctoral candidates who aspire to university careers. These candidates, six selected from regional doctoral programs each year and awarded Bartholomew Gosnold Instructorships, are being mentored in the use of RBES and guided in becoming exciting and productive college faculty. The lessons of Transformation 2005 are being extended to regional college biology faculty and to local middle and high school biology teachers in a series of intensive workshops. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Weiss, Thomas Christopher Newport University VA V. Celeste Carter Standard Grant 0 7428 SMET 9178 7428 0000099 Other Applications NEC 0127125 May 1, 2002 Implementation of Field and Lab Experiments using Ion Chromatography in the Undergraduate Science Curriculum. Chemistry (12) The Department of Biology, Chemistry, and Environmental Science is instituting curricular changes over a 3-year period that will enhance student learning of local environmental issues through the integration of Ion Chromatography (IC) into the undergraduate curriculum. The project is impacting more than 400 students per year and is being used in General Chemistry, Organic Chemistry, Ecology, Instrumental Analysis, Environmental Chemistry, and Undergraduate Research within the Department. The goals of this project are to: 1) enhance student learning about the local environment through field experiences and laboratory exercises using IC; 2) increase student understanding of instrumentation selection and sensitivity; and 3) allow students to gain experience using currently important instrumentation. The curricular modifications are modeled after successful experiences with IC at Calvin College and Western Carolina University. Particular experiments are being adapted from the educational and research literature and standard EPA protocols and are being implemented to fit our curricular requirements. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Brunke, Kathleen Christopher Newport University VA Kathleen A. Parson Standard Grant 20000 7428 SMET 9178 7428 0000099 Other Applications NEC 0127130 May 1, 2002 Implementation of Field Laboratory and Fieldwork Curriculum in Physical Geography and Geotechniques. Geography (88) Field experience is vital for the development of qualified and effective practitioners in all aspects of geography. Unfortunately, the availability and easy access to secondary data over the past two decades has resulted in the de-emphasis of fieldwork, which now threatens to produce a generation of geographers inadequately prepared to apply and teach field methods. This project is working to correct this deficiency through the development of a field laboratory dedicated to student-led, inquiry-driven instruction. Our premise is that students learn best by doing. Our goal is to provide students the opportunity to acquire hands-on experience in an intellectually exciting environment wherein problems are investigated that they themselves have formulated. This approach is a modification of the guided-inquiry, learning-by -doing approaches created and described by Barbara Tewksbury (see B. Tewksbury, editor, "Innovative and Effective Teaching in the Geosciences," National Association of Geoscience Teachers, 1997), developed and implemented with success at Hamilton College (Geology) and Dickinson College (Geology, Geophysics), and elsewhere in Europe (see M. Kent et al, "Fieldwork in Geography Teaching: A Critical Review of the Literature and Approaches," Journal of Geography in Higher Education, Vol. 21, No. 3, 1997, pages 313-332). To facilitate experiential learning, we are working in a 14,200 acre field site belonging to the University of Oklahoma. Field activities throughout the geography curriculum are being planned for this field station. Students first become acquainted with the field lab in lower division courses, when they are introduced to fundamental field techniques and instruments. Upper division courses are building on these experiences, and we are implementing a course of guided autonomous investigation. Small teams of students are working with faculty and representatives from state and federal agencies. The role of faculty is to stimulate, encourage, and guide students through the research process and advise them on the merits and the suitability of chosen field methods. Scientists from state and federal agencies are being used to provide unique insights from practical local perspectives. The students are collecting original data, performing appropriate analyses, and reporting their results in departmental colloquia. Outstanding students are provided with support to present their results at national meetings and they are encouraged to publish in appropriate journals. By experiencing the complete spectrum of problem formulation, experimental design, data analysis, report writing and dissemination of results, students are developing skills in problem-solving, critical thinking, and research collaboration. All project activities are being placed on a web site created for the purpose and are freely accessible to everyone. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Tarhule, Aondover Hans-Joachim Spaeth Bruce Hoagland May Yuan University of Oklahoma Norman Campus OK Myles G. Boylan Standard Grant 100028 7428 SMET 9178 7428 0000099 Other Applications NEC 0127132 March 1, 2002 Improving Undergraduate Learning Across the Chemistry Curriculum through Integration of GC-MS. Through integration of advanced gas chromatography with mass spectrometry (GC-MS) detection across the chemistry curriculum and into the biology and geoscience curriculum, student understanding of complex environmental issues is being expanded. A spiraled approach starting in General Chemistry and continuing with guided-inquiry, project-based laboratory experiences throughout the curriculum is developing student expertise using this powerful hyphenated technology toward solving important issues. The topics and the experiments are being adapted and implemented from the chemical and research literature and include multiple uses for the GC-MS. The GC-MS is also being used across discipline lines (ecology and geoscience) to strengthen existing collaborations and to encourage additional ones and to illustrate the interdisciplinary nature of scientific inquiry. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Dowd, Richard James Fennessey Thomas Fitz Andrew Goyke Northland College WI Pratibha Varma-Nelson Standard Grant 62824 7428 SMET 9178 7428 0000099 Other Applications NEC 0127139 January 1, 2002 Designing a New Learning Environment for Introductory Environmental Engineering and Science Students. Engineering - Other (59) Two introductory courses-- Introduction to Environmental Resources Engineering and Science and Introduction to Design-are being revitalized to better prepare students to solve the difficult interdisciplinary problems of the 21st century. These courses are being redesigned to provide integrated, interdisciplinary approaches to solving environmental problems, including: (1) interdisciplinary presentation of environmental and human systems via hands-on team projects, field and lab experiences, (2) clear presentation of course requirements and careers available to environmental scientists and resource engineers, and 3) development of computational, technical communication and teamwork skills through projects, field and lab experiments. These courses are going to give students the knowledge, skills and attitudes they need to be successful in their majors. The Rensselaer Polytechnic Institute's studio teaching and Just-In-Time Teaching (JiTT) approaches are being adapted. Project approach consists of modifying existing curricula to incorporate the Studio Teaching and Just-In-Time Teaching (JiTT) approaches, and PROMISE Project materials. WebCT software and the new ERE Design Studio are being used to integrate technology into the curriculum. The project addresses NSF themes of diversity and integration of technology in the curriculum. The two PIs are women in a field where women are underrepresented; the PROMISE curriculum is more inclusive of underrepresented groups in SMET areas. Both JiTT and Studio Teaching require the integration of technology in the classroom. Project dissemination plan consist of making WebCT course modules containing engineering curricula available through course web pages, making presentations at national meetings, conducting on- and off-campus faculty development workshops, and journal publications. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Cashman, Eileen Elizabeth Eschenbach Humboldt State University Foundation CA Susan L. Burkett Standard Grant 84648 7428 SMET 9178 7428 0000099 Other Applications NEC 0127141 January 1, 2002 Collaborative Research: Combining Real and Virtual Professional Development for Current and Future Geoscience Faculty. Earth Systems Science (40) Not Applicable SCIENCE,TECH,ENG&MATH TEACHER CCLI-NATIONAL DISSEMINATION EDUCATION AND HUMAN RESOURCES DUE EHR Manduca, Cathryn Carleton College MN Jill K. Singer Continuing grant 700707 7688 7429 1575 SMET 9178 7688 7429 0000099 Other Applications NEC 0127148 January 1, 2002 Testing Embedded Systems and Software. Computer Engineering (32) We are adapting testing quidelines and techniques from a variety of federal and industrial sources and implementing a course in testing embedded systems and software. We are working with partners from DoD, NASA, and industry to focus on those techniques commonly used in industrial environments. Students learn both the theoretical and practical aspects of testing embedded systems through case studies obtained from these partners and laboratory experiments. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Tsai, Wei Yann-Hang Lee Arizona State University AZ Ernest L. McDuffie Standard Grant 100000 7428 SMET 9178 7428 0000099 Other Applications NEC 0127155 January 1, 2002 Scaffolding Scientific Inquiry Within a Natural Resources Bachelor of Science Degree Program: From Asking Testable Questions to Developing Ecosystem Models. Biological Sciences (61) Paul Smith's College (PSC), located in the Adirondack Park of New York State, offers students the opportunity to pursue a baccalaureate degree in Natural Resources. We are actively re-evaluating our course curricula to provide students with a set of science experiences and research challenges that build upon one another across a course sequence. This project will develop a series of hierarchical research and modeling activities that effectively scaffold the process of scientific inquiry across the sequence of courses leading to a degree. Data collected by classes throughout this process will be added to a data repository and will be accessible to future Paul Smith's College students. These data will also be available to other interested members of the Adirondack community. Several activities designed for introductory courses will improve question development, and hypothesis testing skills. Activities designed for second and third year courses will introduce simulation models that allow students to expand their research ideas across larger spatial and longer temporal scales. Finally, in the third phase, students will work with STELLA, and other computer models to build and parameterize simple ecological models, explore model assumptions, and conduct sensitivity analyses. In all phases, oral and written presentation skills and collaboration will be emphasized. At the onset of the project, PSC faculty will be involved in a two-day workshop to field-test activities, discuss project implementation with science education experts, and work with new computer programs. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Evans, Celia Ruth Smith John Brown Janet Mihuc Paul Smith's College of Arts and Sciences NY Jeanne R. Small Standard Grant 94624 7428 SMET 9178 7428 0000099 Other Applications NEC 0127160 January 15, 2002 An Inquiry and Standards Based Earth System Science Course for Pre-service K-8 Teachers and Others. Earth Systems Science (40) In this project we are adapting problem-based learning (PBL) and other inquiry-based approaches to a new integrated geoscience course for K-8 pre-service (preK-8) teachers. The motivation for this effort is to address the problem where our preK-8 pre-service teachers were taking a course that did not meet the content and pedagogy standards and that was not designed for them. With this new integrated geoscience course, we are trying to improve the students' attitudes toward science, understanding of science, ability to "do" science, understanding of science concepts, and ability to use instructional technology to learn about science. We also aim to increase the number of preK-8 teachers who choose to emphasize science, increase the diversity of science K-8 teachers, and provide university faculty and graduate student development to ensure high quality instruction. To accomplish these goals, we are creating an earth system science course that meets state and national educational standards for earth/space science content, science pedagogy, assessment and evaluation, and effective use of instructional technologies. The course is being designed around topical units that integrate multiple disciplines, that lend themselves to inquiry-based teaching and learning strategies, and that are socially relevant and interesting to students. The PBL approach is a student-centered approach that uses concrete, real-world problems to enhance student learning. In the course students investigate carefully framed geoscience problems via online explorations and visualizations of real-world data, small-group collaborations, and hands-on experiments. We are working with an elementary science educator to design effective assessment and evaluation methods. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Dempsey, David Oswaldo Garcia Lisa White Karen Grove Isabel Quita San Francisco State University CA Jeffrey G. Ryan Standard Grant 98121 7428 SMET 9178 7428 0000099 Other Applications NEC 0127164 May 15, 2002 Video and Image Data Access (VIDA) for Science Inquiry During Teacher Preparation. Biological Sciences (61) Future teachers are expected to understand how past and current research fits together into a structure of knowledge, at the same time as they learn how to model scientific inquiry. This project bridges science research and teaching practice with Video and Image Data Access (VIDA), a collection of digital science images for prospective K-6 teachers. The VIDA database of annotated science research images builds upon knowledge from CIELO, a database for art history courses at California State University, to create a science image project that is partnering with BioSci Education Network (BEN). Project objectives are to (1) identify content areas where images can best support learning by prospective K-6 teachers, (2) build a database of digital images from research that can be shared and analyzed in an inquiry approach, (3) catalogue the images into a meaningful hierarchy with text annotations to make them searchable, (4) assist prospective K-6 teachers to achieve subject matter information competence in science, (5) provide a prototype database that can be adapted by other institutions to link prospective teachers with the science research community through the use of images from modern research. The VIDA images serve as a starting point to develop questioning strategies about systems, scale, constancy, and change. VIDA gives prospective teachers a role in contributing annotated images using a controlled science vocabulary by providing a clearly defined database structure and a cataloging manual written for K-6 teachers. VIDA helps K-6 teachers understand how a database can be used for inquiry, while making it possible to share the excitement of current research and complement hands-on inquiry through the use of images. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Fromson, David Barbara Gonzalez Debra Winters California State University-Fullerton Foundation CA Joan T Prival Standard Grant 75000 7427 SMET 9178 7427 0000099 Other Applications NEC 0127167 July 1, 2002 Integration of Inquiry-based Undergraduate Laboratory Modules throughout a Core Biology Curriculum. Biological Sciences (61) Inquiry-based laboratories are an important means of providing students with the opportunity to learn through a process of exploration and discovery. Inclusion of inquiry-based laboratories is a critical feature of the curricular reform currently underway in the Department of Biological Science, California State University, Fullerton. This project involves the development and support of multiple inquiry-based laboratory modules integrated throughout a new four-semester series of foundational courses in the biology major. Eight modules are being developed using model organism systems drawn from the Research Link 2000 Institute. The courses served by these modules include: Biodiversity & Evolution, Cellular Basis of Life, Genetics & Molecular Biology, and Principles of Physiology & Ecology. Modules, using Aiptasia palladia (sea anemone) and Wisconsin Fast Plants, follow themes of symbiosis and stress responses, respectively, from the distinct perspective of each core course. The key innovation of this project is the creation of an iterative inquiry-based laboratory experience. Student laboratory experiences more closely resemble authentic science. We propose that students gain 1) confidence in the care and manipulation of the organisms, 2) facility in experimental design, 3) appreciation of the integrative nature of biology, and 4) a greater depth of knowledge. Student learning goals and preparation for upper-division course work, including independent research, are being evaluated. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Casem, Merri Darren Sandquist Amybeth Cohen California State University-Fullerton Foundation CA Daniel Udovic Standard Grant 199000 7428 SMET 9178 7428 0000099 Other Applications NEC 0127171 January 1, 2002 BeneFIT100: Developing Fluency with Information Technology through Distance Education. Information Science and Systems (33) This project addresses the need for access to educational opportunities enabling anyone to become fluent in information technology as defined by the 1999 National Research Council's report "Being Fluent with Information Technology" which defined what Skills, Concepts, and Capabilities everyone should possess for work, citizenship and personal benefit. This project is creating BeneFIT100, a free, online self-study version for independent learners, based upon the fluency course first developed at the University of Washington in 1999. Developed with high production values, the course includes all the labs and projects of the successful classroom version. To reach students not sophisticated enough for a self-study approach, we also offer an instructor-mediated version of BeneFIT100. We address the need for a Fluency instructor corps by using BeneFIT100 and a specialized workshop to train a nationally selected cohort of future Fluency instructors. Thus, the project creates a new, unique resource of international importance, and demonstrates leveraging it for teacher training. CCLI-EDUCATIONAL MATERIALS DEV ADVANCED LEARNING TECHNOLOGIES DUE EHR Snyder, Lawrence Michael Eisenberg David Szatmary University of Washington WA Stephen C. Cooper Standard Grant 478403 7427 1707 SMET 9178 7427 0000099 Other Applications NEC 0127174 June 1, 2002 Learning through Writing about Environmentally Significant Analysis using Atomic Absorption Spectroscopy. Chemistry (12) Chemistry students at the University of San Francisco (USF) complete many traditional wet chemistry techniques in their introductory lab courses. With this project, we are making use of an atomic absorption spectrophotometer (AAS) and web-based writing-to-learn technology (Calibrated Peer Review, CPR) to explore environmental chemistry problems in general and analytical chemistry courses. We are adapting a number of environmentally significant chemistry experiments from the chemical education literature to improve conceptual understanding of technical subjects, to develop skills in reading for content and in scientific writing, and to link the writing assignment to hands-on experiments using atomic absorption spectroscopy. On-line source material on environmental problems and published experiments using AAS are being adapted for pre-lab and post-lab writing assignments using the web-based Calibrated Peer Review (CPR) program developed by the NSF-funded Molecular Science Project. First and second year science students in general and analytical chemistry, plus a group of non-science majors in a general education course are impacted by the project. Assignments are designed to explore how quantitative analysis by AAS can help identify environmental problems. The immediate impact includes (i) a deeper understanding of an environmental problem via the CPR pedagogy of reading for content and peer-review of writing assignments, (ii) exposure of introductory students to high quality analytical instrumentation, and (iii) more confidence and interest in quantitative chemistry. We are assessing student confidence and learning by conducting surveys tracking their exam performance, their writing assignments and by arranging informal discussions with students. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Margerum, Lawrence William Karney University of San Francisco CA Harry Ungar Standard Grant 67951 7428 SMET 9178 7428 0000099 Other Applications NEC 0127175 March 15, 2002 Lab Based Unit Operations in Microelectronics Processing. Engineering - Chemical (53) Our work is the adaptation of teaching methods developed in "Development of an Interdisciplinary Curriculum in Electronic Materials and Devices: Cooking Without Recipes" (NSF award # DUE - 9551520). Our curriculum has been developed to help undergraduate students who are interested in careers as processing engineers in microelectronics and related industries. This project helps students develop an in-depth understanding of the underlying physical and chemical principles in unit processes commonly used in microelectronics. These unit operations include plasma etching, chemical vapor deposition, spin coating, and chemical mechanical polishing. In addition we are introducing students to advance diagnostics tools which has helped us design more advanced microelectronics experiments. We have also developed a curriculum that enables our students to acquire much needed "soft skills". These are necessary if our students are to succeed in their professional careers. These soft skills include technical writing, oral presentation, safety awareness, and teambuilding. We have extended our audience to include high school students who have participated in summer programs. Through these summer programs we are hoping to recruit underrepresented students into science and engineering careers. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Chang, Chih-hung Willie Rochefort Shoichi Kimura Milo Koretsky Cynthia Shaner Oregon State University OR Kenneth Lee Gentili Standard Grant 116172 7428 SMET 9178 7428 0000099 Other Applications NEC 0127183 March 1, 2002 Inquiry Tools for Case-Based Courses in Human Biology. Biological Sciences (61) This project addresses the need to engage introductory biology students in critical thinking and problem solving and to make topics in biology more exciting and relevant for all students. The products from this project include 1) the Human Biology Case Library, an undergraduate interface to a powerful suite of medical school case studies and 2) a set of inquiry-based curricular materials based on the use of the cases. These products foster active learning experiences, promote collaborative learning and increase the inquiry-orientation of science education. We aim to make accessible a tremendous variety and quantity of cases that have been collected at Harvard Medical School and adapted for undergraduate education. The Human Biology Case Library brings the advanced computational infrastructure to any student with a web browser and provides a suite of interactive tools based on a number of human biology cases. This access to a multiplicity of human cases, source documents and analysis tools provides a rich environment for promoting student inquiry. Introductory biology classes serve a great number of college students, including non-majors and many future teachers. Medical school cases in non-electronic form have been adapted for undergraduate classes for six years at Hampshire College. The software being developed will support inquiry activities in the original classroom and is being tested in additional classrooms. Three cases are being implemented as a proof of concept, and their effectiveness is being tested in a variety of post-secondary institutions (e.g., a community college and large university) and within a variety of teaching styles (e.g., traditional large lecture-based and small case-based classes). We are examining the difficulties of comparing student performance across institutions. Close communication with faculty is facilitating the use of the modules and testing their effectiveness through student and faculty outcome studies, interviews and evaluation of changes in attitude and content learning. Rigorous methodologies are being used among well-defined populations to analyze outcomes. This material will be submitted to and reviewed by BioQUEST. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Bruno, Merle Neil Stillings Hampshire College MA Herbert Levitan Standard Grant 74951 7427 SMET 9178 7427 0000099 Other Applications NEC 0127191 March 1, 2002 Development of a 3-D Interactive Mineralogy Textbook. Geology (42) This project creates a Mineralogy textbook that is accessible and relevant to students by presenting the material in accord with modern learning theory. The chapters are integrated with a CD-ROM focused on active learning by students. Every text illustration is reproduced in color 3-D and includes animations, interactive exercises, and narration by the authors. A second accompanying CD-ROM provides an all-inclusive mineralogical database that can be used for mineral identification, movies of crystal structures, optical properties, etc. Sections of the text and its animations will be incorporated into DLESE, with metatags provided for direct searching and browsing of much of the material. The textbook reflects the experience of both authors' in industry and their years of teaching geoscience, science education, planetary science, and materials science. The textbook addresses a diversity of student perspectives ranging from science teachers to geologists, across the broader earth sciences, to connections with cognate disciplines like chemistry, physics, mathematics, and biology. This project involves collaboration among authors at Mount Holyoke College and the University of Idaho. Educators at the University of Idaho are performing evaluations. Tasa Graphic Arts, Inc. is producing the illustrations and the CD-ROMs. Support is requested to facilitate production of a low-cost textbook that incorporates state-of-the-art pedagogy and computer animation that may be used by students in the geosciences as well as science education programs. The textbook incorporates innovative methods (such as the use of spiral and inductive learning, as well as concept maps) that have the potential for improving the quality of science teacher preparation, adding diversity to the textbooks in this field, and providing for integration of technology into earth science and related curricula. Significant co-funding of this project is being provided by the Division of Earth Sciences in the NSF Directorate for Geosciences in recognition of the importance that this innovative textbook and accompanying CD-ROM has for undergraduate students and faculty. CCLI-EDUCATIONAL MATERIALS DEV EDUCATION AND HUMAN RESOURCES DUE EHR Dyar, Melinda Mickey Gunter Dennis Tasa John Davis Michael Odell Mount Holyoke College MA Jill K. Singer Continuing grant 417244 7427 1575 SMET 9178 7427 0000099 Other Applications NEC 0127193 January 1, 2002 Incorporation of FT-NMR into the Curriculum. Chemistry (12) Nuclear magnetic resonance (NMR) spectroscopy is a powerful method for structure determination in organic chemistry. In addition, it is critically important in chemical education, since interpretation of the experiments compels students to confront the details of the structural theory. Over the past decade the development of pulsed Fourier transform (FT) techniques combined with the increased capability of small computers has led to vast improvements in NMR instrumentation. It is essential that undergraduate students at small institutions have some access to this type of analytical equipment. Thus, this project has the following objectives: (1) Convert an operational continuous wave (CW) spectrometer to a pulsed FT-NMR instrument through an Anasazi upgrade (2) Use the upgraded spectrometer to enhance student learning in the organic chemistry laboratory and participation in research in organic chemistry (3) Expand student appreciation and knowledge of chemical concepts through the use of more advanced FT-NMR techniques in the physical chemistry and instrumentation laboratories (4) Make the data from the upgraded spectrometer available through online services (5) Make FT-NMR spectroscopy available to students at the College of New Rochelle. The conversion process retains the durable magnet from the older spectrometer, but transfers instrument control to a computer. The upgrade allows students to obtain hydrogen and carbon NMR spectra, perform spectral editing tasks and produce correlated two-dimensional spectra. Of considerable importance is that students are able to obtain routine spectra rapidly and in a form that is electronically portable. The FT-NMR spectrometer is being used to expand the current laboratory curriculum by adapting a number of experiments from the Journal of Chemical Education. Exposing students to the high level of understanding of molecular structure and dynamic chemical processes offered by FT-NMR is expected to have a profound effect upon their educational experience. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Gavin, Terrence Jerome Levkov Stephen D'Alessio Iona College NY Susan H. Hixson Standard Grant 64900 7428 SMET 9178 7428 0000099 Other Applications NEC 0127205 March 15, 2002 Collaborative Research: Undergraduate Instruction in Combinatorial Chemistry. Faculty at Wright State University and Miami University are conducting complementary activities for the purpose of introducing and training students and educators to the precepts and techniques of combinatorial chemistry. The primary focus of the project is laboratory instruction in this area. Activities include testing, adapting and documenting experiments already developed at the collaborating institutions as well as developing additional exercises appropriate for students at all levels of undergraduate training. The materials take into consideration variations in equipment inventory and faculty expertise at institutions serving as adaptation sites. The utility of these experiments as an educational contribution to the training of chemical technicians is also being explored. Experiments range from solid phase variants of traditional experiments to discovery-based activities requiring group work and several weeks of project-style input. Anticipated dissemination activities include publication and presentation of papers at professional conferences, the development of sourcebooks and workshops for educators, dedicated conferences and collaboration on an introductory laboratory manual. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Taylor, Richard Susan Marine Miami University OH Kathleen A. Parson Standard Grant 121238 7427 SMET 9178 7427 0000099 Other Applications NEC 0127208 June 1, 2002 Using Live-Thru Case Histories to Motivate and Teach Software Engineering to Computer Science Students. Software Engineering (34) We have devised a novel pedagogic methodology, Live-Thru Case Histories, for motivating and teaching Software Engineering. Computer Science students are often excited about learning technology (State of the Art), but uninterested in its critically-necessary adjunct, software development process (variously known as Software Engineering, State of the Practice, or Best Practice). Our methodology brings undergraduate Computer Science students to the realization that without an appropriate appreciation for and facility in using State of the Practice, they are likely to fail, not in their course work, but in the real-world software development projects to which they are planning to devote their careers. We have conducted a pilot study in a Senior Project/Software Engineering course, and have obtained, and published, encouraging results. A publisher who read our results has approached us, unsolicited, with a request to develop additional Live-Through Case History materials. Colleagues at Rutgers, New Jersey Institute of Technology, University of Michigan Dearborn and University of Maryland University College have agreed to use Live-Thru Case Histories. Members of our team include: a former Vice President of AT&T with thirty-five years of experience performing and managing industrial and governmental software development; a technology researcher with twenty-seven years experience teaching computer science and performing and supervising research sponsored by such organizations as NSF, DOE, and IBM Research; a psychologist whose specialty is the development and assessment of educational programs; and a political scientist whose specialties include web-based outcomes assessment and the design and analysis of surveys. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Klappholz, Aaron Lawrence Bernstein Stevens Institute of Technology NJ Mark James Burge Standard Grant 75000 7427 SMET 9178 7427 0000099 Other Applications NEC 0127219 February 1, 2002 Thermofluid Dynamics: CD-ROMs for Engineering Education. Engineering - Mechanical (56) This is a Full-Scale-Development Proposal based on a successful Proof-of-Concept Grant (NSF Award No. 9952653) demonstrating an innovative approach to materials for upper- division undergraduate engineering education. The value of visual materials in conveying technical concepts is very well established, and is here applied in a multimedia form to the topic of thermofluid dynamics (i.e. convective heat transfer, thermodynamics, and gas dynamics), with strong emphasis on experimentation and optical flow visualization. The results are materials captured on one or more CD-ROMs that can be used by instructors and students as a visual supplement to any of the standard textbooks on these topics. The suitability of such materials for national dissemination has already been demonstrated. This approach makes use of the ubiquity and low-cost of CD-ROM technology, which makes it especially important for small and minority universities that sometimes lack the facilities to convey the laboratory experience directly to their students. The major SMET challenge being addressed is that of enhancing traditional engineering education with highly-visual material not currently available, and thus conveying to students a sense of the research-laboratory experience. One DUE theme also addressed here is faculty development, by providing faculty with an unusual supplementary teaching tool, thus broadening their preparation beyond what is traditionally available in textbooks. Integration of technology is also a component part of this project. That is, during the learning, the course materials require the students to use computers and to interface with multimedia systems environments. Keywords: Multimedia, multimedia fluid mechanics, optical flow visualization. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Settles, Gary Pennsylvania State Univ University Park PA Russell L. Pimmel Continuing grant 299054 7427 SMET 9178 7427 0000099 Other Applications NEC 0127221 July 1, 2002 Collaborative Research: Network-Based Interactive Laboratory Modules for the Study of Movement Biomechanics, and Coordination and Control. Biological Sciences (61) In science education, laboratory sessions are valuable for reinforcing concepts introduced in lectures. However, it has become increasingly difficult to acquire equipment, space, and personnel resources to manage laboratory classes in higher education. The objective of the project is to develop a set of interactive laboratory modules utilizing a previously developed Internet-based video digitizing system. The developed modules will allow students to quantify the motion of an object or the human body by acquiring coordinate data from video images. The kinematic parameters resulting from the processing of coordinate data can be used for the learning of basic mechanical concepts and the study of movement coordination and control. Specifically, laboratory modules will be developed for the learning of basic mechanical concepts (e.g., linear and angular kinematics, muscle mechanics) that are usually taught in undergraduate level biomechanics and physics courses. The modules for the learning of concepts in motor coordination and control (e.g., inter-limb coordination, postural control) utilize a multidisciplinary approach, integrating concepts from biology, psychology and engineering. The use of the Web provides students unlimited accessibility in terms of both time (when) and location (where) to complete the laboratories. The modules have applications for distance learning courses and for educational settings where resources for specialized undergraduate laboratories are limited or unavailable. The project provides a unique integration of information technology and education for laboratory environments and the laboratory modules developed will be made available to the public. Teachers/Professors can selectively incorporate some or all of the modules in their courses. This is a collaboartive effort with the University of Florida (DUE 0127338). CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Carlton, Les University of Illinois at Urbana-Champaign IL Daniel Udovic Standard Grant 131704 7427 SMET 9178 7427 0000099 Other Applications NEC 0127225 August 15, 2002 Teaching Software Testing On-line. Software Engineering (34) Defective, or "bug-riddled," software is a serious problem in the software industry, costing U.S. companies as much as $100 billion last year. Software testing is a critical tool for addressing this issue, but unfortunately, it is viewed as boring and uncreative by practitioners and receives little formal treatment in undergraduate programs. The objective of this project is to develop a series of on-line education modules covering software testing that will be integrated at several levels across the undergraduate computer science curriculum. Module content will allow the instructor to adjust the coverage assigned to students, and assign module content in parallel with ongoing class programming assignments. The result will be an array of services with an easy-to-use web interface, allowing students to use the tool in many different classes, allowing instructors to incorporate tool-based testing in their own assignments, and supporting use by students and educators at multiple institutions. As an integral part of the project, summer research interns from Virginia Tech's Minority Academic Opportunities Program will participate in both research and educational aspects of the proposed work. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Edwards, Stephen Virginia Polytechnic Institute and State University VA Mark James Burge Standard Grant 74934 7427 SMET 9178 7427 0000099 Other Applications NEC 0127231 March 1, 2002 Flexible Process Control Laboratory Kits: Teaching Process Control Synthesis. Computer Engineering (32) Traditional undergraduate instruction in process control focuses on abstract analysis and often does not prepare students for the industrially important task of synthesizing process control strategies and designs. The key goal of our project has been to bridge this chasm between academics and industry by developing and incorporating into the curriculum inexpensive and flexible process control lab kits that will allow students to design, implement and test their own control systems. The students will have the important tasks of determining the placement of sensors and control elements, and the nature of the control strategy. With our kits, students conduct several flow, level and temperature experiments, which illustrate concepts from simple draining tank dynamics through the implementation of advanced multi-loop control systems. In this project, the needed components, a software control system, and student instructions have been developed. Because our kits are inherently safe and require only electrical power and water to run, they can be used for laboratories, classroom demos and exercises, independent activities, distance learning and for educational outreach to high school students. In the future, kits could be adapted to provide experiments for a range of engineering courses including Introduction to Engineering, Material and Energy Balances, Unit Operations and Reactor Design. Evaluation of the kits and materials developed have been conducted at Lafayette College. Rowan University and Manhattan College have completed additional testing. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Moor, Scott Polly Piergiovanni Lafayette College PA Bevlee A. Watford Standard Grant 74326 7427 SMET 9178 7427 0000099 Other Applications NEC 0127240 March 15, 2002 Collaborative Research: Undergraduate Instruction in Combinatorial Chemistry. Faculty at Wright State University and Miami University are conducting complementary activities for the purpose of introducing and training students and educators to the precepts and techniques of combinatorial chemistry. The primary focus of the project is laboratory instruction in this area. Activities include testing, adapting and documenting experiments already developed at the collaborating institutions as well as developing additional exercises appropriate for students at all levels of undergraduate training. The materials take into consideration variations in equipment inventory and faculty expertise at institutions serving as adaptation sites. The utility of these experiments as an educational contribution to the training of chemical technicians is also being explored. Experiments range from solid phase variants of traditional experiments to discovery-based activities requiring group work and several weeks of project-style input. Anticipated dissemination activities include publication and presentation of papers at professional conferences, the development of sourcebooks and workshops for educators, dedicated conferences and collaboration on an introductory laboratory manual. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Ketcha, Daniel Wright State University OH Bert E. Holmes Standard Grant 107243 7427 SMET 9178 7427 0000099 Other Applications NEC 0127245 April 15, 2002 Using Physiology to Teach Physics. Physics (13) Providing interesting and rigorous undergraduate physics instruction for biology and health science majors is a significant and challenging problem. An increasing body of physics education research literature supports the claim of McDermott and colleagues that "Teaching by telling is an ineffective mode of instruction for most students". This growing realization has placed renewed emphasis on active learning and laboratory components of physics instruction. Yet the laboratory experiences are often routine exercises in data taking on an apparatus designed to demonstrate a physical principle with little regard for life-experience relevance. There is limited motivation to acquire conceptual understanding and reasoning or opportunities to relate physics to life experiences. The objective of the project is to develop modules for the introductory level laboratory and lecture that address the need for physics experiments and lecture demonstrations performed in a physiological venue. Students rarely encounter frictionless inclines or force tables with pulleys. They routinely are aware, however, of their anatomy, blood pressure and respiration, hearing and vision. Initially four modules are being developed and integrated into a yearlong laboratory sequence. Specific experiments include: 1) the study of force, torque and rotational equilibrium via the measurement of the vertical location of the center of mass of the entire human body and its dependence on the attitude of body parts; 2) the study of fluid mechanics via the measurement of variations in blood pressure with vertical location and the maximum expiration and inspiration pressures of the lungs; 3) the study of waves and sound via the measurement of the ability of a human listener to discern the direction of a sound source; and 4) the study of geometric optics via the measurement and correction of common imaging defects of the human eye. Interdisciplinary participation of the physics and biology departments is included throughout this project. This project is directed by both physics and biology faculty advisors working with a team of two to four students to design, fabricate and test the experiments and develop the laboratory modules. A significant benefit of this program is the opportunity for the funded research students who represent the "target community" to become a part of the "pedagogical process development." This opportunity should be especially valuable to aspiring educators. Assessment of the project includes pre- and post-laboratory testing and specific evaluation of laboratory report discussions of concepts and their application to related physiological applications. These experiments are of interest to a wider population and selected modules are being utilized in the University's "Upward Bound" program, a weekend/summer program in science for promising high school students from local, urban school districts. Additionally, the lecture demonstration derivatives are used in a non-science major core course entitled Physics of the Body. Finally, the modules are being disseminated to other universities and made available nationally by publication and web presentation of laboratory materials. The successful program outcome is a challenging, interdisciplinary and relevant physics learning experience for a large undergraduate student population. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Brienza, Michael Nancy Haegel Olivia Harriott Fairfield University CT Duncan E. McBride Standard Grant 63017 7427 SMET 9178 7427 0000099 Other Applications NEC 0127246 March 1, 2002 Visionlearning: An Interdisciplinary Science Education Web Portal. Interdisciplinary (99) This project takes the innovative and highly successful interdisciplinary science education Web portal Visionlearning (http://www.visionlearning.com) from prototype to full implementation. Visionlearning has been proven through classroom evaluation to provide effective learning strategies for students and it has received outstanding peer reviews that have praised its effective use of creative and timely teaching methods. The Visionlearning portal efficiently leverages the inherent strengths of the Internet to make interdisciplinary teaching materials freely available to all students and instructors. Visionlearning has successfully integrated strategies to specifically benefit low income and minority science students. This project is: a) adding 72 new lessons to Our Library, a group of novel teaching modules proven to enhance learning; b) fully developing MyClassroom, an imaginative system that allows faculty to fully customize the Visionlearning interface to their own curricular objectives; c) enhancing the Teaching & Technology area, a valuable clearinghouse for faculty development; d) expanding the robust evaluation of the project to three additional diverse institutions; e) further disseminating the project to add at least 20 instructors to the Visionlearning faculty list; and f) broadening the publishing partnership to ensure the project's long-term sustainability. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Carpi, Anthony CUNY John Jay College of Criminal Justice NY Mark James Burge Standard Grant 497739 7427 SMET 9178 7427 0000099 Other Applications NEC 0127249 July 15, 2002 Development and Evaluation of a Multimedia Instructional Package for Astronomy. Astronomy (11) The project is developing a prototype and evaluating Interactive Astronomy, a multimedia instructional package for a widely taught undergraduate science course: Introductory Astronomy for Non-Science Majors. This course serves a great number of college students, including many future teachers, and has great potential for improving their science skills and influencing their understanding of and appreciation for science. The multimedia package includes software which incorporates two innovative elements: the revolutionary improvements in instruction offered by information technology, and the emerging paradigm of inquiry-based learning. Utilizing the high degree of interactivity which computers make possible, students are led to discover things for themselves, as opposed to learning them passively. Utilizing the dynamical simulations which computers make possible, students can live in the world of science, yielding a vivid experience of its normally abstract world. Two important elements of the package are Guided Discoveries, which are extensive, highly interactive instructional exercises, designed with careful attention to pedagogical issues; and Intelligent Tutors, which customize their instructional strategies, based on an assessment of the student's learning needs. Design of seven of the Discoveries has already been completed. In this project, three are being fully implemented, and then a proof of concept test is conducted of their effect on student learning. This formative evaluation (to be conducted in the Fall at Greenfield Community College and Amherst College, and in the Spring at the University of Massachusetts) runs parallel to, and be interactive with, further software development. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Greenstein, George Stephen Schneider Beverly Woolf David Hart Amherst College MA Duncan E. McBride Standard Grant 75000 7427 SMET 9178 7427 0000099 Other Applications NEC 0127250 February 15, 2002 Using Artificial Outcrops to Augment Geoscience Education. Geology (42) We are designing and constructing an artificial rock outcrop on our campus at the University of New Orleans. Louisiana has no natural rock outcrops, which impacts how local students learn geology. Students have tremendous difficulty with 3-D spatial-visualization thinking and often have minimal exposure to field geology and natural outcrops. Although Louisiana is ideal for studying recent sedimentary processes it offers few opportunities for inquiry about rocks and outcrops, both of which are essential for geology. This proof-of-concept project is the first step in addressing these challenges. The outcrop is being used by a large population of students and is designed to promote collaboration between the Colleges of Science and Education and the local school system. The artificial outcrop is one way we are trying to recruit underrepresented students into the sciences, particularly geology. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Hall, Frank Iris Moreno Totten University of New Orleans LA Jeffrey G. Ryan Standard Grant 24949 7427 SMET 9178 9150 7427 0000099 Other Applications NEC 0127255 March 15, 2002 Laboratory Course Integrating Synthetic and Biomacromolecules. Engineering - Materials Science (57) Our recently developed undergraduate laboratory course has been designed to provide a balanced and integrated treatment of synthetic and biomacromolecules, while providing students with essential hands-on experience in their synthesis and analysis. Our course has relevance for undergraduate programs in polymer and materials science. In addition, such laboratory exercises also have value in either organic or physical chemistry lab courses, in which the integration of fundamental chemical concepts can be demonstrated using intrinsically interesting materials: macromolecules. Our pedagogical approach for the course is to convey the macromolecular concept, that the science and engineering of macromolecules can be presented as a set of general principles and fundamentals, regardless of source. We have achieved these objectives by creating a suite of new multicomponent laboratory experiments, each with a dual purpose: (1) introduce a particular macromolecular concept, and (2) introduce one or more particular laboratory techniques. Each of these laboratories will be developed around macromolecules derived from both synthetic and biosynthetic pathways. A special feature of the new course has been molecular modeling of macromolecules as an undergraduate laboratory exercise, thus providing students with an avenue for conducting experiments even if they find themselves without access to traditional laboratory facilities. If faculty wish to adopt our course we have created a laboratory manual textbook, complete with introductory material, detailed experimental procedures, and supporting reference materials as a comprehensive set of appendices. Through our laboratory course, undergraduates have built firm foundations for industrial practice, graduate education, and graduate research in macromolecular science and engineering. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Beckham, Haskell John Muzzy Sheldon May Peter Ludovice Stephen Michielsen GA Tech Research Corporation - GA Institute of Technology GA Bevlee A. Watford Standard Grant 190482 7427 SMET 9178 7427 0000099 Other Applications NEC 0127257 January 1, 2002 Collaborative Research: Combining Real and Virtual Professional Development for Current and Future Geoscience Faculty. Earth Systems Science (40) Not Applicable CCLI-NATIONAL DISSEMINATION DUE EHR Mogk, David Montana State University MT Jill K. Singer Continuing grant 528471 7429 SMET 9178 9150 7429 0000099 Other Applications NEC 0127262 January 15, 2002 Materials Science as an Avenue for Interdisciplinary SMET Education. Engineering - Materials Science (57) The mummified remains of the copper-age man Otzi in the Alps in 1991 helps us understand how people lived around 3,500 BC. We also discovered the tools he used to hunt with and helped him to survive thus gaining important insights as to the peoples' understanding of materials around that time. Using Otzi as a focal point for materials science issues has provided us with a wealth of opportunity to explore science, math, engineering, and technology (SMET) concepts. We have developed a single prototype web-based module that uses a constructivist approach and an "interrupted lecture" method that integrates the instructor's lecture with content from our module. This module is meant to be used as an in class experience which will be supplemented by online materials to better educate students with different learning styles. We have engaged non-science majors along with physics and materials engineering students in our freshman materials science class. The key problem that we have addressed is the need to help both non-science and engineering majors develop problem solving skills using this thematic approach for structuring SMET content in materials science. Using this thematic approach our module will include human evolution, art, exploration, politics, health, and transportation, to name a few. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR LaCombe, Jeffrey Mary LaCombe Matthew Koss University of Nevada Reno NV Kenneth Lee Gentili Standard Grant 74999 7427 SMET 9178 9150 7427 0000099 Other Applications NEC 0127267 June 1, 2002 Developing Web-Based Assessment Tools to Diagnose Misconceptions in Undergraduate Science Classes. Web-based three-tier diagnostic tests to assess misconceptions held by undergraduate biology students are being developed. Misconceptions hinder students' understanding of complex, abstract scientific concepts, yet many faculty and students themselves are unaware of these misconceptions. This project is producing a web-based assessment tool for general biology courses to provide rapid diagnosis and individualize feedback, which can be easily adaptable for other institutions. As a result, science education is being improved in two ways. Identification of misconceptions is the first step in evoking conceptual change. Diagnosing misconceptions is critical in helping students develop more scientifically accurate conceptual understanding, which ultimately improves performance in undergraduate science courses and reduces attrition. Second, results from this diagnostic instrument help faculty to recognize the types of misconceptions that students hold, thereby helping faculty to tailor instruction and laboratory activities to confront the misconceptions. Assessment results are driving curricular change. CCLI - ASA DUE EHR Gaddis, Barbara Sandra Berry-Lowe University of Colorado at Colorado Springs CO Myles G. Boylan Standard Grant 175740 7431 SMET 9178 7431 0000099 Other Applications NEC 0127279 February 15, 2002 Integrating Genomics Research in the Undergraduate Engineering Curriculum in Environmental Engineering. Engineering - Civil (54) We are meeting the growing need for genomics studies in undergraduate education by creating a course entitled "Molecular Methods in Environmental Engineering". An integral part of our course has been to create teams of students collaborating through the use of inquiry based laboratory modules. These student are performing group projects following the "full-cycle 16S rRNA approach". This course has been popular among our students in Civil and Environmental Engineering program. Our curriculum materials have been designed to be incorporated into other disciplines e.g. Biomedical Engineering and Chemical Engineering on other campuses. This material has undergone extensive testing and evaluation by our staff. We have created a laboratory manual with an accompanying CDROM for dissemination of these laboratory experiments through appropriate commercial channels. Additional support materials are also available on the World Wide Web to help faculty and their students. We are presenting present papers in peer reviewed journals like the Journal of Engineering Education. We also plan to make a presentation at the upcoming AEESP/AAEE Conference on Education and Research Needs in Environmental Engineering and Science on August 11-13, 2002 at the University of Toronto. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Oerther, Daniel University of Cincinnati Main Campus OH Kenneth Lee Gentili Standard Grant 74969 7427 SMET 9178 7427 0000099 Other Applications NEC 0127280 January 1, 2002 Digital Media Curriculum Development Project. Computer Science (31) This project is developing curricular materials for an interdisciplinary digital media program to meet four needs: (1) the high interest that college students are showing in digital media, (2) the growing demand for digital media professionals, (3) the need for course material that addresses both the technical and the aesthetic elements of multimedia creation, and (4) the need for a curriculum that balances hands-on experience with fundamental concepts that remain constant beyond fast-changing multimedia development tools. The primary goal of the project is to develop materials that are appropriate to students of either computer science or art, to find the core curriculum necessary for both groups of students, and to present this interdisciplinary material in a well-integrated, modular approach. The curricular materials are divided into three modules: (1) a primer that provides fundamental knowledge required of all students and that concentrates on hands-on exercises; (2) an advanced module that provides the scientific, technical, and mathematical foundation for the students understanding of digital media; and (3) an advanced module that addresses the aesthetics and graphic design issues. The materials cover image processing, digital audio, and digital video and are delivered in an electronic format (Web, CD-ROM, and e-books) with interactive multimedia enhancements. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Wong, Yue-Ling Jennifer Burg Wake Forest University NC Robert Stephen Cunningham Standard Grant 72572 7427 SMET 9178 7427 0000099 Other Applications NEC 0127283 February 15, 2002 Establishing a National Curve Bank. Mathematical Sciences (21). This proof-of-concept project is creating a Web-based set of instructional materials consisting of a database of interactive mathematical curves, a "National Curve Bank," together with exercises related to the characteristics of these curves. Three mathematical areas are under development: Precalculus, Calculus, and the History of Mathematics; and within each of these areas, links to specific topics allow students to access and make use of a wide variety of curves. Accompanying exercises ask the student to manipulate the curves or investigate their attributes. A prototype for this project has been investigated, featuring animation and interactive components. Such a "National Curve Bank" expects to provide students with immediate feedback and permit faculty to add an active learning component to various courses. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Gray, Shirley Stewart Venit California State L A University Auxiliary Services Inc. CA Lee L. Zia Standard Grant 75000 7427 SMET 9178 7427 0000099 Other Applications NEC 0127290 February 15, 2002 Medical Imaging Curriculum Development. Engineering -- Other (59) This project integrates medical-imaging research and new technologies into the undergraduate biomedical engineering curriculum. It develops a series of courses and a new software package that provides dynamic simulations of commonly used medical imaging systems. As a prototype, the PI is developing a CT simulator that includes web pages illustrating principles and devices along with a Java package allowing the users to view the results as an image is processed step-by-step. Using this material, the PI is establishing a web-based medical imaging laboratory/library accessible through the Internet. The assessment process involves an evaluation of the plans by faculty colleagues, teaching evaluations and exit interviews with graduating students, and an evaluation by an external review committee and employers' feedback. In addition to establishing the web-based laboratory/library, the PI plans to present papers at the ASEE and the IEEE EMBS meetings to disseminate his work. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Zhao, Weizhao University of Miami FL Russell L. Pimmel Continuing grant 75000 7427 SMET 9178 7427 0000099 Other Applications NEC 0127291 January 1, 2002 Quantum States of Atoms and Molecules: A Linked and Layered Resource for Collaborative, Technology-Based Learning in Physical Chemistry. Chemistry (12) We are developing a complete Linked and Layered Resource for Collaborative, Technology-Based Learning in Physical Chemistry. The resource, Quantum States of Atoms and Molecules, is grounded in progressive pedagogical methods, uses appropriate computer technology, and makes firm connections between fundamental principles, physical reality, physical models, and mathematical descriptions of reality and the models. The resource would be unconventional in both form and structure. It is designed to engage students in the process of learning and help them develop skills in information processing, critical thinking and problem solving. It also takes advantage of existing knowledge on how adults and young adults learn. The product would consist of two parts: an inexpensive soft-cover text and a comprehensive multimedia CD. The text would present the core concepts linked to spectroscopy in an easy to understand prose style. The entire text would be on the CD with active hyperlinks to web and computer-based activities that engage students in active learning. Some hyperlinks would point to animations and simulations to provide dramatic visualization of concepts, chemical processes, and molecular-level phenomena. Other links would connect to concept and math supplements to provide greater depth, detailed derivations, and review relevant math concepts within a chemistry context. Such linking should make it easy for students to review material on a need to know basis as they advance through the text without having pages and sections that interrupt the narrative. A final set of links would point to Mathcad symbolic math templates that will be used in both a guided-discovery mode and as a resource for students in building their own Mathcad documents for assigned problems and activities. An instructor's manual and sets of numerical solutions to exercises and problems are also being created for the project. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Hanson, David Theresa Zielinski Erica Harvey Robert Sweeney SUNY at Stony Brook NY Harry Ungar Standard Grant 288645 7427 SMET 9178 7427 0000099 Other Applications NEC 0127296 February 15, 2002 A "Living Textbook" for Learning Physiology. Biological Sciences (61) The Living Textbook Initiative (LTI) of the Johns Hopkins University has designed a new form of textbook to address specific educational challenges: How can textbooks become more effective at delivering the best science to more students? How can different learning styles--listening, reading, seeing, and interacting--be integrated into a textbook? How can such a text support teachers' efforts to expand their role as mentors and discussion leaders? The LTI is producing, evaluating, and publishing Human Physiology: The Cardiovascular System, in a CD/Internet-based textbook. This publication will comprise 10 chapters, each composed of a virtual lecture, a full lecture-length animation of scientific concepts, note taking capabilities, and interactive laboratory simulations. A web site provides tutorials, posting capabilities, and discussion boards. A prototype textbook has been tested and proven effective. LTI content and technology experts represent the Johns Hopkins University's Department of Biomedical Engineering and the Johns Hopkins School of Medicine. Beta-test site schools representing a diversity of students are testing and evaluating the Living Textbook. McGraw-Hill Publishing is part of the beta study and is focusing on issues related to marketing and distribution. A project report will be submitted for publication in a peer-reviewed journal to culminate the project. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Goldberg, Harry Johns Hopkins University MD Daniel Udovic Standard Grant 493614 7428 SMET 9178 7427 0000099 Other Applications NEC 0127298 September 15, 2001 Collaborative Project: Core Integration of the National SMETE Digital Library. A team of institutions is developing the technical capabilities and executing the organizational responsibilities of the core integration component of the National SMETE Digital Library program. Collaborators include: UCAR, Cornell University, Columbia University, the University of California at Santa Barbara, the Center for Intelligent Information Retrieval at the University of Massachusetts, and the San Diego Supercomputing Center. The project is bringing together many efforts already underway, and engaging new efforts as well, in support of a comprehensive large-scale digital library that promises to enhance every aspect of education in science, mathematics, engineering and technology. The organizational and technical underpinnings of the proposed work fall into three categories of effort, each within the overall context of educational excellence: 1) engaging the community, 2) providing technology, and 3) operating core services. To promote the vision of a strong NSDL community that sees itself as owning the program and having major influence on the character of the library, the project team is working with all NSDL-funded projects, helping to integrate their work into the library. Additional partnering with efforts such as those funded by the NSF's Digital Library Initiative and by the Institute of Museum and Library Services, and independently developed collections and services, is also taking place. Development and support of models for intellectual property and digital rights management are being undertaken, as well as promotion of a library evaluation framework, administration of an NSDL program advisory group, and development of an overall governance mechanism for the NSDL. A robust, flexible information technological infrastructure is being implemented based on two themes: a spectrum of interoperability and "one library with many portals". Technical components include a flexible portal architecture, a central metadata repository, an open source tool kit for access to rich content, and a database for authentication and user profiles, all emphasizing openness and long-term evolution. Finally, support is provided for a very wide array of educational and library services, emphasizing in this initial phase: operation of the primary portal and specialized portals for the NSDL community and the NSDL partners, comprehensive information retrieval services to search for collections or individual items, and an optional service for user profiles and authentication. The other two awards in this collaborative project are 0127308 and 0127520. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Fulker, David Terence Smith Cathryn Manduca James Allan Mary Marlino University Corporation For Atmospheric Res CO Lee L. Zia Cooperative Agreement 3060542 7444 SMET 9178 7444 7204 0000099 Other Applications NEC 0127299 February 15, 2002 C++ For Example. Computer Science (31) An undergraduate education is a critical link between high school and a society increasingly dependent upon computer technology. SMET majors increasingly need computer programming as a fundamental skill. Students effectively learn computer programming by using examples, yet the number of examples that can be presented in class and in a textbook is limited. The cognitive approaches of collaborative and discovery learning supported by the intellectual scaffolding of a robust set of examples can give students a deep understanding of concepts they discover on their own. Assignment of computer programming problems just beyond a student's current skill level functions as the 'leading question', where carefully constructed examples give the student the information necessary to construct a mental model leading to the solution to the problem. This can help overcome the cognitive bottleneck where too few students negotiate the transition from lower-level skills to higher-level skills, from basic rote memorization and re-telling skills to more abstract knowledge synthesizing and transforming skills. The difficulty lies in getting a complete set of the right examples. This project creates a web-based system which gives intuitive access to between 300 and 500 examples illustrating the main points in the C++ programming language. A prototype is being implemented in a pilot study over two years, being used with 300 undergraduate students taking an introductory programming course at UIC. Evaluation will use both web-based statistics and evaluation forms, comparing student skill levels and attitudes before and after the system's implementation. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Reed, Dale University of Illinois at Chicago IL Stephen C. Cooper Standard Grant 75000 7427 SMET 9178 7427 0000099 Other Applications NEC 0127300 December 1, 2001 Electronic Commerce Software Laboratory. Computer Science (31) This project is creating a set of laboratory exercises that support student understanding of robust software systems design for modern electronic commerce applications. Lecture and lab are closely synchronized so that technical topics, strategies, and case studies presented in lecture are immediately reinforced by an implementation experience in the laboratory. Lab exercises include protocol performance, cryptography, authentication, electronic transactions, and steaming multimedia using technologies such as Java, ASP, Perl, XML and MySQL. There is particular emphasis on the planning and evaluation process to ensure that the materials are those most necessary and sufficient for student understanding of electronic commerce. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Weaver, Alfred University of Virginia Main Campus VA Ernest L. McDuffie Standard Grant 75000 7427 SMET 9178 7427 0000099 Other Applications NEC 0127301 January 1, 2002 Teaching Software Engineering Using Lightweight Analysis. Computer Science (31) We are exploring a new pedagogical approach to software engineering education which seeks to integrate analysis tools with instruction in programming methodologies. Instead of learning methodologies as abstract ideas, students directly benefit from applying analysis tools that embody methodologies to large, realistic programs. The approach focuses on using lightweight analysis tools that offer to the students clear and immediate benefits with minimal initial costs. The tools help students understand information hiding, invariants, memory management and security within the context of full industrial scale programs. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Evans, David University of Virginia Main Campus VA Ernest L. McDuffie Standard Grant 75000 7427 SMET 9178 7427 0000099 Other Applications NEC 0127307 February 15, 2002 Proof-of-Concept: Integration of Process Safety into Chemical Engineering Curriculum Core Courses - Concepts, Procedures, and Educational Material Development. Engineering - Chemical (53) The Center for Chemical Process (CCPS) of American Institute of Chemical Engineers (AIChE) has established an industrial need to help Chemical Engineering Departments in the nation add an element of safety to the core courses in their curriculum. In addition our team has reviewed the accident history of the chemical process industry and has found that the number of major accidents continues to rise every year. The sad consequences for our society are deaths, injuries, and environmental damage. Unfortunately only a fraction of our practicing engineers have the appropriate safety culture and exposure to key safety concepts to impact this negative performance. To overcome these problems we have identified key ideas and effective pedagogical techniques to help professors teach a number of these. Our effort has been to overcome this lack of safety training in core course covering chemical processing. The courses we will address are Mass and Energy Balances, Kinetics, and Plant Design and Economics. We have created two one half hour lectures as well as exercises in a modular format for each course using different teaching methodologies. We have assessed the effectiveness of these materials and our approach and have made numerous changes. To help with dissemination of our course materials and modules we are working cooperatively with member of the Center for Chemical Process (CCPS) of the American Institute of Chemical Engineers (AIChE). We are also working with our publisher SACHE to present our materials in their newsletters, web site, and through their workshops. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Louvar, Joseph Yinlun Huang Wayne State University MI Kenneth Lee Gentili Standard Grant 75000 7427 SMET 9178 7427 0000099 Other Applications NEC 0127308 September 15, 2001 Collaborative Project: Core Integration of the National SMETE Digital Library. A team of institutions is developing the technical capabilities and executing the organizational responsibilities of the core integration component of the National SMETE Digital Library program. Collaborators include: UCAR, Cornell University, Columbia University, the University of California at Santa Barbara, the Center for Intelligent Information Retrieval at the University of Massachusetts, and the San Diego Supercomputing Center. The project is bringing together many efforts already underway, and engaging new efforts as well, in support of a comprehensive large-scale digital library that promises to enhance every aspect of education in science, mathematics, engineering and technology. The organizational and technical underpinnings of the proposed work fall into three categories of effort, each within the overall context of educational excellence: 1) engaging the community, 2) providing technology, and 3) operating core services. To promote the vision of a strong NSDL community that sees itself as owning the program and having major influence on the character of the library, the project team is working with all NSDL-funded projects, helping to integrate their work into the library. Additional partnering with efforts such as those funded by the NSF's Digital Library Initiative and by the Institute of Museum and Library Services, and independently developed collections and services, is also taking place. Development and support of models for intellectual property and digital rights management are being undertaken, as well as promotion of a library evaluation framework, administration of an NSDL program advisory group, and development of an overall governance mechanism for the NSDL. A robust, flexible information technological infrastructure is being implemented based on two themes: a spectrum of interoperability and "one library with many portals". Technical components include a flexible portal architecture, a central metadata repository, an open source tool kit for access to rich content, and a database for authentication and user profiles, all emphasizing openness and long-term evolution. Finally, support is provided for a very wide array of educational and library services, emphasizing in this initial phase: operation of the primary portal and specialized portals for the NSDL community and the NSDL partners, comprehensive information retrieval services to search for collections or individual items, and an optional service for user profiles and authentication. The other two awards in this collaborative project are 0127298 and 0127520. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Arms, William John Saylor Carl Lagoze Sarah Thomas Dean Krafft Cornell University NY Lee L. Zia Standard Grant 1637500 7444 SMET 9178 7444 0000099 Other Applications NEC 0127310 January 1, 2002 Collaborative Research: Combining Real and Virtual Professional Development for Current and Future Geoscience Faculty. Earth Systems Science (40) The National Association of Geoscience Teachers (NAGT) and the Digital Library for Earth System Education (DLESE) is offering a professional development program to improve the quality of undergraduate geoscience education. The program is designed to enhance the participants' content knowledge in emerging fields and promote exemplary teaching practices; develop effective on-line resources to support existing workshops; provide electronic versions of workshops to extend the influence of the workshops; and develop an active cohort of educators involved in further dissemination. The professional development program includes both emerging topics in geoscience and faculty development workshops. Two emerging topics workshops are being offered each year, one in an interdisciplinary field related to Earth systems and one in geoscience pedagogy. Mature topical workshops, based on successful previous work, include: course design workshops, workshops for early career faculty, and workshops for graduate students and post-doctoral fellows preparing for careers in academia. Web resources developed by the project provide a collection of background resources and are designed to engage participants in on-going discussion. The project also explores tutorials, synchronous discussion, and on-line courses for delivering workshop content. Participants in the workshops are expected to develop course materials based on the principle of actively engaging students in their own learning, test materials following the workshop, and ultimately contribute to the DLESE Collection and Community Center. Integration of workshop planning and web-resource development are combined in a unique on-line resource aimed at extending the workshop experience far beyond those who attend the face-to-face workshops and beyond the lifetime of the grant. CCLI-NATIONAL DISSEMINATION DUE EHR Macdonald, R. Heather College of William and Mary VA Jill K. Singer Continuing grant 2643530 7429 SMET 9178 7429 0000099 Other Applications NEC 0127320 February 15, 2002 Development and Evaluation of a Curriculum in Scientific Computing for Mathematical Science Majors. Mathematical Sciences (21) This project develops a prototype course in scientific programming that is aimed at majors in the mathematical sciences (as distinct from engineering and computer science) and provides a comprehensive introduction to software development tools for large codes in scientific computing. The undergraduate computer science curriculum typically includes one or more courses in which students work on a large software project, often as part of a team, that requires them to develop, document, and respect functional interfaces and to compile and link the final product from multiple files and libraries. In contrast, majors in mathematics, physics, and similar disciplines usually do not learn such skills in the introductory programming and numerical analysis courses that typically are part of the curriculum. As a result, majors in the mathematical sciences often are at a disadvantage, relative to their peers in computer science, when they seek employment after completing their baccalaureate degrees or when they continue on to graduate study in fields that involve the development of large scientific codes. The course provides mathematical science majors with experience in developing and prototyping software for applications that involve large data sets or large amounts of CPU time. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Kostelich, Eric Marilyn Carlson Arizona State University AZ John R. Haddock Standard Grant 49982 7427 SMET 9178 7427 0000099 Other Applications NEC 0127326 June 1, 2002 Interactive Virtual Environments for Science and Engineering Education. Interdisciplinary (99) This project is developing modules within an immersive virtual environment (VE) in order to examine whether or not such environments provide an effective venue for education. The environment being developed is based upon four principles. First, a high level of interactivity is necessary to allow students opportunities for active learning. Second, VE technology is used as a supplement to other methods of learning. Third, the environment contains many types of information and presents links between them. Finally, the 3D visualization realistically portrays information that is abstract or normally not visible in the physical world. The modules being developed are in structural engineering, computer networks, and computer graphics and we are integrating them into the curriculum in order to evaluate their effectiveness. The results of this work include a set of well-tested educational VE applications, guidelines for designing educational VEs, and principles for deciding when a VE is an appropriate choice for an educational goal and it is intended to provide a real and substantial improvement to the learning environments of many students as well as innovative VE research. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Bowman, Doug Mehdi Setareh Srinidhi Varadarajan Virginia Polytechnic Institute and State University VA Ernest L. McDuffie Standard Grant 74824 7427 SMET 9178 7427 0000099 Other Applications NEC 0127328 May 1, 2002 Handheld and Ubiquitous Computing in the Undergraduate Curriculum. Computer Science (31) This project develops curriculum support materials for use with undergraduate computer science majors to develop Java based handheld and smart-card applications for the Handheld and Ubiquitous Computing (HUC) market. Faculty and students are provided with HUC devices and developing prototype tools to demonstrate their effective use in our curriculum. Evaluation and assessment of the tools is done using student evaluations developed by a behavioral psychologist and interviews conducted by an independent review board of industry specialists. These tools are incorporated in two of our required and three of our elective courses. The tools and modules developed will be disseminated over the Internet via www.sourceforge.net, in a series of papers, and through a forthcoming Prentice Hall textbook Java Micro Edition Programming. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Burge, Mark Stephen Jodis Armstrong Atlantic State University GA Robert Stephen Cunningham Standard Grant 58039 7427 SMET 9178 7427 0000099 Other Applications NEC 0127331 February 15, 2002 Conversion of the Macintosh-Only Dynamic Digital Map Template to a Web-Enabled Cross-Platform Program. Geology (42) High quality color maps that plot the location of and display analytical datasets, descriptions, images, or movies are difficult to publish in a format that facilitates their easy access, distribution and use. The need for them is clear: most professional geologic meetings start and end with map-based field trips, students are taught using them, and they form the backbone of many geologic research projects. With previous NSF funding, the PI developed a proof-of-concept solution on the Macintosh, called the Dynamic Digital Map. DDMs display data using several methods, including point-and-click at icons pin-pointing locations on maps, from lists of samples or sites, and by linked text. The data displayed by a DDM come from spreadsheets, or files created in CAD or GIS programs by any author who inserts or links it into a DDM Template, following instructions in a "DDM Cookbook". The finished DDM becomes a freely distributable "stand alone" program, running with no additional software. This project continues and accelerates the Macintosh-only DDM conversion to a cross-platform program (Win32, Macintosh, Linux) that is web enabled and allows information to be expressed at different user levels (e.g. from the professional to the junior high earth-science class) in one DDM, thus encompassing a wide audience. Dissemination is by WWW (including DLESE) and CD, with reviews and testing in several institutions. The first workshop on how to create and use DDMs is being held at the Geological Society of America Northeast Sectional meeting March 24, 2002. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Condit, Christopher University of Massachusetts Amherst MA Keith A. Sverdrup Standard Grant 300039 7427 SMET 9178 7427 0000099 Other Applications NEC 0127337 February 1, 2002 Interactive Software Across the Science Curriculum with Java and XML. Chemistry (12) Using Java/XML software, suites of design tool/player pairs of programs and educational materials for the chemistry and biochemistry curriculum are being developed. The design tool software permit instructors to build their own intellectual and instructional content into highly interactive electronic exercises for students. The design tool/player pairs provide total independence both to instructors, for selection of content, and to the students, for self-paced instruction. The design tool/player pair concept is sufficiently general that it is adaptable to most areas of undergraduate chemistry. This generality and flexibility permit students, with guidance from the instructor and via collaboration with peers, to problem-solve, not only via the application of the scientific method, but also via processes of self-reflection, trial and error, and the construction of a body of knowledge that emerges as students link practice and theory. The design tool program is menu-driven and requires no programming knowledge. It converts the logic and content of an instructor's interactive design into XML-tagged text. The XML file that results can be "played" by a Java player program, which presents the interactive exercise to the student and keeps track of the students responses (mouse clicks or keyboard input). We have demonstrated the efficacy of this approach by designing a tool/player pair for enzyme mechanism tutorial exercises in a biochemistry course. The mechanism tool/player pair can be used to create mechanism exercises for virtually any enzyme mechanism (or any chemical reaction mechanism, for that matter). This proof of Concept project is intended to show 1) the broad usefulness of this approach to software creation ; 2) the creation of tool/player pairs for a variety of interactive exercises covering many aspects of an undergraduate education in chemistry; and 3) the potential to expand our development efforts to an entire science curriculum. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Grisham, Charles University of Virginia Main Campus VA Eileen L. Lewis Standard Grant 75000 7427 SMET 9178 7427 0000099 Other Applications NEC 0127338 July 1, 2002 Collaborative Research: Network-based Interactive Laboratory Modules for the Study of Movement Biomechanics, and Coordination and Control. Biological Sciences (61) The objective of this project is to develop a set of interactive laboratory modules utilizing a previously developed Internet-based video digitizing system. The modules allow students to quantify the motion of an object or the human body by acquiring coordinate data from video images. The kinematic parameters resulting from the processing of coordinate data can be used for the learning of basic mechanical concepts and the study of movement coordination and control. Specifically, laboratory modules are being developed for the learning of basic mechanical concepts (e.g., linear and angular kinematics, muscle mechanics) that are usually taught in undergraduate level biomechanics and physics courses. The modules for the learning of concepts in motor coordination and control (e.g., inter-limb coordination, postural control) utilize a multidisciplinary approach, integrating concepts from biology, psychology and engineering. The use of the Web provides students unlimited accessibility in terms of both time (when) and location (where) to complete the laboratories. The modules have applications for distance learning courses and for educational settings where resources for specialized undergraduate laboratories are limited or unavailable. The project provides a unique integration of information technology and education for laboratory environments and the laboratory modules developed will be made available to the public. Teachers/Professors can selectively incorporate some or all of the modules in their courses. This is a collaborative effort with the University of Illinois-Urbana-Champaign (DUE 0127221). CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Chow, John James Cauraugh University of Florida FL Daniel Udovic Continuing grant 316875 7427 SMET 9178 7427 0000099 Other Applications NEC 0127348 February 1, 2002 A Novel Laboratory Based Introduction to Electrical and Computer Engineering for Sophomores. The reviewers found this project to be meritorious. I have read the summary and individual reviews and concur with their assessment. This is a full development proposal that will develop, evaluate, and disseminate material for an alternative first-course in electrical engineering. In addition to teaching some of the fundamental concepts, the course introduces the discipline and provides a set of experiments in various areas tied to real applications. The applicant has tested a pilot version of the course material with good results and asks for funds to continue their work. The assessment plan is excellent and will address learning outcomes. The dissemination plan involves textbook publishers, letters to other departments, on-line material, and a faculty workshop. He also arranged to have the material tested at North Carolina A & T, a minority institution. The reviewers rated this proposal very highly. They indicated that the existing parts of the new course and labs looked very good and were impressed by the institutional support in the initial development. They noted that the breadth of the material provided an excellent overview and that the labs would be fun for the students. The low cost of the lab modules, the objective nature of the assessment plan, and the quality of the assessment consultants impressed them. They listed the following minor weakness: (1) The applicants should consider adding a minority or open enrollment institution to the project to pilot the material as a way of broadening the user population and increasing diversity in engineering. (2) A seminar or workshop could easily be added to the dissemination plan to facilitate adoption at other universities. (3) A commercial educational equipment supplier should be approached concerning offering the experimental modules fabricated at a reasonable cost, but the publication of the documentation for do-it-your-selfers should not be sacrificed. I contacted the PI and suggested that he consider modifying his project to include work with a minority institution, a faculty workshop, and a possible commercial supplier (see my email dated 10/12/01). The PI did followed through on each of the three suggestions as indicated in his email dated 11/27/01 and his FAX dated 11/28/01. He arranged to have North Carolina A & T participate by offering a version of the course in their EE program with a small increase in the budget to support this effort. He added a faculty workshop, again with an increase in the budget to support the participants' travel and so on. Finally, he made arrangements with TCI Works, a nonprofit agency that provides work oriented rehabilitation services for disabled and disadvantaged individuals by providing light, short run electronic assembly, to produce the modules. This is a well-written proposal that addresses the nature of the first course in electrical engineering. In place of a rigorous course on circuit theory, the applicants have developed and offered a course that provides an overview of the discipline and laboratory experiences related to several applications. Evaluation results of several pilot offerings were very positive and they want to refine and expand the course material and develop a web-based virtual lab for off-campus use. The evaluation study of the pilot offering was excellent and planned future assessment work is solid. The dissemination plan will be effective. I recommend funding at the revised level. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Ozturk, Mehmet North Carolina State University NC Russell L. Pimmel Continuing grant 304643 7427 SMET 9178 7427 0000099 Other Applications NEC 0127361 February 15, 2002 Development of a Computer Lab Manual for use in a First Course in Abstract Algebra. Mathematical Sciences (21) This project develops and creates a comprehensive computer lab manual, which is designed for use in an undergraduate abstract algebra class. The manual consists of a collection of group projects and student exercises that help illuminate and illustrate abstract algebra concepts. In addition, this manual includes exposition providing a context for the exercises and coherence. Many of the computer projects are designed to lead the student to specific conjectures about the structure of a group, ring, or field. The exercises and projects also provide the students and instructor with a rich source of examples. The computer is used to eliminate some of the need for computation by hand and allow the students to investigate larger and more elaborate examples. The manual engages students in an active learning environment by providing group projects and interaction with technology. An initial web site appeared in August of 2001. Current teaching resources, which integrate technology into upper division mathematics courses, are relatively limited. This manual provides such a resource for the area of abstract algebra. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Rainbolt, Julianne Saint Louis University MO John R. Haddock Standard Grant 74982 7427 SMET 9178 7427 0000099 Other Applications NEC 0127362 July 1, 2002 Teaching Microeconomic Principles through a Simulated Economy on the Internet. Economics (82) This project is developing and testing software that allows students enrolled in principles of microeconomics classes to participate in a simulated economy over the Internet. In the simulation, prices and output are determined by the decisions of the students as they try to maximize their households' utility and their firms' profits. The simulation has two sequential components. It starts with a barter economy with household production and then transitions into a monetary economy in which output is produced by firms. In this project, the emphasis is on (1) the refinement of the user interface, (2) the creation of support materials for both faculty and students, and (3) rigorous testing of the impact of this simulation on student attitudes and learning achievement, using control groups. The evaluation of the simulation is being done through a large-scale testing. This is one of the few such evaluations of computer-assisted instruction in the economics. If the evaluation results confirm that the simulation is an effective teaching tool, the principal investigators are planning to promote the use of this simulation model at the national level through workshops, publishing, and presentations at professional meetings. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Porter, Tod Teresa Riley Rochelle Ruffer Ebenge Usip Kriss Schueller Youngstown State University OH Myles G. Boylan Standard Grant 75000 7427 SMET 9178 7427 0000099 Other Applications NEC 0127363 April 15, 2002 Development of Software and Curricular Materials for the Incorporation of Computer Simulations into the Undergraduate Physics Curriculum. Physics (13) Curriculum materials and Java-based software are being developed to make it easier for faculty to incorporate computer applications into the undergraduate physics curriculum. In particular, the principal investigator, in colloboration with Jan Tobochnik of Kalamazoo College and Wolfgang Christian of Davidson College, is developing an extensive and powerful library of Java utilities and templates that make it relatively easy to develop computer simulations and animations in a variety of contexts. The software is platform independent and open source and available at no cost. In addition, the third (Java) edition of our popular undergraduate level computer simulation text is being developed during the time frame of the work. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Gould, Harvey Clark University MA Duncan E. McBride Standard Grant 25386 7427 SMET 9178 7427 0000099 Other Applications NEC 0127381 May 15, 2002 WEAVE : Web-based Educational Framework for Analysis, Visualization and Experimentation. Engineering - Civil (54) Our team at the Pratt School of Engineering at Duke University has previously developed and documented a prototype web-based instructional system for solid mechanics. Our basic goal has been to promote an inquiry-based style of modern engineering analysis, experimentation, and design into undergraduate solid and fluid mechanics courses. A central effort of our team's work has been the design and evaluation of a modular and portable framework so that faculty can create a diverse set of experiments based on our web- based model. To help guide faculty toward adoption of our model a workbook and accompanying CD-ROM is being published. Through our project Web-based Educational Framework for Analysis, Visualization, and Experimentation (WEAVE) faculty will have the option of complimenting traditional labs with module-based projects designed to encourage students to compare, contrast, and improve models of actual physical experiments. An interactive web-based tutorial for each module will be developed in conjunction with Shodor, a non-profit educational research foundation based in Durham, N.C. The deployment of WEAVE across the engineering curriculum enables students to follow interactive tutorials, execute numerical simulations, and conduct physical experiments. In these self-paced labs, students explore concepts of fluid and solid mechanics through trial and error iterations by directly controlling and modifying the physical experiments and their associated numerical simulation. The dissemination of our materials and findings has been promoted on our campus, and at the state and national levels through oral presentations, publications in educational journals, and via the Internet. We also plan to present at the Frontiers in Education in 2003. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Gavin, Henri Earl Dowell Robert Clark Tod Laursen John Dolbow Duke University NC Russell L. Pimmel Continuing grant 349385 7427 SMET 9178 7427 0000099 Other Applications NEC 0127388 March 1, 2002 Teaching Issues and Experiments in Ecology(TIEE): Disseminating web- and CD-ROM-Based Educational Materials Through the ESA. Biological Sciences (61) TIEE (Teaching Issues and Experiments in Ecology) is a web and CD-ROM resource designed to help faculty incorporate more student-active approaches in ecology courses. TIEE is composed of 3 interrelated parts: 1) inquiry-based experiments, 2) controversial issues for lecture and 3) linked and interwoven teaching resources. TIEE also addresses the reward system for educational innovation because Experiments or Issues submitted by faculty are peer reviewed by TIEE editors. During 1999-2000, with CCLI-EMD Proof-of-Concept support, we built a model TIEE website and CD-ROM which we evaluated in a workshop at the annual meeting of the Ecological Society of America (ESA) in Aug. 2000. Faculty applied and worked in small groups with the CD-ROM; they evaluated the overall product plus assigned Experiments or Issues. The evaluation of the workshop and of TIEE was very positive and helpful to the current project. We also established a TIEE board of editors who we met with at this meeting. In this full submission we are building on our successes with the proof. The ESA is publishing an annual issue of TIEE on its website and distributing the CD-ROM. We are training faculty to write and use Issues and Experiments at Introductory and Author workshops at ESA plus AIBS and AAAS meetings. In this proposal we describe the guidelines and structure for submissions of Issues and Experiments to TIEE, the processes for peer and editorial review, and the sustainability of TIEE following this granting period. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR D'Avanzo, Charlene Bruce Grant Hampshire College MA Terry S. Woodin Standard Grant 549193 7427 SMET 9178 7427 0000099 Other Applications NEC 0127394 January 1, 2002 Assessing Engineering Students' Understanding of Their Professional and Ethical Responsibilities. Engineering - Other (59) This project, being conducted by a team of researchers from the University of Pittsburgh and the Colorado School of Mines, investigates the feasibility of a web-based system for assessing an engineering student's ability to recognize and resolve ethical dilemmas similar to those encountered in practice. The investigators are testing a "pencil-and-paper" version with carefully constructed scenarios and well developed scoring rubrics on 100 students. Finally, they are evaluating the use of a neural network to predict student classification. In order to evaluate their tool, they will compare their results to those derived from follow-up interviews and a "triangulation" process that combines many measures to estimate the true outcome. They plan to describe their results at major engineering education meetings and, if warranted, they will publish in archived journals. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Shuman, Larry Harvey Wolfe Mary Besterfield-Sacre University of Pittsburgh PA Russell L. Pimmel Standard Grant 74676 7427 SMET 9178 7427 0000099 Other Applications NEC 0127397 April 15, 2002 CCLI-EMD: Virtual Collaborative Engineering for the Freshman Curriculum. Engineering - Other (59) Our project involves the design, implementation, and assessment of a multidisciplinary freshman engineering course. Experience in distributed virtual collaborative engineering is becoming more and more important as the use of advanced communication and information technologies is transforming engineering companies. Our course incorporates e-engineering technologies that model a virtual collaborative engineering environment. Although such e-engineering technologies may be found at the corporate level, graduating students often lack skills and knowledge needed to take advantage of these technologies and this emerging environment. There exists a unique opportunity to create a virtual collaborative engineering course model which leverages on-going academic industry and government initiatives. The goal of our work has been to create a multidisciplinary, project-oriented freshman engineering course. Our course covers the fundamentals of project management, engineering team organization techniques, and problem solving, e-engineering technologies, and application of the above concepts and methodologies to a multidisciplinary project. This project will include design, rapid prototyping, and testing of a product, and is designed to challenge students to move beyond traditionally conceived engineering team toward a virtual collaborative engineering approach by employing the use of e-engineering technologies. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Dryer, David William Swart Derya Jacobs Old Dominion University Research Foundation VA Kenneth Lee Gentili Standard Grant 74778 7427 SMET 9178 7427 0000099 Other Applications NEC 0127398 February 1, 2002 Transforming Biological and Engineering Statistics at Penn State. This project restructures two statistics courses, Introduction to Biostatistics and Experimental Methods. The learning environment is transformed through interactive labs, collaborative projects, and frequent formative assessments. Students spend the majority of class time in computer studio labs gaining hands-on experience with statistical analysis both individually and in teams. The project team develops discipline specific materials and activities that take full advantage of the current technologies to tailor courses to the students' needs. The objectives of the project include; 1) increasing students' mastery of statistical strategies; 2) improving their ability to transfer knowledge of statistical concepts to problems in different disciplines; and 3) fostering the collaborative skills that their professional lives will require. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Harkness, William Michael Akritas David Hunter Jill Lane Pennsylvania State Univ University Park PA John R. Haddock Standard Grant 75000 7427 SMET 9178 7427 0000099 Other Applications NEC 0127401 June 1, 2002 Integrating Computing with Geometry into an Upper-Level Computer Science Curriculum. Computer Science (31) Since this world is built around geometric objects, we should not be surprised that many areas in computer science and engineering focus on representing, processing, and modeling geometric objects. These familiar areas include computer graphics, computer-aided design, 3D vision, visualization, robotics, NC machining, molecular modeling, terrain modeling and GIS. However, a typical computer science curriculum has a little or even no discussion about computing with geometry. This project addresses this deficiency in the training of future computer professionals, especially at a time that more and more applications require highly trained programmers with geometric and modeling skills. This project is an extension of a previous very successful proof-of-concept project, Geometric Computing in the Undergraduate Computer Science Curricula. A web-based textbook and a software tool DesignMentor were developed and used worldwide and are highly regarded. The project builds on the lessons learned in this previous project and on the experiences of instructors and users from all over the world. The primary goal of this project is to design and develop a set of comprehensive, elementary, and flexible course materials for teaching topics in computing with geometry that can be used in a dedicated course or across several courses (e.g., computing with geometry, computer graphics, computer-aided design, geometric modeling, and visualization). A secondary goal is to develop tools with which students can experiment and visualize the concepts, geometric algorithms, and skills in an intuitive, non-mathematical, and learning-by-doing way. With a set of well-organized contemporary course materials and pedagogical tools, we expect that students will be familiar with the state-of-the-art of computing in the geometric world, acquire basic knowledge and skills, know how to handle geometric problems in different applications and environments, and be well-prepared to approach geometric applications and their software development with confidence. Moreover, this project may also improve the retention rate of students, especially those geometric-minded students who may not perform well in traditional courses, in computer science. On the other hand, this project may also help students who are weak in visualization and geometry to improve their skills. Most importantly, this project impacts the future by preparing computer scientists, mathematicians, and engineers for professions that need a solid foundation in computing with geometry. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Shene, Ching-Kuang John Lowther Michigan Technological University MI Mark James Burge Standard Grant 290041 7427 SMET 9178 7427 0000099 Other Applications NEC 0127409 March 1, 2002 Development of tutorial for an Introductory Course in Functional Materials. Engineering - Materials Science (57) Based on knowledge and skills developed in a previous CCLI grant we intend to develop CD-ROM based tutorials on functional materials. These CD-ROM based tutorials are designed, using a blackboard analogy, to support important classes of functional materials that are currently missing from introductory material science curricula. The tutorials will be contained on CD-ROMs that will receive international distribution. They, along with an included interactive Glossary and an Animation/Video player will be available for instructors who wish to use them to support traditional lecture courses. The tutorials, along with the textbook being written to accompany them, could be used in a number of other learning situations, including distance learning, continuing education, and courses at institutions that do not have an engineering curriculum. The topics covered will include dielectric, piezoelectric, ferroelectric, magnetostrictive, and optical properties of materials. In this project we plan to create a new set of interactive, self-paced, multimedia tutorials for a new sophomore engineering course being developed at the University of Pennsylvania. The subject matter will be structured using a case study approach. Our new tutorials are designed to enhance student learning before a lecture is given. The material in these tutorials will be used to introduce students to specific materials concepts that they will be tested on before the lecture. We plan to use these materials in conjunction with a textbook. Our long range goal is to create a collection of online instructional materials that serve as the core for a one semester freshman level course. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR McMahon, Charles Russell Composto University of Pennsylvania PA Bevlee A. Watford Standard Grant 148001 7427 SMET 9178 7427 0000099 Other Applications NEC 0127419 March 1, 2002 Developing Case Studies in Failures and Ethics for Engineering Educators. Engineering - Civil (54) We have identified a need for failure awareness in the undergraduate engineering curriculum. Engineers can learn a lot from failures, and failures play an essential role in engineering design. This need has been documented in a number of papers and conferences over the past 15 years. Our work is in response to this situation and aimed at providing a heightened appreciation of the role failure analysis knowledge can play in higher education and public safety. We have produced educational materials on failure case studies for use in civil engineering and engineering mechanics courses, in print and CD-ROM format. In addition we have developed a one-day workshop to disseminate these materials to 24 engineering faculty members from across the U.S. During the course of our project we have developed our educational materials, including review and feedback by the committees discussed below, and the workshop, as well as a thorough evaluation of both efforts. Although the majority of the work has been carried out at The University of Alabama at Birmingham, faculty members and practicing engineers from across the country have participate in the development of these materials and the workshop. This work has been accomplished through the various committees of the American Society of Civil Engineers (ASCE) Technical Council on Forensic Engineering (TCFE). Our work has specifically targets the NSF Division of Undergraduate Education crosscutting theme of Faculty Development. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Delatte, Norbert University of Alabama at Birmingham AL Kenneth Lee Gentili Standard Grant 74999 7427 SMET 9178 9150 7427 0000099 Other Applications NEC 0127422 March 15, 2002 Adapting and Implementing Studio-Based Learning for Undergraduate Biomedical Engineering. Engineering - Other (59) The project adapts and implements the studio-learning approach to undergraduate education that has been developed by the Rennselaer Polytechnic Institute (RPI). NJIT understands that a research university must offer an undergraduate experience that incorporates active learning and promotes critical thinking among students. Studio courses integrate the traditional lecture/recitation/laboratory into studio sessions in which faculty serve as mentors for students engaged in scaffolded exercises. The RPI approach has been successfully adapted at other universities in physics, chemistry, mathematics, and introductory engineering. Evaluations have shown that studio learning increases student retention of the subject material, improves student and faculty satisfaction, builds scholarly communities among students, and engages them in active discovery. NJIT's piloting of two introductory courses in 2000-2001 demonstrated the potential of studio courses in biomedical engineering. This proposal is matched with funding from the Whitaker Foundation and from the New Jersey Commission on Higher Education. These funds enable NJIT to design and equip a studio classroom. Activities specific to this grant include the adaptation of RPI's studio method and the conversion of three introductory biomedical engineering courses to studio courses. The project also integrates technology into these studio courses. Project outcomes are going to be validated through external evaluation. A comprehensive dissemination program is being used to support faculty, student, and K-12 teacher development. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Foulds, Richard Treena Livingston Bruno Mantilla New Jersey Institute of Technology NJ Susan L. Burkett Continuing grant 100963 7428 SMET 9178 7428 0000099 Other Applications NEC 0127423 April 15, 2002 Adaptive Teaching and Learning Environments in Science and Mathematics Education. Interdisciplinary (99) Adaptive Teaching and Learning Environments (ATLes) is a project that is providing undergraduate science, mathematics, engineering, and technical students with problem-based, authentic learning activities designed to help them develop problem-solving skills and master content. The ATLes project is founded on constructivist learning theory and peer-to-peer faculty development while using technology to bridge learning goals and promote problem solving. Adaptive Teaching and Learning Environments is a collection of collaborative communication tools and content tutorials in science and mathematics education embedded into generative adaptive tutorials based on progressive disclosure of key concepts, facts, and data. Regardless of the course or topic, ATLes requires students to write hypotheses, sketch problem analyses, and prepare summaries or reports using the same technology-based tools recent graduates are using in the workplace. Additionally, the learning path a student takes through an ATLes course is being tracked, allowing instructors to identify successful learning pathways, and of equal importance, those areas that are not successful, where students struggle with material. Finally, this project incorporates a unique research design that assesses the effect ATLes has on student critical thinking and command of discipline specific knowledge. ATLes development is broken into three major themes: 1) adaptive software "engine" design, 2) ATLes lesson module design, and 3) comprehensive assessment of the effects of ATLes on student critical thinking and mastery of discipline- specific knowledge. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Crouch, Gregory Matthew Hudelson Karen Hallgren Claudia Brahler Abbie Brown Washington State University WA Myles G. Boylan Standard Grant 100000 7427 SMET 9178 7427 0000099 Other Applications NEC 0127424 March 1, 2002 Web-Based Interactive Simulation of Landform Evolution. Geology (42) Computer simulation is an ideal tool for understanding the complex effects of a variety of physical and geological processes that interact to influence landform evolution over extended periods of time (centuries, thousands of years, millions of years). Yet simulation models and the visualization of their results usually require specialized software that is not easily accessible to undergraduate education. This proof-of-concept project is developing a web-based interactive landform simulation model that can be accessed anytime and anywhere via a standard web browser to improve undergraduate students' learning experience of landform evolution. This web-based interactive model is employing a cellular automata algorithm and is implemented using Java technology, which is designed to run on different computer hardware and operating systems. Students are able to interact with the model by selecting and manipulating different parameters (such as precipitation intensity, degree of surface runoff, rock erodibility, tectonic movement, etc.) through a Graphical User Interface and observe how different combinations of processes (parameters) influence the landform evolution. This project integrates the latest technology into undergraduate education to improve both teaching and learning. Because of its global potential in web based dissemination, it has the ability to reach a wide and diverse audience, including underrepresented populations in Science, Mathematics, Engineering, and Technology, non-traditional students, and students with learning disabilities. In addition, it enables the investigators themselves to refine their own skills in the new and promising area of 3D visualization on the web, which is beneficial to their own teaching and research. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Luo, Wei Jay Stravers Kirk Duffin Northern Illinois University IL Jeffrey G. Ryan Standard Grant 75000 7427 SMET 9178 7427 0000099 Other Applications NEC 0127426 March 1, 2002 A Community to Develop Materials for an Engineering Learning Environment. Faculty members attempting to create materials for collections of engineering education content in a digital library face several challenges. Lack of training in sound pedagogical practices, a shortage of training in the effective use of educational technology, short supply of required resources and time to produce completed and tested works, and a lack of emphasis on improved teaching in the university faculty rewards systems are the major obstacles to materials development. To remedy this situation, this project endeavors to create an active, engaged, and sustained virtual community of engineering educators who energetically contribute to and share materials from a common collection of courseware. The virtual community is taking form as an incubator in which faculty are trained in sound pedagogical practices e.g., developing learning goals and assessment techniques. Next, participants are schooled in the effective use of technology in many different teaching/learning situations including: classroom presentation, self-study, distance and distributed learning, experiential learning, etc. Once trained, faculty then develop a portion of a collection of courseware modules in their area of expertise. Guidelines are provided so that modules can be integrated with each other from both the standpoint of technology mix as well as the pedagogical approach being used. Members of the virtual community of contributors subsequently become the testers of the courseware modules, with each of the contributors using a subset of modules to conduct courses at their home campuses. As soon as a baseline collection in a topic area is established the project personnel will present national workshops on how to adopt and adapt the materials in the collection. NEEDS will be used to catalog and make the collections available. Keywords: Virtual community, NEEDS, digital library CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Tront, Joseph Virginia Polytechnic Institute and State University VA Susan L. Burkett Standard Grant 460001 7427 SMET 9178 7427 0000099 Other Applications NEC 0127427 May 1, 2002 Context-Rich Interactive Science Teaching and Learning System. Interdisciplinary (99) Core concepts, such as Newton's second law of motion or the ideal gas law, underpin a rigorous science education. These ideas and laws come from physics, math, and chemistry; their necessity to practical and advanced science literacy is evidenced by widespread institutional standards requiring study in these disciplines by students in the sciences. Over the course of their careers, students mature in their understanding of fundamental scientific concepts, moving from memorization to analysis and synthesis of core ideas. The goal of science education at Brown University is to provide learning environments where students can become self-driven inquirers and investigators capable of scientific discovery. To achieve this growth, students require grounding in core scientific concepts and practice in the in self-driven inquiry and investigative behaviors they will use as scientists and scientifically literate citizens. To improve understanding of key science concepts and promote inquiry-based learning, we are developing a prototype Context-Rich Interactive Science Teaching and Learning System (CRISTALS) for pilot testing in 13 Brown University courses and at Rhode Island College and Worcester Polytechnic Institute. The web-based CRISTALS environment provides students with information and problems facilitating the exploration of a core concept in a context rich in interdisciplinary applications and examples. The CRISTALS environment is expected to support instructors in adapting science pedagogy to better meet the needs of a diverse student population. The CRISTALS tool provides students with opportunities to improve their ability to apply core scientific concepts in problems from multiple disciplines, and encourages self-driven inquiry into fundamental scientific principles. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Webb III, Thompson David Targan Sharon Swartz David Cutts Nancy Pollard Brown University RI Susan H. Hixson Standard Grant 74250 7427 SMET 9178 7427 0000099 Other Applications NEC 0127429 February 1, 2002 Development of an Interactive Aerosol Dynamics Simulation Program for Undergraduate Education. Engineering - Other (59) Aerosol science and engineering (ASE) has "applications in several fields ranging from environmental engineering, public health, medical sciences, mechanical engineering, chemical engineering, and materials science". The National Science and Technology Council lists ASE as one of the "Inherently Interdisciplinary" areas. ASE is also linked to the National Nanotechnology Initiative. However, teaching of the subject matter has been primarily restricted to graduate level resulting in shortage of professionals in this field. To ensure further development in this area and to explore its true potential, it is essential that the subject be introduced in a broader manner at undergraduate level. The objective of the project is to develop integrated and interactive aerosol dynamics computer programs to enhance the understanding of aerosol science and engineering (ASE). To achieve this objective, three stand alone modules are going to be developed to be included in courses that cover aerosol topics, i.e. ENV 4121 Air Pollution Control Design, ChE 368 Transport Phenomena, and the dual level course ENV 518 Aerosol Science and Engineering. These modules are going to consist of (1) Cyclone for particulate control, (2) Optical Particle Counter for particle size characterization, and (3) Respiratory Deposition. CD-ROMs are going to be prepared and disseminated utilizing the network of American Association for Aerosol Research (AAAR). Formative and summative evaluations are going to be conducted in addition to the pilot evaluations in several aerosol related undergraduate classes. Full development is going to be designed based on the feedback obtained from the current project. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Wu, Chang-Yu Pratim Biswas Anne Donnelly University of Florida FL Krishna Vedula Standard Grant 74994 7427 SMET 9178 7427 0000099 Other Applications NEC 0127434 January 1, 2002 Virtual Labs, Real Data, Including Biological Materials for Statics and Mechanics of Materials. Engineering - Mechanical (56) A proof-of-concept is being undertaken for the development of web-based laboratory modules for statics and mechanics of materials, two foundational courses for Mechanical, Civil, and Biological Engineering students. Two modules are being developed. The first module is a very preliminary experiment using the pressure in a soda can as a demonstration of thin-walled pressure vessel theory. The second module and principal activity of the project focus on the torsion of both engineered and biological materials. This module features web-based instructions which combines audio, text and video of the sample preparation process and the process of conducting the actual experiments. Furthermore, this module also provides data from real tests, which includes data from biological materials that the students download and analyze as part of their laboratory reports. One goal of the project is to develop a web-based laboratory that serves a variety of educational needs. As a consequence, this second module is being developed in consultation with colleagues from several schools including two-year community college. Once developed, the module will be implemented and evaluated at Cornell and at the other schools. The approach to web-based laboratories, which combines web-based instructions with real data, serves as a model across many engineering disciplines. It is also a step towards making web-based instruction more active by requiring substantial analysis by the student in addition to providing visualization and explanation of the processes. The project will have immediate impact on the large number of students who are taking the statics and mechanics of materials classes at Cornell and at other institutions. If successful, the project will lead to a full deployment proposal and to exploration of the commercialization of the laboratory materials. If commercialized, the laboratory materials could impact a larger number of engineering and technology students, since statics and mechanics of materials are taught at many institutions other than the ones involved in the project. Key Words: Web-based laboratory modules, Web-based instructions for statics, Web-based instructions for mechanics of materials CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Zehnder, Alan Wolfgang Sachse Cornell University NY Russell L. Pimmel Standard Grant 73101 7427 SMET 9178 7427 0000099 Other Applications NEC 0127438 April 15, 2002 Collaborative Research and Development of Prototype Java-Based Learning Materials for the Environment of Undergraduate Electrodynamics. Physics (13) This project is developing and field testing a set of companion materials intended to provide visualization and numerical solutions illustrating problems and concepts in upper-level undergraduate courses in electricity and magnetism. The goal is determine how the use of a highly portable and cost-free implementation of computational and visual learning tool may be brought into wide acceptance. The subject of electrodynamics has been chosen for this proof-of-concept project because of the rich opportunity for visualization. This prototype project involves developing a selection of sample learning aides for undergraduate electrodynamics with a component of field testing in a classroom environment. The project materials consist of Java programs with numerical methods and a visualization interface and are accompanied by descriptive text. A key component of the prototype concept is the text and discussion materials that work with the Java visualization and computational tools. This accompanying material includes subject explanation and description of the use of the computational/visual tools. Though a significant quantity of learning materials and software are being produced in this prototype project, one of the major research question addressed is the design of materials to that they are actually used in the classroom. The design concept being tested seeks to remove many of the typical barriers to adapting new material for an existing class. Among the barriers being addressed are cost, relevance, software compatibility, and the important issue of time invested by teacher and student in getting started with the learning tools. Relevance and other design features are the subject of field tests included in the project design. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Lee, Michael Kent State University OH Duncan E. McBride Standard Grant 36432 7427 SMET 9178 7427 0000099 Other Applications NEC 0127439 February 15, 2002 Intra-Curriculum Software Engineering Education. Computer Science (31) The academic setting of an undergraduate software engineering course imposes fundamental obstacles to the goal of providing students practical experience and skills development. Some major differences between an academic and industrial setting include motivation, amount of available time, and the size and scope of projects. Furthermore, the academic environment requires ensuring a certain level of competency in all students. We accept these differences and are developing a software engineering methodology tailored to the academic setting. One objective of this methodology is to increase the size and scope of the software engineering course project in a way that affords students practical experience in project management and system design without increasing their workload. We also wish to insure an individual level of competency, particularly in the programming skills of lower division students. To achieve these objectives, we are devising a project methodology as the centerpiece of an upper division software engineering course. This methodology is unique in that it will use an intra-curriculum approach involving multiple courses at different levels in the curriculum. The software engineering course will simultaneously cooperating with introductory CS courses, data structures courses, as well as with advanced, specialized elective courses like database, Human Computer Interface, and networks. Software engineering students will focus on design and management activities while the implementation burden is shared with other courses. An automated testing and management system has been developed as part of this project. This system tracks individual skills competency, particularly of lower division students, and assists in coordination between the various courses. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Fenwick, Jr., James Barry Kurtz Appalachian State University NC Robert Stephen Cunningham Standard Grant 74919 7427 SMET 9178 7427 0000099 Other Applications NEC 0127444 March 15, 2002 On-line Support for Modern Programming Language Instruction. Computer Science (31) This country urgently needs more people trained in computer science. At present the number of students entering the CS pipeline in American colleges and universities is not increasing and, in the case of female and minority students, is actually declining. Thus if we are to meet our national need for CS researchers, software developers, and information technology workers, it is vital to attract, engage, support, and retain computer science students more effectively. Our project addresses these issues by developing a prototype for innovative multimedia instructional software for introductory computer programming classes. These software tools will be built on top of the existing OWL on-line instruction system, a system that has been used with great success in chemistry, physics and mathematics. The array of proposed software tools is designed to make the techniques of introductory programming and problem-solving more accessible for students with a wide range of backgrounds in computing. This proof of concept project will include a fairly extensive suite of "single-step" OWL-based learning activities, a small collection of more complex, multistage problem solving exercises, an evaluation plan for a full study, including baseline data for that study, and a preliminary statistical assessment of the performance of CS-OWL machinery in our classes. - Construction of a suite of questions about code behavior by creating multiple choice and fill-in-the-blank questions for beginning CS1 activities, and using existing OWL machinery to automate grading, gather statistics, and keep class records for participating students - Construction of a collection of OWL-embedded interactive activities, which illustrate and develop elementary OO programming skills. - Develop the indexing scheme for a database of elementary Java code examples, for the purpose of developing student reading skills, and for the purpose of supplying raw material for other CS-OWL activities. - Development of guided problem solving exercises, which are designed to teach multi-step problem solving skills. develop three or four multi-stage problem-solving examples - Develop an evaluation plan in which lays the groundwork for a future full evaluation by establishing a baseline assessment of student performance in our CS1 classes over the next several semesters. We also expect to provide some preliminary statistics that show some early signs that our CS-OWL system is an effective learning tool. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Moll, Robert Allen Hanson Beverly Woolf Christopher Eliot David Hart University of Massachusetts Amherst MA Jane C. Prey Standard Grant 78320 7427 SMET 9178 7427 0000099 Other Applications NEC 0127449 March 15, 2002 Classroom Experiments for Large Lecture Courses: A Wireless Solution. Economics (82) Economics students enrolled in large lecture-based introductory courses rarely have the opportunity to interact with course content. Because of this they do not gain a deep understanding of the material or the ability to analyze and interpret complex economic events. Classroom experiments have been shown to be useful in aiding student understanding of the material. In the past these exercises have been impractical in large courses. This project is developing wireless classroom technology to allow students in large classes to participate in classroom experiments during the class meeting times. We have assembled a cross-disciplinary group that is creating a learning system that is making it possible to realize the benefits of classroom experiments in large classes. Our vision is of a portable system composed of standard electronic handheld devices (such as PDAs) that communicate with a laptop computer that will organize economics simulations such as markets, public goods environments and economic games. While other researchers are currently working on internet-based experiments, such systems do not translate to large classes unless students complete the exercise asynchronously. The instructor has only very limited ability to revise the game in response to student questions or suggestions. Evaluation is a critical component of this project. We have designed a controlled experiment to collect data on performance in a large lecture course. We are evaluating to what extent this wireless system can improve student outcomes and reduce costs. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Ball, Sheryl Catherine Eckel Kevin Oliver Virginia Polytechnic Institute and State University VA Myles G. Boylan Standard Grant 94007 7427 SMET 9178 7427 0000099 Other Applications NEC 0127451 July 1, 2002 Web-based Instrumentation and Control - An Undergraduate Course with a Companion Lab. Engineering - Electrical (55) Instructional materials that fit undergraduate classroom teaching and laboratory experiments for the subject of web-based Instrumentation and Control (WIC) are scarce. The literature has a few examples of previous efforts to build virtual web-based laboratories, but most of these are very specialized and the support software is very expensive. It is the goal of this proof-of-concept project to offer an undergraduate course with a companion laboratory that teaches students to design and develop web tools for WIC. The idea is a result ot the research the PI conducted for Siemens and Motorola. The objectives of the project are to demonstrate that (a) it is practical and feasible to offer engineering undergraduate students a course on WIC that involves recent technological innovations; (b) the proposed course can be effectively conducted with two integrated components--classrom lectures and hands-on practices through a remote setting; and (c) the course materials can also be offered after modification to gifted high school students and thus be used as a vehicle to attract students to the engineering disciplines. The plan is to reinforce the process by regularly evaluating the project progress based on gathered data and information, and disseminating the project findings through conference presentations, scholarly publications, preparation of a textbook based on the lecture notes and laboratory materials. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Zhuang, Hanqi Salvatore Morgera Florida Atlantic University FL Russell L. Pimmel Standard Grant 74999 7427 SMET 9178 7427 0000099 Other Applications NEC 0127452 May 15, 2002 Next Generation Laboratories in Computer Science Education. Computer Science (31) Closed laboratories have become common in the computer science educational community as a means of enhancing student achievement. However, circumstances for many departments have changed since the original push to closed laboratories: rapid advances in web-based technologies and increasing ownership of networked personal computers by students makes it even less sensible to use closed laboratories to deliver exercises or tutorial activities and many institutions are facing increasing enrollments, shortage of space, or reduced budgets for laboratory assistants that require departments to ensure that resource expensive closed laboratory components for courses are used as wisely as possible. In this project we are re-examining the strengths of the closed laboratory model and assessing methods and technology for learning outside a closed laboratory in order to deliver better practicum experiences for students and to reduce a department's costs for developing and delivering closed-laboratory components in a computing curriculum. We are: (1) analyzing the needs for a closed-laboratory component for a course and also for the set of student activities carried out during a course's weekly laboratory sessions; (2) determining what practicum-oriented student activities are best served in a closed laboratory environment and which can effectively be handled outside a closed laboratory session; (3) identifying and documenting a set of best-practices of techniques and tools that can support effective learning activities for closed laboratories, and also for activities that are better moved to an open laboratory situation; and (4) using this set of best-practices to define a development guide for how to plan and implement laboratory components. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Knight, John Thomas Horton Christopher Milner Ruth Anderson University of Virginia Main Campus VA Robert Stephen Cunningham Standard Grant 75000 7427 SMET 9178 7427 0000099 Other Applications NEC 0127454 March 15, 2002 A Software Package for Teaching Neurobiology Through Interactive Laboratory Simulations. Biological Sciences (61) This project continues an NSF-funded project to teach undergraduate neurobiology through interactive simulations that mimic the experience of doing actual experiments in a real wet lab. Our first effort produced a software framework that allows students to learn basic concepts by doing simulated experiments in an active exploratory way, and a small set of interactive laboratories that exercise this framework through explorations of, e.g. resting potentials, action potentials and simple neuromodulation. Here, we are undertaking major new efforts which exploit our existing software framework to: 1) teach students quantitative and analytical skills and methods in the context of data analysis and experimental design; 2) make our software and labs broadly available to students from a wide variety of backgrounds and educational environments (including non-traditional learners) through a series of interactive tutorials covering fundamental concepts and the use of our software; and 3) develop new computer-based tools for the objective assessment and graded testing of student learning. The result will be a second version of our software, incorporating major new tools for experimental design, data analysis, and testing/assessment of student learning, together with a collection of 30 fully tested interactive laboratories covering most or all of the core concepts in cellular neurobiology. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Moody, William University of Washington WA Terry S. Woodin Standard Grant 409447 7428 SMET 9178 7427 0000099 Other Applications NEC 0127455 February 15, 2002 Development and Assessment of Interactive Online Homework for Introductory Chemistry. While a large body of educational research advocates active learning, practical constraints hinder changes in large introductory courses. Online homework systems help bypass some of these constraints by integrating easily into common course structures, automatically grading of student assignments, and providing timely feedback. However, the online assignments continue to be largely quantitative problems. This proposal is creating a variety of interactive online homework activities that is enhancing students' conceptual learning and increasing their interest in science. These problems pose goals more closely resembling the work of practicing chemists, focus on designing simple experiments, and put chemical concepts into meaningful, real-world contexts. This work is impacting students in introductory courses since homework serves as the primary means through which students practice applying new concepts. This project builds on previous NSF-funded work that has produced a Virtual Lab, now used by three universities and 500 students to date, and a set of authoring tools (CREATE) to facilitate interactive educational software development. We are developing 5-10 problems, varying in difficulty, for each of at least 10 chapters of introductory chemistry. The quality of these materials is being ensured through intensive assessment -- first by interviewing students to identify likely difficulties and later by including conceptual and attitude questions in the online homework system to compile ongoing data across universities. Dissemination through several course management systems, our own web site, a CD, and professional meetings are enabling instructors to browse the problems, their solutions, and their difficulty. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Yaron, David Rebecca Freeland Carnegie-Mellon University PA Kathleen A. Parson Standard Grant 418536 7428 SMET 9178 7427 0000099 Other Applications NEC 0127459 March 1, 2002 Collaborative Research: Integration of Simulation Technology into Undergraduate Engineering Courses and Laboratories. Engineering - Mechanical (56) The objective of this project is the integration of simulation technology into undergraduate education through the development of teaching modules (TM) for complementary computational fluid dynamics (CFD), experimental fluid dynamics (EFD), and uncertainty analysis (UA) for use in teaching undergraduate fluid mechanics courses and laboratories. Faculty partners from colleges of engineering at small and large public, small private, and small historically minority private universities are collaborating on the development of the TM, the effective implementation, the evaluation, the dissemination, and the pedagogy of simulation technology using web-based techniques. The evaluation plan includes collaboration with faculty from the University of Iowa, College of Education, the Department of Psychology and Quantitative Foundation and Center for Evaluation Assessment. The TM include three parts: 1) lectures on CFD and EFD methodology and standard procedures and UA; 2) CFD templates for academic use of commercial industrial CFD software; 3) exercise notes for use of CFD templates and complementary EFD and UA. The commercial industrial CFD software is FLUENT, http://www.fluent.com/, which is a widely used CFD software in many industries and universities and a partner in the present work. Faculty development activities are occurring in parts 1) and 3) of the production of the TM, and during part 2), faculty development activities are occurring during the generation of TM specifications and collaboration with FLUENT on design of CFD templates. FLUENT is providing software development and testing of CFD templates; training of faculty in the use of CFD templates; national/international self-sustaining web-based distribution of the TM, including all parts 1) -3); and free faculty use of FLUENT/Flowlab. Faculty partners will meet yearly for development of the TM and collaboration and training with FLUENT/Flowlab. The initial capability of the TM are based on those capabilities developed in the proof-of-concept at The University of Iowa in spring semester 1999, fall semester 2000, and spring semester 2001. The results from this prior effort may be reviewed at http://www.icaen.uiwa.edu/~fluids/. This project is a collaborative between the University of Iowa (0126589), Iowa State University (0127459), Howard University (0127932) and Cornell University (0127464). Keywords: FLUENT, Flowlab, teaching modules, computational fluid dynamics, experimental fluid dynamics, uncertainty analysis. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Rothmayer, Alric R. Rajagopalan Iowa State University IA Russell L. Pimmel Standard Grant 122590 7427 SMET 9178 7427 0000099 Other Applications NEC 0127464 March 1, 2002 Collaborative Research: Integration of Simulation Technology into Undergraduate Engineering Courses and Laboratories. Engineering - Mechanical (56) The objective of this project is the integration of simulation technology into undergraduate education through the development of teaching modules (TM) for complementary computational fluid dynamics (CFD), experimental fluid dynamics (EFD), and uncertainty analysis (UA) for use in teaching undergraduate fluid mechanics courses and laboratories. Faculty partners from colleges of engineering at small and large public, small private, and small historically minority private universities are collaborating on the development of the TM, the effective implementation, the evaluation, the dissemination, and the pedagogy of simulation technology using web-based techniques. The evaluation plan includes collaboration with faculty from the University of Iowa, College of Education, the Department of Psychology and Quantitative Foundation and Center for Evaluation Assessment. The TM include three parts: 1) lectures on CFD and EFD methodology and standard procedures and UA; 2) CFD templates for academic use of commercial industrial CFD software; 3) exercise notes for use of CFD templates and complementary EFD and UA. The commercial industrial CFD software is FLUENT, http://www.fluent.com/, which is a widely used CFD software in many industries and universities and a partner in the present work. Faculty development activities are occurring in parts 1) and 3) of the production of the TM, and during part 2), faculty development activities are occurring during the generation of TM specifications and collaboration with FLUENT on design of CFD templates. FLUENT is providing software development and testing of CFD templates; training of faculty in the use of CFD templates; national/international self-sustaining web-based distribution of the TM, including all parts 1) -3); and free faculty use of FLUENT/Flowlab. Faculty partners will meet yearly for development of the TM and collaboration and training with FLUENT/Flowlab. The initial capability of the TM are based on those capabilities developed in the proof-of-concept at The University of Iowa in spring semester 1999, fall semester 2000, and spring semester 2001. The results from this prior effort may be reviewed at http://www.icaen.uiwa.edu/~fluids/. This project is a collaborative between the University of Iowa (0126589), Iowa State University (0127459), Howard University (0127932) and Cornell University (0127464). Keywords: FLUENT, Flowlab, teaching modules, computational fluid dynamics, experimental fluid dynamics, uncertainty analysis. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Caughey, David Cornell University NY Russell L. Pimmel Standard Grant 89999 7427 SMET 9178 7427 0000099 Other Applications NEC 0127465 February 1, 2002 A virtual tornadic thunderstorm to enable student-centered learning about complex storm-scale atmospheric dynamics. Atmospheric Sciences (41) A visually-realistic virtual tornadic supercell thunderstorm is being developed with data probe capabilities, providing students from K-12 through graduate with opportunities to learn as scientists learn in a constructivist manner. The virtual storm is a proof-of-concept for later creation of other virtual geoscience systems. The virtual storm addresses the NSF goal of providing all students access to excellent undergraduate science education, with learning based upon direct experience with methods and processes of inquiry. This research is being built upon a simple prototype of the virtual storm, already developed with internal funds at Iowa State University. Although the prototype storm, lacking data probe capabilities, was developed in a fully-immersive virtual CAVE, a version has been disseminated to linux-based PCs, improving student access. We are creating a Windows-based version for wider dissemination. The numerous small-scale details within a super cell thunderstorm that reflect the wide range of important atmospheric processes occurring make the storm an especially useful model to serve as a proof-of-concept. An assessment of the impact the virtual storm has on science education is being made by comparing student answers to questions on the topic in a large-lecture introductory course in year 1 (no exposure to the virtual storm) to those from year 2 when students are exploring the virtual storm. Successful completion of the project should demonstrate that exciting laboratory-type experiences of phenomena previously off limits to students within classroom laboratories can be brought to students everywhere by virtual reality simulations. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Gallus, William Cinzia Cervato Carolina Cruz-Neira Iowa State University IA Keith A. Sverdrup Standard Grant 74949 7427 SMET 9178 7427 0000099 Other Applications NEC 0127467 February 1, 2002 The Nanoscience Education Resource: Translating Current Research into Educational Tools. A major goal of science curriculum standards is to provide students with an opportunity to understand macroscopic features in terms of the microscopic interactions that give rise to those features. Our cross-disciplinary project team has developed a set of instructional materials that help to achieve this goal. A key feature of these materials is the use of molecular dynamics, a technique developed in recent years that programs the motion of atoms and molecules based on the laws that govern their motion. Thus, a student can observe, in real time, the microscopic behavior and, using split-screen software programs, can simultaneously see the corresponding macroscopic behavior. By changing the conditions of the system (e.g., volume, pressure, or temperature), the student can better understand how both microscopic and macroscopic properties depend on these conditions. These interactive materials are being used across a continuum of intellectual depth, from the demonstration of qualitative concepts to a full-edged tool of exploration and self-discovery, and they are being used to teach a topics such as mathematics, chemistry, biology, and physics as well as applied topics in engineering and medicine. This project is enhancing existing materials by development of new multidisciplinary curriculum modules that integrate current nanoscience molecular modeling research with science education. Topics such as nanotubes and buckyballs, molecular motors and molecular machines, protein folding, aggregate formation and dissociation such as atherosclerosis and Alzheimer's disease, crystal growth, and designer membranes are being developed. Through existing research collaborations, the team is (1) developing new undergraduate science curriculum modules (curriculum and software tools) that focus on the treatment of nanoscale concepts that unite various scientific and engineering disciplines, (2) classroom-testing materials through laboratory-based extensions to existing SMET courses at Boston University, (3) fostering Web-based community-building and support, and (4) implementing a prototype teacher development program for faculty at 2- and 4-year undergraduate institutions. The project is being evaluated in terms of student learning, classroom practice, and impact on underrepresented populations. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Stanley, H. Eugene Morton Hoffman Mary Shann Trustees of Boston University MA Pratibha Varma-Nelson Standard Grant 499313 7427 SMET 9178 7427 0000099 Other Applications NEC 0127470 March 15, 2002 The Virtual Manufacturing Environment as a Capstone for Systems and Industrial Engineering Undergraduates. Engineering - Other (59) Industrial and systems engineers go on to jobs that often involve the design and/or management of complex large-scale projects. Such projects require exceptional skills in knowledge integration, teamwork and decision-making. Unfortunately, there are few cost-effective ways for developing the necessary skills for working on projects of this scale and complexity. As a result, students rarely see more than unrealistically simplified problems and finish their undergraduate engineering education with a collection of disjoint tools, techniques and skills without the necessary experience to unify and integrate them. Engineering schools often use capstone classes with projects in industry to culminate undergraduate education. While this can be a valuable experience, students rarely get the kind of projects that integrate their technical skills. This project develops a different kind of capstone class: one that takes advantage of Active Learning, where the students are immersed in realistic experiences of designing and running a virtual manufacturing floor. The manufacturing environment consists of compiled documents, role-playing, and a software virtual floor. Unlike many other manufacturing simulations that concentrate on the details of the machines and products, this product focuses on the experience of designing and running fairly generic large-scale process projects. In this capstone project, the students draw on all of their engineering skills, apply them to a wide range of problems, and face the consequences of their decisions. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Way, Eileen Harold Lewis SUNY at Binghamton NY Krishna Vedula Standard Grant 58993 7427 SMET 9178 7427 0000099 Other Applications NEC 0127477 February 1, 2002 Bioinformatics Computing: An Exportable Curriculum. Computer Science (31) Bioinformatics brings together the fields of biology, computer science, and information technology to analyze, among other things, the gigabytes of genome data that have been collected over the past fifteen years. The work that will be done by bioinformaticists in the 21st century will dramatically change the practice of medicine much like the discovery of the transistor altered the course of information technology in the 20th century. The national need for bioinformaticists, estimated by one study to be 20,000 by the year 2005, with the education and training to speak the complex languages of biology and computer science will not be met by one institution alone. The goal of this project is to develop courseware for general use in diverse contexts at other institutions, even those without a degree program in Bioinformatics. This project provides a packet of lecture presentations and laboratory manuals that can be widely disseminated and used by teams of biologists and computer scientists outside of RIT to support instruction in Bioinformatics. These instructional materials are being developed by an interdisciplinary team of biologists and computer scientists with input from academic partners from outside institutions. This work includes supporting material, prepared by computer scientists, written for biologists so that a biologist can understand the computational processes being utilized to analyze the biological data. Likewise supporting material, prepared by biologists, written for computer scientists will be developed so that a computer scientist can understand the basic biological processes being analyzed. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Skuse, Gary Rhys Price Jones Paul Tymann Anne Haake Rochester Institute of Tech NY Robert Stephen Cunningham Standard Grant 142824 7427 SMET 9178 7427 0000099 Other Applications NEC 0127483 January 1, 2002 Integrating Discrete Mathematics via CS-Complete Examples in a Model CC2001 Curriculum. Computer Science (31) We are addressing a major issue facing many computer science students, i.e., that they are deficient in mathematics in general and that they do not see the relevance of mathematics to computer science, by integrating discrete mathematics into the first-year computer science curriculum via CS-Complete examples. A CS-Complete example is a problem that covers the topics of representation, problem solving, algorithms, recursion, induction, and data structures. In order to further help with the integration of discrete mathematics into the first year computer science sequence, we are constructing software tools that provide students with an enhanced integrated development environment for Java that enables them to analyze their computer programs (in terms of their correctness and time complexity) while they are creating them. There are two primary goals of this project. First, we are producing a useful software development tool that enhances instruction in the introductory computer science curriculum and is useful for practicing software developers as well. Second, we are producing model first and second course syllabi that cover all of the core topics of the Programming Fundamentals plus over 25% of the core topics of the Discrete Structures, Algorithms and Complexity, and Software Engineering areas of the Computing Curricula 2001 proposal for Computer Science. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Gegg-Harrison, Timothy Gary Bunce Oberlin College OH Ernest L. McDuffie Standard Grant 74026 7427 SMET 9178 7427 0000099 Other Applications NEC 0127488 November 15, 2001 National Computational Science Institute. Interdisciplinary (99) This project builds upon the successful regional Shodor Computational Science Institute (SCSI) to create a National Computational Science Institute (NCSI). Reaching more than 1000 undergraduate faculty per year for three years, NCSI offers a proven, modular set of in-person, video-conferenced, and web-accessible workshops, seminars, and support activities to introduce the hands-on use of computational science, numerical models and data visualization tools across the undergraduate curriculum. This project represents a partnership with the Education, Outreach and Training Partnership for Advanced Computational Infrastructure, the National Computational Science Education Consortium, the Burroughs Wellcome Fund, and more than two dozen undergraduate institutions, high performance computing centers and vendors. The target audience for NCSI is teams of faculty from predominantly undergraduate institutions, minority serving institutions, and community colleges whose students are either the next generation of scientists and engineers, the next generation of K-12 teachers, or both. NCSI participants then assist other faculty on their own campuses and at neighboring institutions to introduce computational science in their own classes. The main work of NCSI is accomplished through three synergistic but distinct efforts that can be modeled as PULL, PUSH, and PERMEATE. Regionally distributed workshops PULL faculty within a reasonable travel distance for a week of intense interdisciplinary training, collaboration, and curriculum development in computational science. Participants explore the use of modeling and visualization tools in existing courses, while stimulating creation of new courses and promoting new modes of undergraduate research. NCSI staff and participants proactively PUSH computational science education onto the agendas of numerous annual meetings of professional and discipline-specific societies, by offering workshops, conducting tutorials, presenting papers and posters, and serving on program committees. To sustain these efforts, NCSI PERMEATEs on-going and proposed undergraduate curriculum efforts providing interdisciplinary and discipline specific web-accessible courses for faculty enhancement, and resources for interactive exploration including curriculum, problem-based modeling modules, tools, and tutorials, leveraging Shodor's award-winning Computational Science Education Reference Desk. CCLI-NATIONAL DISSEMINATION DUE EHR Panoff, Robert Eric Jakobsson Dennis Stevenson Holly Hirst Shodor Education Foundation Inc NC Mark James Burge Continuing grant 2757944 7429 SMET 9178 7429 0000099 Other Applications NEC 0127489 March 15, 2002 Incorporating Technology and Multidisciplinary Applications in a Team-Taught Lecture-Laboratory Calculus Course. Mathematical Sciences (21) This project addresses two national needs: the quality of Science, Technological, Engineering, and Mathematics (STEM) education for all students needs improvement; and the participation of populations currently underrepresented in the STEM pipeline needs to be increased, thus increasing the pool of professionals available for the careers in science and engineering. The general goal of the project is therefore to improve the success rate of undergraduate students in STEM disciplines, particularly targeting minority populations. The specific objectives pursued in order to achieve this goal are formulated in order to enhance student motivation, increase student time on task, strengthen student problem solving and analytical skills, and enhance the participation of faculty at minority serving institutions in effecting STEM education improvement. In order to accomplish these objectives, the Virginia Tech Emporium is adapted and implemented. Other innovative educational materials that incorporate information technology and STEM discipline specific applications to enhance content and motivate students are developed, and a model Lecture-Laboratory Calculus course is developed and tested which incorporates these materials. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Clemence, Dominic Guoqing Tang Janis Oldham Mingxiang Chen Shea Burns North Carolina Agricultural & Technical State University NC John R. Haddock Standard Grant 80676 7428 SMET 9178 7428 0000099 Other Applications NEC 0127491 June 1, 2002 Feedback Control of an Acid-Neutralization Reactor: An Integrated Learning and Student Assessment Module. Engineering - Chemical (53) Our work addresses the fundamental national needs of engineering student retention because it provides a project/inquiry -based experience for first year engineering students who have not yet committed to engineering. To address this need we have created a comprehensive, web-integrated, learning and student assessment module. This module is based on a feedback-controlled acid neutralization laboratory experiment. It has been designed for our first year engineering students and includes topics such as feedback control, which is of interest to many of the engineering disciplines. Our experiment also incorporates the use of mass conservation equations (of interest to chemical and environmental engineers) and modeling of engineering systems with computer - based simulation which is of interest to all engineers. A key part of our module was the development of a web-based student (Primary Trait Analysis) assessment tool. This assessment tool will be "wrapped around" the simulator so that instructors can "observe" and then provide feedback about how students go through the process of using a simulations tool to explore, understand, and interpret data from a physical experiment. From this, instructors would gain crucial insight into student learning pathways and thus determine both how, and how well students are learning. Further it endeavors to show how to integrate web-based information and the use of an engineering simulator to explore and understand a physical experiment. The details necessary to reproduce the experiment, the simulator, the web-based information and the assessment procedure are available for testing and implementation at other institutions. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Brockman, Jay Mark McCready University of Notre Dame IN Bevlee A. Watford Standard Grant 74989 7427 SMET 9178 7427 0000099 Other Applications NEC 0127495 April 15, 2002 Collaborative Research and Development of a Prototype Java-Based Learning Materials for the Environment of Undergraduate Electrodynamics. Physics (13) This project is developing and field testing a set of companion materials intended to provide visualization and numerical solutions illustrating problems and concepts in upper-level undergraduate courses in electricity and magnetism. The goal is determine how the use of a highly portable and cost-free implementation of computational and visual learning tool may be brought into wide acceptance. The subject of electrodynamics has been chosen for this proof-of-concept project because of the rich opportunity for visualization. This prototype project involves developing a selection of sample learning aides for undergraduate electrodynamics with a component of field testing in a classroom environment. The project materials consist of Java programs with numerical methods and a visualization interface and are accompanied by descriptive text. A key component of the prototype concept is the text and discussion materials that work with the Java visualization and computational tools. This accompanying material includes subject explanation and description of the use of the computational/visual tools. Though a significant quantity of learning materials and software are being produced in this prototype project, one of the major research question addressed is the design of materials to that they are actually used in the classroom. The design concept being tested seeks to remove many of the typical barriers to adapting new material for an existing class. Among the barriers being addressed are cost, relevance, software compatibility, and the important issue of time invested by teacher and student in getting started with the learning tools. Relevance and other design features are the subject of field tests included in the project design. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Schmidt, Kevin Arizona State University AZ Duncan E. McBride Standard Grant 38568 7427 SMET 9178 7427 0000099 Other Applications NEC 0127498 June 1, 2002 Bioinformatics Education Dissemination: Reaching Out, Connecting, and Knitting-together (BEDROCK). Biological Sciences (61) Bioinformatics is central to biology in the 21st century. The use of computer based analytical tools on electronically stored and distributed data is fundamentally changing life science research and its application to problems in medicine, agriculture, conservation, and forensics. In light of this "information revolution" undergraduate biology curricula must be redesigned to prepare the next generation of informed citizens and prepare those who will pursue careers in the life sciences. The BEDROCK initiative (Bioinformatics Education Dissemination: Reaching Out, Connecting and Knitting- together) is enhancing, expanding, and empowering a national community of bioinformatics educators. The project goals include: 1) Identify and support faculty who can take a leadership role in bioinformatics education; 2) Highlight and distribute innovative approaches to incorporating bioinformatics data and techniques throughout undergraduate biology education; and, 3) Establish mechanisms for the broad dissemination of bioinformatics resource materials and innovative teaching models. To achieve these goals we are holding a series of faculty development workshops around the country; recruiting and supporting a group of innovative faculty to implement and disseminate bioinformatics education materials; publishing resources for bioinformatics education and building a networked collaboratory environment for developing and sharing bioinformatics educational approaches. This project builds on the established pedagogical philosophy and academic community of the BioQUEST Curriculum Consortium. Specifically, BEDROCK extends our work in bioinformatics education over the last four years during which we have established a community of collaborators representing the diverse resources required to mount a national dissemination effort. CCLI-NATIONAL DISSEMINATION DUE EHR Jungck, John Samuel Donovan Beloit College WI Terry S. Woodin Continuing grant 1414857 7429 SMET 9178 7429 0000099 Other Applications NEC 0127499 March 15, 2002 Web-Enabled Shared Laboratory Facilities for Engineering Curricula. Engineering - Chemical (53) We have developed and deployed a number of virtual unit operations lab projects. Our lab-based units have been developed to pose open-ended "what if" design problems by having students work on real time chemical processes. These chemical processes will include distillation and polymer crystallization for example. This will enable student on our campus as well as students from other campuses, colleges and high schools, to gain experience on a wide range of design, scale-up, and start-up problems generated by these laboratory projects. We hope to have students gain access to experiments that would not otherwise be available to them. These experiments can be used either in a classroom or lecture setting. Development efforts have involved collaboration between faculty at John Hopkins University and MIT. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Paulaitis, Michael Gregory Rutledge Johns Hopkins University MD Kenneth Lee Gentili Standard Grant 75000 7427 SMET 9178 7427 0000099 Other Applications NEC 0127504 April 15, 2002 An International Collaboration to Develop the Mathematical Visualization Tool 3D-Filmstrip into a Resource for Supplementing Mathematics Courses and Curricula. Mathematical Sciences (21). This project is developing an expanded set of features and functionality of a mathematical visualization program, 3D-Filmstrip. Project tasks include writing appropriate documentation, not only for the software itself but more importantly for the mathematical objects it is used to visualize; improving the scriptability of the program, both to enhance its ability to communicate with other running programs (e.g., web-servers, database programs, etc.) and also to facilitate the automation of its use as a curriculum supplement; producing additional format interchange software, so that objects created using 3D-Filmstrip can be further processed and viewed in other programs (e.g., Mathematica, Maple, VRML) and vice versa; and improving the cross-platform features of the program, in particular making more of its features available over the Web. Several pilot integrations of the program into the mathematical sciences curriculum are taking place at various educational levels. This work is also informing the writing of two sets of undergraduate level "Lecture Notes" tightly coupled to 3D-Filmstrip, one on the theory of curves and surfaces, and the second on lattice models. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Palais, Richard Brandeis University MA Lee L. Zia Standard Grant 110541 7427 SMET 9178 7427 0000099 Other Applications NEC 0127505 January 1, 2002 Embedded Systems Programming Instruction using a Virtual Testbed. Computer Science (31) This project develops a virtual testbed that allows for providing hands-on experience to large numbers of students together with the course material for an introductory course on embedded systems programming. The key feature is to couple a PC with an embedded processor board and to simulate a variety of external electromechanical devices thereby alleviating the need to provide expensive, maintenance prone physical devices in large numbers. Requests of devices by user programs running on the embedded processor are transparently forwarded to the simulators on the PC. Using software instruments such as voltmeters and scopes, students experience hands-on programming while the institution experiences a low-cost low-maintenance laboratory. The course material being developed applies to an introductory course in embedded systems programming and consists of a sequence of modules, each of which is centered on a small programming project. All materials are web-based to allow for broad dissemination and possible distance learning. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Baumgartner, Gerald Ali Keyhani Ohio State University Research Foundation OH Ernest L. McDuffie Standard Grant 75000 7427 SMET 9178 7427 0000099 Other Applications NEC 0127506 January 1, 2002 Inquiry-Based-Learning Modules for Conservation Biology Education. Interdisciplinary (99) Conservation of the earth's biological diversity is a pressing problem that excites and motivates students from a wide range of institutions and disciplinary backgrounds. Conservation biology is widely taught now, but it is seriously hampered by a lack of resources that capture its potential for inquiry-based learning. To foster changes in course content, curricula, and educational practices in conservation biology, The Center for Biodiversity and Conservation (CBC) at the American Museum of Natural History, the State University of New York's College of Environmental Science and Forestry (SUNY- ESF), and the University of Maine (UMaine) have formed a partnership to link faculty, graduate students, and undergraduates with practicing professionals to generate an extensive set of classroom-tested, inquiry-based-learning materials. Each completed draft module will be evaluated in a classroom situation at UMaine and SUNY-ESF as well as at several pilot sites: Antioch New England Graduate School, Holyoke Community College, Lehman College, City University of New York, Long Island University, Woodrow Wilson National Fellowship Foundation, Prescott College, and Columbia University. A distinguishing project feature is its self-sustaining dissemination. Distribution of materials to undergraduate instructors will happen through three media: 1) an edited volume published by a commercial publisher; 2) CD-ROMs distributed by the CBC at cost; and 3) via an internet portal website hosted by the CBC. Over three years, approximately 50 instructors and 50 students will work directly on developing materials; about 20 instructors in 25 diverse courses will test modules with at least 600 undergraduate students at pilot sites and provide feedback. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Sterling, Eleanor James Gibbs Malcolm Hunter American Museum Natural History NY Jeanne R. Small Standard Grant 533533 7427 SMET 9178 7427 0000099 Other Applications NEC 0127511 February 1, 2002 Instructional Materials for Engineering Mechanics Using Problem-Based Learning. Engineering - Other (59) This project develops a prototype package of educational materials to facilitate the adoption of Problem-Based Learning (PBL) into sophomore-level mechanics courses. The objective of this project is to create PBL-based materials sufficient to cover those topics in an undergraduate dynamics course typically covered in one semester. These new materials are going to include (i) the relevant sections of a dynamics textbook, and (ii) enough homework and example problems, with emphasis on motion over intervals of space and time, to get through a semester. A subset of these materials is going to be tested in the fall of 2002 on a limited basis, in concert with the textbook that is currently being used. In the spring of 2003, at least one section of undergraduate dynamics is going to be taught using the newly created materials instead of a currently available textbook. Baseline and full assessments are going to be done during the spring 2002 semester and during the 2002-2003 academic year. In addition, through an agreement with McGraw-Hill, the materials are going to be reviewed by the mechanics faculty at 10-15 universities. At the end of the project period, the first draft of the textbook is going to be prepared. Upon the completion of this project, a proposal to complete the development of the full package, including substantial web- and team-based components is going to be submitted. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Gray, Gary Francesco Costanzo Pennsylvania State Univ University Park PA Krishna Vedula Continuing grant 120259 7427 SMET 9178 7427 0000099 Other Applications NEC 0127516 February 1, 2002 Online Mentoring Project. Mathematical Sciences (21). This project is developing an online mentoring guide (OMG) to enable professors to integrate mentoring experiences into their mathematics and mathematics education courses. Pre-service teachers in these courses participate in mentoring activities associated with the Math Forum's "Problems of the Week" feature, a web-based project in which students in grades 3-12 submit solutions to six different posted problems. These "apprentice" mentors respond to each student and engage them in mathematical discourse. The OMG also allows individuals to pursue mentoring for continuing education credit or simply for professional growth. Incorporating the OMG in a variety of math-oriented classes is expected to encourage more students to consider teaching as a profession. Assessment of the impact of the mentoring experience on the student participants' understanding of mathematics teaching issues and children's learning of mathematics is being undertaken through focus groups, pre- and post-interviews, video conferencing, and Internet-based communications. Participating faculty at nine institutions are piloting versions of the OMG and providing feedback, from both themselves and their students, to improve the Guide, the Math Forum's existing mentoring environment, and the capacity to mentor more students. SCIENCE,TECH,ENG&MATH TEACHER CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Shumar, Wesley A Kristina Lasher Lisa Lavelle Craig Bach Drexel University PA Lee L. Zia Continuing grant 407520 7688 7427 SMET 9178 7688 7427 0000099 Other Applications NEC 0127520 October 1, 2001 Collaborative Project: Core Integration of the National SMETE Digital Library. A team of institutions is developing the technical capabilities and executing the organizational responsibilities of the core integration component of the National SMETE Digital Library program. Collaborators include: UCAR, Cornell University, Columbia University, the University of California at Santa Barbara, the Center for Intelligent Information Retrieval at the University of Massachusetts, and the San Diego Supercomputing Center. The project is bringing together many efforts already underway, and engaging new efforts as well, in support of a comprehensive large-scale digital library that promises to enhance every aspect of education in science, mathematics, engineering and technology. The organizational and technical underpinnings of the proposed work fall into three categories of effort, each within the overall context of educational excellence: 1) engaging the community, 2) providing technology, and 3) operating core services. To promote the vision of a strong NSDL community that sees itself as owning the program and having major influence on the character of the library, the project team is working with all NSDL-funded projects, helping to integrate their work into the library. Additional partnering with efforts such as those funded by the NSF's Digital Library Initiative and by the Institute of Museum and Library Services, and independently developed collections and services, is also taking place. Development and support of models for intellectual property and digital rights management are being undertaken, as well as promotion of a library evaluation framework, administration of an NSDL program advisory group, and development of an overall governance mechanism for the NSDL. A robust, flexible information technological infrastructure is being implemented based on two themes: a spectrum of interoperability and "one library with many portals". Technical components include a flexible portal architecture, a central metadata repository, an open source tool kit for access to rich content, and a database for authentication and user profiles, all emphasizing openness and long-term evolution. Finally, support is provided for a very wide array of educational and library services, emphasizing in this initial phase: operation of the primary portal and specialized portals for the NSDL community and the NSDL partners, comprehensive information retrieval services to search for collections or individual items, and an optional service for user profiles and authentication. The other two awards in this collaborative project are 0127298 and 0127308. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Wittenberg, Kate Lewis Gilbert David Millman Jane Ginsburg Columbia University NY Lee L. Zia Standard Grant 750000 7444 SMET 9178 7444 0000099 Other Applications NEC 0127521 July 15, 2002 Student Learning through Virtual Archaeology: the "Like a Fishhook" Native American Village Site. Anthropology (81) Archaeology is the discipline that provides humans with a conduit of sorts to the past: it is our way to travel through time. Although archaeologists can only dream of time travel as an ultimate check on their reasoning and interpretations, modern technology can make virtual time travel possible in virtual reality. In this project, by combining immersive role-based technology with the principles and data of archaeology, ethnography, and history, we are developing an environment for teaching generations of students about all of these disciplines. The project is creating a virtual archaeology site based on a real Indian village with a somewhat unusual history. "Like-a-Fishhook" was first established in the 1830s following a smallpox epidemic in the Dakota Territory which so depleted native Americans that the survivors of three tribes banded together to establish this village. The project is creating a virtual village as it existed in 1854 and then 100 years later in 1954, following an extensive archeological dig and documentation of this village. Immediately after this exploration, this the area was flooded following the construction of a dam. Evidence from research on earlier projects indicates that there are potential learning advantages to the approach developing and using synthetic environments in an active learning context. We believe that student learning of scientific knowledge and problem-solving skills in our virtual environment matches student learning from participation in a real archeological "dig." The objective of this project is to produce an educational software product for national distribution. The prospects for the success of this effort are being strengthened by evaluation research that we expect will support our belief that this instructional approach both enhances student learning of traditional curriculum and expands the scope of student learning through other curricular connections. This project is being undertaken through collaboration between the Department of Computer Science and the Department of Sociology and Anthropology at North Dakota State University, in cooperation with teachers at Minnesota State University - Moorhead (MSUM) and Jamestown College, a private four-year liberal arts college. EXP PROG TO STIM COMP RES CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Clark, Jeffrey Brian Slator North Dakota State University Fargo ND Myles G. Boylan Standard Grant 420000 9150 7427 SMET 9178 9150 7427 0000099 Other Applications NEC 0127534 January 1, 2002 Collaborative Learning Methods for an Introductory Computer Programming Course. Computer Science (31) This project is developing a more effective way of teaching the high dropout introductory programming course by using a set of group-based cooperative learning exercises in conjunction with the lecture approach. A major goal is to maximize use of faculty resources by incorporating teaching assistants into the process. Cooperative learning is a well known pedagogy for improving student retention and success. However, it is relatively unused in computer science and this project will provide an instructor's manual and group exercises to help computer science faculty move towards using cooperative learning. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Beck, Leland San Diego State University Foundation CA Robert Stephen Cunningham Standard Grant 74642 7427 SMET 9178 7427 0000099 Other Applications NEC 0127541 January 15, 2002 Physical Chemistry in Practice: An Interactive Multimedia Web-DVD Companion for the Physical Chemistry Course. Chemistry (12) With funding from an NSF CCLI-EMD grant, we have successfully developed a proof-of-concept prototype DVD (digital video disk) for physical chemistry. We are now creating a full version of the DVD, with developing 8 new modules and updating the 2 modules created for the prototype. The complete 10-module DVD would be a multimedia program that will allow students in undergraduate physical chemistry to see the practical, experimental applications of the concepts they are learning in the course. Each module of the DVD would explore a scientifically significant research project being carried out in a research laboratory in academia or industry, with current and relevant applications. The video medium would be used to provide high-quality programs about the research that include lecture information by the principal scientist and laboratory footage to demonstrate the research in action. The video program is supplemented with numerous high-end 3-D animations and graphics to assist in teaching the concepts. In addition, a unique Web interface to the DVD allow us to include HTML documents containing background theory and interactive problems for the students. These problems are based on the actual research being carried out, including authentic data from those experiments for the physical chemistry students to analyze. This Web-DVD interface is the first of its kind for an educational application, and would serve students with different learning styles by providing a combination of approaches for learning the material. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Weaver, Gabriela Purdue University IN Eileen L. Lewis Continuing grant 495038 7427 SMET 9178 7427 0000099 Other Applications NEC 0127557 May 15, 2002 Broadening the scope of statistical education through technology. Mathematical Sciences (21) This project develops software material for teaching mathematical statistics to advanced undergraduate students in science, mathematics, and engineering. The project is a collaborative effort of educators and researchers at the University of California, Berkeley and Davis, the Naval Postgraduate School, and Lucent Technologies. The software integrates case studies based on real-life problems from diverse fields with multimedia demonstrations of statistical concepts that use visualization, animation, and simulation to create a unique interactive learning environment. The philosophy behind the project is well represented by Moore's statement, "The case for substantive change in statistical instruction is built on strong synergies between content, pedagogy, and technology," (ISR, 1997). The case studies from Stat Labs: Mathematical Statistics through Applications (Nolan & Speed, 2000) provides a model and example content for integrating cases into the software. A distinguishing feature of this interactive environment is the use of professional statistical software, R, as a plug-in to the browser for running demonstrations. Some implications of this feature are that: extensive Java programming of plotting and numerical routines are avoided, the content (cases) and demos can be integrated into one cohesive document, more attention can be paid to the pedagogical aspects of the software. Further the project provides an electronic framework that is easily extensible and adaptable to different contents, therefore making it easier for instructors to incorporate the material into their teaching and to adapt the material to special audiences. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Nolan, Deborah Terence Speed University of California-Berkeley CA Daniel P. Maki Standard Grant 350000 7427 SMET 9178 7427 0000099 Other Applications NEC 0127561 June 15, 2002 The Mind Project Online Curriculum and Archive for the Cognitive & Learning Sciences. Psychology - Biological (71) The Mind Project is developing a rich array of interactive, web-based curriculum modules in the cognitive and learning sciences. Each module is designed for students who have no prior knowledge of the cognitive and learning sciences. Given the interdisciplinary nature of the cognitive sciences, many modules are suitable for use in a variety of different subjects, even at the freshman level. This strategy of "cognitive science across the curriculum" is providing a way of introducing students to this exciting field early in their academic careers. When linked together in sufficient numbers, the growing number of completed modules can be used to create an entire introductory course to cognitive science. One of the central design features of many of the modules is their capacity to introduce students to a particular research methodology and to provide interactive experiences that invite the student to employ that methodology first-hand. Rather than merely reading about what cognitive scientists do, students can actively engage in scientific inquiry, exploring the nature of mind and cognition with newly acquired methodological skills. Because the research expertise is built into the modules, a single instructor is able to teach an introduction to cognitive science with the kind of serious commitment to a variety of research methodologies that is typically found only in team-taught courses. The modules are being housed and maintained in The Mind Project Archive, the official repository for the Consortium on Cognitive Science Instruction CCSI). This archive uses a powerful server, allowing instructors to create customizable tables of contents (with the underlying materials) for use in specific courses. This project seeks to make it possible to integrate Mind Project modules and any other resources stored in the Archive. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Anderson, David Thomas Busey Robert Stufflebeam Illinois State University IL Myles G. Boylan Continuing grant 573230 7427 SMET 9178 7427 0000099 Other Applications NEC 0127563 May 15, 2002 Molecular Laboratory Experiments in Chemistry. Chemistry (12) This project addresses four perceived problems in instruction at the introductory level in Chemistry: a need for curriculum materials that will support an inquiry oriented instructional strategy; the difficulty students have linking macroscopic, microscopic and symbolic levels of understanding; a need for computer-based instructional materials that are simple, dynamic and interactive; a need to identify and address students' misconceptions. We are developing instructional materials that can be implemented as an integrated macroscopic (sensory)/microscopic/symbolic inquiry-oriented laboratory based instructional model. Specifically, we are developing eight Molecular Level Experiment (MoLE) Simulations: Gas Laws, Gas Phase Equilibrium, Kinetics, Atomic Structure and Periodicity, Acid-Base Chemistry, Calorimetry, Electrochemistry and Molecular and Solid State Structure. Each MoLE Simulation is a powerful, interactive, dynamic computer simulation, and is accompanied by a guided and open-inquiry laboratory activity. The materials help students link the macroscopic, microscopic and symbolic worlds together and allow them to develop a deeper understanding of these chemical phenomena. The materials also allow faculty and students to identify and address misconceptions students might have concerning the target concepts in each MoLE Simulation. Several different colleges and universities are testing and evaluating the proposed materials with their students under a number of additional instructional settings, including lecture, lecture supplements, homework assignment, computer laboratory, as either group or individual activities, and to introduce or verify concepts. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Gelder, John Michael Abraham Oklahoma State University OK Susan H. Hixson Continuing grant 308511 7427 SMET 9178 9150 7427 0000099 Other Applications NEC 0127574 March 1, 2002 Visible Human Dissector - Undergraduate Edition. Biological Sciences (61) The goal of the Visible Human Dissector (VHD) project is to provide a highly visual, interactive exploration tool to undergraduate instructors and their students that will enhance their ability to teach and learn human anatomy. The VHD, in its present prototype form, permits the user to 3-dimensionally display, highlight, dissect and identify structures and their properties and functions in the trunk of the National Library of Medicine's Visible Human Male. This project, through collaboration with nine undergraduate institutions in Colorado, is helping to develop and integrate this unique visual, interactive tool into anatomy and physiology courses offered by two-year and four-year undergraduate institutions. The students have the opportunity to perform a virtual cadaver dissection on photo-realistic anatomy in an interactive, self-directed manner, with testing and feedback options. This is made possible through the integration of technology, innovative software and this unique dataset. The existing prototype VHD was designed for medical student use as an adjunct to their human gross anatomy course. A goal of this project is to integrate this same technology into the undergraduate classroom. The nine schools were chosen to encompass a diverse population of undergraduate types. Formative and summative evaluation tools are designed to evaluate the VHD. Both an instructor and a student version of the Visible Human Dissector will be distributed nationally. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Spitzer, Victor University of Colorado at Denver and Health Sciences Center CO Daniel Udovic Standard Grant 495506 7427 SMET 9178 7427 0000099 Other Applications NEC 0127577 September 1, 2002 Using Technology to Transform Teaching and Learning: Data-Driven Inquiry and Collaborative Learning in Introductory Astronomy. Astronomy (11) This project expands development of data-driven interactive exercises and simulations for use in a collaborative learning environment to cover virtually all topic areas in introductory Astronomy. The motivation is to a) use the naturally engaging character of Astronomy as a vehicle to promote science literacy by integrating research into the curriculum to transform the passive lecture mode into an active learning system that emphasizes scientific process and methodology, b) explicitly create a collaborative learning environment where student teams solve problems and analyze data and c) offer a more engaging interface to science learning so that it becomes an effective recruiting tool for future K-12 science teachers. These goals can be accomplished by the development of robust software, based on real astronomical data sets, that runs in the Web browser environment. Previous work by the team on this project has already produced some of these learning tools. Assessment and evaluation of that effort shows that the methodology is sound. New objectives will be accomplished via further software development and beta-testing in local classes. This will involve approximately 700 students annually on four different campuses. The overall goals of this effort are for the students to be exposed to science methodology by engaging them in the actual practice of science and for them to develop excellent collaboration skills. These outcomes will serve the students far better than the traditional mode of rote memorization of syllabus-driven material that currently constitutes the pedagogy. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Bothun, Gregory Christopher Impey Richard McCray Chris Mihos University of Oregon Eugene OR Duncan E. McBride Continuing grant 479809 7427 SMET 9178 7427 0000099 Other Applications NEC 0127579 March 15, 2002 Enchancing Spatial Reasoning and Visual Cognition for Early Science and Engineering Students with 'Hands-on' Interactive Tools and Exercises. Interdisciplinary (99) Many problems in science, engineering, and mathematics are inherently spatial in nature. Examples are understanding and reasoning about atoms in a molecule, the design of mechanical and electronic systems such as robots, the layout of an integrated circuit or microelectronic mechanical chip, and the transmission of tension and compression forces in a structural system. These problems all demand the ability to visualize and reason spatially. Surprisingly, students of science and engineering are seldom taught these skills. Visual thinking and the ability to reason spatially can be taught and learned: indeed, this is a central component of architectural design education. We teach architects to manage and manipulate complex configurations of physical elements in space, and architectural educators have developed techniques for teaching this ability. In the past, the principal means for teaching spatial and visual thinking has been drawing and three-dimensional model-making. Today interactive media and software tools augment these traditional methods. Based on experience with teaching visual skills to architectural designers we are developing a series of exercises that, as part of a course on visual and spatial reasoning, can enhance science, mathematics, and engineering education for undergraduate students. The exercises include drawing with pencil and paper as well as computational drawing media, physical as well as computer-graphics based three dimensional modeling, and techniques for shifting between computational and physical representations. We are testing these exercises in a course taught to first-year college students and assessing the learning experience using both formative and summative evaluations. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Do, Yi-Luen University of Washington WA Myles G. Boylan Standard Grant 74984 7427 SMET 9178 7427 0000099 Other Applications NEC 0127580 October 1, 2001 Collaborative Project: Enhancing Interoperability of Collections and Services. In this collaborative project faculty at a number of institutions are working together to develop and implement information technological solutions aimed at enhancing the interoperability of both collections and services for the NSDL. A particular emphasis is on exploring the requirements for supporting "tightly federated" collections, that feature close adherence to particular metadata frameworks so as to enable federated search services to be built. In this collaborative effort a team from the University of California - Berkeley is working primarily on collection interoperability while a team from the University of Missouri - Columbia is focusing its efforts on enhancing the interoperability of services (see DUE 0126690). NATIONAL SMETE DIGITAL LIBRARY DUE EHR Agogino, Alice andy dong University of California-Berkeley CA Lee L. Zia Standard Grant 1000000 7444 SMET 9178 7444 0000099 Other Applications NEC 0127583 July 15, 2002 Collaborative Chemistry Laboratory Model (CCLM): Integrating Microcomputer-Based Laboratory with Interactive Multimedia Computer Simulations. Chemistry (12) This project is a joint effort between two Louisiana Universities, Southern University in Baton Rouge and McNeese State University in Lake Charles. We intend to integrate our resources and develop a Collaborative Chemistry Laboratory Model (CCLM) for undergraduate chemistry that can address some common problems. Specifically, poor student performance in the chemistry gatekeeper courses may be due to poor inquiry skills (methodology and reasoning) and poor conceptual understanding of chemistry topics. These problems, in turn, may adversely influence progress in future science courses. The model is based upon the integration of constructivist learning theory with three interactive modes of technology that are designed to enhance experiences with a phenomenon and its representations. Microcomputer Based Laboratory (MBL), i.e., the NSF-funded LabWorks, allows student design of experiments, simultaneous observation of a phenomenon and its representations, and graphical analysis of its data. Interactive Multimedia Computer Simulations (IMCS), the Chemistry Explorer computer modeling and simulation from Riverdeep, expands student decision-making opportunities and allows visualization at the particulate level. We are adapting and integrating the use of the MBL and IMCS systems so that students can emulate the mental world of chemists when they couple the enhanced methodology of MBL with the conceptually rich microworld of IMCS. Online cooperative/collaborative learning methods are providing opportunities for students to share their experiences and ideas between the two universities. The CCLM is being tested in freshman chemistry laboratory courses and later will be implemented in advanced courses. The project involves 800 STEM students distributed within the two universities. Faculty development workshops are being used to share findings throughout the LS-LAMP network of 12 universities. Other methods of dissemination include web publications and professional conferences. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Diack, Moustapha Mark Delaney William Moore Ella Kelley Jerry Suits Southern University LA Susan H. Hixson Standard Grant 170987 7428 SMET 9178 9150 7428 0000099 Other Applications NEC 0127587 May 1, 2002 Laboratory Investigations Using Quantitative Microscopy. Biological Sciences (61) This project is fully integrating quantitative methods into a course in vertebrate microanatomy by adapting digital technology into the classroom. While digital imaging technology is now widely available, using it effectively in undergraduate courses is limited by a lack of readily available protocols, lab materials, and lab exercises for undergraduate microscopy. In addition, software instruction to groups is usually done in computer labs distant from the biology laboratory. To address these problems, we are 1) developing a laboratory manual with special emphasis on image processing and quantitative methods for microscopy, 2) creating biologically meaningful investigations that apply the protocols, and from which students are collecting digital light and electron micrographs, 3) using the images students generate as well as commercially available datasets to teach image processing and quantitative analysis using readily available software (Adobe Photoshop and IPTK plugins), and 4) teaching image processing and analysis using wireless networked iBook computers at the benches in biology laboratories. By the end of the course, students should be able to prepare vertebrate tissues for light and electron microscopy, capture digital images, identify and describe characteristic tissue structures and make quantitative comparisons between samples. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Radice, Gary University of Richmond VA Jeanne R. Small Standard Grant 63320 7428 SMET 9178 7428 0000099 Other Applications NEC 0127591 February 15, 2002 Spreadsheet Applications for Materials Science. Engineering - Materials Science (57) In order to solve simple as well as involved materials science problems the use of spreadsheet solutions has been underutilized by educators. We have developed a suite of problems in materials science that lend themselves to spreadsheet solutions. Our materials enable students to work on the collection of data, graphing techniques, and analysis of may problem types. Toward this end a workbook containing a complete set of tutorials, applications, problem solutions, and a study guide has been created. In addition an instructor's manual is also available. These materials have been designed for use in high schools and colleges. We are disseminating our materials through symposia and publications. We are also distributing our materials through a publisher as well as the Internet. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Meier, Michael University of California-Davis CA Bevlee A. Watford Standard Grant 67303 7427 SMET 9178 7427 0000099 Other Applications NEC 0127595 February 15, 2002 The Hidden Earth Curriculum - A Visual, Interactive Approach to College Geology. Geology (42) We are developing interactive computer-based materials - unlike any that previously existed - to help students learn geology, improve their spatial visualization abilities, and engage in critical thinking. This proposal is to fully develop these innovative materials to create a lab-based curriculum, integrated with technology and focusing on the visual aspects of geology, such as visualizing geologic structures hidden beneath the Earth's surface. This project is placing these visual materials in a web-friendly framework and in the context of authentic, complex problems. We are using 3D programs to create arguably the next generation of interactive visual materials for introductory college geology courses. We are constructing QuickTime Virtual Reality (QTVR) movies that enable students to interactively rotate topographic and geologic terrains, slice into geologic blocks or reveal the internal geometry of layers, and erode the uplifted side of a fault block to see how this would be expressed on the land surface. We have piloted these movies in our introductory geology labs and upper-division geology courses, all to rave reviews. This curriculum contains integrated modules that can be used in introductory college courses and upper-level SMET courses, and by the general public. To evaluate the curriculum, students are pre-tested, selectively interviewed while training on the materials, and post-tested. Experimental methods include both experimental and quasi-experimental, and data are qualitative and quantitative. Proposed duration of the project is 36 months. Materials are being distributed via the Internet (http://reynolds.asu.edu) and via commercial publishers who already are interested. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Reynolds, Stephen Arizona State University AZ Keith A. Sverdrup Standard Grant 499989 7427 SMET 9178 7427 0000099 Other Applications NEC 0127599 June 15, 2002 Experiments in Bioinformatics. Biological Sciences (61) Biological research has moved from the laboratory bench to the desktop computer. However, bioinformatics, the use of information technology to manage, store, and analyze biological data, is seldomly used in the biology classroom. Not only is it important for students to develop research skills in this area, but engaging in these types of activities gives students a better understanding of molecular biology. This project enables college and high school instructors to use bioinformatics in life science courses by addressing the lack of "classroom-ready" materials. The project is developing instructional materials that focus primarily on teaching students how to use the databases and analysis tools available at the National Center for Biotechnology Information (NCBI). Students learn fundamental concepts in biology through the use of bioinformatics tools to perform novel experiments. Products of the project include: 1) a textbook/laboratory manual written from the perspective of how biologists use bioinformatics and providing an overview of the field and fifteen to twenty different experiments designed to help students develop skills in this area; 2) an instructor's manual to help instructors interpret results and including guidelines for implementation and inquiry-based activities; 3) a CD-ROM supplement containing data sets and examples that demonstrate how the laboratories work; and 4) on-line, animated, tutorials designed for novice users and made available through the education page at the NCBI web site. CCLI-EDUCATIONAL MATERIALS DEV ADVANCED TECH EDUCATION PROG HUMAN RESOURCES DUE EHR Porter, Sandra Geospiza Incorporation WA Joan T Prival Continuing grant 529970 7427 7412 7226 SMET 9178 7427 0000099 Other Applications NEC 0127622 June 1, 2002 Incorporating Structural and Image Analysis Investigations Across the Biology Curriculum. Biological Sciences (61) This project is incorporating digital imaging and image analysis technology across the biology curriculum so as to more fully implement investigative pedagogical approaches. The project adapts several key features of curriculum-wide imaging projects successfully implemented at other universities, most notably Franklin and Marshall College, Kutztown University, and Kent State University. However, the scope of the project is larger than those at other institutions in that digital imaging is being used extensively in the largest General Education lab science class, Introductory Biology. This course serves non-science majors, science majors, and pre-service K-12 teachers. The project is organized to provide Biology majors proficiency with this technology by introducing them to it in their first year and incrementally increasing their use of digital imaging and analysis in their upper division core and elective courses and undergraduate research. To accomplish these goals, the project is using a two-tiered approach. In the first tier students use workstations consisting of basic digital cameras, student compound and stereo microscopes, and computers to answer guided-inquiry questions in both Introductory Biology and upper division labs. At the second tier, two low-light level CCD cameras attached to high-quality microscopes are being used by all Biology majors in a centralized microscope facility to perform more sophisticated digital imaging and quantitative image analysis in classes and research projects. Faculty development is being accomplished through instructor training on equipment acquired. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Howard, David Daniel Sutherland Daniel Gerber Anne Galbraith Jennifer Miskowski University of Wisconsin-La Crosse WI Terry S. Woodin Standard Grant 74126 7428 SMET 9178 7428 0000099 Other Applications NEC 0127650 January 1, 2002 Real-Time Multi-Dimensional Assessment of Student Learning. A web-based assessment instrument that provides real-time, multi-dimensional, formative assessment of student learning is being developed. This instrument provides measures of learning by topic and by level of mastery. The levels of mastery are defined as the information level, the algorithmic level, the conceptual level, and the problem solving level. The information level is characterized by memorization and the ability to recall, repeat pieces of information, and identify information that is relevant. The algorithmic level is characterized by the ability to mimic, implement instructions; and use memorized information in familiar contexts. The conceptual level is characterized by the ability to visualize, rephrase, change representations, make connections, and provide explanations. The problem-solving level is characterized by the ability to use material in new contexts; to analyze problems; to identify the information, algorithms, and understanding needed to solve them; to synthesize these components into a solution; and to evaluate the quality of this solution. Four products are resulting from the project: 1) A web-based assessment system founded on a coded database of questions; 2) A coded database of questions for use in measuring student learning in introductory college chemistry, calibrated to reproduce measurements generated through student interviews; 3) Protocols for developing and calibrating databases for use in other SMET courses; and, 4) Quantitative and qualitative analyses of the use of this system by both students and teachers, including the impact of the instrument on the users learning and teaching strategies and the impact of the instrument on student performance. Students are using the instrument to self-assess their learning after each assignment, to clarify expectations for their performance particularly with regard to conceptual understanding and problem solving, and to identify strategies for improving their achievement. Faculty are using it to prepare formative and summative assessments, to target particular practices and topics for improved instruction, to identify groups of students who need immediate assistance, and to assess the effectiveness of new teaching strategies and materials. Important co-funding of this project is being provided by the Division of Research, Evaluation and Communication. CCLI - ASA CCLI-EDUCATIONAL MATERIALS DEV RESEARCH ON LEARNING & EDUCATI DUE EHR Hanson, David David Ferguson Troy Wolfskill Janice Grackin SUNY at Stony Brook NY Susan H. Hixson Standard Grant 565404 7431 7427 1666 SMET 9178 7427 0000099 Other Applications NEC 0127694 January 1, 2002 Supporting Assessment in Undergraduate Mathematics. The objective of this project is to support faculty members and departments in efforts to assess student learning in at least one of the following: (1) Coherent blocks of courses of undergraduate mathematical sciences, including entire degree programs; and (2) Individual courses, especially reform courses, using various assessment tools across varieties of institutions. The targeted blocks of courses are: (a) the major in mathematics, (b) courses for future teachers; (c) school mathematics as a preparation for college mathematics, usually called college placement programs; and (d) general education courses, including those aimed at quantitative literacy. This latter block includes study of assessments of the mathematical and quantitative literacy achieved in entire degree programs, recognizing that much mathematics is learned outside mathematics courses. Assessment cycles that use assessment for program improvements are of special interest, including those that use research on learning. Support from this work includes: (1) Nationwide distribution and discussion of a 1999 volume of case studies on assessment practices in undergraduate mathematics; (2) Compilation and nationwide distribution of a second volume of case studies and syntheses of coherent sets of case studies; (3) Construction and maintenance of a website to contain an annotated bibliography, literature synopses, interviews, and assessment designs; and (4) Development and operation of a series of workshops for faculty working on campus-based assessment programs, including both face-to-face and electronic venues. Assessment cycles for program improvement have not been integrated into core operations of departments. This project greatly facilitates assessment program development through wide dissemination of knowledge gained through experiences with assessment. CCLI - ASA DUE EHR Pearson, J Michael Bernard Madison Mathematical Association of America DC Daniel P. Maki Standard Grant 499928 7431 SMET 9178 7431 0000099 Other Applications NEC 0127725 September 15, 2001 Assessing Student Learning and Evaluating Faculty Capacity Development in the NSF-Funded Regional Workshops Project. An NSF-funded national dissemination project, "Disseminating Successful Strategies for Fieldwork in Undergraduate Science Curricula" (DUE 0088217), also known as the "Regional Workshops Project" (RWP), began a 5-year effort in 2001 that will eventually conduct 15 regional workshops for 300 undergraduate faculty at the rate of 3 per year. The RWP is engaged in establishing professional learning communities of faculty who 1) create and deliver undergraduate SMET courses that demonstrate that environmental problem solving is an integrative, challenging, effective way to engage undergraduate majors and non-majors, 2) use concepts and field/ laboratory techniques suitable for teaching undergraduates how science is done in a real-world, problem solving context, and 3) use research-based knowledge of how to assess student learning and support their capacity for development as educators on an environmental problem solving-based curriculum for undergraduate SMET courses. This ASA project is simultaneously examining the effects of the NSF-funded Regional Workshops Project (RWP) on improved faculty capacity to foster increased student learning. The approach is to study both the faculty capacity development initiated by the RWP workshops and sustained by interactions and resources (both planned and unplanned) available to faculty following their workshop experience, and the effects of these faculty capacity building processes on student learning. More specifically, this project is studying: 1) the development of RWP participants' capacity to use research on SMET learning and assessment practices in ways that result in changes in the participants approaches and attitudes toward teaching; 2) the extent to which faculty are supported while undertaking significant change in their curriculum and pedagogy (where pedagogy includes assessment activities) in ways that result in improvements in the participants' abilities to develop, sustain, and institutionalize their new environmental problem solving-based courses; and 3) the extent to which students in SMET courses : a) learn SMET concepts in a meaningful way (as defined by Novak, 1999); b) construct a view of SMET disciplines that is consistent with views held by experts in those disciplines; c) construct integrative conceptual frameworks to facilitate their understanding of SMET disciplines; and d) develop positive attitudes and perceptions about SMET disciplines. The project is providing the RWP PIs and regional workshop leaders with formative evaluation of the effectiveness of the regional workshops, and tested instruments and an easy-to-use analysis and report process that workshop leaders can use to undertake formative evaluation of other faculty development workshops with similar goals. These formative evaluations will be designed to help workshop leaders improve the format, content, delivery, and "climate" of the workshop. A tangible outcome will be a tested longitudinal assessment/evaluation process that SMET faculty can adapt to gather credible, dependable, transferable, and confirmable feedback that 1) guides course changes in support of improved student learning and 2) fosters their own professional growth and development. CCLI - ASA RESEARCH ON LEARNING & EDUCATI DUE EHR Borasi, Raffaella Susan Millar Mark Connolly Susan Lottridge University of Rochester NY Myles G. Boylan Standard Grant 637898 7431 1666 SMET 9178 7431 0000099 Other Applications NEC 0127751 June 1, 2002 Assessing Cognitive Components of Design for Course-based Improvement. This project is developing, implementing, and evaluating assessment tools and methods that support continuous improvement in student preparation in electrical and computer engineering design and related areas. Educational research has developed findings which suggest that engineering education would be improved by deliberately and carefully assessing important educational outcomes and building continuous improvement loops around courses and curricula. One of the most important goals of engineering education is preparing students to succeed in developing solutions to large-scale, ill-structured design problems that are typical of senior capstone design project courses and the professional world of engineering practice. The project is using the knowledge of expert functioning provided by cognitive science and instructional research to identify crucial aspects of the design process. It is developing multiple measures and gathering data to verify that these aspects are significant components of design skill. In broad terms, the components of expertise that are being addressed are declarative knowledge, procedural knowledge, and metacognitive processing knowledge. These are being illuminated by the development of quantitative ways to measure quality of design. Declarative knowledge (including "facts") tends to build and become refined with experience, and its structure tends to become organized in more abstract schemas with experience, allowing it to be applied confidently to a greater range of problems. Procedural knowledge is understanding how to address problems efficiently. Metacognitive processing knowledge is particularly significant for developing lifelong learning skills. It is developed as students learn to think broadly about how they are solving particular problems and seek better or more efficient approaches for future use. This is knowledge that requires planning, self-monitoring, and reflection. Its growth responds to deliberate efforts to develop it by instructors. The approach is being class tested in sophomore design courses and senior project design courses in two engineering areas, electronic and computer software design. Participating instructors are evaluating the assessments, writing improvement plans, and implementing these over a period of three years. The project is producing three distinctive products. First, it is producing assessments of various components of design skill, with reliability and validity findings. Second, it is evaluating the effectiveness of these assessment measures for use in course-based continuous improvement of student learning. Finally, the assessments of sophomore knowledge in the first year of the project is being used to predict their performance in their senior design courses. CCLI - ASA DUE EHR Sims-Knight, Judith Richard Upchurch Nixon Pendergrass Paul Fortier University of Massachusetts, Dartmouth MA Bevlee A. Watford Standard Grant 487923 7431 SMET 9178 7431 0000099 Other Applications NEC 0127753 January 1, 2002 An Affordable Model Laboratory for Undergraduate Mechanical and Civil Engineering Programs. Engineering - Mechanical (56) This project is developing fourteen experiments and building seventeen apparatuses for an undergraduate laboratory designed for conducting experiments in Mechanics of Materials and Dynamics of Machinery. The experiments and the apparatus being developed through this project may be utilized as starting points for the new laboratories or used to strengthen the existing laboratories. Undergraduate students are participating in research, design and development stages of the project in materializing all components of a "Model Laboratory". The project is helping them to improve their skills in working in teams, and their appreciation for cost-effective and superior designs. The outcomes of the project consist of: 1. Developing blueprints for fabrication of apparatuses necessary for precision experimentation in the areas of Mechanics of Materials and Dynamics of Machinery. 2. Creating detailed laboratory manuals for distribution to students. 3. Building a comprehensive plan for putting together an affordable model laboratory that successfully addresses the fundamental requirements of undergraduate laboratories in civil and mechanical engineering as well as engineering technology programs. 4. Enhancing the capabilities of future engineers/educators by involving them in the process of research, design, and development of experiments and equipment. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Sepahpour, Bijan The College of New Jersey NJ Krishna Vedula Standard Grant 74963 7427 SMET 9178 7427 0000099 Other Applications NEC 0127765 October 1, 2001 Conceptual Understanding of Three Dimensions of Earth Processes in General Education and Introductory Courses: Test Development and Validation. This project falls into the New Development track of the program guidelines. An assessment tool is being developed that can be used as both a diagnostic tool and a measurement of instructional effects, with primary focus on student conceptual understanding in the geosciences. Conceptual understanding and change are being targetted for two reasons. First, conceptual understanding implies both a familiarity with content and the ability to apply it to complex questions. Second, a number of studies have suggested that prior knowledge can be as important to understanding as pedagogy. As such, students' personal understanding of Earth systems may impact the way in which they understand and retain the formal geoscience they are exposed to. The primary goal of this study is the dissemination of a reliable and valid assessment tool to geoscience faculty around the nation, for use in general education and introductory geoscience courses, as a means of both diagnosing student preconceptions and assessing one aspect of course effectiveness. This test can thus be used as a cross-course, cross-university assessment instrument and as a means for comparing a variety of instructional styles and other variables, including disparate student outcomes related to characteristics such as age and gender. This goal will be achieved by: 1. Identification of alternative conceptions of geological processes through a comprehensive literature search and interviews with students. Geoscience covers a range of interdisciplinary studies, and we have narrowed our focus to three dimensions: Earth's crust (including topographic expression and geographic expression), Earth's interior, and Earth through time. Roughly 70 student interviews will be conducted at four different institutions with dissimilar student populations; 2. Development of a multiple-choice conceptual assessment tool using commonly held misconceptions as distractors. These misconceptions will be catalogued from the student interviews described above; and 3. Qualitative and statistical validation of the assessment tool, to ensure robustness as a comparative instrument. We will ensure both validity, the ability of a test to measure a specific characteristic, and reliability, the internal consistency of the test items and test reproducibility, of this test. Reliability and validity will be ensured through initial piloting with novice students, educators and expert geoscientists, and Item Response Theory statistics. The availability of an assessment tool involving fundamental conceptions in geology will be invaluable for university faculty interested in assessing introductory and non-major courses in the geosciences. Additionally, the use of misconceptions as distractors allows interested faculty to use the pre-test as a diagnostic tool, to determine the kinds of alternative ideas held by their students. Teachers can then modify course structures to specifically target these preconceptions. Finally, the availability of a standard test will allow geoscience faculty to compare courses at different universities, and in so doing allow a basis by which different instructors, teaching methodologies, curriculum, and technologies can be compared. This type of evaluation is critical if we are ever truly going to answer the question "What works in the geoscience classroom?" CCLI - ASA CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Libarkin, Julie Philip Sadler Steven Anderson Smithsonian Institution Astrophysical Observatory MA John D. Dwyer Continuing grant 498984 7431 7427 SMET 9178 7431 0000099 Other Applications NEC 0127777 January 1, 2002 Assessment of Student Achievement in Undergraduate Education (ASA). This project is developing improved practices and tools for the use of Web-based assessment in SMET courses. The University of Nebraska-Lincoln (UNL) is singularly well suited for such a project. For more than five years faculty and students have been making increasing use of a Web-based assessment system, Enterprise Diploma (EDU), based on software created at UNL. The level of activity with Web-based assessment at UNL, in pedagogical content development, software development, and institutional commitment, makes this campus a fertile site for groundbreaking advances in this area. During the 2000 - 2001 academic year, the EDU software was in use in more than 30 courses, and was used by more than 8,500 students. In addition, earlier versions of this web-based assessment system have been published nationally and adopted by a diverse range of postsecondary institutions. This project is engaged in assessing, expanding, and enhancing the use of this assessment system. Thus it is contributing to the improvement of student learning and satisfaction with basic math, statistics, physics, astronomy, and geology, and enabling instructors to improve instructional practices and course design as a result of increased knowledge of their students' skills and abilities. The objectives of this project are to: 1) Assess the effects of systematically varied use of Web-based assessment on student learning and motivation; 2) Develop and test new question suites and types of questions that allow more complex assessments, and conduct detailed item analysis on the archives of questions and student assessments; 3) Develop an implementation program that includes individual coaching and training workshops to prepare instructors to use EDU. The ultimate products of this project will be Web-based pedagogical assessment materials for introductory SMET courses that will be disseminated nationally through the proposing team's established links with traditional text-book and software publishers, and/or through open-source, "authorshare"- style Web-based means. The project also will produce educational research leading to recommendations for improved practice of Web-based assessment, with the potential to improve SMET teaching and learning in undergraduate institutions nationwide. Web-based assessment allows students to practice, fail, succeed and develop proficiency in a student-centered environment and enables instructors to assess and respond to student needs and tailor instruction accordingly. Yet, despite the attractiveness of the idea and the popularity of EDU at the University of Nebraska - Lincoln (and of similar products at other schools), most of the evidence of its effectiveness, or possible lack of effectiveness, is anecdotal. It is vital to experimentally measure and test its effectiveness as an assessment tool in SMET courses. This project will focus on assessing the validity and use of EDU in large foundational courses, first- and second-year classes with enrollments of 100 or more students. These classes are often the first encounter undergraduates have with SMET disciplines. The experience of undergraduates in them can shape their attitudes and expectations about science, math and engineering in profound ways. CCLI - ASA RESEARCH ON LEARNING & EDUCATI DUE EHR Orr, John C. Jones Nancy Lindsley-Griffin Glenn Ledder Kevin Lee University of Nebraska-Lincoln NE Myles G. Boylan Standard Grant 493156 7431 1666 SMET 9178 9150 7431 0000099 Other Applications NEC 0127800 January 1, 2002 Mathematics And Science Teacher Education Program (MASTEP): Follow-on Activities. The MASTEP (Mathematics And Science Teacher Education Program), funded under the NSF Collaboratives for Excellence in Teacher preparation program is continuing three crucial activities of the large and successful project. Under the leadership of San Jose State University, MASTEP includes San Francisco State University (the other teacher preparation program), four Community Colleges (City College of San Francisco, College of San Mateo, Evergreen Valley College, and San Jose City College), several local school districts, several local institutions for informal education, and several local supportive industries within the San Francisco Bay area. The project is evaluating the lasting impacts of MASTEP while also sharing experiences with colleagues nationwide through dissemination activities. In order to evaluate the teaching practices and leadership roles of MASTEP mathematics and science teacher graduates through their first 3-5 years in classroom teaching, the project is continuing the New Teacher Support Networks at both San Jose and San Francisco State Universities. Network activities include teaming the new teachers with local mentoring teachers, partial day workshops on relevant topics to teaching and leadership, and one residential workshop per semester to further network the new teachers together while promoting additional reform strategies. Dissemination activities consist of expanding the project's website to include rich descriptions of all of the major course revisions that have been funded by MASTEP. Accompanying many of these descriptions will be evaluation data on the impact of the course revisions or other activities. Faculty presentations on reform efforts are targeting Arts and Science faculty to inform such faculty of the project's successes and to encourage other faculty to embark on similar reforms. Evaluation efforts are leading to a summative assessment of the lasting impacts of MASTEP on students, instructors, and institutions. The evaluation is coordinated with the CETP Core Evaluation effort . The anticipated outcome of this project is a well documented assessment of the features of MASTEP that have had important and lasting impacts, especially on the new teachers produced and on the college/university faculty related to teaching practices, leadership roles, advances in personnel careers, and institutional reform. TEACHER PREPARATION PROGRAM DUE EHR Walker, Dan Nancy Carnal Ronald Drucker San Jose State University Foundation CA Joan T Prival Standard Grant 599988 7348 SMET 9178 7348 0000099 Other Applications NEC 0127806 January 1, 2002 Developing an Outcomes Assessment Instrument for Identifying Engineering Student Misconceptions in Thermal and Transport Sciences. This project is creating an outcomes assessment instrument to identify engineering student misconceptions in thermal and transport science courses, such as thermodynamics, fluid mechanics, heat transfer, and mass transfer. The instrument focuses on misconceptions concerning fundamental molecular-level and atomic-level phenomena, including heat, light, diffusion, chemical reactions, and electricity, which differ in significant ways from observable, macroscopic causal behavior. Important student misconceptions identified by surveying experienced engineering faculty are validated through student interviews for inclusion in a multiple-choice pencil-and-paper instrument patterned after successful misconception instruments such as the Force Concept Inventory. The instrument is being field tested to demonstrate its validity and reliability and its usefulness for both course-level and program-level assessment of student misconceptions in thermal and transport science topics. The instrument is designed to allow for pre-testing (at the beginning of a course or curriculum) and post-testing (at the end of a course or curriculum) to measure changes in student mental model development. CCLI - ASA DUE EHR Miller, Ronald Ruth Streveler Colorado School of Mines CO Bevlee A. Watford Standard Grant 297208 7431 SMET 9178 7431 0000099 Other Applications NEC 0127828 June 1, 2002 Development of Faculty Collaboratives to Assess Achievement of Student Learning Outcomes in Critical Thinking in Biology Core Courses. The Department of Biological Science at California State University Fullerton (CSUF) is implementing a major curricular revision of the biology major's program in fall 2002. Planning for this revision involved the majority of the 24 faculty in the department working as collaborative teams and was based on explicit identification of student learning outcomes for the entire curriculum and for each of the four new core courses that replace the eight core courses previously offered. Faculty worked in groups called Teaching Collaboratives, according to their expertise, to develop the four new core courses. The new core courses incorporate active learning and inquiry-based activities in both the lecture and laboratory sections. The Faculty Collaboratives are now developing and adapting assessment instruments and techniques (such as those developed at Kean University, Reid, B et al, 1992, "Outcome Assessment as a Context for Evaluating the Biology Curriculum", BioScience, 42:536-542) for critical thinking and problem-solving skills, linked to the major concepts and themes within the courses. Faculty teaching the same core courses (members of the Teaching Collaboratives) are sharing their assessment items and developing new ones with the guidance of assessment software and in collaboration with an assessment consultant and process facilitator. In addition, sample student work resulting from these assessment items are being examined by the Teaching Collaboratives to identify strengths and weaknesses of the assessment items and of the learning environment. The end result is development of: an informed faculty; an electronic system for gathering the data to monitor the impact of curricular changes on student achievement, attitudes, and retention; and an accessible but secure database that allows faculty to share assessment items and to monitor student profiles throughout the biology program. CCLI - ASA DUE EHR Kandel, Judith Joyce Ono Merri Casem William Hoese California State University-Fullerton Foundation CA Myles G. Boylan Standard Grant 444005 7431 SMET 9178 7429 0000099 Other Applications NEC 0127932 March 1, 2002 Collaborative Research: Integration of Simulation Technology into Undergraduate Engineering Courses and Laboratories. Engineering - Mechanical (56) The objective of this project is the integration of simulation technology into undergraduate education through the development of teaching modules (TM) for complementary computational fluid dynamics (CFD), experimental fluid dynamics (EFD), and uncertainty analysis (UA) for use in teaching undergraduate fluid mechanics courses and laboratories. Faculty partners from colleges of engineering at small and large public, small private, and small historically minority private universities are collaborating on the development of the TM, the effective implementation, the evaluation, the dissemination, and the pedagogy of simulation technology using web-based techniques. The evaluation plan includes collaboration with faculty from the University of Iowa, College of Education, the Department of Psychology and Quantitative Foundation and Center for Evaluation Assessment. The TM include three parts: 1) lectures on CFD and EFD methodology and standard procedures and UA; 2) CFD templates for academic use of commercial industrial CFD software; 3) exercise notes for use of CFD templates and complementary EFD and UA. The commercial industrial CFD software is FLUENT, http://www.fluent.com/, which is a widely used CFD software in many industries and universities and a partner in the present work. Faculty development activities are occurring in parts 1) and 3) of the production of the TM, and during part 2), faculty development activities are occurring during the generation of TM specifications and collaboration with FLUENT on design of CFD templates. FLUENT is providing software development and testing of CFD templates; training of faculty in the use of CFD templates; national/international self-sustaining web-based distribution of the TM, including all parts 1) -3); and free faculty use of FLUENT/Flowlab. Faculty partners will meet yearly for development of the TM and collaboration and training with FLUENT/Flowlab. The initial capability of the TM are based on those capabilities developed in the proof-of-concept at The University of Iowa in spring semester 1999, fall semester 2000, and spring semester 2001. The results from this prior effort may be reviewed at http://www.icaen.uiwa.edu/~fluids/. This project is a collaborative between the University of Iowa (0126589), Iowa State University (0127459), Howard University (0127932) and Cornell University (0127464). Keywords: FLUENT, Flowlab, teaching modules, computational fluid dynamics, experimental fluid dynamics, uncertainty analysis. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Smith, Sonya Teresa Howard University DC Russell L. Pimmel Standard Grant 125997 7427 SMET 9178 7427 0000099 Other Applications NEC 0135244 October 1, 2001 Meeting for NSF/DUE PIs Workshop. The Mathematical Association of America (MAA) is organizing a meeting for Principal Investigators (PIs) and co-Principal Investigators of currently funded DUE projects in the mathematical sciences in Washington, DC in March, 2002. The meeting brings together PIs of projects funded by the Course, Curriculum, and Laboratory Improvement Program (CCLI), the Advanced Technological Education Program (ATE), and selected PIs of past Course and Curriculum Development Program (CCD) projects in the mathematical sciences. Meeting themes center on the role of the mathematical sciences in undergraduate general education with emphases on the ATE program, teacher preparation, and electronic publication, notably through the MAA Mathematical Sciences Digital Library (MathDL). An important activity of the meeting is consideration of the dissemination of (digital) learning materials in new forms and through new vehicles. CCLI-EDUCATIONAL MATERIALS DEV ADVANCED TECH EDUCATION PROG DUE EHR Straley, Tina Lawrence Moore Mathematical Association of America DC Elizabeth Teles Standard Grant 168548 7427 7412 SMET 9178 7427 1032 0000099 Other Applications NEC 0135580 October 1, 2001 Support for Second Annual PAESMEM Conference. The University of Kentucky is hosting a conference to bring together the recipients of Presidential Awards for Excellence in Science, Mathematics, and Engineering Mentoring (PAESMEM). As part of the conference format, they will also include as participants those mentored by the PAESMEM awardees. The conference has two main themes: (1) To continue the efforts to organize PAESMEM recipients as a national resource for mentoring; and (2) To highlight success in mentoring, especially that involving postdoctoral, graduate, undergraduate, or high school student research. PRES AWDS FOR EXCELL IN SCI DUE EHR Butterfield, D University of Kentucky Research Foundation KY David L. Temple Jr. Standard Grant 21000 1593 SMET 9178 0135999 September 15, 2001 Assessing the State of Web-Based Laboratory Teaching and Learning. Engineering - Other (59) This project is hosting a team of undergraduate students from WPI to research the state-of-the-art in how laboratory teaching experiences are delivered using web-based information technologies. The team of students are completing 7 weeks of foundational research at WPI, then will work on-site at NSF in the Division of Undergraduate Education for another 7 weeks to complete their project. The project is ascertaining how the critical laboratory components of science and engineering courses and how advanced web-mediated learning technologies are being used to complement, supplement, or otherwise "convey" laboratory experiences in the undergraduate science and engineering curriculum. The WPI students are receiving academic credit in fulfillment of a requisite for the Bachelor of Science degree. Regular WPI faculty, who are resident in Washington with the students, are guiding their work with consultation with NSF program directors. The students will deliver a final report to the NSF that will contain, in addition to their revised literature review and methodology, presentation of their data and analysis, along with conclusions and recommendations. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR DiBiasio, David Worcester Polytechnic Institute MA Herbert Levitan Standard Grant 9688 7427 SMET 9178 7427 0000099 Other Applications NEC 0136162 December 1, 2001 Workshop: Rethinking the Preparation for Calculus; Arlington, Virginia 2001. Over the last few years, most aspects of the mathematics curriculum have been undergoing major changes. The calculus reform movement has generated changes both in terms of what is taught and how materials are taught; these changes are well documented. In the eighties a conference on reform calculus was held at Tulane University in New Orleans. The Tulane conference helped shape some of the ideas of reform calculus. This project does the same for precalculus. The purpose of the workshop is to rethink the preparation for calculus, given that students are having such different mathematical experiences in high school, calculus in college has changed, technology is providing mathematical tools for both teaching and learning, and college algebra is in the process of changing. Several mathematics educators were invited to a working workshop that was designed to address each of these issues. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Narayan, Jack SUNY College at Oswego NY Daniel P. Maki Standard Grant 99165 7427 SMET 9178 7427 0000099 Other Applications NEC 0136283 September 1, 2002 A Conference on the Introductory Calculus-Based Physics Course. Physics (13) This project is supporting a Conference on the Introductory Calculus-based Physics Course. The conference is an initiative of the National Task Force on Undergraduate Physics (a cooperative effort of the American Association of Physics Teachers, AAPT, and The American Physical Society, APS, and the American Institute of Physics, AIP). In recent years it has become clear that there is a need to update and revitalize physics education. At the same time, a significant base of research in physics education has emerged with a particular emphasis on introductory physics. Therefore the time is ripe to provide departments that are interested in using the results of research to improve their courses a forum where they can get the information they need, including examples of successful implementations. Significant interest exists in the community for such a conference, and the attendance is estimated at approximately 200. The result will be a large number of physics departments that will begin to revise their introductory sequence in line with the best thinking on teaching and learning. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Khoury, Bernard Robert Beichner Ramon Lopez American Association of Physics Teachers MD Duncan E. McBride Standard Grant 67024 7427 SMET 9178 0000099 Other Applications NEC 0196015 June 1, 2000 Development of Educational Materials for Undergraduate Online Programs in Information Engineering Technology. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Uskov, Vladimir Ashraf Saad Bradley University IL Kenneth Lee Gentili Standard Grant 249838 7427 SMET 9178 7427 0000099 Other Applications NEC 0196118 September 1, 2000 Effective Internet Education for Everyone. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Kurtz, Barry Micheal O'Neal Jenna Carpenter Gerald Burnham Appalachian State University NC Russell L. Pimmel Standard Grant 279700 7427 SMET 9178 7427 0000099 Other Applications NEC 0196219 March 1, 2001 Prototyping a Software Engineering Educational Community. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Horton, Thomas John Knight University of Virginia Main Campus VA Andrew P. Bernat Standard Grant 55039 7427 SMET 9178 7427 0000099 Other Applications NEC 0196409 August 1, 2001 Development of the Undergraduate Physical Chemistry Laboratory: Laser-Based System for Spectroscopic and Kinetic Studies. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Yokoyama, Kazushige SUNY College at Geneseo NY Harry Ungar Standard Grant 44902 7428 SMET 9178 7428 0000099 Other Applications NEC 0196464 July 1, 2001 Adaptation of an Innovative Materials Science Course for Engineers. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Palmer, Mark Anthony Guiseppi-Elie Robert Pearson Kettering University MI SIMONEAU ROBERT W Standard Grant 15500 7428 SMET 9178 7428 0000099 Other Applications NEC 0196479 August 1, 2001 Proof of Concept Proposal for Physical Chemistry in Practice - An Interactive Multimedia DVD Companion for the Physical Chemistry Course. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Weaver, Gabriela Purdue University IN Iraj B. Nejad Standard Grant 5074 7427 SMET 9178 7427 0000099 Other Applications NEC 0196487 September 1, 2001 Adaptation of ECSEL's Computational Vizualization Tools and Pedagogy for Engineering Mechanics. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Mukai, David University of Wyoming WY Roger Seals Standard Grant 44144 7428 SMET 9178 7428 0000099 Other Applications NEC 0196496 August 1, 2001 South Carolina Computer Science, Engineering and Mathematics Scholars Program. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Peters, Angela Claflin University SC Duncan E. McBride Standard Grant 212000 1536 SMET 9178 1536 0000099 Other Applications NEC 0196527 September 1, 2001 Strategies to Promote Active Learning in Chemistry Courses: Multi-Intiative Dissemination Workshops. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Lewis, Eileen University of California-Berkeley CA Susan H. Hixson Standard Grant 896402 7427 SMET 9178 7427 0000099 Other Applications NEC 0201077 August 15, 2002 Mathematical Modules. Today's industry garment manufacturing employees are seriously deficient in the needed math skills for quality control inspection, costing, data analysis, pattern-making, pattern grading, calculating piece work payments, and many other processes. The educational level of math skills of workers is not sufficient to carry out the tasks. Partly this is due to an immigrant work force and partly due to the misperception that the apparel industry is "fashion" rather than technically oriented. The lack of these skills leads to ineffective work processes because of repeated operations and lack of quality measures. This project develops, applies, and assesses mathematical curriculum modules as applied in manufacturing; specifically apparel manufacturing. While the development of such curricula is not new, math concepts are being created for an industrial setting where such a direct application is strongly needed. A Teaching Factory allows educators to test theoretical materials and disseminate these materials to students in the apparel production program. This project uses educational resources to solve industrial problems at a core level. The success of the technical assistance, train-the-trainer, supervisory training, and modular training programs are founded in an understanding of and commitment to workplace and workforce development. The math modules developed are implemented in credit classes (apparel production, pattern making, CAD/CAM), at nearby community college and university classes (fashion merchandising, apparel technology), and in some non-credit classes (introduction to manufacturing, time study, supervisory training) held at the Teaching Factory. ADVANCED TECH EDUCATION PROG DUE EHR Stark, Susan Judi Sasser-Watkins City College of San Francisco CA Elizabeth Teles Standard Grant 93034 7412 SMET 9178 1032 0000099 Other Applications NEC 0201873 September 15, 2002 Computer Security and Data Assurance Associate Degree Program. In response to the national need for information technology workers with expertise in information systems security, this project is developing an associate degree program in computer security and data assurance at Norwalk Community College. The new program leads students either to immediate employment or to a related four-year degree at Western Connecticut State University. In developing the curriculum, investigators are examining existing computer security curricula and standards in order to adapt and build on exemplary resources. The investigators are also introducing a faculty externship program, which provides faculty members with relevant workplace experiences so they can better prepare their students for careers in the computer security field. Although the project's primary audience is two-year college faculty and students, the goal is to create a computer security career pathway from secondary schools to two-year colleges and on to universities. Objectives and activities in the project include: * adapting computer security curricula to create a career pathway from secondary schools to two-year colleges and four-year universities; * implementing an externship program for faculty; * creating practical lab experiences with a Unix/NT "anti-hackers" lab and teleconferencing equipment for distance learning; * utilizing a faculty externship and student outreach coordinator to administer externship placements and recruit students for the computer security program; * disseminating the computer security materials, curriculum, and model throughout Connecticut; and * hosting an annual cybersecurity conference. The project is guided by an advisory committee of representatives from business and industry, professional associations in the computer security field, other colleges and universities, and law enforcement. ADVANCED TECH EDUCATION PROG DUE EHR Ellis, Rose John Fisher Jeffrey Cantor Marie Wright Thomas Duffy Norwalk Community College CT R. Corby Hovis Continuing grant 688414 7412 SMET 9178 1032 0000099 Other Applications NEC 0201981 August 1, 2002 Science for Future Elementary School Teachers: Connecting College Coursework to Pre-Professional Experiences. Science for Future Elementary School Teachers (FEST) joins El Camino College (ECC), Moffett Elementary School, and California State Universities Dominguez Hills and Long Beach in a partnership to (1) link the content taught in two ECC science courses with pre-teaching experiences in the elementary schools; (2) introduce preservice teachers to the use of instructional technologies in science education; and (3) strengthen and sustain an articulated transfer path for future science teachers. Science FEST participants (1) take reformed physical and life science courses targeted for future teachers to develop their knowledge of content and pedagogy; (2) concurrently enroll in a curriculum development course in which they design inquiry-based, technology-enhanced science modules for elementary school students; (3) present the modules in classrooms, informal education settings, and at professional conferences; (4) develop leadership skills by advising and mentoring elementary school students via the After School Science Clubs and field trips; and (5) receive additional support services (academic/career counseling, technology training, transfer admission assistance) to facilitate their transfer into four-year teacher preparation programs. As a result, these future teachers have a stronger foundation in science and instructional technology, experience inquiry-based science, and better understand the integral nature of science in the world. This foundation helps them deliver science content more effectively once they enter their own classrooms. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Kasabian, Judy Perry Hacking El Camino College CA Joan T Prival Standard Grant 333696 7412 1536 SMET 9178 7204 1032 0000099 Other Applications NEC 0202131 July 1, 2002 Teaching Approved Methods of Tuning and Adjusting Heating, Ventilating, and Air Conditioning Control Systems. The Heating, Ventilating, and Air Conditioning (HVAC) industry is presently struggling with a problem that affects its credibility with owners and occupants of buildings: installed, renovated, and maintained building HVAC systems are not meeting the conditions, comfort, and economy of operation expectations of owners, occupants and other end users. As evidenced by articles and letters of concern in HVAC and building trade periodicals, building mechanical system owners, designers, installers, and occupant representatives need a commonly understood, scientific means of field testing HVAC system control performance which can more readily determine compliance with desired and specified operation. A previous NSF grant to the Sinclair Community College (DUE 9544183) sponsored a symposium attended by national representatives of colleges and universities, HVAC industry professionals, and HVAC equipment manufacturers. At the symposium it was demonstrated that control systems performance could be analyzed through hard copy recordings of controller responses. This textbook-described method of analysis was in lieu of the non-scientific practice of visual monitoring, or vague "self tuning" programs used for observing and correcting controller behavior. As the result of a request at the symposium, Sinclair faculty is developing a curriculum module to teach the utilization of a hand-held graphing calculator to be substituted for the fragile, expensive, sophisticated laboratory test equipment that was used at the symposium to demonstrate the method of controller behavior analysis based on textbook control theory. The curriculum module is used in existing HVAC control courses at Sinclair Community College and is available to other Associate and Bachelor degree programs in mechanical engineering technology. All materials and technology developed are disseminated through engineering education professional associations. The final report serves as the basis of technical papers presented to general meetings of such professional societies as ASHRAE, IEEE, ASEE, and ISA. Development of curriculum is accomplished in cooperation with faculty from the University of Dayton, a professional advisory panel, and curriculum developers at the National Center of Excellence for Advanced Manufacturing Education. The Sinclair faculty researchers administering this development project have years of experience in designing and installing major commercial HVAC control systems. In addition, such material can find ready use nationally in continuing-education courses offered by two-year colleges to employees of local industry. With the articulation agreements and working arrangements that Sinclair has with such four-year colleges as the University of Dayton, Miami University of Middletown, University of Cincinnati College of Applied Science, University of Toledo, and Ferris State University, the developed material is being used in many engineering and technical programs. ADVANCED TECH EDUCATION PROG DUE EHR Kapka, Larraine Russell Marcks Allan Watton Sinclair Community College OH Herbert H. Richtol Standard Grant 155324 7412 SMET 9178 1032 0000099 Other Applications NEC 0202133 July 1, 2002 Math Applications Shaping Tomorrow (MAST). This project is adapting "Revitalizing Classroom Teaching and Learning: A Beginning for Two-Year College Mathematics" from Greenville Technical College in South Carolina. It partners with local industry to incorporate problem-solving and real industry-based application into mathematics curriculum at three levels of education: high school, two-year college, and four- year college/university. Using the pedagogical approach developed in the Greenville project, this project is accomplishing four objectives: 1. Revitalizing the mathematics curriculum with work-based experiences, incorporating technology as both a teaching and a learning tool, and fostering an interactive learning environment. 2. Building a strong connection among high school, community college, four-year college/university and industry by integrating mathematics content and industry-based applications by spiraling through the three levels of education; understanding the similarities and differences in mathematics vocabulary from the academic to the work setting; and improving communication and articulation among the three academic levels and industry. 3. Providing faculty professional development opportunities to support collaborative learning methodology, student engagement in learning and use of appropriate technology. 4. Developing "The Process Guidelines" to revitalize curriculum, using from faculty journals. The project accomplishes these objectives by: 1. Developing a replicable and self-sustaining infrastructure that builds collaboration between education and industry; highlighted by interaction through shadowing, site visits, classroom visits, and externships; 2. Offering professional development activities to increase teamwork use of technology in the classroom, and knowledge of alternative teaching techniques that target different student learning styles; 3. Class piloting, refining and implementing of new teaching methods, work-based problems, and student interaction within the classroom; and 4. Synthesizing and generalizing faculty journals into a clear manual, "The Process Guidelines". ADVANCED TECH EDUCATION PROG DUE EHR Pirri, Catherine Stephen Proietti Northern Essex Community College MA Elizabeth Teles Standard Grant 249724 7412 SMET 9178 1032 0000099 Other Applications NEC 0202141 May 1, 2002 Aquarium Technology and Marine Interpretation. This project isl developing and implementing an Associate of Applied Science (AAS) degree program in Aquarium Technology and Marine Interpretation. The program is educating individuals to work in the growing number of aquariums, ornamental fish enterprises, aquaculture facilities, and marine recreation and interpretative centers in the Pacific Northwest and throughout the country. As an Advanced Technology Education (ATE) Adaptation and Implementation Project, Oregon Coast Community College is: (a) Reviewing and adapting curricula on Fisheries Technology developed by Northwest Center for Sustainable Resources (DUE 981315) and aquarist curricula developed by Marine Advanced Technology Education Center (DUE 9752028); (b) Developing additional curriculum specific to aquarium technology and marine interpretation using the DACUM ( Developing A CurriculUM ) process; (c) Submiting and receiving approval for the AAS degree from the Oregon Department of Education, Division of Professional/Technical Education; (d) Enrolling 25 students in the program in each of years two and three of the grant; (e) Developing articulation agreements with Oregon State University and other four-year institutions to facilitate successful transition to related bachelor's degree programs; and (f) Sponsoring annual marine education and career institutes for high school students. These institutes give 100 students per year the opportunity to explore careers in aquatic life support, aquatic animal husbandry and health, and marine interpretation. The project is accomplishing these tasks with the assistance of local and national partners. The partners provide technical expertise, training facilities, and internship opportunities for students. Local partners include the Oregon Coast Aquarium, the Bureau of Land Management, the Port of Newport, private nature-based tourist enterprises, and the Oregon State University Hatfield Marine Science Center, which includes Oregon State University's Marine Science program, Extension Sea Grant and research facilities for the Environmental Protection Agency, the National Oceanographic and Atmospheric Association, the U.S. Fish and Wildlife Service, and the Oregon Department of Fish and Wildlife. A National Science Foundation funded nation-wide survey indicated strong employer demand for a technical training program of this nature. ADVANCED TECH EDUCATION PROG DUE EHR Hodgkins, Jane George Boehlert Lavern Weber Timothy Miller-Morgan Oregon Coast Community College OR David A. Hanych Continuing grant 779845 7412 SMET 9178 1032 0000099 Other Applications NEC 0202202 September 1, 2002 Connecting Mathematics, Science and Technology. This project is developing and disseminating low-cost laboratory apparatus and innovative, competency-based, activity-based, interdisciplinary curriculum materials that integrate mathematics, science, and technology. The project objectives are to: 1. Develop four curriculum modules incorporating 24 Authentic Learning Tasks to be distributed to high school and community college faculty using inquiry-based activities that apply rigorous mathematics and science to realistic technological tasks. 2. Offer four in-depth summer institutes based on the curriculum modules to 72 Ohio high school and community college faculty. The project is implemented in two major phases: Curriculum Development and Summer Institutes. Phase 1: Four curriculum modules incorporating laboratory apparatus and innovative, competency-based, activity-based learning through 24 Authentic Learning Tasks (a series of discrete learning events that build experience and competencies related to the module's goals) are being created in the following curriculum modules: Algebra, General Mathematics and Trigonometry, Science/Physics, Technology and Electronics. Leading developers of hardware and software are participating in this phase. Phase 2: A series of four institutes are being offered for 72 mathematics, science, and technology high school and two-year college faculty in Ohio. ADVANCED TECH EDUCATION PROG DUE EHR Chaney, Robert Kay Cornelius Sinclair Community College OH Elizabeth Teles Standard Grant 401914 7412 SMET 9178 1032 0000099 Other Applications NEC 0202215 June 1, 2002 Planning Grant for Southern Rings: A Four-College Consortium to Expand the Number of Technically-Educated Professionals in Urban and Rural Areas. Southern Rings is a consortium of three two-year colleges and a four-year college to establish a regional center to increase the number of technologically-trained information technology technicians in south Georgia. The planning process is to define and develop roles of industrial partners and secondary schools, an effective co-principal investigator structure, a multi-institutional approach to academic programs and content delivery, technical support for activities, and management and evaluation plans. The process determines specifics of the models to ensure scalability and sustainability of the efforts and to extend them to rural communities that have no institutions of higher education. ADVANCED TECH EDUCATION PROG DUE EHR Staman, Michael Macon State College GA Gerhard L. Salinger Standard Grant 50000 7412 SMET 9178 1032 0000099 Other Applications NEC 0202223 September 1, 2002 Pathways to Technology: The Community College Route. This project is showcasing a diverse range of ground-breaking Advanced Technology Education (ATE) programs currently operating in community colleges across the country, through production and dissemination of a series of media-based products. The project also features a robust outreach campaign to awaken students, parents, guidance and career counselors, policymakers, and community colleges themselves to the enormous potential of these programs. Five 15-minute videotapes illustrate successful ATE programs in such fields as Agriculture, Biotechnology, Chemical or Process Technology, Information Technology, and Manufacturing. Each video profiles two students, highlighting the ethnic, geographic, and age diversity reflected in community college demographics. In addition, an introductory video, drawn from the library as a whole and also produced in CD-ROM format, provides an overview of exemplary ATE programs in community colleges across the country. A companion Web site is expanding on the topics addressed in the videos, providing additional information through text, interactive activities, streamed clips from the series, and links to related sites. A National Advisory Group is guiding all aspects of the project. Dissemination activities feature widespread distribution of copies of the video series, the overview CD-ROM, and print guides to facilitate use. In addition, through partnerships with the American Association of Community Colleges (AACC), the American School Counselor Association (ASCA), and Jobs for the Future, Inc., there is use of common messaging to place listings and articles about the series in the online community college guides published by Peterson's, USA Today, and U.S. News and World Report.The project is also working to reach the 5 million members Phi Theta Kappa and marketing the series via general educational distributors. All project materials are designed for use as tools by community colleges in recruiting students, educating policymakers, and encouraging expanded involvement of business and industry in ATE programs.The intention of the project is to bring community colleges to the forefront of consideration when students (e.g., high schoolers, older-adults, displaced workers) and those who support them (e.g., guidance counselors, workplace supervisors, and parents) are exploring educational and career options. ADVANCED TECH EDUCATION PROG DUE EHR Blumenthal, Denise WGBH Educational Foundation MA Elizabeth Teles Continuing grant 1330943 7412 SMET 9178 1032 0000099 Other Applications NEC 0202240 July 1, 2002 New Economy Technician: A Dissemination Project of MATEC. The Maricopa Advanced Technology Education Center (MATEC) is transitioning to serve as the NSF's leading dissemination center for skill standards, ideas, materials, contacts, and mentoring in the field of semiconductor industry education. Since 1996 MATEC has collaborated with industry and educators to increase the number of semiconductor manufacturing technology (SMT) programs from 32 to 80; create the industry's first national skill standards; and develop and distribute 44 modules of learning materials through a unique electronic delivery system. As a dissemination center, MATEC's goals are 1) to motivate at least 50 percent of the nation's SMT faculty to adopt the MATEC learning system by 2005, in part by developing an industry-accepted ChipReady job-screening assessment; and 2) to broadcast best practices and new ideas among SMT faculty nationwide. MATEC continues to use the dissemination vehicles developed in the last six years (adopter and topic workshops, Web site, quarterly print newsletter and e-mail bulletins, conference attendance, faculty development, and sponsorship of the industry's most influential annual workforce development conference). MATEC is also developing five new dissemination vehicles (Learning Invention Lab, lesson plan recognition, exemplary instructor video, collaboration with Arizona State University East, collaboration with industry workforce developers). ADVANCED TECH EDUCATION PROG DUE EHR Lesiecki, Michael Cathleen Barton Richard Newman Maricopa County Community College District AZ Duncan E. McBride Standard Grant 971705 7412 SMET 9178 1032 0000099 Other Applications NEC 0202247 May 15, 2002 Gateway to Manufacturing Excellence Project. Under the leadership of St. Louis Community College at Florissant Valley (SLCC-FV), the University of Missouri-Rolla (UMR), and the St. Louis Area Tech-Prep Consortium of 28 school districts partner for this project. The project focuses on the development of a 3-D Solid Modeling (Unigraphics) course, professional development for secondary school teachers, student enrichment and outreach activities for high school students, and adaptation and implementation of South Carolina ATE Gateway to Technology program. Through the legislative and former governor's leadership and financial support from the state of Missouri, St. Louis Community College at Florissant Valley has already been involved in an extensive upgrade of its facilities and programs. In the last three years the state of Missouri has awarded over $1.5 million to the college to enhance its laboratory facilities for manufacturing related programs, and has appropriated $2.1 million to expand the physical facilities. Scope of the project includes developing one course at the associate's level in a manufacturing related topic, organizing workshops and training sessions in manufacturing related topics for high school teachers and students, and implementing Gateway to Technology (developmental) program to improve preparedness of SLCC-FV students for engineering and engineering technology programs. . ADVANCED TECH EDUCATION PROG DUE EHR Agrawal, Ashok Ming Leu Frank Liou Terrence Freeman Dale Gerstenecker St Louis Community College Administrative Center MO Herbert H. Richtol Continuing grant 672880 7412 SMET 9178 1032 0000099 Other Applications NEC 0202248 September 1, 2002 A Manufacturing Technology Program for North Central Alabama. This project is responding to a growing demand for technically trained employees for automotive manufacturing industries in north central Alabama. The faculty at Jefferson State Community College (JSCC) formed partnerships with regional manufacturers, area secondary schools, universities, and the Alabama Technology Network to develop a Manufacturing Technology Training Center. Over $2 million has been spent to renovate and equip the facility, which serves college and high school students as well as economically disadvantaged adults referred from the "One-Stop" career center established through the Workforce Investment Act. The Center offers degrees, certificates and short-term training in five manufacturing-related tracks. This project focuses on two tracks: industrial maintenance and automated manufacturing. The project goal is to meet the workforce needs of area manufacturing industries by fully developing curricula for industrial maintenance and automated manufacturing that integrates technical experiences into the classroom and laboratory, and is complemented with workforce experience. The four major goals are to: (1) Develop faculty trained to teach in these two programs, (2) Establish specific program requirements including entry and exit requirements for certificate, degree, and short term training that correlate with specific assessments and standards, (3) Fully develop and teach each course in these two programs, and (4) Develop additional partnerships with industries, secondary schools and colleges to establish comprehensive 2+2+2 programs in industrial maintenance and automated manufacturing. The curriculum development team composed of JSCC faculty, industry representatives and educators from local high schools and universities has developed the curriculum. DACUM and/or Work Keys processes were used to establish specific academic and technical skills required for employment in each area. This information has been organized into courses within the Alabama Common Course and Curriculum Guide for Colleges and Universities. EXP PROG TO STIM COMP RES ADVANCED TECH EDUCATION PROG DUE EHR Hatley, Andy Terry Marbut Billie Sue Hulsey Jefferson State Community College AL Kathleen A. Alfano Standard Grant 350020 9150 7412 SMET 9178 9150 1032 0000099 Other Applications NEC 0202249 September 15, 2002 Tennessee Information Technology (TN IT) Exchange Center. The Tennessee Information Technology (IT) Exchange Center provides an effective workforce capacity building system by increasing the IT educational strength in a consortium of two year colleges, four year colleges, secondary schools and industries in North Central Tennessee. The goal is to develop a sustainable Center to meet need by industry for a qualified IT workforce. Faculty and students in long-term relationships with experts from industry create real world scenarios based on industrial needs and use them as the basis for instruction in IT courses. The learning strategies are developed in workshops at the Center for Learning and Teaching at Vanderbilt University. The cases are used in high school academies to interest high school students in IT careers. A web site provides information about the availability and content of education and training programs in the region, a clearinghouse of job opportunities and regular communications among partners. Regional stakeholder forums bring industry and educators together to develop a shared vision based upon research for effective delivery of instruction. The audience includes both students in educational institutions and re-careering workers. ADVANCED TECH EDUCATION PROG DUE EHR McNeel, David Sydney Rogers Christopher Beck Nashville State Technical Community College TN Gerhard L. Salinger Continuing grant 2171441 7412 SMET 9178 1032 0000099 Other Applications NEC 0202256 April 15, 2002 Capturing the Next Step in 3D: From 3D Modeling to 3D Parametrics. Moraine Valley Community College is updating the existing exemplary Mechanical and DesignDrafting/CAD A.A.S. degree and three corresponding certificates by incorporating 3D Parametric Modeling skills into the curriculum. Employers have identified that 3D Parametric Modeling must be incorporated into curriculum to ensure graduates have mastered the advanced CAD skills used currently in business and industry. Parametric modeling combines the power of three-dimensional modeling as an intuitive engineering design tool with the ability to manipulate and control the corresponding engineering drawings in an adaptive environment. This simplifies the design process, reduces the engineer's design cycle time, achieves better design visualization, more closely associates 2D and 3D drawings, and makes the design process easier to manage. Rapid prototyping is also being incorporated into curriculum in order to provide faculty and students the opportunity to produce a prototype, or model, of their designs. A collaborative partnership with three other community colleges and four high schools is forming to fully develop, pilot test, evaluate and revise curriculum for three existing and two new courses in the Mechanical Design and Drafting/CAD A.A.S. degree. Each member of this partnership, the Content Development Team, is participating in summer curriculum development workshops and year-round curriculum pilot testing, evaluation, and revision activities. The PI and three Co-PIs from Moraine Valley are serving on the Content Development Team and ensuring that the following project goals and corresponding objectives are implemented. Goal 1: Revising/updating current Mechanical Design and Drafting A.A.S. degree and three Certificates to include 3D Parametric Modeling. Goal 2: Building on existing partnerships with high schools and other community colleges to develop, pilot test and evaluate 3D Parametric Modeling courses. Goal 3: Utilizing E-Learning tools to incorporate Web-assisted instructional course resources. Goal 4: Disseminating the Mechanical Design and Drafting A.A.S. degree and three Certificates to other educational institutions. Goal 5: Developing and implementing recruitment strategies to promote the revised programs to high school students - focusing on students currently underrepresented in Mechanical Design and Drafting/CAD courses. To respond to student learning styles, alternative instructional techniques, such as group project work, and Web-assisted eLearning tools are incorporated into instructional delivery. 3D CAD instruction occurs using a variety of delivery methods, including traditional instructor-led classes and Web-assisted learning resources, such as online assignments, skills assessments, lab exercises, teacher guides, tests, quizzes, and course evaluations. Dissemination of the updated Mechanical Design and Drafting/CAD degree includes providing summer teacher training workshops for 20 high school and college faculty in year two and three of the project. In addition, the college is implementing a variety of career awareness activities to increase high students' knowledge about CAD careers. In each of these activities, students currently underrepresented in CAD careers (minorities and women) are targeted for participation. A total of 51 high school and college faculty and several hundred of their students are gaining expertise and/or awareness of 3D parametric modeling and CAD careers. ADVANCED TECH EDUCATION PROG DUE EHR Malitzke, J.C. Charles Bales Maria Vlamakis Rick Lapidus Mark O'Halloran Moraine Valley Community College IL Barbara N. Anderegg Standard Grant 346146 7412 SMET 9178 1032 0000099 Other Applications NEC 0202260 September 1, 2002 Instructional Multimedia: Curriculum, Professional, and Educational Materials Development for Science, Mathematics, and Technology. This project is enabling secondary school teachers and college faculty in Baltimore County and the surrounding region to effectively integrate computer technology into their classrooms. Activities include: (1) expanding the current NSF-funded Information and Multimedia Technology (IMMT) program (NSF Award No. 9950056) to include a new Instructional Multimedia curriculum with a certificate option for educators interested in becoming proficient in using multimedia technology to create effective interactive learning materials for their classrooms; (2) providing two-week intensive experiences in classroom multimedia technology applications to develop the technological currency of in-service secondary school teachers and college faculty in science, mathematics, and technology fields, and to prepare in-service technology teachers to teach articulated multimedia technology courses at secondary schools; and (3) creating a new digital audio/video computer production laboratory at CCBC Essex to support the new Instructional Multimedia certificate option and to enable project participants to develop Multimedia Learning Activities (MLAs) (small computer- or Web-based animations and interactive applications) for their classrooms. The developed materials incorporate national science, mathematics, technology, and industry standards in education. Science, mathematics, and technology faculty from CCBC Essex are developing instructional design and technology courses in collaboration with teachers and administrators from the Baltimore County Public Schools, professionals from businesses that use multimedia in the workplace (including Apropos Media, BreakAway Games, and System Source), and faculty from the College of Notre Dame of Maryland. At least four new credit courses are being developed for both traditional and online delivery: Ethical Responsibilities in the Computer Age, Managing Learning with Technology, Educational Technology Process, and Online Course Management. ADVANCED TECH EDUCATION PROG DUE EHR Sorkin, Sylvia Kathleen Harmeyer Donna Tupper Andrew Beiderman Todd Abramovitz Community College of Baltimore County, Essex MD R. Corby Hovis Continuing grant 434978 7412 SMET 9178 1032 0000099 Other Applications NEC 0202261 September 1, 2002 Upper Division Skill Standards. Information Technology (IT) programs in two-year colleges have provided personnel qualified for the IT workforce. Yet corporate hiring preferences favor those with four-year degrees in almost any field combined with IT certificates or courses at the two-year college or two-year college degrees and much experience. Present articulated degree programs emphasize business fields such as sales and personnel supervision rather than advanced standards-based technical skills. This project investigates the extent to which industrial support exists for four-year degrees in IT that are consistent with skill standards. Upper division skill standards in IT are developed to codify those technical and non-technical elements that are important in the selection, placement and promotion of IT workers. The clusters of Enterprise System Analysis and Integration, Programming, Technical Writing and Database Development and Administration are emphasized. The project also investigates best practices in the structure and use of conventional articulation models between two-year and four-year colleges and the development of a framework for offering standards-based upper division technology degrees. ADVANCED TECH EDUCATION PROG DUE EHR Mikolaski, Sandra Bellevue Community College WA Gerhard L. Salinger Standard Grant 298069 7412 SMET 9178 1032 0000099 Other Applications NEC 0202263 July 1, 2002 Technical Education Pathways. The Construction Technology Center of Red Rocks Community College has joined with secondary education representatives and industry leaders throughout Colorado to develop a model in the recruitment and preparation of prospective technicians. The Technical Education Pathways (TEP) produces skilled technicians with improved skill adaptability as a result of integrated classroom and internship experiences reinforcing real world application of science, and mathematics. Through adaptation of promising approaches in the marketing of technical career education developed by other National Science Foundation grantees, career awareness activities with high school students includes job shadowing and real opportunities to interact in the technical workplace. A college level course offered for high school students introduces the application of science and mathematics and effective communication in the workplace as students are prepared for matriculation as college freshmen with improved academic competencies. Faculty development joins secondary faculty of mathematics and the sciences with the postsecondary technical faculty in collegial exchanges improves the integration of the core academic subjects with the application that occurs in the technical work place. Faculty are engaged in developing an instructional approach that facilitates learning by encouraging active inquiry-based exploration that coaches learners in the multiple applications of the theoretical knowledge in the sciences and mathematics. The postsecondary classrooms and laboratories replicate the technology in the manipulation of the tools and the equipment found in the actual technical workplace as college freshmen are prepared in a series of paid internships and apprenticeships. Professional practicing technicians are prepared through training provided by the TEP as workplace mentors in the guidance of the prospective technician student in the integration of the new knowledge gained in the classroom with real work using the principles of contextual learning. Students are engaged in project-based learning in the workplace, using mathematic and scientific concepts to solve problems and honing reasoning skills useful in diagnosing and resolving problems yet to be encountered. At the completion of the applied associate of science program, the new technician has multiple career options as well as opportunities to continue his or her undergraduate studies with universities offering articulation for the graduating technician. ADVANCED TECH EDUCATION PROG DUE EHR Jorgensen, Colleen John Breece John Sperling Red Rocks Community College CO Bevlee A. Watford Standard Grant 367997 7412 SMET 9178 1032 0000099 Other Applications NEC 0202272 September 1, 2002 SC ATE Center of Excellence Focal Point for Expanding Excellence in Engineering Technology Education. Florence-Darlington Technical College and Piedmont Technical College are collaboratively serving as a national Resource Center for dissemination of educational materials, curricula, pedagogical practice, and recruitment strategies resulting from the highly successful South Carolina Advanced Technological Education Center of Excellence (SC ATE). As a national Resource Center for Excellence in engineering technology education, this partnership serves as a highly visible resource for ideas, materials, contacts, and mentoring focused on recruiting, nurturing, and teaching students at the beginning of the engineering technology educational pipeline where most attrition occurs. The institutions involved were an integral part of the SC ATE Center of Excellence work for the past six years, and the envisioned systemic reform has "taken root." They have the largest number of SC ATE-prepared, reform-ready faculty and the most experience in implementing the SC ATE curricula and fostering numerous other improvements in the teaching/learning environment. These two colleges are carrying this significant statewide work from a base of experience and success in South Carolina to the next level to benefit the greater two-year technical and community college engineering technology (ET) community. The vision of the project is to serve as a national model and clearinghouse to increase the quantity, quality and diversity of engineering technology graduates from two-year ET degree programs. The goals of the project are to: (a) Serve as a national focal point for improvement in ET education; (b) Refine and share successful SC ATE recruitment strategies (e.g., ATE Scholars) and share new recruitment strategies; (c) Refine and share the SC ATE Technology Gateway (pre-engineering technology) curriculum (three courses) and the SC ATE Engineering Technology Core curriculum, "ET Core"; (d) Develop multiple course and curriculum scheduling options to increase use of the SC ATE curricula; (e) Introduce a pilot electronic version of Technology Gateway to facilitate greater access to ET programs for students for whom a full-time or an uninterrupted course of study is not possible; (f) Share insights into organizational change issues that can support or hinder lasting improvement in the teaching/learning environment for engineering technology students; (g) Deliver a pilot version of ATE Teaching Team Training via an interactive web-based workshop; (h) Leverage the experience of SC ATE's principal investigators, college administrators, and faculty by providing mentoring for others as they adapt and implement SC ATE models or otherwise address the special needs of beginning engineering technology students; and, (i) Demonstrate how the processes of project evaluation, program evaluation, and accreditation can be linked to implement total quality improvement in the preparation of students for successful careers in engineering technology and beyond. EXP PROG TO STIM COMP RES ADVANCED TECH EDUCATION PROG DUE EHR Craft, Elaine Lynn Mack Joshua Phiri Bill Ware Kamil Zakhour Florence-Darlington Technical College SC Elizabeth Teles Continuing grant 900000 9150 7412 SMET 9178 9150 1032 0000099 Other Applications NEC 0202276 September 1, 2002 Advancing Careers in Information Science and Technology. In the Appalachian region of southwest Virginia, geographic barriers often prohibit travel to educational centers, thus limiting the region's ability to assist in meeting the growing need for information technology workers. Further complicating the ability to train qualified IT workers has been the traditional difficulty of transferring AAS credits from a community college to institutions granting baccalaureate degrees. This project joins 11 community colleges from the Appalachian region of southwest Virginia with Radford University to form a Regional Technology Education Consortium (RTEC). RTEC is designed to (1) provide a clear path for AAS students to attain a Baccalaureate degree in computer science or information systems; (2) develop curriculum to meet the technology competency requirements of the information technology industry; (3) insure that articulated programs meet industry certification standards and recommended guidelines from professional associations and ; and (4) institutionalize procedures and organizational structures to guarantee continued congruence between the community college and 4-year university curricula in information technology. To further enhance success, RTEC is expanding business and industry partnerships to improve the congruence between needs of employers and the institutions preparing future IT workers. Radford University's Business and Industry Council has a committee assigned to advise the College of Information Science and Technology. Business and Industry Council members, including representatives from SunTrust Bank, First Union National Bank, EDS Corporation, Science Applications International Corporation (SAIC), First Virtual Corporation, Polycom Network Systems, Verizon Communications, and SAP provide significant input from an employer's perspective. The dynamic partnership of RTEC combined with the collaborative efforts of the information technology industry is energizing and broadening the technology-based learning experiences available to AAS graduates in the Appalachian communities throughout southwestern Virginia. The demand for the next generation of information technology professionals is being met by incorporating industry needs with academic preparation. ADVANCED TECH EDUCATION PROG DUE EHR Templeton, Dennie Joseph Chase Kathryn Jordan Radford University VA Diana L. Burley Standard Grant 297576 7412 SMET 9178 1032 0000099 Other Applications NEC 0202277 May 1, 2002 Planning Grant for Tampa Bay Regional Center for Manufacturing. This is a proposal to prepare a planning grant for Tampa Bay regional center for manufacturing. This Center involves educational material development, adaptation and implementation from existing centers, and professional development for educators. A new manufacturing program at Hillsborough Community College (HCC), an emerging manufacturing technology program at St Petersburg College (SPC), and an active industry focused Engineering College at the University of South Florida (USF) form a strong academic foundation for the creation of this regional center. Furthermore, the manufacturing companies also recognize the urgent need to refocus manufacturing education in the region. Hence, the planning grant time and funds are going to be directed to conducting job and skill analysis, DACUMs, and fine tuning of results of the state-wide effort that are currently underway to assure maximum coupling among these schools and the manufacturing companies in the region. Planning grant funds are also going to be used to shape the proposed center's activities. Besides providing the needed synergy for academic and industrial partners focused on manufacturing issues, the Center is also going to build a bridge between the Associate of Science Degree at HCC in Manufacturing Technology and the B.S. Engineering degree (manufacturing emphasis) offered at the Industrial Engineering Department within USF's College of Engineering. In addition, the ATE Center is going to serve as a greater Tampa Bay regional umbrella for SPC's and HCC's Manufacturing Technology programs. The center is going to support all the regional high schools and community colleges that have courses or programs in manufacturing or related technology fields that should be revitalized. ADVANCED TECH EDUCATION PROG DUE EHR Barger, Marilyn Richard Gilbert Bradley Jenkins William Miller Andrew Hoff Hillsborough Community College FL Kenneth Lee Gentili Standard Grant 49896 7412 SMET 9178 1032 0202287 August 1, 2002 Biotechnology/Bioinformatics Discovery!. This project is expanding the pipeline of qualified high school students, especially minority students, into the biotechnology program at Oklahoma City Community College (OKCCC) through infusion of high quality biotechnology experiences into the high schools. The state of Oklahoma lists biotechnology as a priority growth area, but currently the labor pool of skilled biotechnicians cannot meet local demand, and the average high school student knows little about the world of biotechnology and its career potential. Educational teams from Oklahoma City Public Schools (OKCPS), led by a science educator/biotechnology faculty at the community college, are selecting and adapting exemplary materials from NSF-supported projects such as Shoestring Biotechnology, BioLink, and Cases in Industry Practice in Biotechnology as well as bioinformatics activities from the Dolan DNA Learning Center of Cold Spring Harbor Laboratory. Intellectual support for the teachers starts with intense summer workshops, where teachers run the labs, study the concepts, and map material to national and state science standards as well as bioindustry skill standards. As the biotechnology learning community takes shape, ongoing advice, encouragement, and sharing of experiences comes through regular meetings, a list-serve, and visits from the Principal Investigator (PI) and Coordinator. Practical support to teachers comes from the equipment loaner center, providing needed equipment as well as supplies for ready-to-go experiments. In the course of implementing this project, teachers develop professionally. Some assume a leadership role in dissemination of results and continuation of the project. OKCPS is enriched with minority students who are potential first-generation college students. OKCPS is also in the midst of a NSF-funded Urban Systemic Program, which aims to bring inquiry-based learning into the science and mathematics programming. Biotechnology/Bioinformatics Discovery! augments the district's ongoing efforts to improve the performance of minority students by using nationally developed biotechnology experiences well suited to these students' needs. The project also plans to address cultural barriers to science career and higher education choices by including parents/mentors in the programming. In the first year, three Oklahoma City Public School (OKCPS) high school teams (a minimum of three teachers per school) are implementing the biotechnology modules at various levels as part of existing courses, not limited to science courses. The second year, the project expands to include a full biotechnology course, additional OKCPS schools, and more biotechnology modules within additional courses. The third year, the scheme expands to schools throughout the region. Student learning is augmented with capstone experiences: more elaborate/sophisticated experiments at OKCCC, and visits to working biotechnologists at the University of Oklahoma Health Sciences Center (OUHSC) and the Oklahoma Medical Research Foundation (OMRF) to witness exciting applications of this knowledge. The extensive exposure to high-quality biotechnology experiences as well as to higher education and research sites is expected to increase the college attendance rate and entry into science careers of these high school students. ADVANCED TECH EDUCATION PROG DUE EHR Mulvihill, Charlotte David Garner Robert Gonzales Oklahoma City Community College OK David A. Hanych Standard Grant 230992 7412 SMET 9178 9150 1032 0116000 Human Subjects 0202296 October 1, 2002 The Advanced Manufacturing Technology Center. Technology educators generally agree that the workplace of today is very different places than the workplace of yesterday. There is also a general sense that if a community is to maintain a position of economic strength there must be fundamental changes in the workplace as well as in the educational programs which support them. These emerging high performance work environments increasingly demand technician level employees with sophisticated technical skills, team skills, and critical thinking skills. It is in response to this need that our team in the Eastern Iowa Community College District, in collaboration with 14 public and private sector partners, has created the Advanced Manufacturing Technology Education Center (AMTEC). To address these workplace changes our team's efforts involve a number of key areas to support regional workforce needs. We are collaborating with existing ATE manufacturing programs to develop and deliver an advanced manufacturing technology curriculum that is responsive to the needs of our regional industries. Our AMTEC has been developed to have the flexibility to meet the diverse scheduling and learning style needs of students. We are also establishing a seamless educational pathway for advanced manufacturing technology education. We are offering three Associate of Applied Science programs in Industrial Control Systems, Industrial Mechanical Maintenance, and First Line Supervisor Training. Through professional development opportunities for community college and secondary school educators we are maintaining and strengthening the region's manufacturing technician programs. Our state-of-the-art training facility has been developed to support 340 students in a variety of advanced manufacturing areas. Our dissemination plans involves an annual Manufacturing Academy for high school students; a Technicians Speakers Bureau; job shadowing experiences; Manufacturing Careers program; Manufacturing Seminar for high school vocational instructors; and a Manufacturing Internship program. ADVANCED TECH EDUCATION PROG DUE EHR Dastmozd, Rassoul Eastern Iowa Community College IA Kenneth Lee Gentili Standard Grant 299533 7412 SMET 9178 1032 0000099 Other Applications NEC 0202307 June 1, 2002 Planning Grant for Regional Center for Information Technology Education. The Community Colleges of Colorado plan to establish a regional center in information technology (IT) to significantly increase the supply, capability and diversity of the IT workforce in Colorado. The Center is a consortium of the community colleges with the Colorado Institute of Technology, the National Workforce Center for Emerging Technologies and a proposed Colorado IT Industry Advisory Council. A technology symposium is held to engage industry and colleges in a dialogue about key issues. Industry needs to become aware of the roles for two-year college graduates in IT. The IT curricula in two-year colleges need to be upgraded and expanded based upon standards and industry requirements. The faculty, teachers, counselors and administrators need ongoing professional development. Students need to be provided consistent information and advising about IT positions. This symposium serves to develop the basis for the Center. ADVANCED TECH EDUCATION PROG DUE EHR Roe, Mary Ann Stephen Ernst Rina Delmonico Colorado Community College System CO Gerhard L. Salinger Standard Grant 49680 7412 SMET 9178 1032 0000099 Other Applications NEC 0202310 September 1, 2002 Establishing an Articulated Computer Science Program. Bristol Community College's (BCC) Department of Computer Information Systems in a partnership with the Department of Computer and Information Science at University of Massachusetts Dartmouth (UMD) is developing a fully articulated computer science transfer program. Course alignment and professional development activities for two-year college faculty, as well as recruitment of high school students and adult graduates, are major activities. Special outreach efforts to women and minorities are also being implemented. Retention activities for community college students in the first two years and for students transferring are planned. A formal articulation agreement and a seamless pathway from high school to community college to university is being established. Six computer science courses at the community college level are being aligned so that students may transfer, without loss of time or added expense because of non-transferable courses, into UMD's computer science program. Three new courses are being developed: Introduction to Computing Systems, Computer Organization and Design, and Software Specification and Design. BCC faculty, as well as other invited faculty are participating in professional and curriculum development activities for adopting these courses. Three other courses have being adopted and are being shared with other invited community college faculty. An intensive plan for professional development is being developed, including inter-institutional workshops, consultations, and professional meetings. In order to insure a true 2 + 2 + 2 seamless pathway from high schools to community college to university, strategies for outreach, recruitment, and retention are planned. The Bristol Tech Prep liaison is going to assist in outreach and implementation of early start activities for teachers, students, and parents. These activities are designed to motivate and prepare students for placement in the computer science program. Strategies for retention at the college and university levels include tutoring and mentoring. The program design includes plans for developing tangible products to be shared with participating faculty at BCC, UMD, and other community colleges. These products include videotaping of the six courses, three intensive faculty-to-faculty courses and three courses in the classroom, in order to provide community colleges with a two-year professional and curriculum development strategy for instituting an articulated transfer program from the A.S. degree in computer science to the B.S. degree in computer science. ADVANCED TECH EDUCATION PROG DUE EHR Grocer, Priscilla Boleslaw Mikolajczak Bristol Community College MA Victor P. Piotrowski Standard Grant 309632 7412 SMET 9178 1032 0000099 Other Applications NEC 0202311 July 1, 2002 Access to Teacher Preparation. Del Mar College, a South Texas Hispanic-serving community college, in partnership with Texas A&M University-Corpus Christi, a four year Hispanic Serving Institution, is creating the Access to Teacher Preparation at Del Mar College (ACCESS-TP). The project is increasing the number of students majoring and transferring across to four-year institutions as middle and high school Career and Technology, mathematics, and science preservice teachers. A special emphasis of the project is on those programs which mirror the modern workplace, such as computer science/CISCO academies; GIS; electronics; engineering technology; health sciences; biotechnology; or aviation technology. ACCESS-TP goals and objectives include: (1) Recruit and retain Del Mar College students into technology, mathematics, and science teaching fields; (2) Give ACCESS-TP preservice teachers an understanding of teaching and modern workplace applications of Career and Technology, mathematics, and science; and (3) Position participants in the program to transfer to a four-year preservice teacher degree program. The ACCESS-TP project is recruiting students majoring in technology, mathematics, and science into preservice teacher degree paths. Retention of participants in teaching fields and student support for academic success include mentoring and tutoring by peers and mentoring by in-service teachers. The Teaching and Learning Center provides additional support for ACCESS-TP preservice teachers. The inservice teachers who provide mentoring are former participants in the Applied Connections program, through which they created instructional materials that infuse modern workplace applications into instruction. The ACCESS-TP student participants see first-hand how these materials are used in the classroom. This project leverages other projects that focus on teacher preparation and the underserved population of South Texas. ADVANCED TECH EDUCATION PROG DUE EHR Lopez, Gloria Katherine Price Blount Lee Sloan JoAnn Canales Texas Engineering Experiment Station TX Joan T Prival Standard Grant 149150 7412 SMET 9178 1032 0000099 Other Applications NEC 0202314 June 1, 2002 Contextual Laboratory Curriculum for Chemical Technology, Phase III. With funding from NSF since 1998, Athens Technical College (ATC) has developed and alpha tested a six-module, contextually driven, laboratory-based curriculum in chemical technology, known as C3T. The curriculum module development has been carried out in two phases. In the first phase, the project team developed and alpha tested three modules which address Aqueous Systems, Polymer Systems, and Metal Systems. During the second phase three additional modules on Drug Delivery Systems, Petroleum Energy Systems, and Remote Monitoring Systems were developed. Each laboratory module has a flexible design to facilitate integration into the first or second year of any two-year chemical technology program. All six modules have been field tested at ATC and Los Angeles Trade-Technical College. The current project constitutes the final phase of work to complete the contextually-based, laboratory-driven curriculum. Specifically, this project is (1) field testing all six modules at 12 two-year technical colleges, (2) conducting two summer faculty training workshops for two-year college faculty to prepare for use of the curriculum materials at their sites, and (3) preparing and disseminating the modules, including student and instructors manuals in electronic and printed form for two-year chemical technology faculty as well as undergraduate chemistry faculty. ADVANCED TECH EDUCATION PROG DUE EHR White, Carol Renee Madyun Julianne Braun Athens Area Technical Institute GA Harry Ungar Standard Grant 232907 7412 SMET 9178 1032 0000099 Other Applications NEC 0202318 July 1, 2002 Denver Metro Teacher Preparation Partnership. The Colorado Commission on Higher Education and the Colorado Community College System has encouraged the development of an articulated model of teacher preparation to be replicated statewide. Red Rocks Community College, the Jefferson County School District and the University of Colorado at Denver have created an alliance known as the Denver Metro Teacher Preparation Partnership (DMTPP) for the purpose of increasing the number of certified teachers with degree credentials in mathematics, and the sciences, and demonstrable competencies in the integration of technological tools in classroom instruction. The project includes recruitment of prospective teachers, teacher educator development, and pre-teaching experiences. An integrated advising network comprised of advisors from each partner institution supports the degree planning and efficient transfer from high school Teacher Cadet programs to the community college and on to the university. High school and community college students interested in teaching are participating in an intensive summer camp program hosted by the University of Colorado at Denver to introduce the teaching profession and life as an undergraduate teacher candidate. The project includes strategies for recruiting paraprofessionals into the preservice program. As instructors of prospective teachers, science and mathematics secondary and postsecondary faculty receive professional support from faculty trainers from the Rocky Mountain Teacher Collaborative in the integration of inquiry-driven learning. A Technology of Teaching Certificate is facilitating cohort teams comprised of prospective teachers and classroom teachers in the development of interactive standards based curriculum using technological adaptations to increase student achievement. Mediated internships in secondary classrooms mentored by master classroom teachers from Professional Development Schools (PDS), tutoring of secondary students and co-leading special science and technology projects sponsored by professional societies and museums with secondary students from high risk populations are strategies of the DMTPP that support the pre service preparation of prospective secondary teachers. ADVANCED TECH EDUCATION PROG DUE EHR Jorgensen, Colleen John Lanning Linda Damon Carole Basile Sheryl Mitchell Red Rocks Community College CO Joan T Prival Standard Grant 297364 7412 SMET 9178 1032 0202319 July 1, 2002 Promoting Access To Technical Education for Non-traditional Computer Informations Systems Students. PROJECT SUMMARY A workforce crisis exists in the Information Technology (IT) industry. Many jobs go unfilled nationally, regionally and locally because the supply of trained graduates from institutions of higher education does not meet industry's demand for workers. This urgent need for IT professionals and technicians requires innovative instructional solutions that will expand and diversify the IT workforce. The objective of this three-year project is to retain and graduate non-traditional community college (two-year) IT students who are being lost to the field because they are alienated, intimidated or excluded by traditional IT teaching methods and culture. Applying the results of recent research in science and engineering pedagogy, this project creates and evaluates instructional methods intended to work for non-traditional IT students, instead of against them. This project creates educational materials for students and professional development materials for faculty. The activities include: - developing and implementing a new program to assess personality and learning styles of IT students and a program of advising based on that assessment; - developing and delivering new curricula incorporating alternative learning strategies into key introductory IT courses; - developing and instituting special workshops and study/support groups aimed at non-traditional IT students; and - developing and delivering workshops to assist IT faculty to learn about and implement alternative teaching strategies for the target population. Expected outcomes for nontraditional IT students are: - improved academic performance; - increased retention in IT; - increased numbers of IT majors; and - improved graduation rates. Expected outcomes for IT faculty are: - a more positive attitude toward a variety of learning styles, - increased knowledge about alternative learning styles, and - implementation of alternative teaching strategies. The project will be tested at two additional community college sites in Year 3. Deliverables from this project include: - the non-traditional curricula for two introductory IT courses; - the student assessment/advising program for non-traditional students; - the non-traditional student success workshops; and - the workshops to assist faculty in developing teaching strategies for non-traditional students. ADVANCED TECH EDUCATION PROG DUE EHR Pagoria Moran, Donna Thomas Link Pierce College WA Diana L. Burley Standard Grant 493336 7412 SMET 9178 1032 0000099 Other Applications NEC 0202327 April 1, 2002 Fix-a-Gene. This project consists of two components: (1) developing a curriculum and instructional materials that provide community college students with actual research experience as a core part of their instruction and (2) designing a recruitment strategy to attract a variety of students to programs and retain them. The research focuses on developing a treatment for a genetic disorder called xeroderma pigmentosum (XP). XP is a serious disorder that causes patients to suffer severe skin damage (including serious burns and DNA damage) when exposed to minimal sunlight. The disorder is caused by mutations in genes responsible for repairing DNA damaged by UV light. When DNA cannot be repaired, mutations accumulate and cancer develops. In fact, approximately half of all XP patients are diagnosed with skin cancer by age 10. City College of San Francisco (CCSF), Bio-Link, and the University of California San Francisco (UCSF), are collaborating on this project. The motivation to undertake this project rests on three factors. First, students learn best when they see the real-world, human connections of the content they are learning. By teaching courses in this manner, students gain an immediate practical understanding of two important concepts: (1) the importance of biotechnology in the search for treatments for diseases and (2) the essence of life as a research assistant. The second reason for undertaking this project is to increase the diversity and number of students pursuing careers in science generally and biotechnology specifically. Third, the motivation rests on the fact that this project exposes students to world-class researchers from UCSF, and the research in which they are involved is leading to advancing knowledge about genetic disorders generally and XP specifically. The tangible deliverables of this project include: (1) a model for curriculum design that blends education and technical research experiences; (2) a set of instructional materials in cell culture and research that promote real-world applications, hands-on experiences, and problem-solving skills; (3) a model recruitment strategy based on research and tested through actual experience; and (4) research findings with respect to XP (and other related diseases) to which students have contributed. Bio-Link is disseminating the Fix-a-Gene products by making them available through the online instructional materials clearinghouse; featuring the project and materials at the annual Bio-Link Summer Fellows program that brings together community college and high school biotechnology educators from across the nation; and showcasing the project in the national Bio-Link newsletter. An advisory panel composed of individuals with expertise in XP research, cell culture, and community college biotechnology education is guiding the project. In addition, an external evaluator provides formative assistance in developing the curriculum and instructional materials and recruitment strategy in addition to conducting a summative analysis. ADVANCED TECH EDUCATION PROG DUE EHR Natale, Valerie Philip Jardim City College of San Francisco CA David B. Campbell Continuing grant 834714 7412 SMET 9178 1032 0000099 Other Applications NEC 0202328 July 1, 2002 RoboEducators Project. The RoboEducators' ATE project was initiated by the faculty in the Engineering Technology Center at American River College in conjunction with staff at the Jet Propulsion Laboratory to create an engaging pathway for student to enter the world of science, technology, engineering, and mathematics (STEM) via robotics competition. The work is a collaborative effort between three regional engineering and technology consortia in California. Through their efforts they have been able to join the Silicon Valley Engineering/ Technology Consortia (SVE/TC) and the Sacramento Regional Engineering and Technology Consortia (SETRC) together with California State University-Northridge (CSUN) to establish the Los Angeles Engineering and Technology Consortia and create/deliver/support a world-class K-12 robotics curriculum. The project has two structural and three functional components. The structural elements are to organize the Los Angeles consortium and expand the interrelationships of the regional consortia in the state to create a pathway for K-16 students engaged in manufacturing and technology careers. Functionally the project builds a standards-based K-12 robotics curriculum to attract and engage students in manufacturing and technology and provide extensive professional development in support of robotics curricula and competitions. The project is also engaging non-traditional students and teachers in technology careers through robotics courses. Teachers are contracted to develop the curriculum and training materials as well as deliver workshops specific to the needs of a range of teachers from entry through advanced levels. Strong industry support is expected for these training activities that range from conference presentations up to two-week workshops. During the second and third years, a Statewide Robotics Conference is held in the Los Angeles area. Efforts have been directed toward creating an infrastructure to engage middle and high school students along with an audience of K-16. Teachers are delivering and receiving robotics-related professional development through the three regional consortia and their industry partners. The ultimate goal is to continually excite students and engage them in order to encourage them toward careers in STEM. The project is doing this by engaging students in regional and national competitions including Lego League, Bot Ball, Red Rover and Robotics FIRST. ADVANCED TECH EDUCATION PROG DUE EHR Griffith, Scott Elizabeth Raley Kenneth Berry Robin Hahn Los Rios Community College District CA Susan L. Burkett Continuing grant 600000 7412 SMET 9178 1032 0000099 Other Applications NEC 0202330 August 1, 2002 Collaborative Industry/Community College System ATE Professional Development Project. The Connecticut Business and Industry Association (CBIA) Education Foundation, the Connecticut Community College System, Central Connecticut State University, the State Departments of Education and Higher Education, more than 15 technology companies, and other partners are collaborating in a statewide NSF Advanced Technological Education (ATE) project. This project supports comprehensive professional development for community college faculty, high school mathematics, science and technology teachers and limited numbers of pre-service teachers. This project complements two existing NSF grants to the Connecticut Community College System (CCCS), including a new NSF grant for ATE curriculum development and a new CSEMS award for students entering state, two-year postsecondary ATE programs. Project goals are to: (1) strengthen relationships among business and industry, the CCCS, state comprehensive and vocational high schools, and other ATE institutions; (2) build a stronger feeder system for the state's two-year ATE programs in three areas: manufacturing, engineering technologies and computer science/information technology; and (3) increase the supply of technically trained AS graduates. As the state's largest business association, with over 10,000 companies, CBIA is extremely well positioned to work with the state's secondary and post-secondary institutions to develop a more effective feeder system and expand the supply of technically trained workers. The members of this ATE collaborative are co-developing and co-sponsoring an array of professional development technology activities. Two cohorts of 12 ATE faculty and 10 high school "ATE Leaders" are participating in intensive professional development, including instructional leadership, industry-based hands-on applications of technology, collaborative research, and ongoing technical experiences. An additional 256 community college faculty and secondary teachers are involved in larger group professional development activities. This ATE project builds on CBIA and CCCS industry collaborative education and training initiatives and involves at least three other national ATE Centers (NWCET, NCTT and the South Carolina Center of Excellence) for ongoing technical assistance and guidance. ADVANCED TECH EDUCATION PROG DUE EHR Kaufman, Lauren Karen Wosczyna-Birch Louis Saloom CBIA Education Foundation CT Duncan E. McBride Continuing grant 638262 7412 SMET 9178 1032 0000099 Other Applications NEC 0202345 September 1, 2002 Expansion of the Woodworking Technicians Distance Education Partnership. As a result of a 1998 critical needs analysis, the faculty of Mount Wachusett Community College (MWCC), Gardner, Massachusetts, applied for and received a grant from the National Science Foundation (ATE Award No. 9850317). Under this project faculty developed an educational program for woodworking technicians, employing a unique combination of educational videos, classroom and in-plant instruction utilizing a "Corps of Craftsman." The latest efforts build on this work to further develop and implement a national model offering distance-learning courses to industry professionals or students in existing woodworking training programs. Through this program, students earn a wood technician certificate which is applied towards an associate degree in wood products technology. MWCC is completing the development of and is offering the full associate degree program for woodworking technicians on a distance-learning basis in conjunction with an ongoing Winrock International apprenticeship program in Arkansas. Once their full program is underway in Arkansas, it will be expanded to at least one other state during the project period. The intent is to eventually use the Arkansas program as a national model. Courses are being offered through a unique combination of distance-learning and classroom instruction. The "Corps of Craftsmen," consisting of both retired and non-retired personnel, was established as part of the initial NSF project. These craftpersons also assist in some of the hands-on educational instruction of the program. The course materials developed for the education of apprentices in Arkansas are also being used for a project currently underway in Washington, D.C. MWCC faculty are working in Washington, D.C. to train a diverse group of inner-city youths in woodworking, with partial support from their previous NSF grant. Ongoing participation of these youths in the project enhances their opportunities for learning. Another unique component of their program involves the inclusion of an industry trade magazine. Non-credit and for-credit course modules (portions of full courses) are being administered in cooperation with Wood Digest magazine on a national level. A major strength of their project is the involvement of several public and private organizations. ADVANCED TECH EDUCATION PROG DUE EHR Hanson, Kenneth Joseph Smith Mount Wachusett Community College MA Susan L. Burkett Standard Grant 200000 7412 SMET 9178 1032 0000099 Other Applications NEC 0202352 June 15, 2002 Consortium for Education in Renewable Energy Technologies. The overall goal of this project is to establish a Consortium for Education in Renewable Energy Technologies (CERET) to facilitate implementation of a broad-based interdisciplinary approach to technical education in renewable energy technologies. This goal supports the vision of the consortium to embrace and mainstream renewable energy technologies through: (1) development of a technically-competent renewable energy industry workforce. (2) fostering of the production of more energy from Wisconsin grown agriculture products and by-products. (3) encouragement of the use of distributed sources of energy generation. (4) promotion of the understanding and knowledge of renewable energy applications. CERET focuses on: (1) establishing a technology demonstration site where business, industry, farmers, agribusinesses, consumers, legislative and governmental leaders, trades people, students, and educators can learn about renewable energy technologies and distributed sources of energy generation from the around the U.S. and the world. (2) working with business and industry partners to provide hands-on training and new curriculums for skilled workers in the distributed energy generation, new and emerging energy technologies, and renewable energy field. (3) encouraging the use of ethanol, bio-diesel, and other Wisconsin-based renewable fuels from agricultural sources. (4) making the promise of renewable and distributed energy technologies a reality for Wisconsin. CERET includes as partners and collaborators: Madison Area Technical College, Nicolet Area Technical College, the University of Wisconsin Madison Biological Sciences Engineering, the Wisconsin Technical College System Board and Foundation, Milwaukee School of Engineering, Wisconsin state agencies including the Department of Agriculture, Trade and Consumer Protection, Department of Commerce, and Department of Administration Divisions of Energy and Alternative Fuels, Alliant Energy Corporation, Wisconsin Public Service, and energy consultants, equipment producers and skilled trades associations. CERET offers technical training and education to incumbent workers as well as students seeking careers in renewable energy technologies. To insure that faculty of college students and teachers of high school students are well prepared in these technologies, the project is conducting workshops and courses for teachers. The project also facilitates discussion and implementation of a public voice for renewable energy technologies through a partnership with the Wisconsin Educational Communications Board. CERET provides training for the workforce needed to implement technologies for energy generation and distribution to sustain the economic strength and competitiveness of Wisconsin and the United States. ADVANCED TECH EDUCATION PROG DUE EHR McMillan, Joy James Brown James Gibson William Johnson Madison Area Technical College WI Elizabeth Teles Continuing grant 420280 7412 SMET 9178 1032 0000099 Other Applications NEC 0202359 September 1, 2002 Interdisciplinary Mathematics and Science Initiative for Developmental Education. This project establishes an interdisciplinary mathematics and science program that engages students and faculty in real world technology projects. The goal is to improve core mathematics and science education in an effort to better prepare remedial two-year college students for higher-level coursework and careers in technical fields. Instructional innovations integrate basic mathematics, elementary algebra, introductory physics, and basic reading, writing, and study skills. Activities include curriculum adaptation and implementation, industry field experiences for community college faculty and students, and professional development opportunities for regional community college instructors and K-12 teachers. At its heart, this project remedies basic skill deficits and fosters motivation for the pursuit of technical careers among a regional student population increasingly under-prepared for college-level work in mathematics and science. To accomplish this mission, this three year effort: 1) establishes a year-long interdisciplinary mathematics and science learning community for developmental two-year college students that emphasizes problem solving and collaborative learning strategies; 2) integrates faculty internships and hands-on class projects into the curriculum to ensure workplace relevancy and enhance student motivation; and 3) facilitates regional training and dialogue activities for K-12 teachers and community college faculty, with an emphasis on interdisciplinary teaching methods, technology applications, and success strategies for underrepresented students. Chabot College has established critical partnerships with the University of California, Davis, Edward Teller Education Center (ETEC), Lawrence Livermore National Laboratory (LLNL), Sandia National Laboratories (SNL), and the Hayward Unified School District to support this initiative. ETEC and the national laboratories actively participate in curriculum modifications, faculty internships, and hands-on student class projects in robotics, optics, and laser technologies. Additionally, ETEC and the Hayward Unified School District collaborate on the project's faculty enhancement activities. The project's underlying mission is to increase students' educational and career options through challenging, applications-oriented curriculum. Working collaboratively, this project revitalizes core mathematics and science education at Chabot College and serves as a model for developmental reform efforts. ADVANCED TECH EDUCATION PROG DUE EHR Dave, Timothy Jose Alegre Chabot-Las Positas Community College District CA Elizabeth Teles Continuing grant 488247 7412 SMET 9178 1032 0000099 Other Applications NEC 0202366 September 1, 2002 Online Degree Program: Electrical Transmission Systems Technology (ETST). Electrical generation system operators are essential to the reliable and safe distribution of electric power. Recent federal regulations, certification requirements, and projected need for a trained workforce have created an urgent need for this program. Bismarck State College (BSC), expanding upon existing energy programs and distance education expertise, joins industry and technology partners, in the development and delivery of an anytime, anywhere accredited Associate Degree in Electrical Transmission Systems Technology. This project encompasses several national funding priorities including: response to a national workforce education need; collaboration and effectiveness of multiple partners; balance between cost efficiencies and flexibility; development of high quality, interactive courses, and; accountability of student learning and program success. An industry advisory committee works with the project team to develop curriculum for a competency-based program with measurable performance outcomes. This team is designing and developing 18 technical courses for flexible, online delivery to a targeted workforce audience in a 7-state region that is challenged by time and place constraints. Through internal and external assessment, BSC continually evaluates this model in terms of student learning, retention, performance, success and overall program effectiveness. The major outcomes and innovations of this project are: 1) To design a comprehensive, accredited associate degree program for electrical transmission system operators. 2) To demonstrate and record the outcomes of leveraging partnership resources. 3) To deliver the system operator program to a targeted region and workforce audience. 4) To demonstrate student success in an interactive learning environment, that ensures program effectiveness through continuous modification and improvement. 5) To disseminate student learning and program results, and market for distribution in other locales. EXP PROG TO STIM COMP RES ADVANCED TECH EDUCATION PROG DUE EHR Wahlman, William John Pettingill Daniel Schmidt Bismarck State College ND Herbert H. Richtol Continuing grant 899911 9150 7412 SMET 9178 9150 1032 0000099 Other Applications NEC 0202373 June 1, 2002 High School Technology Initiative. The goals of the High School Technology Initiative (HSTI) are to attract and retain more high school students in science and technology career paths. Today's high school students, while familiar with high technology as users, frequently fail to connect underlying scientific principles to the technologies that enable their lives in so many ways. The objective of this project is to create curriculum content modules that engender an interest in pursuing technology, engineering, or science related careers by providing students with connections between technology and its underlying science as part of state mandated science instruction. The HSTI team consists of high school science teachers from schools in the greater Tampa Bay region, the University of South Florida (USF) Engineering College, Hillsborough Community College (HCC) faculty, engineering graduate students, and professional multimedia and video personnel. Each HSTI educational module contributes to the project goals and objectives by: 1. Providing instructional materials to teachers on topics they currently teach, but packaged in the context of high technology examples that are relevant to their students' everyday lives. 2. Providing the curriculum material in a high-tech, computer based presentation format so the lessons grab the student's interest and hold their attention. 3. Making the materials easy to use by including detailed instructions and suggestions on how to use the curriculum materials as well as background materials about the engineering and technology involved. 4. Making the instructional materials integrate throughout all levels of high school physical sciences (chemistry, physics, and physical science) and some mathematics courses so students work with the same concepts several times during their high school studies but from different perspectives and to different depths and details. HSTI was created as a follow up and extension to a traditional set of high school pipeline activities for science teachers. USF and HCC presented these pipeline activities as participants in an NSF Advanced Technology Education grant (DUE-9950106) aimed at developing a high technology workforce for semiconductor manufacturing industries within the State of Florida. During these workshop-type activities to increase technology awareness, teachers requested materials for classroom use, but also stipulated a number of constraints for any materials produced. Continued interaction with a group of teachers resulted in the HSTI curriculum concept and initial material development. This project is serving to refine materials currently under development and create, evaluate, and distribute two additional modules. Additionally, HSTI is providing an array of science and mathematics teachers' professional development opportunities to teach the teachers about the technologies integrated into the modules and also to provide them with hands-on training experience for using the multimedia materials (CD navigation, downloads, altering and adapting, etc). Finally, an efficient and cost-effective nationwide distribution system for the materials is being developed with the help of MATEC (Maricopa Advanced Technology Education Center). ADVANCED TECH EDUCATION PROG DUE EHR Hoff, Andrew Richard Gilbert Marilyn Barger University of South Florida FL Michael Haney Standard Grant 484056 7412 SMET 9178 1032 0000099 Other Applications NEC 0202375 July 1, 2002 Project ProBase. Project ProBase Project Summary Project ProBase (Problem-based technology curriculum) will develop an innovative set of 8 secondary level, technology-rich curriculum units based on a validated set of bridge competencies. The materials will be targeted for the 11th and 12th grade levels and will be designed to develop a comprehensive technical foundation for post-secondary community college technician education. The materials will be designed to be delivered using a constuctivist approach that utilizes a series of technological problem solving activities. ProBase will provide pre-technical high school students with a comprehensive curriculum, designed to prepare them to enter community college technician programs. ProBase will develop and field-test curriculum materials designed to fill the gap between (a) the curriculum content standards developed at the national level (i.e., Standards for Technological Literacy, the National Science Education Standards, and the Curriculum Standards for School Mathematics) and (b) the entry-level knowledge and skills needed by students entering community college technical education programs. This curriculum will focus on core concepts identified in the Standards for Technological Literacy as well as a set of Bridge Competencies identified by the Community College consortium involved in the project. The materials will be produced and disseminated by the International Technology Education Association. ADVANCED TECH EDUCATION PROG DUE EHR Custer, Rodney Illinois State University IL Michael Haney Continuing grant 757024 7412 SMET 9178 1032 0116000 Human Subjects 0202383 August 1, 2002 Virginia Advanced Technology Demonstration Project. The Advanced Technology Education Demonstration Project (ATEDP) is structured to take full advantage of the new Advanced Technology Center (ATC) in Norfolk, Va. The ATC is located on Tidewater Community College's (TCC) Virginia Beach Campus. This center is described as the most advanced joint workforce/technology project in the Commonwealth of Virginia. The ATEDP brings together an initial consortium of Tidewater Community College, the Virginia Beach City Public Schools, the regional workforce investment board, three manufacturing business partners, and the City of Virginia Beach to create shared curricula and materials for science and engineering technology students in both high school and college. The ATEDP improves the learning environment, course content and learning experiences each year for 850 to 1,000 Virginia Beach high school students enrolled at the ATC in CADD, industrial engineering technology, and information systems technologies. New curricula and materials in the area of Metrology, as well as the above technology areas, are also being used for about 800 Tidewater Community College students. The ATEDP provides intensive shared professional development and technical experiences for high school and college faculty in collaboration with the industrial employers. The new curriculum and educational materials are being developed for articulated placement of students, dual enrollment and distance education courses. High school students in these curricula are able to earn a minimum of 12 credits toward an associate degree while attending the ATC. TCC faculty are involved in completing laboratory-intensive course content, including a distance education component, for a recently approved metrology curriculum. The employer partners are providing mentored, on-site internships for students, while the workforce investment board continues to develop new employer partners, particularly in manufacturing. Outcomes/deliverables include: 1) curricula for articulated and/or dual enrollment courses, targeted to the industry standard, which enables high school students to earn a minimum of 12 college credits toward A.A.S. degrees in Industrial/Manufacturing Engineering Technology, Information Systems Technology, Computer Aided Drafting and Design or related options of the A.A.S. degree in Technical Studies, while they are completing their high school diplomas. 2) content for a laboratory-intensive metrology curriculum and at least six new or upgraded modules for other courses in the identified curricula not scheduled for implementation as dual enrollment and/or articulated courses. 3) relevant, mentored, 80-hour or longer work site experiences for both high school and other TCC students. 4) an 80 percent pass rate for those students who attempt regional and national certifications after completing the relevant courses and taking the certification exams. 5) detailed plans for implementing the reforms in the other three school systems in the college service area and for disseminating them nationally. ADVANCED TECH EDUCATION PROG DUE EHR Holt, Diann Patrick Konopnicki Lyle Bagley Tidewater Community College VA Bevlee A. Watford Continuing grant 699002 7412 SMET 9178 1032 0000099 Other Applications NEC 0202386 September 1, 2002 Bronx Community College Pharmaceutical Manufacturing Technology Program. Project Summary The Pharmaceutical Manufacturing Technology (PMT) program is establishing an A.A.S. degree in PMT at Bronx Community College, the first of its kind in the City University of New York. The PMT program is a chemical technology program specifically designed to prepare technicians to meet the growing needs of the New York, New Jersey, and Connecticut tri-state pharmaceutical, cosmetics, and related industries. To accomplish the primary goals of the PMT program, objectives and activities addressing the following categories are being implemented: a) Curriculum and course development; b) Instructional materials adaptation and development; c) College faculty and high school teacher training and professional development; and d) Student enrichment and internship activities. The PMT curriculum is incorporating the Voluntary Industry Standards (VIS) of the American Chemical Society. Long established ties between the Department and local chemical and pharmaceutical industries are an integral component in the design of this program. The Pharmaceutical Manufacturing Technology A.A.S. degree curriculum is related to a series of secondary school programs such as the Tech Prep, School-To-Work, STEP and C-STEP programs in the Bronx and supported by the Bronx Educational Alliance and the Greater New Jersey Process Technology Alliance. Articulation agreements leading to the B.S. and B.A. science degree programs in CUNY and other colleges are in place. Thus, the program is providing new career pathways for minority students and other individuals by establishing strong viable links from high school to college level science and technology education to job placement. Graduates of the program will be in a competitive position to fill rewarding entry-level technician positions in the regional industries. Other long-term results, beyond the duration of the project, will be to increase the retention and the enrollment of minority and female Bronx students in science and technology programs. ADVANCED TECH EDUCATION PROG DUE EHR Meleties, Panayiotis Thomas Brennan CUNY Bronx Community College NY Eileen L. Lewis Continuing grant 694513 7412 SMET 9178 1032 0000099 Other Applications NEC 0202396 July 1, 2002 California Regional Consortium for Engineering Advances in Technological Education (CREATE) Center for Information & Manufacturing Technologies. The CREATE Center is a joint effort between seven community colleges, five universities, and over fifty employers in a regional approach to educate the workforce in new technological advances in a wide range of high demand information and manufacturing technologies. The consortium members serve a large portion of coastal and central California of over 9,000 square miles, representing a population of over one million. Two previous NSF-ATE projects have educated over 4,000 students, developed and implemented 30 new degree programs and 105 new courses, and facilitated more than a million dollars in additional funding through innovative industry and college partnerships. The goals of the Center are: 1. Increase pools of trained teachers for both Information Technology and Manufacturing Technology. An award winning training program (Hesburgh Certificate of Excellence) at College of the Canyons has been adapted to a three-year model to train part-time teachers from industry to be pedagogically strong and adept classroom teachers. 2. Increase feeder programs at the high school level. Summer hands-on workshops for high school faculty and academic year mentoring give high school faculty easy to use electronics kits/modules to incorporate back at their schools. 3. Increase Bachelor's level transfer programs that both articulate and are accessible with the new technology Associate degree programs. Five universities are working with CREATE to not only develop strong articulation between all the programs, but to also begin to offer BS programs on-site at the community college campus, a University Center concept already successfully pilot tested at College of the Canyons and now at Allan Hancock College. 4. Create an organized system for developing, documenting (through student portfolio), and implementing work site internship experiences for both Information Technology and Manufacturing Technology. 5. Develop, adapt, and implement regionally programs in network security, wireless and telecommunications technologies and more problem-based, modularized manufacturing technology curricula and standardization 6. Evaluate and contrast the learning, workplace competencies, and pass rate in industry certification programs of students who complete technical certifications in on-line (learner-centered vs. traditional) vs. in-class formats. 7. Implement a model evaluation that is going to follow both past and future students as they enter and participate in the workplace and/or transfer to measure longitudinally the success of the educational experience for all stakeholders, including colleges, students, and employers. The CREATE Center colleges and their partners act as demonstration sites for curricula implementation, regional meetings, teacher training, and continue to foster the consortium partnerships to deliver the best set of skilled technicians for the region. All curricula and material developed both in technical and teacher training is available to any college who would like to adapt them to their needs. Dissemination includes conference presentations, publications, and center web site. ADVANCED TECH EDUCATION PROG DUE EHR Alfano, Kathleen Christopher Akelian Sheila Tan Russell Richardson Floyd Moos College of the Canyons CA Duncan E. McBride Continuing grant 2820413 7412 SMET 9178 1032 0000099 Other Applications NEC 0202397 September 15, 2002 The Case Files. The vision of the Case Files project is to be a catalyst for reform of the learning experience for students in engineering and information technology program throughout the nation. This vision is being realized through the creation of a national community of educators who are skilled and experienced in the delivery of case-based learning. The secondary objective is to develop a systematic process that will capture case "ideas," develop a forum for sharing case concepts with other faculty, and to publish and distribute these materials. "The Case Files" follows up the work currently being concluded by the South East Advanced Technological Education Consortium (SEATEC) that has developed model case studies for technological education and evaluated their effectiveness. SEATEC's work has revealed evidence that using cases improves learning and creates a learning centered environment for students. Interest in using the case method has grown among technological educators in the past 3-5 years. Currently, no resource exists for those educators who wish to use the case study method. Three major goals of the project are: improve knowledge and understanding of case studies among technological educators in Tennessee and across the nation; create an on-line clearinghouse for case "ideas" and cases developed by faculty; and disseminate case "ideas" and fully developed published cases to a national audience. Experienced faculty are mentoring those new to using cases. Partners in the project are Nashville State Technical Institute, the LITEE Center at Auburn University, and the Learning Technology Center at Vanderbilt University. ADVANCED TECH EDUCATION PROG DUE EHR Johnson, James Sydney Rogers William Kitchen Nashville State Technical Community College TN Duncan E. McBride Continuing grant 949988 7412 SMET 9178 1032 0000099 Other Applications NEC 0202398 June 15, 2002 SpaceTEC National Center of Excellence. A nation's success in any economic sector is directly related to the strength of its educational system, and the aerospace industry is no exception. To address the need for skilled technicians and to spur student interest and motivation to study, Community Colleges for Innovative Technology Transfer (CCITT) is establishing SpaceTEC, a national Aerospace Science Technical Education Center of Excellence under the NSF's ATE Program. The vision of SpaceTEC is to be the focal point for technical education resources featuring aerospace, providing motivation for academic studies and professional development services for faculty, students, and aerospace employees. The mission of SpaceTEC is to create and implement an industry-driven, government-endorsed, technical education process for aerospace technicians that can be shared with other educational venues. The goals of SpaceTEC are to foster interest in science, mathematics, and technology education in the U.S., and to provide education for the technical workforce using a national alliance of representatives from business and industry, government, and academic institutions. The strategy is to formalize aerospace technician education nationally, establish a skills-based standards program that has industry-wide support, and infuse aerospace themes into other areas of study. Methods include regional and national advisory committees, national articulation among K-12 and post-secondary institutions, a national professional development organization, a formal certification process, innovative faculty development, resources for national dissemination, and coordinated curriculum development. Instructional materials with aerospace themes are being shared with non-aerospace disciplines. The nine CCITT member colleges participating in this initiative are affiliated with a NASA center or Department of Defense location. Together they enroll over 400,000 students annually. United Space Alliance is an industry partner providing a co-principal investigator. CCITT colleges are each leading one or more of the elements of the national program, and Brevard Community College is serving serve as the fiscal agent and Center manager. Internal reviews are being provided by a National Aerospace Technology Advisory Committee, with representatives from advisory committees affiliated with CCITT colleges. External review is by representatives from the Air Force Academy, the Air Force Institute of Technology, and a National Visiting Committee (NVC). The NVC includes members of industry, academia, and government groups. There are several major benefits from a national Center. Program graduates receive nationally recognized competencies for employability. Participating academic institutions receive funding for their roles, access to relevant curriculum, program articulation, faculty development, and recognition for industry-endorsed programs for critical workforce needs. Business and industry are provided with a dependable source of well-educated entry-level technicians and a means of sustaining workforce development. Government is provided an improved educational capability and qualified technicians for a key economic sector. Educators have new space-related curricular themes to enrich their courses in many disciplines. SpaceTEC is serving as a national resource to strengthen our country's technical education base and motivate interest in academics. ADVANCED TECH EDUCATION PROG DUE EHR Koller, Albert Patricia Cunniff James Swindell Jeffery Little Marie Dalton Brevard Community College FL Elizabeth Teles Continuing grant 2984902 7412 SMET 9178 1032 0000099 Other Applications NEC 0202399 September 1, 2002 21st Century Urban Technical Education Project-Phase II. In Milwaukee and the State of Wisconsin too few high school graduates transition into technical careers. A gap exists between the existing supply of graduates and the high wage technical jobs available. The 21st Century Urban Technical Education Project, funded in 1999 by the National Science Foundation, has responded to this problem by creating a new approach to technology education. Focusing initially on the construction trades during Phase I, the current initiative focuses on the application of this technology education model/design to Energy and Power and Transportation. Phase II begins to diffuse this technology education model at three district high schools in the Milwaukee Public Schools in an effort to bring about systemic change in the future. The project continues to prepare technical high school students for technical career opportunities through an articulated 2+2+2 approach and the development of an integrated/connected education model. This project refines and assesses the template for standards-based educational reform designed and developed in Phase I as part of the construction technology cluster. Phase II addresses the areas of curriculum reform, faculty development, diversity, marketing and recruitment, partnerships, and the integration of applied technology in education. The major partners in Phase II include the Milwaukee Public Schools, the Milwaukee Area Technical College, the University of Wisconsin-Stout, Wisconsin Energy Corporation, the U.S. Department of Transportation, the Association of General Contractors of Greater Milwaukee, and various business, industry, and labor organizations. Phase II curriculum for grades 11-14 in Energy and Power and Transportation is being aligned to state and national standards. A coordinated secondary and post-secondary teacher training initiative, which is based on the successful NSF/WASDI (Wisconsin Academy for Staff Development Initiatives) project, is being established in collaboration with business and industry for ongoing faculty development. A committee of partners, using a shared decision-making model, is guiding and overseeing technical education initiatives and providing technical training opportunities for staff and students. A career development model and a marketing plan are also being developed and implemented. In addition, research and implementation strategies are breaking down barriers for women and minorities in non-traditional technical careers and supporting and increasing involvement by underrepresented populations. ADVANCED TECH EDUCATION PROG DUE EHR Hodgkinson, William Len Sterry Kenneth Welty Kimberly Farley Kenneth Munson Milwaukee Area Technical College WI Karen F. Zuga Continuing grant 900001 7412 SMET 9178 1032 0000099 Other Applications NEC 0202400 September 1, 2002 Center for the Advancement of Process Technology. The Center for the Advancement of Process Technology (CAPT), based at College of the Mainland in Texas, is using a systematic process that includes curriculum development, professional development, capacity building, dissemination and evaluation. Process industry sectors to be served include chemical and refining, exploration and production, pharmaceuticals, and power generation. Collaborations also exist with the pulp/paper, food processing, and ammonia refrigeration industries. CAPT envisions opportunities in which students from diverse backgrounds are encouraged to enter Associate in Applied Science (AAS) Process Technology degree programs. These students are succeeding in rigorous, consistent and quality programs of study available through CAPT's community college and secondary school partners. This national partnership is identifying the knowledge and skills needed to succeed as a process technician in all process-related industries and agreeing upon common courses of study and educational standards. Partners are developing and offering classroom and web-based technical courses that are being validated by the partnership and enabling students to learn anytime, anywhere. Testing and validation of students' knowledge and skill attainment are being standardized. The registered website of the partnership, www.captech.org, is home to a national clearinghouse of process technology information and resources. Faculty at partner colleges and secondary schools are using the classroom and web-based technical courses and textbooks to guide and supplement instruction. Faculty are also attending workshops in preparation for delivering courses. Faculty and students complete internships with business and industry to assure workplace understanding and knowledge. Industry is hosting internships; providing subject matter experts to validate skill standards and work with course designers; providing local colleges with scholarship monies, laboratory equipment and software; and facilitating dissemination of program success. University partners assure articulation of programs and courses and aid in the definition of best practices. Governmental agencies and professional agencies, such as the American Chemical Society and American Petroleum Institute, aid in the development of skill standards, encourage networking and market career opportunities in process technology. College partners of this effort include Alvin Community College, TX; Baton Rouge Community College, LA; Bismarck State College, ND; Brazosport College, TX; College of the Mainland, TX; County College of Morris, NJ; Del Mar College, TX; Delaware Technical and Community College, DE; Houston Community College, TX; Lamar Institute of Technology, TX; Lamar State Colleges, TX; Lansing Community College, MI; Lee College, TX; Los Angeles Trade and Technical College, CA; Louisiana Technical Colleges, LA; McNeese State University, LA; Middlesex County College, NJ; Mississippi Gulf Coast Community College, MS; Montana State University, MT; New Jersey Institute of Technology, NJ; Northern Oklahoma College, OK; San Jacinto College, TX; San Juan College, NM; Southwestern Illinois College, IL; Texas A&M University, TX; Texas State Technical College, TX; University of Alaska System, AK; Victoria College, TX; and Wharton County Junior College, TX. Selected industry partners include American Ref-Fuel, BASF, BP, Celanese, Chevron, Coastal Refining, Colonial Pipeline, Conoco, Dow Chemical, Dupont, Eastman Chemical, ExxonMobil, Formosa Plastics, Lyondell-Citgo Refining, Merck, Oklahoma Gas & Electric, Phillips Chemical, Roche Pharmaceuticals, Roche Vitamins, Shell Chemical, Tosco Refining and Uniqema. These institutions and industries are represented by six alliances: AK Process Industries Careers Consortium, CA Alliance, Greater New Jersey Process Technology Alliance, Gulf Coast Process Technology Alliance, OK Partners for Business/Industry and Higher Education, and the National Power Generation Alliance. ADVANCED TECH EDUCATION PROG DUE EHR Kile, Joanna Gary Hicks William Raley Steve Ames John Payne College of the Mainland TX Elizabeth Teles Continuing grant 2999784 7412 SMET 9178 1032 0202408 August 15, 2002 North Texas Regional Technologies Center. The North Texas Regional Technology Consortium combines the strengths of regional educational institutions and business and industry partners to improve Information Technology (IT) Programs to increase the quantity and quality of IT resources available to the workforce. A partnership with the National Workforce Center for Emerging Technologies (NWCET) provides access to cutting edge information and access to successful existing curricula that can be adapted to so that multiple IT certification options can be integrated into associate degree bearing curricula. Articulation agreements are developed between high schools and two-year colleges and between two and four-year colleges in the area. The partnership with NWCET also provides access to affordable Educator-to-Educator professional development workshops for faculty in community colleges and high schools. A convergence laboratory at Collins County Community College provides students with experiences with interoperability of equipment and technologies. This laboratory is available to industry as a test bed. An industry council provides guidance to the project as well as opportunities for faculty and students to become acquainted with industrial practice and concerns. A dual recruitment process with industry helps increase the number of students from underserved populations. The project develops metrics for measuring increase in IT enrollments and in employer satisfaction with those employees who have participated in the program. ADVANCED TECH EDUCATION PROG DUE EHR Beheler, Ann Maurice Robeson Michael Hensley Ezra Penermon Vijay Vaidyanathan Collin County Community College TX Gerhard L. Salinger Continuing grant 600000 7412 SMET 9178 1032 0000099 Other Applications NEC 0202415 July 1, 2002 Project ACCESS. A critical and timely issue facing the U.S. Food and Agricultural system in the 21st century is how to provide highly technical and qualified agricultural individuals to meet demands of the industry within the new millennium. To address the region's agricultural industry requirements, Murray State University has partnered with three community colleges located in Henderson, Hopkinsville, and Madisonville, Kentucky, to form Agriculture Consortium for Comprehensive Education, Service and Support of Project ACCESS. The project is focusing on providing a solid mechanism to develop a highly trained and qualified agricultural workforce for western Kentucky, and neighboring regions. This well-trained and qualified agricultural cohort is being developed mainly through higher-level agriscience technology curriculums at the associate and baccalaureate levels. A major goal of the project is to increase access for students and agriculture workers into these modified agriscience technology programs by developing a joint, cutting edge, and articulated agriscience technology baccalaureate program. Other specific goals are to: (1) to strengthen and raise the level of educational expertise in the national agriculture system, (2) to provide increased student and agricultural worker "ACCESS" into associate and baccalaureate agriscience degree programs, and (3) to strengthen a regional and state agriculture system to be highly competitive in the global economy. Project objectives are to: (1) develop a wide-entry, multiple-exit and seamless agriculture educational system from high school through the baccalaureate level in the articulation partnership service region by June, 2005 (2) continue to raise the current academic level of Associate degree programs to allow for a successful transition of an increasing number of students into the workforce and/or a baccalaureate degree program by June, 2005 (3) develop an articulated joint baccalaureate Agriscience technology curriculum by August, 2003, and (4) increase the current matriculation rate of western Kentucky students into all educational levels of Agriscience technology by 25% by June, 2005. EXP PROG TO STIM COMP RES ADVANCED TECH EDUCATION PROG DUE EHR Brannon, Tony Jerry Gilliam Jason Cole Laura Winstead Murray State University KY Eileen L. Lewis Standard Grant 289479 9150 7412 SMET 9178 9150 1032 0000099 Other Applications NEC 0202417 September 1, 2002 Amarillo College Teacher Preparation in Mathematics/Science. The goal of this project is to develop a comprehensive teacher preparation program at Amarillo College, with emphasis in mathematics and science, and formal articulation with schools of education at Texas universities. The objectives of the project are to: 1) develop the mathematics courses, refine the science curriculum, and update the general education curriculum for elementary education; 2) enhance the Amarillo College Teacher Education project through new Introductory Education courses, and by emphasizing hand on, collaborative learning pedagogy and the use of technology in the classroom; 3) develop and implement partnerships and articulation agreements with Texas Universities Schools of Education, beginning with West Texas A&M and Texas Tech Universities; and 4) increase the number of teachers well-prepared to teach the students of the Texas Panhandle at all pre-college levels, K-12. The objectives are being implemented through the newly formed Teacher Education Department in the Division of Sciences and Engineering. New mathematics and science courses incorporate real-world experiences and labs, and the use of technology in teaching and in science. Technology as a teaching tool is taught through the use of technology including Smart classrooms, interactive TV classrooms, computer lab assignments, and Internet ancillaries. Recruitment efforts are designed to attract women, minorities and those who are considering a career change. Industry partners enrich the teacher preparation program by involving scientists and technicians with instructional course development and onsite labs, hosting field trips, and offering internships. Collaborations with school districts provide mentor teachers for preservice students, field observations of K-8 classrooms, and tutoring opportunities. ADVANCED TECH EDUCATION PROG DUE EHR Schneider, Arthur Amarillo College TX Joan T Prival Standard Grant 300000 7412 SMET 9178 1032 0000099 Other Applications NEC 0202423 July 1, 2002 A National Partnership to Develop a Strategic Plan for the Development of the National Center for Pulp and Paper Technology. This project formulates a strategic plan for the development of the national center for pulp and paper technology through the partnership of the four two-year colleges and with strong backing and support from industry. The center is going to establish and perpetuate a technology program and network providing students around the nation an effective education and training program. The center is also going to provide the pulp and paper sector of the U. S. forest products industry with a globally competitive, technologically advanced workforce. Alabama Southern Community College (ASCC) and Auburn University alliance continues in this project with the addition of four two-year colleges strategically located throughout the United States. These institutions include: (1) Kennebec Valley Technical College, a rural college in Fairfield, Maine, (2) Fox Valley Technical College in a more urban area in Appleton, Wisconsin, (3) Century Community Technical College in White Bear Lake, Minnesota, and (4) Lower Columbia College in a more urban area in Longview, Washington. The project includes participation of several national pulp and paper industry organizations under an industry-academia-governmental initiative called Agenda 2020. These national organizations consist of (1) The American Forest and Paper Association (AF&PA), (2) The Technical Association of the Pulp and Paper Industry (TAPPI), and (3) The Paper, Allied-Industrial, Chemical & Energy Workers International Union (PACE). This initiative enables focusing the industry's technology vision, sets the industry's technology agenda, and provides science and technology foundation for the industry. A major focus of Agenda 2020 is the development of a technologically advanced workforce (TAW) to operate and maintain the new technologies of today, and more importantly, in the coming years. The planning for this center is going to closely coordinate the workforce development needs of today and in the future as new and sophisticated technology is ushered in for purposes of efficiency and quality improvement so that our nation's pulp and paper industries can successfully compete internationally. EXP PROG TO STIM COMP RES ADVANCED TECH EDUCATION PROG DUE EHR White, John Harry Cullinan Steve Duke Linda North Alabama Southern Community College AL Elizabeth M. Dorland Standard Grant 50000 9150 7412 SMET 9178 9150 1032 0000099 Other Applications NEC 0202424 July 1, 2002 Scientific and Technological Education in Photonics. The critical shortage of photonics technicians in U.S. industry can be remedied, in part, through effective associate degree programs. The knowledge and skills needed to succeed as a photonics technician are obtainable via associate degrees, and companies often prefer graduates of two-year colleges. But, to meet the challenge of producing qualified photonics technicians, community and technical colleges need more up-to-date educational materials and well-trained faculty. They also need a larger pool of high school graduates who have good academic skills and who, through exposure to photonics via articulation, are inclined and prepared to enter two-year programs in photonics. The Scientific and Technological Education in Photonics (STEP II) project is enhancing the ability of community and technical colleges to produce larger numbers of qualified photonics technicians. The project is addressing that goal through (1) development of up-to-date photonics curriculum materials (including both new materials and an updated version of the materials produced through the NSF-funded STEP I project, Fundamentals of Photonics; (2) promotion, dissemination, and facilitation of the use of project materials at community and technical colleges; and (3) demonstration of how articulated technical curricula, beginning in the ninth grade and continuing through the baccalaureate degree, enhance the value of associate degrees in photonics by making the transition from high school to two-year colleges seamless and by providing options for education beyond the associate degree level. In addition to curriculum materials, the project is producing a number of supporting items, including an updated and reconfigured version of the National Photonics Skills Standard for Technicians (1995), which serves as a guide for future curriculum and assessment development; new or updated clustered curriculum frameworks; online supplements; a math remediation guide for two-year post-secondary photonics students; and a curriculum planning guide describing the logistical steps necessary to implement a two-year post-secondary photonics program or to infuse photonics courses into existing technical programs. The project is disseminating and facilitating the use of project materials at two-year colleges and technical schools and providing professional development (some delivered via the web) for new faculty members. It is anticipated that, as a result of the project's dissemination efforts, 20 to 30 community and technical colleges will be using STEP materials as of the 2003/2004 school year. ADVANCED TECH EDUCATION PROG DUE EHR Hull, Daniel Fred Seeber Arthur Guenther Chandra Roychoudhuri Darrell Hull CORD TX Duncan E. McBride Continuing grant 867028 7412 SMET 9178 1032 0000099 Other Applications NEC 0202428 May 1, 2002 Advancing Technology Education for Pulp, Paper, and Chemical Process Technicians and Operators. Alabama Southern Community College, with its partners from the Alabama Technology Network Center for Forestry, Paper and Chemical Technology, the Auburn University Chemical Engineering Department, and the Pulp and Paper Research Education Center at Auburn University, regional industry and participating regional K-12 school systems, are working on the development, evaluation and refinement of 12 curriculum modules. These industry driven and national skill based curricula are being utilized in training process operators and technicians for pulp, paper, chemical industries. This strategy of providing tools for a technician and operator education initiative is seen as the best possible solution to successfully develop qualified workers required to maintain and improve the competitiveness and sustainability of the pulp, paper and chemical manufacturing industry in the United States. Once fully developed, the program utilizes all 12-curriculum modules (8 already developed and being used under previous NSF ATE funding and 4 to be developed under this project) to extend hands-on technical education experiences for three technical degree programs at Alabama Southern as well as with regional industry to upgrade employee skills. These curricula include classroom, multimedia as well as instructor-led and teaming laboratory experiences that emphasize safety and environmental issues of the process operations being modeled. The project is producing publication-ready curriculum modules with aligned industry driven laboratory ready for regional and national dissemination. it is also developing two workshops; one for community college faculty preparing students for employment in pulp, paper and allied industries throughout the southeast region of the US. The second is for high school faculty and interested high school students to provide opportunities for experiencing an industry simulated environment to strengthen math, chemistry, teaming and workplace leadership skills. In addition, the project focuses on increasing scholarship and internship opportunities of students particularly for minorities and other groups that have been traditionally underrepresented in these industries. Dissemination is through a project web page, presentations at national conferences and publication of articles in refereed journals. ADVANCED TECH EDUCATION PROG DUE EHR Smith, Richard Steve Duke Linda North Alabama Southern Community College AL Elizabeth Teles Standard Grant 503290 7412 SMET 9178 1032 0000099 Other Applications NEC 0202431 August 15, 2002 Analyzing Evidence: Indentification and Instrumentation. Analyzing Evidence is focusing on the Forensic Science Program at Prince George's Community College (PGCC). Individuals who are competently trained in forensic science are essential to the quality of justice administered in the court system as these personnel are responsible for evidence gathering, analysis, and court testimony relevant to that evidence. The overriding purpose of this award is to increase the number of forensic science personnel with the scientific knowledge and instrumentation skills needed for the rapidly changing forensic field. To achieve this purpose, the College is 1) creating inquiry-based mock crime scene modules that incorporate laboratory experiments using state-of-the-art instrumentation to infuse into a variety of forensic science courses, 2) creating an inquiry-based Analytical Forensic Chemistry Identification and Instrumentation course, 3) improving the instrumentation at the College by the purchase of equipment and accessories to perform the laboratory experiments in the crime scene modules and new forensic chemistry course, 4) training faculty to use the instrumentation, and 5) improving career opportunities for students by enhancing internships with local crime laboratories and creating pathways from high school through the baccalaureate degree in the field of forensic science. Modules with laboratory experiments and other teaching materials are being published online and linked from the Payton Scientific website for dissemination to other forensic programs. The Forensic Science Program was created at PGCC in response to a documented need in the metropolitan Washington, D.C. area for well-trained forensic technicians. The award has the support and cooperation of state and local police departments and crime laboratories, the University of Baltimore to which the PGCC A.S. program articulates, and the local school system. ADVANCED TECH EDUCATION PROG DUE EHR Harris, Raymond Scott Sinex Sanghamitra Baral-Tosh Prince George's Community College MD Eileen L. Lewis Standard Grant 232041 7412 SMET 9178 1032 0000099 Other Applications NEC 0202444 July 1, 2002 The Teaching Factory: A Multifaceted Project for Advanced Technology Education. This project is creating a model for integrated regional workforce development for students majoring in semiconductor technology at the A.A.S. and B.S. degree levels. The multifaceted project comprises curriculum and materials development, faculty development, and technical experiences for students. The goal is to educate more and better-prepared technologists to answer the persistent workforce needs of the region's semiconductor industry. The strategy the project is using is to consolidate in a single world-class facility known as the Teaching Factory the hands-on laboratory instruction for all semiconductor students from multiple campuses throughout the region. Located on the campus of Arizona State University East (ASUE), the Teaching Factory is a 15,000-square-foot teaching model of a semiconductor cleanroom. Intel, Motorola, Microchip, and Amkor Technology have donated a full complement of the major semiconductor process tools, and today the Teaching Factory is capable of producing fully functioning integrated microchips. Partners in the project include three community colleges (Central Arizona College, Chandler-Gilbert, and Mesa Community College); the NSF's Center of Excellence in Semiconductor Manufacturing, the Maricopa Advanced Technology Education Center; and Intel, Motorola, Inc., Microchip, and Atomika Instruments. In this regional model, A.A.S. and B.S. degree seeking students are continuing to learn semiconductor principles on their home campuses via distance and classroom delivery, but all students in the region travel to the Teaching Factory for practical lab instruction and practice. ADVANCED TECH EDUCATION PROG DUE EHR Munukutla, Lakshmi Michael Lesiecki John Underwood Edgar Peters Roger Harlow Jr. Arizona State University AZ Bevlee A. Watford Continuing grant 599077 7412 SMET 9178 1032 0000099 Other Applications NEC 0202452 September 15, 2002 National Center of Excellence for High Performance Computing Technology. A consortium of four community colleges, each serving a geographically defined region, together with seven affiliate supercomputer sites and business partners, constitute a National Science Foundation Advanced Technology Education Center of Excellence for High Performance Computing (HPC) technology. High Performance Computing refers to multi-processor computers performing complex computational operations with a particular focus on clusters. Each college in the consortium has at least one partner High Performance Computing facility, referred to as an HPC site. The National Center is partnering with business and industry to develop skill set standards and competencies needed for certifying HPC technicians and for developing an articulated Associate Degree program in HPC technology. The Regional Education and Training Centers (RETCs), established at each community college, are developing curricula in HPC Technology that articulate with four- year college information science, computer science, and high performance computing technology programs and that include the establishment of 2 + 2 agreements with regional high school Tech Prep Programs. Maui Community College is the lead institution in a consortium with Wake Technical Community College, Pellissippi State Technical Community College, and Contra Costa College, each chosen because of the diversity of student populations, partnerships with HPC sites and regional business and industry, and potential four-year college affiliations. An NSF planning grant (award 0101643) supported a nation-wide survey that revealed that within the next 2 to 5 years, a) 71% of surveyed business and industry will utilize high performance computing, (2) PC-cluster use will grow by 9% and there will be a distinct shift offsetting the balance between PC-cluster and supercomputer use in favor of PC-clusters and c) industry will continue to struggle to recruit, train and/or retain HPC employees. The National Center administrator is responsible for (a) creating and administering a web-based certification examination for technical personnel, (b) overseeing curriculum development and teaching methodologies, (c) developing strategies for recruitment, retention and placement; (d) creating a national repository of PC-cluster software, curricula and training materials for HPC technician educational programs; (e) providing professional development activities for college faculty, secondary teachers and business professionals; (f) developing and providing a consortium communications infrastructure; and (g) supervising dissemination, evaluation and reporting activities. RETC directors are responsible for (a) developing curriculum and learner centered teaching methodologies, (b) educating faculty, people from business and industry, and secondary teachers in PC-cluster construction, management and use; (c) providing professional development activities; (d) developing and coordinating professional internship programs at HPC sites and business for college faculty and secondary teachers; (e) coordinating student internship programs; (f) assisting with program graduate placement and (g) developing four-year college articulation agreements and local high school 2 + 2 agreements. EXP PROG TO STIM COMP RES ADVANCED TECH EDUCATION PROG DUE EHR Borchers, Robert Thomas Murphy Witold Sieradzan James Lusk Daniel Kruse University of Hawaii HI Duncan E. McBride Continuing grant 3007093 9150 7412 SMET 9178 9150 1032 0000099 Other Applications NEC 0202482 August 1, 2002 Creating Pathways for New IT Professionals. The Virginia Community College System develops a consortium of two-year colleges, industry, and four-year universities to provide students throughout Virginia with a consistent set of IT knowledge and skills. The consortium integrates into the curriculum industry-desired "value delivery skills," which include the employability skills described by the SCANS report and also more mathematics and science. The SCANS 2000 Center at Johns Hopkins provides guidance for adapting or designing classroom and laboratory activities. Assessments with rubrics are developed to measure the extent to which students gain the needed competencies. Workshops, along with electronic follow-up, educate the faculty in new ways of facilitating the learning of IT knowledge and skills. Pilot test activities determine the efficacy of the courses and the faculty professional development. Connections are made to high schools through Tech Prep. ADVANCED TECH EDUCATION PROG DUE EHR Morneau, Keith Virginia Community College System IE-IT VA Gerhard L. Salinger Standard Grant 242606 7412 SMET 9178 1032 0000099 Other Applications NEC 0202527 July 15, 2002 Implementing a Modular Curriculum in Computer-Integrated Manufacturing. Faculty of Florida Community College in Jacksonville (FCCJ) and Gulf Coast Community College (GCCC) are adapting and implementing curricula developed by the Advanced Integrated Manufacturing Center in Dayton, Ohio (AIM Center). The project enables students to have virtual work experiences, and provides faculty development for regional college instructors and high school teachers. The new curricula, adapted to the Florida Community College System, features a modular design that allows students to complete their education in a compressed time while gaining real world experiences in new laboratories. Existing collaborations with industry groups, state universities, public schools, and workforce development organizations are helping to recruit and retain students, particularly those from underrepresented groups. Faculty professional development opportunities are being provided through the new Advanced Technology Center developed at the Downtown Campus of the College and with partner universities and the AIM Center at Sinclair Community College. Follow-up activities at FCCJ and GCCC involve both academic and technical faculty in collaborative curriculum development and implementation of supportive learning opportunities, such as integrated problem-based learning and learning communities congruent with the AIM Center's modular, competency-based approach. ADVANCED TECH EDUCATION PROG DUE EHR Kuharich, Evan Florida Community College at Jacksonville FL Barbara N. Anderegg Continuing grant 398875 7412 SMET 9178 1032 0000099 Other Applications NEC 0202576 July 1, 2002 Development for a Model for Community College Leadership in Providing Opportunities for Disadvantaged High School Students in Science-based Careers. The science/technology industries in and around the service area of Los Angeles Trade Technical College (LATTC) have long created a demand for chemical technicians that greatly exceeded the number of graduates from our Chemical Technology program. The Chemical Technology program at our school has a thirty-two year track record in the preparation and training of its graduates for immediate employment as highly skilled technicians in applied chemistry/physics, as well as in providing an adequate foundation for students seeking bachelors' degrees. Employers, as well as faculty, recognize the program is rendered less effective than it should be by the many applicants who fail to qualify for the program as a result of inadequate high school preparation, especially those from inner city schools and minorities of immigrant backgrounds. Employers also reject many high school applicants seeking work, as they are grossly ill equipped academically to handle the workplace environment. We are attempting to remedy the problem by launching a high school science technology program based on Science in a Technical World, a NSF-funded project product from the American Chemical Society, with an alliance of local employers, the college, and the inner city high schools. Our goal is to develop a model by which two-year colleges can take a leadership role in outreach programs which encourage disadvantaged high school students to choose science and science-based technology careers. Our objectives are to assure that: (1) 180 high school students demonstrate a 10% increase in basic science and technical knowledge through participation in this program; (2) 20% of students completing this training program enter a two-year science-based technology program at a community college upon completion of their high school education, (3) six high school science teachers from the same schools complete a vocational applications of science knowledge and skills training program, and (4) all participating students complete an introduction to instrumentation and a math lab that prepares them for the industry work environment or a two-year college chemistry-based technology program. ADVANCED TECH EDUCATION PROG DUE EHR Madyun, Renee Ralph Ferguson William Hoist Los Angeles Trade Technical College CA Eileen L. Lewis Standard Grant 318675 7412 SMET 9178 1032 0000099 Other Applications NEC 0202802 May 1, 2002 New Policies for a New Century. In the late 1990s, the National Governors Association Center for Best Practices (NGA) recognized that the driving force behind the 21st century economy is knowledge, and that developing intellectual capital is the best way to ensure prosperity. In a series of publications NGA began to describe the ways that state governments, including their public colleges and universities, need to change to help their citizens develop this intellectual capital. Necessary changes include becoming flexible and adaptable, consumer friendly, reinvented with technology, accountable and performance-driven. Meanwhile, the market for postsecondary education has continued to grow in size and importance and on-line learning has begun to proliferate. The quantity and nature of the new economy's educational demands place extraordinary pressure on this new, more diverse postsecondary education market. Our nation not only needs more of its adults to have education and training beyond high school; it also needs more of its adults to possess scientific, mathematical, and technological competencies. Tightening state budgets intersect with these trends to heighten traditional gubernatorial concerns with access, cost, and accountability. Together, these trends lead Governors to ask for better measures of higher education quality. Specifically, they seek measures that are more performance than input-driven, focused on the customer, and adaptive to such technological changes as e-learning. NGA is engaged in a set of activities whose combined objective is the development of state policies that reward postsecondary efficiency and effectiveness. (1) A policy academy for eight states designed to develop new quality assurance practices for postsecondary education. State teams are participating in two annual meetings of the academy, where governors, state higher education executive officers, legislators and other key higher education stakeholders are working with national experts to identify new models for i) providing customer-driven, course-level quality assurance, and ii) assessing undergraduate student learning at the discipline and institutional levels. (2) A national forum for fifty states designed to help Governors define expectations and refine their postsecondary education accountability systems. Key themes of the meeting include: supporting K-12 reform with linked accountability systems; integrating learning outcomes and other measures of quality into accountability systems; and linking economic and social indicators to postsecondary education accountability. In addition to presentations of research findings and lessons from states, the forum includes workshops for board members, college presidents, and policymakers. (3) An Issue Brief designed to share existing research and practice in the emerging and important policy area of undergraduate student assessment. The desired outcomes of this proposed set of activities are: - Databases measuring course-level quality that are online and usable. - Comments and actions of Governors that reflect greater knowledge of the basic methodological and policy issues related to undergraduate student assessment. - Commissions, pilot studies, and/or large scale assessment investments that reflect stakeholder consensus for the need to comparably measure undergraduate competencies, including science, mathematics and technology literacy. - State higher education accountability systems that incorporate student learning data and link more closely to accountability systems for K-12. CCLI - ASA DUE EHR Conklin, Kristin Dane Linn National Governors' Association DC Myles G. Boylan Standard Grant 214564 7431 SMET 9178 7431 0000099 Other Applications NEC 0202839 May 1, 2002 An Alternative Program for Recruiting, Certifying and Retaining Science and Mathematics Teachers from Underrepresented Populations in Teaching Science and Mathematics (RECRUIT). RECRUIT is an experimental alternative science and mathematics teacher certification program that aims to increase the number of secondary science and mathematics teachers from underrepresented populations in the profession and simultaneously enhance the quality of their preparation. RECRUIT emphasizes two central themes: quality and innovation in science and mathematics teacher preparation. Specifically, the program: 1) creates a venue to recruit and prepare qualified secondary science and mathematics teachers from populations that are underrepresented in the teaching profession. These populations comprise recent and advanced science, technology, engineering, and mathematics (STEM) graduates, and mid-career scientists, mathematicians, and industry personnel contemplating a shift into pre-college teaching, 2) develops an exemplary science and mathematics teacher preparation program that is consistent with recommendations and goals put forth in recent national reform documents in teacher preparation. Toward achieving this end, the program features: a) extensive long-term collaboration between education faculty, STEM faculty, and school personnel toward the preparation of reform-minded reflective teachers; b) a support community comprising prospective teachers, veteran mentor teachers, and education and STEM faculty, that aims to provide a seamless transition from teacher preparation into teaching; c) an extended induction, support, and professional development period that extends beyond initial coursework and training, that aims to develop participants' pedagogical content knowledge and increase their retention rate in the profession; and d) advanced coursework in both content and pedagogy pursued after participants have spent time teaching in collaborating districts, with the aim of helping participants address advanced instructional outcomes, such as higher order and critical thinking skills, inquiry, and nature of science and mathematics, and 3) contributes through an intensive research component to our knowledge base on: a) developing science and mathematics teachers' cognition, and subject matter, pedagogical, and pedagogical content knowledge; b) creating and sustaining communities to support and facilitate the professional growth of teachers; and c) developing effective models for collaboration between education faculty, STEM faculty, and school personnel through investigating the disciplinary and professional commitments and barriers that often impede such desirable collaboration. SCIENCE,TECH,ENG&MATH TEACHER DUE EHR Abd-El-Khalick, Fouad Leonard Pitt Frank Meyer University of Illinois at Urbana-Champaign IL Joan T Prival Standard Grant 866015 7688 SMET 9178 7688 0000099 Other Applications NEC 0202847 June 1, 2002 SMAR2T: Science and Mathematics Academy for the Recruitment and Retention of Teachers. In order to address the increasing science and mathematics teacher shortage in rural Missouri, the Science and Mathematics Academy for the Recruitment and Retention of Teachers (SMAR2T) project is developing and testing models of Alternative Pathways to Teaching that will recruit and prepare individuals who possess STEM baccalaureate degrees to teach at the middle and secondary levels. The University of Missouri-Columbia (MU), with five rural school district partners, is designing and implementing two models of post baccalaureate certification: 1) an accelerated post baccalaureate program (APB) which certifies individuals within a 15-month intensive program that takes place both at the university and in residence in a partner school; and 2) a 2-year alternative certification program (ALT) in which individuals with provisional teaching licenses, who are employed full time by a school district, are supported over three summers and two academic years. A defining feature of the program design is the partnership among science and mathematics educators, scientists and mathematicians, and Missouri school districts in the preparation and induction of these teachers into the profession. Another defining feature is the role of technology in delivering innovative Internet-based distance learning opportunities for interns, their mentors, and university faculty through the Shadow netWorkspace software developed at MU. Project evaluation includes formative assessments to inform and continuously improve the project, and summative measures that allow the dissemination of project outcomes to a wider audience across the state and nationwide. The 4-year project is resulting in the certification of 80 new science and mathematics teachers for Missouri schools, as well as effective models of recruitment, preparation, and induction for post-baccalaureate students that can be adopted on a broader scale. SCIENCE,TECH,ENG&MATH TEACHER DUE EHR Abell, Sandra Meera Chandrasekhar Mark Volkmann Jan Weaver Fran Arbaugh John Lannin University of Missouri-Columbia MO Joan T Prival Standard Grant 872690 7688 SMET 9178 7688 0000099 Other Applications NEC 0202848 June 15, 2002 The Development of Three New Five-Year BA/MA Programs in Secondary Science Teaching Emphasizing Inquiry Learning and Integration of Pedagogy and Science Content. Hunter College is addressing the need for effective secondary teachers of science with the creation of three new five-year BA/MA teacher-training programs in biology, chemistry, and physics. The new BA/MA programs include six central courses designed to substantially integrate discipline and pedagogy content. The development of these courses draws on the considerable experience of the science and education faculty with integration and inquiry gained during the construction of the 23-credit, integrated chemistry/physics/mathematics course for entering freshmen. The six central courses of the BA/MA programs are being designed by collaborative teams of faculty from the School of Education, faculty from the science departments, and high school teachers. A central theme in the new programs is training the future teachers to think and act like scientists through the use of inquiry. The preservice students experience inquiry in their early science courses, continue to gain practice with inquiry in many of their teacher training courses, and are required to use inquiry in their student teaching experiences. Recruitment is a significant component of the program. Early opportunities for students to participate in teaching experiences are provided and mechanisms are established to alter the climate in the science departments, broadening the focus to include careers in education. Support for newly graduated teachers in their classroom environment include a mentoring program and an outreach to Assistant Principals to build a community that can function as local support for the use of inquiry in the classroom. Approximately fifty new teachers are expected to graduate from this program in the fourth year of the funding period. These science teachers will be fully prepared to use inquiry pedagogy in their class-rooms, and will be supported locally at their high school and by Hunter College faculty mentors so that they can successfully translate their learning into classroom practice. SCIENCE,TECH,ENG&MATH TEACHER DUE EHR Mills, Pamela William Sweeney Stephen DeMeo David Laurenson CUNY Hunter College NY Joan T Prival Standard Grant 794346 7688 SMET 9178 7688 0000099 Other Applications NEC 0202863 September 1, 2002 SMECTEP. The California State University, Fresno Science and Mathematics Education Center (SMEC) is implementing a collaborative teacher education partnership project within the service region of the university. SMEC, in collaboration with numerous school districts in its service region along with 2 community colleges, Reedley College and West Hills Community College at Lemoore (including their satellite campuses), is providing a range of program components designed to enhance science and mathematics teacher recruitment, induction, support, and preparation in the Central Valley of California. Activities are facilitated and coordinated through a new network of SMEC satellite partners known as Learning Communities centered at the regional community colleges in collaboration with neighboring school districts. Project activities include: 1) expansion of efforts to recruit and support future science and mathematics teachers (middle and high school) throughout the service region of California State University, Fresno with recruitment efforts focusing on under represented minority groups; 2) development of a network of Science and Mathematics Future Science and Mathematics Teachers Clubs based at the two new Learning Community Centers; 3) use of a highly developed and successful model for early field experiences for all SMECTEP participants in the project; and 4) creation of a user-friendly Alternative Pathways Program designed to assist potential science and mathematics teachers entering the profession from other professions that incorporates special programs and summer institutes designed to assist in the career transition process. SMECTEP incorporates new recruitment and support strategies building upon the successful Fresno Collaborative for Excellence in the Preparation of Teachers (FCEPT) in an effort to greatly expand outreach to the service region of the university. STEM Site coordinators based at each of the Learning Community Centers (partner community colleges) serve as primary liaisons to SMECTEP and as key facilitators in the project. They serve as the primary recruitment facilitators at their site in collaboration with key district science and mathematics teachers. They are also establishing Future Science and Mathematics Teacher Clubs in collaboration with local SMECTEP school districts and identifying science and/or mathematics faculty on their campuses who may be interested in attending or leading professional development workshops. Academic Year and Summer Institutes focused on the modeling approach to learning are offered for preservice students. A partnership with the University High School is providing a campus-based demonstration site for the teaching strategies introduced at the Institutes. SMECTEP is improving the preparation of future science and mathematics teachers through early field experiences and other support and mentoring programs. The project is increasing the pool of credentialed middle and high school mathematics and science teachers in the Central Valley with special consideration for attracting prospective teachers from under served ethnic communities. SCIENCE,TECH,ENG&MATH TEACHER S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Andrews, David Karl Longley California State University-Fresno Foundation CA Joan T Prival Standard Grant 543883 7688 1536 SMET 9178 7688 7204 0000099 Other Applications NEC 0202923 May 1, 2002 Enlist, Equip, and Empower (E3): An Integrated Program for Middle School Science Teachers. Michigan, like the rest of the nation, faces a critical shortage of qualified middle school science teachers. This shortage reflects a complex set of interrelated problems associated with recruiting new individuals into the profession, preparing them to meet the needs of young adolescents, and providing them with sufficient professional support during the crucial first few years of their careers. This project models excellence in middle school science teacher preparation as well as addressing local needs by developing programs that comprise an integrated solution to these problems. Faculty and staff at Western Michigan University, Lake Michigan College and Kalamazoo Valley Community College and Kalamazoo, Portage and Vicksburg school districts are working together in the pursuit of several distinct strategies aimed at:1) enlisting motivated and qualified prospective middle school science teachers by promoting teacher education programs at Western Michigan University, Lake Michigan College, and Kalamazoo Valley Community College and disseminating this information to K-12 counselors in participating school districts, 2) equipping prospective middle school teachers by deepening and extending the program of science content courses offered at these colleges that model effective teaching strategies and meet their unique needs. This project is also creating a middle school science minor, composed of specific inquiry-based science courses for elementary teachers and science discipline courses for majors and minors, and 3) empowering middle school science teachers by providing professional mentoring and developing appropriate programs for novice teachers that address their needs for additional content background and inquiry-based learning strategies. Professional development meetings and workshops in the cooperating districts to support novice teachers and their mentors are a part of the project. Workshops for graduate credit through existing organizations are offered as well. In the short term, implementation of this program is resulting in the creation of a new middle science minor, enhanced science content courses, and professional development meetings and workshops. Curricular materials from undergraduate and graduate courses, as well as professional development meetings, are available nationwide via written materials, seminars, and the world wide web. In the long term, current research suggests that this comprehensive approach leads to improved scores on teacher certification exams, increased participation of teachers at regional and national meetings, lower teacher attrition rates, and improved student scores on local, state, and national standardized exams. SCIENCE,TECH,ENG&MATH TEACHER ADVANCED TECH EDUCATION PROG DUE EHR Rudge, David William Cobern Robert Poel Charles Pearson Ralph Vellom Western Michigan University MI Joan T Prival Standard Grant 899294 7688 7412 SMET 9178 7688 1032 0000099 Other Applications NEC 0202942 June 1, 2002 Louisville Area Science and Mathematics Alliance for Recruitment in Teacher Education Reform. The Louisville Area Science and Mathematics Alliance for Recruitment and Teacher Education Reform (LA-SMARTER) brings together the University of Louisville (U of L), Jefferson County Public Schools (JCPS) and 10 school districts of the Ohio Valley Educational Cooperative (OVEC). Its goal is to ensure that the Louisville area has an adequate number of qualified and certified middle and high school teachers of mathematics and science over the next decade. To meet this general goal, LA-SMARTER is building a model teacher education program in mathematics and science education with an accessible alternative certification option; Preparing at least 50 certified middle and high school mathematics and science teachers in the greater Louisville area in the next three years; and Building a support system in four schools for prospective and new teachers that extends beyond preparation and induction experiences. In support of these objectives, LA-SMARTER is (a) enriching mathematics and science courses in the teacher education program; (b) establishing an accessible alternative certification program for non-traditional students; (c) implementing an aggressive recruitment plan; and (d) creating a support system for new teachers that ensures retention in teaching beyond five years. The Alliance is using teams of mathematicians, scientists, mathematics and science educators, and exemplary middle and high school teachers to develop four mathematics and science courses that help prospective teachers develop a deep understanding of the content that they will teach. It has established and is supporting professional development teams (PDTs) in two middle schools and two high schools. These teams are comprised of a mathematics or science educator, all teachers in the mathematics or science departments, and a group of three or more student teachers in mathematics and science. Mathematicians and scientists will work with PDTs as needed. The Alliance employs a full-time faculty member in the College of Arts and Sciences to recruit and advise students and coordinate courses. This faculty member is recruiting into both traditional and alternative certification programs, focusing on students majoring in biology, chemistry, geology, mathematics, and physics and students who have withdrawn from the College of Engineering. Also LA-SMARTER has established a team of staff members from partner schools and the University to develop and distribute print materials explaining the certification programs in mathematics and science, and to actively recruit persons in mathematics and science teaching. This project is also recruiting and creating a pool of emergency-certified teachers that subsequently complete a one- or two-year alternative certification program in middle or high school mathematics or science. EXP PROG TO STIM COMP RES SCIENCE,TECH,ENG&MATH TEACHER DUE EHR Ronau, Robert Joseph Steffen Karen Lind Wiley Williams Joseph Burks University of Louisville Research Foundation Inc KY Myles G. Boylan Standard Grant 849968 9150 7688 SMET 9178 9150 7688 0000099 Other Applications NEC 0202947 August 15, 2002 KSU - Mathematics Teacher Preparation Partnership. This multi-year collaborative project is developing, pilot testing, institutionalizing, and disseminating a comprehensive program to recruit, prepare, and retain future K-12 mathematics teachers with deep content knowledge, effective pedagogical skills, and technological capabilities necessary to enable all K-12 students to attain high standards of mathematical achievement. Project partners include the Kansas State University (KSU) Center for Science Education, KSU's College of Education and College of Arts and Sciences, and three school districts: Geary County Unified School District, Kansas City, Kansas Unified School District, and Manhattan-Ogden Unified School District. The project team features mathematicians, mathematics educators, and K-12 mathematics teachers, to ensure that teacher preparation is part of the continuum of teacher education that extends through the induction years and beyond. Five key components are: (1) innovative recruitment initiatives to increase the number of traditional and nontraditional students entering K-12 mathematics teacher education (including minority and bilingual students, STEM majors, community college students, and professionals); (2) a strong foundation in challenging mathematics content and technological knowledge based on state and national mathematics content standards linked to effective pedagogical strategies; (3) effective research-based methods of teaching focused on national and state mathematics teaching standards, current research, and best practice; (4) extensive clinical field experiences teaching diverse learners in a variety of Professional Development Schools under the guidance of mentor teachers; and (5) continuous support and assistance for graduates during their initial three years of teaching to facilitate their transition from teacher preparation to practice. The project builds on established collaborations with mathematics faculty from two-year feeder colleges to strengthen the mathematics courses future teachers take at these colleges. SCIENCE,TECH,ENG&MATH TEACHER ADVANCED TECH EDUCATION PROG DUE EHR Shroyer, M. Gail Todd Cochrane Andrew Bennett Jennifer Bay-Williams Kansas State University KS Lee L. Zia Standard Grant 850000 7688 7412 SMET 9178 7688 0000099 Other Applications NEC 0202957 June 1, 2002 South Carolina Middle School Science and Mathematics Teacher Recruitment, Certification and Retention Program. South Carolina is facing a critical shortage of properly prepared teachers of science and mathematics at the middle school level. The state must recruit more teachers into the profession, these teachers must be properly prepared for the duties they will assume, and well-trained and experienced teachers must be encouraged to remain in the classroom. To be successful in the middle school, science and mathematics teachers must have a strong background in content as well as pedagogy, and they must be familiar with the way students learn in the middle years. In response to these needs, the University of South Carolina College of Science and Mathematics and College of Education in collaboration with selected middle schools in the Columbia, South Carolina Metropolitan area are developing and evaluating a Science and Mathematics Middle School Teacher Training program to provide pre-service middle school teachers of science and mathematics with the content and pedagogy they require to successfully enter and succeed in the teaching profession. The content portion of the program consists of six new courses in science and three new courses in mathematics for pre-service teachers. These courses are taught by content area faculty in association with master middle school teachers and faculty from the College of Education. The objective in each course is to provide the appropriate content while modeling proper pedagogy and assessment strategies. In addition, the project is designing a new professional education course in which the pre-service teachers study and develop ways to describe what goes on in a classroom and how it can influence the interests, learning, and social development of the students. The future teachers observe middle school students and record what the students are doing and how they set about learning the concepts presented to them. The pre-service teachers also have the opportunity to take part in a "rounds" program that allows them to observe and discuss exemplary teaching in the middle school. Finally, the future teachers spend at least six hours each week working with a middle school teacher. These experiences allow the new teachers to enter their classrooms with a broad knowledge of how schools work, how students react to learning, and how best to help students learn while they cope with all of the changes occurring within them and around them. An important part of the project is recruitment of additional candidates for the middle school certification program in university science and mathematics classes and in college transfer programs in Technical Colleges. EXP PROG TO STIM COMP RES SCIENCE,TECH,ENG&MATH TEACHER ADVANCED TECH EDUCATION PROG DUE EHR Astwood, Philip Edwin Dickey G. Nathan Carnes Dana Hutto Lorraine Conrad University South Carolina Research Foundation SC Joan T Prival Standard Grant 616072 9150 7688 7412 SMET 9178 9150 7688 1032 0000099 Other Applications NEC 0202994 June 15, 2002 Transition to Teaching Program. The Transition to Teaching Partnership (T3 ) is a collaborative effort among the Cincinnati Public Schools, the Mt Healthy Schools, University of Cincinnati College of Education, Procter and Gamble, the Cincinnati Business Committee, and multiple community agencies. Its purpose is to recruit, prepare, and retain effective mathematics and science teachers committed to teaching in urban schools. Using Ohio's Alternative Educator Licensure process, recent college graduates and adults changing careers are receiving the education, support, and mentoring required for a successful transition from other activities to teaching math or science in grades 7 through 12. T3 is based on the University of Cincinnati's "Cincinnati Initiative for Teacher Education," a nationally recognized, award winning teacher preparation program and Cincinnati Public School's award winning "Peer Evaluation and Assistance Program." T3 combines the best practices of both programs in providing 24 recruited pre-service teachers with content preparation, pedagogical knowledge and skills, and follow-on support and development as new teachers. Recruitment for participation in the program is taking place in the local communities in which the schools exist and through partnerships with downsizing corporations. Grass-roots organizations have been included as partners to address the needs of community members. T3 is collaborating with these groups to identify and recruit qualified individuals. T3 also is working with the human resources departments of companies to make classroom teaching a viable option for their laid off chemists, mathematicians, biologists, and others. There is particular emphasis on attracting minority teacher candidates. Special features of the retention component of the project include financial planning, personal and family counseling, and contingency funding for unanticipated life events. Recruited candidates are enrolled in university courses required to meet the Ohio Alternative Educator License requirement and other refresher content courses. Candidates are required to become Cincinnati Youth Collaborative mentors and form one-on-one relationships with Cincinnati or Mt Healthy public school students. This feature of T3 is assisting teacher candidates in building rapport based on knowledge and trust with their students. It also serves as a "reality check" to ensure that candidates have an accurate understanding of urban youth and the difficulties they face. Teaching experiences begin in summer school sessions. Teacher candidates teach in those schools where they are scheduled to become full-time teachers in the fall (in accordance with Ohio's Alternative Educator License). Cincinnati and Mt. Healthy have a large cadre of experienced teachers who have been trained to mentor and support new teacher candidates. These teacher-mentors are leading teams of 3 to 4 teacher candidates with support from university faculty. Teacher candidates continue working with a mentor teacher until they earn a professional teaching license. Coursework completed in T3 also counts toward a master in education degree, a feature that enables continued university participation in the professional development of program participants. This program has the potential to become a model for the State of Ohio and the nation. The evaluation strategy has a dual purpose, one focused locally on the project and one focused on the effectiveness of this approach for wider dissemination. SCIENCE,TECH,ENG&MATH TEACHER DUE EHR Swami, Piyush Carl Huether Charles Groetsch University of Cincinnati Main Campus OH Joan T Prival Standard Grant 919536 7688 SMET 9178 7688 0000099 Other Applications NEC 0203115 July 1, 2002 Publication of an Earth Scientist's Periodic Table of the Elements and their Ions. Geology (42) This project supports the publication of an Earth Scientist's Periodic Table of the Elements and Their Ions (ESPTEI). The ESPTEI is a ground-breaking change in the way geochemistry is being taught and understood. The ESPTEI is a large format (14" x 36") color document that can be seen on the World-Wide Web at http://www.gly.uga.edu/railsback/PT.html. Unlike the traditional periodic table where elements are organized according to the nature and behavior of elemental (uncharged) forms of matter, the ESPTEI is organized by charged forms (for example, Si4+ and S2-). The table also shows some elements multiple times to account for their multiple naturally occurring valence states. This is done because earth scientists study matter in both oxidizing and reducing conditions. Another feature of this table is the placement of contours of equal ionic potential or charge density. Finally, the ESPTEI has symbols showing the abundances of ions or charged forms in soils and in natural waters, their roles as nutrients, and their occurrences in minerals, igneous rocks, and deep-sea nodules. Those symbols largely follow the contours of ionic potential over this newly-reorganized table, allowing many trends in mineralogy, aqueous geochemistry, igneous petrology, soil geochemistry, sedimentary geochemistry, nutrient chemistry, and even atmospheric chemistry to become apparent. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Railsback, L. Bruce University of Georgia Research Foundation Inc GA Keith A. Sverdrup Standard Grant 4344 7427 SMET 9178 0000099 Other Applications NEC 0203663 March 15, 2002 Increasing the Participation and Success of Community College Faculty in NSF Programs. This project is continuing a professional development model that is increasing the successful participation of community colleges and community college faculty in NSF programs. The Council for Resourcement Development (CRD) is building upon its existing regional conferences to offer a series of workshops designed to: familiarize faculty with NSF programs in general, showcase regional NSF funded projects and the faculty conducting those projects, and offer a workshop on proposal development strategies specific to NSF. The objectives and activities are to: 1) Provide coordination for workshop development and implementation at the regional level, 2) Recruit faculty to attend the workshops who have not yet received grant awards fromNSF, and 3) Evaluate the workshops with particular emphasis on the longitudinal outcomes. Follow-up activities with faculty are designed to increase grant submissions to the National Science Foundation. An increased emphasis is placed on attracting and assisting colleges in regions that have been underrepresented in the submission of grant applications to NSF. Longitudinal evaluation on grant submissions and awards are also being implemented. ADVANCED TECH EDUCATION PROG DUE EHR Suchorski, Joan Sture Edvardsson Steven Budd Santa Fe Community College FL Elizabeth Teles Standard Grant 58065 7412 SMET 9178 1032 0000099 Other Applications NEC 0203862 June 1, 2002 SPIN-UP/TYC: Strategic Programs for Innovations in Undergraduate Physics at Two-Year Colleges. This project is investigating and analyzing the role of undergraduate physics instruction at two-year colleges (TYCs) in encouraging students, particularly women and minorities, to pursue undergraduate degrees in physics as well as in other areas of science, technology, engineering and mathematics (STEM). The project is seeking to discover how some two-year colleges succeed in encouraging students to take introductory physics and then transfer to four-year institutions and become physics majors. Based on information gathered through a survey of TYC physics activities and site visits to ten TYCs, the project is publishing a series of case studies that physicists in other two-year colleges can use to enhance their teaching of introductory physics and to encourage the production of STEM majors, particularly physics majors. The SPIN-UP/TYC project is investigating the basic mechanism of change in the two-year college physics program. The site visits and survey that this project is sponsoring seeks to identify the key personnel at the TYC responsible for implementing changes in the physics/science programs. The project is also investigating ways to better bridge two-year college and four-year college physics faculty. Better communication between these segments of the physics community not only encourage recruitment of physics majors and pre-service physics teachers in the TYCs and facilitate transfer to the four-year programs, it strengthens undergraduate physics as a whole. During the SPIN-UP/TYC project, information concerning teacher preparation (particularly physics and physical science teaching preparation) at two-year colleges is being gathered. The teacher preparation information concerns both the processes and scope that selected two-year colleges use in their preparation of future teachers. The SPIN-UP/TYC project is a collaboration between the American Association of Physics Teachers, Lee College, and Southwest Texas Junior College in association with the American Institute of Physics and the American Physical Society. ADVANCED TECH EDUCATION PROG DUE EHR O'Kuma, Thomas Warren Hein Mary Beth Monroe American Association of Physics Teachers MD Elizabeth Teles Standard Grant 270540 7412 SMET 9178 1032 0000099 Other Applications NEC 0204123 December 1, 2001 Infinity Scholars. The Infinity Scholars program at Iowa Lakes Community College provides scholarship assistance to 32 academically talented, financially needy students enrolled full-time in computer science, computer technology, engineering and mathematics programs. The overarching goal of the program is to increase the number of talented, low-income students enrolled and retained in these degree programs enabling them to enter the high technology workforce. The program establishes and maintains an infrastructure of support services for Infinity Scholars that includes a one credit hour Infinity Scholars Course that concludes with the completion of a capstone project. The Infinity Scholars program focuses on delivering a menu of educational services and learning experiences that retain students and support a seamless transition to job placement upon degree attainment from the community college, or transfer of students to 4-year institutions. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Bosch, Michael Iowa Lakes Community College IA Duncan E. McBride Standard Grant 404500 1536 SMET 9178 0000099 Other Applications NEC 0205779 May 15, 2002 Exploring Dynamical Systems: Exposing Students to Contemporary Mathematics. One of the major difficulties facing mathematics today is the fact that most people have no idea about what is happening in contemporary mathematics or why this field is important. Unfortunately, most contemporary research in this field is difficult, if not impossible, to explain to students. The problem is that much of today's mathematics builds upon years or even centuries of prior mathematical research. As a consequence, undergraduate students rarely have the background to experience what is new and exciting in this field. In this project, the PI and his collaborators are attempting to change this culture by creating a series on on-line activities that provide students with the background and the tools necessary to experience and investigate certain contemporary topics in mathematics. The activities are drawn from the areas of mathematics known as dynamical systems theory and fractal geometry. These are two relatively new areas of mathematics that have widespread applicability in all areas of science and engineering. In addition, much of the current research in this field involves a significant experimental component involving computer graphics. Most importantly, much of the PI's current research in these areas involves iteration of simple expressions (such as quadratic functions), and so many of the ideas in this field can be readily explained to students with only a high school background in mathematics. In this project, the PI is developing a series of ten stand-alone modules, each of which is designed to acquaint the user with a particular topic of interest in these fields. Each module includes streaming video introductions, online software (java applets), computer generated animations, and suggested areas for student investigation. The materials being developed can be woven into courses throughout the curriculum, ranging from introductory math courses for liberal arts students and precalculus to calculus and linear algebra courses, to give students an ongoing glimpse of the excitement of modern mathematics. Alternatively, the modules can be concatenated in a string of activities designed to bring the student to the forefront of active research in this area. DISTINGUISHED TEACHING SCHOLAR DUE EHR Devaney, Robert Trustees of Boston University MA Elizabeth Teles Standard Grant 304314 1746 SMET 9178 1746 0000099 Other Applications NEC 0205781 May 15, 2002 An Integrated IT Approach for Teaching Undergraduates Spectroscopy and Photochemistry. This project is using the twin themes of spectroscopy and photochemistry as a conceptual basis for developing chemistry lectures and chemistry laboratories in upper level undergraduate courses which are logical extensions of the materials presented in the lower level courses. This intergrated approach aims to provide students with a clearer connection between the concepts presented at different stages in their undergraduate education in chemistry. The project is also producing software modules which are "Spectroscopy Tutors" that aim to facilitate the learning of spectroscopy (IR, UV-VIS, NMR) and assist in the intergration of spectroscopy and photochemistry throughout the undergraduate curriculum including undergraduate research. These visions are being achieved through a collaboration with Professor Leonard Fine and students at Columbia University. In addition, partnerships have been established with faculty at two undergraduate institutions (Professor Tom Poon, Claremont Colleges and Professor Raymond Dominey, University of Richmond) and a community college (Professor Ron Rusay, Diablo State College). The project couples the undergraduate institutions by establishing an undergraduate exchange program in which students from the undergraduate institutions spend a summer at Columbia University under the mentorship of the PI, extending and enriching research projects, which are initiated in the academic year. The PI is also mentoring an undergraduate selected from Columbia Unversity's Minority Affairs summer research program for undergraduates. The PI is mentoring a postdoctoral associate who is involved in all aspects of the project and in particular the intergration of research and education of undergraduates. The postdctoral associate is assisting the PI in the development of course materials, the development of IT tools for courses and laboratories and in the development of course materials, the development of IT tools for course and laboratories, and the development of the photochemical experiments for the undergraduate laboratories and for undergraduate research. The outcomes of the project will be disseminated through presentations at professional meetings, publications in professional journals and an annual workshop led by the partnering faculty. As part of the dissemination effort, the Spectroscopy Tutors produced will be made available to undergraduates across the nation via the world wide web. In addition, the PI is producing a web based video course in which he teaches undergraduates spectroscopy and organic photochemistry. As part of the course, modules are being developed to assist the students in learning the fundamental principles of organic photochemistry. It is anticipated that the course and laboratory materials, as well as IT modules developed in the project, can also be profitably employed in the curriculum for the non-SMET education of undergraduates. In collaboration with the Associate Dean for Assessment at Columbia University, the PI is defining the desired educational objectives for the students' experiences in the courses and laboratories and IT modules. This assessment process aims to measure student performance on course-specific tests and on the effectiveness of the Spectroscopy Tutors in the enhancing of learning by students. DISTINGUISHED TEACHING SCHOLAR OFFICE OF MULTIDISCIPLINARY AC DUE EHR Turro, Nicholas Columbia University NY Susan H. Hixson Standard Grant 304998 1746 1253 SMET 9178 1746 0000099 Other Applications NEC 0205824 June 1, 2002 New Technologies for Teaching Introductory Astronomy. This project involves research on new instructional technologies, for use in teaching astronomy to non-science majors. The central goal is to involve students in research-level astronomy data sets, so that they can understand the process of science by active exploration. Other goals are to use models and simulation to convey complex or abstract concepts, and to allow students to explore multimedia astronomy content in flexible ways. The major areas of focus for content development are (1) interactive Java applets that use real data to teach basic physics and astronomy concepts, (2) virtual worlds that allow a 3D exploration of the universe on various scales, (3) a natural language "expert system" to answer questions across the subject matter, with associated testing materials, and (4) a data architecture to allow the flexible delivery of this content over the Internet, via voice portals, and to a variety of devices on the wireless web. The overall goal is a rich learning environment that measures performance and can adapt to different student interests and learning styles. The tools developed in this project have an immediate application for distance learning, and the technologies and modes of delivery can readily be applied across other science subjects. DISTINGUISHED TEACHING SCHOLAR OFFICE OF MULTIDISCIPLINARY AC DUE EHR Impey, Christopher University of Arizona AZ Duncan E. McBride Standard Grant 304963 1746 1253 SMET 9178 1746 0000099 Other Applications NEC 0205927 May 1, 2002 The Wireless Revolution: Teaching Advanced Techology to Diverse Audiences. The penetration of advanced technologies, and in particular information technologies, into every day life has proceeded at a breathtaking pace over the past decade. Such technologies will touch and transform the personal and working lives of current and future generations of students for many decades to come. This is true not only for students in the SMET disciplines who are developing this technology, but also for students in the many disciplines spanning the breadth of academia. A significant fraction of all students need to learn about such technologies in order to conduct their professional lives and to live as informed citizens in an age that will be defined by advancing technologies. Moreover, SMET students need to learn about the non-technical implications of technology in economics, politics, society, and business, and about the corresponding influences of such non-technical spheres of activity on technology. This project addresses these needs by developing pedagogy and pedagogical materials suitable for teaching advanced technological subject matter to undergraduate students across a broad spectrum of academic discliplines, not only within SMET isciplines, but also within the fine arts, humanities, and social sciences. This approach takes advantage of the greater computer and mathematical literacy of today's students to offer course material with technical substance, but also with a view toward the greater role of technologies in shaping society and commerce. The project focuses particularly on telecommunications technology, in order to exploit the Principal Investigator's experiences in teaching such material to Princeton undergraduates in his recently-developed course, "The Wireless Revolution: Telecommunications for the 21st Century." This course, which covers the technical, social, economic, and political aspects of wireless, has been very successful in attracting a large and diverse audience from across the University. This holistic approach to the subject, and the teaching of both SMET and non-SMET students in the same classroom, has resulted in significant educational benefits for all of the students involved. Although telecommunications is, of course, widely taught worldwide, there is little available material for the teaching of the subject in a holistic manner, and particularly to a mixed audience at the undergraduate level. This makes it difficult to export the model of "The Wireless Revolution" to other institutions, or even to other instructors. This is due in part to the very dynamic nature of the field, which renders conventional textual materials inadequate because it needs to be updated very quickly. It is also partly due to the breadth of disciplines needed to adequately address the subject and to uniformly challenge students with very diverse interests. This difficulty has been addressed in the "Wireless Revolution" course thus far through the use of guest lecturers, a solution which is not necessarily portable to other universities or instructors. The principal goal of this project is to develop useful pedagogical materials that can address both the breadth an dynamism of this field. These materials combine the traditional textbook format, where the subject matter is relatively stable, with Web-based resources for the more dynamic subject matter. The objective of this development is to allow the successful format of this course to be used in a sustainable way by other instructors at Princeton, and to be exported to other institutions. The scope of these materials will reach beyond wireless communications to the field of telecommunications in general, so that the subject matter will fit the needs and interests of a greater number of students and institutions. The updateable and flexible nature of these pedagogical materials will allow for the content to shift from year to year as new telecommunications technologies wax and wane. This will further allow for the content to vary from institution to institution, as different instructors may wish to emphasize different aspects of the field. Finally, it is hoped that this development will provide a model for the holistic teaching of other advanced technologies to broad undergraduate audiences. DISTINGUISHED TEACHING SCHOLAR DUE EHR Poor, Harold Vincent Princeton University NJ Russell L. Pimmel Standard Grant 305000 1746 SMET 9178 1746 0000099 Other Applications NEC 0205928 July 1, 2002 Animations for Visualization of Earth Processes and History. The goals of this project and the goals of my teaching goals are to instill as much understanding as possible of the way the earth works, and also to convey my own love of the beauty, excitement and rigor of the scientific endeavor. In recent years I have experimented with the creation of multi-media visualization products for the understanding and teaching of earth subjects. My initial animations and movies have met with great response, and are used in numerous classrooms at the University of California-Santa Barbara, across the nation and around the world. I believe a major portion of the human population learns best from imagery, especially moving images, and I am very excited about the new multi-media tools that make this form of communication so much more possible. Moving imagery is especially useful and helpful for the teaching of geology, since the subject is so visual and is often far outside ordinary human scales of time and space. I am presently refining regional geological animations and materials for southern California. Through the current project I am expanding the geographic reach of this work by creating an Educational Multimedia Visualization Center for visiting teacher-scholars. The center allows experts in the geology of their own regions/disciplines to bring their traditional images and knowledge, and to transform them into animations and presentation packages. They return home with these products and also with a new array of skills to share around their own institutions. Their imagery products join my works that are already out in film, videotape, as freeware on the web and as materials in the NSF-funded digital libraries of ADEPT and DLESE. Indeed, the ADEPT group is based at U.C.S.B. and is interested in developing a streamlined process for transferring content generated at the Educational Multimedia Visualization Center into their online holdings. The Multimedia Visualization Center is building upon the long experience and excellent infra-structure of this organization, extending its services to off-campus visitors. Thus, visitors return home with their own projects and also with new ideas about instructional support possibilities. Likewise they share with us the innovations of their home institutions that we may learn from them and pass them along. DISTINGUISHED TEACHING SCHOLAR DUE EHR Atwater, Tanya University of California-Santa Barbara CA Russell L. Pimmel Standard Grant 305000 1746 SMET 9178 1746 0000099 Other Applications NEC 0205947 June 1, 2002 Transforming Introductory Undergraduate Science Courses. This project addresses three questions: 1) How can we transform introductory math and science courses to provide a more interactive experience for students within the financial constraints of a large state university? 2) In what ways can information technology be used effectively to improve undergraduate science education? and 3) How can research departments and schools of education work together effectively to recruit and train talented students into careers in K-12 math and science education? The author of this proposal has developed a transformed section of introductory undergraduate astronomy that emphasizes inquiry-based and collaborative learning with the aid of web-based information technology. Key elements of the transformed class include: a) Replacing lectures with content delivery through a web-based hypertext that is rich in multimedia simulations and links for exploration; b) Dividing a large (~200 students) class into "learning teams" of ~12 students each who meet once a week in a computer classroom to prepare answers to pre-posed "discussion questions" and so work collaboratively on team projects; c) Software and course design to facilitate synchronous and asynchronous communication among students in learning teams; d) Blocks of instruction for inquiry-based collaborative learning using Java-based simulations; and e) The employment of undergraduate learning assistants to supervise the learning teams. The author has also worked with faculty from other science and math research departments and faculty of the school of education in a collaboration with Sun Educational Systems to employ undergraduate and graduate students, programmers, and in-service teachers in summer internships at Sun to develop Java-based blocks of instruction intended for secondary school math and science education and to test these blocks in local school districts. The current project extends this work in the following directions: a) The author is continuing to improve and develop the transformed astronomy course, making the resources available and easy to use for other faculty members in the department; b) The author is working with the administration faculty in other math and science departments at the University of Colorado to help them adopt some of the methodology of the transformed course, including software and the employment of undergraduate learning assistants for their own introductory courses; c) The author is working with the administration, faculty in science and mathematics research departments, faculty in the School of Education, and with Sun Educational Systems to develop an attractive undergraduate curriculum to recruit and train talented students for careers in K-12 science and mathematics education. DISTINGUISHED TEACHING SCHOLAR OFFICE OF MULTIDISCIPLINARY AC DUE EHR McCray, Richard University of Colorado at Boulder CO Duncan E. McBride Standard Grant 305000 1746 1253 SMET 9178 1746 0000099 Other Applications NEC 0206571 August 15, 2002 The Web-based ARTIST Project. This project develops Web-based resources for first courses in statistics, called the Assessment Resource Tools for Improving Statistical Thinking (ARTIST). The Web ARTIST project produces the following products: + A collection of high quality assessment items and tasks, coded according to content (e.g., normal distribution, measures of center, bivariate data) and type of cognitive outcome (e.g., statistical literacy, reasoning, or thinking). + A Website that contains the assessment items and tasks, provides online testing, offers guidelines for using the assessment items/tasks in various ways, and allows for the collection and compilation of data for research and evaluation purposes. + Faculty development workshops and mini-courses to encourage and assist statistics instructors in how to use the assessment resources to improve student learning, improve their courses, and evaluate course outcomes. + A comprehensive test that measures desired outcomes of a first course in statistics. The ARTIST Web site includes a variety of item formats and types of performance assessments. Instructors have a centralized resource to help them better evaluate student attainment of particular outcomes, rather than global measures of achievement. Specifically, outcomes to evaluate include statistical literacy (e.g., understanding words and symbols, being able to read and interpret graphs and terms), statistical reasoning (e.g., reasoning with statistical information, using statistics to make predictions or judgment), and statistical thinking (e.g., the type of thinking that statisticians use when solving problems that involve data, such as choosing appropriate procedures and checking assumptions). CCLI-Phase 2 (Expansion) CCLI - ASA DUE EHR Garfield, Joan Robert delMas Beth Chance University of Minnesota-Twin Cities MN Myles G. Boylan Standard Grant 561070 7492 7431 SMET 9178 7431 0000099 Other Applications NEC 0116000 Human Subjects 0206630 October 1, 2002 The Student Developer: Using 360-Degree Multisource Assessment for Student Learning and Professional Development. A team of multidisciplinary assessment researchers from several universities is adapting and enhancing a proven, validated methodology for assessing and developing student learning outcomes via feedback solicited from multiple sources. The project team is enhancing the Team Developer system to allow students the opportunity to select any number of feedback providers in support of their own learning and development. This newly enhanced system supports the assessment of a broader set of learning outcomes based on the full EC-2000 criteria (A-K). The resultant system, designated as the Student Developer, allows students to build a more comprehensive set of competencies by soliciting feedback from multiple sources including peers, faculty, co-op and intern supervisors, family members, and others. It allows students to receive periodic assessments of their learning and professional development from various perspectives -- providing a 360-degree view of how their learning and development is being perceived by others within the educational environment . In addition, the Student Developer is web-based to facilitate its use. A comprehensive evaluation is a major activity throughout the project's life cycle. A series of project metrics helps monitor performance and overall impact on student learning, faculty, and academic programs. Defined metrics include student usage and satisfaction, student improvement actions taken based on collected data, and input from various feedback sources. Dissemination is an integral activity in this project and these efforts include workshops, presentations, and publications in major engineering education forums. Additionally, John Wiley Publishers is supportive of publishing the Student Developer, using the same model that has been successfully applied to the Team Developer. For the Student Developer, the PIs are writing a similar student workbook to complement the system being developed through this project. The team plans to distribute the Student Developer application to faculty for free and students would have the opportunity to learn more about EC2000 related skills through an associated workbook published by Wiley. CCLI - ASA DUE EHR McGourty, Jack Larry Shuman Harvey Wolfe J Elaine Seat Mary Besterfield-Sacre Columbia University NY Myles G. Boylan Standard Grant 494178 7431 SMET 9178 7431 0000099 Other Applications NEC 0206640 July 15, 2002 Digital Mathematics Library. In this project a working group of stakeholders are meeting several times over a twelve-month period to plan a scalable digitization and digital library project aimed at "capturing" the intellectual capital of "Twenty Centuries of Mathematics". The Cornell University Library is serving as the coordinator of this group. Participants in this activity are considering the key issues and challenges and recommending strategies to inform a coordinated effort to perform a retrospective digitization of the literature of mathematical sciences. The resulting digital collection is to serve as an international resource for researchers, scientists, faculty, and students, providing access to a large body of historical materials that originally appeared in print form. This project facilitates cooperation and coordination among a number of currently uncorrelated digitization projects in mathematics that have emerged at separate institutions and organizations in the U.S. and several other countries. Coordination of these different efforts promises to promote a systematic approach to digital preservation of mathematical sciences materials, and provide users with an integrated means of accessing them. Given the deep connection of this project to the needs of the research community of mathematical scientists, the NSF Division of Mathematical Sciences is providing co-funding for this project. NATIONAL SMETE DIGITAL LIBRARY INFRASTRUCTURE PROGRAM DUE EHR Thomas, Sarah R. Keith Dennis Jean Poland Cornell University NY Lee L. Zia Standard Grant 59436 7444 1260 SMET 9178 7444 0000099 Other Applications NEC 0206801 September 1, 2002 An Online Mathematics Assessment, Placement and Learning System. Mathematics (21) Mathematics placement examinations are widely used in higher education because adequate preparation is extremely important for student success in mathematics courses. However, our survey indicates that most placement testing falls short of its potential value for assessment and learning due either to the tests themselves or the way in which they are (not) used. In this project, we are creating a testing system accessible on the Internet that includes placement tests, practice exams, and online explanations of concepts and solutions for students who require more assistance. One of the main aims of this project is to improve the curriculum through assessment. Therefore, we also plan to use this tool to assess the effectiveness of selected mathematics courses by administering "exit exams." Such "outcomes-based" assessment is currently being encouraged by accreditation agencies. Our plan is to do this by linking placement exams in a given course to the exit exam in its prerequisite course. We are also making the system available to high school students and their advisors in order to assess readiness for college level math courses. Such "Early Placement Tests" have been given to high school sophomores and juniors in several states across the country for years. The integration of an early placement test into our system is simply one more piece in a comprehensive system of placement, assessment and learning to improve curriculum and instruction. CCLI - ASA DUE EHR Johnson, Jerry Anna Panorska Jeff Mortensen University of Nevada Reno NV Myles G. Boylan Standard Grant 157344 7431 SMET 9178 9150 7431 0000099 Other Applications NEC 0206820 July 15, 2002 Evaluating Student Achievement in Collaborative Groups in Undergraduate Engineering Through Peer Assessment Models. This project is summarizing and synthesizing publications in education and engineering journals about peer assessment and student collaborative learning processes in undergraduate engineering courses. The project is stimulated by the requirements of ABET (The Accreditation Board for Engineering and Technology) that undergraduate engineers engage in cooperative learning experiences and practice reviewing each other's work. Drawing on published research on the influence of peer assessment methods, this project is blending the perspectives of educational psychology, educational measurement, learning design, and engineering education into a review and synthesis of that literature. The practice of peer assessment in engineering classrooms is formative rather than summative assessment, and thus has the potential to improve the learning process of students. CCLI - ASA DUE EHR Sheppard, Sheri Stanford University CA Myles G. Boylan Standard Grant 169950 7431 SMET 9178 7431 0000099 Other Applications NEC 0206899 August 1, 2002 ASA: Using Assessment Information to Enhance Students' Academic Progress. The project is adapting assessment material to improve the design of courses and to provide formative feedback to students. Using an existing course-based assessment system, the project is identifying students in need of remediation based on their performance on specific questions on exams in previous courses. Each of these questions is linked to specific learning outcomes so that the remediation becomes very specific. The projects is developing a remediation program for several Electrical Engineering courses to provide targeted instruction for these specific needs using approaches matched to the student's individual learning style. The team also is developing a secure web site to enable students and advisors to monitor the student's progress. In evaluating their program, the investigators will compare improvements in the performance of the students who use the remediation material to a matched control group who do not. They plan to evaluate the utilization of and the user's reaction to the web-base remedial material. They plan to describe their results of their study at appropriate engineering education conferences and to make the material available on a website and on a CD ROM. CCLI - ASA DUE EHR Hakim, Hossein Alexander Emanuel Donald Brown Worcester Polytechnic Institute MA Roger Seals Standard Grant 99976 7431 SMET 9178 7431 0000099 Other Applications NEC 0206924 July 1, 2002 C-TOOLS: Concept-Connector Tools for Online Learning in Science. In this project, an interdisciplinary team of faculty from the College of Natural Science and the Lyman Briggs School at Michigan State University are working to develop and validate a new assessment tool for courses in biology, chemistry, physics and geology. The idea is for students to construct concept maps of their own. The Concept Connector, consists of a web-based, concept mapping Java applet with automatic scoring and feedback functionality. The tool enables students in large introductory science classes to visualize their thinking online and receive immediate formative feedback. The assessment tool and the methods of its application in the classroom are being designed to motivate students to reflect, revise and share their thinking with peers as an extension of the learning process. We predict (i) faculty becomes better able to identify their students ' areas of incomplete, vague or misunderstanding of science, and (ii) students confront their misconceptions and become better able to reflect on, organize, and integrate their learning. Three primary goals of this project are to: (1) develop and validate an online concept mapping tool that can be used to provide immediate feedback (computer automated) to both students and instructors about student understanding of conceptual relationships, (2) detect and document students ' misconceptions regarding relationships between concepts (e.g., interdisciplinary; relation between ecology and quantum physics, or discipline specific; structure and function of DNA), and (3) implement and sustain faculty development workshops to help faculty design curricula and instruction that can better assess student learning and enable students to use visual models to represent their understanding. CCLI-Phase 2 (Expansion) CCLI - ASA DUE EHR Luckie, Douglas Diane Ebert-May Michigan State University MI Myles G. Boylan Standard Grant 388858 7492 7431 SMET 9178 7431 0000099 Other Applications NEC 0206943 July 15, 2002 Assessing Student Transfer and Retention of Learning in Mathematics, Physics, and Engineering Courses. This project is based on the theme that assessment is most useful when it is closest to instruction, in both form and time. Summative assessments at the end of a program provide necessary feedback, but are often of limited value in guiding improved achievement. Such assessment takes place several years after instruction in basic concepts and changes in instructors and instruction during the intervening time may make the feedback appear irrelevant. In addition, faculty members are often distrustful of reports where the faculty members lack first hand knowledge of the assessment procedure. To be most effective in improving design and conduct of actual courses, the instructors in the course should use the assessment tools themselves, preferably during the conduct of the course. Because the main reason for STEM majors taking core engineering science courses is to prepare them for future courses, the most important aspect of assessment is the ability of students to transfer their learning to new contexts in later courses. Assessment should not only serve the purpose of the instructor or the institution it should also aid the students in recognizing their own achievements and in guiding the students to improve their understanding. The goal of this project is to design online assessment tools that can be easily integrated into core engineering science courses and that are capable of answering the following questions: What specific material have the students learned in core engineering science courses in mathematics and physics? What understanding do the students have of the material they have learned? Is it just disconnected facts and procedures, a broad conceptual picture informed by careful understanding of the details, or something in between? If it is something in between, can we describe more exactly what understanding they have gained? How much (and what type of) knowledge do the students retain after specific classes have ended. Can the students use the material they have learned in new situations in their professional courses? How consistently do they use the understanding developed in core engineering science courses when encountering these ideas in new contexts? In the best case, can we predict in advance whether students have gained the necessary understanding to successfully apply their knowledge in new contexts? Early versions of the sought after assessment tools have been developed under an earlier grant: "Technology & Model- Based Conceptual Assessment: Research on Students Applications of Models in Physics and Mathematics" funded by the NSF ROLE program (REC-0087788). Model Analysis is being used to develop and validate the tools. These tools are providing great insight into student conceptual understanding and learning styles, and this project is expanding their use to more core classes, and extending the focus from basic research on student learning to assessment of learning and conceptual understanding. The assessment tools we are developing are providing real-time feedback to both instructors and students, enabling both to adjust the teaching and learning process to improve student achievement in terms of conceptual understanding and the ability to transfer learning to new contexts. CCLI - ASA DUE EHR Bennett, Andrew N. Sanjay Rebello Kansas State University KS Myles G. Boylan Standard Grant 500000 7431 SMET 9178 9150 7431 0000099 Other Applications NEC 0206947 September 15, 2002 Assessing Implementation of Collaborative Learning Strategies. In recent years, problems in American science education, from elementary schools to universities, have been widely publicized and have aroused great concern. It has been repeatedly established that students often fail to master key concepts under the lecture approach that is commonly used in high school and undergraduate science courses. Some progress has been made in developing alternative pedagogies based on more active forms of learning, which are more effective in producing student learning. However, such pedagogies are still not widespread. A number of strategies have been developed to improve the teaching of introductory science courses, several of which can be used in a variety of disciplines, and extensive assessment has demonstrated the effectiveness of these strategies. Over the past ten years, Peer Instruction has been established as one effective way to improve student learning in undergraduate science courses by including collaborative exercises within the context of traditional lectures. Peer Instruction is presently used by hundreds of instructors around the world, and the majority of those instructors testify to its effectiveness and ease of implementation. The goal of this project is to assess the effectiveness of Peer Instruction at a variety of institutions and to determine the implementation factors that contribute to its success. The results will improve understanding of what makes Peer Instruction work and, thus, allow for more effective implementation of Peer Instruction. In addition, the work serves to increase the body of research on collaborative learning and to stimulate additional faculty to begin using collaborative teaching methods such as Peer Instruction. Assessment tools are being developed and enhanced to efficiently assess student achievement on standard conceptual instruments. The project involves a number of collaborating faculty from across the country whose courses are participating in the focused study of Peer Instruction. The results will enable science faculty around the nation to teach more effectively with Peer Instruction. The results thus have the potential to impact not only the 50,000 students who are currently taught using Peer Instruction, but also the more than 150,000 students of faculty who have expressed interest in using Peer Instruction in their classes. CCLI-Phase 1 (Exploratory) CCLI - ASA DUE EHR Mazur, Eric Harvard University MA Susan H. Hixson Standard Grant 400000 7494 7431 SMET 9178 7431 0000099 Other Applications NEC 0206952 October 1, 2002 Assessing, Understanding and Improving the Transfer of Learning in Undergraduate Math, Science and Engineering. This project is examining students ability to transfer knowledge and skills within the engineering curriculum. It is focused on how much knowledge is transferred from Calculus, Differential Equations, and Physics to subsequent engineering courses. We are developing a series of diagnostic exams that measure the degree of transfer of basic skills and concepts from these areas into Engineering Dynamics, and Fields and Waves. These two courses were chosen because of their wide application in engineering and because of their extensive use of concepts from these earlier courses. We are also exploring the strength of relationship between high grades and a student's ability to transfer knowledge from Calculus, Differential Equations, and Physics. We are evaluating classroom practices that strengthen transfer of skills. Among the products of this project is the "Transfer Environment and Student Readiness Instrument" being developed at RPI's Anderson Center for Innovation in Undergraduate Education. This instrument assesses a range of environmental and affective variables known to correlate with improved transfer capability. It is meant to help students evaluate their own perception about their courses as being integrated or disconnected and fragmented. CCLI - ASA DUE EHR Lister, Bradford William Siegmann Kenneth Connor Frank Lee Rensselaer Polytechnic Institute NY Lesia L. Crumpton-Young Standard Grant 350173 7431 SMET 9178 7431 0000099 Other Applications NEC 0206977 September 1, 2002 The Statistical Concepts Inventory (SCI): A Cognitive Achievment Tool in Engineering Statistics. This project focuses on the development of a new assessment instrument, applicable to multiple undergraduate engineering programs, to measure students' understanding of statistics and its applications. The statistical understanding measure developed under this research, called the Statistical Concepts Inventory (SCI), provides score profiles that specifically describe students' abilities to design and conduct experiments as well as to analyze and interpret data. This project is timely because an increasing number of post-secondary engineering programs are endorsing "outcome requirements" that depend on statistical thinking and problem-solving skills. Within engineering, these requirements are precipitating major changes in engineering education in general and engineering statistics education specifically. Engineering curricular objectives in many respects are being driven by the ABET EC 2000 criteria. Of special relevance to the proposed project are: - Criterion 3, Programs Outcomes and Assessment, which states that "Engineering programs must demonstrate that their graduates have: (a) an ability to apply knowledge of mathematics, science, and engineering, and (b) an ability to design and conduct experiments, as well as to analyze and interpret data." and - Criterion 8, Program Criteria, in which 16 of the 24 listed programs directly indicate the need to demonstrate that students have acquired facility with statistics. Industrial Engineering has historically taught statistics as a service course to other engineering programs and continues to use statistics as a foundation for much of its own curriculum. Recently approved are the Criteria for Accrediting Computing Programs (Computing Accreditation Commission, December 30, 2000), which covers Computer Science programs and states in its curriculum standards that "Course work in mathematics must include probability and statistics." This project is also exploring the links between cognitive and attitudinal aspects of introductory statistics courses. In its second phase, this project is gathering SCI profile scores from students in combination with an existing affective instrument, the Survey of Attitudes Toward Statistics (SATS). EXP PROG TO STIM COMP RES CCLI - ASA DUE EHR Reed-Rhoads, Teri Teri Murphy University of Oklahoma Norman Campus OK Myles G. Boylan Standard Grant 499999 9150 7431 SMET 9178 9150 7431 0000099 Other Applications NEC 0206990 September 15, 2002 Developing the Statics Knowledge Inventory. This project is developing a reliable and valid statics assessment instrument to evaluate student learning. In the first step we are working to define the core concepts in statics. Our second step is to create an appropriate instrument, a set of questions that tests students' basic knowledge of statics as well as their depth of comprehension and application skills. This development process is based on the success of the widely accepted Force Concepts Inventory in Physics. In the third step we are undertaking extensive field-testing to assure the validity and reliability of this instrument. The fourth step, following the development and validation of the instrument, is to initiate national dissemination of the Statics Knowledge Inventory instrument. To help in this effort we have created a national board of mechanics faculty. This instrument will find wide application because many engineering programs require their majors to study statics. Our project is providing faculty with a validated instrument for formative assessing as they develop and refine their individual courses to enhance student learning. We are also working with a commercial publisher to disseminate and publish this work. CCLI - ASA DUE EHR Danielson, Scott Roger Schvaneveldt Sudhir Mehta Arizona State University AZ Lesia L. Crumpton-Young Standard Grant 247384 7431 SMET 9178 7431 0000099 Other Applications NEC 0208615 September 1, 2002 The Albert Einstein Distinguished Educator Fellowship Program. This program was enacted by Congress and is administered by the Department of Energy, Office of Science, with participation from the National Aeronautics and Space Administration and the National Institutes of Health. It provides an opportunity for current public or private elementary and secondary mathematics, technology, and science classroom teachers with demonstrated excellence in teaching an opportunity to serve in the national public policy arena. Fellows provide practical insight in establishing and operating education programs. Albert Einstein Fellows bring to congress and appropriate branches of the federal government the extensive knowledge and experience of classroom teachers. They provide practical insights and "real world" perspectives to policy makers and program managers developing or managing educational programs. PRES AWARDS FOR EXCEL IN SCIEN TEACHER ENHANCEMENT PROGRAM TEACHER PROFESSIONAL CONTINUUM PROGRAM EVALUATION GRAD TEACHING FELLOWS IN K-12 GEOSCIENCE EDUCATION DUE EHR Ablott, Vance Triangle Coalition for Science and Technology Education VA Celestine Pea Continuing grant 1157544 7345 7300 7271 7261 7179 1733 SMET 9179 9177 0000099 Other Applications NEC 0209655 January 1, 2002 Presidential Awards for Excellence in Science, Mathematics and Engineering Mentoring. The Significant Opportunities in Atmospheric Research (SOARS) program of the University Corporation for Atmospheric Research (UCAR), was established in 1996 and provides summer internship experiences to minorities and women to enhance the professional development of students from underrepresented groups in atmospheric and related sciences. Participants complete a research project and report their findings to the UCAR community. SOARS also provides up to two years of support for graduate education at UCAR-affiliated universities. Since 1996, SOARS has included 61 student participants, of whom 70.5% are female, 29.5% are male; the underrepresented ethnic groups include African-American (38%,), Chicano/Hispanic/Latino (34%), and American Indian (16%), with additional participants who are Euro-American (8%) and Asian-American (3%). The program provides mentoring and support of students during critical transitions - from 11th and 12th grades through graduate degrees and has achieved a retention rate of 80%. SOARS attributes its success to a highly structured mentoring program. During the summer program, SOARS participants work with mentors in well-defined and well-documented relationships that include support in selecting and engaging in a research program, attending scientific seminars at the National Corporation for Atmospheric Research (NCAR) and local research institutions, a program in science writing, and presenting the outcomes of their research at a colloquium. During the academic year, mentoring continues through advisory contact and through financial support. Advisors provide guidance on academic and personal development, graduate school applications, and education and career opportunities. Financial support includes up to 50% of costs for two years of graduate school and for travel to professional society meetings to give presentations. SOARS demonstrates long institutional commitment with broad-based participation from more than 40 UCAR universities. PRES AWDS FOR EXCELL IN SCI DUE EHR Pandya, Rajul University Corporation For Atmospheric Res CO Marilyn J. Suiter Standard Grant 10000 1593 SMET 9178 0209812 August 15, 2002 Collaborative Project: Expansion and Enhancement of the Center of Excellence in Information Assurance Program. Mississippi State University (MSU), an NSA Center of Excellence in Information Assurance Education (COE/IAE), will work with Jackson State University (JSU) and the University of Kansas (KU) though a collaborative and cooperative effort to increase these two institutions capacity in information assurance and to strengthen the COE/IAE program at MSU. The faculty from all three institutions will work to develop an IA curriculum at JSU and KU with an expectation that both schools will apply for COE/IAE status during academic year 2004-2005. These collaboration efforts are intended to be beneficial to all three parties in not only developing an IA program at two universities that currently do not have one but also in strengthening the program at MSU by broadening its research effort, increasing minority representation in its PhD program, and by enhancing its instructional course content. MSU will additionally expand its IA offerings by involving the College of Business and the College of Arts and Sciences in our research. This proposal initiates an innovative programs that will promote student research and publication in this area. FED CYBER SERV: SCHLAR FOR SER DUE EHR Saiedian, Hossein University of Kansas Center for Research Inc KS Diana L. Burley Standard Grant 41115 1668 SMET 9178 9150 0209869 August 15, 2002 Collaborative Project: Expansion and Enhancement of the Center of Excellence in Information Assurance Program. Mississippi State University (MSU), an NSA Center of Excellence in Information Assurance Education (COE/IAE), will work with Jackson State University (JSU) and the University of Kansas (KU) though a collaborative and cooperative effort to increase these two institutions capacity in information assurance and to strengthen the COE/IAE program at MSU. The faculty from all three institutions will work to develop an IA curriculum at JSU and KU with an expectation that both schools will apply for COE/IAE status during academic year 2004-2005. These collaboration efforts are intended to be beneficial to all three parties in not only developing an IA program at two universities that currently do not have one but also in strengthening the program at MSU by broadening its research effort, increasing minority representation in its PhD program, and by enhancing its instructional course content. MSU will additionally expand its IA offerings by involving the College of Business and the College of Arts and Sciences in our research. This proposal initiates an innovative programs that will promote student research and publication in this area. FED CYBER SERV: SCHLAR FOR SER DUE EHR Vaughn, Rayford Susan Bridges Kirk Arnett Mississippi State University MS Diana L. Burley Standard Grant 158857 1668 SMET 9178 9150 0000099 Other Applications NEC 0209870 August 15, 2002 Collaborative Project: A Cyber Service Scholarship Proposal Mississippi State University. This collaborative proposal offers a multiyear build-up designed to increase the number of graduates for Federal employment at Mississippi State and Jackson State Universities. At MSU we will extend information assurance (IA) course offerings outside the current Computer Science and Electrical and Computer Engineering student base to other departments and students across campus. We will initiate this scholarship program during the first year at MSU and extend it to JSU, located approximately 120 miles from the MSU main campus, in the second year. We will offer a joint security course of study electronically between the two institutions during the second year of the program. The program coordinator at JSU will participate in the MSU scholarship selection process during year 1. During the succeeding years, those students enrolled in the security course from JSU will also be entitled to scholarship consideration. FED CYBER SERV: SCHLAR FOR SER DUE EHR Vaughn, Rayford Susan Bridges Kirk Arnett Mississippi State University MS Victor P. Piotrowski Standard Grant 1997157 1668 SMET 9178 9150 0000099 Other Applications NEC 0210076 June 1, 2002 Carolina Cyber-defender Scholarship. This program will graduate 30 graduate students specializing in Information Assurance (IA) over a period of four years. The program will be accomplished through the close collaboration of the University of North Carolina at Charlotte (UNC Charlotte) and North Carolina A&T State University. UNC Charlotte will offer an NSA-recognized IA curriculum over the North Carolina Education and Research Network (NCREN), a real-time two-way video system designed for distance education in North Carolina. The IA curriculum emphasizes critical thinking, development of teamwork and effective communication skills. Student research and presentation are integral parts of every course. Students are strongly encouraged to participate in on-going research projects. The program is distinguished through its close partnership with industry, program diversity, distinguished faculties, state-of-the-art laboratory facilities, and expanding IA career opportunities to under represented groups in our society. Each student is required to complete a qualified industry-sponsored internship. Each internship project must originate from a company or organization focusing on a real-world IA problem; require creative design and/or research that are appropriate for a Master's level student; and has clearly defined deliverables, which typically would include documents and/or prototype software. FED CYBER SERV: SCHLAR FOR SER DUE EHR Chu, Bei-Tseng Teresa Dahlberg William Tolone Gail-Joon Ahn Yuliang Zheng University of North Carolina at Charlotte NC Victor P. Piotrowski Standard Grant 3761870 1668 SMET 9178 0000099 Other Applications NEC 0210147 July 1, 2002 Capacity Building at CAU, Spelman College, and Morehouse Colleges. This proposal develops the curriculum and laboratory facilities that are required to train the students of the three participating colleges (Clark Atlanta, Spelman and Morehouse) in the area of Information Assurance and Security. This plan: _ 1) Builds the core curriculum and create necessary laboratory facilities for student education and training in the area of IAS including three core courses and a laboratory course). The CIS department at Clark Atlanta University will offer two courses. The CS department at Spelman College will offer one course. The CS department at Morehouse College will enhance some of its existing courses to include IAS related topics. Students from Georgia Tech, CAU, Spelman, and Morehouse colleges can take courses from any of the four colleges, through the University system in Georgia, without incurring any additional charges. _ 2) Creates three computer laboratories, one at each of the participating, with the required facilities for student training in the area of Information Assurance and Security. The laboratories will be equipped with a network of computing systems and students will be able to experiment with the security related software in a controlled environment. The impact of the proposed program includes: _ 1) Enhanced curriculum, laboratory facilities and research activities in the area of IAS in all the three participating colleges. _ 2) More opportunities for CS students of CAU, Spelman College, Morehouse College and Georgia Tech to register for IAS related courses. _ 3) Increased awareness of information security related issues in the community. The results are measured using evaluations from students, professors and faculty members outside the consortium with expertise in the area of curriculum development. We anticipate that the students who graduate from the three colleges with concentration in IAS will pursue higher studies at other Universities or take up jobs as security professionals. FED CYBER SERV: SCHLAR FOR SER DUE EHR George, Roy Seymour Goodman Andrea Lawrence Chung Ng Clark Atlanta University GA Diana L. Burley Standard Grant 399979 1668 SMET 9178 0210167 August 15, 2002 Collaborative Project: Expansion and Enhancement of the Center of Excellence in Information Assurance Program. Mississippi State University (MSU), an NSA Center of Excellence in Information Assurance Education (COE/IAE), will work with Jackson State University (JSU) and the University of Kansas (KU) though a collaborative and cooperative effort to increase these two institutions capacity in information assurance and to strengthen the COE/IAE program at MSU. The faculty from all three institutions will work to develop an IA curriculum at JSU and KU with an expectation that both schools will apply for COE/IAE status during academic year 2004-2005. These collaboration efforts are intended to be beneficial to all three parties in not only developing an IA program at two universities that currently do not have one but also in strengthening the program at MSU by broadening its research effort, increasing minority representation in its PhD program, and by enhancing its instructional course content. MSU will additionally expand its IA offerings by involving the College of Business and the College of Arts and Sciences in our research. This proposal initiates an innovative programs that will promote student research and publication in this area. FED CYBER SERV: SCHLAR FOR SER DUE EHR Moore, Loretta Jackson State University MS Diana L. Burley Standard Grant 127526 1668 SMET 9178 9150 0000099 Other Applications NEC 0210169 August 15, 2002 Collaborative Project: A Cyber Service Scholarship Proposal Mississippi State University. This collaborative proposal offers a multiyear build-up designed to increase the number of graduates for Federal employment at Mississippi State and Jackson State Universities. At MSU we will extend information assurance (IA) course offerings outside the current Computer Science and Electrical and Computer Engineering student base to other departments and students across campus. We will initiate this scholarship program during the first year at MSU and extend it to JSU, located approximately 120 miles from the MSU main campus, in the second year. We will offer a joint security course of study electronically between the two institutions during the second year of the program. The program coordinator at JSU will participate in the MSU scholarship selection process during year 1. During the succeeding years, those students enrolled in the security course from JSU will also be entitled to scholarship consideration. FED CYBER SERV: SCHLAR FOR SER DUE EHR Moore, Loretta Jackson State University MS Diana L. Burley Standard Grant 222077 1668 SMET 9178 9150 0000099 Other Applications NEC 0210334 August 1, 2002 Building Excellence in Information Assurance for Federal Cyber Service. Utica College (UC), Syracuse University (SU), and the State University of New York-Institute of Technology at Utica-Rome (SUNYIT), Herkimer County Community College (HCCC) and Mohawk Valley Community College (MVCC) are improving institutional and regional capabilities in Information Assurance education and training via: 1) a Center of Excellence in Information Assurance physically located at the Griffiss Business and Technology Park adjacent to the Air Force Research Laboratory and other technology organizations engaged in information assurance research and technologies. The Center will focus on the development and placement of interns from undergraduate and graduate programs affiliated with the Center, for Federal Cyber Service; 2) multidisciplinary undergraduate degree programs in Information Assurance designed to draw upon the strengths of each institution; UC in cyber crime investigations and computer forensics, SUNYIT in software and product development and telecommunications, and SU's as a Center of Academic Excellence in Information Assurance Education; 3) multidisciplinary graduate degree programs in Information Assurance that parallel the undergraduate programs of study; and 4) articulated agreements with MVCC and HCCC to support their developing programs of study in Information Assurance, including Associates degree programs. FED CYBER SERV: SCHLAR FOR SER DUE EHR Curtis, George Shiu-Kai Chin Thomas Lenahan Carolyn D'Argenio Daniel Benincasa Utica College NY Robert Stephen Cunningham Standard Grant 199858 1668 SMET 9178 0000099 Other Applications NEC 0210379 July 1, 2002 Information Security Education in the Public Sector. This project will advance the practice of information security and computer networking forensics in the public sector, and build the national capacity to deal with threats in this area. The target audience is public sector professionals and managers, including law enforcement officials. Starting with existing materials and the expertise of CERIAS at Purdue University (a NSA Center of Excellence in Information Assurance Education), the University at Albany/SUNY is developing competency-based distance-deliverable courseware in two key Information Security content areas, aimed primarily at professional needs in the public-sector. These curricula and materials are designed to be flexible, and able to be used in a variety of settings including undergraduate and graduate degree programs, certificate programs, and professional education. We use these materials in a variety of outlets, including degree and certificate programs at the University at Albany and Purdue University, as well as public-sector training programs and workshops in New York and Indiana. We are using the universities close relationships with the New York and Indiana State Police, and the New York State Office for Technology in a partnership to develop and test these modules. In engaging these organizations as partners on the project, we bring the resources of the University to bear on critical public needs. In doing so, we are developing a mutually beneficial relationship that enable the university educational programs to be more responsive to both public and private sector needs. The results of this project will be disseminated through a number of national outlets, including distance education learning communities, and consortia for information security education and training. FED CYBER SERV: SCHLAR FOR SER DUE EHR Bloniarz, Peter Sanjay Goel SUNY at Albany NY Diana L. Burley Standard Grant 200000 1668 SMET 9178 0000099 Other Applications NEC 0210410 June 1, 2002 Federal Cyber Service - Faculty Capacity Building. Carnegie Mellon University is developing an intensive faculty development and capacity building program in the critical area of Information Assurance (IA). The goals of the program are: Help build new capacity or expand existing capacity to offer IA courses and programs at institutions not currently designated as Centers of Academic Excellence by -Enabling participating faculty members from non-CAE institutions to develop/expand their knowledge and expertise in the area of Information Assurance - Providing the opportunity for participants to develop the curriculum and course materials to return to their home institutions and teach an introductory, upper-level, undergraduate course in Information Assurance - Enabling participants to integrate security topic and issues into courses already offered. Expand the number of PhD-level researchers in the IA area by - Enabling participants to identify links between their current areas of research and IA - Provide expert guidance and mentoring to help participants begin research projects in IA that are related to their areas of expertise and active research. Carnegie Mellon is a partner with three institutions serving underrepresented minorities, and the first cohort to go through the program is comprised eight faculty members from Howard University, Morgan State University (both HBCUs), and the University of Texas at El Paso (an HSI). This program results in the creation or expansion of IA programs at these three institutions, and thereby significantly increase the national capacity for research and education in IA. It also enables partnering institutions to increase participation of underrepresented minorities in this critical area. FED CYBER SERV: SCHLAR FOR SER DUE EHR McGillen, Donald Ann English Carnegie-Mellon University PA Mark James Burge Standard Grant 202229 1668 SMET 9178 0000099 Other Applications NEC 0210514 June 1, 2002 Capacity Building Project in Information Assurance Education. This project develops the graduate level education and research program in information assurance at Polytechnic University by building on an NSF DUE CCLI project for establishment of an undergraduate laboratory in information systems security. The principal long term goals of this project are to assist in meeting the national demand for a cadre of professionals with expertise in information assurance; to create prototype curricular material in graduate information assurance education that will serve as a widely adopted national model; and to establish an information assurance laboratory that becomes a national model for an experimentation environment providing hands-on experiences in topics related to information assurance. Activities include: revising existing graduate level courses in information assurance to incorporate hands-on practical laboratory based experiences that supplement the theory and principles currently being taught in the classroom; developing new graduate level courses that complement the existing courses and result in a comprehensive curriculum in information assurance; establishing a laboratory consisting of heterogeneous platforms and multiple interconnected networks to facilitate hands-on experimentation and project work in issues related to information assurance; and developing a graduate level certication program in information assurance that focuses both on principles and practice needed to build and maintain a secure information systems infrastructure. The project also includes a detailed evaluation and dissemination plan. FED CYBER SERV: SCHLAR FOR SER DUE EHR Memon, Nasir Phyllis Gail Frankl Gleb Naumovich Polytechnic University of New York NY Diana B. Gant Standard Grant 198162 1668 SMET 9179 0000099 Other Applications NEC 0210526 July 1, 2002 Scholarship for service in information assurance. This scholarship for service proposal supports three 2-year cohorts of students, 15 undergraduate and 10 graduate students. The program is based upon a strong information assurance curriculum in place combined with extensive faculty interaction with the scholarship students. Students will be closely monitored and mentored to ensure that their education meets the goals of the program to produce highly qualified federal employees in information assurance. FED CYBER SERV: SCHLAR FOR SER DUE EHR Memon, Nasir Phyllis Gail Frankl Gleb Naumovich Polytechnic University of New York NY Victor P. Piotrowski Continuing grant 3993432 1668 SMET 9178 0000099 Other Applications NEC 0210644 September 1, 2002 Federal Cyber Service: SFS. This scholarship for service proposal supports three 2-year cohorts of 14 students each, with an estimated distribution of eight undergraduate and graduate students at Georgia Tech, and six undergraduates at the three HBCU institutions, Clark-Atlanta University, Morehouse College, and Spelman College, which are partners in this proposal. The project is directed by the Georgia Tech Information Security Center (GTISC), an NSA designated Center of Excellence for Information Assurance Education (CAE/IAE). The GTISC educational program includes a comprehensive curriculum that serves a broad range of students and covers both technology and policy. Six carefully considered courses dedicated to IA/IS have been developed and offered in the past year, and these help provide a basis for IA/IS concentrations at all degree levels. The faculty at Georgia Tech are working with the faculty at the three partner institutions to introduce IA/IS courses and topics into their curricula, to take their students into our advanced classes, and to support prospective IA/IS scholars at these schools. IA/IS educational programs at Georgia Tech and current and planned efforts at the HBCU institutions offer us the opportunity to recruit, train and graduate a diverse and well prepared group of professionals who will be able to help protect the computational and communication infrastructure of the country. FED CYBER SERV: SCHLAR FOR SER DUE EHR Goodman, Seymour Henry Owen Mustaque Ahamad Wenke Lee GA Tech Research Corporation - GA Institute of Technology GA Victor P. Piotrowski Standard Grant 2764857 1668 SMET 9178 1668 0000099 Other Applications NEC 0210762 June 1, 2002 IA Tutorials and Workshops for Educators. We will increase the capacity of the United States higher education enterprise to produce professionals in the fields of Information Assurance (IA) and computer security by hosting a two-year series of workshops for education in Information Assurance. The target audience of the workshops is college-level educators who have responsibility for teaching curricula that are, or could be, related to Information Assurance issues. The format for each workshop is three sequential sessions: a tutorial session, a refereed paper session, and a working session. This sequence allows newer practitioners to become knowledgeable about the basics of IA, provides an opportunity for experienced practitioners to present new ideas for discussion, and allows both groups to interact in a problem solving context to develop solutions for point issues presented by the workshop. The tutorial sessions educate faculty about the fundamentals of information assurance and computer security and improves their instructional capability in these areas. The paper session provides a forum for presentation and discussion of recent pedagogical and technical advances in the field. Activities in the working session encourage creative interaction regarding current issues for education in Information Assurance. A significant effect of the periodic gathering and commingling of experienced and inexperienced practitioners is to enhance the sense of community for IA educators, fostering collaboration and dialogue among institutions offering courses and programs in Information Assurance. The multi-year format allows faculty to spend time in their own environment and return to the workshop with experiential questions and insight. The output of the workshops will include model materials for classroom presentation and demonstration, as well as example materials for laboratory experimentation. A particular emphasis is ensuring participation of demographic groups currently underrepresented in the IA education community. The net effect of the proposed activities is to directly increase the national capacity for education in Information Assurance as well as to extend the knowledge and expertise of IA to a range of participants that is more representative of the national profile. FED CYBER SERV: SCHLAR FOR SER DUE EHR Irvine, Cynthia Naval Postgraduate School CA Victor P. Piotrowski Standard Grant 184006 1668 SMET 9178 0211314 September 15, 2002 New Mexico CETP Follow-On Funding. The purpose of this project is to conduct a comprehensive summative evaluation of the results and impact of the Collaborative for Excellence in Teacher Preparation in New Mexico (NMCETP) for a period of three years. Accountability & Development Associates, Inc. (ADA), a private consulting firm in Albuquerque that has been assisting this CETP with evaluation expertise since 1998, is continuing to provide their expertise in this phase of NMCETP operations. The project is focusing on the impact of NMCETP on teacher quality and student learning in K-12 classrooms with the assistance of facilitators at New Mexico State University and the University of New Mexico. The New Mexico teacher induction/mentoring programs are in place, but locating, observing, and longitudinally tracking NMCETP graduates will be very labor intensive because they are located in dispersed, often rural, areas across the fifth largest state in the US. For purposes of this evaluation an NMCETP student will be defined as any who has 1) completed a degree at one of the NMCETP-participating four-year institutions, 2) been certified to teach, 3) secured a teaching position in New Mexico, and 4) taken at least one NMCETP new or reformed course as a part of pre-service education. These graduates will serve as the NMCETP treatment group. Data analysis will be structured to allow for comparisons across groups as well as those students who completed more than one NMCETP reformed courses. Control group participants will be matched demographically as closely as possible to treatment group participants, but will not have experienced NMCETP teacher preparation programs. A reformed course is defined for NMCETP as a course that has been changed or developed in mathematics, science, and education designed to strengthen the backgrounds of pre-service teachers by modeling best instructional practices and teaching pedagogies. Inquiry-based, hands-on methodologies were touchstones of these reformed and/or new courses. Two fundamental areas of inquiry will be the basis of the continuation evaluation: 1) post- preparation mathematics and science teacher quality, and 2) mathematics and science teacher preparation program sustainability. ADA will use instruments developed by the Center for Applied Research and Educational Improvement at the University of Minnesota for the Core Evaluation. ADA has participated in evaluation meetings in Minneapolis hosted by the Core Evaluation staff, and piloted some of the Core instruments with modifications to capture the complexities of NMCETP, which has met the needs of each participating campus in different ways. CCLI-NATIONAL DISSEMINATION DUE EHR Scott, Patrick New Mexico State University NM Myles G. Boylan Standard Grant 600000 7429 SMET 9178 7429 0000099 Other Applications NEC 0217754 May 15, 2002 Conference on Fostering and Sustaining Innovation in Undergraduate STEM Education. This conference is designed to assist key university and college leaders, those with responsibility for institution-wide undergraduate education, in adopting tested strategies to implement programs of change in STEM curriculum and pedagogy on their campuses. The focus is on ways to implement change and demonstrate its effectiveness. The program acquaints participants with a sense of what some of the exciting new pedagogies and technologies are and how to infuse these innovations into the curriculum. Presenters for the workshop detail the ways in which these innovations can be applied to several fields and then demonstrate how they use them in their own teaching. They discuss what worked and what failed in the process of implementation. Attendees will leave with both general ideas and the specifics of a particular application. Opportunities for interaction with industrial education leaders is included. The expected outcome is to have a group of leaders who can return to their campuses energized and with a better understanding of how to implement these changes within the curriculum. CCLI-NATIONAL DISSEMINATION DUE EHR Van Ummersen, Claire American Council on Education DC Elizabeth Teles Standard Grant 111113 7429 SMET 9178 0000099 Other Applications NEC 0218773 June 1, 2002 A National Agenda for Advancing the Undergraduate Mathematics Curriculum. Mathematics (21) A National Agenda for Advancing the Undergraduate Mathematics Curriculum This project supports a major initiative to stimulate and direct curriculum development and collaborative multidisciplinary relationships for the undergraduate program in the mathematical sciences. The project creates a set of curricular recommendations and an agenda for implementing them, and these are disseminated to mathematics faculty and department chairs, deans, and faculty in partner disciplines. The goals of the project are 1. To expand the numbers of students undertaking substantial study of the mathematical sciences, majoring in the physical sciences and technology as well as in the mathematical sciences, and continuing to graduate study in these areas; 2. To better prepare students for teaching, scientific careers, employment in business or industry, and other jobs for which mathematical preparation is needed; 3. To improve curricular offerings for students who might take only one college-level course in the mathematical sciences. An outcome of the project is a publication of recommendations and models of good practice for the undergraduate program in the mathematical sciences that are based on extensive consultations with mathematicians and users of mathematics. The Division of Undergraduate Education and the Division of Mathematical Sciences jointly funded this project. CCLI-NATIONAL DISSEMINATION INFRASTRUCTURE PROGRAM DUE EHR Pollatsek, Harriet David Bressoud Susanna Epp Thomas Rishel Susan Ganter Mathematical Association of America DC John R. Haddock Standard Grant 91256 7429 1260 SMET 9178 0000099 Other Applications NEC 0219800 September 15, 2002 Computer and Mathematics Scholar Support Alliance. Project Summary St. Joseph's College provides a strong academic education rooted in a liberal arts tradition. The CSEMS program will supplement existing scholarships to encourage and support thirty eligible students, with demonstrated financial need, enabling them to complete degrees and enter the high technology workforce as qualified professionals. Consistent with the CSEMS goals, we are: 1. Increasing the number of well-educated and skilled employees in technical areas of national need by: Actively recruiting students, especially women and other under-represented groups for programs in Mathematics and Computer Sciences; Providing breadth and depth in a quality degree program; Maintaining and upgrading computer facilities and library resources; Creating a database of alumni, for a Speakers Bureau at recruitment events; Attracting younger competent students through high school Programming Competitions and class visitations. 2. Improving educational opportunities for students in these disciplines by: Promoting opportunities for students to engage in activities and research which enhance their understanding; Expanding courses with an "Honors" component; Involving our majors as volunteer tutors and mentors in the Math Clinic to assist disadvantaged high school students. 3. Increasing retention of students to degree achievement by: Providing additional scholarships of one-third tuition for qualified students, particularly underrepresented minorities and women; Formalizing our assessment and mentoring programs. 4. Improving student support at institutions of higher learning by: Providing role models and individual mentors for students, particularly underrepresented minorities and women; Assessing the needs of the supported student, the effectiveness of the curriculum, and the requirements of the high tech workplace; Expanding peer tutoring in our Math Lab; Extending career and placement services to provide a database of industrial contacts; Increasing assistance to students applying to graduate programs; Strengthening "networking" opportunities to enhance interaction between current students and successful graduates. 5. Strengthening partnerships between institutions of higher learning and the local high technology industry by: Extending internship programs and seeking additional partnerships with local business and industries; Promoting our BA/BS + MS program with Polytechnic University; Involving more faculty in education-industry collaboration programs. Recruitment from incoming and existing student populations are through personal invitations and current strategies (publications, TV, school visitations). Transfer students are recruited through cooperation with the local community college, business and industries. The CSEMS Selection and CSEMS Retention Committees select students, encourage them to achieve and assure that they are qualified to enter the workforce. Both committees are by the PI and include the Co-PI's and appropriate representatives. One Co-PI is responsible for assessment and outcomes evaluation of CSEMS students. CSEMS scholars receive approximately one-third of their tuition at St. Joseph's College, where they receive personal attention in small classes, in a supportive learning environment. Internships and opportunities to contribute to their community reinforce classroom theory with practical experience, and to motivate them to complete their degrees. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Fritz, S. Jane William McAllister David Seppala-Holtzman St Joseph's College Main Campus NY Pratibha Varma-Nelson Standard Grant 406265 1536 SMET 9178 1536 0000099 Other Applications NEC 0116000 Human Subjects 0220199 September 15, 2002 Clearing a Path for Talented and Needy Students to Pursue Careers in Computer Science and Information Technology. This project allows talented and needy students the opportunity to pursue their educational dreams in the field of computer science or information technology at Armstrong Atlantic State University. More specially, 28 two-year scholarships to undergraduates in computer science, 12 two-year scholarships to graduate students in computer science, and ten four-year scholarships to undergraduates in information technology would be awarded. Having a typical class size of less than twenty and an in-state cost of $3,969 for tuition, room and board, and fees for undergraduates, Armstrong Atlantic offers one of the best educational values in computer science or information technology in the country. Armstrong Atlantic's student body is 70% female and 30% of the students are minorities. Many of these students are unable to remain in school due to job pressures, broken homes, and/or lack of financial resources. This project would change the lives of 50 individuals by providing scholarships so that they can pursue their studies full-time. A comprehensive plan is in place for recruitment, selection, support, and job placement issues. The recruitment plan includes developing brochures, pamphlets, and Web materials; advertising on bulletin boards and newspapers; attending college fairs and University open houses; and visiting high schools among other things. The selection process involves a well-defined set of criteria, a numerical evaluation form, student interviews, and selection committee discussion. Support for scholars includes community building, student activities, advising, mentoring, and tutoring. Job placement involves advising, internships, resume preparation, ACM and IEEE discussions, meetings with industry representatives, Savannah's Business and Educational Technical Alliance, and discussions with Armstrong Atlantic's Director of Career Services among other events. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Greenlaw, Raymond Chris McCarthy Armstrong Atlantic State University GA Pratibha Varma-Nelson Standard Grant 393200 1536 SMET 9178 1536 0000099 Other Applications NEC 0220285 August 1, 2002 Computer Science Enhancement for Students Scholarship Program. This program provides scholarships to talented, low-income students pursuing careers in computer science. The goal is to encourage eligible students to study CS, and help them find a desirable job upon completion of their Associate Degree or transfer to a four-year university to enter in a baccalaureate program. Selected participants receive tuition, books and fees paid for by the grant. In addition to the financial assistance, they meet with the CS Advisor/Mentor on a bi-monthly basis during the semester. This helps monitor their progress and assure their success in the program. A series of workshops, offered throughout the program, allow students to improve their problem solving skills, interviewing skills, job-hunting techniques, and writing a resume. Students also receive individualized support and peer mentoring as they move through the program. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Billiot, Andrea Sharon Flanagan Elaine P. Nunez Community College LA Elizabeth Teles Standard Grant 67500 1536 SMET 9178 9150 1536 0000099 Other Applications NEC 0220296 September 15, 2002 STUDENT PIPELINE - Computer Science, Mathematics, Engineering and Technology Scholarship Program. The Student Pipeline-Computer Science, Mathematics, Engineering and Technology (SP-CSMET) Scholarship Program is a student focused, experience-based program. The SP-CSMET is used to identify incoming freshmen and sophomores that are interested in computer science, engineering, mathematics, and technology. High school administrators, the university admissions office, the financial aid office and faculty members help identify these students. The SP-CSMET provides enrichment experiences in engineering, mathematics, and technology by utilizing existing programs and by providing lecture series, workshops, and faculty mentoring for the students. The SP-CSMET supports 32 new freshmen the first year. The second year of funding supports all freshmen that meet the criteria for their sophomore semester. The scholarship slots that are open the second year will be used to support new incoming freshmen students. This process will be repeated the third and fourth year of funding. The new SP-CSMET Scholarship Program is a feeder (Student Pipeline) to a recent NSF-funded Computer Science, Mathematics, Engineering and Technology (CSMET) Scholarship Program, serving juniors and seniors. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Walker, Earnest John Kelly Caesar Jackson Sherri Avent Kathy Cousins-Cooper North Carolina Agricultural & Technical State University NC Sheryl A. Sorby Standard Grant 399960 1536 SMET 9178 1536 0000099 Other Applications NEC 0220353 September 1, 2002 Scholarship Opportunities for High Achieving Avionics Students. Proposal #: 0220353 PI: Kalpana Jain Institution: College of Aeronautics Title: Scholarship Opportunities for High Achieving Avionics Students This project provides 20 scholarships per year to economically disadvantaged students who major in avionics technology or related engineering technology programs. Incoming freshmen pursuing an associate's in applied science degree in avionics technology or related engineering technology programs, and college students who have already completed 64 credits toward a bachelor's of science in avionics technology or related engineering technology programs, are eligible to compete for the scholarships. Admission into the program is based on the following criteria: grade point average, class standing, recommendations, Scholastic Aptitude Test scores and an interview. The College provides support for the CSEMS recipients in their pursuit of a degree in engineering technology. There are programs such as faculty mentoring and a technology seminar series devised to assist the recipients to achieve academic success. In addition, the College sponsors many activities such as faculty/recipient socials, which reinforce the objectives the College hopes to accomplish through CSEMS. Finally, the College provides the recipients many opportunities to interact with industry representatives, both on and off campus, through internships, job fairs and industry- recipient luncheons. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Jain, Kalpana Andrew Kneissl Vaughn College of Aeronautics and Technology NY Terry S. Woodin Standard Grant 275000 1536 SMET 9178 1536 0000099 Other Applications NEC 0220416 August 1, 2002 Opportunity Changes Everything:. This program provides scholarships to talented, low-income students enrolled in Computer Science, Engineering and Mathematics. The project brings faculty from the three campuses of Miami-Dade Community College together to help implement the program. Over a two-year period M-DCC seeks to award a total of forty scholarships to these students. Besides the financial eligibility, the scholarships recipients must also meet established academic criteria that will enable them to obtain Associate in Arts degrees in computer science, mathematics, and engineering. The students have the opportunity to get involved in summer internships with local industries. Upon completion of the program, the students may continue on to an upper division school or those who receive training, may directly enter into the workforce. Faculty Mentors are assigned to each scholarship recipient in order to improve the quality of their educational experience and thereby improve the student's chances for academic success. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Damas, Guillermina Rene Garcia Miami-Dade Community College - Wolfson Campus FL Elizabeth Teles Standard Grant 219984 1536 SMET 9178 0000099 Other Applications NEC 0220430 October 1, 2002 Scholarships for Undergraduate Mathematics Majors: A High-Technology Workforce Development Program. This project supports students in Fairleigh Dickinson University's (FDU) new program in applied mathematics. FDU's current undergraduate enrollment in the mathematical and computer sciences is 135 fulltime students. Approximately one half of these undergraduates are academically talented, but financially needy (as per the criteria defined by the U.S. Department of Education). FDU actively recruits in the New York City metropolitan area, an area of high population density near inner city secondary schools. Students who participate in the new mathematics program come from the current FDU population, from regional high schools and from community colleges as transfer students. The objectives of the mathematics program are to encourage and enable qualified students to enter the high technology workforce following completion of their BS degrees. This emphasis was selected by an FDU university committee because of several intersecting factors: 1) The northern NJ/NYC metropolitan area contains dozens of medium-to-large potential industrial partners who have a documented need for this type of workforce. These organizations include Merck, Pfizer, Bristol-Meyers Squibb (pharmaceuticals), and ISO, Aetna, Prudential and other casualty and life insurance firms; 2) The U.S. demographics strongly indicate a growing need for such a national technology workforce to keep pace with foreign competition in medical, pharmaceutical and actuarial research and production; 3) There has been an ongoing national decline in numbers of students entering the mathematical sciences. The possible high-technology workforce shortfall in this strong growth area appears to be increasing. A survey of schools in the region revealed there are few applied and computational mathematics programs currently offered by regional universities. There are none that specifically train students to enter the high-technology workforce as statisticians or actuaries immediately following receipt of an undergraduate mathematics degree. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Levine, Gertrude Fairleigh Dickinson University NJ Bert E. Holmes Standard Grant 400000 1536 SMET 9178 1536 0000099 Other Applications NEC 0220442 September 15, 2002 Advanced Technology Initiative Scholars Program. This project provides 14 undergraduate (upper classman) and 16 graduate scholarships, focused enrichment activities and support-services to academically talented but financially disadvantaged students including non-traditional students and those from underrepresented groups. The scholarships promote full-time enrollment and academic success in the Master of Science in Systems Technology program and in upper-division computer science curricula. The project encourages more students to pursue degrees in advanced technology needed for national competitiveness in the global economy of the 21st century. Students' classroom and laboratory experiences are enriched through advanced technology utilization, research training, and interaction with industry partners. Student support strategies build upon institutional resources as well as established industry linkage to further Scholars' career success. At least half of the scholarships assist students from underrepresented groups. Project components include: recruitment; selection; financial assistance; student support services including faculty and peer mentoring; and professional development, research and internship opportunities. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Sisson, Paul Adrienne Critcher Deborah Shepherd Louisiana State University Shreveport LA Pratibha Varma-Nelson Standard Grant 400000 1536 SMET 9178 9150 1536 0000099 Other Applications NEC 0220450 September 15, 2002 Step Ahead: Fontbonne Scholarship Program in Mathematics and Computer Science. PROJECT SUMMARY This scholarship program is designed to provide increased financial assistance to qualified students pursuing a baccalaureate program in mathematics or computer science in preparation for successful entry into a career field or graduate study related to these disciplines. The objectives of this scholarship program are: 1) to increase the number of academically qualified low income students obtaining undergraduate degrees in mathematics or computer science, with special encouragement given to women, under-represented minorities and persons with disabilities; 2) to collaborate with the St. Louis corporate community in its efforts to attract, retain and develop a qualified talent pool of employees; and 3) to increase the number of qualified students who enroll and persevere in the mathematics and computer science programs at Fontbonne College. A total of ten students will be chosen as scholarship recipients. Seven students will be selected as entering freshmen, and will continue to receive a scholarship of $3,125 throughout their four-year program provided they meet the published academic standards of the department. Three transfer students, preferably from the St. Louis Community College system, will be selected in year one and three in year three. Each will receive the $3,125 per year scholarship for the two years they are at Fontbonne College. A Principle Investigator and two Co-PIs will direct the program. A review committee composed of the three directors, with appropriate input from the Directors of Admission and Financial Aid, will make the final selection of participants. Selection will be made based on criteria including U.S. citizenship status, financial need, published admission and department requirements, evidence of the candidate's ability demonstrated through transcripts, a written essay and personal interview, and the expressed desire to pursue a career or graduate study in an area related to mathematics or computer science. All students will agree to complete a baccalaureate degree as full-time students during the two or four year duration of the program. The CSEMS scholars will have access to all student support services available as needed through the Kinkel Center for Academic Resources, the Office of Multicultural Affairs and the Career and Counseling Center. In addition to their academic program, scholarship recipients will participate in department sponsored programs designed to optimize their chances for successful program completion and entry into the career of their choice. The PI and Co-PIs will serve as academic advisers to the scholars, closely monitoring each scholar's progress. They will participate in the career center's four year Professional Development Certificate Program for entering freshmen; the two-year Career Advancement Program will be recommended for the transfer scholars. Five graduates from the department will serve as mentors for these scholars throughout their academic program. A one hour supplemental instruction/problem solving session will be scheduled weekly during each semester. Scholars will also have the option for Co-op which will be coordinated through the Director of Cooperative Education and internship placement coordinated through the academic department. All scholars will present a poster session on their research prior to graduation in addition to the regular presentation of their portfolio which is required of all graduates from the department. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Newton, Elizabeth Theresa Jeevanjee Kathryn Graves Fontbonne College MO Sheryl A. Sorby Standard Grant 137500 1536 SMET 9178 1536 0000099 Other Applications NEC 0220453 September 1, 2002 Computer Science, Mathematics, Engineering and Engineering Technology Scholarship Program. This program provides scholarships to talented, low-income students majoring in computer science, mathematics, engineering, and engineering technology. Special consideration for scholarships is given to increase the minorities and women's participation in these fields. Through the CSEMS Academy at the college, students in the program receive individualized support and peer mentoring, and have opportunities to participate in internships with local industries such as Verizon and IBM, and with other colleges with which the Bronx Community College has an established relationship. The Academy also provides a physical place at the college where students can form study groups; receive tutoring and other services under the guidance of faculty members. Workshops on interviewing and job search and presentations by alumni from high-technology industry are also conducted by the CSEMS Academy in order to help students find employment with local industries once they complete their program. The transfer office at the college assists students who are interested to transfer to four-year schools to complete their studies. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Bates, Madelaine Susan Forman CUNY Bronx Community College NY Elizabeth Teles Standard Grant 212609 1536 SMET 9178 7204 1536 0000099 Other Applications NEC 0220499 September 1, 2002 PAthways to Careers in MAthematics and Computer Science (PACMACS) Bridge Program. The primary objective of the PAthways to Careers in MAthematics and Computer Science (PACMACS) Bridge program at Saint Joseph's University (SJU) is to train and educate academically talented but financially disadvantaged minority students for careers in mathematics and computer science by providing them with an excellent, comprehensive, undergraduate education. SJU presently runs PACMACS, an innovative outreach program, for bright minority high school students from Philadelphia public and charter high schools. High school seniors (and exceptional juniors) in PACMACS attend up to 4 college classes at SJU (in mathematics and computer science), and receive college and career guidance. The PACMACS Bridge program is designed to help those students make the transition to full-time college once they are enrolled at SJU after graduating from high school. The PACMACS Bridge program is a comprehensive package of financial, academic and social support offer to undergraduates in the mathematics and computer science department at SJU. Students obtain financial support through the University Financial Aid Office and NSF CSEMS funding. Six to 10 eligible students will be identified and awarded CSEMS scholarships. Academic support programs include faculty mentors, upper level undergraduate student mentors, supervised study sessions, tutoring services and individualized attention in the small classes available at SJU. Social support programs include seminars on college life, peer support groups and panel discussions on cultural diversity to assist the students in the cultural adjustment to an urban, predominantly Caucasian Catholic University. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Terry, Elaine Agnes Rash Babak Forouraghi Deborah Lurie St Joseph's University PA Sheryl A. Sorby Standard Grant 288500 1536 SMET 9178 1536 0000099 Other Applications NEC 0220500 October 1, 2002 Graduate/Undergraduate Engineering Initiative for Development and Enhancement (GUIDE). Michigan Technological University's College of Engineering strives to attract and retain more students from underrepresented groups, specifically women and minorities. This project supports undergraduate students during their first two years of college. The goal is for these high-risk students to perform well early in their college career with the expectation that their strong performance will help them to obtain alternate funding sources (e.g.: co-op and internship positions) during the latter two years of study. In addition, the project provides graduate scholarships for engineering students who are in unfunded programs so that they can cost effectively complete an advanced degree. The project builds upon and utilizes pre-existing campus programs, campus Learning Centers, and peer tutoring programs. To facilitate undergraduate success, students attend and participate in the engineering seminar series and the Career Center Workshops associated with this program. They regularly meet with their mentor and the program advisor. To retain their scholarships, undergraduate students need to show satisfactory progress towards their degree, become active in an on-campus professional organization, and work toward obtaining a co-op/internship position. The graduate scholars serve as academic mentors to the undergraduate scholars and offer insights regarding student life and the local community. Two groups of graduate students are targeted for the scholarships: Peace Corps International Masters students and the Master of Engineering students. (These graduate students are not typically eligible for traditional funding sources.) Graduate students in both programs are ideally suited to be mentors to undergraduate students: they have received a technical undergraduate degree and are interested in working with and supporting others. The graduate students receive training in mentoring and advising students. All target group engineering graduate and undergraduate students entering Michigan Tech are sent information and a scholarship application in the spring of each year of the program. Faculty/ staff evaluate the applicants based on need and individual merit. Each undergraduate scholarship recipient receives $2,500 per year to assist with college expenses. Each graduate scholarship recipient receives $3,125 per year to assist with college expenses. The graduate students receive funding for one year (the amount of time they are on campus for their degree program), while the undergraduate students are funded for two years. The interaction of undergraduates and graduate students is one of the most important components of this program. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Hein, Gretchen James Mihelcic Amy Monte Michigan Technological University MI Duncan E. McBride Standard Grant 400000 1536 SMET 9178 1536 0000099 Other Applications NEC 0220509 September 1, 2002 Computer Science and Mathematics Scholarships-Focus on Baccalaureate Studies. Proposal #: 0220509 PI: Will Briggs Institution: Lynchburg College Title: Computer Science and Mathematics Scholarships-Focus on Baccalaureate Studies The objective of the program is to recruit, educate, support, and graduate students with financial need who are pursuing academic majors in, and subsequently careers related to, computer science, and mathematics. The project responds to both institutional priorities and the national need for individuals within these disciplines. The program supports 21 students annually for four years. The program consists of comprehensive recruitment and academic support programs, and appropriate career counseling programs targeting students majoring in computer science and mathematics. The CSEMS scholars are supported through activities that involve students in research, extensive internship program, and aggressive career services. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Briggs, Will Lynchburg College VA Terry S. Woodin Standard Grant 288748 1536 SMET 9178 1536 0000099 Other Applications NEC 0220541 September 1, 2002 Rooted in the Timeless, with Eyes on the Future: A Student Support Project in Computer Science and Math. The objective of the program is to develop a student support and scholarship program that builds on established relationships with local industry and with alumni. Students selected for the program based on financial need and academic potential receive annual grants of $3125, for up to three years, as encouragement to complete a degree in computer science or mathematics. These grants are used to reduce the loan and employment portions of the students' financial aid packages, rather than to replace grants from other sources. Thus, they provide substantial economic incentive to the students. Each of the four years of the program, 31 students majoring in computer science or mathematics are selected. Individual students are eligible beginning in their second year, and receive funding for up to three years, provided they continue to meet the eligibility criteria. In addition to meeting financial need and nationality criteria, the student must demonstrate the potential for academic success. Students in the program receive individual guidance from faculty and student support professionals, including the College's full-service Career Center. However, the most noteworthy aspects of the student support are those that connect outside of the College. Each year, students in the program are taken on trips to visit at least two companies in the region and talk with alumni there. Additionally, alumni employed at a wider sampling of employers participate in an annual "round table" discussion held at Gustavus. Last, but not least, alumni volunteers stay in touch with a few students each, in order to provide individualized mentoring. Frequent contacts with local industry, and in particular with alumni, provide the reminder that an exciting career awaits those who are well prepared. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Hailperin, Max Gustavus Adolphus College MN Lesia L. Crumpton-Young Standard Grant 396212 1536 SMET 9178 7204 1536 0000099 Other Applications NEC 0220547 October 1, 2002 Computer Science, Engineering, and Mathematics (CSEM) Scholarships for the 21st Century. The goal of the Computer Science, Engineering, and Mathematics (CSEM) Scholarships for the 21st Century Program is to enable talented, economically challenged students to obtain undergraduate degrees in computer science, engineering, mathematics, or Internet technology allowing them to enter the workforce in their chosen field or to enter post-graduate school. The program has the following objectives: (1) Recruit talented, economically challenged students, particularly from our Tri-State region, and especially minorities and women, into majors in the CSEM disciplines. (2) Retain such students in these programs through the sophomore year and beyond. (3) Strengthen the current variety of support services for these students. (4) Supply ample opportunities for these students to engage in professional development. By achieving these objectives, more students will enroll and graduate in the CSEM disciplines at the University of Evansville. The program offers the incentive of financial support for economically-challenged students, plus many support services and professional opportunities that increase the likelihood that these students will graduate with degrees in the CSEM disciplines. There are 40 scholarships of $2500 each year for two years being awarded to freshman and sophomore students. The University is continuing these scholarships to qualified students for their remaining junior and senior years. Recipients are selected by a Scholarship committee on the basis of their academic record (high school GPA and class rank, SAT or ACT score) and potential for success in a CSEM discipline as evidenced by a written essay and a letter of recommendation. Students have access to the University programs and support services currently in place including the EXCEL Student Academic Success Center, the Office of Career Services, and various professional student organizations and conferences. In addition, to provide cameraderie among the CSEM Scholars, the program offers two activities specifically for the CSEM scholars each semester. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Hwang, Deborah Joe Stickles University of Evansville IN Sheryl A. Sorby Standard Grant 205008 1536 SMET 9178 1536 0000099 Other Applications NEC 0220595 September 15, 2002 Academic Involvement For Professional Success. Project Abstract The Academic Involvement For Professional Success (AIPS) Program targets needy students, many of whom are first-generation college students, at Adams State College (ASC), a small rural public institution in the San Luis Valley of Southern Colorado. Scholarship money helps qualified students become role models for the other students in the pre-engineering, mathematics, and computer science areas. Fifteen (15) scholarships are awarded in year one, increasing to 20 for years 2 through 4 of this project. These selected scholars are encouraged to participate in departmental and campus-wide activities that not only expose them to opportunities designed to heighten their academic experience, but that increase their chances and desire to succeed as professionals. The involvement of the AIPS students in these programs also provides a critical mass of students, giving non-scholarship students within the mathematics, Computer Science and Physics Department at ASC the same opportunities for development and encouragement. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Emmons, Randall George Sellman Edmon Adams Adams State College CO Sheryl A. Sorby Standard Grant 257813 1536 SMET 9178 1536 0000099 Other Applications NEC 0220603 September 15, 2002 Computer Science and Technology Scholarship Program. The proposed WSSU Computer Science and Technology Scholarship Program is going to provide scholarship support to academically talented minority students who demonstrate financial need. To fulfill the goal of increasing the number of students who enter the high tech workforce or higher education programs, this program provides scholarships to junior and senior level undergraduates, associate degree transfer students pursuing a degree in computer science; as well as to graduate students pursuing a MS degree in computer science and information technology. The program is going to attract, enroll, mentor, and enhance the academic performance of CSTSP scholars, thereby increasing the graduation rate of minority and women students in the fields of computer science and information technology. The program is going to provide 27 scholarships of $3,125 per year per student during the first year, and 27 scholarships per year during years two to four. Three primary objectives of the program are to: 1) increase the number of minority and women who enroll in computer science; 2) increase the number of minority and women who graduate with a BS or MS in computer science and/or computer science and information technology; 3) increase the pool of students who are prepared to enter the computer technology workforce or pursue high education in the field. Additional benefits of the program include: 1) enhancement of the undergraduate computer science curriculum; 2) increased collaboration with business and industry; 3) development of collaborations with the growing body of bio-medical and high tech industries in the city of Winston-Salem, North Carolina, as well as state and national employers; 4) strengthen collaborations with the departments of mathematics, life sciences, physical sciences, and health sciences; 5) enhance the professional development of faculty resulting from mentoring scholars engaged in research. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Jones, Elva Winston-Salem State University NC Terry S. Woodin Standard Grant 347187 1536 SMET 9178 1536 0000099 Other Applications NEC 0220612 September 15, 2002 Supporting Students for Success in Math and Computer Science. The overall goal of this Radford University project is to produce more highly skilled graduates in Computer Science and Mathematics. The project's approach is one of aggressive tracking and continuous financial, academic, and social support throughout the crucial freshman and sophomore years. At least 30 scholarships are awarded to freshmen and sophomores in each of the four years of the project. Program objectives are (1) to recruit and select students, especially nontraditional students, to pursue careers in CSEM fields; (2) to support participants with intensive academic advising and with social activities; and (3) to obtain internships and other experiential learning positions for all participants. Recruitment of academically strong students, especially women and minority students is in cooperation with the university's Admissions Office and through the Office of Multicultural Services. Students are supported by individual attention from project staff as well as a well-developed institutional support system. This includes constant monitoring; frequent, individualized advising; academic support (through tutoring and other services); social support (through clubs and social events related to CSEM disciplines); internships; and career counseling (in individual sessions with the university's Career Services Center). Participants meet monthly with project staff, and are required to seek tutoring or other help as appropriate. Project staff meets regularly to discuss participants' progress and needs. Project evaluation is based on student progress, and on student opinion as revealed in annual structured interviews. Evaluations are used to modify the project to provide the best possible support for students. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Htay, Maung Stephen Corwin Radford University VA Bert E. Holmes Standard Grant 394996 1536 SMET 9178 1536 0000099 Other Applications NEC 0220623 September 15, 2002 South Texas Engineering Scholarships at Texas A&M University-Kingsville (STES-TAMUK). The faculty at Texas A&M University - Kingsville developed their CSEMS project to increase recruitment, retention and graduation of targeted CSEM majors. Then plan includes increasing the number of transfer students from community colleges in the CSEM disciplines and increasing retention of CSEMS students to 75%. Their CSEMS students attend orientation meetings with advisors and career service personnel. Their Career Services Office offers internships and permanent employment. They have created partnerships and formal articulations agreements with community colleges in South Texas to help graduates gain employment in the high tech workforce in the area. In addition their faculty is heavily involved with student mentoring, guidance, and tutoring support. They will also coordinate internships and research opportunities for their students. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Park, Sung-won Hector Estrada John Chisholm Texas A&M University-Kingsville TX Daniel Udovic Standard Grant 400000 1536 SMET 9178 1536 0000099 Other Applications NEC 0220624 September 1, 2002 Growing Mathematicians and Computer Scientists in the Golden Triangle. Project Summary Lamar University Computer Science-Mathematics Scholarship Program (CSEMS) serves 24 financially disadvantaged university students to assist them with their financial and academic needs over their junior and senior years. A combination of factors including a disproportionately large number of first-generation college students coming from low-income households exacerbates the problems of retention and graduation rates. Fully 62% of Lamar's first-time, full-time entering freshmen are first-generation college students, and 81.3% of the student body at Lamar University is eligible for financial aid. In an effort to address the problem of low graduation rates among low-income student populations in computer science and mathematics, Lamar's CSEMS Scholarship program expects to increased rates of retention, graduation, and entry into graduate/professional programs by providing essential services to ameliorate academic, economic, and social barriers to the completion of a college education. In addition, Lamar has developed a management system and an evaluation process that includes assessment of the project's progress in meeting its goals and objectives, and to serve as a basis for future planning. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Osborne, Lawrence Peggy Israel Doerschuk Dale Daniel Valentin Andreev Lamar University Beaumont TX Pratibha Varma-Nelson Standard Grant 157500 1536 SMET 9178 1536 0000099 Other Applications NEC 0220628 October 1, 2002 Computer Science, Engineering, and Mathematics Scholarships and Student Support Services. This four-year project increases educational opportunities at the University of Maryland, Baltimore County (UMBC) for low-income, academically talented students by providing scholarships and supplemental academic and student support services for 36 full-time students in bachelor's degree programs in computer science (CMSC), mathematics and statistics (MATH), chemical engineering (ENCH), mechanical engineering (ENME), computer engineering (CMPE), and information systems (IFSM). Support services include peer mentoring, faculty advisement, tutoring, a one-week summer orientation and career identification experience, and informal learning opportunities. This model is one that builds upon the program success of the Community College of Baltimore County (CCBC) CSEMS project which began in summer 2001 and is going to provide a doorway for easy transfer for CCBC's computer science, engineering and mathematics CSEMS students to UMBC's quality four-year programs. Objectives include the recruitment, enrollment, graduation, and work placement of increased numbers of students, particularly underrepresented groups. Women are targeted as they are both underrepresented in computer science and engineering programs and over-represented in the pool of economically disadvantaged students at UMBC. The project also fosters an informal consortium relationship between UMBC and CCBC. An independent external evaluator oversees the project and provides data analysis on all measurable outcomes. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Bayles, Taryn Florian Potra Anne Spence Claudia Morrell Valeri Scott University of Maryland Baltimore County MD Lesia L. Crumpton-Young Standard Grant 396000 1536 SMET 9178 1536 0000099 Other Applications NEC 0220630 August 15, 2002 Computer Science, Engineering and Mathematics Scholarship Program. Proposal #: 0220630 PI: R. Farley Institution: VCU Title: Computer Science, Engineering and Mathematics Scholarship Program The goal of the program is to extend the NSF CSEM scholarship opportunities to beginning Virginia Commonwealth University (VCU) students while extending the opportunities to J. Sargeant Reynolds Community College (JSRCC) students. These new scholarships enable undergraduate students in CSEM majors to complete their degree programs within the normal time frame and subsequently enter the work force in CSEM occupations. The program provides 29 scholarships of $3,125 per year per student over four years to students majoring in computer science, engineering, and mathematics. The comprehensive support structure, which has undergone minor refinements over the two-year span of the current program, is extended to the new scholars. The opportunity to offer CSEMS awards to beginning VCU students presents an exciting possibility to the VCU Director of Admissions who is committed to using these awards to help recruit more students into CSEM disciplines. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Farley, Reuben Roland Moore Aimee Ellington Barton Cregger Virginia Commonwealth University VA Bevlee A. Watford Standard Grant 398748 1536 SMET 9178 1536 0000099 Other Applications NEC 0220631 September 1, 2002 Scholarships for Academic Recruiting and Retention. Proposal #: 0220631 PI: Mahmoud Abd-allah Institution: Central State University Title: Scholarships for Academic Recruiting and Retention This project, called "Scholarships for Academic Recruiting and Retention (SARR)", provides scholarships to increase recruitment and retention, and graduation rates for computer science, engineering and mathematics students. The key elements of the project are: 1) a scholarship awards program; 2) intensified recruitment of community college students; 3) a broader base of student research and design experiences both on campus and in off campus internships; 4) a set of support services to help scholarship recipients succeed academically and facilitate the next steps toward achieving their career goals. The program initially accommodates 25 science, engineering and mathematics scholars in the first year and 28 scholars for each of the last three years. CSU has a number of existing activities and resources that provide a sound foundation for the proposed program. These include a comprehensive tutoring program, a supplemental instruction program, a first- web-based course applicability system that allows community college students to quickly assess course equivalencies and academic ranking for CSU programs, and a learning communities program that facilitates student collaborative study to improve academic performance. CSU has established standards for the scholarship awards to provide entry to students who are just beginning to realize their potential, while strongly motivating them to push for and to sustain higher levels of academic achievement. SARR provides a network of support services for the scholarship recipients to assist them in overcoming any problems that might impede their progress, and to smooth the way to meet their academic and career objectives. The core of the support network is the assignment of faculty mentors to scholarship recipients. These mentors are charged with tracking and reporting on the progress of their students throughout their undergraduate residence, and for five years beyond. Mentors also counsel students on academic and aptitude matters, and guide them in maximizing their educational experiences and career opportunities. Other elements of the support network provide assistance in finding other sources of financial support if needed, facilitate student participation in internship opportunities, provide entry level career placement assistance, and provide graduate/professional school entry guidance and assistance. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Abdallah, Mahmoud robert marcus Central State University OH Terry S. Woodin Standard Grant 374423 1536 SMET 9178 1536 0000099 Other Applications NEC 0220641 September 15, 2002 MEET - SWT (Manufacturing Engineering and Engineering Technology at SWT). This project outlines a solution to a two-fold problem in Texas. The two-fold pieces of this problem are: 1) the productivity of the flourishing high technology economy in the state of Texas is being negatively impacted by the severe lack of well-educated engineering professionals; and, 2) a significantly large human resources, particularly minorities living in the state, do not participate in the development of the high technology industry. Consequently, economic prosperity bypasses this group. Therefore, what is needed is some economically feasible funding source that allows all Texas state residents to gain employment in the high technology industry. Hence, the scholarships afforded through this grant are assisting in alleviating this dual dilemma. The MEET-SWT project management plan is providing a system of prudent strategies for recruiting, retaining and ultimately graduating traditionally underrepresented individuals. These graduates enter into and to become productive members of the Texas high technology workforce. The Department of Technology at SWT is optimistic about the opportunity that this scholarship program is having in promoting education and career opportunities in engineering and engineering technology for all Texas state residents. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Vedaraman Sriraman Texas State University - San Marcos TX Pratibha Varma-Nelson Standard Grant 396000 1536 SMET 9178 1536 0000099 Other Applications NEC 0220643 September 15, 2002 Engineering and Computer Science Scholarships at the University of Massachusetts, Dartmouth. The project provides a unique opportunity for talented but financially disadvantaged high school students from Southeastern Massachusetts to enter and complete an innovative education program in computer science, civil, mechanical, electrical, and computer engineering disciplines at the University of Massachusetts, Dartmouth (UMD). Residents of Southeastern Massachusetts are going through a major economic transition that resulted from almost total loss of textile industry in the United States. This region was once one of the richest communities in the nation, but it is now home for mostly working class population with first generation college attendees. UMD is well known for providing one of the best undergraduate engineering programs in northeast United States. However, it still loses the battle for attracting highly qualified students who cannot afford college on their own. UMD has developed a strategic plan to play a major role in the economic revival of the region. As part of this plan, the University has established an Advanced Technology and Manufacturing Center (ATMC). ATMC assists technology based companies in the region to develop new products and processes and helps them commercialize university- developed technologies. While ATMC has a staff of professionals, it also employs a good number of student interns who function as junior engineers on its projects. This project combines internship opportunities available at the ATMC with an NSF supported Foundation Coalition program that has been established for freshmen and sophomores in the College of Engineering at UMD. This combination provides a unique educational opportunity for students with financial needs. Students admitted through CSEMS spend their first two years in the College of Engineering's integrated math/ science/engineering curriculum and are supported by NSF scholarships. In their last two years, they join the ATMC as interns. During their ten hours a week internship at the ATMC, CSEMS students are not only gain invaluable experience, they also earn internship salaries that are higher than what they receive during the first two years work study program. With this plan, CSEMS students are trained similar to that of medical school students who get experience in teaching hospitals. In order to take maximum advantage of this scholarship program, we plan for a project cycle of six years funded by a combination of NSF and private industry. During the first three years we admit three cohorts of twenty students each. By the end of the four-year NSF project period, each student is supported by NSF funds for the first two years of his/her education. During the last two years, each student is supported by industry projects at ATMC. To accomplish the objectives of this project a partnership has been developed with eighteen of the area high schools, and a contact person has been identified for each school. All schools have expressed their enthusiasm to identify qualified students for this program. In addition, a set of programs and activities has been planned to add to the exceptional features of this project. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Meressi, Tesfay Farhad Azadivar Nixon Pendergrass University of Massachusetts, Dartmouth MA Terry S. Woodin Standard Grant 392000 1536 SMET 9178 1536 0000099 Other Applications NEC 0220645 October 1, 2002 Computer Science, Engineering, and Mathematics Scholarships Program (CSEMS). Oregon Institute of Technology (OIT) draws the majority of its students from a large, sparsely populated, rural region of South Central Oregon. This region has a significant number of underrepresented, low-income populations who are currently not in a position to participate in career opportunities in engineering and information technology. This region also suffers from shortage of students trained for jobs in engineering and information technology sectors. The primary goal of this project is to provide scholarships to low-income computer science, computer technology, engineering and engineering technology, and mathematics students in the region. The project targets underrepresented groups, first-generation students, and persons with disabilities. The project awards thirty students per year scholarships worth $3,100. It contains several new programs, which help to ensure its success. All CSEMS students are required to participate in a new Learning Community program in their first quarter in the project. As part of the Learning Community, they are required to take a newly developed CSEMS seminar. Furthermore, an intensive September Bridge program orients new participants to the college and the program. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Yang, Sherry Howard Thurston Oregon Institute of Technology OR Duncan E. McBride Standard Grant 400000 1536 SMET 9178 1536 0000099 Other Applications NEC 0220647 September 1, 2002 The Mathematics, Computer Science and Engineering (MACSER) Scholars Program. This project is establishing the Mathematics, Computer Science and Engineering (MACSER) Scholars program. The scholarships provide financial support to full-time students who have demonstrated need and are enrolled in or plan to enroll in our mathematics, computer science, engineering science and engineering technology programs. Both part-time and non-traditional students are being encouraged to apply for MACSER scholarships. Offering financial support to those students whose current economic situation prevents them from attending college on a full-time basis provides a mechanism that enables the student to shorten the amount of time required to complete his or her respective program. It also leads to an increase in the number of full time students enrolled in the mathematics, computer science, engineering science and engineering technology programs. By providing scholarship opportunities, the project is relieving some of the burden full-time employment places on them, and helping to ensure academic success. Extra efforts are being spent on increasing the number of women and underrepresented minorities in the targeted majors as well. The program provides a support network for scholarship recipients, which builds community and is the cornerstone and strength of the MACSER Scholars program. This network includes personal advising, academic support, mentoring, peer tutoring, a virtual community, and MACSER workshops. These serve to increase the academic success of students enrolled in the MACSER Scholars majors. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Reda, Ellena Barbara Cavalieri Evelyn Myers Dutchess Community College NY Elizabeth Teles Standard Grant 350000 1536 SMET 9178 1536 0000099 Other Applications NEC 0220651 September 15, 2002 Tufts-CSEMS Scholars Program. The objective of Tuft's CSEMS program is to improve the recruitment, retention, and graduation of students with demonstrated financial need, especially women, and underrepresented minorities, who pursue studies in computer science, engineering, and mathematics. Two-year scholarships are going to be awarded each year to a cohort of entering freshmen and community college transfers to Tufts. The program is going to support 28 students per year over a four-year period. Four scholarships are going to be allocated to students who transfer from community colleges. The program also aims to relieve students of the necessity to work, so that they have more time to concentrate on their academic program. Yet, as important as this additional study time is, experience indicates that students with demonstrated financial need confront several other obstacles to succeeding at college as well. They are, for example, less likely to have parents who graduated from a four-year college, and are, therefore, less familiar with many of the expectations, and protocols of an academic environment. The absence of role models, such as older siblings or friends, who have experienced academic success, also denies to them opportunities to map out the expectations they will confront in college. Together with the substantial demands that the regimens of computer science, engineering, and mathematics make on them, these students can become discouraged, and eventually seek out other fields, or leave school entirely. Through early intervention, the CSEMS Scholars program at Tufts expects to provide participants with an integrated set of support services that is going to both monitor their progress and address problems, both academic and non-academic, as they occur. By doing so, students are going to be afforded the maximum opportunity to succeed academically. The program offers them close contact with a specially designated CSEMS faculty advisor, peer mentoring, graduate student mentors, accelerated access to academic and other university support services, and a series of seminars that brings together faculty, graduate students, and support staff to form an integrative experience for CSEMS Scholars across the two years they are in the program. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Souvaine, Diane Soha Hassoun Misha Kilmer Laurie Baise Caroline Cao Tufts University MA Terry S. Woodin Standard Grant 385000 1536 SMET 9178 1536 0000099 Other Applications NEC 0220654 September 1, 2002 Engineering Technology Scholarships. The college is a public, Hispanic-serving, two-year associate degree granting college charged with advancing the state's economic development by educating a skilled workforce. The vast majority of the residents in the College's service area are of Hispanic origin, reflecting the College's 87% Hispanic student population. Students receive an associate of applied science degree in one of four areas: Biomedical Engineering Technology, Electro Mechanical Engineering Technology, Electronic Engineering Technology, and Telecommunications Technology. Award recipients are being selected on the basis of a submitted application, interviews, a written statement on choosing an engineering related field, and assessment of career goals. A campus National Science Foundation (NSF) Scholarship Committee selects qualified students for awards. Awarded students maintain a 3.0 GPA and if they continue in an engineering-related field until graduation, they remain eligible for the scholarship award. The scholarship awards are being integrated into the overall recruitment and retention efforts of the college. As a result of additional funding, specific initiatives for outreach and recruitment to Hispanic families, Texas Workforce Commission, and parental involvement centers are ready to be implemented. Intensive retention strategies such as assessment methods using the Noel-Levitz Retention Management System, intrusive academic advising, a structured first year student success course, supplemental instruction, tutoring and mentoring, and the establishment of learning assistance centers provide awarded students with a strong retention infrastructure for student success as measured by persistence until graduation. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Garcia, Arnulfo Texas State Technical College-Harlingen Campus TX Lee L. Zia Standard Grant 400000 1536 SMET 9178 1536 0000099 Other Applications NEC 0220655 October 1, 2002 Computer Science, Engineering, and Mathematics Scholarships Program (CSEMS). This project is creating a comprehensive scholars program for students whose goals are to pursue degrees and careers in high technology fields. The program provides $3,000 scholarships annually to 30 students who have academic ability and documented financial need, and who enroll full-time in our computer science, engineering, network technology or computer information systems (CSEM) associate degree programs. The program particularly targets women and first generation college students. Two activities in particular contribute to the overall success of the scholarship recipients, as well as other students enrolled in these high technology curricula. The activities are: (a) intensive instructional support for historically difficult classes. A supplemental instruction program assists students in the targeted curricula who are enrolled in classes that have high attrition rates. Each of the five courses identified as historically difficult is a requirement for at least one of the CSEMS degree programs. (b) creation of a community of scholars to engage students receiving the CSEMS scholarships, faculty, alumni, local high school faculty, and local industry representatives in developing relationships and fostering an environment that supports and inspires students to achieve. The project builds on existing relationships between high school faculty and guidance counselors to recruit and enroll academically gifted students. Student development events include annual scholars' reception, open house and a high technologies career forum. Opportunities for student enrichment activities, including internships with local industry, faculty mentoring, and field trips are being developed. The goals of the program are to increase the number of : (1) educated workers prepared for placement in the high technology careers, especially in the region. (2) students recruited, enrolled, retained, graduated and transferring in the CSEMS disciplines. (3) underrepresented populations (women and first generation college students) enrolled and graduated in CSEMS majors. (4) quality of support services and educational opportunities available to students enrolled in the targeted curricula. These goals are being assessed and evaluated by measuring annual rates of retention, graduation and transfer; subsequent success of transfer students at baccalaureate institutions; and employer satisfaction with our graduates. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Donato, Jack John Penrose Genny Pond Oliver Youst Linda Dittrich Jefferson Community College NY Lee L. Zia Standard Grant 399000 1536 SMET 9178 1536 0000099 Other Applications NEC 0220656 August 15, 2002 A Comprehensive Scholarship Program in Support of the Development of the High-Technology Workforce of the United States. This proposal seeks funds to recruit and retain 29 students from the community college transfer population in the Mathematics and statistics department as well as the computer science department. It will target the financially needy student with special attention being given to the enrollment of women and other under represented minorities. The students will come from either community college transfers or current junior and senior programs. In the previous CSEMS program the university funded 10 talented freshmen to participate in the program with the other CSEMS selected scholars. The recruiting program detailed here is innovative, careful and well supported by the University. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR St. Mary, Donald Corrado Poli David Barrington Sarina Ergas Kathleen Rubin University of Massachusetts Amherst MA Stephen C. Cooper Standard Grant 400000 1536 SMET 9178 1536 0000099 Other Applications NEC 0220657 October 1, 2002 ACE'M Scholarships for Engineering Technology Students. This program provides scholarships to low-income, academically talented students in architectural technology, civil engineering technology and electronics and mechanical design technology programs. Our efforts are expanded to recruit individuals from groups underrepresented in CSEM fields, including women, ethnic/linguistic and racially underrepresented groups and students with disabilities. Strong and varied student supports are in place to retain scholarship recipients through services such as academic support, counseling and mentoring activities. The College has successfully administered similar scholarships and fellowships and this scholarship program compliments existing resources. MATC and the MATC Foundation are providing additional funds and services to enhance the program. Our main objectives of the ACE'M program are to increase enrollment of underrepresented students, including women, minorities and persons with disabilities in CSEM programs at MATC, monitor their progress to promote and assure timely completion of their programs, increase overall graduation rates and achieve either full employment for CSEM graduates related to their program or continuing on to a four-year college within six months of graduation. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Wandschneider, Richard Gerald Mahun Terry O'Laughlin Ronald Olson Gerard Xavier Madison Area Technical College WI Duncan E. McBride Standard Grant 264000 1536 SMET 9178 0000099 Other Applications NEC 0220660 September 1, 2002 NSF Computer Science, Engineering & Math Scholarship (CSEMS). This program provides scholarships to talented, low-income students enrolled in Computer Science, Computer Support Specialist, Engineering, Engineering Technology and Mathematics. The program uses existing facilities at BSC to recruit high school students and provide them with a host of academic support and faculty and peer mentoring to succeed in their education. Efforts are also focused on recruiting women and minority students in the program. The participating students can earn additional college credits through internships and cooperative education experience. The students in the program also have the opportunity to do research by participating in internships with industrial and government partners. This experience provides an opportunity for them to apply their knowledge gained in classes to finding solutions to real world problems. Job placement assistance is provided to participants who graduate from the program and desire employment in their fields. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Klingenstein, Scott Daniel Leingang Jeffrey Jacobs Jeffrey Auch Bismarck State College ND Duncan E. McBride Standard Grant 400000 1536 SMET 9178 9150 1536 0000099 Other Applications NEC 0220665 October 1, 2002 Rewarding Achievement in Computer Science, Engineering and Mathematics. This program provides scholarships to talented, low-income students majoring in computer science, computer technology, engineering, engineering technology and mathematics. Special consideration for scholarships is given to the recruitment and retention of women and minorities in these fields. Students are retained in the program through strategies to enhance learning experiences, by participation in cohort group learning and support, and with academic tutoring and faculty advising. Information about the scholarship program is broadly disseminated in order to encourage other low-income students to aspire to and prepare for college careers in these fields. The program builds on relationships with industry to assist in recruitment, retention and in providing employment opportunities. The college also continues to foster relationships with 4-year colleges for both AS and AAS transfer students. Ridgewater College Foundation, the financial aid office, and the counseling office, ensure timely and careful selection of scholarship winners and processing of student information. Scholarship recipients are identified as winners on campus and in the community and are encouraged to participate in cohort groups of 15 members on each of two campuses. An advocacy team made up of faculty, counselors, industry representatives and high school staff meet twice yearly to review progress in achieving program goals and to make recommendations for improvements. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Taylor, Melvern Roger Field Paul Oswood Ridgewater College MN Duncan E. McBride Standard Grant 385586 1536 SMET 9178 1536 0000099 Other Applications NEC 0220667 September 1, 2002 Industrial and Systems Engineering Scholarship Program. The objective of the program is to recruit and retain top students into the Industrial & Systems Engineering Department with an emphasis on Information Systems Engineering. Scholarships are awarded to students at the undergraduate and graduate level who are pursuing degrees in Industrial and Systems Engineering and who are concentrating in information systems engineering. The scholarships are awarded based on merit and financial need. Recruiting is done through a multitude of channels to ensure a high quality pool of candidates. The number of scholarship recipients is 6 in the first year, 15 in the second year, 24 in the third year, and 30 in the fourth year. The scholarship program builds on other programs in the College of Engineering including a research experiences for undergraduates (REU) program, a Telecommunications Institute, and a new degree track in Information Systems. The management plan includes mechanisms for tracking students, support activities, and an effective evaluation design. The tracking mechanisms are packaged into a system that can be used by any institution to measure the retention of engineering students. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Giachetti, Ronald Marc Resnick Florida International University FL Terry S. Woodin Standard Grant 251675 1536 SMET 9178 1536 0000099 Other Applications NEC 0220669 October 1, 2002 The Chicago Math Scholars Program. The goal of this program is to increase the number of economically disadvantaged students entering the technological workforce through the achievement of two specific objectives: 1) increase the number of economically disadvantaged students graduating with mathematics degrees from Northeastern Illinois University (NEIU) and 2) increase the number of Northeastern Illinois University mathematics graduates going on to Ph.D. programs in mathematics. These objectives will be accomplished by creating a program at NEIU that supports, motivates and monitors student progress through their undergraduate or masters degree and by providing a bridge program to the doctoral degree in mathematics at the University of Illinois at Chicago. Twelve students, ten undergraduate and two graduate students, have been selected as Chicago Math Scholars. Undergraduate scholars were recruited from undergraduate mathematics majors, from promising incoming high school students and from targeted community college transfer students. Scholars had GPA of 3.0 and were economically disadvantaged as determined by their eligibility for Pell grant awards. Graduate Chicago Math Scholars were selected from among those students admitted to the masters degree programs in mathematics at NEIU. Students were economically disadvantaged by virtue of their eligibility for Graduate Assistance in Areas of National Need (GANN) and express an interest in pursuing a Ph.D. degree in mathematics. Key strategies for achieving the program objectives include: the provision of tuition waivers and monetary stipends; mentoring of students by both undergraduate and graduate faculty; academic and personal support; career guidance and enrichment; technology training; professional development through activities such as membership in professional associations and conference attendance; job placement assistance; interaction with Ph.D. program faculty and students; GRE preparation courses; graduate seminars and orientation programs; and research participation. Northeastern Illinois University is an urban, comprehensive university, serving the northwest side of metropolitan Chicago. Seventy nine percent of its enrollment is comprised of first generation college students. Sixty four percent are female, 75.6% work full or part-time, and 60% receive some form of financial aid. NEIU is the only four year, federally designated, Hispanic Serving Institution (HSI) in the Midwest. By virtue of its demographics, the students most likely to benefit from this program are under-represented minorities. The National Science Foundation's report "Science and Engineering Indicators 2000l" notes that only 2.2% of all graduate students in mathematics and computer science are Hispanic. In 1997, only 34 Ph.D. degrees were awarded to Hispanics in math or computer science. By facilitating student retention, graduation and transfer to Ph.D. programs in mathematics, this program has the potential to significantly impact the number of under-represented minorities attaining advanced degrees in mathematics and who are prepared to enter the U. S. technological workforce at the highest levels. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Rutschman, David Northeastern Illinois University IL Elizabeth Teles Standard Grant 144375 1536 SMET 9178 1536 0000099 Other Applications NEC 0220684 September 1, 2002 Technology, Engineering, and Mathematic Scholarships (TEAMS Project). This program provides scholarships to talented, low-income students pursuing careers or transfer associate degrees in computer science, computer information systems, engineering, or mathematics. Special consideration for scholarships is given to women, ethnic and racial minorities and persons with disabilities. Students in the program receive individualized support, peer mentoring, and opportunities for field trips and internships with local employers. The scholarship recipients are required to take 2-credit Special Topics course in Engineering, Mathematic, and Computer Technology, which encourages group discussion and interaction, and focuses on problem solving activities. The College has well-established transfer agreements with 4-year colleges throughout Washington and graduates have many opportunities for high-paying employment with local industries. Strong collaboration with the local business and industry is a critical component of this program. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Leoni, Deann Rebecca Hartzler Jill Davishahl Julie Jackson Paul Bladek Edmonds Community College WA Elizabeth Teles Standard Grant 307000 7412 1536 SMET 9178 7204 1536 0000099 Other Applications NEC 0220695 October 1, 2002 Recruitment and Retention of CSEM Students in the Underrepresented Groups. The faculty at Auburn has requested funds to support 30 scholarships for four years, focusing on African Americans and women in eight engineering, departments (including computer science), and mathematics. Eighty percent of the awards will be for their undergraduates, the balance for graduate students. Undergraduates and PhD-level students will receive four-year commitments; master's degree students will receive a two-year commitment of support. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Zee, Ralph Overtoun Jenda Jeffrey Fergus Dennis Weatherby Auburn University AL Stephen C. Cooper Standard Grant 399252 1536 SMET 9178 9150 1536 0000099 Other Applications NEC 0220703 October 1, 2002 META: Math, Engineering and Technology Awards Program. The META Program is a targeted scholarship program for students in mathematics, computer science, computer technology, engineering, or engineering technology. The META's Structured freshman year experience includes comprehensive academic and career counseling, student development courses, tutoring, study groups, supplemental instruction, and learning communities. With an emphasis on academic success, the bulk of META activities are designed to help the students handle course material better, including faculty instruction in alternative learning strategies and computer-based instruction. Extensive contact is being provided to META scholars who meet regularly with faculty, counselors, with one another, and with peer mentors. There is a dedicated staff and directors with strong institutional attachments as the five principal investigators have a combined 62 years of experience at the college. Project objectives are to recruit and select 60 to 80 majors and provide needed support to all scholarship recipients. Project outcome objectives include: (a) at least 90% of students receiving META scholarship for more than a year have a grade point average of 2.75 or higher; (b) at least 75% of META scholarship recipients receive associate degrees or certificates or transfer into a four-year program; and (c) at least 75% of META scholars completing the degree or certificate and not continuing their education find employment in their field of study. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Dimitriu, Dan Conrad Krueger Michael Psencik Steve Kolars Rosa Maria Gonzalez San Antonio College TX Elizabeth Teles Standard Grant 417500 7412 1536 SMET 9178 7204 1536 0000099 Other Applications NEC 0220709 September 15, 2002 Millennium Scholars Program. The National Science Foundation Scholars' Program is targeting seven academic programs. All seven are associate degree programs and two offer baccalaureate degrees. Based on a 1998 mission review, the college implemented a process calling for a broader, polytechnic baccalaureate mission. This is reflected in the expanding number of baccalaureate offerings. The goals of the NSF Scholars Program are to: 1. Enroll academically talent and financially needy students in computer and engineering technology degree programs by the end of the four-year period. 2. Increase the diversity of students who matriculate into the college's computer science, engineering, and engineering technology degree programs. 3. Retain 100% of the NSF Scholars through graduation (AAS or BS). 4. Evaluate the outcomes of the NSF Scholars Program. 5. Disseminate the results of the NSF Scholars Program. Associated Objectives and Specific Activities are designed to achieve these goals. Among these are to: (a) increase the proportion of students who are African-American and/or Hispanic by producing advertising material in English and Spanish, and recruiting in the Syracuse, Rochester, and Buffalo city school districts; (b) increase the proportion of students who are female by highlighting current support for women in non-traditional programs at the college, and designing advertising material specifically addressing the needs of women; (c) increase the number of students who are financially needy by targeting the 25 poorest rural school districts as identified by the New York State Education Department; and (d) increase the retention rate of all students enrolled in targeted programs by tapping the power of peer support in a variety of ways. The selection process is based on an essay, letters of recommendation, academic performance, extra-curricular activities, and financial-eligibility. Evaluation is designed to determine whether the quantitative goals of the project are met. The outcomes of the NSF Scholars Program are being disseminated in academic, student affairs, enrollment management, and financial aid outlets nationally and regionally. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Poucher, Carol John Williams David Hunt SUNY College of Technology Alfred NY Elizabeth Teles Standard Grant 363000 1536 SMET 9178 1536 0000099 Other Applications NEC 0220715 November 1, 2002 Loyola College in Maryland Computer Science, Engineering, and Mathematical Sciences Scholarships. This project awards 24 four-year scholarships to incoming full-time freshman in the Class of 2007 who demonstrate financial need, show academic promise, and declare intent to major in one of the eligible disciplines when entering the College. A Computer Science, Engineering, and Mathematics Scholarship (CSEMS) Committee was established to work with Admissions and Financial Aid staff during the recruitment and application period. The Committee helped recruit candidates locally with a special emphasis upon increasing diversity in these majors. The Committee monitors student performance throughout the program to ensure academic success and continued eligibility. Students are assigned an advisor in their chosen disciplines who closely monitors their performance. Other support services available to students include tutoring, mentoring, and internship opportunities. Scholars receive a rigorous education in the major field of study as well as a strong grounding in the liberal arts. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Sabin, Roberta Christopher Morrell Robert Pond Loyola College in Maryland MD Elizabeth Teles Standard Grant 314956 1536 SMET 9178 1536 0000099 Other Applications NEC 0220716 October 1, 2002 Scholarship Program in Computer Science and Mathematics. During the first year, the project team plans to award scholarships to twelve first year students who are enrolled in a mathematics or a computer science major. The scholarships are renewed each year for up to a total of four years. During the second year of the project, an additional six scholarships are awarded to sophomore majors students to support and encourage them to change their majors to math or computer science. These scholarships are renewed for a total of three years. The ` awards are renewed as long as students make satisfactory academic progress and remain within the major. The primary goal of this scholarship program is to increase the number of and the retention of majors in computer science, computer information systems and mathematics. Because our curricula provide a solid theoretical and practical foundation for careers in these fields, increasing the number of majors will have the effect of increasing the number of skilled and knowledgeable workers qualified for many high-tech jobs. A secondary, but equally important, goal is to increase the number of women and minority majors. This is especially important in computing where women and minorities are traditionally under represented. To meet these goals, the project team is enhancing existing student support systems and extend existing research and project opportunities to provide training and job experiences. Ithaca College has extensive recruiting programs through the admissions office and the Higher Educational Opportunity Program (HEOP). The latter program specifically targets minority recruiting. Both of these programs provide additional support for new initiatives such as this scholarship program. Faculty members are traveling to selected high schools to inform faculty and staff about these scholarships. The project team is providing printed and on-line materials to prospective students, and is encouraging prospective students to communicate directly with mathematics and computer science faculty. The selection of students for the program is made by a team that is composed of two faculty from mathematics, two faculty from computer science and one academic advisor staff member from the student Adacemic Advising office . Students Academic qualifications data are provided by the admissions office, and financial need data are provided by the financial aid office. Combining the requested scholarships with college funds and other federal funds, we aim to meet 100% of financial need while minimizing loans. Support for matriculated students to remain in a mathematics or computer science major is provided through many venues. Upper level students serve as teaching and lab assistants in open labs during evening and weekend hours and in walk-in help rooms. Courses are available to provide academic prerequisites for students who are lacking some specific skills. Additional opportunities for faculty and upper-level student mentoring especially for women and minorities have been established. Real-world experiences are provided within courses and by providing the students with relevant work experiences, e.g., as assistants in courses and computer laboratories. The project team plans to establish a networking program between recent graduates and current undergraduates to provide regular communication channels to support mentoring. Processes are in place to aid and ensure that students effectively use the services provided by career planning function at Ithaca College. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Woodworth, Patricia Martin Sternstein Wanda Dann James Conklin Ithaca College NY Bert E. Holmes Standard Grant 213000 1536 SMET 9178 1536 0000099 Other Applications NEC 0220721 September 1, 2002 Creating Access and Opportunity for Engineering and Technology Students in Southeastern Massachusetts. This project is strengthening the completion and graduation rate of students who are non-traditional majors in engineering and technology. Students are being selected on academic merit and financial need criteria. The purpose of the program is to close the financial assistance gap, increase time on task, and support graduation for the associate degree for selected scholars within two years. A broadly representative Scholarship Committee is being formed; composed of faculty, administrative staff including the Director of Financial Aid, and industrial partners. Applications require a personal statement of educational and career goals and at least one letter of recommendation. This program aims to sustain award recipients to completion by providing intensive supportive services including small classes and a learning community approach, goal-based developmental advising, a college success seminar, a new student orientation, and internships. Other support services include tutoring and writing centers. The scholarship program enables the college to provide supplementary support for tutoring and monthly scholar seminars. Industrial partners provide mentoring and cooperative education opportunities. The Department of Engineering and Engineering Technology offers an associate degree in both career and transfer programs and is currently implementing an NSF Advanced Technological Education project, which establishes a new automated manufacturing curriculum and laboratory (also referred to as computer-integrated manufacturing or CIM program). This program is recruiting and enrolling two cohorts of non-traditional students for engineering and technology. Program scholars in this project are being drawn from this ATE project as well as from other engineering programs at the college. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Majkut, John Anthony Ucci Bristol Community College MA Lee L. Zia Standard Grant 400000 1536 SMET 9178 1536 0000099 Other Applications NEC 0220723 September 1, 2002 Preparing Computer Science Professionals for Rural Vermont. Over a four-year period, this project provides scholarships to 20 economically disadvantaged, first-generation students who are pursuing a B.S. in Computer Information Science, and an A.S. in Computer Science. Participants are selected largely from the rural, and economically distressed area of Vermont. Scholarship recipients are full-time undergraduate students who demonstrate financial need, academic potential, and a desire to enter the fields of Computer Science or Interactive Digital Media. Throughout their participation in the CSEMS project, participants have access to a full array of academic support services designed to ensure their success. They participate in activities geared to preparing them for careers in the CIS or IDM fields. These activities include career counseling, upper-class and professional mentors, workshops on study skills and time management, brown bag lunch seminars to discuss career options, visits to job sites, internships and attendance at occasional professional conferences. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Mellor, David Leighton Hazlehurst Lyndon State College VT Lesia L. Crumpton-Young Standard Grant 137500 1536 SMET 9178 9150 1536 0000099 Other Applications NEC 0220726 July 15, 2002 Computer Science, Engineering, and Mathematics Scholarship. This project is establishing a new scholarship for Computer Science, Engineering, and Mathematics Scholars. Recipients are being chosen from candidates majoring or planning to major in Computer Science, Engineering Technology, or Mathematics (CSEM). Scholarships are available to students in both Associate of Science and Associate of Arts programs. The objectives of the program are to: 1. Annually provide scholarships to 30 academically talented, financially disadvantaged CSEM students, including those from underrepresented groups. 2. Provide support to CSEM scholars, enabling a minimum of 70% of the recipients to maintain or exceed a 2.5 grade point average and persist until associate degree achievement. 3. Provide job placement assistance to 100% of the project participants who complete requirements and desire employment in CSEM disciplines. 4. Provide transfer assistance to 100% of students who complete program requirements and desire to enroll in a four-year institution. The program build upons existing recruitment, support and career placement activities at the college and integrates new programs to provide a complete infrastructure. Candidates are being recruited through existing college recruitment efforts as well as the College Board Tutoring Partnership, a program providing college readiness tutors to local high schools, and the Jacksonville Urban Systemic Initiative. In addition to existing student support programs present on the four campuses and three centers of the College, each scholar is paired with a faculty mentor to assist the scholar and provide guidance. The College also has a CSEM counselor who is responsible for coordinating all support services college-wide for the scholarship recipients. The counselor works closely with the mentors and assures all support services are fully accessed by the scholars. In the area of career services, the scholars have access to all existing career services. Industry partners provide internship activities and mentoring to students wishing to seek employment upon graduation with an A.S. degree. An innovative support structure is being established built upon existing programs and partnerships improving the success of students in these demanding disciplines. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Holt, Libby Charles Phillips Cheryl Schmidt Florida Community College at Jacksonville FL Elizabeth Teles Standard Grant 400000 1536 SMET 9178 1536 0000099 Other Applications NEC 0220742 September 1, 2002 Advancing Science in Central-South Texas - ASICST. Southwest Texas Junior College (SWTJC) serves a vast rural region encompassing eleven counties (16,812 square miles) and is home to 215,000 residents. The vast majority of residents are Hispanic reflecting the College's 78% Hispanic student population. Located in the extreme southwest corner of the state of Texas, the area is characterized by high poverty, high illiteracy, low educational attainment, high unemployment, is the poorest in the state and one of the poorest in the nation. Southwest Texas Junior College is a comprehensive open-door institution that provides quality Associate Degree and Certificate programs with campuses located in Crystal City, Del Rio, Eagle Pass and Uvalde, Texas. This project creates a Scholarship program to be awarded to students in the discipline areas of Computer Science, Engineering and Mathematics. Thirty scholarships are awarded each year at $1,515 per semester ( $3,030 per year). Award recipients are selected on the basis of low-income guidelines, a submitted application, interview and written statement and assessment of career goals. A campus ASICST Scholarship Committee selects qualified students for awards. Awarded students must maintain a 3.0 GPA and continue in a Computer Science, Engineering or Mathematics career path until graduation to remain eligible for continued assistance. The goal of this project is to encourage and enable academically talented, financially disadvantaged persons to enter the high technology workforce following completion of an associate, baccalaureate, or graduate degree in Computer Science, Engineering or Mathematics. The project uses a combination of expanded scholarship opportunities, a rigorous recruitment plan, mentor-designed workshops, industry involvement, career placement and student support structures delivering services such as academic enrichment, advising, tutoring, mentoring and career exploration. The specific objectives are to; 1) decrease the attrition rate for students between the first and second years, with 90% (27) of spring semester scholarship recipients returning to school the following fall semester; 2) eighty percent (24) of scholarship awardees complete an Associate Degree program; and 3) 75% (18) transfer to a four-year institution to continue their studies. Scholarships are renewable for two years at Southwest Texas Junior College and two years at a four-year institution of their choice to complete a Baccalaureate Degree in Computer Science, Engineering or Mathematics. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Whipple, Dick Blaine Bennett James Swink Manuel Alejandro Margaret Messinger Southwest Texas Junior College TX Elizabeth Teles Standard Grant 400000 1536 SMET 9178 1536 0000099 Other Applications NEC 0220755 August 15, 2002 Community College Computer Science, Engineering, and Mathematics Scholarships. This project is serving students in the western portion of Phoenix and Maricopa County, Arizona. The Project seeks to recruit academically talented yet financially needy students interested in the fields of computer science, computer technology, engineering, engineering technology, and mathematics (CSEMS), especially those from underrepresented groups in these disciplines. The Project's goals are to support CSEMS recipients in their academic endeavors, promote student success through the completion of an associate's degree and/or the transfer to a four-year institution, and expose participants to the various professional avenues that the CSEMS disciplines offer. The project utilizes existing structures at the college with a proven success record in promoting diversity and academic quality in the fields of science, technology, engineering, and mathematics. Through the college's Achievement in Mathematics and Science (AMAS) Program, Achievement in Mathematics, Engineering, and Science (AIMES) Programs, and Summer Bridge Program, strategies have been developed to recruit capable students, especially underrepresented groups, into the these disciplines and ensure their success in academic programs. The project aims to achieve the following objectives: (1) 90% of CSEMS scholarship recipients make satisfactory progress (GPA of 2.5 or better) in a targeted program of study leading to an associate's degree as full-time students during semesters for which they receive scholarship support. (2) 100% of CSEMS scholarship recipients participate in at least 90% of CSEMS special events and activities during semesters for which they receive scholarship support. (3) 85% of CSEMS scholarship recipients make satisfactory progress towards their educational goals (i.e. be enrolled as full-time students at a community college in the following semester, transfer to a university, or have met the requirements for/been awarded an AAS or AS degree in the targeted programs.) (4) 50% of CSEMS recipients are from groups that are traditionally underrepresented in the CSEMS disciplines (women, persons with disabilities, Hispanics, African-Americans, and/or Native Americans). The Project is establishing support structures that are exclusive to CSEMS recipients. These include mentoring from Faculty Coordinators, Individual Education Plans, tutoring services and study groups, supplemental instruction, special events and activities, career counseling, and university transfer options. The Team is monitoring the progress of the students and conducting both formative and summative evaluations of project processes and outcomes. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Rivera, Rey Bryan Tippett Maria Reyes Ernest Lara Maricopa County Community College District AZ Elizabeth Teles Standard Grant 395148 1536 SMET 9178 1536 0000099 Other Applications NEC 0220757 September 1, 2002 Scholarship Program for Computer Science, Engineering, and Mathematics Students. This college has requested funds to support a new group of CSEM scholars. Their first CSEM award created two-year scholarships for 42 students, 30 in the fall of 2000 and 12 in the fall of 2001. The program was open to enrolled students who completed their first year of study, and to transfer students all of whom had to meet eligibility requirements. Their current project has been designed to provide funds for 40 talented and needy students in the areas of STEM with annual scholarships and programmatic support services to graduate in a timely manner. Eligible students will consist primarily of those who have completed their first year of study and have demonstrated financial need and academic potential. Up to $4000 per year will be awarded to each scholar ($3125 from NSF funds, and $875 from institutional funds). Twenty 3- year scholarships will be awarded in the spring of years 2003 and 2004. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Zahorian, Stephen Richard Noren Larry Wilson Old Dominion University Research Foundation VA Duncan E. McBride Standard Grant 400000 1536 SMET 9178 1536 0000099 Other Applications NEC 0220761 September 1, 2002 Reaching Out to Academically-Talented, Financially-Disadvantaged Students for Careers in Engineering and Mathematics. This project provides scholarship support for academically talented and economically disadvantaged students seeking to earn undergraduate degrees in Engineering or Mathematics at Southern Illinois University Carbondale. The primary goal of this project is to improve the recruitment and retention of these students, thereby increasing both the number and quality of students in these disciplines who are well prepared to enter the high-technology workforce. The program provides scholarship support to seventy-two students during the crucial first two years of their university training. By the end of this period, the students have achieved a sound foundation in the fundamentals of science and mathematics on which to build their specialized training in their chosen disciplines during the final two years of their university training. Following the period of scholarship support, the students in the program are provided with the opportunity to participate in: 1) a cooperative educational experience or an internship designed to prepare them for the transition into their professional careers, 2) a departmental research project as an undergraduate researcher, or 3) the College of Engineering supplemental instruction program as a mentor or the Department of Mathematics tutoring program as a tutor. These experiences help develop a sense of responsibility and instill leadership skills in these students as well as provide them with financial support to partially offset their school expenses. To complement the job offerings, an industrial scholarship coalition provides additional financial support to the students during their junior and senior years. There are two target groups of students being recruited for this program: 1) economically disadvantaged high school students from the southern Illinois region, which constitutes the northernmost part of the Delta Regional Authority of 236 counties and parishes in the eight-state Mississippi delta region, and 2) African-American and Hispanic-American high school students from Illinois, mainly from urban centers such as Chicago and East St. Louis. There is a special emphasis on attracting female students from these groups. Recruitment and support activities for the scholarship recipients is being carried out within the context of established mechanisms that exist in the College of Engineering and the Department of Mathematics and builds upon established collaborations between all of the involved departments. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Sevim, Hasan Andrew Earnest Kathleen Pericak-Spector Rolando Bravo Southern Illinois University at Carbondale IL Stephen C. Cooper Standard Grant 400000 1536 SMET 9178 1536 0000099 Other Applications NEC 0220762 September 1, 2002 A computer science and mathematics scholarship program in predominantly minority and female program.. This project is designed to encourage low-income, academically talented students to major in computer science and mathematics and to assist them in being successful in the completion of their academic program. Through innovative community building activities, the scholarship program is having a significant impact on the entire cohort of students enrolled in Computer Science and Mathematics programs at NJCU. This cohort of students are predominately female and disadvantaged minorities. New Jersey City University is designated as a Hispanic Serving Institution (HSI) and a Minority Institution, with a Hispanic enrollment of 30% and a total minority enrollment of 62%. The Program consists of four components: (1)recruitment of talented, low-income students into Computer Science, Pre-Engineering and Mathematics majors; (2) targeted academic support initiatives, in addition to existing student support services; (3) structured scholarship community activities; and, (4) internships and cooperative education work experiences. The overall goals of the Project are the increase in enrollment, retention and graduation rates of high-ability, low-income students in Computer Science, Pre-Engineering and Mathematics baccalaureate degree programs. These goals and objectives are being accomplished through existing programs, services and resources, as well as through the addition of new academic support initiatives, and scholarship community activities. This initiative represents a congruence between NJCU's mission and the goals and purposes of the National Science Foundation's Computer Science, Engineering and Mathematics Scholarship Program. The Project enables the creation of a sustainable system for academics, student services and career planning supports for our diverse student population, thereby increasing the technological capacity of our nation's youth, and strengtheing and diversifying of our nation's workforce. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Yu, Connie Jennifer Jones Carmen Panlilio New Jersey City University NJ Pratibha Varma-Nelson Standard Grant 439000 1536 SMET 9178 7204 1536 0000099 Other Applications NEC 0220766 October 1, 2002 MACSTECH Scholars: Mathematics and Computer Science Technology Scholarship Program. This project (MACSTECH Scholars: Mathematics and Computer Science Technology Scholarship Program) allows the Mathematics and Computer Sciences Programs to provide 28-45 scholarships each year for four years to financially needy, academically talented students. Both programs have been identified as "economic development programs" by the Board of Regents because of their strong technology emphasis and the critical need for graduates in these areas within the state of South Dakota. MACSTECH is designed to strengthen the current programs and to provide a foundation for future success. The project contains a comprehensive management plan that incorporates student recruitment (particularly to develop a critical mass of students in the Mathematics major and to increase underrepresented populations and women in the programs), develops multiple mechanisms to improve student retention at various points in their degree studies, increases the number of highly qualified double majors in Mathematics and Computer Science, and provides an extensive student enrichment and support structure. A strong retention program involving continued support for successful scholars fosters the success of those individuals to degree completion. This is accomplished through advising, building group cohesion, and extensive use of student support services, tutoring, enrichment activities and the resources and activities of existing university programs. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Palmer, Jeffrey Stephen Krebsbach Dakota State University SD Lee L. Zia Standard Grant 395888 1536 SMET 9178 9150 1536 0000099 Other Applications NEC 0220770 September 15, 2002 Scholarships for Information Technology. Despite recent economic downturns, the demand for skilled information technology (IT) professionals in the United States and in Central Florida remains significant. Community colleges play significant roles in the success of students (especially underrepresented populations) who pursue high skill, high wage technical degrees and careers such as those in IT-related areas. Valencia CC's project provides educational opportunities to low-income, academically talented students through scholarships and support services that promote full-time enrollment and degree achievement in six Associate in Science degree programs related to computer technology and engineering technology: Computer Engineering Technology (CET), Computer Information Technology (CIT), Computer Programming and Analysis (CP&A), Database Technology (DBT), E-Business Technology (EBT), and Electronics Engineering Technology (EET). Project objectives include increasing the number of full-time students, establishing higher retention rates, and establishing higher placement rates. Valencia CC awards 30 scholarships each year to full-time students pursuing the targeted degree programs, for a total of 120 scholarships over the four-year grant period. Student must meet all CSEMS eligibility requirements and are recruited through extensive existing recruitment strategies. Valencia's IT and EET programs are nationally recognized for being well defined, current, and rigorous in content, with curriculum that is relevant and responsive to the needs of the business community. High academic performance is encouraged through supplemental advisement services. A small portion of the project funds are allocated to management costs and support programs and services designed to enhance student learning, confidence, performance, retention, and placement. The student support services strategies include student advisement and mentoring by faculty and industry representatives, recruitment and retention activities, and the availability of industry-based internships for scholarship recipients. Internships not only supplement classroom-based learning experiences; they provide students with networking opportunities critical to finding eventual employment after graduation. Marketing to students is targeted at: (1) current Valencia students in the targeted programs who have at least 25 percent of their coursework remaining; (2) high school seniors and recent high school graduates who are or were enrolled in dual enrollment programs related to the targeted programs; (3) high school seniors and recent high school graduates who are or were enrolled in schools with high minority student populations; (4) female high school seniors and recent high school graduates who have or had an interest in IT or EET programs. The likelihood of success in achieving the objectives of this project are increased by the fact that Valencia will be able to implement the project rapidly by building upon existing academic and support services. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Moody, Gayle Nasser Hedayat Colin Archibald JoeLynn Look Dale Husbands Valencia Community College FL Lesia L. Crumpton-Young Standard Grant 400000 1536 SMET 9178 1536 0000099 Other Applications NEC 0220772 September 1, 2002 UW-Eau Claire Excellence in Mathematics and Computer Science Scholarship. The departments of Mathematics and Computer Science at the University of Wisconsin-Eau Claire have developed a scholarship program called the Excellence in Mathematics and Computer Science (EMACS) program. The EMACS scholars will be UWEC mathematics and computer science students selected on the basis of financial need and academic potential. The project contains academic support in the form of faculty and peer mentoring, student/faculty research opportunities, capstone experiences and independent study opportunities. These students are also provided with solid career counseling that includes preparation for graduate school, service learning opportunities, internship opportunities and effective employment strategies such as resume writing and interviewing skills. This project also contains an excellent sustainability component. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Howe, R. Michael Andrew Phillips Alexander Smith University of Wisconsin-Eau Claire WI Duncan E. McBride Standard Grant 398748 1536 SMET 9178 1536 0000099 Other Applications NEC 0220782 September 1, 2002 Mechanical Engineering, Mathematics, Computer Engineering and Computer Science (EMC2) Scholars Program. The faculty team at Rochester Institute of Technology has created the EMC^2 Scholars Program represents a collaborative effort of four academic programs (Mechanical Engineering, Mathematics, Computer Engineering, and Computer Science) across three colleges, and the Enrollment Management and Career Services Division at the Rochester Institute of Technology (RIT). Their program builds upon their existing infrastructure for mentoring students, and involves their co-operative education program, both of which help students address their financial needs and facilitate placement in the high technology workforce. Their scholarship program supports 62 scholars each year. RIT will provide an equal matching support to more than double the scholarship amount to students positively impacted by the EMC^2 program. RIT's 1.6-to-one matching support to this program indicates the university's enthusiasm, a firm commitment of support to their students, and an endorsement of the goals and objectives of the EMC^2 program. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Hensel, Edward Surendra Gupta Paul Tymann Andreas Savakis Darren Narayan Rochester Institute of Tech NY Stephen C. Cooper Standard Grant 392000 1536 SMET 9178 1536 0000099 Other Applications NEC 0220785 October 1, 2002 NSF Computer Science, Engineering, and Mathematics Program at Kennesaw State University. This scholarship project provides funds for 30 computer science and information system (CSIS) students at Kennesaw State University (KSU). The amount of each award is $3000.00 annually. The support for the students in this program is leveraged on the experiences gained from existing programs within the Department of Mathematics and Computer Science, for example, a summer program for high achieving underrepresented high school students from the local area of KSU. This program is called the Cybertech 2k. There are two existing and significant support and complementary programs to the CSEMS project at KSU: 1) Yamacrew program which is a Georgia economic development initiative intended to make Georgia a world leader in the design of broadband communications systems, devices and chips; and 2) Mentor-Protege program which was established to incorporate undergraduate research into the fabric of the College of Science and Mathematics degree programs. These programs support the educational quality of the course of instructions delivered to the students, and they aid in curbing the high attrition rate of the CSIS majors. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Guimaraes, Mario Merle King Kenneth Hoganson Kennesaw State University GA Pratibha Varma-Nelson Standard Grant 400000 1536 SMET 9178 1536 0000099 Other Applications NEC 0220796 September 15, 2002 University Mathematics Engineering and Computer Science Scholarships. The goal of the University Mathematics, Engineering and Computer Science Scholarships (UMECSS) program is to increase the number of low-income, and underrepresented students able to enroll in, successfully matriculate, and graduate from the University of Toledo in the fields of Engineering and Mathematics. This is accomplished by utilizing numerous individuals and organizations from various departments at the University that have an interest and proven history in preparing students from these groups for success in college and beyond. Furthermore, the UMECSS project builds on numerous already-established programs, many of which have successfully collaborated on similar projects in the past. After identifying and selecting students with an interest and potential for success in Engineering and Mathematics fields of study, services help these students to complete their degree programs and secure professional positions. These services include a "bridging" program to assist recipients with the transition from high school to college, tutoring, mentoring, and establishing cohort groups that utilize Supplemental Instructors to assist students (by sitting in on classes, helping with note taking, and providing Supplemental Instruction). This comprehensive set of support services, which is designed to augment their course work and help them adjust to the University setting, improve recipients' chances of successfully completing their degree programs and securing professional positions. The primary components of UMECSS focus on creating small learning communities, which enable students to form closer relationships with each other and University faculty and staff. Clustering or grouping students in core Math and Science classes with the same instructor in the same courses also allows for closer relationships, and allows for students to review the materials more effectively. Field trips and job shadowing activities with industry and faculty mentors help students begin to the make the transition from an academic setting to that of the workplace, and they familiarize students with a professional environment. Co-op assignments with industry and business partners, job fairs, help with resume preparation, interview skills, and professional etiquette are gradually incorporated as the students progress in their degree programs. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Pickett, Mark William Thomas Jr. Helen Cooks Ege Egemen Dagmar Morales University of Toledo OH Stephen C. Cooper Standard Grant 316352 1536 SMET 9178 1536 0000099 Other Applications NEC 0220800 August 15, 2002 Computer Science, Engineering, and Mathematics Scholarship Program (CSEMS). This scholarship program serves students attending two of the ten community colleges of the Maricopa County Community College District (MCCCD). The goal is to recruit academically talented but financial disadvantaged students into the high technology disciplines, while providing a solid support system to help them succeed through degree completion and/or transfer to a four-year institution. The two community colleges combine their resources to enhance student success. Phoenix College brings an expertise in providing a solid infrastructure of student support services designed to promote academic success. Mesa Community College brings a history of curricular reform in the STEM (Science, Technology, Engineering, and Mathematics) disciplines and its unique relationships with the business community through its Business & Industry Institute. Together these colleges will work towards the following scholarship program objectives: (a) 90% of computer science, engineering, or mathematics (CSEMS) scholarship recipients make satisfactory progress in their program of study (12 credit hours completed with a cumulative GPA of 2.5 or better). (b) 100% of recipients participate in 90% of CSEMS special events/activities during the semester for which they receive scholarship support. (c) 85% of CSEMS scholarship recipients make satisfactory progress towards their educational goals (i.e., be enrolled as full-time students at a community college in the following semester, transfer to a university, or have met the requirements for/been awarded an AAS or AS degree in the targeted programs). (d) One-third of CSEMS scholarship recipients are from groups that are traditionally underrepresented in CSEMS (women, persons with disabilities, Hispanic, African-American, Native American). A CSEMS Faculty Advisor, CSEMS Faculty Mentors, and a CSEMS Advisory Committee that includes representation from financial aid, student support services, and industry representatives are guiding the program. Each scholarship recipient works with the CSEMS Faculty Advisor to develop an Individual Education Plan. Support services include campus orientations (including financial aid, counseling services, advisement, and career centers), college visitation days, industry visits, monthly CSEMS support activities, and an ongoing monthly relationship with each CSEMS recipient's assigned CSEMS Faculty Mentor. The CSEMS Faculty Mentor not only monitors progress, but also works with the scholarship recipient to identify additional resources, such as tutoring or internship opportunities. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Sims, John Anne Hodgkins Paul Nunez Carol Achs Maricopa County Community College District AZ Elizabeth Teles Standard Grant 395256 1536 SMET 9178 1536 0000099 Other Applications NEC 0220802 September 1, 2002 Industrial and Engineering Technology Scholarship Project. The Industry & Engineering Technology (I&ET) Scholarship project is identifying, recruiting, graduating and placing in jobs related to the degree discipline 12 students with the Associate of Applied Science degree in I&ET. The project doubles the number of students who typically graduate from the program in any given year and enables the college to address a significant local industrial need, as well as serve a traditionally underserved population of low income academically talented students. Within the past year, three new light-manufacturing plants have opened in the college's service area. Data compiled by local economic development officials indicate that these plants alone create a need for approximately 1,000 new jobs during the next five years, many of which require high technology skills. The I&ET program prepares graduates for the kind of high technology skills these new employers demand. A unique feature of the I&ET Scholarship Project is that it makes use of existing federally funded outreach and student support programs already in place at the college that have been operating successfully since the 1980s and whose target populations are identical to the target population for I&ET scholarship recipients: low income, traditionally underrepresented, academically talented students. I&ET faculty collaborate with the staff of these existing federal programs, Upward Bound (UB) and Educational Talent Search (ETS), to recruit and select project participants. Once enrolled, I&ET faculty collaborate with Student Support Services (SSS) staff to develop a comprehensive Individual Education Plan for each student that serves as a blueprint for academic success. Successful retention and support strategies are then incorporated in the plan so that students become part of a learning community who succeed in the classroom and persist to graduation. I&ET faculty and industry representatives then collaborate with the college's Placement Office staff to ensure that all graduates receive job search training and are successfully placed within six months of graduation. Since the inception of the I&ET program, 100% of its graduates have been successfully placed in jobs related to the discipline. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Nance, Daniel William Hailey Kentucky Community & Technical College System KY Elizabeth Teles Standard Grant 82500 1536 SMET 9178 9150 1536 0000099 Other Applications NEC 0220803 October 1, 2002 Building an Engineering Community of Scholars. This project provides thirty scholarships to academically talented financial needy sophomore students majoring in electrical, civil and industrial engineering. Students are selected based on grade point average and strength of essays and recommendation letters. The motivations of the student and career goals are also important factors. The project centers on building a community of engineering scholars using faculty mentors and other support mechanisms. The engineering Student Work Employment office plays a significant role by coordinating efforts with partners in industries and government for summer internship opportunities, career placement and seminar development, which are designed to enhance career or higher education placement. Faculty members in the students' disciplines mentor the scholars throughout the duration of the program. The mentorship program is expected to be a major component of the project, building students' confidence and enhancing students' learning. Professional development is also an important part of the program, where students attend professional meetings or professional development workshops. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Leigh-Mack, Pamela Morgan State University MD Lesia L. Crumpton-Young Standard Grant 395975 1536 SMET 9178 1536 0000099 Other Applications NEC 0220807 September 15, 2002 Scholarships for Attracting and Retaining High Ability Computer Science and Engineering Students at Tuskegee University. This project provides 30 computer science and engineering scholarships to academically talented financial needed students. The amount of each award is $3125 annually. The support for the students in this program is leveraged on the experiences gained from a previous CSEMS award within the College of Engineering, Architecture and Physical Sciences. Student support activities include comprehensive faculty mentoring, tutorial programs, and advising and counseling. These activities support the educational quality of the course of instructions delivered to the students, and they aid in curbing the high attrition rate of the computer science and engineering majors. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Burge, Legand Hira Narang Tuskegee University AL Robert Stephen Cunningham Standard Grant 200000 1536 SMET 9178 9150 1536 0000099 Other Applications NEC 0220811 September 1, 2002 Longhorn Scholars in Computer Sciences, Engineering and Mathematics. The University of Texas at Austin is partnering with the Hispanic Scholarship Fund Institute to produce outstanding undergraduates for service and research in the public sector as part of a unique academic experience for computer science, mathematics and engineering majors. A total of 32 four-year scholarships are being awarded to talented students who are entering the University as Longhorn Scholars with an interest in technology fields. The highly successful Longhorn Scholars Program, now in its third year of operation, identifies financially needy students who graduate in the top 10% of their class from 70 historically underrepresented high schools in the State of Texas. The Colleges of Engineering and Natural Sciences participates by providing a rigorous curriculum and associated degrees in the targeted areas. Recognizing the substantial population of minority students graduating from these high schools, the Hispanic Scholarship Foundation has offered to assist in devising a collection of retention strategies including mentoring programs and placement opportunities in public sector research laboratories, research internships and cooperatives. Despite its large size, the University of Texas is committed to a personalized academic experience for its students. In particular, Longhorn Scholars are evaluated to identify career interests as well as academic strengths and weaknesses. This information is used to determine the appropriate academic track for each student. Depending on major and background, students become part of either the Equal Opportunity in Engineering Program (EOE), the Partnership for Excellence in the Natural Sciences program (PENS) or the Emerging Scholars Program (ESP) that serves both Colleges. Each of these programs provides an intricate support structure that includes strong faculty participation, personalized academic advising and mentoring and an intensive math and science curriculum. The Hispanic Scholarship Fund Institute is augmenting these existing services with external mentoring programs as well as seminars and field experiences to introduce students to the function and significance of the public sector in technology advancement. By their junior and senior years, students will be poised to begin capstone experiences through academic research, internships and co-ops. It is expected that many will participate in the public sector opportunities made available as a part of this initiative. The CSEMS scholarships and the support programs surrounding them contribute directly to the primary mission of The University of Texas at Austin to effectively serve all populations of the State of Texas in producing outstanding graduates. The ability to bring together such a wide array of collaborators speaks to the importance of this mission in producing a new generation of leaders in technology fields. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Laude, David Alvin Meyer J Strother Moore Lucia Gilbert University of Texas at Austin TX Stephen C. Cooper Standard Grant 400000 1536 SMET 9178 1536 0000099 Other Applications NEC 0220817 September 15, 2002 Math, Computer Sciences, and Engineering Technology Scholarship Program to Increase Degree and Career Success of Students in Financial Need. This project awards 25 scholarships annually to students enrolled on a full time basis in Engineering Technology, Mathematics, or Computer Sciences. The primary objectives are to increase the number of students pursuing and obtaining degrees, improve the performance of enrolled students, and increase the marketable skills of the students in Mathematics, Computer Sciences, and Engineering Technology. Mentoring, advising, counseling, career placement, internships, and research opportunities are integrated through teams that meet regularly focusing specifically on the scholars. Within the project is an assessment plan that is designed to foster continuous improvement. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Davis, Freddie Texas Engineering Experiment Station TX Sheryl A. Sorby Standard Grant 397380 1536 SMET 9178 1536 0000099 Other Applications NEC 0220818 September 15, 2002 Computer Science, Engineering and Mathematics Scholarships Project. The goal of this project is to increase the numbers and percentages of area high school graduates that enroll as full-time students in pursuit of associate degrees with majors in Computer Science, Engineering Technology, and Mathematics (CSEM). The project seeks to (1) address the need for greater access and retention of students in the college's technical programs, (2) attract more women into the non-traditional computer science and engineering technology fields, and (3) provide opportunities for a rich pool of academically talented students who lack financial resources to complete their studies on a full-time basis, thereby speeding student progress in completing an associate degree or in transferring to a four-year institution. Priority is given to eligible first-generation and low-income students. An environment is being created that encourages academic and personal growth for CSEM Scholar. In addition to financial support, the program includes an array of intensive student support and career services, including comprehensive assessment of academic deficiencies; individual and computerized tutoring; study skills and standardized test preparation workshops; academic, personal, and career advising; and faculty, student, and industry mentors. A major component is the active recruitment of high school students enrolled in computer science and engineering related courses in the 42 school districts participating in the Weatherford College Tech Prep Consortium, with a special focus on recruiting female students. The project strengthens the transfer bridge between the college and the University of Texas at Arlington (UTA) and increases the incentives for students to pursue higher education through the newly implemented Texas TWO-STEP (Technology Workforce Opportunities through Seamless Transitions and Educational Partnerships) Project. Over time, the combined efforts of these students provided can make a large impact on communities in high-poverty areas like those in the Weatherford College service area. This program increases the number for women choosing high-demand career fields. As graduates, they are role models to underrepresented students and women as they join national and international firms across the nation. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Bowers, Richard Mary Landers Sue Casey Billy Giles Weatherford College of Parker Co. Jr. College System TX Lee L. Zia Standard Grant 135500 1536 SMET 9178 1536 0000099 Other Applications NEC 0220820 September 1, 2002 Computer Science, Engineering, and Mathematics Scholarship Program. To assist with the recruitment and retention of promising students in the Computer Science, Engineering and Mathematics (CSEM) fields and to help improve the quality of their education, this project supports a scholarship program for students in the CSEM fields. The goal of the SDSU CSEMS project is to increase the number of students pursuing and successfully completing degrees in the CSEM fields, with special consideration given to women and minority students underrepresented in these areas. To accomplish this goal, the Management Team has established the following objectives: 1. Advertise the CSEM scholarship opportunity and recruit 30 students in the CSEM fields who have demonstrated academic merit and financial need; 2. Promote high quality and sustained faculty-student relationships between the scholarship recipients and their faculty mentors and monitor student progress; 3. Increase the students' awareness of the academic support, career planning, and educational enhancement opportunities available to them and encourage them to utilize these resources and opportunities; 4. Increase the students' awareness of and interaction with the high technology industry and higher education. To achieve these goals the CSEMS scholars each have extensive contact with faculty mentors who guide their proteges through the college experience. Under the direction of their mentors, scholars attend a variety of Educational Enhancement Activities designed to provide a mixture of practical knowledge, academic discourse, appreciation of the university, and global and community awareness. Each CSEM scholar also has contact with a member of the business and industrial community in order to gain insight into different degree-related careers that will be available to them. The SDSU CSEMS project has the potential to increase not only the number of financially needy and underrepresented students, but also the overall number of students majoring and graduating in high-demand technology-based fields. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Abraham, Ross Ali Salehnia Richard Reid Jeffrey Maras South Dakota State University SD Duncan E. McBride Standard Grant 400000 1536 SMET 9178 9150 1536 0000099 Other Applications NEC 0220827 September 15, 2002 Plastics Engineering Technology Scholarships. This project is increasing the pool of well-trained plastics technicians in eastern North Carolina by implementing a program at six community colleges that is improving educational opportunities for economically disadvantaged students, increasing retention of students transitioning from high school to the Plastics Engineering Technology (PET) associate degree level, and improving student services programs designed to recruit and assist PET students in the six county area. By involving plastics industry personnel and services, this project is also strengthening the partnerships of the consortium and helping to stimulate the depressed economy of the region. This project assists the Eastern North Carolina Plastics Technology Consortium, or ENCPTC (NSF grant DUE 0101468), in its efforts to provide well-trained plastics technicians. To achieve the above goals, the specific objective of this project is to expand, refine, and refocus recruitment efforts to develop a target pool of 350 "interested" high school students; from which, 20% or 70 students are being selected to receive student support services, including financial assistance. This population of 70 economically disadvantaged or under-represented first year students are being provided student services and economic support in order to maintain an 80% retention rate for second year students. Ultimately, a 90% employment rate (in plastics technology) of all program completers will be achieved. The PETS Project Director, (who also serves as ENCPTC Site Director) and the Recruiter/Mentor work with the Financial Aid Directors of the six colleges to provide approximately 295 students with scholarships or stipends over a 4-year grant period. This program enables students to progressively increase their amount of assistance as they prove their potential and reach certain milestones. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Jensen, Michael Wake Technical Community College NC Elizabeth Teles Standard Grant 335500 1536 SMET 9178 1536 0000099 Other Applications NEC 0220840 September 1, 2002 Computer Science, Engineering, and Mathematical Scholarships: Transition to Meaningful Employment Program. The project supports 33 talented, academically qualified, students with financial need, many from traditionally under-represented groups, during their beginning, core coursework in the targeted disciplines (Computer Science, Engineering, and Mathematics). The program offers scholarships for students and provide an extensive set of academic support services and educational opportunities, including tutoring and inviting speakers. Primary Objectives 1. To allow such students who major in Computer Science, Engineering, or Mathematics to complete the first half of their undergraduate education in four semesters by reducing the need for outside employment during the school year. 2. To increase the number of such students who choose to attend the university as freshmen. 3. To increase the proportion of such students who go on to complete their degrees in a timely fashion. Methods 1. $3000 scholarships annually for two years. 2. Visits to local high schools to recruit prospective scholarship recipients. 3. Peer mentoring, faculty advising, and extramural speakers. 4. Tutoring and other academic services. Impact These scholarships benefit students both financially and academically. The scholarships are equivalent to about 75% of annual in-state tuition at the university. Students on scholarship are able to work at least 12 fewer hours per week, giving them more time to devote to their studies. Students funded by this program are required to earn 58 credit hours, compared with the current average of about 48 credit hours. By the end of the scholarship period, the successful student is better able to find employment at higher wages and to find work that reinforces their recently acquired academic skills. The program benefits the university by making it more attractive to the pool of talented low income students in the surrounding community. It meshes well with the current Pre-College Academy, which attracts about 100 students annually for training in the Natural Sciences, by providing funds for these students to continue their education at the university. The presence of students in this scholarship program enhances the academic climate at the university. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Papadopoulos, Christopher Karen Brucks Ethan Munson Eric Key University of Wisconsin-Milwaukee WI Duncan E. McBride Standard Grant 399509 1536 SMET 9178 1536 0000099 Other Applications NEC 0220841 September 15, 2002 21st Century Scholars for 21st Century Careers. This project is developing a scholarship program for students entering the degree programs developed through the activities of The Southeast Consortium for Advanced Network Technology Education (SCANTE). The level of intensity of these advanced network technology degree programs dictates that students in these programs devote a great deal of time to their studies. In addition, work-based learning experiences give students the necessary job experience to enter into the workforce and/or further their education. Full time faculty educated and trained by the SCANTE activities direct this project. The project objectives are to: 1. Increase the numbers of well educated and skilled employees in technical areas of national need by targeting recruitment efforts toward females, minorities, nontraditional students, and first-generation college students; 2. Improve educational opportunities for students in the following disciplines: Advanced Computer Network Technology --- Local Area Networking, Wide Area Networking; Computer Programming; Internet Development Technologies; Computer Servicing Technology; and Telecommunications Technology; 3. Increase retention of students to degree achievement (A.A.S. or an A.A. degree) by providing mentoring and work-based learning experiences; 4. Increase success in transfer of students into baccalaureate degree programs by increasing the initial communication between the student and the faculty in the baccalaureate degree program; 5. Improve student support programs through faculty, industry, and peer mentoring of students; successful student participation in work-based learning opportunities; on campus student seminars focusing on workplace behaviors, attitudes, and dress; and 6. Strengthen partnerships between Jones County Junior College and the industries in the southeastern United States through participation of the industries in JCJC job fairs, work-based learning opportunities, mentoring of students, and the hiring of graduates; participation of industries in student field trips and presentations to student organizations. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Warren, Diane Herman Turner Jones County Junior College MS Deborah E. Allen Standard Grant 380168 1536 SMET 9178 9150 1536 0000099 Other Applications NEC 0220850 September 15, 2002 University of Portland Computer Science, Engineering and Mathematics Scholarship Program. This project encourages and assists qualified financially needy students majoring in computer science, engineering, and mathematics in the completion their degrees. Central to the project is the fostering of socially cohesive cohorts of students progressing together through their programs in an academically enriched, interdisciplinary, supportive environment. A special effort is made to increase the participation and retention of underrepresented groups. The project supports an initial group of 10 students, recruited in the first year, through four years of study. A second group of 10 students, recruited in the second year of funding, are supported for three years of study with their final year of study funded by other sources. An outstanding feature of the project is the coupling of this very individualized environment typical of a liberal arts college with a high quality School of Engineering. Existing university programs are integrated into the project. Activities for the CSEMS students include a weekly interdisciplinary seminar and social gathering, the opportunity for shared housing, opportunities to work together as peer-leaders in courses relevant to their disciplines, shared volunteer projects that use their academic expertise, and group interactions with professionals in their fields of interest. Students work closely with an academic advisor, have the opportunity to work with an industry contact, and participate in internships in his or her field of study. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Male, James Greg Hill Steven Vegdahl Carmen Schabel Regina Largent University of Portland OR Lee L. Zia Standard Grant 240126 1536 SMET 9178 1536 0000099 Other Applications NEC 0220854 September 15, 2002 Collaborative Research: Pathways to Closing the Gaps in North Texas. The goal of this collaborative proposal is to increase the number of high achieving, but financially challenged, students graduating with a four-year degree in computer science, engineering, or mathematics. The approach is to create a formal link between the University of Texas at Arlington and two local community colleges (Tarrant County College-Southeast Campus and Mountain View College) to tap a rich pool of academically talented students who lack the financial resources to complete their studies on a full-time basis. First generation students, in particular, tend to fall into this category, and they often lack the visibility or knowledge to seek needed resources and career guidance effectively. Many of these students begin their higher education at community colleges, while working full- or part-time. Lack of funds negatively affects the retention rate of this group, thus shortchanging the technical workforce of much-needed potential talent. Therefore, UTA and its CC partners formed a CSEMS collaborative partnership that could have a tremendous impact on the Dallas/Fort Worth (DFW) technical workforce. Eighty-nine scholarships are awarded annually with priority given to eligible first generation students. The objectives to support the goal include establishing a structured pipeline from the CCs to UTA; developing retention strategies and adapting existing academic support resources to target this pool of students in CSEM disciplines; formalizing an optional research component or industry internship experience to the Scholars' degree plan; and developing CSEM specific programs to prepare the students for professional experiences beyond graduation. Faculty and industry mentors are available, and a Peer Bridge Group of CC alumni, who are now attending UTA, assist CC students through the transfer process. A formal CSEM Articulation Agreement was developed to create seamless curricula and concurrent enrollment opportunities in these fields by which to transition CC students to UTA. This collaborative encompasses a significant portion of North Texas, and it builds capacity and critical mass for the technical workforce in this leading high tech region. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Hawkins, Vernon Dallas County Community College System Office TX Bert E. Holmes Standard Grant 398750 1536 SMET 9178 1536 0000099 Other Applications NEC 0220856 September 15, 2002 Tech Scholars Program. Linn-Benton Community College's (LBCC) project expands opportunities for education, increases retention to baccalaureate degree achievement, and improves employability of low-income, academically talented students in transfer programs in Computer Science, Engineering, and Mathematics. This is accomplished by providing targeted academic, career, and other support services to the recipients of 30 scholarship awards each year. The four main components of the LBCC Tech Scholars Program (TSP) are: oFinancial support through TSP scholarships to allow talented low-income students to pursue full-time studies in Computer Science, Engineering, and Mathematics oAcademic support through existing programs and new initiatives to assist students with current coursework and prepare them for success in upper division coursework oMentoring and student support to increase retention at LBCC and to promote a smooth transition to the transfer institution oActivities to strengthen employability, including career explorations, preparation for internships, and development of job-seeking skills The theme permeating all components of this project is 'community building' a focus on establishing a cohort that provides peer support; develops an increased sense of belonging; and promotes identification with the discipline at LBCC, the target transfer institution, and the chosen profession. Enhancements to existing support services as well as new initiatives are designed specifically to strengthen these bonds and reduce feelings of isolation. There is a great need in Oregon for skilled high tech employees. LBCC is in a prime position to work toward meeting that need because of high unemployment in parts of our service district, a large percentage of students who have financial need, strong community support for this community college, robust transfer programs in Computer Science, Engineering, and Mathematics, and extensive articulation with both high schools and transfer institutions. LBCC initially recruits low-income students who are currently enrolled at the college and who have demonstrated academic talent in Computer Science, Engineering, or Mathematics into the TSP. After the first year, the program expands to include low-income high school students who have demonstrated academic talent and expressed an interest in majoring in one of these three areas. The financial support provided by the scholarships increases full-time enrollment and improve academic life by reducing the need to work long hours for an income. TSP scholars are then able to more fully utilize the academic, career, and personal support services. TSP scholars benefit from extensive academic support systems currently available, including free tutoring; Supplemental Instruction; and a Learning Center with Math, Science, Writing, Reading, and Study Skills assistance. Enhancements and additions included as part of the project include the establishment of a Tech Scholar Center (a designated room on campus where TSP scholars can hang out, work on their studies together, and get academic assistance); expanded connections between TSP scholars and faculty, students, and organizations at transfer institutions; site visits and presentations by industry representatives; development of job-seeking skills; and increased participation in career-enhancing activities such as internships. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Trimpe, Lynn Elizabeth Lundy Linn Benton Community College OR Lee L. Zia Standard Grant 396000 1536 SMET 9178 1536 0000099 Other Applications NEC 0220857 September 15, 2002 Collaborative Research: Pathways to closing the Gaps in North Texas. The goal of this collaborative proposal is to increase the number of high achieving, but financially challenged, students graduating with a four-year degree in computer science, engineering, or mathematics. The approach is to create a formal link between the University of Texas at Arlington and two local community colleges (Tarrant County College-Southeast Campus and Mountain View College) to tap a rich pool of academically talented students who lack the financial resources to complete their studies on a full-time basis. First generation students, in particular, tend to fall into this category, and they often lack the visibility or knowledge to seek needed resources and career guidance effectively. Many of these students begin their higher education at community colleges, while working full- or part-time. Lack of funds negatively affects the retention rate of this group, thus shortchanging the technical workforce of much-needed potential talent. Therefore, UTA and its CC partners formed a CSEMS collaborative partnership that could have a tremendous impact on the Dallas/Fort Worth (DFW) technical workforce. Eighty-nine scholarships are awarded annually with priority given to eligible first generation students. The objectives to support the goal include establishing a structured pipeline from the CCs to UTA; developing retention strategies and adapting existing academic support resources to target this pool of students in CSEM disciplines; formalizing an optional research component or industry internship experience to the Scholars' degree plan; and developing CSEM specific programs to prepare the students for professional experiences beyond graduation. Faculty and industry mentors are available, and a Peer Bridge Group of CC alumni, who are now attending UTA, assist CC students through the transfer process. A formal CSEM Articulation Agreement was developed to create seamless curricula and concurrent enrollment opportunities in these fields by which to transition CC students to UTA. This collaborative encompasses a significant portion of North Texas, and it builds capacity and critical mass for the technical workforce in this leading high tech region. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Harris, Sheryl Tarrant County Junior College Northeast Campus TX Sheryl A. Sorby Standard Grant 341000 1536 SMET 9178 1536 0000099 Other Applications NEC 0220858 September 1, 2002 Mathematics Access for Promising Scholars. This program provides scholarships to talented, low-income students majoring in mathematics. Special consideration for scholarships is given to minority and underrepresented students who desire to receive an associate degree and transfer to a baccalaureate program. Students in the program receive individualized support via peer mentoring, academic advising, career exploration and advisement, and tutoring. The scholarships, renewable for three additional semesters after the initial award, provide for the cost of tuition, fees and books for a 12-hour full-time course load. The college has partnered with the Texas A&M University System on an articulation agreement that provides a collaborative support structure to facilitate seamless transition for the student allowing them to complete a four-year degree on the college campus. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Wilhite, Paula Arthur Simonson Joanne Sanford Doug Richey Mel Griffin Northeast Texas Community College TX Duncan E. McBride Standard Grant 264000 1536 SMET 9178 1536 0000099 Other Applications NEC 0220859 September 1, 2002 Computer Science, Engineering, and Mathematics Scholarships Program. This project is establishing a CSEMS Scholars Program for academically talented, low-income undergraduate students in the fields of computer science, engineering, and mathematics. The intent is to encourage such students to enroll in these disciplines, and then to provide them with a comprehensive plan of scholarship, academic, and professional support throughout their undergraduate years, to improve their retention and graduation rates. In engineering at UC Riverside, much of the attrition occurs in the first two years. Family financial pressure and the subsequent need for students to work part-time are seen as primary contributing factors in this attrition. Thus, the core of the UCR CSEMS program is scholarship assistance to the targeted student cohorts. Twenty $2,500 freshman scholarships and twenty $2,500 sophomore/transfer student scholarships are awarded annually for each of four years, to academically talented but economically disadvantaged undergraduates majoring in the named fields. The primary goal of the program is to demonstrate that reduction of financial concern on the part of the students can result in a significant improvement in their retention statistics, and thereby their graduation rates. Only the freshman, sophomore, and transfer students who have been selected as CSEMS Scholars receive scholarships. However, the project intends to continue financial support to these students through junior/senior year summer internships at companies, or undergraduate research positions with faculty members. In addition to the financial component, this program is accompanied by an extensive support infrastructure of academic assistance and advising, career placement services, and faculty and professional mentoring throughout the students' academic years. During the annual recruitment activities of the College, the College of Engineering distributes brochures and provides other information that explains the CSEMS Scholars Program to potential UCR applicants. Selection of program participants is made by an Oversight Committee that includes faculty members as well as staff members from the campus Financial Aid Office and the offices of other support services. The Oversight Committee is responsible for general supervision of the program. Day-to-day operations, however, including student tracking and data analysis, is administered by the College Office of Special Programs with the active collaboration of the College Office of Student Affairs. Students receiving the NSF scholarship support are designated as UCR-COE/NSF Scholars. As they continue into the later phases of the program, they are designated as UCR- COE/Advanced Scholars. Together, the group is referred to as the UCR-COE Scholars. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Oddson, J. Keith Mark Matsumoto Frank Vahid University of California-Riverside CA V. Celeste Carter Standard Grant 400000 1536 SMET 9178 1536 0000099 Other Applications NEC 0220864 September 1, 2002 UW-Computer Science, Engineering, and Mathematics Scholarships. The goal of UW-CSEMS is to recruit more high school students to computer science, engineering, and mathematics careers, and specifically those students with demonstrated financial need. Since it is well documented that women and ethnic minority students are particularly underrepresented in technical fields, these populations are being expressly recruited for UW-CSEMS. In addition, UW-CSEMS includes initiatives to retain these students in computer science, engineering, and mathematics once they enroll. The UW-CSEMS support program involves entering freshmen in a community-building model. UW-CSEMS recipients participate in a biweekly seminar the first year they hold their scholarship. The seminar includes presentations on academic success skills (such as time management and study skills), career options, and research/internship opportunities. These students are also encouraged to take advantage of on-campus programs in subsequent years such as career guidance, undergraduate research opportunities, and industry internships facilitated through the Career Fair. Each UW-CSEMS student is assigned a Peer Mentor and a Faculty Mentor. These triads meet biweekly to assist in the student's transition to the university. A total of 115 students in computer science, engineering, and mathematics are being supported with $3000 scholarships (25 in year 1, and 30 each in years 2, 3, and 4). A management team of faculty from the three disciplines and a representative from Student Affairs assist in recruiting and selecting the scholarship recipients. Students are recruited using resources from the Office of Admissions, Multicultural Affairs Office, and a network of over 3000 natural science teachers. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Coon, Dennis Jeffrey Van Baalen Bryan Shader University of Wyoming WY Linnea A. Fletcher Standard Grant 379510 1536 SMET 9178 9150 1536 0000099 Other Applications NEC 0220866 September 15, 2002 Center for Excellence in Engineering and Diversity Scholarships (CEEDS). The primary goal of this project is to address three transition points critical to increasing the number of CSEMS students qualified and prepared to enter the high technology workforce. These three transition points present barriers that impact the recruitment and retention of incoming freshmen, rising juniors, and community college transfers. The project plan strengthens existing efforts and renews collaborations among the Henry Samueli School of Engineering and Applied Science faculty, the Center for Excellence in Engineering and Diversity, industry, and alumni in an effort to effectively develop, graduate, and place CSEM students into career positions or graduate school. At the end of this multi- phased, four-year project the governance team expects to positively impact 80 economically disadvantaged and underrepresented engineering, computer science and mathematics students. Along with new recruitment programs, the CSEMS Project team includes faculty in key retention and student support components and institutionalizes promising pilot programs. The UCLA CSEMS Project team includes four faculty members and the Director for the Center for Excellence in Engineering and Diversity. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Jacobsen, Stephen Harold Monbouquette Adrienne Lavine Enrique Ainsworth Gregory Pottie University of California-Los Angeles CA Lesia L. Crumpton-Young Standard Grant 400500 1536 SMET 9178 7204 1536 0000099 Other Applications NEC 0220867 October 1, 2002 Computer Science, Engineering and Math Scholarships: CSEMS III at CAL. The Multicultural Engineering Program (MEP) of the University of California at Berkeley Center for Underrepresented Engineering Students (CUES) administers the "CSEMS at Cal III" program, which builds on two current CSEMS at Cal awards being administered by MEP. These prior CSEMS grants serve two two-year cohorts of students whose outcomes can be studied as a basis for future scholarship endeavors. "CSEMS at Cal III" is following a single cohort of freshman and sophomore students over a four-year period, and it awards scholarships of $3125 per year to twenty-nine economically disadvantaged students, with a special emphasis on students from underrepresented groups in engineering and science. Recruitment of the Cal-CSEMS Scholars targets three groups: 1) freshmen admitted for Fall 2002 or Spring 2003, 2) freshmen participating in the MEP Summer Pre-Engineering Program 2002, and 3) freshmen and sophomores participating in academic workshops and mathematics placement testing during Cal Summer Orientation (CalSO) offered by the Coalition for Excellence and Diversity in Mathematics, Science and Engineering. This group includes students from majors in Berkeley's College of Engineering, chemical engineering majors in the College of Chemistry, and students in the computer science or mathematics majors in the College of Letters and Science. All students targeted for the scholarships demonstrate financial need. Students are chosen by a committee of Berkeley faculty and staff from Coalition academic support programs, which employ a comprehensive approach in evaluating each student's academic merit and professionalism. Currently, 60% of Berkeley students demonstrate some type of financial need and are receiving need-based support in order to attend college. Financial need is perhaps a more serious impediment to timely completion of engineering degrees--the technical course load is often not compatible with long hours of outside work. Cal-CSEMS scholars participate in a variety of retention-related activities tied to the existing student support infrastructure of CUES, the EECS Center for Undergraduate Matters, and other partner programs. This includes faculty advising, academic excellence workshops, tutoring, mentoring, internships in industry and/or research experience, and assistance with graduate school applications or job placement. A unifying theme of the "CSEMS at Cal" program is to increase student retention by helping each student develop into a committed member of the engineering and academic community. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Prussin, Stanley University of California-Berkeley CA Duncan E. McBride Standard Grant 398731 1536 SMET 9178 1536 0000099 Other Applications NEC 0220876 September 1, 2002 CSEMS: Scholarships in Computer, Engineering and Mathematics. This project provides up to four years of scholarship support to 25 talented, low-income undergraduates pursuing bachelor degrees in mathematics or computer science along with a carefully crafted program of enriched student support activities. Special consideration is given to recruiting women, ethnic and racial minorities, and persons with disabilities. The project also includes a strong collaboration with South Puget Sound Community College (SPSCC), a neighboring two-year institution from which many of our students transfer. Collaborative elements include integrated recruitment activities, cross-institution advising and student support services, and transfer agreements. Integrated into this project is the scholarship award process, which ensures that successful students at SPSCC are given priority for CSEMS scholarships at Evergreen. The project has a clear and effective management plan and collaboration with an existing Evergreen student services program, Keep Enhancing Yourself (KEY), which has proven highly effective in retaining and graduating low-income students. An Individual Action Plan has been developed with each student and monitored regularly. Additional student support activities include faculty advising, career planning support, internships and work study opportunities on and off campus, and workshops on various subjects known to be relevant to student success. A required biweekly Computer Science, Engineering, and Mathematics seminar is the vehicle for structuring many of these activities. A unique feature of the project is a three-day summer institute for CSEMS students, relevant faculty and staff, and industry partners. Partnerships with industry and state, federal government agencies and MESA (Math, Engineering and Science Achievement) Program, are also part of the project through advisory board participation, involvement in the seminar and summer institute, in some cases, internships and field placements. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR McAvity, David Judith Cushing Niki Amarantides Evergreen State College WA Lee L. Zia Standard Grant 343748 1536 SMET 9178 1536 0000099 Other Applications NEC 0220878 September 1, 2002 Scholarship Support for Student of Technical Disciplines. This project annually provides 29 students with a scholarship sufficient to cover tuition, fees, and books. In addition, a comprehensive set of academic support services are provided to ensure that each recipient attains a 4-year degree and is prepared for graduate studies and/or placement in an appropriate workplace. Each of the recipients is majoring in mathematics, computer science, or engineering, and is either a sophomore, junior, senior, or graduate student. The project provides scholarship recipients with the following academic support services: admission and matriculation assistance, workshops, access to a study center, advisement and counseling, tutoring, support in joining and participating in professional organizations, eligibility to compete for additional grant funds reserved for engineering, computer science, and math students, support in securing appropriate internships and summer employment, professional activities, job placement assistance, and involvement in a social support network. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Kreiner, Jesa Ning Chen Ernie Solheid Jeremiah Moore California State University-Fullerton Foundation CA Sheryl A. Sorby Standard Grant 398750 1536 SMET 9178 1536 0000099 Other Applications NEC 0220973 September 15, 2002 Collaborative Research: Pathways to Closing the Gaps in North Texas. The goal of this collaborative proposal is to increase the number of high achieving, but financially challenged, students graduating with a four-year degree in computer science, engineering, or mathematics. The approach is to create a formal link between the University of Texas at Arlington and two local community colleges (Tarrant County College-Southeast Campus and Mountain View College) to tap a rich pool of academically talented students who lack the financial resources to complete their studies on a full-time basis. First generation students, in particular, tend to fall into this category, and they often lack the visibility or knowledge to seek needed resources and career guidance effectively. Many of these students begin their higher education at community colleges, while working full- or part-time. Lack of funds negatively affects the retention rate of this group, thus shortchanging the technical workforce of much-needed potential talent. Therefore, UTA and its CC partners formed a CSEMS collaborative partnership that could have a tremendous impact on the Dallas/Fort Worth (DFW) technical workforce. Eighty-nine scholarships are awarded annually with priority given to eligible first generation students. The objectives to support the goal include establishing a structured pipeline from the CCs to UTA; developing retention strategies and adapting existing academic support resources to target this pool of students in CSEM disciplines; formalizing an optional research component or industry internship experience to the Scholars' degree plan; and developing CSEM specific programs to prepare the students for professional experiences beyond graduation. Faculty and industry mentors are available, and a Peer Bridge Group of CC alumni, who are now attending UTA, assist CC students through the transfer process. A formal CSEM Articulation Agreement was developed to create seamless curricula and concurrent enrollment opportunities in these fields by which to transition CC students to UTA. This collaborative encompasses a significant portion of North Texas, and it builds capacity and critical mass for the technical workforce in this leading high tech region. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Tjuatja, Saibun Cubie Ward University of Texas at Arlington TX Lee L. Zia Standard Grant 398750 1536 SMET 9178 1536 0000099 Other Applications NEC 0221265 September 15, 2002 STEMTEC II - Science, Technology, Engineering, and Mathematics Teacher Education Collaborative FollowOn Grant. The Science, Technology, Engineering, and Mathematics Teacher Education Collaborative (STEMTEC) is an NSF Collaborative for Excellence in Teacher Preparation (CETP) involving the University of Massachusetts-Amherst in partnership with Amherst, Hampshire, Mount Holyoke, and Smith Colleges, Greenfield, Holyoke, and Springfield Technical Community Colleges, and local school districts. STEMTEC accomplishments include the revision of mainstream courses for science and math majors who are potential teachers, faculty development to enable the adoption of student-active teaching strategies, alternative assessment, and collaborative group work, and early teaching experiences for preservice students. New science and mathematics teacher preparation transfer programs were developed for community college students and a post-baccalaureate summer/fall secondary certification option was created. A follow-on project is supporting a comprehensive summative evaluation of STEMTEC, emphasizing the outcomes of STEMTEC efforts in K-12 schools. The evaluation effort focuses on the extent to which STEMTEC has improved the preparation of K-12 math and science teachers, recruited students into math and science teaching, and supported new math and science teachers. The project provides an induction program for new teachers coordinated with district programs and state and national certification requirements. It includes a teacher collaborative group, STEM Education Institute programs including Science and Engineering Saturday Seminars, and a redesigned UMass Teacher Education Program that features an online seminar and a master's program with a discipline research experience. The project is contributing data to the CETP Core Evaluation effort. SCIENCE,TECH,ENG&MATH TEACHER ADVANCED TECH EDUCATION PROG DUE EHR Sternheim, Morton Allan Feldman University of Massachusetts Amherst MA Joan T Prival Standard Grant 705000 7688 7412 SMET 9178 7688 0000099 Other Applications NEC 0221402 September 1, 2002 The Florida A&M University Computer Science, Engineering, Engineering Technology and Mathematics Scholarship Program. The faculty at Florida Agricultural and Mechanical University proposes to continue their NSF Computer Science, Engineering, Engineering Technology and Mathematics Scholarship (CSEMS) Program to provide an additional thirty talented students, who are majoring in these disciplines, with individual scholarships of up to $3,125 per year. Award amounts will be based upon academic achievement and will provide supplementary income to students with financial need. Their participating major departments are electrical, mechanical, civil, chemical, industrial engineering, electrical engineering technology, construction engineering technology, computer and information sciences, biological and agricultural engineering systems and mathematics. Their CSEMS program will also provide scholars with the necessary support and experiences to be successful and competitive in graduate schools or in careers of the CSEM disciplines. The program will continue to assist the CSEM scholars for two years following the receipt of the academic degree to assure a successful transition to graduate programs or career paths. CSEM Scholars will be selected in Spring 2002 and will commence activities in Fall 2002. Their program includes faculty advising mentoring as well as technical professional development seminar series. In addition they provide summer internships in industrial or governmental setting and graduate school/career counseling and placement. These program enhancement activities and scholarship funds are expected to enable their CSEMS Scholars to complete the degree requirements within the appropriate time frame as determined by the academic level, up to four years. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Williams, Roselyn Edward Jones Deidre Evans Florida Agricultural and Mechanical University FL V. Celeste Carter Standard Grant 400000 1536 SMET 9178 1536 0000099 Other Applications NEC 0221963 October 1, 2001 Digital Library for Learning Life Sciences. The University of Missouri-Columbia, the National Center for Supercomputing Applications (NCSA), the University of Illinois, and the Missouri Botanical Garden are collaborating on this pilot project to build a prototype core integration system for a national digital library for SMET Education. The technical infrastructure for the system builds on the NCSA distributed information retrieval system, EMERGE. This system is being extended to an adaptive and flexible distributed search engine for a wide variety of learning environments and resources, and is being tested on the rich plant contents of the Missouri Botanical Garden, and the NSF Plant Genome projects at the University of Illinois (Soybean) and the University of Missouri-Columbia (Corn). Seamless coordination with services is being offered on several learning environments, including NCSA's Biology Workbench 3.2. A digital repository, BLOE (Biological Learning Object Exchange), serves to collect and organize experiments, simulations, and projects from learners and teachers for collaborative learning. Additional project activities include studies of requirements of user services, management procedures, evaluation methods, and technical standards using various undergraduate and graduate programs of the two universities and the K-12 educational activities of the Missouri Botanical Garden. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Chen, Su-Shing University of Florida FL Lee L. Zia Standard Grant 470172 7444 SMET 9178 7444 0221965 January 1, 2002 Enhancing Interoperability of NSDL Collections and Services. In this collaborative project faculty at a number of institutions are working together to develop and implement information technological solutions aimed at enhancing the interoperability of both collections and services for the NSDL. A particular emphasis is on exploring the requirements for supporting "tightly federated" collections, that feature close adherence to particular metadata frameworks so as to enable federated search services to be built. In this collaborative effort a team from the University of California - Berkeley is working primarily on collection interoperability while a team from the University of Missouri - Columbia is focusing its efforts on enhancing the interoperability of services (see DUE 0127580). NATIONAL SMETE DIGITAL LIBRARY DUE EHR Chen, Su-Shing University of Florida FL Lee L. Zia Standard Grant 450001 7444 SMET 9178 7444 0222032 May 15, 2002 Symposium/Workshop on Fullerenes at the Boundary of Education and Research; Philadelphia, PA, May 2002. Chemistry (12) A symposium and workshop are being held at the Electrochemical Society meeting, in May 2002, to promote the development and use of innovative undergraduate chemistry course materials based on a recently discovered class of compounds called fullerenes. Because of their novelty and unique shapes, fullerenes can stimulate student interest in learning chemistry. Researcher/educators active in such educational uses of fullerenes are giving detailed presentations on their course innovations and are holding discussions with the other participants. Ideas and findings from this event will be disseminated to a broad audience of college and university faculty through conference proceedings and other publications. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Weisman, Robert Electrochemical Society NJ Susan H. Hixson Standard Grant 4930 7427 SMET 9178 7428 0000099 Other Applications NEC 0222552 September 1, 2002 OCEPT II Follow-On Grant. The Oregon Collaborative for Excellence in the Preparation of Teachers (OCEPT) is a statewide collaborative established to improve the mathematics and science preparation of future teachers in Oregon and increase the diversity of the population of students preparing to be teachers. It has involved over 500 science, mathematics, engineering, and technology (STEM) and Education faculty and administrators, academic advisors, and K-12 teachers, from virtually all of the 34 institutions of higher education in the state, as well as numerous school districts. More than 200 courses and programs have been developed and/or significantly impacted. Reported changes include using more diverse teaching and assessment strategies, adoption of standards-based instructional techniques, and inclusion of opportunities for related teaching experiences with K-12 students. OCEPT-influenced classrooms are more interactive, incorporate greater use of technology, conceptual development and more of a focus on scientific inquiry and/or mathematics problem solving. The OCEPT II Follow-On project is conducting a comprehensive summative evaluation to provide evidence of the impact of OCEPT on faculty, preservice students, institutions, and new teachers. An "Outcomes Research Study " is the primary vehicle for providing evidence about new teachers and STEM faculty who taught them. Through this study, novice teachers are observed and interviewed over a 2-to-3 year time span, and OCEPT faculty who have taught these teachers are observed and interviewed. In addition, the project is utilizing instruments from the CETP Core Evaluation study and contributing to the overall CETP evaluation effort. Induction support and professional development is provided for novice teachers. In collaboration with the Oregon Council of Teachers of Mathematics and the Oregon Science Teachers Association, OCEPT II provides workshops specifically designed for new teachers and their mentors, welcomes new teachers to statewide conferences, and provides memberships in the statewide professional organizations. Dissemination activities include support for Faculty Fellows to develop and publish scholarly articles on their work through the WRITE ON! Institute. CCLI-NATIONAL DISSEMINATION DUE EHR Wainwright, Camille Pacific University OR Joan T Prival Standard Grant 600000 7429 SMET 9178 7429 0000099 Other Applications NEC 0223674 April 15, 2002 Presidential Awards for Excellence in Science, Mathematics, and Engineering Mentoring. The Olin-Yale-Bayer New Haven Public School Science program of the New Haven Public Schools demonstrates an ability to assemble scientists from diverse disciplines to work with students and teachers on K-12 science projects. The program began six years ago as a partnership among seven schools -- it now encompasses more than forty schools in New Haven. It is a comprehensive program with multiple components that align goals with outcomes. Students learn the scientific method and associated skills by interacting with scientists; the scientists train participating teachers. Students are provided with authentic research opportunities, where teamwork is promoted and self-esteem is enhanced as a result. Older students are able to get academic course credit for their work. This program serves a significant number of minority students. As a result of program activities, student test scores in science have risen. The program has produced a network of mentors that are provided with training and support. More than 130 volunteer mentors participated in the 2000-2001 program. In the 2001 Connecticut science fair, thirty-four projects were based from this program -- those projects involved eleven mentors and forty-eight students (58% minority), seven of whom were medallists and ten of whom received special awards. PRES AWDS FOR EXCELL IN SCI DUE EHR Crane, Jack Connecticut Pre-Engineering Program, Inc. CT Marilyn J. Suiter Standard Grant 10000 1593 SMET 9178 0223684 January 1, 2002 Presidential Awards for Excellence in Science, Mathematics, and Engineering Mentoring (PAESMEM). Richard L. Radtke University of Hawaii at Manoa Dr. Radtke effectively balances his time between scientific research and community/youth education in a highly productive way. He engages students, parents and teachers in his laboratory, in the field, in his global expeditions and in countless civic presentations, schools visits and public television programs. Dr. Radtke works with a diverse student body including undergraduate and graduate students. He has mentored more than eighty youths with physical disabilities. He has inspired blind youth to paddle canoes; youth with mental health needs to control their emotions; and Deaf students to share their observations in American Sign Language. Dr. Radtke is an outstanding role model, particularly for physically disabled youth, since he too is severely disabled due to multiple sclerosis and has been paralyzed from the neck down since the mid 1980's. PRES AWDS FOR EXCELL IN SCI DUE EHR Radtke, Richard Sea of Dreams Foundation, Inc. HI Victor A. Santiago Standard Grant 1803 1593 SMET 9177 0224652 September 15, 2002 Conference on 'Undergraduate Research and Scholarship and the Mission of the Research University' November 14-15, 2002. Interdisciplinary (99) This project is supporting a two-day national conference on "Undergraduate Research and Scholarship and the Mission of the Research University" at the Reinvention Center at SUNY Stony Brook. The conference, which will take place on November 14-15, 2002, will bring together university faculty, administrators, and students, as well as representatives of disciplinary associations, government agencies, and private foundations, to focus on fundamental, institutional, cultural, and academic issues that are inherent to research universities. Such issues must be addressed if research universities are going to maximize their potential and bring research, scholarship, and creative activity to the forefront of the undergraduate education they offer, as envisioned in the Boyer Commission report, "Educating Undergraduates in the Research University." Underlying the conference focus is the broader goal for research universities: (1) to define and articulate a vision of undergraduate education that builds upon and is synergistic with their research mission, and (2) to develop reasonable expectations for implementing this vision so that it impacts significant numbers of students. Understanding the role of undergraduate research and mechanisms for realizing broader participation is a first step toward this goal. In their efforts to infuse research into the undergraduate education, those in leadership roles in research universities confront the same panoply of issues and challenges that surround their larger efforts at reinvention. Thus the conference focus on undergraduate research provides a concrete and manageable way to address these issues. CCLI-NATIONAL DISSEMINATION CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Katkin, Wendy SUNY at Stony Brook NY Myles G. Boylan Standard Grant 134943 7429 7427 SMET 9178 7429 7428 0000099 Other Applications NEC 0225873 October 1, 2002 Collaborative NSF/ASEE Poster Sessions. This proposal supports a highly visible dissemination outlet for grant holders in the Course, Curriculum, and Laboratory Improvement (CCLI) and Advanced Technological Education (ATE) Programs. The PI is organizing a poster session at the American Society for Engineering Education (ASEE) Annual Conference in June of each of the next three years (2003-2005). He is inviting grant award recipients from one or two years earlier to submit an abstract for inclusion in the poster session. CCLI-NATIONAL DISSEMINATION DUE EHR Genalo, Lawrence Iowa State University IA Bevlee A. Watford Standard Grant 24981 7429 SMET 9178 7429 0000099 Other Applications NEC 0226075 September 15, 2002 Digital Library Service Integration. The investigators are developing a Digital Library Service Integration (DLSI) infrastructure to provide a systematic approach for integrating digital library collections and services. With this infrastructure, digital libraries will be able to share relevant services within a seamless, integrated interface. The project is integrating relatively simple services that may be used without modification. It is also exploring giving access to services that require customization, such as peer review, to a particular collection or community. Other contributions include incorporating collaborative filtering for customizing large sets of links, and developing advanced lexical analysis tools. Digital library collections and services generally will require minimal or no changes to plug into the DLSI infrastructure. With DLSI in place, users will see a totally integrated environment. They will use their digital library system just as before. But in addition, they will see supplemental link anchors, and when they click on one, they will be presented with a list of relevant links. The DLSI infrastructure will also filter and rank-order this set of generated links with respect to the user's preferences and current task. Digital library collections and services will gain several benefits from using DLSI: (1) Users will have direct access to related collections and services; this benefit, in effect, enlarges the feature set of a given collection or service. (2) Collections and services will gain much wider use, because DLSI linking will lead other users to them. (3) Users will become aware of a service or collection from seeing its links included in DLSI's list of links when using other collections and services. (4) DLSI will give the user direct, context-sensitive access to the features that a particular collection or service provides. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Bieber, Michael Il Im Yi-Fang Wu New Jersey Institute of Technology NJ R. Corby Hovis Standard Grant 475000 7444 SMET 9178 0000099 Other Applications NEC 0226080 September 1, 2002 Incorporating HCI into the Undergraduate Curriculum : A Community Building Initiative. This project presents a workshop for approximately 40 CS educators interested in incorporating Human-computer Interaction (HCI) into undergraduate CS curricula. The workshop is a four-day event with follow-up reflection meetings at SIGCSE 2004 and 2005. This workshop (a) exposes a representative group of CS educators to significant HCI issues, educational approaches, and classroom experiences; (b) disseminates implementations of the HCI core requirements in the ACM/IEEE Computing Curricula 2001; (c) facilitates opportunities for networking and team-building among CS educators; and (d) begins to address the weak HCI preparation among CS graduates in the US. The follow-up meetings will help strengthen connections among members of this community by reflecting on new issues, approaches, experiences, what has worked, and what hasn't. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Manaris, Bill Renee McCauley College of Charleston SC Mark James Burge Standard Grant 66725 7427 SMET 9178 9150 0000099 Other Applications NEC 0226097 June 15, 2002 DoStat.com: A Web Site for Educational Data Analysis and Assessment. Mathematical Sciences (21) The project is developing a web-based assessment tool around WebStat statistical software. The resulting web site, DoStat.com, allows instructors to easily develop data analysis exercises and administer the resulting assessments to their students. The student takes the assessment in a format that seamlessly integrates the data set to be analyzed with the software to analyze it. The project is effectively solving the problems associated with delivering important data analysis exercises to introductory statistics students. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR West, R. Webster James Lynch University South Carolina Research Foundation SC Elizabeth Teles Standard Grant 130002 7427 SMET 9178 0226102 September 1, 2002 Collaborative Research: Health Education Assets Library. This collections track project is expanding the prototype of the Health Education Assets Library (HEAL), created in 2000 with funding by the NSF's National Science Digital Library (NSDL) program. The mission of HEAL is to become the premier digital library of health science education resources supporting all levels of teaching, including K-12, undergraduate, professional health science education as well as patient and consumer education. The foundation upon which the HEAL digital library is built includes a metadata schema for health science educational materials, a test collection of multimedia, and a suite of applications for searching, and contributing educational resources. In addition, partnerships with two health science institutions have been forged: the National Library of Medicine and the Association of American Medical colleges, both of which strongly support HEAL's mission. These partnerships have facilitated the formation of a rapidly growing network of institutions that have expressed interest in collaborating with HEAL-either by donating teaching resources to the HEAL collection or by allowing bridges to their collections. Also, HEAL is conducting a national study to identify the obstacles that would need to be removed in order to foster a climate of free exchange of educational tools. The outcomes of this study are instrumental in articulating a collection development strategy and strongly suggest the adoption of a peer-review process. HEAL is dramatically increasing the number of teaching resources that can be accessed through HEAL, while at the same time adhering to strict quality assurance principles. Specifically, the project is providing: 1) access to tens of thousands of resources through incorporation of existing collections as well as building bridges to specialized libraries of health sciences materials; 2) customized interfaces for specific health science education constituencies (teachers, students and life-long learners); 3) a process assuring the high quality of the materials (including peer review) and compliance with Federal regulations; 4) tight integration within the NSDL by adopting Core Integration (CI) services, such as metadata harvesting, and by collaborating with other life science collections; and 5) a plan for continuing growth and sustenance of HEAL. With HEAL expanded to a full-fledged library, health science teachers and learners can access learning-teaching materials through one powerful search utility and at the same time judge their quality and usability. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Summers-Ables, Joy University of Oklahoma Health Sciences Center OK Nancy J. Pelaez Standard Grant 252838 7444 SMET 9178 9150 0000099 Other Applications NEC 0226116 October 1, 2002 (NSDL) Advanced Technology Environmental Education Library (ATEEL). This Collections project is developing the Advanced Technology Environmental Education Library (ATEEL) to serve the environmental information needs of environmental technology students, educators, and technicians as well as individuals with an interest in or a knowledge requirement of environmental issues. Project partners include the Advanced Technology Environmental Education Center (ATEEC), Massachusetts Institute of Technology (MIT), Partnership for Environmental Technology Education (PETE), and the Davenport Public Library. Environmental technology education requires access to reliable and up-to-date information with the demand focused in two distinct areas: 1) college programs that offer degrees in various aspects of environmental technology (e.g., hazardous materials, natural resources management, pollution prevention, energy management, etc.); and 2) environmental education required across nearly all technical fields (e.g., health care workers, manufacturing technicians, computer/electronics repair technicians, agriculture, etc.). Federal and state regulations change routinely and often, and there are new discoveries and technologies that change the nature of the skills and knowledge required of technicians. In the environmental area, large amounts of non-proprietary materials are available on the Internet through federal and state government agencies, as well as thousands of non-profit agencies with an interest in environment issues. However, access to this network for many students, teachers and technicians often finds them lost in an ocean of data - much of which has no relevance to their job function or skill development. Digital library technologies are ideal for providing access to and managing these rich sources of information. This ATEEL project is serving the environmental community by establishing an infrastructure to support a comprehensive, interactive environmental technician education digital library that is serving the environmental education needs of community college students, instructors, technicians, and citizens across a broad range of technical fields. ATEEL is creating specific resources focused on providing links to comprehensive, up-to-date regulatory information. In partnership with MIT, it is also creating an environmental research-scanning function to support the integration of environmental technology research into the classroom and community. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Kabat Lensch, Ellen Eastern Iowa Community College IA Barbara N. Anderegg Standard Grant 449542 7444 SMET 9178 0000099 Other Applications NEC 0226129 October 1, 2002 ComPADRE: Communities for Physics and Astronomy Digital Resources in Education. The American Association of Physics Teachers (AAPT), the American Physical Society (APS), the American Institute of Physics/Society of Physics Students (AIP/SPS), and the American Astronomical Society (AAS) are creating an interconnected set of digital collections of educational materials and providing specific learning environments accessible to learners and teachers from elementary school through graduate school. The initial collections include resources for introductory astronomy, quantum physics, pre-college physical science teachers, undergraduate majors or prospective majors in physics and astronomy, and informal science education. These topics were chosen for their impact, diversity, breadth of audience, extent of discoverable materials, and interest of groups within the societies. To develop and maintain the collections, the project is utilizing the expertise of the societies' members as editors, content experts, reviewers, and professional technical staff. Physicists and astronomers add value to existing learning materials through selection and organization, annotation, review, and feedback on their use. The project supports these collections through technical, publication, and librarian services. A dynamic, database-driven Web services solution provides template-based delivery of the collections for flexibility, rapid development of sites, and user-enabled maintenance. The different topical collections employ a unified interface and link their resources wherever appropriate. ComPADRE's services include the discovery and collection of resources, and helping authors and collections with standards-compliant meta-tagging. The project is working closely with existing resource collections--e.g., online journals, astronomical databases, university courseware, student sites, and public science information sites, as well as other digital library projects to share collections and tools. The resulting set of high-quality collections will have an impact on members of the professional organizations, the broader community of science, technology, engineering, and mathematics educators and students, and the public at large. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Mason, Bruce Warren Hein Fredrick Stein Susana Deustua Jack Hehn American Association of Physics Teachers MD R. Corby Hovis Standard Grant 900000 7444 SMET 9178 0000099 Other Applications NEC 0226132 September 1, 2002 Collaborative Research: Health Education Assets Library. This collections track project is expanding the prototype of the Health Education Assets Library (HEAL), created in 2000 with funding by the NSF's National Science Digital Library (NSDL) program. The mission of HEAL is to become the premier digital library of health science education resources supporting all levels of teaching, including K-12, undergraduate, professional health science education as well as patient and consumer education. The foundation upon which the HEAL digital library is built includes a metadata schema for health science educational materials, a test collection of multimedia, and a suite of applications for searching, and contributing educational resources. In addition, partnerships with two health science institutions have been forged: the National Library of Medicine and the Association of American Medical colleges, both of which strongly support HEAL's mission. These partnerships have facilitated the formation of a rapidly growing network of institutions that have expressed interest in collaborating with HEAL-either by donating teaching resources to the HEAL collection or by allowing bridges to their collections. Also, HEAL is conducting a national study to identify the obstacles that would need to be removed in order to foster a climate of free exchange of educational tools. The outcomes of this study are instrumental in articulating a collection development strategy and strongly suggest the adoption of a peer-review process. HEAL is dramatically increasing the number of teaching resources that can be accessed through HEAL, while at the same time adhering to strict quality assurance principles. Specifically, the project is providing: 1) access to tens of thousands of resources through incorporation of existing collections as well as building bridges to specialized libraries of health sciences materials; 2) customized interfaces for specific health science education constituencies (teachers, students and life-long learners); 3) a process assuring the high quality of the materials (including peer review) and compliance with Federal regulations; 4) tight integration within the NSDL by adopting Core Integration (CI) services, such as metadata harvesting, and by collaborating with other life science collections; and 5) a plan for continuing growth and sustenance of HEAL. With HEAL expanded to a full-fledged library, health science teachers and learners can access learning-teaching materials through one powerful search utility and at the same time judge their quality and usability. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Dennis, Sharon University of Utah UT Jeanne R. Small Standard Grant 292441 7444 SMET 9178 0000099 Other Applications NEC 0226140 October 1, 2002 The Moving Image Gateway. The Moving Image Gateway is a combination Collections and Services project. The Services aspect is developing a web portal for moving images that combines an archives directory database with a union catalog to provide access to the world's moving image collections. The Collection aspect involves opening the archives of moving images found in the Library of Congress, Cable News Network, National Geographic Television, National Library of Medicine, Oregon Health and Sciences University, ResearchChannel, and the Smithsonian Institution to STEM students, educators, and researchers as well as the general public. Moving image materials that are being selected from these archives represent a wide array of science disciplines and a wealth of materials that support all levels of education from K-12 through university, postgraduate and continuing education. The Moving Image Gateway is a result of prior collaboration between the Association of Moving Image Archives and the Library of Congress and is bringing a very flexible but standardized metadata architecture to these diverse resources so that moving images are being integrated into the information mainstream. The Moving Image Gateway is offering several innovative components, including a searchable directory of international moving image archives that will identify the document and generate a dynamic web page for each archive and a union catalog that supports portals for customized end user searching. An NSDL portal specifically for science materials is being developed as well as an innovative schema-independent union catalog architecture that provides export and display in different schemas depending on the portal used for searching. This project is allowing the participating organizations to collaborate in describing, preserving, and digitizing these unique cultural resources. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Agnew, Grace William Price James DeRoest Carol Mandel Rutgers University New Brunswick NJ Barbara N. Anderegg Standard Grant 899945 7444 SMET 9178 0000099 Other Applications NEC 0226144 September 1, 2002 Question Triage for Experts and Documents: Expanding the Information Retrieval Function of the NSDL. This Targeted Research project is investigating the merger of the information retrieval (IR) and digital reference components of the National STEM Education Digital Library (NSDL). Combining these functions enables users to find answers to questions regardless if those answers come from documents in NSDL collections or experts accessible through the NSDL's virtual reference desk. The project is using large digital reference data sets of question/answer pairs with human judgments to create ontologies of questions. These ontologies supplement automatic question triage techniques to create an enhanced NSDL IR system. The project is also developing methodologies for the creation of inductive expert profiles to allow the enhanced IR system to route questions needing human intermediation quickly and effectively. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Croft, W. Bruce Matthew Koll Richard Lankes University of Massachusetts Amherst MA Lee L. Zia Standard Grant 502309 7444 SMET 9178 0000099 Other Applications NEC 0226152 September 15, 2002 The Development and Use of Digital Collections to Support Interdisciplinary Education. The primary purpose of this project is to mentor emerging creators of digital collections for educational uses, especially those that are multidisciplinary and integrate science and technology with the humanities. The Alsos Digital Library for Nuclear Issues (http://alsos.wlu.edu, DUE Award 0085657) is a web-based searchable collection of approximately 500 annotated references to multimedia resources that offers a broad, balanced perspective on current and historical topics relating to nuclear issues. The Library, due to its relatively small scale, interdisciplinary focus, inclusion of multimedia materials, and diverse users make it an excellent example of digital collection concepts. This project is using the Alsos Digital Library as a model for educators wishing to develop their own digital collections in the following manner. 1. The Alsos Digital Library model is being disseminated through a series of workshops. The target audience is educators, often content experts, who wish to build digital collections associated with courses, and to make their collections accessible through credible, digital, searchable, annotated references. Each participant brings an interdisciplinary topic that is to be developed during the workshop. Discussion topics at the workshop include collection development, software systems, processes for editing materials, integration of collections into courses and curricula, evaluation, and dissemination. Mentorship of workshop participants by the PIs is ongoing during the award period. 2. The software system developed for the Alsos Digital Library consists of four interconnected tiers, the user interface, the search engine, the database system, and the metadata system, constituting a digital resource locator. Work with this system and training in related concepts in the workshops is serving as the creative stimulus and model for educators who are creating their own prototype digital collections. 3. As the Alsos Digital Library evolves, issues that deal with assessment, maintenance, culling, technology migration, security, collaboration, and integration into large digital libraries are being encountered and resolved in cooperation with other NSDL collections. Significant co-funding of this project is being provided by the Office of Multidisciplinary Activities in the NSF Directorate for Mathematical and Physical Sciences in recognition of the importance of providing access to digital resources for interdisciplinary education that involve the physical sciences. NATIONAL SMETE DIGITAL LIBRARY OFFICE OF MULTIDISCIPLINARY AC DUE EHR Settle, Frank Thomas Whaley Elizabeth Blackmer Washington and Lee University VA Lee L. Zia Standard Grant 301674 7444 1253 SMET 9178 0000099 Other Applications NEC 0226157 September 15, 2002 Collaborative Project: Physics Teaching Web Advisory (Pathway)--A Digital Video Library for Physics Teaching. This is a collaborative project with Carnegie Mellon University (Award No. 0226219). The investigators are creating a proof-of-concept demonstration of a new type of digital library for physics teaching. The project brings together several long-standing research projects in digital video libraries, advanced distance learning technologies, and collaboration technologies, and nationally known experts in physics pedagogy and high-quality content. The project builds on Carnegie Mellon University's Informedia Digital Video Library (see NSF Award Nos. 9411299, 9817496, and 0085834), which is addressing the problem of information extraction from video and audio content, and "synthetic interviews" of master physics teachers. Synthetic interview technology creates an anthropomorphic interface into video of a person responding to questions. Synthetic interviews based on videos of several master physics teachers will allow teachers to converse with knowledgeable experts about their classroom techniques and about how those techniques are related to contemporary issues in physics teaching. Teachers will also be able to create personal synthetic interviews, which, in addition to providing a resource for other teachers, can become a virtual, "anytime, anywhere" tutor for students. The project aims to produce a state-of-the-art system through which teachers can interact, both virtually and directly, with experts in physics teaching, cooperate to help each other become more effective teachers of physics, and develop advanced courses for their students. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Zollman, Dean N. Sanjay Rebello Kansas State University KS R. Corby Hovis Standard Grant 276382 7444 SMET 9178 9150 0000099 Other Applications NEC 0226184 October 1, 2002 Teachers' Domain - Physical Science and Engineering. This Collections project is allowing WGBH to expand its current Teachers Domain Digital Library into the content areas of the Physical Sciences and Engineering. The overarching intent of the Teachers Domain Digital Library project is to get the high-quality, multimedia resources of WGBH out of their vaults and into the hands of teachers and students in a form that is directly targeted to their teaching and learning needs. The Teachers Domain Digital Library, with its focus in the Life Sciences, is a mission-driven initiative that is harnessing the extensive broadcast, video, and interactive programming resources of WGBH to support standards-based teaching and learning at the K-12 level. The product is a searchable, web-based repository of contextualized multimedia materials that teachers are easily accessing for their own professional development as well as to enrich classroom activities for students. As is the case of the original award, the Physical Sciences and Engineering materials are being organized to reflect alignment with commonly taught classroom units and with the performance standards currently applied at both state and national levels. These multimedia assets are being metatagged and presented with extensive contextual information to allow for practical, effective use. Annotations, background essays, standards correlations, and curriculum integration supports accompany each archival resource, and features such as personalized resource bins and keyword search capacity enable ease of use and maximum impact. This project is the result of the longstanding commitment of WGBH to the support of educational reform efforts nationwide, a commitment most common in the subject area of science. Science programming, including such series as NOVA, A SCIENCE ODYSSEY, BUILDING BIG, and EVOLUTION, is recognized to be among the finest on television and is used to support classroom teaching across the country. These shows collectively represent thousands of hours of programming and contain real world applications of abstract concepts, classic science experiments, case studies, primary source interviews, animations, and historical footage. Much of these materials have supporting teacher guides and companion web sites that extend their educational impact. In addition, WGBH has produced numerous, high-quality K-12 teacher training resources. Many of these video-based materials, including INVESTIGATING CLASSROOMS, SCIENCE FIRST, TEACHERS AS LEARNERS, LEARNING THAT WORKS, and PHYSICS BY INQUIRY have been developed with NSF support. These programs, designed to promote both teacher education and student learning, are usually accompanied by print and on-line supplements to facilitate use and maximize effectiveness and address methodological issues as well as pedagogy and content mastery. The WGBH archives are rich with high-quality, multimedia assets, especially within the subject area of science. Significant co-funding of this project is being provided by the Office of Multidisciplinary Activities in the NSF Directorate for Mathematical and Physical Sciences in recognition of the importance of a digital library collection of video-based resources for K-12 teachers, particularly in the physical sciences. NATIONAL SMETE DIGITAL LIBRARY OFFICE OF MULTIDISCIPLINARY AC DUE EHR Korf, Michele WGBH Educational Foundation MA Jeffrey G. Ryan Standard Grant 874276 7444 1253 SMET 9178 0000099 Other Applications NEC 0226185 October 1, 2002 BioSciEd Net (BEN) Collaborative: Cycle 2. The Biosci Ed Net (BEN) Collaborative is continuing development of a portal site and six (6) digital library collections. The BEN Collaborative is composed of 12 professional societies and coalitions for biology education with an interest in transforming the teaching and learning of undergraduate biology. The BEN portal provides users with seamless access to accurate and reliable undergraduate biology resources In this phase of the project activities include: 1) Enhancing the BEN portal site to increase security, the content and services offered to users, and to support the anticipated increase in contributors/users, collections Partners, and resources.. 2) Modifications to or development of the concurrent collections six (6) BEN Partners. These Partners include American Physiological Society (APS), Ecological Society of America (ESA), American Society for Microbiology (ASM), American Society for Biochemistry and Molecular Biology (ASBMB), the Human Anatomy and Physiology Society (HAPS), and Science's Signal Transduction Knowledge Environment (STKE). These developments and modifications are being done in a manner that is consistent with BEN and NSDL specifications. In addition, some Partners are developing digital library features that will be adopted by other BEN Partners and useful for other NSDL projects. 3) Increasing the number of learning objects in collections and in the BEN catalog, either through acquisition of existing collections or submissions. With prior support of the NSDL program members of the BEN Collaborative have: a) Developed one portal, two web sites, and two digital collections, including: (1) the prototype of the BEN portal, http://www.biosciednet.org/portal/; (2) the BEN documentation site, http://www.ben.e-guana.net/ ; (3) the BEN announcement site, http://www.biosciednet.org; (4) the ESA digital collection, http://www.ecoed.net/index.php; and (5) the APS digital collection, http://www.apsarchives.org/main/index.asp. In addition, the existing ASM digital collection, www.MicrobeLibrary.org, was modified for resource harvesting. b) Six hundred and eighty (680) resources have already been harvested or cataloged from APS, ASM, ESA, NABT, STKE, and SOT. In Cycle 2, we expect to harvest at least another 2,500 resources from another 8 collections or sites. These 8 collections or sites include Access Excellence, ASBMB, HAPS, Heal Education Asset Library (HEAL) at UCLA, Evolution and the Nature of Science Institute at Indiana University, International Association of Medical Science Educators (IAMSE), the National Biological Information Infrastructure (NBII), and the Human Genome Project Information Web site at Oakridge. Collectively about 10,000 monthly visitors used the digital collections or web resources of BEN Partners. By 2004, we expect 20,000 monthly visitors to use the BEN digital collections. NATIONAL SMETE DIGITAL LIBRARY BIOMOLECULAR SYSTEMS RSCH EXPER FOR UNDERGRAD SITES POP & COMMUNITY ECOL CLUSTER DEVELOPMENTAL SYSTEMS CLUSTER DUE EHR George, Yolanda Marsha Matyas Amy Chang Kristine Snow Jason Taylor American Association For Advancement Science DC Jeanne R. Small Standard Grant 900007 7444 1144 1139 1128 1111 SMET 9178 0000099 Other Applications NEC 0226195 October 1, 2002 Marine Mammal Commission Digital Library of International Environmental and Ecosystem Policy Documents. This collections track project is implementing a sustainable single-source digital collection of international environmental and ecosystem policy documents that facilitates knowledge discovery, supports a "rich learning environment" and benefits researchers, teachers, students, diplomats and decision-makers throughout society from global to local levels. Materials for this collection are provided by the Marine Mammal Commission based on their comprehensive five-volume Marine Mammal Commission Compendium of Selected Treaties, International Agreements, and Other Relevant Documents on Marine Resources, Wildlife, and the Environment . Architecture of this digital library is harnessing the exponentially expanding complexity of international documents with automated technology based on the patented Information Management, Retrieval and Display Systems and Associated Methods from EvREsearch LTD. The template for this digital library is the Antarctic Treaty Searchable Database (http://webhost.nvi.net/aspire). To facilitate knowledge discovery "parent documents" are broken into "finite elements" that are tagged with information about their: (a) unique hierarchal location in the digital library; (b) year of adoption; (c) signatory nations; and (d) regime classification. This increased granularity, with tags inserted directly into the finite element, enables comprehensive database searchability. The search results are displayed in user-defined expandable-collapsible hierarchies. An advisory board is providing oversight and guidance for the digital library: (a) design and implementation; (b) evaluation strategies, including the design of the questionnaire; (c) dissemination strategies, including website links as well as CD-ROM distribution with and without cost-recovery; and (d) management in a manner that fosters long-term sustainability. This project involves collaborations with the Digital Library for Earth System Education (DLESE), Digital Library for Water in the Earth System (DWEL) and American Society of International Law. The digital library is hosted and managed in conjunction with the award-winning website at the Byrd Polar Research Center in a manner that ensures its continuous uninterrupted availability. Dissemination of the digital library involves website links to governmental, non-governmental and academic websites, with a particular focus on the "Model United Nations" audience that is represented by more than 30,000 websites on the internet. Additionally, the digital library is distributed from the Byrd Polar Research Center and the Marine Mammal Commission on a CD-ROM that runs automatically without installation. This digital library facilitates knowledge discovery of international environmental and ecosystem policy documents, and provides long-term benefits for education activities, resource management and the basic infrastructure of our society. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Berkman, Paul Arthur Ohio State University Research Foundation OH V. Celeste Carter Standard Grant 459076 7444 SMET 9178 0000099 Other Applications NEC 0226196 September 15, 2002 Collaborative Research: To Enhance the Depth, Breadth, and Quality of the Collections of the Digital Library of Earth System Education (DLESE). This project consists of four tasks aimed at improving the breadth, depth and quality of the Digital Library for Earth System Education (DLESE): The first task is an assessment of the collections and is being done by systematically comparing the scope and balance of the actual DLESE Collection with the collection desired by the DLESE community, as expressed through searches on the DLESE Discovery system, in community meetings, and through the DLESE Scope statement. For the existing collection, data are being compiled on learning context (grade level), topic, type of learning resource, cost to user, geographic distribution of resources focusing on a particular locality, and temporal distribution of resources focusing on a particular slice of geologic time. For the "desired collection," data area being compiled on search and browse requests made through the Discovery System. Changes over time of both the existing collection and the desired collection are being documented and compared. The second task is building on a prior NSF award supporting a resource gathering effort in Earth and environmental science to build a starter-collection with at least a few resources of interest to a wide range of potential DLESE users. This collections gathering effort is guided by the Collections Assessment, focusing on filling identified gaps or thin spots in the collection, seeking to avoid a "lumpy" collection rich only in those areas collected by specific interest groups. The third task is the cataloging of resources and is being done by the group responsible for the GeoRef catalog of professional literature in the geosciences. The fourth task is the further development and implementation of the Community Review System. The DLESE Community Review System solicits web-based feedback from educators who have used the resource with their learners, and combines it with expert reviews to evaluate resources against a set of seven selection criteria. The scope and breadth of the Reviewed Collection is increasing and Reviewed Collection resources are being showcased. Indices based on information gathered during the review process are being shared with potential resource users, along with editor's comments and teaching tips contributed by users, via an NSDL-style "annotation service." In addition to building the DLESE Collection, this project is contributing to the broader NSDL in several areas of collection development practice and research: methodologies for collections assessment in a digital world, incorporation of collections assessment into digital library evaluation, identification of resources proven effective in challenging and learning and teaching situations, implementation of a community-based review system, and use of an annotation system to disseminate information about educational resources. Significant co-funding of this project is being provided by the Division of Earth Sciences in the NSF Directorate for Geosciences in recognition of the importance that this collection and related activities have for K-12 teachers and undergraduate faculty. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Tahirkheli, Sharon American Geological Institute VA Keith A. Sverdrup Standard Grant 98519 7444 SMET 9178 0000099 Other Applications NEC 0226199 September 15, 2002 Earth Exploration Toolbook: A Collection of Examples of Educational Uses of Earth System Science Tools, Datasets and Resources. This project is creating the Earth Exploration Toolbook (EET), a collection of step-by-step examples, called chapters, to guide educators at both the pre-college and college levels on how to use, in an educational context, various Earth system tools and datasets that were developed and archived by and for scientists. The examples provide the educators with enough experience with and in-depth knowledge of these resources to be able to use them in other contexts, and to help their students use them to explore and investigate issues in Earth system science. Use of the EET is being promoted through teacher workshops and presentations at professional meetings. The EET is a Web site housed at the Science Education Resource Center (SERC) at Carleton College. The EET is accessible from the DLESE Community Center Web site. The EET is integrated into DLESE, with the EET Web site, each of the EET chapters, and the associated resources being cataloged in DLESE. A search within the DLESE Discovery System brings up both the chapter and the resources used, facilitating an educator's use of those resources. In addition, the review process is using the DLESE Community Review System. Entry to the DLESE Community Review System appears in each EET chapter, facilitating educator input after testing and eventual acceptance of the EET chapter into the DLESE Reviewed Collection. In addition to developing the EET chapters, the EET team is also developing a template that serves to facilitate the contribution of additional EET chapters by members of the DLESE community, and ensure the growth of the EET after the conclusion of this project. Significant co-funding of this project is being provided by the Division of Earth Sciences in the NSF Directorate for Geosciences in recognition of the importance that this collection of Earth system datasets and tools has on K-12 teachers and undergraduate faculty. NATIONAL SMETE DIGITAL LIBRARY EDUCATION AND HUMAN RESOURCES DUE EHR Ledley, Tamara Cathryn Manduca Daniel Barstow TERC Inc MA Keith A. Sverdrup Standard Grant 755898 7444 1575 SMET 9178 0000099 Other Applications NEC 0226214 November 1, 2002 Access NSDL. This Services project is building the capacity of the National Science, Technology, Engineering, and Mathematics Education Digital Library (NSDL) to serve learners with disabilities. Project activities are being led by the National Center for Accessible Media (NCAM), a joint effort of the Corporation for Public Broadcasting and WGBH. Through this project the NSDL is benefiting from and contributing to the national and international dialogue on access specifications for online learning resources to meet the needs of users with disabilities and to ensure interoperability of accessible content. Project deliverables include an automated evaluation tool that reports on a site's accessibility and guides users to relevant resources to address barriers to accessibility by people with disabilities; an integrated and comprehensive information resource with useful materials, tools, sample solutions, and demonstration models specific to challenges presented by math and science content; and a Working Paper on Access Specifications and Solutions that summarizes relevant approaches to access and interoperability from working groups within the IMS Global Learning Consortium, the W3C and the Dublin Core. NSF's Division of Human Resource Development is providing co-funding for this project in recognition of its importance to broadening access to the educational resources of the NSDL. NATIONAL SMETE DIGITAL LIBRARY MINORITY GRADUATE EDUC ACTIVIT DUE EHR Kirkpatrick, Andrew John Strikwerda Madeleine Rothberg WGBH Educational Foundation MA Lee L. Zia Standard Grant 500000 7444 1515 SMET 9178 0000099 Other Applications NEC 0226216 November 1, 2002 ReMarkable Texts: A Digital Notepad for the NSDL. This Targeted Research project is investigating capabilities for an innovative pen-based digital notebook to enable users, particularly students, to work and interact with NSDL's digital materials in a personalized manner. The main features of the system include viewing, taking notes on, annotating (e.g. freehand ink, post-it notes, and bidirectional fine-grained hyperlinks), organizing, and collaborating on multimedia documents, all with the ability to replay the temporal sequence of one's notes in the contexts in which they were made. Whiteboarding activities are also supported along with audio facilities to capture voice commentary digitally and anchor it to a specific document location. The primary targeted device is a lightweight, high-resolution tablet computer used in an environment with ubiquitous wireless LAN in frequented areas (e.g., on a college campus) and a WAN for other areas. However to ensure widespread usage, the system also works on standard desktop and laptop computers. Finally, the system includes facilities for personalized organization of documents and notes, for example folder and outline views, search, and default support for personal spatial hypertext provided by the basic annotation and linking facilities. This research effort extends Microsoft Research's DISC project (DIStributed Classroom) in the areas of collaboration, fine-grained hyperlinking, multidocument journaling and synchronization, and document and note organization. In addition to partnering with Microsoft, the PI and team are working with other NSDL projects, such as Carnegie Mellon University's Threading Information Pathways Through NSDL Video, to help integrate the system with the NSDL's existing and future services and infrastructure. With the capabilities of this project in hand users of the NSDL are much better able to make the available materials of NSDL "their own", forming a personalized, hyperlinked portfolio from their digital library experience that supports a natural and enjoyable process of learning. NATIONAL SMETE DIGITAL LIBRARY DUE EHR van Dam, Andries Robert Zeleznik Brown University RI Lee L. Zia Standard Grant 425000 7444 SMET 9178 0000099 Other Applications NEC 0226217 September 15, 2002 Integrating Digital Library Resources into Online Courses. This Targeted Research project is investigating a model for integrating content from NSDL into online and web-enhanced courses in higher education. The project's first user community and testbed are the students and faculty at the Texas A&M Electronic Teachers College (ETC). CollegisEduprise is supplying its iLumina digital library infrastructure and its experience with metadata tagging of learning resources to facilitate the integration of Texas A&M University System learning objects into the NSDL. Services under development include mapping of modular learning object content to teacher certification competencies in high area needs such as mathematics; defining competency-based metadata vocabularies for these learning objects that reflects the teacher certification requirements; and creating a Content-Packaging Tool Suite to enable faculty to select learning objects from a repository, build them into learning modules, and connect them into course-management systems or other delivery platforms. These services are being designed and implemented in a generalizable way to enable effective integration into the NSDL and sharing with others who want competency-tagged learning materials and tools to construct learning modules from them. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Smisko, Ann Thor Anderson Texas Engineering Experiment Station TX Lee L. Zia Continuing grant 374459 7444 SMET 9178 0000099 Other Applications NEC 0226219 September 15, 2002 Collaborative Project: Physics Teaching Web Advisory (Pathway)--A Digital Video Library for Physics Teaching. This is a collaborative project with Kansas State University (Award No. 0226157). The investigators are creating a proof-of-concept demonstration of a new type of digital library for physics teaching. The project brings together several long-standing research projects in digital video libraries, advanced distance learning technologies, and collaboration technologies, and nationally known experts in physics pedagogy and high-quality content. The project builds on Carnegie Mellon University's Informedia Digital Video Library (see NSF Award Nos. 9411299, 9817496, and 0085834), which is addressing the problem of information extraction from video and audio content, and "synthetic interviews" of master physics teachers. Synthetic interview technology creates an anthropomorphic interface into video of a person responding to questions. Synthetic interviews based on videos of several master physics teachers will allow teachers to converse with knowledgeable experts about their classroom techniques and about how those techniques are related to contemporary issues in physics teaching. Teachers will also be able to create personal synthetic interviews, which, in addition to providing a resource for other teachers, can become a virtual, "anytime, anywhere" tutor for students. The project aims to produce a state-of-the-art system through which teachers can interact, both virtually and directly, with experts in physics teaching, cooperate to help each other become more effective teachers of physics, and develop advanced courses for their students. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Stevens, Scott Carnegie-Mellon University PA R. Corby Hovis Standard Grant 323324 7444 SMET 9178 0000099 Other Applications NEC 0226228 October 1, 2002 Collection Building and Capacity Development for K-12 Federally-Produced Mathematics and Science Education Digital Resources. This NSDL Collections project is aggregating the many science and mathematics education resources developed through Federal funding, to make them easily and meaningfully accessible by teachers, parents, and students. It is also laying the groundwork for ensuring that future resource and materials development adheres to standard metadata schema and tagging practices, on which efficient and relevant search, navigation, and access to content rests. Specific activities include: i) creating metadata for legacy collections as well as new digital content via a content management system; ii) systematically reviewing Federally-supported web sites to identify resources not yet part of the NSDL; iii) building awareness among grantees of the value of compliance with emerging metadata standards and best metadata tagging practices; iv) developing a portfolio of collection access tools including personalization; and v) working with grantees to secure rights to archive mathematics and science education digital resources so they are not lost at the end of a grant period. The project team is working closely with the NSDL Core Integration effort to ensure interoperability with other NSDL collections and services. Federal agency programs that are the initial focus of this project include the NSF's various instructional and materials development programs and related efforts housed within the Division of Elementary, Secondary, and Informal Education and the Division of Undergraduate Education, and the Department of Education's Regional Laboratories and the Eisenhower Consortia. Progress on this project is also being shared with the Institute of Museum and Library Services and the Science.gov Alliance. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Lightle, Kimberly Albert Byers Ohio State University Research Foundation OH Barbara N. Anderegg Standard Grant 498226 7444 SMET 9178 0000099 Other Applications NEC 0226233 September 15, 2002 Collaborative Project: To Enhance the Depth, Breadth, and Quality of the Collections of the Digital Library for Earth System Education (DLESE). This project consists of four tasks aimed at improving the breadth, depth and quality of the Digital Library for Earth System Education (DLESE): The first task is an assessment of the collections and is being done by systematically comparing the scope and balance of the actual DLESE Collection with the collection desired by the DLESE community, as expressed through searches on the DLESE Discovery system, in community meetings, and through the DLESE Scope statement. For the existing collection, data are being compiled on learning context (grade level), topic, type of learning resource, cost to user, geographic distribution of resources focusing on a particular locality, and temporal distribution of resources focusing on a particular slice of geologic time. For the "desired collection," data area being compiled on search and browse requests made through the Discovery System. Changes over time of both the existing collection and the desired collection are being documented and compared. The second task is building on a prior NSF award supporting a resource gathering effort in Earth and environmental science to build a starter-collection with at least a few resources of interest to a wide range of potential DLESE users. This collections gathering effort is guided by the Collections Assessment, focusing on filling identified gaps or thin spots in the collection, seeking to avoid a "lumpy" collection rich only in those areas collected by specific interest groups. The third task is the cataloging of resources and is being done by the group responsible for the GeoRef catalog of professional literature in the geosciences. The fourth task is the further development and implementation of the Community Review System. The DLESE Community Review System solicits web-based feedback from educators who have used the resource with their learners, and combines it with expert reviews to evaluate resources against a set of seven selection criteria. The scope and breadth of the Reviewed Collection is increasing and Reviewed Collection resources are being showcased. Indices based on information gathered during the review process are being shared with potential resource users, along with editor's comments and teaching tips contributed by users, via an NSDL-style "annotation service." In addition to building the DLESE Collection, this project is contributing to the broader NSDL in several areas of collection development practice and research: methodologies for collections assessment in a digital world, incorporation of collections assessment into digital library evaluation, identification of resources proven effective in challenging and learning and teaching situations, implementation of a community-based review system, and use of an annotation system to disseminate information about educational resources. Significant co-funding of this project is being provided by the Division of Earth Sciences in the NSF Directorate for Geosciences in recognition of the importance that this collection and related activities have for K-12 teachers and undergraduate faculty. NATIONAL SMETE DIGITAL LIBRARY DUE EHR DeFelice, Barbara Dartmouth College NH Keith A. Sverdrup Standard Grant 78718 7444 SMET 9178 0000099 Other Applications NEC 0226238 October 1, 2002 Kinematic Models for Design Digital Library (K-MODDL). This Collections project is aggregating educational materials associated with the 220 late 19th-century model machine elements designed for research and teaching by the founder of modern kinematics, Franz Reuleaux (1829-1905). Resources of the collection include still and navigable moving images of these kinematic teaching models; systematic descriptions, and historical and contemporary documents related to the collection of the mechanisms; computer simulations of mathematical relationships associated with the movements of the mechanisms, and sample teaching modules that employ the models and simulations in the classroom at the undergraduate, secondary and middle school levels. The use of physical models in teaching mathematics, science, and engineering is recognized as an important component of visual thinking, and as essential to the cognitive foundations of mathematical activity and in the transition to an algebraic description of functions. This project illustrates the fruitful marriage of museum quality physical artifacts with the potential of digital media, and enables a much broader audience to access the benefits of using the physical models than only those who can physically visit the resources. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Saylor, John Francis Moon David Henderson Hod Lipson Cornell University NY Lee L. Zia Standard Grant 725088 7444 SMET 9178 0000099 Other Applications NEC 0226241 October 1, 2002 A Digital IdeaKeeper For K-12: NSDL Scaffolded Portal Services for Information Analysis and Synthesis. While national organizations such as the AAAS and the NRC can call for K-12 students to carry out science inquiry activities, students must be provided with supports for such challenging intellectual activity. Digital libraries, such as the National Science, Technology, Engineering, and Mathematics Education Digital Library (NSDL) can be a vital part of science inquiry by giving students access to range of scientific information and resources: websites, data sets, images, etc. In reality, NSDL-compliant digital libraries, in particular, must go beyond simply services that support students in finding information and also provide scaffolded services to support students in analyzing and synthesizing the information they find in their searches with respect to the driving questions they are investigating in their science inquiry projects. This project addresses the needs to (1) design and build the IdeaKeeper, a specialized scaffolded NSDL portal and services for K-12 science learners and (2) deploy versions of IdeaKeeper in Detroit middle school classrooms to assess the impact of such supportive digital library services on learning. IdeaKeeper incorporates scaffolds, or software features to support students in analyzing library resources and synthesizing the information into arguments addressing their driving questions. By incorporating IdeaKeeper into science curriculum units, IdeaKeeper is classroom-tested to assess the effectiveness of the analysis/synthesis scaffolds and to articulate new scaffolds and capabilities extending current learner-centered digital library projects. Thus the impact of the IdeaKeeper project includes: - the specialized IdeaKeeper portal and associated services as components for the NSDL for other learners to use and other researchers to extend with new functionalities and scaffolds. - the demonstration of how an NSDL-compliant set of services can indeed support K-12 science learning. The impact of the IdeaKeeper scaffolds and functionality is assessed and articulated in terms of how well they support students in doing information analysis/synthesis and how much students learn about information analysis/synthesis. - the IdeaKeeper project acts as a guidepost to what new services are still needed to more effectively support science inquiry and science learning in K-12. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Quintana, Christopher Elliot Soloway Joseph Krajcik University of Michigan Ann Arbor MI Barbara N. Anderegg Standard Grant 473798 7444 SMET 9178 0000099 Other Applications NEC 0226243 September 15, 2002 Linking Pedogogy, Resources and Community Interaction to Support Entry-Level Undergraduate Geoscience Courses. This project involves the development of a thematic collection and specialized portal for faculty teaching entry-level geoscience to college students and is exploring some of the ways that the NSDL can catalyze improvement in undergraduate teaching. The project has two major components: 1) Creation of a thematic collection that contains the full suite of resources needed to support faculty teaching at the entry level including teaching resources (e.g., visualizations; field, lab and classroom activities; problem sets), information on effective teaching methods, and examples of successful teaching in the geosciences. 2) Development of a portal designed specifically to support faculty and graduate teaching assistants teaching entry-level geoscience. The portal presents resources from the collection in thematic views or modules that link pedagogic and content resources and place them in the context of a specific issue in teaching entry-level geoscience. Supporting a virtual community of faculty will be an integral aspect of the portal. The collection is being developed around four priority issues: inquiry based laboratory and field experiences, using an Earth system approach, effective pedagogical approaches, and teaching quantitative skills. This project is drawing on resources in existing NSDL collections including several DLESE collections, the Math Forum, the Learning Matrix and the Gender and Science Digital Library demonstrating the power an integrated library holds for sharing among the disciplines. Significant co-funding of this project is being provided by the Division of Earth Sciences in the NSF Directorate for Geosciences in recognition of the importance that this collection of digital resources on teaching entry-level geoscience courses has for graduate students and undergraduate faculty. NATIONAL SMETE DIGITAL LIBRARY EDUCATION AND HUMAN RESOURCES DUE EHR Manduca, Cathryn Dorothy Merritts Mary Savina Carleton College MN Keith A. Sverdrup Standard Grant 600000 7444 1575 SMET 9178 0000099 Other Applications NEC 0226269 October 1, 2002 Scaling the Peer Review Process for National Stem Education Digital Library Collections. One of the primary goals of STEM digital libraries, as well as the NSDL itself, is to enable users to identify potentially useful digital learning materials and information from a wide range of collections. Faculty, instructors and student users of STEM digital libraries are often presented with numerous results from a search query where they then face the challenge of searching for only those that serve their educational purposes. STEM undergraduate educators expect and need digital libraries to provide them with the information and tools to evaluate the quality of content of learning materials, their potential efficacy in teaching and learning, their usability and stability, and the adaptability of these materials for their educational needs. How best to develop, implement and scale up effective, efficient and reliable peer review systems plagues both mature and newly developing STEM digital libraries. Differences in what is reviewed (journal articles vs. learning materials) and the purpose of the materials (advancing knowledge vs. promoting learning) help compound the situation. Another factor affecting peer review processes for digital libraries stems from users. From their standpoint, the ultimate goal of peer review is to help them select the learning materials. In this case, they are not interested in advancing knowledge in a particular field or helping authors improve their articles (the purpose of peer review for online journals). Effective systems require STEM digital collections to expend significant resources to recruit, train and support large numbers of reviewers who evaluate materials by applying a set of criteria that requires expertise in the integration of technology with pedagogy, cognitive science and content. In collaboration with its partners, NEEDS (a Digital Library for Engineering Education, and HEAL) the Health Education Access Library, this project is developing one solution to the problems associated with implementing and scaling peer review systems for NSDL collections, namely, the high costs associated with face-to-face training, retention of reviewers, and the inability of reviewers to keep pace with the rapidly increasing size of the collections. This work builds on the foundation of the MERLOT peer review process. To encourage adaptability by other NSDL collections there is an adaptable online professional development processes for implementing both peer and Premier reviews that is designed as a channel adaptable to the framework uPortal (the software selected by the NSDL-Core Integration development team to create the initial NSDL Main Portal). The main outcome of this collaborative project is a professional development module for training peer reviewers, designed for NSDL collections (and others) to effectively and efficiently implement and sustain peer review of their collections. The adaptable module, training and mentoring processes save NSDL collections significant time, effort and funds in their implementation of valid and reliable peer review processes. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Hanley, Gerard Flora McMartin California State University, Trustees CA Barbara N. Anderegg Standard Grant 409468 7444 SMET 9178 0000099 Other Applications NEC 0226273 September 1, 2002 A Digital Library Collection for Computer Vision Education. This collections project addresses one of the most difficult problems in teaching computer vision, developing good assignments. The PI is gathering the best materials from several institutions into a comprehensive digital library collection for computer vision education. This resource contains links to assignments at a variety of institutions and hosts a set of vetted assignments, complete with data sets and solutions. In addition, it contains educational resources such as lecture notes, links to other computer vision courses, and reviews of textbooks, software, and hardware. The PI is accomplishing this objective by collecting materials from computer vision educators, developing new materials, and organizing and building a comprehensive web site to serve them. An initial version of the site is available at palantir.swarthmore.edu/extra/cved. He plans to engage computer vision educators directly in the collection and review process through a small collection development workshop. The PI plans to use several processes to ensure that the collected material is high quality, including a formal review mechanism and less formal approaches where workshop participants and course instructors prepare and post reviews on his website. Dissemination activities include major efforts to involve a large number of potential users in the development of the collection and to promote the site through conference papers and presentations, through direct contact with potential users, and by cross-linking the web site with course instructors' websites. The PI's institution has agreed to maintain the equipment and the website beyond the ending date of the project. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Maxwell, Bruce Swarthmore College PA Barbara N. Anderegg Standard Grant 64602 7444 SMET 9178 0000099 Other Applications NEC 0226277 September 1, 2002 The NSDL Collaboration Finder: Connecting Projects for Effective and Efficient NSDL Development. This Services project is developing a web-based, searchable and browsable database tool to capture information about the goals, ongoing activities, deliverables, schedules, development stages and discipline areas covered by NSDL projects. It is cooperatively populated by the NSDL community and organized by its shared vision. To implement the Collaboration Finder the project is working with the NSDL Community Services Standing Committee to facilitate its use by the existing collections, services, and targeted research track projects. Close coordination with the Core Integration team is being maintained so as to inform the development of this key component of NSDL. Evaluation of the benefits of this service includes outcome measures such as frequency and type of usage of the Collaboration Finder by different groups of NSDL participants and constituents, the number and type of new activities generated through use of the Collaboration Finder, and the effectiveness and efficiencies in developing successful collaborations among current and prospective NSDL projects. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Hanley, Gerard California State University, Trustees CA Lee L. Zia Standard Grant 352224 7444 SMET 9178 0000099 Other Applications NEC 0226279 October 1, 2002 Collaborative Research: A Digital Library Collection for Visually Exploring United States Demographic and Social Change. This collaborative project between CUNY and UCLA is a collection of web-based materials that will enable depiction and exploration of growth and social change in the United States since its beginnings. It is accessible to students from elementary through postgraduate school, library users, the media, and all others interested in relating a variety of demographic and other data to one another. It is being implemented so a high level of technical sophistication is not required of users to visualize the results in the form of maps and charts, to download the data for further analysis, and to relate the data to specific issues in the social sciences. Specifically the following elements will be part of the project: 1) Census data and maps at the county level from 1790 through 2000, which depict the sweeping change. 2) Census data and maps at the tract level, beginning with the largest cities in 1910 and expanding until 1990, when they become available for the entire country. 3) Data from the street and road layer of the Census, which are part of the national map of the United States and used to define Census tracts and other Census geography. 4) Available images and text that can be geographically located and related to the underlying demography. The images recorded by the award winning photojournalist Camilo Vergara, who has documented areas of the large cities for the past 30 years, illustrate the demographic material. The demographics, in turn, provide contextual information for his photos. 5) A system for visually displaying and manipulating the maps, data, images, and texts. This effort draws on several other projects, including, the National Historic Geographic Information System (NHGIS), Visualizing and Exploring United States Urban and Rural Social Change, 1790-2000 --Interactive Multimedia and Web Based Tools (both funded by NSF), and the Great American History Machine, as well digitization efforts in New York, Los Angeles, Philadelphia, Indianapolis, Chicago and elsewhere. In short, the digital library serves as a demographic, geographic and social grid for the United States. The grid also can accommodate the addition of other materials on land use, transportation, health care, and the like. Examples are provided, especially for the major metropolitan areas of New York and Los Angeles. All materials are developed in standard formats and integrated with a dynamic mapping system and an interactive multimedia viewer to provide a user-friendly interface. Materials are freely available for interactive use, downloading, sharing and enhancement on publicly accessible servers at UCLA and CUNY. Also, they are being made available to other digital repositories. The NHGIS at the Minnesota Population Center is distributing the materials, which ultimately will be archived along with the NHGIS materials at the Inter-University Consortium for Political and Social Research. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Beveridge, Andrew CUNY Queens College NY Myles G. Boylan Standard Grant 389072 7444 SMET 9178 0000099 Other Applications NEC 0226284 September 15, 2002 The NSDL Math Tools Project. This NSDL Collections project is aggregating mathematical software critical to the learning of school mathematics, including software for handheld devices, small interactive web-based tools such as applets, and other small modules based on software application packages. Specific activities include cataloging the math tools so that teachers, students and other users can easily find which ones fit their needs; presenting the tools using content strand portals for grades K-7 and course subject portals for grades 8-Calculus; and offering services to help teachers and students learn to utilize the technology through such means as integration into the Math Forum's Problems of the Week, facilitation of discussion groups, and provision of manufacturer assistance. In addition a special sub-collection of reviewed and relevant mathematics education research on the use of technology in learning mathematics is being developed. The benefits of these mathematics tools are being promoted through the Math Forum's large and active community. Metadata describing the tools in the collection is being shared to the larger NSDL via the Open Archives Initiative protocols. Development collaborators include personnel from SRI, Key Curriculum Press, Texas Instruments, the Shodor Foundation, and Utah State. The impact of this collection is very broad, offering much needed support for teachers' use of math tools and feedback for developers producing those software tools. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Klotz, Eugene Drexel University PA Lee L. Zia Standard Grant 927239 7444 SMET 9178 0000099 Other Applications NEC 0226289 September 15, 2002 Collaborative Project: To Enhance the Depth, Breadth, and Quality of the Collectionsof the Digital Library for Earth System Education (DLESE). This project consists of four tasks aimed at improving the breadth, depth and quality of the Digital Library for Earth System Education (DLESE): The first task is an assessment of the collections and is being done by systematically comparing the scope and balance of the actual DLESE Collection with the collection desired by the DLESE community, as expressed through searches on the DLESE Discovery system, in community meetings, and through the DLESE Scope statement. For the existing collection, data are being compiled on learning context (grade level), topic, type of learning resource, cost to user, geographic distribution of resources focusing on a particular locality, and temporal distribution of resources focusing on a particular slice of geologic time. For the "desired collection," data area being compiled on search and browse requests made through the Discovery System. Changes over time of both the existing collection and the desired collection are being documented and compared. The second task is building on a prior NSF award supporting a resource gathering effort in Earth and environmental science to build a starter-collection with at least a few resources of interest to a wide range of potential DLESE users. This collections gathering effort is guided by the Collections Assessment, focusing on filling identified gaps or thin spots in the collection, seeking to avoid a "lumpy" collection rich only in those areas collected by specific interest groups. The third task is the cataloging of resources and is being done by the group responsible for the GeoRef catalog of professional literature in the geosciences. The fourth task is the further development and implementation of the Community Review System. The DLESE Community Review System solicits web-based feedback from educators who have used the resource with their learners, and combines it with expert reviews to evaluate resources against a set of seven selection criteria. The scope and breadth of the Reviewed Collection is increasing and Reviewed Collection resources are being showcased. Indices based on information gathered during the review process are being shared with potential resource users, along with editor's comments and teaching tips contributed by users, via an NSDL-style "annotation service." In addition to building the DLESE Collection, this project is contributing to the broader NSDL in several areas of collection development practice and research: methodologies for collections assessment in a digital world, incorporation of collections assessment into digital library evaluation, identification of resources proven effective in challenging and learning and teaching situations, implementation of a community-based review system, and use of an annotation system to disseminate information about educational resources. Significant co-funding of this project is being provided by the Division of Earth Sciences in the NSF Directorate for Geosciences in recognition of the importance that this collection and related activities have for K-12 teachers and undergraduate faculty. NATIONAL SMETE DIGITAL LIBRARY DUE EHR DiLeonardo, Christopher Foothill College CA Jeffrey G. Ryan Standard Grant 141903 7444 SMET 9178 0000099 Other Applications NEC 0226292 September 15, 2002 Collaborative Project: To Enhance the Depth, Breadth, and Quality of the Collections of the Digital Library for Earth Systems Education (DLESE). This project consists of four tasks aimed at improving the breadth, depth and quality of the Digital Library for Earth System Education (DLESE): The first task is an assessment of the collections and is being done by systematically comparing the scope and balance of the actual DLESE Collection with the collection desired by the DLESE community, as expressed through searches on the DLESE Discovery system, in community meetings, and through the DLESE Scope statement. For the existing collection, data are being compiled on learning context (grade level), topic, type of learning resource, cost to user, geographic distribution of resources focusing on a particular locality, and temporal distribution of resources focusing on a particular slice of geologic time. For the "desired collection," data area being compiled on search and browse requests made through the Discovery System. Changes over time of both the existing collection and the desired collection are being documented and compared. The second task is building on a prior NSF award supporting a resource gathering effort in Earth and environmental science to build a starter-collection with at least a few resources of interest to a wide range of potential DLESE users. This collections gathering effort is guided by the Collections Assessment, focusing on filling identified gaps or thin spots in the collection, seeking to avoid a "lumpy" collection rich only in those areas collected by specific interest groups. The third task is the cataloging of resources and is being done by the group responsible for the GeoRef catalog of professional literature in the geosciences. The fourth task is the further development and implementation of the Community Review System. The DLESE Community Review System solicits web-based feedback from educators who have used the resource with their learners, and combines it with expert reviews to evaluate resources against a set of seven selection criteria. The scope and breadth of the Reviewed Collection is increasing and Reviewed Collection resources are being showcased. Indices based on information gathered during the review process are being shared with potential resource users, along with editor's comments and teaching tips contributed by users, via an NSDL-style "annotation service." In addition to building the DLESE Collection, this project is contributing to the broader NSDL in several areas of collection development practice and research: methodologies for collections assessment in a digital world, incorporation of collections assessment into digital library evaluation, identification of resources proven effective in challenging and learning and teaching situations, implementation of a community-based review system, and use of an annotation system to disseminate information about educational resources. Significant co-funding of this project is being provided by the Division of Earth Sciences in the NSF Directorate for Geosciences in recognition of the importance that this collection and related activities have for K-12 teachers and undergraduate faculty. NATIONAL SMETE DIGITAL LIBRARY EDUCATION AND HUMAN RESOURCES DUE EHR Kastens, Kim Columbia University NY Keith A. Sverdrup Standard Grant 585082 7444 1575 SMET 9178 7444 0000099 Other Applications NEC 0226295 October 1, 2002 A Digital Library: Collection for Visually Exploring United States Demographic and Social Change. This collaborative project between CUNY and UCLA is a collection of web-based materials that will enable depiction and exploration of growth and social change in the United States since its beginnings. It is accessible to students from elementary through postgraduate school, library users, the media, and all others interested in relating a variety of demographic and other data to one another. It is being implemented so a high level of technical sophistication is not required of users to visualize the results in the form of maps and charts, to download the data for further analysis, and to relate the data to specific issues in the social sciences. Specifically the following elements will be part of the project: 1) Census data and maps at the county level from 1790 through 2000, which depict the sweeping change. 2) Census data and maps at the tract level, beginning with the largest cities in 1910 and expanding until 1990, when they become available for the entire country. 3) Data from the street and road layer of the Census, which are part of the national map of the United States and used to define Census tracts and other Census geography. 4) Available images and text that can be geographically located and related to the underlying demography. The images recorded by the award winning photojournalist Camilo Vergara, who has documented areas of the large cities for the past 30 years, illustrate the demographic material. The demographics, in turn, provide contextual information for his photos. 5) A system for visually displaying and manipulating the maps, data, images, and texts. This effort draws on several other projects, including, the National Historic Geographic Information System (NHGIS), Visualizing and Exploring United States Urban and Rural Social Change, 1790-2000 --Interactive Multimedia and Web Based Tools (both funded by NSF), and the Great American History Machine, as well digitization efforts in New York, Los Angeles, Philadelphia, Indianapolis, Chicago and elsewhere. In short, the digital library serves as a demographic, geographic and social grid for the United States. The grid also can accommodate the addition of other materials on land use, transportation, health care, and the like. Examples are provided, especially for the major metropolitan areas of New York and Los Angeles. All materials are developed in standard formats and integrated with a dynamic mapping system and an interactive multimedia viewer to provide a user-friendly interface. Materials are freely available for interactive use, downloading, sharing and enhancement on publicly accessible servers at UCLA and CUNY. Also, they are being made available to other digital repositories. The NHGIS at the Minnesota Population Center is distributing the materials, which ultimately will be archived along with the NHGIS materials at the Inter-University Consortium for Political and Social Research. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Halle, David University of California-Los Angeles CA Myles G. Boylan Standard Grant 317674 7444 SMET 9178 0000099 Other Applications NEC 0226312 September 1, 2002 MetaTest: Evaluating the Quality and Utility of Metadata. This NSDL Targeted Research project is evaluating the use and utility of metadata from multiple perspectives. These include the comparison of the subjective quality of metadata that is assigned both manually and automatically to learning resources; the comparison of the retrieval effectiveness due to metadata that is assigned manually versus automatically to learning resources; determination of searching and browsing behaviors of users when engaged in information seeking in the digital library; and an analysis of the relative contribution of individual elements of the GEM + Dublin Core metadata scheme to users' searching and browsing behavior. Teachers, education students and professors are participating in the studies, using metatagged learning resources from the National STEM Education Digital Library. The investigation of these issues is grouped into two sets of experiments. The first focuses on evaluating the metadata's quality and effectiveness and uses a standard information retrieval scenario to compare precision and recall scores for searches done on the manually assigned metadata and the automatically assigned metadata. The second focuses on understanding the ways in which subjects utilize metadata for information access tasks, be they browsing or searching, and which metadata elements are used most frequently as well as the relative contribution of each metadata element. The investigating team is using convergent methods to assemble a rich picture of user information-seeking behavior, considering what the users are thinking, looking at, and doing when engaged in their information-accessing tasks. Significant co-funding of this project is being provided by the Research on Learning and Education Program in the NSF Division of Research, Evaluation, and Communication in recognition of the project's key studies on user information seeking and knowledge management behavior. NATIONAL SMETE DIGITAL LIBRARY RESEARCH ON LEARNING & EDUCATI DUE EHR Liddy, Elizabeth Geraldine Gay Syracuse University NY Lee L. Zia Continuing grant 374938 7444 1666 SMET 9178 0000099 Other Applications NEC 0226314 September 1, 2002 Collaborative Research: Health Education Assets Library. This collections track project is expanding the prototype of the Health Education Assets Library (HEAL), created in 2000 with funding by the NSF's National Science Digital Library (NSDL) program. The mission of HEAL is to become the premier digital library of health science education resources supporting all levels of teaching, including K-12, undergraduate, professional health science education as well as patient and consumer education. The foundation upon which the HEAL digital library is built includes a metadata schema for health science educational materials, a test collection of multimedia, and a suite of applications for searching, and contributing educational resources. In addition, partnerships with two health science institutions have been forged: the National Library of Medicine and the Association of American Medical colleges, both of which strongly support HEAL's mission. These partnerships have facilitated the formation of a rapidly growing network of institutions that have expressed interest in collaborating with HEAL-either by donating teaching resources to the HEAL collection or by allowing bridges to their collections. Also, HEAL is conducting a national study to identify the obstacles that would need to be removed in order to foster a climate of free exchange of educational tools. The outcomes of this study are instrumental in articulating a collection development strategy and strongly suggest the adoption of a peer-review process. HEAL is dramatically increasing the number of teaching resources that can be accessed through HEAL, while at the same time adhering to strict quality assurance principles. Specifically, the project is providing: 1) access to tens of thousands of resources through incorporation of existing collections as well as building bridges to specialized libraries of health sciences materials; 2) customized interfaces for specific health science education constituencies (teachers, students and life-long learners); 3) a process assuring the high quality of the materials (including peer review) and compliance with Federal regulations; 4) tight integration within the NSDL by adopting Core Integration (CI) services, such as metadata harvesting, and by collaborating with other life science collections; and 5) a plan for continuing growth and sustenance of HEAL. With HEAL expanded to a full-fledged library, health science teachers and learners can access learning-teaching materials through one powerful search utility and at the same time judge their quality and usability. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Uijtdehaage, Sebastian University of California-Los Angeles CA Nancy J. Pelaez Standard Grant 237481 7444 SMET 9178 0000099 Other Applications NEC 0226317 November 1, 2002 Advanced Placement Digital Library for Biology, Physics and Chemistry. Rice University, in collaboration with the College Board, is creating an online digital library for high school Advanced Placement (AP) students and teachers of Biology, Physics and Chemistry (BPC). The AP program, administered by the College Board, is accepted both nationally and internationally as a demanding undergraduate level curriculum taught in high schools. In a two-phased process, the Advanced Placement Digital Library (APDL) is building a collection of educationally valid Internet resources. In Phase One, educational resources directly related to BPC topics and concepts are researched and collected by project personnel, reviewed and validated by master AP teachers and college faculty, and cataloged and organized by the topics and concepts taught in these three courses. In Phase Two, the collection opens to AP teachers and students, and through their input, APDL serves as a valuable source of dynamically updated resources. APDL serves as a reservoir of resources where teachers and students can educate themselves about BPC concepts, at their own pace, at a time and place of their choosing, and take individualized knowledge-building paths based on interest and needs. APDL is collecting resources for these three subjects through a collaborative construction process using a content panel for each subject. The review panel consists of several AP constituents: a higher education faculty member who has in-depth knowledge of the AP curriculum and holds leadership positions to influence change; five AP teachers with considerable experience in teaching students and their peers; an undergraduate student who is studying the subject at the university level; and two project content experts. The panel selects only those resources that support advanced study of the topic. A collection created through such a broad review is then opened to the larger community of AP teachers and students for their use and input. Peer-review of both teachers and students is visible to the users. The end result is a body of resources aligned to AP topics in BPC and searchable by concept. For each course, teachers find a topic outline of that is hyperlinked to the collected resources. AP teachers are informed about APDL via the more than 60,000 College Board professional development conferences that occur nationwide. The College Board is committed to housing the collection on their official site, AP Central, with over 50,000 registered users. While students and teachers of advanced science courses are the targeted audiences for this collection, we expect it to be useful to others such as, a large body of Pre-AP teachers, high school teachers and students taking non-AP courses, undergraduate students and higher education faculty teaching introductory courses in these subjects. Significant co-funding of this project is being provided by the Office of Multidisciplinary Activities in the NSF Directorate of Mathematical and Physical Sciences in recognition of the importance of a digital library collection of learning resources for students in the disciplines of biology, chemistry and physics. NATIONAL SMETE DIGITAL LIBRARY OFFICE OF MULTIDISCIPLINARY AC DUE EHR Kumari, Datla Siva Michael Johanek Geneva Henry Charles Henry William Marsh Rice University TX Lee L. Zia Standard Grant 699996 7444 1253 SMET 9178 0000099 Other Applications NEC 0226321 September 15, 2002 Using Spatial Hypertext as a Workspace for Digital Library Providers and Patrons. This Targeted Research project is investigating the use of spatial hypertext by digital library patrons to build personal and shared annotated digital information spaces, and by digital library providers to organize, annotate, and maintain collections of digital information. Spatial hypertext is a class of information workspace in which users collect source materials as information objects in a set of two-dimensional spaces and imply attributes of and relationships between the materials via visual and spatial cues. The ease of expressing evolving interpretations makes spatial hypertext well suited for tasks where the task and materials (or the user's understanding of these) change over time. The PI and colleagues are extending an existing spatial hypertext system, the Visual Knowledge Builder, in the following areas: (1) suggestion-based methods supporting the incremental specification of metadata; (2) dialog generation for converting the visual interpretation that occurs in the workspace into metadata; and (3) history annotation, filtering, and editing for viewing how collections change over time. By expanding the means to create personal digital information spaces beyond textual modes into visual ones, this investigation promises to broaden the impact of the NSDL on users. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Shipman, Frank Texas Engineering Experiment Station TX Lee L. Zia Standard Grant 425000 7444 SMET 9178 0000099 Other Applications NEC 0226323 October 1, 2002 Viewing the Future: Aligning Internet2 Video to K-12 Curriculum. The Collections project, Viewing the Future: Aligning Internet2 Video to K-12 Curriculum, is using the high quality Internet2 video resources from the University of Washington's UWTV and ResearchChannel to build a collection of STEM materials for the K-12 community. These resources are being aligned to state and national curriculum standards, including relevant classroom assessments. The project is allowing teachers to attach feedback and contexts-of-use, and to place descriptive records for the Internet2 resources into Merit Network's widely used and scalable Michigan Teacher Network (MTN), and to disseminate further project work through the University of Washington's Pacific Lighthouse project. This project is developing the means to transfer curricular material in new and exciting ways and is aiding K-12 educators engage in a community of shared practice. Viewing the Future is building on the networking performance of Internet2 for the delivery of video, including traditional video as well as simulations, animations, virtual reality movies, images with audio sound tracks, remote control of microscopes and other instrumentation, and other types of digital media objects. Access is not limited to only those schools with Internet2 capabilities. For all educators, this project is allowing teachers and students to identify and to utilize video relevant to learning needs. Even with the most exciting multimedia enhancements to learning resources, K-12 educators must still respond to state and national teaching and learning standards in order to prepare students for high-stakes assessments. This project is moving beyond solely generating rich, item level descriptions of Internet2 video based on IEEE/LOM metadata toward making available previously uncollected and uncategorized Internet2 video resources. The project is scaffolding additional use of Internet video by capturing teacher feedback and contexts-of-use, is supporting classroom integration of resources through online professional development, is using existing dissemination initiatives to reach many K-12 educators, and is adhering to standards and protocols of the ever-increasing NSDL environment. Viewing the Future is building capacity in all partner organizations to collect, describe, and support innovative teaching resources on a sustained basis. By leveraging existing Internet2 connectivity applications to serve all K-12 users, the proposed project is also forming the basis for increasing priority and use of broadband connectivity and applications in teaching and learning. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Mardis, Marcia Louis Fox Merit Network, Inc. MI Barbara N. Anderegg Continuing grant 699896 7444 SMET 9178 0000099 Other Applications NEC 0226327 September 15, 2002 Second Generation Digital Mathematics Resources with Innovative Content for Metadata Harvesting and Courseware Development. This Collections project is developing second-generation capabilities for two mathematical digital libraries that support mathematics, engineering, physics, and applied sciences education and research the "MathWorld" site at http://mathworld.wolfram.com and the "Functions" site at http://functions.wolfram.com. Functional enhancements are being added to these two comprehensive and content-rich sites, and collection and item-level metadata from these resources are being integrated into the NSDL Metadata Repository framework via maintenance of an Open Archives Initiative (OAI) server available for harvesting by the NSDL core integration group. The project team is also investigating several issues, including the potential for semantic search of functions and mathematical content, and the capability of characterizing and mapping or adding equations appearing in the physics journal literature to the "Functions" site. The project team is comprised of investigators at Wolfram Research, Inc. and faculty from the UIUC Library and Department of Theoretical and Applied Mechanics (TAM). Sample courseware and model problems for several TAM applied mechanics courses are incorporating content and functional components from the two sites in the collection and are being used to assess the utility of the sites in teaching and course development. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Mischo, William Kimberly Hill-Malvick Timothy Cole Michael Trott Eric Weisstein University of Illinois at Urbana-Champaign IL Lee L. Zia Standard Grant 796689 7444 SMET 9178 0000099 Other Applications NEC 0226332 September 1, 2002 Optimizing Workflow and Integration in NSDL Collections. This NSDL Services project is creating turn-key software for collection developers to manage their organizing and cataloging tasks and to create and share item-level metadata. In addition a digital library workflow management knowledge archive is under development. The project complements the work of the NSDL Core Infrastructure (CI) team as it harvests and integrates collection records into the NSDL Metadata Repository so that users may conduct in-depth searches for items across diverse science, technology, engineering, and mathematics education collections. The impact of these services promises to have broad reach across a spectrum of educational levels. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Strikwerda, John Rachael Bower University of Wisconsin-Madison WI Lee L. Zia Standard Grant 449633 7444 SMET 9178 0000099 Other Applications NEC 0226334 November 1, 2002 Ceph School: A Pedagogic Portal for Teaching Biological Principles with Cephalopod Molluscs. This collections track project is developing a new educational interface called Ceph School supported by CephBase data. In Ceph School, Cephalopods are being used as the model organisms for a number of reasons. Cephalopods (squid, cuttlefish, octopus and nautilus) are very different from animals that students typically study. They actively, colorfully, and dynamically illustrate all major concepts in biology and are bio-medically important. They are animals that students are naturally curious about. Ceph School is providing full access to all of the current data and also modifying and expanding it by creating an entirely new age/knowledge appropriate interface composed of eight new modules. The goal, using cephalopods as model organisms, is to have students understand basic principles in biology (modules 2,4,5 & 7), observe the methodology of scientific research and become familiar with cephalopods (modules 1& 6), and also provide student and teacher-specific support (modules 3, 5 & 8). These modules are enhanced with web cameras, videos and links to additional data. From a distance, students observe living animals in real time, use interactive maps to explore their geographical distribution and habitats, learn about their anatomy, physiology and behavior, search appropriate bibliographies, locate world experts, and observe science in action. Additionally, teachers have a quality, data rich tool to help their students get excited about science. A regional group of motivated and innovative teachers, who are familiar with theresearch center, supply a pedagogue's view of the initial design and appearance of the site, and provide critical assessment of the usefulness of the modules and finally suggestions for improvement and refinement. This system is structured to provide a type and quality of standard information (Textley and Wild 1996) that is customized for high school and university students. Ceph School begins with the already successful OBIS (Ocean Biological Information Systems) compliant CephBase website (www.cephbase.utmb.edu), recognized twice in Science (282:587 and 285:2027). The site includes complete taxonomy for all living cephalopods, from phylum to subspecies. It includes over 1000 images and 70 video clips depicting behavior, taxonomic traits and predator and prey data. It also includes a directory of all the world's cephalopod workers, a "frequently asked questions" database, a searchable scientific literature database containing 4688 papers on cephalopods, geographic distribution maps made in real time, and finally a powerful web interface that allows interoperability with other OBIS databases (i.e., FishBase, Kansas Geological Survey and Species 2000). NATIONAL SMETE DIGITAL LIBRARY DUE EHR Lee, Phillip James Wood University of Texas Medical Branch at Galveston TX V. Celeste Carter Standard Grant 924601 7444 SMET 9178 0000099 Other Applications NEC 0226344 October 1, 2002 An Active Object-Based Digital Library for Microeconomics Education. Students from a variety of disciplines take Microeconomics courses to learn how various types of markets function and how enterprises and consumers make buying and selling decisions in these markets. As such, Microeconomics education plays an important role in preparing future business leaders and practitioners and serves as part of general business and social sciences training for students in other fields of study. Currently, Microeconomics courses are typically taught in a traditional lecture format. Recent developments in economic theory and electronic commerce, however, call for significant innovations in course content design and delivery. An emerging trend is to allow the students to actively participate in economic decision-making through various market institutions, including recently emerging Internet-based online market institutions, to gain hands-on experience and acquire economic insights. Constructivist learning theory supports this educational approach. It promises to revolutionize the way in which Microeconomics courses will be taught in this new Millennium. Although several efforts have been initiated to create online Microeconomics contents, including experimentation tools and software, they have been developed in a system development and content collection paradigm that is closed and therefore cannot scale. In this project we are creating a Digital Library (DL)-based, open approach to deal with the challenges of developing an extensible and scalable collection of Microeconomics related contents. (a) From the perspective of the application domain, i.e., Microeconomics, we are making contributions in creating new types of digital contents, including simulated IT-enhanced market institutions and intelligent trading systems implemented as software agents. These agents are emerging as part of the IT-enhanced electronic market institutions that have the potential of greatly reducing economic transaction costs and improving the quality of economic decision-making. (b) From the viewpoint of the National STEM Digital Library, we are creating an Open Archives Initiative (OAI)-compliant collection of Microeconomics education contents that incorporates experimental software and automated e-commerce agents. A major DL research task that we are undertaking is the development of a metadata representation of active objects such as software modules (e.g., economics experimental software). This research has the potential of being applied in other DL collections involving software and simulation environments. (c) From the educational viewpoint, we are developing new integrated Microeconomics curricula leveraging the developed active objected-based DL. We are studying the impact of these new curricula, and investigating related changes in course management and teaching methodologies. We are combining research, teaching, and evaluation expertise and resources from several academic departments and labs at the University of Arizona. Four key contributing entities are: (1) the Economic Science Lab, a premier institution on experimental economics methodology and applications, (2) the Artificial Intelligence Lab, a leading institution on DL, Internet computing, and software agents, (3) the Hoffman E- Commerce Lab, an instructional and research facility focusing on e-commerce teaching and research, and (4) the University Faculty Center for Instructional Innovation, a teaching evaluation facility with emphasis on the impact of IT on education. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Cox, James Hsinchun Chen Daniel Zeng James Austin James Swarthout University of Arizona AZ Myles G. Boylan Standard Grant 699996 7444 SMET 9178 7444 0000099 Other Applications NEC 0226354 September 1, 2002 Harvard-Smithsonian Digital Video Library. This Collections project is assembling and managing an extensive collection of STEM digital video materials produced by the Harvard-Smithsonian Center for Astrophysics. The Center's collection of digital video materials supporting STEM education reform has been developed over the past decade and a half at a cost of some $15 million, and includes source materials for well-known television programs such as A PRIVATE UNIVESE along with professional development materials created for Annenberg/CPB. The collection consists of some 3,500 hours of video footage, archived in digital form and indexed through a searchable database. Materials in this collection span a variety of topics and formats and include high-quality, case-study footage showing teaching in action, rare and difficult to create materials documenting children's ideas in science and math, interviews with internationally prominent researchers in STEM learning, and computer animations and other costly visualizations of STEM ideas. This project is establishing a library of 350 hours of digital video materials supporting STEM education that will be available through the NSDL. Project personnel are reviewing the entire collection for materials of value in supporting standards-based learning. Appropriate materials are being tagged according to their applicability to these standards, the collection is being culled to a manageable and useful size, and catalogued so teachers and teacher educators are able to search the collection by STEM discipline, age level, or content area. The project is making these materials broadly accessible on a web platform while archiving a full-resolution master copy as part of the Harvard Library. The web interface is linking the collection to NRC National Science Education Standards, AAAS Benchmarks, and state and local standards. The project is working with advisors from the NSDL Core Integration program to ensure metadata and formats conform to related efforts of the NSDL. It is also paving the way for the use of video in education while providing educators broad access to vital materials supporting STEM education reform. Significant co-funding of this project is being provided by the Office of Multidisciplinary Activities in the NSF Directorate for Mathematical and Physical Sciences in recognition of the importance that this collection of digital video resources on the nature of science learning has for K-12 teachers and undergraduate faculty. NATIONAL SMETE DIGITAL LIBRARY OFFICE OF MULTIDISCIPLINARY AC DUE EHR Schneps, Matthew Smithsonian Institution Astrophysical Observatory MA Robert Stephen Cunningham Standard Grant 929992 7444 1253 SMET 9178 0000099 Other Applications NEC 0226367 November 15, 2002 Unleashing Supply: Services for Collaborative Content Development. This NSDL Services project is exploring how to increase the number and quality of science, technology, engineering, and mathematics education learning objects by facilitating virtual communities of content developers. It is prototyping support services for collaborations of teachers and researchers who are developing learning objects in their discipline with an emphasis on open and non-proprietary materials. An open course application service provider (ASP) hosts the collaboration tools needed for each community. Services provided for all communities include a directory of open course projects, a collection of Web-based tools for student use, a consultant database to connect projects with skilled experts, and a set of licenses suitable for open course learning objects. The underlying concept of this project is rooted in the academic tradition of open sharing of ideas and results of scholarly inquiry. This project is enabling the NSDL to explore an infrastructure to support future content acquisition for its collections. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Stephenson, Robert Wayne State University MI Lee L. Zia Standard Grant 250289 7444 SMET 9178 0000099 Other Applications NEC 0226483 October 1, 2002 Effective Access: Using Digital Libraries to Enhance High School Teaching in STEM. This NSDL Targeted Research project is studying the use of networked digital resources by secondary school science, technology, engineering, and mathematics (STEM) teachers as they seek and select quality materials and tailor them to fit the learning environment of their classroom. Areas of interest include: characterizing the use of digital resources for preparing lessons and for incorporating materials directly into student projects; and investigating types of software tools, lesson templates, and support that enable teachers to integrate digital library resources into general classroom settings. A combination of surveys, interviews, and observations are being employed, and the results are informing a general framework for the identification of specific services and tools for the broad audience of secondary school STEM teachers. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Hanson, Katherine Pamela Buffington Education Development Center MA Lee L. Zia Standard Grant 249999 7444 SMET 9178 0000099 Other Applications NEC 0226489 August 15, 2002 Co-editor of "NSF Highlights" Column Published in The Journal of Chemical Education. The "NSF Highlights" column is published monthly in The Journal of Chemical Education and serves to disseminate information about projects funded by the Division of Undergraduate Education of the National Science Foundation, improve the understanding of programs at the National Science Foundation, and encourage submission of proposals to programs at the National Science Foundation. This project involves the editing of the "NSF Highlights" column, and travel by the co-editor to the American Chemical Society national meetings to allow him to interact with the chemistry community and to note changes in the state of undergraduate education in chemistry. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Jones, Richard Sinclair Community College OH Susan H. Hixson Standard Grant 10890 7427 SMET 9178 9145 0000099 Other Applications NEC 0226877 October 1, 2002 North Carolina Partnership for Improving Mathematics and Science (NC-PIMS). The North Carolina Partnership for Improving Mathematics and Science (NC-PIMS) is a joint effort between 4-partner institutions of the University of North Carolina General Administration (East Carolina University, Fayetteville State University, University of North Carolina-Pembroke and the University of North Carolina Wilmington) and the University of North Carolina Mathematics and Science Education Network (UNC-MSEN) which has centers at three university hubs. School district partners number 17 in proximity to those hubs. An additional partner is the North Carolina Department of Public Instruction. The partner districts have a student population in excess of 200,000 (with over 40% classified as minority) and share the common characteristics of being rural and poor relative to state averages. To help the school districts increase student learning of science and mathematics while simultaneously decreasing current achievement gaps, NC-PIMS has three foci: 1. To develop Policies and District Leadership that support mathematics and science instruction. Efforts include: (a) establishment of a State Advisory Board to align policies and improve communication between districts and state agencies; (b) establishment of District Leadership Teams to help integrate the project within district reform efforts; and (c) STEM professionals who will assist teachers in enhancing the depth of content in instruction. 2. To provide Teacher Professional Development and Support. Activities include: (a) hiring full-time Facilitators who will deliver professional development and provide direct support to teachers; (b) education of building-level Lead Teachers (designated elementary teachers and department chairs of middle and high schools) who will become model teachers and provide inservice for peers; and (c) creation and delivery of eleven professional development courses in science and mathematics. 3. Implementation of Student Engagement activities that encourage students to remain engaged in science and mathematics learning. Examples include: (a) out-of-school student activities to generate motivation in preK-8; and (b) information sessions for parents to assist them in supporting children's learning. MSP-COMPREHENSIVE AWARDS DUE EHR Holoman, Verna David Haase Sidney Rachlin Jose D'Arruda Everly Broadway William Harrison University of North Carolina General Administration Office NC Kathleen B. Bergin Cooperative Agreement 7797614 1791 SMET 9177 0000099 Other Applications NEC 0226948 November 1, 2002 Mathematical ACTS. Mathematical ACTS: Achievement and Collaboration for Teachers and Students is a project that focuses an existing University of California - Riverside (UCR) and Jurupa Unified School District partnership involving pre-service and in-service education of teachers to an emphasis on student mastery of Algebra I content. In this new effort, the partners will establish a spiral of instructional training for upper elementary and middle school mathematics teachers. Embedded in a research paradigm, Mathematical ACTS will examine the main effects of preservice education, professional development and/or extended learning opportunities on student achievement in mathematics and on teacher career growth. As the project scales up, the partners will analyze students of teachers with or without Mathematical ACTS professional development experiences, and with or without a pre-service candidate available to facilitate re-teaching. The partner school district has a student population of over 19,000 students of whom 57% are Hispanic and 5% are African American. Further, the district has sizeable English Learner (24%) and Free/Reduced Price Meals (52%) student populations. Among the secondary school mathematics teachers, only 52% have a mathematics major or mathematics teaching credential. Through Mathematical ACTS, partners will tackle issues of teacher credentials through 150 annual hours of training lead by district and university faculty with an emphasis on addressing gaps in student mathematical skills and mastery. Extended learning opportunities in the classroom, after-school, and in the summer will be available for remedial and advanced students. Research results on the scalability of reform will be disseminated in conjunction with district-wide adoption and structural changes in UCR's teacher education program. MSP-TARGETED AWARDS DUE EHR Cardullo, Richard Michael Rettig Pamela Clute Kathleen Bocian DeWayne Mason University of California-Riverside CA James E. Hamos Standard Grant 5369323 1792 SMET 9177 0000099 Other Applications NEC 0116000 Human Subjects 0226986 October 1, 2002 Stark County Math and Science Partnership. This project is proposed by a partnership that includes the Stark County Educational Service Center; seventeen school districts (Alliance City, Canton City, Canton Local, Plain Local, Fairless Local, Jackson Local, Lake Local, Louisville City Local, Marlington Local, Massillon City, Minerva Local, North Canton City, Northwest, Osnaburg Local, Perry Local, Sandy Valley Local and Tuslaw Local ); the East Regional Professional Development Center; Stark Education Partnership (a business and community organization); and five institutions of higher education located in Stark County ( Malone College, Walsh University, Kent State University-Stark Campus, Mount Union College and Stark State College of Technology). The partnership focuses on raising student achievement and reducing the achievement gap in mathematics and science at 44 middle and high schools in Stark County, OH, and is designed to impact over 40,000 students and approximately 650 middle and high school math and science pre-service and in-service teachers. The hallmarks of the Stark County Math and Science Partnership (SCMSP) are the development of urban centers linked to reducing the achievement gap, increasing inquiry and real world problem solving teaching skills, and collaboration and networking among secondary teachers and college content and methods faculty. Four Urban centers will be created to address performance disparity in districts with the largest minority populations and largest achievement gaps: Alliance City, Canton City Massillon /city and Plain Local. These centers will be located in the high schools of these districts and will have aspects of both professional development schools and lab schools with college faculty, preservice teachers, coursework, seminars, field experiences and practice teaching on-site. While these urban centers will provide concentrated support to four districts, all 17 districts will participate in the Lead Teachers, Study Group, Peer-Coaching, Summer institutes, and Industry Internships components of this endeavor in order to increase inquiry and real work problem-solving in mathematics and science classrooms. MSP-TARGETED AWARDS DUE EHR Bayer, Robert Christine Krol Cynthia Barb Melissa Marconi Stark County Educational Service Center OH Kathleen B. Bergin Standard Grant 7699641 1792 SMET 9177 0000099 Other Applications NEC 0226989 October 1, 2002 New Jersey Math Science Partnership. The New Jersey Math and Science Partnership (NJ-MSP) unites Rutgers, Rowan and Kean Universities with twelve school districts. Eight of the districts were among thirty plaintiffs in New Jersey's 20-year-long Abbott vs. Burke litigation, and have recently benefited from remedies ordered by the state Supreme Court. The twelve districts that come together within NJ-MSP are characterized as small- and medium-sized urban districts with poor, high-minority and low achieving student populations. The partners' schools enroll over 75,000 students of whom 27% are African American and 31% are Hispanic. The goals of NJ-MSP are to: 1. Increase achievement and reduce achievement gaps in science and mathematics for all preK-12 students in partner school districts by (a) working to develop and implement strategic plans for each district; (b) working to develop internal leadership structures and practices to carry out the strategic plans; and (c) providing well-designed, continuing professional development. 2. Increase and sustain the number, quality and diversity of preK-12 teachers of mathematics and science in partner school districts by (a) providing potential teachers with experiences that will help them see teaching as an attractive career; (b) improving preservice teachers' content knowledge by reshaping university math and science courses; and (c) carrying out induction programs for new middle and high school teachers. 3. Document outcomes by (a) analyzing changes in student achievement and (b) documenting project activities. MSP-COMPREHENSIVE AWARDS DUE EHR Firestone, William Deborah Cook Janet Caldwell William Cardone Rutgers University New Brunswick NJ James E. Hamos Cooperative Agreement 7418277 1791 SMET 9177 0000099 Other Applications NEC 0116000 Human Subjects 0227028 October 1, 2002 Appalachian Mathematics and Science Partnership. The Appalachian Mathematics and Science Partnership (AMSP) is a partnership among 38 central and eastern Kentucky school districts (Bath Co., Breathitt Co., Carter Co., Casey Co., Clark Co., Clay Co., Clinton Co., Corbin Independent, Estill Co., Floyd Co., Frankfort Independent, Garrard Co., Harlan Co., Jackson Independent, Jessamine Co., Johnson Co., Knott Co., Lee Co., Letcher Co., Lewis Co., Lincoln Co., Madison Co., Martin Co., McCreary Co., Montgomery Co., Morgan Co., Owsley Co, Paris Independent, Pike Co., Pikeville Independent, Powell Co., Pulaski Co., Rockcastle Co., Rowan Co., Washington Co., Wayne Co., Whitley Co., Woodford Co.), 9 Tennessee school districts (Alvin C. York Agricultural Institute, Anderson Co., Campbell Co., Cumberland Co., Grainger Co., Harriman City, Johnson Co., Oneida Special School, Scott Co.), 5 western Virginia school districts ,(Dickenson Co., Russell Co., Scott Co., Tazewell Co., Wise Co.), the Kentucky Science and Technology Corporation (Appalachian Rural Systemic Initiative), and 10 institutions of higher education, including Eastern Kentucky University, Kentucky State University, Morehead State University, Pikeville College, Union College, University of Virginia College at Wise, University of Tennessee, Prestonsburg Community College, Somerset Community College, and the University of Kentucky, with the latter serving as the lead organization. Student achievement for the almost 170,000 students in the partner districts is significantly lower than state averages. The Appalachian regions of the three states are characterized by low socio-economic status (income rates are 62-81% of national averages) with over one-third of children living in poverty. In addition, attracting and maintaining a staff of highly qualified mathematics and science teachers in the Appalachian region is a major challenge. Within the partner school districts, 38% of the mathematics teachers and 37% of the science teachers at the middle and high school levels are teaching with a minor or less in mathematics. Simultaneously, the number of individuals graduating with teacher certification in mathematics or science from the partner higher education students is extremely low. This Partnership will reform science, mathematics and technology (MST) education in central Appalachia in order to eliminate the "achievement gap" in MST for regional preK-12 students and to build an integrated PreK-12 and higher education system to insure the selection, development and career-long support of a diverse and high quality mathematics and science teacher workforce. AMSP involves four components to address the needs of the region: (1) Preservice teacher and administrator education; (2) Professional development of preK-12 personnel; (3) Student learning opportunities including parent/community engagement; and (4) Research to advance the understanding of rural education reform. Teaching & Mstr Tchng Fellows ROBERT NOYCE SCHOLARSHIP PGM MSP-COMPREHENSIVE AWARDS DUE EHR Eakin, Paul Carl Lee Ronald Atwood Stephen Henderson Wimberly Royster Donald Long University of Kentucky Research Foundation KY Daphne Y. Rainey Cooperative Agreement 25166890 7908 1795 1791 SMET OTHR 9178 9177 1791 0000099 Other Applications NEC 0116000 Human Subjects 0227035 October 1, 2002 Teachers And Scientists Collaborating. This targeted Math and Science Partnership includes the Duke University Pratt School of Engineering, four school districts (Alamance/Burlington Schools, Orange County Schools, Iredell/Statesville Schools, Harnett County Schools), the North Carolina Department of Public Instruction, and the North Carolina Science, Mathematics, and Technology Education Center. Focusing on K-8 science education, Teachers and Scientists Collaborating (TASC) is providing curriculum units selected from an array of inquiry-based curricula, inservice professional development, and support from Duke University scientists. Objectives include establishing a cadre of scientists who provide ongoing teacher assistance in science content that is aligned with state/national standards, instituting a professional development system to prepare teachers to use inquiry-based instructional modules and to benefit from scientist resources, creating a fee-based lending library of inquiry-based modules available to teachers, and institutionalizing science education support. TASC seeks to narrow achievement gaps, improve end-of grade science and mathematics scores, and to improve the quality of science teaching in participating school systems by increasing content knowledge, the use of inquiry-based teaching techniques, and the engagement of scientists in assisting teachers in implementing science standards. The project is expected to serve 7,560 teachers and 352,800 students. MSP-TARGETED AWARDS DUE EHR Ybarra, Gary Duke University NC Joan T Prival Standard Grant 5672478 1792 SMET 9177 0000099 Other Applications NEC 0116000 Human Subjects 0227057 October 1, 2002 Vermont Mathematics Partnership. The project is proposed by a partnership, which includes three institutes of higher education, the Vermont State Department of Education, the Vermont Mathematics Initiative (VMI), the Vermont Institute for Science, Mathematics, and Technology (VISMT) and 4 school districts. The project is building upon the VMI Exemplary Teacher Model, a leadership model in K-6 mathematics by expanding the effort to include middle and high school mathematics, whole school systems and preservice education. To enhance student achievement the partnership five major goals are. 1. To prepare teachers and preservice students who deeply understand mathematics and can translate their knowledge into student learning. 2. To develop school support systems that are rich learning opportunities for both students and teachers. 3. To utilize valid reliable ongoing assessments and feedback systems to continuously improve mathematic results for all students. 4. To develop a preservice and inservice curriculum that deepens teacher's knowledge and understanding of mathematics, equity strategies to assure no child is left behind and leadership strategies that enable scale up of the Partnership's initiatives throughout Vermont and beyond. 5. To foster collaborative research involving mathematicians, mathematics education faculty and preK-12 educators contributing to the state and national research base in the teaching and learning of mathematics. The partnership is seeking success in all schools, for all teachers and all students. Teaching & Mstr Tchng Fellows ROBERT NOYCE SCHOLARSHIP PGM MSP-TARGETED AWARDS DUE EHR Gross, Kenneth Douglas Harris Marc Hull Regina Quinn The Vermont Institutes VT Kathleen B. Bergin Standard Grant 4684168 7908 1795 1792 SMET 9178 9177 1792 0000099 Other Applications NEC 0116000 Human Subjects 0227082 October 1, 2002 Cleveland Math and Science Partnership. The Cleveland Math and Science Partnership includes the Cleveland Municipal School District, John Carroll University, Case Western Reserve University, Cleveland State University and the Education Development Center. The Cleveland Municipal School District is the largest school system in Ohio, enrolling over 74,000 preK to 12th grade students of whom 71% are African American and 8% are Hispanic. The Cleveland Math and Science Partnership focuses on the mathematics and science teachers of over 15,000 secondary school students as the majority of these teachers in the District are not properly qualified and do not have the certification to effectively teach these subjects. The partnership aims to improve student achievement in the Cleveland Municipal School District by equipping its teachers with additional skills acquired through university continuing education programs. The universities will establish three diverse graduate programs for Cleveland middle and high school mathematics and science teachers (grades 6-12): John Carroll University will establish a master's degree program with a specialization in mathematics or science for middle school teachers; Cleveland State University will offer graduate-level content courses that may be counted towards state licensure for middle school teachers; and Case Western Reserve University will offer graduate courses focusing on applied science laboratory and mathematics demonstration preparation for high school teachers. The university partners will work together on a regular basis to custom-design and refine their courses to align with the District's needs. The District and university partners will also join with the Education Development Center (a) to train master teachers to become instructional leaders and mentors within the District's schools and (b) to develop a mentoring program for middle school teachers new to teaching mathematics and science. Teaching & Mstr Tchng Fellows ROBERT NOYCE SCHOLARSHIP PGM MSP-TARGETED AWARDS DUE EHR Badders, Wiliam Cleveland Municipal School District OH James E. Hamos Standard Grant 8536154 7908 1795 1792 SMET 9178 9177 1792 0000099 Other Applications NEC 0116000 Human Subjects 0227105 October 1, 2002 Alliance for Improvement of Mathematics Skills PreK-16. The Alliance for Improvement of Mathematics Skills PreK-16 (AIMS PK-16) is a partnership of nine independent school districts in South Texas and two Hispanic-serving institutions of higher education, Del Mar (Community) College and Texas A&M University, Kingsville. The partner school districts serve roughly 30,000 students, of whom 61% are minority students and 50% are economically disadvantaged students. The overarching goal of AIMS PK-16 is to prepare all students in the partner districts for success in college-level mathematics courses by the time that they graduate from high school. This will require the partnership to close significant achievement gaps among student groups, especially raising the achievement of a sizeable Hispanic student population. With its emphasis on mathematics education, AIMS PK-16 partners will engage preK-16 administrators, teachers, guidance counselors and higher education faulty in action research, case studies and analysis of student work. As a basis for establishing a challenging curriculum for all students that emphasizes the development of mathematical skills necessary for the college classroom, partner school districts teachers and administrators will work with higher education faculty to vertically align mathematical content in preK-12 courses as they relate to college expectations. TEXTEAMS professional development for teachers, then, will be directed at offering a mathematics curriculum that matches these expectations, and in understanding and implementing the Texas Essential Knowledge and Skills (TEKS) and TEKS-based assessments. To enhance teaching and learning, AIMS PK-16 will support the appropriate use of technology to support richer mathematics and problem-solving experiences for students. AIMS PK-16 school districts and university partners are committed to serving as a laboratory for research about the effectiveness of intervention strategies designed to increase mathematics achievement of all students and closing various achievement gaps. MSP-TARGETED AWARDS DUE EHR Sloan, Lee Melana Silva Evanita Ramos Walter Clore Mike Daniel Texas Engineering Experiment Station TX Kathleen B. Bergin Standard Grant 4179784 1792 SMET 9177 0000099 Other Applications NEC 0116000 Human Subjects 0227122 October 1, 2002 St. Louis Inner Ring Cooperative: Intervention Case Studies in K-12 Math & Science. The project is proposed by a partnership that includes Washington University, St. Louis, five near-urban school districts in St. Louis (Ferguson-Florissant, Maplewood-Richmond Heights, Riverview Gardens, University City and Webster Groves) and two informal science centers, the St. Louis Science Center and the St. Louis Zoo. The partnership effort is to improve the mathematics and science achievement of preK-12 students beginning with a particular focus on grades 4-8. The school districts are responsible for the education of approximately 29,000 students and the project will impact several hundred teachers each year. A goal is to enhance student achievement, and this is accomplished by: improving capacity to provide a challenging math and science curriculum for every student; developing exemplary teacher support from pre-service education through the induction years; improving teacher quality, quantity and diversity using innovative recruitment strategies, and; narrowing the achievement gap between under-represented minority students and Caucasians in math and science. To achieve these goals, the partnership is designing and implementing a six-part infrastructure for teacher professional development and a materials management and community support system, which is to be sustained for the long-term. MSP-TARGETED AWARDS DUE EHR Macias, Edward Carol Valenta Victoria May Washington University MO Joan T Prival Standard Grant 6698013 1792 SMET 9177 0000099 Other Applications NEC 0227124 October 1, 2002 El Paso Math and Science Partnership. The El Paso Math and Science Partnership (El Paso MSP) includes the three urban school districts that encompass El Paso, nine rural school districts in El Paso and Hudspeth counties, the University of Texas at El Paso (UTEP), El Paso Community College, the Region 19 Education Service Center, and El Paso area civic, business and community organizations and leaders. The El Paso MSP is aimed at improving student achievement in mathematics and science among all students, at all preK-12 levels, and at reducing the achievement gap among groups of students. The goals of the partnership include: fully engaging university and community college leadership and mathematics, science, engineering and education faculty in working toward significantly improved K-12 math/science student achievement; ensuring the number, quality and diversity of K-12 teachers of mathematics and science across partner schools, particularly schools with the greatest needs; building the capacity of area districts and schools to provide the highest quality curriculum, instruction and assessment, and to ensure the highest level achievement in mathematics and science for every student; ensuring the K-16 alignment of mathematics and science curriculum, instruction and assessment, to ensure that students graduating from area high schools are prepared to enroll and be successful in mathematics, science and engineering courses at UTEP and El Paso Community College; and prioritizing research on educational reform and preK-16 partnerships. MSP-COMPREHENSIVE AWARDS RES ON GENDER IN SCI & ENGINE DUE EHR Navarro, Susana Arturo Pacheco James Vasquez Richard Jarvis University of Texas at El Paso TX Joan T Prival Cooperative Agreement 29459242 1791 1544 SMET 9178 9177 0000099 Other Applications NEC 0227128 October 1, 2002 Texas Middle and Secondary Mathematics Project. Stephen F. Austin State University and twelve independent school districts establish the Texas Middle and Secondary Mathematics Project as an effort to positively impact student achievement in mathematics through better preparation of teachers to teach mathematics. The partner school districts serve over 40,000 students, with variable percentages of minority students (non-white students range from 9% to 64% of student population in the different districts) and high percentages of economically disadvantaged students (28% to 67% of student population). As is true in Texas as a whole, the teacher workforce in partner districts does not match the diversity within the student population, and many new teachers of mathematics are not certified in the discipline and have not majored in mathematics. The Texas Middle and Secondary Mathematics Project expects to improve the capacity of mathematics teachers in grades 4-12 to impact student performance within the partner districts by: * increasing the number of qualified and certified mathematics teachers directly as sixty middle school and thirty high school mathematics teacher will be produced; * preparing teachers to become Texas Master Mathematics teachers who will, in turn, provide leadership and mentoring for other teachers; and * increasing student performance at higher levels in mathematics through classroom experience and summer institutes for students. In addition, an underlying premise of the partnership is that higher education mathematics faculty are not generally accustomed to thinking about the pedagogical needs of the middle or high school teacher. Therefore, the Project will improve the awareness and involvement of mathematics higher education faculty regarding preparation and professional development of teachers by involving mathematics faculty from a variety of higher education institutions across Texas in the effort, and noting evidence within college/university mathematics departments of curricular and programmatic changes designed to better meet the needs of grades 4-12 mathematics teachers. Teaching & Mstr Tchng Fellows MSP-TARGETED AWARDS DUE EHR Childs, Kimberly Deborah Pace Lesa Beverly Stephen F. Austin State University TX James E. Hamos Standard Grant 3691275 7908 1792 SMET 9178 9177 1792 0000099 Other Applications NEC 0116000 Human Subjects 0227184 October 15, 2002 e-Mentoring for Student Success. The Virtual Mentoring for Student Success (VMSS) is a partnership that includes the National Science Teachers Association; six urban schools districts in California - the Hayward Unified, the Morgan Hill Unified, the Mount Diablo Unified, the Gilroy Unified, the North Monterey County, and the Pajaro Valley Unified School Districts; ninety small rural school districts in Montana - the Billings Public Schools, Great Falls Public Schools and Manhattan Public Schools, the Alliance for Curriculum Enhancement, MT Small Schools Alliance, Golden Triangle Consortium, Prairie View Consortium, Missoula County Consortium and Northwest Curriculum Consortium; University of California Santa Cruz and Montana State University-Bozeman. The partnership focuses on raising student achievement in science at the middle and high school levels through effective sustained professional development of novice teachers using an innovative, disciplinary, content-specific distance-delivery model that promises to reduce teacher attrition rates. Strategies include: co-mentoring networks of new teachers, mentors, and current and future faculty; preparing a cadre of administrators to support beginning teachers and their mentors to improve student learning; and meeting a national need by developing national standards to guide the effective mentoring and induction of novice science teachers. The project is impacting 800 novice teachers, 480 mentors, 720 administrators and 10 science faculty. MSP-TARGETED AWARDS DUE EHR Sciulli, Joe Iris Weiss Elisabeth Swanson Ellen Moir National Science Teachers Assoc VA Joan T Prival Standard Grant 7699327 1792 SMET 9177 0000099 Other Applications NEC 0116000 Human Subjects 0227202 October 1, 2002 Mathematics and Science Partnership: FOCUS Faculty Outreach Collaborations Uniting Scientists, Students and Schools. Through FOCUS (Faculty Outreach Collaborations Uniting Scientists, Students and Schools), the University of California, Irvine (UCI) unites the efforts of mathematics, science, education and research library faculty and staff with educators from local community colleges, school districts and local educational support agencies. The partnership builds on prior established relationships between UCI and three high-need California school districts: Compton Unified, Santa Ana Unified and the Westside of Newport-Mesa Unified. These schools serve 106,695 students of whom 82% are Hispanic and 11% are African American. The work of FOCUS will include the construction of a "future teacher highway" to increase the number, quality and diversity of preK-12 teachers of mathematics and science; involvement of math and science professionals in "Discipline Dialogues" that cross segmental boundaries, and the creation of systemic reform in the professional development of preK-12 teachers of mathematics and science. FOCUS will ultimately impact the number of new mathematics and science teachers; the number of high school students prepared for and enrolled in advanced mathematics and science coursework; the achievement gap between the general student population and English Language Learners; and the number of higher education faculty engaged in efforts with preK-12 educational systems. Teaching & Mstr Tchng Fellows ROBERT NOYCE SCHOLARSHIP PGM MSP-COMPREHENSIVE AWARDS DUE EHR Saltzman, Eric Michael Leon Manuel Gomez University of California-Irvine CA James E. Hamos Cooperative Agreement 15660500 7908 1795 1791 SMET 9178 9177 1791 0000099 Other Applications NEC 0116000 Human Subjects 0227221 October 1, 2002 Learning to Teach, Teaching to Learning. The core partners of the Learning to Teach, Teaching to Learn (LT2L) MSP project are the Oakland Unified School District and California State University, Hayward School of Education and Allied Studies and School of Science. The Lawrence Hall of Science, University of California, Berkeley and the Education Trust are service providers who are integral to the planning and implementation of this effort. The Partnership establishes a sustained collaboration to align a seamless teacher recruitment, preparation and development continuum in Mathematics and Science across Grades K-12. The program design focuses on the following goals: a) recruitment of undergraduate mathematics and science majors and tutors with close ties to Oakland; b) restructuring of preservice programs to better prepare new teachers entering a diverse and low income urban school district and to comply with state induction legislation; c) increasing teacher retention by establishing a culture of collegial support and life-long "learning to teach," and d) increased student achievement. Colleagues across experience levels, that is university faculty, inservice teachers, and preservice teaching candidates, will have more frequent and substantive exchanges with one another, on-site, at the university and in the science and mathematics community. Ongoing analysis and evaluation of the partnership will include the impact on academic achievement in mathematics and science of students in classrooms involved in the program. Recruitment focuses on mathematics and science majors as well as current Oakland tutors. The latter possess B.A.s and work in Project SOAR (GEAR-UP) and Americorps. Undergraduate STEM majors will be engaged in "Communicating Math" and "Communicating Science" at UC-Berkeley to engage undergraduates in co-teaching of mathematics lessons with veteran teachers. Preservice and New Teacher Preparation will engage college faculty in research on effective teacher preparation and professional development and look to the development of more flexible alternative credentialing programs. Retention will be supported through differentiated professional development experiences driven by teacher experiences and site needs. This will include Education Trust's Standards-in-Practice concentrating on the examination of student work to focus the teaching/learning process, lesson study and peer coaching, principals instructional seminars, subject matter partners with expertise in mathematics and science, science and mathematics leadership institutes, middle school science and mathematics initiatives, and Teaching Fellows. These efforts to construct a seamless teacher professional continuum are built upon past work among the partners, but which now will be brought into coherence. The curricular and professional development offerings from the Lawrence Hall of Science will be infused along the continuum. The various teacher development efforts, preservice and inservice will be refocused on the learning expectations of the K-12 students as well as the State of California credentialing guidelines. Ultimately, the Partnership intends to improve student achievement as a result of more highly qualified professionals in classrooms. MSP-TARGETED AWARDS DUE EHR Chaconas, Dennis Oakland Unified School District CA Joyce B. Evans Standard Grant 50000 1792 SMET 9177 0000099 Other Applications NEC 0227256 October 1, 2002 SUPER STEM Education. The SUPER (School-University Partnership for Excellence in Research-based) STEM Project is a partnership between the Baltimore County Public Schools (BCPS) and the University of Maryland Baltimore County. SUPER STEM activities are built on a foundation of past work between the district and the university. The project focuses on increasing student achievement, especially that of low-performing students, and targets low-performing schools. Located in the suburban region around Baltimore, BCPS enrolled 107,322 students during the 2001-02 academic year. The County population is rapidly shifting in ethno-racial characteristics such that the most recent census indicates that White residents in the county have decreased from 84.9% in 1990 to 74.4% in 2000. Within BCPS, 33.7% of the students are African American, 59.7% are White, 4.0% are Asian American, and 2.0% are Hispanic. To achieve its MSP-aligned goals, SUPER STEM will: 1. Establish Visiting STEM Scholarships to attract talented scientists and educators to accelerate the development and teaching of new curricula; 2. Provide weekend and summer accelerated academic coursework for the lowest-performing students and schools; 3. Create STEM Academies in the lowest-performing schools; 4. Expand the UMBC Urban Education Principal, Teacher and Intern Scholarships to recruit and retain the most talented STEM educators to lowest-performing schools; 5. Provide over 100 hours of STEM training to roughly 1800 teachers; and 6. Conduct ongoing, hierarchical, multi-method longitudinal student and teacher achievement analyses, performance assessments, and work sampling. MSP-COMPREHENSIVE AWARDS DUE EHR Spence, Anne Mary Rivkin Christine Johns Hays Lantz Diane Lee Baltimore County Public Schools MD Kathleen B. Bergin Cooperative Agreement 5563656 1791 SMET 9177 0000099 Other Applications NEC 0227269 October 1, 2002 Indiana University - Indiana Mathematics Initiative Partnership. The project is proposed by a partnership formed between Indiana University-Bloomington and nine urban school corporations, (the Indiana Initiative Mathematics Consortium.). There are a total of 126 elementary schools (57 Title I), 36 middle schools and 24 high schools in the districts serving over 115,000 students. There are two major foci (i) providing comprehensive professional development for leadership cadres of teachers and principals; and (ii) insuring that all IMI districts will derive permanent benefit from a major overhaul of the preservice preparation of elementary and high school teachers by the university. Specifically the partnership is to establish linkages between IU's preservice program and IMI districts to enhance the ability of the districts to both attract and retain qualified mathematics teachers. One component of the project is the identification of a leadership cadre (390 elementary and 60 middle grades teachers) to effectively pilot a mathematics curriculum, selected by the partners for its alignment with state academic mathematics standards, in order to improve student achievement. The project will use student performance data on the state ISTEP assessment examinations as a major measure of the effectiveness of the elementary pilot project. A second component is the high school plan with the identification of a leadership cadre of 90 high school mathematics teachers and 30 eighth grade mathematics teachers. These teachers are to pilot selected units in their classrooms in order that the current curriculum is better aligned with state standards and ISTEP. MSP-TARGETED AWARDS DUE EHR Thompson, Maynard Frank Lester Indiana University IN Ginger H. Rowell Standard Grant 6402330 1792 SMET 9177 1792 0000099 Other Applications NEC 0227325 October 1, 2002 Vertically Integrated Partnerships K-16 (VIP K-16). ABSTRACT Proposal No.: 0227325 Proposal Title: Vertically Integrated Partnerships K-16 Principal Investigator: Nancy Shapiro Lead Institution: University System of Maryland The University System of Maryland (USM) in partnership with the Montgomery County Public Schools (MCPS) will develop a sustainable K-16 professional development model for high school science teachers, prospective pre-service science teaching candidates, and college faculty. The project, "Vertically Integrated Partnerships K-16" (VIP K-16) has two major aims (a) To enrich science teacher knowledge in order to improve high school science instruction to better enable students to meet rigorous state science standards as measured on the Maryland Science High School Assessments, and (b) To improve the teaching skills of college science faculty in order to improve the quality of undergraduate general education science courses. USM institutions that will participate as core partners, with commitments to institutional change, include the University of Maryland College Park, the University of Maryland Baltimore County, and Towson University. Montgomery College and the Montgomery County Public Schools complete the core member partners of VIP K-16. The University of Maryland Biotechnology Institute, the University of Maryland Universities at Shady Grove, the University of Maryland Center for Environmental Science, and the University System of Maryland are service provider partners. Through summer institutes and school-year collaborative sessions, small professional learning communities-vertically integrated partnerships (VIPs) consisting of teachers, STEM disciplinary faculty, graduate students, and undergraduate interns and pre-service science teachers-will collegially learn about and develop best instructional practices and instructional materials linked to high school assessments. Phasing in biology, earth/space science, and physics/chemistry over a three-year period, VIP K-16 will involve 350 science teachers serving approximately 37,000 high school students, and substantively involving 36-university faculty. The VIP K-16 will bring together high school science teachers with their peers from Montgomery College and the USM institutions to form the "Maryland Science Faculty," charged with collaboratively rethinking and redesigning how science is learned, both in high school and in college. To that end, the Partnership commits to five key goals: (1) Improve student learning outcomes, as measured by high school assessments; (2) Improve teacher content knowledge in the sciences by providing high quality professional development to inservice high school teachers; (3) Improve college faculty teaching skills by providing them with expert mentor/master teacher during summer institutes; (4) Enhance graduate student teaching skills by exposing them to expert mentor/master teachers during summer workshops, and having them complete teaching portfolios; and (5) Increase the number of undergraduate science students who choose teaching as a career MSP-TARGETED AWARDS DUE EHR Shapiro, Nancy Michael Szesze Donald Langenberg University System of Maryland MD James E. Hamos Standard Grant 8300293 1792 SMET 9177 0000099 Other Applications NEC 0116000 Human Subjects 0227521 October 1, 2002 PRIME: Promoting Reflective Inquiry in Mathematics Education. The PRIME: Promoting Reflective Inquiry in Mathematics Education partnership includes Black Hills State University, Technology and Innovations in Education (TIE) of the Black Hills Special Services Cooperative, and the Rapid City School District aimed at improving achievement in mathematics for all students in Rapid City Schools with a particular goal of reducing the achievement gap between Native American and non-Native American students. The project seeks to improve the professional capacity and sustain the quality of preK-12 inservice teachers of mathematics in Rapid City School District and student teachers of mathematics from Black Hills State University in order to provide effective, inquiry-based mathematics instruction. Objectives include reducing the number of high school students taking non-college preparatory mathematics, increasing the number of students taking upper level mathematics, and increasing student performance on college entrance exams. The project provides 100 hours of professional development in a combination of content-based workshops at the district level and building-based activities involving modeling of effective lessons, peer mentoring, and coaching, and lesson study. Mathematics education and discipline faculty from Black Hills State University are involved with district-wide professional development activities. A cadre of building-based Mathematics Lead Teachers convene building based learning teams comprised of mathematics teachers, mathematics student teachers from Black Hills State University, school counselors, and building administrators to identify key issues in mathematics curriculum and instruction. MSP-TARGETED AWARDS DUE EHR Parry, James Bentley Sayler Susan Roth Black Hills Special Services Cooperative SD Joan T Prival Standard Grant 4117108 1792 SMET 9177 0000099 Other Applications NEC 0116000 Human Subjects 0227603 October 1, 2002 Deepening Everyone's Mathematics Content Knowledge: Mathematicians, Teachers, Parents, Students, & Community. In this MSP project, the University of Rochester partners with the Greece, Penfield and Rush-Henrietta School Districts as well as a consortium of twenty-three rural districts through the Genesee Valley Board of Cooperative Educational Services (GVBOCES) in an effort to develop effective ways to foster the mathematical content knowledge necessary for a successful implementation of reform mathematics curricula. The three suburban Rochester districts are in various stages of the adoption and implementation of curricula while the rural districts are in the early stages of a curricular reform process. Together, the districts in this partnership serve roughly 28,000 students. Other partners in this work are the Education Development Center, Horizon Research and WestEd. For curricular reform to succeed, the partners believe that multiple constituencies need to be engaged in practices that enhance mathematical knowledge including K-12 teachers and other school support personnel, parents and other influential community members, and mathematicians and mathematics educators who prepare future teachers. To this end, they will: * Offer a series of reform mathematics courses, each focusing on different sets of mathematical concepts addressed by the adopted curricula and targeted to the various constituencies in such a manner that they will experience learning mathematics similar to ways in which students learn the discipline; * Train teacher leaders to facilitate mathematics case discussions involving in-depth analysis of student thinking; and * Engage various groups in evening chats about school mathematics reform, with a special emphasis on understanding goals and expectations for student learning of mathematics; chats will involve different combinations of mathematicians, mathematics educators, K-12 teachers, parents and community members. MSP-TARGETED AWARDS DUE EHR Fonzi, Judith University of Rochester NY James E. Hamos Standard Grant 2779655 1792 SMET 9177 1792 0000099 Other Applications NEC 0116000 Human Subjects 0228268 October 1, 2002 SGER: Feasibility of Collecting Outcomes Data from Innovation Projects. 0228268 McCullough This award supports a study to determine the feasibility of developing and employing a broad variety of indicators that will enable monitoring of project outputs and outcomes at the program level for the Partnerships for Innovation Program. The study will examine which types of project outputs and outcomes should be monitored; which specific indicators will be useful and valid for monitoring the program; and how to resolve whatever difficulties the awardees in the Partnerships for Innovation Program would face in regularly collecting and reporting the data. The study will develop and validate an array of quantitative and qualitative indicators needed for monitoring the full range of activities supported by the Partnerships for Innovation Program. The current awards will be analyzed to categorize its goals, progress, outcomes and impacts. Indicators will be developed to measure proximate outputs at the project level. A sample of the awards will be selected for interactive input to test the validity of the indicators as well as to obtain input of the investigators on potential methodologies to obtain the data. The sample will be selected by the range of activities in the award. Participation by the awardees will be on a voluntary basis. PARTNRSHIPS FOR INNOVATION-PFI DUE EHR McCullough, James David Roessner SRI International CA John C. Hurt Standard Grant 98971 1662 OTHR 9237 0000 0228491 August 1, 2002 A Pilot Project to Adapt and Evaluate the Calibrated Peer Review Tool for the Earth sciences. This pilot project involves the design and assessment of one prototype Calibrated Peer Review assignment on earthquakes and to evaluate its impact on student learning in two sections of Geology 100 at Iowa State Unversity in Fall 2002. Calibrated Peer Review (CPR) is a computer-assisted essay writing, reading and assessment tool established by a consortium of six institutions in California and is currently being used by more than one hundred chemistry departments at colleges and universities nationwide. CPR is a web-based tool that facilitates student learning by writing about significant topics in a course. This prototype, if successful, will lead to the creation of a library of CPR assignments for the Earth sciences. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Cervato, Cinzia Robert Ridky Iowa State University IA Jill K. Singer Standard Grant 13793 7427 SMET 9178 0000099 Other Applications NEC 0228806 September 15, 2002 The Learning Lab. This project supports the development of a multimedia authoring environment to be used by students to develop and test user interfaces. Support is provided for the open source developers to meet to share their ideas and work and to plan future work. The outcome will be a high quality, public domain environment for multimedia authoring and testing. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Rose, Kimberly ViewPoints Research Institute Inc. CA Ernest L. McDuffie Standard Grant 24850 7427 SMET 9178 0229149 September 1, 2002 Computing Curricula Software Engineering Volume Informal Proposal for NSF Support. The Computer Society of the Institute for Electrical and Electronic Engineers (IEEE) and the Association of Computing Machinery (ACM) are jointly developing new curricular guidelines for undergraduate programs in computing. This project is convening various working groups associated with the software engineering curricular development effort, to share their findings, to finalize their recommendations, and to complete work on a special volume, "Computing Curricula Software Engineering (CCSE). This is one of five volumes being produced by a joint task force of the Educational Activities Board of the IEEE Computer Society and the ACM Education Board. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Sobel, Ann Richard LeBlanc Association Computing Machinery NY Lee L. Zia Standard Grant 10800 7427 SMET 9178 7427 0000099 Other Applications NEC 0229748 August 15, 2002 Computer Engineering Curriculum Development. The project concerns the development and implementation of a workshop to get feedback about the draft of the Computer Engineering component of Computing Curricula 2001 (CC2001). CC2001 is a joint multi-year (since 1998) undertaking of the Computer Society of the Institute for Electrical and Electronic Engineers (IEEE-CS) and the Association for Computing Machinery (ACM) to develop new guidelines for undergraduate programs that deal with computers in general. CC2001 provides innovative approaches and recommendations for implementing computing curricula looking at low-level, transition, and upper-level courses that are tailorable to a particular program's needs. In addition the document states what the "core" set of material that every program should contain as well as providing information about possible focus areas that a department can utilize in tailoring their program. Tasks include collecting the materials, developing a readable volume, and producing the volume (Activity 1), conducting a workshop to solicit comments from the community (Activity 2), and the ongoing assessment of the Computer Engineering component of CC2001 (Activity 3). The purpose of the proposed workshop is to convene a group of experts in the area of Computer Engineering to review the draft of the Computer Engineering Curricula and obtain feedback about the draft. Project plans call for disseminating the resulting document the comnputer engineering community after it is completed. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Theys, Mitchell Victor Nelson David Soldan University of Illinois at Chicago IL Russell L. Pimmel Standard Grant 25000 7427 SMET 9178 0000099 Other Applications NEC 0230425 September 15, 2002 Science and Engineering Interactive Learning Communities. This project develops strategies and pilot programs to increase the number of undergraduate students obtaining degrees in science, technology, engineering, and mathematics (STEM) fields. The project establishes "On-line Science and Engineering Interactive Learning Communities (SEILCs)" to improve retention, and to increase student enrollment. SEILCs feature intelligent tutoring systems and web-based courses supplemented with on-line live interactions with tutors and faculty. SEILCs are open to all students in the College of Engineering, and the College of Science and Technology. Using SEILCs, the project develops and implements a pilot program with a slow-paced five-year curriculum in Electrical and Computer Engineering for students who meet admission standards, but may have inadequate backgrounds in mathematics and basic sciences. The five-year format makes it possible to deal with their academic needs in a more systematic way. The project also provides on-line science and engineering interactive learning communities with intelligent tutoring systems for high school level science and mathematics courses in coordination with the college of Science and Technology. These special learning communities serve a dual purpose. Incoming Temple University students in the STEM fields use interactive tutoring to This project develops strategies and pilot programs to increase the number of undergraduate students obtaining degrees in science, technology, engineering, and mathematics (STEM) fields. The project establishes "On-line Science and Engineering Interactive Learning Communities (SEILCs)" to improve retention, and to increase student enrollment. SEILCs feature intelligent tutoring systems and web-based courses supplemented with on-line live interactions with tutors and faculty. SEILCs are open to all students in the College of Engineering, and the College of Science and Technology. Using SEILCs, the project develops and implements a pilot program with a slow-paced five-year curriculum in Electrical and Computer Engineering for students who meet admission standards, but may have inadequate backgrounds in mathematics and basic sciences. The five-year format makes it possible to deal with their academic needs in a more systematic way. The project also provides on-line science and engineering interactive learning communities with intelligent tutoring systems for high school level science and mathematics courses in coordination with the college of Science and Technology. These special learning communities serve a dual purpose. Incoming Temple University students in the STEM fields use interactive tutoring to review basic mathematics and science concepts. Students from selected high schools use them in their college preparation as a service to Temple University feeder high schools. The interactions of the high school students with the monitors and professors of learning communities increase their interest an awareness of the STEM fields of study. The project also establishes comprehensive internships to provide financial support and coordinated industrial experience. basic mathematics and science concepts. Students from selected high schools use them in their college preparation as a service to Temple University feeder high schools. The interactions of the high school students with the monitors and professors of learning communities increase their interest an awareness of the STEM fields of study. The project also establishes comprehensive internships to provide financial support and coordinated industrial experience. STEM TALENT EXPANSN PGM (STEP) DUE EHR Sendaula, Musoke Saroj Biswas Temple University PA Terry S. Woodin Standard Grant 573568 1796 SMET 9178 0231154 December 1, 2002 Improving Calculus: Developing Concepts Through Good Questions. This project is creating materials to promote conceptual development for calculus students, by helping instructors to raise the visibility of the key concepts, to stimulate student peer-to-peer discussion of concepts, and to connect calculus concepts to what students know and understand about their world. In addition to creating materials to enhance student learning, the project is investigating the hypothesis that tapping into mathematicians' emphasis on conceptual understanding, and their beliefs about how mathematical understanding is built, can motivate faculty to experiment with new methods and approaches to enhance student learning. In this case the approach is modeled after Mazur's reformation of introductory physics course through the use of ConcepTests that actively engage students to think about, discuss, and clarify their understanding of basic physical concepts. Student peer-teaching is also featured. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Terrell, Maria Robert Connelly Cornell University NY Lee L. Zia Standard Grant 74996 7427 SMET 9178 0000099 Other Applications NEC 0231176 November 15, 2002 Media Computation as a Motivation and Structure for a Non-Majors CS1 Class: "Data-First" Computing. The problem addressed by this proposal is the disinterest in computer science exhibited by large groups of students, especially non CS majors and women. This is a particular problem at institutions like Georgia Tech where an introductory computing course is required. A prototype course in Introduction to Media Computation aimed at non CS majors will be utilized. The argument is that these audiences are most interested in computing to manipulate data of interest to them. A data first approach where computing in terms of creation, manipulation, and transformation of data of interest to students is implemented in this course. At GIT, non CS majors are often manipulating multimedia in English and other communications classes. Literature on gender issues in computing suggests that women seek an applications oriented focus to computer science and assignments that lend themselves to creativity. The media computation approach addresses these needs. The base premises for the course are: all media are moving to a digital format; digital media are manipulated using software; and learning to control computation, including programming, then becomes a communications skill. The products of this project will include: A course structure, lecture slides, and course notes in support of such a class; technology to support such a course, including a student development environment, media manipulation tools, and a cross-platform multimedia API appropriate for novice programmers; and evaluation results, focusing on retention, motivation, and learning. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Guzdial, Mark GA Tech Research Corporation - GA Institute of Technology GA Robert Stephen Cunningham Standard Grant 73430 7427 SMET 9178 7427 0000099 Other Applications NEC 0231195 September 15, 2002 Colleges of Education and Engineering: Fostering Campus Collaborations (January 9-12, 2003; Miami, Florida). Engineering - Other (59) This is a project to organize a conference on "Colleges of Education and Engineering: Fostering Campus Collaborations". This is a follow-up conference which builds upon the success of the previous conference "Taking the Lead: A Deans Summit on Education for Technological World". This conference comprises of approximately 200-250 attendees, including faculty from both engineering and education colleges as well as deans, provosts or presidents. The conference features best practices in campus collaborations that result in enhanced teacher preparation, improved curricula and teaching methodologies, expanded outreach for both education and engineering programs, and educational standards development. All sessions cover methodologies and strategies to overcome constraints and to maximize impact. The conference focuses on teacher preparation, community outreach to K-12, and pedagogical strategies for engineering education. In addition, seven themes are emphasized throughout the conference. These themes consist of "Community of Deans", "Collaborations", "Diversity", "Successful practices Integrating/Infusing Standards", "Pipeline for Teacher Education and Engineering", and "Funding Sources". CCLI-NATIONAL DISSEMINATION DUE EHR Crouch, Peter Walter Gmelch Douglas Gorham Institute of Electrical & Electronics Engineers, Inc. NJ Kenneth Lee Gentili Standard Grant 87048 7429 SMET 9178 7429 0000099 Other Applications NEC 0231299 December 15, 2002 Educational Materials Development for Enhanced Understanding of Thermodynamics Concepts. The objective of the project is to design and fabricate a low-speed internal combustion engine and associated measurement systems for real time visualization of thermodynamic processes. The prototype engine addresses a significant need in teaching fundamental thermodynamic processes. It provides means to demonstrate typically non-intuitive or abstract processes, i.e. the processes associated with an internal combustion engine. The system is designed to provide maximum control of input variables with both display and computerized acquisition of all parameters. This standalone tabletop system provides real-time class demonstrations to courses such as thermodynamics, and captures the primary input/output information that characterizes the system. The physical demonstration system is used by instructors in high school, technical or university settings. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Cooley, Timothy Terrence O'Connor Purdue University IN Bevlee A. Watford Standard Grant 67068 7427 SMET 9178 7427 0000099 Other Applications NEC 0232823 October 1, 2002 Meeting the Challenges in Emerging Areas: Education Across the Life, Mathematical, and Computer Sciences. The Mathematical Association of America, in cooperation with the American Association for the Advancement of Science, is holding a conference of leaders in the emerging fields that integrate computer science, mathematics and the life sciences, and leaders in undergraduate education in all three areas. This conference is encouraging the nation to meet the educational challenge of producing students competent to enter these cross-cutting areas. Conference results are reports and resources for those interested in creating courses and programs. The most important product is a report to the nation for all stakeholders informing them of issues, needs, and opportunities, and what they can do. Intellectual Merit: Research and development in the life sciences have escalated as a result of: 1) the Human Genome Project, 2) national priorities to enhance and protect the health and well being of the people, and 3) the use of new technologies. The data being generated has outstripped our capability to analyze it. However, knowledge that can result from proper analysis of the data will lead to greater advances. New research initiatives lead to new ways to integrate the life, mathematical, and computer sciences. There are emerging fields of study that integrate these three disciplines, such as biotechnology, biostatistics, and bioinformatics. What is missing in this picture are the people who have the knowledge and skills to enter these new crosscutting areas. Students must be prepared for entering the workforce from all levels of undergraduate education, and students must be prepared for graduate programs in order to contribute to research and development needs. Broader Impacts: Reports resulting from the conference are being distributed widely to the major stakeholders and presentations are being made at professional meetings for higher education faculty in the three areas and at meetings of administrators and other educators. These presentations further bring the report and the issues addressed in it to their attention. New programs in the emerging areas at the crossroads of the three disciplines, interdisciplinary coursework, recruitment of students, and better-prepared students will be the benefits of this project. The nation will be in a stronger position to meet its priorities and further the dynamic work being done in the life and biomedical sciences. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Straley, Tina Mathematical Association of America DC Jeanne R. Small Standard Grant 282917 W521 7427 SMET 9178 7427 0000099 Other Applications NEC 0233332 September 15, 2002 Roadmap of Opportunities Institute. The NWCET Skill Standards for Information Technology are used by The Boston Area Advanced Technological Education Connections (BATEC) in a summer institute and follow on activities to understand industry requirements and to align academic curricula of the partner schools with them. Relevant curricula from the BATEC partner schools are cataloged, the academic outcomes and skill standards addressed within functional clusters, and gaps and redundancies are noted. This results in a "Roadmap of Opportunities" - a 2+2+2 mapping framework to ensure flexibility in and across information technology career clusters that serves as a foundation for future cooperation agreements between the schools. The "roadmap" also provides navigational guidance to facilitate student movement through various educational levels in a flexible, systematic manner with multiple entrance and exit points. ADVANCED TECH EDUCATION PROG DUE EHR Boisvert, Deborah University of Massachusetts Boston MA Gerhard L. Salinger Standard Grant 49302 7412 SMET 9178 1032 0000099 Other Applications NEC 0233333 October 1, 2002 Bridging Research and Practice in the MSPs: Technical Assistance for Use of Research and Data-Based Decision Making. This design proposal for technical assistance has three focus areas aimed at helping technical assistance providers: 1) identify bodies of research and best practices and translate these findings to the specific needs of the MSPs; 2) work with MSP leaders to use existing and newly collected data about the MSPs to inform their decisions; and 3) help create and sustain a national capacity and supportive community for the MSPs. MSP-OTHER AWARDS DUE EHR Century, Jeanne Rose Judith Sandler Education Development Center MA Elizabeth VanderPutten Standard Grant 249318 1793 SMET 9177 0000099 Other Applications NEC 0233382 October 1, 2002 Building Evaluation Capacity of STEM Projects. This project will address the need for improved evaluations of STEM projects by (1) establishing collaborations that develop and test more sophisticated evaluation models (working through evaluation associations to obtain input from a wide array of evaluation experts), and (2) working with directors and other stakeholders of STEM projects to implement and iteratively refine these models. Using evaluation and content experts to assist a sample of STEM projects from three EHR programs (including MSP), the project will develop state-of-the-art evaluation models that are context-sensitive. The project will support the development of professional communities of teachers, researchers, evaluators, cognitive scientists, and social scientists, and others who depend on evaluation for continued improvement and to generate new knowledge. MSP-OTHER AWARDS DUE EHR Worthen, Blaine James Dorward Catherine Callow-Heusser Utah State University UT Elizabeth VanderPutten Standard Grant 1824915 1793 SMET 9177 0000099 Other Applications NEC 0233393 October 1, 2002 STEM-HELP (Higher Education Liaison Project). Project Impact at Northeastern University and the Eisenhower Regional Alliance at TERC propose a design project to create a customized technical assistance plan for higher education disciplinary and education faculty that focuses on curriculum use along with the professional development models required for successful implementation. It is anticipated that these activities will result in more effective provision of services by higher education faculty to teachers and schools in the MSP projects. It is also anticipated that faculty would incorporate the use of STEM materials and professional development modules into their preservice teaching. MSP-OTHER AWARDS DUE EHR Hickman, Paul Alida Frey Mark Kaufman Northeastern University MA Janice M. Earle Standard Grant 250000 1793 SMET 9177 0000099 Other Applications NEC 0233416 October 1, 2002 Creating Better Frameworks for Implementation Evaluations in MSPs: A Research and Evaluation Design Study. EDC, SRI International, and Policy Studies Associates propose a research and technical assistance design study to create conceptual and practical tools that will help improve implementation evaluation in selected MSPs. The design focuses identifying empirical descriptors of two critical elements in large-scale change (1) teachers' instructional practice, and (2) effectiveness of coaching/teacher leader strategies aimed at changing teacher practice and/or principals' instructional leadership strategies aimed at deepening instructional improvement. MSP-OTHER AWARDS DUE EHR Lord, Brian Education Development Center MA Janice M. Earle Standard Grant 249036 1793 SMET 9177 0000099 Other Applications NEC 0233445 October 1, 2002 Adding Value to the Mathematics and Science Partnerships Evaluations. The proposed project is an empirical study of the effects of MSP projects on student achievement, and it includes providing technical assistance to approximately 15 MSP evaluators regarding MSP evaluation challenges and the use of appropriate analytic tools and techniques for studying the impacts of MSPs. The proposed three-year project has three goals: 1) to increase the knowledge of MSP evaluators about design, indicators, and conditions needed to successfully measure change in student learning over time, 2) to develop useful tools for evaluators to attribute outcomes to MSP activities, and 3) to apply different techniques for analyzing the relationship between student achievement and MSP project activities in order to evaluate the success of MSP projects. MSP-OTHER AWARDS DUE EHR Webb, Norman University of Wisconsin-Madison WI Elizabeth VanderPutten Standard Grant 1492919 1793 SMET 9177 0000099 Other Applications NEC 0233456 October 1, 2002 Design, Validation and Dissemination of Measures of Content Knowledge for Teaching Mathematics. This proposal seeks to develop and validate measures of teacher's knowledge of mathematics. The proposal has three parts. In the first part, the researchers will develop new measures of teachers' knowledge of upper elementary and middle-grade algebra, geometry and teachers' ability to interpret student thinking in algebra. In the second part, they will validate existing measures of mathematics knowledge for teaching by conducting interviews and observing teachers, mathematicians and non-teaching professionals. In the third part, they will develop a strategy for supporting MSPs in the use of these instruments. MSP-OTHER AWARDS DUE EHR Hill, Heather University of Michigan Ann Arbor MI Elizabeth VanderPutten Standard Grant 249751 1793 SMET 9177 0000099 Other Applications NEC 0233460 October 1, 2002 Incorporating High Quality Interventions into a Broader Strategy for Sustained Mathematics/Science Education Reform. This design study will help funded MSP project "pull it all together" and reflect on their designs in light of the challenges posed by large-scale reform and will help to ensure that the assistance the MSPs receive from multiple sources is more coherent. The PIs list key challenges for the MSPs (creating and sustaining a shared vision for reform; designing, implementing and evaluating reform interventions; and ensure that reforms become institutionalized. This design study will provide assistance to the individual sites to help them work effectively with these challenges. The outcome will be a web-based Handbook that incorporates the most current thinking approaches to meeting these challenges. MSP-OTHER AWARDS DUE EHR Weiss, Iris Barbara Miller Horizon Research Inc NC Janice M. Earle Standard Grant 249779 1793 SMET 9177 0000099 Other Applications NEC 0233472 October 1, 2002 MSP-Network: A Technical Assistance Design Project. The proposed design study will create a MSP Network (MSP-NET), a web-based interactive electronic community for MSP grantees. The network will: (1) encourage sharing of resources, problems, strategies and solutions to issues; (2) connect MSP projects with other resources at NSF and the Department of Education; (3) permit interaction within MSP projects; (4) provide MSP projects and the program as a whole with a public presence, publicizing the effort, and disseminating positive results. MSP-OTHER AWARDS DUE EHR Falk, Joni Brian Drayton TERC Inc MA Janice M. Earle Standard Grant 249978 1793 SMET 9177 0000099 Other Applications NEC 0233481 October 1, 2002 Assistance for Building Capacity (ABC). This design study proposes to assemble a, think tank, of expert consultants, review MSP projects and suggest a new set of tools for the MSPs that will build capacity to use qualitative and quantitative data for monitor and modify their implementation plans, promote equity and diversity, and create models that help MSP partners understand the focus of reform and the impact of the evolving partnerships on their institutional cultures, programs, and structure. MSP-OTHER AWARDS DUE EHR Long, Madeleine Yolanda George American Association For Advancement Science DC Janice M. Earle Standard Grant 249981 1793 SMET 9177 0000099 Other Applications NEC 0233487 October 1, 2002 Developing the Dissemination Strategy and Framework for EHR's Math and Science Partnerships Program. This proposal from George Washington University and its partner, the Potomac Communication Group, is aimed at designing a system to develop the capacity of the MSPs to use, generate and disseminate knowledge about educational improvement. The goals are to identify promising dissemination practices, identify what knowledge decision -makers need , and develop a preliminary framework for the dissemination of activities and findings of the MSPs. There are five research questions: 1) What are the information needs of key education decision-makers? 2) What contextual factors influence or motivate the use of knowledge in decision making? 3) What are the information pathways used by the decision-makers to access information? 4) What barriers or motivating factors are present in accessing and using the knowledge to transform STEM education? 5) What knowledge dissemination strategies or combination of strategies stimulate reform of STEM education? MSP-OTHER AWARDS DUE EHR Gosling, Arthur George Washington University DC Elizabeth VanderPutten Standard Grant 249684 1793 SMET 9177 0000099 Other Applications NEC 0233505 October 1, 2002 Longitudinal Design to Measure Effects of MSP Professional Development in Improving Quality of Instruction in Mathematics and Science Education. CCSSO has established a collaborative research team involving Wisconsin Center for Education Research (WCER) and American Institutes for Research (AIR) to investigate how professional development programs and activities in multiple sites (approximately 5 districts participating in MSP) can be evaluated using a common set of research-based measures, and how a survey methodology can be used to evaluate the effects of professional development in improving instruction in mathematics and science. The project will survey 640 middle school teachers about what and how they teach. Specifically, the study will address the following research questions. 1) To what extent is the quality of the professional development supported by MSP activities consistent with a research-based definition of quality? 2) What effects do teachers' professional development experiences have on instructional practices and content taught in math and science classes? Are high-quality professional development activities more likely than lower-quality activities to increase the alignment of content with state standards and assessments? 3) How can MSP projects use study findings to improve professional development and the content and instruction of mathematics and science classes? MSP-OTHER AWARDS DUE EHR Blank, Rolf Andrew Porter Mike Garet John Smithson Beatrice Birman Council of Chief State School Officers DC Elizabeth VanderPutten Standard Grant 1849302 1793 SMET 9177 0000099 Other Applications NEC 0116000 Human Subjects 0233528 October 1, 2002 MSP Assessments. This proposal seeks funding to design a coordinated system of student assessment resources and technical assistance for addressing the assessment needs of the MSPs. The design study has four goals: 1) To identify the student assessment needs of MSP programs and classrooms through a survey of assessments the MSPs plan to use, their current approaches to assessment, and their needs for additional forms of assessment and technical assistance; 2) To design an assessment resource management system (ARMS) that takes advantage of the affordances of technology to serve the MSPs nationwide by supporting access, use, customization and development of a range of appropriate assessments for MSP programs and classrooms; 3) To plan the development of new assessment forms in mathematics and science, some of which may be technologically-supported; and 4) To design a longitudinal study of the impact of MSPs on assessment practice at the classroom, school, district and state level. MSP-OTHER AWARDS DUE EHR Quellmalz, Edys Patty Kreikemeier Anders Rosenquist SRI International CA Elizabeth VanderPutten Standard Grant 249215 1793 SMET 9177 0000099 Other Applications NEC 0233530 October 1, 2002 Academy for Professional Development Design in Science and Mathematics. The design project will develop support for the MSPs to provide high quality professional development and to measure the impact of their activities on teacher and student learning. The project will use an "Academy" model and a variety of goals including increasing teachers' content and pedagogical content knowledge, building a professional community and identifying approaches for sustained teacher learning will be pursued. A variety of approaches will be used including the use of case studies, videos, electronic learning, and analysis of student work. Proposers will also develop evaluation and assessment tools that the MSPs can use to measure changes in teacher practice and student learning. MSP-OTHER AWARDS DUE EHR Stiles, Katherine Jerome Shaw WestEd CA Janice M. Earle Standard Grant 249778 1793 SMET 9177 0000099 Other Applications NEC 0233639 June 11, 2002 Planning Grant: Regional Center for Laser Optics / Photonics (and Coatings). The College District in north central California is engaged in planning for the enlargement of its laser optics/photonics program into what will eventually be a regional center. Yuba's laser optics/photonics consortium involves industry partners Coherent Optics, Inc., and Spectra-Physics, Inc., in close association with their representative professional organizations LEOMA and SPIE. This basic consortium is building its capacity to serve the industry and the region through enhancements to the structure, functions, and size of the consortium and through improved curriculum design utilizing a Tech Prep-type format. The planning project covers (1) building the partnership to include two universities, three community colleges, six high schools, and approximately twenty industrial partners; (2) developing an infrastructure (a committee structure, the needs and roles of prospective staff, and the points of contact within each participating organization); and (3) developing plans for articulation, marketing, data collection/assessment, and staff development. The project's second year includes a teacher training component. The consortium has already received grants, equipment gifts, and cash to support the Marysville laser optics/photonics center. ADVANCED TECH EDUCATION PROG DUE EHR Werle, Kathleen San Jose City College CA Duncan E. McBride Standard Grant 31523 7412 SMET 9178 1032 0236511 October 1, 2002 Facilitating Mathematics/Science Partnerships. The Center for Education of the National Academy of Sciences proposes to develop a program of workshops to help the MSP awardees and future applicants improve K-16 STEM programs. The content of the workshops builds on recent NRC reports (e.g., How People Lear; Adding it Up; Transforming Undergraduate Education in Science, Mathematics, Engineering and Technology; Knowing What Students Know; Learning and Understanding), and participants will have opportunities to examine the research and implementation issues identified in these reports in depth and apply them to their project designs. It is anticipated that two workshops each on two different topics (making a total of four workshops) will be offered annually for three years. MSP grantees would be guaranteed slots in the workshops. The workshops will be jointly developed by the Center for Education and the National Science Resources Center. MSP-OTHER AWARDS DUE EHR Labov, Jay Sally Shuler National Academy of Sciences DC Janice M. Earle Standard Grant 1800000 1793 SMET 9177 0000099 Other Applications NEC 0237132 June 1, 2002 VPython: Real-time 3D Visualization for Science and Engineering. Interdisciplinary (99) Physics (13) The project is developing software to make it easy for scientists, engineers, and their students to create computer models of physical systems that include real-time, 3D, interactive graphics. The value of 3D computer visualization in science and engineering education and research is widely recognized. 3D modeling of molecules in chemistry and biology is perhaps the most widely used 3D tool, whose high utility has justified the expensive development of appropriate software. Many math packages generate 3D representations of functions. However, more general use of 3D visualization, coupled to the flexibility of a general-purpose programming language, has been blocked by great technical difficulties which require high computer skills to overcome. This is particularly limiting for educational applications. Even in chemistry and biology where 3D tools exist, it is difficult or impossible for scientists to modify or extend these packages. These applications do not have the open-ended flexibility of a programming language. A new tool, VPython, makes it possible for many scientists and engineers, and students of science and engineering, to create 3D visualizations quickly and easily, coupled to the flexibility and power of a programming language. Moreover, these visualizations can be interactive in real time, transcending the limitations of a canned movie. The project is bringing VPython to a mature level of open source development, so that thereafter it can be easily maintained and extended, as a contribution to the infrastructure of science and engineering research and education. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Sherwood, Bruce North Carolina State University NC Duncan E. McBride Standard Grant 292286 7427 SMET 9178 7427 0237653 November 1, 2002 Building from the Research: Envisioning Quality Science Assessments. The National Academy of Sciences, Center for Education through the Board on Testing and Assessment, will convene a committee to conduct a series of activities over the next two years that will: (1) provide guidance to states on designing and developing quality science assessments in light of requirements of the No Child Left Behind Legislation; (2) foster communication and collaboration between the NRC Committee and key stakeholders in states and school districts so that the guidance provided is practical and useable. The Committee's report will be widely disseminated. MSP-OTHER AWARDS DUE EHR Elliott, Stuart Patricia Morison National Academy of Sciences DC Janice M. Earle Continuing grant 1800000 1793 SMET 9177 0000099 Other Applications NEC 0240028 October 1, 2002 Student Mentoring Workshop for Mathematics Departments. ABSTRACT The project will support a workshop, held by the American Mathematical Society, in partnership with a number of colleges and universities, professional organizations, and individual experts, on the mentoring and nurturing of students in mathematics. The goal is to build awareness in the mathematics community that programs with the identified characteristics can enhance student academic experiences, improving student performance as well as aiding in attracting and retaining students. The workshop agenda is to identify and showcase effective mentoring methods to improve attraction and retention of underrepresented minorities in mathematics, utilizing expertise form institutions that have demonstrated successful mentoring and nurturing. The workshop will include programs directed toward undergraduate, graduate and post-doctoral students. By identifying successful practices and disseminating these findings by way of the AMS website and other professional society communications, and through participating institutions, the PI anticipates that mathematics departments will be motivated to initiate programs with mentoring components, which is expected to improve departmental environment. PRES AWDS FOR EXCELL IN SCI DUE EHR Rankin, Samuel American Mathematical Society RI David L. Temple Jr. Standard Grant 30104 1593 SMET 9178 0240703 June 15, 2002 Federal Cybercorps: Scholarships For Service (SFS) Program - FY'02 funds. FED CYBER SERV: SCHLAR FOR SER DUE EHR Hernandez, Miguel PERSONNEL MANAGEMENT, U S OFFICE OF DC Victor P. Piotrowski Interagency Agreement 430000 1668 SMET 9178 0000099 Other Applications NEC 0240763 September 15, 2002 HBCU Engineering Colleges: Contributions and Future Directions. The project will support the development and implementation of a workshop/symposium, held by the College of Engineering of Tuskegee University, in partnership with a number of engineering departments and engineering colleges, professional organizations, and individual experts. The event will facilitate the gathering of information to establish the methods used by the HBCU engineering schools to achieve success in degree production among underrepresented minorities, especially African-American students. The symposium will also address the development of a vision for strengthening HBCU engineering institutions, determining what strategies might assist the further development of students, and improving corporate partnerships, governmental service, and collaboration with majority institutions. By identifying successful practices and disseminating these findings by way of the proposed collaborative website and other participant-based communications through participating institutions, the PI anticipates that engineering departments/colleges will be motivated to consider ways to improve their academic programs through use of the best practices established in the symposium (and documented by participants). PRES AWDS FOR EXCELL IN SCI DUE EHR Burge, Legand Tuskegee University AL Marilyn J. Suiter Standard Grant 27255 1593 SMET 9178 0242495 October 1, 2002 A Proposal to Provide Technical Assistance to Increase the Participation and Competitiveness of Teams Involving Minority-Serving Institutions in the MSP Program. This proposal seeks funding to support minority-serving higher education institutions and schools develop competitive proposals for the Math and Science Partnerships. During the Fall of 2002, four workshops will be held. Teams will be invited to participate where the partnering higher education institution is recognized as an Hispanic Serving Institution, Tribal College, Historically Black College or University, or other minority-serving institution. These two-day workshops will focus on helping teams develop and refine their plans for a comprehensive or targeted MSP project. Particular emphasis will be placed on forming strong partnerships, developing a highly qualified teacher workforce, implementing a challenging curriculum and designing a rigorous evaluation. After the next round of MSP awards are made, QEM will hold a one-day workshop that will focus on next steps, either program implementation for successful projects or revisions of proposals for non-awarded projects. MSP-OTHER AWARDS DUE EHR McBay, Shirley QUALITY EDUCATION FOR MINORITIES NETWORK DC Elizabeth VanderPutten Standard Grant 352649 1793 SMET 9177 0000099 Other Applications NEC 0242550 September 1, 2002 South Carolina Advanced Technological Education Center of Excellence. The South Carolina Advanced Technological Education (SC ATE) Center of Excellence is a statewide systemic initiative designed to increase the quantity, quality, and diversity of engineering technology graduates throughout the state's 16 technical colleges. An integrated, problem-based curriculum, collaborative teaching strategies, and extensive active learning techniques together with faculty and student teamwork form the cornerstone of the SC ATE's strategy to recruit, retain, and graduate more students in engineering technology programs. SC ATE has achieved critical milestones on the road to designing and implementing a model of faculty development, program improvement, and curriculum reform. The key to SC ATE success continues to be reform-ready faculty acting as change agents for development and delivery of innovative engineering technology curriculum and promoting program improvement. SC ATE's critical lesson learned is the proven effectiveness of exemplary faculty leading grassroots reform. The Center has identified four critical success factors (essential accomplishments) that is guiding its work: (a) continuing development of pre-engineering technology and first-year engineering technology curricula; (b) faculty development that supports the most effective teaching methodologies and creates learning environments that model the workplace; (c) recruitment and retention of students, particularly women and minorities; and (d) development of a statewide model to create a seamless pipeline for educational opportunities for students to become well-qualified engineering technology graduates. ADVANCED TECH EDUCATION PROG DUE EHR Craft, Elaine Florence-Darlington Technical College SC Elizabeth Teles Continuing grant 425000 7412 SMET 9178 9177 1032 0296002 September 1, 2001 Computer Simulation of Geotechnical and Hazardous Waste Investigations. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Santi, Paul Jeffrey Cawlfield Colorado School of Mines CO Jeanne R. Small Standard Grant 73000 7427 SMET 9178 7427 0000099 Other Applications NEC 0296054 September 1, 2001 Teaching Computer Ethics with Workshops and the Web. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Miller, Keith Deborah Johnson Tracy Camp Laurie Smith King University of Virginia Main Campus VA Andrew P. Bernat Standard Grant 43315 7427 SMET 9178 7427 0000099 Other Applications NEC 0296155 January 8, 2002 Teaching Computer Ethics with Workshops and the Web. DUE EHR Miller, Keith Deborah Johnson Tracy Camp Laurie Smith King University of Illinois at Springfield IL Robert Stephen Cunningham Standard Grant 43315 0000099 Other Applications NEC 0302314 September 1, 2002 Technician Education in Rapid Prototyping and Virtual Manufacturing Technologies. This project is developing rapid prototyping and time-compression techniques in a 'design for manufacturing' program for technicians. Tasks include developing and expanding nine course modules, offering workshops for faculty, providing technical and research experiences for students, and developing laboratory and computer-aided design tools. A unique feature of this project is its application to the entertainment industry, with additional applications in the biomedical/biotechnology fields. A strong information technology component includes the sharing of design code and files over the internet between the laboratories at the three institutions. The project is serving community college, university, and high school vocational technical students. ADVANCED TECH EDUCATION PROG DUE EHR Patton, Ken Paul Dozois Saddleback College CA Kenneth Lee Gentili Continuing grant 424989 7412 SMET 9178 1032 0000099 Other Applications NEC 0306378 July 1, 2002 Planning Grant for Regional Center for Information Technology Education. The Community Colleges of Colorado plan to establish a regional center in information technology (IT) to significantly increase the supply, capability and diversity of the IT workforce in Colorado. The Center is a consortium of the community colleges with the Colorado Institute of Technology, the National Workforce Center for Emerging Technologies and a proposed Colorado IT Industry Advisory Council. A technology symposium is held to engage industry and colleges in a dialogue about key issues. Industry needs to become aware of the roles for two-year college graduates in IT. The IT curricula in two-year colleges need to be upgraded and expanded based upon standards and industry requirements. The faculty, teachers, counselors and administrators need ongoing professional development. Students need to be provided consistent information and advising about IT positions. This symposium serves to develop the basis for the Center. ADVANCED TECH EDUCATION PROG DUE EHR Roe, Mary Ann Red Rocks Community College CO Gerhard L. Salinger Standard Grant 46276 7412 SMET 9178 1032 0320608 June 1, 2002 Matter & Interactions: Models & Modern Concepts in Introductory Physics. We are developing educational materials to bring modern content into introductory physics. With the aid of previous NSF funding we have created a new calculus-based introductory textbook on mechanics and thermal physics that addresses the following problems: 1) Many students have already studied mechanics in high school and are bored by repeating nearly the same material in college. 2) Students and instructors are unhappy with the lack of contemporary science in the traditional course. 3) Students in the traditional course are not involved in the modeling of physical systems, including making idealizations, approximations and simplifying assumptions. 4) Thermodynamics and mechanics are traditionally treated as completely separate topics, rather than as an integrated science based on a small number of fundamental principles. The new curriculum emphasizes atomic-level description and analysis, and physical modeling including computer modeling. The material deliberately looks to the students very different from what they had studied earlier. Thermal physics is integrated with mechanics throughout the textbook, climaxing with an accessible statistical mechanical treatment of the Einstein solid. We believe that the new textbook provides a needed alternative to traditional texts, but it is not yet pedagogically robust and transportable. It already works well with exceptionally strong students; this is important because such students are at special risk of boredom, and we do not want to lose them. However, we would like to make this interesting subject matter accessible not just to the honors student but also to the average student who has had a decent high school physics preparation. It is also important to make the curriculum teachable by other instructors; this requires the creation of additional kinds of materials, including an instructor's manual and support packages for introducing computer modeling into the course. We propose to continue work on pedagogical aspects of the reform, with further revisions of the textbook in response to our teaching experiences and ongoing formative assessment activities. A key component will be a national beta test in Fall 1999 for which we are currently recruiting participants. We believe that we now have something well worth teaching but we need to address shortcomings in how well we and others can teach it. We also propose to revise and extend our earlier E&M textbook to match the new material, thus providing a coherent, modern one-year introductory physics textbook. We propose to engage in additional evaluation and dissemination activities. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Sherwood, Bruce Ruth Chabay North Carolina State University NC Duncan E. McBride Standard Grant 143019 7427 SMET 9178 7427 0321973 April 10, 2002 A Data-Oriented, Active Learning, Post-Calculus Introduction to Statistical Concepts, Methods and Theory. This project is developing curricular materials for a two-course sequence that introduces students at the post-calculus level to statistical concepts, methods, and theory. These courses are providing a more balanced introduction to the discipline of statistics than the standard sequence in probability and mathematical statistics. The materials incorporate features of successful statistics education projects, including development of students' conceptual understandings, student explorations through hands-on activities, analysis of genuine data, and integration of computer tools both to enhance students' learning and to analyze data efficiently. The student audience targeted by this project is particularly important because it has been overlooked by previous curricular reform projects focused on the introductory course for students with majors outside of mathematics. The proposed two-course sequence introduces mathematics and science majors to content and pedagogy, which prepare them well for careers in statistics or teaching. Because large numbers of mathematics majors become teachers at the secondary school level, these students must learn fundamental principles of data analysis to be able to teach according to NCTM standards. This course is particularly appropriate as it teaches students in a discovery-oriented manner in which they should teach. In addition to developing, testing and revising these materials, the project includes a significant program of dissemination and evaluation. The primary outcomes are two fully self-contained textbook/ workbooks, which integrate investigative activities with more traditional exposition. Other expected outcomes include a suite of Java applets designed to aid students' conceptual visualization and extensive support materials such as instructor's guides and sample examinations. A final anticipated outcome is a week-long faculty development workshop. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Rossman, Allan California Polytechnic State University Foundation CA Elizabeth Teles Standard Grant 142500 7427 SMET 9178 7427 9910826 May 15, 2000 "ExCEEd (Excellence in Civil Engineering Education) Teaching Workshop (ETW)". Engineering - Civil (54) It is widely agreed that success as an engineer requires sound technical knowledge. However, employers are increasingly emphasizing the importance of non-technical skills to include effective communications, team leadership, a dedication to lifelong learning, and a commitment to the sharing of this knowledge through mentoring. If these skills are to be cultivated in future engineers, they must first be instilled in their instructors, who themselves must be able to serve as role models. Engineering faculty must therefore have a specific and distinct non-technical skill set. Ironically, unlike K-12 teachers, critical education skills are not taught to most college faculty. This void is the motivation for the American Society of Civil Engineers (ASCE) continued commitment to the Excellence in Civil Engineering Education (ExCEEd) Teaching Workshop (ETW). This project improves upon the Teaching Teachers to Teach Engineering (T4E) workshop previously conducted at the US Military Academy, West Point and supported by NSF. ETW is an evolution of T4E designed to benefit a larger population of faculty. It is an intensive, one-week workshop for civil engineering and civil engineering technology faculty with less than five years of teaching experience. An important component is the inclusion of observers/assessors from other engineering professional societies, which ensures the quality improvement of each future workshop and which holds the potential to disseminate this activity to other engineering organizations interested in offering faculty development opportunities to their membership. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Ressler, Stephen American Society of Civil Engineers VA Lance C. Perez Standard Grant 50200 7428 SMET 9178 7428 0000099 Other Applications NEC 9950688 January 1, 2000 Classroom Experiments for Undergraduate Macroeconomics Courses. This project addresses a national concern about the need for innovation in the teaching of economics. The project goal is to develop a set of macroeconomic experiments for the classroom. These experiments will allow students in introductory and intermediate macroeconomics classes to discover macroeconomic concepts for themselves. Analyzing the data they generate during the experiments helps students to critically evaluate theory. Instructors who use classroom experiments attest to their effectiveness in increasing student interest, motivation, and learning. However, the vast majority of existing classroom experiments illustrate microeconomic concepts. Very few experiments currently exist for macroeconomics courses. The project is developing at least five macroeconomics experiments and associated writing assignments. Experimental topics will include economic growth, unemployment, inflation and interest rates, consumption and investment, business cycles, and monetary and fiscal policy. Thirteen faculty at ten different institutions have agreed to beta test the experiments in their macroeconomics classes. The effectiveness of these experiments on student learning will be assessed quantitatively on another campus using a controlled experimental design applying Bloom's taxonomy about the hierarchy of learning (knowledge, comprehension, application, analysis, synthesis, and evaluation; Benjamin Bloom, editor, "Taxonomy of Educational Objectives, David McKay Company, Inc. 1956). Each experiment will be published as a chapter in an instructor's manual on classroom experiments to be published by Addison-Wesley. Dissemination plans include a broad base of presentations at national conferences, and articles in economics journals. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Hazlett, Denise Whitman College WA Myles G. Boylan Standard Grant 134481 7427 SMET 9178 7427 0000099 Other Applications NEC 9952231 May 1, 2000 A Remote Telescope for Undergraduate Research Studies in Astronomy. Astronomy (11) By adding undergraduate research studies throughout the astronomy curriculum, this project is improving both student learning and interest. With introductory classes of 180 students, however, this addition would not be practical without automating the observing process itself. The project is therefore constructing a powerful, completely automated, imaging telescope (the URSA observing system) using off-the-shelf hardware and by modifying existing telescope control software. The low cost and simplicity of the design make it attractive to smaller undergraduate institutions, and some high schools, since both the hardware and software are totally transferable. Students in the revised classes are able to learn the nature of research by doing it themselves. Student beneficiaries include about 400 students per year, of which approximately 50% are women and 20% are minorities. The project is adapting and implementing the successful results of existing robotic telescopes used with undergraduate classes at other institutions. The results of the study will be made available to others through several avenues, including presentations at conferences, publications, and a web site. Excess observing time on the telescope is being made available to students at other universities and high schools, and the general public, via the Internet. It is anticipated that graduates who become teachers will use the URSA telescope to introduce their students to astronomical observing. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Lacy, Claud University of Arkansas AR Duncan E. McBride Standard Grant 40090 7428 SMET 9178 7428 0000099 Other Applications NEC 9952232 July 1, 2000 Development of Active Learning Materials for Undergraduate Introductory Astronomy Students. Astronomy (11) This project is developing a series of innovative classroom instructional materials for a large enrolment, introductory science survey course for non-science and pre-service education majors. The final materials package, called Lecture-Tutorials, is a self-contained, classroom-ready product for use with collaborative student learning groups. The materials are designed specifically to be easily integrated into the conventional lecture course. As such, this product directly addresses the needs of busy researchers and heavily-loaded teaching faculty for effective, student-centered, classroom-ready materials that do not require a drastic course revision for implementation. The Lecture-Tutorials developed for this project are based upon educational research on student misconceptions, demonstrated effective instructional strategies, and extensive pilot and field-testing. The materials-development procedure serves as a national model for other science disciplines that provide similar large-enrollment introductory courses. The project investigators are primarily disseminating these materials through workshops at professional science meetings in addition to making print and Web versions readily available. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Adams, Jeffrey Douglas Duncan Timothy Slater Gina Brissenden Montana State University MT Duncan E. McBride Standard Grant 147902 7427 SMET 9178 7427 0000099 Other Applications NEC 9952234 June 15, 2000 Calculus on the Web. Mathematical Sciences (21) Over the last two years, the principal investigators have developed and implemented Calculus on the Web (COW) - an interactive Internet-based modular learning system for the study of calculus, including practice of basic skills and techniques, and "hands-on" experimentation with basic concepts. The COW environment is freely accessible to either registered users or anonymous visitors. This project is completing the COW environment to address a full three-semester sequence in basic calculus by: (1) creating new module structures that broaden and diversify the COW as a complete, on-line textbook; and, (2), further developing the "intelligence" and "human" character of COW's logical, syntactical and mathematical analysis and of its user interactions. Testing of the environment involves a variety of institutions and includes a secondary school component. Evidence also suggests that this particular online environment helps women students engage with the subject of calculus at a high level of interest. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Mendoza, Gerardo Daniel Reich Temple University PA Dennis Davenport Standard Grant 102282 7427 SMET 9178 7427 0000099 Other Applications NEC 9952245 January 1, 2000 Web Based Robotics: Supporting Wide Area Educational Access to Autonomous Mobile Robot. Computer Science (31) In recent years, courses in the design and programming of mobile autonomous robots have become popular at technical institutions. These activities offer students experience in a number of practical areas, including electrical circuit analysis, computer programming, project management, and technical writing. This proof-of-concept project overcomes the previous limited availability of such opportunities, particularly in under-resourced urban areas, by providing wide access to those experiences. It is developing a complete autonomous robots course to be delivered over the World Wide Web through the State University of New York Learning Network. Students are able to develop control code for a remote robot, test the code by uploading the program over the internet, and then observe the actual robot's performance over a live video feed. The project is investigating the pedagogical techniques best suited for web-based courses in order to develop a production quality educational package for the autonomous robots course to be offered to students across the state of New York. Access to the course is provided through commonly available, inexpensive computers linked to the WWW. The formative and summative evaluation of the course conducted by an external evaluator includes comparing its effectiveness with a traditional on site course. Dissemination of the evaluation results and the course materials is being accomplished by a web site and conference presentations. An instructor's manual with syllabus and sample projects is being developed to enable other sites to adapt the course, if it proves to be successful. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Gallagher, John SUNY Institute of Technology Utica-Rome NY Andrew P. Bernat Standard Grant 74816 7427 SMET 9178 7427 0000099 Other Applications NEC 9952246 May 1, 2000 Strengthening Undergraduate Education through Research in Radio Astronomy. Astronomy (11) Linking education and research is an important national goal for the improvement of undergraduate student education in science, mathematics, engineering and technology, and this project contributes to the implementation of that goal through radio astronomy. Radio astronomy is a multidisciplinary field that combines physics with engineering, and offers exciting practical applications of concepts in physics and chemistry in the interpretation of observations of radio emission in our galaxy. This program utilizes the instrumentation resources of the MIT Haystack Observatory, which include a world-class 37-m radio telescope, a small radio telescope kit, and a web-based set of instructional materials. Pilot projects, conducted and tested successfully by undergraduates using the Haystack Observatory resources, have demonstrated the educational benefits of inquiry-based, observational experiences using radio astronomy. Advances in information technology have allowed the project to offer these resources to undergraduates at all levels from non-science majors to senior physical science majors interested in challenging independent research projects. This program is also being applied to pre-college students. The project is assisting faculty at colleges to access the 37-m telescope, and use it in their classrooms and laboratory exercises as well as for special research projects. Up to 2000 telescope hours are being allocated annually to this effort. In addition, the project is providing design details and support for the construction of small radio telescopes as hands-on engineering projects, and as an introduction to radio astronomy techniques and science. Also being develop are projects and instructional materials for use at all levels of undergraduate education, and which are being disseminate through the world wide web. CCLI-EDUCATIONAL MATERIALS DEV SPECIAL PROGRAMS IN ASTRONOMY DUE EHR Salah, Joseph Preethi Pratap Northeast Radio Observatory Corp MA Duncan E. McBride Continuing grant 835000 7427 1219 SMET 9178 7427 0000099 Other Applications NEC 9952247 February 15, 2000 Dinosaur Paleocology Laboratory. Geology (42) This project develops applied, interdisciplinary laboratory clusters exploring questions for non-science majors emphasizing scientific methodology in geology, biology and physics. The clusters include the creation and testing of both observational and experimental models, multiple approaches to the testing of models, examination of assumptions inherent in some models, use of basic statistics, Internet research, and experimental design. Teamwork and discussion among students occurs with writing a group report and a group presentation of results. Project development includes two laboratory clusters for the development of a Dinosaur Paleoecology Laboratory Manual. Cluster 1: Dinosaur Weight Estimates, allows students to make weight estimates through volume estimation, calculation of bone cross-sectional area, and static bone fracture strength. Students evaluate the procedures used to determine weight of various dinosaurs and the variables, which control the accuracy of estimates. These evaluations and estimations compare and test against the measurements of live animals, examine data from literature, compute linear regression for predictive purposes, and test actual fracture strengths. Cluster 2, How Fast Did They Run, illustrates two approaches to the same problem by allowing students to experiment with estimating speed from a) stride length, and b) dynamic bone fracture strength. The two clusters exemplify the interconnectedness of the weight and running speed questions through the evaluation of bone fracture strength in both clusters. Assessment of the clusters is based on student performance and laboratory experience. The students' performance assessment procedures for evaluation of the resulting clusters focus on three aspects of the their performance: 1) an individual laboratory notebook, 2) a collaborative group report, and 3) a collaborative group presentation and distribution plan for identification of potential test sites. Assessment of the on-campus laboratory experience is based on feedback in the laboratory and biweekly critical thinking exercises, and a comparison of two student populations taking the introductory Dinosaur Lecture class and their understanding of scientific methodology between one group taking the optional laboratory exercises and the other group not taking the optional laboratory exercises. Faculty at institutions currently teaching introductory Dinosaur Lecture courses have access to the exercises and will are involved in the assessment. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Wolosz, Thomas SUNY College at Plattsburgh NY Jeffrey G. Ryan Standard Grant 25000 7427 SMET 9178 7427 0000099 Other Applications NEC 9952255 February 15, 2000 Computer Interfacing in the General Chemistry Laboratory. Chemistry (12) This project will equip 12 student stations in the general chemistry laboratory with sensors interfaced to computers for data acquisition and analysis. The interface and software (LabWorks II), developed under a previous NSF initiative, adapts and integrates computer technology into the chemistry laboratory. This project involves the adaptation and implementation of well documented (and referenced) materials. Over 300 students majoring in various disciplines of engineering technology, computer science, and other degree programs take the general chemistry course each year. It is service oriented since all students are non-majors. A chemistry major is not offered. The goals and objectives of the project focus on getting students fully engaged in the process of chemical experimentation and utilizing laboratory time effectively in the learning process. Using these platforms (LabWorks II), students become engaged in the overall design of an experiment as they enter or review the program for data collection. Sensors that detect changes in pH, temperature, pressure, conductivity, and color change or light absorption enable students to investigate a wide range of scientific questions, and interfacing these sensors with computers permits rapid data acquisition and expression of results in the form of graphs or statistical parameters. Students have time during the laboratory to analyze and interpret their data and often to redesign and repeat the data collection procedure. With these platforms, the emphasis of the laboratory changes from verifying and illustrating scientific principles to utilizing these principles for the exploration and investigation of practical problems and to thinking about what the results mean. Project evaluation is directed to assessing students' skills in critical thinking, quantitative reasoning and the application of scientific reasoning. The evaluation and assessment phase of the project is being assisted by the involvement of an outside evaluator (chemist, different college) and an internal (non-departmental) professional. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Robinson, George Southern Polytechnic State University GA Robert K. Boggess Standard Grant 27105 7428 SMET 9178 7428 0000099 Other Applications NEC 9952260 May 1, 2000 Concurrent Programming Java Using CSP. Computer Science (31) This proof-of-concept project is developing materials and laboratory exercises for teaching concurrent program design and implementation using the theory of Communicating Sequential Processes (CSP) and Java with CSP libraries. CSP provides a sound theoretical foundation for designing concurrent programs and for proving their correctness. Concurrent programs are important in many areas of computer science including operating systems, parallel computing, and applications of real-time embedded computing. In addition, concurrent modules are especially appropriate for the design and implementation of many network applications. The concurrent threads in Java provide a ubiquitous environment for such programming. A quad-processor server is being installed in the lab at Colgate for use in development and teaching with true parallel execution of concurrent threads. This project builds upon work done in the UK and the Netherlands to implement the CSP constructs in Java. It will develop content units and laboratory exercises for teaching the principles of concurrent program design and implementation, as well as applications of concurrency to such areas as parallel computing, simulation, and network computing. The teaching units and laboratories developed for this project are being made available electronically. Evaluation of the new materials is being done by outside experts who will evaluate the appropriateness of the new units, laboratory exercises, and syllabus in the context of the computer science curriculum. Student evaluations are being conducted to assess the effectiveness of the materials in promoting learning. During the second year of the project, other schools are going to use and assess the materials with their students. Sites are being selected to encourage use of the materials by diverse student populations. The project includes a faculty workshop to disseminate the materials developed and to engage interested faculty from other institutions in ongoing development of materials using this approach. The methodology developed is being presented at tutorials and workshops at national conferences such as the SIGCSE Symposium. It is also being developed into a textbook format for publication. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Nevison, Christopher Colgate University NY Ernest L. McDuffie Standard Grant 74918 7427 SMET 9178 7427 0000099 Other Applications NEC 9952264 May 1, 2000 Integration of NMR Spectroscopy across the Chemistry and Biochemistry Undergraduate Curriculum. Chemistry (12) Nuclear magnetic resonance (NMR) is one of the most useful and versatile instrumental techniques currently available to researchers in all areas of chemistry. Despite its importance, NMR is typically covered incompletely, and oftentimes haphazardly, across the chemistry and biochemistry curricula. Typically, NMR is used for structural elucidation in organic chemistry and instrumental analysis courses. Most students graduate without knowing that NMR can also be used to study kinetics, thermodynamics, equilibria, and conformation, just to name a few applications. The main reasons for this weak emphasis on NMR instruction, even in institutions with large NMR research facilities, are the lack of a cohesive curricula plan and lack of broad faculty expertise. In this project, we address and overcome these deficiencies through the incorporation of the theory and practice of NMR spectroscopy across the chemistry and biochemistry undergraduate curricula, and training of the faculty. Students are introduced to NMR as early as their freshman year, with increasingly sophisticated experiences added in later courses. The program underway at Ursinus College is serving as an overall model for our program. The experiments and materials used in the implementation of the curricula changes derive from different sources. First, experiments developed by successful DUE-NSF funded programs at other institutions are being adapted to the student audience at USP in order to reflect their interest in biochemical and biomedical problems. Second, well-tested experiments aimed at undergraduates are being adapted from the literature, and, finally, faculty are developing novel experiments targeting specific problems. Furthermore, the availability of a modern high resolution NMR spectrometer allows students in all chemistry-related majors (e.g., chemistry, biochemistry, biology, pharmacology & toxicology) to perform undergraduate research at levels previously impossible at our institution. Since virtually all students at USP take one full year of chemistry, and 70% take three years, a very large number of young scientists will graduate with knowledge of multinuclear, multiple-pulse, and 2D NMR techniques, which will give them an important edge in their future careers. The project also is evaluating and disseminating the results from the undergraduate NMR program. In addition to conventional methods, such as presentation and publication of novel laboratory experiments and results from undergraduate research in peer-reviewed journals and at local and national meetings, we are using internet-based tools for program evaluation and dissemination. These tools also provide convenient routes for dissemination of materials to students and faculty, and they allow for rapid evaluation and program adaptation guided by student feedback. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Zanger, Murray Guillermo Moyna University of the Sciences in Philadelphia PA Susan H. Hixson Standard Grant 166500 7428 SMET 9178 7428 0000099 Other Applications NEC 9952268 March 1, 2000 The use of Complementary Instrumentation to Enhance Critical Thinking in Chemical Analysis. Chemistry (12) The teaching of undergraduate instrumental analysis is somewhat problematic. Recent research in teaching and learning suggests that superior results are obtained using an active learning (problem based) approach. However, a solely problem based approach may not allow time to adequately address the fundamental concepts of analytical chemistry. This project is introducing problem solving and critical thinking, primarily in instrumental analysis, without a significant sacrifice in fundamental course content. The acquisition of selected equipment (EDXRF - energy dispersive x-ray fluorescence; spectrofluorometer; microwave digestion) to augment existing instrumentation will facilitate the incorporation of a problem based laboratory approach into the analytical curriculum. Active-learning, inquiry-based projects are being used to solve analytical problems with complementary instrumentation. The instrumental analysis laboratory is divided into four sections. The first section involves fundamental concepts of data collection and manipulation, including signal-to-noise ratio, detection limits, resolution, spectrometer design and statistics. Within the other three sections, students answer specific questions by analyzing real samples using complementary instruments. Students are responsible for arriving at the most efficient procedure to answer the questions. One section involves chromatographic analyses (GC, HPLC, GC/MS), a second section focuses on elemental analysis (XRF and AA with microwave digestion sample preparation), while a third section involves molecular spectroscopy using UV/Vis and molecular fluorescence spectroscopic analyses. Students are required to complete two of the three latter sections. For each completed section, each student generates a report. Students also discuss how they solved their assigned problem, justify their procedure, and critically discuss the advantages and disadvantages of the instruments used for their analysis. Students are thus being exposed to a variety of modern instrumental methods, and learn to think critically and fundamentally about those methods, and to solve real problems. Many of the experiments are based on recent articles in the pedagogical literature (J. Chemical Education, texts) and are adapted from those sources for implementation into the local context. Other courses (non-analytical) affected by the introduction of this new instrumentation include physical chemistry, undergraduate research, and a general education chemistry course with a high population of elementary education majors. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Klarup, Douglas Jonathan Blitz Eastern Illinois University IL Alexander Grushow Standard Grant 70507 7428 SMET 9178 7428 0000099 Other Applications NEC 9952272 February 1, 2000 Instrumentation for Instruction in Analytical Separations. Chemistry (12) Although separation science is of fundamental importance in many areas of chemical investigations, it is an area which is often neglected or inadequately presented to undergraduate audiences. Experimental endeavors often do not take full advantage of the features of modern high-performance liquid chromatography (HPLC) instrumentation. Exposure to capillary electrophoresis instrumentation (CE) is extremely limited at the undergraduate level. Frequently, these pieces of instrumentation are reserved for use in the upper division courses. This project is addressing the shortcomings of typical undergraduate educational programs in terms of the experience with separations. Laboratories using HPLC and CE instrumentation are being introduced at both the lower and upper divisional levels. Students are repeatedly encountering both instruments, and the unique capabilities and limitations of these instruments are being highlighted. The project is taking experiments from the educational literature and from the research literature and is modifying these experiments so that students investigate the effects when they change experimental parameters. As students gain in experience as they move from the lower to upper division, their decision making role in the experiments increases. This is possible because with repeated exposure to the instruments, students are able to explore the different modes of operation of each separation technique. At the junior and senior level, they choose the methods most appropriate to their particular and individualized samples. Students are encouraged to collaborate with other student groups. The expected overall outcome is that students will have a sophisticated understanding of the capabilities and limitations of HPLC and CE separations. Lower division students who do not complete the full course sequence are gaining an appreciation for the techniques used to analyze mixtures. Upper division students are able to make intelligent predictions of the effects of various experimental parameters on a given separation. Perhaps most importantly, they are able to choose the most likely successful approach in terms of column type, mobile phase, and derivatization chemistry for a given analysis. The evaluation plan includes a component that will track the impact of this repeated exposure by students to the instrumentation on the ability of the students to develop increasing sophistication in designing effective separations using HPLC and CE. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Bushey, Michelle Nancy Mills William Kurtin James Shinkle Trinity University TX Susan H. Hixson Standard Grant 53854 7428 SMET 9178 7428 0000099 Other Applications NEC 9952274 May 15, 2000 Visual Electricity and Magnetism: A Focussed Concept Laboratory. Physics (13) This project is developing a laboratory for electricity and magnetism. The laboratory is designed to provide a learning experience for each student that merges a physical concept having current research interest with a focus that makes the concept interesting and tractable. Visual Electricity and Magnetism is defined by a series of related experiments that lead to a clearly defined goal at the end of one semester. Communication, team work, and critical thinking are enhanced by the structured environment of cooperative learning groups. Each group consists of an experimentalist, a theorist, a referee, and an editor. After each student becomes acquainted with a laboratory experiment, the learning groups assemble. Each group collects data, analyzes the data, critiques the analysis, and prepares a summary of the day's accomplishments. Group assignments and assignments within a group are rotated periodically. This insures that each student has several opportunities to perform one of the well-defined tasks within the same group, and within other groups of different student composition. Courseware consisting of a Laboratory Workbook, LabVIEW (TM) software, and course related material is published by National Instruments on their web site. In addition to Web based publishing, National Instruments has the capability to distribute Visual Electricity and Magnetism on a compact disk. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Panitz, John University of New Mexico NM Duncan E. McBride Standard Grant 65287 7427 SMET 9178 7427 0000099 Other Applications NEC 9952277 June 1, 2000 Development of Interdisciplinary Courseware in Configuration Management. Engineering - Other (59) Configuration Management (CM) is the discipline of identifying the components of a continuously evolving system (taking into account relevant system interfaces) for the purpose of controlling changes to these components and maintaining integrity and traceability throughout the system life cycle. The importance of CM has been well-documented in the defense and aerospace industries and is now gaining attention in general manufacturing firms. This project is developing innovative, high-quality CM educational materials that incorporate effective educational practices to improve student learning in engineering and management. At its completion the project will have developed a CM Overview Module and an accompanying Teacher's Guide for use as part of regularly scheduled courses in engineering and business curricula. The CM Overview Module will provide 1-2 weeks of undergraduate college-level coursework covering the importance of CM, the need for CM, components of CM, and CM case studies. The module educational materials will be made available to interested individuals in print form (word-processing files), through the World Wide Web, and possibly as a CD-ROM (supplied at production cost). The CM Overview Module and Teacher's Guide are being developed, tested, and assessed by engineering and management faculty and students at Clemson University. The PI team is also engaged in efforts to promote the effective implementation of these materials in institutions across the United States. By way of its dissemination efforts, the project team will work to make available and encourage the use of the CM educational materials by engineering and management colleagues across the nation. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Leonard, Michael Judith McKnew Nagraj Balakrishnan Clemson University SC Myles G. Boylan Standard Grant 75000 7427 SMET 9178 7427 0000099 Other Applications NEC 9952280 June 15, 2000 Comlabgames. Economics (82) This project is developing new educational software for running classroom experiments in courses offered within undergraduate social science programs, and propagating the use of internet-mediated experimental games as a teaching aid. The project software has three advantages over existing software designed for classroom experiments with human subjects: it is more reliable and flexible, and is easily mounted on a variety of platforms with minimal fuss and effort; with global access to internet connections, it is more portable; finally, many kinds of games are included and several representations of each game will be released, making this software much more general than the relatively specific applications now available. These advantages are opening up new opportunities for using experimental methods in teaching, and instructors are adopting this software in undergraduate courses taught throughout the world. The core of the software consists of five modules, each of which is based around a family of games. A pilot project has produced the first versions of the first two modules, which are available for public use at the website http://www.cmu.edu/comlabgames/. The project is developing a piece of software called a session organizer, which allows the moderator to program the agenda of games for the class, and display the outcomes for the purposes of classroom discussion and student evaluation. The project is designing the modules, programming the software for them, writing instructions to accompany the programs, acquiring experience using the modules in a variety of experimental settings, and revising the modules on the basis of this experience, as well as the experience of instructors at other academic institutions who use the modules in their own classes. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Miller, Robert Jack Ochs Charles Holt Varadarajan Chari John Van Huyck Vesna Prasnikar Carnegie-Mellon University PA Myles G. Boylan Standard Grant 393015 7427 SMET 9178 7427 0000099 Other Applications NEC 9952283 February 1, 2000 Textile and Apparel Product Development and Testing Laboratory. Engineering - Other (59) PROJECT SUMMARY This project is addressing laboratory equipment for the purpose of physically testing and analyzing materials used in the manufacture of textiles and apparel. It is integrating technology to produce a more effective learning environment for undergraduates, and strengthening undergraduate education by increasing the participation and success of women in SMET programs. As a collateral benefit, faculty development is also being gained as a result of interacting with the testing equipment. The addition of this new laboratory infrastructure is facilitating purposeful and substantive linkages between industry and the textile and apparel program. This, in turn, is creating research and educational experiences that will enable graduates to enter the workforce with advanced technological skills on-par with professionals currently working in the industry. Technological preparation is increasingly necessary for graduates to compete for high quality entry level positions in the textile and apparel industry. The project's textile testing equipment, conditioning room, and environmental chamber meet the new academic imperative of improving student technical competence, and are serving as an academic testing site for national and regional apparel organizations that develop and source their own product lines. This program is largely unique in the U.S., and represents the next generation of textile and apparel programs. Furthermore, as a program primarily serving women, the infusion of technology into the curriculum is better preparing females to enter the workforce feeling comfortable and capable of performing within a technological and science-based industry. Finally, a dissemination plan is projecting the program outwards to the corporate and academic communities as a model of "best methods and practices" for others to consider emulating. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Strauss, Mitchell Sharon Mord Annette Lynch University of Northern Iowa IA Ibrahim Halil Nisanci Standard Grant 129640 7428 SMET 9178 7428 0000099 Other Applications NEC 9952284 April 15, 2000 Software to Augment Educational Experiences in Undergraduate Engineering Fluid Laboratories. Engineering - Mechanical (56) The goal of this proof of concept project is the construction and distribution of educational software and hypertext that will augment students' educational experience in engineering classrooms and laboratories. This effort concentrates on three cases of fundamental fluid mechanics laboratory material. Upon successful completion of this project, other laboratory materials can be constructed in areas such as heat transfer, structural mechanics, semiconductor physics, electromagnetics, and electrostatics. The software is being developed in several forms: executable binaries, digital images, HTML text, and movie files. Much of the material consists of actual experimental cases carried out in Arkansas Tech University's fluid mechanics laboratory. Detailed computational simulations of the experimental cases are also carried out and included with explanations. Students are playing a role in the selection and presentation of this material, through questionnaires and direct interaction. A small number of beta tests of the software developed (in the form of a CD-ROM) are being carried out at other universities. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Fithen, Robert Arkansas Tech University AR Russell L. Pimmel Standard Grant 74962 7427 SMET 9178 7427 0000099 Other Applications NEC 9952285 June 1, 2000 Strengthening Computation in Upper-Level Undergraduate Physics Programs. Physics (13) Despite the immense importance of computation in contemporary physics, systematic efforts to use computers in undergraduate instruction have focused on introductory courses. Starting in the mid 1980's, this Department introduced sophisticated computational techniques throughout its upper-level courses. Distinguishing features of the approach include a focus on flexible, general purpose computational packages; application to theory and experiment; extensive use for preparing reports on technical subjects; distribution throughout the curriculum; and most important, introduction of computation early enough so that, subsequently, students use computers confidently and independently on their own initiative. This project is converting the experience acquired over many years, and the extensive library of instructional materials developed, into a flexible publication to support efforts to teach computation to undergraduate physics students at other institutions. To achieve the desired flexibility, the project is creating numerous modules, some generic and others more specific to particular platforms and/or applications programs. Working with commercial publishers, a convenient and effective mode of publication is being developed that will allow individual users to assemble particular selections from these modules into a text that is tailored to their specific circumstances. Week-long faculty workshops and site testing are helping to refine the end product and contribute to its dissemination. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Cook, David Lawrence University WI Duncan E. McBride Standard Grant 180807 7427 SMET 9178 7427 0000099 Other Applications NEC 9952291 March 15, 2000 Science, Engineering and Educator Intelligent Tutor (SEE-IT). PROJECT SUMMARY The Science, Engineering and Educator Intelligent Tutor (SEE-IT) project is developing an intelligent tutor for an introductory sequence in electrical circuits and systems, but the program could be used in any discipline. The paradigm adopted is that of a newly hired engineer working in an office with access to a laboratory. The project is: 1) Developing and integrating the components of an interactive multimedia intelligent tutoring system to supplement a two semester introductory course on electric circuits for electrical engineering undergraduates, and a two semester course in electric circuits and systems for engineering students not majoring in electrical engineering. 2) Developing a realistic laboratory that enables students to select, place and interconnect circuit elements, electronic devices, electrical systems, signal generators and measuring instruments. 3) Providing students with an intelligent laboratory assistant that acts as a laboratory technician. 4) Preparing a subset of the modules for high school mathematics and science teachers that will enable them to introduce introductory engineering concepts in their classrooms. 5) Evaluating the effectiveness of the intelligent tutoring system and describing its affect on student learning. 6) Placing the resultant SEE-IT modules on CD ROM, and making these modules completely functional on the world wide web. 7) Disseminating the results over the world wide web, in appropriate journals, and through presentations at notable conferences. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Butz, Brian Temple University PA Russell L. Pimmel Standard Grant 399664 7427 SMET 9178 7427 0000099 Other Applications NEC 9952292 January 1, 2000 Developing Computer-Based Laboratory Instruments in a New Undergraduate Electrical Engineering Program. Engineering - Electrical (55) Many measurements made in undergraduate electrical engineering laboratories may be carried out with general purpose laboratory equipment, but this manual process is slow, tedious, and prone to error. Specialized instrumentation exists for many measurements tasks, but the expense of specialized instrumentation undergraduate laboratories may be difficult to justify. Computer-based laboratory instruments offer a low-cost alternative to such specialized instruments. This project, whose theme is integration of technology into education is further developing existing instruments; to actively bring undergraduate students into the design and testing of new instruments; to integrate these new instruments into the undergraduate curriculum; and to create and disseminate software and hardware designs and curriculum materials in a form permitting other engineering program to readily duplicate. The project adapts concepts of using computer-based laboratory instrumentation from the research laboratory of Prof. John Webster at the University of Wisconsin and the research laboratory of the Health and Kinesiology Department of the University of Texas at Tyler (UT-Tyler) which are implemented into the Department of Electrical Engineering undergraduate curriculum at the UT-Tyler. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Beams, David University of Texas at Tyler TX Russell L. Pimmel Standard Grant 21063 7428 SMET 9178 7428 0000099 Other Applications NEC 9952294 January 15, 2000 Universal Application of a GS-MS in Science Education: Integrating Courses and Programs Using Instrumental Teaching Assistants. Chemistry (12) This project integrates and expands the teaching of instrumental techniques to pre-college and college students in a way that uses students to teach students. Our goals are two-fold: to develop science literacy in both pre-college and non-science major college students and to enhance the education of our chemistry majors by generating a means by which they will be held accountable for their own learning. We are attempting to achieve these goals in a singular effort by instituting Instrumental Teaching Assistants; these positions are staffed by upper-class chemistry majors. The responsibilities of the Instrumental Teaching Assistants include learning how to use the instrumentation through their coursework and apprenticeship, acting as the principal persons involved in the up-keep of instruments, and teaching pre-college and non-science major peers with faculty assistance. The initial program is designed specifically around a gas chromatograph-mass spectrometer which has nearly universal application in all of our current programs, classes, and laboratories. In this manner we are creating a diverse community of users and learners centered about the Instrumental Teaching Assistants. These Assistants are adapting a number of experiments from the educational literature in order to provide experiments that allow students to learn the process of scientific investigation including the power and limitations of instrumental techniques, and, for science majors, also to learn specific principles and independent investigation CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Williams, Theodore David Powell Paul Edmiston College of Wooster OH Susan H. Hixson Standard Grant 48989 7428 SMET 9178 7428 0000099 Other Applications NEC 9952296 January 15, 2000 A New Laboratory Course in the Chemistry and Physics of Materials. Chemistry (12) Physics (13) This project involves a new two-semester laboratory course for undergraduates in the chemistry and physics of materials, developed and taught jointly by the Departments of Chemistry and Physics. Neither the solid state nor materials in general were well covered in the existing offerings of either department, so it makes sense to mount a joint effort to educate students in this area of immense and growing importance in science and technology, one that cuts across traditional disciplinary boundaries. The project focuses on laboratory work in a course suitable for majors in chemistry, physics, or chemical physics, and blends the approaches of both chemists and physicists. Special attention is paid to the synthesis of materials; both inorganic and organic substances are considered together and used as examples in laboratory work, and emphasis is placed on useful properties and technical applications. Experiments are being developed in synthesis (e.g. high Tc superconductors; V204; MoS2); purification (e.g. zone refining); crystal growth; structure description and analysis; identification and structure determination of substances by X-ray powder diffraction; surface imaging (e.g. scanning tunneling microscopy); the mechanical, electrical, magnetic, and optical properties of solids (e.g. cleavage; piezoelectricity; semi-conduction; organic conductors; ferroelectricity; magnetic susceptibility; anti-ferromagnetism; superconductivity; birefringence; nonlinear optical properties); and various properties of soft condensed matter (e.g. liquid crystals). A number of experiments are being adapted from ones which have been published in the chemical or physics education literature, and some new experiments are being developed, in order to create an appropriate overall introduction to materials science. Students perform short individual and/or group research projects, and present talks on selected topics. Chemistry and Physics faculty members at Barnard College are combining and sharing their expertise, and the Materials Research Science and Engineering Center of Columbia University also is providing assistance. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Lessinger, Leslie Timothy Halpin-Healy Barnard College NY Susan H. Hixson Standard Grant 65358 7428 SMET 9178 7428 0000099 Other Applications NEC 9952297 May 1, 2000 Computer Aided Active Engagement Learning in an Introductory Physics Sequence for Secure Science Majors. Physics (13) This project is developing a new method for teaching introductory physics sequences for science majors by employing a process that promotes conceptual understanding, integrates theory and experiment more closely, and actively involves students in experiencing and building models of real-world phenomena. In addition, it is providing science majors with a stronger foundation in the skills of computer-aided data acquisition and analysis. The project is providing a coherent, active engagement approach to several physics introductory courses, emphasizing guided discovery learning of concepts, the connection between real-world phenomena and models, and the use of computers as a tool. Specifically, exemplary experiments involving active learning and the use of computer-based tools are being adapted for three introductory laboratory courses. Many of these experiments are based on RealTime Physics. The project is also introducing several digital video capture experiments and implementing Interactive Lecture Demonstrations in the corresponding lectures to complement the RealTime Physics experiments. In addition, selected computer simulations are being adapted for demonstrations and as supplements to laboratory experiments. RealTime Physics and Interactive Lecture Demonstrations have been used in large classes before, but this project adapts them to a situation in which lecture and laboratory are quite closely connected and small group work and projects are encouraged. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR George, Elizabeth William Dollhopf Paul Voytas Wittenberg University OH Duncan E. McBride Standard Grant 56413 7428 SMET 9178 7428 9952299 February 1, 2000 Implementing Cooperative and Inquiry Based Learning in the Biology Curriculum. Biological Sciences (61) Biology students become highly motivated when they engage in mutual, cooperative group learning. Students learn from each other under these circumstances and pursue answers to questions more efficiently and persistently than when working individually. We are using two courses, Histology and Systemic Physiology, as pilot programs for the adaptation of cooperative and inquiry based learning techniques based on the "workshop biology" program developed at the University of Oregon. In the Histology course we are greatly reducing traditional lectures by substituting formal small group interaction and the use of a self-paced study guide which allows the instructor to act as a director of learning. In both courses students are engaging in semester-long group projects culminating in formal presentations. These courses were selected because we have already successfully implemented aspects of group learning in them and quality software is currently available. This approach to student centered learning requires that the students have free access to the computers and lab equipment. This model of teaching is also being introduced into other areas of the curriculum. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Tefft, Paul Michael McCann St Joseph's University PA Herbert Levitan Standard Grant 30651 7428 SMET 9178 7428 0000099 Other Applications NEC 9952300 March 15, 2000 Development of Course Instruction and Student Research Opportunities in Neuroscience. Biological Sciences (61) As part of an interdisciplinary program in neuroscience, which is in the early stages of development, we are striving to promote student learning of fundamental concepts in cellular, systems, behavioral and clinical neuroscience, and to offer collaborative laboratory experiences in neurophysiology. A neuroscience concentration is being created that is centered around four core courses ranging from an introductory to an advanced level. The experiences of peer institutions in establishing neuroscience programs are being adapted. The requested equipment optimizes development of new laboratory-based courses, and enhances existing courses offered in the departments of biology and psychology. Addition of this new strength to our curriculum provides the breadth of training and cultivates the necessary critical thinking and technical skills for our students to enter the expanding number of clinical, industrial and academic careers in neuroscience. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Ferragamo, Michael Gustavus Adolphus College MN Herbert Levitan Standard Grant 35535 7428 SMET 9178 7428 0000099 Other Applications NEC 9952301 February 15, 2000 Development of a Mechatronics and Intelligent Machines Laboratory. Engineering - Mechanical (56) The Mechanical Engineering (ME) and Electrical and Computer Engineering (ECE) departments at Tennessee Technological University provide a background in the synthesis, analysis, and design of either mechanical or electrical and computer systems. However, the current curriculum does not provide students with the proper platform to integrate this knowledge in an interdisciplinary, team-oriented, engineering design experience that includes mechanical, electrical, and computer control. In order to address this issue, this project adapts results from the mechatronics programs at Virginia Tech and the University of Utah and implements them in the completion of a Mechatronics and Intelligent Machines Laboratory. This laboratory boosts an effort to establish an area of concentration (an option for ME or ECE majors) that constitutes a seamless interaction between ME and ECE curricula. The laboratory consists of 10 workstations that student teams use to perform lab experiments and to carry out open-ended mechatronics systems projects. Project results are being disseminated through workshops for local industry and K-12 teachers, visits to local K-12 schools for demonstrations of student projects, and presentations of student projects over the Internet and at conferences. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Canfield, Stephen Ahmad Smaili Esther Ososanya Mohamed Abdelrahman Tennessee Technological University TN Rogers E. Salters Standard Grant 31000 7428 SMET 9178 7428 0000099 Other Applications NEC 9952305 January 15, 2000 Improving Biology Education for Non-science Majors: Environmental Change and Carbon Dynamics as the Focus of Inquiry-based Laboratories. Biological Sciences (61) To accomplish the goals of teaching non-science majors not only what we know from science (i.e., content), but more importantly how that knowledge is acquired (the process of science) and its relevance to real-world problems, we are adapting the inquiry-based approach to laboratory investigation for use in our general biology course for non-science majors at the University of New England (approximately 150 students a year). In stark contrast to most "cookbook" lab exercises, in which the answers to research questions are known in advance and student performance is judged by the ability to follow instructions and how closely students approximate the anticipated results, inquiry-based activities engage students in open-ended investigations with uncertain outcomes, thus mimicking how scientific research is actually conducted. Although the value of open-ended, inquiry-based labs is widely recognized, particularly in upper division courses, such labs are infrequently used in introductory science courses. Nonetheless we are confident in the potential success of using inquiry-based labs in our non-majors biology course because of previous efforts to infuse inquiry into the secondary school biology curriculum (Biological Sciences Curriculum Study), and the subsequent export of this approach to introductory college biology labs (e.g., Leonard 1982, 1983, 1989). We are implementing a series of new, inquiry-based explorations, in which students conduct experimental research on the response of terrestrial and aquatic carbon cycles to anthropogenic change, because these issues (e.g., the effects of global warming on carbon flux from forests or oceans) place biology in a real-world context and illustrate the importance of multiple levels of study in biology (i.e., from cells to ecosystems). Given that these new laboratory exercises require students to work through the majors steps of the scientific method, including designing and conducting experiments utilizing modern analytical equipment, our students obtain first-hand experience with the methods and process of scientific inquiry, as well as an appreciation for the role of technology in science. We are evaluating the effectiveness of this reform effort on improving students attitudes towards science, comprehension of biological principles, and the development of basic laboratory and critical thinking skills, by administering several self-designed and externally available assessment instruments to students enrolled in the new laboratories, and in labs taught in a more traditional, "cookbook" manner. In order to insure the broadest dissemination possible of the results of our laboratory reform project, we will share our experiences with colleagues at local, regional and national levels through a series of seminars, workshops, conference presentations and publications. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Zogg, Gregory Stephan Zeeman Mark Johnson University of New England ME Jeanne R. Small Standard Grant 54708 7428 SMET 9178 7428 0000099 Other Applications NEC 9952306 October 15, 2000 Demos with Positive Impact. Mathematical Sciences (21)The view of the mathematics classroom is changing due to the availability of technological innovations such as computational and graphical software, graphing calculators, and the Internet. Much of the instructional materials development that has been done to address technology issues has focused on making the classroom more student-centered, and presenting information in a manner that fosters an intuitive understanding of concepts is a great challenge of mathematics instruction. Good demonstrations to accompany mathematical concepts are a requirement for effective instruction This proof-of-concept project is collecting and disseminating instructional demonstrations that colleagues and peers can use to make a positive impact on learning. Activities in which the project is engaging, and learning to coordinate, include: encouraging colleagues and peers to submit demos and ideas for demos that have made a difference in learning; processing those ideas into an attractive web-accessible format; disseminating information to the mathematics community about the availability of the collection; and evaluating the content, presentation style, and usefulness of the collection. The target audience is both experienced and inexperienced instructors of mathematics courses across the undergraduate curriculum. The primary theme of the project is the effective integration of technology into instruction. In addition, the project is providing faculty development by enhancing the abilities of faculty members to adapt and introduce pedagogical methods into the learning environment. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Hill, David Lila Roberts Temple University PA Elizabeth Teles Standard Grant 74587 7427 SMET 9178 7427 9952308 April 1, 2000 Using Design, Build, and Test Projects in a Wind Tunnel to Improve Engineering Education. Engineering - Mechanical (56) This project features a unique type of student project that has been evolving at the University of Idaho for the past eight years. This type of project, entitled the "Design Build and Test (DBT) Project," has a simple theme: the best way to learn engineering is by doing engineering. Our central idea is to evolve the DBT project to a higher level of quality. DBT project development will involve lower division courses, with emphasis on recruiting, retention and development of professional skills. A new wind tunnel is the focus of this synergistic effort combining laboratory improvement with course and curriculum improvement. Projects for the wind tunnel are adapted from several sources: Penn State Behrand (boundary layer experiment), Michigan State University (flow visualization, drag experiment, mini project), Washington State University (special projects), and the Intel Corporation (heat sinks for microprocessors). Our specific aims are (i) to create a superb wind tunnel facility, (ii) to adapt wind tunnel experiments such as flow visualization and measuring drag to DBT projects, (iii) to develop curriculum materials that support the adaptation, and (vi) to assess and disseminate results. DBT projects feature math modeling, design, prototype construction, followed by testing. Each project involves the proposed wind tunnel. DBT projects are designed using a common format, and the resulting projects, though small in scale, contain many of the elements typical of a capstone design project. While working on a DBT project, students are immersed in a mentoring environment that creates ownership and pride of workmanship. At the end of a project, students display their work at a design show. At the completion of this work, we envision an outstanding educational practice (the DBT project), quality assessment data, and detailed project resources that are organized into a book. In the long-term, this work provides a design pedagogy that is meaningful and integrated throughout the curriculum, allowing students to learn design in the most natural way--by repetition of experience. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Elger, Donald Ralph Budwig Steven Beyerlein University of Idaho ID Rogers E. Salters Standard Grant 92289 7428 SMET 9178 7428 0000099 Other Applications NEC 9952309 May 1, 2000 Targeting Reform of the Undergraduate Mathematics Preparation of Elementary/Middle School Teachers. Mathematical Sciences (21) Current efforts to reform K-12 mathematics content and its teaching, urged by professional standards and supported by social constructivist theories of knowing, are bringing about new emphases on active learning, new expectations for student-teacher and student-student communication patterns, greater reliance on sense-making and reasoning and new roles and responsibilities for both the teacher and the student in the learning process. This teacher preparation project is designed to address the important challenges that such reform brings to the teaching of mathematics by redefining the manner in which the preservice elementary and middle school teacher audience come to understand mathematical content. The project is a collaborative effort by faculty at multiple institutions to produce a set of innovative, standards-based instructional materials and instructor resources integrating appropriate computing technologies, alternative assessments, and challenging learning opportunities, often situated in the context of core tasks of teaching, for the preservice elementary and middle school teacher audience. By using the project materials, teachers acquire a comprehensive mathematics background necessary to support the quality and style of teaching envisioned by current K-8 mathematics reform curricula. Teachers emerge with the attitudes that allow them to be receptive to change and to the increasing influence of technology on learning mathematics, teaching methodologies, and school mathematics content. They also value sense making and reasoning as necessary components of mathematical understanding and can instill those values in their own students. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Browning, Christine Dwayne Channell DeAnn Huinker Mark Klespis Western Michigan University MI Lee L. Zia Standard Grant 284997 7427 SMET 9178 7427 0000099 Other Applications NEC 9952313 January 1, 2000 Incorporation of Instrumentation into an Innovative Introductory Chemistry Laboratory Curriculum. Chemistry (12) Recent changes in our General Chemistry curriculum are designed to move students away from quantitative, algorithmic problem solving to concept-based problem solving, both in the classroom and the laboratory. The standard lecture format has been supplemented by student-oriented projects which are solved during the classroom period. To coincide with these changes in the classroom part of the course, the laboratory portion has been totally revamped to include discovery-based experiments, in which students learn by performing exercises that help them discover important scientific principles on their own. The students first learn about a concept in this type of laboratory setting, and they then apply their acquired knowledge to solve a problem of interest in real life. Experiments developed by others and reported in the chemical education literature are being adapted to create this new laboratory experience. This project is helping to accomplish these goals by exposing the students to more instrumentation than in the previous laboratory curriculum. In addition, students are using computers to a greater extent, both for molecular modeling as well as data manipulation. In conjunction with the revised course and laboratory format, this project is also incorporating additional instrumentation, including UV-Vis spectrometers, an atomic adsorption spectrometer, an IR spectrometer, and two gas chromatographs, along with computers and software. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Smith, Richard Marilyn Smith McDaniel College MD Susan H. Hixson Standard Grant 55508 7428 SMET 9178 7428 0000099 Other Applications NEC 9952315 March 1, 2000 EnviroChemLibrary: Resources for Teaching and Learning in Science. Chemistry (12) Environmental chemistry has proven to be an effective vehicle for exciting the interest of students in science at the undergraduate and high school level. However, it has been taught mostly in departments other than chemistry, and the few chemistry departments that have the environmental chemistry option certified by the American Chemical Society generally do not offer more than one environmental chemistry course, and several of the departments do not have any active environmental chemists conducting research on the faculty. The prototype EnviroChem Library project provides examples of the resources developed by the environmental chemistry research community, teaching faculties in non-chemistry and chemistry departments, chemical education, and by industry. The materials include such items as experiments and demonstrations of environmental chemistry, case studies, data sets, textbook reviews, and simulation programs. The materials are classified for the level of student, and the type of use anticipated. The resources available on the Internet site are evaluated for the pedagogy that is used. Dissemination is a key component of the project, and includes workshops coordinated with the Environmental Chemistry and Chemical Education Divisions conducted at the national ACS meetings. An evaluation committee composed of environmental chemists and chemical educators assists in the planning and execution of the project. EXP PROG TO STIM COMP RES CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Lee, Cindy Melanie Cooper Alan Eizerman Clemson University SC Harry Ungar Standard Grant 175713 9150 7427 SMET 9178 9150 7428 0000099 Other Applications NEC 9952318 January 1, 2000 Adaption and Implementation Combining Two Successful Programs in Introductory Physics Laboratories. This project is adapting, implementing, and combining several successful programs in the algebra-based Introductory Physics Laboratories. The changes are based on the most successful of recent laboratory-based programs: Workshop Physics at Dickinson College, Real Time Physics at the University of Oregon, and Tools for Scientific Thinking at Tufts University. Aspects of other successful programs are also being used as part of the adaptation. However, its core will be a Real Time Physics approach. This project is allowing students to use tools for real-time data collection and analysis. All measurement groups in the laboratory share results via a network, allowing discussions of patterns in the data across multiple groups, as is done in the scientific community. Since the laboratory experience usually affects all students in the introductory algebra-based physics course every semester, the physics laboratory is becoming one of the most important components of the course. The Force Concept Inventory or The Force and Motion Conceptual Evaluation are being compared against a pre-post gain score with the national sample developed by Hake (1996). The outcomes will be reported at local and national AAPT meetings, and will be submitted for publication. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Kenealy, Patrick California State University-Long Beach CA Duncan E. McBride Standard Grant 82770 7428 SMET 9178 7428 9952319 August 1, 2000 Geoscience Curriculum Model: An Integrated, Project-Centered Approach. Geology (42) We have implemented and adapted modern constructivist teaching/learning theories and previously developed alternative teaching strategies and activities (e.g., Tewksbury, B.J., ed., 1997, Innovative and Effective Teaching in the Geosciences, National Association of Geoscience Teachers) in designing and delivering a new, non-traditional undergraduate geoscience curriculum that integrates geoscience sub-disciplines. The results of a nationwide questionnaire (Brown and Kelso, in progress) distributed among geology faculty identified core concepts for a comprehensive, quality, undergraduate geology program. Core concepts focused on specific geologic problems in a variety of geologic settings has generated an applied model for students simulating practices by researchers, exploration geologists, and other geology professionals. Instruction throughout the program progressively integrates increasingly more complex projects and active learning strategies. Students develop basic skills and concepts in lower division physical and historical geology courses, such as clastic classification, identification and description of Quaternary units in field exposures, and construction of maps and cross sections. Students expand their studies in the upper division classes by planning EM and resistivity geophysical studies, gathering and interpreting this geophysical data, and examining water well logs to determine the potential contamination of a local project area's drinking water supply from waste in a quarry site and from farming practices. Upper division courses feature student teams working together to solve a series of progressively more complex real-world problems, such as groundwater flow and contamination and mineral and hydrocarbon resource exploration, that are drawn from a variety of classic geologic settings including the Canadian Shield, Michigan Basin, Black Hills, and Mid-Continent. A lower and upper division field experience, and significant field components in lower division physical, historical, and structural geology courses and upper division integrated courses, has provided students with the opportunity to solve actual geologic problems. Our integrated curriculum emphasizes use of technology and computers by incorporating their use in all courses. Implementation of GeoGraphix mapping software begins in physical geology, with more sophisticated usage progressing throughout the curriculum. Students will use the geophysical and laboratory equipment made available by this CCLI - Adaptation and Implementation grant in all aspects of geologic studies from project design, to data collection, data analysis and interpretation, and formal project presentation. Science assessment strategies, including concept mapping, conceptual diagnostic tests, and performance assessment were adapted to evaluate our curriculum and courses (e.g., see NSF sponsored National Institute for Science Education web page http://www.wcer.wisc.edu/nise/cl1/flag/flaghome.asp). CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Brown, Lewis Paul Kelso Lake Superior State University MI Keith A. Sverdrup Standard Grant 113678 7428 SMET 9178 7428 0000099 Other Applications NEC 9952323 March 1, 2000 Multimedia-focused Kinematics Questions: An Innovative Approach to Teaching Kinematics. Physics (13) This project is developing Multimedia-focused kinematics questions, and studying their effect on student understanding. Multimedia-focused questions are questions where students must collect data from multimedia (animations in this case) to answer the question. Animations are being created using Physlets, which are physics Java applets, developed by Wolfgang Christian. Questions are delivered, and students' responses collected using a web-based homework system called WebAssign. The Physlet questions are based on known student difficulties in kinematics. Diagnostic instruments developed from research -- the TUG-K (Test of Understanding GraphsKinematics) and the proposed ATM (Animated Test of Motion) -- are being used to probe for the first time the effect of multimedia-focused questions on students' conceptual understanding of kinematics. The project is: (1) providing a model for the development of similar questions across the introductory physics curriculum if these questions are found to be effective, and (2) developing a set of kinematics questions, deliverable via the web, that anyone teaching physics can immediately use in their class. The questions are downloadable as HTML files from WebPhysics servers, available in the WebAssign question database, and available on the companion CD to an upcoming book Teaching with Physlets. DUE themes targeted by the project are diversity, teacher preparation, and integration of technology in education. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Titus, Aaron North Carolina Agricultural & Technical State University NC Duncan E. McBride Standard Grant 74410 7427 SMET 9178 7427 0000099 Other Applications NEC 9952326 February 15, 2000 Development of Interactive Tools for Learning Genetics. Biological Sciences (61) This proof of concept project integrates technology into genetics instruction and amplifies faculty effectiveness by providing a better learning environment for students. Interactive, highly visual computer-based tools include tutorials for problem solving, the use of simulated crosses to generate data, and assessments of conceptual knowledge through 2D mapping exercises. The project brings together content experts with artists and student developers in an authoring team to create these tools. The product provides the basis for assessing and evaluating knowledge transfer between different subjects or classes in genetics. The expected immediate audience is approximately 1700 students per year in the University of California at Los Angeles Introductory Genetics class, plus an additional 300 students at the University of California at Santan Barbara and students at two year community colleges in the Los Angeles area with articulated programs. The long-term audience will be students in genetics classes nationwide. The final project planned is a CD-ROM web hybrid for distribution to students for independent study and discussion section cooperative exercises. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Merriam, John Lianna Johnson University of California-Los Angeles CA Daniel Udovic Standard Grant 75000 7427 SMET 9178 7427 0000099 Other Applications NEC 9952327 January 1, 2000 Creation and Implementation of an Integrated and Investigative Cellular and Molecular Biology Emphasis. Biological Sciences (61) Emory and Henry College is creating a new curriculum in Cell Biology and an updated curriculum for Molecular Biology as part of an integrated and investigative cellular and molecular biology emphasis. The new laboratory equipment is being used by undergraduates in a series of laboratory experiments, investigative in nature. The project is also expanding faculty expertise and exposure to innovative pedagogy, thus furthering their professional development. The analytical instrumentation is being used to: 1) Establish a Cell Biology course and revitalize the Molecular Biology curriculum to provide direct access for students to modern investigative methodologies essential to understanding of basic biological concepts, 2) Provide students with the curriculum necessary to be competitive both in the workplace and in graduate and professional schools, and 3) Ensure a high quality of education to disadvantaged and traditionally underrepresented students. The project adapts and implements the successful project of Dr. Amelia Ahern Rindell (DUE 9851477) of Portland State and materials in the NSF Workshop on Curricular Developments in the Analytical Sciences. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Taverner, Melissa George Treadwell Kevin Winterling Emory and Henry College VA Terry S. Woodin Standard Grant 69641 7428 SMET 9178 7428 0000099 Other Applications NEC 9952337 January 15, 2000 Biology Lab Adaptation and Digital Imaging Technology. Biological Sciences (61) The biology faculty have identified the need to expose all majors to investigative labs and to enhance instruction in traditional lab exercises by introducing students to technologies and approaches that will improve their understanding of biological principles and the scientific method. Change and adaptation is systemic, with new approaches and technologies introduced into laboratory exercises throughout our curriculum, from first year core courses through upper division animal behavior, physiology, microbiology and marine biology courses. The changes include four overarching goals: 1) Students use an important technology, the preparation and analysis of digital images of microscopic and macroscopic biological materials. 2) Students are introduced to the importance of collection, analysis, and presentation of quantitative data. 3) Students use computers to label digital images to develop a fuller understanding of biological principles. 4) Students clearly present the results of observations and experiments in written reports, posters, and oral presentations. A number of experiments from the educational literature are being adapted to provide appropriate experiences for undergraduates in a range of courses. Products derived from this project include laboratory exercises modified from original sources reflecting use of new technologies and faculty submission to education journals of papers detailing useful applications of use and analysis of digital images based on students' experiences. Majors prepare a portfolio of work reflecting their development; students produce images and reports that can be saved in multiple formats. Graduates are better prepared to use imaging equipment, quantitative methods, and computers, all of which are of increasing importance in university and private-sector laboratories. It is hoped that the secondary Ed/Biology majors we serve will convey to their future students a keener sense of the process of science. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Sacchi, Christopher William Towne Wendy Ryan Carol Mapes Anne Zayaitz Kutztown University PA Herbert Levitan Standard Grant 59289 7428 SMET 9178 7428 0000099 Other Applications NEC 9952342 February 1, 2000 Use of HPLC Methods for Problem-Based Laboratories in Chemistry. Chemistry (12) This project is part of an ongoing plan to add new technology and to integrate its use into the chemistry curriculum in a manner that enhances critical thinking and problem solving skills. Past experience in introducing analytical instrumentation in the first and second year courses along with the use of "real world" applications has proven to be a valuable tool for keeping students interested in chemistry. We are integrating the use of two high-pressure liquid chromatograph systems (HPLC) into the chemistry program by adapting some of the experiments and pedagogical methods developed by previous NSF grantees and recommended by an NSF Workshop on Analytical Chemistry, as well as applications described by the manufacturer of the HPLC instruments. Four department faculty members are participating in the project over a three-year period of development, integration and evaluation. The instruments are being used at all curricular levels from introductory courses to senior research projects. As a result of this project we expect our students to gain an understanding of the scientific approach to analysis using one of the most common separation tools available. They are gaining competence in applying scientific concepts and principles while using modern analytical instruments. Students work as team members. They gain experience in collaboration with others as they devise procedures to explore interesting examples in environmental science, organic chemistry and biochemistry. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Glover, Karen Diana Malone Mary Caffery John Woolfrey Clarke College IA Susan H. Hixson Standard Grant 47606 7428 SMET 9178 7428 0000099 Other Applications NEC 9952343 August 1, 2000 Enhancing the Undergraduate Chemistry Experience WIth High Field NMR. Chemistry (12) In order to enhance the undergraduate curriculum, the Department of Chemistry and Physics at the university is acquiring a high field NMR. The instrument is widely used in a number of courses in the department. The acquisition of a high field NMR allows a number of the current laboratories to be more educational and informative for the students, as well as making possible the introduction of a number of new experiments. The NMR spectrometer is used in organic chemistry, instrumental analysis, inorganic chemistry, honors general chemistry, and in several upper level chemistry courses (physical chemistry, biochemistry, and advanced organic chemistry). Undergraduate research students also benefit from having access to a high field NMR on campus. The laboratory experiments being implemented have been adapted from a variety of sources, but primarily from the Journal of Chemical Education. Many of these published experiments have been generated from NSF supported projects. Additional sources of the adapted materials include laboratory texts (modifications and enhancements), and research articles in journals. The NMR is also used by students at nearby Coastal Georgia Community College as part of an existing program in which they visit the university and make use of instrumentation not available on their campus. An additional use of the instrument is in the university's Community Outreach Program in which high school students visit the university and carry out laboratory experiments. Excercises have been developed to introduce high school advanced placement chemistry classes to NMR, one of the most widely used pieces of scientific instrumentation. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Wallace, Richard Will Lynch Armstrong Atlantic State University GA Kathleen A. Parson Standard Grant 91000 7428 SMET 9178 0000099 Other Applications NEC 9952345 January 15, 2000 Revitalization of X-Ray Diffractometer for Improved Undergraduate Instruction and Research in Mineralogy and Petrology. Geology (42) With an upgraded X-Ray Diffractometer, equipped with computer-controlled goniometer, digital data operations, and modern safety devices, we have adapted exercises that provide opportunities for students with experience on modern analytical equipment. The experience has increased student understanding of mineralogy and petrology with this more thorough treatment of X-ray crystallography throughout the geology curriculum and provides advanced undergraduate students with greater research opportunities. A one-hour companion course for Mineralogy (GEOL 241) implements substantive use of the revitalized XRD. Interdisciplinary student teams composed of geology majors, education majors, and environmental science majors work through exercises that are adapted from those developed with NSF support (CSI-8750682, USE-9151040, USE-9151549, USE-9251951) by faculty at Alfred University, Carleton College, Indiana University-Purdue University, and Smith College. This provides students with experience in simple phase identification, determining relations between lattice dimensions and crystal chemistry, unit-cell refinement, and characterization of clay minerals. Student use of the XRD in Petrology (GEOL 242), Sedimentary Rocks and Stratigraphy (GEOL 303), Senior Seminar (GEOL 490), and Geologic Field Experience (GEOL 496) has promoted an appreciation of the instrument as a research tool. This project has improved pre-college teachers' content knowledge of minerals and rocks as well as their pedagogical skills. The interdisciplinary approach has ensured interaction between students with different backgrounds and exposed them to the problem-solving approaches used in the sciences. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Mies, Jonathan University of Tennessee Chattanooga TN Jill K. Singer Standard Grant 42645 7428 SMET 9178 7428 0000099 Other Applications NEC 9952346 February 15, 2000 Digital Imaging and Investigations in Biology. Biological Sciences (61) In many morphological sciences too much emphasis is placed on uninspiring memorization of factual material with little direct application or problem solving. The overall goal of this project is to develop a fully integrated digital video and microscopy laboratory that allows the implementation of student-designed investigative and exploratory activities in our morphologically oriented courses. Several experiences from the educational literature are being adapted to provide appropriate experiences for undergraduates in a range of courses. The equipment requested is allowing us to examine, document quantify and analyze all structures from organelle to organism in the context of a problem or investigative based format. Several primary course are being served by this facility including Human Anatomy, Biomechanics, and Seed Plant Biology. In addition, the laboratory is being used by students in our Biomicroscopy and Research courses, as well as students involved in K-12 outreach. Each course is introducing curricular changes consistent with the existing department theme of investigative activities with special attention to current pedagogical reforms. This facility is greatly enhancing and extending our students' investigative activities while fostering higher order thinking and integrative skills, improving our students' quantitative skills and assisting in our K-12 outreach activities. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Favero, Terence Mike Snow Bret Tobalske University of Portland OR Nancy J. Pelaez Standard Grant 62628 7428 SMET 9178 7428 0000099 Other Applications NEC 9952347 January 15, 2000 Teaching Issues and Experiments in Ecology (TIEE):Developing Web-and CD-ROM Based Educational Material through the ESA. Biological Sciences (61) A recent Ecological Society of America (ESA) survey shows that students are passive learners in most ecology courses. To address this problem, this project is developing a CD-ROM disseminated by ESA that helps faculty (1) integrate the teaching of ecological concepts with suitable student-active approaches and (2) reflect on changes with formative evaluation and possibly publish peer-reviewed innovations of their own suitable for Promotion and Tenure portfolios. The project is building on ESA's foundation and expertise in ecological education nationwide. The project is creating a peer review structure for publishing, on the Web and CD-ROM, inquiry-based "Experiments" and "Issues" for lecture/ discussion that are integrated within innovative pedagogy. The "Experiments" component are field or lab activities for student-directed research inquiries that teach key concepts and knowledge construction. Ecological Content, Science Skills, and Pedagogical Methods key words are hot-linked. The "Issues" component has the same structure and includes topical issues based on ecological concepts and high quality, accessible data. "Issues" are being designed for large non-lab lecture-based courses. The project will give a workshop at the ESA's August 2000 annual meeting to instruct faculty from diverse institutions about student-active teaching and use of the CD-ROM and web materials. They will evaluate these products in the workshop and over the academic year by using them in courses and communicating via the web. This workshop will be a prototype for a train-the trainer model of faculty professional development. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR D'Avanzo, Charlene Bruce Grant Susan Musante Hampshire College MA Herbert Levitan Standard Grant 76720 7427 SMET 9178 7427 0000099 Other Applications NEC 9952348 May 1, 2000 Application of Hierarchical Cognitive Model to Education of Undergraduate Engineering Students. Engineering - Chemical (53) The problem we address in this project is this: How can critical thinking skills and engineering judgment be developed in engineering undergraduates before they reach their senior year? We adopt the hypothesis that mental growth constitutes a progression through a hierarchy of cognition, that the critical thinking required of engineers lies at an upper level in the hierarchy, and that, to reach high levels, each individual must master cognitive skills at lower levels. We believe that senior engineering students do not attain the necessary thinking skills because their low-level cognitive skills have been incompletely developed or largely neglected. We use a hierarchical model of mental growth as the basis for strengthening low-level cognitive skills in sophomores and juniors. With those skills in place, we then apply an ensemble of teaching and learning devices that promote rapid and effective development of critical thinking and engineering judgment. This project incorporates these innovative features: it tests a new, integrative, hierarchical model for learning; it evaluates a substantial number of teaching and learning devices that are designed to propel students to higher levels of cognition; it results in new assessment instruments that help instructors monitor student growth. Our approach is being tested on chemical engineering undergraduates, but the results are broadly applicable to all engineering disciplines. Educational materials that are being developed as part of this research include teaching and learning devices (for example, hardware exercises, equipment explorations, web-based exercises, glossaries, equation interrogation, graph/equation equivalencies, pattern identification), guidance on how to best implement the hierarchical model, and new tools to assess the effectiveness of these activities. Broader outcomes from the work include professional presentations and publications and a project website for learning. The project involves six Professors of Chemical Engineering at Clemson, a Professor of Education at Clemson, and a Professor of Education at Simon Fraser University (Canada). Off-site testing of our methods is being performed by chemical engineering professors at Rowan University, North Carolina Agricultural & Technical University, University of Virginia, and University of Michigan. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Hirt, Douglas Charles Gooding James Haile David Bruce Scott Husson Clemson University SC Russell L. Pimmel Standard Grant 349550 7427 SMET 9178 7427 0000099 Other Applications NEC 9952350 February 1, 2000 Integrating the Undergraduate Chemistry Laboratory Curriculum through a Versatile, Laser-Based Experimental System. Chemistry (12) The traditional way of teaching chemistry to undergraduate chemistry majors at most colleges and universities is to include a series of laboratory courses that complement the lecture courses. Each lab course has experiments chosen for their relevance to the concurrent lecture material. This project is implementing a prototype of a new laboratory curriculum, in which experiments are chosen not just for their relevance to concurrent course material, but also to illustrate and reinforce the connections between topics taught at different levels. A variety of experiments from current literature is being adapted for use in the new curriculum. The curriculum has two key features not present in the current curriculum: (1) sequences of experiments that begin in the introductory course and continue with increasing sophistication and application to more advanced concepts in the upper-level courses; and (2) utilization of laser technology in all lab courses to illustrate and reinforce the connections between concepts. The laser experimental system also enables several modem concepts to be introduced into the laboratory curriculum that were previously only presented as theory in the lecture courses. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Venkataraman, Bhawani Leonard Fine Columbia University NY Elizabeth M. Dorland Standard Grant 111737 7428 SMET 9178 7428 0000099 Other Applications NEC 9952351 February 1, 2000 Introducing Integrative Methods into a Modern Physics with Health Applications' Course. Physics (13) Building on previous work by Laws and Luetzelschwab in Workshop Physics, and on previous work at Pacific University to develop lower level and advanced level participatory physics courses, this project is developing an intermediate program of physics teaching. The course, Modern Physics with Health Applications, moves the focus of teaching from a lecture-based and laboratory structure to a project-based approach. The course is being designed around four extended small group active-learning projects - Nuclear Medicine; Radiation Therapy; Magnetic Resonance Imaging and Neutron Activation Analysis. The course extends the scope of inquiry-based courses in the curriculum and offers a highly relevant physics program for students planning to go into health schools and other health-related fields. By creating a classroom environment at each level of teaching that encourages inquiry, experience, and active learning about physics, the course may also have a substantial influence on how science is taught elsewhere. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Brosing, Juliet Richard Wiener Pacific University OR Duncan E. McBride Standard Grant 32581 7428 SMET 9178 7428 0000099 Other Applications NEC 9952353 June 15, 2000 Systemic Reform in Introductory Astronomy: Meetings for Department Chairs. Astronomy (11) The Education Office of the American Astronomical Society is conducting an ongoing program for stimulating systemic reform in a widely taught science course: introductory astronomy for non-science majors. This course serves a great number of undergraduates, including many future teachers, and has great potential for improving their science skills and influencing their understanding of and appreciation for science. However, as now taught, this course often fails to live up to its potential (see, e.g., Zeilik, 1999 or Tobias, 1992). This project partially supports two meeting of the chairs of astronomy departments to be held in widely separated geographic locations to make travel easier. In these meetings, chairs will (A) discuss issues pertaining to the teaching of these courses, (B) work with education experts, (C) identify common goals and valid measures of success, and (D) adopt formal resolutions, to be presented to the American Astronomical Society and to funding agencies, and then widely disseminated. The meetings form one part of a two-part initiative seeking reform of introductory astronomy courses nationwide. The second phase is a series of workshops for new faculty, which will address the training of new college faculty. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Partridge, R. George Greenstein Douglas Duncan Gina Brissenden American Astronomical Society DC Duncan E. McBride Standard Grant 39945 7428 SMET 9178 7428 0000099 Other Applications NEC 9952361 January 1, 2000 The Fluorescence Spectrophotometer in the Undergraduate Chemistry and Biology Curriculum. Biological Sciences (61) This joint project of the Departments of Chemistry and Biology provides the core for a teaching module designed to integrate introductory biology and chemistry courses. Upper-level courses across the two disciplines are also being enhanced. The courses affected are designed to increase the science literacy of non-SMET majors and integrate research techniques and design into undergraduate courses. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Hagen, John Lisa Lambert Joseph MacNeil Chatham College PA Terry S. Woodin Standard Grant 16389 7428 SMET 9178 7428 0000099 Other Applications NEC 9952362 May 1, 2000 Active Learning in Undergraduate Education Using the Iowa Electronic Markets (iem). Economics (82) The development of learning environments to facilitate undergraduate education in economics and political science is important because economics and politics impact citizens' lives dramatically but many students have little understanding of them. Teaching economics effectively has proven difficult because economic science rests on a framework of mathematical equations that many students find quite abstract. This project is developing, testing and implementing curricular materials to make use of the successfully developed Iowa Electronic Market technology (IEM) in a range of undergraduate courses in economics (and political science). Most existing courses that study the function of markets for trading financial assets, goods, services, and opinions will, in principle, benefit from these materials. The project is developing complete, internet-accessible instructional materials, which will adapt to a wide range of learning approaches including distance and web-based education. Their common theme is to use the IEM as a laboratory exercise, allowing active learning in much the same way laboratories facilitate learning in other sciences. This helps overcome the abstract nature of economics while giving students incentives to learn technical concepts. During this project, over 60 faculty from more than 30 HBCUs, HSIs and rural community colleges are learning to use the IEM with their specific student populations and learning environments. Materials are introducing students to the Internet (through IEM trading) and encouraging students to use it as an information source to make more informed economic decisions. Thus, this project addresses all four themes of the Division of Undergraduate Education: teacher preparation, diversity, faculty development and the integration of technology into the classroom. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Forsythe, Robert Joyce Berg Thomas Gruca Thomas Rietz University of Iowa IA Myles G. Boylan Standard Grant 459798 7427 SMET 9178 7427 0000099 Other Applications NEC 9952364 April 15, 2000 Integrating the Product Realization Process into a New Mechanical Engineering Curriculum. Engineering - Mechanical (56) This project is providing desktop manufacturing equipment to demonstrate key manufacturing technologies to Mechanical Engineering students in the context of an introductory Manufacturing Processes course. It is also enabling the integration of Product Realization Process (PRP) topics into subsequent courses in the curriculum. This work is an adaptation of PRP curriculum development projects previously funded by NSF, especially DUE-9354772 "Mechanical Engineering Curriculum Development Initiative - Integrating the Product Realization Process into the Undergraduate Curriculum." Often, students are introduced to manufacturing by way of a survey course alone, and do not get the chance to study the processes at close range. This makes it difficult to effectively teach how a product evolves from initial concept to final production. Since full-sized production machinery is expensive, access to portable, desktop equipment that is still capable of producing real parts addresses this situation. The equipment for the project, some of which is already on hand, is supporting the following Manufacturing course modules: Materials Selection, Rapid Prototyping, Plastics Production, Composites Production, Computer Numerical Control (CNC) Machining, Welding Fabrication, Robotic Parts Handling and Metrology. The equipment also allows students to experience the full cycle of the PRP through the addition of Computer Aided Design and Manufacturing (CAD/CAM), Computer Numerical Control (CNC), Design for Manufacturing (DFM), Rapid Prototyping and Computer Integrated Manufacturing (CIM) components to several courses in the curriculum, especially in the design sequence. Industry has indicated that a hands-on understanding of basic manufacturing processes, and direct experience with the PRP, is of significant value for Mechanical Engineering graduates. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Wells, Robert Jeffrey Mountain Donald Goddard University of Texas at Tyler TX SIMONEAU ROBERT W Standard Grant 80322 7428 SMET 9178 7428 0000099 Other Applications NEC 9952366 August 1, 2000 Improving Undergraduate Biology Laboratory Experiences by Performing Experiments with Controlled Environment Chambers. Biological Sciences (61) The Biology Department of the University of Detroit Mercy is committed to changing how we teach science in accordance to the recommendation of the National Research Council. To accomplish our goals, we have replaced laboratory exercises that are largely "cookbook" to exercises involving the "process of science." Thus, our students are designing and executing their own experiments in laboratory courses. This involves the students conceiving a testable hypothesis and designing experiments that test their hypothesis. After executing their experiments, they develop their own conclusions based upon their analyzed data. Controlled environment chambers are used to manipulate physical factors that affect whole organism physiology in our students' experiments. Introductory biology students investigate the process of plant cold-acclimation. This curriculum change incorporates methodology invented by the principal investigator (Baker et al., 1994, Plant Molecular Biology) that has been modified for use in the general biology laboratory courses (Gelvin and Karcher, 1996, Proceedings of the 17th Workshop/Conference of the Association of Biology Laboratory Education). Ecology students are investigating the effects of increasing atmospheric carbon dioxide levels on terrestrial food chains. This line of investigation complements and adapts research on aquatic food chains (Urabe and Sterner, 1996, Proceedings of the National Academy of Sciences) as well as methods from botany laboratory courses that have been successfully taught using directed research on model plant systems (Monroe, 1994, www.jmu.edu/biology/pplab/poster1.html). Our students are identifying and analyzing developmental mutants in Arabidopsis thaliana along with developing their own tissue culture regeneration protocols on numerous plant species. Additionally, undergraduates use these chambers in their faculty-supervised independent research projects. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Baker, Stokes Josephine Gambini Elizabeth Carlson University of Detroit Mercy MI Terry S. Woodin Standard Grant 35791 7428 SMET 9178 7428 0000099 Other Applications NEC 9952369 April 1, 2000 NMR Collaborative Training Partnership. Chemistry (12) We are developing a program of cooperative instructional use of a Fourier transform nuclear magnetic resonance (FT-NMR) spectrometer. Using a network workstation, students from several nearby institutions have access to data acquired on a 300 MHz FT-NMR instrument located at Rider University. The other collaborating institutions include Mercer County Community College, Raritan Valley Community College, Bucks County Community College, Middlesex County Community College, and Delaware Valley College. Cooperatively used NMR instruments have been installed at other locales with the assistance of NSF-ILI grants. We are using these models as a basis for our project. Since the participating institutions outside of Rider had been unable to include experimental FT-NMR in their curriculum, this program exposes students from a number of geographically related two- and four-year undergraduate institutions to the modern experimental techniques of FT-NMR. Additionally we are developing a web-based tutorial for use by all students participating in the program. The project includes the installation of a 300 MHz network-capable NMR at Rider University. Initial training of students and faculty from other locations is the responsibility of an NMR trainer/coordinator. After their initial training using the web-based tutorial, students prepare NMR samples at their own institution and transport them to Rider. Once the raw spectral data have been acquired, they are available on the network for full analysis at the remote location. In this way students learn how to analyze and produce their own NMR spectra under the guidance of their own instructor. This type of remote access and workstation driven system is fairly common in most large chemical research laboratories. Given the prevalent use of NMR in the field of chemistry, the exposure to this kind of environment for the students at the participating institutions better prepares them for any future work in chemical research or industry. CCLI-ADAPTATION AND IMPLEMENTA ADVANCED TECH EDUCATION PROG DUE EHR Burnham, Bruce John Sheats Helen Tanzini Paul Schueler Rider University NJ Susan H. Hixson Standard Grant 183887 7428 7412 SMET 9178 7428 0000099 Other Applications NEC 9952372 June 1, 2000 Environmental Engineering Using Geosynthetics. Engineering - Civil (54) This project develops materials and pedagogy for a course on Environmental Engineering Using Geosynthetics--Landfills, the first in a series of planned courses. The materials are being used by civil and environmental engineering professors who teach courses in environmental engineering. Geosynthetics are flat, man-made materials that are used to perform engineering tasks. Geosynthetics form the liners, drains, reinforcement and filters used in landfills. Teaching materials are being constructed in a modular fashion that allow them to be incorporated into existing courses or assembled into a stand-alone course or courses. Student learning and teaching effectiveness are being evaluated by a professional evaluator. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Elton, David Auburn University AL Russell L. Pimmel Standard Grant 86916 7427 SMET 9178 7427 0000099 Other Applications NEC 9952376 February 15, 2000 Educating Teaching Assistants in New Models for Teaching and Learning. Chemistry (12) During the 1990s, NSF funded five chemistry initiatives as major efforts to improve undergraduate chemistry education by using new pedagogical strategies for increasing student engagement in their own learning processes. Evaluations done by the ModularChem Consortium and the ChemLinks coalition showed learning gains across institutions for students using the new materials. In small class settings, students also reported significantly greater enjoyment of the course as well as the feeling that the course met their needs better than the traditional counterparts, attitudes not shared by the majority of students in large class settings. However, it is becoming increasingly clear that in order for the chemistry reform efforts to succeed, they must be successful in large "lecture" classes. Even when faculty are well versed in new models for teaching and learning and are committed to the shift from a teacher-centered environment to a student-center environment, the effort may not succeed because of the deeply socialized, conservative views of science teaching and learning held by the Teaching Assistants. Systemic reform efforts in institutions with large lecture classes may depend upon the extent to which Teaching Assistants understand and see the usefulness of new models of teaching and learning. Since large universities are also the source for significant numbers of the future chemistry faculty, the ultimate success of reform efforts may well depend upon the education of Teaching Assistants. Providing Teaching Assistants with the experiences and tools that they need to understand, support, and contribute to reform efforts is the primary purpose of this project. These experiences and tools are included in three Handbooks as follows: 1) Training Handbook for instructors who train Teaching Assistants prior to the beginning of a course. This handbook contains detailed descriptions of how to teach 2-hour sessions on various topics about teaching and learning using inquiry-based methods. 2) Pedagogy Handbook for instructors to use during the term to provide continued support to Teaching Assistants so that they may gain skill in new models for teaching and learning. This Handbook contains 30-minute activities that address issues in pedagogy that arise during the semester. 3) Chemistry Concepts Handbook for Teaching Assistants to use as they discuss various concepts in chemistry with their students. This Handbook contains discussion worksheets for recitation sessions that are aimed at helping students confront their misconceptions and providing evidence to help them modify their ideas. Examples of ideas that students hold and how to discuss these ideas productively with students is being provided. All materials are being tested at a variety of institutional types, and refined to ensure their effectiveness for diverse Teaching Assistant populations. At present this includes the University of New Mexico, which is designated as both a Carnegie I Research Institution and a Minority/ Hispanic-Service Institution, and New Mexico State University with its coalition partners, Eastern New Mexico University and Northern Arizona University. The impact of these materials is being evaluated through written assessments, focus groups, and comparisons of undergraduate student performance. The materials are being broadly disseminated by presentations at professional meetings, by presentations at workshops sponsored by Chemistry Connections, and on the World Wide Web. We are working with a publisher to promote distribution of these materials to accompany textbooks and modules. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Stacy, Angelica University of California-Berkeley CA Susan H. Hixson Standard Grant 598073 7427 SMET 9178 7427 0000099 Other Applications NEC 9952377 March 1, 2000 Development of a 3-D Interactive Mineralogy Textbook. Geology (42) This Proof-of-Concept project develops the first three chapters of a Mineralogy textbook that is accessible and relevant to students by presenting the material in accord with modern learning theory. The chapters are thoroughly integrated with a CD-ROM focused on active learning by students. Every text illustration is reproduced in color 3-D and includes animations, interactive exercises, and narration by the authors. The textbook reflects the industrial experience of both authors' in industry and their years of teaching science education, geoscience, planetary science, and materials science. The textbook addresses a diversity of student perspectives ranging from science teachers to geologists, across the broader earth sciences, to connections with cognate disciplines like chemistry, physics, mathematics, and biology. This project involves collaboration among authors at Mount Holyoke College and the University of Idaho. Educators at the University of Idaho are performing evaluations. Tasa Graphic Arts, Inc., is producing the illustrations and the CD. The initial three chapters are the basis for a low-cost textbook that incorporates state-of-the-art pedagogy and computer animation that may be used by students in the geosciences as well as science education programs. Funding for preparation of these initial chapters demonstrates the innovative ideas proposed for the full text illustrating the potential for improving the quality of science teacher preparation, adding diversity to the textbooks in this field, and providing for integration of technology into earth science and related curricula. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Dyar, Melinda Mount Holyoke College MA Jill K. Singer Standard Grant 75000 7427 SMET 9178 7427 0000099 Other Applications NEC 9952381 June 1, 2000 Molecular Modeling Throughout the Chemistry Curriculum. Chemistry (12) Molecular modeling tools are being used to integrate topics in quantum chemistry and thermodynamics across the curriculum. By focusing on molecules and employing computational power in both visualization and manipulation and in the calculation of molecular properties, physical chemistry topics presented in introductory, organic, physical, and biochemistry are unified. Additionally, students are being educated both in the use of computers within the field of chemistry, and in the theories upon which these methods are based. Materials are adapted from recent educational literature sources employing this integrative curriculum mode. Beginning with introductory courses (for both science majors and non-majors), molecular modeling exercises emphasizing the three-dimensional geometry of molecules and the idea of electronic wave functions introduce students to a computer program (the Spartan family of programs) that they can use throughout the chemistry curriculum. In organic chemistry, students use more sophisticated techniques to study the energetics of molecular conformations and to explore the role of electronic structure in chemical reactivity. The physical chemistry course uses molecular modeling techniques and describes the theoretical basis of these methods (including a discussion of their limitations and shortcomings). Students receive the immediate opportunity to apply their knowledge in a new biochemistry course that is required of all majors. This effort provides a model for the continued expansion of computational methods into the remainder of the chemistry curriculum, as well as the introduction of similar technologies into the biology department (e.g., bioinformatics tools). Other benefits of this project include the availability of computer resources to be shared with the department of Mathematics & Computer Science, as well as an outreach program to local high schools whereby students and teachers have the opportunity to use the molecular modeling facility developed in the project. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Feller, Scott Robert Olsen Wabash College IN John D. Dwyer Standard Grant 36874 7428 SMET 9178 7428 0000099 Other Applications NEC 9952385 June 1, 2000 Discovery-Based Laboratory for Calculus-Based Introductory Physics. Physics (13) The objectives of the introductory physics laboratory are to help students learn experimental techniques, to enable students to think creatively about physical measurements, and to increase students' understanding of physical concepts and processes. Evaluation of student work indicates that the introductory physics laboratory sequence only accomplishes the first of these three objectives. Most students learn how to acquire and analyze data correctly, but many do not fully understand what they are doing and few increase their understanding of physics through the laboratory experience. In order to deal with this well-documented characteristic of the traditional introductory physics laboratory course, Thornton, Sokoloff, and Laws created a series of discovery-based laboratories. These curricular products - Workshop Physics (WP), Tools for Scientific Thinking (TST), and RealTime Physics (RTP) - have been shown to increase greatly students' conceptual understanding of introductory physics. The project is using RTP as a model to develop a discovery-based laboratory sequence that is appropriate for the calculus-based introductory lecture sequence. The RTP approach is being modified by adding computer simulations, adding calculus applications, and reducing coverage of topics treated in high school. Also, these materials will be supplemented with exercises related to the application of physics to astronomy. Even with these changes, the project will adhere to the discovery-based philosophy: students must construct their own conceptual understanding through making predictions and testing predictions. The project is effectively integrating technology into undergraduate education, developing the faculty's ability to use discovery-based educational techniques, and serving as an example of student-centered education and thus serving as a catalyst for educational change at Trinity University. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Loxsom, Fred Eugene Clark David Hough Daniel Spiegel Trinity University TX Duncan E. McBride Standard Grant 37000 7428 SMET 9178 7428 0000099 Other Applications NEC 9952386 March 1, 2000 Development of Inquiry-Based Human Physiology Laboratories Using Computerized Data Acquisition Equipment. Biological Sciences (61) The development of new guided inquiry-based lab activities which utilize computerized data acquisition instrumentation is providing students with the opportunity to become more involved in the process of science and perform computer-assisted analysis of data. The activities being provided by this project are an adaptation of innovative teaching strategies and activities from several institutions, most notably CSU Fullerton, Hampshire College and Butler University. Students are being introduced to basic physiological experimental procedures using the requested equipment. Collaborative student groups are then being presented with experimental questions to which they must discover the answers. With guidance from the instructor, student groups are forming a testable hypothesis, designing the experiment and analyzing the data. These activities are building the necessary skills for students in the advanced physiology labs to conduct independent projects. Written lab reports and group presentations, are incorporated into the labs. This new approach is promoting the development of critical and analytical thinking, increasing student comprehension of physiological concepts, and introducing students to the usefulness of computers as biological and analytical tools. Expected outcomes include: summative evaluations to measure student learning in the targeted courses; the development of a web page to disseminate the developed activities and procedures; and a workshop to promote inquiry-based learning in two year colleges. The project is impacting approximately 350 students each year and emphasizes two DUE themes: diversity and integration of technology to improve learning. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR LePere, Susan Chester Harbut Cerritos College CA Terry S. Woodin Standard Grant 43657 7428 SMET 9178 7428 0000099 Other Applications NEC 9952389 January 1, 2000 An Inquiry-Based Approach for Non-Majors' Introductory Biology. Biological Sciences (61) As our society has continued to become more technologically oriented, the need for college graduates to understand the processes of science and to have experience using technological devices has become increasingly important. This project is designed to restructure the introductory non-majors biology laboratories at Western Illinois University. We are adapting components of the biology program developed at Oklahoma State University, including inquiry-based labs (e.g., labs that incorporate hypothesis testing, simulations, modeling, and case studies) and the use of pre-lab activities to ensure students are fully prepared for each lab. This is the first of several projects designed to overhaul our introductory biology program in order to keep it aligned with current learning theory. We are starting with the non-majors courses because they have the highest enrollments and they are taken primarily by women and most students majoring in education. This project will help us better meet the needs of these students. Our project is designed to enhance students' understanding of biological concepts and the processes of science and to provide students with experiences appropriate for a technological world. This goal is being accomplished by developing new laboratory activities and incorporating use of computer technologies, electrophoresis, and other modern biological techniques. Finally, because these courses are taken by most students seeking elementary teacher certification, this change is designed to enhance their understanding of the types of laboratory experiences supported by the National Science Education Standards. The labs are also designed to serve as a model for future teachers as they implement the Standards in their own classrooms. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Barden-Gabbei, Laura Richard Anderson Western Illinois University IL Herbert Levitan Standard Grant 64163 7428 SMET 9178 7428 0000099 Other Applications NEC 9952392 June 1, 2000 Creation of a Computation and Visualization Laboratory. nterdisciplinary (99) This project is adapting and implementing visualization techniques and computational methods to enhance the undergraduate natural science and mathematics curriculum. The computation and visualization laboratory (CVL) is being constructed and used to incorporate inquiry-based classroom modules and laboratory experiments into existing courses in biology, chemistry, physics and mathematics. Computational methods are the common thread that runs through the curriculum of each department. In addition, two new courses in computational techniques and bioinformatics are being developed, addressing the increasing use of advanced computational methods in the physical and life sciences. Computer visualization techniques are capable of enhancing student understanding of abstract concepts in both introductory and advanced coursework. This project is first concentrating on adapting these methods into introductory courses, where the greatest number of non-science majors and future elementary and secondary school teachers are being educated. The following course areas are being modified with the listed software tools: o In general chemistry: "Periodic Table Live," and "Spartan." o In organic chemistry: "Spartan." o In introductory biology: "Genetics Computer Group Wisconsin Package." o In introductory physics: "Physlets," "EM Field," and "Electronics Workbench." o In introductory astronomy: "Hands-On Universe" and "Megastar." o In introductory calculus: "Mathematica." During the later stages of this project, these tools will also be incorporated into more advanced undergraduate courses, such as physical chemistry and differential equations, and also will adapt additional software tools: o In physics: "CUPS" and "Mathematica." o In biology: "Rasmol," "CN3D," "Alchemy 2000," and "SciProtein Module." o In biochemistry: "SciProtein Module." The laboratory is being shared by high school teachers and students in the Kenosha Unified School District (KUSD) as part of a project in which Carthage College faculty and students work with KUSD to implement a new four-year math/science curriculum. Multiple qualitative and quantitative methods are being used to assess student learning outcomes at the high school and undergraduate levels. Implementation effectiveness for high school teachers are also being assessed. Finally, results are being disseminated through divisional poster sessions and Web-based publications. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Morris, Kevin Patrick Pfaffle Christine Renner Aaron Trautwein Kevin Crosby Carthage College WI Myles G. Boylan Standard Grant 53466 7428 SMET 9178 7428 7427 0000099 Other Applications NEC 9952394 January 1, 2000 Enhancing Scientific Understanding in Undergraduate Physiology Laboratories Using Computerized Data Acquistion. Biological Sciences (61) This project is enhancing student understanding of physiological and biological phenomena by incorporating inquiry-based laboratories using computerized data acquisition systems into introductory anatomy and physiology courses. The collaborating institutions, California State University at Sacramento and Cosumnes River College, are adapting laboratories exercises previously developed at Yuba College and Pasadena City College, which have been shown to be effective at increasing students' ability to explore complex physiological relationships and enhance students' appreciation of scientific processes. Student-friendly data acquisition systems ease data collection and improve student understanding of physiological processes through critical thinking, problem-solving skills, and creativity. This is increasing the number of introductory students who view science as accessible, valuable, interesting and applicable to their everyday lives, and who have confidence in their ability to use modern technology. Because these courses have large numbers of students underrepresented in the science and technology workforce (women, working parents, and underrepresented minorities) this project is specifically improving their preparation for entering careers in science and technology. Through the collaborative development of pedagogical expectations, we are easing the transition of students transferring from community colleges to CSUS and invigorating faculty by providing opportunities for collaborative curricular development. The outcomes of this project include implementation of new lab exercises and increased student success, demonstrated by improved student performance and enthusiasm for science, and increased transfer rates of CRC students to 4-year institutions. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Lundmark, Jennifer University Enterprises, Incorporated CA Herbert Levitan Standard Grant 86873 7428 SMET 9178 7428 0000099 Other Applications NEC 9952398 January 1, 2000 An Environment for Interpreter-based Projects for the Programming Language Course. PROJECT SUMMARY A teaching tool for the programming languages course which enhance the students' grasp of fundamental programming language concepts, constructs, and paradigms that contribute to the students' appreciation of the relationship between language features and their implementation, is now in development. The tool is a software environment, MULE, supporting interpreter-based projects for multiple programming language paradigms (e.g. OOP, procedural, functional, logic programming). An incomplete implementation of MULE, whose shortcomings are being addressed in this project, is being scrutinized. These shortcomings are technical barriers to widespread adoption of MULE. Removing these barriers is demonstrating whether MULE stands on its own merit as an effective part of a programming language course. First, MULE was implemented in a commercial version of Scheme (Ed Scheme) which limits the usability of MULE 's graphical user interface and runs only on the Macintosh (the necessary graphical interfaces are missing in the Windows version of Ed Scheme). This redesigning MULE in Dr. Scheme a completely free (GNU Public License) version of Scheme which runs on Windows (95/98, NT), UNIX, and Macintosh, has strong graphical support for GUI development. Second, good software engineering principles and software quality assurance practices are used to develop a robust MULE implementation. Finally, MULE offers simple demonstration languages, which are being used to teach by counter-example. This method involves keeping all aspects of the simple languages constant while one particular feature is changed to explore the effect of that design on the expressive power and efficiency of the language. As part of the standard MULE package, a number of counter-example modules are being implemented. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Smith King, Laurie John Barr College of the Holy Cross MA Mark James Burge Standard Grant 74429 7427 SMET 9178 7427 0000099 Other Applications NEC 9952403 January 1, 2000 Inquiry-Based Learning in a Multi-Scale Hydro-Mechanical Lab. Engineering-Mechanical (56) The most important purpose of a college education is to learn how to learn. To produce better scientists and engineers these skills need to be integrated into upper level courses and interdisciplinary studies. This project is adapting collaborative, inquiry-based learning developed at the Biology Department at the University of Portland and the Department of Biology and Wildlife at the University of Alaska, Fairbanks. These techniques are being implemented in courses in Engineering Physics and in other departments on campus by allowing for exploratory and interdisciplinary experimentation using wind and water tunnels, and on a full-scale prototype crew shell. The objective is to improve learning in these courses by giving students more control in designing experimental activities. It is hoped that as a result of this experience students will have a higher degree of self-confidence and awareness of their own learning processes. Contemplation, questioning, listening, searching the literature, and team participation are used to develop the critical thinking skills that will serve students well in research and design careers. This project involves the design of appropriate experiments using wind and water tunnels and developing an instrumented crew shell in order to reach its objective. Project teams in the Senior Design course are developing innovations to rowing equipment and techniques. Students are involved in interdisciplinary groups to study biomechanical aspects. Collaborations with the University of Kentucky at Paducah Community College are allowing for further wind tunnel studies and project evaluation. Participation with women's crew and a "Physics at the Lake" program will promote careers in science and technology to women. In addition, an experimental module is being developed by engineering and education majors which focuses on middle or secondary school audiences and is introduced in courses for education majors. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Thiede, Theodore Stephen Cobb Scott Hickman Randall Crist Murray State University KY Russell L. Pimmel Standard Grant 59989 7428 SMET 9178 7428 0000099 Other Applications NEC 9952410 January 1, 2000 Integration of an ICP-MS Instrument into Advanced Exercises in Undergraduate Science and Engineering. Geology (42) The ICP-MS will be used, in conjunction with our existing ion chromatograph, in the chemical analyses of natural samples in both regular courses and student-research projects. In our shared analytical facility, course-related exercises and senior research work are implemented across all four years of the curriculum in the Departments of Geology (5 courses), Chemistry (2 courses), Biology (2 courses), and Civil Engineering (4 courses). The facility will also be utilized in the interdisciplinary Environmental Studies Program. The ICP-MS is being used as a research tool to provide experiences for all levels of students: 1) Introductory level students focus on exercises adapted from selected components of watershed investigation projects implemented elsewhere (e.g., Tonn and Whitman, 1996, Colby College). Students collect samples that are analyzed outside of class. In class, data are plotted and discussed in terms of conceptual models to determine how the samples attained their compositions. 2) Intermediate level students complete more advanced exercises adapted from a variety of projects elsewhere (e.g., Ousey, 1993, Pennsylvania State University; de Wet, 1994, Franklin and Marshall College; Tonn and Whitman, 1996, Colby College; Lee, 1998, Auburn University; Dunnivant et al., 1999, Hartwick College). The students collect, prepare, and analyze samples in largely inquiry-driven, open-ended projects. The exercises allow implementation of experimental design, practical sample collection and preparation techniques, and sampling and analytical strategies. As final products, students prepare substantial written reports that include data presentation and interpretation components. 3) Senior level students use the ICP-MS in directed research projects (theses) adapted from their research advisor's own ongoing scholarship, or in projects largely of the student's own design. These students collect, prepare, and analyze samples, and are involved in planning and implementing analysis and sampling strategies and data interpretation. Many theses result in formal publications and/or presentations at scientific conferences. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Hollocher, Kurt Union College NY William C. Beston Standard Grant 79561 7428 SMET 9178 7428 0000099 Other Applications NEC 9952417 June 1, 2000 Integrating Spatial Analysis into an Environmental Studies Curriculum. Interdisciplinary (99) This project develops a laboratory and revised environmental studies curricula in which spatial perspective and geographic analyses are integrated at all levels. It adapts materials from exemplary projects at West Chester University and Stockton State College. It provides resources at the Alfred University Hydrologic Field Site for students to collect, input, and interpret relevant spatial data and develop meaningful visual representations of the analyses they perform. The Environmental Studies Program (ENS) offers a multidisciplinary approach to undergraduate education, emphasizing experiential learning, problem solving, and technology integration in its curriculum. Incorporating a spatial perspective into the Environmental Studies (ENS) major substantially enriches the curriculum because spatial visualization skills are positively related to improved learning in environmental studies. Adaptations of GIS and GPS materials from other institutions are being incorporated into ENS courses, adding a spatial dimension to analytical and field exercises. Students at all levels use Geographic Information Systems (GIS) technology as a tool to improve their understanding of the local area. As the ENS faculty revise courses to incorporate spatial exercises or modules, they are taking advantage of new pieces of equipment that facilitate the collection of spatial data, including a large-format digitizer and a Global Positioning System (GPS). For class-based projects or independent research, coordinating this equipment with the existing GIS capabilities substantially enhances a student's ability to gather, analyze, interpret and display spatial data, leading to improved spatial and visualization skills. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Sinton, Diana Gordon Godshalk Michele Hluchy Alfred University NY Jane C. Prey Standard Grant 21448 7428 SMET 9178 7428 9952420 January 15, 2000 Introducing FT-NMR In The Undergraduate Curriculum. Chemistry (12) Fourier transform nuclear magnetic resonance spectroscopy (FT-NMR) is a powerful instrumental method that chemists and biochemists now use routinely for elucidating the structures of various small and large macromolecules. This technique is not always adequately addressed in small colleges because of the expensive instrumentation required. Traditional undergraduate textbooks have been slow to introduce this topic into the sophomore level organic chemistry course. In order to provide students with a more adequate background and understanding of FT-NMR, the following objectives have been identified for this proposal: (1) Introduce FT-NMR theory and offer hands-on instrumental analysis to students in the courses of sophomore organic chemistry, first semester biochemistry laboratory, instrumental analysis laboratory, and forensic science laboratory. (2) Introduce FT-NMR concepts to talented high school students in a two-week summer lecture and lab-minicourse. (3) Increase the interest and enthusiasm of students for FT-NMR as a valuable tool for structure analysis. To help meet these objectives the college has purchased an FT-NMR conversion package which provides a low-cost alternative FT-NMR unit in the laboratory and utilizes the magnet for an already owned Varian EM-390 NMR system. This unit does not require an expensive maintenance contract or the ongoing cost of liquid helium and liquid nitrogen to maintain a supercooled magnet. Both students and faculty are able to obtain their own spectra with a minimum amount of time and training. One-step experimental setup guides allow the FT-NMR system to be up and running in a short period of time. A variety of laboratory experiments and applications from literature are being adapted and introduced into the above courses. As a result, students are able to understand the basic theory of FT-NMR, to collect and process their own spectra, and to interpret the spectra, thereby identifying the partial or complete structure of a given organic molecule. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Roll, David Roberts Wesleyan College NY Iraj B. Nejad Standard Grant 25687 7428 SMET 9178 7428 0000099 Other Applications NEC 9952421 January 1, 2000 Infrastructure for Inquiry. Biological Sciences (61) The primary goal of this project is to address critical problems associated with the implementation of inquiry-based laboratory activities in courses taught by graduate teaching assistants. This goal is being reached by first taking a comprehensive look at the infrastructure needed to support inquiry in this setting. The principal investigators are adapting the best available laboratory activities, assessment strategies, and teaching assistant development tools to meet the specific needs of an investigative laboratory. Products of this project include a laboratory manual linked to a portfolio assessment tool, an instructor's manual containing pedagogical support, and a teaching assistant development program incorporating mentoring and supplemental pedagogical seminars. This program is being formatively and summatively assessed by an internal evaluation team. A dissemination program including publication of teaching materials and a course website is a major part of this project. This project is applicable on a national level for non-major environmentally based biology courses. The portfolio based assessment is useful to all science labs. This program is also benefitting the preservice teachers who comprise 25% of the enrollment for the introductory course, Environment of Life. Beyond the scope of this proposal, but fundamental to the comprehensive approach taken by the principal investigators, are longitudinal studies and linkages with the science methods courses taken by these students. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Waggoner, Charlene Julia McArthur Bowling Green State University OH Herbert Levitan Standard Grant 62266 7427 SMET 9178 7427 0000099 Other Applications NEC 9952426 May 1, 2000 Sparky IntroChem: A Student-Oriented Introductory Chemistry Course. Chemistry (12) This project is revising the introductory chemistry (IntroChem) course to include three distinct student populations: health science majors, science majors with little chemistry background, and nonscience majors. The goal is to integrate several previously developed student-oriented initiatives into a proposed Sparky IntroChem course to promote student learning in: mathematical problem-solving, understanding concepts, scientific reasoning, and development of positive attitudes towards science. Six class modules, which are being adapted from existing materials or developed as part of the project, are providing the focus of classroom activities, along with the use of Concept Test questions to assess student progress. The modules are focused upon chemical issues of local interest, including industrial wood chemistry, air pollution, and water quality. Peer-led workshops of eight students, conducted by undergraduates who have taken the course, are being employed to solve problems and discuss issues for presentation to the entire class. Discovery based and problem-based laboratories are being adapted or developed to provide students with meaningful, hands-on experience with chemistry. Technological approaches to learning include the use of LUCID to provide interactive models, virtual instruments, and tool kits, and a WWW discussion board to promote student-teacher and student-student interaction. Sparky IntroChem is being evaluated on the basis of participant perceptions, performance, grade distribution, and impact in subsequent science courses using classroom observation, surveys, and interviews adapted from the literature. Our findings are being disseminated through conference presentations, pedagogical journals, and our web site. In addition, our results are being sent to the consortia that developed the initiatives for dissemination through their mechanisms. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Butcher, David Paul Brandt Western Carolina University NC Harry Ungar Standard Grant 98591 7428 SMET 9178 7428 0000099 Other Applications NEC 9952428 February 15, 2000 Instrumentation and Equipment for Air Chemistry/Meteorology Undergraduate Research and Education. Atmospheric Science (41) Adapting an upgraded and expanded suite of instruments and equipment for a mobile atmospheric research unit and tethered balloon facility for undergraduate field studies in air chemistry and air pollution boundary layer meteorology has allowed us to implement new educational initiatives (McGinn, M.K. and W-M. Roth, 1999: Preparing Students for Competent Scientific Practice: Implications of Recent Research in Science and Technology Studies. EDUCATIONAL RESEARCHER. Vol. 28, No. 3, 1999) . Students have engaged in the practice of science by pursuing investigations of their own interests (scientific inquiry), and collaborate with peers to solve problems, test algorithms, and develop synergistic insights and social interactions (scientific discourse). Gas-phase and particle samplers/analyzers, mounted for complete portability, are used to collect/measure CO, SO2, O3, NOx, VOCs, and PM2.5/10 in both lab and field settings. Students in Air Chemistry work in small groups, each responsible for the calibration and maintenance of instruments; collection, analysis, and quality assessment of measurements; visual representation of data; and dissemination of results. These tools are used to authenticate concepts in quantitative analysis such as filter correlation methods, pulsed fluorescence, chemiluminescence, UV photometry, KI oxidation, GC/MS analysis, and laser scatterometry (nephelometry). Each group investigates inter-relationships among gas-phase species and correlations with the meteorological conditions and regional measurements. Collaborative learning is stimulated through open discussion as information diffuses and discursive practices emerge within and between groups to the whole-class level. Students participate in the assessment of the project through content analysis of lab journals maintained while serving in control and experimental groups, and are expected to produce a joint-reflection paper based on interactive discourse. Students in Statistical Meteorology, Boundary Layer Meteorology, Environmental Chemistry, Atmospheric Thermodynamics, and Meteorological Instruments, Measurement, and Observing Systems are benefitting by engaging in the scientific process and exploration of scientific concepts through the development of problem-solving skills, critical thinking, and collaboration. The mobile air quality lab and ground station for tethered balloon operations produces vertical profiles of meteorological variables and ozone concentrations as part of three major multi-institutional field research programs (NARSTO-NE 1995, 1996; NARSTONE-OPS 1998-2001). Students participate as scientist apprentices responsible and accountable for research activities from logistics to data collection and publication. Chemical analyzers and air samplers are deployed in conjunction with a tethered multi-sonde atmospheric profiler to study the relationship between boundary layer evolution and the variability of surface trace gas species. The portability of instruments deployed in a mobile unit allows measurements to be obtained near sources of pollutants and at other locations representative of the regional background. Portability also enables outreach to K-12 and community groups. Concentrations of gas-phase criteria pollutants are available in real-time through a link to the meteorology Web site at www.atmos.millersv.edu. Also available are project assessments and results of scientific investigations using these instruments. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Clark, Richard Millersville University PA Jeffrey G. Ryan Standard Grant 62367 7428 SMET 9178 7428 0000099 Other Applications NEC 9952432 August 1, 2000 Development of Astronomical Observational Capabilities in the Undergraduate Physics/Astronomy Curriculum. Physics (13) The primary goal of the Student- Centered Activities for Large Enrollment University Physics (SCALE-UP) Project is to determine the best way to establish a highly collaborative, hands-on, computer-rich, interactive learning environment in large-enrollment physics courses. We know from extensive educational research that students should collaborate on interesting tasks and be actively involved with the material they are learning. The Physics Department at North Carolina State University has had considerable success with small and intermediate-sized classes taught this way and is now searching for the best way to 'scale-up' the innovations so that students taking the large enrollment engineering physics courses can benefit. The project is folding together lecture and lab with multiple instructors in a way that should provide an economical alternative to traditional lecture-oriented instruction. The project involves the development, evaluation, and dissemination of new curricular materials that will support this type of learning. The SCALE-UP Project has the potential to radically change the way physics is taught at large colleges and universities. The pedagogical techniques should be general enough to encourage similar reforms in other science, engineering, and mathematics classes. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Flesch, Terry Thomas More College KY Duncan E. McBride Standard Grant 20060 7428 SMET 9178 7428 0000099 Other Applications NEC 9952435 May 15, 2000 Second-Generation Laser Experiments in Undergraduate Laboratories. Chemistry (12) While lasers (helium-neon, nitrogen, and dye lasers) have been used in undergraduate pedagogy to conduct first-generation laser experiments, the availability of Nd:YAG lasers, with high pulse energy and superior beam quality, have paved the way for second-generation laser experiments. The departments of chemistry and physics are taking the vital step of incorporating second generation laser experiments into the laboratory curriculum by using Nd:YAG lasers. Six advanced laser experiments are being introduced initially as research projects and later, as regular experiments, into the laboratory courses (physical, organic and inorganic chemistry and optics). These experiments are adapted from both recent educational sources (e.g. Journal of Chemical Education) and from the research literature. The integrated use of Nd:YAG, YAG pumped dye lasers and a FTIR spectrometer facilitates a wide range of advanced experiments for undergraduates, covering the areas of gas-phase, non-linear, and low-temperature spectroscopy. The experiments include stimulated Raman scattering (SRS) of hydrogen, deuterium, nitrogen and oxygen; coherent anti-Stokes Raman (CARS) scattering of air; time-resolved laser-induced fluorescence (LIF) of OH radicals in flame; low-temperature matrix assisted photolysis (LTMAP) of organometallics; photoreduction of benzophenone; and conventional Raman (CRS) and IR spectroscopy of organic molecules. Most of them use a computer interface, a boxcar averager and a pre-amplifier along with a monochromator and a photomultiplier tube to scan, collect and analyze the spectral data. This exposes students to advanced lasers and to computer-based data acquisition techniques in a non-black box learning environment. Collectively, these experiments upgrade the optics laboratory (physics) and enhance the curriculum in physical, organic, and inorganic chemistry and optics courses. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Bahr, David Ronald Anderson Julie Larson Bemidji State University MN Robert K. Boggess Continuing grant 76665 7428 SMET 9178 7428 0000099 Other Applications NEC 9952436 April 1, 2000 Communicating Mathematics. Mathematical Sciences (21) The purpose of this project is to demonstrate the feasibility of a junior-level course for pre-service mathematics, science, and technology teachers on modern communications technology tools for use in the teaching of mathematics-intensive subjects. The program is developing, disseminating, and evaluating pilot versions of the proposed course and accompanying software during the 2000-1 and 20001-2 academic years. In addition to prototype materials, the project outcomes will be assessed with respect to: 1) soundness of the basic course concept, 2) expected outcomes of course as measured by student competencies, and 3) appropriate placement of course in undergraduate mathematics curriculum. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Eakin, Paul Kenneth Kubota Carl Eberhart University of Kentucky Research Foundation KY Lee L. Zia Standard Grant 100000 7427 SMET 9178 7427 0000099 Other Applications NEC 9952440 February 1, 2000 Physiology Laboratory Tools for Asynchronous and Distance Learning. Biological Sciences (61) The challenge of providing a lab experience in physiology in a distance learning format is being addressed through this proof-of-concept project, which aims to develop a set of JAVA applets, to be used as tools to make interactive physiology laboratory modules for asynchronous and distance learning. Chart and oscilloscope players are allowing data files to be played across the web and permit users to make measurements and perform data analysis. These players and data files are being integrated into HTML files to produce learning modules, with which the students interact and, thus, produce an experience similar to that seen in the traditional lab setting. The long-term goal of the project is to produce a large number of learning modules for on-line physiology teaching. The number and scope of the modules is being increased over and above that provided by the PI by collaboration with physiologists in neighboring institutions. The resulting library of learning modules is being mixed-and-matched using a third JAVA applet, which is allowing instructors to build customized lab packages for their students. While the primary goal of the proposal is to produce a lab experience for on-line learners, the flexibility within the system is permitting the instructors to build lab packages with a combination of wet and computer modules. Thus, the integration of technology into lab education is allowing students to use on-line labs to augment their traditional hands-on lab experience. This may be especially useful for students in institutions where lab facilities, teaching equipment and animal maintenance are restricted, as found in certain community and junior colleges, and high schools. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Stephens, Philip Villanova University PA Herbert Levitan Standard Grant 71178 7427 SMET 9178 7427 0000099 Other Applications NEC 9952448 June 1, 2000 Environmental Studies Curriculum Development. Biological Sciences (61) Despite recognition that environmental problems exert a disproportionate impact on minority communities, of the almost 100 Historically Black Colleges and Universities (HBCUs), only 19 have majors in environmental areas and most are not in Liberal Arts programs. Since most minority student training occurs at HBCUs, the lack of environmental exposure and training has resulted in few African American environmentally-trained decision-makers and in reduced participation in the environmental decision-making process. The obvious way to address these issues is to increase student exposure and training in environmental sciences at HBCUs. While our participation in Second Nature workshops illustrated how environmental themes could be infused throughout the undergraduate curriculum, we recognized that this alone would be insufficient. We knew that it would be crucial to develop an environmental curriculum that would address the issues and concerns of students of color. Haynes' (1998) paper applying stream analysis as a thematic construct for an environmental science program provided us with an approach that we adapted using an environmental justice theme. We are developing an environmental studies curriculum that will attract and train students at Howard University, and we believe our approach may serve as a template that could be adopted by other HBCUs. Our two-semester sequence in Environmental Studies blends traditional environmental themes with environmental justice issues, thereby engaging and attracting students of color. Faculty development workshops on teaching and learning strategies and instructional technology will allow us to enhance teaching effectiveness. The development of minor and major programs in Environmental Studies will complete the full implementation of this project. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Middendorf, George Howard University DC Jeanne R. Small Standard Grant 45828 7428 SMET 9178 7428 0000099 Other Applications NEC 9952451 June 1, 2000 Adaptions Using Remote Realtime and Interactive Nano-Visualization for Education. Interdisciplinary (99) Undergraduate students in the physical and life sciences and engineering are participating in courses that have been modified to take advantage of INVSEE (Interactive Nano-Visualization in Science and Engineering Education), developed at Arizona State University. INVSEE allows users to have remote access to research-grade scanning probe microscopes in a cost-effective way. This technology is being used as the basis for a novel project in which faculty in 5 other institutions are adapting and implementing web-based modules to incorporate INVSEE over the web into their courses. Participating institutions are Cornell University, the University of Wisconsin, and 3 community colleges: Arizona Western College, Glendale College, and Mesa College. ARRIVE is helping faculty and students to realize the full potential of INVSEE through adaptations that had not been envisioned earlier, in settings different from those proposed during the INVSEE project. INVSEE created an interactive web site and a consortium of university and industry scientists, community college and high school science faculty, and museum educators to develop a new dimension in science and engineering education that allows the remote operation of advanced microscopes and nanofabrication tools coupled to powerful surface characterization methods. This educational product can be accessed by any classroom that is linked the web. ARRIVE is assisting teachers and faculty to adapt and implement this technology in local courses through the development of interactive educational modules. ARRIVE is also assisting faculty and students to incorporate INVSEE into undergraduate research projects. ARRIVE is intended to serve as a national model that demonstrates how the integration of technology and research instrumentation can be coupled asynchronously to undergraduate education to support student participation and thereby improved knowledge of research grade equipment. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Ramakrishna, B. William Glaunsinger Vincent Pizziconi Anshuman Razdan Eddie Ong Arizona State University AZ Myles G. Boylan Standard Grant 199367 7428 SMET 9178 7428 0000099 Other Applications NEC 9952454 January 1, 2000 Computer Networking Laboratory for Administration and Measurement. Computer Science (31) This project develops a laboratory for studying administrative aspects of computer networking and operating systems. The laboratory includes mini-networks of PC workstations and servers, plus Ethernet hubs, routers, and an Ethernet/ATM switch for connectivity. The project adapts materials developed through NSF Award 9750885 to the University of Michigan. This project adapts the materials to use the Linux rather than NT operating system and increases the emphasis on measurement and experimentation. The laboratory allows students to install and manage a network of PCs, program routers both for normal use and as packet-filtering firewalls, and to measure network performance of different technologies. Prior to this project, students at Rockhurst did not get any experience in these areas since all of the College's networking resources were used for essential infrastructure and were unavailable for experimentation. The laboratory will be integrated into two regularly offered courses in networking and operating systems. Many of the adapted and newly developed exercises will also be used as supplemental materials in three other courses. The project director will host two one week summer workshops for faculty development. All developed materials will be available through courseware repositories on the Web and results will be presented at computer science education conferences. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Cigas, John Rockhurst University MO Jane C. Prey Standard Grant 97814 7428 SMET 9178 7428 0000099 Other Applications NEC 9952455 January 1, 2000 Partnerships in Computer Networking: Beyond Theory to Professional Practice. Computer Science (31) This project establishes a model for industry/academic collaboration that is suitable for small to medium sized institutions with few local major employers. It adapts and implements the NSF-funded ISCC '99, Educating the Next Generation of Information Systems Specialists in Collaboration with Industry. It scales the new information systems centric curriculum to fit the resources of small institutions. It focuses on the development of a sequence of experiences, including both study of theoretical foundations and practical experience, that will enable graduates to be productive members of an IT development team in the area of networking. The content of both the formal coursework and all practical experiences will be determined in collaboration with campus computing services personnel and regional industrial representatives. The project implements a three-credit hour course covering basic concepts in networking, with hands-on laboratory work to reinforce the concepts covered in class; a campus networking internship program in computing services in which selected students will gain about 50 hours of networking experience in an environment containing over 3000 networked computers and 30 servers; a one-credit hour course covering more advanced topics in networking that will be closely coordinated with the work experiences of the campus interns; an off-campus internship program in which selected students will work at industry partners; and a formal process for evaluating the preparation and performance of the interns. By offering students a strong combination of theoretical concepts, supervised hands-on laboratories, and work experience, selected in collaboration with practitioners, students should be able to compete effectively in the marketplace for career opportunities in networking. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR McDonald, Merry Jon Rickman Gary McDonald Phillip Heeler Northwest Missouri State University MO Jane C. Prey Standard Grant 99981 7428 SMET 9178 7428 0000099 Other Applications NEC 9952458 April 15, 2000 Development of Active Learning Materials for Physiology and Functional Anatomy: A Cooperative Haps-Aps Initiative. Biological Sciences (61) Implementation of undergraduate science education reform in the past decade has been very slow despite extensive publicity about the need to increase scientific literacy and problem-solving skills. One reason for the slow progress appears to be a lack of widely-disseminated curriculum materials designed to support these goals. This project is creating the first of four modules for teaching integrative physiological concepts. The modules emphasize active learning and inquiry approaches and include pedagogical information to help faculty with their implementation. The project is a collaboration of the American Physiological Society (APS), composed primarily of research faculty at medical schools and major universities, and the Human Anatomy and Physiology Society (HAPS), composed largely of people teaching anatomy and physiology or physiology at smaller schools. The latter group forms the target population for dissemination of the material and for faculty development efforts. Project team members drawn from APS and HAPS are developing each module. The modules are being presented at HAPS meetings to ensure that faulty are appropriately trained in its content and pedagogy. Volunteers from APS and HAPS are site-testing the modules on student populations that include significant numbers of women and underrepresented minorities. An independent evaluation team is monitoring adaptability and effectiveness of the curriculum materials in the modules. Draft and final versions will be disseminated through a web page sponsored by APS and linked to the home page of professional societies such as the American Institute of Biological Sciences. Once all four modules are complete, Prentice Hall College Publishers will publish them as part of their Series in Educational Innovation. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Silverthorn, Dee University of Texas at Austin TX Herbert Levitan Standard Grant 62551 7427 SMET 9178 7427 0000099 Other Applications NEC 9952464 January 1, 2000 Improving Undergraduates' Understanding of Agricultural Science. Biological Sciences (61) The objective of this project is to increase student awareness and understanding of agricultural science and related issues through the production of educational materials to be used in general education undergraduate agriculture and biology courses. The materials being developed are two modules that focus on important plant diseases as models of scientific concepts and societal issues. Selected plant diseases and epidemics are being used as case studies. The material being developed provides scientific information and demonstrates how issues related to agricultural science directly impact society. The World Wide Web site already in existence is being redesigned to allow students to further explore topics that are introduced via newly produced film and to engage in interactive virtual laboratory exercises. The Web site and modules are being evaluated in undergraduate courses at the U. of Illinois, U. of Massachusetts, and U. of Wisconsin. The evaluation is being formative, to guide the direction of the project, and summative, to evaluate the final products and future development of additional materials. The web site and instructor materials are being presented and demonstrated at regional and national science education conferences. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Eastburn, Darin Bertram Bruce Cleora D'Arcy University of Illinois at Urbana-Champaign IL V. Celeste Carter Standard Grant 87358 7427 SMET 9178 7427 0000099 Other Applications NEC 9952472 January 1, 2000 Integration of Inquiry-based Learning in Developmental Biology. Biological Sciences (61) This curriculum reform effort is creating an active, student-centered learning environment in which all students take responsibility for their own learning and develop the ability to work collaboratively and in which investigation and research are emphasized. Lower-division courses are adapting an active, workshop-style format and in upper-division laboratories there is a reduction in reliance on standard exercises centered on laboratory manuals and a concomitant adaption of inquiry based learning exercises. This project follows a successful pilot and adapts ideas developed by Amy Mulnix (DUE 9559773). In general, students are taught several flexible approaches for investigating the importance of tissue interactions on developmental gene regulation in early avian embryos. This system weaves together the disciplines of developmental biology, cell biology, molecular biology and immunology while addressing fundamental principles of development: fate, potency, commitment, differentiation and developmentally regulated gene expression. Students design and carry out experiments involving microsurgical manipulation of early embryos followed by techniques to reveal changes in mRNA and protein expression in the affected tissues. They present their results to one another orally and in written reports. The inquiry-based approach adapted in this upper-division laboratory is being adapted in other upper-division courses as well. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Darnell, Diana Lake Forest College IL Terry S. Woodin Standard Grant 7480 7428 SMET 9178 7428 0000099 Other Applications NEC 9952479 March 1, 2000 The Global Classroom. Mathematical Sciences (21) The project is adapting and implementing video conferencing capabilities for classroom use to provide inter-university instructional interaction and professional communication. In particular, the project is intended to address two fundamental challenges in this area: cost of equipment and lack of support for direct interaction between students and instructor. Initially, the approach will be used in calculus courses; however, it is anticipated that the use of this conferencing capability will be expanded to include courses in other disciplines as well as other mathematics courses. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Bessman, Marcelle Marilyn Repsher Douglas Quinney Jacksonville University FL Lee L. Zia Standard Grant 57031 7428 SMET 9178 7428 0000099 Other Applications NEC 9952483 January 1, 2000 Workshop Precalculus: Developing Pedagogically Powerful Instructional Materials for an Integrated Course in Functions, Data Analysis and Modeling. Mathematical Sciences (21) In this Workshop Precalculus project, the principal investigators are working closely with an outside evaluation expert and faculty associates from two and four-year institutions and public and private high schools, to design pedagogical powerful instructional materials that seek to help students develop a firm understanding of the function concept and the interplay between functions and data analysis, modeling, and problem solving. The materials are being tested at model adopter sites representing a variety of institutions, both public and private and small and large, using a variety of teaching formats, from small group activities to interactive lecture demonstrations. A comprehensive national dissemination program is being launched, which includes conducting summer seminars and workshops for college and university faculty and for high school teachers, augmented by a school year support program. The Workshop Precalculus materials are intended for use by education majors (who are experiencing an effective pedagogical model, while learning fundamental mathematical concepts and skills) and by high school, community college, four-year college, and university students (who are developing a firm mathematical foundation for further study in the social sciences, natural sciences, and mathematics.) Distinctive features of the materials include: (a) replacement of formal lectures with student observations, computer or graphing calculator work, and interactive discussions (i.e., implementation of the "workshop" approach); (b) motivation of underserved populations, especially students who have an anxiety about studying mathematics or do not respond to traditional modes of instruction; (c) use of real world problems - "Interdisciplinary Lively Application Projects" (ILAPs) - as an essential vehicle for motivating underlying mathematical ideas; (d) integration of data analysis and probabilistic concepts throughout the materials; (e) innovative use of technology, such as the Microcomputer-Based and Calculator-Based Laboratory (MBL/CBL) tools and VideoPoint, to enhance student learning; and (f) close attention to the outcomes of educational research in mathematics and science and to the outcomes of assessment activities. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Baxter Hastings, Nancy Priscilla Laws David Hastings Allan Rossman Kevin Callahan Dickinson College PA Elizabeth Teles Standard Grant 511445 7427 SMET 9178 7427 0000099 Other Applications NEC 9952484 February 1, 2000 Adapting Field Based Science to Education at Newberry National Volcanic Momument, the Deschutes River and the Southern Oregon Coast. Geology (42) This proposal uses environmental monitoring equipment, including global positioning systems (GPS), sonar, electronic water quality devices, bottom sampling (coring, dredging), water chemistry test kits and scuba equipment to implement field-based, multi-faceted science projects for undergraduate oceanography and geology courses. This equipment enables restructuring of the lab component of several science courses to include field experiments and projects using modern oceanographic equipment and techniques. This proposal is based upon research conducted at the Keck Geology Consortium (Manduca, 1996) whereby structuring hands-on and small group field research activities using modern field equipment for real-life data gathering situations, students have demonstrated deeper conceptual understanding and confidence in dealing with quantitative data. They have learned how to design and carry out all phases of scientific investigation. The pedagogical value of field-based small group projects has also been substantiated in other science courses such as environmental science (de Wet, 1994) and at other inland lake locations (Smith, 1995) A variety of field sites used include the volcanic lakes located in Newberry National Volcanic Monument, the scenic reach of the Deschutes River located near the college, and South Slough National Estuarine Reserve located on the southern Oregon coast. The field based approach enables students to receive high quality, intellectually stimulating educational experiences and engages them in the collection of meaningful scientific data, provides opportunities for students to apply their knowledge to solving realistic problems in science, and increases student confidence with modern technology including quantitative applications. The target audience includes nontraditional students enrolled in K-12 education and applied science programs. Eighty to one hundred students annually participate in the affected courses. Student designed projects provide meaningful data with which to characterize and monitor the lakes, rivers and estuaries in Oregon. The success of this curriculum restructuring is assessed by using pre- and post- course concept inventory testing, similar to that used by Deslaughter (1998), project evaluation by the PI, peer evaluations, and train and trade exercises (Smith, 1995) used to gain familiarity with equipment. Exemplary projects are publicized through meetings and journals of American Geophysical Union and Geological Society of America. The framework of this curriculum restructuring is designed to be readily adapted to any lake, river or coastal environment and to a variety of scientific disciplines. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Reynolds, Robert Central Oregon Community College OR William C. Beston Standard Grant 20785 7428 SMET 9178 7428 0000099 Other Applications NEC 9952486 January 15, 2000 Cross-Disciplinary Use of Mass Spectrometry for Integrated Undergraduate (Bio)chemistry Laboratories. Chemistry (12) This project continues the ongoing replacement of course-specific, upper level teaching laboratories with cross-disciplinary, project-based ones. By building on the experience of others in teaching discovery-based, guided-inquiry, or problem-based laboratories, a curriculum is being fashioned that will provide an intense learning environment for chemistry and biochemistry students. The resulting curriculum provides students with experiences and tools needed to become successful scientists and serves as the link between undergraduate courses and undergraduate research. A critical component in guiding students to an understanding of chemistry is getting them to see that the fundamental principles of (bio)chemistry are intrinsically cross-disciplinary. The problems they investigate must therefore be cross-disciplinary in nature. The thesis is that instrumental techniques that span disciplines are likewise critical to the development of "chemical Weltanschauung." Mass spectrometry is an essential component in this development. Experiments from journal articles will be adapted for use in various courses. Other critical components -- high-field NMR and visible spectroscopy -- are already available to this institution's undergraduate students. Laboratory projects incorporating cross-disciplinary use of NMR, visible spectroscopy, and LC/MS continue to be developed. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Johnson, Mitchell Duquesne University PA Victoria M. Bragin Standard Grant 77000 7428 SMET 9178 7428 0000099 Other Applications NEC 9952491 April 15, 2000 Network Oceanography, Moving Hands On Pedagogy to the Internet. (43) Geological Sciences This project, while building on a foundation of materials and pedagogy developed with prior NSF support, creates a modern, inquiry-oriented, internet-based general education oceanography class and provides an environment for conducting research on student learning. In this large class environment, students engage in realistic data-driven scientific investigations. Students pose a problem, collect data using Prothero's NSF-funded, CD-ROM, "Our Dynamic Planet", and write a scientific paper based on their work. This presents science as an interesting, dynamic, and socially relevant field by teaching science process as well as science content, and making connections between science, society, and the future well being of our planet. The focus of inquiry-based activities is broadened beyond the current focus on plate tectonics and will include the Earth's climate and oceans and the world fisheries. Incorporated into all the activities will be: a) a virtual science workshop where students interactively participate and contribute their own presentations, b) interactive online writing and critical-thinking software, and c) a web implementation of existing class management Software. Flexibility in the software tools allows for modification and/or expansion to fit a range of student, instructor, and institutional needs and emphases. Student access is increased by replacing local network connectivity with internet and browser based networking. Students on campus will have the option of taking the course completely online which also support access to students and instructors at other institutions. All client-side software will work on Macintosh and PC computers, and server-side software will operate on Unix, Macintosh, or PC servers. Evaluation of the course and materials will begin in Spring of 2001. This study focuses on: a) whether student learning differs in online versus face-to-face environments and b) how student motivation, background and other variables affect learning in these environments. Assessment of student learning will be based on analyses of student responses incorporated into a School of Education Ph.D. thesis. CCLI-EDUCATIONAL MATERIALS DEV EDUCATION/HUMAN RESOURCES,OCE DUE EHR Prothero, William Gregory Kelly University of California-Santa Barbara CA Jill K. Singer Standard Grant 100934 7427 1690 SMET 9178 7427 1078 0000099 Other Applications NEC 9952498 January 1, 2000 Physics Exploration Center. Physics (13) A "Physics Exploration Center" (PEC) to supplement lecture-oriented teaching in large introductory physics courses has been designed. At the PEC, physics lecture demonstrations are turned into fun activities that are integrated with the introductory courses. The PEC has been tried on a small scale, and this project is expanding it so that it can serve large numbers of students. The central objective of PEC is to provide students an opportunity for hands-on, demonstration-based homework problems. The PEC experience is different from that of a traditional laboratory, and is meant to be more conceptual and open-ended. The primary purpose is to help students with conceptual understanding of the lecture material, challenge their preconceptions by providing contradictory experiences, and introduce them to scientific method. PEC activities can be particularly beneficial for the intellectual development of underprepared students. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Singh, Chandralekha University of Pittsburgh PA Duncan E. McBride Standard Grant 99995 7428 SMET 9178 7428 0000099 Other Applications NEC 9952503 January 15, 2000 Improving the Chemistry Laboratory Experience with Gas Chromatography-Mass Spectrometry. Chemistry (12) This project uses gas chromatography/mass spectroscopy (GC-MS) as a key component in a developmental program to make laboratory courses more discovery-based. The GC-MS is being used 1) to improve introductory laboratory courses in General Chemistry and Organic Chemistry by making them more relevant and research-oriented for both non-chemistry and chemistry majors, 2) to enhance the level of sophistication in more advanced laboratory courses in Analytical Chemistry and Physical Chemistry so that chemistry majors appreciate the significance and effectiveness of GC-MS for solving real-world problems, and 3) to increase the scope and quality of undergraduate research programs, especially in the areas of environmental chemistry and geochemistry. In order to accomplish these goals, advantage is being taken of the many imaginative experiments that have been published in chemical education journals utilizing GC-MS to explore problems in analytical chemistry, biochemistry, environmental chemistry, organic chemistry, and physical chemistry. Several experiments are being adapted from these sources (primarily the Journal of Chemical Education) and implemented in a discovery-based lab program. A science educator will assist in evaluating the project. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Murray, Roger E. Peter Zurbach Usha Rao Jean Smolen St Joseph's University PA Robert K. Boggess Standard Grant 34698 7428 SMET 9178 7428 0000099 Other Applications NEC 9952506 January 15, 2000 A Versatile Laser-Based Experimental Setup for the Chemistry and Physics Curricula. Chemistry (12) The Departments of Chemistry and Physics are actively pursuing curricular reform and modernization of their teaching laboratories. The goal of this project is the introduction of a versatile Nd:YAG-pumped dye laser system and supporting equipment into three courses: a capstone course to the general chemistry sequence that is designed to develop fundamental concepts introduced briefly in this sequence (e.g., atomic structure), a modern physics course available to students in their sophomore year who have completed the introductory sequence, and a new, two-term modern physical chemistry lab course that will complement the associated lecture. The laser's versatility, robustness, and attractiveness to students make it ideally suited to serve as the cornerstone apparatus for a focused series of experiments. These experiments allow students to develop an intuitive understanding of difficult, fundamental concepts that are at the heart of chemistry and physics. Portions of many of the proposed experiments are adapted from established experiments from the educational or research literature. Representative examples include the photoelectric effect, laser induced fluorescence, transient emission spectroscopy for fast kinetics measurement, and high resolution atomic and molecular absorption spectroscopy using multi-photon and cavity ring-down laser absorption spectroscopy (CRLAS). Introduction of the simple, powerful absorption technique, CRLAS, into the undergraduate curriculum is a novel element of this project and requires the adaption of experiments from the research literature. Finally, because students are exposed to the laser and data acquisition during their first year, they are well prepared early in their college careers to participate in an active research program that applies the laser to studies of gas phase photochemistry and reaction dynamics. In addition, students in advanced courses have the opportunity to propose and develop new experiments that are pedagogically relevant and whose results will be disseminated both at conferences and in the chemical literature. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Tuchler, Matthew H. Thomas Williams David Sukow Washington and Lee University VA Susan H. Hixson Continuing grant 86333 7428 SMET 9178 7428 0000099 Other Applications NEC 9952508 May 15, 2000 Computer Laboratory for Undergraduate Research Courses in Behavioral Sciences. Social Sciences - Other (89) The major objective of this project is developing a computer laboratory for use in psychology and sociology undergraduate courses. This laboratory is filling a critical need, offering undergraduates the opportunity to learn through applied experiences in research design and statistics. The overall emphasis of the laboratory is on active student learning and enhanced instruction. Previously, students in the social and behavioral sciences learned statistics by taking courses from the mathematics department. Now they are exposed to many examples of statistical analysis in social and behavioral science research, indicating its importance and relevance within those disciplines. Building on the experiences of former NSF grant recipients, this laboratory is designed to meet three objectives. First, we are designing a new course in computer-based statistical applications. This course provides students with knowledge of SPSS applications, particularly how to use descriptive and inferential statistics in data analysis, based on: o M.A. Kelley, "Creation of a New Social Science Computer Laboratory," NSF-ILI 9351007, o J.L. May, "A Multidisciplinary Computer Laboratory for the Social and Behavioral Sciences," NSF-ILI 9252354, o J.C. Raymondo, "Behavioral Sciences Computer Laboratory," NSF-ILI 9250330, o J.C. Raymondo and J.R. Garrett, "Assessing the Introduction of a Computer Laboratory Experience into a Behavioral Sciences Statistics Course," Teaching Sociology, Vol. 26 (1998), pp. 29-37, o J. Towey, "Mobile Psychology Laboratory for Mercy College's Bronx Majors in Psychology, Sociology, and Behavioral Science," NSF-ILI 9551942, and o S. Wright, "A Social Science Information Systems (SSIS) Laboratory for Undergraduate Education," NSF-ILI 9651363. Second, the laboratory is being used for hands-on research in a methods courses in which SPSS and Ethnograph are integrated with research design, following Raymondo (above), o H.W. Fischer III, "Teaching Statistics from the Users Perspective," Teaching Sociology, Vol. 24 (1996), pp. 225-230, and o J. Rudmann, "Development of a Social Science Computer Laboratory to Improve Undergraduate Science Instruction," NSF-ILI 9350962. Third, the laboratory is being used as a basis for a sequence of core courses where computer technology is central. This adds a laboratory component to introductory and research methods courses. For example, students in Introductory Psychology are introduced to behavioral observation and data gathering with a software program called "Sniffy the Virtual Rat." Another course on Race and Ethnic Relations employs SPSS in conjunction with a workbook, following the work of Fischer (1996) and Raymondo & Garrett (1998) cited earlier. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Mireault, Gina Susan Green-Reynolds David Fink Johnson State College VT Myles G. Boylan Standard Grant 32952 7428 SMET 9178 7428 0000099 Other Applications NEC 9952509 June 1, 2000 Concurrent Computing in an Upper-Level Computer Science Curriculum. omputer Science (31) The primary goal of this project is to design a set of comprehensive and flexible course materials that cover multithreaded, multiprocess, shared memory and distributed memory parallel, and distributed programming under a few common principles (e.g., concurrency and nondeterminism). These materials can be used across several courses or with a single dedicated course. A secondary goal is to develop software tools that abstract low-level details and accomplish all important concurrent operations under a single and unified interface. Furthermore, these tools include a visualization component to help students visualize the behavior of concurrent programs and the inner working of synchronization protocols, communication mechanisms, clock synchronization, and many other algorithms. With unified course materials, pedagogical tools, and a visualization system, it is expected that students can become familiar with the state-of-the-art of concurrency, acquire basic knowledge and skills, know how to handle concurrency under different environments, and be well-prepared to approach concurrent applications and their software development in their future careers. The work builds on a previously funded NSF project on teaching multi-threaded programming. An evaluation advisory committee is assisting in the formative and summative evaluations of this project to determine the impact of the materials on student understanding of the content and their productivity using the tools. The materials are being tested and evaluated at three additional sites to assess their effectiveness for diverse student populations. Dissemination is being accomplished by the development of faculty workshops and short courses at national and regional conferences. The materials are being developed for publication by a national publisher. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Carr, Steven Ching-Kuang Shene Jean Mayo Michigan Technological University MI Ernest L. McDuffie Standard Grant 299865 7427 SMET 9178 7427 0000099 Other Applications NEC 9952511 January 15, 2000 Virtual Environments. Biological Sciences (61) At UCLA and other urban institutions, large classes and long distances to appropriate field sites make first-hand investigations of ecosystems extremely difficult. Building on a prototype in development for the Santa Monica Bay (funded in part by a grant from NSF), this project uses computer technology to involve students in meaningful explorations of biodiversity in a second ecosystem, the deserts of the United States. This Virtual Environment module includes: 1) a visually-rich tour of the ecosystem, including the major desert areas, comparisons and contrasts; 2) a substantial database of organisms and habitats enhanced by photographs and video; 3) a set of GIS habitat maps with information from management and conservation agencies; 4) information about desert areas and their management; and 5) a gateway to additional information through library resources and the Internet. The program also incorporates problems that require students to use these rich, complex databases as they construct phylogenies and investigate and write about ecological relationships. Moreover, each year, through an upper division course at UCLA, the issues and problems presented, as well as the databases, will be revised and expanded. The program is designed primarily for the university level, but the tour and habitat information are useful in biology and life science classes at the middle and high school level, and the databases provide information for students, research scientists, and resource managers. The program provides both a model of active, inquiry-based learning and a useful resource for preservice and inservice teachers. As the module deals with the major arid lands of the United States, it is exportable to and usable by universities throughout the country. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Strand, Steven University of California-Los Angeles CA V. Celeste Carter Standard Grant 88219 7427 SMET 9178 7427 0000099 Other Applications NEC 9952512 March 15, 2000 An Undergraduate Instructional Digital Signal Processing Laboratory. Engineering - Electrical (55) Digital Signal Processing (DSP) is a rapidly growing field that is creating a high demand for DSP-trained professionals. Industries such as the automotive, digital and wireless communications, digital control, imaging, video, medical, and data acquisition systems are in increasing demand for engineers with training in DSP. The project is establishing an undergraduate DSP Laboratory to provide students with hands-on experience in DSP. The project is adapting concepts and ideas from the North Carolina State University. The students are getting the practical hands-on experience in manipulating real signals in this instructional DSP laboratory. The laboratory is composed of PC-based workstations equipped with specialized DSP hardware and software. It is providing a real-time DSP environment for actual system design, implementation, and evaluation experiences. Allowing the students to handle real signals that they can hear and/or visualize is helping them better understand these concepts. The principal activities consist of a sequence of supervised experiments and design projects. These are being permanently integrated into the current DSP course. These activities are providing the students with invaluable hands-on-experiences and practical DSP skills. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Abdel-Qader, Ikhlas Seyed Mousavinezhad Western Michigan University MI Russell L. Pimmel Standard Grant 50970 7428 SMET 9178 7428 0000099 Other Applications NEC 9952517 January 1, 2000 Improving Undergraduate Power Engineering Education: A System-Level Approach to Teaching Electromechanical Energy Conversion. Engineering - Electrical (55) South Dakota State University improves and enhances its program in electromechanical energy conversion (EMEC) by adopting a systems-level approach in which electric power generation, power control and conditioning, and end uses of electric power are integrated. The adoption of this approach recognizes the fundamental shift of power technology toward power electronics, distributed generation, and embedded control. The system-level approach is implemented in a new 2000 ft sq. energy and power electronics laboratory and classroom that is part of a new 20,000 ft sq. engineering building addition. The new laboratory and classroom are featuring a design that centers around a Power Workstation Bench (PWB) at which students may design and experiment with power electronics and distributed generation technologies, as well as new, modern electric machines. The two undergraduate "electric machines" courses are being converted into "EMEC systems" courses. They are being restructured using a system-level approach in which power generation, power processing, and end-use equipment is being integrated. Also, a "Just-in-time" strategy that has successfully been developed for "First Course on Electric Drives" is being used. Finally, educational technologies is being extensively used throughout the course. Students are using computer-assisted design software to guide their experimentation. Flux2D software is being used to create animated flux distribution within the electric machines. Additional enhancements are being realized through adaptation and implementation of materials from the University of Minnesota-NSF First Course on Electric Drives Project and animation tools developed under the NSF-Greensfield Project. The new laboratory not only provides a more relevant and multidisciplinary education in electric power engineering, but also stimulates renewed student interest in this area during a time in which power engineers are in short supply. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Hietpas, Steven Michael Ropp South Dakota State University SD Russell L. Pimmel Standard Grant 139987 7428 SMET 9178 7428 0000099 Other Applications NEC 9952519 April 15, 2000 Multidisciplinary Applications of ICP-OES in support of Undergraduate Educations and Research. Interdisciplinary (99) This project is introducing the use of a state-of-the-art inductively coupled plasma - optical emission spectrometer (ICP-OES) as part of an interdisciplinary effort to incorporate analytical chemistry techniques into the earth sciences curriculum. Students in several departments access the equipment, including those in geology, chemistry, and environmental studies programs. The introduction of these new analytical techniques complements an existing hands-on field-oriented approach in the earth and environmental sciences. Student research opportunities are also being supported, and access to the instrumentation is shared with other institutions with which W&L has had previous collaborative agreements, including members of the Keck Geology Consortium. Materials and approaches from several institutions are being adapted and/or implemented including an environmental program at Duquesne University that emphasizes atomic spectroscopic techniques, problem-based class and laboratory approaches developed by a Dept. of Chemistry team at Bates College with NSF/DUE funding in the ILI and CCLI programs (#9950314 and #9850730), and multi-element analyses approaches in mineralogy and petrology developed by members of the Dept. of Earth Science at Minot State (NSF #9751439). CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Knapp, Elizabeth Frank Settle David Harbor Washington and Lee University VA Dennis Davenport Standard Grant 56346 7428 SMET 9178 7428 0000099 Other Applications NEC 9952525 January 1, 2000 Life Lines Online: Accessible Investigative Biology for Community Colleges. Biological Sciences (61) Typical community college students are over 25, working while attending classes, and are enrolled in introductory biology as their only science course after high school. By 2001, this population will make up more than half of all undergraduates in the U.S. and will represent more minorities, women, and adults returning to education than the population of students in four-year institutions. The goal of this project is to encourage these adult learners to use problem-solving strategies informed by science and to value science as private citizens and workers. The challenge with respect to meeting this goal is to develop educational materials that put biology into meaningful contexts, that help students develop problem-solving and information management skills, and that are pedagogically consistent with adult learning strategies. To accomplish this goal, Southeast Missouri State University and the BioQUEST Curriculum Consortium are collaborating with community college faculty to extensively field test and further develop problem-based, technology-rich curriculum modules and teaching strategies in the LifeLines OnLine project. A robust faculty development program that includes ongoing peer and expert mentoring is preparing community college biology teachers to implement LifeLines OnLine materials and teaching strategies within their current courses. Each LifeLines OnLine module (available on the Internet) includes: (a) an electronic newspaper interface whose items are points of access into materials that include a case to be investigated and case-related tools and resources, and (b) extensive notes to instructors about using these materials in a variety of community college settings. While targeted to the community college, this approach to biology should be widely applicable in undergraduate biology education because the problems addressed are generally reflected in the dynamics of post-secondary science education. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Waterman, Margaret Ethel Stanley Southeast Missouri State University MO Jeanne R. Small Standard Grant 258683 7427 SMET 9178 7427 0000099 Other Applications NEC 9952529 January 1, 2000 Integration of GPS and Seismological Equipment with Inquiry Based Pedagogy for Geology and K-12 Preservice Curriculum. Geology (42) To enhance undergraduate learning of science inquiry skills utilizing field equipment and laboratory exercises and to retain science content in geology, we have adapted several NSF-funded physics (SCAMPI) and seismology (IRIS, SCEC) curricula into an integrated lecture/laboratory format. This project integrates seismic refraction/ reflection, earthquake, and Global Positioning System (GPS) equipment with inquiry-based pedagogy into our programs for three categories of student population: 1) geology majors (including pre-service secondary students), 2) non-majors in general education, and 3) pre-service (K-6) students. The main applications of the equipment involve investigations of seismic-wave propagation associated with local earthquake recordings and seismic profiling of local faults and geologic structures, plate tectonic motions, and topographic and geologic mapping exercises. The equipment/curriculum objective includes the coordination of inquiry-based science instruction for the three categories of student populations, with a major emphasis on technical training for our undergraduate majors and a renovated science curriculum for the elementary education major. The project results are assessed by a combination of qualitative and quantitative methods to evaluate the effect our program has on the student's conceptual understanding of geologic principles. Approximately 400-425 students per year are involved from introductory utilization of the equipment to extensive training for the geotechnical and environmental disciplines associated with industry-based employment. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Simila, Gerald Herbert Adams The University Corporation, Northridge CA Joan T Prival Standard Grant 35665 7428 SMET 9178 7428 0000099 Other Applications NEC 9952530 May 1, 2000 Web Educators' Library Collection of Mathematical Exploration. Mathematical Sciences (21) This project is creating a library collection of "interactive explorations" to support a suite of undergraduate courses in mathematics. Each exploration consists of approximately eight organized sequences of simulations, "quantitative/qualitative laboratory" experiments, lessons, and/or open-ended exercises tied to the conceptual themes of the targeted course. The underlying application programming package is the Mathwright software environment created originally at the IBM Institute for Academic Technology at the University of North Carolina. Development of these explorations is by faculty teams that pair a novice developer and an experienced author of Mathwright WorkBooks. A particularly attractive "capacity building" feature of this project is that the novice developers represent HBCU institutions. The project leverages a large collection of existing WorkBooks by employing a new "translator" software application that converts WorkBooks to the Java programming language. This tool also enhances the dissemination and ultimate usability of newly created material. Extensive class testing of the explorations is taking place at the eight participating HBCU institutions, and it is expected that the course improvements form part of a larger effort of curricular reform. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR White, James Mathematical Association of America DC John R. Haddock Standard Grant 297196 7427 SMET 9178 7427 0000099 Other Applications NEC 9952540 January 15, 2000 Hardware-Software Co-Design in an Undergraduate Microcontroller Laboratory. Computer Engineering (32) Skills in hardware-software co-design are quickly becoming critical to product development in high-technology computer industries. To satisfy growing demand in industry, students in electrical engineering, computer engineering, and computer science should be introduced to concepts of hardware-software co-design at the undergraduate level. The goal of this Educational Materials Development project is to improve educational practices and student learning through development of materials that introduce hardware-software co-design in an undergraduate microcontrollers course. This goal is being accomplished by the following activities: 1) development of a fully-functional hardware-software simulation model of the 8051 microcontroller; 2) development of student laboratories that demonstrate concepts of hardware-software codesign; and 3) development of lecture materials to introduce concepts of hardware-software co-design. This project integrates cutting-edge technology with the latest educational practices to provide a low-cost, innovative addition to the undergraduate engineering curriculum. Materials are being developed and evaluated in an undergraduate course that draws a mix of students from electrical engineering, computer engineering, and computer science. Formative evaluations of student learning using a pilot system are being used to refine the overall quality of the materials. The materials are being tested at five other institutions with a common evaluation protocol to demonstrate the adaptability of the materials across diverse student populations. Results of the evaluation and the materials themselves are being disseminated through appropriate conferences and journals and through the world-wide web. A faculty workshop and teaching tutorial is being developed to be presented at two professional meetings as well as available on-line to assist other faculty members in adapting the materials at their institutions. A commercially published laboratory manual is being developed to be used with the web site. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Beetner, Daryl Hardy Pottinger Missouri University of Science and Technology MO Robert Stephen Cunningham Standard Grant 230609 7427 SMET 9178 7427 0000099 Other Applications NEC 9952541 January 1, 2000 Learning Biology Through Relevant Questions. Biological Science (61) The need to know drives people to learn much more than they think possible. This is why a relevant question, a question that fits within a student's frame of reference, is a powerful tool for learning. The goal is for students, science as well as non-science majors, to have just such a learning experience in science through which they will gain the research skills and confidence needed for lifelong learning. S.U.N.Y. Binghamton is creating a Biology course where upper-level science and non-science majors team up to find answers to questions posed by high school students. Answering a question such as "Why are my eyebrow hairs short while the hair on my head can grow long?" engages students in fascinating research into genetics, cell cycles and hormonal control. As in daily life where academic boundaries do not exist students will cross over into relevant topics such as gender differences and cultural concepts of beauty. The work is calling for careful distinction between fact and inference, effective communication and creativity. This is a workshop course where students develop screens on the computer for an actual CDROM that the department is producing. Students' abilities to carry out research, communicate effectively, and apply computer technologies, are being evaluated. It is being determined whether students gained confidence in learning science through this course. It is intended that this is only the first in a series of courses in Biology and the other sciences that uses relevant questions and computer technologies in science education. The premise for the course is based on and is an adaptation of "best practices" advocated by the Boyer Commission Reinventing Undergraduate Education [Learning based on discovery guided by mentoring rather than transmission of information], literature on constructivist education, and on literature on the value of service-learning. This constitutes a significant step in Science across the Curriculum, our program of Institution-wide reform that started with an NSF grant, S.U.N.Y. Binghamton's answer to our national need for scientifically sophisticated citizens and leaders. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Tan-Wilson, Anna Robert Van Buskirk SUNY at Binghamton NY Herbert Levitan Standard Grant 60000 7428 SMET 9178 7428 0000099 Other Applications NEC 9952542 April 1, 2000 Patterns in Problems Solving. Economics (82) Patterns in Problem Solving is multimedia software designed to teach problem solving strategies in economics. Classroom integration of instruction on problem solving and standard course material requires a costly tradeoff between quality of learning and the amount of material that can be covered. This project develops software that allows problem solving strategies and new economic knowledge to be taught on parallel but separate tracks. Separation through computer-assisted instruction is expected to increase learning by allowing students to distinguish those study methods pertinent to problem solving from those that are appropriate for new economic knowledge. The objective of Patterns in Problem Solving is to develop problem-solving strategies within the domain of economics and (later on) to transfer these strategies to a variety of domains. The software use multi-level questions to guide students through fifty application problems. The problems are based on a subset of core economic knowledge but the software does not teach economics per se. The software develops proficiency in ten problem-solving strategies adapted from research on the differences between expert and novice problem solvers. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Ortega, Lydia San Jose State University Foundation CA Myles G. Boylan Standard Grant 180491 7427 SMET 9178 7427 0000099 Other Applications NEC 9952548 January 1, 2000 Incorporating Hands-On Exploration Throughout the Computer Science Curriculum. Computer Science (31) This project involves incorporation of hands-on activities that encourage creativity and exploration throughout the undergraduate computer science curriculum. It includes the development of the Senior Seminar and Project course into a capstone that emphasizes independent exploration of computing. It creates a laboratory dedicated to computer science students that is equipped with heterogeneous computing platforms and includes design of course assessment that requires creative thinking. The project adapts material from previous NSF ILI grants to Swarthmore College, Bryn Mawr College and Hope College. It will also adapt operating systems courses to build open-exploration projects into the core courses taken by computer science majors, thus encouraging independent exploration culminating in a successful Senior Seminar. The project will increase skill in abstract thinking and abstract expression of computer science concepts, increase ability to work independently on course projects, and produce interesting senior projects that demonstrate intellectual curiosity and creativity. This project serves as an example of the integration of technology into education. In this project the technology simultaneously serves as a tool for learning abstract concepts, a platform for developing concrete applications of abstract concepts, and a source for exploration of new concepts. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Lewandowski, Gary Elizabeth Johnson Xavier University OH Robert Stephen Cunningham Standard Grant 96328 7428 SMET 9178 7428 0000099 Other Applications NEC 9952552 January 15, 2000 Instrumentation to Enhance an Investigative Approach to Chemistry. Chemistry (12) This project involves the acquisition of instrumentation to enhance the ability to support a hands-on, investigative approach in the laboratory: a high performance liquid chromatograph with diode array detector (HPLC-DAD), a gas chromatograph with flame ionization and thermal conductivity detectors (GC-FID/TCD), a flame/graphite furnace atomic absorption spectrometer (AA), and a spectrofluorometer. Specific objectives include increased involvement of undergraduates in research, extension of an investigative approach to Physical Chemistry and Biochemistry, support of a broader array of investigative projects in other courses, and the extension of this investigative approach to new courses for non-majors which are being developed as part of a new Core Curriculum . This equipment is supporting laboratory experiments in several courses for science majors and for undergraduate research projects. This includes inquiry-based laboratory projects beginning in the freshman year. In addition, the equipment is being used for inquiry-based laboratory projects in new courses for non-majors (The Impact of Lead on Human Society; Nicotine and Addiction). These courses are intensive and problem-focused rather than broad surveys of scientific knowledge. The restricted focus and small class sizes are allowing the use of this instrumentation in non-majors laboratories. The approach and many of the experiments are drawn from NSF supported Systemic Initiatives including ModularCHEM and the ChemLinks coalition. Additional experiments to be adapted are drawn from traditional pedagogical literature (J. Chem. Educ.) and from research articles. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Weidenhamer, Jeffrey T.Michelle Jones-Wilson Brian Mohney Ashland University OH John D. Dwyer Standard Grant 61298 7428 SMET 9178 7428 0000099 Other Applications NEC 9952560 February 15, 2000 A New Developmental Mathematics Program for the Nontraditional Student. Mathematical Sciences (21) This project in developmental mathematics is adapting and implementing materials from a previously NSF funded grant to Mt. Hood Community College. The project is expected to result in higher student retention and increased relevance of the material for the students. Moreover, the students are expected to be more successful in college level mathematics. In order for these materials to be used effectively, both full time and adjunct faculty are undergoing extensive faculty development. An evaluation involving both an external advisory board and internal record keeping is guiding the project. CCLI-ADAPTATION AND IMPLEMENTA ADVANCED TECH EDUCATION PROG DUE EHR Abbey, Mary Kay O. Robert Brown Jon Scott Micheal Wright Montgomery College Rockville MD Lee L. Zia Standard Grant 105642 7428 7412 SMET 9178 7428 0000099 Other Applications NEC 9952566 May 15, 2000 Visualization & Computation in the Undergraduate Chemistry Curriculum. Chemistry (12) This project establishes molecular modeling facilities to implement visualization, molecular modeling and computational chemistry in a multi-tiered approach. These facilities are being used by all students taking chemistry from on- or off-campus sites. The equipment required is a SGI Origin 200 server and two SGI R5000 02 workstations. The multi-tiered approach has the following components: (1) Freshman Level: Molecular modeling is being used as a visualization tool for the investigation of molecular structure and its role in property determination. (2) Sophomore Level: Organic molecules are being analyzed using simple calculations involving molecular mechanics and semi-empirical methods to explain structure, reactivity and reaction mechanisms. (3) Junior Level: Quantum mechanics are being used to understand the strengths and weaknesses at the different levels (ab initio, semi-empirical, molecular mechanics) of calculation. (4) Senior Level: Molecular modeling is being used as a theoretical basis to explain chemical phenomena observed in experiments in an Advanced Laboratory sequence and in research projects. Many of the exercises used are based on recent articles in the literature (Journal of Chemical Education, Chemistry Educator) developed as a result of NSF-ILI support at a number of undergraduate institutions. Many have been piloted to some degree; full implementation is being carried out over the two year period. All students (approximately 500 students/year) taking chemistry courses are being impacted. Formal evaluation and assessment of the project will be carried out by an educational specialist. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Basu-Dutt, Sharmistha Victoria Geisler Spencer Slattery Farooq Khan john storer University of West Georgia GA Robert K. Boggess Standard Grant 20725 7428 SMET 9178 7428 0000099 Other Applications NEC 9952567 January 1, 2000 Visualization Tools for Three Dimensions. This builds on a previous project where a lack of geometric visualization in the student comprehension of three-dimensional concepts was discovered. With the help of mechanical engineering students from the school of engineering, a system and set of tools is being created. This set of tools is helping students of science and engineering visualize concepts relating to points, surfaces, curves, contours, and vectors in three dimensions. The goals for the project are the following: (a) to manufacture sets of these tools, which can be used both by instructors and by students in small groups. (b) to publish an accompanying manual for the use of these tools. (c) to locate partner institutions to pilot test these tools. To realize these goals, mechanical engineering students are refining tools currently being used to a level where they can be mass-produced. The senior personnel are writing the accompanying manual for their effective use. Local tests are being run to test their effectiveness. Partner institutions are being identified to help pilot test these tools. This project is having a strong impact on underrepresented minorities in SEM fields. It involves faculty development and the integration of new tools in the mathematics curriculum. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR McGee, Daniel Rafael Martinez-Planell University of Puerto Rico Mayaguez PR Elizabeth Teles Standard Grant 74978 7427 SMET 9178 7427 0000099 Other Applications NEC 9952568 January 15, 2000 A Versatile, Technology-Intensive Earth Math: Classroom Applications for Algebra through Calculus. Mathematical Sciences (21) The project is an extension of the Earth Algebra and Earth Math projects, funded by the U.S. Department of Education and the NSF. The goal is to produce versatile, technology-intensive materials for classroom use and teacher training. Reform-based applications are being incorporated into platform-independent software to make them accessible to anyone with a computer. The versatility of these materials allows an instructor to use them regardless of the textbook. Environmental applications from the previous projects are redesigned to be used in courses from algebra through calculus. The project features an inquiry-based format, Web-based interactive materials, seamless interface with state-of-the-art technology, use of real data, interesting applications of mathematical concepts, and flexibility of classroom use. Materials are being kept in an inquiry-based format for courses from algebra through calculus, both high school and college, and for in-service and pre-service teachers. The product is being piloted, tested, and evaluated at Kennesaw State, Portland State, San Juan College, Phoenix College, Dine' College and in high schools. Workshops for college faculty and high school teachers are being conducted, and the materials are being published on CD-ROM and other media. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Zumoff, Nancy Christopher Schaufele Barbara Ferguson Philippe Laval Kennesaw State University GA Elizabeth Teles Standard Grant 249096 7427 SMET 9178 7427 0000099 Other Applications NEC 9952572 February 15, 2000 Improving Academic Preparation of Lower Division Students through Curriculum and Lab Improvements and Research Interships. Biological Sciences (61) This project dovetails laboratory experiences that develop students' inquiry/research skills through concepts depending on spectrophotometric skills with a focus on the structure and functioning of proteins and nucleic acids into laboratory learning experiences. Objectives are focused on results such as increased academic performance, increased enrollment and completion rates, and increased student interest in molecular biology-related upper division study and careers, with the outcome of disseminating information internally and externally regarding the effectiveness of the revised practices to maximize project impact. Processes developed by Virginia Hartman have been adapted to guide development and implementation of the courses and modules. CCLI-ADAPTATION AND IMPLEMENTA INTEGRATIVE ANIMAL BIOLOGY DUE EHR Frierson, Frances Thomas Arnold Valencia Community College FL Terry S. Woodin Standard Grant 72084 7428 1155 SMET 9178 0000099 Other Applications NEC 9952577 May 1, 2000 Interactive Multimedia Labware for Civil Engineering Curricula. Engineering - Civil (54) This project is creating interactive multimedia laboratory manuals for a Strength of Materials course and for an Introduction to Environmental Engineering course. The Strength of Materials Laboratory is covering tension, compression, torsion and flexure; the Environmental Engineering Laboratory covers biochemical oxygen demand, solids measurement, temperature and dissolved oxygen profiles, and deep bed filter efficiency. The pedagogy promoted by the approach is to engage students in active learning and to accommodate various learning styles. The labware is serving a number of purposes: (1) to act as a virtual laboratory primer prior to performing an actual laboratory (for those institutions who have the necessary equipment); (2) to act as an instruction tool for data reduction and synthesis; (3) to act as a primer in developing laboratory reports; (4) to provide additional data from databases of previous experiments to enhance their laboratory experience; and (5) to provide a virtual experience in all of the above for those institutions lacking the necessary laboratory equipment. The labware is combining text, illustrations, photographs, video-clips, sound, simulations, animations, hypertext descriptions, and hot-links to the Internet. The final product will serve as a national model for a diverse range of institutions. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Craddock, James Lizette Chevalier Peter Riley Chandrasekhar Vallath Southern Illinois University at Carbondale IL Russell L. Pimmel Standard Grant 206079 7427 SMET 9178 7427 0000099 Other Applications NEC 9952581 September 1, 2000 Teaching Science Principles in a Textiles Laboratory Manual: A Proposed Prototype. Interdisciplinary (99) The overall project goals are to develop and compare two prototype modules for a science-based and technology-driven textile laboratory manual and accompanying visual media that integrate science principles, scientific methods, and evaluation of textile test results. Existing instructional materials used for textile laboratory experiences and assignments do not integrate science principles into the laboratory curriculum, nor do they draw upon science principles in the explanations of lab results. An understanding of the fundamental relationship between the underlying science principles and the observed textile performance is critical to understanding science principles as explanations and predictors in future professional applications. These textile laboratory materials are integrating the teaching of science principles and scientific methods into laboratory instruction and are developing the students' use of science principles to explain observed lab outcomes. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Farr, Cheryl Shiretta Ownbey Donna Branson Oklahoma State University OK Rogers E. Salters Standard Grant 74999 7427 SMET 9178 7427 0000099 Other Applications NEC 9952588 January 1, 2000 Introducing Gas Chromatography/Mass Spectrometry into the Undergraduate Chemistry Curriculum. Chemistry (12) Use of a gas chromatograph/mass spectrometer (GC/MS) for undergraduate instruction and research and adaptation of experiments published in various journals allow widespread use of sophisticated instrumentation in introductory and advanced level undergraduate chemistry courses. The project is one part of an overall curriculum modernization plan the goal of which is to provide students with more hands-on experience using modern instrumentation and to incorporate additional laboratory exercises that more fully engage students in the scientific process and exploration of scientific concepts. GC/MS is being integrated into a new honors freshman chemistry sequence, into sophomore-level organic and analytical chemistry courses, and into upper-division physical chemistry, instrumental analysis, and organic spectroscopy courses. GC/MS based laboratory exercises from standard literature are being adapted for use in target courses, and new laboratory modules are being developed, including a novel collaborative exercise between students enrolled in two different courses. A central theme in the proposed instructional applications is the incorporation of open-ended, discovery-based labs. The GC/MS also receives widespread use in faculty directed undergraduate research projects, particularly in the area of organic chemistry. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Patrick, David Western Washington University WA Iraj B. Nejad Standard Grant 57243 7428 SMET 9178 7428 0000099 Other Applications NEC 9952589 January 1, 2000 Facilitating the Comprehension of Biological Principles through the Creation of Modules Utilizing Interactive Computer Assisted Instruction and Hands-on Investigative Exercises. Biological Sciences (61) Five instructional, interactive modules promoting critical thinking, problem-solving skills, understanding, and creativity are in development. Each module consists of an introductory tutorial via computer, investigative laboratory exercises, and practical applications of learned material. Module design is inspired by highly acclaimed and NSF-funded BioQUEST projects that give biology students the opportunity to engage in activities like those of practicing scientists. This project builds on their philosophy but offers increased flexibility in terms of tailoring deliverables to meet specific curricular needs, provides an enhanced visual component incorporating multimedia technology, and correlates presented information with everyday situations with the help of outside professionals brought in to enlighten and/or evaluate students. Collaborators include faculty and staff from the Biology Department and Math-Science Learning Center at Montgomery College and instructional computer design experts from Catonsville Community College and Digital Consulting and Training, Inc. Success is being evaluated via short-term and long-term examination of student and faculty academic performance and satisfaction as assessed through a comprehensive evaluation plan. Project success is being measured by comparing the retention rate of students, particularly those who are economically and educationally disadvantaged, exposed to the revised curriculum with those in the control group. Furthermore, project success is being measured as behavioral and instructional modification of instructors reflected as active participation in course design and development, enthusiasm, and job satisfaction. Positive results are being incorporated into undergraduate curricula at Montgomery College as part of the continuous restructuring of introductory science courses. Project results are being disseminated at the local, regional, and national levels through summer teacher institutes, presentations at education-oriented meetings and five cross-platform interactive modules delivered via the Internet. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Sniezek, James Nicholas Eke Ijeoma Otigbuo Montgomery College Rockville MD Daniel Udovic Standard Grant 75000 7428 SMET 9178 7428 0000099 Other Applications NEC 9952594 April 1, 2000 Rigel: A Robotic Observatory for Undergraduate Astronomy Education. Astronomy (11) This project is developing a prototype robotic observatory designed for use in undergraduate astronomy laboratories. The goal is to develop an integrated system complete with software and curriculum that can be purchased 'turn-key' at reasonable cost for use in undergraduate teaching laboratories. Torus Technologies, a manufacturer of research telescopes, is participating in the development and is marketing the telescope. The educational advantage of this approach is that it allows large numbers of students to design and analyze their own astronomical observations of a wide variety of celestial objects in a scientifically meaningful manner. This is crucial in conveying the excitement and sense of discovery central to all scientific research. The Observatory hardware consists of a 37 cm reflecting telescope, imaging camera, filters, and spectrometer housed in a compact fiberglass dome with fail-safe closure in case of power failure or weather emergency. All hardware is controlled by a central computer that can be accessed through Web browser-based software. The data analysis software and curriculum descriptions are also largely Web-based, with some native binaries built for specific platforms. The software design is optimized for speed, ease of use, and compatibility with a variety of operating systems. Curriculum materials are based on the existing astronomy laboratory curriculum at the University of Iowa, at which the pioneering Automated Telescope Facility has been used successfully for over five years. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Mutel, Robert University of Iowa IA Duncan E. McBride Standard Grant 226000 7427 SMET 9178 7427 0000099 Other Applications NEC 9952597 February 1, 2000 Integration of Technology into the Materials Science and Engineering Curriculum. Engineering - Materials Science (57) The goal of this project is to develop multimedia courseware for upper level undergraduate students in materials science and engineering and related disciplines. The courseware is cutting across boundaries of the sub-disciplines of materials science and engineering and includes simulations, animations, and virtual instruments. Courseware is being developed through the collaborative efforts of faculty specializing in ceramics, electronic and photonic materials, metals, polymers, and engineering science. The majority of the courseware emphasizes active learning, requiring students to interact with the software as well as each other; and requires them to work with the information they gather from the computer to complete assignments. The courseware is initially being tested at The Pennsylvania State University, both in classes populated primarily by students in Materials Science and Engineering as well as in classes taken by students in various branches of engineering, chemistry, forestry, and food science. After initial testing and formative assessment, course materials are being disseminated to faculty at other institutions for further site testing. Commercial publication of the software and an instructional manual are being investigated. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Mohney, Suzanne Paul Painter Michael Coleman Ian Harrison Susan Trolier-McKinstry Gary Gray Pennsylvania State Univ University Park PA Russell L. Pimmel Standard Grant 320000 7427 SMET 9178 7427 0000099 Other Applications NEC 9952602 January 15, 2000 Green Chemistry: Characterization of Optically-Active Compounds as a Means for Introducing Chemistry, Nursing, and Non-Science Majors to Environmentally-Benign Laboratory Methods. Chemistry (12) The project integrates an automatic polarimeter into courses including Organic Chemistry, Biochemistry, Organic and Biochemistry for nursing majors, research-oriented General Chemistry laboratory, Chemistry for non-science majors, and undergraduate research. Experiments from standard research and industrial literature are being adapted. The purpose of this integration is three-fold: to promote student awareness of and participation in green chemistry, or the reduction of adverse environmental impact in an economically responsible manner, to facilitate student understanding of stereochemical concepts, and to increase student exposure to modern instrumentation that is used in industrial and academic research laboratories. These purposes complement the goals of an ongoing Institution-Wide Curriculum Reform Project in science. The polarimeter is used in combination with other instruments to characterize optically-active products. The objectives of this project are to train students to eliminate waste proejcts before they form, use water as a reaction medium, switch to biodegradable and non-toxic reagents, replace stoichiometric methods with catalytic alternatives, and understand stereochemistry as a classification scheme. This latter objective falls under the rubric of a campus-wide NSF-supported curriculum reform grant that is already underway and will culminate in the year 2000 with the publication of a laboratory manual of modules suitable for nonscience majors. Over 100 students per year are impacted by this project. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Bennett, George Millikin University IL Victoria M. Bragin Standard Grant 17279 7428 SMET 9178 7428 0000099 Other Applications NEC 9952604 March 1, 2000 Enhancement of the Undergraduate Physical Chemistry Laboratory: A Versatile and Novel Pulsed Laser-Based System for Nanosecond Time-Resolved Luminescence Studies in Molecular Phot. Chemistry (12) Ultrashort laser pulse-based experiments have become ubiquitous in experimental physical chemistry. In order for students to understand recent developments and obtain "hands on" experience with such techniques, access to a pulsed laser-based system with pump-probe capability for luminescence studies is important. In this project, the instrumentation to do this is being incorporated into the undergraduate physical chemistry laboratory curriculum. The system consists of a Q-Switched YAG laser with harmonic generation in either the near-UV (355 nm) or mid-UV (266 nm) with a 3 ns (4-8 mJ) pulse, thus providing excitation in a variety of molecules. The fast luminescence is detected by a sensitive PIN photodiode detector with 400 ps response and digitized by an ultrahigh bandwidth (1 GHz) digital oscilloscope. The YAG laser is also used to pump an existing tunable dye laser, whose probe output is temporally delayed from 0 to 50 ns using an inexpensive and novel optical delay line based on a toy train track and engine. A set of experiments for the undergraduate physical chemistry laboratory that measure fluorescence lifetimes of a series of aromatic hydrocarbons and also directly monitor intersystem crossing processes on the nanosecond time scale using optically delayed triplet- triplet absorption are being adapted and implemented, with enhancements. The adapted materials come from both the chemical education literature (J. Chemical Education) and from the research literature. The laser equipment is also being introduced into inorganic, organic and advanced organic courses, courses not normally associated with laser chemistry. This considerably broadens the impact of this project. Evaluation and assessment activities are being assisted by an external evaluator, experienced in laser chemistry, and by a chemical education specialist. The results will be disseminated through dedicated Web pages and papers submitted to the Journal of Chemical Education. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Viswanathan, Ramaswami Beloit College WI Alexander Grushow Standard Grant 35724 7428 SMET 9178 7428 0000099 Other Applications NEC 9952609 August 1, 2000 The Foundation Series Modules in Materials Science and Engineering: Intergrated Science, Math, and Engineering Technology. Eng-Material Scie (57) A proof of concept project is completing, implementing and assessing the first of a series of Foundation Modules in Materials Science and Engineering. The Foundation Series is envisioned as a set of portable and complete laboratory modules structured upon a paradigm that incorporates several learning theories and embraces an interdisciplinary spirit. The objectives are to address the need for clear bridges between math, science and technology in the engineering curriculum and to provide a means of faculty development primarily at community colleges. As a result, the modules are designed to allow the engineering student to experience the synergy of science, math and engineering technology in a laboratory setting. Recent findings in higher-education educational research are used in the module design to develop the ability to work in a team and to communicate results as well as to reach students of diverse learning styles. The targeted audience is sophomore engineering majors at community colleges and institutions without Materials Science and Engineering programs. The Foundation Series Team includes faculty from Mathematics, Engineering, and Materials Science and Engineering from a 4-year and a 2-year institution. During the proof of concept phase, one complete laboratory module that includes the learning objectives and accompanying educational materials is being produced. The effectiveness of the prototype Foundation Series module ("Corrosion") are being evaluated against seven other "traditional" experiments by over 200 sophomore engineering students at Cal Poly (a 4-year institution) and Cuesta Community College (a 2-year institution). Development of new laboratory modules based upon the Foundation Series paradigm is planned for follow-on proposals. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Vanasupa, Linda Blair London Heather Smith Jeffrey Jones Lanny Griffin California Polytechnic State University Foundation CA Russell L. Pimmel Standard Grant 75000 7427 SMET 9178 7427 0000099 Other Applications NEC 9952610 March 1, 2000 Creating a Faculty Culture of Teaching Reform: Starting with the Freshman Biology Experience. Biological Sciences (61) In its recent call to arms in Shaping the Future, the National Science Foundation articulates the need to strengthen the pedagogical quality of introductory courses for all undergraduates by fostering active learning experiences, promoting collaborative learning, and increasing the inquiry-orientation of science education, facilitating student experience in the process of science. With this in mind, the Department of Biological Sciences is adapting the BioQUEST "3 Ps" philosophy and elements of the University of Hartford's NSF-funded program to renovate its freshman biology experience to reappraise and redesign Quinnipiac's undergraduate biology curriculum while promoting learner-centered and inquiry-oriented principles. Both lecture and laboratories are undergoing major overhauls regarding content, pedagogy, and the integration of advanced educational technology. The laboratory experience is being redesigned to center on problem-based learning, with special attention to fostering student-originated research and peer persuasion experiences (mini-conferences in which students present their research) that force students to grapple with epistemological issues, exposing students to the process of science experientially. Lecture content is being revised to focus on an evolution theme, with emphasis on molecular and cellular biology, ecology, evolutionary mechanisms, phylogeny, and the history of life. More importantly, the phenomenological approach to the course content (description of biological phenomena) is being complemented by inquiry-oriented content and learning-centered pedagogies (e.g., problem-based learning exercises, case studies, and attention to the history of science to illustrate principles of scientific inquiry). We are also developing educational technology learning modules that will assume the role of routine homework assignments. These web-based learning environments are interactive to foster active learning styles and incorporate powerful assessment tools that provide students with real-time feedback and incentive to strive for high proficiency, as well as collect diagnostic clues about individual learning needs and enhance student engagement with the learning process. Our core learning principle is to intersperse the delivery of content with routine opportunities for students to use the new information and to test their understanding. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Opheim, Dennis Donald Buckley Allan Smits Robert Martinez Robert Borst Quinnipiac University CT Herbert Levitan Standard Grant 49857 7428 SMET 9178 7428 0000099 Other Applications NEC 9952614 June 1, 2000 A Year-Long Lab-Based Interdisciplinary Science Course for Non-Science Majors, Particularly Education Majors. Interdisciplinary (99) This project is adapting Trefil and Hazen's "The Sciences: an Integrated Approach," and the associated Laboratory Manual by Stanionis (New York, John Wiley and Sons, 2000) into a year-long course for non-majors. Most of the adaptive work is being made on the laboratory side of the course. The course is intended to redress serious deficiencies in the science preparation of most non-majors and education majors at Huntingdon College. It will replace a previously offered course in the natural sciences that has proven ineffective. The new course is shifting emphasis, stressing more laboratory work and opportunities for students to learn how scientists approach research through direct experiences. The new course is incorporating planned changes in pedagogy, including group exercises, that are compatible with laboratory practices and the learning objectives of the course. The course is incorporating computer technology in the classroom, by taking advantage of several of the many computer animations and demonstrations of scientific principles now available. The prime objective of the course is to teach students how science works, and to explain scientific material to a general audience. The impact of the course will be assessed by a combination of data from student course evaluations, enrollment tracking, standardized tests, and following-up with students who enter K-12 teaching, in order to cover the impact on student teaching and early career experiences in teaching. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Dudley, Erastus Huntingdon College AL Myles G. Boylan Standard Grant 22201 7428 SMET 9178 7428 0000099 Other Applications NEC 9952620 February 1, 2000 Development of Laboratory and Field Experience Based Course in Asphalt Technology for Civil Engineering Undergraduate Students. Engineering - Civil (54) Project Summary In order to implement the Superpave asphalt mixture design system properly, and realize its full benefit through improved performance of pavements, it must be ensured that mix production, laydown and compaction in field projects are controlled to maintain compliance with Superpave specification. However, results of recent research regarding improved mix design systems and quality control techniques have remained largely unknown to undergraduate students who will be building and maintaining the pavements in near future. At present, there is a severe lack of opportunity for the undergraduate students to gain field experience and learn application of statistical concepts in quality control in asphalt technology. The objectives of this project are to provide the undergraduate students tools for field experience in asphalt pavement construction, including quality control techniques, and to teach the concepts of statistical quality control through analysis of real time quality control test data. A thorough knowledge of all aspects of asphalt mix design and construction, and an experience of using real time data for statistical quality control is needed to understand the link between design and construction, and identify potential problems during production, construction, and life of the pavement. The equipment requested will be used with the existing equipment to provide an all around well-balanced coursework, which integrates design, production, laydown and compaction of asphalt mixtures. Three pieces of equipment will be used by the students: the pavement quality indicator for measuring in-place density during construction, the rapid triaxial device for evaluating mixes during production, and portable computers with statistical software for analyzing real time quality control data. The undergraduate students will use the in-place measurements to gain experience in operation of equipment, understand techniques of proper interpretation of test results and making decisions based on test results. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Mallick, Rajib Worcester Polytechnic Institute MA SIMONEAU ROBERT W Standard Grant 31479 7428 SMET 9178 7428 0000099 Other Applications NEC 9952621 June 1, 2000 Rendering + Modeling + Animation + Postprocessing = Computer Graphics. Computer Science (31) This proof-of-concept project addresses the four major problems that inhibit undergraduate students from taking computer graphics courses: (1) course materials are inadequate, (2) the "programming approach" alone is insufficient to spark the students' imagination and interest, (3) the "design/modeling" element is virtually missing, and (4) the graphics curriculum has not kept pace with the rapid advance of graphics technology. To provide students with a set of comprehensive knowledge and skills in computer graphics, the primary goal of this project is to design an introductory graphics course that covers all four major components of graphics (i.e., rendering, modeling, animation, and post-processing) in a coherent way with a breath-first, hands-on, learning-by-doing approach. To go beyond the current popular "programming approach" and to promote the "I hear, I see and I do" scheme, the secondary goal is to design software tools that incorporate all four components into a single and unified interface for students to (1) quickly appreciate each concept and algorithm, (2) practice design and modeling skills, (3) visualize the inner working of concepts and algorithms, and (4) perform semester-long programming projects without spending time on non-essential programming effort just to get a simple implementation working. After taking this course, the students will be familiar with the state-of-the-art graphics technology, acquire basic knowledge and skills, and be well-prepared to approach graphics applications and their software development with confidence. The impact of this project may also include an improved retention rate of computer science students and an increased employability of graduates in graphics related areas. The outcomes of the project include the development of a new course with five teaching modules, the development of supporting software tools for teaching the modules to be disseminated on a CD-ROM, and the results of an evaluation of the impact of new course on student learning and retention. If this project is successful, future plans include the development of a textbook with CD-ROM for national dissemination CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Shene, Ching-Kuang Michigan Technological University MI Andrew P. Bernat Standard Grant 74331 7427 SMET 9178 7427 0000099 Other Applications NEC 9952625 April 1, 2000 A Mathmatics Course in Scientific Simulation. Mathematical Sciences (21) This project is developing, implementing, evaluating, and disseminating a two course sequence in scientific simulation. This sequence involves modeling, numerical analysis, and computer programming. The first purpose of the course is to teach students how to solve extended problems that require them to learn how to formulate the problem; decide on the appropriate mathematical tool; implement the method; obtain, interpret, and communicate the results; and use that information to refine the model. The second purpose is for students to learn how to implement modern technology in their problem solving techniques. The overall motivation for the course is that most real world problems are solved with the aid of technology and require these types of problem solving methodologies. In this course students are learning the basics of numerical analysis, including Simpson's rule, Runge-Kutta methods, and finite difference models. The course also includes a discussion of object-oriented C++ programming and shows how computer objects can be used to simplify scientific programming. The primary focus of this multidisciplinary course is on simulations such as a swinging pendulum and catalyzed chemical reactions which can be taken from the sciences. The course is being adapted from the course "Experimental Mathematics" at Northwestern University. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR O'Leary, Mike Shiva Azadegan Towson University MD Elizabeth Teles Standard Grant 68982 7428 SMET 9178 7428 0000099 Other Applications NEC 9952626 June 1, 2000 Photon Quantum Mechanics for Undergraduates. Physics (13) Superposition lies at the heart of quantum mechanics and is a difficult concept for students. Non-local "spooky action at a distance," as Einstein called it, occurs as a consequence of what are called "entangled states." Recently there have been significant advances in the experimental production and study of entangled states. There are exciting prospects that such states can be used for unbreakable cryptography, innovative parallel computation, and for transferring the properties of a quantum state from one object to another some distance away - so called "quantum teleportation." Advances in single photon detection and the development of bright sources of entangled photons make this an opportune time to prepare students to understand these remarkable developments. The project is implementing five undergraduate laboratory experiments that clearly exhibit the quantum nature of the photon, the existence of single-photon interference, the nature of two-photon interference and the so-called quantum erasers, and an experiment that demonstrates nonlocality by the violation of Bell's inequalities. The goal is to create experiments and supporting textual materials that help students to better understand the ramifications of the superposition principle in quantum mechanics and that also serve as a model for making significant changes in the syllabus of undergraduate quantum mechanics. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Galvez, Enrique Charles Holbrow Mary Parks Colgate University NY Duncan E. McBride Standard Grant 74862 7427 SMET 9178 7427 0000099 Other Applications NEC 9952628 January 1, 2000 Atomic Scale Imaging Instrumentation: Hands On Visualization for Undergraduate Education. Chemistry (12) Visualization at atomic and molecular levels using STM and AFM has become one of the most important advancements in science and technology in the last decade. While examples of atomic imaging techniques in new chemistry textbooks have enhanced students' visualization of atoms and molecules, the lack of laboratory experiences integrated across the curriculum has impeded the learning processes. As part of a recent campus wide emphasis on materials, we are building this important new technique into the entire undergraduate chemistry curriculum, bridging the gap between coursework and the laboratory. This is being achieved by creating three laboratory demonstration modules for lower level chemistry courses and four hands-on laboratories in upper level analytical and inorganic/materials courses based on the guided inquiry approach to education. Building on the successful experience on this campus in the inorganic/materials laboratory, this approach involves following a verification-type experience with a more open-ended question for students to explore. The types of samples used in the demonstration modules and in the hands-on experiments are designed so that students experience both the visualization of atomic arrangements of ideal solid surfaces, and also adlayer assemblies on surfaces and interfaces. This project adapts a number of experiments primarily from the research literature to create these new demonstration modules and hands-on laboratories. Through collaboration with Broome Community College, the applicability of the new materials to the two-year college curriculum is being assured, specifically for use as part of Instrumental Analysis in the Chemical Technology Program. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Zhong, Chuan-Jian Wayne Jones, Jr. SUNY at Binghamton NY Susan H. Hixson Standard Grant 119613 7428 SMET 9178 7428 0000099 Other Applications NEC 9952630 March 15, 2000 Courses and Capabilities for Asynchronous Learning in Engineering. Engineering - Other (59) Engineering education is undergoing a fundamental transformation from the Industrial Age to the Information Age. This project is developing innovative programs to support student development and instruction in the first two years of an engineering program. Asynchronous Learning (ASL) courses covering an engineering core of calculus-based physics with laboratory experiences and statics and dynamics have been developed; these courses are now being enhanced to address students' preferred learning styles and to include training modules for developing students' self directed learning (SDL) capabilities. Collaboration with engineering science programs at two-year colleges is providing the first stage of dissemination, with eventual dissemination nationwide. Formative and summative evaluation will be built into the courses, with an emphasis on learner-centered evaluation tools for self, peer, and team evaluations. Commercial publication of the courses and self-directed learning modules is also being explored. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Culver, Richard Sharon Fellows SUNY at Binghamton NY Kenneth Lee Gentili Standard Grant 149818 7427 SMET 9178 7427 0000099 Other Applications NEC 9952631 May 1, 2000 Laboratory for Undergraduate Instruction and Research in Psychology. Psychology - Cognitive (73) An undergraduate laboratory for instruction and research is providing undergraduate psychology students with the foundation in scientific methodology and information technology that will enable them to use and interpret research in their subsequent careers. Such skills are becoming increasingly important in all sectors of our society. The lab serves approximately 500 students, well over half of whom are female, at the University of Pittsburgh, an institution that has been recognized for its recruitment and retention of African Americans. The newly developed E-Prime software is being adapted for use in the laboratory. E-Prime provides the basis for far more effective teaching of research principles by enabling students in normal laboratory courses to develop, design, conduct, and analyze their own experiments. Students can generate and perform novelexperiments as well as gain experience using a wide range of methodologies, including the collection of behavioral and physiological measures, the re-analysis of brain imaging data, and the coding of digitized facial expressions. Lab activities, involving the use of E-Prime, are being adapted for a general course in Experimental Methods that is required of all majors, as well as two substantive upper level courses: a) Learning and Motivation and b) Human Cognition and Learning. The lab is also available to students doing Directed Individual Research and Honors Theses, both of which involve conducting empirical research. With NSF support, we are having a major impact on the way information technology is utilized in the teaching of research methodology for undergraduate students of psychology, one of the largest undergraduate majors in the country. This project has the opportunity to affect science education on a national scale through the development and testing of experiments that are distributed through our industrial partner, Psychology Software Tools. Ultimately, the experiments and related instructional materials are likely to be used by tens of thousands of undergraduates annually. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Ryan, Carey Walter Schneider University of Pittsburgh PA Myles G. Boylan Standard Grant 29712 7428 SMET 9178 7428 0000099 Other Applications NEC 9952633 February 1, 2000 A High-Field NMR Spectrometer for Undergraduate Teaching and Research. Chemistry (12) A 300 MHz NMR spectrometer is allowing integration of high-field NMR spectroscopy throughout the undergraduate chemistry curriculum and offers expanded opportunities for undergraduates to participate in faculty-directed research. Instrument features critical for the innovations include: (1) the increased ability at 300 MHz to resolve peaks of similar chemical shift, (2) a broadband probe for multinuclear NMR experiments, and (3) the ease of going beyond standard I-D 'H and 13 C NMR to include 2-D homo- and heteronuclear experiments in an undergraduate laboratory setting. A number of experiments from the education literature and from the research literature are being adapted to provide appropriate experiences for undergraduates in a range of courses. In the organic course, 19F NMR is being introduced in a new laboratory on asymmetric synthesis, and 2-D techniques are being applied to determining the structure of a Diels-Alder reaction product. Biochemistry students use highfield NMR to probe sugar structures, while in the physical/inorganic chemistry laboratory a new experiment highlighting heteronuclear coupling is being implemented. Broad use of the NMR spectrometer throughout the Chemistry Department's courses is preparing students to undertake independent work in faculty laboratories, where research projects in organic, inorganic, and biochemical systems demand application of state-of-the-art NMR technology. The 300 MHz NMR spectrometer is a centerpiece of the College's steadily improving infrastructure for learning and research, contributing to the larger goal of encouraging our best and brightest women to enter careers in the chemical sciences. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Rojas, Christian Ann Shinnar Linda Doerrer Barnard College NY Susan H. Hixson Standard Grant 100000 7428 SMET 9178 7428 0000099 Other Applications NEC 9952638 January 1, 2000 Interdisciplinary Approach to Instrumental Analysis Involving Biochemical, Pharmaceutical, and Biological Samples. Chemistry (12) The aim of this project is to revitalize and redesign the instrumental analysis laboratory course by adapting and implementing interdisciplinary experiments involving relevant biochemical, pharmaceutical, and biological samples. Literature from journals provides the source for the adapted experiments. A capillary electrophoresis (CE) system, purchased with project funds, is used to analyze DNA, proteins, nucleotides, and chiral pharmaceutical compounds, and thus complements and promotes the interdisciplinary nature of the course. In addition to CE, students use current chromatographic, spectroscopic, and electrochemical techniques to analyze biochemical, biological, and pharmaceutical samples. Our goal in this course is for students to learn and understand the fundamental principles underlying chemical instrumentation and how these principles are applied to the analysis of samples in a wide variety of chemistry-related fields. The acquisition of a CE impacts students in three other major fields of study. The CE is used in a pharmaceutical science laboratory course, an advanced biochemistry laboratory, and an advanced molecular life science course. Undergraduate students in the advanced molecular life science course use the CE to conduct research aimed at quantifying the effects of trauma on nucleotide levels in tissue samples. The CE is also used in undergraduate research aimed at elucidating the intermolecular interactions governing micellar electrokinetic capillary electrophoresis separations. In the future, the instrumental analysis course may be fused with the advanced biochemistry laboratory course and used as a model in the progression of our advanced laboratory sequence toward a truly integrated and interdisciplinary format. Thus, this project represents modest, but carefully considered initial changes in the overall advanced laboratory curriculum, with the changes being aimed at offering a truly interdisciplinary and pedagogically sound laboratory experience for students. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Vitha, Mark LaRhee Henderson Nita Pandit Drake University IA Victoria M. Bragin Standard Grant 23125 7428 SMET 9178 7428 0000099 Other Applications NEC 9952641 January 15, 2000 Improvement of Undergraduate Laboratory Experiences with UV-Vis Spectrophotometry. Chemistry (12) The Department of Chemistry is augmenting the current one-semester lecture-only Biochemistry course to a two-semester course with laboratories in both semesters. The long-term goal is to develop a Biochemistry major at the College. Experiments from the educational literature are being extended and modified in order to introduce students to spectroscopic analysis in the basic physical science core courses. A UV-Vis spectrophotometer is being used in experiments relating to nucleic acid structure analysis, protein analysis, and kinetics. The project is strengthening the chemistry curriculum by adding to the use of modern technology in lecture and laboratory courses for science and non-science majors. Students are engaged in learning about molecular structure by conducting analyses relating to electronic transitions and molecular orbitals, and studying the effects of structural features on these analyses. Hands-on use of the instrument begins in the Organic laboratory with the characterization of chlorophylls extracted from plants. Students study environmental and biochemical applications, such as thermal denaturation of DNA, and multicomponent analysis in the Analytical/Environmental Chemistry course. Novel forensic science applications are being developed. The instrument is supporting the growing interest of our students in undergraduate research projects, establishing further connections in learning how science is done and making them better prepared for graduate school and industrial employment in chemistry. The project will influence an outside audience with dissemination of project results through presentations, publications in international chemistry research and chemistry education journals, the World-Wide Web, and interactions with educators at scientific meetings. The success of the project will be determined by the establishment of the two-semester Biochemistry course with laboratories, student course evaluations, the number of majors taking undergraduate research projects, formal presentations, publications, and surveys. PROJECT DATA FORM AND PROJECT SUMMARY The Department of Chemistry plans to augment the current one-semester lecture-only Biochemistry course to a two-semester course with labs in both semesters. The long-term goal is to develop a Biochemistry major at the College. The acquisition of a UV-Vis spectrophotometer will permit inclusion of experiments relating to nucleic acid structure analysis, protein analysis, and kinetics. The project will strengthen the chemistry curriculum by adding to the use of modem technology in lecture and laboratory courses for science and non-science majors. Students will be engaged in learning about molecular structure by conducting analyses relating to electronic transitions and molecular orbitals, and studying the effects of structural features on these analyses. Hands-on use of the instrument will begin in the Organic laboratory with the characterization of chlorophylls extracted from plants. Students will study environmental and biochemical applications, such as thermal denaturation of DNA, and multicomponent analysis in the Analytical/Environmental Chemistry course. Novel forensic science applications will be developed. The instrument will increase the growing interest of our students in undergraduate research projects, establishing further connections in learning how science is done and making them better prepared for graduate school and industrial employment in chemistry. The project will influence an outside audience with dissemination of project results through presentations, publications in international chemistry research and chemistry education journals, the World-Wide Web, and interactions with educators at scientific meetings. The success of the project will be determined by the establishment of the two-semester Biochemistry course with laboratories, student course evaluations, the number of majors taking undergraduate research projects, formal presentations, publications, and surveys. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Bezoari, Massimo Maureen Murphy Randy Arnold Huntingdon College AL Susan H. Hixson Standard Grant 10511 7428 SMET 9178 7428 0000099 Other Applications NEC 9952653 January 1, 2000 Compressible Flow Visualization, A CD-Rom For Engineering Education. Engineering - Mechanical (56) This is a proof-of-concept project to demonstrate the feasibility of a Hypermedia approach to materials for undergraduate engineering education. Highly visual multimedia materials will be developed in the upper-division undergraduate topic area of compressible fluid flow, with strong emphasis on experimental flow visualization. A prototype CD-ROM is being developed that can be used by instructors and students as a visual supplement to any of the standard textbooks, and that points the way for future development of this educational approach. The future development may include collaboration with a similar project for development of a CD-ROM for incompressible flow. This project makes use of the low-cost and ease of use of CD-ROM technology, which is also suitable for national dissemination. Faculty development is enhanced by providing faculty with an new supplementary teaching tool, while integration of technology is addressed through exercising student use of computers and multimedia in the learning process. The materials developed here are designed to convey a sense of the laboratory experience, and that of the actual physical appearance of real flow patterns beyond standard text line drawings. The project is meant to supplement, not replace textbook treatment with highly visual, research-grade material without intimidating the student or sidetracking the standard objectives of an introductory class. Learning outcomes from the prototype CD-ROM are being evaluated at Penn State University and other institutions. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Settles, Gary Pennsylvania State Univ University Park PA Rogers E. Salters Standard Grant 75000 7427 SMET 9178 7427 0000099 Other Applications NEC 9952667 January 1, 2000 Intergration of Undergraduate Research Activities in the Geology and Biology Environmental Science Curriculum Using an Inductively Coupled Plasma Spectrometer. Geology (42) We have implemented a hierarchical set of research exercises (e.g., Johnson & Stahl, 1997, Central Michigan University; Videtich, 1997, Grand Valley State University; Niemitz, 1996, Dickinson College) that utilize the ICP-AES across sophomore to senior level courses in the environmental science concentration within the geology and biology majors at MSU. 1) Initial exercises in the sequence stress practical sample collection, preparation, and analysis techniques for air, water, and soil samples in sophomore level environmental analytical chemistry and soil science courses. These courses serve as the analytical foundation for future exercises that utilize the ICP and other existing analytical equipment (e.g. XRD, SEM, ion chromatography). 2) Junior-level students complete progressively more complex course-based guided research using the ICP for applications specific to upper-level courses in applied environmental microbiology, geohydrology, and environmental geochemistry. The exercises build on experimental design, implementation, and analysis skills and allow students the opportunity to utilize variable analytical strategies. With each exercise students prepare a written, visual, and/or oral presentation of the results that includes data presentation and interpretation components. Junior level students use the ICP for inquiry-based research projects involving the analysis of rocks and minerals in the petrology and mineralogy courses for geology majors. 3) As a capstone to the environmental science curriculum, senior-level students use the ICP-AES facility to design and implement an independent, semester-long research project in a senior seminar course in environmental science. Research projects are either associated with on-going faculty research or completely of the students' own design. Students are involved in all phases of the research from planning and implementation, to sample collection and analysis, to final data interpretation and presentation. The project culminates in a substantial written report and an oral presentation at a semester-end class symposium. The ICP is also being used to complete more substantial, independent, senior projects (theses) in environmental science, geology, chemistry, and biology with the guidance of faculty mentors. Many of these projects are presented at scientific conferences and result in formal publications. The ICP-AES has prepared students for employment in the environmental industry and for developing independent research skills for those attending graduate school. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Gorring, Matthew Bonnie Lustigman Gregory Pope Duke Ophori Renata Bailey Montclair State University NJ Jill K. Singer Standard Grant 61325 7428 SMET 9178 7428 0000099 Other Applications NEC 9952668 June 1, 2000 Adaption and Implementation of Modeling Instruction to a Life Science-Based College Introductory Physics Course. Interdisciplinary (99) The University of New England is engaged in adapting and implementing interactive engagement strategies into its introductory physics sequence. This three-year project is serving a large undergraduate life and health sciences student body through a two-semester service course in physics that will have impact across the life science curriculum at his university. The proposal provides a set of integrated concepts wedding physics with other undergraduate departments participating in this project -- anatomy, biology, chemistry, and microbiology. The project involves instructing UNE faculty and in-service high school science teachers in the Portland Maine locality to use proven instructional tools. These faculty will play an essential role in continued adaptation and implementation in both the lab and lecture sequence. At the core of this teaching approach is David Hestenes' "Modeling Instruction for High School Physics," a nation-wide NSF-funded effort housed at Arizona State University. Modeling includes descriptive, graphical, mathematical, and diagrammatic representations, as well as laboratory and demonstration-based constructivist learning methods, adopting many of the best elements from physics education research groups around the US. Students are engaged in Socratic dialog both in lecture and laboratory to address their misconceptions and promote more accurate physical pictures. Hands-on, guided laboratory activities first introduce simple models that are later reinforced in lecture. Laboratory improvement is being implemented through the installation of microcomputer-based laboratory equipment for improved student learning. This project will also achieve improvements in the curriculum by implementing an education program for summer laboratory instructors, overhauling introductory laboratories, and keeping abreast of technological developments. As an example of technological integration with introductory course content, students in the second semester will examine the atomic nature of matter through remote operation of an atomic force microscope. The PI is educating laboratory instructors from a pool of interested faculty and in-service high school physics instructors both during the academic year and the summer. Evaluation is being conducted by a quantitative comparison of student learning under different teaching methods. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Vesenka, James Dan Callahan University of New England ME Myles G. Boylan Standard Grant 79331 7428 SMET 9178 7428 0000099 Other Applications NEC 9952672 January 1, 2000 Developing Research-based Laboratories in Cell Biology Using Green Fluorescent Protein as a Unifying Theme. Biological Science (61) This new laboratory course in cell biology, part of the recently approved major in Cell Biology and Neuroscience, consists of three inter-related modules. The modules are designed to develop essential laboratory skills in cell biology, as well as more general skills emphasized in both the Rutgers University learning goals and the new curriculum, including critical thinking and problem solving. Participants acquire key skills in cell biology, including bacterial and mammalian cell culture, organelle isolation, recombinant DNA methodology and fluorescence microscopy. Green fluorescent protein (GFP), the basic research material of the modules, provides a unifying theme throughout the course. After an introduction to cutting-edge methods in cell biology, undergraduate students undertake a guided research project. They are prepared for this endeavor by reading assignments, discussion of research papers, and group meetings with guest faculties, who bring individual insights in their areas of expertise. From this experience, the students design and then complete the guided project, utilizing GFP as a research tool. Final reports are delivered orally, written up as if for publication, and revised versions published on the Internet. By participating in hypothesis-driven and inquiry-based laboratory projects, with communication skills linked to the course projects, students increase their ability to think logically, write clearly, and speak coherently. The project adapts and implements, and is based on, a number of studies showing the need for and effective incorporation of research into undergraduate courses (Brown, 1988 and Kenny, 1998). The modules described adapt and implement techniques outlined in research articles citing the ease of use of Green Fluorescent Protein as a marker and research tool (Misteli, 1997 and Conn, 1999). CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Fong, Dunne Rutgers University New Brunswick NJ Daniel Udovic Standard Grant 88000 7428 SMET 9178 7428 0000099 Other Applications NEC 9952678 January 15, 2000 Community College Mathematics Integration Project. Mathematical Sciences (21) Northwestern Michigan College is improving the performance of students in mathematics by integrating other disciplines into the development mathematics classes and integrating mathematics skills into non-mathematical areas of study. In this project, faculty are adapting the Richard Stockton College of New Jersey Quantitative Reasoning Across the Discipline program funded through the National Science Foundation to the needs of a community college population and curriculum. The project is focusing on beginning algebra, intermediate algebra, and introductory courses from communications, social science, business, and health. Data is being collected to compare students' attainment of mathematics skills in classes offered prior to this integration of disciplines and afterwards. CCLI-ADAPTATION AND IMPLEMENTA ADVANCED TECH EDUCATION PROG DUE EHR Drake, Stephen Northwestern Michigan College MI Elizabeth Teles Standard Grant 70000 7428 7412 SMET 9178 7428 1032 0000099 Other Applications NEC 9952681 March 1, 2000 Online Learning Environments: A Collaborative Education Project in Math, Science, and Communications. Interdisciplinary (99) This "Proof of Concept" project is creating, developing, and pilot testing the "Online Learning Environments (OLE)" system, a server-side software infrastructure to support local and distance educational opportunities for, and to promote interdisciplinary collaboration among students. The project involves faculty from several departments, including Chemistry, Mathematics, Communications, and English. In addition, scientists and programmers at the Pacific Northwest National Laboratory (PNNL) are collaborating on aspects of the software design and application development using the Pachelbel technology developed at PNNL. Web-based learning modules in organic chemistry and calculus are being used by students in the pilot phase, and student progress through the modules is being monitored as part of the evaluation plan. The impact of the learning modules and the online environment on student learning is also being assessed using tools from the "Flashlight" project sponsored by the AAHE-affiliated Teaching, Learning, and Technology Roundtable Group. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Crouch, Gregory Matthew Hudelson Gary Brown Karen Hallgren Edith Jenkins Washington State University WA Dennis Davenport Standard Grant 74822 7427 SMET 9178 7427 9952685 June 1, 2000 Optimization of Studio Physics using Workshop Physics. Physics (13) This project is undertaking a significant enhancement of the Studio Physics I curriculum at Rensselaer Polytechnic Institute. The curricular revision is focused on the replacement of many of the student activities currently used in the course with materials adapted from Microcomputer Based Interactive Lecture Demonstrations, "Real Time" Physics and Workshop Physics. Once a new activity has been developed, it undergoes a continuous cycle of classroom testing and assessment of its effectiveness. The aim of this project is to improve student learning in the Studio Physics I course at Rensselaer by improving the quality of the activities in which students engage during their time in the classroom. The primary motivation for this curricular revision is that the level of student conceptual learning in the Studio Physics I course is no higher than that found in traditionally structured courses. This is true, despite a progressive class structure, collaborative group work, computers in the classroom, and an increase in the faculty resources allocated to the introductory physics program. Hence, the primary goals of this project focus on increased student learning, with an emphasis on conceptual understanding and incorporation of guided inquiry activities into the curriculum, with the aim of providing students with exposure to science as a process. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Cummings, Karen Rensselaer Polytechnic Institute NY Duncan E. McBride Standard Grant 71385 7428 SMET 9178 7428 0000099 Other Applications NEC 9952686 April 1, 2000 Using Physical Chemistry Laboratory to Improve High School Teaching and Undergraduate Learning. Chemistry (12) This project attacks two parallel goals involving science education. Laser-based state-of-the-art physical chemistry laboratory experiments are being adapted from articles in standard journals. In addition, new experiments are being developed in the general areas of spectroscopy, quantum mechanics, photochemistry and kinetics. The result is a product which will allow faculty at other institutions to set up turn-key labs even if experience is lacking in these important areas. This project also introduces undergraduate science students to modern techniques they will encounter in graduate school and the work place. The areas addressed in this project are currently underrepresented in modern physical chemistry instructional laboratories. The second major goal is to bring high school teachers currently teaching in the Pacific Northwest states into the new lab for two weeks in the summer to improve their knowledge and skills teaching laboratory science. The teachers will receive lectures and hands on training using the newest techniques and equipment, while developing the procedures for the new undergraduate physical chemistry labs. This exposure will present the high school teachers with new knowledge, and allows them to make actual measurements with advanced equipment and learn new lab skills while helping develop the new lab procedures. This project will improve the educational infrastructure in the Northwest as both goals are met and will also provide college and university faculty around the country with a prescription for building modern physical chemistry loabs at their institutions. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Fletcher, T. Rick University of Idaho ID Eileen L. Lewis Standard Grant 127072 7428 SMET 9178 7428 0000099 Other Applications NEC 9952692 January 1, 2000 Integrating Undergraduate Hydrology in a Community Context. GEOLOGY (42) The project adapts and implements a number of approaches to successful undergraduate introductory and advanced hydrology curricula. With the field and laboratory equipment and information technology we have implemented discovery-based learning of the hydrological system in communities surrounding Bowdoin College in mid-coast Maine. This motivates inquiry by linking hydrological studies to environmental issues in local communities, including groundwater supply and contamination and non-point-source pollution of local rivers and estuaries. We have adapted Experimental Well Fields (Fletcher, 1994, J. Geol. Ed. 42, 491-493) which is used on the campuses of Dickinson College (Niemitz and Key, NSF ILI Award #9550929) and Queens College, NYC (Belitz and Ludman, NSF ILI Award #9851444). This allows students to compare and contrast groundwater geochemistry and aquifer characteristics between fractured bedrock and sand-and-gravel settings. Two research watersheds with hydrological instrumentation, such as those at Alfred University (Hluchy, NSF ILI Award #9751265) and SUNY-Plattsburg (Franzi, NSF ILI Award #9551126) provide continuous time series of weather, flow, and water-quality variables, and afford students the opportunity to integrate study of the meteorological, surface and hillslope components of the hydrological system at the event scale. An internet-accessible database and visualization software, adapted from the GLOBE Project and a number of government sources, provides hydrologic and environmental data and metadata to undergraduate students, K-12 teachers and students, and resource managers and conservation groups in the area, linking a "hydrologic community of learners" in common discovery and education. The project also involves undergraduate faculty and students in enhancing earth-science education at nearby and remote rural middle schools, benefiting both in-service and pre-service teachers. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Lea, Peter Edward Laine Peter Schilling Bowdoin College ME Jeffrey G. Ryan Standard Grant 73298 7428 SMET 9178 7428 0000099 Other Applications NEC 9952693 February 1, 2000 Molecular Structure and Function in an Undergraduare Curriculum (Proof of Concept). Biological Sciences (61) A student-focussed, guided inquiry approach to teaching concepts of molecular structure and function is being developed using accurate, three dimensional physical models of protein structure. The physical models provide students with a solid base upon which to construct their knowledge of the molecular world. This approach is being tested both in long-standing introductory biology and chemistry courses, where these models and accompanying computer visualization tools will be used to complement and extend existing courses, and in a new upper level biochemistry course specifically designed around this pedagogical approach. The pedagogical model employed enables students to discover and construct their own knowledge by relating abstract concepts as much as possible to real world examples. Students use the physical model to translate the abstract concept of a protein into something tangible and tactilely significant. Students then formulate their own questions regarding the structure and functional features of a model protein and, in a guided but open-ended laboratory experience, explore the answers to their questions. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Herman, Tim Michael Patrick Jacqueline Roberts Milwaukee School of Engineering WI V. Celeste Carter Standard Grant 74924 7427 SMET 9178 7427 0000099 Other Applications NEC 9952695 March 1, 2000 MCCCD: Systemic Reform in Science - Phase I. Interdisciplinary (99) The Systemic Reform in Science Phase I Project is involving faculty from the 10 colleges of the nation's largest community college system (200,000 students) in interdisciplinary activities to better prepare them for teaching students who have a wider range of learning needs than in the past. The project's overall goal is to improve student success through increased faculty use of methods, which link science courses through real-life applications. The major activity is the adaptation of content to create 20 interdisciplinary modules for science courses. Implementation of these modules is being accomplished through the Management Team (MT) whose members are the PI, Co-Pls, and nine science faculty who serve as Peer Mentors (PM) at the individual colleges. Activities are being implemented to support integration and use of the interdisciplinary modules through faculty workshops and seminars. This includes an annual 1-2 day workshop on implementing active learning in science classrooms, and the establishment of Collaborative Learning Teams (CLT) of science faculty at each college who are working together with PMs to implement interdisciplinary modules and active learning in science classrooms. Outcome objectives include: 1) increasing, by 75 % over the baseline year, the number of full-time science faculty who use approaches aligned with systemic reform and 2) bringing the overall proportion of full-time science faculty who routinely use new approaches to 50% (50 faculty of 100). This project will be guided by using the adaptation and implementation of best practice examples, many generated by NSF sponsored projects, which foster the promotion of critical thinking, problem-solving skills and creativity/collaborative learning and which are interdisciplinary/contextually relevant. Major evaluation activities are: 1) regular monitoring by the MT; 2) pilot-testing of modules; 3) and pre-post evaluation design to measure implementation levels. Following preparation of a Final Evaluation Report, project processes/outcomes and interdisciplinary modules are being disseminated through the Project's website and through presentations at selected regional and national conferences. Other plans include the generation of a multimedia CD-ROM, the dissemination of videotapes of the workshops and publications in relevant professional journals. Because of the potential for impact on the education of technicians, this project is being co-funded by the Advanced Technological Education program. CCLI-ADAPTATION AND IMPLEMENTA ADVANCED TECH EDUCATION PROG DUE EHR Pommerville, Jeffrey Pushpa Ramakrishna John Mildrew Bryan Tippett Maricopa County Community College District AZ Russell L. Pimmel Continuing grant 199996 7428 7412 SMET 9178 7428 1032 0000099 Other Applications NEC 9952700 January 1, 2000 A Collaborative Strategy for Curriculum Reform and Faculty Development. Mathematical Sciences (21) The Department of Mathematics at Arapahoe Community College is undertaking a program intended to make fundamental improvements in areas to better serve students. These include the: (a) establishment of a state-of-the-art computer classroom; (b) uniform implementation of computer-based materials in a variety of mathematics courses; (c) design of laboratory manuals; (d) technology performance standards and technology performance assessments for each course in the project; (e) upgrading and expansion of tutorial and laboratory services for math students; (f) building of a strong partnership with the University of Colorado-Denver; and (g) provision of opportunities for new methods, course materials, and technologies to the mathematics faculty from area high schools, as well as community colleges and four-year institutions along the Front Range. In this project, they are adapting and implementing materials used in the Mathematics Education Resource Center at the University of Colorado - Denver, the laboratory manual from the NSF supported "Calculus Institute Using Computer Algebra Systems, and other projects. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Linton, Luann David Fisher Patrick Enright Jeffrey Berg Arapahoe Community College CO Elizabeth Teles Standard Grant 57926 7428 SMET 9178 7428 0000099 Other Applications NEC 9952703 January 1, 2000 Intelligent Tutoring System for Visual Reasoning in Solid Modeling. Engineering - Mechanical (56) The ability of an engineer to visualize and reason about geometric aspects of physical objects and processes is crucial to the success of the activities of the engineer. The visual reasoning capability forms the essential foundation for engineering education in all disciplines. The objective of this project is to develop an intelligent instructional software system for visual reasoning which can adaptively support different student learning needs, track students' progress and give an active critique. The intent is to provide a learning system with which a student can develop visualizing and spatial reasoning capabilities in a self-paced series of exercises related to solid modeling. A comprehensive set of visual and spatial reasoning problems is being developed where a combination of visual analysis and visual synthesis is required. The intelligent tutoring module provides a step-by-step critique in solving individual problems as well as properly routing the student through a series of problems with varying difficulties and different types. The software system significantly expands both the scope and depth of the visual reasoning instructional software system which has already been developed and tested by the principal investigator of this project. The educational materials developed will be tested at two University of Wisconsin campuses: Milwaukee and Madison, as well as at St. Martin's College and Northern Illinois University. The software system and pedagogical materials will be disseminated nationally using the University of Wisconsin's Learning Center for distribution. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR McRoy, Susan Yong Se Kim Jim Dicker University of Wisconsin-Milwaukee WI Russell L. Pimmel Standard Grant 375392 7427 SMET 9178 7427 0000099 Other Applications NEC 9952704 June 1, 2000 DSP-based, Software-Reconfigurable Laboratory to Nationally Revitalize Electric Drives and Power Electronics Curricula. Engineering - Electrical (55) Electric drives and power electronics are enabling technologies for important applications such as robotics and automated factories. The energy conservation is estimated to save an equivalent of the energy consumed by the state of New York, electric and hybrid-electric vehicles that will reshape the trillion dollar/year automotive industry, the emerging micro-electromechanical systems (MEMS) and vital space and defense applications. This project is making a significant step towards reversing the national trend of falling enrollments in related course. The project is developing an innovative curricula for Electric Drives(machines) and Power Electronics courses. The courses are based on the use of the Digital Signal Processing (DSP) software for control of various electric machines and drives. Specifically, laboratory manuals for both instructors and students are being developed. This DSP-based laboratory uses rapid prototyping tool and is providing students with real-world experiences. Real examples from industry are used to teach students the basic concepts of energy conversion. A natural extension of this effort is digital control of power electronics experiments, which meshes well with the trend towards digital control in industry, thus making students better prepared. The project has 9 test-sites, Auburn University, Tuskegee University, Drexel University, Arizona State University, Howard University, Texas Tech University, Oregon State University, University of Missiouri-Rolla, and Penn State University, which will also serve as the regional distribution centers. In addition, the laboratory manuals will be disseminated by the use of the internet allowing for exchange of innovative ideas and suggestions for improvement. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Mohan, Ned University of Minnesota-Twin Cities MN Russell L. Pimmel Standard Grant 276292 7427 SMET 9178 7427 0000099 Other Applications NEC 9952706 April 1, 2000 Remodeling University Physics. Physics (13) The project is developing a University Physics course organized around models and modeling to make the subject matter and procedural knowledge more explicit, systematic and coherent. Two unifying themes run throughout the course: (1) structure of matter and (2) energy storage and transfer. The instructional method employed is a variant of the modeling method that has been so successful in high school physics. Students work in collaborative groups in a technology-rich classroom. Student learning, as measured by standard instruments, is considerably greater than under traditional instruction. This project is adapting the modeling approach to a large technology-rich studio classroom, and developing workshops for faculty for wide dissemination. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Hestenes, David Michael Politano Arizona State University AZ Duncan E. McBride Continuing grant 350000 7427 SMET 9178 7427 0000099 Other Applications NEC 9952707 January 15, 2000 Development of a Microelectronics Process Engineering Curriculum. Engineering - Materials Science (57) This project is developing courses, laboratory modules, and a faculty development workshop in support of an interdisciplinary curriculum to educate BS-level process engineers for microelectronics and related industries. This industry is comprised of companies which manufacture and package microelectronics products, semiconductor equipment, data storage devices, flat panel displays, analytical services and equipment, sensors and actuators, and increasingly, companies making microfluidic devices for onchip biological and chemical research. The goal of the project and the curriculum is to meet industry's need for bachelor's level process engineers with an interdisciplinary background. The focus of the curriculum is on process engineering, defined as the engineering resources needed to develop, maintain, monitor and evaluate the fabrication processes used in these industries. The interdisciplinary program draws from traditional materials, chemical, electrical and industrial engineering courses. Tying the program together are courses, internships and projects integrating and synthesizing specialized fabrication methods and manufacturing knowledge. The objectives of the project include the development of two interdisciplinary upper division laboratory courses, lower division laboratory module development, and a faculty development program for high school and community college educators. Significant funding collaborations exist with local industry and with the Maricopa Advanced Technology Education Center (MATEC) in Tempe, Arizona. An industry-funded fabrication facility is being designed to support the program. The proposed curriculum fills a niche for BS level process engineers that is not met by any other program in the U.S. and provides a model for programs at other universities in high technology areas. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Allen, Emily Yasser Dessouky Gregory Young Stacy Gleixner David Parent San Jose State University Foundation CA Russell L. Pimmel Standard Grant 478817 7427 SMET 9178 7427 0000099 Other Applications NEC 9952711 February 1, 2000 Integrative Neuroscience Laboratories. Biological Sciences (61) Neuroscience employs experimental methods from various disciplines to investigate functions of the nervous system. Undergraduates studying neuroscience require educational experiences that teach basic processes of scientific inquiry such as problem solving, critical thinking, an appreciation of the strengths and limitations of knowledge gained from discipline-specific methods, and integration of diverse information. The project is an adaptation of efforts at Wake Forest University and Coe College. Our neuroscience program draws upon faculty in psychology, biology, and chemistry to bridge disciplinary boundaries but it lacks critical equipment needed to teach scientific inquiry in an integrated, multidisciplinary approach. The goals of this project are to develop students' critical thinking and problem solving skills, integrate multidisciplinary approaches to study context-based research questions, and increase opportunities for independent student research. The project is redesigning two neuroscience laboratories to give students hands-on roles in designing, executing and analyzing experiments. Key elements of the project are collaborations with biology and biochemistry labs for multidisciplinary study of structure and function of the nervous system (e.g. tubulin, c-Fos activation, glutamate receptors, intracellular Ca++, electrophysiological and behavioral assays). This project provides students with a solid grounding in neuroscience concepts and the experimental basis from which to pursue independent research projects. The collaborations with students in biology and biochemistry courses promotes an appreciation of each other's tools, and an integration of material between different disciplines. Our project aims to substantially increase the quality, quantity, and breadth of research conducted by undergraduates and their subsequent success in graduate and professional schools. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Delay, Eugene Joan Betz Surendra Mahapatro Clifford Barnes Regis University CO Herbert Levitan Standard Grant 25577 7428 SMET 9178 7428 0000099 Other Applications NEC 9952717 January 15, 2000 Gas Chromatography-Mass Spectrometry Instrumentation in the Undergraduate Curriculum. The objective of this project is to provide students with gas chromatography/ quadrupole mass spectrometry instrumentation to carry out inquiry-based laboratory experiments in a series of undergraduate analytical and organic chemistry courses. Quadrupole mass spectrometry techniques with gas chromatograph (GC/MS) offer a simple but powerful technique for the identification and quantitation of organic compounds. A number of experiments described in chemical education literature are being adapted for local use starting with an introductory analytical course at the freshman/ sophomore level. Target courses also include a recently developed environmental chemistry for chemistry majors with an environmental science emphasis, and an applied instrumental analysis course taken by those intending to teach at the secondary school level as well as by non-chemistry majors. More advanced mass spectrometry theory and applications via laboratory experiments are being presented in an instrumental analysis course. In addition to analytical courses, hands-on GC/MS experiences are being obtained by students enrolled in organic chemistry laboratories and undergraduate research projects, where GC/MS can be a valuable tool. The use of GC/MS instruments is very common in industrial laboratories where analysis is required of complex samples. It is essential that students have the opportunity for significant hands-on experiences with GC/MS techniques. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Bartak, Duane Curtiss Hanson Kirk Manfredi University of Northern Iowa IA Victoria M. Bragin Standard Grant 31550 7428 SMET 9178 7428 0000099 Other Applications NEC 9952720 June 1, 2000 Digital Signal Processing Laboratory for Real-Time Systems Design and Implementation. Engineering - Electrical (55) Real-time digital signal processing (DSP) embedded systems are becoming more pervasive throughout the engineering design industry. DSP is a major tool used in electrical engineering design solutions. Because of the increased reliance on digital systems in engineering solutions, the demands on signal processing continue to increase. It is of utmost importance that many of these systems operate in real-time. However, in most DSP curricula, the importance of real-time is not emphasized. It is the goal of this project to develop a laboratory that supports the design and implementation of real-time systems. This laboratory supports a three course sequence in DSP with accompanying hands-on laboratories. The first course focuses on DSP fundamentals and DSP algorithm implementation. The second course deals with real-time DSP issues such as real-time operating systems (RTOS), DSP architectures, parallel processors, system and software design issues, optimization, and programming techniques. The third course extends the fundamentals and real-time issues to adaptive signal processing topics that require real-time processing. This laboratory also supports the communications curriculum as well as the capstone design courses. Material developed for the laboratory is being distributed electronically through the internet. Material adapted in the DSP courses are primarily from three sources: 1) DSP Fundamentals course offered at the University of Massachusetts at Dartmouth, 2) the two courses Real-Time DSP Design and Adaptive Filtering offered at Georgia Institute of Technology and 3) DSP Teaching Kit and Design Workshop notes developed by Texas Instruments. Course syllabi, notes and laboratory experiments from these three sources are adapted to meet the objectives of the proposed DSP courses. The DSP Fundamentals course is providing materials for hands-on learning of DSP basics through real-time experimentation. Real-Time DSP Design provides the methodology to foster team work and real-time system design techniques. Adaptive Filtering is helping to promote advanced theory at the undergraduate level, and the materials from Texas Instruments is providing the tie to implementing all the systems in a real-time DSP hardware system. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Waldo, David Oklahoma Christian University OK Rogers E. Salters Standard Grant 37585 7428 SMET 9178 7428 0000099 Other Applications NEC 9952727 June 1, 2000 Integration of Optical Spectroscopy into the Undergraduate Chemistry Curriculum. Chemistry (12) As part of our continuing effort to integrate new technology into our curriculum, the chemistry department is constructing six desk-top laser systems with computerized data acquisition for use at the beginning level, and is integrating use of a more sophisticated laser laboratory facility into the advanced courses and independent study projects. These systems are helping us to organize and enliven instruction of our students in optical spectroscopy by replacing the current haphazard introduction to the nature of light and to spectroscopy with a coordinated progression of learning throughout our curriculum. Experiments from the Journal of Chemical Education and from laboratory texts are being adapted and modified in order to achieve this progression. The desk-top systems allow us to introduce laser based spectroscopy at the freshman level, with absorption spectrophotometry and light scattering experiments as well as demonstrations of fluorescence, refraction, diffraction and polarization of light. One or more experiments using these systems is carried out by students in each course during the first two years. To help our majors take advantage of the knowledge gained in lower-division courses, we are putting in place a laser laboratory centered initially on Raman spectroscopy, with the capacity to be extended to nanosecond time resolved kinetics studies. In addition to enhancing our own students' understanding of optical spectroscopy, the project is allowing development of equipment and experiments, applicable to introductory and upper level laboratories, that are appropriate for dissemination to other institutions. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Treichel, David Daniel Howell Nebraska Wesleyan University NE Susan H. Hixson Standard Grant 41728 7428 SMET 9178 7428 0000099 Other Applications NEC 9952730 January 1, 2000 Integration of Environmental Chemistry and Good Laboratory Practices Into Undergraduate Curriculum. Chemistry (12) This project makes use of an atomic absorption spectrophotometer and an accelerated solvent extraction system to improve the delivery of course content and integrate environmental chemistry and Good Laboratory Practices (GLP) into the curriculum. Experiments from standard literature and GLPs which reflect industry-based standards are being adapted for use in the curriculum. Connections between chemistry principles and real-life problem-solving skills are presented early in the training process. Experiments are designed to introduce students to essential components of real-world analysis including regulatory requirements, quality assurance, and information management. Three major areas are targeted, including sophomore level quantitative analysis, upper-level instrumental analysis, and undergraduate research experience. Typical laboratory exercise involves sample collection and handling, in line with EPA's GLP principles. The immediate impact includes (i) improved classroom learning resulting from experiences which show the relevance of science to real life, (ii) exposure of students to GLP elements such as quality assurance and statistical analysis, (iii) increased availability and use of high quality analytical instrumentation. Evaluation plans include use of an external evaluator, survey instruments to assess both the cognitive and affective aspects of student learning, exam performance, informal discussions with students, as well as feedback from instructors. Dissemination plans involve the development of laboratory manuals and publication of key results of the GLP-based environmental analysis in technical journals. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Sadik, Omowunmi SUNY at Binghamton NY Iraj B. Nejad Standard Grant 53204 7428 SMET 9178 7428 0000099 Other Applications NEC 9952732 May 15, 2000 Teaching and Learning of Chemistry Using LabWorksII in the Studio Paradigm. Chemistry (12) New methodologies are sought in order to improve student learning in science, mathematics, engineering and technology (SMET). As a result of previous NSF initiatives, numerous teaching and learning models have been developed and await widespread implementation. One model, the use of LabWorksII developed at the Air Force Academy, was a result of NSF initiatives. Our goal is the adaptation and full implementation of the use of LabWorksII in the chemistry courses allied-health chemistry, general chemistry, and analytical chemistry. We are integrating the use of LabWorksII interface units into the laboratories, developing courses, implementing on-going assessment measures, and disseminating results from the project. The expected outcome of this project is to increase student learning, satisfaction, retention, and enthusiasm for science, creating a better trained and more knowledgeable student who is more likely to pursue a career in the sciences. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Leavitt, Andrew Lucille Garmon Farooq Khan William Harper john storer University of West Georgia GA Susan H. Hixson Standard Grant 17589 7428 SMET 9178 7428 0000099 Other Applications NEC 9952735 April 15, 2000 Magnetism Tools for Learning and Assessment. Physics (13) The objective of this project is to produce an interrelated collection of easy-to-use and ready-to-go materials for the topics and concepts in magnetism that can be used as classroom materials, web assignments, or homework assignments. In addition, tools for pre/post assessment in the same area are being developed. These materials are employing TIPERs (Tasks Inspired by Physics Education Research) and are designed to be easy to incorporate, in part (or in whole), into existing courses and teaching styles. They are based on the efforts and recent developments in physics education research and are focused on developing materials in magnetism. This material development project envisions the incremental development over a period of years of a collection of related materials in a variety of new formats in targeted areas that are being classroom-tested and are leading to a large, full scale materials development project. The first stage targeted the area of electrically charged objects, static electric fields, and electric potential. This second stage is expected to be followed by several other stages focusing on thermodynamics, waves, optics, and modem physics. This project is a collaboration between two-year college and university physics professors who have worked together in the past. These materials are being classroom tested at several different institutions and are being made available in both print and electronic versions. This project facilitates the incorporation and application of the results of physics education research into classrooms and thus improve the learning of physics by students at post-secondary education institutions. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Hieggelke, Curtis David Maloney Thomas O'Kuma Joliet Junior College IL Duncan E. McBride Standard Grant 75000 7427 SMET 9178 7427 0000099 Other Applications NEC 9952740 May 15, 2000 Anthropomorphic Multimedia Theater for Interactive Statics Problems Solving. Engineering - Other (59) This project is addressing the challenge of curriculum attractiveness and efficiency in fundamental engineering. Its goal is to stimulate interest and enthusiasm among undergraduate students in pre-engineering, engineering, and engineering technology, and to foster more creative thinking and learning styles. Development and testing of one module for statics will result in educational material available on CD-ROM and the Internet which supplements introductory statics courses. The unique feature of this effort is that anthropomorphic machine parts and engineering formulas will interact with each other, with the students, and with audiovisual representations of the world's greatest scientists. Modules are emphasizing methods of system and process identification, pattern analysis and synthesis, simultaneous conditions, engineering modeling and approximation, and the 'teamwork' of these methods in maximizing thinking and learning efficiency. The project is a collaboration between Northern Illinois University and two community colleges, Elgin Community College and Rock Valley College. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Song, Xueshu Northern Illinois University IL Rogers E. Salters Standard Grant 110000 7427 SMET 9178 7427 0000099 Other Applications NEC 9952747 January 1, 2000 Conceptual Learning in a MST Laboratory Environment for K-6 Preservice Teachers. Interdisciplinary (99) The New York Learning Standards for Mathematics, Science and Technology (MST) call for changes in the way mathematics and science are taught in the classroom, including in particular an increased emphasis on inquiry-based and problem-based learning. Since these reforms have key implications for teacher preparation programs, this project is obtaining specific computer technology, software, and accompanying data acquisition instrumentation to be configured in a laboratory/classroom environment conducive to inquiry- and problem-based learning and teaching. This resulting MST Laboratory is enabling prospective K-6 teachers to construct the critical links between mathematical analysis and scientific investigation and to develop the technological competence necessary to teach in accordance with the NYS MST Learning Standards. Project activities include adoption, adaptation and implementation of materials and technology for six mathematics- and science- related courses to be taught in the integrated MST Laboratory. These materials and educational practices are being adapted from the Long Island Consortium for Interconnected Learning and other projects in the Mathematical Sciences and their Applications Across the Curriculum Initiative. St. John Fisher College is a founding member of the New York State Coalition (NYSC) which is comprised of some thirty two- and four-year colleges. Dissemination of the results of this project is being facilitated by the NYSC. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Freeman, Carol Allen Emerson St. John Fisher College NY Calvin L. Williams Standard Grant 46396 7428 SMET 9178 7428 0000099 Other Applications NEC 9952748 February 15, 2000 Integration of GC/MS Into the Undergraudate Curriculum. Chemistry (12) This project uses gas chromatography/mass spectroscopy (GC/MS) experiences to enhance the undergraduate curriculum. The instrumentation is incorporated into the laboratory component of seven courses including general chemistry, organic chemistry, instrumental analysis, three advanced courses (organic, inorganic and analytical), and undergraduate research. This instrumentation adds a new and necessary dimension to the array of equipment used by students to solve real and complex problems. Based on a belief that it is important for students to comprehend the fundamental physical and chemical principles involved in GC/MS, to understand the major design features of the instrumentation, to recognize appropriate applications of the technique, and to appreciate the limitation of the data provided by GC/MS, this project will add an important practical component to courses where before it was only possible to present theoretical descriptions of GC/MS through classroom instruction. A series of experiments, beginning with the first term of general chemistry and extending through the senior year, are being adapted from the educational chemical literature (primarily the Journal of Chemical Education) and implemented. Through these laboratory experiences students are learning to interpret isotopic mass and abundance data, to interpret fragmentation patterns, to analyze complex mixtures and to make qualitative identifications through use of library match software. They are also developing a sound background in the fundamental operating principles of the technique. The unique feature of this project is the sequenced manner in which GC/MS experiences are built into the curriculum at three levels and integrated to develop the student's comprehension of the technique through multiple direct experiences. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Muzyka, Jennifer John Miles Jose Workman Centre College of Kentucky KY Pratibha Varma-Nelson Standard Grant 37507 7428 SMET 9178 7428 0000099 Other Applications NEC 9952749 June 1, 2000 Extending Software Engineering Teamwork Beyond Physical and Curricular Boundaries. Software Engineering (34) This project adapts materials from six exemplary university programs along with an integrated suite of CASE and collaboration tools to the Hiram College environment. At Hiram College software engineering is distributed over several courses taken by both traditional computer science majors and weekend college computer systems management majors and minors (adult learners). It will directly affect approximately 50 undergraduate students per year. The project creates a software engineering laboratory, consisting of PCs outfitted with state-of-the-art CASE and implementation software, along with collaboration tools, an instructors' station and server containing projects at various stages of their life cycle, and projection and collaboration tools to allow both local and remote group work. With the laboratory configuration, the lifetime of a single project, as in the real world, extends beyond the boundaries of a single course, or even an academic year. After two years, Hiram College has committed to maintaining the laboratory and sustaining the project. With growing interest in both traditional and weekend programs offered by the computer science department, they expect 75 - 100 students per year to benefit from the facility in the future. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Slotterbeck, Oberta Ellen Walker Hiram College OH Robert Stephen Cunningham Standard Grant 69140 7428 SMET 9178 7428 0000099 Other Applications NEC 9952750 February 1, 2000 A Virtual Classroom Experiment for Teaching the Economic Principles of Engineering Design. Engineering - Other (59) As decision-makers, engineers must be knowledgeable and competent in multiple aspects of design. Engineering is more than a problem solving activity focusing on simply the expected performance of designed artifacts. Consideration must also be given to the economic consequences of design decisions on life-cycle issues. A major challenge to undergraduate engineering education is to increase student competency in the economic elements that are such a critical part of the engineering process. To succeed, the fundamentals of economics needs to be introduced early and reinforced throughout the undergraduate program. The objective of this project is to conduct an experiment to determine whether a virtual classroom environment is improving proficiency in the economic principles of engineering design. As envisioned, the virtual classroom is providing the basic introduction to economics for engineers. Also, it serve as a continuing resource for undergraduates and for practicing professionals. Farther reaching, this research is an integral part of a longer-term and broader vision to build an undergraduate program for selected core courses in the engineering curriculum. It is anticipated that through computer-based learning methods utilized at the undergraduate level, higher quality core engineering courses can be offered to more students in a very cost-effective manner. This project is a collaborative effort. At the conclusion of this research, an electronic version of the course will be made available via the Internet and will include modularized course notes, software, materials for testing/assessment, and industrial case studies. The Division of Undergraduate Education (DUE) themes directly addressed by this research include faculty development, diversity, and integration of technology in education. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Sullivan, William Janis Terpenny Virginia Polytechnic Institute and State University VA Rogers E. Salters Standard Grant 180000 7427 SMET 9178 7427 0000099 Other Applications NEC 9952757 August 1, 2000 SimEcon: Economics Issues and Principles. Economics (82) This project entails the design, development, dissemination, and assessment of "SimEcon," a CD-ROM package of 16 interactive economic computer simulation modules for use with a standard economics text in principles of economics courses. SimEcon provides students with a set of topic-specific modules in which they are expected to put the introductory economic course material to work and "learn by doing." Each module attempts to capture the complexities of an aspect of the economic system that cannot easily be conveyed with more static teaching tools, i.e. blackboards or workbooks. Each module allows the student to make decisions about different economic variables, view the results of their actions, and improve their decisions based on their results. The project's primary objective is to add value to economic education by producing a technological tool, SimEcon, that will allow students to develop deep cognitive learning, problem-solving, and analytical skills based on active, dynamic involvement with the lessons contained in each economic simulation. The second goal is to evaluate the impact of using the modules in a variety of learning environments. The modules may be used as the basis for class activity or lab sessions, writing assignments, distance learning, on-line courses, and outcomes assessments. The third objective is to broadly demonstrate and distribute SimEcon to instructors who will use the modules in their principles courses. We are currently working with several instructors at regional community colleges, and 4-year colleges and universities, and will actively recruit additional instructors to beta test and use SimEcon throughout the project period. Module topics include: economic growth, market analysis, benefit-cost analysis, open and closed macroeconomics, utility maximization, cost minimization, competitive markets, monopoly, oligopoly, labor markets, exchange rates, income distribution, trade negotiations, externalities, and banking. Modules contain student instructions, term definition pop-up windows, tabular quantitative results and/or graphical output displays. The breadth of the package allows instructors to select a subset of modules that is suitable for their course coverage, student audience, and available time. The modules enable students to learn by making decisions in repetitive economic experiments, evaluate the results of their choices, revise decisions over designated time periods, and write conclusions based on their outcomes. The project is a collaboration between professors at two universities. Both professors have used 4 modules in their courses (E-Growth, Markets, DrugWars, and Macro1) and have revised them based on trial use. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Bresnock, Anne Neil Garston Cal Poly Pomona Foundation, Inc. CA Myles G. Boylan Standard Grant 557950 7427 SMET 9178 7427 0000099 Other Applications NEC 9952759 March 15, 2000 Teaching Advanced Surface Mount Technology. Engineering -Technology (58). This project is addressing three areas in the field of electronics-manufacturing technology known as Surface Mount Technology (SMT): 1)Implementation of SMT as a replacement technology for older component technologies; 2)Education of other faculty members on SMT concepts, since they must now be able to utilize SMT-type components in their courses; 3)Quantitative analyses of SMT-implementation processes. These areas must be addressed not only at Purdue, but at all institutions which use older-style "through-hole technology" (THT) components. These components are widely used in Electrical Engineering and Electrical Engineering Technology programs because their lead configuration allows easy use of temporary connection systems known as breadboards. However SMT components do not lend themselves for easy use of breadboards. The second issue follows the first, since faculty must also understand SMT as many of the integrated circuits used in their courses are now only available in SMT packages. In addition, quantitative analysis is a cornerstone of any SMET curriculum. Currently many of the process steps in SMT are taught using qualitative analysis of results. The ideas for this project are adapted from the NSF-sponsored, "Faculty Enhancement Workshop on Assembly and Packaging of Microelectronic Devices". The equipment is being used to implement ideas in the area of absorption of moisture by IC packages, opening and inspection of microelectronic packages, and laboratory on board level packing. In addition, the implementation of these topics at Purdue will add quantitative measurements of the microelectronic and board level packages. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Blackwell, Glenn Purdue Research Foundation IN Rogers E. Salters Standard Grant 14987 7428 SMET 9178 7428 0000099 Other Applications NEC 9952765 February 1, 2000 Integrating Business and Ethics in Engineering Curricula. Engineering - Other (59) This project addresses the need to address business and ethics issues in mainstream engineering courses. In order to assist engineering faculty with developing skills to create suitable classroom and computer-based modules that incorporate the business and ethics components of technical problems, this project is compiling a resource guide, offering an intensive, "hands-on" workshop. The PIs have adapted the approach of short, focused faculty workshops on integrating ethics in technical courses from the Center for the Study of Ethics in the Professions at the Illinois Institute of Technology followed by ongoing support, which was developed by the project's external consultant. The implementation of the two models will produce educational materials that weave business and ethics into mainstream engineering courses. This project is also providing ongoing support and conducting follow-up sessions. The main goal of the project is to help students become aware of the business and ethical dimensions of technical problems and use business and ethics frameworks in engineering decision making. To achieve this goal, engineering faculty will develop educational modules based on case studies, which are being incorporated into selected existing engineering courses. This project is targeting three introductory engineering courses, with an audience of about 180 students per academic year (for maximum impact), as well as engineering courses in later semesters (to reinforce the concepts), with an audience of about 20 students per academic year each. Ultimately, this effort is creating a model for educational material development and faculty enhancement, which is being applied to additional engineering courses. This project addresses educational material development, faculty development and integration of technology in education. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Pantazidou, Marina John Hooker Indira Nair Susan Ambrose Peter Madsen Carnegie-Mellon University PA Rogers E. Salters Standard Grant 100000 7428 SMET 9178 7428 0000099 Other Applications NEC 9952773 February 15, 2000 Enhancement of an Advanced Integrated Student Optics Course. Physics (13) This project improves the advanced optics course for physics undergraduates. This is being done primarily through the implementation of new laboratory experiments which illustrate basic concepts in hard-to-grasp topics. The lab experiments are being housed in a newly renovated laboratory space specifically devoted to the course and located near the classroom. The same equipment is being used both for classroom demonstrations and homework/laboratory exercises. This allows a close integration of analytical and laboratory experiences. Students are being encouraged to work in teams in the laboratory and in the classroom. The new laboratory setups better prepare students for future research situations where an intuitive connection between theory and practice is essential. Specifically, this project is bolstering curriculum in the areas of lens system design, laser cavity performance, coherence theory, and quantum optics. Students are using Zemax raytracing software, studying Gaussian laser beams and cavities, performing Fourier spectroscopy, and viewing quantum interference effects. The particular topics were chosen because they illustrate fundamental concepts while providing students with hands-on exposure to contemporary equipment and optical methods. A modest amount of support is also being used for the development of computer animations for illustrating advanced optical concepts, animations which can be viewed over the internet. The goal is to provide a multifaceted learning experience where students are motivated to master analytical concepts through improved visualization and experience. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Peatross, Justin Brigham Young University UT Duncan E. McBride Standard Grant 58616 7428 SMET 9178 7428 0000099 Other Applications NEC 9952774 June 1, 2000 Development of Educational Materials for Undergraduate Online Programs in Information Engineering Technology. Engineering - Other (59) This project is to helping increase the pool of well-educated and highly skilled Information Technology (IT) workers. The project addresses the severe current national shortage in the IT workforce (about 400,000 IT workers in 1999) that is, unfortunately, projected to persist well into the 21st century (about 1.3 million IT workers in 2006). Targeted audiences for the project include: a) community college on-campus traditional and returning students, and b) off-campus distance students and adult learners. The project aims to provide Online Educational Materials (OEM) for courses in Information Engineering Technology (IET) and Computer Science Technology (CST) areas at the community college level. Objectives of and major methods being employed for the project to reach this goal include: 1) development of online educational materials for twelve (12) advanced courses in undergraduate Information Engineering Technology, 2) design and development of a prototype of a Web-based Instructional (WBI) tool that will comprise various modern communication technologies (for example, audio-, video-, and data-conferencing, application/document sharing, chat servers), 3) development of a User Manual for WBI tool that will help faculty and students to customize its features into their respective educational environments, 4) "beta"-testing of OEM at collaborating institutions, including historically black educational institutions, and evaluation of OEM by internal and external (both, national and international) experts, 5) intensive utilization of the "IT Competency Profile" that follows the Tech Prep model and NSF Northwest Center on Emerging Technologies IT Skills Standards, and 6) continuous faculty development on Web-based training and Web-based teaching in IET. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Uskov, Vladimir John Erwin Ashraf Saad Sam Geonetta Jan Donley Larry Waldrop Karen Blocher University of Cincinnati Main Campus OH Gregory B. Tait Standard Grant 249838 7427 SMET 9178 7427 0000099 Other Applications NEC 9952775 June 1, 2000 ZAP! To Basics: Introductory Electromagnetism Laboratory. Physics (13) As part of a multiyear campus-wide curriculum reform effort, the Physics Department at the Colorado School of Mines is implementing a new curriculum and instruction for the calculus-based introductory physics core sequence for its engineering majors which is aligned with the ABET 2000 criteria. This project addresses the second semester of the introductory sequence (electromagnetism and optics, or Physics II) which has been undergoing development over the past two years culminating in a pilot offering in the spring 1999 semester. While the integration of the learning activities in the new curriculum design cannot be overemphasized, the focus of this project is the laboratory component which adapts the MlT/Caltech "ZAP!" approach to fit a more traditional curriculum emphasis and delivery mode. The novel ZAP! approach places significant emphasis on design and fabrication of electronic circuits which is highly experiential and well aligned with these ABET 2000 criteria. However, in its current form, ZAP! is not deliverable within the time traditionally allocated to laboratories in the introductory physics sequence. In the modified Physics II laboratories the design/fabrication goals of ZAP! are adapted to fit traditional resource constraints, delivery modes, and curriculum emphasis. Limited prototype models of specialized equipment; and circuits for these laboratories have been designed, fabricated, and tested in the pilot course. This project involves the implementation in the entire course. In their modified form these novel laboratory experiences could be readily adopted by other physics departments serving engineering programs. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR McNeil, James Bruce Meeves Colorado School of Mines CO Duncan E. McBride Standard Grant 115318 7428 SMET 9178 7428 0000099 Other Applications NEC 9952776 May 1, 2000 Motion Analysis in Undergraduate Kinesiology and Biomechnics. Biological Sciences (61) The teaching of kinesiology has been revolutionized by the integration of technology throughout the curriculum, from data collection and analysis to the application of findings in educational and work site environments. This project strengthens the undergraduate coursework in the Health and Human Performance Department by integrating motion analysis equipment into student learning experiences. Integration of motion analysis instrumentation into course work is being accomplished by adding interactive demonstrations to lectures, providing hands-on laboratory experiences, and encouraging student research projects that utilize motion analysis equipment. The exercises students will perform are adapted from Carol Widule's manual, Biomechanical Foundations of Motor Skills with Computer Applications, which serves as a source of validated comprehensive electromyographic experiments. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Duoos, Bridget University of St. Thomas MN Terry S. Woodin Standard Grant 40581 7428 SMET 9178 7428 0000099 Other Applications NEC 9952794 February 15, 2000 Integration of FT-NMR Spectroscopy Throughout the Chemistry Curriculum. Chemistry (12) Fourier transform applications to NMR have revolutionized chemical inquiry. FT-NMR spectroscopy plays an essential role in the undergraduate chemistry curriculum. In this project, an older continuous-wave NMR which has been converted to a modern multinuclear Anasazi EFT-60 FT- NMR plays a key role in achieving the goal of obtaining the sophistication and speed of FT-NMR. Such upgrades have proven to be a low-maintenance and cost-effective alternative to expensive high-field NMR spectrometers for small undergraduate schools. The long-term goal is the integration FT-NMR spectroscopy throughout the curriculum to produce graduates educated in the technical and scientific aspects of modern FT-NMR spectroscopy. Beginning with the freshman courses (General Chemistry, General Chemistry for Allied Health Professions, and Chemistry , Environment and Health) students are introduced to FT-NMR spectroscopy both theoretically and experientially through a series of experiments designed to require "hands-on" involvement. As students progress through the chemistry curriculum (Organic, Instrumental Analysis, Biochemistry, Advanced Inorganic and Physical Chemistry) they perform experiments that develop technical competency in preparing samples and running routine 1H and 13C NMR spectra. By graduation, the chemistry major experiences 2D- and heteronuclear techniques by means of thorough, well-planned experiments that demonstrate the breadth and applications of modern FT-NMR spectroscopy. These experiments are introduced in a measured incremental fashion and are adapted from recent literature (primarily the J. Chemical Education). The non-science major is introduced to FT-NMR spectroscopy so they can respect and appreciate the necessity of sophisticated instrumentation in modern chemistry. Continuous assessments using both external (Advisory Board) and internal evaluations provide feedback and guidance on the success of the project as a significant curricular enhancement. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Cox, Daryl Paul Reinbold Southern Nazarene University OK Harry Ungar Standard Grant 40435 7428 SMET 9178 7428 0000099 Other Applications NEC 9952795 January 1, 2000 Interdisciplinary Applications of Fluorescence in Undergraduate Science. Interdisciplinary (99) To support two new interdisciplinary majors in biochemistry and neuroscience, science faculty at Drew University are introducing the technique of fluorescence across the curriculum. The project seeks to bridge gaps in modern instrumentation necessary to enhance these majors, to overcome compartmentalization both within and between several science departments, to strengthen connections between the introductory and advanced levels of laboratory instruction across disciplines, and to increase interdisciplinary connections for students at all levels of classroom and laboratory instruction and undergraduate research. The project is purchasing a fluorescence scanner, inverted fluorescence microscopes, and spectrofluorometers to support the introduction of new laboratory exercises in introductory and advanced courses in biochemistry, biology, chemistry, neuroscience, and archeology. Current laboratory exercises are also being enhanced, since the amount of equipment available for students in science courses is being increased. The project is expanding the novel use of "Student Experts" to facilitate cross-disciplinary learning, expanding the involvement of RISE fellows (distinguished, recently retired, industrial scientists at Drew) in teaching and mentoring undergraduate students, and enhancing undergraduate research opportunities available on campus. The project's model for studying neurobiology is being adapted from programs at Wellesley College and Macalester College (both supported by earlier NSF funding - USE #9251547 and DUE #9552134). In addition, material from an NSF funded chemistry project (DUE #9350850) is being adapted for use in chemistry coursework that supports the new interdisciplinary major programs. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Chang, Victoria Louise Temple Roger Knowles Juliette Lantz Drew University NJ John R. Haddock Standard Grant 99797 7428 SMET 9178 7428 0000099 Other Applications NEC 9952797 January 1, 2000 An Interdisciplinary Project-Based Laboratory Curriculum in Chemistry Based on Ion Chromatography. Chemistry (12) This project is developing an interdisciplinary, multi-week, project-based, cooperative-learning laboratory program in freshman chemistry and in two analytical chemistry courses. This project combines the disciplines of biology, environmental science and chemistry in investigating the area of phytoremediation or the use of hyperaccumulators, plants capable of accumulating metal ions to reduce levels of metal in soils. Investigations outlined in journals such as Science, J. Environ. Qual., and J. Geochem. Explor. are being adapted for use in this project. An objective is to guide the students away from simply memorizing scientific concepts and toward guided scientific inquiry with an emphasis on interdisciplinary work. Students (a) learn experimental techniques, (b) learn concepts required to understand the problem they choose to investigate, (c) select the "problem" to investigate, (d) design the experimental methods, (e) conduct the data collection, (f) analyze the results and (g) communicate their findings to their peers in a seminar format. By working to solve open-ended problems that are of interest to them and are interdisciplinary in nature, students learn to think critically and become better problem solvers, and the learning process becomes more exciting and relevant. Early exposure to interdisciplinary problem solving encourages students to enthusiastically remain in science and to have successful undergraduate research experiences. While studies have shown that project-based, cooperative learning increases achievement for students of all ability levels from diverse academic backgrounds, this type of learning is shown to be particularly beneficial to female, minority, or handicapped students. The major instrument that is essential for the development of this project-based curriculum is a dual-channel ion chromatography system suitable for determining anions and Group I and 11 cations with electrochemical detection, or transition metal cations and organic compounds with absorption detection. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Holmes, Bert Debra Van Engelen University of North Carolina at Asheville NC Iraj B. Nejad Standard Grant 64909 7428 SMET 9178 7428 0000099 Other Applications NEC 9952799 March 1, 2000 Essential Mathematics for Middle School Teachers. Mathematical Sciences (21) The Department of Mathematics and the School of Education at James Madison University, in collaboration with the Rockingham County, Augusta County, and Harrisonburg Public Schools are creating a new program for the preparation of future middle school mathematics teachers. The project is adapting materials from other programs and projects, including the Middle School program in mathematics at Illinois State University. The new courses will have the mathematical content and pedagogy as suggested in guidelines promoted by the Mathematical Association of America and the NCTM Standards. Each course is being developed by a team consisting of James Madison University faculty and a practicing middle school teacher. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Carothers, David Emma Savage-Davis James Madison University VA Lee L. Zia Standard Grant 61589 7428 SMET 9178 7428 0000099 Other Applications NEC 9952801 January 15, 2000 Remotely Operated Laboratory for Undergraduate Engineering Courses in Control and Dynamic Systems. Engineering - Mechanical (56) This project is developing a remotely operated laboratory which allows students to initiate, conduct and conclude control and dynamic systems laboratory exercises involving physical hardware. Using a computer interface, they can receive visual and auditory sensory feedback and obtain and respond to experimental data, just as they would if they were physically present in the laboratory with the equipment. In this project, the student uses facilities which would otherwise be inaccessible for reasons of safety, time or environmental constraints, without requiring a laboratory monitor or physical access. Students can also schedule and conduct laboratory exercises without requiring a lab monitor or physical access, remotely use expensive or unique equipment, and collaborate in real-time with remote co-experimenters. Recent technological advances in networking, real-time control, data transfer, and graphical-user-interfacing have made a cost-effective remote laboratory possible. The remotely operated laboratory is being developed for "hardware in the loop" control of ten physical domain systems. There are three interdependent and interdisciplinary facilities: a Design and Simulation Facility and Basic- and Advanced- "hardware in the loop" Facilities. Laboratory development, methodologies, procedures and a sample curriculum are being documented and disseminated. The educational use of feedback laboratory equipment is adapted from several institutions, amongst which are the University of Illinois, Urbana-Champaign, SUNY-Buffalo, and Tennessee State University. The use of feedback equipment with MATLAB applications is also adapted from several institutions, amongst which are Auburn University, Boston University, and City College. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Shtessel, Yuri C. Johnson R.David Hampton Robert Middleton University of Alabama in Huntsville AL Russell L. Pimmel Standard Grant 52901 7428 SMET 9178 7428 0000099 Other Applications NEC 9952806 June 1, 2000 Computational Science Across the Curriculum. Computing - Other (35) Interdisciplinary (99) The emerging field of computational science, at the intersection of math, computer science, and science, offers an interdisciplinary approach to scientific research that is used in industry and academic settings. In order to be prepared for graduate studies and the workplace, students need experience in computational science. The problem at the undergraduate level is a lack of educational materials for computational science. The goal of this educational materials development project is to create course materials and a curriculum that culminate in a comprehensive, interdisciplinary minor in computational science. A team of faculty members from a variety of disciplines is developing, evaluating, performing in-class testing, and disseminating materials for computational courses in biology, chemistry, environmental science, mathematics, neuroscience, physics, and psychology. The new courses emphasize critical thinking and problem solving skills. Students in science, math, computer science, and pre-service secondary education are the target audience for this curriculum. Features of the minor include a seminar to encourage involvement by under-represented groups (e.g., women and minorities), core courses in computational science to provide the necessary mathematical and computational background, discipline-specific courses to generate interest and provide direct application of computational science skills, and a capstone collaborative research experience in computational science. The curricular materials are being site-tested and evaluated at various institutions to enhance their effectiveness and adoption across diverse student populations. Strategies to widely disseminate the proposed materials include publication via the Web and commercial publishers, discipline-specific conference presentations, and hosting a computational science conference. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Vakalis, Ignatios Wayne Becktel Jens Hemmingsen Andrea Karkowski Terry Lahm Capital University OH Robert Stephen Cunningham Standard Grant 396075 7427 SMET 9178 7427 0000099 Other Applications NEC 9952807 September 1, 2000 A Faculty Development Program for Quantitative Reasoning Across the Curriculum. Interdisciplinary (99) The goal of this project is to develop a program in quantitative reasoning (QR) across the curriculum. This development involves the adaptation and implementation of ideas and materials from successful Mathematics across the Curriculum (MATC) programs at other institutions, notably Wellesley College, Dartmouth College, and DePauw University. This project was inspired by the report of the Mathematics Association of America, "Quantitative Reasoning for College Literacy" (1997). The participating faculty will read "Why Numbers Count: Quantitative Literacy for Tomorrow's America," edited by Lynn Steen. The development of this program presents a unique challenge. We have in place the foundational pieces of a QR program and are now pressing ahead with faculty professional development. We believe that an important step in building a successful QR program is to increase awareness, understanding, enthusiasm, and applications of quantitative reasoning across campus. Our approach to supporting this goal is to bring four scholars to campus to lead interactive workshops for faculty as we adapt and modify their ideas to create QR courses across the academic disciplines. The visiting scholars have been chosen based on direct involvement with successful MATC programs, courses and/or workshops at University of Nevada (Reno), Trinity College, the University of Tennessee (Knoxville), and Dartmouth College. We are offering follow-up workshops led by the principal investigators for the purpose of developing specific course materials to be included in QR courses at our college. These workshops are engaging twenty faculty members with the goal of creating or modifying at least twenty courses to incorporate quantitative reasoning components. This QR program will have an impact on all undergraduate students, beginning with those young women entering in fall 2000. Additionally, we believe the QR program at our institution will provide a model to follow for other liberal arts colleges, especially those accredited by the Southern Association of Schools and Colleges (SACS). CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Diefenderfer, Caren Patricia Hammer Hollins University VA Myles G. Boylan Standard Grant 27289 7428 SMET 9178 7428 0000099 Other Applications NEC 9952812 January 1, 2000 Web-Based Multimedia Textbook in the Behavorial Neuroscience. Biological Sciences (61) The goal of this project is to develop a World Wide Web-based electronic textbook in behavioral science integrating, standard text-based expositions of theory and data, and a multimedia database, and demonstrations of major experimental paradigms. The text-based expositions cover the same material expected in a standard behavioral neuroscience textbook. The advantage of putting it in electronic form is to facilitate its integration with the other components. The multimedia database includes streaming video to demonstrate a variety of behavioral phenomena such as aphasia and autism, brain imaging technology, and laboratory procedures in basic neuroscience. The video also demonstrates clips of influential neuroscientists in their laboratories describing the importance of their work, and numerous color static graphics of many kinds such as brain images, graphs of data, pictures of laboratory equipment, pictures of experimental stimuli, graphic depictions of theoretical models, etc. Java programs demonstrate the major experimental paradigms. Students are able to experience the task from the subject's point of view and see what it was like to participate in the experiment. In many instances students are able to compare their own data to data from normal subjects and data from patients with particular deficits. As a first step toward the goal of creating the electronic textbook and in accordance with the "proof of concept" status of this project, one chapter, "Language and the Brain" is being developed in full. Only selected portions of the chapters on human reasoning, attention, perception, and autism is being developed. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Lane, David Daniel Osherson James Pomerantz Randi Martin Geoffrey Potts William Marsh Rice University TX Herbert Levitan Standard Grant 74932 7427 SMET 9178 7427 0000099 Other Applications NEC 9952816 January 1, 2000 Ecology Curriculum Reform: Integrating Innovative Teaching and Global Change Technology. Biological Sciences (61) Our plan to reform curriculum in the Ecology Program Area within the Biology Department at San Diego State University (SDSU) focuses on providing biology majors and non-majors with a greater understanding of ecological concepts by fusing innovative teaching with cutting-edge technology. Three Ecology faculty are collaborating to bring real-time global change technology, scientific inquiry, and field studies into a non-majors' ecology course and six biology-majors' core and advanced ecology courses. Two dedicated teaching towers are being placed at two field stations, and one portable tower is being set up on campus. Our goals include enhancing the use of field stations in education, enhancing students' higher order thinking skills for understanding ecological concepts, and increasing students' understanding of Mediterranean ecosystems. This project adapts science educational methods that enable students to acquire and use atmospheric and related integrated data in classes, such as those used by the GLOBE Program (http://www.globe.gov) and the Unidata Program (http://unidata.ucar.edu), to take advantage of unique resources available at SDSU. The adaptation at SDSU involves using: (a) state-of-the-art technology established at SDSU for global change research, and (b) our two field stations located across an elevational gradient of Mediterranean habitats. With this instrumentation, students can measure atmospheric carbon dioxide concentrations, as well as microclimate, net radiation, and energy balance. As a result of this exciting innovation, we expect our students to understand the process of scientific inquiry, including hypothesis construction and data acquisition and analysis, and to make scientific inferences from their results and communicate information, both orally and in writing. This educational enhancement reaches about 650 students per year, including members of underrepresented minorities (about 50% campus-wide) and prospective teachers. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Williams, Kathy Walter Oechel Douglas Deutschman San Diego State University Foundation CA Susan H. Hixson Standard Grant 79839 7428 SMET 9178 7428 0000099 Other Applications NEC 9952819 May 15, 2000 Solving the Distance Learning Problem Through "Super-Teaching". Interdisciplinary (99) Distance learning is exploding in popularity. But is such learning "as good as" traditional learning? How, exactly, is it different than traditional learning? And is it possible that intensely interactive courses (via, e.g., such pedagogical techniques as the Socratic method and hands-on robotics) can be successfully rendered in the distance mode? There are still no answers to this important question. One reason is that much research on this subject has been flawed in certain specific ways -- ways recently summarized in "What's the Difference? A Review of Contemporary Research on the Effectiveness of Distance Learning in Higher Education (Institute for Higher Education Policy for the American Federation of Teachers and the National Education Association, 1999). This project is testing the feasibility of a solution that comes in (at least) two parts: (1) The first part is to harness a quartet of advanced information technologies -- "2D" virtual reality, avatars, artificial agents, and high-bandwidth networks -- to turn the tables on the problem by enabling what we call "super-teaching," which allows distance education to have the tried-and-true distinguishing features of quality classroom education. The "human factor" is absent in today's distance education (or at least severely minimized). Super-teaching is devoted to giving distance learning the same intimate feel as traditional face-to-face instruction. (2) Carry out three experiments, one for each of three courses (1. Introduction to Logic; 2 Philosophy of Artificial Intelligence; 3 Introduction to Cognitive Robotics). Each experiment is a controlled one covering a substantial part of each course. (Subjects are being assigned on the basis of aptitude and skill in the relevant domains, and the PIs are examining both performance on post-tests and satisfaction (as expressed in surveys).) While these three courses share an intellectual foundation (logic and computation), they are nonetheless fundamentally different in promising ways. The first course is a large-enrollment course that does not put a premium on face-to-face interaction between student and instructor; and the course seeks to cultivate a very specific skill: proof construction. The second course, Philosophy of AI, is a traditional philosophy course centered around the Socratic method; this course is perhaps as interactive as a course can get. The emphasis in this course is on cogent argumentation in clear English. The third course is also interactive, but in a different way: students and instructor work together around physical objects (sensors, effectors, logic controllers, etc.). The objective is to determine whether or not first-rate distance learning can take place for courses as intensely interactive as the second and third. We hypothesize that our results will show super-teaching to be nearly as effective as intensely interactive face-to-face instruction on our campus. The final part of the solution would involve generalizing and sharing super-teaching with others in the United States, but a plan for doing so would be part of a full scale development effort that lies in the future. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Bringsjord, Selmer Ronald Noel Rensselaer Polytechnic Institute NY Myles G. Boylan Standard Grant 105619 7427 SMET 9178 7427 0000099 Other Applications NEC 9952821 March 1, 2000 A New Approach to College Algebra and Precalculus. Mathematical Sciences (21) This project at California State University - San Bernardino (CSUB) is addressing low retention and success rates often encountered in lower division mathematics courses typically labeled College Algebra and/or Pre-calculus. Both science and non-science majors enroll in such courses, with some students seeking to satisfy General Education requirements and others pursuing major requirements. To confront this mix of backgrounds and goals, courses are being restructured in two ways. First, the introduction of projects applicable to the students' major is helping students see the relevance of the material and encouraging them to write about mathematics. Second, the use of a prototype software package allows the instructor flexibility in terms of class structure and involves the student as an active participant. Using HTML, Java and JavaScript, the software application offers information, demonstrations and exercises that cover the topics in an engaging manner. The software use ranges from simply supplying follow-along examples, to individualized concentration on particular areas. Its flexibility permits it to either accompany a text or become the primary source of course material. The package can be offered through a WWW server or run on individual machines using only a web browser. A small computer software package for the College Algebra course has already been created and tested. Class use of this software indicates increased retention rates among students. In this project the current package is being polished, as well as expanded, and topics from Pre-calculus are being added. The resulting software is forming a cohesive unit that can be easily adapted by other institutions. Evaluation efforts include measuring students' attitudes towards mathematics and its relevance both in the restructured sections as well as traditionally taught sections. The software package is being tested both here and at other sites, not only for factual information and appropriateness of exercises, but also for a measure of the student learning and instructor reaction to this mode of presentation. Finally, retention and success rates are being compared across different institutions. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Fischman, Davida Peter Williams Danny Rinne Joan Hallett California State University-San Bernardino Foundation CA Lee L. Zia Standard Grant 175000 7427 SMET 9178 7427 0000099 Other Applications NEC 9952822 July 1, 2000 An Integrative Curriculum in Earth, Human, and Environmental Sciences. Interdisciplinary (99) The Department of Geography and Geology at Mount Holyoke College is redesigning and reorganizing several separate curricula into an integrated Earth and Environmental Sciences program. This curricular revision responds to three major concerns: the need to improve the scientific and environmental literacies of student-citizens, the continued underrepresentation of women and people of color in science, and limited integration of the links between science and society; as well as, between natural and social systems in science curricula at all educational levels. The goal of this project is to provide students with a fundamental understanding of the dynamics and interdependency of Earth's system by placing their study in cultural and historical contexts and with investigative experiences doing science so that students can understand science as a process of inquiry. The project goal is being achieved by 1) designing an integrative, place-based curriculum that emphasizes processes of science from the introductory to advanced levels, 2) focusing on investigative projects, group and individual learning, and peer teaching, 3) using interdisciplinary approaches to examining Earth systems to emphasize links between natural and social systems, 4) emphasizing important skills in communication, critical thinking, problem solving, 5) making interdisciplinary connections of ideas and knowledge, and 6) embedding diverse internal assessment strategies in the curriculum. This program will help to increase the diversity of scientifically and environmentally literate student-citizens who can critically evaluate issues on Earth's systems ranging from basic scientific knowledge and methods to cultural/societal contexts of environmental problems. This project, addresses these concerns by adapting and implementing ideas and strategies from successful models to develop a program that better serves young women citizens and scientists. The pedagogical models being adapted by this project come from a variety of other successful projects and include hands-on, inquiry based and experiential teaching approaches, student-student and student-faculty learning partnerships, and constructivist "learning cycle" sequences in the new curriculum. The project is being evaluated by a consultant who is developing a mixed method approach for both the formative and summative evaluations. Dissemination of the new curriculum and the evaluation results is planned through conference presentations, workshops, including one for local K-12 teachers, and a website. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Savoy, Lauret Melinda Dyar Thomas Millette Mark McMenamin Steven Dunn Jill Bubier Michelle Markley Girma Kebbede Alan Werner Mount Holyoke College MA Mark James Burge Standard Grant 170000 7428 SMET 9178 7428 0000099 Other Applications NEC 9952826 June 15, 2000 A New Approach to Science for Non-Science and Elementary Education Majors. Interdisciplinary (99) A citizenry that is not properly educated in science will be at risk. We live in an increasingly technological society where the majority of discoveries that make life safer and more convenient result from work in the sciences. A foundational understanding of scientific processes and concepts is essential if citizens are to intelligently assess matters of scientific importance related to their health, the environment and other technological accomplishments with the propensity for great societal impact (i.e., reproductive research and cloning are just two examples). The goal of this project is to develop a core of four laboratory-based courses for non-science majors, which integrate themes common to the physical and natural sciences. Mathematics is being integrated into the courses and all of the courses have a discovery-based laboratory experience. Nine hundred and thirty-eight non-science majors, including 82 elementary education majors are taking these courses. The program's objectives are as follows: First, to adapt from model curricula developed elsewhere, an integrated set of four science content courses that are fulfilling the science requirements of the University's general education curriculum. Second, to develop a general science major that provides opportunities for direct application of science theory for students, particularly those majoring in elementary education. Finally, to develop an in-service program that provides opportunities for direct application of science theory for current elementary educators. Fifteen members of the science faculty and eight members of the education faculty are participating in the development, implementation, and piloting of courses and laboratories. The program directors have also convened a steering committee comprised of science faculty and an advisory board comprised of local experts in science education that is assisting with the developing curricular model. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Mickus, John Eileen Kolich Benedictine University IL Herbert Levitan Standard Grant 172600 7428 SMET 9178 7428 0000099 Other Applications NEC 9952827 June 15, 2000 Digital Science Project: Transformation of Classical Science Instructional Modules to Interactive, Multimedia, and Web-based Formats. Other Sciences NEC (99) This project is developing interactive multimedia learning materials based upon self-paced modules designed to promote mastery of basic science concepts and the use of scientific instruments. The PI's are utilizing recent research on cognition and effective science instruction to develop three module types: an integrated basic math/graphing skills module for biology, chemistry and physics; a module on atomic absorption spectroscopy for biology and chemistry; and a module on biotechnology procedures for biology and physics. Media-rich interactive material is being deployed on CD-ROM's linked to a web-based shell to provide material that can be easily updated and linked to a database. A team consisting of an instructional designer, a graphic artist, computer programmers, and content experts is being organized to design and implement the materials. Faculty from other institutions are involved in evaluating the prototypes. During beta testing, student performance on selected segments is being monitored. Once the materials are completed and tested, they will be made available to be disseminated on CD-ROM and over the web through a central repository. Presentations about the project are planned for national and regional science education meetings. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Zitzewitz, Paul Ruth Dusenbery University of Michigan Ann Arbor MI Ernest L. McDuffie Standard Grant 74558 7427 SMET 9178 7427 0000099 Other Applications NEC 9952828 June 1, 2000 Integrating Models and Experiments to Enhance Investigative Learning in Biology. Biological Sciences (61) This project is developing laboratory experiences that combine modeling exercises with student-designed experiments to improve the ability of students to connect biological content (e.g., theories, empirical knowledge) with experimental design and results. Much of the modeling employs the STELLA programming package. With this software, students generate and explore dynamic computer models that realistically simulate lab and field-based experiments. The Systems Thinking and Curriculum Innovation Project (STACI) demonstrated that such exercises improve students' ability to understand causal relationships in complex systems and to develop and interpret models and their output. Following initiatives undertaken in the Department of Biology at Wake Forest University where students employ STELLA modeling explore population dynamics and physiological response, we are adapting this software to our present investigative teaching laboratories by developing model-experiment experiences across all levels of the biology curriculum. Modeling efforts prior to experiments help students design more relevant experiments, articulate specific hypotheses, and generate quantitative predictions that logically follow from their hypotheses. Following experiments, summary models force students to clarify outcomes and provide opportunities to apply their results to novel situations, much like practicing biologists. Models and experiments are integrated into diverse fields of study that include animal behavior, ecology, and plant physiology. This project also is expanding three major experimental capabilities; quantitative analysis of behavior using a video-image capture and processing system; nitrogen and phosphorus analysis of tissues, water and soils using a continuous flow autoanalyzer; and growth of plants under elevated carbon dioxide conditions in open-topped growth chambers. Each extends the capacity of students to carry out meaningful experiments, and each is used in combination with modeling exercises to enhance investigative learning in several different courses. This project presents a strategy for integrating modeling with experiments in teaching laboratories that strengthens Union College's curriculum. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Rice, Steven R. Paul Willing Grant Brown Union College NY Katherine J. Denniston Standard Grant 34417 7428 SMET 9178 7428 0000099 Other Applications NEC 9952830 January 1, 2000 Improving Spatial Skills through GPS Technology. Geology (42) To improve students' understanding of Global Positioning System (GPS) technology, and their ability to collect, process, and analyze spatial data, we have adapted the Wikle, et al. approach of integrating GPS exercises across the curriculum. This approach, from "Undergraduate Field Program for Implementing Global Positioning Technology"(NSF-ILI #9452441), uses field- and inquiry-based exercises to address real world problems. In introductory Physical Geography classes. lecture-based methods about the Earth's coordinate system are supplemented with a field-based "road rally" approach using GPS to better understand distance, direction, and navigation using familiar campus landmarks. Student teams also give GPS demonstrations at local elementary schools as part of an Earth science fair. To encourage a greater interest in careers in science and technology for groups traditionally underrepresented, the students give GPS demonstrations at the local Native American school located at the nearby Chippewa Indian Reservation. At the intermediate and advanced level, students use GPS to map local spatial phenomena, rectify remote sensing imagery; and, modeling techniques adapted from Martha Potvin, et al. "Using GIS as a Platform for Interdisciplinary Undergraduate Education" (NSF-ILI #9551429), the incorporation of GPS data into a GIS database. All projects are inquiry-based in which students identify a problem to be solved using GPS, devise a problem-solving strategy, conduct the analysis, and then present results through group computer presentations, by papers, or at the annual Undergraduate Research Fair. The equipment is used by 300+ students per semester at different levels in eleven different courses including Physical Geography, Cartography, Soil Science, Surface Hydrology, GIS, Remote Sensing, and GPS. Approximately 80 of these students are pre-service teachers, enrolled mainly in Physical Geography and Cartography classes. Each semester, classes targeted by the project are assessed using off-campus evaluators, focus groups, and written questionnaires. Feedback from these three assessment methods provides a quantitative and qualitative evaluation on 1) how well learning objectives are met; 2) students' comfort with GPS software and hardware; and 3) students' attitude toward technology in general. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Francek, Mark Bruce Pape John Althausen John Grossa Bin Li Central Michigan University MI Jill K. Singer Standard Grant 37657 7428 SMET 9178 7428 0000099 Other Applications NEC 9952831 June 15, 2000 Infusing Technology into Non-Science Major Laboratory Instruction. Biological Sciences (61) The Departments of Life Science and Earth and Space Science serve a variety of students: those who are majoring in the sciences, those who are entering allied health programs, and those who need a general education science requirement, frequently for entrance into a teaching credential program. Many of our students are women, under-represented minorities and reentry students with weak science, math and computer backgrounds. The co-principal investigators on this project represent faculty from the Life Science and Earth and Space Science departments who have recognized the need to enhance the delivery of instruction and remove the barriers to success for non-science majors and traditionally under-represented students. Our goal is to improve student performance through the introduction of computer technology in the laboratory portions of the non-major's courses for the Life Sciences and Earth and Space Sciences departments. The investigators determined that the primary instructional improvements needed for these students are: 1) to incorporate simulations and animations into the laboratory curriculum; and 2) to integrate experimentation, real time data analysis and manipulation to the laboratory portion of the courses. These activities are aimed at increasing student retention and success rates and subsequently student transfer rates. In addition, the project aims to enhance students' computer and scientific literacy as well as their grasp of abstract and challenging scientific concepts. The inspiration for this effort comes from extensive study of the science education literature, such as the Journal of College Science Teaching. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Lindstrom, Kirsten Charles Brown Ronald Smith Douglas Garrison Sonoma County Jr College District CA Terry S. Woodin Standard Grant 68866 7428 SMET 9178 7428 0000099 Other Applications NEC 9952834 January 15, 2000 Integrating GPS and GIS Tools into Liberal Arts Ecology Courses. Project Summary The Biology Department at Coe College operates a Spatial Ecology Laboratory that provides access to autonomous GPS and dGPS capability and desktop Geographic Information System (GIS) software for undergraduate students in an introductory laboratory class and for students who participate in the department's summer research program. First-year students learn to operate GPS handsets, capture spatial data in a field study and use ArcView software to classify thematic maps and test hypotheses. This curriculum project expand on this starting sequence and builds conceptual understanding of large-scale ecological processes through technology-rich field experiments analyzed by queries of GIS software in four additional courses. Two courses enhance the abilities of biology majors to use GPS handsets to capture spatial data in more complex experimental settings and to use GIS software to discover, classify and interpret spatial and environmental trends in larger datasets. These tools will replace traditional approaches to field studies of urban deer populations in an existing Urban Ecology course. A new course called Spatial Ecology introduce differential correction including RTK, and the roles of base stations and network control in achieving high quality GPS solutions. These skills will be used in landscape-level investigations in urban, agricultural and natural settings with ArcView and S+. This proposal supports purchase of equipment and software required for high quality RTK surveys and transport of presentation materials to community and school groups. A FirstYear Seminar course called Biodiversity will introduce novice students to GIS, specifically how to pose questions to and interpret patterns in a GIS database. The Biodiversity course will use commercially available datasets for inquiry-based investigations that use desk-top GIS to discover trends and test hypotheses about spatial (habitatspecific, regional, and latitudinal) patterns of species diversity. Field Ecology Activities using GPS and GIS is a course designed for in-service high school teachers. The course covers use of GPS handsets in field studies at local parks and preserves, production of classified maps in ArcView GIS and supports transport of course materials to the school setting. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Sanchini, Paula Coe College IA Daniel Udovic Standard Grant 86768 7428 SMET 9178 7428 0000099 Other Applications NEC 9952836 January 1, 2000 Biology Laboratory Instrumentation Development. Biological Sciences (61) This project is greatly enhancing teaching laboratories in upper-division molecular and cellular biology, microbiology, immunology and developmental biology by providing students the opportunity to engage in experimental work which can now only be read about. Introductory students are benefiting through undergraduate research projects on the restoration of the Benedictine Bottoms (re-establishment of Missouri river bottom lands). The project adapts protocols in the literature for undergraduate use and is part of the institution's developing Biology Discovery curriculum. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Bradford, Lawrence Benedictine College KS Terry S. Woodin Standard Grant 54135 7428 SMET 9178 7428 0000099 Other Applications NEC 9952841 March 1, 2000 Teaching Computer Ethics with Workshops and the Web. Computer Science (31) People who make technical decisions must be educated to make good ethical decisions. Many computer science departments do not explicitly teach computer ethics, professional ethics, or computers and society issues. Not enough CS faculty are willing and able to teach such courses. Another glaring problem in computer science education is the discipline's poor record for attracting and retaining women students and faculty. This project educates and supports computer science faculty who want to teach computer ethics and who are concerned about the gender imbalance in the field of computer science. . Web-based materials for teaching computer ethics to undergraduate computer science majors are being developed. The materials are being closely integrated with the upcoming third edition of Computer Ethics by Deborah Johnson. The materials are designed for classes that are online or face to face, semester or quarter, and at any undergraduate level. The materials emphasize computer ethics theory and analytical skills, professional ethics, and gender issues. These materials do not duplicate existing materials, but, with permission, link to existing materials. This project is working collaboratively with DUE 9980768, which is developing case studies based upon the ImpactCS Project guidelines for learning objectives. Each summer for three years, a week long summer workshop is being conducted to enable participants to use the Web materials and WebCT to prepare their computer ethics class. Faculty participants are learning ethical theory and practice skills in ethics teaching, online education, and evaluation and assessment techniques. During the academic year, faculty have access to the investigators. Faculty participants are using materials provided by the investigators and materials they develop themselves. The investigators and faculty participants are collaborating in evaluation of materials as they are used with students. Formative and summative evaluations are being conducted by an evaluation expert to assess the ease of use of web-based materials developed on a common platform, the integration of materials with the textbook, the level of confidence of faculty to teach the new material, and the student learning as measured by tests, projects and ethical attitude surveys. Dissemination is being accomplished through the faculty workshops, the web site, and commercial publication of the materials in conjunction with the textbook. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Miller, Keith Deborah Johnson Tracy Camp Laurie Smith King University of Illinois at Springfield IL Robert Stephen Cunningham Standard Grant 417422 7427 SMET 9178 7427 0000099 Other Applications NEC 9952843 January 1, 2000 Development of Inquiry-Based Instructional Videos for Teachers in Undergraduate Geoscience Education. Geology (42) To meet the need of alternative teaching strategies to the traditional lecture, we have prepared and improved materials that provide explicit guidance on how to incorporate inquiry-based learning, hands-on activities, and action-oriented scientific investigation in the classroom, particularly for introductory classes in the Earth sciences. We have developed and tested a series of video modules that illustrate sound practices in inquiry-based instructional methodology. Module topics include leading discussions, posing questions (Socratic approach), guiding inquiry during instructor-led demonstrations, and using peer learning techniques during lecture. Each module of less than 15 minute duration includes: 1) video footage of experienced faculty discussing ways to encourage and guide discussions in the classroom, 2) real classroom activities in which students are involved in group and peer learning, and 3) both instructor- and student-led demonstrations.. The video resource enables the teacher to see actual examples in action in the classroom. Preliminary testing of two video modules demonstrates that faculty appreciate this aspect of the videos more than any other. Users of the modules may be new to teaching or more experienced in the traditional lecture yet open to trying new approaches. The modules are tested at different types of institutions, including 2-year and 4-year colleges and universities. An advisory board assists in editing of the videos. With full development the modules will be disseminated widely, along with a short document that provides guidance on how to use the videos. In addition to use by individual faculty, the suite of seven final video modules could be used in training of teaching assistants, or they could be the focus of departmental discussions on teaching. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Merritts, Dorothy Franklin and Marshall College PA Jeffrey G. Ryan Standard Grant 33757 7427 SMET 9178 7427 0000099 Other Applications NEC 9953181 June 1, 2000 Collaborative for Excellence in Teacher Preparation-Sacramento. California State University, Sacramento (CSUS) is establishing The Collaborative for Excellence in Teacher Preparation-Sacramento that works with university mathematics, science, and education faculty, three area community colleges (Los Rios Community College District), and local K- 12 school districts in pursuit of two goals: (1) To improve the math/science content knowledge and teaching practice of pre-service elementary teachers by revising math and science content courses and fully articulating them with area community colleges, supporting faculty in developing and using standards-based content and pedagogy, providing faculty with opportunities to gain experience in K-12 education, and supporting integration of content and methods courses. This effort involves a collaboration among the university math and science faculty, teacher education faculty, and community college faculty. (2) To increase the number of elementary and secondary math/science pre-service teachers, especially from underrepresented groups, by building an infrastructure to coordinate recruitment, advising, and academic support, and by offering supported teaching opportunities to prospective teachers. This is being done in partnership with the area community colleges (three) and K- 12 school districts. A third goal, to improve the quality of math/science classroom teaching practices in student teaching sites by working with cooperating teachers to implement experience-based science curricula, and supporting cooperating teachers' use of technology to enhance classroom learning, is being pursued in parallel using alternative funding. This effort involves strengthening partnership schools and building collaborations with area businesses. TEACHER PREPARATION PROGRAM DUE EHR O'Leary, Marion Michael Shea Elizabeth Kean University Enterprises, Incorporated CA Joan T Prival Standard Grant 901364 7348 SMET 9178 9103 0000099 Other Applications NEC 9953186 June 1, 2000 SWT Middle School Mathematics Certification Initiative. Project Summary Over 40% of middle school mathematics teachers in the State of Texas are uncertified and 50% of new math teachers leave the profession within 5 years. The problem is even more acute in rural and urban areas with high minority populations. Southwest Texas State University, the leading certification institution in the state, is collaborating with the Texas Statewide Systemic Initiative, the feeder community colleges and K- 12 schools in Central/South Texas to establish a model new certification program for middle school mathematics teachers. The goal of this project is to significantly increase the numbers of qualified middle school mathematics teachers, trained in appropriate student-centered content and pedagogy who are enthusiastic about teaching and remain in the profession. This is being effected through a collaborative process involving recruitment, mentoring, curriculum improvement and implementation, certification and induction. The three-year project involves the revision of the core math, science and education curricula for middle school teachers in alignment with national and state standards and informed by other NSF CETP projects. Although efforts are concentrated on curriculum reform, the development of recruitment, teacher mentor, and induction strategies are also components of the project. Immediate outcomes of the project are the production of over 100 new highly qualified middle school math teachers for Central/South Texas and the development of a model certification program for implementation throughout the state. TEACHER PREPARATION PROGRAM DUE EHR Wayment, Stanley Cecilia Gonzales John Beck Selina Vasquez Constance Elko Texas State University - San Marcos TX Joan T Prival Standard Grant 567853 7348 SMET 9178 9103 0000099 Other Applications NEC 9953187 April 15, 2000 UTeach-A Secondary Pre-service Program in Science and Mathematics. UTeach is a collaboration between the Colleges of Natural Sciences and Education at The University of Texas at Austin, in conjunction with the Austin Independent School District, to improve the preparation of secondary science and mathematics teachers. Anticipating a projected steady state of 500 students, it is becoming one of the largest programs for secondary science and mathematics teacher preparation housed in a research university. The UTeach program includes extensive recruitment among students in the Colleges of Natural Sciences and Engineering and at Austin Community College, financial support for students, and revised pedagogy and content courses for prospective teachers. Project goals include: 1) expansion of guided early field experiences supervised by master teachers; 2) development of exemplary undergraduate courses that model Standards-based instruction and reform of large service courses in science and mathematics that pose particular barriers to students with weak backgrounds; 3) increased use of modern information and communications technologies in both education and subject-matter courses; and 4) attention to issues of equity, including student recruitment and support, as well as program content. While the design of the program addresses the immediate needs of the state of Texas, the project is producing a set of teacher education programs and products that can be used and replicated nationally. TEACHER PREPARATION PROGRAM DUE EHR Marder, Michael Jere Confrey University of Texas at Austin TX Joan T Prival Standard Grant 1347522 7348 SMET 9178 9103 7348 0000099 Other Applications NEC 9953189 May 15, 2000 Engineering Applications in Teacher Preparation. PROJECT SUMMARY Shortages of qualified mathematics and science teachers in America are reaching epidemic proportions. Some estimates suggest that as many as 40% of current math and science teachers do not have the training nor the background to do so. One result is that even though we are one of the richest nations on earth, our children consistently lag behind peers in other countries in terms of mathematics and science preparation. An untapped resource for improving mathematics and science instruction at the K-12 level lies in our colleges of engineering. Engineering students and faculty, with their highly developed mathematics and science skills as well as their unique perspective on the application of mathematics and science to real world problems, are ideally suited to assist in alleviating this crushing national problem. This project is improving mathematics and science instruction in the K-12 system through implementation of three activities. The first is the development of a course on Engineering Applications in Education and a teaching minor for Technology and Design for future secondary teachers. These courses are being developed and delivered by engineering and technology faculty at Michigan Tech and are also being adapted by Northern Michigan University which is closely partnering with Michigan Tech on the project. The second activity is the development of a program whereby students are receiving an accredited Bachelor's of Engineering degree while simultaneously satisfying teacher certification requirements--all within a normal four-year course of study. Internships with local school districts will ensure that interested students have critically important experiences in the classroom. The third activity is the development of summer coursework aimed at introducing engineering principles to current K-12 teachers, especially those working in school districts with high minority populations. TEACHER PREPARATION PROGRAM DUE EHR Sorby, Sheryl Chris Anderson LeRoy Oberto Michigan Technological University MI Joan T Prival Standard Grant 1009603 7348 SMET 9178 9103 0000099 Other Applications NEC 9953192 June 15, 2000 Collaborative Research: The Cross-Rock Collaborative--Science Teachers for the New Millennium. This project develops a curriculum and supporting infrastructure to recruit, train and retain a cadre of skilled, versatile, technology-adept, standards-oriented teachers certified to teach Earth Science and other science topics. It includes adapting curricular materials and software tools developed at a national laboratory to create an exemplary earth science course at the lower lever for all prospective teachers. The focus on the Earth is motivated by an acute teacher shortage in this area and knowledge of the importance of educating the citizenry about this suite of topics. The activities include recruiting students while they are still in high school or community college through existing outreach and enrichment programs; educating them through a model curriculum built around our pooled understanding of Earth processes and learning processes; and nurturing them with teacher-mentors and teaching and research opportunities from high school through the first year of teaching. The students served are predominantly first-generation college educated, and a large fraction are from minorities under-represented in science. This proposal represents a collaboration between a college which is a regional center of excellence in science education and teacher preparation, a distinguished scientific research laboratory, and an open-admission two year community college serving an economically and ethnically diverse population. TEACHER PREPARATION PROGRAM EDUCATION AND HUMAN RESOURCES DUE EHR Solomon, Pearl Joseph Ortiz Kim Kastens St Thomas Aquinas College NY Joan T Prival Standard Grant 114966 7348 1575 SMET 9178 9103 1078 0000099 Other Applications NEC 9972347 January 1, 2000 Integration of Laser Experiments Into the Undergaduate Chemistry and Physics Curriculum. A chemistry/physics laser laboratory is under development. Included in this laboratory are a nitrogen pumped dye laser, a monochromator, a digital storage oscilloscope, a photodetection system, and a gated integrator. Laboratory experiences for the undergraduate physics and chemistry curricula support courses from introductory physics to advanced optics in physics and in chemistry, courses from instrumental analysis to computational chemistry. Through inquiry-based learning, students will explore laser technology applications in their field of study. Typical activities include the examination of excited state lifetimes, phosphorescence, inelastic scattering, and selection rules for one and two photon spectroscopy. Planned laboratory experiments are adaptations of those presented at two NSF workshops: "Advanced Undergraduate Experiments Using Lasers" and "Recent Advances in Physical Chemistry". CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Derrick, M. Elizabeth Francis Flaherty Valdosta State University GA Rogers E. Salters Standard Grant 46251 7428 SMET 9178 7428 0000099 Other Applications NEC 9973555 January 1, 2000 POWRE:Development of a Problem Solving Skill Assessment Tool For Use In Evaluation of Introductory Physics Curricula. Many physics instructors and potential employers agree that the most valuable aspect of an effective physics course is the development of versatile and robust quantitative problem solving skills in our students. Significant gains have been made in our ability to teach introductory physics courses in such a way that students gain a deep conceptual understanding of the material. Quantitative assessment tools like the Force Concept Inventory and Force and Motion Conceptual Evaluation, which measure the increase in student conceptual understanding resulting from instruction, have been instrumental in motivating and guiding curricular reform along these lines. To make similar gains in our ability to teach quantitative problem solving skills, a valid assessment instrument that can identify the effective pedagogical techniques for problem solving skill development in our students needs to be developed. This project focuses on the development and preliminary validation of a quantitative assessment tool to measure problem solving ability. The tool is based on a guided interview protocol in which students are asked to solve a realistic, novel and quantitative problem. The student's responses during the guided interview are numerically evaluated based on: whether the action or response is independently generated rather than provided in response to prompting by the interviewer, correctness, and potential to result in the solution of the problem. Comparison of the score assigned to a given student by the tool and the student's instructor's evaluation of the student's performance on quantitative problem solving tasks provides the mechanism for preliminary evaluation. With an appropriate, reliable and valid tool, comparisons regarding the effectiveness of instructional techniques can be made. Comparing curricula and pedagogies is imperative if we are to realize the same improvement in teaching for robust problem solving ability as we have seen in the area of conceptual learning. CCLI-EDUCATIONAL MATERIALS DEV PROF OPPOR FOR WOMEN IN RSCH DUE EHR Cummings, Karen Rensselaer Polytechnic Institute NY Duncan E. McBride Standard Grant 61013 7427 1592 SMET 9178 1592 0000099 Other Applications NEC 9979271 January 1, 2000 Upgrade of NMR Instrumentation for Undergraduate Education. Chemistry (12) This project makes use of a multinuclear solid state nuclear magnetic resonance (NMR) spectrometer to enhance the undergraduate curriculum. Relevant experiments from chemistry journals are being adapted for use in the curriculum. Integration of multinuclear NMR spectroscopy in the inorganic chemistry laboratory exposes students to the properties of modern materials, as structural changes are demonstrated and synthesis is combined with modern spectroscopy as analytical tools. Undergraduate research using optical sensitivity enhancement techniques in the study of surfaces is nourished by the use of a multinuclear NMR spectrometer. The PI has extensive experience with NMR instrumentation and research. The equipment is made available to other universities and colleges in the area. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Pietrass, Tanja New Mexico Institute of Mining and Technology NM Victoria M. Bragin Standard Grant 24450 7428 SMET 9178 7428 0000099 Other Applications NEC 9980366 January 1, 2000 Curriculum Development for a Remotely Accessible Networking Laboratory. This project expands an existing networking laboratory to allow extensive remote access and control and adapts a set of laboratory modules for use in this context. Materials from current on-line curriculum repositories as well as recent data communications texts will be adapted for remote and asynchronous accessibility. By providing remote access, the laboratory becomes available to students working asynchronously or at remote locations. This has the added benefit that the laboratory is available twenty-four hours a day, seven days a week thereby maximizing utilization. Assignments are stand-alone and tutorial so that they can be used independently of the lectures in a class. This allows equipment to be reused repeatedly in a sequential manner in the same course greatly reducing the need for duplicate equipment. This approach should provide a model for other institutions wishing to introduce telecommunications instruction with a laboratory-based component. This project addresses the challenge of providing meaningful, hands-on instruction in data communications in a manner that is both cost efficient and compatible with the needs of students in asynchronous and distance learning programs. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Sloan, Joseph Lander University SC Jane C. Prey Standard Grant 24165 7428 SMET 9178 7428 9980375 January 1, 2000 Incorporating Agent-Based Computing into Computer Science and Engineering Curriculum. Computer Science (31) In recent years, agent-based computing is increasingly being used in information management and distributed computing. In undergraduate computer science education the technical aspects of agent-based computing are closely related to other areas of the discipline. This proof-of-concept project incorporates agent-based computing across the computer science and engineering curriculum. The objectives of the project are to design and develop course materials, including examples and exercises for an introductory course, Foundations of Agent-Based Computing, and a series of in-depth course modules, including teaching materials and agent software, that can be integrated into other computer science courses such as artificial intelligence, distributed computing, networking and distributed computing. The project is being evaluated internally with help from the College of Education and externally in collaboration with five other sites. The evaluation is based upon the feedback from the collaborating sites regarding the effectiveness of the agent-based teaching materials for the introductory course as well as the modules for other courses. Results are being disseminated through a website, professional conference presentations and journal articles. If the evaluation of the prototype produces positive results, future plans include full development of the agent-based concepts in collaboration with professors from the external sites, extending the course materials to Spanish-speaking audiences, and the publication of a textbook on agent-based computing. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Shang, Yi Hongchi Shi University of Missouri-Columbia MO Andrew P. Bernat Standard Grant 74327 7427 SMET 9178 7427 0000099 Other Applications NEC 9980417 January 15, 2000 Advanced Database Concepts for Undergraduates. Computer Science (31) With the maturity of object-oriented database products, the emergence of object-relational systems, and the growing relationship between databases and the World Wide Web, there is a strong need for an advanced undergraduate database course to better prepare computer science majors for the database processing needs of industry. The goal of this Educational Materials Development project is to design an advanced database course based upon the latest database technologies and to develop the supporting educational materials. The objective is to cover the fundamental theory and to provide integrated, cooperative group projects to emphasize the practical application of these concepts. Since database professionals interact with users and are likely to be exposed to sensitive information, the project is also exploring the effective integration of professionalism and ethics within the curriculum. The expected outcomes include a set of modules, one for each topic, where a module includes class notes, active in-class exercises, cooperative group projects and outcome-based assessment. The evaluation includes 1) detailed student evaluations including student performance data, 2) industry participation through an advisory committee, and 3) alumni feedback during the three years after students graduate. In the final year of the project, the course will be tested at additional sites to assess the use of the materials across diverse student populations. The external sites will also complete an evaluation of the effectiveness of the course and materials for their student populations. Dissemination is being accomplished through professional journals and conferences, a web site with a mailing list of users, a faculty de CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Dietrich, Suzanne Susan Urban Arizona State University AZ Ernest L. McDuffie Standard Grant 209999 7427 SMET 9178 7427 0000099 Other Applications NEC 9980669 August 1, 2000 A True Undergraduate Life-Science Research Community: Classroom to Career. Biological Sciences (61) Traditional programs designed to prepare undergraduates for discovery-based life science careers, such as biology education and academic/professional research, often do not provide complete exposure to the process of discovery. Faculty-directed student projects are generally limited to vertical and unidirectional information exchange rather than the horizontal and multidirectional exchange of a true academic community. The goal of this project is to address the problem through the adaptation and implementation of a curriculum that fosters a student-centered community of scholarship among undergraduate biology majors. Students are enrolling in a two-semester research course in one of three general areas: organism biology, molecular biology and ecology. The first semester in each sequence is providing both lecture and laboratory experience with the central goal that teams of students generate quality grant proposals for evaluation by their peers. Successful proposals are qualifying students to enroll in the respective subsequent course, in which the central goal is for students to conduct the proposed research and generate quality scientific manuscripts and paper presentations for evaluation by their peers. These collaborative and peer-based activities, coupled with an integrative department-wide undergraduate research symposium are pivotal in producing a true undergraduate academic community. Preliminary evidence suggests that such an approach can provide invaluable experience and have a dramatic impact on comprehension, retention, performance and interest in biology. This program would represent a major curricular addition to the biology department and enhanced student interest and success in graduate study, science education and biological research is anticipated. The effort represents an adaptation of a similar project that was piloted successfully at Skidmore College. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Kight, Scott John Gaynor John Smallwood Dirk Vanderklein Montclair State University NJ Herbert Levitan Standard Grant 67925 7428 SMET 9178 7428 0000099 Other Applications NEC 9980670 September 1, 2000 Integration of Fourier Transform-Nuclear Magnetic Resonance Spectroscopy and Gas Chromatography/Mass Spectrometry into the Undergraduate Curriculum. Chemistry (12) This project works to revitalize and transform the chemistry curriculum through the implementation of a problem-solving, project-based laboratory program for Organic Chemistry. This program provides students with enriching "hands on" experiences, especially those using a Fourier Transform Nuclear Magnetic Resonance (FT-NMR) spectrometer and a Gas Chromatograph-Mass Spectrometer (GC-MS). Students actively learn the concepts of organic chemistry using FT-NMR and GC-MS to solve problems adapted from published, successful laboratory experiments, largely from the Journal of Chemical Education. Several student projects are planned that engage students in the acquisition and interpretation of NMR and GC-MS, such as the structural elucidation of alkanes by proton-decoupled and distortionless enhancement by polarization transfer (DEPT) 13C NMR spectroscopy and the identification of the fragrant components of wine by GC-MS. In addition to Organic Chemistry, these instruments are being incorporated into other laboratory courses such as Advanced Organic Chemistry, wherein students characterize an organotin compound to explore heteronuclear spin coupling by NMR and isotope distribution patterns by GCMS, and Analytical Chemistry, wherein students analyze complex mixtures from Ginko extracts. Expected outcomes for students include the development of marketable skills in the operation of FT-NMR and GC-MS, improved ability in the interpretation of spectral data, increased awareness of the utility of chemistry in society, and heightened enthusiasm for chemistry. Incorporation of FT-NMR and GC-MS into the chemistry curriculum also encourages faculty development via training in order to design new student experiments and to conduct research with undergraduates. Proficient operation of the NMR and GC-MS computer workstations by students also serves to integrate technology into education. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Gravert, Dennis James Vogel Saint Mary's University of Minnesota MN Susan H. Hixson Standard Grant 64845 7428 SMET 9178 7428 0000099 Other Applications NEC 9980674 January 15, 2000 CreATE : Creative Audio Technology Environment. Interdisciplinary (99) Multidisciplinary, project-based education is a major hallmark of the engineering curriculum under development at the newly created College of Engineering at Rowan University. The common 8-semester clinic sequence is inherently multidisciplinary since it is taken simultaneously by all engineering students. However, multidisciplinary teams in industry are usually comprised of non-technical as well as technical personnel. To encourage the creation of multidisciplinary teams that contain both engineering and liberal arts majors, project topics must be created that appeal to a wide audience. Music is a topic that inherently unites college age students regardless of their major, ethnicity, religion or sex. The Creative Audio Technology Environment (CREATE) capitalizes on the unifying theme of music to encourage creation of diverse product development teams made up of engineers and music and other liberal arts students. The Creative Audio Technology Environment (CREATE) at Rowan University is a multidisciplinary audio development studio and laboratory wherein students from three different colleges within the university collaborate on innovative audio design projects. Housed in a dedicated facility within the Department of Music but shared equally among students and faculty from engineering, music and physics, CREATE contains a dedicated 24-channel mixing console and audio recording equipment consisting of an 8-track ADAT, DAT, analog cassette and CD recorders. The development studio also contains microphones, audio effects processors, amplifiers, monitors and an HP spectrum analyzer. The objectives of the Creative Audio Technology Environment at Rowan University are to: 1. Provide students with a state-of-the-art audio development studio to encourage rapid product development of audio related products, 2. Introduce engineering students to the importance of considering the customer (e.g., music students) to develop a quality product that meets desired customer attributes, 3. Promote the profession of engineering, not only to engineering students, but to liberal and fine arts students as well, by allowing a diverse student body to take part in a product development endeavor with music as the underlying theme, a theme which inherently unites students and faculty alike, 4. Provide a laboratory to teach the scientific principles of music and sound to a multidisciplinary audience. The proposed CreATE laboratory is an adaptation and implementation of several existing courses and laboratory programs throughout the country (Miami, WPI, Georgia Tech and KSU) which have used audio related projects as a means of presenting principles of electronics, sound and vibration, and product development. The major program example from which ideas and materials are adapted is that of Kansas State University. The CreATE laboratory combines the best aspects of this program (and others) and enhances the multidisciplinary component by ensuring that there is an active, regular interaction with students and faculty in the music department. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Marchese, Anthony John Schmalzel Jess Everett Erick Guerra Robert Rawlins Rowan University NJ Ibrahim Halil Nisanci Standard Grant 24693 7428 SMET 9178 7428 0000099 Other Applications NEC 9980685 July 1, 2000 Fostering Undergraduate Scientists through Inquiry and Research in Biology. iological Sciences (61) The Department of Biology is instituting process-driven education, producing graduates who understand scientific fundamentals and can also function as scientists. Specifically, the project is optimizing integration throughout the curriculum via environmentally oriented, pedagogical themes and cross-disciplinary biological concepts. The project is also developing new investigative laboratory experiences and expanding opportunities for independent scholarly activities for undergraduates. In particular, through a curricular-wide revision of the biology programs, research activities are being incorporated at each stage of the students' development. A pedagogical philosophy conceived and developed by the BSCS and the Howard Hughes Medical Institute has been adapted by focusing on two educational themes. First, Science as a Process, and second, Environmental Resources as Tools for Teaching Principles and Concepts. Guided by these themes, we are using four cross-disciplinary concepts: Biophysics (form and function), Self (homeostasis and energetics), Lineage (evolution and genetic continuity), and Interactions (inter-organismal and environmental associations) to integrate the curriculum. The model for implementing inquiry-based laboratory activities is the Science Cornerstones Project initiated by Portland State University. Students are developing general cognitive skills (query development, data analysis, problem solving) at the same time they master curricular-wide concepts and course-specific techniques. Additionally, student-faculty research groups are being created that correspond to both centers of investigation and areas of concentration within the revised curriculum. Each group consists of faculty mentors and students, from freshmen through seniors. These groups meet weekly to discuss independent projects conducted by juniors and seniors in the group. Under-class students are taking part in these discussions and serve as field/lab technicians. Upper-class students are presenting the results of their independent research projects to the University community. Assessment of project success and national dissemination of student projects via presentations and publications are being funded by the University. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Roese, John Richard Back Barbara Evans Nancy Kirkpatrick Lake Superior State University MI Herbert Levitan Standard Grant 124745 7428 SMET 9178 7428 0000099 Other Applications NEC 9980687 March 1, 2000 A New On-line Mathematics Testing, Remediation and Assessment Strategy for Engineering Majors. Mathematical Sciences (21) The project is developing a strategy using web-based mathematics examinations, tutoring, and advising to improve the retention of engineering students and address the Accreditation Board on Engineering and Technology (ABET) criteria for evaluating engineering programs. The new ABET 2000 criteria are student outcome based. The project will have several important features: 1) students will be tested, advised, and tutored at several stages during their first three years; 2) test questions will frequently be presented in the context of engineering applications; 3) the program will be easily exportable and the software freely available; and 4) Native American participation in the sciences is a particular focus of the project. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Johnson, Jerry Sami Fadali Jeff Mortensen University of Nevada Reno NV Lee L. Zia Standard Grant 75931 7427 SMET 9178 7427 0000099 Other Applications NEC 9980689 February 1, 2000 A New Geophysics Field Course. Geology (42) We have developed a field Geophysics course based on adaptation of teaching materials and techniques from other universities (U.C. Riverside, Lancaster University, Georgia Tech, U.C. San Diego, and M.I.T.) and integration with commercially available products for satellite image processing and mapping. The course has been implemented with standard commercial field equipment used in the geotechnical community. Each year the class is structured to focus on a different scientific problem attacked with a variety of observations. This approach was used successfully at M.I.T. for a number of years. The specific goals of the course are to teach the students: 1) how to design a field experiment, 2) how to incorporate the techniques of modern satellite and GPS based methods, 3) how to use computers in synthesizing results, 4) how to work as a group to develop a consensus set of conclusions, and 5) how to present their results in a coherent manner. The success of the students in achieving these goals is assessed on their performance in field camp, but primarily on the basis of a written report which we have structured to measure the objectives. We have developed this course by adapting tools used by other institutions: a magnetometer, an electrical resistivity system, a RTK-GPS survey system, a total station, and an in-field computing system coupled with advanced analysis software (ER Mapper for satellite image processing, ISIS for processing seismic data, MatLab and SAC2000 for analysis, and ArcInfo for mapping) to acquire the capability of in-field analysis. In the first year we started with simple analyses of gravity, resistivity, and seismic refraction data. The gravity analysis was freeware from Lancaster University. The resistivity package was from UC Riverside. For use with magnetics observations we have software that was obtained from U.C. San Diego (Scripps Institution of Oceanography). In future years, we anticipate including seismic reflection and interactive image processing, as well as complete in-field interpretation of the results. The course syllabus, reading lists, and information related to specific field areas will be posted on the Web for anyone to use. Scientific results that arise from the course will be submitted for publication. Our experience with particular field areas, data we acquire in those areas, and software we use for in-field interpretation will be freely shared with other academic institutions. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Clayton, Robert Joann Stock Mark Simons California Institute of Technology CA William C. Beston Standard Grant 46500 7428 SMET 9178 7428 0000099 Other Applications NEC 9980715 April 15, 2000 Integrated Electronic Curricula in Fractals and Chaos. Interdisciplinary (99); Mathematical Sciences (21) Undergraduates do not have a course supported by electronic curricula materials that: teaches the concepts of mathematics, what mathematics is really about, rather than the technical skills in manipulating equations, and shows its relationship to scientific applications. The objective of this project is to develop such a course and electronic curricula that support a diversity of learning and teaching methods and styles. The electronic materials include: videotapes, HTML lecture notes, hypertext textbook and discovery interactive Java applets and spreadsheet exercises. These materials are making it possible for other instructors to teach this new interdisciplinary course, and units from the course are being used as supplements to existing mathematics and science courses. Student learning is being evaluated by the use of homework assignments, questionnaires, group interviews, concept mapping, and student journals. Activities: Preliminary versions of the course and electronic materials have been developed. The electronic materials are being further developed, refined, and fully integrated into a teacher-friendly package for dissemination. Some units are being developed into stand alone units for other courses. These materials are being used in courses at 2-year and 4-year colleges. A faculty advisory committee is reviewing the student assessments of the course and materials and suggesting modifications of the materials. Special Audiences: This project targets students studying to be pre-college teachers and non-science majors who do have not an appreciation of the substance or role of mathematics. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Liebovitch, Larry Heinz-Otto Peitgen Katarzyna Katarzyna-Nowak Florida Atlantic University FL Jeanne R. Small Standard Grant 351758 7427 SMET 9178 7427 0000099 Other Applications NEC 9980719 February 1, 2000 Virtual Courseware for Environmental Science Education. Biological Sciences (61) Population increase, industrialization, and urbanization are growing threats to environmental quality and human health. It is more important now than ever to provide opportunities for undergraduates to understand the processes that lead to environmental degradation and how these problems can be avoided or mitigated. The goal of this project is to increase inquiry-based learning of environmental science at the national level. This project is a plan for the development of a library of "virtual courseware"-- interactive, web-based software that engages students in active learning of important environmental concepts. The virtual courseware is being designed and implemented by the principal investigators in collaboration with the Center for Distributed Learning. Six virtual courseware applications are being developed. Each "virtual application" is Web-based and easily accessible. Each application is also appropriate for introductory environmental science courses and reinforces scientific methodology. It is interactive, intuitive, and inquiry-based, and is vertically scalable so that it can be used by college biology majors, general education non-majors, and high school students, (modular and self-contained). Project evaluation is being conducted by the Center for Usability in Design and Assessment. Because of the web-based nature of the project, dissemination is widespread. The products of this project are making environmental science education more accessible, promote learning and environmental awareness, and provide the possibility for reducing the costs of education. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Desharnais, Robert Gary Novak California State L A University Auxiliary Services Inc. CA Herbert Levitan Standard Grant 250000 7427 SMET 9178 7427 0000099 Other Applications NEC 9980739 June 1, 2000 An Interactive Web-Based Materials Characterization Project for Undergraduate Education in Analytical Chemistry. Chemistry (12) Recent attention in chemical education has focused on the need for "problem-based" learning (PBL) strategies, particularly in the laboratory. One concern expressed by industry and government laboratory chemists about the training of chemistry undergraduates is that students emerge with only a technique-based perspective on chemical analysis instead of viewing it as an integrated process based on problem-solving. Education of students in the integrated concept of the "analytical process" has been lost. The remedy to this curricular deficiency requires the development of critical thinking and problem-solving skills in our students. Although it is desirable to achieve this goal through laboratory PBL experiences, many institutions, particularly small colleges, lack the instrumentation necessary for effective solution of real-world problems in their analytical chemistry laboratories. The recent explosion in new electronic technology affords, as a supplement to the central hands-on component of the laboratory curriculum, the opportunity to enhance the problem-solving skills of students through interactive computer-based experiences. This project continues the development of MCPweb, an interactive Web-based Materials Characterization Project (MCP). This virtual activity is based on a laboratory version of the MCP currently offered in the analytical curriculum at the University of Arizona in which students undertake a comprehensive analysis of a commercial product, device, or formulation. The goal of this project is to complete the prototype MCPweb for the electronic calculator to demonstrate the feasibility of this concept. This activity is primarily targeted towards undergraduate chemistry majors nationwide. In addition, this activity is also well-matched to the need for enhanced use of technology in analytical chemistry education. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Pemberton, Jeanne University of Arizona AZ Susan H. Hixson Standard Grant 75000 7427 SMET 9178 7427 0000099 Other Applications NEC 9980740 July 1, 2000 Quantitative Environmental Learning Project (QELP). Interdisciplinary (99) There has not been widespread development and implementation of interdisciplinary programs for non-science majors. The central goal of this project is to promote collaboration between teachers of mathematics and earth and environmental science, and encourage partial or comprehensive curricular revision linking these disciplines. One reason for the absence of such course materials in colleges and high schools is that few appropriate classroom-ready resources have been available, particularly in environmental mathematics. This project is addressing this need by generating resources that are modular, flexible, and easy to implement in diverse educational settings. This project is creating a series of classroom exercises designed to investigate topics in environmental and earth science using introductory college mathematics. These educational materials draw heavily on real world data, promote student investigation and collaboration, and make use of existing classroom technologies. The project is designing a website with links to data sets for approximately 15 environmental science and 15 mathematics topics. Each data set is packaged with background information and a short description of its utility for classroom use. Each data set will be made available in a variety of formats to promote maximum accessibility by the community of users through different technologies. The website also offers a "forum" devoted to sharing ideas and teaching methods related to these resources. The materials are being assessed by site testers in community colleges, high schools, and four-year colleges. The project will be evaluated based on student learning gains. In particular, the project will assess the impact on female students. The project will conclude with a workshop for the site testers. The workshop will focus on developing strategies for broad scale dissemination and implementation of these learning resources. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Hull, Joseph Greg Langkamp Seattle Central Community College WA Myles G. Boylan Standard Grant 126611 7427 SMET 9178 7427 9980743 May 1, 2000 Integrative Herpetology: Molecules, Muscles, and Migration. Biological Sciences (61) The objective of this project is to develop a program in herpetology that transcends and unifies scientific disciplines and emphasizes training students to conduct original, high-quality, publishable research. Herpetology, the study of amphibians and reptiles, forms the core of a teaching/research program that is being utilized by students (including non-majors) taking a variety of courses and involved in various levels of original research. Herpetology is an ideal field for such a program because studies in herpetology can easily integrate different disciplines in biology. To develop such a program, we are working to discover and develop local study sites and long-term mark-recapture studies. We are providing training and developing courses in modern technological methods (e.g., Geographic Information Systems - GIS, Global Positioning Systems - GPS, and automated data acquisition) and developing a computerized, relational-database that provides the foundation for local studies of amphibians and reptiles. Research in herpetology is being adapted for use in a variety of established courses including introductory and molecular biology, animal physiology, animal behavior, vertebrate field zoology, and biostatistics. The immediate and long-term impact will be an exciting teaching/research program that unifies the curriculum and provides students with invaluable experience conducting high-quality, original research. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Dorcas, Michael Davidson College NC Herbert Levitan Standard Grant 59349 7428 SMET 9178 7428 0000099 Other Applications NEC 9980746 May 1, 2000 Introductory Astronomy Laboratories in Imaging, spectroscopy, and Data Analysis. Astronomy (11) This project is introducing modern data acquisition and image processing techniques as an integral part of the astronomy courses. The new laboratory facility consists of: two computer controlled optical telescopes of modest aperture (16 and 10 inches), charged coupled device cameras, an inexpensive fiber fed spectrograph, a heliostat (for solar observations) with an associated high resolution spectrograph, a small (3 m) radio telescope and computers for telescope control, data acquisition and analysis. This facility is dramatically enhancing the laboratory experience for over 300 undergraduate students who are participating in the astronomy laboratory courses each year. Students are able to obtain digital images and spectra of the Sun, planets, stars, nebulae and bright galaxies. This collaborative learning experience will concretize many of the abstract concepts covered in lectures and provide students with an understanding of real data. Students in elementary courses can collect and analyze scientifically useful data. This is providing a unique experience for introductory students who are non-science majors. Experiments are being adapted from a wide range of sources, including published and web-based material. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Chaboyer, Brian Robert Fesen Gary Wegner John Thorstensen Dartmouth College NH Duncan E. McBride Standard Grant 40060 7428 SMET 9178 7428 0000099 Other Applications NEC 9980753 July 1, 2000 Fourier Transform NMR in the Chemistry Curriculum: an Integrated Approach Using a Permanent Magnet FT-NMR in Conjunction with High Field NMR Data Files and Computational Chemistry. Chemistry (12) The major objective of this project is to introduce affordable, modern nuclear magnetic resonance technology into the chemistry curriculum at all levels and to use this to improve conceptual understanding of the very important area of NMR spectroscopy. This is accomplished by upgrading an older continuous wave NMR spectrometer (EM360A) to an FT-NMR instrument using the currently popular and proven Anasazi technology. This hardware/software upgrade modernizes the instrument and extends its capability to 2D experiments and to other nuclei, including C-13, P-31, and F-l9. HyperNMR, a molecular modeling add-on to existing departmental software, allows for the computation of chemical shifts, splitting constants, and NMR spectra for a variety of nuclei. The fundamentals of NMR are introduced in 100-level and 200-level courses (General, Organic) for science majors, including nursing and allied health students. At that level, the focus is on proton decoupled C-13 NMR, with at least one experiment in each course to illustrate the use of NMR in molecular structure analysis. The pedagogical advantage this offers over the traditional H- 1 NMR approach is the simplicity of interpretation of C-13 NMR. In subsequent courses, NMR concepts are extended to include proton spectra, the concept of spin-spin splitting, the use of DEPT to distinguish types of carbons in C-13 NMR, 2-D techniques, and the use of other nuclei such as P-31. Molecular modeling relates observed C-13 shifts to computed charges on the atoms, and allows the computation of spectra. The experiments chosen to be implemented in this project are adaptations and enhancements of experiments documented in the chemical educational literature (primarily the J. Chemical Education), and in textbooks. In a unique partnership, students compare their C-13 and H-1 60 MHz spectra with spectra from a neighboring university with a larger 300 MHz instrument and/or with spectra available on the Internet. Significant comparative results are posted to the department's WEB page. This integrated approach to NMR concepts is having a substantial impact on the curriculum locally and can serve as a model for programs at other small institutions who are interested in strengthening their NMR curriculum. The evaluation/assessment activities of this project are facilitated by an external consultant with expertise in this area. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Collins, Michael Ronald Amel Viterbo University, Inc. WI Alexander Grushow Standard Grant 58105 7428 SMET 9178 7428 0000099 Other Applications NEC 9980760 August 1, 2000 Adapting and Implementing Conceptually-Based Mathematics Instructional Materials for Developmental-Level Students. Mathematical Sciences (21) Traditionally, college developmental-level mathematics instruction focuses on reviewing computational algorithms in arithmetic and performing routine equation solving in algebra. The reform movement in K-12 mathematics has produced ample evidence indicating that such a skills based approach to instruction fails to provide students with opportunities to construct the knowledge and develop the disposition needed for conceptual understanding. The goals of this project are to develop reform-guided instructional materials and an instructor development program for college developmental-level mathematics courses. The activities to accomplish the project goals require investigating students' initial level of conceptual understanding of the targeted topics, developing instructional materials, incorporating appropriate technology, and preparing instructors who are able to facilitate an inquiry approach to instruction. These instructors include faculty, graduate assistants, and superior undergraduate interns. A key component of this project is the adaptation of instructional materials from two research-based projects developed for middle school mathematics: Mathematics in Context (MiC) and the Connected Mathematics Project (CMP). These materials promote an inquiry approach to mathematics instruction, which emphasizes explanation and justification. The end results of this project includes the creation of instructional materials for students, support materials for staff, and an instructor development model which will be appropriate for use at other colleges and universities that teach mathematics courses to developmental -level students. The viability of this framework is currently being tested in a pilot program. At present, no systematic investigation has taken place to determine the appropriateness of the instructional materials development or the instructor development model. This project is providing further impetus and critical evaluation of the evolution of this program. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Underwood-Gregg, Diana Purdue University IN Elizabeth Teles Standard Grant 99994 7428 SMET 9178 7428 0000099 Other Applications NEC 9980768 February 15, 2000 Curriculum-Based Resources for Teaching Ethical and Social Issues of Computing. Computer Science (31) This educational materials development project is creating a set of teaching materials to help instructors in computer science integrate ethical and social issues into the computer science curriculum. Ethical and social issues in computing is an area of great importance to the field of computer science, and is included as a central topic area in Curricula 1991's recommended curriculum (ACM/IEEE Task Force, 1991). The materials consist of a set of extensive historical cases and a Social Impact Analysis (SIA) Resource Kit of methods and tools for doing social impact analysis. This project uses the curriculum guidelines suggested in the ACM/IEEE Computer Society Computing Curricula 1991 and developed more fully under the NSF-funded ImpactCS Project. It continues the work of a proof of concept project by the development of more cases, extension of a rudimentary faculty resource toolkit, more extensive classroom testing of the materials, and collaboration in faculty workshops with the project being directed by Keith Miller at the University of Illinois - Springfield (NSF DUE-9952841). The cases are detailed presentations of the social contexts and ethical issues associated with historical cases in computing. Their design and accompanying materials involve the student in an active role as a computing professional in identifying the issues, investigating them, analyzing ethical choices, and negotiating solutions. The SIA Resource Kit is a guide to instructors and students who wish to investigate the social and ethical issues surrounding an actual or projected implementation of a computing system in an organization. It includes methods for planning the investigation, tools and procedures for collecting data, suggestions for making the data useful for designers and decision makers, and samples of social impact analyses done by students. The cases and SIA Resource Kit are being reviewed by a panel of computer scientists, social scientists, and ethicists, and they are being classroom-tested at multiple sites with diverse student populations. The materials are being introduced to the computer science faculty through a series of summer workshops to be conducted by the collaborating CCLI project DUE 9952841. The materials from this project are being included with the materials from the other project to be disseminated via an interactive web site and as part of a commercially published textbook on computer ethics and social impact. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Huff, Charles Saint Olaf College MN Mark James Burge Standard Grant 95264 7427 SMET 9178 7427 0000099 Other Applications NEC 9980775 September 1, 2000 Development of Visualization-Enhanced Laboratory and Courseware for the Integrated Dynamic Systems Courses. Engineering-Mechanical (56) The goal of this project is the establishment of a visualization-based multimedia studio for the enhancement of teaching of the Dynamic Systems course sequence in a mechanical engineering program. The project adapts the "seeing is believing" concept from the Air Force Academy and the University of Colorado and the use of virtual laboratories and pre-lab demonstrations from the Pennsylvania State University, the University of Pennsylvania, and Vanderbilt University. Also adapted are the use of hands-on demonstrations from the University of Alberta, the "learning through developing concept" from the University of Pittsburgh, and the "learning through teaching" concept from North Carolina A&T University. Visual presentation has always been one of the most effective approaches to teach engineering fundamentals because 'seeing is believing'. This is especially true for the study of dynamic systems since many concepts are either difficult to observe due to fast motion or to comprehend because they are counterintuitive. Therefore, image-processing techniques to produce courseware to capture these dynamic processes in digital video format are being used. This allows the students to observe in slow motion these dynamic events and, consequently, develops a better understanding of the physical concepts. The project is developing three levels of courseware delivery: active examples, demonstrations and a full-scaled dynamics laboratory to provide students with a hands-on learning experience. In addition the 'learning through teaching' concept is implemented by requiring students to produce, with faculty guidance, visualization projects and presenting to their fellow students. Not only is this motivating their active participation but also teaching them advanced image processing technology and Web-authoring skills. A set of multimedia courseware is being produced under this project, which is being made available to the entire teaching community through the Internet. The final assessment of the project is being presented at an ASEE education conference and published in an ASEE journal. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Shih, Chiang Patrick Hollis Emmanuel Collins Florida State University FL Rogers E. Salters Standard Grant 91915 7428 SMET 9178 7428 0000099 Other Applications NEC 9980790 May 1, 2000 Using Handheld Computers in the Computer Science Curriculum. Computer Science (31) This project combines efforts to enhance student learning and collaboration with the new technology of handheld computers. This combination enhances the student's ability to learn both inside and outside of the classroom and laboratory environments, to better collaborate with other students, and to more easily and effectively communicate with the instructor. The project is being implemented after extensive planning and research into ways to combine the new handheld computer technologies with new programming languages and pedagogical strategies made possible by the portability of the low cost equipment. The project prototypes tools to enhance the learning environment and to leverage technology across the computer science curriculum. Students and faculty are equipped with handheld computing devices used to enhance the computer organization and assembly language programming course as a proof-of-concept for use in other computer science courses. Student progress is being assessed by surveys, interviews, and mastery of the material. Outcomes from the project include a body of research and information to support learning enhancement using handheld computing devices, a set of concrete educational tools and lessons to leverage the use of these devices in the context of computer science curriculum, and a specific example of implementation in the computer organization course. The results are being disseminated through a series of papers and national and regional conference presentations. The tools, lessons, and lab exercises are being made available over the internet. If the projects succeeds with the successful implementation in a single course, a plan will be developed for implementation of the use of handheld computing devices across the other courses in the computer science curriculum to be tested at other institutions. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Jipping, Michael Hope College MI Ernest L. McDuffie Standard Grant 84610 7427 SMET 9178 7427 0000099 Other Applications NEC 9980793 January 15, 2000 Early Introduction of FTNMR Spectroscopy into the Chemistry Curriculum. Chemistry (12) This project expands and enhances undergraduate opportunities to utilize Fourier Transform Nuclear Magnetic Resonance (FT-NMR) spectroscopy in General Chemistry, Organic Chemistry and Undergraduate Research. The project adapts an existing program at Boise State University (BSU). The BSU model uses FT-NMR starting with organic chemistry and continues through advanced courses and undergraduate research. Similar improvements are being implemented at Idaho State University with experiments and research being modified to take advantage of the expertise of the faculty at Idaho State. Laboratories and curricula are enhancing students' critical thinking skills and exposure to the scientific process of inquiry through investigation. Laboratories have become open-ended investigations, where students hypothesize, interpret data, reach conclusions, and move directly into independent research. The project reflects a national and institutional effort to promote active learning in science. The emphasis on NMR spectroscopy complements DUE's theme of integrating technology into education. Intensive use of NMR in academics has historically been limited to graduate students; the advanced systems now available make this research tool readily available for undergraduate use as well. Also, NMR is increasingly important to both academic investigation and industry. When students complete the undergraduate curriculum, their level of NMR exposure rivals that of many graduate students. The project is enabling an increase in undergraduate research in chemistry at the university. It will be replicable by other universities that wish to enhance inquiry-based learning, critical thinking and undergraduate chemistry students' research abilities. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Castle, Lyle E. Sutter Karl De Jesus Lenore McAlexander Idaho State University ID Susan H. Hixson Standard Grant 85500 7428 SMET 9178 7428 0000099 Other Applications NEC 9980796 February 1, 2000 Development of an Interactive Tutorial on Statistical Design and Analysis of Experiments. Interdisciplinary (99) An interdisciplinary team from the Departments of Chemical Engineering, Mathematics, and Curriculum and Instruction is designing and creating an interactive, Internet-based tutorial resource that is teaching chemical engineering students how to statistically design and analyze experiments. The tutorial is being collaboratively produced with ongoing testing and evaluation during the developmental process. The tutorial contains four standalone informational modules covering randomization, blocking, factorial designs, and regression modeling. A fifth module contains two on-line case studies that the students may work through to more fully test their comprehension of the concepts. Chemical Engineering students are testing the product, and the results are being evaluated based on the guidelines published by the American Evaluation Association. The outcomes are being disseminated nationally. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR O'Haver, John Dale Bowman David Rock University of Mississippi MS Russell L. Pimmel Standard Grant 79898 7427 SMET 9178 7427 0000099 Other Applications NEC 9980802 May 15, 2000 Creating a Community of Peer Instruction Users: Dissemination and Electronic Resources. Physics (13) It has been well established by science education researchers that students learn most when actively engaged. The predominant form for teaching undergraduate science classes, however, is the passive lecture format, which has been shown to contribute little to help students develop a coherent body of knowledge. One established way to engage students in large lectures is to intersperse brief lectures with conceptual questions, called ConcepTests, which are designed to challenge students to think about the fundamental concepts and gain practice explaining their ideas. Although hundreds of faculty around the country in many disciplines are already using this strategy, called Peer Instruction, most lecturers continue to follow the traditional passive lecture format. In this project the group is making Peer Instruction easier to implement, by developing a suite of related Internet utilities and recruiting and supporting additional faculty for Peer Instruction. The deliverables of this project, which is aimed at instructors and students in introductory physics courses nationwide, include an expanded database of ConcepTests, utilities for retrieving these ConcepTests in class-ready format, on-line testing facilities, and supporting facilities for students. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Mazur, Eric Harvard University MA Duncan E. McBride Standard Grant 290000 7427 SMET 9178 7427 0000099 Other Applications NEC 9980803 June 1, 2000 Teaching Systems Courses with an Open Source Laboratory. Computer Science (31) This project develops courses in operating and distributed systems as part of revision to the systems curriculum at Worcester Polytechnic. The project adapts NSF supported work at several institutions and develops a laboratory and software modeled after the projects on which the adaptation is based. This includes the development of a laboratory of machines running the Linux operating system along with projects to use these machines. The working name for this laboratory is the Free/Open Source Laboratory, or Fossil Lab for short. The development of the Fossil Lab is improving the systems courses because students have the opportunity to work with the internals of an operating system in a secure environment, providing experience that would be impossible in a general-purpose computing environment with a commercial operating system. A principal theme in developing the course projects is a "performance supplement" to examine performance issues of different system designs and implementations. There is a real need expressed by industrial contacts for students to have such experience while at the same time little related work was found at other institutions. The Fossil Lab is being used by students enrolled in the newly revised Operating Systems and Distributed Computing Systems courses, each offered twice per year, and by students choosing to use its facilities for their senior projects. It is estimated that, over 200 students each year are making use of this lab. This work is not only having a strong positive effect on its students, but serves as a cost-effective model that can be replicated at other institutions. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Claypool, Mark David Finkel Craig Wills Worcester Polytechnic Institute MA Robert Stephen Cunningham Standard Grant 69912 7428 SMET 9178 7428 9980806 January 15, 2000 Computer Facility to Support a New, Discovery-Based Upper Level Laboratory Curriculum. Chemistry (12) This project is being carried out in conjunction with a major curriculum review and transformation process, major emphasis being on reform of the laboratory programs, based on the belief that the laboratory should lead the curriculum. General chemistry, introductory organic labs, and analytical lab sequences are being reformed, with main emphasis on guided inquiry-based laboratory experiences, and with student-oriented learning being supported through information technology and advanced computer tools. A computer center that serves lower level, introductory courses currently exists. This project is providing initial funding for a complementary facility for use by organic chemistry students, upperclassmen, chemistry majors, and students in a new interdisciplinary program in molecular biology, biochemistry, and bioinformatics. This facility supports recently acquired advanced analytical instrumentation, designed to introduce discovery-based experiments into upper level laboratory courses. Experiments that utilize the facility are adapted from journals such as J. Chem. Ed. and further developed for use by faculty who are being trained in the implementation of these discovery-based experiments. Assessment of faculty experiences and student achievement provides feedback concerning the impact of the approach on upper level laboratory curriculum. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Ryzhkov, Lev John Rawn Towson University MD Susan H. Hixson Standard Grant 54865 7428 SMET 9178 7428 0000099 Other Applications NEC 9980815 May 1, 2000 Get Focused:Solving Real-World Problems Through Microscopy. Biological Sciences (61) This project addresses the need for more critical observational skills among college biology students and the need to have students see the microscope as a tool of inquiry, rather than a tool for observation only. The main objectives are to: develop and adapt inquiry-based modules using microscopy, improve students' skills of observation, encourage collaborative activities in the classroom, encourage use of electronic resources, and build a community of learners within the Biology Department and across campus. Additionally, an opportunity for regional secondary school teachers to obtain credits for continued certification by offering an in-service institute on microscopy is being provided. Expected outcomes are increased critical observation skills of the students, a tight-knit academic community and hence greater retention of students in the program, and an awareness by the students that they may use the microscope to ask questions and solve problems. Five inquiry-based modules plus the in-service institute are being developed. One module is being designed for each grade level, with exercises increasing in complexity as the students proceed to the upper division courses. Each module is asking the students to participate in the formulation and/or testing of a hypothesis to reinforce the process of scientific investigation. Exercises are structured so that they reflect "real world" problems, e.g., wood decomposition, importance of mycorrhizal fungi, bacterial contamination of work surfaces and intracellular calcium as a regulator of cellular function. Some of the development is based on adaptation of microscopy lab teaching modules developed by faculty at Kent State U with NSF support. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Byrd, Sherell Julia Lindsey Philip Shuler Fort Lewis College CO Herbert Levitan Standard Grant 53098 7428 SMET 9178 7428 0000099 Other Applications NEC 9980832 January 1, 2000 Enhancing Undergraduate Computer Science Curriculum through Image Computations: Proof-of-Concept. Computer Science (31) This proof-of-concept project is developing educational materials to integrate research progress in image related computation (computer vision, image processing and image analysis) into the undergraduate computer science and engineering core curriculum. Recent years have experienced an explosion of image gathering modalities along with a resultant increase in the demand for expertise in image related computation. Considerable progress has also been made in fields such as image processing, image analysis, and computer vision. It is no longer sufficient to address this need for image expertise through one upper level elective course in computer vision. The need to incorporate image related knowledge units in core undergraduate courses such as data structures, introductory programming courses, automata theory, computer ethics, databases, networks, coding theory, and computer algorithms, preferably without major change in the content of these courses is essential. The materials for these knowledge units are being developed so that they can be used by instructors who are not necessarily computer vision specialists. An added advantage of using image related knowledge units in various courses is that, because of their inherent visual nature and large sizes, images offer an excellent medium for the better understanding of underlying core computer science concepts. As deliverables, the project is developing specific image-related knowledge units and instructional support materials, such as class handouts, transparencies, lecture materials, software, and descriptions of active learning contexts. Dissemination is being accomplished through the development of a textbook and freely available website. The accumulated experience and evaluation results are being presented at major computer science education conferences, workshops, and through journal papers. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Sarkar, Sudeep Dmitry Goldgof Kevin Bowyer University of South Florida FL Andrew P. Bernat Standard Grant 75205 7427 SMET 9178 7427 0000099 Other Applications NEC 9980842 February 1, 2000 Adapting a Learning Factory Model to Re-Engineer Manufacturing Curricula. Engineering - Other (59) There is a growing awareness in the engineering community of the need for integrating more practice-based experiences in the undergraduate curricula. An effective way to improve undergraduate engineering students' comprehension and ability to apply manufacturing principles is through hands-on learning and experimentation. This project uses a metal cutting/machining laboratory designed around the learning factory concept, adapted from the Penn State model, to enhance teaching and instruction of manufacturing principles and applications in the Mechanical and Industrial Engineering Programs. The project is enhancing undergraduate learning and student ability to apply concepts from school to the workplace and improved integration of manufacturing courses in the curricula. The project is directly impacting 5 courses and 150 students. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Domblesky, Joseph Vikram Cariapa Marquette University WI SIMONEAU ROBERT W Standard Grant 80036 7428 SMET 9178 7428 9980852 September 1, 2000 Strategies to Promote Active Learning in Chemistry Courses: Multi-Intiative Dissemination Workshops. Chemistry (12) The five major projects funded by the National Science Foundation through the Systemic Changes in the Undergraduate Chemistry Curriculum initiative have developed a wide range of teaching innovations that transform traditional passive lecture courses into active learning courses. These innovations have in common the goal of making students responsible for constructing their own ways of knowing. These projects, ChemLinks, ModularCHEM, Molecular Science, New Traditions, and Workshop Chemistry, have spent up to five years developing these innovations and have begun a number of efforts to disseminate the results. While the impact of various dissemination mechanisms is still being evaluated, it has become clear that the single most effective dissemination strategy is to hold hands-on workshops wherein faculty can gain experience with the diverse range of innovations and choose those which best match their individual teaching styles. Only then can they fully appreciate the impact such strategies can have on students' learning styles and habits. Faculty response to these early workshops has been extremely positive and suggests that there is a need for this dissemination effort to continue well beyond the five-year grant period of these reform initiatives. This project allows the five projects to continue to offer faculty development workshops for an additional three years. The schedule of workshops provides a predictable dissemination effort, allows continued evaluation of the effectiveness of the workshops, and significantly increases the likelihood that these collective efforts will impact the structure and pedagogy of the traditional general chemistry curriculum across the United States. The format at these workshops is to provide materials and meals at no cost to participants and to require participants to cover their travel expenses. We invite teams of faculty from participating institutions so that there is local, on-campus support for innovations that are adopted/adapted as a result of the workshop exposure, thus enhancing the probability that changes are sustained. The budget for each workshop includes funds to subsidize the travel for one institution that may otherwise not be able to send participants. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Moore, John Brock Spencer Arlene Russell Pratibha Varma-Nelson Eileen Lewis University of Wisconsin-Madison WI Susan H. Hixson Standard Grant 1061204 7427 SMET 9178 7427 0000099 Other Applications NEC 9980862 January 15, 2000 Proof of Concept Proposal for Physical Chemistry in Practice - An Interactive Multimedia DVD Companion for the Physical Chemistry Course. Chemistry (12) The project is developing a prototype for a multimedia disc (DVD,CD) that is allowing students in physical chemistry to see the practical, experimental applications of the concepts they are learning in the lecture course. This upper-division course is traditionally very abstract and mathematically oriented. The multimedia supplement is helping students to make a connection between the symbolic and theoretical material and how those concepts are put into practice. In lower level chemistry courses it is often possible for an instructor to carry out classroom demonstrations but in physical chemistry this is much more difficult. The proposed multimedia companion for physical chemistry is allowing instructors to demonstrate phenomena using graphics, animations, video and interactive activities of real instruments and showcase research currently being conducted in the field of physical chemistry. The Physical Chemistry in Practice (PCIP) digital videodisc (DVD) is a multimedia resource for both instructors and students. The DVD contains several 'programs', which are tied to traditional physical chemistry topics. Each program consists of 1) Description: An interactive description of an apparatus or experiment that illustrates a particular Physical Chemistry topic. The interactive description has photos, drawings of internal parts, computer animations and text/narrated discussions of the device 2) Video Tour: A videotaped tour of the apparatus or experiment that includes a brief interview with an expert in the field describing the device and its application. Video footage of the instrument in use and the collection of typical data follow the interview 3) Interactive Data: Typical data from the apparatus or experiment is being used in a tutorial program in which students can interpret, manipulate and analyze the information. The prototype DVD contains two complete programs. One illustrates the application of atomic force microscopy (AFM) in determining certain thermodynamic properties of polymers; the other describes the use of surface-enhanced Raman spectroscopy (SERS). The prototype project is also resulting in a complete list of programs for the full-development DVD and a description of the traditional physical chemistry course topics to which these programs correspond. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Weaver, Gabriela University of Colorado at Denver CO Robert K. Boggess Standard Grant 67493 7427 SMET 9178 7427 0000099 Other Applications NEC 9980866 February 1, 2000 Introducing Chemical Transport Phenomena in Soils into the Undergraduate Civil Engineering Curriculum. Engineering - Civil (54) The objective of this project is to establish a curriculum change in undergraduate civil engineering education at the Colorado School of Mines. The changes reflect a major shift in civil engineering practice by filling the gap between current textbooks and engineering practice. Over the last two decades, geotechnical engineering, a sub-discipline of civil engineering, has experienced radical changes. Traditional focus on the stability of structural foundations is now supplemented with environmental considerations such as soil contamination and subsurface waste isolation. As a result, today's geotechnical engineers must deal with soil chemistry in engineering practice, a subject typically excluded from formal undergraduate education. Furthermore, all of the soil mechanics textbooks currently in use at the undergraduate level in the United States cover little if any material on chemical transport phenomena in soils. It is, therefore, imperative to establish this major change in undergraduate curriculum. In this project, fundamental concepts of chemical transport phenomena in soils are being introduced into the companion courses "Soil Mechanics" and "Soil Mechanics Laboratory" by adapting and implementing two experiments illustrating chemical transport phenomena in soils: Chemical Diffusion Test for demonstrating chemical diffusion phenomena (after Shackelford at Colorado State University), and Chemical Osmosis Test for demonstrating chemical potential as a viable driving force for fluid flow (after an apparatus used at the US Geological Survey, Louisiana State University, and others). The physical phenomena of chemical diffusion underlying the first experiment is one of the dominating transport mechanisms in soils. The chemical potential governing fluid flow depicted by the second experiment becomes very significant when fine-grained soils such as clays are encountered. Comprehension of both mechanisms is critical for the full understanding of today's environmental design issues such as contaminated soil remediation and underground waste containment. Currently, both Soil Mechanics and Soil Mechanics Laboratory are compulsory courses in all civil engineering curricula in the United States. Because at Colorado School of Mines over one hundred students (reflecting 20% of seniors at CSM) are required to take both courses annually, the course curriculum change and laboratory implementation will have broad impacts campus wide as well as lasting impacts on students' careers. This project provides a testing ground for the feasibility and necessity of the proposed curriculum reform nationwide. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Lu, Ning Colorado School of Mines CO Ibrahim Halil Nisanci Standard Grant 73859 7428 SMET 9178 7428 0000099 Other Applications NEC 9980867 May 1, 2000 Using Writing as a Heuristic for Scientific Problem-Solving in a Computer-mediated Environment. Interdisciplinary (99) BROCA (Basic Research, Observations, and Critical Analysis), a computer-mediated learning environment, is being used in an innovative, introductory writing course for science and engineering students. The highly-interactive, web-delivered multimedia software is based on recent cognitive theories extended into a robust pedagogy for teaching effective and efficient writing. The new ABET requirements, changing realities of the workplace, and growing awareness of language in the learning process place added emphasis on writing in the modern science/engineering curriculum. Yet students enter into such curricula ill-prepared to undertake the types of instrumental writing required in their majors. The traditional Freshman Composition course has neither the content nor the time-expanse to address these deficiencies. Additionally, (while definitive evidence has not yet been gathered), many researchers -- both in learning styles and in composition studies -- posit that women and certain ethnic minorities are less adept at forms of writing that require discerning patterns in bodies of information, decision-making, staged problem solving, analysis, synthesis, and inferencing. BROCA is making extensive use of NASA databases, imagery, and scientific expertise to provide both the materials and the context for a series of "problem-based" units. A set of highly interactive modules present the fundamental mental manipulations of observing phenomena, performing elemental mental processing (e.g. detecting and classifying recurrent patterns), and then drawing conclusions or explanations through inferencing, interpretation, and/or application of enumerative generalizations. Using this rich context and guided-inductive mediation in the writing process, students are learning powerful cognitive strategies for gaining intellectual control over the thinking/writing process. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Carlson, Patricia Rose-Hulman Institute of Technology IN Herbert Levitan Standard Grant 75179 7427 SMET 9178 7427 0000099 Other Applications NEC 9980873 January 15, 2000 Robotic Renaissance: Bridging Engineering, Art, and Science via Web Robotics. Engineering - Electrical (55) The essence of this project is to adopt mobile robotic technology from engineering and implement it in a fundamentally interdisciplinary education environment involving the performing arts and design. The project is adapting the proven educational use of off-the-shelf robots and their previous successful use of custom robots in theatrical performance. Traditional robotic pedagogy progresses from mechanisms and software to functional vehicles. Little time is left for application development, and many talented non-engineering students cannot participate. This innovative undergraduate robotics application environment by using off-the-shelf mobile robots, controlled via Web page interfaces requires no specialized systems experience. It is providing productive cross-disciplinary participation and mutual enrichment of engineering and arts students. Users access HTML control panels via standard Web browser such as NetScape(c) or Internet Explorer@. Mobile robots, wireless communication links, and PC computers with suitable server and software is being used. The educational aim is to provide an open development environment - free of operating system or platform expertise requirements - for students and faculty in all academic disciplines to develop creative applications for mobile robots. By analogy, this is what browsers did for the Internet, revolutionizing both commerce and culture while fueling further technical progress. Outcomes are enrichment of cross-disciplinary curricula in engineering and arts, faculty development, and exciting applications including WWW robotic theatrical performances directed by a professional artist. Results are being disseminated via Web and publications. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Weiman, Carl F. Chih-Shing Wei Adrianne Wortzel Cooper Union NY Rogers E. Salters Standard Grant 49533 7428 SMET 9178 7428 0000099 Other Applications NEC 9980879 January 1, 2000 Use of Inductively Coupled Plasma-Atomic Emission Spectroscopy (ICP-AES) in Three Disciplines, From Introductory Courses to Student-Research Projects.. Interdisciplinary (99) This project is incorporating modern instrumentation for elemental analysis throughout the basic science curriculum at Earlham College in chemistry, biology, and geology. The PI and team have chosen an inductively coupled plasma - atomic emission spectrometer (ICP-AES) for its rapid capacity to perform multi-elemental analysis, which will permit a larger student population to use the instrument. Three expected outcomes guide this project. One, chemistry majors and minors are gaining exposure to usage of the ICP-AES through laboratory experiments in their standard courses which use the instrument, and through student-faculty research projects. Two, students from other disciplines - in particular biology and geology - are gaining experience with the fundamental role that chemical information plays in science, by analyzing samples obtained from work in their own discipline. Third, non-science majors at Earlham are using the instrumentation to analyze data obtained in a study of environmental issues. The project team expects to positively influence the disposition of these non-science majors towards science. Source material to support the use of this instrumentation is being adapted from several sources. These include the American Chemical Society's book, "Chemistry in Context" (for the introductory course for non-science majors), the work of Webster et al., DUE award #9751439 (for investigating the presence of trace metals in pure and contaminated soil samples in an Environmental Chemistry course), and the work of Downey et al., DUE award #9750867 (adaptations of ICP-MS experiments to ICP-AES experiments). CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Deibel, Corinne Earlham College IN Eileen L. Lewis Standard Grant 40641 7428 SMET 9178 7428 0000099 Other Applications NEC 9980881 January 15, 2000 Using Ground-Penetrating Radar to Teach Subsurface Principles in Geology and Geophysics to University Students and High School Teachers. Interdisciplinary (99) This adaptation and implementation project addresses the following key problems facing earth science education: 1) geological and cultural features buried in the subsurface provide the bulk of geologic investigations, whether in mineral exploration, environmental remediation, engineering or anthropology; 2) many states are adopting more rigorous teaching standards for science teachers, with an emphasis on hands-on learning; and 3) new National Science Education Standards encourage active student participation in their learning experience. It adapts equipment and data-gathering techniques used by industry for classroom use within the context of a hands-on, inquiry based pedagogical approach. This project sets up a geophysics/environmental sciences field-mapping laboratory that includes a ground penetrating radar system (GPR) and reflection/ refraction software. A GPR provides rapid acquisition of shallow subsurface images of strata, geological structures, and cultural features necessary for geological, hydrological, environmental, engineering, and anthropological studies. It is easy to learn to use and is lightweight and portable, thus making it ideally suited for student handling and use in the field. Specific activities include modifying existing undergraduate and graduate courses to incorporate GPR, establishing a summer field program incorporating geophysical techniques, creating a summer workshop in earth science laboratory and field techniques for K-12 teachers, and sharing the GPR with other colleges and universities in the local area. This equipment is being made available to the diverse student and teacher population found in the local area. Evaluation is being conducted by an external evaluator to assess the effectiveness of the curriculum changes, the use of the laboratory equipment, and the teacher training effort. Dissemination is being accomplished by conference presentations, teacher workshops, and an active website containing both materials and student projects. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Warnke, Detlef Calvin Lee California State University, East Bay Foundation, Inc. CA Robert Stephen Cunningham Standard Grant 57402 7428 SMET 9178 7428 0000099 Other Applications NEC 9980883 June 15, 2000 Enhancing Quantitative Reasoning Using Visualization. Mathematical Sciences (21) This project adapts materials and ideas developed by a number of research programs to promote visualization and reasoning skills of undergraduate students. It seeks to improve the breadth, quality, and relevance of quantitative reasoning and spatial analysis skills. The project responds to a completely revamped university-wide liberal studies program, as well as national trends in mathematics education. Under the liberal studies changes, students complete a foundational mathematics requirement by taking one or more of eight courses affected by this project. Project activities include installing computer display units in classrooms used by the target courses, developing visualization materials, examples and technology exercises in context, adapting materials from other projects, and interacting with faculty in non-technical areas to develop reinforcing activities. The project provides increased opportunity in these courses for visualization of mathematical and statistical concepts, exposition of concepts in disciplinary contexts, and experience with technology useful for quantitative reasoning and spatial analysis. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Hagood, John Michael Ratliff Janet McShane Northern Arizona University AZ Robert Stephen Cunningham Standard Grant 99988 7428 SMET 9178 7428 0000099 Other Applications NEC 9980887 September 1, 2000 Garden City: Adapting Sooner City at Rowan University. Engineering - Civil (54) The Department of Civil and Environmental Engineering at Rowan University is adapting Sooner City for use in its undergraduate program. Sooner City, developed at the University of Oklahoma, is a digital city that students use to complete design-oriented assignments. It provides an integrated four-year design project that unifies the curriculum, allowing material learned in earlier courses to carry forward and to be built upon. This is in contrast to the "traditional" paradigm in which courses often stand as independent entities. The goal of the current effort is to adapt Sooner City at Rowan University and to develop effective adaptation methods that will assist other institutions wishing to do the same. The objectives are to: 1) Implement Sooner City at Rowan University, under the name "Garden City"; 2) Develop a computer-based adaptation wizard for use by other institutions; 3) Add design elements not already developed by OU; 4) Evaluate results both to improve Sooner and Garden Cities and to ensure that future adaptation of Sooner City will be as efficient and effective as possible; and 5) Disseminate the results to encourage wide adaptation of Sooner City. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Everett, Jess Marianne Cinaglia Rowan University NJ Roger Seals Standard Grant 61202 7428 SMET 9178 7428 0000099 Other Applications NEC 9980890 March 1, 2000 Computerizing Introductory Physics Laboratories to Improve Student Learning. Physics (13) This project is creating a curriculum that will enhance students' first year physics experience and pave the way for a more vital discovery-based program in the advanced courses and the major. It will thus increase the interest and expertise of women in physics and technology. The project will adapt and implement computer and technology based laboratories and exercises into the introductory physics curriculum, including Workshop Physics and Just-in-Time Teaching. The curricular adaptations will include discovery-based, active learning techniques. Computer-interfaced experiments allow for the experimenter to reduce the number of tedious or cookbook tasks, and allow for her to have a more visual, complete view of the data at hand. The World Wide Web will be used extensively for interactive exercises (physlets) and for Just in Time Teaching techniques. The Web allows the student to carry out interactive; visual exercises and allows for almost instantaneous interaction among students or between the students and professor. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Sheldon, Peter Randolph College VA Duncan E. McBride Standard Grant 31545 7428 SMET 9178 7428 0000099 Other Applications NEC 9980900 June 1, 2000 CCLI-EMD: An Interdisciplinary Course for Undergraduates on Protecting Information. Mathematical Sciences (21) A course for undergraduates on "protecting information" is being developed that includes cryptography and error correction. The course is multidiscplinary, integrating topics from mathematics, physics, and computer science. The course also connects abstract concepts in these disciplines with familiar technology such as CD players and fax machines. Recent research results in quantum cryptography and quantum computation is being introduced in the course. Pedagogical approaches available though information technology are used in the course. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Loepp, Susan William Wootters Williams College MA Lee L. Zia Standard Grant 85000 7427 SMET 9178 7427 0000099 Other Applications NEC 9980905 January 1, 2000 Upgrade and Modernization of the Introductory Modern Physics Laboratory. Physics (13) This project is upgrading and modernizing the laboratory for the second year introductory course in modern physics. There are several motivations. First, a recent external Department Review committee singled out this laboratory in its recommendations. Second, a systematic series of visits to see what worked best at eleven nearby colleges revealed many new ideas to adapt and implement. Third, a new faculty member with expertise in electro-optics provides the means to make this laboratory, early in the physics major, an exciting introduction to experimentation, incorporating current research. Finally, new models of pedagogy suggest this laboratory could be more inquiry-based and investigative. The project is equipping the new laboratory with optical tables, optical mounts and components, semiconductor lasers, a 1.0 meter spectrometer, and a CCD camera. The project is aiming at flexibility and reconfigurability of the laboratory, on the model of existing electronics and nuclear physics laboratories, so that experiments, once understood, can be easily modified to address new questions. The basic experiments of the laboratory are being reworked twice within the 24-month period of the grant, once during the school year and once in the summer, and they are being designed so that variations of them are easy to implement. Students are being encouraged to make such variations and publish the results of their investigations in webpage form, linked by the professor/referee/editor to the course homepage. It is expected this new lab to have a beneficial influence on students' later coursework in the major, especially the independent thesis projects of the senior year. It should also motivate students in the first year course to consider a major in physics. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Peterson, Mark John Durso C. Sean Sutton Janice Hudgings Mount Holyoke College MA Duncan E. McBride Standard Grant 50694 7428 SMET 9178 7428 0000099 Other Applications NEC 9980908 January 1, 2000 Multidisciplinary Science and Engineering Learning Communities for Students and Faculty. Interdisciplinary (99) This project seeks to improve science, mathematics, engineering, and technology (SMET) education through the creation of Learning Communities (LCs) for students and faculty. The goals of the SMET learning communities are: first, to attract more students, especially women, into SMET majors and courses; second, to increase retention of students, especially women in SMET majors; third, to foster confidence among students, especially women in SMET majors and courses; fourth, to connect women SMET majors to support networks of interdisciplinary faculty and peers; fifth, to aid faculty to increase student learning by training them to use of innovative, research-based teaching strategies; and finally, to increase faculty understanding of innovative pedagogy to facilitate student learning in highly technical SMET courses. The project is adapting and implementing similar LC efforts underway at the University of Washington, California State University at Sacremento, Illinois State University, and the University of Texas at El Paso (this last project has received funding from NSF for some of its work). Resources and expertise from other projects described in the FIPSE National Learning Communities Dissemination Project are also being used. The first LC, Computer Science Recruitment, involves 3 courses taken simultaneously by 25 freshman women interested in computers. The second LC, Quantitative and Research Psychology, brings 25 students together in a sequence of 3 courses to increase interest and understanding in methodological aspects of psychology. In the third LC, Writing and Natural Sciences, 25 non-science students are taking 3 courses simultaneously each aimed at developing knowledge and confidence in science skills. The fourth LC, First Year Engineering, provides 2 bridge programs for 20 women between high school and college. Faculty involved in the LC program are being mentored in 2 year-long Faculty LCs, sharing strategies and support for SMET teaching. In all LCs, students and faculty connect with others across SMET disciplines. Results are being widely disseminated in 2 regional conferences, as well as academic conferences and journal articles in several disciplines. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Hughes, Donna Joan Peckham Mercedes Rivero-Hudec Karen Stein Lisa Harlow University of Rhode Island RI John R. Haddock Standard Grant 199694 7428 SMET 9178 7428 0000099 Other Applications NEC 9980909 March 1, 2000 The Protein Explorer: Interactive Web-Based Learning and Access to 3D Protein Structure. Biological Sciences (61) The Protein Explorer features discovery-based, interactive learning with built-in quizzing. There are three levels of presentation: basic, an introduction to the principles of protein structure; guided, an intermediary level offering a dozen built-in molecules; and advanced. Guided Protein Explorer leads the student through a series of fundamental questions, automatically rendering the molecule in the best manner for observing the answer to each question, while quizzing the student. It also enables students to use the same series of questions to explore any of the 10,000 macromolecules available from the Protein Data Bank To assist in interpreting the images of an unknown molecule, built-in molecules which illustrate major categories (e.g. soluble vs. lipid-seeking) are offered for comparison. As an advance over the existing software (RasMol and Chime) serving as a base for this product, no specialized technical knowledge of the software is required to use the basic or guided forms. Protein Explorer is freely downloadable from an educational macromolecular visualization website, www.rcsb.org, currently visited by 5,000-6,000 people per week. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Martz, Eric University of Massachusetts Amherst MA Russell L. Pimmel Standard Grant 499992 7427 SMET 9178 7427 0000099 Other Applications NEC 9980911 January 1, 2000 Developing an Integrated Curriculum in Ecology. Biological Sciences (61) This project is integrating experiences in ecology in the Biology department, which has a strong representation of ecology in its course offerings and faculty, to address two deficiencies in the present curriculum: the current course offerings are treated as separate units, and the laboratory experiences are focused on observational studies. The project is modifying the current curriculum to increase the cohesiveness and continuity of experiences for students and to introduce a more mechanistic, experimental approach to ecological issues. This is done through the presentation of important topics (such as experimental design and statistical analysis) in all ecology courses, through the sharing of ecological data collected from common field sites, and through more laboratory experiments emphasizing physiological responses of organisms to their environments. The ideas for this project have been adapted from two sources. First, Lloyd was involved as a teaching assistant in an effort to improve the global change curriculum at the University of Arizona. In conjunction with Dr. Lisa Graumlich, she helped revise a one-semester, upper-division course in global environmental change that integrated active learning pedagogies and opportunities for student-driven investigations. Second, Lloyd's involvement as a researcher in the NSF-funded LTER program (at the Bonanza Creek LTER) led to an idea, developed jointly by Lloyd and Dr. Steve Trombulak of Middlebury to organize the lab curricula of ecology courses around a set of shared field sites, much as research at an LTER site is integrated around a set of shared research sites. Through progressive education about ecological principles and methods and through numerous research experiences in the laboratories of all ecology courses, students are gaining an appreciation of ecology as a broad and interdisciplinary science. The goals are to provide a more coherent and comprehensive coverage of ecology in these courses, to present ecology as a more mechanistic and experimental science, to increase the number of students choosing to do ecologically-based independent research and senior theses, and to encourage students to continue on in ecology-related graduate programs and careers. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Lloyd, Andrea Sallie Sheldon Helen Young Middlebury College VT V. Celeste Carter Standard Grant 42592 7428 SMET 9178 7428 0000099 Other Applications NEC 9980913 January 15, 2000 Reconstructing the Introductory Biology Curriculum Using Inquiry-Based Approaches. Biological Sciences (61) Students entering our upper-level biology courses are weak in their understanding of basic biological concepts and scientific methodologies. Furthermore, many students have difficulty succeeding in our introductory courses and, on average, fewer than 40% of entering students complete the major. Our project is designed to enhance learning by our biology majors through reconstruction of our introductory biology curriculum. The project has five major objectives: (1) to combine broad exposure of students to basic scientific concepts with significant opportunities for in-depth understanding through direct investigation; (2) to place a greater emphasis on concepts, processes, and active scientific inquiry; (3) to develop the intellectual tools needed by students to grasp and explore new scientific topics at the outset of their undergraduate curriculum; (4) to provide a supportive student-centered curriculum that facilitates the transition of students from a high school to an undergraduate level of study; and (5) to enhance the ability of faculty to adapt and introduce newly developed materials, pedagogical methods, and technologies into their courses. We are implementing a new introductory curriculum that consists of two new concept courses and revised courses in Botany and Zoology. The curriculum is based on adaptation and implementation of exemplary teaching practices (e.g., active learning in large lectures, collaboration among students, and case studies) and laboratory investigations (e.g., Dickey and Koniski's investigative approaches, Research Link 2000) that are inquiry-based. Development of assessment methods and project evaluation is being conducted under the leadership of D. Ebert-May. Throughout the project, development of the teaching abilities of all faculty is being emphasized. As a result of our new curriculum, it is expected that students are developing the intellectual tools and knowledge of content necessary for enhanced learning in advanced courses, while increasing their confidence and interest in biological study. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Derting, Terry William Spencer David Canning Claire Fuller Sterling Wright Murray State University KY Jeanne R. Small Standard Grant 109939 7428 SMET 9178 7428 0000099 Other Applications NEC 9980920 March 1, 2000 Creation of Web Program Prototypes for Developing Awareness and Understanding of Social Interaction. Psychology - Social (72) Currently, there is no affordable technology which can enable more than small numbers of undergraduates to carefully observe and analyze the details of social interaction--a necessary prerequisite for the development of interactional skills as well as the awareness necessary to become more ethically reflective concerning interactional acts. This project aims at the development of such skills and awareness in an affordable manner through the development of a suite of Internet server-resident programs which is allowing students to view, transcribe, and analyze digital, server-archived recordings of social interaction, as well as evaluate their knowledge of interactional phenomena and interpretive concepts presented in their classes. (As such, it addresses the NSF theme of integrating technology in education.) To produce such programs, the project is employing a programmer to develop the programs for playing, transcribing and qualitatively analyzing, and also to interrelate these programs with an automated evaluation system already developed and operating. Thus, this project is being developed both by a teacher of social interaction and by the executive director of the Center for Computer-based Instructional Technology (CCBIT) at the University. This center developed and operates the above-mentioned computer-assisted evaluation system. While this project is meant to fill the immediate needs of teaching social interaction at the introductory undergraduate level at the University, a wide range of scholars in the fields of communication and communication disorders have expressed an interest in its development, and it should also prove desirable to teachers of social interaction skills in professional schools, such as nursing schools, medical schools, and management programs. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Nelson, Christian David Hart University of Massachusetts Amherst MA Myles G. Boylan Standard Grant 75000 7427 SMET 9178 7427 9980921 May 1, 2000 X-Ray Diffraction Analysis Throughout the Curriculum: a Powerful Tool for Understanding Molecular Structure and Bonding. Chemistry (12) Recent advances in hardware, theory, and software coupled with the rapidly improving price and performance of personal computers have combined to make single crystal diffraction methods simultaneously more powerful and easier to perform. This is rapidly increasing their importance in fields as diverse as synthetic chemistry, materials science, and structural biology in both industry and academia. For these reasons, diffraction methods are being integrated throughout the curriculum with the aid of materials produced in this project. These include the production of 1) tested instructor and student background materials and documentation, 2) tested laboratory resources including module plans and laboratory exercises, 3) a tested comprehensive single crystal diffraction methods lab manual, 4) student diffraction analysis software and software documentation, 5) annotated diffraction data sets, and 6) a website with these materials posted. Both introductory and advanced materials are being generated. At the introductory level, these materials focus on the relationship between experimentally derived structural data and bonding theory. At the more advanced level, these materials include a more comprehensive treatment of the structure/bonding relationship, modules on single crystal diffraction suitable for insertion into upper division courses of several types, and materials to support more extended treatments of these topics in dedicated courses and undergraduate research projects. The introductory materials serve a broad student base, including all science and technology majors, health and human service majors and pre-service science teachers. They are also being prepared in a form suitable for use with non-science and non-technology majors and high school chemistry students. The advanced materials serve the needs of undergraduate students majoring in chemistry and allied disciplines (e.g., biology, geology, physics, materials science and engineering). The new materials produced will be assessed comprehensively by using both peer reviewers, in a two cycle process, and by formal student assessment instruments. These will include pre- and post-exposure student outcome studies including student learning and conceptual understanding. Test sites include both university and high school laboratories and classrooms. This project strongly emphasizes the theme of the integration of technology into education and has teacher preparation and faculty development components. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Hunter, Allen Youngstown State University OH Pratibha Varma-Nelson Standard Grant 74707 7427 SMET 9178 7427 0000099 Other Applications NEC 9980925 January 1, 2000 Thermal Analysis: Material Science Facilities for Undergraduate Teaching/Research in Chemistry and Physics. Chemistry (12) This project uses thermal analysis instruments to develop materials science experiments in chemistry and physics laboratories as well as to conduct undergraduate research in this area. For thermal analysis, three complementary instruments (a Differential Scanning Calorimeter (DSC) and a Thermogravimetric Analysis/Differential Thermal Analysis (TGA/DTA) instrument, with Evolved Gas Analysis capabilities, coupled to a dedicated FTIR spectrometer) are used to characterize solid state materials including ceramics and polymers. Experiments are adapted from both the educational and the research literature. In the physical chemistry course the instruments are used to measure the thermal properties of polyurethane and to determine the specific heat capacity and enthalpy of protein folding. In inorganic chemistry, students study Ring Opening Metathesis Polymerization (ROMP) using a well-defined ruthenium carbene complex, and measure the thermal properties of the resulting polymer. In an upper level physics laboratory course, students study the orthorhombic-totetragonal phase transition in the superconductor YBa2CU307-x by DSC and oxygen stoichiometry by TGA. The transition temperature is a sensitive function of oxygen content in this cuprate superconductor. A second experiment involves the study of the phase transition of C60. The instruments are used in undergraduate research in materials science in both the chemistry and the physics departments. In chemistry, thermal analysis is used to evaluate precursors used to form nanoparticles of magnetic semiconductors by thermolysis. The role of water in the adsorption of peptides and proteins to mineral surfaces using thermal analysis is also being studied. In physics, the properties of fullerenes and cement based materials are being investigated. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Stoll, Sarah Stephen FitzGerald Manish Mehta Oberlin College OH Robert K. Boggess Standard Grant 48680 7428 SMET 9178 7428 0000099 Other Applications NEC 9980927 January 1, 2000 Experiential Signal Processing Laboratory (ESPLab) for Multiple Curricula. Engineering - Electrical (55) This project is developing a collection of demonstrations and experiments for hands-on, active learning in digital signal processing. Its goals are to enhance student learning, reform teaching methods, and improve outreach efforts to K-12 and during on-campus tours. Within the University of Rhode Island's Department of Electrical and Computer Engineering, the Experiential Signal Processing Laboratory (ESPLab) provides a centralized facility for three different undergraduate curricula: electrical, computer, and biomedical engineering. The facility is supporting in-class demonstrations, regularly scheduled laboratories, and independent student projects. Those programs whose ideas being adapted are: (1) Georgia Tech and Rose-Hulman bring DSP concepts into much of their undergraduate electrical engineering curricula. Georgia Tech's effort, called "Technology First", mixes the use of computer technology with the theoretical and analytical skills normally developed in undergraduate courses. (2) The Univ. of Colorado at Boulder provides an interdisciplinary learning arena (laboratory) across all four years of their curriculum. In the sophomore and junior years, theory courses are augmented with hands-on, open-ended explorations. Implementation involves a three-year plan to develop demonstrations and experiments in digital signal processing. These will be employed to improve student learning in nine regular courses (two engineering college wide freshmen courses and seven junior and senior level courses in the electrical, computer, and biomedical engineering curricula) and through four special open-ended undergraduate courses. Specific experiments and demonstration projects being developed include variable-rate audio sampling, real-time speech processing, digital FM radio, audio/video streaming, real-time data compression, digital position control of a laser spot, accelerated processing of angiograms and mammograms, detection of QRS waves in electrocardiogram, digital control of neuronal membrane potential, and computerized imaging of kinetic experiments. By emphasizing experiential learning, the proposed ESPLab is impacting 13 existing courses across the three curricula. The common experimental platform is also helping students reinforce their problem solving abilities and develop marketable DSP hardware skills. The effectiveness of the project is evaluated with the help of a faculty associate with expertise in education and assessment. Dissemination of results from this project is accomplished through a dedicated web site, publications in relevant conferences and journals, and faculty development workshops. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Swaszek, Peter Gloria Boudreaux-Bartels Ramdas Kumaresan Ying Sun University of Rhode Island RI Russell L. Pimmel Standard Grant 209917 7428 SMET 9178 7428 0000099 Other Applications NEC 9980930 January 15, 2000 Integration of Research into Geosciences Laboratory Curriculum. Geology (42) Equipment implemented for environmental monitoring in this project allows for interweaving research experiences from periodic and long-term observation of geologically dynamic sites into curricula developed and adapted from techniques used at The College of William and Mary in their sedimentology and stratigraphy, environmental geology, and hydrogeology courses (as with Ibsen, 1995, Baseline hydrologic study of Beaverdam Creek, New Kent County, Virginia, unpublished senior thesis). Students in both introductory geology and in upper level environmental geology and hydrogeology classes use this data. Examples of data collection and monitoring occur in watersheds impacted by development such as at Towson Run on campus and Minebank Run in Cromwell Valley Park. These sites are monitored for stream discharge, groundwater levels, water quality, bank stability and erosion/sedimentation. In the sedimentology and stratigraphy course the estuarine shoreline at Cove Point, a migrating cusp on the Chesapeake Bay coast, is being monitored for erosion and sedimentation. The databases obtained from successive years of data collection at these sites provide access for students to a meaningful time series of data that is then integrated into student projects. This provides them with a larger data set than could be collected during a single course. They are then better able to interpret and analyze environmental change. In upper level environmental, hydrogeology, and sedimentology and stratigraphy courses, students prepare a research report concerning monitored sites as a class requirement. Geology majors have these experiences in at least one course prior to their final year, and experience the process of interpreting and drawing conclusions from significant, real-world data sets, culminating in the preparation of a formal scientific senior research report. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Filer, Jonathan Rachel Burks Towson University MD Jill K. Singer Standard Grant 36282 7428 SMET 9178 7428 0000099 Other Applications NEC 9980931 February 1, 2000 Molecular Biology Techniques: A Research-Integrated Approach. Biological Science (61) This advanced molecular biology laboratory course, which uses a project approach to learning and incorporates an independent research component, is designed to improve the preparation of biology students for careers in research, biotechnology and science education and to increase knowledge retention and integration of concepts among upper level biology majors. The students use enhancer trap techniques in Drosophila melanogaster to work on two related projects in a single semester. One project carefully proceeds through a set of experiments that take the students from a behavior mutant (flightless), to a cloned and sequenced gene (gene for muscle myosin heavy chain protein), and finally to a study of the protein. This part of the laboratory experience exposes the students to a wide range of the techniques and instrumentation commonly used in biotechnology and molecular biology laboratories and demonstrates the logical progression of a research program. The second project involves an independent research component. It starts with mutants which have already been isolated but for which the mutated gene has not yet been discovered. Students use the techniques they have learned to clone and sequence the gene and to begin to study the protein. The integration of a research component into this laboratory course increases students' mastery of the principles of scientific inquiry and their ability to draw on their accumulated knowledge to solve research problems. Therefore, in addition to exposing students to specific techniques and instrumentation, this course also increases overall learning and helps students integrate concepts across disciplines. This course gives students who plan careers in research or biotechnology practical experience that mimics the realities of the laboratory setting. It provides students who are planning careers in education with the background necessary to bring modem technology and inquiry-based learning into the classroom. The project adapts ideas and teaching techniques outlined in two NSF supported projects: that of Malcolm Campbell (DUE 9851242 as described in http://www.bio.davidson.edu/Biology/IDH.html) and of Jill Keeney (Career Grant 9722274). CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Clendening, Beverly Hofstra University NY V. Celeste Carter Standard Grant 54339 7428 SMET 9178 7428 0000099 Other Applications NEC 9980934 March 1, 2000 Development of In Situ Gamma-Ray Spectroscopy Experiments. Physics (13) PROJECT SUMMARY Radiation detection exercises in undergraduate physics laboratories have been traditionally limited to experiments examining the basic properties of radioactive decay, the effects of shielding, and detector characteristics. Applied undergraduate laboratories have often been designed with a curriculum that supports operational health physics. In this project, environmental physics experiments involving a portable gamma-ray spectroscopy system will be integrated into a senior-level laboratory and an environmental health physics course. Experiments designed to stimulate the interest of non-science majors in applied radiation protection and introduce the scientific method will be included in introductory science courses. The portable equipment will be also be used for teaching and demonstrations at a historically black college (FVSU) that has cooperative academic agreement with UNLV. Equipment involved in this project will be used to accommodate a growing number of undergraduate research projects in environmental radiation, which increasingly involve gamma-ray spectrometry of field samples. Over the next decade, many undergraduate physics programs will begin to revise curriculums to emphasize applied options. With this in mind, the experiments adapted, developed or improved under this program will be evaluated and the successes and difficulties reported to other science programs at national meetings and through literature. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Johnson, William University of Nevada Las Vegas NV Duncan E. McBride Standard Grant 55280 7428 SMET 9178 7428 0000099 Other Applications NEC 9980935 February 15, 2000 Student Authoring of Three-Dimensional Illustrations in Undergraduate Biochemistry. Chemistry (12) The goal of this proposal is to increase the three-dimensional molecular literacy of undergraduate students by having them create and present detailed three-dimensional molecular illustrations of biochemical structures and processes. These illustrations are used as the bases of inquiry-based projects designed to help prepare the students to understand and interact with molecular structures in graduate school as well as in careers as diverse as biotechnology, molecular medicine, forensics and high school teaching. To accomplish this goal, kinemage authorship is introduced into two biochemistry courses, one for majors in biochemistry and related fields, and one for science majors in other fields. Students prepare and present kinemages on topics covered in the classes, with both peer and instructor evaluation. As part of the assessment of effectiveness, a kinemage component is included in each examination in the courses. Concurrent with the curriculum efforts, the PREKIN (kinemage authoring) and MAGE (kinemage viewing) programs and documentation are being developed under the supervision of the software author to further facilitate ease of use by both teachers and students at this level. After refinement based on this experience of combined software and pedagogy development, the materials are disseminated electronically and via workshops. The development of a framework for undergraduate kinemage authorship serves as a national model for inquiry-based learning of molecular structure in biochemistry classes of all sizes and student compositions. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Bateman, Robert Rudy Sirochman University of Southern Mississippi MS Harry Ungar Standard Grant 445240 7427 SMET 9178 7427 0000099 Other Applications NEC 9980936 June 1, 2000 Enhancement of Psychological Science Laboratories. Psychology - Biological (71) Recent discussions in the science education literature suggest that many departments continue to use primarily lecture-based approaches to teaching despite emerging evidence that students learn best when they are actively engaged in a participatory enterprise. In many cases, including ours, lack of available resources is the main barrier we have faced in implementing curricular reform. The result until recently is that our laboratory-based experiences have been less interactive and more demonstrative. Implementation of this project has made it possible to change the pedagogical culture of our department. We are initiating significant changes in several courses in our curriculum to allow our students to be more active participants in their science education. Examples of activities supported by this project include: (1) web-based interaction among groups of students within and between certain courses in the curriculum, (2) hands-on experience in using scientific instrumentation to generate and solve problems in psychological science, and (3) application of computer technology to analyze, graph, and report original data collected by students engaged in course based and independent research activities. An important anticipated outcome of this project is a collaborative research-rich environment in which classroom instruction and research are integrated across the curriculum. The effectiveness of such an approach has been convincingly demonstrated at several institutions including Furman University, Ohio Wesleyan University, and Mary Washington College. Because Furman has been especially proactive in creating a dynamic learning environment and because we share many institutional and departmental characteristics, their department will serve as an important role model and source of advice and counsel for us as we implement this project and evaluate our progress. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Sanders, Brian William Klipec Judith Allen Jane Rankin Steven Faux Drake University IA Myles G. Boylan Standard Grant 67251 7428 SMET 9178 7428 0000099 Other Applications NEC 9980940 April 15, 2000 Developing a Research-Rich Undergraduate Degree Program in Computational Physics. Physics (13) Computational Science is a developing interdisciplinary field that combines science, mathematics, and computer science to solve realistic and often complex problems. Computational Physics is a sub-field of both Computational Science and Physics, with the computational techniques and problem-solving orientation giving it a broader viewpoint than normally found in physics. This project builds on a computational physics laboratory and web-enhanced course to develop a four-year undergraduate curriculum in Computational Physics. The computational courses, texts, and seminars are research- and Web-rich, and culminate in a Senior Computational Laboratory derived from graduate thesis work in physics and engineering, and from application priority areas of the National Partnership for Computational Infrastructure. Because the research laboratory for computational physics is actually a virtual world created by the computer, it is easier and quicker to have undergraduates start working in this "lab" and involved with research than if they were in "wet" labs. This new degree reflects the integrated nature of the program, helps motivate students for the serious commitment needed for interdisciplinary study, and advances the integration of high performance computation and communication into undergraduate education. By leading to a better awareness of the strengths within the Physics Department, this degree can attract students who are best suited to this program, and provide recognition by professional schools and employers of their extraordinary achievement. In addition, this undergraduate program can be used as a stepping stone for further interdisciplinary programs at the graduate and undergraduate levels. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Landau, Rubin Henri Jansen Oregon State University OR Duncan E. McBride Continuing grant 399636 7427 SMET 9178 7427 0000099 Other Applications NEC 9980942 January 15, 2000 Use of a High Field NMR Spectrometer to Improve Undergraduate Science Curriculum. Chemistry (12) The goals of this project are to advance instruction in sophomore, junior, and senior-level chemistry courses by adaptation and implementation of modern NMR experiments from recent chemical literature. In the sophomore level organic chemistry courses, students are introduced to NMR as a structure determination tool using simple 1D and 2D experiments. In physical chemistry, advanced experiments using the nuclear Overhouser effect (NOE) to study binding activity for several known ligands are introduced. Descriptive inorganic chemistry is adapting and implementing experiments which use variable temperature and multinuclear NMR for the study of fluxional molecules. Biochemistry courses are offering peptide conformation studies and implementing experiments which use F-17 as a tool for the study of enzyme kinetics. A special topics course on NMR is also adapting experiments taken from chemical literature. Several of these courses are undertaking kinetics experiments using the variable temperature unit and using the LAN network as well as the WWW to transfer data to workstations in the computer labs for off-line data processing. The 400 MHz NMR spectrometer is also contributing to the success of many ongoing undergraduate research projects and enabling student-faculty research collaborations on projects which were not possible previously. These capabilities are improving the University's ability to attract talented young faculty and students. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Afzal, Dawood Kenneth Fountain R. Griffith Freeman Truman State University MO Harry Ungar Standard Grant 100000 7428 SMET 9178 7428 0000099 Other Applications NEC 9980943 June 1, 2000 Integrated Undergraduate Computational Biology Program. Interdisciplinary (99) ; Biological Sciences (61) ; Computer Science (31) Scientific inquiries overlapping the traditional boundaries will be a hallmark of educational experience in the next millennium. This project is an initiative towards investigating optimal dissemination of interdisciplinary science. The immediate goal of the project is to design an undergraduate computational biology curriculum as a model of interdisciplinary education. (1) We are drawing the attention of beginning undergraduates through an exploratory course with no prerequisites on computational molecular biology; (2) we are providing students of biology and chemistry a background in computer programming, and the students of computer science in the fundamentals of molecular biology; and (3) we are teaching the students the fundamentals as well as the current progress of computational biology through a multi-instructor course. The second concurrent goal is to establish a Web-based out-reach program for educational institutions that lack an equivalent concentration of instructors in computational biology. Since participation in research is an integral part of science education, we are encouraging undergraduate students in the program to work in "independent research" programs with participating faculty members during their senior year. This experiment in educational technology is providing a unique contribution towards enrichment of undergraduate education in cutting edge multidisciplinary fields. The project is adapting from the science education literature teaching methods that emphasize in class discussion and peer-led workshop formats. As a part of the cost share the University has committed to supply LAN-connected PCs to facilitate the laboratory for the program. Donation of additional equipment is being negotiated from Microsoft Corporation. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Ogihara, Mitsunori Animesh Ray John Huelsenbeck University of Rochester NY Herbert Levitan Standard Grant 162522 7428 SMET 9178 7428 0000099 Other Applications NEC 9980946 May 15, 2000 A Telescope and Instrumentation for a New Astronomy Curriculum. Astronomy (11) The project is adapting a telescope used by a few other institutions for undergraduates, a 60-cm (24-inch) computer-controlled telescope with a sensitive 1024 x l024-pixel CCD camera, to improve dramatically the college's astronomical imaging capabilities, increasing the number and quality of student projects. The camera, combined with existing instrumentation (a slit spectrograph, a fiber fed spectrograph, and an aperture photometer) form a flexible and powerful suite of modern instrumentation for observational astrophysics. Projects range from variations of standard astronomy observations to work adapted from the research literature to student research projects. The overall goal of the project is to exploit the reservoir of public interest in astronomy to increase the number of students who develop an understanding of and appreciation for science, whether as educated citizens or as career scientists. The new equipment supports several new undergraduate courses in astrophysics, as well as improving the laboratory for the popular introductory astronomy course. The equipment also supports independent research projects by science majors, workshops for local science teachers, and visits by the general public. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Winkler, P. Frank Stephen Ratcliff Middlebury College VT Duncan E. McBride Standard Grant 155713 7428 SMET 9178 7428 0000099 Other Applications NEC 9980948 March 1, 2000 Introducing Polymer Science Across the Chemistry Curriculum. Chemistry (12) Polymer science and other materials related disciplines represent important areas of work and academic research for chemistry graduates. Also, due to their ubiquitous nature, even within fields where polymers are not the principal focus, an understanding of their chemistry, structure and properties is often important. Yet, many small college and university chemistry programs, lack the student numbers and resources to justify a course dedicated to polymer chemistry. The goal for this project is to establish a polymer emphasis across the chemistry curriculum that would provide students an appropriate knowledge base and experience for future work with polymer materials in commercial or academic settings. Based upon the professional backgrounds and experiences of the investigators as well as discussions with past NSF-ILI project investigators who have developed similar projects, it was decided that an effective approach for accomplishing this goal is through the adoption of a differential scanning calorimeter (DSC) into the laboratory program. A variety of polymers related laboratory experiments using DSC is designed and adapted into freshmen through senior level chemistry courses. The implementation plan provides chemistry students the opportunity for introductory to advanced level study of polymer topics relating to structure, synthesis and physical properties. The acquisition of a DSC also permits the opportunity for more significant student contributions to original research. Non-chemistry science majors are also expected to be impacted by this project through laboratory exercises designed for the General and Organic Chemistry courses. The DSC also offers an additional tool for the illustration and study of fundamental chemical concepts, such as, enthalpy, heat capacity, phase transitions and kinetics at all levels of the chemistry program. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Iler, H. Darrell Glenn Kauffman Eastern Mennonite University VA Alexander Grushow Standard Grant 16602 7428 SMET 9178 7428 0000099 Other Applications NEC 9980952 April 1, 2000 Adapting Proven Active Learning Techniques and Internet Technology to Undergraduate General Physics (1200 students). Physics (13) Large numbers of science students enroll in general physics that is taught in a conventional lecture/recitation format with high attrition, lukewarm evaluations, and faculty dissatisfaction with student learning. In contrast Rutgers' nationally recognized 120-student Extended General Physics, using cooperative learning workshops and other techniques, has shown remarkable success in reducing attrition, promoting enthusiasm, and raising the performance of at-risk students to levels comparable to that of the regular course. This project is adapting a number of cooperative learning techniques to general physics in a cost effective, sustainable fashion. The project is making multiple changes. Topics covered are reduced; lectures are more interactive, emphasizing important concepts. Internet-based homework assignment and grading are used for a "Just in Time" quiz due prior to lecture (to encourage textbook reading) and pre-workshop homework. Recitations are replaced with workshops that utilize cooperative solution of more complex problems requiring synthesis of concepts and advanced problem solving skills. Labs are closely integrated with the course and shifted from a "recipe" format to a blend of explicit instructions and more generalized questions requiring students to make reasonable assumptions and design their own procedure. Section size is smaller. The project is adapting existing workshop and lab courseware to this new mode of instruction. Results will be disseminated in a regional conference on introductory physics. Expected outcomes are enhanced, long-term learning and improved morale. Rutgers students are highly diverse, racially and ethnically. In the current project, material are treated in a coordinated fashion from several different points of view in order to reach students with different learning styles. This approach is expected particularly to enhance the performance of minority students and women and to encourage their entry into and persistence in science-based careers. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Kalelkar, Mohan Aram Mekjian Eugenia Etkina Rutgers University New Brunswick NJ Duncan E. McBride Standard Grant 199918 7428 SMET 9178 7428 0000099 Other Applications NEC 9980958 July 1, 2000 Advancing Computational and Visualization Skills in Geosciences. Earth Systems Science (40) We are adapting and implementing learning activities that improve the visualization, modeling, and computational skills of undergraduate students in introductory through advanced level geoscience courses. Our project has three components: (1) introducing GIS and image processing analysis in courses for majors; (2) incorporating modelling and visualization tools in upper division courses for majors, and (3) implementing computational activities into our courses for non-science majors. The courses directly impacted by this implementation plan include Natural Sciences (freshman year), Introductory Geology (freshman year), Computer Applications (sophomore year), Mineralogy (junior year) and Geomorphology (senior year). Implementing GIS and image processing analysis in our undergraduate curriculum is proceeding in phases and uses existing materials developed as part of a previous NSF curriculum development grant to the PIs as well as new materials. Curriculum materials are available at (http://www.geo.arizona.edu/geomorphology/geos450/geos450.html) and (http://www.geo.arizona.edu/sage/gis/). Students use GIS and spatial analysis tools to investigate problems ranging from site analysis studies, to hazard mitigation, to managing water resources. These materials are used in our Introductory Geology, Computer Applications and Geomorphology courses. In Mineralogy, students use a variety of applications to investigate the properties of minerals and crystal structures. Software includes XTALDRAW, an interactive program that draws images of crystals at the atomic scale in several ways, METRIC to compute crystal chemical parameters, XPOWPLOT which creates images of theoretical powder diffraction patterns. The software and the classroom activities are available at http://www.geo.arizona.edu/xtal/person.html. We are also integrating problem solving and system analysis in Computer Applications and Geomorphology courses using Rivertools, XGobi, Stella II and Excel. Students use Rivertools and digital elevation models to extract a channel network and analyze the hypsometry, number, length, slope and other characteristics of the channels. They also use Xgobi and Stella to investigate characteristics of individual rivers and the relationships between suspended and dissolved loads. In our Natural Sciences courses for non-science majors, we utilize a variety of interactive programs which allow students to explore basic concepts, visualize geologic processes and evaluate situations. We have adapted materials from our Introductory Geology course that use TASA Graphics Topographic Maps and Plate Tectonics, Geostructures, ArcView and the Planet Earth series of software. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Hall, Michelle Robert Butler Robert Downs Jon Pelletier Peter Kresan University of Arizona AZ William C. Beston Standard Grant 52148 7428 SMET 9178 7428 0000099 Other Applications NEC 9980961 February 15, 2000 Physiological Psychology Research Training Program. Biological Sciences (61) The goal of this project is to upgrade the research training program in physiological psychology at Vassar College. As a result of the modernization of our teaching/research laboratory space, we are now incorporating more sophisticated techniques for exploring physiological processes that are correlated with behavioral systems. A main goal of the current project is to incorporate neurochemical techniques, specifically neuropeptide immunocytochemistry and brain enzyme analyses, in this particular course. A secondary goal is to provide opportunities for students to continue on and incorporate contemporary neurochemical approaches to exploring relationships between physiological and behavioral systems in their advanced independent research projects. The laboratory exercises are adapted from exercises demonstrated at a Project Kaleidoscope workshop. The equipment is also being used by faculty, especially the PI of this project, in ongoing faculty research programs, programs that actively involve several undergraduate students each semester. Finally, in addition to enhancing the research training program in the Psychology Department, upgrading of the laboratory component of this course is expected to have substantial positive effects on the curriculum of the Biopsychology Program. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Gray, Janet Vassar College NY Terry S. Woodin Standard Grant 16157 7428 SMET 9178 7428 0000099 Other Applications NEC 9980967 May 1, 2000 Integrated Use of Scanning Electron Microscopy in Multidisciplinary Curricula in Classroom and Field Settings. Interdisciplinary (99) This proposal addresses two weaknesses in undergraduate science education. 1) Traditional education in the natural sciences suffers from a lack of interdisciplinary linkages. This proposal seeks to enhance interdisciplinary education in the natural sciences at Bloomsburg University through the addition of new courses and new laboratory exercises utilizing Scanning Electron Microscopy (SEM) as part of a new, multidisciplinary program in Environmental Sciences. 2) An interdisciplinary program of Marine Science is already taught at the Wallops Island Marine Science Center (WIMSC), of which Bloomsburg University is a member. This center is a field station for summer courses and student and faculty research, but as a traditional field station, it lacks sophisticated analytical equipment. The addition of a SEM will provide a unique opportunity to employ analytical techniques in a field setting. This proposal requests funds for the purchase of a compact model of SEM that will be used on the Bloomsburg campus during the academic year for laboratory exercises in the new Environmental Sciences curriculum, as well as for labs in other courses in the Biology and Geology curricula, and for student research. During the summer months, the machine will be used at the WIMSC, primarily for instruction in the multidisciplinary Marine Science curriculum. The SEM is a logical choice for this curricular innovation because of its successful incorporation in undergraduate education in a variety of disciplines. The ways that the SEM is being used in the classroom and field has been influenced by: o L. S. Chumbley et. al., "A New Paradigm - Multi-user Scanning Electron Microscopy," Journal of Microscopy, September 1995. o J.H. Wandersee, "Bioinstrumentation: Tools for Understanding Life," National Association of Biology Teachers (Reston, VA: 1996). o G.E. Sosinsky et. al., "The Electron Microsopy Outreach Program: A Web-based Resource for Research & Education," Journal of STructural Biology, Vol. 125, 1999, pp. 246-252. o P.D. Crowley and J.T. Cheney, "Using the Microprobe (SEM/EDS) in Undergraduate Mineralogy," Geological Society of America Abstracts with Programs, Vol. 25, no. 6, 1993, pp. 347-348. The following are examples of ways that the SEM will be used in student research projects: o C. Jones, "Microfabric Analysis of Pleistocene and Recent Varved Clays," Geological Society of America Abstracts with Programs, Vol. 26, no. 3, 1994, p. 27. o N.R. O'Brien and S. Pietraszek-Mattner, "Origin of the Fabric of Laminated Fine-grained Glaciolacustrine Deposts," Journal of Sedimentary Research, Vol. 68, 1998, pp. 832-840. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Tanner, Lawrence Cynthia Venn Thomas Klinger Bloomsburg University of Pennsylvania PA Myles G. Boylan Standard Grant 77895 7428 SMET 9178 7428 0000099 Other Applications NEC 9980968 March 1, 2000 Collaborative Undergraduate Education Using Enhanced NMR Technology in Northeast Indiana. Chemistry (12) Undergraduate education in FT NMR theory and operation, from lower to upper level courses, presents a challenge to many institutions. This challenge is addressed in this project by adapting and implementing a consortium model previously used in an NSF supported project. Six area colleges and universities are involved. At present, the principal investigators' site (lead institution) is the only institution in the region with ready access to this technology. This project is resulting in the first-time integration of FT NMR technology throughout five regional undergraduate chemistry programs. The FT NMR technology is distributed from a principal site via a remote access network to these five institutions with no current access to FT NMR . This project is improving the quality and quantity of NMR activities (teaching and research) at all of the above campuses and includes improvrments in a variety of classes at all of the schools. It is also making undergraduate research opportunities available at a number of sites where it was not previously possible. Enhanced access to this technology is occuring, in part, through increased NMR sample throughput via automation using an automated sample changer. The initially available 200 MHz instrument was upgraded, at the start of the project, to one with broadband (multinuclear) and variable temperature capabilities. New high quality, discovery-based experiments of less common NMR nuclei, and experiments of longer duration are now being adapted from other projects. Examples include the number average molecular weight of polymers, two dimensional spectra, the resolution of stereoisomers using chirotropic reagents, the determination of the molecular origins of organics using deuterium NMR, gas phase equilibria, probes of both molecular structure and dynamics, as well as organometal complexes. Many of these experiments are derived from the chemical education literature (J. Chemical Education), while some come from the research literature. The principal investigator serves in a managerial role, which is crucial to the effective implementation of this distributed technology. This project employs on-site training to help faculty at the remote sites receive the appropriate level of support to succeed. New courses on NMR training are being developed. A collaborative paper will be published in the undergraduate chemistry education literature as part of an evaluative report of this partnership. It will include the successes, the problems and their solutions. The evaluation and assessment phase of this project is being facilitated by the use of two faculty from outside the chemistry departments and who have expertise in the design and measurement of student learning activities. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Linn, Donald Kenneth Stevenson Vincent Maloney Stephen Coburn Purdue Research Foundation IN Robert K. Boggess Standard Grant 73327 7428 SMET 9178 7428 0000099 Other Applications NEC 9980971 January 15, 2000 Case Study Based Laboratories for an Undergraduate Human Factors Curriculum. Engineering - Other (59) This project is an adaptation and implementation of a case study model for instruction to provide the context and motivation for design-oriented laboratory experiences in undergraduate Human Factors and Ergonomics (HFE) courses. The goals of the project are: 1) To emphasize the application of human factors and ergonomics course material to real-world problems through integrated, design oriented laboratory experiences; 2) To ground the study of HFE within the context of industrial engineering, using a manufacturing case study to motivate the laboratories; 3) To provide students with laboratory experiences in which they can obtain skills in the identification of research or design questions, and the development of methodologies to investigate those questions; 4) To provide students with exposure to and skills in using current technologies and techniques in interface prototyping and industrial ergonomics work analysis; and 5) To motivate students of different learning styles to master course material. The project includes the development of an automotive manufacturing case study to be used in two required HFE courses, in cooperation with HFE personnel from two large automotive manufacturing facilities. The case material includes a description of the overall manufacturing system, seven multi-period laboratories across the two courses, and computer modules designed to support the design and analysis activities in the laboratories. Case material is being developed, the courses are being taught using the modified laboratories, and an evaluation is being conducted to compare student performance in the courses before and after the proposed laboratories are implemented. Among other methods, a web site is being developed to disseminate the case material. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Bisantz, Ann Victor Paquet SUNY at Buffalo NY SIMONEAU ROBERT W Standard Grant 39741 7428 SMET 9178 7428 0000099 Other Applications NEC 9980973 May 1, 2000 A Data Analysis Exercise Server for Introductory Statistics Courses. Mathematical Sciences (21) Almost no statistician would consider analyzing a data set by hand since the computer serves as the primary tool for every modern data analyst. While almost every introductory statistics course has some computer component, there have been numerous problems with providing students access to data and software, which have limited the impact of the computer in the area of statistical education. The World Wide Web (WWW) can be used to solve many of the problems, which have impeded the full implementation of computer-based data analysis in basic statistical education. Students can now gain easy access to data and software to analyze it via the WWW. With this goal in mind, the PI's have created a statistical package called WebStat which runs as a Java applet. Using the platform independent features of Java, this package runs within all common WWW browsers and on every major computer platform. The project is designing a WWW site around WebStat software which will enable instructors from across the country to easily introduce students to modern data analysis using the full capabilities of the software. The site will feature a pool of meaningful exercises in data analysis from which instructors may setup assignments for their students. The site will have the capability to track, grade and accumulate student responses to a variety of questions testing their data analysis skills. The ultimate goal of the project is to enhance student comprehension of elementary statistics by supplying a flexible system of practice exercises which emphasize data analysis skills and the interpretation of results. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Ogden, R. Todd R. Webster West University of South Carolina at Columbia SC Lee L. Zia Standard Grant 75000 7428 SMET 9178 7427 0000099 Other Applications NEC 9980977 January 1, 2000 Big Ideas in Biology Curriculum Project. Biological Sciences (61) This project involves the first of three phases to design and evaluate a unique non-majors general biology textbook, which integrates innovative multimedia materials and teaching strategies. Specifically, this first stage of the project is focused on the development of the text-based material, which consists of a ten-chapter textbook including content material, critical thinking questions, and investigative activities. Additionally, a Web page is being developed that focuses on the creation of a "virtual course community," encouraging students to interact outside of class. In correlation with the text material, faculty development materials are being collected and created. This material includes a collection of teaching strategy suggestions for each chapter and video vignettes of these teaching strategies when feasible. A multidisciplinary team of on-campus faculty and students will be organized to develop a full CCLI-EMD grant proposal, which will seek funds for the development and production of these and other multimedia materials. The material is being subjected to faculty and student formative and summative review to assess the pedagogical effectiveness of the following textual configuration: (a) first person presentation of content; (b) parallel reading (first person story-telling paralleled with traditional telling, interactive graphics and integrated critical thinking questions); (c) icon reading cues (small graphics embedded in the text); (d) "take-home" investigations; and (e) integrated web-based community. Additional science education and biology colleagues are also reviewing chapters as they are developed to enhance receptivity and effectiveness. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Hauslein, Patricia St. Cloud State University MN V. Celeste Carter Standard Grant 38591 7427 SMET 9178 7427 0000099 Other Applications NEC 9980982 January 15, 2000 Adaptation of an Innovative Materials Science Course for Engineers. Engineering - Materials Science (57) This project is adapting a course, originally developed at Rensselaer Polytechnic Institute in materials chemistry, to fit the needs of freshman engineering students at Virginia Commonwealth University's new School of Engineering. This course is being designed to provide students the fundamental knowledge required to perform materials selection and is key to integrating design in upper level courses. Rensselaer had changed the mode of delivery in this multidisciplinary course from the traditional lecture-recitation format to an interactive studio format that integrated lecture, recitation, team problem solving, and experimentation into a single learning experience. As a small engineering school, VCU cannot completely adopt the studio model; therefore, the plan is to create studio recitations, integrate the laboratory into the class sessions, and develop an effective text with internet based supplemental material. Focus is on the studio-based recitation as the key learning experience. The course format is being modified such that there are two one-hour lectures and two ninety-minute recitations each week. VCU is integrating the laboratory into the studio-based recitation. Student teams are typically conducting similar experiments on different materials. Their results are the subject of class discussion, and students are being asked about the laboratory as part of their homework assignment or individual test questions. Emphasis is being placed on a higher level of learning. The goal is to have students be able to make design decisions based upon experimental data, consider alternative processes or materials, and effectively communicate these opinions. VCU is disseminating via a textbook being prepared exclusively for use in a first-year common engineering course, and supplemented with an internet-based CD containing hints, narrative solutions to homework problems, lecture overheads including speaker notes and animations, and virtual laboratories. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Palmer, Mark Anthony Guiseppi-Elie Robert Pearson Virginia Commonwealth University VA Margaret D. Weeks Standard Grant 39169 7428 SMET 9178 7428 0000099 Other Applications NEC 9980992 June 15, 2000 Improvement of the Natural Sciences Curriculum Through Use of Multinuclear NMR Spectroscopy. Interdisciplinary (99) This project adapts materials developed at American University and Centre College to enhance science education at one university. It includes the introduction and use of a high-field NMR spectrophotometer into the chemistry curriculum as well as within the biology and physics curriculum. The topic of NMR has found such widespread application that many colleges and universities have been introducing the principles of NMR experimentation earlier and earlier in undergraduate education. Thus this project enriches the experience of many science students and impacts science education quite broadly. The introduction of this instrument into the undergraduate program helps achieve the university's goal of integrating scientific disciplines to prepare students for teaching and research opportunities in the twenty-first century. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Heltzel, Carl James Day Peggy Palombi Eva Csuhai Transylvania University KY Robert Stephen Cunningham Standard Grant 100000 7428 SMET 9178 7428 0000099 Other Applications NEC 9980995 January 1, 2000 Using the LaCEPT Model to Reform an Elementary Statistics Course. Mathematical Sciences (21) A management model borrowing features of the Louisiana Collaborative for Excellence in the Preparation of Teachers (LaCEPT) will be adapted to a departmental scale and is being used to promote the reform of the LSU mathematics course M1100. The LaCEPT model is based on a philosophy of 'reform form the bottom up, lateral assistance and support from the top down.' It drives reform by providing instructors with information, supporting individual creativity, promoting collaboration, creating buy in, and drawing on the knowledge distributed throughout the organization. The course M 1100 is a required part of the K-8 teacher education program and is taken by about 200 future teachers every year, together with an additional 400 to 500 students fulfilling quantitative literacy requirements. It is presently the only mathematics course where future K-8 teachers at LSU encounter probability and statistics. The content areas for the course include the language of mathematics, probability, statistics, and financial mathematics. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Neubrander, Frank Louisiana State University & Agricultural and Mechanical College LA Elizabeth Teles Standard Grant 74063 7428 SMET 9178 7428 0000099 Other Applications NEC 9980999 May 1, 2000 Undergraduate Robotics Laboratory. Computer Science (31) This project builds a robotics laboratory and provides integrated experiences in the undergraduate computer science curriculum through new courses and modified course experiences. It adapts aspects of existing exemplary projects at MIT and Swarthmore College as appropriate to meet the local needs. The undergraduate robotics laboratory enables undergraduate computer science majors to study, design and implement control algorithms for autonomous robots as well as to explore techniques for object recognition and manipulation. It also permits robotics to be introduced to lower division majors through a lab using a robotics simulator and to majors in artificial intelligence through a lab that enables an integrated planning and natural language processing system to control a robot. The lab supports a survey course on human and artificial intelligence designed for non-majors, a course that will form part of a three-course sequence on cognitive science. Most students overestimate the capabilities and intelligence of robots and computers. By permitting them to study control algorithms for low-level behaviors, they gain an understanding of what robots and computers can and cannot do and an appreciation of the contribution computer science has made to the study of human intelligence. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Harlan, Robert David Levine Saint Bonaventure University NY Jane C. Prey Standard Grant 41423 7428 SMET 9178 7428 0000099 Other Applications NEC 9981001 June 1, 2000 Computer Based Teaching in Epidemiology and Statistics. Interdisciplinary (99) A hands-on technology-based approach to teaching epidemiology and statistics to undergraduates is made possible by the use of large national data sets, research data bases, the Internet, and appropriate software packages. Successful efforts from other institutions in the teaching of statistics using large, real-world data sets have been applied to a variety of disciplines and have been published in a variety of journals on statistical education. These approaches are being adapted and applied to the teaching of epidemiology. An update of the curricula and facilities enhances our largely minority students' learning and computer skills and contributes to the achievement of their goals and potential. Student interaction with meaningful, real data helps develop the facility to understand and interpret quantitative data. Real health data is obtained and analyzed using the Internet/World Wide Web and PC-based statistical software. Collaborative and active learning are integral components of the approach used in teaching. These strategies promote greater quantitative reasoning and problem-solving skills, information retention, and the development of computer skills essential for minority graduates to be competitive in the job market. The goals of the project are 1) to develop faculty computer skills necessary to teach the new statistics and epidemiology courses; 2) to integrate computer technology into the statistics and epidemiology curricula; 3) to construct a computer laboratory for undergraduate instruction in the newly developed courses; 4) to evaluate the impact of the new curriculum and disseminate the project findings. DUE themes of integrating technology into undergraduate education, faculty development, and diversity are key components of this project. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Friedmann, Erika Mark Tomita CUNY Brooklyn College NY Eileen L. Lewis Standard Grant 99993 7428 SMET 9178 7428 0000099 Other Applications NEC 9981004 January 1, 2000 Experiential Learning about Psychological Processes. Psychology - Cognitive (73) The realm of the mind is mental processes: thinking is not an object, but an intricate activity carried out by the brain. Traditional educational vehicles (classroom lectures, books) cannot depict the dynamic character of human thought processes. Instead, they merely describe mental processes. Here we are developing modules for a new web site, Psychological Processes, that provide students with interactive demonstrations and experiments designed to reveal our current understanding of the dynamics of thinking. In this proof-of concept proposal, our goal is to develop two modules covering "The Descriptive Mind" and "The Adaptive Mind." Each module is being designed as a set of numerous Java programs that allow students to conduct experiments, interact with psychological models, and experience demonstrations about psychological processes. From these experiences, we expect students to acquire a better understanding about how human thinking works, as well as a better appreciation for the role of experimentation in illuminating psychological processes. Each of the areas is based on a functional schema of human thinking designed to provide a unified framework that encompasses many seemingly distinct phenomena. The development process is based on staged deployment, with considerable beta testing using college undergraduates and gradual introduction into our existing Introductory Psychology course. Evaluation of the modules will include a comparison of a traditional text-based treatment against the new form of presentation. National distribution will occur initially through the web. Instructors nationwide will have access to a mailing list that shares new developments, bug reports, comments, and invitations to participate in beta testing of new modules or provide comments about modules under development. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Bradshaw, Gary Mississippi State University MS Myles G. Boylan Standard Grant 74994 7427 SMET 9178 7427 0000099 Other Applications NEC 9981007 April 1, 2000 Representations of Finite Groups and Applications. Mathematical Sciences (21) One of the beautiful and applicable parts of mathematics is the study of symmetry, that is, the actions, or representations, of groups of symmetry transformations on physical objects. For example, the square has eight symmetry transformations. These symmetries simplify the analysis of many physical systems based on a square shape (e.g., the analysis of vibrations of a square mechanical system or the spectrum of a square molecule. The same holds true for other shapes, making the theory of group representations a powerful tool for mathematicians and scientists. The theory however is somewhat technical; so, group theory is usually taught and described in courses at the graduate level. The proof-of-concept project is developing an undergraduate, upper division course and accompanying textbook to teach the theory of the representations of finite groups, with specific and detailed applications, to mathematics majors, mathematics education majors, and to students majoring in science and engineering. This work is making available to a larger audience the study of a beautiful and powerful branch of mathematics and to teach its applications to a larger group of scientists and engineers. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Mantini, Lisa Oklahoma State University OK Elizabeth Teles Standard Grant 75000 7427 SMET 9178 7427 0000099 Other Applications NEC 9981009 January 15, 2000 Multidisciplinary Lab-Based Undergraduate Controls Curriculum. Engineering - Electrical (55) This project is establishing and reforming a cross-disciplinary, lab-based, undergraduate control curriculum within the College of Engineering and Applied Sciences at the University of Colorado at Colorado Springs. One of the main focuses of the lab is that it be a multidisciplinary facility. It is shared by the Electrical and Computer Engineering (ECE) and Mechanical and Aerospace Engineering (MAE) students. This is similar in theme to the outstanding control-systems laboratory at the University of Illinois at Urbana-Champaign. Another main focus of this lab is that it include physical devices to control. The ideas are being adapted from a paper by Dennis S. Bernstein, where he describes the control-systems laboratory at the University of Michigan at Ann Arbor, and the necessity of physical experiments, and devices to be controlled. The laboratory is being incorporated into the curricula of four additional junior and senior level control courses. These courses teach classical analog and digital control methods, and modern multi-variable analog and digital control methods. The digital control courses, in particular, are redesigned to be heavily lab-based. Laboratory experiments and demonstrations are designed for the other courses as well. This control systems laboratory is comprised of four work centers. These centers are used to study control of "magnetic Levitation," "Control-Moment Gyroscope" and "Flexible Beam" dynamic mechanism. These devices are configured to study control of liner or non-linear, single-variable or multi-variable, minimum-phase or nonminimum-phase systems. The lab is being used by two control courses which teach classical analog and digital control methods, respectively. Learning is greatly enhanced as the students are now be able to control a physical apparatus (rather than just simulate performance). Unexpected disturbances and unmodeled dynamics are encountered, and so the students are forced to design a controller that will work acceptably in a real implementation. The curricula for these two laboratory courses are redesigned to incorporate extensive weekly experiments and design projects using the equipment purchased for this project. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Plett, Gregory David Schmidt University of Colorado at Colorado Springs CO Rogers E. Salters Standard Grant 70570 7428 SMET 9178 7428 0000099 Other Applications NEC 9981015 May 15, 2000 A New Pedagogy for Algebra-Based College Physics. Physics (13) This project is significantly changing the way the algebra-based college physics course is taught. Comparatively little work has been done on revising this course. The new pedagogy being developed incorporates web-based lectures and computer-guided cooperative-learning problems labs. The new pedagogy allows students to access the lecture material at their convenience on the world-wide web, and makes the problems labs student-driven and as instructor-independent as possible. This "proof-of-concept" project concentrates on the first semester of the college physics sequence, and includes completing the web-based lectures, EXCEL spreadsheets, and the activity book; completing a preliminary assessment of the first semester course at Middle Tennessee State University using a pre-existing assessment instrument (the Force Concept Inventory) and student/instructor evaluations; and identifying potential test sites, evaluation teams and a publisher for the completed sequence materials. It is expected that this project will result in a future full development project for the revision and evaluation of the pedagogy for the complete introductory college physics sequence. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Montemayor, Victor Middle Tennessee State University TN Duncan E. McBride Standard Grant 36951 7427 SMET 9178 7427 0000099 Other Applications NEC 9981017 June 1, 2000 Development of a Guided-Inquiry, Collaborative Physical Chemistry Laboratory Course. Chemistry (12) A guided-inquiry, collaborative physical chemistry laboratory course is being developed. Motivated by a concern that our physical chemistry laboratories should reflect the way measurements are carried out in modern laboratories, and inspired by the successful reforms of general chemistry, we are adapting and implementing the accepted pedagogical strategies of guided-inquiry and collaborative learning in a problem based approach in a physical chemistry laboratory course. Pedagogical strategies used in the New Traditions systemic chemistry initiative, and more generally discussed by the NSF report on Curricular Developments in the Analytical Sciences, are being adapted. Our primary goals are: 1) to develop two guided-inquiry, collaborative projects where the students learn to develop laboratory procedures, gather samples and obtain data, analyze and interpret data, and effectively communicate their results and 2) to equip our physical chemistry laboratory with instruments which allow us to develop a guided-inquiry, collaborative project which centers on a problem facing the pharmaceutical industry, polymorphism of drug substances. The methodology of the laboratory projects themselves will be adapted from the pharmaceutical research literature and from experiments published in the chemical education literature. New instruments include a differential scanning calorimeter and a polarized light microscope with a hot stage The projects are being developed, implemented, evaluated, and revised during a two-year time frame. Changing the way the physical chemistry laboratory is taught is having a significant impact on the entire chemistry curriculum. Adapting and implementing a guided-inquiry approach begins a reform of the chemistry laboratory curriculum because none of our laboratory courses previously used that approach. The development and implementation of two guided-inquiry collaborative physical chemistry laboratory projects is promoting changes in the laboratory courses across the chemistry curriculum, injecting a problem based approach into our laboratory curriculum, and providing instruments which can be integrated into our courses. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Towns, Marcy Ball State University IN Susan H. Hixson Standard Grant 45895 7428 SMET 9178 7428 0000099 Other Applications NEC 9981027 January 1, 2000 Development of a Project-Based Microcontroller Course: A Top-Down Approach. Engineering - Other (59) The goal of this project is to develop and implement a project-based advanced micro-controller (MC) course for junior and senior biological and agricultural engineering students at the University of Georgia. The course is also serving as an elective for computer science students. The course aims at teaching students, using a top down approach, the design methodology by which the MC could be used as a tool to solve practical and important engineering monitoring and control problems. Hence, the course originates with a real world monitoring and control application that serves as a focal point and a case study for the entire course. This application is used as a vehicle to learn about important MC functions, programming techniques, and interfacing of various devices while providing students the opportunity to integrate this knowledge into a meaningful control design experience. In developing this course, the PI is relying heavily on a course developed by another NSF funded PI at the University of California at Berkeley 'Microprocessor Control of Mechatronic Systems'. This course is based on the same top down approach at Berkeley however, it takes a complementary approach. Whereas the course in Berkeley is concerned with control systems in a broad sense and handling complex control problems using off-the shelf hardware and software modules. This project aims to give students a deeper, more focused experience with the MC within the context of a fairly complex control problem. Developing expertise in MCs is crucial for biological and agricultural engineers since several instruments in their fields are becoming increasingly complex with multiple MCs embedded in them. This course is bringing together teams of students and faculty with diverse backgrounds. Approximately 100 students a year will benefit from this course/laboratory. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Hamrita, Takoi University of Georgia Research Foundation Inc GA Russell L. Pimmel Standard Grant 100000 7428 SMET 9178 7428 0000099 Other Applications NEC 9981029 July 1, 2000 Making Mathematical Connections in Programs for Prospective Teachers. Mathematical Sciences (21) In this "proof of concept" project, modules in geometry and abstract algebra for prospective teachers are being developed that integrate the two areas and emphasize connections between pre-college and undergraduate mathematics. The project is designed to address a need for programs that provide prospective teachers the opportunity to make connections between prior knowledge and future tasks, and to enable them to construct new mathematical and pedagogical knowledge by engaging in the teaching and learning of mathematics. The project will design integrated units in geometry and abstract algebra that focus on the basic results that provide the underpinnings for secondary school mathematics. The units will incorporate school-based field experiences. University mathematics faculty, secondary school teachers, graduate students, and undergraduates will participate together in professional development activities that tie mathematics content and pedagogy together at the pre-college and university levels. Evaluation will provide feedback on the success of the project as well as insights on how undergraduates (in particular, prospective teachers) develop an understanding of abstract mathematics. Results from the "proof of concept" project will inform the development of a full curriculum based on the concept. Additional sources will be explored for funding of the full development. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Graham, Karen University of New Hampshire NH Lee L. Zia Standard Grant 75000 7427 SMET 9178 7427 0000099 Other Applications NEC 9981031 May 15, 2000 Workshop Physics with Health Science Applications. Physics (13) The algebra-based introductory physics course in most universities is a two-semester sequence, whose major population are health science majors. Very little attention has been paid to this course either by researchers or curriculum developers. This project is aimed at making physics concepts more understandable to these students and more applicable to their interests. The Workshop Physics method of instruction is a way to address these issues. The Workshop Physics curriculum is being adapted to the needs of the algebra based class and new units with applications to health science topics are being developed. Another major objective of the project is to encourage the Workshop Physics method of instruction at the home institutions of the principal investigators of this project, other colleges and universities, and at high schools. This is being addressed by offering professional faculty development workshops. The Workshop Physics method of instruction is a calculus-based curriculum that involves a hands-on, computer-based laboratory environment that replaces the typical lecture-lab-discussion format. First the curriculum is being adapted from a calculus- to an algebra-based course. Next new units will be developed with applications to the health sciences. The adaptation and implementation is taking place over a three-year period, with continuous evaluation and revision. In the third summer a faculty development workshop will be held to introduce faculty to the Workshop physics method by working through the newly developed units. This and other workshops will be used to disseminate a complete algebra-based version of Workshop Physics, including the newly developed units. This project will result in an algebra-based curriculum that will give students a solid understanding of physics concepts, make them aware of relevant physics applications to health science, and introduce them to a new pedagogy. In addition, more faculty will be introduced to Workshop Physics and new units will be developed. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Eligon, Ann Marie Beth Thacker Grand Valley State University MI Duncan E. McBride Standard Grant 190637 7428 SMET 9178 7428 0000099 Other Applications NEC 9981035 July 1, 2000 Undergraduate Information Systems Security Laboratory. Computer Science (31) This project establishes an information systems security laboratory at Polytechnic University. The primary goal of the project is to assist in meeting the national demand for qualified security professionals that can help meet the security challenges facing our national information infrastructure. This will be achieved by establishing a laboratory that becomes a national model for an experimentation environment providing hands-on experiences in topics related to information systems security at the undergraduate level. The proposed laboratory supports a pair of project oriented courses; the first an introductory survey course in computer security and the second, a course in network security. The project adapts laboratory and course material from the Information Systems Security Laboratory (ISSL) at Iowa State University which initially started with an NSF-ILI grant and has subsequently been recognized as center of excellence in information security education by the National Security Agency (NSA). ISSL has agreed to help in the adaptation by sharing their experiences and courseware. The two teams will exchange visits to each other's facilities to facilitate the proposed adaptation. Polytechnic University will establish a Web site which will include curricula, laboratory manuals, and other course materials. The university is committed to maintaining and updating the site after the completion of the project for national dissemination and use of the models that are developed. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Memon, Nasir Phyllis Gail Frankl Polytechnic University of New York NY Jane C. Prey Standard Grant 80000 7428 SMET 9178 7428 0000099 Other Applications NEC 9981039 May 15, 2000 Adaptive Web-based Learning in Support of Transfer Students. Computer Science (31) This project develops a prototype for an adaptive learning architecture with Web delivery and management technology. It also develops and delivers the course content for two cornerstone courses in a recently initiated technology education program. The technology education program is targeted to students transferring from two year institutions. This project focuses on providing the technology, methodology and course content for two courses that cover the theoretical background and practical programming background for students entering the technology education program. The architecture features the use of a database of related material, which differs in difficulty, assumed background and delivery modes. It also features the use of a knowledge base in which the instructional material is organized as a dependency graph between the instructional topics, management of student progress through the material, and navigational tools which allow students to bridge gaps in their background and explore topics that catch their interest. The adaptive learning architecture supports students with diverse backgrounds and has the potential to address problems common to many institutions of higher learning. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Wild, J. Christian Kurt Maly Mohammad Zubair Shunichi Toida Old Dominion University Research Foundation VA Andrew P. Bernat Standard Grant 90293 7427 SMET 9178 7427 0000099 Other Applications NEC 9981040 July 1, 2000 Integration of Computer Technology into the General Chemistry Curriculum. Chemistry (12) The overall goal of this project is to provide students with a technology enhanced laboratory experience throughout their first year of chemistry. This is accomplished by the use of 28 workstations, each consisting of a LabWorks Il Interface system and PC. These systems are distributed between two dedicated general chemistry laboratories where ports for connection to the Internet are available. The computers in the two labs are linked on an Intranet and they are networked to an already existing computer lab facility (undergraduate) in place in the department. The LabWorks system permits the computer data acquisition of temperature, pH, conductivity, and colorimetric data, and is enhancing existing experiments. Fast computer data acquisition and analysis frees up more time during the laboratory sessions for students to focus on the critical-thinking aspects of the experiments. Also, the computers allow for the efficient compilation of data for class discussions. In this project, the goals are accomplished by adapting discovery-based experiments and experimental modules. These are drawn, in large part, from the NSF sponsored ChemLinks and ModularChem web based materials and modules and also from the MADCAP project (Middle Atlantic Discovery Chemistry Project). Students access websites sponsored by the NSF supported initiatives and have some choice as to the projects on which they work. A collaborative learning environment fosters a teamwork approach as an invaluable experience in real world chemistry. The technology rich, discovery-based laboratory environment created through implementation of this project totally revitalizes the general chemistry curriculum. Positive effects from the project are expected to spill over into an already technology-rich upper-level curriculum as a result of more enthusiastic and better technologically prepared students emerging from first year chemistry. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Wagner, Timothy James Mike Youngstown State University OH John D. Dwyer Standard Grant 94945 7428 SMET 9178 7428 0000099 Other Applications NEC 9981043 June 1, 2000 Integrating Computer Technology into an Introductory Physics Problem Solving Laboratory. Physics (13) This project is integrating computer technology into an introductory physics laboratory that reinforces quantitative problem solving and preparing the work for national dissemination. The primary goals are to: (1) optimize laboratory problems to address students' robust problem-solving difficulties: and (2) prepare these problem-solving laboratories for national dissemination. Secondary goals are to investigate: (1) modes of faculty development necessary for implementation and (2) the applicability of this approach to introductory chemistry laboratories. To accomplish these goals, the project is carrying out four primary activities: (1) technical development, primarily refining software interfaces using National Instruments' LabVIEW; (2) research and instructional development centering on student difficulties in physics problem solving; (3) evaluation focused primarily on guiding the development; and (4) faculty development preparing for national dissemination. Particular attention will paid to the effect on underrepresented minorities in the introductory physics class, especially women. The entire project will be under the guidance of part of the University of Minnesota Physics Education Group with the collaboration of University of Minnesota faculty members in Physics and Chemistry, together with physics faculty from Hamline University, Rensselaer Polytechnic Institute, and the University of St. Thomas. This project builds on work showing the technical and pedagogical feasibility of merging computer-based laboratories with cooperative group problem solving pedagogy under grant NSF DUE9651339. At its conclusion the project will result in: (1) software tools for a computer based problem solving laboratory that can be readily modified by adapters; (2) student laboratory manuals that can be modified by adapters; (3) an adapter's guide; (4) an evaluation of the effectiveness of the problem solving laboratory at three sites; and (5) national dissemination. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Heller, Kenneth Patricia Heller University of Minnesota-Twin Cities MN Duncan E. McBride Standard Grant 499993 7427 SMET 9178 7427 0000099 Other Applications NEC 9981045 January 1, 2000 A Virtual GIS Laboratory for Interdisciplinary Undergraduate Education. Geology (42) This project adapts four recommendations by the 1995 First National Conference on the Education Applications of GIS in the implementation of our Virtual GIS Laboratory by making specific improvements in curriculum materials, equitable access to data, teacher training, and interdisciplinary collaboration. Curriculum revisions and technological improvements have occurred through the integration of GIS into the classroom by introducing a four-course sequence within the Geography Department. This shifts the focus toward the interdisciplinary development of GIS problem-solving applications by adapting recent pedagogical innovations including: 1) WEBGIS as conceptualized by Kenneth E. Foote and Anthony P. Kirvan, 2) the virtual classrooms illustrated by the Virtual Geography Department developed by the University of Texas at Austin, 3) the NCGIA home page that forms part of the revised Core Curriculum, and 4) project-oriented GIS. A newly instituted state-wide site license with the ESRI Corporation guarantees all students and faculty easy access to GIS software. Faculty workshops presented in this project aid faculty across campus in incorporating GIS technology and Virtual GIS Laboratory products into their curricula. The equipment is used to adapt the existing GIS laboratory, housed in the Geography Department, to host a web server for a Virtual GIS Laboratory home page and to enable GIS students to make available data sets using ARC/INFO and ArcView software. From the Virtual GIS Laboratory home page, users can request (1) advanced GIS data collection and analysis in the form of a finished product ready for classroom use and (2) GIS data access and consulting support for those already working on their own GIS projects. The home page also includes additional local data sets, a FAQ appropriate to university concerns, a discussion list, and sample GIS demonstrations. A GIS Advisory Panel oversees management, use, and assessment of the Virtual GIS Laboratory. This project is a pedagogical model for interdisciplinary GIS education adaptable at regional comprehensive universities nationally. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Warren, Stacy Eastern Washington University WA William C. Beston Standard Grant 42349 7428 SMET 9178 7428 0000099 Other Applications NEC 9981048 April 1, 2000 Introduction to the Foundations of Chemical Engineering: Synthesis, Modeling, Analysis of Products and Processes. Engineering - Chemical (53) The traditional focus of instruction in the core undergraduate chemical engineering curriculum has been analysis, i.e. the deduction of the behavior of a given process. In associated exercises, few decisions are required of the student other than selection of which predefined model equations and analytical solution techniques are to be used. As a result, students are left unprepared to face the inherent freedom of decision-making and do not have the opportunity to cultivate creativity as required in their professional careers. The objective of this project is to develop and disseminate the educational material necessary to revamp and update the pedagogical approach of the introductory course, and with this initiative, set the stage for subsequent revamping of the scope of the entire core chemical engineering curriculum. To meet this objective, the project is developing the following educational material: (a) A textbook that introduces the fundamental chemical engineering concepts, contextually, through a series of process and product design case studies, which helps students develop the necessary skills (i.e., synthesis, modeling and analysis) for solving engineering problems, and (b) A software system, which is integrated with the educational material of the textbook, and which broadens the range of the students' synthetic-modeling-analytic abilities by providing to them: a virtual laboratory to gain intuition regarding microscopic phenomena and observed macroscopic behavior, a collaborative problem-solving environment, and help in coordinating the vast resources of data available for engineering design. Evaluation is being carried out at MIT and at several test sites, including the University of Delaware, the University of Houston, the University of Oklahoma, Ohio State University, and Rowan University. National dissemination of these materials, which integrate technology into undergraduate chemical engineering education, is maintained through faculty development workshops that train educators in the appropriate pedagogical use of these materials. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Stephanopoulos, George Massachusetts Institute of Technology MA Rogers E. Salters Standard Grant 194483 7427 SMET 9178 7427 0000099 Other Applications NEC 9981050 June 1, 2000 Sample Modules for Mathematics Teacher Preparation Courses. Mathematical Sciences (21) This Proof-of-Concept proposal is to develop two, four-week sample modules that are intended to demonstrate the feasibility of materials. The modules are from two mathematics courses designed for the preparation of elementary school teachers. These courses are part of a successful "study-in-one discipline" program that results in over one-third of University of Illinois Chicago (UIC)'s elementary education majors graduating with a specialization in teaching mathematics. Each module is also closely linked to nationally-recognized instructional materials developed at UIC with NSF support. The modules will be used to help lay the groundwork for development of the full proposal, including recruitment of field test sites and a publisher. Two modules are being developed and field tested at UIC over a one year period beginning in summer 2000. The first module is focusing on integrating mathematics and science and is building from materials developed by the Teaching Integrated Mathematics and Science (TIMS) Project. This module will be developed in summer 2000 and field tested during the fall semester. The second module, which focuses on geometry and geometric measurement, is associated with materials developed by the UIC Maneuvers with Mathematics (MWM) Project. This module is being developed during the Fall 2000 and will be field tested in the spring semester. Each module includes student text materials, assessment materials, and instructor's guides-all prepared in CD-ROM format. In addition to their use as a prototype for the larger development proposal, the modules are being written so that they can be disseminated as standalone units in mathematics teacher preparation courses. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Wagreich, Philip David Page University of Illinois at Chicago IL Elizabeth Teles Standard Grant 75032 7427 SMET 9178 7427 0000099 Other Applications NEC 9981054 May 1, 2000 Online Teaching and Learning in Mathematics. Mathematical Sciences (21) A group of faculty in Mathematics and Education propose to design and pilot an online support system for first year mathematics courses at UNC-CH and for math teachers in the public schools. Appropriate software, readily used by math students and teachers, will be identified and negotiations for further development begun. The primary themes addressed are teacher preparation and integration of technology, with other themes intrinsically included. The Online Math Help Center for freshman courses extends a new and successful walk-in help center to provide broader access to a more diverse group of the 4500 students enrolled annually in these courses. In the first year of this grant, the basic website will be designed and tested in pilot sections of two first-year math courses. Through the pilot program, the effect on student learning, performance and satisfaction can be measured. With the implementation of the University's requirement for laptops, every student will have a direct link to support services offered by the Department. The second component of this project is the Math Connections site, through which public school teachers will browse applications developed to suit their curricular needs; discuss mathematics, direct questions and exchange ideas or materials with faculty, graduate students and other teachers. It provides a crucial direct link between the public school teachers and professional mathematicians. During the grant period, the site will be developed and work with pre-service teachers begun; contacts with in-service teachers established. An assessment of the effect on student teaching will be completed. The partnership with LEARN NC provides an essential connection with schools across the state. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Assani, Idris Sue Goodman Carol Malloy University of North Carolina at Chapel Hill NC Dennis Davenport Standard Grant 74999 7427 SMET 9178 7428 0000099 Other Applications NEC 9981055 January 1, 2000 Undergraduate Electronic Materials Laboratory. Engineering - Electrical (55) The role of materials science in our society has grown dramatically in recent years. Since the 1960s, it is in electrical engineering that materials (i.e., solid state) have had their most significant impact. For future engineers, understanding electronic materials is a vital yet difficult undertaking. It entails learning complex new concepts, which should be introduced early in engineering studies through simple, sophisticated, yet well-designed projects and classroom demonstrations. To that end, The Cooper Union is creating an undergraduate Electronic Materials Laboratory portable, modular, and adaptable - to serve as a platform for a new electronic materials curriculum. Much of the new laboratory's equipment is often found in applied physics laboratories, yet it has clear application to electronic engineering. Equipment includes a thin-film deposition system, sensitive electrical measuring equipment, an optical analysis system, and cryostats. Students will thus be able to fabricate simple solid state devices, such as solar cells, and characterize their behavior together with that of the bulk material over a wide range of temperatures. Cooper Union faculty can then evaluate the role of the instrumentation in relevant new interdisciplinary coursework, and demonstrate applicability at other schools of engineering. The laboratory is an integral part of chemistry and physics courses, thereby reaching every Cooper Union-engineering student. To accommodate students' varying skill levels and different instructional purposes, the equipment is specially selected for its operation under automatic or manual control. Students are able to experiment freely and complete innovative projects that now only can be discussed. With the new lab, students can explore electrical and optical properties of varied crystalline and non-crystalline electronic materials, including the relationship between temperature and conductivity, and investigate principles of radiative recombination and band structure. The new lab is crucial in preparing students for the next millennium. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Cumberbatch, Toby Cooper Union NY Rogers E. Salters Standard Grant 57432 7428 SMET 9178 7428 0000099 Other Applications NEC 9981060 April 1, 2000 Incorporation of Experiential Components and Cooperative Learning into an Introductory Problem Solving Course. Engineering - Other (59) Undergraduate engineering education has undergone considerable reform in the last decade in order to make engineering more relevant to students and more attractive to underrepresented populations. Incorporation of Experiential Components and Cooperative Learning into an Introductory Problem Solving Course addresses these audiences as well as pre-service teachers and two-year college students. The goal of this project is to provide an introductory course to develop a set of the characteristics in the students that define the "best UW graduate": project design and execution, experimental capabilities, system analysis and modeling capabilities, and communication abilities. This model will serve as a catalyst for modifying the engineering science curriculum to address the "best graduate" characteristics. Classroom activities, implemented in a web-based format, will be available to other institutions. The ideas are adapted from a course, Engineering Problem Solving, offered to freshmen at Iowa State University, a member of the Synthesis Coalition. Through efforts of Synthesis faculty, significant courseware development has led to more active learning in the course by integrating traditional hands-on engineering practice with new technology. Through collaboration with ISU faculty, essential components of the Iowa State course-both experimental and technological- will be adapted to the UW course. The Mosrse Alumni Distinguished Teaching Professor of Civil Engineering at the University of Minnesota will assist in integrating teaching methodologies and strategies in the course to actively engage the student in the learning. The course modifications will also be designed such that the course can be offered to Science and Mathematics Secondary Education majors. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Steadman, Sally Bruce Dewey Raymond Jacquot Paul Marquard University of Wyoming WY Russell L. Pimmel Standard Grant 125736 7428 SMET 9178 7428 0000099 Other Applications NEC 9981064 May 1, 2000 Enhancement Interdisciplinary Environmental Science Curriculum Using a Gas Chromatograph/Mass Spectrometer and Ion Chromatograph in Undergraduate Laboratories. Interdisciplinary (99) In response to the rapid economic development in Southeastern Massachusetts, Bridgewater State College has made strong efforts to strengthen its science programs due to the increasing need for trained environmental professionals. An Environmental concentration in Chemistry is being implemented to join concentrations in Biology, Earth Science and Geography, and Management Science in order to prepare teachers, technicians, and graduate researchers capable of dealing with the current and future environmental issues. This provides students with extensive hands-on experience in the use of state-of-the-art instrumentation for environmental analysis. To provide the necessary instrumentation for this program the Chemistry and Biology Departments are establishing a laboratory with an HP 6890 gas chromatograph/HP 5973 mass selective detector tandem, and Lachat Ion Chromatography unit, powerful instruments for environmental analysis. A set of laboratory experiments that adapt active learning pedagogies are being developed within the different disciplines to provide students with collaborative, hands-on experience using the new instruments. The benefits of this project extend to students from all science disciplines, strengthening the links between the Environmental Concentrations in Biology, Chemistry, Earth Sciences and Geography, and Environmental Management. This project benefits faculty development by catalyzing the adoption and implementation of enhanced laboratory curricula, incorporating active-learning pedagogy, and thereby energizing the present undergraduate research program. Furthermore, this project advances teacher preparation by improving the laboratory skills and understanding of current technology for preservice teachers in chemistry and biology, as well as in-service teachers supported through the Bridgewater State College Watershed Access Lab Professional Development program. Evaluation is being conducted by an expert in environmental programs to assess the effectiveness of the hands-on lab in improving student learning and interest in the subject. The results of the development of the new laboratory experiments are being reported at seminars and workshops and in the relevant journals. They are also being posted on the websites of the various disciplines involved. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Brush, Edward Kevin Curry Cielito De Ramos Bridgewater State College MA Susan H. Hixson Standard Grant 63499 7428 SMET 9178 7428 0000099 Other Applications NEC 9981068 January 15, 2000 Use of an NMR Spectrometer to Improve the Chemistry Curriculum. Chemistry (12) Use of a modern nuclear magnetic resonance (NMR) spectrometer and adaptation of relevant experiments developed at other institutions and published in a variety of chemistry journals enable continued planned improvements in the chemistry curriculum. The institution's vision for undergraduate education is to develop a set of laboratory experiences that are thoughtfully sequenced and integrated to promote the full intellectual and skills development of students in all courses. Nuclear magnetic resonance spectroscopy has been one of the most powerful structural tools available to chemists since its inception. Within the last two decades, tremendous improvements in field strength and stability, computer hardware, software, and user interfaces, have allowed much more complex experiments. Today, detailed studies of molecular interactions, dynamics, and the characterization of complex structures are becoming routine. Knowledge of how to access molecular level information is extremely important if graduates are to tackle complex questions in the areas of biochemistry, geochemistry, materials science, and environmental chemistry. In many undergraduate chemistry programs, the greatest technology gap between undergraduate education and graduate or industrial research is often in NMR spectroscopy. Use of a modern NMR spectrometer in the curriculum prepares undergraduates to meet research challenges presented in industry and academia. This spectrometer provides students with variable temperature, high resolution, proton and carbon-13 NMR spectra as well as spin-lattice relaxation data, magnetization transfer spectra in biochemical kinetics, polarization transfer (DEPT) spectra, and a variety of 2-D spectra such as COSY, NOESY, ROESY, TOSY, HMQC. Solid-state NMR capabilities also allow obtaining magic angle spinning cross polarization (CPMAS) NMR spectra. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Jurs, Peter Robert Minard Juliette Lecomte Karl Mueller Jacqueline Bortiatynski Pennsylvania State Univ University Park PA Iraj B. Nejad Standard Grant 100000 7428 SMET 9178 7428 0000099 Other Applications NEC 9981071 March 15, 2000 Prototyping a Software Engineering Educational Community. Software Engineering (34) This project establishes an active and productive software engineering education community in which universities will cooperate to share ideas, artifacts, materials and experience. As a proof-of-concept project, it prototypes such a community to evaluate the feasibility of the idea by establishing joint activities in this area between Florida Atlantic University and the University of Virginia. To achieve the stated goal of providing educational experiences in software engineering to undergraduate students in order to better prepare them to develop large and complex systems in industry and government, the project is seeking better ways to allow educators to collaborative develop and test educational materials. The focus is on community building by a) developing curricular materials and techniques for sharing them and b) developing methods whereby expensive hardware components can be shared across the internet, thus improving accessibility of such equipment to more students. Existing teaching artifacts at both universities are being studied to see how they can be successfully adapted for use by other members of the software engineering education community. Existing classroom artifacts and exercises previously developed by the PI's will be enhanced for shared use. Mobile robot hardware and software configurations used at the University of Virginia will be modified so that students at Florida Atlantic University an develop software to operate the robots remotely over the network. Similar experiments with networked video cameras (webcams) are being used in software development courses at both universities. This project builds upon an existing collaboration between the two universities to help determine how multi-institution efforts can be expanded to make a national impact. It directly addresses the themes of faculty development and the integration of new technologies into undergraduate education. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Horton, Thomas John Knight Florida Atlantic University FL Andrew P. Bernat Standard Grant 74681 7427 SMET 9178 7427 0000099 Other Applications NEC 9981088 May 1, 2000 Human-Computer Interaction Software Design Curriculum Using Participatory Design Methods. Computer Science (31) This educational materials development proof-of-concept project is developing materials and a laboratory setting for students studying principles in human-computer interaction (HCI) to perform an ethnographic design study using observation, interviews, and video tape analysis. Students in the introductory computer skills course, which teaches essential computer applications such as word processing, spreadsheets and web page development, are being used as volunteers in the design study. These students as novice computer users are being asked to participate in the design activities of the HCI course. Through observation and interaction with novice users, the HCI students are developing a user's model of the tasks. They are learning and practicing the methodology and skills of participatory design practice. The project studies the effectiveness of the experience on both groups of students. It is expected that the HCI students will learn how to incorporate participatory design methods into their professional practice and the computer skill students will have reduced computer apprehension and a higher level of performance as a result of the design experience. Evaluation efforts include the assessment of performance of the HCI students in their design projects and their ability to analyze the qualitative data they collect. The results of the evaluation as well as the course syllabus, materials, and methodology are being disseminated on the web and at national conferences. A faculty tutorial, to include a videotape illustrating the lab set-up, the HCI design methodology, and actual student interactions as well as written examples of assignments and design projects, is being developed. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Weinberg, Jerry Southern Illinois University at Edwardsville IL Andrew P. Bernat Standard Grant 79987 7427 SMET 9178 7427 0000099 Other Applications NEC 9981094 April 1, 2000 New Directions in Virtual Geoscience Education. This southwestern project addresses the growing employment demand for trained Geographic Information Systems (GIS) technicians and analysts. This project also focuses on state-of-the-art GIS curriculum development incorporating work-based SCANS competencies and career-pathways into GIS degree programs. Research-based findings in technology education and minority student success, career pathways and project-based laboratory experiences form the basis for the further development of national skill standards. The objectives for the project include the: 1) Development of a series of work-based laboratory exercises that are employer-driven exposing students to the problems associated with the design and collection of reliable and accurate data sets using GPS and GIS programs; 2) Training of area secondary school faculty in the application of GIS and GPS as they apply to a variety of occupations that incorporate GIS components into current Technical Preparation agreements; 3) Increasing the number of rurally-isolated, minority secondary students who choose to participate in post-secondary GIS/GPS training for employment in currently unfilled GIS positions; 4) Working with the leading GIS and GPS software companies in the development of industry-based skill standards; and 5) Sharing the curriculum developed with other colleges and NSF. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Slator, Brian Donald Schwert Bernhardt Saini-Eidukat North Dakota State University Fargo ND Jill K. Singer Standard Grant 74192 7427 SMET 9178 7427 0000099 Other Applications NEC 9981096 January 1, 2000 A Microcomputer-Based Laboratory for Introductory Physics. Physics (13) The project is adapting and implementing a microcomputer-based laboratory (MBL) for introductory-level physics courses. The objective is to provide a wide range of students access to and experience with hands-on activities incorporating conceptual and quantitative elements with real-time data collection. The implementation of existing tools such as Real-Time Physics will occur with the development of additional enhancements, particularly web-based resources such as pre-lab assignments and interactive learning evaluation tools. The program exists as the second element in a planned three-stage enhancement for physics education at Boston University. The first stage is the development and application of Interactive Lecture Demonstrations in the classroom. This has been funded by the University and is nearly complete. The second stage is the MBL for the introductory courses. The third stage will be the development of a more advanced microcomputer-based lab in the intermediate and advanced physics classes, thereby integrating the MBL experience vertically through the curriculum. The introductory MBL program consists of a set of 13 computers and workbench tools for the introductory physics classes, covering conceptual physics, mechanics, electricity and magnetism, and modem physics. The project is also enhancing existing educational tools with web-based resources providing greater breadth and depth to the individual experiments; on-line evaluations to provide rapid student response and a convenient basis for assessment, and using the new Interactive Lecture Demonstrations as a complementary student learning activity. Boston University is renovating a room in the central foyer of the Metcalf Science and Engineering building specifically for the implementation of this program and for maximum visibility to the greater student population. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Duffy, Andrew Bennett Goldberg Trustees of Boston University MA Duncan E. McBride Standard Grant 52677 7428 SMET 9178 7428 0000099 Other Applications NEC 9981098 February 1, 2000 IM-AWARE (Instructional Meteorology - Applications of Weather for Awareness, Readiness and Education). Atmospheric Sciences (41) To address issues surrounding tornadoes that each year, in every state, cause deaths, injuries, and extensive damage, an easy-to-use, high-tech, data-rich educational tornado module is being developed. The module utilizes the Oklahoma Climatological Survey developed web browser plug-in software (WxScope) in an inquiry-based, web-constructivist learning format to harness the internet, bringing the current knowledge of tornado development, structure, and awareness to the student-user in a way that achieves curriculum goals in entry-level undergraduate meteorology courses. The OCS web browser plug-in approach places the students at the cutting edge of both historical and national tornado data, and the latest research-quality data gathered by the nation's premier severe storms research unit, the Oklahoma Weather Center. This one-year proof-of-concept project focuses on the development of (1) interactive tornado data analysis software for use inside a web-browser environment, (2) a self-contained web-based module for the study of tornadoes and their effects, and (3) a series of tornado simulations using data from the May 3rd tornado event to assess student learning in the areas of tornado prediction, warning, and disaster mitigation while a tornado is in progress. Each activity also contains information on how its implementation meets current national K-12 science and math standards and NSTA guidelines. This module utilizes the tornado as a centerpiece in developing mathematical (graphing, frequency distributions, probability, etc.) and scientific (atmospheric dynamics, thermodynamics and physics) topics, and how these relate to societal (actuarial statistics, insurance rating structures, public safety, etc.) and governmental policy (federal funding, disaster declarations, etc.) issues. The tornado module provides opportunities to study multi-disciplinary topics throughout a semester, improving the learner's appreciation for the critical relationship between scientific and non-scientific disciplines. This success of this module' development provides a model for the creation of future weather awareness modules (hurricanes, floods, etc.) and will help reform the way in which meteorology is studied in undergraduate courses across the nation. The web-based nature of the module will also allow students to continue learning long after the semester ends, creating life-long learners, and ultimately, educated science policy makers. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Kloesel, Kevin Renee McPherson University of Oklahoma Norman Campus OK Jill K. Singer Standard Grant 73848 7427 SMET 9178 7427 0000099 Other Applications NEC 9981099 April 1, 2000 Integration of Genomics into the Undergraduate Curriculum. Biological Sciences (61) This project integrates the undergraduate biology curriculum with a series of self-contained modules on genomics. The modules are portable to a variety of courses ranging from general education courses in science to introductory and advanced courses for majors. The design of the modules focuses on investigative science as a tool to teach critical thinking and problem solving as well as to inform students about the field of genomics and the great influence it is beginning to have on their lives. The five modules being produced include: sequence analysis of homologous genes; analysis of human microsatellites; sequencing of a model genome; sequence analysis of expressed sequence tags; and computational analysis of nucleic acid and protein sequences. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Dennis, Douglas Jonathan Monroe James Herrick James Madison University VA Terry S. Woodin Standard Grant 40001 7428 SMET 9178 7428 0000099 Other Applications NEC 9981100 April 15, 2000 Plastics and Polymer Engineering Technology: Blow Molding Curriculum Development. Engineering - Materials Science (57) This project addresses the national need to educate plastics engineering technicians in the art and science of blow molding. Specifically, it addresses the expansion and dissemination of plastics curriculum at Pennsylvania College of Technology (Penn College) to include hands-on experiences in extrusion and injection stretch-blow molding technology with accompanying commercially viable laboratory educational materials. Curriculum development includes a focused, sophomore level blow molding course and inclusion of blow molding education within other survey and advanced courses. Laboratory experience is building on an existing extrusion blow molder by purchase and installation of a state-of-the-art polyethylene terephthalate (PET) stretch-blow molder, and fabrication of a vital piece of testing equipment--a polarized light table to measure product quality. Outcomes include: 1) establishment of a unique, nationally-relevant facility representing an academically based, commercial stretch-blow-molding curriculum; 2) enhancement of Penn College's plastics curriculum to offer students broader plastics education, making them more competitive in the marketplace and better able to adapt to a changing world of manufacturing technology; 3) introductory and advanced educational and professional development opportunities for secondary students and teachers, post-secondary faculty, and plastics technicians. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Baczek, Stanley Eric Albert Kirk Cantor Pennsylvania College of Technology PA Rogers E. Salters Standard Grant 135962 7427 SMET 9178 7427 0000099 Other Applications NEC 9981104 January 15, 2000 Bioinformatics in the Undergraduate Curriculum. Biological Science (61) This project is developing web-based teaching material for a one semester introductory course to the interdisciplinary field of Bioinformatics. This subject of study integrates mathematical and computational techniques with biological knowledge to extract, organize, and interpret information from a wealth of genetic sequence data obtained from various genome projects. Since Bioinformatics is a young discipline, very little organized teaching material, especially at the undergraduate level, is available. The product in this project is intended to fill this void and help students acquire quality training in an area of expertise which is currently in tremendous demand from the biomedical research community and biotechnology industries. During the first year the project is developing the Bioinformatics course material on the Internet. Activities include constructing a web module, consisting of lecture notes and problem sets with links to appropriate sources of information and software tools, to enable students learn through hands-on problem solving approach. The targeted audience is junior and senior level undergraduate majors in Mathematics and Biology. To test its effectiveness, this material is being used for a problem-based Bioinformatics course to be offered in spring 2001 with the principal investigators as faculty facilitators. An evaluation committee consisting of highly qualified individuals from Mathematics, Biology, and Education is providing advice during the development of the course material, helping to obtain feedback from students, and assessing project performance. Incorporating these reviews, the Bioinformatics module is being finalized in the fall of 2001, ready for national distribution by commercial publication. This project is in line with the DUE themes of diversity, faculty development, as well as integration of technology in education. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Leung, Ming-Ying J. Aaron Cassill University of Texas at San Antonio TX Elizabeth Teles Standard Grant 122351 7427 SMET 9178 7427 0000099 Other Applications NEC 9981106 January 1, 2000 Math Matters: Improving Elementary Mathematics Teacher Education in Nebraska. Mathematical Sciences (21) Math Matters is redesigning the UNL elementary teacher education curriculum in mathematics to increase the number and diversity of elementary (K-6) teachers with strengths in mathematics that enables them to teach mathematics grounded in best practices as defined by NCTM Standards. In this adaptation project mathematics faculty in the College of Arts and Sciences are collaborating with education faculty in Teachers College to develop a challenging 15-hour, yearlong block of courses combining mathematics content, pedagogy, and field experiences. In addition, three new mathematics courses are slated to be created and a second methods course redesigned to challenge students to develop a deeper understanding of the mathematics taught in elementary schools and how to teach it. Special attention is being paid to integrating technology into all courses developed by the project. Material from a variety of sources is being adapted, including results from NSF-DUE sponsored projects at Kansas State (#9050015) and the Oregon Collaborative for Excellence in Teacher Preparation (#9653970), and instructional materials from several NSF-ESIE projects: "Math Trailblazers", "Everyday Mathematics", and "Investigations in Number, Data, and Space". Each year a cohort of 22 students (one-sixth of the students admitted annually to the elementary education program) is being recruited to take the 15-hour Math Matters block and to pursue a mathematics concentration. The recruitment plan pays special attention to increasing the diversity of students who enroll. Working with cooperating K-6 teachers, a mentoring and induction program is being implemented to support the program's graduates as they begin their teaching careers. The Math Matters block is expected to be fully implemented into elementary teacher education at UNL after the end of NSF support. A conference in the third year of the grant is planned to help disseminate results of the grant to other colleges. The primary DUE themes addressed are teacher preparation with attention paid to the integration of technology in education and increasing the diversity of elementary teachers with strengths in mathematics. CCLI-ADAPTATION AND IMPLEMENTA RESEARCH ON LEARNING & EDUCATI DUE EHR Heaton, Ruth W. J. 'Jim' Lewis Patience Fisher University of Nebraska-Lincoln NE Lee L. Zia Standard Grant 218718 7428 1666 SMET 9178 7428 0000099 Other Applications NEC 9981107 June 15, 2000 SCALE-UP (Student Centered Activities for Large Enrollment University Physics). Physics (13) The primary goal of the Student- Centered Activities for Large Enrollment University Physics (SCALE-UP) Project is to determine the best way to establish a highly collaborative, hands-on, computer-rich, interactive learning environment in large-enrollment physics courses. We know from extensive educational research that students should collaborate on interesting tasks and be actively involved with the material they are learning. The Physics Department at North Carolina State University has had considerable success with small and intermediate-sized classes taught this way and is now searching for the best way to 'scale-up' the innovations so that students taking the large enrollment engineering physics courses can benefit. The project is folding together lecture and lab with multiple instructors in a way that should provide an economical alternative to traditional lecture-oriented instruction. The project involves the development, evaluation, and dissemination of new curricular materials that will support this type of learning. The SCALE-UP Project has the potential to radically change the way physics is taught at large colleges and universities. The pedagogical techniques should be general enough to encourage similar reforms in other science, engineering, and mathematics classes. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Beichner, Robert John Risley North Carolina State University NC Duncan E. McBride Standard Grant 395252 7427 SMET 9178 7427 0000099 Other Applications NEC 9981111 January 1, 2000 WebScience: Creating an Active Learner Classroom with WWW Technology to Improve Introductory Science and Mathematics Courses. Other Sciences NEC (99) PROJECT SUMMARY Problem: Despite calls for reform in science and mathematics education, most students sit passively while professors' lecture. This "sage on stage" mode of education is known to be less effective than active-learner methods. As a result, many college-educated people lack the scientific literacy needed to keep up in the workplace and to participate in public debate. This problem is especially damaging as it affects pre-service teachers. Poor teacher preparation creates a "cycle of illiteracy" as underprepared teachers promote new generations of underprepared students. Objectives: We are using a classroom tested strategy that fosters active learning and communication among faculty and students in five introductory and upper division courses using the World Wide Web (WWW). During the 3-year implementation period, we will benefit over 8,000 students including SMET majors, pre-service teachers, and students satisfying general science requirements. The project is focusing on increased learning by both weak and strong students, increased retention, and improved problem-solving, critical thinking, teamwork and communication skills. It is also focused on pre-service teachers, exposing them to new pedagogies, and encouraging them to begin teaching as student mentors. Methods: This project is a large scale adaptation of Just-in-Time Teaching (JiTT), a system that integrates technology with active learning. JiTT was developed for physics courses at IUPUI and the US Air Force Academy with support from the NSF Division of Undergraduate Education (DUE 975 2365) and has been adopted at 12 other institutions as of Spring, 1999. In this project, JiTT is being adapted and implemented in chemistry, biology and mathematics courses. In the JiTT approach, students use the WWW to receive and answer preparatory questions a few hours before each class. Participating members of the faculty use these student responses to structure lessons for the next class meeting. Thus, students participate in a class that is based on their own prior knowledge. JiTT also uses the web to deliver enrichment materials and to increase interaction among students and faculty. The project is working with other members of the faculty to help them to learn the JiTT system, and the project will institute further faculty development efforts as the project matures. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Gavrin, Andrew Kathleen Marrs Jeffrey Watt Bob Blake Indiana University IN Myles G. Boylan Standard Grant 149697 7428 SMET 9178 7428 0000099 Other Applications NEC 9981112 April 1, 2000 Human Evolution: Building an image database and associated materials for instructional use.. Anthropology (81) The subject of human origins engenders universal interest, but its potential as an aid for science education has been relatively neglected by the academic community. Humans represent an excellent example of how the biology and natural history of an organism can be shaped as a result of the processes of adaptation and evolution. Thus, the study of human evolution (paleoanthropology) is a potentially powerful instrument for communicating the nature of scientific evidence and the principles of scientific inquiry to a wide audience. This 'Proof-of-Concept' project is part of an initiative by George Washington University, in collaboration with the 'Human Origins Program' of the National Museum for Natural History of the Smithsonian Institution, to establish a comprehensive Human Evolution Database (HED) that will support education and research in several different ways. Namely, the HED will 1) introduce general users to the basic principles and evidence of human evolution, 2) provide an on-line or CD-ROM-based reference that can supplement traditional educational materials, 3) provide problem-based learning experiences that teach research methodology for a range of undergraduate courses, and 4) archive advanced data sets suitable for use by graduate-level researchers. A lack of teaching materials has been a major factor limiting the teaching of human evolution. Accordingly, the finished HED will be posted on the Internet, and thus will be accessible to students both at home and in the classroom. As such, HED represents the most extensive plan yet attempted to integrate computer technology into the teaching of human evolutionary studies. The HED will be designed primarily for use by undergraduates, but ultimately its flexibility and accessibility will make it suitable for use in educational settings ranging from secondary school (grades 9 - 12) up through doctoral programs. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Wood, Bernard Alison Brooks George Washington University DC Myles G. Boylan Standard Grant 74995 7427 SMET 9178 7427 0000099 Other Applications NEC 9981129 January 1, 2000 Extremely Halophilic Bacteria: A Remarkably Tractable System for Teaching Molecular Techniques. Biological Science (61) This project adapts the unique and tractable ecology, genetics, physiology and biochemistry of an extremely halophilic (i.e., "salt loving") bacterium to a junior level teaching laboratory in molecular techniques. It is based on pedagogical techniques outlined by the Johnsons (Johnson, D. W. and R.T. Johnson, 1993, Cooperative Learning and College Teaching Newsletter, 3:6-9), further detailed by Herreid (Herreid, C.F., 1998, BioScience 48:553-559). This project accomplishes four objectives: 1) students are made aware of the importance and relevance of the ecology of the group of organisms used as models in the molecular techniques laboratory; 2) students learn that biology is a quantitative science, not solely an observational one; 3) all students participate equally in an authentic "hands-on" molecular biology laboratory; and 4) students are prepared for more sophisticated molecular experiments in an advanced senior level course and in independent, undergraduate research projects. Students and faculty whose majors and backgrounds are traditionally not considered "molecular" in nature are welcomed and encouraged to enroll in the course. In addition, a laboratory manual (both hard copy and Web-based) is being produced and disseminated, and bacterial strains and environmental samples are supplied for the asking. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Shand, Richard Northern Arizona University AZ Terry S. Woodin Standard Grant 71792 7428 SMET 9178 7428 0000099 Other Applications NEC 9981132 January 1, 2000 Adaptation and Implementation of Inquiry-based and Investigative Laboratories in a Biotechnology Major for Liberal Arts Undergraduates. iological Sciences (61) Calvin College is establishing a new four-year Biotechnology major. To do so they are: (1) adapting laboratory curricula from existing biotechnology programs at four universities (Northeastern, SUNY-Fredonia, Ferris State and James Madison), (2) implementing the revised curriculum in three new laboratory-based courses, Introduction to Biotechnology, Cell and Tissue Culture, and DNA Technology, as well as one capstone course, Biotechnology Regulations and Ethics, and (3) introducing the use of advanced biotechnology instrumentation. This new major is firmly rooted in a strong liberal arts tradition, unique in that it includes both plant- and animal-cell culture experiences, provides hands on use of advanced equipment at the undergraduate level, and addresses the social context and responsibilities of biotechnology practitioners. Course structure reflects Calvin's focus on the liberal arts and emphasis on inquiry-based learning by including a progression of experiences from the development of basic biotechnology laboratory competencies using inquiry-based group activities to student-designed experiments and opportunities for data analysis and interpretation that extend over several laboratory periods. The culmination of the sequence of courses is a semester-long set of student-designed research projects with oral and written communication of results. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR DeHeer, David David Koetje Calvin College MI Terry S. Woodin Standard Grant 73489 7428 SMET 9178 7428 9981139 April 1, 2000 Macroelectronics: A Gateway to Electronics Education. Engineering - Electrical (55) Conventional approaches to teaching electronics and instrumentation present electronics with a microelectronics emphasis instead of providing a more general, macroelectronics systems approach. This project shifts the focus in the first electronics course from individual devices and circuits (microelectronics) to focus on the system as a whole (macroelectronics). Preliminary experience with this approach at Kansas State University and Rowan University has been encouraging. Principal objectives to support this goal include: Development of curriculum outlines and core materials for the macroelectronics curriculum, with the long-term goal of developing a complete textbook. In addition, a complete library of such macroelectronics projects are designed to encourage project-based learning. Finally this project is assessing and evaluating how well students perform compared to students in the traditional curriculum. Project involves team-teaching by professors from Kansas State University and Rowan University. The mixing of different institutional cultures and experiences from faculty with a track record of teaching excellence is a benefit to both the students enrolled in the course and the ultimate outcomes of the project. This project may lead to publication of a textbook including all the course outlines and project modules enabling engineering professors at many colleges and technical institutes to incorporate the macroelectronics systems approach in their own unique curriculums. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Dyer, Stephen John Schmalzel Robert Krchnavek Shreekanth Mandayam Kansas State University KS Russell L. Pimmel Standard Grant 74987 7427 SMET 9178 7427 0000099 Other Applications NEC 9981140 May 1, 2000 Development of Active-Learning Curricular Materials in Thermodynamics. Physics (13) This project is creating new active-learning curricular materials for the study of thermodynamics, which would have a direct impact on instruction both in physics and chemistry at the introductory and intermediate juniors level. The motivation for the creation of these new materials is research on student learning which suggests that instruction utilizing only lecture classes and standard recitations and labs results in relatively small increases in most students' understanding of fundamental concepts in physics and chemistry. The materials being developed can be described as guided-inquiry problem sets. They are carefully designed both to elicit common student difficulties regarding the subjects under study, and then to lead students to confront these difficulties head-on with a tightly focused and strategically sequenced series of questions and exercises. An integral feature of these exercises is to require students to explain their reasoning process with short written statements. In the course of working through these questions and exercises, students are guided to resolve their difficulties and confusion and to attain a firm grasp on the targeted concepts. The material consists of a tightly linked set of (1) brief textual expositions in highly "interactive" format, (2) multiple-choice, concept-oriented questions for use with classroom communication systems in large classes, (3) structured series of questions that lead students to elicit and then resolve conceptual difficulties, and finally (4) exercises to strengthen understanding. The emphasis throughout will be on qualitative reasoning and mastery of fundamental concepts. A great deal of pictorial, diagrammatic, and graphical material is incorporated. The effectiveness of the materials being rigorously assessed by continual in-class use and redesign, in conjunction with evaluation of student learning gains. Undergraduate students who plan to become high-school teachers are involved in the design and testing process, thereby gaining valuable preparation for their future professional activities. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Meltzer, David Thomas Greenbowe Iowa State University IA Duncan E. McBride Standard Grant 149479 7427 SMET 9178 7427 0000099 Other Applications NEC 9981144 July 1, 2000 Enhancing the Mathematical Understanding of Students in Chemistry. Interdisciplinary (99) The objective of this project is to bring mathematicians and chemists together to increase chemistry students' knowledge of mathematics and its role in chemistry, so that they will be able to use the tools and language of mathematics to solve scientific problems. The project has the following specific components: development of a new type of chemistry placement exam which will identify those students who cannot solve multi-level non-algorithmic word problems; development of a pre-calculus level mathematics course on problem solving in science; development of a new structure for the Organic Chemistry laboratory component that reinforces skills from General Chemistry and Mathematics; development of laboratory modules on Linear Algebra and Differential Equations in Physical Chemistry; and development of one upper division elective courses on mathematical chemistry. This project will address several important themes and areas. A more accurate placement exam coupled with a problem-solving course for those who need it will help all students to have the confidence and skills necessary to succeed in General Chemistry and to continue studying science. The mathematics and chemistry faculty will each learn more about each other's disciplines as a result of working closely together on this project, stimulating both teaching and research. The project integrates technology where appropriate into all levels of the chemistry curriculum. Its overall objectives are to provide students with the mathematical skills to succeed in chemistry and as well other sciences. It has the potential to produce models and materials that can be used nationally and have a broad national impact on science instruction. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Flapan, Erica Fred Grieman Daniel O'Leary Adolfo Rumbos Shahriar Shahriari Pomona College CA Elizabeth Teles Standard Grant 238911 7427 SMET 9178 7427 0000099 Other Applications NEC 9981145 April 1, 2000 Implementing Problem Based Learning in the Introductory Biology Laboratory. Biological Sciences (61) The major objective of this project is to improve student learning in an introductory biology course for non SMET (Science, Math, Engineering and Technology) majors at Arkansas State University (ASU) by including problem-based (PBL) and collaborative learning experiences. All ASU undergraduates are required to complete two lab science courses as part of their general education requirement. Biological Science and Laboratory is a preferred option for freshman and has an annual enrollment of about 1500 students in 50 sections. The laboratory currently follows a traditional introductory model that is instructor-centered, with students individually responsible for completing a set of discrete lab activities that correspond to lecture topics taught by multiple instructors in multiple sections. Our course evaluation data show that the desired student outcomes including (1) retaining appropriate content by the non SMET student, (2) developing informed decision making skills about scientific issues, (3) enhancing critical thinking skills, and (4) familiarizing students with education enhancing technologies are not satisfactorily met using present pedagogical techniques. Considerable evidence from other institutions indicates that using collaborative, Problem Based Learning to introduce content in the context of complex real-world problems, and group learning can produce these desired outcomes. However, restructuring this course requires training instructors in techniques for facilitating PBL and collaborative learning as well as the development and adaptation of laboratory exercises so that students have opportunities to learn basic biological principles through discovery. To accomplish this, two adjoining classrooms are being equipped with 12 workstations allowing simultaneous data accumulation, data analysis, information acquisition, and reporting by 12 student workgroups. When fully implemented these changes will affect about 15,000 students within five years. The results of the laboratory experience are being evaluated to verify that student understanding of science processes and retention of biology content is improved. The effort is built upon and will be an adaptation of descriptions of Problem-based and collaborative learning in the science education literature. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Vanderpool, Staria Roger Buchanan Jack Wilhide Arkansas State University Main Campus AR Terry S. Woodin Standard Grant 85187 7428 SMET 9178 7428 0000099 Other Applications NEC 9981147 March 1, 2000 Transformation of General Biology: Creating a Model for the 21st Century. Biological Sciences (61) This project provides learner-centered instruction for non-science majors that promotes critical thinking, problem-solving skills, and creativity among students through the use of "high technology" (multimedia, virtual lab activities, and web-delivered instructional materials) and "high touch" (collaborative learning, active learning, directed wet laboratory activities, and small group sessions). The focus of this project is on lecture and laboratory curriculum development, equipment acquisition, faculty development, and laboratory improvement. The revitalized curriculum, enhanced teaching, and improved laboratory setting prepare students better for advanced science courses, teaching careers, technical training and, most importantly, improve science literacy and application in the home, workplace, and world. The major project outcomes are: (a) a revitalized, transformed General Biology Curriculum that includes a "high technology" and "high touch" approach leading to higher student retention and success in biology; (b) hands-on student and faculty experience with computers, the Internet, distance learning, WebCT, CD-ROM, DVD, and other advanced technology; (c) a Faculty Teaching and Learning Biology Resource Library for part-time and full-time faculty; (d) faculty development in application of current teaching and learning practices; (e) enhanced preparation of potential K-12 teachers by increasing knowledge of and access to technological resources (Penick, 1995); and (f) improved science literacy among students (Uno & Bybee, 1994). This project builds on and adapts the NSF-funded Workshop Biology program at the University of Oregon that incorporated active and collaborative learning into the classroom. The PCC model adapts elements of Workshop Biology into a community college setting with an added emphasis on student group work. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Larsen, Lynn Susanne Christopher Micah Jordan Marc Walters April Fong Portland Community College OR Herbert Levitan Standard Grant 49977 7428 SMET 9178 7428 0000099 Other Applications NEC 9981148 June 1, 2000 Interactive Astronomy: Integrating Web-Based Curriculum into Large Classes. Astronomy (11) This project is adapting web-based learning materials developed at the University of Colorado and elsewhere to re-design an inquiry-based, two-semester introductory astronomy sequence for approximately 1,100 undergraduates each semester. Many students who take this course are not effectively engaged by the current lecture format. Lectures are replaced with peer instruction, interactive learning environments, and asynchronous learning opportunities enabled by the WWW. In addition to the usual goals of such a course, the goals of the two-year project are to: (1) familiarize students with the use of computers for elementary analysis and for exploration on the world-wide web; (2) facilitate active and cooperative learning through computer technology; (3) realize opportunities to reduce costs of delivery of such courses through technology; (4) contribute to the development of a national resource for teaching elementary astronomy. The project is also offering courses aimed at training prospective and in-service teachers in the use of web-based technology for K-12 science education. The project's success in achieving these goals is being measured through comparison with sections taught in traditional formats. Description of the project and dissemination if results is being done through a web site, presentations at national meetings, and publications in appropriate journals. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR McCray, Richard Ronald Anderson Frances Bagenal Catharine Garmany University of Colorado at Boulder CO Duncan E. McBride Standard Grant 199807 7428 SMET 9178 7428 0000099 Other Applications NEC 9981150 March 15, 2000 Design and Implementation of Rich Frameworks for Web-Based Learning in Introductory Earth Science Education. Geology (42) This proposal addresses the need to increase our understanding of the relationships between Web-based learning, the development of higher-order skills, and an understanding of the nature of science among students enrolled in introductory Earth science classes. We hypothesize that Web-Based Learning (WBL) is most effective in supporting the development of higher-order skills in learners when WBL modules employ learner manipulation of data, the development and testing of conceptual models based on available evidence, learner exposure to authentic, complex and ill-constrained problems; and contain explicit instruction in cognitive and metacognitive strategies. The project objectives include (1) the design of two interactive, intelligent, database-driven WBL modules based on problem-based learning and explicit instruction in cognitive and metacognitive strategies, (2) the implementation of the WBL modules in introductory Earth science classes, and (3) the evaluation of the efficacy of WBL to support the development of higher order skills in learners and increase student understanding of the nature of science. Both modules ask students to pose hypotheses, acquire, organize, and analyze Earth science data and model results, and solve authentic, ill-constrained problems. Design elements incorporated within the modules help students with the exercises. These elements include web-based concept mapping software to develop cognitive and metacognitive skills and intelligent tutor systems that individualizes instruction. The first module has students explore the interactions of seismic waves with typical Earth structures and how these waves have been used to develop models for the internal structure of the Earth. Exercises are organized around student manipulation of simulations of seismic waves behavior in various models of Earth structures. Finally, students are also introduced to the global networks of seismic stations that form the basis for modern data acquisition. The second module has students explore the relationships between geology, human activities, and water quality in the South Platte River of Colorado, Wyoming and Nebraska. In this module, students are asked to organize and interpret USGS water quality observations within the watershed based upon maps of geology and land-use. The modules are evaluated using qualitative and quantitative techniques, including the analysis and review of (1) online student surveys, (2) student progress through the modules using server logs, (3) student portfolios that include answers to problem sets and metacognitive exercises, and (4) student responses collected in small focus groups of students interviewed after completion of the modules. Dissemination of the modules developed in this Proof of Concept project is through the Internet. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Herbert, Bruce Andrew Stricker Richard Gibson Sarah Bednarz Texas A&M Research Foundation TX Jill K. Singer Standard Grant 74799 7427 SMET 9178 7427 0000099 Other Applications NEC 9981152 June 1, 2000 Computer-Aided Modeling and Simulation to Improve Undergraduate Chemical Engineering Education. Engineering - Chemical (53) This project adapts the McMaster University Program in problem-based learning (PBL) combined with progress being made in interactive computer-aided instruction at the University of Michigan (which utilizes virtual reality). This implementation is aimed at improving the ability of Lamar University Beaumont's Chemical Engineering Department to give its students a better understanding of the basics of chemical engineering and at the same time develop their skills in using computer packages properly. The primary objective of the project is to use computer-aided modeling and simulation packages with proven learning principles and realistic problem practices to provide accelerated exposure to problem-based learning. The project impacts nine courses in the chemical engineering curriculum through the use of "hands-on" modeling and simulation of chemical molecules, processes, and processing equipment. The ABET Engineering Criteria 2000 framework is used to evaluate the project's student learning outcomes. This project also contributes to the university's efforts to reach high school teachers and students through science and engineering demonstrations incorporating PBL. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Cocke, David Ku-Yen Li Jack Hopper Lamar University Beaumont TX Russell L. Pimmel Standard Grant 75000 7428 SMET 9178 7428 0000099 Other Applications NEC 9981154 January 1, 2000 Integrating an Inductively Coupled Plasma Mass Spectrometer into the Analytical Geochemistry and Chemistry Curricula. Earth Systems Science (40) The Inductively Coupled Plasma Mass Spectrometer has been adapted for use with inquiry-based learning and individual research projects in the undergraduate Geology and Chemistry curricula. Collaborative inquiry-based learning methods are adapted from successful class projects at Dartmouth University (Environmental Geology class, Dr. Xiahong Feng, and Isotopes as Tracers in the Environmental class described in Stern, L. A., C. P. Chamberlain, J. D. Blum and M. L. Fogel, Isotopic Lessons in a Beer Bottle, J Geoscience Ed, 45, 157-161, 1997), and other institutions (Foos, A. M., Integration of a Class Research Project into a Traditional Geochemistry Lab Course, J Geoscience Ed, 45, 322-324, 1997). In upper division Geology and Chemistry classes, students design and execute class, group, and individual projects gaining direct experience with methods of scientific inquiry. Students identify a question of scientific merit, design and execute a sampling and analysis strategy, collect and interpret data, and present results. The Environmental Geochemistry class has performed a class project by utilizing the ICP-MS in identifying local environmental problems involving water and soil contamination near mine sites. We are also adapting successful pedagogical models that integrate individual research projects into classes, including those of Professor Karen Harpp (Colgate University) and those based on our own experiences with the automated x-ray powder diffractometer purchased by NSF ILI Grant -DUE 9651022. General education students, pre-service teachers, and local high school students participate in a regional water project focusing on water quality issues. Through this project, they have gained exposure to the processes of data collection and analysis, an experience that enhances their ability to critically understand scientific principles (e.g., Smith G. L., Using Field and Laboratory Exercises on Local Water Bodies to Teach Fundamental Concepts in an Introductory Oceanography Course, J Geoscience Ed, 43,480-484, 1995). Important curricular changes resulting from this grant include hands-on experience with the ICP-MS, collaborative student effort, multi-week experiments, more emphasis on analysis of authentic data, and an increased number of individual and group presentations. Implementation of an inquiry-based approach to teaching and learning through use of state-of-the-art analytical instrumentation has provided opportunities for our students in critical thinking and problem-solving skills while preparing them for successful career ventures in the 21st century. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Bohrson, Wendy James Hinthorne Carey Gazis Jane Arrington Central Washington University WA Kathleen A. Parson Standard Grant 100000 7428 SMET 9178 7428 0000099 Other Applications NEC 9981155 June 1, 2000 National Dissemination of Field-Tested Classroom Assessment Techniques in Science, Mathematics, Engineering, and Technology for Postsecondary Faculty. Interdisciplinary (99) Assessment drives learning. But teachers cannot assess effectively unless they can access and implement proven techniques. In 1998-1999, a team of science faculty and education researchers worked together at the National Institute for Science Education (NISE) and created the Field-tested Learning Assessment Guide, or the FLAG. This Web-based resource is aimed at "jump starting" the implementation of alternative classroom assessments. The target audience is teachers in science, mathematics, engineering, and technology (SMET) courses at all types of post-secondary institutions. Efforts to disseminate information about FLAG are especially focused on reaching those who are eager to improve their courses and incorporate assessment of student learning outcomes in that process. An easy-to-use classroom assessment resource coupled with nationwide distribution will empower current and future SMET faculty to catalyze change on a national level. This project aims at three key goals. One is the national dissemination of the FLAG. The project plans to capitalize on natural outlets in SMET professional societies, national education organizations, workshop developers, and faculty development organizations. The ongoing network of alliances between the NISE and such organizations provides a foundation from which to build these relationships. The second objective is a major expansion of the FLAG. The current FLAG contains an excellent set of classroom assessment techniques (CATs) but only a limited set of tools. The project is in the process of acquiring an extensive population of field-tested tools from a diverse set of SMET disciplines. The FLAG team is also working to upgrade the FLAG resource to a highly interactive environment so as to incorporate users in this process. The third goal is to provide a permanent, funded home for the FLAG and its development team at the University of New Mexico, with an ongoing collaboration with the NISE. CCLI-NATIONAL DISSEMINATION DUE EHR Zeilik, Michael Robert Mathieu University of New Mexico NM Myles G. Boylan Standard Grant 538992 7429 SMET 9178 7429 0000099 Other Applications NEC 9981161 April 15, 2000 Computational and Visualization Laboratories for Chemistry, Biology, and Geography. Interdisciplinary (99); Chemistry (12); Biological Sciences (61); Geography (88) The primary aim of this project is to introduce Computational Chemistry into the science curriculum in order to rectify a major void in our current instructional programs. The importance of Computational Chemistry (Molecular Modeling) in the pharmaceutical and other chemical industries, as well as in academic research and teaching, has grown significantly in recent years. It is important that undergraduate students in the sciences learn about this fast-developing field. Therefore, a multipurpose computational chemistry laboratory is envisioned that impacts students from the freshman to the senior level. The major emphasis is in the Chemistry and Biological Sciences Departments, where several new experiments with computational experiences are being introduced; the Geography Department is also using the facility. The laboratory facility provides a large number of students on the campus an opportunity to complete a combination of visualization, mathematical and molecular modeling experiments as part of the chemistry curriculum, as well as curricula in Biological Sciences and Geography. The design of an advanced course in modeling offers to students a deeper understanding of underlying principles. The facility is also to be used by the other science departments and impacts science education across the curriculum. The PIs are modifying exercises from the science education literature and from contemporary research for adaptation and implementation at their institution. The goal of the project is to provide students with the opportunity both to learn a variety of computational and modeling packages, some which are being taught through the existing Computer Center, and to use these packages as an aid to understanding chemical concepts. Specific modeling exercises being introduced into the participating Chemistry, Biology, and Geography classes are based on experiments identified from the literature on science education and from use of the World Wide Web, recent scientific advances, and emerging new methodologies. In general, lower-level students in Chemistry and Biological Sciences use the laboratory to visualize concepts they learn about in their classes. Upper-level students also use the lab in this way but benefit further from an advanced course, devoted specifically to Molecular Modeling. This course is designed to examine molecular modeling theory, underlying assumptions and equations of molecular mechanics, semi-empirical and ab-initio quantum mechanics, and molecular dynamics/Monte Carlo methods. The course also investigates advanced problems such as the multiple minimum problem with flexible peptides, using both calculations and experimentation. Students in the Geography Department enrolled in remote sensing, meteorology and climatology courses use the computer for mathematical calculation and climate visualization activities. A web-site is being created to make modeling software and databases available for at-home and in-lecture use by all participating departments. Capabilities afforded by the cluster are being made available to faculty members from across campus. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Traore, Hassimi P. Johns Steven Anderson Sibdas Ghosh David Travis University of Wisconsin-Whitewater WI Herbert Levitan Standard Grant 81931 7428 SMET 9178 7428 0000099 Other Applications NEC 9981171 July 1, 2000 A Capstone Course in Investigative Science for Pre-Service Elementary Teachers. Interdisciplinary (99) The National Science Education Standards, developed by the National Research Council, and the Essential Academic Learning Requirements, developed by Washington State Commission on Student Learning both demand that students learn science in an investigative format. Elementary teachers are generally poorly prepared to develop or even to implement innovative science investigations. This project is developing a "capstone" course in investigative science specifically for pre-service elementary teachers. It is intended to complement prior student experience in formal science courses and draw upon that experience. The course is a "thematic" interdisciplinary experience with the theme varying according to the preference of the specific instructor. A theme successful in an experimental trial was "water." Its physical and chemical characteristics were investigated and related to the roles water plays in geology and biology. Students work in a "directed discovery" mode in a generally open-ended format; there is no specific block of subject matter to be presented. Rather, students establish experiment objectives, design appropriate experiments, run the experiments, and critique and compare results. University science faculty serve as guides and coaches. It is the intent of the course to induce greater confidence, competence, and interest in the teaching of investigative science. The effort is an adaptation of NSF supported projects at the University of Wyoming and Cal State- San Marcos. The interdisciplinary and thematic nature of the course is intended to serve as a model format for their own work with elementary students and to demonstrate the conceptual relationships among the sciences which most will have studied as discrete bodies of information. The effort is being coordinated with community colleges from which many of our students come. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Donovan, Deborah Western Washington University WA Terry S. Woodin Standard Grant 76834 7428 SMET 9178 7428 0000099 Other Applications NEC 9981172 March 1, 2000 A Statistics Undergraduate Computing Laboratory. Mathematical Sciences (21) The statistics computer laboratory is being established to enable the incorporation of real data and data analysis into undergraduate statistics courses. The integration of technology and changes in the pedagogical approaches possible with the laboratory are expected to increase student appreciation of statistics and foster an understanding of data analysis. An upper level course involving simulations with re-sampling techniques to teach data analysis and a lower level course on basic statistical methods for pre-majors in economics, social sciences, and life sciences are among the courses being modified. Several texts and software packages are being adapted and implemented in the course. Materials are also being developed to further enable innovative and effective teaching. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Gould, Robert Mahtash Esfandiari University of California-Los Angeles CA Lee L. Zia Standard Grant 69181 7428 SMET 9178 7428 0000099 Other Applications NEC 9981180 September 1, 2000 Development of Remote Observing Capabilities in the Undergraduate Astronomy Curriculum. Astronomy (11) The development of computer controlled telescopes has enabled the possibility of remote observing sessions for astronomy education that greatly expand the accessibility of telescopes to students. Several examples of K-12 astronomy education programs exist in which networked telescopes allow students from a diverse audience to conduct astronomical observations. This project is developing a new curriculum of astronomy laboratory activities with remote observing capabilities for undergraduate education using a larger aperture (1.0-meter) telescope controlled through a fast internet link and video conferencing. Based on others' work with remote telescopes and other observing projects, this project is developing a set of undergraduate astronomy labs that go beyond simple CCD imaging exercises to include spectroscopic observations of planetary nebulae, polarimetetric observations, photometric monitoring of quasars and AGNs, and astrometry of the moon and other solar system objects. A Remote Observing Center is being developed in the new Andrew Building at Pomona College to allow groups of students to control the Pomona College 1-meter telescope in Wrightwood, CA, and a small cluster of computer-controlled telescopes at Brackett Observatory on the campus of Pomona College in Claremont, CA. The development of these laboratory activities greatly extends the capabilities available to a much broader class of students in astronomy. The project is improving astronomy education for the large number of liberal arts students attending introductory astronomy classes, by greatly improving the depth and breadth of the observational astronomy component of the class. The class activities are also designed to allow use in advanced undergraduate classes. In both cases, remote observing capability extends the access to the telescopes by simplifying scheduling and logistics of observing, in an improved atmosphere of both small and large group collaborative learning. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Penprase, Bryan Alexander Rudolph Pomona College CA Duncan E. McBride Standard Grant 69936 7428 SMET 9178 7428 0000099 Other Applications NEC 9981217 June 1, 2000 The Mind Curriculum Project in the Cognitive & Learning Sciences. Interdisciplinary (99) This Proof of Concept (POC) project is developing and pilot testing several learning modules in the area of cognitive science for use in courses in several different disciplines, including mathematics, computer science, and philosophy. In particular the multi-week modules are organized around the general theme of "perception". Pilot testing is underway at the PI's institution and several partner institutions. An external evaluation plan is in place and several leading cognitive scientists are engaged as consultants to the project. In addition, a partnership with an important publisher of cognitive science literature is being pursued as part of a strategy to move to a full educational materials development project supporting "cognitive sciences across the curriculum". CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Anderson, David Illinois State University IL Dennis Davenport Standard Grant 79999 7427 SMET 9178 7427 0000099 Other Applications NEC 9986652 June 1, 2000 CSEM Scholars: Options in Mathematics and Computer Science. The University of Oregon CSEM Scholar program provides extensive support to students, aimed at increasing their retention through graduation, encouraging their enrollment in advanced degree programs, and ultimately securing their desired employment outcomes in Oregon's changing economy. Much of the support will be gleaned from services already available within the University: services provided by Academic Learning Services, the Career Center, the Information Technology Curriculum, the Teaching Effectiveness Program, and the Office of Multicultural Affairs. The support will be delivered in the form of a required, integrated five quarter seminar sequence. The sequence will be organized and taught by the PI, with the liberal use of guest speakers to increase the students' contact with mentors, role models, and research advisers. In addition, the students will be required to take independent research or internship credit for at least one quarter. The goals of these curricular requirements are fourfold: (1) to introduce students to research and graduate school options; (2) to assist the students in career planning, internship placement, and securing post graduate employment; (3) to broaden the students' perspectives on Mathematics and Computer Science; and (4) to allow the students to develop presentation skills while providing outreach to other students potentially interested in pursuing math and computer science degrees. The sequence will include two new courses -- a Mentoring course and a Great Ideas course -- that could become a permanent part of the UO curriculum. The Mentoring course (cotaught with staff from the Careers Center) will introduce students to the use of informational interviews. The students will conduct interviews with professionals in their chosen field to assess their interest in specific careers and to "size up" organizations. Students can use the information they get to promote themselves to a prospective employer or to network, opening the door to future contacts and job possibilities. The course also gives students practice in presenting their findings and it gives them a chance to hear reports on all of the interviews, expanding their knowledge of related career paths. The Great Ideas course aims to broaden the students' view of Computer Science and Mathematics beyond the content of their required departmental courses. The course will consist of a series of distinguished, guest lectures from the Math and Computer Science faculty discussing the truly great ideas of the field. Topics will come from Computer Science, from Math, and from the bridges between the two fields. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Young, Michal University of Oregon Eugene OR Susan L. Burkett Standard Grant 504000 7412 1536 SMET 9178 7204 1536 1032 0000099 Other Applications NEC 9986741 July 1, 2000 Computer Science, Engineering, and Mathematics Scholarships Program. (99), (31), (59), (21) The university offers a variety of associate, baccalaureate, and masters degrees in computer science, engineering, engineering technology, and mathematics. These disciplines are housed in four independent departments, each having unique, well-defined, and academically challenging programs of study. The departments are: Computer Science and Information Systems; Physics and Engineering Physics; Industrial and Engineering Technology; and Mathematics and Statistics. Each department is successful in producing well-educated graduates and placement trends are exceptional. However, each department desires to increase the number of incoming students into their programs, and to retain those students until they have earned their respective degrees. The vast majority of departmental and institutional scholarship monies are used as recruiting incentives and are earmarked for incoming freshmen in the baccalaureate programs. Scholarship support is lacking and desperately needed for students pursuing associate degrees, graduate degrees, and upper level students who are deserving but find themselves in financial hardship in finishing their programs of study. All the departments listed above report a high percentage of upper-level students who enroll in full-time study, yet work a significant number of hours at off-campus employment in order to pay for their education. This financial pressure leads to more time away from study, which often causes poor academic performance, subsequently leading to frustration, discouragement, and often the abandonment of the student's academic pursuits. This project establishes a scholarship program for deserving students who have a demonstrated financial need. Using an innovative approach to publicizing the availability of these funds, faculty "Road Scholar" teams visit regional high schools and community colleges in order to increase the visibility of the university's technical degree programs. Thus the project addresses both the recruitment and the retention issues which are prominent in science, math, and engineering curricula. The economic conditions extant in the region make this program particularly beneficial to regional students. The resulting increases in the number of graduates with technical degrees promotes a well-educated, technically-prepared workforce which supports ongoing state efforts in economic development. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Cobb, Stephen Donald Bennett Daniel Claiborne David Eldredge Carmen Garland Murray State University KY Terry S. Woodin Standard Grant 452374 1536 SMET 9178 1536 0000099 Other Applications NEC 9986747 August 1, 2000 Computer Science and Mathematics Scholarship Program. (99), (31), (21) The Department of Mathematical Sciences at the university is awarding approximately 44 scholarships each semester for four semesters to low-income academically talented students in undergraduate or graduate programs in Computer Science or Mathematics to promote full-time enrollment and degree achievement for students in these fields. 75+-5% of the scholarships will be awarded to juniors, seniors and graduate students (expected to finish their degrees within the grant period). 25+- 5% of the scholarships will be awarded to freshmen and sophomores (primarily under-represented populations), to improve retention and increase diversity in the department. The program academic support infrastructure includes: peer and faculty mentors; undergraduate research programs; three monthly meetings of scholars each semester (where students learn about careers, graduate education, resume writing and interviewing skills); a list-serve for communication among scholars; an introductory social event (funded by the department) for scholars, peer and faculty mentors, and Industrial Advisory Committee participants; announcement of scholars' names to our student e-mail mailing lists, alumni newsletter, and hometown newspaper; and award of a certificate. Scholars are referred to tutors and/or workshops on study skills if departmental tracking indicates they need these services. The five outcomes expected from the project are: (1) improved education for scholars through activities of the academic support infrastructure; (2) increased retention of students to degree achievement; (3) improved professional development and employment or pursuit of graduate education of participants, through the activities of the academic support infrastructure and with the assistance of the department's Industrial Advisory Committee members and the university's Career Services Center; (4) strengthened relationships between the department and related employment sectors, through the assistance and cooperation of the Industrial Advisory Committee in this project; and (5) discovery of effective techniques for retaining students in computer science and mathematics, particularly under-represented populations, leading to department-wide improvement of teaching and support programs and increased diversity. Five types of data are collected to evaluate the outcomes listed above. Appropriate statistical tests for the significance of results are performed. 1. Questionnaires filled out by participants evaluate the effectiveness and usefulness of all academic infrastructure activities. These data allow the evaluation of improved education, increased retention, professional development, and effective intervention techniques for under-represented groups. The results are used both to improve the activities and to evaluate their effectiveness overall. 2. Participation in undergraduate research programs by scholarship recipients are tracked to discern increases. These data allow the evaluation of improved education. 3. Student retention in the program is measured (as drop rates) pre- and post-intervention through academic support infrastructure activities to evaluate changes in retention. 4. Graduates are tracked to determine employment and/or engagement in further higher education. 5. Demographic statistics on students are collected to discern increases in diversity. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Duvall, Paul Suzanne Lea Grace Kissling University of North Carolina Greensboro NC Kenneth Lee Gentili Standard Grant 495000 1536 SMET 9178 1536 0000099 Other Applications NEC 9986753 July 1, 2000 CETPPA-Collaborative for Excellence in Teacher Preparation in Pennsylvania. Project Summary This systemic reform initiative focuses on the science and math teacher preparation programs of the 14 campuses of the Pennsylvania State System of Higher Education (SSHE). In 1998, these universities prepared 35% of the science and 29% of the math teachers certified in PA. In 1998, the SSHE was also responsible for 39% of the PA elementary certifications. This project is facilitating implementation of systemic reform in the SSHE system. During this project, scientists, mathematicians, and educators from SSHE campuses are collaborating to: (1) change selected university content courses taken by education students to reflect research-based effective pedagogy; (2) supplement the math and science content of science and math education courses; (3) introduce the paired supervision of science and math student teachers by content and pedagogy specialists; (4) provide consistency in experiences received by science and math education majors between their revised university courses, their field experiences, and induction period; and (5) increase efforts at recruitment of underrepresented public school students to pursue careers in teaching science and mathematics. The SSHE universities are collaborating with nine community colleges and over 50 public schools in this project. However, system universities and partner community colleges interact with most of the state's 501 school districts in their normal course of operation. The extensiveness of these contacts offers high potential to improve both teacher preparation and the professional development of teachers in Pennsylvania. Induction of new teachers is very important in establishing how new teachers actually do teach and how many teachers remain teaching in Pennsylvania after the first several years of teaching experience. The CETPPA is establishing a strong induction program that provides first class mentoring of new teachers, supports new teachers for multiple years, is funded adequately to support all eligible new teachers, is linked to district and state standards, provides the means for sustained communication, and is evaluated for effectiveness. Statewide activities being implemented include teaming K-16 faculty to revise and/or develop selected science, math, and education courses to include technology and reflect strong content and pedagogy components, creating science and math centers, offering professional development symposia for K-16 faculty, strengthening field experiences, and developing mechanisms for recruiting students into math/science education programs. External evaluation is being conducted by NCISE. Strong assessment and dissemination components accompany a comprehensive program of cultural change that can serve as a national model. TEACHER PREPARATION PROGRAM DUE EHR Peard, Terry James Moser Narayanaswamy Bharathan Patrick Burkhart Indiana University of Pennsylvania PA Joan T Prival Cooperative Agreement 5500000 7348 SMET 9178 9177 9103 7348 0000099 Other Applications NEC 9986791 September 1, 2000 Computer Science, Engineering, Mathematics Scholarship Program. This proposal requests funding to support 40 students of high ability and financial need with a $2,500 scholarship award per year for two years to pursue studies in Computer Science, Engineering, and Mathematics (CSEM). The objective of the program is to provide academic opportunities to these students, coming from low-income families, who otherwise might not be able to achieve these goals, to provide an improved education with academic support courses, and improve their retention rate by lowering their employment load. A committee of key personnel from the CSEM departments at California State University, Bakersfield (CSUB) will overlook this program and develop the academic support structure, which is necessary to provide encouragement to the students as they move towards graduation in their chosen fields or towards transfer to Engineering School. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Meyer, Thomas Laird Taylor California State University Bakersfield Foundation CA Mark James Burge Standard Grant 495000 1536 SMET 9178 1536 0000099 Other Applications NEC 9986810 June 1, 2000 Computer Science, Engineering, and Mathematics Scholarships Program. (99), (31), (59), (21) The goal of this project is to enable students to obtain undergraduate degrees in computer science, engineering and mathematics and to enter post-graduate schools or to directly enter the workforce in their chosen field. The objectives are to (1) increase the number of low-income students obtaining undergraduate degrees in computer science, engineering, and mathematics, (2) improve professional development and career choice opportunities of participating students, and (3) strengthen partnerships between the university and corporations employing graduates in relevant fields. This project offers the incentive of financial support for student costs of attendance at the university for two years (four semesters), plus individual attention leading to graduation and ultimately to successful employment. The university is awarding NSF-funded scholarships of $2,500 per academic year to ten low-income undergraduate students majoring in computer science, engineering or mathematics. The scholarship program prepares participants for graduation within two years of entry into the program. The NSF CSEMS Scholarship program offers much more than financial assistance for low-income students. The program provides assistance in academic efforts, research opportunities, career opportunities and on-going personalized monitoring. Program activities include individual and group meetings with the PI, site visits to local corporations, workshops, senior research projects with a mentor and/or external sponsor, and study sessions to prepare engineering majors for the Tennessee State Engineer Intern Examination. An Early Warning System is in place to notify the PI of potential academic or personal problems. Personal counseling, tutors and the math lab are available for students on an as-needed basis. The principal investigator, oversees the program administration and implementation. A scholarship selection committee selects the scholarship recipients. Criteria for selection includes eligibility for a Pell Grant, good academic standing, a junior standing in the fall semester of academic year 2000/2001, and a recommendation from their faculty advisor. Recipients must be U.S. citizens, U.S. nationals, refugee aliens or permanent resident aliens. The P.I. establishes a framework to follow NSF CSEMS scholarship recipients through the two academic years of the project and beyond. A Scholarship Team, led by the P.I., implements program activities and reviews the progress of participants. The Scholarship Team is composed of the Principal Investigator, the Dean of Academic Services, the Director of Institutional Effectiveness and two faculty members representing the School of Engineering and the School of Science. The Scholarship Team evaluates the program based on academic achievement, retention to graduation, number and percentage passing license examinations, and employment upon graduation. The PI, the Institutional Effectiveness Office, and the Career Center staff follow-up on the NSF CSEMS scholarship recipients after graduation. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Shiue, Yeu-Sheng Christian Brothers University TN Kenneth Lee Gentili Standard Grant 128250 7412 1536 SMET 9178 1536 1032 0000099 Other Applications NEC 9986857 July 1, 2000 Research Apprenticeship, Community Service and Academic Enhancement Training for LSU Engineering and Mathematics Students. (99), (59), (21) The College of Engineering and two departments, Mathematics and Experimental Statistics, are increasing the opportunities for academically talented students who are willing, but financially unable to reach their fullest potential. This is being achieved through a student/faculty partnership, with a comprehensive monitoring system, under the sponsorship of the NSF/CSEMS program. About one-fifth of the undergraduate students attending the university during the Fall-1998 (5,537 of 24,773) were eligible to receive a Pell Grant. The objectives of this project are: (1) to improve the education of students in engineering and mathematics, (2) to increase the retention of students to degree attainment, (3) to increase the number of undergraduates, including minorities and women, receiving baccalaureate degrees in engineering and mathematics, as well as master's degrees in mathematics; (4) to improve the professional development and employment and further higher education placement of participating students, and (5) to strengthen partnerships between institutions of higher education and related employment sectors. The students that are selected will benefit by joining the academic enhancement activities of two unique ongoing NSF/REU programs. The CSEMS scholars will not be required to conduct research but will be offered the opportunity to do so. This project is resulting in students being well-prepared and technically competent engineers and mathematicians. The 32 students selected each year will participate in research projects of their choice in engineering or mathematics. About half of the 32 students selected CSEMS are minorities and/or and women. The students are co-advised by academic mentors.. The engineering students are juniors and seniors, and the mathematics students are a mix of undergraduate and graduate students. About 25% (4-8) of the students are from the mathematics and experimental statistics departments. Moreover, the addition of graduate students to current projects provides first-hand insight to the undergraduate about graduate studies. Since mathematics is one of the building blocks for engineers, closer interaction between students and faculty increases the levels of understanding for both. This project expands the learning community and provides an exciting way to enhance students' academic, social and personal success at the university. The investigators believe that this educational program is a successful national model to assist students in gaining the educational skills needed for industry and graduate studies through various sponsored activities including: 1) Retention, 2) Professional Development, 3) Graduate School, and 4) Dissemination. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Pang, Su-Seng Isiah Warner Guillermo Ferreyra Julius Langlinais Cheryle Peters Louisiana State University & Agricultural and Mechanical College LA Terry S. Woodin Standard Grant 396000 1536 SMET 9178 1536 0000099 Other Applications NEC 9986889 July 1, 2000 CSEMS: Computer Science, Engineering,and Mathematics Scholarships at the University of Arizona. The CSEMS scholarship program that is being proposed will provide the participating students with two valuable resources. First of all, the CSEMS scholarship program allows the student to focus more on their educational environment. Secondly, this environment will be greatly improved by the active participation of the PIs. Students will be connected to the career/advising/mentoring services of this university through their designated CSEMS scholarship advisors. Each one of the five PIs on this grant will work with a small group of scholarship recipients to ensure that the students are making progress towards their career goals and that they are taking advantage of the career services that are already in place. Students who are completing their degrees are at a point of transition and the PIs recognize the importance of providing timely information to the students to aid them in making important decisions. The PIs will work with the students to investigate career options, including placement into graduate or professional schools or entering the workforce. The University of Arizona is much more than simply a Research I university. It has shown itself to be vitally interested in undergraduate and graduate education. The CSEMS scholars, working with their assigned PI, will be able to take advantage of the research experience of the faculty to increase their career goals. The many educational opportunities will further enhance their experience and prepare them for an exciting technological career. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Velez, William Richard Shoemaker Maria-Teresa Velez Richard Mercer Ray Umashankar University of Arizona AZ Kenneth Lee Gentili Standard Grant 553692 7412 1536 SMET 9178 7204 1536 1032 0000099 Other Applications NEC 9986890 May 15, 2000 Integrating Academic Support and Scholarships. The program will provide a comprehensive support and scholarship program for low-income bachelors and masters degree candidates. Included will be: Two-year scholarships for 40 students; 34 undergraduates completing their bachelors degrees and 6 graduates completing their masters degrees. Students will be in computer science, information systems, applied mathematics, electrical and mechanical engineering and materials science. A network of services through existing programs and organizations that includes: recruitment and outreach, family involvement, tutoring, advisement, mentoring, research and internship placements, summer enrichment programs, career exploration opportunities, workplace preparedness and job placement. The CSEMS program interfaces with a wide variety of campus organizations and programs including partnerships with industry. The goal and objectives of the program are to increase the number of low income students getting bachelors and masters degrees in computer science, engineering and mathematics by: Developing a selection and monitoring system that targets students most in need with special priority for underrepresented minorities, women, students with disabilities, and transfer students. Developing a community of CSEMS scholars by providing a network of support services to ensure academic success and degree completion. Emphasizing research and internship opportunities to build academic skills and job readiness. Developing recruitment and retention strategies specifically geared to students transferring from community colleges. Developing an evaluation process to ensure program and student success. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Ferguson, David Alan Tucker Philip Lewis Miriam Rafailovich K. Wendy Tang SUNY at Stony Brook NY Kathleen A. Parson Standard Grant 507592 1536 SMET 9178 7204 1536 0000099 Other Applications NEC 9986892 June 1, 2000 Computer Science, Engineering, Mathematics Scholarships Program. This institution's Divisions of Student Affairs, Mathematics and Technologies, and Student Financial Assistance have joined together to enhance educational opportunities for low-income, academically talented students. College faculty and Alumni Relations Office will work with local high school counselors to identify potential candidates who are incoming students and full-time students attending computer science, computer technology, engineering, engineering technology or mathematics courses (CSEMS). Candidates will be drawn from among the incoming freshman, currently enrolled students, and graduates from certificate programs. Outreach, recruitment, and selection activities will be timed so that students receive announcements of their financial award prior to the start of the semester. The Office of Student Financial Assistance with work with the Office of Enrollment Management to develop a candidate pool of potential scholarship recipients. A team composed of the Dean of Mathematics and Technologies (PI), the Dean of Students (co-PI) and three faculty chairs from CSEMS disciplines will form the Selection Committee and will interview the candidates from the recommended list. Final selection will be based on a consensus of the 30 candidates who can receive maximum benefit from an NSF scholarship award. The Selection Committee will consider such factors as commitment to a career in the CSEMS field, academic ability, barriers affecting educational progress, and the potential to enhance diversity (to the extent permitted by law) within the CSEMS field. Institutional cooperation will help to promote student satisfaction and foster academic excellence and retention. Student development faculty will work closely with students to help with educational and career planning, and other issues affecting personal and academic goals. In addition to making full use of the College's programs, services and personnel, students will benefit from participation in a "Student Success Club," on-campus work experience as tutors of other CSEMS students, transfer assistance, and the close ties the College has with local business and industry. CSEMS faculty will help students learn to apply classroom knowledge in the workplace setting through internship opportunities.. This project, entitled NSF Computer Science, Engineering, Mathematics and Related Technologies Scholarship Program, will enhance institutional efforts to make higher education accessible to all. Because nearly half of the nation's college students are enrolled in community colleges, and many attend part-time so that they can work to pay for their education, the financial assistance available through this project can have a significant effect on student retention, graduation and transfer rates. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Kotowski, Joseph R. Kipp Hassell Oakton Community College IL Robert Stephen Cunningham Standard Grant 144342 1536 SMET 9178 1536 0000099 Other Applications NEC 9986897 May 15, 2000 Computer Science, Engineering, and Mathematics Scholarships Program. (31) This project enables talented but financially disadvantaged students to pursue an undergraduate degree in computer science on a full-time basis. Special emphasis is placed on the recruitment of two classes of students underrepresented in computer science, namely, women and ethnic minorities, with particular emphasis placed on Native Americans. A collaborative partnership between the Department of Computer Science at the university, Minnesota's tribal college and several northeastern community colleges, and the regional computer industry supports this endeavor. The project results in an infrastructure that attracts talented students in northeastern Minnesota and prepares them for careers in computer science. Although this project centers on computer science, the model to be implemented is applicable to any area of science and engineering. The infrastructure emphasizes academic preparation in computer science, encourages student achievement, and provides scholarships, mentoring programs, transition programs, and opportunities for internships and collaborative research with Computer Science faculty. The project focuses on the retention of students in the program, ensuring their continued academic success, and professional placement on receipt of the baccalaureate. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Crouch, Donald University of Minnesota-Twin Cities MN Duncan E. McBride Standard Grant 487666 1536 SMET 9178 1536 0000099 Other Applications NEC 9986910 July 1, 2000 Enhancing Workforce Preparation in Computer Science, Engineering and Mathematics. Virginia Commonwealth University (VCU), in partnership with J. Sargeant Reynolds Community College (JSRCC), is conducting a National Science Foundation CSEM Scholars Program. Forty NSF CSEM (Computer Science, Engineering, and Mathematics) Scholars are selected based on need (Pell Grant eligible) and their potential to complete their undergraduate degree within two years through full-time enrollment. As urban institutions both VCU and JSRCC, its primary feeder community college, serve a large population of part-time students including large percentages of racial minorities and women. During the 1998-99 academic year, over 295 students who were enrolled in CSEM degree programs at VCU received Pell grants. Due to work constraints, two-thirds of these students were unable to carry a 30 hour annual load which would lead to graduation in the normal four year period; 29% were unable to carry 25 credit loads annually; and 19% could not carry 20 credits. Through the support of the NSF Computer Science, Engineering, and Mathematics Scholars program, the project goal is to significantly increase the number of students in this pool who can complete their undergraduate degree programs in a normal time frame for full-time students. Successful applicants are recognized as NSF Scholars at an awards ceremony and receive $2500 scholarships. The NSF CSEM Scholars prepare an Individualized Contract under the guidance of a specially designated advisor who works with the Scholars to maximize the effectiveness of the existing university support programs in the following areas: (1) financial aid planning, including securing additional scholarships and aid, (2) academic program planning, academic achievement progress and supplemental tutoring and assistance, and (3) career planning through a selected in-field experience such as co-op or internship programs augmented by career day interactions with working professionals. The success of this project is monitored by an evaluator working through the Metropolitan Educational Research Consortium (MERC). The evaluation program provides the formative guidance needed to maximize on-going effectiveness as well as the summative conclusions necessary to validate the program model. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Farley, Reuben William Haver Roland Moore Jean Clark Ronnie Price Virginia Commonwealth University VA Duncan E. McBride Standard Grant 495000 1536 SMET 9178 1536 0000099 Other Applications NEC 9986914 May 15, 2000 Computer Science, Engineering, and Mathematics Scholarships Program. (99), (31), (21), (59), (35) The college is located in an area which has seen an influx of minority immigration over the last decade. In addition, the area's technology-driven manufacturing base and the need for a well-educated workforce are on the increase. To enable and expand the participation of the area population in higher education, the college is initiating a scholarship project for low-income, academically talented students seeking the high-tech skills for today's workplace. Recruitment efforts concentrate on students from the twenty-five school districts in Western Arkansas and two Oklahoma counties that make up the college's service area. Efforts target those demographic groups currently under-represented on campus as well as students currently enrolled in selected disciplines. Full-time students intent on completing associate degrees in engineering, mathematics, computer science, and computer technology receive up to $2500 per year in financial aid. Recipients also benefit from a project design that seeks to increase retention from recruitment to graduation or placement by providing dedicated services that focus on mastering skills and features customized advising, mentoring, and work based experiences. This project is designed to improve education for students by teaching critical thinking, time management, note taking, teamwork, listening and speaking skills, as well as technical writing and other academic skills. Recipients also strengthen relationships with area businesses by participating in various workplace experiences designed to increase their insight into the world of work and promote professional development. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Paulus, David University of Arkansas at Fort Smith AR Terry S. Woodin Standard Grant 495000 1536 SMET 9178 1536 0000099 Other Applications NEC 9986923 May 1, 2000 Computer Science, Engineering, and Mathematics Scholarships Program. Through the NSF Computer Science, Engineering and Math Scholarship program Mercy College is providing, each year, 15 talented, economically disadvantaged Computer Science majors, with the opportunity to pursue full time study towards their degree program. Mercy College is a Hispanic Serving Institution with a student body consisting of mainly first-generation college students, who are heads-of-households, often economically disadvantaged and juggling occupations with the pursuit of higher education. Through this program Mercy College is providing talented, economically disadvantaged students with scholarship support enabling them to lessen dependence on work to complete degree programs in computer science. The project is also achieving a secondary goal of increasing the number of students, underrepresented in computer science, that complete degree programs in this area and pursue graduate education in this field. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Wang, Yun Mercy College NY Terry S. Woodin Standard Grant 187102 1536 SMET 9178 1536 0000099 Other Applications NEC 9986933 May 1, 2000 Computer Science, Engineering, and Mathematics Scholarships Program. (99), (35), (59) Horry-Georgetown and York Technical Colleges are comprehensive, two-year Associate Degree granting institutions in the sixteen-member South Carolina Technical and Comprehensive Education System. Each institution enrolls approximately 3,500 curricula students, with Horry-Georgetown enrolling over 325 students in the targeted curricula and York enrolling almost 250. At both institutions, over 50% of their enrollment receives PELL or other Federally subsidized support. Each institution has nationally recognized advanced computer and engineering technology curricula that have a specific need (1) to assist academically prepared students to complete their two-year degree in the prescribed time. All of the participating programs are academically strenuous and require a full summer semester between the freshman and sophomore years. However, as community colleges with predominantly local/regional enrollments, many students to need to work during the summer. Through the implementation of the CSEMS grant, the Colleges are identifying up to forty (40) students of academic merit who are at risk of not completing their degree requirements due to financial need, and to support and insure their graduation. (1) Computer, Electronic Engineering, and Civil Engineering Technologies at Horry-Georgetown, and Electrical Engineering, Engineering Graphics, Mechanical Engineering, and Computer Engineering Technologies at York. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Davis, Gary Nancy Dudley Timothy Jessup John Vaught Marc Tarplee Horry-Georgetown Technical College SC Ernest L. McDuffie Standard Grant 99000 1536 SMET 9178 1536 0000099 Other Applications NEC 9986944 May 1, 2000 Computer Science, Engineering, and Mathematics Scholarships Program. The Coppin State College Department of Mathematics and Computer Science is requesting $138,000 over a two year period from NSF to support upwards of 25 mathematics and computer science students with scholarship grants through the NSF's Computer Science, Engineering and Mathematics Scholarship (CSEMS) program. Scholarships will be awarded on a semester-by-semester basis to each student who qualifies (or re-qualifies). Initially, both juniors and seniors would be eligible. In the years following the first year of operation, rising juniors would replace the seniors who graduated the previous year. This program will enable the department to: * Recruit more and better qualified students into our majors. Currently the department cannot offer any assistance to promising students. If the department can assure them that once they have shown that they can handle the material in the introductory courses the department can guarantee that finances will not hinder them in completing their degree requirements, the department is convinced that many will take advantage of this opportunity. * Retain good students. Perilous financial situations are a major reason why many of our majors do not complete our program. Over the years, the department has seen many a promising student stop out, stop in, stop out, etc., and never finish. The department has "lost" good students to colleges and universities which are able to offer scholarships. * * Enable our students to become more competitive. Since most of our students have heavy work or athletic commitments, they don't have as much time to devote to their studies as they need to achieve excellence. The department will require that scholarship recipients commit outside-of-class work equal to twice the number of their math/computer science credit hours. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Johnson, Francine Edward Sommerfeldt Coppin State College MD Robert Stephen Cunningham Standard Grant 309374 1536 SMET 9178 1536 0000099 Other Applications NEC 9986956 March 1, 2000 Using Computer Science, Engineering, and Mathematics Scholarships to Build Information Technology Resources. College of DuPage is achieving five principal objectives for its project, Using NSF CSEM Scholarships to Build Information Technology Resources: 1. Expand and improve leaning opportunities for students enrolled in CSEM. 2. Increase retention of CSEM students to associate degree achievement. 3. Improve placement of CSEM students in baccalaureate transfer education programs and in related employment. 4. Expand partnerships between College of DuPage and the employment sector to include mentoring. 5. Implement recruitment strategies for groups underrepresented in CSEM. Through the CSEM project, students are gaining information about CSEM careers; are receiving mentoring and other support services to succeed in studying math, computer science and engineering; and are receiving financial aid. All scholarship students are benefiting from mentoring by faculty and representatives of business and industry, peer tutoring, academic and career counseling, and support services such as childcare for children while parents attend school. Outcomes being accomplished are: (1) Increased self-confidence and motivation to pursue a CSEM education and career, (2) Improved performance in academic coursework and related employment opportunities; (3) Increased use of support services. Retention in the program; (4) Increased retention rate for CSEM scholarship students; (5) Increased transfer and employment placement rates; (6) Institutional capacity to develop a pool of professional mentors for CSEM students; (7) Increased enrollment of underrepresented groups in CSEM. The target audience is (1) high achieving high school students who begin in calculus; (2) marginal high school students who demonstrate an exceptional interest in the science or engineering fields; (3) adult learners who are already enrolled in programs at the college; and (4) returning adult students who have been away from mathematics study for several years. Students are selected from multiple sources of referral both internally within the College, and externally through local high schools and organizations. A faculty and staff panel interview potential candidates for the program. Students who require remediation take a special program established to accelerate their learning; however, once they enter the program, all students are expected to maintain high academic standards. The College expects to enroll forty students in the CESMS program. Scholarship recipients are expected to provide peer tutoring to other students entering the program. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Cappetta, Robert College of Du Page IL Duncan E. McBride Standard Grant 219874 1536 SMET 9178 1536 0000099 Other Applications NEC 9986960 August 1, 2000 Scholarship Opportunities for Underrepresented Students in Computer Science, Engineering, and Mathematics. The proposed NSF Computer Science, Engineering, and Mathematics Scholarships Program (NSF 99-121) at Enterprise State Junior College has as its primary goal to deliver a project designed to inspire motivation in academically talented program participants to complete a college core curriculum and graduate with degrees in computer science, engineering, or mathematics. The goal is for each participant to enter and succeed in these programs of postsecondary education at the two-year college level. These student given the financial assistance and opportunity to study in these fields, are graduating with the two-year terminal degree in these areas, and/or are transfer to four-year colleges or universities and complete their degrees in one of these three programs. The NSF Computer Science, Engineering, and Mathematics Scholarships Program is achieving ten objectives: (1) to recruit, with emphasis on minorities and women, 50 computer science, engineering, or mathematics students and evaluate their eligibility requirements for receiving scholarships from this program; (2) to conduct a student orientation for participants; (3) to assess the academic, educational and communication skills of 100% of selected participants and prepare an Individual Educational Plan each; (4) to advise 100% of the program participants to enroll and to continue in courses in their majors and secure an articulation agreement with a senior university, if transferring; (5) to provide instruction, tutoring, mentoring and other support services to 100% of participants, resulting in 70% achieving a minimum 2.5 grade point average each term; (6) to administer the ACT ASSET placement test to 100% of the program participants with preparatory course work required if necessary; (7) to provide academic and support services to 100% of project participants resulting in 80% of the scholarship recipients being retained in the program until graduation and/or transfer; (8) to graduate 75% of NSF Computer Science, Engineering, and Mathematics Scholarships Program in the top 30% of their graduating class; (9) to have program participants intending to transfer complete the application process to a minimum of three universities or four-year colleges, resulting in 85% of them being admitted and declaring the appropriate major at a four-year college or university; and, (10) to conduct formative and summative evaluations throughout the project period, and annual follow-up on 100% of NSF Computer Science, Engineering, and Mathematics Scholarships Program students placed in jobs or transferring to senior level institutions; the follow-up will show that 70% of all students placed completed their two-year and /or four year degree program within normal time for their program. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Miller, Judy Wanda Flowers Enterprise State Junior College AL Duncan E. McBride Standard Grant 550000 1536 SMET 9178 1536 0000099 Other Applications NEC 9986961 February 15, 2000 Computer Science, Engineering, and Mathematics Scholarships Program. Pellissippi State Technical Community College is providing support for eighty (80) talented, low-income students to pursue degrees in compute science, engineering technology, and mathematics. Scholars are recruited by face-to-face contact with counselors, teachers, and principals in feeder high schools and with PSTCC faculty, counselors, and enrolled students. Scholars are selected based on application process, eligibility criteria, and SMM team recommendations to the Selection Committee: PI, Chairperson; Directors of the Foundation, Grants Office, Admissions, Community Relations; and the Business/Industry Mentoring Coordinator. The goal of this project is to increase the numbers of students pursuing targeted degrees, to increase awareness among students of career opportunities in these fields, and to increase the skilled worker pool for these disciplines to meet local workforce needs. The outcomes of the project include: $ Improved education in targeted disciplines demonstrated by scholars grade point averages. $ Increased retention for scholars to complete degrees in targeted disciplines. $ Improved professional development of scholars demonstrated by skills achieved for entry-level job placement and retention and/or successful transfer and retention at 4-yea institutions. $ Strengthened partnerships between education and business and industry through the mentoring support component with scholars. Scholars are expected to participate in the infrastructure of support which will include PSTCC support services; project designed workshops; professional mentoring partnership; work- related programs like tech prep, school-to-work, and cooperative education programs; and academic achievement in targeted disciplines/majors. By providing an enriched learning environment, professional mentoring support, and career awareness with professional development assistance scholars are guided to stay in school and achieve critically needed skills needed by the local workforce. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Burns, Jerry Pellissippi State Technical Community College TN Lesia L. Crumpton-Young Standard Grant 495500 7412 1536 SMET 9178 1536 1032 0000099 Other Applications NEC 9986963 July 1, 2000 U.S. in Engineering and Computer Science. (99), (31), (59) The United States is currently facing a shortage of engineers and computer scientists, a shortage which is growing worse as colleges and universities continue to graduate an insufficient number of these professionals each year. Even more disturbing is the severe underrepresentation of women and minorities in engineering and computer science. In order to maintain the United States' role as a technological leader, it is essential that we strive to include more diverse perspectives in these fields. To this end, the university is increasing the number of women and minorities who complete degree programs in engineering and computer science at community colleges as well as at the bachelor's and master's levels. Scholarships are offered to exceptional students with financial need, targeting recruitment strategies to increase the number of underrepresented minorities in these fields. These students are being provided with a strong support infrastructure which ensures that they have the resources they need to graduate and to find rewarding careers in engineering and computer science. This program provides immediate benefits to students at the university and at partnering community colleges and also benefits underrepresented students nationwide because, through dissemination efforts, U.S. in Engineering and Computer Science serves as a model for colleges and universities across the country. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Wigal, Cecelia University of Tennessee Chattanooga TN Kenneth Lee Gentili Standard Grant 162250 1536 SMET 9178 1536 0000099 Other Applications NEC 9986966 February 15, 2000 Computer Science, Engineering, and Mathematics Scholarships Program. Build Information Technology Resources project is achieveing five main objectives: 1. Expand and improve leaning opportunities for students enrolled in CSEM. 2. Increase retention of CSEM students to associate degree achievement. 3. Improve placement of CSEM students in baccalaureate transfer education programs and in related employment. 4. Expand partnerships between College of DuPage and the employment sector to include mentoring. 5. Implement recruitment strategies for groups underrepresented in CSEM. Through the CSEM project, students areain information about CSEM careers; will receive mentoring and other support services to succeed in studying math, computer science and engineering; and will receive financial aid. All scholarship students will benefit from mentoring by faculty and representatives of business and industry, peer tutoring, academic and career counseling, and support services such as childcare for children while parents attend school. Anticipated outcomes to be accomplished are: (1) Increased self-confidence and motivation to pursue a CSEM education and career, (2) Improved performance in academic coursework and related employment opportunities; (3) Increased use of support services. Retention in the program; (4) Increased retention rate for CSEM scholarship students; (5) Increased transfer and employment placement rates; (6) Institutional capacity to develop a pool of professional mentors for CSEM students; (7) Increased enrollment of underrepresented groups in CSEM. The target audience is (1) high achieving high school students who begin in calculus; (2) marginal high school students who demonstrate an exceptional interest in the science or engineering fields; (3) adult learners who are already enrolled in programs at the college; and (4) returning adult students who have been away from mathematics study for several years. Students will be selected from multiple sources of referral both internally within the College, and externally through local high schools and organizations. A faculty and staff panel will interview potential candidates for the program. Students who require remediation will have a special program established to accelerate their learning; however, once they enter the program, all students will be expected to maintain high academic standards. The College expects to enroll forty students in the CESMS program. Scholarship recipients will be expected to provide peer tutoring to other students entering the program. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR White, June Theodore Maguder Bradley Jenkins Martha Adkins Joseph Skala St. Petersburg College FL Bevlee A. Watford Standard Grant 354750 1536 SMET 9178 1536 0000 0000099 Other Applications NEC 9986968 April 15, 2000 Computer Science, Engineering, and Mathematics Scholarships Program. The goal of this program is to decrease the time to degree and improve the performance of financially disadvantaged computer science students by providing scholarships that reduce their need to work while in school. Computer science majors who qualify for Federal Pell Grants, have demonstrated the ability to succeed academically and have progressed sufficiently through the degree requirements to be able to complete all requirements within the two year award period will be eligible to receive $1,250 scholarship each semester during that period. Eligible students will submit applications for review by an Advisory Council. The Council will select students to receive awards, review eligibility each semester and oversee program activities in support of the goal. Students will have access to counseling and enrichment through the program as well as assistance in obtaining academic support through well established avenues as needed. They will also receive encouragement and assistance in obtaining internship and research positions during the award period to help maintain a focus on career. The computer science program currently has approximately 100 full time majors and 26 students will receive scholarship support throughout the period of the award. The proportion of under-represented minority students is significantly higher in the cohort currently eligible for these grants (50%) than in the program as a whole (26%). By encouraging and supporting these students to graduation this program will contribute to national and regional efforts to increase the number of computer science graduates generally and to increase the number of underrepresented minority students receiving degrees in this field. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Nunes, Stacie Richard Halpern SUNY College at New Paltz NY Lee L. Zia Standard Grant 165502 1536 SMET 9178 1536 0000099 Other Applications NEC 9986979 March 1, 2000 Scholarships for Math and Engineering Students. This project is a scholarship program for students seeking degrees in Applied Mathematics, Mathematics, Computer Science and all fields of Engineering. The university has academically strong, accredited degree programs in these areas and thus can provide high quality training to students who can gain access to it. This campus has an enormous demand for mathematics and engineering scholarship money which it cannot come close to meeting. At the same time, they have several programs in place aimed at assisting students who fall into categories underrepresented in these fields but they are severely limited financially. The NSF scholarship program substantially improves the financial situation of many of these students. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Grant, Michael University of Colorado at Boulder CO Jane C. Prey Standard Grant 220000 1536 SMET 9178 1536 0000099 Other Applications NEC 9986984 August 1, 2000 Computer Science, Engineering, and Mathematics Scholarships Program. Computer Science (31), Engineering (59), Mathematical Sciences (21) This CSEM Scholarship Program is providing scholarship support to 40 academically talented, but financially disadvantaged students that will allow them to attend school full-time and complete degrees in computer science, engineering technology and mathematics in a timely fashion. Undergraduate or graduate students who have a chance to complete their degree in two years are being selected from a pool of eligible students at the university or at four "feeder" community colleges in middle Tennessee. Students enter the program at the end of their sophomore year and participate in a two-year program designed to graduate highly competent, competitive professionals. To achieve this goal, faculty are stressing academic excellence with high standards and realistic expectations of participants whose needs are assessed at admission and continuously monitored and met throughout the program. Students are involved in disciplined inquiry and research under the direction of faculty mentors, and they spend one day a semester in the work environment of the corporate world or a graduate school depending on their goals. In addition to academic counseling and guidance, CSEMS students are receiving career, financial aid, and personal counseling as needed, and assistance in such critical areas as writing, study skills, tutoring, preparation for exit exams and the GRE, resume writing, job interviewing, and selecting a graduate school. The project expects to increase the number of graduates with degrees in computer science, engineering technology, and mathematics to help meet the country's shortage of technical professionals in areas of national need. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Phillips, Ernest Middle Tennessee State University TN Elizabeth Teles Standard Grant 495000 1536 SMET 9178 1536 0000099 Other Applications NEC 9986985 March 1, 2000 Computer Science Scholarships Program. The Computer Science program seeks $154,000 from the Computer Science, Engineering, and Mathematics Scholarship Program for academic years 2000 and 2001 to provide scholarships for 30 high-achieving Computer Science students and to support the implementation of a formal student-support system for all Computer Science students in a project whose goals are: To improve the education of Computer Science students; To increase the retention of Computer Science students; To improve Computer Science students' preparation for employment or graduate school; To strengthen the Computer Science program's ties to business and industry sectors. To attain these goals, the Project Director will work with a Task Force to identify and recruit high-achieving, low-income students and implement plans to support students through the use of cohorts, mentors, and an internship program. The scholarships will relieve students of some of the burden of funding their education and thereby provide them more time and energy to focus on a rigorous and challenging course of study. Class cohorts mentored by upper-level scholarship recipients will provide students a support group to whom they can turn for assistance. Faculty advisors will serve as mentors and provide students guidance with regard to academic issues or performance, including but not limited to, focus, motivation, communication skills, or career decisions. The support system will help assure that students remain "on track" and complete degrees in a timely manner. The Internship Program will assist students in understanding workplace needs and in strengthening the links between the University and business and industry. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Acuna, Herman Heeralal Janwa University of Puerto Rico-Rio Piedras PR Kathleen A. Parson Standard Grant 360250 1536 SMET 9178 1536 0000099 Other Applications NEC 9986986 August 1, 2000 Computer Science, Engineering, and Mathematics Scholarships Program. (99), (21), (31), (59) The university is spearheading an endowment campaign entitled 'Students First' with a goal of raising $10 million for scholarship support. As part of this campaign, the College of Natural Sciences is using funds from the National Science Foundation to fund forty scholarships per year for the next two years. These scholarships are being awarded to juniors and seniors majoring in mathematics, computer science and industrial technology who plan to graduate within two years. The College of Natural Sciences strives to recruit and retain academically talented, low-income students by offering student support services as well as financial assistance. Forty National Science Foundation scholarships of $2,500 are available to students each year for two years. In addition, money is used to strengthen the infrastructure of the university in order to offer further support to scholarship recipients. An application process for selecting scholarship recipients is based on academic achievement, financial need, full time status as a student, and date of expected graduation. Student progress is evaluated based on a system that is already in place at the university. Measurable outcomes relate to student proficiency, grade point average, retention, and career placement upon graduation. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Yang, Kichoon University of Northern Iowa IA Duncan E. McBride Standard Grant 473345 1536 SMET 9178 1536 0000 0000099 Other Applications NEC 9986989 August 1, 2000 Computer Science, Engineering and Mathematics Scholarships Program. (99), (31), (59), (21) The university is selecting forty (40) students for a Computer Science, Engineering and Mathematics (CSEM) Scholarship Program. The program has two goals: 1) To provide educational opportunities to low-income academically talented students through scholarships that promote full-time enrollment and degree achievement 2) To increase the number of women, under-represented minorities, and persons with disabilities completing a baccalaureate degree In support of these goals, students are selected on the basis of financial need, academic merit, and ability to complete a degree within two years. Preference criteria related to gender, ethnicity, and disability status are applied, and educational level is a consideration. The emphasis on undergraduate students grows from the conviction that many university graduates are well prepared to go on to advanced degrees and to excel in leadership positions in academia and in industry, if, early in their education, they experience support to internalize this aspiration and to build confidence in their own abilities to succeed. The university mission focuses on high quality educational programs and the promotion of diversity. These strengths can be applied to help address the national problem of under representation of women, minorities, and students with disabilities among computer science, engineering, and mathematics degree recipients. The CSEM Scholarship Program benefits from the many campus services and activities that promote cultural sensitivity and support minority students. Students selected for the program receive a high degree of personal attention and undergo individualized application oriented experiences. They are given high priority for partial tuition waivers to supplement support available through NSF funding. Program success is guaged on quantifiable outcomes: degree completion, post-graduation placement in either graduate school or employment. Evaluation also examines the effectiveness of recruitment efforts and program components such as support networks and special activities. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Putnam, Lee University of Hawaii HI Duncan E. McBride Standard Grant 491000 1536 SMET 9178 1536 0000 0000099 Other Applications NEC 9986993 August 1, 2000 Computer Science, Engineering, and Mathematics Scholarships Program. The Program will address the national workforce need to increase substantially the number of graduates of associate degree programs in Computer Science, Computer Technology, and Engineering Technology fields. Seven objectives will guide the Program activities and produce measurable outcomes by the conclusion of the project in August 2002: 1. Improved education of participating students by August 2002; 2. Increased participation of underrepresented groups in Computer Science, Computer Technology, and Engineering Technology disciplines by August 2002; 3. Increased retention of students to degree achievement for CSEMS scholars by August 2002; 4. Improved professional development and employment/further higher education placement of participating students by August 2002; 5. Strengthened partnerships between university and related employment sectors by August 2002; 6. Institutionalization of scholarship best practices by fall 2002; 7. Support the university's strategic priority and applicable strategic goals throughout the duration of the program. The Program will provide educational opportunities to financially disadvantaged, academically-talented students through scholarships that promote full-time enrollment and Associate in Applied Science degree achievement in Computer Science, Computer Technology, and Engineering Technology programs of study. The Scholarship Selection Committee will designate up to 40 applicants per academic year in the 2000-01 and 2001-02 academic years to each receive a $2,500 scholarship per academic year. The Program will employ a comprehensive plan of targeted student recruitment, assessment, orientation, admissions counseling, advisement, academic placement and support, mentoring, monitoring and follow-up, internship guidance, and employment placement assistance to meet the goal and objectives of the program. Groups underrepresented in appropriate fields will receive special consideration to promote their participation. The significance of this project will be to develop a model of effective student recruitment and retention that can be delivered through scholarship programs. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Avant, Linda Oklahoma State University OK Robert Stephen Cunningham Standard Grant 495000 1536 SMET 9178 1536 0000 0000099 Other Applications NEC 9987003 February 15, 2000 NSF Scholars Program. This project awards scholarships to upper- division students in engineering, engineering technology, computer science, and mathematics. While the applications are to be open to all who seek the support, special mailings and contact is to be made to all upper-division Latino, African American, and Native American students in the designated majors, encouraging them to apply. The university is a large, urban, Hispanic-serving, polytechnic university with a diverse population of largely first-generation college students. The pool of economically disadvantaged under-represented students in engineering, engineering technology, computer science, and mathematics is large. The well-established, comprehensive retention programs for Latinos, African Americans, and Native Americans serve to provide the advising, mentoring, tracking, and professional development support so necessary to shorten the time to graduation for the scholarship recipients. The active collaboration among program staff and faculty in the two colleges provides a comprehensive support system for the scholars. Through this scholarship program, the recipients have an incentive to become more efficient in their course scheduling and they are given timely advising to make wise choices in structuring their remaining course work. The active involvement of industry partners in resume critiques, mock interviews, an "evening with industry," and a scholars reception all serve to increase their job readiness. The NSF Scholars receive first consideration for summer job placement from the campus' industry partners. Thus the NSF Scholars Program increases the likelihood that financially needy students decrease their hours worked while in school, that they have closer contact with their academic advisors, and that they have increased interaction with high tech employers. Therefore, the program should greatly increase the likelihood that highly qualified CSEM students graduate in a timely fashion and exit college ready to assume positions of responsibility in industry. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Acuna, Belinda Cal Poly Pomona Foundation, Inc. CA Calvin L. Williams Standard Grant 220000 1536 SMET 9178 1536 0000 0000099 Other Applications NEC 9987005 March 1, 2000 Engineering Excellence Awards for Low-Income Minority Students. The University of Puerto Rico at Mayaguez, UPRM, is an institution with approximately 12,900 Hispanic students, located in the western municipality of Mayaguez in the Commonwealth of Puerto Rico. It is characterized by a productive track record of awarding baccalaureate degrees in SEM disciplines as evidenced by, on the average, 200 science and math degrees and more than 650 engineering degrees per year during the last five years. The Campus enrolls students with high academic credentials coming from both public and private schools, and from all economic levels. The primary goal of the 'Engineering Excellence Awards' is to enhance the educational opportunities for low-income, academically talented students through scholarships. This project is improving education for students in engineering, increasing retention of students, improving professional development and motivating participating students to pursue graduate studies, and strengthening partnerships between UPRM and related employment sectors. This goal is being achieved by (i) providing funds to selected students so that they can enroll and maintain full-time student status; (ii) requiring selected students to become tutors in gatekeeper courses, to participate in team-oriented design projects, or undergraduate research; (iii) creating a mentoring process to help selected students enhance their study skills necessary for academic achievement in engineering so that they may become more independent and better prepared to meet the UPRM's academic standards and also successfully attain their long-term educational goals. These activities are advancing students' discovery and understanding; promoting teaching, training, and learning; motivating students to pursue advanced engineering degrees; and broadening the participation of low-income, talented minority students in engineering. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Zapata, Raul Guillermo Colon Noel Artiles-Leon Gerson Beauchamp Sandra Coutin-Rodicio University of Puerto Rico Mayaguez PR Elizabeth Teles Standard Grant 474100 1536 SMET 9178 1536 0000 0000099 Other Applications NEC 9987010 February 15, 2000 NSF Scholarship Program. Four faculty from the targeted departments of Computer Information Systems, Engineering Technology, and Mathematics at Buffalo State College (BSC) seek a grant entitled CSEMS program from the National Science Foundation (NSF 99-121). The proposal seeks to fund two components: 1) scholarships for qualified CSEMS students, and 2) a colloquium series that will promote closer collaboration among the faculty and students of the three targeted departments while providing specialized instruction that is not usually included in the normal course work. Forty students are anticipated in the CSEMS program with a funded duration of two years. With this NSF award, BSC students who are juniors or seniors in the targeted departments will have the opportunity to receive $1250 scholarships each semester if they are: United States citizens, nationals, or aliens admitted as refugees at the time of the interview, eligible for U.S. Department of Education Pell Grant, full-time students, and academically mature and talented. The most academically mature and talented students will be selected for the scholarships who have demonstrated many of the following professional attributes: good grades in all classes, demonstrated ability to manage time and resources, good communication skills, leadership potential, and high motivation. In keeping with the stated philosophy of the college, students may have diverse backgrounds and career goals. The student-selection process will use a numerical procedure that the Mathematics department has effectively used for years to select new faculty. This process of selecting the most qualified CSEMS students will involve an interview that results in a numerical rating from each member of the selection team. The four faculty who developed this proposal also commit to the success of the program. After selecting the best students, the four faculty will create a monthly colloquium series for the students of the targeted departments. The colloquium series will consist of problem-solving demonstrations, not from the individual perspective of each of the targeted disciplines, but simultaneously from all three. This coordination between the three departments is expected to increase articulation between the faculty and simultaneously provide students with a better understanding and appreciation of the issues in real technical problems. Some of the presentations will contain information that will be especially beneficial to the CSEMS students. The principal investigator (PI) will assume leadership of the CSEMS program by insuring that CSEMS recipients all have the required qualifications. The PI will also coordinate the colloquium series to insure that the program is a success. The PI will assume overall responsibility for the program administration, including the required NSF reports and the final report to be presented at a national conference. A small amount of money will be used for student infra-structure - primarily for the colloquium series. The project management and administrative expenses will be used primarily for travel - bringing guest speakers to campus and going to a national conference to present the results of the CSEMS program at Buffalo State College. The PI and Co-PIs will not receive any money for CSEMS activities. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Barker, David David Kukulka Tom Giambrone John Favata SUNY College at Buffalo NY Susan L. Burkett Standard Grant 489836 1536 SMET 9178 1536 0000 0000099 Other Applications NEC 9987012 June 15, 2000 The CSEM Scholars Initiative. The project is designed to increase the number of students, especially women and minorities, who successfully graduate from engineering or computer technology associate degree programs at these two partnering institutions. The two colleges are partnering to provide scholarship assistance and other support services to students who have the academic and professional abilities to successfully complete an associate degree program, but who lack the financial resources to enroll full time. This project addresses the local and state-wise need for more engineering and computer technology graduates to support manufacturing industries in remaining competitive in the global marketplace. The primary target audience of the Scholars' Initiative is the pool of Pell-eligible students who are currently enrolled part time in degree programs but who lack the financial resources to enroll full time. A marketing campaign will also promote the scholarship program to local industries and to all incoming students at the partner colleges. An interview component of the evaluation process will provide important information regarding the effectiveness of scholarship programs in increasing retention and degree completion rates among low-income students. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Bethea, Edward Milton Clark Florence-Darlington Technical College SC Calvin L. Williams Standard Grant 109576 1536 SMET 9178 1536 0000099 Other Applications NEC 9987014 March 1, 2000 CSEMS Scholarship Program. The University of Southern Mississippi is supporting scholarships for students in nine programs through the Computer Science, Mathematics, and Engineering Scholarship (CSEMS) program. Low income, academically bright undergraduate students are being selected from computer science, mathematics, and seven engineering technology programs. Graduate students are being chosen from master's level programs in engineering technology, computer science and mathematics. The program is partnering with three existing programs, the Alliance for Minority Participation, sponsored by the National Science Foundation, and TRIO and Ronald McNair Programs sponsored by the U.S. Department of Education. The existing programs have many of the same objectives as the CSEMS Program, providing academic and financial support for different student populations. Still, there are many students who meet CSEMS Program criteria who are not eligible to participate. This program is enabling the university to include all undergraduate students in engineering technology, mathematics, and computer science who meet CSEMS criteria. The objectives of the proposed program are directly related to the CSEMS Program purpose of enabling low income students to complete baccalaureate and graduate degrees in academic areas of high priority. CSEMS Scholarship recipients are sharing facilities and participating in academic enrichment activities already in place to support the three ongoing programs. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Houston, Shelton Doris Kemp University of Southern Mississippi MS Elizabeth Teles Standard Grant 495000 1536 SMET 9178 1536 0000 0000099 Other Applications NEC 9987019 February 15, 2000 CSEMS Scholars at New York City Technical College. New York City Technical College of the City University of New York (CUNY) requests $200,000 in National Science Foundation funds to sponsor a Computer Science, Engineering and Mathematics Scholarship (CSEMS) Program reaching talented, low- income associate degree and baccalaureate students. The purposes of the New York City Tech CSEMS Program are to: (1) promote full-time enrollment among students in computer science, engineering and mathematics; (2) improve retention of scholarship recipients toward completion of their associate or baccalaureate degrees; (3) strengthen the quality of education offered these talented, low-income students; and (4) expand relationships among other CUNY institutions and technology industries in the region. New York City Tech is one the nation's largest two-tiered technical colleges-offering both associate and baccalaureate degrees, including three baccalaureate degree programs in fields related to this NSF initiative. City Tech will recruit talented, low-income students from New York City high schools, among City Tech associate degree graduates and other students choosing to enter its four-year baccalaureate programs. New York City Technical College has a total student enrollment of 11,400. More than 70 percent of the student body (or 8,500 students) is comprised of persons who have been historically under-served and under-represented in higher education and in mathematics, science and engineering. Almost all of these under-represented students also require financial aid to attend the College. African-American students comprise 46 percent of the college student population. Hispanic students account for 28 percent of the City Tech student population. A total of 67% of the City Tech student body have self-reported household incomes from under $10,000 to $29,999. Talented low-income students work part-time or full-time in order to attend City Tech. Too often, our talented students take jobs in technology industries prior to graduation. Scholarships will produce both additional funds, and will give CSEMS recipients greater opportunities for mentoring, research and consistent study. Project Principal Investigators will include faculty from computer science, engineering technology, and mathematics as well as deans of undergraduate research, science and technology and the vice president for enrollment management. This leadership team will coordinate City Tech's CSEMS recruitment and selection processes, will identify other faculty members as mentors and research advisors. Two selection committees-one for entering freshmen and a second for associate degree graduates-will consist of discipline faculty and student counselors. The CSEMS Program will integrate its activities with the CUNY NSF AMP (Alliance for Minority Participation) Program, other research opportunities and industry internship and career exposure programs. Group and peer mentoring activities will help to stimulate scholarship recipients. Each CSEMS recipient will work with a faculty mentor and student counselor over the two-year grant period. The College will evaluate the NSF CSEMS Program in terms of student academic success and progress toward degree, extent of involvement by College discipline faculty and business and industry and number of recipients continuing their postsecondary education and obtaining employment in science and technology fields. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Soiffer, Stephen Louise Squitieri Annette Schaefer CUNY New York City College of Technology NY Elizabeth Teles Standard Grant 473000 1536 SMET 9178 1536 0000 0000099 Other Applications NEC 9987020 February 15, 2000 The AMC-NSF Career Scholarships in Engineering and Computer Science. Computer Science (31), Engineering - Engineering Technology (58), Engineering - Other (59) The Advanced Manufacturing Center (AMC) at Cleveland State University (CSU) is administering scholarship support to 40 engineering, engineering technology, and computer science students from CSU and three area community colleges. The AMC-NSF Career Scholarships in Engineering and Computer Science expects to graduate 15 community college students with an associate's degree and 25 CSU students with a bachelor's degree in engineering, engineering technology, or computer science. Recruitment efforts are particularly seeking to increase the numbers of women, minorities, and persons with disabilities in the targeted majors above. All scholarship recipients participate in an application-oriented work experience at CSU's Advanced Manufacturing Center (AMC) for 20 hours a week during the academic year and 40 hours during the summer. One of the unique features of the AMC experience is the cross-disciplinary, full-cycle nature of the industrial projects it sponsors. Industrial companies come to the AMC with real problems and faculty, staff, and students work together to create solutions for those problems. Students learn manufacturing and technological engineering from conception of an idea to completion of a product or process. The quality of work produced by the AMC students leads to 100% of AMC students receiving job offers. Several features of this scholarship program stand out. First, by including area community colleges as partners, students who may stop at the associate degree level are encouraged to finish their studies at a four-year institution. Second, the part-time CSU students recruited gain the incentive to enroll full-time, thus improving retention and time-to-graduation rates. Third, the NSF grant of $2,500 results in a financial package of up to $15,400 for transfer students and part-time students with financial need; this is a very high rate of return on the federal investment. Finally, participation in an internship as a requirement of scholarship acceptance is a new practice at CSU, and has the potential to encompass other CSU scholarship programs. Cleveland-area manufacturers are also gaining access to highly qualified graduates with technical and managerial skills learned through the Advanced Manufacturing Center internship. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Bellini, Paul Cleveland State University OH Elizabeth Teles Standard Grant 220000 1536 SMET 9178 1536 0000 0000099 Other Applications NEC 9987024 April 15, 2000 Computer Science, Engineering, and Mathematics Scholarships Program. The goal of this Scholarship Program is: To encourage high achieving, low-income students, particularly of groups underrepresented in science, mathematics, engineering and technology, to pursue and attain degrees in Computer Science, Engineering, and Mathematics by providing sufficient scholarship funding to allow full-time enrollment in those disciplines. Although applications of all students who meet the guidelines of financial need and a strong interest in the eligible disciplines will be welcomed, aggressive efforts will be made to recruit minorities under represented in Mathematics, Science and Engineering, and females. The Division of Sciences and Engineering will lead the effort to recruit and retain the eligible students, with the assistance of the several offices within the Student Services area, including the Financial Aid Office, the Advising and Counseling, Peer Tutoring, and the Accessibility Offices. The scholarship recipients will be encouraged to take of advantage of the institution's Cooperative Education Program to gain hands on experiences in their areas of interest. Each student will be assigned a mentor within their discipline and will meet with that mentor periodically for academic advice as well as those concerning transfer and employment possibilities. The final report of the project will evaluate its success by number of Associate of Science (traditional transfer curriculum), Associate of Applied Science (technical employment readiness) degrees, and successful transfer and/or employment. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Schneider, Arthur Amarillo College TX Calvin L. Williams Standard Grant 137484 1536 SMET 9178 1536 0000 0000099 Other Applications NEC 9987027 February 15, 2000 Technology Tomorrow Scholarship Program. Abstract: 9987027 (99), (35), (59) The Technology Tomorrow Scholarship Program is designed to attract more students to two-year technical programs in the computer science and engineering technologies. The college is focusing on low-income, first time students who are not necessarily college directed or oriented but who have the talent to succeed in technical programs based in computer science and engineering technologies. The project is providing the opportunity for financial assistance to students in the West Texas region, an area marked by vast distances between metropolitan areas, and a large percentage of economically disadvantaged students. The program combines scholarship assistance with student services designed to promote (1) success in college, (2) success in obtaining employment commensurate with their education, and (3) success in the workplace. The Technology Tomorrow Scholarship Program objectives are: 1. To increase the number of students enrolling in technical programs in the computer science and engineering technologies by 5%. 2. To increase the number of women and minorities enrolling in technical programs in the computer science and engineering technologies by 3%. 3. To provide financial assistance to financially needy students with the ability and drive to succeed in the computer science and engineering technologies. 4. To retain at least 75% of students awarded NSF scholarship to graduation. The Principal Investigator has extensive experience both as an instructor and as an administrator. His experience coordinating grant programs, including services to economically disadvantaged students, and his role as Director of Institutional Planning and Research and Associate Dean of Instruction give him the experience to plan, administer and report on this project. A team of Program Chairs in the programs designated for the project, Financial Aid Advisors and Admissions Advisors join with the PI to identify and select scholarship recipients. The Financial Aid and Business Offices provide current information on the recipients and on the disbursement of funds for regular reports to the National Science Foundation. The college is coordinating financial aid such as the Pell Grant and additional scholarships from industry, civic organizations and individuals with the TT/NSF scholarship program to optimize the number of students who are receiving scholarships. The project is evaluated by team members and reviewed by the PI on a biweekly basis to determine whether scholarship students are progressing as expected. Information on the scholarship program is disseminated in print, in workshops and through the college web site. The college anticipates that over two years at least 33 students will be awarded scholarships using grant funds in the total amount of $125,000. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Chan, Sang-Shiun Texas State Tech College West Texas TX Kenneth Lee Gentili Standard Grant 135000 1536 SMET 9178 1536 0000 0000099 Other Applications NEC 9987031 February 1, 2000 Computer Science, Mathematics, and Engineering Scholarships at CSU, Chico. A group of 40 students majoring in Computer Science, Engineering and Mathematics will be recipients of an NSF funded Computer Science, Engineering and Mathematics (CSEM) scholarship which will enhance their opportunity to complete a degree in a technical major. The scholarships will be administered by the Mathematics, Engineering, Science Achievement (MESA) Engineering Program (MEP), whose major objectives are to recruit, retain and graduate educationally disadvantaged students pursuing technical majors. Criteria for receiving a CSEM scholarship include the following: 1. An essay from the applicant explaining why he or she wants to be an engineer, computer scientist or mathematician. 2. A letter of recommendation from a faculty member describing the student's potential to succeed in the technical field. 3. The student's grade point average and an assessment of his or her coursework taken in the major discipline. 4. Other criteria include involvement in academic student organizations, parents' education, number of siblings in school, full-time enrollment in school, financial need and U.S. citizenship (national or alien admitted as refugees at the time of the application) or permanent residence. 5. Strong consideration will be given to students coming from groups with historically low entrance rates into four-year institutions and which are under-represented in engineering professions (i.e., Mexican-American, African-American, American Indian, women, etc.). A committee consisting of faculty and staff from the College of Engineering, Computer Science and Technology, College of Natural Sciences, and a member from the MEP Industry Advisory Board, will decide the scholarship selections. The students selected for a scholarship will be expected to progress in their chosen technical discipline and required to meet with an advisor in the MEP program to discuss progress, academic advising and other retention efforts administered by the office. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Villegas, Paul California State University, Chico Research Fdtn ca Duncan E. McBride Standard Grant 384914 1536 SMET 9178 1536 0000 0000099 Other Applications NEC 9987037 August 15, 2000 Science Related Degrees: Improving the Retention of Women and Minorities through Research Experience, Mentoring and Financial Assistance. The Colorado School of Mines (CSM) is dedicated to the belief that women and minorities can make unique and substantial contributions to science related fields. A broad range of programs, such as the Women in Science, Engineering and Mathematics program (WISEM) and the Minority Engineering program (MEP), are dedicated to improving the retention and advancement of women and minorities at CSM. This project provides financial assistance for economically burdened female and minority students who are attending the Colorado School of Mines. It is our belief that by combining the high quality programs that are already offered for the retention of women and minorities with appropriate financial support, the female and minority population at CSM will continue to increase. Additionally, the project contains a strong research and mentoring component. The mentoring component is designed to provide the scholarship recipients with the guidance and encouragement necessary to complete their degrees while the research component is designed to further excite the participants' interest in science related fields. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Moskal, Barbara Nigel Middleton Debra Lasich Colorado School of Mines CO Duncan E. McBride Standard Grant 492995 1536 SMET 9178 1536 0000 0000099 Other Applications NEC 9987039 February 1, 2000 NSF Scholarships for Computer Science, Engineering, and Mathematics Majors. The purpose of the proposed NSF Scholars Program at the University of California, Irvine, is to assist academically-talented, low-income third- and fourth-year undergraduates majoring in computer science, engineering, or mathematics to complete their baccalaureate degrees and to make a successful transition from college to work or graduate education. The two-year program will support 40 students a year with scholarships of $2,500 each. Scholarships will be linked to existing academic advising and other student-support services. To be eligible, students must be juniors or seniors, enrolled full-time and majoring in computer science, engineering, or mathematics, who are eligible for Federal Pell Grants and have a minimum GPA of 2.75 (approximately the average GPA for these majors). Eligible students will be invited to submit a letter of application, which must contain evidence of interest and motivation, a description of career and graduate school interests, and an explanation of how the NSF scholarship would help them complete their degree. Scholars will be required to remain eligible each quarter and to meet regularly with their academic or faculty advisors. An Orientation Meeting will be held at the beginning of each academic year to acquaint scholars with each other and the many academic and career-related services that are available to them, such as those provided by the following units: ?Undergraduate Research Opportunities Program (UROP) ?McNair/STAR Program ??Career Center ??Center for Opportunities and Diversity in Engineering (CODE) ??California Alliance for Minority Participation (CAMP) ??Student Academic Advancement Services (SAAS) ??Department of Information and Computer Science ??Schools of Engineering and Physical Sciences Examples of such activities include resume writing and interviewing skills workshops, job fairs, faculty-mentored research opportunities, adjuncts for upper division courses, senior design projects with industry partners, industry roundtables, lunches with alumni and corporate representatives, information sessions presented by today's top technological firms, a graduate school prep course, and a Web-based resume book. Two types of evaluations will be conducted: 1) a formative evaluation designed to provide constructive feedback for the improvement of the program, and 2) a summative evaluation designed to assess the overall success of the program. A student tracking system will be implemented to monitor the academic progress and graduation rates of the NSF Scholars, plus a similar, matched group of students who are not scholars selected at random from the eligibility pool. A variety of data collection methods, such as focus groups, interviews, and surveys, will be used. Students will continue to be tracked one year after graduation. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Lee, Meredith Dennis Kibler Robert Reilly John LaRue University of California-Irvine CA Susan L. Burkett Standard Grant 495000 1536 SMET 9178 1536 0000 0000099 Other Applications NEC 9987040 March 1, 2000 Computer Science, Engineering and Mathematics Scholarships Program. (99), (31), (35), (59), (21) The college is using $180,000 for a two-year Computer Science, Engineering and Mathematics Scholarships (CSEMS) Program. Each year 36 talented, historically underserved students in the state who enter one of the college's campuses in 2000 and 2001 are being given these awards. Scholarship recipients are recruited from high schools in the state and the scholarships are awarded to low-income, academically talented students. The overall CSEMS program accommodates applicants from diverse backgrounds who have diverse career goals. The CSEMS program is :(1) implementing a recruitment program throughout the state in cooperation with the college, local high schools and advocacy organizations; (2) meeting major costs of college attendance for 36 eligible students each year of the two-year grant; (3) bringing together college faculty and staff from academic and counseling departments to offer academic support and mentoring to the Scholars; (4) making use of the resources of college industry advisory boards to create internships for CSEMS scholars in technology industries related to CSEMS scholars fields of study; and (5) offering Scholars employment and educational placement assistance. The college is the state's entry point for talented, low-income students. More than 80 percent of students enrolled in the college work while attending college -75% receive some form of financial aid. The college enrolls the largest number of low-income students of all state postsecondary educational institutions. The college emphasizes technological programs, offering academic programs directly related to the NSF CSEMS program such as mathematics, computer science, and a range of engineering technologies. Many of the low-income students take too long to complete their A.A.S. programs and the retention rate for these students is low. The CSEMS scholarships permits talented, low-income students to concentrate on their studies, to provide more time for study and acts to reduce their indebtedness as they progress toward advanced study or work. Scholars also need support from academic mentors, experience interning in industry and other enhancements if they are to graduate on time and in good standing. The college is building on recruitment networks developed through long-standing Upward Bound projects in state high schools serving low-income, diverse student populations. The college's Human Resources, College Relations and Marketing Offices coordinate the recruitment effort with the Principal Investigator. Accepted students receive free tuition and other assistance with direct educational costs. A team of college mathematics and engineering technologies faculty serve as mentors to the CSEMS Scholars over the two-year period, sponsoring enhanced learning experiences and making referrals to available campus academic support services. The college works with its industry advisory boards in disciplines related to the grant to establish industry internships for the Scholars. Exit counseling and job placement is being accomplished by the college and these advisory boards for Scholars in their second year. The President sponsors periodic special events supporting the CSEMS Scholars. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Hicks, Douglas Douglas Hicks Pamela Bailey Allen Alexander Lester Link Delaware Technical & Community College Stanton-Newark Campus DE Terry S. Woodin Standard Grant 335500 1536 SMET 9178 1536 0000 0000099 Other Applications NEC 9987049 April 15, 2000 Computer Science and Mathematics Scholarship Program. The objective of the scholarship program in computer science and mathematics at Hampton University (HU) is to significantly increase the number of underrepresented minorities completing the baccalaureate degree and then pursuing graduate degrees in these fields. The Computer Science and Mathematics Scholarship Program (CSMS) provides an educational environment and support that prepares students for graduate studies. This is accomplished by exposing selected low-income students to a unique series of experiences during their final two years at Hampton University. A graduate component of CSMS provides tuition assistance for students who wish to matriculate in established Master's degree programs in Computer Science and Mathematics at HU. The CSMS project is closely aligned with an on-going eleven-year program at HU (Student Enhancement in Mathematics and Science (SEMS)) funded by the Office of Naval Research that has proven successful in meeting its goals of preparing minority students for graduate school and subsequently, the nation's workforce. The primary focus of the CSMS project is the student- providing the student with all the tools, personal assistance, and skills needed to successfully matriculate at any graduate degree granting institution in the nation. The specific components of the CSMS program are: (1)A Scholarship Program for current high performing students that are able to establish financial need; (2) A Research Participation Program; (3) An Academic and Mathematics Tutorial Program; (4) A Student Assessment Program; (5) Summer internships; and (6) A Visiting Lecturers Program. CSMC graduate students work closely with the undergraduate component of the program. Their duties are to serve as tutors, advisors, and research mentors to augment the experiences provided by faculty researchers for the undergraduates. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Ellis, Mary Hampton University VA Duncan E. McBride Standard Grant 445500 1536 SMET 9178 1536 0000099 Other Applications NEC 9987052 April 1, 2000 Computer Science, Engineering, and Mathematics Scholarships Program. The University of California at Berkeley Center for Underrepresented Engineering Students (CUES) is administering the "CSEMS at Cal" program under the NSF Computer Science, Engineering, and Mathematics Scholarships Program. "CSEMS at Cal" is awarding scholarships of $2,500 per year to forty economically disadvantaged students, who are being referred to as Cal-CSEMS Scholars. Recruitment of the Cal-CSEMS Scholars is targeting three groups: 1) incoming freshmen, 2) incoming transfer students, and 3) continuing students at the junior level. This group includes students from majors in Berkeley's College of Engineering, chemical engineering majors in the College of Chemistry, and students in the computer science or mathematics majors in the College of Letters and Science. All students targeted for the scholarships demonstrate financial need and are being verified by Berkeley's Financial Aid Office. Students are being chosen by a committee, which is employing a comprehensive approach in evaluating each student's academic merit and professionalism. There is an increasing shortfall in the number of qualified students able to fill the need for computer science and engineering professionals in the workforce. Students' financial troubles are increasingly likely to interrupt and delay their degree completion. Currently, 60% of Berkeley students demonstrate some type of financial need, and are receiving need-based support in order to attend college. Financial need is perhaps a more serious impediment to timely completion of engineering degrees because the technical course load is often not compatible with long hours of outside work. The "CSEMS at Cal" program is allocating support to financially needy students to assist them in completing their Bachelors of Science degrees in engineering and computer science fields. The "CSEMS at Cal" scholarships are key incentives for attracting and retaining a talented undergraduate engineering student population. A special emphasis is being placed on recruiting underrepresented students, currently the object of the College of Engineering's outreach and recruitment activities in the CUES Office. Although CUES' expertise is in working with underrepresented student groups, the academic services, counseling and advocacy offered by CUES programs are equally useful and appropriate for students from low-income, majority groups. Cal-CSEMS scholars are participating in a variety of retention-related activities tied to the existing CUES student support infrastructure. This includes faculty advising, academic excellence workshops, tutoring, mentoring, advising, internships in industry and/or research experience, and assistance with graduate school applications or job placement. A unifying theme of the "CSEMS at Cal" program is to increase student retention by helping each student develop into a committed member of the engineering and academic community. The "CSEMS at Cal" program is providing an important opportunity to extend CUES practices, academic activities and diversity training to a wider base of students and faculty. The Cal-CSEMS scholars is also providing a vehicle to strengthen CUES' relationships with its industry partners; namely by increasing the number of students CUES can refer for hiring opportunities. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Prussin, Stanley Christos Papadimitriou University of California-Berkeley CA Elizabeth Teles Standard Grant 220000 1536 SMET 9178 1536 0000 0000099 Other Applications NEC 9987055 February 15, 2000 NSF Computer Science, Engineering, and Mathematics Scholarships (CSEMS) Program. The Departments of Computer Science, and Mathematics and Statistics and the College of Engineering, at the University of Massachusetts Amherst, joins the National Science Foundation's CSEM Scholarship Program to address: 1) the national shortage of engineers, mathematicians and computer scientists, and 2) the under-representation of women, minorities and persons with disabilities in those disciplines. The UMass plan will increase the number of baccalaureate degrees in CSEM fields by recruiting fifty students for program participation generally during their junior and senior years. Particular attention will be paid to the recruitment of women, minorities and persons with disabilities. Talented, low-income students will be recruited from the community college transfer population and from upper-class students who have a reasonable expectation of graduating within two years (40 total). The UMass plan also provides a pipeline for the future by funding ten economically disadvantaged freshmen through University resources. The goal of recruiting, retaining and graduating 50 students will be accomplished through a faculty- driven, comprehensive program based on current research and best practices combining 1) recruitment, 2) financial support, 3) a carefully designed required course, 4) a special seminar activity and 5) academic and personal support facilities. All CSEMS program activities will be professionally evaluated. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR St. Mary, Donald Corrado Poli David Barrington Sarina Ergas Kathleen Rubin University of Massachusetts Amherst MA Elizabeth Teles Standard Grant 495000 1536 SMET 9178 1536 0000099 Other Applications NEC 9987057 February 1, 2000 NSF Scholars Program. Computer Science (31), Engineering - Civil (54), Engineering - Electrical (55), Engineering - Mechanical (56), Engineering - Technology (58), Engineering - Other (59) The NSF Scholars Program is providing approximately 53 scholarships to low-income engineering and computer science students who are within two years of graduation, with special attention being given to those students from historically underrepresented groups including women, disabled students, and those from identified ethnic and racial groups. Each recipient receives an award equivalent to the cost of his/her full-time tuition and fees. The objective of the NSF Scholars Program is to provide a holistic model of student support, including guidance, mentoring, peer networking, financial assistance, and professional development to ensure the students' academic success, retention, shortened time to graduation, and permanent career opportunities in engineering and computer science after degree. The first cohort of students to begin the program in January 2000 is being recruited from the 160 upper division students who are already enrolled in the College of Engineering and Computer Science and meet the low-income and underrepresented eligibility focus, with future cohorts being recruited from outside the University as well. Potential recipients are selected based on their academic merit as well as on indicators of professional success. Each candidate fills out an application, submits letters of recommendation, and engages in a behavioral interview. Award recipients attend an orientation, participate in monthly meetings with all other NSF Scholars, meet with the Retention Counselor bi-weekly to assess academic progress, and take part in study groups and tutoring sessions, if necessary. In addition, program participants engage in a minimum number of hours of community service within the College to share their knowledge with lower-division students and reinforce their own skills. NSF scholars also pursue professional development by attending career guidance courses, resume writing and interviewing workshops, as well as a full-time paid co-op/internship placement for a semester with an industry sponsor in the student's field. One of the great strengths in the NSF Scholars Program is the dual financial support provided by NSF scholarships as well as paid co-op employment. Without having to work during the semester, students can concentrate on their studies, achieve academic success, and graduate sooner. This program clearly enables a greater number of students from groups historically underrepresented in Engineering and Computer Science to earn degrees in their fields of study. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Das, Braja Madeleine Fish University Enterprises, Incorporated CA Robert Stephen Cunningham Standard Grant 495000 1536 SMET 9178 1536 0000 0000099 Other Applications NEC 9987058 February 15, 2000 A Scholarship Program for Academically Talented, but Low Income Students, in Computer Science, Engineering and Engineering Technology Fields, and Mathematics. The Purdue University School of Science (Departments of Computer Science and Mathematics), School of Technology (Engineering Technology Departments and the Departments of Computer Technology and Computer Graphics Technology), and the professional Schools of Engineering (Aeronautics, Agricultural and Biological, Chemical, Civil, Construction and Management, Electrical and Computer, Industrial, Interdisciplinary, Materials, Mechanical, and Nuclear), are joining together to administer the Computer Science, Engineering, and Mathematics Scholarship Program. This project is improving student access and retention by expanding and enhancing long-term, well developed, institutionalized programs at Purdue University aimed at broadening the opportunities and enabling the full-time enrollment and participation of a cross-section of our financially needy students in the sciences and engineering. The project is increasing the total number of low-income, but academically talented, students who complete their degrees in a timely manner, and also increasing the number of women and underrepresented minority students receiving their bachelor degrees in CSEMS disciplines. A careful nomination and selection procedure is being used to ensure program goals are met and 40 scholarship slots are filled each year (juniors and seniors). In addition to support programs already in place on the campus of Purdue University, scholarship recipients are meeting weekly in small groups with engineering, science and technology faculty in order to discuss career options, choices and campus and societal issues. The students are being afforded interdisciplinary research opportunities and are participating in poster displays and on-campus research gatherings during which their own research is being discussed with other students, faculty, and the general public. Four graduate assistants are working closely with the PI. They are participating in mentoring and tutorial activities and helping to ensure that the scholarship recipients 'stay on track', both academically and in a personal sense, for 'on time' graduations in CSEMS fields and successful transitions to the work force or to educational programs leading to advanced degrees. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Forman, Michael Purdue Research Foundation IN Lee L. Zia Standard Grant 495000 1536 SMET 9178 1536 0000 0000099 Other Applications NEC 9987059 February 15, 2000 Computer Science, Engineering, and Mathematics Scholarships Program. Using NSF funds and its own matching funds, DePaul University's School of Computer Science, Telecommunications and Information Systems (CTI) will create a new program which will increase the numbers of low income undergraduate students in the study of computer science. This program will award scholarships to students recruited through innovative outreach efforts based on collaboration with Information Technology industry participants. The program will also involve internships with Information Technology companies and mentoring by professionals, which along with solid curricula and financial support will provide a foundation for students' academic and professional success. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Sisul, Paul Anne Morley DePaul University IL Elizabeth Teles Standard Grant 495000 1536 SMET 9178 1536 0000 0000099 Other Applications NEC 9987066 July 1, 2000 An Industry-Academia Partnership Model for Improved Retention, Accelerated Degree Completion, and Successful Placement of Women/Minorities/Other Financially Disadvantaged Students. The goal of this project is to develop a sustainable and replicable industry-academia partnership model for helping talented but financially disadvantaged students complete their baccalaureate degrees in timely fashion and move successfully into the workforce. The intent is to demonstrate that significant improvement in retention, placement, and workforce throughput can be achieved for all students - including women, minorities, and persons with disabilities - through a unique combination of scholarships, professional development activities, intervention, and academic support. Thirty qualified motivated junior-level students in engineering and computer science are participating in the two-year program as a cohort group. Program highlights include a summer industry or research internship between the junior and senior years of study. Other professional development activities designed to enhance student workforce "readiness" include industry mentors, shadowing programs, involvement in professional societies, and a one credit-hour Professional Development Workshop each semester created especially for this project. A Project Advisory Committee, with members from industry, is guiding development and execution of the project. One of their tasks is to assure that industry involvement provides real intellectual engagement with students. Academic support activities center on creation of a learning environment in which students feel empowered to take responsibility for their own success. Special orientation sessions held at the beginning of each project year, cooperative learning activities in the Professional Development Workshops, interactions with peer mentors, personal counseling and advising, inter- and intra - group communication, and tutoring are among the activities. Networking, mentoring, and social interactions are featured. Scholarships of $2,500 per year are enabling students to concentrate upon their studies and development activities. Research objectives for the project focus upon five issues of national interest and importance, all associated with human resource development: * The future engineering and computer science workforce. *Under-representation of women, minorities, and persons with disabilities in this workforce. *Preparation of students for productive contributions upon entry into this workforce. *The increasing length of time required for students to earn degrees. *Increasing numbers of transfer students in engineering and computer science baccalaureate programs. Success of the project in addressing these issues is being systematically evaluated and reported. Of special significance to engineering education are the data that is being obtained on performance of upper division and community college transfer students, groups largely overlooked in previous studies of retention and academic performance. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Stevens, Karl Sharon Schlossberg Florida Atlantic University FL Lee L. Zia Standard Grant 371000 1536 SMET 9178 1536 0000 0000099 Other Applications NEC 9987067 June 15, 2000 TNCC Computer Science, Engineering, and Mathematics Scholarship Program. (99), (31), (21), (59) The college is establishing a scholarship program for 40 of its students per semester majoring in the computer science, engineering, engineering technology, and mathematics fields. The program consists of three major components: 1. Recruitment with an emphasis on those populations typically underrepresented in CSEM career fields. Current pre-college programs in the college's service area have already identified a significant number of potential students from these underrepresented groups. 2. Academic support to provide program participants the tools necessary to succeed at the college as well as those tools necessary to seek, obtain, and retain a career in a computer science, engineering and mathematics field. 3. A retention program which relies heavily on the positive impact mentors have. Students desiring entrance in the CSEM Scholarship program must demonstrate that they are financially disadvantaged, but academically prepared for the rigorous curriculums in the CSEM area. Upon graduation, the employment status of each individual in the CSEM program is monitored for at least six months to determine the numbers and percentages of CSEM students who find employment in their career field or who transfer on to a four year college or university. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Smith, Lisa Thomas Nelson Community College VA Duncan E. McBride Standard Grant 164258 1536 SMET 9178 1536 0000 0000099 Other Applications NEC 9987072 February 15, 2000 'Start Right' Program in Computer Science, Engineering & Mathematics. In recent years, NSF has recognized the key role that community colleges now play in the nation's system of higher education. The college involved in this project is an established leader in associate degree level science education and has been offering quality programs in Computer Science, Engineering and Mathematics. Annual surveys of CSEM graduates from 1994-97 with very high response rates indicate that over 95% were employed, enrolled in 4-year IHEs, or both. The goal of the project is to increase the number of academically talented but financially disadvantaged persons, particularly Blacks, Latinos and women, enrolling full-time in CSEM Associate degree programs and completing their degrees as preparation for CSEM careers and further higher education. The project uses a combination of expanded scholarship opportunities, a special recruitment effort, and a support network delivering assistive services to 1) cut the three-year success rate gap between minorities and majority CSEM students in stages by two-thirds and 2) increase the three-year graduation rate for women CSEM majors in stages by 25% from the 1991-95 IPEDS averages, plus 3) increase the number of racial/ethnic minorities and women enrolling as first time full-time CSEM students in stages by 25% from the the 1994-98 IPEDS averages for each group. A distinctive feature of this "Start Right" Program is the partner community agencies serving as "linking pins" to the cluster communities of Blacks and Latinos in nearby towns, providing assistance in recruiting and serving as neighborhood-based support sites. Project directors envision a mentoring continuum linking the college's current efforts to programs run by these agencies, with e-mail being a key tool to increase contact between mentors and CSEM students. They hope to establish Online Outposts at these agencies to host workshops for parents and other events and also to serve as mentoring, peer tutoring and carpool sites. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Enright, Patrick County College of Morris NJ Sheryl A. Sorby Standard Grant 494888 1536 SMET 9178 1536 0000 0000099 Other Applications NEC 9987076 March 1, 2000 Scholarship Program for an Integrated Curriculum in Computer Science, Engineering, and Mathematics. Higher education faces the challenge of expanding the educational opportunities in computer science, engineering and mathematics to traditionally underrepresented groups. Meeting this challenge is essential for the United States to be able to maintain its technological leadership and to continue to improve the standard of living for all its citizens. The University of North Texas is uniquely positioned to increase access to higher education for low-income academically talented students in the rapidly growing Dallas-Fort Worth metropolitan area. The overall objective of the proposed program is to utilize the NSF Computer Science, Engineering and Mathematics Scholarship Program to expand the opportunities of economically disadvantaged students in the Dallas-Fort Worth region and to provide an enhanced educational experience through a comprehensive program of instruction, student research and work experience. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Monticino, Michael Roy Jacob Neal Brand Michael Kozak William Kamman University of North Texas TX Duncan E. McBride Standard Grant 219850 1536 SMET 9178 1536 0000 0000099 Other Applications NEC 9987080 June 1, 2000 CSEMS Technology Leaders Scholarship Program. This project has formed the Technology Leaders Scholarship Program at Youngstown State University. The program is making available $2,500 per year over a two-year period for up to 40 undergraduate and graduate students. The relative number of scholarships to be distributed at each degree level is approximately 25% A.S., 60% B.S., and 15% M.S, although flexibility is built into the program with a minimum recruitment goal in each area. The scholarships is disbursed to students majoring in computer science, mathematics, and engineering, with the ratio of disbursement reflecting the relative population of students currently in those disciplines. Entering students are required to have a minimum ACT score of 23 or be in the top 20% of their academic class. Continuing students are required to maintain at least a 3.2/4.0 GPA. Recruitment efforts are focused on the local service area of YSU, with particular emphasis placed on recruitment of minority populations and women. Retention of students through completion of their degree is achieved through careful selection of candidates, student/student and student/faculty mentoring, tracking, career guidance, and selecting programming aimed at keeping each student focused and maintaining their interest. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Mike, James Scott Martin Bernadette Mullins Robert Kramer Youngstown State University OH Duncan E. McBride Standard Grant 200000 1536 SMET 9178 1536 0000 9987082 May 1, 2000 College of Technology & Applied Sciences: Computer Science, Engineering, and Mathematics Scholarships Program (CTAS/CSEMS). The primary objective of the CTAS/CSEMS Program is to provide educational opportunities to low-income, academically talented students through scholarships that promote full-time enrollment and baccalaureate and master's degree achievement in computer technology and engineering technology. The ASU East College of Technology and Applied Sciences has established this scholarship program for 30 Bachelor of Science and 10 Master of Science in Technology students. Scholarship support is provided to students who meet the CTAS/CSEMS eligibility criteria and who compete successfully in a selection process administered by the CTAS/CSEMS Selection Committee. Selected students benefit from studying under the direction of faculty at a research university in a high-technology industrial environment. Knowledge and skills are developed with the aid of contextual laboratory experiences reinforced by opportunities to directly interact with world-class business and industry representatives, their facilities and operations. The program reflects the national workforce need to substantially increase the number of graduates of baccalaureate, and graduate degree programs in the fields of engineering technology, with special focus on computer engineering technology, electronics/semiconductor engineering technology, manufacturing engineering technology and aeronautical engineering technology. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Munukutla, Lakshmi Albert McHenry Arizona State University AZ Theodore W. Hodapp Standard Grant 220000 1536 SMET 9178 1536 0000 0000099 Other Applications NEC 9987090 February 15, 2000 Engineering Scholarships. OBJECTIVES: Over a two-year period, Marquette University's CSEMS project is awarding scholarships to 80 low-income, academically talented students in Electrical and Computer Engineering, Mechanical and Industrial Engineering, Civil and Environmental Engineering, and Biomedical Engineering. Special effort in recruiting and selection is being given to individuals from groups underrepresented in engineering and those with disabilities. The CSEM scholarships are complementing and not replacing existing resources. METHODS: Recruitment includes the efforts of Marquette's nationally recognized Educational Opportunity Program, the Freshman Frontier Program, the Office of Disability Services, and the Student Financial Aid Office, as well as student organizations such as the National Society of Black Engineers, Society of Hispanic Professional Engineers, Society of Women Engineers, and the Alpha Omega Epsilon engineering sorority. In addition, the scholarships are promoted in an orientation course required for all engineering sophomores. The project is retaining scholarship recipients through academic support services, counseling, and mentoring activities. Marquette's College of Engineering already enjoys a 5-year completion rate of 76% -- substantially above the 66% rate of comparable schools. The project provides ample career development and placement services to prepare scholars for the workplace. Marquette's scholarship recipients receives extensive application-oriented experiences to increase their understanding of workplace needs, and they are also advised to acquire engineering experience through co-op or internship experiences with business and industry, or by assisting in a faculty mentor's research. Marquette's co-op program is among the longest established programs in the U.S. Post-graduate surveys document the success of our placement efforts. IMPACT: The impact of engineering scholarships to promote full-time enrollment, coupled with mentoring, advising, and placement activities, is significant. There is a real need to promote entry by women and minorities into engineering programs. Scholarships, coupled with mentoring and advising activities, are improving retention and completion. Finally, scholarships at Marquette are prudent long-term investments: Marquette is a significant baccalaureate origin of Ph.D.s in the sciences (including engineering), ranking second among private Doctoral I universities from 1986-1995. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Jensen, Jon Susan Michaelson Marquette University WI Bevlee A. Watford Standard Grant 495000 1536 SMET 9178 1536 0000 0000099 Other Applications NEC 9987094 March 1, 2000 CSEMS Scholarship Program. The Computer Science, Engineering, and Mathematics Scholarships (CSEMS) program at Wright State University (WSU) provides student scholarships to motivate and enable the completion of higher education degrees in science, engineering or technology fields by scholarly but financially disadvantaged students. The program is in accord with the American Competitiveness and Workforce Improvement Act of 1998 which addresses the national workforce need to increase the number of graduates in CSEMS fields. A three-pronged effort was designed to provide engineering education opportunities for engineering parallel students from Ohio Community Colleges, recipients of NSF-CSEMS scholarships from internal/external WSU market sources, graduate CSEMS fellows from major Ohio urban cities and Wright STEPP Minority Engineering Program (MEP) alum. The outcomes of the CSEMS program at WSU are improved education for students, increased retention to degree completion, improved professional development/employment, increased graduate fellows from underrepresented groups, and partnerships between WSU and local corporate entities. The primary objective is accomplished by project management leadership in quality sciences, cognitive/non- cognitive selection methods, operations research, active learning, and technical instruction (assessment, planning, teaching and evaluation) supported by existing Wright State University student-support infrastructure. The use of Adaptive Branching Techniques was also researched as a method of skill assessment to eliminate test bias for underrepresented group candidates, improve placement in math courses, and shorten the time to graduation using Pareto, Gap and Value analysis. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Mawasha, Ruby Wright State University OH Duncan E. McBride Standard Grant 214500 1536 SMET 9178 1536 0000 0000099 Other Applications NEC 9987095 February 15, 2000 National Science Foundation Scholars Program. This project enables economically disadvantaged students to successfully complete any one of six different Associate Degree programs, (including Computer Systems Engineering Technology, Mechanical Engineering Technology, Telecommunications Technology, Computer Information Technologies, and Engineering and Computer Science Transfer), and secure employment or placement into four-year engineering or computer science programs. The program is thoroughly integrated into a tech prep consortium, a partnership between 11 area secondary schools and the college, as well as linked to a neighboring consortium, which includes eleven additional secondary schools. A well-established network of tech prep guidance counselors and site coordinators assists in promoting the program and recruiting applicants. On-campus tech prep support services provide part of the infrastructure needed to ensure scholarship student success. A faculty mentor guides scholarship students throughout the year. This individual also collaborates with the college Career Services Office and local industry partners to develop multiple student internship opportunities in engineering/computer technology. The program provides a model for utilizing NSF scholarships as seed money for convincing corporate partners of the value of investing in promising students, a model that utilizes existing national networks such as Tech Prep and School to Work and that can be disseminated through the existing networks build through NSF funding. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Warner, John Springfield Technical Community College MA Jane C. Prey Standard Grant 110000 1536 SMET 9178 1536 0000 0000099 Other Applications NEC 9987101 July 1, 2000 Recruiting, Retaining, and Supporting Two Year College Students: An Engineering Scholarship Program. Engineering - Other (59) Itasca Community College has the fifth largest engineering program in Minnesota and serves an area that, by any measure, is far below the economic average of the rest of the state. This service area is also under-educated in terms of the number of households holding one or more college degrees when compared to the rest of Minnesota. Over 70% of entering Freshmen at the college qualify for PELL grant financial aid, and over 80% of entering Freshmen hold jobs of 20-30 hours per week in order to pay for college and living expenses. Also in the service area is a Native American population virtually unserved by any educational agency that stresses technology or engineering careers. Although recruiting and summer initiatives already make sustained contact with these groups of students, to a student from a first generation college home, to a female student with little peer support for engineering, or to an Anishanabe student with little or no family contact with engineering, these efforts have not proven sufficient to enable degree completion. Through this project NSF funding is providing an escalating system of financial support for both entering and second year students in order to bring the career of engineering to the student groups mentioned above. We expect to demonstrate that scholarships aimed at capable students among these groups can serve to overcome low peer and family expectations for engineering career access. Based on this experience and a strong educational research and assessment program, we seek to redirect college foundation funds and tribal funds towards continued scholarship support of these groups in engineering. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Wenger, Carol Aaron Wenger Ronald Ulseth John Day Itasca Community College MN Elizabeth Teles Standard Grant 420750 1536 SMET 9178 1536 0000 0000099 Other Applications NEC 9987107 April 1, 2000 Northeastern State University Computer Science Scholarship Program. WThis scholarship program is providing support to 25 undergraduate students enrolled in the fields of Computer Science, Mathematics and Management and Information Systems. In addition to the scholarships, the institution is providing tutoring, mentoring and counseling to the participants in order to strengthen student retention and to ensure graduation within the program's time constraints. Students are selected for the program based on their financial status, their current grade point average and their leadership abilities. Since nearly 25 percent of the institution's enrollment is American Indian the scholarship program is also helping to address the underrepresentation of minority populations in science and engineering fields. Recruitment takes place through advertisements in local and area newspapers and radio and cable television stations, brochures and announcements at local and area junior colleges and in tribal newspapers and events. Students are required to have completed a minimum of fifty hours of undergraduate credit and to have gained acceptance into the Mathematics, Computer Science or Management and Information Systems programs. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Matzen, Richard Northeastern State University OK Mark James Burge Standard Grant 309374 1536 SMET 9178 1536 0000 0000099 Other Applications NEC 9987111 September 1, 2000 Scholarship Program for Low Income Students in Computer Science, Engineering, and Mathematics. The overall goal of the program is to provide educational opportunities to low-income, academically talented student through scholarships that promote full-time enrollment and degree achievement at the baccalaureate level. The program is designed to significantly increase the graduation rate of low-income students studying computer science, mathematics, and engineering by offering a comprehensive program of mentoring, advising, and financial support. Another goal of the program is to increase the graduation rate of low-income undergraduate students by at least 25% through a comprehensive program of faculty mentoring, mandatory advising, and financial support. The project directors plan to recruit at least 50% of the scholars from minority groups. The program will provide research and industrial internship opportunities to enhance the post-graduation success of low-income computer science, mathematics, and engineering undergraduates. It includes advising and job search services to CSEMS scholars in job placement after graduation, or selection of and enrollment in a graduate program. The program features the creation of an administrative structure that integrates the scholarship program and ensures that the infrastructure is in place to support the goals of the program. The proposed program takes advantage of the urban character of the university by targeting low-income transfer students for recruitment into computer science, mathematics, and engineering. A seminar series is provided that includes invited speakers from industry. Field trips to local industrial sites are offered. A number of resources to enhance retention and ensure success are provided such as drop-in rooms for minority students, mandatory advising, assignment of a faculty mentor to each scholar, and the CSEMS seminar series. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Stokely, Ernest Rosalia Scripa University of Alabama at Birmingham AL Elizabeth Teles Standard Grant 494998 1536 SMET 9178 1536 0000 0000099 Other Applications NEC 9987118 March 1, 2000 A Multi-Faceted First-Year Program to Recruit and Retain Engineering Students. This proposal describes a set of student-support programs designed and implemented by the University of Dayton's School of Engineering to address the need to recruit and retain greater numbers of talented students who receive baccalaureate degrees in engineering fields. Created in the last four years, these programs have been successful in achieving the goal of increasing both recruitment and retention rates of students enrolled in engineering programs at the University of Dayton. This project is providing scholarships for financially disadvantaged students who are benefiting from participation in these successful student-support programs. Scholarship support is giving students the financial assistance they need to sustain full-time enrollment in engineering programs, to complete their baccalaureate degrees, and to pursue post-graduate employment or advanced study in the engineering professions. During the 1990s, the School of Engineering (SOE) was confronted with low enrollments and retention rates of engineering students. Because first-year retention rates were especially low (69.5%) compared to retention rates in second, third or fourth years, the SOE decided to focus its retention improvement efforts at the first-year. A survey was conducted of students leaving the program after the first year, revealing these reasons: (1) difficulty with calculus, chemistry, and physics; (2) lack of association with other engineering students and faculty in the first year; and (3) inadequate first-year advising. To increase enrollments and first-year retention rates, the SOE has created several programs emphasizing student development and academic support in the first year. These programs consist of the First-Year Program, designed to assist and retain all first-year students; the Enriched Engineering Program, designed to recruit and retain "at-risk" students who normally would not be permitted to enroll in engineering because of low ACT or SAT scores; the Minority Engineering Program, designed to recruit and retain under-represented minorities; and the Introduction to Engineering Design course, providing all first-year students with an overview of all engineering fields offered at the University in a laboratory environment. Some of the effective elements of these programs include collaborative learning workshops, cohorted classes in calculus, chemistry, and physics, specialized advising, professional development sessions, and professional mentors paired with students. In each of the two years of the grant, scholarships is benefiting 40 engineering students who meet eligibility requirements and who successfully compete for the scholarships based on academic merit and professionalism. Special effort is made to ensure full consideration of students who are members of under-represented groups in engineering fields. Of the currently enrolled students who qualify for a scholarship, 18 percent are members of under-represented minority groups and 22 percent are female. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Kee, Richard University of Dayton OH Duncan E. McBride Standard Grant 219704 1536 SMET 9178 1536 0000 0000099 Other Applications NEC 9987121 March 1, 2000 Computer Science, Engineering, and Mathematics Scholarships Program. Embry-Riddle Aeronautical University (ERAU) is an independent, non-sectarian, not-for-profit co-educational university which serves culturally diverse students pursuing degrees in a number of disciplines, including aerospace engineering, computer science, computer engineering, and electrical engineering, all disciplines which NSF seeks to support under this Program Announcement (NSF 99-121). The applicant in this case is the Prescott campus of the University and is referred to as ERAU-Prescott. The NSF is offering to fund scholarships to low income students, who may also be ethnic minorities, in pursuing degrees in the fields mentioned above. ERAU-Prescott believes that it is perfectly positioned to offer these NSF scholarships for a number of reasons: 1) Arizona and New Mexico are at or near the bottom of the 'poverty' level meaning that there are many financially-disadvantaged students, particularly ethnic minorities, who are in the 'target' population which the NSF Program seeks to help; 2). ERAU-Prescott is a relatively small private 'teaching' University, dedicated to preparing undergraduates for entry into industry or graduate school; it has a history of helping students to become successful; 3). a number of current students in the relevant degree programs are 'Pell Grant' eligible; 4). the applicant has a positive relationship with a number of aerospace and electronics firms, which affords special opportunities for its students for summer research, co-operative assignments, and new graduate hiring; 5). the applicant has made a substantial financial commitment to the NSF program, agreeing to augment the NSF funds with major institutional scholarships, offering material leverage to NSF funding The proposal seeks to accomplish the Outcome Objectives of having the NSF scholarship recipients: 1). complete their chosen undergraduate degree at the rate of 85%; 2) gain employment in their chosen fields upon graduation at the rate of 95%; and, 3). gain entry into graduate school at the rate of 90% of those who apply. It undertakes to achieve these Outcome Objectives by using a series of Process Objectives which include: a). aggressive recruitment, primarily at community colleges, of academically superior, low-income students; b). a plan to orient, motivate and ready the students for rigorous academic performance; c). a plan to support the students through a professor-Mentor and advising program and, d). a plan to help them gain employment in their degree fields, or be accepted in graduate school. The Plan of Operation sets forth how and where recruitment will be done, how individual students will be assessed, monitored and assisted, how high quality scholarly activities will be incorporated in their experience, what type of faculty will be involved in mentoring and providing guidance for the students to prepare for the rigors of industry or graduate school, including research and project preparation and presentation, and how ERAU-Prescott plans to inform industry about the NSF program. Highly qualified personnel have been selected as personnel to carry out the Project and a plan is in place to ensure proper and efficient management of the Project. An Evaluation Plan, which includes both formative and summative evaluations, write-ups, and reports on the quantified measures selected, will help the applicant and NSF to properly evaluate the success of the Project. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Bellem, Raymond Embry-Riddle Aeronautical University FL Duncan E. McBride Standard Grant 494086 1536 SMET 9178 1536 0000 0000099 Other Applications NEC 9987126 April 15, 2000 Computer Science, Engineering, and Mathematics Scholarships Program. In the proposed initiative, the university will recruit Millennium Scholars, and retain them through to the degree through mentoring, academic support, and industry internships, and will assist them with employment placement through new and established links to the corporate sector. The pool of students to be selected for this program is identified as economically disadvantaged students with an emphasis on women and underrepresented minorities [African American, Hispanic, Native American]. The students will be drawn from the upper division [junior and senior classes], and possibly MS candidates in the target areas: Computer Science, Computer Engineering, Electrical Engineering, Mechanical Engineering, Chemical Engineering and Civil Engineering. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Tooney, Nancy Polytechnic University of New York NY Calvin L. Williams Standard Grant 220000 1536 SMET 9178 1536 0000 0000099 Other Applications NEC 9987128 March 1, 2000 Computer Science, Engineering, and Mathematics Scholarships Program. Old Dominion University has developed a scholarship program that is providing aid to capable, financially-disadvantaged students to complete the last two years of a Bachelor of Science program in Computer Science, Engineering, Engineering Technology, or Mathematics (NSF designated CSEM areas). Old Dominion University is an ideal candidate for such a program. The institution already has strong, active, and collaborative academic programs in each of the CSEM areas. The university has a diverse body of students, including a large percentage of women and minorities, and a large percentage of Pell eligible students. The university also has very active interactions with community colleges in the state, and high transfer enrollments from these schools. Candidate students in the CSEM areas are identified for scholarship consideration both from existing students and from community college students. The applications of these students, include not only prior academic performance, but also an essay describing career goals and letters of reference, are evaluated by a scholarship committee. The final step in the selection process is a formal interview of each candidate on campus. The scholarship awardees are then mentored and helped by faculty at Old Dominion University, further increasing the likelihood of successful graduation within two years. The CSEM scholarship has the immediate effect of improving the nation's technology workforce. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Zahorian, Stephen David Keyes David Lasseigne William Stanley Irwin Levinstein Old Dominion University Research Foundation VA Kenneth Lee Gentili Standard Grant 220000 1536 SMET 9178 1536 0000 0000099 Other Applications NEC 9987130 March 1, 2000 University of North Dakota Computer Science, Engineering, and Mathematics Scholars Program. The University of North Dakota School of Engineering and Mines, the Computer Science Department at the Center for Aerospace Studies, and the Mathematics Department in conjunction with the Office of Native American Programs has established a scholarship program designed to assist students in the computer science, math, and engineering fields. The goal of the University of North Dakota Computer Science, Engineering, and Mathematics Scholarship Program is to raise the number of disadvantaged students, women, and minorities students pursing majors and minors in technological fields to the highest possible level. To accomplish that goal, the Principal Investigator, Co-Principal Investigators, and the Management Team at the University of North Dakota have established the following three objectives: 1. To recruit and support 40 students in the Computer Science, Engineering and Math fields that meet the financial need and project criterion, have the potential of obtaining their degrees in the aforementioned fields by December 31, 200l, and have demonstrated academic merit in their application for a scholarship. 2. To provide a high quality and sustained faculty/student relationships between all 40 scholarship recipients and their mentors within the Computer Science, Engineering, and Math faculty, and closely monitor their progress. 3. To provide support/enhancement activities and opportunities to all 40 scholarship recipients during each of the four academic terms of the project. The primary method being used to achieve the aforementioned goal and objectives is by establishment of a high quality faculty/student mentoring relationships that are supported by existing administrative, social, and academic support currently available at the University of North Dakota. The method has been highly successful in previous projects at the University. The University of North Dakota has been and continues to be a national leader in producing graduates among women, ethnic and cultural minorities, disabled students, first generation college students, and those that are financially disadvantaged. The project is increasing the number of diverse graduates in each of the computer science, engineering, and mathematics fields. In addition, the project is providing access to scholarship opportunities for rural and farm country students who have been affected by the depressed farm economy, natural disasters, or long-time impoverishment. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Stanlake, Lowell Arnold Johnson Thomas Gilsdorf Thomas O'Neil University of North Dakota Main Campus ND Duncan E. McBride Standard Grant 495000 1536 SMET 9178 1536 0000 0000099 Other Applications NEC 9987137 April 15, 2000 Computer Science, Engineering, and Mathematics Scholarships Program. The focus of this program is scholarship support for low-income students to enable them to pursue baccalaureate and graduate degrees in computer science, engineering, and mathematics majors. The program components -- recruitment, selection, mentoring, and professional development of the scholarship recipients -- build on the existing infrastructure for student support and industry support within the College of Engineering, the College of Arts and Sciences, and the University, as well as existing articulation agreements with local community colleges. There is a growing industry base in the region, and graduates in computer science, engineering, and mathematics (CSEM) are highly recruited for their excellent preparation and strong work ethic. Many students are financially disadvantaged, and two thirds of all students receive some form of financial aid. Recruitment will focus on existing students, transfer students from community colleges that serve the region, and prospective graduate students at universities that have a significant enrollment of members of groups underrepresented in SMET. A web page with application materials and program information will be developed. Brochures and posters will also be utilized to recruit applicants. In addition, a Community College CSEM Day will be held for key community college faculty in mathematics and the sciences to communicate the need for and opportunities available to CSEM graduates. This approach will strengthen partnerships with community colleges. The selection criteria and process for awarding CSEM scholarships have been designed to encourage applications from students from diverse backgrounds and with diverse career goals. The selection process will ensure that scholarship recipients are academically talented, demonstrate financial need, and meet the citizenship and full-time enrollment requirements. Criteria to be used for evaluating qualified applicants include grade point average, an essay, work history, leadership activities, and references. The CSEM Scholarship Selection Committee will consist of CSEM faculty and/or industry representatives. A Student-Support Program will be provided to CSEM scholarship recipients. The Program is designed to encourage retention and career awareness and will include faculty, student, and external (employment-sector) mentors. After an orientation, the mentors will work to provide on-campus assistance, academic and career information, and career-related opportunities for the scholarship recipients. Web-based communications will be utilized for all participants. Monthly meetings or activities will be scheduled for the scholarship recipients. Participation in an annual leadership seminar will be encouraged. A feedback system has been designed to identify problems as they occur. Program evaluation will be conducted with the help of evaluation specialists in the College of Education. A series of surveys will be utilized to gather quantitative and qualitative information. Dissemination will be both internal and external through presentations at conferences related to CSEM education. This program addresses the integration of research and education. Some of the scholarship recipients will have the opportunity to participate on research projects with their faculty mentors. The goal of broadening the representation of underrepresented groups is also addressed through recruiting efforts targeted at universities that have a large number of students in these groups. The Program outcomes are expected to be improved educational experiences, increased retention to degree, improved career awareness and choices, and strengthened partnerships with CSEM employment sectors and community colleges. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Loutzenheiser, Roy Tennessee Technological University TN Elizabeth Teles Standard Grant 220000 1536 SMET 9178 1536 0000 0000099 Other Applications NEC 9987138 May 1, 2000 Research and Development Scholars Program. The baccalaureate is the terminal technical degree for many talented students at the University of Houston and across the country. Because of this, most of our graduates find employment in software development, manufacturing, plant operations, or sales, far from the process of creating either fundamental knowledge or new technology. However, Research and Development (R&D), particularly in the CSEMS fields, is the engine that drives productivity growth and increases our standard of living. It is important, therefore, that we motivate and prepare more of our students for careers in R&D. The faculties of computer science, engineering and mathematics at the University of Houston have joined to propose the R&D Scholars Program, whose goal is to increase the number of students pursuing R&D careers. We will provide the following student-support infrastructure: a) An undergraduate research experience on a funded research project, b) A $2,500 summer research stipend in addition to the CSEMS scholarship, c) A special summer school course to develop basic research skills (planning, technical writing, presentations, and mathematical software tools), d) A seminar series on the nature of academic and industrial R&D, the historical importance of R&D to society, career planning and educational preparedness amid the uncertainties of the modern workplace, and R&D career opportunities, e) An undergraduate research advisor and graduate student mentor, f) Support for developing personal educational and career plans, g) Support for applying to graduate school, h) Job placement for graduates who elect to enter the workplace after graduation. Promising students will be selected on the basis of clearly defined criteria and provided with scholarship support from both NSF and UH sources. These students will participate in an intensive, advanced-level enrichment program, characterized by the development of research and communications skills and special mentoring opportunities, all within the context of high quality undergraduate and graduate programs in Computer Science, Engineering and Mathematics. The proposed program complements several effective academic enrichment programs at UH that serve mainly freshman and sophomore students. The proposed program has enthusiastic faculty support, and the support of the Deans of the two Colleges involved. The program administrative organization is well-defined, and the evaluation protocol includes dynamic elements that will serve not only to document effectiveness, but to provide feedback for continual improvement and success of the program. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Wolfe, John University of Houston TX Calvin L. Williams Standard Grant 220000 1536 SMET 9178 1536 0000 0000099 Other Applications NEC 9987145 September 1, 2000 Silicon Forest Scholarships. Computer Science (31), Computer Engineering (32), Engineering - Engineering Technology (58), Engineering - Other (59), Mathematical Sciences (21) The Silicon Forest Scholarships (SFS) Program seeks to increase retention, graduation, employment, and transfer success in Computer Science, Computer Technology, Engineering, Engineering Technology, and Mathematics. Forty-four scholarships for full tuition and books are being awarded to low-income, academically talented students with special efforts to recruit women, disabled, and ethnic minority students. To increase retention and program completion, an infused system of supports and experiences spans the recipients' time in the program. Each scholarship recipient receives mentoring and tutoring, participates on a number of field trips to industry sites, attends presentations by industry leaders, and completes an integrated capstone project of applied learning. Mentoring is provided by the highly-qualified and industry-standard faculty at Chemeketa and tutoring by certified tutors. On site visits Silicon Forest Scholars hear presentations from each of the Silicon Forest industry partners, including Intel Corporation, Cisco Systems Incorporated, Pittsburgh Plate Glass, and ISM Group. The State of Oregon is presenting informational sessions for the recipients. During the integrated capstone project at the end of the scholarship term, recipients complete an academically demanding applied learning project from their individual fields of study. These provide opportunities for hands-on, experiential learning that will prepare students for work in the high-tech industry. The program expects to retain 90% of SFS recipients each year of the project and to graduate 85% of SFS recipients in their fields of study. Furthermore, the program provides assistance with a goal of ensuring that 95% of SFS graduates are employed in their field of study or transfer to a four-year college or university to continue their field of study. In addition to striving for these graduation and successful transfer goals, the SFS program is enhancing networks between Chemeketa Community College, local, national, and international industry, and four-year schools; strengthening partnerships between institutions of higher education and related employment sectors; and increasing its focus on the needs of industry and on cross-disciplinary studies that enhance student learning and worksite readiness. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Morgan, Micheal Chemeketa Community College OR Duncan E. McBride Standard Grant 213680 1536 SMET 9178 1536 0000 9987146 August 15, 2000 Scholarships for Success. A collaborative effort by the Computer Science Department, the Mathematics Department, and the School of Engineering at San Francisco State University provides scholarships for its needy students. The MESA Engineering Program at SFSU provides administrative and managerial services for this scholarship program. The Cooperative Education Program and the MESA Engineering Program both provide major support services to the recipients of these scholarships. With its large enrollment of low-income and minority students and its location in one of the leading high-tech areas of the country, San Francisco State University offers an unusual opportunity to encourage talented students from underrepresented groups to pursue careers in computer science, engineering, and mathematics. San Francisco's Multimedia Gulch and nearby Silicon Valley offer numerous examples of the value of high-quality education in these fields. For financial reasons, almost all SFSU students must work part-time. The easy availability of jobs in Multimedia Gulch, Silicon Valley, and the other high-tech sectors of the Bay Area economy pull students out of school for too many hours per week. This delays students' academic progress and reduces the availability of the qualified professionals that are in great demand in local industry. These scholarships are directed to talented but financially needy students who will agree to use the scholarship funds to free up extra time for academic work. By reducing the necessity for students to perform nonrelevant work and by increasing their study time, this program will help many highly qualified students complete their education. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Axler, Sheldon San Francisco State University CA Duncan E. McBride Standard Grant 495000 1536 SMET 9178 1536 0000 0000099 Other Applications NEC 9987147 July 1, 2000 Computer Science, Engineering, and Mathematics Scholarships Program. The project will develop, implement and assess a scholarship program, July 1, 2000 - June 30, 2002. The mission of the Program is to provide opportunities to 40 low-income, academically talented students that promote full-time enrollment and degree achievement in the targeted disciplines. Applying an existing infrastructure to the Program is envisioned to generate higher retention rates of students most at-risk not completing their degree program. A unique collaboration is proposed between the School of Engineering, the Departments of Mathematical Sciences and Computer Science, and the Office of Minority Student Affairs to identify and select 40 participants, provide sufficient support services to graduate 95% of the participants, provide faculty mentors for the participants, and implement a series of workshops to engage participants in research and community service activities relevant to their degree program. A tracking system will be designed to address issues that emerge during the life of the project, follow-up to determine postgraduate plans and activities, and on-going academic performance to meet scholarship requirements. The proposed Program will be an opportunity to research and address issues that affect retention and graduation of continuing students. Generally, continuing students are assumed to have acquired the resources and skills necessary to succeed on their own, however it is our experience that this may not be the case. Instead, students facing persistent financial challenges are less likely to complete their degree in a timely manner, require some intervention to maintain their focus, and guidance into the next phase of their academic and professional journey. The Program is designed to enable at-risk students to remain in a position to succeed academically, graduate and enter a professional field. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Herron, Isom Mark Smith Rensselaer Polytechnic Institute NY Robert Stephen Cunningham Standard Grant 220000 1536 SMET 9178 1536 0000 0000099 Other Applications NEC 9987153 March 1, 2000 Computer Science, Engineerinng, and Mathematics Scholarships Program. Fully 55% of Northern Arizona University (NAU) engineering students are eligible for financial assistance under federal guidelines. Additionally, underrepresented groups comprise 37% of the engineering college's student body of 900, including approximately 100 Native American students. Most of these students struggle under the burden of inadequate financial support and/or poor K-12 academic preparation for college. This project at provides 40 scholarships to undergraduate and graduate students in the College of Engineering and Technology. Scholarship recipients receive $2500 per academic year for up to two years and have additional paid tutoring/teaching assistantship opportunities. Recipients of the NSF scholarships are undergraduate and graduate students who, in addition to the many institutional support programs, are supported through the following activities in the College of Engineering and Technology. The Engineering Scholars Seminar and Pizza series enhances the scholars' professional development, develops peer support, and offers an informal environment in which to interact with college faculty and administrators. The Engineering Scholars participate in workshops dedicated to internship and career placement, including training in resume writing and interview skills. All undergraduate Engineering Scholars participate in the Multicultural Engineering Program, and upper-division NSF Engineering Scholars receive work-study positions as tutors with the MEP program. Graduate students receiving scholarships also receive a paid quarter-time teaching assistantship to partner with full-time engineering faculty members in teaching undergraduate courses. Engineering Scholars are eligible for summer internship opportunities at Raytheon Defense Systems Segment in Tucson, AZ as part of a proposed Raytheon/NAU scholarship/internship partnership. The program will be administered by the Principal Investigators (the Master of Engineering Director and the Dean of the College), and coordinated by the College's Director of Internships and Cooperative Education/Scholarship Coordinator. A Scholarship Administrative Board, consisting of the engineering dean, relevant department chairs, and the Multicultural Engineering Program Director, will provide leadership and guidance for the program. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Eibeck, Pamela Mason Somerville Northern Arizona University AZ Duncan E. McBride Standard Grant 495000 1536 SMET 9178 1536 0000 0000099 Other Applications NEC 9987159 February 15, 2000 Increasing Student Success in Engineering and the Mathematical Sciences. This grant will establish a scholarship fund to enable talented, low-income undergraduates to pursue baccalaureate degrees at the University of Washington in the College of Engineering, departments of Computer Science and Mathematics, and the Applied and Computational Mathematical Science (ACMS) program. This scholarship fund will significantly expand the amount of financial assistance available to these students, thereby increasing their retention, as well as their competitiveness for permanent job placement or enrollment in graduate degree programs. Scholarship recipients will be linked with an existing integrated network of successful student support programs where they will receive advising, mentoring, and professional development and leadership training. Another benefit, that cannot be underestimated, is that it will maximize the existing integration between the College of Engineering, Computer Science, Mathematics, and ACMS, as well as the University of Washington's (UW) student support structure. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Lazowska, Edward Thomas Duchamp University of Washington WA Lee L. Zia Standard Grant 495000 1536 SMET 9178 1536 0000099 Other Applications NEC 9987170 March 1, 2000 Computer Science, Engineering, and Mathematics Scholarships Program. Computer Science (31), Engineering - Other (59), Mathematical Sciences (21) The NSF/CCNY CSEM Scholars Program, aims to educate and support talented, financially disadvantaged students leading them to earn either a baccalaureate or a master's degree, and preparing them to assume leadership positions in the fields of computer science, engineering, or mathematical sciences. Besides financial assistance through scholarships, the program adds critical supports for student learning, growth of self-confidence, career motivation, and long-term success. Four objectives guide this project: (1) enable all NSF/CSEM Scholars to enroll as fulltime, rather than part-time students; (2) improve the quality of the Scholars' education through participation in out-of-class enrichment activities.; (3) enhance overall retention and graduation rates so that all NSF/CSEM Scholars maintain continuing enrollment and achieve their degrees within the two-year project period; and (4) motivate all NSF/CSEM Scholars for graduate study with a minimum of 60% of the undergraduate Scholars enrolling in graduate programs. Because of the character of the City College student population, the project is also serving to increase the number of minorities who are trained in these technical fields and prepared to fill key management positions. The project is supporting forty scholars per year for the two-year project period, at $2500/each. Thirty of the scholarship recipients are undergraduates and ten are master's students. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Watkins, Charles CUNY City College NY Mark James Burge Standard Grant 495000 1536 SMET 9178 1536 0000099 Other Applications NEC 9987171 March 1, 2000 Computer Science, Engineering, and Mathematics Scholarships Program. This program enables low income, scholastically well-suited students to pursue undergraduate degrees in computer science, engineering or mathematics. It also serves to establish support systems that will maximize the students' ability to achieve and maintain a 2.5- 3.0 minimum grade point average during their undergraduate years. In addition, this program provides a mechanism that involves the students with the concepts of cooperative work education and research experiences for undergraduates. This results in increased numbers of engineering and science students who will consider science, engineering or technology as potential professional career choices and motivates them to pursue advanced study and research, leadership and academic careers in engineering, science, or technology-related pedagogy. There also exists an opportunity for students to participate in an "incentive" program that offers them a semester at a partnering Diversity in Engineering (DEP)/Heartland's Alliance for Minority Participation (HAMP) institution through the National Student Exchange (NSE). The principal goal of this program is to increase the pool of highly qualified engineering and science students from economically disadvantaged (underserved) and underrepresented group backgrounds. Then to address the growing, critical national concern for the quality of engineering and computer science education and the demand for a diversified workforce in the fields of computer science, engineering and mathematics. Moreover, the program will help ensure an adequate, well-prepared workforce of scientists and engineers that can maintain U.S. leadership in science and technology, both now and in the future. In addition, the project will help all students to acquire the mathematics and science skills needed to thrive in an increasingly technological society. The University of Missouri-Columbia (MU) is in an ideal and unique position to increase significantly the utilization of an untapped source of American talent, that being the economically disadvantaged and historically underrepresented student. This opportunity allows MU to build a more dynamic relationship with two-and four- year colleges. Additionally, it helps to ensure the successful transition of transfer students from underserved and underrepresented groups into the engineering computer science and mathematics undergraduate programs at MU. This pool of students has been under-recruited in the past and need to be in the current and future SEM pipeline. This recruitment effort will be enhanced through coordination with the Heartland Alliance for Minority Participation transfer scholarships programs. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Lee, Michael University of Missouri-Columbia MO SIMONEAU ROBERT W Standard Grant 220000 1536 SMET 9178 1536 0000099 Other Applications NEC 9987173 March 1, 2000 NSF Computer Science, Engineering, and Mathematics Scholarships Program. This proposal to the National Science Foundation requests a grant to administer The Computer Science, Engineering, and Mathematics Scholarship (CSEMS) Program at Brevard Community College (BCC). This program supports scholarships for talented, low-income students seeking A.S. degrees in computer science at BCC. The CSEMS Program addresses the needs of the whole student at BCC by providing the student with financial, academic, and social support to encourage achievement and completion of the degree. The program's three objectives for each year of the two-year continuing grant are: 1) To increase by 20% completion of the A.S. degree in CISA and CPRA programs by low-income students, through providing 66 awards of 32 credits tuition waiver to eligible students. 2) To increase by 10% transfer rate to higher education by low-income CISA and CPRA students, through providing a professional tutor to assist CSEMS Program students year-round. 3) To obtain 100% CSEMS student satisfaction with academic support, through establishment of a CSEM Scholarship Club. The program will increase the success of low-income students in a field where they are traditionally underrepresented. The program will also create strengthened partnerships between the College and the computer science industry. Mr. Steve B. Johnson, Department Chair of the Computer Science Department at Brevard Community College Palm Bay Campus, is the Principal Investigator/Scholarship Coordinator for the CSEMS Program. Mr. Johnson will ensure that program objectives are met and progress reports are submitted on a timely basis to the National Science Foundation. The proposal requests a total of $218, 380 (or $109,190 each year). 90% of that amount will go for scholarships; 10% is for administrative and student support infrastructure costs. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Johnson, Steve Brevard Community College FL Jane C. Prey Standard Grant 218380 1536 SMET 9178 1536 0000099 Other Applications NEC 9987181 September 1, 2000 Computer Science and Mathematics Scholarships Program. The Computer Science and Mathematics Scholarships (CSMS) Program at Westminster College improves the retention of low-income, high-achieving students seeking degrees in computer science and mathematics, while improving these students' professional development and employment opportunities. A clear benefit is stronger relationships between the college and corporations which employ graduates with computer science and mathematics degrees. The CSMS program facilitates a collaboration between the College's Mathematics and Computer Science faculty and its Office of Financial Aid, as well as its Career Resource Center and advising and academic support center. The result is a team effort to identify, encourage, and support eligible students, provide them with academic and career development support to completion of baccalaureate degrees, leading to their placement in graduate school and/or employment. Selected students are full time students who expect to complete their mathematics or computer science degrees within the two-year program duration. They are eligible to receive a Pell Grant and must maintain a cumulative GPA of 3.0 or higher (3.2 in major courses). CSMS program success will be evaluated using a number of parameters including pertcentage of students retained through the baccalaureate degree and successfully entered in graduate programs and discipline-related employment. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Baar, Stephen Westminster College of Salt Lake City UT Duncan E. McBride Standard Grant 68750 1536 SMET 9178 1536 0000099 Other Applications NEC 9987182 June 1, 2000 NSF Computer Science, Engineering, and Mathematics Scholarships Program. To facilitate the development of an internationally competitive U.S. engineering workforce and to better meet the current and future workforce and educational needs of the nation, a Pre-Major for Engineering A.A. Degree program has been designed for students who plan to complete a Bachelor's Degree in Engineering. In this unique and innovative program, academically rigorous Statewide Common Course Prerequisites for engineering count as elective credits for the A.A. degree, better preparing the student for upper division study in engineering at a four-year institution. Project objectives focus on: improving academic preparation, supplementing academic and student support services, establishing higher retention and placement rates, and strengthening the institution's relationship with business and industry and other higher education institutions through their involvement in maintaining academically rigorous curriculum. Economically disadvantaged but academically talented students who are likely to receive their degree by the close of the two-year grant period will benefit from scholarships for full-time study, supplemental advisement, learning-centered curriculum and instruction, recruitment/retention intervention, and industry-based internships. Scholarships will be distributed as follows: 35 in Year One (25 new and 15 returning students) and 15 in Year Two (all returning students), for a total of 50 scholarship for full-time students pursuing the A.A. Pre-Major for Engineering. Grant-supported recruitment activities will prioritize efforts to recruit under-represented groups (e.g., targeting high schools in areas with high minority populations). Collaboration with other institutions of higher education and with business and industry will ensure that information disseminated about this model program will demonstrate the importance of partnerships in research and education. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Hellard, Shannon Henry Regis Valencia Community College FL Robert Stephen Cunningham Standard Grant 119076 1536 SMET 9178 1536 0000099 Other Applications NEC 9987199 July 1, 2000 Academic Diversity in Computer Science. This project initiates the Academic Diversity in Computer Science Program at the University of Connecticut. The program provides financial and academic support to a group of talented low-income students working towards a bachelor's degree in Computer Science. The students in this program also gain a significant background in a secondary discipline, either as a major or minor concentration. The program is designed to appeal to students with broad interests and works with organizations on campus to help recruit students from populations generally under-represented in Computer Science. Students are in this program for the final three years as undergraduates, and receive this scholarship support for the first two years. The program admits twenty students per year who have access to additional academic support in the form of student tutors and participation in a mentoring relationship. The Teaching and Learning Institute on campus interacts with the project to examine pedagogical issues that may arise in having a more diverse student population in the Computer Science Department. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR McCartney, Robert University of Connecticut CT Theodore W. Hodapp Standard Grant 165000 1536 SMET 9178 1536 0000099 Other Applications NEC 9987200 September 1, 2000 Undergraduate Scholarship Program in a Technogenesis Environment. This scholarship program for financially disadvantaged students facilitates their success through faculty-mentored summer research for credit at Stevens that represents a departure from the standard mode of undergraduate research. An alternate route is for the scholars to engage in industry-sponsored design projects during the academic year for those students not inclined towards research. The distinguishing feature of the program is its relationship to an Institute-wide initiative that Stevens is implementing known as Technogenesis. Technogenesis refers to an organizational orientation that seeks to foster interdisciplinary collaboration in scholarship and learning that spans the continuum from the discovery of knowledge to its application in technology, from conception through to commercialization. The Undergraduate Scholarships Program for Technogenesis (UPT) builds on our extensive experience of engaging undergraduates in research, but with the added innovative dimension of also educating students in the transitioning of research to technology realization. It also builds upon the wealth of successful experience at Stevens in helping disadvantaged students succeed in college and their careers. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Sheppard, Keith Edward Whittaker Trevor Williams Stevens Institute of Technology NJ Terry S. Woodin Standard Grant 493908 1536 SMET 9178 1536 0000099 Other Applications NEC 9987203 June 1, 2000 Enhancing Student Graduation Success in Computer Science, Engineering and Mathematics at North Carolina State University. The program will provide 90 scholarships in engineering, mathematics, and computer science over a two-year period to high-achieving undergraduate and graduate students who have demonstrated financial need. The scholarships should allow the university to make notable impact on the overall success of our student to complete the degree. These need-based scholarships are comparable to the engineering college's more lucrative merit-based awards. At the undergraduate level, we will target upper division junior and senior scholars, and those who transfer into our engineering and mathematics programs at this level. At the graduate level, the need-based awards will supplement assistantship offers made to outstanding students. This significant enhancement to our recruitment package will allow us to become more competitive in attracting the best and brightest U.S. citizens into our graduate program. Our major objective in this project is to reduce the time to degree completion of high-achieving engineering, computer science, and mathematics scholars. We will involve scholarship recipients in program activities that will help them to improve interpersonal skills, serve as mentors to other students, and reduce or remove the need to work off-campus during the academic year. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Rajala, Sarah Joseph Dunn John Gilligan Jeffrey Scroggs Tony Mitchell North Carolina State University NC Elizabeth Teles Standard Grant 522500 1536 SMET 9178 1536 0000099 Other Applications NEC 9987206 March 1, 2000 Computer Science, Engineering, and Mathematics Scholarships Program. The Florida Agricultural and Mechanical University proposes to establish the NSF Computer Science, Engineering, Engineering Technology and Mathematics Scholarship (CSEMS) Program to provide forty talented low income undergraduate students, who are majoring in these disciplines, with scholarships in the amount of $2,500 per year for the last two years of their degree program. CSEMS Scholars will be selected in the Spring 2000 semester and commence program activities in Fall 2000. Program activities will include 1. faculty advising/mentoring. 2. technical professional development seminar series 3. Summer experiential internships in industrial or governmental setting. 4. graduate school/career counseling and placement. The program enhancement activities and scholarship funds are expected to enable the CSEMS Scholars to complete their B.S. degree requirements within the two year time-frame allotted for funding. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Williams, Roselyn Simone Hruda Florida Agricultural and Mechanical University FL Duncan E. McBride Standard Grant 495000 1536 SMET 9178 1536 0000099 Other Applications NEC 9987208 July 1, 2000 Clark Atlanta University NSF Computer Science, Engineering, and Mathematics Scholarships Program. Clark Atlanta University (CAU) is establishing a Computer Science, Engineering and Mathematics Scholarship (CSEMS) Program for students pursuing degree programs in computer science, engineering and mathematics. Since its inception, Clark Atlanta University has been vitally concerned with ameliorating the acute underrepresentation of African Americans and other minorities in technical fields such as science, mathematics, engineering and technology (SMET). Over the past ten years, the University has made a significant, positive impact on this important issue through implementation of a variety of research initiatives and educational programs. Clark Atlanta University has set a goal to play a major role in reversing the decline in African American and minority enrollment in undergraduate and graduate SMET programs. Over the past ten years, an undergraduate program in general engineering was added to the SEM curriculum and the Department of Computer and Information Sciences was spun off from the Department of Mathematical and Computer Sciences, creating six undergraduate majors in physical sciences, mathematics, computer science, and engineering. Each of these departments has been successful in securing major multi-year funding from the private and public sectors that has resulted in the creation of six research centers and institutes. The University's goals and outcomes for SMET education by the year 2004 are as follows: Increase the total enrollment of SMET students from 930 to 1500; Increase the retention rate of SMET freshman students to 80%; Increase the annual SMET graduation rate from 100 to 250; Increase the percentage of SMET students entering research institutions for advanced degrees by 60%; and Increase the number of SMET students who successfully bridge the transition from high school/undergraduate, undergraduate/graduate and graduate/job market by 15% per year. This project will assist the University in achieving these goals by significantly increasing the number of scholarship opportunities available to undergraduate SEM students. Additionally, the grant award will act as a catalyst to reinforce other SMET curricula enhancement programs at the University. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Yeboah, Yaw Clark Atlanta University GA Duncan E. McBride Standard Grant 498966 1536 SMET 9178 1536 0000099 Other Applications NEC 9987211 August 1, 2000 Computer Science, Engineering, and Mathematical Sciences Scholarship Program. The project establishes a program that will provide scholarships to outstanding undergraduate and graduate students in Computer Science, Engineering, and Mathematics. This is the largest university in the United States with a student population that is majority Mexican-American and a national leader in the preparation of Hispanic scientists and engineers. It is also a commuter institution that draws approximately 85 percent of its students from El Paso County, the fourth poorest Metropolitan Statistical Area in the United States in terms of per-capita income. Approximately 40 percent of this university's students are the first in their families to attend a university, and most students must work on- or off-campus to pay for their education and assist their families. Under the leadership of Principal Investigators, this project will offer 44 scholarships each year for two years, beginning in August 2000, to 22 upper-division undergraduate students in computer science, engineering, and mathematics; 11 master's level students in those programs; and 11 doctoral students in three programs (Computer Engineering, Environmental Science and Engineering, and Materials Science and Engineering) who are at the dissertation writing stage of their graduate careers. All individuals selected as CSEM Scholars must: be United States citizens, nationals, or aliens admitted as refugees at the time of application; demonstrate financial need, defined as eligibility for U.S. Department of Education Pell Grants or Graduate Assistance in Areas of National Need fellowships; and enroll full-time in computer science, engineering, and/or mathematics degree programs at the baccalaureate or graduate level. CSEMS Scholars will complete outstanding and innovative undergraduate and graduate programs that will prepare them for the 21st century. They will receive mentorship from faculty who combine outstanding teaching with research programs funded by agencies such as NSF, NASA, EPA, the Department of Defense, and other federal, state, and corporate sources. In addition, through the Model Institutions for Excellence program, students will participate in innovative programs to support their retention in their degree programs and increase their professional skills. When they complete their degrees, they can expect to be highly competitive for major graduate schools and to be actively recruited by major industry employers. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Osegueda, Roberto University of Texas at El Paso TX Elizabeth Teles Standard Grant 495000 1536 SMET 9178 1536 0000099 Other Applications NEC 9987213 March 15, 2000 Los Rios Scholars Program. The Los Rios Community College District, which consists of the three colleges of American River, Cosumnes River, and Sacramento City, is awarding at least 38 scholarships, of up to $2,500 per year, to academically talented, eligible students. The scholarships awarded through the NSF Scholars Program is allowing students to reduce their required work hours and loan package and allowing them time to pursue the rigorous curriculum with sufficient study/tutor time and time to participate in applications oriented experiences. Some of those who are part-time students can now enroll full-time. Those who are full-time are advancing more quickly by increasing their load and/or by enhancing their performance. The NSF Scholars Program is linked to the student support infrastructure of the Math, Engineering, and Science Achievement (MESA) Program, which is located at each of the three Los Rios colleges. This national model provides students pursuing majors in computer science, math, engineering, or engineering technology with the student support infrastructure necessary to enhance their transferability to four-year schools and their continuance in the major. This infrastructure includes the components of recruitment, academic support and mentoring, applications oriented experiences, retention, and transfer support. Activities within these components include tutoring, faculty and student mentoring, counseling, internships, field trips and job shadowing, leadership training, technology and math/science bootcamps, enrichment programs and the opportunity to provide community service to enhance the profession. All this is done under the umbrella of the Los Rios District and the MESA Industry/Education Advisory Council. The NSF Scholars Coordinating Committee, a 13-member committee consisting of Los Rios faculty, managers, and staff is monitoring and evaluating the program. The administrative plan includes close monitoring of a well-defined selection process and clearly defined and measurable outcomes. Reporting, as required by NSF, is the responsibility of the Principal Investigator in coordination with five other instructional deans, each having responsibility for one or more of the specified majors. The NSF Scholars Selection Committee, a 12-member committee, with representatives from the three colleges, the three MESA programs, industry professionals and local K-12 and four-year institutions, is screening and selecting the NSF Scholars. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR McLain, Katherine Los Rios Community College District CA Elizabeth Teles Standard Grant 479250 7412 1536 SMET 9178 7204 1536 1032 0000099 Other Applications NEC 9987215 June 1, 2000 Computer Science, Engineering, and Mathematics Scholarships (CSEMS) Program. An NSF Computer Science, Engineering, and Mathematics Scholarship (CSEMS) program is being implemented within the College of Sciences and Engineering and targets academically talented but low-income students pursuing Bachelor of Science degrees in computer science, engineering, and mathematics. Because the student population at the institution is nearly 50% minority, the university is in a unique position to use the UTSA-CSEMS program to broaden the opportunities of underrepresented minorities in the fields of computer science, engineering, and mathematics. Forty students are receiving support under the program, and the program provides faculty mentors, academic enhancement opportunities, career planning assistance, and other activities designed to increase employment opportunities and encourage students to pursue advanced graduate study. Faculty mentors are advising the students on career opportunities and opportunities in graduate school in their fields of study and introducing the students to research. Local organizations which hire a significant number of computer science, engineering, and mathematics majors are arranging visits to the companies' facilities by the students, and representatives of various companies are also meeting with the scholars to make presentations about aspects of their organizations. The outcomes of the program are being tracked, with the goal being to implement the successful aspects of the program on a college-wide and university-wide basis. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Williams, Lawrence Lex Akers Alfonso Castro Kleanthis Psarris University of Texas at San Antonio TX Lee L. Zia Standard Grant 488100 1536 SMET 9178 1536 0000099 Other Applications NEC 9987216 August 15, 2000 The NSF Industrial Fellows Program in Computer Science and Engineering. (99), (31), (59) The university and its corporate partners are implementing a unique NSF Fellows program aimed at increasing the enrollment, professional development and graduation of high quality, low income engineering and computer science students. This program is effective because it incorporates an integrated combination of scholarship support, co-operative education assignments and mentoring. The combination of real work experience and both financial and academic support not only attracts excellent students, but is providing access to and supporting success in a top quality technical education. This effective program involves direct and active participation of many offices of the university and at least two major corporate partners, Ford Motor Company and Delphi Automotive Systems. The corporate partners not only provide co-operative work experiences involving real engineering and computer science functions, but they also match the NSF scholarship support with equal amounts of funding for each student. As such, this represents a model of partnership between academia, industry and government to meet an urgent national need: the attraction and graduation of increased numbers of technological professionals. The location of the university and its history of success in attracting large proportions of women and minority students to engineering and science are sound indicators of success in attracting a diverse group of NSF-Industrial Fellows. The mission of the university to educate diverse teams that value all contributors and the NSF priority on increasing diversity in CSEMS education are both factors in the selection of fellows. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Hanifin, Leo Harry Greenleaf Beth Triplett University of Detroit Mercy MI Duncan E. McBride Standard Grant 219978 1536 SMET 9178 1536 0000099 Other Applications NEC 9987224 June 1, 2000 NSF Computer Science, Engineering, and Mathematics Scholarships Program. A CSEMS scholarship program is established for the purpose of improving the education of students in Mathematics and Computer Science and a dual-degree engineering program, improve their retention, improve professional development, and strengthen partnerships with the employment sector. The goals are accomplished by establishing a mentor program and by allowing students to devote more time to their educational pursuits in a well - structured program as opposed to working on non-discipline jobs to support their educational expenses. Students participate in a mentoring program, field trips, tutoring, research, and other project activities specifically designed to increase their productivity. Expected outcomes are improved retention, increased GPA's for participants, and better preparedness for the job market or graduate school. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Collins, Warren Fisk University TN Duncan E. McBride Standard Grant 82500 1536 SMET 9178 1536 0000099 Other Applications NEC 9987227 February 15, 2000 Computer Science, Engineering, and Mathematics Scholarships Program. Through an established scholarship activity under the NSF Computer Science, Engineering, and Mathematics Scholarships (CSEMS) program, Green River Community College (Green River) is enabling the achievement of higher education degrees in computer science, computer technology, engineering, engineering technology, and mathematics by talented but financially disadvantaged students. This program is also improving scholarship student's opportunities for professional development and employment. The CSEMS program is serving as a reproducible model that demonstrates the positive outcomes of financial and academic support and student support infrastructure as they relate to student retention toward degree completion and adequate preparation for the workplace. On an institutional level, this program is strengthening partnerships between Green River and other institutions of higher education and computer science, engineering, and mathematics employment sectors. A Program Advisory Committee is overseeing the program's activities and evaluating its ongoing effectiveness. This committee includes representatives from industry, local area high school computer science, engineering, and mathematics teachers, Green River alumni, and four-year university faculty. A Scholarship Selection Committee is evaluating success of scholarship applications. This committee includes faculty representatives from Green River's computer science, engineering, and mathematics departments, and a scholarship office representative. Scholarship students are being chosen based on academic merit, professionalism, and potential to complete their degree in a CSEMS discipline by the close of the grant period. The academic and student-support infrastructure for successful graduation of scholarship recipients includes classes and programs through Green River's high quality computer science, engineering, and mathematics departments, faculty advisors for each student in his/her discipline, one-on-one mentor relationships with area leaders in the student's field of interest, and student support groups and organizations. The CSEMS scholarship program is enabling Green River to further enhance the existing community infrastructure for the recruitment, attainment, and increased educational and employment opportunities of students of diverse backgrounds with diverse career goals while also creating a reproducible model for other community colleges. Ultimately, this program is improving undergraduate education at Green River, other community colleges, and four-year universities. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Gilliland, Christie Stephan Kinholt Jeffrey McCauley Melvin Gomez Donnie Hallstone Green River Community College WA Elizabeth Teles Standard Grant 242106 1536 SMET 9178 1536 0000099 Other Applications NEC 9987228 February 15, 2000 Increasing Participation In Computer Science, Engineering and Mathematics Through Scholarships. Engineering - Other (59), Mathematical Sciences (21) The Mississippi State University (MSU) program, "Increasing Participation in Computer Science, Engineering and Mathematics (CSEM) Through Scholarships" is providing increased CSEM educational opportunities for underrepresented students to help meet the demand for scientists, mathematicians, engineers, and technicians and contribute to the growth of the economy of Mississippi, the surrounding region and the nation. Encouraging students to pursue degrees in CSEM and to provide financial support to CSEM majors are two of the major goals of the program. Specific project objectives include: 1) increasing participation and retention of academically-talented, low income students and underrepresented groups in CSEM; 2) improving the educational experiences of CSEM students through connections of academic content to the work environment; 3) increasing awareness of employment opportunities through strengthening existing and building new industry partnerships; 4) increasing enrollment of academically-gifted students from community colleges in CSEM at Mississippi State University; and 5) encouraging scholarship recipients to pursue advanced degrees in CSEM. Forty CSEM Undergraduate and Graduate Fellows are expected to be recruited from state and regional community colleges, Historically Black Institutions, and four-year institutions. The majority of the scholarships support undergraduates, with graduate student awards limited to those who provide evidence of economic hardship. The eight operating departments and two centers in the College of Engineering and the Department of Mathematics and Statistics in the College of Arts and Sciences are participating in the program. Each department has identified a representative to the CSEM program who is coordinating activities within the department. CSEM Fellows are mentored one-on-one by faculty and by their peers. In addition, they take part in research and design projects, present results of their research professionally, and interact with industry representatives. Departments are maintaining the following data on their Fellows: progress toward degree, research experiences, design projects, and industry involvement. Mentoring activities, professional development opportunities, job interviews, graduate school applications, and the change in the number of underrepresented students and transfer students in CSEM are also being documented for the purposes of program evaluation. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Harpole, Sandra Mississippi State University MS Susan L. Burkett Standard Grant 494650 1536 SMET 9178 1536 0000099 Other Applications NEC 9987230 March 1, 2000 Computer Science, Engineering, and Mathematics Scholarships Program. Mathematical Sciences (21), Computer Science (31), Engineering Technology (58) This project is providing scholarships to economically disadvantaged students in the disciplines of Computer Science and Mathematics. Since Applied Physics majors experience a curriculum that is oriented towards engineering technology and/or computer technology, these students are also receiving support. The project builds upon the institution's Research Career Integration Program (RCIPro), which is an NSF Minority Institutions Infrastructure (MI-I) award, as well as other programs such as the Student Assistance in Learning (SAIL), Alliance for Minority Progress (AMP), and McNair Scholarship. The program is serving as a pipeline between the University and the regional community colleges and high schools. A number of community colleges have direct coordinated participation in the project, along with the San Bernardino Superintendent of Public Instruction who oversees all of the regional high schools. In addition, local companies and industries such as Packet Engines are contributing four scholarships each of equal value to each of the approximately 40 scholarships being supported NSF funds. Senior personnel on the project include chairs of all involved Departments, the Director of the University AMP program, and the Vice President of Student Services. Through the University Career Center and vendor partners, meaningful workplace career opportunities are available for all of the CSEMS scholarship recipients. Additionally, personnel both from Academic Affairs and Student Services are involved in all aspects of the program, including recruiting, evaluation, mentoring, support, and dissemination. The University is a member of the Hispanic Association of Colleges and Universities (HACU) and has earned recognition as a Hispanic-serving institution. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Karant, Yasha Karen Kolehmainen Josephine Mendoza Joseph Chavez Kerstin Voigt California State University-San Bernardino Foundation CA Susan L. Burkett Standard Grant 211638 1536 SMET 9178 1536 0000099 Other Applications NEC 9987232 February 15, 2000 Scholarship Program for Computer Science and Engineering. The proposed scholarship program at would be part of a larger school-wide and statewide effort to increase the numbers of students graduating from computer science and engineering programs by 25% or more. The project will award 40 $2,500 scholarships to qualified upper division students enrolled in engineering or computer science programs as full-time students. Recruitment and outreach for awards will target low-income, academically talented students from groups under-represented in appropriate fields who will be able to enroll full time and complete their degree within two years if they receive the support of an award as part of their financial aid package. The addition of a targeted scholarship program to the school's existing scholarship and student support offerings will enable the university to: Increase transfer student enrollment by 20% in SEAS programs in computer science and engineering; Increase the percentage of upper division students enrolling full-time by 10%; Increase retention of upper division students to graduation within two years; Improve diversity of upper division student body by targeted recruitment for under-represented groups by 15%; and Improve geographic diversity of upper division student body by 5% to expand enrollment of economically disadvantaged students from rural Oregon. The school as part of its overall recruitment activities will lead recruitment for applicants. Special consideration will be given to working with community partners, such as the Oregon Math, Engineering, and Science Achievement (MESA) K-12 enrichment program for under-represented students, and the Society for Women Engineers, to identify and recruit students under-represented in appropriate fields. The school will also work with other administrative units, such as the financial aid and admissions office, to identify and encourage application from qualified applicants who meet the basic program criteria. Awards decision factors will include academic indicators such as lower division GPA and class rank, as well as indicators of professional success (motivation, communication skills, and leadership) provided by the required letters of recommendation from faculty or employers, and by student essays. Once students have accepted their awards, SEAS will coordinate its student service efforts with support services offered through other units to provide each student with a support infrastructure which is tailored to meet their needs in order to assure their success through graduation and post-graduation employment. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Driscoll, Michael Portland State University OR Dennis Davenport Standard Grant 220000 1536 SMET 9178 1536 0000099 Other Applications NEC 9987234 April 15, 2000 Computer Science, Engineering, and Mathematics Scholarships Program. This project will provide forty $2,500 scholarships for students majoring in Computer Science, Information Science, and Engineering Technology. The emphasis in this initiative will be to recruit transfer students from the community colleges in Arkansas who have completed an associate's degree or who are very near completion. A new College of Information Science and Systems Engineering, recently established, will provide a strong recruiting and student support structure. Recruiting activities will be coordinated by the Assistant Dean for Recruitment and Minority Affairs and will include visiting the community colleges, developing print materials concerning the program and advertising in the school papers. The project will develop a strong support structure for these students that will include faculty and industry mentoring, orientation, a "Learning Community" using linked courses, and other activities aimed at retention and graduation. There is a great deal of support from industry and from the community colleges for this program as indicated by the support letters in the appendix. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Good, Mary University of Arkansas Little Rock AR Pratibha Varma-Nelson Standard Grant 110000 1536 SMET 9178 1536 0000099 Other Applications NEC 9987239 May 1, 2000 Computer Science Scholars Project. The project will establish a scholarship program that will enhance the ability of students to obtain baccalaureate degrees in computer science within four years. More specifically, the project will: Establish a scholarship recruitment and selection process that identifies academically talented computer science majors in need of financial assistance. Provide the infrastructure support to handle 25 scholarship recipients per year. Define academic support and mentoring activities that will foster the retention of scholarship recipients. Form alliances between the University and information technology employers and graduate schools to facilitate the placement of students. Prepare a financial plan that demonstrates how program activities will be supported when grant funds are terminated. Develop a comprehensive assessment plan to evaluate the effectiveness of planned activities. The University is proud to be one of the largest predominantly black institutions in the nation and is recognized for the high quality of many of its academic programs. The institution has established a 'well-defined, current, and intellectually rigorous' course of study that has produced successful computer science graduates who compete favorably with their piers from other institutions in the job-market and graduate school. The University is confident that these efforts can be enhanced considerably if additional funding is provided to implement the proposed project. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR DeLoatch, Sandra Norfolk State University VA Robert Stephen Cunningham Standard Grant 309376 1536 SMET 9178 1536 0000099 Other Applications NEC 9987242 February 15, 2000 Computer Science, Engineering, and Mathematics Scholarships Program. Colorado State University proposes a project of scholarship support and student services that will increase the number of low-income computer science, engineering and mathematics undergraduate majors who complete their baccalaureate degrees at Colorado State and prepare them to make a smooth transition into the workforce or graduate school. Colorado State, a land-grant and Carnegie I Research university, will coordinate its existing science and engineering student services resources and its resources in the industrial sector in Northern Colorado to create a comprehensive program to support scholarship recipients. Low-income students graduate at much lower rate than their peers. They are less prepared for college, are less involved because they must expend time and energy securing the funds to attend, and often must slow or interrupt their schooling because of financial crises. Research indicates that there are two major elements that assist low-income students to persist to graduation: receiving aid that meets a high proportion of their expenses and working up to 10 hours a week. This project will provide these elements, as well as use best-practice strategies to furnish other types of support, with special consideration for the needs of women, underrepresented minority students, and disabled students. Forty low-income, academically-talented students will be selected to receive a scholarship of $2500 per year, an amount that covers 77% of resident tuition at Colorado State. Each recipient will also agree to participate in one of several existing student support programs, through which they will receive academic support and preparation for career and/or graduate school. These programs will also ensure that recipients engage in a work experience in their field on campus or in industry. In addition, a financial aid specialist will advise students individually, and students will attend an intensive Professional Development Workshop conducted by campus career personnel and representatives of industry. Students will also have the unique opportunity to have a mentor from the ranks of professionals in their field anywhere in the country though the International Telementor Center. Project management will be through the Office of the Dean of the College of Natural Science. A steering committee consisting of representatives of industry and each involved unit will ensure communication and integration with academic programs. Expected outcomes are that 1) scholarship recipients will graduate at higher rates and sooner than similar students in a control group, 2) that they will be well-prepared to enter the workforce or graduate education, and 3) Colorado State's connections with the private sector, particularly relating to placement of its engineering, computer science and mathematics graduates and involvement of employers in academic preparation, will be enhanced. This project will not only impact the lives of scholarship recipients and strengthen Colorado State's ability to train its students. It will also demonstrate that students from low-income populations, given appropriate support, can help to meet the critical need for well-prepared technology workers in the U.S. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Nededog, Arlene Colorado State University CO Elizabeth Teles Standard Grant 426060 1536 SMET 1536 9178 0000099 Other Applications NEC 9987243 May 15, 2000 Computer Science and Engineering Students Ahead Scholarship Initiatvie. The Computer Science and Engineering Students Ahead Initiative, a partnership between the Albuquerque Technical Vocational Institute (TVI), New Mexico's largest community college, and New Mexico Tech, a state-supported research institution in Socorro, New Mexico, will increase the number of New Mexicans entering engineering and computer science-related careers with associate and bachelor degrees. The Initiative will award scholarships to twenty low-income TVI students to complete two-year degrees and ten transfer scholarships to NM Tech. The Initiative provides financial support, enrichment activities, and peer tutors -- all proven retention and success strategies, particularly for minority students. Last year, 100% of TVI's graduates in computing and engineering technology were placed in employment or a four-year university. TVI, a Hispanic-Serving Institution, ranks nationally as a community college leader in graduating Hispanics; and, with 950 Native American students, it is larger than many Indian colleges. NM Tech, a state-supported research institution in science and engineering, has 1,400 students and is located 75 miles from Albuquerque. The CSE Students Ahead project will stimulate students to transfer to NM Tech for the high-quality research experience while retaining the intimacy of a small college and proximity to home and will place others in jobs. The project's two paths- associate and bachelor degree/employment and transfer-will move New Mexico's low-income students ahead. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Miller, Patricia Albuquerque Technical Vocational Institute NM Duncan E. McBride Standard Grant 58444 1536 SMET 9178 1536 0000099 Other Applications NEC 9987246 February 15, 2000 Increasing Degree Opportunities for Low-income Computer Science, Engineering, and Mathematics Students in Montana. The principle objective of the project is to extend access to computer science, engineering and mathematics programs to low-income, but academically talented students, as well as to increase their retention to degree. The proposed project builds upon existing efforts at the university to achieve similar goals, particularly for women and minority students. The project includes the following key activities: Award of forty scholarships to high-achieving but financially needy juniors, seniors and graduate students enrolled in computer science, engineering, and mathematics degree programs; Participation by each scholarship recipient in fifty hours of supervised work experience (mini-internship) in an active research laboratory or extension center relevant to their degree area and personal interests; Participation of each recipient in their second year as a mentor to younger students; Special emphasis on increasing the retention of women and Native American students in computer science, engineering, and mathematics degrees; and Assessment of individual and program success in achieving project goals. The sponsoring university is in a unique position within the northern Rocky Mountain and northern plains states to offer such a program. Both the academic qualifications and financial need of its student population is high. Furthermore, there is no other single campus in Montana, Idaho, Wyoming, or the Dakotas that offers comprehensive (B.S. through Ph.D.) degrees in computer science, engineering and mathematics, as well as the B.S. and M.S. degrees in engineering technology. Together with the other successful support programs already in place at the university, the activities proposed can achieve the project's objectives. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Marley, Robert Montana State University MT Duncan E. McBride Standard Grant 493648 1536 SMET 9178 1536 0000099 Other Applications NEC 9987250 July 1, 2000 Computer Science, Engineering and Mathematics Scholarships Program. (99), (59), (58), (31), (35), (21) The CSEMS project is designed to closely blend the university's faculty and staff, the local business community, and 40 talented but financially disadvantaged students enrolled in computer science, computer technology, engineering, engineering technology, or mathematics baccalaureate programs. The project is designed to offer the 40 prospective scholars a $2500 per year CSEM Scholarship for two years (based on need and eligibility) and an opportunity for involvement in a business/laboratory setting with a mentor from the community in the student's major field of study. The project, in addition to addressing the scholars' academic and curricular needs, provides the students with a support system of career counseling, faculty and local business mentors, special programs, and other institutionalized services. The intent is to increase the number of women and minorities in the fields of computer science, computer technology, engineering, engineering technology, or mathematics. Emphasis is placed on locating qualified students in the CSEM areas for the project. By providing educational opportunities to low-income, academically talented students through scholarships that promote full-time enrollment and degree achievement in higher education, the university expects improved education for students in computer science, computer technology, engineering, engineering technology, or mathematics; increased retention of students to degree achievement; improved professional development and employment/further higher education placement of participating students; and strengthened partnerships between the university and CSEM related employment sectors. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Nelson, J. Donald Western Michigan University MI Duncan E. McBride Standard Grant 426248 1536 SMET 9178 1536 0000099 Other Applications NEC 9987254 July 1, 2000 CSEMS@PCC. Pasadena City College (PCC) is establishing a Computer Science, Engineering, and Mathematics (CSEM) Scholarship Program. Forty talented and economically disadvantaged students are chosen as scholars each year. Individual counseling, career guidance and faculty mentoring are provided to the scholars. Scholars also experience activities such as field trips to nearby colleges and research institutes like Caltech and JPL, seminar talks by professionals in CSEMS fields, and workshops on topics relevant to college life and the transfer process. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Socrates, Jude Pasadena City College CA Duncan E. McBride Standard Grant 499500 7412 1536 SMET 9178 1536 1032 0000099 Other Applications NEC 9987256 April 1, 2000 Computer Science, Engineering, and Mathematics Scholarships Program. (99), (21), (59) This project administers financial, academic, and non-academic support to a cohort of low income students whose academic merit is high. The project includes a new one credit Mathematics/Engineering Laboratory course being offered for at least the duration of the award. It is designed to provide support, including research experience, professional development, career planning, and counseling, to junior and senior undergraduate students majoring in mathematics and engineering disciplines. A small group of advanced graduate students have mentoring functions, enhancing their preparation for careers as researchers and educators. The lab is open to all students in selected courses, but registration in every semester is required of scholarship recipients. The application mechanism for scholarships solicits information on students' academic merit, professionalism, and financial need, and ascertains the nature of the academic and non-academic support that enhances students' prospects for graduation within two years. Scholarships to approximately thirty six undergraduates each academic year remedies, to some degree, the financial need that forces many to take part time employment during the academic year. Since such employment inhibits their participation in ongoing support activities in the College of Engineering, these students have not previously formed networks with other students and faculty. One of the primary functions of the laboratory is to provide all math and engineering undergraduates the opportunity to form peer working groups. Laboratory activities evolve each semester, although some course support for all registered students is provided by graduate student mentors in every semester. The first semester of activity is devoted to program orientation. Students whose application indicates the desire for non-academic support services are identified and directed to campus programs such as the Counseling Center, Student Support Services, the Center for Learning Experience, and other appropriate services. Math/Engineering faculty make presentations in the lab to recruit students to work on current research projects. During the second semester, scholarship students are required to prepare a research proposal to join an active research group. During the third and fourth semesters, scholarship students engage in research. Lab activities prepare students for their postgraduate careers through career planning, development of interview skills, and graduate school advisement. The laboratory serves as a forum for students to meet with representatives of industries that employ Math/Engineering graduates. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Finston, David New Mexico State University NM Ernest L. McDuffie Standard Grant 220000 1536 SMET 9178 1536 0000099 Other Applications NEC 9987262 July 1, 2000 Computer Science, Engineering and Mathematics Scholarship (CSEMS) Program. (99), (31), (59), (21) The university offers a NSF Computer Science, Engineering, and Mathematics Scholarship (CSEMS) program as a collaborative effort between the College of Engineering and Computer Science, and the College of Science and Mathematics. The program is increasing the number of students who successfully graduate with higher education degrees in Computer Science, Engineering, and Mathematics. One of the primary problems affecting the retention and achievement of financially disadvantaged students is lack of financial resources. A lack of resources causes students to work excessive hours adversely affecting their study time, and contributes to a phenomenon of "stopping out" in which students leave campus for semesters at a time. The NSF CSEMS program is providing significant financial assistance to help address these problems. Coupled with comprehensive support services and monitoring by programs within the two Colleges, CSEMS fosters student success. The principal goals of CSEMS are: 1) increasing the number of financially disadvantaged students, including under-represented minorities and women, who graduate in the fields of Computer Science, Engineering, and Mathematics; 2) enhancing the educational achievements and professional development of participating students. Over a two year period, 40 promising newly matriculated community college transfer students and/or continuing juniors each year who are majoring in Computer Sciences, Engineering, or Mathematics are selected. These students receive a full range of services throughout their academic career through a coordinated effort with existing support services provided by institutionally administered programs in each College--the Engineering & Computer Science Student Development and Equity Center (SDEC) and the Science and Math Advisement Center (SMAC). The CSEMS program in conjunction with SDEC and SMAC utilizes a variety of strategies and activities of proven effectiveness in the recruiting and retaining disadvantaged, underrepresented minority students and women. CSEMS services include academic advisement, close monitoring of student progress, tutorial services, workshops, career advisement, graduate school information, mentoring, financial aid and scholarship assistance, recognition awards and linkage to appropriate student organizations. The objectives of CSEMS are: *to retain CSEMS students in Computer Science, Engineering, and Mathematics at a rate that is 20% greater than a comparable community college transfer cohort. *to retain CSEMS continuing students at a rate that is 20% greater than a comparable cohort of students. *after two years of participation, the GPA of CSEMS students will be 0.5 higher than those of a comparable student cohort. *to facilitate the personal and professional development of CSEMS participants by establishing partnerships with industry, co-op programs, and the Career Center. * to realize placement of students in scientific/technical careers or graduate school at a rate of 90%. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Caretto, Larry Karla Pelletier The University Corporation, Northridge CA Kenneth Lee Gentili Standard Grant 492800 1536 SMET 9178 1536 0000099 Other Applications NEC 9987263 April 1, 2000 Project PISCES: Providing Integration and Support for Computer Science and Engineering Students. Project PISCES is designed to provide financial assistance, academic support, and encouragement to individuals from underrepresented populations: women, African-Americans, Hispanics and persons with disabilities. The project has a dual focus as it delivers services to these populations. The first emphasis is on those students who have participated in the articulated Tech Prep programs facilitated by Metropolitan Community College (MCC) in the College's four-county service area in eastern Nebraska. The second emphasis targets former and current students from the Omaha Public School (OPS) District's Banneker Partnership. MCC's Tech Prep program delivers career opportunities to hundreds of high school students from twenty-eight high schools in the College's service area. This program helps students to identify and explore potential careers of interest. The Banneker Partnership is an NSF Urban Systemic Initiative Grant with OPS that focuses on preparing high schools for success at the postsecondary level in math and science courses. Project PISCES is providing scholarships to twenty-five individuals who are enrolled as full-time students at Metropolitan Community College, majoring in computer science or pre- engineering. These students are, upon attainment of their two-year Associate's Degree, either transitioning into the workforce or transferring into a four-year Bachelor's Degree at the University of Nebraska at Omaha. In addition to scholarship support, Project PISCES includes a student support infrastructure that includes a variety of support activities, such as mentoring, tutoring, job shadowing, internships, and cohort support groups. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Mangini, John Metropolitan Community College NE Elizabeth Teles Standard Grant 68750 1536 SMET 9178 1536 0000099 Other Applications NEC 9987265 July 1, 2000 Computer Science, Engineering and Mathematics Scholarships Program. (99),(32),(31),(21) The Computer Engineering/Computer Science and Mathematics NSF Scholars Program is a multi-component approach to improving retention and graduation rates, preparing students for higher education or the workplace, and strengthening ties with industry partners of the Department of Computer Engineering and Computer Science and the Department of Mathematics. The university setting is a notably diverse, urban community that attracts large numbers of students from groups traditionally under represented in CSEMS fields. The CECS&M NSF Scholars Program is working in synergy with campus-wide efforts to improve retention and graduation. Through the Program, the Departments of CECS and Mathematics are reaching their goals by: (1) providing outreach to low-income, academically talented full-time students who are likely to complete their degrees in CECS or Mathematics within two years; (2) providing NSF scholarships for qualified students; (3) forming the NSF Scholars Program within the participating departments as a learning community to promote retention and graduation; (4) providing personalized mentoring and curriculum advising; (5) providing tutoring from honor society members, including participation in the Learning Assistance and Math Tutorial Centers; (6) providing assistance with placement of NSF Scholars in internships and co-ops; (7) providing mid- and end-of-semester tracking of NSF Scholars for progress to degree; and (8) providing documentation of best practices to promote successful retention and graduation. Program outcomes are being documented and evaluated to determine best practices for achieving the Program goals. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Cynar, Sandra Arthur Wayman Wayne Dick Kent Merryfield California State University-Long Beach CA Kenneth Lee Gentili Standard Grant 209860 1536 SMET 9178 1536 0000099 Other Applications NEC 9987267 April 1, 2000 Computer Science, Engineering, and Mathematics Scholarships Program. Through the collaborative efforts of the Jacobs School of Engineering, Mathematics Department, National Partnership for Advanced Computational Infrastructure/San Diego Supercomputer Center (NPACI/SDSC), and the Division of Student Affairs, the University of California, San Diego (UCSD) will establish a Computer Science, Engineering, and Mathematics Scholarship (CSEMS) Program. This program will provide $2,500 scholarships annually for two years to forty low-income, upper-division undergraduates majoring in computer science, engineering, or mathematics. Due to their underrepresentation in CSEMS fields, priority for such scholarships will be given to low-income ethnic minorities (American Indians, Alaskan Natives, African Americans, Pacific Islanders, and Mexican American/Latinos), women, and persons with disabilities. Primary objectives of the UCSD CSEMS Program will be to (1) increase the number of professional development research activities, as well as internship opportunities, for participants; (2) provide services to support timely completion of degree requirements; (3) increase the numbers of low-income undergraduate ethnic minorities, women, and persons with disabilities who enter graduate school in CSEMS fields; (4) expand and further develop the capacity within existing alumni and private industry relationships/networks to provide career seminars and relevant job preparation experiences; and, (5) address the broader societal issue of low participation in CSEMS by the targeted populations through mentoring and role modeling activities for lower-division and pre-college students. To receive the scholarships, participating students must remain enrolled full time in a CSEMS major, maintain a GPA of at least 2.80, and participate in enrichment activities designed to facilitate their involvement with faculty and peers through mentoring and collaborative learning. Students will be required to attend a program orientation, participate in at least one career seminar per academic year, meet with their CSEMS Advisor minimally once each quarter, participate in research with a faculty mentor or in a CSEMS-related industry internship or on- campus employment activity, and serve as a mentor or role model for a lower-division undergraduate or pre-college student with demonstrated interest in CSEMS. Support provided to CSEMS Scholars will include a peer mentor during their initial program year, tutorial and peer study-group support, plus assistance in preparing for graduate school. With the financial assistance and enrichment activities provided through the CSEMS Program, it is anticipated that most students will graduate within two years of entry into the program and will either enter a graduate program with a CSEMS major or secure a position in a related field. Long-term, continuing benefits of program activities include establishment of new research and internship opportunities to be available for future CSEMS majors, increased networking and mentoring activities for future cooperative interactions among participating individuals at various stages of their CSEMS careers, development of student linkages within the university community itself as well as with local industry and agencies, pre-college encouragement to seek careers in CSEMS-related fields by underrepresented ethnic groups, low-income women and persons with disabilities, and expanded knowledge of research processes acquired by CSEMS Scholars working in conjunction with their faculty mentors. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Sebald, Anthony Jeffrey Remmel Joseph Watson University of California-San Diego CA Mark James Burge Standard Grant 495000 1536 SMET 9178 1536 0000099 Other Applications NEC 9987269 February 15, 2000 NSF Computer Science, Engineering and Mathematics Scholarships Program. This proposed program would have a dramatic impact on the time that it takes a student to graduate and in the overall academic profile of the student. Students in this project will be able to take advantage of undergraduate research opportunities that are often available to only a few select students. The five University of New Mexico (UNM) School of Engineering (SOE) departments, the Department of Mathematics and the MEMS program are proposing to use NSF CSEMS funding to create a comprehensive program to ensure retention to degree completion, professional development and career placement upon termination. The program will stress the relationships between academic studies and workplace needs. The program provides the opportunity for students, faculty and staff to concurrently assume responsibilities as researchers, educators and students as they pursue joint efforts that infuse their engineering and science education. The undergraduate research experiences especially provide a sense of excitement and discovery. In our PI, Dr. Paul Fleury, Dean of the School of Engineering, we have a leader who is totally committed to our goal of increasing the numbers of Hispanic, African-American and Native American students academically prepared to enter the workplace after academic achievements that have shown the close relationships between academia and the workplace, as well as the relationships between academic studies and research ??how all of these complement and reinforce one another symbiotically. Our years of experience have convinced us that effective mentors are key to producing outstanding engineers and scientists. The passionate devotion to research is contagious as students and faculty work together on research projects. Another key aspect of our programs is our close relationships with corporate, government and other organizations that provide the students with opportunities to participate in exciting activities that make them aware of the vast opportunities that await them as a result of their completion of BS and advanced degrees. Summer internships and co-op placements provide the students with exposure to a wide variety of real world engineering experiences that reinforce their dedication to their academic work at UNM. We are especially concerned that, through our evaluation and documentation processes, other programs nationwide can replicate our successes and avoid our failures. In summary, we sincerely believe that this program can enable our extant programs to make even greater future achievements in preparing African-American, Hispanic Americans and Native Americans to receive their rightful place in the American economy. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Ward, Tim Joseph Torres University of New Mexico NM Duncan E. McBride Standard Grant 220000 1536 SMET 9178 1536 0000099 Other Applications NEC 9987270 April 1, 2000 A Computer Science and Mathematics Scholarship Program. This project provides academically and financially qualified students majoring in mathematics or computer science with the financial assistance to complete their studies in a timely manner. The project has three objectives: to provide financial opportunities to enable qualified students to pursue a baccalaureate degree in computer science or mathematics to complete their education in a timely manner; to increase the number of graduates who find immediate employment in their field of study; and to increase the number of students who, upon graduation, seek a higher degree in mathematics and computer science. Junior, senior, and graduate students who meet the criteria both academically and financially have the opportunity to apply for the scholarships. The selected students are assured of cooperative positions during the school year and summer employment at companies with which the department has collaborative agreements. Upon graduation, scholarship recipients are expected to be employed in positions in their majors or to be admitted into a graduate program. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Tokuta, Alade Laura Smith North Carolina Central University NC Duncan E. McBride Standard Grant 220000 1536 SMET 9178 1536 0000099 Other Applications NEC 9987277 April 1, 2000 Computer Science, Engineering, and Mathematics Scholarships Program. Computer Science (31), Mathematical Sciences (21), Computer Engineering (32), Engineering Technology (58) This Computer Science, Engineering, and Mathematics, Scholarship (CSEMS) Program is providing scholarships and an infrastructure that will enable academically talented, financially disadvantaged students to maintain full-time enrollment and achieve degree completion in the fields of engineering, engineering technology, mathematics, computer science, and computer technology. As the project administrator, the university's existing SUMS Institute is coordinating efforts between the Department of Mathematics and the College of Engineering and Applied Sciences to: 1) recruit and select program students; 2) provide activities designed to support the students through degree achievement; and 3) prepare the students for future employment and/or higher education. The project expects to increase the enrollment and the graduation of students in science, engineering, mathematics, and other technical fields from groups that have traditionally been underrepresented. The CSEMS Program is expanding and enhancing the continuum of services available to students of diverse gender, ethnic, social, and economic backgrounds, and is evidence of the university's commitment to providing a high quality education for all students. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Bustoz, Joaquin James Turner Armando Rodriguez Andrea Richa Barbara Gannod Arizona State University AZ Robert Stephen Cunningham Standard Grant 504000 7412 1536 SMET 9178 7204 1536 0000099 Other Applications NEC 9987279 March 15, 2000 Computer Science, Engineering, and Mathematics Scholarships Program. College of the Canyons, the second fastest growing community college in the State of California, is awarding Computer Science, Engineering, and Mathematics (CSEMS) scholarships to low income, academically talented students majoring in computer science, computer technology, mathematics, engineering, and engineering technology. The one and two year scholarships are providing an opportunity for College of the Canyons (COC) to financially support students while providing them with a quality education. Fifteen $750 scholarships are being awarded annually through a competitive selection process. As the sole community college serving the fast-growing Santa Clarita Valley, COC is reaching out to individuals interested in obtaining a college education. Scholarships are essential for low-income families who simply cannot afford to send their children to college. A $750 scholarship is covering the cost of tuition, assessed fees, and some books for an entire year, and is providing an opportunity for a low income student to complete the first two years of undergraduate education at nearly no cost. Awarding scholarships is assisting the College in fulfilling its mission of providing programs and services to those who can benefit from quality and accessible learning opportunities. Through the NSF Computer Science, Engineering and Mathematics Scholarships program, the College plans to increase the number of low-income students enrolled in math and science programs, retain these students, and successfully transfer them to four year institutions or into the job market. COC ranks 19th in full time transfers to the University of California and California State University systems. The College is providing various resources and services to NSF scholarship recipients, including tutoring, mentoring, career services, counseling, and internship experience. NSF Scholarships will provide the financial aid many disadvantaged students need to pursue their education. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Wilding, Michael College of the Canyons CA Elizabeth Teles Standard Grant 24750 1536 SMET 9178 1536 0000099 Other Applications NEC 9987282 February 15, 2000 California Community College Transfer Consortium Scholarship. The California Community College Transfer Scholarship Consortium is a statewide effort to develop better prepared transfer students from under-represented and disadvantaged background seeking entry into university level engineering, computer science and math based majors. The NSF scholarships possess the common thread to draw together four statewide academically based support environments serving 90% of the states under-represented technical students. The joining of MESA Engineering Program (MEP), California Community College Program (CCCP), California Alliance for Minority Participation (CAMP) and Alliance for Minority Participation (AMP) provides a diverse pool of transfer-ready students who are extremely competent and well prepared to major in math, engineering and science based fields. The resources give community college transfer students the opportunity to demonstrate full-time commitment towards university transition and continuous academic enrollment. The statewide collaboration currently serves over 14,500 students pursuing engineering and science degrees in California institutions of higher learning. All of the participating students come from disadvantaged backgrounds and represent segments of our society which are historically underrepresented in the technical field. Approximately 90 percent of these transfers will remain in the math-based majors. CCCTC provides a rigorous program of academic excellence and academic support for educationally disadvantaged students, especially those from groups historically underrepresented in math-based fields. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Aldaco, Michael University of California, Office of the President, Oakland CA Susan L. Burkett Standard Grant 1753528 1536 SMET 9178 1536 0000099 Other Applications NEC 9987284 February 15, 2000 Computer Science, Engineering, and Mathematics Scholarships Program. Engineering - Chemical (53), Engineering - Civil (54), Engineering - Electrical (55), Engineering - Mechanical (56), Computer Science (31) This Computer Science, Engineering, and Mathematics Scholarships (CSEMS) plan builds on existing support mechanisms established by the Center for Excellence in Engineering and Diversity (CEED) for upper-division students. The most powerful CEED retention strategies are being extended to upper-division, low-income students, providing a focused intervention program for the academic, personal, and career development of the forty selected CSEMS students. The plan supports a collaboration between School of Engineering and Applied Science senior faculty, CEED programs, and industry partners to provide the authority, expertise, management and resources to effectively develop, graduate, and place CSEMS students into career or graduate school positions. The objectives are: 1) to increase the number and professional attributes of CSEMS students entering the senior year and graduating in engineering and computer science; 2) to improve the academic performance of CSEMS and other CEED students in their major area; and 3) to provide a comprehensive plan for 100% of CSEMS targeted students to successfully transition to the high tech workforce or to graduate study. The Associate Dean/Principal Investigator (PI) chairs an NSF Academic Support Committee, with faculty members assigned as advisors for the all NSF CSEMS Scholars. Each NSF Scholar is matched to a faculty advisor/mentor. The PI and Co-PI meet with these faculty advisors every three weeks to assess the progress and needs of the NSF Scholarship recipients. Additionally, a Professional Development sub-committee is organizing career planning and corporate readiness workshops with members from the CEED Industry Advisory Board. These activities include: 1) critiqued video-taped mock job interviews, 2) resume critique sessions, 3) a career interest testing program, 4) a live interview and evaluation session with CEED Industry Advisory Board Members, and 6) corporate situational problem-solving activities designed by CEED Industry Advisory Board Members. The project leadership is collecting committee reports on student participation in programs and tabulating academic performance results. In addition, efficacy of program components is being assesed with the help of the following indicators: 1) a database for tracking course progress and time to graduation for NSF Scholars; 2) attendance at workshops and performance on quizzes provide monitoring and efficacy of workshops; 3) NSF Scholar GPA and number of scholars exceeding the 3.2 GPA norm for SEAS graduating seniors; and 4) the number of scholars securing summer internships and offers for career positions before graduation. The project aims to impact 80 underrepresented minority CSEMS students over the duration of the two-year grant. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Jacobsen, Stephen Enrique Ainsworth University of California-Los Angeles CA Calvin L. Williams Standard Grant 220000 1536 SMET 9178 1536 0000099 Other Applications NEC 9987287 August 1, 2000 NSF-CSEM Scholarship Program. This project involves a regional university with a polytechnic emphasis enrolling many low-income and first generation students. It is also an Hispanic Serving Institution, with 25.7% of the enrollment of Hispanic descent. The students typically work many hours per week, and often at more than one job. In many cases the demands of life outside the university cause their studies not to be their first priority. There are limited institutional scholarships available and even very talented students find themselves having a difficult time meeting both the demands of school and the demands of work and family. The project provides scholarships to US citizens with demonstrated financial need, enrolled full-time in computer information systems, engineering, engineering technology or mathematics at the baccalaureate or masters level, with a 3.0 or above GPA, who demonstrate professionalism through personal statement and letters of support. The university has in place an integrated system of support services for students. The scholarship students are further supported in their development by the PIs and by faculty mentors in each remaining area. Regularly scheduled meetings between students and mentors allow the kind of intrusive advising that is so often necessary. To further increase the scholarship recipients' motivation to graduate and their placement potential after graduation, each recipient is required to take a 1-credit course involving the exploration of technical careers. The primary activity in the course is close interaction with visiting speakers who talk about their careers, education, and research. Speakers are drawn from professionals in local business, industry and universities. The anticipated results include reduced times to graduation, increased completion rate, increased numbers of transfer students recruited to these majors and higher levels of student achievement for low-income and academically talented students in the fields of computer information systems, engineering, engineering technology, and mathematics. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Fraser, Jane Paul Chacon Colorado State University-Pueblo CO Robert Stephen Cunningham Standard Grant 495000 1536 SMET 9178 1536 0000099 Other Applications NEC 9987308 March 1, 2000 Computer Scinece, Engineering and Math Scholarship Program. Jackson State Community College is conducting a project for recruitment, selection, registration, support services, and retention activities for students in Engineering Technology, Computer Technology, and Mathematics programs. Jackson State, a state-supported, public two-year college, serves the substantially rural fourteen-county area of West Tennessee. Two of these counties are majority African-American with a growing Hispanic population. Due to its location in a predominantly low-income, rural area, many potential students require substantial amounts of financial aid in order to attend college on a full-time basis. At this time, Jackson State has no endowment to support student scholarships. Furthermore, some students are reticent to apply for financial aid. Thus, this scholarship program funded by the National Science Foundation is improving the perceived image of financial aid and encouraging more students to apply. College leaders are using an enhanced, systematic and professional program of public information and recruitment to result in forty eligible, full-time students for the three programs involved. The program is supporting students to successful completion of the two-year degree programs. These support services include: informational recruiting sessions that outline the programs and provide realistic expectations for prospects; cohort selection and organization that enhance the social and intellectual experiences of students; careful selection of classes to ensure progress toward the degree; ongoing support services such as tutoring, special feedback groups, field trips, case-based learning in professional classes, and assignment of a faculty mentor. Jackson State's technology programs have been structured to offer students a professional experience in both engineering and in computer technology along with incorporated workplace values and communication skills that are presented concurrently throughout the program. University parallel courses are preparing students for success at the receiving institution, where students perform as well as native students. The college provides job placement and career guidance to its students, and it maintains close articulation agreements with local and state four-year universities. Scholarship students who participate in this program are being given careful attention and support throughout their career at Jackson State and beyond to the transfer institution or the workplace. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Cole, Jerry Jackson State Community College TN Lee L. Zia Standard Grant 357500 1536 SMET 9178 1536 0000099 Other Applications NEC 9987332 September 1, 2000 Texas Collaborative for Excellence in Teacher Preparation (TxCEPT). Project Summary The Texas Collaborative for Excellence in Teacher Preparation (TCETP) is a Texas A&M University System partnership committed to statewide reform of science and mathematics teacher preparation. The 10 TCETP universities graduate 25% of teachers certified K-8 and 9-12 in mathematics and science in Texas (3,700 teachers/year). TCETP has four connected goals: (1) course reform (integrating content, pedagogy, and classroom management); (2) recruitment to teaching; (3) support for pre-service and novice teachers (integrating early field experiences, student teaching, credentialing, induction/novice teacher support, math and science technical internships, and informal science experiences); and (4) strengthening systemic connections (Texas RSI, Texas SSI, Texas AMP). These goals are grounded on the accomplishments of development grant funding that established the System-wide infrastructure for reform and model course reform components requisite for systemic change in teacher preparation. The teaching of mathematics and science K-12 in Texas is significantly affected by the demographics of the state (55% of school age children are now either African American or Hispanic) unfolding within the context of national standards-based mathematics and science reform efforts statewide, including: (1) statewide adoption (1998) of the national mathematics and science standards (Texas Essential Knowledge and Skills, TEKS) developed under NSF support; (2) alignment of the annual student assessment instrument (Texas Assessment of Academic Skills) in mathematics and science with the TEKS; and (3) state alignment (Texas State Board for Educator Certification) of the proficiencies required of teachers for state certification with the TEKS through the Examination for Certification of Educators in Texas (ExCET). TCETP was configured to address the critical issues of demographics, diversity, and integration within the statewide systemic reform environment. TEACHER PREPARATION PROGRAM ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Castro, Mauro Frank Pezold Norma Neely Katherine Price Blount Timothy Scott Texas Engineering Experiment Station TX Myles G. Boylan Cooperative Agreement 6004500 7348 1795 SMET 9178 9177 9103 7348 1795 0000099 Other Applications NEC 9987343 August 1, 2000 Computer Science, Engineering, Mathematic Scholarship Program. This project provides educational opportunities to low-income academically talented students through scholarships that promote full-time enrollment and degree achievement. The scholarship program leads to a bachelor's degree in computer science, engineering, engineering technology, and mathematics in two years. The program provides financial support, personal and professional development assistance for transfer students from area community colleges, and dual degree transfer students in math, science, pre-engineering programs from one historically black college. The students are pursuing careers in computer science, computer technology, engineering, engineering technology, and mathematics. The selected twenty-five scholars each receive an annual stipend and personal and professional development assistance from two mentors. This includes one mentor from industry and one faculty mentor. These two mentors closely monitor the progress of the student both in school and professionally. They offer advice, encouragement, and academic assistance. The mentors advise the student concerning course selection, personal and professional issues, and encourage participation in professional technical societies. The program manager monitors and tracks the academic progress of the students, maintains contact with the mentors, and as necessary, arranges for individual tutorial assistance. Following the first year the scholar experiences the excitement of work or research at a local industry, with faculty, or a national enterprise. The employment or research experience will strongly complement their academic progress and enhance learning. The project will increase the number of low income students, women and minorities pursuing full time undergraduate engineering and science studies, thereby increasing graduates to help meet the future work-force needs of the nation's technological enterprise. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Smith, Jacqueline University of Central Florida FL Jane C. Prey Standard Grant 131640 1536 SMET 9178 1536 0000099 Other Applications NEC 9987351 February 15, 2000 Path to Graduate Level Degrees for Low-Income Talented Students. The primary goal of this project is to enhance the existing research and educational infrastructure to prepare academically talented students from low-income and disadvantaged families for degree achievement in higher education. A well-structured, proactive, and collaborative infrastructure with committed partnerships from industry, government, and academic institutions is now supporting the faculty development, curricular enhancements, and research experiences that promote creativity and innovation from undergraduate students in Computer Science and Mathematics programs. Scholarship support will be provided to eligible students who have committed to pursue graduate level degree programs in Computer Science, Mathematics, or Engineering. This project includes nurturing and mentoring processes that will create a culture and mindset that are necessary to pursue graduate level courses. Tutorial programs, curricular enhancements, co-op and internship programs at major corporations and national laboratories, and a strong interaction with peers from other academic institutions and industry experts provide the required depth in the content area and improved professional development to all scholarship recipients. The knowledge and skills attained through these designed activities will enable graduates to further their education in Computer Science, Mathematics, and Engineering and successfully complete graduate degrees. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Sharma, Parashu Grambling State University LA Susan L. Burkett Standard Grant 494204 1536 SMET 9178 1536 0000099 Other Applications NEC 9987382 March 1, 2000 Computer Science, Engineering, and Mathematics Scholarships Program. The Houston Community College System (HCCS) CSEM Scholarship Program provides scholarships, curriculum enrichment, a full range of student support services, and summer internships to give participants field experience in the business community. The program prepares talented students to compete successfully in baccalaureate degree programs and in the workplace while encouraging the institutionalization of program student supports and extending partnerships within the business community for the benefit of future students studying in CSEM disciplines. The objectives of the program are: Objective 1. Recruit 40 students into an Associate of Science and Associate of Applied Science scholarship program. Objective 2. Retain at least 75% of participants to the completion of a degree and transfer to a baccalaureate degree program through a strong program of curriculum enrichment that addresses the needs of underrepresented students. Objective 3. Provide 100% of program participants with real-world experience and enthusiasm for their chosen field of study through a summer internship program in partnership with corporations in the local community. Key features of the program include the following: *A six-week summer program, the CSEM Summer Academy, that integrates CSEM disciplines and stimulate participants to explore career opportunities through a variety of hands-on activities, speakers, and field trips. *Paid summer internships with businesses in the Houston community to increase enthusiasm and motivation to pursue CSEM careers. *Integration with other HCCS programs to provide participants with a range of enrichment activities, including a programs of the Department of Computer Science and a System-wide NASA Challenge Enrichment Program. *A strong mentoring program of assigned faculty advisors and faculty mentors to guide and advise the participants and to ensure that they receive all the support services they need. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR John, Jagdish Kenneth Holden Houston Community College TX Stephen C. Cooper Standard Grant 495000 1536 SMET 9178 1536 0000099 Other Applications NEC 9987423 April 1, 2000 Computer Science, Engineering, and Mathematics Scholarships Program. Computer Sciences (31), Engineering - Other (59), Mathematical Sciences (21) The goal of the NSF-CSEMS Scholars Program is to enable computer science, mathematical sciences, and engineering students participating in the program at the Associate, Bachelor's, or Master's degree level to complete their relevant degrees in two years. Furthermore, students are receiving support, information, and encouragement to pursue continuing educational opportunities even as they join the CSEMS workforce. The program features a partnership that includes Pasadena City College (PCC) and East Los Angeles College (ELAC), two long time Cal State L.A. community college collaborators. Given the demographic data of all three institutions, the NSF Scholars Program automatically serves one of the most diverse and traditionally under-served student populations in the country. The Cal State L.A. NSF-CSEMS Scholars Program has three distinguishing characteristics: 1) all NSF scholars pursuing any one of the three degrees have opportunities to share experiences, with senior scholars acting as mentors for the younger ones; 2) shared activities encourage students to move from AAs and BAs to Master's degrees and beyond; and 3) the Program is expanding collaborative programs and activities both among the partners and within each institution. Program activities include: For Cal State L.A. students, a specifically designed one-unit course required during the fall quarter of each academic year (or each quarter of the academic year) to promote academic, leadership and interpersonal skills. Faculty from the targeted disciplines are also introducing ongoing state-of-the-art research projects which students can join. The collaborating campuses are sponsoring special CSEMS CAREER DAYS, in addition to offering regular, ongoing support services. A set of periodic special event meetings allows all scholars to come together, promoting the Program theme of advancing through the A.A. to graduate school and a career. Forty scholarships are awarded annually: 10 at PCC; 10 at ELAC; and 20 at Cal State L.A. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Pamula, Raj California State University-Los Angeles CA Kathleen A. Parson Standard Grant 490000 1536 SMET 9178 1536 0000099 Other Applications NEC 9987444 September 1, 2000 University of Maine System Math Science Teacher Excellence Collaborative. This project is a partnership of the Maine Mathematics and Science Alliance (MMSA) and the three largest campuses in the University of Maine System: the Univ. of Maine - Orono, the Univ. of Maine - Farmington, and the Univ. of Southern Maine, which collectively produce over 80% of the certified teachers in the State each year. These partners are collaborating to increase the number of qualified mathematics and science teachers graduating from the different campuses; to increase the retention of teachers in their first three years by building "cross-tier" support groups of university faculty, practicing teachers, and students; and to improve the quality of mathematics and science education for prospective teachers at the three campuses through active interactions among faculty from Arts and Sciences, faculty from Education, and grade K-12 teachers. The project is motivated by the need: 1) to reverse the decline in numbers of qualified K-12 mathematics and science teachers that is currently projected to occur over the next decade in Maine, and 2) to address the fact that one third of Maine's current mathematics and science teachers teach "out of area". TEACHER PREPARATION PROGRAM ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Eberle, Francis Robert Franzosa Richard Stebbins Mary Schwanke Herman Weller Maine Mathematics and Science Alliance ME Lee L. Zia Cooperative Agreement 5074893 7348 1795 SMET 9178 9103 7348 0000099 Other Applications NEC 0207173 January 1, 2003 Undergraduate Scholarships in Engineering to Improve Retention and Diversity. Significant increases in the number of engineering and related technology graduates from the Utah State System of Higher Education will be required over the next several years to advance the intellectual and economic well being of the state and its citizens. In response, the State Board of Regents has developed an Engineering and Computer Science Initiative within the state system of higher education with intentions to double the number of graduates in engineering and related technology majors by the year 2006. The faculty within the College of Engineering believe that efforts to improve retention, and to increase enrollment opportunities for students from underrepresented minorities, will contribute significantly toward that goal. Central to this effort is an increase in the number of scholarship opportunities available to engineering students within each of the 5 departments in the College of Engineering. For each year of the four year duration of this project, 30 need-based scholarships at $3,125 each are being awarded. The scholarships allow students to spend more time on academic pursuits, and less time employed outside the University. Scholarship recipients must: 1) be U.S. citizens, 2) enroll full time within the College of Engineering, 3) demonstrate financial need as defined by the U.S. Department of Education rules for Federal Financial aid, and 4) show academic potential or ability. Recruitment is done through the USU Office of High School/College Relations, the Multicultural Student Center, and the College of Engineering. In addition to traditional recruiting methods, the college recruits through its annual Engineering State program, a four day event held each spring in which approximately 250 high school juniors from throughout the State of Utah are introduced to the opportunities available in the various fields of engineering. In addition to scholarship opportunities, the program also provides CSEMS scholars with: 1) a formal program through which they can receive academic assistance and advising, 2) a mechanism to promote interaction with upper-division students and faculty on a regular basis, 3) research opportunities with faculty mentors, and 4) early access to co-op/internship opportunities and industry mentors. The CSEMS program is directed by faculty members from the College of Engineering and staff from High School/College Relations, the Multicultural Student Center, and USU Career Services. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Spall, Robert Kathleen Bayn Donna Crow Utah State University UT Stephen C. Cooper Standard Grant 400000 1536 SMET 9178 1536 0000099 Other Applications NEC 0220423 January 1, 2003 Student Scholarships for BA, BS in Mathematics, Computer Science, Information Technology, and MS in Computer Information Science & Information Technology Leadership. Abstract This project at LaSalle University awards a total of thirty (30) scholarships to low income, academically talented students, including twenty (20) undergraduate students and ten (10) graduate students over a 4-year period. The target audience includes 30% women, and 10% minorities. A special effort is made to recruit additional women, particularly into the undergraduate Computer Science and Information Technology majors. The PI works with designated staff in the Admissions Office to increase the number of minority students majoring in MTH/CSC/IT by seeking transfer students from Community College of Philadelphia and from LaSalle's Bilingual Undergraduate Studies for Career Advancement Program, an innovative associate degree program for Latino students. In addition to scholarship assistance for the student recipients, NSF funds are also used for project management and for a special Career Exploration series of guest speakers who are employed in these fields. The University provides funds from its annual budget to the Mathematics and Computer Science Department for tutorial assistance for the undergraduate CSEMS recipients. 80% of the funded students are expected to receive their degrees within four years of matriculating at La Salle, and 80% are expected to attain new or advanced professional positions related to their field of study within one year of graduation. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Elliott, Linda Samuel Wiley La Salle University PA Pratibha Varma-Nelson Standard Grant 398836 1536 SMET 9178 1536 0000099 Other Applications NEC 0220554 March 15, 2003 Automotive 2020 Scholarship Program. 0220554 Abstract Christian Wagner The objective of this faculty's work from Oakland University is to increase the number of college students entering the high technology workforce in computer science, engineering, mathematics, and statistics. Their efforts involve contact with the area high schools and the city administration of Detroit. Their plan is to give special consideration to students in the Automotive 2020 program. Their efforts focus on the Detroit Public system. There are crucial curriculum modifications at Oakland University designed to support the students in this plan. All the students in this program will have a required interdisciplinary course focusing on professionalism and ethics in technology. A student completing his/her program in 4 years instead of 5 or 6 is a goal of the plan. Finally their student population is involved with summer internships with local industries on various research projects. Oakland University has partnerships with a number of universities. These are University of South Carolina, Anna University (India), Hanover University (Germany) and Cariff University (Wales). Oakland University has partnerships with a list of technology and industrial firms. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Wagner, Christian Louis Nachman Patrick Dessert Barry Turett Oakland University MI Stephen C. Cooper Standard Grant 398748 1536 SMET 9178 1536 0000099 Other Applications NEC 0220581 March 1, 2003 CSEMS Scholarship Program at Augsburg College. This is a continuation of the current CSEMS scholarship program for 30 mathematics and computer science majors at Augsburg College in Minneapolis, MN. Our program targets underrepresented groups and non-traditional age students. The program includes a mentoring seminar to be held one evening per month, internship and career placement at major Twin Cities companies, and the opportunity to work on research projects with faculty members. A selection process has been designed for entry into the program with specific criteria which applicants must satisfy. Yearly renewal of the scholarship is required of each recipient. The recruitment plan includes working with the Fond du Lac Tribal and Community College to bring in more Native American students and visits to inner city high schools located near the Augsburg campus. Support structures incorporate and augment existing campus programs. The program has been designed to be not only a scholarship award but a concerted effort to keep these students from falling through the cracks. The emphasis is on mentoring from faculty, fellow students, and industry and community representatives with ties to the college. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Sutherland, Karen Nicholas Coult Augsburg College MN Sheryl A. Sorby Standard Grant 399960 1536 SMET 9178 1536 0000099 Other Applications NEC 0220601 January 1, 2003 ALOHA - A Learning Opportunity for High Achievers. Proposal #: 0220601 PI: Judith L. Gersting Institution: University of Hawaii at Hilo Title: ALOHA - A Learning Opportunity for High Achievers This CSEMS program provides support for a cohort of 15 students for 4 years to complete the Bachelor of Science degree in Computer Science. Three target population groups have been identified, with the intent to secure, as much as possible, an equitable representation of students from each group: traditional high school graduates, community college transfer students, and students from U.S.-affiliated Pacific Islands, including U.S. territories of American Samoa and Guam, the Republic of the Marshall Islands, the Federated States of Micronesia (FSM), the Commonwealth of the Northern Marianas Islands (CNMI), and the Republic of Palau (Belau). Students are selected based not only on academic ability and financial need, but also on their understanding of the rigors of the degree requirements. Student support services for the first two years include both academic and social support structures in an attempt to improve retention. These services concentrate on mentoring and providing supplemental instruction. The following two years include an emphasis on skills and opportunities to transition to a high technology workforce, and exposure to career opportunities. The program builds on existing strengths such as the quality of the computer science degree program, a caring faculty, a high sense of identity among computer science majors, and support services and activities designed to broaden the path to graduation for students. Consistent with the program guidelines, academically talented but financially disadvantaged students are identified, challenged, supported, and guided through completion of the degree and on into the workforce. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Gersting, Judith Gail Makuakane-Lundin University of Hawaii at Hilo HI Lesia L. Crumpton-Young Standard Grant 203592 1536 SMET 9178 9150 1536 0000099 Other Applications NEC 0220719 April 1, 2003 Computer Science, Engineering and Mathematics Scholarship Program. Through collaboration between UCSD's Jacobs School of Engineering, Mathematics Department, San Diego Supercomputer Center, and Division of Student Affairs, this institution will refine and continue its CSEMS Program in order to provide scholarships for freshmen and upper-division, low-income undergraduates majoring in computer science, engineering, or mathematics. Ten qualifying freshmen will receive $3,030 annually over four years beginning in fall, 2003 while 40 upper-division students will receive $3,030 annually for two years, 20 effective in fall, 2003 and 20 in fall, 2005. Recruiting will be initiated through personalized letters sent from PIs to students identified as potentially eligible. To encourage applications from low-income women, underrepresented students and those with disabilities, notices will be posted in specialized campus locations such as the Women's and Cross-cultural Centers. Applications will undergo review by a committee including PIs and the CSEMS Coordinator. Due to under representation of ethnic minorities, women and persons with disabilities in CSEMS fields, priority will be given to students from these groups. Alternate Scholars will be identified to insure a consistent participant level of 30. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Sebald, Anthony Jeffrey Remmel Joseph Watson University of California-San Diego CA Stephen C. Cooper Standard Grant 399960 1536 SMET 9178 1536 0000099 Other Applications NEC 0220722 August 1, 2003 Technology Leaders Scholarship Program. This grant permits the continuation of the Technology Leaders Scholarship Program at Youngstown State University. The program makes available $3,125 per year over a four- year period for up to 29 undergraduate and graduate students. The relative number of scholarships to be distributed at each degree level is approximately 25% A.S., 60% B.S., and 15% M.S, although flexibility is built into the program with a minimum recruitment goal in each area. The scholarships are disbursed to students majoring in computer science, mathematics, and engineering, with the ratio of disbursement reflecting the relative population of students currently in those disciplines. Entering students are required to have a minimum ACT score of 23 or be in the top 20% of their academic class. Continuing students are required to maintain at least a 3.0/4.0 GPA. Recruitment efforts are focused on the local service area of YSU, with particular emphasis placed on recruitment of minority populations and women. Retention of students through completion of their degree is to be achieved through careful selection of candidates, student/student and student/faculty mentoring, tracking, career guidance, and selecting programming aimed at keeping each student focused and maintaining their interest. CCLI-EDUCATIONAL MATERIALS DEV S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Smotzer, Thomas Scott Martin James Mike Robert Kramer Gina McHenry Youngstown State University OH Sheryl A. Sorby Standard Grant 497500 7427 1536 SMET 9178 7427 1536 0000099 Other Applications NEC 0220767 January 1, 2003 Helping Technology Students Realize their Dreams. This project provides scholarships for academically talented and financially needy students pursuing baccalaureate degrees in math, computer science or information systems. The project focuses on recruitment of eligible students and builds upon the university's strong academic programs, assists the math/computer science department in meeting their goal of increasing majors in the department. These scholarships enable the scholars to afford a high-quality private education, complete their degree, and attain a job with a high technology company or be accepted into graduate school. Current effective programs, such as faculty academic advising and peer tutoring, are maintained and expanded to ensure that the institution's strong graduation and placement rates are maintained for the scholars. Student recruitment is conducted via a number of avenues, including the college's Outstanding and Distinguished Scholar Days, Science visit day, the college's admissions office, contacts with regional high school teachers, and utilizing the college's established Upward Bound and Educational Talent Search programs. The scholar's applications are reviewed by a team comprised of the PI and representatives from the offices of admissions, registrar, and student financial planning. The CSEMS faculty works with the university's Department of Career Services to seek out internship opportunities for the scholars as well as interviews for job placement. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Franks, Robert Central College of Iowa IA Pratibha Varma-Nelson Standard Grant 319698 1536 SMET 9178 1536 0000099 Other Applications NEC 0220828 January 1, 2003 Scholarships and Support Programs for Computer Science and Mathematics. This project provides 40 scholarships per year to first or second year computer science and mathematics majors who are financially needy and academically talented. The program aggressively advertises from underrepresented groups, including women, racial and ethnic minorities, and persons with disabilities. Current university programs are used to provide additional academic support, which include study skills training, tutoring, and professional mentoring. The program also includes interviewing skills, peer support, and professional mentoring through internships and industry contacts. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Vollmar, Kenneth Yungchen Cheng Missouri State University MO John F. Mateja Standard Grant 397788 1536 SMET 9178 1536 0000099 Other Applications NEC 0220830 January 1, 2003 Information Technology Training and Academic Enhancement Program for Computer Science, Engineering, and Mathematics Undergraduate Students. The Departments of Computer Science, Engineering, and Mathematics, in collaboration with the Office of Strategic Initiatives and the Center for Academic Success at Louisiana State University, is increasing the educational and career opportunities for academically talented, financially disadvantaged students to reach their fullest potential through a student/faculty partnership with a comprehensive monitoring system. The goal of this project is to recruit financially disadvantaged students, to retain these students, and to enhance the educational experience of these students in the technology disciplines. Specific objectives are: (1) Recruit qualified students through an active K-12 educational outreach program, including math and science fairs, competitions, and in-school math and science laboratories, (2) Retain these students through the incorporation of student support and mentoring programs, (3) Enhance the educational experience of these students through workshops/seminars, industrial outreach, and community service opportunities, (4) Increase the number of undergraduates, including women and minorities in the above-mentioned disciplines, and (5) Promote intercultural participation among non-minority and minority students. In addition to the scholarships, the project consists of three activities: (1) mandatory computer and information technology training (average 2 hrs/wk), (2) mandatory academic enhancement activities (average 1 hr/wk), and (3) optional educational and industrial outreach programs (up to 3 hrs/wk). CSEMS Scholars receive additional information technology training through various workshops and training courses. The Office of Strategic Initiatives and the Center for Academic Success, Co-PIs, and several other faculty members provide active mentoring and academic assistance for the CSEMS Scholars to maximize their chances for academic success. The faculty mentors also assist CSEMS Scholars in pursuing their professional careers though continuing graduate studies or job placement in industries relevant to their education. There are 29 students per year majoring in computer science, engineering, or mathematics disciplines who hold scholarships. Scholarships can be renewed up to graduation. CSEMS Scholars form a community that interacts regularly with each other, with faculty, and with other students on campus. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Iyengar, Sitharama Frank Neubrander Saundra McGuire Eyassu Woldesenbet Connie Stelly Louisiana State University & Agricultural and Mechanical College LA Stephen C. Cooper Standard Grant 396604 1536 SMET 9178 9150 1536 0000099 Other Applications NEC 0220832 March 1, 2003 Recruit, Retain, and Support Two-Year College Scholarship Program. State Fair Community College has been serving the residents of central Missouri for 34 years. In their 14-county service area, only 11% of the residents have baccalaureate degrees and 80% of the students at SFCC are low-income. To meet the cost of attending college, over 90% of SFCC's students must work while attending school. Thus, high-maintenance degree programs such as Computer Science, Engineering and Mathematics are difficult for students and result in low-retention rates in these programs. With special emphasis on underserved-populations, the goal of this project is to recruit, retain, and graduate or transfer each year 12-13 academically talented but financially needy students in the fields of Computer Science, Engineering, and Mathematics thus increasing the numbers of well-educated and skilled employees in technical areas of national need. The project targets individuals from under-represented groups such as women, African-Americans, Hispanics and persons with disabilities, focusing on recruiting and retention activities. A recent report in the American Association of Community Colleges' College Times indicates that the number of minority students attending college must be increased if a severe shortage of skilled workers in the future is to be prevented. For example, the rapid growth in the Hispanic population is not being reflected in college enrollment. Recruiting activities includes visits to high schools by faculty, a Career Fair, and training of high school counselors to promote careers in Computer Science, Engineering, and Mathematics. Retention activities include new student orientation, mentoring, supplemental instruction, tutoring, the 'buddy system', business/industry tours, internships/partnerships, tracking student success, cultural opportunities, and financial aid counseling. The objectives of the project are as follows: 1. Each year recruit 12 to 13 academically talented students who are disadvantaged and under represented, into the fields of Computer Science, Engineering, and Mathematics. 2. Improve educational opportunities for these students and others enrolled in Computer Science, Engineering, and Mathematics Programs. 3. Establish support systems that maximize the students' ability to achieve and maintain a 2.5 GPA. 4. Increase the number of students completing degrees and/or transferring to four-year colleges and universities. 5. Implement, improve, and/or utilize student support programs for these students. 6. Strengthen and utilize, for the benefit of students, partnerships between institutions of higher education and high technology industry. The foundations for success at SFCC include articulation agreements with the University of Missouri and Central Missouri State University. SFCC also is a recipient of an Implementation Site Seed Grant for the adaptation and implementation of curriculum for an Associate Degree in Networking. In addition, SFCC received a federally funded TRIO Student Support Services project in the fall of 2001. As a result of this program, supplemental instruction was established on campus. The outcome of this project results in students successfully completing a two-year degree program and either transferring to a four-year program or being immediately placed in employment directly related to Computer Science, Engineering or Mathematics. Additionally, a strong foundation is formed on which to perpetuate the process of attracting and retaining talented students. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Schupp, Russ James Ellis State Fair Community College MO Elizabeth Teles Standard Grant 300705 1536 SMET 9178 1536 0000099 Other Applications NEC 0220875 October 1, 2003 Increasing Access and Diversity in Engineering and Microelectronics Careers. Portland Community College's(PCC), along with its contracting community colleges in Tillamook Bay (TBCC) and Columbia Gorge (CGCC,) project is a scholarship program called 'Increasing Access and Diversity in Engineering and Microelectronics Careers'. This CSEMS project serves students in Electronic Engineering Technology, Computer Software Engineering Technology, Civil and Mechanical Engineering Technology, and Microelectronics Technology. The Increasing Access and Diversity program awards a total of 60 two-year scholarships over four years, with each scholarship worth $3,000 per year. The scholarships are targeted to students who demonstrate financial need and academic promise, with special efforts to recruit and retain students who are underrepresented in technology disciplines, including African Americans, Hispanics, Native Americans, and women. The Increasing Access and Diversity scholarship program places special emphasis on recruiting students who have recently finished high school. The goal of this program is to increase opportunities and access to higher education and employment for underrepresented minorities and women in engineering and microelectronics technology by providing scholarships that will cover the cost of tuition, books, and supplies for full-time students. The objectives that will help the program achieve this overall goal are: 1. Increase the number of underrepresented minority students in participating departments by 50%. 2. Increase the number of female students in the targeted departments by 25%. 3. Increase by 20% the number of students in targeted departments who enter PCC, TBCC, or CGCC within 12 months of graduating from high school. 4. 80% of CSEM scholars will complete the two-year program in which they enroll. 5. 95% of graduating CSEMS scholars will be employed or enrolled in a four-year program related to their discipline within 12 months of graduation. To achieve these objectives, the Increasing Access and Diversity scholarships are publicized through meetings at area high schools, community organizations, and one-stop career centers, where eligible people will be encouraged to apply. The participating departments are committed to recruiting students directly from high school. The scholarships give motivated high school graduates a chance to begin their college careers immediately, rather than interrupting their education due to lack of funds. Once on campus, CSEM scholars benefit from the existing array of support services designed to help students at PCC, TBCC, and CGCC achieve academic success. These include student success seminars, communication skills workshops, academic advising, internships, job placement workshops, and career counseling. Each CSEM scholar benefits from CSEMS-specific services and activities, such as monthly workshops and troubleshooting sessions, an ongoing relationship with an industry mentor, increased access to tutoring, exposure to area universities and high-tech firms, and job placement assistance. These activities build peer and mentoring relationships for scholars that enhance retention and degree completion. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Sanders, Todd Dorina Cornea-Hasegan Paul Cater Taylor Hanna Eugene Moore Portland Community College OR Sheryl A. Sorby Standard Grant 399118 1536 SMET 9178 1536 0000099 Other Applications NEC 0226040 January 1, 2003 www.eSkeletons.org: An Interactive Digital Library of Human and Primate Anatomy. This collections project builds on the earlier successes of the web site, www.eskeletons.org, and dramatically expands the range of content at the site, the degree of student interactivity with the materials, and the amount of student interaction with each other. New laser scanning equipment along with dramatic improvements in existing high resolution X-ray computed tomography technologies allows the inclusion of species of a much smaller body size than those initially posted at the site, with the completion of the scans accomplished on a much faster timetable. This site provides students with a more complete understanding of the range of primate diversity and facilitates a great diversity of lab exercises. Additions to the site include: 1) an expansion of the range of content including additional species, larger samples of particular species, and case studies that illustrate specific points, including forensic studies, and the option for researchers to post their datasets, 2) multiple entry portals that are age-specific and include separate portals for grade, college, and Gray learners, a "collaboratorium" link to serve as a clearinghouse for bringing together classrooms and instructors from different parts of the country, a series of tools and exercises that examine a variety of biological concepts and topics, 3) expansion of the current self-quizzing feature and the incorporation of prepared curriculum materials, PowerPoint presentations, and classroom exercises that can be downloaded by instructors for use in the classroom, 4) 3-D hard copy printouts to explore the use of anatomically accurate models at various scales as teaching tools, with a special emphasis on identification kits and comparative anatomy, 5) versions of the web site that can be downloaded for remote use on laptops and handheld PDAs, and 6) conformity with the NSDL Core Integration effort. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Kappelman, John University of Texas at Austin TX Keith A. Sverdrup Standard Grant 398726 7444 SMET 9178 0000099 Other Applications NEC 0226191 January 1, 2003 Collaborative Research: TeachEngineering - Hands-on Engineering. This Collections project builds on extensive K-12 engineering curriculum developments funded by the NSF GK-12 program with several engineering colleges collaborating to create an on-line digital library of engineering resources (the TeachEngineering Collection) for use by K-12 teachers and engineering college faculty conducting outreach in their communities. Each institution is already partnered with numerous local school districts to promote engineering as a vehicle for math and science integration. Lessons and activities that introduce engineering to K-12 students while serving as integrators of science and mathematics concepts will populate the Collection. The lessons and activities in the TeachEngineering Collection relate to everyday encounters in the lives of youngsters, thus providing a context for student learning. Collections curricula meet explicit minimum quality criteria and are aligned with national science, mathematics and technology educational standards. Activities can be constructed at low cost with readily available materials -- an "engineering on a shoestring" approach to encourage adoption of the Collection. The Collection also provides a portal to several "living laboratories" -- structures, facilities and processes instrumented with sensors, providing data on-line in real time. The project team also is reaching out to end-users by promoting workshops that train teachers and faculty to use the Collection. The American Society for Engineering Education involvement guarantees long-term sustainability, with responsibility for certification and testing of new curricular components, and nationwide dissemination and promotion of the Collection. The collaborators are designing the system architecture, developing the search engine, and refining and testing the system and contents, including the "living laboratories" component, in collaboration with K-12 teachers. Integration and interoperability with other NSDL collections are being addressed. Concurrently, the Collection content is being standardized, converting a variety of K-12 engineering curricula into searchable, standards-based documents with a common look and feel. In a set of second-level tasks, the team is populating and testing the Collection, integrating it into the Tufts Digital Library, completing the loading and testing of the initial contents, conducting teacher and faculty workshops, and transferring the Collection oversight to ASEE. Moving K-12 engineering outreach curricula from individual sites to a unified and useful library provides accessible resources for the K-12 community and stimulates the involvement of engineering faculty and professionals in K-12 education. Broader impacts of this work are engaging more engineering programs in K-12 outreach, providing the expanded opportunities to dramatically increase general STEM literacy and expanding the pool of youngsters eagerly prepared for a future in engineering. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Cyr, Martha Tufts University MA Russell L. Pimmel Standard Grant 309988 7444 SMET 9178 0000099 Other Applications NEC 0226234 January 1, 2003 Collaborative Project: Managing Authority Lists for Customized Linking and Visualization. This is a collaborative project with Tufts University (Award No. 0226304). This project is developing Services for a Customizable Authority Linking Environment (SCALE) to support all levels of reading in the National STEM Education Digital Library (NSDL). In particular, the project is developing two broad classes of service. First, the investigators are providing automatic linking services that automatically bind key words and phrases to supplementary information. Such services help students, professionals outside a particular discipline, and the interested public to read documents full of unfamiliar technical terms and concepts. For example, astronomy students and curious amateurs may need to see expansions of acronyms--e.g., MACHO (massive compact halo object)--or pictures of "Kuiper belt objects"; or the student struggling with research papers on bioluminescence may need to locate information about particular chemical processes or relevant species of echinoderms. Second, the investigators are basing automatic linking on authority control of names and terms and on links among different authority lists such as thesauri, glossaries, encyclopedias, subject hierarchies, and object catalogues. Activities in the project include: * creating and maintaining authority lists of technical terms and concepts harvested from Open Archives Initiative (OAI) metadata, extracted from full text, and imported from existing authority lists; * extending current automatic hypertext capabilities to embed glosses of technical terms and links to related passages within HTML, PDF, and XML documents in the NSDL; * providing term detection and document linking through Simple Object Access Protocol (SOAP)-based Web services; * evaluating the interface to and functionality of SCALE in cooperation with the National Virtual Observatory; * customizing SCALE through explicit user configuration and adaptive learning of preferences; and * collecting annotations on the quality of links to improve precision and provide a training set for future systems. Much of the work at the Tufts University Perseus Digital Library Project (http://www.perseus.tufts.edu/) and the Johns Hopkins Digital Knowledge Center (http://dkc.mse.jhu.edu/) has already focused on exploiting various kinds of authority lists (gazetteers, biographical dictionaries, dictionaries, glossaries of technical terms, and name authority files) for the automatic generation of hypertext links and for visualizations such as automatically generated dynamic maps and timelines. Such link generation complements the current practice of automatic identification and aggregation of citations. The current project augments and transfers the existing technology for managing authority lists, converting this from a research effort to an institutionalized service serving a wider community. NATIONAL SMETE DIGITAL LIBRARY DIGITAL LIBRARIES AND ARCHIVES DUE EHR Choudhury, Golam Alexander Szalay Johns Hopkins University MD Lee L. Zia Standard Grant 298506 7444 6857 SMET 9178 0000099 Other Applications NEC 0226236 January 1, 2003 Collaborative Research: TeachEngineering -- Hands On Engineering Resources for K-12. This Collections project builds on extensive K-12 engineering curriculum developments funded by the NSF GK-12 program with several engineering colleges collaborating to create an on-line digital library of engineering resources (the TeachEngineering Collection) for use by K-12 teachers and engineering college faculty conducting outreach in their communities. Each institution is already partnered with numerous local school districts to promote engineering as a vehicle for math and science integration. Lessons and activities that introduce engineering to K-12 students while serving as integrators of science and mathematics concepts will populate the Collection. The lessons and activities in the TeachEngineering Collection relate to everyday encounters in the lives of youngsters, thus providing a context for student learning. Collections curricula meet explicit minimum quality criteria and are aligned with national science, mathematics and technology educational standards. Activities can be constructed at low cost with readily available materials -- an "engineering on a shoestring" approach to encourage adoption of the Collection. The Collection also provides a portal to several "living laboratories" -- structures, facilities and processes instrumented with sensors, providing data on-line in real time. The project team also is reaching out to end-users by promoting workshops that train teachers and faculty to use the Collection. The American Society for Engineering Education involvement guarantees long-term sustainability, with responsibility for certification and testing of new curricular components, and nationwide dissemination and promotion of the Collection. The collaborators are designing the system architecture, developing the search engine, and refining and testing the system and contents, including the "living laboratories" component, in collaboration with K-12 teachers. Integration and interoperability with other NSDL collections are being addressed. Concurrently, the Collection content is being standardized, converting a variety of K-12 engineering curricula into searchable, standards-based documents with a common look and feel. In a set of second-level tasks, the team is populating and testing the Collection, integrating it into the Tufts Digital Library, completing the loading and testing of the initial contents, conducting teacher and faculty workshops, and transferring the Collection oversight to ASEE. Moving K-12 engineering outreach curricula from individual sites to a unified and useful library provides accessible resources for the K-12 community and stimulates the involvement of engineering faculty and professionals in K-12 education. Broader impacts of this work are engaging more engineering programs in K-12 outreach, providing the expanded opportunities to dramatically increase general STEM literacy and expanding the pool of youngsters eagerly prepared for a future in engineering. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Mooney, Michael University of Oklahoma Norman Campus OK Ibrahim Halil Nisanci Standard Grant 112272 7444 SMET 9178 9150 0000099 Other Applications NEC 0226244 January 1, 2003 The Journal of Chemical Education Digital Library. This Collections project by the Journal of Chemical Education (JCE) is creating the JCE Digital Library. Four major new collections are being added to the considerable digital material already available at JCE Online, the JCE Web site. Each collection is being carefully reviewed to ensure that it contains materials that are scientifically accurate. Reviewers are also requiring that materials embody pedagogy supported by the chemical education research literature. Each collection is being categorized using keywords, organized by curricular level, and correlated with textbooks to allow quick and easy access by teachers from high school chemistry through graduate-level courses. The four collections being developed include: DigiDemos-digitized text, graphics, sound, and video of chemical demonstrations that are enabling teachers to learn the most effective demonstration techniques, the latest important safety and waste disposal information, and exemplary pedagogy involving demonstrations. Computer Algebra Systems-documents for Mathcad, Mathematica, Maple, or MATLAB are being designed to help students learn mathematically intensive aspects of chemistry. JCE WebWare-a collection of Web-deliverable animations, simulations, calculations, and other pedagogically useful items are being incorporated into classroom presentations to promote discussion and interaction among students, and to provide new insights through graphic and other non-traditional means. Resources for Student Assessment-Web-deliverable materials including homework, quiz, and examination questions with anytime anywhere, feedback and tutoring based on student responses, and a variety of new approaches to student assessment are being developed. JCE is providing a paid staff to organize volunteer efforts in order to maintain and to update content, and will continue to do so after the project ends. JCE also is providing a well-established review process involving more than 4,000 reviewers, many of who already review digital materials. Finally, feature columns edited by volunteers with expertise in specific content areas and who can serve as nuclei for additional collections materials are available once the JCE Digital Library is established. JCE is ideally suited to develop this Collection of digital materials for chemical education as it has nearly 80 years of expertise and experience in chemical education and a worldwide reputation. JCE is where chemistry teachers from high school through graduate school look for high quality materials. This Collection is enhancing and improving science education throughout the USA, thereby fostering better public understanding of chemistry and science and aiding in the recruitment of all kinds of students to careers in science. Significant co-funding of this project is being provided by the Office of Multidisciplinary Activities in the NSF Directorate for Mathematical and Physical Sciences in recognition of the importance of a digital library for the support of the learning of chemistry. NATIONAL SMETE DIGITAL LIBRARY OFFICE OF MULTIDISCIPLINARY AC DUE EHR Moore, John Theresa Zielinski Edward Vitz William Coleman University of Wisconsin-Madison WI Harry Ungar Standard Grant 930277 7444 1253 SMET 9178 7444 0000099 Other Applications NEC 0226286 January 1, 2003 Strand Maps as an Interactive Interface to NSDL Resources. This project is developing and evaluating a Strand Map Service to provide an interactive and flexible interface to educational resources in the National STEM Digital Library (NSDL). Strand maps depict the interrelationship of science learning goals based on the AAAS Benchmarks for Science Literacy and the NRC National Science Education Standards. These learning goals describe what learners should know, or be able to do, at key stages in their education. The service enables educators and learners 1) to discover educational resources that support the learning goals, or benchmarks, articulated in the strand maps; 2) to browse the interconnected learning goals in the strand maps; and 3) to enhance their own content knowledge by using the service to explore important background information on the learning goals, such as prior research on student misconceptions. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Sumner, Tamara Mary Marlino Michael Wright Greg Janee University of Colorado at Boulder CO Lee L. Zia Standard Grant 450000 7444 SMET 9178 0000099 Other Applications NEC 0226304 January 1, 2003 Collaborative Project: Managing Authority Lists for Customized Linking and Visualization. This is a collaborative project with Johns Hopkins University (Award No. 0226234). This project is developing Services for a Customizable Authority Linking Environment (SCALE) to support all levels of reading in the National STEM Education Digital Library (NSDL). In particular, the project is developing two broad classes of service. First, the investigators are providing automatic linking services that automatically bind key words and phrases to supplementary information. Such services help students, professionals outside a particular discipline, and the interested public to read documents full of unfamiliar technical terms and concepts. For example, astronomy students and curious amateurs may need to see expansions of acronyms--e.g., MACHO (massive compact halo object)--or pictures of "Kuiper belt objects"; or the student struggling with research papers on bioluminescence may need to locate information about particular chemical processes or relevant species of echinoderms. Second, the investigators are basing automatic linking on authority control of names and terms and on links among different authority lists such as thesauri, glossaries, encyclopedias, subject hierarchies, and object catalogues. Activities in the project include: * creating and maintaining authority lists of technical terms and concepts harvested from Open Archives Initiative (OAI) metadata, extracted from full text, and imported from existing authority lists; * extending current automatic hypertext capabilities to embed glosses of technical terms and links to related passages within HTML, PDF, and XML documents in the NSDL; * providing term detection and document linking through Simple Object Access Protocol (SOAP)-based Web services; * evaluating the interface to and functionality of SCALE in cooperation with the National Virtual Observatory; * customizing SCALE through explicit user configuration and adaptive learning of preferences; and * collecting annotations on the quality of links to improve precision and provide a training set for future systems. Much of the work at the Tufts University Perseus Digital Library Project (http://www.perseus.tufts.edu/) and the Johns Hopkins Digital Knowledge Center (http://dkc.mse.jhu.edu/) has already focused on exploiting various kinds of authority lists (gazetteers, biographical dictionaries, dictionaries, glossaries of technical terms, and name authority files) for the automatic generation of hypertext links and for visualizations such as automatically generated dynamic maps and timelines. Such link generation complements the current practice of automatic identification and aggregation of citations. The current project augments and transfers the existing technology for managing authority lists, converting this from a research effort to an institutionalized service serving a wider community. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Sauer, Anne Gregory Crane Tufts University MA Lee L. Zia Standard Grant 249983 7444 SMET 9178 0000099 Other Applications NEC 0226322 January 1, 2003 Collaborative Research: TeachEngineering - Hands-on Resources for K-12. This Collections project builds on extensive K-12 engineering curriculum developments funded by the NSF GK-12 program with several engineering colleges collaborating to create an on-line digital library of engineering resources (the TeachEngineering Collection) for use by K-12 teachers and engineering college faculty conducting outreach in their communities. Each institution is already partnered with numerous local school districts to promote engineering as a vehicle for math and science integration. Lessons and activities that introduce engineering to K-12 students while serving as integrators of science and mathematics concepts will populate the Collection. The lessons and activities in the TeachEngineering Collection relate to everyday encounters in the lives of youngsters, thus providing a context for student learning. Collections curricula meet explicit minimum quality criteria and are aligned with national science, mathematics and technology educational standards. Activities can be constructed at low cost with readily available materials -- an "engineering on a shoestring" approach to encourage adoption of the Collection. The Collection also provides a portal to several "living laboratories" -- structures, facilities and processes instrumented with sensors, providing data on-line in real time. The project team also is reaching out to end-users by promoting workshops that train teachers and faculty to use the Collection. The American Society for Engineering Education involvement guarantees long-term sustainability, with responsibility for certification and testing of new curricular components, and nationwide dissemination and promotion of the Collection. The collaborators are designing the system architecture, developing the search engine, and refining and testing the system and contents, including the "living laboratories" component, in collaboration with K-12 teachers. Integration and interoperability with other NSDL collections are being addressed. Concurrently, the Collection content is being standardized, converting a variety of K-12 engineering curricula into searchable, standards-based documents with a common look and feel. In a set of second-level tasks, the team is populating and testing the Collection, integrating it into the Tufts Digital Library, completing the loading and testing of the initial contents, conducting teacher and faculty workshops, and transferring the Collection oversight to ASEE. Moving K-12 engineering outreach curricula from individual sites to a unified and useful library provides accessible resources for the K-12 community and stimulates the involvement of engineering faculty and professionals in K-12 education. Broader impacts of this work are engaging more engineering programs in K-12 outreach, providing the expanded opportunities to dramatically increase general STEM literacy and expanding the pool of youngsters eagerly prepared for a future in engineering. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Sullivan, Jacquelyn University of Colorado at Boulder CO Barbara N. Anderegg Standard Grant 575887 7444 SMET 9178 0000099 Other Applications NEC 0226897 June 1, 2003 Addressing Misconceptions in Ecology and Evolution. A major obstacle in developing scientific literacy is the misconceptions that people have and which they will retain unless the misconceptions are identified and challenged methodically. A powerful approach for the identification of and challenge to misconceptions is the 5E teaching cycle (engage, explore, explain, elaborate and evaluate). Although this approach has been applied somewhat in K-12 education, it has seldom been used at the college level, especially for large enrollment courses. The objective of this project is to identify and address misconceptions about ecology and evolution using the 5E teaching cycle in large enrollment courses. The project is focusing on developing pre- and post-assessments that identify misconceptions for each unit of the courses, by applying results and techniques of published studies about misconceptions. Assessments are being tested at other institutions. In addition, 5E teaching cycles are being developed that explicitly challenge the misconceptions. Excellent materials for engaging students and appropriate instructional technology for the 5E phases are already available, but what is needed is assembly of these into effective 5E cycles and linked units. The 5E cycles will be developed and tested. The aim is that: 1) students develop a better conceptual understanding of ecology and evolution, 2) students have a more positive attitude about science, 3) students have a more positive experience in large enrollment courses, and 4) future teachers learn how to implement the 5E teaching cycle. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Stamp, Nancy Matthew Parker SUNY at Binghamton NY Daniel Udovic Standard Grant 75000 7427 SMET 9178 7427 0000099 Other Applications NEC 0226962 January 1, 2003 SUNY-Brockport College and Rochester City (SCOLLARCITY) Math and Science Partnership: Integrative Technology Tools for Preservice and Inservice Teacher Education. The project is proposed by a partnership between SUNY-Brockport, Rochester City School District (RCSD) third largest in New York state with the lowest achievement scores and Brighton Central School District (BCSD) with similar gaps among underrepresented groups yet with one of the highest overall achievement rates in the state. Additional partners are the Shodor Foundation and The Krell Institute. The primary goal for the partnership is to improve student outcomes in mathematics and science in grades 7-12 by creating a multi agency approach for the recruitment and professional development of mathematics and science teachers. A Computational Mathematics Science and Technology (CMST) approach to learning science is employed in which students and teacher are engaged in fieldwork, laboratory experiments, mathematical modeling, computer simulation and visualization. CMST employs math models to describe physical phenomena therefore bringing a new perspective about the usefulness of math as a tool in real life. The method is designed to make science and mathematics concepts more easily comprehensible. A Challenge program incorporating CMST is providing tools and motivation for 200, grades 7-12 students, under the supervision of participating teachers. The approach in addition to teaching science concepts is designed to promote teamwork, collaboration and new strategies for problem solving. A component of the comprehensive professional development program for mathematics and science teachers is a four-week summer institute each year serving a total of 240 teachers. In addition there is a master's degree program for 30 teachers. Preservice education programs at SUNY Brockport are being revised and new courses are to be introduced to assure an improvement in the quality quantity and diversity of the new teacher workforce. MSP-TARGETED AWARDS DUE EHR Yasar, Osman Barbara Helland Margaret Crowley Christopher Manaseri SUNY College at Brockport NY Daniel P. Maki Standard Grant 3978604 1792 SMET 9177 0000099 Other Applications NEC 0116000 Human Subjects 0226972 January 1, 2003 REvitalizing ALgebra. This Math and Science Partnership includes San Francisco State University, the Berkeley Unified School District, the Jefferson Elementary School District, and the South San Francisco Unified School District. The partnership is focusing on improving student performance in algebra by uniting three distinct groups of educators: middle and high school algebra teachers (grades 8-10), undergraduate mathematics majors with interests in secondary education, and graduate mathematics students who teach remedial college algebra. The cohort is working together to ensure the successful learning of algebra for students, particularly underrepresented students, at the high school and undergraduate level. Improved student achievement results from the collaboration and its emphasis on improving the effectiveness of teachers. A key component of the project is professional development based on the Japanese lesson study model that engages teams of teachers and graduate students in professional discussions centered on classroom lessons. Benchmarks include increased percentages of students enrolling in and passing both high school and college algebra courses. Undergraduate mathematics majors, by assisting in the secondary schools, receive the classroom experience needed to encourage them to become teachers while improving their teaching capabilities. MSP-TARGETED AWARDS DUE EHR Resek, Diane Judith Kysh Eric Hsu San Francisco State University CA Joan T Prival Standard Grant 4066684 1792 SMET 9177 0000099 Other Applications NEC 0116000 Human Subjects 0227016 January 1, 2003 System-Wide Change for All Learners and Educators. SCALE (System-Wide Change for All Learners and Educators) is a partnership involving two major educational research and development groups: the University of Wisconsin's Wisconsin Center for Education Research (WCER) and the University of Pittsburgh's Learning Research and Development Center (LRDC). Building on past collaborations, the partnership includes the Denver Public Schools, Los Angeles Unified School District, Madison Metropolitan School District and the Providence Public Schools, as well as institutions of higher education whose preservice programs provide many new teachers to these districts. SCALE encompasses the following five areas of work: 1. Implementing the best current mathematics and science programs system-wide; 2. Creating state-of-the-art science, technology, engineering and mathematics immersion projects and implementing them system-wide; 3. Reforming preservice and in-service STEM teacher education for teachers in the partner districts; 4. Creating mentoring and guidance experiences for middle and high school students, especially women and minorities; and 5. Implementing a comprehensive program of research and evaluation The partnership brings together mathematicians, scientists, social scientists, and education practitioners to build a whole new approach to reforming preK-12 mathematics and science education. The partnership seeks to improve the mathematics and science achievement of all students at all grade levels in the four partner school districts by engaging them in deep and authentic science and mathematics instructional experiences. The partnership is providing documentation of what works and information about how to construct such a partnership to a wide audience of policymakers and university and school leaders. Teaching & Mstr Tchng Fellows ROBERT NOYCE SCHOLARSHIP PGM MSP-COMPREHENSIVE AWARDS DUE EHR Millar, Terrence Ronni Ephraim Harold Hellenbrand Allen Mori University of Wisconsin-Madison WI Joan T Prival Cooperative Agreement 35900000 7908 1795 1791 SMET 9178 9177 1791 0000099 Other Applications NEC 0116000 Human Subjects 0227303 January 1, 2003 Teachers Assisting Students to Excel in Learning Mathematics (TASEL-M). Teachers Assisting Students to Excel in Learning Mathematics (TASEL-M) has been developed by a partnership that includes California State University-Fullerton, the Orange County Department of Education, Orange Unified School District, Fullerton Joint Union High School District, and Garden Grove Unified School District. TASEL-M is a standards-based, data-driven program designed to improve students' academic performance in mathematics by giving their teachers the knowledge and tools to accurately diagnose students' deficiencies, assess their progress, adjust the curriculum and pedagogy, and transform the departmental culture to maximize student learning in mathematics. The partnership seeks to improve the mathematics performance of 14,000 students (approximately 70% of these students are from underrepresented minority groups) at four low-performing high schools and seven feeder middle schools. TASEL-M focuses on these students' ninety mathematics teachers, roughly one-third of whom have emergency or supplemental credentials and neither majored or minored in mathematics. Strategies employed to raise student achievement include: using data to get results; improving classroom assessment; teacher coaching and mentoring; and increasing pedagogical content knowledge. The nature and form of the comprehensive professional development activities are expected to change administrative practice in the school and in the classroom, effecting a cultural change that creates a sustainable climate of improvement and achievement. MSP-TARGETED AWARDS DUE EHR Pagni, David Dianne DeMille David Cash California State University-Fullerton Foundation CA Kathleen B. Bergin Standard Grant 6781875 1792 SMET 9177 0000099 Other Applications NEC 0116000 Human Subjects 0227522 April 1, 2003 Nomination of the Shannon Point Marine Center for PAESMEM. The Shannon Point Marine Center of Western Washington University is a resident center for the study of marine sciences. Students reside at the center for five and a half months while they are preparing for graduate studies in oceanography. The Center's approach to minority student development is comprehensive, and includes intensive mentoring, simultaneous coursework integrated with research, interactive student relationships, and immediate access to research facilities and senior faculty. The extensive laboratory resources are enhanced by the surrounding context of diverse field environments on site or within the immediate vicinity. The Center has accomplished an exemplary record of minority student recruitment, retention and degree completion. The intensity and positive value of mentoring and the nature of its impact on minority student persistence and achievement is reflected in the letters from participants regarding this program and by the impressive number of minority students actually entering graduate school. PRES AWDS FOR EXCELL IN SCI DUE EHR Sulkin, Stephen Western Washington University WA David L. Temple Jr. Standard Grant 10000 1593 SMET 9178 0227581 April 1, 2003 PAESMEM for Dr. Louis Dale. Dr. Louis Dale has done extraordinary work at the University of Alabama at Birmingham, serving as an effective mentor, especially of minority students, for 30 years. Dr. Dale's work is outstanding taken in the context of the university environment in which he operates. He is a tenured faculty member of mathematics who at the beginning of his career was the only African American faculty member in his school -- a minority in a majority-dominated institution. Throughout his career he has served as a mentor to minority students and his mentoring programs have developed in a consistent fashion over the years. He has written a book on mentoring and taken his programs to HBCUs in Alabama. His mentoring work with students is supportive, but at the same time is rigorous and demanding, challenging them to become the best that they can be. The number of students he has mentored who have earned Ph.D.s and who have gone on to the professoriate at other colleges and universities is one of the strongest indicators of Dr. Dale's effectiveness as a mentor. PRES AWDS FOR EXCELL IN SCI DUE EHR Dale, Louis University of Alabama at Birmingham AL Marilyn J. Suiter Standard Grant 10000 1593 SMET 9177 9150 0227593 September 1, 2003 The Raytheon College/Pre-College Engineering Mentoring Program. Raytheon is operating notably worthwhile programs through which students gain exposure to engineering practices and technologies as well as employment references and opportunities. Summer interns make technical presentations on their assigned summer projects; Raytheon mentors help interns with the organization, content, and rehearsal, and the audience includes interns, mentors, employee-network invitees, and engineering management. Raytheon is also providing pre-college support and support to students in the critical first year of college. Raytheon has continued their commitment beyond the laboratories and the classroom to include employment opportunities through their recruitment and retention of minority employees through their College/Pre-college Mentoring Engineering Program. This practice has been institutionalized as a corporate policy. They have established relationships with several Historically Black Colleges and Universities and with a university in Puerto Rico. The company has the support of its executive leadership in these activities; this demonstrates a long-term commitment to minority recruitment and retention. PRES AWDS FOR EXCELL IN SCI DUE EHR Bracker, Lynne Raytheon Company MA David L. Temple Jr. Standard Grant 10000 1593 SMET 9178 0227630 April 1, 2003 Presidential Awards for Excellence in Science, Mathematics and Engineering Mentoring: SUMS Institute. The Strengthening the Understanding of Mathematics and Sciences (SUMS) Institute at Arizona State University administers the Math Science Honors Program (MSHP) throughout the state as well as other similar programs. MSHP is a residential summer program that enrolls students in a college-level mathematics or science course. SUMS also provides support to its students who enter college and pursue graduate study. Undergraduates receive mentoring, tutoring, and scholarships or student employment. They also provide support to the pre-college program. The program is designed to provide a successful university experience for students from underrepresented groups and to enhance their prospects for future academic success. During the first 11 years of its experience, participants of the Math-Science Honors Program were students from underrepresented minority groups exclusively. In 1996, the program broadened its focus and participation was opened to all Arizona high school students meeting the program's academic and socioeconomic critera. Its participants are now ninety-seven percent minority. The institute has had broad impact through the participation of 1600 minority high school students, half of whom later enrolled in Arizona State University (ASU). Of those who enrolled at ASU, 265 have completed their degrees in science or mathematics, including 15 students who have earned graduate degrees. Twenty students are currently in graduate programs in science and mathematics. A major strength of the project is its sustained existence over the past 15 years. PRES AWDS FOR EXCELL IN SCI DUE EHR Castillo-Chavez, Carlos Arizona State University AZ Marilyn J. Suiter Standard Grant 10000 1593 SMET 9178 0227648 January 1, 2003 Collaborative Project: Core Integration - Leading NSDL Toward Long-Term Success. A team of institutions is developing, organizing, and managing the next stage growth of the core integration (CI) capabilities of the National STEM Education Digital Library (NSDL). Collaborators include: UCAR, Cornell University, Columbia University, the University of California at Santa Barbara, the Center for Intelligent Information Retrieval at the University of Massachusetts, the San Diego Supercomputing Center, the Merit Network, and Eastern Michigan University. The project is bringing together many efforts already underway, and engaging new efforts as well, in support of a comprehensive large-scale digital library expected to enhance every aspect of education in science, mathematics, engineering and technology. The organizational and technical underpinnings of the proposed work fall into three categories of effort, each within the overall context of educational excellence: 1) engaging the community, 2) providing technology, and 3) operating core services. To promote the vision of a strong NSDL community that sees itself as owning the program and having major influence on the character of the library, the project team is working with all NSDL-funded projects, helping to integrate their work into the library. Additional partnering with efforts such as those funded by the NSF's Digital Library Initiative and by the Institute of Museum and Library Services, and independently developed collections and services, is also taking place. Development and support of models for intellectual property and digital rights management are being undertaken, as well as promotion of a library evaluation framework, administration of an NSDL program advisory group, and development of an overall governance mechanism for the NSDL. A robust, flexible information technology infrastructure is being implemented based on two themes: a "spectrum of interoperability" and "one library, many portals". The other two awards in this collaborative project are 0227656 and 0227888. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Krafft, Dean William Arms John Saylor Carl Lagoze Diane Hillmann Cornell University NY Lee L. Zia Cooperative Agreement 8845453 7444 SMET 9178 7444 0000099 Other Applications NEC 0227656 January 1, 2003 Collaborative Project: Core Integration - Leading NSDL toward Long-Term Success. A team of institutions is developing, organizing, and managing the next stage growth of the core integration (CI) capabilities of the National STEM Education Digital Library (NSDL). Collaborators include: UCAR, Cornell University, Columbia University, the University of California at Santa Barbara, the Center for Intelligent Information Retrieval at the University of Massachusetts, the San Diego Supercomputing Center, the Merit Network, and Eastern Michigan University. The project is bringing together many efforts already underway, and engaging new efforts as well, in support of a comprehensive large-scale digital library expected to enhance every aspect of education in science, mathematics, engineering and technology. The organizational and technical underpinnings of the proposed work fall into three categories of effort, each within the overall context of educational excellence: 1) engaging the community, 2) providing technology, and 3) operating core services. To promote the vision of a strong NSDL community that sees itself as owning the program and having major influence on the character of the library, the project team is working with all NSDL-funded projects, helping to integrate their work into the library. Additional partnering with efforts such as those funded by the NSF's Digital Library Initiative and by the Institute of Museum and Library Services, and independently developed collections and services, is also taking place. Development and support of models for intellectual property and digital rights management are being undertaken, as well as promotion of a library evaluation framework, administration of an NSDL program advisory group, and development of an overall governance mechanism for the NSDL. A robust, flexible information technology infrastructure is being implemented based on two themes: a "spectrum of interoperability" and "one library, many portals". The other two awards in this collaborative project are 0227648 and 0227888. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Fulker, David Terence Smith Mary Marlino Tamara Sumner Ellen Hoffman University Corporation For Atmospheric Res CO Lee L. Zia Cooperative Agreement 3002048 7444 SMET 9178 0000099 Other Applications NEC 0227668 April 1, 2003 Presidential Awards for Excellence in Science, Mathematics and Engineering Mentoring. Dr. David Bynum has been actively involved with enlarging programs of excellence and success for underrepresented students since 1993. Through his efforts, he has helped to change the campus environment. He has done a lot for the community and the institution; working with students at all levels of the ladder. His programs have become institutionalized, and have reached almost 200 community college students. He has received grants from the Howard Hughes Medical Institute, NIH and has created the Long Island Group Advancing Science Education, an umbrella group that has received local, state and national attention and awards. PRES AWDS FOR EXCELL IN SCI DUE EHR Bynum, R. David SUNY at Stony Brook NY Marilyn J. Suiter Standard Grant 10000 1593 SMET 9178 0227685 April 1, 2003 Nomination of Robert M. Gray for the PAESMEM Award. Dr. Robert Gray has a long track record of mentoring women in electrical engineering through their Ph.D. programs and in their careers. The impact of these accomplishments is clear from the achievements and credentials of the graduates. He is attuned to the needs of women pursuing degrees in engineering and has created a learning environment where all of his students can excel to their fullest potential. His mentoring activities also carry over to the department and institution; Dr. Gray has been proactive at influencing his colleagues in their behavior as well. HIST BLACK COLLEGES AND UNIV PRES AWDS FOR EXCELL IN SCI DUE EHR Gray, Robert Stanford University CA Marilyn J. Suiter Standard Grant 12500 1594 1593 SMET 9178 0227728 April 1, 2003 Nomination for Professor Chung-Chiun Liu for PAESMEM Award. Dr. Chung-Chiun Liu is a Professor of Chemical Engineering at Case Western Reserve University. Dr. Liu is committed to mentoring female students from local high schools, as well as female undergraduate and graduate students, and female junior faculty members. He has had considerable success in encouraging high school students to enter science or technology programs in universities, encouraging undergraduates to participate in scientific or technological research and guiding graduate students. Dr. Liu appears to be a remarkable motivator of young women who has had considerable success in these endeavors; their accomplishments are impressive. PRES AWDS FOR EXCELL IN SCI DUE EHR Liu, Chung-Chiun Case Western Reserve University OH David L. Temple Jr. Standard Grant 10000 1593 SMET 9178 0227749 July 1, 2003 President's Award for Science, Mathematics and Engineering Mentoring. The Women in Engineering Programs & Advocates Network (WEPAN) has had a significant impact on the development of mentoring programs and activities for female and underrepresented minority students in engineering. Its strengths center on the established and sustained partnerships and collaborations that are designed to ensure that all WEPAN activities and initiatives have a broad and enduring impact at the individual and institutional level. The project advances knowledge of effective mentoring strategies, training, and programs that change the engineering infrastructure to enhance the academic experiences, professional development, and career success of underrepresented minorities in engineering. Further, WEPAN has fostered the integration of research and education activities to enhance mentoring in engineering program administration, undergraduate and graduate education, preparing future faculty, and K-12 education. The project has taken a significant leadership role in the development, training, and widespread dissemination of a mentoring curriculum. WEPAN has had an amplifying effect through activities that train individuals and institutions that mentor large numbers of underrepresented minority students in engineering and has been instrumental in contributing to and documenting the increase of Women in Engineering Programs from 18 formal programs in 1990 to 85 in 2002. PRES AWDS FOR EXCELL IN SCI DUE EHR Metz, Susan Staffin Wepan Inc CO David L. Temple Jr. Standard Grant 10000 1593 SMET 9178 0227750 April 1, 2003 Past, Present and Future Successes in Minority Student Mentoring in Physics. Dr. Steven G. Greenbaum has mentored minority students in physics for more than twenty years. His academic advisorship and mentoring role has supported the graduation of Afro-American physicists from MIT and from other prestigious schools. Also noteworthy is the outcome of his students professionally. His evidence of commitment is embedded in the achievement of his students. The emotional support and encouragement for minority students to study science has been meritorious; the work with minorities in science is, in general, remarkable and likely to be continued. PRES AWDS FOR EXCELL IN SCI DUE EHR Greenbaum, Steven CUNY Hunter College NY Marilyn J. Suiter Standard Grant 10000 1593 SMET 9178 0227769 April 1, 2003 Nomination of Sara L. Young for PAESMEM. Sara Young directs the American Indian Research Opportunities program at Montana State University. Her mentoring is beyond the ordinary, especially when the unusually difficult logistical factors of the work are considered. In her unique and successful mentoring of students in Montana, she has been able to overcome many challenges, such as the demanding geographic environment. Young has worked with both students and families to achieve successful outcomes for Native American students. She has also worked with a coalition to achieve positive results. The rate of students graduating from her program and going on to attend college is high as a result of Young's mentoring and of the very positive role model that she poses to Native American students. PRES AWDS FOR EXCELL IN SCI DUE EHR Young, Sara Montana State University MT David L. Temple Jr. Standard Grant 10000 1593 SMET 9178 9150 0227776 April 1, 2003 Presidential Awards for Excellence in Science, Mathematics, and Engineering Mentoring. Enrique Barrera is a Hispanic engineer who is making significant strides in both mentoring and in research, with his efforts reaching down into K-12. He includes undergraduate and graduate students in his activities modeling what mentoring can be. The numbers of students impacted is quite large in light of his very active research career and the other duties he has undertaken with undergraduate and graduate students. His work is exemplary. The data and numbers are impressive; the impact is broad and deep. PRES AWDS FOR EXCELL IN SCI DUE EHR Barrera, Enrique William Marsh Rice University TX David L. Temple Jr. Standard Grant 10000 1593 SMET 9178 0227872 April 1, 2003 Nomination of Dr. Sara Wadia-Fascetti, Northeastern University. Dr. Sara Wadia-Fascetti is an Associate Professor of Civil Engineering at Northeastern University, and has served as a mentor to undergraduate and graduate female and male engineering students since 1994. She developed the e-mentoring program to give students a mechanism for communication with their mentors and mentees between meetings. The program links female pre-college students, college students, and professionals in discussion groups with two to five additional women. Professional women are recruited from the college of Engineering alumni as well as local companies. Dr. Wadia-Fascetti has also created a program, Connections, that offers weekly after-school activities for Boston girls, including a computer clubhouse for middle- and high-school girls to work alongside college women, an "introduction to college" series for female high-school students so they learn how the higher education system works, and a number of other programs for college women. PRES AWDS FOR EXCELL IN SCI DUE EHR Wadia-Fascetti, Sara Northeastern University MA David L. Temple Jr. Standard Grant 10000 1593 SMET 9178 0227888 January 1, 2003 Collaborative Project: Core Integration - Leading NSDL toward Long-Term Success. A team of institutions is developing, organizing, and managing the next stage growth of the core integration (CI) capabilities of the National STEM Education Digital Library (NSDL). Collaborators include: UCAR, Cornell University, Columbia University, the University of California at Santa Barbara, the Center for Intelligent Information Retrieval at the University of Massachusetts, the San Diego Supercomputing Center, the Merit Network, and Eastern Michigan University. The project is bringing together many efforts already underway, and engaging new efforts as well, in support of a comprehensive large-scale digital library expected to enhance every aspect of education in science, mathematics, engineering and technology. The organizational and technical underpinnings of the proposed work fall into three categories of effort, each within the overall context of educational excellence: 1) engaging the community, 2) providing technology, and 3) operating core services. To promote the vision of a strong NSDL community that sees itself as owning the program and having major influence on the character of the library, the project team is working with all NSDL-funded projects, helping to integrate their work into the library. Additional partnering with efforts such as those funded by the NSF's Digital Library Initiative and by the Institute of Museum and Library Services, and independently developed collections and services, is also taking place. Development and support of models for intellectual property and digital rights management are being undertaken, as well as promotion of a library evaluation framework, administration of an NSDL program advisory group, and development of an overall governance mechanism for the NSDL. A robust, flexible information technology infrastructure is being implemented based on two themes: a "spectrum of interoperability" and "one library, many portals". The other two awards in this collaborative project are 0227648 and 0227656. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Kennison, Rebecca David Millman Columbia University NY Lee L. Zia Cooperative Agreement 3172259 7444 SMET 9178 0000099 Other Applications NEC 0227951 April 1, 2003 Martha Mecartney PAESMEM Award Nomination. Dr. Martha Mecartney is an Associate Professor at the University of California - Irvine. Dr. Mecartney has created outreach programs for K-12 students and developed summer programs for middle school teachers from low-income communities. She has had extensive involvement in the UC Irvine California Alliance for Minority Participation, and was the founder of the Alliance for Graduate Education Program (a nine-campus consortium) and the UC Irvine Fastrack to the Professoriate. Both of these were designed to advance minorities and women into graduate level engineering. Dr. Mecartney is commended for her effort that has led to the mobility of minorities and women into the professoriate and the engineering profession, especially through her attention to the interests and needs of undergraduate women. The sheer volume of programs and services that Dr. Mecartney has led exemplifies her creative academic leadership and insightful programming that listens to and is instructed by the voices of minorities and women. PRES AWDS FOR EXCELL IN SCI DUE EHR Mecartney, Martha University of California-Irvine CA David L. Temple Jr. Standard Grant 10000 1593 SMET 9178 0227953 April 1, 2003 Presidential Award for Excellence in Science, Mathematics and Engineering Mentoring for Dr. Fiona Goodchild. Dr. Fiona Goodchild is a cognitive psychologist who is the Education Director of the NSF Materials Research Laboratory (MRL) at the University of California at Santa Barbara. She focuses on a variety of mentoring, research and peer networking activities that impact K-12, undergraduate and graduate students. Dr. Goodchild has created an educational process that replicates itself and adapts and continues to "grow" new scientists. There is ample evidence that using an advance research laboratory environment to do this kind of education and outreach takes a very creative and talented individual, which has been a hallmark of Dr. Goodchild's effort. PRES AWDS FOR EXCELL IN SCI DUE EHR Goodchild, Fiona University of California-Santa Barbara CA Marilyn J. Suiter Standard Grant 10000 1593 SMET 9178 0227958 September 15, 2003 Arizona Mathematics, Engineering, Science Achievement Partnership. The Arizona MESA works to increase the number of historically underrepresented minority and low-income students participating in mathematics, engineering, and science and to stimulate students starting at the elementary school level continuing through high school. This program's emphasis on yearlong academic stimulation was thought to be quite valuable, as was the engagement and support of both students and parents. There is a strong focus on leadership development, and the support systems embedded in program are excellent. Support for students is maintained through an organized, effectively executed plan. This is a model program that extends deep roots into the community using creative methods, including the "train the trainer" methodology, thus leveraging it's ability to make a significant impact on children. Some of the program achievements include 89.5% of the participants pursue higher education opportunities, and 65% engage in some type of technical plan of study. PRES AWDS FOR EXCELL IN SCI DUE EHR Tochihara, Lori University of Arizona AZ David L. Temple Jr. Standard Grant 10000 1593 SMET 9178 0228878 May 15, 2003 Space, Culture, and Urban Policy: Integrating GIS into Social Science Research Methods Courses. (89) Social Science Other This project proposes to create two instructional modules to introduce undergraduate students in upper division social science research methods and data analysis courses to visualizing quantitative data and doing spatial analysis using Geographical Information Systems (GIS) software. The project is integrating technology into education and is addressing several problems: - the failure of the undergraduate social sciences other than geography to address spatial aspects of data; - the fear expressed by many social science students of research methods and data analysis courses - to the point of discouraging students from majoring in the social sciences; and - faculty difficulties in balancing conventional and hi-tech teaching methods. The objective of the project is to create two instructional modules -- each consisting of a textbook, CD-ROM, and website -- to augment conventional research methods and data analysis courses. The first module is being designed for social science research methods courses. The second is aimed at social science data analysis courses. The modules are using six main sources of data about cities, culture, and urban policy: United Nations Commission on Human Settlements data on cities, the 2000 U.S. Census of Housing and Population, The State of the Nation's Cities (SONC) database from the Rutgers Center for Urban Policy Research, General Social Survey (GSS)data from the National Opinion Research Center, the Roper Social Capital Benchmark 2000 data (developed under the direction of Robert Putnam of Harvard University), and state and local voting data. A five-person team will work with a national advisory panel, assisted by faculty from seven universities who will test the modules. The project involves collaboration between faculty from San Francisco State University and San Jose State University with faculty from the seven other institutions: The University of Cincinnati; Howard University; The University of Illinois, Urbana-Champaign; Medgar Evers College of the CUNY System; Georgia Institute of Technology, The University of Pittsburgh, and Cleveland State University. Experts from the University of California, Berkeley; University of California, Santa Barbara; and the Metropolitan Area Research Corporation will assist the project. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR LeGates, Richard Ayse Pamuk San Francisco State University CA Myles G. Boylan Standard Grant 431513 7427 SMET 9178 7427 0000099 Other Applications NEC 0229080 April 1, 2003 Timbuktu Academy - The 10-Strand Systemic Mentoring Model for Competitiveness. Timbuktu Academy has succeeded in designing a program that has raised their education focus to an applied level, and directly addressed some of the issues that lead to minority underrepresentation in science, mathematics and engineering. The program achieves this through an alternative approach to mentoring, such that minority students can successfully complete their undergraduate education. To do this, the Timbuktu Academy has brought together all the key elements that make the program a success at the Southern University and A&M College in Baton Rouge. And while the philosophical approach of the program may be different, a subset of the student population responds extremely well to such mentoring activities. The achievement of the Timbuktu Academy underscores that, while the leaders have taken a unique approach to science education, the technique has been spectacularly successful. PRES AWDS FOR EXCELL IN SCI DUE EHR Kelley, Ella Southern University LA David L. Temple Jr. Standard Grant 10000 1593 SMET 9178 9150 0229101 April 15, 2003 Assessing the State of Web-Based Laboratory Teaching and Learning: Phase II. Our project will help the National Science Foundation as well as the larger STEM community understand how laboratory-teaching experiences are delivered using web-based information technologies. The project will ascertain how advanced web-mediated learning technologies are used to "convey" laboratory experiences in the undergraduate science and engineering curriculum. Our team will work to build on an existing database and begin to evaluate what student learning outcomes are being addressed. In addition, our final report will contain a formal literature , project goals, and a methodology. Our findings will be defended in a formal oral presentation to NSF personnel, WPI faculty and other invitees. Finally the results from our project will be presented at the annual Frontiers in Education Conference. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR DiBiasio, David Natalie Mello Worcester Polytechnic Institute MA Kenneth Lee Gentili Standard Grant 9913 7427 SMET 9178 0000099 Other Applications NEC 0229156 July 1, 2003 Developing Computer Simulations of Protein Laboratory Procedures for Case-Based Learning in International Biology Curricula and Pre-service Science Teacher Education. We are developing open-ended computer simulations of protein laboratory procedures for case-based learning in international biology curricula. We are distributing these simulations freely via Internet download so that they are available to university and high school students worldwide. Existing protein software applications lack the ability to produce realistic, easily understandable output for procedures such as enzyme immunoassays, hemagglutination inhibition, immunofluorescence, protein electrophoresis, and western blotting. Such procedures are especially useful for the analysis of cases involving infectious diseases of humans and domestic animals including anthrax, foot-and-mouth disease, influenza, HIV infection, hantavirus, encephalitis, Lyme disease, genital herpes, hepatitis, brucellosis and rinderpest, among many others. They provide a vehicle for making topics in molecular biology more interesting and relevant to students, particularly female non-science majors. Protein simulations complement DNA simulations we have previously developed and freely distributed for the analysis of cases based primarily on human genetic diseases. The proposed simulations have wide applicability because they can be adapted to any protein-based case scenario. Students can participate in Internet "poster sessions" via an online integrated web editor / conferencing system we developed with prior NSF support. Pre-service science teachers are being used as research assistants for assessment, and results are being widely disseminated via presentations, workshops, and publications including the BioQUEST Library. The BioQUEST Curriculum Consortium strongly supports this proposal and is assisting in the evaluation and dissemination of project results. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Bergland, Mark Karen Klyczek Mary Lundeberg University of Wisconsin-River Falls WI Daniel Udovic Standard Grant 374057 7427 SMET 9178 7427 0000099 Other Applications NEC 0229335 March 15, 2003 A Prototype Computer Aided Laboratory System for STEM Learning. This project combines hands-on experiential discovery laboratory exercises with computer-aided instruction into computer aided laboratory instruction (CALI). The goal of the project is to enhance laboratory learning and understanding while significantly reducing the time, equipment, staffing and space requirements. A generalized, interactive software application is being developed which presents the laboratory problem, guides students through setup of the experiment and physical apparatus, monitors the experimental effort, provides feedback during the laboratory exercise, and evaluates student performance. An existing prototype CALI experiment is being modified, based on experience to date, and two new experiments are being developed. The efficacy of the CALI system is being evaluated by having randomly selected experimental groups perform the CALI experiments and comparing their short and long term learning with control groups performing conventional laboratory experiments with similar apparatus without the CALI interface. This evaluation procedure is being replicated at another institution for one of the experiments. Resources are being tracked to estimate potential savings. CALI details and the evaluation results will be disseminated by conference presentations and through testing of the system at the second institution. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Morton, Scott Robin Hill University of Wyoming WY Pratibha Varma-Nelson Standard Grant 74770 7427 SMET 9178 9150 7427 0000099 Other Applications NEC 0229344 February 15, 2003 Collaborative Research: Training Environmental Statisticians Using Complicated Data Sets to Make More Informed Environmental Decisions. With the increased emphasis on the application of statistical techniques in hands on and practical settings, it is important for members of academic statistical community to develop working relationship with other academicians and members of the private and governmental sector to create active research consortiums. This collaboration between North Carolina State University, Spelman College, and members of governmental agencies presents an innovative solution to addressing the needs of getting more practical applications of statistical techniques by statistics students while assisting in the management of huge and complicated data sets obtained by governmental agencies. The collaboration stems from the Environmental Statistics Practicum developed and tested at North Carolina State University and the program adapts the current practices of this successful endeavor for use at Spelman College. The development of protocols for training undergraduates in analyzing complicated data sets and analyzing environmental data to make better environmental policy decisions using modern statistical techniques lends itself to the intellectual merit of the proposed project. In addition, the broader impacts are established through the retaining of undergraduate students in the graduate studies pipeline in order to pursue higher educational aspirations, adaptation and adoption of these programs in a historically black college for women, and developing student - industry interactions that lead to successful employment in STEM related careers. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Shah, Nagambal Monica Stephens Spelman College GA Daniel P. Maki Standard Grant 246137 7427 SMET 9178 0000099 Other Applications NEC 0229531 February 15, 2003 RUI: Web-Based Tools to Enhance Understanding of Microscopic Biodiversity. Hidden from view by the human eye are literally millions of microscopic organisms that are essential for maintaining the health and integrity of all ecosystems. Indeed, the roles microbes play in basic functions such as photosynthesis, energy flow and nutrient recycling are necessary for maintaining life on Earth. Irrespective of their overwhelming importance in the biosphere, microbes remain poorly understood. Because little is known about the true number of microbes and their genetic diversity, it is especially troubling to realize that taxonomic expertise in this group is declining worldwide. This project is developing an innovative, fun-to-use, and highly informative computerized guide for use in introductory courses that will ignite interest and understanding of microscopic biodiversity, and help attract young people to careers in the study of microbes. The project is focusing on the algae, a diverse array of colorful and fascinating organisms that catch the imagination of students. Each year in introductory courses throughout the country literally hundreds of students are asked to use a dichotomous key to identify algae supplied by commercial venders. Often, due to insufficient illustrations and the unforgiving nature of dichotomous keys, students leave these laboratory sessions frustrated. We are developing a highly illustrative key to be used with cultures from commercial suppliers that is fundamentally different from standard dichotomous keys in being nonhierarchical in design and inherently easier to use. Because the key is being widely distributed over the web it can potentially be used by thousands of students. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Siver, Peter Connecticut College CT Jeanne R. Small Standard Grant 74916 7427 SMET 9178 7427 0000099 Other Applications NEC 0229652 May 1, 2003 Peer Instruction for Student Engagement. The Peer Instruction for Student Engagement project is placing peer instructors in selected introductory courses in STEM disciplines and measure the impact that their use has on student engagement with those courses. Departments have chosen courses (i) which students have historically found difficult and (ii) which are either required of majors or from which majors are normally recruited. To keep costs down, departments were asked to determine how peer instructors could be effectively used no more than three hours per week per class. The six different disciplines use four different models for peer instruction. Geology and Chemistry are following the Supplemental Instruction model, using peer instructors to provide voluntary problem-solving sessions. Computer Science and Biology are following a model already used by the Computer Science Department in one course, using peer instructors to assist with small-group learning in laboratories and to hold office hours. Physics is adapting a model, best known from the University of Washington's Physics Education Group, in which peer tutors help small groups of students to work, in mandatory laboratory sessions, through tutorials devised by faculty members. Mathematics is employing a modification of the Peer-Led Team Learning strategy, combining a web-based homework delivery system with mandatory problem-solving workshops based around problem sets written by the faculty. The project's two objectives are (1) to increase retention in STEM majors at Radford University by 15%, and (2) to measure the effect of peer instruction on student engagement in STEM disciplines. Five different assessment measures are used: retention rates, grades, competency exam scores, surveys and interviews of participants, and the National Survey of Student Engagement. Each department involved has a department coordinator for the project who manages recruitment and departmental training of peer instructors, and who meets with peer instructors as a group during the semester. Global training is provided by an experienced consultant. The project's co-Principal Investigators are visiting workshops and tutorial sessions, talking with faculty and students involved, and conducting extensive assessment of all aspects of the project. The project addresses the NSF merit review criteria. Intellectual Merit The primary intellectual merit of this project is the measurement of the impact of peer instruction on student engagement with introductory courses in STEM disciplines. Peer instruction, especially when combined with small-group work, is considered a prime strategy for increasing engagement; this project will determine, through a number of assessments, the extent to which this is true at Radford University. It will also look for differences in results among competing models for peer instruction. Broader Impact The project improves education using proven techniques while investigating the important question of why those techniques work. Its results, both the expected increase in retention rates and the measurements of student engagement associated with peer instruction, should be of interest to all who wish to increase student learning in STEM disciplines. Peer instructors can add diversity to instruction in fields dominated by white males, and all departments participating have indicated that they could hire significant numbers of female or minority students to serve in that capacity. The principal investigators will disseminate the project's results both through the web and through the usual outlets for publication and presentation. STEM TALENT EXPANSN PGM (STEP) DUE EHR Corwin, Stephen Joseph Chase Radford University VA Jill K. Singer Standard Grant 250000 1796 SMET 9178 0229805 January 1, 2003 Improving Preservice Mathematics Teachers' Understanding of Fundamental Concepts in the Secondary Mathematics Curriculum. Recent reports indicate that secondary mathematics teachers are most effective when they have a deep understanding of the mathematics they teach, and that teachers trained in the United States generally do not possess this depth of knowledge. In this proof of concept, the grantees address this problem by writing an innovative college-level mathematics textbook focusing on the secondary mathematics curriculum, and show that the use of this book by pre-service secondary mathematics teachers in a newly designed undergraduate course improves their knowledge of the mathematics they are teaching. The intellectual merit of "Improving Pre-service Mathematics Teachers' Understanding of Fundamental Concepts in the Secondary Mathematics Curriculum" is that it aims to improve the knowledge base of pre-service teachers allowing for an increase in the depth of their mathematics knowledge. The intent is to produce a book ready for national dissemination that could be used in a wide variety of situations on both the undergraduate and graduate level, either as a main textbook or as a resource. Roughly speaking, the book exhibits three main features: First, coverage of carefully selected basic secondary mathematics topics (many of which are not explored sufficiently in high school due to the rush to calculus); second, an emphasis on connections between these topics; and finally extensions of these topics to challenging college-level problems and projects. The broader impact of "Improving Pre-service Mathematics Teachers' Understanding of Fundamental Concepts in the Secondary Mathematics Curriculum" is realized through the development, testing, and revision of innovative materials through a collaboration of mathematics faculty, mathematics education faculty, and current high school teachers. These materials serve as the basis for a textbook, a draft of which is completed and field tested by the end of the grant period. At the same time, student knowledge is assessed via a variety of evaluation methods. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Lorch, John Ralph Bremigan Elizabeth Bremigan Ball State University IN Daniel P. Maki Standard Grant 74388 7427 SMET 9178 0000099 Other Applications NEC 0229908 March 15, 2003 Classroom Assessment Tools for Introductory Programming Instruction. This project develops instructional materials to support in-class instruction of introductory programming. The materials supplement existing curricula to encourage greater student participation and understanding and are compatible with many teaching styles and modes of instruction. The approach is to specialize various Classroom Assessment Techniques (CATs) [Angelo and Cross 1993] for use in introductory programming classes. CATs provide a mechanism for students to supply feedback to the instructor about the instructor's teaching, about the course material, and about their own learning. CATs can also be used to create more active learning experiences for students by engaging them in classroom activities. The CATs developed in this project will be evaluated in introductory computer science courses at the University of Washington. The goals for the materials include: to provide active learning experiences for students in introductory computing courses, to provide instructors a means to assess students, understanding of introductory programming concepts, and to widen the communication channel between students and the instructor. Classroom Assessment Techniques and supporting technology will be constructed to accomplish these goals. The deliverables for this project are: - Classroom assessment tools for use in CS1/CS2 courses based on either C/C++ or Java. - Preliminary usage notes for instructors on how to use individual assessments in class. - Prototype work on technological support for classroom assessments. The materials will be evaluated through four quarters of classroom use at UW. At the end of the project, the classroom assessment tools will be made available for other instructors to use. The distribution mechanism will be to publish the materials available on the web for instructors to download them. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Anderson, Richard University of Washington WA Robert Stephen Cunningham Standard Grant 74978 7427 SMET 9178 7427 0000099 Other Applications NEC 0116000 Human Subjects 0229967 February 1, 2003 Quantitative Methods for Public Policy. What is Quantitative Literacy? How do you teach it? How do you measure it? How can you develop a program that will ensure that all undergraduates have it by the time they graduate? Faculty from Macalester College, joined by colleagues from Carleton, Grinnell, Lawrence, and St. Olaf, are thinking deeply about these questions and are testing a concept. A pilot program is running at Macalester and the Fund for the Improvement of Post-Secondary Education (FIPSE) has funded a four-year project to develop, implement, and assess an extension of this model and to begin to disseminate it to other institutions. The NSF project is complementing the FIPSE project by providing support for additional workshop activities, preparation of student projects and assignments, and development of a web site and a professional brochure. Some partial funding is being provided to institutions who will test the Macalester model. The program is interdisciplinary. The pilot year involve courses in Mathematics, Statistics, Economics, Political Science, Geography, and English. It is also cohesive. The focus is on public policy, and all courses use the same policy issue to illustrate applications. All students come together one evening per week to hear experts debate the policy issue and talk about their own use of quantitative methods in analyzing options. The policy topic however changes from year to year. While certain core courses participate every year, other departments participate only when the topic is particularly relevant. This is a mechanism for drawing in less quantitative departments. Viewing quantitative methods through the lens of policy analysis has the potential to be a strong motivator for students, demonstrating the power of quantitative methods in a context students recognize as important. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Bressoud, David Macalester College MN Elizabeth Teles Standard Grant 29992 7427 SMET 9178 0000099 Other Applications NEC 0230030 January 1, 2003 Promotion, Recruitment and Retention: STEM Initiatives for a Public Liberal Arts College. This project is a multi-part planning and pilot testing effort design to increase enrollment in the ten science, technology, engineering, and mathematics (STEM) programs at the college. Specifically the four pilot projects and two planning studies cooperatively attack the challenge of low enrollment and low degree production in STEM programs at SUNY Potsdam. Through a variety of activities the project is developing planning strategies to address program promotion, recruitment, and retention. The goal is to study how best to plan for and attract students into science courses and programs. These plans and pilot studies involve exploring ways to help students to enter the program through bridge programs that support their learning, by encouraging experiential learning and undergraduate research, and by providing a bridge to post-graduate life. The college is also studying the development of new interdisciplinary minor and major programs in Informatics. The curriculum planning in Informatics models another way to introduce interdisciplinary science-based programs for students in the future. The impact of the pilot projects is being disseminated through campus and regional newsletters, a website, and at the national level through annual meeting at the Association for Institutional Research Forum, National Education Association, and the Consortium for Computing in Small Colleges. STEM TALENT EXPANSN PGM (STEP) DUE EHR Brehm, Lawrence Timothy Fossum SUNY College at Potsdam NY Terry S. Woodin Standard Grant 95965 1796 SMET 9178 0000099 Other Applications NEC 0230038 January 1, 2003 Enhancing STEM Majors. This program is an effort to enhance an already strong foundation of education and support for disadvantaged students by adding 1) supplemental learning (SL), 2) communication skills development, 3) career exploration, 4) internship/shadow opportunities, 5) alumni mentoring, 6) earlier summer research experiences, and 7) a five-year curriculum for engineering that will enable underprepared students to strengthen basic skills in mathematics, physics, and communication in their first year. The SL component is a section attached to "high risk" courses, the purpose of which is not remediation but the development of learning and problem-solving skills. Successfully tried in engineering courses at Union, it will be integrated into introductory courses in Biology, Mathematics, Chemistry, and Physics. Training of faculty in SL methods is being supported by the grant. The program targets retention of students who aspire to STEM majors. It will be piloted using a small group of students with high attrition rates in STEM disciplines. The project is motivated in part by the observation that while similar proportions of students in advantaged and disadvantaged groups express interest in STEM majors or STEM-related careers when they enter college, a notable disparity between the groups in the numbers who actually complete a STEM major is evident. Although the immediate focus of the program is disadvantaged students, the expectation is that all students will benefit from those elements that prove to be effective. The ultimate goal is to expand successful components to include any student who wishes to participate in the program. STEM TALENT EXPANSN PGM (STEP) DUE EHR Borst, Charlotte Robert Balmer Gloria Taylor-Neal Union College NY Susan H. Hixson Standard Grant 99840 1796 SMET 9178 0230129 January 1, 2003 Recruitment and Retention of STEM Majors in the First Year: A Pilot Project. This project seeks to increase the number of students receiving baccalaureate degrees in STEM fields at Xavier University. The pilot program focuses particularly on first-year students in computer science, mathematics, and physics. The objectives for the project are: to increase the numbers of undeclared majors who become majors in computer science, mathematics, or physics by the end of their first year; to increase the retention rate from first to second year of students who enter Xavier with a declared major in computer science, mathematics, or physics; to increase the number of underrepresented minorities majoring in computer science, mathematics, and physics, and the number of women in computer science and physics; and to assess the impact of these efforts so that the successful parts can be expanded to all mathematics and science departments at Xavier after the end of the grant period. The pilot effort includes components that support both the recruitment of STEM majors from the undecided majors and the retention of incoming STEM majors: a first-year STEM exposure program for prospective majors; an undergraduate teaching assistant program that assigns current majors to be tutors/mentors in the first-year, major-level courses; a grants program providing funds for computer science, mathematics, and physics students to do student-planned activities aimed at outreach both on- and off-campus; a summer bridge program to help at-risk students between the first and second years to acquire the mathematical and scientific skills necessary to continue in the major; and a workshop series for STEM faculty to raise awareness of STEM recruitment and retention issues, particularly those of underrepresented groups. Current STEM majors are used extensively in the project. This involvement strengthens the bonds of the existing STEM community and provides essential role models for incoming students. The project provides an opportunity to test several approaches towards increasing STEM majors in a liberal arts environment, thus providing results that can be used across the nation. It focuses particularly on approaches that create a supportive learning environment for underrepresented groups in science and mathematics. STEM TALENT EXPANSN PGM (STEP) DUE EHR Johnson, Elizabeth Marco Fatuzzo James Snodgrass Dena Morton Xavier University OH Susan H. Hixson Standard Grant 99970 1796 SMET 9178 0230131 January 15, 2003 Pathways to Success in STEM. Building on the existing framework at St. Louis Community College that supports recruitment and retention, we are developing an integrated program, Pathways to Success in STEM, to increase recruitment and retention of students seeking STEM degrees at the College. Through piloting the program at the SLCC Florissant Valley and Meramec campuses, we are focusing our efforts on both increasing the number of students entering STEM programs as well as increasing the number of students completing STEM degrees. Our efforts are also expanded to recruit traditionally underrepresented students in STEM areas by reaching to school districts with 50% or more minority student populations. The project activities include: (1) Windows to STEM Opportunities program--designed to bring high school students and parents to the college campus to meet faculty and to be introduced to STEM laboratories and to career opportunities, (2) Gateway to Math and Science program-designed for under prepared students to gain skills and knowledge in math, reading, writing, and science needed to enter college-level STEM programs, (3) Advising/Career Counseling Workshops--given to STEM faculty, support staff in academic advising, counseling, and the ACCESS office (whose personnel work with students with disabilities), (4) Models of Success seminars--developed to bring STEM professionals to the campus to meet with STEM students in small groups to share experiences in pursuing STEM education and careers, and (5) Expanded Articulation Agreement-- to ensure seamless transitions for students from their two-year STEM programs to four year institutions. Our overarching goal is to develop an innovative, sustainable structure for on-going recruitment and retention efforts across all disciplines within the STEM division in the College. STEM TALENT EXPANSN PGM (STEP) DUE EHR Agrawal, Ashok Chaya Gopalan Donna Friedman Laurencin Dunbar St Louis Community College Administrative Center MO Eileen L. Lewis Standard Grant 249519 1796 SMET 9178 0000099 Other Applications NEC 0230148 March 1, 2003 STEM Talent Expansion Program. The University of Maryland, Baltimore County (UMBC) in partnership with the Community College of Baltimore County (CCBC) is piloting a series of initiatives to increase the number of students, particularly those from underrepresented groups, pursuing and receiving associate or baccalaureate degrees in established or emerging fields within science, technology, engineering, and mathematics (STEM). The primary objective of this pilot study is to identify the effectiveness of these initiatives. The following initiatives are being examined: 1. We are creating an increased interest in STEM fields among high school students through a pilot program in which 90 upper level UMBC mechanical and chemical engineering students, divided into teams, are visiting ten high schools to introduce students to physics, chemistry, biology, mathematics, or technology concepts using engineering applications. (This is reaching approximately 540 students annually.) 2. We are identifying the relative effectiveness of a two-week summer bridge program, a scholarship program, and an internship program on student enrollment and retention in STEM programs compared to partial or no intervention. 3. We are enhancing the current informal consortium arrangement between UMBC and CCBC to increase STEM program articulation, student transfer, and the development of a formalized internship program at CCBC with science and technology-related companies. An evaluation of these activities should provide valuable insights into the importance of economic and academic support components in the long-term retention of all students in STEM areas, with a special emphasis on underrepresented students. The project involves 10 UMBC faculty and 7 CCBC faculty from each of its three campuses (Catonsville, Dundalk and Essex) The project is under the guidance of an advisory board composed of academic officers from the participating campuses and representatives from participating private firms: AT&T, FMC Corporation, Becton Dickinson, and Northrop Grumman. Upon completion of the pilot, the following elements will be in place to support sustainability: - Curriculum resources for a two-week STEM summer bridge program. - A collaborative experience involving 18 faculty and staff from CCBC and UMBC. - An internship program at CCBC where there had not been one before. - Additional knowledge to appreciate the value of academic and financial intervention and how they independently and interactively benefit non-exceptional students. - An increased enrollment, retention, and graduation of students, and particularly underrepresented women and minorities, in STEM areas at UMBC and CCBC. STEM TALENT EXPANSN PGM (STEP) DUE EHR Bayles, Taryn Anne Spence Claudia Morrell Michele Wolff University of Maryland Baltimore County MD Myles G. Boylan Standard Grant 595530 1796 SMET 9178 0000099 Other Applications NEC 0230156 January 1, 2003 Collaborative Research: NCSU/NC A&T Program for STEM Enrollment Enhancement. North Carolina State University (NCSU) and North Carolina Agricultural and Technical State University (NC A&T) are collaborating in developing a program designed to increase the number of graduates in science, technology, engineering and mathematics (STEM). Specific program elements include a summer camp at NCSU for graduating high school students who have not selected their majors, summer bridge programs at both NCSU and NC A&T designed to prepare new STEM students for introductory college science and math courses, undergraduate research programs at both schools, tutoring and mentoring of STEM majors and a faculty exchange program between the two campuses. A comprehensive monitoring program is included to track all students in the program and to provide the data required to evaluate each program element. Success in the program will result in an increase in the number of STEM graduates, through both an increase in the number of entering majors and an increase in retention. STEM TALENT EXPANSN PGM (STEP) DUE EHR Sarin, Sanjiv Ray Davis Leotis Parrish North Carolina Agricultural & Technical State University NC Russell L. Pimmel Standard Grant 218751 1796 SMET 9178 0230158 January 1, 2003 Partners to Attract and Sustain Adult Learners (PASAL). Through Partners to Attract and Sustain Adult Learners (PASAL), this project is increasing enrollment at the college in science, technology, engineering and mathematics (STEM) degree programs by 3% annually; and increasing the total STEM graduates or transfers 2% annually. Using multiple strategies necessary for the very heterogeneous community college population (which includes many who are underrepresented in STEM careers), PASAL is helping the 1100 current STEM degree students succeed as well as attracting new students; by motivating and reinforcing them through direct, visual, and multiple connections with STEM industry work sites, work experiences, and one-on-one support. In addition to external populations, PASAL focuses activities to attract students on the large pools of students in General Studies and Continuing Education programs. The PASAL planning and pilot project objectives and methods are: 1. Accelerating an ongoing college effort to expand the number and support level of Industry Partners (IP's). The ideal IP relationship is evolving to include involvement in attraction activities; and/or provision of jobs, scholarships, program financing, tutoring and mentoring. 2. Facilitating prospective and current STEM student exposure to STEM careers, by embedding in college recruitment, orientation, advising, and instruction a variety of Web-based links to STEM employers and Web-based virtual tours which enable visualization of real work sites and tasks. 3. Combining Industry Partner involvement and Web-based material in a concerted effort to attract the college's large population of General Studies majors and Continuing Education students to STEM degree programs. 4. Sustaining STEM student interest and effort through abstract mathematics study that is particularly challenging to community college students with relatively less rigorous preparation, by emphasizing the application of mathematics principles to STEM careers. 5. Sustaining STEM pursuit among the many community college students whose financial, family, and job responsibilities cause even the best students to be at-risk for attrition; through an Early Alert service which proactively identifies, supports and refers students showing early signs of difficulties. PASAL's intellectual merit is that it helps answer the question of how to increase the supply and success rate of future STEM personnel, including underrepresented groups, who are coming through the large nationwide community college pipeline. PASAL findings are expected to shed light on the extent to which visualization and exposure to STEM careers positively influences students to engage and persist in STEM degree programs, and whether early intervention is an important and effective tool to prevent attrition among community college students. PASAL's broader impact is that the model is specifically designed to be readily replicated by any community college. Nearly half of U.S. undergraduate student enrollments are in community colleges, and two-year colleges account for over one-third of all undergraduate student enrollments in STEM degree programs. PASAL findings help identify cost-effective strategies that under-resourced colleges can use to attract and sustain students who tend to have multiple barriers, and effective ways to convert the substantial pool of Continuing Education and General Studies students to STEM degree programs. STEM TALENT EXPANSN PGM (STEP) DUE EHR Simon, Bonnie Gregory Erianne Audrey Thompson Naugatuck Valley Community College CT Elizabeth Teles Standard Grant 99938 1796 SMET 9178 0230262 January 1, 2003 Collaborative Research: NCSU & NC A&T Program for STEM Enrollment Ehancement. North Carolina State University (NCSU) and North Carolina Agricultural and Technical State University (NC A&T) are collaborating in developing a program designed to increase the number of graduates in science, technology, engineering and mathematics (STEM). Specific program elements include a summer camp at NCSU for graduating high school students who have not selected their majors, summer bridge programs at both NCSU and NC A&T designed to prepare new STEM students for introductory college science and math courses, undergraduate research programs at both schools, tutoring and mentoring of STEM majors and a faculty exchange program between the two campuses. A comprehensive monitoring program is included to track all students in the program and to provide the data required to evaluate each program element. Success in the program will result in an increase in the number of STEM graduates, through both an increase in the number of entering majors and an increase in retention. STEM TALENT EXPANSN PGM (STEP) DUE EHR Fountain, John David Haase Robert Borden Joel Ducoste Carrie Thomas North Carolina State University NC Russell L. Pimmel Standard Grant 350016 1796 SMET 9178 0230343 May 1, 2003 STEP: A Multidisciplinary Bridge Program in a Liberal Arts Setting. The program focuses on both recruitment and retention initiatives as ways to increase the number of SMET graduates. Participation in an on-campus research bridge program in the summer leading into the freshman year is the enticement presented to high school students as part of recruitment efforts. The program is being advertised by the Admissions Office and through visits by science faculty and student researchers to math and science "magnet" schools. Women in particular are targeted. Participant selection is based on expressed interest in science and academic profile, with inclusion not only of students who have demonstrated academic excellence but also of those in the middle range of the applicant pool on a variety of measures. The pre-matriculation summer research experience is six weeks long. Participants work with individual faculty on the latter's research, spending a minimum of seven hours daily in the laboratory. As a major part of developing a sense of community, they live in a "summer science" dorm. Weekly luncheons with faculty, followed by discussions on topics ranging from adjustment to college life to women in science, and special trips out of town to athletic and cultural events are also part of the effort to integrate them into a network of peers and faculty. Reinforcement of this feeling of community continues into the academic year with a poster-session in October, at which students present reports of their summer research activities and findings, and with biweekly luncheons and seminars. An important part of the project, made possible with matching funds from Hamilton College, is a second, 10 week-long, summer research experience for each participant with the same or different professor, as they choose. Students are encouraged to internalize research into their personal academic vision through an apprenticeship relationship with their supervising professor and through opportunities to publish and to present their work at conferences. They also serve as peer-mentors to a new group of incoming students, thereby ensuring continuity of the community. Currently 10 faculty in biochemistry, chemistry, computer science, neuroscience, and physics have opened their laboratories to participants. STEM TALENT EXPANSN PGM (STEP) DUE EHR Shields, George Hamilton College NY Susan H. Hixson Standard Grant 99909 1796 SMET 9178 0230395 January 1, 2003 In Answer to A National Challenge: A Pilot Program to Increase Participation in Science, Technology, and Mathematics (STEM) Fields. Over the last several years, the critical need to bolster participation in science at all levels in the United States has become an issue of national concern. As the number of people trained in highly technical fields in the sciences, mathematics and engineering grows, there is evidence to suggest that students who have aptitude and interest in the sciences and mathematics often become disillusioned with their college-level studies and opt for majors in non-science disciplines. These students abandon potentially promising careers in science, technology, engineering and mathematics (STEM) fields because of inadequate preparation during their high school years, feelings that they can not compete, inadequate and/or poor advising by college faculty, and disinterest in university-level general education classes in STEM fields. A most harmful part of this trend is that many students make decisions to leave STEM majors during their first year of college when they have not yet had the opportunity to develop strong ties with STEM departments. This loss of talent is detrimental not only to the intellectual capital that is a source of national pride but also to the nation's ability to maintain the high standard of living that is one by-product of a technologically-advanced economy. The solution to this problem lies, in part, in the ability of colleges and universities to restructure science and mathematics courses and majors. To address this problem in which promising students switch to non-scientific majors early in their college education, funding is requested for a three-year initiative that has as its overarching goal to recruit and retain promising students in STEM majors. Our approach is to develop a pilot project that consists of three parts: (1) a Summer Science Institute for high school students; (2) a Freshman Year Science Seminar Series, and (3) a Sophomore Year Independent Research Experience. At the heart of each of these programs are common themes, including introducing students to the joys of scientific discovery and the nature of team-based interdisciplinary research, informing students about exciting career choices in STEM fields, exposing them to the rich history of scientific thought and discovery, and providing them with the tools and support structure they need to complete a baccalaureate degree in one or more STEM disciplines. We integrate practices that have been shown to be effective in improving participation, including close mentoring, extracurricular activities, development of a cohort, inclusion of parents, and professional development for faculty. According to recent studies, the problem of first-year flight disproportionately impacts women, minorities, low-income, and/or first-generation students. For this reason, our recruiting efforts are concentrate on these target groups. This pilot program has been carefully overseen and assessed by an Advisory Board chaired by the chief academic officer of Central Washington University, Provost/Senior Vice President David Soltz. Assessment is coordinated by Associate Professor of Science Education and Chemistry Martha Kurtz and Vice Provost and Professor of Curriculum and Supervision Linda Beath. Twice per year, goals, assessment strategies and benchmarks are reviewed in order to improve the program. Should our approach be successful, full scale implementation at CWU would rely on funding from private sources and redirection of internal resources. Because our proposed program relies on themes and resources that are fundamental to most colleges and universities, we anticipate that other STEM groups could adopt our program, thereby increasing its impact from a local to a national scope. Central Washington University is well poised to support a program that stresses outreach to minority populations, careful mentoring, and inquiry-based, interdisciplinary academic programs. CWU emphasizes small class size, close professional relationships between faculty and students, and a culture that rewards innovative, inquiry-based teaching and learning. The University has a strong, well-supported program in undergraduate research and creative expression, and strengths in education promote effective use of assessment strategies. This project reflects a collaborative effort among 11 faculty in six College of the Sciences departments. Co-PIs include Wendy Bohrson (Geological Sciences), Michael Braunstein (Physics), Eric Bullock (Chemistry), Carey Gazis (Geological Sciences), Lisa Ely (Geological Sciences), Ed Gellenbeck (Computer Sciences), Stephen Glasby(Mathematics), Martha Kurtz (Science Education and Chemistry), Steven Lundblad (Geological Sciences), Andy Piacsek (Physics), and Holly Pinkart (Biological Sciences). STEM TALENT EXPANSN PGM (STEP) DUE EHR Bohrson, Wendy Edward Gellenbeck Martha Kurtz Stephen Glasby Andrew Piacsek Central Washington University WA Myles G. Boylan Standard Grant 249987 1796 SMET 9178 0000099 Other Applications NEC 0230471 February 15, 2003 Collaborative Research: Training Environmental Statisticians Using Complicated Data Sets to Make More Informed Environmental Decisions. With the increased emphasis on the application of statistical techniques in hands on and practical settings, it is important for members of academic statistical community to develop working relationship with other academicians and members of the private and governmental sector to create active research consortiums. This collaboration between North Carolina State University, Spelman College, and members of governmental agencies presents an innovative solution to addressing the needs of getting more practical applications of statistical techniques by statistics students while assisting in the management of huge and complicated data sets obtained by governmental agencies. The collaboration stems from the Environmental Statistics Practicum developed and tested at North Carolina State University and the program adapts the current practices of this successful endeavor for use at Spelman College. The development of protocols for training undergraduates in analyzing complicated data sets and analyzing environmental data to make better environmental policy decisions using modern statistical techniques lends itself to the intellectual merit of the proposed project. In addition, the broader impacts are established through the retaining of undergraduate students in the graduate studies pipeline in order to pursue higher educational aspirations, adaptation and adoption of these programs in a historically black college for women, and developing student - industry interactions that lead to successful employment in STEM related careers. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Swallow, William Kimberly Weems William Hunt, Jr. North Carolina State University NC Daniel P. Maki Standard Grant 247249 7427 SMET 9178 0000099 Other Applications NEC 0230495 June 1, 2003 Undergraduate Student Education and Instrumentation Training Through Radio Astronomy. Undergraduate students need challenging research activities in a discovery-based environment to help integrate their education with research and prepare them for graduate education in science and engineering or for technical careers in the national workforce. To help fulfill this goal, MIT Haystack Observatory has successfully developed an undergraduate educational program that applies radio astronomy to student research and training. The program includes: (a) introduction to radio astronomy techniques through hands-on use of a small radio telescope (SRT) that can be assembled and used by students for observations, (b) access to Haystack's 37-m radio telescope for individual student research and innovative laboratory projects, and (c) national dissemination of Web-based educational materials. Intellectual merit: This project extends and expand Haystack's program by networking small radio telescopes using Internet technology to form a radio interferometer that enables high-resolution observations of the Sun and other objects in the Universe. The interferometer project exposes students to the challenges of modern networking technology, precision timing, and sophisticated processing of distributed signals and data, as well as high-resolution measurements. It also encourages collaboration among students and faculty at different institutions. MIT Haystack Observatory is designing, testing, and demonstrating the radio interferometry system, preparing the necessary educational materials and disseminating them, and providing support for users. In addition, remote access to Haystack's 37-m radio telescope nationwide is being extended, and the educational materials to support research projects enhanced. Broader impact: The project enables students and faculty from a diverse set of institutions in all areas of the country, at a variety of educational levels, to participate in an area of astronomy that is not otherwise feasible, and it has applications in other science, mathematics, and engineering disciplines. CCLI-EDUCATIONAL MATERIALS DEV OFFICE OF MULTIDISCIPLINARY AC SPECIAL PROGRAMS IN ASTRONOMY DUE EHR Salah, Joseph Preethi Pratap Northeast Radio Observatory Corp MA Duncan E. McBride Continuing grant 1113700 7427 1253 1219 SMET 9178 7427 0000099 Other Applications NEC 0230556 February 1, 2003 Hands-on MEMS. Educational institutions, particularly those without access to clean room facilities, find it difficult to offer a course that exposes students to the concepts of MEMS micro fabrication and MEMS-based devices. This project is developing educational materials that provide students with MEMS devices for characterization and study, and instructors with easy-to-use course and training materials. This full-scale development is based on a prototype course offered during Spring 2001 and 2002 at NJIT and Columbia University. Specifically, the product is a laboratory kit for hands-on MEMS exploration that includes 1) a polished set of experiments built upon the existing prototype activities, 2) a set of MEMS devices for testing, and wafers to illustrate key process steps, 3) easy- to-use device packaging or mounting hardware, 4) a supplemental process and device illustration/simulation software tool to further illustrate design and processing, 5) teacher training and lecture materials and exemplary reports, and 6) recommended equipment and software platforms for each device type. Including actual MEMS devices in the kit is perhaps the most novel aspect of the proposed program, but necessary if hands-on MEMS is to be accessible to a wide audience. The product is being beta tested at six partner universities, including small schools with small programs, to help insure appropriateness for national dissemination. Furthermore, a commercialization partner has been identified and has agreed to help develop a product that can be distributed nationally through their network of major dealers. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Chin, Ken Vijay Modi Luc Frechette Floyd Miller New Jersey Institute of Technology NJ Russell L. Pimmel Standard Grant 302317 7427 SMET 9178 0000099 Other Applications NEC 0230561 January 1, 2003 Planning and Assessing Student Success in Mathematics - Gateway to STEM and Careers (PASS Math). Planning and Assessing Student Success Mathematics Gateway to STEM Programs and Careers (PASS Math) focuses on reviewing and revising developmental and technical mathematics to increase a pool of students interested in science, engineering, math, and technical programs and capable of being successful in those areas at Penn Valley Community College (PVCC) and the Business Technology Center (BTC) of the Metropolitan Community Colleges (MCC) District of Kansas City, MO. An underlying assumption is that students' success in math increases when they relate math to other disciplines, engage in mathematics inquiry and problem solving, explore careers (particularly the STEM careers), and learn to communicate mathematically. The PASS Math project is assessing previous projects in mathematics, planning new developmental math pilots, including self-paced options, and planning a developmental math program that is more effective in remediating math students and preparing them for college-level math courses as well as for STEM careers. The intellectual merit of PASS Math is that efforts aim to create a significant increase in students transitioning from developmental mathematics to successful completion of college-level mathematics. Since mathematics is a significant barrier to completing associates and bachelors degrees, more students are in turn completing college degrees. By having students explore careers, particularly STEM careers, more students are ready, prepared, and interested in completing degrees in the required programs. The broader impact of PASS Math is that this model program can be disseminated to other community colleges in the country where almost 800,000 students are enrolled in developmental mathematics. A summative and formative evaluation provides data on successful activities. Project objectives include: (a) Students who participate in developmental math pilot projects experience a 50% better success rate than developmental math students who do not participate in the pilots. (b) 65% of students in developmental math pilots enroll in and successfully complete a college level math course. (c) 10% of the students in the pilots progress to college-level math courses in a shorter period. (d) 65% of minority students in developmental math pilots enroll in and successfully complete a college level-math course. (e) 10% of the minority students in the pilots progress to college-level math courses in a shorter period. (f) The number of students courses who enroll in STEM programs doubles. (g) The number of minority students who enroll in STEM programs doubles. STEM TALENT EXPANSN PGM (STEP) DUE EHR Haehl, Martha Sybil Chandler Tim Chappell Penn Valley Community College of MCC MO Elizabeth Teles Standard Grant 249954 1796 SMET 9178 0230562 January 1, 2003 Arizona STEP to Success. One of the many ambitions of Arizona State University East (ASUE) faculty is to motivate and mentor Arizona students to pursue education in science, technology, engineering, and mathematics (STEM). Our planning strategy is to explore the creation of a consortium of partners from educational institutions (ASUE, Pima Community College [PCC], and six high schools in the Sunnyside School District); the Arizona Science Center (ASC); and industry collaborators (Intel, Microchip, STMicroelectronics, and Texas Instruments) to launch a campaign to interest young adults in science and technology disciplines. Their objective has been to study the creation of educational pathways and career awareness programs for students enrolled in middle school, high school, and community college science and math courses that culminate in the completion of a Baccalaureate Degree in Engineering Technology/Technology at ASUE. Their goal is to improve the educational system in the State of Arizona and to render underrepresented Arizona populations (Hispanics, Native and African Americans, and women) better equipped to meet the multidisciplinary needs of high technology companies. STEM TALENT EXPANSN PGM (STEP) DUE EHR Munukutla, Lakshmi Richard Newman John Robertson Arizona State University AZ Sheryl A. Sorby Standard Grant 599125 1796 SMET 9178 0000099 Other Applications NEC 0230573 June 1, 2003 Teaching Non-Linear Structural Behavior with a Physics Engine. Our project addresses the issue of teaching the behavior of structural systems to undergraduate and graduate students in engineering and architecture. Understanding modes of failure and collapse is essential for structural designers, yet the computer programs most common in undergraduate education use linear elastic analysis which does not model non-linear failure phenomena such as yielding, large displacements, or buckling. As a result, student intuition and judgment are strongly shaped by linear elastic theory, so students gain little insight into these types of failure modes and other non-linear phenomena. Our project improves structural engineering education by instilling in students a much stronger understanding of non-linear behavior. Our project involves the development of a computer program that can perform interactive, real time, analysis and animation of structural response, including yielding, large displacements, contact phenomena, and buckling. Our computer program is accompanied by an exercise manual with example problems and input files organized as topic modules that can be integrated into existing courses. The software and manual is being tested in courses in the departments of architecture and civil engineering at the University of Virginia. Our formative and summative evaluation is being done via student surveys and analysis of student work using methods developed in collaboration with University of Virginia's Teaching Resource Center. Dissemination of our will is being done via our web site as well as by papers at national conferences. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Martini, Kirk University of Virginia Main Campus VA Bevlee A. Watford Standard Grant 57923 7427 SMET 9178 7427 0000099 Other Applications NEC 0230578 February 1, 2003 Digital Tutorial for Sandstone Petrography. A demonstration version of an interactive digital tutorial in sandstone petrology was developed and tested during a one-year proof-of-concept project. The current tutorial is a collection of over petrographic images of sandstone components in which mapped regions respond to active inquiry (by mouse clicks) to reveal identification and conceptual information. Organized around the Folk sandstone classification, the image collection addresses both provenance and diagenesis and serves to supplement, and even partially replace, traditional laboratory exercises. Formal educational assessment of the tutorial was undertaken at the University of Texas at Austin during two semesters of GEO 416M, Sedimentary Rocks. The attitudes and attainments of undergraduate sedimentary petrology students who did and did not utilize the demonstration version as a required resource in their laboratory exercises show that students respond extremely well to this style of learning. Assessment results support the soundness of the educational approach and also indicate some clear directions for future development. This full development project is doubling the size of the image collection to greater than 600 images and associated text as well as adding substantial new elements in response to student experiences with the demonstration version. Assessment activities are continuing at the University of Texas and at four other universities. The digital sandstone tutorial is providing a well-balanced treatment of the principal petrographic characteristics of major sandstone components and the major sandstone types (and also examples of shales). The tutorial also includes self-assessment and skill modules that help students learn how to identify minerals, estimate the percentage of components, and texture. Publication through a non-profit organization makes this large collection of well-organized and intensely annotated sandstone images readily available to universities and individual students, including those that do not currently have access to petrographic thin section collections and petrographic expertise. The educational approach developed and demonstrated in this project can be applied to any natural science discipline that utilizes visual data. CCLI-ADAPTATION AND IMPLEMENTA CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Milliken, Kitty Earle McBride University of Texas at Austin TX Jill K. Singer Continuing grant 302629 7428 7427 SMET 9178 7427 0000099 Other Applications NEC 0230612 February 1, 2003 PHASER: A Universal Simulator for Dynamical Systems. In past two decades, undergraduate courses in differential equations and their applications have undergone revolutionary changes by embracing numerical simulations and scientific visualization. Several notable commercial software products, including Phaser, the winner of EDUCOM/NCRIPTAL "Best Mathematics Software in Higher Education" award in 1989, have made this revolution possible. The original Phaser has been completely rewritten in Java, a platform-neutral language with excellent Internet support. Many new visualization features have been added, notably a Gallery for viewing and organizing multiple simulations. This project is supporting three full-scale development activities for Phaser: (a) Developing and distributing freely a browser version of Phaser, akin to AcrobatReader by Adobe; and facilitating wide distribution of dynamic Phaser Projects and Galleries over the Internet. (b) Creating a portal of multidisciplinary differential and difference equations projects in collaboration with mathematicians, scientists, and engineers, posting these projects on www.phaser.com, and creating Galleries for dynamical systems and their applications suitable for beginning and advanced undergraduate students. (c) Testing and evaluating the use of Phaser with students and faculty at diverse institutions. In addition, development continues on the Phaser numerical engine. Methods are being developed and tested for validating numerical simulations of chaotic systems using the concept of shadowing. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Kocak, Huseyin Brian Coomes Burton Rosenberg University of Miami FL Elizabeth Teles Standard Grant 299828 7427 SMET 9178 0230643 January 1, 2003 Teaching Theoretical Stochastic Modeling Courses Using Industrial Partners and their Applied Problems. The objective of the project is to create an innovative learning environment that addresses the challenges of teaching stochastic modeling courses to undergraduate engineering and science students. The project develops four application-based modules to demonstrate the relevance of theory in practice and incorporates real-life applications into Industrial Engineering curriculum. The modules include visual media from industrial partners to present a problem with a web site that provides written module and reference material. The main topics covered in these modules include Brownian motion, reliability theory, queuing theory, Markov chains, and renewal theory. Outcomes of this project consist of improved learning environment, exposure of students to technological tools, integration of advanced technology in the design and creation of the modules, and a curriculum package that is highly transferable to other programs and universities offering stochastic modeling courses. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Matis, Timothy Linda Riley New Mexico State University NM Bevlee A. Watford Standard Grant 74768 7427 SMET 9178 9150 7427 0000099 Other Applications NEC 0230670 January 1, 2003 Pathways to Interdisciplinary Science, Engineering and Mathmetics. -- The project is developing a program to attract more promising undergraduates to STEM majors and to establish a solid foundation for the student participants' future careers. The City College of New York (CCNY), the Bronx Community College of New York (BCCNY), and Lehman College have diverse student bodies and the majority of the students are under-represented minorities. These partners are creating an institutional culture and infrastructures that ensure students work with faculty as a community of scholars throughout their undergraduate experience. This interaction is facilitated through a Science Community Center, which is being established at CCNY to provide ample space, powerful computational facilities and state of the art multi-media devices to facilitate student research, presentations and communication. The emerging interdisciplinary field of bioinformatics is used as a unifying theme to integrate study and research in biology, chemistry, biophysics, biomedical engineering, computer science and applied mathematics. Students participate in the program as Pathway Scholars in three sequential modes: as a Peer Leader Scholar, as a Bioinformatics Scholar, and as a Research Scholar. Promising CCNY, BCCNY, and Lehman undergraduates at the freshman level are recruited to the Pathway program as leaders of Peer-Lead Team Learning workshops in the introductory science courses for majors. By serving as Peer Leader Scholars and participating in the activities of the Science Community Center, they begin to appreciate a scholarly learning atmosphere and get a sense of belonging to this science community. During the second semester of their sophomore year, the Pathway Scholars learn more computer skills and are introduced to bioinformatics. In the summer of the sophomore year, there is a three-week workshop on bioinformatics. After that training, the Pathway Scholars work in research laboratories for their junior and senior years. STEM TALENT EXPANSN PGM (STEP) DUE EHR Gosser, David David Calhoun Thomas Brennan CUNY City College NY Russell L. Pimmel Standard Grant 599984 1796 SMET 9178 0230682 January 15, 2003 Partnership to Increase STEM Enrollment and Student Success. Oakton Community College (OCC), in partnership with Maine Township High School District (three schools) and Niles Township High School District (two schools), is developing and piloting initiatives designed to increase the number of high school and Oakton students who pursue and receive degrees in the areas of science, technology, engineering and mathematics (STEM). The project has three key components: (1) the Summer Bridge Program; designed to help under-prepared students improve their math, English and study skills, (2) the Peer Tutor Training Program; aimed at recruiting high school juniors with exceptionally strong math skills (e.g., AP enrolled, National Honor Society) and train them to become Peer Tutors to assist OCC students who are struggling in STEM courses, and (3) the Student-Industry-Teacher Simulations (SIT SIMs) designed to augment STEM instruction in high school and community college settings with hands-on, contextualized learning modules developed by teams of industry professionals and community college STEM faculty. The STEM Club offers motivational activities such as encouraging all students to join and by hosting "Scholar, Expert, CEO Forum", visiting local business or companies, coordinating the AMATYC Math Competition, and holding other activities for career exploration in STEM. We are also working with four-year institutions to smooth students' transition from Oakton to the university. STEM TALENT EXPANSN PGM (STEP) DUE EHR Wang, Tingxiu Joseph Kotowski Gloria Liu Oakton Community College IL Eileen L. Lewis Standard Grant 249992 1796 SMET 9178 0000099 Other Applications NEC 0230740 April 1, 2003 Simulation Tools to Monitor Inquiry-Based Learning. The emphasis of science education is shifting away from memorizing facts and moving towards understanding concepts and learning how to do experiments. This new focus is known as inquiry-based learning, and computer technology has played a large role in expanding the diversity of fields in which such learning is possible. In particular, simulation software provides opportunities for students to conduct experiments that would otherwise be too time-consuming, expensive, or simply impossible to carry out. Concurrent with the technology boom, assessment is becoming an increasingly important component of education, both as a way of deciding whether students have mastered a topic, and as a way of judging the quality of instructional materials or teaching methods. Yet there are currently no good technology-based tools for assessing whether simulation software works for inquiry-based learning. This project is developing a prototype for a technology-based set of tools for assessing students' abilities to think critically, understand concepts, and design and conduct experiments. The tools being developed include: 1) Methods of instructing simulation software to create on-the-fly random tests that require students to apply what they have learned to the design and completion of simple experiments. 2) Tools to follow students' progress through a laboratory, and modify the trajectory of the laboratory based on the students' actions. 3) Tools to track and evaluate the steps taken by a student to solve problems, much as an instructor would ask a student to "show their work" and assign a grade to that work as well as to their final answers. Together, these tools allow teachers to assess how well students have learned an area conceptually (as opposed to most currently used tests which primarily evaluate how many facts a student can recall). They aim to help teachers utilize simulations in the classroom using a much richer inquiry-based methodology, as students are provided with detailed feedback that a single teacher could not possibly give. These tools also allow both educational software developers and potential users of software to test computer labs much more rigorously for their effectiveness across a wide range of students and teaching situations. The tools, or the methods that they pioneer, should be useful well beyond the scope of this project as both assessment and computer technology become increasingly important at all levels of education in the U.S. As a platform for developing assessment tools, this project is developing a new software program for teaching osmosis, diffusion, and related topics such as the formation and use of biological electrochemical gradients. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Meir, Eli Eric Klopfer SimBiotic Software NY Jeanne R. Small Standard Grant 126341 7427 SMET 9178 7427 0000099 Other Applications NEC 0230755 February 1, 2003 Development of Interactive Material for the Constructivist Teaching of Mathematical Proof to Future Teachers. This project is developing two sets of interactive examples and tools to assist in the teaching and learning of mathematical proof techniques. While the primary target audience is pre-service teachers at the secondary level and elementary teachers with a concentration in mathematics, the tools are also being piloted in an upper division abstract algebra course. Both the CounterExamples package and the ProofReader package are being designed to facilitate extensibility in that other faculty can add problems to both. The Mathematics Digital Library (www.mathdl.org) is serving as a primary repository. In addition, discussions with a publisher are underway for the examples and tools to complement an existing discrete mathematics textbook. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Ensley, Douglas Shippensburg University of Pennsylvania PA Lee L. Zia Standard Grant 74398 7427 SMET 9178 0000099 Other Applications NEC 0230760 July 15, 2003 Collaborative: The CONCAM Undergraduate Education Project. There is no substitute for exposure to real observations of astronomical phenomena. Most students, however, are either unfamiliar with the night sky or familiar only with a night sky that is severely compromised by city lights. Planetarium software, while useful, provides an artificial and synthetic experience. A global network of fisheye night-sky web cameras, the CONCAMs, has developed recently, and it takes real and continuous images of the entire night sky. These images, freely available over the web, can be used to demonstrate clearly and forcefully many basic scientific concepts in introductory astronomy. This project is developing the CONCAM Undergraduate Education Project that leverages CONCAM images to teach a variety of astronomical concepts to undergraduates. As part of this initiative the project is developing modules that supplement standard introductory textbooks with real all-sky images from http://concam.net . This is a Proof of Concept project during which two prototype modules are being developed and evaluated CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Oliver, John University of Florida FL Duncan E. McBride Standard Grant 18750 7427 SMET 9178 7427 0000099 Other Applications NEC 0230779 February 1, 2003 Converting Cookbook Laboratories into Inquiry. There exists a need for educational materials that introduce the research paradigm into science courses for nonmajors. The PIs of this project are developing curriculum materials for a course that allows students to model the activities of professional scientists as a means of learning scientific method and content. These new course materials present student laboratories in the format of the scientific professional literature, albeit within a carefully defined context. The information in these papers provides the background required to allow the students to design and implement their own experiments. Twelve experiments are being transformed into the scientific literature-presentation format. These are being field tested in general science classes and refined based on student response. A guidebook to provide faculty with the tools to carry out similar restructuring of traditional laboratory exercises into directed inquiry based laboratories is also being prepared. This guidebook is being evaluated and modified as necessary. The Internet is being used to make the laboratories and guidebook available to others. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Schmidt, Francis John Adams Sandra Abell Jan Weaver University of Missouri-Columbia MO Jeanne R. Small Standard Grant 75000 7427 SMET 9178 7427 0000099 Other Applications NEC 0230788 January 15, 2003 Exploring Geometry: Integrated Textbook and Software for College Geometry. National reports over the last decade have focused on the need for change in the way mathematics is taught at the secondary and post-secondary levels. Discovery-learning and the increased use of technology are two teaching strategies that have figured prominently in mathematics education reform efforts and are principal themes in the current standards for teaching mathematics at the secondary level. Geometry is an ideal course in which to model discovery-learning and the use of technology for future teachers is college geometry, since most mathematics education majors take it as a required course. There are few, if any, materials that successfully integrate these two themes as fundamental ways of investigating geometry. The development of a textbook and computer software materials that use discovery-learning and computer exploration for the teaching of geometry offers significant intellectual merit to this project. This materials developed from this project provides a national model for discovery-learning that integrates technology, so that mathematics education students will be well versed in both themes useful in investigating geometry The broader impact of " Exploring Geometry: Integrated Textbook and Software for College Geometry" is realized through the development, testing, and revision of innovative materials that targets college and university faculty who teach geometry and pre-service teachers. In the area of teacher preparation, there are recognized needs for strengthening both subject knowledge and pedagogical technique of future teachers so that they can assist students from diverse backgrounds. This project is one attempt at addressing these needs. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Hvidsten, Michael Gustavus Adolphus College MN John R. Haddock Standard Grant 66707 7427 SMET 9178 0000099 Other Applications NEC 0230794 April 15, 2003 Development of Inquiry-Based Modules in Proteomics. This project is developing laboratory course modules in the interdisciplinary area of proteomics. Proteomics is an emerging area at the interface of biology and chemistry, which affords students the opportunity to explore complex biological systems with molecular detail. The availability of organized teaching materials using a proteomics approach at the undergraduate level is limited. Vassar College and Marist College have formed a partnership to develop prototype modules in proteomics for introductory undergraduate biochemists. The new laboratory modules blend biochemistry with disciplines in molecular biology, analytical chemistry, and computer science. Students gain exposure to a wide range of biochemical techniques including electrophoresis, MALDI/TOF mass spectrometry and bioinformatics. The goal of the overall experience is to introduce beginning undergraduate biochemistry students to the emerging field of proteomics. During the first phase of the project, prototype laboratory modules are being developed for the heat and cold shock responses in E. coli. Laboratory protocols and supplementary materials are being created during this phase. During the second phase of the project, the modules are being implemented as a laboratory course at both institutions. These courses serve to establish the suitability of a proteomics laboratory experience in an undergraduate level curriculum for a diverse range of students. These pilot trials of these modules will allow for a comprehensive evaluation of the pedagogical effectiveness of these new proteomics laboratories and also assess the ability of these modules to prepare students to undertake careers in the life sciences. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Eberhardt, Eric Elisa Woolridge Vassar College NY Susan H. Hixson Standard Grant 74865 7427 SMET 9178 0000099 Other Applications NEC 0230803 January 15, 2003 Stem and Tendril: Vertically Integrated Statistics Laboratories. General statistical knowledge and hence undergraduate statistics courses play an important role in the growing emphasis on ensuring a basic level of quantitative literacy in the nation's post secondary school graduates. The data-driven economic and political landscape of the 21st century places enormous demands on an individual's ability to manipulate, organize and compare numbers and express quantitative ideas fluently, among other things. Knowledgeable citizens should possess the quantitative skills necessary to make informed decisions based on data in a variety of forms. In addition, they will be required to analyze evidence, to question assumptions and to recognize sources of error that may lead to a misunderstanding of the problems and issues at hand. The intellectual merit of "Stem and Tendril: Vertically Integrated Statistics Laboratory" is that it aims to assist in the teaching of statistics and applied mathematics at multiple levels. The objective is to develop, implement and assess a collection of computer-based learning modules that are vertically integrated across the undergraduate and master's level statistics curriculum. The collection of lab materials consists of 15-20 distinct projects are developed to provide faculty teaching statistics at a number of levels with a set of inquiry-based, student-centered alternatives to augment traditional lecture instruction. The goal is to create application-oriented computer laboratories employing relevant and topical data sets, which address basic themes of the statistics curriculum. The broader impact of " Stem and Tendril: Vertically Integrated Statistics Laboratory" is realized through the development these modules that can be explored from multiple levels allowing students to revisit approaches from different perspectives as they move through the curriculum. The modular nature of the material will allow students with different backgrounds and training to have different yet rewarding, learning experiences. In addition, these materials address needs of quantitative literacy, computer fluency and written expression as appropriate for mathematics. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Poje, Andrew Deborah Franzblau John Verzani CUNY College of Staten Island NY Daniel P. Maki Standard Grant 74836 7427 SMET 9178 0000099 Other Applications NEC 0230808 June 1, 2003 Collaborative Research: Economics Experiments to Prepare Secondary Teachers and Reinforce Understanding of Basic Economics. In recent years economists have successfully developed simulated experiments for use in teaching undergraduate students. These have been created from experiments that were initially devised for research. For example, a market with a trading pit can be used to introduce the concepts of supply and demand, and market efficiency. This approach has been developed for teaching purposes as active and participatory, which has strongly benefited student interest and understanding of basic undergraduate-level economics. It has helped to overcome student frustration with the abstract and technical character of economic theory. In this project, we extend these teaching materials to a set of three experiments that are explicitly designed to be used by students preparing to teach economics in secondary education. Our approach is to use the same materials in workshops that the students will use once they become teachers in high schools, and to encourage the use these materials as a basis for student teaching. These workshops are also available to faculty teaching basic economics in community colleges. The materials being created for this project cover specific topics mentioned in National and State Standards of Learning for Economics for grades 8 - 12. This project is also conducting research on the relative effectiveness of these materials introduced in workshops and used in student teaching as a way of reinforcing undergraduate students understanding of basic economics. We are examining the range of student backgrounds in economics that are likely to benefit from participation in these pre-service teaching activities. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Holt, Charles Stephanie van Hover University of Virginia Main Campus VA Myles G. Boylan Standard Grant 34684 7427 SMET 9178 7427 0000099 Other Applications NEC 0230830 June 1, 2003 Development of Interactive Problem Solving Tutorials. The goal of this project is to demonstrate the feasibility of using computers to help students learn effective problem solving skills for solving physics problems. This is accomplished by constructing a set of computer tutorials to help students improve their problem solving performance. The tutorial design draws on prior research on teaching students effective problem solving skills and using computers to provide students with individualized guidance and feedback. These tutorials: (1) are highly interactive, (2) make explicit the thought processes necessary for effective problem solving, (3) use a modified reciprocal-teaching strategy to give students practice in the basic cognitive functions necessary for effective problem solving (i.e., deciding on an action, implementing that action, and assessing the result), (4) provide students with individualized guidance and feedback based on careful instructional design (5) be flexible enough to accommodate the multiple solutions paths different students might choose for solving a problem. This project demonstrates how technology can be used to improve education by providing students with (1) more interactive and individualized instruction, (2) opportunities to receive effective instruction outside the classroom, and (3) access to alternative forms of instruction. This can be especially important to students for whom standard instruction is insufficient. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR HSU, LEONARDO University of Minnesota-Twin Cities MN Duncan E. McBride Standard Grant 74340 7427 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0230833 January 1, 2003 Rapid Prototyping using Distance Collaboration in a Freshman Design Team Experience. The project develops and implements a freshman oriented multi-disciplinary team design experience using distance collaboration between the University of Kentucky Lexington and Paducah campuses. The project addresses the following issues pertaining to first-year engineering programs: a. There are few meaningful yet quantitative design experiences geared towards engineering freshmen. b. There is a need to introduce the concept of "distributed collaboration" to engineering students. Many engineers find themselves working as a member of a geographically distributed design team, despite the fact that they have not participated in such teams during college. c. There is a need to increase the number of students entering the engineering field from underrepresented groups. Teams of introductory engineering students from two campuses work on designing a mechanism or assembly using solid-modeling software that can then be prototyped using a 3-D printer. Group communication is facilitated using dedicated interactive video conferencing capabilities already in place at both locations, including web-based video and interactive television, and supplemented by telephone, email, and facsimile. Students from local high schools participate in full-day workshops to create a simple solid model, and see it fabricated by the 3-D printer. Each workshop includes tours of the engineering facilities, and a presentation outlining the career opportunities available in engineering. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Leifer, Jack Jamey Jacob University of Kentucky Research Foundation KY Krishna Vedula Standard Grant 74146 7427 SMET 9178 9150 7427 0000099 Other Applications NEC 0230847 February 1, 2003 Preparing Mathematicians to Educate Teachers. This is a multifaceted initiative by the Mathematical Association of America to strengthen the mathematical education of teachers, responding to the growing list of national reports that call for better preparation of the nation's mathematics teachers. These reports and their recommendations come at a time of growing interest among college and university mathematicians to do more to contribute to improved elementary and secondary school mathematics teaching. Many college faculty need assistance with appropriate instructional strategies to help future K-12 teachers connect their college mathematics to K-12 mathematics. Further, college faculty need better information about the mathematical issues that arise in day- to-day K-12 classroom lessons. This initiative nurtures and supports a growing connection between college faculty and K-12 teachers by providing educational, organizational, and financial assistance to mathematical scientists with specific interest in teacher education. Numerous connections and collaborations with other mathematical science organizations and projects are being pursued and developed to enhance the initiative. This initiative also assists efforts by mathematicians to run professional development programs for practicing teachers. It takes a broad, systemic approach to improving the preparation of K-12 mathematics teachers, commensurate with the major, long-term impact that is sought on mathematicians and the mathematical education of teachers. The initiative targets more than just the mathematics faculty who teach courses in the foundations of elementary or secondary school mathematics, because future teachers are strongly influenced by other courses they take in mathematics. The Preparing Mathematicians to Education Teachers (PMET) initiative has four components: 1. Faculty Training: a series of workshops, from one to four weeks, spread over two summers with intervening academic year projects; and mini-courses of 3-8 hours in length; 2. Information and Resources: articles in professional journals, panels at professional meetings, multi-media websites, and hard-copy material dissemination to support faculty instruction for teachers; 3. Mini-grants: support for grassroots innovation in teacher education at individual campuses; and 4. Regional Networks: coordination of efforts at individual institutions CCLI-NATIONAL DISSEMINATION MSP-OTHER AWARDS DUE EHR Tucker, Alan Lawrence Moore Bernard Madison Ed Dubinsky J Michael Pearson Mathematical Association of America DC Herbert H. Richtol Continuing grant 3045545 7429 1793 SMET 9178 0230862 January 1, 2003 Collaborative Research: Moving Data Based Inquiry Learning to the Internet. The over-arching goal of this project is to increase science literacy of general education learners who may not become scientists. The specific goal of this project is to create a well-researched oceanography course, live and online, widely disseminated, with a modern inquiry based pedagogy. The design focuses on science literacy using real earth data, collaboration between learners, and a strong connection to societal issues. The project is based on a successful NSF CCLI pilot project that supported the creation of software and course materials that enables online auto-graded homework assignments, scientific writing activities, on demand grade calculation, and peer interaction, with powerful instructor assessment capability. It has been tested, refined, and evaluated in two live oceanography classes at the University of California, Santa Barbara (UCSB). New capability is being created to support the fully online course with collaborative projects with strong peer to peer interactions. An instructor team consists of faculty from four California community colleges, two California state colleges, two large state universities (not including UCSB), and a small private college. Yearly workshops support team collaboration and dissemination of technology and pedagogy. Major themes include the integration of technology in education and faculty development. This project is having an impact on teacher education and diversity through the composition of the project team, some of whom have been active in teacher preparation and/or teach at campuses with a diverse student population. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Landsfeld, Martin Planet Earth Science, Inc. CA Jeffrey G. Ryan Standard Grant 69989 7427 SMET 9178 7427 0000099 Other Applications NEC 0230896 June 1, 2003 CCLI Proof of Concept: Virtual Labs for Musical Acoustics. Musical acoustics, or "Physics of Music" courses present an opportunity for physics departments to address undergraduate scientific literacy. We are developing a series of software tools called Virtual Labs that guide students through basic concepts in acoustics. These Virtual Labs capture the dynamic nature of music and sound by permitting visualization of acoustical phenomena. In addition, our design for Virtual Labs permit an inquiry-driven analysis of the science of sound by enabling sophisticated manipulations on data students have acquired, without resorting to a "black-box" approach. The labs are inquiry-driven and are designed to promote active learning. The structure of each lab session is built around peer instruction. We have designed a three-tiered evaluation scheme that enables us to measure how much the students learn, both over the semester and during each class. Our evaluation plan determines how much learning is attributable to the Virtual Labs. Dissemination of results is provided to colleagues and educators via the National Science Digital Library, online notes, journal publication, commercial web sites and in talks given at AAPT meetings EXP PROG TO STIM COMP RES CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Sanders, Malcolm Kelvin Chu University of Vermont & State Agricultural College VT Duncan E. McBride Standard Grant 71757 9150 7427 SMET 9178 9150 0000099 Other Applications NEC 0230901 June 1, 2003 Collaborative Proposal: Economics Experiments to Prepare Secondary Teachers and Reinforce Understanding of Basic Economics. In recent years economists have successfully developed simulated experiments for use in teaching undergraduate students. These have been created from experiments that were initially devised for research. For example, a market with a trading pit can be used to introduce the concepts of supply and demand, and market efficiency. This approach has been developed for teaching purposes as active and participatory, which has strongly benefited student interest and understanding of basic undergraduate-level economics. It has helped to overcome student frustration with the abstract and technical character of economic theory. In this project, we extend these teaching materials to a set of three experiments that are explicitly designed to be used by students preparing to teach economics in secondary education. Our approach is to use the same materials in workshops that the students will use once they become teachers in high schools, and to encourage the use these materials as a basis for student teaching. These workshops are also available to faculty teaching basic economics in community colleges. The materials being created for this project cover specific topics mentioned in National and State Standards of Learning for Economics for grades 8 - 12. This project is also conducting research on the relative effectiveness of these materials introduced in workshops and used in student teaching as a way of reinforcing undergraduate students understanding of basic economics. We are examining the range of student backgrounds in economics that are likely to benefit from participation in these pre-service teaching activities. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Anderson, Lisa College of William and Mary VA Myles G. Boylan Standard Grant 40028 7427 SMET 9178 7427 0000099 Other Applications NEC 0230913 May 15, 2003 Development of a Textbook and Companion Websites for Chemistry-Specific Writing Instruction. In response to the national challenge to improve literacy skills, the overarching goals of this project are to enhance the chemistry-specific writing skills of upper-division chemistry majors, promote writing-to-learn-chemistry, and assist students in becoming better readers of the chemical literature. In this project, instructional materials are being developed in the form of a textbook and companion websites that comprise writing modules associated with genres typical of chemistry. Materials target students of different backgrounds, including language minority students, and chemistry instructors with minimal training in teaching writing. Special features of the materials include (a) "canned" research, making it possible for students without research experience to complete scientific papers; (b) the use of corpus linguistics to develop instructional materials based on actual patterns of the language of chemistry; (c) accessibility to nonnative speakers; and (d) reflection and collaborative-learning activities. Materials developed from a previous project are being fine-tuned and tested at our home institution with different instructors and students; two years of the four-year project are dedicated to piloting materials in 15-20 institutions, with a cross-section of student populations. Assessment, linked to student learning and instructor/user objectives, is an integral part of the project. Formative and summative assessment will be conducted, in part, with instruments and procedures adapted from Classroom Assessment Techniques (CATs) developed for SMET instructors, with the assistance of an assessment coordinator and ten external evaluators. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Robinson, Marin Fredricka Stoller Northern Arizona University AZ Bert E. Holmes Standard Grant 498420 7427 SMET 9178 0230920 July 15, 2003 Collaborative: The CONCAM Undergraduate Education Project. There is no substitute for exposure to real observations of astronomical phenomena. Most students, however, are either unfamiliar with the night sky or familiar only with a night sky that is severely compromised by city lights. Planetarium software, while useful, provides an artificial and synthetic experience. A global network of fisheye night-sky web cameras, the CONCAMs, has developed recently, and it takes real and continuous images of the entire night sky. These images, freely available over the web, can be used to demonstrate clearly and forcefully many basic scientific concepts in introductory astronomy. This project is developing the CONCAM Undergraduate Education Project that leverages CONCAM images to teach a variety of astronomical concepts to undergraduates. As part of this initiative the project is developing modules that supplement standard introductory textbooks with real all-sky images from http://concam.net . This is a Proof of Concept project during which two prototype modules are being developed and evaluated CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Impey, Christopher University of Arizona AZ Duncan E. McBride Standard Grant 18749 7427 SMET 9178 7427 0000099 Other Applications NEC 0230950 July 1, 2003 Integrating Empirical Methods into the Computer Science Curriculum. Empirical skills are playing an increasingly important role in the computing profession and our society. Despite this, computer science curricula have paid little attention to developing empirical investigative skills such as forming testable hypotheses, designing experiments, critiquing their validity, collecting data, explaining results, and drawing conclusions. The goals of this project are (1) to formalize a set of core empirical concepts and skills needed by today's computer science graduate, (2) to develop and evaluate resources for integrating the presentation and development of those concepts and skills throughout the computer science curriculum, and (3) to disseminate our approach for adoption at other institutions. Following an incremental approach similar to the way programming skills are developed, this project advocates the early introduction of fundamental empirical concepts and skills. Once an empirical foundation has been laid, applications and laboratories with empirical components may then be integrated into courses across the curriculum, reinforcing the student's understanding of empirical methods and also demonstrating the utility of experimentation in computer science and related disciplines. Via publications and a Web repository, instructors at other institutions will be encouraged to integrate these applications into their courses and provide feedback as to their effectiveness. The cross-institutional nature of this proposal is explicitly designed to ensure the broad applicability of developed materials (with perspectives taken from a regional university, a national university, and a national liberal arts college). The applications and laboratories developed will be reviewed and classroom tested by faculty at each school, followed by outside review and assessment. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Reed, David Craig Miller Grant Braught Creighton University NE Mark James Burge Standard Grant 74996 7427 SMET 9178 9150 7427 0000099 Other Applications NEC 0230969 December 1, 2003 Integrating Assistive Technology into an Undergraduate Computer Science Curriculum from an HCI Approach. This proof-of-concept project develops a full course as well as independent topic modules to introduce assistive technology design and evaluation into an undergraduate computer science curriculum from a human-computer interaction perspective, (topic modules could be used within the content of a traditional HCI course.) including a model laboratory. This course provides CS students with an introduction to disabilities issues, computerized aids to compensate for physical disabilities and for providing accessibility to computer technology and electronic information (e.g., through the Internet). Curriculum materials include lecture notes on specific topics (e.g. devices for the visually impaired), descriptions of hardware and software related to the topics, and suggestions for assignments and projects. These modules are being used in the senior-level course CSCI 425 - Human-Computer Interaction, and then within a new course devoted to assistive technology topics. Students are strongly encouraged to participate in service learning projects and in collaborative projects with students in other courses such as Nursing 424 - Health Promotion and Rehabilitation Nursing. An outcome of the inclusion of assistive technology within a computer science curriculum is the attraction of more women to the field by providing an application area that is more socially oriented. In addition, students with disabilities are encouraged to study computer science by seeing how the field directly applies to them. This project includes issues of faculty development through the use of workshops and the integration of assistive technology into the education of computer science majors. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Liffick, Blaise Millersville University PA Mark James Burge Standard Grant 74898 7427 SMET 9178 7427 0000099 Other Applications NEC 0230992 February 1, 2003 Engineering Cultures: Building the Global Engineer. The main goal of our project is to help engineering students become global engineers by learning to define and solve problems in the context of differing cultural and national perspectives. Another goal has been to evaluate and compare the effectiveness of two different approaches to student learning. Our project accomplishes these goals by developing and evaluating twelve multimedia-learning modules under the general title, "Engineering Cultures." Our first objective has been to complete final versions of eight prototype modules and develop four additional modules. Each module includes 3-5 multimedia lessons (45-60 minutes each) on CDs, a one-hour multimedia Introduction to Engineering Cultures, an accompanying reader, a user's manual for students and instructors, sample quiz and exam questions for instructors, and a web database of supporting materials, including interviews with engineers from different countries. Our second objective is to evaluate the intellectual content of each module with the assistance of 24-30 content experts. Our final objective is to evaluate and compare student learning in semester-length multimedia and classroom versions of Engineering Cultures at each of two schools. Demo versions of the multimedia modules will be disseminated to engineering educators at engineering education conferences and via an upcoming ASEE national project on dissemination of best education practices. We expect Prentice Hall to serve as national and international distributor for the finished products. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Downey, Gary Juan Lucena Barbara Moskal Virginia Polytechnic Institute and State University VA Sheryl A. Sorby Standard Grant 330173 7427 SMET 9178 7427 0000099 Other Applications NEC 0231005 January 1, 2003 CCLI-EMD: Development of Low-Cost Laser Spectroscopy Experiments for Physical Chemistry. Physical chemistry instructional laboratories at colleges and universities in the United States are in need of modernization. Not only do they lack modern equipment, but many of the topics in the lecture are not reinforced by the laboratory component. The problem is largely due to the expense involved in purchasing spectroscopic equipment such as lasers. In this project we are developing several laboratory modules which will utilize new generations of blue and near-UV diode lasers that can serve as low-cost spectroscopy sources for physical chemistry experiments. The planned modules cover the following topics: laser Raman spectroscopy, laser light scattering to monitor particle size, laser ionization of alkali metal atoms, and luminescence decay to measure excited state life times. Previous experiments that utilize the blue diode lasers which examine the photoelectric effect, laser-induced fluorescence, and electronic spectroscopy of argon atoms are also being developed into full modules. The instructional modules to go along with the equipment are being developed both as traditional laboratories and inquiry-based activities. Partner institutions will test the modules as they are developed. A commercial vendor will also be a partner to develop these experimental modules into low-cost instrumental packages for those who are unable to build these experiments on their own. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Whitten, James University of Massachusetts Lowell Research Foundation MA Pratibha Varma-Nelson Standard Grant 107448 7427 SMET 9178 0231016 June 1, 2003 POC: Interactive Video Assignments for In-Class Experimentation in Developmental Cognition. Inventive computer-based technology has been developed over the last few years to allow students to design and conduct supervised experiments within their undergraduate courses. This is a desirable trend because encouraging students to view psychology as a science enhances their critical thinking and hypothesis-testing skills. At present, however, resources for classroom experimentation in developmental cognition are scarce, largely due to logistical difficulties that arise with children as research subjects. To fill this gap, in this proof of concept project we are developing Interactive Video Assignments -- a digital library accompanied by researcher-designed activities that guide students' interactions with the videos, ultimately allowing virtual experimentation with a diverse group of children, both longitudinally and cross-culturally. To test our concept, we are using LessonLab's innovative technology to develop two interactive video assignments. The primary components of the project include a) videotaping children participating in related experimental tasks (i.e., the theory of mind Assignment) and/or in naturalistic settings (i.e., the language acquisition Assignment); b) digitizing and transcribing the videos; c) compiling a digitized set of empirical readings and researcher interviews to accompany and enhance the videos; d) creating integrated, concept-based tasks that encourage students to interact with the resources in the digital library and to think critically about the research methods as well as the behavioral outcomes; and e) conducting assessments of the prototype based on student/faculty interest and engagement as well as educational outcomes. CD-ROMs containing the digitized resources will be distributed to our beta testers at universities and colleges, along with access to the interactive tasks through the LessonLab network portal via licensed password. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Gottfried, Gail LessonLab, Inc. CA Myles G. Boylan Standard Grant 74999 7427 SMET 9178 7427 0000099 Other Applications NEC 0231019 March 1, 2003 The Neuron Connection: a neuroscience lab manual for the 21st century. The objective of this project is to collect and develop pedagogically sound, inexpensive, teaching tools for the undergraduate Neuroscience laboratory, that can be used by a wide variety of institutions including those that have limitations on funds for laboratory equipment. This collection, "The Neuron Connection", contains tested labs that span the breadth of the discipline. It is a collection for the 21st century that is in digital format and includes digital videos, which show lab set-up and technical tips. The digital format allows continuity of access, and materials that can be modified according to the needs of each institution. The audience for this manual is instructors at 2 and 4-year colleges and their students This first phase develops an initial series (at least three) of laboratory exercises. These could be in the form of any of the following: Simulations or animations of "classical" experiments where students are referred to the original literature to make predictions of what should happen. Laboratories that require little or no equipment. Equipment based laboratory exercises that could include instructions on how to make commercially expensive equipment (such as amplifiers) on a relatively low budget. These materials will be distributed in a form that is compatible with National Science Digital Library (NSDL). An Advisory Board is responsible for assessing the direction and implementation of the goals outlined in the grant application. This assessment involves one formative evaluation and two summative evaluations of the project's progress in selecting appropriate laboratory exercises, developing prototype simulations, and delivering at least three working examples of hands-on laboratory exercises accessible to a wide range of college and university environments. The authors are from 3 different academic institutions and represent both the biological and psychological sub fields of neuroscience. They will draw advice and ideas through their connections with other faculty-teaching undergraduate Neuroscience. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Paul, Carol Ann Bruce Johnson Julio Ramirez Wellesley College MA Daniel Udovic Standard Grant 72446 7427 SMET 9178 0231032 April 15, 2003 Bridging the Vector Calculus Gap. There is a "vector calculus gap" between the way vector calculus is usually taught by mathematicians and the way it is used by other scientists. This material is essential for physicists and many engineers due to its central role in the description of electricity and magnetism. The two basic underpinnings of this project are the use of geometric reasoning rather than algorithmic computation (a new emphasis for lectures) and the use of open-ended small group activities (a new emphasis for recitations). We believe that our major success so far has been the identification of geometric reasoning, using the vector differential, as the common theme underlying all of vector calculus. In the previous (Proof of Concept) phase of this project, we developed small group activities based on this approach, some intended for use in a vector calculus course, and some for use in upper division physics courses on related material. These activities have been used successfully by us and by others at several institutions. This (Full Development) project will "bottle" our success by providing materials and training in the use of these materials to other faculty. The developed Instructor's Guides contain information about this geometric approach to vector calculus, advice on using small group activities effectively, and tips on the individual activities. Enhancing students' geometric understanding of vector calculus will help to bridge the "vector calculus gap". CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Dray, Tevian Corinne Manogue Oregon State University OR Duncan E. McBride Standard Grant 217039 7427 SMET 9178 0000099 Other Applications NEC 0231033 June 1, 2003 Digital Imaging Across the Curriculum. Our project is an effort by a multidisciplinary team of engineering faculty members at Rowan University to integrate digital imaging technology (DIT) into their undergraduate engineering curriculum. It builds upon the experience and interest of faculty to promote new topics and innovative methods of teaching. Our work is an effort to provide students with the skills directly relevant to the evolving needs of the industry and the marketplace. Our project involves the development of digital imaging curriculum and focuses on the creation of a leading edge digital imaging laboratory/studio to facilitate the use of nontraditional learning approaches that encourage interactive learning, team building, and creative problem solving among students and instructors. There are nine modules adapted, implemented and used to introduce students to the multidisciplinary engineering principles and use of DIT. Though our dissemination efforts we will encourage other schools to adopt our curriculum and modules to enhance their undergraduate curriculum and to promote engineering education outreach opportunities. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Jahan, Kauser John Chen Robert Krchnavek Shreekanth Mandayam Jennifer Kadlowec Rowan University NJ Jill K. Singer Standard Grant 74998 7427 SMET 9178 7427 0000099 Other Applications NEC 0231051 March 15, 2003 Modern Chemical Process Design- A Combined Steady State and Dynamic (CSAD) Approach. The objective of our project is to replace the existing two sequence undergraduate design courses with pedagogy that teaches Combined Steady state and Dynamic (CSAD) concepts in all aspects of the design process. Our proof-of-concept is aimed at investigating how this new pedagogy can be implemented. The mainstay of our work is the application/implementation of results, developed by the PIs and others, in the area of plantwide process control. The present pedagogy of chemical process design covers only steady-state design concepts but tends to ignore operational and control considerations. These remain the domain of a control/instrument engineer. Unfortunately, operating requirements during startup and shutdown usually are much different than those at steady state, and a process designed solely for a given steady-state condition may not be operational or controllable. Today's chemical industry needs more efficient design and they seek chemical engineers capable of doing the tasks of design and control simultaneously. Our work is an attempt to address this issue. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Hoo, Karlene Uzi Mann Texas Tech University TX Bevlee A. Watford Standard Grant 74998 7427 SMET 9178 0000099 Other Applications NEC 0231070 July 15, 2003 Collaborative: The CONCAM Undergraduate Education Project. There is no substitute for exposure to real observations of astronomical phenomena. Most students, however, are either unfamiliar with the night sky or familiar only with a night sky that is severely compromised by city lights. Planetarium software, while useful, provides an artificial and synthetic experience. A global network of fisheye night-sky web cameras, the CONCAMs, has developed recently, and it takes real and continuous images of the entire night sky. These images, freely available over the web, can be used to demonstrate clearly and forcefully many basic scientific concepts in introductory astronomy. This project is developing the CONCAM Undergraduate Education Project that leverages CONCAM images to teach a variety of astronomical concepts to undergraduates. As part of this initiative the project is developing modules that supplement standard introductory textbooks with real all-sky images from http://concam.net . This is a Proof of Concept project during which two prototype modules are being developed and evaluated CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Nemiroff, Robert James Rafert Michigan Technological University MI Duncan E. McBride Standard Grant 37500 7427 SMET 9178 7427 0000099 Other Applications NEC 0231083 September 15, 2003 MathDL Books Online. The Mathematical Association of America (MAA) is beginning a collection of online interactive resources covering business mathematics, calculus, and mathematical modeling. These new offerings establish a new component of MathDL, the Mathematical Sciences Digital Library (www.mathdl.org). Core text-based materials already exist for each area along with a limited set of animations and simulations. This project is expanding the interactive elements and developing a package of fully online resources for each area, taking advantage of the World Wide Web's hyperlinked medium. This component, MathDL Books Online, licenses access to the full set of materials for a minimal fee, with revenue supporting the development and production of additional offerings in the series. CCLI-Phase 2 (Expansion) NATIONAL SMETE DIGITAL LIBRARY CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Moore, Lawrence Frank Wattenberg Donald Albers Ivars Peterson Mathematical Association of America DC Lee L. Zia Continuing grant 425730 7492 7444 7427 SMET 9178 0000099 Other Applications NEC 0231086 January 15, 2003 LabWrite: A National Web-Based Initiative to Use the Lab Report to Improve the Way Students Write, Visualize, and Understand Science. Hundreds of thousands of student and faculty hours are devoted annually in the U.S. to the undergraduate science lab report, an exercise reflecting and perpetuating many of the shortcomings in science education identified in such reports as the NRC's 1999 Transforming Undergraduate Education in SMET. With comparatively small development and dissemination costs, our project team (from science communication, scientific visualization, botany, chemistry, and physics) is attempting to harness this ubiquitous activity to improve the way students write, visualize, and understand science. Our first goal is to revise and disseminate for national use our online prototype, developed, piloted, and assessed through our one-year NSF-CCLI grant in 2000-01. LabWrite, a series of instructional and faculty development modules, encourages and enhances use of the lab report so that students and instructors can take advantage of the opportunities it offers to develop and expand students' scientific literacy. Our second goal is to build an instructional infrastructure for improving the teaching and learning experience of the laboratory nationwide. Materials and faculty workshops are being piloted within physics, chemistry, and biology courses at NC State and at a small liberal arts women's college, a historically black university, a community college, and a large, comprehensive university. Once fully tested and revised, we anticipate publishing LabWrite as a supplement to science textbooks as well as a comprehensive interactive package for a variety of lab classes. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Carter, Michael James Mickle Alton Banks Robert Beichner Eric Wiebe North Carolina State University NC Eileen L. Lewis Standard Grant 489159 7427 SMET 9178 7427 0000099 Other Applications NEC 0231105 January 1, 2003 Helping Students Make Connections: Biology Cases that Link with Chemistry and Math. Research in the life sciences is becoming more and more interdisciplinary, relying on knowledge from physics, chemistry, and mathematics. However, as undergraduates, most future scientists study these disciplines in a series of unrelated courses that do not help them learn how to apply the tools and key concepts from one discipline to another. This proof-of-concept project is creating and testing learning materials, specifically a set of life science cases, that require students to use information from their math and chemistry courses to address tough biological problems. This teaching/learning approach aims to foster the development of critical thinking, teamwork and communication skills. The cases are being implemented and assessed in the context of Biology Interest Groups (BIGs), a UW-Madison program in which first year students co-enroll in calculus, chemistry, and a special topics biology seminar. A faculty team with representatives from biology, chemistry and mathematics is developing cases on Infectious Disease, Ecology, Food Production and Exercise Physiology. Topics emphasize real world problems and are drawn from the research disciplines of the case developers. Overall project evaluation is assessing student attitudes and learning, and determine the success of the team process for development. Project outcomes will be shared with science/math faculty at the UW-Madison and other UW-System campuses statewide. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Tong, Lillian University of Wisconsin-Madison WI Jeanne R. Small Standard Grant 74753 7427 SMET 9178 7427 0000099 Other Applications NEC 0116000 Human Subjects 0231106 February 1, 2003 Educational Materials Development for a General Education Course on Art and Geology. College courses that integrate the teaching of science and art are an increasingly popular approach to non-science majors' instruction. These interdisciplinary courses provide a rich environment for science teaching and learning, and one that is well-suited for applying science education "best practices" such as hands-on, in-context, and active learning. Recent conference sessions and journal publications have documented the utility of teaching geoscience with art; however, a major barrier to the concept's widespread dissemination is the lack of publicly available educational materials in support of geology and art courses. The goal of this proof-of-concept project is to develop as a prototype two chapters of an introductory-level college textbook on art and geology. The project team brings together faculty with expertise in geology, art, and educational research, as well as experience in the design, development, and teaching of a geology and art course and the development of commercially published multimedia educational materials. Project activities include: 1) the development of prototypical art and geology chapters, including external review, 2) pilot-testing of the materials in a core curriculum course team-taught by the PIs, 3) evaluation and subsequent refinements of the products, and 4) dissemination to the geology and art communities about the prototype and overall initiative, highlighted by a faculty workshop offered at a major professional meeting. These activities are establishing the foundation for progressing from the proof-of-concept stage to full-scale development, the goal of which is the production of a publicly available and widely adoptable art and geology textbook with supporting multimedia materials. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Battles, Denise Jane R. Hudak Georgia Southern University Research and Service Foundation, Inc GA Keith A. Sverdrup Standard Grant 74968 7427 SMET 9178 7427 0000099 Other Applications NEC 0231111 February 1, 2003 Development and Validation of a Case Study Approach to Teaching Human-Computer Interaction. A prior proof of concept project has developed a prototype set of usability engineering case studies, a case browsing tool, and several classroom activities based on the case studies. This work was coordinated with the development and publication of a new HCI undergraduate textbook (Morgan Kaufmann, 2002). The textbook differs dramatically from current offerings, interleaving the presentation of HCI content with a comprehensive scenario-based framework for the development of interactive systems. A key innovation of the new textbook is its use of a case study to introduce and exemplify the analysis, design, and evaluation framework. The proof of concept project enhanced the case study material presented in the book, by developing richer and more flexible online materials, and by building cases from three additional problem domains. This project, submitted to the CCLI-EMD track, further develops and validates the learning effectiveness of case studies as an element of teaching HCI. Using the marketing channels of Morgan Kaufmann, we recruit professors and students from 8-10 other universities interested in using the book, and participating in the evaluation of the case study materials. We work with these instructors and students to develop new activities, as well as packaging the prototype activities for convenient use. We also refine the browsing tool, responding to formative evaluation received during the prototype project, and add new functionality to support traceability of concerns throughout the life cycle, more flexible views and case study reporting schemes, and authoring by both experts and students. This project leverages our ongoing research on scenario-based development methods, incorporating the methodology concepts into undergraduate education. It also highlights the use of information technology in undergraduate education, for both content access and student project support. The graduate students who develop the case studies are becoming experts in presenting and illustrating the scenario-based framework, helping to prepare them for careers in HCI education. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Carroll, John Mary Beth Rosson Virginia Polytechnic Institute and State University VA Ernest L. McDuffie Standard Grant 299996 7427 SMET 9178 7427 0000099 Other Applications NEC 0231113 June 1, 2003 Teaching Discrete Mathematics via Original Historical Sources. A team of mathematicians and computer scientists is developing curricular materials, based on original historical sources, for beginning to advanced undergraduate courses in discrete mathematics, courses which today draw a significant number of computer science majors. The historical modules offer excerpts from original source material, together with a sequence of student exercises designed to illuminate the groundbreaking ideas introduced in the source. Pilot testing is also underway at a diverse set of institutions, including the University of the District of Columbia, Northern Kentucky University, Indiana University of Pennsylvania, the University of Southern Colorado, and the United States Military Academy. Other institutions are being added as the project progresses. In addition, the project provides graduate students at New Mexico State University an opportunity to perform apprentice teaching, which also generates additional feedback on the materials. Particular advantages of the historical approach include providing context and direction for the subject matter, honing students' verbal and deductive skills through reading original works, and the rediscovery of conceptual roots common to both discrete mathematics and computer science. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Lodder, Jerry David Pengelley Hing Leung Desh Ranjan Guram Bezhanishvili New Mexico State University NM Elizabeth Teles Standard Grant 74432 7427 SMET 9178 9150 0231119 June 1, 2003 State-of-the-Art Practices and Educational Materials for Revitalizing Power Electronics and Electric Drives Curricula. NSF has previously funded the University of Minnesota to develop novel approaches and laboratory setups for the teaching of Power Electronics and Electric Drives. These innovative approaches and laboratory setups have been shown to be effective in attracting students into the power systems concentration in the Electrical Engineering degree program at the University of Minnesota, and these innovative methods have shown to have the flexibility to address the different learning styles of the students. As a consequence, these approaches can serve as national models for improving power systems courses at other institutions. Toward this end, this project is disseminating these approaches in effort to revitalize power electronics and electric drives courses on a national scale. The management team for the project consists of the PI and two co-PIs from the University of Minnesota, and two co-PIs from other universities-- one from Tuskegee University and the other from the Arizona State University. The structure of the project includes a minimum of three workshops for the dissemination of the practices and materials. Each workshop is formulated on the experiences of the management team with these innovative methods at the University of Minnesota. Each workshop is designed for approximately 100 participants. The participants of the workshops are provided with the detailed methods used in developing the approaches, and they are given training to familiarize them with the laboratory hardware. The goal is for each participant to gain the knowledge and experience to offer these or similar courses at his/her home institution. Finally, the participants are encouraged to adapt these laboratories and seek funding through the CCLI-A&I program. The project consists of a detailed evaluation and assessment plan. CCLI-Phase 1 (Exploratory) CCLI-NATIONAL DISSEMINATION DUE EHR Mohan, Ned William Robbins Ben Oni Rajapandian Ayyanar Paul Imbertson University of Minnesota-Twin Cities MN Sheryl A. Sorby Continuing grant 390169 7494 7429 SMET 9178 0000099 Other Applications NEC 0231120 January 1, 2003 Process Oriented Guided Inquiry Learning. Recent research into the learning process has begun to show how students learn and what environments are best to facilitate learning. There are many barriers that have prevented widespread adoption of these new teaching paradigms, including: the investment of time needed to make a change; lack of tested models and materials; and support systems to enable and encourage faculty to continue an innovation. To address these needs, collaborators at Franklin and Marshall College, SUNY Stony Brook, and Washington College have developed innovative and effective teaching methods and materials for General, Organic, and Physical Chemistry instruction. Constructivist and learning cycle principles are combined with an emphasis on essential learning processes and student-student interactions to create a new educational model called Process Oriented Guided Inquiry Learning (POGIL). The practices and materials we have developed are applicable to large or small classrooms, recitation sections with or without technology, and laboratories. The approach and the new materials have all been nationally tested and are readily available. The project goals include faculty development, dissemination of new practices, and adoption of innovation through workshops, consultancies and on-site visits. An Innovation-Adoption Model is being used to assess the various components of dissemination that lead to innovation. A major objective of the project is to create an interconnected network of experts and adopters in order to increase the rate of adoption. A research team at The Catholic University of America is evaluating the effectiveness of this project. CCLI-NATIONAL DISSEMINATION DUE EHR Moog, Richard Frank Creegan James Spencer David Hanson Andrei Straumanis Franklin and Marshall College PA Eileen L. Lewis Continuing grant 1512860 7429 SMET 9178 7429 0000099 Other Applications NEC 0231121 April 1, 2003 Distributed Laboratory for System Dynamics and Control. For engineering students in introductory system dynamics and controls courses that need to gain intuitive feel for physical systems, our distributed laboratory is a way to explore basic concepts through a hands-on experience that uses inexpensive, custom hardware and software kits. Unlike traditional laboratory experiences, our distributed lab kit is brought home by each student and tackled on a self-paced schedule in much the same manner as a homework assignment, thus allowing each student to customize the laboratory experience to his or her learning style. In our pilot project, lab kits whose parts cost are less than $100 when purchased in lot sizes of 100 will be designed and tested. Our kits contains a controller board based on a standard microcontroller chip that implements real-time control and data acquisition software and communicates with a host over a serial port. The systems under study will be hardware modules that connect to the controller board. The host computer will be the student's home PC running a Visual Basic application for experiment control. Twenty-five kits with a motor-driven inertia hardware module, an electrical network plus speaker module and a cantilever beam module will be constructed and given to undergraduate mechanical engineering students in the beginning system dynamics course as part of their regular curriculum. Our evaluation plan will assess project progress, views of the students and other stakeholders about the distributed lab, and the impact of the lab on student learning. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Durfee, William Perry Li University of Minnesota-Twin Cities MN Bevlee A. Watford Standard Grant 74902 7427 SMET 9178 0000099 Other Applications NEC 0231122 January 1, 2003 Developing An Instructional Operating System For Computer Security Course Laboratories. The high priority that information security education warrants has been recognized since the early 1990's. To address these national needs, many universities have incorporated computer and information security courses into their undergraduate and graduate curricula. In these courses, students learn how to design, implement, analyze, test, and operate a system or a network to achieve the security. Pedagogical research has shown that elective laboratory exercises are critically important to the success of this type of courses. However, such elective laboratories do not exist in computer security education. This project fills this gap, namely to develop elective laboratory exercises for computer security courses. We are developing an instructional operating system (SEINIX); each exercise requires students to add a different security mechanism into the system. The instructional system is designed in such a way that makes it easy for students to focus on the part of the system related to the security concepts that we want them to learn. The Center for Support of Teaching and Learning at Syracuse University will help us in evaluating the electiveness of our approach. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Du, Wenliang Steve Chapin Syracuse University NY Mark James Burge Standard Grant 74984 7427 SMET 9178 7427 0000099 Other Applications NEC 0231135 March 15, 2003 Living Marine Invertebrates: An Interactive CD-ROM. Invertebrates comprise 95% of all animal life on the Earth and dominate the world's oceans so some knowledge of their biology and ecology is fundamental to a student's understanding of the planet's ecosystems. Invertebrates are covered in many university-level courses ranging from traditional invertebrate zoology classes to those emphasizing general introductory biology, marine biology, oceanography, and biodiversity, to name a few. Invertebrates are represented by a dizzying array of body forms and morphological variations as well as complex feeding, locomotory, and other behaviors that are difficult to describe and illustrate. Virtually all textbooks represent invertebrates with line drawings and photographs in an encyclopedic manner that provide students with little or no sense of their position and/or behavior in natural habitats. No multimedia products are available on the market today that provide students with a means to observe most invertebrate groups, their respective body plans and behaviors. This project is developing a prototype interactive CD-ROM containing digital videotape sequences of selected living marine invertebrates with an emphasis on the body plans and locomotory and feeding behavior of two major groups. We are building on several years of experience in videotaping living invertebrates under both natural and simulated field conditions and have access to a multitude of marine habitats and state-of-the-art culture facilities for conducting the project. The prototype is being tested by visiting undergraduate students from 30 universities that use our teaching and research facilities. Additional testing of the prototype will occur at a national meeting of invertebrate zoologists. EXP PROG TO STIM COMP RES CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Watling, Leslie Kevin Eckelbarger University of Maine ME Daniel Udovic Standard Grant 70278 9150 7427 SMET 9178 9150 7427 0000099 Other Applications NEC 0231139 February 15, 2003 Collaborative Research: Education Materials to Bring Traditional Ecological Knowledge into Science Education. Traditional ecological knowledge (TEK) is increasingly recognized as a valid partner to ecological sciences. Prototypes of course materials are being developed to achieve integration between TEK and the science of ecology. Such materials will be a valuable resource to educators at tribal colleges and at mainstream universities as we endeavor to support the development of increasing numbers of Native Americans in science disciplines. Education of mainstream scientists in the approaches of TEK increases cross-cultural competence, reduces barriers to participation by Native Americans, and enriches the perspectives available for environmental problem solving. Prototypes are being developed collaboratively between two institutions and two PIs with shared goals, but different audiences: a tribal college, Little Big Horn College (LBHC), and a mainstream university, SUNY College of Environmental Science and Forestry (ESF). At LBHC the prototype is intended as a culturally responsive, place-based ecology course, which will integrate the science of ecology with TEK, primarily from Crow culture. At SUNY ESF, the prototype will be concept-based and span a wide diversity of cultures and ecosystems. The materials we develop will be incorporated into a course presently taught at both institutions, General Ecology. The scope of traditional knowledge has many parallels with the content of a typical ecology course, making it an excellent forum for introducing TEK. An Ecology course is also a nearly universal part of college biology curricula, and it thus provides an appropriate venue for wider dissemination of the materials developed. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Kimmerer, Robin SUNY College of Environmental Science and Forestry NY Daniel Udovic Standard Grant 75000 7427 SMET 9178 7427 0000099 Other Applications NEC 0231161 February 15, 2003 Geometric Structures for Elementary Teachers (GeoSET). National reports over the last decade have focused on the need for change in the way mathematics is taught at the elementary and secondary levels. The GeoSet project supports the full development and dissemination of the curriculum and pedagogy for a discovery-based course in geometry for prospective elementary teachers. Geometry is an ideal course in which to model discovery-learning and the use of technology for pre-service teachers. This project draws on the experiences gained from a well-established course in geometry for elementary teachers and an experienced team of project directors at Oklahoma State University. Project materials support a cognitive level and require a substantially higher level of participation than is normally the case for the course audience. A wide range of curricular and pedagogical activities is supported by the prototype workbook-style text currently being used. The intellectual merit is realized through the development of materials that include: group activities, extensive writing, math-literature connections, projects, construction with manipulatives, and mathematical proofs. The broader impact of "GeoSet" is realized through the development, testing, and revision of innovative materials that targets pre-service elementary teachers. In addition, these materials support innovative professional development activities both as a basis of discovery-style pedagogy and as a foundation to promote ongoing professional growth as teachers through a lesson study model. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Wolfe, John Douglas Aichele Oklahoma State University OK Daniel P. Maki Continuing grant 375000 7427 SMET 9178 9150 7427 0000099 Other Applications NEC 0231171 May 1, 2003 Environmental Science Activities for the 21st Century. This project is building upon a proof-of-concept grant to create a comprehensive library of course activities for environmental science courses. In the proof-of-concept phase, four multi-week, Internet-based laboratory modules were developed on topics in environmental science for Kennesaw State University's (KSU) general education course in Interdisciplinary Science. The laboratory program utilizes a combination of field studies, wet labs, and Internet-based experiences to allow students to examine local environmental issues and their individual contribution to regional and global environmental impacts. The exercises were tested at KSU in Fall 2001 and Spring 2002 with approximately 1,500 students, and our experiences, assessment data, and outside evaluation indicate significant benefits to our approach and strongly suggest continued development. In this full development phase, we are expanding upon and improving our existing collection of laboratory modules to encompass all of the major topics covered in environmental science courses. The 10 modules being developed are textbook-independent, and available to any interested party through the Internet. The modules are being created by an interdisciplinary team of scientists from four diverse institutions, and tested in the various class formats for environmental science courses (no lab, "open" lab, and conventional lab). In addition to the laboratory modules, the development team is creating an extensive collection of instructor resources, tailored to each course format. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Laposata, Matthew Mandy Heddle Chris Fox Kenneth Rhinehart Kennesaw State University GA Daniel Udovic Standard Grant 322245 7427 SMET 9178 7427 0000099 Other Applications NEC 0231173 April 1, 2003 Computational Neuroscience over the Access Grid Nodes. This project is developing and delivering a course in Computational Neuroscience originating at Carnegie Mellon University and offered for credit at remote universities. The course is based on both research performed and workshops taught at the Pittsburgh Supercomputing Center and has a strong computational aspect, with the lectures tied to computational examples. The course utilizes the Access Grid group-to-group communication technology to create a distributed classroom, and utilizes the computational resources of the Pittsburgh Supercomputing Center for computer-intensive student exercises. The problem addressed by this project is the national need to train students in computational biology in general, and computational neuroscience in particular. It is particularly difficult to meet this need for students in universities in the EPSCoR states. The project's objective is to test whether courses originating in universities affiliated with the National Supercomputing Centers can be disseminated via synchronous interaction with EPSCoR universities. In this particular project the Pittsburgh Supercomputing Center is collaborating with faculty at the University of Montana, Carnegie Mellon University, and University of Edinburgh to provide a distributed course in computational neuroscience. The course addresses geographical diversity and integrates high performance networking and communication, and high performance computing, with education in a manner that would not have been possible until very recently due to limitations in communications technology and accessible computer power. This project is jointly funded by the Division of Undergraduate Education in the Education and Human Resources Directorate and by the Division of Experimental and Integrative Activities in the Computer and Information Science and Engineering Directorate. CCLI-EDUCATIONAL MATERIALS DEV BIOLOGY & INFORMATION TECHNOLO DUE EHR Deerfield, David Eric Jakobsson Barbara Kucera Gregory Hood Carnegie-Mellon University PA Jeanne R. Small Standard Grant 75000 7427 1705 SMET 9178 7427 0000099 Other Applications NEC 0231179 February 1, 2003 Science That Matters. The science literacy needs of future teachers and other non-science majors are being addressed through implementation of a multi-site college level interdisciplinary science course sequence based on the National Science Education Standards and focused on real-life issues. Instructional capacity is also being addressed through faculty professional development and curriculum materials upgrades involving faculty from five institutions (University of South Florida, Hillsborough Community College, Manatee Community College and St. Petersburg College from Florida and Fairmont State College in West Virginia). Project direct outcomes include a network of 15-25 prepared instructors, 10-12 upgraded modules (beta versions), and measures of improved science literacy of the target student population, a diverse population of college students including those preparing to be teachers. Intellectual Merit: Faculty in the program are introduced to recent literature on learning and practice these strategies through the implementation of the "Science That Matters" courses and curricular material. Faculty reflection and feedback is used to improve instruction and the curricular materials. Measures of student outcomes included Test of Logical Thinking (TOLT), The ACT's Collegiate Assessment of Academic Progress (CAAP), a project developed writing assessment measuring intellectual progress, and faculty assessment of student learning. Broader Impacts: The project provides a model two course sequence and curricular materials for achieving science literacy among non science majors/future elementary school teachers. Implementation at diverse institutions and among diverse student populations provides valuable guidance for implementation around the nation and for continuing improvements to materials. The modular curricular materials and the evaluation instruments are broadly applicable and useful to a diverse audience. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Potter, Robert Gerry Meisels Bruce Cochrane Dana Zeidler University of South Florida FL Terry S. Woodin Standard Grant 104230 7427 SMET 9178 7427 0000099 Other Applications NEC 0231185 February 1, 2003 ScienceTutor: On-Line Tutoring to Aid Retention in Gateway Science. This project is developing ScienceTutor, a new on-line tutoring model designed to improve student performance in gateway science courses. ScienceTutor offers urban commuter students access to much-needed tutoring support around the clock. The college is developing ScienceTutor resources for three gateway courses in biology, mathematics, and computer science. ScienceTutor includes interactive, graphics-oriented content, including summaries of key concepts, overviews, and solutions to problems, ScienceFAQ, answers to questions often asked by students, TutorTips, advice on how to handle assignments, and e-mail your tutor, real-time chat rooms where students can discuss issues. ScienceTutor differs from conventional distance learning in that it is designed to be used by students outside of class, it responds to students most pressing learning issues, and revised so that it truly serves the needs of users. Formative evaluation of the two-year project employs expert reviewers from Brooklyn College faculty knowledgeable in website design, student responses to questionnaires, focus groups, and field tests. Summative evaluation examines whether students continually choose to use ScienceTutor and whether it supports their performance. College support for the project includes the work of its three directors, experts in collaborative learning and computer science, who work with science faculty designing and perfecting the on-line program so that it serves students. Dissemination is taking place on the web and through presentations at conferences devoted to technology and science education. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Whitlock, Paula Danny Kopec Myra Kogen CUNY Brooklyn College NY Mark James Burge Standard Grant 74985 7427 SMET 9178 7427 0000099 Other Applications NEC 0231194 May 15, 2003 Paradigms in Physics--Faculty Materials. The Paradigms in Physics Project is an ongoing complete revision of the upper-division physics curriculum. By tying the junior-year content to case-studies of paradigmatic physical situations, the curriculum is more modern and flexible enough to meet students' diverse career needs. By utilizing more student centered pedagogies including integrated laboratories, small-group problem-solving, computer simulations, and project-based courses, the project is improving students' analytical and problem-solving abilities, as well as their integration of mathematics and physics. By spiraling to revisit topics and concepts at a higher level in the senior year, the project is enhancing student learning. This phase involves national dissemination of this successful project. However dissemination of a project of this scale has never been attempted by a single department. Thus the present project focuses on two of the new Paradigms courses. Beyond the student materials that have already been developed, faculty will need additional support as they adopt these courses, including written Instructor's Guides to both the content and the activities, and Faculty Development Workshops. Successful implementation and evaluation of this project will provide the experience necessary to outline a more ambitious dissemination plan for the Paradigms project. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Manogue, Corinne David McIntyre Allen Wasserman Oregon State University OR Duncan E. McBride Standard Grant 99941 7427 SMET 9178 0000099 Other Applications NEC 0231200 January 1, 2003 Modern Embedded Computing. In modern times, almost anything that uses electricity uses some form of embedded computing. Examples include answering machines, GPS systems, televisions, gas pumps, toys, stereos, refrigerators, automobiles, game boxes, cellular phones, cash registers, and clocks. Not only is embedded computing becoming more widespread, but the complexity of the computing is increasing. Many of the products listed above process complex multimedia, including signal acquisition, compression, and display, with a concurrent interface. A modern embedded computing course is needed to teach engineers about the technologies and designs that go into these kinds of devices. Computer vision topics have historically been taught in graduate courses, since few examples were being practiced in mainstream engineering. In recent years the incorporation of multimedia into embedded devices has drawn some vision topics into mainstream attention. This project develops an undergraduate course that incorporates relevant vision theory into the larger context of embedded computing. Traditional topics, such as processor types, dynamic power management, and real-time scheduling, are taught alongside relevant vision topics, such as codecs, concurrent interfaces, and multimedia signal acquisition, storage, and rendering. At Clemson University we are developing ECE 468L Embedded Computing along these lines. In lab work, the students program hardware to operate as a digital video camera. This project develops the evolving course materials and lab exercises into a prototype textbook, based upon student assessment and evaluation. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Hoover, Adam Kathleen Yancey Clemson University SC Mark James Burge Standard Grant 75000 7427 SMET 9178 9150 0000099 Other Applications NEC 0231202 January 1, 2003 Collaborative Research: Teaching Data Structures to the Millennial Generation. This proposal focuses on novel approaches to teaching data structures to the Millennial Generation and on the development of tools to support them. The project addresses the communication of key concepts in the design and analysis of data structures, which are typically taught in a course known by the acronym CS2, as it is often the second course that a computer science student will take in their major. This course is full of powerful ideas that have many applications, yet key concepts are not properly appreciated by many students. This lack of enthusiasm is likely due to the fact that these concepts are often presented and justified in ways that do not resonate with the student's prior experiences and expectations. This project will take this historical approach and replace it with a more vibrant and visual approach that is just as rigorous and content led as the previous text-based approach, but is a better match to the way modern students learn. The components of the project are particularly focused on studying the use of multimedia, visual teaching styles, and motivating applications from society and the Internet. A fundamental goal is to teach computer science students of the Millennial Generation how to design and utilize data structures in a way that incorporates new technologies and shows the connection between topics being taught and their potential applications. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Tamassia, Roberto Brown University RI Mark James Burge Standard Grant 124999 7427 SMET 9178 7427 0000099 Other Applications NEC 0231217 January 1, 2003 The Optics Project on the Web: WebTOP. During the past three years a 3D, interactive, web-based computer graphics system called The Optics Project on the Web (WebTOP) was developed that helps students in introductory physics classes and upper-level optics classes learn optics. WebTOP contains sixteen different modules, and has a scripting feature that allows the user to record an interactive session and play it back later. This system was developed under an NSF CCLI proof of concept grant. Faculty members and students at seven different universities have used it for in-class demonstrations and for homework assignments. Student evaluations of WebTOP have shown that it helps students visualize and understand optical phenomena. The current project fully develops WebTOP and disseminates it nationally. The objectives are as follows. (1) To use a team of seven optics and physics education experts from universities across the nation to develop a set of web-based tutorials that use WebTOP modules and directed discovery questions (with detailed solutions) to teach the basic principles of optics. (2) To give the entire physics and engineering community nationally an opportunity to adapt WebTOP to their own needs by developing a script editing tool for WebTOP scripts and by making WebTOP open source. (3) To create three new modules for WebTOP. This project provides a system with nineteen modules and thirteen tutorials and builds a nationwide set of university users. CCLI-Phase 1 (Exploratory) CCLI-EDUCATIONAL MATERIALS DEV S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Foley, John David Banks Taha Mzoughi Mississippi State University MS Duncan E. McBride Standard Grant 353364 7494 7427 1536 SMET 9178 9150 7427 0000099 Other Applications NEC 0231219 May 15, 2003 Opening the Genetics Gateway with Automated Support for Student Thinking. Genetics is a fundamental unifying theme of biology. The Human Genome Project and advances in genetics and biotechnology are revolutionizing biology, medicine and industry. However, genetics is an intimidating challenge for college students across the full range of post- secondary institutions and the growing demand for genetics education outstrips the supply of qualified teachers. We are developing a genetics cognitive tutor to support active problem-based learning in undergraduate genetics courses and make genetics accessible to more students. Cognitive tutors are an educational technology that speeds learning and yields large achievement gains compared to conventional instruction by providing students "just-in-time" problem-solving help. Cognitive Tutor mathematics courses are currently in use by more than 125,000 students in over 700 middle and high schools. The genetics cognitive tutor is building on past successes in tutoring quantitative reasoning and using the cognitive tutoring technology in novel realms of scientific inference and experimental design. We are pilot testing and evaluating cognitive tutor lessons in six universities representing a diverse student population, and including large public universities, private research universities, a small liberal arts university and an historically black university. Pilot testing includes formative evaluations of tutor effectiveness and student learning rates. Summative evaluations of achievement outcomes are being conducted by Carnegie Mellon's Office of Technology for Education and Eberly Teaching Center. Cognitive tutor dissemination activities are focusing on summer workshops and conference workshops, and are facilitated by a project advisory board and Carnegie Mellon's Office of Innovation Transfer. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Corbett, Albert Elizabeth Jones Ken Koedinger Carnegie-Mellon University PA Terry S. Woodin Continuing grant 474655 7427 SMET 9178 7427 0000099 Other Applications NEC 0231231 July 1, 2003 Centerpiece Projects: Developing Large-scale, Interdisciplinary Design Experiences for Freshman Engineering. Over the last twenty years, NSF and the engineering community have called for systemic changes in engineering education, including a shift to interdisciplinary approaches, increased emphasis on teaming and communication, and greater engineering practice and design throughout the curriculum. Our project involves centerpiece projects, a substantial, motivational, design project that reinforces and integrates science and math content for the freshman year. These projects could lower the barriers associated with adoption of integrated curricula and offer synergistic reinforcement of benefits not fully exploited in other curricular approaches. Our project involves the development, implementation, and assessment of prototype curricular materials for centerpiece projects. The results of our study will be disseminated via publications, presentations, and electronic distribution. The interdisciplinary centerpiece projects are transferable to a variety of institutions, and a full development program, including beta testing at other institutions, will be pursued should the prototypes prove promising. Centerpiece projects are grounded in established pedagogical methods, address calls for interdisciplinary approaches, and are an attempt to help attract and retain members of underrepresented groups. In short, centerpiece projects represent a significant opportunity to improve retention and learning in the freshman year. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Somerville, Mark Jill Crisman Burt Tilley Jonathan Stolk Franklin W. Olin College of Engineering MA Bevlee A. Watford Standard Grant 74921 7427 SMET 9178 7427 0000099 Other Applications NEC 0231245 January 1, 2003 A Collaborative Project: Development of an Undergraduate Data Mining Course. Data mining is an emerging field. The knowledge of data mining has been in demand in the IT industry and in new areas like bioinformatics, information assurance, and homeland security where data are massive. Traditionally, data mining courses are offered at the graduate level; now, this type of course is needed at the undergraduate level to increase interest in this area and address labor market demands. This collaborative project between Arizona and Wright State Universities develops an undergraduate data mining course for junior and seniors. The objectives are: develop a course that can be taught either by semester ASU or quarter WSU term, establish vehicles and approaches to increase student retention in the course, and promote data mining skills essential to problem solving. The objectives are accomplished in several ways: designing a pre-assessment instrument measuring student knowledge of data mining, and on-line tutorials; develop course materials that will enhance problem solving skills through reflection, critique, exercises, discerning theory from practice; and using a continuous evaluation process that addresses not only student achievement but also enrollment retention. Input from leading IT industry is used to incorporate immediate practical needs. The results of the project including evaluation are published via various means. Notes, supporting materials, projects, and exams are made available on the course web site. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Dong, Guozhu Wright State University OH Robert Stephen Cunningham Standard Grant 20489 7427 SMET 9178 0000099 Other Applications NEC 0231246 March 15, 2003 A Web-Based Writing and Peer Review Component in Introductory Earth Science Classes: Adaptation of the Calibrated Peer Review Tool Used in Chemistry. This proof-of-concept project is designing and evaluating three prototype Calibrated Peer Review (CPR) assignments for use in introductory Earth and environmental science classes. CPR is a technical writing tool established by a consortium of institutions in California and used by chemistry and biology departments at universities and colleges. This instructional assessment tool employs an interactive web-based approach that allows a student to develop increased understanding by writing about timely, relevant topics. Students develop short essays and review their peers' essays in a manner that is both time-efficient and effective. This CPR project is implementing digital tools for three Earth science-based assignments providing managed review, analysis, assessment of student input, and preparation of reports for both student and instructor. Central to the identification of topics that are content-rich and, from a citizens' perspective, relevant, the Lexis-Nexis news database is being utilized. Using this searchable resource, three topics of particular relevance are being used: earthquake and plate boundaries, evidence for global warming, and flood hazards. Collaboration with a group of faculty involved in the CPR project is being established to facilitate the PIs use of available technological infrastructure and to help develop a medium appropriate for use by Earth science departments nationwide. The project is being evaluated at Iowa State University and by instructors at a community college, undergraduate-oriented state college, and a research university. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Cervato, Cinzia Iowa State University IA Keith A. Sverdrup Standard Grant 39828 7427 SMET 9178 7427 0000099 Other Applications NEC 0231263 October 1, 2003 Spatial Perspectives on Analysis for Curriculum Enhancement (SPACE). Social Science-Other (89) SPACE is a three-year program to achieve systemic change within undergraduate education in the social sciences, with extension to the environmental sciences. Our approach is based on the value of spatial thinking, and associated technologies (geographic information systems, tools for spatial analysis), as the basis for greater integration among the social science disciplines, greater motivation for students, greater relevance to societal problems, greater integration of technology into undergraduate instruction, and greater employment prospects for graduates. The program is centered on a series of professional development workshops, with extensive follow-on activities; and features additional programs designed to leverage these workshops, to achieve high rates of participation among traditionally under-represented groups, and to bridge the gap between research and teaching in the social sciences. It is managed by a consortium led by the University of California, Santa Barbara, and includes The Ohio State University (PI, Mei-Po Kwan) and the University Consortium for Geographic Information Science (PI, Arthur Getis), a consortium of over 60 institutions with strong commitments to the principles on which SPACE is based. The program is building on the successful experience of the Center for Spatially Integrated Social Science (CSISS), a project funded by NSF since 1999 under its program of support for research infrastructure in the social sciences. CSISS organizes workshops for graduate students and young faculty, to introduce them to GIS and spatial analysis as research tools. SPACE is a major new initiative to teach the teachers, and move the focus from research to undergraduate learning. SPACE focuses on providing undergraduate instructors with basic skills in GIS and spatial analysis and some of the latest techniques, software, and learning resources. SPACE is also organizing sessions at major conferences to provide instructors with basic introductions to using spatial technologies in the classroom, to maintain engagement with participants in the national workshops, and to reach wider audiences than the workshops. The project is in the process of developing an extensive set of Web resources to facilitate the sharing of materials and assessment instruments among undergraduate instructors. CCLI-Phase 2 (Expansion) CCLI-NATIONAL DISSEMINATION DUE EHR Janelle, Donald Richard Appelbaum Michael Goodchild University of California-Santa Barbara CA Myles G. Boylan Continuing grant 1444040 7492 7429 SMET 9178 7429 0000099 Other Applications NEC 0231268 August 15, 2003 Quantifying the Effectiveness of an Interactive Physics Problem Library. ABSTRACT Proposal #: DUE-0231268 Title: Quantifying the Effectiveness of an Interactive Physics Problem Library Institution: Massachusetts Institute of Technology PI: David E Pritchard This project builds on previous National Science Foundation funding of a web-based interactive problem library. The project library has been developed over the past several years and has amassed a library of nearly 1000 interactive, pedagogically sound, introductory physics problems. These problems have been tested in several settings, and recently Addison-Wesley licensed the entire system under the name "Mastering Physics" for inclusion with several of its introductory physics texts. Despite these successes, the library has not been more widely adopted. This project demonstrates, to a wider audience, the effectiveness of their interactive tutoring concept. In this project the interactive tutoring system is being tested at a number of institutions around the country using rigorous educational research techniques to determine the effective learning gains enjoyed by users of this system over traditional written homework or other homework systems. The results of these studies are being prepared for publication in peer reviewed journals and presentations for physics instructors as well as the Physics Education Research community. We will publish several journal articles within the first year of the project demonstrating the results. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Pritchard, David John Belcher Massachusetts Institute of Technology MA Duncan E. McBride Continuing grant 100000 7427 SMET 9178 0000099 Other Applications NEC 0231270 April 15, 2003 Interactive Simulation Environments for Inquiry Astronomy Teaching. Our project is developing a suite of high-quality JAVA applets that visually simulate a variety of astrophysical phenomena. The simulations are designed for instructional use in 100-level general education college astronomy courses, but will be appropriate for 200-level college courses as well as advanced high school classes. The simulations make use of the JAVA SWING library, which allows construction of superior graphical user interfaces enabling users to conveniently and intuitively interact with simulations. The simulations are accompanied by extensive supporting materials including student guides, instructor guides, background material, and concept tests for peer instruction. These materials allow the simulations to be used in a variety of instructional formats, including computerized laboratories, homework assignments, and in-class demonstrations. Each applet also includes student assessment in the form of a pre-test and a post-test in the web-based assessment engine EDU (marketed by Brownstone Learning). This program allows applets to be incorporated into questions so that assessment can take advantage of applet capabilities. Instructors can request accounts for their students in the EDU system and download statistical reports of their student's assessment results. In addition to informing teachers and educating students, use of this built-in assessment will gather considerable information on how students learn from and interact with simulations. This information can be used in developing future web-based materials. All project materials will be publicly available at no cost on the web and also disseminated by McGraw-Hill Publishing on CD-ROM. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Lee, Kevin Edward Schmidt Timothy Slater Kent Reinhard University of Nebraska-Lincoln NE Duncan E. McBride Standard Grant 336572 7427 SMET 9178 9150 0000099 Other Applications NEC 0231287 February 1, 2003 Developing and Disseminating New Laboratories on Plant Molecular Genetics and Genomics. Plant molecular genetic and genomic research still lag behind medically-oriented research on microbes and higher animals. As a result, relatively few lab experiences that expose students to the growing insights into plants offered by genomic biology are available at the lower college level. This CCLIproject is developing a laboratory- and Internet-based curriculum to bring students to the forefront of modern plant research. The project is based largely on data emanating from major NSF-funded plant research at Cold Spring Harbor Laboratory (CSHL) and includes substantial input from active researchers. It builds on the Dolan DNA Learning Center's 16 years of experience developing and disseminating innovative laboratory curricula, and its experience as a publisher of Internet sites with strong multimedia content and shared use of student-generated data. A comprehensive set of laboratoriesis based on rapid and reproducible PCR chemistry developed under a previous grant from the Advanced Technological Education Program. Using the model plant Arabidopsis and important food crops, the laboratories illustrate key concepts of gene and genome analysis, including: the relationship between phenotype and molecular genotype, genetic modification of plants and detection of transgenes in foods, and linkage and bioinformatic methods for gene mapping. Students also have the unique opportunity to explore functional genomics by assisting CSHL researchers with the cellular analysis of Arabidopsis genes of unknown function. An Internet "super site" supports the laboratories with online protocols, custom analysis tools, shared databases, and collaborative bulletin boards and chat systems. The proposal is comprised of an initial development phase, culminating in a focus workshop of faculty advisors drawn from two- and four-year colleges representing six regions of the United States. During the dissemination phase, faculty advisors will organize weeklong training workshops to reach 144 instructors. Applied Biosystems, Bio-Link National Center for Advanced Technological Training in Biotechnology, Carolina Biological Supply Company, and Cold Spring Harbor Laboratory Press are committed to provide key assistance to the project. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Micklos, David David Jackson Cold Spring Harbor Laboratory NY Daniel Udovic Continuing grant 499603 7427 SMET 9178 7427 0000099 Other Applications NEC 0231305 February 1, 2003 Developing Curriculum to Improve Undergraduate Communication Skills across Engineering Disciplines. This proof of concept project targets the improvement of undergraduate engineering students' communication skills. Faculty in the School of Industrial and System Engineering are working with colleagues in the School of Language, Communication, and Culture, and a group of senior advisors, to glean information from workplace interviews with practicing engineers, their managers, and senior executives. This information forms the basis for a new curriculum and course on Technical Communication. Four prototype instructional tools that use paper-and-pencil, electronic, video, and web-based media, are also being integrated into the course. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Norback, Judith Peter McGuire GA Tech Research Corporation - GA Institute of Technology GA Lee L. Zia Standard Grant 75000 7427 SMET 9178 0000099 Other Applications NEC 0231312 March 15, 2003 CCLI:EMD: Matlab Antenna Toolbox. This project provides the national educational community with an Antenna Toolbox that is used with the MATLAB package to illustrate complex phenomena related to the design of antennas, and with the physical features, the propagation characteristics of electromagnetic fields, and the important aspects of the physical layer for a wireless communication system. The educational material being developed is unique in that it provides full-wave electromagnetic solutions using a computing platform, MATLAB, which is the only universal computational language understood by the majority of electrical engineering students worldwide. Other computational educational materials provide software written in Fortran, and hence are not readily accessible to undergraduate students. Other available MATLAB-based software for antenna analysis and design utilize approximations and hence, they do not include all the physics associated with a particular design. This MATLAB ANTENNA TOOLBOX represents a unique and valuable contribution to the educational cornucopia that is available to faculty who teach at the undergraduate student level. Furthermore, this toolbox is to be used in a complementary fashion with other analysis tool and codes that the students are familiar with. Therefore, by casting the difficult subject of antenna design and analysis in a familiar form (e.g. a MATLAB Toolbox) and to utilize the full capabilities of MATLAB to integrate graphical user interface, efficient computation, and graphical output, it is expected that the faculty will better respond to the different learning styles of all students taking antenna design and analysis courses. Hence, student retention in these courses should be better. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Makarov, Sergey Worcester Polytechnic Institute MA Russell L. Pimmel Standard Grant 200000 7427 SMET 9178 0000099 Other Applications NEC 0231313 May 15, 2003 Development of Educational Materials that Strengthen Students' Problem-Solving Skills for a Bioengineering Fundamentals Course. Proposal Number: 0231313 Institution: William Marsh Rice University PI: Ann Saterbak Title: Development of Educational Materials that Strengthen Students' Problem-Solving Skills for a Bioengineering Fundamentals Course Our team is developing educational materials that cover the conservation laws with applications in biological and medical systems. We believe these materials provide a new and unifying approach for teaching the introductory course in bioengineering departments across the country. The number of Bioengineering and Biomedical Engineering Departments in the United States has increased substantially in the last decade to support the increased demand for diverse engineering graduates who are knowledgeable in life sciences and are skilled as engineers. Currently, no textbooks or materials on the fundamentals of engineering are targeted to students in an introductory bioengineering course. Our educational goals are being achieved through the completion of some of the first chapters which involve, Conservation Principles in Bioengineering, that includes the development of problem-based learning modules, as well as communication skills enhancement and web-based interactive simulation modules. Our assessment plan evaluates student knowledge acquisition, problem-solving skills development, and communication skills development. Prentice Hall, a commercial publisher, is distributing the completed textbook. A variety of supporting materials are being made available on the Internet, and dissemination includes journal publications and conference presentations. Professors at four universities are using our educational materials in their courses, assess student outcomes, and evaluate the effectiveness of our educational materials. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Saterbak, Ann Larry McIntire Ka-yiu San William Marsh Rice University TX Bevlee A. Watford Standard Grant 74930 7427 SMET 9178 0000099 Other Applications NEC 0231322 May 15, 2003 Conceptual Statistics: Engaging Students in Statistical Discovery. With the implementation of innovative hands-on activities, access to real world data sets and the increased ability to simulate statistical probability distribution and random phenomena, conceptual statistical thinking in introductory statistics courses has gone through significant development. Much of this development is due to the exposure of students to material that show how a statistician may think instead of the usual step-by-step procedural approach. "Conceptual Statistics: Engaging Students in Statistical Discovery" aims to advance the idea of conceptual statistical thinking by bridging the gap between statistical thinking and approaching a statistical problem as a statistician would. The development of on-line self test items and laboratory activities offer significant intellectual merit to this project. The self-test items are designed to engage students in applying and synthesizing lecture and text material. The laboratory activities build on the self-test items by presenting tasks that require innovative use of conceptual statistical thinking and methods. There is a broad range of real contexts used to illustrate the impact statisticians have in a wide variety of areas. Activities are linked together so that initial activities can be revisited easily later in the course. Although primarily at mathematically inclined students, students enrolled in secondary mathematics teacher preparation courses and teachers of advanced preparatory course can also benefit from this exposure. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Stephenson, W. Robert William Duckworth Amy Froelich Iowa State University IA John R. Haddock Standard Grant 74976 7427 SMET 9178 0231325 January 15, 2003 Development of a Pedagogical Computer Game Engine Library in Support of Computer Science Education. This is a proof of concept project in which software modules that support the development of a variety of computer game genres are developed. These software modules can be used to teach undergraduates computer game design and development. The software can also be used as a shell for explorations of many computer science disciplines for undergraduates where students can replace one of the modules with their own, thereby allowing them to concentrate on specific CS disciplines ranging from basic data structures and algorithms, to database management, issues in concurrent programming, design of network protocols, distributed systems and security, graphics programming, user interface design, and design of artificial intelligence algorithms; but still having the ability to create a computer game. The computer gaming context provides a very strong motivational construct to which most computer science students have a natural affinity. Placing these disciplines within the construct of a computer game helps students concretize and apply the concepts studied. The software is developed by University of Michigan undergraduate and graduate students. The results and software of this project are disseminated to the broader computer games and computer science community via appropriate conferences and the Internet. At the University of Michigan, the PI has been offering a Computer Games course since 1997 and the coPI has been teaching a Computer Networks course. Both PIs have developed pedagogical software packages in their respective fields that have been used by faculties in other universities nationwide. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Laird, John Sugih Jamin University of Michigan Ann Arbor MI Robert Stephen Cunningham Standard Grant 74913 7427 SMET 9178 7427 0000099 Other Applications NEC 0231328 December 15, 2003 On-Line Support for Object-Oriented Programming Language Instruction. This project addresses the issues of attracting, engaging, and competently training students in computer science by developing innovative multimedia-based instructional software for introductory computer science classes. The software tools is built on top of an existing system called Online Web-based Learning (OWL), a system that has been used with great success in chemistry, physics, and mathematics. This project identifies three broad characteristics of first year CS instruction in object-oriented (OO) programming instruction, particularly in Java: 1) there is too much material for students to learn in a single 14 week semester; 2) staffing in introductory courses is stretched too thinly and devotes too much time to background chores such as grading; and 3) because of very uneven instruction in high schools and varying expectations about the purpose of programming instruction, student competence, interest, and expectation varies greatly in a single class. Moreover three additional features characterize defects in teaching strategies: 1) students are reluctant to read code (programs) carefully; 2) students often complete the first two semesters of Java programming instruction with a very poorly developed sense of high-level design; and 3) students are isolated and work together poorly. We are implementing the following pedagogical and technical remedies for these problems in the context of the first two courses in a traditional CS curriculum, introduction to programming and data structures. These remedies include: the development of a wide range of on-line exercises that teach about the fundamental concepts of OO programming and data structures; the development of exercises that train students to be careful code-readers; the development of exercises that teach students first to understand code from a UML perspective, and second to use UML thinking to design code at a high level; and finally, through the mechanism of an informal drop-in center, and through the development of multi-student on-line exercises, we train students to collaborate more effectively with their peers. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Moll, Robert Allen Hanson Christopher Eliot David Hart University of Massachusetts Amherst MA Mark James Burge Standard Grant 399999 7427 SMET 9178 7427 0000099 Other Applications NEC 0231336 February 15, 2003 Mathematical Modeling Forum. This project is creating a web-based mathematical modeling forum to support the teaching and learning of mathematical modeling on a national scale. The forum provides a rich environment in which students and faculty can explore applications problems in depth, learning mathematics in the context of its contemporary use. Students are offered a wide variety of modeling problems coded by level of difficulty and application area. In addition, students may post full or partial solutions, pose questions, and participate in extended discussions. Experienced faculty and practitioners from across the country contribute problems, serve as reviewers of posted solutions, and facilitate and moderate the online discussions. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Driscoll, Patrick Henry Pollak Consortium For Mathematics & Its Applications Inc MA Lee L. Zia Continuing grant 450101 7427 SMET 9178 0231342 May 1, 2003 Seeing the Connections. The connections between higher- level mathematics such as abstract algebra and mathematics generally taught at the secondary level are deep. But rarely are these connections made explicit in the education of pre-service teachers Hence their potential contributions to the teaching of secondary mathematics is left undiscovered. These connections are often left undiscovered in professional development for in-service teachers as well. Seeing the Connections is a collaborative among the Education Development Center, The University of New Hampshire and California State University at Chico. The project produces, pilots, and disseminates curriculum modules that help teachers develop a knowledge of mathematics for teaching that bridges the gap between higher level mathematics and the mathematics generally taught at the secondary level. These modules form a library of materials that are innovative in addressing the needs of both pre-service and practicing secondary mathematics teachers. The project builds mechanisms to ensure wide dissemination of the developed material, which contributes to the intellectual merit of the field. The project pilots both new and revised materials from previous proof of concepts for a variety of college and university settings for both mathematics content courses and mathematics education courses. The broader impacts are realized through the broad piloting and dissemination of the developed modules. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Benson, Steven Karen Graham Neil Portnoy Education Development Center MA Daniel P. Maki Standard Grant 249921 7427 SMET 9178 0000099 Other Applications NEC 0231349 February 1, 2003 PLTL National Dissemination: Building a National Network. As the faculty, staff, and administrators of institutions of higher learning respond to the call to shift to student-centered pedagogy, there is a need to inform them of robust and flexible curriculum reforms that have documented success. This project seeks to create a national dissemination network for the Peer-Lead Team Learning (PLTL) teaching strategy. PLTL is an instructional model that emphasizes student achievement through active learning in a peer-led workshop. The workshops are integrated into regular coursework and provide an opportunity for students to engage in the workshop discussion and problem solving activities under the guidance of a trained undergraduate leader. In prior work, the PLTL Workshop Project has managed to stimulate interest, deepen understanding, assist implementation, and develop new leadership in PLTL in biology, chemistry, mathematics, and physics across a wide range of institutions. The project has also built partnerships that enable science students to broaden their career and professional interests and has introduced the pedagogy to the high school sector. In this phase of the project, the emphasis is on consolidating this informal network and engaging this faculty fully in the national dissemination effort. The network of faculty committed to PLTL will also conduct research regarding student learning in the context of a well-defined pedagogical model. A final goal of this project is to mobilize the project network to increase the number of peer-leaders who join a teacher preparation program, thus creating a large nationwide pool of science and mathematics majors who may become highly qualified teachers. CCLI-NATIONAL DISSEMINATION CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Gosser, David Victor Strozak Michael Gaines David Rutschman CUNY City College NY Susan H. Hixson Continuing grant 1632880 7429 7428 SMET 9178 7428 0000099 Other Applications NEC 0231350 June 1, 2003 Experiments for Integrating BME Concepts into the ECE Curriculum. Biomedical engineering (BME) is one of the fastest growing fields, with an expected job growth rate that is twice that of the overall job growth rate in the US. However, there are only 22 schools offering accredited undergraduate degrees in BME, and most schools do not have the resources to offer new degree programs. The resulting gap between the demand for qualified BME professionals and the programs for educating them constitutes a significant, yet unmet, national need. Our goal has been to develop a new educational paradigm to help reduce this gap. Our paradigm is based on a general method for introducing novel multidisciplinary content into core engineering curriculum. Our methodology consists of the integration of content specific laboratory experiments into core courses to provide essential background, followed by an elective providing topical depth. BME is used as the novel content and electrical and/or computer engineering (ECE) as the core curriculum. The method is versatile, as it can be easily modified to integrate other novel multidisciplinary content into any engineering program to provide a better-rounded engineering education. The implementation of this method has two specific objectives: first to provide ECE students with fundamental and contemporary BME knowledge for future career and graduate study opportunities; and second to improve students' interest in and comprehension of ECE concepts by acquainting them with engineering solutions to real world problems in medicine. These objectives are being achieved by integrating a set of experiments - designed to demonstrate a wide spectrum of BME concepts - into core ECE courses, along with a new elective providing a comprehensive BME overview. A major outcome of our project is a learning paradigm, which can serve as a model for integrating novel content into core engineering curriculum. The full development of our approach will serve as a building block for future undergraduate minor / concentration programs in a variety of novel content areas, such as biomedical engineering. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Polikar, Robi Linda Head Ravi Ramachandran Maria Tahamont Rowan University NJ Lesia L. Crumpton-Young Standard Grant 74389 7427 SMET 9178 0000099 Other Applications NEC 0231353 May 15, 2003 Web-Based Homework: Curriculum Reform Incorporating Drawings And Graphs. Physics reform efforts are changing classroom instruction, but administrative mechanics have had limited impact on homework. Web-based homework offers a partial solution, but is limited by types of responses available, and student drawings and graphs are especially problematic. This project is creating a set of flexible, modular Java applets for drawing simple graphs and diagrams. These self-grading applets can work with most web-based homework systems as well as standard HTML pages, enabling the use of new classes of exercises. The PI and undergraduate students are developing a complete set of exercises using these applets to accompany a standard introductory physics curriculum within a widely used web homework system and HTML pages. The project is also investigating usage patterns, sources of difficulties, and effectiveness with assessment as an integral part of the project. Dissemination is via the Internet, web-homework systems, conference talks, and workshops. Intellectual merit: these applets simultaneously solve significant difficulties with both physics curricular reform efforts and web-based homework using widely available technology. Broader impact: these applets have clear applications beyond introductory physics to math, chemistry, engineering and any areas where graphs, vectors, tables and equations are used. The availability of exercises can help to encourage and assist instructors who teach in a traditional style to incorporate more research-based methods and activities in their classroom. Teacher preparation: Undergraduate students who are future high school physics teachers are an integral part of this project. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR BONHAM, SCOTT Western Kentucky University Research Foundation KY Warren W. Hein Standard Grant 144063 7427 SMET 9178 9150 7427 0000099 Other Applications NEC 0116000 Human Subjects 0231354 March 1, 2003 The "Chemistry is in the News" Project. In its 1996 report, Shaping the Future--New Expectations for Undergraduate Education in Science, Mathematics, Engineering, and Technology, the Advisory Committee to the National Science Foundation Directorate of Education and Human Resources charges college-level science educators to effectively use technology to enhance learning and communication, and to develop curricula that take full advantage of modern technology. Many of the key recommendations made to STEM faculty in Shaping the Future are addressed in the design of the Chemistry is in the News (CIITN) project. The overarching goal of CIITN project is to facilitate learning activities by connecting real world social, economic, and political issues to the teaching of organic chemistry. The activities consist in the study, creation, and peer-review of CIITN projects online. A CIITN project consists of (a link to) an electronically published news article from the popular press or any online media and includes a tutorial/editorial and questions. These activities are conducted in small collaborative groups, guided by peer-learning assistants, in the context of large lecture settings and they are aimed at undergraduate students majoring in science. The online tools and components of the Chemistry is in the News project are being developed in order to enable its nationwide implementation and adoption. We hold workshops at the University of Missouri-Columbia for faculty development and symposia at American Chemical Society meetings to disseminate the CIITN news projects. We hope that with the Chemistry is in the News project we bring about broader and deeper scientific literacy, a systemic change that is so desired by educators, administrators and politicians alike. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Glaser, Rainer University of Missouri-Columbia MO Eileen L. Lewis Continuing grant 333117 7427 SMET 9178 7427 0000099 Other Applications NEC 0231358 May 15, 2003 Material and Energy Flow in Engineered and Natural Systems: Textbook Proposal for a Focused Introductory Environmental Science Course Incorporating Laboratory & Computer Modeling. Public policy issues involving aspects of environmental science are characterized by their complexity and by the changing nature of the day's critical problem. Traditional environmental science textbooks that catalog current issues are useful in making students literate about today's problems but do little to prepare students to solve or think critically about tomorrow's undiscovered problems. We are developing and teaching a course structured to teach students how to conceptualize and tackle scientific problems in the environment. We wish to turn our work into a textbook that includes suggested laboratory/field projects designed to introduce students to experimental approaches and their constraints as well as suggested modeling problems using the user friendly modeling software Stella. We already have a conceptual core for our project, several successful laboratory/field exercises that incorporate sequential development of skills and sophistication, and a number of problems and cases. The aim of this project is to develop additional field/laboratory exercises; collect more current environmental data to support problems, laboratory modules and student inquiry; develop new problems; write additional computer models; write our ideas in chapter form; discuss our work with others and discuss the work of others with them; and develop and implement methods for judging our work's effectiveness EXP PROG TO STIM COMP RES CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Austin, Rachel Bates College ME Daniel Udovic Standard Grant 74856 9150 7427 SMET 9178 9150 7427 0000099 Other Applications NEC 0231361 February 15, 2003 National Dissemination of the National Engineering Projects in Community Service (EPICS) Program. It has become widely recognized that engineering students need skills that go beyond their technical strengths: skills in communication, project planning, awareness of the customer, of ethical and professional issues, and of the social and global context in which engineering is practiced. Together with start-to-finish design experience, these skills mark an increased emphasis on experiential education. Integration of these dimensions into engineering courses is critical to the quality of education. However, it has also been widely recognized that traditional engineering programs are not graduating students who fully possess these skills. There is also a growing sense that broadening the notion of an engineer's core competencies to include these skills may be critical to achieving a population of engineering professionals that is gender- and ethnically diverse. Engineering Projects in Community Service (EPICS) is an award-winning academic program that was initiated at Purdue to address the dual needs of teaching engineering design and meeting community needs for access to expertise in engineering and technology. Based on numerous measures of success, EPICS is effectively integrating highly mentored, long-term, large-scale, team-based, multidisciplinary design projects into the undergraduate engineering curriculum as well as being an exemplary program that is addressing a critical need in engineering design education. In partnership with Microsoft Research, this project is implementing a national dissemination of the EPICS model. The dissemination plan consists of five components: sharable software infrastructure, faculty development workshops, seed grants, partnerships for institutionalization, and content dissemination. Dissemination to over 1000 faculty over a period of five years is proposed. CCLI-NATIONAL DISSEMINATION ENGINEERING EDUCATION DUE EHR Oakes, William Edward Coyle Leah Jamieson Susan Maller Purdue University IN Lesia L. Crumpton-Young Continuing grant 2549960 7429 1340 SMET 9178 7429 1340 0000099 Other Applications NEC 0231363 January 1, 2003 Beyond LEGOs: Hardware, Software and Curriculum for the Next Generation Robot Laboratory. This project provides the tools and assistance that faculty need to create the next generation robotics laboratory at their own institutions: (1) a well-supported research-level hardware platform; (2) an open source software system that abstracts from the details of any particular robot and allows users to explore complex control methods at a high level; and (3) a project-based curriculum integrated with the hardware and software. The PIs serve as mentors through on-site visits, close e-mail contact, and yearly workshops. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Yanco, Holly Kurt Konolige Deepak Kumar Lisa Meeden Douglas Blank University of Massachusetts Lowell Research Foundation MA Mark James Burge Standard Grant 400194 7427 SMET 9178 7427 0000099 Other Applications NEC 0231383 January 15, 2003 Developing Science Skills and Content Mastery in Anatomy and Physiology using Technology-Enhanced, Hands-on Models. This project is attempting to address the need for materials that help students master a large body of factual material in anatomy and physiology in a manner that emphasizes the development of problem-solving and other core scientific competencies. The project aims to develop a prototype set of materials covering the heart and cardiovascular system that incorporates hands-on experiences and student-centered problem-solving tasks. The project seeks to serve as a model for how to develop new curricula and low cost materials, and how to train instructor in their use. A laboratory guide, instructor's manual and CD showing how the model is used, are being written. The products will be evaluated both with respect to their efficacy in training instructors and their impact on student learning. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Lemons, Daniel CUNY City College NY Jeanne R. Small Standard Grant 74999 7427 SMET 9178 7427 0000099 Other Applications NEC 0231395 February 15, 2003 Collaborative Research: Educational Materials to Bring Traditional Ecological Knowledge into Science Education. Traditional ecological knowledge (TEK) is increasingly recognized as a valid partner to ecological sciences. Prototypes of course materials are being developed to achieve integration between TEK and the science of ecology. Such materials will be a valuable resource to educators at tribal colleges and at mainstream universities as we endeavor to support the development of increasing numbers of Native Americans in science disciplines. Education of mainstream scientists in the approaches of TEK increases cross-cultural competence, reduces barriers to participation by Native Americans, and enriches the perspectives available for environmental problem solving. Prototypes are being developed collaboratively between two institutions and two PIs with shared goals, but different audiences: a tribal college, Little Big Horn College (LBHC), and a mainstream university, SUNY College of Environmental Science and Forestry (ESF). At LBHC the prototype is intended as a culturally responsive, place-based ecology course, which will integrate the science of ecology with TEK, primarily from Crow culture. At SUNY ESF, the prototype will be concept-based and span a wide diversity of cultures and ecosystems. The materials we develop will be incorporated into a course presently taught at both institutions, General Ecology. The scope of traditional knowledge has many parallels with the content of a typical ecology course, making it an excellent forum for introducing TEK. An Ecology course is also a nearly universal part of college biology curricula, and it thus provides an appropriate venue for wider dissemination of the materials developed. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Yarlott, David Margaret Eggers Little Big Horn College MT Daniel Udovic Standard Grant 74965 7427 SMET 9178 7427 0000099 Other Applications NEC 0231404 January 15, 2003 Development of Web-Based Real Time Virtual Model Based Simulation Laboratory for Soil-Structure Interaction Problems. The project develops a Web-based virtual model-based simulation laboratory (VMBSL) module with graphical and animation capabilities using the techniques of finite element method (FEM) to study the behavior of steel building frames subjected to static loads (gravity, wind, etc.), including their respective concrete foundation and foundation soil models, for implementation in structural engineering courses. The objective is to couple structural and geotechnical courses in civil engineering curriculums by integrating the true behavior of frame structures with soil and foundation properties that support them. It also addresses the issue of structural systems from grounds up to delineate the true behavior of the entire structure. The Web-based VMBSL and animation modules are incorporated into two undergraduate courses, namely structural analysis and steel design. The VMBSL tools developed in this project provide examples to demonstrate how the three-dimensional model of actual beam-to-column and column-to-foundation connections, concrete foundation, and soil properties effect the lateral sway and member forces in the structural systems as compared with the idealized two-dimensional models. The modules promote an environment for interactive-learning, virtual environment, team-based projects, and lifelong learning experiences. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Abolmaali, Ali Anand Puppala Laureano Hoyos Kathlyn Canaday University of Texas at Arlington TX Bevlee A. Watford Standard Grant 74382 7427 SMET 9178 0231406 March 15, 2003 Design and Development of a Computer-Based Materials Science Laboratory. The objective of this proof-of-concept project is to develop a software virtual laboratory tool that is based on emerging learning theories and effective pedagogy. The tool may be of use by engineering students in engineering disciplines to enhance their understanding of engineering concepts, analysis methods, and problem solving procedures that are used in material science and engineering courses and laboratories. All of the normal laboratory operations and functions such as following procedures, using equipment, following safety rules, making measurements, and performing analysis of data are performed in a virtual laboratory environment. The software development approach is focused on the NSF theme of integrating technology into education using existing software technology, digital video and still photography techniques, simulation, and a logical and structured approach to the presentation of materials laboratory tasks and objectives. A decision tree approach is incorporated at various levels of the virtual experiments to allow the user to make decisions (correct or incorrect), observe the results of the decision, and perform the experiment in an iterative process. The software tool to serves as a virtual experience that may be used in conjunction with a lecture course that does not have a laboratory element, or as a preparation tool for an existing laboratory course. The main objective of the virtual experience is to facilitate a self-paced discovery environment in which the user can verify physical concepts and learn laboratory procedures through both correct and incorrect decisions and answers. From previous work the investigators have developed one virtual experiment on metallography techniques that requires a memory space of approximately 200 Megabytes. In this project, four additional virtual experiments will be developed based on important concepts in materials science and engineering. (The storage requirements for these experiments should also be about 200 Megabytes each.) The software tool will be evaluated for its effectiveness in meeting learning objectives for a diverse group of students including women and members of underrepresented groups at Texas Tech University, Tuskegee University, and Drexel University. The software is to be disseminated in national and international markets, as an educational supplement accompanying a materials science textbook through McGraw-Hill publishing company. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Hashemi, Javad Edward Anderson Texas Tech University TX Russell L. Pimmel Standard Grant 74913 7427 SMET 9178 0000099 Other Applications NEC 0231411 May 15, 2003 Developing an Online Center for Global Geography Education. (88) Geography Introductory textbooks and courses in world geography generally emphasize factual knowledge and lecturing. As a result, relatively few American students get to engage directly with the perspectives of their peers in other parts of the world or to benefit from active inquiry. Students need international perspectives and high levels of competency in geography to understand and appreciate our diverse, highly interdependent world. Many geographers believe Internet technology can help build an integrated international community of scholars dedicated to collaborative teaching and multinational learning. Despite some progress, this potential remains largely untapped because of the lack of materials, training, information, and disciplinary coordination available to faculty for planning and carrying out online teaching collaborations with international colleagues. This proof of concept project is working to create this integrated international community of scholars in geography. It is engaged in producing, testing, and disseminating three instructional modules for an online Center for Global Geography Education. A consortium of disciplinary organizations is participating in the project over a period of two years. In the first year, the focus is on developing student activities and hypermedia applications for the modules. In the second year the project plans to beta test the modules and designing the online architecture of the Center. Growing out of that second year, the project will promote national and international adoption of the modules by training faculty through workshops and distance learning. Ultimately, the Center will serve as a virtual meeting place and educational materials clearinghouse for discipline-based international teaching collaborations. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Solem, Michael Texas State University - San Marcos TX Myles G. Boylan Standard Grant 152548 7427 SMET 9178 7429 0000099 Other Applications NEC 0231414 January 1, 2003 Collaborative Research: Moving Data Based Inquiry Learning to the Internet. The over-arching goal of this project is to increase science literacy of general education learners who may not become scientists. The specific goal of this project is to create a well-researched oceanography course, live and online, widely disseminated, with a modern inquiry based pedagogy. The design focuses on science literacy using real earth data, collaboration between learners, and a strong connection to societal issues. The project is based on a successful NSF CCLI pilot project that supported the creation of software and course materials that enables online auto-graded homework assignments, scientific writing activities, on demand grade calculation, and peer interaction, with powerful instructor assessment capability. It has been tested, refined, and evaluated in two live oceanography classes at the University of California, Santa Barbara (UCSB). New capability is being created to support the fully online course with collaborative projects with strong peer to peer interactions. An instructor team consists of faculty from four California community colleges, two California state colleges, two large state universities (not including UCSB), and a small private college. Yearly workshops support team collaboration and dissemination of technology and pedagogy. Major themes include the integration of technology in education and faculty development. This project is having an impact on teacher education and diversity through the composition of the project team, some of whom have been active in teacher preparation and/or teach at campuses with a diverse student population. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Prothero, William Gregory Kelly University of California-Santa Barbara CA Jill K. Singer Standard Grant 427432 7427 SMET 9178 7427 0000099 Other Applications NEC 0231421 February 1, 2003 Bioorganic Reaction Animations. Historically the understanding of biological processes has progressed from observation of phenomena at the cellular level to structure determination of biopolymers (i.e. DNA/RNA, proteins and polysaccharides) to elucidation of specific interactions and reactions that govern life processes. As these processes are understood at the molecular and sub-molecular (i.e., functional group) levels, the dependence upon interactions of organic molecules and groups becomes evident. Consequently, information obtained through study of organic reactions and non-covalent interactions among small organic molecules has become directly applicable to the understanding of biological processes. To facilitate students' understanding of how chemical events dictate live processes, three-dimensional interactive animations of reaction pathways for multiple enzymatic processes are being developed based upon enzyme crystal structure and semi-empirical calculations. The software allows students to visualize the chemical events that play a role in these enzyme systems. The goal of this Proof-of-Concept project is to correlate the chemical events in biological processes with those learned in organic chemistry courses. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Fleming, Steven Paul Savage Brigham Young University UT Harry Ungar Standard Grant 74460 7427 SMET 9178 0000099 Other Applications NEC 0231440 February 15, 2003 Development of an Interactive Systems and Controls E-Book. The objective of the project is to develop a PC and Web based interactive "Systems and Controls" E-Book to address multidisciplinary curricular needs in Electrical, Mechanical, and Aerospace Engineering, and Mathematics. This E-book supports undergraduate controls curriculum classes such as differential equations, microprocessors, linear algebra, and senior design. It enables multidisciplinary curricular integration via case studies, and bridges theory and practice by using realistic design problems and capstone projects. It also enhances student learning through interactive modeling/simulation in MATLAB with 3D animation, interactive problems containing real-time solutions, case studies, and interactive multimedia topical lectures. It provides an enriched interactive learning experience which facilitates conveying fundamental/advanced concepts, asynchronous learning, and different teaching and learning styles. Multiple test sites, university and industrial partners, publishers, and an assessment specialist contribute to the development of this E-book. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Rodriguez, Armando Walter Higgins Jennie Si Bruno Welfert Arizona State University AZ Lesia L. Crumpton-Young Standard Grant 307910 7427 SMET 9178 0000099 Other Applications NEC 0231448 January 1, 2003 A Collaborative Project: Development of An Undergraduate Data Mining Course. Data mining is an emerging field. The knowledge of data mining has been in demand in the IT industry and in new areas like bioinformatics, information assurance, and homeland security where data are massive. Traditionally, data mining courses are offered at the graduate level; now, this type of course is needed at the undergraduate level to increase interest in this area and address labor market demands. This collaborative project between Arizona and Wright State Universities develops an undergraduate data mining course for junior and seniors. The objectives are: develop a course that can be taught either by semester ASU or quarter WSU term, establish vehicles and approaches to increase student retention in the course, and promote data mining skills essential to problem solving. The objectives are accomplished in several ways: designing a pre-assessment instrument measuring student knowledge of data mining, and on-line tutorials; develop course materials that will enhance problem solving skills through reflection, critique, exercises, discerning theory from practice; and using a continuous evaluation process that addresses not only student achievement but also enrollment retention. Input from leading IT industry is used to incorporate immediate practical needs. The results of the project including evaluation are published via various means. Notes, supporting materials, projects, and exams are made available on the course web site. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Liu, Huan Debra Banks Arizona State University AZ Robert Stephen Cunningham Standard Grant 52720 7427 SMET 9178 0000099 Other Applications NEC 0231459 February 1, 2003 Linking Visualizations Online to Discover and Unify Mathematics. This project is developing and evaluating prototypes of interactive, dynamic, and visually oriented webpages linked by common themes. Current technologies facilitate animation and exploration of interconnected networks of information, and in this manner new concepts are made more accessible when associated with more elementary and familiar ones. Unifying mathematical principles can lead students to formulate their own mathematical questions, discover results, and organize and understand their knowledge. The presentations include motivation from modern applications as well as animations of classical examples. Modules are expected to become part of the National Science Digital Library and available as an online resource for both teachers and students, to review fundamentals, to preview more advanced manifestations and applications, and to emphasize discovery using animated and linked explanations and "proofs without (and with!) words." CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Palais, Robert Andrej Cherkaev Elena Cherkaev University of Utah UT Lee L. Zia Standard Grant 74996 7427 SMET 9178 0231467 January 1, 2003 Collaborative Research: Teaching Data Structures to the Millennial Generation. This proposal focuses on novel approaches to teaching data structures to the Millennial Generation and on the development of tools to support them. The project addresses the communication of key concepts in the design and analysis of data structures, which are typically taught in a course known by the acronym CS2, as it is often the second course that a computer science student will take in their major. This course is full of powerful ideas that have many applications, yet key concepts are not properly appreciated by many students. This lack of enthusiasm is likely due to the fact that these concepts are often presented and justified in ways that do not resonate with the student's prior experiences and expectations. This project will take this historical approach and replace it with a more vibrant and visual approach that is just as rigorous and content led as the previous text-based approach, but is a better match to the way modern students learn. The components of the project are particularly focused on studying the use of multimedia, visual teaching styles, and motivating applications from society and the Internet. A fundamental goal is to teach computer science students of the Millennial Generation how to design and utilize data structures in a way that incorporates new technologies and shows the connection between topics being taught and their potential applications. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Goodrich, Michael University of California-Irvine CA Mark James Burge Standard Grant 125000 7427 SMET 9178 7427 0000099 Other Applications NEC 0231482 March 1, 2003 Microtechnology and Nanotechnology: A Connected Approach to Small Systems. The goal of our project is the creation, testing and dissemination of a prototype textbook entitled in Microtechnology and Nanotechnology: A Connected Approach to Small Systems, intended for upper-undergraduate and graduate level study of microtechnology, specially microelectromechanical systems (MEMS) and nanotechnology. As new courses in these areas continue to emerge at American universities the need for an innovative well-written understandable textbook grows as well. We recognize that some MEMS-specific and nanotechnology-specific textbooks are available, but none that effectively tie these disciplines together. A broader and more cohesive viewpoint is overdue and a gap currently exists in the marketplace. Our book is being developed to appeal to a wide audience and to better augment instruction by representing all of the required knowledge bases from engineering and science. Expert colleagues currently working and teaching in the field will editorially evaluate our new textbook's materials throughout the composition process. Pilot tests in the form of courses taught by the PI will share the title and content of the proposed textbook and generate important feedback. Our final product will be a saleable first edition that, having proved effective in beta site testing, will be published by a major house. Preliminary discussions with McGraw-Hill suggest a market exists for such a product, as well as a desire to publish it. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Adams, Jesse University of Nevada Reno NV Bevlee A. Watford Standard Grant 65164 7427 SMET 9178 9150 0000099 Other Applications NEC 0231507 March 1, 2003 Integrative Metabolism: An Interactive Learning Tool for Biochemistry, Physiology and Nutrition. This "proof of concept" project is developing a computer-animated, pedagogically-based, interactive learning prototype called "Integrative Metabolism". The purpose of this prototype is to enhance student exposure to and understanding of metabolism at two- and four-year undergraduate institutions comprised of diverse male and female students. By integrating nutrition, physiology and biochemistry, the prototype overcomes barriers to student engagement and understanding of metabolism. Two objectives are: (1) to produce a prototype that will allow self-paced learning of science terms and engage the user by framing nutrition, physiology, and biochemistry within everyday lifestyle choices, and (2) to overlay case-based, interactive learning onto the prototype to promote effective learning. Female and male students and faculty from a 2- and 4-year school are collaborating to technically enrich and pedagogically enhance a sample of this prototype developed this past year. Using a case-based and learner-centered design, students explore metabolism at the whole body, organ, cellular and enzyme levels. The intellectual merit of this project lies in its ability to demystify metabolism and engage students in risk-free, engaging and interactive learning. The broader impact resulting from this project is an infusion of enthusiasm and understanding of metabolism to our youth that could influence not only their choice of careers, but also their health. Results from this "proof of concept" project will serve as a basis for full development and a commercial publisher. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Carey, Gale University of New Hampshire NH Daniel Udovic Standard Grant 100000 7427 SMET 9178 0000099 Other Applications NEC 0231508 July 15, 2003 Applying Advanced Distributed Teaching and Learning to Pre-Calculus Mathematics. Mathematical Sciences (21) In this proof of concept (POC) project faculty at a number of the two-year colleges in the University of Wisconsin System are collaborating with colleagues at the University of Wisconsin-LaCrosse to explore the creation and use of "shareable content objects" (SCOs) targeting trouble spots in a typical pre-calculus course. Assembly tools are also being made available to faculty so that they may reuse and repackage these SCOs into larger grained learning modules without having to author new component objects from scratch. A prototype repository of these SCOs is under development, and the experiences of faculty in this creation and assembly process is being captured in the form of case studies. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Schlais, Harold Robert Hoar Thomas Peneski University of Wisconsin-Madison WI Lee L. Zia Standard Grant 0 7427 SMET 9178 0000099 Other Applications NEC 0231904 January 1, 2003 Alternative Approaches to Evaluating STEM Education Partnerships: A Review of Evaluation Methods and Application of an Interorganizational Model. The goals of this evaluative research project are: 1) to review how partnership performance is evaluated in the STEM educational community and also in a variety of other settings drawn from other policy contexts, industry, and not-for-profit; and 2) to develop and test a model exploring how degrees of embeddness among partners influence the process by which STEM educational outcomes are pursued and achieved. A panel of STEM evaluation and education experts will participate in an online Delphi panel whose goal is to develop an evaluative model for linking embedded partnership relations to educational outcomes. This model will be tested with up to four systemic initiatives for retrospective insights into partnership activities and with at least two ongoing Math and Science Partnership projects. MSP-OTHER AWARDS DUE EHR Kingsley, Gordon Marion Usselman Dara O'Neil GA Tech Research Corporation - GA Institute of Technology GA Elizabeth VanderPutten Standard Grant 418289 1793 SMET 9177 0000099 Other Applications NEC 0233974 July 1, 2003 The Chemical Educator. This project undertakes steps to allow The Chemical Educator, now in its seventh volume, to transition from a commercially based chemical education journal to a nonprofit journal. New efforts are being undertaken to increase awareness of The Chemical Educator and its benefits to those in the educational community. These efforts include consistent promotion of the journal through advertising, direct mailings, and presentations at educationally oriented meetings and symposiums. In addition, efforts are being made to continue to increase the number of submissions and the published page counts. For example, articles are being solicited for a new emphasis on research in teaching and learning and for a new laboratory section. With increased exposure and with increased submissions, we expect to increase the number of subscribers to make The Chemical Educator self-supporting. The Chemical Educator is a needed alternative journal for the timely dissemination of chemical-education-oriented articles. Focusing on rapid publication, quality articles, and assistance to authors, as well as features only available using the Internet, The Chemical Educator provides unique publishing opportunities. The Chemical Educator, published since 1996, was the first chemical education journal to utilize the Internet for delivery of articles and was one of the first electronic journals to be abstracted by the American Chemical Society's Chemical Abstract Service. The journal uses all available technology to provide educators with the necessary information needed to disseminate improvements and ensure continual improvement of chemical education methodologies. Working to complement other journal offerings in the field of chemical education, The Chemical Educator continues to serve the chemical education community as a quality forum for the dissemination of chemical education materials. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR LeMaster, Clifford Boise State University ID Susan H. Hixson Continuing grant 87800 7427 SMET 9178 9150 0000099 Other Applications NEC 0241078 August 1, 2003 Collaborative Research: Using Formative Assessment to Develop Introductory Physics Skills. This collaborative effort is developing activities that integrate knowledge building and formative assessment in the evaluation of learning at the introductory physics level. Included in this effort is the development of research-based formative assessment tools. These tools involve active engagement methods with appropriate feedback in the form of test kits of activities that are common in the practice of science and engineering. Such activities have been found to be the most effective intervention to help students achieve desired learning outcomes. Each kit includes six different types of activities, along with templates and rubrics that instructors can use for evaluation, and that students can use for self and small-group assessment of their own work. The scoring rubrics assess students' development of science and engineering abilities, and allow instructors to evaluate outcomes, improve the quality of feedback (the most important part of formative assessment), and establish the validity of the activities--do they assess the desired skills. The components of the kits are being developed and tested in large-enrollment introductory physics courses in two universities (one large research and one medium comprehensive university) with 1600 students each year, in a high school physics course (100 students/year), and in methods courses for pre-service teachers (15 teachers/year). Dissemination of the kits occurs via the web and by a publisher (hard copy and a CD), peer-reviewed papers, workshops and talks at national meetings. CCLI - ASA DUE EHR Etkina, Eugenia Alan Van Heuvelen Rutgers University New Brunswick NJ Daniel M. Litynski Standard Grant 302536 7431 SMET 9178 0000099 Other Applications NEC 0241106 January 1, 2003 Federal Cyber Service: Scholarship for Service. Norwich University, a National Security Agency Center of Academic Excellence, is awarded a National Science Foundation Federal Cyber Service: Scholarship for Service grant to establish scholarship monies that will encourage students to obtain a degree in Information Assurance studies. The scholarship will allow rising juniors to obtain their degree in Information Assurance competencies to help defend our federal cyber systems and protect the private sector infrastructure. Because of the breadth and scope of this program, it is strongly believed that students will graduate from Norwich University's Information Assurance program with the skills, background, and motivation to meet the growing national need for specialists in this critical area. At the end of their junior year, the students will be available for summer internships in IA with deployment to appropriate federal agencies. The students will return for their senior year and complete their major and minor areas of study. At the end of their senior year, students will participate in a one-week information security update program that will be run by the programs industry partners, who are national leaders in information security. They will then be available to enter the workforce for the selected federal agencies. FED CYBER SERV: SCHLAR FOR SER DUE EHR Vanecek, Frank Philip Susmann Thomas Aldrich William Clemments Michel Kabay Norwich University VT Victor P. Piotrowski Standard Grant 2350791 1668 SMET 9178 9150 0000099 Other Applications NEC 0241856 January 1, 2003 Multidisciplinary Systems Assurance Education. Faculty members at Syracuse University will offer 30 scholarships in Multidisciplinary Systems Assurance Education for graduate students. Systems assurance comprises the related areas of information assurance, computer security, and infrastructure protection. With the continuing growth of computing and communication technology, and its increasing integration into almost all aspects of our society, systems assurance will play a vital role in the future of our nation. As this integration takes place, many issues not related to the core technology arise, issues of management, public policy, law, education, and ethics. For this reason, systems assurance is truly a multidisciplinary area of intellectual inquiry, and we are therefore providing a multidisciplinary, pan-University education program in systems assurance. The Center for Systems Assurance (CSA) at Syracuse is an NSA designated Center of Excellence in Information Assurance Education. We are expanding the CSA beyond the L. C. Smith College of Engineering and Computer Science (ECS) to include faculty from Information Studies (IST) and the Maxwell School of Citizenship and Public Affairs (Maxwell). This expansion will be followed in later years by inclusion of additional IA-related areas, including law, philosophy, and education. The Electrical Engineering and Computer Science (EECS) department, within ECS, currently offers Masters degrees in Computer Science or Computer Engineering with a concentration in Systems Assurance. Students in these courses take the core courses their major (three or four courses), a five-course concentration in a Systems Assurance technology core, and at least one elective from an allied area. We propose to implement similar tracks in IST and Maxwell. We will support students in ECS for the first year of the grant, and then support students from all three schools when their programs are on-line. FED CYBER SERV: SCHLAR FOR SER DUE EHR Older, Susan Elizabeth Liddy Stuart Thorson Shiu-Kai Chin Steve Chapin Syracuse University NY Victor P. Piotrowski Standard Grant 2498017 1668 SMET 9178 0000099 Other Applications NEC 0242763 February 1, 2003 Cyber Service Education, Training and Awareness at Idaho State University. The Simplot Decision Support Center (SDSC, 1991) and National Information Assurance Training and Education Center (NIATEC, 1999), components of Idaho State University's College of Business were established in response to the overwhelming need for computer-related security education and research. In May 1999 the NSA designated the Idaho State University one of the initial seven Centers of Excellence in Information Assurance Education. This project will expand the Center's current role in relieving the shortage of qualified information assurance personnel by providing financial support through NSF's Federal Cyber Service: Scholarship for Service (SFS) program for 30 graduate/undergraduate students as participants in a rigorous academic program. The highlights of Idaho State University's program are: __ Faculty committed to working with undergraduates in a training and education environment to support an ongoing research program. __ Immediate integration of students in existing research programs in information assurance __ A Cyber Research Seminar emphasizing critical thinking, leadership, and communication skills __ Expanding Horizons Seminars presented by experts in the field of information assurance __ An ethics component, in the form of an integrated sequence of lectures and discussion. __ Development of professional skills through mentoring, training, and experience. __ Service, as coordinated by the federal Office of Personnel Management (OPM), to give students the opportunity to serve by solving specific real problems in information assurance. FED CYBER SERV: SCHLAR FOR SER DUE EHR Schou, Corey James Frost Idaho State University ID Victor P. Piotrowski Standard Grant 1661086 1668 SMET 9178 9150 0000099 Other Applications NEC 0242845 August 1, 2003 Collaborative Research: Using Formative Assessment to Develop Introductory Physics Skills. This collaborative effort is developing activities that integrate knowledge building and formative assessment in the evaluation of learning at the introductory physics level. Included in this effort is the development of research-based formative assessment tools. These tools involve active engagement methods with appropriate feedback in the form of test kits of activities that are common in the practice of science and engineering. Such activities have been found to be the most effective intervention to help students achieve desired learning outcomes. Each kit includes six different types of activities, along with templates and rubrics that instructors can use for evaluation, and that students can use for self and small-group assessment of their own work. The scoring rubrics assess students' development of science and engineering abilities, and allow instructors to evaluate outcomes, improve the quality of feedback (the most important part of formative assessment), and establish the validity of the activities--do they assess the desired skills. The components of the kits are being developed and tested in large-enrollment introductory physics courses in two universities (one large research and one medium comprehensive university) with 1600 students each year, in a high school physics course (100 students/year), and in methods courses for pre-service teachers (15 teachers/year). Dissemination of the kits occurs via the web and by a publisher (hard copy and a CD), peer-reviewed papers, workshops and talks at national meetings. CCLI - ASA DUE EHR Zou, Xueli California State University, Chico Research Fdtn ca Warren W. Hein Standard Grant 91973 7431 SMET 9178 0000099 Other Applications NEC 0243117 January 1, 2003 Cyber Training and Education at Florida State University. The number of students trained in the area of information security and assurance is underrepresented to satisfy the needs. The goal of this proposal is to alleviate this problem by providing at Florida State University scholarship to students under the Federal Cyber Service. Florida State University: is an NSA (National Security Agency) Center of Excellence in Information Assurance Education. has been certified by the National Security Telecommunications and Information Systems Security (NSTISSC). The courses for information security professionals in the Department of Computer Science satisfy the NSTISSC 4011 standard. Students who have followed the appropriate courses at Florida State University can receive the corresponding certificate. courses in information security are also open to students of the FAMU/FSU college of engineering. has 3 experts in Information Assurance on its staff has a $125,000 laboratory on Security and Assurance in Information Technology (SAIT) Laboratory where students become familiar with the practical aspects of information security. is clearly committed to continue growing this area. FED CYBER SERV: SCHLAR FOR SER DUE EHR Burmester, Mike Alec Yasinsac Florida State University FL Victor P. Piotrowski Standard Grant 1348680 1668 SMET 9178 0000099 Other Applications NEC 0243126 September 15, 2003 Diagnostic Question Clusters: Development and Testing in Introductory Geology and Biology. Diagnostic assessment is the foundation for instructional improvement. It alerts instructors to student difficulties in learning particular concepts. In addition, truly diagnostic assessment yields information as to why students have difficulties, identifying common conceptual barriers students encounter. This information can be used to guide instructors in making changes to their teaching. This project is working to achieve two major goals. One is the development of a generalized system for creating and using diagnostic assessment in an undergraduate discipline. The other is to implement this system in geology and biology. Towards the first goal we are piloting a procedure for developing diagnostic questions that can be used in any field, developing protocols for online peer review and publication of diagnostic questions. Further, we are programming the LON CAPA network to support the online peer review and publication of diagnostic questions and the export of data on students' responses to questions. (LON CAPA is the Learning Online Network with Computer Assisted Personalized Assistance. It is a system developed at Michigan State University for delivery of on-line instructional materials that is freely available to other institutions.) Finally, we are engaging faculty in other institutions in development work that will make them aware of the diagnostic question clusters and help them learn how to integrate diagnostic questions into their teaching. This project is responding to the dearth of diagnostic questions in geology and biology by producing clusters of diagnostic questions addressing topics in geology and biology. These clusters cover three topics in geology: systems, the global carbon cycle, and the water cycle. In biology they cover two large topics, nitrogen cycling and carbon cycling. Each of these two are being covered at three different levels: global, macro, and micro. We are working with biology and geology faculty, teaching them to use the diagnostic questions as part of their instruction in order to learn about the conceptual barriers encountered by their students and modify their instruction in light of this information. Our ultimate goal is to have faculty in all fields using this procedure for developing diagnostic questions and adding to the pool. Those who use LON-CAPA will be aided by the new data export features. The LON-CAPA library of diagnostic questions is a permanent place for storing peer-reviewed questions available to STEM teaching faculty. CCLI-Phase 1 (Exploratory) CCLI - ASA DUE EHR Parker, Joyce Duncan Sibley John Merrill Merle Heidemann Gerd Kortemeyer Michigan State University MI Myles G. Boylan Standard Grant 501975 7494 7431 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0243184 July 1, 2003 Curriculum Improvement in Practice-Oriented Biology and Computer Science Programs Using Student Portfolios. This project moves the assessment of practice-oriented science education from indirect to direct measures of student learning. Northeastern University is a major research university with a long tradition of practice-oriented education. Through its well-established cooperative education program, most students alternate periods of full time course work with periods of full time paid employment relevant to their major. Even in on-campus settings science education has moved beyond the traditional classroom, where instructors maintain direct oversight over students, to include new forms of lab instruction, collaborative research projects, and independent study. Both the cooperative education model and the other new forms of instruction raise questions about what is learned in each setting, how the acquired skills can be assessed, and how this learning can be integrated into the overall curriculum. The College of Computer Science and the Biology Department of the College of Arts & Sciences at Northeastern University have surveyed students and their co-op employers to evaluate student skills and determine where and how they were learned. The two units have become campus leaders in assessing learning to improve curricula and teaching. Building on this base, this project develops portfolios for students to showcase and archive their work. Student learning is then evaluated according to well-defined rubrics that set standards of measurable progress toward proficiency in desired learning goals. The portfolios are stored in digital form on computer servers (so-called electronic portfolios) to facilitate communication between the various learning environments. Development of rubrics to evaluate student learning in different settings is the first major task of the project. This process requires in-depth, facilitated discussions among academic faculty, co-op faculty, employer supervisors and experienced students. The second task is the designing of the portfolio system prototype following the recommendations of the rubric development teams and working with an outside database and web-front-end designer. The portfolio is piloted during the third year of the project, using 200 students in Computer Science co-op preparation classes, and 200 Biology students from all five years of their program. During the last two months of each year the project team reviews progress by consulting with curriculum committees, employer groups, student groups and an Advisory Committee formed for this project. After the final evaluation the results are disseminated to the University Community and to the wider audience of scientists and educators. The process of rubric development and portfolio construction can be used as a model to understand the relative contribution of different settings to desired student learning outcomes, and as a vehicle for regular review and improvement of curriculum. The model can be used in a variety of settings with a broad range of students; for instance to help improve skills and clarify goals for students who are the first in their family to attend college and students for whom English is their second language. CCLI - ASA DUE EHR Bergman, Kostia Viera Proulx Melvin Simms Veronica Porter Northeastern University MA Stephen C. Cooper Standard Grant 498276 7431 SMET 9178 7431 0000099 Other Applications NEC 0243207 July 1, 2003 Valuing Literacy: The Science and Mathematics Value Inventory (SaM-VI). This project introduces the Science and Math Values Inventory (SaM-VI), a comprehensive inventory that determines the value undergraduate students place on science and math literacy. Although this instrument is useful in examining educational outcomes for all students, the main aim is for those who do not major in STEM fields. The SaM-VI provides a mechanism to review, modify, and enhance interdisciplinary math/science curricula. More importantly, this inventory supports national curricular reform and improved literacy in mathematics and science by providing universities and colleges a means to determine if their general education math and science programs have truly made a difference in the lives of students. It also reinforces the constructivist tenet that the effective application of knowledge depends not only on how much knowledge students have and how they organize it, but also on the feelings they associate with that knowledge and especially the value they place on it. The major component of this project is the development of the Science and Math Values Inventory (SaM-VI). This inventory investigates how (or if) the value students place on math and science literacy changes following formal instruction. This project has five significant outcomes. The development of the SaM-VI allows: (i) the assessment of the relationship between the perceived value of science and math literacy and achievement, (ii) the assessment of longitudinal changes in students' perception of the value of science and math literacy, (iii) the examination of gender-related differences in perceived value of science and math literacy, (iv) the exploration of the impact of ethnicity on perceived value of science and math literacy and, (v) the dissemination of an assessment tool that 35 partner institutions plan to use to evaluate curricula. CCLI-Phase 1 (Exploratory) CCLI - ASA DUE EHR Deeds, Donald Charles Allen Mark Wood Bruce Callen Vickie Luttrell Drury University MO Myles G. Boylan Continuing grant 395321 7494 7431 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0243209 June 1, 2003 Writing for Assessment and Learning in the Natural and Mathematical Sciences. The Writing for Assessment and Learning in the Natural and Mathematical Sciences (WALS) project adapts the Calibrated Peer Review (CPR), developed and widely disseminated in Chemistry. The project creates and implements writing assignments for students in Biology, Mathematics and Physics. The assignments assess student understanding, enhances student learning, and promotes faculty inquiry into how students learn. The WALS project involves carefully crafted writing assignments that promote and assess student conceptual learning and faculty-guided peer review that promote both critical thinking and student self-assessment. Through the workshops and writing activities, faculty participants increase their own understanding of how and what students understand. Synthesizing multiple classroom research projects provides significant insight into the nature of student learning in the science and mathematics. The faculty participants engage in activities lead by a team that represents expertise in the prescribed content areas, faculty development, the CPR protocol, writing assignments development, and technology-mediated instruction. The broader impacts of the WALS project are realized through the collaboration between faculty and students from the Texas Collaborative for Excellence in Teacher Preparation partner institutions. Of these, three are Hispanic serving, one a historically black university, and another 90% female. Diversity issues relating to the implementation of CPR are investigated. The project impacts approximately 5000 students taking the affected courses over the project term several of which are taken by future science and mathematics teachers. The reach of the project therefore extends to the students of these pre-service teachers. CCLI - ASA DUE EHR Simpson, Nancy Michael Stecher A. Lewis Ford Arlene Russell Comer Patterson Texas Engineering Experiment Station TX Myles G. Boylan Standard Grant 481850 7431 SMET 9178 7431 0000099 Other Applications NEC 0243227 May 15, 2003 Adaptation of Concept Inventories for Rapid Feedback and Peer-Assisted Learning in Core Engineering Courses. Project Number 0243227 Institution: Rowan University PI: John Chen Title: Adaptation of Concept Inventories for Rapid Feedback and Peer-Assisted Learning in Core Engineering Courses Abstract Our study is being conducted under the Adaptation track of the Assessment of Student Achievement in Undergraduate Education Program. The goal of our project has been to adapt the Concept Inventory for frequent classroom use, and to implement it in a system to provide rapid feedback to students of their understanding of key concepts during classroom lectures. This rapid feedback system acts as the focal point and catalyst to encourage students, working in pairs, to assist each other in correcting misconceptions or deepening each other's understanding of the topic at hand. Furthermore, the system allows the professor to assess the students' level of comprehension (or misconception) in a just-in-time fashion, and thus guides his or her pacing and coverage of the material. The system and methodology has been implemented in at least three core-engineering courses at two institutions. CCLI - ASA DUE EHR Chen, John Dexter Whittinghill Jennifer Kadlowec Rowan University NJ Bevlee A. Watford Standard Grant 200000 7431 SMET 9178 7431 0000099 Other Applications NEC 0243242 May 15, 2003 Scaffolding Research in Computer Science Education. The project is comprised of a set of integrated activities focused on specific acts of collaborative research called "experiment kits". An experiment kit is designed by an expert in CS Education research and details the design of a piece of research, from methodology to analysis, and situates it in its theoretical context (readings, case studies and further references). It will be presented at a one-week workshop in June, 2003. Participants will leave the workshop fully versed in their "experiment kit": a clearly defined research problem, empirical study designs and methodological confidence. Data gathering will be carried out collaboratively during the 2003-2004 academic year in the participants' classrooms, maintaining contact over the intervening period for problem solving and support, forming an electronic research network. Participants will also attend a meeting at SIGCSE 04, for discussion of specific practical issues that the participants may have encountered in their institutional contexts, to expose them to the wider SIGCSE community, and to meet with those who participated in the related project Bootstrapping Research in CS Education (DUE-0122560). This meeting will provide opportunities for longitudinal transfer between the Scaffolding and Bootstrapping cohorts, and extend the circle of discussants and discourse to a group engaged in similar although not identical research work. During the summer of 2004, there will be a capstone workshop in which participants share results, analyze data, make plans for reporting and disseminating those results in professional journals, and in collaborating on follow-up research. Following the second summer workshop, there will be a final meeting of all Scaffolding and Bootstrapping participants at SIGCSE 05 for reflection on lessons learned, collaboration on ongoing and new research projects, and integration into the larger CS Ed community. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Tenenberg, Josh University of Washington WA Stephen C. Cooper Standard Grant 164180 7427 SMET 9178 0000099 Other Applications NEC 0243254 June 1, 2003 Designing a Peer Evaluation Instrument that is Simple, Reliable, and Valid. Intellectual Merit A simple, reliable cooperative learning group peer evaluation method is the focus of this project. The project addresses an issue that is significant for the effective use of and wider acceptance of cooperative learning in engineering education. The instrument being designed and tested will not provide the same level of feedback as more complex and difficult- to-use instruments, but its reliability and validity should be comparable or higher than those of the best instruments currently available, and its simplicity will encourage widespread adoption by faculty who are not ready to make the commitment to more ambitious approaches. This project builds from what is known about cooperative learning. A multi-item instrument with good administration has good potential for becoming a successful instrument. The project is working on crucial issues in peer evaluation (inflation of scores, identical scores, and bias) and in reliability (number of raters, number of administrations). Because there is no true measure of the quality of teamwork, the project is using multiple assessment methodologies and seeking concurrence among them. Instrument validity is being established through verbal protocol analysis, behavioral observation, and concurrence with results obtained with other validated instruments. Both test-retest reliability and inter-rater reliability are being assessed. The project is being conducted in a distributive fashion in five participating institutions. There are nine faculty across these institutions, experimenting with different methods of assessment in eleven different courses. The breadth of courses and instructors promises to make the developed method robust. Broader impact This peer evaluation instrument is expected to significantly improve both team-based engineering education and assessment activities. Instructors using it are able to improve the teaching of team skills by giving students formative peer feedback. Engineering programs using it can document that their students have the ability to work in teams. The successful dissemination of the prototype instrument through publications and presentations has been promising. The simplicity, validity, and reliability of this instrument can be expected to speed its adoption at other institutions. The involvement of schools from multiple Engineering Education Coalitions is also likely to accelerate its dissemination. The assessment instrument and its associated rubric and instructions are also of potential interest to a large number of academic programs. The instrument under development is useful anywhere cooperative groups are employed. Extensive testing for validation and reliability evaluation for this tool should also minimize any unintended gender or racial bias. CCLI-Phase 2 (Expansion) CCLI - ASA DUE EHR Benson, Lisa Cynthia Finelli Richard Layton Lisa Bullard Misty Loughry Clemson University SC Myles G. Boylan Continuing grant 644590 7492 7431 SMET 9178 9150 7431 0000099 Other Applications NEC 0116000 Human Subjects 0243258 July 1, 2003 Formative Assessment Materials for Large-Enrollment Physics Lecture Classes. This project is developing new formative assessment materials for large introductory lecture-based general physics courses. Among the project goals are to (1) analyze the reliability and validity of these materials, (2) evaluate their effectiveness in the process of instruction, and (3) acquire baseline data regarding student performance that will be of value to other instructors who make use of the materials. The assessment materials themselves consist of carefully sequenced sets of multiple-choice questions, each focused on a specific topic. The individual items are primarily conceptual questions that downplay algebraic manipulations, and instead make heavy use of diagrammatic, graphical, and pictorial elements. The materials are intended for use in large lecture classes, and they are specifically designed to allow for rapid and reliable assessment of student learning during the course of a single class. The structure and sequencing of the questions are formulated to maximize intense student-instructor interaction on a minute-by-minute basis even in large-enrollment classes. The materials will be used in classes organized along active-learning lines in which a classroom communication system is available. This type of system, either electronic or one based on flash cards, allows students to rapidly signal multiple-choice responses to questions posed by the instructor. The instantaneous feedback they provide will allow instructors to make immediate alterations, as needed, in their presentations and in planned instructional activities. The materials and baseline data gathered from these materials will be made available via websites, CD-ROMs and through other dissemination methods to reach the education community and other interested audiences. CCLI - ASA DUE EHR Greenbowe, Thomas Iowa State University IA Duncan E. McBride Standard Grant 104914 7431 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0243265 June 1, 2003 A Pilot Investigation of Functional Roles on Engineering Student Teams. The project team is fast becoming a primary learning environment for engineering students. From the perspective of education, positive team project experiences can motivate students to perform at higher levels. The definition of what factors specifically contribute to a successful team experience in engineering education requires further definition and empirical study. One of the most consistent aspects of the literature on teams is the importance of team roles to successful team functioning. The notion behind the importance of team roles is that certain predictable processes and behaviors must occur if a team is to thrive. Increasing the awareness and training of team members to these roles improves the chances that the appropriate behaviors will occur and the team will meet its goals. This project is an exploratory study seeking to better understand and empirically demonstrate the significance of functional roles on engineering project teams. This study uses a focus group based investigation of a variety of engineering team classes from freshman to seniors. In addition, focus groups of major engineering disciplines, women, minorities, professional engineers, and students who do not persist in an engineering program are being conducted to become aware of individual differences in the team experience and role taking by these diverse constituencies. Additionally, the instructors of the capstone courses are being individually interviewed by the Principle Investigators. If the presence and importance to team functioning and student learning of functional roles is empirically supported, then the pilot study will be followed by a larger scale proposal to create a psychometrically appropriate assessment measure for evaluating student performance in functional roles. CCLI - ASA DUE EHR Schmidt, Linda Janet Schmidt Paige Smith University of Maryland College Park MD Bevlee A. Watford Standard Grant 108999 7431 SMET 9178 7431 0000099 Other Applications NEC 0116000 Human Subjects 0301962 July 1, 2003 ESP: Enhancing Secondary Mathematics Teacher Preparation. The "Enhancing Secondary Mathematics Teacher Preparation" (ESP) project addresses the challenges currently facing mathematics teacher education through a three-pronged approach: i) by creating two additional mathematics courses that are specifically targeted at making connections between the formal mathematics courses that currently comprise an undergraduate degree in mathematics and the mathematics that is at the heart of the secondary mathematics curriculum, ii) by revising existing methods courses that are grounded in the practice of teaching and based on current research on effective teaching and learning of mathematics, and iii) by developing a cadre of mentor teachers who enact, support, and promote mathematics education reform efforts in the school environments in which they work and who provide support to pre-service teachers during their field experiences and to beginning teachers within their schools. The ESP project creates new learning opportunities for pre-service and practicing teachers that are grounded in research. Specifically, through the creation of capstone mathematics courses, the ESP project identifies a body of core mathematical content, which mathematics teachers need in order to possess a deep and integrated knowledge of mathematics. Establishing these courses communicates the need for such courses to the mathematics and education academic communities. The ESP project also creates a model of teacher education based on well-respected research and theories of effective mathematics teaching and learning and of effective professional development for mathematics teachers. The pedagogical training equips project participants to enact reform-oriented mathematics instruction. The ESP is broadly impacting mathematics education by: i) creating a model of an exemplary teacher preparation program that can be replicated on a larger scale (i.e., course design, university/school district partnerships, mathematics department/school of education partnerships), ii) training a corps of mentor teachers who can continue to serve as lead teachers and promote mathematics reform efforts within their schools, iii) providing a corps of pre-service teachers with training that will enable them to become future leaders in mathematics education reform, and iv) improving the pool of teaching candidates in an urban area serving an underprivileged population. By improving the preparation of mathematics teachers, the ESP project can serve to improve mathematics teaching and thereby improve mathematics learning of U.S. students. SCIENCE,TECH,ENG&MATH TEACHER TEACHER PROFESSIONAL CONTINUUM DUE EHR Smith, Margaret Beverly Michael Ellen Ansell Paul Gartside University of Pittsburgh PA Joan T Prival Continuing grant 998635 7688 7271 SMET 9178 7688 0000099 Other Applications NEC 0302050 July 15, 2003 New Science Teachers' Support Network. This project is creating a support network for alternatively certified science teachers in middle and secondary schools. Science and education faculty at George Mason University are collaborating with teachers and administrators in the Fairfax County Public Schools and Prince William County Public Schools to enhance the quality of teaching of beginning middle and high school science teachers who are provisionally licensed, to increase the retention rate of these career changers, and to conduct longitudinal research to determine what makes the most significant difference in retention. The Teacher Support Network includes teaching mentors, coaches, academic mentors, basic and advanced science or mathematics methods courses for new teachers, and a website to provide resources for meeting the needs of diverse learners and for using technology in teaching. SCIENCE,TECH,ENG&MATH TEACHER TEACHER PROFESSIONAL CONTINUUM DUE EHR Sterling, Donna Myra Thayer Jason Calhoun George Mason University VA Lee L. Zia Continuing grant 841695 7688 7271 SMET 9178 7688 0000099 Other Applications NEC 0302097 June 15, 2003 Alternative Pathways to Physics and Science Certification. Faculty of SUNY Buffalo State College (BSC), SUNY Jamestown Community College, Buffalo Public Schools, the BSC Center for Excellence in Urban and Rural Education, and other SUNY colleges throughout New York State are working to create, institutionalize and populate model programs and opportunities necessary to significantly increase the number of preK-12 teachers who are certified and well-qualified to teach physical science and physics. This project improves the quality of pre-service teacher preparation, and continued professional growth for teachers in Western New York and throughout New York State. This project is making particular efforts to recruit and support under-represented and minority populations into the teaching profession via the provision of targeted scholarships, assistantships and student wage opportunities. Project activities include significant expansion of BSC graduate summer workshop courses in physics and physical science content. These courses are taught via reformed teaching pedagogy to create a summer academy of graduate credit courses offered to as many as 90 teachers and teacher candidates each summer. Project instruction reinforces the development of standards-based, student-centered constructivist-inquiry teaching strategies and Physics Education Research (PER)-informed pedagogical methods. Summer academy offerings support a variety of alternative tracks to certification. Project activities also include developing and promoting a chain of experiences extending from grade school through master teacher experiences promoting physics and science teacher recruitment, preparation, certification, induction, professional development and support. The project is creating a set of teacher preparation models transferable both to other colleges and universities specializing in teacher preparation and will be published and disseminated in journals and at relevant local and national conferences. SCIENCE,TECH,ENG&MATH TEACHER CCLI-ADAPTATION AND IMPLEMENTA DUE EHR MacIsaac, Daniel Marie Plumb David Henry Clarann Josef SUNY College at Buffalo NY Joan T Prival Standard Grant 503000 7688 7428 SMET 9178 7688 7428 0000099 Other Applications NEC 0302109 June 1, 2003 Preparing Science and Mathematics Teachers for Grades 7-12: A Community of Scholars at Work. In response to the critical need for qualified STEM teachers, a team composed of the Provost of Louisiana State University and Deans and faculty members of the LSU Colleges of Arts and Sciences, Basic Sciences and Education and a team of faculty members from all three colleges designed a new 4-year (128-credit hour) undergraduate degree program to better prepare larger numbers of STEM majors for teacher certification. Called the "Content Major with Concentration in Secondary Education'', this program has been approved as a certification route by the Louisiana Board of Regents and the Louisiana Board of Elementary and Secondary Education. The program adapts features of the UTeach program (UT-Austin) but incorporates new elements that make it distinctive nationally. It is a 4-year program within which students complete both an undergraduate bachelor 's degree in a STEM discipline and all secondary teaching certification requirements. It is heavily field-based and includes extensive channels of cooperation with local schools. STEM faculty are broadly involved in the preparation of these new teachers. A highlight is a collaborative course structure in which STEM faculty, education faculty, and mentor teachers in the field work together in the design, delivery, and supervision of course work and field experience. This is a form and degree of collaboration that may be unparalleled at major research universities in the United States. The target production rate is 80 graduates annually, nearly tripling LSU 's recent production rate of certification-ready STEM teachers. Candidates in the program have a deeper understanding of their subject, are better prepared to meet the needs of local schools, and have the advantage of a much broader-based support structure than teachers prepared under the kind of programs that were dominant in the 1990s. SCIENCE,TECH,ENG&MATH TEACHER TEACHER PROFESSIONAL CONTINUUM ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Cartledge, Frank James Madden E. William Wischusen David Kirshner James Machen Louisiana State University & Agricultural and Mechanical College LA Joan T Prival Continuing grant 999666 7688 7271 1795 SMET 9178 7688 1795 0000099 Other Applications NEC 0302111 June 15, 2003 South Florida Secondary Teacher Equity in Mathematics and Science. Florida International University (FIU), in collaboration with Miami-Dade County Public Schools (M-DCPS) are developing the SF-STEMS program to promote equity in preparing quality secondary teachers in mathematics, science, and technology for hard-to-staff urban schools. The target population is students with low socio-economic status and above average academic abilities. Selected students are provided financial and academic support, mentoring during their college years, and a sufficient induction period in the form of internships. These students, upon graduation, return to teach in secondary schools in their community for a period of at least two years. While teaching, these educators maintain their connections to the university to gain new skills through professional development activities and/or pursue advanced degrees in mathematics and science. The key elements of this project are: 1) create opportunities for talented students, 2) provide financial (work-study, scholarships) and academic (tutoring, mentoring) support to enable students to concentrate on their studies, 3) increase the number of mathematics and science teachers, 4) empower underrepresented communities using a, grow-your-own approach, 5) produce a model that can be adapted to other urban settings, and 6) promote learning as a life-long journey by maintaining connections between the K-12 and post-secondary environments. The SF-STEMS strategies are based on 1) the use of rigorous math and science content to prepare pre-service teachers to effectively teach the K-12 curriculum as specified by the National Council of Teachers of Mathematics (NCTM), National Science Education Standards (NSES), and the Florida Sunshine State Standards, 2) the use of the Treisman-model that promotes study groups and encourages collaboration between students inside and outside the classroom to work on challenging problems and projects, 3) innovative instructional strategies such as mathematical modeling and inquiry-based science as seen in Modeling Instruction, COMAP, and Pacesetter, 4) the implementation of early career immersion to better prepare pre-service students for the teaching profession, and 5) ensuring a continuous supply of mathematics and science education graduates starting with the graduation in Spring, 2005. SCIENCE,TECH,ENG&MATH TEACHER DUE EHR Alacaci, Cengiz Kelsey Downum Henry Ferrer Patrick Bibby Doraida Diaz Florida International University FL Joan T Prival Standard Grant 721150 7688 SMET 9178 7688 0000099 Other Applications NEC 0302119 June 1, 2003 Induction and Mentoring in a Middle Grades Science and Mathematics Accelerated Teacher Preparation Program. This project addresses the induction and mentoring components of an alternative teacher certification program and examines the effectiveness of these practices on teacher retention in urban schools. The Middle Grades Science (MGS) and Mathematics (MGM) program is a existing collaboration between the University of Illinois-Chicago (UIC) and the Chicago Public Schools (CPS) that involves the recruitment of individuals with strong science and mathematics backgrounds from underrepresented populations to teach in struggling urban schools. To retain these talented teacher interns, the induction and mentoring components are being redesigned to extend from one to three years, and a comprehensive professional development program is being added for both interns and their mentors. The professional development component is a joint effort of scientists, mathematicians, and education faculty. These individuals teach seminars and workshops that have been designed to deepen the understanding of content, demonstrate the integration of content and pedagogy, and educate interns on how to best address the varied instructional needs of a diverse student population. Significant program enhancements include: action-research projects, culturally relevant pedagogical practice, joint professional development for intern-mentor cohorts, creation of an on-line community, teaching and learning seminars led by scientists and mathematicians, and access by interns and mentors to advanced study in mathematics and science education. The research component examines the identities that beginning teachers in an alternative certification program construct in relation to teaching middle grades science or mathematics in an urban context, and explores the role that mentoring practices play in supporting the construction of reform-minded teaching practices among science and mathematics teachers in an alternative certification program during this induction phase. The study participants include the MGS/MGM interns during their first three years of teaching in CPS, focusing on particular cohorts and interns at targeted stages within this extended induction phase. By hearing firsthand from these beginning teachers, it is possible to learn how urban teacher identities are constructed at the intersections of personal experience, school culture, and broader educational policies that inform teacher preparation. The study has important implications for understanding how teachers prepared in an alternative certification program attempt to counteract the 50% attrition rate of new science teachers in urban schools through establishing communities of practice that sustain them as professionals and nurture their instruction and adds to the understanding of how best to service the science and mathematics instructional needs of middle grade students in urban schools. SCIENCE,TECH,ENG&MATH TEACHER TEACHER PROFESSIONAL CONTINUUM ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Mitchener, Carole John Baldwin Lena Khisty Eric Gutstein University of Illinois at Chicago IL Joan T Prival Continuing grant 900000 7688 7271 1795 SMET 9178 7688 0000099 Other Applications NEC 0116000 Human Subjects 0302125 June 1, 2003 Bridges to Secondary Education. This project establishes the Bridges to Secondary Education (BSE) program, infusing STEM knowledge into pre-service secondary education programs. The project is strengthened by the PI's 12 years of experience working with American Indian students in STEM programs, and the Co-PI's comprehensive experiences in pre-service programs, combined with the extensive backgrounds of the BSE staff in working with American Indian students. The project seeks to increase the number of American Indian teachers with the STEM knowledge and leadership skills by many orders of magnitude. The BSE program is recruiting over 30 American Indian students each year and is planning to place its first graduates into public schools by the third year of the program. Participating students complete a secondary education program that encompasses extensive training and refinement to prepare them to be lead STEM teachers in rural, economically-disadvantaged schools in Arizona. An established infrastructure is in place to provide new teachers with continuous support and induction activities beyond the BSE program. Through the extensive collaborations with partners, schools, and educational specialists working for the Arizona Rural Systemic Initiative (AZ-RSI), students are gaining first-hand experience and participating in leading educational reform efforts in assessment, pedagogy, equity, leadership, and the use of technology in instruction. Through an educational partnership between ASU East and Chandler Gilbert Community College, the project is providing a teacher preparation program in secondary education that is built around a self-contained two-year community college program offered through summer enrichment programs that allow 4-year students to complete ASU East's Secondary Education (Biology concentration) with additional certifications in math, science, or technology -- all on the same campus. The BSE program also targets A.A., A.A.S. and B.S. students who are involved in the BSE/ASU East Secondary Education program. ASU East is seen as a polytechnic institute with state-of-the-art mediated classrooms and STEM programs. The BSE program is drawing on faculty and resources from the College of Technology and Applied Sciences (CTAS). The participation of CTAS faculty is allowing the teaching of research methodology in many areas of BSE instruction and is increasing the technological competencies of the students. As these students move into teaching positions, this has the effect of disseminating a research-rich curriculum to public schools throughout Arizona (through the AZ-RSI) and brings technical skills and competencies to these schools. The comprehensive collaborations built into the BSE program extend into relationships with private industry in order to bring practicing mathematicians, scientists, engineers and technology professionals together with master teachers and BSE staff to maximize students' exposure to STEM knowledge. This collaboration will increase the students' understanding and, most importantly, build life-long relationships with these industrial mentors. Placement and induction activities round out the BSE program. The program facilitates the placement of students in tribal-serving secondary schools and provides induction activities through the AZ-RSI that support and promote BSE graduates and their schools. This program design lends itself to sustainability through building interaction between university programs, collaboration with partners, continued development of two-year pre-service programs at partnering community colleges, and the summer enrichment programs. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Huebner, Phillip Bette Bergeron Arizona State University AZ Myles G. Boylan Standard Grant 699133 7428 SMET 9178 7428 0000099 Other Applications NEC 0302134 May 15, 2003 Transforming Science and Mathematics Teacher Preparation. The University of Colorado at Boulder is attracting highly qualified students into careers in K-12 math and science education through strategies that integrate the transformation of undergraduate science and mathematics courses with the recruitment and training of prospective teachers. Undergraduates who have an interest in K-12 mathematics and science teaching are offered a Teaching Fellowship program rich with incentives, including financial support, intensive contact with faculty, opportunities for undergraduate research in science and education, employment as learning assistants as part of an undergraduate course transformation initiative, and K-12 teaching experience. The project pays special attention to recruiting and retaining minority students. To optimize the learning opportunities for these students, faculty participants in the project are developing and evaluating transformed sections of introductory courses in selected fields of science and mathematics in order to incorporate best practices in inquiry-based and collaborative learning. Project participants develop, employ, and assess information technology tools to enhance inquiry-based and collaborative learning both at the undergraduate and K-12 levels. These tools include web-based software for content delivery and communication among students and faculty, simulations of mathematical, physical, and biological phenomena, and database management tools embedded in the course structure for formative and summative assessment of student learning and attitudes. The Teaching Fellows participate in workshops for inservice teachers, serve as learning assistants in transformed undergraduate courses, help introduce IT-enhanced instructional modules into grade 6 -12 classrooms, and assess the effectiveness of the tools. Introductory physics, astronomy, calculus, and biology courses are targeted for revision to incorporate student-centered, conceptual learning environments, the use of the learning assistants as leaders of student learning teams, and the use of technology. The work is being carried out through a close partnership between faculty of the School of Education and the College of Arts and Sciences, school districts, and Sun Microsystems. The goals of the project are to transform introductory undergraduate mathematics and science classes, to develop an infrastructure to recruit and support a substantial flow of students who will become leaders in K-12 mathematics and science education, and to provide a network of support for in-service teachers. The project expects to graduate 25 to 40 secondary mathematics and science teachers per year. SCIENCE,TECH,ENG&MATH TEACHER CCLI-ADAPTATION AND IMPLEMENTA TEACHER PROFESSIONAL CONTINUUM DUE EHR McCray, Richard William Wood Carl Wieman James Curry Valerie Otero University of Colorado at Boulder CO Joan T Prival Continuing grant 932846 7688 7428 7271 SMET 9178 7688 0000099 Other Applications NEC 0302173 August 1, 2003 Albemarle AquaTech Project: A Proposal for a Marine and Estuarine Technician Education Program. College of The Albemarle, located in coastal Northeastern North Carolina, is partnering with a regional public school system (Dare County Public Schools) and a state university (Elizabeth City State University) to expand the number of marine and estuarine technicians prepared in the region and improve the way in which marine technology is taught at both the secondary and community college levels. The Albemarle region is experiencing extraordinary growth in tourism and home construction, creating pressure on ecosystems and the accelerated need for more and better trained marine & estuarine technicians. Up until the present time, the three partnering education agencies have worked independently in marine technician education. This is a first-time effort to work together. The Albemarle AquaTech Project has a broad impact in strengthening the alignment of marine technician high school and college curricula on a regional (seven county) basis. It is now possible to use advanced monitoring and testing equipment on a floating marine lab by high school and college faculty and students. The particular focus of the project on training marine technicians to work in the streams, rivers, and shallow coastal areas of Northeastern North Carolina is much needed, not only for the immediate region, but in the training of specialized marine technicians for work in similar ecosystems, nationally. The intellectual merit of the project lies in its ability to incorporate into all components (faculty training, curricular development, and student coursework) experiences in current research on coastal and estuarine ecosystems in the Albemarle, specifically as they apply to the work of marine technicians. Three areas of scientific problems facing the region are strongly emphasized: 1) the impact of algal bloom on area ecologies; 2) preservation and restoration of indigenous endangered species, particularly loggerhead, green and Kemp's Ridley turtles and 3) research on ways to accurately and efficiently monitor water quality. Additional intellectual merit is evident in the quality of partners committed to providing research and training expertise for the project. These include the Marine Advanced Technology Education Center at Monterey Peninsula College, the Academy of Natural Sciences Estuarine Research Center (St. Leonard, Maryland), Sea Grant North Carolina, and Bio-Link's Southeast Regional Center at Alamance College. The primary audience in each year of the Albemarle AquaTech Project includes 282 high school and college students, four COA faculty and eight public school science teachers. Activities include: 1) Five days training for faculty and teachers; 2) Revision of eight existing COA Marine Science courses; 3) Creation of a floating lab configured with advanced marine technology equipment; 4) Recruitment, registration and completion of marine technology coursework by 82 high school and college students; 5) Field trips by 200 high school students using the floating lab; 6) Articulation meetings by COA, ECSU and Dare County schools officials; and 7) Evaluation and dissemination of the project's findings and accomplishments to education, research and workforce development agencies across the region and nation. ADVANCED TECH EDUCATION PROG TEACHER ENHANCEMENT PROGRAM DUE EHR Newton, Dana College of the Albemarle NC David A. Hanych Standard Grant 153155 7412 7300 SMET 9178 1032 0000099 Other Applications NEC 0302288 May 15, 2003 MET Summit II - Conference on the Mathematical Education of Teachers: Meeting the Demand for High Quality Education in America. The Benjamin Banneker Association, Inc. (BBA) and the National Association of Mathematicians (NAM) with the support of the other fourteen member societies of CBMS is conducting a Second National Summit -MET Summit II - on the Mathematical Education of Teachers with emphasis on participation by HBCU's and other institutions that produce minority teachers or teachers that work in areas with high concentrations of minority students. The Mathematical Education of Teachers (MET), is the mathematics community's agenda for improving the mathematical preparation of future teachers. The Conference Board of the Mathematical Sciences (CBMS), launched MET with a breakfast Policy Briefing, and a National Summit on the Mathematical Education of Teachers. This Second National Summit engages college and university mathematics faculty in the hard work of implementing the vision of the mathematical education of teachers presented in MET. Since HBCU's train a significant number of teachers of mathematics, MET Summit II uses the format of the first national summit (MET I) which was a working conference to introduce mathematics faculty and department chairs to the report, to give them vivid and concrete examples of successful implementations of the recommendations in the report, and to engage them in beginning widespread local efforts to implement and spread the vision of the report. Invited teams include a faculty member from the mathematics department, a faculty member from mathematics education, a college or university administrator with responsibility for teacher preparation programs, a teacher from a K-12 school system involved in teacher preparation and/or in-service activities associated with the college or university and a community college mathematics faculty member. The working sessions engage the participants in thinking about how to address the challenges in carrying out the recommendations of the report at their institution and surrounding community. Discussions in the working sessions aid the participants in analyzing the implications for designing courses in their own institutions and cooperative programs with other institutions and state agencies. In addition to these sessions focus on what must be done to change the content of teacher education. SCIENCE,TECH,ENG&MATH TEACHER CCLI-EDUCATIONAL MATERIALS DEV MSP-OTHER AWARDS DUE EHR Vance, Irvin Michigan State University MI Joan T Prival Standard Grant 229865 7688 7427 1793 SMET 9178 7688 0000099 Other Applications NEC 0302328 June 15, 2003 Enhancing the Resource Center Role of the National Center for Manufacturing Education. The National Center for Manufacturing Education at Sinclair Community College (Dayton, OH) and its academic and industry partners are expanding upon their Resource Center and Technical Assistance roles. The goals of the Resource Center are: (1) To be a clearinghouse of readily accessible resources for improving manufacturing education. The steps that are being undertaken to satisfy this goal include: (a) Establishing a process and the criteria for determining center-approved resources to be included in the database. (b) Classifying center-approved resources to facilitate efficient access. (c) Developing and maintaining a website as the primary means of user access. (d) Developing links to other organizations and entities that provide information or materials relevant to manufacturing education. (e) Developing and implementing a clearinghouse dissemination strategy that includes the use of brochures, abstracts, how-to-find flyers, and conferences. (f) Obtaining periodic feedback from existing and potential users as to the scope of materials and the features of the clearinghouse, for continuous improvement. (2) To provide support services for stakeholders on the effective use of the Resource Center and the implementation of its products by: (a) Developing and offering services that provide professional development opportunities on manufacturing related subject topics. (b) Developing and offering services that provide assistance to institutions and their faculty that wish to start or improve manufacturing technology programs. (c) Assessing the services related to manufacturing education on a periodic basis for the purpose of continuous improvement. Intellectual Merit: The project is developing a national clearinghouse of manufacturing education instructional materials. The Center uses its web site as a primary national clearinghouse for exemplary manufacturing education materials. Materials are being selected by peer review, categorized, and incorporated into a searchable database. The site has other information and links to other Internet sites. Center staff continue to provide professional development/consulting in faculty professional development; adapting and adopting new manufacturing curricula and course materials; and starting and improving manufacturing technology programs. Broader Impacts: The project is disseminating effective models and pedagogical approaches in technical science, technical mathematics, and manufacturing education. The peer reviewed instructional materials focus on integrating research activities into classroom teaching of manufacturing at the undergraduate level. Faculty are using the materials resulting in improved student learning. This project involves collaboration between disciplines (technical mathematics, technical science, and manufacturing technology) and several types of institutions including colleges, universities, industry, and professional associations to improve manufacturing education. The project is disseminating exemplary learning materials and providing technical assistance to community college faculty and administrators. ADVANCED TECH EDUCATION PROG DUE EHR Wendel, Steven Shepherd Anderson Robert Wolff Henry Kraebber Sinclair Community College OH Eileen L. Lewis Continuing grant 1501999 7412 SMET 9178 1032 0000099 Other Applications NEC 0302439 September 1, 2003 Planning for a National Center for Aircraft Technician Education. Intellectual Merit This planning grant project for a National Center builds on a local project that -Developed competencies for aircraft electronics specialty fields with over 100 employers. -Developed curriculum for three of ten courses in the Avionics field. -Developed select simulations of aircraft electrical systems, offering low-cost access to instructional technology. -Field-tested curriculum and instructional materials with incumbent technicians and traditional students in Florida, Texas and Minnesota. -Hosted a National Conference involving 100 educators, employers and government to examine efforts to improve standards and curriculum and to build commitment to a national learning agenda to be carried out by a National Center of Excellence. -Established an online collegial network of technician educators nationwide. -Established contracts to place interns at numerous corporate flight departments. During the planning grant the consortium is: -Formalizing a partnership to leverage the expertise, experience and products of the Canadian Aviation Maintenance Council (CAMC), a Center of Excellence in Canada. -Establishing procedures to refine CAMC's national standards, curriculum, certification and accreditation procedures for U.S. Avionics Technicians. -Designing a training program to elevate faculty members' skills to the national standard. -Securing donations of electronic simulations of instructional technologies to make delivery of the training program financially feasible. Developing a strategy to use and expand the Technician Educators' Collegial Network. Broader Impacts The Federal Aviation Administration has regulated the education and certification of U.S. Airframe and Powerplant (A&P) Technicians for decades. However, as aircraft have become increasingly electronics driven, a career path has evolved for technicians specializing in troubleshooting, maintenance and repair of aircraft electrical and integrated flight systems. National standards, curricula and regulatory oversight presently do not exist for Avionics Technicians. While the FAA recognizes this gap, it has not filled it. Industry, labor and education have come together, with participation and support from the FAA, to fill this void in an effort to meet the workforce development needs of aircraft manufacturers, component manufacturers, airlines, and repair stations throughout the United States. ADVANCED TECH EDUCATION PROG DUE EHR Curtis, Floyd Glen Travis Minneapolis Community and Technical College MN Duncan E. McBride Standard Grant 70000 7412 SMET 9178 1032 0000099 Other Applications NEC 0302523 May 15, 2003 Work-Ready Electronics: An Industry-Supported System for Synchronizing Curriculum to the Rapidly Changing Workplace. Work-Ready Electronics addresses the challenge of keeping the curriculum used in two-year electronics programs current with the rapidly changing nature of the industry. The project established a permanent industry and education working group the Emerging Electronics Curriculum Task Force (EECTF) to monitor and advise the project on industry advances in electronics. Under the guidance of that task force, the project is develops, pilot testing, and disseminating the first 25 modules in a new electronic library of classroom-ready materials for teaching updated electronics technology. The modules take a hybrid Web-and CD-ROM-delivered format developed by MATEC under a previous NSF grant. The intended users of the modules are ultimately faculty who teach in approximately 1,000 two-year degree programs. During the 36 months of the project, MATEC is establishing the EECTF, developing 25 modules, field testing the modules with at least 100 students in three locations, and achieving adoption of the modules by faculty in 30% of targeted programs. Beyond the grant period the EECTF will continue to assist MATEC in a continuous updating of the modules. The modules are an instructional resource that faculty can integrate with any commercially available textbook. The principal intellectual merit of Work-Ready Electronics is that the project addresses a fundamental challenge facing technician education. That is it attempts to close gaps that exist between electronics teaching materials and workplace requirements. MATEC made a preliminary identification of those gaps by 1) conducting a literature review of the textbooks assigned in 90% of two-year electronics programs and 2) surveying 10 major electronics companies and manufacturers. Project leaders have relevant experience in both the electronics industry and education. MATEC is the NSF's National Center of Excellence for Education in Semiconductor Manufacturing. Industry partners are the American Electronics Association, the Technician Performance Improvement Council of Semiconductor Equipment and Materials International (SEMI), and 10 companies. The project attains a number of broader impacts through the following: 1) Industry's willingness to partner in the project, which suggests that Work-Ready Electronics addresses industry's need for technicians whose preparation is better targeted to the workplace; 2) The modernizing of electronics curriculum at any 2-year college by continuously providing modules of industry electronic updates; and 3) The pedagogical preparation of STEM faculty and high school teachers through regional workshops. The project results will be widely disseminated through the academic and industry networks of the partners. ADVANCED TECH EDUCATION PROG DUE EHR Lesiecki, Michael Manny Griego Louis Frenzel Michael Midgley J. Neglia Maricopa County Community College District AZ Duncan E. McBride Standard Grant 900012 7412 SMET 9178 1032 0000099 Other Applications NEC 0302527 July 15, 2003 Plastics Resources Educators Program (PREP). The Plastics Resources for Educators Program (PREP) has developed a broad range of multimedia instructional reassures on synthesis, structure, properties, applications and processing of plastics. The interactive programs and virtual instruments create an exploratory learning environment that allows students to explore complex multivariable problems. This project is to develop a sustainable dissemination effort that includes workshops for faculty and the construction of workbooks and CDROMs that customize the use of various modules to address educational needs of different audiences. Dissemination is done through a commercial publisher, but marketing is done through faculty contacts, industrial partners, a special interest group associated with the Society of Plastics Engineers and presentations at professional meetings. A PREP website is a communications and distribution hub. Formative and summative evaluation of all components is done by a third party evaluator. The interactive electronic materials provide faculty with new ways of teaching. ADVANCED TECH EDUCATION PROG DUE EHR Weston, Timothy Paul Painter Ian Harrison Pennsylvania College of Technology PA Gerhard L. Salinger Standard Grant 492091 7412 SMET 9178 1032 0000099 Other Applications NEC 0302528 September 1, 2003 PHOTON II: Web-based Collaborative Learning for Teachers. PHOTON II: Web-based Collaborative Learning for Teachers is an adaptation and implementation project built on Project PHOTON (DUE/ATE #0053284), a program of the New England Board of Higher Education. This project is: 1) adapting the successful PHOTON instructional materials, laboratory equipment kit and "alliance" model to a web-based distance-learning environment, 2) disseminating PHOTON instructional materials, laboratory equipment kit and "alliance" model, (the inclusion of teachers/faculty and career counselors from consortia of secondary and postsecondary institutions) to a national audience, and 3) evaluating the effectiveness of a web-based distance-learning program that methodically applies adult collaborative learning principles for future replication. Intellectual merit PHOTON II is utilizing 21st century web-based technology to deliver a one- semester web-based professional development course "Introduction to Photonics Technology", the content of which has been implemented and field tested by teachers and faculty in middle, secondary and postsecondary institutions in New England. In spite of a slowdown in the technology sector, the applications of photonics technology are growing rapidly in fields as diverse as national security, medicine, manufacturing, aerospace, the environment, transportation and more. Demand for these technicians continues to grow. Distance learning has proven to be a very useful tool in bringing education to more learners in a time-efficient manner. Research has shown that although there are many positive aspects to distance learning, there are challenging pedagogical aspects to achieving successful learning experience. PHOTON II addresses these challenges by applying collaborative and adult learning principles in the design and development of the new web-course. Collaborations established with photonics companies and industry associations (OSA and SPIE) in Project PHOTON are being continued and expanded from a New England to a national focus. Outreach is being initiated with other NSF photonics programs and a number of colleges and high schools are committed to participate in the project. Broader impact The growing demand for photonics technicians requires that new ways be tested to train technicians nationwide. This project is not only adapting the tested technician-level "Introduction to Photonics Technology" instructional materials, it is testing a pedagogically designed distance learning model. Evaluation strategies are designed throughout the project and results are informing what support components are the most critical in achieving effective transfer of knowledge and program implementation. The field-tested PHOTON II distance learning course can be offered as a regularly repeating course, and field-test findings can inform other technological fields. ADVANCED TECH EDUCATION PROG DUE EHR Hanes, Fenna Nicholas Massa Judith Donnelly Marijke Kehrhahn New England Board of Higher Education MA Karen F. Zuga Continuing grant 1126273 7412 SMET 9178 1032 0000099 Other Applications NEC 0302540 July 1, 2003 IT@Sinclair: Improving Student Retention in IT Programs. Building on the success of IT@Sinclair, Sinclair Community College addresses the issue of student success and retention in information technology programs. Retention in foundation IT courses is a national issue. The goal is to gain a 20% increase in student retention and success. Since retention is a complex relationship among the student, the faculty and the course content, the college and its educational and industrial partners develop instruments to assess student readiness, instructor resource kits, and a faculty institute. The readiness instrument addresses motivation, expectations, intent, capabilities, goals, etc. and assists faculty advising students. The course content supporting Information Services and Support, Network Systems, Programming and Software Development, and Interactive Media is based upon itWORKS.OHIO. Instructor Resource Kits, also based on itWORKS.OHIO competencies, assist especially part time faculty develop the pedagogical content knowledge and skills to serve as learning facilitators. A faculty professional development plan is developed. Extensive evaluation of the instrument and the resource kits and the lessons learned are to be widely disseminated through workshops in other regions of Ohio. Special attention is paid to the retention of underserved minority students. ADVANCED TECH EDUCATION PROG DUE EHR Wharton, Charlotte Nancy Thibeault David Siefert Sinclair Community College OH Gerhard L. Salinger Continuing grant 883320 7412 SMET 9178 1032 0000099 Other Applications NEC 0302542 September 1, 2003 JABRWOC -- Java-based Animation: Building viRtual Worlds for Object-oriented programming in Community colleges. The approach used in this project takes advantage of high-level interest in graphics, animation and storytelling. The Java-based Animation: Building viRtual Worlds for Object-oriented programming in Community colleges (JABRWROC) project uses simulation and visualization in a 3D, interactive, animation environment to introduce fundamental, object oriented programming concepts to novice programmers. The objectives are to 1) decrease attrition in introductory programming courses in community colleges, where open enrollment is conductive to high numbers of "at-risk" students, 2) attract students to computer and technology-related majors, 3) improve computer literacy courses to meet computer FITness guidelines defined by the NRC, by reintroducing programming /problem-solving modules, and 4) provide professional development for community college faculty in the use of innovative technology. Implementation occurs in three phases: developing and modifying instructional materials including lab exercises for traditional and returning learners; pilot testing in on-campus and distance learning classes, and dissemination. The potential impact includes over 6000 community college students on three campuses over the 3 year period. Urban students, specifically women and minorities, will be the primary audience for these new course materials. The assessment and evaluation will include persistence and attrition rates, student achievement, attitude surveys and interviews with instructors and students. ADVANCED TECH EDUCATION PROG DUE EHR Cooper, Stephen Wanda Dann Barbara Moskal William Taylor Eric Howd St Joseph's University PA David A. Hanych Continuing grant 1056855 7412 SMET 9178 1032 0000099 Other Applications NEC 0302548 September 1, 2003 National Center for Telecommunications Technologies. The National Center for Telecommunications Technologies (NCTT) continues as a Resource Center to expand the model of partner schools developed in the Northeast to ten regional partners for telecommunications technologies throughout the United States. NCTT activities are designed to support the deployment of rapidly changing telecommunications applications from industry-development to classroom and laboratory delivery in schools and colleges. The Center has forged partnerships with international telecommunications industry leaders and academic institutions. Goals for the next four years include developing the national consortium; creation of additional texts in the telecommunications technologies series, including accompanying hands-on laboratory manuals; dissemination of content through faculty workshops and corporate training programs; a national conference on telecommunications; and the continued development of telecommunications skill standards. The Center focuses on new methods to manage and educate workers in light wave and wireless telecommunications and in networking, keeping up with the needs of the industry as it emerges from the present underemployment. The Center evaluation documents these goals. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Snyder, Gordon Michael Qaissaunee Ann Beheler James Downing Mohammad Shanehsaz Springfield Technical Community College MA Gerhard L. Salinger Continuing grant 1793678 7412 1536 SMET 9178 1032 0000099 Other Applications NEC 0302574 August 15, 2003 A Distributed Hybrid Approach to Creating a Community of Practice Using NSF Funded Manufacturing Engineering Technology Curriculum Modules. The Society of Manufacturing Engineers has documented the need for qualified technicians and manufacturing practitioners, at the same time the number of TAC/ABET accredited associate degree programs has decreased. The impact of our project is intended to be national in scope and could change the delivery of educational content by adding another point on the continuum between pure face-to-face and pure web-based. Our National Center of Excellence for Advanced Manufacturing Education (NCE/AME) will lead the development and testing of a distributed hybrid instructional delivery process as a method for increasing the number of students in Technology Accreditation Commission of the Accrediting Body for Engineering and Technology (TAC/ABET) accredited associate degree programs by providing greater student geographic access. Our proposed distributed-hybrid instructional delivery method uses face-to-face modular instructional while at the same time provides the ability for the small groups to function as part of a larger class even with temporal and geographical shifts. The overall goal of this project is to develop, test, and evaluate the effectiveness of new web-based primary instructional materials, leading to a certificate in Continuous Process Improvement (CPI) that utilizes our distributed-hybrid delivery model. ADVANCED TECH EDUCATION PROG DUE EHR Houdeshell, James Gilah Pomeranz Sherry McAndrew Paul Giguere Sinclair Community College OH Lance C. Perez Standard Grant 299947 7412 SMET 9178 1032 0000099 Other Applications NEC 0302591 August 15, 2003 South Carolina Upstate Photonics Center. This is a three-year regional initiative involving an Alliance comprised of three South Carolina technical colleges, Greenville Technical College, Spartanburg Technical College and Tri-County Technical College and Clemson University's Center for Optical Material Science and Technologies (COMSET) in the training of photonics technicians to support the photonics field as an emerging research, development and manufacturing industry in seven target counties: Anderson, Cherokee, Greenville, Oconee, Pickens, Spartanburg, and Union. The applications for photonics in the 21st century are increasing in an ever-changing world that relies more and more on fiber optics to conduct business, perform laser surgery, and monitor environmental issues, to mention a few. These applications and the implementation of new photonics developments requires technicians who understand how integrated systems operate and who can support engineers at all levels. The Alliance uses a variety of resources, including collaborations with institutions/organizations knowledgeable in photonics, past experiences in the design and implementation of SC's ATE Center of Excellence, etc., to focus on building the capacity for Upstate South Carolina to compete in drawing photonics research and development companies to the Upstate. Four objectives are identified: 1) to increase the awareness of photonics as a career choice at the high school level; 2) to increase faculty capacity to develop distance learning and remote laboratories for photonics courses; 3) to align photonics courses to existing engineering technology curricula through the development of a scope and sequence; and 4) adapt content materials developed at the Center for Organization Research and Development (CORD) with a problem-based emphasis and ready the material for distance learning. The design elements of this project address the need to focus on attracting diverse population groups to the photonics industry. This is particularly true in the high school awareness component. Lessons learned from the SC ATE Center of Excellence project are particularly beneficial in this initiative since recruitment of women and under-represented minorities are identified as one of four critical success factors. The Alliance will disseminate the results learned from these activities through presentations at national, regional, and state workshops and conferences. ADVANCED TECH EDUCATION PROG DUE EHR Grant, Edward William Burns Ronald Talley Joseph Santaniello Tri-County Technical College SC Duncan E. McBride Standard Grant 197646 7412 SMET 9178 1032 0000099 Other Applications NEC 0302612 September 1, 2003 Center for the Advancement of Systems Security and Information Assurance (CASSIA). This regional center for information technology (IT) security and data assurance serves a five-state area of the Midwest and focuses on a field which is critical to homeland security and which has a large demand for qualified workers. The center builds on a previous Advanced Technological Education project at Moraine Valley Community College, "Applied Internet Technology: Curriculum and Careers" (NSF Award No. 9950037; see http://www.fastlane.nsf.gov/servlet/showaward?award=9950037 and http://www.morainevalley.edu/nsf/), which concluded in 2002. The following educational institutions are collaborating in the operation of the center: * Moraine Valley Community College (Palos Hills, Illinois) * Rock Valley College (Rockford, Illinois) * University of Illinois at Springfield (Springfield, Illinois) * Lakeland Community College (Kirtland, Ohio) * Washtenaw Community College (Ann Arbor, Michigan) * Inver Hills Community College (Grove Heights, Minnesota) * Madison Area Technical College (Madison, Wisconsin) Other organizations from business, industry, and government are also advising the center and participating in its activities. The center is collecting, adapting, and enhancing curricula in cybersecurity, offering certificate and degree programs, and providing professional development for college faculty in the region. In particular, the center is establishing an A.A.S. degree and a certificate in IT security and data assurance; a concentration in IT security and data assurance within a B.S. degree program in computer science; an Internet-accessible laboratory environment that demonstrates and simulates security technologies; "train the trainer" summer workshops and externship opportunities for faculty from regional community colleges and four-year institutions; an internship program for students in the A.A.S. and B.S. degree programs; and a comprehensive outreach and support program to increase the number of students from underrepresented groups who pursue IT careers. ADVANCED TECH EDUCATION PROG DUE EHR Spengler, Erich Merrill Mims David Durkee Kenneth McCullough James Conley Bruce Rohrich James Lewis Dale Henniger Moraine Valley Community College IL R. Corby Hovis Continuing grant 3214972 7412 SMET 9178 1032 0000099 Other Applications NEC 0302641 May 15, 2003 A Model Curriculum for Civil Engineering Technology. This project is developing a model curriculum based on existing programs at Evergreen Valley College and Santa Rosa Junior College by integrating new technologies such as Geographical Information System (GIS), Computer-Aided Design and Drafting (CADD), Global Positioning System (GPS) and computer aided problem solving into civil engineering technology. The curriculum is being designed as a certificate program and can be later modified to become an associate degree program. It is providing model course contents, examples, assignments, lab activities and fieldwork. The impact of this project includes the dissemination and adoption of the curriculum by any community college or high school in the nation. To facilitate the information dissemination, workshops are being organized to train teachers who want to use this curriculum and the contents of the curriculum are being published through both printed media and electronic media including booklets, website and CDs and through conference presentations. The curriculum is being first evaluated by a panel of experts from the industry, universities, ASCE and ACSM, and then implemented at Evergreen Valley College and Santa Rosa Junior College and eventually disseminated through the country. The project is a collaborative effort among industry, education institutions and government agencies. The project has so far secured support from Trimble (the main GPS vendor), ESRI (the largest maker of GIS software), Bentley (the main civil engineering CAD vendor), Autodesk (the main CAD vendor), Santa Clara Valley Water District, HMH Engineering, Caltran, Santa Clara County, regional high schools, Santa Rosa Junior College, California State University at Fresno and San Jose Sate University. ADVANCED TECH EDUCATION PROG DUE EHR Yu, Zhanjing Evergreen Valley College CA David B. Campbell Continuing grant 563541 7412 SMET 9178 1032 0000099 Other Applications NEC 0302656 September 1, 2003 Enhancing the Two-Year Biotechnology/Chemistry Program with Instrumentation, Faculty Development and Technical Experience. Camden County College is purchasing a gas chromatography - mass spectrophotometer (GC/MS) to integrate gas chromatography-mass spectrophotometry technology used in industry into all aspects of the two-year college biotechnology/chemistry laboratory experience. Basic theory and hands-on use of the GC/MS begins in the Organic and General Chemistry courses, where it enhances the science experience of both biotechnology majors and traditional science majors. In addition, GC/MS is being implemented in the Chemistry and Society courses for non-science majors, the new Biochemistry courses (part of the biotechnology program), and Forensic Chemistry. In collaboration with the county police academy (located on campus) and the state forensics laboratory, students are using the instrument in real-life forensic applications. To maximize the implementation of technology across the curriculum, this project also includes extensive faculty development activities in the use, calibration, and maintenance of the GC/MS, as well as industrial field experiences for faculty at area Biotechnology companies. Focusing on inquiry-based learning improves student understanding of important science principles by reinforcing these principles with industry-related demonstrations and experiments. With the adaptation and implementation of lab experiments across the curriculum, the students have repetitive use of the equipment and gain a familiarity with the techniques and computer systems used in an industry setting. This instrumentation is having a significant effect in raising the quality and scope of the science experience of two-year college students, facilitating inquiry-based learning and fostering critical thinking and problem solving skills. Appropriate assessment of project activities is being conducted throughout the project to measure improvements in student learning. This project is having an impact beyond the biotechnology program at Camden County College. It is enhancing each course in the chemistry curriculum, and also cuts across disciplines, affecting courses such as genetics (biology), clinical chemistry and immunology (clinical lab science) as well as courses for the allied health majors. As a result, students, especially women and minorities, are being better prepared to enter the job market directly, or transfer to a four-year institution to continue their education. Most importantly, this project is providing the surrounding tri-state region (New Jersey, Pennsylvania, and Delaware) with sorely needed, well-trained bio-technicians. ADVANCED TECH EDUCATION PROG DUE EHR Smith, Teresa William Lavell Ying Mao Camden County College NJ Eileen L. Lewis Standard Grant 158627 7412 SMET 9178 1032 0000099 Other Applications NEC 0302674 June 1, 2003 Development and Implementation of a Laboratory Project to Promote Pre-engineering and Marine Robotics Technology in Regional High Schools. The demand for technologically literate workers is increasing. However, many students are not being adequately prepared for technical careers. A program is needed that will take technical training into high schools, significantly raise the interest level among students and teachers for technology education, and then encourage more students to enroll in these programs at the college level. This project is accomplishing this mission by delivering an underwater robotics program to regional high schools. Alvin Community College recently received approval to offer both a one-year certificate and a two-year Associate in Applied Science degree program in Marine Robotics Technology. The Texas Higher Education Coordinating Board recognized the need for this program to help supply a properly trained workforce for a demand occupation. The College is now expanding the delivery of this marine technology education into area high schools. This project is creating a marine robotics lab, complete with equipment and educational support, and delivering these materials to selected high school classes in 10 regional high schools. Teacher training is provided during the initial presentation and through follow-up visits in order to facilitate the integration of technology into the normal curriculum. High school Counselors and Career and Technology Education Directors are selecting appropriate sophomore and junior level high school classes to receive this training. We are specifically targeting under-represented groups as part of this educational experience, particularly minority and female students. The project is striving to implement innovative and highly technical instruction into regional high schools with the subsequent goal of producing highly skilled individuals to enter the marine robotics field. ADVANCED TECH EDUCATION PROG DUE EHR Coffman, Ike Alvin Community College TX Jeffrey G. Ryan Standard Grant 249848 7412 SMET 9178 1032 0000099 Other Applications NEC 0302678 September 1, 2003 Institute for Telecommunications Technologies. The Institute for Telecommunications Technologies (IT2), a regional partner of the National Center for Telecommunications Technologies (NCTT), develops a telecommunication and convergence technologies program in San Diego area. Working with the large telecommunications Industry in the area, the project establishes a hands-on teaching and learning telecommunications laboratory and a comprehensive curriculum that includes web-based learning modules and self-paced tutorials, and teacher education workshops. The project develops articulation agreements with feeder high school districts and partners with four-year colleges and universities in the San Diego area. To increase the representation of women in telecommunications technology, the project provides counseling and encouragement of high school women and student and faculty mentoring of women students along with a dedicated website. ADVANCED TECH EDUCATION PROG DUE EHR Chandler, Arthur Connie Elder Grossmont-Cuyamaca Community College District CA Gerhard L. Salinger Continuing grant 882804 7412 SMET 9178 1032 0000099 Other Applications NEC 0302679 May 15, 2003 Planning Grant: Rural Education Advanced Learning in Geographic Information Systems (REAL GIS). This project allows San Juan College to plan and design a certificate, transfer degree and training program in Geographic Information Systems (GIS) for the region that it serves. Rich in natural resources, but sparse population, there is a need for the GIS technology to meet a current and projected shortage of faculty and highly skilled technicians. This multifaceted effort to meet academic and workforce needs is centered at San Juan College with support from educational, business and industry partnerships. The project develops a program for rural education of undergraduate students, current workers, future technicians and teachers. Planning for training experienced instructors, the technical and transfer program, and utilizing practicing scientists and technicians as advisors, the project assists San Juan College in addressing the intellectual challenge of providing quality student learning. Important science, technology, engineering and mathematics (STEM) principles, integrating the tools and concepts of GIS, and providing a means to technical education currently available only at great distance and expense are supported by this project. The intellectual merit of a systematic plan for developing faculty technological skills and gathering appropriate curricular materials creates a program of academic and outcome skills with relevant assessment across disciplines, application of practical skills and a problem solving focus that improves both student involvement and interest in learning with effective use of technology. Project outcomes are the effective planning for a new program and learning experiences of community college faculty, coordination of interdisciplinary GIS activities, partnership development with university programs, and providing collaboration among agencies and private industry for educational resources. The broader impact of this project includes a model project for professional and program development provided to other institutions for the integration of GIS and other technology across disciplines. Evaluation of project goals and documentation of institutional change is disseminated to state and national GIS educators providing relevant materials for planning GIS education. Technology utilized with both asynchronous and synchronous distance learning improves technological education available to educators who prepare undergraduate and secondary school minority students and the education of technicians who drive the economy. ADVANCED TECH EDUCATION PROG DUE EHR Onken, Lynn Don Hyder San Juan College NM Jeffrey G. Ryan Standard Grant 92084 7412 SMET 9178 9150 1032 0000099 Other Applications NEC 0302685 August 1, 2003 Project to Expand and Institutionalize Learning Through Simulated Information Technology Enterprises (L-SITEs). The Learning Through Simulated Information Technology Enterprises (L-SITEs) curriculum, first developed and piloted in 2000-2002, imparts innovative, systemic learning in information technology and business by embedding community college students in realistic but fictitious enterprises. This project refines, expands, and institutionalizes adoption of L-SITEs through a collaborative of community colleges, industry experts, and national organizations. Participant support is increasing the numbers of institutions and faculty who use the simulation. Each participating college takes part in faculty workshops for training on implementation and adaptation of L-SITEs, scenarios, and website use. Project teams serve as facilitators, augmented by industry and academic partners. User feedback provides continuous improvement, and project management upgrades L-SITEs through enhanced design and technology of web-based delivery. Students experience longitudinal impact of business and technical decisions via enhanced business and financial management methods, which allow simulated enterprises to track and link financials like profit and loss over semester and longer timeframes. To increase breadth and depth, L-SITEs' content integrates IT skills standards, as developed by the National Workforce Center for Emerging Technologies; and creates a model for innovative 'soft skills' certification. A partnership with technical colleges from the Trans-Atlantic Technology and Training Alliance-funded through the European Union-makes L-SITEs a more widely adopted learning environment with an international business element. ADVANCED TECH EDUCATION PROG DUE EHR Kline, Howard Vincent DiNoto Greg Rutherford Cynthia Liston Haywood Community College NC Timothy V. Fossum Continuing grant 678706 7412 SMET 9178 1032 0000099 Other Applications NEC 0302691 May 1, 2003 The WISE Project (Workshops for the Improvement of Science Education). The WISE (Workshops for the Improvement of Science Education) project is enhancing the scientific laboratory skills of and knowledge base of pre-college science teachers in western New York State. This helps the teachers prepare their students to acquire the scientific and technological expertise needed in the region and the nation in the 21st century. This project is a collaborative effort facilitated by experienced MCC faculty working with a consortium of local school districts in the region. Secondary teachers and MCC faculty are working together to develop lesson plans that incorporate fundamental scientific principals, the appropriate modern laboratory materials and cooperative learning techniques. The principal aim is strengthening the skill of teachers by helping them to attain pedagogical content knowledge, or the blending of content and pedagogy into an understanding of how particular topics, problems, or issues are organized, represented, and adapted to the diverse abilities of the learner and presented for instruction. Science teachers are being recruited to participate in one-week summer workshops with appropriate follow-up activities in the next academic year. Over the three-year period, a total of 288 teachers are participating in workshops in four scientific disciplines: biology, chemistry, physics and earth sciences. The broader impacts of the WISE project address a need identified in a National Science Foundation Report (December 1998) that indicates many high school science students are taught by teachers with poor preparation in their discipline. The WISE project is giving preference in its application process to those teachers teaching in resource-poor urban or rural districts and lacking the discipline-based educational background. In addition to the critical shortage of teachers with discipline-based education, the WISE project is helping teachers address major revisions to the high school science curricula in New York State. The major aims of the revised curricula are to increase students' scientific literacy, problem solving and reasoning skills. Some key features of the project are: instruction and supervision by experienced, well-qualified MCC faculty; hands-on training in the use of modern technology, instrumentation and software; secondary teachers bringing the equipment/software back to their home schools; teachers working cooperatively to develop laboratory projects and experiments; participation of teachers from schools with large minority populations (Rochester City School District); participation of teachers from high-need rural school districts; follow-up activities to assist and reward teachers in implementation; emphasis on pedagogical content knowledge; and a web page for continuous sharing of materials and networking. The WISE project is being evaluated by independent, professional evaluators to assess the impact of the project on teacher knowledge, attitudes, and the impact on their classroom activities. Project results are being disseminated nationally and regionally through journal publications, conference presentations, and a web site. ADVANCED TECH EDUCATION PROG DUE EHR Cullen, John Richard Connett Paul D'Alessandris John Cottrell Mary DiSano Monroe Community College NY Karen F. Zuga Continuing grant 746312 7412 SMET 9178 1032 0000099 Other Applications NEC 0302693 May 15, 2003 Sunshine Scholars. Sunshine Scholars is a project focused on increasing the number, quality, and diversity of prospective mathematics and science teachers through an interdisciplinary program undertaken through teacher training and pre-training activities. The primary audience includes community college students and high school and middle school students. The program provides community college students with enhanced proficiency in science and mathematics, as well as in pedagogy. Middle and high school students are recruited into careers in science and mathematics teaching. Each year a cohort of Collegiate Scholars, including both Science/Mathematics/Technology majors and Education majors, begins a two-year program leading to transfer to a teacher preparation program at a four-year school. In addition to content knowledge, Collegiate Scholars learn how to present that knowledge in the classroom. Regular contact with industry representatives and sites reveals to students the connections between industry and the instruction of K-12 students. After suitable training, Collegiate Scholars become Teaching Scholars. At this stage, they enter middle school classrooms in low-income schools to teach mathematics and science lessons and to bring up-to-date subject matter and technology to the schools. Faculty Subject Advisors from the college assist the scholars in lesson preparation. Pre-Collegiate Scholars, a group of high school students formed each year, experience mathematics and science activities and interact with the Collegiate Scholars, possibly becoming the next generation of Collegiate Scholars. Summer mathematics-science-technology institutes for rising ninth graders and run by graduates of the Sunshine Scholars program, build interest in the disciplines. ADVANCED TECH EDUCATION PROG DUE EHR Jones, June Central Florida Community College FL Daniel Udovic Standard Grant 288553 7412 SMET 9178 1032 0000099 Other Applications NEC 0302713 September 1, 2003 Fast Track to Engineering Technology. This project addresses four major challenges facing technician education: recruitment, under-prepared students, retention, and on-time degree completion. The primary goal of the project is to meet industry's current and future needs for engineering technicians by stepping up efforts to prepare high school students for college ET programs, reducing the number of credit hours required for associate degrees in ET, and specifically addressing the learning and financial needs of minority, female, and working students. Improved student learning of science, technology, engineering, and mathematics (STEM) is realized by (1) an expanded and continued use of an integrated, problem-based curricula developed by a previous ATE project, and (2) a new focus on relevant, smart, teaching that extends best practices to second-year ET students and reduces overall credit hours required for graduation. An image and marketing campaign is enhancing the status of ET careers and publicizing corporate sponsorship of ATE ET students. The project is also demonstrating academic value to the students and economic value to the employers of paid internships as early as the freshman and sophomore years. The outcomes of this project, supported by detailed evaluation research, are being widely disseminated through workshops, publications, presentations, and a web site in collaboration with the National Center for Engineering Technology Education. ADVANCED TECH EDUCATION PROG DUE EHR Zakhour, Kamil Bill Ware Sebastian Hui Florence-Darlington Technical College SC Elizabeth Teles Continuing grant 797525 7412 SMET 9178 9150 1032 0000099 Other Applications NEC 0302730 September 15, 2003 Advanced Manufacturing Technology Equipment. Danville College is partner in the Institute for Advanced Learning and Research created to address Southside Virginia's economic and educational challenges. Polymer manufacturing science has been identified as one of the Institute's key areas. Danville Community College is developing and implementing an Advanced Manufacturing Technology (AMT) program offering workforce education and Associate of Applied Science degree opportunities in Polymer Manufacturing Technology. The goal is to educate students with high tech skills to enable them to become competitive and productive technicians. Articulation partnerships enable AMT graduates continue education at universities in the region. With previous funding, the program has purchased a Selective Laser Sintering machine. This project provides funds to purchase injection molding and extrusion training equipment to complement other equipment purchased with funds from the Virginia Tobacco Indemnification and Revitalization Commission. The equipment is essential to provide newly graduated high school students, incumbent workers, and workers displaced form the textile and tobacco industries with capabilities that closely simulate real world polymer manufacturing experiences. ADVANCED TECH EDUCATION PROG DUE EHR Franklin, Jerry Danville Community College VA Gerhard L. Salinger Standard Grant 98000 7412 SMET 9178 1032 0000099 Other Applications NEC 0302734 June 1, 2003 Cyber Security/Computer Forensics Project. This project trains advanced technicians in the areas of cyber security, computer forensics, and data recovery and create curricula modules for dissemination to community colleges. Del Mar College, Corpus Christi, Texas is the 12th largest Hispanic serving community college in the nation, enrolling over 25,000 students, 57% Hispanic, 60% female, and predominately first generation in college. The past decade has seen an enormous increase in highly sensitive data on computer systems and distributed networks that are vulnerable to unauthorized access. There has been a corresponding rise in the sophistication and number of attempts to breach system security. Currently, there is a demand for technician training to ensure the cyber security of emergency services and government operations and public and private infrastructures, e.g., transportation, telecommunications, and energy. There has not been a sufficient increase in cyber security/computer forensics technician training at the associate degree level nor the dissemination of training modules for adaptation into community college curriculums. Both are needed to produce technicians competent in cyber security, computer forensics, evidence collection, and data recovery, which are essential to meet industry workforce needs. This initiative develops and disseminates a comprehensive new curriculum framework and modules to train computer security technicians for an associate degree and corresponding computer security certifications in cyber security, including network security, computer forensics, data recovery, and related areas of cyber crime, evidence collection, and technical and legal investigative protocols. ADVANCED TECH EDUCATION PROG DUE EHR Lee, Larry R. Brent Kesterson Steven Smith Ira Wilsker David Hattox Texas Engineering Experiment Station TX R. Corby Hovis Continuing grant 887775 7412 SMET 9178 1032 0000099 Other Applications NEC 0302737 October 1, 2003 Consortia for Digital and Fieldbus Technological Education. Recently, Hedrick Smith told the National Education Goals Panel that American education is leaving behind the mid-kids of the whole technician class. Seventy percent of the jobs in the 21st century will not require a B.A. The country needs to educate thinking people to fill these technical, yet highly skilled jobs. This project proposes to do just that by focusing on the Instrumentation and Controls technicians employed in the process and manufacturing industries. Since October 2000, the Lee College Center (Consortia) for Fieldbus and Process Control Systems Maintenance Education funded by NSF has provided a venue for training and education to meet the needs of emerging instrumentation technology technicians nationwide. The Center (Consortia) is recognized worldwide as a leader in providing fieldbus education. Fieldbus, the emerging technology in the field of instrumentation, is an all-digital communications system that interconnects measurements and process control equipment in both process and manufacturing automation applications. With its partners, Lee College is expanding the current project to realize the following goals: Intellectual Merit 1. Developing, teaching, and disseminating core curricula and skill standards materials related to instrumentation and controls technology. Specifically, the tasks being performed are: (a) developing and disseminating a national skills standard; (b) standardizing and updating the AAS degree plan at Lee College; and (c) increasing SMET education components the in existing curriculum. 2. Developing, teaching and disseminating curricula related to emerging technologies in the instrumentation and controls field. Specifically, the tasks being performed are: (a) developing and teaching specialty course area in the curriculum; (b) providing instructor education through appropriate workshops; and (c) disseminating model for the development and delivery of course materials for emerging technology. Broader Impact 3. Providing services as a center of applied research and development for use by industry. Specifically, the tasks being performed are: (a) updating equipment so that it meets the functionality required in industry; (b) encouraging industries' use of the facility for system demonstrations, research support and functional systems testing; and (c) support the publishing of research outcomes and activities in appropriate journals. 4. Recruiting and retaining students in the instrumentation and controls programs. Specifically, the tasks being performed are: (a) increasing the number of students pursuing the AAS degree; (b) increasing number of female students enrolled in the program; (c) adopting a 2+2+2 articulation program with appropriate institutions; and (d) improving the student success rate in the AAS program. ADVANCED TECH EDUCATION PROG DUE EHR Carter, Chuck Mike Stickney Robert Kosar Johnny Payne Lee College TX Elizabeth Teles Continuing grant 900002 7412 SMET 9178 1032 0000099 Other Applications NEC 0302751 August 1, 2003 Planning Grant for a Cybersecurity Regional Center: Washington Area Training to Counter Hacking/CyberWATCH/A Community College-Led Consortium. A consortium of six Washington DC metropolitan community colleges (Prince George's Community College, Northern Virginia Community College, Howard Community College, Montgomery College, Frederick Community College, and Lord Fairfax Community College) and the Virginia Community College System Institute for Excellence for Information Technology, joined by three universities (Johns Hopkins University, G W Solutions - a George Washington University Enterprise, and University of Maryland College Park), Eleanor Roosevelt High School, CompTIA, CISCO, and a number of private sector and government enterprises are collaborating in developing a Strategic Plan for a NSF-ATE Washington area regional cybersecurity center. The goals of the planning period fall into four broad areas: 1) to gather information on special regional needs and existing education and training; 2) to share curriculum and course information about existing courses and seek information on cybersecurity courses and curricula at other community colleges; 3) to begin professional development activities; and 4) to begin the process of creating seamless pathways from high schools, through the community colleges, to four-year institutions. ADVANCED TECH EDUCATION PROG DUE EHR Zdravkovich, Vera Michael Peterson Eric Grosse Prince George's Community College MD R. Corby Hovis Standard Grant 67721 7412 SMET 9178 1032 0000099 Other Applications NEC 0302754 October 1, 2003 Maryland Center for Manufacturing Education Excellence. Four community colleges serving constituencies throughout the state of Maryland are collaborating to create the Maryland Center for Manufacturing Education Excellence (MCMEE). With the participation of private industry, trade associations, higher education, secondary education, government agencies, and assessment experts, the Center aims to inform and improve manufacturing education through discovery, utilization, and dissemination of intellectual resources such as the National Skill Standards Board, the Manufacturing Skill Standards Council, and the ATE centers. The Community College of Baltimore County (CCBC) will lead the effort, with assistance from College of Southern Maryland, Harford Community College, and Wor-Wic Community College. The project objectives, activities and deliverables represent a comprehensive strategy to increase the number of manufacturing technicians to meet local workforce demands, and to improve the technical skills of those workers. The center will focus its energies in four program areas: (1) Curriculum development and adaptation: To address Maryland's diverse manufacturing base, the partners are designing a modular, flexible program that can be reconfigured and adapted to address varied workforce education needs at the high school or college level. The model arranges thirteen industries into three primary segments: processing, fabrication, and electronics/instrumentation. The curriculum is structured around a cluster of core workplace skills as defined by the WorkKeys system (e.g., applied technology, teamwork, observation) and core technical skills (e.g., instrument calibration, industrial measurements, process control) identified by the project team as common to a majority of the industries. (2) Skill assessment and workforce/program improvement: Employers are demanding reliable methods to assess critical technical and workplace skills of job applicants; educators seek similar skill measurements to ensure that their students are work-ready upon graduation. To that end, MCMEE is constructing an assessment methodology grounded in the strong positive correlation between the newly-created curricula and on-the-job performance expectations of local employers. With those new instruments, the Center can assess the skills of current and future manufacturing workers. Assessment data is being compiled, aggregated, analyzed, and reported to educators and employers for use in quality improvement efforts. (3) Enhanced recruitment to manufacturing careers: A two-pronged approach to change the negative image of manufacturing jobs targets both educators and students. Faculty and career counselors from both high schools and colleges are participating in on-line technical courses, tours and presentations at manufacturing facilities, attending workshops and national conference, and participating in internships at local companies. Innovative efforts to attract students to manufacturing include new experiences at the Baltimore Museum of Industry and intensive summer workshops for high school students. (4) Electronic communication and integration of services: A web-based portal is a central resource for accessing services and information related to manufacturing, including skills-based career exploration and job matching; a job exchange for on-line job postings and applications; promotion of education and training opportunities; linkages among faculty, employers, service providers, and other audiences; and on-line dissemination of project and assessment information. ADVANCED TECH EDUCATION PROG DUE EHR Faber, Dennis Judy Loar Michael Ehrlinger Community College of Baltimore County, Essex MD Duncan E. McBride Continuing grant 2998908 7412 SMET 9178 1032 0000099 Other Applications NEC 0302757 May 1, 2003 N-ETEC: National Engineering Technology Education Clearinghouse (Resource Center). The New Jersey Center for Advanced Technological Education (NJCATE) and its partner colleges across the United States are establishing a National Engineering Technology Education Clearinghouse (N-ETEC), which serves as a resource center for broad dissemination of exemplary engineering technology education program models, materials and pedagogical strategies. Primary educational NJCATE partners in the N-ETEC are College of DuPage, San Diego City College, St. Louis Community College, and the New Jersey Institute of Technology. Industry and professional association partners include Johnson & Johnson, ITT, PSE&G, IEEE and ABET. N-ETEC is providing: 1. On-demand, 24-7 access to (a) engineering technology education curricula, instructional materials, program models and structures, and instructional strategies; and (b) career and employment information to business and industry, engineering technology students and potential students, secondary and postsecondary educators, government and professional associations. 2. A mechanism and means by which institutions wishing to develop and/or implement curricula from existing exemplary programs can be matched with consultants and/or mentors. 3. Face to face technical assistance via institutes, workshops and seminars. The primary N-ETEC goals are to: 1. Increase the national impact of the reform and improvement of technician education through the dissemination of model programs, educational strategies and instructional curricula and materials via an electronic clearinghouse and organized professional development 2. Broaden the involvement of the engineering technology education community in reform and improvement by linking institutions desiring to adopt or adapt successful engineering technology education innovations with appropriate consultants and/or mentors. 3. Create a technical assistance communication network of engineering technology educators nationwide. 4. Serve as a national resource on educational programs, careers and skill sets in engineering technology for students and potential students, secondary and post- secondary educators, and employers. NJCATE and its partners are well positioned as leaders in technological education, to create, implement, and sustain N-ETEC. The Clearinghouse operates electronically with a full scale database, internet access to abstracts of papers and project information, and a fee to cover cost of reproduction of full documents. Each partner specializes in the solicitation, review and recommendation of projects, and materials in a discipline or cluster of disciplines. An editorial board is establishing critieria for the selection of materials for inclusion in the Clearinghouse and reviewing and selecting materials and products to be disseminated by N-ETEC. The composition of the Board include members from ATE projects, professional societies, two-year and four-year college faculty, and representatives from businesses and industry. Evaluation of the effectiveness of N-ETEC is continuous, with an emphasis on the qualitative judgment of clearinghouse services by participants. The ultimate success of the project is measured by the wide use and adaptation of products and instructional strategies disseminated via N-ETEC and the contributions made by N-ETEC to the comprehensive reform of engineering technology education. ADVANCED TECH EDUCATION PROG DUE EHR Sicora, Robert Ashok Agrawal Armando Abina Branislav Rosul Middlesex County College NJ Elizabeth Teles Continuing grant 1519000 7412 SMET 9178 1032 0000099 Other Applications NEC 0302768 September 1, 2003 Planning Grant for the CANS Regional Center for IT Education, Training and Business Development. This planning grant for an Information Technology (IT) Center is a collaborative project of Community Colleges in the California Counties of Contra Costa, Alameda, Napa and Solano (CANS Regional Consortium), in the San Francisco East Bay Region. This project addresses an anticipated increase in an IT workforce. The goal of this grant is the development of a comprehensive proposal for a regional center for IT Education, Training and Business Development, based upon Convergent Technologies (CT), that is, the interdisciplinary collaboration of Telecommunications, Media, IT programs and entrepreneurship through collaborative learning programs and internships. Recent experience with a "Convergent Technology" grant at Diablo Valley College showed that there is a connection between the growth of student enrollments in the community colleges during an economic downturn and the growth in entrepreneurial activity in the local economy, especially documented by the county's business incubators. People often return to the community college to enhance or develop their skills, and entrepreneurs fall back on their highly honed skills and venture to "risk" a new idea or "start-up." They often have a clear idea of the concept, but do not understand business issues. This is where the partnership of the Community Colleges with their local business incubators or Small Business Development Centers has proven so valuable. Student interns, when offered much of the basic business information and skills, succeed. "Just-in-time" training opportunities offered on site at the business incubators provided the life raft needed for these businesses at critical times. Hence, challenges became solutions and successful businesses emerged, which meant that new jobs were created. The IT advisory council concept has been broached to stakeholders in the region and many have indicated a willingness to commit technical expertise, software, hardware, facilities, student internships, faculty development projects and participate in articulation agreements. The agenda for the first plenary session of the advisory council includes presentations and discussions of: 1) Activities of established IT Centers, 2) CANS IT programs, 3) Existing IT skills standards, 4) Business/Industry/Government needs assessment, 5) Proposed new curricula, 6) Faculty Development, 7) Student Internships, 8) Delivery Systems, 9) Sustainability, and 10) Criteria for Center development. Task forces are being formed to address the key issues identified for the preparation of the proposal for a regional center. The intellectual merit of the proposed activity is based upon the qualifications and experience of the CANS Consortium and previous grants in Economic Development for the CANS region. The broader impacts focus on this regional collaboration of business, industry, educational institutions, and government partners, providing opportunities for under-represented groups, among others. ADVANCED TECH EDUCATION PROG DUE EHR Della Valle, Richard Julian Martinez Carl Shoaff Mark Steidel Vanessa Davis Diablo Valley College CA Gerhard L. Salinger Standard Grant 70000 7412 SMET 9178 1032 0000099 Other Applications NEC 0302779 September 15, 2003 Planning Grant for a New England Regional Center for Information Systems Security Education. This planning grant is laying the groundwork for a regional center for information systems security (ISS) education to serve Connecticut, Massachusetts, and other New England states. Activities in the project include: (1) forming a board of directors, a project planning team, and three working committees focusing on academic reform, professional development, and capacity building; (2) conducting a comprehensive workforce assessment for the ISS field in New England; (3) aligning planned curricula with the national cybersecurity education standards being developed by the National Workforce Center for Emerging Technologies; (4) enhancing and supporting two pilot "seamless" ISS pathways among secondary and postsecondary educational institutions in southeastern Connecticut and northwestern Massachusetts; (5) exploring online and distance learning strategies, new certificate options, and faculty exchanges among institutions in New England; and (6) involving business and industry, economic development associations, and other research and educational institutions in planning for the center's development. This project builds on an innovative associate degree program in computer security and data assurance based at Norwalk Community College, which has also been developed with support from the Advanced Technological Education program (NSF Award No. 0201873). The planning-grant project is examining the Norwalk Community College curriculum and others to determine topics, courses, curricula, and approaches that the center should pursue as it designs programs to serve the region's educational needs in cybersecurity. Educational institutions, information systems companies, defense and financial services companies, economic development associations, and research institutes are collaborating in this planning-grant project. The partners include Western Connecticut State University, the Connecticut Community College System, Norwalk Community College, Springfield Technical and Community College, New Hampshire Community Technical College-Berlin/Laconia, Holyoke Community College, Cape Cod Community College, the University of Massachusetts at Amherst, Mass Mutual Financial Group, Electric Boat, Deloitte and Touche, Greywolf Technologies, the Connecticut Office for Workforce Competitiveness, the New England Board of Higher Education, and regional school districts. ADVANCED TECH EDUCATION PROG DUE EHR Foley, Michael James Kurose Karen Wosczyna-Birch Craig Fellenstein Karen Grosz Western Connecticut State University CT R. Corby Hovis Standard Grant 69269 7412 SMET 9178 1032 0000099 Other Applications NEC 0302780 September 1, 2003 Integrating Asynchronous Technology and Virtual Reality to Support Aircraft Maintenance Technology Education. Our faculty team from Greenville Technical College in collaboration with faculty members from Clemson University have developed and implemented an interactive virtual reality (VR) model of the aircraft inspection maintenance process for asynchronous delivery. Our model has emphasized the curriculum development and workplace preparedness needed by modern aircraft maintenance technology for local, state and national audiences. Our effort has brought together a multidisciplinary team including a two-year technical college, research university, high schools and industry. Our participants have expertise in aircraft maintenance technology education, VR, human/machine systems design, inspection and maintenance processes in aviation, asynchronous learning and curriculum assessment with demonstrable results from previous NSF, FAA and NASA grants. Moreover, we have had the resources of the Advanced Technology Systems Laboratory and Virtual Reality Eye Tracking Laboratory at our disposal. The industry partners contributed experienced practitioners, a diversity of inspection tasks and test beds for integrating our VR products. This innovative approach is the first effort to extend tested VR technology to the aircraft maintenance technology curriculum in a two-year college. Existing approaches have not been able to mimic accurately the complexity of the aircraft maintenance process, reporting limited transfer capabilities and student preparedness for the workplace. The outcome of our collective efforts have lead to the following: an innovative, high-impact model for curriculum application in aircraft maintenance technology for college students and industry employees; an increased workplace pool of aircraft maintenance technicians prepared for the transition from learning to workforce; recruiting and mentoring material to attract under-represented groups to aircraft maintenance technology; a program providing the use of VR technology as a pedagogical tool; and a national model for collaboration among research institutions, community colleges, industry and high schools. Most importantly, this effort has integrated deliverables from on-going research funded by NASA and FAA in the use of advanced technology and virtual reality to improve the aircraft inspection and maintenance processes. ADVANCED TECH EDUCATION PROG DUE EHR Washburn, Carl Michael Leonard Andrew Duchowski Anand Gramopadhye William Kendall Greenville Technical College SC Kathleen A. Alfano Continuing grant 651329 7412 SMET 9178 9150 1032 0000099 Other Applications NEC 0302790 July 1, 2003 Deaf Initiative in Information Technology II (DIIT II). This 3-year project is the second phase of the DIIT project funded in 1999 (DUE-0070982). It is intended to: (1) address the continuing education needs of deaf and hard-of-hearing professionals across the country currently working in or preparing to enter the information technology (IT) field; (2) address the professional development needs of the faculty in the Applied Computer Technology (ACT) Department at the National Technical Institute for the Deaf (NTID), and (3) enhance the curriculum for the associate degree programs in ACT. NTID, one of eight colleges of Rochester Institute of Technology (RIT), was established in 1968 to reverse the long history of underemployment and unemployment among our nation's deaf and hard-of-hearing (deaf/hh) citizens. Today more than 1,100 deaf/hh students from across the country, study, work and live in the largest mainstreamed program in the world and enjoy RIT's close ties to industry leaders such as Kodak, Xerox, and Bausch and Lomb. This new project (1) allows each of 10 faculty release time for one academic quarter and professional development funds to enhance IT skills, develop new curriculum and offer workshops to deaf/hh IT professional; (2) establishes the Institute as a recognized training resource for national companies or government agencies that employ a substantial number of deaf/hh professionals; (3) develops partnerships with community colleges or ATE Centers throughout the country where there are large deaf populations to co-offer IT workshops for deaf/hh professionals; (4) develops and offers on a regular basis (at NTID or partnering sites) new IT-based professional development workshops to deaf/hh adults; and (5) incorporates new IT workshop curricula/materials into the undergraduate curriculum. The model could be used in any academic environment to provide faculty professional development, curriculum enhancement, and continuing education opportunities for the community. ADVANCED TECH EDUCATION PROG DUE EHR Lange, Donna Don Beil Rochester Institute of Tech NY Diana L. Burley Continuing grant 686702 7412 SMET 9178 1032 0000099 Other Applications NEC 0302792 July 1, 2003 Collaborative Project for the Preparation of the 21st Century Welding and Materials Joining Technician. Materials joining are a critical manufacturing technology that impacts a wide range of industries. Currently there is a well-documented shortage of highly skilled welding technicians and this shortage will become more acute in the very near future. The welding/materials joining technician of the 21st century needs to develop sophisticated skills and knowledge to allow him/her to meet the job challenges associated with advanced manufacturing technologies. This project is a collaborative partnership between Lorain County Community College (LCCC) and The Ohio State University (OSU) to jointly design and develop a series curricular models / materials to prepare welding / material joining technicians for manufacturing jobs in the 21 century. One of the main focuses of our project is to advance the technological skills of displaced workers and to increase the exposure of the modern welding field to women, minorities, and the inner-city communities. Although there are numerous two-year colleges in the US that offer certificate or degree programs in welding technology, these programs tend to be primarily focused on the development of manual skills and low technology arc welding processes. Our project is developing a curriculum model with the potential to be a national template for the training of welding and joining technicians at two-year colleges. Our faculty teams are developing curricular models that can be emulated by secondary schools and other two-year colleges who presently have, or desire to create, programs for the training of welding technicians. Our model provides core competency in the various areas of welding technology - processes, materials, design, and inspection, while allowing flexibility for training students to meet the needs of the local manufacturing community. Following the completion and testing of this model at LCCC and local high schools, a regional center is being established to expand this approach to key two-year colleges and secondary schools in the manufacturing sectors of the Great Lakes Region. These colleges and schools are building upon the model with adaptations as appropriate to meet the needs of their local environment. ADVANCED TECH EDUCATION PROG DUE EHR Smith, Kenneth Lorain County Community College OH Elizabeth Teles Standard Grant 256274 7412 SMET 9178 1032 0000099 Other Applications NEC 0302797 July 1, 2003 Planning Grant: Mid-Missouri Center for Manufacturing and Information Technology Education. This project starts the development process leading to an articulation arrangement between high schools, 2-year colleges, and the University of Missouri-Columbia to provide multiple pathways for students to enhance their technical education. The fields covered include: industrial automation, sensor and identification technologies, programmable logic control, data logging and acquisition, database development and data mining, computer and controller internetworking. Other fields are also being explored as part of this planning grant. The project is using the College of Engineering teaching laboratories at the University of Missouri-Columbia during the "off hours," such as the evenings and the summer, when the high schools and two-year associate programs can access the technical facilities without incurring major capital expenditures. The planning grant sets into motion the mechanisms by which the articulation partnership can be realized, including the consultation of potential partners from all sectors, the definition of programmatic entry points, curriculum ramifications, and facility scheduling and utilization. As part of this pilot program the laboratory facilities of the University of Missouri College of Engineering are being used for the teaching and training curricula of the Columbia Public Schools Career Center and State Fair Community College. ADVANCED TECH EDUCATION PROG DUE EHR Occena, Luis Michael Klote Steve Chott John Bell University of Missouri-Columbia MO Gerhard L. Salinger Standard Grant 69998 7412 SMET 9178 1032 0000099 Other Applications NEC 0302799 September 1, 2003 ATE Centers -- Environmental Resource Center. Through this project the Advanced Technology Environmental Education Center (ATEEC) is significantly expanding and enhancing its national Environmental Resource Center capabilities. Intellectual Merit The project is identifying environmental education information, materials, research, expertise and support services of value to educators, workers, and the general public; and to organizing and presenting this body of knowledge and services in formats that are stimulating and accessible to a broad array of user groups. The project builds upon ATEEC's eight years of experience and success in serving as a national NSF Center of Excellence. Broad Impact The Environmental Resource Center is having broad impact on a wide diversity of user groups. These include: high school and community college students in environmental courses; community college students across the spectrum of academic and technical programs; workers engaged in retraining or skill upgrade; military and security personnel; community and municipal leaders including Tribal colleges; the environmental research establishment; the general public; and international environmental educators. The Environmental Resource Center supports and promotes quality teaching and learning by: (a) strengthening the Center's many communication vehicles; (b) closely linking NSF-ATE environmental projects to the Center; (c) initiating efforts to extend environmental education across the curriculum; (d) focusing upon ease of access and providing information electronically; (e) capturing emerging environmental research and making it available to students and all of society, (f) developing a segmented marketing approach to attract underrepresented students to the field; (g) providing a comprehensive mentoring program to environmental programs at colleges across the nation; (h) providing stimulating professional development opportunities; and, (i) expanding access to on-line environmental courses and materials. ATEEC continues its focus on inclusiveness with special outreach activities to underrepresented groups through the composition of advisory committees and the selection of people to highlight in marketing materials as well as by ensuring a diversity of attendees at professional development events and special activities with underrepresented groups. This project also continues to focus upon fostering the integration of emerging research and education. Much of the strength of the Environmental Resource Center derive from the manner in which ATEEC leverages its capabilities and expertise with the capabilities and expertise of its many collaborators and partners. The Environmental Resource Center is advancing environmental knowledge and understanding in high schools, community colleges, the workforce, and society at-large. ADVANCED TECH EDUCATION PROG DUE EHR Kabat Lensch, Ellen Edward Brown Kirk Laflin Hazardous materials Training and Research Center IA David B. Campbell Continuing grant 1455367 7412 SMET 9178 1032 0000099 Other Applications NEC 0302801 July 15, 2003 Diversity in Engineering Technology. This project addresses the issue of increasing the pool of qualified technicians, technologists, and scientists in the region by increasing the interest of secondary school students from historically underrepresented groups in science, technology, engineering, and mathematics (STEM) fields. To reach out to students in public schools, technology clubs are established at public schools, summer technology camps are sponsored, and engineering and technology competitions are sponsored. Technology club coordinators selected from underrepresented groups serve as strong role models, and college and university student chapters of professional societies provide mentors for secondary school students. This project includes an awareness program to effect a new appreciation in the community for the career and educational opportunities that exist in STEM. Secondary school mathematics and science teachers and counselors attend workshops that address issues related to encouraging underrepresented students interested in mathematics and science. Parents receive information about STEM careers and methods to encourage their children in mathematics and science and a project web site includes information for students, teachers, counselors and parents. At the collegiate level, project leaders collaborate to improve the alignment of technology curricula between the community colleges and UNC Charlotte to articulate the preparation of students for the B.S. degree. College students mentor and advise high school students; both groups are encouraged to consider careers in academic fields. Internships, technical classes, and shadowing experiences for high school teachers improve math, science, and technology content in the high school and college programs. The project assesses student participation in technology clubs and high school science and mathematics courses in the high schools as well as student performance in courses and on college entrance exams to assess knowledge of STEM fundamentals. The intellectual merit of this project lies in its unique approach to increasing the pool of qualified technicians, technologists, and scientists in the region by recruiting secondary school students underrepresented in STEM fields, and by providing strong role models and effective mentoring programs. The broader impacts of this project are its innovative approaches to advance learning and awareness of STEM principles and career opportunities while promoting learning and teaching in secondary schools, community colleges, and the university. The concentration on creation and enhancement of technology clubs in inner city and rural areas and the careful selection of effective role models broaden participation of individuals from targeted groups in STEM. The collaborative efforts enhance the infrastructure of education and encourage further participation from the community. ADVANCED TECH EDUCATION PROG DUE EHR Kuyath, Stephen Gregory Watkins Rod Townley Anthony Brizendine James Chancey University of North Carolina at Charlotte NC Karen F. Zuga Continuing grant 898561 7412 SMET 9178 1032 0000099 Other Applications NEC 0302803 July 1, 2003 Collaborative Project for the Preparation of the 21st Century Welding and Materials Joining Technician. Project Number: 0302803 Institution: Ohio State University PI: Charles Albright Title: Collaborative Project for the Preparation of the 21st Century Welding and Materials Joining Technician Abstract Materials joining are a critical manufacturing technology that impacts a wide range of industries. Currently there is a well-documented shortage of highly skilled welding technicians and this shortage will become more acute in the very near future. The welding/materials joining technician of the 21st century will need to develop sophisticated skills and knowledge that will allow him/her to meet the job challenges associated with advanced manufacturing technologies. Our proposal is a collaborative partnership between Lorain County Community College (LCCC) and The Ohio State University (OSU) where we have jointly designing and developing a series curricular models / materials that will prepare welding / material joining technicians for manufacturing jobs in the 21 century. One of the main focuses of our project has been to advance the technological skills of displaced workers and to increase the exposure of the modern welding field to women, minorities, and the inner-city communities. Although there are numerous two-year colleges in the US that offer certificate or degree programs in welding technology, these programs tend to be primarily focused on the development of manual skills and low technology arc welding processes. Our project is leading to the development of a curriculum model that will serve as a national template for the training of welding and joining technicians at two-year colleges. Our faculty teams are developing curricular models that can be emulated by secondary schools and other two-year colleges who presently have, or desire to create, programs for the training of welding technicians. Our model provides core competency in the various areas of welding technology - processes, materials, design, and inspection, while allowing flexibility for training students to meet the needs of the local manufacturing community. Following the completion and testing of this model at LCCC and local high schools, a regional center will be established that will expand this approach to key two-year colleges and secondary schools in the manufacturing sectors of the Great Lakes Region. These colleges and schools will build upon the model with adaptations as appropriate to meet the needs of their local environment. ADVANCED TECH EDUCATION PROG DUE EHR Albright, Charles Ohio State University Research Foundation OH Elizabeth Teles Standard Grant 238357 7412 SMET 9178 1032 0000099 Other Applications NEC 0302808 May 15, 2003 New York State Professional Development Collaborative. Five New York State community colleges (Dutchess Community College, Fulton-Montgomery Community College, Mohawk Valley Community College, Monroe Community College, and Suffolk County Community College) in partnership with Hofstra University, the New York State Technology Education Association (NYSTEA), and 10 New York business/industry/government partners, are establishing a statewide professional development collaborative. The project is initially providing workshops in the areas of materials/manufacturing and information technologies to 100 secondary school technology teachers through a program that brings together community college technical experts, professional association teacher/leaders, and university pedagogical experts. The overarching goals are to provide contemporary professional development to technology educators using standards-based exemplary materials, to forge sustainable alliances between community colleges and the technology education community, and to create a professional development model that the leadership of New York's Technology Education Association will sustain. NYSTEA represents 3,000 secondary school technology educators in the state and has an abiding interest in providing professional development to its constituents. Year I of the project is devoted to building the professional development leadership teams, comprised of two-year college faculty from the five partnering community colleges, and high school technology teachers who are leaders in NYSTEA. Year II is being spent conducting weeklong workshops for technology teachers at each of the five community colleges. Workshop content is based on curricular materials being developed as part of the current NSF ATE project, New York State Curriculum for Advanced Technological Education, as well as other exemplary materials developed by well-known ATE projects and centers. Standards-based materials are being chosen on the basis of a proven track record and relevance to technician education; and the pedagogical focus is on informed design, which emphasizes science inquiry and mathematical analysis in the context of design. Year III of the project is devoted to widespread dissemination through technology education conferences and mini-conferences at the community colleges. These activities are establishing five ATE training centers at the community colleges, with NYSTEA as the collaborative professional organization for these sites. By building the capacity of professional association leaders to conduct further staff development workshops, the project is creating a replicable and transportable model of professional development and imparting a mechanism through which ongoing staff development can be sustained by NYSTEA and the community colleges. ADVANCED TECH EDUCATION PROG DUE EHR Weeks, Margaret David Burghardt Michael Hacker John Jablonski Hofstra University NY Karen F. Zuga Continuing grant 976725 7412 SMET 9178 1032 0000099 Other Applications NEC 0302815 May 15, 2003 Preparing Tomorrow's Science & Mathematics Teachers at Community Colleges: Round II. Phi Theta Kappa, the honor society for two-year colleges, in cooperation with the American Association of Community Colleges (AACC), is conducting a three-year multi-disciplinary, nationwide mentoring project to expand and enhance community college teacher preparation programs for future K-12 science and mathematics teachers, and to identify "best practices" within these programs. The project employs the same conceptual and implementation format used by Phi Theta Kappa in its recent NSF/DUE/ATE-supported projects, Preparing Tomorrow's Science & Mathematics Teachers: The Community College Response; and Improving Science & Technology Education at Community Colleges: Rounds I & II. A set of proven mentoring activities is being used to share the knowledge base, experience, practices and materials achieved by six exemplary community college teacher preparation programs with 18 competitively-selected community colleges. These exemplary practices and materials also are being disseminated widely to other community, technical, and junior colleges nationwide. The 18 selected community colleges each work with one of six two-member mentoring teams. The six community colleges are Green River Community College, WA; William Rainey Harper College, IL; Tulsa Community College, OK; Cerritos College, CA; J. Sargeant Reynolds Community College, VA; and Delaware Technical & Community College, DE. Mentors represent disciplines of mathematics, chemistry, biology, physics and education. Project activities include: national competition to select 18 colleges; two National Teacher Preparation Conferences, at which six teams of mentors, from two and four-year colleges, work with assigned four-member college teams to develop action plans; mentor services, including site visits over a one year period; networking newsletter available electronically and in print; case study monograph for distribution to presidents, academic deans, education chairs and STEM chairs; a Best Practices Competition; a Best Practices Conference to recognize and share "best practices" in mathematics and science teacher preparation programs at two-year colleges; Best Practices Conference proceedings and recommendations report; and a broad range of other dissemination activities through Phi Theta Kappa and AACC websites, conferences, and publications. ADVANCED TECH EDUCATION PROG DUE EHR Cunniff, Patricia Phi Theta Kappa Headquarters MS Joan T Prival Continuing grant 585844 7412 SMET 9178 9150 1032 0000099 Other Applications NEC 0116000 Human Subjects 0302819 April 1, 2003 A Project for Renewable Energy Technologies. The Forest and Wood Products Institute at Mount Wachusett Community College, in partnerships with the leading researchers and policy makers in renewable biomass energy technologies, is establishing a technician training program in this field. The Institute has recently converted the College's all-electric campus to a biomass heating system. This biomass system at the College serves as the focal point for the project. The goal of this project is to establish a biomass technology demonstration site in the Northeastern United States where industry and government decision-makers, students, and educators can learn about renewable biomass energy technologies. A long-term goal of the Institute is to produce replicable undergraduate curriculum for development of skilled workers in emerging renewable biomass energy technologies and policies. Specific activities for this one-year period include: expanding relationships to include new partners in the development of biomass energy; developing support among State and Federal agencies involved in renewable energy technology and policy; and creating an Advisory Board of regional and national stakeholders in the field. ADVANCED TECH EDUCATION PROG DUE EHR Rizzo, Robert Mount Wachusett Community College MA Harry Ungar Standard Grant 55522 7412 SMET 9178 1032 0000099 Other Applications NEC 0302827 June 15, 2003 Planning Grant for a National ATE Center in Micro-and Nanoscale Manufacturing. Over the past decade, microfabrication has been combined with nanofabrication, and it is estimated that the United States will need between 800,000 and 1 million new nanofabrication workers in the next 10 years. Several industry sectors are driving this workforce need. First are the established industries that traditionally use micro- and nanotechnology, such as microelectronics, information storage, optoelectronics, and others. Second are industries that have been newly created by this technology, such the MEMS, NEMs, nanobiotechnology, and nanoelectronics start-ups. A third driving sector is composed of existing major industries that previously have never used micro- and nanotechnology but are now actively embracing it. Among these are giants such as the pharmaceutical and chemical industries, and even more traditional industries like clay and glass. Employees with skills in micro- and nanofabrication are needed at all levels. At the more advanced levels (engineers and above), workers are needed with specialized skills. At the technician level, however, where the majority of new nanofabrication jobs will be, a generic skill set is needed. The skill set needed at the technician level is identical for companies using micro- and nanotechnology whether they are producing electronic, electromechanical, biological, chemical, or any other kind of system. With this single skill set approach, students are given a background that allows them to move back and forth across industry sectors, as micro- and nanotechnology evolves and new opportunities arise. By educating students across the broad spectrum of nanofabrication applications, we develop a workforce that is more versatile and less vulnerable to the business cycles of specific industries. Curriculum addressing the generic skill set needed for technician-level micro- and nanofabrication workers has already been developed and is being continuously improved by the existing NSF Regional Center for Manufacturing Education in Nanofabrication. This hands-on curriculum leverages the Penn State site of the NSF NNUN to support the nation's first associate degree programs in nanofabrication offered at community colleges and other institutions across Pennsylvania, as well as professional development workshops for educators and industry personnel, and summer chip camps for secondary schools students. The purpose of this planning project is to explore the feasibility of leveraging the existing NSF Regional Center for Manufacturing Education in Nanofabrication and other programs and resources to establish a national ATE center for micro-and nanofabrication duration. The project is identifying and engaging industry partners, educational institutions and resources, and micro- and nanofabrication user facilities interested in such a national effort, identifying best practice alternatives to the centralized facility approach to nanofabrication technician education, and assessing the feasibility of one, unifying national center addressing micro- and nanofabrication skills. ADVANCED TECH EDUCATION PROG DUE EHR Hallacher, Paul Stephen Fonash Gary Harris Albert Gerth William Mack Pennsylvania State Univ University Park PA Duncan E. McBride Standard Grant 70000 7412 SMET 9178 1032 0000099 Other Applications NEC 0302832 September 1, 2003 Integrating Low-Cost Virtual Reality into Design and Technical Graphics Curricula. The proposed project will introduce low-cost virtual reality technology into design and technical graphics classrooms and laboratories, as well as develop instructional materials to enhance course delivery. Changing market needs and advances in technology, the focus of CAD technology education, and the shift from drafting to design, problem-solving, presentation, and communication points to the critical need to integrate virtual reality tools into the design and technical graphics curricula. The primary audiences for this project are students and faculty at all levels of design and technical graphics education and CAD technologists in industry. This project reaches down to inspire the interests of high school students by providing outreach days and virtual reality experiences for students. The project, in collaboration with Community College partners, will promote the advancement of their students and engage University students in enhanced learning opportunities that will better prepare them to contribute to the work force. The resulting instructional materials will be made available to graphics and design educators at other institutions through a project web site and by distributing a CD-ROM. Results will be disseminated through national conference presentations and publications. In addition, fifty community colleges will be selected and invited to use the instructional materials developed. ADVANCED TECH EDUCATION PROG DUE EHR Smith, Shana S-F Ann Thompson Wayne Merrell Ray Beets Adrian Sannier Iowa State University IA Karen F. Zuga Continuing grant 860450 7412 SMET 9178 1032 0000099 Other Applications NEC 0302835 July 1, 2003 Establishing an Information Science and Technology Learning Community for Tribal Colleges. A consortium of American Indian tribal colleges is creating an Information Science and Technology Learning Community (ISTLC). The ISTLC provides a range of education, training, and information-sharing services to the faculty, students, and professional IT staff at the participating institutions. The activities of the ISTLC are: (1) Strengthening the information science and technology and STEM programs at each participating college; (2) Establishing and maintaining a single community of information science practice and learning that includes faculty, students and IT staff at all consortium members; (3) Developing and disseminating successful practices, materials and technologies throughout the community of tribal colleges; (4) Creating linkages with industry, information/computer science departments at regional universities. The ISTLC provides a national model, making resource-challenged programs stronger through collaborative program development and delivery. It provides an effective approach for building coalitions that bring together key stakeholder groups as members of a single learning organization. The project is a pilot that can be expanded not only to all 32 Tribal Colleges, but also other community colleges around the nation, in particular those located in rural areas. EXP PROG TO STIM COMP RES ADVANCED TECH EDUCATION PROG DUE EHR Morgan, Scott Sisseton Wahpeton Community College SD Bevlee A. Watford Continuing grant 710881 9150 7412 SMET 9178 9150 1032 0000099 Other Applications NEC 0302836 June 1, 2003 GET SMART - Get an Education and Teach - Science and Math Articulations on the Right Track. In response to the critical shortage of qualified science and mathematics teachers in Texas, Austin Community College (ACC) is developing a teacher education program, entitled Get an Education and Teach: Science and Math Articulation on the Right Track (GET SMART). The program also involves articulation partnerships with area universities, including the University of Texas, Southwest Texas State University and the University of North Texas, Texas A&M University, and St. Edward's University. The GET SMART program offers an Associate of Arts degree for pre-service teachers of high school biology, chemistry or mathematics or middle school mathematics. In addition to the core requirements for the major, students take three innovative education courses. The first, EDUC 1301, focuses on educational pedagogy and use of technology in the classroom. The second educational course is split for prospective science teachers or mathematics teachers. The science II course focuses on preparing, conducting and assessing both laboratory experiments and field trips, as well as exploring the use of computer-assisted labs and virtual labs, especially for technologically advanced labs. The mathematics II course, modeled on a mathematics course developed for the University of Texas (UT) Uteach program, focuses on pre-calculus level functions and modeling from many perspectives. Students are exposed to several mathematical software applications and websites, as well as hand-held technology including data collection devices and graphing calculators. In the third course, students come together again to practice and improve on skills learned in the first two courses. Students in the GET SMART program serve as teaching assistants in university labs and as peer mentors in area high schools and middle schools. These activities also have the advantage of serving as recruiting tools for future students of the GET SMART program. Potential students are drawn from the 26 surrounding school districts, with particular attention to reaching non-traditional and underrepresented students. Recruitment strategies for K-12 students include school visits, establishment of Future Teachers of America clubs, and a recruitment video and brochure. Community college students are recruited from ACC science and mathematics classes. GET SMART works with the ACC Alternative Teacher Certification program to recruit teachers from the technology industry. Students are supported throughout their tenure at ACC both academically, through the strong ACC tutoring program and preparatory coursework, and financially, through scholarships and stipends. ADVANCED TECH EDUCATION PROG DUE EHR Sessions, Alice Debra Sackett Donna Lyon Suzette Mathis Stephanie Lochbaum Austin Community College TX Daniel Udovic Standard Grant 299963 7412 SMET 9178 1032 0000099 Other Applications NEC 0302839 September 15, 2003 Development of Master's and Online Certificate Programs in STEM Community College Teaching. This project meets the needs of community college faculty and their students by providing knowledge and skills in teaching and learning to community college STEM faculty for on-line, distance delivery of instruction. A prototype program for professional development of the STEM teaching faculty is developed and extends the initial success of previously developed certificate programs and adapts them for instructional improvement. The project combines the resources of adult and community college education and technology education to provide a unique learning experience for community college STEM faculty. The combined expertise of the principal investigators' enables effective delivery of these on-line certificate programs and will result in STEM instructors gaining knowledge and skills in online course delivery for their own adult and traditional students. Diverse cohorts of community college instructors participate and broaden the partnerships initially established to assess the needs for curriculum development. These partnerships are also key to the dissemination of both the materials and the research to wider audiences including adult and community college educators. These materials may provide an exemplary model for reaching diverse adult learners with STEM content. ADVANCED TECH EDUCATION PROG DUE EHR Akroyd, Duane John Penick Aaron Clark Theodore Branoff Carol Kasworm North Carolina State University NC Karen F. Zuga Continuing grant 919486 7412 SMET 9178 1032 0000099 Other Applications NEC 0302845 September 1, 2003 Increasing the Number of Women in Computer Fields: A Community College Approach. The Community College of Baltimore County is developing the Grace Hopper Scholars Program in Mathematics and Computer Science. This program is designed to prepare women for success in required mathematics courses, provide an environment that builds their confidence, create awareness of careers in computer science, and emphasize the impact women can make in this vital field. Major components of the program include a summer bridge program before students enter in their first full semester of coursework, a curriculum which emphasizes mathematics and job market skills, and a support network which helps to create a community of learners. This project also encourages female students to pursue advanced mathematics in combination with computer science. By offering solutions to acknowledged barriers, the investigators seek to demonstrate whether the key to attracting more women to the field of computer science lies in support for rigorous mathematics training, multiple applied learning opportunities, or female role models and mentors. This project is also providing a replicable model for other community colleges as it expands to neighboring Anne Arundel and Prince George's Community Colleges. A working group of educational partners from other Vanguard community colleges, in addition to the two partners listed above, are consulting on new course design, program development, and assessment to ensure a replicable program. Course materials, professional development resources, and data are being made available online. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Leitherer, Barbara Donna Tupper Pauline Hamilton Ingrid Sabio Grazina Metter Community College of Baltimore County, Essex MD Ginger H. Rowell Standard Grant 340386 7412 1536 SMET 9178 1032 0000099 Other Applications NEC 0302846 July 1, 2003 The Vermont Information Technology Project - Foundation for the Future. The Vermont Information Technology Project-Foundations for the Future, (VTF3), is a comprehensive information technology education and training improvement project. It is increasing the pool and expertise of Vermont's IT technicians by changing information technology education and training network into a new model to meet future economic growth and development needs. Guided by a structured partnership of employers, secondary and postsecondary educators, and government agencies, the VTF3 project is developing a more flexible, responsive IT curriculum lattice model of self-contained education, training and work experience modules, recognized by both academic credit and industry skill standards certifications, that allows student flexibility to move across area specialties as well as to increase expertise in a given specialty. VTF3 engages faculty and teachers in a faculty development effort to research and develop a new pedagogy to increase the motivation and retention of potential students. By focused attention to the recruitment and retention of women, minorities and students with disabilities, the VTF3 Project is broadening the base of the potential IT workforce. EXP PROG TO STIM COMP RES ADVANCED TECH EDUCATION PROG DUE EHR Sargent, Brent Douglas Webster Vermont Technical College VT Stephen C. Cooper Continuing grant 598606 9150 7412 SMET 9178 9150 1032 0000099 Other Applications NEC 0302850 September 15, 2003 Cal-OPTEC. The project is for planning Cal-OPTEC (Optics and Photonics Technology Education Center) as an ATE Regional Center, the purpose of which is to improve photonics curriculum for community colleges as well as address critical long-term labor shortages in the industry. To be launched by the California Photonics Consortium (a group of community colleges, baccalaureate institutions, industry representatives, a national laboratory, and workforce agencies), Cal-OPTEC works under five goals: 1) To increase the number of students seeking postsecondary education in photonics; 2) To enhance instructor knowledge of photonics; 3) To improve curriculum in the areas of laser technology, precision optics fabrication, and fiber optics technology; 4) to enrich the availability and efficacy of photonics programs; and 5) to expand linkages among community colleges, industry, high schools, and baccalaureate institutions. Cal-OPTEC intends to accomplish these goals by exposing youth, parents, counselors, and displaced workers to the opportunities and education needed in the field; by providing professional development for high school and community college instructors; by expanding, improving, reviewing, and packaging curriculum in three photonics areas; by working with industry to monitor the needs of the California photonics industry, and initiate new programs far enough in advance to fill industry's needs for skilled workers; and by improving communication among photonics interests in California. The results of these efforts will lead to a well-developed curriculum in three technical areas that is transportable and articulated with high schools and baccalaureate, an educated pool of high school and community college instructors, and well-trained workers in sufficient numbers to support the photonics industry's growth and global competitiveness. The planning project will bring together the partners in sessions to work out the details of the way such a Regional Center should be constructed. ADVANCED TECH EDUCATION PROG DUE EHR Sukuta, Sydney Larry DeShazer Tim Wennberg Neal Ely San Jose City College CA Duncan E. McBride Standard Grant 69973 7412 SMET 9178 1032 0000099 Other Applications NEC 0302859 July 1, 2003 Preparing Engineering Technicians for Southern Maryland. This project is creating collaborations among various partners to address the shortage of engineering technicians in Southern Maryland. This is a multi-focused project involving program improvements and technical experiences that targets students at both the secondary and postsecondary levels. Efforts to serve those currently underrepresented, women and minorities, are being emphasized. A recruitment plan that raises awareness and enthusiasm for the field is being implemented, and innovative project-based learning activities are being integrated into program requirements in order to improve retention. Modules developed through the New York State Curriculum for Advanced Technological Education (NYSCATE) project are being adapted for local programs. Student portfolios are being used to monitor progress and document their readiness for employment. Employers are hosting onsite Tech Days, participating in annual Technology Fairs and participating in the evaluation of students' portfolios. Employer feedback is being analyzed regarding changes in the readiness of local graduates for entry-level employment. Project results are being shared through presentations and professional contacts since they are transferable to other communities where school systems and postsecondary institutions share workforce development responsibilities. Statewide dissemination of the project results is assured through the Maryland State Department of Education and the Maryland Association of Community Colleges. ADVANCED TECH EDUCATION PROG DUE EHR Thomason, Judy Kenneth Smith John Hungerford IV Margaret Stafford College of Southern Maryland MD Herbert H. Richtol Standard Grant 220346 7412 SMET 9178 1032 0000099 Other Applications NEC 0302864 August 15, 2003 Virtual Tutor for E-Learning Assessment & Feedback. The Virtual Tutor for E-Learning Assessment and Feedback addresses the twin challenges facing distance education when used as a tool for educating the technicians of a high tech workforce. The first challenge is the need for a hands-on laboratory experience to adequately train technicians. The second challenge is the fact that the teacher is remote in space and/or time. BrainFrame, a new intelligent tutoring system (ITS) software package developed by Stottler Henke Associates, will be adapted to automate the assessment and feedback component of the experiential exercises. The ITS reduces the need for immediate access to a live instructor. This tool will be embedded in the competency based virtual experiential exercises. The 'smart help' of an intelligent tutor will enable the student to get help when needed without having to wait for a response to the course instructor at any time of the day or night. Both assessment capability and feedback are incorporated in the Intelligent Tutor software and model. Research indicates that learners using a virtual tutor compete favorably with classroom-based instruction. The disciplinary focus of the exercises is topics in common between Controls Technology and Manufacturing Technology curricula. The primary activity is the development of competency based experiential exercises for a virtual educational environment. The primary audience is the distance education student of a two-year terminal degree program. Additionally, there are many process plants located far from educational institutions whose employees and prospective employees could greatly benefit from a distance-education program leading to a technical degree. ADVANCED TECH EDUCATION PROG DUE EHR Meyer, Doyle San Juan College NM Karen F. Zuga Continuing grant 412558 7412 SMET 9178 9150 1032 0000099 Other Applications NEC 0302885 October 1, 2003 Terrorist Agent Control Technology (TACT). Kirkwood Community College and partner institutions, St Louis University, the University of Tennessee, and the NSF AgKnowledge Center are developing a program that applies principals of physics, biology and chemistry to control biological, chemical and nuclear agents that threaten the security of the workplace and the working environment of technicians in Environmental Health & Safety (EH&S) in the United States. With this program, the EH&S technicians gain the skills and knowledge to recognize agents, understand how they are dispersed through vulnerable pathways, assess threats, detect contaminants, contain agents, decontaminate the workplace, and dispose of contaminants in an environmentally sound way. Further, they learn how to plan for contingencies and recommend engineering controls that prevent infiltration. The objectives of the Terrorist Agent Control Technology (TACT) project are to: 1) Develop new curriculum and educational materials for national dissemination. Three new courses are being developed by Kirkwood with advice and review by an Advisory Council, the AgKnowledge University Council and two prominent environmental research universities: the University of Tennessee and St. Louis University. The three courses are (I) Biological, Chemical and Nuclear Agents, (II) Threat Assessment and Detection, and (III) Contingency Planning and Engineering Controls; 2) Improve efficiency and effectiveness of learning by developing blended web-based courses with required hands-on laboratories; 3) Offer professional development activities that prepare 130 instructors annually to offer the courses, hands-on applications, and certifications; 4) To improve EH&S programs by adding student certifications in Terrorist Agent Control Technology. The TACT project is led by capable faculty, practicing scientists and engineers with recent and relevant experience and it is supported by a National Advisory Council comprised of leaders in risk assessment, risk management, exposure assessment, industrial hygiene, toxicology, air and water pollution, environmental epidemiology, performance engineering, distance learning, and academic research. Dissemination of this project includes a minimum of 50 project partners offering TACT courses and certifications across the nation. Our goal is certifying five hundred technicians by the end of the three years to work in industry, agriculture and municipal services nationwide. ADVANCED TECH EDUCATION PROG DUE EHR Feil, Douglas Stephani Hanson Ron Snyder Rickey SyWassink Kirkwood Community College IA Eileen L. Lewis Standard Grant 459932 7412 SMET 9178 1032 0000099 Other Applications NEC 0302894 May 15, 2003 Experiential Learning Model for Technician Education. The "Story-Centered Curriculum" model, pioneered at Carnegie-Mellon University - West, is applied to the development of a six unit network security course. The project adapts, tests, refines and disseminates an experiential learning model to develop a workforce fully prepared for the workplace in network security. Community college students and returning learners are educated through a sequence of carefully devised tasks and problems that simulate an authentic work experience. The story provides a coherent framework that has students working on both long-term objectives and day-to-day operations. The model is learning by doing with goal-based scenarios. In response to the high interest by employers, network security is the subject of the pilot program. The role of the faculty changes to deciding on and facilitating scenarios and providing just in time tutorials rather than providing information that is readily available elsewhere. Faculty and mentor development are supported. SRI provides the formative and summative evaluation. The pilot tested model can be expanded to include more of the information technology curriculum and can be applied to other curricula. ADVANCED TECH EDUCATION PROG DUE EHR Ayers, Catherine Ray Bareiss Sukhjit Singh Corey Kidwell Foothill-De Anza Community College District CA Gerhard L. Salinger Continuing grant 1048311 7412 SMET 9178 1032 0000099 Other Applications NEC 0302901 July 1, 2003 Information Technology Across Careers. The Education Development Center is continuing the development of a common approach to the teaching and learning of information technology (IT) applications across the sixteen career clusters defined by the U. S. Department of Education. The first phase begun under NSF award 0101703 undertook work in six clusters: 1) Transportation/Distribution/Logistics; 2) Manufacturing; 3) Education/Training; 4) Science/Technology/Engineering/Mathematics; 5) Health; 6) Agriculture/Food/Natural Resources. Phase two is developing materials for the following four clusters: 1) Law/Public Safety/Security; 2) Architecture/Construction; 3) Arts/Audio-Visual/Communication Technology; 4) Hospitality/Tourism. A set of four web-based IT Applications Resource Guides to enhance instruction in community and technical college programs is also being developed. ADVANCED TECH EDUCATION PROG DUE EHR Malyn-Smith, Joyce Education Development Center MA Michael Haney Continuing grant 923705 7412 SMET 9178 1032 0000099 Other Applications NEC 0302905 May 1, 2003 Marine Technology Education Center. The Marine Advanced Technology Education (MATE) Center, headquartered at Monterey Peninsula College in Monterey, California, is a national network of community colleges, high schools, universities, research institutions, marine industries, and working professionals. The mission of the MATE Center is to improve marine technical education and in this way help to prepare America's future workforce for ocean-related occupations. The MATE Center continues its mission now as an ATE-funded Resource Center. As a Resource Center for marine technology education, the MATE Center is: (1) Supporting institutions interested in developing or improving marine technology programs; (2) Developing new curricula, particularly in the areas of marine GIS, submersible technology, the collection of marine geospatial data (hydrographic surveying), and career awareness; (3) Offering faculty development institutes for high school, college, and university educators that focus on marine technology (including submersible technology, ocean data collection and analysis, marine career awareness, and the marine applications of GIS); (4) Conducting regional and national ROV (remotely operated vehicle) competitions to increase students' learning experiences and build academic and employer partnerships; (5) Enhancing and expanding the National MATE Internship Program that provides students from across the country with shore-based and at-sea technical experiences; (6) Disseminating MATE products, including curricula, textbooks, occupational guidelines, competencies, and process guides (internship manuals, survey materials, etc.), both in traditional formats and electronically though the Center's website; and (7) Increasing diversity in the marine workforce. The MATE Center seeks to be the nation's leading organization for supporting, enhancing, and expanding marine technology education at community colleges, high schools, and universities. The ocean economy is large and diverse, accounting for twenty percent of our national economy and supporting one in six jobs in this country. Marine technology is vital to national security, transportation and commerce, energy and exploration activities, telecommunications, recreation and tourism, fisheries and aquaculture, search and recovery, environmental assessment and regulation, and research. Although these economic sectors are diverse, the technology behind them has many similarities. These include the collection and use of data from remotely operated vehicles and acoustic instruments; the use of advanced computing systems, such as GIS, for organizing and managing data; and the use of electronics and microelectronics for power, controls, and miniaturization in a remote, harsh environment. The need for highly qualified technical professionals who can design, build, operate, and maintain this technology has never been greater. A concerted effort is required to ensure that our workforce is prepared for an economy currently and increasingly dependent on ocean activities and the technologies that make these activities feasible. The MATE Center is prepared to lead this effort. ADVANCED TECH EDUCATION PROG OCEANOGRAPHIC TECHNICAL SERVCE EDUCATION/HUMAN RESOURCES,OCE S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Gilmartin, Michael Deidre Sullivan Jill Zande Monterey Peninsula College CA Elizabeth Teles Continuing grant 1599485 7412 5415 1690 1536 SMET 9178 1032 0000099 Other Applications NEC 0302907 July 1, 2003 The Math and Science Teacher Education Resource Program. Proposal Number 0302907 Institution: Pellissippii State Technical Community College Principal Investigator: Moss, Meg Abstract Pellissippi State Technical Community College (PSTCC) is creating Mathematics and Science Teacher Education Resource (MASTER) Hubs at the main campus and a branch campus in an Empowerment Zone. These MASTER Hubs are innovative learning environments surrounding preservice and inservice teachers with fun and interesting mathematics, science, and technology materials and experiences. The purpose of the Hubs is to recruit, train, and support prospective teachers in a teacher preparation project that is a collaboration among PSTCC, K-12 students and teachers, four-year universities and local mathematics and science resources. A number of articulation pathways are available to PSTCC preservice teachers; however, the focus of the current project is a program in which Tennessee Technological University (TTU) provides its four-year education licensure program on the PSTCC campus. This program includes new reformed science and mathematics courses developed and implemented by PSTCC faculty, as well as upper level education courses offered by TTU faculty at the MASTER Hub sites. The curriculum also includes an early exposure to the teaching profession through a field experience course integrated with instructional technology. Recruitment of new teachers is being addressed through open houses at the MASTER Hubs, as well as recruiting visits to local area high schools. The participation of underrepresented groups is being actively enlisted through the MASTER Hub on a branch campus of PSTCC located in an Empowerment Zone of Knoxville, TN. Mentoring teams composed of PSTCC and TTU students, as well as K-12 teachers and K-12 pre-education students provide collegial support among preservice and inservice teachers. These teams also collaborate on curriculum development and applications that contain hands-on, discovery-based pedagogy infused with technology applications. It is expected that newly graduated teachers will continue to participate in mentoring teams, resulting in continued support during their induction into the teaching profession and increased rates of retention. ADVANCED TECH EDUCATION PROG DUE EHR Moss, Meg James Kelley Margaret Phelps Yolanda Sankey Pellissippi State Technical Community College TN Joan T Prival Standard Grant 289190 7412 SMET 9178 1032 0000099 Other Applications NEC 0302909 September 1, 2003 Wireless Communications Model Program Development. ABSTRACT Proposal No.: 0302909 Title: Wireless Communications Model Program Development Institution: Brookdale Community College PI: Qaissaunee, Michael Brookdale Community College, working as a regional partner under the direction of the National Center for Telecommunications Technologies (NCTT), is modifying an existing Electronics Engineering Technology AAS degree to include wireless communications and creating model AAS degree and certificate programs in wireless communications articulated from high school through community college and to the university level. The new programs with multiple entry and exit points will prepare technicians for the wireless communications industry. The project components include curriculum development and adaptation and program development, professional development for high school and community college faculty, and development of 2+2+2 articulation in wireless communications. As an NCTT regional partner, the project staff is working to implement similar programs throughout the region and generally contribute to program development and improvement at collaborating institutions. In addition, this ATE project serves as the focal point for regional dissemination and training to regional business and industry, through the development of materials and faculty. Besides NCTT, strategic partnerships for this project include the National Workforce Center for Emerging Technologies (NWCET), The New Jersey Center for Advanced Technological Education (NJCATE) and the Global Wireless Education Consortium (GWEC). Other project partnerships have been established with post-secondary institutions, area technical high schools, and regional industry. ADVANCED TECH EDUCATION PROG DUE EHR Qaissaunee, Michael Mohammad Shanehsaz Michael Schmidt Brookdale Community College NJ Gerhard L. Salinger Continuing grant 604848 7412 SMET 9178 1032 0000099 Other Applications NEC 0302912 May 15, 2003 Boston Area Advanced Technological Education Connections (BATEC). The Boston Area Advanced Technology Education Connections (BATEC) is a consortium of three two-year colleges, many high schools in the Boston and surrounding areas and the University of Massachusetts/Boston. The Regional Center activities build upon and coordinate successful programs of the BATEC partners to create a seamless regional IT education system that serves the career needs of Boston area students. The NWCET standards are the reference for refocusing IT education at all levels to align course content with industry needs and ensure consistent, current and flexible IT education. Close collaborations with industry ensure the currency both of the curriculum and of the faculty knowledge. Institutional curriculum specialists use a train-the-trainers model to expand professional development opportunities for faculty and teachers. A dedicated e-portal provides instructors access to localized standards, curricula, assessments and professional development resources. Sustained outreach programs expand the capacity of the region to attract students from diverse backgrounds to IT education and employment. ADVANCED TECH EDUCATION PROG DUE EHR Boisvert, Deborah Barry Werner Felicia Vargas Chiso Okafor Andrea Lyons University of Massachusetts Boston MA Gerhard L. Salinger Continuing grant 3451031 7412 SMET 9178 1032 0000099 Other Applications NEC 0302913 August 15, 2003 Watsonville Digital Bridge Academy. Cabrillo College's Watsonville Digital Bridge Academy is providing information technology training and ancillary services to students aged 17 to 25 who do not view themselves as candidates for college or who are under-prepared for community college level study: minority, reentry and other at-risk students. In a partnership between community agencies, national corporations with nearby major facilities and the college, the Academy offers a carefully sequenced bridge program that incorporates academic, work experience and wrap-around support services. The intent is to seamlessly transit students into Cabrillo College's 18-24 month IT technician career programs, support their completion of training, and track their progress into IT jobs or further higher education. The program aids young adults in developing a strengthened sense of self, an awareness of their intellectual abilities, and a strong sense of responsibility for their futures. It does this with an immersion style foundation course using proven training models from corporate settings. In addition to accelerated basic skills remediation, academic challenges and work experience, services such as childcare, financial aid, legal advice, housing, transportation, and counseling are available. This project is model for community colleges to create a well-trained workforce in any technical area by engaging existing local resources. ADVANCED TECH EDUCATION PROG DUE EHR Navarro, Diego James Marcella Laddon Susan Nerton Cabrillo College CA Eileen L. Lewis Continuing grant 749747 7412 SMET 9178 1032 0000099 Other Applications NEC 0302917 September 1, 2003 Planning for Regional Center for Automotive Technology. This planning project pulls together the educational and workforce development efforts of two-year colleges in Alabama to address the education of technical workers in the automobile manufacturing industry. Target audiences are industry and the faculty and students of the partner colleges and K-12. The major goals of the planning grant and accompanying objectives are: To design an infrastructure that will effectively coordinate the partnering institutions of the Consortium; To link Consortium institutions with industry partners to promote understanding and cooperation to meet both academic and industry standards; To develop alliances and establish the necessary communication flow between industry and education that will lead to the establishment of an ATE Regional Center. Intellectual Merit The project enhances Alabama's efforts in workforce training and economic development by exploring the development of an automotive manufacturing technology curriculum, to include both certificate and degree programs. In a planned Regional Center, faculty, through their interaction with industry, would become more knowledgeable and technically skilled. Students would have opportunities for hands-on experience with industry and, therefore, improve their intellectual capacity, while also comprehending the intricacies of the automotive industry and its manufacturing processes. These consequences would occur as the result of a stronger technology core and improved SMET education being offered in the State's two-year colleges. Broader Impacts The Consortium is developing and implementing activities that broadly impact the individual colleges, students and faculty, and the community as a whole. In a planned regional center, the level of automotive technical education would be raised to a level higher than that of the ordinary repair/mechanic programs. For students, the programs in the Center would motivate them to higher levels of achievement, making them more highly skilled, more highly paid, which in turn would provide a better standard and quality of life. The Center would also provide greater incentives for a larger number of minorities. The Center's programs would provide for improved teaching according to the latest industry standards and equipment, as well as personal contacts with industry representatives. ADVANCED TECH EDUCATION PROG DUE EHR Barnett, David Marian Haynie Al Craig Michael Lovett Timothy Green Gadsden State Community College AL Duncan E. McBride Standard Grant 69000 7412 SMET 9178 9150 1032 0000099 Other Applications NEC 0302927 May 1, 2003 Viticulture and Enology Science and Technology Alliance. The Viticulture (grape growing) and Enology (winemaking) Science and Technology Alliance (VESTA), a partnership of two-year colleges, universities, vineyards/wineries, and state agricultural agencies is encouraging both traditional and non-traditional students from diverse backgrounds to enter post-secondary education in a rigorous program of study leading to a degree in viticulture and enology. The VESTA program is being designed and implemented as a two-year AAS degree program so that students are fully trained to impact the viticulture and enology industry throughout the Midwest. VESTA is developing and delivering on-line advanced science and technology courses related to the viticulture and enology industry, reinforced by the practical application of laboratory and field experiences in vineyards and wineries. The VESTA partnership includes academics skilled in on-line course development and content and industry partners eager to place student interns, hire students as workers, and encourage their workers to attend college with financial support. Current industry workers, including many from underrepresented ethnic groups, are being encouraged and supported to participate in the VESTA program. VESTA envisions five broad outcomes: 1) a program of study for two-year colleges focusing on the education and training needs of the viticulture and enology industry, 2) the improved proficiency of traditional and non-traditional students enrolled at partnership colleges as programs incorporate industry skill standards, competency-based curriculum, on-line courses, field/laboratory experiences, and common skills assessment; 3) the improved knowledge and skills of secondary and post-secondary faculty through workshops and field experiences; 4) increasing numbers of traditional and non-traditional students enrolling in VESTA programs with increasing numbers of student placements in the field; and 5) VESTA achieving self-sufficiency and expansion to other community colleges. A partnership web site is the clearinghouse for VESTA with directories of participating colleges, program descriptions, curriculum models, jobs, internships, field experiences, and links to state agencies, vineyards and wineries. The VESTA model is being presented at academic and industry professional conferences. ADVANCED TECH EDUCATION PROG DUE EHR Law, Dale Carlos Ponce-Campos Murli Dharmadhikari Michael Gau Missouri State University MO David A. Hanych Continuing grant 756343 7412 SMET 9178 1032 0000099 Other Applications NEC 0302938 August 1, 2003 Alabama Colleges for Engineering Technology Educational Advancements (ACETEA). Advancements in the fields of automated manufacturing, industrial engineering, telecommunications, and electronics in the state of Alabama have placed a challenge on the state's technical and community colleges. To meet this challenge, 16 two-year colleges have formed the Alabama College System Microelectronics Consortium in partnership with the Economic Development Partnership of Alabama (EDPA). EDPA is an alliance of 67 leading business and industry companies committed to supporting quality economic growth in the state. Traditional engineering, electronics, telecommunications and manufacturing programs are not adequate to prepare students for occupations in the high performance workplace of the future. The shortage of highly trained engineering technicians impacts the state's ability to keep its existing industries competitive and to attract new industry to the state. Community and technical colleges must play a major role in eliminating the shortage of highly trained technicians in response to current and future industry needs. However, the cost of advanced engineering-related programs limits the ability of any one college to effectively meet the demands of a rapidly changing workplace. The ACETEA Consortium (Alabama Colleges for Engineering Technology Educational Advancement) is a joint effort of two-year colleges and engineering technology employers from throughout Alabama. The Consortium's purpose is providing a statewide approach to the preparation (education and training) of technicians in both traditional and specialized fields of engineering technology. Through innovative and flexible strategies, the Consortium is educating and training the work force for new, electronic based, advanced engineering technology fields. These fields include electromechanical automation (robotics), electronic manufacturing, instrumentation/data acquisition, aerospace electronics, informational technology, networking (WAN & LAN), and computer maintenance. The ACETEA Consortium is developing advanced engineering technology programs that begin with a common core curriculum in engineering technology. Each college is offering two to five advanced technology specialties that match the needs of industry in its region of the state. This regional approach is resulting in a statewide upgrade of current science, technology, engineering and mathematics (STEM) curriculum; enabling colleges to grow with industry and meet the future needs of the high performance workplace; providing upgrade training to current industry employees; strengthening engineering technology education throughout the state at the secondary, associate degree, and baccalaureate level; nurturing new teaching methodologies in the classroom, laboratory, and workplace; and attracting many students to engineering technology programs including low-income, minority and other underrepresented groups. EXP PROG TO STIM COMP RES ADVANCED TECH EDUCATION PROG DUE EHR Reutter, John Terry Marbut James Swindell Andy Hatley Joanne Jordan Lurleen B Wallace State Junior College AL Gerhard L. Salinger Continuing grant 814657 9150 7412 SMET 9178 9150 1032 0000099 Other Applications NEC 0302940 April 15, 2003 Functional Genomics and Bioinformatics for Community College Faculty. This professional development project is improving the instructional capabilities of community colleges in genomic technologies and bioinformatics. The project combines an intensive five-day workshop with a subsequent online course and industry internship. The project includes conducting five-day summer workshops for instructors to learn the basics of informatics and biological applications. The workshop participants then participate in a semester-long online class in the fall to further enhance their knowledge and comfort level with bioinformatics. The following spring, the faculty participates in internships in local labs to use their new skills, work with real-world data and applications of the new technology, and form relationships with local bioinformatics scientists. Project products are community college faculty highly trained and prepared to train students for jobs in bioinformatics, accessible, relevant, and easily updateable instructional materials, and relationships with local bioinformaticists to provide support and consultation. By training community college instructors, the project has a broad impact. Community colleges are the frontline of higher education and serve many more students than do four-year institutions, due to greater accessibility and lower costs. Through these instructors, we are impacting the greatest number of workforce-bound individuals possible. Based on class size at several community colleges, we estimate that this project is exposing an estimated 2,000 students to bioinformatics in a single school year. Courses, follow-up-services, instructional manuals and informational updates facilitate institutionalizing bioinformatics into the local community college curricula. We are targeting faculty from community colleges with proportionally higher populations of underrepresented groups. By training a cadre of faculty, this project is permanently impacting the capacity of the community colleges to teach bioinformatics, and create relationships among trained faculty, UC Davis personnel, and industry scientists. ADVANCED TECH EDUCATION PROG DUE EHR O'Neal, Jeffery Kenneth Kubo Judith Kjelstrom Lori Smith Stephanie Murphy Los Rios Community College District CA Daniel Udovic Standard Grant 262883 7412 SMET 9178 1032 0000099 Other Applications NEC 0302942 July 1, 2003 Regional Information Systems Security Center: A consortium for security education, training and services. This project cuts across disciplines in computer science, computer information system, networking technology, and criminal justice. This multi-disciplinary approach to information system security requires understanding, cooperation, and collaboration of faculty from these fields which itself is a significant intellectual challenge. The project partners are using a Common Body of Knowledge (CBK), which is a recognized international standard for practitioners of Information System Security (ISS). The CBK identifies ISS domains as defined by experts from major IS industries. These domains are being used to build a matrix of existing courses that have a security component for possible inclusion into certificate programs, Associate, Bachelor and even Master Degrees. This analysis includes the identification of possible gaps among the schools ISS curriculum. A result of this effort is curriculum development involving upgrading of existing courses and development of new courses in the following CBK domains on each campus: Access Control Systems and Methodology; Applications and Systems Development Security; Business Continuity and Disaster Recovery Planning; Cryptography; Cyberlaw, Investigations and Ethics; Operations Security; Security Architecture and Models; Telecommunications and Network Security. ADVANCED TECH EDUCATION PROG DUE EHR Blyzka, John Josephine Mendoza Le Tang Abbas Dehkhoda Dan Manson Mount San Antonio College CA R. Corby Hovis Continuing grant 899690 7412 SMET 9178 1032 0000099 Other Applications NEC 0302944 July 1, 2003 Establishing a Chemical Laboratory Technician Program at Mt. San Antonio College. This project establishes a Chemical Laboratory Technician (CLT) Program leading to an Associate of Arts degree at Mt. San Antonio College (Mt SAC). To accomplish this goal the program is developing four new courses, is purchasing an Atomic Absorption Spectrometer and a Gas Chromatograph, and is conducting instructional summer workshops. The proposed new course work was recommended by the project's Advisory Council Members and selected local industry representatives as necessary for Chemical Laboratory Technicians. The requested instrumentation is being used to support student education and laboratory activities. To promote the program, summer workshops are offered to potential new students and local high school faculty. These workshops are advertised to local high schools and an active student recruitment program is being pursued. Graduates from this CLT program will be sufficiently trained to pursue careers in a variety of scientific industries. For those persons wishing to continue their education, an articulation agreement exists with California Polytechnic University at Pomona and provides a seamless transition for Mt SAC students to pursue a baccalaureate degree. Articulation agreements with other local California State Universities and the University of California at Riverside are under discussion. Mt SAC is a Hispanic Serving Institution (HSI) with an enrollment of over 40,000 students. Mt SAC's size and student population allows the unique opportunity to provide a science education to people of color, assist in improving local living standards and increase the numbers of underrepresented Hispanics in scientific careers. ADVANCED TECH EDUCATION PROG DUE EHR Newman, Charles Eileen DiMauro Janet Truttmann Virginia Pascoe Jody Williams Mount San Antonio College CA David B. Campbell Continuing grant 568791 7412 SMET 9178 1032 0000099 Other Applications NEC 0302945 August 15, 2003 Framing Student Success: Increasing Math and Science Achievement through Construction Technology. The project members are developing and implementing a model of instruction and articulation that creates linkages for students from high school to community college to four-year university to career. The project provides student support which reinforces their sense of purpose in their chosen discipline and enhances their ability to excel in math and science and pursue technical careers in the areas of construction technology. This project addresses the problem of high school students' underpreparation in math, science, and technology and the need to upgrade these skills for students interested in the construction industries by informing high school teachers and counselors about the requirements and rewards of college study or careers in construction, developing capacity for teachers to infuse technology instruction across high school curricula, and providing summer workshops and work experiences for high school students. Pathways for students to pursue post secondary education or careers in construction are also being mapped out to assist students in becoming better trained in the use of technology in construction. New courses in construction technologies and the strategies to implement them are being developed so that community colleges nationwide may upgrade math, science, and technical instruction. The project is also serving a diverse group of high schools in rural and urban western Oregon and cutting across curricular bounds in those high schools to ensure that this project will be replicable in communities and schools nationwide. ADVANCED TECH EDUCATION PROG DUE EHR Hinkle, Spencer Larry Flick Margaret Fyfield Ken Kline Kirk Garrison Portland Community College OR Eileen L. Lewis Continuing grant 697750 7412 SMET 9178 1032 0000099 Other Applications NEC 0302955 September 1, 2003 Alabama Automotive Manufacturing Technology Institute. Our Alabama Automotive Manufacturing Technology Institute (AAMTI) is serving as a one-stop training facility for the current and evolving technician-level workforce in the automotive manufacturing field, in response to Hyundai Motor Company's recent decision to locate its first U.S. auto manufacturing plant in Montgomery, Alabama. Several other automobile manufacturers such as Mercedes-Benz/Daimler Chrysler (Vance, Alabama-70 miles from Montgomery), Honda (assembles Odyssey minivans and engines in Lincoln, Alabama facility) and Toyota (Huntsville V-8 engines assembly plant) have announced larger manufacturing operations in Alabama during the past few years. Our efforts have involved the development of an effective multi-sector collaboration among Alabama's two-year colleges and the many players in the State's burgeoning automotive industry, and have promoted shared goals, processes and resources. We have fostered relationships with organizations and model programs locally as well as nationally and have incorporated lessons learned from their respective experiences to our local efforts in automotive education. We have coordinated the development of an interdisciplinary collaborate among our technology programs in automotive manufacturing technology that meets both academic and industrial standards. This collaborative effort will lead to the development of a regional ATE center proposal aimed at developing a highly competent and responsive technology workforce in automotive manufacturing technology. ADVANCED TECH EDUCATION PROG DUE EHR Kaushik, Suresh Roger Ritvo Mitch Ingram David Johnson Trenholm State Technical College AL Susan L. Burkett Standard Grant 100000 7412 SMET 9178 9150 1032 0000099 Other Applications NEC 0303030 August 15, 2003 The Northeast Regional Biomanufacturing Center: Increasing Biomanufacturing Human Resource Capacity to Meet Workforce Needs. To meet the burgeoning needs of the biotechnology industry for skilled production technicians, New Hampshire Technical Community College (NHCTC), Education Development Center, Inc. (EDC), and industry and community college partners are working together to develop a Northeast Regional Biomanufacturing Center. This project involves three components: working with partners to develop the foundation for a Center; determining biomanufacturing job competencies for technicians and supervisors; and beginning the development of a biotechnology equipment and supplies resource center. The Northeast Region has a large, growing need for skilled biomanufacturing technicians. A 2000 survey by the Massachusetts Biotechnology Council predicted that between September 2001 and September 2002, the Massachusetts/New Hampshire/Rhode Island corridor would create over 1,000 new biomanufacturing jobs. The expansion of two facilities in Rhode Island by 2005 will produce an estimated 800-1000 additional biomanufacturing technician jobs. In Maryland, the 16,000 biotechnology work force is expected to double in size in a few years. To compound this situation, manufacturing supervisors report significant turnover rates of current manufacturing workers because they lack appropriate skills. A biomanufacturing education center is needed, and there needs to be coordination throughout the region. This project is beginning that process. ADVANCED TECH EDUCATION PROG DUE EHR Wallman, Sonia Judith Leff New Hampshire Community Techical College Manchester/Stratham NH Duncan E. McBride Standard Grant 199969 7412 SMET 9178 1032 0000099 Other Applications NEC 0305131 May 15, 2003 Meeting for CSEMS Principal Investigators. The Mathematical Association of America is organizing a meeting for current principal and co-principal investigators of current Computer Science, Engineering and Mathematics Scholarships (CSEMS). The meeting brings together experienced and novice principal investigators, providing the opportunity to share successful, creative, and innovative strategies for managing projects and supporting scholarship recipients. The meeting creates formal networks of principal investigators and co-principal investigators within a selected geographical area and within similar institutional structures to provide support and improve articulation. Intellectually, the project promotes the development of innovative plans for the development of scholarship programs that include CSEMS discipline workshops and mentoring programs that enhance the experiences of the scholarship recipients. The broader impacts are addressed by the development of strategies for institutions that are represent the broad spectrum of educational levels: two year institutions, tribal colleges, minority serving institutions, four year comprehensive institutions, and doctoral institutions. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Hartzler, Rebecca Corlis Johnson Susan Pustejovsky J Michael Pearson Frank Ashby Mathematical Association of America DC Pratibha Varma-Nelson Standard Grant 154323 1536 SMET 9178 1536 0000099 Other Applications NEC 0307656 June 1, 2003 Teaching Through Touching: Using Research to Motivate Education. The aim of this project is to make engineering education attractive to students of all backgrounds, races, and gender by including the excitement of open-ended research, i.e. neither student nor teacher knows the right answer. The project utilizes the ROBOLAB toolset, developed by the PI over the past 5 years, which is a combination of LEGO hardware and LabVIEW software and allows students to predict, investigate, test, and understand math, science, and engineering. ROBOLAB, designed for students of all ages, provides the tools and gives students self-confidence to satisfy their curiosity and to understand math and science. The project combines new directions in both research and education by integrating the virtual world with the real world of ROBOLAB, and tests new informal education efforts, that include integrating math, science, and engineering education with movie cinemas and the Internet. The goals of the project are to investigate how the kindergartner and the university students learn engineering, to enhance the robotics toolset by combining it with the chemical-mechanical planarization (surface polishing process in semiconductor manufacturing) research, and to increase the collaboration of all institutions (K-12 and university) dedicated toward bringing open-ended research problems into the classroom as a teaching method. The project includes education and engineering graduate student teams, a faculty team, some in engineering, some in education, and partners with industry, government institutions, and international science centers, which provide support and dissemination structures for these efforts. CCLI-Phase 1 (Exploratory) CCLI-ADAPTATION AND IMPLEMENTA DISTINGUISHED TEACHING SCHOLAR OFFICE OF MULTIDISCIPLINARY AC DUE EHR Rogers, Chris Tufts University MA Russell L. Pimmel Standard Grant 372737 7494 7428 1746 1253 SMET 9178 1746 0000099 Other Applications NEC 0308333 August 1, 2003 Development of a New Undergraduate Science Service Course to Attract Hispanic Students to Science: Geography, Resources, and Environment of Hispanic America. Geology (42) We are designing a new lower-division science course, entitled Geography, Resources, and Environment of Hispanic America. This course is being adapted from a course entitled Geology & Development of Modern Africa developed in 1994 with CCLI support by Barbara Tewksbury at Hamilton College. Her course was designed to attract African-American students to science and increase the awareness of other students. Our adaptation is trying to attract Hispanic students into science and geoscience majors. The course is being designed as an interdisciplinary exploration of several examples of how the physical environments of Mexico, Central America, South America, and the Caribbean have influenced the prehistory, history, culture, and economy of Latin America. This material is being presented as a series of six modules that stress the role that the physical environment plays in determining culture, development, and history. The course is being designed primarily to attract Hispanic students to science and but is also serving to teach non-Hispanic students about scientific issues related to Latin America, and is satisfying 3 of the 9 hour science requirement for UTD undergraduates. The course is writing intensive and is requiring the student to partner with correspondents in Latin American universities in a research project. Enrollment is being limited to 30 students during the time that course development is supported by this grant. The course is being developed, taught, evaluated, revised, taught again, and revised again during this grant period. Evaluations are being supervised by faculty from the UTD Department of Science Education. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Stern, Robert Cynthia Ledbetter Ignacio Pujana University of Texas at Dallas TX Keith A. Sverdrup Standard Grant 69992 7428 SMET 9178 0000099 Other Applications NEC 0308535 June 1, 2003 Talking Biology: Active Learning in the Classroom. This project aims to invigorate the introductory biology core course by implementing an active-learning format. It is based on an appreciation that knowledge must be constructed, and learned, by each individual, and that while the responsibility for teaching rests upon the instructor, the responsibility for learning rests with the students. The PI aims to move away from the standard lecture/note-taking format and implement an active-learning approach that he has been developing for the past few years, a strategy he thinks it is critical to implement starting with introductory biology. With the active-learning format proposed, students are held responsible for the basic reading prior to the start of each day's class. The use of reading quizzes provides a positive reinforcement for ensuring that active learning begins prior to class. The majority of class time then can be spent on group problem solving. In this format, students collaborate, rather than compete, in the learning process. Concept quizzes provide rapid feedback and allow both the student and instructor to follow the students' progress in learning the material. The major emphasis is on keeping up, thus allowing the class to build on material that was covered in a previous session. This active-learning format is being used for the large introductory classes of approximately 450-500 students. A smaller class of 60 is being offered for students who are enrolled in the honors program. A revised laboratory course (and a new lab course for the honors class) complements the "lecture" class. The laboratory is designed around one scientifically interesting topic and incorporates opportunities for individual thinking. The main goals/outcomes of this approach include: 1. Students gain an understanding that it is their responsibility to learn by taking an active role in the process; 2. Students who are introduced to a scientific method of thinking both through in-class problem solving and the laboratory; 3. Students who develop higher-order thinking skills because they use the information they learn in problem solving, and learn to synthesize the material in a conceptual manner, rather than simply memorize facts. Intellectual merit: The proposal advocates a substantial modification of the current approach to teaching/learning for undergraduates at research universities. The methodology can be applied by any instructor, including research-active faculty. The essence of the proposal is to move away from passive learning to an active, inquiry-based approach. Broader impact: The targeted group for this proposal is freshmen and sophomore students taking a class in introductory biology. Approximately 1,000 students per year take the introductory course at the University of Michigan. The "lecture" part of the course in particular could easily be implemented at other schools, increasing the target audience to hundreds of thousands of students across the nation. DISTINGUISHED TEACHING SCHOLAR PLANT GENOME RESEARCH PROJECT OFFICE OF MULTIDISCIPLINARY AC DUE EHR Klionsky, Daniel University of Michigan Ann Arbor MI Terry S. Woodin Standard Grant 305000 1746 1329 1253 SMET 9178 1746 0000099 Other Applications NEC 0308540 July 1, 2003 Open-Ended Evolution in Visually Rich Virtual Worlds: Implementation, Analysis, and Use in Undergraduate Education. Evolutionary computation systems, in which Darwinian principles of variation and selection govern the development of digital representations in simulated environments, have applications in several areas of science and engineering. With the addition of facilities for high-quality 3D visualization and interactivity, such systems can also provide dramatic windows into complex and dynamically evolving virtual worlds. This project builds on the PI's work on evolutionary computation to produce software that implements open-ended evolution in visually rich virtual worlds. The project aims to produce software that provides a laboratory environment of research opportunities for fields ranging from evolutionary biology to optimization theory. This software simulates evolutionary processes and evolves based on Darwinian principles, thus improving itself. First goal of the project is to attract and engage undergraduates (both science majors and non-majors) via the intrinsically compelling life-like dynamics of behaviorally complex, visually presented virtual worlds. To achieve this, the developed software includes a graphical user interface that enables non-programmers to formulate and investigate meaningful questions about evolutionary processes, providing genuine research experience to undergraduates. Second goal of the project is to support fundamental research on these same questions. The system uses modern, robust evolutionary computing technologies and can be implemented both for single PCs and for high-performance computer clusters. The software supports both undergraduate and faculty research, and contributes to the understanding of evolution, by developing useful technologies based on evolutionary computation, and by presenting research results in formats understandable by non-scientists. DISTINGUISHED TEACHING SCHOLAR OFFICE OF MULTIDISCIPLINARY AC DUE EHR Spector, Lee Hampshire College MA Russell L. Pimmel Standard Grant 304903 1746 1253 SMET 9178 1746 0000099 Other Applications NEC 0308549 July 1, 2003 Teaching the Grand Tradition of Modern Engineering through Introductory Courses for Engineering Students and for all Other Students in Higher Education. Over a quarter century of research and teaching, the PI and his colleagues have developed an approach to engineering education at the introductory level that reconnects engineering to the liberal arts and attracts new groups of students to engineering. The core of the approach is the idea that efficiency, economy, and ethical and aesthetic choice are all intrinsic to engineering design, not separate considerations superimposed from without. Students come to understand that engineering is not mere technical work but is a creative activity that combines discipline, imagination, and responsible choice. While other approaches that try to link engineering and the humanities have engineering students take more liberal arts courses, the approach that the PI and his colleagues have developed brings out the humanistic potential in engineering itself. Teaching in introductory courses is reinforced through visual understanding, numerical work, and expository writing. The aim of this project is to disseminate this work nationally through scholarly publication, a structured series of symposia, public lectures, and traveling exhibitions. The NSF Award, along with other grants, is enabling the basic scholarly foundation of the courses to be completed. A textbook is being written that completes a three-volume series on the historical development of major American engineering innovations from 1776 to the present. An important article-length work on the transfer of foreign technology to the United States in the twentieth century is also being written, as is the second of two books on the great public works of the twentieth century United States. The NSF Award is also supporting an annual symposium and exhibition that will bring about thirty faculty from other colleges and universities to Princeton each spring. During this project, the PI plans to lecture at schools and in professional gatherings, such as the annual meeting of the American Society for Engineering Education, as a plenary speaker. The broad goal of the project is to help other schools attract non-traditional students to the engineering profession and to improve the engineering education of all students by teaching its modern tradition of outstanding works. DISTINGUISHED TEACHING SCHOLAR OFFICE OF MULTIDISCIPLINARY AC DUE EHR Billington, David Princeton University NJ Russell L. Pimmel Standard Grant 345000 1746 1253 SMET 9178 1746 0000099 Other Applications NEC 0308557 June 1, 2003 Science Teaching and Astronomy Research Synthesized (STARS). This project is developing and aims to publish an extensive set of hands-on activities (mostly but not exclusively in astronomy) that incorporate current science research into modules suitable for use in a general science course for nonscientists or in the standard introductory astronomy course in which many students enroll to satisfy their general education science requirement. In these activities, students analyze data that has been sufficiently well-processed that even those who are not science majors can use the data to draw conclusions. While some of the activities only take one class period, others are more extensive and extend over several class periods DISTINGUISHED TEACHING SCHOLAR OFFICE OF MULTIDISCIPLINARY AC DUE EHR Shipman, Henry University of Delaware DE Daniel P. Maki Standard Grant 303114 1746 1253 SMET 9178 1746 0000099 Other Applications NEC 0308559 May 15, 2003 Genomics in the Undergraduate Curriculum: Ion Transport and Cell Communication. Genomics and bioinformatics are newly emerging areas of study at the interface between traditional cell and molecular biology and computer science. Made possible by the massive investment in the Human Genome Project, these areas have not yet been effectively incorporated into the curriculum of most biology programs, particularly those at liberal arts colleges. This project has three parts, designed to remedy that lack. (1) It adds the new methods to the approaches currently used by undergraduate research students in the Principal Investigator's research laboratory. (2) A Teaching Postdoctoral Fellow is providing the necessary expertise in data analysis to the research experience while enriching the curriculum with course offerings in the area of bioinformatics and gaining valuable classroom experience. And (3) students in these and other courses are being assisted to design presentations of their term projects to take to high school classrooms, helping to demystify the technology while communicating the excitement of its findings. The P.I.'s research addresses the relationship between ion homeostasis in cultured animal cells and the cells' ability to communicate using gap junctions. Both ion transport and cell communication are evolutionarily ancient, highly integrated with the rest of the cell's physiology, and required for normal cell function. Over two decades, the laboratory has shown that preventing normal function of the sodium pump by treating a variety of cells with the drug ouabain causes a reversible loss in cell communication. The PI is introducing DNA microarray technology into her laboratory to work out conditions for analyzing global patterns of gene expression. This technology, normally beyond the reach of undergraduates or liberal arts colleges, is possible at Holy Cross because of the P.I's involvement in the Genome Consortium for Active Teaching (GCAT), a collaboration among 36 undergraduate institutions. Surplus microarrays provided by university researchers are made available at low cost for use by undergraduates and analyzed at a central facility at Davidson College. Data are posted to an FTP site where they are accessible for analysis by any member of the consortium. These studies are using yeast initially because they are easy to grow in bulk under defined conditions, microarrays are readily available, and the P.I. and her students have demonstrated the feasibility of the work in pilot studies of the technology. Once the microarray technology is well understood, it will be applied to gene expression in human and mouse cells, both fibroblastic and epithelial, to understand the pattern of gene expression in cells treated with ouabain, aldosterone, or other stimulants or suppressants of cell communication. The results will identify genes whose expression rises or falls as a consequence of changing ion homeostasis, making them candidates for further study as regulators of cell communication. This project takes full advantage of the P.I.'s long-standing expertise both in research and in undergraduate education, supporting her work as a mentor of students and faculty. As such its impact is not limited to collecting research results, but has added valuable benefits. More undergraduate students are stimulated to ongoing study of biology through immersion in this new research effort. The Postdoctoral Fellow is mentored to develop as a future faculty member in the model of a teacher-scholar. High school students learn first-hand about many of the exciting developments in modern biology, and undergraduates giving school presentations hone their skills in sharing their knowledge with society. And the infrastructure of the sciences at Holy Cross is being enriched by the presence of the collaborative, interdisciplinary activities associated with application of genomics to the problem of cell-to-cell communication. DISTINGUISHED TEACHING SCHOLAR PLANT GENOME RESEARCH PROJECT OFFICE OF MULTIDISCIPLINARY AC DUE EHR Ledbetter, Mary Lee College of the Holy Cross MA Terry S. Woodin Standard Grant 300955 1746 1329 1253 SMET 9178 1746 0000099 Other Applications NEC 0309546 September 1, 2003 Investigative Process & Technology in Introductory Physiology. A computerized physiology laboratory is supporting investigative, inquiry-based learning in a required, sophomore-level introductory core biology course, Physiological Dynamics in Animals and Plants (PDAP). The course provides students with an understanding of how divergent animal and plant physiological systems with similar adaptive functions possess a unity of form and function at the cellular level. It is adapted from an existing lab course that was developed at Harvey Mudd College. Signal transduction is used as a paradigm to unify plant and animal physiology. The laboratory is the first in a three-year sequence of experiences to develop students' scientific process skills in preparation for a capstone senior research thesis and introduces students to important data acquisition and communication technologies. For the first six weeks, students employ Biopac and Qubit systems in a series of animal and plant laboratory exercises of increasing technical sophistication. In a weekly recitation session, students learn to use web-based course management software for peer review and develop proposals for a research project. Two-student teams then carry out experimental investigations of their own design, reporting weekly to professors and peer review teams through an "electronic lab notebook. " In the final two weeks students participate in a "mini-symposia." Expected student learning outcomes are being assessed longitudinally with the help of a professional consultant. Results and course materials are being disseminated through presentations at professional meetings, articles in pedagogical journals, and through the course web site. It is expected that students will acquire the ability to design and interpret physiological studies, that they will develop an appreciation for parallels between animal and plant systems, and that the program will increase student participation in physiology. Broader impacts: The grant is serving a diverse K-12 population and enhance teacher preparation by providing equipment to outreach programs that train teachers in technology or employ biology majors as mentors in K-12 programs. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Hawke, Scott John Tallman Stasinos Stavrianeas Willamette University OR Terry S. Woodin Standard Grant 43030 7428 SMET 9178 7428 0000099 Other Applications NEC 0309719 September 15, 2003 New Course Development in Advanced Mechatronics. Engineering - Mechanical (56) Mechatronics refers to the interplay between mechanical and electrical principles that apply to a growing number of industrial products and processes. Despite the importance of this interdisciplinary area, many of today's engineering graduates are unprepared to function competently in environments that require them to integrate electrical and mechanical knowledge areas. In addition, engineers with better skills in communication and teamwork are needed to ensure U.S. competitiveness in today's global economy. Our project addresses these competency gaps by the development of two team-oriented, project-based courses as a follow-up to a previously developed Introduction to Mechatronics course. For our project, we have been working on the following goals: (a) to address the need of industrial partners to have engineers educated in the principles and applications of mechatronics, (b) to improve student competencies in communication skills, teamwork, and project management through the increased use of team-oriented, project-based, interdisciplinary approaches to instruction in mechatronics, (c) to increase in engineering students an appreciation for lifelong learning by delivering instruction in mechatronics to this population, and (d) to increase the participation of women and underrepresented minorities in engineering by engaging the freshmen and pre-college populations in hands-on instruction in sensors and actuators. To achieve our goals, a number of activities have been undertaken. Our courses have been modeled around the Mechatronic System Modeling and Simulation at Michigan State University and the Mechatronics System Design at Clemson University. In addition the Actuator and Sensors in Mechatronics at Rensselaer Polytechnic Institute course and Sensors and Instrument course at the University of Illinois/Urbana-Champaign have also been used to guide the development of our new courses. Materials developed for the sensors and actuators course have been adapted for use in hands-on pre-college learning modules. These modules are being integrated into existing pre-college outreach activities that serve a high percentage of female and minority high school students. An important feature of our project has been the assessment of our outcomes. Our project team includes an experienced evaluator who works closely with our CO-PI's to assure that our project goals are being met. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Das, Shuvra Mohan Krishnan Sandra Yost University of Detroit Mercy MI Barbara N. Anderegg Standard Grant 174192 7428 SMET 9178 0000099 Other Applications NEC 0309751 July 1, 2003 IBASE: Integrating Biology and Statistics Education. Interdisciplinary (99) This project is increasing statistical literacy among undergraduate biology majors by adapting and integrating an applied statistics course developed for chemistry students by Lena Zetterqvist and funded by the Swedish Council for the Renewal of Undergraduate Education. This model combines the best practices in statistics education with a focus on discipline-specific applications. Students enroll in the statistics course concurrently with the first core course in cellular biology. Data are collected in the laboratory and analyzed in the statistics course. Results are interpreted, discussed and presented in both courses. Student motivation and interest in learning is increased by demonstrating the relevance of statistics to biology. By using applications that are meaningful, the students' anxiety with quantitative methods is reduced. After completion of the course, students are able to 1) use more statistical methods in their upper level courses; 2) gain more understanding from published research studies; and 3) meet the demands of the work environment, graduate and/or medical school. IBASE curricular materials are disseminated through presentations, publications and a course website. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Watrous, James Deborah Lurie Denise Ratterman St Joseph's University PA Herbert H. Richtol Standard Grant 89188 7428 SMET 9178 7428 0000099 Other Applications NEC 0309771 September 1, 2003 Adapting and Implementing Hierarchical Learning Ensembles: A New Pedagogy for Team-Building and Group Decision Making in Undergraduate Engineering and Science Education. Interdisciplinary (99) This project is building comprehensive team skills via use of a Hierarchical Learning Ensemble (HLE). The team-model, an adaptation of Problem-Based-Learning (PBL) to a multi-level-team of graduate, undergraduate, and secondary-level students, aids the students learn how to function within heterogeneous teams. Protocols for preparing students to enter the workplace are being produced by assigning the HLEs the task of designing a novel biomaterial. The HLE experiences benefit all three academic levels of participants in appropriate ways. The project is disseminating products that increase science content knowledge, pedagogy, and allows students the opportunity to experience how research is done in the modern workplace. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR DiLisi, Gregory Steven Eppell John Carroll University OH Herbert H. Richtol Standard Grant 106165 7428 SMET 9178 7428 0000099 Other Applications NEC 0309816 July 1, 2003 Introducing Action-Based Graphics into Undergraduate Computer Science Curriculum. Computer Science (31) This project jump-starts an active learning approach to the computer science curriculum at Augsburg College by developing learning experiences involving the existing virtual reality laboratory. A newly designed upper division computer graphics/VR course moves CS majors from the comfort of the traditional lecture-based course to an experience that requires them to think on their feet, critically and quantitatively. At the other end of the curriculum, a module on graphics/VR is developed for the introductory course. How the active involvement will appeal to students who tend not to thrive in the traditional lecture-based classroom is tested and effects of this approach on retention documented. Undergraduate research projects, including developing a virtual data structures package and a virtual robotic environment paves the way for a wide range of undergraduate VR projects in the future. Intellectual merit lies in the research, particularly the development of the robotics environment. However, the emphasis of the project is pedagogical. The results on how this approach to teaching affects students of different learning styles make a useful contribution. Building on the department's existing strong minority recruitment program, the broader impact of increased retention of students from underrepresented groups who often have learning styles, which clash with a computer scientist's teaching style, is significant. Prof. Roger Webster of Millersville University, who uses a well-equipped VR lab in his undergraduate courses, is consultant on the project. Prof. George Bebis of University of Nevada, Reno is outside evaluator. This project is adapting model courses from a number of sources the most significant one is the Computer Graphics and Virtual Reality course developed by Professor Roger Webster at Millersville University in Pennsylvania. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Sutherland, Karen Augsburg College MN Stephen C. Cooper Standard Grant 63875 7428 SMET 9178 7428 0000099 Other Applications NEC 0309818 June 1, 2003 CLICS: A Computational Laboratory for Information and Computer Security. Computer Science (31) In recent years, computer and information security issues have become increasingly significant for business, industry, and government, leading to an immediate need for increased computer security education through undergraduate level computer science curricula. This project meets this need through four objectives: first, by developing a sophisticated heterogeneous computer and information security laboratory; second, by adapting and developing computer and information security curriculum (stand-alone courses in computing/network security and applied cryptography, as well as individual and separate course modules) to better train students in computer security; third, by using this laboratory and curriculum as the foundation for a formal application by UW-Eau Claire to become a Center for Academic Excellence in Information Assurance Education, as certified by the National Security Agency; and fourth, by accomplishing the three objectives above by making optimal use of existing departmental, university, and private resources. These objectives are accomplished at UW-Eau Claire through the adaptation and further development of a laboratory model and curriculum previously implemented at Indiana University of Pennsylvania (IUP). CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Phillips, Andrew Paul Wagner University of Wisconsin-Eau Claire WI Stephen C. Cooper Standard Grant 131625 7428 SMET 9178 7428 0000099 Other Applications NEC 0309909 August 1, 2003 Core Mathematics. Mathematical Sciences (21) The Core Mathematics project focuses on improving the 4-semester core mathematics program at the U.S. Military Academy by adapting and implementing the program embodied in the text "Principles and Practice of Mathematics" by the Consortium for Mathematics and its Applications (COMAP). The core program focuses on problem-solving through modeling and inquiry, supported by mathematical concepts and techniques. This real-world, problem-based mathematics program emphasizes the breadth and variety of mathematics to develop students into competent, confident problem solvers in the social and decision sciences as well as in the science, technology, engineering, and mathematics (STEM) areas; and to promote the process of life-long learning. The concepts and techniques of calculus, algebra, trigonometry, geometry, discrete mathematics, probability, statistical reasoning are supporting tools for problem-solving in the core mathematics program. This program involves 2000 students and 50 faculty members each semester. The courseware developed under this program includes modeling scenarios, assessment procedures for measuring problem-solving growth, and an annotated syllabus of a four-semester core mathematics curriculum. CCLI-Phase 2 (Expansion) CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Heidenberg, Alex Gerald Kobylski United States Military Academy NY Daniel P. Maki Interagency Agreement 111436 7492 7428 SMET 9178 0000099 Other Applications NEC 0309922 July 15, 2003 The Seamless Biology Classroom: An Integration of Conference and Laboratory Instruction in Botany and Zoology. Biological Sciences (61) This project addresses the need to promote conceptual understanding, process skills, and motivation in introductory botany and zoology classes by integrating course content with inquiry-based, hands-on activities and experimentation. The models for this curriculum reform are the physics course designed by Lopez, et al. (Proceedings of the VII Interamerican Conference on Physics Education, 2000) and the Concept Advancement through Chemistry Lab-Lecture (cAcL2) initiative of Oliver-Hoyo at North Carolina State University (http://www2.ncsu.edu/chemistry/moh/moh.html). The new curriculum also adapts exemplary teaching practices such as cooperative learning (T. Lord, The American Biology Teacher, 1998) and problem-based learning (M. Sundberg, In Student-Active Science. Models of Innovation in College Science Teaching, 1997). In this classroom environment, students can immediately develop and test hypotheses about questions that arise during course content discussions. The PIs are collaborating with Drs. Lopez, Oliver-Hoyo, Lord, and Sundberg in the design of the new curriculum, as well as in action research to assess the new research-based courses. These collaborations enrich the interdisciplinary nature of the new curriculum. Materials and model teaching strategies are shared with inservice teachers, teacher candidates, graduate students, and other faculty members through summer workshops and a website. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Burrowes, Patricia Gladys Nazario University of Puerto Rico-Rio Piedras PR Daniel Udovic Standard Grant 199999 7428 SMET 9178 9150 7428 0000099 Other Applications NEC 0309939 September 15, 2003 Environmental Geology Service Learning Research Projects. Geology (42) A new course titled "Environmental Geology Service Learning Research Projects" is being adapted from the service learning course described by Mogk and King in the Journal of Geoscience Education (1995). Curriculum objectives of the course are addressing the National Science Standards of "Science as Inquiry" by involving students in service learning, environmental geology, and group research projects. The service learning projects are being developed in cooperation with resource management staff of Metro Parks, Serving Summit County and the Cuyahoga Valley National Park. The course structure is simulating a consulting firm with students working collaboratively as research teams on a resource management project. The teams are developing the method of investigating the problem, preparing a proposal and budget, collecting and analyzing the data, preparing a final report, poster and press release. At the culmination of the course, students are presenting the results of their project to the public at an open house. The primary audiences for this course are 2nd and 3rd year geology majors, and middle school through high school pre-service science teachers. The program is being evaluated using a variety of quantitative and qualitative assessments such as pre- and post-writing assignments, student self-reports, the "Nature of Scientific Knowledge Scale" standardized instrument, and standard student evaluations (IDEA form). The broader impacts of this project include improving student learning of "Science as Inquiry" by integrating service learning into a collaborative research experience in environmental geology. The course is enhancing the education of students planning to pursue careers in Geoscience and Environmental Science, and should enable future teachers to better incorporate inquiry-based methods into their teaching. CCLI-NATIONAL DISSEMINATION CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Foos, Annabelle Katharine Owens University of Akron OH Jill K. Singer Standard Grant 64990 7429 7428 SMET 9178 0000099 Other Applications NEC 0309942 August 15, 2003 An Interdisciplinary, Inquiry-based "Physics of Music" Course. Physics (13) The National Research Council calls for all students to learn science "through methods and processes of inquiry". The Muhlenberg College Physics Department offers inquiry-based courses for humanities and social science students. The Physics of Music also serves this population. The course explores the scientific bases for the observable phenomena of the art of music. The course is an adaptation of many resources including a module from Workshop Physics developed by Priscilla Laws, and web resources such as http://faculty.millikin.edu/~jaskill.nsm.faculty.mu/musicinfo.html, and Reginald Bain's, "A Web-based Multimedia Approach to the Harmonic Series" published in 2002 CMS/ATMI Conference, ATMI Program Kansas City, MO. The course provides an attractive entry point to exploring rigorous scientific principles, by sparking student curiosity and encouraging a scientific approach to problem solving which can be applied across the curriculum. The active-learning approach of this inquiry-based course develops technological literacy through use of current technology for experimental observation. Classroom assessments developed by an evaluator measure the students' abilities to connect abstract concepts with concrete examples from the world of sound. The course is designed and taught by professors from the two disciplines, physics and music. By demonstrating that concepts in physics may be applied to music through activities that relate to students' everyday experiences of listening to music, the course enhances student learning. Project results are disseminated through conference presentations and articles. The course offers a novel and engaging approach to science and technology that can be embraced by other liberal arts institutions. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Flood, Jane Diane Follet Muhlenberg College PA Duncan E. McBride Standard Grant 32390 7428 SMET 9178 0000099 Other Applications NEC 0310123 September 15, 2003 Creating a National Initiative to Refocus the Courses Below Calculus. Mathematical Sciences (21) This special project is laying the groundwork for a collaborative effort of the Mathematical Association of America (MAA), the American Mathematics Association of Two Year Colleges (AMATYC), and the National Council of Teachers of Mathematics (NCTM) to lead the mathematical sciences community in reconceptualizing and restructuring courses before calculus, so that the needs of students in those courses may be better served. Thirty leading mathematics educators representing these three major professional societies, as well as eight MAA committees, are jointly identifying the challenges that must be overcome and the strategies to do so. These include influencing the mathematics community, developing faculty training efforts, enlisting the support of other disciplines and business, industry, and government for the effort, and influencing state agencies that dictate general education requirements. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Gordon, Sheldon SUNY College of Technology Farmingdale NY Lee L. Zia Standard Grant 75000 7428 SMET 9178 0000099 Other Applications NEC 0310150 August 15, 2003 A Comprehensive, Laboratory-Enchanced Signals and Communications Curriculum. Electrical Engineering (55)- In the past decade the field of wireless communications has come into its own and is posed to become a ubiquitous technology with the recent developments of 3G cellular, wireless network and wireless sensor systems. As such, today's graduating electrical engineers need marketable skills that are typically not developed in undergraduate curricula. This project addresses this stated need through a significant enhancement of the signals and communications curriculum in the Electrical and Computer Engineering Department (ECE) at the University of Vermont (UVM). The emphasis of this curriculum enhancement lies in the inclusion of hands-on experience in four theory-based, undergraduate courses in the interdisciplinary area of wireless sensor systems. These curriculum changes are supported by significant laboratory infrastructure enhancements and adaptation of exemplary pedagogy. Laboratory equipment improvements include modern oscilloscopes, a RF signal generator, a spectrum analyzer and a vector network analyzer. The intellectual merit of this project is that these instruments are supporting complementary communication course exercises and curriculum, and thus, providing new opportunities for students to learn how to design modern wireless communications systems. The PI is adapting and implementing curriculum prototype and laboratory exercises that were developed at the University of South Florida. This program is affecting every ECE student at UVM. The broader impacts of the program include increased interaction of students and faculty with high school students through existing UVM outreach programs, new involvement of faculty in recruiting efforts, and collaboration with local industry. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Frolik, Jeff University of Vermont & State Agricultural College VT Russell L. Pimmel Standard Grant 73376 7428 SMET 9178 9150 0000099 Other Applications NEC 0310264 September 1, 2003 Incorporating Gas Chromatography and CHN Elemental Analysis into the Undergraduate Science Laboratory Curricula: A Multidisciplinary Approach. Chemistry (12) In order to improve the laboratory experience of our students, we are incorporating Gas Chromatography (GC) and carbon, hydrogen, nitrogen (CHN) Elemental Analysis techniques into the science laboratory curricula at Arizona Western College and Northern Arizona University-Yuma. Several published chemistry, microbiology, environmental science, and agricultural science experiments are being adapted into the four discipline's laboratory curricula. Chemistry students use the instrumentation to monitor the uptake of a nitrogen-based fertilizer into various vegetative and reproductive organs of wheat during seed development and to determine a product's empirical formula, its percent purity, and the efficiency of recrystallization. Agricultural Science students use the instrumentation to carry out a spatiotemporal soil C:N analysis study at various soil depths in a recently tilled but still fallow corn and alfalfa fields. They examine the fate and transport of nematicides as a function of soil depth and soil type and also study the difference in autocatalytic production rates of ethylene gas- a plant growth regulator- in various foods. Environmental Science students use the GC to measure carbon monoxide emissions from vehicle exhaust and measure the rate of production of greenhouse gases from soil. Microbiology students use the instrumentation to quantify soil microbial biomass. The multidisciplinary use of the Elemental Analyzer and GC has provided us an opportunity to incorporate new labs into the curriculum and hence expand topic coverage in the classroom. The instrumentation now allows the faculty to teach topics that were relegated to lecture because of non-existent instrumentation capacity and also gives students hands-on experience with modern instrumentation and methodology. It is anticipated that the project's emphases on the relevancy of science to everyday life, hands-on instrument experience, and using the surrounding desert environment as a laboratory provide our students a valuable laboratory experience that is consistent with current science educational trends and practices. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Donnelly, Scott Kurt Nolte Zoe Hawk Timothy Whittier Arizona Western College AZ Eileen L. Lewis Standard Grant 96542 7428 SMET 9178 0000099 Other Applications NEC 0310295 January 1, 2004 Inquiry-Based Environmental Science Using Stressed Stream Analysis. Earth Systems Science (40) The establishment of a new Environmental Science Major at Otterbein College and a recent Departmental Review caused us to rethink our science curriculum. The Department requires senior research projects of all students and yet we are often disappointed by how poorly even seniors understand scientific methodologies. This project seeks to develop critical thinking skills in our students through the incorporation of inquiry-based courses into the Environmental Science curriculum. This project is adapting the Stressed Stream Analysis pedagogical model developed by James Haynes and others at SUNY-Brockport (currently being disseminated through a CCLI-ND award to Haynes). The three core Environmental Science courses being targeted in this project are ESC 205 Environmental Geology, LSC 204 Environmental Biology and ESC 315 Ecological Landuse Planning and field exercises are being added in two core-curriculum courses for non-science students. In Stressed Stream Analysis, student learning proceeds through inquiry-based teaching towards a relevant social goal. Students work in small groups to frame questions, collect multidisciplinary environmental data for a potentially or actually impacted local stream, and eventually compile an Environmental Impact Statement. The approach combines inquiry based learning with sufficient structure and guidance to make it a widely successful and adaptable educational approach. We are adapting this framework to studies of Alum Creek which flows adjacent to campus and provides the town with its drinking water as well as receives wastewater discharge. This project is impacting freshman and sophomore environmental science students, upper level non-science majors, upper level science students, and local elementary and middle school teachers. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Lescinsky, Halard Michael Hoggarth Otterbein College OH Keith A. Sverdrup Standard Grant 51677 7428 SMET 9178 0000099 Other Applications NEC 0310353 June 1, 2003 Integratiing FT-NMR Spectroscopy into the Undergraduate Chemistry Curriculum at Roosevelt University. Chemistry (12) This project's primary goal is to improve our undergraduate curriculum in NMR spectroscopy by providing students with hands-on use of a modern Fourier-transform Nuclear Magnetic Resonance (FT-NMR) Spectrometer. With the upgrade of our continuous wave (CW) spectrometer by Anasazi Instruments, chemistry students at Roosevelt University have early and frequent access to a FT-NMR with multinuclear capabilities. Faculty at nearby high schools and community colleges also visit the campus and have access to the instrument for their own courses and students. FT-NMR experiments are being integrated into undergraduate service courses. Students are introduced to 13 C-NMR early in general chemistry, leading into more detailed applications of NMR in the organic chemistry sequence. Advanced FT-NMR techniques including correlation experiments and spin-lattice relaxation measurements are being adapted into upper-level courses and undergraduate research. This project impacts many underrepresented students in terms of gender, ethnicity, and class and thereby better prepares them for scientific employment and graduate and professional studies. It also fosters pedagogical collaboration between an undergraduate institution and nearby community colleges and high schools. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Lee, Steven Kristen Leckrone Joshua Telser Roosevelt University IL Eileen L. Lewis Standard Grant 58443 7428 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0310361 August 15, 2003 Morphometrics and Anthropology at the University of Colorado at Denver. Anthropology (81) Pedagogical studies consistently show that hands-on data collection and analysis leads to greater understanding of the methods and logic of science. At the same time, computer-based data acquisition and analysis systems have grown more accessible for use in classroom instruction. Following recommendations for science education in anthropology (Bender and Smith, "Teaching Archaeology in the 21rst Century," Society for American Archaeology, 2000), and building on similar programs at other institutions, this project combines these recent trends by integrating morphometric equipment and exercises into undergraduate instruction. Using these resources, students at all levels of instruction explore shape variation in anatomy and material culture to identify patterns related to function, structure and development. Morphometric workstations consisting of computers and associated measurement equipment allow students to collect, analyze, and present data, improving their understanding of the scientific process while developing skills in problem solving and professional presentation. The success of the program is being measured using a number of summative, formative, and independent evaluation instruments. Pre- and post-instruction examinations are used to evaluate student understanding and retention of basic principles of science and anthropology, and the SALGains instrument is being used to measure student self-reported learning gains and satisfaction with the learning environment. The primary goal of this project is to introduce students to central issues in anthropology through the use of contemporary methods of data collection, analysis and presentation. The broad goals are to contribute to a scientifically literate populace and to produce future generations of competent anthropological professionals. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Stone, Tammy University of Colorado at Denver CO Myles G. Boylan Standard Grant 70375 7428 SMET 9178 0000099 Other Applications NEC 0310370 September 15, 2003 Using Digital Imaging for Collaborative Learning in Morphology-based Lab Courses. The Biology Department of Suffolk Community College (SCC) is enhancing student comprehension by adapting digital imaging technology and incorporating collaborative learning in several morphology-based laboratory courses: Embryology, Anatomy & Physiology (A&P), Oceanography, Microbiology, Modern Biology, and Principles of Biology. Educational research has indicated that individual microscopy study (although traditional in biology) isolates students and discourages collaborative learning. Other studies indicate that many science students, especially women and other underrepresented groups, learn more effectively when placed in teams that focus on critical thinking and cognitive learning strategies skills that are also essential in the workplace. Integrated student group workstations, complete with digital imaging technology and a computer with Internet access, are being installed to enhance group interactions and enable students to learn from their peers, an effective pedagogy for developing higher-order learning. The adaptation of digital imaging and computer technology is enabling students to quantify and explain biological phenomena without the limitations imposed by traditional laboratory and field equipment. It is an adaptation of a previous development efforts at Itawamba community college. Students capture digital images from lab and field experiments and commercially prepared slides, use them in active learning exercises, then post images to course websites to provide all students with distance education opportunities. The approach encourages positive interdependence among students, and eliminates barriers to collaborative learning. The project is being evaluated using formative and summative procedures, with a cumulative system of qualitative and quantitative standards designed to measure the effect of the project on students' academic success, faculty development, and the institution. SCC's Office of Institutional Research and Teaching and Learning Center is providing baseline data to determine progress in both student achievement and faculty development. The results will disseminated at regional and national conferences. The SCC Administration is providing additional support for this project by funding the renovation of Ammerman campus' biology laboratories to facilitate collaborative learning, and by encouraging changes in the biology curriculum, particularly to meet the needs of individuals with disabilities. This project's Intellectual Merit & Broader Impacts are to: Create learner-center environments for SCC biology courses to broaden participation of underrepresented groups and provide distance education opportunities for students in morphology-based lab courses. Design and present professional development workshops in collaboration with SCC's Teaching and Learning Center to educate science faculty and professional assistants in collaborative learning methodologies and digital imaging technology. Complete subsequent curricular changes consistent with existing departmental themes to implement student-designed, investigative, and exploratory activities in morphology-based laboratory courses; and to integrate state-of-the-art digital imaging technology within and among eight lab courses serving more than 1,000 students annually. Serve as a model for incorporating collaborative learning in morphology-based lab courses at SCC's eastern and western campuses and other colleges. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Sabatino, Linda Jean Anastasia Robert Stone Suffolk Community College NY Terry S. Woodin Standard Grant 57934 7428 SMET 9178 7428 0000099 Other Applications NEC 0310432 June 1, 2003 Expanding GIS and GPS Applications in an Interdisciplinary Environmental Studies Program. Interdisciplinary (99) This project is expanding opportunities for undergraduate student learning and research with GIS and GPS technologies by adapting the "Problem-Based Learning" approaches of an initiative at the University of Maine Farmington. Emphasis is being placed on the development of curricular initiatives for conventional GIS analyses in biology and environmental studies as well as problems in economics, political science, and sociology. The project is having local, regional and national impacts through numerous external collaborations via class projects, internship experiences, training programs, and independent research projects. Following the initial stage of planning curriculum integration, developing an evaluation strategy, and purchasing additional equipment to augment existing GIS and GPS facilities a dedicated spatial ecology laboratory is being developed for maximizing student access to GIS technology. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Callewaert, John Benjamin Steele Laura Alexander Leon-C. Malan Colby-Sawyer College NH Herbert H. Richtol Standard Grant 82822 7428 SMET 9178 7428 0000099 Other Applications NEC 0310445 July 15, 2003 Developing an Integrated Dynamical Systems Modelling Experience. Interdisciplinary (99) The use of models is ubiquitous and essential in undergraduate engineering education. However, students often do not understand the distinction between a mathematical model and a real system because they do not have enough opportunities to compare the behavior of models with the behavior of real systems. This project is developing an integrated dynamical systems modeling laboratory shared between the departments of Electrical and Mechanical Engineering at Rose-Hulman. The laboratory is modeled after and adapted from the Interdisciplinary Controls Lab developed at the University of Colorado at Colorado Springs by Plett and Schmidt, and the Dynamic Systems and Controls Lab developed at Northwestern University by Freeman. Our laboratory involves all mechanical and electrical engineering students at Rose-Hulman, as well as middle/high school students through our Explore Engineering outreach program. Exposing students to dynamical systems in a laboratory setting, in which mathematical models often lead to only an approximate description of the system behavior, helps the students better understand the uses and limitations of models. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Throne, Robert David Purdy Frederick Berry Brad Burchett Rose-Hulman Institute of Technology IN Herbert H. Richtol Standard Grant 184787 7428 SMET 9178 7428 0000099 Other Applications NEC 0310454 September 1, 2003 Integration of Polymer/Plastics Technologies Across the Curriculum. Chemistry (12) Laboratory experiences in polymer and plastics preparation and characterization are being introduced into several existing upper-level courses in chemistry, physics and mechanical engineering. For each discipline, laboratory materials are being adapted from educational and research literature. Three instruments for mechanical testing of polymeric materials are located in different teaching laboratories to allow students multiple exposures to the theory and techniques of materials testing as seen from different disciplines. Each laboratory experience integrates a chemistry component, a materials component, and an environmental component. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Stevens, Eugene SUNY at Binghamton NY Kathleen A. Parson Standard Grant 140255 7428 SMET 9178 7428 0000099 Other Applications NEC 0310465 September 15, 2003 Multiplying the Effects of Reform. Mathematical Sciences (21) In this special project the Center for Mathematics and Quantitative Education at Dartmouth (MQED) is facilitating the dissemination and adaptation of materials and resources that support efforts to improve quantitative literacy. Working with the National Numeracy Network (NNN) - an effort funded by the Woodrow Wilson Foundation - MQED is tracking and evaluating the usage of online modules that are being developed by faculty at member institutions in the numeracy network. The student audience for these materials ranges from secondary school to first and second year college level. Modules are adaptations of materials developed through collaborations with Hollins University and Edmonds Community College that are part of the Mathematical Sciences Across the Curriculum consortium formed as a result of a previous grant DUE-9552462. Project personnel are also working through the Mathematics Association of America and NNN to disseminate successful approaches through workshops. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Wallace, Dorothy Dartmouth College NH Lee L. Zia Standard Grant 63019 7428 SMET 9178 0000099 Other Applications NEC 0310474 August 1, 2003 Physical Oceanography Curriculum Development. Oceanography (43) This project seeks to transform the physical oceanography curriculum at Coastal Carolina University (CCU) from a traditional lecture-lab structure to a technology-rich, collaborative learning environment by adapting the SCALE-UP physics instructional model (from North Carolina State University) and the Open Source Physics (OSP) curricular materials (from Davidson College). This project combines the lecture and lab sections into an integrated instructional block, creates collaborative learning groups among the students, develops in-class conceptual questions and activities to enhance student understanding, integrates computer analysis of oceanographic data into the course, adapts Java-based physics simulation applets to model oceanographic phenomena, and disseminates the results to other faculty and K-12 teachers in the area. Intellectual Merit: This transformation impacts every marine science major at CCU, as well as other majors seeking the marine science or physics minors. It serves to increase students conceptual understanding of physical oceanography, which is vitally important to all marine scientists. This project improves their problem-solving ability and their ability to do problems and research activities in groups. Broader Impacts: This project advances learning and discovery within the physical oceanography curriculum by adapting successful teaching methods and materials from other universities and applying them at CCU. It broadens the participation of women in this field by adopting pedagogical techniques that have been proven to increase the success of women in the physical sciences. It enhances the educational infrastructure at CCU by adapting OSP curricular materials to the physical oceanography curriculum. This project disseminates these results to CCU faculty and local K-12 educators through workshops, and nationally through presentations at national geoscience meetings. Finally, this project benefits society as a whole by improving the physical oceanographic understanding of the next generation of marine scientists. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Keiner, Louis Teresa Burns Craig Gilman Coastal Carolina University SC Keith A. Sverdrup Standard Grant 71102 7428 SMET 9178 9150 0000099 Other Applications NEC 0310509 September 1, 2003 CAD/CAM Laboratory: Integrating Computer Numeric Controlled Instrumentation in Undergraduate Studio. Engineering Technology (58) Integrating computer numeric controlled (CNC) technologies in design education is a rapidly growing curricular field intended to complement the increased use of computer aided design and manufacturing (CAD/CAM) in the architecture and construction industries. This project develops a comprehensive CAD/CAM laboratory in the College of Environmental Design to facilitate undergraduate laboratory based coursework centered on making links among CNC techniques and the design, development and construction of buildings. CAD/CAM effectively blends upstream and downstream processes that are typically compartmentalized, eliminating steps between building design and final production. Because this computerized process streamlines production, it is becoming a pervasive construction technology. This project gives students hands-on laboratory experience with CNC instrumentation, ensuring they keep abreast of current developments in the field, and stay competitive in a global marketplace. The project draws from curricula based on the use of the CAD/CAM lab at the Harvard Design School. Students learn how to use CNC instrumentation and are given experience working through design problems at prototyping and full-scale construction phases. The process allows for increased visualization and accelerated design development. Students gain firsthand knowledge of computer aided building techniques, and are given a unique and invaluable learning experience within the context of more traditional design studios. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Iwamoto, Lisa Paul Wright University of California-Berkeley CA Susan L. Burkett Standard Grant 99996 7428 SMET 9178 0000099 Other Applications NEC 0310513 September 1, 2003 CCLI: Concrete Experience with Civil Engineering: Using Kolb's Cycle to Develop Skills for Life Long Learning. Engineering - Civil (54) The objective of this project, in collaboration with the Maine Department of Transportation, is to develop a learning to learn course in order to initiate self- learning among Civil Engineering undergraduate students. The core component of this course is a studio-based learning environment, with opportunities for experience, observation, conceptualization and experimentation. The basic philosophy is that one of the essential skills necessary for life long learning is the ability to self-learn which can be initiated through a self-learning experience. The experiential learning model of Kolb provides the framework for building this learning base based course that teaches students how to learn. The course consists of a virtual tour of full-scale structures, discussion and thought questions, use of animated schematics, and analysis of real world data from full-scale structures. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Mallick, Rajib Worcester Polytechnic Institute MA Susan L. Burkett Standard Grant 73988 7428 SMET 9178 0000099 Other Applications NEC 0310521 July 15, 2003 Autosampling Gas Chromatography-Mass Spectrometry in the Chemistry Curriculum. Chemistry (12) A new Gas Chromatography - Mass Spectrometer (GC/MS) equipped with an autosampler, electron impact and chemical ionization ion sources, and direct probe sample inlet is being acquired to be implemented in several courses, including organic chemistry, instrumental methods, student-faculty research, and two non-majors courses. GC/MS experiments are being adapted from the Journal of Chemical Education and derived from the primary research literature. A wide range of students (science majors and non-science majors, and first-year students through seniors) are being exposed to GC/MS techniques at varied levels of complexity with an eye towards illustrating the design of experiments that take advantage of automation and providing the students with experience generating and interpreting large data sets. The GC/MS is also being used to expand the range of possible student-faculty research projects. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Geier, III, G. Richard Ernest Nolen Colgate University NY Pratibha Varma-Nelson Standard Grant 55182 7428 SMET 9178 0000099 Other Applications NEC 0310540 September 1, 2003 Inquiry-Based Laboratories with a Biobehavioral Emphasis for Introductory Psychology. (71) Psychology, Biological Aspects In this project, we are improving the introductory level psychology curriculum by equipping a laboratory for experimental and psycho-physiological studies. Our objectives are to increase students' interest in and understanding of psychology as a research-based field, to improve students' quantitative preparation and to provide opportunities for use of technology, and -- for majors and minors -- to enhance students' readiness for advanced courses by practice with key concepts of experimental design and familiarity with descriptive data analysis. The objectives of enhancing students' methodological and quantitative skills are in keeping with national pedagogical emphases on critical thinking and stronger preparation in scientific and technological areas. We are introducing active, inquiry-based laboratory experiences for students at the introductory level. The questions posed to the students are taken from various content areas within psychology. We are also making use of recently published experiments in psychology by Hock ("Forty Studies that Changed Psychology," NJ: Prentice-Hall, 2002) and the collection of experiments developed for use in the E-Prime software system. However, the one theme that is consistently being carried across areas is the relation between biology and behavior. Few universities include laboratory sections in psychology at the introductory level. We model our project on the introductory course sequence and laboratory sections used at Reed College and are adapting their approach for the student population at Eastern Oregon. Although we have different student populations, we have similar goals of increasing interest in research-based psychology and improving students' facility with quantitative and methodological skills. This project also matches our university's initiative to enhance training related to biotechnology as well as its overall goal of being a quality student-centered public liberal arts institution. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Balaban, Marie Richard Ettinger Charles Lyons Eastern Oregon University OR Myles G. Boylan Standard Grant 99930 7428 SMET 9178 7428 0000099 Other Applications NEC 0310554 August 1, 2003 Broadening Interdisciplinary Undergraduate Science Through Acquisition of a Moderate Field NMR: Adapting and Implementing Previously Developed Activities. Chemistry (12) Interdisciplinary (99) Penn State University Berks-Lehigh Valley College (BLVC) is enhancing its recently initiated four-year interdisciplinary baccalaureate Science degree offering two options: NMR experiments from the University of Southern Idaho are being adapted in this project. Life Science and General Science. In addition, while recognizing the need for up-to-date equipment, BLVC is broadening the quality of both its two-year core curriculum and undergraduate teaching-research programs by making available current technology and instrumentation. The BLVC Science Division strongly believes that providing students and faculty with state-of-the-art instrumentation, and its attendant hands-on experience, bears more impact than simply exposing the mind's eye to textbooks and photocopied information. At BLVC, NMR technology is taught as pivotal for structural analysis and mechanistic study in an assortment of classes. We endorse incorporating this technology into all stages of instruction. In regards to this, our existing outdated instrument can no longer provide effective training for globally competitive science students. Three goals are addressed in this proposal: 1) to broaden and raise the level of exposure and awareness our science program has on students by acquiring state-of-the-art instrumentation and technology and incorporating them into an array of disciplines, 2) to seek out and implement creative new successful NMR teaching experiments and methods appropriate to our program, and 3) to maximize the use of this instrumentation by faculty (of diverse fields) and students; improving students' chances of success in industry and academia while, at the same time, increasing faculty participation. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Aurentz, David Robert Forrey Michael Fidanza Terry Avila Pennsylvania State Univ University Park PA Susan H. Hixson Standard Grant 134400 7428 SMET 9178 0000099 Other Applications NEC 0310563 July 15, 2003 Collaborative Research: A Novel Approach in Improving Power Electronics and Electric Drives Courses, Curriculum, and Laboratories: Multi-University Adaptation and Implementation. Electrical Engineering (55)- Power electronics converters and electric drives are being put into use at an increasingly rapid rate. They enable smarter utilization of electric and electronic systems. Declining student interest in strategically important fields of power electronics and electric drives is the problem being addressed by this proposal. Illinois Institute of Technology (IIT), Montana State University (MSU), University of Alaska-Fairbanks (UAF), and University of North Dakota (UND) are the four participating universities collaborating in this proposal. This project will improve education in engineering at the four participating academic institutions through adaptation and implementation of exemplary materials, laboratory experiences, and educational practices that have been developed and proven successful at the University of Minnesota (UMN) under the NSF CCLI-EMD-9952704 grant. Objectives and expected outcomes of this project are intended to revitalize courses in power electronics and electric drives with the state-of-the-art laboratories and, thus, to provide the power industry with a larger supply of better educated and trained engineers. These objectives are being accomplished by restructuring existing courses and laboratories by adapting materials and approaches developed at the UMN. Undergraduate students as well as working professionals needing formal training are special audiences targeted by the project. These initiatives motivate exceptional students to pursue their careers in these exciting and challenging fields. Therefore, they sustain and strengthen the Nation's engineering capabilities. Meeting a critical challenge of revitalizing courses and laboratories in these strategic fields is the intellectual merit of this collaborative proposal. Ensuring highest quality education and multi-disciplinary interaction with mechanical engineering, computer engineering, and other engineering fields is the main broader impact. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Salehfar, Hossein Arthur Miles University of North Dakota Main Campus ND Russell L. Pimmel Standard Grant 42655 7428 SMET 9178 9150 0000099 Other Applications NEC 0310574 June 1, 2003 Development of an Inquiry Based Life Science Curriculum for Non-Science Majors. Biological Science (61) This project addresses the need for engaging, lab-based science courses for non-majors, particularly underrepresented minorities, and the need to provide these students with opportunities to explore a wide variety of scientific issues. Through these courses, students broaden their knowledge base in science and improve their scientific literacy. The new course offerings increase the number of existing laboratory-based courses within the curriculum, support National Science Teachers Association Standards (Krockover, 2001), and model best practices in science education for teaching non-science majors by incorporating an inquiry-based and hands-on approach to the study of science. Two NSF-supported projects serve as the general model for course development. These are "Theme-Centered Laboratory Courses for Non-Science Majors" (Berlinrood, Ithaca College, NSF DUE #9156197) and "Enhanced Scientific Literacy Using Project-Based Biology Laboratory Exercises" (Morrison-Shetlar, Georgia Southern University, NSF DUE # 0127066). The new course offering, "Sustainable Ecology," also adapts and incorporates materials from Georgia Southern University project. Two other new courses, "Disease Detectives" and "The Six Senses", are modeled after research publications from a book titled Exploring the Biomedical Revolution published by the Howard Hughes Medical Institute. The new entomology course, "Barry's Bugs - Insect Appreciation", is modeled after a course designed by Dr. B. N. Danforth at Cornell University ("The Alien Empire: Bizarre Biology of Bugs") and a course developed by Dr. F. T. Turpin at Purdue University ("Insect Friend or Foe"). CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Ellis, Gilbert Elizabeth Hays Jeremy Montague Gerhild Packert Barry University FL Jeanne R. Small Standard Grant 137244 7428 SMET 9178 7428 0000099 Other Applications NEC 0310576 September 1, 2003 Individualized Exercises for Assessment and Self-Assessment of Programming Knowledge. Computer Science (31) This project involves systematically exploring the use of individualized questions and exercises in the context of programming-related courses. This approach is adapted from the Michigan State CAPA system that has been used in teaching physics. That system demonstrated its potential to help a larger percentage of the students to complete the course successfully as well as to help female students to bridge a traditional gap with their male classmates. A proof-of-concept system, QuizPACK, has already been developed. In the course of this project, the prototype system is being expanded in several aspects, and a series of studies will be run to find the most effective way of using this technology in programming-related courses. In terms of intellectual merit, the project will extend the understanding of the role and place of individualized questions and exercises as an educational tool in programming courses as well as provide guidelines to researchers and practitioners. Under broader impact, this project may provide an improvement in teaching programming-related courses (similar to the one achieved by CAPA in physics courses). These courses serve as the basis in computer science, information science, and information technology programs that have a critical value for the economy and security of our country. The PI hopes to influence the teaching of programming-related courses through dissemination of the research results and availability of the QuizPACK system to the community. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Brusilovsky, Peter University of Pittsburgh PA Mark James Burge Continuing grant 98923 7428 SMET 9178 7428 0000099 Other Applications NEC 0310583 September 1, 2003 Adaptation and implementation of Research-based Curricula in Introductory Physics Courses. Physics (13) With involvement of the entire physics department, this project seeks to: (a) improve learning for all students who take algebra- and calculus-based introductory physics courses, 40% of whom are women; (b) contribute to the research base on the learning and teaching of physics through identification of the intellectual and affective states of students before, during, and after instruction; (c) immerse advanced undergraduate students in STEM disciplines and graduate students in the preservice teacher preparation program in a technology-rich, research-driven instructional environment as peer instructors and researchers; (d) provide professional development to the project faculty and advanced students; and (e) expose all faculty in STEM disciplines and Science Education to the results of this project. The primary vehicle for achieving the broad impact sought is the implementation and adaptation of selected units from exemplary instructional materials that have been developed on the basis of physics education research: University of Washington's Tutorials in Introductory Physics, University of Maryland's Activity-based Physics tutorials, and RealTime Physics. The implementation and refinement of Interactive Examples delivered via Tycho, the University of Illinois web-based homework system, assist students to sharpen their quantitative problem solving. Students in one section of the first two quarters of the calculus sequence also participate. Ongoing research by faculty and students guide every component of this systemic project. Results are disseminated locally and nationally. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Vokos, Stamatis John Lindberg Brian Gill Lane Seeley Seattle Pacific University WA Duncan E. McBride Standard Grant 87999 7428 SMET 9178 0000099 Other Applications NEC 0310600 September 15, 2003 Development of a Problem-Based Forensic Chemistry Laboratory. Chemistry (12) The primary goal of this project is to enhance the Forensic Chemistry curriculum at Buffalo State College by including activities that are developing student knowledge of crime scene processing, evidence handling, and scientific analysis of evidentiary material using state-of-the-art methodologies and equipment. To achieve this objective, the laboratory and field experiences presented at the 2002 NSF Summer Workshop in Forensic Sciences (Williams College project) are being adapted and implemented as a project-based laboratory experience in CHE 414, Forensic Chemistry Laboratory. To fully realize the stated goal, two vital pieces of equipment, a GC-MS and an FTIR (with microscope), are being integrated into the course. These instruments are arguably two of the most important pieces of equipment found in today's crime laboratories. The anticipated student outcomes of the project include: (1) graduates who are better prepared for their careers as forensic scientists and chemists, (2) enhanced student understanding of the fundamental theories, applications, and operation of GC-MS and FTIR instrumentation, and (3) increased student interest in ongoing faculty-student research projects. Locally, the availability of the instruments is improving the infrastructure for education and research in Chemistry and related fields. The project also is raising awareness of Forensic Chemistry among faculty at Buffalo State, and regionally among prospective students and science educators. National dissemination of the results will aid educators who wish to employ Forensic experiments in science laboratories. Finally, the project prepares students to serve as well-trained Forensic Scientists in crime laboratories. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Goodman, M. Scott Zeki Al-Saigh Alexander Nazarenko Kenneth Jonmarie SUNY College at Buffalo NY Susan H. Hixson Standard Grant 99777 7428 SMET 9178 0000099 Other Applications NEC 0310612 September 15, 2003 Integrating Field and Computational Components into a Physical Geography Curriculum. Geography (88) This project is being run by faculty from the Department of Geography and Earth Science. It is integrating inquiry-based learning into the core physical geography and earth sciences curriculum by modifying six courses. Course activities are now based on modern field equipment and a computer laboratory that has been upgraded into a Physical Geography Computation Laboratory. The field equipment includes 20 Garmin GPSMap 76S GPS units, a Topcon GTS-600 Series total station, several Swoffer Model 2100 current velocity meters, a Bosch Electric Rotary Hammer with adapter, a sub-soil probe, a CM-031 Ground Conductivity meter, and a Bartington MS2 Magnetic Susceptibility System. The university already has an unlimited license for ESRI's ArcGIS Suite of software. The project is adapting similar programs at East Carolina University and Indiana University and Purdue University at Indianapolis. Faculty from these institutions are providing advice on the implementation of this project. The intellectual merit of the proposed activities is derived from leveraging the use of our teaching skills and experience with instrumentation to enhance student learning in geographic concepts and techniques. The investigators are experienced in teaching, curriculum reform, and the use of the requested field and computing equipment. Although this project represents an adaptation of similar programs at other universities, it has a larger integrative scope and it is designed to specifically meet the needs of our students. We are linking six physical geography courses through shared field and computing equipment, and an inquiry-based curriculum that includes the integration of hands-on field work. The broader impacts of the proposed activity include enhancing the learning experiences of non-science majors, Geography majors, Geography and Earth Science minors, those who are underrepresented in the scientific community (including women and persons with disabilities), and pre-service K-12 teachers. By using hands-on learning and modern equipment, this project is improving student learning, stimulating student curiosity, and providing students with a strong foundation for their future roles in an increasingly technological society. We are evaluating the project by using pre- and post-tests for majors and non-majors, and by assessing student portfolios of projects. The project design and results will be disseminated locally, regionally and nationally, so that others may review our project and consider it as a potential model for curriculum revision. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Berlin, Cynthia Paul Stoelting Philip Reeder Dean Wilder University of Wisconsin-La Crosse WI Myles G. Boylan Standard Grant 47533 7428 SMET 9178 1536 0000099 Other Applications NEC 0310616 June 1, 2003 Development of an Upper Division SENCER Based Course, "Industrial Processes and Their Impact on Society". Chemistry (12) A new upper-division course based upon the SENCER (Science Education for New Civic Engagements and Responsibilities) model is being developed. The course, "Industrial Processes and Their Impact on Society," utilizes the active learning-civic engagement approach. The major course goals are to forge better university relations/communications with local industry and to provide the community with timely and accurate information on the impact of industrial processes going on in the state of Montana. The course is based around field trips to five local plants from different sectors of chemical industry. The goals of the course for student impact include providing students with a fundamental understanding of the chemical and process design principles involved in making an industrial process economically viable, giving students the critical thinking tools needed to understand the impact of a given industry on the surrounding environment, and providing students with a balanced view of how local industry impacts the state economically, socially and environmentally. EXP PROG TO STIM COMP RES CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Rosenberg, Edward Garon Smith University of Montana MT Pratibha Varma-Nelson Standard Grant 92518 9150 7428 SMET 9178 9150 7428 0000099 Other Applications NEC 0310618 June 1, 2003 Practical, Hands-on NMR Spectroscopy Throughout the Chemistry Curriculum. Chemistry (12) We are addressing the problem of limited hands-on experience undergraduate STEM and non-STEM majors have with modern NMR spectroscopy with this CCLI-A&I project. We are providing instruction in NMR spectroscopy to Chemistry, Biochemistry, Biology, Environmental Science and Education majors, as well as pre-health profession students. Students use NMR in a hands-on capacity, in multiple courses, at increasing levels of sophistication. General chemistry students use NMR in an introductory experiment involving compound identification. Organic chemistry students use proton, carbon-13, multi-pulse, and 2-D NMR in structure determination and equilibrium experiments. In Physical and Analytical chemistry, an upper-level elective course and undergraduate research, students use NMR and CAChe modeling for structure determination, equilibrium and kinetic analyses, and an environmental forensics investigation. We believe that this project provides the students an enhanced understanding of NMR and the use of this most important technique in solving a variety of chemically related problems. Just as important, we feel hands-on use of the NMR helps students overcome apprehension in using advanced instruments. It is our goal that students completing the courses involved will go on to graduate study and join the science and technology workforce with an enhanced, first hand understanding of NMR spectroscopy. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Armstrong, William John Schaumloffel Jeremy Miller Bruce Knauer SUNY College at Oneonta NY Eileen L. Lewis Standard Grant 117515 7428 SMET 9178 0000099 Other Applications NEC 0310624 September 15, 2003 Incorporating High-Field NMR Spectroscopy Throughout the Undergraduate Chemistry Curriculum. Chemistry (12) The attraction for many undergraduate students to science is the experimental nature of it; they learn by doing. In chemistry and related fields, NMR spectroscopy is arguably one of the most well-developed and broadly applicable experimental techniques for structure determination and dynamic measurements. In recent years, NMR spectroscopy has had an enormous impact on chemistry education as high field spectrometers become more available to undergraduate institutions through NSF support. In order to strengthen the overall chemistry curriculum, attract and retain more science students, and better prepare those students for graduate work and employment in the sciences, DePaul University is incorporating hands-on high field FT-NMR spectroscopy throughout its four-year program. This project is modeled after similar NSF-funded programs that have been extremely effective elsewhere at exploiting the full power of NMR spectroscopy as a teaching tool (Davis-UE9751056, Ball-DUE9950413, Liotta-DUE0126678). Students at all levels of the curriculum experience NMR spectroscopy first-hand, through experiments that have been adapted from the literature (primarily from J. Chem. Ed.) or developed at DePaul. In general chemistry, students use proton-decoupled carbon NMR to determine the structure of simple isomeric hydrocarbons and observe the effect of electronegative atoms on chemical shift. In organic chemistry, proton NMR and multidimensional techniques are used to determine the structure of unknowns, and reaction products, especially novel monomers and copolymers. Research students and upper level students in physical chemistry, instrumental analysis, intermediate inorganic, and biochemistry use NMR spectroscopy for both structure determination (of dihydride and dihydrogen organometallic complexes) and to evaluate dynamic processes (equilibrium, keto-enol tautomerism, hydrogen bonding, yeast metabolism). Through progressively more sophisticated experiments, students learn to appreciate the full power of NMR spectroscopy while also developing their problem solving and critical thinking skills, and enhancing their overall understanding of chemistry and the relatedness of each subdiscipline. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Dintzner, Matthew DePaul University IL Susan H. Hixson Standard Grant 107845 7428 SMET 9178 0000099 Other Applications NEC 0310627 July 15, 2003 Integration Of Microscopy And Biochemistry Technologies To Enhance Quantitative Experimental Cell Biology Within An Inquiry-Based Curriculum. Undergraduate educators face important challenges in preparing diverse graduates for a technologically sophisticated and scientifically interdisciplinary community. Lake Forest College Biology Department is meeting this challenge with inquiry-based pedagogy that supports a diverse student-centered learning community. We expect students to develop scientific process and master content by progressing through increasingly sophisticated hypothesis-driven investigations that require collaborative research, critical thinking, and diverse forms of communication. Currently, both courses that anchor our cellular curriculum, introductory Cell Biology and advanced Molecular Genetics, feature DNA-based investigations. Other cellular-level technologies feature prominently in biomedical discoveries. Intellectual Merit: We are creating a more comprehensive cellular curriculum by redressing existing deficiencies in cell culture, microscopy and protein biochemistry. We are adding investigative experiments in these areas by restructuring introductory Cell Biology and adding two more advanced courses. Inquiry-conducive experiments successful at the College of the Holy Cross that require quantitative microscopy of cells and tissues and biochemical analysis of proteins are being adapted and implemented. To implement these changes, instrumentation for cell culturing, histology, microscopy, and biochemical analysis is being acquired. The introductory course incorporates investigations in cell culturing and protein characterization. Advanced course students are expanding their investigative independence and technical repertoire by developing hypotheses based on current literature and conducting investigations featuring cell culturing, histology, fluorescent microscopy, and protein biochemistry. These additions also support other courses and help establish interdisciplinary biochemistry and neuroscience majors. Broader Impact: We aim to graduate diverse individuals thoroughly trained to succeed in a variety of scientific careers, provide innovative K-12 outreach, and nationally disseminate innovations. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR DebBurman, Shubhik Lake Forest College IL Terry S. Woodin Standard Grant 70939 7428 SMET 9178 7428 0000099 Other Applications NEC 0310653 September 1, 2003 Coal in the Heart of Appalachia: An Interdisciplinary Exploration of the Science and Culture of Coal. Interdisciplinary (99) Courses for non-science majors and pre- and in-service science teachers are integrating the sciences and the humanities through the exploration of a socially and personally relevant issue, the coal industry in Appalachia. Use of an issue unique to the region that is a part of their cultural heritage personalizes science for the students. The students are learning and valuing science as a result of the emotional connection they are making with it. The project is an adaptation of the learning community concept in which groups of students are co-enrolled in the interdisciplinary science course Coal in the Heart of Appalachia and the humanities course, Introduction to Folklore Studies. The latter course emphasizes the cultural impacts of coal. A seminar for pre-service, secondary science education majors, Thematic Integration of Sciences, is improving the students' understanding of the interconnectedness among the sciences and is enhancing their ability to apply this knowledge to societal issues. The courses are constructivist-based, promote civic responsibility and model best practices in science education. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Mason, Phillip Galen Hansen Andreas Baur Debra Hemler Judy Byers Fairmont State College WV Herbert H. Richtol Standard Grant 191551 7428 SMET 9178 9150 7428 0000099 Other Applications NEC 0310697 October 1, 2003 Enhancement of Computational Engineering within an Undergraduate Mechanical Engineering Curriculum. Engineering - Other (59) Our project addresses issues in undergraduate education at research universities highlighted in the 1998 Boyer Commission Report. Our aim is to incorporate advances in information technology into the curriculum, and is consistent with recent increased emphasis in the applied areas of information technology by the National Science Foundation. This has been accomplished by developing an option to the department's undergraduate Mechanical Engineering degree in the area of Computational Engineering. We have worked with faculty from the Engineering Research Center at Mississippi State University to adapt the curricula from their undergraduate minor in Computational Engineering to our Utah State University program. We have also built a PC Beowulf cluster consisting of 5 server and 20 compute nodes to support the Computational Engineering option. This will be accomplished by adopting a cluster design process developed at the University of Kentucky. Undergraduate students are being exposed to cluster designs and programming models through a week long seminar, which will be offered on a yearly basis. Results of our efforts will be disseminated through the national ASEE conference and through publication in an engineering education journal. In addition, materials from the cluster workshop will be made available through our Department's website. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Spall, Robert Sue Ellen Haupt Thomas Hauser Utah State University UT Barbara N. Anderegg Standard Grant 68224 7428 SMET 9178 0000099 Other Applications NEC 0310700 July 15, 2003 Collaborative Research: A Novel Approach in Improving Power Electronics and Electric Drives Courses, Curriculum and Laboratories: Multi-University Adaptation and Implementation. Electrical Engineering (55)- Power electronics converters and electric drives are being put into use at an increasingly rapid rate. They enable smarter utilization of electric and electronic systems. Declining student interest in strategically important fields of power electronics and electric drives is the problem being addressed by this proposal. Illinois Institute of Technology (IIT), Montana State University (MSU), University of Alaska-Fairbanks (UAF), and University of North Dakota (UND) are the four participating universities collaborating in this proposal. This project will improve education in engineering at the four participating academic institutions through adaptation and implementation of exemplary materials, laboratory experiences, and educational practices that have been developed and proven successful at the University of Minnesota (UMN) under the NSF CCLI-EMD-9952704 grant. Objectives and expected outcomes of this project are intended to revitalize courses in power electronics and electric drives with the state-of-the-art laboratories and, thus, to provide the power industry with a larger supply of better educated and trained engineers. These objectives are being accomplished by restructuring existing courses and laboratories by adapting materials and approaches developed at the UMN. Undergraduate students as well as working professionals needing formal training are special audiences targeted by the project. These initiatives motivate exceptional students to pursue their careers in these exciting and challenging fields. Therefore, they sustain and strengthen the Nation's engineering capabilities. Meeting a critical challenge of revitalizing courses and laboratories in these strategic fields is the intellectual merit of this collaborative proposal. Ensuring highest quality education and multi-disciplinary interaction with mechanical engineering, computer engineering, and other engineering fields is the main broader impact. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Wies, Richard Seta Bogosyan University of Alaska Fairbanks Campus AK Russell L. Pimmel Standard Grant 43448 7428 SMET 9178 9150 0000099 Other Applications NEC 0310728 August 1, 2003 Incorporation of Nuclear Magnetic Resonance Spectroscopy Throughout the Chemistry Curriculum. Chemistry (12) NMR methodologies are being incorporated into a discovery-based chemistry curriculum by using NMR experiments, developed at other sites, and adapted to enhance the education of a predominantly female population. The experiments being adapted come from various disciplines and have been published in the Journal of Chemical Education. However, the experiments also serve to enhance a larger picture of the curriculum. An Anasazi Instruments Fourier Transform 60 MHz NMR will be acquired to perform the experiments in the different laboratory courses in the curriculum. In the organic chemistry laboratory students are using the NMR to determine the structures of the products they synthesize. Students performing a large multi-step research synthesis project in the second semester organic course are using the NMR to provide clear evidence of the successful completion of the student-designed syntheses. In the analytical chemistry courses, students are exploring the quantitative capabilities of the NMR spectrometer and the influence of changing acquisition parameters on spectral quality. In the biochemistry courses, the NMR is being used to explore peptide conformation and the kinetics of glucose metabolism. The instrumentation obtained for this project is being used in conjunction with instrumentation purchased from previous NSF grants to the department. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Ensel, Susan Kevin Bennett Hood College MD Kathleen A. Parson Standard Grant 52392 7428 SMET 9178 7428 0000099 Other Applications NEC 0310737 August 15, 2003 Implementation of FT-NMR for Undergraduate Majors in Chemistry, Science Education, and the Life Sciences. Chemistry (12) An aging nuclear magnetic resonance (NMR) instrument is being upgraded to permit incorporation of NMR techniques into a wide range of chemistry courses. The economical conversion of an old continuous wave instrument to a Fourier transform instrument allows not only routine access for students, but also allows students to perform sophisticated measurements that replicate methods usually limited to liquid helium cooled systems. Implementation begins with the first semester of the curricular sequence. A set of learning objectives has been identified, appropriate to the level of each course using the instrument, and instructional activities are being adapted from various educational resources to meet these goals. While the most intensive use will involve students enrolled in Organic Chemistry, a new laboratory course, Synthesis and Characterization, is being developed for chemistry majors to master advanced topics in spectroscopy. The target populations for the project are biology, biochemistry and chemistry majors, plus students preparing for teaching careers in chemistry or biology at the high school level. Another group of future teachers affected by the plan are those in elementary education with a science concentration. The societal impact of this acquisition will thus extend beyond the training of traditional students in an essential technology of modern chemistry. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Hagan, William Steven Strazza Linda Cooley College of Saint Rose NY Pratibha Varma-Nelson Standard Grant 33137 7428 SMET 9178 0000099 Other Applications NEC 0310745 July 1, 2003 Network Processing and Network Processors: Bridging Undergraduate Learning and Research in Software and Hardware. Embedded processing, where computers are used to monitor and control dedicated hardware, is a growing presence within mainstream computer science. Network processing, where embedded processors monitor and control communication networks, is a premier example of embedded processing. There is a growing need for undergraduate students to understand software-hardware co-design concepts and to acquire practical experience in embedded processing. Network processing and network processor architecture provide an ideal context in which to teach software-hardware co-design at the advanced undergraduate level in Computer Science and Engineering. This project develops an advanced undergraduate course in network processing that includes: 1) a project-based introduction to embedded processing in an application area, network processing, where there is increasing demand for skills and for which we anticipate substantial advances in technology, 2) a strengthening of ties between academic study of network processing and industrial practice in the field, given the fact that most advances in network processor architectures to date have been made in industry, and 3) growing the pool of advanced undergraduates and subsequent graduate students with the skills for advancing this field via research. Materials are being adapting from Dr. Comer's graduate-level course on network processors into an undergraduate-level course on network processing and processors. All developed course materials, including course notes and laboratory exercises will be freely available on the Internet to academic institutions teaching similar software-hardware co-design courses. The lab exercises are fitted to the Comer-Peterson text, and cross-linked the text's web site. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Cheng, Liang Dale Parson Lehigh University PA Mark James Burge Continuing grant 90951 7428 SMET 9178 7428 0000099 Other Applications NEC 0310753 July 15, 2003 A Sophomore-Level Transition Course. Mathematical Sciences (21) The Curricula for Sophomore Level Transition project focuses on the development of curricula for sophomore students transitioning to more advanced mathematics. This project adapts and implements practices of Project Intermath (DUE#:9555414) with components from Interdisciplinary Lively Applications Projects (DUE#:9455980) and Laboratory in Mathematical Experimentation (DUE#:9554646). The project introduces applications of mathematics early in the undergraduate's college coursework. This early intervention allows students to explore, in more depth, the mathematical process, experience using advanced mathematical software, acquire experience in elementary proof techniques in an applied setting and improve the students background in preparation for higher level mathematics. The project engages students in gaining experiences in technology, exploring mathematical conjecture, applying mathematics to interdisciplinary settings, and in communicating the implications of mathematical models while introducing techniques of proof. This project impacts students across disciplines including mathematics majors and non-majors as well as students in the secondary mathematics education major. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Jones, Michael Arup Mukherjee Montclair State University NJ John R. Haddock Standard Grant 52217 7428 SMET 9178 0000099 Other Applications NEC 0310756 August 1, 2003 Curriculum Enhancement: The Integration of FT-NMR Spectroscopy Across Undergraduate Chemistry Curriculum. Chemistry (12) The goal of this project is to integrate FT-NMR spectroscopy into the chemistry curriculum at Saint Vincent College beginning with General Chemistry and culminating in a capstone research experience for the senior chemistry undergraduate students. The project's objectives are to enhance student learning and problem solving skills and to prepare students to benefit from the senior research experiences. To achieve our goal, we are adapting a number of mini-projects and/or project-based experiments from the Journal of Chemical Ed. and from other resources across our entire chemistry curriculum. Students in General Chemistry use H-NMR in conjunction with CAChe molecular modeling to study mono-, di-, and tri-substituted halomethanes, which is an adaptation of the experiment published in the Journal of Chemical Education. The complexity of the NMR experiments increases as students proceed from the general chemistry to the senior level in which advanced 1-D and 2-D techniques are introduced. We have chosen the Anasazi EFT-NMR upgrade for our project because students can obtain both one- and two-dimensional spectra rather easily. The project impacts approximately 100 STEM majors annually, including chemistry majors and teacher preparation students. It is our hope that the project-based laboratories will enhance student learning, foster critical thinking, and prepare students for their senior research experience. We intend to disseminate the results from our project to the chemical education community through ACS conferences and meetings and submitting articles to the Journal Of Chemical Education. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Fish, Daryle Saint Vincent College PA Eileen L. Lewis Standard Grant 71865 7428 SMET 9178 0000099 Other Applications NEC 0310757 September 1, 2003 Implementing and Simulating Hardware in Computer Architecture Classes. Computer Science (31) This project involves the evaluation and adaptation of hardware implementations and software architecture simulators for implementation in two courses, currently primarily software-based, in the Hope College computer science curriculum. Adaptations of the use of field programmable gate arrays (FPGAs) for the computer organization course are based on their use in an electrical engineering course at Bucknell University and in the Circuit Cookbook. Previous work with the SimpleScalar computer architecture simulation system at the University of Virginia and the University of California at San Diego is being scaled down for use at the undergraduate level in Hope College's computer organization and computer architecture courses. The intellectual merit of this project is that the implementation of these systems will provide students with more hands-on learning and faculty with visual demonstrations. It is expected that the students' exposure to hardware and simulation environments, usually missing in undergraduate CS programs, will increase their understanding of hardware and software interactions. Another outcome is the development of new class and lab materials. The broader impact includes the sharing of the materials and experiences from this grant with other institutions through papers at conferences and workshops and via access to web pages. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Jipping, Michael Hope College MI Stephen C. Cooper Continuing grant 152182 7428 SMET 9178 0000099 Other Applications NEC 0310758 September 1, 2003 PISCES-A&I: Partners in Securing Cyberspace through Education and Service-Module Adaptation and Implementation. Computer Science (31) The George Washington University (GW) in collaboration with students and professors from two universities with long histories of serving traditionally underrepresented groups, Gallaudet University (for deaf, hard of hearing, and hearing students and faculty) and Marymount University (until 1986 a women's college that still has 70% women in its student population) are partners in this project. Modules that adapt case studies, laboratory exercises and problems used at other institutions (West Point, Iowa State, and the NSF ethics project) to present Computer Security Information Assurance (CSIA) topics are the focus of this project. What makes these modules unique are their portability, extensibility, and flexibility for integration into courses at various levels. The modules are used and evaluated in actual courses at the three Washington area universities participating in Project PISCES, an endeavor that provides opportunities for students to become CSIA professionals. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Hoffman, Lance Rachelle Heller George Washington University DC Diana L. Burley Continuing grant 198745 7428 SMET 9178 7428 0000099 Other Applications NEC 0310785 July 1, 2003 Integration of Undergraduate Laboratory Experience by Use of a Common Experimental Organism: Caenorhabditis elegans. Biological Sciences (61) This project is integrating the undergraduate laboratory experience by introducing a common experimental organism, Caenorhabditis elegans, into a series of biology courses that span the curriculum. The use of a common organism allows laboratories to be structured such that students use knowledge and techniques learned in lower level courses to address experimental questions in more advanced courses. Instrumentation is being introduced in the labs so that students can take full advantage of this model organism. This approach is being adapted from NSF funded projects involving the use of a cloned gene in several courses (9950647) and integrated experiments with a common theme (9950879), and a course entitled "Worms in Class at NYU" at New York University. The objectives of the project are: 1. Students understand the integrated nature of biological science and can apply knowledge from one subdiscipline to questions in a second subdiscipline, 2. Students understand why C. elegans is an appropriate model for the study of behavior, genetics, molecular and cell biology; 3. Students effectively use technology to study behavior, genetics, molecular and cellular biology of C. elegans. This integrated laboratory experience fosters in students the development of intellectual curiosity and problem solving skills essential for the pursuit of a scientific career. It provides classroom research experiences using cutting edge approaches with an experimental organism of proven merit. Students in the program are encouraged to consider choosing the C. elegans system for their independent undergraduate research projects. Additionally, since more than half of the students in the project become biology teachers, we expect these teachers to use C. elegans as an experimental organism in their secondary school laboratories. A web page describing laboratory exercises and project evaluation is posted as a resource for both college faculty and secondary school educators implementing C. elegans based laboratories in their curriculum. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Easton, Douglas Gregory Wadsworth SUNY College at Buffalo NY Daniel Udovic Standard Grant 45594 7428 SMET 9178 7428 0000099 Other Applications NEC 0310795 August 1, 2003 Artificial Sky to Test Daylighting Physical Models. Engineering - Civil (54) Utilization of daylight is one of the most cost-effective energy-efficient strategies to design and engineer low-energy architecture. Integration between daylight and electric light in commercial buildings results in significant reductions in annual energy use and operating cost. As in other engineered systems, quantification of the performance of daylighting systems should govern their design. In the US, however, the majority of students of architecture and architectural engineering, architects, and architectural engineers currently use inaccurate rules of thumb or simplified methods to design and predict performance of daylighting systems. Our faculty team within the Program of Architectural Engineering at OSU has adopted and implemented the approach of testing scale models to accurately predict the performance of daylighting systems. Testing scale models has proven to be the most accurate method in that matter. Our curriculum and laboratory development efforts have been adapted from curriculum previously developed by faculty members at Cardiff University in Wales. Our primary goal has been to use a cutting-edge laboratory, the Artificial Sky Dome, to integrate the engineering of daylighting systems into the curriculum in order to improve the science and design skills of undergraduate students. Our secondary goal has been to disseminate the same knowledge or skills to graduate students, faculty, pre-college students and teachers, and professionals. The laboratory has been an effective venue to integrate teaching and research. Expertise developed in the laboratory is being disseminated through seminars, published papers, and OSU outreach programs. The expected outcome from the project has been to enable students, and apparently graduates, of OSU to effectively incorporate daylight into the design of buildings, which should result in conservation of energy used to operate buildings, and the mitigation of related environmental impacts. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Mansy, Khaled Thomas Gedra Steven O'Hara Oklahoma State University OK Kathleen A. Alfano Standard Grant 85173 7428 SMET 9178 9150 0000099 Other Applications NEC 0310799 September 1, 2003 Physics Education Research-based Reform at a Multicultural Institution. Physics (13) The project is adapting and implementing exemplary research-based instructional strategies in a physics department at a multicultural urban college. The project involves the participation of a large fraction of the young and future faculty in the department. The group is working together to change the way introductory physics is taught in a particularly challenging context. The project focuses on strategies and curricula that are student-centered, based on physics education research, and that integrate advances in instructional technology, but that were all developed for a different audience. Most of the successful reform strategies require significant interactions among students and between students and instructor. Therefore the adaptation requires care, since students come from many different cultures and most speak English as a second language. The intellectual merit of this project is in using the tools of physics education research to systematically study how students learn and to develop an understanding of issues specific to the multicultural context. The project is having a significant impact within the department and institution. In addition, this project making a much broader impact nationally because the college is representative of a large number of multicultural urban colleges CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Steinberg, Richard CUNY City College NY Duncan E. McBride Standard Grant 109867 7428 SMET 9178 0000099 Other Applications NEC 0310808 July 15, 2003 Adaptation and Implementation of Problem-Based Learning into Engineering Thermodynamics. Engineering - Mechanical (56) Thermodynamics serves as the foundation for a sequence of thermal science courses. It is normally taught using Subject-Based Learning where topics are introduced following a well-established textbook sequence in a teacher-centered environment. Students often cite this course as difficult, full of abstract ideas, and don't seem to have any recollection of fundamental principles in future courses. Extensive research on student learning indicates that students learn better, retain more, and understand to a higher level in active and practical learning environments. Problem-Based Learning has such desirable features, promoting critical thinking and enhanced retention of knowledge. Therefore, we have restructured classical thermodynamics around practical applications where fundamental principles are introduced just-in-time and on a need to have basis. The work being adapted comes from Havener and Barlow in their introduction to engineering course, which provided guidance for our curriculum development efforts. Specifically, their work in Project Falcon Base has been helpful. Traditional coverage of topics is incorporated in the form of modules where theoretical information is presented to support understanding and discovery of knowledge as students apply inquiry-based learning. Students assess their own knowledge in the process and produce concept maps linking fundamental principles to working equations. This problem-based approach is student-centered and concept-embedded, with emphasis on students leading the lecture, uncovering basic principles, and gaining practice in higher levels of cognitive skills such as analysis, synthesis, and evaluation. Our classroom format is cooperative, interactive, and based on students' needs. Computer simulations and animations are integrated to help students perform parametric investigations and visualize processes and devices. Students interacting with "industrial mentors" have gained access to real-life data and addressing systemic issues. The objective is for our undergraduate students to leave the course with enhanced critical thinking skills, increased level of retained knowledge, strengthened communication skills, and an improved ability to do research and engage in life-long learning. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Nasr, Karim Bassem Ramadan Kettering University MI Barbara N. Anderegg Standard Grant 96421 7428 SMET 9178 0000099 Other Applications NEC 0310813 July 15, 2003 Implementation of a Virtual Control Room in the Integrated Science, Business and Technology Program. Interdisciplinary (99) Enhanced student learning is resulting from the creation of a Virtual Control Room through which students in the Integrated Science, Business, and Technology Program are gaining experience in process design and control. The project features adaptation of problem-based learning and small group cooperative learning. Students have the opportunity via simulation to monitor actual processes in Tissue Culturing to produce commercially important molecules, a bioprocess by which an economically viable biotechnology product is produced, and the manufacture of pharmaceuticals. The project is serving as a model for the integration of business concepts into science and technology courses and programs. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Weaver, William Nancy Jones Marsha Timmerman La Salle University PA Herbert H. Richtol Standard Grant 66417 7428 SMET 9178 7428 0000099 Other Applications NEC 0310816 September 1, 2003 Implementing Curricular Change Across the Sciences within an Outcomes-Based General Education Curriculum. Interdisciplinary (99) Under this Type II award the faculty is planning changes to the general education curriculum by adapting models that reflect current understandings of how students best learn science. Course revisions are improving students' abilities in two areas: utilizing the scientific method and seeing the relevance of science to their lives. The modifications are based primarily upon concept, investigative and issue activities central to the University of Oregon's Workshop Biology program. Materials from ChemConnections and Workshop Physics are also being adapted to the local environment. The effort is being facilitated by faculty attendance at several interdisciplinary and discipline specific workshops addressing strategies for adapting these teaching practices and course design innovations to fit the institution's needs. Following these activities, the faculty joined by students are designing the new courses. The final phase is implementation of the newly created courses. The project is serving as a model for other institutions reformulating their general education programs. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Sullivan, Jeanne Thomas Williams West Virginia Wesleyan College WV Herbert H. Richtol Standard Grant 74245 7428 SMET 9178 9150 7428 0000099 Other Applications NEC 0310829 September 1, 2003 A Problem and Reasoning Based Curriculum for Preservice Elementary Educators: Understanding Mathematics Deeply for Teaching. Mathematical Sciences (21) This project addresses the need for improved mathematics courses for future elementary teachers. The project creates four instructional units on CDs each with detailed lesson guides and an assessment package constituting the core of an exemplary, replicable model for teacher education. The project adapts the problem- and reasoning-based curricula: the Connected Mathematics Project and Investigations in Number, Data, and Space. The project identifies worthwhile mathematical tasks with the greatest potential for development, makes connections among key mathematical ideas, and raises the level of mathematical challenge. Lessons are developed around problems drawn from established research. The project also informs practice in other courses. Developed courses are more problem-based, and mathematical questioning and other instructional strategies are enhanced throughout the development. The units being developed form the first two of three courses required of all elementary educators at University of Michigan-Dearborn and are used by instructors at public, private, and community colleges. The initial users provide feedback on the development of the materials. The project has the potential to create a 9-credit sequence that is widely usable. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Flowers, Judith Rheta Rubenstein University of Michigan Ann Arbor MI Daniel P. Maki Standard Grant 199576 7428 SMET 9178 0000099 Other Applications NEC 0310831 August 1, 2003 An Integrated Internet-Accessible Embedded Systems Laboratory. Computer Science (31) This project develops, evaluates, and disseminates an integrated Internet-accessible embedded systems laboratory and associated instructional materials. Development of this laboratory involves the adaptation and implementation of four key ideas from several prestigious institutions (Arizona State, Kansas State, GA Tech, CMU, and Princeton). The laboratory relies on new educational pedagogies to enhance the learning experience of our students in three degree programs Computer Engineering, Electrical Engineering, and Computer Science. The project develops and disseminates a substantial amount of instructional material on embedded systems an important, emerging educational area. It also provides complete documentation on the design and use of an Internet accessible laboratory model. This model, applicable to other disciplines, provides students access to expensive, sophisticated equipment either remotely or in a hands-on mode, as appropriate to the educational goals. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Jackson, David William Stapleton Kenneth Ricks University of Alabama Tuscaloosa AL Mark James Burge Standard Grant 198588 7428 SMET 9178 9150 7428 0000099 Other Applications NEC 0310840 June 15, 2003 Integration of Service-Learning Incorporating Environmental Atomic Absorption Analysis into the Undergraduate Chemistry Curriculum. Chemistry (12) The Chemistry Department at Kalamazoo College is integrating environmentally based service-learning laboratories involving atomic absorption spectroscopy into the chemistry curriculum to more effectively engage students in learning. Introducing environmental chemistry into the curriculum also supports the college's Environmental Studies Concentration. The laboratories being developed are modeled after the service-learning General Chemistry project at the University of Utah, which employs atomic absorption spectroscopy to test for lead in the local community. In adapting this model, students in Introductory Chemistry I are collaborating with students in a sociology course at Kalamazoo College to sample and test for lead in city neighborhoods. In addition, students in Analytical Chemistry are working with county environmental services and local elementary school students to sample and test the local watershed for trace metals. The intellectual merit of the proposal lies in the experience students will gain with atomic absorption spectroscopy in a sequential fashion beginning in Introductory Chemistry I and continuing in Analytical Chemistry and applying their new knowledge and skills to real problems in the local community. The broader impacts of this project include enhancing the chemistry and environmental studies curricula, strengthening collaborative efforts between Kalamazoo College and the local community, providing the community with needed results of chemical analyses, and promoting science to elementary students who are predominately (~70%) from groups traditionally underrepresented in STEM fields. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Esson, Joan Kalamazoo College MI Kathleen A. Parson Standard Grant 68903 7428 SMET 9178 0000099 Other Applications NEC 0310845 July 15, 2003 Internet-Enabled Laboratory Experiences for Undergraduate Civil Engineering Students. Engineering - Civil (54) This project is aimed at adaptation of recent developments in information technology for implementation of internet-enabled laboratory experiments in undergraduate Civil Engineering courses. Faculty and students are able to remotely observe, conduct, control, and analyze experimental data either in or outside a classroom. The project improves student learning through real-time visualization of theoretical concepts and fosters creative thinking by providing a first-hand exposure to conducting, controlling, and analyzing laboratory experiments. In addition to enhancing the quality of courses offered to on-campus students, one of the objectives is to develop the capability for offering these experiments via distance learning. Such offerings are likely to assist non-traditional students such as underrepresented minorities, working parents, part-time students, career-changing adults, etc. who are seeking a career in Civil Engineering. The adapted information methodologies are developed in such a way that they can be easily applied to experiments other than those considered in this project. New software interfaces to be developed are made available to instructors in other institutions for free downloads through a project web site. Supplementary documentation needed to avoid potential pitfalls in future implementations is also disseminated. Project team members collaborate with faculty at North Carolina A&T University, historically a black college, by providing them access to conduct and control these experiments for teaching purposes. Effectiveness of the project is evaluated using both formative and summative approaches. Benefits of distance learning courses are addressed with respect to retention and increased participation of non-traditional students. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Matzen, Vernon Mohammed Gabr Abhinav Gupta North Carolina State University NC Susan L. Burkett Standard Grant 134058 7428 SMET 9178 0000099 Other Applications NEC 0310861 August 1, 2003 A Regional NMR Training Cooperative with a Virtual Impact. Chemistry (12) At Delta State University we are creating and developing a regional cooperative NMR facility by adapting and implementing a system developed at Rider University. This facility serves our institution, Coahoma Community College, Mississippi Delta Community College and the wider community in the region. Our overarching goal is to incorporate modern 1-D and 2-D FT-NMR spectroscopy throughout the undergraduate chemistry curricula at DSU, CCC and MDCC. To achieve our goal, we are adapting a series of experiments primarily from the Journal Of Chem. Education into different chemistry courses. These experiments introduce students to varied applications of NMR and provide them the opportunity to prepare their own samples as well as collect and process NMR data. The subject matter is first introduced in the general chemistry curriculum and students subsequently gain hands-on experience through spectroscopic identification of molecules in the organic chemistry sequence. Experiments in this sequence provide exposure to 2-D techniques and opportunities to collect and interpret data from 1-H and 13-C spectra acquired of compounds prepared in self-designed syntheses. In upper level courses and undergraduate research students perform experiments that highlight more advanced applications of FT-NMR. A longer-term goal of our project is to develop a database of student-acquired NMR data from experiments performed in the labs and to compile an accompanying laboratory manual. This should allow instructors located at institutions without access to an NMR to download raw student data from the database and process the data at their desktop. This virtual NMR allows smaller institutions the ability to provide students with real data that they have to process in a manner commonly found in large chemical research laboratories without having to buy a spectrometer. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Somlai, Alline Rebecca Doyle Bhama Sridharan Delta State University MS Eileen L. Lewis Standard Grant 179970 7428 SMET 9178 9150 0000099 Other Applications NEC 0310865 July 15, 2003 Integrating the Petrographic Microscope, Cathodoluminescence, and Digital Image Analysis into the Undergraduate Geology Curriculum: Experiential Learning and Problem Solving. Geology (42) Traditional microscopy exercises in Geology often force students into isolation as they study minerals, rocks, and textures using individual microscopes. Group interaction is possible, but not easy, as students must take turns looking into classmates' microscopes. An interactive and engaging classroom environment is more conducive to student learning and the development of analytical thinking skills. The intellectual merit of this proposal is to redesign the undergraduate curriculum at Illinois State University to incorporate innovative, inquiry-based learning techniques utilizing polarizing microscope workstations and digital imagery. This project is adapting the interactive mineralogy and petrology program developed at Hamilton College. The goals and broader impacts of the project are: 1) to expose students to modern research and instructional equipment, 2) to enhance student analytical reasoning and problem solving skills, 3) to encourage more students to engage in research utilizing petrographic methods, and 4) to encourage a higher percentage of our students to continue their educations at graduate school, particularly in petrology. In order to achieve these goals, we are establishing digital workstations for polarized light microscopy and image analysis. Each course using the new microscopy digital workstations is developing cooperative learning exercises that are inquiry-based and emphasize critical thinking. Groups of students are working with a microscope and video monitor to deliver a live image. These workstations also are equipped with a digital camera to capture still images for subsequent analysis and are being used for in-class presentations. A Luminoscope for cathodoluminescence work is also being included in classroom activities to expose students to an additional technique for examining rocks and mineral textures. This aspect of the project is adapting strategies developed by Patricia Videtich at Grand Valley State University (NSF-9650073). CCLI-ADAPTATION AND IMPLEMENTA DUE EHR King, Elizabeth James Day David Malone Illinois State University IL Keith A. Sverdrup Standard Grant 50000 7428 SMET 9178 0000099 Other Applications NEC 0310870 July 15, 2003 Enhancing the Undergraduate Chemistry Curriculum with Gas Chromatography - Mass Spectrometry. Chemistry (12) This project is incorporating gas chromatography-mass spectrometry (GC-MS) into the chemistry curriculum. Experiments from the Journal of Chemical Education are being adapted for use at different levels in the curriculum. Use of GC-MS begins in introductory courses and will continue in increasingly complex ways in organic, analytical, instrumental, and advanced organic courses and finally in undergraduate research. In this way, experiments will build on students' previous knowledge, beginning with guided inquiry and gradually introducing greater independence in experimental design and interpretation as students progress to more advanced courses. Additionally, students in survey courses and in-service teachers participating in professional development activities are gaining exposure to this technique through meaningful activities which have a contextual basis. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Magyar, James Elaine Magyar John Williams Marc Lamontagne Rhode Island College RI Pratibha Varma-Nelson Standard Grant 41899 7428 SMET 9178 0000099 Other Applications NEC 0310872 September 1, 2003 Type I: Hands-On Astronomy: Observational Activities with a Barrier Free 16-Inch Telescope. Astronomy (11) This project involves construction of a handicapped-accessible undergraduate student observatory containing a 16-inch telescope and a wide array of ancillary equipment. Laboratory exercises developed at Gettysburg College and elsewhere are being adapted and combined with locally-conceived observational activities to provide non-science majors and pre-service teachers with direct, hands-on experience with modest, yet state-of-the-art, instrumentation that emulates the practice of real astronomers. This installation also offers opportunities for advanced undergraduates to carry out long-term projects emphasizing modern observational principles and techniques. By partnering with neighboring Henry Ford Community College (HFCC), Dearborn students gain access to the HFCC planetarium in exchange for time at the observatory. This project fosters improvements in teaching and learning by effectively integrating and adapting established technology previously employed successfully in education, by implementing results of science education research that demonstrates the value of hands-on, inquiry-based exercises in enhancing student learning, and by emphasizing important astronomical principles relating to structure and motion, and thereby directly addresses intellectual merit. This initiative also addresses broader impact through its focus on barrier-free access for persons with disabilities, its targeting of significant concepts relevant to the content needs of pre-service teachers and physics majors alike, and its development/dissemination of laboratory exercises suitable for use at institutions possessing small observatories. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Bord, Donald University of Michigan Ann Arbor MI Duncan E. McBride Standard Grant 144344 7428 SMET 9178 0000099 Other Applications NEC 0310887 July 15, 2003 Molecular Updates for Chicken and Zebrafish Embryology Laboratory Exercises. Undergraduate labs in developmental biology are usually limited to experiments in classical embryology, and the experimental offerings do not include advances made using modern molecular and genetic tools. This project is adapting and implementing methods from the research literature into the undergraduate classroom in two modules. The first module is adapting electroporation technology for chicken embryos, so students can introduce DNA constructs containing molecules that can specify limb type or induce ectopic wing formation. The second module involves introducing morpholinos into zebrafish embryos to reduce translation of specific molecules that affect heart development. The proposed changes update traditional laboratories offered in the Duke course, Experiments in Development and Molecular Genetics, by introducing molecular technology. Because the chickens and zebrafish are widely available and easy to culture, these exercises may have broad appeal for instructors interested in adding molecular technology to developmental biology laboratories. Therefore, descriptions of the exercises are being submitted to educational journals for publication, made available on the web and publicized at meetings. The broader impacts of the project include: the enhancement of faculty development and the integration of research and technology in undergraduate education. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Perz-Edwards, Alyssa Duke University NC Daniel Udovic Standard Grant 52366 7428 SMET 9178 7428 0000099 Other Applications NEC 0310893 January 1, 2004 Bioinformatic Technology In Biology Education. Biological Sciences (61) The objective of this proposal is to increase the information technology literacy of students in undergraduate biology classes through integration of bioinformatic technology in lecture, laboratories and assignments. This infusion of bioinformatics across the biological disciplines is adapting a model from the Rensselaer Polytechnic Institute. The expected outcome is a long-term commitment to information technology within biology curricula and a generation of students prepared to accept the challenges of pursuing careers in research, education, health or industry. The intellectual merit of the proposal is in providing access to computational methods and bioinformatics at the undergraduate level. The broad impact of this project results from bringing together information resources with biologists to solve research problems and educate students. The expectation is that students completing the integrated curriculum are prepared to have an impact on the community as teachers, researchers, and professionals. Further, the project is being made accessible to secondary education teachers and students to learn about computers and biology and return to their home schools with a better understanding of research and technology. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Reynolds, Patrick Janetta Garrett Kenneth Bart Herman Lehman Wei-Jen Chang Hamilton College NY Deborah E. Allen Standard Grant 188130 7428 SMET 9178 7428 0000099 Other Applications NEC 0310901 September 1, 2003 NMR Spectroscopy as a Cornerstone Technique in the Undergraduate Chemical Curriculum. Chemistry (12) Nuclear Magnetic Resonance (NMR) is a powerful technique for structural determination and quantification that is widely used across all areas of science. In the traditional undergraduate curriculum, hands-on experience with NMR is typically limited outside of sophomore organic classes. This project uses NMR as a cornerstone technique in nine undergraduate laboratory classes. In additional to traditional uses of NMR to identify and characterize structures in organic and inorganic chemistry, NMR is being used to demonstrate principles in analytical, physical chemistry, and biochemistry labs. The specific goal of this project is to improve student understanding of chemical principles, by using NMR as a cornerstone technique, with which students become proficient over their career. To achieve our goals of expanding NMR beyond the sophomore organic lab, we are using a modern, high-field NMR spectrometer. The new instrument is used in a hands-on fashion by both chemistry majors and non-majors taking sophomore through senior level chemistry lab classes. Published experiments, primarily from the Journal of Chemical Education, are being adapted and integrated within the nine courses in order to achieve our curricular goals. A tutorial page is used to walk students through the transfer and processing of a standard NMR data file, with the processing system modeled on one used at Florida State University. Finally, a workshop is being offered annually to regional four-year institutions that are interested in having student samples run on our NMR. The results are e-mailed back to the students who then use software capable of all standard NMR processing functions to analyze their data. Intellectual Merit: The use of technology in the classroom is of increasing importance to teach modern scientific concepts and engage computer literate students. NMR is a central technique since it can be used to study a variety of problems. This project is leading to the development of a number of new laboratory experiments, and these experiments will be made available to other instructors interested in increasing the use of NMR in their laboratory classes. Broader Impact: The proposed project is involving approximately 300 undergraduate students per year. These students receive hands-on experience as a means to learn fundamental chemical concepts. We also expect that students will be excited about chemistry, and science in general, as a result of this project. In particular, by reaching out to non-majors we hope to encourage these students, particularly those from under-represented groups, to consider careers in the sciences. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Shaughnessy, Kevin Russell Timkovich University of Alabama Tuscaloosa AL Susan H. Hixson Standard Grant 120728 7428 SMET 9178 9150 0000099 Other Applications NEC 0310902 August 1, 2003 Enhancing Science Education and Undergraduate Research Through Geochemical Studies Using the ICP-OES. Geology (42) The Department of Geosciences at Fort Lewis College has one of the best natural laboratories in the world, but the program lacks an analytical instrument for chemical analyses of rock, soil, or water samples. The capability of the ICP-OES to routinely measure a spectrum of elements in various media makes it the ideal instrument for use in geochemical and environmental curriculum and research. We are adapting exercises developed by Professor Kurt Hollocher at Union College (http://www.union.edu/PUBLIC/GEODEPT/hollocher/pedagogy/mineral_dissolution.htm and http://www.union.edu/PUBLIC/GEODEPT/hollocher/pedagogy/partition_coefficients.htm). Acquisition of an ICP-OES is enriching our program by: 1) allowing the development of field- and laboratory-based analytical projects in introductory and advanced-level undergraduate courses in geology and environmental studies; 2) expanding the opportunities for independent undergraduate-student research in these fields; 3) allowing future K-12 educators to collect and analyze geochemical data in courses required for Education majors and use this information to develop science curriculum; 4) giving students opportunities to incorporate geochemical data into local research projects, both in classes and senior thesis research; and 5) providing increased opportunity for faculty development at a small public baccalaureate-granting institution. The broader impacts of this study include the: 1) increased opportunities for a significant Native American and Hispanic population to participate in undergraduate research throughout the curriculum, from class projects to independent research; 2) use of the instrument by future K- 12 educators in required courses for secondary education degrees, and 3) involvement of undergraduate students in a greater variety of scientific studies to further develop the philosophy and process of scientific discovery. Finally, because this is the only analytical instrument of this type in the Four Corners region, it is serving the larger community, including community colleges such as Dine College and San Juan Community College, local K-12 educators, environmental consulting firms, and the oil and gas industry. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Gonzales, David Kimberly Hannula Fort Lewis College CO Keith A. Sverdrup Standard Grant 107673 7428 SMET 9178 0000099 Other Applications NEC 0310905 September 1, 2003 Creation of an Archaeology Laboratory and Improvement of Undergraduate Curricular Offerings in Archaeology. Archaeology (81) This project outfits archeological laboratories at Sweet Briar College to enhance an interdisciplinary archaeology program and improve existing archaeology course offerings. Based on successful models from past CCLI- A&I (DUE 0088017) and EMD (DUE 0088692) projects, a total station is acquired to support field archaeology, and computers and software to support archaeological applications of GIS. The project implements new instructional modules in six different archaeology courses at Sweet Briar College, and provides students at this small women's college with training in the skills, techniques, and scientific approaches of modern archaeology, as well as opportunities at faculty-mentored research experiences, both locally and internationally. The intellectual merit of the project lies in expanding instruction in archaeology at Sweet Briar College, in particular in using the institution's historical site as an instructional resource. The broader impacts of the work come primarily through the educational opportunities this project affords to Sweet Briar College students. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Rainville, Lynn Sweet Briar College VA Myles G. Boylan Standard Grant 62045 7428 SMET 9178 7428 0000099 Other Applications NEC 0310932 September 1, 2003 Implementing Activity-based Cooperative Learning and Technology (ACT Curriculum) in Statistics Courses for Non-majors and K-12 Preservice Teachers. Mathematical Sciences (21) General statistical knowledge and hence undergraduate statistics courses play an important role in the growing emphasis on ensuring a basic level of statistical literacy in the nation's post secondary school graduates. This project adapts, implements and evaluates an Activity-Based, Cooperative learning and Technology (ACT) curriculum in three statistics courses for non-majors and K-12 prospective teachers at Central Michigan University. The courses focus on the mastery of fundamental statistical reasoning skills and concepts required to understand the increasingly quantitative world. This project builds upon the calls for reforming statistics education by national organizations and for meeting the NCTM Standards. Literature shows many students have difficulty in connecting formulae with context and their experience in statistics. Furthermore, research on learning statistics indicated students learn better by using hands-on activities, projects and technology in groups. The project integrates exemplary NSF-funded and successfully implemented: i) instructional materials, ii) assessment instruments, and iii) on-line data analysis tools using a common teaching framework that facilitates active learning. The project objectives include: developing problem-solving and statistical reasoning skills, the ability to apply content knowledge to real world problems, the ability to work as a contributing team member, positive attitudes towards the increasingly quantitative world, the ability to use ACT curriculum for K-12 teaching, and improving written and oral presentation skills. Additional objectives for instructors include developing a teaching community and conducting research to evaluate the ACT curriculum. The project impacts about 6000 students, of which about 3600 are females or minority and 2000 are prospective K-12 teachers. These K-12 teachers have an impact on the students they teach. The use of the ACT curriculum by graduate students in their internships impacts their future teaching. The implementation of web database and online data analysis software is especially beneficial to statistics instructors at small colleges and economically disadvantaged K-12 schools. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Lee, Carl Felix Famoye Central Michigan University MI Daniel P. Maki Standard Grant 177052 7428 SMET 9178 0000099 Other Applications NEC 0310935 September 15, 2003 Academic Excellence and Geographic Information Systems (AEGIS): Guided Multi-Disciplinary Integration of Spatial Technologies in Higher Education. Geography (88) In this project, modules using Geographic Information Systems (GIS) are being integrated into introductory courses across the Arts and Sciences curriculum. The AEGIS project is teaching 14 participating faculty how to use GIS and assisting them in the development of discipline-specific GIS modules for introductory level courses. The goals of the project are to increase awareness of GIS, generate growing undergraduate interest in GIS, and provide ongoing support for multidisciplinary GIS activities at Samford University. The outcomes are increased numbers of majors in Biology and Geography developing GIS skills and a growth in the number of students pursuing the GIS Certificate program. This project is adapting elements from similar programs at the University of Wisconsin - Milwaukee, the University of Georgia, and the Florida State University. The intellectual merit of this project is the improved preparation of undergraduates in multiple disciplines in geo-spatial methods, which are being applied increasingly across a growing spectrum of professional and academic fields. The broader impacts of this project are far-reaching. The integration of introductory GIS into a diverse array of Arts and Sciences courses is leading to further development of GIS modules for advanced courses. It is also enhancing student research skills by providing students with multiple opportunities to engage in data acquisition and analysis. The impact on undergraduate research skills is strengthened by virtue of the fact that our university has already made a commitment to Problem-Based Learning (PBL) in many departments. Participating faculty enrolled in a GIS short course at the start of their participation in the project. Following this they began working with experts to create GIS modules and introduce them into freshman and sophomore level courses. These faculty also plan to participate in a tune-up workshop during Samford's short January session in order to adjust and enhance their GIS modules. Following two years of faculty education in GIS methods and subsequent efforts to develop and implement GIS course modules, the third year is focused on a comprehensive project evaluation, using data from both student and faculty experiences. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Baber, Robert Robert Stiles Paul Blanchard Eric Fournier James Brown Samford University Foundation AL Myles G. Boylan Standard Grant 194905 7428 SMET 9178 9150 7428 0000099 Other Applications NEC 0310938 July 1, 2003 The Implementation of Universal Testing Equipment in a Plastics Technology Laboratory. Engineering - Engineering Technology (58) The first objective of the project is to introduce a universal testing machine that allows students to gain experiences and skills in performing analysis and tests on various mechanical properties of plastic materials. To accomplish this goal, students follow the American Society for Testing and Materials (ASTM) procedures. The second objective is to implement six new exercises in the plastics technology curriculum, and two new lab exercises in the Computer-Aided Design engineering analysis curriculum to develop problem-solving skills. The equipment is used in four different courses with a combined student enrollment of one hundred students. Using this equipment, the students develop individual or team research projects, and present their findings at Central Michigan University's annual Student Research and Creative Endeavors Exhibition (SRCEE). All students presenting at SRCEE are eligible for consideration to present their research at the "Posters Under the Dome" located at the State Capitol Building. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Wilson, Dru Daniel Chen Central Michigan University MI Sheryl A. Sorby Standard Grant 43011 7428 SMET 9178 0000099 Other Applications NEC 0310954 August 1, 2003 Sustainable Reform for General Chemistry: Phased Implementation of Lecture-Based Reforms and Peer-Led Guided Inquiry. Chemistry (12) The goal of our project is to revamp General Chemistry I course at the University of South Florida through the phased implementation and evaluation of a set of curricular reforms. To achieve our goal, we are adapting ConceptTests championed by the NSF-funded systemic efforts at the University of Wisconsin-Madison during lectures, peer-led guided inquiry session in place of one lecture each week, and Web-assisted homework to improve student problem solving skills. The project impacts nearly 1100 students per year who take General Chemistry I at USF. Chemistry learning achievements for the students in this reformed General Chemistry I curriculum are being measured by administering the ACS general chemistry concept exam at the end of the semester and grades in General Chemistry II. We are also collecting additional data regarding the reforms and chemistry itself via the web-administered Student Assessment of Learning Gains (SALG) Instrument. The evaluation results are provided to the instructors each year in order for them to assess their own efforts in implementing the reforms and decide whether to continue with the reforms both during and after the project. Further, we plan to disseminate the results of our project broadly via publications and presentations to the national community interested in effective science education reform. On the basis of a departmentally funded Fall 2002 pilot project, we expect both partially and fully reformed curricula to improve overall performance and attitudes in general chemistry. In addition, we expect this project to provide necessary data for evaluating the effectiveness of lecture-based reforms (ConceptTests, web-assisted homework) as opposed to reforms based on small group learning (peer-led guided inquiry). By design, all phases of the reform are maintained during the project to ensure the effective evaluation of both types of reforms. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Lewis, Jennifer University of South Florida FL Eileen L. Lewis Standard Grant 99957 7428 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0310976 July 1, 2003 A Multidisciplinary/Intercollegiate Collaborative Experience Using a Recombinant Yeast Assay to Quantify Estrogenic Compounds in Wastewater. Biological Sciences (61) The Multidisciplinary/Intercollegiate Collaborative Experience Using a Recombinant Yeast Assay to Quantify Estrogenic Compounds in Wastewater project is adapting a research model into a replicable instructional module and testing that module in three courses at three institutions. The schools participating include DeSales University, a private comprehensive university, Lafayette College, a selective baccalaureate institution, and Lehigh Carbon Community College, a public, two-year community college. The instructional module focuses on the emerging national and global environmental problem of increasing levels of estrogen in wastewater. It is an adaptation of a research technique using a recombinant strain of the yeast Saccharomyces cerevisiae as a test for estrogenic chemicals that was originally developed by Drs. Tom Wiese and Charles Miller at the Tulane-Xavier Center for Bioenvironmental Research. The module is being introduced concurrently into an environmental science course at DeSales University, a general biology course at Lehigh Carbon Community College, and an environmental engineering course at Lafayette College. The goal of the project is to improve student learning in the sciences by exposing diverse students to basic research in a collaborative, multidisciplinary, and intercollegiate learning experience. The impact of the module on student achievement and its efficacy for replication in a variety of science education settings is being assessed. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Colosi, Joseph Holly Morris Arthur Kney DeSales University PA Daniel Udovic Standard Grant 99878 7428 SMET 9178 7428 0000099 Other Applications NEC 0311002 July 15, 2003 Collaborative Research: A Novel Approach in Improving Power Electronics and Electric Drives Courses, Curriculum, and Laboratories: Multi-University Adaptation and Implementation. Electrical Engineering (55)- Power electronics converters and electric drives are being put into use at an increasingly rapid rate. They enable smarter utilization of electric and electronic systems. Declining student interest in strategically important fields of power electronics and electric drives is the problem being addressed by this proposal. Illinois Institute of Technology (IIT), Montana State University (MSU), University of Alaska-Fairbanks (UAF), and University of North Dakota (UND) are the four participating universities collaborating in this proposal. This project will improve education in engineering at the four participating academic institutions through adaptation and implementation of exemplary materials, laboratory experiences, and educational practices that have been developed and proven successful at the University of Minnesota (UMN) under the NSF CCLI-EMD-9952704 grant. Objectives and expected outcomes of this project are intended to revitalize courses in power electronics and electric drives with the state-of-the-art laboratories and, thus, to provide the power industry with a larger supply of better educated and trained engineers. These objectives are being accomplished by restructuring existing courses and laboratories by adapting materials and approaches developed at the UMN. Undergraduate students as well as working professionals needing formal training are special audiences targeted by the project. These initiatives motivate exceptional students to pursue their careers in these exciting and challenging fields. Therefore, they sustain and strengthen the Nation's engineering capabilities. Meeting a critical challenge of revitalizing courses and laboratories in these strategic fields is the intellectual merit of this collaborative proposal. Ensuring highest quality education and multi-disciplinary interaction with mechanical engineering, computer engineering, and other engineering fields is the main broader impact. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Gao, Hongwei M. Hashem Nehrir Montana State University MT Russell L. Pimmel Standard Grant 47736 7428 SMET 9178 9150 0000099 Other Applications NEC 0311004 July 1, 2003 Collaborative: Multi-Tier Model for Adaptation of Grid Technology to CS-Based Undergraduate Curriculum. Computer Science (31) This project involves collaboration between two institutions: SUNY at Buffalo, a research university, and SUNY College at Geneseo, a four-year school. A model for adaptation of grid technology into an undergraduate curriculum is implemented by this project and represents its intellectual merit. The target audience includes: computer science (CS) majors - juniors and seniors; non-CS majors from all levels, ranging from novices to domain experts; and information technology workforce. The National Science Foundation (NSF) has publicized grid computing and related technologies through the NSF Middleware Initiative (NMI2). NMI2 offers a rich collection of publications and software downloads for disseminating grid-related information. This project adapts the core components of NMI2 grid technology: grid architecture, grid services, and grid applications. Motivation for this project comes from the fact that tremendous work is being carried out at the research end of grid computing, whereas no formal structure is available for educating undergraduate students about the grid. This model provides a flexible and easy-to-use set of laboratory exercises based on grid computing. Broader impact is achieved through the use of multiple tiers of adaptation of the grid. Tier 1 exposes the concept of grid from the novice user point of view. Tier 2 is for the serious designer and applications. This tier is aimed at junior and senior level undergraduate students who have sufficient background in Computer Science. Tier 3 involves technical training for information technology professionals in industry. Disseminated through a special web site, workshops and a textbook contribute to the impact process. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Farian, Homma SUNY College at Geneseo NY Mark James Burge Standard Grant 52793 7428 SMET 9178 7428 0000099 Other Applications NEC 0311016 August 15, 2003 Enhancing the Mathematical Foundation of Students through Online Course Modules. Mathematical Sciences (21) This project is adapting materials from several NSF-funded projects for the purposes of improving the quantitative and analytical skills of students in Finite Mathematics, Introductory Calculus, and Elementary Statistics. The projects include DUE-9451597, "Computer Algebra Laboratories for Business Calculus," DUE-0089435, "Online Statistics Education: An Interactive Multimedia Course of Study," and DUE-0127007, "Enhancing Mathematics Communication: Creating and Delivering Web-based Homework Problems." The adaptations form the basis of a series of online modules that present mathematics in relevant contexts and give students the opportunity for hands-on mathematical experimentation, using computation as a powerful educational tool. Both formative and summative assessment instruments are embedded in the project design. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Klingner, Beth Nira Herrmann Pace University New York Campus NY Lee L. Zia Standard Grant 164985 7428 SMET 9178 7428 0000099 Other Applications NEC 0311023 July 15, 2003 Scanning Probe Microscopy and Molecular Modeling in the Undergraduate Chemistry Laboratory Curriculum. Chemistry (12) The overarching goals of our project are: (i) to revitalize undergraduate chemistry laboratory instruction by demonstrating the role of underlying principles of experiments to areas of current scientific, technological, and public interest; (ii) to allow students to relate the relevance of atomic and molecular and phenomena in understanding macroscopic phenomena; (iii) to adapt methods proven successful in lecture settings and experiments from the research literature in the laboratory curriculum.. To achieve these goals, we are adapting, implementing and developing experiments for undergraduate chemistry laboratory courses at different levels. These experiments combine the atomic and molecular resolution of Scanning Probe Microscopy with molecular modeling to relate microscopic phenomena to macroscopic applications. The experiments demonstrate the relevance of fundamental principles of basic science to areas of applied science, such as nanotechnology, where understanding atomic and molecular-level processes is critical in designing the next generation electronic devices. Many of the experiments are adaptations of experiments derived of the research literature, demonstrating to students the process of science. By performing these experiments, we expect that students will develop a greater understanding and appreciation of the interdisciplinary nature of science and the interplay between science, engineering, and technology. The project affect all science and engineering undergraduate students at Columbia University, a diverse ethnic population evenly mixed in terms of gender. To further broaden the population of students involved, we are also collaborating with chemistry faculty at Norfolk State University, a historically black institution. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Fine, Leonard Stacey Brydges Columbia University NY Eileen L. Lewis Standard Grant 142911 7428 SMET 9178 0000099 Other Applications NEC 0311027 September 15, 2003 A Remote, Robotic Observatory for Undergraduate Astronomy Research and Education. Astronomy (11) Once available only to professional astronomers, remote, robotic observatories are now being built and used by small colleges as well as by amateur astronomers. Reliable, mass-produced telescopes and robotic mounts have become available within the past ten years. Successful remote observatories developed for education include projects such as the Telescopes in Education program as well as the remote observatory developed by Angelo State University. A remote observatory is a valuable tool for undergraduate education, especially for urban colleges such as Reed, which is located in Portland under light-polluted and frequently-cloudy skies. The project supports a remote, robotic observatory located outside the Portland area and used for undergraduate education and research as well as public outreach. The observatory houses a 16-inch RCOS telescope on a Paramount ME robotic mount and is used for two purposes: by Reed physics undergraduates collecting data for senior thesis projects in observational astrophysics; and by students in introductory and advanced astronomy courses to collect data for labs. For labs and demonstrations, the telescope would be operated in real time over the internet. When not operated in real time, it would be scripted to automatically collect data for long-term, student-directed projects, possibly including spectroscopic monitoring of close binary stars and the detection and astrometry of near-earth asteroids. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Griffiths, David Reed College OR Duncan E. McBride Standard Grant 36142 7428 SMET 9178 0000099 Other Applications NEC 0311028 July 1, 2003 Integration of Plasma Emission Spectrometry into Undergraduate Analytical and Environmental Chemistry. Chemistry (12) This project is integrating plasma emission spectrometry (PES) into undergraduate analytical and environmental courses. Experiments are being adapted from previous NSF funded projects to be included in analytical courses for life sciences majors. The modifications of current experiments found in the Journal of Chemical Education are also being integrated into a problem based learning instrumental analysis laboratory, a new course in environmental chemistry, and undergraduate research. The equipment is being used as part of an on-going outreach project to chemistry high school students. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Long, Gary Mark Anderson Virginia Polytechnic Institute and State University VA Pratibha Varma-Nelson Standard Grant 63347 7428 SMET 9178 0000099 Other Applications NEC 0311042 September 15, 2003 Adaptation of Operation Primary Physical Science Teacher Enhancement Material for Use with Preservice Teachers in Physical Science. Physics (13) This project adapts and extends the NSF-developed teacher enhancement materials, Operation Primary Physical Science (OPPS, ESI-9453926: http://www.phys.lsu.edu/dept/opps), for use in a physical science course for preservice elementary teachers. The project uses the OPPS model and materials to develop curriculum that addresses physical science content, pedagogical knowledge, and skills to learn science. This is accomplished through correlation of the OPPS material with reading activities using college-level physical science textbooks, incorporation of mathematical connections in support of the National Council of Teachers of Mathematics Principles and Standards, incorporation of content area reading strategies to strengthen comprehension of science materials, and incorporation of WWW and data collection and analysis technologies. The project develops, tests, and assesses the impact of these materials locally. It also serves to revamp our elementary pre-service science course moving it more effectively toward an activity-based course that helps teachers experience rather than merely hear about how science is taught. This project provides information on the utility and transferability of excellent teacher enhancement materials to teacher preparation. Insight into the incorporation of life-long learning strategies (i.e., content area reading) into the teaching and learning experience of preservice teachers is also gained. Research indicates that incorporation of reading strategies facilitate comprehension in underrepresented groups in K-12. The project provides a test at the college level. Information from the project provides a starting point for similar innovations in other college science courses. Information from the project is disseminated via a web site, and presentations at national meetings. SCIENCE,TECH,ENG&MATH TEACHER CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Adams, Paul Fort Hays State University KS Duncan E. McBride Standard Grant 89293 7688 7428 SMET 9178 9150 0000099 Other Applications NEC 0311044 September 1, 2003 An Affordable Molecular Modeling Curriculum for Organic Chemistry Students. Chemistry (12) We intend to accelerate the spread of computational molecular modeling through sophomore/junior level organic chemistry courses by lowering the barriers which have so far kept it from fulfilling its educational potential. We are adapting and implementing the newly-developed and very affordable computational chemistry program, WebMO, which is a WWW-based, professional-level graphical interface to three state-of-the-art computational chemistry programs: Mopac, Gamess, and Gaussian. We are collaborating with the developers of WebMO to combine the power of its computations with the power of existing Chime based visualization tools, and to deliver the combination of these two in a low-cost and globally accessible manner. We are writing web-based tutorials and a series of linked exercises appropriate to the needs of students in the organic chemistry course. Students are providing assistance in making, testing and implementing the exercises. The aims of this curriculum are to improve students' skills in using software, their understanding of MO theory and appreciation of the scope and limitations of computational chemistry. We are implementing the tutorials and exercises through the establishment of a consortium of local community colleges including Monterey Peninsula College, Gavilan College, Hartnell College, San Jose City College, DeAnza College, and Diablo Valley College. Students at those institutions have free access to WebMO on a Cabrillo College server. We are providing support to participating college faculty through professional development workshops, a web site and personal communication. The results of this project have the potential to be disseminated nationwide through adoption of the new curriculum materials and replication of the consortium model. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Camara, Jason Cabrillo College CA Susan H. Hixson Standard Grant 95601 7428 SMET 9178 0000099 Other Applications NEC 0311048 August 1, 2003 Computer Integrated Manufacturing Outreach Laboratory. Engineering - Engineering Technology (58) In collaboration with regional manufacturing businesses, needs for advanced studies in Computer Integrated Manufacturing (CIM) as part of the Manufacturing Systems Management program are identified. The primary goal of the project is to adapt, develop, and implement a model curriculum to prepare students as manufacturing technologists to understand systems integration, and remote human machine interface in a manufacturing environment. Computer Integrated Manufacturing Outreach Laboratory (CIMOL), with the capacity for web based remote delivery, is developed to meet the need for a higher skilled management workforce in the industry. CIMOL uses an integrated approach to curriculum development and includes interdisciplinary involvement from six academic departments. Students participate in laboratory development and creation of the graphical user interface for the remote control of CIMOL. Multiple reproducible curriculum modules are adapted and developed for the delivery of an undergraduate manufacturing technologist education. Project adapts exemplary materials from the NSF sponsored AIM Center and adds an innovative component using emerging Supervisory Control and Data Acquisition (SCADA) technologies. The use of web based graphical user interface exposes a diverse population of students, including geographically remote locations, to advanced manufacturing equipment and facilities. Existing educational partnerships are strengthened through the existing Ozarks Manufacturing Education Center and the creation of new partnerships through K-12 institutions such as the Greenwood Laboratory School and science centers such as the Discovery Center of Springfield. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Strong, Shawn Scott Amos Neal Callahan Missouri State University MO Sheryl A. Sorby Standard Grant 120000 7428 SMET 9178 0000099 Other Applications NEC 0311052 August 15, 2003 Remotely Accessed Energy Laboratory. Engineering - Engineering Technology (58) Remotely accessible laboratories are becoming more common, but can they really help satisfy the learning objectives for engineering technology laboratories? Sharing lab resources is becoming more attractive as the pace of technical innovation escalates. The cost of purchasing and maintaining a sophisticated piece of laboratory equipment is easier to justify if it can be used by a large number of students. Journals and conference proceedings are full of implementation projects, but objective evaluations are rare. Our project involves the development, deployment, and evaluation of a remotely accessible energy laboratory. Our work uses a model similar to the WEAVE program developed by faculty members at Duke for web enable experimentation. Although our laboratory facility is physically located on the West Lafayette campus of Purdue University, web-based controls and an interactive tutorial allow this equipment to be used by Associate Degree students at seven different Mechanical Engineering Technology locations across the state of Indiana. Our project compares learning for students that use the equipment first-hand versus students that use the same equipment in a distance learning format. Our hope is that any project that demonstrates the strengths and weaknesses of using remote access to distribute laboratory resources will have a significant impact on the engineering technology community. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Hutzel, William Heather Cooper Sarah Leach Purdue University IN Barbara N. Anderegg Standard Grant 91343 7428 SMET 9178 0000099 Other Applications NEC 0311063 August 1, 2003 Bridging Mind And Body: An Integrative Laboratory for Psychology and Interdisciplinary Instruction. Psychology (71). Within the Ithaca College psychology department, student-faculty collaboration in research is a well-established tradition. Prior to the implementation of this project, however, student exposure to modern systems of measurement was limited. In this project we are creating the capacity for faculty and students to use modern, scientific approaches to studying body and mind connections through the use of modern mind-body laboratory technology. The laboratory is equipped with a JVC digital video system that is used to create visual stimuli and record subject responses, with Biopac units, a Qualisys precision motion analysis system, and six SuperLab workstations. The laboratory is being used for student-faculty collaborative research and also for classroom demonstrations. We are also automating experiments. The students who benefit from use of the mind-body laboratory include those enrolled in psychology courses and also those working with faculty in other departments seeking to provide their students with an interdisciplinary approach to the scientific study of health and human performance. Many of these latter students, for example, from theater, dance and music, do not typically participate in a hands-on scientific approach to studying human functioning. This project is following APA guidelines for building into coursework and student experiments the use of equipment that is proven in psychology. In particular, it is adapting Alma College's successful approach in using Biopac units both in student research in its psychology department and in an introductory course in anatomy and physiology. (See: Glynnis Beagley and William Beagley, "Using Micro-computer Based EG to Enable and Encourage Student Designed Projects," Behavior Research Methods, Instruments & Computer, Vol. 30, No. 2, 1998, pages 223-226, and J. Lundmark and A. Salmi, "Inquiry-Based Labs Using the Biopac Student Lab System: Results from an NSF-CCLI Grant Supported Project," paper presented at the HAPS Conference, Maui, HI, 2001.) It is also adapting ideas developed in the biology departments at Wagner College and Marymount College. (See: T. Jackson, et al., "Physiological Responses to Guided Relaxation," poster presented at the Eastern Colleges Science Conference, Ithaca College, 2003, and J. Sutherland and C. Hoegler, "Effects of Higher Brain Functions on the Diving Response in Humans," Poster presented at the Eastern Colleges Science Conference, Ithaca, College, 2003). The project is leading to an increase in student-faculty collaborative research and we expect this activity will lead to publications and be reported at student and professional conferences. The principal investigators are training other faculty at Ithaca College in the use of the laboratory. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Rader, Nancy Bernard Beins Leigh Ann Vaughn Ithaca College NY Myles G. Boylan Standard Grant 98591 7428 SMET 9178 0000099 Other Applications NEC 0311064 August 15, 2003 Anatomy, Physiology and Microbiology Education in Three Colleges of a Rural Community College District. Biological Sciences (61) In this project the anatomy, physiology and microbiology faculty at three different colleges within Yuba Community College District are collaborating to integrate similar laboratory equipment and teaching activities that have proven benefit. Data acquisition systems for physiology are providing the basis for student-led inquiry. Microscopy, as a method of scientific discovery, is being used in Microbiology. Multiple avenues of anatomy learning (organ and cadaver dissection, models, Adam Interactive) are being combined with collaborative writing projects to encourage understanding, not just memorization. Experienced faculty are proving training and mentoring to ensure success. The intellectual merits of this project include the use of study-led inquiry and the scientific method to enhance scientific understanding and scientific self-confidence. Critical analysis of data and results is being emphasized along with writing in all courses. The activity has broad impact in that it is affecting approximately 1200 students, mostly women and increased numbers of minority, economically disadvantaged, and geographically isolated students. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Tanabe, Jenine Richard Bliss Harold Lyons Yuba Com Col CA Terry S. Woodin Standard Grant 155587 7428 SMET 9178 7428 0000099 Other Applications NEC 0311075 October 1, 2003 Hands-On Learning in Engineering. The project is creating a hands-on learning environment that enhances the laboratory experience of students across the engineering curriculum in order to: build self confidence; integrate research advances into the undergraduate curriculum; promote teamwork and communication skills; and broaden the range of teaching styles required to meet the needs of a diverse student population. The project is strengthening the skills needed to design and conduct experiments by integrating laboratory skill development across four engineering departments. The project is utilizing two benchmark software products (LabVIEW and MATLAB), both of which have educational and industrial applications. During the first two years of the curriculum, LabVIEW is being used principally as a data acquisition tool whereas MATLAB is being used for data analysis and visualization. The project is an adaptation of the "integrated teaching and learning" program pioneered and developed by the University of Colorado at Boulder. The laboratory experience is focusing on team-oriented, hands-on learning at fully equipped Lab Stations using carefully designed experimental modules. The project is having a positive impact on improving the retention of a more diverse student body by creating more confidence and interest in engineering, promoting interest in research, and providing greater opportunities for interaction of culturally diverse groups. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Dempsey, John William Wilcox Amy Zander James Carroll Jeffrey Taylor Clarkson University NY Sheryl A. Sorby Standard Grant 133602 7428 SMET 9178 7428 0000099 Other Applications NEC 0311080 October 1, 2003 Capillary Electrophoresis in the Undergraduate Curriculum in Biochemistry and Forensic Chemistry. Chemistry (12) Capillary electrophoresis (CE) techniques have become widely accepted by the scientific community. To fully prepare students for careers in science or to pursuit advanced degree, we are including CE methodology into our undergraduate curriculum. Thin layer chromatography, SDS-polyacrylamide and agarose gel electrophoresis, and conventional liquid chromatography have been used for some time to separate biomolecules in our undergraduate biochemistry laboratories. With the acquisition of a versatile CE system that can be used in the analysis of many types of molecules, we are now adapting and implementing a specially designed set of experiments into our undergraduate biochemistry and forensic chemistry curriculum. The experiments and protocols are all adapted from educational and research journals, and NSF supported projects that have been fully tested. These selected experiments allow our students to perform qualitative and quantitative analysis of samples of biological, pharmaceutical, and forensic significance (e.g., protein, DNA, and drug analysis) by direct comparison of CE to other methods of instrumental separation. We are also developing collaborations between the departments of law enforcement and justice administration, biology, and chemistry on the use of CE methodology. After successful incorporation of CE in biochemistry and forensic chemistry courses as anticipated, we plan to expand the applications of the CE system to general, organic, analytical, physical, and inorganic chemistry courses. The CE system is also used in undergraduate research in our department. We plan to disseminate the outcome of this project through publications in appropriate journals, attending scientific meetings, and establishing a web site for the project. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Huang, Jenq-Kuen Lisa Wen Western Illinois University IL Harry Ungar Standard Grant 48098 7428 SMET 9178 0000099 Other Applications NEC 0311088 June 1, 2003 Scientific Visualization for Undergraduate Education. Interdisciplinary (99) This project is adapting a CAVE-based virtual reality system to a number of courses in different STEM disciplines. Undergraduate students enrolled in computer science courses in visualization are helping to develop content-based materials to be used in courses in chemistry, mechanical and electrical engineering, mathematics, physics and nursing. Through these activities computer science students are also be engaging in the development of new research areas of visualization. Outreach to local high schools is planned through visits to the virtual reality laboratory. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Will, Jeffrey Alan Craig Douglas Tougaw Eric Johnson Valparaiso University IN Kathleen A. Parson Standard Grant 197950 7428 SMET 9178 7428 0000099 Other Applications NEC 0311117 September 1, 2003 CREATE: Teaching Biology undergraduates how to analyze the primary literature and think creatively about science. (Biological Sciences (61) This project is creating a new textbook that uses guided analysis of related sets of journal articles as a basis for constructing biological understanding through deep analysis of individual lines of biological research. The method of accomplishing this task: Consider, Read, Elucidate, Analyze and Think of an Experiment (CREATE), helps students learn how to read and understand primary literature, and simultaneously challenges them to think for themselves, develop their own interpretations, and independently design new hypotheses and thought-experiments. The course also includes interviews with the scientists involved in the research, using interview questions contributed by students themselves. The broader impacts of the project are threefold: First, the CREATE method will foster the development of transferable understanding, as students are able to apply the approaches learned in the course to numerous other situations requiring analytical and interpretive skills. Second, we have chosen to highlight work coming from the labs of at least two highly successful female scientists. Women remain underrepresented at higher levels of academic science, and we believe that studying the work of, and learning about the experiences of, these women will provide inspiration to female students. Finally, the CREATE method provides all participating students, not only those who pursue research careers, with a deeper understanding of the scientific process. As decisions about scientific research have increasingly become part of public policy, we believe it is essential for undergraduate education to contribute to a scientifically literate populace. The project is an adaptation of Readings in Developmental Neurobiology (Purves and Patterson, 1982), a collection of journal articles published on neural development. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Hoskins, Sally Leslie Stevens CUNY City College NY Terry S. Woodin Standard Grant 198298 7428 SMET 9178 7428 0000099 Other Applications NEC 0311143 September 15, 2003 A Lidar-Based Collaboratory for Cross-Institution Multidisciplinary Curricular Enhancements. Physics (13) This project expands the knowledge base of educational materials, experiments and techniques in atmospheric laser radar (lidar), as well as identifies technical approaches and instructional methodologies that facilitate collaboration and resource sharing across institutions and remotely controlled experimentation. The project installs a lidar facility at Central Connecticut State University (CCSU) as well as computer resources for data analysis and project dissemination at Southern Connecticut State University (SCSU). Together these two labs form a "collaboratory". A collaboratory is a collaboration between two institutions to provide and share facilities and expertise that enhance the learning for students from both institutions. The project develops a progressive series of modules for integration into physics, computer science, geoscience, and chemistry courses. Two new senior-level courses are being developed in which physics students from CCSU work together with computer science students from SCSU in teams to conduct lidar-based atmospheric science experiments. The project is an adaptation of recent curriculum developments (e.g., Project INTER-MATH, DUE-9455980) as well as a previously supported NSF equipment project, ATM-0116039. The PIs are working with faculty who teach courses from both institutions to integrate the lidar system and its capabilities into the curriculum. The project has an evaluation component and the PIs are publishing the results of this work at conferences, web pages and in peer reviewed journals. This project serves as a national model for cross-institution multidisciplinary team education based on institutional resource sharing. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Sharma, Nimmi (Parikh) Jo Ann Parikh Central Connecticut State University CT Duncan E. McBride Standard Grant 83254 7428 SMET 9178 7428 0000099 Other Applications NEC 0311145 August 15, 2003 Course Restructuring and Laboratory Development in Power Electronics and Electric Drives. The electrical engineering program at Texas A&M University- Kingsville (TAMUK) offers power electronics as an elective course and electric machinery as a required course. Due to increased perception that these courses are old-fashion and the materials covered in them are out-of-date, the credit hours of electric machinery courses have been reduced, and there is evident from recent years that shows a reduction in the number of students enrolling in these courses. However, the power industry demand for trained power engineers continues to grow! Hence, the objective of this project is to revitalize these courses with the introduction of start-of-art laboratories using digital control and digital signal processing (DSP). The goals of this restructuring include 1) to provide the requisite information about power electronics and electric drives in such a way by combining them with digital and DSP based control; 2) to make the reconstructed courses appealing and exciting; 3) to ensure the highest quality of education; and 4) to prepare students for industry as well as for advanced courses. As a consequence of these course revisions, a larger supply of trained power engineers is produced to meet modern power industry needs. The course restructuring and laboratory development are based on the materials and approaches developed at the University of Minnesota (UMN). The materials and approaches have been demonstrated to be successful at UMN through the significantly increased number of undergraduate students enrolled in the Power Electronic and Electric Drives courses and in their performance in these courses. This project is mainly targeting minority undergraduate students in South Texas area but working professional engineers in the chemical process industries and in the electric companies in this area can also benefit from taking these courses. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Li, Shuhui Rajab Challoo Texas A&M University-Kingsville TX Russell L. Pimmel Standard Grant 75918 7428 SMET 9178 0000099 Other Applications NEC 0311152 August 15, 2003 Adaptation of "6 Ideas that Shaped Physics" for Life-Sciences Majors. Physics (13) This project adapts the well-known textbook "Six Ideas That Shaped Physics" for use in the algebra-based introductory physics course for non-physics science majors at Hope College. This textbook was written for a course for physics majors with the idea that it is better to help students master the fundamental principles of physics rather than expose them to every possible application of these principles. Another guiding theme is that the material be relevant to students. Textbooks for algebra-based courses have not always been developed with these two principles in mind, and there is a need for an algebra-based textbook that follows this philosophy. Because a large fraction of the audience in the algebra-based course is life-science majors, an additional goal of this project is to make the material relevant to these students. Supplemental materials that emphasize the connection between life sciences and fundamental physics concepts are developed in this project to accompany the new textbook. These supplemental materials will range in style from end-of-chapter problems to case studies. The PI is adapting the text and supplemental materials in consultation with several life-science faculty at Hope College. These materials are available to other institutions through online libraries. The publisher and author of "Six Ideas That Shaped Physics" have given permission for adaptation of the textbook for use at Hope College and testing at other institutions. This project helps to change the way introductory physics for non-majors is taught nationally in the same way that curriculum reforms spurred by the Introductory University Physics Project changed many introductory physics courses for majors. The text and supplementary materials are being published on the web and presented at national meetings. Furthermore, negotiations are underway to publish the materials through a commercial publisher or in the LON-CAPA library. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Mader, Catherine Hope College MI Duncan E. McBride Standard Grant 46945 7428 SMET 9178 0000099 Other Applications NEC 0311169 July 15, 2003 Collaborative Research: A Novel Approach in Improving Power Electronics and Electric Drives Courses, Curriculum, and Laboratories: Multi-University Adaptation and Implementation. Electrical Engineering (55)- Power electronics converters and electric drives are being put into use at an increasingly rapid rate. They enable smarter utilization of electric and electronic systems. Declining student interest in strategically important fields of power electronics and electric drives is the problem being addressed by this project. Illinois Institute of Technology (IIT), Montana State University (MSU), University of Alaska-Fairbanks (UAF), and University of North Dakota (UND) are the four participating universities collaborating in this project. This project is improving education in engineering at the four participating academic institutions through the adaptation and implementation of exemplary materials, laboratory experiences, and educational practices that have been developed and proven successful at the University of Minnesota (UMN) under the NSF CCLI-EMD-9952704 grant. Objectives and expected outcomes of the project are the revitalization of courses in power electronics and electric drives with the state-of-the-art laboratories and, thus, providing the electric power industry with a larger and better trained supply of engineers. Though the upgrading of the power electronics and electric drives courses and laboratories are to meet the needs of the undergraduate students, these courses and laboratories work equally well to meet the continuing education needs of professional engineers. These initiatives are motivating the exceptional students to pursue engineering careers in these exciting and challenging areas of the electric power field. Hence, this project is sustaining and strengthening the Nation's engineering capabilities. Meeting a critical challenge of revitalizing courses and laboratories in these strategic fields is the intellectual merit of this collaborative proposal. Ensuring highest quality education and multi-disciplinary interaction with mechanical engineering, computer engineering, and other engineering fields is the main broader impact. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Emadi, Ali Mohammad Shahidehpour Illinois Institute of Technology IL Russell L. Pimmel Standard Grant 63896 7428 SMET 9178 0000099 Other Applications NEC 0311173 September 1, 2003 Combining Successful Models To Improve Learning in Biology Core Courses. Biological Sciences (61) Recent outcomes assessments in the Biology Department at Hofstra University indicate that many biology majors are weak in their understanding of the basic biology concepts presented in the introductory sequence in biology and have a poor grasp of the scientific process. In addition, the department has experienced a 40% decrease in total enrollment over the past five years and a 41% rate attrition of majors before graduation. The high attrition rate is attributed mainly to poor performance. This project supports recently-approved curricular changes that are designed to enhancing student learning, knowledge retention and scientific reasoning skills and to decrease attrition by the introduction of active, inquiry-driven learning into both the lecture and laboratory components of the new Biology core sequence. This project is: 1) introducing faculty to active learning strategies that can be applied to the lecture portion of courses, 2) adding active learning workshops to the new biology core sequence, 3) creating investigative laboratories that reinforce concepts and engage students in the process of scientific inquiry, 4) creating a peer teaching system and 5) creating a mechanism for continuous assessment of student learning that measures the effectiveness of the curriculum and informs continued curricular change. The broader goals of this project are 1) to improve teaching and learning in all biology courses and other STEM courses at Hofstra University by creating models and providing workshop training for the faculty who teach these courses and 2) to create a successful model that can be used at other institutions. The project is an adaptation of models employed at California State University-Fullerton, Carroll College and Murray State University. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Clendening, Beverly Maureen Krause Peter Daniel Robert Seagull Hofstra University NY Terry S. Woodin Standard Grant 199941 7428 SMET 9178 7428 0000099 Other Applications NEC 0311211 July 1, 2003 Enhancing Student Understanding of Environmental Systems with Ion Chromatography. Geology (42) The broad, pedagogical objective of this project is to enhance student learning of environmental systems by introducing modern, sophisticated instrumentation into discovery-based exercises at all levels of the curriculum. A DX-320 ion chromatograph (IC) is being purchased and installed at DePauw. NSF-supported projects at Calvin College, Coe College, Bates College, and other small, undergraduate schools are the models being adapted. The successful methods and materials developed at these institutions are being adapted and implemented into introductory and advanced courses in Geology, and supporting student research in Geology, Chemistry, and Biology. The IC is also being used in the newly introduced Environmental Geoscience major. The goals of this project are 1) to improve non-science majors' understanding of environmental systems and to increase the science literacy of all students, 2) to train environmental geoscience majors in the use of standard analytical instrumentation, 3) to develop critical thinking skills about instrumentation and data analysis at all levels of the curriculum, 4) to increase the diversity of research projects available to students, and 5) to support teaching and student research projects in other science departments. The effectiveness of the IC and its impact on enhancing student understanding of environmental systems is being determined using quantitative and qualitative assessment techniques. The materials and exercises developed during this project are being made available for global distribution through the DePauw's web site, student presentations at regional and national meetings, and publication in peer-reviewed journals. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Jerz, Jeanette DePauw University IN Jill K. Singer Standard Grant 28285 7428 SMET 9178 0000099 Other Applications NEC 0311218 September 1, 2003 Writing to Learn Mathematics at the Developmental Level. Mathematical Sciences (21) To provide an additional path to student involvement in learning mathematics, the mathematics department at Montgomery College Takoma Park Campus is implementing the writing software program, Calibrated Peer Review (CPR), developed at UCLA (NSF DUE#:95-55605). Students using this program demonstrate their understanding of mathematical concepts by writing related expository essays. Therefore, the students are actively involved in the learning process. The outcomes of adding this component to the curriculum are that more students are seeing the relevance of the mathematics learned, retaining the mathematical and quantitative problem solving skills, improving their writing skills and improving their critical thinking skills. Each student is individually involved in a critical thinking situation related to a particular topic being taught by the instructor. The use of skills not generally tapped in a mathematics class provides another way to make the topics more accessible and more meaningful to those students who are not natural quantitative thinkers. The CPR software concentrates on critical literacy and communication skills. Students write expository essays that focus on both the understanding of a mathematical concept as well as meaningful examples of the concept. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Abbey, Mary Kay Bette Daudu Montgomery College Rockville MD John R. Haddock Standard Grant 52130 7428 SMET 9178 7428 0000099 Other Applications NEC 0311257 August 1, 2003 Vitalizing Electromagnetic Concepts To Enhance Relevancy: VECTOR. Electrical Engineering (55)-The Department of Electrical Engineering (ECEN) is developing and implementing a two-course sequence in electromagnetic (EM) fields based on proven teaching methods called VECTOR (Vitalizing Electromagnetic Concepts To Obtain Relevancy). VECTOR is being built around three exemplary modules: Module #1, "Electromagnetic Fields and Waves", is adapted from a model developed at the University of California at Berkeley; Module #2, "Radio Communication Circuits", is adapted from a model developed at the University of Illinois at Urbana-Champaign; and, Module #3, "Wireless and Circuits and Systems Design", is adapted from a model developed at the University of South Florida. Project goals are to make EM relevant to students. This is being done by utilizing modern engineering tools and techniques to teach fundamental concepts, by pipelining students into the electromagnetics-photonics curriculum, and by evaluating VECTOR as a test-bed for future development of exemplary curricular materials. This project meets a substantial number of the criteria that show intellectual merit. VECTOR engages student teams in the design-build-test development of a realistic product by ensuring relevancy of the activities by including realistic product concepts and characteristics in the undergraduate EM fields curriculum. Furthermore, VECTOR addresses the target audience by adapting active learning techniques that are suitable for use in classes with large enrollments, and by emphasizing the fundamental physical concepts of EM fields rather than focusing only on rote analytic solutions. Assessment methods are directly correlated with project goals. That is, multiple assessments are being employed throughout the project period. For example, assessment of both student learning and project implementation processes are aiding in determining critical issues involved in the long-term sustainability of the VECTOR model. The involved faculty has expertise in education, assessment, and the specific pedagogies adapted. Thus, they are fully qualified to carry out the tasks of this project. The broader impact of this project is addressed in specific identified problems that exist at local and national levels, and by adapting active learning techniques that have been demonstrated to increase the retention of women and minorities in STEM degree programs. A modular approach is used in the dissemination of the exemplary teaching materials. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Bunting, Charles James West Richard Bryant Richard Cheville Oklahoma State University OK Russell L. Pimmel Standard Grant 100000 7428 SMET 9178 9150 0000099 Other Applications NEC 0311260 June 15, 2003 Enhancement to the Undergraduate Advanced Physics Laboratory Experience: Measurement of Muon Properties. This project significantly enhances the Advanced Physics Laboratory curriculum at Bucknell University in two distinct ways. First, it enables the PIs to implement a series of advanced laboratories that engage students in the complete scientific enterprise. Advanced laboratory classes are traditionally seen as a stepping-stone to the process of new research. These labs are the product of existing experiments in the literature (e.g., R.W.Clay, et al., Electronic Publications of the Astronomical Society of Australia, 17 (2), 171; or N. Easwar and D.A. MacIntire, Am. J. Phys. 59 (7), 1991) as well as the PI's extensive experience in the field of high-energy physics. This project addresses a key element that is often overlooked in the undergraduate laboratory environment: a preliminary calculation that justifies the experiment and estimates the likelihood of its success. The addition of this aspect to existing experiments significantly increases the benefit both to students planning to pursue advanced degrees in science, as well as those planning to go into industry. The second contribution of this project is the addition of a muon lifetime experiment to the Advanced Physics Laboratory class. This experiment introduces undergraduates to the area of experimental high-energy physics using modern instrumentation common to the particle physics research environment. In addition, the initial construction and commissioning of this experiment provides an opportunity for an independent project to an upper-division undergraduate student. Finally, the equipment serves as a valuable resource for classroom demonstrations for several undergraduate physics classes. The results of the project are evaluated and published in peer-reviewed journals and presented both by faculty and undergraduate students at relevant national and regional conferences. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Koutsoliotas, Sally Jack Gallimore Bucknell University PA Duncan E. McBride Standard Grant 25602 7428 SMET 9178 0000099 Other Applications NEC 0311264 September 1, 2003 Bug Power: Fueling our Future with Microorganisms. Interdisciplinary (99) The faculties of the Chemical Engineering, Civil & Environmental Engineering, and Biology Departments in an interdisciplinary effort are applying engineering principles to living systems. The framework for the project, modeled after a Michigan State University program, is the process by which ethanol is produced from biomass by the action of microorganisms and/ or enzymes. This process is comprised of a series of unit operations that are being developed into modules that emphasize the connection between engineering systems and biological systems and require a multidisciplinary approach for successful completion. Undergraduate students are being engaged in research requiring teamwork among individuals from different disciplines, thereby improving the understanding of fundamental physical, biological, and chemical processes. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Savelski, Mariano Kauser Jahan Patricia Mosto Gregory Hecht Brian Lefebvre Rowan University NJ Herbert H. Richtol Standard Grant 149853 7428 SMET 9178 7428 0000099 Other Applications NEC 0311269 July 1, 2003 Multi-Disciplinary Real-Time and Embedded Systems Lab. Computer Science (31) It is generally recognized that programmable computing elements are increasingly appearing in devices used by the populace. The software in these devices has constraints that are markedly different from software designed for a general-purpose computer. Most computing curricula deal almost exclusively with developing software for that general-purpose class. This project enables our undergraduate students to study issues related to developing real-time and embedded software systems in a "studio" format classroom-the new Real-time and Embedded Systems Lab. The adaptation of exemplary real-time and embedded systems courses to RITs academic environment and the equipping of the new laboratory are the key activities of this project. Exemplary course models from Arizona State University and Southern Polytechnic State University are used in this project. These institutions are also involved in the adaptation process and the evaluation of completed work. Increasing student's interest and improving their qualifications for developing real-time and embedded software systems is the goal. The target audience is upper-level undergraduates in our Software Engineering and Computer Engineering programs. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Vallino, James Roy Czernikowski Rochester Institute of Tech NY Mark James Burge Standard Grant 199758 7428 SMET 9178 7428 0000099 Other Applications NEC 0311270 August 15, 2003 Crystal Growth: A Research Module for the Undergraduate Organic Laboratory. Chemistry (12) The specific goal of this project is to creatively integrate teaching and research efforts by developing and implementing a new problem-based crystal growth module in the organic laboratory curriculum. The project adapts international research efforts to achieve chiral separations by means of crystal growth in gel media to an undergraduate laboratory course. In the module being developed here, each student is participating in an authentic research study in which modified PVA polymers are synthesized, their gelation behavior qualitatively assessed, and the gel's ability to effect crystallization-based chiral separations quantitatively investigated. This sequence takes students through a natural scientific learning process where straightforward textbook synthesis leads to inquiry-based problem solving and then to real-world application. Because this interdisciplinary module is ideally suited to large (>150 student) introductory organic courses, each student is afforded the opportunity to be an active participant in a real research project at an early stage of their education, a key factor for retaining student interest in science. A comprehensive evaluation plan consisting of anonymous surveys and focused interview sessions for this project is being executed with the help of colleagues at Georgetown's Center for New Designs in Learning and Scholarship. Broad dissemination of the outcomes of this module will be achieved through conference presentations, publications, and free online access to all written materials pertaining to the module. Undergraduate students are playing an integral role in the module development and well over a hundred are benefiting from its initial implementation alone. The easy modifiability of PVA and unlimited number of crystal systems to investigate ensures that this module can be used repeatedly over multiple years, both at Georgetown and at other undergraduate institutions, each time generating novel research-quality data. The cumulative scientific data generated by the module will help to address key questions regarding crystal growth in viscous media and is certain to have a broad and positive impact on the field of solid state chemistry as a whole. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Swift, Jennifer Georgetown University DC Susan H. Hixson Standard Grant 46681 7428 SMET 9178 0000099 Other Applications NEC 0311292 July 1, 2003 Development of Project-Based Advanced Optics Laboratory for Undergraduates. Physics (13) Continued demand by industry for optics-trained scientists and engineers suggests there is a need for expanded educational opportunities in this field. In particular, employers desire optics graduates who are good problem solvers, communicate well, and can work successfully within a team. These qualities are rarely addressed within the traditional laboratory setting. This project expands a project-based, advanced optics laboratory course to serve as a capstone for the experimental portion of the new undergraduate optics curriculum at Albright College. Students in this course work in teams to design, implement, and test various optical devices. The projects include a number of funded or published exemplary lab experiments. NSF funded examples include DUE-9952773, "Enhancement of an Advanced Integrated Student Optics Course"; DUE-9650431, "Intermediate and Advanced Physics Laboratories in Ultra-fast Phenomena"; and DUE-9452517, "Enhancement of the Modern Optics Laboratories at Miami University". Published examples include K.B. MacAdam, et al., "A narrow-band tunable diode laser system with grating feedback and a saturated absorption spectrometer for Cs and Rb", Am. J. Phys. 60, 1098-1111 (1992); R.S. Conroy, et al., "A visible extended cavity diode laser for the undergraduate laboratory", Am. J. Phys. 68, 925-930 (2000); C. Wieman, et al., "Inexpensive laser cooling and trapping experiment for undergraduate laboratories", Am. J. Phys. 63, 317-330 (1995); S. Smith et al., "Inexpensive optical tweezers for undergraduate laboratories", Am. J. Phys. 67, 26-35 (1999); and E. Fort, et al., "Multiplexed fingerprint recognition using holography", Am. J. Phys. 67, 116-119 (1999). These and other projects are chosen to reflect current scientific and commercial optical technology, especially in the areas of fiber optics, diode and ultra-fast lasers, and require students to integrate their knowledge of optics gained from previous coursework. The laboratory is designed for maximum flexibility and versatility to serve the project-based format. The equipment includes optical mounts and components, lasers, pulse-shaping technology, spectroscopic equipment, software for data acquisition and optical design, photodiodes, CCD cameras, and some non-optical equipment such as signal generators, oscilloscopes, and an ion pump. The lab's versatility allows the equipment to be used for experiments and demonstrations in other optics and science courses and in already existing community outreach programs. The course outcomes are matched to the needs of industry by consulting a committee of representatives from local optics companies, who provide advice and ongoing assessment. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Buerke, Brian Devon Mason Albright College PA Duncan E. McBride Standard Grant 35933 7428 SMET 9178 0000099 Other Applications NEC 0311303 September 15, 2003 Integration of NMR Spectroscopy across the Chemistry Curriculum. Chemistry (12) The Chemistry Department at the University of South Dakota is increasing the expertise of its students in NMR theory and application by increasing their exposure to the technique, and by integrating the subject into courses across the curriculum. To this end, use of a 200 MHz, multi-nuclear FT-NMR is being integrated into the curriculum. By improving student training and providing accessibility to the instrument, more students are able to include NMR among the repertory of techniques that they feel confident in applying in their undergraduate research projects. A series of summer workshops for faculty training is being held in order to optimize integration of the subject across the sub-disciplines of chemistry and in order to facilitate dissemination of capabilities to regional universities. Adaptation and implementation of similar curricular improvements and specific experiments cited in the literature, primarily in the Journal of Chemical Education, within the framework of the objectives we have defined is allowing us to achieve our goal of improving undergraduate education in chemistry at the University of South Dakota. The broader impact of this project is greatest for the integration of education and research. Students are developing a new set of skills in their course work which they are applying to their research. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Sereda, Grigoriy David Hawkinson Mary Berry University of South Dakota Main Campus SD Herbert H. Richtol Standard Grant 176853 7428 SMET 9178 9150 0000099 Other Applications NEC 0311307 July 15, 2003 Incorporation of a Proteomics Laboratory Course Into the Undergraduate Biology Curriculum. The Biology Department at the State University of New York at Binghamton seeks to enhance its undergraduate biology program in genomics and proteomics, which currently consists of a computer-based problem-solving course in Genomics and Proteomics. We are adapting the proteomics course from Vassar College. With acquisition of proteomics equipment including an Ettan MALDI-Pro mass spectrometer from Amersham, we are establishing a hands-on, interdisciplinary, inquiry-based Proteomics Laboratory course. Students are learning standard tools of proteomics: 2-D electrophoresis for protein separation and MALDI-ToF mass spectrometry (MS) for protein identification by peptide mass fingerprinting and peptide sequencing. Students are learning the techniques as they carry out incrementally more complex exercises. This is being followed by an investigative research project under the mentorship of faculty members from the biology, chemistry, psychology and bioengineering departments. These faculty mentors are enhancing the course instructors' efforts by providing research direction, tutelage in sample preparation, assigned readings, and financial support to cover supply costs. Students commit to an additional semester of independent research in the faculty mentors' laboratory to ensure that they complete a high-quality research project and develop proficiency with proteomics tools. Students belonging to groups underrepresented in science are being strongly encouraged to take the course. In addition, use of the mass spectrometer is being incorporated in summer workshops for faculty and students from nearby colleges as well as in 8 other biology, chemistry, and bioengineering courses, with annual enrollments of 771 students. We are disseminating results through a website, educational journals, and presentations at the ASM and ASPB professional society meetings. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Sauer, Karin Anna Tan-Wilson SUNY at Binghamton NY Jeanne R. Small Standard Grant 140300 7428 SMET 9178 7428 0000099 Other Applications NEC 0311309 July 15, 2003 An Inquiry-based Cell Biology Laboratory in which Student Research Teams Investigate the Heat Schock Response Using a Cell Culture Model. Biological Sciences (61) This project is establishing an inquiry-based undergraduate Cell Biology Laboratory at Stonehill College to accompany the required lecture course. The laboratory course is modeled on two previously funded CCLI projects (0088185, 9952672). The theme of inquiry-based learning through team projects is adapted from the first project (0088085), and the unifying theme of heat shock response is our implementation of a similar theme on green fluorescent protein from the second project (9952672). The first of two modules instructs students in fundamental cell and molecular biology techniques, while the second allows the students to demonstrate their competencies with the techniques by working in collaborative research teams to investigate the effects of an experimental condition on the expression of heat shock proteins in CHO cells. Student results are communicated in the form of lab reports written in the style of a scientific article, a poster, and an oral presentation at a mini-symposium open to the College community, and each is peer- and faculty-reviewed. The objectives of the proposed project are (1) to establish a laboratory with an open-ended discovery-based approach to investigate a scientific question; (2) to develop and improve crucial professional skills: hypotheses and protocol development, experimentation using proper controls, collection, analysis, and interpretation of data, and formation of conclusions; (3) to foster an atmosphere of cooperative learning; and (4) to develop and improve students' analytical and oral and written communication skills. Intellectual Merit of the Proposed Activity: The Cell Biology Laboratory introduces students to the basics of genomics and proteonomics, two highly technical and challenging fields that will revolutionize our understanding of life processes. Therefore, it is essential that undergraduate Biochemistry and Biology majors obtain practical knowledge and hands-on experiences with the research techniques of these fields and their applications. Broader Impacts Resulting from the Proposed Activity: Stonehill undergraduates who complete the Cell Biology course and lab will demonstrate strengthened research skills. Selected students will serve as mentors, problem-solvers, and role models for academically-gifted, economically-disadvantaged high school students conducting fulltime research at Stonehill as part of the ACS's Project SEED (Summer Educational Experience for the Disadvantaged). CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Almeida, Craig Jane DeLuca Stonehill College MA Jeanne R. Small Standard Grant 102378 7428 SMET 9178 7428 0000099 Other Applications NEC 0311313 September 15, 2003 Infusing Technology into Psychology: A Bio-Psycho-Social Approach. Psychology (71) (72) This project is creating enhancements in the psychology curriculum to nurture students' appreciation of psychology as a science. It is addressing several needs: (1) giving large and varied numbers of students exposure to the scientific method by actively engaging them in research demonstrations; (2) providing majors an opportunity to carry out research using technical instrumentation actually employed by researchers; and (3) giving all students the opportunity to understand psychology as an integrated set of sub-disciplines. To achieve these goals, the department has acquired equipment for three interconnected laboratories, one for each representative sub-discipline of psychology. Each lab is being used to examine the same psychological phenomenon from the unique perspective of its sub-discipline. Through this "bio-psycho-social" approach, students are developing an improved understanding of the interdisciplinary nature of psychology. The first demonstration module is using eye-gaze to explore the relationships among physiological measures, non-verbal cues, and empathic indicators of another's thoughts. As a result, students develop competence in hypothesis generation, data collection, data analysis, and report-writing, all while utilizing sophisticated technological instrumentation. The project is adapting the results of a similar project at Carleton College carried out under NSF funding by Neil Lutsky and Julie Neiworth (Grant number 9751519) to create demonstration modules for their introductory and upper level psychology students using PC-based simulations and connections to other related materials via the world-wide web. This project is modifying the Lutsky and Neiworth approach by using laboratory equipment in demonstrations and research rather than computer simulations. It is following the American Psychological Association guidelines for improving undergraduate education in psychology [J. S. Halonen et al., "National Guidelines and Suggested Learning Outcomes for the Psychology Major," APA, Washington DC, 2002.] Among its intellectual merits, this project is invigorating the interest of undergraduates in the conduct of scientific inquiry. Lower-level students are now able to observe how measures in psychology are operationalized, analyzed, and interpreted. Majors are developing more expertise in general methodology and an improved understanding of psychology as a multidisciplinary science. This project also is strengthening the relationship between teaching and research. The early involvement of undergraduate majors in research is increasing their motivation and knowledge to develop into independent researchers who will eventually make scientific contributions in their own right. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Hymes, Robert Richard Straub University of Michigan Ann Arbor MI Myles G. Boylan Standard Grant 48640 7428 SMET 9178 0000099 Other Applications NEC 0311317 August 15, 2003 Using In-Class Peer Leaders in a Peer-Led Team Learning Workshop Chemistry Program. Chemistry (12) The Peer-Led Team Learning workshop chemistry model is being adapted to an environment where peer leaders who have previously taken the workshop course are unavailable. In particular, two institutions, Northampton Community College and the Berks Lehigh Valley campus of Pennsylvania State University, which only offer two years of chemistry courses are using the PLTL model in the second year organic chemistry course. Since neither institution has students who took the course in the previous year, students who are currently taking the course serve as "in-class" peer leaders. This implementation is also being tested on the Lehigh University campus as well. Comparisons will be made between student performance with and without in-class peer leaders. Also on the Lehigh University campus a comparison between using an in-class peer leader and a peer leader who completed the course in a prior semester will also be made. Results of these comparisons will be submitted to the Journal of Chemical Education and presented at national meetings. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Schray, Keith Roger Egolf William Lademan Lehigh University PA Pratibha Varma-Nelson Standard Grant 74080 7428 SMET 9178 0000099 Other Applications NEC 0311325 July 1, 2003 Interdisciplinary Incorporation of Fluorescence Spectroscopy into the Upper Level Undergraduate Laboratories. Chemistry (12) This project is creating an interdisciplinary physical chemistry laboratory curriculum in which static and dynamic fluorescence techniques play an integral role. A spectrofluorometer and a laser-based fluorescence lifetime spectrometer are being purchased to incorporate these techniques in various laboratory courses. A biophysical chemistry class with an associated laboratory is being created in which students apply physical chemistry concepts to biological and pharmaceutical systems. Laser pulse-based experiments are also being incorporated into the physical chemistry sequence and analytical chemistry courses to expose majors to interdisciplinary topics involving macromolecules using fluorescence techniques. Laboratory experiments taken from the research literature that range in scope from an investigation of the thermodynamics of beta-cyclodextrin inclusion complexes to the measurement of fluorescent lifetimes of biologically relevant inorganic complexes are being adapted and implemented for use in the curriculum. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Bohorquez, Maria Del Valle LaRhee Henderson Nita Pandit Mark Vitha Drake University IA Pratibha Varma-Nelson Standard Grant 79221 7428 SMET 9178 7428 0000099 Other Applications NEC 0311339 August 15, 2003 Bringing Industry Practices in J2ME Development to an Undergraduate Wireless Engineering Curriculum. Broader Impact This project advances the state of education for wireless system software developers by adapting and implementing wireless industry best practices in the classroom. Nokia is the leading manufacturer of wireless handsets worldwide. This project adapts and implements a software quality assurance program CE Nokia's OK Java 2 Platform Micro Edition (J2ME) application certification process CE in a core set of wireless software engineering courses. Auburn University initiated the nation's first undergraduate wireless engineering degree program in August, 2002. These courses make up the software engineering track of the wireless engineering degree. Intellectual Merit The objectives of this project are 1) to adapt Nokia OK application standards for classroom use as examples of what is expected of industry-quality software; 2) to incorporate Nokia OK software development tools into a student-friendly software development environment; and 3) to implement in-house Nokia OK certification procedures as a basis for assessing student projects and providing feedback. Our anticipated outcomes are 1) students who will have been immersed in a technology similar to what they are likely to encounter in their first years of work; 2) wireless industry standards adapted to the classroom, J2ME development capabilities incorporated into an existing popular software tool, and an industry testing process implemented in an academic setting; and 3) evidence of the effectiveness of using wireless industry practices in the classroom. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Umphress, David James Cross Auburn University AL Mark James Burge Continuing grant 174719 7428 SMET 9178 9150 7428 0000099 Other Applications NEC 0311349 September 1, 2003 Collaborative Experimentation and Simulation: A Pathway to Improving Student Conceptualization of the Essentials of System Dynamics and Control Theory. Engineering - Mechanical (56) Our project involves the development of innovative solutions to the major challenge of improving students' conceptualization of system dynamics concepts. Students struggle to understand application of seemingly abstract mathematics to predict and visualize the dynamic response of physical systems. The work we have adapted is from the work on Virtual Laboratories done by Moseterman and his team. In addition, the work of Johansson and his team is being utilized to develop pre-laboratory exercises and eventually have these experiments serve as stand-alone fully developed laboratories for the virtual laboratory format. Inter-university laboratory formats utilizing virtual systems and remotely-accessible experiments are being developed to complement the mechanical engineering curricula at the University of Texas-Pan American (UTPA) and the University of Texas at San Antonio (UTSA) - institutions that serve significant populations of non-traditional students that struggle with strict time constraints. Hispanic students constitute 87% and 46% of the student populations at UTPA and UTSA, respectively. Over 70% of UTPA's and 40% of UTSA's entering freshmen are first-generation college students, and a significant percentage work at least part-time. The majority of these students enter college with limited exposure to physics and calculus and must catch up rapidly to compete. Our goal has been to effectively engage students in the engineering process of modeling and controlling dynamic systems. The objectives have been to develop and evaluate laboratory formats that: 1. enhance conceptualization and use of fundamentals using multiple means of visualization; 2. increase participation through improved dissemination, accessibility, and availability of experiments via the Internet to students at many institutions; and 3. engage students collaboratively to improve understanding of system dynamics. With aid from the Office of Institutional Effectiveness at UTSA, the PI and his team have been evaluating the new curricula. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Kypuros, Javier Thomas Connolly University of Texas - Pan American TX Barbara N. Anderegg Standard Grant 196181 7428 SMET 9178 0000099 Other Applications NEC 0311363 July 1, 2003 Enhancing Bioenergetics Curricula with Inquiry-Based Laboratories. Biological Sciences (61) The goal of this project is to enhance undergraduate biology majors' knowledge of how organisms capture and utilize energy from the environment. The department has recently expanded its physiology course offerings, which now include Comparative Animal Physiology, Plant Physiology, Human Anatomy and Physiology, Advanced Animal Physiology, Physiological Plant Ecology and Physiological Ecology of Animals. Since bioenergetics is a key linkage between organisms and their environment, the project combines modern instrumentation and inquiry-based physiology curricula to expose students to modern techniques and allow them to address questions relating to adaptations, global change, ecological relationships, biogeochemical cycles, and metabolic diversity. In Plant Physiology, a laboratory to measure photochemical quantum yield (Dr. David Becker, Pomona College) is being adapted to prove the light reactions of bean leaves and to estimate electron transport rates. Laboratories from Dr. Carl Pike (Franklin and Marshall College, see also Dr. Steve Spilatro, Marietta College, (http://www.marietta.edu/~spilatrs/biol103/photolab/index.html) designed to teach photosynthetic adaptation and acclimation of eastern deciduous trees are being adapted to study oxygen evolution with varying incident light levels. Other laboratories that are being adapted to the institutional needs were originally designed by Dr. Robert Hodson (University of Delaware) and Dr Diane Robertson (http://web.grinnell.edu/courses/bio/qubitmanual). In Physiological Plant Ecology materials are being adapted from several nationally known programs in plant physiological ecology, including materials from Dr. Rick Boyce (University of Denver, http://du.edu/~rboyce/ppe.html), Dr. Peter Curtis (Ohio State University, http://www.biosci.ohio-state.edu/~pcurtis/courses/674%syl), and Dr. Bob Pearcy (University of California, Davis). In Comparative Animal Physiology, Physiological Ecology of Animals, and Advanced Animal Physiology laboratories that use gas exchange measurements to explore effects of ambient temperature and endo/ectothermy on metabolic rate are being adapted. Models for these laboratories include experiments designed by Dr. William Mautz (University of Hawaii, Maui), Dr. James Carr (Texas Tech University), and Dr. Robert Hodson (University of Delaware). Senior biology majors also use the new instrumentation in a capstone course that requires each student to design, implement, and present an independent research project in both written and oral form. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Roden, John Christine Oswald Southern Oregon University OR Daniel Udovic Standard Grant 87555 7428 SMET 9178 7428 0000099 Other Applications NEC 0311367 September 1, 2003 Adaptive Online Laboratory in Computer Science Education. Computer Science (31) This project adapts the student modeling component of the ASSERT system developed at the University of Texas at Austin to build an adaptive, online laboratory manual for Computer Science II, an entry level data structures course. The main problem with the existing laboratory manual for CS-II is that the predetermined problem sets do not account for CS-II student's diverse levels of understanding of previous concepts. An adaptive intelligent tutoring system can provide effective tutoring that is tailored to the needs of the individual student. An accurate student model could capture a student's current understanding of materials covered. Adaptive guidance using the captured student model during problem solving can encourage cognitive processes that stimulate learning and discourage counter-productive student activities. A user-friendly interface is a key feature of this project. The dynamic nature of personalization makes the design of the interface very important. Poor presentation can cause confusion and frustration rather than improving a student's learning process. The development of a new interface that will expedite effective student interaction as well as ease of interaction for teachers to the databases used to maintain teaching materials and student modeling information is central to this project. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Yoo, Jungsoon Judith Hankins Sung Yoo Chrisila Pettey Cen Li Middle Tennessee State University TN Mark James Burge Standard Grant 99863 7428 SMET 9178 7428 0000099 Other Applications NEC 0311369 September 1, 2003 Use of NMR for Teaching Creative Problem Solving Skills in the Chemistry Laboratory. Chemistry (12) This project is enhancing the problem-solving skills of participating students by including a series of discovery-based experiments involving nuclear magnetic resonance (NMR) spectroscopic techniques in the undergraduate laboratory curricula. A 300 MHz NMR is being acquired to adapt and implement a series of NMR laboratory exercises previously published in the Journal of Chemical Education. NMR spectroscopy as a tool for structural elucidation is being introduced in sophomore Organic laboratory (2 semesters) where students gain their first hands-on experience with the instrument. In Biochemistry laboratory, students further cultivate critical thinking skills by engaging in structure identification and kinetics projects that require the use of 2D NMR and novel sample preparation techniques. Chemistry majors enrolled in the Instrumental Analysis course take the investigative approach to an advanced level in the study of solid-state systems (phospholipid bilayers) using NMR spectroscopy. Assessment of the student learning and problem solving skills learned as a result of the project is done through embedded examination questions and specific writing assignments and projects which are part of these courses. The new NMR instrument will also be made available to faculty at two nearby teaching universities for use in teaching and undergraduate research CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Lepore, Salvatore Frank Mari William Byrdwell Florida Atlantic University FL Pratibha Varma-Nelson Standard Grant 133619 7428 SMET 9178 0000099 Other Applications NEC 0311385 June 15, 2003 Collaborative Research: Module-Based Computer Security Courses and Laboratory for Small and Medium Sized Universities. Computer Science (31) This collaborative project between the University of Houston at Clear Lake and the University of Houston Downtown establishes a curriculum model for the flexible adoption of computer security courseware by nationwide computing programs. The curriculum model especially benefits computing programs in smaller colleges/universities, where resources tend to be limited. Intellectual merit is present in the model which consists of an array of security modules, a majority of which are developed by this project and the Distributed Computer Security Laboratory (DCSL), which consists of two remotely connected labs. The labs are insulated from their respective campus backbone and equipped with state-of-the-art instrumentations, including wireless and mobile networks. The DCSL provides a shared platform where distributed security can be rigorously studied. This model is an adaptation from the Information Systems and Internet Security (ISIS) Lab at Polytechnic University of New York. The ISIS Lab supports two courses: Computer Security and Network Security. Extensions to the ISIS model include a module-based approach and new subject areas, such as Wireless Security and Database Security. The broader impacts of the project include: creation of the module-based model, enabling universities to select modules and supporting courseware to create customized curriculum; and the distributed lab model, enabling universities to build a distributed security lab without interfering with their campus network. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Chen, Ping University of Houston - Downtown TX Mark James Burge Standard Grant 50000 7428 SMET 9178 7428 0000099 Other Applications NEC 0311399 July 15, 2003 Raman Spectroscopy in the Undergraduate Laboratory Curriculum. Chemistry (12) The is project is creating a model for integrating the use of a combined FT-Raman and FT-IR instrument into several laboratory courses taken by chemistry majors and chemical, polymer, and textile engineers at different levels of difficulty. Experiments, which are being primarily adapted from research literature, are designed to fit the needs of analytical, bioanalytical and physical chemistry education in a wide variety of disciplines. The combination of Raman spectroscopy complementary to IR spectroscopy and in conjunction with multivariate data evaluation techniques is of great pedagogical value for fundamental understanding of molecular spectroscopy at the basic and advanced undergraduate level. Furthermore, using the same instrumental method for addressing scientific questions in different disciplines facilitates interdisciplinary thinking and provides an enhanced learning experience. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Kranz, Christine Boris Mizaikoff Jamie Summerour GA Tech Research Corporation - GA Institute of Technology GA Kathleen A. Parson Standard Grant 52162 7428 SMET 9178 0000099 Other Applications NEC 0311400 July 15, 2003 Meeting Educational Milestones - Enhancing multidisciplinary undergraduate microelectronic education using a "heads-on" MEMS laboratory experience. Interdisciplinary (99) This project is enhancing student understanding of the underlying principles in microelectronics and vacuum technology using a "heads-on and hands-on" microelectromechanical (MEMS) laboratory module where students design, model, fabricate, and evaluate research-oriented MEMS devices. Skilled professionals in the area of microfabrication are the ultimate result of enhanced student cognitive understanding. The objective is being accomplished by adapting the teaching methods instituted by Green and Allen in "Development of an Interdisciplinary Curriculum in Electronic Materials and Devices: Cooking Without Recipes" at San Jose State University. The newly developed laboratory modules feature a team-oriented, research-based experience with the students themselves designing, fabricating, and testing a microelectromechanical device. Because of its multidisciplinary character the project is having a broad impact across several STEM disciplines. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Kirkpatrick, Elaine Rose-Hulman Institute of Technology IN Herbert H. Richtol Standard Grant 57986 7428 SMET 9178 7428 0000099 Other Applications NEC 0311407 July 1, 2003 Increasing Interaction and Visualization in the Computability Course. Computer Science (31) Intellectual Merit Computability concepts are at the core of foundational concepts for computer science, yet many undergraduates obtain only a superficial understanding of these essential concepts due to the "textual" environment in which they are usually taught and the lack of hands-on experience except for paper and pencil exercises. This project enhances learning and improves the learning experience of computer science students at the University of Houston by increasing visualization and interaction in a theory of computation course through adaptation and integration of the popular software tools for visualizing various models of computation developed at Duke University including JFLAP, Pate and PumpLemma. A secondary goal of the project is to expose students to current applications of these concepts and give them a glimpse of the variety of finite automata including tree and DAG (directed acyclic graph) automata. Broader Impacts The dissemination of the new course materials, including lecture notes, presentations, problem sets, the adapted tools, and evaluation instruments will facilitate interaction and visualization in other theory of computation courses, particularly in departments with scarce resources. The course materials developed and the visualization tools adapted will be widely disseminated on the World Wide Web. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Verma, Rakesh University of Houston TX Mark James Burge Continuing grant 99982 7428 SMET 9178 7428 0000099 Other Applications NEC 0311432 September 15, 2003 Incorporating Computer Modeling into the Upper-Division Physics Curriculum. Physics (13) The project incorporates computer modeling in the upper-division physics curriculum. Specifically, modules are adapted from research articles in the literature and developed in the Electricity and Magnetism, Optics, Statistical Mechanics and Thermodynamics, and Quantum Mechanics courses. The purpose of developing these modules is to: Increase the applicability of the course material by introducing substantive, real-world. problems into the upper classes, Improve understanding through direct student participation in all aspects of problem solving, Build the computational skill set of the students. These modules address a need identified by the physics community, that the majority of Physics Bachelor recipients employed in certain technical fields felt that their undergraduate preparation was lacking. These modules address this concern by developing computational skills to attack substantive problems, thereby providing an educational experience complementary to the analytical and laboratory skills developed in other parts of the curriculum. The emphasis on computation has a potentially broader impact: Multiple tracks within the major (for example computational physics) provide graduates with marketable skills and also encourage students with broad scientific interests to major in physics. Furthermore, expanding the ways in which students discover how physics is done appeals to a broader student audience than usual. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Ohmann, Paul Adam Green University of St. Thomas MN Duncan E. McBride Standard Grant 96832 7428 SMET 9178 0000099 Other Applications NEC 0311434 September 15, 2003 An Undergraduate Robotics Course Emphasizing Integrated System Design and Multidisciplinary Team Work. 59 Engineering-Manufacturing The objective of the project is to develop a multidisciplinary robotics course that emphasizes the integrated system development nature of robotics and cross-functional teamwork. The project adapts aspects of the General Robotics course at CMU, the Robot Building Laboratory Project developed jointly at Swarthmore College and Bryn Mawr College, and robotics tools developed at Drexel University. This General Robotics course is available for undergraduate students of Electrical and Computer Engineering, Computer Science, Mechanical Engineering, and Industrial Engineering. Accordingly, it emphasizes the multidisciplinary nature of robotics by surveying the different fields with respect to robotics. The course uses a hands-on approach to teaching the subject where laboratory exercises complement lecture material. This provides students in the different engineering fields an opportunity to experience how their discipline interfaces with other disciplines. Another aspect of the course is to create cross-functional teams comprised of students from the different areas to develop a robotics project. This is an important experience that provides students opportunities to learn about functioning in multidisciplinary teams. To enhance this learning experience, material is presented that teaches students principles of teamwork and group dynamics. The adaptation of the materials includes two major innovations. The first is to include material specifically on teamwork and integrated system design. The second innovation is the way the course is taught. This involves the material being developed with sufficient detail for each area so that any one or two engineering faculty members may teach the course. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Weinberg, Jerry William White Seref Karacal George Engel Ai-Ping Hu Southern Illinois University at Edwardsville IL Susan L. Burkett Standard Grant 84000 7428 SMET 9178 0000099 Other Applications NEC 0311450 September 15, 2003 Active-Learning Curricular Materials for Fully Interactive Physics Lectures. Physics (13) The goal of this project is to develop and test new curricular materials for the introductory physics course that are to be used in large lecture classes. They are adaptations and modifications of Mazur's ConcepTests, and consist of carefully sequenced sets of multiple-choice questions, each focused on a specific topic. These are primarily conceptual questions which downplay algebraic manipulations, and are designed to be used in the context of a class organized along active-learning lines in which a classroom communication system is available. Intellectual Merit: This project contributes to the development of active-learning curricular materials for large-enrollment physics lecture classes. The strategically sequenced question sets represent a specific type of modification and adaptation of ConcepTests that have only been available in substantial quantities from the previous work of the Principal Investigator and his collaborators. Broader Impacts: This project has among its goals (1) develop research-based educational materials and creation of a database (of student response frequencies) useful in teaching; (2) involve graduate researchers in undergraduate teaching activities; (3) participate in developing new approaches (e.g., use of interactive lecture instruction) to engage underserved individuals and groups (i.e., female physics students); (4) make data available in a timely manner by means such as CD-ROMs; (5) publish in diverse media (e.g., websites and CD-ROMs) to reach broad audiences; (6) integrate research on teaching and learning with education activities in order to communicate in a broader context, and (7) benefit society by increasing the effectiveness of undergraduate physics instruction. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Greenbowe, Thomas Iowa State University IA Duncan E. McBride Standard Grant 59926 7428 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0311473 July 1, 2003 Collaborative: A Multi-Tier Model for Adaptation of Grid Technology to CS-based Undergraduate Curriculum. Computer Science (31) This project involves collaboration between two institutions: SUNY at Buffalo, a research university, and SUNY College at Geneseo, a four-year school. A model for adaptation of grid technology into an undergraduate curriculum is implemented by this project and represents its intellectual merit. The target audience includes: computer science (CS) majors - juniors and seniors; non-CS majors from all levels, ranging from novices to domain experts; and information technology workforce. The National Science Foundation (NSF) has publicized grid computing and related technologies through the NSF Middleware Initiative (NMI2). NMI2 offers a rich collection of publications and software downloads for disseminating grid-related information. This project adapts the core components of NMI2 grid technology: grid architecture, grid services, and grid applications. Motivation for this project comes from the fact that tremendous work is being carried out at the research end of grid computing, whereas no formal structure is available for educating undergraduate students about the grid. This model provides a flexible and easy-to-use set of laboratory exercises based on grid computing. Broader impact is achieved through the use of multiple tiers of adaptation of the grid. Tier 1 exposes the concept of grid from the novice user point of view. Tier 2 is for the serious designer and applications. This tier is aimed at junior and senior level undergraduate students who have sufficient background in Computer Science. Tier 3 involves technical training for information technology professionals in industry. Disseminated through a special web site, workshops and a textbook contribute to the impact process. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Ramamurthy, Bina Bharat Jayaraman SUNY at Buffalo NY Mark James Burge Standard Grant 149157 7428 SMET 9178 7428 0000099 Other Applications NEC 0311474 August 15, 2003 Integrated Guided-Inquiry Laboratories with the use of HPLC Across Undergraduate Chemistry Curriculum. Chemistry (12) Building on our previous efforts in establishing a laboratory program around the concept of discovery-based learning, we are expanding on this pedagogical perspective by merging lecture and laboratory for our Introductory, Organic, Biochemistry, and Chemical Analysis courses through block scheduling and using an HPLC system networked to adjacent classrooms. Essential to this approach is the rapid acquisition, analysis, and sharing of chemical data collected by students. These tasks are accomplished through the integrated use of contemporary instrumentation such as NMR, UV-VIS, AA and HPLC to expedite analysis and thereby create more time for discovering, thinking, and learning. We are adapting several experiments and methods endorsed by the NSF New Traditions Chemistry Initiative, centered at the University of Wisconsin, and others published in the educational chemical literature, primarily the Journal of Chemical Education. A typical science student's exposure to this integrated format occurs in six different courses, four of which employ HPLC. Because this project features the combined implementation of block scheduling, it provides more opportunity for laboratory inquiries than experienced in traditional scheduling. By repeatedly encountering contemporary instrumentation and the problem-based approach to instruction, students are able to explore various methods of analysis and nurture their independent decision-making role in the experimental process. We plan to disseminate the results from this project locally and to the broader chemical education community by giving presentations at the Biennial Conference on Chemical Education as well as at the local and regional ACS meetings. Results on new laboratory inquiries produced from this project will be also be submitted for publication in the Journal of Chemical Education. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Sherwood, Timothy Timothy Wooster Martha Joseph Helen Boylan Peter Smith Westminster College PA Eileen L. Lewis Standard Grant 67049 7428 SMET 9178 0000099 Other Applications NEC 0311481 September 1, 2003 Integrating the Sciences and Science Education in the Early College Curriculum. Interdisciplinary (99) This project is developing and implementing a required freshman and sophomore integrated science curriculum for all science, secondary science education and mathematics education majors. The new curriculum, based on the "Building Bridges" program at Bryn Mawr College, is composed of 6 science courses, up to 6 mathematics courses, and a 5-course "backbone" laboratory/research series requiring students to work in cooperative groups to apply learning from multiple courses to solve problems. The intellectual merit of the project lies in the design of a curriculum that demonstrates connections between science and mathematics, while modeling for education majors the use of student-centered, standards-based instructional and assessment strategies. The first two years of the project focus on development and piloting of materials; full implementation is occurring during the third year. To ensure broad impact, curricular materials are being produced for custom and nationwide publication to disseminate the curricular model. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Carpenter, Jenna Wes Colgan Dawn Basinger Louisiana Tech University LA Herbert H. Richtol Standard Grant 123291 7428 SMET 9178 9150 7428 0000099 Other Applications NEC 0311487 September 1, 2003 Towards an Integrated Polymer Education: Development of Biodegradable Polymer Laboratory Unit. Engineering - Chemical (53) A current research area of significant environmental, economic, and scientific importance is biodegradable polymers. This interdisciplinary biotechnology area requires the expertise of chemical engineers, material engineers, polymer engineers, biochemists, and microbiologists. Biodegradable polymers is an area that has great promise for being used to integrate life science into programs that do not traditionally get life-science exposure. To this point, however, high quality laboratory manuals on biodegradable polymers have not been developed. Therefore, a laboratory unit titled "Biodegradable Polymer Characterization" has been developed and has been separately packaged to meet the needs of K-12, undergraduate, and graduate students. The experiments we included in the manuals have been adopted from techniques used in academic and industrial research on biodegradable polymers. Our laboratory unit has been designed to provide a unique hands-on educational experience to students by exposing a variety of polymer samples to simulated biomass environments and characterizing the samples against the exposure time. The students determine relationships between polymer structures and biodegradation properties. They are challenged to use statistical methods to determine which polymer physical and chemical property measurements best correlate with biodegradability. Through this process, students will develop a vivid understanding of fundamental principles of polymer science, as well as the important of societal and environmental issues with polymer materials design, manufacturing, and applications. Pedagogy that has been demonstrated to be effective in improving student learning, e.g., cooperative learning, formative assessment and feedback, and reflective writing, will be incorporated into the laboratory materials to be developed. Some parts of our experiment have been adapted for use in internet-based laboratories. The CCLI project #0126910 of Dr. Lipscomb (Chemical Engineering, University of Toledo) that involves the development and analysis of three internet-based unit operations experiments will be consulted in the development of the remote experiments. Assessment methods that this project is using to compare remote and hands-on experiments will be adapted for the biodegradable polymer project. To facilitate use by other faculty members, the laboratory unit will be documented as a laboratory manual complete with introductory material, detailed experimental procedures, cooperative learning exercises, formative assessment exercises, reflective writing exercises, and supporting reference materials. Our manual will be presented at professional conferences, posted on the worldwide web, and sent nationally to departments that may have interest in it. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Lou, Jianzhong Keith Schimmel Leonard Uitenham North Carolina Agricultural & Technical State University NC Kenneth Lee Gentili Standard Grant 97374 7428 SMET 9178 0000099 Other Applications NEC 0311506 July 1, 2003 Enhanced Learning for Students in Intermediate and Advanced Physics. Physics (13) This project implements new laboratory experiments and overhauls existing experiments in the intermediate and advanced undergraduate courses in the Boston University Physics Department. The main objective is to promote student understanding of quantum mechanics by emphasizing interactive engagement, aided by application of new equipment and technology. This project has a broad impact, affecting 250 students per year, improving their understanding of fundamental concepts in modern physics. In the Modern Physics courses the project adds Magnetic Torque and single-photon experiments (see for example, Schneider and LaPuma, A Simple Experiment for Discussion of Quantum Interference and Which-Way Measurement, Am. J. Phys., 70 (3), 266-271, 2002) to build on student's experience and to provide a foundation for later work. The laboratories employ new equipment so students can carry out measurements more efficiently and investigate underlying principles in greater depth. The project also includes the construction of a revised lab manual requiring more intellectual effort from students. In the Advanced Laboratory course, three experiments are added that produce better results, less frustration than previous experiments, and significant insights into fundamental principles of physics. To evaluate the project, a new Quantum Concept Exam and questionnaires for students and faculty is developed. Publication of results will be in peer reviewed journals and via the University web site. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Duffy, Andrew Bennett Goldberg Robert Carey Trustees of Boston University MA Duncan E. McBride Standard Grant 70993 7428 SMET 9178 0000099 Other Applications NEC 0311518 August 1, 2003 Application of Thermal Analysis Techniques Across the Undergraduate Chemistry Curriculum. Chemistry (12) Materials-related investigations and products are prominent in recent technological advances, yet formal instruction in materials-related fields is typically absent from the undergraduate curriculum. With the acquisition of thermal analysis instrumentation (differential scanning calorimeter and thermogravimetric analysis (DSC/TGA) to support instruction of materials chemistry methods, we are in the process of formalizing instruction in materials chemistry by infusing materials-related content into existing undergraduate courses at several levels of our curriculum. The classes impacted by this new instrumentation include General Chemistry, Instrumental Analysis, Bioanalytical and Forensic Chemistry, and a new course, entitled "Laboratory Methods in Materials Chemistry". Experiments from educational literature that make use of DSC/TGA techniques are being adapted and implemented in each of the above laboratory courses. For example, our general chemistry students use DSC to examine the crystallization behavior of the amino acid glycine. Other experiments, such as the effect of different plasticizers on the properties of polystyrene films and connecting the DSC measurements of glass transition temperature to the performance of some commercial polymers are being adapted in other laboratory courses. The "Laboratory Methods in Materials Chemistry" is a workshop style, laboratory intensive course that blends theory and application of preparative and characterization strategies used in materials science. The students utilize our existing equipment (IR, NMR, spin coater, tube furnaces, high vacuum lines, GPC) with the newly acquired DSC-TGA to provide an overview of methods used to synthesize and characterize useful solid-state materials. The new instruments are also used by our faculty in doing collaborative research with colleagues and undergraduate students. We anticipate that the DSC/TGA laboratories will add significantly to the technical preparation of our students, and better prepare them to teach, pursue graduate study, or seek industrial employment in materials-related fields. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Boyd, David University of St. Thomas MN Eileen L. Lewis Standard Grant 30680 7428 SMET 9178 7428 0000099 Other Applications NEC 0311522 August 1, 2003 The InvestiGATOR. Electrical Engineering (55)-The University of Florida's (UF) undergraduate Digital Signal Processing (DSP)-track consists of a junior Discrete-Time Signals and Systems and a senior DSP courses. An assessment of these courses would lead one to conclude that they are academically strong by engineering science standards. They are, however, in danger of failing to provide the technology-centric learning experience requested by students and employers alike. Fortunately there are reforms underway within the engineering education and training community that may provide the means of making UF's DSP program more relevant and effective. First, a studio-based content delivery strategy, championed by Rensselaer Polytechnic Institute (RPI), has been demonstrated effective in delivering technology-centric material. Secondly content delivery frameworks developed in the private sector to train practicing engineers, has been successfully used to impart specific skills in minimal time. A studio-based learning environment, combined with a professional training framework defines the proposed InvestiGATOR innovation in the context of the NSF's CCLI/A&I program. Studio instruction is being reintroduced into the UF DSP curriculum using the recently developed Interactive DSP Teaching Laboratory as an enabling instrument. The DSP courses are being delivered in a studio format support along with new supplemental structured DSP micro-processor (TI C'6000 DSK) and MatLab-centric learning material designed to support in-class studio activities as well as hands-on authentic laboratory studies. A formative evaluation using a CIPP model is being used to track student's preparation and attitudes attributable to an InvestiGATOR experience. Supporting this project is cost-shared contributions from Texas Instruments and Mathworks. The InvestiGATOR has broad and important impact on engineering, science, and technology education. The studio-based and training material format will be exported to many universities and disciplines. InvestiGATOR material will be distributed via Internet downloads, the educational outreach programs of our industrial partners, and through follow-on publications. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Taylor, Fred University of Florida FL Russell L. Pimmel Standard Grant 150000 7428 SMET 9178 0000099 Other Applications NEC 0311527 September 1, 2003 Enhancing Analytical Environmental Chemistry Curricula. Chemistry (12) In order to support growing student interest in environmental analysis and to improve environmental chemistry education and undergraduate research, we are modifying several courses to include analytical tools important in environmental assessment. We have identified Gas Chromatography/Mass Spectrometry (GC-MS) and Ion Chromatography (IC) as the targeted methods. These instruments enable implementation of experiments in Environmental Chemistry, Soil Science, and Lab Methods II courses involving sampling, identification, and quantification of specific pollutants. We also are introducing a laboratory experience to study photochemical smog through use of a NO-NO2-NOX analyzer. Similar experiments in NO complexes and ozone chemistry are adapted from the University of Alaska and Universitat Bayreuth in Germany. Many chemistry students performing required undergraduate research projects are involved in projects doing long-term monitoring of local ecosystems with students from multiple disciplines. Enhancing separation capabilities to include GC/MS and IC is expanding environmental research opportunities for students and faculty. Availability of a NO-NO2-NOX detector is allowing students to be involved in smog research, collaborating with the New Jersey Department of Environmental Protection. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Hallock-Waters, Kristen Louise Sowers Raymond Mueller The Richard Stockton College of New Jersey NJ Susan H. Hixson Standard Grant 122102 7428 SMET 9178 0000099 Other Applications NEC 0311536 September 15, 2003 Adaptation and Implementation of the Harvard Astronomy-191 Labs in the Undergraduate Astronomy Laboratory at Berkeley. Astronomy (11) The Optical Astronomy Lab offers experiments in classical and modern astronomy. The specific educational goals are to develop understanding of various physical principles, statistics, and experimental uncertainty. More broadly, the goal is to involve students in the exploratory process of experimental and observational science, with the concomitant development of quantitative reasoning and deep thinking about specific problems. The lab emphasizes inquiry-based learning and peer instruction, and anecdotal evidence tells us that this Lab has been very successful, particularly in (1) empowering women to pursue career paths in science and technology and (2) providing all students with the versatility to embark on a broad range of career paths. This project makes significant improvements in the course and, additionally, transmits these to the broader community. Objectives include: 1) Benefit from the excitement and motivation afforded by increasing the emphasis on modern astronomy; 2) Include spectroscopy, which is currently absent from the course; 3) Utilize modern educational literature to implement improved instructional techniques; and 4) Include formal evaluation to replace anecdotal evidence. These objectives are being accomplished in two ways. First, the project is adapting certain aspects of the Harvard University Astronomy-191 labs. Several ex-Harvard Berkeley graduate students are participating in this process as the first Graduate Student Instructors. Second, astronomy faculty are collaborating with Berkeley education professionals, both to design even better instructional techniques and to design and use proper evaluation instruments. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Graham, James Geoffrey Marcy University of California-Berkeley CA R. Corby Hovis Standard Grant 80389 7428 SMET 9178 0000099 Other Applications NEC 0311549 June 1, 2003 Using Robots to Enhance An Undergraduate Liberal Arts Computer Science Curriculum with Open-Lab Projects. Computer Science (31) This project uses robots in an undergraduate liberal arts computer science curriculum to enhance two courses: Artificial Intelligence (AI) and Advanced Topics. Work done by other educators on using robots in the Artificial Intelligence course are adapted and extended in two ways: 1) learning objective for the use of robots is based on high-level knowledge-based AI algorithms rather than low-level reactive algorithms, and the impact of robot construction on liberal arts students is minimized; and 2) robots are incorporated into the existing AI course rather than by creating a separate course on robotics. This minimizes the impact of using robots on faculty resources at smaller liberal arts Computer Science departments. Finally, robots are used for open-lab projects thereby minimizing the impact of using robots on the credit requirements for the major, while at the same time, providing students with a greater opportunity to be creative in their solutions. This project adapts the work done earlier in incorporating robots into the AI curriculum at St. Bonaventure University, Bryn Mawr College, and Swarthmore College. CCLI-Phase 1 (Exploratory) CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Kumar, Amruth Ramapo College of New Jersey NJ Mark James Burge Standard Grant 107223 7494 7428 SMET 9178 7428 0000099 Other Applications NEC 0311579 September 15, 2003 Collaborative Research: Adapting and Evaluating Online Materials for Undergraduate Statistics using LON-CAPA Technology. Social Sciences - Other (89) This joint project is designed to adapt and expand educational materials developed for undergraduate statistics courses for use with the LON CAPA system, which is being developed with support from the NSF's Information Technology Research program. CAPA (Computer Assisted Personalized Approach) is a type of course management system developed in the early 1990s and now used in a number of universities. LON (Learning Online Network) is a new technology designed to work with CAPA to create an integrated system for online learning and assessment. LON CAPA consists of a learning content authoring and management system allowing new and existing content to be used flexibly, a course management system, an individualized homework and automatic grading system, data collection and data mining system, and a content delivery system. This collaborative project is adapting this new system to the teaching of statistical methods in the social sciences. CAPA has been used for several years for this purpose. The new LON CAPA system is expected to be more flexible and better suited to connecting departments with common interests to share learning materials and assessment results. The new system allows more personalized attention to the learning problems of individual students. It can more effectively connect students to resources that they can use to overcome learning barriers in undergraduate statistics. We are translating the existing statistics problem library of over 600 problems from CAPA into LON CAPA format. We are also creating multimedia class material designed to help students learn the concepts underlying the assigned problems, and this material is being woven into their homework assignments. After implementing the LON-CAPA system in the fall semester of 2003 and refining our materials, we plan to collect student performance data during spring and fall of 2004. These data will be used to test the greater efficacy of LON CAPA relative to CAPA. An extensive database of student performance information already exists for the statistics material from courses in statistics for the social sciences that have been using CAPA. Equivalence in examination content can be maintained after the LON CAPA system is in place, making a direct test of whether students have benefited from the adapted materials possible. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Kashy, Deborah Michigan State University MI Myles G. Boylan Standard Grant 35078 7428 SMET 9178 7428 0000099 Other Applications NEC 0311582 September 1, 2003 The Study of Acid Mine Drainage in a Quantitative Analysis Course. Chemistry (12) An inductively coupled plasma emission spectrometer is being purchased to develop and revise research-based projects in the undergraduate quantitative analysis laboratory course. Current laboratory projects focus on acid mine drainage as a way to investigate geochemical transformations of metal sulfide minerals and the release of metals into aqueous phases. In the initial parts of the course students become familiar with various tools in quantitative analysis, after which the equipment serves an integral part of extended, inquiry-based laboratory projects that are largely designed by the students themselves, but based upon research literature. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Hamers, Robert University of Wisconsin-Madison WI Kathleen A. Parson Standard Grant 22500 7428 SMET 9178 0000099 Other Applications NEC 0311586 July 15, 2003 Integrating Rapid Prototyping Technology into a Manufacturing and Industrial Technology Curriculum. Engineering - Engineering Technology (58) Advances in computer technology opened new horizons in teaching Computer Aided Design (CAD) and Computer Aided Manufacturing (CAM) technologies. The objective of the project is to provide advanced instruction and laboratory practices in the areas of CAD/CAM through challenging laboratory assignments and industrial projects that are integrated into the curriculum. This project adapts and implements rapid prototyping experiences and educational practices following successful similar models at various engineering schools to enhance pedagogy in Manufacturing and Industrial Technology core design and manufacturing curriculum. Enhanced rapid prototyping capabilities enable the students to build physical models directly from CAD data, where the prototype communicates important information about parts, including engineering data such as fit and limited functional testing, labeling, highlighting, and appearance simulation. The rapid prototyping equipment is used in junior and senior level courses in manufacturing engineering technology, including the senior capstone course, and complements the existing CNC and CAD equipment and software. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Fidan, Ismail Ahmed ElSawy Tennessee Technological University TN Susan L. Burkett Standard Grant 50351 7428 SMET 9178 0000099 Other Applications NEC 0311588 August 15, 2003 Adaption, Implementation & Enhancement of Multidisciplinary MEMS Curriculum for Undergraduate Electrical, Mechanical & Microelectronics Engineering Students. Electrical Electrical (55)-This project is adapting and enhancing the course contents and accompanying laboratories of successful micro-electromechanical systems (MEMS) curricula developed at UM Ann Arbor and UC Berkeley. MEMS fundamentals and applications are being covered in a new introductory multidisciplinary "MEMS Design" course (with accompanying MEMS CAD Module Laboratories). This course is preparing students for a sequence of two courses - "MEMS Fabrication" and "MEMS System Evaluation"-with MEMS CAD and Fabrication Module Laboratories. These MEMS laboratories are being performed in the existing Rochester Institute of Technology (RIT) Microsystems Fabrication Facilities. The "MEMS Fabrication" and "MEMS System Evaluation" courses are adapted and enhanced versions of UM Ann Arbor "Introduction to MEMS" and "Integrated Microsystems Laboratory" courses. The resources to be adapted include class notes, various laboratory experiments, CAD tools, manuals, projects as well as other course materials and teaching tools to attain our educational objectives. A set of stylistically coherent and pedagogically consistent courses is being developed for undergraduate Electrical, Mechanical and Microelectronics (MicroE) engineering students in a well-defined material, topics and courses sequence. Specifically, the courses and modular MEMS curriculum structure integrate MEMS into the teaching of the basic concepts of MEMS, starting from an introductory level and progressing to advanced topics in concurrent design and fabrication of complex MEMS. The course lectures and laboratories are being developed for use in an interactive classroom environment, implementing interactive learning strategies and classroom practices. A series of evaluative techniques are being designed to assess pedagogical objectives compared with the traditional lecture-based courses. Class testing and evaluation of materials are being conducted over six quarters. In addition to the mastery of MEMS, the laboratory and project assignments are improving student competencies in communication, teamwork and project management, thereby developing skills for lifelong learning. The effectiveness of student-centered and guided exploration methods is being assessed through advanced topics (abstract MEMS synthesis, CAD, etc.) and through comprehensive laboratory experiments (fabrication, integration, packaging and testing). As a part of our dissemination efforts, an interactive web site summarizing the MEMS curriculum and allowing free downloading of all course materials is be developed and effectively maintained. Purdue University, Notre Dame and other universities have expressed interest in implementing the RIT MEMS curriculum. The developed curriculum is being evaluated by UM Ann Arbor, Purdue University and Notre Dame faculty. Broader Impacts of the project are demonstrated in the advance MEMS theory and engineering practice that are promoted in education emphasizing teaching, training, learning and scholarship. Also, there is broad participation of women and minorities in the new MEMS curriculum through multidisciplinary undergraduate research and education. Finally, the maintaining and enhancement of the shared user Microsystems Facilities at RIT provide an impact on the MEMS community. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Lyshevski, Sergey Mustafa Abushagur Lynn Fuller Risa Robinson James Moon Rochester Institute of Tech NY Russell L. Pimmel Standard Grant 169974 7428 SMET 9178 0000099 Other Applications NEC 0311592 June 15, 2003 Collaborative Research: Module-Based Computer Security Courses and Laboratory for Small and Medium Sized Universities. Computer Science (31) This collaborative project between the University of Houston at Clear Lake and the University of Houston Downtown establishes a curriculum model for the flexible adoption of computer security courseware by nationwide computing programs. The curriculum model especially benefits computing programs in smaller colleges/universities, where resources tend to be limited. Intellectual merit is present in the model which consists of an array of security modules, a majority of which are developed by this project and the Distributed Computer Security Laboratory (DCSL), which consists of two remotely connected labs. The labs are insulated from their respective campus backbone and equipped with state-of-the-art instrumentations, including wireless and mobile networks. The DCSL provides a shared platform where distributed security can be rigorously studied. This model is an adaptation from the Information Systems and Internet Security (ISIS) Lab at Polytechnic University of New York. The ISIS Lab supports two courses: Computer Security and Network Security. Extensions to the ISIS model include a module-based approach and new subject areas, such as Wireless Security and Database Security. The broader impacts of the project include: creation of the module-based model, enabling universities to select modules and supporting courseware to create customized curriculum; and the distributed lab model, enabling universities to build a distributed security lab without interfering with their campus network. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Yang, Toneluh Morris Liaw Kwok-Bun Yue George Collins University of Houston - Clear Lake TX Mark James Burge Standard Grant 149669 7428 SMET 9178 7428 0000099 Other Applications NEC 0311607 July 1, 2003 Molecular Modeling as a Theme in the Undergraduate Chemistry Curriculum. Chemistry (12) We are incorporating molecular modeling activities and experiments throughout the undergraduate chemistry and biochemistry curriculum to enhance student learning. We are adapting the Hope College's molecular modeling and computational chemistry model for our courses by implementing several published modeling activities and also developing our own open-ended exercises to integrate into the Principles of Chemistry course, honors General Chemistry course and the Physical Chemistry sequence. We anticipate a four-fold program enhancement. First, the project is a strategic way to more effectively and meaningfully engage students in our introductory chemistry course. Second, molecular modeling enhances students' conceptual and visual understanding of the molecules that are at the heart of chemistry. Third, molecular modeling can improve student outcomes throughout the curriculum by providing a progression in the sophistication of computational chemistry as a thread and pedagogical resource. A fourth goal is providing majors with a realistic understanding of the underlying computational theory. The use of a Linux-based cluster acting as a Web server for a variety of Web-based molecular modeling tools in the project provides a unique opportunity to address these goals. Two summer faculty development workshops are conducted to add quality, quantity, and breadth to the project implementation. Further, specific curricular enhancements are also planned in the form of offering a new molecular modeling course. We expect that this project will enhance the chemical education of our students in the life sciences, many of whom will pursue graduate study. As well, we expect that exposure to computational chemistry will be particularly important for students, given its ubiquitous use in academic and industrial research in chemistry, biochemistry, and molecular biology. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Smith, Jonathan Gustavus Adolphus College MN Eileen L. Lewis Standard Grant 108551 7428 SMET 9178 0000099 Other Applications NEC 0311609 July 1, 2003 Developing a Research-Rich Introductory Biology Curriculum. Biological Sciences (61) This project addresses the need to support undergraduate research by introducing inquiry into two introductory courses. The PIs are restructuring two introductory biology courses to include inquiry- based, multi-week laboratory modules adapted from several successful external models. Simultaneously, they are revising the lecture portion of these courses to increase interaction and inquiry. Among the laboratory models being adapted in the BIO I course are the Plant Profile Project (R. Noyd, (http://www.botany2001.org/section13/abstracts/9.shtml, 2001), Yeast Genetics Model System (T. Manney, et al., Kansas State University), Evolution Lab, a unit in Biology Labs On-Line (BLOL, http://biologylab.awlonline.com/, a collaboration of the California State University system Center for Distributed Learning and Addison Wesley Longman), Angiosperm Hormones (D. Emmeluth and D. Brott, Am. Biol. Teacher, 1985), Behavioral and Evolutionary Ecology in Springs (D. Glazier, http://faculty.juniata.edu/glazier/researchlink/rl2kpage1.htm ), and Conservation Biology (N. Ruggeri, University of Wisconsin-Madison.) Model interactive lecture techniques include debate, role-playing, and mid-lecture review questions answered singly or cooperatively (J. Faust and D. Paulson, J. Exc. Coll. Teach, 1998; K. DeNeve and M. Heppner, Innov. Higher Educ., 1997; F. Caccavo, Am. Biol. Teacher, 2001). This new curriculum produces students with better research skills, a deeper understanding of science, and enthusiasm for conducting research. The project also incorporates significant faculty professional development on interactive teaching skills. The project is novel because it integrates exemplary laboratory, lecture, and web-based exercises to promote inquiry and because it explicitly emphasizes evolutionary biology as a unifying concept throughout. Because the university has a mandate to provide programs for students with disabilities and graduates a high proportion of underrepresented minority students, the curricular revisions have a large impact on these populations of students. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR McKinnon, Jeffrey University of Wisconsin-Whitewater WI Daniel Udovic Standard Grant 169978 7428 SMET 9178 7428 0000099 Other Applications NEC 0311610 July 1, 2003 A Methods Course to Prepare Preservice Biology Teachers to Use Inquiry: Adapting the Focal Ecosystem Model.. Biological Sciences (61) This project addresses the need for the integration of content knowledge and pedagogy in science teaching methods courses. The project adapts elements from two successful NSF CCLI projects. These are the Westminster College, Utah "Great Salt Lake Project" (http://www.westminstercollege.edu/education_gslp/) and the University of Arizona "Integrated, Thematic Approach to Biology Methods for Teacher Training," (https://www.ehr.nsf.gov/pirs_prs_web/search/RetrieveRecord.asp?Awd_Id=0088855 ) both of which use their local ecosystem as a focal point for developing inquiry-based lessons. The current project is adapting these model projects to the local needs of both the university and the K-12 schools by integrating discipline-based content knowledge, experimental methods, and pedagogical methods within a "Biology Teaching Methods" course. In this way they provide a rich experience for teachers-in-training that allows them to implement inquiry-based lessons during their student teaching internships. Students, primarily secondary education biology majors, are guided through the process of developing inquiry-based experimental modules focused on the regional ecosystem. They then gain practical experience teaching these inquiry-based lessons in the classroom as part of their K-12 internships. The project also enables students to implement experimental biology lessons in K-12 schools through an equipment-lending center that supplements the resources of the rural K-12 schools in which they are student teachers. The project benefits university students and their current/future pupils, thereby offering a significant and long-lasting impact. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Smith, Rosemary Sharolyn Belzer Idaho State University ID Daniel Udovic Standard Grant 97629 7428 SMET 9178 9150 7428 0000099 Other Applications NEC 0311617 September 1, 2003 Invigorating Undergraduate Education in Chemistry, Mathematics and Psychology via Wireless Technology. Interdisciplinary (99) This project is adapting and implementing wireless technology to create a more stimulating learning environment for undergraduate students in mathematics and science classrooms. The more active learning environment in which the students answer questions and solve problems rather than watching instructors describe theories and solve problems is increasing student performance on examinations and student satisfaction with chemistry, mathematics and psychology courses. Previous pilot implementations are being refined and implemented in large class sections. The project is also having a significant impact on the preparation of future teachers by giving preservice teachers experience in the use of technology to enhance learning. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Blake, Bob George Williams Lee Cohen Joaquin Borrego Texas Tech University TX Herbert H. Richtol Standard Grant 99952 7428 SMET 9178 7428 0000099 Other Applications NEC 0116000 Human Subjects 0311624 September 1, 2003 Integrated Science Courses for Elementary Education and Non-Science Majors. Interdisciplinary (99) This is a 3-year curriculum adaptation and implementation project that focuses on a set of 4 new science courses (three 4-credit hour courses and a 1 credit-hour project-based capstone seminar) for elementary-education and non-science majors at the University of Illinois at Chicago (UIC) and Chicago-area Community Colleges (CCs). The new courses are based on guiding principles, and incorporate elements, that derive from the rich literature on science teaching and learning and the overarching goals of national and local standards. These courses are resulting from collaborations between UIC and the CCs, among faculties in UIC's Colleges of Education and Liberal Arts and Sciences, and the CCs, among specialists in different sciences, and between K-12 teachers and college faculty. The courses are enhanced by adapting and implementing elements of the innovative set of courses developed by faculty at the University of Michigan at Dearborn. Three elements of the UMD program are being adapted: inquiry labs, assessment practices, and emphases in capstone course. The quality and impact of the project is being assessed by gathering and analyzing data on (1) faculty views on the adaptation and implementation of these courses, (2) fit between planned and enacted curriculum and pedagogy, and (3) student learning. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Varelas, Maria Donald Wink Julie Ellefson-Kuehn Dennis Lehman Yvonne Harris University of Illinois at Chicago IL Herbert H. Richtol Standard Grant 128638 7428 SMET 9178 7428 0000099 Other Applications NEC 0311636 September 1, 2003 Integrating Experiment, Computation, Communication, and Independent Inquiry in the Physical Chemistry Laboratory. Chemistry (12) For many chemistry students, physical chemistry is the capstone course of their undergraduate careers. This project integrates laboratory and classroom experiences in physical chemistry while introducing students to modern experimental and computational methods and building skills in problem solving and scientific communication. For the laboratory components of this project a nitrogen-pumped dye laser, workstations, and an FT-Raman modification for an existing spectrometer are being acquired. Enhancements adapted from both the educational and research literature are being designed to closely integrate the laboratory with the lecture course and introduce experiments that employ both computational and modern laser-based spectroscopic methods. The new activities are also designed to stimulate problem solving skills and inquiry based learning in independent student projects and provide experience in both oral and written communication. A visiting instructor from an undergraduate institution is also participating in the project. The project impacts a wide range of students, including chemistry majors who take a full year of physical chemistry as well as students who take only a single semester. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Johnson, Carey Joseph Heppert Brian Laird Krzysztof Kuczera Cindy Berrie University of Kansas Center for Research Inc KS Pratibha Varma-Nelson Standard Grant 90582 7428 SMET 9178 9150 0000099 Other Applications NEC 0311641 July 1, 2003 Hands-on Experiences with NMR in the Undergraduate Chemistry Curriculum. Chemistry (12) NMR methodologies are being incorporated into selected laboratories across the chemistry curriculum with a new 300 MHz NMR with an autosampler. NMR experiments previously published in the Journal of Chemical Education are being used. The experiments are being used to enhance a larger picture of the curriculum, since experiments build on students' previous knowledge, beginning with an introduction in the honors laboratories for general chemistry and general studies. Gradually the students are introduced to more complex uses of the instrumentation and data interpretation as students progress to more advanced courses leading ultimately to undergraduate research experiences. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Friedli, Andrienne James Howard Judith Iriarte-Gross Norma Dunlap Middle Tennessee State University TN Kathleen A. Parson Standard Grant 145459 7428 SMET 9178 0000099 Other Applications NEC 0311646 August 15, 2003 Adapting Multimedia Instructional Materials to Communicate Engineering and Information Technology Issues to Business Students. Computer Science (31) This project involves the adaptation of multimedia case studies originally designed for undergraduate engineering classes and their implementation in introductory business classes. The original case studies were developed by the LITEE Group, an NSF-supported project, at Auburn University. The intellectual merit of the activity is that there will be case studies that will provide business students with knowledge and skills related to engineering and IT concepts and better prepare them for the workplace. The evaluation plan utilizes qualitative and quantitative instruments to assess student learning. Under broader impact, the results should be of interest to other institutions and will be disseminated through the Web, workshops, journals, and conferences. Also, it is expected that, with the technical knowledge that business students gain from this project, there will be improved interaction between management and technical personnel in industry. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Mbarika, Victor Pius Egbelu Louisiana State University & Agricultural and Mechanical College LA Robert Stephen Cunningham Continuing grant 99781 7428 SMET 9178 9150 7428 0000099 Other Applications NEC 0311649 July 15, 2003 The Application and Implementation of NMR Spectroscopy Across Educational Platforms. Chemistry (12) The project centers around acquisition of a 300 MHz nuclear magnetic resonance (NMR) spectrometer to enhance the undergraduate laboratory sciences teaching curriculum. The NMR spectrometer is providing a hands-on training resource for undergraduate students in six separate chemistry courses. These courses range from introductory organic chemistry to an instrumental methods course in physical chemistry. In each case, experiments are being adapted from the literature which target a specific use of the instrument which complements the particular course goals. The NMR is also being used in cross-disciplinary integrated projects that are defined by students' capstone experiences. The instrument is also being incorporated into an outreach program to local public schools through teachers who are trained on NMR during in-service and pre-service programs. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Wooley, Karen John-Stephen Taylor D. Andre d'Avignon Thomas Vaid Thomas Kappock Washington University MO Kathleen A. Parson Standard Grant 123411 7428 SMET 9178 0000099 Other Applications NEC 0311664 June 1, 2003 Incorporating Inquiry and Case-based Pedagogy in Preservice Science Courses. Interdisciplinary (99) Interdisciplinary understanding first within and then among biology, earth science, and physical science is being attained by early childhood through eighth grade (EC-8) preservice teachers by incorporating inquiry and case based instruction into the science curriculum. The strategies developed by French and Ulrich and further elaborated by Russell and French in mixed major/non-major biology courses are being adapted for use in interdisciplinary science courses designed for preservice teachers preparing for EC-8 certification. The courses support the National Science Education Standards and facilitate modeling of exemplary inquiry based science teaching. Outcomes being achieved include: a) enhanced courses in science linked to unifying concepts in the state and national standards, b) improved understanding of science content and the nature of science both within and among science disciplines, c) improved preservice teacher attitudes toward science, and d) improved preservice teacher perceived efficacy in teaching science. Results of the project are being disseminated nationally. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Bailey, Bambi Pamela Stephens Midwestern State University TX Herbert H. Richtol Standard Grant 150052 7428 SMET 9178 7428 0000099 Other Applications NEC 0311692 August 1, 2003 Introduction of Bioinformatics in an Undergraduate Molecular Techniques Laboratory using Extreme Halophiles as Models. Biological Sciences (61) This project is adapting research tools in bioinformatics and microarray analysis as a teaching method. The intellectual merit of this proposal addresses the problem of the technical infrastructure required for bioinformatics by introducing into an existing undergraduate molecular techniques laboratory two inquiry-based experiments: DNA sequencing and concomitant phylogenetic analysis of 16S rRNA genes recovered from novel extreme halophiles isolated from the environment; and global differential gene expression in the extremely halophilic archaeon Halobacterium sp. NRC-1 by DNA microarray analysis. The objectives for the DNA sequencing/phylogenetic study are: (i) PCR amplification of 16S rRNA genes from extremely halophilic organisms the students isolate from a nearby salt mine, (ii) sequencing these genes and submitting the sequences to GenBank, and (iii) placing the organisms phylogenetically based upon these sequences. The objectives for the microarray analysis are: (i) designing and implementing differential gene regulation experiments, (ii) extracting and labeling RNA, (iii) probing, scanning and analyzing DNA microarrays from Halobacterium NRC-1, and (iv) determining which genes are differentially expressed under the experimental conditions. The broader impacts of this proposal include: (i) advancing discovery and understanding using inquiry-based teaching and learning, (ii) integrating research and education by adapting current research on extreme halophiles into an undergraduate teaching laboratory, (iii) enhancing the technical educational infrastructure with the acquisition of instrumentation, and (iv) disseminating the results through the world wide web, GenBank, articles in peer-reviewed journals of science education, and presentations at the education divisions of professional societies. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Shand, Richard Northern Arizona University AZ Jeanne R. Small Standard Grant 33815 7428 SMET 9178 7428 0000099 Other Applications NEC 0311695 September 15, 2003 Collaborative Research: Adapting and Evaluating Online Materials for Undergraduate Statistics Using LON-CAPA Technology. Social Sciences - Other (89) This joint project is designed to adapt and expand educational materials developed for undergraduate statistics courses for use with the LON CAPA system, which is being developed with support from the NSF's Information Technology Research program. CAPA (Computer Assisted Personalized Approach) is a type of course management system developed in the early 1990s and now used in a number of universities. LON (Learning Online Network) is a new technology designed to work with CAPA to create an integrated system for online learning and assessment. LON CAPA consists of a learning content authoring and management system allowing new and existing content to be used flexibly, a course management system, an individualized homework and automatic grading system, data collection and data mining system, and a content delivery system. This collaborative project is adapting this new system to the teaching of statistical methods in the social sciences. CAPA has been used for several years for this purpose. The new LON CAPA system is expected to be more flexible and better suited to connecting departments with common interests to share learning materials and assessment results. The new system allows more personalized attention to the learning problems of individual students. It can more effectively connect students to resources that they can use to overcome learning barriers in undergraduate statistics. We are translating the existing statistics problem library of over 600 problems from CAPA into LON CAPA format. We are also creating multimedia class material designed to help students learn the concepts underlying the assigned problems, and this material is being woven into their homework assignments. After implementing the LON-CAPA system in the fall semester of 2003 and refining our materials, we plan to collect student performance data during spring and fall of 2004. These data will be used to test the greater efficacy of LON CAPA relative to CAPA. An extensive database of student performance information already exists for the statistics material from courses in statistics for the social sciences that have been using CAPA. Equivalence in examination content can be maintained after the LON CAPA system is in place, making a direct test of whether students have benefited from the adapted materials possible. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Boldry, Jennifer Montana State University MT Myles G. Boylan Standard Grant 47125 7428 SMET 9178 9150 7428 0000099 Other Applications NEC 0311713 September 1, 2003 Development of a Laboratory Curriculum Devoted to the Thermal Management of Electronics. Engineering - Mechanical (56) The cooling of electronics has emerged as a constraining problem of the new century. The challenges posed by ever-increasing computer chip heat fluxes, smaller enclosures, and stricter performance standards have made thermal management vital in microelectronic systems. To combat this problem, an undergraduate laboratory curriculum devoted to the thermal management of electronics is developed. The curriculum has two aspects. First, a laboratory including both experimental and commercial computational capabilities is developed for use in four classes taken by mechanical, electrical, and computer engineering students. Experiments focus on measurement methods, chassis impedence and fan performance, thermal resistance measurements in an air-cooled computer, heat transfer coefficient determination, liquid cooling using microchannels, and heat pipes. Second, a new elective addressing an overview of the thermal management problem, air-cooling technologies, computational design methodologies, and emerging technologies (including cooling of nano-scale devices) is developed. It includes lecture and laboratory components. The project adapts materials regarding electronics cooling from Stanford University, and University of Maryland. The project component regarding thermal management of electronics is adapted from Purdue University, University of Minnesota, UC Berkeley, and University of Reno. This project provides Mechanical Engineering students with an understanding of the basic issues in the thermal management of electronics and the design and testing of simple electronics cooling systems. The students taking the new elective enter the work force prepared to work on electronics cooling. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Okamoto, Nicole Tai-Ran Hsu San Jose State University Foundation CA Sheryl A. Sorby Standard Grant 105757 7428 SMET 9178 0000099 Other Applications NEC 0311730 July 15, 2003 A Comprehensive Plan to Improve Mineral Science Instruction Using Project-Based Learning and XRD Analysis. Geology (42) Effective delivery of science education utilizes hands-on research, field studies, or laboratory work in which the student is the primary investigator (e.g., Kern and Carpenter, 1986, NSF, 1977, NRC, 1999). The Department of Geology and Geography embraces this concept in both introductory and upper-level courses and is restructuring the teaching and learning of mineral science by integrating project-based learning that uses XRD analysis. The purchase of a Rigaku Miniflex XRD system is permitting students to investigate industrial mineral applications and evaluate mineral hazards and construction of minerals. Students enrolled in Environmental Geology, Mineralogy, Petrography and Petrology, Economic Mineralogy, and Stratigraphy and Sedimentation are using the XRD. The XRD is also serving students carrying out research projects that investigate soils, clays, fine-grained rocks, and synthetic materials. Activities and laboratory exercises are being adapted from several NSF projects including DUE-0087052 (San Diego State University), DUE-9950262 (University of Massachusetts), DUE-9751006 (Albion College), DUE-9952667 (Montclair State University), DUE-9950820 (Middle Tennessee State University) and DUE-9952345 (University of Tennessee, Chattanooga). Results of this project are being disseminated at GSA meetings and student research projects are being presented at the Georgia Academy of Sciences and regional and national GSA meetings. An Environmental Geology laboratory manual published in-house is being updated to include new exercises using XRD. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Asher, Pranoti Robert Vance Georgia Southern University Research and Service Foundation, Inc GA Keith A. Sverdrup Standard Grant 104445 7428 SMET 9178 0000099 Other Applications NEC 0311739 August 1, 2003 Implementing WeBWorK in a Teacher Training Curriculum. Mathematical Sciences (21) In this project faculty at California State University at Long Beach are partnering with colleagues at Cerritos and Orange Coast Community Colleges to adapt the WebWorK homework assessment system for use in several pre-service teacher preparation courses. This system (developed by faculty at the University of Rochester under DUE-9950567 and DUE-0126940) serves as an electronic homework helper, giving students immediate feedback, allowing for multiple attempts, permitting the individualization of problems for each student, and recording responses to enable review of student progress. Concurrent with this effort are professional development workshops for faculty at the participating institutions. Embedding the use of this system in these key courses is enabling the project team to achieve several interrelated goals: 1) improvement in the general technological literacy of both the undergraduates in the pre-service courses and the college lower division mathematics teachers; 2) preparation of the pre-service teachers to be on-site trainers in their schools and thus eventually to use WeBWorK in their own courses; and (3) creation of a WeBWorK user manual for use in technology classes for pre-service teachers. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Segalla, Angelo Norma Noguera William Ziemer Saleem Watson Alan Safer California State University-Long Beach Foundation CA Lee L. Zia Standard Grant 174996 7428 SMET 9178 7428 0000099 Other Applications NEC 0311745 September 15, 2003 Adapting WeBWorK Internet-Based Gateway Exams and Maple PowerTools to Introduce Appropriate Use of Technology in the First Two Semesters of Calculus. Mathematical Sciences (21) The Department of Mathematics at Pacific Lutheran University is introducing the use of Maple and WeBWorK into its first two calculus courses to increase student engagement and lay stronger conceptual foundations for subsequent courses. Contributions from the PowerTools page on the Waterloo Maple website are being adapted for use by students to explore, to visualize, and to generate conjectures. The WeBWorK program, developed at the University of Rochester (see DUE-9950567 and 0126940), is also being used to provide online feedback to students on homework exercises. A key feature of this project is the systematic approach used by the entire department to establish shared learning goals for students and to employ technology in pursuit of these goals. Training workshops are featured not only for mathematics faculty, but also faculty in allied disciplines. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Dorner, Bryan Daniel Heath Richard Louie Jessica Sklar Pacific Lutheran University WA Lee L. Zia Standard Grant 141602 7428 SMET 9178 0000099 Other Applications NEC 0313641 August 1, 2003 Collaborative Project: Completing a Center of Excellence in Information. At present, there are no universities in Chicago that are designated as a Center of Excellence in Information Assurance Education (COE/IAE). This proposal is designed to provide the necessary support for the Illinois Institute of Technology to become the first COE/IAE in the third largest city in the United States. To ensure that we do not reinvent the wheel, the proposal is a collaborative effort with Mississippi State University, a school well recognized as an innovative COE/IAE with past experience in assisting other universities in establishing COE/IAE programs. This project implements the following key changes: 1. Migrate a key course on information security to the undergraduate program. 2. Modify existing graduate-level course on Cryptography so that it will also be suitable for undergraduates. 3. Modify existing undergraduate courses in operating systems, database systems, information retrieval, data mining, networking, software engineering, and computer ethics to include information security and information awareness topics. 4. Evaluate all of these courses to ensure they are meeting objectives, using a new evaluation methodology recently developed for other courses. FED CYBER SERV: SCHLAR FOR SER DUE EHR Vaughn, Rayford Mississippi State University MS Diana L. Burley Standard Grant 79993 1668 SMET 9178 9150 0000099 Other Applications NEC 0313691 June 1, 2003 Information Assurance Scholarships for Service at the University of Nebraska at Omaha. The Nebraska University Consortium for Information Assurance (NUCIA), part of the College of Information Science and Technology (IS&T) at the University of Nebraska at Omaha (UNO) is implementing and administering a Federal Cyber Service: Scholarship for Service program to provide 30 student scholarships over a four-year period, 15 scholarships at the undergraduate level and 15 scholarships at the graduate (Masters) level. NUCIA has developed undergraduate and graduate curriculum concentrations in information assurance, including seven undergraduate courses and 10 graduate courses. These curriculum concentrations were developed to provide students with a solid background in the fundamentals of information assurance, combined with a diverse set of applied exercises and projects that translate theory into practice. FED CYBER SERV: SCHLAR FOR SER DUE EHR Burnham, Blaine Philip Craiger Victor Winter University of Nebraska at Omaha NE Victor P. Piotrowski Continuing grant 2182156 1668 SMET 9178 9150 0000099 Other Applications NEC 0313692 August 15, 2003 Collaborative Research: Wisconsin Collaborating Campuses on Cyber Security. This collaboration provides faculty at 5 Wisconsin campuses with development opportunities in the topics generally referred to as Cyber Security. Each campus has coordinated their activities to take advantage of the synergies available through cooperation, while selecting activities that best suit their own campus faculty and take best advantage of their own local resources. The training is robust, and includes the contribution of the US Army Readiness Reserve Training Center at Ft. McCoy, Wisconsin. They offer an intensive 2-week training session for this faculty. A variety of intra-campus, internal, and commercial training opportunities are included. From this project, significant results are reported to other institutions considering similar needs. This project raises the capabilities of over 29 faculty members throughout the state. In addition, course development is taking place on every campus, increasing the offerings in this area. Finally, course development keeps in mind the modular approach adopted by the collaboration, so that specific elements can be exchanged and shared among these campuses, and other campuses in the United States. Lead for this collaboration is the University of Wisconsin-Milwaukee, College of Engineering and Applied Science, Center for Cryptography, Computer and Network Security. Collaboration members include: Universities of Wisconsin-Madison, LaCrosse, Parkside, Stevens Point, and Superior. For this project, US Army Readiness Reserve Training Center at Ft. McCoy and Lac Courte Ojibwa, a tribal college, join the project. FED CYBER SERV: SCHLAR FOR SER DUE EHR Goulet, Daniel University of Wisconsin-Stevens Point WI Timothy V. Fossum Standard Grant 200000 1668 SMET 9178 0000099 Other Applications NEC 0313712 August 15, 2003 Collaborative Research: Wisconsin Collaborating Campuses on Cyber Security. This collaboration provides faculty at 5 Wisconsin campuses with development opportunities in the topics generally referred to as Cyber Security. Each campus has coordinated their activities to take advantage of the synergies available through cooperation, while selecting activities that best suit their own campus faculty and take best advantage of their own local resources. The training is robust, and includes the contribution of the US Army Readiness Reserve Training Center at Ft. McCoy, Wisconsin. They offer an intensive 2-week training session for this faculty. A variety of intra-campus, internal, and commercial training opportunities are included. From this project, significant results are reported to other institutions considering similar needs. This project raises the capabilities of over 29 faculty members throughout the state. In addition, course development is taking place on every campus, increasing the offerings in this area. Finally, course development keeps in mind the modular approach adopted by the collaboration, so that specific elements can be exchanged and shared among these campuses, and other campuses in the United States. Lead for this collaboration is the University of Wisconsin-Milwaukee, College of Engineering and Applied Science, Center for Cryptography, Computer and Network Security. Collaboration members include: Universities of Wisconsin-Madison, LaCrosse, Parkside, Stevens Point, and Superior. For this project, US Army Readiness Reserve Training Center at Ft. McCoy and Lac Courte Ojibwa, a tribal college, join the project. FED CYBER SERV: SCHLAR FOR SER DUE EHR Hansen, Stuart University of Wisconsin-Parkside WI Diana L. Burley Standard Grant 188838 1668 SMET 9178 0000099 Other Applications NEC 0313716 August 15, 2003 Collaborative Research: Wisconsin Collaborating Campuses on Cyber Security. This collaboration provides faculty at 5 Wisconsin campuses with development opportunities in the topics generally referred to as Cyber Security. Each campus has coordinated their activities to take advantage of the synergies available through cooperation, while selecting activities that best suit their own campus faculty and take best advantage of their own local resources. The training is robust, and includes the contribution of the US Army Readiness Reserve Training Center at Ft. McCoy, Wisconsin. They offer an intensive 2-week training session for this faculty. A variety of intra-campus, internal, and commercial training opportunities are included. From this project, significant results are reported to other institutions considering similar needs. This project raises the capabilities of over 29 faculty members throughout the state. In addition, course development is taking place on every campus, increasing the offerings in this area. Finally, course development keeps in mind the modular approach adopted by the collaboration, so that specific elements can be exchanged and shared among these campuses, and other campuses in the United States. Lead for this collaboration is the University of Wisconsin-Milwaukee, College of Engineering and Applied Science, Center for Cryptography, Computer and Network Security. Collaboration members include: Universities of Wisconsin-Madison, LaCrosse, Parkside, Stevens Point, and Superior. For this project, US Army Readiness Reserve Training Center at Ft. McCoy and Lac Courte Ojibwa, a tribal college, join the project. FED CYBER SERV: SCHLAR FOR SER DUE EHR Riley, David University of Wisconsin-La Crosse WI Diana L. Burley Standard Grant 199623 1668 SMET 9178 0000099 Other Applications NEC 0313726 August 1, 2003 Collaborative Project: Completing a Center of Excellence in Information Assurance. At present, there are no universities in Chicago that are designated as a Center of Excellence in Information Assurance Education (COE/IAE). This proposal is designed to provide the necessary support for the Illinois Institute of Technology to become the first COE/IAE in the third largest city in the United States. To ensure that we do not reinvent the wheel, the proposal is a collaborative effort with Mississippi State University, a school well recognized as an innovative COE/IAE with past experience in assisting other universities in establishing COE/IAE programs. This project implements the following key changes: 1. Migrate a key course on information security to the undergraduate program. 2. Modify existing graduate-level course on Cryptography so that it will also be suitable for undergraduates. 3. Modify existing undergraduate courses in operating systems, database systems, information retrieval, data mining, networking, software engineering, and computer ethics to include information security and information awareness topics. 4. Evaluate all of these courses to ensure they are meeting objectives, using a new evaluation methodology recently developed for other courses. FED CYBER SERV: SCHLAR FOR SER DUE EHR Grossman, David Ophir Frieder Illinois Institute of Technology IL Diana L. Burley Standard Grant 144000 1668 SMET 9178 0000099 Other Applications NEC 0313727 August 15, 2003 Collaborative Research: Wisconsin Collaborating Campuses on Cyber Security. This collaboration provides faculty at 5 Wisconsin campuses with development opportunities in the topics generally referred to as Cyber Security. Each campus has coordinated their activities to take advantage of the synergies available through cooperation, while selecting activities that best suit their own campus faculty and take best advantage of their own local resources. The training is robust, and includes the contribution of the US Army Readiness Reserve Training Center at Ft. McCoy, Wisconsin. They offer an intensive 2-week training session for this faculty. A variety of intra-campus, internal, and commercial training opportunities are included. From this project, significant results are reported to other institutions considering similar needs. This project raises the capabilities of over 29 faculty members throughout the state. In addition, course development is taking place on every campus, increasing the offerings in this area. Finally, course development keeps in mind the modular approach adopted by the collaboration, so that specific elements can be exchanged and shared among these campuses, and other campuses in the United States. Lead for this collaboration is the University of Wisconsin-Milwaukee, College of Engineering and Applied Science, Center for Cryptography, Computer and Network Security. Collaboration members include: Universities of Wisconsin-Madison, LaCrosse, Parkside, Stevens Point, and Superior. For this project, US Army Readiness Reserve Training Center at Ft. McCoy and Lac Courte Ojibwa, a tribal college, join the project. FED CYBER SERV: SCHLAR FOR SER DUE EHR Piotrowski, Victor University of Wisconsin-Superior WI Timothy V. Fossum Standard Grant 387603 1668 SMET 9178 0000099 Other Applications NEC 0313763 August 15, 2003 Collaborative Research: Wisconsin Collaborating Campuses on Cyber Security. This collaboration provides faculty at 5 Wisconsin campuses with development opportunities in the topics generally referred to as Cyber Security. Each campus has coordinated their activities to take advantage of the synergies available through cooperation, while selecting activities that best suit their own campus faculty and take best advantage of their own local resources. The training is robust, and includes the contribution of the US Army Readiness Reserve Training Center at Ft. McCoy, Wisconsin. They offer an intensive 2-week training session for this faculty. A variety of intra-campus, internal, and commercial training opportunities are included. From this project, significant results are reported to other institutions considering similar needs. This project raises the capabilities of over 29 faculty members throughout the state. In addition, course development is taking place on every campus, increasing the offerings in this area. Finally, course development keeps in mind the modular approach adopted by the collaboration, so that specific elements can be exchanged and shared among these campuses, and other campuses in the United States. Lead for this collaboration is the University of Wisconsin-Milwaukee, College of Engineering and Applied Science, Center for Cryptography, Computer and Network Security. Collaboration members include: Universities of Wisconsin-Madison, LaCrosse, Parkside, Stevens Point, and Superior. For this project, US Army Readiness Reserve Training Center at Ft. McCoy and Lac Courte Ojibwa, a tribal college, join the project. FED CYBER SERV: SCHLAR FOR SER DUE EHR Gregory, William George Davida University of Wisconsin-Milwaukee WI Diana L. Burley Standard Grant 199639 1668 SMET 9178 0000099 Other Applications NEC 0313792 June 1, 2003 PISCES-CB: Partners in Securing Cyberspace through Education and Service Capacity Building. This project develops a portable computer security laboratory that may be used in a wide range of computer security and information assurance (CSIA) courses at multiple institutions. A suite of hands-on exercises and case studies dedicated to computer security and information assurance education is developed for use in conjunction with this laboratory. The exercises cover numerous aspects of computer security and information assurance including risk assessment, security policy, firewalls, intrusion detection, secure protocols, and public key infrastructure. In addition to specifying, building, and testing the laboratory, the project develops and tests educational modules that use the laboratory in actual courses at multiple institutions. These modules have instructor and student guides, are usable in multiple courses, and fully integrate classroom material with hands-on exercises in the laboratory. The modules emphasize the importance of the proper, ethical use of the tools and provide ample controls to prevent the laboratory from being used in an unauthorized manner or to launch attacks over the Internet. This project is multidisciplinary, integrating material from computer science, management, law, and other areas important to CSIA. The project team from three universities has well over fifty years of combined experience in research and in teaching in this area. The project creatively uses the existing infrastructure of a regional consortium of universities that already has easy cross-enrollment to leverage new course development and make CSIA knowledge much more accessible at all three institutions. The George Washington University in this project forms a partnership with two local universities with long histories of serving traditionally underrepresented groups. Gallaudet University is the world's only university that brings together deaf, hard of hearing, and hearing students and faculty in the common pursuit of education. Marymount University, until 1986 a women's college, is now a coeducational liberal arts institution in which women make up 70% of its students. FED CYBER SERV: SCHLAR FOR SER DUE EHR Hoffman, Lance C. Dianne Martin Ronald Gove William Millios Cynthia Cicalese George Washington University DC Diana L. Burley Standard Grant 537237 1668 SMET 9178 0000099 Other Applications NEC 0313793 June 1, 2003 PISCES-S: Partnership in Securing Cyberspace through Education and Service. This program provides opportunities for students with diverse backgrounds to become Computer Security and Information Assurance (CSIA) professionals and to help protect the safety and security of our nation's information infrastructure. Professors who are internationally recognized specialists in CSIA, some of whom have over thirty years experience teaching this material and producing graduates trained in the CSIA, educate students in this program. Using traditional computing lab resources along with newly developed resources such as a battle lab, students will be exposed to hands-on demonstrations and experience that are on the cutting edge of CSIA education, as befits an NSA-designated Center of Academic Excellence in Information Assurance Education (CAE/IAE) such as The George Washington University (GW). In this proposal, GW is partnering with Gallaudet University and Marymount University to expand CSIA education opportunities to citizens of the Washington DC area and to capitalize on the strength and accessibility of courses available to students through the eleven-member Consortium of Universities of the Washington Metropolitan Area. This partnership also broadens the participation of traditionally underrepresented groups in CSIA. Gallaudet is the world's only university that brings together deaf, hard of hearing, and hearing students and faculty in the common pursuit of education. Marymount, until 1986 a women's college, is now a coeducational liberal arts institution with women making up 70% of its students. FED CYBER SERV: SCHLAR FOR SER DUE EHR Hoffman, Lance Rachelle Heller Ronald Gove William Millios Cynthia Cicalese George Washington University DC Victor P. Piotrowski Continuing grant 3420988 1668 SMET 9178 0000099 Other Applications NEC 0313827 July 1, 2003 SFS Capacity Building: Enhancing the IAS Curriculum at Wichita State University. The Electrical and Computer Engineering (ECE) department and the Computer Science (CS) department at Wichita State University are jointly developing a broad and innovative curriculum covering various facets of Information Assurance and Security (IAS), with the support and assistance of the Center for Information Security at the University of Tulsa. Five professors from the ECE and CS departments at Wichita State University are working closely with the Center for Information Security faculty at the University of Tulsa to develop the course contents and projects suitable for undergraduate and graduate students in the area of IAS. This project develops the curriculum and laboratory facilities that will be required to train the students in the area of Information Assurance and Security. The project goals are to: 1. Build the core curriculum and create necessary laboratory facilities for student education and training in the area of IAS. 2. Create an IAS laboratory at Wichita State University. The expected impact of the project includes the following: 1. Enhanced curriculum, laboratory facilities and research activities in the area of IAS at Wichita State University. 2. More opportunities for Wichita State University and other local college students to register for IAS related courses. 3. Increased awareness of information security related issues in the community. FED CYBER SERV: SCHLAR FOR SER DUE EHR Namuduri, Kameswara Prakash Ramanan Ravindra Pendse Chin-Chih Chang Coskun Cetinkaya Wichita State University KS Diana L. Burley Standard Grant 199857 1668 SMET 9178 9150 0000099 Other Applications NEC 0313835 June 1, 2003 Scholarship for Service for Public Health Applications. A primary goal of the Information Security Institute (ISI) is to produce graduates with comprehensive information technology foundations in conjunction with a robust understanding of the international, political, legal, and managerial ramifications of the range of issues needed to assume leadership positions in government and industry relevant to the pervasive and critical roles played by Information Security & Assurance (IS&A) in society. The health/medical federal information infrastructure represents a critical application domain for the IS&A technologies. The Information Security Institute in conjunction with the Bloomberg School of Public Health at Johns Hopkins University can address this need via the Masters of Science in Security Informatics (MSSI) program by providing a graduate educational experience comprised of relevant courses integrated with research/development projects that serve as preparation for guidance of public health policy and practices. The graduation of MSSI students well qualified to assume leadership roles in the federal public health sectors has significant short-term impact, and from a broader perspective would represent the availability of a proven, successful model for other health-related educational institutions to adopt in order to similarly address this critical infrastructure need. Within Johns Hopkins University, the success of the program justifies considerable expansion, including enhancement of the support of the participation of underrepresented groups, development of part-time and on-line venues, and cultivation of innovative educational government/industry partnerships. FED CYBER SERV: SCHLAR FOR SER DUE EHR Masson, Gerald Johns Hopkins University MD Victor P. Piotrowski Continuing grant 2960907 1668 SMET 9178 0000099 Other Applications NEC 0313837 July 1, 2003 Cyberspace Forensics: Research, Course Development, and Laboratory Development (Capacity Building Track). This project creates a computer forensics course and supporting laboratory, which enables undergraduate and graduate students at Iowa State University to obtain knowledge and skills in this important area. Further, the laboratory supports graduate and faculty research and provide a test-bed facility in which new tools and forensic procedures can be tested. The information assurance faculty at Iowa State currently support about 12 regularly offered graduate courses in network and systems security, however we do not offer studies in forensics. The need for such a course and laboratory coupled with recent hires of faculty in this area, has motivated this proposal. All course materials, lab experiments, and lessons learned will be shared with faculty from any interested University. FED CYBER SERV: SCHLAR FOR SER DUE EHR Guan, Yong Douglas Jacobson James Davis Iowa State University IA Timothy V. Fossum Standard Grant 199928 1668 SMET 9178 0000099 Other Applications NEC 0313842 June 15, 2003 CyberSecurity Capacity Building at North Dakota. The Information Assurance and Security (IAS) Education project in the Department of Computer Science and the Department of Management, Marketing, and Finance at North Dakota State University (NDSU) helps NDSU achieve Academic Excellence in Information Assurance and Security Education. It is built upon close collaborations with consultants and partnerships from academia, industry and government. Specific tasks developed under this project include: 1. Training our faculty through the Center of Academic Excellence in Information Assurance Education at Iowa State University, in which the faculty develop and deliver information assurance security modules that can be readily included in core courses in IAS; 2. Developing new courses and revising existing ones by integrating IAS modules into selected courses. The federal training documents provided by the Committee on National Security Systems (CNSS) will be consulted. 3. Tailoring student capstone and course projects to IAS; 4. Establishing partnerships between disciplines and departments, among the U.S. academic institutions, industry and government, for developing specific projects and involving their personnel in teaching; 5. Developing the career interest of junior high school girls in IAS by organizing a workshop session. FED CYBER SERV: SCHLAR FOR SER DUE EHR Fu, Huirong Kendall Nygard Michael Garrison North Dakota State University Fargo ND Diana B. Gant Standard Grant 199921 1668 SMET 9178 9150 0000099 Other Applications NEC 0313858 August 15, 2003 Collaborative Research: Capacity Expansion in Information Assurance. This project expands the capacity of SBU and UH to produce high-quality professionals in information assurance and computer security that can make a definitive contribution towards the problem of protecting our nation's critical information infrastructure. SBU has put together one of the nation's strongest research programs in Information Assurance. SBU has been designated by the National Security Agency (NSA) as a Center of Academic Excellence in IA Education (CAE/IAE). Its IA education and research activities are coordinated by the Center for Cybersecurity. SBU currently offers several graduate level courses in IA, and offers information assurance concentrations at the Master's and Ph.D. levels. Moreover, these programs have been certified to meet the National Training Standard 4011 for Information Systems Security Professionals set by the Committee on National Security Systems (CNSS). This project expands the reach of the IA curriculum to the undergraduate level, and serves to train faculty from other institutions to develop similar educational programs in IA. Specifically, the objectives of the SBU component of this collaborative proposal are: (1) curriculum and educational material development, (2) faculty development at UH and other institutions, and (3) laboratory development. At UH capacity building occurs on several fronts: (1) building an outstanding concentration in computer security and information assurance by adapting and implementing the exemplary education materials, curricula, and courses in security and assurance already developed at SBU, (2) development of a computing environment similar to the one proposed to be built at SBU for teaching and research in computer security and information assurance, (3) development of new courses and course modules for computer security and information assurance courses, and dissemination through the World Wide Web, and (4) faculty development at regional institutions in the second year of the program. FED CYBER SERV: SCHLAR FOR SER DUE EHR Sekar, Ramasubramanian I. Ramakrishnan Scott Stoller Erez Zadok Yow-Jian Lin SUNY at Stony Brook NY Diana L. Burley Standard Grant 199883 1668 SMET 9178 0000099 Other Applications NEC 0313860 September 1, 2003 Collaborative Project: Expanding Information Assurance Education. FSU has been committed to building and supporting an education and research program in Information Assurance and Security since 1997. The first Information Assurance courses were offered in the fall 1999 and spring 2000 semesters. The program has grown steadily since, with the addition of expanded Information Assurance courses and a growing student population. This collaborative effort between FSU and FAMU is intended to benefit FAMU by helping to develop an IA program at FAMU that does not currently exist and to strengthen the program at FSU by broadening its research effort, increasing minority representation in its graduate program, and by enhancing its instructional course content at the undergraduate level. Intellectual Merit This project is innovative in its adaptive nature and its recognition and leverage of a vast resource pool. The knowledge and experience gained in establishing the graduate IA program at FSU is transferred to undergraduate programs at FSU and FAMU, where large numbers of students are seeking such opportunities. Broader Impacts This approach produces a large number of IA graduates from previously untapped resources. Of the anticipated one hundred graduates per year, statistics show that sixty to seventy percent of these students will be from underprivileged and disadvantaged groups. FED CYBER SERV: SCHLAR FOR SER DUE EHR Yasinsac, Alec Yvo Desmedt Mike Burmester Florida State University FL Mark James Burge Standard Grant 185405 1668 SMET 9178 0000099 Other Applications NEC 0313871 July 15, 2003 Collaborative Project: Capacity Building in Information Assurance & Security. As the electronic collection, storage, and retrieval of data becomes an ever more pervasive part of modern life, there is an associated need for increased Information Assurance (IA) awareness and expertise in order to secure evolving systems. This project leverages the Information Assurance expertise of Purdue University to build a framework in Alaska that will address the IA needs of the academic, commercial, legal, and law enforcement communities. The initial focus is aimed at determining the current level of IA awareness and needs in the state. The project then continues to develop the UAF- IA curriculum specifically tailored to fit the learning needs of the state's geographically diverse population with an emphasis on distance education. Results of the project will include a statement of the current IA awareness and needs level in the state, a new IA curriculum, and development towards and application for the Center of Academic Excellence (CAE) certification for UAF. A secondary goal of this proposal is to further develop the capacity of Purdue University to meet the needs for computer forensics expertise. Purdue University is benchmarking an undergraduate computer forensics course offered at the University of Alaska at Fairbanks; Purdue University is also developing and pilot testing a computer forensics course at the undergraduate level. FED CYBER SERV: SCHLAR FOR SER DUE EHR Dark, Melissa Purdue University IN Diana L. Burley Standard Grant 114792 1668 SMET 9178 0000099 Other Applications NEC 0313880 August 15, 2003 Collaborative Research: Capacity Expansion in Information Assurance. This project expands the capacity of SBU and UH to produce high-quality professionals in information assurance and computer security that can make a definitive contribution towards the problem of protecting our nation's critical information infrastructure. SBU has put together one of the nation's strongest research programs in Information Assurance. SBU has been designated by the National Security Agency (NSA) as a Center of Academic Excellence in IA Education (CAE/IAE). Its IA education and research activities are coordinated by the Center for Cybersecurity. SBU currently offers several graduate level courses in IA, and offers information assurance concentrations at the Master's and Ph.D. levels. Moreover, these programs have been certified to meet the National Training Standard 4011 for Information Systems Security Professionals set by the Committee on National Security Systems (CNSS). This project expands the reach of the IA curriculum to the undergraduate level, and serves to train faculty from other institutions to develop similar educational programs in IA. Specifically, the objectives of the SBU component of this collaborative proposal are: (1) curriculum and educational material development, (2) faculty development at UH and other institutions, and (3) laboratory development. At UH capacity building occurs on several fronts: (1) building an outstanding concentration in computer security and information assurance by adapting and implementing the exemplary education materials, curricula, and courses in security and assurance already developed at SBU, (2) development of a computing environment similar to the one proposed to be built at SBU for teaching and research in computer security and information assurance, (3) development of new courses and course modules for computer security and information assurance courses, and dissemination through the World Wide Web, and (4) faculty development at regional institutions in the second year of the program. FED CYBER SERV: SCHLAR FOR SER DUE EHR Verma, Rakesh Ernst Leiss Ioannis Pavlidis University of Houston TX Timothy V. Fossum Standard Grant 201949 1668 SMET 9178 0000099 Other Applications NEC 0313882 September 1, 2003 Collaborative Project: Expanding Information Assurance Education. FSU has been committed to building and supporting an education and research program in Information Assurance and Security since 1997. The first Information Assurance courses were offered in the fall 1999 and spring 2000 semesters. The program has grown steadily since, with the addition of expanded Information Assurance courses and a growing student population. This collaborative effort between FSU and FAMU is intended to benefit FAMU by helping to develop an IA program at FAMU that does not currently exist and to strengthen the program at FSU by broadening its research effort, increasing minority representation in its graduate program, and by enhancing its instructional course content at the undergraduate level. Intellectual Merit This project is innovative in its adaptive nature and its recognition and leverage of a vast resource pool. The knowledge and experience gained in establishing the graduate IA program at FSU is transferred to undergraduate programs at FSU and FAMU, where large numbers of students are seeking such opportunities. Broader Impacts This approach produces a large number of IA graduates from previously untapped resources. Of the anticipated one hundred graduates per year, statistics show that sixty to seventy percent of these students will be from underprivileged and disadvantaged groups. FED CYBER SERV: SCHLAR FOR SER DUE EHR Evans, Deidre Edward Jones Christy Chatmon Florida Agricultural and Mechanical University FL Mark James Burge Standard Grant 184968 1668 SMET 9178 0000099 Other Applications NEC 0313885 June 1, 2003 CITADEL: Coordinated Information Techology and Assurance Development and Education Laboratory. CITADEL provides an intellectual high ground for the education, training, practical application of information security and assurance. CITADEL trains students to become leaders, not merely practitioners, in the increasingly important field of information assurance and security. It also provides faculty enhanced opportunities to work with the best students and researchers at government agencies. CITADEL coordinates the efforts of New Mexico Techs CAE/IAE, Information Technology Program, the Computer Science Department, and NMT's ICASA (Institute for Complex Additive Systems Analysis) division. Each scholar's program will include the following: a customized course sequence to match the scholar's area of interest and research in information assurance and security; a research project and advisor in a research relevant area described; his or her personal supervisory committee (including research advisor); travel to a conference to present research results; travel to summer SFS workshop (accompanied by both PIs); individualized placement in an OPM approved internship position; individualized placement in an OPM approved service position; professional skill development workshops and support; mentoring, including regular interaction with both PIs. To support information assurance and security in the CITADEL program, faculty have committed to providing the following expertise for research and advising: Adaptive Control and Dynamic Systems; Agent-based Financial System Modeling & Simulation; Applications of Soft Computing; Applied Mathematics; Non-financial Risk Modeling & Analysis; Complex Additive Systems Modeling, Simulation, and Analysis; Complex Systems; Conceptual Modeling; Cryptography; Ethical Issues; Financial Systems; Information Systems; Mathematical Programming; Network Security and Performance; Parallel and High Performance Computing; Software Integrity; Well-posedness and Sensitivity Analysis. FED CYBER SERV: SCHLAR FOR SER DUE EHR Liebrock, Lorie Andrew Sung Peter Anselmo New Mexico Institute of Mining and Technology NM Victor P. Piotrowski Continuing grant 2147777 1668 SMET 9178 9150 0000099 Other Applications NEC 0313891 July 1, 2003 AISTEA: Advancing Information Security Training, Education, and Awareness. This project maximizes the scholarship program's impact, by promoting information assurance (IA) awareness at the secondary education and community college levels, and by increasing the national capability for the education of IA professionals. The project revises an existing course, IT463 (Information Assurance), and incorporates it into the university's Master of Science Teaching (MST) curriculum as a graduate course. In summer 2004, a Workshop on Information Security Education (WISE'04) at NMT campus is planned along with the recruitment of 15 science/math/computer teachers from high schools and community colleges to participate. In addition, appropriate materials from a newly developed course, IT263 (Information Protection and Security), is adapted and incorporated into future summer mini courses held on NMT campus on Information Technology. FED CYBER SERV: SCHLAR FOR SER DUE EHR Sung, Andrew Lorie Liebrock New Mexico Institute of Mining and Technology NM Diana L. Burley Standard Grant 195986 1668 SMET 9178 9150 0000099 Other Applications NEC 0313902 July 15, 2003 Collaborative Project: Capacity Building in Information Assurance and Computer Security. As the electronic collection, storage, and retrieval of data becomes an ever more pervasive part of modern life, there is an associated need for increased Information Assurance (IA) awareness and expertise in order to secure evolving systems. This project leverages the Information Assurance expertise of Purdue University to build a framework in Alaska that will address the IA needs of the academic, commercial, legal, and law enforcement communities. The initial focus is aimed at determining the current level of IA awareness and needs in the state. The project then continues to develop the UAF- IA curriculum specifically tailored to fit the learning needs of the state's geographically diverse population with an emphasis on distance education. Results of the project will include a statement of the current IA awareness and needs level in the state, a new IA curriculum, and development towards and application for the Center of Academic Excellence (CAE) certification for UAF. A secondary goal of this proposal is to further develop the capacity of Purdue University to meet the needs for computer forensics expertise. Purdue University is benchmarking an undergraduate computer forensics course offered at the University of Alaska at Fairbanks; Purdue University is also developing and pilot testing a computer forensics course at the undergraduate level. FED CYBER SERV: SCHLAR FOR SER DUE EHR Nance, Kara Ronald Gatterdam Mitchell Roth Chris Hartman Jon Genetti University of Alaska Fairbanks Campus AK Diana L. Burley Standard Grant 197333 1668 SMET 9178 9150 0000099 Other Applications NEC 0314557 September 1, 2003 Puerto Rico Math and Science Partnership. The Puerto Rico Math and Science Partnership (PR-MSP) involves four universities within the Puerto Rico System (The University of Puerto Rico, Rio Piedras, Mayaguez, Cayey and Humacao campuses) in partnership with the Puerto Rico Department of Education and supporting institutions that include the other seven campuses of the UPR system, the Inter American University of Puerto Rico System, and the Arecibo Observatory as well as informal science education centers and industry partners. The Partnership's activities center on four goals: 1. Empowering schools through challenging K-12 Math and Science curriculum and professional development 2. Increasing K-12 mathematics and science teacher quality through the preparation of future teachers and certified teachers 3. Strengthening the mathematics and science knowledge base through educational research, assessment, and evaluation 4. Creating sustainable K-20 partnerships Over 300 mathematics and science faculty and scientists from university partners and supporting organizations, forming four regional supporting teams, are working directly with K-12 Mathematics and science teachers and school and district personnel to provide professional development supporting the implementation and evaluation of challenging research-based curriculum and assessment to optimize math and science education for 305,000 students in 584 K-12 schools across the Island. The provision of new professional development and credentialing opportunities for mathematics and science teachers is impacting over 5,000 in-service teachers. The partnership is establishing 30 school-based Math and Science Resource Centers and a Math and Science Education Website to disseminate the challenging curricular and educational improvements among all schools in Puerto Rico. School Learning Communities and Mathematics and Science Leading Teachers at each school are working with science and mathematics faculty from the partnering institutions and industry to implement the curricular enhancement activities. Teams of teachers, faculty, and researchers are designing curricular activities that incorporate field trips using the local context as science laboratory, and engage students as active learners, enhancing their motivation and preparation for M&S advanced courses and research opportunities. Core partner universities are engaged in reform of teacher preparation programs reaching over 3,000 future K-12 teachers to ensure they are highly qualified to implement and sustain the PR-MSP educational improvements. Preservice students participate in structured scientific research experiences in collaboration with the supporting partners including the Arecibo Observatory, the U.S. Forest Service Institute of Tropical Forestry, and industry labs. Teams of teachers and faculty are conducting action research on student learning to provide evidence on the effectiveness of their innovations in the classroom. The impact of the PR-MSP on student achievement is measured through standardized tests based on TIMSS and NAEP assessments. Teaching & Mstr Tchng Fellows MSP-COMPREHENSIVE AWARDS DUE EHR Arce, Josefina Keith Wayland Moises Orengo Edwin Vazquez Ana del Llano Yolanda Norat University of Puerto Rico-Rio Piedras PR Joan T Prival Cooperative Agreement 35599846 7908 1791 SMET 9178 9177 1791 0000099 Other Applications NEC 0116000 Human Subjects 0314692 September 1, 2003 Focus on Mathematics. Boston University, five school districts in the Greater Boston area (Arlington, Chelsea, Lawrence, Waltham, and Watertown Public Schools) and the Education Development Center, propose to establish Focus on Mathematics, a targeted Math and Science Partnership focusing on mathematics teaching and learning in grades 5-12. The Partnership's approach to increasing student achievement and teacher quality is through three inter-related programs that provide teachers with solid content-based professional development, place students into rigorous courses and curricula, and establish a mathematical community in which mathematicians and precollege educators work together to put mathematics at the core of 5-12 mathematics education. The project features: a research based design that builds on prior work; core involvement of mathematicians; a coherent program of professional development for teachers based in mathematics; a thorough curriculum review; yearly student achievement targets; and the establishment of a lasting mathematical community. The Partnership offers a new professional masters degree for teachers, the Masters in Advanced Study and Teaching: Mathematics degree, and provides a model that supports mathematically active careers in education and exemplars of content-based, teacher-driven professional development programs. Supporting partners include the Center for Industrial Mathematics and Statistics at Worcester Polytechnic Institute and the Department of Mathematical Sciences at the University of Massachusetts at Lowell. The project expects to impact over 19,000 students and 400 teachers across the five school districts. Teaching & Mstr Tchng Fellows MSP-TARGETED AWARDS DUE EHR Stevens, Glenn Wayne Harvey Trustees of Boston University MA Joan T Prival Cooperative Agreement 10513489 7908 1792 SMET 9178 9177 1792 0116000 Human Subjects 0314774 September 1, 2003 Consortium for Achievement in Mathematics and Science. The Merck Institute for Science Education (MISE) and additional Core Partners including the Educational Testing Service (ETS), Kean University and four urban school districts in New Jersey (Elizabeth Board of Education, Hillside Public Schools, Linden Public Schools and Rahway Public Schools) provide intensive, sustainable, systemic reform with the vision that all middle school students understand and are able to apply key concepts in mathematics and science. Goals for the project are: Implementing challenging instructional programs Building professional capacity in schools, the University, ETS, and MISE Developing leadership among teachers, administrators, and University faculty Developing a student-centered learning climate in every classroom, and Building parent and community support. The project is focusing on the urgent need for well-prepared and supported middle school mathematics and science teachers via an array of coordinated efforts that address candidate recruitment, teacher preparation, and support of teachers in schools. A common set of standards based instructional materials in mathematics and science is selected and implemented at Grades 6-8 in all districts ensuring content rich and challenging courses for all students. A curriculum audit for assessing level of implementation is developed. A collaborative assessment Plan that includes a standards based state-wide assessment is administered to all students at Grade 8, nationally-normed, objectively scored, standards-aligned, assessment are administered to all students grades 6 and 7. Collaborative wide end-of-unit assessments including objectively scored and free response items including performance tasks are administered to all students. ETS assists in developing performance assessments. Professional development schools are established in partner districts. Districts identify and address professional development needs of all teachers and administrators to support effective implementation of instructional materials. Professional development is continuous and ongoing with participation by university faculty and content experts from within P [MS] 2. Attention is paid to teacher induction through mentoring and coaching. A middle school Mathematics and Science Endorsement is developed and implemented by Kean science, mathematics and education faculty, preparing candidates with the content background and knowledge of middle school instruction needed to be effective educators in middle school science and mathematics. Project goals are realized through all project activities, in that a strong emphasis is placed on developing capacity and creating a continuous learning culture within each partner organization and promotes teacher retention. Collaborative activities have an extensive research component, and results are widely disseminated. Project activities address the needs of underrepresented students and provide strategies and models for increasing achievement and participation of all students in mathematics and science. MSP-TARGETED AWARDS DUE EHR Parravano, Carlo Susan Brady Frank Mauriello Charles Murphy Jennifer Barrett Merck Institute for Science Education NJ Daphne Y. Rainey Cooperative Agreement 7025426 1792 SMET 9177 0314806 October 1, 2003 The Mathematics and Science Partnership of Greater Philadelphia (MSPGP). The Mathematics and Science Partnership of Greater Philadelphia (MSPGP) focuses on improving secondary mathematics and science, grades 6-12, in an "open loop" environment typical of sprawling, densely-populated greater metropolitan areas containing hundreds of school districts and dozens of institutions of higher education. In an effort to build the required linkages that address issues such as bringing strong local successes to scale and preventing program erosion over time, the MSPGP brings together as core partners 46 school districts and 13 institutions of higher education in eight Pennsylvania and four New Jersey counties in the region outside of Philadelphia. The MSPGP model includes a "Core Connector" organizational structure that provides a way to facilitate and grow partnerships between grades 6-12 teachers and administrators and faculty from higher educational institutions. To assess the progress of mathematics and science programs and college/university preservice programs, the MSPGP uses five-stage "On the Road to Reform" rubrics and customizes project activities to each circumstance depending on where any particular partner is on the journey. Teaching & Mstr Tchng Fellows ROBERT NOYCE SCHOLARSHIP PGM MSP-TARGETED AWARDS DUE EHR Merlino, F Victor Donnay David Lee Smith Deborah Pomeroy Victoria Gehrt La Salle University PA James E. Hamos Cooperative Agreement 13972401 7908 1795 1792 SMET 9178 9177 1792 0000099 Other Applications NEC 0116000 Human Subjects 0314808 September 1, 2003 Institute for Advanced Study/Park City Mathematics Institute. The IAS/Park City Mathematics Institute (PCMI), with a 12-year history of preparing high-school teacher leaders to improve their own practice and implement professional development for their peers pilots a transfer mechanism of its own professional development to three diverse school districts across the nation Cincinnati, OH; McAllen, TX; and Seattle, WA. PCMI traditionally deals with high school teachers. This proposal broadens participation by including middle school teachers. Three school districts representing diverse student populations form partnerships with local institutes of higher education. Districts identify 4-6 secondary and middle schools for initial participation and all teachers of mathematics in the designated schools become involved over the course of three years. The three-year plan includes building a cadre of teacher leaders by their participation in at least two PCMI summer sessions. PCMI partners with a university mathematics department in each district to provide local resources to the mathematics teachers supporting implementation of the professional development model. District mathematics supervisors coordinate with teacher leaders to design and implement local professional development programs that meet the needs of peer mathematics teachers in selected schools. Districts design a professional development model that directly addresses the needs of its own teachers and students based upon state standards and local education environments. Evaluation determines the effectiveness of partnerships, teacher-leader formation, transfer model, and district leadership teams. Teaching & Mstr Tchng Fellows ROBERT NOYCE SCHOLARSHIP PGM MSP-TEACHER INSTITUTES DUE EHR Griffiths, Phillip Institute For Advanced Study NJ Ginger H. Rowell Standard Grant 7403164 7908 1795 1777 SMET 9178 9177 1777 0000099 Other Applications NEC 0116000 Human Subjects 0314866 September 1, 2003 Promoting Rigorous Outcomes in Mathematics/Science Education (PROM/SE). Promoting Rigorous Outcomes in Mathematics and Science Education (PROM/SE) is a five-year effort by a joint partnership between Michigan State University (MSU) and five consortia of school districts in Michigan and Ohio. The consortia includes three Intermediate School Districts in Michigan, Ingham, Calhoun, and St. Clair County, and two consortia in Ohio, the High AIMS Consortium and the SMART Consortium. The sixty-nine districts represent the broad range of social, economic, and cultural characteristics found in the United States as a whole being situated in large urban cities (Cleveland and Cincinnati) and their suburbs, in medium size cities with large minority populations such as Lansing, and in very rural areas such as those in St. Clair and Calhoun Counties. The Partnership utilizes a unique combination of research and practice. Detailed data from all students and teachers using instruments from the Third International Mathematics and Science Study (TIMMS) is gathered. On the basis of these data Action Teams of mathematicians, scientists, teacher educators and K-12 personnel collaborate to develop more focused and challenging content standards, align standards with instructional materials and improve mathematics and science teaching. Evidence-based and content focused professional development improves the subject matter knowledge of over 4,500 teachers of mathematics and science. Associates for mathematics and for science are fully prepared and engaged in the complex work of helping undertake substantial reform in all 715 schools. The mathematics and science opportunities for approximately 400,000 students improve and tracking disappears in all schools by 2006. 800 preservice students participate and MSU reforms the preparation of future teachers through revision of preservice education courses and programs. Partner sites mirror the diversity of the nation as a whole and the prototype is exportable and replicable on a larger scale. MSP-COMPREHENSIVE AWARDS DUE EHR Schmidt, William George Leroi Peter Bates Michigan State University MI Elizabeth VanderPutten Cooperative Agreement 35000000 1791 SMET 9177 0116000 Human Subjects 0314898 September 1, 2003 Milwaukee Mathematics Partnership: Sharing in Leadership for Student Success. The University of Wisconsin-Milwaukee, the Milwaukee Public Schools, and the Milwaukee Area Technical College comprise the Milwaukee Mathematics Partnership. As a member of the Milwaukee Partnership Academy, a community-wide collaborative PK-16 effort among school, university, union, government, business, and community organizations, the Milwaukee Mathematics Partnership seeks to substantially improve mathematics achievement for the 100,000 K-12 Milwaukee Public Schools students. The Partnership involves mathematics faculty and mathematics educators in collaboration with PK-12 educators in strengthening district curricula, student assessment measures, and re-designing pre-service and in-service teacher preparation focused on the needs of an urban district. Through this Partnership, the Institutions of Higher Education Mathematics Network, consisting of 2- and 4-year colleges and universities, will be established to focus on the mathematical preparation and continued growth of PK-12 teachers and to improve the transition of students to post secondary education. The Partnership embraces four major goals in order to improve student achievement: Comprehensive Mathematics Framework: Implement and utilize the Comprehensive Mathematics Framework to lead a collective vision of deep learning and quality teaching of challenging mathematics across the Milwaukee Partnership. Strategies include PK-12 student Learning Targets and Model Performance Assessments, alignment of high school coursework with college expectations, and increased enrollment and success in challenging mathematics courses, including Advanced Placement and International Baccalaureate mathematics courses. Distributed Leadership: Institute a distributed mathematics leadership model that engages all partners and is centered on school-based professional learning communities. Strategies include Math Teacher Leaders, school-based Learning Team, Principal Mathematics Leadership endeavor, and district mathematics leadership; Teacher Learning Continuum: Build and sustain the capacity of teachers, from initial preparation through induction and professional growth, to understand mathematics deeply and use that knowledge to improve student learning. Strategies include the IHE Mathematics Network; Design Teams focused on core mathematical preparation for all PK-8 teachers, an elementary mathematics minor, and a secondary mathematics capstone course; teachers on special assignment as Teachers-In-Residence at the university; teacher recruitment; content-focused induction; and school-based professional learning communities. Student Learning Continuum: Ensure all students, PK-16, have access to, are prepared and supported for, and succeed in challenging mathematics. Strategies include School Educational Plans, mathematics alignment for the Tutoring and Family Literacy Initiative, and Transitioning to College Mathematics effort. Ultimately, the Partnership will collect evidence of what is working, why, where, and for whom related to three major domains: Student Learning, Teacher Learning, and Collective Vision and Leadership for Mathematics. This includes measures of the degree to which a true effective partnership was established and identification of the defining attributes of such a partnership. MSP-COMPREHENSIVE AWARDS DUE EHR Huinker, DeAnn Kevin McLeod Kimberly Farley Henry Kranendonk Aquine Jackson University of Wisconsin-Milwaukee WI Elizabeth VanderPutten Cooperative Agreement 19977173 1791 SMET 9177 0000099 Other Applications NEC 0116000 Human Subjects 0314910 September 1, 2003 The MSTP Project: Mathematics Across The MST Curriculum. The MSTP Project: Mathematics Across the MST Curriculum is improving teaching and learning in middle-level mathematics in 10 school districts in New York. Core partners include Hofstra University, State University of New York at Stony Brook, New York State Education Department, and 10 Long Island school districts (Amityville Union Free School District, Brentwood Union Free School District, Freeport Central School District, Hempstead Union Free School District, Longwood Central School District, Riverhead Central School District, Uniondale Union Free School District, Westbury Union Free School District, William Floyd Central School District, Wyandanch Union Free School District). Core and supporting partners are developing and implementing a model for increasing the diversity of the teaching workforce; enhancing university faculty's understanding of middle school reform, learning standards, and assessments; increasing middle school mathematics, science, and technology teachers' understanding of mathematics content and pedagogy; and improving curriculum alignment among the mathematics, science, and technology disciplines. MSTP integrates three components: (1) collaborative professional development for school-based and higher education faculty; 2) curriculum revision and alignment; and 3) recruitment of underrepresented minority undergraduates in mathematics , science, and engineering into teaching careers. The project is establishing ten Collaborative School Support Teams, each consisting of two university mathematics, science, or engineering faculty and five school district personnel including middle school mathematics, science, and technology teachers, a middle school principal, and a human services professional who will provide leadership for home and school initiatives. Supporting partners include the Long Island Regional School Support Center, Boards of Cooperative Educational Services, professional teacher associations in science, mathematics, and technology, Brookhaven National Laboratory, and the Eisenhower Regional Alliance for Mathematics and Science Education. The partnership expects to directly engage 300 teachers, 20 higher education faculty, and 12,000 students per year. MSP-TARGETED AWARDS DUE EHR Burghardt, David Thomas Liao Sharon Whitton Jean Stevens Allan Gerstenlauer Hofstra University NY Joan T Prival Cooperative Agreement 11534437 1792 SMET 9177 0000099 Other Applications NEC 0314914 September 1, 2003 Math and Science Partnership of Southwest Pennsylvania. The Math and Science Partnership of Southwest Pennsylvania is a strong and integrated collaboration linking broadly distributed suburban and rural school districts with an assemblage of small to medium sized colleges and universities in the region. Together they are committed to improving the understanding and knowledge breadth of Mathematics and Science for all students in K-16. The awardee and organizing principle for this Partnership is the Allegheny Intermediate Unit (AIU) a publicly funded service agency intermediary between local school districts and the State Department of Education. At the onset, the Partnership will include AIU and three other Intermediate Units (collectively encompassing 40 school districts) with four local institutions of higher education (Carlow College, Chatham College, Robert Morris University, and Saint Vincent College). In Years 4 and 5, the project will broaden by adding12 school districts and replicate the intervention efforts in two more Intermediate Units; in these latter two years a yet unselected college in the vicinity of these new K-12 additions will also be included. There are three other involved partners 1) the Biological Sciences Curriculum Study, a critical participant for development of a Science Curriculum Framework as a counterpart to the existing Mathematics Curriculum Framework for the State of Pennsylvania, 2) the Carnegie Science Center, offering a staff member to serve as Science Project Director for the Partnership and organizing/hosting regular large meetings planned for partnership participants, and 3) the Rand Corporation, serving as an outside evaluator of the Partnership's activities. Over five years this award will serve 134,000 K-12 students and more than 8,500 higher education students, including pre-service teachers. Systems of different professional development opportunities will be offered and encouraged for in-service teachers and administrators. The emphasis of this partnership is on improving the quality of the Math and Science Educator workforce. Working in concert, district and college level leadership cadres will develop a Science Curriculum Framework to be disseminated to schools along with an already developed Mathematics Curriculum Framework. For both curricula the intent is to present challenging courses, which focus on 6-8 big ideas for each grade, integrated in a coherent curriculum. In addition, data analysis tools and assistance will be provided to promote 1) annual planning tailored to a particular school district's needs and 2) tracking of developmental progress from initiation through broad implementation and institutionalization of the Partnership's intervention strategies to effect educational cultural change. Disaggregated, district-specific data analysis for annual assessment and intervention planning, solidly developed benchmarking and measures of outcomes, and a planned outside evaluation by the Rand Corporation suggest that this partnership will make a strong contribution to the MSP literature. Scalability and replication in broader contexts will be tested with the addition of school districts and two more Intermediate Units in Years 4 and 5. This project may well prove to be an effective model for other states with educational service units and, more generally, for regions with broadly distributed school districts and local small to medium sized institutions of higher education. REESE MSP-COMPREHENSIVE AWARDS DUE EHR Bunt, Nancy Mary Kostalos Allen Lias Roberta Schomburg Sam Shaneyfelt Allegheny Intermediate Unit PA Kathleen B. Bergin Cooperative Agreement 18179677 7625 1791 SMET 9177 0000099 Other Applications NEC 0116000 Human Subjects 0314953 October 1, 2003 Partnership for Reform in Science and Mathematics. PRISM (Partnership for Reform in Science and Mathematics) is a partnership between the University System of Georgia, four core public universities (two research institutions, one regional, and one state university) and additional supporting higher education partners, thirteen school districts involving cities (Atlanta and Savannah), small urban regions and rural areas, the Georgia Department of Education, and the Education Coordinating Council of Georgia (the state's P-16 council). PRISM activities are built on a foundation of past work in the state that emphasizes a preK-16 approach to education. PRISM seeks to increase science and mathematics achievement by providing challenging science and mathematics curricula for all students; raising public awareness of the need for all students to complete the challenging curricula; increasing and sustaining the number, quality and diversity of preK-12 teachers of science and mathematics; and increasing the responsiveness of higher education to the needs of schools. The PRISM partner school districts enroll over 170,000 students and employ over 10,000 elementary through high school teachers of science and mathematics. Within the school districts, 39% of the students are African American, 54% are White, 1% are Asian American, 5% are Hispanic, and 1% are Multiracial. To increase student achievement, PRISM emphasizes changes in educational practice at all levels of four regional preK-16 partnerships and works to transform state policies to help the regional and local reform efforts gain traction and expand. In particular, PRISM institutionalizes professional networks and learning communities within which educators examine student work and best practices in science and mathematics education. Knowledge from this work, then, is shared, refined and used to develop the capacity of current and future preK-12 teachers. Through an Institute on the Teaching and Learning of Science and Mathematics, higher education faculty who prepare teachers work to change their pedagogical practices, which will help teachers deepen their understanding of science and/or mathematics. By including key state entities, PRISM also influences the statewide policy environment in order to reinforce local changes aimed at ensuring implementation of higher standards. While focused on the regional partnerships, it is hoped that innovations deriving from PRISM will impact the entire Georgia P-16 Network (15 regional school/university partnerships) and, through the MSP Learning Network, the Nation. Teaching & Mstr Tchng Fellows MSP-COMPREHENSIVE AWARDS S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Jones, Sheila Ronald J. Henry Sabrina Hessinger Fredrick Rich Charles Kutal University System of Georgia GA James E. Hamos Cooperative Agreement 35224871 7908 1791 1536 SMET 9178 9177 1791 0000099 Other Applications NEC 0116000 Human Subjects 0314959 October 1, 2003 The East Alabama Partnership for the Improvement of Mathematics Education. The East Alabama Partnership for the Improvement of Mathematics Education has been formed to improve mathematics education in 12 school districts in East Alabama with the support of Auburn University, Tuskegee University and other partners. This partnership is guided by the belief that the low mathematics achievement in its region can be solved through a multidimensional, coordinated effort focusing not only on the schools, but also on the universities' teacher preparation programs as well as community and parental factors. The partners emphasize that they can accomplish more in collaboration than can any one member individually. Indeed, the project has developed an innovative approach in which the districts pool their limited resources and are thus able to operate, in some respects, as one large district. Together, the districts in this partnership serve roughly 56,000 students who are growing up in an environment that is rural, very poor and heavily African American (48% of the student population). Over five years, the project expects to impact over 1700 K-12 teachers of mathematics in the partner schools. The East Alabama partnership is committed to ensuring that all students in the region receive an equitable mathematics education by participating in a rigorous curriculum that is taught by highly qualified teachers who use a variety of instructional practices designed to promote student learning and understanding. The project seeks to achieve its aims by using methods shown to improve mathematics education elsewhere and adapting them to the circumstances of East Alabama. The project will sustain its efforts by building the long-term capacity of the system to provide quality education in mathematics. At the school district level, new curriculum guides will be developed and textbooks selected, forming a foundation for achievement. The project will provide administrator training and support to help administrators develop a more supportive attitude toward mathematics. An emphasis on building internal capacity through teacher leaders will create a generation of leaders in mathematics education. Finally, the partnership of mathematicians and mathematics educators from Auburn University and Tuskegee University is expected to significantly alter their teacher education programs in order to produce the qualified and diverse teacher workforce for the future.. Teaching & Mstr Tchng Fellows COLLABORATIVE RESEARCH MSP-TARGETED AWARDS DUE EHR Martin, W. Gary Phillip Zenor Marilyn Strutchens Stephen Stuckwisch John Painter Auburn University AL James E. Hamos Cooperative Agreement 10202887 7908 7298 1792 SMET 9178 9177 5978 5912 1792 0000099 Other Applications NEC 0116000 Human Subjects 0315041 September 1, 2003 Partnership for Student Success in Science (PS3). The Partnership consisting of nine Silicon Valley school districts and San Jose State University's (SJSU) Colleges of Engineering and Education is taking a regional approach to improving science education by building institutional capacity, instructional quality, and student achievement in a major urban region. Sustainable institutional changes are created to support high quality science education. Science teaching and learning, grades K-8, is improved through a continuum of university preservice preparation, new teacher induction, on-going inservice and leadership development for over 1300 preservice students and inservice teachers. Establishing a career spanning professional development model, which includes rich content and methodology workshops, provided by regional leaders for professional development, retains a pool of well-prepared K-8 science teachers. Elementary and middle school students experience exemplary inquiry and laboratory-based lessons linked appropriately to math, literacy, and technology resulting in higher achievement. Engineering faculty devote time as consultants in middle schools. While they contribute scholarship and content background they also learn by viewing the variety of teaching strategies that serve diverse student needs. Undergraduate engineering education is improved through close collaboration between engineers and teachers. Preservice instruction at San Jose State University is improved with the development of a new MA degree in Elementary Education with a focus on science, which should be readily transportable. Teaching & Mstr Tchng Fellows MSP-TARGETED AWARDS DUE EHR McMullin, Kurt Nancy Thomas Jan Hustler Cynthia Pino Carolyn Nelson Palo Alto Unified School District CA Lance C. Perez Cooperative Agreement 7600569 7908 1792 SMET 9178 9177 1792 0000099 Other Applications NEC 0116000 Human Subjects 0315060 September 1, 2003 North Cascades and Olympic Science Partnership. The North Cascades and Olympic Science Partnership (NCOSP) is a targeted Math and Science Partnership involving Western Washington University, Everett Community College, Northwest Indian College, Skagit Valley College, Whatcom Community College, and 26 predominately rural school districts seeking to improve science teaching and learning in both K-12 and higher education through a focus on science education in grades 3-10. University scientists, supported by curriculum and assessment reform specialists and master teachers, are creating, implementing, and exploring innovative content and education courses for future teachers and K-12 professional development models (both on-campus and building-based) in the context of reform curricula. The Partnership Districts are planning science programs, identifying and selecting research-based curriculum materials aligned with state and national standards, creating a materials support system to provide classroom ready materials, implementing classroom-based assessments, preparing teachers to guide students in inquiry-centered science instruction, and increasing administrative and community understanding of the core curriculum. Key components of the NCOSP include strategic planning to align curriculum to standards, adoption of reform curriculum to enable students to succeed in challenging courses, engaging superintendents and guidance counselors in community support, and Principal Support. The Partnership is implementing a three year Teacher Leadership Academy to produce a Teacher Leadership Cadre consisting of building-based and district-level Teacher Leaders and university-based Teachers on Special Assignments (TOSAs) who work as peers with science faculty in designing the Teacher Leadership Academy, providing professional development for District Leaders, reforming science methods courses, and designing a science course sequence for elementary teachers. District partners attend LASER Curriculum Showcases to assist in curriculum adoption decisions and LASER Specialized Symposia are offered for principals, guidance counselors and community members to generate support from key stakeholders. Principals participate with Teacher Leaders in Teacher Leadership Academies. Preservice reform is focusing on introductory science courses targeted for elementary teachers and the alignment of preservice science curriculum with the needs of K-12 districts, strengthening both science content and pedagogical knowledge and the connections to reform curriculum used in the partner school districts. The partner higher education institutions are implementing a common standards-based yearlong undergraduate science course sequence for future elementary teachers. Teacher preparation programs include field experiences in classrooms with Teacher Leaders who are implementing research-based curricula. Teacher leaders serve as mentors for student teachers and novice teachers. Teacher recruitment strategies include scholarship support, future teacher clubs, and high school teaching academies. A multidisciplinary group of science faculty, postdoctoral fellows, and graduate students is conducting research on the goals of the project, ultimately examining the impact of science faculty on curriculum selection and implementation, teacher practice, and student learning. The project expects to impact 72,000 students in grades 3 -12, 2,500 preservice students, and 1,140 inservice teachers. Teaching & Mstr Tchng Fellows ROBERT NOYCE SCHOLARSHIP PGM MSP-TARGETED AWARDS DUE EHR Nelson, George Brad Smith Dennis Schatz Scott Linneman Chris Ohana Western Washington University WA Joan T Prival Cooperative Agreement 12801025 7908 1795 1792 SMET 9178 9177 1792 0000099 Other Applications NEC 0116000 Human Subjects 0320133 September 15, 2003 Computer Science, Engineering and Mathematics Scholars Program. The primary goal of this project is to increase the number of talented but financially disadvantaged residents of the region who achieve higher education degrees in computer science, computer technology, and engineering. The target audience is high achieving high school students; marginal high school students who demonstrate an exceptional interest in the science, math or engineering fields; adult learners who are already enrolled in programs at the college; and returning adult students who have been away from science, engineering, or mathematics studies for several years. The primary objectives include increasing participation and retention of academically talented, low-income students and underrepresented groups; assessing the academic, educational and communications skills of participants and preparing Individual Training Portfolios for each; facilitating the personal and professional development of students by establishing partnerships with industry for mentors, job shadowing, internships, or research experiences; increasing involvement in Career Center job placement activities; providing academic and support services for increased student retention and improved academic performance; and increasing the placement of participating students in baccalaureate transfer programs and related employment. The scholars participate in a wide range of retention-related activities utilizing an exemplary student services program. Students who require remediation will participate in a special program to accelerate learning, however, once they enter the program, they are expected to maintain high academic standards. In addition, second-year scholarship recipients are encouraged to provide tutoring to entering CSEMS students. Scholars also have an opportunity to participate in a Summer Technology Institute that includes field trips to engineering and information technology industries in the region and to four-year schools with whom the institution has articulation agreements in engineering and information technology majors. In addition, each student is assigned a M.A.S.T.E.R. Advisor who serves as the Faculty Mentor and a Big Brother/Big Sister mentor from a business or industry related to the major of the student. The Alumni Office is establishing an Adopt A Student mentorship program to encourage volunteer alumni from business and industry to participate as Big Brothers/Big Sisters to the scholars. A CSEMS Club allows networking among scholarship recipients, provides a monthly lecture series with industry representatives as guest speakers, provide workshop opportunities on topics such as job search strategies and resume preparation, and provide opportunities for participant input and feedback. This project serves as a model for other community colleges in areas where high numbers of unemployment has forced entire regions to change their economic base. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Barber, Peggy Southwest Virginia Community College VA Lee L. Zia Standard Grant 400000 1536 SMET 9178 1536 0000099 Other Applications NEC 0322256 October 1, 2003 Scholarships for the Education of Technology Students (SETS). The primary objective of this project is to provide greater opportunities for up to 68 academically talented, financially disadvantaged students to pursue and complete an Associate of Applied Science (A.A.S.) degree in Computer Electronics Technology orComputer and Information Science, and to improve their professional development and job placement opportunities within the technology employment sector. A secondary but equally important objective is to disseminate lessons learned from this project to broaden opportunities for student success and retention at other educational institutions that prepare students for employment in the technology sector. A well conceived academic support structure provides individualized faculty advising and mentoring, encouragement, monitoring, and intervention to include tutoring in order to maximize student retention through degree completion. In addition, students enrolled in this program receive personal assistance in career advising and job placement services upon completion. Scholarship recipients may elect to participate in technology industry externship programs under the supervision of an industry partner who serves as a co-principal investigator for the project. Intellectual Merit: ECPI College of Technology is a leader among technology colleges in the United States in graduating financially needy students from technology degree programs, and in successfully placing them into challenging and rewarding positions within the technology industry sector. This scholarship proposal builds upon an established, tested, and highly successful student engagement philosophy that includes recruiting, selection, advising, mentoring, and job placement thereby eliminating the need to develop a new untested academic support foundation. Broader Impacts: Lessons learned about new strategies for student retention and success such as the use of an electronic journal to track student progress and motivate them to succeed, as well continuous monitoring and early intervention by their faculty advisor are being evaluated and the results disseminated by the PI to other institutions of higher education through publication and presentation of papers. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Rhodes-Copeland, Joan Ernest Joy Ed Risinger Clinton Laviano Donna Capobianco ECPI College of Technology VA Lee L. Zia Standard Grant 350174 1536 SMET 9178 1536 0000099 Other Applications NEC 0322526 September 1, 2003 Technology Scholars Program. Fifteen low-income students receive scholarships of up to $3125 per year and support services to assist them in the successful completion of a degree in Microcomputer Support and Network Administration, Computer Programmer, Microcomputer Programmer, Land Surveying / Civil Engineering, Architectural Construction Technology, Computer Aided Drafting and Design, Machine Tool Technology, Industrial Electronics Technology, or Instrumentation and Process Technology. Recruitment and retention are the primary strategies. Admissions staff promotes the CSEMS program to internal and external populations using a variety of recruitment techniques and Financial Aid verifies eligibility. Minority groups and women are specifically targeted. The Placement Office assists all students in finding jobs. Upon graduation, CSEMS scholars take their place among professionals advancing the field of knowledge. The project includes a special Student Services Support Task Force, as well as, faculty and industry mentorship. The college commits faculty, student service staff, and administrative resources to insure successful implementation of the grant. CSEMS scholars are involved in hands-on learning, including industry-based projects, and other experiential learning. Results of the CSEMS project are disseminated to other Minnesota schools through workshops, presentations at conferences and through a website posting. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Brovold, Ryan John Dahl St. Cloud Technical College MN V. Celeste Carter Standard Grant 206248 1536 SMET 9178 1536 0000099 Other Applications NEC 0323270 September 15, 2003 Computer Science/Mathematics Scholarship Project (CoSMoS). The Computer Science/Mathematics Scholarship Project (CoSMoS) is designed to address the major challenge of increasing the quantity and quality of skilled workers in the nation through the provision of academic, financial and counseling assistance to 42 low income students each year for four years. The assistance is being provided by a team of senior faculty and administrators with the expertise and financial resources in collaboration with personnel from industry and with the Offices of Learning Services (OLS), Career Services, and Financial Aid. The goal is to increase participants' graduation rates and enhance their academic success by building upon current successful support structures. A research-based assessment plan to measure success as well as to provide feedback for program improvement and a realistic dissemination plan are also key components of the project. The project is providing: A challenging program with high expectations where designated faculty members from the CoSMoS academic departments are working as faculty mentors monitoring students' academic progress and supervising students' research projects or internships. An enriched course experience in which students have an opportunity to deal with problems they encounter with the content using "hands on" projects in a nurturing environment in which they can assist one another in discovering their own academic potential. Assigned peer mentors for each student in his/her own field. The mentors are recruited from students who have exhibited success in their academic program. Each CoSMoS participant, in turn, does one or two hours of tutoring per week for students who are in their first two years of study. A one-credit seminar course required of all participants, with emphasis on student success and career awareness. Guest speakers from industry are being brought in. The broader impacts of the project are evident in the following: The project is timely, much needed, and fits extremely well with the mission of the institution. The integration of academic and support services to facilitate the graduation of low-income students, particularly students from underrepresented groups and students with disabilities, in the disciplines of computer science and mathematics brings together ways to increase student motivation, persistence, time on task and academic success. Students with grade point averages (GPA) of at least 3.0 in the major and an overall GPA of 2.75 will be recruited from both students presently enrolled in the designated majors and students from community and two year colleges. SUNY Oswego is committed to providing scholarships of up to $1250 per year for twelve freshmen and sophomore participants; grant funds are being used to provide scholarships of up to $3000 per year to thirty juniors and seniors. The $3000 scholarships reduce the need for the students to work and thus enable them to put more time toward their academic performance. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Mohammadi, Mohammad Jack Narayan Margaret Groman Rhonda Mandel Rolando Arroyo-Sucre SUNY College at Oswego NY Bert E. Holmes Standard Grant 396000 1536 SMET 9178 1536 0000099 Other Applications NEC 0323539 September 15, 2003 Mathematics, Engineering, Computer Scholars Program. The goals of this project are to enroll and graduate more academically talented and financially disadvantaged students who are majoring in computer science, engineering, mathematics, and computer technology. An emphasis is placed on recruiting and retaining underserved groups. The goal is being accomplished with objectives focused on recruitment and retention, academic support and enhanced educational opportunities. 1. Objective 1 increases the number of computer science, engineering, and mathematics (CSEM) majors with the award of 166 scholarships over a four-year period. Recruiting strategies build on a successful NSF funded recruitment model, The IT Pathway, developed to target females and other underrepresented groups. 2. Objective 2 focuses on retention of scholars and includes a campus support team of CSEM faculty, financial aid directors, academic and career counselors, and learning lab instructors. Campus faculty advisors monitor student performance and progress and develop individualized early intervention strategies, as needed. 3. Opportunities for students to expand the scope of their educational experience are offered with objective 3. Students participate in planned business/industry visits, CSEM forums with business/industry/university professionals, engage in career exploration and attend professional meetings. The intellectual merit of the program is the design to increase the number of scholars pursuing CSEM fields of study and persisting to program completion or bachelor degree completion. By networking cohort CSEM students with business/industry/university professionals, connections extend beyond the classroom. These interactions and participation in professional meetings advance CSEM knowledge regionally and nationally. The broader impacts of the project are being realized from the various methods of academic support planned to ensure students meet their educational goals. The academic support system for scholars is built around differing modes of teaching and learning, teamwork, networking, on-site observation, field research and technology. Students and faculty explore options to traditional methods of learning to assist students achieve. In an effort to increase the participation of females and other underserved groups, recruitment for scholars and the selection process has been designed to identify and attract underrepresented groups to a CSEM field of study. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Brown, Steven Mississippi Gulf Coast Community College MS Lee L. Zia Standard Grant 396800 1536 SMET 1536 9178 9150 0000099 Other Applications NEC 0323872 September 1, 2003 NSF Computer Science, Engineering and Mathematics Scholarships. The Department of Mathematical Sciences at Eastern New Mexico University provides 20 scholarships for students in the targeted areas of mathematical sciences, computer science, and electronics engineering technology. This project develops develop sustainable infrastructure and assessment-based methodologies for improving the graduation chances, employment opportunities, and quality of learning for the ENMU Department of Mathematical Sciences students. The implementation of this program promotes success through the Department of Mathematical Sciences' dedication to student learning and its focus on student centered learning. The project provides a comprehensive, sustainable, assessment-based, academically progressive plan for project implementation. The project implementation plan includes recruitment, a candidate selection process, a retention-based educational process, work placement skills instruction, optional internship opportunities, and an internal and external dissemination plan. The project makes effective use of existing ENMU support structures, creates new structures, and enhances existing structures to meet project needs. The project utilizes and enhances existing student support structures during the process of recruitment and admissions, tutoring, advising, retention, internship, and high-technology job placement of graduates. By using and enhancing existing ENMU resources, the quality and efficiency of the project increases, the sustainability of the project methodologies is improved, and it allows the CSEMS Principal Investigators to focus on other project functions. The program creates a Learning Community composed of CSEMS scholars and other Department of Mathematical Sciences students. The CSEMS Learning Community is implemented within the Eastern Learning Community program. Working together with instructors and other students in a collaborative learning environment enables students to make connections, form friendships, and accomplish their educational goals. The integration between courses and increased opportunities for interaction outside the classroom makes the learning communities a valuable learning experience for the CSEMS scholar. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Brown, Thomas Mohamad Ahmadian Eastern New Mexico University Main Campus NM Lesia L. Crumpton-Young Standard Grant 274520 1536 SMET 9178 9150 1536 0000099 Other Applications NEC 0323876 September 15, 2003 Computer and Mathematics Scholar Support Coalition. Interdisciplinary (99)-York College, City University of New York (CUNY), is using $100,000 annually from NSF in creating a comprehensive scholars program in Computer Science, Information Systems Management and Mathematics. The funds are to provide $3,125 scholarships to 29 students and to cover administrative support for the project. A community-based approach to retaining students in the CSEMS disciplines is being implemented. Scholars are recruited through broad advertisement and cooperation from local high schools and colleges within the CUNY system. The Selection Committee is basing its decisions on student's academic ability, motivation, and demonstrated financial need. Scholars are benefiting from current programs, including the Job Placement Center, tutoring, and modern computer facilities. The project team is also providing a mentor system with activities that bring students, counselor, faculty and high technology partners together on a regular basis. This mentoring system is forming relationships and networks between the Scholars and the industry partners and graduate school connections. Student support activities called "Scholar Community and to Scholars" is in place to offer a student retention component to the project. The supporting activities are: 1) Faculty Mentors; 2) Annual Open House; 3) Monthly Meetings of Scholars, Mentors and Partners in High Technology; 4) Monthly Seminars from our Partners in High Technology Business; 5) Personalized Counseling; and, 6) Annual Scholars Reception. The goals of this project are to: 1) Increase the number of students recruited and enrolled in the CSEMS disciplines; 2) Increase the quality of support services and educational opportunities available to students enrolled in the targeted curricula and to CSEMS Scholars; 3) Increase the number of students retained and graduated in the CSEMS disciplines; 4) Recruit technology companies to be a part of the Project Team; and, 5) Expand the interaction and involvement of the students and the high technology companies. Intellectual Merit: This project offers an opportunity to financially handicapped and underrepresented students to study current, rigorous curricula with the guidance of high-technology industry leaders. The Project Team is composed of all the necessary leadership for a Scholars Community, professors, counselor, and high technology industry partners. The PI has the leadership ability, the infrastructure to make the project function smoothly and the full support of the Department and College. The program relies on longstanding structures, such as the Math and CS Club, an experienced counselor and modern computer facilities. All building blocks are in place for a successful program. Broader Impacts: The project is based on a plan that promotes interaction between faculty, scholars, high technology representatives and strong curricula with activities that are bring together all of the partners on a regular basis. Scholars are benefiting from broad-based exposure to both the academic and the industry views of the high technology fields. Underrepresented groups are naturally benefiting since the student body is composed mainly of minorities (75%) and women (71%). Partnerships formed among faculty and business are fostering communications that are essential in the fast changing STEM fields, which is leading to further collaborations that are benefiting the students. Society is benefiting from these Scholars who are being prepared to participate in the high technology work force of the future. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Strassberg, Helen Rishi Nath CUNY York College NY Lesia L. Crumpton-Young Standard Grant 400000 1536 SMET 9178 1536 0000099 Other Applications NEC 0323882 October 1, 2003 Computer Science, Engineering and Mathematics Scholarships. Fifty-eight needy students majoring in Computer Science, Engineering, Mathematics, Manufacturing and Construction Management have the opportunity to be beneficiaries of a Computer Science, Engineering and Mathematics (CSEM) scholarship to enhance their opportunity to complete a degree in a technical major. The scholarships are administered by the Mathematics, Engineering, Science Achievement (MESA) Engineering Program (MEP), whose major objectives are to recruit, retain and graduate educationally disadvantaged students pursuing technical majors. The students selected for a scholarship are expected to progress in their chosen technical discipline and required to meet with their faculty advisor and counselor in the MEP program to discuss progress, academic advising, and other retention efforts administered by the office. The CSEMS project alleviates a financial burden for many students on our campus. It also creates additional opportunities in the area of practical work experience and professional development. The project receives extensive support from our campus and community to include faculty, students, professionals and local industry support. Additional resources for CSEMS participants continue to grow, including an upgraded computer lab with donated equipment from industry and individual donors. The previous CSEMS project included extensive participation of under-represented groups and has made a significant impact on retention and professional development of the students. This scholarship program also helped to create SOCES (Students Obtaining Career Experience & Scholarships), which created internship opportunities for our student S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Steinback, Clarke Paul Villegas California State University, Chico Research Fdtn ca Stephen C. Cooper Standard Grant 400000 1536 SMET 9178 1536 0000099 Other Applications NEC 0323883 September 15, 2003 CSE and Beyond Scholars. Contra Costa College is providing scholarships to low-income, academically talented students who show interest and promise in majoring in computer science, engineering, and mathematics. The objective is to award 72 two-year scholarships to students who enroll full-time into a computer science, engineering, or mathematics curriculum. Contra Costa College provides a student-support infrastructure through its Center for Science Excellence (CSE) that facilitates their successful graduation with an associate-level degree and transfer to a four-year college or university. The student-support infrastructure of the college coordinates formal study, work experience in science and technology, and various science- and technology-based activities through a social support system. It provides academic support in the form of mentoring, academic workshops, tutoring, internship opportunities, leadership development, scientific seminars, and field trips. The scholarship awards are being distributed to the recipients during the first and second years of enrollment at the College. Scholarship recipients enroll as full-time students, are expected to maintain a minimum 3.0 grade point average, and follow an educational plan prescribing a sequence of courses that enable them to graduate and transfer to a baccalaureate-granting institution. National Science Foundation scholarship money provides a unique opportunity for low-income students to gain access to a support system that would not normally be possible because of their need to concentrate their time on jobs rather than study. Experience shows that gaining access to a coordinated support system of mentoring, internships, and enrichment activities along with high academic expectations is an important contribution to success for the students. Without stipend or scholarship money, a large population of students is locked out of the mathematics/science pipeline. Scholarship money for low-income community college students is a beacon of hope for students who might not otherwise gain access to programs in computer sciences, engineering, or mathematics. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Mead, Terrill Contra Costa Community College CA Elizabeth Teles Standard Grant 435000 1536 SMET 9178 7204 1536 0000099 Other Applications NEC 0116000 Human Subjects 0323894 September 15, 2003 A Program to Increase the Representation of Native Americans and Latinos in Mathematics, Computer Science, and Engineering. The project aims to increase the number of Native Americans and Latinos in the areas of mathematics, computer science, and engineering. This project is not only helping to relieve the financial burden students face, but it is also helping to address and remove specific barriers to their academic success. The program is offering services for the students and their families and professional activities that include mentorship, internships, and specific preparations for graduate study. This program is providing a total of 25 scholarships are awarded to students majoring in mathematics, computer science, and pre-engineering. The students' eligibility criteria are determined as a composite of their academic potential, their financial need, and their desire to complete the degree program. Students apply to the program following their successful completion of one semester of college level coursework with a GPA of 3.0 or greater. The specific project goals of the project are as follows: 1. To provide the resources for undergraduate students and their families to promote the students' academic success in the fields of mathematics, computer science, and engineering. 2. To increase the representation of Native Americans and Latinos in the workforce and in graduate schools in the fields of mathematics, computer science, and engineering. 3. To evaluate the merits of this program and disseminate the results locally, regionally, and nationally. Heritage College serves a high percentage of Native American and Latino students. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Falco, James Heritage University WA Terry S. Woodin Standard Grant 343748 1536 SMET 9178 1536 0000099 Other Applications NEC 0323900 October 1, 2003 Advancing Student Success in Computer Science, Engineering, and the Mathematical Sciences. This project continues the scholarship fund that will enabled an additional 29 talented, low-income undergraduates per year to pursue baccalaureate degrees at the University of Washington in the College of Engineering, departments of Computer Science and Mathematics, and the Applied and Computational Mathematical Science (ACMS) program. This scholarship fund significantly expands the amount of financial assistance available to these students, thereby increasing their retention, as well as their competitiveness for permanent job placement or enrollment in graduate degree programs. Scholarship recipients are linked with an existing integrated network of successful student support programs where they receive advising, mentoring, and professional development and leadership training. Another benefit, that cannot be underestimated, is that it maximizes the existing integration between the College of Engineering, Computer Science, Mathematics, and ACMS, as well as the University of Washington's (UW) student support structure. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Lazowska, Edward Thomas Duchamp University of Washington WA Sheryl A. Sorby Standard Grant 400000 1536 SMET 9178 1536 0000099 Other Applications NEC 0323917 October 1, 2003 Computer Science and Mathematics Scholarships. Interdisciplinary (99)-This project is providing scholarships for 30 talented but financially disadvantaged students to encourage and enable their achievement of baccalaureate degrees in Computer Science and Information Systems (CSIS) or Mathematics. In addition to financial support, the students are receiving academic and nonacademic support in order to improve their knowledge and skills, to increase their retention, to improve their professional development and preparation for employment, and to increase their placements in graduate school. Academic support is being provided by a new, 1-credit course "Bridges Connecting Computer Science and Calculus", an existing "Women in Computing" course, new tutoring support in computer programming, internship opportunities, and a research seminar. Two mathematics professors designed the "Bridges" course especially for CSIS majors to complement and to be taken in conjunction with the standard Calculus course. The purpose of the new course is to clearly demonstrate connections between calculus and computing, and give students extra practice and motivation in a female and minority friendly setting. The "Women in Computing" course targets freshmen and serves to recruit women into CSIS. Nonacademic support is being provided by several activities: a new mentoring program, the Computer Society, and other existing on-going programs. The mentoring program is the hallmark activity of the nonacademic support. Five mentors from the CSIS Math faculties have groups consisting of 6 students each and they meet monthly. The group meetings are providing the students the opportunity to bond with each other, to share problems and solutions, and to ask questions. The students, in consultation with their mentors, are preparing Individual Educational Plans (IEP) that include academic courses to be taken, internships, club memberships, leadership roles, and preparation for graduate school. The project team personnel select the students with inputs from Financial Aid Office personnel. The students are selected for the program based on their financial need and the other CSEMS eligibility criteria. Specifically, the program is intended for all currently enrolled Math and/or CSIS majors with a cumulative GPA of 3.0+, and new academically talented students. Special consideration is given to members of groups that are typically underrepresented. Intellectual Merit: The project improves students' learning in computer science through participation in a seminar that bridges the gap between calculus and computer science, and enrollment in a course on "Women in Computing". Students will gain deeper understanding of computer science content areas through a new tutoring program and special seminars. The project results from a team effort among computer science and mathematics faculty who together have organized its activities for synergistic effects that improve students' cognitive and affective skills. Broader Impacts: The diversity of computer science students will be increased as a result of this project. Additionally, this endeavor will draw together faculty and students from several disciplines, creating new alliances for a common goal of improving computer science and mathematics graduation rates. The mentoring and tutoring programs will increase retention of students. Placement in graduate school will be increased by the capstone research project. All of these features will produce better-prepared students and graduates which will enhance their employability. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Gerhardt, Jill Chia-Lin Wu Mohamed Neilforoshan Saralyn Mathis Michael Olan The Richard Stockton College of New Jersey NJ Lesia L. Crumpton-Young Standard Grant 395934 1536 SMET 9178 1536 0000099 Other Applications NEC 0323921 August 15, 2003 Tomorrow's High Tech Workforce Today. The goal of this four-year project is to build upon and strengthen the highly successful Computer Science, Engineering and Mathematics Scholars Program (CSEMS) at Texas Woman's University (TWU). The overwhelming success of the existing program demonstrates the intellectual merit of the proposed project. The TWU CSEMS Program is designed to better support low-income, academically talented women and minorities that wish to pursue computer science, engineering or mathematics. This project continues support through scholarships, expanded student-support programs, as well as industry and academic partnerships. The clientele of TWU includes substantial numbers of those traditionally underrepresented in these areas, which lends itself to the broader impact of this project. Approximately 91% of TWU students are female, while racial and ethnic minorities account for approximately 32% of all students and over 37% of undergraduate students. The typical TWU student is age 31, maintains a family, attends school, and works. For many, the availability of financial support through scholarships in addition to academic and social support through faculty and peer mentors means the difference between graduation and dropping-out. The PIs, along with representatives of the Science and Math Center for Women, Information Services, and the Financial Aid Office, will select 30 scholars. Applicants must demonstrate academic excellence and financial need, receive a letter of recommendation, and write a brief essay. Selected students will receive $3125 per academic year from the National Science Foundation. The most academically talented females will receive up to $2500 in additional funds from Texas Instruments, Inc. CSEMS students participate in a wide variety of departmental, university, and professional activities. In addition each receives faculty, industry, and peer mentors. In order to increase the pool of applicants, recruitment efforts are being expanded through increased cooperation with area community college faculty and staff, faculty and staff of universities serving as partners to the 3+2 Dual Degree Engineering Program and the TWU admissions office. The program evaluation is based on retention and graduation rates, growth in the number of departmental undergraduate and graduate students, and the participation rate of students in professional development opportunities. In addition, CSEMS participants will be tracked for job placement and advanced degree achievement. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Edwards, Don Marie-Anne Demuynck Texas Woman's University TX Sheryl A. Sorby Standard Grant 400000 1536 SMET 9178 1536 0000099 Other Applications NEC 0323951 September 15, 2003 Technology Scholarship Project. The Allan Hancock College Technology Scholarship Project provides financial assistance to academically talented, financially disadvantaged students in order to achieve an associate degree in computer science, electronics, engineering, engineering technology, or mathematics and to either eventually transfer to a four year university in one of the CSEMS disciplines or to enter the high-tech workforce. The project targets graduating seniors from the seven local feeder high schools. Outreach and recruitment efforts are proactive in encouraging students to apply who are members of one or more groups that have been historically underrepresented in the computer science, engineering, and mathematics (CSEM) disciplines (ethnic minority, women, disabled) and/or who are first-generation college students. The three primary goals of the project are to 1. Increase the quantity and quality of local high school students entering existing computer science, electronics, engineering, engineering technology and mathematics programs at the college. 2. Increase retention and success of students who are enrolled in associate degree programs in computer science, electronics, engineering, engineering technology and mathematics programs. 3. Strengthen partnerships with local universities and high technology industry. The three objectives of the project during each of the four years of the grant are to 1. Provide 15 two-year scholarships for academically talented, financially disadvantaged local high school graduating CSEMS students so that they may achieve an associate degree in a CSEMS discipline; 2. Provide academic support to scholarship recipients that will enable at least 70% to maintain or exceed a 2.5 grade point average and persist until the associate degree has been earned. 3. Provide transfer or job placement assistance to 100% of the scholarship recipients who earn the associate degree. An ten-member committee of AHC faculty and program directors administer the project. The project is linked to an established Allan Hancock College student support infrastructure. The administrative plan includes monitoring the selection of scholarship recipients and the student support process, and evaluation of the success of the project. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Wong, Irene Erin O'Connor Linda Metaxas Dominic Dal Bello Michael Funtila Allan Hancock College CA Deborah E. Allen Standard Grant 263968 1536 SMET 9178 1536 0000099 Other Applications NEC 0323952 September 15, 2003 Computer & Science Professionals In Native Society (CSPINS). Intellectual Merit: Stone Child College (SCC) has done significant planning to enhance the computer science, engineering, and mathematics (CSEM) infrastructure of the college. One of the major needs identified was student support. The Computer and Science Professionals in Native Society (CSPINS) project offers scholarships and other services to CSEM majors. Broader Impact: SCC is introducing numerous elements that makes this a model project, including: student support structures, student tracking, evaluation, dissemination, cohorts, research and internship opportunities, strong faculty support, and commitment to infrastructure improvements. Results of the project are being broadly disseminated and serve as a model project for all Tribal Colleges and Universities. In addition, research opportunities are available in subjects which address the needs of the reservation. As SCC develops as an institution and moves into a new campus, they can offer a stronger curriculum in the CSEM fields. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Vandeberg, Gerard Edward Stamper Stone Child College MT Elizabeth Teles Standard Grant 302500 1536 SMET 9178 9150 1536 0000099 Other Applications NEC 0323955 September 15, 2003 Gateway to Computational and Technology Careers. The four-year project at Thomas Nelson CC provides 36 scholarships of $2500 per year to students majoring in computer science, engineering and mathematics. Recruitment efforts target populations typically underrepresented in CSEMS career fields. Pre-college partners help identify potential candidates for the scholarships. Specialized academic and student life-skills support activities provide students with the tools to succeed at TNCC and to seek, obtain, and retain careers in CSEMS fields. A strong evaluation component with its control group provides clear documentation of the efficacy of the various support strategies. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Hahn, Norman Frances Graham Thomas Nelson Community College VA Duncan E. McBride Standard Grant 396000 1536 SMET 9178 1536 0000099 Other Applications NEC 0323977 September 15, 2003 Computer Science Enhancement Grant for Students. The project provides financial assistance to eligible students in the Computer Science degree program at Nunez Community College and encourages high school students to enter the Computer Science program. A panel of instructors evaluates each student's potential for success to complete the degree and selects participants. Selected participants receive tuition and books paid for by the grant. Students meet with the Computer Science Advisor/Mentor during the semester to monitor progress. Students also participate in a series of specialized workshops to help them with logic skills, job-seeking skills, and transferring to a 4 year university. The Mentoring Model and the series of specialized workshops are used to enhance the scholarship students' success rates. The workshops and mentoring skills provided to students receiving scholarships prepare them for either a satisfying career or entry into a 4-year institution. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Billiot, Andrea Sharon Flanagan Elaine P. Nunez Community College LA Duncan E. McBride Standard Grant 67500 1536 SMET 9178 9150 1536 0000099 Other Applications NEC 0323989 September 15, 2003 Scholarship Opportunities for Minority Engineering Technologies Students. The project is providing scholarships to academically qualified but financially disadvantaged students in aeronautically oriented engineering technology majors with emphasis on supporting students from underrepresented groups. Scholarships are being provided to students in both two- and four-year technology degree programs. The project involves active faculty-student mentoring and an internship program with local industries to improve student retention and graduation. Students attend a seminar series especially designed for the scholarship recipients. All scholarship awardees also participate in a culminating research project under the direction of their mentor. The results of each project are presented to a panel of faculty members. As they approach graduation, students are provided with employment placement assistance, a service that is considered lifelong. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Kizner, Harold Vaughn College of Aeronautics and Technology NY Lesia L. Crumpton-Young Standard Grant 275000 1536 SMET 9178 1536 0000099 Other Applications NEC 0323994 January 1, 2004 DUE: Increasing Females and Minorities in Engineering and Computer Science (IFMECS). This project is providing scholarship support for 33 students studying engineering or computer science at either a cooperating community college or the university. Fifty percent of the scholarships are being awarded to minority and female students. The students, designated as NSF Scholars, are participating in: Scholars Forums throughout their undergraduate experience; internship experiences between their junior and senior years; and professional society activities. Scholars in their junior year are attending Career Planning Workshops that help them with interviewing techniques, resume design, and job-hunting skills. Seniors are working with the Employment and Educational Referral Service to search for jobs and investigate graduate school opportunities. Faculty members are serving as mentors to the Scholars and offer encouragement, academic support and advisement. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Wigal, Cecelia Rick Keyser Joseph Owino University of Tennessee Chattanooga TN Sheryl A. Sorby Standard Grant 336820 1536 SMET 9178 1536 0000099 Other Applications NEC 0323999 September 15, 2003 Undergraduate Scholarships for Advancing Education in Mathematics, Computer Science, and Engineering. The objectives of this project are (1) to provide scholarships for 30 academically talented but financially needy undergraduates each year, (2) to provide the support necessary for such students to complete their undergraduate degrees in their chosen major, and (3) to encourage the selected students to pursue graduate education in computer science, mathematics, or engineering. The project focuses on students who have at least sophomore standing and who are majoring in computer science, engineering, or mathematics. To be eligible for the scholarships, students must also have demonstrated financial need and a minimum grade point average of 2.7. Applicants are recruited via letters to eligible students. Decisions about scholarship awards are based on academic and leadership achievements and future potential, the intent to pursue enrichment opportunities, and the projected impact of the scholarship on the student's educational plan and future career. The project management team seeks a diverse set of scholarship recipients. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Carberry, Mary David Olagunju Michael Vaughan Johnie Burton University of Delaware DE Duncan E. McBride Standard Grant 399170 1536 SMET 9178 9150 0000099 Other Applications NEC 0324002 May 1, 2004 Program for Attracting and Retaining Scholars in Computer and Mathematical Sciences. This proposal furthers the same goals as the current program by starting another cohort in the CSEMS scholarship program by offering up to ten $3125 scholarships annually up to four years starting in the 2004-2005 academic year. The new program is similar to the current program with improvements and changes based on experience with the current program. Applicants are recruited with assistance from the admissions office and high school counselors with targeted recruiting in local high schools. Faculties in their respective departments recruit upper level candidates. The selection criteria of scholars are based on financial need and typical measures of academic potential like SAT scores and GPA. In addition, applicants submit letters of recommendation, a short essay describing career goals, and participate in a personal interview on campus. Once a part of the program, CSEMS scholars are given opportunities to participate in activities and support services designed to help them succeed like student organizations, study groups, departmental receptions, faculty mentoring, and tutoring services. During their university career, CSEMS scholars are encouraged to participate in cooperative education or internship opportunities. Finally, through the Computer Science Industry Advisory Board and Appalachian State University's Career Development Center, scholars are positioned to take advantage of a variety of employment opportunities in the high technology workforce. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Tashakkori, Rahman James Wilkes Cindy Norris Alan Arnholt Mark Ginn Appalachian State University NC Stephen C. Cooper Standard Grant 136162 1536 SMET 9178 1536 0000099 Other Applications NEC 0324003 September 1, 2003 Technology Opportunity Program. The Technology Opportunity Project (TOP) provides an innovative pathway for economically disadvantaged, academically talented students to successfully complete an associate degree in engineering technology or computer science. The program is integrated into the network built upon the Tech Prep School-to-Career program at the college, a well established partnership of 20 high schools and the college. The promotion of the program is accomplished by a project team of college faculty, counselors and administrators assisted by a network of high school teachers and counselors, local industry and community groups. Throughout their college program of study, TOP Scholars are mentored by a faculty member to ensure they make full use of available support services, including a range of workshops , short courses, and peer tutoring offered by the Tutoring and Academic Success Center. The cohort of TOP scholarship students forms a clearly identifiable learning community, with program specific enrichment opportunities such as group meetings and industry tours and speakers. Upon graduation, students are assisted by the Career Placement Office and full time Transfer Counselor to secure placement in the workforce or in a four -year engineering, physics or computer science program. The goals of the project are 1. to increase the number of academically- talented and low-income students who complete associate degree programs in computer science and technology; 2. to increase the number of women and minority students in these programs; 3. to create a partnership of educators and industry to enhance the experience and participation of scholarship students; and 4. to establish a system to document the impact of the TOP Scholars program on participants in order to affect continuous program improvements. The intellectual merit of this program is that a pathway is being created to enable economically disadvantaged, mostly first generation college students to successfully earn a college degree and transition to employment in computer science or technology or to a four year institution. The broader impact is that a community of scholars is being formed, mentored by faculty and community members, which enhances the vitality of the Technology Department. Support services created for TOP scholars serve as a model for student retention in all college programs. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Donnelly, Judith Hong-Yu Kovic Matt Liscum Diba Khan-Bureau Three Rivers Community College CT Elizabeth Teles Standard Grant 408820 1536 SMET 9178 1536 0000099 Other Applications NEC 0324004 September 1, 2003 Engineering Scholarships. This project is providing engineering scholarships to academically talented students who have financial need. The scholarship program is contributing to eighty percent of the entering students continuing their studies to complete the two-year engineering technology program. Many of the students being served by the program are from low-income rural families and Native American communities. Approximately seventy percent are first generation college attendees. The establishment of Learning Communities and extensive faculty mentoring are major components of the overall educational experience. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Ulseth, Ronald Aaron Wenger Carol Wenger Itasca Community College MN Lesia L. Crumpton-Young Standard Grant 354055 1536 SMET 9178 1536 0000099 Other Applications NEC 0324011 October 1, 2003 CSET Scholars. Texas State Technical College at Waco is awarding scholarships to academically talented, but financially disadvantaged, students studying for Associate of Applied Science (A.A.S.) degrees in the fields of computer science or engineering technology. The value of each scholarship is $3030 per year and is awarded in semester increments of $1010 to students enrolled on a full-time basis. In addition, to the normal academic work and the availability of traditional tutorial assistance and counseling student services, the scholarship recipients are receiving training in time and resource management, communication skills, and interpersonal skills. It is anticipated that competence in these areas will enhance their attractiveness to employers. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Betros, Steven Darline Baldwin Texas State Technical College-Waco TX Terry S. Woodin Standard Grant 399960 1536 SMET 9178 1536 0000099 Other Applications NEC 0324017 August 1, 2003 Computer Science, Engineering, and Mathematics Scholars Program. Students are provided with services and activities that are designed to promote the following: 1) improve the undergraduate educational experience of students in relevant disciplines; 2) increase the number and percentage of students completing the first stage of the baccalaureate study and those student receiving degrees in relevant disciplines; 3) improve the likelihood of Program Scholars post-baccalaureate placement in employment or graduate programs in technical or related disciplines; and 4) provide the opportunity to further strengthen partnerships with employers and the institution. Forty students are chosen for participation in the CSEMS Program: fifteen (15) freshman level and twenty-five (25) junior level students who are enrolled in full-time, baccalaureate degree programs in Engineering (Electrical, Mechanical and Computer) and Engineering Technology (Electrical, Industrial, Manufacturing, and Mechanical) Programs. Each scholar is paired with a mentor who is a member of the Program Scholars discipline area in which he/she is pursuing his/her baccalaureate degree; the mentor serves as an advocate for the scholars academic and career success. Activities that some of the scholars are involved in include: tutorial assistance, visitations to research laboratories and graduate programs, career counseling, attendance and/ or participation in national professional conferences within their discipline and national student research conferences, writing assistance, and professional work experiences. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Abramowitz, Harvey Edward Pierson Roy Hamilton Purdue University IN Stephen C. Cooper Standard Grant 385000 1536 SMET 9178 1536 0000099 Other Applications NEC 0324025 September 1, 2003 Scholarships for Computer Science, Engineering and Mathematics Majors. The South Mountain campus of the Maricopa County Community College District is awarding scholarships to students pursuing computer science, computer technology, engineering, engineering technology or mathematics studies. Over the four-year project period, an average of thirty academically talented, but financially disadvantaged, students are receiving $1500 each semester that they are enrolled full-time. Each scholarship recipient develops an Individual Education Plan under the guidance of a faculty mentor. A variety of support services including personal counseling, industry visits, career counseling and job placement assistance are also available to the scholarship holders. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Frank, Tim Terry Fender Maricopa County Community College District AZ Lesia L. Crumpton-Young Standard Grant 413852 1536 SMET 9178 7204 1536 0000099 Other Applications NEC 0324027 September 15, 2003 Recruiting Computing Professionals Within the Liberal Arts. Interdisciplinary (99)-Furman University has had a longstanding dedication to quality liberal arts education. The academic programs and support services at Furman focus on developing highly creative and talented individuals across all disciplines. These programs provide a strong pool of students from which to recruit talented computing professionals. The liberal arts environment is an excellent place to develop and nurture computing skills in students who don't initially see themselves as computer scientists. This project provides a model for recruiting computer science majors through a scholarship program spearheaded in the introductory computing classes and retaining the students through tutoring and career services, research and internship opportunities, and department community-building activities. A total of ten computer science students are awarded three-year scholarships to pursue undergraduate degrees in computing. The objectives of the project are 1) to recruit freshmen and sophomore students to the discipline of computer science; 2) to specifically encourage women and minority students to consider areas of computing; 3) to retain these students through graduation by maintaining their interest in the discipline; and 4) to see these students successfully placed in appropriate jobs or graduate school programs. The intellectual merit of this project is evidenced by the wealth of experience of the PIs in the area of gender issues and support communities within computing and the strength of the liberal arts environment at Furman University for recruiting and retaining computing professionals. After assessing the impact of this scholarship program on the participants at Furman, the broader impact of this program is that it can be a model that is duplicated in other liberal arts institutions. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Gabbert, Paula Kevin Treu Furman University SC Terry S. Woodin Standard Grant 102034 1536 SMET 9178 9150 1536 0000099 Other Applications NEC 0324029 January 1, 2004 NSF Scholars Program. Interdisciplinary (99)-The overriding goal of the NSF Scholars Program at California State University, Sacramento (CSUS) is to graduate significantly more well qualified students with degrees in Engineering and Computer Science, who may not make it to graduation and into a high technology field without additional financial resources and other support structures. This goal especially identifies groups traditionally underrepresented in ECS. The program is providing a minimum of 30 scholarships per semester to low-income students in the College of Engineering and Computer Science to pay the complete cost of their full-time tuition and fees. The objective of the Program is to provide a holistic model of student support, including guidance, mentoring, peer networking, financial assistance, and professional development to ensure the students' academic success, retention, shortened time to graduation, and permanent career opportunities in engineering and computer science after degree. Intellectual Merit The College of Engineering and Computer Science (ECS) at CSUS was included in the first round of NSF awards for CSEMS in the Fall of 2000, and was granted an extension for another two years. To date, 112 students have received scholarships sufficient to completely pay tuition and fees. The careful selection process, counseling, and academic support provided to the NSF Scholars produced a very high retention rate. Only 5% left the program due to failure to meet academic guidelines, resulting in an impressive over 90% retention rate over the 3-1/2 year period. Since 1999, the U.S. News and World Report has ranked the College within the top 55 colleges of engineering. The MESA Engineering Program (MEP), housed in the College of ECS, has an outstanding track record of successfully recruiting, educating, and graduating underrepresented students. Madeleine Fish, Director of MEP, was recognized in 1999 as Director of the Year and in 1990 as the Outstanding MEP Director in the Nation. The structure of the NSF Scholars Program is based on the extremely effective MEP/Project Success model (87.5% graduation rate) which implements a comprehensive plan of financial assistance combined with student support services. Broader Impacts The NSF Scholars Program is coupled with the MEP program at CSUS that is ranked as one of the top 50 in the nation in the graduation of underrepresented minority engineers, according to the NACME Research Letter, Vol. 1, No. 2, August 1990. Out of the total 112 students funded by the prior CSEMS award, 63% have already graduated and 70 (63%) were from ethnically underrepresented groups (African-American, Chicano-Latino, or Native American), in addition, 34 (30%) were women. The benefits of the NSF Scholars program are multi-layered and directly relevant to the needs of society today. First, talented students with economic need, and largely from groups traditionally underrepresented in engineering and computer science, are being effectively assisted through a rigorous academic program toward a timely graduation - which radically changes these students' lives forever. Further, the high technology industry is desperate for quality employees, and hiring students from this population is not only filling their technical needs, but it is also helping to diversify their workforce. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Macari, Emir Jose Madeleine Fish Linda Clemons University Enterprises, Incorporated CA Lesia L. Crumpton-Young Standard Grant 400000 1536 SMET 9178 1536 0000099 Other Applications NEC 0324030 September 15, 2003 Step Into E-Commerce. Metropolitan Community College is increasing the success of academically talented computer technology students with financial need by providing scholarships and support services. The program is increasing the number of individuals earning associate degrees in computer technology with an emphasis on electronic commerce. They are also providing scholarships to assist student transferring to four-year institutions to pursue baccalaureate degrees in computer science. Ten scholarships are awarded annually to entering freshmen declaring a computer science major and to eight students transferring to a four-year institution following completion of the Associate degree program. Scholarship recipients are enrolling as full-time students and maintaining a minimum of a 3.2 grade point average. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Bohlman, Edward Raymond Carpenter Metropolitan Community College NE Terry S. Woodin Standard Grant 288748 1536 SMET 9178 9150 1536 0000099 Other Applications NEC 0324032 September 1, 2003 Academic Connections: A Learning Community in Computer Science. Richland College is providing scholarships for full-time computer science majors qualifying for financial aid. The scholarships are increasing the number of students graduating with an associate degree in computer science and increasing the number of students transferring to a four-year college or university in the field of computer science. The academic program is founded on the instructional approach of learning communities and a program design of block scheduling. This approach provides greater coherence in curriculum, builds a community of active learners and creates diverse, academic peer groups for enriched learning and student development. The integrated educational experience imparts communication skills, critical thinking skills and a developed sense of citizenry to students creating a broader impact to society beyond college environment and a greater benefit to employers. A cohort of twenty students is receiving two-year scholarships during each of the first three years of the project. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Cadenhead, C.T. Peggy Goode Gwendolyn May Carole Lester Al Schroeder Dallas County Community College Dist Richland College TX Terry S. Woodin Standard Grant 396000 1536 SMET 9178 1536 0000099 Other Applications NEC 0324042 February 1, 2004 Computer Science, Engineering, and Mathematics Scholarship Program. This CSEMS (Computer Science, Engineering and Mathematics) Program is providing scholarship support for a new cohort group of 19-20 students in years one, two and three with continuing support in years two through four in computer science, computer technology, engineering, engineering technology, and mathematics. The project is focusing on the recruitment, retention, and graduation of scholars from underrepresented groups who are academically talented and financially needy. It is projected that at least 90% of participating scholars will graduate with a CSEM A.A. or A.S. degree and either enter a CSEM occupation or enroll in a CSEM baccalaureate degree program. The overall goals of the CSEMS Program are to: (1) increase the numbers of employees in CSEM areas of local, state, and national need; (2) improve educational outcomes for academically talented, financially needy students in CSEM disciplines; (3) ensure the ongoing academic/career success of CSEMS scholars; (4) continuously improve the quality/scope of student support services available to students; and (5) build meaningful partnerships with education and industry partners that will enhance and improve the quality of professionals entering the high-technology workforce. The strategic objectives of the CSEMS Program at St Petersburg College are to: (1) establish/maintain exemplary high-technology scholarship and degree programs; (2) recruit and retain a superb faculty in CSEM disciplines that is fully engaged in the academic success of all students; (3) recruit, educate, and graduate ever increasing numbers of academically talented, financially needy students in CSEM disciplines; and (4) create and maintain a student support infrastructure that significantly increases the rate of academic success for students entering CSEM degree programs. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Hemme, William Bradley Jenkins Martha Adkins Joseph Skala Carol Weideman St. Petersburg College FL Lesia L. Crumpton-Young Standard Grant 398750 1536 SMET 9178 1536 0000099 Other Applications NEC 0324046 September 15, 2003 A Comprehensive Scholarship Program to Support Students in High-Technology Majors. The Departments of Computer Science, Mathematics and Statistics, and the College of Engineering at the University of Massachusetts Amherst have previously been awarded two NSF CSEMS grants; $495,000 in January 2000 and 2001 supporting 40 students per year with $3,125 scholarships; and a second grant of $400,000 in 2002 supporting 29 students per year with $3,125 scholarships. The CSEMS Program at UMass, which gives preference for transfer and upper-level students, has successfully supported economically disadvantaged students with above-average percentages recruited from under-represented groups. To date, 22 students have graduated with support from the CSEMS Program and 27 additional scholars in May 2003. This proposal increases the number of baccalaureate degrees in CSEM fields by building a new cohort starting with 29 freshmen in fall 2003. These students, selected for their exceptional academic promise but financial limitations, are supported with annual scholarships of $3,125 for four years -- from their first year through graduation. Particular attention is paid to the recruitment of women, minorities and persons with disabilities. The newest CSEMS cohort are participating in a faculty-driven, comprehensive mentoring program combining the key elements of 1) recruitment, 2) financial support, 3) close monitoring and communication, 4) special opportunities and 5) academic and personal support resources. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Lutenegger, Alan Corrado Poli Donald St. Mary Sarina Ergas Kathleen Rubin University of Massachusetts Amherst MA Bert E. Holmes Standard Grant 400000 1536 SMET 9178 1536 0000099 Other Applications NEC 0324053 September 15, 2003 A Scholarship Program in Computer Science, Engineering, Engineering Technology and Mathematics. This project is providing scholarship support for 29 students studying computer science, mathematics, engineering (transitioning after the first two years to their sister university) or engineering technology. They are emphasizing scholarship support for talented but financially disadvantaged students (including underrepresented minorities and people with disabilities). The project already has a broad array of excellent support services for students and is adding or enhancing a number of features to further improve their success in recruiting, retaining and graduating students in the fields noted above. Among the features being added are: introduction of a new high school intervention program; development of an undergraduate/graduate school transition program; and development of a program to improve collaborative learning skills in a distributed learning environment. Enhancements are also being made to their pre-college program, their new Scholars Academy and their program with the Houston Museum of Natural Sciences. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Alo, Richard University of Houston - Downtown TX Duncan E. McBride Standard Grant 400000 1536 SMET 9178 1536 0000099 Other Applications NEC 0324057 September 1, 2003 Today's Scholarships for Tomorrow's Tech Workforce. Brevard Community College (BCC) in Brevard County, Florida, is providing 112 NSF- scholarships over four years in the fields of Aerospace Technology, Drafting and Design Technology, Electronics Engineering Technology, Manufacturing Technology, Networking Services Technology, Computer Programming and Analysis, Internet Services Technology - E-commerce Infrastructure, Computer Engineering Technology and Mathematics. The project goal of increasing the number of academically talented and financially needy students graduating in CSEMS fields is being met through increasing the graduation rates for scholarship students receiving A.S. and A.A. degrees and increasing the numbers who transfer to four-year institutions. BCC provides academic and personal support to scholarship recipients through formalized mentoring and advising; transfer assistance and career counseling; internship opportunities supported in part through the Brevard Manufacturing and Technology Association; recruitment and crisis intervention through Brevard County chapters of the United Way and the NAACP; and a CSEMS Cohort Seminar Series. The intellectual merit of the project lies in expanding the trained technical workforce in the Brevard County, FL region. The broader impacts are in its efforts to diversify graduating cohorts through its partnering efforts. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Neumann, Shai Martin McClinton Brevard Community College FL Duncan E. McBride Standard Grant 400000 1536 SMET 9178 1536 0000099 Other Applications NEC 0324062 September 15, 2003 CSEMS Scholars. Over a four-year period 108 scholarships are being awarding to academically talented, but financially disadvantaged students majoring in computer science related programs and engineering technologies. One-year Scholarships are awarded to cohorts of eighteen freshman students in years one, two and three. Provided academic and financial eligibility is maintained these students will be awarded a second one-year scholarship enabling them to complete their two-year courses of study leading to an Associates degree. Project goals include: 1) Increasing the participation of low-income, academically talented students in CSEMS careers, especially those of underrepresented groups. 2) Retaining these students to degree completion by providing a comprehensive student support system consisting of counselors, faculty, tutors as needed, and consultants from industry, as well as opportunities outside the classroom to enhance their learning. 3) Creating new partnerships and strengthening existing ones with business and industry and K-12 institutions to assist in recruitment, retention, and employment. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Krueger, Betty James Smith Dakota County Technical College MN Lesia L. Crumpton-Young Standard Grant 400000 1536 SMET 9178 1536 0000099 Other Applications NEC 0324082 September 15, 2003 Computer Science and Mathematics Scholarship Program. This project is providing a total of 20 scholarships per year to students majoring in either computer science or mathematics. The scholarships are being awarded to students with demonstrated financial need and academic ability. The project is increasing the number of majors, particularly from underrepresented groups, in the indicated fields. A learning community is being used to increase the graduation and retention rates in the participating programs. The learning community is providing faculty-student mentoring, internships at local companies, guest speakers and tours of local industry. The community is also helping students to develop skills for learning outside the classroom. Through this project, the institution is also developing a close partnership with local companies. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Becker, Deborah Don Vestal Kenneth Lee Kent Pickett Missouri Western State University MO Lesia L. Crumpton-Young Standard Grant 294200 1536 SMET 9178 1536 0000099 Other Applications NEC 0324086 September 1, 2003 Enhancing Resources to Recruit and Support Students in Mathematics and Computer Science. This project is combining an existing STEM Talent Expansion Program (STEP) grant with a CSEMS grant to build an intensive recruitment and retention program for computer science and mathematics majors. The objectives of the project are: To increase the number of students majoring in mathematics and computer science, particularly those from underrepresented groups; To provide adequate support so that students remain in the majors through graduation; and To educate students about career opportunities in computer science and mathematics in order to prepare them to enter the workforce. To achieve the first two objectives, eight scholarships of $3,125 are being offered annually to incoming, first-year students in mathematics or computer science and 10 scholarships of $2,000 are being offered annually to non-first-year students in the majors. The scholarships are being given to students with financial need who show promise in the disciplines. While students receiving the $3,125 scholarships maintain their funding through all four years at Xavier, as long as they stay in good academic standing as majors, recipients of the smaller scholarships must reapply every year. The third objective is being met by enhancing a STEM career exposure series, partially funded by the STEP grant. Each year, speakers from industry are invited to address gatherings of first-year majors and potential recruits from area high schools. CSEMS funding is being used to bring in a nationally known person from outside of Cincinnati as one of these speakers. The primary area of intellectual merit in these activities is the unique combination of the STEP and CSEMS grants into a well-integrated recruitment and retention plan. While the STEP program provides an infrastructure of support for mathematics and computer science majors, especially in the crucial first year, the CSEMS grant provides scholarships to help recruit and retain these students. Xavier is well suited to conduct this comprehensive program. With five major active NSF grants, Xavier has demonstrated its commitment to creating innovative curricula and promoting quality research by its faculty and students. Furthermore, Xavier's mathematics and computer science department provides personalized assistance and a supportive learning environment for all of its majors. The main area of broader impact in these activities is the focus on underrepresented groups in recruitment activities. This includes minorities in computer science and mathematics as well as women in computer science. In particular, high schools with large African American or female populations are being invited to the career exposure series and preference for scholarships are given to these students. A second area of broader impact is the funding of student travel to conferences. This encourages students to participate in research and to become involved in the professional societies in their respective fields. Finally, the speakers in the career exposure program are chosen to provide a variety of experiences from the workplace. In particular, Xavier invites speakers whose work in computer science and mathematics has brought about positive changes in society. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Snodgrass, James Elizabeth Johnson Xavier University OH Deborah E. Allen Standard Grant 324800 1536 SMET 9178 1536 0000099 Other Applications NEC 0324100 September 1, 2003 Rewarding Achievement and Promoting Success: Strategic Support to Foster Tomorrow's Diverse Engineers. The Rewarding Achievement and Promoting Success (RAPS) program at Southern Methodist University (SMU) supports 28 freshmen and sophomore students across the School of Engineering (SoE). The project aims to: 1) increase the diversity (ethnicity, gender, background) of the freshman class, 2) increase retention rates of first- and second-year students, 3) equip students with soft skills, 4) increase employment opportunities, and 5) strengthen the university-community relations. The RAPS Program includes an outreach components that impact community agencies and high school education. The RAPS Program will record quantitative data that is tied to the objectives of the program and conduct evaluations of student support activities. The results of the program will be disseminated internally throughout the university and has the potential to serve as a model program for the first-year experience of all students. Additionally, the RAPS Program will impact the SoE projected student growth and the Gender Parity Initiative. The Institute for Engineering Education and the Texas Engineering Education Pipeline will be instrumental in external dissemination. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Christensen, Marc Betsy Willis Southern Methodist University TX Lance C. Perez Standard Grant 385000 1536 SMET 9178 1536 0000099 Other Applications NEC 0324101 October 1, 2003 Science Learning Community. Montgomery College - Rockville is annually awarding 40 scholarships to community college students and 8 scholarships to students who are transferring to a four-year institution to complete their studies in the fields of computer science, engineering or mathematics. The scholarship recipients enroll in a one-semester career development seminar in addition to the normal course of study. During this seminar course the students write resumes, practice interview skills, gather information about the offerings of several four-year institutions that they have interest in attending and are learning to work collaboratively. Another feature of the program is student - to - student mentoring via the internet. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Abbey, Mary Kay Donald Day Judy Ackerman Montgomery College Rockville MD Sheryl A. Sorby Standard Grant 327700 1536 SMET 9178 1536 0000099 Other Applications NEC 0324106 September 1, 2003 Computer Science and Mathematics Scholarship Program. The project initiates a Computer Science, Engineering and Mathematics Scholarship program for undergraduate students in computer science and mathematics. The project provides scholarships for academically talented, financially needy students, enabling them to enter the high technology workforce following completion of a baccalaureate degree. The project accomplishes the following objectives: increases the number of graduates and the retention of students in the two disciplines, provides enhanced educational opportunities, improves student support services, and strengthens partnerships between the CSEMS departments and high technology industries. More specifically, the program maintains a group 30 students each year to receive a $3125 scholarship. The program will be advertised throughout eastern Kentucky. The management team select Scholars based on indicators, such as high school G.P.A., letters of recommendation from teachers, and Math ACT sub-scores. Support services for the Scholars include special course sections reserved for the Scholars, academic tutoring opportunities, faculty mentors, a seminar series in mathematics and computer science, and a shadowing program with local businesses. Scholars participate in an intense mentoring program with faculty mentors, who sponsor monthly advising and support services. Scholars participate in career-planning seminars conducted by the Director of Career Services and receive instruction in interviewing skills and resume writing. For a period of six months after graduation, faculty mentors contact graduates bimonthly in order to track job placement or job satisfaction. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Chatham, Richard Lloyd Jaisingh Russell May Kathryn Lewis Morehead State University KY John F. Mateja Standard Grant 398757 1536 SMET 9178 9150 1536 0000099 Other Applications NEC 0324113 September 1, 2003 Building Success: An Industrial and Engineering Technology Scholarship Project. Madisonville Community College is awarding12 two-year scholarships valued at $3125 per annum. The scholarships are enabling academically talented, but financially disadvantaged students to pursue full-time study in Industrial and Engineering Technology. The Industrial and Engineering technology faculty in collaboration with the Student Support Services staff is developing a comprehensive Individual Education Plan for student that serves as a blueprint for academic success. In addition to such student support services as a mathematics tutoring center, a learning center where peer tutoring is available, and both academic and career counseling, the students attend a retention workshop each semester that they hold a scholarship. During the last semester of study, attendance at a job placement workshop is encouraged. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Rohatgi, Janardan Daniel Nance Anna Leasure U of Kentucky Madisonville Community College KY Terry S. Woodin Standard Grant 82500 1536 SMET 9178 9150 1536 0000099 Other Applications NEC 0324115 August 1, 2003 Scholarships for Students in Mathematics, Engineering and Computer Science. The College of St. Scholastica (CSS) seeks to increase the number of students graduating in CSEMS fields and to better prepare these graduates for their careers. The program targets talented but financially disadvantaged youth with a special emphasis on women, minorities, and people with disabilities. The projects objectives are: 1) to increase the number of well-educated and skilled employees in technical areas of national need by encouraging exploration of graduate level study and/or improving professional development and job seeking skills. Students are receiving guidance and support as they consider the next step in their careers. Activities include: mentoring, tutoring, internships, and summer research opportunities. Workshops are being provided that address such topics as graduate school exploration, professionalism, resume preparation, and research skills. As a result of these activities, 100% of CSEMS program graduates are either enrolling in graduate school or finding employment. 2) To improve educational opportunities for students pursuing a bachelor's degree in computer science, engineering, or mathematics. The program is designed to support 15 participants during each year of the four-year project period. Program applicants are required to have a GPA of 3.00 or greater and must be formally accepted into one the following programs: Computer Science, Engineering, or Mathematics. 3) Increase retention rates and degree attainment among CSEMS program participants. Activities related to this objective include faculty mentoring, tutoring, and individual counseling sessions. At least 90% of the program participants will attain a bachelor's degree in a CSEMS discipline. 4) Strengthen the partnership between CSS and related employers in the fields of computer science, engineering, and mathematics. By coordinating with local businesses and state agencies, at least ten new internship/research opportunities are being established. 5) Maintain strong student support programs at CSS. Over the past two years of program operation, the Co-PI's have integrated the CSEMS objectives with the College's pre-existing student support programs. Formative and summative evaluation ensure the strength of these services. Intellectual Merit: This project is advancing knowledge and understanding in the CSEMS fields by diversifying the pool of young graduates and ensuring that they are well-prepared for the next step in their careers. The qualifications of the Co-PI's are reflected in the 100% retention rate of CSEMS participants over the past two years. The combination of activities and services represents a unique and comprehensive program that is necessary to meet the needs of the target population. Participants have access to a wide range of lab equipment, services, technology, and mentors. Broader Impacts: The project is designed to encourage active learning by promoting research and internship opportunities. CSS has a long history of providing educational opportunities for underserved populations; these efforts are supported by the College's Student Diversity Advocate, the Minority Recruiter, and the Ojibwe Coordinator, who are all actively involved in this project. The CSEMS project fits into the College's effort to increase both undergraduate student research and internship opportunities and is having a broad impact by matching the needs of the high technology workplace with well-prepared but traditionally underserved youth. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Rosato, Jennifer Guanshen Ren College of Saint Scholastica MN Sheryl A. Sorby Standard Grant 206252 1536 SMET 9178 1536 0000099 Other Applications NEC 0324117 September 1, 2003 Resources In support of Excellence (RISE): A USF/NSF Computer Science, Engineering, & Mathematics Scholarship Program. Resources In Support of Excellence (RISE) utilizes National Science Foundation's scholarship funds in conjunction with aggressive recruitment and retention programs and other supports to significantly increase the University of South Florida's enrollment of talented low income, underrepresented, first generation, adult, and transfer students in engineering, computer science, and mathematics. The RISE program exceeds the offerings of the traditional student scholarship programs by implementing programs and supports that focus on students' developmental needs as they progress through their CSEMS degree preparation programs as well as their career and professional development training programs. Thus, the USF/NSF RISE Program recruits and selects a cohort of 29 low-income talented undergraduate students that also includes ethnic minorities and women, for the purpose of providing them with intensive supports and mentorship that ensures success in the CSEMS disciplines. As part of this goal, a cadre of mentors from CSEMS disciplines are selected to work as discipline based counselors. An Advisory Board consisting of high tech companies, USF administrators and faculty, and the school district oversees all programmatic and management needs of project RISE. A multi-faceted approach is used to attract different cadres of students from low-income and under represented groups. This includes aggressively recruiting entering first year students to targeting upper level students during the last 2 years of their program in CSEMS based disciplines. INTELLECTUAL MERIT: Recent studies have demonstrated the importance of some key support issues that make a difference for our target group. Those include mentorship, financial supports, internships, and a supportive environment. Given the target population, investments in such supports help students achieve certain milestones that ordinarily they would not have achieved on their own, including successful completion of baccalaureate degrees, and becoming contributing members of the CSEMS workforce. BROADER IMPACT: Investments in human resources for science and technology education are essential underpinnings for social and economic well being in a global, knowledge-based economy. Underrepresented groups, including impoverished students across ethnic lines, ethnic minorities, and women are sorely underrepresented among those holding terminal degrees as part of CSEMS workforce and the professorate. By recruiting and preparing this cadre of students to pursue and obtain undergraduate degrees in CSEMS disciplines and by encouraging them to consider professional careers in those areas as well exposing them to graduate education in CSEMS, we are helping to build the capacity that our nation sorely needs to sustain its science, technology, and engineering infrastructures. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Okogbaa, O. Geoffrey Chris Tsokos Rafael Perez Tapas Das Brenda Townsend University of South Florida FL Duncan E. McBride Standard Grant 400000 1536 SMET 9178 1536 0000099 Other Applications NEC 0324123 September 1, 2003 The Look College of Engineering Connects Program. The Texas A&M University CONNECTS Program hosts 96 incoming engineering students who are high achieving, low income, first generation to college. There are 32 CONNECTS students who receive NSF CSEMS scholarships. These students demonstrated the highest financial need. Other scholarships for students with less financial need come from foundations, industry, and personal donors. The broader impact in this project is how the program builds social capital for the students by providing connections to information not typically available to first generation, low income students attending college. Clustering them in the same engineering, math, and science courses and placing upper division peer teachers in the math and engineering courses provide these connections. These CONNECTS participants are also clustered in the same residence halls so they can study and form friendships with students with common academic goals. Additionally, connections are enhanced by faculty and industry mentors. These mentors provide academic excellence and leadership workshops. They also provide continuous feedback from the students to sources of assistance. The engineering course focuses on math reasoning, learning strategies, reflection, and understanding the value of engineering. Raised retention and learning increases are the determining factors that demonstrate success. The intellectual merit of this project is in how the program combines research from the TX LS AMP, Foundation Coalition, learning styles of females and under represented minorities, and uses the research to provide a model that is inclusive of all issues surrounding the retention and graduation of under served populations in STEM. The combination of interventions is the model of the future instead of single interventions. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Malave, Cesar Karen Butler-Purry Janice Rinehart Texas Engineering Experiment Station TX Terry S. Woodin Standard Grant 400000 1536 SMET 9178 1536 0000099 Other Applications NEC 0324131 August 15, 2003 Gearing for Success: Scholar-Leaders in Mathematics and Computing. The project increases the number of women and minorities who graduate with baccalaureate degrees from Columbia College in the fields of mathematics and computer information systems by awarding scholarships for six students the first year and 15 for each of the next three years. The project objectives are 1) attract and recruit academically talented but financially needy women and minority students to major in mathematics and computer information systems (CIS); 2) increase retention rates to 80% by providing academic support, mentoring, and peer leadership opportunities for project participants; and 3) prepare participants for successful entrance into the workplace or graduate school upon completion of their degrees. The project features special support programs including a lunchtime seminar series that focuses on topics to gear Scholar-Leaders for success in future careers in math or CIS; mentoring relationships with faculty and industry representatives; and technological communication about the project. Participants have program enhancement opportunities offered through the campus Leadership Institute, department programs (including the Math Lab, The Mathematics and Computing Society, Math Day, and the Mathematics and Technology Camp), additional internships, professional meetings, and campus academic support centers. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Smith, Scott Nieves McNulty Laurie Hopkins Madeleine Schep Lucy Butler Columbia College SC Stephen C. Cooper Standard Grant 175287 1536 SMET 9178 9150 1536 0000099 Other Applications NEC 0324132 September 15, 2003 Computer Science, Engineering, and Mathematics Scholarship Program. The project continues a Computer Science, Engineering and Mathematics Scholarship program for undergraduate and graduate students majoring in computer science, engineering technology, and mathematics majors over a four-year. The project provides scholarships for academically talented, financially needy students, enabling them to enter the high technology workforce following completion of a baccalaureate or masters degree. The project accomplishes the following objectives: increases the number of graduates and the retention of students in the three disciplines, provides enhanced educational opportunities, improves student support services, and strengthens partnerships between the CSEMS departments and high technology industries. More specifically, the program maintains a group 30 students each year to receive a $3000 scholarship. These students are recruited from MTSU and from surrounding community colleges via announcements, informational brochures, the MTSU CSEMS web page, and personal contact with the mentors. The students are selected based on their major field of study, their financial need, their academic standing in the university and in their department, and letters of recommendation from their major professors. In addition to receiving the scholarship funds, participating students are assigned a faculty mentor in their department with whom they meet at least twice per semester to insure they remain on track for graduation, to determine any additional needs they may have, and to provide assistance in career placement. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Pettey, Chrisila Ernest Phillips Middle Tennessee State University TN Lee L. Zia Standard Grant 423002 1536 SMET 9178 1536 0000099 Other Applications NEC 0324141 September 1, 2003 Computer Science and Mathematics Scholarship Program. This project is to continue the CSEMS Scholarship Program (Award # 0094876) at the College for low-income, academically talented students enrolled full-time in one of the degree programs offered by the Department of Computer Science and the Department of Mathematics and Statistics. There are thirty awards per year in the amount of $3,125 each. If successful during the first year of the award, students may apply for a second year of funding. The eligibility criteria for scholarship recipients are the criteria listed in the NSF CSEMS Program Solicitation. The selection process includes indicators of academic merit and likely professional success. An Administrative Committee consisting of the PI, the two Co-PIs, the Acting Dean of the School of Arts and Sciences, and the Acting Vice President for Student Affairs is responsible for soliciting applications for the scholarship from qualified students, selecting the thirty recipients, monitoring the recipients during the award period, and conducting an ongoing survey of recipients. In these various activities, the committee is assisted by the student support structure at the College. This includes the Dolciani Mathematics Learning Center, Instructional Computing Services, the Office of Student Services, and the Office of Career Counseling and Placement. With this assistance the committee gives particular attention to the involvement and retention of women and minorities in the scholarship program. Under the administration and supervision of the PI, an optional scholarship activity is established for the award recipients. There are several activities available for the students: a research project mentored by a full-time faculty member in the Department of Computer Science or the Department of Mathematics and Statistics; an internship in a corporation, government agency or non-profit organization; or, an internship assisting Hunter faculty members with data analysis projects in departments such as Economics, Geography, Political Science, and Psychology. This scholarship program is expected to continue attracting academically sound students to the Computer Science and Mathematics majors at Hunter College. The scholarships are promoting full-time enrollment and is contributing to student retention. Therefore, scholarships are contributing to an increase in the number of women and minorities in Computer Science and Mathematics. The intellectual merit of the proposed activity stems from the expectation, after the experience at Hunter in the current CSEMS program, that most of the recipients will opt to participate in a scholarship activity. If the activity is research with a full-time faculty member, the student acquires valuable experience in observing a researcher's methods of operation, as well as in learning additional concepts of the discipline beyond the classroom. The PI has administered a previous successful CSEMS program at Hunter, and therefore has the experience to manage this scholarship program. As for the broader impacts of the proposed activity, award recipients will, for the most part, engage in a scholarship activity. Monthly seminars and project abstracts are part of the scholarship activity. Students will therefore have the opportunity to talk and write about their disciplines, which are invaluable tools for their further professional work. They will have the experience of interacting with peers in their disciplines. As indicated in the proposal, CSEMS recipients succeed in publishing the results of their projects in well-established peer-reviewed journals, thus helping to disseminate scientific knowledge. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Peluso, Ada Virginia Teller Robert Thompson CUNY Hunter College NY Terry S. Woodin Standard Grant 400000 1536 SMET 9178 1536 0000099 Other Applications NEC 0324142 August 15, 2003 Computer Science and Mathematics Mentorship and Scholarship Program. This project is providing a combination intensive mentoring and scholarships to low-income, academically talented students in mathematics and computer science. The objective is to increase retention of students in the Mathematics and Computer Science department and prepare them for industry and government internships that enhance their academic experience. By providing financial support, computer equipment, and extra advising and group study activities, the program is helping students focus on their academic studies and prepare them for future jobs in computing and the mathematical sciences. This program targets the stages at which our students have the highest attrition rate. For our undergraduates, the program is directed at students who have completed the introductory courses in their major. The specific goals for these students are to finish their gateway courses, especially mathematics, computer science, and English, and provide them with the necessary skills to get an internship and to graduate in a timely fashion. For masters level students, the program is focusing on addressing the barriers to pursuit of a graduate degree and the transition from undergraduate to graduate work. To increase the number of well-prepared graduates in CSEM fields, we are undertaking a program with the following goals: o Financial Support: Alleviate the financial problems for students entering their sophomore year or beginning their masters degree. o Mentoring and Group Study: Address personal barriers to continuation with academic support in the form of intensive one-on-one interaction with computer science and mathematics faculty and with group work. o Career Counseling: Increase students' competitiveness through career counseling and workshops. o Internships: Strengthen students experience and job readiness through internships in industry and on campus. o Computer Equipment: Increase access to computers and students' ability to use emerging systems by providing laptop computers. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Keen, Linda Katherine St. John CUNY Herbert H Lehman College NY Lance C. Perez Standard Grant 400000 1536 SMET 9178 1536 0000099 Other Applications NEC 0324143 September 1, 2003 Improving Student Success in Computer Science, Engineering and Mathematics. The objective of the project is to provide a total of 54 one-year scholarships to economically disadvantaged but academically talented students from underrepresented minority groups to improve the enrollment, retention, and graduation in computer science, engineering, and mathematics. Incoming high school students to receive an associate degree in one of the CSEMS disciplines, and current students to transfer from an associate degree program to a baccalaureate degree program are targeted. The recruitment takes place through outreach activities on campus and at regional feeder high schools, and through the electronic and hard copy dissemination of detailed program and application information. The project links and leverages existing resources providing all scholarship recipients access to academic support, tutoring, priority registration, counseling, educational planning, academic excellence workshops, career development resources, work-based learning opportunities/internships, priority transfer support, additional financial aid, and state-of-the-art computer and technological equipment and laboratories. The project also builds on the strengths of the current MESA (Mathematics, Engineering, and Science Achievement Award) program, and the articulation agreements with four-year programs. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Sword, John Michael Kane Chuck Beals Hartnell College CA Lance C. Perez Standard Grant 185625 1536 SMET 9178 1536 0000099 Other Applications NEC 0324160 September 1, 2003 Computer Science, Engineering and Mathematics Galileo Scholarship Program. +The objective of the project is to create an active learning community of academically talented, financially needy students majoring in Computer Science, Engineering and Mathematics. The project provides 25-30 scholarships per year, and targets to increase the enrollment, retention and success of low-income and academically talented students in these fields. It builds on a pilot project called Galileo Scholars, which was launched through corporate support to provide scholarships, and academic support services for academically talented students pursuing majors in science, math, and engineering or technology fields. The students are supported by a range of enhanced services that are designed to bolster their success such as the Virtual Campus, the writing of an educational plan, the field trips, and the scholars' roundtable. Through coordinated activities, the project also provides for targeted recruiting, student support through advising and mentoring, a transfer and career exploration opportunities, in-person and online cohort-building activities, and assessment of these initiatives. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Hulsen, Patricia Audrey Loera Raritan Valley Community College NJ Terry S. Woodin Standard Grant 315575 1536 SMET 9178 1536 0000099 Other Applications NEC 0324165 September 1, 2003 Helping Promising Students Enhance their Future. Union College has established a Computer Science, Engineering and Mathematics Scholarship program for students with demonstrated need in these disciplines over a four-year period. A total of 29 students over two years are selected be selected from a freshman pool meeting the financial criteria, with further selection based on interest in the major and academic promise. Financially disadvantaged, but academically talented students, from under-represented groups and women (CS and Engineering) are given special consideration. The underlying goal enhances students training in these fields so that more students graduate with a background in one of these disciplines. In achieving these goals, a combination of efforts that extend and build upon existing programs and services (Academic Opportunity Program, Career Development Center, Writing Center); as well as incorporate initiatives to enhance student support through our NSF-STEP grant (enhanced communication and study skills development, career exploration, internship opportunities, alumni mentoring, earlier summer research experiences) providing a strong foundation of education and support. In addition, the CSEMS students are among the first students to use electronic portfolios, and have specific opportunities to participate in off-site visits to regional technology companies, interact with alumni and professionals, and attend topical seminars. By using scholarship funds to relieve the burden of work-study as part of their financial aid package, students are also offered the opportunity to become part of an "ambassador" team, visiting local middle schools, where they talk with students and give short presentations and/or demonstrations about their college experiences, or help mentor students as part of an organized program. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Traver, Cherrice J. Douglass Klein Union College NY Sheryl A. Sorby Standard Grant 350024 1536 SMET 9178 1536 0000099 Other Applications NEC 0324171 September 1, 2003 Galveston Aggie Technology and Engineering Scholarships (GATES). This project provides expanded support of an engineering and technology scholarship program called Galveston Aggie Technology and Engineering Scholarships (GATES) to support a minimum of 15 additional scholarships in Marine Engineering Technology, Marine Engineering Technology with License Option and Maritime Systems Engineering over four years. The program includes specialized advising, diagnostic testing, learning communities, tutoring, supplemental instruction, and early intervention programs. GATES scholars have additional support with a no-cost summer math workshop and specialized tutoring. Faculty mentors are assigned to each student to track their academic progress. Career Planning and Placement takes an active role in student mentoring with industry affiliations. Industry provides internship opportunities and professional mentors for GATES scholars. Students participating in this program are required to create a career search plan, attend career-oriented workshops and job fairs. Student Life involves GATES scholars in activities to help integrate them into campus life, and to develop leadership skills. This program targets nine especially diverse high schools in the Houston-Galveston as well as five community college districts and supports and tracks these students through graduation. Selection of participants is based on an application process reviewed by a selection committee based on standard criteria including financial need and merit. Upon graduation, GATES scholars will be quickly absorbed into the local economy. Many alumni are employed in the Houston/Galveston region with international companies who have locations around the world. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Warnakulasuriya, Frank Texas A&M Research Foundation TX Lance C. Perez Standard Grant 217008 1536 SMET 9178 1536 0000099 Other Applications NEC 0324174 September 1, 2003 CSEMS IV at CAL. This work builds on previous and current CSEMS awards. CSEMS IV follows a single cohort of freshman and sophomore students over a four-year period, and awards scholarships to twenty-nine economically disadvantaged students, with a special emphasis on students from underrepresented groups in engineering and science. Recruitment of the CSEMS Scholars targets three groups: 1) freshmen admitted for Fall 2003 or Spring 2004, 2) freshmen participating in the Multicultural Engineering Program Summer 2003 Pre-Engineering Program, and 3) freshmen and sophomores participating in academic workshops and mathematics placement testing during summer orientation offered by the Coalition for Excellence and Diversity in Mathematics, Science and Engineering. This group includes students from majors in the College of Engineering, chemical engineering majors in the College of Chemistry, and students in the College of Letters in Science who are completing coursework to pursue (a) the computer science or mathematics majors in the College of Letters and Science or (b) a major in the College of Engineering. A committee of faculty and staff from Coalition academic support programs, which employs a comprehensive approach in evaluating each student's academic merit and professionalism, chooses students. Intellectual Merit: CSEMS scholars participate in a variety of retention-related activities tied to the existing student support infrastructure of the Center for Underrepresented Engineering Students, the Coalition for Excellence and Diversity in Mathematics, Science, and Engineering, the EECS Center for Undergraduate Matters and other partner programs. This includes faculty advising, academic excellence workshops, tutoring, mentoring, advising, internships in industry and/or research experience, and assistance with graduate school applications or job placement. A unifying theme of the CSEMS IV program is the increase student retention by helping each student develop into a committed member of the engineering and academic community. Broader Impacts: There is an increasing shortfall in the number of qualified students that are able to fill the need for computer science and engineering professionals in the workforce. Students' financial troubles are increasingly likely to interrupt and delay their degree completion. Financial need is perhaps a more serious impediment to timely completion of engineering degrees -- the technical course load is often not compatible with long hours of outside work. Indeed, the scholarship support from the CSEMS IV program also facilitates students' ability to enrich their educational experience with activities that are not necessarily tied to financial obligations, such as undergraduate research, tutoring, and teaching. By decreasing students' loan debt upon graduation, these scholarships may also encourage students to pursue graduate degrees before entering the technical workforce. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Johnson, George H. Frank Morrison University of California-Berkeley CA Terry S. Woodin Standard Grant 398732 1536 SMET 9178 1536 0000099 Other Applications NEC 0324175 October 1, 2003 Fast Track to Work: Scholarship Program for Graduate Students in Computer Science, Engineering, and Mathematics. The purpose of the Fast Track Program is to continue recruiting, graduating, and preparing women, underrepresented minorities, persons with disabilities, and low-income graduate students to make a smooth transition into the workforce and/or to continue toward a CSEM doctoral degree. Intellectual Merit The four-year program will benefit CSEM graduate students by: oencouraging uninterrupted study toward a graduate degree in CSEM fields, while preparing students to make a smooth transition to the workforce or doctoral degree completion; orecruiting and retaining 29 recipients per year, in computer science, engineering, mathematics, and statistics disciplines; oreinforcing partnerships with CSEM faculty, students, key administrators, professional organizations, local, state, and national industries and governmental agencies; osupporting and assisting industries and current initiatives, such as LS CO-AMP, McNair Scholars Program, WMEP (Women and Minorities in Engineering Program), and PEAKS/AGEP, to recruit and enroll underrepresented minority students, including women and persons with disabilities in the CSEM fields; oinforming and providing funds for recipients to attend professional development workshops, seminars, and conferences to present their research and network with prospective employers; and oadministering a tracking form to awardees annually to maintain relationship for future use of campus activities, such as mentoring, employment contacts, and presentations. Broader Impact The Fast Track Program is based on the current model to strengthen the 21st century workforce. In response to current economic conditions and hardships, more individuals are applying for graduate school in the CSEM fields. Also, corporations continue to report a lack of women and underrepresented minorities in the engineering, scientific, and other technical workforce. The management team uses its existing collaborators to increase awareness and recruitment of underrepresented groups in CSEM fields. The purpose of this partnership is to develop and implement new strategies to match students' interests and skills with a compatible workplace. The highly qualified graduate students provide excellent work performance in the workforce, and quality teaching and mentoring in the classroom. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Elhakim, Omnia Patrick Pellicane Colorado State University CO Lesia L. Crumpton-Young Standard Grant 400000 1536 SMET 1536 9178 0000099 Other Applications NEC 0324182 September 15, 2003 Hispanic Engineering Scholarship Program. Engineering (59) The Hispanic Engineering Scholarship Program promotes increasing the level of student majors and level of retention and matriculation of Hispanic students in several CSEMS related disciplines. These disciplines include 120 Hispanic engineering students in undergraduate engineering areas: Electrical, Industrial, Civil, Chemical, Mechanical, Environmental, and Land Surveying, and graduate areas: Civil Engineering, Manufacturing Engineering, Manufacturing Competitiveness, and Electrical Engineering. CSEMS goals directly correlate to the scholarship program at PUPR. These include: i) improved educational opportunities for students in the engineering disciplines, ii) increased retention of students to degree achievement and iii) improved support programs. Students are selected from a set of four categories: (1) Newly Admitted Students; (2) Currently Enrolled Students; (3) Transfer Students, and (4) Graduate Students. Program management staff conduct a series of yearly activities for the cohort group that include: i) faculty mentoring offered by the Retention Office, ii) employment interview skills offered by the COOP Education Office, iii) admissions into Graduate Programs sponsored by the Office of the Dean of Graduate Program, iv) tutoring experiences at the Center for University Progress and, v) internship and research opportunities through the COOP Education Office. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Gonzalez-Miranda, Carlos Cuauhtemoc Godoy Miriam Pabon Gilmer Burgos Jose Borrageros Polytechnic University of Puerto Rico PR Duncan E. McBride Standard Grant 400000 1536 SMET 9178 9150 1536 0000099 Other Applications NEC 0324184 September 1, 2003 Scholarships for Financially Disadvantaged Students in Computer Science, Engineering and Mathematics. The intellectual merit of this project is the achievement of baccalaureate degrees in computer science, engineering, and mathematics by academically talented but financially needy students. The project achieves this goal by: 1) Providing financial aid to academically talented, financially needy students through 32 scholarships with an annual value of $2,500 over a two-year period; 2) Improving education in CSEM disciplines by creating supportive environments for these students through changes in organizational culture and practices; 3) Increasing retention of students to degree achievement by encouraging preparation for CSEM careers through student development initiatives; 4) Improving professional development and employment of students by providing enriched research experiences, mentoring, and support in employment placement; and 5) Strengthening university-industry partnerships through collaborative implementation. The project is a collaboration of the College of Engineering, College of Science, Teledyne Brown Engineering, and the Alabama Louis Stokes Alliance for Minority Participation (LSAMP). The project receives continued support from Teledyne Brown Engineering; serves a region of the Deep South with a large pool of eligible students; and enhances Huntsville, Alabama, a growing technology-based city. The project builds on the success of prior CSEMS support that University of Alabama Huntsville (UAH) received under Award No. 0094906 in 2000. UAH envisions broader impact by retaining CSEM Scholars who are transfer students at a rate that is 20 percent greater than a comparable transfer cohort; retaining CSEM Scholars who are continuing students at a rate that is 20 percent greater than a comparable cohort of continuing UAH students; and attaining a placement rate of CSEM Scholars in CSEM jobs or graduate school at a rate of at least 90 percent within three months of graduation. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Bower, Mark John Fix Jorge Aunon University of Alabama in Huntsville AL Terry S. Woodin Standard Grant 198000 1536 SMET 9178 9150 1536 0000099 Other Applications NEC 0324189 September 1, 2003 College of Engineering Scholars Program (CESP). The College of Engineering Scholars Program (CESP) program promotes increasing the level of student majors and level of retention and matriculation in several CSEMS related disciplines. The CESP program supports 20 summer-enrolled first time freshmen. Fourteen additional freshman to senior recipients are selected from the following discipline areas: Computer Science, Computer Engineering Technology, Electrical Engineering, Mechanical Engineering, Chemical Engineering, Civil Engineering and Electrical Engineering Technology. The implementation of this program promotes success through recruiting freshmen better prepared than the average incoming freshman in the College to undertake the four-year targeted degree programs, recruiting community college and junior college students who are better prepared than the average current transfer students to undertake the targeted degree programs at mid-level, with no more that three years planned to degree completion and by monitoring and advising CESP scholarship recipients to ensure compliance with program requirements, promote optimal progress, and help identify and resolve problems so that retention is improved. CESP provides a tutor/mentor to assist the scholarship recipients. This tutor joins the other tutoring and mentoring services in the college to help improve the retention rate in the college, and consequently increase the enrollment in the targeted degree programs. The program contributes to the final objective of increased total number of baccalaureate degree graduates in the targeted degree programs. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Lin, Shield Mohsen Beheshti Irvin Osborne-Lee Betti Blackshear Mohammed Hussein Prairie View A&M Research Foundation TX Elizabeth Teles Standard Grant 417256 1536 SMET 9178 1536 0000099 Other Applications NEC 0324195 September 1, 2003 I.T./E.T. Scholars Program. The Institute is developing and implementing an IT and ET Scholars program, serving two cohorts of 25 full-time students over the course of the four-year project. Students are enrolled in one of seven information technology or engineering technology programs of study that lead to an Associate of Applied Science degree. The project especially recruits women, minorities and persons with disabilities in the two cohorts. The project has comprehensive student support services, strong partnerships with the high technology industry and scholarship support to ensure persistence until graduation. Project guidance is provided by a diverse group of faculty and non-faculty advisors. Implementation strategies include recruitment based on community partnerships, selecting students using an application process incorporating letters of recommendation and personal essays, development and utilization of an Individualized education and career plan for each participant, special monthly seminars for students, and integration of work-based learning activities to provide career mentoring and real world applications of the knowledge and skills learned in the classroom. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Kappenman, Gary David Vikander Rodney Breitling Merrel Pepper Craig Peters Southeast Technical Institute SD Duncan E. McBride Standard Grant 343672 1536 SMET 9178 9150 1536 0000099 Other Applications NEC 0324196 March 1, 2004 Computer Science, Engineering & Mathematics Scholarship Program. The project provides a total of 30 scholarships per year and a specialized support program for computer science, engineering, and mathematics majors at the associate degree level. The objective of the project is to increase the enrollment, retention, and success of academically talented, financially needy students, particularly Hispanics and females, through scholarships, mentoring, and support services that promote full-time enrollment and the attainment of associate degrees in CSEM disciplines. The project provides academic and mentoring support to enable a minimum of 70% of scholarship recipients to maintain or exceed a 2.5 grade point average and persist until associate degree attainment or transfer to a CSEM baccalaureate program. The project also provides transfer assistance to all students who complete program requirements and desire enrollment in a four-year institution, and job placement assistance. These efforts are complemented by recruitment activities at a mall-based storefront, three-pronged mentoring (education, industry and peer), tutoring (including a "peer tutoring corps"), and a transfer guidebook. Several industry groups also assist in mentoring and optional job shadowing and internships. Scholarship recipients have education, industry, and peer mentors and they are encouraged to participate in meetings and activities of professional societies. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Mason, Gail Sharon Sledge Bahar Sheikh San Jacinto College District TX Linnea A. Fletcher Standard Grant 199320 1536 SMET 9178 1536 0000099 Other Applications NEC 0324204 October 1, 2003 Communities of Scholarship. The project provides 50 scholarships to students who demonstrate academic talent and unmet financial need. The project is in direct response to industry needs for highly skilled workers and supports students majoring in Computer Engineering Technology, Computer Science, Electronics Engineering Technology, Telecommunications Technology, and Mathematics. It provides students with academically rigorous curricula, financial assistance, interdisciplinary, cohort-based learning communities, and a continuum of support services. All students participate in strong partnerships with high technology industries and receive career counseling, job seeking and placement, and transfer services. Through its management team, advisory committee, and mentors, the project engages students in research-based, responsive methods to attain their objectives. The recruitment efforts include videoconferencing of the Scholars Conferences to high schools and industry, use of bilingual personnel and print materials, information sessions, and partnerships with area high schools. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Bancroft, Barbara New Hampshire Community Technical College Claremont/Nashua NH Terry S. Woodin Standard Grant 399000 1536 SMET 9178 1536 0000099 Other Applications NEC 0324206 September 15, 2003 South Texas Border Mathematics and Pre-Engineering Graduates. Through the collaborative efforts of the College of Science and Technology, the Department of Natural Sciences, the Office of Programs for Academic Support and Enrichment, and the Office of Dean of Student Services, Texas A&M International University (TAMIU) is establishing a Computer Science, Engineering, and Mathematics Scholarship (CSEMS) Program: South Texas Border Mathematics and Pre-Engineering Graduates (STBMPEG). The STBMPEG program is providing scholarships to twenty-nine low-income, undergraduates majoring in computer science, engineering, or mathematics. Due to their under representation in CSEMS fields, priority for such scholarships will be given to low-income ethnic minorities, women, and persons with disabilities. Intellectual Merit: Primary objectives of the CSEMS-STBMPEG Program are to (1) increase the number of professional development research activities, as well as internship opportunities, for participants; (2) provide services to support timely completion of degree requirements; (3) increase the number of low-income undergraduate ethnic minorities, women, and persons with disabilities who enter graduate school in CSEMS fields; (4) expand and further develop the capacity within existing alumni and private industry relationships/networks to provide career seminars and relevant job preparation experiences; and, (5) address the broader societal issue of low participation in CSEMS by the targeted populations through mentoring and role modeling activities for lower-division and pre-college students. To receive the scholarships, participating students must remain enrolled full time in a CSEMS major, maintain a GPA of at least 2.80, and participate in enrichment activities designed to facilitate their involvement with faculty and peers through mentoring and collaborative learning. Students are required to attend a program orientation, participate in at least one career seminar per academic year, meet with their CSEMS-STBMPEG Advisor minimally once each quarter, participate in research with a faculty mentor or in a CSEMS-related industry internship or on- campus employment activity, and serve as a mentor or role model for a lower-division undergraduate or pre-college student with demonstrated interest in CSEMS. The support provided to project's participants include a peer mentor during their initial program year, tutorial and peer study-group support, plus assistance in preparing for graduate school. With the financial assistance and enrichment activities provided through the CSEMS-STBMPEG Program, it is anticipated that most students will graduate within two to four years of entry into the program and will either enter a graduate program with a CSEMS major or secure a position in a related field. Broader Impact: Long-term, continuing benefits of program activities include establishment of new research and internship opportunities to be available for future CSEMS majors, increased networking and mentoring activities for future cooperative interactions among participating individuals at various stages of their CSEMS careers, development of student linkages within the university community itself as well as with local industry and agencies, pre-college encouragement to seek careers in CSEMS-related fields by underrepresented ethnic groups, low-income women and persons with disabilities, and expanded knowledge of research processes acquired by CSEMS Scholars working in conjunction with their faculty mentors. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Goonatilake, Hoonandara Qingwen Ni Omar Gonzalez Texas A&M International University TX Bert E. Holmes Standard Grant 399988 1536 SMET 9178 1536 0000099 Other Applications NEC 0324209 September 15, 2003 Scholars for the Technical Workforce of the Future Program. This project provides support for thirty (30) students in the following disciplines civil, mechanical, industrial, electrical, computer, metallurgical and materials engineering, computer science The objectives are: Continue support for current NSF CSEMS scholars. Provide scholarship support for an increasing number of students over the course of the grant period by identifying new recipients to replace those graduating and/or moving on to advanced degree programs at other institutions. Include a special emphasis for supporting El Paso Community College CSEMS scholars transferring to UTEP. Support an infrastructure that enriches scholars' experiences and professional development, creating opportunities for broad interaction and mentoring among UTEP faculty, undergraduate, masters, and doctoral-level students. Intellectual Merit. This project builds on its current efforts having funded a total of 84 Scholars since 2000. Of these, 34 have completed their degree programs. A well articulated infrastructure is in place to recruit and identify 30 CSEMS scholars 15 undergraduates, 15 graduates drawn from the pool of eligible computer science, civil, electrical and computer, mechanical and industrial, and metallurgical and materials engineering, and mathematical sciences majors. Students identified through a pool drawn from the UTEP Scholarship Office's database as well as those suggested by faculty, receive a letter inviting them to apply to the program. A committee of faculty representing the targeted disciplines assesses the applicants against outlined standards, selecting those who most closely match the criteria. Scholars benefit from participating in University and College of Engineering sponsored job fairs, other employer sponsored venues and a range of professional training activities to enhance their overall development and ensure their advancement. Broader Impacts. In an environment focused on providing both access and quality education to the largely under-educated population of the region, UTEP CSEMS is poised to make a significant contribution to creating a diversified scientific and engineering workforce. No more is that evident but in the caliber of students having already participated in the program, young men and women who clearly have within them the potential for providing the leadership that industry and research need to effectively provide for the future of this country. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Gutierrez, Rafael Roberto Osegueda Helmut Knaust University of Texas at El Paso TX Duncan E. McBride Standard Grant 400000 1536 SMET 9178 1536 0000099 Other Applications NEC 0324210 January 1, 2004 Workforce Initiative for Nevada Students in Engineering and Technology. The project provides a total of 107 annual scholarships (214 semester scholarships) for students pursuing associate degrees in Computer Engineering Technology, Electrical Engineering Technology, Electronics Engineering Technology, Engineering Science, and Electronics Technology. The project targets students with financial need who have demonstrated aptitude and potential in these disciplines. The principal objectives of the program include increasing full time enrollment in the engineering and technology programs, reducing the average time required for degree completion, improving student retention, enhancing and expanding the college's present education to employment (E2E) transition program, and boosting the enrollment and graduation of female and minority students. Building upon the college's established internship program, the project also provides additional part-time internship opportunities provided by local industry and government during the school year, mentoring for job placement, tutoring opportunities to enhance interpersonal skills, and participation in engineering colloquia series for professional growth. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Taban, Faruk Carol Lucey CHARLES SCHOEFFLER Western Nevada Community College NV Lesia L. Crumpton-Young Standard Grant 336900 1536 SMET 9178 9150 1536 0000099 Other Applications NEC 0324212 August 15, 2003 Collaborative Interdisciplinary Research Community/Maricopa Engineering Transition Scholars (CIRC/METS). The project provides support to 29 community college transfer students in the departments of Bioengineering, Chemical and Materials Engineering, Civil and Environmental Engineering, Computer Science and Computer Systems Engineering, Electrical Engineering, Industrial Engineering, and Mechanical and Aerospace Engineering. Unique features of the project include leveraging and building on a cooperative effort between the College of Engineering and Applied Science (CEAS) and the Maricopa County Community College District (MCCCD). This project builds on a number of existing programs such as Academic Enrichment to teach study skills, a Bridge Program for assisting the transition of students, Inclusive Learning Communities to provide continuous academic mentoring and career mentoring, and Research Orientation Workshops (ROW) concentrating on research and graduate school, as well as an optional research experience. The project aims at recruiting and retaining high quality students with financial need who, without this support, might not be able to continue their education on a full time basis. The program serves transfer students with at least 30 hours, but also includes some sophomore transfers with special needs. Women and underrepresented minority students, including Native American students, are targeted by this project. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Anderson-Rowland, Mary Paul Johnson Doris Roman Arizona State University AZ Terry S. Woodin Standard Grant 400000 1536 SMET 9178 1536 0000099 Other Applications NEC 0324214 September 15, 2003 Computer Science, Engineering, and Mathematics Scholarship Program. This CSEMS scholarship program at the University of Arizona is a partnership between five colleges and is intended to increase student graduation rates while improving academic performance. The PIs are working to enhance the academic environment for CSEMS scholars as they complete an undergraduate or graduate degree in Computer Science, Engineering, or Mathematics. The project provides approximately 44 scholarships that range from one to four years. Students are recruited through departmental listservs, graduate admissions committees, the financial aid office, and outreach programs. Students are connected to the career/advising/mentoring services of the university and the support structures designed specifically for CSEMS scholars. Each PI works with a small group of recipients in their field to ensure students are making academic progress and to discuss career options. Support structures include the Career Services Office, Financial Aid, the Graduate College, GRE workshops, centralized point of contact, and a Web site designed and maintained specifically for the needs of CSEMS scholars. The project focuses on participation of underrepresented groups in counseling and mentoring sessions as well as recruitment efforts such as a minority graduate student mailing list, and outreach programs into high schools and community colleges. To advance discovery and understanding while promoting teaching, training and learning, all investigators encourage students to join the respective professional societies and to participate at professional meetings and if possible will fund students to attend. Students are notified of career fairs on campus, internship opportunities in their fields, and government-sponsored internships. CSEMS scholars may participate in teaching undergraduates in the Computer Science section leader program (several have in the past). CSEMS scholars are encouraged to consider graduate school and will be invited to participate in GRE workshops that are funded by this grant. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Mercer, Richard Richard Shoemaker William Velez Maria-Teresa Velez Ray Umashankar University of Arizona AZ Stephen C. Cooper Standard Grant 443608 1536 SMET 9178 1536 0000099 Other Applications NEC 0324217 September 1, 2003 Engineering Scholars Program. The project serves to create the Engineering Scholars Program (ESP). This program provides support for academically talented, financially needy students, enabling them to enter a university to pursue a Bachelor of Science (B.S.) Degree in engineering, following completion of an Associate of Science (A.S.) degree in engineering. The ESP has three main objectives: To establish and promote a strong scholarship program, the ESP awards scholarships to financially disadvantaged, academically talented students, including those from underrepresented groups, enrolled in engineering. To help these scholars be successful, educational opportunities and student support programs have been designed to increase retention. Cohort courses and activities have been designed to connect the scholars with their peers, the institution and the engineering community. To strengthen partnerships, there is assistance from area school districts, institutions of higher education and employers in the high technology industry to support students in their pursuit of a B.S. degree. The strength of the program is the management team's interdepartmental and campus-wide collaboration. A wide web of academic and student support systems exist in this project, with ten departments committing customized programming for the scholars. The ESP Advisory Committee is a subcommittee of the existing Engineering Advisory Committee. The role of these external partners is to connect the scholars to the engineering community and assist their transition to four-year institutions. The intellectual merit of this activity is the integration of the math, engineering and physics curriculum. Faculty are expanding their pedagogical understanding - math faculty can see the application of their subject, while the engineering and physics faculty can learn how to use math more effectively in their courses. It becomes an interrelated approach to teaching and learning, benefiting the student and faculty. The ESP has broad impact. Highline serves a large financially disadvantaged population that is very diverse (44 percent students of color) and predominantly female (62 percent), while maintaining strong retention and transfer performance rates. ESP broadens the participation rates of underrepresented groups by providing financial, academic and support service assistance. Dissemination of the results is through the Washington Council of Engineering and Related Technology Education and with the Washington Team of the National Collaboration for Engineering Education to improve student learning and create additional opportunities for scholars. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Embrey, Robert Robert Maplestone Igor Glozman Han Lim Highline Community College WA Duncan E. McBride Standard Grant 400000 1536 SMET 9178 1536 0000099 Other Applications NEC 0324218 September 15, 2003 California Community College Transfer Consortium Scholarship. The California community College Transfer Scholarship Consortium (CCCTSC) continues a Computer Science, Engineering and Mathematics Scholarships (CSEMS) program in awarding an additional 120 scholarships to qualifying students by continuing to: (1) provide additional incentives to help them maintain full-time educational commitments and continuous collegiate enrollment; (2) minimize pressures to fulfill outside employment responsibilities that impose difficulties on academic success'; (3) provide early access to practical career related experiences through internships and research opportunities, and; (4) foster meaningful opportunities for team building, collaboration and workplace socialization. Broader Impact: CSEMS responds to broader societal concerns voiced by policy leaders and eminent industrialists. The demand for trained professionals clearly exists. CSEMS addresses the supply side of the equation to help mitigate current and future skill shortages, while providing new pathways to students, families, and communities separated from the scope of opportunity offered by the technological world. Approximately one-third (33) of California's 108 Community College's and 80% of its accredited engineering institutions are partners in the Consortium. Due to the statewide impact of the Consortium, CSEMS is rapidly becoming a core component of the MESA Statewide undergraduate community college and university infrastructure. The comprehensive student support infrastructure (MESA/Consortium) has been institutionalized at each participating university and community college to increase retention and transfer services for the 2003-04 scholars. The Consortium is the nation's largest producer of CSEMS scholars. Of the 277 CSEMS Grants (colleges and consortiums) awarded nationally, the Consortium successfully transferred 24 % of the Latino scholars and 55 % of the computer engineering scholars. Intellectual Merit: In support of the efforts of this project, universities and community colleges are providing joint advising sessions for pending transfers to enhance transfer articulation. Success in demystifying transfer articulation for thousands of potential transfers in CSEM disciplines will improve California's transfer rates. The Consortium continues to foster an environment for local industries to cultivate, recruit and employ technical talent enrolled at the community colleges. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Porter, Oscar University of California, Office of the President, Oakland CA Sheryl A. Sorby Standard Grant 1687900 1536 SMET 9178 1536 0000099 Other Applications NEC 0325492 January 1, 2003 Collaborative Research: TeachEngineering -- Hands On Engineering Resources for K-12. This Collections project builds on extensive K-12 engineering curriculum developments funded by the NSF GK-12 program with several engineering colleges collaborating to create an on-line digital library of engineering resources (the TeachEngineering Collection) for use by K-12 teachers and engineering college faculty conducting outreach in their communities. Each institution is already partnered with numerous local school districts to promote engineering as a vehicle for math and science integration. Lessons and activities that introduce engineering to K-12 students while serving as integrators of science and mathematics concepts will populate the Collection. The lessons and activities in the TeachEngineering Collection relate to everyday encounters in the lives of youngsters, thus providing a context for student learning. Collections curricula meet explicit minimum quality criteria and are aligned with national science, mathematics and technology educational standards. Activities can be constructed at low cost with readily available materials -- an "engineering on a shoestring" approach to encourage adoption of the Collection. The Collection also provides a portal to several "living laboratories" -- structures, facilities and processes instrumented with sensors, providing data on-line in real time. The project team also is reaching out to end-users by promoting workshops that train teachers and faculty to use the Collection. The American Society for Engineering Education involvement guarantees long-term sustainability, with responsibility for certification and testing of new curricular components, and nationwide dissemination and promotion of the Collection. The collaborators are designing the system architecture, developing the search engine, and refining and testing the system and contents, including the "living laboratories" component, in collaboration with K-12 teachers. Integration and interoperability with other NSDL collections are being addressed. Concurrently, the Collection content is being standardized, converting a variety of K-12 engineering curricula into searchable, standards-based documents with a common look and feel. In a set of second-level tasks, the team is populating and testing the Collection, integrating it into the Tufts Digital Library, completing the loading and testing of the initial contents, conducting teacher and faculty workshops, and transferring the Collection oversight to ASEE. Moving K-12 engineering outreach curricula from individual sites to a unified and useful library provides accessible resources for the K-12 community and stimulates the involvement of engineering faculty and professionals in K-12 education. Broader impacts of this work are engaging more engineering programs in K-12 outreach, providing the expanded opportunities to dramatically increase general STEM literacy and expanding the pool of youngsters eagerly prepared for a future in engineering. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Mooney, Michael Colorado School of Mines CO Barbara N. Anderegg Standard Grant 131217 7444 SMET 9178 9150 0000099 Other Applications NEC 0326177 June 15, 2004 Presidential Awards for Excellence in Science, Mathematics, and Engineering Mentoring (PAESMEM). HRD 03-26177 Dr. Chellu Chetty, a professor of biology, has a strong record of service in working with students at the undergraduate and graduate level, particularly the "high ability minority" students (generally African-American). He has developed strategies that involve and challenge students in their academic and career development pursuits. He has been an active mentor for a number of years and has invested much time and energy to working with underrepresented communities. Among his many approaches to mentoring and advising students is his direct involvement of undergraduate students in co-authoring more than 15 professional papers. He has worked with HBCU's and has been very effective in obtaining grants from both government and non-government funding sources. Dr. Chetty plans to utilize the PAESMEM grant, if awarded, to support the establishment of a mentoring and advising office for the College of Sciences and Technology. PRES AWDS FOR EXCELL IN SCI DUE EHR chetty, chellu Savannah State University GA David L. Temple Jr. Standard Grant 10000 1593 SMET 9178 0327699 June 15, 2004 CONNECT" The Presidential Awards for Excellence in Science, Mathematics, and Engineering Mentoring. HRD 03-27699 The CONNECT project at the University of California at Riverside works to increase the pool of available mathematics teachers, develop the mathematical capabilities of secondary school students (grades 6-12), and improve the mathematics curriculum - all through mentoring and associated activities. The CONNECT mentoring network builds upon a strong suite of existing programs at UC Riverside (MATE, GEMS, CTF, HBHM) involving a diverse range of target audiences and participants from college faculty, to students in grades 6-12, to undergraduates, and to secondary school teachers. PRES AWDS FOR EXCELL IN SCI DUE EHR Clute, Pamela University of California-Riverside CA David L. Temple Jr. Standard Grant 10000 1593 SMET 9178 0327944 June 15, 2004 Using Mentoring Relationships to Build the Black STEM Talent Pool. HRD 03-27944 The National Society of Black Engineers (NSBE) uses an "end-to-end" membership model, reaching from teenagers through senior corporate executives, to implement mechanisms that work to increase the number of Black engineers. NSBE encourages the development of mentoring relationships that help students to excel academically, succeed professionally, and have positive impact on the community through culturally responsible practices. The outcomes to date include 20% growth in the targeted population since 1999. PRES AWDS FOR EXCELL IN SCI DUE EHR Lezama, Michele National Society of Black Engineers VA David L. Temple Jr. Standard Grant 10000 1593 SMET 9178 0328144 June 15, 2004 Presidential Awards for Excellence in Science, Mathematics, and Engineering Mentoring (PAESMEM). HRD 03-28144 The Women in Engineering Program (WEP) at Penna. State University involves women participants across a broad range of points in career development. This is a very strong nomination; the panelists indicated that it targets well what a mentoring program should be. Notably, 25% of participants are women of color. WEP has identified barriers to women in academic engineering programs and strategies/methods to overcome them. Women in engineering are retained at a high rate (60-70% at the end of sophomore year). WEP provides mentors for women early in their collegiate experience. It is a program with a variety of activities, and involves one-on-one mentoring and team leadership activities. WEP has a good success rate with proven results and is supported by the University. Other programs on campus are using the WEP orientation component as a model and other universities are adapting the overall WEP as a model. PRES AWDS FOR EXCELL IN SCI DUE EHR Bogue, Barbara Pennsylvania State Univ University Park PA David L. Temple Jr. Standard Grant 10000 1593 SMET 9178 0328248 July 15, 2004 Taking a Systemic Approach to Diversity: Efforts by the American Physiological Society. HRD 03-28248 The American Physiological Society (APS) has several initiatives that work to increase diversity among physiologists by (1) monitoring the progress of minorities in the field of physiology, (2) developing long-term targeted programs for minority students and teachers, and (3) developing policies and procedures that assure that non-targeted APS programs involve diverse participants. The resulting set of programs and activities contribute to our overall understanding of effective program models. PRES AWDS FOR EXCELL IN SCI DUE EHR Frank, Martin American Physiological Society MD David L. Temple Jr. Standard Grant 10000 1593 SMET 9179 9178 0328403 September 15, 2004 Presidential Awards for Excellence in Science, Mathematics, and Engineering Mentoring. HRD 03-28403 The Sloan Foundation's program, "Increasing Ph.D.s for Underrepresented Minorities," has the goal of increasing the number of underrepresented minority students (African American, Hispanic American, and Native American) receiving Ph.D.s in mathematics, natural sciences, and engineering. The program focus is on students who have enrolled in Ph.D. programs, and, to a lesser degree, those who are undergraduate students or master's degree candidates. PRES AWDS FOR EXCELL IN SCI DUE EHR Greenwood, Ted Alfred P. Sloan Foundation NY David L. Temple Jr. Standard Grant 10000 1593 SMET 9179 9178 0328407 June 15, 2004 Presidential Awards for Excellence in Science, Mathematics, and Engineering Menotoring. HRD 03-28407 Dr. Ellis has established a continuum of mentoring activities for participants from early childhood (4-5 years old) to post-doctoral and faculty levels. His use of evidence-based models of a "continuum of guidance" and networks of mentors that he uses in recruiting talented students and to support the development of successful S&E careers. The further integration of the diverse array of programs Ingram has developed over twenty years allows the continuum to be extended and expanded, reaching even more talented individuals. Ingram goes beyond his own disciplinary environment (the medical field) to reach out to students by way of various programs in the cities of Columbia and St. Louis, Missouri. PRES AWDS FOR EXCELL IN SCI DUE EHR Ingram, Ellis University of Missouri-Columbia MO David L. Temple Jr. Standard Grant 10000 1593 SMET 9178 0328486 June 15, 2004 Presidential Award for Excellence in Science, Math and Engineering Mentoring. HRD 03-28486 Dr. Denton, currently Dean of Engineering at the University of Washington, has a long history and a strong, national reputation in traditional and peer mentoring of students, and in the development of long-term mentoring programs, including special courses and workshops. Denton's mentoring efforts have involved students at all levels -- from K-12 to undergraduate and graduate students. She also works with her peers -- women and minority junior faculty, senior faculty and administrators. She has been very effective in helping them advance in their careers and in encouraging them to also become mentors. Her diverse methods also have been effective. In addition to developing programs and being a hands-on mentor, she has utilized her research, publications and presentations to reach and inspire other mentors and potential mentors on a national level. Dr. Denton has extensive experience and deep commitment to groups that are underrepresented in science and engineering at age levels at which the need for support is the greatest. She has created science and engineering projects for K-12 students and has worked with them on those projects; she has mentored college students of color as well as students with disabilities, although with slightly less impact, quantitatively, than for women. PRES AWDS FOR EXCELL IN SCI DUE EHR Denton, Denice University of Washington WA David L. Temple Jr. Standard Grant 10000 1593 SMET 9178 9102 0328493 June 15, 2004 Presidential Award for Excellence in Science, Math and Engineering Mentoring (PAESMEM). HRD 03-28493 The Science and Technology Entry Programs of the New York State Education Department address the mentoring of secondary and undergraduate students for successful transition to high school and higher education through two programs. The programs cited are the Science and Technology Entry Program (STEP) for K-12 students, and the Collegiate Science and Technology Entry Program (CSTEP) for undergraduate ands graduate students. PRES AWDS FOR EXCELL IN SCI DUE EHR Hansen, Stanley New York State Education Department NY David L. Temple Jr. Standard Grant 10000 1593 SMET 9178 0328587 June 15, 2004 Nomination of CRA-W for a Presidential Award for Excellence in Science, Engineering, and Mathematics. HRD 03-28587 The Committee on the Status of Women in Computing Research of the Computing Research Association (CRA-W) is nominated for the Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring (PAESMEM) for its significant achievement in the mentoring of women across educational levels - undergraduate and graduate students, faculty, and professionals. CRA-W provides hands-on research experiences, mentoring, role models and information exchange to women pursuing careers in this field. Also provided are workshops aimed at faculty, information for careers, access to senior role models, and networking opportunities. PRES AWDS FOR EXCELL IN SCI DUE EHR Ellis, Carla Mary Harrold Computing Research Association DC David L. Temple Jr. Standard Grant 10000 1593 SMET 9178 0328623 June 15, 2004 Individual Nomination for Professor Lisa Pruitt PAESMEM. HRD 03-28623 Dr. Lisa A. Pruitt is a professor of Biomedical Engineering at University of California at Berkley. Mentoring is a significant part of the undergraduate research program in Biomedical Engineering and is incorporated into the development of curriculum in this program. A training aspect to her program seeks to develop mentoring skills in students who may serve as peer mentors. Dr. Pruitt serves as a mentor and as an excellent role model. PRES AWDS FOR EXCELL IN SCI DUE EHR Pruitt, Lisa University of California-Berkeley CA David L. Temple Jr. Standard Grant 10000 1593 SMET 9178 0328625 June 15, 2004 Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring for Dr. Rudy Henning. HRD 03-28625 Dr. Rudolf Henning is a professor of electrical engineering who has developed the "YES-We Care" program to interest, influence, and prepare minority pre-college students for success as engineering students. The program promotes innovative education and mentoring concepts and philosophy at the pre-college level (middle and high school). The 25-week long program includes Saturday morning enrichment sessions, academic reinforcement (engineering, mathematics, science, computers, and technology), and small group instruction and mentoring, all in a friendly, club-like atmosphere. Henning's activities 'expanding the pool' of diversity began more than 20 years ago. His program includes a reward based system, and supports family participation (parents) in addition to students. PRES AWDS FOR EXCELL IN SCI DUE EHR Henning, Rudolf University of South Florida FL David L. Temple Jr. Standard Grant 10000 1593 SMET 9178 9177 0328638 June 15, 2004 Presidential Award for Excellence in Science, Math and Engineering Mentoring. HRD 03-28638 Dr. Christine Grant is one of six tenured women faculty in Chemical Engineering in the nation. Her outreach activities serve students from K-12 through graduate education with additional attention to mentoring junior faculty. Her goals include doing more intensive outreach to women faculty and the continued mentoring of women in STEM learning communities. She has built an array of program activities that seek to stop leaks in the academic pipeline for women and students from traditionally under-represented groups. Grant notes that the most important aspect of the mentoring process is to teach students how to work in the system. The letters of support suggest that she "walks the talk" and includes students in her research agenda. PRES AWDS FOR EXCELL IN SCI DUE EHR Grant, Christine North Carolina State University NC David L. Temple Jr. Standard Grant 10000 1593 SMET 9178 0328641 July 15, 2004 Building Diversity in the Technical and Scientific Leadership of America. HRD 03-28641 The Center for the Advancement of Hispanics in Science and Engineering Education (CAHSEE) is nominated for the 2003 Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring (PAESMEM) for its significant achievement in the mentoring of more than 1,000 Hispanic and other underrepresented minority students in the fields of science, mathematics, and engineering. PRES AWDS FOR EXCELL IN SCI DUE EHR Vela, Charles Ctr for Advancement of Hispanics in Sci. & Engineering Education DC David L. Temple Jr. Standard Grant 10000 1593 SMET 9178 0328648 July 15, 2004 Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring (PAESMEM). HRD 03-28648 Dr. Calvin Mackie is a tenured Associate Professor of Mechanical Engineering who has an extensive body of mentoring and outreach activities for pre-college, undergraduate, and graduate populations. His program works to encourage and inspire individuals to personal and academic achievement. He communicates through high-energy education and motivational presentations. PRES AWDS FOR EXCELL IN SCI DUE EHR Mackie, Calvin Tulane University LA David L. Temple Jr. Standard Grant 10000 1593 SMET 9178 0328671 August 15, 2004 Presidential Award for Excellence in Science, Mathematics and Engineering Mentoring. HRD 03-28671 Dr. Linda Hayden is a tenured professor of computer science with 30 years of college experience in teaching and nurturing student researchers. Dr. Hayden joined the faculty of Elizabeth City University in 1980 believes that the teaching and learning experience is significantly enhanced by student participation in a well-designed undergraduate research training program. Dr. Hayden's technical contributions as an educator have been widely accepted and acknowledged by her peers in the profession. The community has benefited from her the extensive array of science programs that she has developed, including Nurturing ECSU Research Talent (NERT), several efforts funded by NASA, and the Celebration of Women in Mathematics program. She works diligently with undergraduate students, middle and high school girls, and K-12 teachers. Her work extends well beyond her home institution to reach a number of HBCUs around the country. Through her exemplary practices it is clear the she is committed to increasing the number of minorities in scientific and technical careers. PRES AWDS FOR EXCELL IN SCI DUE EHR Hayden, Linda Elizabeth City State University NC David L. Temple Jr. Standard Grant 10000 1593 SMET 9178 0329044 March 1, 2003 Marine Mammal Commission Digital Library of International Environmental and Ecosystem Policy Documents. This collections track project is implementing a sustainable single-source digital collection of international environmental and ecosystem policy documents that facilitates knowledge discovery, supports a "rich learning environment" and benefits researchers, teachers, students, diplomats and decision-makers throughout society from global to local levels. Materials for this collection are provided by the Marine Mammal Commission based on their comprehensive five-volume Marine Mammal Commission Compendium of Selected Treaties, International Agreements, and Other Relevant Documents on Marine Resources, Wildlife, and the Environment . Architecture of this digital library is harnessing the exponentially expanding complexity of international documents with automated technology based on the patented Information Management, Retrieval and Display Systems and Associated Methods from EvREsearch LTD. The template for this digital library is the Antarctic Treaty Searchable Database (http://webhost.nvi.net/aspire). To facilitate knowledge discovery "parent documents" are broken into "finite elements" that are tagged with information about their: (a) unique hierarchal location in the digital library; (b) year of adoption; (c) signatory nations; and (d) regime classification. This increased granularity, with tags inserted directly into the finite element, enables comprehensive database searchability. The search results are displayed in user-defined expandable-collapsible hierarchies. An advisory board is providing oversight and guidance for the digital library: (a) design and implementation; (b) evaluation strategies, including the design of the questionnaire; (c) dissemination strategies, including website links as well as CD-ROM distribution with and without cost-recovery; and (d) management in a manner that fosters long-term sustainability. This project involves collaborations with the Digital Library for Earth System Education (DLESE), Digital Library for Water in the Earth System (DWEL) and American Society of International Law. The digital library is hosted and managed in conjunction with the award-winning website at the Byrd Polar Research Center in a manner that ensures its continuous uninterrupted availability. Dissemination of the digital library involves website links to governmental, non-governmental and academic websites, with a particular focus on the "Model United Nations" audience that is represented by more than 30,000 websites on the internet. Additionally, the digital library is distributed from the Byrd Polar Research Center and the Marine Mammal Commission on a CD-ROM that runs automatically without installation. This digital library facilitates knowledge discovery of international environmental and ecosystem policy documents, and provides long-term benefits for education activities, resource management and the basic infrastructure of our society. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Berkman, Paul Arthur New Media Studio CA Lee L. Zia Standard Grant 433738 7444 SMET 9178 0331955 July 1, 2003 iTEC - Information Technology Education Center Renewal. The Information Technology Education Center in Florida (iTEC) is an Advanced Technological Education (ATE) Regional Center in Information Technology (IT). Started in 2000, iTEC is a collaboration between Daytona Beach Community College (DBCC) and Seminole Community College (SCC), promoting and providing Information IT education to community college faculty throughout Florida and an estimated 40,000 IT workers in Central Florida. iTEC made significant progress in its first three years with five stated goals: 1) Adapt, integrate, and develop information technology curricula; 2) Provide seamless K-16 articulation with multiple occupational exit points; 3) Provide training and professional development for community college IT faculty; 4) Leverage industry partnerships to validate curricula through incumbent worker training; and 5) Develop dissemination programs to recruit students with special emphasis on under-represented populations. To date, iTEC has enhanced skills for more than 300 community college IT faculty, upgraded training laboratories and curricula, increased participation among underrepresented populations, and created an approach that leverages resources between SCC and DBCC to train IT workers. iTEC established a collaborative and industry-centered foundation for developing IT workers and created relationships between academic, government, and industry partners to leverage community college resources for training IT professionals. Nationally and regionally, the supply of skilled IT workers continues to fall behind demand and iTEC is leveraging the resources and capabilities of community colleges to fill the gap. The vision of iTEC is to have companies throughout Florida and beyond recognize and use community colleges as primary, cost-effective, and comprehensive resources for fulfilling IT education and development needs. iTEC goals are to: 1) continue strengthening the foundation for training community college IT faculty; 2) develop, assess, and propagate a Collaborative Industry Education Model for leveraging community college resources to prepare IT professionals; 3) continue to develop curriculum and programs at the community colleges in response to industry needs; and 4) incorporate elements to ensure more involvement and articulation of courses and programs by high schools and four-year institutions (2+2+2 programs). The proposed activities have intellectual merit by advancing knowledge and industry-leading practices for community college faculty and IT professionals; developing a comprehensive, creative approach for delivering IT education and assessing impacts; building upon a model collaboration; addressing a national need for proficient IT specialists; and helping college faculties remain current with ever-changing IT skills and content. Anticipated broader impacts include developing an approach for consistently advancing community college faculty and IT worker skills that can be emulated by academic and industry partners throughout America; broadening the participation of underrepresented groups through focused outreach and joint initiatives with industry and government partners; enhancing the infrastructure to deliver cost-effective, comprehensive solutions to industry; enhancing curriculum and tools for training IT specialists; and contributing to competitiveness of America and technological stature in the IT arena. ADVANCED TECH EDUCATION PROG DUE EHR Williams, Bob Alex Kajstura Bettye Parham Benjamin Taylor Michael Staley Daytona Beach Community College FL Elizabeth Teles Standard Grant 1399954 7412 SMET 9178 1032 0000099 Other Applications NEC 0331958 June 15, 2003 Designing Educational Opportunities for the Hazard Manager of the 21st Century. Recognizing that traditional approaches to emergency/hazard management would not meet the challenge of minimizing disaster loss, the process of re-defining the role and skills of emergency/hazard managers began in the late 1980s and early 1990s. The terrorist events of September 11 and the response efforts since have only further emphasized the need to re-think the types of skills the hazard manager of the 21st century should possess. Hazard managers are now required to have a center of knowledge much beyond incident response and must have much stronger expertise in science, social science, and technology. Several disconnected efforts to establish emergency management higher education curriculum are already underway, but have not so far yielded a standardized direction based on the consensus of leading professionals. The Natural Hazard Center at the University of Colorado at Boulder and the University of Colorado at Denver in partner with the FEMA Higher Education Project are conducting a workshop to formulate a consensus on the skills needed by the hazard manger of the 21st century, to identify educational requirements, and to create a sample curriculum. There are approximately 35-45 participants attending the 2-3 day workshop in the Denver, Colorado area. The participants are from a wide-variety of academic disciplines, government agencies involved with hazard management, and areas of industry. Workshop outcomes will provide guidance for the creation of educational programs across the U.S. in support of disaster reduction and would provide guidance for the development of educational opportunities. These outcomes will directly supports the changing nature of hazard management in the U.S. and will seek to create a professional image for the emergency/hazard management field. CCLI-ADAPTATION AND IMPLEMENTA ADVANCED TECH EDUCATION PROG INFRAST MGMT & EXTREME EVENTS DUE EHR Thomas, Deborah Dennis Mileti University of Colorado at Denver CO Roger Seals Standard Grant 59988 7428 7412 1638 SMET 9178 0000099 Other Applications NEC 0331998 September 15, 2003 PR-CETP Comprehensive Summative Evaluation Project. The Puerto Rico Collaborative for Excellence in Teacher Preparation (PR-CETP) is a five-year project involving seven institutions of higher education in Puerto Rico in a collaboration to reform their science and mathematics teacher preparation programs. In these five years, PR-CETP developed multiple strategies and pilot projects aimed at improving the teacher preparation curriculum, through the development of faculty who teach preservice science and mathematics courses, support for preservice students from recruitment into the program through induction into teaching, and assessment and evaluation processes. A Follow-On Evaluation Project is assessing the impact the project has had on several key aspects: institutional policies, faculty who teach the preservice courses, and the new mathematics and science teachers who were involved in the PR-CETP project. The impact of the PR-CETP on new teachers will be studied in relation to their level of participation in the reform efforts. The assessment/evaluation methods include surveys, classroom observation protocols, conceptual understanding examinations and portfolios, and the assessment of the conceptual understanding of the new teachers' students. The project is collaborating with the CETP Core Evaluation effort. SCIENCE,TECH,ENG&MATH TEACHER TEACHER PROFESSIONAL CONTINUUM DUE EHR Arce, Josefina Milagros Bravo University of Puerto Rico-Rio Piedras PR Joan T Prival Continuing grant 599899 7688 7271 SMET 9178 7688 0000099 Other Applications NEC 0332223 September 1, 2003 Redesign of the AP Biology Course, Examination, and Teacher Professional Development Experience. The College Board is launching a major initiative aimed at dramatically improving the quality of learning and teaching in Advanced Placement (AP) science courses. This work is being undertaken in response to a recent report on advanced studies from the National Research Council (NRC, 2002) that recommends specific changes in advanced study in the sciences. Phase I of this long-term initiative includes the establishment of an ongoing dialogue with scientists and educators across the nation in order to inform the process by which the College Board will redesign the course, exam and teacher professional development experiences for its AP Biology course. The information acquired from Phase I will lead to Phase II of the program: the development, field-testing and evaluation of new AP Biology curricular materials, assessments and teacher professional development experiences. Work during Phase I will also inform the process by which the College Board redesigns its AP Chemistry, AP Physics and AP Environmental Science courses. Intellectual Merit Repeated calls that the content of science education focus on big ideas and be pared down to essential learnings have been prominent in recent years. This is no easy task, however, given that the available body of important scientific knowledge does not remain stable but rather unceasingly grows and diversifies at a breathtaking rate. This work builds on recent studies and analyses by the National Research Council, draws on the College Board network of AP science teachers and university faculty, and is underpinned by the latest research on the principles of learning with the aim of increasing learning with understanding in AP science courses. Broader Impact The project is led by the College Board, a not-for-profit membership association of more than 4,300 schools, colleges and universities, and education associations. The College Board sponsors and administers the AP Program. The experiences gained from this initial phase of work can serve as a model for the re-design of all AP science courses, and for the enhancement of any advanced level courses in the sciences, including those offered in both high school and at the university level. The College Board will quickly disseminate the results of this effort through its network of more than 15,000 AP science teachers across the nation and through the science faculty at its member institutions. ADVANCED TECH EDUCATION PROG MSP-OTHER AWARDS DUE EHR Everson, Howard Robert Cannon The College Board NY Janice M. Earle Standard Grant 249006 7412 1793 SMET 9178 9177 0000099 Other Applications NEC 0332872 November 1, 2003 A Digital Rich Media Library of Animal Behavior. This collections project brings the unique resources of the Macaulay Library online as a new part of the NSDL. The Macaulay Library, a division of the Cornell Laboratory of Ornithology, is the world's largest open repository of recordings of animal behavior and natural history. Animal behavior is a topic that is intrinsically interesting to people worldwide and is easily recruited into initiatives that enrich, entertain, enlighten, and educate a broad and multifaceted audience. It is also a key focus of current research, conservation, and public awareness programs. Because sound and video recordings typically contain multiple events and objects of interest, users of traditional long-format archives must spend hours previewing recordings before finding the specific examples they want. In addition to the reasons listed above, the intellectual merit of this project involves the development of: a) the interfaces linking the Macaulay Library to the NSDL, b) online annotation tools that allow remote experts to log into our metadata each event and object within a recording, and c) query tools that allow users to search the annotated and authenticated database, move directly to those portions of a recording that fit their query, and then edit and assemble suitable segments of recordings for delivery. The annotation and query tool sets both include novel new visualization and interactive mapping features that greatly enhance the accessibility of the collection to even novice users. Broader Impact: This new NSDL collection promotes increased discovery (since searches that move directly to a given location inside a recording are much faster than previewing entire film clips), understanding (since specific and authenticated examples are immediately accessible for any behavioral topic), teaching (since educators can quickly produce customized media sets online), conservation (since wildlife management staff worldwide can obtain exemplars for training or biodiversity assessment), research (since scientists can rapidly and at low cost access sample sizes that have hitherto been impossible), the general public (since the media can obtain authenticated examples for stories quickly), and infrastructure (since the technology proposed here has very broad applications to other rich media collections). This unique project makes all of those goals easier, faster, and effective from any location in the world. It adds a whole new dimension to the NSDL, and it does so in a way that maximizes its utility and access by our diverse users. This project integrates the internationally respected animal behavior, natural history museum, education, bioacoustics, and computer science communities at Cornell University. It also builds on the long history of NSDL involvement by Cornell University staff and faculty, and follows a long tradition of collaboration between Cornell and industry, in this case through partnerships with the EMC 2 Corporation, Apple Computer, and VideoBank. These histories, plus the unique economic sustainability afforded by being part of the Cornell Laboratory of Ornithology, make the Macaulay Library uniquely positioned to undertake this task. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Bradbury, Jack Cornell University - State NY V. Celeste Carter Standard Grant 921701 7444 SMET 9178 0000099 Other Applications NEC 0333069 January 1, 2004 NSDL: Towards Reusable and Shareable Courseware: Topic Maps-Based Digital Libraries. The effectiveness of instructors and efficiency of learners engaged in open-learning and teaching tasks in Web-based course support environments depend crucially on the support they receive: for learners in retrieving relevant information to perform their learning tasks and for instructors in creating and maintaining online teaching and learning material. Two groups of related problems concern correspondingly findability of learning resources and reusability and shareability of digital educational repositories. A solution to these problems is only viable if the digital content of the repositories is standards-based. Standardization of e-learning repositories should be addressed not only from a technological perspective but also from a knowledge perspective. This project provides a path to better understanding and solving some problems related to efficient retrieval, sharing, reuse, and interchange of discipline-specific repositories of learning objects on the Web. An in-depth analysis of the application of the new ISO standard, Topic Maps, within the framework of NSDL reveals how it compares to other Semantic Web solutions along similar dimensions. The concept-based architecture of digital course libraries provides grounds for efficient context-based retrieval of learning resources as well as for deeper understanding of the ontological structure of the specific subject domain. The topic maps-based implementation of the architecture provides a unifying framework for standards-based knowledge and information representation and management, which implies reusability, shareability, and interoperability of the learning content. The developed environment for supporting ontology-aware digital course libraries offers an alternative solution to courseware authors and users, which in some cases could meet better their needs. This project impacts Web-based educational systems and digital libraries communities including designers, developers, and users (instructors, authors) of such systems, and through them on learners involved in various forms of education - formal, informal, and lifelong learning. It promotes the use of the new ISO standard Topic Maps for educational purposes and provides insight about the role that ontologies can play in digital libraries and instructional technology. This software tool improves the performance effectiveness of both learners and instructors in Web-based learning support environments. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Dicheva, Darina Christo Dichev Winston-Salem State University NC Mark James Burge Standard Grant 121895 7444 SMET 9178 0000099 Other Applications NEC 0333363 November 1, 2003 Collaborative Project: Digital Educational Resources in Microbial Ecology, Evolution and Diversity (DERMEED1). DERMEED-1 is a definitive and expanding educational resource providing expert information about microorganisms for a diverse community of educators and students. Its scope covers microbial evolution, diversity and ecology and life in extreme environments. This collaborative project (Woods Hole Marine Biological Laboratory and Montana State University) draws together researchers with strong and previously independent track records in developing web-mediated educational resources, and it fills an important niche in the NSDL, bridging the fields of molecular biology, genomics, microbial ecology, and Earth system science. In addition, it addresses curricular needs for instructional resources in these areas as well as the public's interest in the diversity and occurrences of life in all its forms. The portal is served by the Bay Paul Center of the Marine Biological Laboratory, Woods Hole, and builds on earlier contributions as part of the NASA Astrobiology Institute. DERMEED-1 is aggregating and disseminating collections of images, data, scientific contributions from related projects (e.g. micro*scope, Tree of Life), and making available the Taxonomic Name Server - a mechanism to handle taxonomic metadata - through the NSDL network. In addition, thematic collections of instructional materials are being developed, using DLESE cataloging practices, as an educational overlay to these databases. These resources augment curriculum requirements from K-16 and serve the needs of public outreach organizations (museums, national parks), or those committed to life-long learning. Selection of instructional resources is being driven by pedagogic best practices that provide resources to meet the needs of the community of users. The co-development of collections of scientific resources (images, data) and instructional resources (thematic collections) is significantly addressing NSF's goal of integration of research and education. DERMEED-1 provides educational resources along many dimensions of microbiology for learning by many audiences; adds value to scientific resources by repurposing them for educational use; links materials and resources across the life and physical sciences; and contributes to the development of information systems (e.g outlinking) that are broadly applicable in the NSDL. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Patterson, David Marine Biological Laboratory MA Daphne Y. Rainey Standard Grant 559956 7444 SMET 9178 0000099 Other Applications NEC 0333402 November 1, 2003 Collaborative Project: Digital Educational Resources in Microbial Ecology, Evolution and Diversity (DERMEED-1). DERMEED-1 is a definitive and expanding educational resource providing expert information about microorganisms for a diverse community of educators and students. Its scope covers microbial evolution, diversity and ecology and life in extreme environments. This collaborative project (Woods Hole Marine Biological Laboratory and Montana State University) draws together researchers with strong and previously independent track records in developing web-mediated educational resources, and it fills an important niche in the NSDL, bridging the fields of molecular biology, genomics, microbial ecology, and Earth system science. In addition, it addresses curricular needs for instructional resources in these areas as well as the public's interest in the diversity and occurrences of life in all its forms. The portal is served by the Bay Paul Center of the Marine Biological Laboratory, Woods Hole, and builds on earlier contributions as part of the NASA Astrobiology Institute. DERMEED-1 is aggregating and disseminating collections of images, data, scientific contributions from related projects (e.g. micro*scope, Tree of Life), and making available the Taxonomic Name Server - a mechanism to handle taxonomic metadata - through the NSDL network. In addition, thematic collections of instructional materials are being developed, using DLESE cataloging practices, as an educational overlay to these databases. These resources augment curriculum requirements from K-16 and serve the needs of public outreach organizations (museums, national parks), or those committed to life-long learning. Selection of instructional resources is being driven by pedagogic best practices that provide resources to meet the needs of the community of users. The co-development of collections of scientific resources (images, data) and instructional resources (thematic collections) is significantly addressing NSF's goal of integration of research and education. DERMEED-1 provides educational resources along many dimensions of microbiology for learning by many audiences; adds value to scientific resources by repurposing them for educational use; links materials and resources across the life and physical sciences; and contributes to the development of information systems (e.g outlinking) that are broadly applicable in the NSDL. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Mogk, David Montana State University MT Daphne Y. Rainey Standard Grant 471732 7444 SMET 9178 9150 0000099 Other Applications NEC 0333426 September 1, 2003 CaREN: Career Resources Education Network for STEM. The Gender and Diversities Institute at Education Development Center, Inc. is developing and maintaining a science, technology, engineering and mathematics (STEM) career development digital library - CaREN, l. or the Career Resources Education Network for STEM- targeted toward engaging middle and early high school students. The resources and, the user services and interface place particular emphasis on the needs and interests of currently underrepresented populations in STEM education and careers, including females, students of color, and youth with disabilities. The project is achieving its goals to: create and sustain an easily accessible, comprehensive career development resource that is inviting and engaging of diverse populations of middle and early high school students, and that builds on their diverse points of entry and interest, and draws them into an easily navigable range of career exploration options and resources in the STEM field. Among the project's activities are: 1) the design and development of the CaREN digital library based on development of the Gender and Science Digital Library; 2) the use of current research on effectively accessing and using digital resources; and, 3) utilization of national surveys and focus groups in determining how different populations of middle school students perceive their career development needs, ways that a digital library could help them, and the key components of an engaging design. CaREN's focus on underrepresented populations is serving to expose more students to STEM career options, thereby increasing their flow into the study of STEM subjects at the high school and college levels. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Nair-Pillai, Sarita Joyce Malyn-Smith Education Development Center MA Curtis T. Sears Standard Grant 729953 7444 SMET 9178 0000099 Other Applications NEC 0333475 January 1, 2004 Fire Science Multimedia Library. This collections project develops, as a proof-of-concept, a prototype of a Fire Science Multimedia Library (FSML). The FSML serves as both an aggregator and resource gateway for the fire science community. It also provides an information system dedicated to the collection, categorization, enhancement, and distribution of materials that will enlighten a broad audience in topics related to fire. It enables educators, students (including casual learners), researchers, and practitioners in a host of fire science and fire-related fields to access, via a prototypical Web interface, a compilation of multimedia, articles, and similar content for research and education. The project combines a fully searchable database of multimedia content with Web access and an interface that reconciles with the Core Integration effort of the NSDL initiative. The project Governance Board defines policies that detail the purpose of the FSML and address the needs of the associated community. Librarians at WPI's Gordon Library, following policies developed by the Governance Board, oversee cataloging of objects and collections in conformity with the FSML metadata standards. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Woycheese, John Nicholas Dembsey Pennie Turgeon Helen Shuster Worcester Polytechnic Institute MA Barbara N. Anderegg Standard Grant 149960 7444 SMET 9178 7444 0000099 Other Applications NEC 0333493 August 15, 2003 Collaboration Services for the Math Forum Digital Library. The NSDL is intended to serve learners in both collaborative and individual settings, as well as formal and informal modes. If one carefully studies learning in school, workplace and home, one finds that most learning is a subtle mix of collaborative and individual effort. Unfortunately, to date digital library services focus almost exclusively on the needs of individual users. Support for collaboration has been largely limited to mechanisms for anonymous, asynchronous collaboration within the whole user community, where results obtained by individuals may be fed back into metadata for future use by all. Little support has been developed for direct collaborative use of digital libraries by small groups of people working together. The adaptation of groupware components from current CSCW and CSCL systems makes it feasible to develop collaborative learning environments as digital library services, significantly increasing the potential impact, efficiency and value of digital libraries. This Project provides a model and test case of such an approach within the successful Math Forum Digital Library (MFDL). The MFDL now aims to extend the appeal and mathematical depth of the Problem of the Week by bringing students together in small, online groups for asynchronous and synchronous collaborative learning at a distance. The four project goals for advancing collaborative services in the NSDL are the following: 1. To better understand the computer support needs of small groups collaborating in a digital library. 2. To design a collaborative learning environment within a digital library. 3. To evaluate the use of a collaborative learning environment within a digital library. 4. To incorporate a collaborative learning environment within a digital library as a sustainable service. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Stahl, Gerry Stephen Weimar Wesley Shumar Craig Bach Drexel University PA Herbert H. Richtol Standard Grant 450000 7444 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0333497 September 1, 2003 Collaborative Project: The OCKHAM Library Network, Integrating the NSDL into Traditional Library Services. This NSDL Services project is developing networked middleware to facilitate and expand access to the content and services of the NSDL through the existing national infrastructure of traditional libraries and their service programs. Additionally, the collaborative project team is creating a reference model for integrating the NSDL into traditional library services; evaluating the utility, usage, and impacts of the local library tested services on the participating campus communities via web log analysis, focus groups, and usability studies; and disseminating results and facilitating growth of the network among an expanding group of institutional partners. By stimulating an extensible framework for networked peer-to-peer interoperation among the NSDL and traditional libraries, this project is also advancing the dialog between librarians and researchers. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Frumkin, Jeremy University of Arizona AZ Lee L. Zia Standard Grant 137806 7444 SMET 9178 0000099 Other Applications NEC 0333520 September 1, 2003 Materials Digital Library: MatDL.org. This collections project builds on the advances in information technology, the Internet, and the World Wide Web that provide opportunities to create and disseminate rich scientific content to many people. To capitalize on these advances, this project provides bridges for novice and expert users to find useful content. The project researches the best delivery of a materials digital library using a three-pronged approach which consists of use of materials digital library content in the curriculum, collection of materials content with an emphasis on soft matter, and construction of authoring tools for improved delivery. Submission, editing, and composing tools enable experts and novices to characterize their contributions to the Materials Digital Library, as materials scientists would, using metadata schemas such as Dublin Core and IEEE Learning Object Metadata as well as domain-specific markup languages such as Materials Markup Language. Metadata records are stored in XML based format to support generation of other materials resources such as automated classification schemes, glossaries, and thesauri. Initial content of the Materials Digital Library is based on existing resources selected from the Materials Science and Engineering Laboratory at the National Institute of Standards and Technology. Students and educators in three Materials Science Engineering (MSE) courses use and contribute to the Materials Digital Library utilizing the proposed domain-specific tools. Two courses are part of MIT's newly revised undergraduate MSE curriculum and its OpenCourseWare Initiative. The first MIT course (Introduction to Solid State Chemistry) is a large freshmen undergraduate chemistry course with no laboratory component. The second MIT course, Introduction to Modeling and Simulation, is a multidisciplinary science course team-taught across seven engineering departments. The third course, Computational Nanoscience and Soft Matter taught at the University of Michigan, introduces students to cutting edge research on building new nanomaterials. MatWeb.com, the project's industrial partner, is working with the investigators to build a business plan and to host the Materials Digital Library as a sustainable enterprise. The Office of Multidisciplinary Activities in the NSF Directorate for Mathematical and Physical Sciences (MPS) is providing significant co-funding of this project in recognition of the importance of materials science education within the goals of MPS. NATIONAL SMETE DIGITAL LIBRARY OFFICE OF MULTIDISCIPLINARY AC DUE EHR Bartolo, Laura Donald Sadoway Javed Khan Adam Powell Sharon Glotzer Kent State University OH Lee L. Zia Standard Grant 808574 7444 1253 SMET 9178 7444 1253 0000099 Other Applications NEC 0333526 November 1, 2003 Enabling Large-Scale Coherency Among Mathematical Texts in the NSDL. Mathematical and program-code text is unique because significant portions of it can be anchored to counterparts in formal logical theories that are implemented by computer systems. These systems check formal proofs for correctness and trace logical dependencies among assertions. When elements of expository text, such as definitions and theorems, are formally linked to their implemented counterparts, the texts are said to be "semantically anchored." Such texts exhibit considerable depth and authority. This Targeted Research project is extending common authoring tools (text editors, as opposed to formal proof development tools) so that they can easily produce semantically anchored documents suitable for the National Science Digital Library (NSDL; http://nsdl.org). The investigators are solving technical problems associated with creating large-scale coherent collections of authoritative mathematical texts; exploring a new method for using computers to assure precise common reference among the texts; and providing economical means of authoring semantically anchored texts and improving static text-based resources by anchoring them. The resulting tools will enable authors to create semantically anchored documents by drawing on a large, already existing and growing, collection of formal material. Semantically anchored documents enable interconnected collections, where the computers support exact common reference among concepts. By designing methods and tools for generating anchored documents, this research will greatly facilitate collaborative contributions to the NSDL. The project is contributing sample documents to the NSDL and exploring ways of promoting their use in education, scientific communication, and research. This research leverages substantial investments made by governments, research laboratories, corporations, and universities in creating large collections of computer-checked and interactively generated formal mathematics. Through this project, these collections are being made accessible to an extended community of authors, researchers, students, and teachers involved with mathematics. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Constable, Robert Cornell University NY R. Corby Hovis Standard Grant 460000 7444 SMET 9178 0000099 Other Applications NEC 0333529 October 1, 2003 Collaborative Research: THREDDS Second Generation. The central mission of the THREDDS project is to make it possible for educators and researchers to publish, locate, analyze, and visualize in a wide variety of educational settings. In the initial phase THREDDS established a solid, working prototype of services and tools to enable data providers to create inventory catalogs of the data holdings at their site and educational module builders to author compound documents with embedded pointers to environmental datasets and analysis tools. These catalogs and data-interactive documents can then be harvested into digital libraries using standard protocols. THREDDS Second Generation (THREDDS2G) is expanding the team of contributors and the breadth of data in the collections, taking advantage of recent technological advancements, and integrating THREDDS technologies with emerging standards and related environmental data systems. In addition it is actively engaging new disciplines and incorporating new tools that are making the end products more useful at all educational levels, for decision makers and for the general public. THREDDS2G significantly augments and expands the existing project as it breaks entirely new ground in several areas. The main objectives fall into the following categories: 1. Interactive Educational Modules: work with the community of educational content builders and data providers to create educational modules that incorporate facilities for finding and interacting with environmental datasets. 2. Enhanced Metadata Catalogs: Using tools and inventory catalogs implemented in the initial phase, develop additional catalogs with significantly enhanced metadata to simplify the process of finding and using scientific data, developing standards and tools for enhanced metadata, incorporating scientific ontologies, and implementing scientific data models. 3. Interoperability with Geographic Information Systems (GIS): Create interoperable data systems with coherent connectivity and access to GIS data using GIS and traditional THREDDS clients. 4. Dataset Search and Discovery and Other Web Services: Working collaboratively with NSDL and DLESE, ensure that THREDDS systems evolve toward compatibility with emerging standards in Web services. 5. Education-oriented, Standards-based Client Software: Integrate an education-oriented GIS client analysis and display application called MyWorld to THREDDS data services. While THREDDS is a highly collaborative project, the Unidata Program Center is leading and coordinating the development, disseminating the software, and supporting the THREDDS community. With strong new partnerships that include leading organizations in K-12 educational technology, hydrology, solid Earth studies, societal impacts, and GIS, the impact of THREDDS2G will extend well beyond even the vast Unidata audience. Significant co-funding of this project is being provided by the Division of Earth Sciences in the NSF Directorate for Geosciences in recognition of the importance that this project has on the development of software tools for accessing, cataloging and analyzing content of environmental datasets. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Edelson, Daniel Northwestern University IL Keith A. Sverdrup Standard Grant 94954 7444 SMET 9178 0000099 Other Applications NEC 0333530 November 1, 2003 Collaborative Project: The Rosetta Project- ALL Language Archive. This collaborative project involves the Rosetta Project at The Long Now Foundation, the LINGUIST List, Stanford University, Eastern Michigan University, the Open Language Archive Community, and the Endangered Language Fund. The investigators are leading a global team of language specialists and native speakers to build a publicly accessible online archive for all documented human languages that serves as the definitive reference work on the languages of the world to date. Rosetta currently serves over 30,000 text pages documenting writing systems, phonology, grammar, vernacular texts, core wordlists, numbering systems, maps, audio files, and demographic/historical descriptions for over 1,000 languages. A major sub-component of the Rosetta archive is the ALL Language Word List Database - a collection of 200 term core vocabulary lists for the languages of the world, currently supporting 1,300 languages. This project supports the growth of this aspect of the Rosetta library with an expectation of increasing the coverage from 1,000 to 2,500 languages. Integral with this effort, LINGUIST is expanding and elaborating the functions of its "people" database - an index of the majority of the world's contemporary linguists, searchable by languages and families of interest, current research and teaching interests, course offerings, and contact information. This database is a critical resource to support the open contribution and peer review process, which builds Rosetta, as well as for educators wishing to find others with related teaching interests and sharable pedagogical materials. A compelling web environment offers "anywhere, anytime" tools for scholars and speakers to contribute and collaboratively view, vet, comment, correct and contextualize all the materials in the archive. These tools are combined with a user-focused site design, enabling both skilled and unskilled users to easily browse, locate, and download materials of interest. The result is an online digital library, which enables educators, researchers and learners to engage language datasets of unprecedented range and diversity. For many languages the Stanford Library and other libraries are providing links to "shelf materials" that provide more depth. This resource is also usable in linguistics courses that focus on properties of language, and it facilitates student research projects. The Cognitive, Psychological, and Language Sciences Program in the NSF Division of Behavioral and Cognitive Sciences (BCS) is providing significant co-funding of this project in recognition of its value in serving the broader educational goals of BCS and its parent Directorate for Social, Behavioral, and Economic Sciences. ENHANCING HUMAN PERFORMANCE LINGUISTICS DUE EHR Aristar-Dry, Helen Anthony Aristar Eastern Michigan University MI Myles G. Boylan Continuing grant 96525 7266 1311 SMET 9178 1311 0000099 Other Applications NEC 0333531 September 1, 2003 Collaborative Project: The OCKHAM Library Network, Integrating the NSDL into Traditional Library Services. This NSDL Services project is developing networked middleware to facilitate and expand access to the content and services of the NSDL through the existing national infrastructure of traditional libraries and their service programs. Additionally, the collaborative project team is creating a reference model for integrating the NSDL into traditional library services; evaluating the utility, usage, and impacts of the local library tested services on the participating campus communities via web log analysis, focus groups, and usability studies; and disseminating results and facilitating growth of the network among an expanding group of institutional partners. By stimulating an extensible framework for networked peer-to-peer interoperation among the NSDL and traditional libraries, this project is also advancing the dialog between librarians and researchers. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Fox, Edward Virginia Polytechnic Institute and State University VA Lee L. Zia Standard Grant 99232 7444 SMET 9178 0000099 Other Applications NEC 0333547 September 1, 2003 A Self-sustainable Digital Library for Evolving Communities. This Targeted Research track project is exploring a digital library framework based on peer-to-peer networks that leverage existing digital library efforts such as the Open Archives Initiative and the Kepler project. The investigators are developing new models for building digital libraries that are self-sustainable and support evolving communities of interest. A key aspect of this approach is to build a network with nodes clustered by access patterns. Major challenges being addressed include: (a) keeping the network connected in the presence of frequent joining, re-joining, and leaving of participants; (b) maintaining a low technology barrier for building communities with diverse interests; and (c) supporting communities in ways that accommodate their evolving interests. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Zubair, Mohammad Kurt Maly Old Dominion University Research Foundation VA Herbert H. Richtol Standard Grant 298136 7444 SMET 9178 0000099 Other Applications NEC 0333551 September 1, 2003 The Internet Scout Project's Targeted Information Provision Service. This NSDL project brings together a diverse body of collections, services, and targeted research coordinated through the Core Integration (CI) team in order to provide a portal to digital science technology, engineering and math (STEM) materials. As part of NSDL, the Internet Scout Project is creating a Targeted Information Provision Service (TIPS) that provides customized reports and bulletins for NSDL users by harvesting and integrating records from both the NSDL Scout Report archives and the NSDL central metadata repository. This service is also continuing to provide the NSDL Scout Reports and archives while adding the new TIPS service created in collaboration with the Core Integration team. This new service allows NSDL users to create customized TIPS Bulletins that sends them information on newly added STEM resources culled from both the NSDL Scout Reports and the NSDL central metadata repository. The TIPS Bulletins are being created with the support of a new software tool, the Harvesting and Integration Tool (HIT), which retrieves records from the archives and central repository and integrates them into a specially structured database which are used to produce the Bulletins. The specific project objectives are: 1. Continue to deliver the NSDL Scout Reports and maintain the accompanying archives; 2. Create the TIPS Bulletins and deliver them in a timely manner to end users; 3. Design and build the Harvesting and Integration Tool; 4. Work closely with the Core Integration team to promote TIPS to the NSDL community; 5. Promote TIPS and NSDL to the STEM community, thereby extending and improving access to NSDL collections and services; 6. Collaborate in the development of shared metadata across multiple disciplines; 7. Contribute to the overall digital library knowledge base by working with standard-setting bodies and organizations. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Strikwerda, John Rachael Bower University of Wisconsin-Madison WI Myles G. Boylan Standard Grant 408007 7444 SMET 9178 0000099 Other Applications NEC 0333555 January 1, 2004 PER-CENTRAL: A Digital Library Supporting Physics Education Research. This project teams up North Carolina State University and the American Association of Physics Teachers in the creation of a digital library serving the physics education research (PER) community as well as teachers wanting to use innovative, research-based instructional methods. The goal of this Collections project is to provide a virtual clearinghouse where researchers and teachers can easily find the very latest work in physics education along with the best of what has been learned from previous research. The efforts of this project include a) creation of a website archiving much of the existing PER literature; b) establishing a free electronic journal to facilitate the sharing of new findings in PER; c) collecting an annotated bibliography/database of PER articles from a variety of existing sources; d) providing detailed descriptions of PER-based curricula, along with links to the developers' sites; and e) assembling additional materials of use to the PER and teaching communities, including conference proceedings, syllabi from relevant courses, spreadsheets and web-based tools for statistical analysis, reviews of qualitative analysis equipment and software, links to existing discussion lists of researchers and teachers (PhysLrnr, Phys-L, plus archives), along with connections to a world-wide collection of research groups and individuals. The centerpiece of this effort is the creation of an electronic journal to support peer-reviewed electronic publication of PER research. A successful electronic journal will have enormous impact on the community, providing a much-needed avenue for scholarly research output that will be available freely to anyone with Internet access. A business plan is in place to sustain the effort after the conclusion of NSF support and the project has been endorsed by the editors of the American Journal of Physics (currently the main publication for researchers in the field). The Office of Multidisciplinary Activities in the NSF Directorate for Mathematical and Physical Sciences (MPS) is providing significant co-funding of this project in recognition of the importance of physics education research to the mission of MPS. NATIONAL SMETE DIGITAL LIBRARY OFFICE OF MULTIDISCIPLINARY AC DUE EHR Beichner, Robert North Carolina State University NC R. Corby Hovis Continuing grant 486624 7444 1253 SMET 9178 0000099 Other Applications NEC 0333572 September 15, 2003 Quality Analysis of Metadata Records in the NSDL Metadata Repository. The National Science Digital Library (NSDL; http://nsdl.org) is a growing digital library of heterogeneous resource collections, organized in support of science, technology, engineering, and mathematics education at all levels. A key component of the NSDL is its Metadata Repository. The metadata in the NSDL Metadata Repository enables users to discover, explore, and retrieve resources and to assess whether the resources are relevant or suitable for particular educational objectives. The NSDL Metadata Repository takes a new approach to metadata that supports the reuse of metadata, encourages open sources, and simplifies the process of metadata creation. The NSDL Metadata Repository is composed of metadata records created according to heterogeneous metadata standards and submitted by different voluntarily contributing units. For the NSDL to maintain a central role in science education, it is imperative that metadata in the NSDL Metadata Repository be of the highest possible quality. This Targeted Research project is performing a quality assessment and analysis of metadata records in the NSDL Metadata Repository. The project's objectives are (1) to assess the metadata quality of the NSDL Metadata Repository through a systematic quality analysis of individual records and record sets, as well as the quality of selected metadata records from contributing collections; (2) to classify the quality problems evident in the collection, providing evidence of their origins and recommending quality assurance solutions; (3) to explicate the relationships between metadata quality and the design principles that underlie the metadata services of the NSDL Metadata Repository; and (4) to provide an empirical basis for an NSDL metadata quality assurance program. This study is the first to address issues of quality assessment, quality assurance, and quality control using the NSDL Metadata Repository. The results of the research will be useful to the NSDL Core Integration team and to developers of NSDL collections and services. Quality issues need to be assessed and addressed at the current early stage of the NSDL Metadata Repository so that quality assurance systems can be developed and implemented before the collection reaches a point at which rectification of quality problems becomes difficult or impossible. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Zeng, Marcia Gregory Shreve Bhagirathi Subrahmanyam Kent State University OH R. Corby Hovis Standard Grant 150784 7444 SMET 9178 0000099 Other Applications NEC 0333580 September 15, 2003 Web Lecture Archiving System for Professional Society Meetings. This project is focusing on the development of a device to permit the recording of lectures in the environment of professional society meetings, and the standardized software architecture that will permit the cataloging and playback of these lectures on the world wide web, making them permanently available to institutions and individuals around the world. Over the years the capture, archiving and delivery of presentations via the web has become a technology that is well understood, reliable and useful. The University of Michigan ATLAS Project has been a leader in this area and has already compiled an archive of over 300 lectures and talks, directed at undergraduates who participate in the prestigious CERN Summer Student Program in Geneva, and also used for software application training in the ATLAS Experiment at CERN. In addition, the American Physical Society has utilized web lecture capture for selected conferences over the past two years, including a conference in September, 2002, where the capture and publishing process was done jointly by the APS and the University of Michigan. This project is pursuing a real opportunity to advance the use of technology in this important area of making conference presentations available to faculty and other professionals that are unable to attend the conference but are still very interested in some of the proceedings. For each person in this interested-but-at-home group, there is likely to be a different set of talks of keen interest, thus this effort is working towards the goal of allowing such persons to sit at their computers, pull up the agenda for the conference, and view talks that have occurred minutes before. They would experience superb audio, good video and have access to all slides shown in synchronization with video, with the option of downloading relevant supporting documents. This vision can be extended well beyond professional society meetings, with enormous impact. Libraries could house digital lecture archives containing lectures ranging from government proceedings to seminars and lectures on any number of topics. Students could view lectures given by some of the greatest scientific minds on topics of current or historical interest. Industry would definitely be interested in the device for training, workshops, and conferences. This project is working on several challenges that must be addressed before the above vision can be realized. Current recording approaches are so manpower intensive that recording multiple sessions is not feasible for most organizations. Existing software is not sufficiently robust. Standards do not exist that would permit the sharing of lectures or in guaranteeing their accessibility a decade from now. The PI team is developing solutions to each of these problems. The first step is elimination of the technical barriers to the inexpensive capture and analysis of the video, audio, and slides from a lecture, using a robust and user-friendly hardware device. Such a device must be a compact piece of hardware that can be distributed to untrained individuals, even session chairs, to permit the capture of lectures, regardless of the format in which they were presented, and that automatically publish them using wireless transmission to a conference center server that would then post the talks on the web. Another needed step is the development of a standard which could be used to insure the long term availability of the lectures, regardless of what changes may occur in commercial packages, and to guarantee that talks across different disciplines and societies could be shared. A third needed innovation is a significantly improved meta-data extraction from each lecture through automated techniques. Advanced capabilities to archive keywords extracted from the audio track of a lecture would help to produce a significantly higher degree of knowledge output from the archives. Accomplishing these goals would result in an easy-to-use, highly effective method of archiving lectures. Each lecture would be archived as a "lecture object" representing the lecture video, audio, slides, and valuable metadata. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Neal, Homer Charles Severance Alan Chodos Shawn McKee University of Michigan Ann Arbor MI Myles G. Boylan Standard Grant 249998 7444 SMET 9178 0000099 Other Applications NEC 0333590 October 1, 2003 Fostering Reuse and Interoperability for the NSDL. This Services project is developing a suite of "best practices" documents and resources to foster reusability and interoperability of NSDL holdings. Making NSDL content easier to use in multiple settings (reuse) and more capable of being used by common authoring tools and delivery environments (interoperability), increases its impact and value. But reusable, interoperable content has different design requirements than traditional Web content. This project is synthesizing and disseminating the body of research and practice that has built up in this domain in order to foster its application. Major objectives include: creating and disseminating general NSDL guidelines and recommended practices for designing reusable content and using existing tools to do so; creating and disseminating specialized versions of these guidelines and practices tailored to the methods used and issues faced by the ENC, MERLOT and MathDL user communities; conducting workshops on content reuse and interoperability; and developing recommendations for how collections can expose reusable content in searches. All resources produced by this project are applicable to the entire educational community. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Robson, Robert Eduworks Corporation OR Lee L. Zia Standard Grant 515761 7444 SMET 9178 0000099 Other Applications NEC 0333600 October 1, 2003 Collaborative Research: THREDDS Second Generation. The central mission of the THREDDS project is to make it possible for educators and researchers to publish, locate, analyze, and visualize in a wide variety of educational settings. In the initial phase THREDDS established a solid, working prototype of services and tools to enable data providers to create inventory catalogs of the data holdings at their site and educational module builders to author compound documents with embedded pointers to environmental datasets and analysis tools. These catalogs and data-interactive documents can then be harvested into digital libraries using standard protocols. THREDDS Second Generation (THREDDS2G) is expanding the team of contributors and the breadth of data in the collections, taking advantage of recent technological advancements, and integrating THREDDS technologies with emerging standards and related environmental data systems. In addition it is actively engaging new disciplines and incorporating new tools that are making the end products more useful at all educational levels, for decision makers and for the general public. THREDDS2G significantly augments and expands the existing project as it breaks entirely new ground in several areas. The main objectives fall into the following categories: 1. Interactive Educational Modules: work with the community of educational content builders and data providers to create educational modules that incorporate facilities for finding and interacting with environmental datasets. 2. Enhanced Metadata Catalogs: Using tools and inventory catalogs implemented in the initial phase, develop additional catalogs with significantly enhanced metadata to simplify the process of finding and using scientific data, developing standards and tools for enhanced metadata, incorporating scientific ontologies, and implementing scientific data models. 3. Interoperability with Geographic Information Systems (GIS): Create interoperable data systems with coherent connectivity and access to GIS data using GIS and traditional THREDDS clients. 4. Dataset Search and Discovery and Other Web Services: Working collaboratively with NSDL and DLESE, ensure that THREDDS systems evolve toward compatibility with emerging standards in Web services. 5. Education-oriented, Standards-based Client Software: Integrate an education-oriented GIS client analysis and display application called MyWorld to THREDDS data services. While THREDDS is a highly collaborative project, the Unidata Program Center is leading and coordinating the development, disseminating the software, and supporting the THREDDS community. With strong new partnerships that include leading organizations in K-12 educational technology, hydrology, solid Earth studies, societal impacts, and GIS, the impact of THREDDS2G will extend well beyond even the vast Unidata audience. Significant co-funding of this project is being provided by the Division of Earth Sciences in the NSF Directorate for Geosciences in recognition of the importance that this project has on the development of software tools for accessing, cataloging and analyzing content of environmental datasets. NATIONAL SMETE DIGITAL LIBRARY EDUCATION AND HUMAN RESOURCES DUE EHR Domenico, Ben John Caron University Corporation For Atmospheric Res CO Jill K. Singer Standard Grant 554994 7444 1575 SMET 9178 0000099 Other Applications NEC 0333601 September 1, 2003 Collaborative Project: The OCKHAM Library Network, Integrating the NSDL into Traditional Library Services. This NSDL Services project is developing networked middleware to facilitate and expand access to the content and services of the NSDL through the existing national infrastructure of traditional libraries and their service programs. Additionally, the collaborative project team is creating a reference model for integrating the NSDL into traditional library services; evaluating the utility, usage, and impacts of the local library tested services on the participating campus communities via web log analysis, focus groups, and usability studies; and disseminating results and facilitating growth of the network among an expanding group of institutional partners. By stimulating an extensible framework for networked peer-to-peer interoperation among the NSDL and traditional libraries, this project is also advancing the dialog between librarians and researchers. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Halbert, Martin Emory University GA Lee L. Zia Standard Grant 187720 7444 SMET 9178 0000099 Other Applications NEC 0333613 October 1, 2003 An Intelligent Digital Environment for Groundwater Education and Research. This project is expanding Interactive Groundwater (IGW), a comprehensive, combined research and educational software environment, into a complete digital learning environment. This is being accomplished by coupling the existing digital laboratory to a comprehensive digital library that consists of a groundwater science library, a visualization library, a spatial data library, a documentation library, and a library of related problems and exercises. The resulting digital learning environment has the following innovative characteristics: 1) An active library that is larger than its collection - The digital laboratory and library interact intelligently. This two-way interaction makes the library larger than its physical collections and the laboratory more than just an experimental facility. While the digital laboratory provides hands-on theme dynamics to learn around, the digital library provides instant situational support on the implementation and science. It provides ideas, interpretations, theories, examples, literatures, applications, and background. This integrated learning environment provides a place for students to access information as well as to consume and to create information. It allows students to learn, to practice, to explore, and to discover. 2) High impact contents that capitalize on the advantages of digital media - The digital library presents such information in a non-conventional way. It takes advantage of the digital media and capitalizes on the power of visualizations and the power of interactions. In particular, it provides dynamic, engaging, and interactive learning materials in ways that substantially improve knowledge assimilation and retention and promote active learning. The digital library utilizes a unique and systematic collection of interactive visualizations to illustrate difficult groundwater concepts, processes, dynamics, theories, solution techniques, and applications. The library allows students to see the unseen and understand the invisible. The creation of this unique groundwater visualization library is made possible by the innovative IGW digital laboratory. 3) A powerful content organization and delivery paradigm that supports problem-based learning - The digital library shares the same interface as the digital laboratory, allowing a student to rapidly find the information at the time it is needed. The coupled interface to information access and exploration is highly effective for situated or problem-based learning and allows students to singularly focus on the exploration and problem solving. 4) An adaptable learning environment that supports students of different levels - The digital laboratory-library system provides a unique and adaptable framework for learning. Students determine their own learning routes and control the degree of difficulty or sophistication. As such, the new learning environment allows accommodating students of different levels and of different backgrounds. Depending on the level and focus of a course, the digital learning environment can be used in a variety of ways: for real-time demonstration and visualization of basic concepts and processes; to visualize and better understand solution techniques and procedures; or to provide integrated modeling exercises or a virtual field experience. The extension of IGW into a digital learning environment impacts the entire groundwater educational community. It benefits researchers by giving them a tool for in-depth and collaborative research. It benefits instructors by providing a means for them to present active and innovative learning techniques in the classroom. Most importantly, it benefits students by allowing them to construct knowledge in ways that help them to become self-sufficient learners and thinkers. Significant co-funding of this project is being provided by the Division of Earth Sciences in the NSF Directorate for Geosciences in recognition of the importance that this project has on the development of a digital learning environment supporting problem solving associated with groundwater education and research. NATIONAL SMETE DIGITAL LIBRARY EDUCATION AND HUMAN RESOURCES DUE EHR Li, Shu-Guang Roger Wallace Michigan State University MI Jill K. Singer Standard Grant 460000 7444 1575 SMET 9178 0000099 Other Applications NEC 0333623 September 1, 2003 Project ENABLE: Learning through Associations in a Grid based Bioinformatics Digital Library. This project is applying advances in digital library (DL) technologies to the emerging domain of bioinformatics, and developing interaction tools that support learning based on identifying and visualizing associations among key dimensions of bioinformatics resources. The project is making these current resources, which are mainly utilized by expert biologists, available to bioinformatics students. The project addresses issues regarding: the use of a wide variety of formats and representations to store bioinformatics information; the application of DL technologies particularly in the realm of data description and exchange; mapping of metadata associated with bioinformatics information to data description standards compatible with DL technologies; and building clients that take advantage of data dissemination protocols such as the Open Archives Initiative in order to support novel browse, search, and analysis functions based on visualizations. The project team is also integrating DL and Grid computing technologies, and utilizes bioinformatics resources of Indiana University such as the Drosophila Genome Flybase, the IUBio Archive that contains euGenes eukaryote genes data, and the Bionet news archive and related software. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Mostafa, Javed Mathew Palakal Snehasis Mukhopadhyay Donald Gilbert Katy Borner Indiana University IN Curtis T. Sears Standard Grant 449563 7444 SMET 9178 0000099 Other Applications NEC 0333628 September 1, 2003 Integrating Digital Libraries and Traditional Libraries: A Model for Sustaining NSDL Collections. This Targeted Research project is investigating the issues involved when integrating an existing NSDL repository (the iLumina digital collection) with a traditional research library (the Randall Library at UNC-Wilmington). Such an integration offers a model for sustaining the many digital collections that reside at institutions of higher education. As part of this effort the project is automating the conversion of IMS metadata to MARC data records via an implementation of Innovative Interface Corporation's XML Harvester software to transform IMS metadata compiled in iLumina directly into MARC data records used in the Randall Library catalog. As iLumina resources are listed within the Randall Library catalog, they become shareable with the OCLC WorldCat database, a national resource that serves over 43,000 libraries around the world. This substantially increases the accessibility of the digital resources housed in iLumina. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Ward, Charles Ronald Vetter Russell Herman Daniel Pfohl Sue Cody University of North Carolina at Wilmington NC Lee L. Zia Standard Grant 425093 7444 SMET 9178 0000099 Other Applications NEC 0333632 October 1, 2003 Infusing NSDL in Middle Schools: Obstacles and Strategies. This Targeted Research project is examining systemic issues that directly impact classroom teaching and learning in science, technology, and mathematics at the critical middle school level. In addition, the project is informing the development of an important component of a new NSDL portal targeting K-12 science and mathematics teachers. Through surveys, experimental studies, focus groups, interviews, and observations of teacher activities in curricular development and classroom practice, the project is establishing a research foundation to successfully develop and deploy new K-12 resources within NSDL and promote high quality teaching that integrates digital resources. The project is using multiple mechanisms to disseminate the research results including formal research reports and white papers, practical workshops, classroom Web resources for and by teachers, and involvement of learning communities. The Office of Multidisciplinary Activities in the NSF Directorate for Mathematical and Physical Sciences (MPS) is providing significant co-funding of this project in recognition of the value of this work in advancing the larger educational goals of MPS. NATIONAL SMETE DIGITAL LIBRARY OFFICE OF MULTIDISCIPLINARY AC DUE EHR Hoffman, Ellen Joni Falk Marcia Mardis Eastern Michigan University MI Lee L. Zia Standard Grant 449832 7444 1253 SMET 9178 0000099 Other Applications NEC 0333645 January 1, 2004 Enhancing the Searching of Mathematics. This project is developing searching algorithms, markup guidelines and metadata practices for enhancing searching of mathematics, with an emphasis on MathML-based technology. The investigating team is assembling a test collection of representative documents, researching and prototyping three search techniques, and performing quantitative and qualitative testing of their effectiveness. In addition, the project is organizing two events in cooperation with the Institute for Mathematics and its Applications to bring together toolmakers, content providers, librarians, and other NSDL stakeholders. The first workshop seeks to identify current best practices, practical workflow and business constraints, and organize coordination between participants. The second event is a larger, more inclusive conference, aimed at disseminating the results of the project, and formalizing consensus as to best practices. The Office of Multidisciplinary Activities in the NSF Directorate for Mathematical and Physical Sciences (MPS) is providing significant co-funding of this project in recognition of the value that enhanced searching for mathematics has for all the MPS disciplinary domains and for enabling interdisciplinary interactions. NATIONAL SMETE DIGITAL LIBRARY OFFICE OF MULTIDISCIPLINARY AC DUE EHR Miner, Robert Eduardo Tabacman Rajesh Munavalli Design Science, Inc. CA Lee L. Zia Standard Grant 407220 7444 1253 SMET 9178 0000099 Other Applications NEC 0333646 September 1, 2003 JiTTDL : The Just-in-Time Teaching Digital Library. JiTTDL is a user-contributor digital library serving the Just-in Time Teaching community. Just-in-Time Teaching (JiTT) is a pedagogical strategy designed to blend active learning with web technology in a traditional classroom setting (more information is available at www.jitt.org). The library holdings consist of JiTT resources, such as assignments, assignment construction methods, analysis rubrics, classroom strategies development, assessment strategies and results, etc.) These are sharable materials, developed and contributed by faculty from eighty plus institutions from all science disciplines. The project is: a. achieving collection of sharable JiTT materials and relating these to research literature; b. creating a JiTT-specific assessment toolkit; c. developing metadata to facilitate search and retrieval; d. deploying a "new adopter start up service" so that implementing JiTT is not technically challenging and adopters can concentrate on classroom strategies. This includes providing new faculty with space on the JiTTDL central server during their first JiTT year. e. developing a mechanism to facilitate the discovery and use of the library resources; f. providing a tutorial on JiTT use and, underlying philosophy and architecture; and, g. offering development workshops (JiTTDL stand alone workshops and JiTTDL components at other national workshops.) NATIONAL SMETE DIGITAL LIBRARY DUE EHR Patterson, Evelyn Gregor Novak United States Air Force Academy CO R. Corby Hovis Interagency Agreement 850000 7444 SMET 9178 0000099 Other Applications NEC 0333649 October 1, 2003 Students Using NSDL (SUN): Science Information Literacy and the NSDL. This project is investigating the characteristics of "entry points" to NSDL that are specifically geared to middle schoolers to promote science information literacy and more generally, to use NSDL resources. Master teachers and students are involved in all aspects of this project's research and development, with an Advisory Group providing guidance on several aspects of the project. These include the selection of the Master Teachers; the creation of a functional specification for the entry points; the development of prototypes; the study of their characteristics from both a human computer interface and a learning gains perspective; and evaluation of their impact on student attitudes and performance. This work is informing the NSDL community's understanding of how to provide services tailored to the needs of children, and more generally, it is contributing guidance to the integration of future services into the NSDL core. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Silverstein, Joanne Syracuse University NY Lee L. Zia Standard Grant 374999 7444 SMET 9178 0000099 Other Applications NEC 0333672 October 1, 2003 CAUSEweb: A Digital Library of Undergraduate Statistics Education. This Collections project provides peer reviewed high-quality resources to support the community of undergraduate statistics teachers. Organizational leadership for the effort rests with the Consortium for the Advancement of Undergraduate Statistics Education (CAUSE), involving thirty diverse institutions and a large diverse group of reviewers and associate editors. Emphasis is placed on resources that have been shown through evidence-based research to improve student learning. CAUSEweb is collaborating with MERLOT (Multimedia Educational Resource for Learning and Online Teaching) to develop a consistent and informative review process and with the Eisenhower National Clearinghouse to develop federated searching capabilities and other bridges to the full set of NSDL projects. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Pearl, Dennis Ohio State University Research Foundation OH Lee L. Zia Standard Grant 824945 7444 SMET 9178 0000099 Other Applications NEC 0333689 November 1, 2003 Collaborative Project: The Rosetta Project- ALL Language Archive. This collaborative project involves the Rosetta Project at The Long Now Foundation, the LINGUIST List, Stanford University, Eastern Michigan University, the Open Language Archive Community, and the Endangered Language Fund. The investigators are leading a global team of language specialists and native speakers to build a publicly accessible online archive for all documented human languages that serves as the definitive reference work on the languages of the world to date. Rosetta currently serves over 30,000 text pages documenting writing systems, phonology, grammar, vernacular texts, core wordlists, numbering systems, maps, audio files, and demographic/historical descriptions for over 1,000 languages. A major sub-component of the Rosetta archive is the ALL Language Word List Database - a collection of 200 term core vocabulary lists for the languages of the world, currently supporting 1,300 languages. This project supports the growth of this aspect of the Rosetta library with an expectation of increasing the coverage from 1,000 to 2,500 languages. Integral with this effort, LINGUIST is expanding and elaborating the functions of its "people" database - an index of the majority of the world's contemporary linguists, searchable by languages and families of interest, current research and teaching interests, course offerings, and contact information. This database is a critical resource to support the open contribution and peer review process, which builds Rosetta, as well as for educators wishing to find others with related teaching interests and sharable pedagogical materials. A compelling web environment offers "anywhere, anytime" tools for scholars and speakers to contribute and collaboratively view, vet, comment, correct and contextualize all the materials in the archive. These tools are combined with a user-focused site design, enabling both skilled and unskilled users to easily browse, locate, and download materials of interest. The result is an online digital library, which enables educators, researchers and learners to engage language datasets of unprecedented range and diversity. For many languages the Stanford Library and other libraries are providing links to "shelf materials" that provide more depth. This resource is also usable in linguistics courses that focus on properties of language, and it facilitates student research projects. The Cognitive, Psychological, and Language Sciences Program in the NSF Division of Behavioral and Cognitive Sciences (BCS) is providing significant co-funding of this project in recognition of its value in serving the broader educational goals of BCS and its parent Directorate for Social, Behavioral, and Economic Sciences. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Keller, Michael Stanford University CA Myles G. Boylan Standard Grant 36051 7444 SMET 9178 0000099 Other Applications NEC 0333694 November 1, 2003 Techexplorer and MathDL: Robust Support for Dynamic Web-based Mathematics. This project addresses the lack of support for rendering and manipulation of mathematics on the web by continuing the development of "techexplorer", a cross-platform, cross-browser plug-in originally developed by IBM Research that renders mathematics written in either MathML or TEX markup. Dynamic mathematical expressions are supported using techexplorer's application programming interfaces (APIs). This further development provides consistent cross-platform browser support for WYSIWYG equation editing and document annotation, making techexplorer a robust development and delivery environment for interactive mathematical content and web services. This project is informed by an advisory group representing the Mathematical Sciences Digital Library (MathDL). The techexplorer plug-in is freely available to end users via MathDL, ensuring widespread access to interactive web-based mathematics. This project enables rendering, editing, computing (via Java applets or computational web services), and animating of mathematical expressions; support for Dublin Core and IEEE standards for learning object metadata; implementation of the World Wide Web Consortium's Document Object Model (for manipulation of XML data) and MathML specifications; and delivery of a plug-in that is stable, easy to install, and works with multiple browsers and operating systems. This project is a step toward developing and disseminating new methods that could dramatically impact mathematics education and communication. NATIONAL SMETE DIGITAL LIBRARY DUE EHR DeLand, Donald Samuel Dooley Integre Technical Publishing Company, Inc. NM Robert Stephen Cunningham Standard Grant 441645 7444 SMET 9178 9150 0000099 Other Applications NEC 0333701 September 1, 2003 DIGITAL CHEMISTRY LIBRARY. This project establishes a digital chemistry library composed of tightly integrated learning objects drawn from distance learning resources in use at UC Berkeley. Beyond merely collecting these objects, the project addresses two important open questions facing digital libraries: 1) How is interoperability engineered into resources that carry extensive, domain-specific metadata or tightly integrated educational connections? 2) How can collection design encourage new contributions and promote resource reuse? The answers to these questions advance the NSDL as an educational resource. By applying techniques from other disciplines such as Document Engineering, the project offers a fresh approach to the problem of integrating domain-specific learning objects into generic digital libraries. A major focus of the project is to enable the passing of educational connections between learning objects across multiple collections. The development of chemistry learning object vocabularies identify analysis methods, models, and context machinery that can lead to significant interoperability when replicated in other domains. These descriptive vocabularies make it possible for library users to reassemble content into cross-disciplinary curricula in new ways that replace earlier labor-intensive techniques. More importantly, these methods enable students to reassemble what they are learning into organizational structures that are optimized to meet their learning objectives or goals. This project's collection is also designed to reach under represented students and under resourced community colleges and high schools with high quality, accessible, usable educational material. In addition the integration of multiple media types (audio, video, text, images) into each learning object makes the library accessible to students with disabilities. The resulting digital library of tightly integrated learning objects promises to be a valuable contribution to the NSDL that leverages the work of partner libraries (the J. Chem. Education Digital Library and the Biology, Physics and Chemistry Advanced Placement Digital Library). The Office of Multidisciplinary Activities in the NSF Directorate for Mathematical and Physical Sciences is providing significant co-funding of this project in recognition of the importance of a digital library for the support of the learning of chemistry. NATIONAL SMETE DIGITAL LIBRARY OFFICE OF MULTIDISCIPLINARY AC DUE EHR Kubinec, Mark Alexander Pines University of California-Berkeley CA Pratibha Varma-Nelson Standard Grant 400462 7444 1253 SMET 9178 0000099 Other Applications NEC 0333705 October 1, 2003 Mobilizing Enduring NSDL Resources in Plate Tectonics Research for Earth Science Education. This project is developing a data-oriented digital library collection on education in plate tectonics, the central earth science paradigm. The effort brings together earth scientists with their expertise in research concepts and data access and educators with their expertise in methods and practice of teaching and their knowledge of how to enhance scientific literacy. The host institution, the Scripps Institution of Oceanography (SIO), has a hundred year rich history in oceanographic research and is one of four key institutions that developed plate tectonics in the 1960's. A current NSDL grant supports a collection of marine geological and geophysical data and documents along with information technology tools that help "bridge the gap" between science data archives and libraries. Items in the plate tectonics collection are being linked to the historic and modern marine geological and geophysical data in support of inquiry-based teaching methods. To combine these collections in a coherent and systematic way, a method of semantic resolution across collection-specific metadata is being developed, thus enriching the metadata content provided to the NSDL globally. The project is also enabling the professional development of teachers through interactions with a local school district and 40 teachers nationwide who are attending two intensive summer workshops. This is followed up through mentoring during the subsequent implementation of the resources of the plate tectonics collection in the classroom. NATIONAL SMETE DIGITAL LIBRARY EDUCATION/HUMAN RESOURCES,OCE DUE EHR Miller, Stephen Hubertus Staudigel John Helly Brian Schottlaender University of California-San Diego Scripps Inst of Oceanography CA Jill K. Singer Standard Grant 608795 7444 1690 SMET 9178 0000099 Other Applications NEC 0333710 October 1, 2003 Adding Value to the NSDL by Integrating it into Academic Libraries: A Business Proposition and a Service Enhancement. This Targeted Research project is conducting market research that evaluates what content and services the NSDL needs to offer to attract and thus support itself at least in part with subscriptions paid by academic libraries. A second strand of activity is developing a prototype service that integrates NSDL into the foundational science collections managed by libraries. The prototype includes tools that enable libraries to create views of their integrated science collections customized to the needs of different patrons. Work on this aspect of the project is informing the modifications that the NSDL and its collection providers may need to make to their technical architectures to enable them to better support integration into academic library collections, thus enhancing NSDL's value in the library market. This project leverages the considerable digital library infrastructure and expertise that resides with the California Digital Library (CDL) and the ten University of California research libraries. Because these libraries operate highly diverse technical environments, service deployment and evaluation is taking place in a test bed setting representative of the heterogeneous technical environments that characterize academic libraries in general. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Greenstein, Daniel University of California, Office of the President, Oakland CA Lee L. Zia Standard Grant 424433 7444 SMET 9178 0000099 Other Applications NEC 0333714 September 1, 2003 Electronic Encyclopedia of Earthquakes. This project is continuing the development and expansion of the content of the Electronic Encyclopedia of Earthquakes (EEE). EEE is a portal for earthquake information, freely available to all users, which has been developed under a prior NSDL award (DUE-0121703) by a team of more than 35 earthquake scientists and engineers. EEE is a collaboration among three major organizations in earthquake science and engineering: the Southern California Earthquake Center (SCEC), the Consortium of Universities for Research in Earthquake Engineering (CUREE), and the Incorporated Research Institutions for Seismology (IRIS). It maintains a wide variety of earthquake-related information, including curricula resources for studying earth science, engineering, physics, and mathematics. The goals of the EEE project are to leverage curiosity about earthquakes into increased scientific literacy and, ultimately, to reduce earthquake risk and loss by improving personal and societal decision-making through increased awareness of earthquake hazards and the means for mitigation and preparedness. For the existing collection, an evaluation of the educational benefits and usability of the materials for K-12 and college educators is being conducted. The activities currently being undertaken reflect the need to continue adding entries to the EEE, while at the same time assessing the educational impact of the collection and the resources it references. New capabilities for usability are also being developed and usability tools such as Walden's Path and AskE3 are being assessed. Significant co-funding of this project is being provided by the Division of Earth Sciences in the NSF Directorate for Geosciences in recognition of the importance that this collection of digital resources on earthquakes has for K-16 students and educators. EDUCATION AND HUMAN RESOURCES DUE EHR Jordan, Thomas David Simpson Thomas Henyey Robert Reitherman University of Southern California CA Lee L. Zia Standard Grant 228000 1575 SMET 9178 0000099 Other Applications NEC 0333715 January 1, 2004 The Tree of Life Project: A Digital Library of Biodiversity Information. The Tree of Life Project (ToL) is an open-access, database-driven system providing information over the Internet about biodiversity and phylogeny of all organisms. It contains state-of-the-art content contributed by researchers who are experts in particular groups of organisms, compiled collaboratively by more than 350 biologists from over 20 different countries. The ToL currently provides over 3000 web pages with scientific content to approximately 50,000 visitors per week. Originally designed as a tool for biological research, the project has widened its scope in response to interest shown from K-16 students, science educators, and the general public. Its initial goals were to describe the characteristics of the world's organisms and their phylogenetic relationships, to promote an appreciation for biodiversity, and to encourage and facilitate research about biodiversity and phylogeny. The ToL now seeks to collect more materials that are aimed at diverse, non-specialist audiences. This project aims to achieve four main goals: 1) Improve core scientific content of the ToL collection, focusing on important groups (protists, fungi, flowering plants, insects, and dinosaurs) that are currently underrepresented and that include model organisms and organisms of economic significance; they also include the majority of known species on Earth. These are also groups of special appeal to K-16 learners. 2) Implement new technical features focusing on needs of users from the education and research communities. Examples of such features include a presentation system that allows visitors to customize views of site content and tools that facilitate collaborative projects between different user communities. Implementation of Gateway to Educational Materials cataloguing tools and instructional metadata will make it possible for the project to share learning objects with other collections. 3) Initiate collection of content specifically aimed at K-16 learners, including exercises, lesson plans, media, educational games, news items, and user-generated materials. 4)Develop and implement robust policies pertaining to the administrative structure of the ToL (archiving, editorial policies, peer-review, intellectual property rights, etc.) As well as providing detailed, expert content, a notable merit of the ToL is its presentation of the evolutionary tree of life as an integrated whole. The navigational structure of the project is in one-to-one correspondence with the basic structure of evolutionary history. In navigating through the ToL, users are thus instilled with a vision of the genetic connectedness of all life, the cornerstone of modern biological knowledge and its organization. Facilitating the casual or systematic exploration of broad-scale patterns, this approach encourages both K-16 learners and researchers to trace the distribution of characteristics across the branches of the tree and to ponder the forces that may have shaped the observed diversity of living things. The architecture of the project, based upon the connections between the subjects it sets out to catalogue and describe, also makes the ToL an ideal tool for the investigation of learning technology interfaces. The ToL has broad impact within and beyond the biodiversity research community. A community-oriented administrative model encourages interdisciplinary and international collaborations, and the project is designed to facilitate the sharing of content and open-source software tools with other projects. In addition, the ToL provides scientists with a platform for the dissemination of research results to the general public. In providing the highest-quality content contributed by specialists, and yet presenting this in a way that is accessible to non-specialists, the ToL also facilitates life-long learning in the larger community of visitors to the web. The proposed project is significantly enhancing the impact of the ToL by (1) extending its content in key groups of organisms, (2) rebuilding its architecture to add features specifically designed for educational users and those with disabilities, and (3) integrating its content with other educational resources, thereby improving services for our diverse user communities. The Division of Environmental Biology in the NSF Directorate for Biological Sciences is providing significant co-funding for this project in recognition of the role ToL is playing in advancing the educational goals of the Directorate. ASSEMBLING THE TREE OF LIFE NATIONAL SMETE DIGITAL LIBRARY DUE EHR Maddison, David Katja-Sabine Schulz Jeremy Frumkin Jennifer Franklin University of Arizona AZ Lee L. Zia Standard Grant 615996 7689 7444 SMET EGCH 9178 9169 0000099 Other Applications NEC 0333720 November 1, 2003 Using Digital Libraries to Build Educational Communities. This Targeted Research project pursues an enhanced vision of a collection, that of creating and supporting an educational community that collaborates to address a particular set of educational challenges. NSDL is being used as a collaboration space for authors and users to work together iteratively, using web-based tools, classroom experiences and measured learning outcomes, to create effective materials that meet educational challenges. The well-documented problem of educational innovations failing to achieve wide dissemination is being addressed by using the digital library structure in combination with a set of easy to use tools to engage the community of potential users in the development process itself. Engaging the community of users in the development process shortens the traditionally long feedback loop of formative assessment based on a develop-disseminate-assess-modify cycle. The project is leveraging the technologies of the Virtual ChemLab, CreateStudio, and the Online Learning Initiative (OLI) at Carnegie Mellon to enable collaborative improvement of students' educational experiences in a data-driven, scientific manner. The Office of Multidisciplinary Activities in the NSF Directorate for Mathematical and Physical Sciences (MPS) is providing significant co-funding of this project in recognition of the value of this work in advancing the larger goals of MPS. NATIONAL SMETE DIGITAL LIBRARY OFFICE OF MULTIDISCIPLINARY AC DUE EHR Yaron, David Gaea Leinhardt Carnegie-Mellon University PA Herbert H. Richtol Standard Grant 450000 7444 1253 SMET 9178 0000099 Other Applications NEC 0333722 September 1, 2003 Exploratorium Online: Exhibit-Based Science Learning and Teaching Digital Library. The Exploratorium, a hands-on science museum, is developing Exploratorium Online, a digital library collection for lifelong learning. The project is 1) identifying, selecting, and cataloging existing digitized assets from the museum's 650 interactive exhibits for end users of all ages; 2) establishing digital library interoperability mechanisms to enable the widest dissemination of item-level metadata to NSDL portals including the central main portal; 3) creating recommended guidelines for cataloging digital exhibit-based science resources in established metadata element set standards (e.g., Dublin Core, IEEE LOM) that capture the unique museum quality and pedagogical value of Exploratorium digital assets; and, 4) evaluating and refining the usability, accessibility, and applicability of the digital library and digital exhibit-based resources for educators, teacher educators, and lifelong learners. The Informal Science Education program in the NSF Division of Elementary, Secondary, and Informal Education is providing significant co-funding of this project in recognition of its importance in enhancing access to informal science educational opportunities through digital libraries. NATIONAL SMETE DIGITAL LIBRARY INFORMAL SCIENCE EDUCATION DUE EHR Hsi, Sherry Robert Semper Exploratorium CA Lee L. Zia Standard Grant 814998 7444 7259 SMET 9178 0000099 Other Applications NEC 0333723 January 1, 2004 SIMPLE Science: Image-based learning tools for K-12 education. This project develops a contribution to the NSDL that overcomes barriers to mainstream use of image processing and analysis (IPA) in K-12 education. The system (1) makes IPA accessible to mainstream educators and the public as an easy to use tool for learning; (2) affords access by educators to extensive and updateable archives of imaging data; and (3) provides a pedagogical structure that helps educators use imaging data in a manner that supports attainment of specific national education standards. The project creates a three-tiered structure that supports student's use of IPA from basic explorations of how imaging is used in various fields of science to original research on data available from an archive. The first tier features tutorials that guide students through case studies replicating research conducted by leading imaging scientists and explains key concepts in imaging science. Tier two implements, in an online format, updated versions of existing materials and new lessons based on guided-discovery approaches. Tier three provides a structure for students and teachers to conduct self-guided research using archive images as well as images from selected Internet sources. Schools, teachers, and districts from across the United States have been recruited to be testers for the project, representing a cross-section of the educators and students who can be expected to use the finalized system. Sustainability is addressed by producing CD-ROM versions of the software and resources for sale online and via established resellers. Additional online subscription is available through a "pay-per-license" service for lessons and resources provided by the Web site. All of the developed materials are available to NSDL developers at no cost. The Office of Multidisciplinary Activities in the NSF Directorate for Mathematical and Physical Sciences is providing significant co-funding of this project in recognition of the importance of a digital library for the support of this project to enhance tools and adopt and generate resources for image processing and analysis for teachers and students. NATIONAL SMETE DIGITAL LIBRARY OFFICE OF MULTIDISCIPLINARY AC DUE EHR Moore, Steven Center for Image Processing in Education AZ Barbara N. Anderegg Standard Grant 396203 7444 1253 SMET 9178 7444 1253 0000099 Other Applications NEC 0333727 November 1, 2003 Collaborative Project: The Rosetta Project- ALL Language Archive. This collaborative project involves the Rosetta Project at The Long Now Foundation, the LINGUIST List, Stanford University, Eastern Michigan University, the Open Language Archive Community, and the Endangered Language Fund. The investigators are leading a global team of language specialists and native speakers to build a publicly accessible online archive for all documented human languages that serves as the definitive reference work on the languages of the world to date. Rosetta currently serves over 30,000 text pages documenting writing systems, phonology, grammar, vernacular texts, core wordlists, numbering systems, maps, audio files, and demographic/historical descriptions for over 1,000 languages. A major sub-component of the Rosetta archive is the ALL Language Word List Database - a collection of 200 term core vocabulary lists for the languages of the world, currently supporting 1,300 languages. This project supports the growth of this aspect of the Rosetta library with an expectation of increasing the coverage from 1,000 to 2,500 languages. Integral with this effort, LINGUIST is expanding and elaborating the functions of its "people" database - an index of the majority of the world's contemporary linguists, searchable by languages and families of interest, current research and teaching interests, course offerings, and contact information. This database is a critical resource to support the open contribution and peer review process, which builds Rosetta, as well as for educators wishing to find others with related teaching interests and sharable pedagogical materials. A compelling web environment offers "anywhere, anytime" tools for scholars and speakers to contribute and collaboratively view, vet, comment, correct and contextualize all the materials in the archive. These tools are combined with a user-focused site design, enabling both skilled and unskilled users to easily browse, locate, and download materials of interest. The result is an online digital library, which enables educators, researchers and learners to engage language datasets of unprecedented range and diversity. For many languages the Stanford Library and other libraries are providing links to "shelf materials" that provide more depth. This resource is also usable in linguistics courses that focus on properties of language, and it facilitates student research projects. The Cognitive, Psychological, and Language Sciences Program in the NSF Division of Behavioral and Cognitive Sciences (BCS) is providing significant co-funding of this project in recognition of its value in serving the broader educational goals of BCS and its parent Directorate for Social, Behavioral, and Economic Sciences. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Mason, James Bernard Comrie Steven Bird Kurt Bollacker The Long Now Foundation CA David J. Mcarthur Standard Grant 865464 7444 SMET 9178 0000099 Other Applications NEC 0333818 September 1, 2003 Integrating and Extending the Instructional Architect: An Instructional Service for NSDL. This project significantly extends previous work in developing Instructional Architect, with three objectives: 1. Integration of Instructional Architect within the NSDL Core Integration System including access management, discovery and search, and an open specification to support the use of Instructional Architect by NSDL portals and collections. 2. Extensions to Instructional Architect including support for sharing instructional products, for authoring different kinds of instructional resources, for personalized recommendations, for interoperability with commercial learning management systems, and for student use. 3. Extended dissemination, sustainability, and evaluation of Instructional Architect. The project continues to develop partnerships with educational user groups and digital libraries to help support the dissemination and sustainability of this work. Also underway is a series of workshops for pre-service and in-service teachers, and school library media specialists, consisting of an intensive introduction to the NSDL and the Instructional Architect, followed by in-depth project and implementation work. Evaluation of participant activities resulting from these workshops is being performed to understand how teaching and learning both shape and are shaped by digital resource usage. In addition, the focus on cultivating and studying a strong community of users provides rich documentation of enablers and barriers of successful implementation of digital libraries and services in educational contexts, and supports effective replication elsewhere. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Recker, Mimi James Dorward Laurie Nelson David Wiley Utah State University UT Lee L. Zia Standard Grant 306591 7444 SMET 9178 0000099 Other Applications NEC 0334423 June 15, 2003 Federal Cyber Service: Scholarship For Service Program. FED CYBER SERV: SCHLAR FOR SER DUE EHR Hernandez, Miguel PERSONNEL MANAGEMENT, U S OFFICE OF DC Victor P. Piotrowski Interagency Agreement 470000 1668 SMET 9178 0000099 Other Applications NEC 0334811 October 15, 2003 Robert Noyce UTeach Scholarships. The UTeach Noyce Scholarship program is providing support to mathematics, science, and computer science majors and post-baccalaureate candidates preparing to become secondary teachers. For each of three years, 21 undergraduates and post-baccalaureate teacher candidates enrolled in the UTeach teacher preparation program at the University of Texas at Austin receive Noyce scholarships or stipends. The UTeach teacher preparation program, jointly developed and taught by the Colleges of Natural Sciences and Education at the University of Texas at Austin, offers multiple entry points for undergraduates and post-baccalaureate students. The program includes courses built around field experiences in high-need schools, development of teaching portfolios, participation in internships, and extensive induction support for new teachers. Through a partnership with Austin Independent School District, UTeach preservice students teach model lessons with supervision from master teachers. The effectiveness of Noyce Scholarship recipients is being evaluated through the use of a Fitness to Teach instrument developed by the UTeach program. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Marder, Michael University of Texas at Austin TX Joan T Prival Standard Grant 499998 1795 SMET 9178 0000099 Other Applications NEC 0335328 October 1, 2003 Assessing Teacher Learning About Science Teaching. Professional development for science teachers operates with an implicit theory that is largely untested. The theory asserts that professional development brings about changes in teachers' science content and pedagogical content knowledge, which then leads to changes in classroom practice, ultimately improving student achievement. Testing this theory requires a coherent set of tools, which currently does not exist. Without these tools, professional development providers (including those working in the context of the MSPs) often lack data they need to inform revisions to their program designs and implementations. Horizon Research, Inc. (HRI) and Project 2061 of the American Association of the Advancement of Science (AAAS) jointly propose to develop these tools in specific science content areas. The project will create and disseminate instruments that assess teacher opportunities to learn, and that measure changes in teacher science content knowledge, teacher pedagogical content knowledge, classroom practice, as well as changes in student achievement. Three sets of instruments will be developed, one for each of three science areas or benchmarks. These are force and motion, plate tectonics, and flow of matter and energy. The teacher instruments will mainly be for middle school, but might have implications for younger grades. The project will refine, document, and disseminate the processes used to create the tools. The project has strong connections to the MSP key features of Evidence-Based Design and Outcomes and Teacher Quantity, Quality, and Diversity. The tools that will be developed, and the processes used to create them, will increase the capacity of the field to design and implement professional development experiences with documented impacts on: (1) teachers' science content and pedagogical content knowledge; (2) their classroom practice; and most importantly; and (3) student achievement. The tools will enable MSPs (and professional development providers at large) to monitor the effectiveness of their interventions and identify differences in impacts that may exist between groups of participants (e.g., differences by teacher background and years of experience), thereby promoting the most equitable implementation of professional development. Equitable implementation of professional development ultimately addresses inequities in student opportunities to learn. By refining and completely documenting the processes used to create the tools, the project extends its impacts beyond the areas in which the tools are created. The project will disseminate its products through: (1) a web-based handbook for tool creation; (2) invited conferences for MSPs and others; (3) internships for doctoral students and post-doctoral students from CLTs; (4) presentations and workshops at annual meetings of professional organizations; (5) journal articles; and (6) a project web-site, including a discussion forum. MSP-OTHER AWARDS DUE EHR Smith, Patrick Iris Weiss Horizon Research Inc NC Elizabeth VanderPutten Standard Grant 3144790 1793 SMET 9177 0000099 Other Applications NEC 0116000 Human Subjects 0335334 September 1, 2003 MSPnet: An Electronic Community of Practice Facilitating Communication and Collaboration. This project will establish a web-based, interactive electronic community to build capacity and enrich the knowledge base of the MSP projects and the Learning Community of which they are a part. Specifically, MSPnet will 1) expand MSP projects access to, and ability to share, resources, emerging research, tools, best practices, obstacles and strategies; 2) strengthen geographically dispersed partnerships by enhancing and sustaining dialogue through innovative collaborative tools, events and structures; 3) create a growing archive, for both researchers and practitioners, of the lessons and accomplishments of the MSP program; 4) enhance the public's access to, and knowledge of, the MSP program; 5) conduct research on the impact of on-line formats, functionalities and structures to enhance large scale education reform efforts. MSP-OTHER AWARDS DUE EHR Falk, Joni Brian Drayton TERC Inc MA Elizabeth VanderPutten Cooperative Agreement 5189579 1793 SMET 9177 0335360 October 1, 2003 Online Technologies to Enhance MSP Teacher Quality Programs. This one-year design study focuses on the use of information and communications technologies to enhance both pre-service education and in-service professional development programs within the MSPs. The project's five key tasks are to: (1) develop resources to inform the MSPs about approaches to online professional development, online enhancements for site-based professional development, and online tools and techniques to support professional learning communities; (2) provide consultation services for a set of MSP projects that decide to use online technologies in their teaching enhancement programs; (3) offer a capacity-building program that will enable MSPs to develop the capacity to incorporate effective online professional development within their projects; (4) collaborate with the evaluators of the MSPs that use online technologies to inform future practices of those projects, other MSPs, and the field of professional development in general; and, (5) assess the use and potential use of online supports for improving teacher quality across the MSP projects, to inform a possible follow-up proposal to expand technical assistance, evaluation, and research in this area, within the MSP Learning Network. MSP-OTHER AWARDS DUE EHR Kleiman, Glenn Education Development Center MA James S. Dietz Standard Grant 255419 1793 SMET 9177 0000099 Other Applications NEC 0335369 October 1, 2003 MSP Motivation Assessment Program. The study would develop new measures of non-cognitive outcome of schooling on motivation, self-efficiency, self-regulation strategies, and beliefs about learning. The study addresses the concern of the effect of beliefs and strategies on cognitive growth. These measures could be used in the MSP Projects to assess effects of the various interventions on students. The study would gather large pools of survey data by working with the Math and Science Partnership projects as well as other sites and would analyze these data with sophisticated statistical models. The study will be significantly large enough to include a specific examination of underrepresented groups. The goal of the investigators is to make new tools for assessing student motivation generally available to MSP projects to be used for increasing teachers knowledge about the role of these beliefs, and assist them in helping students. Also, the tools are intended to assist MSPs evaluate the effectiveness of their implementation. REESE MSP-OTHER AWARDS DUE EHR Karabenick, Stuart Martin Maehr University of Michigan Ann Arbor MI Larry E. Suter Standard Grant 2130216 7625 1793 SMET 9177 0000099 Other Applications NEC 0116000 Human Subjects 0335384 October 1, 2003 Leadership Content Knowledge and Mathematics Instructional Quality in the MSPs: A Study of Elementary and Middle School Principals. The project conducts a large scale, research and technical assistance project that investigates the nature of elementary and middle school principals' knowledge of mathematics and beliefs about mathematics teaching and learning through the construct of Leadership Content Knowledge (LCK) and its effect on their practices of classroom observation and teacher supervision. The project addresses the key MSP features of teacher retention, challenging courses and curricula and sustainability. All interested MSPs that address middle school mathematics will have the opportunity to participate. Phase I of the work yields diagnostic information about the principals' level of LCK which MSPs can use as a needs assessment. In Phase II half of the participants will receive leadership training in mathematics teaching and learning as an intervention to explore aspects of LCK that change most readily and those that are more resistant to change. Phase III will use comparative case studies to address how principals with known LCK conduct classroom observations, make judgments about the quality of instruction, and indirectly, affect students' mathematics achievement. The research allows the PI to refine instruments that assess the multidimensional aspects of LCK that will be shared through the MSP Learning Network. MSP-OTHER AWARDS DUE EHR Nelson, Barbara Education Development Center MA Janice M. Earle Standard Grant 5388141 1793 SMET 9177 0000099 Other Applications NEC 0116000 Human Subjects 0335411 September 1, 2003 Design, Validation, and Dissemination of Measures of Content Knowledge for Teaching Mathematics. Research on teacher learning has suffered from a number of chronic methodological difficulties. Despite repeated calls for improved scholarship and more empirically grounded policy recommendations, the field been constrained by what scholars have been able to measure: characteristics of the learning opportunities themselves; teacher attitudes and beliefs which result from those opportunities; and, to some extent, teacher practices which emerge after such encounters. Typically left unmeasured, however, is a component which mediates each of these and is itself a significant target of many interventions, namely, teachers' content knowledge. The project proposed here would aim to help redress this problem in the area of K-8 mathematics, building on previous work to continue developing measures of teachers' mathematical knowledge for teaching. These measures will then be made available to MSP mathematics projects in hopes of improving the evaluation of those with programs for teacher learning and preparation. Five categories of work are proposed: (1) expanding existing measures upward to capture middle grade mathematics content for teaching, and developing new measures in key content areas; (2) validating these measures through interviews with MSP participants and other teachers, reviews by mathematicians and mathematics educators, and other means; (3) supporting high-quality uses of these measures via tools (database, core scales) and technical assistance to MSP evaluators; (4) building a self-sustaining system of measures use; and (5) building and testing theory through piloting and validation work. As these five aspects of work progress, we will carefully consider issues of equity, both from the theoretical and measurement perspectives. We will also consult with measurement and statistical experts to promote the production of the most technically sound and valid measures possible. Intellectual Merit This proposal will help advance knowledge and understanding in two related fields: in defining the component elements of knowledge for teaching K-8 mathematics, and in understanding the effects of professional development meant to improve that knowledge. The authors are qualified to do this work through their past experiences with theory and measures development, and have laid out a careful plan of instrument development over a five-year period. Broader Impact This proposal enhances the infrastructure for research into teacher professional development. Based on interest in existing measures, the authors expect these measures to be useful not only to MSPs, but also to others who seek to understand teacher learning. These measures can be used to evaluate teachers' learning in pre-service teacher education programs; to make comparisons between preparation in traditional teacher education programs and alternative routes to certification; to judge the efficacy of professional development aimed at improving teachers' content knowledge for teaching; and to estimate the effects of curriculum materials designed to improve teachers' knowledge of mathematics and students. Finally, this project contributes fundamentally to theory development, asking the question, "What do teachers need to know and be able to do with mathematics in order to teach mathematics?" By answering this question through item-writing and psychometric analyses as work progresses, the authors seek to contribute to progress in theory, practice, and policy in this field. MSP-OTHER AWARDS DUE EHR Bass, Hyman Deborah Ball University of Michigan Ann Arbor MI Elizabeth VanderPutten Standard Grant 4343980 1793 SMET 9177 0000099 Other Applications NEC 0116000 Human Subjects 0335429 October 1, 2003 Developing Distributed Leadership: Understanding the Role Boundary Tools in Developing and Sustaining Leadership for Learning Networks. Math and Science Partnerhips (MSPs) are designed to connect institutions that are very different from one another. The leadership challenge in these projects is immense. This is a one-year design grant to support the development of a program of research to focus on leadership as a distributed practice in MSPs. The goal will be to design a research program that focuses on a) distributed leadership practices that enable knowledge creation and innovation in MSPs and b) provide empirical evidence about how distributed leadership changes the practices of school districts, higher education institutions and community organizations committed to improving mathematics and science learning. In addition, the project will identify existing tools and instruments that can be used to study distributed leadership, design a framework for developing new tools, and begin a preliminary testing of those tools with a select group of urban schools. The focus during the design work will be on high schools as they interact with the other institutions. MSP-OTHER AWARDS DUE EHR Spillane, James Penelope Peterson Northwestern University IL Elizabeth VanderPutten Standard Grant 268620 1793 SMET 9177 0116000 Human Subjects 0335442 October 1, 2003 Research on MSP Teacher Recruitment, Induction, Retention. This research study focuses on issues of teacher induction and retention and will explore these activities in about six MSP projects from among 2-3 MSP cohorts. During the first two years, the researchers will conduct exploratory research activities to identify a set of MSPS having an amount and type of teacher induction that merits further investigation. During this phase of the project, researchers will conduct primarily qualitative research such as document inspection, telephone interviews and exploratory site visits. In years 2-5 researchers will conduct focused case studies of the six selected MSPs and more extensive data collection will be gathered and analyzed. In addition, the five-year project timeline permits a longitudinal investigation that explores phenomena such as program changes and their causes/effects and changes in beginner teachers/ beliefs, knowledge and practice as a result of their participation in the MSP induction activities. MSP-OTHER AWARDS DUE EHR Britton, Edward Ralph Putnam WestEd CA Janice M. Earle Standard Grant 2182096 1793 SMET 9177 0000099 Other Applications NEC 0116000 Human Subjects 0335531 September 1, 2003 Project EXCEL. The Robert Noyce Scholars at the University of Massachusetts - Lowell (UML) are teacher candidates in Project EXCEL (EXchanging Careers - Enhancing Learning), a graduate program that addresses the need to attract well-qualified science, mathematics, and engineering career-change individuals into the teaching profession. Thirty science, mathematics, and engineering career-changers (ten each year) are being recruited into the program. They receive full scholarships to complete a Master of Education degree and Initial Licensure in the Commonwealth of Massachusetts. While completing their graduate degree and licensure, Project EXCEL scholarship recipients work full-time for two years in partner, urban school districts under the guidance of a Triad of advisors that includes a College of Arts and Sciences faculty member, a College of Education faculty member, and a school-based mentor. The three cohorts of scholarship recipients meet periodically to offer support and guidance to one another. Project EXCEL is carrying out research into the content and pedagogical needs of new science and mathematics teachers. They are examining the impact of the work of these new teachers on the science and mathematics knowledge, disposition and skills of the middle and high school students they serve. They are also conducting a longitudinal study of the work of the scholarship recipients. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Greenwood, Anita Mark Hines Alan Doerr Regina Panasuk University of Massachusetts Lowell Research Foundation MA Joan T Prival Standard Grant 343862 1795 SMET 9178 1795 0000099 Other Applications NEC 0335573 September 1, 2003 Robert Noyce Scholarships at Trinity University. The Robert Noyce program at Trinity aims to increase both the quantity and quality of math and science teaching in the San Antonio area by awarding Robert Noyce scholarships to seniors and post-baccalaureate candidates in their M.A.T. year. During the M.A.T. year students intern nearly full-time for eight months in classrooms in local schools in an apprenticeship model of teacher preparation analogous to a medical teaching hospital internship experience. Extensive recruiting activities are targeting all qualified candidates with special attention to under-represented groups. Criteria for selection include: GPA overall and within the major field; intellectual and pedagogical potential as evidenced by references and interview; demonstrated financial need; and estimate of the candidate's ability to be an effective role model for students in San Antonio area schools. Students who apply as seniors may be STEM majors either at Trinity, or they may be STEM majors from other institutions who have applied and gained admission to the M.A.T. program as post-baccalaureate candidates. All Noyce recipients are assigned both STEM faculty and Education faculty mentors. During the first three years of teaching, their STEM and Education faculty mentors will continue to provide support. Noyce scholars also participate in other department of Education in-service programs. In addition, to help sustain novice teachers, new and experienced teachers are linked through Trinity's "Critical Friends" groups that enable teachers and administrators to maintain a professional community. The department of Education will track each Noyce recipient's career through its on-line database and monitor and enforce compliance with program conditions. Teaching & Mstr Tchng Fellows ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Kelleher, Paul Nancy Mills David Ribble Trinity University TX Joan T Prival Standard Grant 699878 7908 1795 SMET 9178 1795 0000099 Other Applications NEC 0116000 Human Subjects 0335626 September 1, 2003 Effect of Regional Centers and Selected National Centers on the Number and Quality of Technicians and on Program Characteristics and Community College Structure and Organization. The regional centers in manufacturing and information technology in the ATE program are to work closely with regional industry to increase the numbers of well-educated technicians. This collaboration should change the way community colleges educate technicians and increase employer satisfaction with those students who become employees. The Community College Research Center documents and evaluates the activities of the ATE regional centers in information technology and manufacturing to determine the extent to which and under what circumstances the regional centers are achieving the goals. Among issues to be addressed are the structures and mechanisms to adapt and implement exemplary instructional materials into new contexts; the role of faculty as change agents in reform of programs, departments, institutions, and systems; and the process by which institutions build their capacity to address the challenge of educating a highly qualified technical workforce. The methodology is a mix of quantitative measures, which use the data generated by the Evaluation Center at Western Michigan University, and qualitative measures, that include site visits to the regional centers interviewing students, faculty and administrators and also employers. The report should be helpful to community colleges in their role in providing educational access to productive, long-term occupations and further education for a diverse population of students. ADVANCED TECH EDUCATION PROG DUE EHR Bailey, Thomas James Jacobs Teachers College, Columbia University NY Gerhard L. Salinger Continuing grant 826872 7412 SMET 9178 1032 0000099 Other Applications NEC 0335679 September 1, 2003 Medical College Noyce Fellows. The Noyce Fellowship Program at Baylor College of Medicine (BCM) is improving the quality and quantity of certified secondary science teachers in Texas by reducing or eliminating barriers faced by scientists who desire to transition into secondary science teaching careers. The project combines resources available via Noyce with a new project conducted by BCM and Texas A&M University, known as Opening Pathways for Teacher Instructional Opportunities in Natural Sciences (OPTIONS). OPTIONS provides academic routes and supporting structures for science graduate students, postdoctoral fellows and professionals to become certified secondary science teachers in Houston, Texas. The program combines online instruction, small-group experiences and mentored teaching under the guidance of highly qualified teachers and project faculty. The Noyce Fellows Program eliminates financial barriers and makes it possible for talented young scientists to obtain careers in secondary science teaching. It covers all program-related costs and allows OPTIONS to recruit and enroll 10 of the most talented and motivated candidates each year. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Moreno, Nancy Baylor College of Medicine TX Joan T Prival Standard Grant 469307 1795 SMET 9178 1795 0000099 Other Applications NEC 0116000 Human Subjects 0335693 January 1, 2004 The Kean Noyce Scholars Program. The Kean Noyce Scholars Program is providing scholarships and stipends to 52 science and mathematics majors to encourage them to become teachers. The scholarships/stipends are provided during the summer before the senior year, the senior year and the summer teacher certification program following the senior year. Students are recruited as Noyce Scholars in their junior year from the pool of science and mathematics majors and from a new interdisciplinary mathematics, science, and technology major program. Recruitment efforts are also targeting community colleges with articulation agreements with Kean. A Noyce Scholars seminar is being developed to include pedagogy, lesson development and integrating technology into the teaching of science and mathematics. While enrolled in the preservice program, students are introduced to leader teachers, visit classrooms and sample teaching techniques. Two mentors, one from pedagogy and one from a science or mathematics content area, and a leader teacher are assigned to each Scholar in their senior year and continue to mentor the Scholar throughout the first year of teaching. The Program involves students as a single cohort in their senior year and engages them in a yearlong academic seminar that is team-taught, interdisciplinary, and revolves around research experiences for students. Through this forum, the Scholars also interact with regional scientists and science teachers and are exposed to the latest trends and issues in the teaching of science and mathematics. Noyce Scholars are placed in high need schools within eight partnering school districts, which provide support for the teachers through leader teacher mentors and professional development workshops. In addition to increasing the production of science and mathematics teachers, the project seeks to: (1) improve the quality of mathematics and science education; (2) increase the number of students from partnering schools and at Kean who may see teaching as a viable career choice for mathematics and science majors; (3) increase the number of underrepresented minorities teaching mathematics and the sciences in the partnering school districts; and (4) provide minority students with role models with which they can identify. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Field, Patrick Louis Beaugris Kean University NJ Joan T Prival Standard Grant 480200 1795 SMET 9178 1795 0000099 Other Applications NEC 0335733 September 15, 2003 Supporting Career Changers to Become Mathematics and Science Teachers in Missouri. The goal of this project is to recruit more highly qualified individuals into careers in mathematics and science teaching. In particular, the program recruits individuals having undergraduate degrees (or higher) in mathematics or science and who are planning to change career paths into the field of teaching. The goal is to triple the number of grades 5-12 mathematics and science teachers prepared at the University of Missouri-Columbia (MU). The Robert Noyce scholarships facilitate reaching that target through recruitment of highly qualified individuals into the post-baccalaureate alternative certification programs. The intellectual merit of this project rests on the commitment of partners to advance knowledge concerning recruiting, preparing, and retaining more highly qualified science and mathematics teachers. The broader impact of the project is the increase in highly qualified teachers of mathematics and science teachers for Missouri schools, as well as the potential of the program to build new models and strategies for meeting the teacher shortage that will inform other states experiencing similar problems. Teaching & Mstr Tchng Fellows ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Abell, Sandra Meera Chandrasekhar Mark Volkmann Fran Arbaugh John Lannin University of Missouri-Columbia MO Joan T Prival Standard Grant 593436 7908 1795 SMET 9178 1795 0000099 Other Applications NEC 0116000 Human Subjects 0335737 September 1, 2003 Cornell Teacher Education Robert Noyce Scholarship Program. The Robert Noyce Scholarship program is attracting science and mathematics secondary teachers into the Cornell Teacher Education (CTE) program to provide highly qualified for high needs rural schools. The objectives of the program are to: (1) recruit qualified STEM students dedicated to teaching in high needs districts; (2) educate them to become exemplary teachers; (3) support and retain these teachers in teaching in high needs districts; and (4) use program evaluation to research teacher recruitment, retention and development. CTE students complete a rigorous undergraduate major in a science, mathematics, or engineering field, then complete a Masters of Arts in Teaching degree and earn New York certification. The project is expanding existing successful recruitment networks to find qualified STEM students or professionals interested in teaching in high needs schools. Cornell's location and the presence of the Rural Schools Association of New York State at Cornell allows the CTE Noyce program to focus on placing teachers in high needs rural schools. Noyce teachers are developing learning groups to collaborate on solving the problems they face in their teaching. The learning groups build on the established CTE cohort structure and are supported by asynchronous web-based communication systems and summer work with Cornell faculty. Noyce scholars participate in evaluation research as they are fulfilling their teaching commitments. Evaluation data is contributing to the knowledge of how to support teacher learning and development and is being used to determine best practices for recruiting qualified STEM students and career changers; helping pre-service teachers perform well in rural schools; supporting new teachers in high needs districts/schools; and determining which students perform most successfully in high needs districts/schools. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Trumbull, Deborah Sondra Lazarowitz Alexandra Moore Cornell University - State NY Joan T Prival Standard Grant 322000 1795 SMET 9178 1795 0000099 Other Applications NEC 0335739 June 1, 2004 Teaching for the Future: Science and Mathematics Scholarship Program. This project is a collaborative effort among Wayne State University's (WSU) Colleges of Education and Science and Detroit Public Schools to provide a program of campus courses, online hybrid courses, and classroom teaching experiences to certify 25 new mathematics and science teachers for Detroit Public Schools. Our program objectives are: 1) recruit mathematics and science teacher candidates from WSU's baccalaureate programs and mid-career changers from local industry, 2) provide a quality two-track teacher certification program for our candidates, and 3) induct, monitor, and mentor our teacher candidates through the program and their early years of teaching. This project actively recruits teacher candidates of underrepresented groups, and those in science and mathematics areas where there is the greatest teaching need, specifically higher-level mathematics and the physical sciences. The project employs best practices of our NCATE-approved certification program and of two successful alternative teacher certification programs currently in place at WSU, the Alternative Pathways to Teaching (APT) and Limited License to Instruct (LLI) programs. To achieve this initiative, the project: 1) forms and supports cohort groups led by College of Education faculty and links candidates with in-school mentor teachers to guide their field experiences and induction and provide continued support in the profession; 2) introduces candidates to teaching by placing them in a DPS classroom two days a week in their first or second year where they will engage in observations and selected teaching experiences with a mentor teacher; and 3) places teacher candidates in paid faculty positions in DPS in year two or three of their certification program, to be applied toward tenure within the District. Evaluation is pursued to assess the project's effectiveness in attracting, preparing, and retaining our teacher candidates, and facilitates collecting demographic data on, and tracking of our scholarship/stipend recipients as they fulfill their teaching obligation in the Detroit Public Schools. Dissemination of findings and best practices of this project occurs through research and scholarly publications and presentations at professional conferences. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Ferreira, Maria D. Carl Freeman Nancy Varner Ann Cavallo Karen Harrison Wayne State University MI Joan T Prival Continuing grant 394000 1795 SMET 9178 1795 0000099 Other Applications NEC 0335748 January 1, 2004 Robert Noyce Scholarship Program. This Noyce Stipend Program supports recently initiated efforts to address the critical shortage of qualified science and mathematics teachers in the Chicago Public Schools, particularly in urban areas of high need. It builds on a successful partnership between CPS and the University of Illinois at Chicago (UIC) that offers standards-based program opportunities for career-change candidates with strong science, technology, engineering and mathematics (STEM) backgrounds interested in becoming a certified teacher. This Noyce Project specifically features two such program opportunities: 1) the Middle Grades Science (MGS) and Middle Grades Mathematics (MGM) Program, and 2) the Master of Science in Teaching Secondary School Mathematics (MST) Program. Teacher candidates in the MGS/MGM Program earn an elementary school certificate (K- 9) with a middle grades (5 - 8) endorsement in science or mathematics. It is an alternative route program, with separate science and mathematics cohorts, offered through the College of Education. The MST is a conventional secondary teacher preparation program (6-12) offered through the Department of Mathematics, Statistics, and Computer Science. The beneficiaries of a Noyce Stipend Award are career-change candidates with strong academic abilities and STEM qualifications and demonstrated financial need, within the broader social commitment to preparing a diverse workforce of science and mathematics teachers prepared to address the needs of urban youth (Ladson-Billings, 1995). There are three specific objectives: 1) to enhance the recruitment of STEM candidates to the MGS/MGM and MST programs; 2) to support the retention of MGS/MGM candidates, given the documented need for heightened support for those entering through alternative certification routes across the first three years (CSMPT, 2001; Huling, Resta, & Rainwater, 2001); and 3) to redirect the MST student pipeline at UIC to teacher employment in CPS in high-need areas. These goals are being attained by awarding stipends to the appropriate students. The program includes two types of stipend awards: one to aid the recruitment of new candidates, and the other to assist with the retention of recently admitted candidates. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Mitchener, Carole John Baldwin Steven Jordan Claude Baker Mary Jo Tavormina-Porn University of Illinois at Chicago IL Joan T Prival Standard Grant 498228 1795 SMET 9178 1795 0000099 Other Applications NEC 0335772 January 1, 2004 Robert Noyce Scholarship Program. The Robert Noyce Scholarship program at California State University, Long Beach, is supporting approximately ten (10) science or mathematics Single Subject (middle or high school) preliminary credential seekers per year for four years. In return for two years of stipend support, at the level of $10,000 per year, the twenty or so new teachers produced by this program are each dedicating the initial four years of their teaching careers to service in high-needs schools in Long Beach Unified School District (approximately 97,000 students) and Whittier Union High School District or Whittier Union Elementary District (approximately 20,000 students). Both of these districts include schools that meet the criteria of high-needs through the free or reduced lunch and/or high teacher turnover criteria. Both pre-service and in-service teacher support programs are being provided to Scholarship recipients. The intellectual merit of this proposed work lies in the strong linkages between research theories of student cohort engagement, retention, mentoring, and corresponding program activities. Longitudinal studies of the effectiveness of the program are being reported to augment existing research in this field. The principal investigator team is well qualified to lead and manage the program, and represent faculty and staff from mathematics, science, and education disciplines. This program is leveraging extensive resources already in place at California State University, Long Beach, and is building on existing teacher preparation programs, including a well-developed student support center available to all mathematics and science undergraduate students at California State University, Long Beach. One strategy is to partner more closely with two area community colleges (Long Beach City and Cerritos) who have both a commitment to teacher preparation, and who routinely transfer significant numbers of mathematics and science undergraduate majors and/or pre-service teachers to California State University, Long Beach. The broader impact of this proposed work lies in the leveraging of scholarship resources to recruit, educate, and mentor approximately twenty (20) highly qualified mathematics and science undergraduate majors to enter teaching professions, who might not otherwise consider such careers. Given the diversity of institutions involved in the project, considerable broadening of participation of underrepresented groups will be achieved, particularly in light of the preference given to scholarship recipients from underrepresented groups. Partnerships between and among three higher education institutions and two large school districts are being strengthened through this collaboration. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Henriques, Laura California State University-Long Beach Foundation CA Joan T Prival Standard Grant 460000 1795 SMET 9178 1795 0000099 Other Applications NEC 0335785 January 1, 2004 Robert Noyce Scholarships: Preparing Teachers for a New Era. The Noyce Scholarship program at MSU will fund both 1-and 2-year scholarships for 39 talented college students who commit to becoming K-12 mathematics or science teachers in high-need districts. The scholarships may be used during a student's 4th or 5th year of an undergraduate teacher preparation program or toward one year of a post-BA program. The funds are being administered through the Division of Science and Mathematics Education. This effort builds on MSU's all-university initiative called Teachers for a New Era (TNE) that involves creating standards for teacher preparation, course development and revision, and implementing new ways of teaching and assessing students. A committee of faculty from the Colleges of Natural Science and Education is overseeing the recruitment, selection, and mentoring of the Noyce Scholars. An experienced evaluator is conducting the evaluation. Graduate students are assisting with mentoring and evaluation. The Noyce Scholarship program is enabling students who graduate from MSU and benefiting from the TNE work to share their knowledge and skills with elementary and secondary schools in high-need areas throughout Michigan and beyond. The scholarships and associated activities are expected to increase the number of teachers graduating with either a major or minor in mathematics or science from about 135 per year in 2000 - 2003 to about 155 per year in the years 2006 - 2008. The number of MSU graduates with mathematics or science majors taking positions in high need schools is also expected to increase proportionately during this period. The Noyce Scholarship program and other recruitment efforts initiated recently at MSU are expected to increase the participation of underrepresented groups in teaching. Further, the Noyce Scholarships are expected to add impetus to a fundraising program begun at MSU to establish a scholarship endowment for students choosing careers in teaching mathematics or science in Grades K -12. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Senk, Sharon Douglas Estry Michigan State University MI Joan T Prival Standard Grant 494500 1795 SMET 9178 1795 0000099 Other Applications NEC 0335799 September 1, 2003 Dowling College Robert Noyce Scholarsip Program. This project addresses the critical shortage of science and mathematics teachers in New York, and in particular in the Long Island and New York City area. The Dowling College Robert Noyce Scholarship Program provides scholarships for science and mathematics majors in the teacher training program, and has a particular emphasis on attracting minorities, underrepresented genders and persons with disabilities. Proven recruitment strategies are conducted off-campus through visits both by faculty and Enrollment Services personnel at community colleges and college fairs, as well as mailings to targeted audiences. On-campus recruitment is carried out at semiannual Open Houses and Early Decision Scholarship Days. Selection is based on NSF Noyce Scholarship criteria as well as GPA, a personal essay, and interviews focusing on the commitment to fulfilling the post-graduate Noyce program requirements. Every Noyce Scholar is paired with a faculty mentor who directs academic and personnel interventions if needed and encourages extra curricular involvement in research and internship opportunities, especially those that enhance preparation for teaching in high need school districts. This relationship continues as a support mechanism during the induction stage of the Noyce Scholar's career. Post-graduate activities include an annual four-session Professional Development Seminar Course, follow-up classroom observations and consultations. Teaching & Mstr Tchng Fellows ROBERT NOYCE SCHOLARSHIP PGM S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Zaikowski, Lori Sandra Monteferrante John Craven Dowling College NY Joan T Prival Standard Grant 645764 7908 1795 1536 SMET 9178 7204 1795 1032 0000099 Other Applications NEC 0116000 Human Subjects 0335816 January 1, 2004 Enabling More Science Teachers. Noyce Scholarships are enabling 52 students who would not otherwise have the financial resources to continue as graduate students to pursue a science teaching credential at UCLA. This project targets and recruits senior science majors who are interested in teaching, who have family ties and commitments in the local communities of our partner schools, and who wish to remain in the geographical region. The persistence of these credentialed teachers stems from a research-based Science Teacher Education Program that prepares teachers to have the commitment, capacity, and resilience to teach in schools with diverse populations who are underrepresented in STEM disciplines. As students in this program, they are supported by a cadre of faculty and peers from the first credential year of coursework, through the challenging initial year of teaching and M.Ed completion, and into the subsequent early career years. Teacher isolation is addressed by developing cohorts within the targeted schools and placement into the schools in pairs, providing a built-in peer support network. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Russell, Arlene Frederick Freking University of California-Los Angeles CA Joan T Prival Standard Grant 466793 1795 SMET 9178 1795 0000099 Other Applications NEC 0335839 July 1, 2004 Robert Noyce Scholarships at LSU. This project addresses the serious shortage of qualified mathematics and science teachers in the State of Louisiana. In response to this problem LSU is piloting a new teacher certification program that relocates the preparation of secondary school teachers from the College of Education to the arts and sciences departments. The centerpiece of the new program is a series of four professional practice seminars comprised of disciplinary and education courses scheduled in adjacent time slots and co-taught by arts and sciences and education faculty. The Departments of Biological Sciences, Chemistry, Mathematics, and Physics each offer 6 credit hours of course work in the discipline designed to be especially relevant to future secondary school teachers, and to be taught in conjunction with College of Education course work. Students in STEM subject areas can obtain a major in their mathematics or science discipline and meet all state requirements for secondary school teacher certification within four years. Alternatively, students completing their undergraduate STEM major without choosing the teacher education concentration can enroll in the LSU Holmes style graduate level teacher certification program. The objective of the new program is to nearly triple production of STEM secondary school teachers from about 30 per year to about 80 per year. The Robert Noyce Scholarships raise the profile of these programs and provide incentives for the most talented STEM undergraduates to opt for teacher certification. The intellectual merit of the project is the powerful re-conceptualization of STEM teacher preparation founded on current research findings on what can be done to cultivate a competent, stable teaching force. The broader impact of the program lies in its potential to serve as an exemplary model for secondary teacher programs at other state institutions. Teaching & Mstr Tchng Fellows ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Kirshner, David Frank Cartledge Frank Neubrander James Madden E. William Wischusen Louisiana State University & Agricultural and Mechanical College LA Joan T Prival Standard Grant 599810 7908 1795 SMET 9178 9150 1795 0000099 Other Applications NEC 0335846 January 1, 2004 Robert Noyce Scholarship Program. The MASTEP (Mathematics And Science Teacher Education Program) Collaborative in the San Francisco Bay Area is attracting high quality STEM majors and practicing professionals into K-12 science and math teaching using the incentives of Noyce scholarships and stipends. Academically outstanding teacher candidates are awarded up to two years of financial support to help defray educational expenses at either San Jose State University or San Francisco State Universities, two large and prominent urban campuses within the California State University System. Potential scholarship or stipend awardees are recruited from multiple sources, including the pool of undergraduate STEM students at the two universities and from approximately 20 feeder community colleges, as well as from the large local pool of STEM professionals who work in the technologically intensive region. In addition to enrolling in teacher preparation courses at the two universities, the Noyce Scholarship and stipend recipients participate in MASTEP Future Teacher Clubs and a New Teacher Support Network consisting of workshops and an electronic network to support the new teachers as they assume teaching positions in high need urban school districts. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Walker, Dan San Jose State University Foundation CA Joan T Prival Standard Grant 500000 1795 SMET 9178 1795 0000099 Other Applications NEC 0335905 June 1, 2004 The Effect of STEM Faculty Engagement in MSP: A Longitudinal Perspective. The investigators propose to conduct a 4-year assessment of the effects that the direct and substantial involvement of STEM faculty from Institutes of Higher Education (IHE) will have on K-12 education as part of the Math Science Partnership (MSP) program. A central assumption underlying the MSP program is that the involvement of STEM faculty will enhance teacher quality and improve student achievement. The investigators will look at eight different sites in order to capture the variation in the nature such partnerships, making use of a range of quantitative and qualitative methodologies. They will explore such issues as: what methods are being used by the various MSP projects to engage STEM faculty in their activities; how such involvement varies by type of IHE; to what extent STEM faculty involvement contributes to increases in K-12 teacher content and pedagogical knowledge; and to what extent it contributes to increase in student achievement. The particular promise of this research program is that it will shed light on the relationship between particular features of the partnerships and actual teacher behavioirs and student learning outcomes. MSP-OTHER AWARDS DUE EHR Zhang, Xiaodong Westat Inc MD Gregg E. Solomon Standard Grant 931087 1793 SMET 9177 0000099 Other Applications NEC 0336390 December 1, 2003 STEP - AHEAD: Access to Higher Education through Academic Retention and Development. The number of students graduating in engineering or other STEM disciplines is being increased by use of a combination of recruitment and retention strategies. The program has four components; two directed toward retention in engineering, another toward recruiting females into engineering or other STEM majors and the fourth one is a more global recruiting effort to increase the number of engineering majors. A one-week program for beginning sophomores and transfer students is designed to improve retention. The program designated a "Redshirt Camp" embodies a learning community to enhance students' abilities in problem solving, areas of mathematics and MATLAB programming. The intent is to enable the students to be successful in courses in circuits, statics and, thermodynamics. During the ensuing year, students will attend follow-up workshops scheduled for weekly two-hour meetings. The recruitment effort primarily is directed toward the number of women entering engineering or other STEM disciplines by engaging them in a one-week GRADE (Girls Reaching and Demonstrating Excellence) camp for 9th - 12th grade females. The fourth component is the Independent Study Mentorship for high school juniors and seniors. Students will be paired with local engineers to become aware of the opportunities and requirements in engineering careers. The goal of the project is increase the annual graduation of engineering majors by 100 to 120 individuals. STEM TALENT EXPANSN PGM (STEP) DUE EHR Long, Stuart Frank Claydon Consuelo Waight University of Houston TX Myles G. Boylan Standard Grant 1560449 1796 SMET 9178 0000099 Other Applications NEC 0336392 January 1, 2004 SURE-STEP Supporting Undergraduate Research and Education. The University of Central Oklahoma (UCO) and its four partners in the SURE-STEP Consortium, Cameron University, East Central University, Langston University (a Historically Black College or University), and Southwestern Oklahoma State University, plan to increase the number of students who graduate in STEM majors by 10%. As participants in the Louis Stokes Alliance for Minority Participation in Science, Technology, Engineering and Mathematics program for the past seven years, all five of the consortium universities have helped students realize their dreams of earning baccalaureate degrees. Through this project, the Consortium is piloting methods not previously related in these institutions in order to interest, retain, and graduate many more students in the STEM disciplines, working with students from high school graduation through their critical first years of college experience. Under earlier efforts supported by a variety of agencies, the partners have made progress in attracting more STEM majors. Retaining STEM majors to graduation has not proved as successful. Among the five SURE-STEP universities, 4,700 students declared STEM majors in the Fall, 2001 semester. However, for the entire 2001-2002 school year, only 588 students graduated in these majors (OSRHE 2002 report). The SURE-STEP grant program is creating the vital bridge to academic excellence and student engagement that promises to increase the number of STEM graduates at all five institutions. First, underrepresented, low-income and first-generation students who have been admitted for the Fall semester are being recruited from area high schools for the four-week summer bridge component. Spaces available after recruitment are filled first-come, first-served by other interested students. Participants engage in discipline-specific research and academic skill-building workshops, explore the campus with faculty and peer mentors, and begin to get acquainted with their student cohort. SURE-STEP participants also have on-line access to mentors and supplemental instruction (SI) leaders. In the Fall, each university offers supplemental instruction for the historically difficult first-year STEM courses (biology, physics, mathematics, chemistry, and computer science). In year two, SURE-STEP participants become Research Ambassadors, recruiting students by speaking at high schools, local math and science days and seminars. Others in the program mentor new students. Participants continue to mentor, as well as work in internships in business, industry, and research labs. Because of the strength of the research component at the consortium universities, Oklahoma EPSCoR has committed to help support SURE-STEP participants in summer research experiences. In order to disseminate the results of the program, all SURE-STEP participants produce abstracts and research posters for Research Day at Regional Universities. Formative assessment of the SURE-STEP program is based on faculty, peer mentor, SI leader and participant surveys and interviews. Summative assessment will include retention data for the participants as well as a control group and GPAs. Data will be available on the website. Results of the project will be presented/published at local, state, regional and national seminars and symposiums. STEM TALENT EXPANSN PGM (STEP) DUE EHR Barthell, John University of Central Oklahoma OK Susan H. Hixson Standard Grant 1999050 1796 SMET 9178 9150 0000099 Other Applications NEC 0336462 May 1, 2004 UNO and MCC STEPping Together. Interdisciplinary (99) The University of Nebraska at Omaha (UNO) and Metropolitan Community College (MCC) have developed a collaborative effort to increase associate and bachelors degrees in the STEM areas of biology, chemistry, computer science, geology, mathematics and physics. This project is testing and refining the working hypothesis that a broad, collaborative and multi-faceted approach will be effective in improving the pathways and opportunities for students pursuing STEM degrees. The goal is to simultaneously boost STEM enrollments and degrees awarded in six departments located in two different UNO colleges, as well as two MCC departments. To accomplish this, new associate degrees are being developed at MCC, articulation agreements for complete programs of study are being forged, and interdisciplinary options at UNO are being expanded. High school outreach, scholarships, tuition waivers, and enhanced learning center components provide the stimulus to attract and retain more students. The project is being accomplished through close collaboration between the two institutions. It is being coordinated by the PI, two co- PI's at UNO, two co-PI's at MCC, and involves a number of faculty and staff at both institutions. In addition, MCC is providing an Outreach Coordinator and UNO is providing an Associate Dean of Arts and Sciences to oversee articulation issues and a faculty member to carry out project evaluation. The scope of the project includes the following: high school outreach; articulation agreements; scholarships for underrepresented, financially needy, and nontraditional STEM majors at UNO; bridge scholarships for transfer students; new internship opportunities at MCC and UNO; early undergraduate research at UNO; an effective mathematics and science learning center at UNO; and new interdisciplinary courses and majors at UNO in Bioinformatics, Information Assurance, Medicinal Chemistry and Neuroscience. STEM TALENT EXPANSN PGM (STEP) DUE EHR Heidel, Jack Hesham Ali Dana Richter-Egger Michele O'Connor Bradley Morrison University of Nebraska at Omaha NE Terry S. Woodin Standard Grant 1999348 1796 SMET 9178 9150 0000099 Other Applications NEC 0336493 September 1, 2003 Dream Catchers. The goal of this project is to increase the number of minority students pursuing and receiving associate or baccalaureate degrees in the fields of science, technology, engineering, and mathematics (STEM). We are targeting for our program students of all minority groups in the College's service area with special emphasis on populations of Native Americans and Hispanics. These students have been historically underrepresented in the STEM disciplines and we believe that a systematic approach to alleviate this problem is needed. Our specific objectives for the program include improving educational opportunities for minority students in the STEM disciplines, increasing retention of students to degree achievement, improving students support programs at our institution, and strengthening partnerships between secondary education institutions and postsecondary education within Northwest-Shoals Community College's service areas. The project consists of the following components: Recruitment and Selection, Student Needs Assessment, Support Services, Academic Achievement, Retention and Tracking, Career and Personal Counseling, Graduation, and Transfer. Specifically, the strategies for the program include outreach activities to encourage interest in STEM fields of study among minority students, use of state-of-the-art technological facilities for instruction, mentoring, student tutoring, offering developmental education, campus visits, professional seminars, and facilitating student transfer to four-year institutions. We believe that these activities would provide all STEP participants at NW-SCC a solid foundation to obtain academic and personal success and would help us to achieve our goal. The results from this project will be disseminated locally through campus publications, emails and professional meetings. We also plan to develop a website in order to disseminate the project's activities and results throughout the state and nationwide. STEM TALENT EXPANSN PGM (STEP) DUE EHR Walker, Claudia Steve McGouyrk Kimberly Kennamer Daron Goodloe Northwest-Shoals Community College AL Elizabeth Teles Standard Grant 500000 1796 SMET 9178 0000099 Other Applications NEC 0336517 September 1, 2003 Developing Effective Engineering Pathways. The project Developing Effective Engineering Pathways (DEEP) is creating pathways from Silicon Valley schools through Foothill and De Anza Community Colleges (FH/DA CC), to the University of California at Santa Cruz (UCSC). The goals are to: 1) motivate and support students in order to increase the total number of community college students completing science, technology, engineering and mathematics (STEM) courses and transferring to four-year programs; and 2) create effective supports for underrepresented minority students completing engineering degrees. To build these pathways, the project is creating linkages through collaborative coursework, specialized counseling, summer bridge activities, innovative online tutoring, Cyber Mentoring, business internships, and course-taking opportunities. Strong faculty-to-faculty relationships are being developed across institutions through planning meetings, a Virtual Faculty Lounge for online discussions and a series of interactive projects and activities to engage faculty across campuses. UCSC is creating a residential Learning Community of Engineers (LCE) and providing internships with businesses. Graduate students are working with undergraduates to develop technology exhibits at museums. The project's objectives are to achieve by year five the following annual outcomes: An increase in total Foothill and De Anza Community College STEM enrollments by 1245 and underrepresented minority students enrollments in STEM by 151; An increase in the number of Foothill and De Anza Community College students applying to the University of California by 107 and by 20 those enrolling in engineering at UCSC; An increase by 208 FH/DA CC STEM students applying to UC system and by 50 those applying to UCSC; Establish a baseline and increase by 100% the number of underrepresented minority students at FH/DA CC transferring to engineering programs at UCSC; Increase by 56 per year the total number of underrepresented minority students completing a B.S. in engineering at UCSC; and Increase by 200 the total numbers of students completing their B.S. at UCSC. The Intellectual Merit: The project is studying the effect of the learning community on success of transfer students, particularly Latino students. The evaluation design is measuring the impact of innovative use of technology and evaluating the essential components of the learning community. The project team has a deep knowledge of mathematics and engineering content, and pedagogy and experience in supporting underrepresented minority students. The Broader Impact: The project is disseminating information about a replicable model for other community colleges and universities to use in partnerships that create effective pathways and establish learning communities for supporting and retaining underrepresented students in STEM majors and engineering. STEM TALENT EXPANSN PGM (STEP) DUE EHR Isaacson, Michael Charles McDowell Carrol Moran University of California-Santa Cruz CA Lesia L. Crumpton-Young Standard Grant 2000000 1796 SMET 9178 0000099 Other Applications NEC 0336571 January 1, 2004 Generating Enthusiasm for Math and Science. Generating Enthusiasm for Math and Science (GEMS) aims to recruit first-year academically talented students who have not chosen a major, and to positively introduce them to the sciences and mathematics. In addition, participation of first-year declared STEM majors in many of the same activities is expected to reduce the traditional attrition among this group of students. Providing enhanced academic and career advising and mentoring of these students, along with a first year summer research experience, is intended to increase the probability that these students will be retained and will become successful in one or more of the STEM disciplines. Great attention is being paid to the selection of students so they represent gender and ethnic diversity. In the first semester, students are taking an innovative course, Frontiers in Science and Technology, that exposes them to the excitement of the STEM disciplines, as well as an enhanced pre-calculus or calculus course with peer-lead team learning groups. During the second semester, students begin a science sequence (biology, chemistry, computer science, geology or physics) and continue in math. During the summer, following successful completion of their first year, students are eligible for a paid summer research experience upon successful completion of the required courses. These activities are expected to: (1) Enlarge the talent pool of STEM majors by recruiting more students of both sexes and of all ethnic backgrounds; (2) Generate enthusiasm for math and science in selected first year students who have not chosen a major; (3) Provide enhanced academic and career advising, as well as mentoring by STEM faculty; (4) Reduce the attrition of all undergraduate STEM majors; (5) Improve all students' success in key mathematics and introductory science courses, which can act as barriers to success in the STEM disciplines; (6) Enhance first year-science and math courses; (7) Support a summer research experience that inducts students into the scientific community, greatly influencing their major selection and generating interest in continuing research; (8) Provide opportunities for STEM students to serve as teaching assistants early in their careers. The intellectual merit of this project lies in developing an undergraduate education model that removes barriers to STEM careers, as identified by a wide body of research, while simultaneously identifying and recruiting talented, undecided students to experience this barrier-free environment. The findings are expected to shed light on the extent to which a discovery based interdisciplinary seminar, math intervention, and undergraduate research in the first-year of college positively influence students to engage and to persist in STEM degree programs. The cohort of GEMS students impacted during this project will serve as a dataset for publication and for refinement of future STEM recruiting and retention efforts. The broader impact of the project is the applicability of the model to other undergraduate institutions. The GEMS program results and the course material generated from the Frontiers in Science and Technology seminar will be made available to other institutions. The project expects to increase the number of graduating STEM majors each year by 25%. STEM TALENT EXPANSN PGM (STEP) DUE EHR Geisler, Victoria Deborah Lea-Fox Sharmistha Basu-Dutt Michelle Joyner Muhammad Rahman University of West Georgia GA Susan H. Hixson Standard Grant 877093 1796 SMET 9178 0000099 Other Applications NEC 0336580 January 1, 2004 PR2EPS: Preparation, Recruitment, Retention & Excellence in the Physical Sciences. The departments of Physics & Astronomy and Chemistry & Biochemistry are engaging in a multi-pronged program to substantially increase enrollment, retention, and success of future students in both of these departments and the 3+2 cooperative engineering degree program. The program starts with a pro-active recruitment of students who attend a summer camp that focuses on skill and confidence building using multi-disciplinary approaches and a set of both technological and team-building social skills to solve problems. Students subsequently attending Oneonta and majoring in the targeted programs are eligible for a modest financial incentive. The retention component of the program focuses on freshman, as well as established upper-level majors and includes (1) a freshman year, interdisciplinary, seminar and skill-building courses that will emphasize fundamental mathematical and problem-solving skills, as well as provide insight into potential careers in the physical sciences, (2) a physical science walk-in tutoring center overseen by faculty and staffed by upper level majors that provides peer-led mentoring and tutoring, and (3) regular freshman guidance by a single faculty advisor who is qualified from both the educational and scientific perspectives. Opportunities are also available for students to work during subsequent years' summer camp as peer-leaders or to conduct research with faculty members. Faculty advisors are also responsible for providing students information about participation in external research programs and national scientific meetings to meet peer and senior scientists from other institutions. This program has set a goal of attracting16-24 new freshman majors in the aforementioned disciplines during each year of the program with a retention rate of 60-75% remaining within a physical science or related major. The recruitment efforts include targeting students from economically disadvantaged geographical areas surrounding SUNY Oneonta. STEM TALENT EXPANSN PGM (STEP) DUE EHR Gallagher, Jr., Hugh Sunil Labroo John Schaumloffel Paul Bischoff SUNY College at Oneonta NY Bert E. Holmes Standard Grant 854063 1796 SMET 9178 0000099 Other Applications NEC 0336581 May 1, 2004 Student and Faculty Learning Communities to Increase Graduation Rates in STEM Disciplines. This project is developing support structures and learning communities for first-year students in STEM disciplines, and coupling these with professional development and support activities for faculty involved with introductory STEM courses to shift their focus from teaching to learning. The project builds on an earlier collaboration between faculty in the College of Engineering and Applied Sciences (CEAS) and the College of Education (COE) that now also includes the College of Arts and Sciences and the Mallinson Institute for Science Education. Particular features of the project include clustering of introductory courses in mathematics, chemistry, and writing; development of a First-Year STEM Seminar; and Drop-In Centers for group study and tutoring. The First-Year STEM Seminar includes career development; readings and discussions that present science and technology in historical, social, and cultural context; and an innovative outreach activity to middle school students through the design, construction, and presentation of STEM principles by the STEP undergraduate students. Components of the faculty learning community formation include reading and discussion, faculty development on alternative pedagogical strategies, and course coordination to improve the overall learning environment for the students. STEM TALENT EXPANSN PGM (STEP) DUE EHR Tsang, Edmund Leonard Ginsberg William Cobern Western Michigan University MI Lee L. Zia Standard Grant 1971358 1796 SMET 9178 0000099 Other Applications NEC 0336591 September 15, 2003 Retention Through an Applied Physics, Engineering, and Mathematics (PEM) Model. The College of Engineering is increasing the number of graduates in physics, engineering, and mathematics by improving the retention rate of students. A special emphasis is being placed on retaining students through the freshman year of study. A three-pronged approach is being used. An integrated first year physics, engineering and mathematics (PEM) curriculum is proving effective in reducing the first year attrition rate of students majoring in these fields. The approach is having the greatest effect on the retention of first generation college attendees and underrepresented groups. Use of the Learning and Studies Strategy Inventory (LASSI) instrument coupled to a package of training modules is giving students an understanding of their individual learning strategies and how to adapt them to the challenging environment of PEM courses. Workshops for teaching teams complete the triad of approaches. The teaching teams consisting of one or two faculty members, a graduate teaching assistant, and an undergraduate peer teacher are receiving training in using collaborative learning in the classroom, team training, and behavior profiles training. The goal of the focus on first-year retention is to increase the graduation rates in the PEM subjects by year five of the project by a minimum of ten percent. STEM TALENT EXPANSN PGM (STEP) DUE EHR Howze, Jo William Bassichis G. Allen Arun Srinivasa Timothy Scott Texas Engineering Experiment Station TX John F. Mateja Standard Grant 1999999 1796 SMET 9178 0000099 Other Applications NEC 0336596 October 1, 2003 Testing a Model for Attracting Students into STEM: Behavioral Neuroscience at Andrews University. Biological Sciences (61) The interdisciplinary Behavioral Neuroscience program at Andrews University is modeled after the very successful student development program of their Biology Department. The primary objective of the Biology program is to attract undergraduate students with promise and interest in biology into science-based careers, including research. Students graduating from this program are unusually successful, scoring above the 90th percentile on nationally normed exit exams and demonstrating greater than 90% acceptance rate into graduate programs and an 85% acceptance rate into medical schools. The program also has demonstrated success rates with students from underrepresented minorities. Factors resulting in the unusual success experienced by the Biology graduates have not been clearly demonstrated. The PIs are taking an experimental approach to answering these questions. This involves the development and implementation of the interdisciplinary program in Behavioral Neuroscience based on the features of the Biology program and recruitment into the program that targets non-STEM majors. Careful assessment of the new program is being used to define the factors that are responsible for the success of the students. STEM TALENT EXPANSN PGM (STEP) DUE EHR Stout, John Shandelle Henson Duane McBride David Mbungu Andrews University MI Terry S. Woodin Standard Grant 490600 1796 SMET 9178 0000099 Other Applications NEC 0336612 October 1, 2003 Expanding Pathways to Success in Science. This is a joint project between the University of Houston-Downtown (UHD) and San Jacinto College North (SJCN) designed to: (1) enhance the undergraduate learning environment in science and technology; (2) establish a bridge program to facilitate successful transfer from the community college (SJCN) to the university (UHD); (3) motivate students, especially women and minorities, to pursue careers and graduate degrees in science beginning with increasing the number of students earning associate, baccalaureate, and graduate degrees in areas of natural science and science-based technologies (e.g. biotechnology); (4) promote both on-campus and off-campus student participation in research; and (5) provide students with growing opportunities to explore the interdisciplinary nature of science and its applications in society. Financial assistance is being made available to undergraduate students, particularly to first-time-in-college students, many of whom are economically disadvantaged and cannot otherwise enroll as full time college students. First-time freshmen majoring in science also often require effective mentoring. Our STEP project is centered around activities associated with the new and innovative Scholars Academy (SA) of the College of Science & Technology (CST) at UHD. It is facilitating the establishment of cooperative 2+2 programs in science and technology, including both student and faculty activities, such as sharing faculty and facilities and the establishment of cooperative programs with local and national industrial and government laboratories for student experiential-based learning. Through these activities we are recruiting and retaining more students in Science, Technology, Engineering, and Mathematics (STEM). The broader impact of this project is based on its success in encouraging more minorities and females (most of whom are first-time students) to pursue and complete STEM associate and baccalaureate degrees and continue their education at the graduate level or obtain STEM- related employment. Both UHD and SJCN are providing sufficient facilities, financial, and personnel support to ensure the success of the project and ensure its sustainability. In achieving the goals of the project, UHD and SJCN are making maximum use of student peer interactions, faculty/student STEM-related activities and projects, and the many STEM resources available in the Houston area and nationally. The results of this project will be disseminated statewide through the Texas Coordinating Board for Higher Education and the UHD and SJCN websites, and by presenting papers at national STEM and STEM education meetings. STEM TALENT EXPANSN PGM (STEP) DUE EHR Spears, Larry James Uzman Sarah Janes Scott Slough Suzette Mouchaty University of Houston - Downtown TX Myles G. Boylan Standard Grant 1965428 1796 SMET 9178 1796 0000099 Other Applications NEC 0336630 October 1, 2003 Texas A&M/San Antonio College Success Profile Comparison Study. Each year thousands of under-represented minority (URM) students enroll in science, technology, engineering, and mathematics (STEM) programs and to a large percentage fail to graduate with a STEM degree. In order to increase the percentage that earn a STEM degree, it would be helpful to have more complete information about the characteristics of those students who have achieved baccalaureate success, and the attributes of the program(s) in which they succeeded. Through the Texas A&M system Louis Stokes Alliance for Minority Participation (TX LSAMP) and the Foundation Coalition, investigators have been directly involved, for several years, in the development, management, study and evaluation of educational strategies to increase participation, learning experiences, and graduation rates of URM students in STEM majors. Extensive databases on student characteristics and program attributes, accumulated through these efforts, represent a rich source, which can be mined for a greater understanding of relationships between program attributes and the characteristics of students who earned STEM degrees. To begin extracting knowledge from the extensive accumulated data, a partnership of educators and educational research and evaluation professionals at Texas A&M University (TAMU) and San Antonio College (SAC) are undertaking the TAMU/SAC Success Profile Comparison Study (TAMU/SAC SPCS). The project team brings to this study longitudinal data, institutional insights, and systemic perspectives acquired in connection with the active community college and university partnerships of the TX LSAMP, to which both SAC and TAMU belong. The entire research project is being conducted in two phases. A Preliminary Study focuses on students that started in one of the five universities or nine community colleges that were partners in TX LSAMP. The outcome variables have seven possible values: (i) earned BS STEM degree and continued onto graduate school, (ii) earned BS STEM degree, (iii) still enrolled in BS STEM baccalaureate degree program, (iv) earned non-STEM baccalaureate degree and continued on to graduate school, (v) earned non-STEM baccalaureate degree, (vi) still enrolled in non-STEM baccalaureate degree program, and (vii) left public higher education in the state of Texas. Independent, input variables include (1) student demographics, (2) enrollment behaviors, (3) general characteristics of the starting institutions, and (4) the types (i.e. Carnegie classification) of baccalaureate institution from which students graduated or are currently enrolled. Because it would not be possible to obtain, from all those institutions, the deep, detailed data about students and about programs, pedagogical strategies and fine-grained institutional characteristics, the second phase research, the Principal Study, focuses only on TAMU and SAC. The Principal Study enriches and refines the aforementioned independent variable categories, and also adds (5) student pre-college preparation and (6) pedagogical strategies experienced, as well as (7) early collegiate academic performance to the sets of independent variables studied. Both studies utilize Generalized Linear Models (e.g., binary logistic regression, polychotomous and ordinal logistic regression), and Multivariate Analyses along with exploratory and descriptive techniques. Both studies develop Profile Models (PMs) for each sub-population defined by each baccalaureate outcome (dependent variable) category, as well as for other sub-populations defined by grouping variables. STEM TALENT EXPANSN PGM (STEP) DUE EHR Froyd, Jeffrey Texas Engineering Experiment Station TX Susan H. Hixson Standard Grant 200000 1796 SMET 9178 0336644 November 1, 2003 The Basic and Advanced Science and Technology Academies of Research (B A STAR) Project. The California Alliance of MESA Directors (CAMD) composed of thirty-four community colleges is seeking new ways to increase the number of under-represented and disadvantaged students obtaining technical degrees. The MESA model specifically targets these students through outreach and access to the program and its components reaching to approximately 3,500 students per year. Our focus is to build and expand on MESA's existing service infrastructure by establishing the Basic and Advanced Science and Technology Academies of Research (B A STAR) project. We believe that the BA STAR has the potential to directly and indirectly increase the number of students obtaining technical degrees by providing students the opportunity to develop technical, teamwork and leadership abilities. The BA STAR Program consists of four major components: (1) Leadership Development Conference (Year 1) (2) Basic Science and Technology Academy of Research (Year 1) (3) Training and Employment as Academic Workshop Leaders (Year 2) (4) Advanced Science and Technology Academy of Research (Year 2) During the first year students participate in a Leadership Development Conference (LDC). A cohort of these students is then invited to participate in the Basic Science and Technology Academy of Research (B STAR) following the LDC. The B STAR focuses on providing a core understanding of physics principles as well as developing technical computer skills. During Year Two of the program, the cohort is employed as facilitators for Academic Excellence Workshops (AEW) during the academic year. An AEW is a small community of students working collaboratively to master technical course material with the facilitator's guidance. During the summer of Year Two, the same cohort participates in one of five Advanced Science and Technology Academies of Research (A STAR). Each A STAR is research and project oriented, relating to the participant's academic major with the guidance of a faculty or industry mentor. The BA STAR project collects appropriate data for both formative and summative evaluation. The project also tracks and evaluates student participants to verify increased persistence, completion and/or transfer or job placement. Information regarding this project is included in MESA recruitment strategies and materials. Moreover, we intend to disseminate the project's results across the nation via peer-reviewed published articles, presented at relevant conferences, and posted on the Internet. STEM TALENT EXPANSN PGM (STEP) DUE EHR Booth, Derrick Lucy Casale Susan Tappero James Dorsey Butte-Glenn Community College CA Eileen L. Lewis Standard Grant 2000000 1796 SMET 9178 0000099 Other Applications NEC 0336654 November 1, 2003 STEPS To Success. In collaboration with its four Montana Consortium partners, Fort Peck Community College is conducting an internship program to increase the number of minorities, women and American Indians majoring in STEM (science, technology, engineering and mathematics) areas. The collaborating institutions are Little Big Horn College, Fort Belknap College, Stone Child College, and Rocky Mountain College. They are providing more students with an opportunity to participate in community based research projects as a means to attract and retain students. These experiences are structured to teach students how to conduct research while participating in a research experience. Teaching of research skills is being achieved by offering a "Research for Undergraduates" credit course via "a blend of Internet and ITV (Internet television)." STEM instructors and research site coordinators have received mentorship training that is helping them to provide academic, career, and personal development guidance to students. The project is working to: achieve a 20 percent increase in the number of students receiving STEM certifications or degrees (two and four year); provide research experiences for a least 14 students annually; and increase the retention rate of STEM students by 25 percent. STEM TALENT EXPANSN PGM (STEP) DUE EHR Pease, Janine Douglas Crebs Elizabeth McClain Sujata Guha Larry Istrate Fort Peck Community College MT Elizabeth Teles Standard Grant 500000 1796 SMET 9178 9150 0000099 Other Applications NEC 0336668 December 1, 2003 Expanding Pathways in Science, Engineering and Mathematics. This project, termed "Expanding Pathways to Science, Engineering and Mathematics" (EPSEM), is inspiring and nurturing students to pursue degrees in science, technology, engineering and mathematics (STEM). To accomplish their objectives, the project is using a "multi-tiered, articulated academic mentorship". The program is using its relationships with the Santa Barbara and Ventura County school systems and the Allan Hancock, Oxnard, Santa Barbara City and Ventura Community Colleges to identify and recruit students to pursue degree programs in STEM. They are targeting students whose academic success is challenged by factors other than their academic ability. In particular, they are making major efforts to recruit minority and economically disadvantaged students. All students supported by the project are participating in a two week summer residential program at the lead institution. In addition, a full range of academic year activities and services are being provided to both high school and community college students. STEM TALENT EXPANSN PGM (STEP) DUE EHR Goodchild, Fiona Evelyn Hu Liu-Yen Kramer Wendy Ibsen University of California-Santa Barbara CA Lee L. Zia Standard Grant 2000000 1796 SMET 9178 0000099 Other Applications NEC 0336713 April 1, 2003 Investigative Science Learning Environment: Science and Cognition Combined. Physics (13) This project is developing and testing for large enrollment introductory physics courses a unique multifaceted epistemological learning system-Investigative Science Learning Environment (ISLE) - that replicates systematic discovery methods used by practicing scientists. The goal of this system is to bring "a scientific way of knowing" into the process of learning physics. A complete set of curriculum materials (published innovative textbook, student study guide, and instructor's guide including suggestions for experiments) is being developed for the algebra-based physics course taken primarily by biology majors and pre-medical students. In addition, resource materials, feedback formative assessment instruments, and recommendations on practical implementation of the ISLE are being prepared as supplements for this course and for the calculus-based introductory physics courses in which traditional physics texts are used. ISLE is being tested in algebra-based physics courses, in a bridging course for under prepared engineering students, and in regular and honors calculus-based physics for engineering students. The ISLE is based on research in physics education, cognitive science, and learning-outcome requests from the 21st century workplace. It is being used in several institutions-Ohio State University, Rutgers University, Chico State University and a two-year college. Students can be active learners rather than objects of teaching. Students construct the understanding of physics themselves following the same general pattern for each concept-devising and experimentally testing qualitative and quantitative explanations of the phenomena that they observe. Various proven thinking and learning strategies-multiple exposures, multiple representations, and multimedia-enhanced learning-are used. Students are active participants in all parts of the course, and they solve complex problems and apply their knowledge for practical purposes. After taking the Investigative Science Learning Environment (ISLE) physics course, students should be better skilled in the techniques of scientific investigation, experienced in designing their own investigations and in decision making, able to construct their understanding of new concepts, and used to working collaboratively in groups to solve complex real life problems. They leave instruction with conceptual knowledge and procedural knowledge structures. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Van Heuvelen, Alan Rutgers University New Brunswick NJ Duncan E. McBride Continuing grant 249072 7427 SMET 9178 7427 0000099 Other Applications NEC 0336848 July 1, 2004 New 4th Year Undergraduate Course on Constructal Design of Energy-System Configuration. The course is treating an important aspect of the current race toward smaller and smaller scales. The ultimate, useful devices are always macroscopic. The greater the success in making smaller components, the greater the challenge to install larger numbers of such components and to connect them with currents (heat, fluid, electricity), needed to keep them working properly. The challenge is to deduce the flow configuration of the macroscopic device. To construct is to proceed in the opposite direction, from small to large. This course is teaching design from principle, design as part of science. The constructal design concept opens the students' eyes to the graphic meaning of thermodynamic imperfection. The course is utilizing geometry, elements of variational calculus, the optimization of shapes and structures, and pencil & paper problem solving. The constructal design concept brings together several branches of engineering, biophysics (e.g., animal design), and geophysics (e.g., river basins), and teaches the links between man-made design and natural design. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Bejan, Adrian Duke University NC Susan L. Burkett Standard Grant 74918 7427 SMET 9178 0000099 Other Applications NEC 0338301 January 1, 2004 Integrating Computer Explorations into College Geometry. This project is a follow-on of a proof-of-concept project where preliminary materials for activity-based college geometry using The Geometer's Sketchpad were produced. Addressing DUE themes of teacher preparation and integration of technology, this project is developing a textbook and supporting CD. Various institutions are testing the textbook and conducting a comprehensive evaluation of its effectiveness. Intellectual merit is in the pedagogic design. The textbook incorporates exploratory activities using Sketchpad to develop intuitive understanding. The text (a) engages students in explorations leading to making and testing conjectures; (b) improves geometric reasoning, encouraging transitions from concrete visualization to abstract conceptions to axiomatic thinking; (c) develops skill in constructing mathematical proofs; and (d) encourages articulation of mathematical observations and ideas. Course materials support cooperative learning, and offer an introduction to mathematical reasoning. Since most geometry students are future teachers, this course models strategies recommended by NCTM (National Council of Teachers of Mathematics) and includes exploratory activities, cooperative learning, and mathematical software. Broader impacts include dissemination of course materials through publication, workshops, and presentations. Key College Publishing, The Geometer's Sketchpad distributor, is publishing the book. Faculty development workshops model the pedagogy through computer explorations and small group discussions, influencing faculty's teaching in geometry and beyond. The course is valuable for any mathematics student, particularly for future mathematics teachers. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Reynolds, Barbara William Fenton Cardinal Stritch University WI Elizabeth Teles Standard Grant 151001 7427 SMET 9178 7427 0000099 Other Applications NEC 0338482 February 15, 2004 Interactive Teaching in Undergraduate Economics Courses: Bridging the Gap between Current and Best Practices. This project is disseminating best interactive learning practices and materials to undergraduate economics instructors, especially junior faculty. The project is of vital importance because research shows that most economics instructors do not use interactive learning strategies and teach their courses almost exclusively with lecture. As a consequence, few undergraduates in economics courses benefit from the significant contributions that interactive teaching methods and materials can make to student learning. The project is being carried out in three phases. In Phase 1, participants attend a workshop where they work in teams to learn about interactive learning strategies and materials. In Phase 2, participants return to their institutions, re-think their teaching plans, receive on-line supplemental instruction for interactive strategies that they plan to use, and implement them. In Phase 3, participants have new opportunities to participate in a community of teaching scholars. They share teaching experiences, present papers and author research articles on teaching and learning, and participate in teaching conferences. The project provides participants with important incentives to follow through on what they learn and revise their teaching practices. The project provides valuable training to hundreds of economic instructors and improved education to over 100,000 economics students. There is broad support for the project among department chairs and other economists at a variety of institutions. It is co-sponsored with the Committee on Economic Education of the American Economic Association (AEA). Special emphasis is being given to recruiting minorities and women for the project in cooperation with the AEA's Committee on the Status of Women in the Economics Profession and its Committee on the Status of Minority Groups in the Economics Profession. CCLI-Phase 3 (Comprehensive) CCLI-NATIONAL DISSEMINATION DUE EHR Walstad, William Michael Salemi University of Nebraska-Lincoln NE Myles G. Boylan Continuing grant 674928 7493 7429 SMET 9178 9150 0000099 Other Applications NEC 0338484 August 1, 2004 Tinker With and Think About Transport Phenomena-Using Experiments and Dimensionless Groups to Understand Nonlinear Interactions Via a "Proof of Concept Proposal". This project is developing hands-on experiments and explanatory material that train students in analyzing multiple length and time scales in transport phenomena based on ideas of transport and hydrodynamic instabilities. The experiments mostly comprise of simple tabletop demonstrations and have both flexibility and variability. The material is being made available in a WEBCT format and explains experimental phenomena using picture arguments, scaling arguments and mathematical analysis and is fortified with animations and applications to engineering, everyday experience and natural phenomena. Each experiment and accompanying material is a stand-alone and can be exported in modules or in groups of modules to classes in heat, mass and momentum transport. These experiments and video clips are being constructed so that they are of use to curricula in chemical, mechanical, materials, and biomedical engineering, and engineering physics. The beneficiaries of the proposed prototype are undergraduate students and faculty alike. The experiments are particularly helpful for the visual intuitive student whose appreciation does not lie in the mathematical model, rather in the art form and in the physics underlying the phenomena. Yet, they also benefits the analytical deductive student and stir up creativity in both types of students. The professor gains because the hands-on experiments are expected to liven up the lectures and sustain the interest of the student. The prototypes are being be tested in a classroom setting and evaluations are being conducted both during the formative and execution phases of the project. Intellectual Merit of the Proposal: The proposed activity is based on over twenty years of research experience of the PI. The students are learning to think creatively and view transport phenomena as more than a mathematical subject to be tolerated. The intellectual merit lies in the fact that the affected audience actually learns to become intellectuals instead of number-crunching technicians. Broader Impacts of the Proposal: The proposed study encourages the participation of undergraduate students and graduate students in the development of the educational materials. As a result, students are being encouraged to participate in the education process and consider teaching and research as a career. In this Proof of Concept phase, the results of the project are being tried at the University of Florida. The PI is also sending materials to the University of Idaho where one of their faculty members is trying the materials in a course on fluid flow and transport. Both universities have substantial numbers of women and minority students. Dissemination is via the electronic media and major conferences. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Narayanan, Ranga University of Florida FL Lesia L. Crumpton-Young Standard Grant 74984 7427 SMET 9178 0000099 Other Applications NEC 0338568 January 1, 2004 Promoting the Interrelationship of Chemistry and Society with a Case Study Approach. This proof-of-concept project incorporates a student-centered problem-based learning technique in the General Chemistry curriculum to foster consideration of the interrelationships among chemistry, technology, and society. Case studies will be created for team-based analysis, discussion, and presentation in order to engage students in a critical analysis of environmental and economic implications of chemical decisions. This pedagogical approach places students in a central position in the educational process and enables them to practice decision making, exercise analytical thinking, assimilate different perspectives, develop habits of self-reflection, and enhance their communication skills. To extend the potential audience for the case studies, instructors representing at least seven different institutions will test the case study material. These instructors are involved in a broad range of introductory chemistry courses for students with a diversity of backgrounds and career aspirations. A compendium of case studies on current topical chemistry applications that involve the concepts traditionally presented in the general chemistry curriculum will be created. Materials to be developed for each case study include background reading; a written assignment to be completed prior to the exercise; a set of questions designed to guide a team of students through the key chemical, environmental, and economic aspects of the case study and assist them in approaching open-ended problems through increasingly complex steps; and a follow-up written assignment. Materials for enhancing faculty development in case study classroom management will also be prepared. The case study material and faculty development resources will be disseminated through publications and presentations to the chemical community and a textbook ancillary distributed through a commercial publisher. Additional pre- and post-case study exercises will be designed to establish an initial baseline of student performance, determine benchmarks of student performance throughout the course, and measure project outcomes. The project will contribute to the knowledge base of activities that enhance student learning and will ultimately benefit society through STEM education that fosters consideration of responsible research and practice in science and engineering. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Karukstis, Kerry Harvey Mudd College CA Eileen L. Lewis Standard Grant 74982 7427 SMET 9178 0000099 Other Applications NEC 0339117 January 1, 2004 Collaborative Development of Java Laboratories for College Algebra and Trigonometry. The university has been offering pilot sections of college algebra and trigonometry in large sections with a laboratory component. A distance education trigonometry course is also being made available to complement the successful WvEB Algebra course at the university. The use of WvEB Algebra has grown to 300 students, and WvEB trig is expected to serve 200 students at 7 high schools. The courses are taught to the same standard as the on-campus courses, with the active assistance of high school teachers as facilitators, using web based video, laboratories, and on-line quizzing and testing. The project builds on prior work for trigonometry laboratories that utilize results from NSF work at other institutions - Java Sketchpad (NSF awards DMI-9561674 & 9623018) and the Mathematical Java Toolkit (NSF award DMI-9950714). This project is extending and polishing the trigonometry laboratories, and rewriting the college algebra laboratories using Java to give them the same look and feel as the trigonometry laboratories, with the input and active cooperation of facilitators and college faculty at other institutions. The extra structure that these materials provide makes the on campus courses more engaging and serves as appropriate teaching laboratory courses for beginning graduate teaching assistants. The courses are being given for dual credit in high schools and affecting many students at West Virginia University, including elementary education majors. The intellectual merit is that the project uses existing technology to provide a platform-independent set of activities grounded in the practical experience of high school teachers, with common tools integrated. The broader impact includes fostering mathematical development of the teachers serving as facilitators, and encouraging rural Appalachian students to pursue STEM based college degrees. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Mays, Michael Laura Pyzdrowski West Virginia University Research Corporation WV Elizabeth Teles Standard Grant 54997 7427 SMET 9178 9150 7427 0000099 Other Applications NEC 0339477 January 1, 2004 The PascGalois Project: Visualization in Abstract Mathematics. Salisbury University, in collaboration with California State University Fresno, Humbolt State University, Kennesaw State University, New College of Florida, and Pittsburg State University, is developing online materials to enhance several mathematics courses, including those for prospective teachers. Students frequently find abstract mathematics difficult to visualize. They rarely see links between coursework and independent mathematical inquiry. The PascGalois Project provides an interesting class of discrete dynamical systems generated over algebraic structures, such as groups, and color graphical representations of these systems that allow students to see algebraic and number theoretic properties intertwined with the dynamics. The primary objectives of this project are to: develop online activities including Java applets that provide a visual component for courses including abstract algebra, discrete mathematics, number theory, dynamical systems, and computer graphics; develop students' visual and intuitive understanding of difficult mathematical concepts; model effective use of technology for prospective mathematics teachers and better prepare them to implement the NCTM standards; and create a bridge between upper-level courses and undergraduate research by providing a source of interesting and accessible research projects. The intellectual merit of the project is in the innovative activities designed for upper-level mathematics courses, revealing connections between courses that otherwise may appear unrelated, and the undergraduate research projects that are generated. Two summer PascGalois retreats highlight the undergraduate research efforts. Broader impacts follow from online dissemination of the Java applets and activities through a venue such as MathDL. These activities will be integrated throughout the mathematics curriculum. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Bardzell, Michael Kathleen Shannon Eirini Poimenidou Salisbury University MD Elizabeth Teles Standard Grant 179157 7427 SMET 9178 7427 0000099 Other Applications NEC 0339734 June 1, 2004 Program Visualization Using Virtual Worlds. This project uses a high-impact, high-interest program visualization environment, Alice, to introduce a strong core of fundamental programming concepts (objects, classes, methods, functions, decisions, variables, parameters, loops) and problem-solving and design techniques to beginning programmers. It addresses the high attrition rate of computer science majors during their first year of study as well as the need for innovative materials and strategies for teaching programming in computer literacy and service courses. Unfortunately, students who are not computer science majors often have poor attitudes toward programming courses and the enrollment of women in computer science has been declining. The results of a previous NSF proof-of-concept project includes evidence that this approach can significantly improve achievement and retention of high-risk CS-majors during their first year. There is also anecdotal evidence that this approach captures student interest and motivates positive attitudes for women and minorities. Previous work has yielded a prototype of instructional materials and a textbook that work synergistically with the Alice high-interest software environment. The prototype materials have been pilot tested and peer reviewed. Other faculty members have successfully used these materials, but no formal testing has been done beyond the pilot project. Thus, the project includes using and formally testing the revised materials at regional test sites during the first and second years of the project. The regional test sites are at different types of institutions, serving students with diverse backgrounds and career goals. CCLI-ADAPTATION AND IMPLEMENTA CCLI-EDUCATIONAL MATERIALS DEV CISE EDUCAT RES & CURRIC DEVEL DUE EHR Cooper, Stephen Wanda Dann Randy Pausch Barbara Moskal St Joseph's University PA Russell L. Pimmel Standard Grant 454977 7428 7427 1709 SMET 9178 7428 7427 0000099 Other Applications NEC 0340559 May 15, 2004 Development of a Commercial Undergraduate Optics Laboratory. This project is developing a new commercial undergraduate teaching laboratory focused on the physics of tunable diode lasers and Fabry-Perot optical resonators. Intellectual Merit: The lab includes hands-on experiments that introduce students to several concepts in advanced optics, including the physics of optical resonators, optical spectrum analyzers, laser frequency modulation and demodulation, and control theory. As part of its development, the lab is being packaged to be sold by TeachSpin to undergraduate physics and engineering laboratories around the world. The broader impact of the proposed teaching laboratory is to improve the training of students in the physics and technology of modern optics, of the type that has become important in many areas of physics and central to the telecommunications industry. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Libbrecht, Kenneth California Institute of Technology CA Duncan E. McBride Continuing grant 81796 7427 SMET 9178 0000099 Other Applications NEC 0340688 February 1, 2004 Collaborative Project: A Comprehensive WeBWorK Problem Library. WeBWorK is a free, online homework system that has been shown to be effective in helping students learn mathematics. At present, it is somewhat technical to use. The goal of this project is to make it much easier for teachers to use WeBWorK so that it can have a positive impact on student learning at a variety of types of institutions. Intellectual Merit: The principal outcome of this project is the organization of a national library of homework problems coded into WeBWorK, and the development of software tools to facilitate easy access to this electronic library. Instructors teaching a variety of mathematics courses can search the library for problems of the type they want, and use a point-and-click interface to select specific problems for assignments. The project is testing and refining the software tools by partnering with community colleges. Broader Impact: The national WeBWorK problem library and the accompanying software are helping to promote teaching and enhance the infrastructure for education in mathematics. These are being freely available over the web. Moreover, the project is fostering faculty development of mathematics teachers around the country by making a new tool accessible to them for effectively teaching mathematics. The results of the project are being disseminated through workshops for teachers and presentations at conferences. It targets several conferences with different audiences comprised of mathematics teachers from different types of schools. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Jones, John Arizona State University AZ Elizabeth Teles Standard Grant 46315 7427 SMET 9178 7427 0000099 Other Applications NEC 0340725 July 15, 2004 The Nature and Sources of Resistance to Science Educational Innovation in Higher Education Institutions: A Comparative Ethnography. This project is conducting an analysis of a large body of ethnographic interview data that has been gathered in the course of three evaluation studies of science education innovations of different types. This includes over 1200 ethnographic interviews of faculty who were developing and adapting educational innovations for science undergraduates, their colleagues (including chair persons and administrators), teaching assistants, teaching support staff, and undergraduates at 44 institutions. The research is extracting and synthesizing from these data an understanding of the nature and sources of resistance to educational innovation in higher education, and, more broadly, the conditions that enable and inhibit classroom innovation and departmental change. Exploration and comparison of themes within and across these subsets of interview data are clarifying the issues raised by innovation in science classrooms for faculty, students, administrators and others, and the work is also uncovering how (singly and together) these issues encourage various types of resistance, their consequences for innovators, and the degree to which each issue is tractable. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Seymour, Elaine University of Colorado at Boulder CO Myles G. Boylan Standard Grant 99988 7428 SMET 9178 0000099 Other Applications NEC 0340761 May 1, 2004 Teaching Genomics to Undergraduate Computer Science and Biology Majors: A model involving infusion and strategic linking. The emerging field of genomics (analysis of DNA sequences) requires interdisciplinary collaborations between computer scientists and biologists. Whereas most colleges and universities do not have full programs in bioinformatics/genomics, new models of teaching and course materials are needed if we are to provide undergraduate science majors with experiences in the art of cooperation necessary to solve tomorrow's problems in genomics. A crucial element is the design and implementation of original software by interdisciplinary teams of students -- a focus of this teaching model. This proof-of-concept project is infusing new content into computer science and biology courses and highlighting the natural fit between core areas in the computer science curriculum and challenges in genomics. Furthermore, this is a linked teaching model by which pre-existing courses in computer science are flexibly paired with biology courses to facilitate real-life interdisciplinary collaborations in genomics. Course materials include specifications for guest lectures, shared labs, cooperative programming assignments, and administrative help for final project teams. Expected outcomes include: (1) teaching materials transferable to academic departments (computer science, math, biology, chemistry) of almost any size with little or no changes in staffing or funding, (2) a model for interdisciplinary research, (3) an evaluation of students' knowledge of genomics, appreciation for challenges of undergraduate interdisciplinary research, and the extent of different majors reached, and (4) a range of faculty from other institutions who are exposed to and experiment with the infusion of genomics in their curricula using some or all of our model. CCLI-ADAPTATION AND IMPLEMENTA CCLI-EDUCATIONAL MATERIALS DEV DUE EHR LeBlanc, Mark Betsey Dyer Wheaton College MA Daniel Udovic Standard Grant 76839 7428 7427 SMET 9178 7428 0000099 Other Applications NEC 0340818 January 15, 2004 Materials for Active Engagement in the Modern Physics Course. Physics (13) This project is developing a set of materials for use in enhancing instruction in the intermediate Modern Physics course. This course normally follows the calculus-based introductory course and serves as a transitional experience between the relatively low level of rigor of the introductory survey course and the more advanced and specialized upper-division courses taken by science and engineering students. Based on experience in a pilot project begun in the spring of 2002, this project is developing, testing, and assessing materials for interactive teaching, especially those that contribute to methodologies shown by physics education research to enhance instruction in the introductory course. These materials include in-class discussion questions, case studies, and group activities that are being carefully evaluated and correlated with criteria that assess student learning. The materials are to be commercially published and also included in a digital library. The broader impact of these developments include better student performance in the Modern Physics class as well as increased understanding of concepts of Modern Physics. By offering packages of materials to instructors, the project enhances faculty development through the adoption of classroom techniques that have been repeatedly shown to be superior to traditional teaching methods. Experience shows that this course plays a significant role attracting and exciting students who are thinking about careers in physics teaching, and thus a more effective course could have an impact on K-12 teaching. Finally, test sites include institutions with a large population of minority physics majors. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Krane, Kenneth Oregon State University OR Duncan E. McBride Standard Grant 198088 7427 SMET 9178 7427 0000099 Other Applications NEC 0340864 January 1, 2004 On-line Inquiry Learning in Geology: Prototype Development of a Case-Based Cyber Library. Earth System Science (40) This project is producing inquiry-based electronic field trip modules, which will ultimately be part of a larger Geology Case Library for use in introductory geology classes. The target audience includes both geology majors and non-majors, and future teachers. The modules present geologic principles, and also facilitate students in assuming ownership of their learning toward becoming self-sufficient, critical thinkers. This library provides access to geology cases, data sets, and analytical tools, so that students can identify key elements of scientific problems, determine and find needed information, write clear explanations of their decisions, discuss findings, and collectively develop solutions. At the heart of the Geology Case Library modules is a set of inquiry-based tools that draw upon research into the relationships between intelligent systems and learning. These tools scaffold and organize student inquiry, provide feedback and coaching, and support collaboration and reporting. Project software is designed to put the student in command of the learning process by guiding exploration from a background posture and providing customized feedback, dialogue, and redirection where needed. This software can be adapted to a variety of teaching styles, and easily scaled to large audiences. The electronic format is ideally suited to the Digital Library of Earth Science Education and provides teaching that is not susceptible to changes in personnel. Modules under development at this stage deal with rivers and faulting, as well as a Generic Case module, which allows users to create their own case modules within a framework of ideal instructional practices. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Murray, Daniel University of Rhode Island RI Keith A. Sverdrup Standard Grant 74934 7427 SMET 9178 0000099 Other Applications NEC 0340873 January 15, 2004 P-Chem with a Purpose - Developing Context-Rich Materials for Physical Chemistry Lecture. Chemistry (12) This proof of concept project is addressing the revitalization of the physical chemistry curriculum through the development of a cohesive set of context-rich materials to supplement physical chemistry lecture courses. In the form of modules, these materials interweave historical, biographical, and technical perspectives on modern research areas related to physical chemistry. They are designed to directly engage students with examples drawn from the primary literature using a mix of conceptual questions and quantitative problems and provide instructors with a resource that can be easily integrated into either a traditional lecture course or an active learning environment at a wide variety of institutions. The project is utilizing a cohort of adopters to both assess and refine the materials. Tested modules along with supporting documentation are being disseminated through a web site. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Francl, Michelle Bryn Mawr College PA Kathleen A. Parson Standard Grant 57415 7427 SMET 9178 7427 0000099 Other Applications NEC 0340880 January 1, 2004 webODEs: A web site devoted to the teaching of ordinary differential equations. Mathematical Sciences (21) This proof of concept project is developing and evaluating a set of easy-to-use symbolic and numerical "calculators" that produce exact as well as approximate solutions to ordinary differential equations (ODE) that are encountered in the introductory course. The capabilities of WebMathematica underpin these tools, thus making them widely accessible independent of local hardware platforms. The project is also developing the early components of a "clearinghouse" of annotated links to other educational resources. The clearinghouse is expected to facilitate the incorporation of visualization and computational technology into the teaching and learning of ordinary differential equations. As such the project has the endorsement of the Mathematical Sciences Digital Library (MathDL), which provides an important avenue of dissemination for this work. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Blanchard, Paul Trustees of Boston University MA Lee L. Zia Standard Grant 75001 7427 SMET 9178 7427 0000099 Other Applications NEC 0340889 February 15, 2004 CCLI-EMD: Development of a Finite Element Method Learning Environment for Undergraduates. "ABSTRACT" DUE-0340889 Development of a Finite Element Method Learning Environment for Undergraduates Worcester Polytechnic Institute Joseph Rencis Engineering-NEC (59) This CCLI-EMD proof-of-concept project is designing and developing a prototype open access finite element method learning (FEML)environment. Educational outcomes for FEML are based upon the criteria recommended by the Accreditation Board for Engineering and Technology (ABET). The materials being created include one full-scale engineering case study in structural engineering and one mini-scale engineering case study. Both case studies use a holistic approach so that students will gain an understanding of the limitations of finite analysis methods. The e-learning objects being designed will support synchronous and asynchronous e-learning environments. The modules target students in mechanical, civil, aerospace and nuclear engineering programs. The project incorporates a full evaluation plan to determine the effectiveness of the curriculum as it is piloted in the Mechanical Engineering Department at Worcester Polytechnic Institute. A faculty development and teacher preparation component provides faculty with an understanding of how to effectively use this methodology to create learner centered e-learning objects, and how to deliver the technology by creating and developing rich e-learning environments. The project is adapting Extensible Markup Language to conform to the IMS/SCORM specifications for e-learning to create the e-content for the e-learning objects. The e-learning objects being developed conform to national and international standards for e-learning in order for the material to become part of the National Science Digital Library through the projects website. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Rencis, Joseph Worcester Polytechnic Institute MA Kenneth Lee Gentili Standard Grant 74999 7427 SMET 9178 0000099 Other Applications NEC 0340910 May 1, 2004 A Student-Accessible Model for Human Genetics Using Fast Plants and Microsatellite Markers. An experimental system that models human genetics is being developed for instructional laboratories. The experiments involve microsatellite markers in rapid cycling Brassica rapa (RCBr), or Fast Plants. The objectives of the project include development of microsatellite markers for RCBr and analysis methods that make them accessible to the instructional lab, strains of RCBr with defined microsatellite genotypes resembling human genetic variation, a pedigree analysis experiment for linkage analysis with microsatellite markers and the model genetic disease anthocyaninless, a virtual laboratory in which students will exchange data with peers, analyze data, and allow the instructor to track their data analysis, and a prototype web site and manual for high school teachers and students to analyze data generated by the college labs. The types of genetic analysis the students can use in these instructional labs include techniques of microsatellite analysis, assessment of informativeness of families, inheritance of highly polymorphic markers, and haplotype analysis. Since genetic linkage cannot be established from a single family, students use the virtual lab to pool data. In this way, students can perform experiments that accurately model human genetic analysis and gain experience with molecular markers. The web-based system facilitates analysis of complex data, pooling of individual student data, and instructor tracking of analysis. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Wendell, Douglas Dawn Pickard Oakland University MI Daniel Udovic Standard Grant 74859 7427 SMET 9178 7427 0000099 Other Applications NEC 0116000 Human Subjects 0340917 May 15, 2004 Photon Based Undergraduate Quantum Mechanics Curriculum. Physics (13) This project is developing a new quantum mechanics curriculum for junior/senior level undergraduates. The curriculum explains modern formulations and interpretations of quantum mechanics to undergraduates, and focuses on fundamental concepts, in particular on quantum states and measurements. The curriculum is novel in that it unifies laboratory and classroom activities. Instead of simply talking about gedanken experiments in a lecture, students actually perform the experiments. This makes quantum mechanics more real and less abstract. The laboratory experiments have been chosen for their relevance in the 21st century; they involve studying the properties of single photons, including experiments that demonstrate existence of light quanta, single-photon interference, two-photon interference, and tests of Bell's inequalities. The newly designed laboratory experiments and lecture materials are being made available on the web and presented at AAPT meetings. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Beck, Mark Whitman College WA Warren W. Hein Standard Grant 43425 7427 SMET 9178 0000099 Other Applications NEC 0340927 May 1, 2004 WebLab Power Grid. This project is testing and disseminating a software tool (WebLAB) that allows remote students to access laboratory equipment using the Internet. It also is developing a remotely accessible power grid laboratory that is compatible with this tool. This combination enables distance-learning students to complete laboratory exercises that would otherwise only be available to on-campus students. WebLab is a versatile tool and would support other on-line laboratories. The WebLab system and the associated laboratory are being evaluated using student, instructor, and industrial surveys, on-line tests, structured performance demonstrations, interviews, and observations in a job setting. The methodology and the results of the evaluation are being disseminated through mailings to industrial contacts and professional organizations and through presentations at technical and educational meetings. EXP PROG TO STIM COMP RES CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Allen, Zachery Bismarck State College ND Russell L. Pimmel Standard Grant 70487 9150 7427 SMET 9178 9150 0000099 Other Applications NEC 0340930 February 15, 2004 Biomathematics: Developing a Textbook and Case Study Manual for Teaching Introductory Courses in Mathematical Biology. There is a recognized national need for increased application of mathematical techniques to problems in biology. In order for advanced research programs integrating mathematics and biology to succeed, strong interdisciplinary preparation is necessary and should begin early in the undergraduate years. Currently, there are few appropriate published textbooks in biomathematics for sophomore level undergraduates. Project principal investigators are developing a textbook entitled Biomathematics, along with a laboratory manual of hands-on, computer-assisted case study projects. Written by a team of Sweet Briar College professors and University of Virginia researchers, the material in the text and laboratory manual is unique because it is written at a level that requires minimal prerequisites, teaches the specific approaches and problem solving skills used in biomathematics, emphasizes multiple approaches to solving some problems, and includes case studies based largely on current research projects that will heighten student interest. As colleges and universities add biomathematics courses to their curricula, the need is growing for a range of new educational materials in biomathematics, particularly at the introductory level. The textbook and laboratory manual are appropriate for use in a first course in biomathematics, to supplement existing biology and mathematics courses, and as a source for student research projects. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Robeva, Raina Robin Davies James Kirkwood Sweet Briar College VA Daniel Udovic Standard Grant 74994 7427 SMET 9178 0000099 Other Applications NEC 0340969 January 1, 2004 Integrated Digital Media Curriculum. The project develops curriculum material that bridges the gap between digital media (as a subfield of computer science) and digital art. The material is arranged around a Primer of material relevant to both computer science and art students; an advanced Computer Science (CS) Module emphasizing the mathematics and technology underlying digital media; and an advanced Art Module emphasizing aesthetics and design. The learning units topic areas are digital imaging, audio, and video and multimedia programming. The material is web-based and text-based and is divided in a fine-grained manner into recombined topics, interactive exercises, and demonstrations. The material emphasizes concepts over application programs and is designed to promote the students' informed use of digital media tools. The students' ability to synthesize what they have learned is incorporated in the assessment of pedagogical effectiveness. Content analysis, the development of a learning hierarchy, and the non-linear linking of concepts are also assessed. The material is used either for courses or faculty development at schools ranging from the elementary to university level. The material is tested in four sites: a university with large digital media courses, a largely-minority university, a community college, and a technology-magnet high school. Professional development workshops are for elementary, middle, and high school teachers. The material is further disseminated through commercial and academic publication. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Wong, Yue-Ling Jennifer Burg Wake Forest University NC Herbert H. Richtol Standard Grant 287280 7427 SMET 9178 0000099 Other Applications NEC 0340984 February 15, 2004 Collaborative Project: Integrating Information Technology in the Industrial Engineering Curriculum. Engineering-Engineering Technology (58) This is a collaborative project between the University of Florida and Clemson University with award numbers of 0341203 and 0340984, respectively. The project is developing two of the most valuable skills that students need today to enter the IT-dominated workplace; the ability to extract data from external sources and to embed analytical decision models within larger systems. This project is producing educational materials that integrate information technology (IT) with industrial engineering and operations research (IE/OR) curricula. The materials guide guiding students through the process of learning how to develop intelligent information systems, or decision support systems. Ten instructional modules are being prepared to provide instruction on developing decision support systems using databases and spreadsheets and to illustrate the use of decision support systems in the practice of IE/OR. The most innovative feature of the instructional material is the use of case studies and team projects that illustrate (1) how information systems arise in the practice of IE/OR, and (2) how IE/OR techniques can be used to build intelligent information systems. Quiz and examination materials are being prepared for each of the ten modules to provide direct evidence of student achievement of learning. An industry panel and faculty members from eight universities who teach IE/OR are participating in the assessment process. The materials are being disseminated through conference presentations and faculty training workshops. The goal of these activities is to facilitate the development of several information-systems-development courses in the IE/OR departments at multiple universities. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Kurz, Mary Delbert Kimbler Clemson University SC Bevlee A. Watford Standard Grant 29943 7427 SMET 9178 9150 0000099 Other Applications NEC 0116000 Human Subjects 0341003 June 1, 2004 Development Materials for Using uMPS in the Undergraduate Curriculum. Abstract Proposal 0341003 Development Materials for Using mMPS in the Undergraduate Curriculum Xavier University Michael Goldweber This project creates a new hardware simulator, mMPS, to support a long-term, multi-assignment, layered system implementation project for courses in operating systems. It also creates both a Student Guide and an Instructor's Guide that together provide a turnkey system for instructors using the simulator. The Student Guide describes the simulated hardware and contains a tutorial for using mMPS's GUI. It also contains detailed descriptions of the overall OS design and of each layer and assignment. The Instructor's Guide describes the purpose of each of the layers or assignments, which OS concepts are needed by the students for each and includes appropriate test files, and contains a detailed solution for each layer/assignment. With this support, students can finish a course with a completely student-written operating system that supports virtual memory and multi-tasking. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Goldweber, Michael Xavier University OH Mark James Burge Standard Grant 58223 7427 SMET 9178 7427 0000099 Other Applications NEC 0341008 January 15, 2004 Designing the Human Experience: Folio Thinking in Theory and Practice within a Freshman Engineering Seminar. Engineering education faces persistent shortcomings in the recruitment and retention of women and minorities. One factor contributing to this multifaceted problem is a lack of student confidence in abilities and knowledge related to engineering practice. Our theory-of-change predicts that three experiential elements must be integrated to build confidence; students must:1) experience their own thinking in engineering activities; 2) create and see tangible evidence that they have formulated and solved interesting engineering problems; and 3) be guided to maximize the benefits of elements 1 and 2. To address these issues, we are providing freshmen with a learning experience that will allow them to make informed choices in favor of engineering before they have acquired the fundamentals. We are accomplishing this by developing and evaluating a new instructional strategy-Folio Thinking-in a freshman engineering seminar at Stanford University, Designing the Human Experience: Design Thinking Theory and Practice. Folio Thinking is an innovative pedagogical paradigm aimed at increasing the intellectual self-confidence of prospective engineering majors by raising their awareness of their engineering aptitudes, knowledge, and skills by guiding students through the process of creating learning portfolios. Creating the portfolio is itself an important learning experience and our primary assessment instrument. We are collaborating with engineering faculty members from other institutions to develop a rubric for evaluating the student portfolios. This project will deliver: a detailed online case-study; a corpus of data open to study by educators and engineering faculty; and a model of Folio Thinking pedagogy (assignments, supporting tools, and materials) for re-use, re-design, and re-deployment nationally and internationally. We expect that students will seek out these courses and that faculty will find the above materials useful in a wide array of introductory and advanced engineering courses that attract and maintain a diverse engineering student body. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Leifer, Larry Stanford University CA Susan L. Burkett Standard Grant 74999 7427 SMET 9178 0000099 Other Applications NEC 0341016 February 1, 2004 Learning System to Integrate GIS into Civil Engineering Curricula. This proof-of-concept project is developing a modular electronic product for use in a Civil Engineering curriculum. The web-based learning system is being used teach students the use of Geographic Information Systems (GIS) within the foundational courses of a typical Civil Engineering program. As opposed to generating a series of GIS courses, the GIS know-how is being introduced within an existing course as a module that will reinforce basic concepts taught in a comprehensive manner. The prototype has a geotechnical emphasis for inclusion in a typical soil mechanics course. However, based on the proof-of-concept, the prototype can serve as a template to further develop other modules (environmental, transportation, hydrology, and/or construction) in a potential full development effort. The principal objectives of this proof-of-concept project are: (1) To create a prototype web-based learning system to support students in learning how to apply GIS within the context of Civil Engineering (geotechnical emphasis) classes; (2) To carry out an initial series of evaluation studies with components and iterations of this system; and (3) To use the prototype system and evaluation data as the foundation for full scale, comprehensive project proposals. The GIS tool and the Civil Engineering (geotechnical prototype) content were selected because of the importance of these disciplines within the engineering profession and within the broad context of current U.S. infrastructure needs. As a viable learning technology is being developed, a detailed understanding of how students go about using interactive software as a vehicle for learning to solve complex problems is also being formulated. Moreover, the project has the potential to directly impact Civil Engineering programs across the country and indirectly impact GIS instructional technology across other disciplines. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Luna, Ronaldo Richard Hall Missouri University of Science and Technology MO Susan L. Burkett Standard Grant 74935 7427 SMET 9178 0116000 Human Subjects 0341019 January 1, 2004 Adopting the Principles and Practices of the Integrated Laboratory Network (ILN) at other Institutions: Implementation and Evaluation. Interdisciplinary (99) The Integrated Laboratory Network (ILN) combines laboratory, computer, and instructional technology to provide a wide range of teaching, research, and learning opportunities. Through the use of a variety of Internet-based instructional packages, such as NetMeeting and Blackboard, greater access to university laboratories, instrumentation, and expertise is achieved. The intellectual merit of the ILN lies in how it allows students and researchers to operate instruments from any Internet-equipped computer and provides for the direct exchange of information, data, and classroom material over the Internet. The broader impacts include increased access to instrumentation in the classroom, which allows more students to be trained on and to use instruments for research and classroom activities at earlier stages within curricula. The ILN system and associated instructional materials and practices developed and established at Western Washington University are being modified and tested in programs at the University of British Columbia and the Bellingham School District. The transferability, adaptability and impact of the ILN at these institutions are being assessed at the student, instructor and institution level. Successful adoption of the ILN at these institutions will demonstrate the universal nature of ILN principles and practices. This demonstration project will provide institutions with the necessary tools to develop an internal ILN system, or to link to other institutions for the development of an inter-institutional ILN. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Cancilla, Devon Larry Gilbert Western Washington University WA Keith A. Sverdrup Standard Grant 75000 7427 SMET 9178 0000099 Other Applications NEC 0341039 January 1, 2004 Course Development of "Environmental Issues for Designers and Merchandisers". Interdisciplinary (99) This project is developing, evaluating and disseminating materials for teaching a science-based course, "Environmental Issues for Designers and Merchandisers," that instructs interior and apparel students (i.e., future designers and merchandisers) about design-related environmental issues. The course emphasizes scientific concepts underlying textile-related environmental problems, and focuses on McDonough and Braungart's "cradle to cradle" design model as an approach for eliminating environmental problems during the design phase of a product's life cycle. The course uses a case studies approach to exemplify model application. Materials being developed include PowerPoint-based classroom materials with embedded videos of case histories. The intellectual merit of the project lies in providing apparel design and merchandising students the scientific foundation and context to make environmentally wise decisions in the design of textile products. The broader impacts of the project lie in providing a relevant science background to a population of non-science students who would not ordinarily receive such an experience, and in helping to bring a scientific and environmental consciousness into the fields of interior design and apparel design. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Cao, Huantian Cheryl Farr Elizabeth Vogel Oklahoma State University OK Keith A. Sverdrup Standard Grant 75000 7427 SMET 9178 9150 0000099 Other Applications NEC 0341043 September 1, 2004 Project CLEA in the 21st Century. Project CLEA (Contemporary Laboratory Exercises in Astronomy) is building on its experience developing software for astronomy labs to do two things: (1) Complete development of VIREO, the Virtual Educational Observatory, a simulated multiwavelength observatory with a variety of instrumentation and analysis tools. VIREO involves the creation of software and student workbooks and the adaptation of astronomical databases to meet the pedagogical requirements of astronomy classes. CLEA is producing a book-length user's manual for VIREO, so that it can serve as an environment for the development of astronomy exercises by the community of astronomy educators. (2) Develop several new astronomy exercises utilizing VIREO, at both the introductory and advanced undergraduate level, including exercises that emphasize observing strategies and current problems in astrophysics such as the search for high-z QSOs, discovering extrasolar planets, and multi-wavelength imaging of star-forming regions. CLEA is building on its associations with researchers at other institutions as it did in its recently released Solar Rotation exercise with the GONG project. CLEA materials are available on the dedicated CLEA website, and are also being distributed by CD-ROM and DVD upon request. CLEA is promulgating its materials vigorously at national and regional teachers' meetings. A summer training workshop on astronomical research techniques for college teachers will be held on the Gettysburg College campus in June, 2006. Evaluation of the curricular impact and pedagogical effectiveness of these materials is being conducted through on-line questionnaires to faculty, pre- and post- tests to students, and site visits by an external evaluator. The intellectual merit of the project lies in its development of astronomy labs that are connected to contemporary astronomical discoveries. The broader impact is on the large number of astronomy students, almost all non-science students, at all kinds of institutions, who use the materials. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Marschall, Laurence P. Richard Cooper Helenmarie Hofman Glenn Snyder Gettysburg College PA Duncan E. McBride Standard Grant 349999 7427 SMET 9178 0000099 Other Applications NEC 0341080 April 1, 2004 Web-GURU: Guide to Research for Undergraduates. Chemistry (12) This project is developing a resource GUide to Research for Undergraduates (Web-GURU) intended to facilitate faculty mentoring of undergraduates participating in undergraduate research (UR) experiences in the field of chemistry. The project personnel are developing and field testing a set of web-based modules unique to the UR experience that are used by undergraduates for self-study or by faculty mentors either in formal classroom settings or research group meetings. The project benefits all parties involved in the undergraduate research enterprise and should improve the quality of student undergraduate research experiences. The project is expected to positively impact the training of undergraduates and inform the practice of UR widely. The intellectual merit of this project includes the development and investigation of the value of a web-based mentoring resource for undergraduate students involved in undergraduate research experiences in chemistry. The broader impacts of this work include (1) improving the education of future STEM faculty, teachers, and practitioners through the creation of a knowledge database of materials and methods that enhance student learning during the undergraduate research experience; (2) sparking complementary efforts by other UR practitioners; and (3) encouraging the participation of new faculty to develop UR efforts and thus expanding the practice of UR even more widely. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Mabrouk, Patricia Alicia Russell Northeastern University MA Susan H. Hixson Standard Grant 74856 7427 SMET 9178 0000099 Other Applications NEC 0341127 May 15, 2004 Rigorous Research in Engineering Education: Creating a Community of Practice. This project is establishing the structure and mechanism for training faculty to conduct rigorous engineering education research through a collaboration of engineering educators, learning scientists, and faculty developers. The engineering educators are involved through the American Society for Engineering Education. Learning scientists are involved through the Education in the Professions Division of the American Educational Research Association. Faculty developers in higher education are involved through the Professional and Organizational (POD) Network in Higher Education. The structure for training faculty is being established by creating and presenting workshops for engineering faculty on conducting rigorous research in engineering education. Five-day workshops are being offered for engineering faculty on conducting rigorous educational research. One workshop is being held each summer between 2004 and 2006. The development of this project is sustained through establishment of a community of practice. The impact of the workshops and the effectiveness of the community of practice are being assessed as part of a well developed plan by an external evaluator. This project is expanding the boundaries of engineering education research by disseminating information from the learning sciences and faculty development into engineering education. This is allowing powerful partnerships to be formed as information about how students learn and teaching methods that support students' learning are being coupled with the content knowledge of practicing engineering educators. The community of practice is enabling the effective dissemination at a national level. CCLI-NATIONAL DISSEMINATION DUE EHR Huband, Frank Karl Smith Ruth Streveler American Society For Engineering Education DC Russell L. Pimmel Continuing grant 809339 7429 SMET 9178 7429 0000099 Other Applications NEC 0341128 January 1, 2005 Web-Delivered Interactive Lecture Demonstrations (WEBILD): Creating an Active Science Learning Environment over the Internet. Physics (13) This project develops methods and tools that facilitate effective teaching in both traditional and non-traditional introductory Physics environments. We are producing a web delivery system for a proven interactive pedagogy, Interactive Lecture Demonstrations (ILDs) that we developed earlier. Prototype WebILDs, like in-class ILDs, lead to significant changes in conceptual understanding and are easy to implement. Starting with this proven, research-based, pedagogical method and our successful WebILD prototype software we are: 1) refining, using student learning as a guide, the Motion, Force, and Energy WebILD prototype by testing it with larger and more diverse introductory course audiences and using it for learning at a distance. 2) creating WebILD sequences in additional physics topic areas. 3) refining delivery and administration software and making the software and the WebILD sequences available nationally. This project focuses on the learner and uses well established conceptual evaluations to measure learning. We are using the flexibility of internet-delivery to adapt ILDs to increase their already considerable efficacy with under-prepared students including women and minorities. This project meets a need for distance learning, for pedagogical methods that work with Internet delivery, and for methods to teach teachers. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Thornton, Ronald David Sokoloff Tufts University MA John F. Mateja Continuing grant 249918 7427 SMET 9178 0000099 Other Applications NEC 0341138 May 15, 2004 A Series of Workshops in the Chemical Sciences. This project is an extension and enhancement of the ongoing workshops organized and supported by the Center for Workshops in the Chemical Sciences. Information on the Center is available at http://chemistry.gsu.edu/cwcs. For 2004-2007, the Center has established a consortium of 17 institutions and companies to host 9 or 10 five-day workshops each year. These workshops provide faculty with resources and perspectives to enhance their teaching in chemistry at the undergraduate level. The goals of the program are to augment and upgrade knowledge, integrate chemistry and biochemistry with other disciplines, illustrate emerging fields derived from research, and develop approaches to integrate workshop materials into the undergraduate curriculum. To meet these goals, each workshop consists of five days of faculty development, including extensive hands-on activities. The choice and level of workshop topics is driven by participant needs, established by an on-going comprehensive evaluation program that also assesses the extent to which workshop materials are used in the curriculum. An Advisory Committee provides feedback on program activities. To maximize attendance, the diversity in workshops' intellectual content is complemented by geographically diverse workshop sites, including EPSCoR locations and HBCU institutions. A vigorous recruitment program emphasizes reaching underrepresented groups. The program is designed to serve over 400 participants, producing a network of instructors who use workshop materials to teach more than 40,000 students each year. CCLI-NATIONAL DISSEMINATION DUE EHR Smith, Jerry Lawrence Kaplan David Collard Georgia State University Research Foundation, Inc. GA Eileen L. Lewis Continuing grant 1620000 7429 SMET 9178 7429 0000099 Other Applications NEC 0341143 January 15, 2004 Development of a Smart Vibration Platform Experiment. The project is developing a multi-purpose smart vibration platform with controllable stiffness and damping ratio for in-classroom demonstration to improve student learning. The platform uses shape memory alloy (SMA) springs, whose stiffness can be adjusted by electrical hearting, and a magneto-rheological (MR) fluids damper whose damping ratio can be controlled by an electromagnet. The smart vibration platform is being used for a variety of demonstrations. The smart vibration experiments are significantly enhancing student learning involving dynamic systems, mechanical and structural vibrations, and vibration controls in multiple departments, including mechanical engineering, civil engineering, and engineering technology. University students, professors, and industrial supporters according to pre-determined evaluation metrics will evaluate the platform and its use as an educational tool. A total of 10 different instructors at four diverse institutions will assist in the assessment and dissemination of the results of the project. CCLI-ADAPTATION AND IMPLEMENTA CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Song, Gangbing University of Houston TX Sheryl A. Sorby Standard Grant 105788 7428 7427 SMET 9178 0000099 Other Applications NEC 0341148 January 1, 2004 Integrating Algorithm Visualization into Computer Science Education. Abstract Proposal 0341148 Integrating Algorithm Visualization into Computer Science Education Grand Valley State University Scott Grissom This project will bring together experienced developers from three institutions to develop a suite of materials for teaching data structures and algorithms using the algorithm visualization tool JHAVE. These materials and the tool will support student work in active, engaged learning outside the classroom. The project will develop new materials and refine existing materials during its first two years, based on formative evaluation by outside reviewers and experiences in the classroom. In the second and third years the project will provide workshops that train faculty on how to use the developed materials and how to create their own materials. Workshop participants will use project materials in their teaching and will contribute to additional evaluation. Expected project outcomes include a published student laboratory manual, a digital library of high quality Web-based visualizations, and an instructor's guide describing best practices in using these materials. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Grissom, Scott Thomas Naps Myles McNally Grand Valley State University MI Stephen C. Cooper Standard Grant 197118 7427 SMET 9178 0000099 Other Applications NEC 0341150 July 1, 2004 Collaborative Proposal: CCLI-EMD - A WWW Based Autonomous Robotics Practicum for Engineering Undergraduates and STEM Educators. Computer Science (31) This project is based on a recently completed CCLI proof-of-concept project that developed an undergraduate autonomous robotics class that was offered via the World Wide Web. In this project a full-development effort producing versions of the class for both (1) engineering and science undergraduates and (2) STEM educators and those studying for careers in STEM education is the focus. In addition to delivering these classes, tools and techniques that may be used to enable the offering of other types of science practica online are produced. Although all responsibilities are shared, primary responsibility for robots and software tools for the courses rest with Wright State University in Dayton, OH and primary responsibility for pedagogy and evaluation rest with Case Western Reserve University, Cleveland, OH. This project directly addresses several of the NSF CCLI merit criteria and impact areas listed in the call for proposals. The work directly serves the educational needs of both science and engineering undergraduates and STEM educators. It also studies how project based courses can be offered online. Because many accrediting boards require project content, knowing how to manage project courses online is a necessary part of moving many degree programs online. This project contributes significantly both to a body of educational material and to the base of knowledge about how to develop effective online materials. The project significantly improves the content and pedagogical preparation of STEM educators. Further, the project is appropriate for and amenable to national distribution and adoption at a wide assortment of educational institutions. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Drushel, Richard Case Western Reserve University OH Stephen C. Cooper Standard Grant 68214 7427 SMET 9178 1032 0000099 Other Applications NEC 0341157 February 15, 2004 Integration of Probabilistic and Statistical Design Methods into Engineering Design Courses. Engineering-Mechanical (56) This proof-of-concept project is creating teaching modules and course materials that integrate probabilistic and statistical methods into introductory and capstone engineering design courses. The materials will bridge the gap between a pure "Probability and Statistics" course and engineering design courses by providing engineering students with the skills to apply probability and statistics to engineering design problems. The project is developing a "Probabilistic Engineering Design" capstone course that covers basic probabilistic and statistical engineering design methods, such as Design of Experiments, Robust Design, and Reliability-Based Design. The investigators are working collaboratively with industry to develop a textbook titled "Probabilistic Engineering Design" with associated Matlab Toolbox and software; to evaluate the project; and to develop student projects. The Matlab Toolbox of Probabilistic Engineering Design being developed will help students understand probabilistic and statistical design methods and apply those methods in engineering analysis and design. Notes, supporting materials, projects, and exams are provided within the course website. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Du, Xiaoping Missouri University of Science and Technology MO Bevlee A. Watford Standard Grant 67994 7427 SMET 9178 0000099 Other Applications NEC 0341171 July 1, 2004 Proof of a Concept: Enriching and Promoting Undergraduate Research by Creating a Research Option in a Technical Communication Course. Engineering-NEC (59) The Boyer Commission Report has urged universities to "make research-based learning the standard" for the education of undergraduates. Although many institutions such as the National Science Foundation, the American Association for the Advancement of Science, and the National Research Council have called for more undergraduate research, incorporating significant research experiences into undergraduate engineering curricula has proven to be challenging. To address this problem, this proof of a concept project is creating a technical communication course for undergraduates who are pursuing a summer research experience. The main modification for this option is to break the course into two segments: a spring segment to prepare the undergraduates for a summer research experience and a fall segment to allow the students to document that research. This course culminates in an undergraduate research symposium, which provides an opportunity to demonstrate the benefits of obtaining a research experience and recruit other undergraduates to become part of a research program. In this study, the investigators are assessing the effect of the course not only on enriching and promoting research experiences for undergraduates, but also on the development of the communication skills of the participants. Writings of students in this modified course are being compared to writings of similar students in traditional technical communication courses. In essence, the modified course has been designed so that the student participants can maximize the benefits from their summer research experiences. The undergraduates, many of whom are from underrepresented groups in engineering, will be pursuing research experiences not only on-campus, but also off-campus at national laboratories. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Alley, Michael Jenny Lo Whitney Edmister Virginia Polytechnic Institute and State University VA Russell L. Pimmel Standard Grant 54000 7427 SMET 9178 0000099 Other Applications NEC 0341197 April 1, 2004 Engaging Undergraduates in On-Line Inquiry Learning: A Case-Based CyberLibrary in Human Biology. This project addresses the need to engage introductory biology students and future teachers in critical thinking and problem solving. The work fosters active learning and provides inquiry-oriented biology materials that make learning biology exciting and relevant for all students. The products include 1) The Human Biology Case CyberLibrary, a powerful suite of medical case studies for undergraduates; and 2) a set of software tools to support student inquiry. Medical cases are adapted from cases developed for medical education, including some from Harvard Medical School. Based on prior funding from the CCLI program and the Department of Education we developed infrastructure software, inquiry tools and one human biology case. The current project is developing several additional cases and testing the effectiveness of the product and tools on student learning. We are examining how well the material supports inquiry learning and evaluating usability and changes in student attitudes towards scientific reasoning. This material is being tagged for the National Science Digital Library (NSDL) and submitted to and reviewed by BioQUEST. Intellectual merit: The work pushes the state of the art in the use of artificial intelligence, interactive multimedia, and web-based technology in biology education. Broader impact: The results have the potential to impact publishers, universities, for-profit companies, and individual authors who develop non-print educational materials. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Bruno, Merle Hampshire College MA Jeanne R. Small Standard Grant 170001 7427 SMET 9178 7427 0000099 Other Applications NEC 0341200 February 1, 2004 Collaborative Project: A Comprehensive WeBWorK Problem Library. WeBWorK is a free, online homework system that has been shown to be effective in helping students learn mathematics. At present, it is somewhat technical to use. The goal of this project is to make it much easier for teachers to use WeBWorK so that it can have a positive impact on student learning at a variety of types of institutions. Intellectual Merit: The principal outcome of this project is the organization of a national library of homework problems coded into WeBWorK, and the development of software tools to facilitate easy access to this electronic library. Instructors teaching a variety of mathematics courses can search the library for problems of the type they want, and use a point-and-click interface to select specific problems for assignments. The project is testing and refining the software tools by partnering with community colleges. Broader Impact: The national WeBWorK problem library and the accompanying software are helping to promote teaching and enhance the infrastructure for education in mathematics. These are being freely available over the web. Moreover, the project is fostering faculty development of mathematics teachers around the country by making a new tool accessible to them for effectively teaching mathematics. The results of the project are being disseminated through workshops for teachers and presentations at conferences. It targets several conferences with different audiences comprised of mathematics teachers from different types of schools. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Holt, Jeffrey University of Virginia Main Campus VA Elizabeth Teles Standard Grant 62130 7427 SMET 9178 7427 0000099 Other Applications NEC 0341202 July 1, 2004 EvoBeaker: Simulation software for teaching evolutionary biology. Biological Science (61). This CCLI Educational Materials Development proof-of-concept project addresses the need for students to better understand evolution. It does this by constructing and testing EvoBeaker, a prototype computer simulation program for teaching evolutionary biology at the undergraduate level. Because evolution takes place over extended periods of time and at spatial scales that are beyond everyday experience; and because hands-on experiments in evolutionary biology cannot be conducted within a typical classroom setting, many students have difficulty understanding the key concepts underlying evolutionary theory. The EvoBeaker software allows students to conduct inquiry-based experiments on simulated populations and communities, thus permitting them to explore how evolution works at various levels, from alleles to phylogenetic trees. This project evaluates the effectiveness of EvoBeaker in reducing common student misconceptions about key concepts in evolution. In particular, it explores whether EvoBeaker clarifies how natural selection works, and whether it helps students to understand the relationship between the different levels at which evolutionary change can be analyzed (i.e., at the level of the genome, the individual, the population, the phylogenetic tree). CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Meir, Eli SimBiotic Software NY Jeanne R. Small Standard Grant 160000 7427 SMET 9178 0000099 Other Applications NEC 0341203 February 15, 2004 Collaborative Project: Integrating Information Technology in the Industrial Engineering Curriculum. Engineering-Engineering Technology (58) This is a collaborative project between the University of Florida and Clemson University with award numbers of 0341203 and 0340984, respectively. The project is developing two of the most valuable skills that students need today to enter the IT-dominated workplace; the ability to extract data from external sources and to embed analytical decision models within larger systems. This project is producing educational materials that integrate information technology (IT) with industrial engineering and operations research (IE/OR) curricula. The materials guide guiding students through the process of learning how to develop intelligent information systems, or decision support systems. Ten instructional modules are being prepared to provide instruction on developing decision support systems using databases and spreadsheets and to illustrate the use of decision support systems in the practice of IE/OR. The most innovative feature of the instructional material is the use of case studies and team projects that illustrate (1) how information systems arise in the practice of IE/OR, and (2) how IE/OR techniques can be used to build intelligent information systems. Quiz and examination materials are being prepared for each of the ten modules to provide direct evidence of student achievement of learning. An industry panel and faculty members from eight universities who teach IE/OR are participating in the assessment process. The materials are being disseminated through conference presentations and faculty training workshops. The goal of these activities is to facilitate the development of several information-systems-development courses in the IE/OR departments at multiple universities. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Ahuja, Ravindra University of Florida FL Bevlee A. Watford Standard Grant 45057 7427 SMET 9178 0000099 Other Applications NEC 0341207 July 1, 2004 Collaborative Project: Investigating Past, Present and Future Natural Hazards with GIS. Earth Systems Science (40) This project is creating and testing three modules that use a Geographic Information System (GIS) to investigate socially relevant Earth and environmental hazards. These resources fill a pressing need for data-rich student investigations that use contemporary technology in a pedagogically sound manner. The modules being developed will have students investigate the 1994 Northridge, California earthquake, the 1999 and 2003 tornado outbreaks in the US mid-continent, as well as the tsunami, earthquake and volcanic hazards threatening Seattle, Washington. Instructors at institutions currently using the NSF-funded SAGUARO investigations are field-testing these new materials. In addition, workshops are being offered at national meetings to introduce more instructors to the resources. The design philosophy of teaching with GIS-not about GIS-reflects PI research results on how students learn with GIS technology. As students use GIS to investigate and visualize data they develop critical problem solving and GIS specific skills. These case studies are being used successfully in large and small enrollment lecture or laboratory courses and in distance learning environments. Intellectual Merit: We have created new instructional resources and models of how to effectively integrate technology-based inquiry exercises in introductory Earth and environmental science courses. We are also providing data on how students learn with GIS technology. Broader Impacts: This project helps in developing and maintaining a scientifically literate society and competitive workforce, actively contributes to the professional development of college-level Earth and environmental science faculty, and enhances the use of research-based educational materials in the classroom. Dissemination through the DLESE and in professional development workshops targeting community colleges and smaller universities is broadening the use of technology by underrepresented groups. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Hall, Michelle University of Arizona AZ Jeffrey G. Ryan Continuing grant 143910 7427 SMET 9178 0000099 Other Applications NEC 0341208 July 1, 2004 Collaborative Project: Investigating Past, Present and Future Natural Hazards with GIS. Earth Systems Science (40) This project is creating and testing three modules that use a Geographic Information System (GIS) to investigate socially relevant Earth and environmental hazards. These resources fill a pressing need for data-rich student investigations that use contemporary technology in a pedagogically sound manner. The modules being developed will have students investigate the 1994 Northridge, California earthquake, the 1999 and 2003 tornado outbreaks in the US mid-continent, as well as the tsunami, earthquake and volcanic hazards threatening Seattle, Washington. Instructors at institutions currently using the NSF-funded SAGUARO investigations are field-testing these new materials. In addition, workshops are being offered at national meetings to introduce more instructors to the resources. The design philosophy of teaching with GIS-not about GIS-reflects PI research results on how students learn with GIS technology. As students use GIS to investigate and visualize data they develop critical problem solving and GIS specific skills. These case studies are being used successfully in large and small enrollment lecture or laboratory courses and in distance learning environments. Intellectual Merit: We have created new instructional resources and models of how to effectively integrate technology-based inquiry exercises in introductory Earth and environmental science courses. We are also providing data on how students learn with GIS technology. Broader Impacts This project helps in developing and maintaining a scientifically literate society and competitive workforce, actively contributes to the professional development of college-level Earth and environmental science faculty, and enhances the use of research-based educational materials in the classroom. Dissemination through the DLESE and in professional development workshops targeting community colleges and smaller universities is broadening the use of technology by underrepresented groups. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Walker, C. Scott Northern Arizona University AZ Keith A. Sverdrup Continuing grant 105114 7427 SMET 9178 0000099 Other Applications NEC 0341209 March 1, 2004 Textbook on Wireless Systems for Undergraduate Electrical and Computer Engineering Students. This project team is developing a textbook on the radio frequency aspects of wireless technology and an electronic archive containing photographs, videos, and simulations related to wireless. The project involves collaboration with the Global Wireless Education Consortium (GWEC) and uses their existing modules as a starting point. The PI is using the textbook material to teach a senior elective course at his institution, and that group of student is being studied in the evaluation process. An expert evaluation team at the PI's institution is designing and conducting the evaluation. Dissemination of the textbook is being done through the GWEC with its 60 or so institution members. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Black, Bruce David Voltmer Frederick Berry Bruce Ferguson Rose-Hulman Institute of Technology IN Russell L. Pimmel Standard Grant 74458 7427 SMET 9178 0000099 Other Applications NEC 0341210 January 1, 2004 Improving the Quality of and Access to Undergraduate Statistics Education. Mathematics (12) Improving the Quality of and Access to Undergraduate Statistics Education by using innovative web-based and multimedia materials is a proof-of-concept project that demonstrates the effectiveness of a successful model used in graduate statistics courses for undergraduate students. This project uses the Emporium instructional model that replaces the traditional lecture/homework format with a more flexible web-interface model. The project develops the necessary materials for an Emporium course; assesses the major obstacles using this instructional style; creates student study guides; and conducts evaluations on the effectiveness for undergraduates. Products created are a CD and web site, which are used for further testing of materials and concepts developed in this project. This project changes the instructional format from the traditional face-to-face classroom instruction, where students have lectures in class and do problems at home; to the Emporium model where students view course content at home; ask questions, work case studies, and solve problems during lab and classroom sessions. The project emphasizes the development of education materials that are essential in the assessment OF diversity in students' abilities and learning styles. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Speed, Fred Jane Schielack Michael Longnecker Kathleen Speed Texas Engineering Experiment Station TX John R. Haddock Standard Grant 74826 7427 SMET 9178 7427 0000099 Other Applications NEC 0341212 January 1, 2004 Using Metacognition to Teach Evaluation of Results in Structural Analysis Courses. As the size and complexity of structural analysis problems increase, the potential for errors and the devastating impacts of errors increase. Currently, structural analysis courses and textbooks provide minimal coverage, if any, on how to evaluate the reasonableness of structural analysis results. Therefore, this project is developing prototype course materials for teaching evaluation of structural analysis results using metacognition. Metacognition is a sequence of steps followed by a person to monitor and improve that person's own cognitive performance in an area. Metacognition has been used to improve student learning in reading, math and science for over twenty years; however, the technique has not yet been widely used in engineering. The investigators are interviewing expert structural engineers to document the cognitive strategies they use to successfully evaluate structural analysis results. The students receive instruction on the cognitive strategies and on metacognition. Metacognition allows the students to monitor their own decision-making processes as they learn how to implement the cognitive strategies. Members of the Campus Office of Assessment are conducting evaluation of student learning as independent observers. Learning is being measured during three iterations of the Structures I and Structures II courses: the first without formal instruction on metacognition and the two subsequent iterations with instruction. The prototype course materials are being made available electronically so that instructors at other institutions can adopt the new format for the courses. The investigator is publishing the strategies used by expert engineers to allow practicing engineers to improve their knowledge base. The materials are also being disseminated to design firms for in-house training. In addition, these materials are being made available to instructors in order to introduce results evaluation in courses across all engineering disciplines. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Hanson, James Rose-Hulman Institute of Technology IN Sheryl A. Sorby Standard Grant 75000 7427 SMET 9178 0000099 Other Applications NEC 0341217 January 1, 2004 Connecting Mathematics for Elementary Teachers II (CMET II). The CMET II project is connecting learning of mathematics of prospective elementary teachers in mathematics content courses with how children understand and learn mathematics. The goals are to 1) enhance understanding of mathematics by pre-service teachers, 2) improve their teaching of mathematics, 3) improve their understanding of how children learn and understand mathematics, 4) help them connect the mathematics they are learning with the mathematical concepts they will be teaching, and 5) facilitate their understanding of connections between the mathematics they teach to the mathematics and technological skills children learn in middle and high school. To achieve these goals, supplementary materials and guides for instructors are being developed for mathematical content courses for elementary teachers. Formative and summative evaluations are being conducted at multiple and diverse test sites. Intellectual Merit CMET II advances knowledge on the integration of research on learning of mathematics by children with learning of teachers, thus providing a mechanism for enhancing and studying the interweaving of content and pedagogy (Ball & Bass, 2000). This original approach is based on the NSF proof-of-concept grant, CCLI-EMD DUE 0126882, which successfully produced pilot materials. Broader Impacts This project has the potential to significantly impact the preparation of future elementary teachers by providing them with in-depth knowledge of how the subject matter they are learning relates to their future teaching. National dissemination activities include: journal articles, conference presentations, and commercial publication. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Feikes, David Keith Schwingendorf David Pratt Purdue University IN Elizabeth Teles Standard Grant 300000 7427 SMET 9178 7427 0000099 Other Applications NEC 0341227 July 1, 2004 Development of a Prototype Multidisciplinary Fuel Cell Laboratory. This proof-of-concept project is developing a prototype interdisciplinary undergraduate fuel cell (FC) laboratory. The development plan is being carried out through an effective implementation of innovative techniques in fuel cell technology to substantially improve the instructional capability of undergraduate education. The goals of the project are being achieved through collaboration with several leading fuel cell manufacturers with extensive experiences in both stationary and mobile FC applications. Students from various engineering disciplines are benefiting from opportunities the laboratory provides in design, simulation, test and control of fuel cells. The project is addressing simple and effective approaches for implementation of fuel cell technology and its applications through innovative industrial design techniques, which incorporate real-time sensory interfaces and control. The prototype fuel cell test station consists of three microcomputers, three data acquisition boards, several sensors and actuators and associate hardware with eight experimental setups. New courses are being offered in engineering curriculum to take advantage of this laboratory. Multi-disciplinary student groups from the senior design classes are also utilizing these resources for design projects and to interact and experience a real-world environment. The project is directly impacting the undergraduate education by creating a focal point for interdisciplinary learning, a balance between theoretical and hands-on experience in undergraduate teaching, and application of these educational tools in a vibrant technology sector. An objective evaluation plan is being utilized to assess the implementation of the proposed modules and determine the level of achievement for each stated outcome objective. The results of the project will be published in relevant journals and presented at appropriate conferences. Information will also be made available for possible users via a website hosted by the institution. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Zilouchian, Ali Homayoon Abtahi Florida Atlantic University FL Sheryl A. Sorby Standard Grant 74991 7427 SMET 9178 0000099 Other Applications NEC 0341261 April 1, 2004 Continued Development of Interactive Examples for Concept-Based Problem-Solving in Introductory Undergraduate Physics Curricula. This project extends the development of "Interactive Examples" (IEs), web-based exercises that promote concept-based problem solving, to include an initial course for under-prepared students and the calculus-based thermal physics and quantum physics courses. This extension compliments the already produced modules that include complete sets of IEs for calculus-based mechanics and electricity & magnetism courses. In addition to already demonstrated statistically significant improvements in student performance after IEs were introduced into these courses, the project is also engaged in an ongoing evaluation process to understand the mechanisms responsible for this improvement. Guided by the principles learned from this evaluation process, we are refining our existing IEs, and creating new IEs for the remaining components of the introductory sequence. All IEs are maintained on a website (http://wug.physics.uiuc.edu/courses/ie.html) and freely available to the general public. Fourteen institutions, ranging from community colleges to research universities, are adopting IEs for credit use in their courses. Dissemination beyond the web site is available through a publishing agreement and the results of our investigations into the effectiveness of IEs on enhancing learning gains are presented at national meetings and in peer-reviewed journals. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Gladding, Gary Timothy Stelzer University of Illinois at Urbana-Champaign IL Duncan E. McBride Continuing grant 342596 7427 SMET 9178 0000099 Other Applications NEC 0341263 July 1, 2004 Collaborative Proposal: CCLI-EMD - A WWW Based Autonomous Robotics Practicum for Engineering Undergraduates and STEM Educators. Computer Science (31) This project is based on a recently completed CCLI proof-of-concept project that developed an undergraduate autonomous robotics class that was offered via the World Wide Web. In this project a full-development effort producing versions of the class for both (1) engineering and science undergraduates and (2) STEM educators and those studying for careers in STEM education is the focus. In addition to delivering these classes, tools and techniques that may be used to enable the offering of other types of science practica online are produced. Although all responsibilities are shared, primary responsibility for robots and software tools for the courses rest with Wright State University in Dayton, OH and primary responsibility for pedagogy and evaluation rest with Case Western Reserve University, Cleveland, OH. This project directly addresses several of the NSF CCLI merit criteria and impact areas listed in the call for proposals. The work directly serves the educational needs of both science and engineering undergraduates and STEM educators. It also studies how project based courses can be offered online. Because many accrediting boards require project content, knowing how to manage project courses online is a necessary part of moving many degree programs online. This project contributes significantly both to a body of educational material and to the base of knowledge about how to develop effective online materials. The project significantly improves the content and pedagogical preparation of STEM educators. Further, the project is appropriate for and amenable to national distribution and adoption at a wide assortment of educational institutions. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Gallagher, John Richard Drushel Wright State University OH Stephen C. Cooper Standard Grant 168427 7427 SMET 9178 7427 0000099 Other Applications NEC 0341276 January 1, 2004 Virtual Pair Programing in Undergraduate Education. Pair programming transforms a traditionally solitary activity into a collaborative one. In pair programming, software is developed by two programmers working at a single computer workstation. However, some students have difficulty pairing due to the collocation requirement. The PI has developed a tool that allows pair programmers to work from separate locations. This tool will enhance the educational infrastructure, and permit more students to enjoy the benefits of pair programming. Removing the collocation limitation of pair programming will encourage more educators to allow their students to pair. This project will evaluate the effectiveness of this tool in an introductory programming course. It is expected that students who are allowed to use this tool will spend less time working alone, and will have better working relationships with their partners than those who must physically meet to pair. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR McDowell, Charles University of California-Santa Cruz CA Mark James Burge Standard Grant 59962 7427 SMET 9178 7427 0000099 Other Applications NEC 0116000 Human Subjects 0341279 March 1, 2004 Case Study Teaching in Science: A Nationwide Program of Faculty Development and Dissemination. This PI team has been practicing and studying the use of case study teaching in science, technology, engineering and mathematics (STEM) disciplines for the past 12 years and has shared the method through local workshops and an annual conference to train faculty. As a result, case study teaching has been tested in hundreds of classrooms and has been found to be superior to the traditional lecture method. In addition, the PI team has created a national website to disseminate cases and teaching notes. This project is disseminating the case study teaching method at the national level through the proven method of teaching via satellite workshops at college campuses, presentations at STEM conferences, distance learning courses, and science education journals. Each of the three years of the project the PI team runs four workshops, two in Buffalo and two at satellite sites, accommodating 40 faculty members at each workshop. In addition, pre-conference seminars are also being presented at a variety of professional society meetings. Three special issues of the Journal of College Science Teaching are being devoted solely to the case study method. Complete courses and individual lessons are being disseminated through the project website. Evaluation of the method is ongoing as a result of training STEM faculty to use classroom action research. CCLI-NATIONAL DISSEMINATION DUE EHR Herreid, Clyde Mary Lundeberg Nancy Schiller SUNY at Buffalo NY Linnea A. Fletcher Continuing grant 1199998 7429 SMET 9178 0000099 Other Applications NEC 0341280 March 1, 2004 SimSE: A Proof-of-Concept Software Engineering Simulation Environment for Educating Undergraduates in the Software Development Process. This project is building an educational software engineering simulation environment, called SimSE, and is demonstrating how students benefit from using this simulation environment in gaining both a broad and deep understanding of the software development process. This tool provides the missing process experience that is a key part of the gap between the skills taught in a typical software engineering course and the skills needed to successfully function in an industrial software development project. SimSE addresses this gap by introducing students to many aspects of the software process in a virtual environment that fosters experimental, interactive, and independent learning. SimSE addresses specific situations, such as inspections or integration testing, and overarching practices, such as the waterfall model or the spiral model. This tackles issues that can be taught abstractly, but are difficult for students to practice and experience comprehensively in lectures or class projects. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR van der Hoek, Adriaan University of California-Irvine CA Mark James Burge Standard Grant 74285 7427 SMET 9178 7427 0000099 Other Applications NEC 0116000 Human Subjects 0341287 June 1, 2004 Enhancement and Dissemination of Virtual PLC for Programmable Logic Controller. This project is developing and disseminating integrated Web-based instruction material (the Virtual PLC) to help overcome the resource limitations that often prevent students from gaining the experience needed to become proficient PLC users. Objectives include the expansion of the graphical environment where users may build and test programs, the addition of 25 more case studies and 10 more laboratory exercises, the extension of the intelligent tutoring system component to teach troubleshooting, and the development of support materials to help instructors use the Virtual PLC. The project includes an effective evaluation effort involving several other institutions, including minority-serving schools and two-year technology programs. The dissemination effort includes the development of a Website, demonstration kit, textbook, and workshops. CCLI-Phase 3 (Comprehensive) CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Hsieh, Sheng-Jen Texas Engineering Experiment Station TX Russell L. Pimmel Continuing grant 240000 7493 7427 SMET 9178 0000099 Other Applications NEC 0341289 May 15, 2004 Collaborative Project: Research-Based Laboratories for Introductory Physics. Tutorials in Introductory Physics is a research-based curriculum that has been demonstrably effective at improving students' conceptual understanding when introduced in lieu of a standard recitation section in the introductory calculus-based course. The project is creating a set of fifteen laboratories, some of which are based on Tutorials. Others are based on new and existing research into student understanding of three areas: conservation of energy and momentum, vectors, and torque and rotation. The laboratories then undergo an iterative development cycle of research, evaluation, and implementation and are being tested at 6 universities that serve diverse student populations. The intellectual merit of this project includes goals to (1) contribute to efforts to understand the needs of different student populations; (2) widen the impact of research-based curriculum, improving the introductory physics course on a national scale; (3) build upon proven curricular materials; and (4) develop assessment instruments for specific topics that are currently inadequately addressed by existing instruments. The broader impact of this project is to (1) broaden the research base for effective curriculum development in introductory physics; (2) disseminate the results of research on the teaching and learning of physics; (3) model effective laboratory pedagogy to physics faculty and teaching assistants; (4) serve women, underrepresented minorities, and persons with disabilities with aspirations for careers in science-related fields; and (5) provide a laboratory experience involving the process of scientific inquiry. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Gomez, Luanna Arizona State University AZ Duncan E. McBride Continuing grant 100705 7427 SMET 9178 7427 0000099 Other Applications NEC 0341290 March 1, 2004 Web-based Active Learning Modules for Teaching Statistical Quality Control. Engineering NEC (59) This project is developing four learning modules to improve instruction, student learning of statistical quality control (SQC), and to apply SQC tools in practice. The learning modules being developed enable a student to develop the higher-order thinking skills needed to examine and modify a virtual plant through a web interface to (1) benchmark the quality of a process using production and quality metrics, (2) apply the Magnificent 7 (common SQC improvement tools) to identify opportunities for improvement, (3) design and implement control charts for variables and (4) conduct a process capability analysis. The modules provide the framework for students to analyze the current operating condition of a plant, select the most appropriate portion of the plant to apply SQC tools, design and implement the SQC tool and evaluate the effectiveness of the quality improvement project. Objectives are being developed for each module, incorporated into assessing student learning and used as a feedback mechanism to improve student learning. Hispanic undergraduate and graduate students are participating in research and two of the three test sites are Hispanic-serving institutions. Results are being broadly disseminated through a project website, interactions with three test sites, presentations to local professional societies and publication of research results. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Timmer, Douglas Miguel Gonzalez University of Texas - Pan American TX Bevlee A. Watford Standard Grant 74907 7427 SMET 9178 0000099 Other Applications NEC 0341311 April 1, 2004 Application of Artificial Intelligence To Enhance Student Learning of Metallography. This project is creating a learning environment for teaching metallography and is developing techniques for automated microstructure recognition. In the first phase of this project, it is developing a database of micrographs. This database provides a gallery of micrographs and all of the required information to produce the micrograph. In addition, it provides a description of the microstructure and instructions for identifying the significant features and is being used as a learning tool for students and scientists. The second phase of this project is leveraging the information collected from the micrograph database to develop methods for automatic characterization of micrographs through the use of image analysis and processing, texture analysis, neural networks, and artificial intelligence algorithms. This project is also leading to improved pedagogical activities for teaching faculty in both Materials Science and Computer Science. The work is fostering interdisciplinary cooperation and providing student mentoring to both graduate and undergraduate students. The modules developed are being disseminated to similar institutions to help foster learning of metallography skills that are required in industry. EXP PROG TO STIM COMP RES CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Anderson, Alan John Weiss South Dakota School of Mines and Technology SD Lesia L. Crumpton-Young Standard Grant 75000 9150 7427 SMET 9178 9150 0000099 Other Applications NEC 0341315 February 15, 2004 Brownfield Action: Digital Worlds and Inquiry-based Learning ¡ A New Teaching Model. Earth System Science (40) The Brownfield Action project is creating, testing, and evaluating a hydrology module based on a highly successful pedagogical model for teaching introductory environmental science called Brownfield Action (BA). BA is an interactive web-based learning simulation, in which students explore and solve real-world environmental problems in a three-dimensional digital space. Used as the laboratory component of Barnard College's environmental-science course for four years, BA challenges students to investigate fictional groundwater contamination by reconstructing a detailed narrative from diverse forms of evidence, including sociohistorical and scientific data. As a Proof-of-Concept test of the modularization of the BA curriculum, the PIs are creating and testing this module in a hydrology course at Connecticut College. The new module is being constructed around a Phase Two delineation of the contaminant plumes that are embedded in the BA digital world. The instructor is using the web-based interactive feature to introduce students to the BA interface, database, base maps, historically relevant documentation, and to the assignment. Students are using all the tools available in BA (e.g., excavation, ground penetrating radar, and drilling and push technology) to obtain data. The intellectual merit of the project lies in its integration of interdisciplinary information through inquiry-based, learner-centered knowledge construction within a multimedia environment. Dissemination of BA will have a broad impact on public knowledge of environmental science by bringing these methods to instructors who teach non-science majors, women, and minorities. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Bower, Peter Frank Moretti Barnard College NY Keith A. Sverdrup Standard Grant 74972 7427 SMET 9178 0000099 Other Applications NEC 0341327 February 1, 2004 Centrifuge as a Didactic Tool in Geotechnical Engineering. The project is targeted at undergraduate students taking introductory courses in geotechnical engineering where stability of slopes, retaining structures and foundations are studied. Digital image acquisition is used to monitor and analyze deformations of earth models in the instructional centrifuge. Several didactic units help the students to use the image processing software to obtain data from the experiments. A manual with detailed instructions on how to build and use the instructional centrifuge and how to perform the experiments is available to both students and faculty. A workshop is being organized in which the developed educational methodology will be presented to educators from other universities and the material offered for adoption in their courses. As the project results are adopted in undergraduate education the students have the opportunity to get involved in research like activities with hands-on experience in performing experiments, data collection and analysis. The project integrates and teaches the effective use of technology in solving engineering problems. The project has a broader impact on the education of future civil engineers as it brings a high tech component into an engineering discipline that is generally considered to be low tech. By demonstrating to undergraduate students that Geotechnical Engineering still provides a significant intellectual challenge we hope to motivate some of the talented candidates to choose it as their career path. CCLI-EDUCATIONAL MATERIALS DEV GEOMECHANICS & GEOMATERIALS DUE EHR Znidarcic, Dobroslav Hon-Yim Ko University of Colorado at Boulder CO Sheryl A. Sorby Standard Grant 150000 7427 1634 SMET 9178 0000099 Other Applications NEC 0341333 May 15, 2004 Collaborative Project: Research-Based Laboratories for Introductory Physics. Tutorials in Introductory Physics is a research-based curriculum that has been demonstrably effective at improving students' conceptual understanding when introduced in lieu of a standard recitation section in the introductory calculus-based course. The project is creating a set of fifteen laboratories, some of which are based on Tutorials. Others are based on new and existing research into student understanding of three areas: conservation of energy and momentum, vectors, and torque and rotation. The laboratories then undergo an iterative development cycle of research, evaluation, and implementation and are being tested at 6 universities that serve diverse student populations. The intellectual merit of this project includes goals to (1) contribute to efforts to understand the needs of different student populations; (2) widen the impact of research-based curriculum, improving the introductory physics course on a national scale; (3) build upon proven curricular materials; and (4) develop assessment instruments for specific topics that are currently inadequately addressed by existing instruments. The broader impact of this project is to (1) broaden the research base for effective curriculum development in introductory physics; (2) disseminate the results of research on the teaching and learning of physics; (3) model effective laboratory pedagogy to physics faculty and teaching assistants; (4) serve women, underrepresented minorities, and persons with disabilities with aspirations for careers in science-related fields; and (5) provide a laboratory experience involving the process of scientific inquiry. EXP PROG TO STIM COMP RES CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Kanim, Stephen New Mexico State University NM Duncan E. McBride Standard Grant 128044 9150 7427 SMET 9178 9150 7427 0000099 Other Applications NEC 0341344 October 1, 2004 The Activity Based Physics Faculty Institutes. This project improves undergraduate introductory physics instruction for many college students, including under-represented and under-prepared populations, by changing their learning environment to a more active one. The Activity Based Physics Group achieves this goal by 1) identifying and recruiting faculty who are interested in changing their teaching, conducting action research in their classrooms, and sharing new approaches with colleagues; 2) developing and presenting a series of Activity Based Physics Institutes at the University of Oregon and Dickinson College using curricula and tools from the Activity Based Physics Suite; 3) creating and maintaining follow-up and support mechanisms to help implementation; and 4) organizing follow-up sessions at national AAPT meetings. Project activities directly reach 160 faculty and affect an estimated 60,000 students, many from under-represented and under-prepared groups. Staff and participant dissemination activities built into the project assure that the impact will be much broader. CCLI-Phase 1 (Exploratory) CCLI-Phase 3 (Comprehensive) CCLI-NATIONAL DISSEMINATION INTERNATIONAL PLAN & WORKSHOPS DUE EHR Sokoloff, David Priscilla Laws Ronald Thornton Patrick Cooney University of Oregon Eugene OR Duncan E. McBride Continuing grant 495992 7494 7493 7429 7299 SMET 9178 5977 5926 0000099 Other Applications NEC 0341346 February 15, 2004 Native American-based Materials for Integration into Undergraduate Mathematics Courses. Mathematics(21). This project develops mathematics material prototypes for integration into selected undergraduate courses at California State University Fullerton (CSUF) and the University of Wyoming (UW), which are based in the mathematical traditions of Native American peoples. Currently, most mathematics curriculum materials at both these and most other universities are textbook-based, or at best, somewhat technology-based. In any case, most of these materials are culturally homogenous, focusing on Western traditions of mathematics and mathematical methods. This project uses a previous study of Native American Indian mathematical traditions of the Western region and develops materials (both print and technology-augmented lessons) based in those traditions, pilots them through integration into a variety of existing courses at these universities, revises these materials as necessary, and makes available for broader dissemination to other universities, colleges and community colleges--especially those with Native American student populations. The prototypes produced by this project allow instructors of Native American students to include relevant materials in their courses, in addition to allowing all students a fuller appreciation of the diversity of mathematics and Native American intellectual tradition. CCLI-EDUCATIONAL MATERIALS DEV TRIBAL COLLEGE & UNIVERS PROGR DUE EHR Martinez-Cruz, Armando A. Duane Porter Charles Funkhouser Miles Pfahl California State University-Fullerton Foundation CA Daniel P. Maki Standard Grant 99627 7427 1744 SMET 9178 7427 0000099 Other Applications NEC 0116000 Human Subjects 0341347 March 1, 2004 NeuroVisions: Teaching Neuroscience Research Methods with Neuroimaging Data. Neurovisions is creating, evaluating and disseminating a prototype lesson called "The Path to Recovery". The prototype helps integrate technology into undergraduate education and responds to a need for resources that incorporate neuroimaging into neuroscience curricula. NeuroVisions involves students in discovery-based explorations of addiction, memory, language, emotion, and consciousness with real data provided by leading neuroimaging scientists. Students formulate hypotheses, design experiments, process and analyze brain imaging data, perform statistical analyses, draw conclusions based on their analyses, and write up findings in research reports. NeuroVisions employs WebImage, a Java-based image processing and analysis program developed by key personnel on this project, as an educational technology. WebImage enriches the undergraduate educational experience by giving students a chance to examine real data, make their own discoveries, and see neuroanatomical structures and neurophysiological processes first-hand. The lesson is being tested in undergraduate research methods, neuroscience, and general psychology courses, and changes in student understanding about neuroscience, neuroimaging, and research methods will be measured. Evaluation results will be disseminated in journals and at a Society for Neuroscience meeting; a plan will also be devised to evaluate NeuroVisions in courses taught by members of the Faculty for Undergraduate Neuroscience. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Moore, Steven Victor Shamas Center for Image Processing in Education AZ David J. Mcarthur Standard Grant 6653 7427 SMET 9178 0000099 Other Applications NEC 0341350 May 15, 2004 Collaborative Project: Research-Based Laboratories for Introductory Physics. Tutorials in Introductory Physics is a research-based curriculum that has been demonstrably effective at improving students' conceptual understanding when introduced in lieu of a standard recitation section in the introductory calculus-based course. The project is creating a set of fifteen laboratories, some of which are based on Tutorials. Others are based on new and existing research into student understanding of three areas: conservation of energy and momentum, vectors, and torque and rotation. The laboratories then undergo an iterative development cycle of research, evaluation, and implementation and are being tested at 6 universities that serve diverse student populations. The intellectual merit of this project includes goals to (1) contribute to efforts to understand the needs of different student populations; (2) widen the impact of research-based curriculum, improving the introductory physics course on a national scale; (3) build upon proven curricular materials; and (4) develop assessment instruments for specific topics that are currently inadequately addressed by existing instruments. The broader impact of this project is to (1) broaden the research base for effective curriculum development in introductory physics; (2) disseminate the results of research on the teaching and learning of physics; (3) model effective laboratory pedagogy to physics faculty and teaching assistants; (4) serve women, underrepresented minorities, and persons with disabilities with aspirations for careers in science-related fields; and (5) provide a laboratory experience involving the process of scientific inquiry. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Loverude, Michael California State University-Fullerton Foundation CA Duncan E. McBride Continuing grant 141867 7427 SMET 9178 7427 0000099 Other Applications NEC 0341356 July 1, 2004 Collaborative Project: Course, Curriculum and Laboratory Improvement for Computer and Network Forensics/Security. Computer Science (31) Highline Community College (HCC), Seattle University (SU), and the University of Washington (UW) (a two-year institution, a four-year private university and a four-year public university, respectively) are collaborating on the development of a Computer Security/Computer Forensics certificate program. By collaborating, these institutions capitalize on individual institutional strengths and quickly fill a void in computer security education in Washington State, a major center for the software industry. Collaboration products include a six-course curriculum and corresponding classroom software tools and exercises that deliver a hands-on learning experience and effectively integrate technology into the classroom. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Endicott-Popovsky, Barbara Seattle University WA Mark James Burge Standard Grant 70870 7427 SMET 9178 7427 0000099 Other Applications NEC 0341357 July 1, 2004 Collaborative Proposal: CCLI for Computer and Network Forensic/Security. Computer Science (31) Highline Community College (HCC), Seattle University (SU), and the University of Washington (UW) (a two-year institution, a four-year private university and a four-year public university, respectively) are collaborating on the development of a Computer Security/Computer Forensics certificate program. By collaborating, these institutions capitalize on individual institutional strengths and quickly fill a void in computer security education in Washington State, a major center for the software industry. Collaboration products include a six-course curriculum and corresponding classroom software tools and exercises that deliver a hands-on learning experience and effectively integrate technology into the classroom. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Dittrich, Dave University of Washington WA Mark James Burge Standard Grant 81458 7427 SMET 9178 7427 0000099 Other Applications NEC 0341359 February 1, 2004 Collaborative Project: A Comprehensive WeBWorK Problem Library. WeBWorK is a free, online homework system that has been shown to be effective in helping students learn mathematics. At present, it is somewhat technical to use. The goal of this project is to make it much easier for teachers to use WeBWorK so that it can have a positive impact on student learning at a variety of types of institutions. Intellectual Merit: The principal outcome of this project is the organization of a national library of homework problems coded into WeBWorK, and the development of software tools to facilitate easy access to this electronic library. Instructors teaching a variety of mathematics courses can search the library for problems of the type they want, and use a point-and-click interface to select specific problems for assignments. The project is testing and refining the software tools by partnering with community colleges. Broader Impact: The national WeBWorK problem library and the accompanying software are helping to promote teaching and enhance the infrastructure for education in mathematics. These are being freely available over the web. Moreover, the project is fostering faculty development of mathematics teachers around the country by making a new tool accessible to them for effectively teaching mathematics. The results of the project are being disseminated through workshops for teachers and presentations at conferences. It targets several conferences with different audiences comprised of mathematics teachers from different types of schools. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Ziemer, William California State University-Long Beach Foundation CA Elizabeth Teles Standard Grant 71444 7427 SMET 9178 7427 0000099 Other Applications NEC 0341384 June 15, 2004 Bridge to Biotech. City College of San Francisco (CCSF) is refining and testing their Bridge to Biotech Program. This program provides underserved students with the necessary background to enter the CCSF biotechnology certificate program, into entry-level jobs, and/or into internships, and later, to transfer to four-year institutions. CCSF developed and implemented Bridge to Biotech in response to community demand from two economically disadvantaged areas of San Francisco: Bayview Hunter's Point (African American) and the Mission (Hispanic/Latino). Bridge to Biotech is a semester-long program that integrates classes in three subject areas: biotechnology, language, and mathematics. Each of these courses reinforces the others. Students enroll in the three classes concurrently, visit local biotechnology companies to better understand the industry, and receive additional wrap-around services related to job success. The PI team is developing curriculum materials and an instructors' guide. In addition, they are beta testing the materials and program at Austin Community College and Santa Ana College. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Leonhardt-Kaeuper, Edith Philip Jardim City College of San Francisco CA Daniel Udovic Standard Grant 498875 7427 SMET 9178 0000099 Other Applications NEC 0341386 January 1, 2004 Educational Materials Development for a Mobile Information Systems Course. Abstract Proposal 0341386 Educational Materials Development for a Mobile Information Systems Course University of Pittsburgh D. W. Tipper This project will develop a set of educational materials (slides, draft textbook manuscript and a laboratory manual) for a course on mobile information systems that deals with the special challenges posed by mobile information systems. These include such issues as the need to track and route information to the mobile user, the limited battery life and display capabilities of devices, security, and frequency planning. . The track will look at not only the technical aspects, usually considered in standard engineering courses, but also at the challenges in developing application software and the economic and regulatory aspects of these systems. The planned course together with a more commonly found course in Wireless Networks can form a focused study in the development, design and deployment of such systems. The course supported by these materials can be taught in undergraduate information science, computer science and electrical and computer engineering curricula. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Tipper, D. Prashant Krishnamurthy University of Pittsburgh PA Mark James Burge Standard Grant 49993 7427 SMET 9178 7427 0000099 Other Applications NEC 0341389 March 1, 2004 Imaging in the Physical Sciences. Interdisciplinary (99) In this proof-of-concept project a team of Imaging Science faculty is developing a set of learning and teaching modules to support a new interdisciplinary course, "Imaging in the Physical Sciences", that introduces first-year university science and engineering students to the basics of imaging systems and imaging applications. The "imaging chain" - observation, data capture, processing, display, and perception - provides both motivation and context for the study of concepts in physics, chemistry, materials science, and mathematics. A comprehensive textbook with teacher's and laboratory manuals is also planned. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Kastner, Joel Maria Helguera Rochester Institute of Tech NY Lee L. Zia Standard Grant 74945 7427 SMET 9178 0000099 Other Applications NEC 0341410 April 1, 2004 Behavioral Sciences Curriculum Enhanced with Mathematical Modeling. The Bio2010 report of the National Research Council identifies integration of mathematics into biology as an important part of modernizing the undergraduate curriculum. We propose to advance this goal in the behavioral sciences by producing a CD of interactive simulations and experiments in mathematical modeling. The behavioral sciences rely on mathematics not only for data analysis, but for models that explain behavior and its origins. However, undergraduate texts typically gloss over modeling, and there are few resources for those who would teach it. We are developing prototypes of modules covering a range of topics. They are intended to be used together in a course on behavior or singly in introductory biology, ecology, and evolution. Each starts with a video of a behavior and prompts students to consider the questions it raises. Next, students are led (both verbally and mathematically) through development of a model. Students then form hypotheses about the behavior and test their predictions with a graphical simulation of the model. While the mathematics behind these models does not go beyond algebra, the effect of varying parameters is often not obvious. Interactive simulations allow students to explore on their own as they develop understanding of modeling and a feel for the link between model parameters and behavior. The intellectual merits of this project are the improvement of the undergraduate biology curriculum by introducing mathematical modeling in a context that is accessible and interesting to students and the use of technology to advance teaching goals that cannot otherwise be met. This project is having an immediate impact in Cornell's large animal behavior course, where we are doing initial testing. Broader impact will come from publication of the material and use nationwide in other colleges and universities. Faculty from departments of biology, psychology, anthropology, and mathematics at a variety of other institutions have indicated need for this material and willingness to test it in their classes as part of our evaluation plan. Several publishers, including that of the most widely used animal behavior text, have shown interest, making nationwide dissemination certain. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Wyttenbach, Robert Ronald Hoy H. Kern Reeve Cornell University NY Daniel Udovic Standard Grant 159937 7428 SMET 9178 0000099 Other Applications NEC 0341415 March 1, 2004 Disseminating Mesolore: An Interdisciplinary and Interactive Change Agent for College Pedagogy. This work is developing Phase II of the Mesolore Project, a two-phase educational-software effort. Phase I, completed in 2001, resulted in Mesolore: Exploring Mesoamerican Cultures, an exemplary, multimedia resource of interdisciplinary course materials for undergraduates. Phase II is a three-year, dissemination effort to facilitate creative classroom adoption and to promote Mesolore as a change agent for college pedagogy. The problems the project addresses are centered on faculty professional development. This includes closing the gap in social science pedagogy between the potential of multimedia technology and its classroom adoption, and expanding the practice of interdisciplinary teaching. Phase II consists of three parts: (1) writing and classroom implementation of a user's guide for teaching with Mesolore; (2) holding a series of professional development workshops and poster sessions; and (3) building a faculty community. Collectively, these introduce faculty to new scientific content for undergraduate teaching, promote effective educational practices, and improve classroom teaching. The goals of this project are to encourage the wide adoption of Mesolore, to improve the quality of college education, and to encourage more Latinos, Native Americans, and women to see the interconnectedness of science and humanities. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Bakewell, Elizabeth Brown University RI Herbert H. Richtol Continuing grant 294665 7427 SMET 9178 0000099 Other Applications NEC 0341435 June 1, 2004 Development and Evaluation of Computerized Multi-access Taxonomic Keys for Undergraduate Biology Laboratory Instruction. Biological Science (61). This CCLI Educational Materials Development proof-of-concept project supports the development and evaluation of a prototype electronic key to the insects of eastern North America. Unlike traditional identification methods that use dichotomous taxonomic keys in print format, this student-friendly computer-based tool can be entered at multiple access points, thereby encouraging exploration and accommodating the uncertainty often found among introductory users. The assertion that the flexibility of this electronic key increases students' speed, accuracy and confidence in identification of insects is evaluated by comparison of the performance of students using the two approaches (the multi-access key versus dichotomous keys), and involves diverse courses with students ranging from non-science majors to those choosing entomology as a specialization. The results provide important information for educators considering the incorporation of biodiversity modules in their laboratory or field course curricula. This project serves as a model for the development of electronic keys for other taxa. The internet availability of this easy-to-use professionally-produced identification tool should be of value to educators, extension agents, researchers and the average citizen, and fosters a greater interest in taxonomy, a more intimate awareness of the environment and the diversity of organisms found there, and an enhancement in scientific literacy. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Armstrong, Earlene Barbara Thorne Jeffrey Shultz Paula Shrewsbury University of Maryland College Park MD Daniel Udovic Standard Grant 74618 7427 SMET 9178 0000099 Other Applications NEC 0341447 July 1, 2004 Helping students learn how to learn: Open-source physics worksheets integrated with TA development resources. This project refines previously developed materials for introductory physics including research-based worksheets that show large conceptual learning gains in students. The project has a publisher willing to distribute these materials in an open-source format making them widely adaptable in a variety of educational settings. Further, the project is linking annotated video clips from their video library to assist TA development in effectively applying these materials. Three aspects of the development of these materials contribute to their success: (1) systematic attention to students' views of knowledge and learning; (2) last-minute adjustments to materials based on students' progress and needs; and (3) attention to helping teaching assistants (TAs) become better at attending and responding to student thinking, often by using videotaped TA-student interactions from recitation sections. With the application of the worksheets embodying these aspects, students are less likely to revert to passive learning (e.g., memorizing information from authority) in later classes. The worksheets show conceptual gains and also significantly improved student views about knowledge and learning. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Elby, Andrew David Hammer Stamatis Vokos Seth Rosenberg Rachel Scherr University of Maryland College Park MD John F. Mateja Continuing grant 405463 7427 SMET 9178 0000099 Other Applications NEC 0341460 December 15, 2003 Exploring Earth's Volcanic Environments: Development of Virtual Reality Education Modules. Geology (42) A new Web-based virtual fieldtrip (VFT) dealing with volcanic environments is being developed that utilizes inquiry-based exercises to allow students to observe eruptive activity, make field observations, and formulate hypotheses about volcanic processes. The module uses video segments of eruptive activity and virtual reality panoramic images that enable students to explore volcanic terrains in an immersion environment similar to a real geological fieldtrip. The VFT activities are centered on the 79 A.D. eruption of Vesuvius in Italy. As a result of the burial of the ancient Roman cities of Pompeii and Herculaneum, this eruption provides a unique opportunity for students to understand the great power of volcanic eruptions and their impact on human populations. Students can observe eruption footage that is reminiscent of the 79 A.D. event, make observations about eruption impacts, and then visit the excavated cities of Pompeii and Herculaneum to build hypotheses about how each were buried by the eruption. The intellectual merit of this project lies in bringing scientific content developed through the PI team's extensive experience in NSF-supported volcanological research into the classroom for students who do not have access to such field-based experiences. Beyond the educational benefits, the broader impacts of this work lie in its development plan, which will occur in coordination with the Student Technology Assistance program at the University of Rhode Island. Both undergraduate and graduate students will be involved in conceptual design, implementation, and progressive field-testing of this VFT. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Carey, Steven Haraldur Sigurdsson University of Rhode Island RI Jill K. Singer Standard Grant 73117 7427 SMET 9178 0000099 Other Applications NEC 0341463 May 1, 2004 Mathematical Problem Solving for Engineering Students. Engineering NEC (59) In response to the national need for increased mathematics and problem solving skills among engineering students, a team of faculty members from engineering and mathematics are creating pedagogical techniques and curriculum to develop problem solving skills that targets freshman who are ready to take calculus. The project is testing these techniques in one section of our first year Foundations of Engineering course (GES 131). A goal is to promote mastery and transfer of knowledge and skills in future coursework. The emphasis of the course is to: 1. Challenge students and provide them with a high level of proficiency to solve "hard" problems, in which the method and concepts for solution are not immediately known. 2. Develop student's conceptual understanding of the problem solving process by learning how to describe the methods that they used to solve the problem. 3. Develop self-efficacy as students learn how to solve these "hard" problems. The course engages the students in collaborative learning exercises, which provides a primary method for students to learn and practice explanation and self-explanation techniques. Additional instructional activities include cumulative review of mathematics concepts, hands on exercises, instruction in metacognition, presentations to external visitors, and students creating their own hard problems. Student learning within this section is being compared to student performance in other sections using traditional methods. Assessment techniques include pre and post course testing of problem solving ability, pre and post course self efficacy questionnaires, reflective papers, focus groups, observation, and specific examination questions in subsequent math and physics courses. The success of this proof of concept study is expected to lead to a full development effort that would develop a textbook and an extensive list of hard problems for others to use and adapt. EXP PROG TO STIM COMP RES CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Richardson, James Tan-Yu Lee Robert Leland University of Alabama Tuscaloosa AL Lesia L. Crumpton-Young Standard Grant 69998 9150 7427 SMET 9178 9150 0000099 Other Applications NEC 0341468 March 1, 2004 Holistic Numerical Methods. The project is developing educational modules to teach the following mathematical procedures; simultaneous linear equations; regression; integration; and ordinary differential equations. The modules are providing faculty and students customization based on engineering major (Chemical, Civil, Computer, General, Electrical, Industrial, and Mechanical) and computational system (Maple, Mathcad, Mathematica, and Matlab). Each instructional module enhances instructor preparation and development, and student educational experience by a) reviewing pre-requisite mathematical background information, b) demonstrating the need for and use of numerical solutions through real-life examples, c) combining text and interactive self-directed simulations to illustrate algorithms, examples, advantages, pitfalls, errors and convergence of numerical techniques, d) relating historical information to numerical methods, and e) providing self-assessment tools and problem sets. Self-sustaining dissemination avenues of project materials include the Numerical Methods website at USF, website hubs of major course management providers, digital libraries, and application centers of computational systems. Results are shared at major engineering education conferences and published in engineering education journals. The impact of the modules on student learning, student satisfaction, and instruction acceptance at three diverse institutions will be evaluated using formative and summative evaluation techniques. CCLI-ADAPTATION AND IMPLEMENTA CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Kaw, Autar Pradeep Misra Glen Besterfield James Eison Egwu Kalu University of South Florida FL Sheryl A. Sorby Continuing grant 363280 7428 7427 SMET 9178 0000099 Other Applications NEC 0341481 February 1, 2004 PRofessional Enhancement Program (PREP). Mathematical Sciences (21) The Mathematical Association of America's PRofessional Enhancement Program (PREP) enables faculty in the mathematical sciences to respond to rapid and significant developments that impact undergraduate mathematics. PREP workshops offer extended professional development experiences with active involvement by all participants, leadership by experts, and a commitment by participants to make use of what they learn. PREP workshops serve faculty in the mathematical sciences from all types of institutions, at all stages in their careers, and enable faculty to reach beyond their own educational experiences. To achieve a sustained impact, PREP workshops extend over time with preparatory, intensive and on-going components. At least nine workshops are offered each year, including at least one whose intensive component is on-line. Follow-up components are typically held in conjunction with the Joint Mathematics Meetings each January. Program details can be found at http://www.maa.org/prep. DISCOVERY RESEARCH K-12 CCLI-Phase 3 (Comprehensive) CCLI-Phase 2 (Expansion) NATIONAL SMETE DIGITAL LIBRARY CCLI-NATIONAL DISSEMINATION DUE EHR Pearson, J Michael William Haver Nancy Baxter Hastings Jon Scott Nathaniel Dean Mathematical Association of America DC Lee L. Zia Continuing grant 1120466 7645 7493 7492 7444 7429 SMET 9178 7429 0000099 Other Applications NEC 0341484 February 1, 2004 Avida-ED: Technology for Teaching Evolution and the Nature of Science using Digital Organisms. Interdisciplinary (99) This project is developing Avida-ED, an educational simulation based on a proven artificial life research platform. In the digital environment of Avida-ED, one can observe the evolution of self-replicating, autonomous digital organisms, and perform experiments to test evolutionary hypotheses in ways that no other tool allows. This unprecedented ability to introduce experimental evolution in biology classrooms lets students learn about basic principles of scientific method and see for themselves how evolutionary theory is confirmed. We are developing and testing the Avida-ED environment, formally accessing its pedagogic efficacy in the classroom for undergraduate science and non-science majors, and distributing the software and associated materials to biology educators. The project is addressing significant science education challenges identified in national standards in a novel, rigorous, and promising manner. Our initial results show that by being able to observe the evolutionary mechanism in action, students come to understand the key biological insight of how evolution produces complex information. The intellectual merit of this project is the novel use of information technology - artificial life - that was inspired by evolutionary principles, and has become a revolutionary research tool for biologists. The broader impacts of this project lie in the application of this simulation and the developed materials in a wide range of undergraduate science curricula. CCLI-Phase 2 (Expansion) CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Pennock, Robert Richard Lenski Diane Ebert-May Charles Ofria Michigan State University MI Herbert H. Richtol Standard Grant 279973 7492 7427 SMET 9178 0000099 Other Applications NEC 0341485 February 1, 2004 Development and Field Assessment of Web-Based Activities for General Chemistry. Chemistry (12) Traditional teaching methods and instructional software products that focus on presentation and evaluation often fail to help students develop important cognitive and interpersonal skills in the areas of critical thinking, problem solving, communication, teamwork, management, and assessment. To address this situation, this project is implementing a research-based design to produce 60 innovative web-based activities spanning two semesters of General Chemistry. This design is premised on a cognitive model that most students learn chemistry best by constructing their own understanding using a learning cycle consisting of exploration, concept formation, application, and assessment. The activities are being field tested in diverse learning environments and revised accordingly. Teaching methods for the effective use of these activities are also being developed and disseminated through workshops for faculty and graduate teaching assistants. The activities are being distributed through publishers and digital repositories in four formats: within the previously developed LUCID Learning and Assessment System, for use in course management and e-learning systems, for independent web posting, and as text-based materials. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Hanson, David Troy Wolfskill SUNY at Stony Brook NY Eileen L. Lewis Standard Grant 399946 7427 SMET 9178 0000099 Other Applications NEC 0341487 January 1, 2004 The Integration of Liquid- and Solid-State NMR into the Undergraduate Physical Chemistry Curriculum. This project addresses issues of fundamental reform in the physical chemistry curriculum via advanced integration of liquid- and solid-state nuclear magnetic resonance (NMR) experiments. A comprehensive suite of NMR laboratory exercises (initially targeted within the physical chemistry laboratory) builds in level of sophistication from simple liquid-state measurements through static, magic-angle spinning (MAS), and cross-polarization MAS solid-state experiments. Alone, or in concert, these experiments provide multiple layers of instructional merit from basic structural characterization to important physical chemistry concepts. Since not all instructional programs have solid-state NMR capabilities, we develop and market schematics and construction materials for a low-cost ($2500) static 2H probe that is compatible with existing liquid-state spectrometers. Deuterium NMR line shapes are sensitive to molecular motion and serve as excellent instructional aids for topics such as methyl rotors. For educational materials we include fully supported multimedia presentations of the basic concepts of liquid- and solid-state NMR and complete step-by-step instructions for each experimental exercise. We use the assessment strategies developed and supported by the Penn State Center for Excellence in Learning and Teaching to gauge the strengths and weaknesses of these tools. In terms of intellectually merited outcomes, we provide an integrated series of authentic experiences, using NMR as a unifying theme, connecting theory, concepts, and research. More broadly, tools are designed for vertical integration into organic and instrumental analysis courses at PSU. Additionally, during this initial phase, we seek partner institutions to implement the material during future full-scale development. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Mueller, Karl Alan Benesi Jacqueline Bortiatynski Dan Sykes Pennsylvania State Univ University Park PA Herbert H. Richtol Standard Grant 75000 7427 SMET 9178 0000099 Other Applications NEC 0341492 March 1, 2004 Discipline and Curriculum Integration Using the ALIVE System. Interdisciplinary (99) This project is developing a set of teaching tools that integrate engineering and technical business courses for use in an industrial engineering curriculum. The Active Learning in a Virtual Enterprise (ALIVE) System gives students a series of short intern-like projects in the "Virtual Enterprise," a full-scale supply chain, integrated using information technology, and producing an actual product - desk clocks. Laboratories, either physical or virtual, are organized as business departments. The ALIVE System develops requisite skills in systems engineering, information technology, and business, and addresses visual, active, collaborative, experiential, deductive and global learning styles. ALIVE System modules are also highly portable and configurable to a variety of school environments, sizes, and disciplines. Evaluation plans include extensive host and remote testing of the system and dissemination through two focused symposiums and relevant conferences. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Stanfield, Paul Bala Ram Silvanus Udoka Shona Morgan Christopher Geiger North Carolina Agricultural & Technical State University NC Herbert H. Richtol Standard Grant 374767 7427 SMET 9178 0000099 Other Applications NEC 0341506 June 1, 2004 Inter-University Software Engineering Education. Computer Science (31) The methodology initiated in the proof of concept CCLI grant #0127439 distributes some software engineering student project implementation to other courses during the same term at the same university in an intra-curriculum manner. The sharing of the implementation burden allows these students to focus more fully on the rightful objectives of the software engineering course. Students in the other courses are excited when their own course projects become a useful part of a larger system. This project expands this methodology to include courses at other universities. North Carolina A&T (under a sub-award of this grant) and Appalachian State in this project develop a synchronous methodology of inter-university collaboration applicable when institutions are similar in terms of programming language, academic calendar, location, etc. DePaul University (under a sub-award of this grant) assists in developing an asynchronous methodology when the institutions are dissimilar. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Fenwick, Jr., James Barry Kurtz Xiaoping Jia Xiaohong Yuan Adam Steele Appalachian State University NC Stephen C. Cooper Standard Grant 309129 7427 SMET 9178 7427 0000099 Other Applications NEC 0341510 June 15, 2004 Developing and Disseminating New Laboratories in RNAi and Functional Genomics. Over the past 15 years, many laboratories have been implemented that illustrate basic concepts of microbial and molecular genetics. The completion of the Human Genome Project challenges teachers to move laboratory instruction to a higher level of biological integration, the functional analysis of genes and proteins in eukaryotic organisms. This project is developing a module of investigative laboratories and bioinformatics exercises that engage students in the new technologies of RNA-mediated genetic interference (RNAi) and computer-based genome analysis. Although RNAi experiments in the model organism Caenorhabditis elegans (C. elegans) offer a powerful means to examine gene function at the organismal level, the experimental system is simple and robust enough to join bacterial transformation and gel electrophoresis as a mainstay of the college teaching laboratory. Most importantly, after learning basic RNAi techniques, students can make use of freely available resources to design their own experiments to explore the function of virtually any of the predicted 19,427 genes of C. elegans. This proposal represents a collaboration among staff at the Dolan DNA Learning Center (DNALC), faculty at 2- and 4-year colleges, and scientists at Cold Spring Harbor Laboratory (CSHL) who have pioneered RNAi technology and bioinformatics resources. An Advisory Panel of college faculty from diverse geographic locations will be involved in all aspects of the project, including development and testing. Newly developed modules will be introduced to and critiqued by biology faculty and high school biology teachers at workshops held at a variety of sites around the nation. Instructional and bioinformatics resources developed in this project will be disseminated via the DNALC.s WWW site, Cold Spring Harbor Laboratory Press, and Carolina Biological Supply Company. CCLI-EDUCATIONAL MATERIALS DEV INSTRUCTIONAL MATERIALS DEVELP DUE EHR Micklos, David Gregory Hannon Jennifer Aizenman Cold Spring Harbor Laboratory NY Daniel Udovic Standard Grant 295611 7427 7355 SMET 9178 7355 0000099 Other Applications NEC 0341516 May 1, 2004 Project Kaleidoscope: Investing in Faculty Leaders. Project Kaleidoscope enhances the capacity of science, technology, engineering and mathematics (STEM) faculty responsible for the strength of undergraduate learning environments and of the infrastructures supporting their work. Building on and reaching beyond the Project Kaleidoscope informal alliance of 8000 persons, the project directly impacts faculty at 300 core institutions, representing the diversity of higher education that they will prepare as leaders of multi-disciplinary teams. Broad impact results from formally connecting present and emerging generations of leaders within undergraduate STEM education and preparing for the leadership transition that is inevitable- connections that are essential if current initiatives for strengthening undergraduate STEM are to be sustained. This national effort develops multi-disciplinary teams of STEM leaders in order to increase involvement in research-based understanding and thereby tackle interdisciplinary challenges, and those that relate to scientific and technological advances and the increasing diversity of students. Fifteen workshops, follow-up support, and leadership institutes followed by preparation and dissemination of project materials comprise the heart of the project. Evaluation consists of longitudinal studies administered to workshop teams and senior administrators. CCLI-NATIONAL DISSEMINATION DUE EHR Narum, Jeanne Ishrat Khan Alison Morrison-Shetlar Elizabeth McCormack Robert Megginson Independent Colleges Office DC Herbert H. Richtol Continuing grant 1352840 7429 SMET 9178 7429 0000099 Other Applications NEC 0341521 May 1, 2004 Reading the Forest Floor: Online Case-Based Inquiry Learning in Forestry. Biological Science (61). This CCLI Educational Materials Development proof-of-concept project addresses the need to engage forest ecology students, including non-majors and future teachers, in activities that require critical thinking and scientific reasoning. It does this by building inquiry-oriented materials that approach forestry as an environmental mystery, asking students "Why are there no middle sized trees in this well developed forest?" "How often and which species of trees were logged?" and "How long ago was this beaver pond abandoned?" The software automatically records and analyzes students' observations, data and hypotheses and helps students draw inferences and revise hypotheses. The software works on a desktop computer and on a Personal Digital Assistant so students can record data and perform data analysis during field trips. The three forestry cases developed are tested for their effectiveness in a variety of post-secondary institutions and secondary schools, examining how and if inquiry learning is supported by the materials. Evaluation includes assessment of the software's usability and the consequent changes in student attitudes towards scientific reasoning. This work incorporates artificial intelligence, interactive multimedia and web-based technology in a rich, reliable and authoritative collection of teaching materials, thereby addressing the need for instruction appropriate to students of different learning styles and genders. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Woolf, Beverly Lawrence Winship University of Massachusetts Amherst MA Jeanne R. Small Standard Grant 74984 7427 SMET 9178 0000099 Other Applications NEC 0341529 February 15, 2004 An Audio-Tactile Curriculum to Support Visually Impaired Statistics Students.. Mathematics (12). The ability to comprehend and manipulate graphical data is crucial for mastery in STEM disciplines. In statistics, pictorial representations illustrate data patterns in the form of graphs and probability distributions; students need to understand the ways these representations denote statistical concepts and numerical expressions important in the mastery of statistics. For students who are visually impaired, bringing these strands into a cognitive whole presents a significant barrier. Faculty who teach this material to blind students often find themselves at a loss as to how to proceed. This project adapts, tests and disseminates a conceptually rich set of curricular modules for introductory applied statistics, thereby creating a fully interactive accessible workbook useable by students with visual impairments and the faculty who teach them. The approach calls for adapting an existing text for delivery via the Talking Tactile Tablet, a new low-cost computer peripheral that presents tactile and large-print graphics coordinated with audio description. The medium is interactive, and students have random access to text, graphics, and a detailed index. Guidelines are developed to assist faculty at other institutions who want to develop their own accessible materials using the tablet format. The statistics courseware is made commercially available through the completion of the project. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Gourgey, Karen CUNY Baruch College NY Daniel P. Maki Standard Grant 30032 7427 SMET 9178 0000099 Other Applications NEC 0341541 June 1, 2004 Proof-of-concept Web-delivered Exploration and Production Simulations for the Introductory Geoscience Laboratory. Geology (42) This proof-of-concept project is developing interactive, discovery-based computer simulations for Web and wireless delivery to undergraduate students enrolled in a physical geology science laboratory course. Students work in collaborative working groups (student corporations) to address map-based realistic problems (quarry development and oil and gas exploration) that integrate with and extend traditional geoscience laboratory topics, as well as practical business concepts such as budgets, time-constrained deadlines, and committee consensus. In the quarry simulation, students virtually drill a landscape to determine the extent and volume of mine able industrial rock for stone production. In the oilfield simulation, students compete for property leases required for exploration of limited oil and gas pools. The exercises require analysis of different types of information (text, numbers, maps), and provide multiple opportunities for students to refine cognitive skills. Server-based and wireless computer technology is delivering these materials via the Web through wireless access points for personal digital assistants (PDA's) so as to override constraints in the traditional classroom of restricted mobility in time and space. Intellectual merits of this project include students learning geologic concepts in an economic/business context, receiving quick feedback on risk/reward decisions, and providing flexible Internet access to the materials. Broader impacts of this project include addressing societally relevant geoscience issues and targeting a non-traditional urban student population (at the PI institution). EXP PROG TO STIM COMP RES CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Brande, Scott University of Alabama at Birmingham AL Jill K. Singer Standard Grant 74994 9150 7427 SMET 9178 9150 0000099 Other Applications NEC 0341551 June 1, 2004 Calculus 1 Video Project. Mathematical Sciences (21) This proof-of-concept project is developing short video clips explaining how to do selected homework problems covering the primary topics covered in introductory calculus. These clips are intended to supplement traditional forms of support such as tutorials and recitation sessions with particular attention to reducing the percentage of unsuccessful students (D/F/Withdraw) taking calculus. The digital incarnation of these clips promotes wide accessibility and reuse. From the learner's perspective the clips also offer multiple opportunities for viewing and reviewing. To manage this collection of clips an XML/DTD management system is being constructed to allow publication to a variety of media, in multiple formats. Both web and DVD based dissemination is being undertaken along with a comprehensive evaluation program to determine the effectiveness of these initial clips. This project also offers a model for helping potentially unsuccessful students in other math and science courses. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Holmes, Mark Rensselaer Polytechnic Institute NY Lee L. Zia Standard Grant 75000 7427 SMET 9178 7427 0000099 Other Applications NEC 0341564 March 1, 2004 STEM Learning Modules and Technologies Development. The project is developing, deploying, evaluating, and disseminating interactive learning modules (ILMs) and web-based educational technologies to help student learn the fundamentals of electrical engineering. Investigators from three other universities, representing a minority institution, a four-year school, and an urban university, are participating in the project. The ILMs, which build on a prior prototype development project, support the "key concepts" of electrical engineering (i.e., areas associated with the PE and FE exams). These ILMs provide illustrative supporting materials for engineering students that can be further used to stimulate interest in K-12 students to consider STEM careers. Deployment also involves a faculty exchange program, allowing faculty partners to "swap" classrooms for a particular topic, and experience diverse teaching/learning environments. Evaluation experts at a separate university will organize and carry out the evaluation. The materials will be available on the Internet and on CDs and a major publisher has indicated interest in the product. The project team plans a series of workshops. CCLI-ADAPTATION AND IMPLEMENTA CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Millard, D William Jennings Paul Schoch Rensselaer Polytechnic Institute NY Russell L. Pimmel Continuing grant 350492 7428 7427 SMET 9178 0000099 Other Applications NEC 0341601 May 1, 2004 PROJECT EMD-MLR: Educational Materials Development through the Integration of Machine Learning Research into the Senior Design Projects. Computer Science (31) This project focused on Machine Learning (ML) and has the following objectives 1) the development of educational material in the form of software implementations of ML algorithms and the compilation of accompanying documentation; 2) the creation of an on-line ML Repository via the archiving of the developed products; 3) the authoring of 3-4 chapters of an undergraduate ML textbook; 4) the introduction of ML research in the participating institutions curricula and; 5) the dissemination of the developed material through the on-line outlet, the affiliated academic institutions and industries. The objectives are achieved by forming Student Design Project teams consisting of undergraduate students from the partnering Universities and Community Colleges. Each team works on the implementation of a ML algorithm and its documentation and on a related research topic supervised by their assigned PI. A team of PIs with strong teaching and research experience in ML, as well as extensive experience on supervising senior design teams achieves the project's objectives. EMD-MLR's objectives impact 80 students, some of which are members of underrepresented groups (in particular UCF and SCC students). Furthermore, the project's focus enhances partnerships amongst 4 neighboring institutions, and many more affiliate Universities dispersed within the US and abroad. The University partnerships constitute the anchor of an elaborate dissemination plan that is multi-faceted and self-sustained. CCLI-EDUCATIONAL MATERIALS DEV ADVANCED TECH EDUCATION PROG DUE EHR Anagnostopoulos, Georgios Philip Chan Veton Kepuska Ken Ports Florida Institute of Technology FL Stephen C. Cooper Standard Grant 99996 7427 7412 SMET 9178 7427 0000099 Other Applications NEC 0341628 April 1, 2004 "Matter Matters: A MediaModule for 'The Aspect Book for Russian' ". Matter Matters: A Media Module for The Aspect Book for Russian familiarizes students with the science of linguistics, contextualized to learning Russian. All Russian verbs express a grammatical category called aspect (perfective vs. imperfective) absent in English. Aspect involves dozens of contrasting uses, and is notoriously difficult for linguists to describe and learners to master. Matter Matters showcases intellectual breakthroughs in the linguistic description of aspect, presented as an interactive animated module. Learners gain insight into methods of linguistic inquiry and acquire language mastery beyond what was previously possible. Student achievements will be assessed according to national standards. Matter Matters is being integrated into both the Linguistics and Russian language curricula. Because all Slavic languages (e.g., Czech, Polish, SerboCroatian) have the grammatical category of aspect, this product may inspire further linguistic research into aspectual categories and spawn similar texts for other languages. The completed MediaModule will be available to language professionals, and lead to the production of a MediaBook, to be published and distributed commercially and piloted across the country. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Janda, Laura Walter Bollenbacher University of North Carolina at Chapel Hill NC Myles G. Boylan Standard Grant 89701 7427 SMET 9178 0000099 Other Applications NEC 0341633 May 1, 2004 Development of Project-Based Introductory to Materials Engineering Modules. Modules in introductory materials science and engineering are being developed that engage early engineering students in design experiences. These classroom modules help teach materials science and engineering within the context of modern technologies. Laboratory modules are being developed to emphasize how materials engineers function in industry. Forms of the modules appropriate for high school demonstrations are also being created. Intellectual Merit: Development is being carried out by faculty from research universities, comprehensive universities, and community colleges who have significant curriculum development experience and diverse materials science and engineering research interests. The modules are being structured around learning objectives and include active learning exercises, design problems, open ended project labs, and assessment tools. During the development of the modules, feedback is being solicited from an industry advisory board and a community college partnership. The modules are being beta tested by community colleges, research universities, and teaching colleges. Assessment is being done on whether the learning objectives are achieved and on the ease of adaptability of the modules. Broader Impact: Most engineering departments, including community colleges, require their students to take an- Introduction to Materials - course. With annual course enrollments of over 50,000 in the U.S., innovations in the curriculum have widespread applicability. The assessment of the modules contribute to educational research on the effectiveness of design problems and project based labs. The results of the assessment are being presented at national conferences and published in engineering education journals. National dissemination of the modules is being supported by McGraw-Hill. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Gleixner, Stacy San Jose State University Foundation CA Lesia L. Crumpton-Young Standard Grant 349978 7427 SMET 9178 0000099 Other Applications NEC 0341650 July 1, 2004 Collaborative Research: CCLI for Computer Forensics and Computer Security. Computer Science (31) Highline Community College (HCC), Seattle University (SU), and the University of Washington (UW) (a two-year institution, a four-year private university and a four-year public university, respectively) are collaborating on the development of a Computer Security/Computer Forensics certificate program. By collaborating, these institutions capitalize on individual institutional strengths and quickly fill a void in computer security education in Washington State, a major center for the software industry. Collaboration products include a six-course curriculum and corresponding classroom software tools and exercises that deliver a hands-on learning experience and effectively integrate technology into the classroom. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Phillips, Amelia Highline Community College WA Stephen C. Cooper Standard Grant 117637 7427 SMET 9178 7427 0000099 Other Applications NEC 0341676 June 1, 2003 Collaborative Research: TeachEngineering - Hands-on Engineering. This Collections project builds on extensive K-12 engineering curriculum developments funded by the NSF GK-12 program with several engineering colleges collaborating to create an on-line digital library of engineering resources (the TeachEngineering Collection) for use by K-12 teachers and engineering college faculty conducting outreach in their communities. Each institution is already partnered with numerous local school districts to promote engineering as a vehicle for math and science integration. Lessons and activities that introduce engineering to K-12 students while serving as integrators of science and mathematics concepts will populate the Collection. The lessons and activities in the TeachEngineering Collection relate to everyday encounters in the lives of youngsters, thus providing a context for student learning. Collections curricula meet explicit minimum quality criteria and are aligned with national science, mathematics and technology educational standards. Activities can be constructed at low cost with readily available materials -- an "engineering on a shoestring" approach to encourage adoption of the Collection. The Collection also provides a portal to several "living laboratories" -- structures, facilities and processes instrumented with sensors, providing data on-line in real time. The project team also is reaching out to end-users by promoting workshops that train teachers and faculty to use the Collection. The American Society for Engineering Education involvement guarantees long-term sustainability, with responsibility for certification and testing of new curricular components, and nationwide dissemination and promotion of the Collection. The collaborators are designing the system architecture, developing the search engine, and refining and testing the system and contents, including the "living laboratories" component, in collaboration with K-12 teachers. Integration and interoperability with other NSDL collections are being addressed. Concurrently, the Collection content is being standardized, converting a variety of K-12 engineering curricula into searchable, standards-based documents with a common look and feel. In a set of second-level tasks, the team is populating and testing the Collection, integrating it into the Tufts Digital Library, completing the loading and testing of the initial contents, conducting teacher and faculty workshops, and transferring the Collection oversight to ASEE. Moving K-12 engineering outreach curricula from individual sites to a unified and useful library provides accessible resources for the K-12 community and stimulates the involvement of engineering faculty and professionals in K-12 education. Broader impacts of this work are engaging more engineering programs in K-12 outreach, providing the expanded opportunities to dramatically increase general STEM literacy and expanding the pool of youngsters eagerly prepared for a future in engineering. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Cyr, Martha Worcester Polytechnic Institute MA Russell L. Pimmel Standard Grant 273265 7444 SMET 9178 0341687 February 15, 2004 CCLI: Instructional Materials to Promote Interactive Engagement in Semiconductor Device Courses. This project is developing novel instructional materials for undergraduate courses on semiconductor devices in electrical engineering. The material includes a set of Excel spreadsheets incorporating Visual Basic macros, which plot many internal device variables and constitute a real-time, virtual laboratory for interactive experiments on the devices. The other component is the accompanying in-depth exercises designed to provide structured interactive engagement with the simulations and underlying course material. Effectiveness is being evaluated by using these materials in one of two sections of a course with the other serving as a control group. The assessment process is using a new concept inventory on semiconductor devices, examination grades, and discussion with student focus groups. The PI plans to disseminate assessment results from the pilot project. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Skromme, Brian Arizona State University AZ Russell L. Pimmel Standard Grant 74945 7427 SMET 9178 0000099 Other Applications NEC 0341699 June 1, 2004 An Adaptive Hypermedia Textbook for General Chemistry. Faculty at San Francisco State University are developing and evaluating a new proof-of-concept adaptive hypermedia textbook for use in both the promising new inquiry-based general chemistry curriculum at SFSU, and traditional chemistry curricula. This new textbook is a powerful, flexible tool that is capable of variations in sequence, depth of coverage, and relative emphasis on conceptual or quantitative problem solving skills. It promotes reading as an active, self-regulated meaning/construction process, and adjusts to the needs of individuals in an increasingly diverse student population, allowing content, style and sequencing to be customized to each particular student. Designed around MetaLinks principles and features, and constructed using existing textbook content and ancillary materials, the new hyperbook is being pilot-tested for usability, and evaluated by students and faculty at several schools in both traditional and innovative general chemistry curriculum environments. Evaluation of the new hypermedia text is expected to further establish the potential of such adaptive educational materials to: i) increase the efficiency of student learning and provide superior content coverage; ii) improve student learning outcomes by increasing learning, critical-thinking and problem-solving skills; iii) encourage student motivation and satisfaction; and iv) ultimately increase the number and diversity of students who successfully complete science degrees. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Trautman, Raymond Jane Zeile San Francisco State University CA Bert E. Holmes Standard Grant 74864 7427 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0341853 October 1, 2003 Teaching by Choice: Addressing the National Teaching Shortage, Two National Conferences, Winter-Fall 2004. The number of students enrolling in K-12 schools and community colleges is increasing at the same time that teachers are retiring, resulting in a national need for more teachers in classrooms at all levels. This two year project consists of two national conferences that are examining barriers and strategies for ways to produce more qualified teachers for the nation in science, technology, engineering, and mathematics (STEM) K-12 and community college classrooms. Intellectual Merit: The first national conference is Teaching by Choice: K-12. The American Association of Community Colleges (AACC) , the American Mathematical Association of Two-Year Colleges (AMATYC), and the National Association of Community College Teacher Education Programs (NACCTEP) are co- hosting this conference and are being joined by other professional societies representing science and technology. The conference focuses on the role of community colleges in K-12 teacher preparation in science, mathematics, and technology education. Participants represent K-12 schools, community colleges, four-year colleges and universities, and a number of professional discipline-specific societies, including the American Chemical Society, American Association of Physics Teachers, International Technology Education Association, and Association for Career and Technical Education. The conference is designed to foster discussions among all of these sectors, with a goal of identifying key issues and solutions in the development of effective STEM teacher preparation programs. The results of the conference are being published in a report to be distributed nationally. The second conference, Teaching by Choice: Community Colleges, focuses on the need for STEM faculty to replace retiring community college faculty. It provides a forum for community college administrators and faculty as well as various discipline-specific and workforce associations to discuss the challenges of retention and recruitment of future community college STEM faculty. A summary of the conference results is being published and distributed nationally. Broader Impacts: Through the two conferences and subsequent summary reports, the issues and suggestions are impacting the development and implementation of community college teacher education programs and the recruitment and retention of future community college STEM faculty nationwide. There is a widely recognized need to update the system of STEM teacher education to produce highly qualified teachers, and the recognition of the national need for highly qualified community college STEM faculty. ADVANCED TECH EDUCATION PROG TEACHER PROFESSIONAL CONTINUUM DUE EHR Barnett, Lynn American Association of Community Colleges DC Joan T Prival Standard Grant 728128 7412 7271 SMET 9178 1032 0000099 Other Applications NEC 0342739 September 1, 2003 A Workshop to Define a National Cyber Defense Exercise Competition. This project is a workshop that brings together educators from the military academies, the Centers of Academic Excellence in Information Assurance Education, and the commercial sector to facilitate discussion, definition, and planning for a National Cyber Defense Exercise. Such an exercise will provide civilian universities significant educational benefits related to computer network security, as has already been demonstrated by experience with the service academies Cyber Defense Exercise. This workshop determines the structure of such an exercise among several civilian universities, using lessons learned from the originators of the original exercise at the United States Military Academy (West Point). Funds for this workshop cover a meeting of a small steering committee prior to the workshop, and production a report about the workshop and communicating those results to appropriate audiences. This resultant workshop designed to allow multiple independent universities to use the Exercise as a supporting tool in developing their own creative and original solutions to teaching and research about computer security and information assurance. And the Exercise will broaden the knowledge and expertise about defending computer security beyond the students at the military institutions. FED CYBER SERV: SCHLAR FOR SER DUE EHR Hoffman, Lance Daniel Ragsdale George Washington University DC Diana B. Gant Standard Grant 70396 1668 SMET 9178 0000099 Other Applications NEC 0342755 September 15, 2003 Workshops on Excellence in Mentoring of Graduate Students. HRD 03-42755 The University of Maryland Baltimore County (UMBC) is hosting a series of workshops to improve the mentoring of graduate students at UMBC. The overall effort includes several elements (department workshops, new faculty orientation, campus-wide symposium, campus-wide seminar) as part of the mentoring initiative. The goals of the workshop series and companion elements, as posed, target improvement in the UMBC campus climate and in faculty mentoring skills. Those elements should work to increase the retention and graduation of STEM graduate students, including (and perhaps especially) of those who are underrepresented minorities. PRES AWDS FOR EXCELL IN SCI DUE EHR Rutledge, Janet University of Maryland Baltimore County MD David L. Temple Jr. Standard Grant 14998 1593 SMET 9179 0342784 June 24, 2003 The Chemical Educator. This project undertakes steps to allow The Chemical Educator, now in its seventh volume, to transition from a commercially based chemical education journal to a nonprofit journal. New efforts are being undertaken to increase awareness of The Chemical Educator and its benefits to those in the educational community. These efforts include consistent promotion of the journal through advertising, direct mailings, and presentations at educationally oriented meetings and symposiums. In addition, efforts are being made to continue to increase the number of submissions and the published page counts. For example, articles are being solicited for a new emphasis on research in teaching and learning and for a new laboratory section. With increased exposure and with increased submissions, we expect to increase the number of subscribers to make The Chemical Educator self-supporting. The Chemical Educator is a needed alternative journal for the timely dissemination of chemical-education-oriented articles. Focusing on rapid publication, quality articles, and assistance to authors, as well as features only available using the Internet, The Chemical Educator provides unique publishing opportunities. The Chemical Educator, published since 1996, was the first chemical education journal to utilize the Internet for delivery of articles and was one of the first electronic journals to be abstracted by the American Chemical Society's Chemical Abstract Service. The journal uses all available technology to provide educators with the necessary information needed to disseminate improvements and ensure continual improvement of chemical education methodologies. Working to complement other journal offerings in the field of chemical education, The Chemical Educator continues to serve the chemical education community as a quality forum for the dissemination of chemical education materials. CCLI-Phase 1 (Exploratory) CCLI-EDUCATIONAL MATERIALS DEV DUE EHR LeMaster, Clifford Chemical Education Inc. ID Susan H. Hixson Continuing grant 242396 7494 7427 SMET 9178 9150 0000099 Other Applications NEC 0342901 June 15, 2004 Demystifying Genomics - Opening Doors. HRD 03-42901 Dr. Margaret Werner-Washburne is a faculty member in the Biology Department at University of New Mexico for fifteen years. During this time, she has mentored a large number of students, including two Hispanic/Latino post-doctoral fellows, two Hispanic/Latino doctoral degree recipients, two Hispanic/Latino master's degree recipients, and 45 undergraduate students (33 were ethnic minority). Her efforts include public dissemination of science at the community, such as the PBS video series, "The Mystery of an Ancient Gene" (NSF supported). In addition to working with students and faculty from many different cultural and ethnic backgrounds, she works effectively with groups from K-12 to university and government professionals, and across disciplines including biology, mathematics, computer sciences, and mechanical and chemical engineering. PRES AWDS FOR EXCELL IN SCI DUE EHR Werner-Washburne, Margaret University of New Mexico NM David L. Temple Jr. Standard Grant 10000 1593 SMET 9178 0343215 August 15, 2003 Combined Workshop Support. This project provides support for two workshops at the National Science Foundation in August 2003, a workshop August 5-6, 2003 addressing problems of on-going placement issues for students in the Scholarships for Service (SFS) program and a workshop August 7-8, 2003 addressing national cybersecurity workforce needs and educational innovation. It includes pre-, post-, and onsite support for travel and lodging planning and workshop logistics and for post-workshop support in editing and disseminating workshop results. This project is important because it will allow the experiences of current institutional awardees to inform and improve the framework governing the future awards in the SFS program. It will allow society to fully benefit from a more secure computing infrastructure by ensuring that qualified graduates are more properly and efficiently placed in government service. TRUSTED COMPUTING FED CYBER SERV: SCHLAR FOR SER DUE EHR Hoffman, Lance George Washington University DC Diana B. Gant Standard Grant 113036 2802 1668 SMET 9178 7254 1667 0000099 Other Applications NEC 0343405 February 1, 2004 Enhancing Community College Pathways to Engineering Careers: A Guide for Key Actors. The National Academy of Engineering (NAE) and the National Research Council Board on Higher Education and Workforce (BHEW) are establishing an ad hoc study committee to oversee a series of fact-finding activities that describe the evolving community college pathway in engineering education. Two committee meetings are being held with expert presentations to review the background information and to guide discussions and deliberations. Key stakeholder groups including two- and four-year college faculty, public officials, educational administrators, industry managers, and leaders of professional societies are being interviewed. The Academy is also collecting and analyzing existing data engineering graduates who have community colleges in their pathway to a degree. After the period of fact-finding and analysis, a two-day conference showcases programs that have demonstrated the ability to successfully produce engineering graduates with community college experience. The conference focuses on (1) the success of students that transfer between community college and four-year engineering programs, (2) effective management of intermittent matriculation at community college campuses, (3) mutually beneficial interactions between community college and four year engineering school faculty, (4) the curricular content of community college engineering programs, (5) data collection requirements for effective program evaluation, and (6) effective use of community college campuses to achieve student and faculty diversity goals in engineering education. INTELLECTUAL MERIT: This NAE/NRC project is identifying key research questions that will inform funding and policy officials who wish to carry out activities that strengthen community college pathways leading to baccalaureate and doctoral degrees in engineering. BROADER IMPACT: The project is developing a plan to leverage the unique qualities of our community college infrastructure to achieve engineering workforce objectives. Current enrollment statistics support the fact that community colleges provide meaningful economic and educational supports for women, racial minorities, and non-traditional students. Each of these groups is underrepresented among the current pool of baccalaureate and doctoral graduates in engineering. ADVANCED TECH EDUCATION PROG RESEARCH ON LEARNING & EDUCATI ENGINEERING EDUCATION DUE EHR Mattis, Mary National Academy of Sciences DC Elizabeth Teles Standard Grant 206833 7412 1666 1340 SMET 9178 9177 1032 0000099 Other Applications NEC 0343734 September 15, 2003 CCLI Program Conference: Invention, Intervention, & Impact: Innovation in Undergraduate Science, Technology, Engineering and Mathematics (STEM) Education, April 2004, Arlington, VA. The American Association for the Advancement of Science (AAAS) is sponsoring a conference that focuses on the impact of the NSF Course, Curriculum, and Laboratory Instruction (CCLI) Program. The overall theme of this conference is sharing, promoting, envisioning, and sustaining innovations in STEM undergraduate education. In terms of undergraduate STEM education the conference is designed to a) Broadly advertise important curricular improvements; b) Explore the role that the NSF CCLI Program has had in catalyzing curricular innovation; c) Facilitate cross-disciplinary communication of innovative curriculum ideas; d) Demonstrate effectiveness of curricular innovations; e) Foster interdisciplinary interest in emerging science fields; and, f) Engage the community in discussion of future priorities. Four hundred representatives from colleges and universities (including students), professional societies, government, media, foundations, and business are invited to participate. The overall outcome of this participatory conference is for participants to identify actions and strategies that they and others can take to expand and promote undergraduate curricular innovations. Development and implementation of the conference, including evaluation spans a 15-month period. The project evaluation captures actions that participants intend to take immediately after the conference. An online follow-up survey captures actions that participants are taking six months after the conference. Products include proceedings disseminated in print and online and a short paper on ten ideas and how these ideas can be easily implemented in the undergraduate classroom or laboratory. CCLI-NATIONAL DISSEMINATION DUE EHR George, Yolanda American Association For Advancement Science DC Lee L. Zia Standard Grant 502575 7429 SMET 9178 0000099 Other Applications NEC 0345352 September 1, 2003 Building Research Capacity to Develop Network Intrusion Detection Systems. This project is a multidisciplinary approach to examination of network intrusion. Prior models have relied heavily or exclusively on traffic analysis and detection as the basis for NIDS [Network Intrusion Detection Systems]. The project extends that concept by adding two elements that have not been part of an NDIS previously: combining sociometric analysis and organizational patterns using mathematical techniques based on nonlinear and non-monotonic models. Project outcomes include a draft model, which will have two benefits: an ability to detect intrusions more quickly and to act as guide for development of software, middleware, and hardware to deter or to deny intrusions. Intellectual Merit: This project extends and enhances the knowledge of both intruders and the tools [hardware and software] they use. The knowledge gained will enable researchers in the social sciences, computer and information sciences, and security experts to understand more clearly the impetus for, the techniques used, and the possibilities for deterring or denying network or system intrusions. There is significant social, economic, and institutional benefit to increasing our knowledge in this area. Broader Impacts: Computer and network security is critical to government, industry, and individuals. The greater the knowledge of intruder activity and techniques, the greater the potential for deterrence or denial of such activities. The economic impact resulting from such intrusions and the economic impact of planning for and attempting to stop such intrusions is direct cost to any institution. Mitigating such drain is clearly a broader impact of this project. This is an NSA funded project. DUE EHR Hurt, Charles West Chester University of Pennsylvania PA Diana B. Gant Standard Grant 1419660 V336 V335 SMET 9178 0000099 Other Applications NEC 0349839 September 1, 2003 Presidential Awards for Excellence In Mathematics and Science Teaching (PAEMST). Presidential Awards for Excellence In Mathematics and Science Teaching (PAEMST) PRES AWARDS FOR EXCEL IN SCIEN DUE EHR Tucker, Tanya EDUCATIONAL SERVICES, INC DC David L. Temple Jr. Contract 9332987 7345 SMET OTHR 9177 0000 0000099 Other Applications NEC 0350363 October 1, 2003 Conference Proceedings/Report on "Effective Education Grantmaking" -- 2003 Grantmakers for Education Conference. Grantmakers for Education (GFE) connects the work of the broadest cross-section of philanthropists working in education today and helps foundations and donors improve their effectiveness. The mission of the organization is to strengthen the capacity of philanthropy to improve educational outcomes for all students, which it accomplishes by providing opportunities for foundation leaders to work together, study issues together, and reflect on their work. One of the key projects of GFE is an annual conference, which convenes 300 grantmakers each year. In 2003, the GFE conference explores issues of impact and effectiveness by examining what education grantmaking has accomplished and how grants can better leverage change in education (from the early grades through higher education). Day long workshops (and complementary sessions and site visits) examine strategies for sustainability, strategies for influencing policy, and strategies for engaging in successful replication including, prominently, efforts to impact math and science education This project supports writing, printing, and distributing a conference proceedings publication. Education grantmaking is a significant tool for improving the education system of the nation, especially in mathematics and science, and the conference (and a report on its proceedings) seeks to make education grantmaking more effective and have greater impact. Intellectual merit: Through case studies and discussions with leaders in the fields of education and philanthropy, conference sessions identify ways foundation leaders can better change education policies, sustain successful programs over time, replicate models and thereby impact student achievement better. Broader impact: By publishing and disseminating a report on the conference themes and findings, GFE influences the grantmaking practices of not only those attending the conference, but also of the broader field of education philanthropy. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Porter, William Grantmakers for Education OR Elizabeth Teles Standard Grant 10000 7427 SMET 9178 7427 0000099 Other Applications NEC 0350395 August 1, 2003 Conceptual Understanding of Three Dimensions of Earth Processes in General Education and Introductory Courses: Test Development and Validation. This project falls into the New Development track of the program guidelines. An assessment tool is being developed that can be used as both a diagnostic tool and a measurement of instructional effects, with primary focus on student conceptual understanding in the geosciences. Conceptual understanding and change are being targetted for two reasons. First, conceptual understanding implies both a familiarity with content and the ability to apply it to complex questions. Second, a number of studies have suggested that prior knowledge can be as important to understanding as pedagogy. As such, students' personal understanding of Earth systems may impact the way in which they understand and retain the formal geoscience they are exposed to. The primary goal of this study is the dissemination of a reliable and valid assessment tool to geoscience faculty around the nation, for use in general education and introductory geoscience courses, as a means of both diagnosing student preconceptions and assessing one aspect of course effectiveness. This test can thus be used as a cross-course, cross-university assessment instrument and as a means for comparing a variety of instructional styles and other variables, including disparate student outcomes related to characteristics such as age and gender. This goal will be achieved by: 1. Identification of alternative conceptions of geological processes through a comprehensive literature search and interviews with students. Geoscience covers a range of interdisciplinary studies, and we have narrowed our focus to three dimensions: Earth's crust (including topographic expression and geographic expression), Earth's interior, and Earth through time. Roughly 70 student interviews will be conducted at four different institutions with dissimilar student populations; 2. Development of a multiple-choice conceptual assessment tool using commonly held misconceptions as distractors. These misconceptions will be catalogued from the student interviews described above; and 3. Qualitative and statistical validation of the assessment tool, to ensure robustness as a comparative instrument. We will ensure both validity, the ability of a test to measure a specific characteristic, and reliability, the internal consistency of the test items and test reproducibility, of this test. Reliability and validity will be ensured through initial piloting with novice students, educators and expert geoscientists, and Item Response Theory statistics. The availability of an assessment tool involving fundamental conceptions in geology will be invaluable for university faculty interested in assessing introductory and non-major courses in the geosciences. Additionally, the use of misconceptions as distractors allows interested faculty to use the pre-test as a diagnostic tool, to determine the kinds of alternative ideas held by their students. Teachers can then modify course structures to specifically target these preconceptions. Finally, the availability of a standard test will allow geoscience faculty to compare courses at different universities, and in so doing allow a basis by which different instructors, teaching methodologies, curriculum, and technologies can be compared. This type of evaluation is critical if we are ever truly going to answer the question "What works in the geoscience classroom?" CCLI - ASA DUE EHR Libarkin, Julie Ohio University OH Myles G. Boylan Continuing grant 173984 7431 SMET 9178 7431 0350724 July 11, 2003 Collaborative Research: Adaptation and Implementation of Activity and Web-Based Materials into Post-Calculus Introductory Probability and Statistics Courses. Mathematical Sciences (21) The objectives of this collaborative project are to improve post-calculus students' learning of probability and statistics and to provide students with better preparation for their future careers in mathematics and statistics, mathematics education, and computer science. These objectives are being achieved by focusing on active and cooperative learning, visualization of concepts, and use of simulations in post-calculus introductory probability and statistics courses at the University of Alabama - Huntsville and Middle Tennessee State University via the adaptation and implementation of two recently developed National Science Foundation funded materials. The materials are (a) A Data-Oriented, Active Learning, Post-Calculus Introduction to Statistical Concepts, Methods, and Theory (DUE-9950476) and the (b) Virtual Laboratories in Probability and Statistics (DUE-9652870). Project activities include faculty enhancement at the institutions, the respective institutional adaptation and implementation (A&I) of the materials, the evaluation of the A&I of the materials, and the assessment of students learning while using the materials. The University of Alabama Huntsville is providing the evaluation. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Lunsford, Myrtis University of Alabama in Huntsville AL Elizabeth Teles Standard Grant 17490 7428 SMET 9178 9150 7428 0352653 August 29, 2003 Collaborative Research: Moving Data Based Inquiry Learning to the Internet. The over-arching goal of this project is to increase science literacy of general education learners who may not become scientists. The specific goal of this project is to create a well-researched oceanography course, live and online, widely disseminated, with a modern inquiry based pedagogy. The design focuses on science literacy using real earth data, collaboration between learners, and a strong connection to societal issues. The project is based on a successful NSF CCLI pilot project that supported the creation of software and course materials that enables online auto-graded homework assignments, scientific writing activities, on demand grade calculation, and peer interaction, with powerful instructor assessment capability. It has been tested, refined, and evaluated in two live oceanography classes at the University of California, Santa Barbara (UCSB). New capability is being created to support the fully online course with collaborative projects with strong peer to peer interactions. An instructor team consists of faculty from four California community colleges, two California state colleges, two large state universities (not including UCSB), and a small private college. Yearly workshops support team collaboration and dissemination of technology and pedagogy. Major themes include the integration of technology in education and faculty development. This project is having an impact on teacher education and diversity through the composition of the project team, some of whom have been active in teacher preparation and/or teach at campuses with a diverse student population. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Landsfeld, Martin New Media Studio CA Keith A. Sverdrup Standard Grant 64989 7427 SMET 9178 7427 0352997 October 1, 2003 Third National Conference for Recipients of the Presidential Award for Excellence in Science, Mathematics and Engineering Mentoring (PAESMEM). HRD 03-52997 Contra Costa College is hosting a conference to bring together the recipients of the Presidential Awards for Excellence in Science Mathematics and Engineering Mentoring (PAESMEM). The conference will include K-12 mentoring practitioners and students, as well as active participation by students and faculty from the Center for Science Excellence (CSE) at Contra Costa College. The conference has three main themes: (a) Explore and advance mentoring practices and research as a tool to increase the number of minority students and their success in science careers, (b) Outline and plan a strategy to make mentoring a key institutional component of high schools, colleges, universities, private enterprise workforce, and other institutions, and (c) Network, update, and enhance resource and funding information for current and future PAESMEM awardees. PRES AWDS FOR EXCELL IN SCI DUE EHR Murillo-Martinez, Carlos Joseph Ledbetter Contra Costa Community College CA David L. Temple Jr. Standard Grant 106500 1593 SMET 9178 1728 0353132 July 1, 2003 Integrating Discrete Mathematics via CS-Complete Examples in a Model CC2001 Curriculum. Computer Science (31) We are addressing a major issue facing many computer science students, i.e., that they are deficient in mathematics in general and that they do not see the relevance of mathematics to computer science, by integrating discrete mathematics into the first-year computer science curriculum via CS-Complete examples. A CS-Complete example is a problem that covers the topics of representation, problem solving, algorithms, recursion, induction, and data structures. In order to further help with the integration of discrete mathematics into the first year computer science sequence, we are constructing software tools that provide students with an enhanced integrated development environment for Java that enables them to analyze their computer programs (in terms of their correctness and time complexity) while they are creating them. There are two primary goals of this project. First, we are producing a useful software development tool that enhances instruction in the introductory computer science curriculum and is useful for practicing software developers as well. Second, we are producing model first and second course syllabi that cover all of the core topics of the Programming Fundamentals plus over 25% of the core topics of the Discrete Structures, Algorithms and Complexity, and Software Engineering areas of the Computing Curricula 2001 proposal for Computer Science. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Gegg-Harrison, Timothy Winona State University MN Robert Stephen Cunningham Standard Grant 28764 7427 SMET 9178 7427 0353523 October 1, 2003 Applying Advanced Distributed Teaching and Learning to Pre-Calculus Mathematics. Award Abstract Proposal number: 0353523 Institution: University of Wisconsin Colleges PI: Schlais Title: Applying Advanced Distributed Teaching and Learning to Pre-Calculus Mathematics Mathematical Sciences (21) In this proof of concept (POC) project faculty at a number of the two-year colleges in the University of Wisconsin System are collaborating with colleagues at the University of Wisconsin-LaCrosse to explore the creation and use of shareable content objects (SCOs) targeting trouble spots in a typical pre-calculus course. Assembly tools are also being made available to faculty so that they may reuse and repackage these SCOs into larger grained learning modules without having to author new component objects from scratch. A prototype repository of these SCOs is under development, and the experiences of faculty in this creation and assembly process is being captured in the form of case studies. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Schlais, Harold Robert Hoar Thomas Peneski University of Wisconsin Colleges WI Lee L. Zia Standard Grant 99373 7427 SMET 9178 0000099 Other Applications NEC 0354195 August 15, 2003 Development and Validation of a Case Study Approach to Teaching Human-Computer Interaction. A prior proof of concept project has developed a prototype set of usability engineering case studies, a case browsing tool, and several classroom activities based on the case studies. This work was coordinated with the development and publication of a new HCI undergraduate textbook (Morgan Kaufmann, 2002). The textbook differs dramatically from current offerings, interleaving the presentation of HCI content with a comprehensive scenario-based framework for the development of interactive systems. A key innovation of the new textbook is its use of a case study to introduce and exemplify the analysis, design, and evaluation framework. The proof of concept project enhanced the case study material presented in the book, by developing richer and more flexible online materials, and by building cases from three additional problem domains. This project, submitted to the CCLI-EMD track, further develops and validates the learning effectiveness of case studies as an element of teaching HCI. Using the marketing channels of Morgan Kaufmann, we recruit professors and students from 8-10 other universities interested in using the book, and participating in the evaluation of the case study materials. We work with these instructors and students to develop new activities, as well as packaging the prototype activities for convenient use. We also refine the browsing tool, responding to formative evaluation received during the prototype project, and add new functionality to support traceability of concerns throughout the life cycle, more flexible views and case study reporting schemes, and authoring by both experts and students. This project leverages our ongoing research on scenario-based development methods, incorporating the methodology concepts into undergraduate education. It also highlights the use of information technology in undergraduate education, for both content access and student project support. The graduate students who develop the case studies are becoming experts in presenting and illustrating the scenario-based framework, helping to prepare them for careers in HCI education. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Carroll, John Mary Beth Rosson Pennsylvania State Univ University Park PA Mark James Burge Standard Grant 298250 7427 SMET 9178 0355246 September 15, 2004 Oklahoma Center for Information Assurance and Forensics Education (OCIAFE). In the early years of their development, federal cybersecurity initiatives have primarily targeted four-year colleges and universities, largely ignoring two-year colleges. Yet, two-year colleges educate 44% of U.S. undergraduates and serve millions of high school students. Furthermore, they provide continuing education and skill-upgrading opportunities to a large percentage of America's workforce. This ATE Regional Center of Excellence addresses the need to build viable programs at two-year colleges. It incorporates six key entities: Oklahoma's Career and Technology Education (CareerTech) System; four of Oklahoma's largest two-year colleges (Oklahoma City Community College, Oklahoma State University-Okmulgee, Rose State College, and Tulsa Community College); and the University of Tulsa, an NSA-designated national faculty development center, which serves as the principal training provider and mentor to the two-year institutions. These six entities cover almost 60% of Oklahoma's population and more than 70% of its IT workforce. By leveraging partnerships with other universities and two-year colleges, the center aims to provide education and training opportunities throughout Oklahoma and in major population centers in neighboring states. The center is developing and disseminating information assurance and forensics curricula to two-year colleges, both regionally and nationally; offering professional development opportunities to instructors from two-year colleges and assisting them in building programs at their own institutions; and designing and implementing workforce development programs in information assurance and forensics, which contribute to economic development and the national homeland security effort. The center's curriculum has five core areas: (1) information assurance, (2) secure electronic commerce, (3) network security, (4) enterprise security management, and (5) forensics. This curriculum covers the breadth of the discipline, including its technical, operational, and managerial dimensions, and related legal and ethical issues. The curriculum and its intense laboratory component have been incorporated into associate degree and certificate programs in cybersecurity and are mapped to industry (Cisco, Microsoft) and vendor-neutral (CompTIA, SCP, CIW) certifications and federal (CNSS) standards. The curriculum is continuously refined and upgraded. Traditional curriculum dissemination and delivery efforts are enhanced by an e-learning network, a Web-based repository, and mobile laboratories. The instructor training and program building efforts employ a tiered "train-the-trainer" model designed for scalability and self-sustaining growth. The model is complemented by curriculum working group meetings, faculty development workshops, and residency opportunities. From its beginning with 13 instructors at 8 sites, the center aims to incorporate 84 expert instructors teaching courses at 10 CareerTech centers and 18 two-year colleges in Oklahoma and 5 neighboring states (Arkansas, Colorado, Kansas, New Mexico, and Texas). The center has strong mechanisms for recruiting, retaining, and placing members of underrepresented groups and underprivileged individuals. Minority students and females constitute, respectively, 30% and 50% of the participating institutions' enrollments. Moreover, first-generation college students constitute more than 50% of enrollments. Finally, broad participation by industry, government, and the military and strong support from Oklahoma's Governor, Secretary of Commerce, and Chancellor of Higher Education ensure that the center is contributing to homeland security initiatives, workforce creation, and economic development, as well as to academic programs at two-year institutions in Oklahoma and in neighboring states. ADVANCED TECH EDUCATION PROG DUE EHR Shenoi, Sujeet Gregory Newman Sheryl Hale Kent Fockler Brett Weber University of Tulsa OK Victor P. Piotrowski Continuing grant 3000000 7412 SMET 9178 9150 1032 0000099 Other Applications NEC 0401620 August 15, 2004 A National Model for Integrated Partnerships in Engineering Technology. Engineering-Engineering Technology (58) The project is increasing the supply of engineering technicians and technologists through educational opportunities at a small, rural community college. The University of Dayton and Edison State Community College faculty are aligning administrative functions and curriculum in order to create a degree of integration that will permit the continued delivery of technology leading to a baccalaureate program for rural students in a cost-effective manner. The project is building upon the distance-learning program at the University of Dayton, which is currently offered at the Edison campus. Specific activities include: 1. Developing a joint marketing plan targeting Tech Prep students and women. 2. Leveraging existing marketing strengths at each institution in order to aid each other. 3. Training Edison faculty to assist Edison-based University of Dayton students on advising issues. 4. Establishing cross-enrollment policies and a "bureaucracy-free" experience for students in terms of fee payments, book purchases, financial aid, etc. 5. Coordinating scheduling of courses to eliminate duplication of courses and times between University of Dayton and Edison and to increase the number of options available to students. 6. Identifying curricular niches that require special faculty expertise and/or lab equipment. Once labeled as a curricular niche at one institution, the other institution is not attempting to develop or offer those courses and is enrolling its students at the other college. 7. Publishing an integrated partnerships handbook. 8. Updating existing articulation agreement to achieve 95 percent transfer efficiency for Edison students transferring to University of Dayton and to implement an outcomes-based model. ADVANCED TECH EDUCATION PROG DUE EHR Lepore, Raymond Scott Segalewitz Edison State Community College OH Lance C. Perez Standard Grant 95355 7412 SMET 9178 1032 0000099 Other Applications NEC 0401712 July 1, 2004 Advanced Technology Education Support Project. Computer Science (31) This three-year Advanced Technology Education Support project (ATESP) builds on successes of an ongoing information technology initiative at Mississippi Gulf Coast Community College (MGCCC) designed to increase the supply and diversity of the IT workforce. Partially funded by NSF, the initiative has resulted in an increase in the number of females and minorities enrolling in IT programs. A recruitment model, The IT Pathway, was cited by a NSF National Visiting Committee as a model for other community college technical programs. The overall purpose of this ATESP project is to build capacity to increase access to IT programs, increase student retention to program completion and certification and enhance the IT awareness and skills of post secondary and secondary IT faculty/teachers. Specifically: 1. Retention of IT majors to program completion with the development of an IT Access, Retention and Student Success Model, with an emphasis on females. 2. Increasing access to IT programs. 3. Validating student success and program quality; and, 4. Professional development for IT post secondary faculty and secondary teachers. EXP PROG TO STIM COMP RES ADVANCED TECH EDUCATION PROG DUE EHR Harris, Jodi Sadie Wynn Terry Walker Mississippi Gulf Coast Community College MS Diana L. Burley Continuing grant 599997 9150 7412 SMET 1032 9178 9150 0000099 Other Applications NEC 0401721 June 15, 2004 Strengthening an Existing Precision Agricultural Technology Program through the Creation of a Related Natural Resource Technology Associate of Applied Science Degree. Jackson State Community College (JSCC) is developing a hands-on Natural Resource Technology (NRT) Program for support of, and in conjunction with, the Precision Agriculture Technology's (PAT) innovative and successful curriculum. This project strengthens the existing Precision Agricultural Program by adapting the extensive capital investment of the PAT program with a new Natural Resource Technology A.A.S. degree program. This goal of this program is to produce multi-disciplinary precision agricultural and natural resource technicians with the knowledge, comprehension, and skills to support the need for trained technicians who understand important farming and environmental issues and management challenges of the future. An important aspect of the program is the recruitment of area high school students. The project enables stakeholder groups to participate in collaborative scientific studies in the fields of agronomic science, wildlife and fisheries management, forest management and environmental science. This project also creates versatile technologically-trained individuals who understand the interconnectedness of the science of agronomy, wildlife, water and forest management and the natural environment at a level to meet industry and research needs; increases employment opportunities for students through service-learning relationships with wildlife, water and forest management agencies, area farm producers and agribusinesses; and enhances connections between the community college and the natural resources community by creating opportunities for collaboration on mutual research projects. EXP PROG TO STIM COMP RES ADVANCED TECH EDUCATION PROG DUE EHR Grove, James Philip Smartt Jackson State Community College TN David A. Hanych Standard Grant 199840 9150 7412 SMET 9178 1032 0000099 Other Applications NEC 0401745 June 1, 2004 Southeastern Massachusetts Project in Renewable Energy Education and Training. The project establishes a broad-based renewable energy education and training program in collaboration with nearby four-year institutions and with two technical high schools. Educators and industry experts are developing an undergraduate certificate in renewable energy. Train the trainer workshops prepare industry experts with classroom skills to teach credit and non-credit renewable energy courses. Two summer institutes prepare teachers to integrate renewable energy concepts into their existing science courses. Segments of the summer institutes promote the understanding and application of renewable energy for businesses and homeowners. Area research personnel consult on technical issues, guide the curriculum development process, and provide workshop instruction. The eight-course certificate is adapted from the renewable energy curriculum developed by Partners in Environmental Technology Education (PETE), Advanced Technology Environmental Education Center (ATEEC) and the Department of Energy. Four courses are offered at CCCC and four are offered at the high schools. High school students earn Tech Prep college credit eligibility for high school renewable energy courses. Module format allows multiple exit and re-entry points for trades-people with industry experience. Renewable energy instrumentation provides hands-on real world experience for students. Internships are required. Graduates from the certificate program are ready to enter the emerging renewable energy industry in southeastern Massachusetts or complete an AS degree or AA degree that prepares them for transfer to a four year BS degree program. ADVANCED TECH EDUCATION PROG DUE EHR Brady, Stephanie Malcolm MacGregor Charles Lawrence Paul Smith Cape Cod Community College MA Herbert H. Richtol Standard Grant 349911 7412 SMET 9178 1032 0000099 Other Applications NEC 0401811 September 1, 2004 Staying Competitive By Strengthening Connections: Factors Affecting Employer Perceptions of Community and Technical College IT Graduates. Recent findings indicate that community college graduates in information technology (IT) face substantial competition for technician level jobs due to preference for four-year graduates by hiring managers, the trend to outsourcing IT positions and also sending them off-shore. Through surveys and interviews, the National Workforce Center for Emerging Technologies (NWCET) and the Information Technology Association of America (ITAA) collaborate to identify and analyze hiring managers' perceptions of community and technical college graduates in this employment context. The results are disseminated in a report, Staying Competitive by Strengthening Connections, that provides a foundation for educators to better understand how industry views two-year college programs and graduates, and helps hiring managers understand the capabilities of graduates of two-year college programs. The report should also help change the perceptions of hiring managers and help two-year colleges modify their programs. The research design and implementation are contracted to Market Decisions Corporation. ADVANCED TECH EDUCATION PROG DUE EHR Mikolaski, Sandra Manjari Wijenaike Bellevue Community College WA Gerhard L. Salinger Continuing grant 587489 7412 SMET 9178 1032 0000099 Other Applications NEC 0401818 June 1, 2004 Minnesota Nanotechnology Workforce Initiative (MnNano). This project is establishing a Nanoscience Technician program at Dakota County Technical College (DCTC) in partnership with the University of Minnesota. This two-year A.A.S. degree program is preparing graduates with the multidisciplinary skills necessary for the future technician workforce needs of Minnesota in this emerging career field. Students are taking their first three semesters at DCTC, completing existing general education as well as newly developed nanoscience technical courses. The fourth semester is a capstone experience at the University of Minnesota involving lab experience in the U of Minnesota Nanofabrication, Particle Technology and Materials Characterization laboratories. The capstone experience includes lecture courses that complement the lab experiences and internships with growing nanotechnology industries in biotechnology, medical devices, agriculture, materials manufacturing and electronics. There is also a major effort focused on attracting high school students to careers in nanoscience through summer Nanoscience Curriculum Modules and Camps for high school students, as well as through Nanoscience Inservices and Internships for high school teachers. This seamless transition program for high school students focuses a significant effort to recruit underrepresented minority students to these summer camps and then target to recruit them into the DCTC two-year AAS degree program. The project includes community college partners Normandale Community College and Minnesota Technical College, Lakeville High School, professional societies, industry associations, and industry partners across the state. The program has also formed a close relationship with the NSF ATE regional center at Penn State for nanofabrication manufacturing education and is adapting elements of its program, as well as curriculum from other institutions around the nation. The Intellectual Merit of this project is based on developing a multidisciplinary nanoscience technician education curriculum in an emerging high tech field which will greatly impact on our national competitiveness and future job growth in many industries, such as biotechnology, medical devices, agriculture, materials and electronics. The Broader Impact of this project is that, while it will develop a new nanoscience degree program for technician education and training, it also provides the unique outreach to high school students and provides training for in-service teachers and especially underrepresented minorities needed to be attracted to a new high technology field of study. The expectation is that 37 institutions in the Minnesota State College and University system will use this as a model to develop a core set of nanotechnology AAS degree programs in the state. ADVANCED TECH EDUCATION PROG DUE EHR Newberry, Deb Stephen Campbell Karen Halvorson Paul Hallacher Mike Opp Dakota County Technical College MN Russell L. Pimmel Continuing grant 895854 7412 SMET 9178 1032 0000099 Other Applications NEC 0401829 August 1, 2004 Nuclear Technologies Education: Priming the Pipeline. The project implements a model program that improves STEM education in the region, so high school graduates can prepare for good jobs in the nuclear technologies industry. Activities address curriculum improvement, professional development for educators and technical experiences for high school students. A dual enrollment program in nuclear support technologies leads to an A.A.S. degree that includes an internship in industry and addresses industry competencies. The project improves STEM teaching skills for a large cadre of middle and high school teachers. A significant number of regional high school sophomores and seniors are assessed for industry competencies with recommendations for curriculum improvement made to their school systems. High school students in the program pass the STEM-related Virginia Standards of Learning (SOL) tests at significantly improved levels as required by the state. A replicable model is disseminated electronically, in print and via inter-active presentations at appropriate national conferences. Formative and summative evaluation by an outside evaluator uses a scientifically selected comparison group. ADVANCED TECH EDUCATION PROG DUE EHR Shoun, Stanley Charles Dellinger Don Williams Central Virginia Community College VA Herbert H. Richtol Continuing grant 749201 7412 SMET 9178 1032 0000099 Other Applications NEC 0401988 May 15, 2004 Biotech-SUCCESS: Biotechnology Success in Outreach to Underserved Populations. Biological Sciences (61). This project evaluates a model recruitment program that is aimed at attracting students from diverse populations into biotechnology associate degree programs, with the objective of moving students toward successful careers in the field. In order to address the demand for a 21st century workforce in biotechnology, the project partners this community college with Lexicon Genetics, Inc. and high school teachers and students at the Conroe Independent School District. It employs recruitment and career awareness programs designed to catch the attention of underrepresented populations, especially from the Hispanic community. This effort includes: (1) using Biotechnology Clubs in high schools as a novel recruitment tool, (2) building a career-awareness program that employs ethnically matched role models, community dialog and recruitment materials in Spanish and English; (3) offering core biotechnology courses at more accessible times and locations; and (4) providing professional development opportunities for biotechnology educators at the secondary and community college level. The methods used in this project are being evaluated for transferability to other biotechnology programs unable to meet recruitment goals, thereby developing a strategy with possible nation-wide implications. ADVANCED TECH EDUCATION PROG DUE EHR Loomis-Price, Larry Laura Houston Walter Colber Becky Gustamante North Harris Montgomery Community College District TX Daniel Udovic Standard Grant 74998 7412 SMET 9178 1032 0000099 Other Applications NEC 0401990 October 1, 2004 A Scalable Skills Certification Program in Geographic Information Systems (GIS). The San Diego Educational GIS Consortium, comprised of San Diego State University, San Diego Mesa College (part of the San Diego Community College District), and San Diego City Schools, is developing a scalable GIS skills certification program to prepare students for entry into a range of jobs in GIS-related fields and for career advancement. The goals of the project are to encourage underrepresented high school and community college students to pursue careers in GIS, and to provide a ladder of certification and education that enable students to work in GIS-related positions while pursuing further training and education. The Consortium is developing GIS skills certifications, designed to meet industry and employer needs, that can be combined to provide an articulated educational program. These certificates build on each other and feed into an associate's degree in GIS for more comprehensive technical training, a bachelor's degree, and advanced degrees in the field. The Consortium is developing a standards-based curriculum aligned across the three educational levels, including Web-based introductory programs in GIS to encourage students to pursue careers in the field and enhance enrollment in technician training and educational programs. The Co-PIs are creating articulation agreements that ensure that students are able to progress efficiently through the skills certificate and more traditional educational programs, and are training college faculty and secondary school teachers to teach the introductory courses and use GIS materials in their classes. The project also develops new internships and field experiences for students in the skills certificate and technician training programs. The Intellectual Merit of this project lies in the development of standards-based GIS curricula and certification programs available to both traditional and non-traditional students. The Broader Impacts of this project lie in the development of seamless articulation agreements from the high school level through to university degree programs, and in training teachers at the high school and community college level to teach in this new program. ADVANCED TECH EDUCATION PROG DUE EHR Goff, Eileen Ming-Hsiang Tsou Otto Lee San Diego Mesa College CA Stephen C. Cooper Continuing grant 749847 7412 SMET 9178 1032 0000099 Other Applications NEC 0402023 September 1, 2004 Faculty Development in Collaborative Design and Rapid Tooling and Manufacturing. New design technicians need experience in Collaborative Design and Rapid Tooling and Manufacturing processes. In this project, faculty from community colleges engage in hands-on learning that is resulting in curriculum enhancements and improved student learning back on their home campuses. This project provides comprehensive professional development on collaborative Design and Rapid Tooling and Manufacturing for engineering and design technology faculty. During the summers of 2005 and 2006, engineering faculty members are participating in Summer Institutes offered concurrently in Dayton. OH and Ventura, CA in the two tracks. Web-based discussion groups and dissemination activities are designed to support faculty as they implement the curricular material presented in workshops. A unique feature is that the Dayton and Ventura workshops are held simultaneously permitting real-time cross-continental faculty collaboration. Faculty can e-mail files to Sinclair to produce parts during what would normally be downtime of its rapid prototyping equipment. Each year 40 engineering technology faculty members (20 in Dayton and 20 in Ventura) participate in each of the two tracks. Faculty teams in Ohio and California collaborate as industrial design teams via the Internet to design parts and use rapid prototyping technologies to manufacture the parts. This experience provides an accurate simulation of the Collaborative Design and Rapid Tooling and Manufacturing processes routinely used in business and industry. Participating faculty use the processes and simulations in their classrooms to enhance the laboratory components. The project recruits faculty who are from underserved populations and who teach at institutions with large numbers of underserved populations. Faculty participants are expected to infuse curriculum improvements developed during the Summer Institutes, providing underserved students with cutting-edge learning opportunities. All lessons and laboratory experiences created through the project are posted to the project web site. ADVANCED TECH EDUCATION PROG DUE EHR Singer, Thomas Scot Rabe Steven Wendel Sinclair Community College OH Elizabeth Teles Standard Grant 314223 7412 SMET 9178 1032 0000099 Other Applications NEC 0402075 July 1, 2004 Factory Wise: Preparing Underserved Students for Higher Education and Careers in Highly Automated Manufacturing. The project is developing a 600 contact-hour college-credit program of instruction and mentoring to draw 200 at-risk students into education and career paths that lead to jobs in highly automated manufacturing. The project is based at the Maricopa Skill Center, located in a low-income neighborhood of Phoenix, Arizona, and targets underserved minorities and women. The program's instructional plan includes 12 multimedia learning modules targeted to the National Skill Standards for Technicians in Highly Automated Manufacturing; hands-on laboratory activities using an innovative, industry-subsidized simulator; intensive student mentoring for college and job options; and an individualized education/employment plan for each student. The project also offers faculty development for some 126 community college and high school instructors and is holding two national demonstrations for college deans/department heads and industry trainers. The teaching core of the Factory Wise project is a realistic simulation of a highly automated manufacturing environment that the partners are creating in Skill Center laboratories. The simulation uses the HAS (Highly Automated System)-200 training system recently developed in collaboration with industry and with support from the Intel Corp. Faculty coach students in working with HAS-200 and Factory Wise materials to learn the concepts, skills, and attitudes they need to succeed in an AAS-degree path or entry-level work in industry. The modules are adaptable to instruction with the full HAS-200, with selected stations of it, or without it. The intellectual merit of the project lies in testing the proposition that close mentoring in a highly interactive learning environment can motivate academically challenged students to choose STEM pathways leading to well-paid manufacturing jobs. The project impacts broadly beyond Arizona by a) leveraging MATEC's curriculum development expertise to provide modules and learning activities to collaborating educational institutions; and b) disseminating an efficient learning and program building model (adaptable for use with and without the trainer, in industries from pharmaceuticals to semiconductors) for motivating difficult-to-reach students to pursue degrees and careers in advanced manufacturing. ADVANCED TECH EDUCATION PROG DUE EHR Underwood, John Michael Lesiecki Kim Grady Robert Simington Maricopa County Community College District AZ Duncan E. McBride Continuing grant 898362 7412 SMET 9178 1032 0000099 Other Applications NEC 0402113 April 15, 2004 Partnership for Plant Genomics Education. The Partnership for Plant Genomics Education (PPGE) is developing plant genomics and biotechnology educational materials in the form of interactive software and associated curricula for national dissemination. In order to increase the pool of qualified community college and high school students interested in pursuing careers in the biotechnology industry, summer internship programs provide students with technical experiences. Training workshops assist teachers in making the best use of the software and associated activities, thereby fueling the growing network of educators tackling these concepts in the classroom. In addition, a weeklong summer genomics teacher institute, a biotechnology institute for Historically Black Colleges and Universities, and an agriculture biotechnology workshop expand the pool of teachers qualified to teach these topics effectively in the secondary classroom. The software project impacts students on a national scale by providing interesting, virtual-hands-on experience, information about the essentials of plant genomics and modern crop biotechnology and ethical issues related to the technology. Training workshops and the summer teacher institute target educators serving underrepresented minorities. In addition, the project continues to host a summer biotechnology workshop given in collaboration with eleven 1890 institutions. In order to increase the pool of qualified students interested in pursuing careers in the biotechnology industry, summer internship programs place students in laboratory settings with a designated mentor at UC Davis. During this eight week program, students develop marketable lab skills and prospective technicians gain insight into real-world work environments. Students receive a stipend to facilitate the effective recruitment of under-represented groups to the student internship program. The project helps to cultivate an informed citizenry that understands the concepts, technical terms, and issues involved in agricultural biotechnology and the burgeoning field of genomics. The project also generates a trained pool of qualified students and teachers, thereby expanding the pipeline of secondary students entering into biotechnology training programs in community colleges, universities, and private industry. The PPGE builds from the structure of a previous successful program in introducing DNA based concepts and technologies to local high school biology programs. ADVANCED TECH EDUCATION PROG PLANT GENOME RESEARCH PROJECT DUE EHR Gilchrist, David Douglas Cook University of California-Davis CA David A. Hanych Standard Grant 333113 7412 1329 SMET 9178 1032 0000099 Other Applications NEC 0402128 May 1, 2004 Remote Studio Laboratory for Distance Learning Technology Education. This project addresses the need for a hands-on laboratory component for technology education using a novel distance learning approach, the Remote Studio Laboratory (RSL). Specialized technology programs at two-year college institutions and educational outreach programs in high schools benefit from the implementation of the RSL. The goal of this project is to enhance recruitment and training of technicians through the development of a remote studio laboratory concept. The goal is being met by increasing faculty ability to produce distance learning laboratory based curricula utilizing the studio approach, adapting materials being developed under an existing grant to a distance laboratory format, designing and developing a remote student laboratory prototype system where the laboratory is local to the student, and evaluating the distance lab prototype as an educational outreach tool to increase the awareness of the technician career choice at the high school level. Examples of activities include the development of a data and image acquisition portable laboratory and a set of laboratory exercises for an introductory physics and optoelectronics technology course. Project outcomes include students with working knowledge of hands-on experiments which reinforce concepts in introductory courses. The RSL approach removes geographic and other barriers and is used to improve student learning. The RSL enhanced course is being used in high schools as a recruiting tool for technology education. This project is in collaboration with National Instruments, the Infotonics Technology Center, Imaging and Sensing Technology, the COPE alliance, and Southern Tier Tech Prep. This network includes technology education partners at the high school, two-year college, four-year technology college, supplier, and industry level. Members at each level are evaluating the RSL hardware and laboratory experiments developed. Materials developed by this project are being disseminated by web sites and via the Academic Solutions CD-ROM of National Instruments. Publication of the RSL prototype is expected in articles in The Physics Teacher, the International Journal of Engineering Education and at professional conferences. ADVANCED TECH EDUCATION PROG DUE EHR Dunbar, Thomas John Wellin Corning Community College NY Russell L. Pimmel Standard Grant 116314 7412 SMET 9178 1032 0000099 Other Applications NEC 0402139 September 1, 2004 Bio-Link ATE National Resource Center. Bio-Link -- the ATE Center for Biotechnology - is transitioning to an ATE National Resource Center. This project focuses on (1) refining Bio-Link's best national practices and (2) implementing a new approach to regional and local work that builds upon Bio-Link's strengths. Together, these practices consolidate and expand Bio-Link's position as a national resource for advancing the education of biotechnology technicians at community and technical colleges nationwide. Bio-Link's National Center, hosted by City College of San Francisco (CCSF), provides leadership to a network of Regional Centers using a coordinated national strategy with local implementation. The Regional Centers reside at two-year colleges nationwide: Northeast (New Hampshire Community Technical College); Southeast (Alamance Community College); North Central (Madison Area Technical College); South Central (Austin Community College); Northwest (Shoreline Community College); Northern California (CCSF); and Southwest. Bio-Link's mission is to strengthen and expand biotechnology technician education at two-year colleges throughout the nation in order to (1) increase the number and diversity of well-trained technicians in the workforce; (2) meet the needs of industry for appropriately trained technicians; and (3) institutionalize community college educational practices that make modern, high-quality education in the concepts, skills, and ethics of biotechnology available to all students. Bio-Link supports its mission through: (1) providing support for students and technicians; (2) improving instruction and learning; (3) sharing information and resources; and (4) fostering collaborations and partnerships. Bio-Link is continuing several national practices: the Web Site (with appropriate refinements and continual updating); the online Curriculum and Instructional Materials Clearinghouse; and the National Longitudinal Program Survey and online directory. It is beginning three new endeavors: development of a national equipment registry, creation of a student and faculty internship program, and pursuit of cross-disciplinary partnerships with other ATE Centers and projects. Bio-Link's new approach is both regional and local in nature. The Regional Centers provide services and products that build on Bio-Link's proven strengths but that are most effective when tailored to local needs: professional development workshops; pedagogical training and use of industry instructors; short courses; curriculum development; and articulation assistance. The intellectual merit of this project resides in its focus on biotechnology, a multidisciplinary industry that warrants significant attention in today's climate, one in which threats against homeland security and health loom large and in which medicine evolves with great speed. Moreover, the industry provides technicians with opportunities to advance rapidly into high-wage positions. With respect to broader impacts, Bio-Link, has influenced science education in general through materials and techniques developed within its network. With its partners, it has piqued industry's interest in hiring community college graduates, and has opened doors for underrepresented populations. Bio-Link is expanding its broad dissemination of cutting-edge resources to improve teaching practice and educational access. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Johnson, Elaine Barton Gledhill City College of San Francisco CA Duncan E. McBride Continuing grant 2227487 7412 1536 SMET 9178 1032 0000099 Other Applications NEC 0402166 June 1, 2004 EdTraC: Math-Science Educational Training Center. This program focuses on developing and evaluating key elements necessary to implement the Normandale Community College Educational Training Center (EdTraC) project. The goals of the project are to increase the number of future teachers at Normandale Community College who choose a mathematics or science specialty, to improve the science, technology and mathematics preparation of all students in the elementary education program (K-8 licensure), and to attract talented and diverse students into the teaching field by recruiting from underrepresented or nontraditional populations. The EdTraC office is establishing a database to identify and track elementary education students on campus and begin gathering data, developing a process for identifying students for core-course and math-science specialty cohorts, developing an internal website for project personnel, instructors, and pre-service teachers, and working with two partner high schools to create and pilot a process for recruitment events and ambassador visits. The PI team continues to build on its 2 + 2 partnership with Minnesota State University (MSU), Mankato, through which students complete the prerequisites for the MSU Mankato elementary education program and may choose to complete the entire four-year program at the Normandale Community College campus. They are also developing and piloting three new courses to meet the needs of future teachers. These include a physics course that satisfies general education requirements and provides content appropriate for elementary teachers, a Technology for Math course to introduce pre-service teachers to technology that can be integrated into mathematics, and a Technology for Teachers course to teach pre-service educators methods for integrating technology into the K-8 classroom. ADVANCED TECH EDUCATION PROG DUE EHR Guelich, Julie Margaret Rejto Julie Johnson Normandale Community College MN Joan T Prival Standard Grant 74924 7412 SMET 9178 1032 0000099 Other Applications NEC 0402167 August 1, 2004 The Gulf Coast - Technology Articulation Partnership (GC-TAP). Engineering-Engineering Technology (58) Houston Community College - Northeast (HCC-Northeast) and McNeese State University (MSU) are the foundation of a Gulf Coast - Technology Articulation Partnership (GC-TAP), which provides technicians for the Texas/Louisiana petrochemical industry. The project is developing articulation agreements between McNeese State University and the Houston Community College System to provide AAS degree holders the opportunity to continue their education and achieve a baccalaureate degree in process technology. The project includes Lee College as a partner to test the transferability of the process to the other community colleges within this region that have petrochemical AAS degree programs. The project includes significant outreach component and support systems to attract and retain Hispanic students. Methods include meeting with parents of high school students, developing promotional materials in Spanish, providing scholarships to students attending both institutions, developing yearly one-day workshops at each institution for counselors and high school teachers to become more informed of process technology and to raise their student's awareness about the opportunities in process technology, creating student cohorts that includes mentoring support, and providing trips to McNeese State University to understand how job opportunities in process technology are enhanced by obtaining a four-year degree. To achieve these goals, GC-TAP is implementing a seamless pathway between the two institutions by involving highly trained faculty with industry experience throughout the process; offering college faculty as well as secondary education teachers and counselors opportunities for professional development through seminars, workshops and specialized training; developing a Co-op program at each institution; and developing a co-enrollment agreement between the two institutions. The project is developing web based instructional material to provide access to specialized classes at remote campuses. ADVANCED TECH EDUCATION PROG DUE EHR Galiotos, John Nikos Kiritsis Carol Schulte Akhtar Ansari James Dautenhahn Houston Community College TX Lance C. Perez Standard Grant 299999 7412 SMET 9178 1032 0000099 Other Applications NEC 0402207 September 1, 2004 Online Degree Program: Nuclear Power Technology. The project expands upon its existing energy programs and distance education expertise to develop a Nuclear Power Technology Program. Industry and technology partners include the Energy Providers Coalition for Education (EPCE) and the Council for Adult and Experiential Learning (CAEL). The project develops and delivers nationwide the only online accredited Associate in Applied Science and Certificate Program in Nuclear Power Technology. An industry advisory committee works with the project team to develop curriculum for a competency-based program with measurable performance outcomes. The team designs and develops fourteen technical courses for flexible, online delivery. Through internal and external assessment, the project continually evaluates the model in terms of student learning, retention, performance, success and overall program effectiveness. The broader impacts of the program provide opportunities for presently employed personnel who are place-bound and are unable to attend classes in a traditional setting. EXP PROG TO STIM COMP RES ADVANCED TECH EDUCATION PROG DUE EHR Emmil, Bruce Carla Braun Hixson Bismarck State College ND Herbert H. Richtol Continuing grant 750000 9150 7412 SMET 9178 9150 1032 0000099 Other Applications NEC 0402211 April 1, 2004 Planning Grant for a National Resource Center for Materials Technology Education. This planning project is creating the basis for a new National Resource Center in Materials Technology Education. The program is based on the needs of industry for qualified and trained technicians who understand the basics of materials technology. This is especially important relative to new developments in nanotechnology and composites technologies as well as in structural manufacture and electronics processing and the future need for recycling of all materials systems (ISO 14000). It builds on prior ATE projects in materials technology education, and on current community college educational programs. The goals of this project are to develop a curriculum clearinghouse for the broad range of materials as they apply to manufacturing and engineering technology, and to provide the professional development and support needed for instructors to adequately treat the subject of materials technology in their courses. The focus of the program is on enhanced education for manufacturing technicians who handle materials in structural and electronics manufacturing. The expected outcomes of this project include enhanced curricular modules aligned with industry-based core competencies to provide student education aligned with industry needs, and model programs on how to insert these modules into typical manufacturing and engineering technology courses. Also expected are a set of well-trained instructors at high school and community college levels in this area, and a growing alliance of colleges, schools and industry working to further develop these outcomes. The development of new roles for professional societies and industry in delivering courses and providing mentorships are also included. The planning group for this National Resource Center includes community colleges, industry, professional societies, national laboratories, 4-year colleges and universities, and school district partners nation-wide. The Intellectual Merit of this project is based on the development of curriculum that will assist teachers in motivating their students using creative, student centered teaching materials, followed by a quality program leading to technology careers. Educational research and education are integrated in this program, which provides for student participation, mentoring and dissemination of effective models for student recruiting and retention in manufacturing technology. The planning project build on the wide base of curricula collected at Edmonds and elsewhere in materials technology as a result of past and current programs, and on modular curricula developed by other ATE Centers and projects, filling gaps related to materials technology. Strong institutional support provides for sustainability of the program. The Broader Impact focuses on the current and future needs of manufacturing technicians as related to the materials they use. It also includes the development of enhanced industry-school partnerships through use of interactions with professional societies, which will provide mentoring, internship and networking opportunities for students, teachers and professionals. The Center's curricular programs have a strong focus on addressing the needs of groups underrepresented in technology. Broad dissemination of the products of the Center through professional societies and educational organizations enhance student enrollment in manufacturing, engineering and materials programs and the numbers of students available to enter the workforce in this critical area. ADVANCED TECH EDUCATION PROG DUE EHR Stoebe, Thomas Robert Simoneau Michael Kenney John Rusin Patricia Pohar Edmonds Community College WA Elizabeth Teles Standard Grant 72480 7412 SMET 9178 1032 0000099 Other Applications NEC 0402215 July 1, 2004 Florida Advanced Technological Education (FL-ATE) Regional Center for Manufacturing Education. The Florida Advanced Technology Education (FL-ATE) Regional Center for Manufacturing is creating a state-wide educational resource for manufacturing-related curriculum, content and activities. The Center includes a statewide educational delivery system that contains curriculum, content, and technical programs to support high performance manufacturing within the region. It is doing so by adapting material already developed elsewhere, or by creating needed region-specific manufacturing curriculum, content, activities and services that do not currently exist. In addition, the Center is creating a Manufacturing Education Awareness System (MEAS) that promotes manufacturing careers, honors outstanding manufacturing education champions and educators, and fosters industry supported academic scholarships in manufacturing education. The Center supports a faculty development program that updates faculty technical and educational skills to correspond to best practices for modern high performance manufacturing in the State. The overall aim is to create an exciting manufacturing and technology educational environment for the region Intellectual Merit The Florida Advanced Technology Educational Center serves as a curriculum content resource for high performance manufacturing training and education for all community college, manufacturing, and technology related educational programs and institutions within the State. It facilitates adoption and adaptation of NSF-ATE's National Center for Manufacturing Education's curriculum content. It is developing a manufacturing educational community that meets the high performance needs of the State's industry. It is developing a Linked Distance Learning curriculum system that provides fundamental improvement to teaching and learning by use of state-of-the-art instructional technology. It is encouraging best practices, projects, and programs based on regional needs as determined by state or regional financial support and clear articulation of the need by partners and affiliates. Broader Impact FL-ATE activities impact technical education across the State of Florida. It is developing best practice demonstration projects and centers with industry. It is developing a unifying model for manufacturing education through out the State. It is providing productive interaction models with Hispanic and African-American communities. It is producing a unified manufacturing academic community that is a timely, effective, and comprehensive technician training resource for the region's manufacturing companies. It will, by year 3, include, as partners, all of the community colleges, high schools and technical schools with manufacturing and related technology programs within the State. It will impact, by year 4, at least 2,000 technology- focused students per year. ADVANCED TECH EDUCATION PROG DUE EHR Barger, Marilyn Richard Gilbert Bradley Jenkins Hillsborough Community College FL Duncan E. McBride Continuing grant 2741971 7412 SMET 9178 1032 0000099 Other Applications NEC 0402238 September 1, 2004 SPRITE Project. A collaborative effort between Edmonds Community College, University of Washington, and the Bothell and Edmonds School District, the SPRITE Project seeks to attract underrepresented groups, particularly girls and women, to STEM through research-based educational activates centered on computer gaming. The project is named after the animated character, SPRITE that moves around a computer screen. Secondary and post-secondary students will learn mathematics and physics by building computer animated scenes and games which incorporate art, music, and communication. Over the course of the three years, 100 students and close to 200 teachers will be directly served by the project. Project partners include high schools, community colleges, universities, professional organizations and the computer game industry. Retreats, summer institutes and ongoing support for college and high school faculty, as well as summer day camps for high school students and incoming freshmen, will be offered. Graduate students will provide assistance and support during the summer activities and will be available as aids to teachers during the school year. Project curriculum for all sessions will feature new industry-guided modules developed by high school and college faculty in association with game industry representatives to investigate mathematics, physical science and computer technology. By project end, 40 curriculum modules for use in traditional classrooms will be available. A longitudinal evaluation will track enrollments and retention in science and mathematics form 10th grade through two years for both participants and non-participants. The evaluation will also investigate gender differences. ADVANCED TECH EDUCATION PROG DUE EHR Rosenberg, Jerry Rebecca Hartzler Susan Hegeberg Cinnamon Hillyard Maki Yamane Edmonds Community College WA Sharon M. Locke Continuing grant 698723 7412 SMET 9178 1032 0000099 Other Applications NEC 0402242 July 1, 2004 Planning Grant for the National Center of Excellence for Welding Education. Partners in this ATE/NSF project are developing a plan for a Center of Excellence for Welding Education to serve two-year colleges and other educational institutions. The project is building ways to support the needs of a $34.1B industry that reports shortages of competently trained welding technicians. Plans are being developed on how the center can research, prepare, and disseminate all levels of curriculum, provide faculty training to certified levels and standards, and disseminate both curriculum and training from basic through advanced welding applications. Building upon previous related NSF funded projects, the project is preparing to adopt, adapt, and devise curriculum to meet both the general and highly sophisticated welding needs of the nation's industry. Primarily serving two-year associate degree granting institutions, the project is also developing articulated curriculum for the secondary and postsecondary bachelor degree institutions to provide seamless movement of students from high school to community college to university known as 2+2+2 models. The project plans to disseminate curriculum and provide training support for its use. Planning for the Center and its management structure, curriculum development, training, and dissemination functions includes two and four-year colleges experienced in welding education and the extensive network of education and industrial affiliates of the American Welding Society. Intellectual Merit: Evolving and improved instructional methodology and technological advances in the field of welding require a focused effort to assure that high impact educational practices are understood and utilized. Combining the knowledge, expertise, and resources of Lorain County Community College, Moraine Valley Community College, The Ohio State University, and the American Welding Society (its network of college affiliates and contacts in industry and government), the partners are well-positioned to conduct the planning, development, and implementation activities. While making available curriculum and faculty training necessary to provide skilled workers, highly trained technicians, and welding engineers for the nation's manufacturers, the planning team is also moving relevant research in workforce needs and advanced technology to the education setting. The partners are positioned to bring their leadership, skills and knowledge to a coordinated effort to address and improve welding education. Broader Impacts: The field of welding is evolving as with all other manufacturing technologies and requires the flow of information from education to industry and from industry to education. From basic gas welding to the joining of heat sensitive materials in a clean room, the field is dynamic. The national shortage of welding technicians, and the old image of the field of welding, creates great concern within American industry, causing many to seek workers from outside the country or to move their operations. A great deal can be done to attract new and diverse students with improved curriculum and better-trained faculty. This planning grant focuses on welding education through a coordinated program of educational enhancements, industry leadership and the dissemination of high quality educational materials. ADVANCED TECH EDUCATION PROG DUE EHR Smith, Kenneth Charles Albright James Greer Glen Knight Lorain County Community College OH Elizabeth Teles Standard Grant 70000 7412 SMET 9178 1032 0000099 Other Applications NEC 0402252 July 1, 2004 Video-Based Laboratory Instruction in Information and Communications Technology. This project is producing and disseminating a series of twenty instructional videos based upon laboratory exercises contained in five new information and communications technology textbooks that were developed and published with earlier funding. The videos serve as enhancements to the textbooks and allow for customization by end users as stand alone products. The PI plans to deliver all videos in a variety of formats including CDs, DVDs, and streamed through the PI's institution's website. This flexibility allows instructors to addresses distance-learning needs and the diversity of student learning styles and backgrounds. All videos are being enhanced by closed captions, voice narration and talking menus and all are being produced in both English and Spanish. The PI will disseminate the videos in CD and DVD formats through the center's network of partnering colleges and through the textbook publisher, Delmar Publishing. In their evaluation, the investigators plan to use a mixed method approach involving both qualitative and quantitative data to assess student and instructor satisfaction as well as gains in student learning. ADVANCED TECH EDUCATION PROG DUE EHR Downing, James Debbie Bellucci Springfield Technical Community College MA Russell L. Pimmel Standard Grant 330573 7412 SMET 9178 1032 0000099 Other Applications NEC 0402263 August 15, 2004 Highly Automated Technology Education: - The Future Is Now. This project is creating a new course, curriculum, and program materials for the education of technicians in highly automated manufacturing environments. Working from a set of nationally validated skills standards developed during a comprehensive study by the Maricopa Advanced Technology Education Center (MATEC), Mohawk Valley Community College (MVCC) is partnering with twelve community colleges, industry leaders, and MATEC in this effort. Faculty development includes activities to identify and gain knowledge in key technologies and partnerships with experts in the field to develop methods of delivery and assessment for the subject materials. Wider dissemination to regional industries and secondary education teachers and students is through regional workshops. The intellectual merit of the project involves addressing a key need to meet educational requirements for operators and technicians in the evolving worldwide manufacturing market. Highly automated manufacturing operations are emerging in semiconductor, pharmaceutical, automotive, food processing and other industries. Education of personnel to maintain, install, upgrade, and troubleshoot these systems is therefore of significant national importance. The project addresses these needs by developing program enhancements that will be applied to existing Electrical, Mechanical, Semiconductor Manufacturing Technology and other degree programs at MVCC. Hands-on laboratory experiences using a highly automated system trainer provide real-time experiences by simulating current production methods. MVCC is partnering with MATEC to call upon their extensive experience in educational materials development to guide faculty in the creation learning activities using innovative concepts and delivery systems The broader impacts of this project are attained through wider dissemination of the materials and concepts developed, and the collegial relationships with other institutions and industries that the project provides. MVCC, as a partner with MATEC and 12 other colleges, is sharing the results of these efforts with a significantly larger group of individuals than would be addressed through a local effort alone. Through cooperation with industries supporting this program, including INTEL, IBM, SMC-IT, and regional industries, closer alliances between industry and education are being developed. MVCC is an active supporter of several initiatives to encourage secondary school students to pursue careers in the technologies. The project is enhancing this effort through sponsorship of professional development workshops for secondary education teachers and demonstrations for students interested in entering this highly challenging field. ADVANCED TECH EDUCATION PROG DUE EHR Decker, Robert Michael Lesiecki Joseph Stadtmiller William Judycki Mohawk Valley Community College NY Herbert H. Richtol Standard Grant 326910 7412 SMET 9178 1032 0000099 Other Applications NEC 0402283 May 1, 2004 Rural Information Technology Education (RITE) Project. Computer Science (31) The Rural Information Technology Education (RITE) project at Montana State University-Great Falls College of Technology (GFCOT), a two-year postsecondary technical college, is designed to increase Montanan's pool of qualified information technology (IT) workers by achieving the following program goals: (1) provision of a 2+2+2 seamless academic pathway to IT employment; (2) secondary and postsecondary faculty development focusing on the integration of educational technology into curricula and instruction; and (3) improving IT student recruitment, retention, and job placement with a special focus on attracting women, Native Americans, and place-bound rural Montanans into IT careers. GFCOT builds upon its existing relationships with the Central Montana Tech Prep Consortium, Montana State University (Bozeman and Northern), and other Montana postsecondary institutions to create a 2+2+2 seamless IT pathway for students beginning their junior year in high school, continuing through an associate degree at a two-year college and ending with a Bachelor of Science degree at a four-year college or university. Faculty development activities include a series of workshops, summer institutes, ongoing peer mentoring, and an online course teaching faculty how to employ educational technologies effectively. Recruitment activities include development of an information media package promoting IT programs at Montana's two-year colleges; increasing the number of high school students enrolling in Tech Prep, Cisco, and dual-credit IT courses; visits to high schools, reservation schools, and tribal colleges; workshops for IT teachers and counselors to address female/American Indian barriers to IT education; and provision of an online IT degree program. Retention activities include development of an IT scholarship program, implementation of a face-to-face/online mentoring program for female IT students, internships with Montana businesses, and development of a new retention program targeting IT students. ADVANCED TECH EDUCATION PROG DUE EHR Pedersen, Vernon Joe Schaffer Ryan Schrenk Tim Paul Montana State University-Great Falls College of MT Diana L. Burley Standard Grant 500725 7412 SMET 9178 9150 1032 0000099 Other Applications NEC 0402306 September 1, 2004 WorkMAP: Students' Mathematical Preparation for Work. A collaboration between the Consortium for Mathematics and Its Applications (COMAP), the Community College Research Center, and the Information Technology Association of America, the WorkMAP project will conduct research and design strategies to examine the level and nature of mathematics and problem-solving skills required in entry-level jobs and career advancement for technicians in the technical workplace. The results of the study will inform two- and four-year higher education institutions on the type of mathematics skills needed and used in the technological workforce. Three component phases comprise this two-year ATE project: 1) development and implementation of research strategies to assess mathematics skills employed in the IT workplace; 2) creation of tools to measure workforce skills; and 3) dissemination of research findings, materials and tools. Research briefs will be produced to include identification of the mathematical skills and problem-solving strategies used by IT workers, description of sample problems encountered in the IT workplace, discussion of case studies of IT workplace site visits, and presentation of instruments and protocols for future workplace examination. A one-day teleconference as well as project workshops will be offered to disseminate project results. ADVANCED TECH EDUCATION PROG DUE EHR Garfunkel, Solomon Susan Forman Consortium For Mathematics & Its Applications Inc MA Daniel P. Maki Standard Grant 596313 7412 SMET 9178 1032 0000099 Other Applications NEC 0402309 August 15, 2004 Power Up:Creating Leaders for Community College and High School Technology/Engineering. The Power Up!: Creating Leaders for Community College & High School Technology/Engineering project is a professional development program for high school and community college educators. Intellectual Merit: The project meets five critical needs: 1) The need to engage college students just starting engineering/technology programs with creative and realistic problem-solving activities; 2) The need for instructional programs at the high school level that lead students to consider pursuing technical studies at college; and 3) The need for high school and college faculties to work together to smooth the transition from high school to college. In order to bring the benefits of the proposed program to a wider audience, 4) a cadre of teacher leaders is being developed and 5) the program is increasing awareness among high school guidance counselors, college faculty advisors, and parents about the importance of technology and engineering programs that are open and accessible to all students at the high school and college levels. This project focuses on one area of engineering/technology education: energy and power technologies. At a national level, energy and power technologies are becoming increasingly important for society's continued development and growth. Engineers and technicians are needed to manage and maintain the current sources and grids while simultaneously alternative sources need to be explored for the future. Power Up! is a collaboration between the Museum of Science, Boston; four community colleges in Massachusetts: Bunker Hill Community College, North Shore Community College, Quinsigamond Community College, and Springfield Technical College; three industry partners: Keyspan Energy, Northern Power, and The Engineering Center; eight school districts; and the Department of Education Tech Prep Network. Broader Impacts: The project is developing, pilot-testing, and refining a systemic model for how high schools, community college, and industry partners can collaborate to develop new technology/engineering programs and pathways for students that can be disseminated nationwide. The project also fosters the creation of articulated pathways to enhance curriculum for sequences through high school, community colleges, and beyond in the field of engineering and technology. Finally the Power Up! content courses for high school and community colleges and instructional units that revolve around energy, power engineering and technology and the active, project-based learning and materials for counselor and public workshops are available for use across the state and nation. ADVANCED TECH EDUCATION PROG DUE EHR Cunningham, Christine Dadbeh Bigonahy Christine Shaw Robert Krikorian Martha Hass Museum of Science MA Ginger H. Rowell Continuing grant 772533 7412 SMET 9178 1032 0000099 Other Applications NEC 0402310 July 15, 2004 Advancing STEM Education: The Community College Leadership Role, 2005-2008. Broader Impacts: This project features seven interrelated activities designed to advance community college leadership in the science, technology, engineering, and mathematics (STEM) fields, encourage the development of ATE-related programs in more community colleges, and to share information about the value, accomplishments, and community impact of the ATE program in and beyond the education field. The activities build upon the successes previous efforts of the American Association of Community Colleges (AACC) supported by the National Science Foundation. The project aims to enrich and expand the current network of institutions in the forefront of technological education reform, support that network by advancing opportunities for professional development and mentoring programs that provide venues and forums for identifying issues and solutions to challenging areas, and disseminate information about successful programs and their national significance. The impact of these activities help community college leaders to make the important connections and partnerships necessary to build and sustain their STEM programs. In addition, the activities help to expand, shape, and focus the future of the ATE program as it positions itself to meet the increasing demand for a trained technical workforce amid the challenges of maintaining U.S. competitiveness in a global economy. Intellectual Merit: The activities include: 1. Three National ATE Principal Investigators Conferences in 2005, 2006, and 2007. 2. Continuation of the AACC MentorLinks program to help community colleges establish new programs or strengthen existing programs in STEM fields, and a publication of best practices and strategies for program institutionalization from past and present MentorLinks participants. 3. A pilot Regional ATE Conference focusing on the northwest region in 2006. 4. Two AACC Briefs, one focusing on the outcomes of the MentorLinks program, and one featuring discipline-based programs, such as the applications of geographic information systems, to come out of the Regional ATE Conference. 5. Three issues of a newsletter, TECHcitement, highlighting ATE projects and National ATE conference proceedings. 6. Dissemination of information about ATE programs and goals through AACC publications, presentations, feature stories, conference proceedings, an ATE grantee database searchable by discipline and geographic location, and a Web page. 7. Evaluation. ADVANCED TECH EDUCATION PROG DUE EHR Barnett, Lynn American Association of Community Colleges DC Gerhard L. Salinger Continuing grant 2339223 7412 SMET 9178 1032 0000099 Other Applications NEC 0402332 September 1, 2004 Remote Laboratories and Distance Learning for Technician Training. The project team is developing a package of distance learning courses for technicians in photonics. Remote-controlled laboratory exercises, multimedia interactive laboratory manuals and courseware, are being developed and used to train technicians at the PI's institution and at other institutions in the region. These materials, in conjunction with materials developed on a previous project, constitute a complete package of photonics courses with laboratories for remote students. In order to encourage the sharing of facilities nationwide, the group is developing a database of remote-controlled laboratories, which is being hosted on their website. They plan to link this site to those of national organizations, such as SPIE. Evaluation plans include soliciting feedback from students on the textbooks and laboratory materials, monitoring student performance, and obtaining feedback from the employers whose employees are taking the courses. National workshops are being used to disseminate the materials and to help teams at other locations undertake the development of similar programs. ADVANCED TECH EDUCATION PROG DUE EHR Lieberman, David Tak David Cheung CUNY Queensborough Community College NY Russell L. Pimmel Standard Grant 296051 7412 SMET 9178 1032 0000099 Other Applications NEC 0402356 August 1, 2004 Convergence Technology Center. The Convergent Technology Center (CTC) is a collaboration of several community colleges in the Dallas/Fort Worth area and industries that use telecommunications and information technology. Convergent technologies not only merge voice, video, image, and data, but also require a resolution of interoperability issues between technologies and vendors. The outcome must be seamless and secure communications solutions to business needs. The CTC determines the skills required in the region for convergence technology, determines the gaps between required skills and existing curricula, and designs and tests curricula that fill the gaps. Professional development needs of faculty are met by workshops that include both content and pedagogical strategies and by mentoring. Students in economically underserved areas are recruited through academic programs to reinforce core competencies, service learning projects, developing learning communities and student mentoring. Mobile workshops are available for faculty in those areas as are materials for parents, and community organizations. The CTC provides convergent technology access to business and industry, and serves as a clearinghouse for educational materials ADVANCED TECH EDUCATION PROG DUE EHR Beheler, Ann Bette Plog Collin County Community College TX Gerhard L. Salinger Continuing grant 2469944 7412 SMET 9178 1032 0000099 Other Applications NEC 0402362 June 15, 2004 Development and Field Test of a Multimedia Simulation System for Training Aviation Maintenance Technicians via the Internet - Phase II. Engineering-Engineering Technology (58) A multimedia Aviation Maintenance Training Online simulation system is being developed for asynchronous delivery via the Internet for aviation maintenance instruction and related technologies. Three interactive curricular modules are being developed as part of the simulation system: Aircraft Weight and Balance, Aircraft Circuit Maintenance, and Turbine Engine Maintenance. These curricular modules are designed to be adaptive, accessible, time-and-cost effective, pedagogically efficient, and environmentally friendly. Each curricular module emphasizes a trouble-shooting approach and scenarios where functional and procedural mechanisms of aircraft systems are simulated under normal and malfunction conditions, and labor costs of simulated trouble shooting are monitored in real-time feedback scores tracking the students' performance. Creative combinations of real video graphic and schematic illustrations are portrayed in interactive, hands-on simulations. The project is assessing the effectiveness of these instructional materials by determining the impacts on decreasing the training time, increasing job placement and performance, increasing the number of certified aviation workers prepared for the workforce, and determining the effect the moduels have on recruiting underrepresented groups into aviation maintenance technology. The project is creating a network of faculty members from schools with avionics programs, industry practitioners, and educational specialists, who have expertise in aviation maintenance, engineering technology, instructional design and curricular development, and asynchronous learning. Faculty members are participating in workshops that train them how to use the curriculum, demonstrate the transportability of the materials, and provide assessment information to determine the effectiveness of student learning. The project is focusing on recruiting and retaining women students in the avionics program. A summer camp for high school students uses the curriculum to engage the students in hand-on activities. The camp and faculty workshops are being held concurrently in order to observe how students become engaged in learning when using this curriculum. ADVANCED TECH EDUCATION PROG DUE EHR Billman, Charles Xueshu Song Kristin Wilson Philip Pilcher Rock Valley College IL Herbert H. Richtol Standard Grant 386647 7412 SMET 9178 1032 0000099 Other Applications NEC 0402388 September 15, 2004 Information Systems Security Curriculum Development. In this project, faculty at Erie Community College and SUNY Buffalo's Center of Excellence in Information Systems Assurance Research and Education are collaborating to (1) develop four new courses ("Introduction to Computer and Information Security," "Computer and Network Security," "Operations and Database Security," and "Legal, Ethical, and Regulatory Framework for Information Systems Security") and an Information Systems Security (ISS) certificate program, (2) develop a Web site to complement the ISS program, (3) conduct "train-the-trainer" workshops for high school teachers and presentations and demonstrations for high school students, (4) conduct workshops and short courses for industry, and (5) develop articulation agreements to link the community college program with related programs at four-year colleges and universities. The new courses and certificate program, which are offered at all three campuses of Erie Community College, leverage courses and laboratory materials developed at other institutions, including those developed at SUNY Buffalo for a master's-level certificate program in information assurance. The new curriculum incorporates the cybersecurity skill standards of the National Workforce Center for Emerging Technologies (NWCET), as well as aspects of the CNSS National Training Standards and the CompTIA Security+ framework. The curriculum targets both traditional college students who wish to take courses in or specialize in information systems security and industry workers who wish to upgrade or retool their skills. Two notable features of the curriculum are its emphasis on real-world problems and issues and its use of isolated computer network labs, which will enable students to participate in hands-on experiments with security penetration techniques and corresponding countermeasures and protective approaches. ADVANCED TECH EDUCATION PROG DUE EHR Kaputa, Donna Shambhu Upadhyaya Erie Community College NY R. Corby Hovis Standard Grant 431616 7412 SMET 9178 1032 0000099 Other Applications NEC 0402408 June 1, 2004 Building a Cross-Institutional Collaboratory for 3D Visualization in Technical Education and Training. The project is a collaboration with Brookhaven National Laboratory (BNL), Alfred State College, Bergen Community College, Jamestown Community College, Nassau Community College, Rochester Institute of Technology, and Suffolk Community College to provide unique real-world scientific and technological experiences to a diverse mix of science and technology undergraduate students and teachers. Teams of three will participate from each institution for two consecutive 10-week summer internships. Additionally, the project will simultaneously build and disseminate exemplary pedagogical strategies based on the experience gained from a previous ATE project. The focus of their efforts will be to work with BNL staff to create novel applications with its unique three dimensional (3D) visualization technology as a teaching tool, and to export these new 3D applications back to the community colleges. Problem selection will be driven by the needs and expertise of the participating educational institutions in consultation with the BNL staff. At the end of the project, a collection of user-friendly techniques will be available that will allow college teachers to easily use the new 3D visualization theaters to deliver lessons spanning disciplines from architecture to protein chemistry. ADVANCED TECH EDUCATION PROG DUE EHR Fong, Gerald Arnold Peskin Stephen Beck Marie Plumb Paul Craig SUNY College of Technology Alfred NY Michael Haney Continuing grant 600624 7412 SMET 9178 1032 0000099 Other Applications NEC 0402430 September 1, 2004 Getting Results: ATE Teaching in Community Colleges - Large Scale Materials Development for Professional Development. The WGBH Educational Foundation, in partnership with the League for Innovation in the Community College, is developing, field testing, and disseminating multimedia resources to foster the use of effective teaching and learning practices among Advanced Technology Education faculty members. The materials are adaptations of Learning Exchange Networks modules, a research based professional development curriculum written specifically by and for community college teachers. The customized materials feature video segments illustrating exemplary practices and online resources and strategies targeted to ATE disciplines. The primary audience of the materials is comprised of adjunct faculty who are teaching in ATE programs. These materials are also useful to new and experienced community college faculty who are interested in revisiting their instructional strategies within the context of teaching for understanding. These resources are being field tested in 13 ATE centers and programs in community colleges across the country, revised to increase their effectiveness and ease of use, then further evaluated at a representative group of 10 additional ATE programs across the country, and disseminated through a network of over 750 League for Innovation in the Community College member colleges and 112 corporate partners. In addition, the American Association of Community Colleges is assisting in the dissemination of the materials. The intellectual merit of these resources is ensured by the active engagement of experts from industry as well as academia, including substantial representation from ATE programs and the community college system; and by the decades-long track record of WBGH in developing compelling teacher training resources that fully engage and inspire the viewer. The Community College Leadership Program at the University of Texas is conducting formative and summative evaluation activities to ensure that the new materials are rigorously tested at each stage of development. ADVANCED TECH EDUCATION PROG DUE EHR Blumenthal, Denise Amy Tonkonogy WGBH Educational Foundation MA Ginger H. Rowell Continuing grant 1298228 7412 SMET 9178 1032 0000099 Other Applications NEC 0402435 June 1, 2004 Geographical Information Systems Technology Implementation Project (GIS-TECH). The main goal of the Geographical Technology Implementation Project (GIS-TECH) is to build both the capacity and infrastructure for training GIS technicians. To this end, the GIS-TECH project is modeled after the highly successful Cisco Networking Academy model, which Del Mar College has taught since 1999. Like Cisco, GIS-TECH creates a model academy that emphasizes a train-the-trainer curriculum and encourages mentoring of minority and female students into the GIS technology field. The GIS-TECH project will create a sustainable system to provide GIS training to secondary teachers, industry technicians and first responders. The mentoring component of the project is critical to providing effective and sustainable results. The GIS-TECH program provides mentoring in two distinct ways: 1) training of secondary teachers who will then become advocates for the GIS program in high school and 2) collaboration with the GO Force and TACHE minority recruitment and mentoring programs. The GIS-TECH project is also developing new, domain-specific GIS curricula. Leveraging the talents and efforts of experts in the field, the project is developing three new domain-specific GIS courses. The project provides a model for the seamless transition of GIS technicians from high school to community college to the university. The intellectual merit of this project lies in its targeted approach to GIS education, focusing the computer technology aspects of GIS implementation and use that are normally missing from such programs. The broader impacts of the project lie in diversity of the project's intended student audience, which includes large percentages of Hispanic and female students. ADVANCED TECH EDUCATION PROG DUE EHR Davis, Phillip Gary Jeffress Ann Johnson Barbara Letbetter Dufrain Texas Engineering Experiment Station TX David B. Campbell Continuing grant 749063 7412 SMET 9178 1032 0000099 Other Applications NEC 0402438 July 1, 2004 Fuel Cell Technology Curriculum Development Project. The project impacts the preparation of technicians and engineers for the many industries that develop alternatively powered products now and in the future. The project impacts much of Ohio and provides a model that can be replicated anywhere. A new emerging power technology (EPT) curriculum is developed and is incorporated into College Tech Prep programs at the secondary level and advances to an EPT option that complement engineering technology programs at four community colleges. There is a natural progression to baccalaureate engineering programs at five participating universities, which strengthens their curriculum in fuel cell and other emerging power technologies on their own or through this project and enhances their articulation arrangements with participating two-year colleges. The goal infuses existing programs with content on emerging power technologies, enabling education and businesses to maintain the interdisciplinary nature of fuel cell research and applications. Business involvement with curriculum development and teacher training, and student experiences with fuel cell research labs and emerging power technology companies, and close integration of education programs are cornerstones of the project. Faculty training and ongoing professional development opportunities are an essential project component to ensure the continued delivery of updated content in the classroom. ADVANCED TECH EDUCATION PROG DUE EHR Trenger, Dennis James McGuffin-Cawley Dan Solarek Jennie Royer Stark State College of Technology OH David B. Campbell Continuing grant 780000 7412 SMET 9178 1032 0000099 Other Applications NEC 0402447 July 1, 2004 Collaborative Learning for Secure Logistics. This project is developing, implementing and evaluating an innovative web-centric, Collaborative Learning Environment (CLE), and a set of instructional tools that feature emerging technologies for secure logistics. This is leading to 1) faster, more effective training in global logistics practices and technologies; 2) support of critical training in "secure" logistics in the wake of 9/11; and 3) providing targeted logistics education and training for global industry. The CLE is being developed and tested jointly by the University of North Carolina (UNC) at Chapel Hill and Lenoir Community College (LCC) in Kinston, NC. The project is organized under the leadership of the North Carolina Consortium for Logistics Education (NCCLE), a consortium of educational institutions and industries in eastern North Carolina led by LCC and UNC. The state-of-the-art logistics laboratory and distance learning facilities at the Education and Training Center (ETC) of the North Carolina Global TransPark (GTP) is assisting with broader dissemination. Intellectual Merit. This innovative new educational platform, available completely online, is supporting both existing and new programs including: 1) the new online A.A.S. Global Logistics Technology (GLT) degree program offered by LCC; 2) diploma programs for technician training at the community college level; 3) logistics certification programs for professional organizations; and 4) customized training programs for local, state and national industry. The proposed CLE represents a fundamental change in how logistics is taught-moving from traditional written curricula to online collaborative exercises that are consistent with current trends in business and secure logistics. The focus of this project is on training students to understand the use and impact of emerging new technologies for real-time visibility and control of the logistics process. Broader Impacts. This project is responding to a pressing industry need for technicians who are trained to use new technologies (such as RFID tags, scanners, intelligent software, etc.) and practices that are being implemented to protect the country from disruptive events-from terrorist attack to natural disaster. The CLE and supporting tools have been designed to be accessible to nontraditional students from disadvantaged NC groups (at-risk teens, Hispanics) and women, as well as individuals trapped in stagnant industries who seek to transition to the logistics field. The program is completely available online, and thus is available to students anywhere across the country. North Carolina has approved a new tuition structure that will also make it more affordable to disadvantaged and other out-of-state students. ADVANCED TECH EDUCATION PROG DUE EHR Greis, Noel Walter Martin University of North Carolina at Chapel Hill NC Herbert H. Richtol Standard Grant 300000 7412 SMET 9178 1032 0000099 Other Applications NEC 0402453 July 1, 2004 Biotechnology Education and Training Sequence Investment (BETSI). Southwestern College, a Hispanic serving institution, is the only community college that currently provides biotechnology training for southern San Diego County. One focus of the BETSI Project is outreach to three feeder high schools through faculty training and curricular support in the basics of biotechnology. During summer workshops, high school biology teachers and selected students try out the new curriculum designed for high school science courses. A mobile lab provides biotechnology supplies and equipment. The Project Coordinator and community college students trained through the Southwestern College Biotechnology Program serve as mentors for high school students and provide technical support as lab assistants to high school faculty during summer workshops and for classes during the regular school year. The BETSI Project also facilitates updating of the Southwestern College biotechnology curriculum to address current topics that include the ethical, legal and societal implications of the Human Genome Project. The community college articulation partnerships with feeder high schools and 4-year transfer institutions provide students with pathways to industry employment. The training aspect of the BETSI Project concentrates on increasing the number of funded student research internships and cultivating collaborative relationships with the local biotechnology industry. Coordination of students' participation in internships with industry and academia immerse them in the biotechnology environment and provide them with employment opportunities. ADVANCED TECH EDUCATION PROG DUE EHR Bakhiet, Nouna Jon Atwater Southwestern College CA David A. Hanych Standard Grant 450000 7412 SMET 9178 1032 0000099 Other Applications NEC 0402477 June 1, 2004 San Juan County Initiative for the Enhancement of Pre-Service and In-Service Math/Science Teacher Education Through Curriculum Development and Internship Experiences in Technology. San Juan College is providing a 9-credit hour block of workshops designed to provide in-service and pre-service teachers with instruction in teaching math and science grades 5-8. The overall goals of this project are: (1) improved quality of math and science instruction based upon use of teaching pedagogy, curriculum materials, and technology that address the standards, benchmarks, and competencies, (2) gains in children's knowledge of and interest in math and science as indicated by improved standardized test scores and increased enrollment in high school math and science classes, and (3) gains in recruitment and retention of math and science teachers. The project is training pre-service teachers planning to endorse in math and/or science and in-service math and/or science teachers during summer weekdays and Saturdays during the fall. During the spring, each pre-service teacher works with his/her mentor teacher as a team teacher for 40 hours in the mentor teacher's classroom, presenting the lessons and activities learned in the workshops. The intellectual merit of this project is evident in the variety of the topics and activities that do not comprise components of the standard teacher education math and science curriculum. The use of technology in the delivery of the workshop content and in the public school classroom as a tool to promote exploration, investigation and discovery learning, is a major and integral component of the project design. The broader impacts resulting from this project include a systematic, directional, sustainable, and measurable improvement in a quality learning setting in San Juan County's math and science classrooms. Teachers more highly trained in the development and implementation of math and science classroom activities using technology are more knowledgeable, enthusiastic, and self-confident. These traits, in turn, produce students who are excited about math and science and who are critical, procedural, and analytical thinkers and problem solvers. EXP PROG TO STIM COMP RES ADVANCED TECH EDUCATION PROG DUE EHR Wallace, Jana Ann Gattis San Juan College NM Karen F. Zuga Standard Grant 300000 9150 7412 SMET 9178 9150 1032 0000099 Other Applications NEC 0402488 July 1, 2004 Partnership for Articulated Mathematics and Science Teacher Preparation. Henry Ford Community College (HFCC), along with its partners the University of Michigan-Dearborn (UMD) and Eastern Michigan University (EMU), are piloting and evaluating the introduction of a writing component into science and mathematics courses for pre-service teachers. In the first stage of the project, writing instructors work with mathematics and science faculty members to develop writing activities that encourage students to formulate in writing what they are learning about mathematics and science. As a result of these faculty professional development activities, science and mathematics faculty become adept at formulating and assessing writing assignments, defining learning outcomes, and encouraging student reflection. In the second stage of the project, faculty members implement a number of writing activities in their classes. Formative evaluation includes meetings among the science and mathematics faculty and the writing instructor to critique classroom practice and results and make necessary revisions. Further evaluation includes examination of faculty- and student-generated portfolios, as well as exit interviews of both students and faculty. ADVANCED TECH EDUCATION PROG DUE EHR Zopf, Deborah Joanne Caniglia Lawrence Smyrski Gail Luera Henry Ford Community College MI Joan T Prival Standard Grant 75000 7412 SMET 9178 1032 0000099 Other Applications NEC 0402494 August 1, 2004 Regional Center for Next Generation Manufacturing. The Connecticut Community College System through its College of Technology (COT) is developing an ATE Regional Center for Next Generation Manufacturing (RCNGM). The Center is the regional focal point for the education of an agile manufacturing workforce skilled in the implementation of advances in technology and capable of meeting the changing needs of the manufacturing industry. It is critical that career opportunities in advanced manufacturing and emerging technologies be well publicized and that students be educated to meet the needs of modern manufacturing. The widespread perception of manufacturing as dirty, noisy, mindless assembly lines, with no opportunities for advancement, must be changed. High tech, high skill, high wage manufacturing is critical to our nation's economic future, and this regional Center is creating a model for advanced manufacturing education programs. The RCNGM is a partnership of the Community Colleges' College of Technology with the Manufacturing Institute of the National Association of Manufacturers, the Education Foundation of the Connecticut Business and Industry Association (CBIA), the Connecticut Center for Advanced Technology, government agencies, and secondary and higher education institutions. The RCNGM builds on the successes of several ATE, CSEMS and CCLI grants received by the partners. According to a 2003 CBIA member survey, manufacturers expect 69% of their workforce to retire in the next 10 years, creating an urgent need for new career pathways and new educational programs. The RCNGM is: Establishing a manufacturing learning infrastructure and knowledge delivery system that includes web-based, blended instruction, and a strengthened 2 + 2 + 2 seamless pathway; Involving industry to provide on-going guidance on skills needs, curriculum requirements, career pathways, and access to industry best practices and facilities for use in education; Developing and adapting a solid, foundational core curriculum, with technology and industry electives that will assure up-to-date skills for employment and career development; Marketing high tech manufacturing careers and career pathways and recruiting students; Creating community college and secondary school faculty development opportunities in industry and university settings, and student internships; Facilitating a student- and worker-focused collaborative infrastructure that sustains life- long learning, and encourages knowledge sharing and on-going professional development. The intellectual merit of this program resides in the curriculum content, as well as in the variety of curriculum delivery approaches utilized to prepare a technical workforce in precision machining, photonics/laser applications, fuel cells/clean energy and medical device instrumentation. The broader impact of this Center for Next Generation Manufacturing is reflected in the partnership models it develops for industry and higher education to work together to prepare a skilled and diverse manufacturing workforce. It has national impact through the unique partnership with NAM, and with other ATE national and regional Centers and projects. ADVANCED TECH EDUCATION PROG DUE EHR Wosczyna-Birch, Karen Lauren Kaufman Richard Weber Robert Fortier Frank Gulluni Connecticut's Community-Tech Colleges' College of Technology CT Duncan E. McBride Continuing grant 3314159 7412 SMET 9178 1032 0000099 Other Applications NEC 0402497 May 15, 2004 SLCC Contract Research Organization for Biotechnology. Biological Sciences (61). The Salt Lake Community College (SLCC) Biotechnology Contract Research Organization (CRO) provides work-based internships for college and high school students. The SLCC CRO contracts research projects from companies, with interns conducting the research and managing the support divisions for the CRO. They receive high school internship and college credit, along with valuable work experience. The SLCC CRO helps to meet the demand for a challenging "next step" for high school seniors and the need for more flexible college internships. Companies partner with the CRO, serving on the CRO-advisory board and supporting consumable costs. In return, they have access to a trained workforce to offset personnel costs and facilitate research progress. Interns translate concepts and techniques from the classroom to the lab, and their research is authentic, benefiting companies and enhancing economic development. Students are an integral part of the CRO function and may work in any CRO division, thus making the CRO a multi-disciplinary training opportunity. This CRO model integrates research and education, addresses student achievement through peer-based learning, and promotes sustainability through industry partnerships. The project also assesses improvement in student success, in addition to evaluating whether a Contract Research Organization is an effective business model for student training. ADVANCED TECH EDUCATION PROG DUE EHR Caldwell, Craig Salt Lake Community College UT Daniel Udovic Continuing grant 719231 7412 SMET 9178 1032 0000099 Other Applications NEC 0402552 July 1, 2004 Pathways to Teaching. Responding to critical shortage areas documented by the Virginia Department of Education, the overall goal of the Pathways to Teaching project hosted by the Center for Teacher Education at J. Sargeant Reynolds Community College (JSRCC) in Richmond, Virginia, is to increase the number, quality, and diversity of teachers in the College's service area, especially in mathematics, science, and technology. The project is providing pathways to teaching careers for students, particularly prospective technology teachers, who will be recruited from among middle and high school students, including those from technical centers, and JSRCC students in AS math and science and AAS programs. JSRCC graduates will seek baccalaureate degrees and teacher licensure at three nearby universities. Project activities include the development of the JSRCC Career Education (Teaching) course as a dual enrollment course and for online delivery targeting high school students, particularly those in technical centers. During two summers, Middle School Summer Camps will recruit students into the teaching field and provide opportunities for JSRCC pre-service teachers to be immersed in teaching. A Math/Science Practicum will engage JSRCC students in seminars and in math and science tutoring in Richmond City Public Schools. Two manuals and three videos will provide students with essential education information. AAS students at JSRCC will be encouraged to become teachers in their technology area and to transfer and seek teacher licensure. Other features of the project include on-site advising in the high schools, campus visits and mentorships, all designed to provide a smooth transition and articulation for high school students coming to the JSRCC. Six new courses will be developed for pre-service teachers. Scholarships will be offered to high school students and to JSRCC graduates. Collaborations between JSRCC and three area universities will enable the development of pathways for AAS graduates to receive the baccalaureate degree. ADVANCED TECH EDUCATION PROG DUE EHR Morrison, Harriet John Ritz Ann Loving Nelson Colbert Anne Mustian J Sargeant Reynolds Community College VA Joan T Prival Standard Grant 512000 7412 SMET 9178 1032 0000099 Other Applications NEC 0402553 May 15, 2004 Molecular Literacy for Biotechnology and Nanotechnology Careers. This three-year project enhances science and technology teaching in grades 10-14 by providing Molecular Literacy content in support of careers in biotechnology and nanotechnology. The project develops new materials that use highly interactive molecular dynamics and quantum mechanics models, and embeds these models in learning activities that are appropriate for both core science courses and specialized courses teaching biotechnology and nanotechnology workplace competencies. Concord Consortium is partnering with Middlesex Community College, Bedford, Massachusetts, its feeder high schools, additional community colleges, biotechnology and nanotechnology companies. CORD, an educational non-profit in Texas, is providing national dissemination. Concord, working with Middlesex teachers, is developing assessments that indicate student attainment of these standards, and is preparing drafts of activities. Initial activities undergo formative evaluation at the collaborating institutions using the project-generated assessments. After a revision cycle, the final materials undergo summative evaluation in ten technical high school and community college classrooms nationwide. Both student learning and teacher use of the materials are evaluated. The project utilizes sophisticated modeling tools based on accurate physical theories of atomic interactions. Collaborators identify those bio/nanotech standards appropriate for model-based activities. Model-based activities are developed both as individual explorations that can be easily inserted into instruction, and also grouped together into coherent thematic sequences of explorations. The activities link the models with related macroscopic representations and laboratory technologies. The project involves developing a quantum mechanics modeling engine simplified for education, adding functionality to an existing molecular dynamics engine, and adapting these resources to the learning of the science and to processes of biotechnology and nanotechnology Using highly interactive models, students can experience the nano world, develop intuitions about what is normal, and learn how to predict, without the need for difficult theoretical formalism. At the conclusion of the project, partners make all software, activities, professional development materials, and reports freely available, and the Concord Consortium continues to host the activities. ADVANCED TECH EDUCATION PROG DUE EHR Berenfeld, Boris Jessie Klein Concord Consortium MA David B. Campbell Continuing grant 947386 7412 SMET 9178 1032 0000099 Other Applications NEC 0402567 July 1, 2004 Creating Pathways II for New IT Professionals. Computer Science (31) This Virginia Community College System (VCCS) Institute of Excellence for Information Technology (IE-IT) project improves education in information technology (IT) and student academic and employment outcomes by (a) disseminating and implementing the products of its current ATE project (Creating Pathways for New IT Professionals) throughout Virginia from grades 9 through 16; (b) piloting and evaluating a model dual-enrollment program and new pedagogical models of IT education; and (c) developing and implementing activities in curriculum development, professional development, technical assistance, coaching of IT faculty, articulation, and student recruitment and retention. Partners include the Virginia Department of Education, the statewide Tech Prep program, universities in Virginia, and other ATE projects both inside and outside of Virginia. Intellectual Merit: The VCCS IE-IT, the ATE-funded Consortium on IT Education in Virginia, and partners upgrade and align IT curricula from grades 9 through 16 and provide clear, well-defined pathways in IT education for students and professional development opportunities for secondary and post-secondary IT instructors, incorporating and synthesizing technical training with new models of instruction. Using input from the IT industry, existing pilot programs at Northern Virginia Community College (NVCC), and the work of other ATE projects at Nashville State Community College (NSCC), the University of Arkansas at Fort Smith, and DeAnza College, this project pilots and evaluates new pedagogical methodologies, including problem-based learning activities, value-delivery skills, NSCC Case Files, story-centered curricula, performance-based assessments of students, student and faculty IT communities of practice, and student reference resources containing learning objects and up-to-date IT career information. Broader Impacts: With 23 colleges on 40 campuses, the VCCS enrolls more than 65 percent (92,944, one-third minorities, almost 60 percent female) of undergraduates in Virginia. This project impacts the IT programs, faculty, and students in secondary schools and two and four-year colleges in Virginia through the project's statewide Consortium on IT Education, with online communications and collaboration software, development of a faculty handbook on new models of instruction, professional development, technical assistance, and an online portal. The communities of practice encourage and support women and minority students in obtaining leadership roles in delivering IT services. The project impacts IT programs in community colleges in other states and the national educational community through the NVCC National IT Community of Practice, empirical studies of components of a new model of IT education, published articles, and presentations at national conferences. ADVANCED TECH EDUCATION PROG DUE EHR Creamer, Elizabeth Carlotta Eaton Virginia Community College System IE-IT VA Gerhard L. Salinger Continuing grant 783619 7412 SMET 9178 1032 0000099 Other Applications NEC 0402572 September 1, 2004 Establishing a Virtual Community for Computer Science in New Mexico. Computer Science (31) This project establishes a New Mexico Computer Science (CS) Community Consortium with selected two-year community colleges around the State to promote computer science education through regular visits and distance education offerings from the NMSU Department of Computer Science. The project includes activities in the areas of program improvement, professional development for educators, educational materials development, and laboratory development. The primary participants in these activities are two-year college students and two-year college faculty members, mostly drawn from institutions with a prevalent Native American and Hispanic population. The consortium builds on existing solid collaborations between NMSU CS and various tribal two-year colleges in the region, and it integrates with existing activities aimed at outreach and improvement of recruitment and retention of students with a diverse background. ADVANCED TECH EDUCATION PROG DUE EHR Gonzales, Carmen Clinton Jeffery Enrico Pontelli New Mexico State University NM Stephen C. Cooper Continuing grant 839856 7412 SMET 9178 9150 1032 0000099 Other Applications NEC 0402581 July 1, 2004 Foundation of Technical Careers. The Department of Engineering and Technology at Bristol Community College and ten high schools in the region are collaborating with business, industry, and governmental agencies to identify, recruit, and prepare technicians for the new economy. Summer Institutes in Technology are offered for high school and college faculty. The themes are project-based, and workshops include discussion of teaching and learning styles and national and state standards; field trips to industry and speakers are incorporated. Themes include underwater robotics, nanotechnology, and MATEC Factory Wise modules for HAS-200 Highly Automated System. Foundations in Technical Careers is a certificate program including: Introduction to Engineering and Technology, Computer Tools for Engineers, Computer Aided Drafting, Technical Communication Skills, and Technical Applications of Mathematics. Three courses are new, designed to address curious but undecided students. Assessments, course content, and personal advisement will help to direct students toward appropriate fields of study and a technical career. Courses are tuition-free, except for fees and texts of approximately $500, a significant incentive for BCC's low-income students. Other implementation activities include a strong outreach and recruitment plan, the improvement of technology labs for project-based learning and discovery, convocations to support professional development, workshops, and a website. Intellectual Merit: The program design and the content of the institutes and the certificate program address the regional educational needs at the secondary and postsecondary level. The activities include plans for meaningful assessment of participants' progress, appropriate pedagogy and content for nontraditional students, and enhancement of labs for project-based learning. Broader Impacts: A significant aspect of this project is the aim to close the skills gap in technical fields by creating a pathway between secondary and postsecondary levels. Efforts are grounded in a strong collaborative organization that brings all the players together to implement the project. Every aspect of the project is outcomes-oriented and designed to have a broad impact, including cultivating public awareness of engineering disciplines and their relationship to society and supporting career opportunities for a large region that is undergoing economic redevelopment. ADVANCED TECH EDUCATION PROG DUE EHR Ucci, Anthony Bristol Community College MA Ginger H. Rowell Continuing grant 599956 7412 SMET 9178 1032 0000099 Other Applications NEC 0402596 June 1, 2004 Validating a Distance Education Model for Delivering Electronic Curriculum to Rural High School Students. This project is expanding an existing project to add six new schools to this distance-learning effort to teach electronics courses to students in remote, rural high schools. This expansion enables the investigators to reach significantly more students and to validate the emerging distance-delivery model on a broader scale. The project is providing professional development for teachers in the selected high schools, most of the equipment and supplies required for student participation, internships and field experiences for students and teachers, dual enrollment options, and a model for offering technical and specialized curricula in a very cost-effective way. An outside evaluator is assessing the impact of the project on student interest in and preparation for technical and scientific occupations and the effectiveness of the distance-learning model. Dissemination plans includes presentations at regional and national conferences, publication of a paper in the ITEA Journal, and discussions with targeted state agencies. ADVANCED TECH EDUCATION PROG DUE EHR Termes, Thomas P Gulliver Black Hills State University SD Russell L. Pimmel Continuing grant 400000 7412 SMET 9178 9150 1032 0000099 Other Applications NEC 0402612 September 15, 2004 Instrumentation and Data Acquisition Education. This project is a collaboration involving a 4-year school, two community colleges (Illinois Central College and Richland Community College), and an instrumentation company (National Instruments). The project is improving the competency of technology students with virtual instrumentation and data acquisition systems by developing and teaching courses using this technology. These courses are preparing students for measuring and analyzing real world data using virtual instruments. The award provides the necessary hardware and software and the project trains community college faculty members in the use of the software. The project team, with the help of an experienced evaluator, is determining how the use of virtual instrumentation affects student learning. The project team plans to describe their educational materials and evaluation results in presentations at various conferences, in the education journals, and on websites, both at the educational institutions and the instrumentation company. ADVANCED TECH EDUCATION PROG DUE EHR Shareef, Iqbal Ahmad Fakheri Jeries Abou-Hanna Kenneth Eckstein Bradley University IL Russell L. Pimmel Standard Grant 250008 7412 SMET 9178 1032 0000099 Other Applications NEC 0402616 August 1, 2004 Engineering Technology Competencies: Integrating Curriculum and Forging Pathways. This project is developing curricula and an implementation model that will increase interest and the ability to pursue higher education in the field of engineering. The curricula and model will result in K-12 students applying critical math, science, and technology knowledge while they plan, design, test, revise, and implement engineering activities. The K-12 units of study developed create an articulated pathway for learners to successfully transition to a two-year engineering technician program. The units of study are being assembled into three separate sequences for the elementary, middle and high school levels with a model implementation plan. Components of the model include K-12 instructor training, curriculum alignment, collaborative interdisciplinary teams, and implementation of the curriculum with students, as well as recruitment of students into post-secondary engineering programs. Valley City State University faculty members facilitate the engineering courses for the 18 participating teachers. The instructional units are being pilot tested, revised, and refined, then implemented in the form of model course curriculum at the elementary, middle, and high school levels. This project has intellectual merit in need, design, and the qualifications of the team. The proposed activities address the challenge of preparing, motivating, and retaining students in the pursuit of engineering related opportunities. North Dakota has adopted the curricular framework recommended by the Center to Advance the Teaching of Technology and Science (CATTS). This project results in a model implementation of the CATTS framework by developing the units of instruction necessary to transfer the framework into a product that can be implemented in the classroom. A clear articulation pathway from elementary to middle school to high school and then to postsecondary engineering programs is identified and supported by the resulting implementation model. The broader impacts of this project include: (1) an instructor training process that provides content knowledge in technology and engineering while helping teachers implement the content in ways that require critical thinking and deep understanding on the part of students; (2) units of instruction that are standards-based, interdisciplinary, authentic, and engaging for dissemination via a web-based search engine; (3) an increase in the number of students with the foundational knowledge, skills, and the interest to continue into engineering- related postsecondary programs; (4) a support model that connects K-12 students and teachers, postsecondary students and teachers, and professionals in the areas of technology, engineering, science, and math. EXP PROG TO STIM COMP RES ADVANCED TECH EDUCATION PROG DUE EHR Kincaid, Tanna Don Fischer Bismarck Public School District #1 ND Karen F. Zuga Standard Grant 374440 9150 7412 SMET 9178 9150 1032 0000099 Other Applications NEC 0402625 July 15, 2004 The National Center for Pulp and Paper Technology. Alabama Southern Community College, Auburn University, and the Charter Member Colleges are developing an ATE National Center of Excellence called the National Center for Pulp and Paper Technology. The Charter Member Colleges include: (1) Kennebec Valley Community College (Fairfield, Maine); (2) Mid-State Technical College (Wisconsin Rapids, Wisconsin); and (3) Lower Columbia College (Longview, Washington). The mission of the National Center, with the support of other two-year colleges, universities, and a national array of pulp and paper companies and mills and national organizations, is to establish and perpetuate a technology program to give students around the nation exciting and effective education and training opportunities and to provide the pulp and paper sector of the United States forest products industry with a globally competitive, technologically advanced workforce (TAW). In turn, the mission of the National Center is being conducted through 8 goals and 36 objectives. The broad array of services to be provided through the National Center has been identified as critical for the pulp and paper workforce by a comprehensive consortium of industry, trade and professional organizations, colleges, universities, and governmental entities under the auspices of Agenda 2020. The intellectual merit of the Center includes continuous contributions to advancing knowledge in the areas of education and training for technicians and operations in the pulp and paper industry through several elements that may be applied to other disciplines and industries. These elements include: (1) a broad collaborative model that serves as the prototypical schematic for industry-education-government collaboration to show other industries and educational organizations how to move toward the goal of having a TAW so they too can successfully compete in global economy, (2) an education and training model that through the National Pulp and Paper Technician and Operator Certification Program incorporates skills standardization and verification based on international standards, (3) an ongoing research based analysis that helps colleges, universities, and the pulp and paper industry measure the effectiveness of education and training programs through return on investment model, and (4) education and training research that is reported through monthly journals and an annual book series published in paper and e-book formats. By providing an array of services, the broader impacts of the Center include: standardized and certified programs, outcomes-based instruction, advanced training and education methods and delivery, research and application of new teaching methods, academic- industry-government partnerships, dual focus on entry level and incumbent workers, quantitative measurement of effectiveness, labor-management cooperation, community college-university linkages, and outreach to K-12 teachers and students. Also, the developers are working to ensure that the activities have provisions to recruit and help students enter the workforce from groups that have been traditionally underrepresented in the pulp and paper industry. ADVANCED TECH EDUCATION PROG DUE EHR Shepherd, Charles Harry Cullinan Dumont Henderson Ralph Benefiel James Bond Alabama Southern Community College AL Gerhard L. Salinger Continuing grant 4989604 7412 SMET 9178 9150 1032 0000099 Other Applications NEC 0402631 July 1, 2004 NSF Mathematics Teacher Preparation Program. The NSF Mathematics Teacher Preparation Program is developing a teacher education program in secondary mathematics in the Los Rios Community College District (LRCCD) that is fully articulated with the single-subject mathematics blended teacher preparation program at California State University Sacramento (CSUS). Project partners include CSUS and four K-12 districts: Elk Grove Unified School District, Sacramento City Unified School District, San Juan Unified School District, and Folsom Cordova Unified School District. The three major goals of the project are to increase the number, quality, and diversity of prospective secondary mathematics teachers in preprofessional programs at LRCCD, to strengthen their preparation in mathematics, and to provide opportunities for them to explore teaching as a career, in general, and mathematics, in particular. These goals are being achieved through student recruitment into careers in teaching mathematics, development of the single-subject mathematics blended teacher preparation program at the LRCCD, and implementation of programs to support students as they articulate into the CSUS single-subject mathematics blended teacher preparation program. ADVANCED TECH EDUCATION PROG DUE EHR Zarzana, Linda Los Rios Community College District CA Daniel P. Maki Standard Grant 314068 7412 SMET 9178 1032 0000099 Other Applications NEC 0402635 September 1, 2004 Partnership in Cybersecurity and Information Assurance. This project is comprehensively integrating cybersecurity concepts into the curriculum of the Computer Information Systems (CIS) Department at Borough of Manhattan Community College (BMCC). In addition, the project is offering an eight-week summer instructional program (a "bridge" program) for high school students; arranging internships for students in conjunction with industry partners; developing a cybersecurity laboratory; and providing professional development for college and high school faculty through in-person and online workshops and training sessions. The project team is creating four courses and redesigning seventeen other courses in order to integrate computer security concepts into each major (Computer Operations, Computer Programming, and Computer Science) in the college's CIS curriculum. The computer security concepts included in these courses are derived from objectives specified by CompTIA's Security+ certification and the Common Body of Knowledge (CBK) specified by the International Information Systems Security Certifications Consortium [(ISC)2] for the Certified Information Systems Security Professional (CISSP) and System Security Certified Practitioner (SSCP) certifications. The concepts covered in the courses are also tied to job competencies defined in the computer security skill standards that have been developed by the National Workforce Center for Emerging Technologies (NWCET). In addition to redesigning the curricula for CIS majors, the project team is redesigning a non-major CIS course to raise the cybersecurity awareness of students in non-technical majors. By infusing cybersecurity concepts throughout the subject matter of existing curricula, this project takes a different approach than traditional security instruction, which presupposes a certain body of knowledge prior to introducing security concepts to students. This different approach extends the impact of this project by enabling students with diverse academic backgrounds to engage in different activities within the context of computer security. At one end of the spectrum, it encourages computer science majors to do research on the underlying theories of security, while at the other end, it raises awareness and teaches secure computing practices to non-CIS majors. The project also includes high school students recruited through a summer "bridge" program, and enables graduates to continue their education through articulation agreements with four-year colleges. The project is also attracting minorities and women into information technology careers. Over 75% of BMCC's students are African American or Hispanic, and over two thirds of BMCC's students are women. The college has developed a "collaborative learning model" that has proven particularly effective in engaging and retaining female and minority students in science, technology, and mathematics fields. BMCC's partners in the project include Louis D. Brandeis High School, Herbert H. Lehman College, Alcatel Corp., the New York Software Industry Association, the U.S. Secret Service Electronic Crimes Branch, and the New York City Regional Consortium. ADVANCED TECH EDUCATION PROG DUE EHR Kok, Mete Eloise Messineo Anna Salvati CUNY Borough of Manhattan Community College NY Victor P. Piotrowski Continuing grant 861151 7412 SMET 9178 1032 0000099 Other Applications NEC 0402649 May 1, 2004 Linking Academic Information Technology to Workplaces in Rural Idaho. Computer Science (31) This project offers professional development opportunities for Information Technology instructors at the secondary and post-secondary levels in a rural setting by: 1. Providing Information Technology two-week internships in regional businesses during the summer for secondary and post-secondary instructors. 2. Allowing instructors to keep their curriculum current by accessing training available on-line or at industry-sponsored conferences and educational seminars. This project expands the academic preparation of information technology teachers from the classroom to the "real world" of work. Interaction with business and industry will enable instructors to bring that "world" back into the classroom for more relevant and meaningful experiences for both high school and college students by integrating real world scenarios into the classroom. The business experience by instructors is the piece missing in the training of regional instructors. By integrating business and industry contacts with secondary and post-secondary education in the 11,000 square mile region, participants will learn how business and education can partner for the benefit of students in a rural, isolated area. ADVANCED TECH EDUCATION PROG DUE EHR Major, Claire Todd Schwarz College of Southern Idaho ID Victor P. Piotrowski Standard Grant 283903 7412 SMET 9178 9150 1032 0000099 Other Applications NEC 0402651 August 1, 2004 Southwest Center for Microsystems Education. Micro Electro Mechanical Systems (MEMS) and Micro Systems Technology were developed in parallel with the semiconductor industry, but are now experiencing global growth on their own. The Southwest Center for Microsystems Education (SCME) provides skill standards, curricula, educational materials, workforce development modules, professional development and outreach activities directed toward increasing the number and quality of technicians who can perform microsystem design and manufacturing. The Center develops associate degree programs in microsystem technology with industry-specific concentrations. Designs and specifications for moderately priced learning laboratories for educational institutions are produced, as are interactive multimedia instructional modules for multiple work environments. Materials are designed for career pathways for secondary school students. The Center works closely with the University of New Mexico to develop strategies for cross- training technician and engineering students and providing professional development for faculty and industrial trainers. Sandia Laboratories provides a loaned executive to the Center. The Center is also supported by ATE centers in biotechnology and semiconductor manufacturing as well as other industries and industry associations. Hispanic students and others from groups underrepresented in technical manufacturing are made aware of careers in microsystems manufacturing. A bi-national alliance is fostered to educate faculty at 54 technological universities in Mexico. ADVANCED TECH EDUCATION PROG DUE EHR Pleil, Matthias John Wood Harry Weaver Fabian Lopez Albuquerque Technical Vocational Institute NM Gerhard L. Salinger Continuing grant 2798063 7412 SMET 9178 9150 1032 0000099 Other Applications NEC 0402653 June 15, 2004 Planning Grant for Information & Telecommunications Technology ATE Regional Center. To address the need for economic diversification and the expansion of a well-educated, highly-skilled technology workforce, the Community College of Southern Nevada plans the establishment of an ATE Regional Center for Information and Telecommunications Technology. A Technology Education Alliance advisory board organizes the development of a strategic plan to build upon investments already made by the State of Nevada. The plan pulls together business, economic development, and secondary and postsecondary schools to foster relationships to launch an effective educational system for producing workers highly-qualified for the workforce. The Alliance increases industry input into higher education programs, coordinating an analysis of core competencies needed for emerging technologies. Plans are made for academic support services to increase the recruitment and retention of women and other groups underrepresented in technological education. ADVANCED TECH EDUCATION PROG DUE EHR Hioki, Warren Diane Pannell College of Southern Nevada NV Gerhard L. Salinger Standard Grant 69996 7412 SMET 9178 9150 1032 0000099 Other Applications NEC 0402672 August 15, 2004 Associate Science in Engineering and Engineering Technology (ASEET) Program. Engineering NEC (59) The Southwestern Indian Polytechnic Institute (SIPI), a national Indian community college, is developing a model for engineering technology and engineering transfer programs that will be reproducible and applicable to other locations with significant Indian populations. By employing articulation agreements with a wide range of four and two-year institutions, national laboratories and industry, SIPI is providing lower division courses in engineering and in engineering technology allowing participants to go directly into the workforce or continue with baccalaureate programs. ASEET's comprehensive program design encompasses curriculum development, faculty recruitment, professional development, community outreach, student recruitment, student retention, and career development for the transitions between high school and 2- and 4-year colleges. SIPI's ASEET program is: 1. Improving Native American student proficiency in science, technology, engineering, and mathematics through the development and revision of science-based academic programs and course offerings. 2. Motivating pre-college Native American students to pursue careers in science, technology, engineering, and mathematics by offering seminars, short courses, and workshops onsite and through distance education, engineering survey courses, directed learning experiences and internships as part of SIPI's pre-engineering degree program. 3. Improving science, technology, engineering and mathematics instruction through professional development opportunities and curriculum review and revision. 4. Continuing to build Southwestern Indian Polytechnic Institute's capacity to develop world-class science and technology knowledge and skills for the technological workplace. Additionally, SIPI is assisting other tribal colleges in establishing similar programs. Faculty members from other tribal colleges are being encouraged to serve as visiting or adjunct faculty and receive training in the methodology developed at SIPI. These faculty members are helping to develop teaching materials and methods to evaluate the effectiveness of the pedagogy and curriculum. ADVANCED TECH EDUCATION PROG DUE EHR Vadiee, Nader Ronald Hooks Southwestern Indian Polytechnic Institute NM Gerhard L. Salinger Interagency Agreement 772280 7412 SMET 9178 9150 1032 0000099 Other Applications NEC 0402690 July 15, 2004 Creating Pathways for Prospective Science and Mathematics Teachers in a Technology Enriched Environment: A Comprehensive Partnership for Program Improvement. The purpose of the Science Technology Engineering and Mathematics (STEM) Pathways Program is to increase the number, diversity and quality of prospective science and mathematics middle school teachers. Students enroll in technology-rich mathematics and science classes at Antelope Valley College, transfer to California State University Bakersfield-Antelope Valley, graduate, and begin a career teaching mathematics and science at the middle school level. The program is supported by a large community which, in 2001, established the Mathematics Science Engineering Technology (MSET) Consortium comprised of over 50 regional businesses, government agencies and K-16 school districts including Antelope Valley College, California State University Bakersfield, NASA Dryden, Edwards AFB, Air Force Research Laboratory, Boeing, Lockheed-Martin, Northrop-Grumman, the cities of Lancaster and Palmdale, and the Lancaster, Palmdale, Westside and Antelope Valley School Districts. The MSET Consortium is committed to supporting educational development and is contributing technical expertise and other assets to the Pathways Program. To increase the number and diversity of prospective students, the STEM Pathways Program actively recruits under-represented students. A safety net of support services, including academic advising, tutoring, career development, faculty mentoring and mentoring from MSET members, is provided by the Pathways Program during their collegiate careers. The students, as a learning community, are encouraged to develop strong interrelationships and to use their knowledge as peer counselors for future students. A variety of strategies is being employed to increase the quality of mathematics, science and technology education available for prospective teachers at Antelope Valley College and California State University Bakersfield. These strategies include developing mathematics and science courses and curricula which incorporate technology and hands-on, inquiry-based learning, creating field experience opportunities in middle school mathematics and science classrooms, and providing intensive Summer Institutes twice each year for in-service middle school teachers to introduce them to new pedagogical approaches in the learning and comprehension of mathematics and science. ADVANCED TECH EDUCATION PROG DUE EHR Harper, Jessica Leslie Uhazy Anne Gottsdanker David Murphy Christos Valiotis Antelope Valley College CA Daniel P. Maki Standard Grant 350159 7412 SMET 9178 1032 0000099 Other Applications NEC 0402695 July 1, 2004 Extending the Forest Ecosystem and Agroforestry Management Program (C.A/A.S.) to Kaua`i Community College, and linking to Four Year Colleges and Secondary Schools. This project extends a successful pilot two-year Certificate of Achievement and Associate of Science program in Tropical Forest Ecosystem and Agroforestry Management (Forest TEAM) to Kaua'i Community College. Articulation agreements between Hawai'i Community College and four-year colleges are being developed as well. Students are trained in advanced technology in the areas of digital surveying and environmental data logging, use of Global Positioning Systems (GPS), and Geographic Information Systems (GIS). On-line courses are being developed, which is necessary because of the geographic isolation of the islands. Due to a need for improvement in basic math and English skills by high school students applying for the program, the Forest TEAM program works with secondary schools in Hawai'i to get students involved with the Natural Resources Career Pathways program of the State Dept. of Education so the students will have the academic skills to enter college programs and succeed. Activities such as summer programs that include math, English and computer skills in applied settings; mentoring between students in the Forest TEAM program and high school students; and tutoring students entering the Forest TEAM program in math and science skills, ensure their academic success. The program consists of a collaboration with the Hawai'i Forest Industry Association, the Workforce Development Council of the State Department of Labor and Industrial Relations, the Hawai'i Department of Education's Natural Resources Career Pathways program, UH Hilo College of Agriculture, Forestry and Natural Resource Management, the UH Hilo Ecology, Evolution and Conservation Biology program, and the College of Tropical Agriculture and Human Resources at UH Manoa. EXP PROG TO STIM COMP RES ADVANCED TECH EDUCATION PROG DUE EHR Stone, Fred Brian Yamamoto University of Hawaii HI David A. Hanych Continuing grant 397245 9150 7412 SMET 9178 9150 1032 0000099 Other Applications NEC 0402696 July 15, 2004 Environmental Control Technology Education for Advanced Building Operation and Management. This project addresses the need for expanded and more robust education for Building Science and Engineering Technicians within industry specializations including Controls Technicians, HVAC Technicians, Building Operators, Building Commissioning Technicians, and Refrigeration Technicians. Reflecting input from over 40 professionals convened to inform the investigators, this project utilizes the skills and capabilities of Laney College faculty, research scientists at Lawrence Berkeley National Laboratory, a consultant with experience designing computer-based education simulations, and expert practitioners in the field. This team is collaborating to: - Revise and upgrade existing core curriculum at Laney College to include advanced technical and specialized academic courses, with key emphasis on hands-on learning. - Develop new program strands and corresponding certificates and degrees; - Assemble and install (in the Laney Lab) an HVAC system replicating a real-world commercial building configuration that can be used as an exemplar for other colleges; - Create a building operators "flight simulator" and other cost-effective and easily replicable instructional innovations to help develop systems-level understanding; - Pilot an educational strategy to transform the technician from one able to solve primarily component-level problems to one capable of solving complex system problems, able to use scientific principles, data and analytical techniques to solve problems, and able to maneuver through tradeoffs among design intent, occupant comfort, air quality, and energy efficiency, and able to assess performance data and make recommendations. ADVANCED TECH EDUCATION PROG DUE EHR Crabtree, Peter Roland Otto Evan Mills Philip Haves Peralta Community College District Office CA Elizabeth Teles Continuing grant 900000 7412 SMET 9178 1032 0000099 Other Applications NEC 0404631 July 1, 2004 Collaborative Research: Transferable Assessments for Capstone Engineering Design. This project is creating a versatile system for reliable assessments of student learning outcomes for capstone design courses across engineering disciplines and institutions. It builds on a decade of engineering design education and assessment achievements of the Transferable Integrated Design Engineering Education (TIDEE) consortium in the Pacific Northwest. Prior to this project, the investigators engaged regional and national collaborators to: (a) develop a consensus profile of a top quality engineer; (b) define engineering design learning outcomes at mid-point and end-of-program; (c) develop and test reliable assessment instruments for engineering design; and (d) facilitate dozens of workshops to help faculty define and assess engineering design learning outcomes. In this project, a multi-institution faculty team is developing assessment tools with input from a diverse set of expert consultants and stakeholders. Assessment instruments are being built around frequently used classroom assignments to measure achievement of high-level integrated performances in capstone design courses. Performance expectations are being derived from a profile of a top quality engineer for applicability to a full range of capstone engineering design courses. The developed assessment instruments are being tested for quality in diverse institutions and student populations to demonstrate their transferability. CCLI - ASA DUE EHR Beyerlein, Steven University of Idaho ID Lesia L. Crumpton-Young Standard Grant 53517 7431 SMET 9178 9150 0000099 Other Applications NEC 0404659 October 15, 2003 Planning for a National Center for Aircraft Technician Education. Intellectual Merit This planning grant project for a National Center builds on a local project that -Developed competencies for aircraft electronics specialty fields with over 100 employers. -Developed curriculum for three of ten courses in the Avionics field. -Developed select simulations of aircraft electrical systems, offering low-cost access to instructional technology. -Field-tested curriculum and instructional materials with incumbent technicians and traditional students in Florida, Texas and Minnesota. -Hosted a National Conference involving 100 educators, employers and government to examine efforts to improve standards and curriculum and to build commitment to a national learning agenda to be carried out by a National Center of Excellence. -Established an online collegial network of technician educators nationwide. -Established contracts to place interns at numerous corporate flight departments. During the planning grant the consortium is: -Formalizing a partnership to leverage the expertise, experience and products of the Canadian Aviation Maintenance Council (CAMC), a Center of Excellence in Canada. -Establishing procedures to refine CAMC's national standards, curriculum, certification and accreditation procedures for U.S. Avionics Technicians. -Designing a training program to elevate faculty members' skills to the national standard. -Securing donations of electronic simulations of instructional technologies to make delivery of the training program financially feasible. Developing a strategy to use and expand the Technician Educators' Collegial Network. Broader Impacts The Federal Aviation Administration has regulated the education and certification of U.S. Airframe and Powerplant (A&P) Technicians for decades. However, as aircraft have become increasingly electronics driven, a career path has evolved for technicians specializing in troubleshooting, maintenance and repair of aircraft electrical and integrated flight systems. National standards, curricula and regulatory oversight presently do not exist for Avionics Technicians. While the FAA recognizes this gap, it has not filled it. Industry, labor and education have come together, with participation and support from the FAA, to fill this void in an effort to meet the workforce development needs of aircraft manufacturers, component manufacturers, airlines, and repair stations throughout the United States. ADVANCED TECH EDUCATION PROG DUE EHR Curtis, Floyd Tarrant County Junior College Northeast Campus TX Duncan E. McBride Standard Grant 70000 7412 SMET 9178 1032 0404758 March 15, 2004 Showcase for NSF DUE CCLI Projects at the ACM SIGCSE Conference. This project is providing opportunities for recipients of NSF DUE CCLI grants to present their funded projects at the 2004 and 2005 SIGCSE Conferences. These conferences are the annual Technical Symposia on Computer Science Education sponsored by the ACM Special Interest Group on Computer Science Education (SIGCSE) and are international events held annually in the United States. They are among the few events in the world dedicated solely to issues of undergraduate computing education and attract over 1000 educators from primarily the United States and Canada with a growing worldwide participation. The Showcase is an opportunity for attendees to see the work done by CCLI-funded projects and learn about new curriculum and materials they can use in their home institutions. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Bloomfield, Aaron University of Virginia Main Campus VA Stephen C. Cooper Standard Grant 94519 7428 SMET 9178 0000099 Other Applications NEC 0404802 May 1, 2004 Measuring Student and Faculty Engagement in Engineering Education. The Center for the Advancement of Scholarship on Engineering Education (CASEE) of the National Academy of Engineering (NAE) is building upon the National Survey of Student Engagement, the Faculty Survey of Student Engagement, and the ABET EC2000 Study in order to develop integrated assessment tools that will measure faculty and student engagement in instructional and learning practices that may correlate with desired student learning outcomes in undergraduate engineering programs. To provide the context and basis for these assessment tools, we are developing: i) a set of synthesized learning outcomes for undergraduate engineering education that reflect the desires of the academic and employer communities; and ii) a pilot database summarizing the education research literature that links desired student outcomes to specific educational "best practices". The outcome of this work will be an integrated set of pilot instruments, vetted with a representative cross-section of the engineering community, to assess the current state of instructional practice and student learning outcomes. CCLI - ASA DUE EHR Fortenberry, Norman National Academy of Sciences DC Myles G. Boylan Standard Grant 99449 7431 SMET 9178 0000099 Other Applications NEC 0404818 August 1, 2004 Development and Validation of a Calculus Concept Inventory Test. This project designs, develops, pilots, and validates a test, the Calculus Concept Inventory (CCI), that measures conceptual understanding of the few most basic principles of differential calculus. Both the framework for the CCI and its development and validation are rooted in the experience of the Force Concept Inventory (FCI) in physics. Both tests are based on the most common student conceptual misunderstandings that block any meaningful ability to understand and apply the subject. It is essential that schools and faculty have a validated test to measure whether students leaving calculus have conquered these misconceptions. The great intellectual merit is in the use of modern scientific methods to both develop and validate such an instrument, and the investigators are well versed in these methods. The FCI has had a dramatic effect in improving physics education, and is abundantly shown to be able, in a reproducible way, to document results dramatically better from Interactive-Engagement methodologies than from standard Lecture-Demonstration approaches. It is very important to know whether this critically important finding remains valid in calculus (and other math courses). The CCI is able to do this. Such an instrument is needed in mathematics. The ability to document convincingly whether a given teaching methodology really does what it claims to do (in mathematics as well as physics) has a broad national impact. Without such documentation, decisions on how to teach are based largely on the personal faith of faculty, and subjective decisions. A well-validated CCI, which this project provides, gives an independent and reproducible measure of whether teaching methodology is the dominant factor for conceptual understanding in calculus that the FCI has shown it to be in physics. The CCI lends itself to greatly improved teaching of calculus to thousands of college and high school students and spawn similar conceptual tests, also needed, in other parts of the math curriculum. CCLI-Phase 2 (Expansion) CCLI - ASA DUE EHR Epstein, Jerome Deane Yang Polytechnic University of New York NY Myles G. Boylan Standard Grant 419875 7492 7431 SMET 9178 0000099 Other Applications NEC 0404872 July 1, 2004 Collaborative Research: Transferable Assessments for Capstone Engineering Design. This project is creating a versatile system for reliable assessments of student learning outcomes for capstone design courses across engineering disciplines and institutions. It builds on a decade of engineering design education and assessment achievements of the Transferable Integrated Design Engineering Education (TIDEE) consortium in the Pacific Northwest. Prior to this project, the investigators engaged regional and national collaborators to: (a) develop a consensus profile of a top quality engineer; (b) define engineering design learning outcomes at mid-point and end-of-program; (c) develop and test reliable assessment instruments for engineering design; and (d) facilitate dozens of workshops to help faculty define and assess engineering design learning outcomes. In this project, a multi-institution faculty team is developing assessment tools with input from a diverse set of expert consultants and stakeholders. Assessment instruments are being built around frequently used classroom assignments to measure achievement of high-level integrated performances in capstone design courses. Performance expectations are being derived from a profile of a top quality engineer for applicability to a full range of capstone engineering design courses. The developed assessment instruments are being tested for quality in diverse institutions and student populations to demonstrate their transferability. CCLI - ASA DUE EHR Thompson, Phillip Seattle University WA Lesia L. Crumpton-Young Standard Grant 51895 7431 SMET 9178 0000099 Other Applications NEC 0404911 September 1, 2004 Project CAT: Assessing Critical Thinking. The primary goal for this project is to build on past efforts and refine a promising assessment instrument to evaluate critical thinking skills, CAT (Critical thinking Assessment Test). The refinement of this assessment tool focuses on five critical areas (1) Refining the CAT assessment tool so that it has high face validity when evaluated by a broad spectrum of faculty across the country in STEM and non-STEM disciplines. (2) Refining the CAT assessment using expert evaluation in the area of learning theory and learning sciences to establish construct validity. (3) Refining the CAT assessment so that it continues to have high criterion validity when compared to other instruments that measure critical thinking and intellectual performance. (4) Refining the CAT assessment so that it is culturally fair. (5) Refining the CAT assessment so that it is has high reliability. In the process of achieving these objectives Tennessee Technological University is partnering with six other institutions across the country (University of Texas, University of Colorado, University of Washington, University of Hawaii, University of Southern Maine, and Howard University) to use and score a critical thinking assessment test that provides insights into their own students' critical thinking skills. Schools were carefully selected to provide geographic, ethnic, racial, public versus private, socio-economic, and size diversity. Once the assessment tool is fully developed the project can become self-sustaining by providing the test at cost to other institutions. There is little question that as a result of an increasingly technological and information driven society the ability to think critically has become a cornerstone to both workplace development and effective educational programs. Critical thinking is central to both the National Science Standards (Forawi, 2001) and the National Educational Technology Standards (International Society for Technology Education, 2003). Despite the central importance of critical thinking in the workplace and education, existing assessment tools are plagued by problems related to validity, reliability, and cultural fairness (U.S. Department of Education, 2000). According to Bransford et al. (2000) "a challenge for the learning sciences is to provide a theoretical framework that links assessment practices to learning theory." The intellectual merit of this project is to refine such an assessment device for critical thinking based upon current theories of learning and cognition. Another merit of this project is that it seeks to refine an assessment device for critical thinking that has high face validity for a broad spectrum of faculty across the country. The perceived validity of the assessment tool is important because it will have a direct bearing on the motivation of faculty to improve their students' critical thinking skills. The broader impact of this project is that by providing an instrument for assessing critical thinking and problem solving skills to other universities across the nation, one can encourage improvements in the quality of students' critical thinking and problem solving skills. Institutional goals for improving education are often assessment driven (Vogler, 2002), hence the development of a valid, reliable and culturally fair critical thinking assessment tool would encourage more institutions to focus on the teaching of critical thinking skills in universities across the country. These higher order thinking skills are essential in an economy that has shifted from manufacturing to information technology and services. CCLI - ASA DUE EHR Stein, Barry Joseph Redding Ada Haynes Tennessee Technological University TN Susan H. Hixson Standard Grant 499996 7431 SMET 9178 0116000 Human Subjects 0404923 June 1, 2004 Collaborative Research: Writing for Learning and Assessment in Engineering Design Courses. Our project focuses on communication assignments and formative assessment to improve the teaching of engineering design. Specifically, we use Calibrated Peer-Review (CPR) - an end-to-end computer-mediated learning environment developed at UCLA- that seamlessly integrates writing as a vehicle for critical thinking into a technical or content course. We are testing the premise that a series of well-designed communication assignments can serve as enablers for students to enact the "habits of mind" fundamental to professional engineering practice. These assignments fully exploit CPR's four web-delivered, guided-inductive workspaces that (1) teach students how to recognize levels of accomplishment for specific activities, (2) guide peer-review sessions that produce both qualitative and quantitative formative assessment data, and (3) encourage deep-structured student self-reflection both on the task product and on the task process. We are using the assessment data collected by CPR platform to provide formative assessment, both for students and for faculty in engineering design courses. Our project exploits writing/communication as an analog for thinking in order to understand how students learn in a design course. This deepened awareness of the learning process, in turn, helps instructors to formulate activities that engage the students in types of "second order" problem-solving skills, such as meta-cognition, social context sensitivity, and self-reliance within the process of learning. CCLI - ASA DUE EHR Carlson, Patricia David Voltmer Frederick Berry Bruce Ferguson Rose-Hulman Institute of Technology IN Myles G. Boylan Standard Grant 179630 7431 SMET 9178 0000099 Other Applications NEC 0404924 July 1, 2004 Collaborative Research: Transferable Assessments for Capstone Engineering Design. This project is creating a versatile system for reliable assessments of student learning outcomes for capstone design courses across engineering disciplines and institutions. It builds on a decade of engineering design education and assessment achievements of the Transferable Integrated Design Engineering Education (TIDEE) consortium in the Pacific Northwest. Prior to this project, the investigators engaged regional and national collaborators to: (a) develop a consensus profile of a top quality engineer; (b) define engineering design learning outcomes at mid-point and end-of-program; (c) develop and test reliable assessment instruments for engineering design; and (d) facilitate dozens of workshops to help faculty define and assess engineering design learning outcomes. In this project, a multi-institution faculty team is developing assessment tools with input from a diverse set of expert consultants and stakeholders. Assessment instruments are being built around frequently used classroom assignments to measure achievement of high-level integrated performances in capstone design courses. Performance expectations are being derived from a profile of a top quality engineer for applicability to a full range of capstone engineering design courses. The developed assessment instruments are being tested for quality in diverse institutions and student populations to demonstrate their transferability. CCLI - ASA DUE EHR Davis, Denny Michael Trevisan Washington State University WA Lesia L. Crumpton-Young Standard Grant 351923 7431 SMET 9178 0000099 Other Applications NEC 0404927 June 1, 2004 Collaborative Research: Writing for Learning and Assessment In Engineering Design Courses. Our project focuses on communication assignments and formative assessment to improve the teaching of engineering design. Specifically, we use Calibrated Peer-Review (CPR) - an end-to-end computer-mediated learning environment developed at UCLA- that seamlessly integrates writing as a vehicle for critical thinking into a technical or content course. We are testing the premise that a series of well-designed communication assignments can serve as enablers for students to enact the "habits of mind" fundamental to professional engineering practice. These assignments fully exploit CPR's four web-delivered, guided-inductive workspaces that (1) teach students how to recognize levels of accomplishment for specific activities, (2) guide peer-review sessions that produce both qualitative and quantitative formative assessment data, and (3) encourage deep-structured student self-reflection both on the task product and on the task process. We are using the assessment data collected by CPR platform to provide formative assessment, both for students and for faculty in engineering design courses. Our project exploits writing/communication as an analog for thinking in order to understand how students learn in a design course. This deepened awareness of the learning process, in turn, helps instructors to formulate activities that engage the students in types of "second order" problem-solving skills, such as meta-cognition, social context sensitivity, and self-reliance within the process of learning. CCLI - ASA DUE EHR Millard, D Rensselaer Polytechnic Institute NY Myles G. Boylan Standard Grant 25688 7431 SMET 9178 0000099 Other Applications NEC 0404975 July 1, 2004 CHEMX: Assessing Cognitive Expectations for Learning Chemistry. The heart of teaching and learning chemistry is the ability of the teacher to provide experiences that share a conceptually abstract mathematically-rich subject with novice learners. This includes not only chemistry concepts, but also knowledge about how to learn chemistry. Students' expectations for learning chemistry in the university classroom impact their success in doing so. Physics education research has explored the idea of student expectations with regard to learning physics, resulting in the development of MPEX (the Maryland Physics Expectation survey). We are adapting MPEX to develop a chemistry survey regarding student expectations for learning chemistry: CHEMX. In particular, CHEMX explores the role of laboratory in learning chemistry as shaped by Johnstone's work with the macroscopic, particulate, and symbolic representations of matter. Data collection from university chemistry faculty, undergraduates and graduate students in chemistry programs approved by the ACS Committee on Professional Training allows examination of differences in expectations across the disciplines of chemistry. Data collection from high school chemistry teachers examines the environment in which entering undergraduates develop their expectations. Collaborations with the POGIL Project (Process Oriented Guided Inquiry Learning, NSF Award 0231120) and the MORE Project (Model-Observe-Reflect-Explain, NSF Award 0208029) focus upon explicit efforts to shift student expectations and explore correlations with student achievement. CCLI - ASA DUE EHR Bretz, Stacey Lowery Youngstown State University OH Myles G. Boylan Standard Grant 113012 7431 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0404986 July 15, 2004 Adapting Diagnostic Digital Portfolio Technology to Track Assessments of Advanced Student Learning Outcomes in Analysis and Problem Solving Abilities. This project adapts Alverno College's Digital Diagnostic Portfolio (DDP) technology for advanced level SMT courses to address several goals. These include monitoring and building coherence within the major programs in SMT; identifying and describing how the implementation of DDP in SMT curricula affects assessment processes; identifying, describing and comparing how DDP in non-SMT curricula affects assessment in SMT; and using DDP to study the differences and commonalties in analytic problem solving. This will provide important understanding of the ways in which adapting technological innovations impacts not only the natural science fields but, through comparative analyses, other disciplines as well. The wider benefit of this project outside of Alverno College will be in analyzing and describing the process of adapting the DDP assessment technology and in attempting to describe the effects of such assessment technology upon student learning and achievement. CCLI - ASA DUE EHR Guilbault, Lauralee Leona Truchan Susan Pustejovsky Alverno College WI Sheryl A. Sorby Standard Grant 184455 7431 SMET 9178 0000099 Other Applications NEC 0404988 July 1, 2004 ClassAction: A Model Rapid-Feedback and Dynamic Formative Assessment System. The ClassAction project is developing a model for interactive classroom materials for formative assessment and rapid student feedback in introductory college science courses. Taking the form of carefully crafted multiple-choice questions in electronic databases, the formative assessment items are specifically designed for student voting that promote collaborative discussion. Based on student misconceptions research, they are designed to allow rapid and reliable formative assessment of student learning in large classrooms equipped with electronic personal response systems. The questions are illustrated visually with animations and simulations and are dynamic in that instructors can easily transform them into alternative representations. Considerable background instructional resources are included in each module to allow instructors to provide feedback. Initially set in the context of introductory astronomy for non-science majors, the questions target common student misconceptions that have proven difficult to overturn. The materials are designed using a learning cycle approach to encourage students to elicit, confront, and resolve their misconceptions. These efforts effectively balance research informed pedagogy and creativity. The ClassAction project has considerable impact on the way in which formative assessment is used to improve astronomy instruction and the underlying design is easily transferable to other disciplines. The database infrastructure and created materials are being widely disseminated throughout the science education community. CCLI - ASA DUE EHR Lee, Kevin Edward Schmidt Michael Guidry Timothy Slater Todd Young University of Nebraska-Lincoln NE Duncan E. McBride Standard Grant 359768 7431 SMET 9178 9150 0000099 Other Applications NEC 0405007 May 1, 2004 Building a Basic Biology Concept Inventory. This project is developing a basic Biology Concept Inventory (BCI) that will enable the field to reliably quantify student learning at the introductory college level. The objective is to arm the field with reliable data on student learning as biology departments around the country attempt to improve student achievement. The project is inspired, and will follow the development strategy, of similar efforts in Physics and Astronomy, which have been highly successful in significantly improving teaching in these fields. The development of valid, reliable instruments relies critically on the identification of the dominant misconceptions students carry into the classroom with them. Misconceptions are incorrect mental models of physical phenomena and processes that students hold before instruction. They present a significant barrier to learning, and they are best addressed explicitly with specifically designed learning activities. Once these misconceptions have been identified, an experienced team of content experts and evaluators can, through repeated review and test cycles, develop valid instruments that can reliably diagnose students' misconceptions. These instruments can then form the basis of course and curriculum transformation efforts that aim to improve student achievement. Development and assessment of the instrument involves collecting data on misconceptions (essays, questionnaires, and interviews) from over 2000 students in four schools, including a significant population of pre-service teachers. Intellectual Merit: The proposed project is using well-tested methodology to develop highly needed evaluation capacity for biology. Broader Impact: The existence of a Biology Concept Inventory has the potential to impact the teaching of biology to thousands of undergraduates throughout the country, in the same way that the Force Concept Inventory and the Astronomy Diagnostic Test have impacted the teaching of Physics and Astronomy. CCLI-Phase 1 (Exploratory) CCLI - ASA DUE EHR Klymkowsky, Michael Ronda Garvin-Doxas University of Colorado at Boulder CO Linnea A. Fletcher Standard Grant 284651 7494 7431 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0406392 July 1, 2004 Collaborative Research: Transferable Assessments for Capstone Engineering Design. This project is creating a versatile system for reliable assessments of student learning outcomes for capstone design courses across engineering disciplines and institutions. It builds on a decade of engineering design education and assessment achievements of the Transferable Integrated Design Engineering Education (TIDEE) consortium in the Pacific Northwest. Prior to this project, the investigators engaged regional and national collaborators to: (a) develop a consensus profile of a top quality engineer; (b) define engineering design learning outcomes at mid-point and end-of-program; (c) develop and test reliable assessment instruments for engineering design; and (d) facilitate dozens of workshops to help faculty define and assess engineering design learning outcomes. In this project, a multi-institution faculty team is developing assessment tools with input from a diverse set of expert consultants and stakeholders. Assessment instruments are being built around frequently used classroom assignments to measure achievement of high-level integrated performances in capstone design courses. Performance expectations are being derived from a profile of a top quality engineer for applicability to a full range of capstone engineering design courses. The developed assessment instruments are being tested for quality in diverse institutions and student populations to demonstrate their transferability. CCLI - ASA DUE EHR Harrison, Olakunle Tuskegee University AL Lesia L. Crumpton-Young Standard Grant 40538 7431 SMET 9178 9150 0000099 Other Applications NEC 0407482 August 15, 2004 Undergraduate Molecular Biology Literacy: From Knowledge to Application with Project-Based Learning. Biological Sciences (61) This project is providing effective undergraduate education in molecular biology using an integrated research-problem-based approach in an advanced, undergraduate course. The entire course is presented within the framework of a research cloning experiment that the students complete in the laboratory. At the end of the course the students generate their own research proposals with experiments that they can subsequently pursue. The material for the course is being adopted from the NSF-sponsored Unraveling DNA text, and adapted to serve a student populace dominated by rural, first generation college students with significant numbers of female and African American students. Adaptations include integration of the laboratory and classroom experience and modification of all laboratory exercises. This project is increasing the participation of underrepresented groups in molecular biology, enhancing scientific literacy among the students, and integrating research and education by enhancing the institutional research and educational infrastructure. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Regassa, Laura Alison Morrison-Shetlar Georgia Southern University Research and Service Foundation, Inc GA Daniel Udovic Standard Grant 99342 7428 SMET 9178 0000099 Other Applications NEC 0407830 April 15, 2004 Visual Learning in Science and Engineering. Computer Science (31) We define visual learning for science and engineering as the use of images and animations to enable and enhance learning at all levels. These visual learning methods are: opening up new ways of problem solving; providing new ways to think about science and engineering; and enhancing the education and practice of science and engineering Visual learning is important in engineering and science because problems are increasingly complex, and visual thinking gives us the ability to understand relationships and behavior in complex situations. Students must learn to think visually and communicate their ideas visually to peers and the general public. However, most science teachers and students know little about visual communication capabilities and techniques, and they can cause misunderstanding through the misuse of shapes, colors, and animation. This is compounded by cultural differences in how students from different parts of the world react to shapes, colors, and other visual representations. Since collaborations are important for gaining further insights into scientific phenomena, learning to understand how other cultures interpret images and communicate visually is often vitally important. McGrath and Brown co-chaired the first interdisciplinary workshop on Visual Learning in Science and Engineering in 2002. Conclusions were that visual thinking is crucial to the future of learning in science and engineering, that a visual language can communicate most effectively in some situations, and that all science and engineering students should have exposure to creating visualizations. This project addresses these conclusions and elaborates on more specific goals and implementation. Further globalization of this work is also essential to obtain the Asian experience. This project refines the ideas from the 2002 workshop and merges them with new views. The resultant white paper is expected to influence future curricula in science and engineering. Both investigators have vast experience in organizing workshops and writing technical reports that are high quality and professional, yet easily read and understood. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR McGrath, Michael Judith Brown Association Computing Machinery NY Diana L. Burley Standard Grant 30514 7428 SMET 9178 0000099 Other Applications NEC 0408617 September 15, 2004 Incorporation of a Modern NMR Spectroscopy into the Chemistry Curriculum of a Four-Year Undergraduate Institution. Chemistry (12) A 300 MHz NMR spectrometer is being utilized to incorporate a broad range of modern NMR techniques across the undergraduate curriculum and in research projects. Within the curriculum, it is facilitating a dramatic increase in the use of hands-on NMR spectrometry in the organic chemistry laboratory, where students are being introduced to 13C spectrometry at an early stage and conduct two new guided inquiry laboratories and a project-based laboratory that includes two-dimensional NMR spectroscopy. In upper division courses, a new integrated NMR/chromatography experiment is being incorporated into the analytical chemistry laboratory while new project-based experiments featuring relaxation techniques and diffusion measurements are being implemented in the physical methods course. We are also developing and teaching a new two-week, all-day winter session course for chemistry majors entitled "Standard and modern NMR techniques: A nuts and bolts hands-on workshop". Finally, the capabilities of the NMR spectrometer are being used to support both ongoing and new undergraduate research projects including molecular structure determination, characterization of molecular motions and phase behavior in ionic liquids, and a research collaboration with a local industry. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Hoffmann, Markus Mark Heitz Margaret Logan SUNY College at Brockport NY Pratibha Varma-Nelson Standard Grant 127201 7428 SMET 9178 0000099 Other Applications NEC 0409001 September 1, 2004 Integration of Gas Chromatography/Mass Spectrometry into the Chemistry Curriculum. Chemistry (12) Gas chromatography-mass spectrometry (GC-MS) is becoming the definitive tool in the research and commercial analytical laboratory. To better prepare its students for graduate school and professional employment, St. Ambrose University is incorporating the use of GC-MS throughout the chemistry curriculum. Intellectual Merit The project is adapting experiments from the educational literature, primarily from the Journal of Chemical Education, and is integrating those experiments into general chemistry and organic chemistry, and into advanced courses such as instrumental analysis and biochemistry. Through the use of GC-MS, students are learning to separate complex mixtures and identify their components. They are learning sampling techniques, use of external/internal standards, and single ion monitoring for rapid and reliable analysis. They are challenged to apply GC-MS to solve a variety of chemical problems, some investigating and reinforcing basic chemical principles, and others that provide very practical applications. This project also offers opportunity for the chemistry faculty to adapt experiments from the research literature in order to develop new GC-MS experiments in areas such as forensics, organic chemistry and physical chemistry. Results of these activities will be disseminated widely. Broader Impact This project impacts underrepresented groups since the majority of our students are women, and we rank in the upper quarter among Iowa four-year colleges and universities in our percentage of minority students. GC-MS experience is especially enhancing the training of majors in environmental science and in criminalistics who will assume positions as laboratory chemists after graduation. The work of such chemists is often of critical importance to society, and it is essential that their conclusions be accurate. Careful training early in students' professional education with instrumentation they will routinely use is essential to assuring their competency. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Serianz, Arthur Margaret Legg George Bailey Saint Ambrose University IA Susan H. Hixson Standard Grant 31068 7428 SMET 9178 0000099 Other Applications NEC 0409497 July 15, 2004 Machine Learning Laboratory Experiences for Introducing Undergraduates to Artificial Intelligence. Computer Science (31) This project unifies the artificial intelligence (AI) course around the theme of machine learning and creates a framework for core AI concepts around that theme. This is adapted from NSF-funded work at the University of Central Florida. The project develops and tests an adaptable framework to present core AI topics that emphasizes the relationship between AI and computer science in general. It is producing a laboratory manual that presents a suite of projects that can be closely integrated into a one-term AI course. The project involves faculty from three schools, and an additional 21 institutions have committed to using the results of this project when it is complete. CCLI-Phase 1 (Exploratory) CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Russell, Ingrid Zdravko Markov Todd Neller University of Hartford CT Stephen C. Cooper Standard Grant 116469 7494 7428 SMET 9178 7428 1032 0000099 Other Applications NEC 0410033 September 1, 2004 Enhancing Student Learning by Incorporating NMR Spectroscopy into the General and Organic Chemistry Curriculum. Chemistry (12) This project provides students with an increasingly in-depth, hands-on experience in the use of modern NMR, including basic and 2-D NMR techniques as they progress through the new chemistry curriculum. Several NMR experiments are adapted from recent chemical education literature. Several expanded experiments in the Organic laboratory curriculum also utilize the FT-NMR. General chemistry students use 1H and proton-decoupled 13C NMR in several introductory experiments involving compound identification. Organic chemistry students use 1H, 13C, DEPT and 2D-NMR techniques (COSY and HETCOR) in structure determination and product identification in organic syntheses. A prominent feature of the proposed curriculum is the extensive incorporation of molecular modeling in the experiments to connect computational experiments to experimental results. Additional components are designed to: (1) develop a three-week NMR workshop for local high school teachers and students to promote interest in science, and (2) involve a number of freshman and sophomore science majors in research collaboration with neighboring four-year institutions. A comprehensive evaluation plan is designed to assess the overall impact of the project, evaluate its specific pedagogical goals and objectives, and measure student learning as the adapted experiments are implemented in the curriculum. As a result of this project, students completing the new curriculum will be well prepared for either technical employment or upper-level laboratories and research after transferring to four-year institutions. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Nejad, Iraj Jenny Chen Mount San Antonio College CA Eileen L. Lewis Standard Grant 135027 7428 SMET 9178 0000099 Other Applications NEC 0410068 October 1, 2004 Improving Student Understanding of Physics at an Inner-City University through the use of Concept and Activity-Based Tutorials. The physics program at Chicago State University (CSU) is making major improvements in its classes by implementing high quality instructional materials that utilize results from Physics Education Research (PER) and stress modern pedagogy and technology. This implementation is expected to produce large gains in student understanding and greatly improve the physics program at CSU. Current conceptual activities are being supplemented with microcomputer-based activities focusing on the same ideas, particularly the University of Maryland Activity-Based Tutorials (UMD-ABTs) and the RealTime Physics Laboratories (RTP-Ls). This combination of concept and activity-based materials (CAB-Ms) will constitute a series of three-hour laboratories in which students will be engaged in "minds-on" and "hands-on" activities. In addition, the University of Illinois Tycho Web-based Homework System is being used in classes. The inclusion of these materials helps students make explicit links between the concepts and how they are applied to real situations. The main goals of this project are (1) to improve learning for all students in the introductory algebra- and calculus-based physics classes at an inner-city university in Chicago, (2) to involve undergraduate science majors in the implementation and creation of innovative teaching materials, and (3) to document the effectiveness of the implementation in promoting student learning through the use of multiple assessment instruments and disseminate these results to the community of physics teachers and education researchers both locally and nationally. Additional goals are to create a program in physics that can serve as a resource and model to the community of teachers and students on the predominantly low-income south-side of Chicago, and to foster new dialogue and to continue collaborations with colleagues testing similar materials at other institutions. The intellectual merit of the project is in the adaptation of well-established, well-tested curricula. Both PIs have experience with these materials and are in an excellent position to build upon existing efforts and improve student understanding of physics. Although the project specifically targets students in the introductory physics courses at CSU, it will have a much broader impact. Current efforts have highlighted the fact that one must be intimately aware of the strengths and weakness of the student population before providing effective instruction. Because of CSU's location on the south-side of Chicago, this work has the potential to be important in informing the community of teachers at inner-city colleges and universities throughout the country and to aid students underrepresented in STEM education. The effectiveness of the implementation will be well documented and therefore closely integrates aspects of research and education. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Sabella, Mel Samuel Bowen Chicago State University IL Duncan E. McBride Standard Grant 53467 7428 SMET 9178 0116000 Human Subjects 0410115 September 1, 2004 Service-Learning in Chemistry: Lead in Soil from Vehicle Emissions. Chemistry (12) The Chemistry Department is integrating an environmentally-based service-learning laboratory into the first-year chemistry course in order to motivate student learning, enhance connections throughout the curriculum, and promote science, mathematics, and engineering within the local community. Students in the first-year chemistry laboratory gain experience dealing with real-world samples, make and test hypotheses based upon statistical evaluation of data they have collected, generate case-study data for consideration in subsequent common core classes, work effectively in teams, explore connections between public policy and environmental chemistry in the wider community, and communicate their results to both technical and non-technical audiences through oral or written reports. Students in our first-year chemistry course plan, sample, and test for lead in soils from vehicle emissions throughout the community. In the process they will collaborate with students in a probability and statistics course, students at a local elementary school, and the California Childhood Lead Poisoning Prevention Program. The data collected in this project will be revisited by students a year later in a mathematics course in probability and statistics, allowing them to undertake more sophisticated analyses. The laboratory is modeled after the service-learning general chemistry projects at Loyola University of Chicago, the University of Utah, and Kalamazoo College which employ atomic absorption spectroscopy to test for lead in the local community. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Van Ryswyk, Hal Harvey Mudd College CA Eileen L. Lewis Standard Grant 41227 7428 SMET 9178 0000099 Other Applications NEC 0410147 September 15, 2004 Integration of Gas Chromatography/Mass Spectrometry Problem-Based Laboratories into a Newly Revised Undergraduate Chemistry Curriculum. Chemistry (12) As part of our continuing effort to integrate new technology into our curriculum, the chemistry department is integrating gas chromatography/mass spectrometry (GC/MS) problem-based laboratories throughout the undergraduate curriculum. The goal is to enliven instruction for our students in general chemistry by studying chemical separations and molecular structure analysis followed by a coordinated progression of learning throughout our curriculum. Graduates of Saint Francis completing this progression of problem-based learning laboratories are expected to be better prepared to face the difficult challenges in industrial as well as graduate school settings. The training begins in the freshman year with the Virtual Mass Spectrometry Laboratory (VMSL; http://chemed.chem.pitt.edu/VMSL; CCLI Grant 9950867) and initial access to the GC/MS instrument. Dr. Joe Grabowski (University of Pittsburgh) is assisting faculty and students using the interactive internet program, which introduces problem-solving to the students. In the upper level courses, the experiments become more sophisticated with less information provided by the instructor. A problem-based approach is being implemented in instrumental analysis, forensics, environmental, and physical chemistry, where the students are responsible for developing course specific application laboratory projects by using the current literature. A major application of the GC/MS is in research projects for our newly added concentration of forensic chemistry since GC/MS is a major piece of instrumentation in forensic chemistry laboratories. Dr. Michael Baird who has recently implemented GC/MS into Wheeling Jesuit University laboratories (CCLI Grant 0088357) is serving as a consultant for the project. Several impacts of the grant include: incorporation of innovative materials and technology across the newly revised curriculum; excitement potential of younger scientists (especially underrepresented groups) through use of technology; students well-trained in problem-solving techniques and prepared for success in advanced degrees/industry; and an increased number of chemistry majors through recruitment potential of new technology. Saint Francis chemistry currently has 31 majors, a 200% increase over the last five years, of which 71 % are women. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Clark, Rose Edward Zovinka Pedro Muino Balazs Hargittai Saint Francis University PA Susan H. Hixson Standard Grant 53016 7428 SMET 9178 0000099 Other Applications NEC 0410202 July 1, 2004 A Comprehensive Undergraduate Laboratory for Environmental and Analytical Chemistry. Interdisciplinary (99) Students in earth and environmental science courses use ion chromatography (IC), gas chromatography-mass spectrometry (GC-MS) and portable field meters to study the concentration and distribution of pollutants in surface and subsurface aquatic systems. Chemistry majors, including environmental chemistry majors, use IC and GC-MS at multiple times to study concentrations of trace organic pollutants in the Hudson River, an in-class environmental forensics investigation, and in organic chemistry. Using this equipment, dual chemistry/education majors develop materials for use in their future classrooms. These students use project-related equipment during student teaching and after graduation. Guiding non-chemistry majors with limited instrumental analysis experience is a student peer-educator. The project expands cross-disciplinary research efforts by means of a series of undergraduate projects. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Schaumloffel, John Peter Muller William Armstrong Tracy Allen Arthur Palmer SUNY College at Oneonta NY Herbert H. Richtol Standard Grant 62691 7428 SMET 9178 0000099 Other Applications NEC 0410216 July 1, 2004 Exploring Science: Using Hands-On Research to Build Science Literacy for Non-Science Majors. Discipline: Interdisciplinary (99) Innovative inquiry-based teaching approaches address the national challenge facing the scientific community of how to effectively build the analytical and critical thinking skills needed for full participation in a democratic society. As part of Philadelphia University's general education requirement, non-science majors must complete a two-course science sequence. The first science course, Environmental Science, has successfully engaged students by adding service learning projects with over forty environmental agencies. This project is designing and implementing an interdisciplinary inquiry-based second course in the sequence called Exploring Science. This research-oriented course is adapting successful approaches from SENCER (DUE-0088753) and ESA21 (DUE-0231171) to build critical thinking and life-long learning skills, instill a greater appreciation of the scientific mode of inquiry, and enhance and sustain awareness of critical environmental issues. Exploring Science students collect, analyze and present vital and usable data to agencies addressing pressing environmental problems in the Philadelphia area. Half of Philadelphia University students are first generation college students and seventy percent are women. Exploring Science is being designed to engage these often underrepresented groups. Collaboration with regional environmental agencies provides scientific data for management and policy decisions. The Exploring Science approach is being disseminated at a regional hands-on workshop, symposia at two national meetings and publication in professional journals. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Bockarie, Anne Jeff Ashley Faye Ross John Pierce Philadelphia University PA Keith A. Sverdrup Standard Grant 85000 7428 SMET 9178 0000099 Other Applications NEC 0410257 September 1, 2004 Infrared, Raman, Fluorescence and Laser Based Spectroscopy: Using Case Studies to Integrate Physical Chemistry Across the Curriculum. Chemistry (12) This project is a joint effort between analytical and physical chemistry faculty within the Department of Chemistry and Biochemistry . New FT-IR/ FT-Raman instrumentation and existing fluorescence and laser instrumentation (accessorized with a new time-of-flight vacuum chamber) are being integrated into the laboratory component of several analytical and physical chemistry courses using modern teaching methodologies. Case Studies to be used within this cluster are being written by adapting experiments from the educational and research literature. Students explore the Case Studies by working in small groups and focusing on issues of physical chemical relevance. Intellectual merit: By participating in this project, students are becoming aware of the connection between theoretical aspects learned in the classroom and practical application in the laboratory. They are learning valuable and versatile experimental techniques and are applying these techniques to interesting and challenging problems. The project is exposing students to increasing responsibility for instrument operation, data collection, and interpretation. The approach adapted in this proposal better prepares science students by involving them in the consideration of "real world" problems, and by providing "hands-on" experience using modern physical and analytical instrumentation and techniques. Students are expected to become more efficient learners, retain what they learn longer, and exercise their critical thinking skills because they are involved in more interesting and challenging experiments than were available prior to implementation of the project. The project engages students in the exploration of science and scientific process, and also integrates modern methods and techniques from research fields into their undergraduate experience. Broader impacts: Canisius College routinely graduates approximately 20 chemistry/biochemistry majors and approximately 60 biology majors annually. Recently the Departments of Chemistry and Biochemistry, and Biology have experienced a steady increase in the number of graduates who elect to go on to graduate school. In this regard the long term impact of this proposal is large and growing. In addition, Case Studies are be written in a manner that will allow other colleges and universities, similarly equipped, to readily adapt the methods developed. The educational impact of the project is being quantitatively evaluated using formative and summative assessments that allow detailed statistical analysis to be performed. Results of the project will be reported at national and regional meetings and published in appropriate college science teaching journals. It is anticipated that this proposal will have local, national, and even international impact. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Schaber, Peter Steven Szczepankiewicz Larry Springsteen Canisius College NY Susan H. Hixson Standard Grant 94481 7428 SMET 9178 0000099 Other Applications NEC 0410290 September 1, 2004 Data Visualization: An Interdisciplinary Approach to Reducing the Cognitive Load when Extracting Meaning from Large Data Sets. Information Science and Systems (33) This project implements an interdisciplinary data visualization course and laboratory for upper-division engineering and science students. To support students' ability to develop custom software applications and to facilitate discovery of features present in large data sets, exemplary materials are adapted and integrated from several sources. The project adapts modules from a Computational Science Across the Curriculum (CSAC) program to create integrated visualization techniques for engineering and science majors using the Visualization Toolkit (VTK), and course materials for graduate students and working professionals are modified for use by undergraduates. Engineering and science students not only learn to understand basic visualization techniques, but also to use a unified, software development platform to create, modify, and test algorithms. Students also contribute to building custom visualization applications that will be used by others including high school teachers and students. The project also includes civic engagement by having students work in interdisciplinary teams to implement, extend, and maintain a repository of contextually-relevant, visualization applications to support inquiry-based learning opportunities for high school students. EXP PROG TO STIM COMP RES CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Russomanno, David Donald Franceschetti Amy de Jongh Curry Anna Lambert University of Memphis TN Stephen C. Cooper Standard Grant 99995 9150 7428 SMET 9178 9150 0000099 Other Applications NEC 0410333 August 15, 2004 Integration of NMR Spectroscopy Across the Undergraduate Chemistry Curriculum. Chemistry (12) A 300MHz, high field, broadband NMR integrates modern NMR techniques into the curriculum and allows faculty to greatly expand the depth and breadth of laboratory courses, independent student projects, and undergraduate research capabilities. The NMR allows a number of experiments to be added across the chemistry curriculum. These experiments are chosen to communicate to chemistry students the versatility and dynamic range of experiments accomplished with a modern NMR. In addition, laboratory experiments are selected to build a strong foundation in NMR spectroscopy for students to launch, under the guidance of faculty mentors, more sophisticated independent research projects. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR O'Shea, Stephen Daniel Von Riesen Richard Koch Cliff Timpson Roger Williams University RI Herbert H. Richtol Standard Grant 111938 7428 SMET 9178 0000099 Other Applications NEC 0410343 September 15, 2004 Integration of FTIR instrumentation to enhance undergraduate laboratory curricula. Chemistry (12) The goal of this project is to incorporate Fourier transform infrared spectroscopy (FTIR) into all levels of the undergraduate chemistry curriculum at Nashville State Community College in order to enhance students' learning experiences and broaden the appeal of our chemistry program. The project is responding to the expectations of the American Chemical Society and recent recommendations by the National Research Council to include the latest developments in science and technology in introductory chemistry curricula. Laboratory experiments from the chemical education literature that utilize FTIR are being adapted for use in introductory chemistry, general chemistry, organic chemistry, and in biology and biotechnology courses. In addition, the FTIR is being utilized to provide hands-on activities for students from a high school located on campus. The presence of the FTIR is enhancing our ability to provide students with the technical skills and motivation to pursue professional careers in science. The impact of this curricular upgrade on student learning and interest in the subject is being evaluated and the results will be disseminated to the larger community. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Setayesh, Flora James Johnson Nashville State Technical Community College TN Pratibha Varma-Nelson Standard Grant 11838 7428 SMET 9178 9150 0000099 Other Applications NEC 0410423 February 1, 2005 Problem Based Experiments Involving HPLC and CE. Chemistry (12) Problem based experiments utilizing High Performance Liquid Chromatography (HPLC) and Capillary Electrophoresis (CE) are being implemented in the Whittier College chemistry department curriculum in courses ranging from organic chemistry and quantitative analysis to biochemistry, instrumental analysis, and our capstone course, the integrated laboratory. In these experiments, students are provided with an appropriate amount of background information and then given a particular problem to solve. They are expected to develop an experimental design, collect and interpret data, and troubleshoot their procedures as necessary. In the highest-level course, the integrated laboratory, students are expected to be more self sufficient and independent. Here they develop a project starting with the conception and background research of the problem to be solved and then implement a self designed project. In these multi-week experiments, students are gaining experience with key separations techniques, HPLC and CE, which are so important to many areas of chemistry. These laboratory experiments are helping students get a better sense of the scientific method, developing their research and problem solving skills, and improving their conceptual understanding of separations methods and applications. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Iimoto, Devin Darren Stoub Whittier College CA Bert E. Holmes Standard Grant 134736 7428 SMET 9178 0000099 Other Applications NEC 0410424 October 1, 2004 Integration of Computational Biology & Bioinformatics into Freshman and Sophomore Biology Courses. Biological Sciences (61) This project is focused on developing methods to improve the education of students in rapidly changing areas of the biosciences. The objective is to improve the problem solving skills of bioscience majors through the use of inquiry-based science education. Wireless laptop technology and the integration of computational biology methods, including bioinformatics, are being integrated into courses for biology majors. These biology courses combine lecture/discussion and laboratory in the same classroom, an organization that has many pedagogical advantages. In this environment, community college bioscience majors in three courses (Principles of Biology I & II and Genetics) are using investigative laboratory simulations, including Bioquest, Microbes Count, Virtual Fly Lab, etc., to study topics that cannot be easily addressed in the traditional laboratory setting. Student groups, or "collaboratories," can continue group work on problems outside of class time because the software is also on the campus network. The project helps students appreciate the multidisciplinary nature of current approaches to research, as well as the important role of the computer as a research tool. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Harendza, Christopher Montgomery County Community College PA Daniel Udovic Standard Grant 98277 7428 SMET 9178 0000099 Other Applications NEC 0410434 October 1, 2004 Interdisciplinary Lively Application Projects at Central Washington University. Mathematical Sciences (21) Intellectual Merit: Many entry-level (pre-calculus and calculus) mathematics courses are not meeting the needs of the students. Indeed, the proposed activities have been deemed urgently needed by teams of educators working on the preparation for calculus. For example: (a) introductory mathematical skills are seldom taught within a context of significant interest to the students; (b) students rarely have the opportunity to use their mathematics skills within the context of another discipline; and (c) entry-level mathematics courses are not giving the students the ability to transfer their mathematical knowledge, so mathematics is underutilized across the university. The project addresses these concerns by adapting and implementing INTERMATH's Interdisciplinary Lively Application Project (ILAP) model by forming and supporting six interdisciplinary teams of faculty in precalculus and calculus. Each team (composed of a faculty member from mathematics and a faculty member from a partner discipline) are charged with identifying specific mathematical skills necessary in the partner discipline, identifying an actual scenario in which these skills are used, and integrating two new ILAPs in existing mathematics courses. Expected outcomes include: 1. Stronger mathematics courses: ILAPs provide students with a contextual use of mathematics that is closely tied to other programs on campus. 2. Integration of mathematics across the university: The partnerships created foster collaboration between departments and help facilitate institution wide change. Broader Impact: The investigators have designed a broad dissemination plan in an effort to achieve the greatest possible impact of the project. The ILAPs are available for all to use (via the web), results are being communicated directly with regional two- and four-year colleges as well as high schools across Washington, interdisciplinary partnerships are facilitating greater utilization of mathematics throughout the university curriculum, and a framework for sustaining and expanding on the materials and intramural relationships is being created. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Boersma, Stuart W. Curtis Aaron Montgomery Timothy Englund Jonathon Fassett Central Washington University WA Elizabeth Teles Standard Grant 74967 7428 SMET 9178 0000099 Other Applications NEC 0410461 August 15, 2004 Implementation of Inductively Coupled Plasma Optical Emission Spectrometry in Chemistry, Environmental Engineering, and Environmental Sciences Curricula. This chemistry project (Discipline Code 12), adapted from one at Western Carolina University, increases student-learning opportunities through the addition of inductively coupled plasma optical emission spectrometry (ICPOES) in chemistry, environmental science, and environmental engineering. Incorporation of ICPOES provides students with sufficient analytical capabilities to facilitate environmental inquiry, equips them with needed technological understanding, and builds critical scientific skills. Use of ICPOES enhances student participation in discovery-based experiments in air and water contamination, metal cycling in wetlands, and sediment studies. ICPOES facilitates projects such as the determination of Pb and Cd in rivers, and As and Cr in seafood. In addition, ICPOES promotes undergraduate research in arsenic speciation in soil and plant material, and the determination of air-borne metals. Project results are disseminated through pedagogical journals, online via a website, and at regional and national meetings. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Salido, Arthur Ajaz Karim Andre' Butler Mercer University GA Herbert H. Richtol Standard Grant 61426 7428 SMET 9178 0000099 Other Applications NEC 0410466 July 15, 2004 Development of a Novel, Problem-Based Forensic Geology Laboratory for Earth Science and Forensic Chemistry Students Utilizing XRD Analysis. Discipline: Earth System Science (40) This project is developing a project-based laboratory course in Forensic Geology, presented at a level that is accessible to any student, which introduces students to the principles of Earth Science and their application to forensic science, which allows Earth Science and Science Education majors to apply their knowledge in a novel way. The course makes use of a research-grade X-ray diffractometer (XRD) and other analytical instruments, and emphasizes team learning, with the students working in groups where individuals act as "team experts" on some aspect of the course. A research-grade XRD is necessary to this work because it can perform micro-diffraction and thin film analysis, capabilities that the current generation of compact diffractometers lack. Students in the Forensic Geology course use the XRD to analyze soils, coals and/or ores to identify source areas; to identify the minerals in cosmetics and paints; to analyze building materials and safe insulation; and to track the origin of contaminants. The XRD is also being incorporated into existing courses in Mineralogy and Applied Environmental Methods. The intellectual merit of the project includes introducing students to Earth Science via real world examples, and training them in the principles of forensic geology, raising awareness of this discipline. The broader impact of utilizing the inventive combination of forensics and earth science should enhance science education and the uniqueness of this approach is expected to attract more students to an Earth Science course and increase understanding of geology among undergraduates in several disciplines. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Bergslien, Elisa SUNY College at Buffalo NY Jill K. Singer Standard Grant 87403 7428 SMET 9178 0000099 Other Applications NEC 0410469 August 1, 2004 Using Design, Build and Test Projects for Improving the Design of Fluid-Thermal Systems and HVAC Design. Engineering-Mechanical (56) The project is adapting and implementing selected design-build-test (DBT) activities in fluid-thermal systems, heating ventilation and air-conditioning from projects developed at the University of Wisconsin-Milwaukee, Colorado State University and the University of Idaho. Thermal science curriculum are being reformed with changes to three required lecture and laboratory courses in such a way that the contents of a stand-alone mechanical engineering laboratory course is integrated with lectures through the execution of design, build, and test (DBT) activities. Two DBT course modules are being developed, one in heat exchangers and the other in scaled building air-conditioning systems. Structure and methods being employed include the following. (1) A hands-on experience is being used to provide students with a better understanding of the abstract concepts discussed in lectures by establishing a clear linkage to industrial applications through Design Build and Test (DBT) projects. (2) The adaptation is enhancing students' learning by providing them with open-ended design problem experiences in the mid-stage of their engineering degree program. (3) Improved comprehension of the thermal-fluid contents is being achieved through practical application and immediate, relevant implementation. (4) DBT activities are enhancing students' critical thinking skills by requiring the students to make decisions that directly affect the outcomes of the process. (5) The process is fostering a cooperative learning environment and is providing a strong sense of accomplishments for the students. The evaluation process is assessing (1) how well the DBT approach equips students to apply mathematics, science, and engineering to thermal-fluid systems design, (2) students' ability to function within teams to develop, professional and ethical responsibility, and (3) how well the reformed curriculum contributes to an increase in student's interests in thermal/fluid subjects, retention, and recruitment of prospective students, and in particular, underrepresented classes of students. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Tao, Yong Yiding Cao Florida International University FL Kathleen A. Alfano Standard Grant 119050 7428 SMET 9178 0000099 Other Applications NEC 0410489 July 1, 2004 The power of moving sediment: integrating experimental sedimentology into the undergraduate geoscience curriculum. Discipline: Geology (42) Based on successful instructional models developed at MIT and Univ. Wisconsin-Eau Claire, this project is integrating a flume laboratory into instruction throughout the undergraduate curriculum at Winona State University (WSU). The laboratory helps students better visualize complex geologic phenomena through the experimental examination of sedimentology. WSU students model a variety of surficial processes in the laboratory and connect their experiments with field studies as they explore research questions of their own design. To make the results of the project available to the broader geological community, short videos are being prepared of experimental runs, and these videos will be posted to a new project website, making them available through DLESE and other venues. Video content and complexity are targeted as appropriate to different learner levels throughout grades K-16. A standing institutional community outreach program is being leveraged by this project to draw local K-12 students to the facility, introducing younger students to active scientific experimentation. Community members can interact with the ducts via remote control access at times when they are not in use for student experiments. This hands-on approach with the general public is intended to increase the numbers of undergraduate students attracted to careers in science. Increasing the numbers of females in geoscience majors is a specific project goal. At the K-12 level, the project should inspire more students to pursue STEM careers, and to increase public awareness of the river community in which they live. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Summa, Catherine James Meyers Toby Dogwiler Stephen Allard Winona State University MN Jill K. Singer Standard Grant 119856 7428 SMET 9178 0000099 Other Applications NEC 0410492 October 1, 2004 A Media Usability and Effects Laboratory for Undergraduate Psychology Research. Social Psychology (72), Cognitive Psychology (73) Commercial media and communication technologies are the primary means people use to receive and transmit information about their cultures. However, there are few opportunities for undergraduates to investigate the processes by which children and adults use and acquire knowledge from various media sources. This project is establishing the first media psychology research laboratory at an undergraduate college. The lab provides resources for undergraduates to conduct research not only on media effects on users' attention, attitudes, beliefs, and knowledge, but also on the usability of media technologies. Our development plan has two specific aims. First, we are creating new media research activities in three psychology laboratory courses (Cognitive Psychology, Human Factors and Engineering Psychology, and Advanced Social Psychology). Second, we are providing advanced students with the tools necessary to conduct research on usability and media effects in student-directed research and honors projects. To offer these research experiences we are employing eye-tracking workstations, digital video editing equipment, event-logging analytic software, and a continuous response measurement system. To assess the impact of the laboratory on students understanding of usability and effects research, the evaluation plan combines standardized testing and interviews conducted by professional usability engineers and media researchers. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR McGlone, Matthew Lafayette College PA David J. Mcarthur Standard Grant 56329 7428 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0410493 July 1, 2004 An Integrated Field Hydrology, Geochemistry, and Geophysics Module for Geoscience Field Camps. Discipline: Geology (42) This project is developing an integrated sequence of hydrogeology and geophysics instructional modules, modeled instructionally on the SAGE and SHAEP programs, for the geology field course at the University of Missouri-Columbia, targeted to serve two classes of students: students with little or no previous coursework in hydrology and geophysics (Track 1) and students with previous courses in these subjects who have advanced interests in hydrology or geophysics (Track 2). The modules provide background instruction on the objectives and previous results from the field sites, a series of data gathering activities that teach students numerous techniques of field study, and a series of questions that students are exploring through their data interpretations. The modules are building upon the foundation of field mapping, stratigraphic, and structural studies that students have completed during the first weeks of our field course. By building upon this foundation, the modules emphasize the multidisciplinary nature of field hydrogeology and geophysical studies and their relationship to 3D surface and subsurface geology. The intellectual merits of our project include: 1) field hydrologic and geophysics learning opportunities for students who may have little or no background coursework in hydrology or geophysics, 2) undergraduate research opportunities for students who have pre-requisite coursework in either hydrology or geophysics, 3) a model two-track approach to integrated field hydrology and geophysics instruction within the context of a general field geology course, and 4) dissemination of the general aspects of our model that can be implemented at other geology field courses. The project's broader impact lies primarily in demonstrating that selected equipment commonly used in research can be integrated into geology field instruction to provide a high quality educational experience for students of varied backgrounds. This project can serve as a model for enhancing field geology courses nationally. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Bauer, Robert Donald Siegel Eric Sandvol University of Missouri-Columbia MO Keith A. Sverdrup Standard Grant 62335 7428 SMET 9178 0000099 Other Applications NEC 0410504 September 1, 2004 Picturing to Learn: Making Visual Representations by and for Undergraduates - A New Approach to Teach Science and Engineering. Abstract Proposal 0410504 Picturing to Learn: Making Visual Representations by and for Undergraduates - A New Approach to Teach Science and Engineering Massachusetts Institute of Technology Felice Frankel Computer Science (31) This project develops of a new type of program for freshman and sophomores in science and engineering. Students collaborate in groups, with advice from senior scientists, engineers and graphics experts, and develop their own visual representations of ideas fundamental to specific courses and research. The dual emphasis on visualization and on explaining to others is the basis for a new form of teaching and learning that is both active (in the sense that it will require the students to formulate their own understanding and to explain to others) and different from the familiar verbal and mathematical explanations. The program adapts methods already available for visualization: animations, photographs, drawings, and illustrations. It relies on the interactive capability of computers, but also embraces the power of thinking and communicating in simple drawings, the latter being a universal yet underutilized tool in undergraduate teaching. The products of these explorations will primarily target the national undergraduate community, however the obvious benefits for the research community and for the public should not be underestimated. Intellectual Merit. This project builds a way to learn that uses one of the most highly developed of the human senses--appreciation of images--rather than the more familiar verbal and mathematical approaches, and emphasizes how: * The process of students' visually representing scientific concepts enhances their understanding, * Finding appropriate and communicative visual representations specific to particular concepts helps in exchanging information among disciplines, * Developing a visual vocabulary by undergraduates adds a new component to the education of researchers--learning to communicate science to the public. Broader Impact. This project has the potential to revolutionize the teaching of science and engineering, both to concentrators and to non-science undergraduates. It provides a new method of reaching women and under-represented groups, many of whom are interested in science and engineering but are intimidated by the conventional languages used in science education. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Frankel, Felice Massachusetts Institute of Technology MA Stephen C. Cooper Standard Grant 108100 7428 SMET 9178 0000099 Other Applications NEC 0410516 July 15, 2004 Integrating Sustainability Issues into Undergraduate Education. Interdisciplinary (99) Middlesex County College, the New Jersey Higher Education Partnership for Sustainability (NJHEPS) and its member organizations provide undergraduate students in a variety of two and four-year institutions in New Jersey with both the breadth and depth of understanding in mathematics, science and technology to enable them to participate as informed citizens in discussion and decisions on critical environmental issues. Faculty from NJHEPS colleges and universities, working in interdisciplinary teams, pilot-test and implement four new instructional modules that can be used in a broad variety of undergraduate courses and that incorporate instruction in science and technology within the context of environmental sustainability. The WebQuest strategy for Internet research is adapted as an instructional model within the modules. A three-stage process provides faculty with the skills and knowledge to develop effective instructional modules on environmental sustainability using real world issues and research methodologies, particularly the WebQuest strategy for Internet research. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Luke, Reginald Diane Trainor Donald Wheeler Middlesex County College NJ Herbert H. Richtol Standard Grant 149850 7428 SMET 9178 0000099 Other Applications NEC 0410517 July 15, 2004 A Motivational Course in Cryptology and Coding Theory to Reveal the Excitement and Relevance of Mathematics to the Early Undergraduate. Mathematical sciences (21) This project is adapting textbook and modular software materials for an applications-focused and technology-intensive course on coding theory and cryptology to help "bridge" the passage of students to more advanced courses in the mathematical sciences. Several sources of learning materials are being drawn from projects at Williams College, the United States Naval Academy, Cornell University, and Rhodes College (originally funded by DUE - 9555113, that led to a published text) with an eye towards attracting students early in their careers to further study in mathematics. The project team involves cooperating faculty at Olin College (a new, gender-balanced engineering college), Babson College (an established business college), Wellesley College (a renowned women's liberal arts college), and Brandeis University (a comprehensive university). In addition to the core mathematical sciences topics, the course is addressing the technical, social, and historical aspects of coding theory and cryptology. Students are also improving their communication skills through group work and presentations, while broadening their horizons and improving their teaming skills by working with peers from colleges providing very different educational environments. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Adams, Sarah Spence Gordon Prichett Franklin W. Olin College of Engineering MA Lee L. Zia Standard Grant 78925 7428 SMET 9178 0000099 Other Applications NEC 0410522 August 15, 2004 Improving the Scientific Communication Skills of Students in Introductory Physics Lab Courses Using an Organized Scaffold of Formative and Summative Writing Assignments. Physics (13) Problem: Traditional introductory physics laboratory assignments ask students to complete worksheets or to write formal laboratory reports for each of a series of short individual exercises. All too often, students regurgitate the information they have acquired that week and forget it before the next experiment is performed. Therefore, students frequently develop only a superficial acquaintance with physics facts rather than a deeper understanding of physics concepts. Objectives and Outcomes: The goal of this project is to use writing in introductory laboratories more effectively as a tool to improve student learning of physics and to make the introductory labs more closely resemble research. The project is changing the traditional approach to laboratories while using experiments and equipment already found in most university physics laboratories. It also is developing TA training materials that prepare undergraduate teaching assistants to give effective feedback on scientific arguments presented in their students' papers. Methodology: The project uses a method of grouping shorter laboratory assignments into clusters of experiments that deal with the same physical concept, such as Newton's Second Law. Weekly formal laboratory reports are then replaced with summative papers that ask students to discuss the ways in which the individual laboratory experiences work together to form a bigger picture of the physical concept(s) in question. In the process, students hone both their understanding of the physics concepts and the critical skill of presenting a scientific argument and supporting it logically with appropriate references to the data. The Marquette University Department of Physics is collaborating with the Writing Center to adapt a proven science writing heuristic developed by Brian Hand and Vaughan Prain for use in assessing both the formative draft writing assignments and the summative papers. These materials are being tested in large sections of algebra-based physics, then revised and beta tested. Audience: The initial phase of the project addresses both the students in introductory algebra-based physics laboratories and the undergraduate teaching assistants who are grading their reports. The beta testing phase uses the materials with the calculus-based physics course for engineering students and the survey of science course for pre-service teachers. Intellectual Merit: This project combines and adapts proven pedagogical threads from several disciplines to form a coherent model to improve scientific communication in the introductory physics laboratory. It focuses specifically on the role that verbal communication plays in the assimilation of science concepts by students with less than optimal mathematical preparation for introductory physics. Broader Impacts: The method of grouping related experiences encourages students to look beyond the particulars of a specific laboratory exercise to the broader theoretical contexts for the experimental results. It also encourages students to engage in meta-cognitive analysis of the scientific process. As such, it can be applied not only to introductory physics, but to other science courses and to the training of future science teachers at universities nation-wide. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Vigil, Melissa Ruth Howes Marquette University WI Duncan E. McBride Standard Grant 94335 7428 SMET 9178 0000099 Other Applications NEC 0410537 September 15, 2004 GeoPad: Information Technology for Field-based Education. Geology (42) Recent innovations in information technology and advancements in Geographic Information System software enable in-the-field, real-time access to data collection, analysis and visualization. The GeoPad project involves a field-durable TabletPC equipped with wireless networking, GPS receiver, digital camera, voice-recognition and GIS software. Following a successful study exploring the potential benefits of GeoPad, this project is fully integrating the use of GeoPads into field courses and upper-level undergraduate geology courses. GeoPad technology and integrated curriculum content are enhancing spatial reasoning skills by affording students powerful data visualization, analysis and interpretation tools; enriching field trip experiences by providing access to supplemental information in support of interactive discussions of geologic observations; and enhancing field-based exercises by supporting real-time, distributed, collaborative data collection and analysis, enabling students to interpret data and observations as a field experiment unfolds. Through identifying and testing a robust platform for field investigations, the GeoPad project and its results are having impacts beyond the geosciences into other field- or map based disciplines. CCLI-ADAPTATION AND IMPLEMENTA EDUCATION AND HUMAN RESOURCES DUE EHR van der Pluijm, Ben Peter Knoop University of Michigan Ann Arbor MI Jill K. Singer Continuing grant 165984 7428 1575 SMET 9178 0000099 Other Applications NEC 0410540 September 1, 2004 Development of Educational Materials and Acquisition of Equipment for a Nanoscale to Microscale Engineering Laboratory. This project is developing a laboratory curriculum and laboratory based on the concept and facilities of the Materials Testing Instructional Laboratory at the University of Illinois, Urbana-Champaign. The laboratory is providing undergraduate students in the Departments of Aerospace (AERO), Materials Science (MSE), and Mechanical Engineering (MECH) at the University of Maryland (UMD) with an integrated lab experience that connects the nanoscale structure of materials to the macroscopic physical properties. Two experimental systems are being developed, which will facilitate the changes in the curriculum through the use of miniature test specimens: 1) a pair of micro-tensile testers, one for conventional uniaxial testing and one with state-of-the-art biaxial testing capability, and 2) an integrated nanoindentation/AFM testing system. The laboratory curriculum and facilities are being shared across (at least) three Departments at UMD through the use of a common college-wide undergraduate laboratory for the testing and characterization of materials. This sharing of joint undergraduate laboratory facilities across Departments and fields represents a new interdisciplinary view of the undergraduate curriculum that emphasizes micro- and nano-technology, and connection of nanometer and micron scale characterization to macroscopic properties. The curriculum being developed and associated laboratory facilities integrates recent research in materials characterization and testing into the undergraduate curriculum. The research covers the use of atomic force microscopy and nanomechanical testing of materials along with fabrication and testing of micromechanical systems. These techniques and concepts have not been covered in the undergraduate curriculum and represent the transference of current topics and developments into the educational system. The lab modules being developed will expose students to this rapidly developing field and provide training with direct application in modern manufacturing in the areas of microelectronics, packaging, and MEMs. The lab modules and procedures developed in this revised laboratory curriculum will be provided on the web with metadata for indexing in the National Science Digital Library to allow other institutions to either adopt or modify the materials for their own use. This laboratory will benefit close to 400 students a semester, of which approximately 20% are women and 15% are minorities. This laboratory will also aid the extensive outreach activities for high school students already in place at UMD. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Martinez-Miranda, Luz Jaime Cardenas-Garcia Robert Briber Hugh Bruck Robert Bonenberger University of Maryland College Park MD Sheryl A. Sorby Standard Grant 150000 7428 SMET 9178 0000099 Other Applications NEC 0410546 July 15, 2004 A radical approach to teaching object-oriented programming. Computer Science (31) This project adapts an introductory programming course originally developed at Brown University for use at Rhode Island College. This course is characterized by extensive use of graphics, very early object-orientation (encapsulation, inheritance, and polymorphism are all taught before such traditional topics as arithmetic and flow of control), and a strong emphasis on design. The materials need to be adapted because the student populations are very different; the original course is a large lecture course, and the new course is divided into separate classes with a maximum enrollment of 26; and the new course has a weekly in-class lab. The original course materials, including several chapters of a text, a complete set of slides, and programming assignments, have been thoroughly tested during the past six years at Brown. These materials will both interest students and give them a strong grounding in object-oriented principles. The project includes a detailed evaluation of the resulting course. By adapting and generalizing these materials, the project makes them accessible to more colleges and even high schools, which could have a broad impact on the way introductory programming is taught. Moreover, the design and results of the evaluation could be useful even to institutions that choose a different approach to teaching this course. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Sanders, Kathryn Ann Moskol Rhode Island College RI Stephen C. Cooper Standard Grant 62476 7428 SMET 9178 7428 0000099 Other Applications NEC 0410562 August 15, 2004 Providing Students with a Complete Toolbox for Chemical Analysis. Chemistry (12) Gas chromatography and mass spectrometry (GC-MS) are used as essential components of a complete toolbox for chemical analysis. With GC-MS, we adapt several new laboratory experiments using a problem-based format in organic, analytical and criminology laboratory courses. We also employ problem-based learning (PBL) in the labs to motivate students to use high-level reasoning. While working in teams, students devise solutions to problems using PBL. An Assessment Coordinator provides feedback on strengths and weaknesses and how the pedagogical process affects student learning. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Bennett, Nicole Grant Holder Claudia Cartaya-Marin Dale Wheeler Michael Ramey Appalachian State University NC Herbert H. Richtol Standard Grant 98512 7428 SMET 9178 0000099 Other Applications NEC 0410564 September 1, 2004 Hands-on Interdisciplinary Laboratory Program: An Approach to Strengthen the Weather Radar Curriculum. Engineering - Electrical (55) This project is generating a unique, interdisciplinary program for training future engineers and meteorologists in the full set of competencies needed to take raw radar data and transform it into meaningful interpretations of weather phenomena. The heart of the project is the development of a set of four undergraduate courses, offered by the Meteorology and the Electrical & Computer Engineering Programs. These courses are based on material adapted from a nationlly known radar program at Colorado State University. They are providing hands-on laboratory experiences in the special knowledge and skills necessary for organizing real-time weather data, improving and preparing that data for display, and interpreting its meteorological and scientific significance. Through this program, on-campus students have access to weather data from the recently constructed National Weather Radar Testbed (NWRT). Moreover the PIs are establishing a website through which students across the nation will have access to this state-of-the-art radar data. In order to motivate and retain undergraduates, the PIs plan to use a small, diverse team of undergraduate peer teachers to assist with the laboratory experiments. An expert in learning and course development on the PI's campus is devising an assessment plan. The investigators plan to partner with the Oklahoma Climatological Survey (OCS) to adapt and distribute project materials directly to K-12 students and teachers via the OCS Earth-Storm outreach program. EXP PROG TO STIM COMP RES CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Yeary, Mark Robert Palmer Michael Biggerstaff Tian-You Yu University of Oklahoma Norman Campus OK Russell L. Pimmel Standard Grant 199681 9150 7428 SMET 9178 9150 0000099 Other Applications NEC 0410577 October 1, 2004 CAWS: Collaboration through Appalachian Watershed Studies. Biological Science (61). This CCLI Adaptation and Implementation Type II project supports the collaboration of six regional Appalachian institutions from five states (Ferrum College, King College, Sewanee: The University of the South, Lindsey Wilson College, West Virginia Wesleyan College, and Montreat College) who are seeking to strengthen their field science offerings by the collaborative study of watersheds near their respective colleges. The project addresses the need to engage students in hands-on inquiry-based experimental activities through the adoption of a small watershed research approach -- providing shared curricula (via an online Lab Manual for Small Watershed Studies (eManual)), electronic data sharing, and participation in cross-site collaborative student research projects supported by fully equipped field sites at each campus. In addition to inquiry-based laboratory exercises (modeled after LTER and GLOBE activities), and participation in a common research project across all watershed sites, students may conduct personally designed field studies, sharing their findings online and at a student research symposium. Instructors also receive training in the use of the equipment and methodology at faculty development workshops. This project may serve as a model for other small undergraduate institutions hoping to improve student learning via a collaborative approach to environmental or field studies. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Thomas, Carolyn Bob Pohlad Ferrum College VA Terry S. Woodin Standard Grant 179997 7428 SMET 9178 0000099 Other Applications NEC 0410586 July 15, 2004 Biostatistics: A Second Statistics Course Preparing Undergraduates for Research. Mathematics(21) This project develops a new Biostatistics course at Sweet Briar College, a liberal arts college for women, to support a newly established initiative for integrating mathematics and biology in the undergraduate curriculum. It completes the curriculum for two new minors in Statistics and Biomathematics. Intellectual merit. The project's intellectual merit lies in curriculum improvements that make widely used statistical methods available to students earlier in their education, that use modern, computing-intensive techniques, and that emphasize data and concepts over theory so that students will learn statistical thinking in a lively and interesting way. In addressing the needs of students it is known that undergraduates have more opportunities than ever to do research. In fact, research experience is an expectation for admission in many graduate programs. As students read research literature, plan experiments, and analyze data, they need to understand concepts and methods of statistics that lie beyond the scope of an introductory statistics course. Biostatistics is valuable preparation for students who plan to do graduate study in life sciences and medicine. However, liberal arts colleges seldom have the resources to offer more than a general introductory statistics course. Materials adapted include modules from the NSF-funded project "Beyond Traditional Statistical Methods" (NSF-9751644) on bootstrap estimates and logistic regression. These are computing-intensive statistical methods that have been widely adopted in scientific and engineering research but have not yet become common in the undergraduate statistics curriculum. The course employs active learning through lab exercises, projects, group problem solving and discussion, and demonstrations based on data generated in class. Activities adapted from Teaching Statistics: A Bag of Tricks and the Statistics Teaching and Resource Library. Broader impact. The new course in Biostatistics serves as a model for other liberal arts institutions. It builds on curriculum changes that are already in progress at Sweet Briar College and is a required course for two new minor programs in Biomathematics and in Statistics. The course is a component of a larger program in biomathematics currently being developed by Sweet Briar College and the Center for Bio-mathematical Technology at the University of Virginia Medical School. The course outline, materials, and activities are posted on a course website for access by faculty members at other institutions. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Kirkwood, Bessie Sweet Briar College VA Daniel P. Maki Standard Grant 35974 7428 SMET 9178 7428 0000099 Other Applications NEC 0410589 September 1, 2004 Analyze This! A Case Study Approach in the Analytical Chemistry Laboratory. Chemistry (12) The project utilizes interdisciplinary case studies in two sequential analytical chemistry courses and incorporates the use of an atomic absorption spectrometer into the laboratory. The case study topics include environmental water testing, vitamin and mineral analysis, forensic science, and food science. The project builds on the foundation created by the interdisciplinary case study pedagogy from two National Science Foundation supported initiatives: Chemcases at Kennesaw State University and Case Studies in Science at State University of Buffalo at New York. Most case studies in chemistry are designed for students in an introductory course and only a few of the chemistry case studies include a laboratory component. The adaptation in this project comprises interdisciplinary case studies with an incorporated laboratory component for the Quantitative Analysis and Advanced Analytical Chemistry courses. The analytical chemistry undergraduate curriculum, particularly the analytical chemistry laboratory experience, has been redesigned. The case studies meet the following objectives: 1. Engage students by allowing them to gain experience with scientific inquiry. 2. Provide students with an opportunity to develop critical reading and thinking skills. 3. Allow students to develop effective communication skills on current and relevant scientific subjects. 4. Enhance ability of students to work in groups. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Mancini-Samuelson, Gina College of St Catherine MN Eileen L. Lewis Standard Grant 70880 7428 SMET 9178 0000099 Other Applications NEC 0410596 July 1, 2004 A Vertically-Integrated Application-Driven Undergraduate Signal Processing Laboratory. Engineering - Electrical (55) The project is developing a signal-processing laboratory that is vertically integrated into the curriculum to illustrate theoretical concepts through application-driven exercises. The proposed laboratory experience is modeled after the successful signal-processing laboratory at Rice University, but introduces two unique features. First, the new laboratory is integrated into multiple courses from the sophomore to senior level, rather than serving a single course. Second, the laboratory exercises are application-driven and emphasize the development of signal processing algorithms to be implemented on hardware. As students advance through the signal-processing curriculum, they transition from high-level algorithm generation to hardware-level design and implementation. Using assessment tools developed jointly with the institution's Office of Assessment, the project is being evaluated on four criteria: conceptual learning, retention and enrollment, student motivation, and quality of materials. The investigators plan to publish their work in engineering education journals and present it at regional and national conferences, through their own website, and through an independent site that hosts educational material (cnx.rice.edu). They also plan to make their material available in a printed laboratory manual with an accompanying CD containing real-world data and signals for use in the various experiments. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Huettel, Lisa Leslie Collins Duke University NC Russell L. Pimmel Standard Grant 199358 7428 SMET 9178 0000099 Other Applications NEC 0410603 August 1, 2004 Development of a Tribology Course for Undergraduate Engineers. This project is adapting and implementing a multidisciplinary Tribology course for undergraduate engineering students. Tribology is the field which attempts to understand and mitigate the damaging effects of friction and wear. The two objectives of the course are: 1) to educate a diverse population of students in tribological mechanisms and 2) aid in the development of students into critical thinking, problem-solving professionals through active, higher order learning. The course involves adapting and creating a lecture and laboratory experience that will require design, teamwork, and innovative thinking by students. The project is modeled after a program at the University of Florida. The course is exposing undergraduate students to a technologically important field, which is expanding rapidly as engineering systems become more complex and energy resources scarcer. The course reflects contemporary issues and the development is based on established methodology in learning theory. The course experience is emphasizing solving real-world technical challenges. Students who otherwise would know little about tribology are developing a core competency. Young engineers will enter industry or graduate school with greater aptitude to tackle engineering challenges. This aptitude will be applied in numerous industries from biomedical implants to MEMS devices to automobiles- and will remain a fundamental skill to be utilized in our ever-increasing technical society. In addition, developing an interdisciplinary course will promote collaboration between departments and lead to further cross-disciplinary course development. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Niebuhr, David California Polytechnic State University Foundation CA Lesia L. Crumpton-Young Standard Grant 74996 7428 SMET 9178 0000099 Other Applications NEC 0410607 July 1, 2004 Collaborative Project Gemini XRD: Powder X-ray Diffraction in Undergraduate Chemistry Courses. Chemistry (12) This collaborative CCLI/A&I project is integrating "twin" Rigaku/MSC MiniFlex+ powder X-ray diffractometers into the chemistry curricula at Southern Illinois University Edwardsville (SIUE) and the University of Illinois at Springfield (UIS). X-ray diffraction (XRD) concepts are being incorporated into laboratory experiments that engage students in active learning. Modified courses include forensic science, general chemistry, organic chemistry, instrumental analysis, and inorganic chemistry with the result that approximately 1100 students each year are introduced to XRD techniques through the project. PIs from both institutions are meeting periodically to exchange ideas and resources and to bring students together to share experiences. Student learning objectives include excitement and enthusiasm for science thinking, awareness of applications of scientific thinking, 3-D manipulation of concepts, and improved quantitative reasoning, problem solving, analysis, and synthesis. To address these objectives, implemented experiments increase in sophistication as students progress through the curriculum, and consist of all typical aspects of powder X ray diffraction including peak matching, spacing calculation, symmetry and unit cells, complex pattern matching, peak shape, theory, determining unit cell parameters, and novel student research projects. Educational materials resulting from these efforts are being broadly disseminated through the web-based Nanoscale Video Lab Manual and Nanoworld Cineplex of Movies, http://mrsec.wisc.edu/nano. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Dungey, Keenan Gary Trammell Harshavardhan Bapat Wayne Gade University of Illinois at Springfield IL Pratibha Varma-Nelson Standard Grant 92179 7428 SMET 9178 0000099 Other Applications NEC 0410608 September 1, 2004 Weather Trackers for Inquiry-Based Learning. To provide undergraduates with stronger inquiry-based field experiences involving hypothesis testing and data collection, this project will revise existing curricula to include weather data gathering projects using 80 hand-held weather trackers, instruments that have cable hookups permitting the easy transfer of weather data to computer files for statistical manipulation. Faculty from geography/earth science, biology, and engineering departments are using the weather trackers in a variety of introductory and advanced classes. Students are exploring spatial and temporal variations of weather variables in classrooms, on campus grounds, at local forests, and at local elementary and middle schools, where pre-service teachers taking these courses regularly work with K-8 students. Examples of specific projects include students measuring temperature and dew point variations within buildings, testing for the existence of an urban heat island, and correlating changes in barometric pressure with associated changes in wind speed and air moisture. The intellectual merit of this project lies in the promotion of an inquiry-based approach for learning about weather in series of existing science courses in earth science, biology, and engineering. Non-majors, pre-service teachers, and K-8 students are collecting and analyzing their own field data. Students who might ordinarily not gain such abilities learn technical and analytical skills that are useful in the workplace, a significant broader impact. With the needs of pre-service teachers in mind, the project's inquiry based approaches are aligned with state and national science standards. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Francek, Mark Claudia Douglass Leigh Orf Terence Lerch Central Michigan University MI Jill K. Singer Standard Grant 28363 7428 SMET 9178 0000099 Other Applications NEC 0410630 August 15, 2004 Incorporating Research-based Investigative Experiences into Freshman Level Cell Biology. Biological Science (61) The goal of this project is to implement a new laboratory experience that will enhance the ability of students to excel in upper-level courses that incorporate research-based laboratories, as well as to enable them to participate in faculty-mentored research earlier in their careers. To accomplish these goals the PI team is redesigning the laboratory portion of Cell Biology, a lecture and laboratory-based course that is the first class for biology majors. The new course is strengthening student skills in instrumentation and scientific investigation because all laboratory exercises include an analytical and investigative component. The lab is also improving the ability of students to maintain laboratory notebooks and to write by incorporating writing experiences in all laboratory exercises. Finally the course provides students with enhanced pre-laboratory training and continued access to web-based laboratory manuals and training modules that can be used both by students in the course and as refreshers by upper-class students throughout their careers. Technology is being used for both the delivery of the materials and by integrating equipment, data analysis, and writing into the cell biology environment. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Wallert, Mark Minnesota State University Moorhead MN Daniel Udovic Standard Grant 95496 7428 SMET 9178 0000099 Other Applications NEC 0410641 August 1, 2004 Adapting and Implementing Guided Discovery Notes in Combinatorics for Large Classes. Mathematical Sciences (21) Intellectual merit: This project is adapting Kenneth Bogart's NSF-funded project Teaching Introductory Combinatorics by Guided Group Discovery for a required discrete mathematics class at Oregon State University. The current notes and method are being adapted for larger class size, for more heterogeneous student mathematical backgrounds and motivations, and for some differences in course material. There are plans to reorder and supplement material, as well as to add more exposition to reduce the students' dependence on the instructor. An ongoing challenge in this adaptation project is to maintain discovery while expanding discussion and encouragement, which seems to be necessary in a larger class. In addition to the adapted notes, an instructor package is being disseminated containing both a summary of the elements of Dr. Bogart's method and anecdotal advice collected from instructors during the project. Broader impact: The skills of communication and working together promoted by group discovery are useful for all majors in mathematics, and they are especially valuable for future teachers. This adaptation of Dr. Bogart's notes provides this opportunity for students in classes whose size is more typical of required courses at state universities. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Flahive, Mary Oregon State University OR Elizabeth Teles Standard Grant 24932 7428 SMET 9178 0000099 Other Applications NEC 0410642 July 1, 2004 Collaborative Project Gemini XRD: Powder X-ray Diffraction in Undergraduate Chemistry Courses. Chemistry (12) This collaborative CCLI/A&I project is integrating "twin" Rigaku/MSC MiniFlex+ powder X-ray diffractometers into the chemistry curricula at Southern Illinois University Edwardsville (SIUE) and the University of Illinois at Springfield (UIS). X-ray diffraction (XRD) concepts are being incorporated into laboratory experiments that engage students in active learning. Modified courses include forensic science, general chemistry, organic chemistry, instrumental analysis, and inorganic chemistry with the result that approximately 1100 students each year are introduced to XRD techniques through the project. PIs from both institutions are meeting periodically to exchange ideas and resources and to bring students together to share experiences. Student learning objectives include excitement and enthusiasm for science thinking, awareness of applications of scientific thinking, 3-D manipulation of concepts, and improved quantitative reasoning, problem solving, analysis, and synthesis. To address these objectives, implemented experiments increase in sophistication as students progress through the curriculum, and consist of all typical aspects of powder X ray diffraction including peak matching, spacing calculation, symmetry and unit cells, complex pattern matching, peak shape, theory, determining unit cell parameters, and novel student research projects. Educational materials resulting from these efforts are being broadly disseminated through the web-based Nanoscale Video Lab Manual and Nanoworld Cineplex of Movies, http://mrsec.wisc.edu/nano. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Voss, Eric Michael Shaw Masangu Shabangi Eric Malina Susan Wiediger Southern Illinois University at Edwardsville IL Pratibha Varma-Nelson Standard Grant 106347 7428 SMET 9178 0000099 Other Applications NEC 0410646 July 15, 2004 Physiology for the 21st Century: A Sourcebook of Effective and Economical Experiments. Biological Sciences (61) The BIO 2010 report calls for biology education to become more interdisciplinary, quantitative, and active through the use of well-designed curriculum modules. Physiology lends itself to this approach as its integrative nature includes all levels of biological organization, complex systems with emergent properties, and mechanisms that must be understood by applying basic principles of physics, chemistry, and mathematics. This project brings together a diverse group of physiologists to adapt two existing but out-of-date sets of laboratory experiments into a teachers' source book of inexpensive, low-tech, inquiry-focused laboratory and classroom activities suitable for students from K-12 through post-graduate levels. A core group of U.S. and international physiologists are coordinating the revision process, which is being accomplished with the assistance of colleagues from diverse institutions. Project participants receive training on how to convert cookbook laboratories to inquiry and develop a format template at a 3-day workshop associated with the 2005 International Union of Physiological Sciences (IUPS) Congress in California. The development group reviews revised activities and sends them to the Education Office of the American Physiological Society (APS), which has agreed to be responsible for dissemination. The activities are being distributed free through the online APS Archive of Teaching Resources, part of the National Science Digital Library as well as in a CD-ROM version. APS is carrying out project evaluation. Intellectual Merit: Physiology laboratory activities that are pedagogically sound yet easy to perform are almost unavailable commercially, limiting curriculum choices for new teachers. Yet studies have shown that actively engaging students in carefully designed activities is an effective method for developing adaptive expertise as well as uncovering and correcting student misconceptions. This project is adapting existing physiology laboratory exercises to make them more learner-centered and inquiry-based. The core personnel on the project team have extensive experience in teaching physiology laboratories, adapting physiology curriculum to learner-centered teaching environments, and carrying out peer-review of curriculum materials. The APS is a leader in the digital dissemination of curriculum materials, and the APS Education Officer is a nationally recognized leader in the area of science education program evaluation. Broader Impact: The activities created are being published electronically through the APS Archive of Teaching Resources and on a CD-ROM. The collection of activities is not a student-ready laboratory manual but a resource that provides the educational rationale for each experiment, along with supply lists, use notes, and suggestions for execution of the activity. Downloadable files in *.rtf format can be modified by end-users to fit a wide spectrum of student populations. The active role of the APS in physiology education at all levels and its association with other professional societies ensures wide dissemination both in the United States and around the world. The format template for these exercises can serve as a model for others who wish to modify existing activities. CCLI-Phase 2 (Expansion) CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Silverthorn, Dee University of Texas at Austin TX Terry S. Woodin Standard Grant 189769 7492 7428 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0410653 July 15, 2004 Enhancing Interdisciplinary Interactions in the College of Engineering and Natural Sciences. This project strengthens connections among science, technology, engineering, and mathematics (STEM) disciplines in order to create a more productive environment for STEM students and faculty. Interdisciplinary Lively Application Projects (ILAPs) are used to assist STEM undergraduates in benefiting from these connections. The concept of ILAPs was developed by a consortium of 12 colleges and universities led by the United States Military Academy through a National Sciences Foundation funded project, Project INTERMATH. This project has three primary goals. The first goal develops and implements ILAPs for use in both the mathematics courses and the science/engineering courses. The second goal fosters interaction among STEM faculty, in part, by direct participation in ILAPs formation and use. The third goal coordinates curricula across the STEM disciplines, primarily with the development of web-based, portable Mathematics Modules. The intellectual merits of the project are as follows: (i) Students take a degree of ownership in their curriculum by publishing select group ILAP results at the project web site. (ii) The mathematical core programs for the ILAPs are available at the project web site as independent Mathematics Modules, thereby increasing their versatility. Each ILAP has web links to these course-independent extractable Mathematics Modules. (iii) STEM curricula and use of technology/computer software is coordinated. (iv) Team-teaching and student-centered learning in computer classrooms, science/engineering laboratories, and standard classrooms emphasize the interdependence of the disciplines and foster faculty interactions. (v) A mathematics faculty member sits in science and engineering courses, reporting to the mathematics faculty their observations with respect to what mathematics STEM students need in order to ensure success in science and engineering. (vi) Faculty colloquia providing ILAP and educational feedback and an interdisciplinary partnership of STEM faculty members are developed. The contributing engineering and natural science departments from The University of Tulsa include the Departments of Chemistry and Biochemistry, Electrical Engineering, Geosciences, Mathematical and Computer Sciences, Mechanical Engineering, and Physics and Engineering Physics. The project duration is three years, during which information is disseminated in international publications, at national STEM association meetings and at two regional STEM society workshops The broader impacts of the project: (i) Provide a formal assessment of the effectiveness of ILAPs in learning; (ii) Promote the use of ILAPs among similar institutions; and (iii) Encourage the coordination of STEM curricula. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Pomeranz, Shirley Steven Tipton William Potter Peter LoPresti Jerome McCoy University of Tulsa OK Daniel P. Maki Standard Grant 99242 7428 SMET 9178 9150 0000099 Other Applications NEC 0410661 September 1, 2004 Algebra Pathways. Mathematical Sciences (21) Broader Impacts: Algebra Pathways Project addresses the national and statewide need to improve the mathematics skills of undergraduate students, particularly for at risk special populations. The Pathways project is expanding and adapting tested strategies to both Elementary and Intermediate algebra by developing a collaborative, research-based, system-wide approach to the improvement of teaching and learning basic mathematics. With support from a consortium of California community colleges, the Community College and Lumina Foundations, and the Center for Student Success, the Pathways Project is designed to leverage extensive resources from multiple partner organizations. Intellectual Merit: Project objectives center on the adaptation, pilot testing and evaluation of three recommended approaches to increasing student success in algebra: 1) providing a specialized mathematics study skills course in a learning community format; 2) the implementation of a peer tutor training program for a math study center and 3) the use of computer aided instruction. The purpose of the project is to investigate and determine which of these strategies are most effective for use with specific groups of at risk community college students. Project objectives include the development of a virtual resource center and a summer Algebra Institute that facilitates communication among mathematics faculty members. Project-produced educational materials, evaluation instruments, pilot test results and lessons learned are contained in a final project report, shared with project partners and made available to others through the new electronic resource center. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Teegarden, Mary Wade Ellis Margaret Hovde San Diego Mesa College CA Elizabeth Teles Standard Grant 84997 7428 SMET 9178 0000099 Other Applications NEC 0410667 July 1, 2004 Introducting Grid Computing into the Undergraduate Curricula. Computer Science (31) Grid computing is a very important area for high performance computation and resource sharing. Computers can be distributed world-wide to create a global cluster. This project adapts existing material on cluster computing and existing graduate material on grid computing (for example, from the University of New Hampshire and the University of Melbourne in Australia) to introduce grid computing into undergraduate curricula. Grid computing is applied not only to high performance scientific computing but also to enhance business practices and to achieve cost saving. The project addresses security and management issues in addition to application programming issues, demonstrates how undergraduate institutions can provide their students with grid computing facilities, and offers educators new course materials for teaching grid computing. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Wilkinson, Anthony Mark Holliday David Luginbuhl Western Carolina University NC Robert Stephen Cunningham Standard Grant 100000 7428 SMET 9178 7428 0000099 Other Applications NEC 0410683 October 1, 2004 Practice-Based Manufacturing Education - Adapting a Learning Factory Approach. Mechanical Engineering (56) The project is adapting and implementing The Learning Factory model developed at Pennsylvania State University, the University of Washington, and the University of Puerto Rico-Mayaguez by creating an on-demand fabrication laboratory to integrate design, manufacturing, and business curriculum. The project is integrating manufacturing topics and equipment within existing core curriculum courses in fluid mechanics and dynamics, solid mechanics, materials sciences, manufacturing processes, fracture mechanics, and computer aided manufacturing, rather than creating new courses. The project is providing appropriate hands-on experiences and practical applications related to important course topics. Syllabi are being coordinated between core classes in order to provide common laboratory experiences for students when they are concurrently enrolled in two or more core courses. Assessment of the project is being coordinated through an independent evaluator who has been part of the original Learning Factory team at Pennsylvania State College. A Haas CNC Machining Center and an EDM Die-sink Machine is being purchased with matching funds provided by the Department of Mechanical Engineering and the College of Engineering. The equipment is the foundation for expanding the laboratory infrastructure, which is providing the opportunity for complementary coverage of fundamental fabrication principles; providing senior design experiences that simulate real life-product development processes including manufacturing planning, fabrication, assembly and testing of functional products; providing the resource to integrate industry-based projects within undergraduate research; expanding the opportunity to offer programs to industry through the institute's Small Business Development Center; providing accessibility for the Society of Women Engineers to engage fifth graders in annual engineering workshops; and developing outreach programs and activities for K-12 STEM students. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Ziemian, Constance M. Laura Beninati Bucknell University PA Barbara N. Anderegg Standard Grant 95526 7428 SMET 9178 0000099 Other Applications NEC 0410696 September 1, 2004 Soft Ice: Scalable, Open, Fully Transparent and Inexpensive Clustering for Education. Computer Science (31) Undergraduate courses in Networking and Operating Systems are good examples of core courses whose students benefit from laboratories to gain hands-on experience with the real systems that motivated the concepts, algorithms and tradeoffs described in lectures. Unfortunately, such labs require privileged access to computers and, to keep the hosting network secure, often require networks to be specifically equipped, completely isolated, and regularly re-installed. Thus project adapts well-known Linux kernel laboratories from several sources to a new virtual Linux kernel architecture called Soft Ice(tm), which implements a fully functional, secure, scalable prototype of a load balancing cluster to provide students with full-privilege remote connection to virtual Linux hosts and to develop laboratories in operating systems and networking to take benefit of this infrastructure. The project also develops high quality current pedagogical material to support these courses. The project reaches a national audience because both the computing infrastructure and laboratories are designed to be replicated easily. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Gaspar, Alessio William Armitage University of South Florida FL Stephen C. Cooper Standard Grant 191119 7428 SMET 9178 7428 0000099 Other Applications NEC 0410705 September 1, 2004 A LEGO(TM) MindStorms Based Laboratory for Teaching Robotics. Interdisciplinary (99) Faculty in a Mechanical, Materials Science, and Aerospace Engineering Department are incorporating the use of Lego (TM) MindStorms robotics kits into several courses to support a new robotics curriculum strand. Principles of multidisciplinary design, feedback control systems, and mechatronics that have typically been treated in a disconnected fashion are being unified under this robotics theme. Modules developed for teaching robotics at Drexel University and Case Western Reserve University are being adapted for this new curriculum; and the approach is enhancing the learning of interrelated concepts from mechanical, electrical and computational systems. Moreover, students receive important tangible feedback from physically experiencing the products of their own work. Finally, the impact of this project is being extended to teachers and students from neighboring secondary schools in the form of a workshop on implementing robotics concepts in their classrooms. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Leonessa, Alexander Roger Johnson University of Central Florida FL Lee L. Zia Standard Grant 84998 7428 SMET 9178 0000099 Other Applications NEC 0410712 July 15, 2004 A Biotechnology Option. Biological Sciences (61) The goal of this project is to implement a biotechnology program that provides the required content knowledge and skills at the baccalaureate-degree level to allow students to enter biotechnology careers directly following graduation. To achieve this goal, they are establishing an inquiry-driven biotechnology program that centers on molecular biology, develops laboratory skills and provides practical laboratory experience. To accomplish this, the program is adapting proven components of established biotechnology programs to their own program, expanding their molecular biology course to include inquiry-based laboratory experiences, providing biotechnology research experiences for students, and introducing biotechnology-related courses. The biotechnology curriculum provides a broad background in molecular biology, genetics, physiology and biochemistry, emphasizes hands-on research experiences (e.g., hypothesis formation and testing, problem solving skills, data management) and provides independent research experiences (e.g. experimental design and project-oriented research). CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Hansen, Carl John Hranitz George Davis Kristen Brubaker Bloomsburg University of Pennsylvania PA Daniel Udovic Standard Grant 89762 7428 SMET 9178 0000099 Other Applications NEC 0410719 August 15, 2004 Implementation and Enhancement of Internet Based Robotics, Automation, and CAD/CAM/CNC in a New Manufacturing Engineering Technology Curriculum. Engineering-Engineering Technology (58) The project is enhancing Drexel's new Manufacturing Engineering Technology (MET) curriculum through the incorporation of state-of-the-art Internet based robotics, automation, and CAD/CAM/CNC technology. The project is using information and communication technologies to develop real-time control of production processes, which is a key element in creating and deploying global manufacturing enterprises. The project is adapting Internet based technologies that other schools of engineering have developed in robotics, CAD, communication, and information management. Adaptation includes Internet programming, design and production, E-commerce, and advanced manufacturing systems from Industrial Engineering at the University of Iowa; sensor-based intelligent process control, tele-robotics, and machine vision systems and motion control in Mechanical Engineering at Drexel University; E-transactions, and Internet supply-chain and network integration from Industrial Engineering at Arizona State University; Internet based reverse engineering and advanced manufacturing, and artificial intelligence in manufacturing and process optimization from Industrial and Manufacturing at Bradley University; and E-manufacturing, precision, sensor-based manufacturing and automation, and Internet based collaboration and product design from Manufacturing Sciences at Western Kentucky University. Courses are being restructured and new courses developed to support a new Mechatronics laboratory. This is providing students with contemporary practices and hands-on skills for an expanding e-manufacturing sector. The project is integrating Internet based technologies with those at other universities and community colleges in the Greater Philadelphia Region to provide students access to the curriculum that is being develop at Drexel. Distant delivery is enabling students of diverse educational backgrounds to develop technical skills needed to enter the workforce in this emerging technology. The project is targeting women and minority students. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Chiou, Richard Horacio Sosa Yongjin Kwon Drexel University PA Kathleen A. Alfano Standard Grant 155648 7428 SMET 9178 7428 0000099 Other Applications NEC 0410720 September 1, 2004 Civic Engagement in Non-Majors Introductory Biology: Connecting Problem-Based Learning and Scientific Inquiry. Biological Science (61). This CCLI Adaptation and Implementation project supports biological literacy through the infusion of problem- and case-based lessons in a non-majors biology course. The project adapts curriculum materials from SENCER, BioQuest and Workshop Biology, utilizing Problem-Based Learning (PBL) and inquiry-based laboratories to teach the core concepts of biology from the perspective of civically engaging issues or problems. Introducing problems of timely importance and local interest provides a context and reason for learning. Using a constructivist approach, students participate in semi-weekly assemblies, and are challenged to propose solutions to science-related societal problems. Related inquiry-based laboratories are designed to engage students in the process of scientific discovery within the context of real-world problems. The project also provides training for teaching assistants and for other faculty members at the institution, so that the reform effort may be applied to other courses. Student Assessment of Learning Gains (SALG) is used to examine students' pre- and post-course views about various aspects of science-technology-society. This project has the potential to improve scientific literacy among students not planning to major in science. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Peters, John Brian Scholtens College of Charleston SC Terry S. Woodin Standard Grant 90000 7428 SMET 9178 9150 0000099 Other Applications NEC 0410727 July 1, 2004 New Undergraduate Course Development: Teaching Bioinformatics through Collaboration and Inquiry. Interdisciplinary (99) This project is adapting learning resources from a number of sources, including an existing program in bioinformatics at Wright State University (EIA-0122582), and work undertaken at the National Center for Biotechnology Information and the Human Genome Project, for use in a core upper-division bioinformatics course under development by a computer scientist and biologist. Four teaching and learning modules suitable for both biology and computer science students form the basis of the course. These include a set of lesson plans incorporating in-class assignments, computer lab and biology lab exercises, and a set of hands-on group projects. Inquiry based teaching and learning and cooperative group projects are planned for encouraging interaction between students from different academic backgrounds. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Duan, Zhong-Hui David McConnell Francisco Moore University of Akron OH Lee L. Zia Standard Grant 85000 7428 SMET 9178 0000099 Other Applications NEC 0410744 August 15, 2004 Implementing Tutorials Sustainably: Restructuring Undergraduate Recitations and Laboratories in Introductory Physics. Physics (13) This comprehensive effort focuses on improving traditional recitation sections and laboratories in an introductory calculus-based physics sequence. Such laboratories and recitations are demonstrably ineffective at developing students' conceptual mastery of physics and expectations of learning physics. However, proven solutions, in the form of Tutorials in Introductory Physics from the University of Washington require demands of the university that cannot immediately be provided -- particularly, the number and training of adequately prepared instructors or TA's. This adaptation and implementation effort creates a long-term solution by institutionalizing a unified, transformed course experience that ultimately demands no more resources of the university than presently allotted. The assembled research team is implementing Tutorials in Introductory Physics, which are among the most deeply researched and widely used, effective reforms of traditional physics recitation sections. These reforms are being coupled with a revised laboratory sequence using Maryland's Activity Based Physics that emphasizes sense making and experimentation, with the goal of marked improvement in students' conceptual mastery of physics and in students' expectations of what it means to learn physics. Significantly, these transformations are supported and sustained by a new advanced course in teaching and learning physics. The new physics course, Teaching and Learning Physics, is modeled on a proven activity designed to train upper division undergraduates and graduate students in physics education research and reforms. The course includes a 'practicum' component where students serve as learning assistants (LA's) to supplement departmentally appointed teaching assistants. Three CU physics faculty members lead this effort by: teaching the lecture course sequence, adapting Tutorials, restructuring the laboratories, and implementing the course Teaching and Learning Physics. Evaluation of this project is conducted to assess the effectiveness of these reforms on improving student conceptual mastery, student expectations, graduate student effectiveness and understanding, and course structural formation and institutionalization. Local complementary resources - funding for equipment, faculty interest and expertise in reform, and synergistic research efforts - insure that CU is well positioned and committed to successful adaptation and implementation of these proven models. Finally, this grant is resulting in a model of course-wide, sustainable reform that is being disseminated broadly through presentations at AAPT meetings and through appropriate peer-reviewed journals such as AJP. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Finkelstein, Noah Michael Dubson Steven Pollock University of Colorado at Boulder CO Duncan E. McBride Standard Grant 179587 7428 SMET 9178 0000099 Other Applications NEC 0410752 September 15, 2004 Enhancement of the Undergraduate Curriculum with FT-NMR. Chemistry (12) Our objective in this project is to improve both the educational and technical quality of our undergraduate teaching laboratories. We are converting our 60 MHz continuous-wave NMR spectrometer to an Anasazi Fourier transform NMR spectrometer. Intellectual Merit: As we integrate FT-NMR spectroscopy throughout the chemistry curriculum, our educational goal is to re-design the laboratory sections of the courses by using research-based pedagogy that has been shown to be more effective in helping students confront misconceptions and engage in high-level reasoning activities, resulting in a better conceptual understanding. We are incorporating a carefully selected sequence of NMR experiments into all levels of the undergraduate chemistry curriculum by adapting experiments from the educational literature, primarily from the Journal of Chemical Education. RESEARCH? Broader Impacts: FT-NMR spectroscopy is a major diagnostic tool of modern chemistry and chemistry graduates are expected to have had significant experience in collecting and interpreting NMR spectra. By the end of their senior year, chemistry majors will have experienced a broad range NMR applications and techniques. Results will be disseminated through a web site, presentations at professional meetings, and publications in journals. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Iler, H. Darrell Arlene Larabee Greenville College IL Susan H. Hixson Standard Grant 50731 7428 SMET 9178 0000099 Other Applications NEC 0410760 August 15, 2004 Revising intermediate optics for greater conceptual understanding and the development of complex problem solving skills. Physics (13) This project restructures the intermediate optics laboratory and lecture courses at Indiana University-Purdue University Fort Wayne (IPFW). By adopting interactive lecture demonstrations and an interactive engagement approach, students exit the course with a much greater conceptual understanding of optics. In this project we adapt five major elements. In lecture we are using interactive lecture demonstrations and simulations adapted from Physlets and other sources. We are bringing aspects of interactive engagement into both the laboratory and lecture. From a CCLI project recently completed by one of the Co-PIs we are taking the overall approach and laboratory format. Many of the initial laboratories are adapted from Tutorials in Physics. From professional practice we are adapting the process of having students make oral presentations to classmates and department faculty. Also from professional practice we are adapting LabVIEW and optical simulation software to provide students with important work place experience. The laboratory provides 10 weeks of concept and skill building experiments investigating geometric optics, image formation and waves. The remaining five weeks of the laboratory are devoted to more in-depth investigations. Six advanced experiments are being developed that build on the initial part of the program. This grant has a great impact on the department, university (IPFW), and surrounding industrial optics and laser community. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Masters, Mark Timothy Grove Purdue University IN Warren W. Hein Standard Grant 60566 7428 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0410768 September 1, 2004 Intergration of High Performance Liquid Chromatography into the Chemistry Curriculum and Environmental Undergraduate Research Experiences. Chemistry (12) This project focuses on enhancement of our undergraduate chemistry and environmental science programs by introducing high performance liquid chromatography (HPLC) in the laboratory courses of instrumental analysis and environmental chemistry as well as in multidisciplinary environmental projects. Laboratory experiments are being adapted from the research and educational literature and implemented into the undergraduate curricula as well as the research projects that are tied to local environmental issues. These laboratory experiments allow our students to perform qualitative and quantitative analysis of environmental and biological samples, and to develop problem-solving skills by conducting open-ended research projects. The integration of the lab experiments with the research projects increases students' competence in chemical analysis, and thus motivates them to further explore/solve "real world" chemistry and environmental problems. We plan to disseminate the outcome of this project by hosting a professional workshop that targets the chemistry faculty at local community colleges and science teachers at local high schools. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Deng, Yiwei John Thomas Kent Murray Ali Bazzi University of Michigan Ann Arbor MI Pratibha Varma-Nelson Standard Grant 37470 7428 SMET 9178 7428 0000099 Other Applications NEC 0410787 September 15, 2004 Incorporating Investigative Labs & Active Learning Into Non-majors Biology. Biological Science (61). This CCLI Adaptation and Implementation project addresses the issue of student disengagement in large-enrollment science courses by incorporating two research-based solutions in a non-majors biology course: 1) the incorporation of active learning (via a Personal Response System), and 2) the addition of an investigative laboratory component. Adapting materials developed by Workshop Biology, students enrolled in the laboratory course work in small cooperative groups to execute original investigations in each of the five areas of biology covered (ecology, evolution, genetics, cell/molecular biology, and physiology). Cooperative groups are also utilized in lecture, where students solve conceptual problems posed by the instructor, interpret graphs and tables, or design experiments to address a research question. Issues related to the training of teaching assistants are addressed in this project through the production of online training materials. The impact of these structural and pedagogical changes on students' understanding of scientific inquiry, key biological concepts, scientific reasoning skills, and attitudes about science, technology and the course are assessed using a variety of quantitative (pre-tests and post-tests, exam questions, lecture activities) and qualitative methods (focus groups, open-ended responses to survey questions, classroom observations). This project has the potential to elucidate mechanisms for improving the scientific literacy of populations of students who do not plan to major in science. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Kurdziel, Josephine University of Michigan Ann Arbor MI Terry S. Woodin Standard Grant 89761 7428 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0410804 January 1, 2005 Collaborative Project: Implementing Physics by Inquiry Using Undergraduate Peer Instructors and Cooperative Group Learning. The Physics by Inquiry curriculum (PbI), developed at the University of Washington with support from the National Science Foundation, has been shown to be very effective in helping students learn scientific concepts. However, the low student to instructor ratio normally required to implement PbI is one barrier to a widespread adoption. Intellectual merit: The primary objective of the project is to adapt and investigate how the PbI curriculum can be implemented without the need for physics graduate student teaching assistants as it is currently being implemented by its developers. Instead, formal cooperative group learning techniques and undergraduate teaching assistants are being used. The investigators all have extensive experience with recent innovations in the teaching and learning of physics. Broader impacts: The project allows PbI to be more easily adopted by institutions that serve populations targeted by the PbI curriculum (e.g., underprepared students and K-12 teachers). These institutions, including community colleges and teaching colleges, often do not have graduate students or any history of using undergraduate teaching assistants. The institutions collaborating on this effort are Baltimore City Community College (BCCC), Southern Connecticut State University (SCSU), and the General College at the University of Minnesota (GC-Minn). At SCSU, the target audience for PbI is pre-service K-12 teachers. At BCCC and GC-Minn, the majority of students are underprepared for university course work. Many students at BCCC and GC - Minn are under-represented minorities. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR HSU, LEONARDO University of Minnesota-Twin Cities MN Warren W. Hein Standard Grant 28709 7428 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0410839 January 1, 2005 Collaborative Project: Implementing Physics by Inquiry Using Undergraduate Peer Instructors and Cooperative Group Learning. The Physics by Inquiry curriculum (PbI), developed at the University of Washington with support from the National Science Foundation, has been shown to be very effective in helping students learn scientific concepts. However, the low student to instructor ratio normally required to implement PbI is one barrier to a widespread adoption. Intellectual merit: The primary objective of the project is to adapt and investigate how the PbI curriculum can be implemented without the need for physics graduate student teaching assistants as it is currently being implemented by its developers. Instead, formal cooperative group learning techniques and undergraduate teaching assistants are being used. The investigators all have extensive experience with recent innovations in the teaching and learning of physics. Broader impacts: The project allows PbI to be more easily adopted by institutions that serve populations targeted by the PbI curriculum (e.g., underprepared students and K-12 teachers). These institutions, including community colleges and teaching colleges, often do not have graduate students or any history of using undergraduate teaching assistants. The institutions collaborating on this effort are Baltimore City Community College (BCCC), Southern Connecticut State University (SCSU), and the General College at the University of Minnesota (GC-Minn). At SCSU, the target audience for PbI is pre-service K-12 teachers. At BCCC and GC-Minn, the majority of students are underprepared for university course work. Many students at BCCC and GC - Minn are under-represented minorities. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Cummings, Karen Southern Connecticut State University CT Duncan E. McBride Standard Grant 33548 7428 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0410840 August 1, 2004 Regional Enhancement of Flexible Manufacturing System Instruction in Eastern Kentucky to Improve Undergraduate Education. Engineering-Engineering Technology (58) Infusion of Flexible Manufacturing System (FMS) technology is improving the undergraduate education curricula in the area of Manufacturing Technology, Electrical/Electronics Technology and Computer Aided Design & Graphics in the Department of Industrial and Engineering Technology at Morehead State University. The project is adapting Purdue's Flexible Manufacturing System by using a MiniCIM 3.2 Flexible Manufacturing System from Amatrol. The project is (1) using a systematic approach for planning, developing and evaluating the courses related to Flexible Manufacturing Systems, with a focus on demonstrations, class and senior projects, and laboratory exercises; and (2) incorporating Computer Integrated Manufacturing Technology laboratory strategy into class and senior projects. Student assessment and project evaluations are being conducted at each stage of the project to ensure that student-learning is improving by demonstrating that (1) students are becoming more proficient in fundamental concepts and applications of robotics and automation in Flexible Manufacturing Systems; (2) students are gaining technical skills and knowledge using innovative software within Flexible Manufacturing Systems; and (3) a hands-on approach is addressing the diversity of students' learning styles, including women and underrepresented students. The project is having a broad impact on undergraduate students within Morehead State University's service region by increasing the availability of highly trained engineering and technology graduates. Two-year community and technical colleges are using the equipment in scheduled laboratory classes. EXP PROG TO STIM COMP RES CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Al-Hourani, Farouq Robert Hayes Ahmad Zargari Patrick Mason Morehead State University KY Barbara N. Anderegg Standard Grant 94992 9150 7428 SMET 9178 9150 0000099 Other Applications NEC 0410842 September 1, 2004 Planning Digital Products To Strengthen Two-Year College Mathematics Teaching and Learning. Mathematical Sciences (21) In September 1995, the American Mathematical Association of Two-Year Colleges (AMATYC) published Crossroads in Mathematics: Standards for Introductory College Mathematics Before Calculus (Crossroads), providing a vision, standards, and recommendations, to faculty teaching lower division collegiate mathematics. The goal of this project is to plan the digital products to accompany the updated AMATYC Standards 2006 document to equip faculty teaching introductory college mathematics to meet the mathematics learning needs of their diverse student populations. The project objectives are to: (1) Determine the most important areas for which supplements and digital products should be developed to supplement the updated AMATYC Standards. (2) Research and analyze various media to select the most appropriate delivery mechanism. (3) Establish timelines and identify materials and resources, human and otherwise, needed for developing and producing the various digital products. (4) Develop a production and dissemination plan that places the digital products within easy reach of full- and part-time faculty and mathematics departments. This project culminates in fully developed design plans for approximately five projects related to implementation of the updated AMATYC Standards. These projects exemplify different modes of instructional delivery strategies and fit the most pressing demands for implementation materials. The design of effective digital products establishes a critical bridge between an updated Standards document and the production of usable multimedia supplements for more than 20,000 full and part time mathematics faculty in the nation's two-year colleges. The intellectual merit of the project is its potential to impact on student learning for more than one million mathematics students at the lower division collegiate level. It builds on, extends, and enhances the 1995 Crossroads and addresses the major challenge of communicating national standards regarding the teaching and learning of mathematics in the first two years of college. The project is informed by the results of research and previous NSF-funded reform projects, and incorporates appropriate technologies in the design of digital products. The broader impact occurs through the potential of the digital products to influence the teaching practice of individual mathematics faculty members across the nation. Mathematics departments and institutions benefit from improved content and pedagogical preparation of mathematics faculty. The ultimate beneficiaries are the students, who will be better prepared for the workplace, future educational experiences, and their roles as educated citizens. CCLI-ADAPTATION AND IMPLEMENTA CCLI-EDUCATIONAL MATERIALS DEV ADVANCED TECH EDUCATION PROG DUE EHR Blair, Richelle Bruce Yoshiwara American Mathematical Association of Two-Year College TN Ginger H. Rowell Standard Grant 87000 7428 7427 7412 SMET 9178 9150 0000099 Other Applications NEC 0410845 August 1, 2004 Effective Integration of Electromagnetic Compatibility and Signal Integrity in Electrical and Computer Engineering Curricula. Engineering - Electrical (55) This project is developing a new course on electromagnetic compatibility and signal integrity for electrical engineering students. The course is being adapted from educational materials developed for graduate students and working engineers by the faculty at a nationally recognized electromagnetic compatibility laboratory at the University of Missouri, Rolla. In order to allow the students to develop useful and flexible knowledge, the course is exploring the impact that electromagnetic compatibility and signal integrity have on the performance of real systems. The PIs are creating a learning environment in which students gain conceptual and theoretical understanding as they develop laboratory and measurement techniques. A review board of nationally-recognized experts in electromagnetic compatibility and educational assessment is helping to assure that the materials developed are of excellent quality, that the assessment plan is well-conceived and fully implemented, and that the materials are disseminated in a form that can be readily adopted by faculty members at other colleges and universities. The evaluation effort is examining the effects of the course on cognitive skills and affective outcomes using surveys, focus groups, and concept and laboratory inventory tests, which the project team is developing. The dissemination plan includes publications and presentations in both educational and disciplinary research venues. The PIs are exploring the inclusion of some of their material in an existing textbook and the publication of a new textbook. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Wheeler, Edward David Voltmer Jianjian Song Rose-Hulman Institute of Technology IN Russell L. Pimmel Standard Grant 101994 7428 SMET 9178 0000099 Other Applications NEC 0410863 August 15, 2004 Adaptation and Implementation of Intelligent Systems Course and Lab. Multidisciplinary-Engineering (99) Engineers are increasingly required to have the ability to work with complex, integrated systems, which often include mechanical, thermal, and electrical components, as well as microprocessor control. As is the case in many undergraduate engineering programs, students at Ohio Northern University (ONU) currently have limited exposure to such systems. ONU is working with a faculty member at the University of Notre Dame (ND) to adapt a graduate-level Intelligent Systems course recently developed at ND, and implement it as an undergraduate course at ONU. In this course, consisting of classroom lectures and hands-on, multidisciplinary laboratory projects, students learn to model and control a variety of complex systems. This course is designed for both mechanical and electrical engineering students who have completed a controls systems course. As part of the course, ONU students are implementing an algorithm to control an experimental system at ND. Likewise, ND students are doing a similar project to control a system at ONU. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Yoder, John-David Mihir Sen Ohio Northern University OH Sheryl A. Sorby Standard Grant 69922 7428 SMET 9178 0000099 Other Applications NEC 0410875 July 1, 2004 Adapting Intermath to a non-Traditional Urban University. Mathematical Sciences (21) Intellectual merit: In teaching undergraduate service courses for engineering, physics, biology, chemistry, and economic students, many mathematics departments face similar challenges: too much material, too little time, appropriate use of technology, and retention of skills. Several traditional four-year institutions have developed a mathematics curriculum called Intermath that has been successful in meeting these challenges. Similar concerns expressed by the engineering faculty at the University of Colorado at Denver (CU-Denver) have led the Mathematics Department to begin implementation of Intermath. The specific objectives of Intermath are to (1) develop a spiraling pattern of subject material within the curriculum; (2) infuse the appropriate use of technology into the instruction of the courses; and (3) incorporate real-world application projects developed in conjunction with partner faculty members. In addition to these goals, CU-Denver has added the additional goal of reinforcing basic skills. Students participating in Intermath are more motivated to learn mathematics, have strengthened problem-solving ability, have an increased understanding of essential concepts, and a mastery of basic skills. Secondary outcomes include improved written and oral communication skills, increased familiarity with technology, and a greater appreciation of the role of mathematics in technological fields. Broader Impacts: At the instructor level this project is planting the seeds for a cultural change in teaching undergraduate mathematics at CU Denver, surrounding community colleges, and local high schools offering calculus level mathematic courses. Full implementation of Intermath at CU-Denver is the first at a nontraditional, urban, comprehensive institution. It requires adapting existing Intermath programs to accommodate transfer students, part-time students, and part-time instructors at CU-Denver. The outcomes of this project will impact mathematics programs at high schools and colleges/universities, both in the Denver metropolitan area and elsewhere. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Bennethum, Lynn William Briggs Samuel W. Welch Stephen Billups Bruce MacMillan University of Colorado at Denver CO Elizabeth Teles Standard Grant 87374 7428 SMET 9178 0000099 Other Applications NEC 0410889 September 1, 2004 Creating an Integrated Learning Environment for Potential Computer Science Majors. Computer Science (31) This project addresses the need to include underrepresented persons in the technological workforce, focusing on students in the New Jersey City University (NJCU) Opportunity Scholarship Program (OSP) who plan to major in computer science. It adapts constructivist educational principles to develop an integrated learning environment for these students that supplements an existing pre-freshman summer program. The project develops curricula and materials for two courses: a basic Introduction to Computer Science, and Mathematics for Computer Science. These courses are closely linked and emphasize the connections between specific mathematics skills and particular computer science problems. The courses are enriched with journal writing and online collaborative learning to build students' metacognitive skills to monitor their learning. The integrated, interdisciplinary nature of this project with its emphasis on developing metacognitive skills will enhance the effectiveness of the students as lifelong learners. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Schlafmitz, Marcia Leon Jololian New Jersey City University NJ Mark James Burge Standard Grant 64850 7428 SMET 9178 0000099 Other Applications NEC 0410893 August 1, 2004 A Relevant Mathematics Curriculum for Today's Science and Engineering Students. Mathematical Sciences (21) This Type II project is supporting a conference of mathematical scientists from across the country to reconceptualize the undergraduate mathematical sciences curriculum in light of two influences: firstly, the increased role that symbolic and numerical computation plays in research; and secondly, the increased interdisciplinary nature that characterizes advances in the physical sciences and engineering. Participants expect to identify and delineate goals, obstacles and strategies, and engage in follow up visits to participating institutions to pursue collaborative adaptation and implementation efforts. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Carlen, Eric Michael Loss GA Tech Research Corporation - GA Institute of Technology GA Lee L. Zia Standard Grant 30000 7428 SMET 9178 0000099 Other Applications NEC 0410895 September 1, 2004 A General Education Course in Intuitive Quantum Physics. Physics (13) This project improves student conceptual and epistemological knowledge in the sciences while developing a template for formative assessment in a general education course at the University of Maine. A general education course in Intuitive Quantum Physics is being created in which non-science students learn quantum physics through simple observations, basic logical reasoning, and graphical analysis. Materials from three proven curricula are being adapted to include explicit discussions of epistemological issues. The three curricula (developed in part with NSF funding) that are being adapted to create the Intuitive Quantum Physics course include Activity-Based Tutorials in wave mechanics, New Model Course in Applied Quantum Physics, and materials from Tutorials in Introductory Physics. Through these experiences, students become aware of their thinking and why they can believe seemingly counter-intuitive ideas. Students leave the course with deeper understanding of the process of science, confidence in their capacity for seemingly difficult and counter-intuitive physics, and deeper conceptual knowledge of modern physics. Results from the course are being shared at the university, state, and national levels. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Wittmann, Michael University of Maine ME Warren W. Hein Standard Grant 99982 7428 SMET 9178 9150 0000099 Other Applications NEC 0116000 Human Subjects 0410900 July 15, 2004 Improving Reasoning and Technological Competency Across the Curriculum through Targeted Applications of GIS. Discipline: Interdisciplinary (99) This project is integrating Geographic Information Systems (GIS) technology into five (5) courses of study (business, criminal justice/security, fire science, nursing, and public health) in the College of Professional Studies, as a means of facilitating the improvement of critical thinking, quantitative reasoning, and technological competencies across the curriculum at New Jersey City University, a Hispanic-Serving Institution in the heart of the New York City metropolitan area. Five new, 1-credit, discipline-specific exercise modules are being developed to augment a current 3-credit core course, creating a single 4-credit (3+1) sequence that will serve all five degree programs. The discipline-specific exercises originate from GIS courses taught by disciplinary experts, and are being adapted and implemented to fit the economic climate, demographic distribution, and urban environment of northern New Jersey. The intellectual merit of this activity is in marrying the strengths of generalist and specialist approaches to GIS training by integrating exciting, relevant exercises into an introductory course. Students immediately see relevance in these exercises and take ownership of their learning experience. This produces high motivation, which results in improved persistence and retention. The increased motivation and self-esteem that result from surmounting GIS-related challenges are reflected in improved competency in other areas, especially technology, critical thinking and quantitative reasoning. Improved competency in these areas is being identified and measured with NJCU rubrics derived from national models. The broader impacts of this project are that improvements in core competencies, coupled with improved motivation, retention, and persistence to graduation, enable NJCU students, many of them members of under-represented minorities, to compete successfully in the 21st century workforce. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Montgomery, William New Jersey City University NJ Jill K. Singer Standard Grant 88493 7428 SMET 9178 0000099 Other Applications NEC 0410912 July 15, 2004 Building a Modern Power Electronics and Electric Machines Laboratory. Engineering - Electrical (55) This project is improving the power electronics and motor drives laboratories at the PI's institution in order to provide the students with hands-on experience in this rapidly developing field. The laboratory is utilizing eight experiments adapted from a highly successful program at the University of Minnesota in addition to developing four new laboratory experiments that utilize state-of-the-art technology. The project also includes a short course program for practicing engineers and a collaboration with a NASA lab that will also support this effort and provide two senior NASA research engineers to act as advisors. The specific objectives of this project are: 1) to have 40 electrical engineering undergraduate students per year successfully complete three courses in power electronics and electrical machines, 2) to increase undergraduate enrollment in an advanced power electronics course by 50%, and 3) to update the skills of 10 practicing engineers from regional companies specializing in power electronics and electric machine technology per year. The evaluation effort includes monitoring course enrollment records and short course attendance, analyzing of student performance and evaluations, and conducting employer surveys. Dissemination plans include conference and journal papers and participation in on-going national faculty workshops on teaching power electronics and drives. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Stankovic, Ana Cleveland State University OH Russell L. Pimmel Standard Grant 34765 7428 SMET 9178 0000099 Other Applications NEC 0410916 July 1, 2004 Adaptation of Groundwater Physical Models and Activities for Introduction to Environmental Engineering. Discipline: Civil Engineering (54) This project is enhancing student learning through effective teaching techniques that include hands-on and real world activities that are thoughtfully integrated into courses. The goal is to improve student interest and learning of groundwater topics. Project tasks include: modify and adapt hands-on physical models and real world active learning activities, integrate and implement the activities into Introduction to Environmental Engineering and Laboratory, and assess and evaluate the effectiveness of the activities in enhancing student learning. Models and activities were adapted from Project WET, AEESP laboratory manual, and EPA material, while implementation is based on the ASCE ExCEEd teaching model. Project results are being disseminated through presentations at conferences and workshops, project webpage, and publications in engineering education journals. The intellectual merit of this project is the application of proven effective teaching techniques to environmental engineering courses and implementation of physical models and activities based on these techniques. The broader impacts include: improved student learning and enthusiasm for environmental engineering; increased participation of women and minorities pursuing environmental engineering; improved awareness of the interdisciplinary nature relationship between civil and environmental engineering projects; and potential application of adapted models and activities to other courses and outreach activities. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Chan Hilton, Amy Florida State University FL Sheryl A. Sorby Standard Grant 97648 7428 SMET 9178 0000099 Other Applications NEC 0410921 September 1, 2004 Enhancing Undergraduate Understanding of Transport Phenomena via Application of Computational Fluid Dynamics (CFD). Chemical Engineering (53) This project is enhancing undergraduate learning by integrating Computational Fluid Dynamics (CFD) modules into fluid mechanics and transport phenomena courses. Students are developing CFD numerical solutions to problems previously analyzed only via either simplified empirical correlations or laboratory experiments. The increased understanding the students are achieving through CFD solutions enable complex problems across a diverse range of engineering disciplines to be solved more effectively. Introducing CFD into undergraduate courses is possible because simplified CFD tools allow undergraduate students to solve complex problems without needing to become CFD software experts. The FlowLab simulation package, developed by Fluent Inc., appeals to and enhances the learning experiences of students with a wide variety of learning styles. The learning outcomes associated with this project are well defined, and the assessment techniques for documenting the achievement of these outcomes are comprehensive and rigorous. Presentations at conferences and published papers and articles are helping to disseminate outcomes as widely as possible. Close communication with ongoing, related CFD educational efforts elsewhere also provide opportunities for improving future CFD education modules and implementing them at more universities worldwide. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Curtis, Jennifer Rodney Fox Purdue University IN Susan L. Burkett Standard Grant 74986 7428 SMET 9178 0000099 Other Applications NEC 0410966 July 1, 2004 Collaborative Project: Adaptation of Globus Toolkit 3 Tutorials for Undergraduate Computer Science Students. Computer Science (31) The next generation of scientists and engineers need to prepare for a technological workplace that includes Grid computing, but little work is being done to provide Grid education to undergraduates. This project identifies and adapts Globus Toolkit 3 tutorial materials to make them appropriate for undergraduate computer science students. This toolkit is the first complete implementation of the Open Grid Services Infrastructure (OGSI). This project adapts existing instructional materials by clarifying and describing prerequisite knowledge, adding description and links to background details, adapting the existing laboratory exercises for undergraduate study, and identifying the ACM/IEEE knowledge units that correspond to the laboratory exercises. The exercises will be assessed and refined. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Apon, Amy University of Arkansas AR Stephen C. Cooper Standard Grant 72981 7428 SMET 9178 9150 0000099 Other Applications NEC 0410978 September 15, 2004 Introduction of Modern MS into the Upper Division Undergraduate Chemistry Curriculum. Chemistry (12) Intellectual merit: The major objectives of this project are 1) to improve the teaching and laboratory experience in undergraduate analytical and physical chemistry by providing experiments in areas of greater immediacy to students and 2) to stimulate their interests in modern chemistry. Mass spectrometry (MS) has become one of the major analytical techniques in the post-genomic era. Mass spectrometric analysis of both proteins and small molecules promises molecular advances that will revolutionize molecular medicine, molecular toxicology, and efforts to safeguard the environment and facilitate responses to bioterrorism. In revamping our upper division undergraduate laboratory curriculum, we therefore are introducing MS to both B.A. and B.S. students. The experiments being developed are adapted from the educational and research literature. The analytical chemistry laboratory (CHEM 304) is adding of the use of liquid chromatography tandem mass spectrometry (LC-MS/MS) to identify an unknown protein. The physical chemistry laboratory (CHEM 305/322) is adding the use of MS/MS to analyze a collision induced dissociation. The instrument is also available for other laboratory courses and for undergraduate research projects. The new experiments are being implemented over a three-year period, with the assistance of and feedback from our B.S. majors in the first year and a team of faculty consultants outside chemistry. Broader impacts: Making MS accessible at the undergraduate level is an innovative way to prepare students for the interdisciplinary future of science. The impact on student learning of incorporating the MS experiments in the laboratory courses is being evaluated by directed questionnaires and exit interviews regarding the MS experiments themselves, and in general by comparing test performances and student interest among the control B.A. major group in the first year (before the MS experiments have been implemented for them) to these data in the subsequent two years. We believe that students will become more excited about careers in chemistry and science in general as a consequence of their experience, and we expect to convey the projected success of this endeavor to other undergraduate programs. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Dunbar, Robert Mary Barkley Lawrence Sayre Case Western Reserve University OH Susan H. Hixson Standard Grant 63285 7428 SMET 9178 0000099 Other Applications NEC 0410989 September 1, 2004 Updating and Enriching an Undergraduate Physiology Laboratory Curriculum by Introducing Modern Techniques using an Inquiry-based Learning Model. Biological Sciences (61) The aim of this project is to prepare and inspire students to embark on successful careers in cutting edge scientific research or teaching by introducing inquiry-based learning strategies into the physiology laboratory curriculum. Educating students in how to do research is best accomplished by engaging them in research. In this project students are 1) conceiving of hypotheses; 2) planning projects, 3) carrying out the experiments; 4) critically analyzing the results, and 5) formulating the next step in the research. The equipment being introduced in the laboratory through this project exposes students to an array of contemporary technologies and skills, so that as they pursue their research they become aware of the utility of each technique/equipment introduced in the progression of the project. The interest of students in research is stimulated when they participate in the process of experimental design and discovery rather than following protocols provided to them. This approach follows the example of an NSF funded project at Loyola College in which students used a "goal-oriented approach, ... working cooperatively in small groups to answer basic biological questions..." A survey of students compares the career paths of those participating in the new Physiology Laboratory curriculum as compared to previous students of the Physiology concentration. We are updating and enriching four of our Undergraduate Physiology Laboratory courses by introducing current research equipment and techniques within the context of a research project. We plan to integrate a recently established course, Cell Physiology and Genomics Laboratory, by expanding a unifying theme and research project, "Investigating the Transfection, Expression and Role of Apoptotic Genes in a Cell Culture System." The approach of introducing a research orientation is also being adopted into our courses in Animal Physiology Experimentation, and Histology. Taking advantage of faculty expertise at Cornell, students in both courses are involved in phenotyping genetically modified mice with cardiomyopathyies. Histology students examine the morphology while Physiology students examine the function of modified as compared to normal hearts. The equipment acquired is also accessible to students enrolled in "Undergraduate Research in Biology," a course in which students can continue to pursue research started in the other laboratory courses. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Beyenbach, Klaus Nancy Lorr Cornell University - State NY Terry S. Woodin Standard Grant 146309 7428 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0410990 August 15, 2004 Laboratory Equipment for Modular Design of Undergraduate Environmental Geography Courses. Geography (88) The project is incorporating new instrumentation for particle size analysis and X-ray diffraction into the undergraduate environmental geography curriculum, enabling field and laboratory experiences to be fully integrated with traditional lecture-based learning. A Beckman-Coulter laser diffraction particle size analyzer, a Rigaku XRD system, and a computer system used to run them, are being used in six courses -- Soil Geography, Soils Lab Methods, Environmental Geography, Field Studies, Rivers, and Undergraduate Research -- that form the core of the Environmental Geography curriculum. Each instructor is emphasizing a different aspect of particle size analysis and X-ray diffraction, and, using this equipment, students are, for the first time, performing sophisticated analyses in a reasonable amount of time. Thus, projects involving the use of the instruments are being more easily integrated into existing courses. By widening the scope of student field experiences and involving students in local and regional environmental issues, these courses are leading to a more intuitive understanding of the principles of science and technology that are involved in real world environmental problem-solving. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Dahms, Dennis David May University of Northern Iowa IA Myles G. Boylan Standard Grant 72133 7428 SMET 9178 0000099 Other Applications NEC 0410991 August 15, 2004 Implementation of UC Davis Model Reformed Physics Course. Physics (13) The primary project goal is to improve student learning in physics for California State University San Marcos' (CSUSM) growing, diverse student population. It is well established that traditional lecture based introductory physics courses have less than optimal student outcomes. To improve student outcomes the physics department at UC Davis developed a reformed introductory physics course for the students in the bio-sciences. The reformed course follows an active learning model, including reduced lecture and increased time in active learning based discussion/laboratories along with reduced topic coverage and a modified course content sequence that begins with energy instead of forces. The outcomes of this course at Davis, especially the improved outcomes for women, make this course an excellent candidate for better serving CSUSM's diverse student population. This project is adapting and implementing this course at CSUSM. The project involves a two year staged implementation that includes close collaboration with the course originator, refinement of the curriculum to adapt it to the structural constraints of CSUSM, an evaluation of the effects on student learning by a professor of education, and an outside evaluation of the implementation by a working committee of physics faculty from institutions that are candidates for future adoption of the reformed curriculum. Specifically, this proposal is producing: 1. A newly installed active learning based curriculum at CSUSM that will become a standard part of the bio-science student's curriculum, enhancing learning outcomes and contributing to the culture of active learning at CSUSM. 2. A careful study of the implementation process for the reformed course that is identifying the barriers to implementation for this and other reformed courses. 3. A set of recommendations for the original course developer on the specific adaptations required for the success of the course at this and other institutions. 4. A dissemination of the results of the implementation to the original course developers, and to a broader audience at national meetings and in publications in the physics education research and in the science education research journals. 5. An improvement to the existing curriculum of the reformed course. The intellectual merit of this proposal stem from the implementation of a research based curriculum in a setting where the process of implementation can be evaluated and results disseminated to the science education community. The broader impact resulting from the proposed activity include: 1) improvement of student learning in physics at CSUSM, particularly of female students, and 2) establishment of the reformed course as a viable alternative for other institutions seeking improved student learning outcomes and resulting in the advancement of teaching and learning in undergraduate science and mathematics nationwide. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR De Leone, Charles California State University San Marcos Foundation CA Warren W. Hein Standard Grant 70811 7428 SMET 9178 0000099 Other Applications NEC 0410992 August 1, 2004 Peer Review as a Mechanism for Both Curriculum Reform and Assessment. Biological Sciences (61) A review of the undergraduate biology laboratory experiences at the University of South Carolina revealed a lack of emphasis on science inquiry skills, dissimilar introductory experiences for transfer students and the lack of comprehensive performance assessment benchmarks. USC's Biology Department has enacted several inquiry-based reforms, including the frequent use of peer review, and is now integrating a performance assessment system to illuminate the students' evolving inquiry skills. We have chosen the Calibrated Peer Review system developed at UCLA as the central mechanism to achieve these goals. The objectives of this project are to 1) integrate the Calibrated Peer Review system in our introductory and sophomore biology laboratories; 2) develop comprehensive performance assessment criteria and evaluation of the efficacy of our undergraduate curriculum by tracking changes in student inquiry skills from freshman to senior year; 3) provide professional development for faculty and teaching assistants in the pedagogical practices associated with inquiry-based, reflective learning; and 4) integrate curriculum reforms at our largest two-year partner institution (Midlands Technical College). The Calibrated Peer Review software facilitates students' critical thinking and evaluation skills by providing a framework within which students 1) receive guided experiences in evaluating example work (calibration phase), 2) anonymously review the work of peers and 3) self-assess. We are evaluating the impact of these reforms by tracking changes in students' written lab reports across freshman, sophomore and senior year. Capturing these laboratory reports via the CPR system provides a novel mechanism to evaluate the efficacy of our curriculum as a whole. We are providing professional development to faculty and teaching assistants responsible for enacting the curricular innovations. The fourth objective extends these curriculum reforms to Midlands Technical College. We are comparing performance of MTC transfer students in the sophomore level USC courses to the performance of students who took the entire sequence at USC to determine the effectiveness of the curriculum alignment efforts over time. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Timmerman, Briana Sarah Woodin Jonathan Singer Thomas Reeves University South Carolina Research Foundation SC Terry S. Woodin Standard Grant 199813 7428 SMET 9178 9150 0000099 Other Applications NEC 0116000 Human Subjects 0411022 August 15, 2004 Enhancing Learning in Electronics Engineering Technology. Engineering-Engineering Technology (58) Valencia Community College is developing coursework for a new Robotics and Simulation specialization within its Electronics Engineering Technology Associate Degree program. The new specialization is incorporating best practices in curriculum and instruction from other institutional models while addressing local industry needs. Site visits are providing information about textbooks and laboratory manuals to be used in the specialization courses, course syllabi, equipment and equipment maintenance, facility modifications to house equipment, lab safety practices, assessment practices, expected competencies, enrollment, faculty training resources, and course scheduling. An independent evaluator and representatives from the program's business advisory committee are providing continuous feedback to achieve maximum effectiveness of the project. The PI and Co-PIs are integrating research on measuring learning outcomes and diversity of learning styles with examples of best curriculum practices to enhance learning among Valencia's underrepresented significantly-minority and economically disadvantaged student population. Project activities include (1) identification of specific assessment practices that are designed to help students develop the skills, dispositions, and knowledge needed to be actively engaged in their academic work; (2) set and maintain realistically high expectations and goals; (3) seek and find connections to and real-world applications of what they're learning; (4) understand and value the criteria, standards, and methods by which they are assessed and evaluated; and (5) work regularly and productively with academic staff and students to help students attain a high quality academic performance. CCLI-ADAPTATION AND IMPLEMENTA ADVANCED TECH EDUCATION PROG DUE EHR Hawat, Gaby Nasser Hedayat Ali Notash Deb Hall Valencia Community College FL Lance C. Perez Standard Grant 75000 7428 7412 SMET 9178 1032 0000099 Other Applications NEC 0411037 September 1, 2004 Implications of STEM Discipline Research for Instructional Innovation and Assessment in Economic Education. Economics (82) In recent years there has been growing concern that the teaching of economics is lagging behind other disciplines in implementing innovations that engage students more actively in the learning process. To address this problem, our project is exploring a set of previously-NSF-funded teaching innovations from STEM disciplines that have demonstrated success, in terms of instructor use, student learning, and professional research, and is investigating their adaptability into economics education. The project is making significant intellectual contributions to the economics education knowledge base by: (1) undertaking a comprehensive analysis of six well-developed teaching innovations in STEM disciplines and applying them to economics education; (2) field-testing these teaching innovations, with a special focus on assessing the applicability of these innovations in economics, the linkages between modern learning theory and classroom experience, and the incorporation of new assessment techniques; and (3) providing an external review of our analysis and assessment of class-based field-testing by experts in economic education and STEM-related fields. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Simkins, Scott Mark Maier North Carolina Agricultural & Technical State University NC Myles G. Boylan Standard Grant 187457 7428 SMET 9178 0000099 Other Applications NEC 0411041 September 1, 2004 Integrating Data Analysis into the Curriculum: Responding to the Scientific Literacy Gap Among Undergraduate Students in the Social Sciences. Sociology (86) This project is adapting the Integrating Data Analysis (IDA) approach to undergraduate education that has been developed by the American Sociological Association and the Social Science Data Analysis Network. The IDA project is designed to address the scientific literacy gap among undergraduate students in sociology by incorporating data modules into non-research methods courses. In working with these data modules, students engage in investigative research and gain experience testing hypotheses and interpreting statistical data. The proposed project is incorporating a variety of well-designed research experiences into a range of sociology classes from the introductory ones through the most advanced electives. The common thread that defines this approach to sociology is that students are engaging in empirical research and critically evaluating data throughout their college program. Our adaptation of the IDA approach is meeting the special needs of a teaching-oriented sociology program with a high student/faculty ratio, large enrollments by non-sociology majors, and a substantial number of evening and weekend students at a non-residential Hispanic-serving and minority-serving institution. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Wilder, Esther Elin Waring Elhum Haghighat CUNY Herbert H Lehman College NY Myles G. Boylan Standard Grant 175000 7428 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0411053 July 1, 2004 Adapting ATLAST Problems into WeBWorK for Linear Algebra I and II. Mathematical Sciences (21) This project is adapting linear algebra problems developed under the NSF/DUE-funded ATLAST program, for incorporation into the WeBWorK computerized grading system. The resulting gains in grading efficiency allow faculty more time to assess the explanation parts of the ATLAST problems. In addition the project promotes the continued widespread use of these valuable exercises. All new problems and problem sets are being added to the WeBWorK problem library depository for free use by others, thus ensuring the broad impact of the project on the teaching and learning of linear algebra. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Hagedorn, Thomas Karen Clark The College of New Jersey NJ Lee L. Zia Standard Grant 110000 7428 SMET 9178 0000099 Other Applications NEC 0411059 September 1, 2004 Integrated Undergraduate Structural Engineering Laboratory. Civil Engineeing (54) An integrated undergraduate structural engineering laboratory, adapted from the Stahl and DeViries model, is being used as the basis for revision of all structural engineering design courses. The structural testing frame fabricated as part of this project is providing the means to conduct experiments on steel, concrete and timber structural elements. These experiments and the associated educational activities are significantly improving the undergraduate civil engineering curriculum, encouraging student interaction, cultivating student creativity, and bridging student connectivity between theoretical concepts and hands-on experience. The project is improving student retention rates, particularly among students from underrepresented groups. The equipment and associated experiments are bringing students from different concentration areas, mainly structural engineering, construction management, and geo-technical engineering together, and providing interdisciplinary interaction and engagement. This interdisciplinary learning environment is encouraging students to explore projects within various concentration areas. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Pong, Wenshen San Francisco State University CA Sheryl A. Sorby Standard Grant 135567 7428 SMET 9178 0000099 Other Applications NEC 0411070 September 15, 2004 Investigative Laboratories for Intermediate Physiology. Biological Sciences (61) The national educational process is frequently faulted for leaving its graduates without the deep conceptual understanding necessary to perceive connections among concepts and identify patterns within complex data. One effective strategy for promoting deep understanding, as well as appreciation for the scientific process and engagement with the excitement of research, involves investigative laboratories, in which students engage in an authentic research experience, one both "hands-on" and "minds-on." This project is implementing investigative laboratory experiences in undergraduate animal and plant physiology courses. Through the use of advanced equipment, these laboratory enhancements aim to bridge the intellectual gulf between avenues typically open to students and the type of work reported in journal articles. The project uses as a model a "Project Lab" paper by Deyrup-Olson and Riddiford (Physiology Teacher, 1975). The specific objectives, reflective of the project's intellectual merit, comprise: 1) implementation of the investigative laboratories; 2) development of students' scientific attitudes and appreciation of scientific inquiry; and 3) promotion of deep, coherent understanding of physiological concepts. The desired outcomes are a promotion of students' expertise and conceptual grasp of physiology and a positive shift in students' scientific attitudes and appreciation of scientific inquiry. The project's design and efficacy in achieving these objectives will be disseminated through presentations at national scientific meetings and via a manuscript written for submission to Advances in Physiology Education. The broader impacts are several-fold. Within Oberlin's Biology Department the proposed activities further advances efforts to adopt recommendations of the pivotal Bio2010 report of the National Academy of Science, especially for integration of teaching and research and involvement of students in meaningful research experiences. The true impact, however, will likely be greater, given that a high percentage of Oberlin graduates pursue careers in education, and it is believed that instructors tend to teach in the manner in which they were taught (Bransford et al., 2000). CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Allen, Taylor Marta Laskowski Oberlin College OH Terry S. Woodin Standard Grant 44590 7428 SMET 9178 7428 0000099 Other Applications NEC 0411075 September 1, 2004 REAL: The Reliability Analysis and Education Laboratory. Engineering-Engineering Technology (58) Through this project, Rochester Institute of Technology [RIT] is adapting the University of Maryland's exemplary program in Electronic Packaging and Reliability and implementing the Reliability Education and Analysis Laboratory [REAL]. The project is integrating reliability and failure analysis concepts and laboratory experience into the undergraduate electronics-packaging curriculum. The project impacts RIT's existing three-course sequence in electronics packaging, which is open to engineering and technology students in all disciplines, and to practicing engineers. Specific topics include failure modes, failure mechanisms, failure detection, failure modeling, root cause analysis, reliability statistics, prediction, testing and analysis. The laboratory component of REAL includes moisture sensitivity studies, thermal cycling of assemblies, and destructive and non-destructive analysis of assemblies. Through this laboratory experience, the students are able to apply learning reliability theory to today's complex workplace, and to qualify new products and processes. Included is an industry input mechanism to ensure its applicability to the engineering workplace. The outcomes from REAL are being shared with K-12 educators through Project Lead the Way summer training institutes. RIT is home to the National Technical Institute for the Deaf. Service to support these students is being incorporated into REAL. The project is leveraging campus-wide resources that provides a sustained recruitment and support mechanism for women and minorities. The project is focusing on student learning and is incorporating both formative and summative assessments to assess student learning. Techniques such as minute papers, one-sentence summaries, and application cards are being used to provide quick feedback to the teaching/learning process. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Ramkumar, S. Manian Scott Anson Rochester Institute of Tech NY Lance C. Perez Standard Grant 167525 7428 SMET 9178 0411076 September 15, 2004 An Integrated Core Curriculum of Cell Biology, Genetics, and Ecology Using the Desert Tree Lizard as a Thematic Organism. Biological Science (61). This CCLI Adaptation and Implementation type II project supports the implementation of an integrated core curriculum, linking cell biology, genetics and ecology via a focal organism, the tree lizard, Urosaurus ornatus. This abundant lizard, which is native to Arizona, provides a scaffold for multidisciplinary investigative studies that thread their way through a five-course biology core (Introductory Biology I & II, Genetics, Cell Biology, and Ecology), thereby demonstrating the interrelatedness of the various subdisciplines, as well as their dependence on mathematics, chemistry and physics. Based on a curriculum taught at Davidson College, students are introduced to scientific method, the tree lizard and its habitat in the introductory course. Subsequently, students explore a variety of topics, such as the microbial flora of the lizard's nasal passage, the detailed chemical and biological analyses of its habitat, analyses of population flow within the urban Phoenix, Arizona ecosystem, observation of courtship and aggression, and analysis of heat shock protein expression. All modules are being conducted in an active-learning manner and students are expected to contribute to experimental design. The culmination of the project is a detailed analysis (done by students in the Ecology course) of the tree lizard and its habitat, using data gathered in each of the classes during a given semester. In addition to the thematic animal focus, research-based lab modules (both in the laboratory and the field) and learning communities are employed as strategies to improve learning. The project also evaluates the effectiveness of this new approach compared to the traditional format used previously. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Dennis, Douglas Charles Deutch Matthew Kwiatkowski Pamela Marshall Ken Sweat Arizona State University AZ Terry S. Woodin Standard Grant 156000 7428 SMET 9178 0000099 Other Applications NEC 0411078 September 1, 2004 Problem-based Learning through Coordinated Laboratory Experiences in Biochemistry and Evolution. Biology (61) This CCLI A&I project creates a capstone experience for biology majors that reinforces the institution's goal of preparing biology students with the knowledge, skills, and courage needed to act responsibly as global citizens. The project consists of a two-semester sequence of courses that builds research skills and stimulates independent research, with student initiatives having the potential of being transformed into workable, community-backed conservation plans. Biochemistry is the first course in the sequence. Adapted from a laboratory directed by Janet Anderson at the University of Minnesota, it targets hypothesis development, primary literature synthesis and comprehension, and acquisition of commonly used molecular laboratory techniques and procedures. In the second course, Evolution, students are guided through a semester-long research project in which students apply their biochemistry skills to questions regarding the population genetics of mammals such as the fisher (Martes pennanti). An adaptation of a project-based, cooperative, student-directed course in cell biology at the University of Washington, the course also emphasizes leadership and collaborative research skills. Students apply knowledge across these courses and synthesize their understanding of molecular and cellular level processes upwards to population and evolutionary processes. The sequence involves a fundamental re-organization of the courses' laboratory experiences, connecting a more traditional lecture with non-traditional laboratory, and tying the two courses into a coherent sequence of learning goals. These modifications are designed to increase students' active engagement in learning and to better prepare students for independent undergraduate and graduate research. EXP PROG TO STIM COMP RES DUE EHR Coe, Natalie Meriel Brooks Green Mountain College VT Terry S. Woodin Standard Grant 39841 9150 SMET 9178 9150 0000099 Other Applications NEC 0411094 September 1, 2004 A Watershed Based Approach to Environmental Education Integrating Ecology, Hydrology, and Geochemistry. Earth System Science (40) This project adapts and implements approaches from published studies and recent NSF-CCLI projects in developing a cross-disciplinary watershed-based approach to environmental education within the watershed on the Binghamton University campus. The approach involves integrated study of physical, chemical and biological processes at three field sites within areas of differing land use. Instrumentation installed within the watershed is being used in hands-on learning activities, and is within walking distance of classrooms on campus. Pollution is serving as the common unifying theme as students assess the complexity of biogeochemical processes. The project is directly linking concepts within three courses in three disciplines: Environmental Hydrology (Environmental Studies), Environmental Measurements (Geology), and Ecosystem Ecology (Biology). Students, including future K-12 science teachers, are participating in designing and evaluating field exercises and in archiving the environmental data being collected. Project data is being archived in a website for rapid dissemination and retrieval. This multidisciplinary approach to environmental education is allowing students from diverse backgrounds to discover that processes ongoing in a mixed land-use watershed have universal relevance to quality of life issues and concerns including: 1) atmospheric deposition and its relation to air quality; 2) subsurface processes and the relation to groundwater quality, and 3) the relation of land use to surface water quality. The hydrological-geological-ecological linkage, using sites within a watershed on campus as the common platform, is providing an approach to studying earth system processes that is directly applicable to environmental problem solving in the real world. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Graney, Joseph Weixing Zhu Karen Salvage SUNY at Binghamton NY Jill K. Singer Standard Grant 85000 7428 SMET 9178 0000099 Other Applications NEC 0411095 September 1, 2004 Introducing Flow Cytometry into the Undergraduate Biology Curriculum. Biological Sciences (61) In order to enhance the number and quality of undergraduate laboratory offerings in cell biology and provide the students with more modern quantitative experiments, the Department of Biology at SUNY Binghamton is introducing the powerful technology of flow cytometry into the curriculum. Flow cytometry, used extensively in diverse areas of research to analyze fluorescent stained subpopulations of cells, is now sufficiently automated to be suitable for use in undergraduate laboratory courses. This provides opportunities for student-derived independent research projects. The goals of the project are to introduce quantitative flow cytometry experiments into the cell biology laboratory, to develop a mini-course focusing on flow cytometry principles, and to increase undergraduate student participation in research. Approximately 65 students a year are exposed to the technique of flow cytometry, both in cell biology and in the new mini-course. Project evaluation is both formative and summative and involves both students and faculty. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR McGee, Dennis Steven Tammariello SUNY at Binghamton NY Daniel Udovic Standard Grant 99928 7428 SMET 9178 7428 0000099 Other Applications NEC 0116000 Human Subjects 0411112 August 1, 2004 The Vollmer Planning Project: Increasing the Rate of Higher Education Among Police Professionals Through E-Learning. Social Science - Other (89) Although research shows that law officers benefit from higher education, the educational barriers they face are persistent, and, in comparison to other professionals, they are much less likely to seek postsecondary education. To reduce these barriers and increase the numbers of law officers pursuing higher education, this work is undertaking a 12-month process to plan the Vollmer project. Its main tasks are to: 1) identify curriculum, programs, and learning modules demonstrating alternative pedagogies that could reduce barriers; 2) design a comprehensive learning environment that will meet the needs of undergraduates who also are criminal justice professionals; 3) develop an action plan to implement the curriculum reform; and 4) design a database to collect information regarding the learners' experience in the Vollmer project. The project has the potential to increase the number of police officers continuing their careers with stronger skills. It is also providing a replicable model for other community colleges and law enforcement agencies as they work together to build a workforce that will meet heightened security challenges across the country. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Barker, Beth Kathleen Harmeyer Margaret Gilbert Michelle Jones Dundalk Community College MD David J. Mcarthur Standard Grant 70703 7428 SMET 9178 0000099 Other Applications NEC 0411143 July 15, 2004 Implementing Water Analysis Using Ion Chromatography into Early Undergraduate Chemistry Laboratory Curricula and Outreach Education. Chemistry (12) We employ two ion chromatography (IC) systems to introduce inquiry and discovery-based experimental projects in water analysis at both the college freshman and sophomore levels, as well as through outreach to gifted middle school students. Accurate analysis of cations and anions by ion chromatography in various water samples improves the laboratory experience of students, since it surpasses conventional titration methods that are difficult to control, exhaustive and tedious. The impact of the new modules on the laboratory curricula is evaluated by comparing motivation and learning with results from traditional experiments. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Chai, Minghui Sharyl Majorski Central Michigan University MI Herbert H. Richtol Standard Grant 66068 7428 SMET 9178 0000099 Other Applications NEC 0411144 July 15, 2004 Shocker Mindstorms: Engineering for Undergraduate Non-Engineers using Lego Mindstorms. Engineering - Other (59) This project is working to enhance the understanding of engineering methods and concepts by non-engineering undergraduates with a special emphasis on undergraduates that are future K-12 teachers. The project is adapting existing Lego materials to develop and teach a course presenting cross-disciplinary engineering concepts and practices. Modules are being developed for six engineering disciplines, and student teams are using the LEGO Mindstorms product to learn and practice the engineering design process. Efforts are underway to establish the course as an approved General Education course and also get it included in the Teacher Education Program. The evaluation effort, involving both formative and summative assessment, is being conducted by a separate research and evaluation center at the PI's institution. Student surveys and logs, special rubrics, and classroom observations are being used to evaluate changes in the students' knowledge and attitudes. Dissemination plans include journal and conference papers, a website, and a CD. The PIs also are planning a workshop for faculty members at other institutions and have commitments for involvement from four national leaders in the use of the LEGO materials in teaching engineering concepts. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Whitman, Lawrence Larry Paarmann James Steck David Koert Tonya Witherspoon Wichita State University KS Russell L. Pimmel Standard Grant 99743 7428 SMET 9178 9150 0000099 Other Applications NEC 0411151 September 15, 2004 Problem-Based Geophysical Learning Experiences for Undergraduates. Geology (42); Anthropology (81) This project is implementing hands-on, problem based, geophysical learning in both new and existing undergraduate laboratory and research courses. The new courses facilitated by this project are an intensive four-week geoarchaeological field course during the January Interim term, and eight-week student research experiences conducted in the summer. In both the new and existing courses, collaborative problem-based geological and geoarchaeological investigations are being conducted using magnetic, resistivity, and electromagnetic (ground penetrating radar) surveys. This incorporation of current geophysical methods and theory in real-world, hands-on learning experiences is an adaptation of two previously successful NSF supported projects, one at the University of Akron, in Ohio and the other at the Summer of Applied Geophysical Experience (SAGE) conducted annually in New Mexico. The Intellectual Merit of this project lies in its ability to make geophysical learning experiences attractive and valuable for undergraduates, and through bringing multiple geophysical survey techniques to bear on the same geological or archaeological situation, facilitating comparative and holistic investigation and collaboration. The broader impacts of this project include reaching a cross-disciplinary audience, and its focus on investigations of significant local interest. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Ferguson, Terry Wofford College SC Keith A. Sverdrup Standard Grant 38955 7428 SMET 9178 9150 0000099 Other Applications NEC 0411164 July 1, 2004 Improving Student Learning and Attitudes in Chemistry Through Early Undergraduate, Interdisciplinary Research Using ICP-MS. Chemistry (12) We are integrating early undergraduate, interdisciplinary student research into our first semester general chemistry lab and introductory geology courses. This research centers on the study of environmental problems/concerns in our area. We are using ion chromatography and inductively coupled plasma mass spectrometry (ICP-MS) to study both general drinking water quality and lead contamination of soil, the latter being a documented and serious problem in the city of Omaha. The project is vertically integrated into the department so that students in the upper division chemistry courses have an ongoing role in developing new research questions and projects for use in the introductory courses. In addition to improving the quality of the upper division laboratory experience, this serves to promote significant student mentoring interactions within the department. The goals of the project are to: 1) improve the crucial first impressions that students form about science at this level; 2) increase the number of chemistry and geology majors; 3) increase student independence, responsibility, and self-motivation; 4) increase retention of students in introductory chemistry and geology courses; and 5) increase the quantity and curricular relevance of science studied by pre-service teachers. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Richter-Egger, Dana James Hagen Robert Shuster Frederic Laquer University of Nebraska at Omaha NE Bert E. Holmes Standard Grant 99916 7428 SMET 9178 9150 0000099 Other Applications NEC 0411176 August 15, 2004 From Toys to Tools: Broadening the Reach of the Next-Generation Robotics Laboratory. Computer Science (31) Historically, computational interaction with the physical world -- intelligent sensing, actuation, and embodied reasoning -- has required expensive equipment with steep learning curves. Recently, undergraduate resources available for intelligent systems courses have expanded rapidly at prices -- and capabilities -- an order of magnitude lower. What is striking is the lack of options between the extremes of high cost and capability and low cost and capability. By combining and extending current trends in curricula, software, and hardware, this project uses off-the-shelf PCs and the adapts the NSF-supported Python Robotics (Pyro) software system to create a low-cost integration of research-caliber physical agents with common computing resources, refocusing undergraduate intelligent systems courses away from toy problems and platforms toward opportunities for open inquiry. This curriculum weaves units from the PIs' research subfields into courses serving a variety of students across the Claremont Colleges and beyond, to the women of Chatham College and the students of the Community College of Allegheny County. The software and curricular resources developed will be mainstreamed into their existing efforts for widespread distribution. An evaluation team of AI/robotics researchers from Bryn Mawr College, the University of Delaware, and Southern Illinois University will help adapt existing assessment instruments and will provide an external perspective on the results. Their feedback will both serve and measure progress toward the project's fundamental goal: raising the expectations of the power, flexibility, and cost-effectiveness possible in an undergraduate robotics laboratory. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Dodds, Zachary James Marshall Harvey Mudd College CA Stephen C. Cooper Standard Grant 132252 7428 SMET 9178 7428 0000099 Other Applications NEC 0411180 September 1, 2004 Implementation of the Learning Factory Model in the Montana Tech General Engineering Program (Butte MT). The Department of General Engineering at Montana Tech of the University of Montana in partnership with the Rocky Mountain Agile Virtual Enterprises Technical Development Center (RAVE TDC) are adapting and implementing the Product and Process Realization curricula associated with the Learning Factory Model. This educational model was originally developed by the University of Pennsylvania, the University of Puerto Rico and the University of Washington. This project is designed to enhance the economic well being of the state of Montana by supporting its light manufacturing industry with innovative educational programs; improve STEM education by developing experiential learning programs; and overcome engineering education competency gaps that have been identified by the Society of Manufacturing Engineers and others. The overall program of study is directed at and supported by a wide range of constituencies including undergraduate engineering students, technology students, manufacturing professionals, high school students and high school math, science and technology teachers. The program has a robust outreach program that is connecting the educational enterprise of Montana with national as well as local technology companies. The intellectual merit of the project is that it is developing effective and innovative educational programs in design and manufacturing. These programs emphasize multi-disciplinary team building and hands on learning within a modern fabrication facility. The project team has a broad range of competencies and experiences in manufacturing, design, business management and developing complex collaborations. The proposed work is building upon two years worth of effort by the principal investigator to develop a flexible manufacturing research facility within the state of Montana. This project is having a broader impact not only at Montana Tech but also the entire Montana University System. The proposed program is designed to establish a curriculum in which students learn and discover fundamental science and engineering concepts through active learning models that involve extensive development of new products. RAVE Manufacturing/Prototyping Center (RAVE MPC) supports the project by providing a precision fabrication facility. The proposed educational programs will support the RAVE MPC by developing students capable of effectively working in a modern, precision fabrication facility. This combination will allow the RAVE MPC to become the premier fabricator of scientific and educational instrumentation in the state of Montana and therefore support statewide research and education. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Donovan, Richard Montana Tech of the University of Montana MT Barbara N. Anderegg Standard Grant 75000 7428 SMET 9178 9150 0000099 Other Applications NEC 0411181 September 1, 2004 Integrated Laboratory of Power Electronics, Adjustable Speed Drives and Harmonic Filter & Compensator Design. Engineering - Electrical (55) This project is developing an integrated laboratory to support courses on power electronics, adjustable electric drives, and harmonic filters and compensators by adapting laboratory material developed by a nationally prominent program at the University of Minnesota. In addition, the investigators are introducing new experiments, developing interfaces for computer control of the instruments, and introducing Internet tools for distant access to some features of the laboratory. Finally, they are creating a new course on harmonic filters and compensators design. The evaluation process will use an evaluation of student products and a self-assessment survey to characterize changes in student leaning outcomes resulting for this laboratory experience. The PIs' plan to disseminate their experiences through the widely attended, national workshop on teaching power electronics and electric drives. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Czarnecki, Leszek Ernest Mendrela Louisiana State University & Agricultural and Mechanical College LA Russell L. Pimmel Standard Grant 72473 7428 SMET 9178 9150 0000099 Other Applications NEC 0411194 September 1, 2004 A Computer Laboratory to Support Integration of Visualization and Computation into the Curriculum. Chemistry (12) This project addresses the need for students to develop the ability to understand and visualize the particulate nature of matter. There is an increasingly important role for molecular modeling and computational chemistry in both academia and industry. A computer laboratory equipped with ChemOffice Ultra, Mathcad, Odyssey, and Spartan software packages allows for integration of visualization and computation into the chemistry curriculum. Activities that aid students in their ability to understand chemical phenomena and develop better spatial and visualization skills are incorporated into both lecture and laboratory. These activities also promote understanding of how molecular structure influences properties by allowing students to use modeling tools to make predictions and then compare them to experimental results. Other activities use Mathcad for exploring mathematical descriptions of chemical processes. In lower level courses the programs help students to better visualize concepts. The same programs allow for more investigative analyses in upper level courses as students become more competent with the software. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Cole, Renee Steven Boone Somnath Sarkar Scott McKay Glenn Petrie University of Central Missouri MO Eileen L. Lewis Standard Grant 79018 7428 SMET 9178 0116000 Human Subjects 0411200 August 15, 2004 Undergraduate Microfabrication Laboratory. Engineering - Electrical (55) The project adapts and implements microfabrication techniques from successful programs at Georgia Institute of Technology and Virginia Polytechnic Institute as it develops two undergraduate laboratory intensive courses. The first course introduces students to microfabrication techniques where they learn clean room operations and safety procedures and ultimately produce and test a MOS transistor. The second course presents more complex fabrication techniques that lead to the production of a simple microelectromechanical component (i.e., a MEMS device). An evaluation panel made up of faculty members, who have developed similar laboratories and courses, is assessing the program. The panel is examining student course evaluations, course content, and student work. The PIs plan to report the results of the development and evaluation efforts in journal and conference publications and to develop a web-based microfabrication reference tutorial. EXP PROG TO STIM COMP RES CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Kaiser, Todd Montana State University MT Russell L. Pimmel Standard Grant 160917 9150 7428 SMET 9178 9150 0000099 Other Applications NEC 0411219 July 1, 2004 A Multimedia Introduction to Computer Science: Two Courses from One. This project adapts a Georgia Tech course, "Introduction to Media Computing," to create two very different introductory computer science courses at University of Illinois-Chicago (UIC) to make these courses engaging, exciting and attractive to a large number and variety of students. One course, intended for students not majoring in computer science, will be a general fluency course, whose goals are to satisfy general student interests in computing and to help produce more informed citizens with respect to information technology. The other course will be a gentle introduction to computer science generally and programming in particular for the roughly 50-70% of incoming computer science majors who have very little background in computer programming, giving those equally qualified but less experienced students a course better suited to engage and excite them. This will level the playing field in the traditional CS 1 course and improve the retention rate of these less experienced computer science majors CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Sloan, Robert Patrick Troy University of Illinois at Chicago IL Stephen C. Cooper Standard Grant 99269 7428 SMET 9178 7428 0000099 Other Applications NEC 0411235 July 1, 2004 Hands-on Haptics: Critical Infrastructure for Mechanical Engineering Curriculum Enhancement. Engineering-Mechanical (56) This Adaptation and Implementation project is improving the effectiveness of laboratory exercises by adapting the use of a haptic paddle (a device that allows users to interact via a sense of touch with virtual environments) in a mechanical engineering modeling dynamic systems course. The project is using the successful Haptic Paddle Laboratory series developed at Stanford University and currently used in undergraduate courses at John Hopkins University. This project is: (1) Improving cohesiveness of course and lab content to deepen student conceptual understanding of system dynamics concepts; (2) Demonstrating that haptic virtual learning increases student's ability to apply conceptual knowledge to real-world systems, and (3) Improving understanding of critical system dynamics topics in a cost-effective way. Students are investigating how the haptic paddle can serve as a real electromechanical system with known parameters and how to use the haptic paddle as a tool to interact with virtual mechanical systems using LabView, Matlab simulations, and system interfacing. The project is demonstrating how the materials can be applied to a required course that is present in most undergraduate mechanical engineering curricula. Collaboration with colleagues, including faculty at a neighboring institution at the University of Houston that serves a substantial number of Hispanic students, is demonstrating the effectiveness of the lab series in teaching system modeling and system dynamics concepts to underrepresented classes of students. The dissemination plan includes presentation of a method that demonstrates how to adapt and improve the Haptic Paddle Laboratory series. These multi-sensory labs are closely tied to course concepts. Assessment of student learning, and the effectiveness of the outreach activities to the University of Houston and prospective Rice students are embedded throughout the project. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR O'Malley, Marcia William Marsh Rice University TX Kathleen A. Alfano Standard Grant 100000 7428 SMET 9178 0000099 Other Applications NEC 0411237 July 1, 2004 Collaborative Project: Adaptation of Globus Toolkit 3 Tutorials for Undergraduate Computer Science Students. Computer Science (31) The next generation of scientists and engineers need to prepare for a technological workplace that includes Grid computing, but little work is being done to provide Grid education to undergraduates. This project identifies and adapts Globus Toolkit 3 tutorial materials to make them appropriate for undergraduate computer science students. This toolkit is the first complete implementation of the Open Grid Services Infrastructure (OGSI). This project adapts existing instructional materials by clarifying and describing prerequisite knowledge, adding description and links to background details, adapting the existing laboratory exercises for undergraduate study, and identifying the ACM/IEEE knowledge units that correspond to the laboratory exercises. The exercises will be assessed and refined. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Mache, Jens Lewis and Clark College OR Stephen C. Cooper Standard Grant 42268 7428 SMET 9178 7428 0000099 Other Applications NEC 0411241 August 1, 2004 Enhanced Problem-Based Learning: Integrating Methodology with Technology. Discipline: Civil Engineering (54) The objective of this project is to integrate active learning (specifically, Problem-Based Learning-PBL) with an array of instructional technologies (including eTEACH adapted for the University of Wisconsin) to enhance both teaching and learning. The PBL models being adapted are drawn from sucessful applications at the University of Delware, San Diego State University, University of California-Irvine, and others. CME 430 - Land Development, traditionally a lecture-based content-oriented course has been transformed into a technologically advanced course that uses problem-based-learning (PBL) as the primary pedagogical tool. A design-build project is being used to provide the PBL experience. The Industry Advisory Team (IAT) meets regularly to assist the project. The team played a vital role in the development of the assessment and evaluation tools. The NDSU Information Technology Services unit provides support for three hands-on computer lab sessions related to web page development. Several course lecture sequences were converted to Power Point and are integrated with the video sequences in eTEACH throughout the course. The development of the Personal Response System (PRS) is underway. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR McIntyre, Charles North Dakota State University Fargo ND Sheryl A. Sorby Standard Grant 79697 7428 SMET 9178 9150 0000099 Other Applications NEC 0411242 July 15, 2004 Mass Spectrometry Across the Chemistry and Biochemistry Curriculum. Chemistry (12) This project aims to introduce mass spectrometry (MS) into all levels of the undergraduate chemistry and biochemistry curriculum at Arizona State University. A major objective of the project is to use MS as a means for developing "molecular thinking" in students. Acquisition of Gas Chromatography/Mass Spectrometry (GC/MS) and Matrix-Assisted Laser Desorption Ionization - Time of Flight (MALDI-TOF) mass spectrometers are enabling students to perform experiments using mass spectrometry in course-related laboratory work and independent student research. A number of experiments, with increasing complexity, are being adapted from the current scientific literature for instructional purposes at various levels of the curriculum including general chemistry, organic chemistry, instrumental analysis and biochemistry. Assessment of the outcomes of the project is being accomplished through a variety of methods including ongoing evaluation of students, TAs and faculty, as well as exit interviews and tests designed to measure how well the methods help students learn key mass spectrometry and chemistry concepts. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Francisco, Wilson Robert Blankenship Daniel Brune Edward Skibo Mark Hayes Arizona State University AZ Pratibha Varma-Nelson Standard Grant 75533 7428 SMET 9178 0000099 Other Applications NEC 0411246 July 15, 2004 Development of a State-of-the-Art Undergraduate Laboratory for Power Electronics Education. Engineering - Electrical (55) The project is developing a modern hardware laboratory that supports a tightly coupled introductory course in power electronics and a senior design project emphasis in this area. It is adapting a highly successful pedagogical approach and model laboratory developed at a leading program in this field at the University of Minnesota. The approach uses a building-block model to uniformly analyze all commonly used converter topologies, thereby allowing coverage of even advanced topics in the introductory course. The PI is modifying the model program by adding a special emphasis on the design aspects of power electronics, an introduction to digital control, and new experiments on the emerging field of power management. The evaluation effort is using student surveys, visits by local employers, and employer surveys to assess the effect of the approach on improving student learning, on attracting students to the field, and in providing skilled graduates in this field. Dissemination is being accomplished through participation in a widely attended, national workshop program on power electronics educations and through the seminar program of a power systems consortium with 13 university and 40 industry members. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Ayyanar, Rajapandian Arizona State University AZ Russell L. Pimmel Standard Grant 17456 7428 SMET 9178 0000099 Other Applications NEC 0411250 September 1, 2004 Discovery Experiments as a Vehicle for Enhanced Learning. Chemistry (12) The project implements the concept of higher-order discovery experiments (DEXS) into the chemistry curriculum, enhancing conceptual learning of chemistry. This involves modification of existing expository experiments, adaptation of new discovery experiments from the literature, and the creation of virtual computer-simulated discovery experiments. The project involves eight general chemistry, introductory chemistry, and organic chemistry laboratory courses and honors courses in general and organic chemistry. The model is also extended to upper-level chemistry courses , non-science major laboratory courses, and the Pre-Collegiate Development program for minority students who are planning to attend a college or university. Coupling discovery-based experiments with inquiry/problem-based experiments (tandem experiments) enhances conceptual understanding and critical reasoning skills and increases student interest and involvement in the laboratory. The laboratory transformation leads to additional team building and cooperation among the faculty who construct the program and who instruct the lecture courses that accompany the laboratory sections. Materials are available on CD, web pages and in publications. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Schoffstall, Allen Barbara Gaddis David Anderson University of Colorado at Colorado Springs CO Susan H. Hixson Standard Grant 175556 7428 SMET 9178 0000099 Other Applications NEC 0411257 August 1, 2004 A Laminar Flow Facility with Laser-based Visualization for Enhancing Undergraduate Fluid Mechanics Instruction. Discipline: Engineering-Other (59) This project involves the development of a laminar flow facility to enhance conceptual understanding in the undergraduate fluid mechanics curriculum at the University of Colorado. The facility includes a laser-based flow visualization system, enabling students to directly visualize basic and complex flow phenomena that are typically difficult to observe. The flow facility and the visualization system are being adapted from facilities and techniques that were piloted as educational tools at Stanford University. Existing facilities in the PI's teaching laboratory enable students to study turbulent flow; the new flow facility is designed to produce laminar and transitional flows. Students can visualize and quantify aspects of laminar and transitional jets, boundary layers, and flows past obstacles (including unsteady wakes). An Engineering Assessment Specialist at the University of Colorado is involved with an assessment of the effectiveness of the facility as a learning tool. Assessment tools include surveys, open-ended interviews, written tests, and course evaluations. The equipment developed with this grant is being used to develop multi-media educational content for National dissemination in two NSF-sponsored activities: the TeachEngineering digital library (intended for K-12 education) and the Multi-Media Fluid Mechanics CD-ROM series (intended for undergraduate education). CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Crimaldi, John University of Colorado at Boulder CO Sheryl A. Sorby Standard Grant 62348 7428 SMET 9178 0000099 Other Applications NEC 0411262 September 1, 2004 Teaching MEMS Technology to Undergraduate Physics and Manufacturing Engineering Majors. Interdisciplinary (99) This project is adapting lesson plans and laboratory experiments from micro-electromechanical systems (MEMS) programs at UC Berkeley and the University of Alabama for use in a new undergraduate MEMS curriculum that targets students in physics and manufacturing engineering. The implementation of these adaptations extends existing lab-based curriculum strengths in semiconductor manufacturing to include lab-based pedagogical activities in non-silicon sensor devices and MEMS themes. Project objectives include the development of "hands-on" laboratory activities to provide MEMS design, simulation, and fabrication experience, the use of modular web-based materials to permit self-paced study of important MEMS topics to accommodate individual learning styles, and the introduction of these topics and methods into existing interdisciplinary physics and manufacturing engineering undergraduate courses. In addition the project is enhancing employment opportunities in the emerging MEMS industry by providing new skills that enhance the ability of students to transition into the growing and multi-faceted MEMS industry. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Spencer, Gregory Vedaraman Sriraman Carlos Gutierrez Dugan Um Texas State University - San Marcos TX Lee L. Zia Standard Grant 170000 7428 SMET 9178 0000099 Other Applications NEC 0411278 September 15, 2004 Physical models in teaching structure and function of biological macromolecules to undergraduates. Biological Sciences (61) This project is adapting technology for producing three-dimensional physical models, developed at the Milwaukee School of Engineering, to the teaching of macromolecular structure and function to undergraduates and graduate students in biology, biochemistry, and chemistry at the University of Wisconsin-Madison. The PI team is creating a new honors course in which undergraduates work with researcher-mentors to produce both a physical model and a computer-based tutorial that illustrate some aspect of the function of a macromolecule of interest. The models and tutorials created by these mentor-student teams are then introduced into the classroom in five undergraduate and three graduate courses that cover macromolecular structure and function at several levels. The efficacy of the model-tutorial combination in teaching structure and function of macromolecules to different student audiences with different levels of chemical sophistication is being evaluated. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Nelson, David George Phillips Katrina Forest Alan Wolf Samuel Butcher University of Wisconsin-Madison WI V. Celeste Carter Standard Grant 200909 7428 SMET 9178 0000099 Other Applications NEC 0411289 August 15, 2004 Integrating Fluorescence Spectroscopy Throughout the Undergraduate Chemistry and Biochemistry Curricula. Chemistry (12) Spectroscopic methods, such as fluorescence, are used in diverse areas of chemical sciences to investigate chemical structure, molecular interactions, optical properties, biomolecular structure and function, kinetics, bioassays, and many other applications. By implementing the use of a fluorescence spectrophotometer, the integration of fluorescence spectroscopy throughout our undergraduate chemistry and biochemistry curricula is significantly enhancing the students' learning experience by 1) using modern instrumentation to develop practical skills in acquiring spectroscopic data and 2) using meaningful data to demonstrate the principles of spectroscopy and thereby helping students comprehend spectroscopic theory and the quantum mechanical basis of energy transitions. By exposing students to fluorescence and spectroscopic concepts throughout their college careers, students are expected to retain their knowledge of spectroscopic concepts, which will enable them to better apply this knowledge to scientific problems in the future. This project also is an essential component in Departmental efforts to modernize the undergraduate laboratories and implement project-based exercises. Fluorescence spectroscopy is being integrated into the following lower and upper division courses: general, analytical, instrumental, physical, and bio-chemistry. Our plans include the adaptation and implementation of fluorescence-based experiments from the primary research literature or from the Journal of Chemical Education, along with the development of new laboratory modules that emphasize basic spectroscopic theory and the complementary nature of many analytical techniques. The fluorometer also is being used in faculty-directed undergraduate research projects that students are encouraged to begin as early as their sophomore year. The fluorometer is centrally located in the Department's instrument laboratory and is made available to other departments via Western Washington University's (WWU's) Integrated Laboratory Network (ILN). The ILN is a computer network that enables remote access to instruments, software, on-line instrument tutorials, and data files. Intellectual Merit A fundamental understanding of spectroscopic methods and their applications is essential for physical scientists. This project addresses this need by implementing interdisciplinary and project-based laboratory exercises throughout the chemistry and biochemistry curricula. Broader Impacts The acquisition of the fluorometer significantly enhances the Department's and WWU's infrastructure for undergraduate research and education. The incorporation of fluorescence and molecular spectroscopy in the lower-division chemistry courses is impacting a diverse group of students, many of whom are not chemistry majors. The implementation of project-based, interdisciplinary experiments presents a more realistic picture of scientific discovery to students, and demonstrates the relevance and significance of scientific research. Experiments and methods developed as part of this project will be disseminated via the internet and in the chemical education literature. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Emory, Steven Spencer Anthony-Cahill Western Washington University WA Susan H. Hixson Standard Grant 35350 7428 SMET 9178 0000099 Other Applications NEC 0411293 September 1, 2004 Introduction of GC/MS throughout the Undergraduate Curriculum. Chemistry (12) The Department of Chemistry is acquiring a gas chromatograph/mass spectrometer that is dedicated to hands-on learning experiences for students at all levels. Intellectual Merit Introductory general education students are observing demonstrations and collecting and analyzing data. The instrument is incorporated into the chemistry major in a spiral curriculum: chemistry majors use the instrument in ever more sophisticated experiments as courses progress from lower division organic chemistry to senior research projects. In a systematic sequence of experiments, students use the instrument to identify reaction products, quantify contaminant levels, elucidate reaction mechanisms, assay product purity and determine isotopic abundances of heavy metals. Experiments are being adapted from the educational literature in order to design a careful progression of experiences that expose students to the wide range of types of problems that can be investigated with the help of results obtained from a GC/MS. The instrument also is supporting development of undergraduate programs in environmental chemistry and forensic science and is enhancing outreach activities to local high schools and to tribal colleges in Montana, again by adapting experiments from the educational literature and from EPA protocols. Broader Impacts This project involves curricular improvements for non-science majors, chemistry majors, and other science majors, and includes components directed at student recruitment and outreach to high school students and teachers. A significant part of our recruitment of new majors dovetails with our outreach to regional high school teachers who supervise student research projects utilizing GC/MS. Many of the high school projects deal with local issues and help portray the service role of the university to the community. Use of the instrument in an REU program is enhancing research experiences for Native Americans and underrepresented students. The instrument is important to the development of undergraduate concentrations in environmental and forensic science within the chemistry major. The forensic science program is addressing national and regional needs for trained forensic scientists. Experiments and experiences with the introductory programs, outreach programs, spiral curriculum and new concentrations will be widely disseminated, enabling adaptation and implementation of project results in other institutions. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Smith, Garon Christopher Palmer Earle Adams University of Montana MT Susan H. Hixson Standard Grant 40280 7428 SMET 9178 9150 0000099 Other Applications NEC 0411308 August 15, 2004 Collaborative Curriculum Enhancement: Undergraduate Instruction in Chemistry, Biology, Computer Science and Forensic Science. Interdisciplinary (99) An interdisciplinary team of faculty and administrators introduce students and educators in the use of analytical techniques and curricula associated with the broad scope of chemistry, biology and computer science in order to launch a new, undergraduate program in forensic science. The project incorporates the area of computer-related crime into the course of study. The project also produces a short course in forensic science for the interdisciplinary team, examines a variety of other university curricula and produces laboratory and classroom pilot projects. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR DeLaet, Dru Kim Weaver Helen Boswell Michael Grady Lamar Jordan Southern Utah University UT Herbert H. Richtol Standard Grant 41178 7428 SMET 9178 0000099 Other Applications NEC 0411319 September 1, 2004 Integration of NMR Spectroscopy Across the Undergraduate Curriculum. Chemistry (12) This proposal incorporates NMR as an integral part of the instructional methodology of each upper division and laboratory course within the department. NMR spectroscopy is introduced to students starting in the first semester of organic chemistry and each subsequent course builds on this foundation of 1D and 2D NMR. The NMR is also used in undergraduate research projects, required of all majors. High school teachers and students are provided with experiences using NMR through a series of workshops and classroom experiments. Faculty and students from a neighboring college also have full access to the NMR facility. The goals of this proposal are evaluated with four methods: 1) administrating the ACS course exam for the final in each course in our curriculum, 2) evaluation of our seniors with the ETS senior exit exam, 3) monitoring successful completion of advanced degrees completed by our graduates, and 4) subjective evaluation using a tool developed by the University of Florida in 1999 that is specific to using NMR in the curriculum. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Nogales, Daniel Duran Anstine Jennifer Chase Jerry Harris Northwest Nazarene College ID Eileen L. Lewis Standard Grant 88932 7428 SMET 9178 9150 0000099 Other Applications NEC 0411320 August 1, 2004 Adapting Multiple Intelligence Principles to Increase the Number of Quality Hispanic Engineering Graduates. UTEP is increasing the success rates of undergraduate engineering students by adapting methods from the New Mexico State University. The methods address multiple intelligences and are implemented in a peer facilitator environment. The project integrates hands on demonstrations, computer simulations, and other learning aids into a collaborative undergraduate engineering classroom to produce deeper understanding of the basics of engineering. Expectations include higher pass rates and better longitudinal performance as compared to historic data. Consider for example, the scenario in which a group of students studying dynamics are shown a vibratory feeder in which screws seem to magically walk themselves up a ramp into a predetermined location where they are picked up by a robot. The phenomenon is a simple application of stick/slip friction. The students experiment with the device to discover how it works, use a simulation to determine the effect of changing parameters, then design a new vibratory input to move the screws as quickly as possible. Formative assessment measures are being used to direct the curriculum development. Summative assessments are being used to test the efficacy of the interventions in both the short and long term. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Everett, Louis University of Texas at El Paso TX Sheryl A. Sorby Standard Grant 150000 7428 SMET 9178 0000099 Other Applications NEC 0411330 September 1, 2004 Integration of Computer-Based Electronics Laboratory into a Control Sytems Course in Electronics Technology. Engineering-Engineering Technology (58) The goal of this project is to adapt the work of other researchers to improve the delivery of electronics lecture and laboratory content in the Electronics & Computer Technology (ECT) for students enrolled in Industrial Technology. The project is creating online lecture and laboratory materials for an upper division electronics course in control systems. The project is (1) revising the lecture and laboratory content to be in line with theories of effectiveness in web-based instruction (Fisher & Nygren in 2000 and Shiratuddin, Hassan and Landoni in 2003); (2) developing multimedia lecture materials using WebCT (Sharer & Frisbee in 2003); (3) revising the laboratory activities to integrate an electronics kit so that students can complete ten laboratory exercises following the model established by Wang (2003); (4) adapting the curriculum materials to be in line with research on learning styles of women and minority students; (5) and integrating LabVIEW and Multisim into the class to provide the students with realistic, industry-based simulation experiences. The program is building upon a problem-based learning initiative at San Jose State University, which uses mobile technologies to transform the learning environment. Students' performance using this curriculum will be compared with students who are enrolled in a traditional laboratory that uses electronic test equipment. The project is developing methodologies that target the learning styles of minority and women students because approximately two-thirds of undergraduates in the Electronics and Computer Technology program are identified as having non-White ethnicity. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Garcia, Julio Patricia Backer San Jose State University Foundation CA Kathleen A. Alfano Standard Grant 99521 7428 SMET 9178 7428 0000099 Other Applications NEC 0411331 July 1, 2004 Hands-on Introduction to Chemical and Biological Engineering. Discipline: Chemical Engineering (53) The freshman seminar course has been revised by modeling it after Rowan University's exemplary Freshman Engineering Clinic course that utilizes a hands-on laboratory approach to introduce freshman students to engineering. Innovative laboratory modules developed and published by faculty at Rowan under NSF funding have been adapted and implemented. These laboratories utilize common activities (such as brewing coffee, taking blood pressure, and delivery of medication) to teach fundamental engineering principles, techniques for experimental measurement, data representation and analysis, and group problem solving and communication skills. Many of these laboratories are designed to build upon the student's current base of knowledge and experience. A unique aspect of this laboratory based course is that many concepts are taught in an inductive learning format. Students are asked to predict experimental outcomes, perform the experiments, plot and analyze the data, and compare results to their predictions. All this occurs prior to exposing the student to the underlying theory and predictive calculations. By presenting concepts in this manner, the students personalize the learning thereby leading to improved mastery, retention, and transferability of fundamental principles to other situations. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Duffy, James Betsy Palmer Montana State University MT Sheryl A. Sorby Standard Grant 83443 7428 SMET 9178 9150 0000099 Other Applications NEC 0411344 September 1, 2004 Re-Modeling for Algebra-based Physics. Physics (13) Hawaii Pacific University is in the initial stages of reform of the algebra-based physics course. During the first year of reform, algebra-based physics has been converted from separate lab and lecture classes to a studio format, with lab and lecture integrated into one course. Modeling Instruction, as described by Hestenes (see for example, Am. J. Phys. 55(5), 440-454, (1987)), applies a studio-based approach to a model-centered curriculum where the focus is on the process of building and using models. Introduction of Modeling Instruction in the algebra-based curriculum is an on-going effort. Accordingly, this project is supporting adaptation of studio physics and Modeling Instruction with the assistance of the technological capabilities of the physics department. In this project existing university modeling curricula, which is written for calculus-based physics, is being adapted to algebra-based physics and to the particular needs of students at Hawaii Pacific University. This project includes funds for technological and curricular development and is providing compelling data about the differences between low-tech and high-tech studio physics classes. These data are useful to physics instructors considering the development of high-tech classrooms. The project is also providing evidence of the applicability of modeling instruction to algebra-based physics classes. Often, algebra-based physics affects a greater number of students than the calculus-based course; this effort extends benefits of modeling instruction to a greater number of students. Finally, this combination of Studio-based instruction with the Modeling curriculum provides a template for developing algebra-based instruction. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Brewe, Eric Hawaii Pacific University HI Duncan E. McBride Standard Grant 50000 7428 SMET 9178 9150 0000099 Other Applications NEC 0411351 August 1, 2004 Learning at the Interface Between Chemistry and Biology. Chemistry (12) An Atomic Absorption Spectrophotometer (AA) is being used as the centerpiece for developing a research project based chemistry lab curriculum that has been introduced into the third quarter of General Chemistry. The AA is being used by students to study the phytoremediation of heavy metals by plants as a means for environmental detoxification. Analytical methods from both the educational and research literature are being adapted for use in the project. Using the AA, General Chemistry students are conducting ongoing research projects that are providing them with experience with the scientific method and that are allowing them to experience the interconnectivity between chemistry and biology. An artificial marsh is being utilized by students to research the effects of various physical parameters on the uptake of heavy metals by plants and to screen local marsh plants for their ability to hyperaccumulate heavy metals. After incorporating the AA and the research studies into the General Chemistry lab curriculum, the project will be expanded to include faculty who teach in the areas of physical science, biology and geology at both the college and local high schools. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Sylvia, Ann Randall Sloper Southwestern Oregon Community College OR Pratibha Varma-Nelson Standard Grant 72091 7428 SMET 9178 0000099 Other Applications NEC 0411367 August 15, 2004 Introducing Computerized Data Acquisition Signal Processing and Control to an Advanced Physics Laboratory. Physics (13) Computerized data acquisition, signal processing, and control is integral to the practice of modern experimental physics, yet the typical physics curriculum does not teach these modern practices. At U.C. Berkeley, all Physics and Engineering undergraduate majors take a two or three semester-long course on experimental practice. Currently, during the first two thirds of the first semester of this course, the students learn the still-necessary art of analog electronics. The final third of the first semester is devoted to the now-obsolete study of gate-level digital electronics. This project replaces the curriculum on the obsolete material with a study of computer-based experimental techniques. The required part of the new curriculum (three weeks) introduces students to programming in LabVIEW, computer-based waveform generation (including material on Nyquist's Theorem,) signal acquisition (including material on aliasing, quantization, linearity, and noise,) signal processing (including material on digital filtering, FFT and Lock-in techniques), and process control. Students do real laboratory exercises using equipment donated by National Instruments. During the final two weeks of the course, the students design and construct a final project of their choice; many of the final projects employ the student's newly learnt computer techniques. The new material is based on proven techniques from research. The curriculum is adapted from material available in several texts, papers, the web, National Instruments, and from previous Course, Curriculum and Laboratory Improvement grantees. The project will report on the new curriculum at Association of Physics Teacher meetings. Intellectual Merit: The knowledge learnt in the proposed curriculum brings students much closer to being practicing experimental scientists. Broader Impact: By improving their laboratory skills, students are better able to contribute to their chosen field after they graduate, whether it be physics, some other science, or engineering. Moreover, their new skills make it easier for them to participate in undergraduate laboratory research. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Fajans, Joel James Siegrist William Holzapfel University of California-Berkeley CA Duncan E. McBride Standard Grant 29092 7428 SMET 9178 0000099 Other Applications NEC 0411378 August 15, 2004 Increasing Breadth in the Separation Science Curriculum in Chemistry: Addition of HPLC and CE to Analytical, Organic, and Biochemistry Lab Instruction. Chemistry (12) New and adapted separation experiments are being developed to build awareness among our students of the capabilities and limitations of high performance liquid chromatography (HPLC) and capillary electrophoresis (CE). The project involves incorporating separation science experiments and concepts across several chemistry laboratories so that, with repeated exposure, students have a clearer understanding of the experimental parameters that affect separation. Students will work together in an adaptation of the group format described by John Walters in a series of articles (Walters, J. P.; Analyt. Chem. 1991, 63, 971A; Analyt. Chem. 1991, 63, 1077A; Analyt. Chem. 1991, 63, 1179A). Ultimately students learn to adjust these parameters to improve separation. They also learn the full range of applicability of these instrumental techniques by analyzing a broad range of samples with different goals in mind, including chiral analysis, methods development and simulation, and protein and peptide characterization. Chemistry majors will discover that separation science has obvious applicability across all of the molecular sciences, and they will become more adaptable in their ability to solve chemical problems with a more complete and unified approach than before. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Stolzberg, Richard John Keller Thomas Green University of Alaska Fairbanks Campus AK Terry S. Woodin Standard Grant 81523 7428 SMET 9178 9150 7428 0000099 Other Applications NEC 0411905 August 1, 2004 Special Project: Java Resources for Introductory Computer Science Education. This project supports the development of a set of resources for using Java in the introductory programming course in computer science. The resources include - a definition of a subset of the Java standard APIs appropriate for the introductory course - a public Web site containing a manual for this subset, and - a set of APIs appropriate for the introductory course There will also be a survey and evaluation of noncommercial resources for teaching Java. The project will support and enable improved pedagogy in the introductory programming course in Java by solving a number of problems encountered by instructors in using Java in its current state. This will lead to a larger and more diverse group of students completing the introductory course and being able to go on to further study in computer science. CCLI-EDUCATIONAL MATERIALS DEV SPECIAL PROJECTS - CISE DUE EHR Roberts, Eric Association Computing Machinery NY Stephen C. Cooper Standard Grant 40400 7427 1714 SMET 9178 1714 0000099 Other Applications NEC 0411919 June 1, 2004 Mathematician Study Group of State Standards in Mathematics: Participation in the NCTM/ASSM Conference to be held in Park City, Utah, July 21-25, 2004. The Institute for Advanced Study will convene a group of research mathematicians with significant experience in K-12 mathematics education to participate in the National Council of Teachers of Mathematics/Association of State Supervisors of Mathematics (NCTM/ASSM) conference in Park City, Utah on July 21-25. This group will examine the analysis of state mathematics standards developed by the NCTM/ASSM conference from the perspective of the coherence of mathematics content and priorities and sequencing of topics across grade levels. The group will draft a set of 130 problems (roughly 10 per grade level) exemplifying core knowledge and proficiencies in a mathematically focused, coherent K-12 curriculum. INSTRUCTIONAL MATERIALS DEVELP MSP-OTHER AWARDS DUE EHR Griffiths, Phillip Roger Howe Institute For Advanced Study NJ John S. Bradley Standard Grant 69840 7355 1793 SMET 9177 0000099 Other Applications NEC 0412072 September 1, 2004 The Rice University Mathematics Leadership Institute. Three mathematical sciences departments at Rice University, in partnership with Aldine and Houston Independent School Districts, are providing the Mathematics Leadership Institute (MLI) for high school mathematics teachers in the Houston area. MLI is a collaboration among two ethnically diverse school districts, the Departments of Mathematics (MATH), Computational and Applied Mathematics (CAAM), and Statistics (STAT) at Rice University and the Rice University School Mathematics Project (RUSMP). The MLI is developing a cadre of 80 lead teachers in mathematics and expanding teachers' knowledge in each of the important mathematics strands that form the core of the high school mathematics curriculum. Lead teachers on each high school campus provide mathematics content and pedagogical support for the entire mathematics department. In addition to developing mathematics teachers who are able to engage all students in challenging mathematics and ensuring all students have access to and encouraged to participate in challenging and advanced mathematics courses, the project is also impacting the instructional practices of college faculty, post-docs, and graduate students. Each institute under MLI consists of two four-week sessions conducted over two consecutive summers and focusing on increasing teachers' knowledge of mathematics and pedagogy, leadership development, current research on mathematics education, advances in technology, diversity issues related to student achievement gaps and retaining and strategies for retaining a diverse teaching workforce. Lead teachers' academic year activities include collaborative planning, coaching, demonstration teaching, and co-teaching with high school mathematics teachers, monthly meetings for the Institute participants, colloquia, seminars, and opportunities to participate in discussion groups with mathematics faculty, post-docs and graduate students and to collaborate on the development of curriculum materials. The Institute also supports teachers as they prepare for Texas Master Mathematics Certification. Through their interactions with lead teachers, CAAM, MATH, and STAT faculty, post-docs, and graduate students are gaining valuable insight into successful teaching practices that will transfer to their own practice. Teaching & Mstr Tchng Fellows MSP-TEACHER INSTITUTES DUE EHR Polking, John Richard Tapia Anne Papakonstantinou Michelle Rohr Ann McCoy William Marsh Rice University TX Joan T Prival Standard Grant 4166679 7908 1777 SMET 9178 9177 1777 0116000 Human Subjects 0412324 August 1, 2004 NSF Institute: Preparing Virginia's Mathematics Specialist. Title: Preparing Virginia.s Mathematics Specialists Lead Partner: Virginia Commonwealth University Virginia Commonwealth University, in conjunction with the Virginia Mathematics and Science Coalition, two university core partners (Norfolk State University and the University of Virginia) and 5 school district core partners offers an NSF Institute to prepare K-5 middle school Mathematics Specialists. Two cohorts of 25 teachers each earn Masters Degrees in mathematics content and educational leadership, which encompass the proposed activities specified for licensure as a Mathematics Specialist by the Virginia Department of Education. Participants are recruited from participating school systems across the state, representing diverse populations, based on recommendations from school administrators. The school system agrees to assign teachers who complete the Masters Degree program to be licensed as Mathematics Specialists with sufficient non-classroom time to carry out their responsibilities as specified under the established Virginia description for Specialist. The Institute features: Four-week residential sessions in three successive summers (repeated for a second cohort) with extensive academic year follow-up program; one academic year distance learning class; and one academic year practicum/project class. Courses are team-taught by university mathematics and mathematics education faculty along with school system Master Teachers and Mathematics Supervisors. The Intellectual Merit of the project responds to the need to prepare a core of Virginia's first Mathematics Specialists for assignment in K-5 schools following the Virginia's Department of Education endorsement of the concept of Mathematics Specialists to lead mathematics instruction in schools across Virginia. Specialists will be leaders within their schools assisting colleagues in teaching the mathematics their students need in preparation for advanced mathematics and science curricula in future years and leading teacher professional development. The Broader Impacts of this project are reflected in the mathematics interest and preparation of Virginia's K-5 students resulting in increased mathematics ability and achievement. The enhanced preparation and motivation enhances achievement of students in mathematics and science curricula during their succeeding K-20 studies. The project and its research/ evaluation based refinements serve as a model for the preparation of Mathematics Specialists, which will be sustained by partner institutions and adaptable to other Virginia and national Specialist training programs. *** Teaching & Mstr Tchng Fellows ROBERT NOYCE SCHOLARSHIP PGM MSP-TEACHER INSTITUTES DUE EHR Haver, William Ena Gross Aimee Ellington Denise Walston Vickie Inge Virginia Commonwealth University VA Joan T Prival Standard Grant 4520204 7908 1795 1777 SMET 9178 9177 1777 0116000 Human Subjects 0412342 August 1, 2004 Standards Mapped Graduate Education and Mentoring. A uniquely integrated Partnership between Florida Atlantic University and The Broward County School District, the nation's fifth largest fully-accredited school district, proposes an Institute for Standards Mapped Graduate Education and Mentoring for Middle Grade Math Teachers for a 5 year period. The partnership builds upon a highly successful working relationship and existing institutional cooperation. The dedicated team of researchers, administrators, and teachers provides a strong foundation for the success of the new program. The Institute creates and delivers a unique curriculum for graduate-level middle grade teacher education as an extension of the MST (Master in Science in Teaching) degree program of the FAU Dept. of Mathematical Sciences. Ongoing development of the multidisciplinary curriculum by faculty and teacher leaders is based on a new concept mapping approach and includes technology and science integration. Major components of the program include a sequence of special evening MST classes for teachers presented in Broward County, intensive Summer Institutes with Student Camp, Biannual weekend Pedagogy Conferences and Follow-Up Meetings, and an online community. The program significantly raises the performance of participating teachers and correspondingly the standardized test scores of their students. Over its duration the Institute creates a hierarchical community of teacher leaders and mentors including more than 50% of all middle grade math teachers with over 20% receiving advanced graduate credit. The testing ground is nearly 500 middle grade mathematics classrooms in Broward County. The intellectual merit lies in the ambitious goal of the proposal to eliminate the many crucial gaps in content and pedagogy between the university-level approach to a teacher's math and science preparation and the daily requirements of a diverse standards-driven classroom. Intellectual content advancement of the teachers is integrated and mapped to curriculum standards and their classroom realization and driven by the content and pedagogy of the Florida Sunshine State Standards and the National Council of Teachers of Mathematics standards. The broader impacts of a successful Institute are a viable model for institutional change and standards mapped graduate education for all science and math teachers: enhanced levels of teacher intellectual achievement in classes relevant to their classrooms, teacher appreciation of higher level multidisciplinary connections and technology enrichments, and university faculty understanding and awareness of district standards and pedagogy. Teaching & Mstr Tchng Fellows ROBERT NOYCE SCHOLARSHIP PGM MSP-TEACHER INSTITUTES DUE EHR Peitgen, Heinz-Otto Richard Voss Judith Jordan Franklin Vodolo Florida Atlantic University FL Lance C. Perez Standard Grant 4454964 7908 1795 1777 SMET 9178 9177 0000099 Other Applications NEC 0116000 Human Subjects 0412343 September 15, 2004 Rocky Mountain Middle School Math Science Partnership: 15 Months to Highly Qualified. The Rocky Mountain Middle School Math Science Partnership: 15 Months to Highly Qualified is a Partnership comprised of three core partner Colorado school districts, Jefferson County, Brighton, and Mapleton, and the University of Colorado at Denver (CU-Denver) as the lead institution. Supporting partners include the University of Denver (DU), the Metropolitan State College of Denver (MSCD), and the Colorado State University (CSU) with affiliations to Ft. Lewis College, the Front Range Board of Cooperative Educational Services, and four school districts: Adams County 14, Englewood, Elizabeth, and Gilpin County. Over the five years of the project, approximately 600 teachers will be involved and 26,400 students in grades 6-8 will be impacted. The Rocky Mountain Middle School Math Science Partnership (RM-MSP) will increase student achievement in high quality mathematics and science coursework and reduce the achievement gap between minority and non-minority middle school students by focusing the combined expertise of seven school districts and four higher education institutions on implementation of challenging curriculum taught by highly qualified and diverse teachers in grades 6-8. Invoking the motto, "15 Months to HQ" (highly qualified), this project will institutionalize the development, adaptation, and implementation of university coursework, which will boost the content and pedagogical knowledge of middle school mathematics and science teachers. The RM-MSP goals are to: --Enhance Teacher Quality through intensive professional development that is grounded in scientifically-based research and tightly linked to quality instructional materials, and which results in certification for teaching mathematics or science in the middle grades and a corresponding endorsement in mathematics and science at the state level; --Enhance Access to Challenging Curriculum ensuring that all middle school students in the partner districts will have equitable access to challenging curriculum by supporting teachers and their districts in the implementation of challenging, research-based curriculum and providing outreach, intervention and research in "differentiated instruction," particularly as it relates to Native American and Hispanic students; and --Enhance the Teacher Pipeline through institutionalized improvements in pre-service preparation and recruitment focusing on expanding the supply and diversity of highly qualified middle grades teachers of mathematics and science. In order to obtain these ends, the RM-MSP is characterized by the weaving together of the following: --Summer Academies for teachers utilizing RM-MSP grant-developed university credit courses taught by science and mathematics disciplinary faculty; --Structured Follow-up to support teachers in translating enhanced content knowledge into instructional practice; --State Endorsements for middle grades teachers of science and mathematics; --Dissemination of summer academy courses on-line via a content delivery system integrating video/audio/lecture content to allow for access beyond the partner districts, particularly in rural areas; --Outreach and Interventions for middle grades and high school students involving summer camps and academic year content enrichment labs; --Research on the impact of camps on the content knowledge of student participants; --Grant-developed content courses incorporated into the core curriculum offerings for all students in liberal arts and sciences; and --Recruitment of pre-service teacher candidates with demonstrated talent in the mathematics and/or the sciences through designated departmental advisors who work to identify high ability undergraduates within partner institutions, as well as those in community colleges. Teaching & Mstr Tchng Fellows REESE ROBERT NOYCE SCHOLARSHIP PGM MSP-TARGETED AWARDS DUE EHR Kimbrough, Doris Michael Jacobson Carole Basile Jackie Kapushion University of Colorado at Denver CO Kathleen B. Bergin Cooperative Agreement 13547195 7908 7625 1795 1792 SMET 9178 9177 1792 0116000 Human Subjects 0412373 September 15, 2004 A Greater Birmingham Partnership: Building Communities of Learners and Leaders in Middle School Mathematics. ABSTRACT-0412373 A Greater Birmingham Partnership (GBMP): Building Communities of Learners and Leaders in Middle School Mathematics is fundamentally targeting the improvement of middle school mathematics, with implications for both future and current teachers, and with a secondary focus on high school teachers of mathematics. The core partners include the lead organization, Birmingham-Southern College, as well as, the University of Alabama at Birmingham and eight Greater Birmingham Alabama school districts: Bessemer City, Fairfield City, Homewood City, Hoover City, Jefferson County, Mountain Brook City, Shelby County, and Vestavia City School Systems. A significant supporting partner is the Mathematics Education Collaborative (MEC) of the State of Washington. The overarching goal of the GBMP is to significantly improve the mathematics achievement of approximately 22,000 students in grades 6-8, while narrowing the mathematics achievement gaps among varied populations of students, through a number of strategies, which include: (A) engaging all 274 middle grades teachers of mathematics in a series of mathematical content courses centered on deep mathematical problems; (B) leadership development of middle grades teachers as members of Mathematical Support Teams (60 teachers), Mathematics Focus Groups (40 teachers), and Mathematical Study Groups focused on special topics; (C) design/modification of university mathematics courses for pre- and in-service teachers, including the integration of engineering ideas that will focus students on the powerful application of mathematical ideas; (D) placement of interns in classrooms of teachers that model exemplary practices in mathematical instruction; (E) establishment of teacher certification in middle grades mathematics; (F) parental engagement as advocates for high quality mathematics for all students; (H) enhancement of the capacity of administrators to identify and support quality mathematical instruction; and (I) exploration of research questions associated with mathematical learning by middle grades students (metacognitive processes, motivation, social interaction, accommodations), efficacy of professional development strategies, obtaining consistency of solid mathematical reform in eight disparate-some of which serve very privileged populations and others which serve extremely disadvantaged populations-school districts simultaneously, studying pedagogical change in university faculty as a result of their collaborations with K-12 districts, and optimizing features of mesosystems-Institutions of Higher Education and K-12 factors that maximize effectiveness. The GBMP brings together classroom teachers of mathematics, school administrators, university faculty (mathematicians, engineers, and educators), experts in professional development, researchers, community and business leaders, and the Alabama State Department of Education to focus on the curricular, pedagogical, mathematical content, certification, and parental interests that must be synergistically addressed in order to support all middle grades learners in acquiring the mathematical power necessary for success in the 21st century. MSP-TARGETED AWARDS DUE EHR Mayer, John Ruth Parker Ann Dominick Melinda Lalor Bernadette Mullins Birmingham Southern College AL Kathleen B. Bergin Cooperative Agreement 9961108 1792 SMET 9177 9150 0116000 Human Subjects 0412382 July 15, 2004 MOSART: Misconception Oriented Standards-based Assessment Resource for Teachers. This MSP RETA project will develop a set of comprehensive subject matter assessment tools that can function as diagnostic tools to identify teachers' strength and weaknesses across grade levels. The assessment items will measure the extent to which teachers and students have mastery of the K-12 NRC Content Standards and the AAAS Benchmarks in Physical Science and Eartha nd Space Science. The application of psychometric models aligned with cognitive research findings will be used to establish scales and substests that accurately guage scientific understanding needed for teaching pre-college science courses. The assessment items will be reviewed by science faculty to ensure validity. The project will work with MSP Institutes both as a technical assistance project and as a site for research. MSP-OTHER AWARDS DUE EHR Sadler, Philip Harvard University MA Elizabeth VanderPutten Standard Grant 2812684 1793 SMET 9177 0116000 Human Subjects 0412390 September 15, 2004 Boston Science Partnership. The Boston Science Partnership (BSP) is comprised of the following core partners: the Boston Public School (BPS) System, Northeastern University (NEU) and the University of Massachusetts Boston (UMB), as the lead organization. The Harvard Medical School and the College Board participate as supporting partners. This Partnership comes together to significantly enhance student achievement and teacher quality in grades 6-12 science. The BSP vision is that challenging science courses will be taught by highly qualified teachers; advanced science courses will be accessible to all BPS students; university faculty will work side-by-side with K-12 teachers in science education reform; and structures will be in place to promote student achievement in grade 6 through graduate level in science and engineering. The goals of the Partnership are to raise BPS student achievement in science, significantly improve the quality of BPS science teachers, increase the number of students who succeed in higher-level courses in science and who are admitted to and retained in university science and engineering programs, improve science teaching both in BPS and at the universities, and institutionalize these changes so that the Boston Science Partnership and its work will be sustained. Distinctive strategies that support BSP in obtaining its goals include: --Combining the College Board's vertical teaming approach with BPS' own Collaborative Coaching and Learning (CCL) model, which requires teachers to inquire into their own and each other's teaching practices in an effort to improve student achievement; --Collaboration by science professors and BPS science teachers to develop graduate courses that contextualize content in support of the specific curriculum that teachers are expected to deliver in BPS classrooms; and --Joining together of engineering faculty and BPS science teachers to interpret the technology/engineering strand of the Massachusetts Science Frameworks in light of the national technology frameworks, and to create a graduate course in engineering that prepares teachers to teach this material as part of the science curriculum. Evaluation measures associated with project implementation will be complemented by research efforts intended to answer questions such as: What are the institutional capacities and barriers of UMB and NEU that will advance or inhibit the sustainability of the innovations they have initiated within their own institutions through the BSP? What are the institutional capacities and barriers that explain the abilities of UMB and NEU to achieve authentic and sustainable collaborations with each other in order to improve science teaching and learning within BPS? How do the strategies that UMB and NEU use to manage their capacities and barriers to change enhance the field's understanding of and ability to achieve sustainable change within institutions of higher education? What are the roles that vertical teaming, contextualized courses, and the use of the CCL model play in the development of high quality teachers? In what ways does science instruction in university science courses improve as a result of science professors' a) increased knowledge about how students learn and K-12 science education including the National Science Education Standards, and b) observations of high-quality K-12 science teachers and participation in debriefing discussions about inquiry-based teaching practices based on how students learn? The BSP research agenda will be carried out jointly by UMB and the Education Development Center (EDC) with the Program Evaluation and Research Group (PERG), Lesley University, providing leadership for project evaluation. The work of the BSP has the potential of impacting 14,759 students in grades 6-8, 18,305 students in grades 9-12, 186 full-time science teachers, and 256 teachers who teach science part of the day. Teaching & Mstr Tchng Fellows ROBERT NOYCE SCHOLARSHIP PGM MSP-TARGETED AWARDS DUE EHR Chen, Robert Arthur Eisenkraft Christos Zahopoulos Pamela Pelletier University of Massachusetts Boston MA Kathleen B. Bergin Cooperative Agreement 14170991 7908 1795 1792 SMET 9178 9177 1792 0116000 Human Subjects 0412404 September 1, 2004 University of Pennsylvania Science Teachers Institute: Preparation and Retention of Highly Qualified Science Teachers Through Content Intensive Programs. The University of Pennsylvania (Penn) School of Arts and Sciences Departments of Biology, Chemistry, Earth and Environmental Science, Mathematics, and Physics, in collaboration with the Graduate School of Education (GSE), is establishing the Penn Science Teachers Institute (Penn STI) in a major effort to engage in the development and retention of highly qualified science teachers in middle and secondary grades. The Penn STI, managed through the Department of Chemistry, provides content intensive master degree programs for developing content, pedagogy, and leadership skills for science teachers. This Institute is aimed at the mid-Atlantic region and 20 area schools/districts in the mid-Atlantic region and includes four major components: 1) An 8-science/2-science education course Master of Integrated Science Education degree program designed for current middle level science teachers. 2) An 8-chemistry/2-science education course Master of Chemistry Education degree program designed for current high school science teachers. 3) A resource center supporting participating and graduate teachers as they become teacher leaders and implement classroom reforms in their schools. 4) An Administrator's Science/Math Academy designed for school administrators to become better prepared to create a school environment conducive to improved science teaching and learning. Up to100 middle level science teachers and 100 high school science teachers are expected to participate in the degree programs, along with approximately 200 school administrators. The 200 science teachers who graduate from the content intensive programs, supported by their administrators and a university-based resource center, are expected to fundamentally change the teaching and learning of science in middle and secondary level classrooms in the region, benefiting the learning of science by tens of thousands of students yearly. Teaching & Mstr Tchng Fellows ROBERT NOYCE SCHOLARSHIP PGM MSP-TEACHER INSTITUTES DUE EHR Gladney, Larry Nancy Hopkins - Evans Catherine Lacey University of Pennsylvania PA Joan T Prival Standard Grant 6232915 7908 1795 1777 SMET 9178 9177 1777 0116000 Human Subjects 0412413 September 15, 2004 Math and Science Partnership in New York City (MSPinNYC). Mathematics and science secondary education in the NYC school system is confronted with a number of serious problems: (1) shortages of mathematics and science teachers, especially experienced teachers in schools characterized by poverty and by students historically underrepresented in mathematics and science; (2) extremely low retention rates among teachers; (3) high failure rates among students who take the 8th grade mathematics exam and required-for-graduation state mathematics and science Regents examinations; (4) lack of preparedness of high school graduates for college level work; and (5) schisms and poor communication between schools, between (some) university campuses, and between science, mathematics and education faculties. To address these problems, the MSPinNYC will use the strategy of a Micro/Macro approach for reform at both the local level and system wide. At the local level, twelve hub schools will be created. Each hub school will be a clinical site for teacher training, and an exemplar for excellence in mathematics and science education. The hub schools will be developed by teams of college faculty and secondary teachers working closely together in a novel model for professional development to create cultures within the schools invested in teaching as a collaborative enterprise and research-driven classroom practices. Collaborative teaching teams of faculty and teachers will work during the summer with high school students who have failed a Regents exam. These teams will continue through the school year with collaborative lesson development and collaborative research on classroom learning. Schools of Education will be changed to include more collaborative teaching practice and a greater reliance on the scholarship of teaching. New pipelines for recruiting talented mathematics and science undergraduates into a career of teaching will be created. To create reform system wide, the MSPinNYC Macro approach will include an Advisory Board of statewide policy makers, a Council of eminent scholars in mathematics and science education, and a 'jobs-alike' structure to bring together the leadership at the public school and college levels. Important questions of policy will be raised and addressed, informed by both the scholarly and the local perspectives. The MSPinNYC Micro/Macro strategy provides a new model to approach systemic reform in large and complex systems. Teaching & Mstr Tchng Fellows MSP-TARGETED AWARDS DUE EHR Mills, Pamela William Sweeney Francis Gardella Annette Digby Linda Curtis-Bey CUNY City University of New York NY James E. Hamos Cooperative Agreement 13099989 7908 1792 SMET 9178 9177 1792 0116000 Human Subjects 0412456 August 1, 2004 The Fulcrum Institute for Education in Science. FULCRUM INSTITUTE FOR EDUCATION IN SCIENCE Tufts University, in partnership with TERC, Malden Public Schools, and Boston's Mission Hill School, develops the Fulcrum Institute for Education in Science, a graduate program for producing leaders in science education. This innovative initiative launches a series of two-year graduate programs for 130 K-8 teachers producing a pivotal group of Educators in Science qualified to implement and lead science and classroom research in their teaching. The Institute offers graduate work focusing on physics, including online courses, summer workshops, online discussions and data sharing, and intensive work in each participant's respective school. Participants include teachers, science coordinators, and principals from the Malden and Mission Hill Schools, teacher teams from Tufts' other partner districts, and graduate students from Tufts M.A.T. program and its M.S. and Ph.D. program in Mathematics, Science, Technology, and Engineering Education. The careful selection of partnering schools develops challenging science learning for diverse classrooms. The Institute engages participants in how learners' understanding of scientific phenomena evolves. Its extensive curricula includes observing and making sense of scientific phenomena, learning how scientists and students grasp the same phenomena, sharing and gaining insights with Institute participants, and learning how to plan and support inquiry-based learning experiences in classroom settings. The teachers' personal experiences, enriched by the reflections of practicing scientists, enables them to better comprehend the science and understand that students perceive phenomena from diverse perspectives. Leveraging the advances made by the successful Lesley/TERC Online Master's in Science Education project, core Institute curricula and interactions occur online. This cost-effective strategy ensures the strongest learning opportunities, the greatest flexibility for in-service teachers, affordability, and widespread scalability. The partnership offers unique advantages. Tufts delivers highly-qualified science faculty, its Teacher Preparation programs, and its graduate programs in Science Education, the only such doctoral program in the Boston area. TERC brings extensive experience with K-12 science education, research, and online inquiry-based learning. The Malden and Mission Hills Schools provide diverse student population and high interest in improving science learning. Intellectual Merit: The Fulcrum Institute advances the vision created by the successful NSF Summer Institute Program. It recruits accomplished teachers, substantially deepens their subject-matter knowledge and teaching skills, and helps them assume leadership positions in their classrooms, schools, and professional communities. The project creates an established and sustainable, leadership program designed to meet the need for leaders in science education throughout our country. Broader Impacts: The Fulcrum Institute becomes an established part of Tuft's programs in science education, developing into an established part of the university's program offerings and serves as a gateway for teachers to pursue Masters and Ph.D. degrees in science education. Moreover, the Institute introduces a radical restructuring in the way pre-service teachers are inducted into schools and supervised by mentoring teachers. The economies offered by online course delivery result in future Fulcrum Institutes being sustainable via tuitions, scholarships, vouchers, and district professional development funds. Teaching & Mstr Tchng Fellows ROBERT NOYCE SCHOLARSHIP PGM MSP-TEACHER INSTITUTES DUE EHR Beardsley, Linda Susan Doubler Joan Connolly Tufts University MA James E. Hamos Standard Grant 5889975 7908 1795 1777 SMET 9178 9177 0000099 Other Applications NEC 0116000 Human Subjects 0412502 August 1, 2004 Math in the Middle Institute Partnership. Abstract: 0412502 The Math in the Middle Institute Partnership ( M2 ) comprising the University of Nebraska-Lincoln, Lincoln Public Schools (LPS) and Educational Service Unit (Educational Service Units (ESU) #6, #7 & #13 and 15 Rural School Districts), creates and sustains a partnership with the capacity to educate and support teams of outstanding middle level (Grades 5-8) mathematics teachers (122 total) who will become intellectual leaders in their schools, districts, and ESUs. Investing in high-quality teachers, the long-term goal is improving K-12 student achievement in mathematics and significantly reducing achievement gaps in the mathematical performance of diverse student populations. The work of the M2 Institute informs and provides evidence-based contributions to research on learning, teaching, and teacher professional development. Commitment to rural teachers, schools, and districts is a focus feature of M2. Math in the Middle Institute Partnership ( M 2 )consists of three major components: i. The M2 Institute, a multi-year institute offers participants a coherent program of study to deepen their mathematical knowledge for teaching and to develop their leadership skills; ii. Mathematics learning teams develop collegiality. Teams led by M2 teachers, supported by school administrators and university faculty, help teachers align their teaching with state standards, and assist teachers in examining their instructional and assessment practices; and iii. A research initiative transforms the M2 Institute and the M2 mathematics learning teams into laboratories for educational improvement and innovation. The M2 Institute: (1) enriches teachers' mathematics knowledge; (2) assists them in transferring mathematics knowledge into their classrooms; and (3) creates communities of professionals (K-12 and college) who work together as leaders to strengthen middle level mathematics courses and curricula in the middle level classroom. Strengthened by the knowledge and leadership skills gained in the M2 Institute, M 2 teachers lead district and ESU efforts to improve mathematics teaching and learning, creating mathematics learning teams in which they mentor and coach their peers developing ways to enhance student achievement. The research agenda generates new evidence-based knowledge about mathematics teacher professional development. Intellectual Merit. The M 2 Institute becomes a model for a content-focused professional development Institute producing intellectual leaders with a deep understanding of the mathematics taught in the middle grades and the ability to lead school and district efforts greatly increasing student achievement in mathematics. Learning teams combine the expertise of teachers and university faculty ensuring that the benefits of the M 2 Institute reach far beyond the original 122 middle school participants. Broader Impacts. The extensive engagement in teacher education by faculty and graduate students in a departmental culture supportive of educational activities sparks further change in the university culture and develops a generation of mathematicians with a strong commitment to outstanding teaching, teacher education, and K-12 outreach. Successful models for higher education faculty working across colleges improving teacher professional development and pre-service education are developed. Supporting education in rural schools contributes to a segment of our education community that has been neglected for too long. Teaching & Mstr Tchng Fellows ROBERT NOYCE SCHOLARSHIP PGM MSP-TEACHER INSTITUTES DUE EHR Lewis, W. J. 'Jim' Ruth Heaton Thomas McGowan Barbara Jacobson University of Nebraska-Lincoln NE Daniel P. Maki Standard Grant 5900000 7908 1795 1777 SMET 9178 9177 9150 1777 0000099 Other Applications NEC 0116000 Human Subjects 0412510 September 1, 2004 RETA: Distributed Leadership for Middle School Mathematics Education: Content Area Leadership Expertise in Practice. The investigators propose a mixed methods (quantitative and qualitative) study of distributed content leadership in middle school mathematics. There is little research on what content, pedagogical, and diagnostic knowledge leaders must have to effectively assist teachers in implementing demands of rigorous mathematics instruction and student learning. This research builds on prior research of the investigators who examined distributed leadership at the elementary school level. However, this research will go much deeper into defining and understanding the leaders and the roles they play. Much of the project is devoted to developing instruments to measure mathematics content leadership as distributed in middle schools. Specifically, the team proposes to develop, test, and validate measurement instruments of content leadership practice and knowledge and to examine how content leadership affects how teachers teach. They also propose to test whether content leadership can be learned. All of this work will be conducted in the context of a Mathematics and Science Partnership (MSP) Teacher Institute for the 21sth Century site. Intellectual Merit: The proposed program of work fills a major gap in the knowledge base by generating new information and evidence about content leadership knowledge and practices as they relate to improvement in mathematics education. The senior research team brings together experienced scholars and teachers from mathematics, mathematics education, teacher learning, leadership, policy, and statistics. The research is divided into two main parts. The first will focus on the development, piloting, and validation of instrumentation for identifying and documenting content area leadership practice for middle school mathematics. The second part will study the nature (i.e., the what, the how and the why) of content area leadership practice for middle school mathematics and its relations to (a) leadership development and (b) classroom teachers and teaching. Broader Impact: This work may have significant broad impact by generating usable knowledge and methodological tools that will be of considerable interest to MSPs and Institute Partnerships and to the school systems around the nation. By focusing on content leadership in urban schools, this work will contribute to improving mathematics education for urban youth, who have historically been underserved by many school systems. MSP-OTHER AWARDS DUE EHR Spillane, James Stephen Fisher Penelope Peterson Miriam Sherin Spyridon Konstantopoulos Northwestern University IL Elizabeth VanderPutten Standard Grant 2297008 1793 SMET 9177 0412537 September 15, 2004 Project Pathways: Opening Routes to Math & Science Success for all Students. Project Pathways targets mathematics and science learning and achievement in grades 9-12. The project will produce a research-based and tested model to support secondary mathematics and science teachers. Core partners include four school districts (Chandler, Mesa, Tempe, and Tolleson) and the Center for Research on Education in Science, Mathematics, Engineering, and Technology (CRESMET) at Arizona State University (ASU). The Maricopa Community College District and Intel are collaborators with ASU in delivering the project's research-based services and products to these districts. The demographics of the partner school districts mirror those of Arizona, where 45% of students are persons of color and the Hispanic population is expanding rapidly. Pathways will produce tools and knowledge to guide secondary mathematics and science teachers in promoting conceptual learning and STEM behaviors that the literature deems essential for continued STEM learning and course-taking. These key behaviors include competence and flexibility in scientific inquiry, mathematical problem solving, and engineering design. A central concept is that of function, which research identifies as a unifying concept of secondary mathematics and science. As the core strategy of the Pathways model, teams of engineers, mathematicians and scientists will partner with master teachers and STEM education faculty to generate instructional sequences for both teachers and students. The instructional materials will take the form of modules for secondary mathematics and science teachers, with companion modules for secondary STEM classrooms and companion tools for secondary STEM learning communities. The professional learning community tools will support teachers in adapting their new knowledge and instructional approaches to their own classrooms by engaging them in deep reflections on their instruction and their students' learning. Pathways materials will be easily adaptable in any learning environment. In this project, however, they will be packaged for use in four courses in an ASU graduate degree program for inservice teachers, delivered on-site in the teachers' schools. To better assist Arizona's many bilingual students, Pathways will adapt student modules to an innovative, research-developed English language learner technology platform. Other Pathways strategies include activities (such as science fairs for students and a regional conference for high school guidance counselors) to encourage all students to take challenging mathematics and science courses and to consider science-based careers. Teams of STEM education faculty and graduate students will research the effectiveness of the courses and learning communities on teachers' understanding of mathematics and science concepts and their understanding of the process by which foundational STEM concepts and behaviors develop in students. They will also investigate the process by which teachers shift their classroom practices to promote improved STEM learning in their students. Graduate research assistants will be recruited to participate in the Pathways project, preparing many future faculty for careers as STEM education researchers. Pathways will establish new patterns of information-sharing and collaboration among STEM scientists and educators, community college faculty, secondary administrators and teachers, and industry partners. The project aims to narrow the majority/minority achievement gap, encourage students to take challenging STEM courses, increase high school student STEM learning and achievement, and improve the pass rates in ASU's introductory calculus, physics and biology courses. Teaching & Mstr Tchng Fellows ROBERT NOYCE SCHOLARSHIP PGM MSP-TARGETED AWARDS DUE EHR Carlson, Marilyn Veronica Burrows Melinda Romero Michael Oehrtman Eugenia Echols Arizona State University AZ Kathleen B. Bergin Cooperative Agreement 13392614 7908 1795 1792 SMET 9178 9177 1792 0116000 Human Subjects 0412553 August 1, 2004 Oregon Mathematics Leadership Institute Partnership. Oregon State University (OSU), in partnership with Teachers Development Group (TDG), Portland State University (PSU) and ten school districts and supporting partners George Fox University and five community colleges ( Central Oregon, Chemeketa, Clackamas, Mt. Hood, and Umpqua) is developing the Oregon Mathematics Leadership Institute to create a sustainable and generative leadership capacity within all core partner K-20 institutions to provide support for systemic mathematics reform and to meet the following goals: 1) increase mathematics achievement of all students in core partner schools; 2) close achievement gaps for underrepresented groups of students; 3) provide challenging mathematics coursework that support state and national standards through coherent evidence-based programs. To achieve these goals, the project is deepening participating mathematics teachers' mathematical content knowledge and enhancing both mathematics teachers' and administrators' practice, professional efficacy, commitment to, and retention in the profession. The Partnership is developing a cadre of teacher leaders in mathematics who are part of a larger reflective learning community that includes university faculty, graduate students, community college faculty, school administrators, and other mathematics education professionals. Activities include: 1) a series of three-week residential summer Mathematics Leadership Institutes for K-5 mathematics specialists and middle school/high school mathematics teachers emphasizing rigorous and relevant mathematics content, leadership development, and effective pedagogy, 2) the coordination of online and on-site academic year activities for building a statewide learning community of K-20 professionals, and 3) provision of an infrastructure for sustaining and regenerating this professional community and disseminating its expertise and resources. The core academic work in the summer institutes consists of substantive mathematical content courses using instructional models that emphasize the reflective discourse and collaborative problem solving embraced by challenging school mathematics curricula. These mathematics courses are developed by higher education disciplinary faculty working together with master teachers and district leaders and are based on the teacher preparation recommendations of the Conference Board of the Mathematical Sciences. Mathematics coursework is complemented by daily seminars/colloquia on leadership skill development, recent research in pedagogy, alternative assessment techniques, evidence-based evaluation, and current applications of mathematics. Academic year activities (both onsite and online) are intended to foster reflective discourse, collaborative research and evidence-based evaluation efforts among all K-20 partners in the learning community. The involvement of community college mathematics faculty in both the summer institute and academic year components of the project is building leadership capacity among these faculty and facilitating preservice teacher recruitment among more diverse populations of college students. Involvement of preservice teachers in the summer institutes is facilitating mentoring relationships with participants and future practicum placements in schools using challenging curricula. Involvement of school administrators in components of the summer institutes provides a model for local school team building. Teaching & Mstr Tchng Fellows MSP-TEACHER INSTITUTES DUE EHR Dick, Thomas Linda Foreman Karen Higgins William Helsley Brenda Young Oregon State University OR Joan T Prival Standard Grant 5599579 7908 1777 SMET 9178 9177 1777 0116000 Human Subjects 0412846 June 1, 2004 Synergy 2004: A Prismatic View of IT Program Reform. Synergy 2004: A Prismatic View of IT Program Reform is a workshop developed by Nashville State Community College in collaboration with the University of Arkansas/ Fort Smith and other ATE Centers to be held in August, 2004. Information technology (IT) has become a foundation for all work. Educational programs in IT have made great strides in teaching new technologies, but methods for structuring the learning environment have not changed. Research in teaching and learning has provided knowledge to educate workers with the "adaptive expertise" needed in the workplace, now and in the future. The workshop, based on the experience of some IT projects, brings together all of the components necessary to help teams of educators and administrators from across the nation develop and implement regional plans for reforming IT education. The evaluation determines the impact and effectiveness of the implementation and guides similar workshops for the future. ADVANCED TECH EDUCATION PROG DUE EHR McNeel, David Sydney Rogers Gibson Morris Peter Saflund Gordon Snyder Nashville State Technical Community College TN Gerhard L. Salinger Standard Grant 120000 7412 SMET 9178 1032 0000099 Other Applications NEC 0413926 July 1, 2004 Cyber Corps Initiative. This project creates a scholarship and support program for students in information assurance at the baccalaureate, Masters, and Ph.D. levels. It has an advisory board that sets directions, works with the students, and is helpful in arranging placements. The project includes a number of strong activities for students: mentoring, research, interaction with governmental agencies, and outreach, culminating in a degree in the field and appropriate placement in both internship and fulltime positions. FED CYBER SERV: SCHLAR FOR SER DUE EHR Shenoi, Sujeet John Hale Mauricio Papa Donald Marks University of Tulsa OK Victor P. Piotrowski Continuing grant 4704219 1668 SMET 9178 9150 7254 0000099 Other Applications NEC 0414102 July 1, 2004 Information Assurance Through Scholarship and Service. This project provides Masters-level education in the science and practice of Information Assurance. Students with undergraduate computer science degrees are placed in a specially designed two-year computer security track at CISR, one of the world's preeminent programs combining research and studies in information systems security and information assurance. Through courses involving extensive laboratory exercises and projects, students learn how to design, build, configure and manage systems and networks securely. The program provides students with a firm grounding in the foundations of computer science and conveys concepts and techniques vital for understanding Information Assurance. Students receive regular mentoring by CISR faculty on curriculum and employment options. Experience in leadership and teambuilding are fostered through an innovative computer science program, while students establish esprit de corps through weekly meetings, common study areas, and an IA outreach program to the local community. Each student completes a thesis project in collaboration with other students, faculty, and research staff. The thesis research permits exploration of a topic in depth and ensures an appreciation of the unsolved problems and challenges in Information Assurance, as well as providing valuable experience in critical thinking and writing. FED CYBER SERV: SCHLAR FOR SER DUE EHR Irvine, Cynthia Theodore Huffmire Naval Postgraduate School CA Victor P. Piotrowski Continuing grant 2542314 1668 SMET 9178 7254 0000099 Other Applications NEC 0415571 August 15, 2004 Collaborative Project: Bridging Gaps in IA Education through Collaboration. This project bridges the widening "high-tech gap" between majority and minority communities that can seriously undermine our nation's leadership position in science and technology. The main objective of the project is to build up IA education capacity at NC A&T SU so that it can offer an independent IA program that meets NSA CAE/IAE designation criteria. UNC Charlotte, a CAE/IAE institution, provides critical support to NC A&T SU in this effort. The project also enables UNC Charlotte to further enhance its IA education capacity. With focus on the development of information assurance curricula, the project establishes new IA undergraduate programs within the Computer Science Department at NC A&T SU and within Software and Information Systems Department at UNC Charlotte. These programs, though independent, are designed to share IA resources in order to offer richer electives for students at both institutions. Curriculum development involves activities such as modification of existing courses, new course design and development, as well as laboratory and lab projects development. The project also promotes faculty development at NC A&T SU, through a well-designed faculty summer program. FED CYBER SERV: SCHLAR FOR SER DUE EHR Yu, Huiming Anna Dechang Gu Xiaohong Yuan Stephen Providence North Carolina Agricultural & Technical State University NC Timothy V. Fossum Standard Grant 299896 1668 SMET 9178 7254 0000099 Other Applications NEC 0415613 September 1, 2004 Collaborative Research: A Virtual Laboratory for Information Assurance Education and Research. This project creates a virtual laboratory in information assurance that is shared by a consortium of institutions. This laboratory can be configured remotely, allowing the consortium partners to set up the laboratory for their projects, and used remotely so that students from the consortium partners can use the lab without physical travel. The project also includes work that strengthens or adds to the information assurance work at each of the consortium partners, which include several minority-serving institutions. FED CYBER SERV: SCHLAR FOR SER DUE EHR Eskicioglu, Ahmet CUNY Brooklyn College NY Timothy V. Fossum Standard Grant 29499 1668 SMET 9178 7254 0000099 Other Applications NEC 0415761 September 1, 2004 A Curriculum for Security Assured Information Systems. This project develops and implements a Security Assured Information Systems (SAIS) track in the Information Science (BS, MS, Ph.D.) and Telecommunications degrees (M.S. and Ph.D.) offered by the University of Pittsburgh. This track provides a unique education in the development, design and deployment of secure information systems with an emphasis on networked information systems. The goal is to produce IT professionals with the knowledge to cope with the special security challenges (e.g., intrusion detection) posed by conventional and emerging network information systems (e.g., wireless local area networks) and their applications and services. The SAIS tracks consist of a set of required and elective coursework together with a practicum/capstone course. A core component of the coursework is a set of innovative laboratory exercises and classroom experiments that illustrate theoretical concepts and technologies and provide students hands on experience. FED CYBER SERV: SCHLAR FOR SER DUE EHR Spring, Michael D. Tipper Prashant Krishnamurthy James Joshi University of Pittsburgh PA Diana L. Burley Standard Grant 286710 1668 SMET 9178 7254 0000099 Other Applications NEC 0416036 August 1, 2004 Expansion and Enhancement of the Mississippi State University Information Assurance Program. This project continues MSU's collaboration in information assurance education with Jackson State University and initiates a similar collaboration with Tuskegee University (TU and JSU are both HBCU's) though a collaborative and cooperative effort. The project supports integration of an information assurance instructional capability into the two institutions identified and strengthens the CAE/IAE program at MSU. Additionally, a partnership is in place for Forensics support with Mississippi's State Attorney General's Office, which expands with support from this grant. This project continues work to develop an IA curriculum at both JSU and TU with an expectation of JSU considering application for CAE/IAE status during academic year 2004-2005 and TU during 2005-2006. Both TU and JSU have agreed to work with MSU in developing information assurance offerings and their respective PI's have established relationships with the faculty at MSU. The partnership efforts described in this proposal are intended to be beneficial to all three parties in not only developing an IA program at two universities that currently do not have one, but also in strengthening the program at MSU by broadening its research effort, increasing minority representation in its PhD program, and by enhancing its instructional course content. FED CYBER SERV: SCHLAR FOR SER DUE EHR Vaughn, Rayford Susan Bridges Mississippi State University MS Victor P. Piotrowski Standard Grant 502982 1668 SMET 9178 9150 7254 0000099 Other Applications NEC 0416042 August 15, 2004 Collaborative Project: Bridging Gaps in IA Education through Collaboration. This project bridges the widening "high-tech gap" between majority and minority communities that can seriously undermine our nation's leadership position in science and technology. The main objective of the project is to build up IA education capacity at NC A&T SU so that it can offer an independent IA program that meets NSA CAE/IAE designation criteria. UNC Charlotte, a CAE/IAE institution, provides critical support to NC A&T SU in this effort. The project also enables UNC Charlotte to further enhance its IA education capacity. With focus on the development of information assurance curricula, the project establishes new IA undergraduate programs within the Computer Science Department at NC A&T SU and within Software and Information Systems Department at UNC Charlotte. These programs, though independent, are designed to share IA resources in order to offer richer electives for students at both institutions. Curriculum development involves activities such as modification of existing courses, new course design and development, as well as laboratory and lab projects development. The project also promotes faculty development at NC A&T SU, through a well-designed faculty summer program. FED CYBER SERV: SCHLAR FOR SER DUE EHR Chu, Bei-Tseng Gail-Joon Ahn Yuliang Zheng Seok-Won Lee Anita Raja University of North Carolina at Charlotte NC Victor P. Piotrowski Standard Grant 300000 1668 SMET 9178 7254 0000099 Other Applications NEC 0416428 July 1, 2004 Computer and Network Forensics Capacity Building. This project develops a computer/network forensics curriculum that tightly integrates new courses, practical experience with partner organizations, and computer science research. The new courses educate computer science undergraduates in both academic computer science and in the practical/legal/social issues encountered in computer/network forensics. Versions of these courses will also be taught to practitioners in the URI Continuing Education Program. The project includes a Forensics Science Minor for computer science majors and minors, a track in the computer science Master's degree program, and a professional certificate program, as well as internships at partner that practice computer/network forensics. It also establishes a teaching and research lab where students and faculty address unsolved problems in computer/network forensics. The information assurance professionals graduating from this program bring much-needed breadth in technical understanding to the field. The project includes dissemination of the novel computer/network forensics curriculum model and course materials from this project to other schools so they can include forensics in their IA program. FED CYBER SERV: SCHLAR FOR SER DUE EHR Wolfe, Victor James Kowalski Lisa DiPippo Timothy Henry University of Rhode Island RI Victor P. Piotrowski Standard Grant 299999 1668 SMET 9178 7254 0000099 Other Applications NEC 0416481 September 1, 2004 Collaborative Research: A Five-College Partnership for Information Assurance Education.. The Five College system is a unique partnership of Amherst College, Hampshire College, Mt. Holyoke College, Smith College, and the University of Massachusetts-Amherst. This collaborative project expands the ability of each of the five colleges to produce a diverse body of undergraduate and graduate students in the area of Information Assurance. UMass Amherst will lead this effort, leveraging its resources and status as a Center of Academic Excellence in IA. The foundation of this project is the collaborative efforts of six faculty members in the Five Colleges with the aim of creating and sharing resources. By cultivating a culture of interest in IA education and research, we motivate collaborative research proposals and faculty recruiting. Additionally, undergraduate and graduate students leave the Five College system with the interests and skills necessary to improve commercial and research IA systems. We accomplish this through three major activities: Curriculum Development, Faculty Development Through Exposure to External Research, and Lab Development for Hands-on Technical Experience. FED CYBER SERV: SCHLAR FOR SER DUE EHR Rollins, Sami Mount Holyoke College MA Diana L. Burley Standard Grant 11527 1668 SMET 9178 7254 0000099 Other Applications NEC 0416494 September 1, 2004 Collaborative Research: A Virtual Laboratory for Information Assurance Education and Research. This project creates a virtual laboratory in information assurance that is shared by a consortium of institutions. This laboratory can be configured remotely, allowing the consortium partners to set up the laboratory for their projects, and used remotely so that students from the consortium partners can use the lab without physical travel. The project also includes work that strengthens or adds to the information assurance work at each of the consortium partners, which include several minority-serving institutions. FED CYBER SERV: SCHLAR FOR SER DUE EHR Salane, Douglas CUNY John Jay College of Criminal Justice NY Timothy V. Fossum Standard Grant 74650 1668 SMET 9178 7254 0000099 Other Applications NEC 0416519 September 1, 2004 Collaborative Research: A Virtual Laboratory for Information Assurance Education and Research. This project creates a virtual laboratory in information assurance that is shared by a consortium of institutions. This laboratory can be configured remotely, allowing the consortium partners to set up the laboratory for their projects, and used remotely so that students from the consortium partners can use the lab without physical travel. The project also includes work that strengthens or adds to the information assurance work at each of the consortium partners, which include several minority-serving institutions. FED CYBER SERV: SCHLAR FOR SER DUE EHR Roy, Manawendra Yakov Genis CUNY Borough of Manhattan Community College NY Timothy V. Fossum Standard Grant 75000 1668 SMET 9178 7254 0000099 Other Applications NEC 0416630 September 1, 2004 Collaborative Research: A Five-College Partnership for Information Assurance Education. The Five College system is a unique partnership of Amherst College, Hampshire College, Mt. Holyoke College, Smith College, and the University of Massachusetts-Amherst. This collaborative project expands the ability of each of the five colleges to produce a diverse body of undergraduate and graduate students in the area of Information Assurance. UMass Amherst will lead this effort, leveraging its resources and status as a Center of Academic Excellence in IA. The foundation of this project is the collaborative efforts of six faculty members in the Five Colleges with the aim of creating and sharing resources. By cultivating a culture of interest in IA education and research, we motivate collaborative research proposals and faculty recruiting. Additionally, undergraduate and graduate students leave the Five College system with the interests and skills necessary to improve commercial and research IA systems. We accomplish this through three major activities: Curriculum Development, Faculty Development Through Exposure to External Research, and Lab Development for Hands-on Technical Experience. FED CYBER SERV: SCHLAR FOR SER DUE EHR Weiss, Richard Hampshire College MA Diana L. Burley Standard Grant 12581 1668 SMET 9178 7254 0000099 Other Applications NEC 0416634 June 15, 2004 Collaborative Project: Information Assurance and Security Curriculum and Faculty Development. This is a capacity building project for curriculum and faculty development and in information assurance and security. The four collaborating institutions are developing, testing, and sharing educational materials on secure network protocols that can be used in both undergraduate and graduate studies. The materials are integrated into a cohesive set of educational modules that collectively address the area of secure network protocols. Modules include the basic requirements, principles, architecture, building blocks, and implementation of secure protocols; analysis of protocols to determine how well they satisfy security requirements; and implementation of existing secure protocols in representative environments. In addition, faculty development is supported by having members from these institutions attend the Information Assurance Education Graduate Certificate (IAEGC) at Purdue University. FED CYBER SERV: SCHLAR FOR SER DUE EHR Bowman, Michael Murray State University KY Timothy V. Fossum Standard Grant 21440 1668 SMET 9178 9150 7254 0000099 Other Applications NEC 0416706 July 1, 2004 Maryland Alliance in Information Security Assurance. This project provides the faculty from Maryland Alliance in Information Security Assurance (MAISA) with the training, education, and laboratory expertise and equipment needed to create and teach courses in ISA and establish appropriate program in ISA at undergraduate and graduate level in their respective universities. Towson University (TU), an NSA CAE since May 2002, has already developed courses, programs and special labs in ISA at both graduate and undergraduate level. With the help of this project TU will disseminate its own experience and specialty in ISA throughout higher education in Maryland. The workshops are the primary tools for preparing other faculty for implementing ISA courses and curriculums at their universities. TU faculty is qualified to offer the workshops and has access to international experts in the field to invite them to give some of the workshops. The project also funds members of MAISA to fully develop ISA related courses and programs at their own institution. FED CYBER SERV: SCHLAR FOR SER DUE EHR Azadegan, Shiva Michael O'Leary Patricia Beere Robert Price Towson University MD Victor P. Piotrowski Standard Grant 584248 1668 SMET 9178 7254 0000099 Other Applications NEC 0416757 October 1, 2004 Capacity Building for the University of Idaho SFS Program. This project creates a Reconfigurable Attack-Defend Instructional Computing Laboratory (RADICL) in the Department of Computer Science at the University of Idaho (UI). The UI is a NSF Scholarship for Service (SFS, aka CyberCorps) school and a NSA Center of Academic Excellence in Information Assurance Education (CAE/IAE). The UI Department of Computer Science played the lead role in both of those efforts and designations. However, while the institution and department have adequate facilities for nominal Computer Science and Information Assurance (CS/IA) education, there are almost no instructional computing facilities to enable state-of-the-art pedagogy in attack-defend scenarios. Hands-on experience with these topics requires a laboratory computer network that is both isolated (so it won't impact or contaminate day-to-day computing facilities) and reconfigurable (to allow diverse operating systems, network topologies, and defensive strategies). There is currently no such facility available to UI faculty specializing in CS/IA education. This SFS Capacity Building grant creates such a facility, dubbed RADICL, housed within the UI CS Department and supports all existing CS/IA faculty and classes. FED CYBER SERV: SCHLAR FOR SER DUE EHR Oman, Paul University of Idaho ID Victor P. Piotrowski Standard Grant 120941 1668 SMET 9178 9150 7254 0416794 June 15, 2004 Collaborative Project: Information Assurance and Security Curriculum and Faculty Development. This is a capacity building project for curriculum and faculty development and in information assurance and security. The four collaborating institutions are developing, testing, and sharing educational materials on secure network protocols that can be used in both undergraduate and graduate studies. The materials are integrated into a cohesive set of educational modules that collectively address the area of secure network protocols. Modules include the basic requirements, principles, architecture, building blocks, and implementation of secure protocols; analysis of protocols to determine how well they satisfy security requirements; and implementation of existing secure protocols in representative environments. In addition, faculty development is supported by having members from these institutions attend the Information Assurance Education Graduate Certificate (IAEGC) at Purdue University. FED CYBER SERV: SCHLAR FOR SER DUE EHR Rawles, Phillip Purdue University IN Victor P. Piotrowski Standard Grant 34574 1668 SMET 9178 7254 0000099 Other Applications NEC 0416827 August 1, 2004 Capacity Building in Information Assurance at Penn State University. This multifaceted project increases Penn State's capacity in producing high quality information assurance and computer security professionals. In particular, the curriculum development project adapts and implements exemplary educational courses through partnerships with other CAE institutions. The hacking lab project enhances the in-classroom technical experiences of students and faculty, develops exemplary IA lab tools and experiments, and integrates research and education. The internship program enhances the work environment technical experiences of students (and faculty) through internship experiences, close interaction with computer security experts, and partnerships with governments and industries. The PGSIT project initiates Penn State's effort in K-12 education in IA. FED CYBER SERV: SCHLAR FOR SER DUE EHR Liu, Peng Chao-Hsien Chu Pennsylvania State Univ University Park PA Timothy V. Fossum Standard Grant 296466 1668 SMET 9178 7254 0000099 Other Applications NEC 0416851 September 1, 2004 Collaborative Research: A Five-College Partnership for Information Assurance Education. The Five College system is a unique partnership of Amherst College, Hampshire College, Mt. Holyoke College, Smith College, and the University of Massachusetts-Amherst. This collaborative project expands the ability of each of the five colleges to produce a diverse body of undergraduate and graduate students in the area of Information Assurance. UMass Amherst will lead this effort, leveraging its resources and status as a Center of Academic Excellence in IA. The foundation of this project is the collaborative efforts of six faculty members in the Five Colleges with the aim of creating and sharing resources. By cultivating a culture of interest in IA education and research, we motivate collaborative research proposals and faculty recruiting. Additionally, undergraduate and graduate students leave the Five College system with the interests and skills necessary to improve commercial and research IA systems. We accomplish this through three major activities: Curriculum Development, Faculty Development Through Exposure to External Research, and Lab Development for Hands-on Technical Experience. FED CYBER SERV: SCHLAR FOR SER DUE EHR Kaplan, Scott Amherst College MA Diana L. Burley Standard Grant 15166 1668 SMET 9178 7254 0000099 Other Applications NEC 0416863 September 1, 2004 Collaborative Research: A Five-College Partnership for Information Assurance Education. The Five College system is a unique partnership of Amherst College, Hampshire College, Mt. Holyoke College, Smith College, and the University of Massachusetts-Amherst. This collaborative project expands the ability of each of the five colleges to produce a diverse body of undergraduate and graduate students in the area of Information Assurance. UMass Amherst will lead this effort, leveraging its resources and status as a Center of Academic Excellence in IA. The foundation of this project is the collaborative efforts of six faculty members in the Five Colleges with the aim of creating and sharing resources. By cultivating a culture of interest in IA education and research, we motivate collaborative research proposals and faculty recruiting. Additionally, undergraduate and graduate students leave the Five College system with the interests and skills necessary to improve commercial and research IA systems. We accomplish this through three major activities: Curriculum Development, Faculty Development Through Exposure to External Research, and Lab Development for Hands-on Technical Experience. FED CYBER SERV: SCHLAR FOR SER DUE EHR Corner, Mark Brian Levine University of Massachusetts Amherst MA Timothy V. Fossum Standard Grant 246984 1668 SMET 9178 7254 0000099 Other Applications NEC 0416900 August 15, 2004 Collaborative Project: An Information Security Track Development - University of Louisville, Kentucky State University. This project is a collaborative effort of the University of Louisville, an urban university with a liberal arts mission and the Kentucky State University, designated as a Historically Black College/University, to develop a concentration and certificate programs in information security. This project develops the curriculum content, faculty development, and infrastructure development in this area, including dedicated stand-alone Information Security labs for providing hands on experience for the students that provide exposure to dealing with network attacks. The collaboration enables the institutions to recruit both urban and rural students from a diverse student population for a rigorous academic program. FED CYBER SERV: SCHLAR FOR SER DUE EHR Srinivasan, S Anup Kumar University of Louisville Research Foundation Inc KY Victor P. Piotrowski Standard Grant 299353 1668 SMET 9178 9150 7254 0000099 Other Applications NEC 0416901 June 15, 2004 Collaborative Project: Information Assurance and Security Curriculum and Faculty Development. This is a capacity building project for curriculum and faculty development and in information assurance and security. The four collaborating institutions are developing, testing, and sharing educational materials on secure network protocols that can be used in both undergraduate and graduate studies. The materials are integrated into a cohesive set of educational modules that collectively address the area of secure network protocols. Modules include the basic requirements, principles, architecture, building blocks, and implementation of secure protocols; analysis of protocols to determine how well they satisfy security requirements; and implementation of existing secure protocols in representative environments. In addition, faculty development is supported by having members from these institutions attend the Information Assurance Education Graduate Certificate (IAEGC) at Purdue University. FED CYBER SERV: SCHLAR FOR SER DUE EHR Morales, Linda Texas A&M University-Commerce TX Timothy V. Fossum Standard Grant 213329 1668 SMET 9178 7254 0000099 Other Applications NEC 0416969 September 1, 2004 Curriculum Development Initiative in Cyber Trust (CDICT) at the University of Denver. This project creates a computer-security focused center for the state of Colorado, with the Denver metropolitan area serving as the commerce hub for the surrounding rocky mountain region. It takes the first step in establishing an information assurance program at the University of Denver (DU), with a two-to-three year goal of having DU designated as a Center of Academic Excellence in Information Assurance Education (CAE/IAE). The project develops new information security focused curricula, increases the number of graduates with emphasis on computer security, and creates degree programs with emphasis on security that are accessible to underrepresented groups, especially women. FED CYBER SERV: SCHLAR FOR SER DUE EHR Thurimella, Ramakrishna Roger Salters Christian Grothoff University of Denver CO Victor P. Piotrowski Standard Grant 296831 1668 SMET 9178 7254 0000099 Other Applications NEC 0416992 July 1, 2004 Faculty Capacity Building Program. As a Center of Academic Excellence (CAE) in Information Assurance Education, Carnegie Mellon received NSF funding to develop and offer an intensive, month-long, in-residence summer program to help develop Information Assurance Capacity Building Program (IACBP) at Historically Black Colleges and Universities (HBCUs) and Hispanic Serving Institutions (HSIs). The first offerings were highly successful and made a substantial contribution to the capacity of the partnering Minority Serving Institutions to educate students in the critical field of IA. The response from participating MSI faculty members and from their respective department heads was uniformly and extremely positive, and numerous new IA courses, modules, and plans for degree programs have been produced. In this project, Carnegie Mellon builds upon this program and the partnerships developed through it, and to expand the program to more partnering minority serving institutions. This project funds the next two offerings (summer of 2004 and summer of 2005) of the IACBP, with participation by a total of twenty-four additional faculty members from selected MSIs. FED CYBER SERV: SCHLAR FOR SER DUE EHR McGillen, Donald Carnegie-Mellon University PA Timothy V. Fossum Standard Grant 300000 1668 SMET 9178 7254 0000099 Other Applications NEC 0417007 July 1, 2004 Information Assurance Scholarship Program. Carnegie Mellon leadership is extremely supportive of this program and believes strongly that SFS enables them to make a substantial contribution to the effort to secure the Federal Government's information infrastructure. The University desires to keep the number of students as close to current levels as possible, and is sharing the costs of the program to achieve that goal. The University contributes 25% of tuition costs per student, per year, a cost sharing that totals some $850,000 over the life of the grant and makes the cost per student proposal approximately $74,000, vs. approximately $87,000 in the original grant. SFS scholarships are awarded to students in either of two masters' degrees, the MS in Information Security Technology and Management, and the MS in Information Security Policy and Management. The curriculum for both programs have been certified pursuant to the Information Assurance Courseware Evaluation Process of the National Security Agency's National Infosec Training and Education Program, and have been mapped against NSTISSI No. 4011 - National Training Standard for Information Systems Security (INFOSEC) Professionals. FED CYBER SERV: SCHLAR FOR SER DUE EHR Haritos Tsamitis, Dena Ann English Carnegie-Mellon University PA Victor P. Piotrowski Continuing grant 4113716 1668 SMET 9178 7254 0000099 Other Applications NEC 0417030 September 1, 2004 Collaborative Research: A Five-College Partnership for Information Assurance Education. The Five College system is a unique partnership of Amherst College, Hampshire College, Mt. Holyoke College, Smith College, and the University of Massachusetts-Amherst. This collaborative project expands the ability of each of the five colleges to produce a diverse body of undergraduate and graduate students in the area of Information Assurance. UMass Amherst will lead this effort, leveraging its resources and status as a Center of Academic Excellence in IA. The foundation of this project is the collaborative efforts of six faculty members in the Five Colleges with the aim of creating and sharing resources. By cultivating a culture of interest in IA education and research, we motivate collaborative research proposals and faculty recruiting. Additionally, undergraduate and graduate students leave the Five College system with the interests and skills necessary to improve commercial and research IA systems. We accomplish this through three major activities: Curriculum Development, Faculty Development Through Exposure to External Research, and Lab Development for Hands-on Technical Experience. FED CYBER SERV: SCHLAR FOR SER DUE EHR Howe, Nicholas Smith College MA Diana L. Burley Standard Grant 13728 1668 SMET 9178 7254 0000099 Other Applications NEC 0417047 August 15, 2004 Collaborative Project: An Information Security Track Development - University of Louisville, Kentucky State University. This project is a collaborative effort of the University of Louisville, an urban university with a liberal arts mission and the Kentucky State University, designated as a Historically Black College/University, to develop a concentration and certificate programs in information security. This project develops the curriculum content, faculty development, and infrastructure development in this area, including dedicated stand-alone Information Security labs for providing hands on experience for the students that provide exposure to dealing with network attacks. The collaboration enables the institutions to recruit both urban and rural students from a diverse student population for a rigorous academic program. FED CYBER SERV: SCHLAR FOR SER DUE EHR kumar, ashok wasim al-hamdani Kentucky State University KY Timothy V. Fossum Standard Grant 294713 1668 SMET 9178 9150 7254 0000099 Other Applications NEC 0417048 September 1, 2004 Collaborative Research: A Virtual Network Security Laboratory. This project creates a virtual laboratory in information assurance that is shared by a consortium of institutions. This laboratory can be configured remotely, allowing the consortium partners to set up the laboratory for their projects, and used remotely so that students from the consortium partners can use the lab without physical travel. The project also includes work that strengthens or adds to the information assurance work at each of the consortium partners, which include several minority-serving institutions. FED CYBER SERV: SCHLAR FOR SER DUE EHR Memon, Nasir Keith Ross Phyllis Gail Frankl Gleb Naumovich Polytechnic University of New York NY Timothy V. Fossum Standard Grant 274910 1668 SMET 9178 7254 0000099 Other Applications NEC 0417049 September 1, 2004 Collaborative Research: A Virtual Laboratory for Information Assurance Education and Research. This project creates a virtual laboratory in information assurance that is shared by a consortium of institutions. This laboratory can be configured remotely, allowing the consortium partners to set up the laboratory for their projects, and used remotely so that students from the consortium partners can use the lab without physical travel. The project also includes work that strengthens or adds to the information assurance work at each of the consortium partners, which include several minority-serving institutions. FED CYBER SERV: SCHLAR FOR SER DUE EHR Li, Xiangdong Raffael Guidone CUNY New York City College of Technology NY Victor P. Piotrowski Standard Grant 75000 1668 SMET 9178 7254 0000099 Other Applications NEC 0417079 September 1, 2004 Curriculum Development and Research in Information Assurance. This project enhances the current Information Assurance curriculum at the Atlanta University Center, extending it from upper-level courses to be systematically incorporated into the undergraduate syllabus. This project incorporates Information Assurance pervasively throughout the undergraduate Computer Science programs at the Center schools. Further, it enhances specialized Electrical Engineering courses to include concepts of Information Assurance, and builds a research component in Wireless Security. This research will tie faculty efforts in curriculum development to current advances in the field and provide early research experiences to undergraduate students. While each individual school in the consortium does not currently have the resources to develop full-fledged education and research in Information Assurance, as collaborative institutions sharing resources, this can be substantially accomplished. The overall objective of this capacity building is for students in Computer Science and Electrical Engineering to be exposed in a very fundamental fashion to the security ramifications of software and communications technologies. The broader impacts of this effort will include the development of curriculum material that provide a model of a concerted approach to integrating IA concepts into the curriculum, and increasing the pipeline of students, especially African Americans, who will pursue graduate studies in IA in particular and STEM fields in general. FED CYBER SERV: SCHLAR FOR SER DUE EHR George, Roy Clark Atlanta University GA Timothy V. Fossum Standard Grant 597800 1668 SMET 9178 7254 0000099 Other Applications NEC 0417085 July 1, 2004 Capacity Building through Interdisciplinary Degrees in Cybersecurity. This project builds Stevens' capacity in information assurance and computer security education by developing new interdisciplinary cybersecurity degree programs on both the undergraduate and the graduate level. Although the computer science department offers a graduate certificate in cybersecurity, none of the available programs in science, technology management, engineering, or mathematics at Stevens Institute of Technology allow the students to earn an actual degree in cybersecurity. It is believed that having separate degree programs will allow Stevens to attract more students to the program, as well as providing these students with an education that prepares them more thoroughly for careers as information assurance and computer security professionals. A major step in achieving this goal is to offer an interdisciplinary education, integrating core computer science with conventional sciences and cybersecurity, as well as with engineering and technology management. The newly proposed degrees are interdisciplinary in character and are intended to build on and extend current efforts to better suit these needs. Nevertheless, the new degree programs are primarily based in computer science, as professionals in computer security and information assurance need to have both strong theoretical and practical backgrounds in order to be well prepared for their careers. FED CYBER SERV: SCHLAR FOR SER DUE EHR Wetzel, Susanne Rebecca Wright Stevens Institute of Technology NJ Timothy V. Fossum Standard Grant 297003 1668 SMET 9178 7254 0000099 Other Applications NEC 0417095 June 1, 2004 Federal Cyber Service: Expanding Capcity in Information Assurance Curriculum. This joint project expands capacity in Information Assurance education at University at Buffalo (UB) via new educational materials and laboratory development and at Genesee Community College (GCC), through faculty training and adaptation of exemplary IA materials into their courses. A multidisciplinary approach is taken for IA expansion by considering topics from computer science and engineering, mathematics, management sciences and legal and ethical studies with the goal of driving students to become future INFOSEC problem solvers and training them to derive solutions to a host of problems of national significance. FED CYBER SERV: SCHLAR FOR SER DUE EHR Upadhyaya, Shambhu H. Raghav Rao Marina Cappellino SUNY at Buffalo NY Timothy V. Fossum Standard Grant 299699 1668 SMET 9178 7254 0000099 Other Applications NEC 0417103 September 1, 2004 Scholarship for Service in Information Assurance. This project establishes a scholarship program to attract and retain graduate and undergraduate students in an information assurance program. The program combines courses, practice, and research in information assurance and builds on established courses in cybersecurity and more traditional computer science topics. A number of creative mechanisms are used to recruit, retain, and place students, including an alliance with existing recruiting programs for women and minorities. FED CYBER SERV: SCHLAR FOR SER DUE EHR Sekar, Ramasubramanian I. Ramakrishnan Tzi-Cker Chiueh Scott Stoller Erez Zadok SUNY at Stony Brook NY Victor P. Piotrowski Continuing grant 2459061 1668 SMET 9178 7254 0000099 Other Applications NEC 0417106 September 1, 2004 Collaborative Research: A Virtual Laboratory for Information Assurance Education and Research. This project creates a virtual laboratory in information assurance that is shared by a consortium of institutions. This laboratory can be configured remotely, allowing the consortium partners to set up the laboratory for their projects, and used remotely so that students from the consortium partners can use the lab without physical travel. The project also includes work that strengthens or adds to the information assurance work at each of the consortium partners, which include several minority-serving institutions. FED CYBER SERV: SCHLAR FOR SER DUE EHR Chen, Yu David Chays Adelphi University NY Diana L. Burley Standard Grant 25000 1668 SMET 9178 7254 0000099 Other Applications NEC 0417274 August 1, 2004 Collaborative Project: An Innovative Information Assurance and Security Technology Capacity Development and Outreach Program. This is a collaborative project between the University of Southern California (USC) and the California State University, Long Beach (CSULB). It includes curriculum and course development; institutional development; and teacher development; provides opportunities for hands-on internships for both undergraduate and graduate students; and promotes the understanding and integration of security policy management and enforcement technologies. The project integrates diverse technologies through the involvement of faculty with diverse backgrounds, and provides for teams of undergraduate and graduate students to plan, design, configure, and choose the technology components for "their secure network and infrastructure for information assurance" in the project courses. The broader impact of this project includes faculty development through summer institutes and distance education networks, teacher education for teachers in grades 8-12, and short courses in industry. In addition, an introductory, general education course developed at CSULB increases awareness and reaches non-majors and the general public. FED CYBER SERV: SCHLAR FOR SER DUE EHR Golubchik, Leana Gerard Medioni Nenad Medvidovic B. Clifford Neuman Christos Papadopoulos University of Southern California CA Victor P. Piotrowski Standard Grant 300000 1668 SMET 9178 7254 0000099 Other Applications NEC 0417283 August 1, 2004 Collaborative Project: An Innovative Information Assurance and Security Technology Capacity Development and Outreach Program. This is a collaborative project between the University of Southern California (USC) and the California State University, Long Beach (CSULB). It includes curriculum and course development; institutional development; and teacher development; provides opportunities for hands-on internships for both undergraduate and graduate students; and promotes the understanding and integration of security policy management and enforcement technologies. The project integrates diverse technologies through the involvement of faculty with diverse backgrounds, and provides for teams of undergraduate and graduate students to plan, design, configure, and choose the technology components for "their secure network and infrastructure for information assurance" in the project courses. The broader impact of this project includes faculty development through summer institutes and distance education networks, teacher education for teachers in grades 8-12, and short courses in industry. In addition, an introductory, general education course developed at CSULB increases awareness and reaches non-majors and the general public. FED CYBER SERV: SCHLAR FOR SER DUE EHR Mangir, Tulin California State University-Long Beach Foundation CA Victor P. Piotrowski Standard Grant 298653 1668 SMET 9178 7254 0000099 Other Applications NEC 0417778 October 1, 2004 Computer Science, Engineering, and Mathematics Scholarship Program. Intellectual Merit: The university offers degree programs in computer science, engineering, engineering technology, and mathematics. These disciplines each have challenging programs of study. Each department has been successful at producing well-educated graduates, and placement trends are exceptional. However, each department desires to increase the number of students entering their programs and retain those students until they have earned their respective degrees. Scholarship support is particularly lacking for upper level BS students who find themselves in financial hardship in finishing their programs of study. The STEM departments have noted a high percentage of upper-level students who enroll in fulltime study, yet work a significant number of hours at off-campus employment in order to pay for their education. This financial pressure leads to more time away from study, which often causes poor academic performance, subsequently leading to frustration, discouragement, and often the abandonment of the student's academic pursuits. This project continues a scholarship program for deserving students with demonstrated financial need. Faculty "Road Scholar" teams visit regional high schools and community colleges in order to publicize MSU's CSEMS degree programs. The funds here provide scholarships for students who are selected by the project directors. Recipients benefit from a comprehensive infrastructure of support programs: professional preparatory seminars and placement services offered through the MSU Office of Career Services; aptitude surveys, interest assessments, and career advice from the MSU Counseling and Testing Center; support from the Office of African-American Student Services; and a unique opportunity for international technical study through the Office of International Programs. Broader Impacts: This project represents an enhancement of a successful project that has been in place during the previous four years. The existing CSEMS project has focused an unparalleled level of attention on the high-tech disciplines on the MSU campus. Students have participated in professional preparatory workshops, mentoring programs, and specialized tutoring when needed. They have been introduced to professionals from industry and the international engineering community at a personal level. Guest speakers have included the Deputy Director of NASA-Marshall Space Flight Center and the Director for Nuclear Safety from the International Atomic Energy Agency. Both these agencies, as well as local industries, have promised continuing support for students internships and professional guidance. These scientists and engineers invigorate the students, motivate them to persist in their studies, and encourage their commitment to their disciplines. The impact on the recipient's quality of life, both intellectually and economically, will be felt for generations and will elevate career aspirations in this geographic region. This project continues to give special consideration to populations underrepresented in the STEM disciplines, and the economic conditions in west Kentucky make this program especially attractive to regional students. The resulting increase in the number of graduates with technical degrees promotes a well-educated, technically-prepared, culturally aware, and diverse workforce that supports state efforts to boost economic development. Results of the program will be reported at state and national meetings on STEM education, and to state agencies charged with tracking educational and economic indicators in the technology sector. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Cobb, Stephen Donald Bennett Daniel Claiborne Carmen Garland Victor Raj Murray State University KY Stephen C. Cooper Standard Grant 168651 1536 SMET 9178 9150 0000099 Other Applications NEC 0420188 June 1, 2004 Silicon Valley Scholarship Fund. This project is providing scholarships to one cohort of 30 students to be known as Silicon Valley Scholars. The scholarships are equally divided between majors in computer information systems and engineering. Funds to sustain scholarships for new cohorts of students would be sought from local industries in Silicon Valley. Strong support services are offered during the college years and are administered by the Financial Aid Office and the Student Academic Assistance Center. The university's recruiters attract new students to the university from among those students participating in outreach programs. In addition to Upward Bound and Educational Talent Search outreach programs, the university operates a charter high school for limited English speaking students who have fallen at least a year behind their classmates in reading achievement. Intellectual Merit: Low-income students with the diverse ethnic backgrounds of the university's students have proven difficult to retain through to graduation in most universities. The college has a track record of helping such students overcome the barriers to a full university education. The college uses a hands-on approach to teaching providing laboratory and workshop experiences for students in lower division classes and internship experiences in industry for upper division students. This practical approach to education facilitates a high placement rate in industry for graduates. Broader Impact: Students who would not normally attend college and would be found rarely in computer science and engineering majors are afforded a rigorous education and support services sufficient to assure success. Silicon Valley high technology industry receive access to a pool of well-trained potential employees to which they have heretofore lacked access. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Johnson, David Marisa Escalera Takeo Kubo George Shamshayooadeh National Hispanic University CA Lee L. Zia Standard Grant 396000 1536 SMET 9178 0421700 July 1, 2004 Supporting Talented and Needy Students in Computer Science, Information Technology, and Mathematics. This project continues and expands a successful two-year-old CSEMS project. It targets women and minorities through special recruiting efforts and includes extensive student performance tracking. Special activities include a weekly lunchtime colloquium and active ACM and Upsilon Pi Epsilon chapters. The current CSEMS project is successful at retaining students and improving their academic performance. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Greenlaw, Raymond Armstrong Atlantic State University GA Bert E. Holmes Standard Grant 224098 1536 SMET 9178 0000099 Other Applications NEC 0421719 October 1, 2004 West Texas Scholars in Computer Science and Mathematics. This is a scholarship program designed to attract, retain, graduate, and place academically talented, financially needy students in the technological workforce or in a graduate program in computer science or mathematics. The department faculty are identifying and recruiting students from on-campus programs and meetings. Other recruitment tools include high school visits, publicity on the Web, and the annual University Interscholastic League competition in Abilene. The program provides a total of 60 scholarships, with six new awards per year for four years. Each awardee has the option of renewing the scholarship for the duration of the grant. Eligibility is determined by a committee of mathematics and computer science faculty, a representative from the financial aid office, and CSEMS guidelines. The project uses the Student Support Team (SST) concept. A SST will include a faculty mentor serving as the director, a career counselor, a financial advisor, a representative from industry, peers in the student's major, and others suggested by the mentor. A major facet of the SST is the use of the existing course, University Seminar for Mathematics and Computer Science Majors, in which all scholarship recipients enroll. Faculty mentors help the students design an Individual Academic Plan (IAP) that includes suggested coursework, opportunities for internships, possibilities for undergraduate research, leadership roles, and graduate school goals. The intellectual merit in the project comes from the culture of excellence at ACU and the multiple opportunities afforded to the scholarship recipients. The broader impact of the project comes from increasing the number of students who utilize their computer science and mathematics degrees in the technological workforce or in graduate school in computer science or mathematics. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Holland, Jason Abilene Christian University TX Sheryl A. Sorby Standard Grant 206244 1536 SMET 9178 1536 0000099 Other Applications NEC 0421818 August 15, 2004 Continuing Success: An I&ET Scholarship Project. This project is awarding twelve scholarships per year for two years to students enrolled in an Associate of Applied Science degree in Industrial and Engineering Technology. The students are engaged in a learning community that is supported by Support Services staff, which provides a pathway for academic success and becoming part of a growing workforce in regional light-manufacturing plants. The project is leveraging a Trio program that includes Educational Talent Search and Upward Bound programs. These programs identify and encourage academically talented, low-income and first-generation students to achieve postsecondary educational goals. The program is using a well-defined one-on-one recruitment effort by initiating the process through personalized telephone contact, follow-up contact by faculty members, conducting on-campus orientation sessions, and having the students engage in on-campus interviews. The scholarship recipients engage in academic advising with priority registration. Individual education plans are developed in collaboration with faculty and Student Support Services councilors. The cohort scholars are involved in four yearly retention workshops where their Individual Assessment Plan are assessed, areas of concern are identified, and detailed plans of action are developed to address these concerns in order to ensure persistence and graduation. The final workshop facilitates job placement. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Nance, Daniel William Hailey U of Kentucky Madisonville Community College KY Bevlee A. Watford Standard Grant 82500 1536 SMET 9178 9150 0000099 Other Applications NEC 0421918 August 15, 2004 Scholarships for the New Millennium. The project is awarding thirty scholarships per year for four years, thereby increasing the number of individuals with associate degrees as well as increasing the number of students who are transferring to upper division institutions and/or directly entering the workforce. The project is being implemented at five participating Miami Dade College campuses (Wolfson, North, Inter American, Kendall, and Homestead) and is building on lessons learned from previous CSEMS grants. Faculty members are providing a key factor in helping the scholars achieve their goals through a high-touch and high-tech mentoring and tutoring process. They are meeting with the students at least twice a month where they are helping them develop their individual Comprehensive Educational Plan, assessing their academic progress that includes feedback from the students' instructors, and helping the students implement more effective learning strategies. Alumni Club members consisting of past CSEMS scholars are serving as role models and providing assistance in motivating the students by sharing their experiences and providing an opportunity for the scholars to network with industrial personnel. The scholars are engaging in hands-on, practical experiences, which include participating in the STEM Club; creating an Internet-based personal journal; participating in conferences and meetings of professional and scientific associations; internships; and field trips to industry and academic institutions. A broad coalition of agencies and organizations are participating in an effort to provide support for the scholars. The project is targeting women and underrepresented classes of students. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Damas, Guillermina Rene Garcia Pavlov Rameau Miami-Dade Community College - Wolfson Campus FL Terry S. Woodin Standard Grant 400000 1536 SMET 9178 1536 0000099 Other Applications NEC 0421961 September 1, 2004 Computer Science, Engineering, and Mathematics Scholarships. This project is establishes a partnership between Washington State University (WSU) and Columbia Basin College (CBC) offering scholarships to academically talented but financially needy students pursuing BS degrees in engineering, computer science and mathematics. Well prepared students are identified through an existing Math Engineering Science Achievement (MESA) program that is designed to encourage underrepresented middle and high school students to complete the academic prerequisites necessary to enroll in programs leading to BS degrees in mathematics, engineering and science. This program is well established in several middle and high schools in the area, and had significant success in producing students who earn BS degrees in science and engineering. Student services are in place both at WSU and CBC that have been shown to be successful at assisting students similar to those targeted here during both the transition from high school to college life and the remainder of their academic career. These services include "bridge" programs during transitions between different institutions, free tutoring for core courses and affinity groups that provide encouragement for students during their studies. Where appropriate, the programs involve the entire family unit since they are a very important influence on decisions made by students in the targeted area. A significant result of this project is the enhanced educational achievements by students from Hispanic backgrounds. Many of these students enter the local workforce at one of the numerous corporations in the targeted areas of the state of Washington. These corporations have indicated that they are 1) interested in providing mentors, shadowing opportunities and internships for students in this program, 2) very interested in hiring the students upon graduation with a baccalaureate degree and 3) interested in continuing the funding for the program after the NSF funding in no longer available. Thus, another positive result is increased cooperation between industry and educational institutions. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Olsen, Robert Washington State University WA Lee L. Zia Standard Grant 439999 1536 SMET 9178 0000099 Other Applications NEC 0422003 October 1, 2004 Fulltime Scholar: Scholarships in Computer Science and Mathematics. This project creates a merit-based scholarship program for talented but financially needy students in computer science and mathematics. These scholarships will be known as the NSF - John von Neumann Scholarships. Each year the project awards twenty scholarships to beginning students, fifteen scholarships to advanced students, and one scholarship to a graduate student. These scholarships increase the numbers of students who excel in beginning courses, increase the amount of time students can spend each week on their study, reduce the number of students who suspend their education for financial reasons, and retain more students to graduation. Ultimately the project increases the number of students graduating in four years in computer science and mathematics. The project includes a learning community for incoming freshmen, faculty mentors for scholarship recipients, tutors in computer science and mathematics, and career placement services on graduation. The intellectual merit of the project lies in giving students more time for academics, improving mentoring and support services, and encouraging creative work. The broader impacts of the project lies in project broadening the participation of underrepresented groups in computer science and mathematics by improving their access to higher education. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Ellingsen, Harold Barbara Nostrand Joshua Bartell SUNY College at Potsdam NY Sheryl A. Sorby Standard Grant 396000 1536 SMET 9178 0000099 Other Applications NEC 0422008 September 1, 2004 LaGuardia CSEMS Scholars. LaGuardia Community College is awarding 30 -45 scholarships annually to students majoring in CSEMS eligible subjects. The amount of the scholarships is dependent upon the individual student's unmet financial need; a consequence is that varying numbers of scholarships are being funded each year. The student population is 83% minority and 65% female; hence the scholarship program at this institution is increasing the numbers of individuals from these groups entering occupations in which they are traditionally underrepresented. A pool of over 370 students meets all the requirements (CSEMS major, financial aid and GPA) for receiving a scholarship. The application and selection process requires a written essay and an interview by the selection committee. The institution has excellent student support services that result in a first year retention rate of 65% - somewhat above the national rate. Included among the support services are student electronic portfolios, the LaGuardia Career and Transfer Center, student mentor program, a supervised internship program, tutorial centers, an employment and career services center, counseling, and the use of learning communities. Student surveys repeatedly have shown a majority of the students dropping out do so because of financial reasons. With the ability to ameliorate the financial problems with scholarships, the goal of 80% of CSEMS scholars either transferring to senior colleges or graduating with an Associate degree and becoming employed in a CSEMS field after two years of study is being met. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Hajallie, Kamal Ahmad Khalil CUNY Laguardia Community College NY Terry S. Woodin Standard Grant 400000 1536 SMET 9178 0000099 Other Applications NEC 0422017 September 1, 2004 Computer Science, Mathematics, Engineering and Engineering Technology Scholarship Program. This proposal expands the highly successful CSEMS scholarship program at Bronx Community College. Its goal is to increase the number of women and minority students majoring in computer science, mathematics, engineering, and engineering technology in order to prepare them for careers in high technology fields. The student population of the college is over 95% minority and 66% female. To date, the project has awarded 101 semester scholarships to 46 individual students, 18 women and 28 men. An Advisory Committee, supervised by the Vice-President of Academic Affairs, consisting of seven faculty members from the science departments chaired by the Principal Investigator, selects student scholarship recipients. The faculty develop selection criteria and evaluation procedures for student scholars. New students are being recruited from mathematics and science courses at the college and from local high schools. Intellectual Merit: Student scholars and the faculty constitute the CSEMS Academy, similar to the Science and Liberal Arts Academies and the Honors Program at the college. Each student is assigned a faculty member who is the student's mentor and advisor throughout the student's participation in the program. The Academy sponsors talks by alumni who are continuing their education or working in the high technology industry. It is a place where students form study groups and receive tutoring. Students are directed to the Office of Career Services for workshops on interviewing skills and resume writing. Eligible students have an opportunity to participate in paid research projects through the Alliance for Minority Participation program at the college and at Brookhaven National Laboratory. The program also seeks internships for students at local colleges and industries through coordination with other science division programs and projects. Broader Impacts: In addition to providing opportunities for students (most of whom are first generation college students) to see first hand what kinds of professional careers are available to them, the program has an impact on student retention. The overall success of the program is being based on the number of students who graduate and transfer to a four-year college or are employed full-time in a high technology area. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Bates, Madelaine CUNY Bronx Community College NY Deborah E. Allen Standard Grant 429508 1536 SMET 9178 0000099 Other Applications NEC 0422054 August 1, 2004 Partnering for Academic Scholarships and Success (PASS). Each year, for four years, this project provides scholarships to 25 academically talented, financially needy, Bennett College students majoring in CSEM disciplines. Scholarship recipients should either receive a baccalaureate degree in mathematics or computer science in four years, or transfer after 3 years to an engineering school to earn an engineering degree within 2 years. Recruitment, retention and academic support are critical components of this project. In conjunction with Bennett College's Office of Enrollment Services, an aggressive recruitment campaign is used to attract CSEM majors to Bennett College. For retention, Bennett College provides a quality curriculum, excellent teaching, mentoring, academic enrichment experiences, and exceptional academic support. Bennett College works closely with their Center for Teaching, Learning, and Technology (CTLT) to ensure that students are provided necessary counseling, tutoring, and skills building sessions. Bennett College also collaborates with academic and industry partners on cutting-edge curriculum enhancements, career planning and placement, and student internship opportunities. Intellectual Merit Statement: Infrastructure enhancements for research and education are realized through the industry and academic partnerships. In addition to career planning and curriculum review, the industry partnerships lead to future support through scholarships, internships, recruitment and capital campaign involvement. Broader Impacts Statement: PASS scholarship recipients are Bennett College students, mostly African American women from across the USA. The participation of underrepresented groups is broadened in terms of gender, ethnicity, and geography. Societal benefits include the production of highly qualified high tech professionals and leaders; and, through the inclusion of minorities and women, a more diverse and nationally representative workforce. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Ponting, Richard Byong Lee Bennett College NC Deborah E. Allen Standard Grant 374900 1536 SMET 9178 0000099 Other Applications NEC 0422066 August 1, 2004 BMACS Scholars: Completing Their Degree. This program continues a successfully completed CSEMS program that more than met its goal of 95% college-wide retention and on-time graduation rates. It achieved its goal of significantly increasing the retention rate and opportunity for our talented, but economically disadvantaged, students, to complete their undergraduate degrees in a timely manner. The minimum academic qualifications for acceptance and continuation in the program are a B average both in the major and overall. The previous program successfully supported 40 students, chosen each year out of a pool of more than 60 qualified applicants. The current program recruits more minority students, provides each scholar with application-oriented experiences in their field, assists each scholar with employment or graduate school admission upon graduation, and retains 95% of the scholars to graduation at end of two years. Intellectual merit: The program has a strong advisory component in the selection of appropriate and challenging course work for each student, supplemented with several out-of-class discipline-related activities. It provides an extensive lecture and seminar exposure for students in mathematics and computer science, as well as several research projects. Broader impact: The previous program had an equal number of female and male students and a 6% minority representation, somewhat matching the campus population. The college is committed to increase minority participation in the program to 10%. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Miller, Sanford Joan Lucas Kadathur Lakshmanan Mihail Barbosu Adam Standish SUNY College at Brockport NY Sheryl A. Sorby Standard Grant 400000 1536 SMET 9178 0000099 Other Applications NEC 0422083 September 1, 2004 Scholarships for Computer Information Systems, Computer Science, and Mathematics Majors. Intellectual Merits: This project at Mercy College supports (1) recruitment, screening, and the selection two cohorts of 15 talented, economically disadvantaged students, enabling them to pursue full-time study towards the completion of their bachelor's degree; (2) ensures that at least 95% of participants are retained and make satisfactory progress towards completion of their degree program; (3) provides a comprehensive series of support services that will highlight research, professional development, and employment opportunities for CIS, CS, and Math majors and further placement of students after graduation; and (4) by the end of grant Year 4 enable 25 project participants to complete CIS, CS, or Math coursework and requirements towards a bachelor's degree. Broader impacts: The CSEMS Program at Mercy College plays an important role in ensuring that underrepresented students have the opportunity to participate in a structured program of mentoring, research internship opportunities, and a comprehensive program of support services that will enable them to depend less on work and experience activities that will prepare them for post baccalaureate educational or career opportunities. Through special mentoring programs for CSEMS students, partnerships for internship placements with research-intensive universities that offer doctoral degrees in the computer sciences, as well as financial support, Mercy's CSEMS program works to increase the number of students, underrepresented in the computer science and math fields, who complete degree programs in this area and pursue graduate education in these fields. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Wang, Yun Mercy College NY Terry S. Woodin Standard Grant 206228 1536 SMET 9178 0000099 Other Applications NEC 0422096 October 1, 2004 Improving Graduation Rates of Financially Needy Engineering, Computer Sciences, and Mathematics Students through Scholarships, and Academic and Professional Preparation. This Computer Science, Engineering, and Mathematics Scholarships (CSEMS) project aims to continue helping financially needy computer science, engineering, and mathematics students to obtain their baccalaureate degrees. It provides a total of 30 scholarships to 20 undergraduate and 10 graduate students within the CSEM disciplines. The objectives of this project include: 1. Recruit, identify, select and evaluate potential students entering CSEM fields. 2. Provide adequate services so that CSEMS students maintain satisfactory academic progress. 3. Provide adequate support, financially and otherwise, to CSEMS scholars so they may complete their educational goals. 4. Connect participants with their faculty advisors 5. Encourage undergraduate students to experience research either at UNM, other universities or to experience internships at private and governmental research institutions. Students are selected on the basis of financial need, academic merit, and potential for professional success. The program utilizes UNM financial aid office procedures and regulations to establish financial need of students. Academic merit is determined by students' grade point average, the quality of the recommendation letters, the students' resume, and the goal setting essay submitted by every applicant. A committee reviews applications. Tutoring, mentoring, and professional development are an integral part of the program since these services foster students' growth and interest in their field of study. Students are referred to the UNM Career Services office for career placement. The broader impact of this project is that it provides opportunities for students, especially minority students, to succeed in the CSEM fields. The intellectual merit of this project is in the strength of the CSEM academic programs, the close interaction between students and faculty in the CSEM fields, and the ability of graduates to obtain good jobs in the CSEM fields. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Christodoulou, Christos Steven Peralta Elsa Castillo University of New Mexico NM Stephen C. Cooper Standard Grant 394268 1536 SMET 9178 9150 0000099 Other Applications NEC 0422097 September 1, 2004 A Computer Science, Engineering, and Mathematics Scholarship Program: Building Upon an Industry-Academia Foundation. The "Next Generation of Manufacturing Engineers for the Automotive Sector" project provides scholarships for students interested in all aspects of manufacturing for the automotive sector. All College of Engineering programs, as well as computer science and mathematics benefit from the project. The project strengthens existing alliances and resources, as well as partnerships with community colleges and industry sponsors throughout the Mid-South region. The intellectual merit of the project is to supplement existing resources within the University to facilitate a life-altering, environmental change for financially disadvantaged, upper-division undergraduate CSEM students with academic potential. Scholarships are provided supplemented with summer industry or research internships between the junior and senior years. CSEMS students become an integral part of the academic culture and take more advantage of tutoring, peer mentoring, career development, research, student collaboration, as well as other academic and personal advantages gained by being fully engaged in the University community. The broader impact of the project is achieved via the following objectives, each with specific, measurable outcomes, which are analyzed to continually improve the program: i) to decrease the financial debt of CSEM graduates via scholarships and counseling, ii) to decrease the number of CSEM students working in non-intellectually engaging jobs by increasing opportunities for students to work on a faculty member's funded research or through approved co-op or summer internships with industry partners of the project, iii) to improve employment placement in highly sought-after positions via the institution's relationship with industry partners who support seamless transition of internships into full-time positions, iv) to increase the graduation rate of CSEM students, particularly minority and female students, v) to decrease the average time to degree completion for CSEM students and, vi) to increase the number of CSEM graduates who enroll in graduate school. These objectives are achieved through a unique combination of student environment modifications, one-on-one counseling and tutoring services, scholarships, retention and intervention, professional development and research activities, and industrial collaborations while leveraging and not replacing existing resources. The project strives to maintain the underrepresented participation from our baseline CSEMS awards, which consisted of 52% minorities and 40% females. A committee of faculty, staff and industry partners from the Tennessee Valley Authority (TVA), Federal Express Corporation (FedEx), The Solae Company, Wright Medical Technology, Inc., and the Army Corps of Engineers will select and mentor the recipients. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Russomanno, David Paul Palazolo Regina Hairston Anna Lambert Karen Smith University of Memphis TN Lee L. Zia Standard Grant 343750 1536 SMET 9178 9150 0000099 Other Applications NEC 0422121 September 15, 2004 Computer Science, Engineering and Math Research Scholars Program. This project is continuing the work of a previous CSEMS award (0094725) to provide scholarship funds for students with financial need and academic excellence. These students are given the opportunity to gain practical experience and enhanced professional development while learning about the opportunities for participating in research programs with dedicated faculty mentors. These faculty mentors are accomplished researchers in their field and have demonstrated the ability to effectively mentor undergraduate students towards accomplishment of career goals or the pursuit of higher education. Intellectual Merit: Students are invited to participate in monthly research seminars and a Student Research Forum each semester. Annually, the participants are encouraged to present at an appropriate regional or national professional conference. Recipients may also participate in a career seminar series conducted by career training specialists and industry professionals. Broader Impact: CSEM Research Scholars are particularly monitored for success rates relative to other campus-wide retention programs and for accomplishment of the CSEM program goals. Through connectivity with other recruiting and retention efforts in these disciplines, underrepresented population groups particularly have the opportunity to experience the excitement and rewards in the fields of engineering and science. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Foley, Robert Michael Doran Frances Dougherty Madhuri Mulekar University of South Alabama AL Sheryl A. Sorby Standard Grant 400000 1536 SMET 9178 9150 0000099 Other Applications NEC 0422163 September 1, 2004 Norwalk Community College CSEMS Scholars for Excellence. Norwalk Community College is awarding annually twenty-four scholarships for a total of 96 scholarships over the four-year project. Awardees are enrolling full-time in one of the CSEMS eligible fields of computer science, computer technology, engineering, engineering technology or mathematics. The recipients of the scholarships are financially needy and academically talented students many of whom are being drawn from historically underrepresented groups. The over 200 business and industrial establishments making up a large and diversified research and industrial center surrounding the institution are committed to providing summer internship experiences for the CSEMS scholars. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Burt, Susan Marilyn Seman Norwalk Community College CT Lesia L. Crumpton-Young Standard Grant 330000 1536 SMET 9178 0000099 Other Applications NEC 0422180 September 1, 2004 The Paschal Scholars Program in Mathematics, Computer Science, and Computer Information Systems. This project addresses the national need to prepare more women for careers in mathematics, computer science, and computer information systems. It provides 28 Paschal Scholarships per year for four consecutive years to seven academically talented, financially needy students from each class level who are completing undergraduate degrees in these majors. Meredith has forged strong partnerships with faculty and professionals across multiple fields to aid in mentoring and placing students. The Paschal Scholars Program will recruit talented students from diverse backgrounds, retain students in these fields to degree completion, place students in mathematics and IT fields upon graduation, and build a mentor network during and after the award period. The Paschal Scholars Program will develop new features, including a speaker series on issues related to the underrepresentation of women in mathematics and computing and a mentor network, and will combine these with existing supportive structures to assist in retaining these students to degree completion. Intellectual Merit. The Paschal Scholars Program encourage academically-talented women to enter these demanding fields, enabling a greater proportion to complete their degrees and increasing their post-graduation opportunities. Faculty and student scholars will also disseminate research and components of the program through presentations at national conferences. Broader Impacts. Meredith faculty in mathematics and information sciences will continue their collaborations with colleagues at NC State University to study "pipeline issues" and extend the benefits and results of this research to students in the region and to researchers and practitioners around the country. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Hontz, Jennifer Danny Green Barry Koster Jacquelin Dietz Meredith College NC Sheryl A. Sorby Standard Grant 384996 1536 SMET 9178 0000099 Other Applications NEC 0422187 September 1, 2004 Thomas A. Edison Scholars. This project is continuing a successful computer science, engineering, and mathematics (CSEM) project by awarding 30 scholarships per year to eligible students enrolled in programs in computer information systems, engineering, engineering technology and mathematics. This project is recruiting participants from among current students majoring in CSEM disciplines and those who have not declared a major, high school seniors, students at local adult schools and through referrals from community agencies. Emphasis is being placed on the recruitment of students who are members of populations underrepresented in CSEM disciplines. Selection of scholarship recipients is based on required basic eligibility criteria, coupled with academic achievement and maturity as evidenced by community commitment. The project is administered through NJCATE, an NSF-ATE funded center of excellence in technician education. Intellectual Merit: This project builds upon the successes of an earlier CSEMS project. Of the 57 scholarship recipients in that project, 43.9% (25) graduated and are pursuing bachelors' degrees in a CSEM disciplines (as compared to 15.9% for the College). Additionally, 38.6% (22) are still enrolled and eligible for scholarships. One-third (19) of the scholarship recipients began as developmental education students who initially were awarded scholarships in escrow. The college's typical remediation success rate is 50% while that of the scholarship in escrow recipients is 100%. Specific objectives of the NJCATE Scholars program are to: (a) increase the enrollment of high-ability, low-income students, particularly those from populations underrepresented in CSEM disciplines. (b) increase the retention and graduation rates of students in CSEM disciplines. (c) enhance transfer opportunities for scholarship recipients. (d) strengthen partnerships between the college and high technology industry to provide students with career experiences and support. The scholars participate in a variety of support activities to enhance retention and success. Scholarships held in escrow for CSEM majors enrolled in development education coursework encourage persistence to credit courses. Faculty advising, group meetings, and career and transfer workshops are designed to form the basis of a learning community of scholars that provide mutual support and encouragement. A seamless web of existing support services will buttress targeted support. A Steering Committee of faculty and administrators from involved academic and support departments oversee project implementation. Broader Impacts: 58% of the students supported with the first grant were minority students. This significant increase demonstrates the impact of financial assistance coupled with targeted support in encouraging the enrollment and success of students from underrepresented populations in CSEM disciplines. Additionally, financial need is often a strong barrier to completion of degrees among students from both minority and majority populations. Scholarship support reduces the need for outside employment and enables students to focus more intently on studies, reducing the time for degree completion. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Burke, Francis Jack Waintraub Maria De Lucia Middlesex County College NJ Deborah E. Allen Standard Grant 396000 1536 SMET 9178 0422199 July 1, 2004 Undergraduate Scholarship Program in Computer Science, Engineering & Mathematics. This is a project of scholarship support and student services that increases the number of low-income computer science, engineering and mathematics undergraduate majors who complete their baccalaureate degrees at Colorado State and prepares them to make a smooth transition into the workforce or graduate school. Colorado State coordinates its existing science and engineering student services resources and its resources in the industrial sector in Northern Colorado creating a comprehensive program to support scholarship recipients. This project assists industries and current initiatives such as 29 CO-AMP, McNair, Women and Minorities in Engineering Program and AGEP project to recruit and enroll underrepresented and low-income students including women and persons with disabilities in CSEM fields. This project not only impacts the lives of scholarship recipients and strengthens Colorado State's ability to train its students, it also demonstrates that students from low-income populations, given appropriate support, can help to meet the critical need for well-prepared technology workers in the U.S. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Elhakim, Omnia Colorado State University CO Lesia L. Crumpton-Young Standard Grant 400000 1536 SMET 9178 0000099 Other Applications NEC 0422225 August 15, 2004 Promoting Computer Science, Engineering, and Mathematics with Scholarships and Student Support Services. The Community College of Baltimore (CCBC) is awarding thirty scholarships annually to students in one of the six A. A. degree programs eligible under the CSEMS guidelines. Three of the programs, Computer Science, Engineering, and mathematics are designed for students intending to transfer to four-year institutions, the remaining three, Computer Information Systems, E-commerce, and Multimedia prepare students for a technology career. Twenty percent of the scholarships are being reserved for students transferring to a four-year institution. CCBC faculty are continuing to mentor those who have transferred via telephone, email and in person consultations. This program is allowing talented students who could not otherwise continue their education because of financial considerations to earn a bachelor's degree. The project's advisory board consists of a CCBC financial officer, two local business partners, a student services counselor, and a representative from one of the six targeted programs. Other outstanding features of the project include a three-day summer career experience workshop and an excellent student support system. During the summer workshop students with the guidance of an academic counselor are creating individual academic learning plans for their four-semester degree program. These plans are updated as the students progress through their programs of study. The CSEMS scholars are doing very well as compared to the general college populace. The college dropout rate of 58% is reduced to 15% for CSEMS scholars. The 44% success rate for the CSEMS scholars after only 2.5 years is nearly double the three-year success rate for the college. The remaining 41% are still continuing their college studies. Not all the dropouts can be considered failures; among them are several individuals who are employed fulltime in their elected CSEMS supported fields. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Sorkin, Sylvia Katherine Caplan Andrew Beiderman Tejan Tingling Xianghao Cui Community College of Baltimore County, Essex MD Terry S. Woodin Standard Grant 396000 1536 SMET 9178 0000099 Other Applications NEC 0422253 September 1, 2004 Technology Opportunity Pathway. This project is attracting and supporting students to the areas of mathematics, engineering science, drafting, multimedia, computer information systems, information technology, and computer systems and networking. Technology Opportunity Pathway (TOP) provides 30 scholars who demonstrate academic skills and personal readiness with scholarships. Intellectual Merit: The scholarship program objectives are to (1) increase the number of students, including those from underrepresented groups, as a result of targeted recruitment and scholarship aid; 2) improve student persistence and GPA with orientation, mentoring, tracking, and support services; and 3) provide assistance for students to transfer to a four-year institution or to seek employment in a technical field. The TOP Team consists of five faculty members and the Dean of Enrollment Management. Recruitment materials and support service activities are being developed to promote the program to traditional and adult learners. TOP scholars are selected based on financial need, academic merit, professional readiness, and personal information. The TOP team is developing and maintaining relationships with local businesses to promote internships and career and transfer opportunities. A significant component is the required participation in college and TOP student services activities. Meetings and workshops feature guest speakers and skills to provide scholars with useful information, training, and survival strategies aimed at educating a highly skilled technical workforce. These meetings help form a community of faculty and peers and promote lifetime learning skills and professionalism. Broader Impact: The program outcomes are being compiled at the end of each semester and summary data is being reported on a TOP Scholar page linked to the college website. Presentations are being made at statewide and national conferences. The principal investigators are collaborating with other CSEMS projects and sharing program outcomes with colleagues through publications and at professional conferences. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Mead, Kenneth James Bucki Marina Cappellino Virginia Taylor Philip Pickering Genesee Community College NY Lee L. Zia Standard Grant 276840 1536 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0422256 July 1, 2004 An Industry-Academia Partnership for Students in STEM Disciplines. This project develops a sustainable and replicable industry-academia partnership model for helping talented, but financially disadvantaged, students complete their baccalaureate degrees in timely fashion and move successfully into the workforce. The activities of the project demonstrate that significant improvements in retention, placement, and workforce streaming is achieved by combining scholarships, professional development activities, intervention, and academic support in a coherent program designed to help empower students to take responsibility for their own success. Students majoring in Computer Science and in Civil, Computer, Electrical, Mechanical, and Ocean Engineering are the scholarship recipients. The intellectual merit of the project is achieved through Professional Development Workshops (PDW), a unique development of the current CSEMS project, that are highly effective in building student self-confidence and in broadening their horizons. CSEMS students are assuming leadership roles in the University and in the community The broader impacts of the project are realized by making a direct impact on national workforce needs. It supports NSF initiatives on integration of diversity into its programs and on integration of research and education. The refined and tested industry-academia student development model can be replicated in many ways, in whole or in part. For example, the FAU Colleges of Engineering and Business have joined to offer an elective course based on PDW concepts that are open to all students in both Colleges. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Yong, Yan Karl Stevens Maria Larrondo-Petrie Sharon Schlossberg Florida Atlantic University FL Sheryl A. Sorby Standard Grant 382875 1536 SMET 9178 0000099 Other Applications NEC 0422258 October 1, 2004 Advanced Scholarships for Science, Engineering and Technology Students. Intellectual Merit: This CSEMS program builds on an existing proven and successful cross-school CSEMS program. The program is making a positive impact on on-time graduations by permitting full time enrollments; having a marked effect on reducing students' loan indebtedness; broadening students' educational experiences within their discipline by involving all the students in one-on-one mentoring with faculty in the student's major (many involving research experiences) and outside their major by involving the students with faculty and staff who participate in enhancement programs designed specifically for the scholarship holders. The Program also works to ensure the continuing academic success of the students by expanding and enhancing long-term, well developed, institutional student support infrastructure in the participating schools. Broader Impact: The participating schools have large numbers of students who fit the CSEMS eligibility criteria. A careful nomination and selection procedure is used to ensure that program goals are met. In addition to long established in-place campus support programs, scholarship recipients also have a faculty mentor in their major, and this may include a mentored research experience. In addition there are activities offered that focus on graduate school and employment opportunities in the high technology sector. The established Purdue University CSEMS Program Web Site and the use of E-mail ensure that there is good communication between the students and staff. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Sahley, Christie Klod Kokini Mary Sadowski Purdue University IN Linnea A. Fletcher Standard Grant 400000 1536 SMET 9178 0000099 Other Applications NEC 0422264 March 1, 2005 Scholarships in Computer Science, Mathematics, and Engineering for Undergraduates. This project continues a Computer Science, Engineering and Mathematics (CSEM) Scholarship Program at the university. The primary objectives of the program are to 1) increase the number of low-income students obtaining undergraduate degrees in computer science, engineering and mathematics; 2) increase the number of women and under-represented minorities obtaining undergraduate degrees in computer science, engineering and mathematics (both contributing to broader impct); 3) increase retention and graduation in these fields; and, 4) increase faculty mentoring of students as they prepare for graduate school enrollment or technology employment (the latter two representing the intellectual merit of the project). To date, all 60 CSEM-Scholars in the present program have either graduated with a csem-degree or are in good academic standing and making progress towards degree attainment. The project offers 118 additional scholarships of $3125 to students with financial need and who are juniors or seniors majoring in computer science, engineering or mathematics. In addition to financial assistance, CSEM recipients participate in a variety of activities designed to support their success. These includes faculty mentoring, faculty/industry research or internship experiences, academic advising, and enrollment in a special seminar focused on career and graduate schools information. Finally, a newly created Corporate Advisory Board informs and advises the program team and CSEM-scholars to enhance current CSEM efforts. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Purtilo, James Gary Pertmer University of Maryland College Park MD Stephen C. Cooper Standard Grant 400000 1536 SMET 9178 0000099 Other Applications NEC 0422272 September 1, 2004 Computers, Engineering, and Mathematics Scholars Program. Minneapolis Community and Technical College is awarding annually 28 scholarships to financially needy, academically talented students who are pursing a course of study in computer science, information technology, engineering, or mathematics. The scholarship program is enabling students, who otherwise could not, to attend college full-time. With a college enrollment of the traditionally underrepresented minority groups reaching 46%, a significant number of whom are Native Americans, the program is successfully bringing members of these groups into STEM careers. A goal of the project is that 85% of the CSEMS scholars earn an Associate's degree within two years. A variety of student support services are being provided including academic and career planning, experiential learning opportunities, counseling, financial aid advice and student life programs. Local business and industry are providing summer internships for the students. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Pollak, Richard Nicole Watson Minneapolis Community and Technical College MN Lesia L. Crumpton-Young Standard Grant 385000 1536 SMET 9178 0000099 Other Applications NEC 0422275 January 1, 2005 Scholarships for Increased Access to High Tech Workforce Education. The project is awarding thirty scholarships per year to students who are enrolled in a computer information technology, computer networking, computer programming analysis, engineering technologies or mathematics transfer program and/or to enter the workforce. The project is providing multiple support systems for the CSEMS scholars such as academic counseling in "Student Success" workshops and supplemental instruction, peer and online tutoring, cohort meetings, career exploration events, financial aid sessions, a "Computer Technologies Club, and career planning. Business and industrial connections are being promoted through Career Exploration Events, a "Tech Camp" which is providing hands-on experiences in technology, "Career Exploration Events" held three times per year, and by taking students to business sites for tours and work exposure. The project is targeting underrepresented classes of students who are financially needy and academically talented to attain educational goals and become workers in a myriad of high technology jobs in a region that has the nation's fifth largest high tech workforce. The project is building upon a previous CSEMS grant and is incorporating lessons learned into this project. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Paul, Anindya Bettye Parham Daytona Beach Community College FL Terry S. Woodin Standard Grant 396000 1536 SMET 9178 0000099 Other Applications NEC 0422279 August 15, 2004 A Program to Facilitate Scholastic Achievement in Computer Science, Engineering, and Mathematics. The University of Missouri-Rolla (UMR) is developing and implementing the UMR CSEM Scholars, a program that is awarding 14 scholarships annually for 4 years and addresses the following challenges: 1) increase student enrollment and retention in Computer Science, Engineering, and Mathematics (CSEM); 2) increase percentage of students enrolled in CSEM degree programs that originate from low-income households; 3) increase retention and graduate rate of CSEM low income students; and 4) increase post-graduation success of CSEM graduates originating from low-income households. These goals are accomplished by providing the CSEM scholars with an environment to achieve their best academic performance, and enable them to succeed in the workforce by guiding them in leadership, professional development, and personal growth. CSEM scholars are provided a wide variety of support structures and activities including a set of half-day seminars in each semester to strengthen their professional development alongside their academic development in the curriculum. The project is being assessed throughout the duration to determine effectiveness of recruiting, retaining and graduating low-income students. The results of this assessment are made available through local and national dissemination venues including publication in journals, conference presentations and web-based information. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Leopold, Jennifer Harvest Collier Daniel Tauritz Missouri University of Science and Technology MO Stephen C. Cooper Standard Grant 225464 1536 SMET 9178 0000099 Other Applications NEC 0422297 July 1, 2004 New Century Scholars. This program creates ten scholarships of four years each to increase the number of students, particularly women, completing an undergraduate degree in the computing sciences. The program increases the number of academically talented students with unmet financial need who choose a major in the computing sciences, and increases the proportion of women majors in Elon's computing sciences programs. It emphasizes academic and social support systems to help students succeed in their studies, and includes experiential learning activities to prepare students for transition to employment or graduate studies. An assessment team monitors student progress each semester. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Heinrichs, Lynn David Powell Elon University NC Sheryl A. Sorby Standard Grant 137058 1536 SMET 9178 0000099 Other Applications NEC 0422298 August 15, 2004 Computer Science, Engineering, and Mathematics Scholarships. This project, based on a previous successful CSEMS project, is recruiting low-income students interested in pursuing an educational career in Computer Science, Engineering or Mathematics from the Miami-Dade High Schools, Florida Community Colleges, and also from students applying for admissions to the University. Recruiting and screening processes and criteria have been established to identify the candidates in terms of need, well roundedness, and scholarship. Broader Impact FIU is an HSI (Hispanic Serving Institution), and Hispanics are underrepresented in the CSEM areas. The project is actively seeking Hispanic students among the eligible low-income qualifying students without discriminating against other minority or non-minority students. The goal for the freshman students is to graduate them with a Bachelors degree in the 4 years the program lasts and for the junior students is for them to finish first their Bachelors degree during the first 2 years of the program and then possibly get a Masters degree in one of the 3 targeted areas (Computer Science (CS), Mathematics (MATH) or Engineering (ENG)) during the following 2 years. Intellectual Merit A counseling, guidance, and mentorship program is in place to provide students with adequate support mechanisms to assist the students in achieving the goals. A research experience and internship program is available to all the participating students. Faculty from each of the participating disciplines serve as advisors and mentors to the CSEMS scholars, meeting with them regularly to provide advice on academic, career, support services, and learning enhancement opportunities, as well as personal support and encouragement. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Villamor, Enrique Masoud Milani Armando Barreto Philippe Rukimbira Kandell Bentley-Baker Florida International University FL Linnea A. Fletcher Standard Grant 400000 1536 SMET 9178 0000099 Other Applications NEC 0422307 August 15, 2004 Increasing the Number of Women in Computer Science, Engineering, and Mathematics: A Scholarship Program at an Undergraduate Women's College. This project supports 60 scholarships for academically qualified, need-based students to attend and graduate from Sweet Briar College (SBC) in a math, computer science, or engineering major. SBC's CSEMS program targets need-based groups in socio-economically underprivileged areas of Virginia to leverage SBC's standard $7,500 Virginia Grant. Intellectual Merits: SBC is an ideal learning environment to facilitate the success of disenfranchised women in CSEM fields. It offers women a unique learning opportunity through small class sizes (averaging 12 students), low student to faculty ratio (8:1), multiple CSEM options including engineering, and a record of success in math and science programs. Broader Impacts: This scholarship program increases the number of women in CSEM fields by attracting qualified need-based women into an encouraging and engaging learning environment. These scholarships open a pipeline for continued recruitment of socio-economically underprivileged students in Virginia to SBC beyond the NSF grant period. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Wassell, Stephen Raina Robeva Hank Yochum Dorsa Sanadgol Sweet Briar College VA Linnea A. Fletcher Standard Grant 201250 1536 SMET 9178 0000099 Other Applications NEC 0422309 September 1, 2004 HGTC Computer Science, Engineering and Mathematics Scholarship (CSEMS) Program. Scholars in Technology for the Twenty-first Century.. The project is awarding thirty scholarships per year for four years to students enrolled in a computer, electronic engineering or civil engineering technologies associate degree program. The project is supporting the Scholars with peer and faculty mentoring, engaging them in an active student chapter of the Association of Information Technology, providing child care for students with children at a child development center, supporting their academic progress in academic achievement centers, and developing partnerships and support systems with technology employers within their own discipline. The project is building upon the lessons learned from a previously awarded CSEMS project. Previous recipients, who are working in industry, are becoming role models by giving presentations and supporting current CSEMS recipients. Departmental faculty within each of the three programs are providing an identification and referral process to improve retention, graduation and transfer rates of the scholars. Recruitment and retention efforts are specifically targeting underrepresented and non-traditional students through a federally funded Educational Talent Search program, TRIO programs that include an Upward Bound program, and a Program for Accelerated College Enrollment. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Davis, Gary Nancy Dudley Timothy Jessup John Vaught Horry-Georgetown Technical College SC Lesia L. Crumpton-Young Standard Grant 295000 1536 SMET 9178 9150 0000099 Other Applications NEC 0422314 September 1, 2004 Mathematics, Engineering, and Technology Scholarship Program. The Mathematics, Engineering and Technology (MET) Scholarship Program is designed to increase the number of underrepresented students pursuing careers in computer science, mathematics, and engineering (CSEM). It has the following objectives: 1. Recruit and enroll 33 students a semester (28 grant supported scholarships and 5 contributed by the college) into an Associate of Science and Associate of Applied Science MET Scholarship Program. 2. Retain at least 75% of participants to the completion of a degree and transfer to a baccalaureate degree program. 3. Establish 6 paid summer internships in CSEM fields for promising students in the scholarship program to increase collaborations with industry. Because the five colleges in the system cover a wide geographic area, faculty at each college mentor the scholarship students. The scholars are brought together as a group for orientation and interact in small study groups and at lectures and field trips offered throughout the academic year. Intellectual Merit: The MET Scholarship Program is increasing the numbers of well educated and skilled employees in technical areas; improving educational opportunities for students in CSEM fields; increasing student retention to an associate degree and transfer to a baccalaureate program; and strengthening partnerships between the college and high technology industry in the Houston area. The success rate of students transferring from the college to four-year institutions gives evidence to the quality of academic programs. Broader Impacts: By targeting underrepresented minorities, there are both short-term and long-term increases in the number of underrepresented students entering the college and completing an associate degree to pursue careers in CSEM fields. The scholarships significantly increase the ability to draw new students into math, computer science and technology, and engineering programs. The MET Scholarship Program and a full system of academic support prepares the participants from a largely minority student population to compete successfully in baccalaureate degree programs and as working professionals. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Lin, Joanne Kenneth Holden Houston Community College TX Deborah E. Allen Standard Grant 385000 1536 SMET 9178 0000099 Other Applications NEC 0422315 September 1, 2004 Computer Science & Mathematics Scholarship Program. This project provides scholarships for academically talented, financially needy students, with an emphasis on attracting women and underrepresented minorities. It provides 85 scholarships over four years while implementing a plan to increase the candidate pool. The project includes three faculty members from the Department of Mathematics and Computer Science, as well as the Director of Enrollment Services & Financial Aid, Assistant Director of Enrollment Services, Executive Director of Student Services, and Program Manager of Career Services. Recruitment will include outreach to specialized organizations such as Women in Science and Engineering, the Urban League, and the Hispanic organization, Adelante. Every CSEMS scholar will be paired with a faculty mentor who will direct academic and personal interventions as necessary. Academically challenged students will be offered extended classroom instruction or individual tutoring. Eligible students will be offered Dowling College matching grants, opportunities for work-study and co-op/internships. Intellectual merit: the project will advance knowledge and understanding of computer science and mathematics in local school communities and industry. Broader impacts: the project will make an important contribution to understanding how to create a collegiate learning environment in which underrepresented students can fulfill career goals. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Monteferrante, Sandra Fred Rispoli Dowling College NY Sheryl A. Sorby Standard Grant 292187 1536 SMET 9178 0000099 Other Applications NEC 0422322 September 1, 2004 CSEMS V at CAL. The Multicultural Engineering Program (MEP) of the University of California at Berkeley Center for Underrepresented Engineering Students (CUES) administers the CSEMS V at Cal program. This work builds on previous and current CSEMS at Cal awards being administered by MEP. CSEMS V at Cal follows a single cohort of freshman and sophomore students over a four-year period, and awards scholarships of $3125 per year to twenty-nine economically disadvantaged students, with a special emphasis on students from underrepresented groups in engineering and science. Recruitment of the Cal-CSEMS Scholars targets three groups: 1) freshmen admitted for Fall 2004 or Spring 2005, 2) freshmen participating in the MEP Summer 2004 Pre-Engineering Program, and 3) freshmen and sophomores participating in academic workshops and mathematics placement testing during Cal Summer Orientation (CalSO) offered by the Coalition for Excellence and Diversity in Mathematics, Science and Engineering. This group will include students from majors in Berkeley's College of Engineering, chemical engineering majors in the College of Chemistry, and students in the College of Letters and Science who are completing coursework to pursue (a) the computer science or mathematics majors in the College of Letters and Science or (b) a major in the College of Engineering. Students are chosen by a committee of Berkeley faculty and staff from Coalition academic support programs, which employ a comprehensive approach in evaluating each student's academic merit and professionalism. Intellectual Merit: Cal-CSEMS scholars participate in a variety of retention-related activities tied to the existing student support infrastructure of CUES, the Coalition for Excellence and Diversity in Mathematics, Science, and Engineering, the EECS Center for Undergraduate Matters and other partner programs. This includes faculty advising, academic excellence workshops, tutoring, mentoring, advising, internships in industry or research experience, and assistance with graduate school applications or job placement. A unifying theme of the CSEMS V at Cal program is increasing student retention by helping each student develop into a committed member of the engineering and academic community. Programs such as those available to the CSEMS scholars are practical ways to remove social and cultural barriers in SME fields and reinforce the value of providing educational opportunity and equity to a diverse student pool. Broader Impacts: There is an increasing shortfall in the number of qualified students that will be able to fill the need for computer science and engineering professionals in the workforce. Students' financial troubles are increasingly likely to interrupt and delay their degree completion. Currently, 60% of Berkeley students demonstrate some type of financial need, and are receiving need-based support in order to attend college. Financial need is perhaps a more serious impediment to timely completion of engineering degrees--the technical course load is often not compatible with long hours of outside work. Indeed, the scholarship support from the CSEMS V at Cal program may also facilitate students' ability to enrich their educational experience with activities that are not necessarily tied to financial obligations, such as undergraduate research, tutoring, and teaching. By decreasing students' loan debt upon graduation, these scholarships may also encourage students to pursue graduate degrees before entering the technical workforce. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Johnson, George University of California-Berkeley CA Duncan E. McBride Standard Grant 398732 1536 SMET 9178 0000099 Other Applications NEC 0422325 September 1, 2004 Technical Education And Community/University Partnership. The project has as its goal the increased placement of mathematics and computer science graduates in local technology-oriented businesses in Maryland's Lower Eastern Shore region. The University of Maryland Eastern Shore (UMES) is working with the Delmarva Education Foundation (DEF) and local STEM enterprises in order to: o Increase the numbers of well educated and skilled employees in mathematics and computer science; o Improve educational opportunities for students in mathematics and computer science; o Increase retention of students to degree achievement; o Improve student access and utilization of support programs at UMES; and o Strengthen partnerships between UMES, local school districts, and local high-technology industries. UMES is working with DEF to recruit 29 local students to pursue undergraduate degrees in mathematics and computer science as CSEMS scholars at UMES. These students benefit from scholarship support as well as enhanced academic advising, a framework of academic and other support services, mentoring from professionals working in local STEM enterprises, and opportunities to engage in pre-professional work experiences. The Intellectual Merit of this project is in strong academic programs and close contact between faculty and students. The Broader Impact is the effect of enabling the students to enter the local high-technology workforce in the region. Implementation of the activities holds potential for strengthening the social, economic, and intellectual fabric of the Lower Shore Community. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Seaton, Daniel Mark Williams Albert Casavant University of Maryland Eastern Shore MD Duncan E. McBride Standard Grant 397204 1536 SMET 9178 0000099 Other Applications NEC 0422328 January 1, 2005 FAST-Phase 2, Financial Aid for Success in Technology. This project continues a successful CSEMS program at Georgia Institute of Technology. The objectives are to enable access to a top-quality education to the most deserving students and to ensure the best guidance for their success as technology leaders. The current program has already supported, financially and through mentoring, 87 students. Results from the first two and a half years show (a) a student retention rate that is considerably superior to that of their peers (b) success in guiding students to stay in CSEMS disciplines for their choice of careers, (c) success in identifying and addressing issues that pose both difficulties and offer opportunities to students most in need of guidance. This project builds on current success towards developing a self-sustaining activity beyond the period of this award. Many students are from under-served backgrounds that range from rural to inner-city environments. The project team is chosen to increase the recruitment and preparation of graduates from underrepresented groups, provide expert mentoring, and increase opportunities for students to experience participation at the leading edge of technology. Intellectual Merit: The ideas used in the project were considered risky 3 years ago - solutions focused on the real problems encountered by students new to the heightened level of competition and expectations. The existing project showed how to motivate undergraduates to delve into topics that are worthwhile to explore; how to bring top-notch mentors into a scholarship program; how to validate a bold model of low-overhead project management, with team effort and shared concern for students as the guiding principles - a model for effective use of student and faculty time in intellectual endeavor, while bringing the best team resources to address individual student's needs. A Progressive GPA Scale encouraged the student's determination to succeed, emphasizing performance in the junior and senior years. This successful model is guiding future scholarship programs. Broader Impacts: Curriculum-research integration is boosted through seminars, as well as by guiding students towards research internships. Industry-university collaboration is enhanced through undergraduate participation in industry seminars, and students guided towards co-op opportunities. The program channels those students who need this exposure the most into the wide range of opportunities available on a technological campus. It utilizes resources already in place at Georgia Tech, such as the Space Grant Consortium, the Women in Engineering (WIE) program, CEISMIC, and other programs to reach and influence the decisions of middle- and high-school students, especially from underrepresented and rural communities, to choose CSEMS areas. The continuation is expected to assist another 120+ students, not just to complete, but to enhance their education and to stay motivated to be leaders in technological fields. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Komerath, Narayanan Gary May Marilyn Smith Marie Mons Mahera Philobos GA Tech Research Corporation - GA Institute of Technology GA Stephen C. Cooper Standard Grant 400000 1536 SMET 9178 0000099 Other Applications NEC 0422336 August 1, 2004 Support, Mentorship, Accountability, Research and Training (SMART):<br>A Sustainable, Thriving Program in Mathematical Sciences. This project awards 20 scholarships of $3,125 per year for 4 years to full-time undergraduate and graduate financially disadvantaged talented students to follow a challenging program in mathematics and computer science. It sustain the gains made in building graduate program by a previous CSEMS grant; supports mathematics and computer science students in the newly formed Honors College; and increases the number of minority individuals employed in the fields of mathematics and computer science. It includes student research experience; participation in departmental colloquia; provides internships for students in banks, hospitals, and industry; and increases the number of well-prepared African American and Hispanic students who successfully compete for admission to graduate programs in mathematics and computer science. The project includes a built in strong support system that enables students to handle the rigors of the program. Intellectual merit: The program continues a successful previous CSEMS project and extends it into new areas with the University Honors Program. Forums for intensive informal interaction between faculty and students are designed to bring out latent talents in students. Broader impact: Graduates of the program are hired in area high schools and colleges, and impart the philosophy of teaching mathematics and the culture of success in the program to their students and colleagues. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Attele, Rohan Chicago State University IL Bert E. Holmes Standard Grant 275000 1536 SMET 9178 0000099 Other Applications NEC 0422337 August 15, 2004 Diversifying the High Tech Workforce through Increased Minority Participation. Student success in computer science, engineering, and mathematics is commonly dependent on several factors. Over the years, the college's experience with both native and non-native student populations indicates that there are three particularly prevalent hurdles that the students face: adequate financial resources, adequate mathematics and science preparation, and academic focus. In addition, Native American students often face very significant acculturation issues. Addressing these issues in a student's academic life result in increased retention and overall academic success. The program is designed to address these factors through scholarships, early academic intervention and tutoring, and professional exposure. A significant infrastructure at the college has been successfully operating for decades that help Native American students adapt to the traditional college environment. Intellectual Merit: The project is infusing seven academic support and retention components with existing student support services to create a seamless system of academic support for CSEMS scholars. The objectives are designed to support the goals of the NSF CSEMS program. The project enhances the national workforce by increasing the number of Native American students capable and qualified to enter the high tech workforce. Objective 1: Increase matriculation, graduation, and retention rates of CSEMS academic disciplines by 5% each year of the project. Objective 2: Provide up to 29 scholarships per year to financially needy, academically talented students who meet the academic criteria and show a strong potential to be a successful CSEMS graduate. Objective 3: Provide academic support services that enhance the ability for CSEMS scholars to be more successful in degree achievement. Objective 4: Strengthen partnerships between the college and industry partners throughout the Four Corners Region. Broader Impacts: The College is located within 150 miles of 25 Indian Reservations and continues to honor its historic commitment to Native Americans by offering tuition scholarships to Native Americans of all tribes who meet admission requirements. Native Americans comprised 17% of the College's 4,347 enrolled students and represents about 100 tribes. Diversifying the High Tech Workforce through Increased Minority Participation project helps fill the need nationally and regionally for minorities in math and science fields. It also serves a model for other institutions of higher education who work with minority populations. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR May, Don Evans Adams Fort Lewis College CO Lee L. Zia Standard Grant 398864 1536 SMET 9178 0000099 Other Applications NEC 0422340 September 1, 2004 Scholarships to Enhance Mathematics Learning and Research (SEMLAR). The Scholarships to Enhance Mathematics Learning and Research (SEMLAR) program at Wilson College awards scholarships to qualified students and enhances academic and support services already available to students majoring in mathematics. This project provides funding for 16 scholarships. The objectives of the program are to: 1. Increase the number of women (especially low income and minorities) enrolled in and successful in completing a baccalaureate degree in mathematics. 2. Enhance the educational opportunities for students in mathematics. 3. Improve retention of students within mathematics. 4. Enhance academic support for scholarship recipients. Intellectual Merit Statement: The program effectively supports students in their study of mathematics and attract new mathematics majors to Wilson College by virtue of the PI.s expertise, which spans middle and high school levels as well as collegiate; the access that students have to student service, financial aid, and career placement professionals; and the depth of experience brought by off-campus mentors, employed in mathematics-related careers. Broader Impact Statement: Sixty-seven percent of women at Wilson College majoring in mathematics advance to post-graduate studies leading to careers in mathematics-related fields. Wilson College successfully prepares women for fields in which they are underrepresented. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Adams, Karen Mary Hendrickson Wilson College PA Lesia L. Crumpton-Young Standard Grant 55000 1536 SMET 9178 0000099 Other Applications NEC 0422346 September 1, 2004 MEET (Multi-department Engineering and Engineering Technology Transfer) Scholars Program. This project focuses on students who transfer at the third year level from 2-year schools to Rochester Institute of Technology (RIT). With scholarship support from NSF, the project is acting to recruit, retain and graduate additional transfer scholars in the engineering and technology BS degree programs. NSF funding supports 30 transfer scholars in the first year, and 15 additional scholars per year for the following three years. RIT is providing an additional $90,000 to ensure that MEET scholars have continuing financial support after the grant expires to help them graduate on time. The MEET Scholars Program represents a collaborative effort of five academic departments across two colleges, and the Enrollment Management and Career Services Division at RIT. All of the programs in the five participating departments are ABET-accredited. RIT has numerous student support and intervention programs. Among these are programs for mentoring students and an in-house mandatory cooperative education program. The mentoring and cooperative education programs help students address their financial needs and facilitate placement in the high technology workforce. In the mandatory cooperative education programs, students acquire one year of industrial experience before graduation. This project is being assessed periodically using quantitative data such as grades, GPA and co-op salaries as well as data from surveys of participating scholars, faculty and administrators. Evaluation is in the form of an annual report based on assessments, and includes recommendations for adding, deleting or modifying specific program elements to enhance the program's success rate. The results are disseminated via engineering and technology education conferences at both regional and national levels. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Richardson, Carol Surendra Gupta Robert Merrill Maureen Valentine Vincent Amuso Rochester Institute of Tech NY Stephen C. Cooper Standard Grant 396000 1536 SMET 9178 0000099 Other Applications NEC 0422348 July 1, 2004 Student Success in Computer Science, Engineering, and Mathematics. This project is enabling the achievement of higher education degrees in computer science, engineering and mathematics by talented, but financially disadvantaged, students. This program is especially important at the community college level where in Fall 2002 twice as many minority students were enrolled as compared to 4-year universities. (Higher Education Coordinating Board.) Intellectual Merit: The project advances current knowledge of computer science, engineering, and mathematics preparation programs for two-year colleges. Key project personnel have demonstrated leadership with past CSEMS grants and through other projects that have been recognized nationally for innovative approaches at two-year colleges. The academic and student support infrastructure for successful graduation of scholarship recipients include classes and programs in computer science, engineering, and mathematics departments, faculty advisors for each student in his/her discipline, and student support groups and organizations. Broader Impact: This model project advances understanding of how to better prepare and support students at a community college so they are better prepared to enter programs at universities. Dissemination activities allow the model to be shared locally and nationally at conferences. It demonstrates the positive outcomes of financial and academic support and student support infrastructure as they relate to student retention toward degree completion and adequate preparation for the workplace. On an institutional level, this program strengthens partnerships between the college and other institutions of higher education and computer science, engineering, and mathematics employment sectors. It enables the college to further enhance the existing community infrastructure for recruitment, attainment, and increased educational and employment opportunities of students of diverse backgrounds with varied career goals while also creating a reproducible model for other community colleges. Ultimately this program improves undergraduate education at Green River, other community colleges, and four-year universities. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Hallstone, Donnie Stephan Kinholt Christie Gilliland Jeffrey McCauley Felix Serna Green River Community College WA Deborah E. Allen Standard Grant 357444 1536 SMET 9178 0422356 October 1, 2004 Computer Science, Mathematics, and Technology Academic Rewards Program. This project is enhancing the learning opportunities for low income, academically talented students by offering forty (40) scholarships annually through the Computer Science, Mathematics, and Technology (CMT) Academic Rewards Program. Objectives include increasing the number of members of under-represented groups majoring in CMT, increasing retention to degree completion, encouraging academic success through developing a learning community cohort with tutoring and mentoring, and enhancing partnerships with area industry and institutions of higher education to ensure increased transfer rates and employment opportunities for Scholars. Intellectual Merit. A CMT Project Advisory Team comprised of faculty, staff, and industry representatives is responsible for recruiting eligible applicants, selecting scholars, ensuring their success through mentoring and access to support services, and providing guidance on maintaining and enhancing program activities. College support provided to the scholars includes recruitment, advising, an array of student support services and career placement. The scholars are part of an active learning community cohort designed to help them succeed as students and later as professionals. Broader Impacts. The program is resulting in an overall increase in retention, graduation, and transfer rates of CMT students and increasing the numbers of students and graduates from underrepresented populations entering CMT careers. The project has a long-term benefit to society by filling jobs in high demand areas and increasing the successful entry of women and minorities into these fields. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Hogan, Lynn Elliott Tyler James Swindell Deborah Byrd Calhoun Community College AL Elizabeth Teles Standard Grant 400000 1536 SMET 9178 9150 0000099 Other Applications NEC 0422361 August 1, 2004 Next Generation of Manufacturing Engineers for the Automotive Sector. The Next Generation of Manufacturing Engineers Program for the Automotive Sector Program awards scholarships to mechanical and industrial engineering students at the bachelors, masters and doctoral levels who desire to prepare for careers in automotive manufacturing. A total of 29 scholarships per year for four years are awarded. Scholarships are awarded based on financial need and academic promise with attention to developing a diverse workforce of automotive engineers. The intellectual merit focuses on an interdisciplinary and vertically integrated approach, that is, approaching manufacturing from a total supply chain perspective that considers the vehicle from design through assembly to customer delivery. Broader impacts includes outreach to K-12 students and teachers, and energetic recruitment and retention of women and African-American undergraduate and graduate students. Student recruitment, support and mentoring are be provided by the BellSouth Minority Engineering Program and the local student chapters of the Society of Women Engineers, the National Society of Black Engineers, the Institute of Industrial Engineers, the American Society of Mechanical Engineers and the Society of Automotive Engineers. This project ensures a supply of well-trained engineers in the growing automotive industry in the Southeast and helps encourage further development of this industry within the region, which has historically been economically and educationally disadvantaged. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Smith, Alice Peter Jones John Evans Auburn University AL Lee L. Zia Standard Grant 400000 1536 SMET 9178 9150 0422377 September 1, 2004 Increasing Diversity in Computer Science and Mechanical Engineering. Project Summary The goal of this CSEMS project is to increase workforce diversity in computer science and mechanical engineering. To achieve this goal, the program emphasizes participation by students from underrepresented groups, such as women and minority students, first-generation college students and students from economically challenged areas of Alabama. The project is 1) recruiting qualified students at the high school level, 2) ensuring a proper support infrastructure exists to enhance success as students and later as working professionals, and 3) providing financial assistance for students who have demonstrated a commitment to their studies in these fields. Computer science and mechanical engineering are both challenging curricula. A lack of diversity in those fields is attributed to a) fewer female and minority students choosing those majors, b) a lack of a supportive infrastructure, and c) a lack of willingness on the students' part to take the financial risks associated with pursuing these careers in light of the preceding two reasons. To address these issues, the project is using the following approach. First, over a four-year time period, the project provides scholarships for 21 undergraduates and 3 graduate students. The distribution of the scholarships is 3 each for sophomore, junior, senior, and first-year graduate students in the Department of Computer Science and 3 each for freshman, sophomore, junior, and senior students in the Department of Mechanical Engineering. Providing the scholarships helps alleviate some of the financial risks for students in these fields. The project has a formal structure for assessing and assisting involved students during their academic career, including regular meetings with faculty and student mentors, and involvement of higher-level undergraduate students in research programs for elective course credit. Finally, the program is introducing the participating undergraduate students to the possibility of academic careers. Intellectual Merit: Increasing the diversity of students participating in the fields of computer science and mechanical engineering will only come about through the deliberate efforts of educators in those fields. This project builds on known research results regarding the recruitment, retention and matriculation of students who are members of underrepresented groups. Incorporating formal assessment cycles as part of participants' academic careers not only provides for improved retention, but also provides further insight into the difficulties experienced by such students in those fields and allows for the development of new techniques to enhance student success. Broader Impact: The experiences gained by the students participating in this program should provide a positive influence on their lives. Beyond those direct beneficiaries, however, a positive impact is also anticipated on both departments involved, on the College of Engineering, and on the institution as a whole. More than half of the faculty serving on this project are members of underrepresented groups who serve as role models for the students, who in turn serve as role models to students at lower academic levels. Furthermore, upon graduation, increased diversity in the workforce in computer science and mechanical engineering impacts our society at large. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Vrbsky, Susan Beth Todd Keith Williams Xiaoyan Hong University of Alabama Tuscaloosa AL Duncan E. McBride Standard Grant 330000 1536 SMET 9178 9150 0000099 Other Applications NEC 0422378 September 1, 2004 Engineering Scholars Program. The College of Engineering and Technology (CET) at Northern Arizona University (NAU) is providing 120 National Science Foundation (NSF) Computer Science, Engineering, and Mathematics Scholarship (CSEMS) scholarships for academically promising and financially needy computer science and engineering students. This project is an extension to the existing CSEMS program award number 9987153. Over the past 3 years, CET has provided scholarships to 108 students (91 undergraduates and 17 graduates). The NSF scholarships awarded to these students have produced 3 notable accomplishments, 1) an increase in graduation rates for CSEMS recipients versus the general engineering student population at NAU, 2) an increase in graduation rates for Native American engineering students at NAU, and 3) an increase in graduation rates for female engineering students at NAU. NAU is building upon the success of the past award and striving to increase the impact on Hispanics and graduate engineering students. The disciplines being served include Civil, Environmental, Computer Science, Electrical, and Mechanical Engineering, as well as the newly established Master of Engineering program. The objectives of the scholarship program include improved retention, academic success and graduation rate of low-income, academically talented undergraduate and graduate students in engineering. Scholarships provide support for tuition, fees, and textbook charges per academic semester. Students are recruited to apply for the scholarship program through many existing support services offered to engineering students. These include the NAU Engineering Talent Pipeline Program (part of a $1 million Hewlett Foundation Grant), the Multicultural Engineering Program, Pathways Leading to Success Program, and the 10 nationally recognized engineering student chapters active at CET. Students eligible for the award include United States citizens who are enrolled full time in a declared major in engineering at the baccalaureate or graduate level; have demonstrated academic potential or ability; and have demonstrated financial need. Preference is given to minority students reflecting the diverse nature of our college with regard to under-represented groups, including Native Americans, Hispanics, women, and students in the first generation of their family to attend a four-year college. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Doerry, Eckehard Northern Arizona University AZ Lance C. Perez Standard Grant 400000 1536 SMET 9178 0000099 Other Applications NEC 0422381 August 15, 2004 Improving Access & Diversity in Math, Computer Science, and Computer & Engineering Technology Programs. The project is awarding thirty scholarships per year for four years to students enrolled in a computer science, computer technology or mathematics Associates Degree and/or transfer program. A primary goal is to increase opportunities and provide access to higher education and employment for underrepresented minorities and women. Recruitment efforts are targeting schools with high concentrations of African-American and Hispanic students. Recruitment materials are being prepared in Spanish and English. The school is creating learning communities; scheduling scholars in common classes; providing them with supplemental instruction; and expanding an extensive array of support services, which includes program specific orientation sessions, tutoring, and mentoring. The project is strengthening partnerships with local and regional industries. Industrial representatives are aiding the recruiting, retaining, and mentoring processes by pairing scholars with an industry mentor, engaging students in monthly seminars and apprising them of local internship and cooperative work opportunities. Additional support in mathematics is being provided to ensure that students have strong mathematics skills for both industry and four-year transfer degrees. There is an emphasis on encouraging students to major in mathematics. The assessment and evaluation plan is using formative and summative assessments to determine the effect that each of the elements of the program has on retaining the scholars and is providing feedback for improving the process. The database to track CSEMS scholars is being adapted from one that was developed by Portland Community College in their CSEMS project. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Rashed, Ahmed Cheryl Green Moe Amouzgar Reva Rattan Alla Kelman Dallas County Community College Dist Eastfield Col TX Terry S. Woodin Standard Grant 396000 1536 SMET 9178 0000099 Other Applications NEC 0422382 August 15, 2004 Increasing Student Retention and Placement through Scholarships. This project is an extension and expansion of a current CSEMS project scheduled to end in the summer of 2004, and expands the scholarships to two programs in Engineering while continuing to support students in Computer Science, Computer Technology, and Mathematics. It provides twenty-five scholarships per year at Norfolk State University and ten awards to students in their final year at Tidewater Community College, with an understanding that they will receive continued support at the University if they successfully transfer. The major goal of the project is to make awards available to needy and academically strong students, giving them opportunities to be admitted to graduate schools or placed in jobs related to the disciplines as unencumbered as possible. The project also encourages full-time academic study among community college students, encouraging them to transfer into the corresponding University programs. Intellectual Merit: This project encourages more student concentration on academics, higher acceptances to graduate schools, and better placements into appropriate professions, especially among African-American students. Students are encouraged to do research with faculty advisors and present their work publicly at School and departmental events. Broader Impact: This project has significant academic and job placement successes among African-Americans and women. It gets their commitments to study full-time and set up professional relationships, and gives them pride and self-esteem as scholarship recipients. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Harrison, George Norfolk State University VA Bert E. Holmes Standard Grant 400000 1536 SMET 9178 0000099 Other Applications NEC 0422385 September 1, 2004 Opportunities: Scholarships and Integrated Support for Mathematics, Engineering, Computer Science and Computer Networking and Telecommunications Scholars. The project is awarding twenty-eight scholarships per year for four years to students enrolled in a computer science, computer networking, telecommunications, engineering or mathematics transfer program, and/or to enter the workforce. The project is creating a coherent learning community that integrates learning across disciplines to provide a connectedness between CSEMS disciplines and to create a method to retain students by providing a pathway to other opportunities within the CSEMS disciplines. Faculty advisors and mentors are providing continuous academic and career guidance; identifying opportunities for field experience, conferences, and internships; and integrating CSEMS project services with TRIO and Concurrent Enrollment Programs. The project is targeting women and underrepresented minorities, who make up almost half of the K-12 students within their service area. A two-credit seminar is being provided to improve interaction with business, foster awareness across disciplines, and to provide opportunities for site visits and job shadowing. Second year scholars are being trained to serve as mentors to first year scholars. Support services are being integrated with CSEMS activities. Included are math and science clubs, child-care subsidies, identification of internship opportunities, a competency-based Education/Credit program, and a career placement system. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Wrenn, Tim William Saari Sarah Sponholz Anoka-Ramsey Community College MN Lesia L. Crumpton-Young Standard Grant 384648 1536 SMET 9178 0000099 Other Applications NEC 0422388 August 1, 2004 CSEMS Scholarship Program in Computer Science, Engineering, and Mathematics. This project provides scholarships for academically talented students with financial need to study computer science, engineering, or mathematics at Hope College, focused on recruitment and retention. The objectives of this project are to increase the number of students, especially members of minority groups and women, pursuing majors in computer science, engineering, or mathematics at Hope College; to increase the retention of students in these majors; and to attract students to these majors after they arrive at Hope College. The scholarships continue until the end of the student's fourth year of undergraduate study as long as the student meets eligibility requirements, including continuing progress toward a degree in one of the three target disciplines. Recipients are selected after personal interviews and a review of their work, and are based on the promise for academic success and potential for the scholarship to influence the candidate's career choice. Recruiting activities are focused on high schools in western Michigan with high minority enrollments, and are initiated through contact with mathematics teachers at those high schools. Retention scholarship recipients are recruited from among students enrolled in introductory computer science, engineering, and mathematics courses at Hope College and selection will be based on nominations from the instructors of those courses. Students receiving CSEMS scholarships are supported by intensive faculty advising, timely and appropriate academic assistance, peer mentoring, career counseling and education, internship and research opportunities, and a program for building community among all CSEMS scholars. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Dershem, Herbert Roger Veldman Aaron Cinzori Hope College MI Duncan E. McBride Standard Grant 398040 1536 SMET 9178 0422389 September 1, 2004 Computer Science, Engineering and Mathematics Scholarship Program. The purpose of this scholarship program is to assist academically talented, low-income-family undergraduate students majoring in mathematics, computer science or dual degree engineering to complete their baccalaureate degrees and make a successful transition from college to work or graduate education. This program is improving the retention and professional development of students and strengthening the partnership with the employment sector. This four-year program supports 16 students a year. Scholarships are linked to existing academic advising and other student support. Intellectual Merit: Students must be sophomores, juniors or seniors, enrolled full time and have a minimum GPA of 2.75. Eligible students are invited to submit a letter of application, which must contain evidence of interest and motivation, a description of career and graduate school interests, and an explanation of how the NSF scholarship would help them complete their degree. Scholars are required to remain eligible each semester and to meet regularly with their academic or faculty advisors. An orientation meeting is held at the beginning of each academic year to acquaint scholars with each other and the many academic and career-related services that are available to them. The scholars participate in a mentoring program, field trips, tutoring, faculty-mentored-research, resume writing and interviewing skills workshops, job fairs and other project activities specifically designed to increase their productivity. Expected outcomes are improved retention, increased GPA for participants, and better preparation for the job market or graduate school. Broader Impacts: Two types of evaluations are being conducted: 1) a formative evaluation designed to provide constructive feedback for the improvement of the program, and 2) a summative evaluation designed to assess the overall success of the program. A student tracking system is being implemented to monitor the academic progress and graduation rates of the NSF scholars, plus a similar, matched group of students who are not scholars. A variety of data collection methods, such as focus groups, interviews, and surveys, are being used. Students continue to be tracked one year after graduation. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Hota, Sanjukta Stephen Egarievwe Fisk University TN Lee L. Zia Standard Grant 220000 1536 SMET 9178 9150 0000099 Other Applications NEC 0422393 December 15, 2004 A Scholarly Community. The project is awarding twenty-four scholarships per year for four years to students in computer programming, networking, engineering, information technology and E-business majors enrolled in an associate degree program. The students are engaging in varieties of research opportunities that are exposing them to multiple learning and work perspectives. Enhanced student services and expanded resources for the scholars are providing support to develop a community of scholars, which includes a personalized on-line educational planner that is developed collaboratively between the student and a counselor. Students are paired with a faculty mentor on the first day of registration. A myriad of other more traditional financial, learning and career systems are provided for the scholars. Faculty members are developing better methods to create a community of scholars through training opportunities at the nearby Advanced Technological Center. The scholarship program is expanding the local pool of well-educated and skilled employees, which is supporting the local high technology industry in a state and region that ranks high in the nation in the number of high-tech jobs. A variety of outreach strategies includes targeting underrepresented groups of students through a predominately minority local IT magnet high school. The assessment and evaluation are addressing how well they recruit underrepresented groups of students, how well the scholars improve their academic performance, the effectiveness of the support systems, how well the program retains the scholars, and how many students are placed in jobs and/or transfer to universities. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR White, Melinda Christine Robinson Sandy Keeter Seminole Community College FL Terry S. Woodin Standard Grant 330000 1536 SMET 9178 0000099 Other Applications NEC 0422394 September 1, 2004 Making the Connection: Linking Stony Brook University and Community Colleges via CSEMS. Stony Brook University, in partnership with Nassau and Suffolk County Community Colleges is providing a scholarship and support program for 20 community college and 32 Stony Brook students each year who are majoring in CSEMS disciplines at these institutions. The goals of this project are to significantly increase the associate and bachelor degree production in CSEM majors and to help the Long Island Region meet a critical need for high technology and engineering employees. These goals are met by providing a comprehensive series of support services at both the lead and partner institutions that include tutoring, mentoring, internships, and career awareness activities. The project is bringing, through outreach, Stony Brook's existing freshman and sophomore seminars in academic success and research development skills to the community colleges. Students are encouraged to apply for internships provided through preexisting relationships with Long Island companies and Brookhaven National Laboratory. The program provides scholarship support for selected students enrolled as first-year students in all partner institutions, as well providing support for a seamless transition to students transferring from the CSEMS community college programs to Stony Brook's four-year CSEMS programs. Students are selected through a competitive application process from the pools of economically disadvantaged students at each of the partner institutions. From within this pool, emphasis is given to underrepresented minorities, women, returning, transfer, and disabled students. A committee of representatives from each institution meets annually to select students; the offices of admissions, financial aid, and engineering at each institution share in promoting and recruiting students to the program. A unique aspect of this project is an Alumni Mentoring program with graduates who are currently employed in engineering and high tech companies on Long Island. The project includes a detailed assessment program that evaluates the effectiveness of the CSEM scholarships at attracting and retaining disadvantaged students. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Ferguson, David Juan Rojo Michelle Nearon Paul Siegel Luckner Jerome SUNY at Stony Brook NY Stephen C. Cooper Standard Grant 377000 1536 SMET 9178 0000099 Other Applications NEC 0422397 September 15, 2004 Computer Science, Engineering, and Mathematics Scholarship Program. This project furthers the successful undergraduate scholarship program for low-income, academically talented students in Computer Science, Engineering, and Mathematics (CSEM) at the University of Kentucky (UK) and the Lexington Community College (LCC). The initial CSEM scholarship program enabled many underprivileged students to obtain degrees in the focus areas of computer science, engineering, mathematics, and computer information systems. The past project had a 100% retention rate and clearly demonstrated that many of these students could not have attained their degrees without this support. The primary purpose of this project is to continue to help academically talented students with financial need achieve a high level of success in their educational and career goals. A secondary aim is to improve upon the initial program through recipient participation in a variety of educational and research activities that will foster their interest, expertise, and enthusiasm for the CSEM fields. In addition, the project targets students from underrepresented groups and those with non-traditional backgrounds who might otherwise not be able to pursue careers in CSEM fields. The project is being overseen and coordinated by the Principal Investigator and an interdisciplinary CSEM Program Advisory Committee comprised of the Co-Investigators and the student support staff of the College of Engineering, the Department of Mathematics, and the mathematics and CIS programs at Lexington Community College. The Advisory Committee meets regularly to evaluate and update program activities as well as to select students into the program. The project stipend amount is $3125 for full-time students at UK and $1562 for full-time students at LCC with 57 UK and 14 LCC full-time scholarships awarded over the total four years of the project. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Walcott, Bruce Carl Eberhart Robert Tannenbaum Lillie Crowley James Kolasa University of Kentucky Research Foundation KY Lance C. Perez Standard Grant 200000 1536 SMET 9178 9150 0000099 Other Applications NEC 0422402 September 15, 2004 Access for Engineering Excellence. This project assists students with good but not honors status in the College of Engineering through programs and financial aid to enable better performance in their coursework and improve their grade standing to honors status. Specific goals include: improve midrange (GPA 3.0-3.4) student study skills and sense of group identity for engineering majors; improve the amount of student time available for coursework and special projects that expand the student experience in engineering; and improve opportunities for off quarters work experiences. The advantages of students gaining honors status include priority scheduling of classes, eligibility for selection in discipline honoraries, and eligibility for in-depth honors experiences such as honors internships and senior honors thesis research projects. Furthermore, students graduating with GPA > 3.4 are better positioned for job placement and entrance to graduate programs. To achieve the goals, the project is providing a combination of financial scholarship aid to reduce job related workload, academic support programs, and extended access to off quarter internships. Approximately 50 students are anticipated to participate annually, with continuation in the program through graduation. Eligible students include undergraduate students from all years and fields of engineering. In addition, this project is a pilot project generating preliminary data to present to industrial sponsors who will be solicited to provide ongoing operating support for a long term program with more participants. The intellectual merit of the Access for Engineering Excellence includes the generation of new tracking data on the assessment of financial aid and academic support mechanisms to improve grades of midrange GPA students and to enable these students with more opportunities for rich undergraduate experiences and better positioning for post-graduation job placement and graduate school. The broader impact of the proposed project is a higher number of better educated engineers entering the workplace or graduate school. Furthermore, the target grade range for students in the project is rich with women and minorities, producing better prepared engineers in these groups. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Clymer, Bradley Krishnaswamy Srinivasan Diane Foster Nicholas Hazelton John Chovan Ohio State University Research Foundation OH Lance C. Perez Standard Grant 400000 1536 SMET 9178 0000099 Other Applications NEC 0422404 September 15, 2004 Twenty-First Century Technology Scholars. The project is awarding thirty scholarships per year for four years to students enrolled in a computer science and engineering science transfer programs, and digital/computer and mechanical technology programs. The scholars are being provided with a variety of quality support structures that emphasizes community building. Included are weekly study sessions to increase student connections with instructors, breakfast orientations, chat rooms, student mentoring, discipline specific one-hour refresher courses, and common enrollment in classes. Students are keeping journals and sharing the information with their advisors and/or the study session instructor, which is providing information about students' needs and the effectiveness of student support activities. The scholars are being supported through an Angel account, a course management software package similar to WebCT or Blackboard, which is fostering inter-group communication, group project work, and communication with the students' mentors. The students are making professional connections through strong connections with local industries, which lie mainly within the manufacturing sector. The program is targeting women and underrepresented classes of students. Female faculty members in physics, math and computer science are serving as role models. Techniques that are being employed to support and retain women includes hands-on active learning styles in the physics curriculum, forming lab and study groups that respond to gender needs, and providing a family friendly atmosphere in an open lab where students gather to work on problems, eat lunch, or listen to music. A conceptual physics course is being offered to recruit female students to pursue technology or science as a field of study. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Plumb, Marie Amy Harmon Tim Piazza Fran Marsh Jamestown Community College NY Duncan E. McBride Standard Grant 396000 1536 SMET 9178 0000099 Other Applications NEC 0422405 July 1, 2004 Tech Stars Scholarship Program. The Tech Stars Scholarship program provides 29 scholarships annually to financially needy, academically talented students in the Pee Dee area of South Carolina and helps them to complete associate degrees (with the option of transferring to a four-year program) in computer science, computer technology, and engineering technology. Diverse cohorts of talented students are being recruited from high schools, the college student population, and from the community. Extensive student support services are being offered including on-campus child care, tutoring, industry internships, and open and staffed computer laboratories. In addition the project is providing mentoring, off-campus access to technology, recognition of success, and academic, personal, and career-related assistance. The Tech Stars Scholarship program fosters diversity. At least 50% of scholarships are being awarded to African American students and 50% to female students. Through enhanced student support services and industry involvement, 100% of Tech Stars are being retained through graduation. Of those who graduate, 100% who desire enrollment in a four-year institution are being assisted with the transfer process. Career awareness and job placement assistance ensure that 100% of graduates who want to enter the workforce will be employed in jobs related to their major within 3 months of graduation. Intellectual Merit: The project employs research-based strategies for improving student success. The work of the NSF-funded SC ATE Center of Excellence in recruitment and retention of students for technology majors informs this plan and helps ensure success. Special Tech Stars initiatives address career awareness, access to technology, and women in technology to ensure student involvement, nurturing, and recognition. Broader Impact: The project is developing successful models for helping ensure the success of first-generation college students, African Americans and females in technology-based majors. The SC ATE National Resource Center is publishing outcomes of the project and successful models for national access and use. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Zakhour, Kamil Jonnie Miller Elaine Hodges Sharon Needham Mike DeRienzo Florence-Darlington Technical College SC Deborah E. Allen Standard Grant 426000 1536 SMET 9178 9150 0000099 Other Applications NEC 0422409 September 1, 2004 A System for Preparing Individuals from Rural Environments for Success (ASPIRES) in Computer Science. This project evaluates a system for preparing individuals from rural environments for success in computer science. Moving from a rural setting to a large, public university can be very intimidating and a recipe for failure. Charleston Southern University, with small classes and individual attention, provides an excellent environment for students to succeed. However, even a bright student, in small school setting, needs a support system and a planned program to fill-in educational gaps left by some rural, secondary education programs. Intellectual Merit: Fifty-one, economically disadvantaged students participate in a foundation-building process. University applicants from rural areas who are in the top quarter of their graduating class or who meet specific SAT requirements are being screened and selected with women, minorities and those with disabilities being encouraged to apply. Each summer, prior to the academic years, students take special summer classes or participate in research or an internship. During the summer, the scholarship pays tuition for the courses, and the university provides an additional scholarship for room and board. The summer courses allow the students to form a bond among themselves and with the mathematics and computer science faculty. First year students take a mathematics course and a computer science, problem-solving course in the summer. During subsequent summers, second and third year students take a cognate course and act as mentors to the next cohort. Prior to their final year, students participate in an internship at a local company or act as a research assistant. Undergraduate teaching assistants are available in all laboratories. The Student Success Center provides a study hall environment with tutors and monitors progress in other academic areas. A freshman seminar provides a forum to work with students through difficulties in their transition to college. Broader Impacts: Overall effectiveness is being measured by comparing cohort members with past enrollment and graduate data. Exit interviews and post-graduation questionnaires are being performed. Employers of graduates and interns are also being solicited for comments. The results of the program are being published in an appropriate venue such as an ACM regional or SIGCSE conference. Students, bolstered by the proposed system, have a firm foundation in computer science. Graduates, who otherwise would be unable to either develop the necessary critical thinking skills or afford a bachelor's degree, are strengthening the nation's computer infrastructure. Many bright individuals live in rural environments but lack the educational system to prepare them for college. With support, these individuals can ASPIRE to become tomorrow's technology leaders. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Briner, Jack Stanley Perrine Mary Gene Ryan Hee Lee Charleston Southern Univ SC Lee L. Zia Standard Grant 371249 1536 SMET 9178 9150 0000099 Other Applications NEC 0422414 August 15, 2004 Mathematics and Computer Science Scholarship Program. This project at the Department of Mathematics and Computer Science at the State University of New York, College at Fredonia establishes the Mathematics and Computer Science (MACS) Scholarship Program to increase the number of students who enter, pursue, and complete rigorous programs in pure mathematics, applied mathematics, and computer science. Specifically, the project supports a total of 30 scholarships annually, at $3000 per scholarship. The MACS Scholarship Program objectives in terms of Intellectual Merit are: o To increase the number of students majoring in mathematics and computer science. o To increase retention of mathematics and computer science majors through mentoring. o To increase internship and other experiential learning opportunities for our majors. o To better prepare our majors for technical careers, and to place our graduates in companies that will allow the use of their skills and education. o To increase the number of our graduates earning graduate degrees. In terms of Broader Impacts this project selects students, encourages them to achieve their best academic performance, and enables them to enter the workforce in their fields involves not only the department, but the entire campus, including student support programs such as Career Development, Academic Advising, and the offices of Admissions and Financial Aid. The plan has the following components: o An Advisory Board made up of faculty and professional staff from the campus as well as external individuals from organizations such as the Chautauqua County Industrial. o Development Agency and regional businesses and industry. o A scholarship Selection Committee, made up of MACS mentors and representatives from the offices of Financial Aid and Admissions. o A recruitment plan. o Support activities and programs both on- and off-campus. o A formative and summative or outcomes-based evaluation/assessment plan. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Arnavut, Ziya Joseph Straight Meral Arnavut SUNY College at Fredonia NY Terry S. Woodin Standard Grant 400000 1536 SMET 9178 0000099 Other Applications NEC 0422418 January 1, 2005 Computer Science, Engineering and Mathematical Scholarships. This CSEMS scholarship program at the Miami University in Oxford, Ohio is a partnership between the Department of Mathematics and Statistics, the School of Engineering and Applied Science, and the Department of Computer Science and Systems Analysis. The project provides some 29 scholarships for first-year students, transfer students and graduate students. The project increases student graduation rates while improving academic performance. It enhances the academic environment for CSEMS scholars as they complete an undergraduate or graduate degree in Computer Science, Engineering, or Mathematics. Intellectual Merit: The first year students will live in the residence halls that are part of Miami's "Living and Learning Communities". The living and learning communities support students as they begin their scholarly journey. The mission of these communities is to create and extend learning opportunities outside the classroom that heighten student intellectual and personal growth, and they integrate curricular with co-curricular experiences that complement and extend classroom learning. These environments foster faculty and resident interactions that build a strong sense of community for the students. The theme for the CSEMS students will be "Technology: Cross Disciplinary Usage". Broader Impact: The project includes efforts to recruit and retain minorities from underrepresented groups by leveraging Ohio's Louis Stokes Alliance for Minority Participation program. Students are connected to the career/advising/mentoring services of the university and the support structures designed specifically for CSEMS scholars. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Kiper, James Christine Noble Miami University OH Sheryl A. Sorby Standard Grant 398484 1536 SMET 9178 0000099 Other Applications NEC 0422419 January 1, 2005 Computer Science Scholarship Program. This project provides scholarship support to academically talented students who demonstrate financial need and major in computer science or a related field. It increases the number of students successfully completing degree programs in computer science, computer science technology, information technology and mathematics (with a minor in computer science). The program attracts, mentors, retains, develops, and increases the graduation rate of students in computer science and related fields, especially minority, women, and students with disabilities. The intellectual merit of the program is reflected in the increased number of computer science and technology students who successfully complete the computer science program. The broader impact of the program is to broaden the participation of underrepresented minorities and to present the program at professional conferences, further expanding the reach of the program. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Jones, Elva Winston-Salem State University NC Sheryl A. Sorby Standard Grant 396120 1536 SMET 9178 0422425 August 1, 2004 Scholarships for Computer Science and Engineering Education in Idaho. The Scholarships for Computer Science and Engineering Education in Idaho program provides 30 scholarships each year to students enrolling in computer science, electrical, civil, materials science, or mechanical engineering at Boise State University. This scholarship program significantly increases the participation of underrepresented groups in the College of Engineering. It incorporates existing activities on campus that promote active learning for the student. The increased recruitment efforts raise the visibility and interest in the engineering programs at Boise State, resulting in an overall increase in the number of students pursuing an engineering or computer science degree. Intellectual Merit Statement: This project enhances the relationship between the existing programs and the College of Engineering, with the goal of significantly increasing the recruitment and retention efforts for all students, with particular emphasis placed on students from underrepresented groups. The incorporation of CSEMS students into the Residential College is a creative concept that provides students a unique living environment and learning opportunity. Broader Impacts Statement: The scholarship program is designed to significantly increase the participation of underrepresented groups in the College of Engineering. It incorporates existing activities on campus that promote active learning for the student. The increased recruitment efforts raises the visibility and interest in the engineering programs at Boise State, resulting in an overall increase in the number of students pursuing an engineering or computer science degree. Boise State is uniquely positioned to provide additional benefit to students resulting from the CSEMS program, since the College of Engineering is relatively new, is growing rapidly, and has limited scholarship resources. Moreover, Idaho and its growing high-technology economy more and more depends upon Boise State engineering and computer science graduates, 88% of whom remain in the state in local industry or graduate school. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Moll, Amy Cheryl Schrader Amit Jain Sin Ming Loo Mandar Khanal Boise State University ID Terry S. Woodin Standard Grant 400000 1536 SMET 9178 9150 0000099 Other Applications NEC 0422429 August 15, 2004 Computing Scholarship Program. This project establishes a four-year scholarship program at Villanova University that contributes to NSF's goals of increasing the number of college students pursuing CSEMS majors. Specifically, this project increases the number of students pursuing a computer science major, with special emphasis on recruiting and retaining underrepresented groups such as women and Hispanics. The program has the complementary goal of encouraging all groups of computer science graduates to consider careers at Pennsylvania and Philadelphia's wide selection of technology firms. This project integrates the significant academic and financial student support at Villanova that is available for juniors and seniors with NSF support and professional development seminars for freshmen and sophomores. This project's focus on the technical field of computer science will enhance Villanova's substantial commitment to recruiting female and Hispanic high school students for all majors. The project's intellectual merit lies in the integration of a new professional development seminar in the Department of Computing Sciences with the offering of eleven $3125 NSF-funded scholarships to first-year students each year of the program. In the initial year, eighteen additional scholarships will be offered to second and third year students. Both activities are designed to help students overcome academic or financial obstacles to remaining in and thriving in a computer science major. The broader impact of this project is founded in its outreach to underrepresented student populations and economic development in southeastern Pennsylvania. The project develops a culture that can attract, nurture and support underrepresented students. The project also has the broader impact of identifying and refining best practices in retaining students in CSEMS majors. The project shares these findings with other CSEMS departments at Villanova as well as disseminates these findings at national education conferences. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Beck, Robert Frank Klassner Mirela Damian-Iordache Villanova University PA Terry S. Woodin Standard Grant 399550 1536 SMET 9178 0422430 August 1, 2004 SciMath Scholarship Program: Support for Achievement in Computer Science, Engineering, and Mathematics. The goal of the SciMath scholarship program is to attract academically talented but financially disadvantaged students to the fields of computer science, engineering, or mathematics (CSEM). The objectives of the SciMath scholarship project are to: (a) increase the number of talented, low-income students enrolled and retained in CSEM degree programs, (b) increase the participation of underrepresented and nontraditional populations, (c) promote student academic success, and (d) support transition to employment or transfer to four-year institutions. The project focuses on early identification of low-income students with an interest in and aptitude for careers in CSEM fields. Students who are admitted to the program receive financial support and are provided with support services such as needs assessment, academic and career planning, counseling, tutoring, and mentoring. Participants seeking employment receive help in resume writing, interview skills, and industry contacts. Participants planning to transfer to a baccalaureate institution receive help in preparing forms and essays and choosing appropriate institutions. The project coordinates efforts from existing programs and agencies on campus to provide support for SciMath scholars. Faculty members from CSEMS departments serve as advisors to students in the SciMath scholarship program. Broader Impact: The SciMath scholarship program increases the number of two-year graduates in CSEM disciplines by providing financial support for students. High-technology industries in close proximity to the college benefit from the skilled workers whose education was subsidized by the scholarships. The scholarship program provide an increased pool of diverse candidates for transfer institutions that actively recruit students for CSEM baccalaureate degree programs. Intellectual Merit: Academic success of CSEM students is being improved by supporting skills development through tutoring, mentoring, and counseling. SciMath students are required to commit to completing an associate degree before subsequent transfer or employment. The scholarship program requires students to focus on academic and career goals and provides the support by using both campus and community resources. Collaborations with industrial partners and four-year institutions enrich and strengthen the preparation of students in CSEM disciplines. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Johnson, Julie Julie Guelich Margaret Rejto Teri Wichman Normandale Community College MN Deborah E. Allen Standard Grant 385655 1536 SMET 9178 0000099 Other Applications NEC 0422440 September 1, 2004 Training Students in Software Engineering for High-Tech Workforce. The University of Texas at Dallas's (UTD) Computer Science Department, in concert with this CSEMS scholarship effort, is helping to train software engineers to fulfill national needs for the high technology workforce. To attract and retain academically talented and financially needy students, especially from underrepresented groups who are interested in Software Engineering (SE), this project awards 35 scholarships for the BS Degree in Software Engineering at UTD. Of the 35 scholarships, 28 are from the NSF CSEMS program while UTD is providing support for 7 through internal funds. The project recruits talented and financially needy students into the SE program and produces well-trained software professionals, who can join the industrial workforce and/or proceed to higher degrees in SE. A joint effort including the Collin County and Dallas County Community College Districts, is engaging in an aggressive recruitment effort in underrepresented groups and community colleges. A rigorously defined selection and retention process is being implemented, providing a full range of supporting services, creating more opportunities for industrial internship, and applying systematic assessment and evaluation procedures. Scholarship recipients are closely supervised throughout their program of study by faculty mentors. They are involved in large software projects as well as being required to participate in the UTD CS Department's well-established Industrial Practice Program to enrich their educational experience. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Zhang, Kang Simeon Ntafos Dung Huynh Gopal Gupta Sook Kim University of Texas at Dallas TX Duncan E. McBride Standard Grant 385000 1536 SMET 9178 0000099 Other Applications NEC 0422441 August 15, 2004 Mathematics and Computing Scholarships Initiative. This project provides 15 scholarships per year for academically talented, financially needy students in Computing and Mathematics. It also provides student support structures, student research, departmental tutoring resources, and specific student support services that ensure the maximum likelihood of success for all CSEMS scholars. The program materials and dedicated web site provides current information on graduate study, internships, Research Experiences for Undergraduates (REU), and careers. Faculty and administrators across Stetson actively support the goals and outcomes of this project. Intellectual merit: the Department of Mathematics and Computer Science has a strong record of graduating qualified individuals who go on to reputable graduate schools or industry. All programs in the College require a yearlong senior research project, selected by the student and completed under the direction of a member of the faculty. Broader impact: Stetson's College of Arts and Sciences has prepared students for informed, compassionate, and engaged lives. The required curriculum in liberal studies develops breadth of understanding and serious engagement with principles of ethical decision-making. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Pulapaka, Hari Daniel Plante Stetson University FL Bert E. Holmes Standard Grant 206244 1536 SMET 9178 0000099 Other Applications NEC 0422445 December 15, 2004 Academic Connections in Engineering Scholarships. The project is awarding twenty two-year scholarships each year for three years for students enrolled in an engineering transfer program. The fourth year of the project is being used to finish out the last group of students in the program. A unique feature of the project engages students in a learning community that culminates in a service-learning project within a linear algebra class. The scholars are organized into eight to ten member "pods" to provide a linkage with the faculty mentors through counsel, friendship, and constructive example. The scholars are being provided with tutoring in the Center of Independent Study and are participating in extracurricular student activities and organizations such as an engineering club. Faculty members, staff, and administrators working together in groups of about eight people called "Huey Teams" are developing and implementing action work plans to improve and focus on retention of the scholars. Underrepresented classes of students are being recruited through an outreach program to area high schools that have high concentrations of Hispanic and African-American students. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Donham, Brent Carole Lester John Horne Dallas County Community College Dist Richland College TX Terry S. Woodin Standard Grant 396000 1536 SMET 9178 0000099 Other Applications NEC 0422447 August 1, 2004 Academic and Professional Development for Computer Science, Engineering, and Mathematics Students.. This project is a continuation of a previously and currently successful CSEMS program at Arizona State University. The project implements a comprehensive mentor driven scholarship program that significantly improves the retention, graduation, and placement of low income lower division students majoring in CSEM disciplines; e.g. computer science, computer technology, engineering, engineering technology, and mathematics. The program makes use of existing services made possible by the Arizona State University (ASU) SUMS Institute. Intellectual Merit: Selected students participate in a variety of mentor-supervised activities designed to insure success in their undergraduate studies and successful transition from their undergraduate environment into graduate school and/or industry. The program builds on an extensive track record established by the ASU SUMS Institute in managing such programs. This includes two prior CSEMS programs; one aimed at incoming freshmen and lower division students; the other aimed at juniors and seniors. These programs provide the project directors with extensive knowledge - knowledge that serves as the basis for the program. The program selects a total of 30 lower division students to receive CSEMS scholarships each year. Twenty of the selected students are incoming freshmen. The incoming freshmen participate in a summer bridge program where they enroll in either calculus (8 weeks) or pre-calculus (5 weeks). This bridge program assists the students in their transition to the university environment. An additional ten students, already enrolled, lower division ASU students will also be selected to receive CSEMS scholarships. Broader Impacts: As the students transition from lower division to upper division, efforts are made by the project directors to assist in the transition of capable students to funded faculty-directed research projects. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Rodriguez, Armando Carlos Castillo-Chavez Andrea Richa Arizona State University AZ Elizabeth Teles Standard Grant 399968 1536 SMET 9178 0422449 July 15, 2004 The Cordia Karl Scholars Program: Preparing Women for Leadership in Computer Science, Engineering and Mathematics. This project creates the Cordia Karl Scholars Program with special opportunities and scholarships for academically talented women with demonstrated financial need, enabling them to complete the B.A. degree in mathematics, computer science, computer information systems, or engineering. The College of Notre Dame is a liberal arts college for women with a high percentage (31%) of students from underrepresented groups, and can play a significant role in diversifying the area's high-tech workforce. The project expands educational opportunities for students majoring in these fields; increases retention of students to degree achievement in these fields; and strengthens partnerships with the Baltimore-Washington, D.C. high-technology industry. Intellectual Merit: The project is based on research on how institutions can best support women in the sciences, and is based on the college's deep experience in educating women for leadership in CSEMS fields. Broader Impact: The Cordia Karl Scholars Program is a model program because of its innovative design and because of the unique full-time undergraduate student body served by the college. Scholars serve as role models for other students, and in turn become role models in their workplaces and as alumnae. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Mento, Barbara Kara Ryan Joseph Di Rienzi Patricia McCarron College of Notre Dame of Maryland MD Linnea A. Fletcher Standard Grant 205939 1536 SMET 9178 0000099 Other Applications NEC 0422450 September 15, 2004 ACA NSF Scholars: Encouraging the Study of Computer Science, Engineering, and Mathematics in Central Appalachia. This project is allowing the Appalachian College Association (ACA), a non-profit organization of 34 small, private, liberal arts institutions in the Appalachian areas of five states (Kentucky, North Carolina, Tennessee, Virginia, and West Virginia) with more than 38,000 students, to award 30 two-year scholarships of $2,750 per year to rising juniors at ACA institutions who have declared majors in computer science or computer information science/systems, engineering programs; or mathematics or mathematical science. It offers five research/internship opportunities to scholarship students on a competitive basis; and supports all scholarship recipients through personal and internet communication with other Scholars, training in career planning, and support from academic, research, and business mentors. Intellectual merit: this project continues and enhances a program funded with an NSF CSEMS grant (2001-2004) that awarded one- or two-year scholarships to 54 different students at 16 ACA institutions. Based on what was learned from the previous project, this project is strengthening the content of the annual meetings for scholarship recipients, adding a competitive research/internship opportunity for selected scholars, and providing closer connection between students and faculty mentors throughout the scholarship period and beyond. Broader impact: communities in the Appalachian area have many of the economic characteristics typical of such minorities. This project is having a positive effect on the students selected, the schools they attend, and central Appalachia. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Lee, Jing-Pang Alice Brown Appalachian College Association KY Duncan E. McBride Standard Grant 200000 1536 SMET 9178 9150 1536 0000099 Other Applications NEC 0422452 August 1, 2004 CSEM Scholarships. This project enhances needy students opportunity to complete a degree in a technical major. The scholarships are administered by the Mathematics, Engineering, Science Achievement (MESA) Engineering Program (MEP), whose major objectives are to recruit, retain and graduate educationally disadvantaged students pursuing technical majors. The students selected for a scholarship are expected to progress in their chosen technical discipline and are required to meet with their faculty advisor and counselor in the MEP Program to discuss progress, academic advising, and other retention efforts administered by the office. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Steinback, Clarke Paul Villegas California State University, Chico Research Fdtn ca Lesia L. Crumpton-Young Standard Grant 398596 1536 SMET 9178 0422454 September 15, 2004 Enhancing Transfer Students Graduation Success in Computer Science, Engineering, Mathematics and Statistics. The project is awarding 29 CSEMS scholarships annually to transfer students who have completed one semester of studies at North Carolina State University. The requirement of one semester on campus helps ensure that students have adjusted appropriately to the difficulties inherent in study at the university level. The principle investigator team includes faculty from disciplinary departments as well as administration to ensure adequate support is provided for scholarship recipients. The support provided by these scholarships will cover approximately 75% of the tuition at North Carolina State, enabling these students to spend more time on their studies and consequently, to be successful in their academic pursuits. The PI teams has an excellent track record with an existing CSEMS project with a nearly 100% graduation rate. The scholarships supported under this project require a significant GPA (3.0) and course load requirement (30 instead of a more typical 24 hours) to ensure excellent training of a new generation of students in the CSEMS disciplines. The project supports the CSEM disciplines with a special emphasis on and support for statistics in this project. An excellent management, assessment and dissemination plan is in effect to provide good monitoring, compliance and follow up on the project. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Mitchell, Tony Richard Keltie Jo-Ann Cohen Jeffrey Scroggs Marcia Gumpertz North Carolina State University NC Sheryl A. Sorby Standard Grant 400000 1536 SMET 9178 0000099 Other Applications NEC 0422459 September 15, 2004 The CSE Scholars Program. The University of Michigan CSE Scholars Program recognizes and supports high achieving and high potential students in computer science and computer engineering by creating a community of scholars along the entire undergraduate curriculum. The CSE Scholars Program uses a multi-faceted approach to provide a comprehensive educational environment, both curricular and co-curricular, for students, including underrepresented students, in computer science (CS) and computer engineering (CE). It permits the integration of current student support and academic initiatives at Michigan with new and innovative approaches to provide a comprehensive, exciting and supportive experience for students in CS and CE. High potential high school and first year undergraduate students, with special attention to underrepresented students, are identified and recruited to CS/CE fields and the CSE Scholars Program at Michigan. A combination of personalized letters, career information and workshops, mentoring, supplemental instruction, tutoring, hands-on computer workshops, and speakers clearly illustrate to students the potential and excitement of a CS/CE concentration and subsequent career. Declared CS/CE majors who have demonstrated high achievement and potential are invited to be members of the CSE Scholars Program. As such, they are formally recognized, eligible to apply for scholarships, attend professional development workshops, and assume leadership roles within the program. The CSE Scholars Program creates an intellectually exciting, mutually supportive community between prospective CS/CE students, current CS/CE students, faculty and staff within the College of Engineering and the College of LSA, and information technology partners. It provides much needed financial aid, allowing students to concentrate solely on the academic experience. It brings together the skills, experiences and resources of several university offices and departments as well as expertise from the corporate IT world. It provides a well-coordinated infrastructure of recruitment and retention while fostering success and achievement along the entire undergraduate educational pipeline in CS and CE disciplines. In addition, the evaluation and assessment of the CSE Scholars model provides insight and data on combined student support and academic systems that can be applied to other STEM disciplines both at the University of Michigan as well as other universities nationally. The CSE Scholars infrastructure can be adapted to support students in other disciplines, particularly in fields where there are large numbers of underrepresented students. This infrastructure will last far beyond the duration of the NSA CSEMS support. This much broader impact of the CSE Scholars Program not only benefit students at the University of Michigan, but can also impact the disciplines of Computer Science and Computer Engineering itself. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Laird, John Robert Owen Cinda-Sue Davis Darryl Koch Jeanne Murabito University of Michigan Ann Arbor MI Lee L. Zia Standard Grant 396000 1536 SMET 9178 0000099 Other Applications NEC 0422467 September 1, 2004 NEXT STEP: Recruiting and Supporting Associate Degree. This program provides scholarship awards to students who are enrolled in programs leading to the Associate Degree in Computer Technology (CT) or Information Systems Technology (IST). The project is particularly focused on recruiting current high school students completing an IT pathway or who have earned a grade of B or higher in one of the IST or CT Running Start (dual enrollment) courses. Intellectual Merit: The project objectives are (1) to provide scholarships to academically talented, financially disadvantaged students; (2) to increase the number of students in IT programs or Project Running Start courses in high school enrolling directly into associate degree programs in Computer Science by 50%; (3) to provide support to NEXT STEP scholars that enable a minimum of 70% to complete first semester math and English courses with a grade of C or better and persist to achievement of an associate degree (4) to develop at least ten new internship sites for second year CSEMS students. Broader Impacts: The project increases the number of students pursuing career in information technology and can be used as a benchmark for other institutions offering similar programs. Support for the success and retention of these scholars includes new advising models that are being integrated into the college by the acquisition of a recent Title III grant, and requirement of mathematics summer remediation if placement tests show there is a need. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Miller, David April Bellafiore Tony Membrino Jeanne Furfari David Johnson New Hampshire Community Techical College Manchester/Stratham NH Deborah E. Allen Standard Grant 99901 1536 SMET 9178 0000099 Other Applications NEC 0422472 January 1, 2005 Math Opens the Door Scholarships. Santa Fe Community college is awarding 30 scholarships annually to financially needy and academically talented students majoring in mathematics or engineering who intend to transfer to a baccalaureate degree program in one of the CSEMS eligible disciplines. The mathematics project, GatorTRAX, a program for students in grades 6 - 12 is identifying promising candidates and encouraging them to apply for a scholarship. The CSEMS scholarship is increasing the number of women and minorities enrolling in curricula designed to lead to a career in mathematics or engineering. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Grosteffon, Steven Marilyn Eisenberg Santa Fe Community College FL Linnea A. Fletcher Standard Grant 325980 1536 SMET 9178 0000099 Other Applications NEC 0422476 October 1, 2004 Scholarship Program to Support Underserved Computer Science Students. This project is providing financial, academic, and career-preparation assistance to twenty-nine economically disadvantaged, academically promising undergraduate and graduate students each year for four years. Located on Chicago's ethnically diverse south side, with a student body that reflects the demographics of the geographical location, the university targets first generation college students from populations that are under-represented in the computer science discipline: African Americans, Hispanics, Native Americans, women and students with disabilities. The scholarship program serves to identify, attract, and recruit qualified undergraduate and graduate students. Computer Science faculty are promoting the program at Chicago-area high schools and community colleges whose demographics match the targeted populations. Scholarship awards can be made to community college graduates who have received prior CSEMS support, and also to other eligible SXU students. It also attracts deserving scholarship recipients into the professional graduate degree program. By creating financial aid packages with this and other scholarships, the project makes it feasible for eligible undergraduate students to pursue full-time majors in traditional computer science or applications-based computer studies programs; and for graduate students to pursue full-time study in the two-year professional degree program. To meet the objectives of encouraging students' academic success, retaining them through graduation, and enabling them to find employment as computer professionals or placement in graduate schools, the project is extending and strengthening existing department-level and university-wide programs, and developing a broad network of support. Scholarship recipients have faculty and student service mentors throughout their affiliation with SXU. A rich array of opportunities are available to the scholarship recipients' cohort, including a monthly CSEMS seminar, a comprehensive career counseling plan, tutoring, internship and service learning positions, faculty-student collaborative research, support for attendance at computer science conferences, a laptop loaner program, and alumni mentoring. Three themes run throughout the support activities: sharpening students' problem-solving abilities; building students' confidence in their abilities to succeed in a challenging major; and exposing them to the breadth of the computer science discipline, the range of career opportunities that exist for them, and the variety of skills and strengths required in today's high tech workplace. The project has significant intellectual merit and broad impact to society. The scarcity of minorities and women in the computer science discipline and high tech workforce is a well-documented problem. SXU's experience in an urban setting has shown that academic institutions must proactively attract and engage underserved students. By implementing these ideas and reflecting on and widely disseminating the results, the project can contribute significantly to the body of knowledge in this crucial area. Increased diversity of the student body enriches the experiences and perspectives of all faculty, students, and staff; upon graduation, scholarship recipients can enrich the entire computer profession. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Appel, Florence Jean Mehta Donald Fricker John Pelrine Saint Xavier University IL Duncan E. McBride Standard Grant 398672 1536 SMET 9178 0000099 Other Applications NEC 0422492 August 1, 2004 BOOST: Building Occupational Opportunities for Students in Technology. Through Boost (Building Opportunities for Occupations in Science and Technology), the college is creating 45 scholarships for academically talented, financially needy students in order to increase the number of well-educated and skilled professionals to fill high technology positions in computer science and engineering fields. The targeted two-year programs include Network Administration (AAS), Telecommunications (AAS), Civil Engineering Technology (AAS), Electronics Engineering Technology (AAS), Computer-Aided Design (AAS), and Engineering (AS). Intellectual Merit: Faculty and staff are working together across institutional departments to coordinate the project implementation and facilitate BOOST Scholar success. The project is led by a faculty teaching in Network Administration, Civil Engineering; and Math/Physics and the college's Associate Vice President for Educational Services. These leaders conduct recruitment activities, encourage students to complete the application and enrollment process, review scholarship applications, and provide mentoring and academic support for the scholars. Key personnel from Financial Aid and the College Foundation support them. Student Services personnel assist to actively recruit new students; help students explore careers in the target disciplines; design and deliver services to enable BOOST scholars to overcome academic and personal barriers; and connect students with internship, job shadowing, and mentoring opportunities within industry. Broader Impacts: Dislocated workers are being referred through the Illinois Employment and Training Center. Young women in the district are being encouraged to apply for the scholarships during Totally Tech, a one-day activity held on campus to introduce nontraditional careers to young women of high school age. This project serves 180 low-income, academically talented students in the district. As a result of the project, the college anticipates a significant increase in the number of students with financial need enrolled in one of the six target disciplines and an increase in the percentage of students in the target disciplines who persist to degree completion and either obtain employment or transfer to a four-year university. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Rhine, Scott Deborah Hutti Galen Altman Tonia Timlin Lake Land College IL Elizabeth Teles Standard Grant 397348 1536 SMET 9178 0000099 Other Applications NEC 0422499 September 15, 2004 California Community College Transfer Scholarship Consortium. The California community College Transfer Scholarship Consortium (CCCTSC) continues a Computer Science, Engineering and Mathematics Scholarships (CSEMS) program in awarding an additional 80 scholarships to qualifying students by continuing to: (1) provide additional incentives to help them maintain full-time educational commitments and continuous collegiate enrollment; (2) minimize pressures to fulfill outside employment responsibilities that impose difficulties on academic success' (3) provide early access to practical career related experiences through internships and research opportunities, and; (4) foster meaningful opportunities for team building, collaboration and workplace socialization. Broader Impact: CSEMS responds to broader societal concerns voiced by policy leaders and eminent industrialists. The demand for trained professionals clearly exists. CSEMS addresses the supply side of the equation to help mitigate current and future skill shortages, while providing new pathways to students, families, and communities separated from the scope of opportunity offered by the technological world. Approximately one-third (33) of California's 108 Community College's and 80% of its accredited engineering institutions are partners in the Consortium. Due to the statewide impact of the Consortium, CSEMS is rapidly becoming a core component of the MESA Statewide undergraduate community college and university infrastructure. The comprehensive student support infrastructure (MESA/Consortium) has been institutionalized at each participating university and community college to increase retention and transfer services for the 2003-04 scholars. The Consortium is the nation's largest producer of CSEMS scholars. Of the 277 CSEMS Grants (colleges and consortiums) awarded nationally, the Consortium successfully transferred 24 % of the Latino scholars and 55 % of the computer engineering scholars. Intellectual Merit: In support of the efforts of this project, universities and community colleges are providing joint advising sessions for pending transfers to enhance transfer articulation. Success in demystifying transfer articulation for thousands of potential transfers in CSEM disciplines will improve California's transfer rates. The Consortium continues to foster an environment for local industries to cultivate, recruit and employ technical talent enrolled at the community colleges. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Porter, Oscar University of California, Office of the President, Oakland CA Duncan E. McBride Standard Grant 836450 1536 SMET 9178 0000099 Other Applications NEC 0422501 September 1, 2004 Increasing Participation in Computer Science, Engineering and Mathematics through Scholarships. This project provides additional CSEM educational opportunities for students to help meet the demand for scientists, mathematicians, engineers, and technicians in order to contribute to the growth of the economy of Mississippi, the surrounding region and the nation. Encouraging students to pursue degrees in CSEM and providing financial support to CSEM majors are two of the major goals of the program. Objectives of the project include: 1) to increase participation of academically-talented low income students in CSEM; 2) to increase participation of underrepresented groups in CSEM; 3) to better prepare students for the workforce by enriching the educational experience of CSEM students through connections of academic content to the work environment; 4) to increase awareness of STEM employment opportunities through existing and new industry partnerships; 5) to strengthen existing industry partnerships by creating linkages between students and potential employers; 6) to increase enrollment of academically-gifted students from community colleges in CSEM at Mississippi State University; 7) to encourage scholarship recipients to pursue advanced degrees in CSEM. Thirty CSEM Undergraduate and Graduate Fellows are selected from applicants recruited from state and regional high schools and community colleges, Historically Black Institutions, and four-year institutions using connections established during an earlier successful CSEMS project. The number of applicants from each academic program and level determine the allocation of the 30 scholarships. The majority of the scholarships are awarded to undergraduates, with some graduate student awards made to those who provide evidence of economic hardship. The eight operating departments and two centers in the Bagley College of Engineering and the Department of Mathematics and Statistics in the College of Arts and Sciences participate in the program. Each participating department has a representative to the CSEM program who plays a lead role in coordinating activities and assigning mentors within the department. Fellows are mentored one-on-one by faculty and by their peers. They participate in research and design projects, present results of their research professionally, and interact with industry. MSU's Cooperative Education and Career Services offices aid Fellows in career placement. Intellectual Merit: This project fosters industry/academic relationships that help enhance the future technological competence of the workforce in the state of Mississippi and surrounding region. Broader Impact: The broader impact of this project is to increase the numbers of underrepresented students with the skills necessary to be successful in CSEM areas upon graduation. The success of these students directly impacts the workforce in the state of Mississippi as well as provides role models for future generations. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Reese, Donna Corlis Johnson Sandra Harpole Judy Smith Mississippi State University MS Duncan E. McBride Standard Grant 399972 1536 SMET 9178 9150 0000099 Other Applications NEC 0422502 July 15, 2004 Computer Science, Engineering and Mathematics Scholarships (CSEMS) Program. This project builds on the success of prior NSF support by supporting 60 students in STEM fields over a four-year period in their last two years of undergraduate study. The CSEMS Program enables students to enter the high technology workforce or pursue a graduate degree after completing a baccalaureate degree in computer science, mathematics, or engineering. The project expands opportunities and support for women, minorities, and persons with disabilities, and exposes students to interdisciplinary cooperation in STEM areas through regular dialogue and interaction between students, faculty and industry professionals. The intellectual merit of this project lies in giving students a better knowledge and understanding within their own fields and across other STEM fields through a seminar that is team-taught by faculty and industry professionals. Student participation at professional meetings and conferences with faculty is also encouraged and supported. The broader impacts of the project include participation of women, minorities, people with disabilities, and first generation college students. The project coordinates both NSF and other support for promising students and promotes faculty and peer mentoring. Student support activities--targeted recruitment of scholars, faculty and peer mentoring, and financial support--will enhance student learning, confidence, performance, retention to graduation, and career or graduate school placement. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Nation, James University of Hawaii HI Bert E. Holmes Standard Grant 396000 1536 SMET 9178 9150 1536 0000099 Other Applications NEC 0422507 September 1, 2004 Increasing Participation in Computer Science, Engineering and Mathematics through Scholarships. This project is awarding scholarships of $3,125 per year for 4 years to 30 talented low-income, full-time students to obtain degrees in computer science, engineering, or mathematics at the University of Nebraska-Lincoln (UNL). The recruitment efforts specifically target low-income students in these populations: women, minorities, first generation students, and students from rural communities. The objectives are to increase the academic and graduation success among low-income students; to increase the number of students in the target populations who earn baccalaureate degrees in a CSEMS discipline; to help place all of the students before their senior year in a meaningful summer or semester internship, a research experience, or a career related job; to provide a sound basis on which the students can make informed and reasonable career choices; and to prepare students for successful entry into a career upon graduation. The Offices of Admissions, Scholarships and Financial Aid, Minority Affairs as well as the Colleges of Engineering and Arts and Sciences all help to identify and recruit qualified students for the program. Key faculty in the CSEMS disciplines have volunteered their time to help foster a connection between the CSEMS students and the departments. Freshmen are required to participate in one of four very successful retention programs. Freshmen and sophomores are assigned a junior or senior CSEMS mentor. These together with a weekly CSEMS seminar form the backbone of the CSEMS learning community. The broader impacts of the program lie in its effect on the target population. According to a survey conducted this year, 22% of UNL's undergraduates are first generation college students. There are a large number of high-achieving students with financial need. Nebraska's cultural and racial minority population has grown by more than 150% in the last ten years. About 30% of Nebraskans live in rural communities. The CSEMS program will accelerate the transition of this population to careers in the highly marketable, technical employment sector. It offers a chance for rural Nebraska to develop its potential for technical industrial growth. The intellectual merit of the program lies in the sharing of academic and career interests in the weekly seminar and through the mentors. At the seminar senior CSEMS students present the results of their junior/senior projects, research, and internships; and faculty share their ideas for undergraduate and professional research. This encourages all CSEMS students to take advantage of the many opportunities for research and internships, either off campus in industry or summer programs or on campus through senior projects, faculty mentors, the UNL UCARE undergraduate research program, the Ronald McNair summer REU, and the NSF funded Nebraska REU in Applied Mathematics. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Woodward, Gordon John Ballard Byravamurthy Ramamurthy Stephen Goddard Kevin Lee University of Nebraska-Lincoln NE Stephen C. Cooper Standard Grant 400000 1536 SMET 9178 9150 0000099 Other Applications NEC 0422511 September 1, 2004 A CSEMS Program in Computer Science, Engineering, and Mathematics for Transfer Students Linking Two-year Colleges with a Four-year University. This project provides educational opportunities to 30 academically talented students with demonstrated financial need through scholarships that promote full-time enrollment and degree achievement at the baccalaureate level. The program uniquely partners with two two-year colleges in the area (one a HBCU) to create a recruitment pipeline for qualifying computer science, mathematics, and engineering students that are a) seeking to attract additional students into these fields, and b) make qualifying students at the two-year institutions aware of CSEMS support for completing a four-year baccalaureate degree at UAB in one of the three disciplines. The intellectual merit of this program is the unique partnership between UAB and two two-year colleges to attract additional qualifying students into the three disciplines, and in the quality of the education offered by the three programs. The broader impact of this program is the ability of the program to attract a cohort of underrepresented students (minorities and women, due to the demographics in and around Birmingham and also the design of the program) into the three disciplines, and to provide them with financial support and an infrastructure that ensures their success in earning a baccalaureate degree. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Rigney, Douglas Kenneth Sloan Jeanne Hutchison University of Alabama at Birmingham AL Lesia L. Crumpton-Young Standard Grant 399988 1536 SMET 9178 9150 0000099 Other Applications NEC 0422512 August 1, 2004 CSEMS Project. The project is awarding thirty scholarships per year to students who are enrolled in a computer science, engineering or mathematics transfer program. The project includes support systems to monitor, intervene, promote and foster academic achievement and successful completion of a degree and continuation of studies to a four-year degree program. Individual education plans provide a foundation for continually assessing student progress, which provides a support mechanism to help students persist towards achieving their degree. The principal investigators are monitoring early intervention strategies. Assistance in solving problems is being provided by mentors, staff and college services. A referral process is used to connect students with outside agencies that provide no-cost services to low-income individuals and their families. Students interact with peers, faculty members, university faculty and industrial representatives through the STEM Club that was created and staffed by students, the STEM Club Web Site, Engineering Day and Engineering Week that are supported by technology companies such as Honeywell and Intel, hosting the Science Olympiad, and a monthly speaker series. The project targets women and minorities. The project is using the structure of a previous successful CSEMS grant. The project supports many transfer initiatives that provide opportunities for students to transfer to Arizona's universities and the college's systemic reform efforts to develop effective educational innovations. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Rivera, Frank Robert Huotari Christian Miller Sarah South Paula Cheslik Maricopa County Community College District AZ Lesia L. Crumpton-Young Standard Grant 396000 1536 SMET 9178 0000099 Other Applications NEC 0422514 September 1, 2004 Computer Science, Engineering and Mathematics Scholarships for Southeast Idaho. This project is a continuation of a currently successful CSEMS program at ISU. The recipients of the Idaho State CSEMS project will be students majoring in engineering, mathematics, computer software engineering technology, civil engineering technology, and computer science. The project promotes increasing the number of minority students including female students and increasing the retention rate in the supported disciplines. This is accomplished by: a) Improving the screening process by studying the correlation between the student's eligibility for the program and their academic performance, b) involving the Society of Woman Engineers (SWE) Student Club in the College of Engineering to assist in recruiting more female students and by c) using current recipients of CSEMS scholarships as role models in recruiting and retention process. The strategy of this CSEMS proposal is to capitalize on existing resources to ensure its success. This allows the program to maximize the effect the comparatively modest CSEMS funding available for administration and student infrastructure. This CSEMS project makes use of many of the student support programs already in place at ISU, but is given its own identity. Intellectual merit: Scholarship holders have internships or participate in workplace experiences, during the school year or summer, with regional industry. These positions typically include wages, and are another means of financial assistance, as well as furthering students' academic careers. The project is significant in that it serves an area of student need, in a state seeing growth in high-technology companies and demand for graduates in CSEMS disciplines. Broader Impacts: This CSEMS project complements additional university support structures like Upward Bound and Talent Search and serves as one of several tools used to prepare potential scholars. These services are designed to help students adapt to the university environment and succeed, whether the individual is from a culturally isolated minority group, suffers from disabilities ranging from physical handicaps to learning disorders such as dyslexia, or simply comes from an environment that lacks resources. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Sadid, Habib Kenneth Bosworth Lawrence Ford Robert Van Kirk Idaho State University ID Lee L. Zia Standard Grant 400000 1536 SMET 9178 9150 0000099 Other Applications NEC 0422515 August 15, 2004 CSEMS Scholarships for CAMP Students. This project is helping a cohort of CSEMS scholars to progress toward their educational and personal goals by providing (1) increased interdisciplinary student-to-student mentoring, (2) hands-on real world engineering and science project experience through competitions, (3) opportunities for teaming and leadership development, (4) practical experience in fundraising and budgeting and (5) life/career enrichment activities outside the technical area yet essential to success. The CSEMS scholarships are increasing the involvement of financially needy, academically talented South Dakota School of Mines and Technology (SDSM&T) students in the nationally recognized Center for Advanced Manufacturing and Production (CAMP). The project is selecting 30 qualified students to receive tuition and fee assistance in the amount of $3,125 a year. The balance of each year's budget will be used for salaries for eight student mentors and materials and supplies. Students are selected on the basis of financial need, academic ability and motivation. Assessment of the program is based upon the students' involvement and their persistence and completion rates, and compares both CSEMS and non-CSEMS scholars to evaluate the effectiveness of this effort. The CSEMS project is taking steps to attract more students to experience the opportunities available in CAMP. The project is specifically targeting recruitment efforts to attract more women and Native American students. Dissemination of program outcomes is achieved through presentations and papers delivered at forums and meetings such as the American Society for Engineering Education and through the regular SDSM&T communication vehicles -- website, newsletters, brochures, etc. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Dolan, Daniel Michael Batchelder Barbara Dolan Kathy Antonen South Dakota School of Mines and Technology SD Lance C. Perez Standard Grant 400000 1536 SMET 9178 9150 0000099 Other Applications NEC 0422518 August 15, 2004 NMSU Computer Science, Engineering, and Mathematics Scholarships (CSEMS) Program. To support degree completion, the CSEMS program at New Mexico State University provides financial support to academically talented, financially needy students, improving their educational experience through activities that promote academic and professional excellence and workforce preparedness. Building on the state-wide partnership established in 1993 by the New Mexico Alliance for Minority Participation (New Mexico AMP) Program, CSEMS will offer scholarships to thirty transfer students and incoming freshmen. Additionally, the program offers the CSEMS Academic and Professional Experience (CAPE) that includes four important components: 1) academic tutoring, 2) academic and professional workshops, 3) discipline-specific faculty mentorships, and 4) research opportunities. CAPE complements a wide array of existing student support programs and services. Students are recruited for the program in collaboration with 1) existing mechanisms of New Mexico AMP, 2) the College of Engineering, 3) the College of Arts and Sciences Advising Center, and 5) the Financial Aid Office. Program selection will be based on financial need and academic merit, with first priority given to underrepresented students transferring from a New Mexico community college, second priority given to graduated high school seniors entering as freshmen in the targeted disciplines, and third priority given to currently enrolled NMSU students. Intellectual Merit: CSEMS contributes to improved graduation rates for students in New Mexico, a state with a large pool of Hispanic and American Indian students. Through CSEMS and CAPE, students are afforded highly individualized support, integrating well with existing opportunities. Faculty mentors work closely with the CSEMS facilitator and New Mexico AMP staff to periodically review student progress. Students are advised about existing course and research opportunities, including integrated learning communities, and the Undergraduate Research Assistantship (URA), a faculty-mentored research project. As sophomores, students have the opportunity to enter the CSEMS URA Program, which is a means of rewarding and encouraging students to a higher level of academic excellence. In this URA, students conduct research in interest areas, receive focused mentoring and training, and present at student symposiums and conferences. The high level of faculty involvement lends to the intellectual merit of the CSEMS, with the PI, three of the Co-PIs, the New Mexico AMP Program Manager, and the Selection Committee Head currently teaching at NMSU. Broader Impact: Through the statewide network, CSEMS impacts the states student population by advancing discovery and understanding and promoting teaching, training, and learning. CSEMS at New Mexico State University promotes improved access to higher education, particularly for community college students who are frequently also first-generation college students. CSEMS enhances the infrastructure for research and education by its strong integration with the Undergraduate Research Assistantship Program and its focus on faculty and research mentorships. Importantly, it strengthens the connection with industry by provide internships, co-ops, and mentorships for students. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Jacquez, Ricardo New Mexico State University NM Bert E. Holmes Standard Grant 395992 1536 SMET 9178 9150 0000099 Other Applications NEC 0422520 September 1, 2004 Del Mar College Scholarships in Computer Science, Pre-Engineering, and Mathematics. Del Mar College is awarding 36 scholarships annually in the amount of $2500 for the academic year to academically talented and financially needy students majoring in computer science, mathematics, engineering or electrical engineering technology. Del Mar College serves South Texas including the city of Corpus Christi. Within the college's service area 40% of the adults lack a high school diploma, Spanish is the primary language for 57% of the population and about one-third of the households have an annual income of less than $20,000. This project is building on other NSF supported programs at the institution including ATE, Cybersecurity and AMP projects. Del Mar College's student body reflects the composition of the local population with 56% of the students being of Hispanic origin. The project is increasing the numbers of individuals from this underrepresented group entering CSEMS supported fields. With over 900 students engaging in CSEMS eligible studies considerable demand for the scholarships exists. The institution has an outstanding student support services program and this project is enjoying broad faculty support. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Lee, Larry Gloria Lopez Phillip Davis Laura Parr Mohammed Pasha Del Mar College TX Lesia L. Crumpton-Young Standard Grant 396157 1536 SMET 9178 0000099 Other Applications NEC 0422524 September 1, 2004 CSEM Scholarships at the University of Colorado at Colorado Springs. Students at the University of Colorado at Colorado Springs (UCCS) are usually self-supported, with approximately 43% of Engineering and Applied Science freshmen and 70% of seniors working during the academic year. This significantly increases their time to graduation. Because UCCS has few scholarships available, students work longer hours than those on many other campuses. UCCS also serves a sizeable under-represented minority (12.7%, not including Asians) and rural population. These students often have lower family incomes and need to work to pay for their education. To enhance enrollment, retention and graduation rates, and to increase the quality of students, this project will award 40 scholarships at $2,500 each. The scholarships enable the recipients to pursue studies full-time, enhance their educational experience, and enter the workforce in CSEM fields. The scholarships are awarded to freshmen, sophomores, juniors and seniors, after a rigorous selection process. The students are selected based on two sets of criteria: academic and professional. Academic criteria include high GPA, strong letters of reference, and a well-thought out written plan of study. Professional criteria include participation in mentoring or other service activities, student organizations, leadership roles, career goals, and interviews. Awardees are monitored carefully and meet every month with their assigned mentor and other faculty. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Kalita, Jugal University of Colorado at Colorado Springs CO Stephen C. Cooper Standard Grant 395920 1536 SMET 9178 0000099 Other Applications NEC 0422525 August 15, 2004 Scholarships for Computer Science and Mathematics Undergraduates. The University of Idaho (UI) Computer Science and Math (CSM) Scholarship project is increasing the number and diversity of well-trained computer science and mathematics students who graduate with bachelor's degrees over the life of the project. Each year, the project awards CSM scholarships of $3,000 ($1500/semester) to 30 Computer Science and Mathematics students who demonstrate academic merit and financial need, with specific efforts to include students from underrepresented groups. The scholarships are a financial incentive that contributes to increased retention and graduation rates compared to non-scholarship recipients. Academic outcomes are improved by coordinating access to student support services; mentoring to guide CSM Scholars in utilizing campus resources, research opportunities, and internships; and outcome-oriented monitoring of student progress. Recipients may retain their CSM Scholarships up to three years, as long as they maintain eligibility. The PIs are working with the Office of Multicultural Affairs, UI Department of Education TRIO programs on campus, the College Assistance Migrant Program, and the Multicultural Outreach Coordinator to identify and recruit students from underrepresented groups into the program. The UI Office of Financial Aid is verifying eligibility of students. CSM Scholars have mentors in their departments to provide academic advising and to ensure that they are progressing in their degree programs. Job and/or intern placement is facilitated through departmental industry contacts and the UI Career Services Office. The departments also maintain student data to track the students' progress, to meet NSF-led data collection requirements, and to do a comparative assessment of the program's effectiveness. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Foster, James Paul Joyce Daniel Davenport University of Idaho ID Lance C. Perez Standard Grant 396000 1536 SMET 9178 9150 0000099 Other Applications NEC 0422526 September 15, 2004 NSF Future Scholars Program. The NSF Future Scholars Program is awarding thirty-six $2,500 academic year scholarships for a four-year period from 2006-2009. This continues a successful NSF Future Scholars program under the auspices of Maximizing Engineering Potential (MEP), which ends Dec. 2005. The new NSF CSEMS project allows the program to continue for another four-year period. The principal goals of the program are: to increase the number of financially disadvantaged students, including under represented minorities and women, who graduate in the fields of Engineering, Engineering Technology, Computer Science and Mathematics; and to enhance the educational achievement and professional development of participating students. The scholarships are awarded to two cohorts of students- 1) ten awards to freshman and sophomores, and 2) twenty-six awards to upper-division students, majoring in engineering, engineering technology, computer science, and mathematics. Awards for freshman and sophomore students help students in their transitional period during the crucial first two years of their college education, while awards to upper division students provide financial assistance to facilitate the final years toward a degree. Broader Impact: The university is a large, urban, Hispanic-serving, polytechnic university with a diverse population of largely first-generation college students. The pool of economically disadvantaged, under-represented students in engineering, engineering technology, computer science, and mathematics is large. Cal Poly Pomona has strong, well-established retention programs in the Colleges of Engineering and Science for historically under-represented students which work with the NSF CSEMS students. These programs provide the advising, mentoring, tracking, and professional development support necessary to retain, enhance achievement, and shorten the time to graduation for the scholarship recipients. The active collaboration among program staff and faculty in the two colleges provides a comprehensive support system for the scholars. Intellectual Merit: Through this scholarship program, the recipients have an incentive to become more efficient in their course scheduling, are given timely advising to make wise choices in structuring their course work, and can reduce the hours they work while in school. The active involvement of industry in student professional development activities increases their job readiness, and gives them priority consideration for summer job placement with industry partners. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Randle, Milton Cal Poly Pomona Foundation, Inc. CA Stephen C. Cooper Standard Grant 400000 1536 SMET 9178 0000099 Other Applications NEC 0422531 September 15, 2004 Civil Engineering Technology Scholarships. The Civil Engineering Technology department at Walla Walla Community College is awarding 81 scholarships to academically talented and financially needy students over a four-year period. The department is the only two-year program in the six-state northwest region to have received TAC/ABET accreditation. Coupled with a renewed recruitment effort, the scholarships are raising the number of students majoring in civil engineering technology from 25 to 45. This is bringing the number of enrolled students to that experienced a decade ago. The civil engineering program has a history of a high job placement rate. The number of scholarships being awarded for years one through four is 12, 18, 22, and 29 respectively. This number of scholarships is in accord with the institutional need of financial aid for 60% of its students. The institution is putting into place a sustainable scholarship fund with donations received from industry partners during the project period. The institution's 10,000 square mile service area has a multicultural population including a growing number of Hispanics who currently account for over 23% of the population. The project is increasing the proportion of students of Hispanic descent in civil engineering technology to reflect that of the general population. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Fortney, Maury Walla Walla Community College WA Lesia L. Crumpton-Young Standard Grant 278429 1536 SMET 9178 0000099 Other Applications NEC 0422533 September 1, 2004 A Comprehensive Initiative to Enhance Recruitment and Retention. This project is designed to increase the overall number of graduates in computer science, computer engineering, and mathematics (CSEM). Scholarships provided are a vital component of the college's plan to achieve these goals. There is a particular emphasis on increasing the recruitment, retention, and graduation rates of academically talented but economically disadvantaged students from underrepresented populations in CSEM fields. The university's traditional undergraduate student body is comprised of more than 53% minorities including African Americans, Native Americans, and Hispanics. Intellectual Merit: There are commitments from many faculty members to assure the success of a very diverse student body and a comprehensive plan designed to assure that scholarship funds provided through this program are used effectively to meet program objectives. To reach the program objectives, the project is: 1) working with school districts, community colleges and community agencies to recruit targeted students, 2) improving the student support infrastructure available for the CSEM students, 3) expanding partnerships with business and industry to enhance the scholarship recipients' opportunities for hands on experience and employment in a variety of high technology positions common in Southern California, 4) increasing the number of students that seek graduate degrees in these fields, in part by enhancing undergraduate research opportunities, and 5) increasing participation in professional activities. Placement in industry is being enhanced through formal internships, liaison with government and industry as well as through alumni and professional networks. Broader Impacts: This project is expanding contact and synergy with government and industry, stronger preparation of students for direct entry into research and technology based positions, and refinement of a comprehensive model for use by similar colleges and universities. Strengthening of the technical programs benefits the entire university through enhanced IT support. Benefits range from administrative computer programming and support of instructional technology, to high tech activities such as fuel cell research, molecular modeling, network integration of analytical instruments and IT based science outreach programs. Students serving in this capacity on campus or at other institutions carry their skills into the general technical work force. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Liu, Xiaoyan Seta Whitby Michael Frantz University of La Verne CA Duncan E. McBride Standard Grant 400000 1536 SMET 9178 0000099 Other Applications NEC 0423803 June 15, 2004 Collaborative Project: Information Assurance and Security Curriculum and Faculty Development. This is a capacity building project for curriculum and faculty development and in information assurance and security. The four collaborating institutions are developing, testing, and sharing educational materials on secure network protocols that can be used in both undergraduate and graduate studies. The materials are integrated into a cohesive set of educational modules that collectively address the area of secure network protocols. Modules include the basic requirements, principles, architecture, building blocks, and implementation of secure protocols; analysis of protocols to determine how well they satisfy security requirements; and implementation of existing secure protocols in representative environments. In addition, faculty development is supported by having members from these institutions attend the Information Assurance Education Graduate Certificate (IAEGC) at Purdue University. FED CYBER SERV: SCHLAR FOR SER DUE EHR Justice, Connie Indiana University IN Victor P. Piotrowski Standard Grant 118312 1668 SMET 9178 7254 0000099 Other Applications NEC 0423949 September 1, 2004 NSF Symposium: Innovations in the Undergraduate Curriculum. Chemistry (12) Three Symposia entitled "NSF Catalyzed Innovations in the Undergraduate Curriculum," are being organized and convened at the Fall National Meetings of the American Chemical Society to be held in the years 2005, 2006, and 2007 in Washington, DC, San Francisco, CA, and Boston, MA, respectively. This project continues a tradition begun in 1987 in which Symposia featuring projects supported by the Division of Undergraduate Education at the NSF have been a part of the Division of Chemical Education Program at the Fall National Meetings of the American Chemical Society. Intellectual Merit The new Symposia highlight projects supported by the Course, Curriculum, and Laboratory Improvement-Adaptation and Implementation (CCLI-A&I) Program, and, as such, include presentations that feature instrumentation that is relatively new to the undergraduate laboratory, development of innovative laboratory exercises and practices, development of innovative curricular materials, incorporation of new technologies into the curriculum and/or the laboratory, projects that have been responsible for major curricular changes in the chemistry program, and projects that have been responsible for major curricular changes in an entire science program. Broader Impact These Symposia provide a means of dissemination for successful CCLI-A&I projects to a broad audience. Faculty attending National Meetings often attend sessions dealing with their research areas at the expense of those dealing with science education issues. The Symposia provide a forum in which valuable information can be presented in a relatively compact timeframe and at one location. Personal contacts made at the Symposia can be pursued at a later time. A new website being established as a part of this project allows the collection at one site of appropriate projects, NSF programs, and department and individual results concerning a wide variety of innovations in the undergraduate curriculum. New assessment efforts are being undertaken in order to ascertain the effectiveness of the Symposia in promoting curricular change. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Boggess, Robert Cindy Burkhardt Radford University VA Susan H. Hixson Standard Grant 20572 7428 SMET 9178 7428 0000099 Other Applications NEC 0424063 September 1, 2003 LivePhoto Physics: Digital Videos for Lectures and Assignments. Physics (13) The LivePhoto Physics project is developing a collection of digital video analysis materials for introductory physics courses, using research-based development methods that were refined through projects such as Tools for Scientific Thinking and Workshop Physics. These materials include videos, lecture demonstration sequences, homework assignments, instructor notes, and software. In digital video analysis, students use computers as laboratory instruments to make measurements on video images of real events. These techniques are being used increasingly in physics courses, and there is evidence that they are effective in teaching physics concepts. In spite of the wealth of mass-media and educational videos available that can be used in laboratories or student projects, very few existing videos are ideal for analysis by students. The LivePhoto Physics project is meeting this need by producing a collection of digital videos that span many of the topics covered in a one-year physics course, including videos made with high- speed/slow-motion equipment that is not available at most teaching facilities. An innovative aspect of the project is that the topic selection is being guided by the results of physics education research. Written curricular materials using the videos in Interactive Lecture Demonstrations, distance-learning exercises and extended homework problem sets are being produced and classroom tested in a three-year research-based development cycle. Field testing is taking place at two-year colleges and four-year colleges/universities with diverse student audiences. Computer software that extends the display and visualization capabilities of digital video analysis is being developed during the project. The final set of videos, curricular materials and software will be published in the form of a CD. The LivePhoto Physics project is addressing the need for faculty development and the integration of technology in education by sponsoring six workshops on the use of digital video analysis in physics teaching. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Teese, Robert Rochester Institute of Tech NY Duncan E. McBride Standard Grant 451061 7427 SMET 9178 7427 0000099 Other Applications NEC 0424671 January 1, 2004 Collaborative Project: Core Integration - Leading NSDL Toward Long-Term Success. NATIONAL SMETE DIGITAL LIBRARY PROGRAM EVALUATION DUE EHR Howe, Kaye Terence Smith Mary Marlino Tamara Sumner Ellen Hoffman University Corporation For Atmospheric Res CO Lee L. Zia Cooperative Agreement 13311050 7444 7261 SMET 9178 0000099 Other Applications NEC 0426266 September 1, 2004 SOMAS: Support of Mentors and their Students in the Neurosciences. This project aims to enhance the recruitment and retention of students in the sciences, by developing a summer research program in the neurosciences for undergraduate students wherein junior faculty members and participating students receive intensive mentoring. The faculty members are being mentored in launching and maintaining a teaching/research career at a predominantly undergraduate institution. The undergraduate students are being mentored in conducting research as well as the steps involved in applying to graduate school. Ethics in research will be central feature of the training. The thread weaving the experiences of the participants together is the intensive mentorship that will be provided throughout the project. Junior faculty from across the United States are invited to submit applications to obtain summer research support for undergraduate students who spend 10 weeks collaborating with the faculty member on projects of common interest. Faculty members with little experience in grant-writing and who are just beginning their research programs as well as those from institutions serving women and minority groups that are underrepresented in the sciences are particularly encouraged to apply. The faculty mentors and their students receive travel support to attend the joint Annual Meetings of the Society for Neuroscience and the Faculty for Undergraduate Neuroscience (FUN), where they participate in the Professional Survival Skills and Ethics Workshop, or other workshops that seek to help faculty develop grant-writing skills. The students present their research findings at the FUN Poster Session held jointly with the Society for Neuroscience Meeting, and attend Survival Skills Workshop sessions that provide them with tips on applying to graduate school as well as what to expect after enrolling as a graduate student. The SOMAS Program aims to serve as a model for other summer research programs that have traditionally focused on the undergraduate student. In the long term, preparing junior faculty to integrate teaching and research at predominantly undergraduate institutions amplifies the impact of the program because it influences SOMAS Faculty Awardees throughout their careers. Because of the interdisciplinary nature of the neurosciences, the SOMAS Program has the potential to influence departments as wide-ranging as biology, psychology, chemistry, mathematics, and computer science at predominantly undergraduate institutions. NEURAL SYSTEMS CLUSTER DISTINGUISHED TEACHING SCHOLAR S-STEM:SCHLR SCI TECH ENG&MATH OFFICE OF MULTIDISCIPLINARY AC DUE EHR Ramirez, Julio Davidson College NC Myles G. Boylan Standard Grant 326000 5500 1746 1536 1253 SMET 9178 7204 0000099 Other Applications NEC 0426330 June 1, 2004 Expanding the Pool: Scholarships in Computer Science. This project provides 96 scholarships over four years to low-income computer science undergraduates and targets recruitment of traditionally underrepresented groups (primarily women, Native American, and Hispanic) into computer science. The primary objectives of the scholarship program are to provide funding for qualified, but financially needy students, leading to their degree in Computer Science; to increase the overall number of graduates in computer science; to provide additional recruitment efforts to underrepresented groups and first-generation college students; and to provide student support services to increase the likelihood of student success. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Gellenbeck, Edward James Schwing Central Washington University WA Sheryl A. Sorby Standard Grant 298700 1536 SMET 9178 0427570 June 1, 2004 Use of Research to Improve the Quality of Science Education in Urban High Schools. The project is undertaking research in urban high schools in New York City, involving students from circumstances of economic challenge and early career science teachers, graduates from an alternative certification program designed for career changers and graduates in science and related fields. Through the use of participatory forms of research, including design experiments, the project is identifying promising practices that are adopted in successful science classes and the extent to which curricula are transformed by forms of research designed to be catalytic. A network of early career urban science teachers are collaborating through an interactive website, participating in research in their own classrooms, and attending colloquia in which science at the frontiers and developments in science education are foci. Students from the participating teachers' classes also are selected to comprise a network of urban youth who learn how to do research on the teaching and learning of science and participate in a colloquium series including topics on the frontiers of science. A network of college science teachers and science teacher educators also is being created with the goal of them learning about inquiry-oriented approaches to teaching and learning college science and undertaking research in their college science classes. The goal is to improve the quality of teaching and learning college science through research, in the contexts of participating in colloquia, interacting electronically and undertaking design experiments. The project is providing a means to coordinate science teacher education within CUNY and change the manner in which science is taught, including the infusion of inquiry. The research done in this project involves teachers (college science instructors and early career urban science teachers), students, and outsiders in multi-method research, using ethnography, design experiments and surveys. Discussions of what happened in class, especially pertaining to the roles of teachers and students, set a context for curriculum reform, making changes based on evidence identified by participants. We are endeavoring to identify and resolve contradictions and build collective responsibility for ensuring that changes are enacted as planned. A primary goal is to mentor new science educators and formal efforts are being made to create an infrastructure to support the scholarly growth of promising non-tenured faculty so that they remain involved in urban science education. What is learned from this project has the potential to change programs for the education of science teacher candidates, approaches to the professional development of science teachers, and policy relating to the structures needed to sustain new teachers in urban high schools. The project also has the potential to identify fresh approaches to improving the quality of college science teaching, especially by infusing inquiry into the teaching of science and assisting college instructors to undertake research in their own classroom. TEACHER PROFESSIONAL CONTINUUM DISTINGUISHED TEACHING SCHOLAR DUE EHR Tobin, Kenneth CUNY Graduate School University Center NY Daniel P. Maki Standard Grant 304963 7271 1746 SMET 9178 0000099 Other Applications NEC 0427645 October 1, 2004 MODERN MIRACLE MEDICAL MACHINES: Research-Based Curriculum Enhancements for the Pre-Med Physics Course. Modern medical procedures, for both diagnostic and treatment purposes, involve sophisticated applications of fundamental principles of contemporary physics. Pre-medical students who are enrolled in an introductory physics course have heard of many such procedures. Yet, they will seldom encounter these applications while studying physics. Thus, the opportunity to help these students make a connection between procedures that they consider relevant and modern physics is lost. To address these concerns the Modern Medical Miracle Machines project is completing a two-stage effort involving both research on student learning and development of educational materials. During the first stage we are conducting research on the reasoning and models that students use as they transfer basic physics knowledge to the application of physics in contemporary medicine. The results of this research are then being used to develop active engagement teaching-learning materials to help students learn about the applications of 20th and 21st Century physics to contemporary medical diagnosis and procedures. The goal of the research component is the enhancement of the existing research base on how students transfer their knowledge of physics to other topics. The principal hypothesis of this component of our work is that students can build models that aid in the understanding of physical phenomena and applications to tools such as surgical lasers and positron emission tomography. Building on this research foundation we are creating modular instructional materials. The goals of the development of instructional units that introduce applications of contemporary physics to medicine are to integrate applications of contemporary physics into the pre-med physics course, emphasize hands-on and minds-on activities, combine written materials, interactive multimedia and utilize visualization techniques. Each module is relatively short and is being redeveloped so that teachers can substitute for existing, traditional materials without a need for a complete revision in the physics course. An independent evaluator is assessing the effectiveness of the project's activities. The evaluation focuses on both formative and summative aspects and will utilize mixed-method approaches (qualitative and quantitative) that include observation, rubrics, performance assessments, Web-based surveys, interviews and focus groups. The research and educational materials is fostering the integration of research and education by both conducting fundamental research on student learning and by creating resources to bring to the pre-med physics students information about contemporary research in physics and its applications to medicine. By testing our materials at a historically black university (Norfolk State University) and a Hispanic serving institution (University of Texas at El Paso), we are attempting to assure that the instructional materials appeal to students who are underrepresented in the sciences. EXP PROG TO STIM COMP RES INSTRUCTIONAL MATERIALS DEVELP DISTINGUISHED TEACHING SCHOLAR OFFICE OF MULTIDISCIPLINARY AC DUE EHR Zollman, Dean Kansas State University KS Daniel P. Maki Standard Grant 302281 9150 7355 1746 1253 SMET 9178 9150 0000099 Other Applications NEC 0427904 August 1, 2004 Cross-college Collaboration of Engineering with Languages, Education, and Design. Eight different courses involving seven non-engineering faculty, an education consultant, and the engineering Principal Investigator are being taught based on the READ-USE-ASSEMBLE-CALCULATE-TEACH process related to relevant technological devices. The student-driven sequence incorporates student-faculty contact, cooperation among students, and active learning, gives prompt feedback, emphasizes time-on-task, communicates high expectations, and respects diverse talents and ways of learning. By matching appropriate devices to non-engineering courses with appreciable technical content, cross-college faculty collaborations are being used for co-teaching of or supplementation to existing courses in the College of Humanities and Social Sciences (CHASS), the College of Education (CED), and the College of Design (COD). The efficacy of this cross college collaboration is being demonstrated by serving a diversity of students including (i) engineering and science students in foreign language courses, (ii) pre-service technology education students seeking teaching degrees, (iii) in-service, practicing teachers of technology education in grades 6-12, and (iv) industrial design majors. Evaluation of these collaborative instruction efforts includes student questionnaires, independent laboratory observers, and interviews of participating faculty and a sample of students. Dissemination is being accomplished through presentations and publications in professional society meetings of language instructors, technology education teachers, industrial design professionals, and engineers. The final project product will be a compact disc (CD) containing all lab device chapters, as well as all publications and evaluations for this effort. The product CD distribution is being distributed to US engineering deans and engineering faculty involved in undergraduate laboratory instruction. DISTINGUISHED TEACHING SCHOLAR ENGINEERING EDUCATION DUE EHR Ollis, David North Carolina State University NC Russell L. Pimmel Standard Grant 304999 1746 1340 SMET 9178 0000099 Other Applications NEC 0428127 July 1, 2004 Energy and the Environment: Educating K-16 Students to Improve Energy-Related Technological and Environmental Literacy. This project is identifying the knowledge and skills necessary to increase our technical and environmental awareness of energy issues and to improve the implementation of project-based energy and environment curricula in K-16 classrooms, particularly in New York State. There are two primary components of the project: 1) interdisciplinary PhD research that is defining the intersection between technical and environmental literacy related to energy issues and the means of improving the integration of the latest research findings into communication materials to improve our literacy and 2) the use of this research work for a range of activities that result in the preparation, assessment and dissemination of project-based educational materials for K-16 classrooms. Teacher workshops are being conducted to disseminate the curricular materials. In addition, two posters that capture the key concepts defined by the research component are being widely disseminated to increase the use of the materials. Workshops are also being conducted for college faculty to expand their interest and capabilities in providing effective K-12 outreach in a manner that is valued by academic institutions. Dissemination and assessment activities are planned for each component of this award. Surveys, evaluation forms, and traditional measures of assessing the quality and quantity of research will be employed. INSTRUCTIONAL MATERIALS DEVELP DISTINGUISHED TEACHING SCHOLAR ENGINEERING EDUCATION OFFICE OF MULTIDISCIPLINARY AC DUE EHR Powers, Susan Clarkson University NY Russell L. Pimmel Standard Grant 305000 7355 1746 1340 1253 SMET 9178 0000099 Other Applications NEC 0428280 July 1, 2004 Interactive Internet-Based Teaching and Learning in Mathematics. This project is disseminating the process of interactive Internet-Based Teaching and Learning in Mathematics, specifically differential geometry, multivariable calculus, and linear algebra, to a large number of diverse institutions. The project is making the benefits of this approach broadly available through a series of summer projects and activities at national meetings. Further, the project is ensuring that the approach is more adaptable and scalable for use in courses for mathematics majors, for science students, for liberal arts mathematics, and for teacher training programs. The interactive aspect of the approach encompasses three elements: 1) teachers and students interact with geometric phenomena both for classroom presentations and students exploration; 2) students do their homework and exams online and receive timely comments from instructors; and 3) students are able to read the responses of their classmates and instructors as they engage directly in discussion or group work over the web. Tutorials are available to make it easy for students without a sophisticated computer background to upload scanned drawings and to include images and links in their communications. Interactive illustrations are possible with the use of the Geometer's Sketchpad. Workshops to disseminate the approach are being conducted in conjunction with the summer MathFests of the MAA with additional meetings at the January Joint Mathematical Meetings. Assessment of the effectiveness of the approach is being conducted by a professional and encompasses an extensive content analysis component. DISTINGUISHED TEACHING SCHOLAR OFFICE OF MULTIDISCIPLINARY AC DUE EHR Banchoff, Thomas Brown University RI Russell L. Pimmel Standard Grant 304990 1746 1253 SMET 9178 9150 0000099 Other Applications NEC 0428284 July 1, 2005 Individual Nomination of Richard E. Ladner for PAESMEM Award. HRD-0428284 Dr. Richard Ladner is Professor of Computer Science and Engineering at University of Washington; the nomination indicates that he has been active in mentoring since 1985. Ladner has pioneered improved computer networking for the deaf-blind using large print and paperless Braille displays. He spends a week each year working with the University of Washington's DO-IT program, and has done so since 1994. He presently advises a blind computer science PhD student, and three of his 15 PhD graduates are women. The panel noted that Ladner is one of the few PAESMEM nominees who works closely with students who have disabilities. Dr. Ladner is also supportive of undergraduate students. He has attended all of the undergraduate research talks for the CSE Undergraduate Research seminar since 1999. He has also mentored women at many levels (undergraduate, graduate, post-doc, and faculty) and worked with students with disabilities (high school and graduate students). Ladner supports the WISE group; he encourages women to seek balance between personal and professional life, and provides direct mentoring via informal discussions. He is also a co-chair for the Abused Deaf Women's Advocacy Services (ADWAS) steering committee. Dr. Ladner's mentoring clearly extends beyond the walls of the University of Washington in his efforts to increase the number of students with disabilities who will pursue graduate degrees. PRES AWDS FOR EXCELL IN SCI DUE EHR Ladner, Richard University of Washington WA Daphne Y. Rainey Standard Grant 10000 1593 SMET 9178 0428584 May 15, 2004 Sharing the Message of Global Change Through Multimedia, Vertically Integrated Outreach Curriculum. This project is developing a Web-based curriculum about how different regions are affected by climate change. It is an expansion of education programs currently being implemented by the PI, which target graduate, undergraduate, and K-12 students. The new curriculum is based on the near-real-time ecophysiological data being collected at the PI's research sites in arctic Alaska, San Diego's Mediterranean-type ecosystem, and the La Paz desert in Mexico. The new curriculum highlights the importance of climate change, the real-world application of scientific data and concepts, and how climatic events in one region (e.g., El Nino events) affect climate change in other regions (e.g. arctic oscillations). Through the NSF-sponsored GK-12 "Partnerships Involving the Scientific Community in Elementary Schools" (PISCES) Project, a limited number of Web-based lessons are in early development. The current project is not only enhancing existing lessons with additional on-line components and structure, but also improving teacher and parent content knowledge, reaching a larger public audience, and impacting undergraduate ecology courses. The curriculum is designed to be more dynamic, more intensive in its links to additional sources of global change research and project information, and to reach a broader spectrum of users. Data to be used in this project include temperature, precipitation, carbon flux, soil moisture, soil radiation, wind speed and direction, evapotranspiration, and soil and air temperatures. Access to the curriculum and the results of the project will be disseminated through (1) Internet-accessible curriculum lessons for classroom and public use; (2) videoconference feeds between students in different regions; (3) "science night" opportunities for the community and parents to learn about global change; (4) a public lecture series introducing the curriculum to teachers and the community; (5) involvement of students in two undergraduate ecology classes at San Diego State University with enhancements to the curriculum; and (6) freestanding, interactive kiosks with Internet-connected computers to be installed at central community areas (heritage or community centers, schools, or museums) in Barrow, Alaska, San Diego, California and La Paz, Mexico. Workshops via videoconference have been highly successful in the past at reaching K-8 teachers and students in Alaska and La Paz, utilizing facilities at San Diego State University, the San Diego County Office of Education, the North Slope Borough School District, and the Centro de Investigaciones Biologicas del Noroeste (CIBNOR). The Web-based component of the project provides a versatile means of reaching the geographically diverse intended audience, as well as potentially reaching other audiences around the globe. UNDISTRIBUTED PANEL/IPA FUNDS INSTRUCTIONAL MATERIALS DEVELP DISTINGUISHED TEACHING SCHOLAR OFFICE OF MULTIDISCIPLINARY AC DUE EHR Oechel, Walter San Diego State University Foundation CA Daniel P. Maki Standard Grant 305000 9199 7355 1746 1253 SMET 9178 0000099 Other Applications NEC 0428935 July 1, 2004 Teaching and Designing Technology for Diversity. A freshman/sophomore service learning class on human-centered design coupled with a senior/graduate level course on engineering education is being developed. The classes incorporate cutting edge research with teaching scholarship as well as highlight the social context of the engineering profession. Students in this service-learning course are given the option to develop pre-college design activities and serve as student role models in support of initiatives of UC Berkeley outreach programs and SF Bay Area Science Museums that strive to increase the diversity of engineering students (e.g., "Communicating Engineering" in collaboration with the Lawrence Hall of Science, the "TechBridge" program at the Chabot Space & Science Museum and the Pre-Engineering program in Berkeley's College of Engineering). A SESAME (Studies in Engineering, Science and Mathematics Education) minor for all STEM disciplines in which the senior/graduate course (above on engineering education) will serve as the core practice course for the SESAME minor in engineering disciplines is being developed. On-line resources in STEM education digital libraries as part of the senior/graduate class in engineering education are being cataloged, evaluated and annotated. Guidelines for tenure and promotion cases that provide mechanisms to recognize and reward those involved with this project and foster the scholarship of teaching are being developed. Dissemination is being achieved through contributions to the NEEDS and SMETE.ORG digital libraries and through the SMETE Open Federation's newsletter and discussion groups. Project outcomes are being assessed through several levels of including pre-/post-questionnaires, formative and summative team and peer assessments, professional judgment of process and process, and student satisfaction surveys. DISTINGUISHED TEACHING SCHOLAR ENGINEERING EDUCATION OFFICE OF MULTIDISCIPLINARY AC DUE EHR Agogino, Alice University of California-Berkeley CA Russell L. Pimmel Standard Grant 304994 1746 1340 1253 SMET 9178 0000099 Other Applications NEC 0429067 July 1, 2004 Software Engineering Curriculum Workshop. This project supports the development of a four-day workshop for twenty faculty that will give the participants the background to design and deliver a software engineering curriculum. This curriculum may be the basis of a B.S. degree in software engineering or of a software engineering concentration in a computing degree. The workshop helps faculty develop a support infrastructure for the curriculum, set up an evaluation and assessment model for the curriculum, and provides instructional resources for developing and teaching the modules of the curriculum. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Lutz, Michael Thomas Hilburn Rochester Institute of Tech NY Mark James Burge Standard Grant 19720 7428 SMET 9178 0000099 Other Applications NEC 0429202 February 1, 2004 Collaborative Project: The OCKHAM Library Network, Integrating the NSDL into Traditional Library Services. This NSDL Services project is developing networked middleware to facilitate and expand access to the content and services of the NSDL through the existing national infrastructure of traditional libraries and their service programs. Additionally, the collaborative project team is creating a reference model for integrating the NSDL into traditional library services; evaluating the utility, usage, and impacts of the local library tested services on the participating campus communities via web log analysis, focus groups, and usability studies; and disseminating results and facilitating growth of the network among an expanding group of institutional partners. By stimulating an extensible framework for networked peer-to-peer interoperation among the NSDL and traditional libraries, this project is also advancing the dialog between librarians and researchers. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Frumkin, Jeremy Oregon State University OR Lee L. Zia Standard Grant 233318 7444 SMET 9178 7444 7204 0000099 Other Applications NEC 0429203 July 1, 2005 Individual Nominee, Program- Master It. HRD-0429203 Dr. Elizabeth Yanik is a professor in the Department of Mathematics and Computer Science at Emporia State University (Kansas). Yanik is described as a passionate teacher who also directs and sustains mentoring programs -- the nomination describes six major mentoring activities or programs in which Yanik has been involved over the last decade. She is shown as being creative and resourceful in a rural area that may have a lack of resources. The panelists noted the rich impressions conveyed through nomination support letters from the students and also from a parent. Overall, she has great management skills in the various programs and is an excellent mentor; mentoring students 10-20 at a time and at various levels. The submitted nomination package is in support of a Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring (PAESMEM) to recognize outstanding mentoring efforts or programs that enhance the participation of historically underrepresented groups in science, mathematics, and engineering. PRES AWDS FOR EXCELL IN SCI DUE EHR Yanik, Elizabeth Emporia State University KS David L. Temple Jr. Standard Grant 10000 1593 SMET 9178 9177 0429525 July 1, 2005 PAESMEM Individual Nominee: Jeffrey S. Russell - A Visionary Mentor with a Local and Global Reach. HRD-0429525 Dr. Jeffrey Russell is a professor in the Department of Civil and Environmental Engineering and Chair of the Construction Engineering and Management Program at the University of Wisconsin-Madison. His approach to creating opportunities for women and minorities is local-global," incorporating participation in national forums on diversity and mentoring. Russell has worked extensively with female undergraduate and graduate students both locally and nationally to encourage and support them in engineering, especially in construction engineering and management, an area in which women have been historically egregiously underrepresented. He sponsors their involvement in extracurricular activities through which they gain additional valuable experience (e.g., planning and carrying out a national convention with a three-quarters of a million dollar budget). His mentoring activities span more than fifteen years. The submitted nomination package is in support of a Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring (PAESMEM) to recognize outstanding mentoring efforts or programs that enhance the participation of historically underrepresented groups in science, mathematics, and engineering. PRES AWDS FOR EXCELL IN SCI DUE EHR Russell, Jeffrey University of Wisconsin-Madison WI David L. Temple Jr. Standard Grant 10000 1593 SMET 9178 0429546 July 1, 2005 Native Americans in Marine and Space Sciences Program. HRD-0429546 Under the leadership of Dr. Judith Vergun, the NAMSS program is making substantial increases in the numbers of Native Americans, Alaskan natives, and Pacific Islanders who choose STEM-based careers. The program has focused on a demographic sector of American society that has had an acute need for more STEM participants and is benefiting from the NAMSS' mentoring activities. The program has been so successful that it is been duplicated in additional communities and in the process of being replicated in others The submitted nomination package is in support of a Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring (PAESMEM) to recognize outstanding mentoring efforts or programs that enhance the participation of historically underrepresented groups in science, mathematics, and engineering at K-12 grades through the graduate school level. PRES AWDS FOR EXCELL IN SCI DUE EHR Vergun, Judith University of Hawaii HI David L. Temple Jr. Standard Grant 10000 1593 SMET 9178 0429651 July 1, 2005 Individual Nomination for Dr. Steven F. Watkins for the Presidential Award in Mentoring. HRD 04-29651 Dr. Steven F. Watkins is involved with programs at Louisiana State University known to produce the largest number of African-American doctorates in chemistry than any other university in the country. The number of African American graduates increased from 3 to 11 over a ten-year period and now is sustained annually at that level. The success achieved in graduation rate is but one of several accomplishments of comparable quality in which Dr. Steven F. Watkins has played an indispensable role. The submitted nomination package is in support of a Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring (PAESMEM) to recognize outstanding mentoring efforts or programs that enhance the participation of historically underrepresented groups in science, mathematics, and engineering at K-12 grades through the graduate school level. PRES AWDS FOR EXCELL IN SCI DUE EHR Watkins, Steven Louisiana State University & Agricultural and Mechanical College LA David L. Temple Jr. Standard Grant 10000 1593 SMET 9178 0429729 July 1, 2005 Individual Nomination of Charlena Grimes for a PAESMEM. HRD-0429729 The submitted nomination package is in support of a Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring (PAESMEM) to recognize outstanding mentoring efforts or programs that enhance the participation of historically underrepresented groups in science, mathematics, and engineering. The work of Charlena Grimes is well above and beyond her position responsibilities as a staff administrator. This mentoring effort truly reaches, recruits, and retains underrepresented groups in engineering. The Bridge program that was developed by Charlena Grimes has documented success and is a primary component of the nomination. The 14-year old program has improved the departmental retention rate by 20%. Program documentation reflects that more than 663 underrepresented students have participate dint he program; 50 percent earned a degree in STEM (or are very close to degree attainment) and 75 percent earned some degree from WSU, compared to non-Bridge students who have a 67 percent graduation rate. PRES AWDS FOR EXCELL IN SCI DUE EHR Olsen, Robert Washington State University WA Daphne Y. Rainey Standard Grant 10000 1593 SMET 9178 0429799 July 1, 2005 Individual: Dr Lenore Blum: Mentoring Women in Mathematics and the Computer Sciences. HRD-0429799 Dr. Lenore Blum has been a local and national leader in encouraging women in SMET, particularly mathematics and computer sciences, for more than 30 years. Her pioneer program, Expanding Your Horizons, was developed when she was at Mills College, starting in 1973, and then expanded across the country through the Math/Science Network to reach thousands of young women in middle-schools. In EYH conferences young women are exposed, perhaps for the first time, to a variety of women in science and related careers. EYH was a centerpiece/model for several of the other national and local activities. The submitted nomination package is in support of a Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring (PAESMEM) to recognize outstanding mentoring efforts or programs that enhance the participation of historically underrepresented groups in science, mathematics, and engineering. PRES AWDS FOR EXCELL IN SCI DUE EHR Blum, Lenore Carnegie-Mellon University PA David L. Temple Jr. Standard Grant 10000 1593 SMET 9178 0429831 July 1, 2005 ORGANIZATIONAL: Miami Museum of Science & Planetarium PAESMEM. HRD-0429831 The Miami Museum of Science provides an outstanding exemplar of how a traditional community-based agency can cast its outreach activities to reach at-risk youth and non-traditional populations with the effort resulting in meaningful success. The Museum has developed, sustained and delivered a distinctive portfolio of mentoring programs to youth from challenging economic and social circumstances that represent mostly African-American and Chicano/Latino families for more than ten years. Many of the science programs target K-12 learners and supplement traditional school science curriculum using hands-on projects, field trips, and internships. The submitted nomination package is in support of a Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring (PAESMEM) to recognize outstanding mentoring efforts or programs that enhance the participation of historically underrepresented groups in science, mathematics, and engineering. PRES AWDS FOR EXCELL IN SCI DUE EHR Brown, Judy Miami Museum of Science Inc FL David L. Temple Jr. Standard Grant 10000 1593 SMET 9178 9177 0429913 July 1, 2005 Organizational 2004 PAESMEM for the ASCB. HRD-0429913 The American Society for Cell Biology has developed mentoring activities and strategies designed to create diversity in research and learning environments, and to provide professional and career development opportunities for women and minority students and teachers. It is a scientific organization in which the exemplary work of several long-term committees has permeated the entire organization. The organization has a strong committee structure and uses networking as a mentoring strategy and to increase information sharing with underserved populations. ASCB has a long history of achievement in increasing the participation of women and minorities in research and study in science disciplines. Women, minorities and other participants in the mentoring programs have greater access to and interaction with well-known scientists, including Nobel Laureates, and national policy leaders. Overall, this organization is making a significant difference in the discipline by extending its commitment to pursue diversity issues to other dimensions of the organization. The submitted nomination package is in support of a Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring (PAESMEM) to recognize outstanding mentoring efforts or programs that enhance the participation of historically underrepresented groups in science, mathematics, and engineering. PRES AWDS FOR EXCELL IN SCI DUE EHR Goldberg, Joan American Society For Cell Biology MD Daphne Y. Rainey Standard Grant 10000 1593 SMET 9178 0429931 July 1, 2005 Individual Nomination for John C. Warner for Excellence in Science Mentoring. HRD-0429931 Dr. John Warner is nominated for his work in Chemistry in recruiting, retaining, and graduating students from underrepresented populations, especially women (60%) and minorities (60%). The submitted nomination package is in support of a Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring (PAESMEM) to recognize outstanding mentoring efforts or programs that enhance the participation of historically underrepresented groups in science, mathematics, and engineering. PRES AWDS FOR EXCELL IN SCI DUE EHR Warner, John University of Massachusetts Lowell MA David L. Temple Jr. Standard Grant 10000 1593 SMET 9178 0429972 July 1, 2005 Organizational PAESMEM: University of Iowa Department of Mathematics. HRD-0429972 The submitted nomination package is in support of a Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring (PAESMEM) to recognize outstanding mentoring efforts or programs that enhance the participation of historically underrepresented groups in science, mathematics, and engineering. The Mathematics Department of the University of Iowa has become the single largest producer of doctorates awarded to mathematical scientists from underrepresented communities. This outcome is the result of a departmental (and university) commitment articulated less than ten years ago to increase the numbers of minority graduate students, an effort that has attracted external support through a series of US Dept. of Education's Graduate Assistance in Areas of National Need (GAANN) grants. The Department's success is based on: (1) a well-designed recruiting campaign to convince students that the environment is a welcome one; (2) a commitment to institutionalizing the effort; (3) and collaboration among faculty within the Department, between the Department and other components of the University as well as the Iowa state system. The Department clearly recognizes that the enrichment programs described in the proposal are of value to all graduate students, and by offering them in this way minimizes the risk of marginalizing minority students PRES AWDS FOR EXCELL IN SCI DUE EHR Li, Yi University of Iowa IA David L. Temple Jr. Standard Grant 10000 1593 SMET 9179 9178 0429977 July 1, 2005 ORGANIZATIONAL PAESMEM FOR SACNAS MENTORING. HRD-0429977 The Society for the Advancement of Chicanos and Native Americans in Science (SACNAS) has established an array of activities that work to increase the numbers of Hispanic/Latino and Native American students pursuing and achieving advanced degrees in STEM fields. Through mentoring activities at scientific meetings, teacher workshops, and its own annual conference, and by engaging in partnerships with other professional organizations, SACNAS provides ad supports opportunities for students to strengthen their presentation skills, self-confidence, and make connections with scientists. The submitted nomination package is in support of a Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring (PAESMEM) to recognize outstanding mentoring efforts or programs that enhance the participation of historically underrepresented groups in science, mathematics, and engineering. PRES AWDS FOR EXCELL IN SCI DUE EHR Rochin, Refugio Society for Advancement of Chicanos & Native Americans in Sci CA David L. Temple Jr. Standard Grant 10000 1593 SMET 9178 0430095 July 1, 2005 INDIVIDUAL National Mentor Award for Dr. Burke. HRD-0430095 Dr. Barbara Burke is nominated for her effective teaching of chemistry in addition to her innovative mentoring of Hispanic/Latino, African American and Native American/American Indian students. The submitted nomination package is in support of a Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring (PAESMEM) to recognize outstanding mentoring efforts or programs that enhance the participation of historically underrepresented groups in science, mathematics, and engineering. PRES AWDS FOR EXCELL IN SCI DUE EHR Burke, Barbara Cal Poly Pomona Foundation, Inc. CA David L. Temple Jr. Standard Grant 10000 1593 SMET 9178 0430112 July 1, 2005 Individual Presidential Award for Herb Schroeder, PhD. HRD-0430112 Dr. Herb Schroeder has been on faculty at the University of Alaska at Anchorage since 1996. The PAESMEM nomination clearly lays out Dr. Schroeder's activities and his approach to mentoring that spans educational levels, emphasizes and succeeds at retention, and provides related opportunities to the local communities of indigenous people. Dr. Schroeder's extended goal is to effect systemic change in the hiring patterns of Indigenous Americans in the engineering and science professions. The submitted nomination package is in support of a Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring (PAESMEM) to recognize outstanding mentoring efforts or programs that enhance the participation of historically underrepresented groups in science, mathematics, and engineering. PRES AWDS FOR EXCELL IN SCI DUE EHR Schroeder, Herb University of Alaska Anchorage Campus AK David L. Temple Jr. Standard Grant 10000 1593 SMET 9178 0430638 June 1, 2004 Federal Cyber Service: Scholarship For Service Program. FED CYBER SERV: SCHLAR FOR SER DUE EHR Hernandez, Miguel PERSONNEL MANAGEMENT, U S OFFICE OF DC Victor P. Piotrowski Interagency Agreement 510000 1668 SMET 9178 7254 0000099 Other Applications NEC 0431218 September 1, 2004 Judging the Evidence Base for "Best Practices" in STEM Teaching and Assessment. The National Academy of Sciences is taking initial steps toward characterizing the education research base underlying instructional and assessment practices for enhancing student retention, persistence, progression, and professional success. Particular emphasis is being placed on post-secondary engineering with collateral attention to science, technology, and mathematics education. The work is being performed by the Center for the Advancement of Scholarship on Engineering Education of the National Academy of Engineering. The outcomes of this effort will be as follows: 1. Identification of fewer than 400 papers (distilled from more than 10,000) that address instructional practices and assessment; 2. Characterization of these papers with respect to their outcome focus (e.g., academic or career skills), locus of application (e.g., classroom or departmental and beyond), purpose (e.g., improve teaching, redesign courses, or change learning environment)), and nature of research (qualitative, quantitative, or anecdotal); 3. Identification of various instructional practices, the populations on which they are asserted to work, and the circumstances under which they are asserted to work; 4. Creation of an easily accessible and searchable prototype database with the above information; and 5. Beta and pilot testing of the prototype database and website interface for utility and usability by engineering educators. STEM TALENT EXPANSN PGM (STEP) DUE EHR Fortenberry, Norman National Academy of Sciences DC Lee L. Zia Standard Grant 1099914 1796 SMET 9178 0000099 Other Applications NEC 0431488 January 1, 2005 Science Talent Expansion Program. Abstract Proposal 0431488 Science Talent Expansion Program Heritage College Gregory S. Van Doren This project includes an active multicultural science student recruiting program, incentive scholarships, tutoring, professional and peer mentoring, internships, student teaching stipends, student membership in professional societies, and travel to regional and national meetings. It will more than double the average number of science majors graduating each year with baccalaureate degrees. The objective is to graduate students who "do science." Intellectual Merit: This project addresses both the need for science graduates who are ready to do science and the need to provide financial incentives and support for college students that are struggling in their pursuit of a science degree. It includes a comprehensive support structure to help science students succeed as well as research internships that will prepare them to be research scientists. Broader Impacts: An increase in science baccalaureate degrees would positively impact local shortages of science professionals. The Yakima Valley has a wealth of undeveloped science talent in its youth who need certified science teachers who also know their students' cultures. Local schools have large numbers of Hispanic and Native American students. This project will place science teacher graduates within local hard-to-staff schools, as role models and professionals. These teachers will encourage more youth to succeed in science earlier in their scholastic careers and be prepared for college. STEM TALENT EXPANSN PGM (STEP) DUE EHR Van Doren, Gregory Jeri Buckley Heritage University WA Myles G. Boylan Standard Grant 499880 1796 SMET 9178 0000099 Other Applications NEC 0431502 September 1, 2004 A Partnership Approach to Improving Technology and Engineering Education in Eastern Iowa. St. Ambrose University (SAU) and Eastern Iowa Community College District (EICCD) are increasing enrollment and graduation rates in math, science, physics, industrial engineering (IE) and pre-engineering through multiple matriculation pathways into SAU and EICCD's STEM programs. We target underrepresented populations through focused marketing, recruiting, and programs in the local high schools, a summer science camp, and other activities to interest women and minority high school students in STEM careers. Monthly visits to EICCD by our transfer specialist and STEM faculty are increasing community college students' awareness and interest in these fields. Scholarships for SAU and EICCD students alleviate financial concerns, while retention programs with peer and professional mentoring, tutoring, learning communities, and focused group study sessions are helping more STEM majors graduate. Over five years, this project will graduate 118 additional engineers and technicians qualified for positions in local industry or graduate programs with 70 more to graduate after the grant concludes. STEM TALENT EXPANSN PGM (STEP) DUE EHR Opar, Michael Tom Yang Ann Lawler Saint Ambrose University IA Bert E. Holmes Standard Grant 1000000 1796 SMET 9178 0000099 Other Applications NEC 0431517 January 1, 2005 Creating Opportunities for Success Through Recruitment, Retention, and Faculty Development. The primary goal of this project is to increase the number of students entering Science, Technology, Engineering, and Mathematics (STEM) majors and to increase the number of students receiving baccalaureate degrees in STEM disciplines at Buffalo State College. Our project involves a combination of efforts including: increasing our outreach and recruitment activities in order to target prospective STEM students in area high schools; attracting and retaining undeclared students interested in STEM fields through their participation in a year-long learning community with the theme "the urban environment"; taking advantage of the College's Freshman Seminar Program to offer introductory STEM courses for students interested in becoming STEM majors and for students who entered the college with a declared STEM major; providing STEM students with opportunities to participate in summer research between their freshman and sophomore years; increasing the support services available to students enrolled in introductory STEM courses by introducing problem-solving sessions in math (pre-calculus through calculus II and statistics) and peer tutoring for all introductory STEM courses; and providing faculty development opportunities to support substantive revision to introductory courses to shift from primarily lecture to guided inquiry with an emphasis on developing problem-solving skills. The intellectual merit of this project includes the sound practices and research base for the pedagogical approach we are taking to recruit and retain students. Our evaluation plan is designed to determine the impact of the various activities we are using, and our results should be applicable to others desiring to increase the retention of STEM majors. We also are focusing on a variety of faculty development efforts and our assessment of this aspect of our project should help advance our understanding of the role faculty play in contributing to student success. The broader impacts of this project include addressing the nation's need for STEM graduates through our efforts to increase the retention and graduation rates of STEM majors at Buffalo State College. The focus of our learning community, "the urban environment", should appeal to diverse student audiences and should also contribute to greater participation by underrepresented students in STEM programs. The dissemination plan provides an opportunity for faculty at other campuses to learn from our experiences. The regional workshop, to be held near the end of this proposed project, should facilitate sharing best practices among faculty and institutions within this region. The inclusion of two other campuses currently with active NSF-STEP awards should contribute to wider dissemination of project results. STEM TALENT EXPANSN PGM (STEP) DUE EHR Solar, Gary Robin Sanders Kerran Sanger David Wilson SUNY College at Buffalo NY Curtis T. Sears Standard Grant 1000000 1796 SMET 9178 0000099 Other Applications NEC 0431544 September 1, 2004 A Strategic Plan for Expanding Our Nation's STEM Talent Base. The University of St. Thomas (MN) has established partnerships with 10 Twin Cities metro area high schools to develop, pilot, implement, and evaluate a comprehensive strategy for increasing the number of undergraduate students seeking and completing degrees in STEM disciplines, especially the physical sciences and engineering. Project goals are to: 1) attract new students to STEM major degree programs, 2) increase the ethnic diversity of STEM students, and 3) enhance the retention of students in STEM programs by improving the quality of those programs in significant ways. Numerically, the project will recruit 100 new students into STEM fields over five years and, through improved retention, retain an additional 50 students in these programs. Specific programmatic initiatives deriving from our partnerships include: 1) a new Summer Academy for 20 incoming freshmen designed to provide students, especially women and students of color, with enhanced math and science background prior to beginning their STEM studies; 2) a variety of academic, social, and career oriented programming designed to foster community among STEM students and faculty; 3) two new, interdisciplinary January term courses that introduce students to STEM research, internships, and careers; 4) and faculty development workshops on integrating math into science courses, learning styles, transfer of learning, team teaching, and developing minority connections. STEM TALENT EXPANSN PGM (STEP) DUE EHR Chaplin, Susan University of St. Thomas MN Myles G. Boylan Standard Grant 498125 1796 SMET 9178 0000099 Other Applications NEC 0431552 January 1, 2005 Recruiting, Retaining, and Graduating Appalachian and Minority Science, Technology, Engineering, and Mathematics Majors ( AMSTEMM). The University of Kentucky Appalachian and Minority Science, Technology, Engineering and Mathematics Majors (UK AMSTEMM) program recruits, retains, and graduates STEM majors through a number of related activities. The recruitment phase includes providing and coordinating high school mathematics support, summer science camps on-campus, visits to schools, teacher support, programs for parents, and Saturday events, such as career advising. UK AMSTEMM provides fellowships for participating in mentored research experiences and serving as peer mentors, to allow students to afford UK. There is a concerted effort to persuade first-year students, especially women, enrolled in special sections of pre-calculus courses to redirect their choices of majors to STEM disciplines. The retention phase includes dedicated professional advising; faculty mentoring; intensive summer mathematics courses; increased support for the Math Excel program for pre-calculus students; special first year, place-based, Discovery Seminars; mentored research experiences; a peer mentoring program; and bi-weekly research colloquia. The graduation phase, intended to ensure that majors make regular progress toward their degrees and graduate "on time," includes participation in biweekly research colloquia; professional advising; peer mentoring; mentored research experiences; and place-based courses in the various STEM disciplines - courses that are interesting, challenging, and relevant to the students' lives and home communities. The success of such innovative techniques as involving parents extensively in pre-college recruiting and orientation; offering intensive pre-college mathematics testing, counseling, and courses; and providing place-based Discovery Seminars, enrichment seminars, and STEM courses provides a model for other efforts to increase STEM enrollments. STEM TALENT EXPANSN PGM (STEP) DUE EHR Tannenbaum, Robert Carl Eberhart Jeffrey Osborn University of Kentucky Research Foundation KY Lee L. Zia Standard Grant 1998996 1796 SMET 9178 9150 0000099 Other Applications NEC 0431556 September 15, 2004 Collaborative Research: Northwest Engineering Talent Expansion Partnership. In the State of Washington, the engineering schools at the two major state universities (University of Washington and Washington State University) and four community colleges (Seattle Central Community College, Yakima Valley Community College, Highline Community College, and Columbia Basin College) along with other institutions in the State have formed the Northwest Engineering Talent Expansion Partnership (NW-ETEP). The overall project goal is to increase by ten percent the total number of students in the State of Washington that earn an undergraduate engineering degree over the next five years. Specifically, over the next five years, the NW-ETEP will 1) increase the number of underrepresented minorities that earn engineering degrees in the State by 100%; 2) increase the number of women that earn engineering degrees in the State by 20%, and 3) develop and implement a statewide strategy to fully utilize the capacity of all the State's engineering programs. Support programs are being jointly developed at each community college with an explicit focus on supporting underrepresented students in engineering with the intent to transfer. These efforts include a comprehensive team comprised of existing faculty and student services providers, an on-site coordinator, and services ranging from academic support to major/career exploration to transfer assistance/support. At the universities, efforts are focusing on increasing the retention of women by maximizing the use of existing services by the large population of women already interested in engineering that enter these institutions. And at the state-level, the team is implementing a comprehensive strategy to increase awareness among high school students, parents, teachers, and guidance counselors of all the options to earn engineering degrees in the state and all the existing support available to students. STEM TALENT EXPANSN PGM (STEP) DUE EHR Olsen, Robert Washington State University WA Russell L. Pimmel Standard Grant 849978 1796 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0431561 September 1, 2004 Junior to Undergraduate Mentoring Project. Proposal 0431561 Junior to Undergraduate Mentoring Program Central State University Cadance A. Lowell This project (Junior to Undergraduate Mentoring Program, or JUMP) is working with high school students in their junior and senior years with B and C averages from the Dayton Public Schools who have expressed an interest in careers in STEM fields. It helps these students, who are already motivated, successfully matriculate to postsecondary education at CSU and major in the natural sciences, computer science, manufacturing engineering, water resources management, or mathematics. Each year, twenty students are recruited into the program by the spring of their junior year and receive academic training and mentoring for the remainder of their high school studies. These students participate in a four-week summer academic program that develops test-taking, applied mathematics, and science methodology. Intellectual Merit. The project promotes increased participation and retention of African-Americans and women in STEM fields by recruiting high school students who have an interest in STEM fields but not intense course work in science and mathematics. These students go through summer instruction and academic year research mentoring. Students who matriculate to CSU are tracked and mentored through existing retention strategies in STEM fields. Through the summer instruction and academic year mentoring on science fair projects, JUMP students learn to develop and test scientific hypotheses, employ appropriate experimental and laboratory techniques, analyze results with appropriate statistical tools, and communicate the results in written and oral form. They are given instruction to improve their standardized test scores (ACT) and math skills so that they may matriculate to CSU STEM majors with enhanced preparation and at a higher level than that typical of the majority of CSU students. Broader Impacts. Because of the program's additional training and retention intervention strategies, these students are expected to graduate and continue on to successful careers in STEM fields and become mentors and role models to the next generation of undergraduate students. In addition, these undergraduates will influence their peers to become interested in STEM careers. STEM TALENT EXPANSN PGM (STEP) DUE EHR Lowell, Cadance Central State University OH John F. Mateja Standard Grant 496765 1796 SMET 9178 0000099 Other Applications NEC 0431572 October 1, 2004 STEM Pioneer Project. Under the supervision of the Tidewater Community College Women's Center, the Pioneer Project is demonstrating that bright, community college women at risk of dropping out of college can graduate within three years with A. S degrees in science, technology, engineering, and mathematics (STEM) prepared for transfer to B. S. programs. The objectives of the project include: 1. Persistence to graduation. 115 women, who would not have been able to graduate in STEM majors, graduate. 2. Retention of women. Retention of women students in STEM classes rises from the present level of 74% to 85%. 3. Recruitment. The number of women enrolled in STEM disciplines rises from current levels of 40% to 59%, their proportion of the college population. 4. Academic and career success. Long-term tracking shows that 60% of participants are persisting at the transfer college and entering their chosen profession. Project participants are being tested to assure that they are in the best program for their interests and abilities. They receive both academic advising and intervention counseling. Trained supplementary instruction leaders as well as mentors are available to all participants. Participants meet regularly in a support group for career guidance and transfer assistance. STEM faculty attend annual workshops to receive training in how to create a female-friendly classroom and select materials intrinsically interesting to women; faculty are also be helped to improve their academic advising. During their final semester, students take an experiential capstone course in women's work in which they regularly shadow a professional in their field. Intellectual Merit: This project addresses a seldom-studied problem which is low graduation rates for bright, at risk, community college women who wish to enter STEM professions. The project builds on special assistance efforts taking place at this large, urban community college. Strategies to be employed include those which have succeeded with other populations at this college and at other colleges, but which are combined in a new form and with the addition of a newly created hands-on course for students in their last semester. Faculty workshops by an experienced trainer from an institution that has warmed its chilly classrooms for women are being carried out each year until all full-time STEM faculty are trained. Broader Impacts: By creating a model program to benefit smart, at-risk community college women, the goals are to not only improve the environment for the college's women to succeed, but also to create materials and a replicable model that would pave the way to success in science, math, engineering, and technology for the many non-traditional college women whose only avenue to STEM professions is through the first line of access to higher education, the community college. STEM TALENT EXPANSN PGM (STEP) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Summers, Michael Yvonne Aucoin Susan Fincke Tidewater Community College VA Eun-Woo Chang Standard Grant 617208 1796 1536 SMET 9178 7204 0000099 Other Applications NEC 0431603 October 1, 2004 STEPs to Bridge the Way. This recruitment, articulation, and scholarship project is designed to increase the number of students pursuing and receiving degrees in science, technology, engineering, and mathematics (STEM) disciplines. "STEPs to Bridge the Way" offers students support in a seamless transition from high school to community college and on to a four-year degree program through 2+2+2 articulation efforts. The objectives are to: 1. Increase by at least 10% the number of secondary school students who participate in STEM Career Edge Academies, and other dual high school and college credit programs each year. 2. Increase by 25% over five years the number of students at the college with a declared major in one of the STEM disciplines. 3. Improve the retention and persistence of STEM students at the college by 20% over five years. 4. Increase the number of students who graduate with a STEM-related associate degree from the college and/or transfer to four-year institutions as STEM majors. The intellectual merit is reflected in the efforts across three educational levels: secondary, community college, and four-year institutions. Students have financial resources available, as well as solid academic support through coursework, exploration, tutoring, and mentoring. Efforts to generate excitement about STEM include 1) outreach activities to promote career awareness, 2) recruitment and preparation through a Summer Bridge program for students who want to explore and/or accelerate study in STEM disciplines; and 3) the addition of a Science Career Edge Academy in which high school students earn college credit for coursework they take at their high schools. Retention efforts at the community college center on a Technology Seminar, mentoring, and expanded use of support services. Articulation efforts are expanding, moving beyond course-by-course articulation to program articulation. One additional element that provides a solid foundation for the success of the entire project is a summer faculty workshop, spanning all three levels of academia. The professional development topics include recruitment, pedagogy, technology, and articulation. The broader impact of this project is twofold. First, Skills 2006 reports the need for over 10,000 employees in the area by 2006, with the highest job growth in STEM disciplines. 75% of new and replacement jobs require education beyond high school with 60% of new jobs requiring a four-year degree or greater. By broadening students' career perspectives and encouraging them to pursue STEM disciplines, this project plays a role in filling the workforce needs in Eastern Iowa. Second, the collaboration with secondary and four-year institutions and the efforts to recruit underrepresented students into STEM offers a solid foundation for improvement in STEM programs across three levels of academia, increased availability for a STEM education, and a smoother transition for students as they work toward their educational goals in attaining a STEM career. STEM TALENT EXPANSN PGM (STEP) DUE EHR Donnermeyer, Gary Robert Driggs Kirkwood Community College IA Eun-Woo Chang Standard Grant 499960 1796 SMET 9178 0000099 Other Applications NEC 0431614 April 1, 2005 Brooklyn Outreach for Science Careers (BOSC). The Brooklyn College departments of Physics, Geology, and Education and the Interdepartmental Program in Environmental Studies are collaborating to implement an innovative program to redirect students to majors in under-enrolled science majors. The program offers a four-year program in support of STEM majors in Physics, Earth Science, and Environmental Studies. Participants are selected from among entering freshmen who have performed well in high school mathematics and science but have not expressed an interest in majoring in STEM fields. The program provides a summer bridge program to develop quantitative reasoning, problem solving and study skills and to expose students to career opportunities in physical-science related, socially- rewarding professions. It continues in the freshman year with activity-based instruction in physics, block-programming in other coursework and Peer-led Team Learning (PLTL) support in the context of a science Learning Community. Summer internships provide guided experience with research in years one, two and three. Coordinated class enrollments continue for years 2-4, but participants are weaned from formal support. We project that 50% of entering participants will ultimately graduate as majors in the physical sciences identified above, increasing graduation rates in these areas by a factor of five. Intellectual Merit: The project is testing a model for increasing the number of STEM majors in physical sciences including physics, earth sciences and environmental studies by redirection of qualified students who have not expressed interest in a STEM major. This project is based upon the hypothesis that if entering college students are made aware of the variety of rewarding careers available to STEM graduates, they can be induced to enter STEM majors in the physical sciences. A second hypothesis is that activity-based instruction supported by Peer-led Team Learning will help retain these redirected students. A third hypothesis is that a summer bridge program will ease the transition to the critical first year of college-level science study and contribute to success among redirected students. A fourth hypothesis is that a learning environment that is supportive both socially and academically will contribute to retention of these redirected students in STEM majors. A final hypothesis is that such a program can become self-sustaining in a comprehensive publicly-supported urban institution. Broader Impacts: The project is developing and testing a prototype for redirection of qualified college students into majors in physical sciences that can be replicated in other large urban colleges. Locally, our city's young people will be made aware of, and provided with, an avenue to enter a broader range of financially and socially rewarding careers. The project also is expected to increase the number of well-trained local high school science teachers, which should positively impact the pipeline of qualified STEM majors from the largely minority area high schools in the future. STEM TALENT EXPANSN PGM (STEP) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Lesser, Peter Louise Hainline Micha Tomkiewicz Wayne Powell Eleanor Miele CUNY Brooklyn College NY Susan H. Hixson Standard Grant 1016956 1796 1536 SMET 9178 0000099 Other Applications NEC 0431637 September 15, 2004 Epsilon Corps: Expanding STEM Talent Through Exploration, Mentoring and Sequenced Curricular Support. The Epsilon Corp is enhancing STEM major recruitment and retention among the highly diverse students at Kean University, an urban, comprehensive, public university in northern New Jersey. The project focuses on progressive recruitment and engagement of incoming students, intensive support and STEM skill building, community building with synergistic interaction among all STEM students, and campus-wide, culture-shifting and institutional changes. Epsilon Corps has five interwoven components: 1) engaging both undecided and intended incoming STEM students as Epsilon Explorers and encouraging them to choose STEM majors through peer-led exploration activities in the Summer Epsilon Institute and in Special Sections of Freshman Seminar; 2) engaging prospective and declared STEM majors with sophomore status as Epsilon Scholars and enhancing their STEM skills through mentoring and tutoring in Special Sections of Research & Technology; 3) engaging STEM juniors and seniors as Epsilon Peer Mentors and Project Leaders and enhancing their mentoring, project development and leadership skills through activities in special sections of an interdisciplinary general education course; 4) using this sequenced curricular support structure to build and sustain a synergistic STEM community of active learners and peer mentors, known collectively as Epsilon Corps); and 5) creating a campus-wide science-friendly atmosphere with coherent motivational and support activities, programs and facilities (Epsilon Celebration Day, Epsilon Awards and Scholarships, Epsilon Outreach, Epsilon Web Platform, and Epsilon Activities Center) to promote student interest in STEM careers and enhance their success in STEM programs. STEM TALENT EXPANSN PGM (STEP) DUE EHR Yu, Xiaobo Jing Gao George Avirappattu John Dobosiewicz Ali Setoodehnia Kean University NJ Terry S. Woodin Standard Grant 966933 1796 SMET 9178 0000099 Other Applications NEC 0431642 January 1, 2005 Portraying Success Among URM Engineering Majors. The University of Oklahoma (OU) attracts a substantial population of students from under-represented minority (URM) populations, including an unusually high proportion of Native American students (7%). As is common across the country, OU as a whole, and the College of Engineering (COE) in particular, have achieved differential levels of success in graduating students from these populations. This project will study these patterns, focusing on the questions (1) What systemic factors contribute to the success of URM students in engineering at large, predominantly white universities? and (2) What systemic factors contribute to differential success between URM populations? An external advisory board will inform the collection and analysis of data, as well as the interpretation and dissemination of results. Intellectual Merit: Given the context, this research is building on and expanding prior research in very specific ways. First, research and interventions have routinely either focused on only one population or addressed URMs as a unit without taking into account differential needs and perspectives among the populations. Second, much of the scholarship related to URM participation in STEM fields has focused on factors related to loss from the pipeline. However, although engineering graduation rates are not as high as desired, OU has achieved atypical levels of success with URM populations. Thus, this group is in an unusual position both to disaggregate similarities and differences among populations and to identify factors related to success as well as those systemic factors that need improvement. A student's opportunities, options, and choices are affected by a complex web of factors. We have sorted our target factors into the following overlapping categories: (1) race/ethnicity; (2) attributes of engineering as a field; (3) student's background; (4) attributes of academic communities; (5) attributes of personal support structures and responsibilities; (6) attributes of student communities; and (7) student's future. In addition to examining patterns in quantitative data, qualitative data will be longitudinal and open-ended from interviews with students, faculty, advisors, and program directors, as well as observations of student group activities and student communities. These open-ended data allow investigation of the student experience in a holistic way, guided by factor categories distilled from the literature and the expertise of the research team. This team has experience with this model from work related to a grant from the NSF Research on Gender in Science and Engineering program. Broader Impacts: This proposal is submitted through the OU-based K20+ Center for Educational and Community Renewal. The team is multidisciplinary (e.g., engineering, education, STEM education research, and African and African-American studies) and systemic (e.g., personnel include the Director of Engineering Education ). The research is contributing to the knowledge about increasing URM persistence in STEM undergraduate majors and will inform intervention efforts and future research directions. We will disseminate to faculty, administrators, policy makers, and parents by way of sessions and workshops at conferences, journal articles, campus-wide teaching seminars and other instructional development initiatives, the K20+ Center network, and appropriate websites. STEM TALENT EXPANSN PGM (STEP) DUE EHR Shehab, Randa Teri Murphy Teri Reed-Rhoads Susan Walden Jeanette Davidson University of Oklahoma Norman Campus OK Susan H. Hixson Standard Grant 1716732 1796 SMET 9178 9150 0000099 Other Applications NEC 0431646 December 1, 2004 Increasing the Engineering and Computer Science Graduates. The project consists of three activities: a bridge program for freshman, a mentoring programs for freshman and transfer students, and a residential learning community for freshman students. Additionally a transfer-student recruiting program provides a structured effort to work with Virginia community colleges to facilitate the successful transition of community college graduates to Virginia Tech. These programs are based on existing, and highly successful, programs for under-represented engineering students. By expanding these programs to a larger population of freshman and transfer students, we expect to improve the overall graduation rate for all students entering the engineering and computer science programs. The Student Transition Program enables 100 students to spend five weeks at Virginia Tech prior to their freshman year learning what they must do to adjust to the rigors of undergraduate engineering and computer science education. A weeklong transition program for transfer students ensures that they establish a firm initial connection to engineering and computer science faculty and staff. The mentoring program facilitates development of peer mentoring relationships that assist 400 freshmen and 60 transfer students to negotiate undergraduate degree programs successfully. Finally, the Galileo residential program allows 200 freshmen to be a part of a mutually supportive living and learning environment. The goal is to increase the freshman and transfer student first to second year retention by 3%-5% each year of the funding period, resulting in a minimum of 85% first to second year retention for each group. This should translate into approximately 300 more graduates annually. The proposed activities are demonstrating how undergraduate institutions can successfully increase their retention of all undergraduate students by broadly applying existing practices that have been developed to address under-represented engineering student retention. Dissemination of the results of the proposed activities is enabling other undergraduate institutions to understand how to implement these programs on a larger scale. STEM TALENT EXPANSN PGM (STEP) DUE EHR Watford, Bevlee Maura Borrego Leigh McCue Virginia Polytechnic Institute and State University VA Russell L. Pimmel Standard Grant 1999999 1796 SMET 9178 0000099 Other Applications NEC 0431648 January 1, 2005 A SySTEMS Approach to STEM Education. The project is developing an integrated system with multi-levels of activities to increase the number of STEM graduates by thirty-seven students and to increase the number of students majoring in STEM fields by 30%, or 499 students. Methods include developing a Collegian Center, infusing interdisciplinary modules throughout STEM classes, creating linked classes, increasing the success rate of students in mathematics courses and providing a recruitment effort that targets underrepresented classes of students in local high schools. A study is determining the effectiveness of each of the elements of the projects and is providing feedback to improve the process. STEM students are invited to join a vibrant, holistic and nurturing Collegian Center where they become part of a cohort of STEM scholars. Students participating in the center are demonstrating an "Evidence of Competency" by participating in activities such as completing a capstone course and presenting their work at an annual institutional student conference, leading a "Build Your Own Computer" weekend activity, engaging in summer research internships and/or completing a community based service-learning project. The scholars are being provided with a number of services that include mentoring, mentor training, and field trips to transfer institutions and industry to explore career opportunities. They are being rewarded with scholarships for academic achievement and are serving as role models to encourage other students to pursue a STEM degree program. The project is increasing the number of students who succeed in college level pre-calculus courses through Peer-Led Team Learning (PLTL), a model adapted from City College of New York that was developed for chemistry through NSF funding. PLTL is a mentoring model that engages teams of students in collaborative, problem solving activities that are guided by a peer leader who has successfully completed the mathematics course. A mathematics learning-center called the "pi-Shop," is providing students with individualized access to computer technology, walk-in tutoring and technology assistance, and cooperative learning activities. STEM TALENT EXPANSN PGM (STEP) DUE EHR Barrow, Christine Raymond Vavrek Kameswari Tekumalla John McClure Prince George's Community College MD Jill K. Singer Standard Grant 988253 1796 SMET 9178 0000099 Other Applications NEC 0431652 September 1, 2004 STEPping Up Undergraduate Research. The goal of the STEPMT program is to improve retention and graduation rates in the science, technology, engineering, and math disciplines at Middle Tennessee State University through the use of undergraduate research as a broad defining theme. Three strategies are being implemented to realize these goals: (1) curriculum reform that emphasizes discovery-based learning and introduces elements of research, (2) creation of an undergraduate research community, and (3) partnerships with area high schools, universities, and industry. This three pronged approach provides a broad cross-section of STEM students beginning in their freshman year with an appreciation of the role of research in STEM disciplines, a peer support structure, and direct interaction with faculty and upperclassmen involved in research. The program impacts large numbers of students through the curricular reform efforts while offering focused attention to the diverse core of students in the undergraduate research community. The success of STEPMT is based on two premises: first, that incorporation of discovery-based learning can considerably reduce student dropout and failure rates, and second, that the one-on-one contact between a faculty mentor and an undergraduate research student has a significant impact on student retention. Both of these premises are supported by the literature and local experience. STEM TALENT EXPANSN PGM (STEP) DUE EHR Cheatham, Thomas Andrienne Friedli William Robertson Middle Tennessee State University TN Lee L. Zia Standard Grant 1689273 1796 SMET 9178 9150 0000099 Other Applications NEC 0431659 September 15, 2004 Collaborative Research - Northwest Engineering Talent Expansion Partnership: A Coordinated Regional Recruitment and Retention Effort. In the State of Washington, the engineering schools at the two major state universities (University of Washington and Washington State University) and four community colleges (Seattle Central Community College, Yakima Valley Community College, Highline Community College, and Columbia Basin College) along with other institutions in the State have formed the Northwest Engineering Talent Expansion Partnership (NW-ETEP). The overall project goal is to increase by ten percent the total number of students in the State of Washington that earn an undergraduate engineering degree over the next five years. Specifically, over the next five years, the NW-ETEP will 1) increase the number of underrepresented minorities that earn engineering degrees in the State by 100%; 2) increase the number of women that earn engineering degrees in the State by 20%, and 3) develop and implement a statewide strategy to fully utilize the capacity of all the State's engineering programs. Support programs are being jointly developed at each community college with an explicit focus on supporting underrepresented students in engineering with the intent to transfer. These efforts include a comprehensive team comprised of existing faculty and student services providers, an on-site coordinator, and services ranging from academic support to major/career exploration to transfer assistance/support. At the universities, efforts are focusing on increasing the retention of women by maximizing the use of existing services by the large population of women already interested in engineering that enter these institutions. And at the state-level, the team is implementing a comprehensive strategy to increase awareness among high school students, parents, teachers, and guidance counselors of all the options to earn engineering degrees in the state and all the existing support available to students. STEM TALENT EXPANSN PGM (STEP) DUE EHR Dorsey, James Suzanne Brainard Eve Riskin University of Washington WA Russell L. Pimmel Standard Grant 1148980 1796 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0431664 September 15, 2004 The Next STEP: Integrating STEM Learning Communities. Truman State University (TSU) and three community college partners, Metropolitan Community Colleges in Kansas City, St. Charles Community College near St. Louis, and Moberly Area Community College in north-central Missouri, are carrying out a program that integrates transfer students from the community colleges into the STEM community at Truman, integrates research into STEM curricula, and integrates curricula among all STEM disciplines. The project is working toward increasing the number of STEM students who transfer to Truman from Metropolitan, St. Charles, and Moberly Area Community Colleges to 20 STEM transfer students each year. It is also designed to improve the retention of STEM transfer students through graduation from the current 57% to at least 66%. The ultimate goal of the program is an increase in the number of baccalaureate degrees awarded in STEM disciplines by 20%, from the 1998-2003 average of 204 students to 245. Several project features create incentives for students to transfer to TSU. These include forgivable loans, undergraduate research support, and a support network that begins with a bridge week. The project has established formal inter-institutional linkages between STEM faculty through collaborative research and curriculum development opportunities and through a reciprocal speaker and field trip series. It has also engaged STEM students in high-quality, mentored undergraduate research and professional development experiences through a coordinated summer and academic year program, as well as directly involving them in a cohesive and comprehensive interdisciplinary curriculum within all STEM disciplines. STEM TALENT EXPANSN PGM (STEP) DUE EHR Miller, Jason Matthew Beaky Truman State University MO Susan H. Hixson Standard Grant 1992958 1796 SMET 9178 0000099 Other Applications NEC 0431668 January 1, 2005 Engineering Math Advancement Program. The engineering program at The University of Alabama is experiencing an attrition rate of approximately 67 percent. This is higher than the national average of 52 percent for similar programs. Ten years of performance data indicates this is due to two major barriers: deficiencies in the student's mathematical ability and student's lack of motivation. Approximately 50 percent of entering freshman engineering students need one or two semesters of Algebra, Algebra II, Geometry, and Trigonometry (the focus areas of this program) to be considered calculus ready. To overcome these barriers, a five-week summer residence Engineering Math Advancement Program (E-MAP) is being conducted which provides 160 graduate high school/pre-freshman students with the necessary background to be engineering calculus ready. The program improves students' retention of mathematics skills learned prior to entering college and eliminates the delay caused by the one or two semesters of mathematics that would normally be required to advance their ability to the level of engineering calculus. In addition to improving their mathematics skills, E-MAP is coupled with a "hands-on" laboratory to bolster students' enthusiasm for engineering. Participating students are being exposed to exciting career choices available in engineering through direct field experience with practicing engineers. STEM TALENT EXPANSN PGM (STEP) DUE EHR Whitaker, Kevin Zhijian Wu Pauline Johnson Karen Boykin Sandra Wood University of Alabama Tuscaloosa AL Lee L. Zia Standard Grant 973968 1796 SMET 9178 9150 0000099 Other Applications NEC 0431675 October 1, 2004 Advancing STEM through Innovation in Recruitment and Retention. This project increases the number of STEM graduates by utilizing and expanding the institution's proven recruiting and retention strategies. Over the course of the project 4000+ high school students will be exposed to STEM careers through high school design competitions, on and off-site visits, faculty mentoring, Technology Days, Engineering Days, summer engineering camps, and through one-on-one follow-up. Once recruited, engineering students enter a program that provides them with an environment conducive to success. Each student has a personal "academic coach" who meets with him or her weekly, maintains a weekly dialogue, and actively tracks progress. Students are exposed to design early and often. Student activities include weekly social events with their cohort and visits at up to 7 regional universities per year. The project will produce approximately 500 new baccalaureate STEM graduates over the course of the grant period. STEM TALENT EXPANSN PGM (STEP) DUE EHR Ulseth, Ronald Bradley Steinbrecher Itasca Community College MN Eileen L. Lewis Standard Grant 489827 1796 SMET 9178 0000099 Other Applications NEC 0431697 October 1, 2004 STEP for Underutilized Populations. The project is a regional initiative involving University of California, Los Angeles (UCLA), California State University, Los Angeles (CSULA) and Mathematics, Engineering, Science Achievement (MESA) Community Colleges. It is building upon existing programs and establishing new interventions that create partnerships among educational institutions, research centers, and student diversity retention programs to increase the number of engineering and physical science degrees. The project focuses on underrepresented minorities (URM) among freshmen, community college transfers and upper-level established students. It will impact 960 students per year and will double the number of engineering and physical science BS degrees awarded to URM at both CSULA and UCLA from 190 to 380 within the five-year timeline. The driving vision is to connect these normally disconnected students through supplemental educational programs and services that actively involve current and potential students in supportive learning communities, department retention programs, and research centers. The project's main objectives are to increase: (1) the number of pathways available to underrepresented community college students in pursuit of engineering and physical science baccalaureate degrees, (2) the number of URM community college students who successfully transfer into UCLA and CSULA engineering and physical science programs, (3) the retention to graduation of URM engineering and physical science students at both UCLA and CSULA and its feeder community college partners, and (4) the number of URM engineering and physical science graduates at both UCLA and CSULA. It includes four initiatives: a community college recruitment and development program, a transfer bridge and core retention program, a freshmen bridge and retention program, and campus-wide learning communities. STEM TALENT EXPANSN PGM (STEP) DUE EHR Jacobsen, Stephen Margaret Jefferson Charles Buchanan Richard Weiss Dwight Streit University of California-Los Angeles CA Russell L. Pimmel Standard Grant 1783000 1796 SMET 9178 0000099 Other Applications NEC 0432989 September 1, 2004 Texas A&M University-Texarkana Robert Noyce Scholarship Program. Texas A&M University-Texarkana, in partnership with Texarkana College and Northeast Texas Community College, is providing scholarships and support to encourage highly talented mathematics and science majors and professionals to become certified K-12 teachers in nine high-need rural school districts in northeast Texas and southwest Arkansas. The project is producing thirty-two new math or science teachers in four years in nine partner high-need rural school districts. Upon graduation and certification, novice teachers receive support through an effective induction program that assists them in the transition from resident teacher to professional educator and ensures their retention in the teaching profession well beyond their teaching service obligation. Goals of the project are to increase the quantity of K-12 teachers who have high quality mathematics or science content knowledge in partnership high-need rural school districts, to increase the number of underrepresented minority math and science teachers in partnership school districts, to provide minority students with more role models from whom they can obtain inspiration for their own careers in math, science, or other fields, and to study the recruitment, preparation, and retention of highly qualified math or science teachers in high-need rural school districts. The Robert Noyce Scholarship Program at A&M Texarkana includes the following objectives: (1) extensive recruitment from a large and diverse group of well qualified mathematics or science students who are committed to teaching in high-need rural school districts, (2) exemplary preparation of the students to become superior math and science teachers, (3) consistent and innovative support of the novice teachers to transition and retain them in the profession, and (4) utilization of program evaluation data to study and advance knowledge in the areas of teacher recruitment, development, and retention in high-need rural school districts. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Alam, Nurul L. Arleen White Paula Wilhite David Allard Mark Storey Texas A&M University-Texarkana TX Joan T Prival Standard Grant 389850 1795 SMET 9178 0000099 Other Applications NEC 0433667 October 1, 2004 UTSA's Noyce Scholars Program. Recognizing the need for more certified high school mathematics and science teachers, the University of Texas at San Antonio (UTSA) launched the UTeach Program in August 2003. Funding through the Noyce scholarship program continues and enhances this program. The Noyce component of UTeach provides 30 undergraduate Noyce scholarships and 12 Noyce Stipends (scholarships to post-baccalaureate professionals returning for teacher certification). The goals of the project are to (1) increase the number of mathematics and science teachers certified for middle and high school teaching, and (2) to prepare these teachers for the reality of inner-city schools through a substantive partnership with area school districts. A central feature of UTeach is the on-going contact from the very first semester of the freshman year with classroom teaching in participating high-need public schools. Partnering public school classroom teachers work closely with UTSA faculty and mentor UTSA students who are pursuing a career in teaching. The classroom teachers are called UTeach Fellows to indicate the critical role they play in the preparation of future teachers. The need for improved mathematics and science education is recognized in San Antonio through a wide array of stakeholders including five four-year universities, a four-campus community college system, the business community, and public leaders inserting math and science education into the city's economic development plan. Through UTSA's UTeach Program, partnerships are already developed to prepare teachers within a citywide context, involving multiple high-need districts, business community input in support of local driver industries, area military installations, and city officials. These Noyce scholarships improve the range of these efforts and target the training of individuals who are willing and prepared to serve districts where the need is greatest. Best practices will be shared with local universities and colleges. In keeping with the mission of UTSA (a designated Hispanic Serving Institution), historically underserved groups are being aggressively recruited to serve as STEM teachers in local schools. Teaching & Mstr Tchng Fellows ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Lazor, Joseph Stuart Birnbaum Richard Diem Amir Karimi Betty Travis University of Texas at San Antonio TX Joan T Prival Standard Grant 582280 7908 1795 SMET 9178 0000099 Other Applications NEC 0433736 January 1, 2005 Collaborative Project: Implementing Physics By Inquiry Using Undergraduate Peer Instructors and Cooperative Group Learning. The Physics by Inquiry curriculum (PbI), developed at the University of Washington with support from the National Science Foundation, has been shown to be very effective in helping students learn scientific concepts. However, the low student to instructor ratio normally required to implement PbI is one barrier to a widespread adoption. Intellectual merit: The primary objective of the project is to adapt and investigate how the PbI curriculum can be implemented without the need for physics graduate student teaching assistants as it is currently being implemented by its developers. Instead, formal cooperative group learning techniques and undergraduate teaching assistants are being used. The investigators all have extensive experience with recent innovations in the teaching and learning of physics. Broader impacts: The project allows PbI to be more easily adopted by institutions that serve populations targeted by the PbI curriculum (e.g., underprepared students and K-12 teachers). These institutions, including community colleges and teaching colleges, often do not have graduate students or any history of using undergraduate teaching assistants. The institutions collaborating on this effort are Baltimore City Community College (BCCC), Southern Connecticut State University (SCSU), and the General College at the University of Minnesota (GC-Minn). At SCSU, the target audience for PbI is pre-service K-12 teachers. At BCCC and GC-Minn, the majority of students are underprepared for university course work. Many students at BCCC and GC - Minn are under-represented minorities. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Taylor, Jack Baltimore City Community College MD Duncan E. McBride Standard Grant 42753 7428 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0433818 January 1, 2005 Improved Mentoring, Professional Development, and Recruitment of Educators for Secondary Science and Math. The Robert Noyce Scholarship program at the University of New Mexico (UNM) is recruiting and preparing 22 to 34 new science and mathematics teachers for Albuquerque Public Schools and the Bernalillo Public Schools. The program is administered through the College of Arts and Sciences and the Albuquerque Teachers Institute, a program in the College of Arts and Sciences that supports K-12 outreach activities. Recruitment efforts target departments with large numbers of STEM majors and the School of Engineering. A new interdisciplinary course, Teaching Environmental Science, provides early field experiences for undergraduate students to encourage science teaching as a career. Special efforts to mentor Noyce Scholars include Master Teacher Mentors and summer professional development programs offered through the Albuquerque Teachers Institute. The mentoring efforts are designed to help teachers through the difficult first years. The project's objectives include: 1) a 30 to 50% increase in the number of STEM teachers graduating from UNM; 2) an increase in the number of highly trained teachers in high need school districts; 3) greater visibility of teacher training programs to all STEM majors; 4) increased numbers of STEM students that consider teaching careers due to advertising and early field experiences through the Noyce program; 5) better retention of new teachers through improved mentoring activities; and 6) effective assessment of Noyce scholars and a comparison group of new teachers. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Marshall, Diane Matthew Nyman Wanda Martin Kathryn Watkins University of New Mexico NM Joan T Prival Standard Grant 500000 1795 SMET 9178 9150 0000099 Other Applications NEC 0433819 September 1, 2004 Science and Mathematics for All. Science and Mathematics for All (SMA) is a Howard University School of Education and College of Arts and Sciences scholarship program funded by the National Science Foundation. The program is ameliorating the shortage of qualified science and mathematics teachers in urban, high-need areas by producing thirty teachers with exceptional content knowledge in mathematics and the sciences. The SMA program recruits qualified graduate students who earned undergraduate degrees in the sciences or mathematics and who are dedicated to teaching in high need schools in Prince George's County Public Schools (PGCPS). These graduate students receive intensive summer training toward certification, are paid tuition for twenty-one credit hours towards a Master of Arts in Teaching degree at Howard University School of Education, and commit to a two-year teaching contract with the partnering school district, PGCPS. SMA also provides extensive induction support for new teachers including in-school mentors and Howard University faculty mentors. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Irving, Marilyn Leon Dickson, Jr. Howard University DC Joan T Prival Standard Grant 352938 1795 SMET 9178 0000099 Other Applications NEC 0434070 January 1, 2005 Scholarships to Address High-Need Areas in Appalachia. The Appalachian College Association (ACA) serves 34 colleges and universities, enrolling over 38,000 students, in central Appalachia by facilitating collaboration among the schools to enhance their programs. This ACA project is providing 54 one-year scholarships and other support to encourage juniors, seniors and graduates with majors in science, technology, engineering and mathematics to teach in high-need middle and high schools in underserved areas, particularly central Appalachia. ACA schools provide small classes, a high level of faculty/student interaction and individualized attention for their students. When possible, Noyce Scholars are paired at their home institutions or at nearby participating ACA schools so that the mutual support relationship can be developed and utilized effectively. NSF Noyce Scholars meet annually, and are encouraged to share experiences over a web site. Outstanding programs are presented at the annual ACA Summit. The ACA hosts an annual Weekend Retreat for new teachers in their induction years. The program also provides mentors drawn from a pool of identified outstanding teachers and professionals working in STEM fields, to assist the new teachers in their adjustment to the demands of teaching assignments in high-need schools where there may be limited support for new faculty and limited exposure to practicing STEM professionals. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Taverner, Melissa Appalachian College Association KY Joan T Prival Standard Grant 476300 1795 SMET 9178 9150 0000099 Other Applications NEC 0434082 January 1, 2005 Robert Noyce Scholars at UALR. The University of Arkansas at Little Rock (UALR), in partnership with the Little Rock School District, Pulaski County Special School District, North Little Rock School District, and Benton School District, is preparing 32 Noyce Scholars by awarding 24 two-year undergraduate scholarships and 8 one-year stipends to non-licensed STEM professionals. Superintendents and mathematics/science curriculum specialists in the Little Rock regional schools attest to the difficulty of recruiting and retaining well-qualified science and mathematics teachers. The concentration of poverty in central Arkansas contributes significantly to this difficulty. The Little Rock area school districts and UALR have a long and productive history of working together to enhance the quality of K-12 education in central Arkansas, and are implementing a program in which junior and senior mathematics and science majors will receive Noyce Scholarships and mentoring support as they complete the requirements for the secondary education minor that leads to licensure. The Noyce Scholarship Program also awards stipends to STEM professionals and engages them in a program of study and mentoring support that leads to licensure to teach mathematics or science at the secondary level. The project recruits highly qualified science and mathematics students and dedicated STEM professionals who are motivated to accomplish a career change into high quality teacher licensure programs in secondary education. Noyce Scholars participate in a teacher preparation program that includes instruction on pedagogy, adolescent development, and curriculum issues, and requires internships mentored by master teachers. The science and mathematics programs in which the students participate also provide opportunities for scientific research. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Robison, Sally Gary Heidt Alois Adams Marian Douglas Wendi J. Williams University of Arkansas Little Rock AR Joan T Prival Standard Grant 493460 1795 SMET 9178 9150 0000099 Other Applications NEC 0434086 September 1, 2004 Cincinnati Robert Noyce Scholarship Partnership. The University of Cincinnati Robert Noyce Scholarship Initiative to Increase Math/Science Teachers in Urban Schools is recruiting, encouraging and supporting talented science, technology, engineering, and mathematics majors and professionals to become K-12 mathematics or science teachers in a high-need urban school district. The University of Cincinnati/Cincinnati Public Schools (UC/CPS) Initiative provides two avenues for developing teachers: one for recent college graduates and mid-career professionals transitioning into teaching careers in science or math; and another for students with interests in math or science enrolling in the Cincinnati Initiative for Teacher Education and studying to become teachers. Twenty students are being recruited and supported annually throughout the program. In collaboration with Arts & Sciences and the College of Engineering, candidates are being recruited from among displaced corporate employees, active community members, and minority students at Cincinnati State Technical and Community College and the regional Historically Black Colleges and Universities (Wilberforce and Central State Universities). Participants are benefiting professionally through interaction with UC and CPS faculty, mentors, and evaluation specialists in a partnership that is linking research, theory and practice to develop strong teachers who are effective in urban settings. This initiative, grounded in strong community connections, is implementing innovative practices tailored to produce teachers who can reach urban youth. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Meyer, Helen Bruce Ault Margaret Hanson Ted Fowler University of Cincinnati Main Campus OH Joan T Prival Standard Grant 494487 1795 SMET 9178 0000099 Other Applications NEC 0434094 April 1, 2005 Robert Noyce Urban Mathematics Educator Program (UMEP). The Robert Noyce Urban Mathematics Educator Program (UMEP) is increasing the number of high-quality secondary mathematics teachers who teach in urban school districts and are committed to remaining in urban school environments. The project is awarding stipends to 40 UMEP students (10 per year) who hold a baccalaureate, masters or doctoral degree in mathematics, science, or a related field and commit to teaching in the Atlanta Public Schools or the DeKalb County School System. The UMEP students are matriculated into the Teacher Education Environment Mathematics and Science (TEEMS) Program at Georgia State University. TEEMS is a Master's Degree alternative certification program that began in 1994 as a nontraditional approach to mathematics and science teacher education for grades 7 through 12. The UMEP program includes strategies to recruit talented individuals with mathematics backgrounds who demonstrate a commitment to teach secondary mathematics in urban high need schools. UMEP students participate in the Metro-Atlanta Beginning Teacher Induction and Support Consortium, an induction program that provides personal, group, and web contact between beginning teachers and mentors. Mentoring is provided from entry into the program through the first three years of teaching and includes participation in Professional Learning Communities consisting of UMEP students, the UMEP Leadership Team, teacher mentors, and TEEMS faculty. The evaluation plans focus on the effectiveness of the UMEP program in recruiting, preparing, and retaining high quality mathematics teachers. The project includes a longitudinal research component to investigate how the alternative certification program prepares high quality teachers for urban school environments. Teaching & Mstr Tchng Fellows ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Thomas, Christine Draga Vidakovic Pier Junor Clarke Georgia State University Research Foundation, Inc. GA Joan T Prival Standard Grant 657805 7908 1795 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0434103 September 1, 2004 NSF-Noyce WNY Partnership for New Science and Math Scholars. SUNY Buffalo State College, in conjunction with the Buffalo Public and Niagara Falls School Districts and the Erie1, Erie2, Genesee Valley, and Orleans-Niagara Boards of Cooperative Educational Services (BOCES), has established the NSF-Noyce New Math and Science Teacher Partnership of Western New York. The project, which builds on an existing NSF STEM teacher preparation program, is designed to address the shortage of math and physics teachers in New York's high needs schools by increasing the number of preK-12 teachers who are both certified and well-qualified to teach in these fields. Noyce scholarships are being used to recruit and foster the development of new STEM teacher candidates through a variety of paths of entry into teaching. These include traditional baccalaureate degree options and graduate degree programs that facilitate alternative certification for students with STEM degrees as well as cross-certification in physics for current STEM teachers. A specific objective of the project is to recruit and support underrepresented and minority populations into the teaching professions. In return for receiving financial support, participants commit themselves to teach for two years in high needs districts for each year of scholarship support. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR MacIsaac, Daniel Susan McMillen David Henry David Wilson SUNY College at Buffalo NY Joan T Prival Standard Grant 469200 1795 SMET 9178 0000099 Other Applications NEC 0434108 September 1, 2004 The Drexel University Noyce Scholarship Program (DUNS). The Drexel University Noyce Scholarship Program (DUNS) addresses the increasing need for high quality teachers in the School District of Philadelphia. The School District of Philadelphia is partnering with Drexel University to prepare highly qualified teachers to fill current and expected K-12 needs, especially in mathematics and the sciences. The Noyce program enables 10 science, technology, engineering and mathematics (STEM) undergraduates from Drexel and 15 STEM mid-career professionals from the community to earn the credentials they need to teach mathematics and science in Philadelphia's high-need schools. These 25 Noyce recipients will be new teachers in addition to the (typically 60) high school teachers produced annually at Drexel, for a roughly 40% increase in production of highly qualified high school teachers in science and mathematics. Because these schools have large low-income student populations and shortages of highly qualified teachers, the need for high-quality instruction in these subject areas is critical. The program objectives are to: 1) recruit qualified STEM students and professionals dedicated to teaching in high need urban districts; 2) provide strong preparation addressing content knowledge, pedagogical content knowledge, and technology integration; 3) provide well-designed mentoring and induction to support and retain these teachers in high need urban districts; 4) emphasize recruitment of minorities, and persons with disabilities; 5) instill personal accountability for meeting pedagogy and content knowledge standards for outstanding performance in the classroom; 6) increase the number of students from partnering schools and at Drexel who may see teaching as a viable career choice for mathematics and science majors. Teaching & Mstr Tchng Fellows ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Vaidya, Sheila Nira Herrmann Donald McEachron Nancy Hopkins - Evans Drexel University PA Joan T Prival Standard Grant 494116 7908 1795 SMET 9178 0000099 Other Applications NEC 0434110 September 1, 2004 STEM Bridge for Noyce Scholars. The STEM Bridge for Noyce Scholars Project is managed by the University of Massachusetts Amherst (UMass) School of Education, and the Science, Technology, Engineering, and Mathematics (STEM) Education Institute, a leader in pre-service and in-service teacher education and educational research. The project awards scholarships to 32 undergraduates preparing to become secondary science or mathematics teachers. It is specifically designed to attract and support non-traditional, minority, and low-income students who will be able to receive their licensure as undergraduates. Scholars are drawn primarily from the community colleges and the UMass University Without Walls program, which serves non-traditional students. The program assists scholars by providing them with an introductory course in math and science teaching, academic and social events, as well as mentoring and advising. Scholars participate in a New Teacher Support Group and attend both Saturday Science and Engineering Seminars and STEM education seminars. They also have the opportunity to enroll in several innovative M.Ed. programs. A longitudinal study of STEM Bridge scholars is used to evaluate the effectiveness of the program, including the qualifications of its graduates and their retention rates. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Feldman, Allan Morton Sternheim Farshid Hajir John Francisco University of Massachusetts Amherst MA Joan T Prival Standard Grant 499991 1795 SMET 9178 0000099 Other Applications NEC 0434130 September 15, 2004 T-MAST Scholars. The Noyce Transition to Mathematics and Science Teaching (T-MAST) Scholars program educates and certifies people who hold a degree in science, mathematics, or engineering and who desire to change careers in order to teach middle school mathematics or science. T-MAST is a fast-track four-semester Master of Arts degree program that features a paid job-sharing internship. Job-sharing is one of the most innovative characteristics of T-MAST. It streamlines the pathway into the classroom for T-MAST Scholars by having two T-MAST Scholars job-share a vacant middle school position in mathematics or science. During the regular school year, the T-MAST scholars each teach part-time in a middle school during the day, while attending graduate courses during the evening hours. The knowledge and skills acquired from these graduate courses at the University of Central Florida are thus applied directly to instruction in public middle schools. The job-share position is highly mentored by both university personnel and a carefully chosen, accomplished teacher at the school where the T-MAST Scholars work. Mentoring is continued in the year after the T-MAST Scholars complete the UCF program. Additionally, T-MAST Scholars proceed through the program in a cohort group designed to promote the development of professional communities. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Ortiz, Enrique Lucy Morse University of Central Florida FL Joan T Prival Standard Grant 352939 1795 SMET 9178 0000099 Other Applications NEC 0434144 January 1, 2005 Colorado STEM/Noyce Fellowship Program. The Noyce Fellowship Program at the University of Colorado at Boulder is an enhancement of the STEM Teacher Preparation (STEM-TP) project, a collaboration between the School of Education and four mathematics and science research departments. Collaborative, student-centered learning is introduced into large-enrollment courses by employing talented undergraduate STEM majors as Learning Assistants. Learning Assistants are then recruited to become K-12 teachers. Through the Noyce Program, substantial fellowships are provided to help overcome barriers that these students face in obtaining their teaching licensure. The program identifies and recruits STEM majors into the teaching profession at any time during their undergraduate careers, and includes both a post-baccalaureate and a Master's Degree program. Noyce Fellows teach in high-needs schools and participate in an induction program where they receive intensive mentoring and support. The STEM-TP/Noyce program addresses fundamental issues in education, including: (1) the advantages of and barriers to collaborative learning in large enrollment settings; (2) the development of pedagogical skills and attitudes toward K-12 teaching among STEM majors; (3) the development of attitudes of faculty members regarding student-centered learning and the responsibility of preparing K-12 teachers; and (4) the induction and retention of new teachers in high-needs schools. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Otero, Valerie William Wood James Curry Richard McCray University of Colorado at Boulder CO Joan T Prival Standard Grant 500000 1795 SMET 9178 0000099 Other Applications NEC 0434148 September 1, 2004 California State Polytechnic University, Pomona Robert Noyce Scholarship Program. The goal of the California Polytechnic University, Pomona Noyce Scholars Program is to increase the number of qualified mathematics and science teachers, particularly those from underserved groups, serving in middle and high schools in high-need districts. In order to accomplish this, Cal Poly Pomona is strengthening its infrastructure for recruiting STEM undergraduates, community college transfer students, and career-changers into teaching. The objectives of the project are to prepare sixteen new credentialed mathematics and science teachers for high-need schools during the course of the grant period, as well as to have eight candidates in the pipeline by end of the grant period. All of the Noyce Scholars are obtaining a single-subject teaching credential and begin teaching in a high-need district. The program focuses on three major types of activities: recruitment, retention, and support of the Noyce Scholars. Recruitment focuses on current Cal Poly Pomona STEM students, STEM students from community colleges who will transfer to Cal Poly Pomona, and STEM professionals. These recruitment activities attract those who might otherwise not have considered the teaching profession, particularly those from underrepresented groups. Retention and support activities include early field experience, monthly seminars, active academic advising, and on-line discussion groups for the cohort of Noyce Scholars. These research-based retention strategies ensure that Noyce Scholars successfully obtain their bachelor's degrees and/or single-subject teaching credentials. With coordinated support from Cal Poly Pomona and three high-need districts, Noyce Scholars refine their teaching skills while completing two years of teaching in high-need middle and high schools. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Selco, Jodye Christine Latulippe Cal Poly Pomona Foundation, Inc. CA Joan T Prival Standard Grant 592917 1795 SMET 9178 0000099 Other Applications NEC 0434150 September 1, 2004 Springboard to Success!. The Springboard to Success! Noyce Scholarship program aims to open the science and mathematics education pipeline in middle and high schools in the San Diego, California area by providing scholarships to support 33 new science and mathematics teachers. Partnering school districts, Sweetwater Union High School District and the City Heights Educational Collaborative, include 28 schools with highly diverse, low socioeconomic populations. The aim is to infuse ethnically diverse, reform-minded science and mathematics teachers into these educational systems. Related goals are to build a community of practice among science and mathematics teachers and prospective teachers, and to enhance and sustain momentum, energy and knowledge about hands-on minds-on learning. Springboard Scholars are actively recruited, carefully selected, well educated, appropriately placed, and strongly supported by collaborative support providers drawn from the districts and San Diego State University Colleges of Science and Education. Scholars participate in professional development workshops year-round during both their student and teaching years. They engage in action research to monitor and improve both instructional practice and personal growth. They also attend professional meetings with such groups as California State University/NASA and the American Association for the Advancement of Science - Pacific Division. A continuing goal is to promote an understanding of the nature of science and of science as a process, in addition to as a body of knowledge. INSTRUCTIONAL MATERIALS DEVELP ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Fisher, Kathleen Kathy Williams Alexander Chizhik Meredith Houle San Diego State University Foundation CA Joan T Prival Standard Grant 611476 7355 1795 SMET 9178 0000099 Other Applications NEC 0434153 September 1, 2004 UCI Noyce STEM Teaching Scholarships. A collaboration between the University of California, Irvine (UCI) Schools of Physical and Biological Sciences, the UCI Department of Education, four regional school districts, and two regional community colleges is providing the necessary infrastructure to recruit, train, and provide professional support for future mathematics and science teachers preparing to teach in high-need school districts in the Orange County, California region. The UCI Noyce Scholarship Program builds on the infrastructure provided by a UCI Math and Science Partnership project to provide a comprehensive continuum of teacher preparation programs and strategies that achieve objectives for teacher recruitment, preparation for teaching success, and nurturing a commitment to teaching in a high-need district. Approximately fifty three one-year scholarships are being awarded over a four year period to: a) prospective secondary math and science teachers who are UCI STEM majors in their senior and final undergraduate year, and b) single subject math and science preservice teacher candidates enrolled in the UCI fifth-year credential program. At least two senior year scholarships per year are identified for UCI STEM majors who have transferred to UCI from a partner community college. Scholarship recipients fulfill their teaching commitment in partner schools districts where they have had previous apprentice teaching experiences, and where they benefit from new teacher induction programs and professional development opportunities. The program is developing strategies and conditions for preparing and nurturing STEM majors for success in secondary teaching in high-need regional school districts with diverse student populations. One strategy is to provide a continuum of coherently linked preparation and professional support experiences, in pre-credential, credential and induction phases, that develop subject matter and pedagogic knowledge, teacher growth through reflective inquiry, and leadership potential. Another strategy is to create collaborations between the university, regional community colleges, and regional high-need school districts, in order to provide a continuum of experiences to develop aspiring teachers' knowledge about and commitment to a school district and its community, teachers, and diverse student population. Undergraduate baccalaureate programs in mathematics and the sciences, combined with state-approved undergraduate subject matter preparation programs, provide the foundation of subject matter knowledge that is critical for the teaching success of scholarship recipients. Similarly, the UCI undergraduate educational studies minor and the Teacher Credential Program provide the necessary foundations of pedagogical knowledge and practice that scholarship recipients need. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Vandell, Deborah Everly Fleischer Susan Marshall University of California-Irvine CA Joan T Prival Standard Grant 499985 1795 SMET 9178 0000099 Other Applications NEC 0434253 October 1, 2004 Collaborative Project: Nuclear Pathways - A Model for Composite Digital Collections. This collaborative project is implementing and communicating methods for assisting educational content providers in combining resources from their respective websites into coherent, composite collections. The project is developing a composite collection, Nuclear Pathways, consisting of a closely-knit group of collections relating to nuclear issues that serve a broad community of educators and learners. The initial effort, led by the Alsos team, integrates the Alsos (http://alsos.wlu.edu/), Atomic Archive (http://www.atomicarchive.com/), and Nuclear Chemistry and the Community (http://www.chemcases.com/nuclear/) websites into a composite collection for nuclear issues. It consists of two content rich sites, Atomic Archive, and Nuclear Chemistry and the Community, supported by a solid bibliographic resource, Alsos, and the Alsos site for educators, Nuclear Connections. Both collaborating sites will become members of the NSDL by providing metadata and participating in NSDL activities. Atomic Archive represents a successful commercial partner. Nuclear Chemistry and the Community is a component of an NSF funded CCLI educational project (DUE-9652889), ChemCases that continues to flourish. The techniques used and lessons learned in integrating the three initial partners are being employed to recruit additional websites (approximately 10) addressing nuclear issues. These websites are being invited to join the composite collection and NSDL as associates. The National Advisory Board of the Alsos library is performing review and selection of those sites. The continuing development of the Nuclear Connections site led by the Alsos team is expanding to reference materials useful to teachers in multiple disciplines at all levels from middle school through college and postgraduate training. It links vetted educational materials (syllabi, suggested references, etc.) from the partner sites as well as from individual educators. In addition, direct links to appropriate topics in the associate sites are being embedded in appropriate locations in Nuclear Connections. The Office of Multidisciplinary Activities in the NSF Directorate for Mathematical and Physical Sciences (MPS) is providing significant co-funding of this project in recognition of the value of this work in advancing the larger educational goals of MPS. NATIONAL SMETE DIGITAL LIBRARY OFFICE OF MULTIDISCIPLINARY AC DUE EHR Settle, Frank Thomas Whaley Elizabeth Blackmer Washington and Lee University VA Lee L. Zia Standard Grant 507961 7444 1253 SMET 9178 0000099 Other Applications NEC 0434278 October 1, 2004 Collaborative Project: Nuclear Pathways - A Model for Composite Digital Collections. This collaborative project is implementing and communicating methods for assisting educational content providers in combining resources from their respective websites into coherent, composite collections. The project is developing a composite collection, Nuclear Pathways, consisting of a closely-knit group of collections relating to nuclear issues that serve a broad community of educators and learners. The initial effort, led by the Alsos team, integrates the Alsos (http://alsos.wlu.edu/), Atomic Archive (http://www.atomicarchive.com/), and Nuclear Chemistry and the Community (http://www.chemcases.com/nuclear/) websites into a composite collection for nuclear issues. It consists of two content rich sites, Atomic Archive, and Nuclear Chemistry and the Community, supported by a solid bibliographic resource, Alsos, and the Alsos site for educators, Nuclear Connections. Both collaborating sites will become members of the NSDL by providing metadata and participating in NSDL activities. Atomic Archive represents a successful commercial partner. Nuclear Chemistry and the Community is a component of an NSF funded CCLI educational project (DUE-9652889), ChemCases that continues to flourish. The techniques used and lessons learned in integrating the three initial partners are being employed to recruit additional websites (approximately 10) addressing nuclear issues. These websites are being invited to join the composite collection and NSDL as associates. The National Advisory Board of the Alsos library is performing review and selection of those sites. The continuing development of the Nuclear Connections site led by the Alsos team is expanding to reference materials useful to teachers in multiple disciplines at all levels from middle school through college and postgraduate training. It links vetted educational materials (syllabi, suggested references, etc.) from the partner sites as well as from individual educators. In addition, direct links to appropriate topics in the associate sites are being embedded in appropriate locations in Nuclear Connections. The Office of Multidisciplinary Activities in the NSF Directorate for Mathematical and Physical Sciences (MPS) is providing significant co-funding of this project in recognition of the value of this work in advancing the larger educational goals of MPS. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Peterson, Laurence Sherri Shade Kennesaw State University GA Lee L. Zia Standard Grant 129368 7444 SMET 9178 0000099 Other Applications NEC 0434405 July 1, 2004 AgrowKnowledge: The National Center for Agriscience and Technology Education. AgrowKnowledge, The National Center for Agriscience and Technology Education, is continuing its leadership with its specific focus on agriculture technology education in community colleges and secondary schools. Sixteen AgrowKnowledge Community College Partners and their local secondary programs, a five member University Council, and an active Industry Council share a vision for 21st century agricultural technology education in which students from diverse backgrounds: 1. Pursue rigorous, high quality programs of study in Agriculture, Food, and Natural Resources (AFNR) with coursework that emphasizes technology, mathematics, and science skills; 2. Move through a seamless educational system with clear articulation plans among secondary schools, community colleges, and universities; and 3. Graduate from college well prepared for a dynamic and increasingly technological workforce. The intellectual merit of the Center is in its effort to expand curriculum and faculty development and to institutionalize science, mathematics, and technology as an integral part of student learning in agriculture technology education. By having the University Council as part of the consortium, AgrowKnowledge adds a research component, particularly in the areas of articulation, recruitment, teacher education, and technology transfer. Their involvement, with that of the Industry Council, also helps validate curriculum and instruction projects, which are aligned with national standards for science, mathematics, and technology. The broader impact of the Center is on students who, because of their exposure to emerging technology, find themselves better prepared to enter agricultural careers, whether assuming responsibility for the family farm, working as an industry technician, or continuing their education for a professional degree in agriculture science, research, or education. The 16 AgrowKnowledge Partners reach out to a growing number of community colleges and secondary schools. As a result, the Center is producing educational models, workshops, curriculum guides, and instructional materials for an ever larger number of students and faculty across the country. The AgrowKnowledge Center's purpose is to create systems that support student success; to provide curriculum with advanced science, mathematics, and technology skills integrated; and to develop community college faculty who use that curriculum or enhance their own courses and programs. Activities include the following: 1. Tracking student enrollment and develop recruiting tools to include recruitment of underrepresented students. 2. Tracking changes in selected community college agriculture students' mathematics and science scores. 3. Expanding the strong participation of 16 Lead Community College Partners to include formal recruitment of 32 additional community colleges; 4. Increasing the number of faculty involved in Faculty Development Workshops by instituting a process that replicates the workshops regionally; 5. Increasing community college partnerships with secondary and post-secondary schools and business and industry by holding Vision 2020 planning institutes, a process for building those partnerships and encouraging 2+2+2 articulation; 6. Developing curriculum guides for areas of study that support the use of emerging technology in agriculture to include identification and/or development of programs of study, coursework, and computer-based Learning Objects. 7. Enhancing the replication of curriculum with science, technology, and mathematics integrated through the website clearinghouse. While agriculture education might once have been considered a diminishing part of the community college system, today there is a renewed vitality, in part because of the efforts of AgrowKnowledge members who are recruiting new students, especially from underrepresented categories, and finding new ways to excite students about a promising future for agriculture. ADVANCED TECH EDUCATION PROG DUE EHR Brase, Terry Rick Parker Kirkwood Community College IA David B. Campbell Continuing grant 2999974 7412 SMET 9178 1032 0000099 Other Applications NEC 0434581 December 1, 2004 Integral: Expanding the NSDL Reach to Traditional Libraries. This project helps users both within and external to the National Science Digital Library (NSDL) to quickly find relevant documents and services across and beyond the spectrum of NSDL resources. The IntegraL (Integrating Libraries) project brings the potentially huge user population of traditional libraries to the NSDL through their own on-line resources (article databases, on-line catalogs and special collections). Users interact with these systems as before, but in addition, IntegraL automatically adds customized sets of context-sensitive links within their displays to related NSDL resources and appropriate services. Further links lead to related resources and appropriate services within the traditional library systems. IntegraL adds links to the digital library screens as well, leading NSDL users to related collections and appropriate services both within digital library systems and (with authentication) traditional library resources at their local libraries, as well as to publicly accessible special collections. IntegraL integration ameliorates the separate silos of information problem endemic to libraries that own a myriad of independent systems. This results in more effective library resource utilization, especially for lesser-known assets such as special collections, since IntegraL leads users directly to appropriate resources. IntegraL's initial implementation is testing direct NSDL access to many thousand users through the largest public library in New Jersey, on-line accessibility to all New Jersey public library users, and four college and university libraries. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Bieber, Michael Il Im Yi-Fang Wu Richard Sweeney Min Song New Jersey Institute of Technology NJ Herbert H. Richtol Standard Grant 849997 7444 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0434624 September 1, 2004 CoMPASS-DL: Design and use of a concept map interface for helping middle school students navigate digital libraries. This project addresses the need to provide students with better mechanisms within digital libraries, such as the National Science Digital Library (NSDL), to find information. Prior research in the design and cognition of hypertext systems points to the use of graphical aids to help navigation and learning; and educational psychology research shows the value of concept maps to support learning of rich relationships between science phenomena and principles. The project, therefore, is using conceptual linking in the form of concept maps to enable students to explore questions and follow their own paths. To achieve this aim, the CoMPASS-DL system is being developed with an interface that provides navigable concept maps that helps students to select resources based on the relatedness of the documents to each other as well as to students' goals. CoMPASS-DL is being used in middle schools in Wisconsin to understand the impact of digital libraries in classroom learning. The project also enables NSDL community members who are designing resources for K-12 students to better understand how digital resources can be integrated in inquiry-based science classes. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Puntambekar, Sadhana Roland Hubscher University of Wisconsin-Madison WI Lee L. Zia Standard Grant 435655 7444 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0434813 October 1, 2004 Teachers' Domain Pathways to Science: Rich-Media Sources for K-12 Teachers. The WGBH Educational Foundation is expanding its TEACHERS' DOMAIN initiative to include an integrated set of digital pathways to promote, guide, and support the effective use of rich-media science resources by K-12 teachers, both in the classroom and for professional development. Addressing each of the core subject areas in the K-12 science curriculum (Life, Physical, and Earth Sciences), this initiative features: 1) aggregation of video, interactive, and other rich-media resources drawn from across the National Science Digital Library (NSDL) and other collections; 2) adaptation of all assembled resources to conform to the validated TEACHERS' DOMAIN model, presenting contextualizing information such as background essays, lesson plans, and correlations to national and state-level standards; and 3)dissemination, outreach, and support provided through digital pathways produced specifically for this target audience, including a professional development course, online workshops, classroom videos, and CD-ROM demonstrations, to assure widespread distribution and informed use in schools. The intellectual merit of this initiative lies in the active participation of scientists and science education experts from the Biological Sciences Curriculum Study (BSCS), the Digital Library for Earth System Education (DLESE), and the Harvard-Smithsonian Center for Astrophysics, and by WGBH's established capacity to develop compelling teacher training resources that fully engage and inspire the user. The Center for Children and Technology (CCT) at EDC is conducting ongoing evaluation to assess needs of target audience as well as impact of products and services provided. The project is ensuring broad and sustained national impact by working through the NSDL Core Integration Team, its Policy Committee and Standing Committees, and other developers of library collections and services. Additional activities underway to assure the sustainability of this stewardship function include the exploration of a partnership with the Public Broadcasting Service (PBS) and its 349 independent member stations. The Office of Multidisciplinary Activities in the NSF Directorate for Mathematical and Physical Sciences (MPS) and the Division of Earth Sciences in the NSF Directorate for Geosciences are providing significant co-funding of this project in recognition of the value of this work in advancing the larger educational goals of MPS and GEO. NATIONAL SMETE DIGITAL LIBRARY EDUCATION AND HUMAN RESOURCES OFFICE OF MULTIDISCIPLINARY AC DUE EHR Sicker, Theodore WGBH Educational Foundation MA Jill K. Singer Continuing grant 2849133 7444 1575 1253 SMET 9178 0000099 Other Applications NEC 0434892 September 1, 2004 Collaborative Proposal: DLConnect: Connecting underserved teachers and students with NSDL learning resources and tools. Utah State University is collaborating with Eastern Michigan University to create DL Connect: Connecting Underserved Teachers and Students with NSDL Learning Resources and Tools. Workshops are being developed for middle grade teachers and library media specialists to help them integrate NSDL materials into the middle school classroom. Prior to this effort middle school children and teachers were a population segment not being adequately served by NSDL. The importance of helping this group is evident from the numerous studies conducted over several decades pointing to the middle school as the place that large numbers of students begin to lose interest and ability in science and mathematics. The project is having a direct impact on 250 middle schools and a large number of middle school teachers within the service areas of the two universities. Many of these schools are serving impoverished districts including those located in rural, suburban, and Native American tribal areas. In Michigan, approximately 100 schools in the targeted area are failing to meet the mandated adequate yearly progress goals. . Improvements in the mathematics and science areas are being observed. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Recker, Mimi James Dorward Utah State University UT Lee L. Zia Standard Grant 439902 7444 SMET 9179 9178 7444 0000099 Other Applications NEC 0434922 October 1, 2004 Collaborative Project: Personal Collections: Enhancing the Utility of the NSDL. This National STEM Digital Library (NSDL) project develops a service that gives educators and students the ability to create personal collections of resources from the NSDL and other digital libraries. To use the current (approximately 230,000) digital resources in the NSDL effectively, educators and students need to retain them, share them and return to them, just as they do with printed materials. This project addresses this need by providing the equivalent of a personal digital library, allowing patrons to store digital library holdings together with the associated identifying metadata. In addition, the Personal Collection service enables users to classify resources using personal taxonomies or organizational schemes, add annotations (such as the suggested citation), share collections with colleagues in collaborative learning and research settings, and search colleagues personal collections using metadata. Users can also create "packages" of resources and learning objects for use by learning content authoring tools and learning management systems. The service has two parts, a Personal Collection server, based on Dspace, and a cross-platform client called Keeper that runs in a user's Internet browser. The design is based on Internet services architecture and makes maximal use of existing open source technologies. This project holds the promise of making NSDL collections more practical to use, and therefore more accessible to educators and students alike. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Landsfeld, Martin Bruce Caron New Media Studio CA Lee L. Zia Continuing grant 301422 7444 SMET 9178 7444 0000099 Other Applications NEC 0434960 October 15, 2004 Annals of Research on Engineering Education (AREE). The National Academy of Engineering, in partnership with several engineering journals (including the Journal on Engineering Education, Computer Science Education, and the Journal of Research on Science Teaching) published by professional societies and commercial publishers, is hosting a web portal linking education research papers in engineering (including computer science) and related science (including mathematics) disciplines. This virtual Annals of Research on Engineering Education (AREE) is serving to present, in a unitary fashion: the most rigorous research on engineering education in a manner that builds upon rather than competes with existing outlets within engineering disciplines; a forum for researchers on engineering education to discuss applicable standards for the evaluation of engineering education research; a reference site offering annotated bibliographies of the most recent research on engineering education research; a discussion forum through which engineering faculty and administrators with limited ability (or time) to perform research on engineering education can learn of research findings with immediate implications for improved classroom practice; a gateway to existing archives of relevant engineering education conference; and a gateway to relevant education research in non-engineering disciplines. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Fortenberry, Norman National Academy of Sciences DC Sheryl A. Sorby Standard Grant 849421 7444 SMET 9178 0000099 Other Applications NEC 0434998 October 1, 2004 General Recommendation Engine (GRE) for NSDL. This project is developing a general recommendation engine (GRE) that any NSDL system can integrate to provide recommendation services to its users. GRE selects the relevant materials for users, be they students doing assignments, teachers preparing for classes, or researchers trying to understand a new topic area. As GRE is implemented and incorporated with more NSDL collections, it will improve the information search of NSDL users, especially those who are not familiar with a subject area and its available resources. GRE integrates the three most dominant recommendation technologies - collaborative filtering (CF), content-based filtering (CB), and knowledge-based recommendation (KB). In order to further improve the recommendation accuracy, this project refines a preliminary proof-of-concept user task module by implementing an 'implicit user profiler' that learns the current user task from user behavior. This project is also investigating the optimal configurations of the three recommendation engines in different situations; e.g., for varying subject domains, user types, and user tasks. A final element of the project is a comprehensive investigation of the impacts of recommendation systems on digital library users. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Wu, Yi-Fang Michael Bieber Vincent Oria Il Im New Jersey Institute of Technology NJ Herbert H. Richtol Standard Grant 799829 7444 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0435016 November 1, 2004 The Science Knowledge and Education Network Building a User Base around Scientific Publications: Editing Online Content and Annotating Scientific Materials. This project is developing an open-source infrastructure to create a knowledge and education network - a new and powerful application, called a Scientific Knowledge and Education Network (SKEN), for building dynamic collaborative communities centered around primary scientific references. The underlying goals of SKEN are to expand traditional, content-based scientific information into a community-based information exchange and to provide an innovative mechanism for blending science knowledge with opportunities for formal and informal science education. This transforms primary scientific references into "living" publications that include the most current information on their topics and allow continuous annotations of the content through community input from both researchers and members of the public. Scholarly authors and editors vet and edit any new information before uploading it to the primary content. Educators can also use SKEN to locate information for their teaching, as well as to post teaching resources and strategies back to the community. Using advanced information technologies SKEN is moving primary scientific resources from restricted content distribution points (bricks and mortar libraries) to ubiquitous availability over the Internet. It is also decreasing the time required to update these scientific resources, and improving access, search, and archival capabilities. By ensuring that all scientific communities implementing the SKEN architecture become part of the NSDL infrastructure, this project provides easy cross-fertilization of scientific disciplines. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Kelling, Steven Richard Bonney Paul Allen ALAN POOLE Cornell University - State NY Barbara N. Anderegg Standard Grant 548275 7444 SMET 9178 0000099 Other Applications NEC 0435058 January 1, 2005 Online Psychology Laboratory. Using experiments and materials from an existing web-based laboratory and a collection of donated experiments and hard-to-produce stimulus materials (e.g., sound files, graphics, and movies), this project is assembling a digital library that consists of (1) highly interactive, web-deliverable psychology experiments and demonstrations, (2) a cumulative data archive from which students can retrieve datasets for analysis, and (3) user-controlled data extraction and analysis tools designed for the diverse needs of end users. The project is led by the American Psychological Association (APA) and also involves the University of Mississippi and Northern Iowa University. An advisory board is providing site management to assure the quality, coherence, and pedagogical value of all library materials, as well as the comprehensiveness of the collection. Once constructed, the Online Psychology Library (OPL) will be an active learning resource open to every student with access to an Internet-connected computer. The Library's experiment delivery, data downloads, and one-click analysis tools will permit the easy integration of teaching and research at institutions that do not currently offer support for student research and even by teachers who are not adept in experimental design and data analysis. Psychology students will be able to collect data, analyze data, and report their findings for class assignments or individual projects. Further, because psychology is allied to many disciplines--biology, sociology, and political science among them--OPL will contribute to the set of experiments available to students who wish to study psychologically-based issues in related scientific disciplines. NATIONAL SMETE DIGITAL LIBRARY DUE EHR McCarthy, Maureen Kenneth McGraw American Psychological Assoc DC Myles G. Boylan Standard Grant 375000 7444 SMET 9178 0000099 Other Applications NEC 0435059 October 1, 2004 Collaborative Project: Superimposed Tools for Active Arrangement and Elaboration of Educational Resources. This award and Award No. 0435496 constitute a collaborative project. Education and scholarly research, by their very nature, involve scanning, reviewing, and sometimes intensely studying resources about a subject. Libraries, both conventional and digital, tend to provide services only at the level of complete documents and collections of complete documents. Students, instructors, and researchers rarely treat these "complete" resources in a uniform manner. Textbooks and published papers are not necessarily used in their entirety. Sections are not necessarily covered with equal emphasis or in the order in which they appear. Resource materials are not necessarily used verbatim. "Superimposed tools," such as those built by the investigators, allow a user to easily select passages in a variety of base document types (e.g., MS Word, PowerPoint, Excel, HTML, XML, PDF), place them on a scratchpad tool, label them, and arrange them into user-defined groupings and provide annotation. The key functionality in these tools is the ability to select an item (which includes a reference) and return to the original source using the original base application and see the selected passage highlighted. Separation of the notes from the source allows free recombination and reuse in innovative ways. The links are always there so that a user can return to the source context as needed, but the annotations and other marks are separate entities, independent of the source material, and can be combined in any way that supports the user's goals. This NSDL Targeted Research project is evaluating faculty and student use of superimposed tools in undergraduate and graduate computer science classes, including both traditional, textbook-based classes as well as research-oriented, paper-based classes. The tools are being used by the investigators, their colleagues, a high school teacher, and their students. The major goal of the project is to evaluate whether the use of superimposed information supports more effective teaching and learning. The investigators are also developing digital library services that allow superimposed artifacts to be deposited, indexed, searched, and used along with original library resources. Using and elaborating information at subdocument granularity should support reuse of educational materials by other instructors and students. Specific original contributions of this project include (1) extending the scope of digital library facilities to support user tasks beyond the point of simply locating and retrieving resources; (2) enabling the creation of digital library collections that are more precisely targeted at given educational needs by including subdocuments as well as complete documents; (3) supporting the capture of post-retrieval work with digital library resources (comparison charts, concept maps) as explicit, derived documents that can in turn be "value-added" resources in the digital library; (4) capturing elaborations that enhance the understanding of digital library resources in educational settings; and (5) supporting easy customization of such resources by other faculty, students, and researchers. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Cassel, Lillian Villanova University PA R. Corby Hovis Standard Grant 89804 7444 SMET 9178 0000099 Other Applications NEC 0435084 October 1, 2004 Collaborative Proposal: Personal Collections: Enhancing the Utility of the NSDL. This National STEM Digital Library (NSDL) project develops a service that gives educators and students the ability to create personal collections of resources from the NSDL and other digital libraries. To use the current (approximately 230,000) digital resources in the NSDL effectively, educators and students need to retain them, share them and return to them, just as they do with printed materials. This project addresses this need by providing the equivalent of a personal digital library, allowing patrons to store digital library holdings together with the associated identifying metadata. In addition, the Personal Collection service enables users to classify resources using personal taxonomies or organizational schemes, add annotations (such as the suggested citation), share collections with colleagues in collaborative learning and research settings, and search colleagues personal collections using metadata. Users can also create "packages" of resources and learning objects for use by learning content authoring tools and learning management systems. The service has two parts, a Personal Collection server, based on Dspace, and a cross-platform client called Keeper that runs in a user's Internet browser. The design is based on Internet services architecture and makes maximal use of existing open source technologies. This project holds the promise of making NSDL collections more practical to use, and therefore more accessible to educators and students alike. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Robson, Robert Brandon Muramatsu Eduworks Corporation OR Lee L. Zia Continuing grant 373500 7444 SMET 9178 7444 0000099 Other Applications NEC 0435098 September 1, 2004 Collaborative Research: DLConnect: Connecting Underserved Teachers and Students with NSDL Learning Resources and Tools. Utah State University is collaborating with Eastern Michigan University to create DL Connect: Connecting Underserved Teachers and Students with NSDL Learning Resources and Tools. Workshops are being developed for middle grade teachers and library media specialists to help them integrate NSDL materials into the middle school classroom. Prior to this effort middle school children and teachers were a population segment not being adequately served by NSDL. The importance of helping this group is evident from the numerous studies conducted over several decades pointing to the middle school as the place that large numbers of students begin to lose interest and ability in science and mathematics. The project is having a direct impact on 250 middle schools and a large number of middle school teachers within the service areas of the two universities. Many of these schools are serving impoverished districts including those located in rural, suburban, and Native American tribal areas. In Michigan, approximately 100 schools in the targeted area are failing to meet the mandated adequate yearly progress goals. . Improvements in the mathematics and science areas are being observed. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Mardis, Marcia Joanne Caniglia Ellen Hoffman Eastern Michigan University MI David J. Mcarthur Standard Grant 287618 7444 SMET 9178 7444 0000099 Other Applications NEC 0435187 October 1, 2004 The Computational Science Education Reference Desk. A national partnership involving research and teaching institutions, a minority serving institution, community-based organizations, and high performance computing centers at the state and national level is providing stewardship for high-quality, effective computational science educational materials. Primary activities of this NSDL Pathways project include evaluating, modifying, collecting, tagging, and (where rights can be obtained) archiving the best of the growing body of computational model based materials that are available on the Web. The project is also providing: 1) mechanisms for NSDL users, content creators, and collection maintainers to add to and annotate the collection; 2) an outlet for peer reviewed publication for content creators; 3) training and technical assistance to collection maintainers; and 4) an infrastructure for educators to bind disparate learning objects into functional units tied to state and national standards. The initial audiences for the Computational Science Education Reference Desk are undergraduate faculty and their students, both future scientists and engineers and future teachers. The project also expects to have a direct impact on in-service teachers and their students in intermediate and secondary schools, as well as life-long learners. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Panoff, Robert Scott Lathrop Marilyn McClelland David Joiner Shodor Education Foundation Inc NC Stephen C. Cooper Continuing grant 3029863 7444 SMET 9178 0000099 Other Applications NEC 0435198 October 1, 2004 The Math Gateway. In this project the Mathematical Association of America (MAA) is building on the foundation of the current Mathematical Sciences Digital Library (MathDL) and assuming stewardship for significant mathematical content and services of particular importance to accessing and using educational resources for the mathematical sciences. Through the Math Gateway learners of mathematics gain access to the rich content in sites partnering with the MAA, and representing some of the earliest and most important projects within the NSDL program. Supporting services are also available through the Gateway for end users, content developers, and the participating organizations. In making available to the general user of mathematics the rich array of digital library collections and services now on the Web and encouraging the development of new materials and services, this project is advancing two central goals of NSDL. The project is also expanding the features of MathDL that are of particular importance to the members of the Association, thus anticipating a potential strategy for sustainability. These features include MAA Reviews, an online continuation of the current Telegraphic Reviews appearing in the American Mathematical Monthly, and online access to the best of one hundred eleven years of Classroom Capsules. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Moore, Lawrence Donald Albers Ivars Peterson Mathematical Association of America DC Lee L. Zia Continuing grant 2014549 7444 SMET 9178 7444 0000099 Other Applications NEC 0435217 January 1, 2005 PRISMS- Phenomena and Representations for the Instruction of Science in Middle Schools. The Maine Mathematics and Science Alliance (MMSA) is working with AAAS Project 2061 to systematically identify and describe web-based phenomena and representations to determine whether they are aligned with state and national content standards, informed by cognitive research, and likely to improve the quality of middle school science instruction. The resources are being assembled into a collection called PRISMS (Phenomena and Representations for the Instruction of Science in Middle Schools), designed to increase the amount of quality K-12 science educational content accessible through digital libraries. Using Project 2061's curriculum-materials analysis procedure, the PI and colleagues are working with middle school teachers to analyze approximately 1,000 science and mathematics and technology items connected to science benchmarks, for their alignment to middle grades content standards and for the quality of their instructional support for teachers. The PRISMS collection provides pointers to aligned items available online, along with rich descriptions and assessements of their instructional effectiveness. PRISMS also includes teacher-prepared annotations detailing classroom experiences with using the phenomenon or representation, suggested modifications to make the item more effective, and questions that can guide its instructional use. The collection expects to be enriched over time by additional teacher input on the usefulness of the resources. Both the Office of Multidisciplinary Activities in the NSF Directorate for Mathematical and Physical Sciences (MPS) and the Experimental Program to Stimulate Competitive Research (EPSCoR) are providing significant co-funding of this project in recognition of the value of this work in advancing the larger educational goals of MPS and EPSCoR. EXP PROG TO STIM COMP RES NATIONAL SMETE DIGITAL LIBRARY OFFICE OF MULTIDISCIPLINARY AC DUE EHR Keeley, Page Francis Molina Francis Eberle Sofia Kesidou Maine Mathematics and Science Alliance ME Jill K. Singer Standard Grant 897266 9150 7444 1253 SMET OTHR 9178 9150 0000 0000099 Other Applications NEC 0435310 October 1, 2004 AMSER: Applied Math and Science Education Repository. Interdisciplinary (99) The Applied Math and Science Education Repository (AMSER) is a collaborative NSDL Pathways project designed to help meet the needs of community and technical colleges, and forge a link between the colleges and the NSDL. Project partners include the Internet Scout Project, MERLOT, the American Association of Community Colleges, the City College of San Francisco, projects of NSF's Advanced Technological Education program, the Tennessee Board of Regents, the Virginia Community College System, and others. The project provides several innovative ways to connect students and faculty with the NSDL and with the applied math and science resources available through AMSER. AMSER consists of an applied mathematics and science educational resource collection, a customized portal to aid community college students and educators in locating and accessing those resources, and a variety of integrated services designed specifically to enhance the learning experiences of community college students and the teaching capabilities of instructors at those institutions. Services designed and carried out by AMSER include a mixture of technology based ones and hands-on training. The development of these services, and AMSER as a whole, is informed by the target community with focus groups, an advisory board, and a user advisory group. NATIONAL SMETE DIGITAL LIBRARY ADVANCED TECH EDUCATION PROG DUE EHR Bower, Rachael John Strikwerda Ellen Kabat Lensch Gerard Hanley Edward Almasy University of Wisconsin-Madison WI Curtis T. Sears Continuing grant 3099470 7444 7412 SMET 9178 0000099 Other Applications NEC 0435327 October 1, 2004 Collaborative Project: Assessing the User-base and Expanding the Usability/Reach of the Analytical Sciences Digital Library through Developmental Workshops. This collaborative project, involving experts in analytical science, library science, and intelligent Internet search, is enhancing the usability, value, scope of content, user base, and organizational self-sufficiency of the Analytical Sciences Digital Library (ASDL). A broad assessment of current usability, content, and practices of the ASDL is being conducted that will serve as a guide to reform and enhancement efforts. The usability of the collection is being streamlined through reorganization of contents based on concept hierarchies. New software tools are being provided for automated data harvesting and intelligent metadata collection, resulting in increased editorial staff efficiency. The breadth of the ASDL collection is being enhanced through development of new content areas including The Virtual Laboratory and Online Articles, a resource describing effective strategies for integrating cutting-edge research into the classroom. National and regional user workshops are planned to demonstrate effective applications of electronic resources in lecture and lab courses and expand the user community. A special focus of user workshops is on innovative pedagogical approaches incorporating problem-based and service learning methodologies. Finally, the project is forming new partnerships with related NSDL collections to both broaden its user-base and address multidisciplinary applications. The Office of Multidisciplinary Activities in the NSF Directorate for Mathematical and Physical Sciences (MPS) is providing significant co-funding of this project in recognition of the value of this work in advancing the larger educational goals of MPS. NATIONAL SMETE DIGITAL LIBRARY OFFICE OF MULTIDISCIPLINARY AC DUE EHR Larive, Cynthia Theodore Kuwana Susan Gauch University of Kansas Center for Research Inc KS Harry Ungar Standard Grant 585115 7444 1253 SMET 9178 9150 7444 0000099 Other Applications NEC 0435339 September 15, 2004 Computer-Assisted Content Standard Assignment and Alignment. This project provides a mechanism for improving the ability of teachers to locate science and math resources that will support their standards-based instruction, no matter what state they are in or where a resource was developed. Two services for are available for NSDL collection providers and Pathways Projects. The first is a Computer-Assisted Standard Assignment recommender tool that suggests to a human cataloger 1 to 5 of the most relevant national content standards appropriate for a learning resource. The cataloger accepts, edits, or rejects these suggestions and the tool adds them to the resource's metadata records. These vetted assignments are learned by the system in order to inform future standard recommendations for increased accuracy. The second is a methodology and tool that automatically creates a crosswalk between math and science state standards and their national counterparts. This results in an automated mapping between state and national standards, whereby the national standards function as exchange standards. This mapping facility is then incorporated into the search capabilities of educational resource repositories such as NSDL so that teachers can search for resources using either their home state standards or the national standards. As a result, educational resources can be easily shared from anywhere in the country once a translation between state standards is facilitated. Any state standard can be mapped to any other state standard, while at the same providing a mapping between any state standard and the national standard. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Diekema, Anne Elizabeth Liddy Syracuse University NY Lee L. Zia Standard Grant 709129 7444 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0435398 January 1, 2005 Faculty Participation in the NSDL - Lowering the Barriers. The National Science Digital Library is devoting significant efforts to provide access to collections of high quality materials to educators. However, the growth and use of the collections is not growing at the rate predicted by early promoters of digital libraries. This project is exploring the use of digital libraries by higher education faculty, examining factors that encourage use of and contribution to these collections. Of equal importance is assessing why faculty do not use materials from digital libraries, with a particular focus on why faculty, who are aware of digital libraries, are not active users. The PI's are conducting focus groups with faculty from the complete range of higher education institutions, from community colleges to research universities, with broad representation across the STEM disciplines. The focus groups are being conducted at scientific disciplinary meetings and at higher education conferences that have significant faculty attendance. The focus groups are providing data for a broad survey of faculty reflecting the geographic, disciplinary, and educational profile of STEM higher education. Results from both the focus groups and survey are being shared with all NSDL projects, and can be used by current and future NSDL projects to understand the needs of current users and to understand and overcome barriers identified by non-users. These data will serve as a baseline for the long-term monitoring of the growth of digital libraries. In addition, the survey is being prepared as a toolkit to allow other projects (including those targeting continuing education and K-12) to modify and use the survey to collect data on their target audiences and better serve them. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Wolf, Alan Cathryn Manduca Flora McMartin Glenda Morgan University of Wisconsin-Madison WI Herbert H. Richtol Standard Grant 356400 7444 SMET 9178 0116000 Human Subjects 0435422 October 1, 2004 Collaborative Project: Assessing the User-base and Expanding the Usability/Reach of the Analytical Sciences Digital Library through Developmental Workshops. This collaborative project, involving experts in analytical science, library science, and intelligent Internet search, is enhancing the usability, value, scope of content, user base, and organizational self-sufficiency of the Analytical Sciences Digital Library (ASDL). A broad assessment of current usability, content, and practices of the ASDL is being conducted that will serve as a guide to reform and enhancement efforts. The usability of the collection is being streamlined through reorganization of contents based on concept hierarchies. New software tools are being provided for automated data harvesting and intelligent metadata collection, resulting in increased editorial staff efficiency. The breadth of the ASDL collection is being enhanced through development of new content areas including The Virtual Laboratory and Online Articles, a resource describing effective strategies for integrating cutting-edge research into the classroom. National and regional user workshops are planned to demonstrate effective applications of electronic resources in lecture and lab courses and expand the user community. A special focus of user workshops is on innovative pedagogical approaches incorporating problem-based and service learning methodologies. Finally, the project is forming new partnerships with related NSDL collections to both broaden its user-base and address multidisciplinary applications. The Office of Multidisciplinary Activities in the NSF Directorate for Mathematical and Physical Sciences (MPS) is providing significant co-funding of this project in recognition of the value of this work in advancing the larger educational goals of MPS. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Scheeline, Alexander Tina Chrzastowski University of Illinois at Urbana-Champaign IL Curtis T. Sears Standard Grant 87631 7444 SMET 9178 7444 0000099 Other Applications NEC 0435464 November 1, 2004 Creating Interactive Educational Activity Templates for Digital Libraries. This project is investigating the design, feasibility, and applications of a Flash-based template system, linked to digital libraries, to enable teachers to easily assemble, assign, and customize online learning activities. Primarily focusing on life science content appropriate to Grades 3-5, the project is developing three computer-based interactive environments that reflect children's' developmental growth. Using template formats to support concept learning, children find, match, categorize, and arrange media objects from a digital library. With another format, children explore and manipulate variables within a model or micro world. A third template format supports scientific observation, data gathering, and analysis. To evaluate and identify tools that enhance the educational effectiveness of digital libraries for elementary teachers and children, the study team is constructing a small online digital collection to provide a research base. The prototype is also being linked to other NSDL collection and service projects, and collaborations with other NSDL projects are investigating the integration of a Flash-based template system into the broader NSDL effort. NATIONAL SMETE DIGITAL LIBRARY DUE EHR McLean, Lois Richard Tessman McLean Media CA Lee L. Zia Standard Grant 341878 7444 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0435496 October 1, 2004 Collaborative Project: Superimposed Tools for Active Arrangement and Elaboration of Educational Resources. This award and Award No. 0435059 constitute a collaborative project. Education and scholarly research, by their very nature, involve scanning, reviewing, and sometimes intensely studying resources about a subject. Libraries, both conventional and digital, tend to provide services only at the level of complete documents and collections of complete documents. Students, instructors, and researchers rarely treat these "complete" resources in a uniform manner. Textbooks and published papers are not necessarily used in their entirety. Sections are not necessarily covered with equal emphasis or in the order in which they appear. Resource materials are not necessarily used verbatim. "Superimposed tools," such as those built by the investigators, allow a user to easily select passages in a variety of base document types (e.g., MS Word, PowerPoint, Excel, HTML, XML, PDF), place them on a scratchpad tool, label them, and arrange them into user-defined groupings and provide annotation. The key functionality in these tools is the ability to select an item (which includes a reference) and return to the original source using the original base application and see the selected passage highlighted. Separation of the notes from the source allows free recombination and reuse in innovative ways. The links are always there so that a user can return to the source context as needed, but the annotations and other marks are separate entities, independent of the source material, and can be combined in any way that supports the user's goals. This NSDL Targeted Research project is evaluating faculty and student use of superimposed tools in undergraduate and graduate computer science classes, including both traditional, textbook-based classes as well as research-oriented, paper-based classes. The tools are being used by the investigators, their colleagues, a high school teacher, and their students. The major goal of the project is to evaluate whether the use of superimposed information supports more effective teaching and learning. The investigators are also developing digital library services that allow superimposed artifacts to be deposited, indexed, searched, and used along with original library resources. Using and elaborating information at subdocument granularity should support reuse of educational materials by other instructors and students. Specific original contributions of this project include (1) extending the scope of digital library facilities to support user tasks beyond the point of simply locating and retrieving resources; (2) enabling the creation of digital library collections that are more precisely targeted at given educational needs by including subdocuments as well as complete documents; (3) supporting the capture of post-retrieval work with digital library resources (comparison charts, concept maps) as explicit, derived documents that can in turn be "value-added" resources in the digital library; (4) capturing elaborations that enhance the understanding of digital library resources in educational settings; and (5) supporting easy customization of such resources by other faculty, students, and researchers. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Delcambre, Lois David Maier Edward Fox Oregon Health and Science University OR R. Corby Hovis Standard Grant 356525 7444 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0436244 September 15, 2004 UBM: An Undergraduate Biology and Mathematics Training Program at NJIT. Intellectual Merit: The enormous recent interest in biological research by physicists, computer scientists, engineers and mathematicians has been inspired in part by advances in mathematics, computing capabilities, and the realization that biological systems are often amenable to study as complex dynamical systems. This has led to a growing interest in exploring potential applications of these new tools and ideas within the biological sciences. On the other hand, almost all disciplines in biology, including neurobiology, biophysics, ecology, and cellular and molecular biology, have seen a rising interest and need for cross-disciplinary research with mathematics. The investigators are developing an Undergraduate Biology and Mathematics Training Program (UBMTP) to educate undergraduate students in an environment in which mathematics and biology are intimately linked at both the curricular as well as the research level. A primary goal is to teach students the separate languages of mathematicians and biologists so that these students will be able to converse with either language, and to understand both. Students who emerge from this program are able to study biological problems from an analytic and modeling point of view. They are also capable of applying mathematical techniques to biological problems and are able to translate biological questions to mathematical ones, and mathematical answers to biological ones. Broader Impact: While the recent history of collaboration between mathematicians with experimentalists has proved fruitful, it has been so short that very few researchers have "grown up" with the idea that mathematics and biology are, or could be, intimately linked. Instead, most of the current interdisciplinary researchers began their careers working solely in either mathematics (or a related area) or biology, and only switched into the other field at the post-doctoral level or later. While bringing new and fresh ideas to the other camp, these researchers needed, and continue to need, a significant time to acquire expertise in their new interdisciplinary field. This project begins the interdisciplinary training of students at an early stage of their careers, namely at the undergraduate level. The goal is to enhance the biological abilities of mathematicians and mathematical abilities of biologists. At a more fundamental level, the project trains students to recognize how mathematics and biology complement one another, thereby allowing them to not only formulate novel hypotheses, but also equipping them with the tools needed to test their predictions. The training program is based on the following aims: 1) Conduct targeted recruitment of students majoring in biology and mathematics. 2) Develop a directed interdisciplinary curriculum for the UBMTP. 3) Train students to conduct independent research. 4) Foster scientific discussion and interactions. The proposed program brings together 14 investigators from the Department of Mathematical Sciences and the Federated Department of Biological Sciences, a department that includes not only NJIT faculty but Rutgers-Newark faculty as well. The faculty of both departments appear to have a long tradition of interdisciplinary and collaborative research. The large number of faculty provides broad possibilities for research projects. These include neurobiology, developmental biology and ecology. Students gain an in depth experience that spans two academic years and the intervening summer, providing outstanding continuity. INTERDISC TRNG IN BIO & MATH MATHEMATICAL SCIENCES OFFICE OF MULTIDISCIPLINARY AC DUE EHR Bose, Amitabha Farzan Nadim Jorge Golowasch New Jersey Institute of Technology NJ Terry S. Woodin Standard Grant 672514 7317 7229 1253 SMET 9178 7317 7242 0000099 Other Applications NEC 0436330 September 1, 2004 UBM: Research-Based Interdisciplinary Training for Mathematics and Biology Majors. Intellectual Merit: Technological innovation has caused a renaissance in both biology and mathematics. The discovery of proteomics and microarrays and the deciphering of genomes has changed the types of information biologists collect and analyze. Concurrent advances in analytical techniques and computational capabilities enable researchers to explore hypotheses and evaluate conclusions with unprecedented power. To use this information there is the need to train and equip the next generation of scientists with interdisciplinary tools to both intellectually synthesize mathematical models and implement and understand technology driven data acquisition. It is also necessary to impart an appreciation of research culture early, and often, in undergraduate education. Further, academic excellence requires combining various points of view and the ability to work among diverse cultural and ethnic populations. It is in this spirit that this project is initiating interdisciplinary training for mathematics and biology majors. This program integrates interdisciplinary courses in mathematics and biology with multi-year research projects. The training program involves eight faculty mentors from the Departments of Biology and Mathematics and Statistics who provide teaching and research training linked to interdisciplinary research in biology and mathematics. The project combines the strength of the university's biology and mathematics faculty with the university's commitments to diversity, undergraduate research and interdisciplinary studies. The integrated, research-based curriculum includes Calculus for Life Science Students, College Biology, a Mathematical Biology and Ecology course, and a Seminar series on how Biology and Mathematics combine to examine hypotheses and analyze data in contemporary interdisciplinary studies. Thus, the curriculum includes courses that offer entry points for students from diverse backgrounds with differing knowledge of biology and mathematics. The program delivers significant extracurricular experiences that ensure breadth of knowledge and prepare trainees for advanced studies. A capstone course ensures that students have the opportunity to rigorously and thoroughly analyze their data, prepare manuscripts, and present papers at annual symposia. Student retention is enhanced by following practices demonstrated by the American Sociological Association to enhance retention, graduation and professional study. Broader Impacts: The training program is designed to enhance overall educational quality, rigor and diversity by identifying and training students early in the pipeline. An exceptional aspect of the program is the four-year mentoring relationship being fostered. Curriculum and research projects are integrated into the development and critical evaluation of student research proposals to help students develop ample research expertise at the undergraduate level. Activities of the training program are being broadly disseminated via the UBM program website. At the university level, the program strengthens collaboration among biology and mathematics and statistics departments in both teaching and research. MATHEMATICAL BIOLOGY INTERDISC TRNG IN BIO & MATH MATHEMATICAL SCIENCES DUE EHR Stevens, Lori Daniel Bentil University of Vermont & State Agricultural College VT Terry S. Woodin Standard Grant 760001 7334 7317 7229 SMET 9178 9150 7317 0000099 Other Applications NEC 0436348 September 1, 2004 UBM, RUI: Research-Focused Learning Communities in Mathematical Biology. This project is developing a five-year program of extended interdisciplinary research experiences for cross disciplinary teams of undergraduates mentored by cross disciplinary teams of faculty from mathematics and biology. Projects represent a wide array of biological and mathematical subdisciplines and expose all participants to a broad spectrum of research modes and techniques (i.e., molecular, cellular, organismal, and population/community level questions within biology; and analytic, modeling, visualization, and statistical questions within mathematics). Each student faculty team pursues interdisciplinary research questions and engages in a series of programmatic activities designed to foster both intellectual independence and professional and social interaction within the cross disciplinary student cohort and to establish long-term collaboration among mathematics and biology faculty. Intellectual Merit: The project is motivated by the national need for professionals capable of working at the intersection of the mathematical and biological sciences. It makes available a set of long term interdisciplinary research experiences for undergraduates that address topics at all hierarchical levels of biological organization. Teams organize and create conceptual maps of microarray data, study and model plastron respiration in ticks, model the effect of structural characters of pollen on flight dynamics, improve mathematical models used in bioacoustic surveys of bat populations, and develop habitat suitability models for a species of conservation concern. Each of these projects advances knowledge in the biological sciences. Together, they call upon a wide range of mathematical and quantitative tools, skills, and approaches. Faculty mentors for these projects have considerable experience in mentoring and in interdisciplinary inquiry. Broader Impacts: The program advances discovery and understanding in the biological sciences. By creating resources for and promoting the integration of research and teaching in mathematics and biology, it provides an invaluable opportunity for faculty to practice the pedagogy of research and develop their skills mentoring interdisciplinary student inquiry. By making an exciting area of study available to more students, the program has great potential to increase enrollment in mathematics and biology. Partnering with existing programs ensures that underrepresented groups participate in the program and information is effectively disseminated. INTERDISC TRNG IN BIO & MATH S-STEM:SCHLR SCI TECH ENG&MATH OFFICE OF MULTIDISCIPLINARY AC DUE EHR Miller, Jason Jon Beck Laura Fielden Michael Kelrick Truman State University MO Daniel P. Maki Continuing grant 900000 7317 1536 1253 SMET 9178 7317 1253 0000099 Other Applications NEC 0437045 September 1, 2004 Instructional Technology/Data Communications Equipment. Valdosta Technical College is modifying educational programs in information and computer information systems technologies data communications electronics, industrial electrical and industrial systems technologies, and automotive technology to make use of equipment donated by the US Marine Corp. Students gain crucial hands-on experience by working with this equipment, developing skills essential to their success in careers. ADVANCED TECH EDUCATION PROG DUE EHR Terrell, Amos Angela Crance Valdosta Technical College GA Gerhard L. Salinger Standard Grant 3000 7412 SMET 9178 1032 0000099 Other Applications NEC 0437394 April 15, 2005 The National Curve Bank Project - A MATH Archive. The National Curve Bank (NCB) was founded under NSF DUE CCLI - EMD proof of concept grant #0127283. The NCB addresses the challenge of improving learning through making materials inexpensively and easily available to a wide audience of faculty and students via the Web site http://curvebank.calstatela.edu. Through this site topics on curves often are enhanced in various ways that the printed page does not allow, including animation and interactive components. Numerous modules (deposits) are featured. This CCLI- EMD full development project continues to refine and expand the Web site by increasing interactive capabilities, improving animation and video streaming, adding deposits on surfaces, and creating multimedia components. Other features include applications of mathematics concepts in science, technology and engineering for STEM undergraduate students. Students and faculty of diverse backgrounds participate in every stage of development, and the 33 members of the National Advisory Board continue to communicate regularly in evaluating new bank "deposits." An annual prize, the Renie, is awarded for Best Deposit of the Year. The intellectual merit of the project lies in the development and refinement of materials for the NCB. In addition to including students, faculty members, and an Advisory Board from numerous institutions in the process of developing, improving, and approving materials, the broader impacts include that the results of the project reach a diverse, national audience. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Gray, Shirley Russell Abbott Stewart Venit Randolf Cooper California State L A University Auxiliary Services Inc. CA Daniel P. Maki Standard Grant 99984 7427 SMET 9178 0000099 Other Applications NEC 0439669 May 14, 2004 Water in the Earth System (WES): An NSDL K-12 Collection Project. A collection of digital K-12 materials and resources built around the theme of "Water in the Earth System (WES)" is being created to enhance the ability of K-12 teachers, students, and parents to easily find, access, and use high-quality, standards-based water resources in their classrooms, at home, and in informal learning environments. The collection of approximately 500 exemplary K-12 water resources (scientific, economic, and policy) is being used to investigate and learn about important water concepts, processes, and issues. The resource materials and associated tools and services are identified, reviewed, and cataloged by K - 12 teachers in collaboration with university scientists and educators. These individuals are working closely with a number of other organizations including: federal and state government agencies, professional scientific and education societies, academic institutions and centers, and several other National SMETE Digital Library projects. Important co-funding of this project is being provided by the Division of Earth Sciences in NSF's Geosciences Directorate. NATIONAL SMETE DIGITAL LIBRARY EDUCATION AND HUMAN RESOURCES DUE EHR Geary, Edward University Corporation For Atmospheric Res CO Keith A. Sverdrup Standard Grant 317232 7444 1575 SMET 9178 7444 0000099 Other Applications NEC 0439713 November 15, 2004 Collaborative Research: Lessons in Mathematics and Art. Mathematical Sciences (21) This project is developing and publishing an undergraduate text and solutions manual in mathematics and art, and hosting a series of workshops to disseminate and evaluate these materials. This project builds on earlier work supported through the Mathematical Sciences and Their Applications Throughout the Curriculum (MATC) program. Since 1995 the project leaders have been developing, teaching, and disseminating courses in mathematics and art. LESSONS IN MATHEMATICS AND ART, a text by Frantz, has played a central role. Through a successful series of workshops called VIEWPOINTS, undergraduate instructors from a variety of disciplines have been prepared in the use of the freely provided LESSONS. This project is preparing a complete text and a detailed Instructor's Manual. Intellectual Merit. These materials go beyond the mathematics appreciation and post facto analysis of existing art that characterize much of the current math-and-art resources. Lessons are based on problem-solving techniques that are relevant to both mathematicians and artists. The problems are innovative and do not appear in existing textbooks. They challenge students and instructors alike. Broader Impacts. Past VIEWPOINTS participants use the LESSONS materials in art courses, liberal arts math courses, and upper-level mathematics courses. The new text connects the topics and themes of mathematics and art. It is of interest to artists and mathematicians and hence has a significant cross-disciplinary appeal. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Crannell, Annalisa Franklin and Marshall College PA Ginger H. Rowell Standard Grant 69666 7427 SMET 9178 0000099 Other Applications NEC 0439856 May 14, 2004 Developing Case Studies in Failures and Ethics for Engineering Educators. Engineering - Civil (54) We have identified a need for failure awareness in the undergraduate engineering curriculum. Engineers can learn a lot from failures, and failures play an essential role in engineering design. This need has been documented in a number of papers and conferences over the past 15 years. Our work is in response to this situation and aimed at providing a heightened appreciation of the role failure analysis knowledge can play in higher education and public safety. We have produced educational materials on failure case studies for use in civil engineering and engineering mechanics courses, in print and CD-ROM format. In addition we have developed a one-day workshop to disseminate these materials to 24 engineering faculty members from across the U.S. During the course of our project we have developed our educational materials, including review and feedback by the committees discussed below, and the workshop, as well as a thorough evaluation of both efforts. Although the majority of the work has been carried out at The University of Alabama at Birmingham, faculty members and practicing engineers from across the country have participate in the development of these materials and the workshop. This work has been accomplished through the various committees of the American Society of Civil Engineers (ASCE) Technical Council on Forensic Engineering (TCFE). Our work has specifically targets the NSF Division of Undergraduate Education crosscutting theme of Faculty Development. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Delatte, Norbert Cleveland State University OH Bevlee A. Watford Standard Grant 12817 7427 SMET 9178 9150 7427 0000099 Other Applications NEC 0439891 November 15, 2004 Collaborative Research: Lessons in Mathematics and Art. Mathematical Sciences (21) This project is developing and publishing an undergraduate text and solutions manual in mathematics and art, and hosting a series of workshops to disseminate and evaluate these materials. This project builds on earlier work supported through the Mathematical Sciences and Their Applications Throughout the Curriculum (MATC) program. Since 1995 the project leaders have been developing, teaching, and disseminating courses in mathematics and art. LESSONS IN MATHEMATICS AND ART, a text by Frantz, has played a central role. Through a successful series of workshops called VIEWPOINTS, undergraduate instructors from a variety of disciplines have been prepared in the use of the freely provided LESSONS. This project is preparing a complete text and a detailed Instructor's Manual. Intellectual Merit. These materials go beyond the mathematics appreciation and post facto analysis of existing art that characterize much of the current math-and-art resources. Lessons are based on problem-solving techniques that are relevant to both mathematicians and artists. The problems are innovative and do not appear in existing textbooks. They challenge students and instructors alike. Broader Impacts. Past VIEWPOINTS participants use the LESSONS materials in art courses, liberal arts math courses, and upper-level mathematics courses. The new text connects the topics and themes of mathematics and art. It is of interest to artists and mathematicians and hence has a significant cross-disciplinary appeal. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Frantz, Marc Indiana University IN Ginger H. Rowell Standard Grant 138619 7427 SMET 9178 0000099 Other Applications NEC 0441044 April 1, 2005 Understanding Viruses: The Next Generation Undergraduate Virology Textbook. This Proof of Concept project aims to create an innovative, next-generation undergraduate virology textbook (entitled "Understanding Viruses") and ancillary materials. The rapid pedagogical changes occurring in lower and upper division science instruction require textbooks that also reflect emphasis on active learning and critical thinking. Intellectual Merit: The "Understanding Viruses" textbook concept integrates previously disconnected virology principles into a single resource, providing the student with a more global, conceptual approach to understanding viruses, host-virus interactions, and molecular biology concepts. Additional linkages are made with history and epidemiology as well as molecular virology and pathogenesis. Hence, these new instructional materials are significantly improved in content and lead to improved pedagogical preparation of faculty. In addition, ancillary materials such as an Instructor's Toolkit are being created, emphasizing pedagogical flexibility, and allowing instructors to customize particular areas of their course. Broader Impacts: The impact of the "Understanding Viruses" textbook and ancillary materials on student learning and faculty instruction is addressed by an external evaluator who has a strong disciplinary background in cell biology and microbiology, as well as pedagogical expertise in biology education and experience as an author of a microbiology textbook. To facilitate the assessment of book chapters by faculty reviewers, the consultant's evaluation tool is implemented as an on-line assessment portal. Capable faculty with recent and relevant experience in virology education and research at eight different, diverse institutions (including some anonymous peer review) are evaluating the new materials. The textbook's impact on students is measured as their mastery of information as well as their pathways to learning. The textbook is to be distributed nationally through a major textbook publisher. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Shors, Teri Jeffrey Pommerville University of Wisconsin-Oshkosh WI Linnea A. Fletcher Standard Grant 75000 7427 SMET 9178 7427 0000099 Other Applications NEC 0441201 July 15, 2005 Web-based Interactive Organic Chemistry Homework. Chemistry (12) Web-based programs have the potential to change the way science is taught, but, for instructors to invest the time and resources required to adopt them, such programs must have greater pedagogical value than traditional methods. A web-based interactive organic chemistry program, EPOCH, has been developed by team of faculty and students in the departments of Chemistry and Computer Science at the University of Kentucky (UK). The software is uniquely useful in several ways. 1. EPOCH requires a student to draw a chemical structure in response to a question such as, "Draw the product (or starting material) of this reaction," "Draw the compound that gives rise to these spectra," "Draw a resonance structure of this structure," "Draw the compound with this name," or "Draw a stereoisomer of this compound." The vast majority of other Web-based homework programs require text, numerical, or multiple-choice input. 2. If a student's response is incorrect, EPOCH provides feedback that explains why the response is incorrect and makes suggestions to guide the student to the correct answer. The author of a question decides what characteristics of a student's response (the presence of a particular functional group, the absence of a skeleton, the configuration of a stereocenter, etc.) should elicit what feedback from EPOCH. EPOCH never tells students the correct answer; they must attack the problem repeatedly until they solve it. Most Web-based homework programs do not offer feedback that is customized to particular errors. 3. Instructors can add new questions to the EPOCH database or modify existing questions to suit their own needs or to correct errors. In other programs, publishers usually fix the content of their Web-based programs and do not provide a mechanism for instructors to modify it. One current limitation of EPOCH is that it does not accept curved arrows representing electron flow (reaction mechanisms). In this project, a new version of EPOCH is being developed that allows students to address questions such as "Draw a mechanism for this reaction." Responses to this question type consist of a sequence of chemical structures and curved arrows representing electron flow. An evaluation of the effectiveness of EPOCH will be carried out after this enhancement has been added. Intellectual merit: The project is continuing to develop and evaluate a Web-based homework program designed for organic chemistry that has far greater capabilities than any program heretofore developed. Broader impact: The project is creating a uniquely valuable teaching and learning tool for a difficult course that is taken by large numbers of students across a wide variety of disciplines. A partnership with Prentice-Hall, which supported the initial development of EPOCH, is permitting wide dissemination of the enhanced EPOCH program. EXP PROG TO STIM COMP RES CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Grossman, Robert Raphael Finkel University of Kentucky Research Foundation KY Susan H. Hixson Standard Grant 200000 9150 7427 SMET 9178 9150 7427 0000099 Other Applications NEC 0116000 Human Subjects 0441426 June 1, 2005 Collaborative Project: Developing a tutorial approach to enhance student learning of intermediate mechanics. There is a need among science students for increased conceptual and mathematical understanding in courses beyond the introductory level. Future scientists, future secondary science teachers, and future engineers who take these courses must create an effective bridge between the mathematical reasoning emphasized in most physics classes and the physical intuition that will guide their future work. Using past success as a template, the collaborating PI's are developing Intermediate Mechanics Tutorials, a set of at least 23 tutorials, including pencil-and-paper conceptual tutorials (15), mathematical tutorials (4), and computer-based tutorials (4), for the purpose of enhancing instruction in intermediate mechanics. Each tutorial is accompanied by a pretest (ungraded quiz), homework problems, and post-tests (exam questions). Tutorials are designed to allow flexible implementation in lecture, studio, laboratory, or seminar courses. Intellectual Merit: Tutorial materials act as supplements to (rather than replacements of) regular lecture instruction. Materials address specific difficulties students have when learning the physics. Having the materials in place allows for greater understanding of what student difficulties in intermediate mechanics are, as well as providing data about the difficulties. Physics education research (PER) data not only can enhance future versions of these materials but also can help instructors using other similar materials in their classes. Broader impact: A coherent set of materials is being created for teaching intermediate mechanics more effectively. These materials can reach future scientists, teachers, and future university faculty. The research-based development work can inform other ongoing PER investigations. Dissemination to interested physics faculty members can help them learn about and utilize innovative teaching methods. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Ambrose, Bradley Grand Valley State University MI Warren W. Hein Standard Grant 19387 7427 SMET 9178 7427 0000099 Other Applications NEC 0441985 April 1, 2005 Interactive Video Assignments for In-Class Experimentation in Developmental Cognition: A Virtual Laboratory. Psychology - Social (72), Psychology - Cognitive (73) New computer-based technologies have been developed that enable psychology students to conduct experiments, potentially enhancing their critical thinking skills as well their understanding of key psychological concepts. However, resources for classroom experimentation with children are scare, largely because of logistical and ethical difficulties. Building on a proof-of-concept study, this project is developing 15 modules for developmental psychology that allow students to conduct experiments in virtual laboratories. Each module includes videos showing unedited experimental or observational data; transcripts of the events, time-coded to match the videos; published empirical articles relating to the lesson topic; links to relevant documents on the Internet; commentaries time-coded to the video; and interactive tasks for guided student learning. The modules are being tested and refined by faculty from a wide variety of community colleges, large public universities, and private liberal arts colleges. In some cases, the modules are integrated into lecture-based courses; in others, they stand alone as an activity-based laboratory course. Student learning is being evaluated by comparisons between courses with and without the laboratory modules, and by within-class comparisons of video-based and other interactive activities. CCLI-Phase 1 (Exploratory) CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Gottfried, Gail LessonLab, Inc. CA Myles G. Boylan Standard Grant 317786 7494 7427 SMET 9178 0116000 Human Subjects 0441995 August 15, 2004 Federal Cyber Service: Scholarship For Service Program. FED CYBER SERV: SCHLAR FOR SER DUE EHR Schay, Brigitte PERSONNEL MANAGEMENT, U S OFFICE OF DC Victor P. Piotrowski Interagency Agreement 788000 1668 SMET 9178 0000099 Other Applications NEC 0442087 June 15, 2005 Interactive Video Tutorials for Enhancing Problem Solving, Reasoning and Meta-cognitive Skills of Introductory Physics Students. Intellectual Merit: The project is developing and assessing a set of twenty interactive video tutorial-based problems to help introductory physics students in calculus- and algebra-based courses learn effective problem-solving techniques. Effective problem solving begins with a qualitative analysis, followed by decision making, implementation, assessment, and reflection phases. Most introductory students do not acquire these techniques automatically and need help with them. Students are learning problem solving skills using concrete examples in an interactive environment. They are required to solve sub-problems (research-guided multiple-choice questions) to show their level of understanding at every stage of problem solving. The alternative choices in the multiple-choice questions elicit difficulties students commonly have with relevant concepts. Broader Impact: The self-paced nature of the web-accessible tutorials and the problem-solving approach illustrated in them are flexible and adaptable enough to meet the needs of a diverse variety of students including those who are at risk and need extra help. Underrepresented minorities, students with learning disabilities and women who are typically more hesitant or intimidated about asking for help from instructors particularly may benefit from these tutorials. The tutorials can be used both as aids to problem solving in homework assignments and as a self-study tool by students. They can be an asset to the graduate teaching assistants and faculty as well as high-school teachers and students. A longer term goal is to integrate the videos with an introductory physics sequence and textbook. Assessment of the project comes from in-class and out-of-class control studies, which complement each other. The out-of-class study compares the performance of "matched" students using tutorials with the video, audio and text options with each other and against those who receive identical content from non-tutorial means. Evidence for the development of the meta-cognitive ability can be tracked by analyzing students' think-aloud protocol during the interviews. The in-class study compares the performance of students who use tutorials with those who do not use them in similar classes in the natural classroom setting. The evaluation of the project is useful for educators who are interested in developing distance education tools. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Singh, Chandralekha University of Pittsburgh PA Duncan E. McBride Continuing grant 149602 7427 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0442121 February 1, 2005 Cooperative Learning Methods for Java-Based CS1 Courses. Computer Science (31) This project is developing a more effective way of teaching the introductory computer programming course (CS1) by creating a set of cooperative learning materials for use in the course, building on a previous CCLI proof-of-concept project. The effectiveness of the materials in improving student learning is being evaluated at a variety of types of institutions, serving students with diverse backgrounds and career goals. The project is also adding to the educational research base by studying ways of using cooperative learning in Computer Science courses. Intellectual merit Cooperative learning is not a new idea, but previous efforts in computer science have not taken full advantage of a key element in cooperative learning: assigning specific concept-related and process-related roles to group members. This project uses more structured exercises and making greater use of roles. The project also builds on the successes of the pair programming approach, another collaborative learning technique. It generalizes this approach by leading students through different levels of cooperation: from pure group work, to working in pairs with various levels of interaction, to individual work with group support. Broader impacts The results from a prior proof-of-concept study strongly indicate that cooperative learning leads to higher student performance and lower attrition, and cooperative learning also seems especially beneficial for women and other underrepresented groups. Thus, the application of cooperative learning methods in Computer Science is expected to increase student performance, reduce attrition, and help alleviate the under-representation of women and minority students in the Computer Science major. CCLI-Phase 1 (Exploratory) CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Beck, Leland Alexander Chizhik San Diego State University Foundation CA Stephen C. Cooper Standard Grant 446143 7494 7427 SMET 9178 0000099 Other Applications NEC 0442160 February 1, 2005 Developing a Mathematics Curriculum to Serve the Biosciences: The First Step. Mathematical Sciences (21) The Long Island economy is rapidly being transformed into one that is dominated by a large number of high-tech corporations, particularly in the biosciences. These companies need employees with a high degree of quantitative skills, though not traditional algebra skills. For the biosciences, it is no longer enough to produce students who know mathematics, but little biology, or who know biology, but little mathematics. This presents two simultaneous challenges: providing mathematics courses that serve the specific needs of the biological sciences and increasing the mathematics used in biology courses. This project is being conducted in collaboration with Suffolk Community College. Intellectual Merit The first math course taken by biology students at both schools is typically a precalculus course; it is also the course taken by most students who have not yet decided on a major. To meet the mathematical needs of the biosciences, this project is developing an alternative version of precalculus that focuses on the mathematical topics that are essential for biology with a strong emphasis on mathematical models in biology. Simultaneously, a one-hour lab taught by biology faculty to accompany the precalculus course is being created where students conduct experiments that are directly related to the mathematical topics taught in the main course. This combination (1) provides a solid connection between the mathematics and its use in biology in the students' minds; (2) provides a strong mathematical foundation for the students in terms of subsequent quantitative developments in biology courses; (3) prepares students for the quantitative demands of today's jobs; and (4) provides the biology departments with the ability to expand the level of quantitative emphasis in courses. In addition, a significant level of professional development activities for both the math and biology faculty is being supported. Broader Impact: There are currently many calls nationally to increase significantly the interface between biology and mathematics education, and this project serves as an innovative and valuable model for many other institutions to answer this challenge. It is also part of a broader effort at the two institutions to create a new mathematics curriculum that supports the biological sciences. Simultaneously, the project provides the biology department the ability to increase the level of mathematics used in its courses. The project plans to expand this project to encompass courses below precalculus (introductory statistics and college algebra) and above precalculus (the calculus course taken by biology students, differential equations courses with biological models, and biological and physical projects in the senior projects course for applied mathematics majors). CCLI-Phase 1 (Exploratory) CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Gordon, Sheldon James Fulton John Winn Linda Sabatino Matthew Bahamonde SUNY College of Technology Farmingdale NY Lee L. Zia Standard Grant 105000 7494 7427 SMET 9178 0000099 Other Applications NEC 0442186 July 15, 2005 Collaborative Project: Sustainability Science and Engineering Education. (99) The Center for Sustainability Science and Engineering Education (SSEE), which is a consortium of universities comprised of Carnegie Mellon, University of Texas at Austin, and Arizona State University, is: (1) conducting workshops for engineering faculty across the U.S. that are disseminating SSEE materials and enhancing the educational process in this discipline; (2) developing a web site of peer-reviewed educational material on this topic that can grow over time as more materials are developed world-wide; and (3) assessing the educational materials, workshops, and use of the web site to enable continual improvement. All branches of engineering are both contributing educational materials and using the materials in courses. Furthermore, a variety of schools, such as research universities, community colleges, teaching institutions, and schools with individuals of diverse backgrounds are benefiting from the infrastructure developed in this project. CCLI-Phase 3 (Comprehensive) CCLI-NATIONAL DISSEMINATION DUE EHR Allen, David University of Texas at Austin TX Lesia L. Crumpton-Young Continuing grant 343532 7493 7429 SMET 9178 0000099 Other Applications NEC 0442234 July 1, 2005 Using Inquiry-Based Activities to Promote Understanding of Critical Engineering Concepts. This proof of concept project is developing inquiry-based educational materials to promote understanding of critical engineering concepts. The effectiveness of this approach has been extensively documented using thousands of undergraduate physics students. As of yet, however, inquiry-based activities have not been systematically developed for engineering education. This project seeks to fill that gap. In this proof of concept phase, the work is targeting two student misconceptions related to heat transfer and thermodynamics. The specific concepts being addressed are (1) the relationship among temperature, heat and energy and (2) entropy. Educational materials to address student misconceptions in these areas are being developed and will be refined through two years of testing with chemical engineering students at Bucknell University. The final educational materials will include an instruction manual with inquiry based activities, supplementary instructional aids and reliable assessment tools. The effectiveness of the prototype materials will be assessed using concept inventories developed through previous NSF funding (DUE 0127806). If the prototype educational materials developed for the two targeted engineering concepts prove effective, future work will expand the development, assessment and dissemination of similar modules designed to address a broader range of critical engineering concepts. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Prince, Michael Margot Vigeant Bucknell University PA Sheryl A. Sorby Standard Grant 74704 7427 SMET 9178 0000099 Other Applications NEC 0442313 May 1, 2005 Standards in Education for Product, Process, and Service Design and Development: A Proof-of-Concept Project. The IEEE is partnering with the Colorado School of Mines and DeVry University - New Brunswick to produce a small suite of case studies illustrating the application of standards in the design and development of products, processes, and services. They are linking these cases to web-based tutorials and reference guides on standards and to applications in design and development. These materials are helping students and their faculty mentors understand how standards are repositories of the knowledge and wisdom of their professional predecessors and are an essential resource in design and development. To assess the effectiveness of these resources in increasing the students' understanding and application of standards, they are using surveys, focus groups, and think-aloud techniques. Dissemination plans include papers at regional and national engineering education conferences, publication in ASEE and IEEE journals, and hosting the material on the IEEE web site, eventually leading to the web-based IEEE Standards Learning Library. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Cooklev, Todor David Munoz Gerald Peterson Institute of Electrical & Electronics Engineers, Inc. NJ Russell L. Pimmel Standard Grant 99948 7427 SMET 9178 0000099 Other Applications NEC 0442319 June 1, 2005 Preparing Prospective Mathematics Teachers to Teach with Technology: An Integrated Approach. Preparing prospective mathematics teachers for technology-equipped classrooms in the 21st century is a complex task. The National Council of Teachers of Mathematics (2000) and the Conference Board of Mathematical Sciences (CBMS, 2002) advocate the use of technology in learning K-16 mathematics. Given the changing nature of technology, it is important that prospective teachers (PSTs) develop a model of teaching and learning that goes beyond the specifics of a technology tool so that they are able to make informed decisions about the appropriate use of technology (CBMS, 2002). Many teacher preparation programs include a focus on the use of technology for teaching school mathematics. At North Carolina State University (NCSU), all middle and secondary mathematics education majors take a required Teaching Mathematics with Technology course. The goal of the full-scale project is to develop curriculum materials in the form of modules for this type of course. The modules provide opportunities for middle and secondary PSTs to develop: 1) deeper conceptual understanding of school mathematics topics 2) proficiency in using technology tools, 3) effective pedagogical techniques, and 4) abilities to analyze students' thinking when using technology tools to solve mathematical tasks. The specific objective for this proof-of-concept project is to create one prototype module for Data Analysis and Probability. Although simulation and data analysis tools (e.g., graphing calculators, spreadsheets, Fathom, Probability Explorer) may be available, there is a need for high quality teacher education materials to help mathematics education faculty become comfortable with and incorporate materials for teaching PSTs how to teach probability and data analysis with technology. The development and testing of the module include drafting plans, discussions among advisory board members and PIs about plans, completing the draft module, field testing and evaluating at NCSU, revising materials, and disseminating revised materials online for further field testing at NCSU and several other institutions. Through the use of an advisory board and mathematics consultant, diverse universities and organizations in North Carolina are represented, including two universities with large teacher preparation programs, a private university, a technology-intensive secondary school, and an organization specializing in educational evaluation. Because of the modular design and electronic format used, the materials have a broader impact across settings as they are used in a methods course focusing on the use of technology in the teaching of mathematics, as a unit within a mathematics methods course (for grades 6-8, 9-12, or 6-12), or as part of a professional development for inservice teachers. By preparing teachers to effectively use technology in mathematics, our broader impact also includes improving grade 6-12 students' mathematical and technological literacy. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Lee, Hollylynne Karen Hollebrands North Carolina State University NC Daniel P. Maki Standard Grant 74787 7427 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0442320 April 1, 2005 Collaborative: Improving Conceptual Understanding and Preparing Students to Use CAE Tools with a Simplified Web-Based FEA program. Engineering-Mechanical (56) This collaborative proof of concept project between Carnegie-Mellon University and Morgan State University, a HBCU, is developing finite element analysis methods in a mechanics of materials course to expose students early in their academic careers to the practice of engineering by using modern computer-aided engineering (CAE) tools. The project is developing highly simplified finite element methodology that provides conceptual insight into deformed states with a focus on developing students understanding of displacements, forces, stresses and strains at individual points. The finite element program can be run over the web in a format that students can use with little or no previous training in finite element analysis methods. The program serves as a transition to commercial FEA software by highlighting the key steps taken in any commercial program: specification of domain, material, element type, mesh, and boundary conditions, followed by solution and viewing of results. In addition, the program emphasizes viewing of the deformed shape of the mesh together with the values of quantities at node points. This helps students visualize quantities such as displacements and deformations that are central to the mechanics of materials course. The project focuses on devising and refining assignments, both for use alone and coupled with traditional homework problems. The program is also a valuable tool for use in lectures with a set of pre-defined problems that enables professors to rapidly illustrate important physical concepts. Learning gains associated with various uses of the program are being assessed for students of diverse backgrounds, which include assessing the impact of learning for visual learners. In addition to disseminating the materials through papers and conferences, the materials are being registered with various web-based repositories for educational material. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Steif, Paul Carnegie-Mellon University PA Lesia L. Crumpton-Young Standard Grant 53066 7427 SMET 9178 0000099 Other Applications NEC 0442323 April 1, 2005 Collaborative: Improving Conceptual Understanding and Preparing Students to use CAE Tools with a Simplified Web-Based FEA Program. Engineering-Mechanical (56) This collaborative proof of concept project between Carnegie-Mellon University and Morgan State University, a HBCU, is developing finite element analysis methods in a mechanics of materials course to expose students early in their academic careers to the practice of engineering by using modern computer-aided engineering (CAE) tools. The project is developing highly simplified finite element methodology that provides conceptual insight into deformed states with a focus on developing students understanding of displacements, forces, stresses and strains at individual points. The finite element program can be run over the web in a format that students can use with little or no previous training in finite element analysis methods. The program serves as a transition to commercial FEA software by highlighting the key steps taken in any commercial program: specification of domain, material, element type, mesh, and boundary conditions, followed by solution and viewing of results. In addition, the program emphasizes viewing of the deformed shape of the mesh together with the values of quantities at node points. This helps students visualize quantities such as displacements and deformations that are central to the mechanics of materials course. The project focuses on devising and refining assignments, both for use alone and coupled with traditional homework problems. The program is also a valuable tool for use in lectures with a set of pre-defined problems that enables professors to rapidly illustrate important physical concepts. Learning gains associated with various uses of the program are being assessed for students of diverse backgrounds, which include assessing the impact of learning for visual learners. In addition to disseminating the materials through papers and conferences, the materials are being registered with various web-based repositories for educational material. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Goswami, Indranil Morgan State University MD Lesia L. Crumpton-Young Standard Grant 20435 7427 SMET 9178 0000099 Other Applications NEC 0442365 July 1, 2005 Full Development of Visualization Tools for 3D. Mathematical Sciences (21). This project is developing a "kit" of plastic manipulatives to make three-dimensional reference frames that support construction, study, and experimentation with three-dimensional mathematical objects. Components would include plastic rods to represent vectors, marbles to represent points, and pipe cleaners to represent curves. The investigators see these physical tools as enhancing students' ability to visualize concepts relating to points, surfaces, planes, curves, contours, and vectors in three dimensions. For example, when introducing students multivariable functions, manipulation of these physical objects can prove more effective than a projection of three dimensions onto a two dimensional screen. The project is also building on the use of prototypes of these manipulatives in a precalculus course for engineers that introduced functions of two variables in precalculus. An Advisory Board of faculty from a diverse set of institutions including a state-supported research institution, a private four-year college, a community college, and a secondary school is helping the PI and colleagues to perfect the design of these tools and to produce drafts for accompanying manuals to help instructors of multivariable calculus and algebra use the kit. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR McGee, Daniel David Lomen Dennis Ebersole Deborah Moore-Russo University of Puerto Rico Mayaguez PR Lee L. Zia Standard Grant 249992 7427 SMET 9178 9150 0000099 Other Applications NEC 0442374 April 1, 2005 Design and Development of an Internet Based Physical Laboratory Course within an Undergraduate Program. Engineering-Engineering Technology (58) The project is designing and developing an Internet based introductory digital electronics laboratory for engineering technology students. The project is using an Internet based facility where laboratory experiments, manufacturing processes, and industrial equipment are available for operation and control. The "hands-on" laboratory for distance learning provides students with an experience that is more like a traditional laboratory and is superior to simulation techniques. The project is identifying essential introductory electronics digital laboratory experiments that are being reconfigured into five independent modules for an on-line delivery that is remotely controlled. Modules that are being developed include logic circuits and gates; design and development of half-adder, full-adder, counter, and shift register; and design of digital circuits. Multiple experiments can be simultaneously accessed. To accomplish this goal, the project team is creating a suitable electronic platform that will hold electronic laboratory components, an interfacing system between the switching mechanism and a PC, a graphical user interface (GUI), and a Java-based software module that interacts between the GUI and the Internet. This approach is providing other investigators with a methodology that they can adapt to create remote Internet laboratories. Assessment of student learning is being conducted by comparing students who take the traditional laboratory and the students who take this remote laboratory. The nature of the software interface of the system is making it feasible to access existing commercially available course offering systems through URL links. The material is being disseminated through a website that is being maintained throughout the project. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Azad, Abul Xueshu Song Northern Illinois University IL Bevlee A. Watford Standard Grant 75000 7427 SMET 9178 0000099 Other Applications NEC 0442388 June 1, 2005 Collaborative Project: Developing a tutorial approach to enhance student learning of intermediate mechanics. There is a need among science students for increased conceptual and mathematical understanding in courses beyond the introductory level. Future scientists, future secondary science teachers, and future engineers who take these courses must create an effective bridge between the mathematical reasoning emphasized in most physics classes and the physical intuition that will guide their future work. Using past success as a template, the collaborating PI's are developing Intermediate Mechanics Tutorials, a set of at least 23 tutorials, including pencil-and-paper conceptual tutorials (15), mathematical tutorials (4), and computer-based tutorials (4), for the purpose of enhancing instruction in intermediate mechanics. Each tutorial is accompanied by a pretest (ungraded quiz), homework problems, and post-tests (exam questions). Tutorials are designed to allow flexible implementation in lecture, studio, laboratory, or seminar courses. Intellectual Merit: Tutorial materials act as supplements to (rather than replacements of) regular lecture instruction. Materials address specific difficulties students have when learning the physics. Having the materials in place allows for greater understanding of what student difficulties in intermediate mechanics are, as well as providing data about the difficulties. Physics education research (PER) data not only can enhance future versions of these materials but also can help instructors using other similar materials in their classes. Broader impact: A coherent set of materials is being created for teaching intermediate mechanics more effectively. These materials can reach future scientists, teachers, and future university faculty. The research-based development work can inform other ongoing PER investigations. Dissemination to interested physics faculty members can help them learn about and utilize innovative teaching methods. EXP PROG TO STIM COMP RES CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Wittmann, Michael University of Maine ME Warren W. Hein Standard Grant 55503 9150 7427 SMET 9178 9150 7427 0000099 Other Applications NEC 0116000 Human Subjects 0442393 March 1, 2005 A Proof-of-Concept Project for the Development of Laboratory Exercises and an Accompanying Electronic Laboratory Manual for a Course in Fire Behavior and Combustion. Engineering-Engineering Technology (58) The project is developing laboratory exercises and an accompanying electronic laboratory manual for a course in fire behavior and combustion for both associate and baccalaureate degree programs. The project is providing an opportunity to introduce students to scientific inquiry and is being developed in a constructivist fashion, which provides students to arrive at their own conclusions from conducting the experiments. The curriculum material is being developed from the existing knowledge base at the National Institute of Standards and Technology (NIST) and other research institutes such as the Southwest Research Institute (SwRI). Formative and summative assessments that include pre-testing and post-testing of student learning are being incorporated throughout the project to provide feedback to improve the process and create more effective curricular material. The institution's Engineering Technology Program is engaging in a multi-year project to increase the participation of underrepresented students in the fire safety and other technology programs. Community and technical colleges are being engaged in this collaborative effort in order to develop a unified educational structure and to beta-test the curriculum. Development of a CD and web access is providing a method through which institutions can access fire safety curriculum. The curriculum is being disseminated through conferences and is being made available through the Fire and Emergency Services Higher Education contortion, which includes about 250 institutions that offer fire related degrees. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Kimble, Jeffrey David Murphy Steven Woodall University of North Carolina at Charlotte NC Lesia L. Crumpton-Young Standard Grant 74999 7427 SMET 9178 0000099 Other Applications NEC 0442394 May 1, 2005 CCLI-EMD: Integrating Enterprise Decision-Making Modules into Undergraduate Industrial Engineering and Management Curricula. Organizations today have become process-focused, linking product development and order fulfillment across functions and across the globe. Integrated Enterprise Systems (ES) support this process orientation through cross-functional software applications built upon a common database. Companies need graduates who understand the process-wide benefits and risks of their decisions and who can use ES data effectively to make these decisions. In response, universities need to create process-oriented and data-rich educational experiences. We are developing five ES-based decision-making modules, a case linking these modules across courses, and a supporting database. For each module, students use the ES software and data to make decisions in a traditional course and to explore their decision's impact on product development and supply chain processes. Since each module is designed around a traditional decision, such as product design, taught in a traditional course, our approach introduces a flexible view of integration into engineering and management curricula without curriculum re-design, increasing the likelihood of adoption and further development at other institutions. We are testing these modules in two engineering and two management courses at WPI. Our evaluation measures whether these ES-based, active-learning modules increase students' comprehension of enterprise-wide decision-making and their ability to apply ES data to make decisions. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Strong, Diane Sharon Johnson Jamshed Mistry Worcester Polytechnic Institute MA Sheryl A. Sorby Standard Grant 74742 7427 SMET 9178 0000099 Other Applications NEC 0442398 May 15, 2005 Development of an Inquiry-Based Biology Lab Manual for Pre-Service Elementary and Middle School Teachers. This project is developing a lab manual for an introductory biology content course designed to meet the needs of pre-service elementary and middle school teachers (i.e., undergraduates in training to become K-8 teachers). The manual is based on content standards and pedagogical approaches specified in the "National Science Education Standards" (National Research Council, 1996) and "Benchmarks for Scientific Literacy" (American Association for the Advancement of Science, 1994). The intent is to instill in pre-service K-8 teachers, while they are undergraduate biology students, the confidence and background necessary to successfully teach science that is both standards- and inquiry-based when they enter their classrooms. The completed manual is to be published so as to reach a national audience. Intellectual Merit: This project creates an inquiry-based undergraduate biology lab manual that specifically addresses the needs of future K-8 educators. The project takes activities used nationally at the K-8 grade levels and scales them up to a level appropriate for first-year undergraduate biology students. The lab course gives pre-service teachers a rich experience with important concepts as well as familiarity with materials relevant to their chosen profession. Broader Impacts: Prototype versions of the lab manual are used, tested and evaluated in a pre-existing undergraduate biology course dedicated to pre-service teachers. The lab manual is developed with regional input from in-service teachers and undergraduate faculty, both those who have taught pre-service content courses before, and those who are new to the field. McGraw-Hill has expressed an interest in publishing the lab manual. Development of this manual facilitates the creation of undergraduate biology content courses or lab sections specifically designed for pre-service teachers in other institutions. EXP PROG TO STIM COMP RES CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Staddon, William Eastern Kentucky University KY Deborah E. Allen Standard Grant 72851 9150 7427 SMET 9178 9150 7427 0000099 Other Applications NEC 0442409 March 15, 2005 Using Physical Models to Enhance Biomolecular Education. Physical models, based on atomic coordinates and built using rapid-prototyping technology, are being used in combination with traditional educational materials to engage students in a meaningful exploration of the three-dimensional concepts of biomolecular structure. The students' use of these models is guided by supporting materials, including: (i) the "Molecule of the Month" web site, where for the past three years, a different molecular structure from the Protein Data Bank has been featured in a series of pages with concise text and compelling illustrations; (ii) a Chime tutorial that introduces students to the use of computer visualization tools; and (iii) structure files in the Protein Data Bank that are explored with these computer tools to further investigate the structure and function of each molecular topic. The intellectual merit of this project is the demonstration of physical molecular models as kinesthetic tools that engage students in an exploration of molecular structure, especially when used along with computer imagery. The broader impacts of the project arise from the use of the models in a variety of educational settings, and the involvement of pre-service and in-service teachers as well as biology undergraduates. CCLI-ADAPTATION AND IMPLEMENTA CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Herman, Tim David Goodsell Margaret Franzen Milwaukee School of Engineering WI Daniel Udovic Standard Grant 119872 7428 7427 SMET 9178 7428 7427 0000099 Other Applications NEC 0442420 January 15, 2005 Essential Concepts for Building Interactive Computer Graphics Applications. Computer Science (31) This project is refining course materials from a new top-down approach to teaching computer graphics and is developing ways to assist others in adopting this new approach. The approach is based on analyzing and implementing graphics applications with real-world complexity. It is motivated by students' interest in computer graphics because of their experience with graphics-based applications and their desire that their courses will be directly applicable. The intellectual merit of this project lies in facilitating a better understanding of fundamental computer graphics concepts in real-world applications, resulting in improvements of student motivation/retention with efficient learning. The broader impact of this project lies in creating a model for computer graphics courses in most existing IT/CS/Engineering degree programs that supports working adults in both self-learning the concepts and in practicing implementation of computer graphics applications. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Sung, Kelvin University of Washington WA Stephen C. Cooper Standard Grant 60479 7427 SMET 9178 0000099 Other Applications NEC 0442439 May 1, 2005 Mathematics Across the Community College Curriculum - MAC3. The project's workshops make mathematical literacy a more welcome and indispensable part of the two-year college curriculum in the United States. A goal is to create a mathematically literate society ensuring a workforce equipped to compete in a technologically advanced global economy. In the workshops, math and non-math faculty across the disciplines create, evaluate and modify projects that incorporate mathematics across disciplines. As a result, community college students throughout the nation are offered opportunities to deepen and reinforce the mathematics they learn in their math classes as well as understand its greater importance and application in their lives. Half-day regional workshops, four-day summer or winter institutes and traveling workshops support faculty, nationwide, in integrating mathematics into their curricula. A website supports a network of two-year college faculty involved and interested in the project and publishes classroom tested material. The project heightens awareness among two-year college faculty of the important role two-year colleges play in creating a numerate society. The project also creates and disseminates exemplary projects and courses that integrate mathematics into all disciplines and offers a support system for community colleges integrating math across the disciplines. CCLI-Phase 3 (Comprehensive) CCLI-NATIONAL DISSEMINATION DUE EHR Gilliland, Christie James Roznowski Rebecca Hartzler Deann Leoni Patrick Bibby American Mathematical Association of Two-Year College TN Herbert H. Richtol Continuing grant 699893 7493 7429 SMET 9178 9150 0000099 Other Applications NEC 0442446 May 1, 2005 Enhancing Engineering Mechanics Instruction with Interactive 3D Virtual Models. Engineering-Mechanical (56) This project is developing computer-based instructional modules for Statics and Mechanics of Materials, two core engineering courses that traditionally serve large numbers of students and disciplines. The work seeks to improve engineering education by addressing fundamental topics that are consistently difficult for instructors to teach and for students to learn - topics involving 3D geometry. The project uses 3D rendering and animation software to produce instructional modules in which the user manipulates virtual 3D objects in much the same manner as they would physical objects. To assist instructors, classroom teaching modules and a 3D modeling tool are being developed that enable instructors to realistically depict three-dimensional engineering objects, including the external forces acting on them and the internal responses to those external forces, as these topics are being explained during lectures. For students, the courseware provides meaningful exercises using the same 3D virtual models that the instructor uses in class. Further, an online 3D modeling tool with real-time voice and text collaboration provides students with a means to communicate on-line with peers or instructors in seeking answers to their questions. Educational evaluation and research constitutes a major component of this project. This research includes the detailed exploration of learning and instructional design variables and the utilization of multiple methodologies and measurement tools. The research will produce important insights into basic cognitive and educational issues that underlie learning by means of innovative software. The project is engaging a wide variety of institutions in the development and testing of the material. A CoPI is located at the University of Oklahoma Norman Campus, instructors at Pellissippi Community College will assess the effectiveness of the material at the community college level, and ten additional instructors at different institutions will be engaged to beta-test the curriculum and provide feedback. The computer-based instructional modules developed in this project are integrated with in-class demonstration activities that are being developed through another NSF funded project by Kris Wood at the University of Texas Austin and Dan Jensen at The Air Force Academy. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Philpot, Timothy Kurt Gramoll Richard Hall Missouri University of Science and Technology MO Lesia L. Crumpton-Young Standard Grant 398135 7427 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0442450 February 1, 2005 Integrating Sonification into Calculus Instruction. Mathematical Sciences (21) Sonification is use of non-speech audio to convey information. One widely known and successful application of sonification is the Geiger counter, which represents the intensity of radiation by the tempo of the audible clicks. Sonification is finding new applications across several disciplines and offers another way to communicate, demonstrate, and discover mathematics. Sonifications are not limited to pitch, but include other properties of sound including volume, timbre, and tempo. The primary goal of this proof-of-concept project is to integrate sonification into a one-semester calculus class. It builds on calculus reform efforts that emphasize multiple representations of mathematics including numerical, graphical, analytical, and oral or written representations. Thus the Rule of Four is being expanded to the Rule of Five. Secondary goals of the project include teaching students how to interpret sonifications, identifying design principles for mathematical sonifications, and engaging mathematics, mathematics education, and computer science students in undergraduate research in sonification. Intellectual Merit: Sonification offers an important new method for engaging students who grew up in a multimedia environment. Many students have difficulty completing calculus successfully, and using sonification with the Rule of Four enhances conceptual understanding. The project is developing resources for use in teaching interpretation of sonifications in a laboratory setting and then testing them in classrooms. Broader Impacts: This project is exposing the mathematics community to the use of sonifications in the teaching of calculus. Because properties of functions are central to mathematics, the instructional materials are useful across the mathematics curriculum (e.g., precalculus, algebra, statistics, mathematics for liberal arts majors, and mathematics for preservice teachers.) The project also offers mathematics and computer science majors accessible problems for undergraduate research, and provides students who cannot use graphics because they are not visual learners or are visually impaired a new channel for mathematics communications and discovery. The manuals and accompanying sound files and software are available on the Web and CD. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Hetzler, Steven Robert Tardiff Salisbury University MD Ginger H. Rowell Standard Grant 74998 7427 SMET 9178 0116000 Human Subjects 0442488 May 1, 2005 Bringing Relevance to Earth Science Introductory Curricula through Images Showing Human/Landscape Interaction. To increase student interest in Earth Science, this project is developing four learning modules that teach fundamental concepts in Geology by demonstrating their relevance to society. The catalyst for this work is a 10,000+ image collection of current and historical photographs contained in the NSF-supported Landscape Change Program digital archive. The project objective is to demonstrate that student interest and learning increase when Earth Science is taught and learned visually in the context of the human experience. The outcome of this work will be students who recognize the relevance of Earth Science as a discipline and its ability to inform debate on a variety of pertinent societal issues. The intellectual merit of this project lies in the developing, testing, and evaluating of four instructional modules, each focused on different ways in which the Earth and people interact. Each module includes image-rich interactive web-based introductory learning tools as well as a PowerPoint template and accompanying active learning exercises for use in the classroom. This project targets the Earth Science (Geology and Geography) student population at the advanced high school and introductory college level in order to make the broadest possible impact. Collaborations with other institutions and with the University of Vermont Center for Teaching and Learning assure that the materials we develop are tested using a cross-section of the student population. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Bierman, Paul Christine Massey University of Vermont & State Agricultural College VT Jill K. Singer Standard Grant 75000 7427 SMET 9178 9150 7427 0000099 Other Applications NEC 0442490 April 1, 2005 Teaching Biodiversity Conservation: The Network of Conservation Educators and Practitioners. To address the problem of a lack of resources that capture the potential of Biodiversity conservation to serve as a base for interdisciplinary, inquiry-based learning, The Network of Conservation Educators and Practitioners (NCEP-US), a partnership among the Center for Biodiversity and Conservation at the American Museum of Natural History, the State University of New York's College of Environmental Science and Forestry, and the University of Maine linking faculty, graduate students, and undergraduates with practicing conservation professionals, is generating a set of classroom-tested, inquiry-based learning materials to add to the 46 currently in preparation under a previous CCLI grant, DUE-0127506. The current project continues and expands this collaboration by: (1) developing and field-testing 25 additional modules in cooperation with a diverse group of faculty and students. (2) developing a new module component of "case studies," incorporating recent developments in research on active learning; (3) promoting classroom use of the modules, along with active learning and teaching techniques, through workshops at the meetings of professional societies associated with conservation and ecology; and (4) expanding current teacher-centered evaluation strategy to include student assessment of learning gains (SALG). Materials are being developed in a workshop setting. Intellectual merit: Biodiversity conservation is a globally significant issue, and the accelerated loss of plant and animal species brought on by human activities has heightened the need for well-trained environmental professionals. This project addresses this need by providing up-to-date, flexible resources for improving teaching in biodiversity conservation through inquiry-based exercises for laboratory, field, or classroom use. Broader impacts: While this project is directed primarily toward undergraduate faculty and students, the material developed as part of this project is useful to diverse audiences, including secondary school faculty and students, and professionals and managers working with biodiversity issues. Efforts are being made to include a significant number of faculty from minority-serving institutions. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Sterling, Eleanor Nora Bynum James Gibbs Malcolm Hunter American Museum Natural History NY Terry S. Woodin Standard Grant 446069 7427 SMET 9178 7427 0000099 Other Applications NEC 0116000 Human Subjects 0442497 September 1, 2005 Online Ocean Studies: National Dissemination with Collegial Professional Development Activity for Undergraduate Faculty in Minority-Serving Institutions. The American Meteorological Society (AMS), in cooperation with the National Oceanic and Atmospheric Administration (NOAA) and an Advisory Board of Minority-Serving Institution (MSI) faculty members, is providing professional development for faculty members from 75 minority-serving institutions (MSIs) who are implementing Online Ocean Studies. Online Ocean Studies is a turnkey distance-learning course developed by the AMS that is partially delivered by the Internet. The course and the project embody a model of continuous faculty development through a unique local-national teaching partnership. The goal of the project is to increase minority student participation in science, mathematics, engineering, and technology (STEM) while simultaneously promoting the widespread teaching of the introductory college-level oceanography course. The project addresses the acute need to attract minority college students to STEM studies, particularly in the ocean sciences. Participating faculty (from 25 MSIs per year for 3 years) attend a 5-day workshop at NOAA and university oceanographic facilities plus a 3-day workshop treating science content and pedagogical issues held at the AMS Annual Meeting each January. The intellectual merit of the course is based on the implementation of an Earth system approach to the teaching of oceanography, which emphasizes the use of real world and near real time oceanographic data delivered via the Internet. The broader impacts of the proposed project are based on increasing student access to high-quality learning experiences with the goal of spurring student interest in STEM. The goal is to make possible the offering of an introductory college-level oceanography course at hundreds of undergraduate institutions not currently offering an oceanography course-especially those institutions with substantial numbers of students from groups traditionally underrepresented in STEM. Online Ocean Studies models a delivery system and teaching partnership possessing significant potential for other course applications, especially in those disciplines that rely on the Internet to deliver observational data streams. CCLI-NATIONAL DISSEMINATION INSTRUCTIONAL MATERIALS DEVELP DUE EHR Brey, James Joseph Moran Ira Geer Robert Weinbeck American Meteorological Society MA Jill K. Singer Standard Grant 749955 7429 7355 SMET 9178 0000099 Other Applications NEC 0442513 May 1, 2005 An Interactive Approach to Formal Languages and Automata with JFLAP. Computer Science (31) Almost all Formal Languages and Automata (FLA) textbooks present theoretical material in a formal manner with little visualization and no feedback. This project is developing an innovative way of teaching FLA that uses the JFLAP instructional software tool to explore abstract concepts while learning the formal theory. It is also evaluating JFLAP's effectiveness through an extensive study. The goal is to show that when using JFLAP in addition to the formal theory, students gain a better and deeper understanding of FLA. Intellectual Merit: The material developed in this proposal is providing an interactive, discovery-based approach to learning. Students can receive immediate feedback on problems, and solve types of problems that are difficult to do with pencil and paper. Broader Impacts: This project is working with 11 institutions, four of which are minority non-PhD granting institutions. Its approach gives students a more hands-on approach to learning this theoretical material. JFLAP lets faculty relate the more theoretical FLA course to other computer science courses by addressing similar issues such as testing, debugging, and run time analysis. Dissemination includes enhanced software, a JFLAP user manual, a hands-on textbook, an online teacher's guide, papers, and four faculty workshops at conferences. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Rodger, Susan Duke University NC Victor P. Piotrowski Standard Grant 359440 7427 SMET 9178 0116000 Human Subjects 0442531 July 15, 2005 National Dissemination of Multimedia Case Studies that Bring Real-World Issues into Engineering Classrooms. Engineering students are increasingly being asked by potential employers to demonstrate "soft" skills (such as problem solving and business skills) in addition to their "hard" technical skills. Reflecting these expectations, the Accreditation Board for Engineering Education (ABET) has defined a set of accreditation criteria (3a-k) which identify 11 outcomes expected of engineering graduates. The Laboratory for Innovative Technology and Engineering Education (LITEE) team at Auburn University obtained funding from the NSF and, working with industrial partners, has developed multimedia case studies to address these expectations. These case studies make it possible for students to visualize the problem posed in the case study and work in teams as they play the roles of concerned engineers and managers. In class presentations, students present solutions to the problem and defend them. Evaluation data shows that implementing LITEE case studies in classrooms improves the higher-level cognitive skills of students, stimulates teamwork, and satisfies the majority of the ABET 3a-k criteria. Experience gained from disseminating the case studies through the earlier NSF CCLI grants, as well as reports from others, shows that there are many significant challenges in introducing multimedia case studies into engineering classrooms. Some of the challenges are: changes in the role of the instructor, apprehension about using innovative materials, difficulties in evaluating and testing students, and training students to engage in effective team work. The goals of this project will be to provide faculty members with hands-on experience of working in teams, explain case study teaching strategies, connect STEM theories to the real-world problems discussed in the case studies, and demonstrate how the LITEE case studies can help meet the ABET accreditation criteria. A partnership with a group of 17 engineering/technology faculty members and 1 high school teacher, 2 experts in engineering education, and a few industry engineers/managers has been formed. These partners will play a key role in validating the concept and value of disseminating LITEE case studies to students and training other faculty members. In this project, the partners will work with LITEE through a national conference and two regional workshops. One outcome of the project is that about 25 of the faculty members will adapt and implement LITEE case studies in their classrooms. The second outcome of the project will be to bring real-world problems to classrooms and thus stimulate interest to pursue engineering education for over 750 students. This project will improve the way students learn important STEM principles by integrating soft and hard skills, provide students with real-life, comprehensive experiences in engineering, make the curriculum more interesting, and enable engineering educators to successfully meet many of the ABET accreditation criteria. CCLI-Phase 1 (Exploratory) CCLI-NATIONAL DISSEMINATION CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Raju, P. Chetan Sankar Auburn University AL Sheryl A. Sorby Standard Grant 239990 7494 7429 7428 SMET 9178 9150 0000099 Other Applications NEC 0442536 April 1, 2005 DEVELOPMENT OF QUANTITATIVE GEOGRAPHY CURRICULUM BASED ON NUMERIC VISUALIZATION. This project is developing a geography curriculum using visualization to overcome students' fear of quantitative methods. It presents numerical concepts in a concrete, visual format rather than a more abstract equation-based format that is difficult for many students to comprehend. The project emphasizes graphic representation and student-based learning. By focusing on graphically-based examples and illustrations in lectures, and requiring heavy use of graphics in student exercises, students can gain a firm conceptual understanding of quantitative procedures. Student-based learning is fostered by using an open-classroom environment equipped with high-end-graphics computers and software to facilitate students' engagement and interactions. The project is developing a two-term quantitative methods course sequence. The first course focuses on fundamental numeric data concepts (scales of measurement, sampling, probability), descriptive statistical methodologies, and principles of sound graphic design, construction, and communication. The second course deals entirely with inferential statistical analysis techniques. The curricular materials are being developed at Portland State University (PSU), a large, diverse urban campus. The proposed research has potentially broad impacts outside of PSU, and we will achieve national dissemination through paper presentations, published articles, workshops, and web-based distribution. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Chang, Heejun Joseph Poracsky Teresa Bulman Portland State University OR Myles G. Boylan Standard Grant 74956 7427 SMET 9178 0116000 Human Subjects 0442574 February 15, 2005 The Linear Algebra Project. Mathematical Sciences (21). This proof-of-concept project is developing classroom materials and an instructor's guide to support a linked pair of courses for prospective mathematics teachers. One course is a standard linear algebra offering for both mathematics majors and pre-service teachers, and the companion course introduces students to Action-Process-Object-Schema (APOS) theory as applied to the learning of linear algebra. The pair of courses model the cognitive issues that the prospective teachers might face in their own subsequent careers, and present the students with opportunities to practice probing a learner's understanding of conceptual material. Pilot testing is underway at two sites using a team-teaching approach. An advisory group of faculty from the Research in Undergraduate Mathematics Education community is assisting in the evaluation aspects of the project. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Cooley, Laurel William Martin CUNY Brooklyn College NY Lee L. Zia Standard Grant 74999 7427 SMET 9178 0000099 Other Applications NEC 0442581 July 1, 2005 OPTIC: Open Physics Technology for Interactive Curricula. The OPTIC project is developing new upper-level physics curricular material by combining computational physics expertise with interactive engagement teaching techniques that have been developed and tested for introductory physics. Intellectual Merit: Teaching and learning in upper-level physics has received less attention than in introductory physics. In addition, current research topics have only been integrated slowly into these courses in a meaningful way. This project combines curriculum innovation and design with recent progress in computational and theoretical physics and physics education research to address upper-level physics. Broader Impact: The OPTIC project impacts physics education nationwide by collaborating with an already-funded National Science Digital Library (NSDL) project. New material is useful in at least three ways: (1) as a basis for undergraduate work in traditional courses; (2) for developing new material based on current topics such as biological physics and non-equilibrium statistical physics that are usually accessible only to graduate students and researchers; and (3) as useful material for student research projects. The material is XML-based and is being integrated into digital libraries for local, national, and international dissemination. CCLI-EDUCATIONAL MATERIALS DEV S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Christian, Wolfgang Jan Tobochnik Harvey Gould Mario Belloni Anne Cox Davidson College NC Duncan E. McBride Continuing grant 450000 7427 1536 SMET 9178 0000099 Other Applications NEC 0442582 July 15, 2005 What Happened? A Vertically Integrated Engineering Case Study Based on Wind Turbines. A modular vertically integrated (longitudinal through the four year program) multidisciplinary (seen in classes in different departments) case study is being developed based on a single project that includes problems that are easily incorporated into lower and upper division engineering courses. The case study problems increase in complexity with the student's engineering skill set allowing students to develop synthesis skills as their education advances. The modules provide an opportunity for students to address larger problems than encountered in typical textbooks and to see the project multiple times from multiple perspectives. The goals of this case study program are: increase interest (and retention) in engineering studies, advance the student's ability to work at higher cognitive domains and integrate the case study as a way to introduce students to the multidisciplinary aspect of design development. The project is developed around the design and operation of wind turbines. The project approach consists of three elements. First, case study modules are developed. Second, the case studies are piloted simultaneously at the University of Wyoming, Laramie County Community College and Western Wyoming Community College. Third, extensive assessments are conducted to evaluate the effectiveness of the case studies to meet the project goals. The project includes a significant project assessment activity to assist faculty and other engineering programs to adopt the integrated concept. The assessment component constitutes approximately 40% of the sponsored faculty time commitment. The assessment is to be conducted in five steps: problem learning objectives, class evaluations, focus groups, centralized tracking, and electronic portfolios. The broader implication of this research is two fold. First, the modular program structure allows adoption to be incremental rather than curricula wide. Thus, trials at other schools become easier to implement. Second, the evaluation program provides instructors with the best practices for adoption of the case studies in their own classes. Complementing the technology, a MS student in History develops the historical model of wind turbine development, thus creating a cross over between the Arts and Science College and the College of Engineering. Undergraduate engineering students are helping to develop the engineering master module and are involved in proof testing problems prior to sending them to the classroom. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Dolan, Charles University of Wyoming WY Sheryl A. Sorby Standard Grant 92459 7427 SMET 9178 9150 0000099 Other Applications NEC 0442589 April 1, 2005 Undergraduate Engineering Laboratory for Quantitative Analysis and Design of Molecular and Cellular Systems. Our team is adapting an innovative approach towards implementing an undergraduate laboratory, by simultaneously developing and applying engineering tools towards manipulating, controlling, and utilizing molecules and cells. Design themes are being integrated throughout the laboratories to facilitate students to connect life sciences concepts with engineering principles. We are developing a web-based component for this course in order to enable the students from varying levels of preparedness to achieve the level of integration necessary to be successful in this fundamental course. We are constructing a website with three web modules: i) a virtual laboratory bench; ii) quantitative and statistical analysis; and iii) biomolecular structure, function, and applications. Once the website is complete we will make it accessible to every university and program, including those with limited resources for wet-laboratories, and dramatically extend the impact of this Purdue activity to benefit the broader scientific and educational community. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Ivanisevic, Albena Sherry Voytik-Harbin Ann Rundell Andrew Brightman Purdue University IN Sheryl A. Sorby Standard Grant 75000 7427 SMET 9178 0000099 Other Applications NEC 0442590 January 1, 2005 Mathematics for Elementary Teachers: Project MET. Mathematical Sciences (21) Mathematics content courses for prospective elementary teachers are often taught in traditional lecture format by mathematics faculty members with little knowledge of state and national curriculum standards or of effective pedagogy at the elementary level. In recent years, collaboration with area elementary teachers has led to significant reform of that coursework. Collaborative learning, manipulatives, math games and math lessons through children's literature have put the mathematics in context and made the content course more meaningful for the prospective teachers. A particular success is the Pen Pal program, which pairs prospective teachers with elementary students for a weekly exchange on the mathematics each group is studying. Building on this success, Project MET is creating and testing a model for collaboration between mathematics faculty, education faculty and public school teachers in developing and teaching mathematics content courses required for elementary school teacher preparation. Major objectives of the project include increased participation by mathematics research faculty and more effective instruction in the content courses. In addition to the development of an additional course in the sequence, and the cooperative teaching of selected topics, Project MET is creating summer workshops for new instructors, a Faculty Resource Kit, a Peer Leader program, an expansion of the Pen Pal program, an Education Laboratory Classroom and joint research projects. Intellectual Merit: As a multi-faceted, proof-of-concept initiative, Project MET is conducting a scientific assessment of the effectiveness of the various program activities. The impact on the prospective teachers who come through the content courses is being measured on both a short-term and long-term basis. The effect on the attitudes and mathematical understanding of the children who participate in the Pen Pal program are also being evaluated. The assessment results are presented in the form of publishable research in mathematics education. In addition, the intellectual contributions of Project MET will be presented in a very tangible way in the Faculty Resource Kit. Broader Impact: The propagation of the new two mathematics course sequence begins with the eight campuses of the University of South Carolina, through system-wide meetings of mathematics faculty. The next stage of dissemination involves workshops at state and national conferences. In addition, a Website is being developed, making the Faculty Resource Kit and other information available online. The Faculty Resource Kit is being distributed in print form at conferences and upon request. As a model for collaboration, the Project MET is being extended to the mathematics coursework for the new middle school program, and provided to other departments charged with developing courses for prospective middle school teachers. Beyond dissemination to the college system and to departments of mathematics and others in higher education involved in teacher preparation, Project MET has an impact on school renewal in South Carolina. The greater impact of Project MET is increased mathematical enthusiasm, understanding and competence of generations of children taught by graduates of the university's teacher preparation program. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Johnson, George Mary O'Leary Debra Geddings University South Carolina Research Foundation SC Daniel P. Maki Standard Grant 74921 7427 SMET 9178 9150 0000099 Other Applications NEC 0442600 June 1, 2005 Digital Signal Processing with Field Programmable Gate Arrays -- An Undergraduate Prototype Course with Companion Lab. The project is developing an undergraduate course on Digital Signal Processing (DSP) with Field Programmable Gate Arrays (FPGA) that includes laboratory experiments. The course presents the most important DSP algorithms appropriate for an undergraduate course and requires no extensive Hardware Description Language (HDL) or DSP knowledge as a prerequisite. Students are learning to develop DSP systems in real world settings with real world problems and state-of-the-art equipment and tools. The investigators are making all material, including online quizzes and tests, available through the Blackboard learning system. This web-based access enables a continuous information flow between students and the material developers, and it facilitates the use and evaluation of the material by other instructors and industrial advisors. By providing students with a relevant "hands-on" design experience using state-of-the-art equipment in this very important emerging field, the investigators hope to enhance the retention of the large number students from underrepresented populations in their program. Outside evaluators from academia and from industry are ensuring that the appropriate topic, tools, and procedures are being covered. Students are evaluating the material using the University's course evaluation process and student learning is being evaluated using student exit surveys, focus group evaluations, and alumni surveys. The investigators are planning to disseminate their work via journal publications and major conferences presentations. In addition, faculty members from four other institutions are committed to use the material in courses at their institutions. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Meyer-Baese, Uwe Reginald Perry Anke Meyer-Baese Florida State University FL Russell L. Pimmel Standard Grant 74980 7427 SMET 9178 0000099 Other Applications NEC 0442603 February 15, 2005 Broadening Soil Science Education Through On-line Lessons. Soil science has traditionally looked to students in agricultural science as its primary audience and failed to demonstrate the relevance of soil science to students from other disciplines. This project is developing a set of interactive web-based lessons on the origins, development, and properties of soils for use by undergraduates. These freely available lessons are portable and can easily fit the instructional objectives of many Geoscience and Environmental science disciplines. The approach is intended to teach fundamental concepts that are critical for students to understand in introductory college-level science courses, while still underpinning the instructional objectives of advanced science courses. The lessons are being developed using case studies or problems in areas such as ecology, geology, geography, and environmental sciences and are directly integrated with the same principles or concept lessons. Application of soil science to case studies in various disciplines will enhance student appreciation for the importance of soil science in their field of study. These technology-enhanced lessons are being evaluated for student learning of soil concepts in various disciplines, as well as for enhanced intellectual engagement, recruitment, and retention of students in the earth sciences. This project is multi-institutional (University of Nebraska, Oregon State University, Colorado State University, Trinity College Pennsylvania) and inter-disciplinary (Soil Science, Geology, Environmental Science, Ecology), and thus, will benefit a broad population of students. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Mamo, Martha James Ippolito Dennis McCallister Timothy Kettler University of Nebraska-Lincoln NE Jill K. Singer Standard Grant 74869 7427 SMET 9178 9150 7427 0000099 Other Applications NEC 0116000 Human Subjects 0442614 July 15, 2005 EMD Full-Scale Development: An Active Learning Approach to Mechanics of Materials Using Hands-On Activities, Written Content, and Multi-Media Courseware. Engineering-Mechanical (56) The project is developing active learning products (ALP) for Mechanics of Materials courses to create an effective teaching/learning environment for students with different learning styles and needs. ALP products include: (1) active learning aids for the classroom (for example hands-on activities), (2) web/CD content (for example interactive multimedia) and (3) written content in the form of ALP modules for a textbook. The project is unifying, assessing, and disseminating these materials for direct and efficient implementation by educators. Active learning methodologies and procedures are based on the Kolbe Cycle of learning that includes (1) active experimentation, (2) concrete experience, (3) reflective observation and (4) abstract hypothesis and conceptualization. Assessment of student learning is based on their development of critical thinking skills. The project is building upon prior, award-winning work that was developed collaboratively by the PI and CoPI at their home institutions, the University of Texas and the United States Air Force Academy. Faculty members from Austin Community College are determining how the material can be adapted and transferred to a community college environment. Broader impacts from the project include direct collaboration with the University of Missouri-Rolla, which is developing CD interactive curriculum for the same course. Materials from each project are being created so that they can be integrated into a coherent package. The approach is providing a model for developing teaching aids in Mechanics of Materials as well as other engineering subject matter. National dissemination of the materials is through commercial publishing, commercial web sites, and links to MSC finite element software. Workshops to train faculty to use these techniques are being developed and are being implemented as the project matures. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Wood, Kristin University of Texas at Austin TX Lesia L. Crumpton-Young Standard Grant 277114 7427 SMET 9178 0000099 Other Applications NEC 0442618 July 15, 2005 Collaborative Project: Sustainability Science and Engineering Education. (99) The Center for Sustainability Science and Engineering Education (SSEE), which is a consortium of universities comprised of Carnegie Mellon, University of Texas at Austin, and Arizona State University, is: (1) conducting workshops for engineering faculty across the U.S. that are disseminating SSEE materials and enhancing the educational process in this discipline; (2) developing a web site of peer-reviewed educational material on this topic that can grow over time as more materials are developed world-wide; and (3) assessing the educational materials, workshops, and use of the web site to enable continual improvement. All branches of engineering are both contributing educational materials and using the materials in courses. Furthermore, a variety of schools, such as research universities, community colleges, teaching institutions, and schools with individuals of diverse backgrounds are benefiting from the infrastructure developed in this project. CCLI-Phase 3 (Comprehensive) CCLI-NATIONAL DISSEMINATION DUE EHR Davidson, Cliff Chris Hendrickson David Allen Braden Allenby Carnegie-Mellon University PA Lesia L. Crumpton-Young Continuing grant 1348000 7493 7429 SMET 9178 0000099 Other Applications NEC 0442629 April 15, 2005 Spreadsheets Across the Curriculum. Interdisciplinary (99). This project is creating a set of instructional spreadsheet modules that connect mathematics to nonmathematical contexts to support the diffusion of Quantitative Literacy throughout the curriculum. Each module addresses a topic in a particular discipline by posing a problem that students must figure out how to solve by applying mathematics. In the process they are also challenged to design and define the spreadsheet calculations that are needed. The intellectual merit of this full development effort includes its grounding in an earlier "proof-of-concept" project, DUE 0126500, "Spreadsheet Exercises in Geological-Mathematical Problem Solving." This initial work sparked interest at the Washington Center for Improving the Quality of Undergraduate Education. Now a major partner in this full project, the center is facilitating the engagement of a large community of faculty in creating, editing, curating, and disseminating these modules. Evaluation includes pre- and post-use testing of student learning and attitudes at various institutions together with site visits, focus groups, and in-depth studies of selected students as part of a robust study to determine how problem-solving using such spreadsheet-based modules affects student learning. In promoting Quantitative Literacy, this project is having a broad impact by developing habits of mind in future citizens to engage quantitative material in relevant contexts. Working through a statewide network offers a model that is transportable to other states and regions. CCLI-Phase 1 (Exploratory) CCLI-Phase 2 (Expansion) CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Vacher, Henry University of South Florida FL Lee L. Zia Standard Grant 513177 7494 7492 7427 SMET 9178 7427 0116000 Human Subjects 0442630 July 1, 2005 CAUSEway: Workshops for Navigating the Terrain of Undergraduate Statistics. The Consortium for the Advancement of Undergraduate Statistics Education (CAUSE) is holding a series of professional development workshops over a four-year period in undergraduate statistics education. These workshops are accompanied by corresponding follow-up activities. The purpose of the workshops and activities is to help colleges and universities develop statistics courses and programs, and to have a significant impact on infusing the most current successful innovations in statistical methods, practice, and pedagogy into the teaching of statistics. The three target groups are: teachers of undergraduate introductory statistics courses; mathematics and mathematics education faculty who teach statistics content to pre-service K-12 mathematics teachers; and departments and statisticians who have or potentially can have undergraduate statistics programs. CCLI-NATIONAL DISSEMINATION DUE EHR Pearl, Dennis Deborah Rumsey Mark Jenness Jacqueline Miller Brian Jersky Ohio State University Research Foundation OH Daniel P. Maki Standard Grant 900000 7429 SMET 9178 0000099 Other Applications NEC 0442637 May 1, 2005 Integrating Ethics Into the Database Curriculum. This proof-of-concept NSF CCLI-EMD project, "Integrating Ethics into the Database Curriculum," is developing a set of privacy modules to be used by computer science educators in the introductory database theory and design course. Building on the recommendations of ACM/IEEE Curricula 91 and 2001 and the NSF-funded ImpactCS project, this project helps to sensitize undergraduate computer science students to database privacy issues by providing computer science educators with the resources and support necessary for the inclusion of ethics coverage in their database classes. The instructional material under development includes classroom exercises, student assignments and examination questions that apply ethical theory to the analysis and resolution of privacy issues that arise naturally at each stage in the database development process. The modules are to be introduced systematically throughout the course, providing students with the experience of addressing privacy concerns throughout the development of a database. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Appel, Florence Saint Xavier University IL Victor P. Piotrowski Standard Grant 59282 7427 SMET 9178 0000099 Other Applications NEC 0442660 July 1, 2005 Disseminating Experiments in Economics with the Econport Digital Library. Economics (82) Economics is a critical component of the undergraduate curriculum, and the integration of experiments into economics courses has proven beneficial in helping students to learn microeconomics principles. Such experiments enable undergraduates to reflect on their responses to economic incentives and on the role of institutional arrangements, thus gaining a deeper understanding of economic models than they have acquired using less-interactive learning environments. However, many institutions lack the resources to develop their own dedicated experimental economics facilities. Building on work to develop EconPort, an economics digital library, this project is undertaking a national effort to disseminate experiments to hundreds of instructors from a diverse set of two- and four-year colleges around the country. Instructors learn about the experiments, and how to integrate them into their courses, at workshops that are held primarily in conjunction with economics conferences around the country. Formative project evaluation is informing the development and presentation of the workshop materials; summative evaluation addresses the efficacy of the workshops and how the use of economics experiments shapes successful teaching strategies. CCLI-NATIONAL DISSEMINATION DUE EHR Cox, James Daniel Zeng James Swarthout Steven Gjerstad University of Arizona AZ David J. Mcarthur Continuing grant 382395 7429 SMET 9178 0116000 Human Subjects 0442684 June 1, 2005 Wavelets and Applications: A Multi-Disciplinary Undergraduate Course With an Emphasis on Scientific Computing. Mathematical Sciences (21). This project is developing a multidisciplinary undergraduate course, "Wavelets and Applications," accessible to students who have completed Calculus I, II and linear algebra. Supporting materials in the form of a text, computer labs, and final projects are being created. The course is designed to use the many applications of wavelets to data and signal compression as motivational examples. Thus it begins with an introduction to discrete wavelet transforms using a filter design approach that builds on knowledge of linear algebra. Implementations of different discrete wavelet transforms permit the use of basic scientific computing methodology. This helps lay the groundwork for the study of elements of classical theory and construction of more general wavelet transformations in the latter part of the course. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Van Fleet, Patrick University of St. Thomas MN Lee L. Zia Standard Grant 74505 7427 SMET 9178 0000099 Other Applications NEC 0442686 July 15, 2005 Edutainment Distributed Virtual Reality To Enhance Engineering Scheduling Pedagogy. Engineering-Engineering Technology (58) This proof-of-concept project is developing a scheduling edutainment prototype that engages students in both educational and entertaining experience that uses a Distributed Virtual Reality (DVR) environment. The process is coupling 4D CAD with interactive gaming pedagogy. The DVR is developing students' ability to do effective time sequencing (scheduling) in architecture, engineering and construction processes. The approach is supported by a number of recent reports in the literature as well as experiences of other institutions in the use of 4D CAD and DVR. The curriculum is being structured to meet the needs of women and underrepresented classes of students. Jones County Junior College is engaging collaboratively in the project to coordinate the major meetings of the multidisciplinary research team, help develop a detailed implementation plan, prepare the set of drawings and specifications for the edutainment DVR prototype, assist in the development of the 3D models, implement the initial testing of the edutainment DVR at the JCJC campus and assess the effectiveness of the prototype in their classrooms, and prepare strategies and methods to disseminate the DVR prototype to high schools and other community colleges. Assessment strategies include using pre-post tests to determine students' conceptual understanding of the material and development of their higher order thinking skills. Results are being compared between students taking the traditional class and those using the DVR edutainment curriculum. Surveys are being used to assess student motivation and the usability of the DVR edutainment. The material is being disseminated through papers and presentations at a wide variety of professional conferences. EXP PROG TO STIM COMP RES CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Sulbaran, Tulio University of Southern Mississippi MS Lesia L. Crumpton-Young Standard Grant 99999 9150 7427 SMET 9178 9150 0000099 Other Applications NEC 0442690 March 15, 2005 Producing Interactive Web-Based Animations for Introductory Cell and Molecular Biology. This project involves the design of a prototype interactive animation to be used in the on-line tutorials for introductory cell and molecular biology classes. The prototype being developed simulates oxidative phosphorylation, a process that involves many molecular mechanisms and that can be manipulated experimentally at the cellular level. The animation promotes independent exploration and experimentation through a built-in feature that allows a student to manipulate cellular conditions, or add a pharmacological agent, and observe the changes to the simulated process. The intellectual merit of the proposed interactive animation is the inclusion of three features not commonly found in other animations. First, the animation is interactive and allows the student to manipulate many of the parameters of the simulation through a virtual experimentation feature. Second, the animation includes review and challenge questions, for which a student receives immediate feedback, designed to monitor his or her understanding and to reveal any misconceptions. Third, the instructor is able to track the student's use of the animation and therefore, its utility in deepening the student's understanding. Furthermore, the interactive animation is flexible in design so that the content can be modified to accommodate a range of students with different backgrounds, including both biology majors and non-biology majors. This interactive animation on oxidative phosphorylation has broad impacts because it is available through a cooperative entity for use by instructors at other locations around the country. Importantly, the system is scalable; although initially centered at the developer's institution, the programming architecture allows it to be expanded, in future years, into a distributed network of unlimited size, with interconnected nodes spanning the country. The ability of the system to capture and process data about the learning progress of students (coupled with the ability to provide constant feedback to both the student and instructor) has the potential to effect a fundamental change in how courses are taught, and how students approach learning. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Siegfried, Esther Richard Cyr Pennsylvania State Univ University Park PA Daniel Udovic Standard Grant 75000 7427 SMET 9178 7427 0000099 Other Applications NEC 0442691 February 15, 2005 Producing Interactive Web-Based Animations for an Introductory Biology Course. This project provides high quality interactive web-based tutorials for students to use outside of class in order to learn basic concepts in general biology. The tutorials use animations that dynamically illustrate important principles of biology. Success in this endeavor allows an instructor to use class time in more innovative and interactive ways. Additionally, these interactive animations are sometimes used by the instructor during class time to help draw the students' attention to important aspects of the illustrated phenomena, and to challenge students to think critically about the processes, since they require the students to synthesize ideas and formulate questions that reinforce important concepts. The animations are embedded within the tutorial framework so instructors can take advantage of available reporting features. Intellectual merit: These animations help students investigate the nature of feedback loops in biological regulation at multiple levels of biological organization. Additional animations investigate the consequences of metabolic poisons in cellular respiration. Assessments of the animations include documentation of gains in student learning (as measured by test performance) and a study of HOW students are using the animations. An important aspect of the tutorials is reporting features that provide students and instructors with information on student progress and behavior. Broader impacts: The animations and tutorials are distributed nationally through BioCoop, a cooperative to recognize authors appropriately as well as disseminate the materials nationally. McGraw-Hill Higher Education is interested in developing licensing arrangements with BioCoop. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Woodward, Denise Richard Cyr Pennsylvania State Univ University Park PA Deborah E. Allen Standard Grant 75000 7427 SMET 9178 7427 0000099 Other Applications NEC 0442702 January 1, 2005 CCLI-EMD: Topic Maps-based Courseware to Support Undergraduate Computer Science Courses. Computer Science (31) This project uses the new ISO standard for organizing, retrieving, and interchanging semantic information on the Web, Topic Maps, for developing e-learning courseware in computer science. Specifically, the project is developing subject ontologies for four modules of undergraduate Computer Science courses, using them to create comprehensive Topic Maps-based learning materials, and utilizing the developed materials in Web-assisted courses to assess their impact on student learning. The project is proving that a concept-based organization is an efficient form of structuring digital learning content in STEM disciplines and especially in Computer Science, as well as proving that Topic Maps technology is suitable for developing efficiently searchable and reusable educational materials on the Web. The topic map editor and viewer are available through the NSDL and the project is developing workshops for persons who want to develop their own topic-map based software. The project's intellectual merit lies in concept-based organization of educational materials, providing grounds for improving students' learning in STEM disciplines by supporting topic-aware content browsing and context-based information retrieval. The developed Topic Maps-based Computer Science modules will serve as a model of ontology-driven courseware. The project's broader impacts on courseware developers comes from promoting the application of ontologies for e-learning and using the new Topic Maps standard, and on learners, by developing courseware that provides guidance in self-exploration and task-related information search, especially for students with difficulties in conceptual understanding and reasoning. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Dichev, Christo Darina Dicheva Winston-Salem State University NC Stephen C. Cooper Standard Grant 60995 7427 SMET 9178 0000099 Other Applications NEC 0442740 March 15, 2005 Topology and Its Applications. Mathematical Sciences (21). The goal of this proposal is to write a cross-disciplinary textbook to make a variety of applications of topology accessible to undergraduate STEM students. The textbook is based on a prototype applied topology course taught twice by the Principal Investigator at the Rochester Institute of Technology (R.I.T.) and attended by students majoring in mathematics, physics, engineering, computer science, and information technology. Applications of topology have enabled two great revolutions in the 20th century; Nash equilibria in economics, and dynamical systems and chaos in differential equations. In other fields, such as condensed matter physics, string theory, robotics, DNA, chemistry, astronomy, and relativity, topology is playing an important role in expanding the frontiers of knowledge. The materials being developed close the gap between teaching of topology and its uses in real-world phenomena, and facilitate collaboration between topologists and scientists. The applications make topology courses more exciting for students, putting them at the edge of research knowledge in several applications, and they improve the pedagogy of topology by adding relevance. The materials are being tested and reviewed at a variety of small colleges, engineering schools, and larger universities. The applications are disseminated nationally through articles in exposition-focused journals, through faculty development workshops at national conferences, and as sections in a topology textbook to be published by John Wiley and Sons Inc. The journal articles are written so that they can be used as supplementary material in topology courses using a traditional topology textbook. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Basener, William George Thurston Rochester Institute of Tech NY Daniel P. Maki Standard Grant 74991 7427 SMET 9178 0000099 Other Applications NEC 0442746 April 1, 2005 An Integrated Modeling, Analysis, and Authoring Environment for Structural/Mechanical Engineering Education. This project involves the prototype development and preliminary evaluation of a computationally-based modeling and analysis system that includes integrated scripting and presentation capabilities designed to enable instructors and students to author and use instructional materials that interweave communication, experimentation, and application. Existing software capabilities are being extended and augmented to support these activities, and pilot materials are being created for use and evaluation at the P.I.'s local campus. Faculty at other universities and community colleges will then be given the opportunity to use these pilot materials as a starting point to author their own similar materials. The two primary research questions to be addressed in the ensuing evaluations are: (i) can effective learning materials be constructed using the developed environment; and (ii) is the approach sufficiently attractive and time-efficient that instructors will use it. The dual focus on student learning and faculty buy-in is an important aspect of this project. These research questions are being addressed in collaboration with assessment experts, who are developing suitable instruments to measure student and faculty reactions and experiences. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Miller, Gregory University of Washington WA Sheryl A. Sorby Standard Grant 74301 7427 SMET 9178 0000099 Other Applications NEC 0442748 February 15, 2005 Neurons in Action Version 2: Understanding the Behavior of Normal and Abnormal Neurons. The key to the function of neurons is the voltage across their membranes: changes in the value of this voltage not only control basic neuronal processes but constitute the signals that underlie perception, movement, and thought. An understanding of how these signals are generated and how they travel in neurons is fundamental to any understanding of the nervous system. Yet this area, rooted in concepts of electricity, can be perplexing to students, the more so because the voltages move in the neuron but texts can present the material only as static figures. Two educational improvements are needed to make this subject accessible: first, a new way of visualizing the activity of neurons and, second, an interactive learning tool that allows students to predict what a neuron will do as their understanding grows, with immediate feedback to let them know if their insight is correct or incorrect. John Moore and Ann Stuart developed the prototype for this project, a CD-ROM-based set of interactive tutorials called Neurons in Action (NIA1), to encourage students to learn how neurons function by experimentation. The student does experiments on the computer, asking "What if?" by choosing parameter values such as the neuron's geometry, its channel types and densities, the degree of myelination of its axon, its synaptic inputs, the ionic environment and temperature. A sophisticated, professional simulator, NEURON, carries out the computations and graphs the resulting voltages, currents, and underlying conductances. The software is unique in having moving graphs that show how voltages spread within the neuron; this feature quickly dispels misconceptions that arise from the static figures of textbooks. Hyperlinks in the tutorials lead the student to a wealth of supporting information: explanations of results, answers to questions asked in the tutorial, background text material, and PDFs of original papers. The current project, Neurons in Action Version 2 (NIA2), undertakes an improvement in the prototype tutorials (NIA1), based on user feedback, as well as new tutorials and an emphasis on understanding how diseases, toxins, and drugs can affect the neuron. The particular new tutorials are now made possible by advances in the sophistication of NEURON and in the speed and memory of computers. Colleagues who are currently using NEURON or NIA1 are providing assistance for new tutorials developed in their areas of expertise and/or help with evaluation. As in the prototype, the tutorials are written in HTML and hyperlinked to supporting material. Intellectual merit: The NIA tutorials exploit the power of a professional simulator widely used as a research tool. The experiments suggested for students to carry out reflect accurately the knowledge gained over the past half century. This project is unique in using a browser to launch NEURON from HTML tutorials hyperlinked to a wealth of scholarly information; no equivalent program exists. Broader impacts: The NIA2 tutorials have been planned with a wide scope to be used at several levels. At the most introductory level, they are appropriate for undergraduates with no previous knowledge of neuroscience. At the same time, they are intended to lure the student more deeply into the material by providing intriguing subjects for the naive student whose knowledge is just beginning to expand or for the more sophisticated student to explore. While promoting understanding of neurophysiology broadly among undergraduate students (and often faculty), NIA also can acquaint and intrigue them with the research field of computational neuroscience. Further, the NIA web site provides a forum where contributions from faculty for the extension of these tutorials and problem sets can be posted. The wide range of these tutorials makes them appropriate for students in undergraduate biology, neuroscience, psychology, or physiology courses, or for students with career aspirations not only in neuroscience but also in biomedical engineering, medical, or other health-related fields. The fact that NIA1 has already sold over 3000 copies to a wide assortment of institutions in the US and other countries bodes well for the broad impact of the final product. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Stuart, Ann University of North Carolina at Chapel Hill NC Deborah E. Allen Standard Grant 379561 7427 SMET 9178 7427 0000099 Other Applications NEC 0442761 March 15, 2005 Collaborative Project: Augmenting Calibrated Peer Review-Responding to New Imperatives. The internet-based instructional tool Calibrated Peer Review (CPR) enables instructors to promote student understanding through writing, and develops student critical thinking skills through the process of evaluation and reviewing. The CPR program provides a template and a process to manage the submission and evaluation of writing assignments in any size class. Extensive adoption by faculty across the country since the program's first use in 1997 underscores the recognition of the power of writing to engage students and develop their critical thinking skills. The restructured and augmented CPR program allows an institution to maintain its own student's work and records on local servers behind firewalls while faculty continue to share and edit the growing assignment library. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Su, Timothy John Wise City College of San Francisco CA Herbert H. Richtol Standard Grant 87546 7427 SMET 9178 7427 0000099 Other Applications NEC 0442762 March 1, 2005 History Across the Mathematics Curriculum for Preservice Teachers. There is a broad endorsement among educators that pre-service teachers benefit greatly from being taught some history of mathematics. Publications of the National Council of Teachers of Mathematics (NCTM), the Mathematics Association of America (MAA), and the International Committee on Mathematical Instruction (ICMI) have included recommendations for the incorporation of history into the mathematics curriculum, especially for pre-service teachers. Through workshops and other direct dissemination of ideas and material, this proof of concept project educates faculty on ways to integrate historical content into mathematics courses and provides resources to do this. To improve the preparation of mathematics teachers by emphasizing historical development of mathematical ideas, the project is producing a textbook supplement consisting of resources for higher education faculty to use to integrate history of mathematics into courses taken by pre-service mathematics teachers. This includes teachers at both the elementary and secondary levels. The supplement includes many exercises that give students opportunities to experience the mathematics of a given period and culture. The activities are designed to prepare and empower future teachers to teach children about the important and exciting role that mathematics has played throughout history. Students are gaining an increased understanding of the interdisciplinary nature of mathematics, since many developments have been historically motivated by problems arising in other disciplines. Institutions are also being aided since this material helps make it possible to inject history across the mathematics curriculum. Technology has an increasingly important role to play in mathematics education, and provides computational and visual tools that can be used to deconstruct and reconstruct historical results and arguments. Many of the resources developed involve the use of technological tools such as Geometer's Sketchpad, Excel worksheets, and computer algebra systems. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Sanchis, Gabriela Elizabethtown College PA Daniel P. Maki Standard Grant 74928 7427 SMET 9178 0000099 Other Applications NEC 0442771 June 1, 2005 Using Transgenic Plants that Express Green Fluorescent Protein in Teaching Quantitative Experimental Skills to First Year Undergraduates. This project develops and field-tests materials and technology that allow first-year undergraduates to perform open-ended quantitative experiments on an environmentally regulated gene expressed in model plant systems. This is accomplished by creating transgenic plants that express a mutant form of jellyfish Green Fluorescent Protein (GFP). GFP gene expression is detected by illuminating whole plants with visible blue light. The value of this gene for the undergraduate laboratory is that students can now detect gene expression in real time and quantify the level of expression. Intellectual Merit: To circumvent the problems associated with older laboratory techniques such as slow histochemical assays that produce only qualitative data, or quantitative assays that require an expensive fluorometer, this project develops a model plant system that reports the regulation of the cor15a promoter via GFP. The GFP fluorescence is measured using inexpensive digital cameras fitted with appropriate filters and cost-free image analysis software. Undergraduate students using the new techniques are expected to become knowledgeable in molecular techniques, statistical analysis of data and interpretation of results. Broader Impacts: The pedagogy used advances the goals of the National Research Council's "Biology 2010" concept by teaching "the process of science" with quantitative investigation. The materials and procedures developed can be used on a national basis. One barrier for resource-challenged undergraduate institutions, such as community colleges, is the expense of research-quality image analysis equipment. This barrier is overcome through the building and testing of prototype instruments constructed from off-the-shelf digital imaging devices (e.g., SLR-style digital cameras) with color barrier filters and blue light-emitting diode (LED) arrays. The students quantify the level of GFP gene expression by analyzing the resulting imaging files using "ImageJ," a Java image analysis program provided free of charge over the Internet by the National Institutes of Health. National dissemination is accomplished by conducting two workshops at professional meetings, making instructional materials available on the Internet, and providing transgenic seeds to instructors. The project is piloted at the home institution, with a rich diversity of declared biology majors (75% female, 17% African American, 10% of Middle Eastern descent, and 4% Hispanic). CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Baker, Stokes Margaret A. Roytek University of Detroit Mercy MI Linnea A. Fletcher Standard Grant 74968 7427 SMET 9178 7427 0000099 Other Applications NEC 0116000 Human Subjects 0442779 April 1, 2005 Anatomy Revealed - Sensory Systems. Human anatomy and physiology are complex and difficult subjects for students when typically first encountered in college coursework. The complexity arises from the functional interactions of multiple organ systems; the difficulty from an extensive and unique terminology and intricate spatial relationships. One limitation to learning stems from the mode of presentation, which typically consists of static images of artists' two-dimensional illustrations or abstract diagrams. Another is the limited, or complete lack of access to human cadavers in college level anatomy and neuroscience classes. Combined with a shrinking supply of qualified faculty (National Research Council, 1998), there is clearly a need for alternative teaching and learning experiences. The long-term goal for this project is to design, develop and evaluate interactive, multimedia educational programs that help students efficiently learn and understand human gross anatomy, neuroanatomy and physiology. When fully developed, the educational material will explore the gross anatomy, histology and function of the sensory portion of the nervous system. The specific aims of this proof-of-concept proposal are to: a) Develop a prototype that focuses on one sensory system, i.e., visual system, using interactive multimedia elements. b) Conduct a pilot test to evaluate the usability of the prototype and its impact on student learning with the intended audience of undergraduate students and instructors. c) Report findings of the evaluation and communicate information about the prototype to professional communities. With Anatomy Revealed - Sensory Systems (and its prototype), students are able to: (1) Explore interrelationships between nervous system structures using a dynamic, interactive learning program, (2) appreciate how the material is relevant to their personal life, as well as basic human biology and health, and (3) test their knowledge and progress using both formative and summative feedback. In addition, since college instructors of human anatomy and physiology rarely have human anatomical material available, the software serves as a "virtual cadaver" to help make these complex systems more easily understandable. While these learning tools will be useful to many students, the highly visual and interactive tutorial approach could meet the needs of a variety of learning styles. The three evaluation sites, Kentucky State University (KSU), University of Kentucky and Owens State Community College, have diverse student populations. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Hankin, Mark Douglas Gould Paul Passalacqua Robert Klein Bruce Griffis University of Toledo Health Science Campus OH Daniel Udovic Standard Grant 99997 7427 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0442783 February 15, 2005 Embedding Chemistry Problems in Calculus Courses. Mathematical Science (21). In this project investigators are developing a collection of elementary and intermediate exercises in the mathematics of chemistry. The development process is aligned with the natural sequence of mathematical topics that arise in first and second year calculus. These topics are being associated with a family of functions and differential equations needed in general chemistry and physical chemistry, covering ideas such as enthalpy, entropy, free energy, fugacity, etc. The target audience is students enrolling in the standard science-engineering-mathematics version of calculus. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Rublein, George Robert Orwoll College of William and Mary VA Lee L. Zia Standard Grant 75000 7427 SMET 9178 0000099 Other Applications NEC 0442802 July 1, 2005 Full Development of an Interactive Aerosol Program. Aerosol science and engineering is a multidisciplinary field with diverse applications, and there is a great demand for trained individuals in this field. A comprehensive web based program is being developed to enhance the abilities of undergraduate students and instill in them an interest to understand its complex principles. The program consists of seven modules: (1) Basics, (2) Transport, (3) Instrumentation, (4) Collection Devices, (5) Nanoparticles, (6) Atmospheric Aerosols and (7) Health Care. Each module contains two parts: (1) a narrative for principles illustrated by dynamic animation with real-world contextual materials; and (2) an interactive web calculator for design/assessment or a web simulator for virtual operation. These modules can be used individually or as integrated unit. Several types of evaluation, from front-end evaluation in the development phase to summative and pilot evaluations to assess the level of knowledge delivered, are being carried out with the participation of both faculty and student users. Test modules of this unique program are being broadly disseminated through the Internet (http://aerosol.ees.ufl.edu/ or http://www.aerosols.wustl.edu/aaqrl/courses/cycopcresp/ ) to different types of institutions with diverse student backgrounds. Dissemination is also facilitated by national associations and through supplements to existing textbooks. The intellectual merit of the project is evident by the strong support received from the aerosol community and diverse types of institutions. This educational tool not only aids in the learning process, but also increases awareness of Aerosol Science and Technology. The success of the program brings about broad impacts to the nation as it helps provide the necessary human resources to keep the nation technologically competitive and economically strong. The multidisciplinary approach expands students' vision and training to an open ended and creative one. The collaboration among diverse institutions in the development and implementation phases will help in a broader dissemination of scientific knowledge to diverse groups. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Wu, Chang-Yu Pratim Biswas Anne Donnelly University of Florida FL Jill K. Singer Standard Grant 351505 7427 SMET 9178 7427 0000099 Other Applications NEC 0442819 July 1, 2005 Collaborative Research: Developing a National Model for a College-level Introductory Sociology Course. This project is completing the development started by the American Sociological Association (ASA) national task force to create a modern introductory sociology curriculum. It is engaged in refining the ASA college-level curriculum and further developing innovative pedagogical materials for a college-level introductory sociology course. A second goal is also being pursued, identification of conditions leading to successful student learning, especially among women and members of racial/ethnic minorities who are underrepresented in social science fields. Particular attention is being paid to developing their abilities to integrate, synthesize, and interpret information and enhancing their literacy and quantitative skills. The intellectual merit of the project derives from the fact that the new course will result in deeper and more lasting student learning by all types of students. It will increase our knowledge of how underrepresented groups can more successfully learn social science concepts and methods. Significant broader impacts will be realized ultimately from the widespread adoption of this new national model for a college-level introductory sociology course. The following course features are contributing to the broader impacts: a greatly strengthened curricular content, increased reliance on inquiry-based teaching resources, significant student experience in using major national datasets and tools, and formative feedback from companion assessment materials. Further, as an outgrowth of this projects' linking of practicing sociologists, junior college, college, and university faculty (and high school teachers), the project is developing new networks to enhance teacher training and student involvement in research. The project evaluation is employing field observations of classes, videotapes of classes, interviews of teachers and students, analysis of the content of student assessment materials, and students' performances on the new assessments. Assessment of these collected data is providing the basis for a further round of modifications of the curriculum, teaching resources, and assessment tools. The project website and discussion board is permitting sociology instructors to share questions, problems, strategies, and materials. By project completion there will be a well-refined curriculum, a set of teaching materials that are aligned with it, and systematic assessment of how they work. These will be shared at professional associations of sociologists, educational researchers, and high school teachers, in professional and general public publications, and made available through the American Sociological Association. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Schneider, Barbara University of Chicago IL Myles G. Boylan Standard Grant 97993 7427 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0442828 March 15, 2005 Collaborative Project: Augmenting Calibrated Peer Review-Responding to New Imperatives. The internet-based instructional tool Calibrated Peer Review (CPR) enables instructors to promote student understanding through writing, and develops student critical thinking skills through the process of evaluation and reviewing. The CPR program provides a template and a process to manage the submission and evaluation of writing assignments in any size class. Extensive adoption by faculty across the country since the program's first use in 1997 underscores the recognition of the power of writing to engage students and develop their critical thinking skills. The restructured and augmented CPR program allows an institution to maintain its own student's work and records on local servers behind firewalls while faculty continue to share and edit the growing assignment library. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Russell, Arlene University of California-Los Angeles CA Herbert H. Richtol Standard Grant 237452 7427 SMET 9178 7427 0000099 Other Applications NEC 0442832 June 1, 2005 Development of a Virtual Reactor for Experiential Learning of Design of Experiments. Presently there is a need for more effective ways to integrate statistical methodologies such as Design of Experiments (DOE) into the engineering curriculum. We are using a fundamentals-based numerical simulation of chemical vapor deposition (CVD) to develop a virtual reactor where students will learn and then actually apply DOE. Associated educational materials are also being developed. The simulation of the virtual reactor is based on fundamental principles of mass transfer and chemical reaction, obscured by added "noise." However, rather than having access to the entire output of model, the film thicknesses are given to students only at the select points within the wafer and from wafer to wafer that they have decided to "measure." Student assessment will be based not only on the ultimate reactor performance but also on the cost of experimentation. The virtual reactor allows students a broader and more realistic experience in using the DOE methodology for process improvement - as if they were operating an actual industrial reactor. The Northwest Regional Educational Laboratory is leading the project evaluation while a five-member advisory committee consists of engineers and statisticians from academia (OSU, University of Oregon) and industry (LSI Logic, Intel, WaferTech). CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Koretsky, Milo Shoichi Kimura Oregon State University OR Sheryl A. Sorby Standard Grant 74779 7427 SMET 9178 0000099 Other Applications NEC 0442836 July 1, 2005 Collaborative Research: Developing a National Model for a College-level Introductory Sociology Course. This project is completing the development started by the American Sociological Association (ASA) national task force to create a modern introductory sociology curriculum. It is engaged in refining the ASA college-level curriculum and further developing innovative pedagogical materials for a college-level introductory sociology course. A second goal is also being pursued, identification of conditions leading to successful student learning, especially among women and members of racial/ethnic minorities who are underrepresented in social science fields. Particular attention is being paid to developing their abilities to integrate, synthesize, and interpret information and enhancing their literacy and quantitative skills. The intellectual merit of the project derives from the fact that the new course will result in deeper and more lasting student learning by all types of students. It will increase our knowledge of how underrepresented groups can more successfully learn social science concepts and methods. Significant broader impacts will be realized ultimately from the widespread adoption of this new national model for a college-level introductory sociology course. The following course features are contributing to the broader impacts: a greatly strengthened curricular content, increased reliance on inquiry-based teaching resources, significant student experience in using major national datasets and tools, and formative feedback from companion assessment materials. Further, as an outgrowth of this projects' linking of practicing sociologists, junior college, college, and university faculty (and high school teachers), the project is developing new networks to enhance teacher training and student involvement in research. The project evaluation is employing field observations of classes, videotapes of classes, interviews of teachers and students, analysis of the content of student assessment materials, and students' performances on the new assessments. Assessment of these collected data is providing the basis for a further round of modifications of the curriculum, teaching resources, and assessment tools. The project website and discussion board is permitting sociology instructors to share questions, problems, strategies, and materials. By project completion there will be a well-refined curriculum, a set of teaching materials that are aligned with it, and systematic assessment of how they work. These will be shared at professional associations of sociologists, educational researchers, and high school teachers, in professional and general public publications, and made available through the American Sociological Association. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Persell, Caroline New York University NY Myles G. Boylan Standard Grant 191889 7427 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0442841 June 1, 2005 Physics Education Technology Project. This project continues the development, testing, and use of a series of web-based computer simulations for improving the teaching and learning of physics. It expands the number of simulations in physics, creates new simulations addressing introductory chemistry, creates simulations addressing the conceptual understanding of equations in solving science problems, and further refines some existing simulations. It increases, by approximately 35, the 35 online interactive simulations that have been developed for teaching physics (http://www.colorado.edu/ physics/phet). The project produces and widely disseminates on-line supporting materials for use in undergraduate and high school science courses. The supporting materials include: guided-discovery, tutorial worksheets; a list of learning goals; materials to support in-lecture, homework, and laboratory use; assessment instruments; and other user-contributed materials. The simulations being introduced and their effectiveness are being evaluated in at least eight additional courses in physics and chemistry at the University of Colorado and a diverse set of partner institutions. The materials are being extensively tested to ensure that they are easy to use and effective at promoting deep conceptual understanding and positive attitudes about science and technology. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Wieman, Carl Noah Finkelstein Katherine Perkins University of Colorado at Boulder CO John F. Mateja Standard Grant 443000 7427 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0442849 September 1, 2004 Planning Grant for National Center of Excellence for Automotive Manufacturing. A consortium of community colleges in Michigan, Ohio, Kentucky and Tennessee plan for a National Center of Excellence in Automotive Manufacturing. The automotive manufacturing sector has changed dramatically from reliance on assembly-line workers to a decentralized, "lean manufacturing" model using multiple suppliers and computer-based technologies. The goal of the Center is to improve the capacity and capability of community and technical colleges to attract and educate high skill, multifaceted technicians for the automotive manufacturing industry, about 80% of which resides in the geographic area of the consortium. The planning activities are to develop a common vision based upon the experience and expertise of colleges and individuals involved and an organization for a virtual center to implement the vision using Internet based techniques and media to facilitate communication. A major conference and regional workshops are used to obtain descriptions of workforce needs from all constituencies and determine their level of commitment. An industry-based advisory board guides the development and information is sought from research and consulting groups specializing in the automotive manufacturing industry. ADVANCED TECH EDUCATION PROG DUE EHR Bird, Keith Sydney Rogers James Jacobs Monica Pfarr James White Kentucky Community & Technical College System KY Gerhard L. Salinger Standard Grant 68891 7412 SMET 9178 1032 0000099 Other Applications NEC 0442853 April 15, 2005 Maintaining and Strengthening Prerequisite Skills in an Introductory Electrical Engineering Course. The project is attempting to enhance electrical engineering education by improving the students' transition from fundamental courses to the first discipline-specific courses. The investigators are developing course material for an introductory electrical engineering course that reviews several topics in mathematics and physics in the context of electrical engineering applications. The material consists of six two-week modules that include a prerequisites review, a technical description of the engineering topic, and associated homework and laboratory assignments. Class notes, examples and demonstrations, homework assignments, and laboratory notes are being developed and organized in a web-based format. The main challenge is identifying the specific prerequisite skills that need to be reinforced and the corresponding electrical engineering topics that will engage and motivate the students without overwhelming them. These modules are particularly suited for transfer and back-to-school students, and they provide an ideal articulation link between junior colleges and four-year programs. The investigators are evaluating the material using both quantitative and qualitative techniques, including written surveys and personal interviews. Dissemination plans include conference papers, journal articles, a web posting, and a possible textbook. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Docef, Alen Ashok Iyer Virginia Commonwealth University VA Russell L. Pimmel Standard Grant 74926 7427 SMET 9178 0000099 Other Applications NEC 0442861 February 15, 2005 Interactive Mobile Aqua Probing & Surveillance. In biology and ecology education and research, traditional methods of field sampling require collecting samples at predetermined, discrete locations (e.g. points on a grid) and bringing them back into the laboratory for analysis. Although some current technologies, such as distributed sensors, provide a basic way to continuously observe fixed nodal positions, their lack of crucial mobility and flexibility calls for a cost-efficient robotic Interactive Mobile Aqua Probing & Surveillance (IMAPS) device to monitor water pollution and study ecological conditions in microcosms. The objective of this project is to address this need by developing an inexpensive robotic IMAPS device. An integrated effort by the College of Engineering and the College of Liberal Arts and Sciences at Rowan University is creating a learning network where students from anywhere can retrieve data collected by the fleet of IMAPS deployed in varying locations. In this project we are: 1. Designing, building, and testing a robotic surveillance and testing device to remotely test a water body and communicate with its users in real-time. 2. Constructing and implementing hands-on experiments throughout the Biology and Engineering curricula that emphasize an integrated and multidisciplinary approach. 3. Designing, developing and disseminating experiments and algorithms that employ our new device to explore nature and monitor pollution. 4. Developing students' high-level thinking skills by requiring them to apply engineering in terms of environmental impact and vice versa. 5. Creating a learning community where students and faculty from both Engineering and Biology departments are teaching and learning from each other while working together. 6. Providing a low-cost device and algorithms to enhance biology and ecology education and networking among K-12 schools, especially financially disadvantaged public schools. This project builds upon existing collaborations between the Rowan engineering programs and the Department of Biological Sciences, both of which emphasize experimental design and hands-on learning. Throughout the project, we are promoting mutual teaching and learning among faculty and students from the two different intellectual backgrounds. We anticipate the project will have an impact that extends well beyond Rowan University. The aim is that those in the fields of both biology and engineering will be able to sample and study water bodies with minimal damage or disturbance to the sampling environment. With the low cost of the system (and even lower cost if widely adopted and commercialized), many students, especially those at financially disadvantaged schools, can have unprecedented access to both research equipment and technology as well as the expanded connection to external expertise within the network we propose to create. This could enable more students to explore the wild or test water quality either in the field or on a virtual field trip where they can operate the sampling device remotely via the Internet. Finally, by providing a convenient tool to local communities, a greater number of people should be able to easily monitor water pollution and pinpoint a polluting source, hence helping to both monitor and maintain water quality. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Zhang, Hong Patricia Mosto Courtney Richmond Ying Tang Rowan University NJ Daniel Udovic Standard Grant 72692 7427 SMET 9178 7427 0000099 Other Applications NEC 0442882 June 1, 2005 Photon Quantum Mechanics for Undergraduates. This is the second stage of a project to develop tabletop laboratories with single photons for undergraduates. The aim is to enhance the teaching of quantum mechanics by exposing students to laboratory experiences that illustrate topics of quantum mechanics that are otherwise theoretical and abstract. In a previous NSF-funded program, the investigators demonstrated that experiments with single photons provide a means to understand fundamental quantum mechanical concepts. They also found that the experiments go well beyond these objectives because the experimental results underscore very fundamental issues about quantum mechanics, such as complementarity, entanglement and nonlocality. They are expanding the set of experiments that were originally planned to include experiments with entangled states. Students are developing these experiments as part of either curricular research projects (juniors and seniors) or summer research (all undergraduate levels). These experiments with single photons have the potential of becoming part of every physics department's upper-level undergraduate laboratory. The Investigators are increasing efforts to disseminate their knowledge and experience by building a prototype that can be transported to remote locations for demonstration and dissemination and by organizing workshops. A second component of the program involves creation of a set of laboratories for an upper-level undergraduate course on quantum mechanics and testing it at Colgate University. The set of laboratory experiences illustrates topics such as the difference between probability and probability amplitude, state-vector algebra, basis change, state projection, superposition of states, and quantum interference. They are evaluating and analyzing the impact of such an experience on the learning of quantum mechanics. They are inserting a chapter on this topic, with a corresponding laboratory component, into a course on Modern Introductory Physics taught mainly to first-year students. This program is providing new tools to teach quantum mechanics through both independent upper-level research projects or as part of a formal course. The new set of experiments is expected to: 1) motivate a revision in the way quantum mechanics is taught and inspire other physics program to consider introducing photon experiments into their curriculum, 2) lead to further development and enhancement of this educational tool through the generation of new experiments and their adaptation to institutional environments where affordability and simplicity are primary concerns, and 3) expose students to the principles of quantum mechanics providing better understanding of new advances in quantum information. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Galvez, Enrique Charles Holbrow Colgate University NY John F. Mateja Standard Grant 176163 7427 SMET 9178 0000099 Other Applications NEC 0442887 May 1, 2005 Autonomous Robots as a Generic Teaching Tool. Engineering-Mechanical (56) The project is developing undergraduate bioengineering laboratory modules that use small, inexpensive, easy-to-build and programmable autonomous robots. The robots function in a real-world environment, which provides students with an opportunity to develop self-organizational skills while observing emergent behaviors, and experiencing the effects of unexpected environmental factors. Interaction with the robots is reinforcing students' understanding of the complexity of living systems, the importance of interacting with the environment to provide feedback in the face of inherent instability, and the emergence of complex patterns of behavior from simple rules. Because the robots are bring developed as a general educational tool rather than focusing on the mechanics of the robots, the modules and methodologies are transferable and can be used in other STEM courses. The modules are being integrated into introductory mathematics courses at Broome Community College to reinforce students' conceptual understanding of linear motion in introductory mathematics courses. It is also being used as a tool to examine concepts used in describing self-organizing systems. The robots are being used in a summer science outreach program with middle school students to attract girls to engineering and science. To meet girls' needs the methodologies are being developed from recommendations in the AAUW Report (2000), which indicates that girls prefer group-oriented strategies with an emphasis on helping others and working collaboratively, rather than engaging in activities that are based on violence and conflict. The project is being disseminated through professional publications and conferences, a website maintained through the Autonomous Robot Lab, and through a local Tech Prep Consortium. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Way, Eileen Harold Lewis Robert Woods Roy McGrann Craig Laramee SUNY at Binghamton NY Lesia L. Crumpton-Young Standard Grant 99358 7427 SMET 9178 0000099 Other Applications NEC 0442888 February 15, 2005 Pathways to Careers in Science: Academic Roadmaps. This project enhances undergraduate student learning, retention, and recruitment through the development of academic roadmaps, which guide academic planning, advising, and study. Principal Investigators are 1) developing a transferable web-based template and two actual conceptual student roadmaps that describe academic and career information in two science disciplines, geology and nutrition. These web-based electronic maps illustrate educational pathways, requirements, and expectations for learning; relevance to national issues and trends; workplace applications and career tracks; research, internship, and volunteer opportunities; and related course information. 2) Translating the intellectual content of the roadmaps into powerful software and visually appealing graphics and screens for use on the World Wide Web. 3) Linking the roadmap screens to the institutions' academic, advising, and admissions sites, and to national portals of disciplinary information. 4) Training university and community college faculty and professional staff to utilize roadmap materials in all college advising, student program planning, student recruitment activities, and evaluation of institutional effectiveness. The electronic maps are being made available to a broad range of students and families through national disciplinary, labor, and career websites. The transparency of such a graphic advising system should lead to improved student retention and performance in the sciences. The availability of such maps will also improve student recruitment into relevant science fields. This project is developing a mapping template that will be transferable to other institutions, both locally and throughout the nation. Such a tool will also enhance communication with higher education's stakeholders and state legislators about the generation of competent, reflective graduates who are articulate about their knowledge and skills, are adept problem solvers and communicators, and who pursue lifelong learning. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Grossman-Garber, Deborah Daniel Murray Judith Swift Catherine English Josephine Pino University of Rhode Island RI Jill K. Singer Standard Grant 100286 7427 SMET 9178 9150 7427 0000099 Other Applications NEC 0442889 April 15, 2005 Development of On-line Laboratories for Networks, Probability Theory, Signals and Systems, and Multimedia Computing. This full-scale EMD collaborative effort involves five universities, namely, Arizona State University (ASU), the University of Washington Bothell (UWB), the University of Texas at Dallas (UTD), the University of Rhode Island (URI), and the University of Central Florida (UCF). The project involves significant educational technology innovations and software extensions that enable the ASU online prototype software Java-DSP (J-DSP; http://jdsp.asu.edu) to be used in undergraduate courses across the five participating universities. Problems that are being addressed include the delivery of technology-enhanced laboratory experiences to undergraduate students using novel Java tools, and the broad assessment of these practices across the participating universities. The project tasks and objectives include: a) software development towards producing a new delivery technology, b) considerable mathematical functionality extensions of J-DSP, c) development of laboratory exercises by all the Co-PIs at the different universities, d) a geographically-diverse assessment that involves the faculty specialists at all five universities, e) a comprehensive pilot test of a new revolutionary multi-site laboratory concept that allows students in the five universities to concurrently run real-time integrated online simulations using the planned connectivity upgrades on J-DSP, and f) dissemination and publication of all results. The educational innovation is enabling distance learners to conduct laboratories over the Internet. The concepts developed in this project are serving as a model for developing and conducting online labs in other science disciplines. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Boudreaux-Bartels, Gloria University of Rhode Island RI Sheryl A. Sorby Standard Grant 29450 7427 SMET 9178 9150 0000099 Other Applications NEC 0442892 May 1, 2005 Technology Enhanced Activity Modules for Science (TEAMS). We develop and evaluate five innovative, engaging, technology-enhanced, inquiry-based activity modules that serve as teaching resources for undergraduate and graduate courses in elementary education. The modules use computer-based technologies to present relevant science content in an engaging manner and to provide digital video clips on activity presentation from a "virtual mentor." The modules also take the unpredictability out of inquiry teaching by enabling teachers to observe the activity in action with elementary students and prepare teachers for common student responses and questions. These modules integrate into existing undergraduate and graduate courses and are evaluated by pre-service and in-service teachers and elementary education specialists. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Laposata, Matthew Tom Brown Kennesaw State University GA Herbert H. Richtol Standard Grant 68438 7427 SMET 9178 7427 0000099 Other Applications NEC 0442901 May 1, 2005 Increasing and Retaining STEM Majors through Virtual Learning Communities. The Virtual Learning Community, VLC, exploits the documented advantages of this type of learning community while addressing one of its most serious limitations, the problem of scalability. The VLC expands student contact beyond the walls of their residence, and permits group meetings, seminars, and other interactions to occur anywhere and anytime. We create a curriculum coordinating courses in Chemistry and Mathematics to improve quality of learning, increase excitement for mathematics and science, retain more mathematics and science students, and improve critical thinking and analysis skills. The VLC extends the benefits of interactivity and cooperative learning afforded by learning communities to a significantly wider audience by providing a Virtual Collaborative Environment (VCE) that integrates rich data sharing, multi-way communication and location aware services. The VCE enables faculty and students to seamlessly exchange information containing text, data, formulae and graphics, anywhere, anytime. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Ward, Charles James Reeves Gabriel Lugo Ronald Vetter Russell Herman University of North Carolina at Wilmington NC Herbert H. Richtol Standard Grant 124485 7427 SMET 9178 7427 0000099 Other Applications NEC 0442928 April 1, 2005 jGRASP: A Framework for Integrating Visualizations of Software. Computer Science (31) This project is providing a robust framework for integrating visualizations such as control structure diagrams, UML class diagrams, and dynamic data structure views that are recognized mechanisms for teaching fundamental programming concepts. The framework is based on jGRASP, a lightweight prototype environment that has been extremely well received by students, educators, and publishers. It includes a comprehensive object viewer API and interactive view builder, and is determining the impact of jGRASP with respect to its use and effect in CS1, CS2, algorithms, and object-oriented design courses. Static and dynamic visualizations are generated directly from a student's program before, during, and after its execution. Baseline object viewers for Java collections classes will be provided, and a view builder and API facilitate Plug-in object viewers to provide additional visualizations for specialized data structures. These integrated object viewers produce "live" visualizations of the student's program. Intellectual Merit. Recent research on scalable visualizations for complex and algorithm animation suggests the need for a creative and original pedagogical teaching technique based on tightly integrated visualizations. This project is integrating research results from these and other research efforts into the jGRASP framework. This is providing an important new tool that exploits the power of visualizations to enhance computer science and software engineering education. Broader Impact. This project includes the participation of faculty and students from diverse institutions, including high schools, two-year and four-year colleges, and HBCUs. The full-scale jGRASP being developed in this project is being downloaded and used by these as well as other institutions around the world. CCLI-Phase 1 (Exploratory) CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Cross, James Theron Hendrix David Umphress Auburn University AL Stephen C. Cooper Standard Grant 479785 7494 7427 SMET 9178 9150 0116000 Human Subjects 0442943 May 1, 2005 MEMS Experiments With Web-Based Material for Solid Mechanics Courseware and Labs Nationally. Engineering-Mechanical (56) This proof-of-concept project is developing a hands-on and virtual mechanics of materials laboratory module that uses MEMS optical switching to detect flexural and torsional modes in a micro-size cantilever beam. In addition, the project is developing web-based curriculum to support the laboratory. The laboratory experiment is being developed two ways. One method uses minimum facilities and equipment so that the equipment can be easily transported for use in outreach programs to recruit pre-college students. The other uses electronic measuring and data acquisition systems. The on-line web-based virtual laboratory includes a series of steps that must be followed to complete the lab. At each step the students are asked rhetorical and analytical questions about the experiment in order to reinforce a particular concept about mechanics of materials. The online material is being designed so that it can measure the growth of students' reasoning and problem solving skills through a pre-post assessment process. Students are being divided into sets of control groups to determine the effect that each of the methods has on students' conceptual development of mechanics of materials and its applications to MEMS. Intellectual Merit The MEMS experiments project is advancing the knowledge and understanding about MEMS, semiconductor materials and properties, and how they can be used in developing micro sensing devices to study fundamental concepts in solid mechanics, electrostatics and introductory physics. Broader Impact Sandia National Laboratories is collaborating with the PIs to help develop the material. The web-based materials permits global access to the experiments and are being disseminated through conferences and publications. EXP PROG TO STIM COMP RES CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Stalford, Harold Kurt Gramoll University of Oklahoma Norman Campus OK Lesia L. Crumpton-Young Standard Grant 75000 9150 7427 SMET 9178 9150 0000099 Other Applications NEC 0442944 August 1, 2005 Integrating Systematic Creativity into the Engineering Curriculum. Industrial leaders have long expressed a mounting concern about the impact of traditional engineering education on the creative potential of future engineers. A lack of creativity is problematic in a rapidly changing technology-oriented world where generating new ideas is essential to survival. One of the industrial perceptions of weaknesses in new BS engineering graduates is a lack of design capability or creativity, and a lack of appreciation of considering alternatives. Further, a 1995 ASME report ranked creative thinking as 5th of 56 top desired "best practices" for new BS-level engineers as seen by industry and academe. In the past few years, universities have responded to this challenge by adding more design content and introducing more open-ended design problems into the engineering curriculum. The most common approach to idea generation or creativity, however, has been the use of brainstorming that calls upon the designer to look inward for inspiration on creative solutions to the problem at hand. This can be a daunting task, which may or may not be fruitful. Systematic creativity methods such as the theory of inventive principles (TRIZ), guide the concept generation process using solution patterns derived from problems similar to the one being solved. These methods are typically introduced in senior or graduate elective courses, if at all. An EMD proof-of-concept grant from NSF would allow the faculty of the Engineering Design Program working with faculty in the Electrical, Industrial and Mechanical Engineering Departments at Penn State to develop materials that would facilitate teaching systematic creativity methods in four core undergraduate design courses: the first-year Introduction to Engineering Design course and the capstone design courses in the three participating departments. Specifically, we propose (1) to develop systematic creativity modules and materials, based on the Theory of Inventive Principles (TRIZ), for the first-year introductory course and the three capstone courses, (2) to promote amongst the faculty an awareness and understanding of the TRIZ method, (3) to develop assessment and research strategies that would allow Penn State to contribute to the research knowledge on the teaching and learning of creativity using systematic creativity methods. It is expected that the outcome of this work will result in materials widely applicable by other engineering departments and institutions looking to address the national need to increase the creative potential of future engineers. Methods will be developed to address two pedagogical issues currently lacking solutions: (1) effective models and materials for introducing systematic creativity in core engineering courses; (2) a comprehensive research plan to study the effects of the introduction of systematic creativity methods on the creative potential of engineering graduates. Key questions to be answered include: Can the introduction of systematic creativity result in a person learning to be more creative? To what extent does systematic creativity correlate with different learning styles or personality traits, both of which have been shown to contribute to a person's creative potential. What are the best instruments to measure the effects of the intervention on a person's creative potential? What effect would the intervention have on retention rates? The materials developed will have impacts beyond the four targeted undergraduate courses. An interactive on-line tool, based on one of the key TRIZ concepts, technical contradictions, is being developed as part of the proposal. The tool will be publicly available and populated with a large number of real-world examples, categorized by discipline. This will go far beyond what is currently available and provide a valuable resource to other institutions and companies wishing to adopt the TRIZ approach. In addition, the developed materials incorporate the language and analysis models common in engineering design (TRIZ has a large number of unique analysis models) thereby removing one of the barriers to wider adoption of the approach. The materials will also be suitable for use in short courses in industry. Finally, the outcomes of the research strategies and assessments will advance discovery and understanding of the teaching of creativity and the learning of creativity using systematic methods such as TRIZ. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Ogot, Madara Sven Bilen Gul Okudan Kremer Pennsylvania State Univ University Park PA Sheryl A. Sorby Standard Grant 75000 7427 SMET 9178 0000099 Other Applications NEC 0442954 January 1, 2005 Providing Breadth while Retaining Depth and Focus in an Introductory Computer Science Course. Computer Science (31) Most introductory computer science courses focus on developing programming skills. Breadth-first courses include material on programming, but de-emphasize it in favor of brief treatments of many topics. The breadth-first approach assumes that a programming-only introduction provides far too narrow an impression of our field. This project supports this claim, but the intellectual incoherence introduced by unnecessarily broad spectrum of topics has been a major factor in the failure of breadth-first courses. It is not the differences between the parts of computer science that should be emphasized, but the common elements that connect all the parts of computer science. This project is creating an introductory computer science course that focuses on one area of specialization within computer science and is using this specialty as a vehicle to present a broad overview of the techniques and principles underlying all work in the field. The course is "depth-first" in examining a single subfield within computer science, yet in another sense, the course will be "breadth-first" in choosing material from the selected subfield that illustrate techniques and principles of broad applicability within the field. Such a course is referred to as a depth/breadth-first introductory course. The project is developing a set of readings and projects to go with this course approach that will be shared with the computer science community through a program of presentations and workshops. Intellectual Merit. This project includes widespread support for the principles underlying the breadth-first approach, still encouraged by the Computing Curriculum 2001 report. The novel contribution in this project is in applying the adjective "breadth" to the set of fundamental techniques and concepts explored rather than the set of distinct subfields covered. Broader Impact. The shift of attention from programming to other topics and the integration of programming with the discussion of a practical application area address issues identified as factors in the gender imbalance in computer science. It is expected that the proposed approach will attract and retain more female students. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Murtagh, Thomas Williams College MA Stephen C. Cooper Standard Grant 60186 7427 SMET 9178 0000099 Other Applications NEC 0442964 April 15, 2005 Development and Dissemination of On-line Laboratories in Networks, Probability Theory, Signals and Systems, and Multimedia Computing. This full-scale EMD collaborative effort involves five universities, namely, Arizona State University (ASU), the University of Washington Bothell (UWB), the University of Texas at Dallas (UTD), the University of Rhode Island (URI), and the University of Central Florida (UCF). The project involves significant educational technology innovations and software extensions that enable the ASU online prototype software Java-DSP (J-DSP; http://jdsp.asu.edu) to be used in undergraduate courses across the five participating universities. Problems that are being addressed include the delivery of technology-enhanced laboratory experiences to undergraduate students using novel Java tools, and the broad assessment of these practices across the participating universities. The project tasks and objectives include: a) software development towards producing a new delivery technology, b) considerable mathematical functionality extensions of J-DSP, c) development of laboratory exercises by all the Co-PIs at the different universities, d) a geographically-diverse assessment that involves the faculty specialists at all five universities, e) a comprehensive pilot test of a new revolutionary multi-site laboratory concept that allows students in the five universities to concurrently run real-time integrated online simulations using the planned connectivity upgrades on J-DSP, and f) dissemination and publication of all results. The educational innovation is enabling distance learners to conduct laboratories over the Internet. The concepts developed in this project are serving as a model for developing and conducting online labs in other science disciplines. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Kasparis, Takis University of Central Florida FL Sheryl A. Sorby Standard Grant 26396 7427 SMET 9178 0000099 Other Applications NEC 0442979 May 1, 2005 College Algebra in Context: A Learner-centered Approach Incorporating Data-driven Activities Related to Social Issues. The project is developing materials for an activity-oriented college algebra course. The course addresses educational needs of pre-service teachers and the need for better quantitative literacy among the general student population. The materials for the course are data-driven and deepen the students' conceptual understanding and ability to apply mathematics in real contexts. One of the features is the inclusion of problem situations emphasizing social and economic issues, including hunger and poverty, energy, and the environment. The project is creating a learner-centered environment for the college algebra course, and approaches taken are based on current educational research and reforms in mathematics education. Learning is being enhanced by the use of a mobile computer lab and Fathom Dynamic software. An extensive evaluation plan and student assessment plans are in place. Materials developed and results of the project are being disseminated nationally. EXP PROG TO STIM COMP RES CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Catalano, Michael Dakota Wesleyan University SD Daniel P. Maki Standard Grant 66124 9150 7427 SMET 9178 9150 0000099 Other Applications NEC 0442987 July 1, 2005 Active Learning for Programming in Information Technology. The emerging field of Information Technology is one of several fields that require students to learn computer programming. However, traditional instructional techniques -- primarily lecture-based -- have not been effective for these and other students. This project provides, tests, and shares alternative instructional techniques that support students in these fields and enables them to continue past an instructional roadblock. Active learning materials are under development for classroom testing and a subsequent series of presentations and workshops for faculty. Intellectual Merit. The use of traditional teaching techniques in technical fields has not succeeded with many under-represented groups, such as females, returning adults, and less-abstract minded students. Although active learning techniques are based on sound pedagogical principles, they have been slow to diffuse into the culture of computer programming instruction. The materials that underlie this project have been pilot tested for two years, and have shown evidence of success in increasing student comprehension and satisfaction, which leads to higher course completion rates. Developing and testing these materials in a more rigorous way will create a validated, easy-to-use resource that can be distributed to faculty in other academic institutions, and will provide the empirical evidence that is necessary for others to adopt. Broader Impact. Science and technology loses many able and capable students because its culture is not always supportive of a variety of learning styles amongst its students. Computer programming is one of the most valuable skills in an information age, yet the traditional programming culture has been reluctant to shift its mindset. By developing and validating these materials, and providing associated workshops, presentations, and published materials this project is helping to change the culture of computer programming, and consequently increases the potential to attract and retain beginning students in this critical field of science and technology. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Whittington, Keith Rochester Institute of Tech NY Victor P. Piotrowski Standard Grant 60000 7427 SMET 9178 0000099 Other Applications NEC 0442989 April 1, 2005 Remote Educational Antenna Laboratory for Enhanced Undergraduate Electrical Engineering Education. This project is constructing an Internet-accessible antenna range in an anechoic chamber that is large enough to characterize the types of antennas that are suitable for personal electronic devices in the frequency bands between 1 and 18 GHz. With this facility and readily available software packages, students can design, simulate, and test antennas. The investigators have students construct their antenna using simple techniques such as elements printed on circuit boards and cutting and assembling metal and dielectric parts with hand tools. In addition, they are making an antenna construction kit available that will allow students at other sites to build simple wire and printed antennas. This web-based facility when coupled with the implementation techniques being developed will allow students across the country to design and test antennas without duplicating this costly facility. Formative and summative assessments, using both quantitative and qualitative methods are being employed to evaluate and improve the effectiveness of the remote user experience and its impact on student learning and interest in electromagnetics. The availability of the facility will be widely advertised through presentation at conferences, lab tours, targeted letters, and a workshop. They also plan to publish the results of their study in engineering education conferences proceedings and in archived journals. The laboratory is being developed in collaboration with San Diego State University, and beta tested at San Diego State, the University of Tennessee, Knoxville, and the University of Washington. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Stancil, Daniel Madhu Gupta Anne Fay Carnegie-Mellon University PA Russell L. Pimmel Continuing grant 400001 7427 SMET 9178 0000099 Other Applications NEC 0442991 March 1, 2005 Develop a Smart Flexible Beam Experiment Using Piezoceramic Sensors and Actuators. Engineering-Mechanical (56) The proof-of-concept project is developing a multi-purpose "smart" flexible beam experiment using state-of-the art surface-bound piezoceramic sensors and actuators for in-class demonstration and laboratory use. The sensors and actuators are being attached to a low-cost cantilever beam to utilize their multi-functional capabilities, which includes the ability to sense and to react to external stimuli. The material is being developed for instruction in dynamics, controls, mechatronics, and smart structures related courses in mechanical engineering, civil engineering, and engineering technology programs. Experiments include (1) strain or vibration measurements, (2) dynamics of a second order system, (3) understanding Bode diagram representation of a higher order dynamics system, (4) modal frequencies and shapes, (5) resonance of an under-damped dynamics system, (6) active vibration control using classical linear, modern, and non-linear control methods, and (7) finite element modeling of structures. The project is being developed in a state-of-the-art Smart Materials and Structural Laboratory where the research of emerging technologies are being integrated into undergraduate education. In order to assess student learning for different populations of students, the project is engaging collaborators at Avlin Community College, Texas Southern University, a minority serving institution, University of Southern Alabama and Rice University. Assessment strategies include both formative and summative evaluations to determine the impact that the smart beam has on recruiting minorities, improved student learning in 15 different classes that are taught by 10 different instructors, and the effect of the project on motivating students to pursue graduate studies. Industrial support is assessing the technical aspects of the smart vibration platform as an effective, low-cost commercially available educational product that can be manufactured and operated as planned. The program is developing a CD and web access for use at other institutions. CCLI-Phase 2 (Expansion) CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Song, Gangbing University of Houston TX Lesia L. Crumpton-Young Standard Grant 109000 7492 7427 SMET 9178 0000099 Other Applications NEC 0442992 April 15, 2005 Statistics Online Computational Resource for Education. Mathematical Sciences (21). This project is developing a suite of dynamically linked instructional materials, tutorials, demonstrations, experiments, graphical interfaces, and computational and visualization tools for improving statistics and probability education. Intellectual merit: The proposed interactive tools target both lower and upper division undergraduate students including those enrolled in a wide range of cross-listed service courses in disciplines such as economics, biochemistry, education, engineering, biomedicine, neuroscience and psychology. The project team combines faculty expertise in computational and statistical modeling research and open-source software development, with staff in a Center for Teaching Statistics and an office for Educational Technology Service. Broader impacts: Undergraduate and graduate students figure prominently in the design, implementation, and validation of the resources, via an iterative cycle of design-and-analysis with instruction, training and learning taking place simultaneously. The Web-based nature of the resources also facilitates the involvement of a diverse population of users. Collaborative efforts with other institutions further bolster the functionality and effectiveness of the resource as a contemporary pedagogical instrument. Finally, the materials serve to advance understanding in the general population of basic probability and statistical modeling techniques, and data and result interpretation for informed and scientific decision-making on social, biomedical and environmental issues. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Dinov, Ivo University of California-Los Angeles CA Lee L. Zia Standard Grant 249999 7427 SMET 9178 0000099 Other Applications NEC 0443012 March 1, 2005 TinkerNet: A Low-Cost Networking Laboratory System. Computer Science (31) This project is providing the community with an inexpensive and easy-to-use laboratory environment for teaching computer networking. The TinkerNet environment consists of an array of nodes and a controller. Using a modified OSKit, students implement OS kernels containing pieces of the network protocol stack. Students boot their kernel on an available node and then execute and test their network implementations. TinkerNet differs from other projects because it uses inexpensive commodity hardware (200MHz PCs suffice) and readily-available software (OSKit, Linux, and GNU). Its intellectual merit lies in filling a need that was articulated in the SIGCOMM Workshop on Teaching Computer Networking for an inexpensive, easy-to-use, and easy-to-maintain laboratory environment for teaching computer networking. The broader impact of this project lies in the effectiveness of this project in the classroom, as demonstrated by the experience of the University of California Riverside (UCR), a MSI. Student course evaluations at UCR were very positive about the additional understanding obtained through the TinkerNet laboratory experiments. There is considerable interest from other institutions in using this environment. In addition, this project includes a more detailed assessment of student learning. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Erlinger, Michael Harvey Mudd College CA Mark James Burge Standard Grant 59462 7427 SMET 9178 0000099 Other Applications NEC 0443014 May 1, 2005 Collaborative Research: The Molecules of Life -- A Partnership to Enhance Undergraduate Science Education for Non-Majors. Collaborators from New York University (NYU) and the University of South Florida (USF), and faculty teams from seven diverse partner institutions, are adapting and further developing innovative educational materials for a non-majors science course called "The Molecules of Life." This new curriculum explores the interface between chemistry and biology by examining foundational topics and cutting-edge developments in biomolecular science, an approach that allows non-science majors to experience scientific advances and to evaluate their impact on society. The curriculum integrates interactive pedagogies, web-based molecular modeling exercises and inquiry-based laboratory experiments. Intellectual Merit: Teams of faculty members from seven diverse partner institutions (selected for their geographical variation, diverse student populations, and institutional commitment to reforming undergraduate science education for non-majors) are participating in a summer workshop at NYU to learn about the current "Molecules" course prior to teaching it at their home institutions. Later workshops allow faculty to revise and improve the materials based on their classroom experience. Each faculty team contributes to an "Instructor's Resource Guide" and develops a capstone case study. Since the "Molecules" course is taught at least twice at each school, at least 1500 students during the funding period are impacted. Broader Impacts: This project reaches a large number of minority students (African-American, Hispanic, and Pacific Islander) at the partner institutions, and serves as a model for collaborative curriculum design, productive faculty development, and effective dissemination of innovations. The USF-led evaluation of the project examines both dissemination and student learning. The course materials are planned to be widely accessible to the educational community through an already-established textbook contract with McGraw-Hill Higher Education, with a publication date of January 2008. The project concludes with a national Dissemination Conference in Atlanta, GA, that can accommodate 100 educators who are interested in implementing the "Molecules" course materials and pedagogical approaches. This event significantly broadens the scope of the project beyond the seven partner schools. This Abstract addresses a collaborative project involving New York University (#0443014, PI: Kallenbach; coPI: Jordan) and the University of South Florida (#0443026, PI: Lewis). Other institutions substantively involved in the project as the seven diverse partner institutions are Chaminade University, Chicago State University, Fairfield University, Nassau County Community College, Spelman College, the University of Puerto Rico-Rio Piedras and Xavier University. CCLI-Phase 2 (Expansion) CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Kallenbach, Neville Trace Jordan New York University NY Terry S. Woodin Standard Grant 477313 7492 7427 SMET 9178 7427 0000099 Other Applications NEC 0443026 May 1, 2005 Collaborative Research: Molecules of Life -- A Partnership to Enhance Undergraduate Science Education for Non-Science Majors. Collaborators from New York University (NYU) and the University of South Florida (USF), and faculty teams from seven diverse partner institutions, are adapting and further developing innovative educational materials for a non-majors science course called "The Molecules of Life." This new curriculum explores the interface between chemistry and biology by examining foundational topics and cutting-edge developments in biomolecular science, an approach that allows non-science majors to experience scientific advances and to evaluate their impact on society. The curriculum integrates interactive pedagogies, web-based molecular modeling exercises and inquiry-based laboratory experiments. Intellectual Merit: Teams of faculty members from seven diverse partner institutions (selected for their geographical variation, diverse student populations, and institutional commitment to reforming undergraduate science education for non-majors) are participating in a summer workshop at NYU to learn about the current "Molecules" course prior to teaching it at their home institutions. Later workshops allow faculty to revise and improve the materials based on their classroom experience. Each faculty team contributes to an "Instructor's Resource Guide" and develops a capstone case study. Since the "Molecules" course is taught at least twice at each school, at least 1500 students during the funding period are impacted. Broader Impacts: This project reaches a large number of minority students (African-American, Hispanic, and Pacific Islander) at the partner institutions, and serves as a model for collaborative curriculum design, productive faculty development, and effective dissemination of innovations. The USF-led evaluation of the project examines both dissemination and student learning. The course materials are planned to be widely accessible to the educational community through an already-established textbook contract with McGraw-Hill Higher Education, with a publication date of January 2008. The project concludes with a national Dissemination Conference in Atlanta, GA, that can accommodate 100 educators who are interested in implementing the "Molecules" course materials and pedagogical approaches. This event significantly broadens the scope of the project beyond the seven partner schools. This Abstract addresses a collaborative project involving New York University (#0443014, PI: Kallenbach; coPI: Jordan) and the University of South Florida (#0443026, PI: Lewis). Other institutions substantively involved in the project as the seven diverse partner institutions are Chaminade University, Chicago State University, Fairfield University, Nassau County Community College, Spelman College, the University of Puerto Rico-Rio Piedras and Xavier University. CCLI-Phase 2 (Expansion) CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Lewis, Jennifer University of South Florida FL Terry S. Woodin Standard Grant 71688 7492 7427 SMET 9178 7427 0000099 Other Applications NEC 0116000 Human Subjects 0443037 July 1, 2005 Continued Development of the Interactive Prototype Plume Busters Software, an Educational Tool for Undergraduate Ground-water Science. The prototype Plume Busters software is an innovative, "hands-on" tool in which students take on the role of an environmental consultant and apply ground-water principles to solve a simulated contamination problem. The goal of this project is to expand the capabilities and increase the educational value of the prototype software that was developed with funding from a previous NSF Geoscience Education program project. The current project is developing new interactive tools for self-assessment and additional contamination scenarios that shall offer students the option of employing several different remediation technologies to solve simulated environmental problems. Students working with the prototype software are progressively challenged to apply previously learned and new concepts to solve problems of increasing complexity. Ground-water scientists and educators from the Kansas Geological Survey (KGS), the University of Kansas Department of Geology, and the Fort Scott Community College Department of Environmental Technologies form the project team. Specifically, the project is: (1) working with stakeholders to design the next generation software prototype and the process used to evaluate it, (2) field-testing the prototype to evaluate student learning with undergraduates from local community and four-year colleges, and (3) formulating a plan to carry the prototype forward to full development. The prototype software will be platform independent and broadly available to anyone on CD-ROM from the KGS or over the Internet from the KGS website. With respect to intellectual merit, Plume Busters enables students to actively engage in scientific inquiry and problem solving in the context of realistic contamination scenarios. The project is also providing two undergraduate computer science students with practical training in software development. With respect to broader impact, the project is creating high quality, research-based educational materials that stress integrating geoscience, engineering, and mathematics concepts in undergraduate education. EXP PROG TO STIM COMP RES CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Macfarlane, P. Allen Margaret Townsend Geoffrey Bohling University of Kansas Center for Research Inc KS Jill K. Singer Standard Grant 74530 9150 7427 SMET 9178 9150 7427 0000099 Other Applications NEC 0116000 Human Subjects 0443041 April 1, 2005 Online Systems to Support Problem Solving and Learning in Introductory Chemistry. Scaffolded homework activities provide students with hints and feedback on an as-needed basis and fade that help appropriately. Structured dialogues can help students analyze a complex problem to identify an appropriate approach and then, at the end of the problem solving activity, support them in connecting the experience back to their broader understanding of chemistry. While carrying out a computational task, the scaffolding can provide hints and feedback on student errors, and fade these such that the student remains challenged but does not flounder. Assessment efforts support creating new problem types based on virtual labs to improve student learning and highlight the need for better scaffolding of student problem solving. Online systems provide help as needed and increase or fade appropriately. Activities we support span a range from practice with computational procedures up to engagement in complex authentic problem solving, with the support structures varying and depending on the demands of the level. Bridges between computational practice and a broader conceptual understanding of chemistry is promoted through dialogues that prompt students to reflect on their problem solving and what they have learned. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Yaron, David Gaea Leinhardt Carnegie-Mellon University PA Herbert H. Richtol Standard Grant 250000 7427 SMET 9178 7427 0000099 Other Applications NEC 0443044 May 15, 2005 PureWaterLab - Conservation Education and Research Through Interactive Simulation. PureWaterLab is a software resource for education and research on water conservation in manufacturing. The Lab consists of a web site and desktop software which accesses learning modules via the Internet for on- or off-line use. The key educational technology is that of interactive software simulation of manufacturing water systems. Interactive simulations enhance student understanding of complex systems, and the active engagement of students in learning helps attract and retain a diversity of students. Simulations are based on detailed mathematical models from the research literature and include consideration of economic costs and regulatory constraints. Such realistic simulations allow undergraduate students to participate in research on water systems in addition to learning about water conservation. Simulations are one component of the complete educational modules provided, which state learning objectives, include explanatory text and media, encourage collaborative learning, challenge students with projects and quizzes, and solicit feedback. The Lab uses the Internet to distribute educational modules and also to provide course bulletin boards, conversations among students and instructors, links to web resources, and usage logs to aid assessment and evaluation. The software framework is field-independent and can be extended to other educational fields. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Herz, Richard University of California-San Diego CA Sheryl A. Sorby Continuing grant 400000 7427 SMET 9178 0000099 Other Applications NEC 0443045 April 15, 2005 Game-based Learning in Chemistry. Based on information available in the literature about the frequency of computer-game use, the effects of computer games on learning and the possibility of existing differences in cognitive abilities or brain structure in today's students, research is being carried out on elements of game design that promote content learning, elements of game design that lead to motivation for continued play, and the use of these elements to develop instructional software, video and simulations targeted specifically at teaching chemistry concepts. A test game environment that includes the critical game elements is being developed. The chemistry content of this game is chemical equilibrium, which is among the most challenging topics for students to master in first-year chemistry courses. The performance of students is assessed by analyzing their actions during game playing, and by mapping their behaviors as they master measurable learning objectives. This research is designed to help chemistry instructors communicate more effectively with their students, and to provide supplemental materials for these students to increase meaningful learning. The ultimate goal of this research is to determine a data-driven design model for the effective use of game elements in computer instructional environments, resulting in high levels of content mastery, learning efficiency, and positive affective responses. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Weaver, Gabriela Andrew Johnson Carlos Morales Purdue University IN Eileen L. Lewis Standard Grant 199996 7427 SMET 9178 7427 0000099 Other Applications NEC 0116000 Human Subjects 0443061 August 1, 2005 The Affinity Research Group Model: Developing Students Beyond Academe. Students involved in research develop skills beyond those typically learned in the classroom - in particular, refinement of cognitive and interpersonal skills, enhancement of personal growth, and inculcation of intellectual and management habits. These benefits are well known. The research experience, however, has traditionally been restricted to the best and the brightest students. The University of Texas at El Paso (UTEP) has successfully implemented the Affinity Research Group (ARG) model that expands the range to include those who historically have not been involved in undergraduate research, including those who are competent, but may lack the confidence to seek a research position. The ARG model provides both undergraduate and graduate students with opportunities to learn, use, and integrate the knowledge and skills that are required for research with those required for cooperative work. This model integrates best practices from a variety of sources in industry, research, and education. This project refines the educational materials used in the ARG model, fully develops the ARG model products and processes, distributes the ARG educational materials across a range of institutions, and evaluates the transfer of the ARG model to geographically and culturally diverse institutions. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Gates, Ann Steven Roach Elsa Villa University of Texas at El Paso TX Victor P. Piotrowski Standard Grant 304811 7427 SMET 9178 0000099 Other Applications NEC 0443076 March 15, 2005 A Civil Action" - Using the Landmark Trial for Learning Environmental Geoscience and the Connection Between Geology and Human Health. This project is creating an on-line instructor's manual and websites containing course modules, datasets, and materials for use individually by faculty and students in courses in physical geology, environmental geology, hydrogeology, and medical geology, or sequentially in an interdisciplinary science course that culminates in a mock trial enacted by students. The modules center around the landmark 'A Civil Action' case in which eight families in Woburn, Massachusetts filed suit against two local industries alleging improperly handled toxic chemicals entered the groundwater system, traveled to two municipal supply wells, and consumption of the contaminated water by local residents caused childhood leukemia and other health disorders. The modules are introducing the scientific methods and geoscience skills that enable students to explore, analyze, and interpret the geologic, hydrologic, and geochemical datasets from the actual trial. With these datasets and other course materials, students are constructing maps, graphs, and diagrams (used later as trial exhibits) to help them formulate and write their own professional opinions as 'expert witnesses' in the mock trial, where they present and defend their opinions before a judge and jury. The project is fostering critical thinking skills, enhancing basic academic skills (data analysis, computational methods, and written and oral communication), and introducing scientific methods and geoscience skills. The intellectual merit of the project lies in students manipulating the actual trial datasets; creating, interpreting, and explaining the maps and graphs that they created; applying a variety of scientific principles and methods to address a poignant real-world problem; and teaching students how to formulate and defend their own opinions. In the broader view, this project is connecting STEM education to societal problems, demonstrating the role of science in society, particularly in the courtroom and in public health assessments, and documenting the need for professional ethics and standards. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Bair, E. Scott Ohio State University Research Foundation OH Jill K. Singer Standard Grant 357653 7427 SMET 9178 0000099 Other Applications NEC 0443087 June 1, 2005 A Discovery Method for Undergraduate Linear Programming. In this proof of concept project, materials are being developed to become a textbook for an undergraduate course in linear programming. The course is intended for pre-service secondary mathematics teachers as well as mathematics majors, and standards of the National Council of Teachers of Mathematics (NCTM) play an integral role in the development of the materials. Innovative aspects of the project include both choice of materials and method of delivery, with the employment of relevant technology. The project is: (i) introducing a new method of developing advanced proof skills; (ii) engaging the readers by including exercises in the narrative of the textbook materials; (iii) including exercises that students self-generate, with solutions that students self-check; (iv) including a wide range of individual and group projects, and (v) integrating a wide range of undergraduate topics into the course. In addition, a thorough instructors' manual with classroom activity ideas, worksheets, and sample quizzes to facilitate first-time use and use by teachers not familiar with linear programming is being written. Widely recognized as one of the top algorithms of the last several decades for its widespread use, its powerful applications to industry and to mathematics, its elegant simplicity, and its fascinating mathematical underpinnings, the Simplex method is a prominent part of the materials. One intent of the project is for departments that have rarely or never offered a course in linear programming to make it part of their curriculum. In addition to the textbook, results will be disseminated through presentations at AMS, MAA, AMS-MER, and other national conferences. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Hurlbert, Glenn Arizona State University AZ Daniel P. Maki Standard Grant 75000 7427 SMET 9178 0000099 Other Applications NEC 0443088 June 15, 2005 Discovery Learning via pre-Learning in Statistics. Mathematical Sciences (21) This project is 1) developing discovery-based interactive audio-visual instructional modules designed to improve student learning of post-calculus probability and statistics concepts, and 2) evaluating the effectiveness of the learning approach and learning objects. Intellectual Merit: The intellectual merit of this project includes developing educational materials that meet auditory, visual and kinesthetic learning styles of students. By enhancing existing open-source materials, such as Internet applets, and by combining audio-visual instruction with interactive inquiry-based lessons, students are guided to discover and visualize important concepts in post-calculus probability and statistics. The audio-visual component of the learning modules includes an animation of the learning object highlighting important and sometimes complex features and showing the results of selecting certain components. This component is designed to resemble the teacher demonstrating the material to the student. This approach for combining interactive learning objects with audio-visual instructions and guided discovery is new in post-calculus probability and statistics and can be a powerful method for future instruction given the audio-visual nature of today's students. Broader Impact: The impact is wide reaching beyond just post-calculus probability and statistics. The method of combining visualizations with audio instructions and inquiry learning is a valuable experience for future mathematics teachers taking the probability and statistics classes. Furthermore, promoting independent work is crucial as departments strive to help students become life-long learners. EXP PROG TO STIM COMP RES CCLI-EDUCATIONAL MATERIALS DEV DUE EHR McDaniel, Scott Lisa Green Middle Tennessee State University TN Daniel P. Maki Standard Grant 74994 9150 7427 SMET 9178 9150 0000099 Other Applications NEC 0443100 April 15, 2005 Development of On-Line Laboratories for Networks, Probability Theory, Signals and Systems, and Multimedia Computing. This full-scale EMD collaborative effort involves five universities, namely, Arizona State University (ASU), the University of Washington Bothell (UWB), the University of Texas at Dallas (UTD), the University of Rhode Island (URI), and the University of Central Florida (UCF). The project involves significant educational technology innovations and software extensions that enable the ASU online prototype software Java-DSP (J-DSP; http://jdsp.asu.edu) to be used in undergraduate courses across the five participating universities. Problems that are being addressed include the delivery of technology-enhanced laboratory experiences to undergraduate students using novel Java tools, and the broad assessment of these practices across the participating universities. The project tasks and objectives include: a) software development towards producing a new delivery technology, b) considerable mathematical functionality extensions of J-DSP, c) development of laboratory exercises by all the Co-PIs at the different universities, d) a geographically-diverse assessment that involves the faculty specialists at all five universities, e) a comprehensive pilot test of a new revolutionary multi-site laboratory concept that allows students in the five universities to concurrently run real-time integrated online simulations using the planned connectivity upgrades on J-DSP, and f) dissemination and publication of all results. The educational innovation is enabling distance learners to conduct laboratories over the Internet. The concepts developed in this project are serving as a model for developing and conducting online labs in other science disciplines. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Loizou, Philipos University of Texas at Dallas TX Sheryl A. Sorby Standard Grant 31260 7427 SMET 9178 0000099 Other Applications NEC 0443101 March 15, 2005 Visual Tools for Demonstrating Engineering Concepts in a Quasi-Realistic Simulation Environment. This project addresses a major teaching/learning problem for undergraduate engineering students who are highly visual learners - the need to develop a sound understanding of how engineering problems can be formulated and solved, and the ability to transcend disciplinary boundaries, in areas where abstract concepts are involved. Specifically, a generic framework and several prototypes of a new teaching tool, named 'Case Study Interactive', are currently being developed and tested in a variety of learning settings. This innovative instructional tool combines the delivery of technical knowledge and humor/entertainment within a highly visual and interactive computer simulation environment to present complex, multidisciplinary problems that evolve over time. The proposed concept harnesses the same motivators used in computer games, namely the desires to "beat the computer" and to maximize one's score, enticing the student to maximize his/her understanding of the laws that govern the response of the system (e.g., scientific principles, management practices). Interactive case studies also enable exposure of elementary and high school students to real-world engineering problems at a technical level that they can comprehend. By varying the relative amounts of technical knowledge and entertainment ("game") features, interactive cases can be developed for a wide range of ages and learning capacities. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Allouche, Erez Freddy Roberts Dixie Griffin Glenn Beer Louisiana Tech University LA Sheryl A. Sorby Standard Grant 74888 7427 SMET 9178 9150 0000099 Other Applications NEC 0443118 April 15, 2005 Development of On-line Laboratories for Networks, Probability Theory, Signals and Systems, and Multimedia Computing. This full-scale EMD collaborative effort involves five universities, namely, Arizona State University (ASU), the University of Washington Bothell (UWB), the University of Texas at Dallas (UTD), the University of Rhode Island (URI), and the University of Central Florida (UCF). The project involves significant educational technology innovations and software extensions that enable the ASU online prototype software Java-DSP (J-DSP; http://jdsp.asu.edu) to be used in undergraduate courses across the five participating universities. Problems that are being addressed include the delivery of technology-enhanced laboratory experiences to undergraduate students using novel Java tools, and the broad assessment of these practices across the participating universities. The project tasks and objectives include: a) software development towards producing a new delivery technology, b) considerable mathematical functionality extensions of J-DSP, c) development of laboratory exercises by all the Co-PIs at the different universities, d) a geographically-diverse assessment that involves the faculty specialists at all five universities, e) a comprehensive pilot test of a new revolutionary multi-site laboratory concept that allows students in the five universities to concurrently run real-time integrated online simulations using the planned connectivity upgrades on J-DSP, and f) dissemination and publication of all results. The educational innovation is enabling distance learners to conduct laboratories over the Internet. The concepts developed in this project are serving as a model for developing and conducting online labs in other science disciplines. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Stiber, Michael University of Washington WA Sheryl A. Sorby Standard Grant 27389 7427 SMET 9178 0000099 Other Applications NEC 0443121 May 15, 2005 Online Curricula for Monitored, Closed-lab First-year CS Courses. Computer Science (31) This project is designing, evaluating, and disseminating a new approach for teaching introductory computer science courses. It uses a web-based learning environment to take advantage of recent research on learning and incorporate successful strategies for teaching diverse students in first year programming and data structures courses. It includes a diverse set of activities, collaboration and group work, support mechanisms to help students keep up with course assignments and sustain consistent participation, activities to help all students, especially underrepresented groups including women, have more success, embedded student information so instructors have better knowledge of student conceptions and progress, and a learning environment to help instructors allocate time where it can be of best use. The project includes designing and testing faculty workshops for this approach and evaluating student learning and instructor workload using internal, external, and expert review processes. This approach is being extended to the full range of cultural groups and educational contexts important for ensuring a diverse workforce in technology. Techniques proven successful at Berkeley are being tailored to students in community colleges, minority-serving institutions, and liberal arts colleges. The project is collaborating with instructors from diverse institutions to customize the instruction to the curriculum and expectations in their departments. The detailed information available to instructors helps them guide students in a more timely and effective way. This pedagogical approach helps instructors use their time effectively and does not demand more time for teaching. The project evaluation includes the participation of leading computer science instructors to review and critique the materials that are developed. The evaluation benchmarks progress prior to instituting innovative approaches and compare the new cohort of students to the benchmark group. It includes comparison studies using the learning environment to randomly deliver compelling alternatives to groups of students and follows the trajectories of a randomly selected and diverse group of students over a several year period. Overall, the project is developing a coherent, tested set of practices that can be used widely. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Clancy, Michael Marcia Linn University of California-Berkeley CA Stephen C. Cooper Standard Grant 249703 7427 SMET 9178 0000099 Other Applications NEC 0443124 May 1, 2005 Development of Course Material for an Undergraduate Course in Engineering Entrepreneurship. This project is developing interdisciplinary educational content for an undergraduate course in entrepreneurship for engineers. By becoming familiar with the fundamentals of entrepreneurship, students are better able to design engineering solutions that address customers' needs in an increasingly global marketplace. The project is developing two case studies along with the associated teaching notes and instructional material. It also is developing material to support a mini-conference for students that fosters creativity and encourages them to conceptualize new or improved products or services that might be commercialized. Finally, they are developing assessment rubrics to evaluate the project outcomes and these tools and the resulting data are contributing to the existing body of knowledge and research in teaching entrepreneurship to engineers and are serving as models to other universities that have courses in entrepreneurship for engineers. Dissemination plans include conference presentations, particularly at the National Collegiate Inventors and Innovators Alliance Annual Conference, and journal publication on the case studies. They also will publish booklets on their cases and make teaching notes available to instructors. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Patel, Niranjani Anuradha Basu San Jose State University Foundation CA Russell L. Pimmel Standard Grant 74030 7427 SMET 9178 0000099 Other Applications NEC 0443128 April 1, 2005 Next Generation Green Chemistry Educational Materials for the Undergraduate Organic Chemistry Laboratory Curriculum Designed to Promote Large-scale Adoption. With heightened environmental awareness, modern chemical research and development have increasingly focused on the discovery of methods for environmentally benign chemical synthesis and processing ("Green Chemistry"). This project continues the development of "Green Chemistry" educational materials featuring protocols for environmentally benign experiments that are being integrated into the large-enrollment undergraduate organic chemistry curriculum. The text, "Green Organic Chemistry: Strategies, Tools, and Laboratory Experiments," resulting from prior NSF support, features 19 experiments with discussions of health and environmental issues and a series of papers in international journals promote wide adoption of green chemistry. With extensive involvement of undergraduate and graduate students, twenty additional experiments incorporating the essentials of practical organic chemistry are being devised and tested and will be incorporated into the next edition of the text. These and other complementary materials are being disseminated internationally through multiple vehicles, such as at Green Chemistry in Education Workshops (GCEW) that are continuing to be offered for teachers from all levels of educational institutions (K-12, community college, four-year college, and university), presentations at meetings, and a Web-centered database. In addition, existing networks are being utilized, including the University of California/Berkeley's Multi-Initiative Dissemination (MID+) project and the Center for Workshops in the Chemical Sciences (CWCS) groups. To target faculty at R-1 institutions, presentations are being made at regional and/or national meetings of chemistry department heads. The experiments do not require expensive laboratory infrastructure and thus are accessible to a wide variety of situations, including high schools and under-equipped colleges. An advisory panel of experts is in place and the evaluation of materials is being assisted through collaborative arrangements with other institutions. The project is funded by the Division of Undergraduate Education within the Directorate for Education and Human Resources. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Hutchison, James University of Oregon Eugene OR Bert E. Holmes Standard Grant 400000 7427 SMET 9178 7427 0000099 Other Applications NEC 0443133 May 1, 2005 Rapid Prototyping for Embedded System Applications Via High Level Development Tools. This project is developing a new unique textbook supplement that will enable undergraduate students to design, validate, and synthesize complex digital designs with minimal knowledge of Hardware Description Languages (HDL). The textbook supplement, with accompanying interactive MATLAB software, focuses on the use of Xilinx' high-level, PCMATLAB/Simulink compatible XSG 6.2 tool for rapid prototyping of Field Programmable Gate Array (FPGA) designs. Xilinx's Spartan III 90 nm FPGA technology serves as the main synthesis platform. The textbook supplement targets applications and algorithms in signal processing, communications, controls, low power electronics, robotics, and biosensors. While algorithms are explained using minimal mathematics (e.g. descriptive pictures), focus is placed on alternative algorithm implementations, application-specific issues, and tradeoffs. MATLAB GUIs that facilitate the examination of alternative implementations are being developed. Special core examples, in each of the above areas, are carried throughout the supplement to motivate, develop, and illustrate all concepts. Comprehensive examples to illustrate how concepts can be brought together to synthesize complex systems (e.g. medical image enhancement, radio receiver, CVD furnace/robot control, biosensor linearization) are being included. These examples, selected to reflect cutting-edge applications, represent another central pedagogical contribution. The team is working with an engineering education assessment specialist to evaluate the material and faculty at several major universities are providing feedback on the material. Dissemination plans include journal and conference papers and a mainstream publisher has expressed interest in publishing the completed material as a paperback book. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Rodriguez, Armando Konstantinos Tsakalis David Allee Jennie Si Arizona State University AZ Russell L. Pimmel Standard Grant 75000 7427 SMET 9178 0000099 Other Applications NEC 0443136 March 1, 2005 Enhancing the Teaching of Linear Algebra with Digital Image Processing. Mathematical Sciences (21). This "proof-of-concept" project is developing instructional materials that incorporate examples from Digital Image Processing (DIP) to enhance the teaching and learning of linear algebra. The key idea is that processing an image (or a sequence of images, i.e. a movie) is equivalent to operating mathematically on matrices. Since the results of such operations are inherently visual, students are guided by increasingly sophisticated visualizations, thus providing an opportunity to motivate the understanding of mathematical concepts and theory. Students first explore stretching, rotating, or flipping images, then proceed naturally to the study of contrast enhancement, detecting images in data corrupted by noise, feature extraction, edge detection, and techniques of data compression - techniques that all rely on using concepts from linear algebra. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Allali, Mohamed Chapman University CA Lee L. Zia Standard Grant 43143 7427 SMET 9178 0000099 Other Applications NEC 0443137 April 15, 2005 Collaborative Research: CCLI-EMD; Development of On-line Laboratories for Networks, Probablility Theory, Signals and Systems, and Multimedia Computing. This full-scale EMD collaborative effort involves five universities, namely, Arizona State University (ASU), the University of Washington Bothell (UWB), the University of Texas at Dallas (UTD), the University of Rhode Island (URI), and the University of Central Florida (UCF). The project involves significant educational technology innovations and software extensions that enable the ASU online prototype software Java-DSP (J-DSP; http://jdsp.asu.edu) to be used in undergraduate courses across the five participating universities. Problems that are being addressed include the delivery of technology-enhanced laboratory experiences to undergraduate students using novel Java tools, and the broad assessment of these practices across the participating universities. The project tasks and objectives include: a) software development towards producing a new delivery technology, b) considerable mathematical functionality extensions of J-DSP, c) development of laboratory exercises by all the Co-PIs at the different universities, d) a geographically-diverse assessment that involves the faculty specialists at all five universities, e) a comprehensive pilot test of a new revolutionary multi-site laboratory concept that allows students in the five universities to concurrently run real-time integrated online simulations using the planned connectivity upgrades on J-DSP, and f) dissemination and publication of all results. The educational innovation is enabling distance learners to conduct laboratories over the Internet. The concepts developed in this project are serving as a model for developing and conducting online labs in other science disciplines. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Spanias, Andreas Antonia Papandreou-Suppappola Junshan Zhang Arizona State University AZ Sheryl A. Sorby Standard Grant 311120 7427 SMET 9178 0000099 Other Applications NEC 0443317 February 1, 2004 Discrete Mathematics for Prospective K-8 Teachers. Mathematical Sciences (21) This project addresses the absence of textbooks and courses for prospective K-8 teachers that provide an introduction to discrete mathematics and how it can be used both to help prospective K-8 teachers achieve a better understanding of mathematics and to help their students achieve state and national standards in mathematics. The project develops an interactive discrete mathematics textbook for prospective K-8 teachers, changes prospective K-8 teachers' views of mathematics by exposing them to a college-level mathematics course which is taught interactively, and conducts high-quality professional development workshops for college faculty members who teach mathematics to prospective K-8 teachers. The project builds on the materials developed in a previous NSF-funded professional development project for K-8 teachers. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR DeBellis, Valerie Shodor Education Foundation Inc NC Lee L. Zia Standard Grant 267539 7427 SMET 9178 7427 0000099 Other Applications NEC 0443533 October 1, 2004 Micro and Nano Systems Assembly using Virtual and Physical Environments. This CCLI (A&I) project involves the development of course and lab modules in tolerancing issues and micro / nano assembly techniques. Modules are being designed and developed for senior level undergraduate students in industrial, manufacturing and mechanical engineering. We are creating virtual reality based environments to enhance student learning as well as encouraging inter university student projects involving students at New Mexico State University, and Monterrey Tech (Monterrey, Mexico). The industry partners involved include Sandia National Laboratories and MicroSat Systems. A focus in this project is the education of minority students (Hispanic and Native American); through workshop activities, we are highlighting the importance of educational opportunities and introducing minority and other students to the micro devices assembly subject area. Apart from these workshops, outreach activities involving school students and teachers (at the Mescalero Apache Reservation) are being conducted. Dissemination activities include publishing papers in leading journals and at conferences. Other dissemination activities are through a project web site. EXP PROG TO STIM COMP RES CCLI-Phase 1 (Exploratory) CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Cecil, J. New Mexico State University NM Sheryl A. Sorby Standard Grant 169964 9150 7494 7428 SMET 9178 9150 0000099 Other Applications NEC 0443790 October 1, 2004 2005 Chemistry Education Research & Practice Gordon Conference. Chemistry (12) Approximately 120 chemists from academia and business, chemistry education researchers, cognitive psychologists, and other researchers in education will be attending the 9th Gordon Research Conference (GRC) on Chemistry Education Research and Practice (CERP). The goal of the GRC/CERP is to bring together researchers who carry out research both within and related to chemistry education, in order to benefit the learning and teaching of all students in chemistry courses in colleges and universities. The specific objectives of this conference are to (a) exchange the latest research findings and classroom results, (b) critique innovations in the methodological design of chemistry education research (CER) studies, and (c) debate a research agenda for CER that identifies the most critical of problems to be investigated in the next decade. NSF support ensures the continued attendance of scholars who might not otherwise be present at the conference. These include community college faculty, faculty from institutions that serve predominantly underrepresented or disadvantaged students, and young, first-time attendees such as post-doctoral researchers and graduate students in the field of CER (Chemical Education Research). The conference's success in achieving its goals depends upon active participation of these scholars. CCLI-ADAPTATION AND IMPLEMENTA PROJECTS DUE EHR Bretz, Stacey Lowery Nancy Ryan Gray Gordon Research Conferences RI Harry Ungar Standard Grant 20000 7428 1978 SMET 9178 9150 0000099 Other Applications NEC 0444677 September 15, 2004 Technology Literacy Workshop. A workshop is being conducted to help define the major issues in the effort to address technological literacy at the undergraduate level. Topics of discussion include: identification of successful implementations, obstacles to courses on technology, learning objectives and student outcomes, relevant assessment tools and techniques, strategies for developing a scholarly community in the area, potential means of stimulating growth of interest in the topic, implementation in different types of institutions including community colleges, perspectives and issues concerning women, underrepresented minorities, and considerations regarding inclusion of persons with disabilities. The intellectual merit of this work stems from furthering an understanding of the how to promote technological literacy among undergraduate students. Broader impacts to society will result by the workshop having a direct influence on the ability of undergraduate education to contribute to the development of a technically literate citizenry. A report summarizing the findings of the workshop is being prepared and will be disseminated widely. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Ollis, David John Krupczak North Carolina State University NC Sheryl A. Sorby Standard Grant 49988 7428 SMET 9178 0000099 Other Applications NEC 0445398 October 15, 2004 Knowledge Management and Dissemination for the MSPs. Abstract 0445398 The proposal submitted by the partnership of Horizon Research, Inc. (HRI) and the Education Development Center (EDC) is a five-year project, which collects, evaluates, codifies and disseminates MSP-relevant knowledge to current and future MSP awardees and others. The work contributes to the MSP Learning Network collaborating with Research Evaluation and Technical Assistance projects and other MSPs, capitalizing upon their efforts and locating additional existing research relevant to MSP work. The project makes use of teams of consultants with expertise in (1) teacher education including recruitment, preservice, and inservice professional development; (2) mathematics and science curriculum both K-12 and higher education; (3) equity and diversity; (4) institutionalization of large-scale reform; (5) research methodology; and (6) knowledge management. An external Advisory Committee provides oversight for the project including "auditing" the criteria used to identify screen and critique the research and assess the resulting research reviews and associated tools. The first year of the project is devoted to planning. Intellectual Merit: Using a three stage model of knowledge management (Nevis, DiBella and Gold, 1995) the project attends to knowledge acquisition, knowledge sharing and knowledge utilization. The project locates existing work relevant to MSP projects; analyzing studies to identify findings based upon methodologically sound-quantitative and qualitative research noting the apparent generalizability of these findings and sharing the results in forms that are accessible to current and future MSP awardees. An important component of the proposed work is to conduct research on "knowledge management" studying how MSP's make use of research-based knowledge and tools to inform the design, implementation, and evaluation of their mathematics and science education reform initiatives. The results of this research are useful to MSP projects and the broader field. Broader Impact: The materials are made readily available to (1) leaders of current MSP's; (2) developers of prospective MSP projects; and (3) MSP state coordinators who develop solicitations for MSP Programs supported by the US Department of Education. The reviews of extant research, results of interviews with MSP project leaders, case studies of MSP efforts in chosen areas and tools to help leaders apply findings to their initiatives are posted on MSPNet. MSP-OTHER AWARDS DUE EHR Weiss, Iris Barbara Miller Horizon Research Inc NC Kathleen B. Bergin Continuing grant 4641383 1793 SMET 9177 0446481 September 15, 2004 Career Development/Mentoring Workshop: Crafting an Individual Development Plan (IDP) That Works. HRD 04-46481 The Federation of American Societies for Experimental Biology (FASEB) proposes to host a workshop for postdoctoral fellows as part of a series of FASEB Career Developmental Seminars and Workshops. The workshop goal is to support postdoctoral fellows in career development planning through their learning best practices for developing an Individual Development Plan (IDP). FASEB targets the IDP as the framework to allow a structured planning process to identify professional development needs, focus career objectives and facilitate the realization of goals (long- and short-term). This activity is intended to engage both the post-doctoral fellow and the PI/scientist in the mentoring process, with phases including self-assessment, an exploration of career opportunities (suitable to the fellow), and writing and implementing the plan. The activity is intended to build career success through ensuring satisfactory project progress and engaging effective mentoring. PRES AWDS FOR EXCELL IN SCI DUE EHR Stith, Andrea Federation of Amer Societies For Exper Biology MD David L. Temple Jr. Standard Grant 16000 1593 SMET 9179 0446525 September 1, 2004 Workshop Series on Starting Successful Faculty Careers. HRD 04-28284 Cornell University is hosting a series of activities to improve the mentoring of junior faculty across the College of Engineering's 11 departments or schools. The goal of the proposed activity is to establish a framework by which the mentoring process is made m ore unified and effective across the College. The overall effort includes several elements (peer mentoring breakfasts, women faculty lunches, an effective teaching workshop series, a workshop on effective mentoring for department chairs and senior faculty). The program should work to increase the retention and tenure of STEM faculty, including (and perhaps especially) those who are underrepresented. PRES AWDS FOR EXCELL IN SCI DUE EHR Hemami, Sheila Zellman Warhaft Cornell University NY David L. Temple Jr. Standard Grant 20000 1593 SMET 9179 0451272 October 15, 2004 Florida Science and Mathematics Education Summit. Large-scale improvement in science and mathematics education require a shared vision and commitment to action of an array of stakeholders who have limited understanding of what is needed and lack a forum for effective communication. We will bring together key groups in a statewide Summit to create this shared vision and commitment and to develop specific, achievable policy and legislative outcomes to be pursued for at least three years. Legislators, the Governor's office, Florida Department of Education Officials, Business and Industry representatives, and Science and Mathematics educators at all levels will convene in a one-and-a-half day meeting to establish a common understanding of the need for science and mathematics literacy in our workforce, the challenges of today's schools, effective methods of science and mathematics instructions, the nature and dimensions of creating change in mathematics and science instruction, and action plans necessary to achieve them. The Summit will be preceded by two planning sessions of STEM education leaders in the state to identify priority actions, and to develop brief White Papers for distribution to policy-makers. The Summit will result in written action plans that will constitute drafts of bills and Florida Department of Education policy statements. Together these will improve the environment for science and mathematics learning in Florida's schools. A follow-up component assures that these recommendations are kept under active consideration, if necessary, for three years and thus three full legislative cycles. MSP-OTHER AWARDS DUE EHR Meisels, Gerry Robert Potter Penelope Haskins Marsha Winegarner University of South Florida FL James E. Hamos Standard Grant 157798 1793 SMET 9177 0454569 October 1, 2004 MentorNet Workshop on Effective Mentoring Research and Practice. HRD 04-54569 MentorNet will host a workshop for engineering researchers and higher education faculty/administrators attending the annual WEPAN meeting (Women in Engineering Programs & Advocates Network) to share and further disseminate new findings and best practices about mentoring, particularly mentoring via the Mentor Net electronic/virtual systems. An additional focus is the targeted inclusion of members of the National Association for Minority Engineering Program Administrators (NAMEPA) in the workshop. The project plan includes basic evaluation, including pre- (formative) and post-workshop evaluations Muller cites data from a recent MentorNet evaluation and research project that was performed by SJB Consulting (contracted by MentorNet) that indicates that women of color participating in MentorNet's one-on-one mentoring program find the experience particularly helpful - African-Americans at 76 percent and Hispanics/Latinos at 79 percent, compared with Asian-Americans at 69 percent and Anglo-/European Americans at 72 percent. The study also reported that African-American and Hispanic/Latino mentors also had preferentially good experiences-with their development of mentoring skills, commitment, and confidence increasing significantly. The activity should provide a learning opportunity for WEPAN and NAMEPA members to acquire some skills and knowledge from MentorNet's extensive investment and interaction in mentoring. The workshop should impact (increase) the retention of women and minorities in engineering education, and their preparation for entry, perseverance, and promotion in the engineering workforce. PRES AWDS FOR EXCELL IN SCI DUE EHR Muller, Carol San Jose State University Foundation CA David L. Temple Jr. Standard Grant 12000 1593 SMET 9178 0455394 October 1, 2004 Community College Conversation: "What it Means to be Educated in the 21st Century". Following an earlier conversation on "What it Means to be Educated in the 21st Century", participants composed of educators, business and industry, government and others will continue the conversation. The broader impact is that the dialog on the nature of education and the changes needed in order to maximize the benefits to students and society will promote those changes by spreading the discussion. This brings together the many groups who are concerned about the issue and are already working on positive changes. A transcript of the conversation will be provided to NSF to be incorporated into a report on this and other conversations, including a culminating conversation during spring 2005. CCLI-NATIONAL DISSEMINATION DUE EHR Mee, Gail Elizabeth Dorland Maricopa County Community College District AZ Herbert H. Richtol Standard Grant 45300 7429 SMET 9178 0000099 Other Applications NEC 0455446 October 1, 2005 Northwest Center for Sustainable Resources (NCSR). Environmental Science and National Resources The Northwest Center for Sustainable Resources (NCSR) operates as an ATE National Resource Center for ecosystem-oriented natural resource and environmental science education. The Center's foci are: (1) natural resource and environmental science educational materials development; (2) dissemination, adaptation, and implementation of these materials by educators; and (3) development and implementation of professional development institutes. NCSR has an established record of producing cutting-edge curriculum products that have been successfully adapted by natural resource programs across the nation. On-going evaluation of the NCSR program clearly demonstrates the positive long-term impact on faculty and their students of both the curriculum products and associated professional development. Materials being developed and disseminated include college-level courses, educator guides, laboratory and field teaching modules, and high school-level educational guides and instructional modules. Professional development activities focus on contemporary environmental science and natural resource topics and procedures germane to life sciences and advanced technical education for college faculty and secondary school educators. NCSR provides a comprehensive information and reference guide for natural resource educators on current concepts and practices in ecosystem management including Native American perspectives. The intellectual merit of this project is its emphasis on addressing major challenges in sustaining natural resource environments while supporting the economic needs of a growing population. Natural resource professionals must understand ecological systems. Technicians who support production and stewardship need knowledge of the evolving complexities of ecosystem science and management techniques that can ensure sustainability of these critical resources. The broader impacts of the project are the continued production of and increased skills and knowledge of advanced technicians nationwide. They bring to the workforce an understanding of the science and technical processes needed to rebuild and sustain our natural environment while providing economic benefit. NCSR's approach to ecosystem-based natural resource education is to: (1) emphasize seamless education from K-12 through the university; (2) work closely with employers in curriculum development; (3) develop core instructional materials that prepare students to obtain advanced knowledge and skills; (4) promote the successful use of these materials and approaches through professional development of college and secondary school faculty; and (5) produce skilled technicians who work for industry, agencies, and organizations involved with aquatic and terrestrial ecosystems. This approach has proven to be effective both in creating widely adaptable curriculum products with emphasis on developing student understanding and in the use of inquiry-based science through rigorous laboratory and field-based instruction. ADVANCED TECH EDUCATION PROG INSTRUCTIONAL MATERIALS DEVELP DUE EHR Cudmore, Wynn Jonathan Yoder Chemeketa Community College OR David B. Campbell Continuing grant 599289 7412 7355 SMET 9178 7355 1032 0000099 Other Applications NEC 0455563 October 1, 2004 Mentoring Strategies and Practices of PAESMEM Awardees. HRD 04-55563 AAAS/EHR will develop and host a workshop activity to identify the methods of expert mentors (PAESMEM recipients) that work to increase the participation of students from underrepresented populations - women, minorities, and persons with disabilities - in science, technology, engineering, and mathematics (STEM) professions. The workshop objective is to identify the strategies and practices that the mentors use to encourage and prepare K-12 students for college and undergraduate students for transition to Ph.D. graduate programs in STEM. PRES AWDS FOR EXCELL IN SCI MODEL INST OF EXCELL NON-RESER DUE EHR George, Yolanda American Association For Advancement Science DC David L. Temple Jr. Standard Grant 55004 1593 1582 SMET 9178 0455586 September 10, 2004 Science Education for New Civic Engagements and Responsibilities. Interdisciplinary (99) The Association of American Colleges and Universities (AAC&U) developed the framework for this project, Science Education for New Civic Engagements and Responsibilities (SENCER), during 1999-2000 with partial support from the NSF. The framework is the product of two workshops and advice from hundreds of college faculty and academic leaders. To date, teams from more than 250 institutions of higher education have asked to be included in SENCER's work. SENCER is helping faculty and administrators achieve three important goals: (1) improve science education for non-majors, (2) connect science education reform to improved general education, and (3) stimulate civic engagement. The SENCER approach is to connect science education with civic engagement by teaching science through the study of complex public issues. SENCER models are teaching, for example, biology through the study of HIV disease or the Human Genome Project; physics through the study of the challenges of nuclear disarmament or hypotheses about the origins of the universe; chemistry through the study of air pollution, water quality, or crime; and mathematics by examining the reliability of statistics, studying risk/benefit analysis, or decision-making. The outcome for students is connected learning. SENCER seeks to promote large-scale reform in undergraduate SMET education through intensive faculty professional development, a strong focus on local systemic change, and the use of improved assessment practices. SENCER faculty are learning to use an assessment instrument developed with partial support from several NSF initiatives to improve undergraduate education. This instrument is known as Student Assessment of Their Learning Gains (SALG) and is freely available for public use at WWW.WCER.WISC.edu/NISE/CL1. There are four key pieces of the SENCER project. SENCER Institutes are the core activity. These are team-based residential institutes for faculty, administrators, and advanced graduate students planning to initiate SENCER approaches. SENCER Clusters are both disciplinary and issue-oriented groups of faculty and administrators that operate to provide ongoing support and sustain reform efforts arising from participation in the Institutes. The SENCER Virtual Community links innovators together and supports dissemination of resources to support reform. The SENCER Leadership Initiatives are focusing national attention and recognition on exemplary initiatives in order to build additional support for this approach. CCLI - ASA CCLI-NATIONAL DISSEMINATION INTERNATIONAL PLAN & WORKSHOPS COLLABORATIVE RESEARCH DUE EHR Burns, William Harrisburg University of Science and Technology PA Myles G. Boylan Continuing grant 1968110 7431 7429 7299 7298 SMET 9178 7429 7299 5979 5915 0000099 Other Applications NEC 0455915 February 1, 2004 The Creative Design Workshop: Proof of Concept. Engineering - Mechanical (56) Operating like an engineering company, the Creative Design Workshop (CDW) embodies four mini-courses offered in the Mechanical Engineering Department. It provides students with a collaborative, inquiry-based learning environment of exploratory hands-on reverse engineering projects coupled with formal instruction in communication, teamwork, teaching methods, and learning styles. Participation in the CDW gives students a good 'feel' for how mechanical devices work and the rationale behind their design. In addition, the formal instruction in teaching and their teaching experience within the CDW may increase students' level of interest in seeking a faculty career after graduation. Integration of technology is addressed through student use of computers and multimedia software as part of their reverse engineering projects. Formative evaluations are performed several times during the life of the project through focus groups and self-administered surveys. Groups of students not involved in the CDW, but with similar academic backgrounds, are used as control groups. Comparisons of evaluations between them and those students in the CDW provide a measure of the effectiveness of the CDW in meeting its stated objectives. A full description of the project and the materials used in each project component are available on the CDW website. Results from the summative evaluation at the end of the project will be made available through conference and journal publication. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Ogot, Madara Pennsylvania State Univ University Park PA Russell L. Pimmel Standard Grant 16029 7427 SMET 9178 7427 0456682 July 1, 2004 Collaborative Project: Kentucky Information Technology Center. The Kentucky Information Technology Center (KITCATE) is a regional information technology (IT) center. This consortium of the Kentucky Community and Technical College System and Lexington Community College enables two-year colleges to prepare skilled information technology (IT) workers needed by new and existing Kentucky companies. The goals of the Center are to increase the IT enrollment and completion rates of students in two-year colleges; to implement widely an industry driven IT curriculum; to provide professional development for high school and two-year college IT faculty; and to increase the support and participation of business, government and industry in Kentucky for IT education. To reach these goals the number of capable, qualified faculty to teach IT courses must be increased. A physical center provides the education for faculty and staff and for business, government and industry workers. A virtual center provides information on the IT curriculum, offers IT courses, and supports workshops. Mobile centers provide workshops for instructors and for workers in business, government and industry at their locations. The two year-colleges provide articulation for high school students with vendor certificates who enroll in appropriate degree programs. An IT industry advisory board provides guidance and support to the Center. ADVANCED TECH EDUCATION PROG DUE EHR Crowley, Lillie Kentucky Community & Technical College System KY Gerhard L. Salinger Continuing grant 214116 7412 SMET 9178 1032 0000099 Other Applications NEC 0456736 July 1, 2004 Lexington Collaborative for Revitalizing and Improving Middle Mathematics (LCRIMM). The Lexington Collaborative for Revitalizing and Improving Middle Mathematics (LCRIMM) brings together Lexington Community College, the University of Kentucky, and Fayette County Public Schools to increase the quantity and quality of middle school mathematics teachers in the Lexington, Kentucky area. The project is addressing a primary barrier to improving middle school students' mathematics performance: teachers' limited knowledge of the mathematics needed to teach standards-based mathematics curricula. The collaborative group is addressing the knowledge base of middle school mathematics teachers by creating two courses needed in their mathematics preparation: a geometry course and a statistics course. The content of each is being aligned with state and national mathematics standards for preservice education, and with the International Technology Education Association (ITEA) standards for technological literacy. The courses are activity-based and make appropriate use of technology, collaborative activities, and real-world problems. Fayette County Public School teachers are involved in the development and team-teaching of the pilot courses. TEACHER PREPARATION PROGRAM DUE EHR Crowley, Lillie Kentucky Community & Technical College System KY Joan T Prival Standard Grant 96024 7348 SMET 9178 1032 0000099 Other Applications NEC 0456995 September 30, 2004 Program Evaluation for the Math snd Science Partnership (MSP-PE). Program Evaluation for the Math and Science Partnership (MSP-PE) PROGRAM EVALUATION MSP-OTHER AWARDS DUE EHR Yin, Robert Cosmos Corporation MD Bernice T. Anderson Contract 9655897 7261 1793 OTHR 0000 0500708 August 1, 2005 Integrating GIS in Technologies Curricula. Mountain Empire Community College (MECC) and its partners are establishing the "Today's Education and Careers in Geographic Information Systems" (TEC GIS) Partnership to integrate GIS technology into public school and community college classrooms and encourage students to pursue careers in the fields of environmental science, forestry and computer aided drafting and design. The curricula for these programs are being updated to include revised courses integrating GIS concepts. Students in these majors are being encouraged to complete the GIS Certificate and an internship to enhance knowledge and skills, as well as opportunities for future employment. Public school students participate in Governor's School sessions on GIS. Local public school teachers participate in workshops on how to use GIS to meet the Virginia Standards of Learning. The workshops are being conducted by OVERspace, a program jointly funded by the Virginia Space Grant Consortium and the Virginia Department of Education. Community college and four year college faculty members are participating in GIS Institutes to prepare them for curriculum development and articulation. The MECC Certificate in GIS is being articulated with a proposed minor in GIS at the University of Virginia's College at Wise, with the B. S. in Geography program at Radford University, and with the B. S. degree program in Surveying and Mapping at East Tennessee State University. The project meets local, state and national needs of business and industry to increase the number of GIS technicians. Faculty professional development sponsored by the project increases the utilization of GIS tools for discipline-based instruction. ADVANCED TECH EDUCATION PROG DUE EHR Phillips, Richard Bernd Kuennecke Shuler Ringley Chuks Ogbonnaya Mountain Empire Community Col VA David B. Campbell Standard Grant 280121 7412 SMET 9178 1032 0000099 Other Applications NEC 0501145 July 1, 2005 Planning Grant for a Resource Clearinghouse for Sustained Energy Technologies. This project is designed to plan for a Resource Clearinghouse for Sustainable Energy Technologies within the Advanced Technology Environment Education Center (ATEEC). The resource clearinghouse is intended to meet the needs of students, educators, and business and industry to supply the sustainable energy field with informed, qualified, and trained technicians through two-year colleges and other educational institutions. The resource clearinghouse includes professional development and support for educators, curriculum and educational materials for grades 10-14, and a collection and dissemination vehicle for sustainable energy resources including best program practices, articulated curricula for 2+2+2 programs, information from NSF ATE centers that develop sustainable energy curricula, and information about working with outside agencies and research institutions. Intellectual Merit: Evolving and improved instructional methodology and technical advances in the field of sustainable energy require a focused effort to assure that high impact educational practices are understood and utilized. Combining the leadership, knowledge, expertise, and resources of high schools, community colleges, ATE Centers, business and industry, government agencies, national laboratories, and four-year colleges and universities, the 28 partners are well-positioned to conduct the planning, development, and implementation of an NSF Resource Center for Sustainable Energy within the ATEEC Center. While providing for the curriculum and faculty training necessary to provide skilled workers and highly trained technicians, the resource center moves relevant research in workforce needs and advanced technology to the education setting. Broader Impacts: The field of sustainable energy technologies is evolving and requires the flow of information from education to industry and from industry to education. From hydrogen fuel cells to sustainable building, the field is dynamic. Because of ever-increasing demand for energy use and because energy use impacts the environment in irreversible ways, the field of energy efficiency/renewable energy and sustainable practices are a rapidly growing advanced technology environmental area that requires considerable knowledge of science, technology, engineering, and mathematics. It is one of 12 sectors that is projected to add a substantial number of jobs, have a significant impact on the economy, and impact the growth of other industries. It is being transformed by technology and innovation requiring new skill sets. ADVANCED TECH EDUCATION PROG TEACHER PROFESSIONAL CONTINUUM DUE EHR Kabat Lensch, Ellen Eastern Iowa Community College IA David B. Campbell Standard Grant 71000 7412 7271 SMET 9178 1032 0000099 Other Applications NEC 0501158 August 1, 2005 Aircraft Technician Education and Training. Aviation Technology (58) Tarrant County College and four partner institutions (Pennsylvania College of Technology, Embry-Riddle Aeronautical University, Weatherford College, and San Jose State University along with aviation industry leaders, organized labor, the federal government, [including the Federal Aviation Administration (FAA), the USAF Avionics Training Center, and the Community College of the Air Force]) are collaborating to provide specialized aircraft maintenance education and training programs that award graduates an industry recognized certification for each program successfully completed. Programs being developed fill the educational gap that exists between the FAA's minimum requirements for certification and licensure and the aviation industry's requirement for ongoing and advanced education. As the need to maintain the nation's vastly different aircraft continues to evolve, expand, and become more complex (including smart metals, advanced composites, advanced engine technologies, and anti-terrorist equipment), the aviation industry partners and the colleges involved are identifying and setting the standards for aviation maintenance technician education and certification programs. These programs are becoming the tools through which the individual aviation maintenance technician meets or upgrades his or her current and future education, training, and certification requirements. The intellectual merit for this project is the development of (1) world class, industry-driven, aircraft technician education programs that provide formal updating of curriculum, certification processes, and standards for aircraft maintenance technicians; and (2) partnerships between the FAA's Aviation Education Program, the Experimental Aircraft Association's Aeroscholars Program, and educational partners that establish K-12 articulation programs with postsecondary institutions; thus reforming aviation-grounded technology education in the United States, and fostering interest in associated science, mathematics, and technology fields. The broader impacts of this Center are through the following: (1) Partnering aviation colleges and other participating aviation academic institutions are provided a strategy for introduction, dissemination, and inclusion of a new educational core curriculum for aviation maintenance technicians. (2) Academic institutions have an opportunity to update programs and curriculum. (3) Partner institutions compete with best- in-class standards for aircraft technician education. (4) Students receive nationally recognized competencies and certification for employment. (5) Business and industry receive a better-educated work force with a curriculum that is adaptable for continued life-long learning. (6) The project serves as a national resource to strengthen our country's technical education base. (7) Thousands of current civilian electronics and avionics technicians receive certification for education previously accomplished in military and civilian education programs. (8) U.S. military electronics and avionics technicians certify their military education prior to separation from service. ADVANCED TECH EDUCATION PROG DUE EHR Curtis, Floyd Samuel Huang Tom Inman Richard Bowers Thomas Yanus Tarrant County Junior College Northeast Campus TX Elizabeth Teles Standard Grant 499950 7412 SMET 9178 1032 0000099 Other Applications NEC 0501234 July 1, 2005 Program for IT Acceleration. The Program for IT Acceleration is a technical work based learning program for high school students dually enrolled in computer and information technology degree programs at the Daytona Beach Community College Advanced Technology Center (ATC). The ATC is a public-private partnership of the community college, two K-12 school districts, and the business community. High school juniors and seniors engage in a competency-based occupational and academic curriculum of articulated and dual enrollment courses that enables them to earn a minimum of 12 college credits toward A.S. or A.A.S in one of seven IT programs: Computer Engineering Technology, Electronic Engineering Technology, Computer Support Specialist, Network Services Technology, Computer Programming, Computer Information Technology, and Internet Services Technology, while completing their high school graduation requirements. The ATC opened its doors in August 2001 and had an August 2004 enrollment of 309 secondary students and 1,283 community college students. Intellectual Merit: The Program for IT Acceleration is improving student learning of important principles by supplementing on-site learning with off-site experiential learning. The program outcomes are establishing research-based evidence of the efficacy of an integrated, competency based academic-occupational curriculum for secondary students. Broader Impact: The Program for IT Acceleration is increasing high school completion rates and postsecondary enrollment by integrating hands-on learning, technical applications, and work-based experiences into the academic programs of the ATC. The project is enhancing student learning by reinforcing skills in a workplace setting with an emphasis on communication, responsibility, and positive work habits, and increasing their knowledge of the IT industry. ADVANCED TECH EDUCATION PROG DUE EHR McCraney, Michelle Daytona Beach Community College FL Victor P. Piotrowski Standard Grant 475000 7412 SMET 9178 1032 0000099 Other Applications NEC 0501247 July 15, 2005 Geographic Information Systems (GIS) Science Technology Program at Southwestern College. The primary goal of this project is establishing a comprehensive program in Geographic Information Systems (GIS) Science Technology. GIS is a discipline that endeavors to spatially analyze, study, and critically research aspects of our world with the use of innovative tools and techniques that organize and display large amounts of site-specific data. Because San Diego County is home to a large number of companies that utilize GIS Technology, a significant need exists within the workforce of the County for personnel trained in the theory and use of GIS software and hardware, particularly for spatial analysis applications. The GIS Technology program is promoting the intellectual development of a community of learners in desperate need. Incorporation of real-world, discipline related critical topics and GIS industrial standards into existing courses, and the implementation of four new courses is at the core of the program. Using state-of-the-art hardware and software, the project is also conducting the following activities: 1) Professional development workshops for college and high school faculty; 2) Placement of students in undergraduate research projects and baccalaureate programs; 3) Placement of students in professional, paid internships; and 4) GIS training for professionals in need. The GIS Technology program is a collaborative effort among faculty from disciplinary divisions across the campus. With a student enrollment of greater than 80% ethnic minorities, this project is also making a significant contribution to bringing marketable GIS skills to underrepresented students. ADVANCED TECH EDUCATION PROG DUE EHR Yanow, Ken Erin Browder Southwestern College CA David B. Campbell Standard Grant 249995 7412 SMET 9178 1032 0000099 Other Applications NEC 0501326 October 1, 2005 Teaching Secondary School Scholar Partnership Program (TS3P). Cerritos College is developing a secondary school mathematics and science teacher preparation program called Teaching Secondary School Scholar Partnership (TS3P). TS3P is based on an existing, highly successful partnership between Cerritos College and California State University-Long Beach (CSULB) that prepares future elementary school teachers through a streamlined program that allows the completion of a baccalaureate degree, student teaching, and a multiple subject teaching credential in just five years. TS3P builds on this foundation by creating a secondary school teacher development program. The need for such a program is particularly acute given the recent changes in state credentialing and an increased emphasis on technological literacy, as well as the ongoing dearth of mathematics and science-qualified teachers in the high school classrooms of our high-poverty, multicultural service area. Qualified mathematics and science teachers are vital to providing expanded educational opportunities not only within the classroom, but also as a necessary element in preparing students adequately for today's technically sophisticated workplace. The overall project goal is to increase the number of secondary school teachers who have single subject credentials in mathematics or the sciences. To accomplish this goal, seven objectives are being implemented: 1) recruitment; 2) curriculum development, piloting, and pathway development; 3) fieldwork; 4) mentoring; 5) counseling and advising; 6) professional development; and 7) university transfer. Evaluation activities support this project's goal of educational reform. The intellectual merit of this project lies in its creation of a new model for secondary teacher development, one that creates a seamless educational experience for prospective high school math and science teachers transitioning from a two-year to a four-year institution without "transfer shock." This collaboration is developing a model of intersegmental articulation to benefit students and meet the needs for qualified math and science teachers in regional high schools. This model has broader impacts beyond merely meeting an identified regional need. Other institutions nationwide will benefit from the experience of these two institutions and will be able to adopt the model piloted in this proposed project to their own needs and own developing partnerships. ADVANCED TECH EDUCATION PROG DUE EHR Parsons, Susan Mark Hugen Cerritos College CA Ginger H. Rowell Standard Grant 282360 7412 SMET 9178 1032 0000099 Other Applications NEC 0501328 September 1, 2005 Alabama Regional Center for Automotive Manufacturing Technology. (58) Engineering-Engineering Technology The Consortium for Alabama Regional Center for Automotive Manufacturing (CARCAM) consortium is a self-sustaining regional center consisting of five Alabama community colleges that is providing a skilled automotive workforce within Alabama to support the rapidly expanding automotive manufacturing factories for Mercedes-Benz/Daimler Chrysler, Honda, Hyundai and Toyota. Jefferson State Community College, Trenholm State Community College, Central Alabama Community College, Gadsden State Community College and Wallace Community College are partnering with industrial organizations, state workforce development agencies, high schools and universities to provide a comprehensive approach to satisfy employment demands by: 1) Developing and Implementing an Associate Degree in Automotive Manufacturing Technology that includes valid industry-recognized certification tests and credentials; 2) Adapting, developing, testing and implementing curricula materials that prepares students for employment in a "multi-craft" environment with a particular emphasis on automated systems; 3) Serving as a clearinghouse for industrial and relevant educational information; 4) Developing and facilitating faculty development workshops for secondary/postsecondary faculty members based on needs assessments; 5) Monitoring industrial trends and partnering with automotive manufacturing employers to provide updated skills for current workers using delivery anytime/anywhere learning systems, providing internships for students and implementing preferential hiring for program graduates; 6) Developing educational pathways and articulation agreements between high schools, community colleges, and universities for students within Appalachian and Black Belt regions of the state; and 7) Assisting school districts and colleges to effectively use new instructional technology. The Regional Center is disseminating curricula, best practices, and technical information through websites, publicity and news releases, and presentations at industry/education conferences, workshops and technical papers. CARCAM is serving as a model of how to expand education opportunities to minority, female and first generation college students who reside within economically distressed counties. The Regional Center will be sustained by various revenue sources that include tuition, consortium fees, customized training fees and course development services. EXP PROG TO STIM COMP RES ADVANCED TECH EDUCATION PROG DUE EHR Hilderbrand, Beverly David Barnett Joe Hendrix Don Greer Michael Mann Gadsden State Community College AL Gerhard L. Salinger Continuing grant 2992261 9150 7412 SMET 9178 9150 1032 0000099 Other Applications NEC 0501399 September 1, 2005 Project CAPSTONE: Contextual Application of STEM Objectives in Interdisciplinary Education. A collaborative effort between Indian River Community College and the Martin County School District, Project CAPSTONE seeks to create and implement an interdisciplinary, project-based model to prepare high school students for technical careers. Based at the Clark Advanced Learning Center (CALC), a joint high school/college facility in South Florida, the CAPSTONE project can potentially serve as a model for providing exemplary technician-related curricular and practical experiences to high school students. Over the course of three years, 200 high school juniors and seniors are directly served by the project. Activities include the development of integrated math, science and technology curriculum; the creation of industry relevant technical experiences that develop career pathways; improvement and enhancement of high school programming that articulates to associate degrees; and provision of relevant professional development experiences for CALC teachers. By partnering with the South Florida Water Management District, the project utilizes a school-wide project focused on local restoration efforts to develop student learning in mathematics, science and technology. Career pathways are supported through e-mentoring with industry professionals as well as student internships with the Martin County business community. ADVANCED TECH EDUCATION PROG DUE EHR Roark, Susan Steve Vergote Indian River Community College FL Daniel P. Maki Continuing grant 374998 7412 SMET 9178 1032 0000099 Other Applications NEC 0501412 July 1, 2005 Retention Solutions in Advanced Electromechanical Technology. Four partner colleges nationwide apply previous results to develop a core manufacturing digital library of online resources, called learning objects. The learning objects reside in the digital library and support advanced electromechanical courses. Progressive indications and observations of enhanced student performance facilitated by the introduction of learning objects in the basic courses holds promise as a strategy to improve the retention of students in the advanced program courses. The digital library for electromechanical technology validates the impact of learning objects on student retention, performance and ultimately graduation. ADVANCED TECH EDUCATION PROG DUE EHR Bartelt, Terry Kay Chitwood Fox Valley Technical College WI Herbert H. Richtol Standard Grant 400000 7412 SMET 9178 1032 0000099 Other Applications NEC 0501440 September 1, 2005 Tennessee Board of Regents Teacher Preparation Partnership (Large Scale Teacher Preparation) (TBRTP). The primary goal of the Tennessee Board of Regents Teacher Preparation Partnership (TBRTP Partnership) is to improve the mathematics, science, and technology preparation of future elementary level teachers in Tennessee through a large-scale partnership and systemic change. Seven community colleges (Northeast State Technical Community College, Walters State Community College, Roane State Community College, Cleveland State Community College, Chattanooga State Technical Community College, Motlow State Community College, Pellissippi State Technical Community College) and two four-year universities (East Tennessee State University and Tennessee Technological University) within the Tennessee Board of Regents (TBR) system have joined together to develop a common core of courses for teachers consisting of an introduction to teaching and technology course and standards-based mathematics and science courses. The common core is providing seamless transfer from community college to university and among institutions. The project supports faculty members in developing research based content and pedagogy for the courses through summer faculty development institutes, communication via a collegial network, and travel to state and national conferences. Through the grant, each institution is developing a resource area to support student learning in the courses. Students are exposed to a number of technologies as they progress through the program. Students also receive encouragement to pursue teaching careers through strengthened future teacher organizations and Praxis I Success Workshops. A teaching and technology course includes early field experiences to help students determine their level of commitment to the teaching profession. In-service teachers participate in sections of some of the courses developed for pre-service teachers. The development of this core of standards-based courses for teachers directly addresses the research evidence that suggests that content knowledge must be the central focus in the preparation of teachers. ADVANCED TECH EDUCATION PROG DUE EHR Kelley, James Anant Godbole Margaret Phelps Judith Hector Pellissippi State Technical Community College TN Joan T Prival Continuing grant 1251156 7412 SMET 9178 9150 1032 0000099 Other Applications NEC 0501475 July 1, 2005 National Resource Center for Materials Technology Education. Materials Technology (58) This project is creating an ATE National Resource Center for Materials Technology Education. The program is based on the needs of industry for qualified and trained technicians who understand the basics of materials technology. This is especially important relative to new developments in nanotechnology and composites technologies as well as in more traditional areas of metals, plastics, and composites manufacture. The program builds on prior ATE projects in materials and manufacturing technology education, and has been developed by an experienced team from colleges, universities, professional societies and industry. The overall objective of this project is to develop a clearinghouse of teaching materials for the broad field of materials technology as it applies to manufacturing and engineering technology, and to provide the mentoring support needed for instructors to adequately treat the subject of materials technology in their courses. The focus is on enhanced education for manufacturing and engineering technicians who handle materials in the wide range of structural and electronics manufacturing. The expected outcomes include enhanced curricular modules aligned with industry-based core competencies to provide student training aligned with industry needs, and model programs on how to insert these modules into manufacturing and engineering technology courses. Also expected are a set of well-trained instructors at high school and community college levels, and a growing alliance of colleges, schools, and industry working to further develop these outcomes. The development of new roles for professional societies and industry in delivering courses and providing mentoring is also included. The Intellectual Merit of this Center is based on the collection and development of curricular resources for faculty to enhance their current courses with basic materials principles that involve the interrelationship between materials processing, properties and structure. With the mentoring program, faculty are better able to meet the needs of industry for skilled technicians who understand that changes in processing parameters change performance of a part. The Center build on the wide base of curricula collected in prior ATE and related projects in materials technology as a result of past and current programs, providing a set of categorized and reviewed curricula in the broad area of materials technology. Strong institutional support provides for sustainability of the Center program. The Broader Impacts focuses on the current and future needs of manufacturing technicians as related to the materials they use. It also includes the development of enhanced partnerships between industry and academic institutions through its interactions with professional societies, which provide mentoring, internship and networking opportunities for students and faculty with professionals. The Center's curricular programs have a strong focus on addressing the needs of groups underrepresented in technology. Broad dissemination of the products of the Center through professional societies and educational organizations enhance student enrollment in manufacturing, engineering and materials programs and the numbers of students available to enter the workforce in this critical area. ADVANCED TECH EDUCATION PROG DUE EHR Cossette, Imelda Thomas Stoebe Robert Simoneau Edmonds Community College WA Gerhard L. Salinger Continuing grant 1499994 7412 SMET 9178 1032 0000099 Other Applications NEC 0501487 October 1, 2005 Expanding Pathways for Educational Development and Information Technology Experiences (ExPEDITE). The Expanding Pathways for Educational Development and Information Technology Experiences (ExPEDITE) project is providing a smooth transition to an information technology (IT) career for students in North Central West Virginia by enhancing current IT related programs, developing and approving articulation agreements between secondary school, community college, and university, developing and implementing comprehensive IT internship/mentoring programs for students, secondary teachers and college professors, using IT awareness materials to attract and retain students to IT careers paths, and providing professional development for college professors and secondary school teachers. ExPEDITE is meeting the growing IT workforce demand for science and engineering professionals and improving the technology education of students and the educators who prepare them. The ExPEDITE team includes the Institute for Scientific Research, Inc. (ISR), the Marion County School System (MCSS), Fairmont State Community and Technical College (FSCTC), and Fairmont State University (FSU). The ExPEDITE project is reproducible and effectively provides pathways for secondary and post-secondary students to learn IT skills while exposing them to expanding IT career opportunities. Intellectual Merit: ExPEDITE is preparing the next generation of IT professionals to enter an ever-changing work environment by providing them with relevant programs and hands-on experience. ExPEDITE is resulting in a nationally replicable, statewide model of excellence in transitioning students from the secondary level through college and into the IT workforce. Broader Impacts: ExPEDITE is providing secondary students, secondary teachers, college students, and college professors with the opportunity to acquire new IT skills through industry internships. The ExPEDITE model is being introduced throughout secondary and higher education, including the newly formed West Virginia State Community College System, as a means to expand the impact throughout the state of West Virginia. ExPEDITE could serve as a working model for the nation. ADVANCED TECH EDUCATION PROG DUE EHR Darrah, Marjorie Rebecca Giorcelli Rich McCormick Tracy Chenoweth West Virginia High Technology Consortium Foundation WV Stephen C. Cooper Continuing grant 750000 7412 SMET 9178 9150 1032 0000099 Other Applications NEC 0501493 October 1, 2005 Information Technology Security Curriculum and Education for Educators. This project is addressing a national need for well-trained professionals in information technology security by developing and disseminating three nationally relevant degree and certificate programs at the associate, advanced technical certificate, and baccalaureate levels. Specifically, the investigators at St. Petersburg College, Manatee Community College, and Seminole Community College, in conjunction with other collaborators from education and industry, are developing a three-tier model for postsecondary cybersecurity education, which incorporates educational materials and curricula that are directly linked to widely recognized cybersecurity skill standards and industry certifications. The skill standards are those developed by the Information Systems Security Certification Consortium, Inc. ((ISC)2), the National Workforce Center for Emerging Technologies (NWCET), CompTIA, and the National Security Telecommunications and Information Systems Security Committee (NSTISSC). The industry certifications are the Certified Information Systems Security Professional (CISSP), the Security+, and the Systems Security Certified Practitioner (SSCP). Through this project, valuable educational materials for the CISSP certification are being made available to colleges nationwide. The three-tiered educational program provides multiple entry and exit points for students with various academic backgrounds and work experience. The program is structured to enable students to advance from a credit certificate to an A.S. degree to an Advanced Technical Certificate to a Bachelor of Applied Science degree, and ultimately to a university master's degree, without loss of credit. The CompTIA Security+ and SSCP certifications are integrated at the A.S. degree level, and the CISSP certification is integrated at the Advanced Technical Certificate and bachelor's degree levels. This curriculum uniquely combines an industry certification with a college degree, resulting in much stronger qualifications for graduates than they would have with certification, a college certificate, or a college degree alone. ADVANCED TECH EDUCATION PROG DUE EHR Goyal, Shri Carol Copenhaver Benjamin Taylor James Carraway St. Petersburg College FL R. Corby Hovis Continuing grant 300358 7412 SMET 9178 1032 0000099 Other Applications NEC 0501498 September 1, 2005 Energy Services and Technology Program. The Energy Services & Technology Program (EST) is establishing an A.A.S. degree in EST and a series of continuing education certificate courses. This degree program is the first of its kind in the City University of New York system. Both the degree and certificate programs provide concentrations in energy assessment (for auditors and analysts), operations and maintenance (for building operators/building technicians), resource management (for energy managers, energy cost analysts and measurement verification technicians) and alternative fuel vehicle operations and maintenance (for alternative fuel vehicle technicians). To accomplish the primary goals of the EST program, the project is undertaking the following activities: a) Curriculum and course development; b) Instructional materials adaptation and development; c) College faculty and high school teacher training and professional development; d) Student enrichment and internship activities. The EST curriculum incorporates the model curriculum designed by the Advanced Technology Environmental Education Center (ATEEC), which also produced a guidebook titled Best Practices for Planning an Energy Services & Technology Program to help community and technical colleges start or improve a program. The courses in the Specialized Degree Option related to Alternative Fuel Vehicle Operations and Maintenance are modeled after courses designed by the College of the Desert, Energy Technology Training Center for Advanced Transportation Technologies. The intellectual merit is derived from and sustained through research and consultation with public and private researchers and administrative leaders in the field of Energy Services Technology and Alternative Fuel Vehicles. The program is closely linked to the BCC Center for Sustainable Energy. The Center's mission is to gather and apply state-of-the-art knowledge for education, training and commercial/industrial applications of new technology in this field. The broader impact of this program is its ability to serve as a replicable model for the development of a technological workforce needed to maintain and service the growing renewable energy section of the economy. The EST A.A.S. degree curriculum is related to a series of Bronx secondary school programs such as College Now, Tech Prep, and Step, supported by the NYS Department of Education. It is also linked to five high schools in New York City that have Automotive Training programs. Thus, the program is designed to provide new career pathways for minority students and other individuals by establishing links from high school to college level science and technology education to job placement. ADVANCED TECH EDUCATION PROG DUE EHR Montenegro, Luis Reid Strieby CUNY Bronx Community College NY Russell L. Pimmel Continuing grant 900000 7412 SMET 9178 1032 0000099 Other Applications NEC 0501520 May 15, 2005 Intensive Post Baccalaureate Program in Biotechnology: A Bridge to the Biotechnology Workplace. This project seeks to increase the number of well-prepared individuals entering the biotechnology work force. By developing and delivering an intensive and practical one-semester certificate program for unemployed/underemployed individuals with baccalaureate degrees (or equivalent), this program offers these students a bridge to the regulated biotechnology workplace. It is not unusual for individuals with baccalaureate degrees to attend two-year colleges in order to develop practical work place skills to supplement the theoretical understanding gained from a four-year program. However, two-year biotechnology programs have not had the resources to create instructional materials and to provide separate programming for these post-baccalaureate individuals and so have placed them in pre-existing associate degree courses. While this approach has successfully helped some baccalaureate graduates transition into the work place, the length of time required to complete various associate degree courses, and the pace of instruction in these classes, is not suitable for graduates of four-year institutions. Intellectual Merit: The project develops, delivers, and disseminates up-to-date and accurate instructional materials for post-baccalaureate students, relating underlying science concepts to the modern biotechnology workplace. Partnerships with industry and university collaborators infuse the project with cutting-edge molecular biology content, including exposure to microarray analysis methods and bioinformatics tools. Special attention is given to educating students in the culture of regulated business. Broader Impacts: The proposed activities have the goal of bringing more people into biotechnology in all areas of the country. The outreach and dissemination efforts are national in scope and involve instructional materials, both on-line and in print, faculty-enhancement activities, and instruction to students who come from diverse regions. Additionally, the proposed project serves as a model for other technical programs, not just biotechnology, within the college and other two-year institutions. Educational materials generated are adapted for use for students for whom English is a second language. ADVANCED TECH EDUCATION PROG DUE EHR Seidman, Lisa Jeanette Mowery Rebecca Josvai Madison Area Technical College WI Duncan E. McBride Standard Grant 449980 7412 SMET 9178 1032 0000099 Other Applications NEC 0501527 July 1, 2005 Rapid Prototyping Instructional Delivery Support. (58) The project team consisting of investigators from Saddleback College (Lead Institution), Central Maine Community College, Cuyahoga Community College, Tennessee Tech University, San Diego State University, and Rochester Institute of Technology is expanding and disseminating the curriculum model in rapid prototyping (RP) through train the trainer workshops and development of instructional support materials for both teachers and students. The project is providing guidance in the development of technical transfer approaches; marketing material; understanding of the incorporation of Rapid Prototyping integrated in the design process for manufacturing; and maintenance procedures for the purchased Rapid Prototyping equipment. Both formative and summative evaluations are being conducted utilizing an internal and external evaluator. The project dissemination includes regional workshops and support material that is being disseminated through workshops to publicly funded K-12, Regional Occupational Centers, community colleges, and universities. This effort is being lead by the Community College partners. The outcomes are also being distributed through Project Lead the Way by San Diego State University in the West and Rochester Institute of Technology in the East. ADVANCED TECH EDUCATION PROG DUE EHR Patton, Ken Ismail Fidan Diane Dostie William Leonard Michael White Saddleback College CA Gerhard L. Salinger Continuing grant 829911 7412 SMET 9178 1032 0000099 Other Applications NEC 0501546 August 1, 2005 Development of a Learning Environment for Hybrid Electric Vehicle Technology. Hybrid electric vehicles are different from traditional automobiles in that an HEV utilizes two propulsion systems (internal combustion engine and electric motor) in its powertrain and involves high electrical voltage. Automotive service technicians must possess HEV-specialized knowledge acquired through additional education in order to service these vehicles. This education includes safety, regulations, control systems and propulsion systems. Currently automobile manufacturers are training their HEV automotive service technicians entirely in-house, which limits the number of automotive service technicians available for the growing hybrid market. There is a clear need for a systematic training program on HEV, particularly in Southeast Michigan, where automotive manufacturers and their suppliers are highly concentrated. The goal of this project is to fill this need by developing an industry-based learning environment for HEV technology. The guiding vision of this HEV Learning Environment is an integrated education and industrial based training program for students in automotive programs in community colleges, automotive service technicians, engineering technologists, and K-12 automotive teachers. In order to develop this program, a partnership has been formed between faculty of Macomb Community College Automotive Technology Program and the Division of Engineering Technology at Wayne State University in Detroit, Michigan. The partnership also includes industrial partners from major automobile manufacturers and suppliers. The planned activities for the project include (1) Developing an HEV curriculum and integrating it with the existing Associate of Applied Science program in Automotive Technology; (2) Revising existing courses and developing required HEV specific courses; (3) Creating an HEV specialized laboratory; (4) Developing a two-day short course on HEV technology available for distance learning; (5) Developing and delivering seminars and workshops for different groups of audiences, including K-12 teachers, (6) Creating internship and co-op opportunities, in-plant visits, and an expert lecturer series; (7) Initiating a pilot program for Automotive Service Excellence (ASE) certification in hybrid vehicles; and (8) Providing transfer student advising by WSU faculty at MCC. This project holds intellectual merit in that it is developing the first systematic courses and degree programs to educate automotive technicians in the emerging technology of HEV. To date, no automotive program in HEV has been developed for the community college level. In addition to the HEV curriculum at MCC, this program also provides workshops and seminars for general audiences and a short course available for distance learning. The broader impacts of the proposed HEV program extend beyond Southeast Michigan to affect the automotive industry nationally and internationally through the potential of the program to serve as a model for Automotive Service Excellence (ASE) HEV training, and planned dissemination activities. These activities include posting course materials online, presenting project results at professional conferences, and delivering a short course through the Internet for corporate education programs. ADVANCED TECH EDUCATION PROG DUE EHR Sawyer IV, James Chih-Ping Yeh Gene Liao Joseph Petrosky Macomb Community College MI Duncan E. McBride Continuing grant 298816 7412 SMET 9178 1032 0000099 Other Applications NEC 0501571 October 1, 2005 MEMS, Nanotechnology and the Silicon Run Series. The project is building on the success of the Silicon Run series of films to collect data on student use of the material, work with existing nanotechnology programs at 2-year colleges, and plan for future production of a series of films on micro-electro-mechanical systems and nanotechnology. The intellectual merit of the project is in the rapidly-expanding field of nanotechnology that has applications in many scientific and technical fields. The broader impact is in the potential to reach many students in technical and engineering programs, and in the project's deliberate outreach to women and minorities under-represented in technological fields. ADVANCED TECH EDUCATION PROG DUE EHR Carranza, Ruth Dave Hata Film Arts Foundation CA Duncan E. McBride Standard Grant 100000 7412 SMET 9178 1032 0000099 Other Applications NEC 0501626 July 1, 2005 MATEC - National Resource Center. Semiconductor, Advanced Manufacturing, and Electronics Technology The Maricopa Advanced Technology Education Center National Resource Center (MATEC-NRC) provides resources and services that are directed at enhancing the technician workforce and its diversity and strengthening community college semiconductor, automated manufacturing, and electronics programs. The project links a comprehensive array of programs and services developed by MATEC, its partners and collaborating ATE Centers and projects. It creates unique programs that incorporate lessons learned into its juried clearinghouse. The center has an extensive dissemination and outreach effort, which is designed to insure the resources, are utilized to affect maximum student impact. The NRC creates a network of industry and educators to exchange knowledge, needs and trends. The resource center also develops a set of best-known tools and resources for program development. With key strategic linkages to other ATE projects and centers such as the National Center for Manufacturing Education and the National Engineering Technology Education Clearinghouse, the NRC is developing a comprehensive resource to support technician education across disciplinary fields. The MATEC-NRC focuses on the following goals: Goal 1: Expand involvement of the education community in contributing to national knowledge about technician preparation. Goal 2: Establish a unique model program for creating and broadly disseminating, reusable learning material for technician preparation. Goal 3: Equip schools and communities with the ability to create an awareness of career and education opportunities and learners with the ability make decisions about career and education options. Goal 4: Accelerate the ability of the national technician education community to adapt as technologies and learner needs change. Intellectual merit: The primary focus of this project is in the areas of semiconductor, automated manufacturing, and electronics with key linkages to manufacturing, MEMS and nanotechnology and engineering technologies. The resources offered ensure that current science, math, and technology are learned in the relative context of these disciplines. Broader Impact: This project involves collaboration between industry and education to leverage the impact of MATEC, its partners and collaborators. Together they focus on unifying efforts in program support and assembly of exemplary material and practices in the area. To ensure student impact the NRC provides not only material resources, but also guides to resource implementation for maximum student impact. Through strategic linkages with ATE projects and centers, the impact is being extended to new constituencies and ultimately results in learners with a broad skill set that promotes their skills and abilities in diverse industry sectors. ADVANCED TECH EDUCATION PROG DUE EHR Lesiecki, Michael Jack Waintraub Steven Wendel Kirt Eberts Maricopa County Community College District AZ Eileen L. Lewis Continuing grant 1866319 7412 SMET 9178 1032 0000099 Other Applications NEC 0501627 July 15, 2005 A New Skill Standards Framework for the 21st Century IT Workforce. The National Workforce Center for Emerging Technologies (NWCET) uses its network of business and government collaborators to create a new IT and IT-infused occupational skill standards framework that allows specific industry segments to create framework compliant contents. The new framework can be used to determine what IT skills and capabilities technicians in a variety of business positions need to perform their functions well. The framework helps educational institutions and businesses to meet the needs of swiftly changing areas such as manufacturing, medical informatics and information assurance. During the one-year project, the staff and the partners develop a few models for frameworks and create, test and refine one framework model and populate it with select IT and IT infused occupational categories. ADVANCED TECH EDUCATION PROG DUE EHR Majury, Maureen Eva Philpot Bellevue Community College WA Gerhard L. Salinger Standard Grant 228382 7412 SMET 9178 1032 0000099 Other Applications NEC 0501698 July 15, 2005 Maximizing Learning and Retention in On-Line Courses for Electronics Students with Interactive Laboratory Experiences. The project is developing and evaluating a model for online engineering technology education that includes hands-on, remote laboratory learning experiences. It combines the investigators' experience in distance learning with their background in developing and implementing instructional strategies for promoting student success in engineering technology career pathways. The investigators are developing a template and instructional guide format for online laboratories that maximizes student learning. Using this template and format, the project team is installing hardware and related software to allow virtual remote control of a set of expensive laboratory equipment. To make the experience more realistic, the investigators are developing an affordable package of laboratory equipment that students can purchase and use at home to support interaction with the centrally located equipment. They also are producing video instructions for the laboratory activities in 71 different on-line laboratory experiments and an on-line resource for dealing with frequently asked questions. The project will provide remote access to on-campus laboratory equipment for on-line courses for students that maximize the potential for success of students with varying learning styles and hands-on learning needs. The laboratory model for distance learners is being disseminated via the South Carolina ATE National Resource Center, through a faculty workshop, and through conference presentations. The evaluation effort is comparing course success rates, program graduation rates, student attitudes, and achieved competencies for students using the remote laboratory to those physically present in the laboratory. ADVANCED TECH EDUCATION PROG DUE EHR Ware, Bill Lynn Mack Charles Dixon Piedmont Technical College SC Russell L. Pimmel Continuing grant 491216 7412 SMET 9178 1032 0000099 Other Applications NEC 0501699 September 1, 2005 A National Collaboration to Strengthen the Advanced Environmental Technology Education Programs at Native American Community Colleges. This planning grant provides the resources for representatives of the Native American community colleges and PETE/ATEEC to formalize an organizational structure and develop a concrete plan to strengthen environmental technology education at Native American community colleges. This plan is designed to strengthen STEM education at Tribal colleges while acknowledging there is a deep historical component to the study of environmental science by Native Americans. These Tribal colleges seek to promote and acknowledge that history in a manner that will motivate Native students to develop an interest in environmental science and to choose environmental careers. There is widespread acknowledgement and understanding of the need to strengthen environmental technology education at Native American community colleges. Many Tribal/Native American governments are striving to identify economic development and employment opportunities for their sovereign lands that are consistent with and supportive of their culture and heritage. The development of high quality, specialized environmental education and technical training programs has been recognized as one important avenue for economic development. Native American Community College leaders have identified the following needs regarding environmental science education: strengthening the curriculum, developing case studies specifically focused on environmental issues faced by Tribal communities, faculty training, networking with other environmental programs, strengthening 2+2 programs, and creating field experiences relative to Native American issues. This award enables an expert panel of educators, both Native American and non-Native American, to jointly design an efficient and effective plan to address the environmental education needs of Native American community colleges. ADVANCED TECH EDUCATION PROG ERE General TEACHER PROFESSIONAL CONTINUUM DUE EHR Laflin, Kirk Melonee Docherty Gale Harms Partnership for Environmental Technology Education ME David B. Campbell Standard Grant 74999 7412 7304 7271 SMET 9178 9150 1032 0000099 Other Applications NEC 0501701 July 1, 2005 Biotechnology/Bioinformatics Teacher Discovery!. The "Biotechnology/Bioinformatics Teacher Discovery!" project responds to the call for community colleges to recognize and capitalize on their untapped influence on science teacher preparation. To identify, encourage and support prospective science teachers, this project collaborates with nearby science teacher preparation programs. Teacher candidates take part in biotechnology workshops jointly with in-service teachers, and have options for biotechnology field experiences in area science classrooms. Both teacher groups gain science content knowledge and experience with biological technologies as well as web-based technologies. Intellectual merit. The proposed project tackles major contemporary challenges: 1) the call for science teachers to gain up-to-date science content and laboratory experiences, founded on inquiry and science standards, and 2) the need to augment the science teacher pipeline. The technology-intensive content is the broad new wave of science: genomics, biotechnology, bioinformatics, integrative biology, and bioethics. Both teacher groups learn how their students can use Internet access and public databases to address biology questions. Broader impacts. With the two university teacher preparation programs within commuting distance, this project provides a model for other community colleges in the state and beyond. The Oklahoma City Public Schools sites in this project offer alternative education and are rich in underrepresented groups: 36% African Americans, 6% Native Americans, and 27% Hispanics. "Biotechnology/Bioinformatics Teacher Discovery!" exposes teacher candidates to diversity and recruits minority students into science teaching. The project makes a significant contribution to the science-learning infrastructure of a school district challenged by poverty, ethnic diversity, and meager science facilities. EXP PROG TO STIM COMP RES ADVANCED TECH EDUCATION PROG DUE EHR Mulvihill, Charlotte Edmund Marek Suzanne Spradling Oklahoma City Community College OK David A. Hanych Standard Grant 299225 9150 7412 SMET 9178 9150 1032 0000099 Other Applications NEC 0501703 October 1, 2005 Institute for Convergence of Optical and Network Systems (ICONS). The Institute for Convergence of Optical and Network Systems (ICONS) is a joint effort of the City College of San Francisco (CCSF) Computer Networking and Information Technology (CNIT) and Information Technology Services (ITS) Departments. ICONS offers an Associate of Science (A.S.) Degree in Information and Communication Technology (ICT) and two certificate programs, one in Metropolitan Optical Networking and the other in Advanced Optical Networks, focusing on the growing fields of Internet Protocol (IP) convergence and fiber optic communications. ICONS curriculum is being developed in conjunction with industry representatives as well as the ICT Skills Standards produced by NSSB. In addition, ICONS provides faculty development in the fields of convergence and optical and network systems and assists other colleges in implementing technician training that focuses on this emerging discipline. Through the ATE-funded National Center for Telecommunications Technologies (NCTT) at Springfield Community College in Massachusetts and the Institute for Telecommunications Technologies at Cuyamaca College, El Cajon, California, ICONS staff members are disseminating the ICONS model curriculum to community colleges nationwide. In addition, ICONS staff members are working to recruit and retain traditionally underserved students to the degree program. ADVANCED TECH EDUCATION PROG DUE EHR Thiry, Pierre Tim Ryan Carmen Lamha City College of San Francisco CA Victor P. Piotrowski Continuing grant 758015 7412 SMET 9178 1032 0000099 Other Applications NEC 0501711 September 1, 2005 Virtual Technology Information Enterprises (VEIT): An Integrated Vehicle for Technology Education Reform. Kingsborough Community College reforms IT and other technical education by applying technical content in the Virtual Enterprise curriculum that emphasizes business and soft skills such as interpersonal communications, writing, and sensitivity to cultural differences. Virtual Enterprise education is a business and entrepreneurship simulation in which students create and operate virtual firms and trade virtual or real products and services through e-commerce in a global network of 4,000 firms in 40 countries. It provides students with a bridge between school and career by immersing them in a realistic, but safe, technology and business environment. The project builds on several years of experience at Kingsborough based on the European model of the Practice Firm; but Virtual Enterprise lacks the technological backbone to incorporate higher-level information technology skills. The planning grant is to assess needs; to develop, and modify Virtual Enterprise scenarios for technical courses of study; to evaluate that the Virtual Enterprise Course meets student, faculty program and industry needs; and to gain support and adoption in other technical programs at Kingsborough and other CUNY colleges. ADVANCED TECH EDUCATION PROG DUE EHR Schulman, Stuart Jonathan Deutsch CUNY Kingsborough Community College NY Gerhard L. Salinger Standard Grant 149990 7412 SMET 9178 1032 0000099 Other Applications NEC 0501722 September 1, 2005 Investigative Sciences and Law Enforcement Technology (ISLET) Project. With ever more sophisticated terrorism a threat to our nation's security, Century College in Minnesota is directly countering the increasing risk by arming law enforcement students and currently licensed professionals with updated scientific, technical, and investigative education and skills. The project is educating law enforcement personnel in investigative sciences and technologies, and establishing a regional source for curriculum planning, course development and delivery, faculty training, and information dissemination. Curriculum supporting a new two-year degree (Associate in Science in Investigative Sciences), new certifications, new continuing education modules, as well as articulation agreements with four-year institutions are being developed. The curriculum for the new degree will focus on the following seven courses: Crime and Incident Mapping, Computer Forensics, Forensic Science, Homeland Defense, Visual Forensic Technologies, Investigative Technologies, and the Science of Hazardous Materials. Close collaboration with stakeholders, including the Peace Officers Standards & Training (POST) board ensures new materials remain relevant and in compliance with new and existing licensing requirements. ADVANCED TECH EDUCATION PROG DUE EHR Mathews, Carol Ellen Kabat Lensch Mary McKee Darren Castro Dennis Cusick Century Community and Technical College MN R. Corby Hovis Continuing grant 586436 7412 SMET 9178 1032 0000099 Other Applications NEC 0501729 August 1, 2005 Initiating Dream It Do It: Regional Manufacturing Careers Campaigns. It is difficult to recruit students into manufacturing because students have negative perceptions and misconceptions regarding the manufacturing sector and its available careers. The ATE Manufacturing Centers partner with the National Association of Manufacturers (NAM) to plan to create regionally-based, institutional-centered career campaigns to change these perceptions. The manufacturing sector of the economy will grow substantially in the next decade and there are already too few workers with sufficient skills. Wages paid to well-educated manufacturing workers are higher than the average of all sectors. The campaign involves regional alliances of centers and industry to develop messages appropriate to their target audience, develop the campaign with identified funding sources, and build a regional delivery infrastructure, including a business plan. ADVANCED TECH EDUCATION PROG DUE EHR Kile, Joanna College of the Mainland TX Gerhard L. Salinger Standard Grant 148020 7412 SMET 9178 1032 0000099 Other Applications NEC 0501731 April 15, 2005 Close the Gap; Engineering Technology Education and Industry Partnership. The project revamps existing courses to meet the needs of industry and restructures course sequencing to provide a clear pathway to a two year AS degree in Engineering and Manufacturing Technology. The project creates new courses and redesigns the Engineering and Manufacturing Technology curriculum to align with industry standards, provides students with pertinent field experiences, and expands education and industry options for underrepresented students. The project mentors students during their capstone experience, has various outreach activities to increase student enrollments in technology, and has student field experiences and internships at local industries. ADVANCED TECH EDUCATION PROG DUE EHR Rogers, Henry Andy Robles Rex Beck Riverside Community College District CA Herbert H. Richtol Standard Grant 380967 7412 SMET 9178 1032 0000099 Other Applications NEC 0501735 July 1, 2005 From Waste to Success: The Living Machine Technology Project. Clatsop Community College is home to a Living Machine, a wastewater treatment facility that processes wastewater biologically through a series of anaerobic, aerobic, and hydroponic tanks, and finally constructed wetlands to achieve tertiary treatment of the wastewater. Water out of the system is suitable for reuse. This emerging ecologically friendly and economically sound system looks like a large greenhouse, but is also a hands-on science laboratory. The Living Machine has tremendous and, as yet, untapped research and educational potential. This project introduces high school and college students to environmental technology through the use of the educational and research potential of the Living Machine. Integration of technology with science education and research encourages students to pursue technology-related occupations. This project 1) designs and implements an enriched hands-on lab science curriculum that utilizes the ecology of the Living Machine, and gives students an introduction to environmental technology; 2) develops an independent lab science course centered around the Living Machine technology; 3) partners with area high schools to encourage use of Living Machine as a living classroom (to include curriculum development and teacher preparation); 4) partners with 2 and 4 year colleges/universities to develop short courses or projects centered around the Living Machine technology; 5) develops research showing the Living Machine is as effective as conventional systems in treating wastewater; and 6) designs and implements research to answer questions regarding wastewater and wetland ecology. ADVANCED TECH EDUCATION PROG DUE EHR Choate, Laurie Clatsop Community College OR David B. Campbell Standard Grant 53013 7412 SMET 9178 1032 0000099 Other Applications NEC 0501764 August 1, 2005 Partnerships in Educational Resources for Renewable Energy Technologies. The project is increasing the expertise of qualified renewable energy technicians in existing 2-year college and high school programs through a collaborative infrastructure for delivering an online series of renewable energy courses developed and taught by top experts in the field. This series, which can be easily integrated into existing 2-year college programs, includes introductory renewable energy, energy management, alternative transportation, photovoltaic, solar home design, wind power, and biomass courses. Until the North American Board of Energy Practitioners and other industry-sanctioned accrediting agencies can certify these courses, the College is issuing certificates for them. The project includes industry and renewable energy association experts to develop a review process and a stamp of approval that will be noted on the certificate. To complement the online courses, the project is developing a series of web-based learning objects that give learners virtual access to renewable energy technologies and inquiry-based pedagogy. The project plans to conduct one large summer institute to introduce and promote the online courses and the learning objects to other faculty. Finally, it is developing an alternative to the online courses through a similar series of face-to-face renewable energy workshops offered at the College that will serve as a model that other schools and technical college systems can adopt. Intellectual Merit This project addresses a major challenge in undergraduate education, namely, how do two-year college programs change to reflect new and emerging technologies, in this case, renewable energy technologies? The project uses a simple, but practical model that makes a prestigious group of experts from around the country and virtual laboratory experiences available to everyone. It provides the infrastructure and the vision to bring emerging and disparate renewable energy technologies together into a cohesive structure that two-year colleges can readily embrace. The model also includes a provision to bring seasoned renewable energy teachers into the 2-year college classroom immediately. Finally, it includes cutting-edge pedagogy through learner-centered, interactive learning objects. Broad Impact This project empowers faculty and institutions to take advantage of the rapidly developing interdisciplinary technologies that can revitalize educational programs and create new ones. As such, it is a powerful model of the two-year college as an agent of change to meet emerging economic and workforce development needs. A key feature of this model is the evolution of existing 2-year college programs to provide new pathways for renewable energy technicians. The courses and the learning objects provide access to experts in the field using innovative, learner-centered strategies. These strategies provide a flexible way to stay abreast of new developments as they are easily scaled up or down for new technologies. ADVANCED TECH EDUCATION PROG DUE EHR Anderegg, Barbara Joy McMillan William Johnson Madison Area Technical College WI Duncan E. McBride Standard Grant 500000 7412 SMET 9178 1032 0000099 Other Applications NEC 0501781 May 1, 2005 Engineering Technology Education: Success and Retention of Engineering Technicians. Engineering Technology Education, Wireless Technology This project is developing, testing, and disseminating a new model for success and retention of engineering technicians. It is applied to the wireless communication track specifically, but can be generalized and applied to other engineering technology tracks. The project aims to address three important factors in the preparation of a skilled workforce: student preparedness, teachers and faculty development, and course content. The intended audiences are middle/high school students, wireless engineering technicians and engineers, high school teachers, and college faculty. The project aims to adopt and adapt published skill standards from the Global Wireless Education Consortium (GWEC) and the National Center for Telecommunications Technologies (NCTT), an NSF Advanced Technological Education Resource Center of Excellence. NCTT has developed four curriculum modules along with associated labs for wireless engineering technicians/engineers. This project is also developing four modules along with their associated labs for high schools. Each module incorporates a set of learning activities that emphasize the importance of math and science and relate them to realistic technological tasks. A classroom to workplace approach is being implemented and tested through an industry and education partnership. The modules provide technical experiences to school teachers and students. Collaboration with industry partners moves the laboratory components of the wireless courses from the classroom to the workplace environment. Intellectual Merit: The project provides comprehensive faculty and teacher professional development in an evolving engineering technology field of wireless communication, which used extensively in business and industry. Hands-on learning experiences for technicians are being provided in a real workplace environment. The modules developed in collaboration with the industry partners expose the students to real case scenarios and troubleshooting techniques. Engineering technology is being introduced to school students through an active interaction with technicians setting up wireless networks. Broader Impacts: The project addresses the future needs of business and industry for new wireless technicians who have had hands-on experience in installing and troubleshooting wireless networks, cellular networks, or wireless sensors networks. Technical college faculty from technical colleges are engaging in hands-on learning workshops that result in curriculum enhancements and improved student learning. The project provides cutting-edge learning opportunities to schools with minority students by installing wireless networks in these schools. ADVANCED TECH EDUCATION PROG DUE EHR Ibrahim, Wael Rasha Morsi ECPI College of Technology VA Joseph Reed Standard Grant 318161 7412 SMET 9178 1032 0000099 Other Applications NEC 0501816 September 15, 2005 Institution-Level Reform of Technician Education at a Two-year Technical College. New and converging technologies require technicians who can flexibly adapt their knowledge and skills across disciplines. Specific occupational programs must provide creatively cross-linked offerings that respond to the changing nature of work and are grounded in the findings of teaching and learning. This planning grant accelerates Madison Area Technical College's effort to reformulate, streamline and update the science, technology, engineering and mathematics related programming to meet the needs of the employers. Institutional level reform also provides an opportunity to rethink current recruitment practices. The planning creates learning communities of technical college and university faculty and employers to assess the impacts of the changes in the workplace on current and future learning systems at the college, to build faculty expertise in the converging technologies and to provide a forum for teaching and learning in them. The College is a pilot for changes in the Wisconsin Technical College System, which controls curricula. ADVANCED TECH EDUCATION PROG DUE EHR Lowndes, Joseph Joy McMillan Marla Gamoran Kenneth Walz Madison Area Technical College WI Gerhard L. Salinger Standard Grant 149985 7412 SMET 9178 1032 0000099 Other Applications NEC 0501828 October 1, 2005 CyberWATCH (Cybersecurity: Washington Area Technician and Consortium Headquarters). Partners in this ATE regional center for cybersecurity education include Prince George's Community College, Anne Arundel Community College, the Community College of Baltimore County, Montgomery College, Northern Virginia Community College, George Mason University, George Washington University, Johns Hopkins University, Towson University, the University of Maryland, five Cisco Academy high schools, and the Metropolitan Washington Council of Governments. The center is: * developing and implementing, at the community colleges, a cybersecurity curriculum, a computer forensics course, a disaster recovery management course, a cyber law course, and related modules that are aligned with CNSS/NSTISSC standards (specifically, NSTISSI No. 4011); * providing internships for community college students and externships and other professional development for faculty in the various technical areas of information assurance and computer forensics; * sponsoring cyber defense and Digital Forensic Cup competitions; * developing a comprehensive and replicable security awareness program on each community college campus; * creating educational pathways from high schools to community colleges to four-year institutions or the job market; and * implementing technology to assist with interactive teaching and learning. The center's curriculum employs problem-based and case-based learning methodologies in order to provide students with activities that simulate real-life work experiences. The center is serving colleges throughout the Washington-Baltimore region by taking its wireless LAN with security components on the road, providing the equipment for wireless training, renting space on its virtual security lab, and offering training opportunities to educators. Because the region and its community colleges have such a diverse population, educational activities aimed at faculty, high school teachers, and students are reaching populations that are traditionally less likely to major in fields having an information assurance component. The regional benefits of this center include the consistent education of students who, after graduating from a participating college's program, have the skills needed to meet the specialized requirements of the security industry. Collaboration of the community colleges with the universities--especially the NSA Centers of Academic Excellence in Information Assurance--ensures that an information technology workforce with cybersecurity skills at all levels is available for the region's many employers. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Zdravkovich, Vera Fred Klappenberger David Hall Casey O'Brien Margaret Leary Prince George's Community College MD Victor P. Piotrowski Continuing grant 3163216 7412 1536 SMET 9178 1032 0000099 Other Applications NEC 0501830 July 1, 2005 Creating Career Pathways for Women and Minorities in Digital Video Technology. The Borough of Manhattan Community College (BMCC), WNET Channel 13, Chelsea High School (CHS) and its partners are developing a cohesive digital media program to address the major challenge facing technical education today, namely the need to fully integrate rapidly developing government mandated and industry-wide high definition and digital technology standards into their curricula and media labs. This multidisciplinary program in Digital Media Technology addresses the competency gaps cited by industry professionals and capitalizes on the college's expertise in the areas of advanced technological education. The project has three major objectives: -- To design and implement a pilot academic program in video technology with an emphasis on serving women and underrepresented minority students that begins with the senior year of high school, continues in the BMCC's Video Arts and Technology (VAT) program and is articulated with participating four-year institutions of higher education; -- To review, revise and create, as needed, VAT courses to prepare nontraditional students to understand and master skill sets required for successful film and television industry employment pending the industry-wide implementation of High Definition video technology as per the FCC mandates for 2006; and -- To design and implement a collaborative professional development program (for STEM high school teachers, college faculty and other working professionals) in the field of digital media technology to serve as a regional and national model for other institutions seeking to implement a similar program of study. ADVANCED TECH EDUCATION PROG DUE EHR Mekonen, Shari Sandra Poster William Stevens CUNY Borough of Manhattan Community College NY Michael Haney Continuing grant 993350 7412 SMET 9178 1032 0000099 Other Applications NEC 0501851 July 1, 2005 EdTrAc: Math-Science Education Training Academy. Through a 2+2 partnership, students at Normandale Community College are able to complete the prerequisites for the Minnesota State University, Mankato elementary education program. The Math-Science Education Training Academy (EdTrAc) is preparing students to become highly qualified K-8 teachers and strengthening Normandale's role in K-8 education. The project addresses state and national needs for: - highly qualified teachers with solid content knowledge of the subjects they teach, - more teachers well-prepared in math and science, - encouragement, support, and retention of prospective and pre-service teachers, - teachers from underrepresented populations and teachers who are effective with diverse student bodies, and - coursework that keeps pace with changes taking place in K-8 school curriculum. The project is developing a physics course based on standards for pre-service teachers and a technology for mathematics course to prepare future teachers in the judicious and creative use of new technologies in the classroom. Recruitment work with high schools in area school districts seeks to publicize the elementary education program as a career choice. A Teachers of Tomorrow Club is providing contacts with professional organizations and other future-teachers groups. An Ambassador Outreach Program enlists faculty members to advise pre-service teachers, observe clinical experiences, and build relationships with K-8 classroom teachers. Student Cohorts of preservice teachers are established based on core coursework and students' interest in a math or science middle school specialty. Talented math or science students from partner high schools and students from Normandale who are interested in teaching are serving as tutors. ADVANCED TECH EDUCATION PROG DUE EHR Guelich, Julie Margaret Rejto Julie Johnson Normandale Community College MN Joan T Prival Standard Grant 299763 7412 SMET 9178 1032 0000099 Other Applications NEC 0501854 June 1, 2005 Planning Grant for Institution Level Reform for Adult Technological Education. Five ATE Centers addressing technician education in different contexts work together with the Council on Adult and Experiential Learning (CAEL) to define a basis for institutional reform practices at their institutions. The planning process identifies commonalities and variability in institutional practices, and includes documentation of strengths in serving adults. The results of this pilot research suggest directions for further research that can clarify the relationships of the centers and institutions with their adult learners as they prepare for careers in the high performance industry. The project identifies effective practices and key impacts of the ATE program and helps identify routes to institutional reform through the program that best serve adult learners as well as younger students. Questions to be addressed include reaching out to underserved populations, organizing solutions for credit for prior learning, balancing credit and non-credit offerings, and addressing the need to credentialize skills for portability. The colleges involved are Maricopa County Community College District, Springfield (MA) Technical Community College, Middlesex (NJ) Community College, College of the Mainland, and San Francisco City College. ADVANCED TECH EDUCATION PROG DUE EHR Lesiecki, Michael Joanna Kile Elaine Johnson Gordon Snyder Karen Steinberg Maricopa County Community College District AZ Gerhard L. Salinger Standard Grant 148720 7412 SMET 9178 1032 0000099 Other Applications NEC 0501876 September 1, 2005 Developing a Model for Agriculture, Information Technology, and Electronics Technician Education in Rural Communities. Northeast Community College (NECC) is partnering with five rural community school districts, Wayne State College, the University of Nebraska at Omaha's College of Information Science and Technology, and its local business community to develop and implement the Technology Academy of Northeast Nebraska (TANN Academy). The TANN Academy is working to increase the number and preparedness of electronics and information technology technicians by developing, implementing, evaluating, and disseminating a cost-effective model for educating highly skilled electronics and information technology specialists in sparsely populated, rural communities. Building on a successful partnership that has spanned the last three years, as well as NECC's involvement in the Midwest Center for Information Technology (MCIT), an ATE regional IT center of excellence, the TANN Academy is creating a replicable model technician education program that includes the following features: articulated, seamless education from high school to community college to four-year college; joint delivery of technical courses in the community college setting for dual enrollment; coordinated student outreach and recruitment focusing especially on underrepresented populations (females and students of color); expanded work-based learning opportunities; and, shared teacher/faculty development opportunities. Through NECC's active participation in the MCIT, the project deliverables have immediate access to an established regional distribution system. Dissemination of the model also occurs through presentations at state, regional, and national workshops and conferences, the development and implementation of a project website, and through publication in refereed journals. ADVANCED TECH EDUCATION PROG DUE EHR Blaylock, John James McKenzie Timothy Garvin Robert Ziegler Dan Navrkal Northeast Community College NE Victor P. Piotrowski Continuing grant 750000 7412 SMET 9178 9150 1032 0000099 Other Applications NEC 0501883 May 15, 2005 International Food Science Academy of Minnesota. Upper Midwest food industry giants are world leaders in the biosciences, but skills required by their workers have become more demanding. In contrast, typical urban students struggle to pass basic skills math tests, and become disengaged from advanced STEM coursework as they are forced to enroll in remedial classes. This project bridges urban students to advanced technology education and to careers in the growing food-related biosciences. A Food Technology Associate's degree program is being created at Dunwoody College of Technology, along with a public school feeder system and transition services to four-year degrees. Existing food science and technology courses in Minneapolis Public Schools are being refined and a career educator is working alongside the food science teachers to prepare interested students for more advanced science and math coursework in high school, and then on to advanced coursework at Dunwoody or the University of Minnesota. The Dunwoody program is based on a comprehensive Competency Analysis, employer surveys and student/family market research. Model curricula, lab exercises and field learning experiences have been adapted from approved Bachelor's programs, industry training programs, and NSF-funded projects like AgKnowledge and Biolink. The new degree integrates lecture and lab work, promotes regular contacts with industry and university representatives, and provides internships and student support services. The project evaluation is examining the impact of the programs on the attendance, retention, achievement, graduation, post-secondary credit/degree attainment, and employment of under-represented students. The evaluation also assesses the quality of professional and curriculum development activities, and provides a basis for dissemination of adaptable educational resources. ADVANCED TECH EDUCATION PROG DUE EHR Palazzo, Wendie Jonathan Keiser Karalyn Littlefield Minneapolis Public Schools MN Eileen L. Lewis Standard Grant 600000 7412 SMET 9178 1032 0000099 Other Applications NEC 0501885 July 15, 2005 Embedding CQI Methodology In Two-Year College Technical Curricula. The program is revising curricula for an engineering design and electronics program to build it around an entrepreneurial component that immerses the students in reengineering throughout the two-year program. The objectives of the project are to provide technical students with continuous quality improvement (CQI) experience, to recruit more students into engineering design, manufacturing, and electronics, and to improve student performance. The revised curricula bring freshmen into the CQI loop in their first semester technical courses where they analyze and recommend improvements on products previously designed by student teams. In succeeding semesters, the students build prototypes, analyze them, and continue to redesign them. They undergo training in workplace skills, including project management, teamwork, problem solving, critical thinking, and communication. In the last semester, the curricula combine technical and business students to form student teams or companies, which manufacture, market, and sell a product. To meet the recruiting objective, the project uses student teams as a magnet to draw high school technical instructors and their students to the campus and uses video streaming technology to delivers project activities to the high schools. To improve student performance, the initiatives include: (1) creating a leadership track for promising high school students, enrolling them in a class designed to improve their success in college, and utilizing them as mentors; (2) addressing the language needs of non-native speakers of English by assessing their skills and providing assistance, especially in speaking and listening skills; and (3) involving industry representatives in an advisory committee and utilizing them as mentors. The evaluation effort is comprehensive using a variety of approaches from several perspectives at various points in the students' development. The dissemination efforts includes outreach to high schools and plans to publish materials and results on a web site, at conferences, in journals, and through a workshop. ADVANCED TECH EDUCATION PROG DUE EHR Perez, Dorene Rose Marie Lynch James Gibson Illinois Valley Community College IL Russell L. Pimmel Standard Grant 229875 7412 SMET 9178 1032 0000099 Other Applications NEC 0501888 September 1, 2005 Tech-Xploration, A Technology Adventure for Teen Girls. Engineering Technology A coalition of organizations is conducting a project for young women entering their sophomore year of high school. This project, through its comprehensive program of concentrated summer work coupled with tutoring and mentoring by female professionals in scientific and technical fields, and academic year follow-up, is designed to address the under-representation of women in engineering technology. The goals of the project are to increase participants' (a) interest in and knowledge of technical careers and provide the confidence to pursue them; (b) knowledge base in math, science, technology, and communication; and (c) awareness of technical careers for females. Intellectual Merit: Young women are engaging in the adventure of scientific discovery through the design, development and construction of a hands-on engineering project based upon the use of an interdisciplinary module developed by the New Jersey Center for the Advancement of Technological Education (NJCATE). The module incorporates science, technology, engineering and mathematics instruction. Teaming, problem solving and communication skills are developed. Broader Impacts: The project not only addresses the causes of female non-participation in engineering technology but also targets students from minority and/or economically disadvantaged school districts who often do not receive the same academic preparation as the rest of the population. Through these initiatives the numbers of majority and minority women in engineering technology fields are increasing. ADVANCED TECH EDUCATION PROG DUE EHR Lamela, Josephine Karen Ford Middlesex County College NJ Lance C. Perez Standard Grant 195580 7412 SMET 9178 1032 0000099 Other Applications NEC 0501911 September 15, 2005 Collaborative Project: C-SPIRIT: Coastline - Seamless Articulation Program for Informatics Recruitment and Intersegmental Transfer. (31) Computer Science and Engineering This collaborative Coastline-Seamless Articulation Program for Informatics Recruitment and Intersegmental Transfer (C-SPIRIT) project is creating a fully articulated Informatics program between Coastline Community College and the University of California, Irvine. Informatics is defined as a focus on computing in context. While software engineering is at the heart of informatics, it includes the study of the design, application, use and impact of information technology to real world problems. In addition to a considerable portion of the core of computer science, informatics incorporates significant aspects of other disciplines such as social science, cognitive science, computer-supported collaborative work, human-computer interaction, and organizational studies. Curriculum and courses that have been developed at UC Irvine for their new BS Degree in Informatics are being adapted for community college students to provide pathways to a BS degree or to enter the workforce after receiving an Informatics Certificate or Associates Degree. Areas of employment include computer support specialist, which is representative of the multitude of jobs available for informatics graduates within the local service area of Orange County. Faculty members at Coastline are being trained in informatics curriculum and methodology. Recruitment processes target women, minorities and first-generation college students. Students entering the program are being organized into cohorts and are supported by the Student Success Center at Coastline. The project is deploying learning strategies to develop students' problem solving and critical thinking skills. Dissemination is through a number of conferences including the Annual Convention of the American Association of Community Colleges, League for Innovation in Community Colleges and through the C-SPIRIT End-of-Project Informatics Conference at UC Irvine. ADVANCED TECH EDUCATION PROG DUE EHR van der Hoek, Adriaan Debra Richardson University of California-Irvine CA Lance C. Perez Standard Grant 133570 7412 SMET 9178 1032 0000099 Other Applications NEC 0116000 Human Subjects 0501912 July 1, 2005 Quality Matters; Advancing the Biotechnology Program at Raritan Valley Community College. This project aims to develop a new biotechnology program for Central New Jersey into one that is recognized the region's world-class industry partners as a solid resource for producing future employees. The project consists of two primary components. The Curriculum and Infrastructure component includes activities to (1) strengthen the biotechnology curriculum by aligning skill sets and instruction with the needs of industry, and (2) develop faculty through industry internships and a Summer Biotechnology Institute for high school and college teachers. The second component is Student Outreach and Support, which includes (1) implementation of specific recruitment strategies directed toward high school students, (2) the development of a community of learners and support systems to promote retention of students, and (3) the building of a high school bridge including concurrent enrollment courses, the Summer Biotechnology Institute for high school teachers and the Life Sciences Career Awareness Day programs. The intellectual merit of this initiative is ensured by the institution's commitment to providing quality education through rigorous programs that draw upon the wealth of scientific talent from regional partners in industry and academia. The sharing of information nationally generates the broader impact of the program. All project deliverables (course syllabi, teaching modules and recruitment materials) are published in packets and made available through the College's website and through Bio-Link, the national web-based vehicle for curricular and programmatic sharing in biotechnology education. As many of the region's industry partners are worldwide companies, this program reaches the global business community as well. ADVANCED TECH EDUCATION PROG DUE EHR Lenahan, Melanie Sarah Tabacco Edward Carr Raritan Valley Community College NJ Linnea A. Fletcher Standard Grant 371319 7412 SMET 9178 1032 0000099 Other Applications NEC 0501915 September 15, 2005 Multimedia GIS Materials - ATE Prototype Lessons. Project abstract Cambridge Studios will adapt interactive multimedia materials to teach geographical information systems (GIS) and develop a technological innovation that makes GIS more accessible to schools. They will produce and evaluate two prototype lessons adapted from Cambridge Studios' geography telecourse The Power of Place so that they fit into a larger introductory geographical information science course. The target populations for this are high school and community college students. This approach to GIS concepts and skills begins by involving the students in real-world problems through compelling video stories about people whose lives are shaped by spatial circumstances. They then engage the GIS students in on-line interactive exercises where they learn specific GIS knowledge as they work to solve the problems in the case study. A key outcome of the grant is the technical innovation of an integrated approach to hybrid media storage, distributed processing, and the application of new multimedia technologies to on-line GIS. Working with key support from experts in both education and industry, they intend to make significant changes so that GIS in education can be fully distributed and utilized. ADVANCED TECH EDUCATION PROG DUE EHR Wisniewski, Lance Alberto Giordano Robert Burns Cambridge Studios Inc. MA Michael Haney Standard Grant 249985 7412 SMET 9178 1032 0000099 Other Applications NEC 0501932 September 15, 2005 Collaborative Project: C-SPIRIT: Coastline - Seamless Articulation Program for Informatics Recruitment and Intersegmental Transfer. (31) Computer Science and Engineering This collaborative Coastline-Seamless Articulation Program for Informatics Recruitment and Intersegmental Transfer (C-SPIRIT) project is creating a fully articulated Informatics program between Coastline Community College and the University of California, Irvine. Informatics is defined as a focus on computing in context. While software engineering is at the heart of informatics, it includes the study of the design, application, use and impact of information technology to real world problems. In addition to a considerable portion of the core of computer science, informatics incorporates significant aspects of other disciplines such as social science, cognitive science, computer-supported collaborative work, human-computer interaction, and organizational studies. Curriculum and courses that have been developed at UC Irvine for their new BS Degree in Informatics are being adapted for community college students to provide pathways to a BS degree or to enter the workforce after receiving an Informatics Certificate or Associates Degree. Areas of employment include computer support specialist, which is representative of the multitude of jobs available for informatics graduates within the local service area of Orange County. Faculty members at Coastline are being trained in informatics curriculum and methodology. Recruitment processes target women, minorities and first-generation college students. Students entering the program are being organized into cohorts and are supported by the Student Success Center at Coastline. The project is deploying learning strategies to develop students' problem solving and critical thinking skills. Dissemination is through a number of conferences including the Annual Convention of the American Association of Community Colleges, League for Innovation in Community Colleges and through the C-SPIRIT End-of-Project Informatics Conference at UC Irvine. ADVANCED TECH EDUCATION PROG DUE EHR Warner, Michael Coastline Community College CA Stephen C. Cooper Standard Grant 166430 7412 SMET 9178 1032 0000099 Other Applications NEC 0116000 Human Subjects 0501950 October 1, 2005 A National Network for the Education of Rehabilitation Engineering Technologists/Technicians. (58) The T.K. Martin Center for Technology and Disability at Mississippi State University, in collaboration with Queensborough Community College and Mississippi Gulf Coast Community College, is conducting a project to increase the number of personnel who will be qualified to provide rehabilitation engineering technology (RET) services in public and private agencies and institutions involved in the vocational rehabilitation and independent living rehabilitation of individuals with disabilities. The project is clearly defining the responsibilities of RET and the needed competencies; defining and developing the educational requirements of the RET curriculum; establishing the need for RETs; developing the logistics required to offer the program; equipping teaching labs with appropriate assistive technology; and establishing an advisory board. An effort is also being made to expand the consortium of participating institutions from two to four. ADVANCED TECH EDUCATION PROG DUE EHR Cirlot-New, Janie Gerald Weisman Anna Kelley-Winders James Valentino Mississippi State University MS Barbara N. Anderegg Standard Grant 99950 7412 SMET 9178 1032 0000099 Other Applications NEC 0501953 September 1, 2005 The Northeast Biomanufacturing Center and Collaborative: Building a Sustainable Infrastructure for Biomanufacturing Jobs and Education. The Northeast Biomanufacturing Center and Collaboration (NBCC), based at New Hampshire Technical College Manchester/Stratham is a self-sustaining regional alliance consisting of five northeastern community colleges and one technical high school. Partners in this effort include New Hampshire Community technical College, Community College of Baltimore County-Catonsville, Community College of Rhode Island, Finger Lakes Community College, Montgomery County Community College, and Minuteman Regional Vocational Technical School. Each of the centers forms a Hub through which a network is being developed with the local biotechnology/biomedical industry, educational institutions, professional associations and government to prepare a technical workforce for the region's rapidly increasing biomanufacturing industry. The Hubs are 1) Developing resources for the biomanufacturing community; 2) Facilitating annual workshops that engage the biotechnology community in their region; 3) Establishing sustainable learning communities to support students pursuing a career in biomanufacturing; 4) Developing educational pathways and articulation agreements between high schools, community colleges, and universities; 5) Developing and adapting biomanufacturing curricula and instructional materials to create a technology workforce for the rapidly changing biomanufacturing industry; 6) Providing professional development opportunities for biomanufacturing faculty members; and 7) Maintaining a website at www.biomanufacturing.org that provides communication between hubs, supports project management and provides a method through which curricula and instructional materials are being developed, tested and delivered. Biomanufacturing curriculum and education materials are being developed to produce high-quality, but individually distinct biotechnology programs at each of the Hubs to meet the needs of the industries within their service area. Workshop participants are engaging in curriculum development by providing feedback, suggesting modifications, and deploying the instructional materials in their classrooms. Utilizing the processes already developed at Minuteman Technical High School each of the Hubs is assisting in the development of high school biotechnology programs, developing articulation agreements between high schools and their Hub, developing processes to recruit and retain minority students and leveraging their outreach programs through a Department of Labor National Biomanufacturing Apprenticeship System for recent high school graduates. Industrial involvement is providing employment pathways for AA degree recipients, summer internships for faculty members at biomanufacturing companies, and input on curriculum development to support their training needs. Dissemination is through their website and linked to Bio-Link's website at www.bio-link.org. ADVANCED TECH EDUCATION PROG DUE EHR Wallman, Sonia Mary Kurtz Thomas Burkett Linda Rehfuss James Hewlett New Hampshire Community Techical College Manchester/Stratham NH Duncan E. McBride Continuing grant 2998016 7412 SMET 9178 9150 1032 0000099 Other Applications NEC 0501965 August 1, 2005 Visual Digital Literacy: Curricula and Modules for the IT Worker. Visual digital literacy (VDL), the ability to understand computer-generated images and use them to communicate effectively, is increasingly essential for information technology (IT) technicians and other knowledge workers. Mesa Community College (MCC), in collaboration with Brown University, is creating, using, assessing, and disseminating a curriculum and comprehensive set of teaching modules on introductory VDL that is preparing students to meet this workforce requirement. The modules are being designed in conjunction with industrial partners for use in existing community-college curricula, particularly in IT literacy courses. Intellectual merit. The curriculum and modules being developed through this project are helping to define the VDL field, and are contributing to the competencies and skills that define information literacy. The VDL curriculum and modules are providing resources unavailable elsewhere, both because of their wealth of original content (including written materials, interactive software, activities, assessment tools and rubrics, and teacher guidance) and because they consolidate and organize materials from many diverse fields. Broader impact. The VDL materials are helping to integrate VDL into core IT curricula. The interdisciplinary modules are contributing to teaching in a broad range of IT-related courses, and are ideal for attracting women to IT fields, since research has shown that computer use in service of a goal is far more appealing to most women than the use of the computer for its own sake. In addition, the VDL modules are being packaged for use in e-learning systems, enabling easy adoption for distance-learning courses. ADVANCED TECH EDUCATION PROG DUE EHR Buehman, Andrea Oris Friesen Florence Martin John Gibson Maricopa County Community College District AZ Stephen C. Cooper Continuing grant 600000 7412 SMET 9178 1032 0000099 Other Applications NEC 0501971 September 1, 2005 Proven Practices for Recruiting Women to STEM Careers in ATE Programs- Special Project. Edmonds Community College in collaboration with ATE Centers and projects, is researching, assessing, identifying, compiling, and disseminating effective recruitment strategies used in program design to increase the recruitment of women and girls in science, technology, engineering, and mathematics (STEM) majors and fields. The goal is to promote long-term, fundamental changes in the recruitment of females into educational programs that prepare them to enter STEM careers. Using the Social Cognitive Career Theory (SCCT) as a basis of a theoretical model, this extensive 3-year research project draws on literature reviews and other projects in gender research. The intellectual merit of the proposal is that it is informed by rigorous research, the outcome of which is a constellation of pragmatic practices for recruitment of females into educational programs that prepare them to enter STEM careers. The project advances understandings of the knowledge base on social cognitive career theory as a model for understanding women's academic and career choices; has the potential to broaden participation of underrepresented students in STEM careers; and enhances the infrastructure for research in the field. The aim to broaden female participation in the workforce is beneficial to society as a whole because it diversifies and strengthens the workforce. Therefore, it is advantageous for ATE programs to address gender equity in recruiting practices, eliminate information gaps, and dispel negative perceptions and inaccurate stereotypes. Project outcomes and deliverables stress implementation of recruitment strategies in real and pragmatic ways. The findings of this project will be significant for educational programs and industries across the United States. ADVANCED TECH EDUCATION PROG RES ON GENDER IN SCI & ENGINE DUE EHR Cossette, Imelda Edmonds Community College WA Gerhard L. Salinger Continuing grant 499784 7412 1544 SMET 9178 1032 0000099 Other Applications NEC 0501972 June 1, 2005 Rural Education Advanced Learning in Geographic Information Science and Technology (REAL GIST). This project is designing and implementing an AAS (Associate of Applied Science) certificate and AS (Associate of Science)transfer degree program in Geographic Information Science and Technology (GIST) for the Four Corners region. By adapting materials and involving experienced instructors, as well as practicing scientists and technicians, this project is developing a program for rural education of undergraduate students, current workers, future technicians and teachers. The project is assisting San Juan College in addressing the intellectual challenge in providing quality student learning of important science, technology, engineering and mathematics (STEM) principles, providing a means to technical education currently available only at a great distance and expense. The intellectual merit of this project lies in its efforts to develop a core set of academic skills across disciplines, and in its training of students in both practical and problem solving skills, improving student involvement and interest in learning. Effective use of technology and distance education helps provide a bridge for students to four-year degree programs at a collaborating university. Project outcomes include collaborative learning experiences for secondary teachers and their students, the coordination of GIST information resources, and providing leadership among local agencies and private industries for cooperation and the sharing of resources. The broader impacts of the GIST program are in its efforts to address the current and future needs of business and industry by providing highly skilled undergraduates to the workforce in the region. The GIST program provides training and educational opportunities in emerging technologies to undergraduate students and active members of the workforce. Technicians are able to further their careers and enhance their ability to effectively contribute to their respective companies. The goal is to create a model program for the integration of GIST and other technologies across disciplines that other institutions seek to emulate. EXP PROG TO STIM COMP RES ADVANCED TECH EDUCATION PROG DUE EHR Hyder, Don Keary Howley San Juan College NM David B. Campbell Standard Grant 370969 9150 7412 SMET 1032 9178 9150 0000099 Other Applications NEC 0501978 June 1, 2005 Upstate Engineering Technology Articulation Project. Engineering-Engineering Technology (58) This project is developing a partnership between the University of South Carolina Upstate and five South Carolina Community Colleges to create a Bachelor of Science in Engineering Technology Management Degree (BSETM) for students who have completed an Associate Degree in one of eight engineering technology disciplines. Graduates of the program are being prepared to become engineering technology managers for local and regional industries. Community College partners include Greenville Technical College, Piedmont Technical College, Spartanburg Technical College, Tri-County Technical College and York Technical College. Areas within the BS degree include project management, contract management, engineering cost analysis and systems decision-making. Applicable technologies at the community colleges include Architectural, Civil, Construction, Electronics, Graphics, General, and Mechanical Engineering Technologies. The degree has a cross-functional focus that integrates best business and technical practice with an applications-oriented approach. Curriculum is being developed collaboratively between all of the institutions in the collaboration to ensure a seamless block transfer of associate degree recipients to the BSETM program. The project is building institutional infrastructure and use of best practices to nurture students and insure satisfactory academic progress, program completion and transfer to the baccalaureate management program. Included is a bi-annual shared "Advising Academy" for all advisors and counselors in the collaboration, mentoring and mentor training, creating a cyber-advising system, a student success banquet and development of student honor societies. The leadership team is engaging in an outreach program to high schools students, parents and teachers to increase the awareness of opportunities in engineering technology. The outreach effort is focusing on recruiting and retaining women and minority students. Students recruited to the program are being supported through a bridge program. An educational/occupational outlook and opportunity CD/DVD is being developed and distributed across the 17 northern counties of South Carolina. ADVANCED TECH EDUCATION PROG DUE EHR Welch, Joel John Watts Marc Tarplee Ronald Talley Don Godsey Greenville Technical College SC Lance C. Perez Standard Grant 298926 7412 SMET 9178 9150 1032 0000099 Other Applications NEC 0501989 August 15, 2005 The Computer Animation and Game Development Teacher Training Center. De Anza College's Animation program is joining with the world's leading computer animation studios and video game companies (Industrial Light & Magic, PDI/Dreamworks, Pixar, Electronic Arts) to create a regional Teacher Training Center and a replicable professional group mentorship model designed to increase the number of well-trained animators to join the game development industry. Intellectual Merit: Center activities include co-producing a comprehensive series of weekend master classes and summer workshops in curriculum design, animation technique, game development and related audio and photographic technologies, implementing project-based technical experiences mentored by industry professionals, developing and disseminating multidisciplinary prototype curricula for new Game Development certificate programs based on industry needs, and creating a web resource to assist colleges with designing degrees and certificates. Broader Impact: The activities of the Center are providing access to Bay Area animation and high technology resources to other geographic regions and to a broader range of schools, creating a prototype curricula and an industry mentorship model that can be implemented nationwide, and addressing dramatically changing workforce technical skills needs in a pivotal regional industry. ADVANCED TECH EDUCATION PROG DUE EHR McNamara, Martin Foothill-De Anza Community College District CA Stephen C. Cooper Standard Grant 474999 7412 SMET 9178 1032 0000099 Other Applications NEC 0502001 September 1, 2005 Partnership for advanced marine and environmental science training for Pacific Islanders. This program improves technological education at the undergraduate and secondary school levels through the community colleges of the Pacific Islands by supporting regionally relevant curriculum development, the professional development of community college faculty and secondary school teachers, internships and field experiences for faculty, teachers, and students, and by strengthening the scientific infrastructure of the participating institutions. The activities include workshops that provide both training and the necessary tools to perform relevant research, development of articulation agreements between marine and environmental sciences programs at regional two-year colleges and minority-serving universities, research experiences and collaborations, and secondary school teacher and student support. The project builds on existing programs (NSF-UMEB, DOI-MAREPAC, NOAA-Coral Reef Initiative) to address the scientific and technical needs of the U.S.-Affiliated Pacific Islands: American Samoa, the Commonwealth of the Northern Mariana Islands, the Federated States of Micronesia, the Republic of the Marshall Islands, and the Republic of Palau. The Pacific Islands contain highly diverse and unique coral reef and terrestrial ecosystems that are under elevated levels of stress and degradation due to development pressures, the effects of overfishing, and coastal pollution from sedimentation and the increased use of agrochemicals. The future of the Islands and their populations depends on the technical skills and knowledge available to local resource managers, policy makers and stakeholders. An effective means of providing critical access to accurate and adequate information, in a culturally appropriate manner, is to strengthen the capacity of the local institutions of higher education: American Samoa Community College, the College of Micronesia - FSM, the College of the Marshall Islands, Northern Marianas College, and Palau Community College. EXP PROG TO STIM COMP RES ADVANCED TECH EDUCATION PROG DUE EHR Richmond, Robert Patrick Tellei Barry Smith University of Hawaii HI David B. Campbell Standard Grant 288693 9150 7412 SMET 9178 9150 1032 0000099 Other Applications NEC 0502003 August 1, 2005 Learning Alliance for Bioscience (LAB). Ohlone College and its partners from K-12 and industry are jointly creating the Learning Alliance for Bioscience (LAB) project, an integrated set of activities with the aim of 1) increasing the number of students participating in biotechnology programs, particularly those from underrepresented groups; 2) increasing the variety and effectiveness of teaching and learning strategies and methods in biotechnology programs; and 3) enhancing and expanding the scope of their biotechnology program by exploring and developing new bioscience technician programs in alignment with industry needs. Activities include summer programs for students, tutoring, an introductory biotechnology course, outreach, professional development for teachers, and curriculum and program development. The project is increasing the numbers of underrepresented students involved in the biotechnology, and science, technology, engineering & mathematics (STEM) and related programs at Ohlone College. It includes outreach to and recruitment of 18 to 24-year-old underrepresented students, primarily Hispanic and Latino. A learning communities model is being established at target high schools and involves college students who serve as peer-tutors. A staff development component providing industry collaborations for both high school and community college faculty is leading to curriculum development for biotechnology courses. ADVANCED TECH EDUCATION PROG DUE EHR Quinta, Ronald Laurie Issel-Tarver Mark Barnby Joe Zermeno Ohlone College CA Joseph Reed Standard Grant 349382 7412 SMET 9178 1032 0000099 Other Applications NEC 0503414 August 1, 2005 Advanced Aerospace Manufacturing Education Project. (58) This project is bringing representatives from industry and education together to address training and education needs for today and the future. The principal issues that are being addressed are: (1) identifing parties who will validate the required competencies of the manufacturing technicians; (2) developing information about previous and ongoing efforts in aerospace manufacturing; (3) benchmarking existing educational models; (4) establishing linkages with other related programs, associations, and organizations; and (5) developing a definitive plan is needed to attract and retain individuals from underrepresented groups. Principal project participants include Boeing and Northrop Grumman, representing the customers for the training process; El Camino College, Oregon Institute of Technology, and Purdue University, as the education providers; and the Society of Manufacturing Engineers as a provider of continuing education, training and certification. The results of the project are being disseminated through a variety of media including workshops, conferences publications and expositions. ADVANCED TECH EDUCATION PROG DUE EHR Way, Ronald Bradley Harriger John Anderson El Camino College CA Herbert H. Richtol Standard Grant 99292 7412 SMET 9178 1032 0000099 Other Applications NEC 0506535 July 15, 2005 Connecting NSTA K-16 Science Content to NSDL. This project is connecting the vast storehouse of vetted materials and resources available through NSTA to the NSDL. In so doing, it is extending both the number of educators it serves and the number and kinds of resources offered. Furthermore, NSTA and ENC are prioritizing the resources being connected to the NSDL and its Pathways projects; developing an e-publication model; establishing adequate metadata for all resources; and building the infrastructure and software needed to create, sustain, and provide access to the collection of resources. All of these activities are supporting the interoperability, reusability, and persistence the collections. Lastly, NSTA and ENC are investigating new ways of selecting, describing, and cataloging digital resources, contributing to the long-term expansion and improvement of the NSDL. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Lightle, Kimberly Albert Byers Ohio State University Research Foundation OH Lee L. Zia Continuing grant 847791 7444 SMET 9178 0000099 Other Applications NEC 0509161 July 15, 2005 Inquiry-Based Physiology Curriculum Integration at West Chester University of Pennsylvania. Biological Sciences (61) Students in three different physiology courses are engaged in inquiry-based learning in the laboratory using computer-aided data acquisition equipment. Allied health science majors taking Human Anatomy and Physiology, biology majors taking Comparative Vertebrate Physiology, and pre-professional students taking Human Biology are reading the primary literature of these respective disciplines and applying what they learn to solve problems in the laboratory. Beginning students solve problems presented to them by the instructors, and more advanced students design their own experiments. At the end of each laboratory period, students are presenting the results of their experiments to each other. Students also share their data on a central server, enabling them to work together at interpreting their results and writing their reports outside the normal class meeting times. The intellectual merit of this project is found in the pedagogy, which is an innovative adaptation of a similar approach used at San Diego State University. This pedagogy has been shown to increase student interest in both physiology content and physiological research. The broader impacts of this project include over 300 students each year, most of them women or students from traditionally underrepresented groups, who are taking advantage of the new equipment in these physiology courses to address open-ended, inquiry-driven laboratory experiments. The newly developed curricula in these courses are being shared with instructors of similar courses from area colleges and universities at an annual summer pedagogy workshop. In addition, laboratory curricula developed with this grant are being made available world wide on a website dedicated to innovative physiology laboratory approaches (www.powerlab-teaching.com/experiments/contributions.html). CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Casotti, Giovanni Loretta Rieser-Danner Maureen Knabb West Chester University of Pennsylvania PA Linnea A. Fletcher Standard Grant 112049 7428 SMET 9178 7428 0000099 Other Applications NEC 0509627 September 1, 2005 Beyond the Campus: A Model for Integrating Informal Science Expertise into the Preparation of Preservice Science Teachers. Interdisciplinary (99) This project aims to adapt two existing programs designed for in-service teachers at the Bronx Zoo to become pre-service teacher education courses for Lehman College, Brooklyn College, Hunter College and the College of New Rochelle. The conservation biology program is adapted to become a semester-long, 45-hour course to give pre-service elementary school teachers an in-depth look at life science with a focus on conservation biology. The environmental science program is adapted for pre-service elementary school teachers to give them not only a background in environmental science content but also the skills and knowledge to teach science comfortably and in tandem with other required disciplines. The focus on environmental science, which draws from many disciplines, is an ideal vehicle to illustrate methods for integrating science across the disciplines. Intellectual Merit The project addresses the questions: In what ways, and to what extent, can a successful training program from an informal science institution be adapted to provide generalist pre-service elementary teachers with appropriate science education knowledge and skills? And, can an effective educational collaboration be formed among an informal science institution and local universities to promote pedagogical change and improve the science knowledge of students? Broader Impacts The main outcomes of the project are: (1) the development of pre-service programs in environmental science and conservation biology for New York City area undergraduate students of diverse ethnicities; (2) a thoroughly documented evaluation study that is disseminated to universities and informal science institutions across the U.S., and (3) a national model demonstrating how informal science institutions can form significant partnerships with universities in pre-service teacher preparation. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Naiman, Tom Wildlife Conservation Society NY Daniel Udovic Standard Grant 199991 7428 SMET 9178 7428 0000099 Other Applications NEC 0509735 September 15, 2005 Incremental incorporation of LC/MS in the chemistry curriculum. Chemistry_12 This project is designed to increase a student's awareness of the utility of coupling together the techniques of chemical separation and characterization. The PIs are developing a tool to assess the educational impact of a series of programmed exposures to this set of chemical instrumentation. In a typical laboratory curriculum, students are taught about chromatography and spectroscopy as independent techniques to separate or characterize samples. In this project student lab experiences are being expanded by exposure to state-of-the-practice instrumentation. Using a liquid chromatograph-mass spectrometer (LC/MS) enables them to obtain a coupled separation and characterization analysis. Both MS and LC techniques are being introduced in lower level courses using experiments adapted from the chemical education literature. In higher level courses, students are exploring the advantages of coupling these two techniques in a single analysis, adapting standard practices from industrial and academic research laboratories. Each use of the LC/MS by the students will involve a progressively more complex analysis in an adaptation of the Gradualism model developed elsewhere. Before and after each use, students will take a short assessment survey keyed to the complexity of the experiment they are doing. The results of these surveys will be used to examine perception and understanding differences between those students with one or two experiences and those with multiple and more complex experiences. Community College partners will also participate in the use of this equipment in their organic chemistry and instrumental analysis courses, building upon prior collaborations in the use of other major instrumentation. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Grushow, Alexander Feng Chen Bruce Burnham Rider University NJ Eileen L. Lewis Standard Grant 119960 7428 SMET 9178 7428 0000099 Other Applications NEC 0509801 September 15, 2005 Establishing a Geophysical Test Site. Geology (42) A geophysical test site (GTS), basically a controlled experiment with precisely known parameters for the objects being "found", is a potentially effective way in improving practical and conceptual student learning in geophysics through hands-on experiences. A GTS is being established for use in undergraduate teaching on the campus of Kansas State University (KSU). A variety of objects are buried at varying depths within the GTS, and the students use an array of geophysical surveying instruments (magnetometer, ground penetrating radar, broadband electromagnetic metal detector, gravimeter, a laser total station, and seismic reflection/refraction) to measure the geophysical anomalies generated by the objects. Students then process and interpret this data, and their results regarding size, shape, depth, and physical properties of the objects can then be compared with results from our comprehensive surveys of the site. The GTS is being integrated into several undergraduate courses offered at KSU, including Field Geophysics, Introduction to Geophysics, Exploration Geophysics, Computational Geophysics, and Hydrogeology. The KSU Office of Education Innovation and Evaluation (OEIE) is assessing the effectiveness of the GTS at improving student learning in these courses. The GTS will last for decades, and will enable faculty to make effective use of an array of geophysical instruments in providing active, hands-on learning experiences for hundreds of undergraduate students at KSU and neighboring institutions. Outreach to and involvement of K-12 teachers and students in GTS activities is providing educational benefits beyond the college audience. EXP PROG TO STIM COMP RES CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Oviatt, Charles Stephen Gao Steven Galitzer Kansas State University KS Jill K. Singer Standard Grant 74996 9150 7428 SMET 9178 9150 7428 0000099 Other Applications NEC 0509869 September 1, 2005 An Undergraduate Optics Laboratory with a Biomedical Emphasis. Physics (13) The project is improving the upper division physics curriculum by enhancing a recently established laboratory component for the junior-level optics course. The intellectual merit of this endeavor lies largely in its emphasis on biomedical applications and collaborative investigations. In the upgraded laboratory, students perform modern optics experiments to learn fundamental physics, and they acquire practical design and engineering skills by investigating substantive "real-world" problems found in contemporary biomedical optics research. Six sets of experiments are being adapted from undergraduate optics courses at other universities as well as a variety of recent articles in research journals. Students tackle these problems as a community of researchers, just as they would in a technical job environment. Topics include laser safety and eye damage, geometric optics and eye disorders, light scattering in simulated tissues, diffuse reflectometry for heart-rate monitoring, polarimetric imaging of skin cancer, and optical coherence tomography of tissue lesions. While these experiments are unified by the theme of biomedical optics, the physics and techniques involved are applicable to a wide variety of optics disciplines. The broader impact of this project is five-fold. First, the biomedical emphasis of the optics laboratory matches current research efforts in science, technology, engineering, and mathematics professions. Second, a growing number of journal articles on physics pedagogy demonstrate how such an interdisciplinary theme can provide diverse and attractive opportunities for students after graduation. Third, the focus on life science applications has the potential to attract new students to the physics program and diversify its demographic profile. Fourth, the optics course plays an important service role for the new Electrical Engineering Department, and it will benefit the growing fraction of engineering students who seek employment with local biomedical industries. Fifth, the topics of these laboratories overlap closely with student-centered research programs at the university. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Green, Adam University of St. Thomas MN Duncan E. McBride Standard Grant 88584 7428 SMET 9178 0000099 Other Applications NEC 0509899 July 1, 2005 Interactive Internet-Based Teaching of Multivariable Calculus and Geometry. Mathematical Sciences (21) The objective of this project is to develop two internet-based courses at the university, and to interest faculty at institutions in the Atlanta area in using these methods in their courses. The primary problems being addressed are the implementation of internet based teaching methods, and the use of computers to further the teaching of visualization in mathematics. Because the methods can be easily transferred to many settings without specialized software and hardware, internet-based methods provide an opportunity for innovation in teaching. The power of visualization provided by computers has become central in scientific research, and such tools should become an important part of undergraduate education. Intellectual Merit. This project is disseminating the internet-based teaching methods developed by Professor Thomas F. Banchoff for which he has received the NSF Director's Award for Distinguished Teaching Scholars. His innovations provide a setting in which students develop software for college courses central to the curricula of mathematics, science, and engineering majors. With Dr. Banchoff as a consultant, this project is developing further his interactive design of a multivariable calculus course, and extending his methods to the teaching of geometry for prospective secondary mathematics teachers. This course has grown out of a modern synthesis of computer visualization and research in geometry. An important feature of this project is the adaptation of interactive internet-based tools to the instruction of a new population of students - prospective secondary school teachers. Faculty members are team-teaching an experimental course for Mathematics Education majors, and the work is being integrated with that department's NSF funded Center for Proficiency in Teaching Mathematics. Broader Impact. These activities are impacting the teaching of calculus, geometry, and other central mathematics courses at a wide range of colleges and universities in the Atlanta area. In addition to the large state universities (University of Georgia, Georgia Institute of Technology, and Georgia State University), a number of highly regarded smaller colleges in the Atlanta area (including Spelman College, Morehouse College, Emory University, and Agnes Scott College) are involved. Faculty from these institutions are attending seminars and workshops. The project is also coordinating with the Mathematical Association of America to disseminate the results via workshops. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR McCrory, Clinton University of Georgia Research Foundation Inc GA Elizabeth Teles Standard Grant 49670 7428 SMET 9178 0000099 Other Applications NEC 0510157 September 1, 2005 Alice in Paradise: Adapting 3-D graphics interactive animation for teaching an introductory computer science (CS-0) course in Hawaii. Computer Science (31) This project is adapting the Alice programming environment, a promising approach to improving CS retention, to a particular cultural environment. Universities in Hawaii are part of a unique environment in which the Hawaiian/Pacific Islands cultural heritage plays a large part. In this project, students are basing their open-ended larger programming projects on stories from the Hawaiian and Pacific Island treasure-trove of legends, mythology, traditions, and oral history. Students who are less mathematically-prepared or have no prior programming experience are placed into this course in order to better prepare them for the beginning programming course and subsequent courses in computer science. EXP PROG TO STIM COMP RES CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Gersting, Judith H Edwards University of Hawaii at Hilo HI Stephen C. Cooper Standard Grant 59262 9150 7428 SMET 9178 9150 0000099 Other Applications NEC 0510165 September 1, 2005 An Integrative Curriculum in Planetary Science. Geology (42) As part of a new degree program, this project is developing three new courses in planetary science. The project is adapting a series of exemplary instructional practices from the literatures on geoscience, physics, and astronomy education. The first course is an inquiry-based introductory course in planetary science, in which students will collect spectral data on local rock units using hand-held reflectance spectrometers, and conduct spectroscopic measurements by telescope. The second course focuses on the petrologic study of meteorites, lunar samples, and terrestrial rocks. The third course is an upper-level offering on the spectroscopy of the planets, that makes in-depth use of tools introduced in the two previous courses. The project assessment plan tracks student academic performance in the new courses, as well as their performance in the upper-level courses in physics and geology that follow them. Student recruitment and retention in astronomy and geology degree programs, as well as in the new planetary program, are also being measured. The intellectual merit of the project lies in the crossing of boundaries between geology, physics, and astronomy, as a means of bringing students to these disciplines. These courses are modeling successful teaching practices, and inspire students to undertake further study in related fields. The broader impact of this project lies in bringing female students into these three STEM fields, where women are under-represented. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Dyar, Melinda Catrina Hamilton Thomas Burbine Mount Holyoke College MA Jill K. Singer Standard Grant 91900 7428 SMET 9178 7428 0000099 Other Applications NEC 0510198 September 1, 2005 CCLI-A&I: Sustained Service Learning Projects in Software Engineering Project Courses. Computer Science (31) Ohio University is collaborating with the Purdue University EPICS Program, the Center for Community Service, the Center for Teaching Excellence, the Nelsonville Public Library, the Office of Code Enforcement and Community Development, and the City of Athens, OH to adopt and integrate the service learning approach pioneered by Purdue University; the "stabilize-and-enhance" approach proved effective by Rice University; and the open-source software development approach to structure software engineering project courses. For software engineering project courses, service-learning projects are a rich source of real-world projects that offer students the opportunity to solve complicated technical problems while interacting with real-world clients. Software engineering educators, however, hesitate in adopting service-learning projects because projects from community partners with different backgrounds and needs are often dramatically different and are not as well structured as traditional academic projects. It is difficult to 1) manage in one class different projects that require entirely different toolsets, languages, platforms, and even have different timelines; 2) evaluate different projects from different community partners and give consistent grades; 3) ensure that service learning projects proposed by community partners are interesting and beneficial to them and in the meantime appropriate for the class with respect to scope, size, and difficulty; and 4) facilitate the adoption of cross-term, cross-team projects to accommodate community partners in need of larger projects. Intellectual Merit: To overcome these challenges, Ohio University is developing an educational software process named GROw (Gradually Ripen Open-source Software) that facilitates cross-term, cross-team project development. In addition, OU is developing consistent grading rubrics for different projects and guidelines to assist community partners to provide appropriate project requirements. Broader Impact. While the open-source approach has been proven effective and scalable in practice, the impacts of this approach on software engineering courses have not been fully studied. This project is pioneering a systemic way to apply the open-source approach on large, multi-term service-learning projects. Through service learning, this project is providing benefit to participating community partners and helping to produce educated software engineers who have a stronger sense of civic responsibility. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Liu, Chang Ohio University OH Victor P. Piotrowski Standard Grant 74999 7428 SMET 9178 0000099 Other Applications NEC 0510230 September 1, 2005 Improving Quantitative Literacy Across the Natural Science Curriculum Through Digital Imaging Technology. Abstract Life Science - Biological (61) This project establishes a centralized digital imaging, analysis, and quantitation laboratory to be utilized throughout the natural science curriculum. The facility is modeled after highly successful imaging and analysis laboratories at both Franklin and Marshall College (DUE #9750430) and Wheaton College (DUE #0126637), but modified to place a greater emphasis on quantitation. Intellectual Merit: The intellectual merit of the project is reflected in its potential to: 1) generate fundamental improvements in teaching and learning by effectively using technology; 2) provide students with significant exposure to current, real-world technologies; and 3) greatly increase quantitative literacy. This project is based on an extensive analysis of existing literature, and in turn contributes to the literature and effective practice in undergraduate natural science education through innovative uses of digital imaging and quantitation. Broader Impacts: The broader impacts of the project include transforming the pedagogy and student experiences in twenty-five courses taught in the biology, chemistry, and physics departments. These courses target all biology, biochemistry, chemistry, physics, pre-engineering, and math education majors, as well as all pre-service K-12 teachers, and more than 25% of non-science majors. Student learning gains related to the project are assessed across disciplines using both formative and summative evaluation and direct and indirect measures. The imaging facility is used for recruitment of and summer outreach experiences for primarily African-American middle and high school students in the Pittsburgh, PA area. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Bethke, Bruce John Smetanka Saint Vincent College PA Linnea A. Fletcher Standard Grant 199319 7428 SMET 9178 7428 0000099 Other Applications NEC 0510235 August 15, 2005 BIO(k)Now!: Enhancing Undergraduate Biology Student Understanding of Biotechnology and Environmental Issues in an Inquiry-based Laboratory Environment. Discipline: Biological Sciences (61) Based on such proven approaches as Shoestring Biology (NSF:DUE/ATE #9553720) and the principles found in NRC Standards and the BCI (Biology Concepts Inventory1), Bio(k)Now! is improving students understanding of key biological processes. Five courses (Bio 110, Bio 111, Bio 112, Bio 130, Bio 150) are directly affected and project resources are being utilized in other classes as well (chemistry, forensic chemistry, microbiology). A number of broader impacts are anticipated as this project serves a unique population of students and should help prepare them for jobs in the area or to enter a four-year college well prepared to complete their studies. The average age of students entering this college is thirty and a majority are attending college for job related retraining. Seventy-three percent (73%) are first generation college students and 77% qualify for need-based financial assistance. Experiments are designed to address two key concepts: 1) the impact of biotechnology on society and 2) the importance of monitoring environmental conditions in order to utilize them as resources without damaging the quality of those resources. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Ingledue, Tom Karla Dancy-Bowlin Wilkes Community College NC Terry S. Woodin Standard Grant 57175 7428 SMET 9178 7428 0000099 Other Applications NEC 0510240 September 1, 2005 Robotic Telescopes for Undergraduate Research. Astronomy (11) Intellectual Merit: Adding undergraduate observational research studies throughout the astronomy curriculum improves both student learning and interest. A previous project has developed a web-based robotic observatory (URSA), now in use by 500 undergraduate students per year, mostly in introductory classes. Advanced students need improved observational capabilities for their more difficult projects. Because of the limited angular resolution and bright sky background of the URSA telescope, which is situated in the middle of Fayetteville, AR, a much larger and more capable webscope has been fully funded and is now being commissioned at a dark-sky site in New Mexico (the NFO WebScope). Other educational partners in this venture are the University of Arkansas at Little Rock, the Arkansas School for Mathematics & Sciences, and the NF/ Observatory in New Mexico. This project builds on experience from the prior URSA project to create a simple NFO user interface and adapt and implement effective educational materials for the new advanced curriculum. The telescope is also being used for student-faculty research projects. Students in the revised upper level classes are expected to show improved learning and enthusiasm for astronomy. These improvements are being measured by pre- and post-testing with concept tests, formative evaluations of attitudes and opinions, Purdue course evaluation forms, class grades, and exit interviews by the Department Chairperson. Broader Impacts: The results of this study are made available to others through several avenues, including presentations at conferences, publications in professional research and educational journals, and a web site. In addition, annual summer Astronomy Research Experience for Teachers workshops are being organized to introduce in-service middle-school and high-school science teachers to the advantages of teaching with robotic astronomy. These teachers and their students are then given access to the webscopes and training in their use. Other astronomers have expressed interest in the first results of this work, and the lessons learned from these implementation experiences may benefit the teaching of astronomy at all undergraduate levels. EXP PROG TO STIM COMP RES CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Lacy, Claud University of Arkansas AR Duncan E. McBride Standard Grant 85473 9150 7428 SMET 9178 9150 0000099 Other Applications NEC 0510368 September 1, 2005 Life Science in Context: Sub-Saharan Africa. Biological Sciences (61) Based on the model and recommendations of the previously NSF-funded program, Science Education for New Civic Engagements and Responsibilities (SENCER), which connects science education to complex civic issues, faculty members from a four-college consortium in the Carolinas are teaching a unique introductory biology course that connects basic concepts in the life sciences with issues relating to health and disease in sub-Saharan Africa. In addition to Meredith College, the course is being taught at two other four-year institutions, North Carolina Wesleyan College and Bennett College, and one two-year institution, the University of South Carolina at Sumter. The course is taught simultaneously at Kenyatta University in Nairobi, Kenya. Students in the American classrooms are doing collaborative classroom work with students at Kenyatta University using internet-based communications. The intellectual merit of this project is that it addresses the need for educational tools and methodologies that engage and motivate students through integrated, contextualized learning in a global context. The broader impact involves improved science literacy and interest among introductory students. Women and African American students are particularly impacted because they comprise a large proportion of the student body at Bennett College and the University of South Carolina at Sumter. The course promotes cultural sensitivity among students living in widely disparate cultural and economic conditions on the North American and African continents. This award was cofunded by NSF's Office of International Science and Engineering. CCLI-ADAPTATION AND IMPLEMENTA EAPSI DUE EHR Mecham, John Michele Barker-Bridgers Susan Fisher Pearl Fernandes Erica Kosal Meredith College NC Nancy J. Pelaez Standard Grant 75920 7428 7316 SMET 9178 7428 5991 5976 0000099 Other Applications NEC 0510392 September 1, 2005 Collaborative Research: Integrating Science and Active Learning into Data-Oriented Post-Calculus Probability and Statistics Courses. Mathematical Sciences (21) The project is developing two post-calculus statistics courses for science, technology, and mathematics students that are designed to provide a solid introduction to the intellectual content and broad applicability of statistics as a discipline while respecting the strong quantitative backgrounds of the students who take these courses. Both courses contain investigative laboratory modules (labs) that emphasize the process of science and data analysis relevant for science and social science students. Much of the material in the 1st course is being adapted from DUE-9950476 "A Data-Oriented, Active Learning, Post-Calculus Introduction to Statistical Concepts, Methods, and Theory" (ISCAT). The 2nd course extends ISCAT and utilizes integrative research-based lab methodology currently used in science courses at Grinnell College (partially funded by DUE-9950289). Labs in both courses are being developed so that they can be individually integrated into many courses in both undergraduate statistics and other disciplines. The intellectual merit of this project is to contribute to the scholarship of statistics education by developing material that expands the successful reforms of the algebra-based introductory statistics course and inquiry-based science courses into early statistics courses designed for students with strong quantitative skills and interests. This collaborative project aims to deepen the statistical knowledge of undergraduates who are future scientists and quantitative social scientists in order to strengthen the interdisciplinary dialog between statisticians and scientific investigators in the future. The project also addresses a 2004 CUPM Guide recommendation by developing a series of labs that emphasize data analysis and encourage students to collect data, determine an appropriate technique for analysis, use technology, perform the analysis, make inference, interpret and then present the results. The broader impacts of the project include creation of models for mathematics, technology and science students to develop interdisciplinary data analysis and research skills by creating a 2nd course in statistics that easily fits into existing curricula at many institutions. This allows institutions that may not be able to add new courses to their curriculum to incorporate a few labs into a standard probability course or other science courses, thereby increasing the quantitative skills of students majoring in other disciplines. The development of the laboratory modules brings together information across many disciplines and increases collaboration between faculty in the physical, biological and social sciences. This material is being disseminated through presentations at professional meetings, by publication in statistics education journals, and online at CAUSEweb (#DUE-0333672). As modeled by ISCAT, dissemination of these labs includes data and simulations that are accessible through a variety of data analysis tools such as Excel, Minitab, Stata, R, and java applets on the internet. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Kuiper, Shonda Thomas Moore Grinnell College IA Ginger H. Rowell Standard Grant 97430 7428 SMET 9178 0000099 Other Applications NEC 0510543 September 1, 2005 Adapting Active-Learning Methods for a Chemistry Curriculum. Chemistry (12) This project adapts two teaching methodologies to create a new chemistry curriculum at Eugene Lang College for students pursuing careers that require strong scientific and quantitative understanding, but are not traditional science or engineering disciplines. The project targets students pursuing careers in diverse fields such as environmental and health policy and law, genetics counseling, science journalism, and K-12 science education. The adapted teaching methodologies, Integrated Lecture and Lab and ChemConnections, incorporate active-learning methods such as contextual learning, discussions, inquiry-based experiments, problem-solving, and group activities. It is a premise of the project that both methodologies are ideally suited for the student body, which needs to understand the chemistry in context, be engaged in activities that sustain their interest, and which include them in the learning process. While the targeted students are motivated to learn science, many do not have particularly strong science and math backgrounds or the inclination to enroll in traditional chemistry classes. The curriculum being developed consists of four new courses: Chemistry Around Us I and II for the introductory level; and two intermediate level courses, Chemistry of Environment and Nanotechnology, which alternate every year. The courses incorporate experiments and active-learning activities that make use of instrumentation and materials selected for that purpose. The project is expected to accomplish several objectives: (1) to create a model multi-year chemistry curriculum for students pursuing careers that require strong scientific and quantitative understanding but are not traditional science or engineering disciplines; (2) evaluation of the success of the curriculum through use of a careful evaluation and assessment component; and (3) dissemination of the project's accomplishments to the broader community. Intellectual Merit: The project adapts methodologies based on teaching methods supported by research as being successful in engaging students and involving them in the learning process, and enhancing conceptual and scientific thinking. This project involves a student body with diverse interests in science, and interested in career paths that are not traditional science and engineering careers. It is therefore expected that results of this project will contribute to the body of knowledge of how to effectively educate non-science majors in understanding fundamental science concepts towards appreciating the role of science in today's society. Broader Impacts: As reports and studies have pointed out, the education of all undergraduates would benefit from a level of scientific understanding of issues facing today's society. The curriculum being developed aims to achieve this, and a successful implementation of this project can serve as a model for a way of achieving this goal. With a student body at Eugene Lang College comprising about 70% women and 11% underrepresented minorities, the project will involve a diverse group of undergraduates. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Venkataraman, Bhawani New School University NY Susan H. Hixson Standard Grant 82000 7428 SMET 9178 7428 0000099 Other Applications NEC 0510550 September 1, 2005 Collaborative Research: Integrating Science and Active Learning into Data-Oriented Post-Calculus Probability and Statistics Courses. Mathematical Sciences (21) The project is developing two post-calculus statistics courses for science, technology, and mathematics students that are designed to provide a solid introduction to the intellectual content and broad applicability of statistics as a discipline while respecting the strong quantitative backgrounds of the students who take these courses. Both courses contain investigative laboratory modules (labs) that emphasize the process of science and data analysis relevant for science and social science students. Much of the material in the 1st course is being adapted from DUE-9950476 "A Data-Oriented, Active Learning, Post-Calculus Introduction to Statistical Concepts, Methods, and Theory" (ISCAT). The 2nd course extends ISCAT and utilizes integrative research-based lab methodology currently used in science courses at Grinnell College (partially funded by DUE-9950289). Labs in both courses are being developed so that they can be individually integrated into many courses in both undergraduate statistics and other disciplines. The intellectual merit of this project is to contribute to the scholarship of statistics education by developing material that expands the successful reforms of the algebra-based introductory statistics course and inquiry-based science courses into early statistics courses designed for students with strong quantitative skills and interests. This collaborative project aims to deepen the statistical knowledge of undergraduates who are future scientists and quantitative social scientists in order to strengthen the interdisciplinary dialog between statisticians and scientific investigators in the future. The project also addresses a 2004 CUPM Guide recommendation by developing a series of labs that emphasize data analysis and encourage students to collect data, determine an appropriate technique for analysis, use technology, perform the analysis, make inference, interpret and then present the results. The broader impacts of the project include creation of models for mathematics, technology and science students to develop interdisciplinary data analysis and research skills by creating a 2nd course in statistics that easily fits into existing curricula at many institutions. This allows institutions that may not be able to add new courses to their curriculum to incorporate a few labs into a standard probability course or other science courses, thereby increasing the quantitative skills of students majoring in other disciplines. The development of the laboratory modules brings together information across many disciplines and increases collaboration between faculty in the physical, biological and social sciences. This material is being disseminated through presentations at professional meetings, by publication in statistics education journals, and online at CAUSEweb (#DUE-0333672). As modeled by ISCAT, dissemination of these labs includes data and simulations that are accessible through a variety of data analysis tools such as Excel, Minitab, Stata, R, and java applets on the internet. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Collins, Linda University of Chicago IL Ginger H. Rowell Standard Grant 47520 7428 SMET 9178 0000099 Other Applications NEC 0510570 September 1, 2005 Collaborative Research: Adaptation of University of Minnesota Problem Solving Labs to Introductory Physics Sequence. Physics (13) The two universities are collaborating to set up the Problem Solving Laboratory system (PSL) developed by the Physics Education Research and Development Group (PERDG) at University of Minnesota-Twin Cities for introductory physics courses at the two campuses. UMC has a long-term goal of integrating videobased PSLs into study modules suitable for K-12 teacher training. Video based labs and software associated with pre-lab quizzes are being expanded to facilitate distance education. The UND counterpart project utilizes technical expertise gained by the Minnesota group to set up a PSL system in introductory physics courses on campus. In particular, UND is using (1) TA training materials, (2) more effective collaborative problem-solving lab instruction, (3) a version of PSL manuals for non-majors customized for UND, (4) a computerized pre-lab quiz system. The project aims to increase the impact of laboratory exercises on student learning by enforcing more active student involvement. The project is being evaluated by an evaluator at another neighboring university. The intellectual merit of the activity is that it is investigating the impact on student learning of changing the laboratory instruction system and thus evaluating the PSL system in the context of another state university with different infrastructure and different constraints. It does this by comparing against a baseline that has already been developed. The project addresses weaknesses uncovered by student surveys with content retention questions, student assessment and other measures. The new system applies leverage to get at these fundamental points. Its effectiveness is amenable to quantitative measurement. The project is a large-scale attempt to bring about improvement through systemic change. Broader impact of the project is that all service courses come under a cycle of measurement-based incremental improvement. Working with U of M and UMC is particularly beneficial for gaining a knowledge base for developing K-12 physics teacher training courses and workshops and also for development of effective distance learning courses. The expectations for student comprehension are raised, and labs are coordinated more closely with lectures. Computerized pre-lab quizzes, if successful, could generalize to wider application in the curriculum. The degree to which the implementation succeeds at UND (not untypical of many Midwestern universities) will be analyzed and a report submitted for publication. The project has direct impact on the involvement of women in the department (25% of GTAs and the project coordinator). Curriculum materials are available in public domain via the internet. EXP PROG TO STIM COMP RES CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Schwalm, William Mizuho Schwalm Gaya Marasinghe University of North Dakota Main Campus ND John F. Mateja Standard Grant 76433 9150 7428 SMET 9178 9150 0000099 Other Applications NEC 0510575 September 1, 2005 Do Linked International Curricula in Biology Enhance Science Literacy and Engagement in Non-Science and Pre-major Students?. Biological Sciences (61) Nonscience majors and early premajors studying the biology of HIV/AIDS in the United States are electronically linked to students at Egerton University in Njoro, Kenya to form international, collaborative working groups. Using activities jointly designed by American and Kenyan faculty members, these two groups of students work together on issues relating to the scientific and social consequences of HIV/AIDS. Together they are generating educational materials on HIV/AIDS that Egerton students will use to expedite change in their communities. The intellectual merit of this project is its novel approach to engaging nonscience students, both intellectually and emotionally, in an important issue that is informed by science, the African AIDS epidemic. Students are learning to evaluate the quality of scientific data by analyzing the controversies surrounding HIV/AIDS. At the same time, they are forging a multidisciplinary understanding of the interconnectedness of science and global development issues, while grappling with the ethical complexities surrounding the disparate benefits of science and technology in developed and developing countries. Students who participate in this project are being evaluated to determine how an international component, emotional connectivity, and work of humanitarian utility influence cognitive and affective responses to learning science. This contribution to research in biology education, as well as the global connectedness of students who participate, form the broader impacts of the project. This award was cofunded by NSF's Office of International Science and Engineering. CCLI-ADAPTATION AND IMPLEMENTA EAPSI DUE EHR Broverman, Sherryl Duke University NC Linnea A. Fletcher Standard Grant 90909 7428 7316 SMET 9178 7428 5991 5976 0000099 Other Applications NEC 0116000 Human Subjects 0510584 August 15, 2005 An On-Line Success Course for Introductory Chemistry Students. Chemistry (12) Two researchers, one from the Chemistry Department and the other from the English Department, are creating a comprehensive resource for increasing student success in first-year college chemistry. The system consists of two parts: an online diagnostic test of the fundamental reasoning skills needed to learn chemistry, and an online academic success course. This resource is being developed from materials adapted from previous NSF-supported programs. The online resource uses a three-pronged approach to guide students' preparation for their chemistry class success by providing tools to help students master mathematical reasoning, effective study skills, and technical reading abilities. The resulting program provides a unique, effective, and efficient way for college chemistry programs to address student preparation issues without resorting to remediation. Students identified by the diagnostic program as being at-risk are directed to take the online academic success course. The integrated activities of reading, writing, and working with basic chemistry fundamentals that students are completing in this project prepare students for the critical thinking necessary for successful completion of first-semester chemistry. Students are tracked as they complete this course providing the researchers with valuable data on parameters that positively affect student success in chemistry. Once effectiveness has been documented the system will be available for adoption by other introductory chemistry curricula nationwide. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Appling, Jeffrey Sallie Gresham Larry Igo Clemson University SC Herbert H. Richtol Standard Grant 149999 7428 SMET 9178 9150 7428 0000099 Other Applications NEC 0510614 September 1, 2005 Implementation of an Education Research Based Online Physics Tutoring System at a Two-Year College. Physics (13). The proposal addresses a specific problem at two-year colleges through the use of an innovative technological solution created by a Physics Education Research (PER) team at a major research university. It implements a technologically advanced on-line tutoring system while simultaneously documenting its effects on two-year college engineering and science students. It has three objectives: (1) improve students' conceptual understanding of physics by providing them with an online tutoring system, TYCHO, (2) increase the knowledge base of the physics education research community by documenting the effect of the TYCHO system on students at a two year college, and (3) provide additional organization and structure to the TYCHO system for use by other colleges and universities. TYCHO's success has been documented in use at the four-year university, but its use at a two-year college allows for testing a significantly different student population both in terms of academic preparation for post-secondary education and economic status. An external group will evaluate both quantitative student results from a standardized conceptual examination and qualitative student feedback on the course evaluation form. The outcomes are to increase student test scores, disseminate results via publications and presentations at professional meetings, and create a user-friendly system for other institutions. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Carter, Thomas College of Du Page IL Warren W. Hein Standard Grant 44418 7428 SMET 9178 0000099 Other Applications NEC 0510620 August 15, 2005 Collaborative Research: Molecular Biology for Environmental Engineers. The objective of this project is to adapt and implement a prior successful CCLI pilot project developed at the University of Cincinnati (DUE 0127279) where hands-on laboratory modules and multi-media course materials have been used to introduce teams of undergraduate engineering students to molecular biology as a screening tool to track microorganisms in the environment. The pilot project will be reproduced at four peer institutions with assessment performed both locally and a "meta-assessment" performed as an overall component of the project. An advisory board with representatives from two- and four-year undergraduate institutions, an HBCU, and the National Academy of Engineering will provide independent feedback to the team. Expected outcomes of the project include: four additional institutions offering an inquiry-based course where interdisciplinary teams of undergraduate students collaborate on open-ended group projects following the "full-cycle 16S rRNA approach"; a text book to be published by a nationally-recognized publishing house; and broad dissemination through presentations at conferences and publications in the peer-review engineering education literature. The project will include successfully bridging the gap between environmental engineering research and undergraduate instruction to integrate molecular biology tools into the day-to-day practice of environmental engineering. A two- and four-year institutions and an HBCU will participate in this project. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Pruden, Amy Colorado State University CO Lesia L. Crumpton-Young Standard Grant 40000 7428 SMET 9178 0000099 Other Applications NEC 0510672 September 1, 2005 Enhancement of Undergraduate Curriculum with FT-NMR. Chemistry (12) This project is integrating FT-Nuclear Magnetic Resonance (NMR) spectroscopy into the undergraduate science curriculum via a mechanism that exposes over 200 students per year to modern instrumental techniques. Beginning with an introduction to NMR in General Chemistry and culminating in individual research projects in Physical Chemistry and Biochemistry, STEM students are interacting with FT-NMR techniques in as many as six courses within the curriculum. This project is using the Anasazi FT-NMR system because it offers a cost-effective means for providing students with the necessary training in using 1- and 2-dimensional NMR. This instrument provides a mechanism for students to perform successful autonomous scientific investigation at the undergraduate level by requiring them to complete projects and presentations using the NMR instrument as part of their senior thesis. Because NMR is a fundamental technique that is an essential part of a high-quality undergraduate science experience, the project's intellectual merit is evident. This instrumentation is not only a research tool of the bench chemist, but it has broader significance to the general public as the basis for MRI (magnetic resonance imaging) used in the medical field. This project is providing students with essential proficiency in the use of modern technology, and undergraduate chemistry students, specifically, must possess a working knowledge of NMR to be successful in employment or further study in the field. To broaden its impact, this project is exposing this fundamental technique not only to chemistry students but also to biology and non-science majors by engaging them in activities using the NMR to develop critical thinking skills. In partnership with local education agencies and teachers, the community at large is gaining exposure to FT-NMR concepts and techniques through this project. Further dissemination is occurring through professional development workshops afforded to chemistry teachers in the surrounding area. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR DeLaLuz, Paul Edward Brown Lee University TN Herbert H. Richtol Standard Grant 69942 7428 SMET 9178 9150 7428 0000099 Other Applications NEC 0510769 August 15, 2005 Mechanical Engineering Technology Online Labs--Improving Lab Accessability. Engineering-Engineering Technology (58) The project is addressing the continuing need to update and augment the content of laboratory courses in web-assisted and web-based courses through meaningful and relevant course work that emphasizes experimentation by adapting on-line electrical engineering laboratory components that were developed at San Jose State University under the direction of Dr. Julio Garcia (CCLI 0411330). The techniques are being applied to thermal sciences in mechanical engineering thermal/fluid sciences and controls systems technology. Five hands-on laboratory experiments are being adapted to a web-based format for five upper level undergraduate Mechanical Engineering Technology (MET) courses. On-line labs include airflow, experimental heat pump and air cooler, and controls laboratory components. A typical experiment includes activities associated with designing virtual instruments for pressure and temperature measurements, monitoring, collecting and analyzing experimental data and controlling the experiment through the Internet. These laboratories are being implemented through the widely used LabView environment, which combines graphical programming with data acquisition, analysis and control. This software allows Internet access so that users in any location can perform the experiments. Through the Ohio Learning Network, community colleges are being engaged in the development of the material to provide greater accessibility to these practical experiments for students who are in remote locations or are place-bound. In addition, the project is: (1) Providing faculty training on how to effectively use the on-line laboratory experiments; (2) Developing a foundation of experiments that can be adapted for secondary school STEM classrooms; (3) Developing learning methodologies that target students with different learning styles; and (4) Assessing the effectiveness of these methodologies on student learning, particularly with respect to underrepresented populations of students. Results are being disseminated at conferences. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Fridman, Ella Richard Springman Daniel Solarek University of Toledo OH Lance C. Perez Standard Grant 163000 7428 SMET 9178 0000099 Other Applications NEC 0511050 October 1, 2004 Collaborative Project: Superimposed Tools for Active Arrangement and Elaboration of Educational Resources. This is a transfer of Award No. 0435496 from Oregon Health and Science University. This award and Award No. 0435059 constitute a collaborative project. Education and scholarly research, by their very nature, involve scanning, reviewing, and sometimes intensely studying resources about a subject. Libraries, both conventional and digital, tend to provide services only at the level of complete documents and collections of complete documents. Students, instructors, and researchers rarely treat these "complete" resources in a uniform manner. Textbooks and published papers are not necessarily used in their entirety. Sections are not necessarily covered with equal emphasis or in the order in which they appear. Resource materials are not necessarily used verbatim. "Superimposed tools," such as those built by the investigators, allow a user to easily select passages in a variety of base document types (e.g., MS Word, PowerPoint, Excel, HTML, XML, PDF), place them on a scratchpad tool, label them, and arrange them into user-defined groupings and provide annotation. The key functionality in these tools is the ability to select an item (which includes a reference) and return to the original source using the original base application and see the selected passage highlighted. Separation of the notes from the source allows free recombination and reuse in innovative ways. The links are always there so that a user can return to the source context as needed, but the annotations and other marks are separate entities, independent of the source material, and can be combined in any way that supports the user's goals. This NSDL Targeted Research project is evaluating faculty and student use of superimposed tools in undergraduate and graduate computer science classes, including both traditional, textbook-based classes as well as research-oriented, paper-based classes. The tools are being used by the investigators, their colleagues, a high school teacher, and their students. The major goal of the project is to evaluate whether the use of superimposed information supports more effective teaching and learning. The investigators are also developing digital library services that allow superimposed artifacts to be deposited, indexed, searched, and used along with original library resources. Using and elaborating information at subdocument granularity should support reuse of educational materials by other instructors and students. Specific original contributions of this project include (1) extending the scope of digital library facilities to support user tasks beyond the point of simply locating and retrieving resources; (2) enabling the creation of digital library collections that are more precisely targeted at given educational needs by including subdocuments as well as complete documents; (3) supporting the capture of post-retrieval work with digital library resources (comparison charts, concept maps) as explicit, derived documents that can in turn be "value-added" resources in the digital library; (4) capturing elaborations that enhance the understanding of digital library resources in educational settings; and (5) supporting easy customization of such resources by other faculty, students, and researchers. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Delcambre, Lois David Maier Edward Fox Portland State University OR R. Corby Hovis Standard Grant 356525 7444 SMET 9178 0511077 September 1, 2005 Process-Oriented Computer Laboratories for an Inquiry-Based Experimental Psychology Curriculum at an Urban College. Psychology - Biological (71), Psychology - Cognitive (73) This project is establishing a dedicated computer-based laboratory for experimental psychology at three campuses of an urban college. New instructional materials that emphasize an inquiry-based pedagogy and a research-based curriculum are being created for the project. Lab technologies include Psychmate and the PEAK (Psychology Experiment Authoring Kit) software. From prior NSF-funded work, the project is also adapting the concept of preceptors, trained laboratory monitors who will provide on-site assistance to students in the labs. In the labs, students first learn to think critically about classic experiments, and then perform the experiments themselves. Faculty are provided professional development opportunities to learn a guided-inquiry approach to teaching, to gain experience in managing learning teams, and to help students improve their self-reflective skills. A course for preceptors is also being developed. To evaluate the project, the performance of a control group of students, enrolled in experimental psychology prior to the implementation of the computer labs, is being compared to an intervention group of students, enrolled in the same course after the computer labs were installed. A companion evaluation study compares students in sections of the course that are using the labs to ones that are not. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Geliebter, Allan Barbara Rumain Touro College NY Myles G. Boylan Standard Grant 99992 7428 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0511082 August 15, 2005 Teaching Psychophysiology Through Vertically Integrated Student Research Groups. Psychology - Biological (71), Psychology - Cognitive (73) Through the use of vertically-integrated student research groups, this project is bringing psychophysiological recording, both central (brain activity measures) and peripheral (peripheral organ activity measures), into routine use with first- and second-year undergraduate students. The student-research groups are supervised by senior faculty and a small number of advanced undergraduate students, who in turn mentor students in honors sections of lower-level courses, including General Psychology, Biopsychology and Health, The Psychology of Music, Social Psychology, and Lifespan Development, to carry out experiments related to the content of these courses. These honors students are subsequently recruited to become members of this group. The acquisition of psychophysiological knowledge also reaches non-honors students taking these courses, since they are offered opportunities to participate in the experiments. The project is examining student learning in psychophysiology, as well as changes in knowledge and attitudes toward science in general. Evaluations are looking for improvements in laboratory reports, independent research projects, and senior thesis projects. Project results are expected to indicate substantial impact on lower-level students, who rarely learn to do psychophysiological investigations at most colleges and universities. EXP PROG TO STIM COMP RES CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Krehbiel, Dwight Bethel College KS Myles G. Boylan Standard Grant 31357 9150 7428 SMET 9178 9150 0000099 Other Applications NEC 0116000 Human Subjects 0511098 July 15, 2005 Towards Enhancing Undergraduate Pervasive Computing Skills: An Innovative Multi-Disciplinary Adaptation and Implementation. Computer Science (31) Pervasive Computing is becoming more and more prevalent in our society. Rapid developments in wireless technologies and Sensor-network-based smart spaces are creating an urgent need for well-trained engineers in Pervasive Computing. Unfortunately, most universities have only graduate-level Pervasive Computing courses, which may not be suitable for undergraduate learning. Rochester Institute of Technology (RIT) is currently undertaking an effort to enhance the pervasive computing skills of our undergraduate students in two programs, Computer Engineering (in College of Engineering) and Computer Science (in College of Science). Intellectual Merit: This project is enhancing RIT undergraduate computing skills by adapting and implementing some of the exemplary Wireless & Mobile Computing lab environments at Benchmark Universities (Cornell, Rutgers and UIUC). RIT is establishing a Pervasive Computing Laboratory (PCL) that provides an integrated wireless-plus-wired networking platform, including current pervasive computing platforms such as Wireless LAN based on IEEE standard 802.11g, personal area networks based on Bluetooth technology and wireless sensor networks. The PCL is providing the Computer Engineering students with an understanding of computer networking issues on different mobile hardware platforms, and is providing the Computer Science students with an understanding of data management needs within pervasive computing environments. Three new courses (Pervasive Computing Architecture & Design, Principles of Wireless & Mobile Networks, and Data Management for Pervasive Computing) and a series of laboratory assignments are being developed to enhance the undergraduate curriculum of both majors. Broader Impact: The PCL is providing an excellent opportunity for the students and faculty to foster inter-college cooperation between two of the traditionally well-known undergraduate programs at RIT. By leveraging the multi-disciplinary character of RIT, the PCL is enhancing the diversity of pervasive computing skills in our nations' high-technology workforce since the students will be engaged in exploring several pervasive computing environments for monitoring/analyzing the physical world. In addition, RIT is using the PCL equipment and basic materials to train high school students through workshops. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Savakis, Andreas Ankur Teredesai Rochester Institute of Tech NY Victor P. Piotrowski Standard Grant 124153 7428 SMET 9178 0000099 Other Applications NEC 0511107 August 15, 2005 COLLABORATIVE RESEARCH: Molecular Biology for Environmental Engineers. The objective of this project is to adapt and implement a prior successful CCLI pilot project developed at the University of Cincinnati (DUE 0127279) where hands-on laboratory modules and multi-media course materials have been used to introduce teams of undergraduate engineering students to molecular biology as a screening tool to track microorganisms in the environment. The pilot project will be reproduced at four peer institutions with assessment performed both locally and a "meta-assessment" performed as an overall component of the project. An advisory board with representatives from two- and four-year undergraduate institutions, an HBCU, and the National Academy of Engineering will provide independent feedback to the team. Expected outcomes of the project include: four additional institutions offering an inquiry-based course where interdisciplinary teams of undergraduate students collaborate on open-ended group projects following the "full-cycle 16S rRNA approach"; a text book to be published by a nationally-recognized publishing house; and broad dissemination through presentations at conferences and publications in the peer-review engineering education literature. The project will include successfully bridging the gap between environmental engineering research and undergraduate instruction to integrate molecular biology tools into the day-to-day practice of environmental engineering. A two- and four-year institutions and an HBCU will participate in this project. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Stroot, Peter University of South Florida FL Lesia L. Crumpton-Young Standard Grant 39785 7428 SMET 9178 0000099 Other Applications NEC 0511127 August 15, 2005 Collaborative Research: Molecular Biology for Environmental Engineers. The objective of this project is to adapt and implement a prior successful CCLI pilot project developed at the University of Cincinnati (DUE 0127279) where hands-on laboratory modules and multi-media course materials have been used to introduce teams of undergraduate engineering students to molecular biology as a screening tool to track microorganisms in the environment. The pilot project will be reproduced at four peer institutions with assessment performed both locally and a "meta-assessment" performed as an overall component of the project. An advisory board with representatives from two- and four-year undergraduate institutions, an HBCU, and the National Academy of Engineering will provide independent feedback to the team. Expected outcomes of the project include: four additional institutions offering an inquiry-based course where interdisciplinary teams of undergraduate students collaborate on open-ended group projects following the "full-cycle 16S rRNA approach"; a text book to be published by a nationally-recognized publishing house; and broad dissemination through presentations at conferences and publications in the peer-review engineering education literature. The project will include successfully bridging the gap between environmental engineering research and undergraduate instruction to integrate molecular biology tools into the day-to-day practice of environmental engineering. A two- and four-year institutions and an HBCU will participate in this project. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Li, Jin University of Wisconsin-Milwaukee WI Lesia L. Crumpton-Young Standard Grant 39997 7428 SMET 9178 0000099 Other Applications NEC 0511128 August 15, 2005 Transforming Introductory Physics at a Large Research University. Physics (13) It has been well established by a quarter-century of physics education research that the traditional method of physics teaching (i.e. lecturing without active student engagement) is ineffective at achieving the learning goals that university faculty have for their students. The failure is not that of the students or the instructor, but of the method of instruction. The purpose of this project is to transform introductory physics teaching at UNC-CH in a sustainable way by the introduction of a set of interactive engagement methods in all courses, and to provide a model by which other departments can effect such a transformation. A group of faculty (including participants from North Carolina A&T State University. and Alabama A&M University) is selecting a set of interactive pedagogical methods to be used in all introductory courses, and preparing a set of detailed instructional materials (primarily by adaptation of existing materials made available by the developers of the methods). The development of a common set of teaching materials (based on interactive engagement) for all instructors to use, coupled with mentoring and faculty development, makes high-quality introductory physics teaching sustainable in the long term. Faculty members who have not taught these courses are able to do so effectively, without compromising their ability to accomplish the other missions of research and advanced physics education. Intellectual merit. This project introduces into the department's introductory physics teaching pedagogical techniques that have been shown to be effective by rigorous empirical methods. It therefore helps over 600 students each semester achieve a deeper and more coherent understanding of the fundamental concepts of physics, and be able to apply them more effectively in a wide variety of contexts. The students also come away from their (often only) physics course with a more positive, and more accurate, view of the subject and its relevance. Broader impact. It is uncommon for a major research university physics department to totally transform its introductory teaching without the catalyst of either an indigenous physics education research group or a major external threat to its resources. The project therefore serves as a model for other such departments to follow. Those that wish to make a similar transformation could make use of the comprehensive compilation and evaluation of pedagogical methods that result from the early stages of the project. Those that wish to use more effective pedagogy, but that have only limited resources, can make use of the specific instructional materials in the forms adapted by UNC-CH. More broadly, the project offers a model for how a comprehensive transformation of a set of large enrollment courses can be carried out at a major research university. This model of institutional transformation is applicable to other disciplines and other institutions. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR McNeil, Laurie University of North Carolina at Chapel Hill NC Duncan E. McBride Standard Grant 130003 7428 SMET 9178 0000099 Other Applications NEC 0511131 August 15, 2005 SEM in the Classroom: Creating a Student-Centered SEM Stereo Biological Imaging Resource (SSBIR) for Teaching and Research. Biological Sciences (61) Students enrolled in ten different biology courses are generating three-dimensional images of biological specimens using state-of-the-art scanning electron microscopy. The intellectual merit of this project is that students learn how images can be used to answer important research questions in each of these courses. Students studying taxonomy compare images of extinct, fossilized plants and living relatives to learn about paleoclimatic conditions. Cell biology students are studying the actions of antibody-labeled enzymes in gene expression using the model organism, Drosophila melanogaster. Students in plant physiology courses compare images of leaf sections from plants grown in atmospheres of differing carbon dioxide levels to determine the effects of carbon dioxide on oil production. Plant microanatomy is also being studied to determine evolutionary relationships among vascular and nonvascular plants. Introductory biology students learn about sample preparation and microscopic imaging, and how this instrument can be used to answer research questions, while advanced students are using the scanning electron microscope in independent research projects. This educational application of scanning electron microscopy is adapted from work by the principal investigators in other courses at the institution. The project is having broad impact by integrating teaching and research in courses taught at the institution. Over 600 students each year will benefit from exposure to this important technique. In addition, images created by these students are being made available to teachers and other students world-wide using the SEM Stereo Biological Image Resource (SSBIR), part of the BioWeb resource website maintained by the University of Wisconsin. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Sepsenwol, Sol Stanley Szczytko Yusheng Liu Virginia Freire Todd Huspeni University of Wisconsin-Stevens Point WI V. Celeste Carter Standard Grant 74300 7428 SMET 9178 7428 0000099 Other Applications NEC 0511132 September 15, 2005 Introducing Project Based Labs into the Instrumental Analysis Course. Chemistry(12) The Department of Chemistry at Howard University is revising its Instrumental Analysis Chemistry lecture and laboratory courses to emphasize (1) team project based laboratory exercises and (2) the impact of analytical chemistry on shaping public policy. The project-based labs being introduced in the Instrumental Analysis Laboratory are based on successful cooperative learning reform projects at other institutions. These projects are relevant to students in the program and bear on their career interests. The role science plays in public policy is a main focus of the new curriculum that is meant to help students see the relationship between chemistry and societal needs. The redesigned lecture and laboratory is increasing students' exposure to recent advances in instrumental techniques, developing research skills, improving their oral and writing skills, and allowing them to actively explore the role of the analytical chemist in shaping public policy. The investigators are updating chromatographic equipment in the Instrumental Analysis Laboratory including gas, liquid and ion chromatography. The objectives are (1) the nurturing and development of a cadre of minority chemists to become proficient at working in teams, (2) providing an opportunity for students to formulate and carry out independent and multidisciplinary research projects and to present their findings and (3) broadening the horizons of minority students entering the field of chemistry so that they are making connections with human needs outside of science. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Hosten, Charles Kenneth Lipkowitz Howard University DC Eileen L. Lewis Standard Grant 91563 7428 SMET 9178 0000099 Other Applications NEC 0511157 August 1, 2005 Collaborative Research: Improved Undergraduate Astronomy Laboratories and Public Outreach with a Modernized Hirsch Observatory Control System. Astronomy (11) Intellectual Merit: This project is increasing learning in night laboratories for three astronomy courses: two Introductory Astronomy courses - one at Rensselaer and one at Siena College; and an upper division Observational Astronomy course for majors at Rensselaer. The project uses studio-style, cooperative, hands-on, inquiry-based laboratories that challenge the misconceptions of students in all three astronomy courses. The laboratories use concurrent activities to handle an increasing number of undergraduate students interested in astronomy. Many of the night lab activities are adapted from materials developed at other universities. The curriculum development includes replacement of the aging control system for the Hirsch Observatory 16" B&C telescope at Rensselaer, and the acquisition of several small telescopes for Siena College. Evaluation materials that are specifically suited to telescope observations are being generated as part of this project. Additionally, the changes to the course design are being evaluated with the Astronomy Diagnostic Test (ADT), comparisons to archival IDEA course evaluations, and supplemented with student attitude surveys. Broader Impacts: This project creates a cooperation between astronomy programs at Siena College and Rensselaer that improves both programs. The improved laboratory curriculum is being advertised and made available to faculty at other universities who might want to incorporate them in their classes. The upgrade to the 16" telescope and the modern CCD and spectrograph already in hand allow for high school and undergraduate research projects through both Rensselaer and Siena, and create a resource for amateur astronomers in New York's Capital District. The renewed facility enhances the popular public observing nights at the observatory. Each year this program attracts 1000 - 2000 members of the public, many of whom are K-12 students with their parents or teachers. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Weatherwax, Allan Siena College NY Duncan E. McBride Standard Grant 26969 7428 SMET 9178 0000099 Other Applications NEC 0511160 August 15, 2005 Collaborative Research: Molecular Biology for Environmental Engineers. The objective of this project is to adapt and implement a prior successful CCLI pilot project developed at the University of Cincinnati (DUE 0127279) where hands-on laboratory modules and multi-media course materials have been used to introduce teams of undergraduate engineering students to molecular biology as a screening tool to track microorganisms in the environment. The pilot project will be reproduced at four peer institutions with assessment performed both locally and a "meta-assessment" performed as an overall component of the project. An advisory board with representatives from two- and four-year undergraduate institutions, an HBCU, and the National Academy of Engineering will provide independent feedback to the team. Expected outcomes of the project include: four additional institutions offering an inquiry-based course where interdisciplinary teams of undergraduate students collaborate on open-ended group projects following the "full-cycle 16S rRNA approach"; a text book to be published by a nationally-recognized publishing house; and broad dissemination through presentations at conferences and publications in the peer-review engineering education literature. The project will include successfully bridging the gap between environmental engineering research and undergraduate instruction to integrate molecular biology tools into the day-to-day practice of environmental engineering. A two- and four-year institutions and an HBCU will participate in this project. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Oerther, Daniel Catherine Maltbie University of Cincinnati Main Campus OH Lesia L. Crumpton-Young Standard Grant 40000 7428 SMET 9178 0000099 Other Applications NEC 0511170 August 1, 2005 Development of an Inquiry Based Meteorology Course for Non-Science Majors. Atmospheric Sciences (41) This project is modifying an existing introductory Meteorology course by transforming the method of instruction to one that emphasizes active learning. Educational materials and pedagogical methods developed and successfully implemented at the University of Illinois and other four-year colleges are being adapted to use a diverse community college student body. While active learning methods have been effective in promoting successful student learning and countering common student misconceptions, almost no work has been done on adapting active learning methods to meteorology at a community college. Student misconceptions related to concepts in meteorology are being examined, and active learning modules that entail observation and analysis of physical phenomena related to meteorology are being introduced in class. The objective is that students develop a better appreciation of science, a deeper understanding of relevant scientific principles, as well as increased scientific literacy as a result of these modules. This project is also intended to have a positive impact on student retention and performance, as many suffer from math and science anxiety and have had negative experiences with traditional science classes. If successful, this project could serve as a model for pedagogical reform in other urban community colleges. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Marchese, Paul Cheryl Bluestone CUNY Queensborough Community College NY Jill K. Singer Standard Grant 79369 7428 SMET 9178 7428 0000099 Other Applications NEC 0511181 September 1, 2005 Incorporating Gas-Chromatography/Mass Spectrometry (GC/MS) into a Teaching and Faculty-Mentored Student Research Curriculum. Chemistry (12) Gas-chromatography/mass spectrometry (GC/MS) is a fundamental instrumental technique used by modern chemists. The Chemistry faculty are adapting experiments from many sources to incorporate GC/MS into their teaching laboratories and faculty-mentored student research program. GC/MS is introduced in the Organic Chemistry two-course sequence as a tool for chemical separations, compound identification, and quantitative work. In Quantitative Analysis, students explore practical GC/MS instrumental concerns and perform more intensive quantification experiments. After completing Quantitative Analysis, students move into several upper division courses, each using GC/MS, such as analysis of a complex organic mixture using GC/MS, FTIR, and NMR in Organic Spectroscopy. In Environmental Chemistry laboratory, students rotate through a series of experiments where they explore aspects of GC/MS in environmental analysis. The final rotation involves student-designed, original investigations of pollutants in local soil/water samples. Students also utilize GC/MS to investigate pesticide/herbicide levels in local soil/water samples as part of a comprehensive environmental management plan in the Environmental Science Practicum. In designated research courses, students use GC/MS to study organic pollution, analyze reaction mixtures of new dendrimers and complex ions to optimize conditions for the synthesis of nanoparticles, investigate DNA damage by removal of nucleobases via hydrolysis, and expand existing methodologies of GC/MS analysis of lipids found in ancient bone/pottery for the analysis of ancient rock paintings (petroglyphs). EXP PROG TO STIM COMP RES CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Perry, Donald Jerald Manion Richard Tarkka Kenneth Carter Karen Steelman University of Central Arkansas AR Pratibha Varma-Nelson Standard Grant 80000 9150 7428 SMET 9178 7428 0000099 Other Applications NEC 0511191 September 1, 2005 The Utilization of Collaborative, Peer-Assisted, and Web-Enhanced Learning Approaches in an Introductory Psychology Research and Learning Enhancement Laboratory. Psychology - Biological (71), Psychology - Cognitive (73) The Research and Learning Enhancement Laboratory (R&LE) project is designed to enhance introductory-level undergraduate students' comprehension of research and statistical methods in the psychological sciences. To achieve this goal, the project is building on the LEARN program, developed at the University of Rhode Island, to create research and learning enhancement laboratories that incorporate collaborative, peer-assisted, and web-enhanced pedagogies for introductory psychology students. Students spend one hour of a three hour Introduction to Psychology course in an R&LE lab; the other two hours of the course are spent in a lecture-based classroom. Performance of students in the experimental R&LE lab course is being compared to students in a control course that consists only of lecture classes. Performance measures include increases in students' quantitative skills, knowledge of basic psychological concepts, research and statistics self-efficacy, motivation, cognitive learning strategies, and sense of belonging. The results and methods of the project are being disseminated to STEM faculty at several institutions. Through papers, manuals and workshops, faculty are learning how to incorporate these methods in their courses, and how to engage students in collaborative research activities very early in their educational training. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Morrow, Jennifer Bryan Porter Old Dominion University Research Foundation VA Myles G. Boylan Standard Grant 149301 7428 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0511205 August 15, 2005 Integration of an Inductively Coupled Plasma Mass Spectrometer into the Undergraduate Concrete and Geology Curricula and Research Programs. Geology (42) This project is supporting enhanced student learning in the departments of Geosciences and Engineering Technology and Industrial Studies through the acquisition and instructional use of an inductively coupled plasma mass spectrometer (ICP-MS) laboratory facility. ICP-MS is used to measure concentrations of chemical elements in minerals, rocks, soils, concrete, and cement at the parts per million and parts per billion levels. The project goal is the adaptation of exemplary multi-disciplinary uses of ICP-MS at other predominantly undergraduate institutions, focused on the emerging field of concrete technology, and on geology curricula and research programs. Curricular impacts on six courses in the two departments, and on 375 concrete industry management and geology majors are resulting in increased student learning, new laboratory experiences, new student research opportunities, and more comprehensive preparation for professional and graduate school careers. The educational impact of the ICP-MS is being assessed by pre- and post-course measures of knowledge of the affected curricula, attitudes and efficacy beliefs about geochemical instrumentation, and intentions to engage in additional research, graduate study and/or professional careers in the affected disciplines. The enhanced opportunities for concrete and geology majors to explore applications of ICP-MS chemical analysis to problem solving are complementing those already afforded by a NSF-funded X-ray fluorescence spectrometer (NSF Award 9950820). The ICP-MS laboratory facility also is increasing research capabilities for undergraduate majors in other departments, as students from other STEM disciplines are able to use the instrument in their undergraduate research endeavors. A particular Broader Impact of this project lays in cooperative efforts with an active NSF award aimed knowledge transfer to universities interested in adopting the concrete technology curriculum (NSF Award 0438679), and attracting students in under-represented groups to both the Departments of Geosciences and Engineering Technology and Industrial Studies. EXP PROG TO STIM COMP RES CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Brown, Heather Joshua Cribb Middle Tennessee State University TN Jill K. Singer Standard Grant 129380 9150 7428 SMET 9178 9150 7428 0000099 Other Applications NEC 0511209 August 1, 2005 Improving Student Learning through the use of 3D Simulation Activities and Case Studies in Multimedia Programming. Computer Science (31) This project is adapting and implementing exemplary materials and strategies from the National Center for Case Study Teaching in Science at SUNY Buffalo (developing case studies for real-world multimedia projects), St. Joseph's University (PA) (adapting the Alice programming system for multimedia topics), Wake Forest University (for networked multimedia studies), and Lehman College (CUNY) (as a source for upper-division studies) to develop three gateway courses in its Multimedia Program. This two-year project is ensuring that the graduates from this program are prepared for their studies when they transfer to four-year colleges. The project is also establishing a Multimedia Student Access Computer Lab that will serve no fewer than 290 Multimedia Programming majors annually. A further aspect of the project lies in implementing a comprehensive faculty development program that will ensure integration of the proposed courseware in the curriculum. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Stein, Chris Jody Culkin CUNY Borough of Manhattan Community College NY Timothy V. Fossum Standard Grant 107391 7428 SMET 9178 0000099 Other Applications NEC 0511219 September 1, 2005 Investigative Learning in the Exercise Physiology Laboratory. Biological Sciences (61) Exercise science students preparing for careers in medicine or allied health understand the value of physical activity in the prevention of major diseases affecting the US population. This project is providing an exercise physiology course, one of the cornerstone courses in exercise science programs, with the equipment needed for students to acquire the intellectual and technical skills necessary to investigate and understand the physiological implications of activity and inactivity. Implementing the learning objectives established by Project Kaleidoscope, the laboratory component of the course is promoting critical thinking and investigative learning. For the first nine weeks of the course, students familiarize themselves with the equipment and conduct experiments designed by the instructor. During the last six weeks, students engage in independent research projects and present their findings at science conferences on campus and with students from peer institutions in the region. Through these investigative experiences, students are gaining insights into scientific research and experimentation. In addition to enhancing the educational experiences for the Exercise Science majors, the equipment obtained with this grant is having a significant impact in the education of over 200 K-12, service learning, and minority students each year, who use the equipment as part of a service learning program. The educational outcomes are being shared through presentations at regional and national conferences, journal articles, and a course web page. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Stavrianeas, Stasinos Willamette University OR Terry S. Woodin Standard Grant 65239 7428 SMET 9178 7428 0000099 Other Applications NEC 0116000 Human Subjects 0511236 September 1, 2005 Revisioning Earth Science Education in a Nontraditional Teacher Education Program. Earth Systems Science (40) This project is revising an existing undergraduate course in the earth sciences, integrating expertise in education, content, technology, and assessment. The target audience for the course is pre-service teachers studying in Union Institute and University's (UI&U) nontraditional teacher-education program at its Florida Academic Center (FAC). The project helps FAC's largely minority teacher-education students achieve content knowledge consistent with Florida's Sunshine State Standards, improve their attitudes towards science education and the scientific process, and enhance their ability to use instructional technology to learn about science. To serve students studying in this low-residency program, the course is using a blended online/live format that emphasizes online investigation and limited live collaborative sessions and field trips. The investigation team is consulting with pre-service teachers and university alumni currently teaching elementary school in Miami-Dade and Broward Counties to identify appropriate exercises to improve knowledge of standards-based earth science topics. With this group, and an outside evaluator, the team is designing the course following best practices in online learning and problem-based pedagogy, adapting approaches and materials from an earth systems science course developed by the faculty of San Francisco State University, and materials from DLESE and MERLOT. This project is aiding in the development of a system of best practices in online course offerings for UI&U's undergraduate programs nationwide. New course materials and assessment instruments developed during this project will be made available via DLESE, MERLOT, and ERIC. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Baldauf, Paul Robert Hill Frank Scala Union Institute & University OH Jill K. Singer Standard Grant 84983 7428 SMET 9178 7428 0000099 Other Applications NEC 0511264 July 1, 2005 Integration and Assessment of Pair Programming, Test-Driven Development and Lab Practica in an Introductory Computer Science Course. Computer Science (31) This project is designing, implementing, and assessing a new introductory computer science course by adapting and implementing three exemplary practices: test-driven development, pair programming and laboratory practica. Each practice plays a complementary role in the course. Test-Driven-Development (TDD) motivates students to adopt a systematic approach to developing and testing their programs, pair programming provides design and debugging assistance while leveraging the benefits of collaborative learning, and laboratory practica increase students' motivation to develop their individual programming skills. The project has three distinct goals: adapt and integrate the three practices in the course; assess success and retention rates, the development of students' individual programming skills, students' use and mastery of TDD, and the effects of pair programming; and refine and disseminate the materials developed for our course. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Braught, Grant Tim Wahls Louis Ziantz Dickinson College PA Stephen C. Cooper Standard Grant 79797 7428 SMET 9178 0000099 Other Applications NEC 0511282 August 15, 2005 Collaborative Project: Extending the Next Generation Robot Laboratory to Increase Diversity in Undergraduate CS Programs. Computer Science (31) This project is adapting and extending work at the University of Massachusetts Lowell to develop the next generation robot laboratory (NSF CCLI Grant DUE 0231363), with three primary directions. First, it is focusing on using robotics, in particular the Sony AIBOs, in the classroom as a way of attracting a more diverse population of undergraduates to Computer Science programs. Multiple courses are being developed, starting from the very beginning of the computer science curriculum. Second, it is extending Pyro, an easy to use programming system for robots written in Python, to support the Scout miniature robot. The Scout has unparalleled features in terms of its combination of small size and ability to move fast over large distances. And third, it is performing a thorough evaluation of the resulting course material with the help of independent evaluators. The goal of this project is to increase the interest of underrepresented groups for studying Computer Science and to provide them with tools that will help throughout their undergraduate years. Course materials that are especially interesting for women and underrepresented groups are being developed, based on the use of the AIBO and Scout robots, in order to both attract them to consider studying computer science and to give them the initial background they need to succeed in the CS courses. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Sutherland, Karen Augsburg College MN Stephen C. Cooper Standard Grant 31074 7428 SMET 9178 0000099 Other Applications NEC 0511287 September 1, 2005 Integrating Micro-Computed Tomography in Undergraduate Bioengineering Courses. Engineering-Other(59) This project is integrating the use of a micro-computed tomography system into the bioengineering curriculum at Union College. This technology and the educational materials have been adapted from graduate education programs at a number of institutions including the University of Iowa, the University of Michigan, the University of Southern California, the University of Wisconsin, and the University of Nebraska. Material microstructure-property-function relationships are being explored using bone as the target material. The project is developing laboratory modules for two undergraduate courses: (1) a lower-level course, accessible to students from the general population, designed to foster interdisciplinary thinking and to excite students with the possibilities in bioengineering, and (2) an upper-level course, accessible to students in the physical sciences and mechanical engineering, that focuses on the modeling of the mechanical behavior of biologic tissues and how the modeling and behavior is influenced by tissue structure and function. The laboratory modules are instructing students in the basic physics of radiography and its practical application, and the analysis of bone tissue microstructure and its relation to properties and function. Assessment is being interwoven throughout each phase and consists of detailed student surveys and assessment by external consultants. The intellectual merit of this project is to advance the knowledge of students in an interdisciplinary manner. The broader impacts of this project are that it addresses the widely-held belief that the next important breakthroughs and discoveries will most likely be at the intersection of disciplines, as represented by bioengineering. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Rapoff, Andrew Union College NY Sheryl A. Sorby Standard Grant 74973 7428 SMET 9178 0000099 Other Applications NEC 0511288 September 1, 2005 Integrating Introductory and Advanced Laboratories in Chemistry Through Shared Experiments. Chemistry (12) This project implements experiences in the chemistry curriculum in which beginning and advanced students share experiments with common features and then communicate their results to each other. The target student groups include non-science majors fulfilling general education requirements, science students beginning their course of study, and upper-class students in advanced chemistry courses. Three topics that lend themselves to study at various levels of expertise were identified: polyaromatic hydrocarbons, chlorophyll, and amino acids. The topics and experiments adapted from the science education and research literature model the actual practice of science for students. Students carry out open-ended investigations on problems of interest to a wider community utilizing HPLC and spectrofluorimetry. After acquiring their data, they interpret it and communicate their results to peers who then use those results in subsequent experiments. As a result of this project, students have a better understanding of the scientific method, an appreciation for the role of instrumentation in answering scientific questions, and enhanced experience with communicating scientific ideas. A psychologist coordinates ongoing student attitudinal evaluation of the project and the instructors monitor assessment of student learning. Project outcomes are disseminated at regional and national professional meetings and in educational publications. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR St. Clair, Martin Steve Singleton Maria Dean Coe College IA Bert E. Holmes Standard Grant 70000 7428 SMET 9178 7428 0000099 Other Applications NEC 0511302 August 15, 2005 Molecular Connections: an Integrated Approach to the Life Sciences. Discipline: Biological Sciences (61) Intellectual Merit: Students are doing research and inquiry-based laboratories in bioinformatics, cell biology, molecular population genetics, and protein biochemistry using new equipment added to laboratories in both introductory and linked advanced level courses. The revision adapts materials developed at the University of Wisconsin Whitewater (NSF 0311609), the California State University at Chico (NSF 0126618) and Washington and Lee University (NSF 0125282). The changes are being implemented by seven faculty members in the Biology and Chemistry Departments. They incorporate pedagogical approaches recommended by the National Research Council. Broader Impacts: The introductory course is included within the Albion Step-Ahead Program, a program that aims to recruit and retain underrepresented students at Albion. To facilitate dissemination and broaden its scope, assessment of the project will determine how it impacts science and non-science majors, first-generation college students, women, students with documented disabilities, and under-represented minority students. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Saville, Kenneth James Skean Dean McCurdy Christopher Rohlman Albion College MI Terry S. Woodin Standard Grant 122478 7428 SMET 9178 7428 0000099 Other Applications NEC 0511304 August 15, 2005 Collaborative Project: Extending the Next Generation Robot Laboratory to Increase Diversity in Undergraduate CS Programs. Computer Science (31) This project is adapting and extending work at the University of Massachusetts Lowell to develop the next generation robot laboratory (NSF CCLI Grant DUE 0231363), with three primary directions. First, it is focusing on using robotics, in particular the Sony AIBOs, in the classroom as a way of attracting a more diverse population of undergraduates to Computer Science programs. Multiple courses are being developed, starting from the very beginning of the computer science curriculum. Second, it is extending Pyro, an easy to use programming system for robots written in Python, to support the Scout miniature robot. The Scout has unparalleled features in terms of its combination of small size and ability to move fast over large distances. And third, it is performing a thorough evaluation of the resulting course material with the help of independent evaluators. The goal of this project is to increase the interest of underrepresented groups for studying Computer Science and to provide them with tools that will help throughout their undergraduate years. Course materials that are especially interesting for women and underrepresented groups are being developed, based on the use of the AIBO and Scout robots, in order to both attract them to consider studying computer science and to give them the initial background they need to succeed in the CS courses. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Gini, Maria University of Minnesota-Twin Cities MN Stephen C. Cooper Standard Grant 57444 7428 SMET 9178 0000099 Other Applications NEC 0511307 August 1, 2005 Promoting Inquiry and Scientific Literacy in Non-Science Major Undergraduate Biology. Discipline: Biological Sciences (61) This project introduces new instructional and assessment formats into a large (over 2000 students per year) introductory lecture and laboratory course for non-major undergraduate students in biology in order to improve the students' scientific literacy and engagement in scientific processes. The methods being employed include: (1) modification of the laboratory curriculum towards an inquiry-based format that addresses contemporary scientific issues and relates them to common student experiences; (2) adaptation and implementation of new student assessment formats including the Science Writing Heuristic (Keys, Hand, Prain, & Collins, 1999, Journal of Research in Science Teaching, v36, p1055) and a Scientific Literacy Test (Norris, Phillips, & Korpan, 2003, Science Education, v87, p224) to help foster a clear understanding of scientific concepts and the nature of scientific investigation through writing, collaborative learning, and formative assessment; (3) use of articles about scientific topics to provide opportunities for discussion and debate of contemporary scientific issues; (4) development of a graduate student training program to insure high quality instruction for the inquiry-based labs and new assessments; and (5) extensive evaluation of the impact of the new activities and assessments on student learning. The intellectual merit of the project is found in its conception of what a high quality biology laboratory learning experience should encompass in parallel with rigorous research on the effects of the changes instituted on student learning. The broader impacts of the project include: (1) the creation and dissemination of well documented new approaches to course curriculum and assessment applicable to large introductory courses; (2) the potential for rich teaching and learning opportunities for students with little aptitude or interest in science; and (3) dissemination of these methods to other college faculty both at the University of Georgia and at other institutions. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Armstrong, Norris Marguerite Brickman University of Georgia Research Foundation Inc GA Terry S. Woodin Standard Grant 99285 7428 SMET 9178 7428 0000099 Other Applications NEC 0116000 Human Subjects 0511322 September 15, 2005 Development of a Course in Environmentally Concious Design and Manufacturing for Undergraduates. Engineering-Other(59) A multi-disciplinary group of faculty and industrial leaders is working to bring the examination and implementation of environmentally and economically sustainable industrial practices to Kettering University's curriculum and its unique co-op education program. As an initial step toward this goal, the PIs are developing an introductory course that provides undergraduate engineering, science and management students with the skills needed to critically examine environmental issues in product design and manufacturing, and to arrive at economically viable solutions to these problems. The course is structured on a modular design, where each topic incorporates case-based pedagogy, industrially relevant examples and regular assessment - a design that is adapted from the Ford Motor Company's Partnership for Advanced Studies classroom materials. Instructional content is being compiled by Kettering University faculty members in conjunction with industry experts and partner academics. Progress in course development is being disseminated at professional conferences. CCLI-ADAPTATION AND IMPLEMENTA INSTRUCTIONAL MATERIALS DEVELP DUE EHR Lynch-Caris, Terri Jennifer Aurandt Kettering University MI Sheryl A. Sorby Standard Grant 100000 7428 7355 SMET 9178 0000099 Other Applications NEC 0511323 August 15, 2005 Integrating Social Science, Natural Science and Engineering in an Introductory Environmental Science and Policy Course. Interdisciplinary (99). This project is adapting course and curricular materials from interdisciplinary science and policy approaches at Vassar College and Harvard University. The adaptations support a team taught introductory course on Environmental Science and Public Policy to guide students' subsequent curricular choices and instill a sense of how science, technology and social science perspectives complement each other. The intellectual merit of this activity lies in its integration of science and policy perspectives into a single course to reach both science and non-science majors early in their undergraduate years. It is having a broad impact by laying the groundwork for an enhanced public understanding of science and by encouraging women and minority students to pursue science or science-related careers. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR King, Leslie Virginia Hayssen Smith College MA Lee L. Zia Standard Grant 74781 7428 SMET 9178 7428 0000099 Other Applications NEC 0511335 August 15, 2005 Collaborative research..Molecular Biology for Environmental Engineers. The objective of this project is to adapt and implement a prior successful CCLI pilot project developed at the University of Cincinnati (DUE 0127279) where hands-on laboratory modules and multi-media course materials have been used to introduce teams of undergraduate engineering students to molecular biology as a screening tool to track microorganisms in the environment. The pilot project will be reproduced at four peer institutions with assessment performed both locally and a "meta-assessment" performed as an overall component of the project. An advisory board with representatives from two- and four-year undergraduate institutions, an HBCU, and the National Academy of Engineering will provide independent feedback to the team. Expected outcomes of the project include: four additional institutions offering an inquiry-based course where interdisciplinary teams of undergraduate students collaborate on open-ended group projects following the "full-cycle 16S rRNA approach"; a text book to be published by a nationally-recognized publishing house; and broad dissemination through presentations at conferences and publications in the peer-review engineering education literature. The project will include successfully bridging the gap between environmental engineering research and undergraduate instruction to integrate molecular biology tools into the day-to-day practice of environmental engineering. A two- and four-year institutions and an HBCU will participate in this project. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Li, Baikun Pennsylvania State Univ University Park PA Bevlee A. Watford Standard Grant 40006 7428 SMET 9178 0000099 Other Applications NEC 0511340 August 1, 2005 Collaborative Research: Improved Undergraduate Astronomy Laboratories and Public Outreach with a Modernized Hirsch Observatory Control System. Astronomy (11) Intellectual Merit: This project is increasing learning in night laboratories for three astronomy courses: two Introductory Astronomy courses - one at Rensselaer and one at Siena College; and an upper division Observational Astronomy course for majors at Rensselaer. The project uses studio-style, cooperative, hands-on, inquiry-based laboratories that challenge the misconceptions of students in all three astronomy courses. The laboratories use concurrent activities to handle an increasing number of undergraduate students interested in astronomy. Many of the night lab activities are adapted from materials developed at other universities. The curriculum development includes replacement of the aging control system for the Hirsch Observatory 16" B&C telescope at Rensselaer, and the acquisition of several small telescopes for Siena College. Evaluation materials that are specifically suited to telescope observations are being generated as part of this project. Additionally, the changes to the course design are being evaluated with the Astronomy Diagnostic Test (ADT), comparisons to archival IDEA course evaluations, and supplemented with student attitude surveys. Broader Impacts: This project creates a cooperation between astronomy programs at Siena College and Rensselaer that improves both programs. The improved laboratory curriculum is being advertised and made available to faculty at other universities who might want to incorporate them in their classes. The upgrade to the 16" telescope and the modern CCD and spectrograph already in hand allow for high school and undergraduate research projects through both Rensselaer and Siena, and create a resource for amateur astronomers in New York's Capital District. The renewed facility enhances the popular public observing nights at the observatory. Each year this program attracts 1000 - 2000 members of the public, many of whom are K-12 students with their parents or teachers. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Newberg, Heidi Douglas Whittet Rensselaer Polytechnic Institute NY Duncan E. McBride Standard Grant 72911 7428 SMET 9178 0000099 Other Applications NEC 0511347 September 15, 2005 Adventures in Sociology: Adapting, Implementing and Disseminating Data Analysis Exercises. Sociology (86) The Adventures in Sociology Project is designed to make data analysis approachable and accessible to students at the University of Wisconsin-Stout, a career-oriented institution, and to demonstrate the value of quantitative reasoning by linking data analysis to the context of the social world. The project adapts and implements educational materials produced by the Integrated Data Analysis (IDA) project (NSF Award 0089006), making them more accessible to instructors and students at career-oriented and technical institutions. The data analysis modules combine sociology and quantitative methods in an active learning environment. The modules mix course material on American society with data analysis using data from the U.S. Census, the General Social Survey, and other sources. The Adventures in Sociology Project is designed to achieve the following outcomes: (1) increase quantitative literacy and data analysis skills among first and second-year college students; (2) teach basic scientific concepts and; (3) increase students' understanding of sociological theory and data; and (4) deliver data analysis to audiences who have never learned it. All of these outcomes serve to increase preparedness and retention of students in science, technology, engineering and mathematics (STEM) fields. Intellectual Merit of Proposed Activity In their current form, several obstacles prevent the IDA exercises from reaching students outside the specific environments for which they were developed. Instructors wishing to use the existing modules must undertake significant revision and customization in order to transport them to their courses. Currently, implementation of many IDA modules requires acquiring and developing expertise in proprietary data analysis software linked to the IDA project. It involves creating and integrating step-by-step instructions for data analysis with links to course concepts. Implementation also currently requires determining the best course locations for each module. These start-up costs present a significant barrier for instructors at technical colleges and career-oriented institutions like UW-Stout where the teaching load is significantly heavier than at the traditional liberal arts environments for which most of the IDA modules were developed. The Adventures in Sociology Project solves these problems by converting the modules into ready-to-go handouts that can be easily inserted (as individual assignments or as a collection) into almost any introductory sociology course. After adaptation, the exercises will not require proprietary computer software or specialized technical knowledge. They will rely on standard word processing and spreadsheet software packages. They will be linked to a generic course outline (developed by a Task Force of the American Sociological Association) so that their implementation is straightforward. The immediate goal of the project is to adapt, implement and assess 18 data analysis modules in eight courses over a three-year period. Adapted modules will be implemented in introductory sociology courses at UW-Stout and will be disseminated on a public Internet site, currently in pilot form at www.adventuresinsociology.net. The Adventures will be promoted at teacher training workshops and professional conferences. UW-Stout students, along with students at other career-oriented and technical institutions, are substantively targeted by the project. Broader Impacts Resulting from the Proposed Activity The Adventures in Sociology Project brings high-quality educational materials to broader audiences. The project advances science, technology, engineering, and mathematics (STEM) education by infusing quantitative reasoning into lower division general education courses. The project is designed to make STEM education more accessible to women and minorities by presenting quantitative data analysis in the more approachable context of the social world. Context has been found to be pivotal to the success of traditionally underrepresented groups. Bringing quantitative analysis to courses outside the traditional STEM curriculum helps increase the preparedness of students entering those fields and also increases their self-confidence. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Cross, Anne University of Wisconsin-Stout WI Myles G. Boylan Standard Grant 92179 7428 SMET 9178 0000099 Other Applications NEC 0511350 September 1, 2005 Development of a Modern DSP-based Laboratory for Power Electronics Education. Engineering-Engineering Technology (58) The project is developing laboratory activities for a senior course in power electronics by adapting labs developed at the University of Minnesota. Modifications to the University of Minnesota Model include placing special emphasis on design aspects of power electronics by including PSpice simulation in pre-labs. State-of-the-art Digital Signaling Processing-based (DSP) software is being reconfigured to control power electronic converters. New laboratories that are being developed include: 1) Introduction to DSP Controller and Inverter; 2) AC to DC converter that includes analysis of input current harmonic and output voltage ripple in diode rectifier circuits with PSpice simulation, and basic operation of a single phase voltage sources PWM inverter using DSP control; and 3) Motor control application using the DSP controller. A goal is to revitalize interest in the area of Electric Power and Power Electronics and help address the low student enrollment crisis in the rapidly developing multidisciplinary field of Power Electronics. The leadership team is assessing the impact that the laboratories have on learning for underrepresented populations of students. The project is being supported by Texas Instruments Inc. Dissemination is through a website, workshops and conferences. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Shireen, Wajiha University of Houston TX Kathleen A. Alfano Standard Grant 73996 7428 SMET 9178 0000099 Other Applications NEC 0511352 August 15, 2005 Collaborative Project: Extending the Next Generation Robot Laboratory to Increase Diversity in Undergraduate CS Programs. Computer Science (31) This project is adapting and extending work at the University of Massachusetts Lowell to develop the next generation robot laboratory (NSF CCLI Grant DUE 0231363), with three primary directions. First, it is focusing on using robotics, in particular the Sony AIBOs, in the classroom as a way of attracting a more diverse population of undergraduates to Computer Science programs. Multiple courses are being developed, starting from the very beginning of the computer science curriculum. Second, it is extending Pyro, an easy to use programming system for robots written in Python, to support the Scout miniature robot. The Scout has unparalleled features in terms of its combination of small size and ability to move fast over large distances. And third, it is performing a thorough evaluation of the resulting course material with the help of independent evaluators. The goal of this project is to increase the interest of underrepresented groups for studying Computer Science and to provide them with tools that will help throughout their undergraduate years. Course materials that are especially interesting for women and underrepresented groups are being developed, based on the use of the AIBO and Scout robots, in order to both attract them to consider studying computer science and to give them the initial background they need to succeed in the CS courses. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Pearce, Janice Berea College KY Stephen C. Cooper Standard Grant 31482 7428 SMET 9178 9150 0000099 Other Applications NEC 0511357 August 15, 2005 Multidisciplinary Approach to the Study of Molecular and Cellular Biology. Biological Sciences (61) The Cellular and Molecular Biology (CMB) B.S. degree offered by Universidad Metropolitana (UMET) is changing from a traditional to a multidisciplinary program to better prepare students for graduate and professional careers as well as for positions in industry. Best practices are being adapted from a variety of sources (see NSF # 0087570 and 0088653, the National Research Council's guide to BIO 2010) and implemented in existing and new CMB courses. The curriculum is being expanded to include the following elements: (a) mathematical and computational modules applicable to biology, (b) a strong emphasis on verbal and written communication skills, and (c) laboratory experiences that lead to discovery-based learning. A biotechnology track is being created within the CMB program that offers a multidisciplinary approach to biological courses with an emphasis on skills required by the biotechnology industry. This track also features the following in an effort to prepare students for employment in the biotechnology industry: (a) hands-on experiences based on widely practiced techniques within this industry, (b) a course in entrepreneurship designed to provide a basic understanding of the business aspects of biotechnology, and (c) a course on bioengineering processes, which prepares students to successfully interact with engineers as part of an industrial team. Advice concerning these changes is being given by faculty from Penn State University, University of Wisconsin - Madison, University of Alabama - Huntsville, University of Michigan, and West Chester University, each of whom has implemented similar projects at their institutions. Additional advice regarding assessment is being provided by the Puerto Rico Industry - Academia Association (INDUNIV). The expected outcomes of this project are: (a) the creation of a unique CMB program that meets the demands of current scientific developments for the global and Puerto Rican markets; (b) the implementation of modules and courses that lead to the training of scientists with improved communication and mathematical skills; (c) an increased capacity of UMET's science faculty to prepare professionals capable of succeeding in multidisciplinary technical environments; and (d) manuals, a web site and other materials in both English and Spanish for the dissemination of this project's accomplishments among the scientific community. Intellectual Merit of Proposed Activity: These course are providing underrepresented, socioeconomically disadvantaged Hispanic students with inquiry-based, multidisciplinary courses that will better prepare them for graduate studies in CMB or for a successful career in the biotechnology industry. Students are being challenged to think critically and communicate clearly, forging free-thinking individuals capable of becoming leaders in their fields. Broader impacts from the proposed activity: Participating faculty are broadening their understanding of CMB and how it interrelates with other fields, and are becoming more adept at including inquiry-based, multidisciplinary activities in their courses. Finally, dissemination of this project's results coupled to an elevated number of graduates succeeding in their careers will help UMET to attract talented students and ensure the continued success of the CMB program. EXP PROG TO STIM COMP RES CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Gonzalez, Karen Raul Bernabe Diana Gomez Universidad Metropolitana PR Terry S. Woodin Standard Grant 149931 9150 7428 SMET 9178 9150 7428 0000099 Other Applications NEC 0511373 August 1, 2005 Collaborative Research: Emulation Infrastructure and Material for OS/Network Classes. Computer Science (31) The Emulab distributed operating system model (developed at the University of Utah) is a way to offer a completely flexible, shared, hands-on laboratory to the operating systems course. This project is developing an "educational Emulab in a box" facility (called Edulab) by working with the University of Utah to tailor their recent work on lightweight Emulab systems (Emulab-lite) for use in education. This is making these inexpensive lightweight systems, along with newly-developed course materials, readily and freely available to colleges and universities worldwide. The project is adding new features to the Emulab software (including a Web interface) that are making it easier for faculty to create and grade assignments, reducing the steep learning curve for both faculty and students and making it easier for students to debug their projects. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Laverell, W. David Calvin College MI Stephen C. Cooper Standard Grant 42858 7428 SMET 9178 0000099 Other Applications NEC 0511375 September 1, 2005 Modernization of the Biology Curriculum through Adaptation of an Investigative Laboratory in Molecular Biology. Discipline: Biological Sciences (61) The University of Tennessee at Chattanooga is updating its biology offerings through development of an integrative, collaborative and inquiry-based course of study in Molecular Biology. Intellectual Merit: To answer the growing need for biologists skilled in the areas of molecular and cell biology, genetics, biotechnology, molecular medicine and bioinformatics generated by increased interest by industry and academia in human and non-human genome studies and to address current and future needs in the education of undergraduates in biology, current course offerings in Genetics and Molecular Biology (MB) are being enhanced and modernized. Practices being introduced in course design include hands-on exposure to advanced and widely applicable benchtop techniques in biotechnology and the use of scientific and literature databases and molecular biology analysis software. Specific components being introduced reflect adaptation of investigative laboratory curriculum materials originally developed by the Genome Consortium for Active Teaching (GCAT) at Davidson College for their advanced molecular biology course and include: (1) incorporation of laboratory exercises utilizing the green fluorescent protein, and (2) acquisition of basic and advanced biotechnological instrumentation. Broader Impacts: This expansion of the curriculum extends faculty development and student growth through interdisciplinary and cross-disciplinary interactions as well as impacts individual student research projects. The revised molecular biology course has wide application by including experiences in the genetic manipulation and molecular characterization of both prokaryotic and eukaryotic systems and incorporating technologies intended to facilitate student/faculty research and development in general biology, genetics, microbiology, cell biology, biochemistry and bioinformatics. The changes instituted involve faculty from both the departments of Computer Science and Chemistry in the development of cross-disciplinary courses, such as Bioinformatics, within the Biology Department and incorporation of molecular biology techniques and analyses into courses and accepted courses for the major within the other departments. Emphasis is being placed on investigative learning exercises that include a progression of scientific experiences with opportunities for data analysis, interpretation, written expression and oral presentation of results. EXP PROG TO STIM COMP RES CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Kovach, Margaret University of Tennessee Chattanooga TN Terry S. Woodin Standard Grant 85642 9150 7428 SMET 9178 9150 7428 0000099 Other Applications NEC 0511385 July 15, 2005 Collaborative Research: Adapting and Extending WeBWorK for Use in the Computer Science Curriculum. Computer Science (31) This project is adapting and extending materials from NSF-funded projects on the WeBWorK web-based assessment system, initially developed at the University of Rochester, to supplement and enhance the core computer science courses that cover the topics that are collectively known as Programming Fundamentals (i.e. fundamental programming constructs, algorithms and problem-solving, elementary data structures, recursion and event-driven programming). The project is doing this by developing problems that give students practice and feedback with programming fundamentals, which requires broadening the scope of WeBWorK to support a wider class of problem type. With this WeBWorK enhancement, the courses are: 1) engaging students in active online learning to augment traditional practices in all the core computer science courses; 2) supplying students with immediate and customized feedback on their progress with problem-solving tasks; 3) furnishing students with tailored and constructive support for any problem areas they encounter; and 4) providing instructors with the ability to continually monitor and assess student work. CCLI-Phase 1 (Exploratory) CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Scharff, Christelle Richard Kline Olly Gotel Pace University New York Campus NY Stephen C. Cooper Standard Grant 90361 7494 7428 SMET 9178 0000099 Other Applications NEC 0511390 September 1, 2005 Chromatography Opportunities for Learning and Understanding of Modern Separations (COLUMNS). Chemistry (12) Chromatography is a key method in nearly every subdiscipline of chemistry and in interdisciplinary fields such as pharmaceuticals, forensics, and environmental science. This project is providing students with exposure to and training in the most common separation method, High Performance Liquid Chromatography (HPLC). A vertically integrated laboratory curriculum in chromatography is instilling a deep understanding of modern separation science in chemistry and biology students. This coordinated education program is being implemented in five courses: general chemistry, quantitative and instrumental analysis, and two biochemistry labs. These courses span the chemistry and biochemistry major curricula. The project is adapting literature-based experiments in HPLC, mostly from the Journal of Chemical Education, in order to create a coherent program that requires students in the advanced courses to apply their understanding of chromatographic principles learned in the introductory courses. The intellectual and pedagogic merit of the proposed curriculum is that it offers students HPLC experience in two introductory courses: general chemistry and quantitative analysis, and in two advanced chemistry courses: instrumental analysis and biochemistry. Given the structure of the chemistry and biochemistry curricula at the institution, students thus have chromatography experiences in three courses. In the two introductory courses, students in general chemistry explore molecular polarity and examine how it directly influences a modern instrumental analysis, and students in quantitative analysis examine the chromatographic theory applicable to HPLC and carry out student-designed final projects based on analytical procedures from the literature. In the advanced chemistry courses, students in biochemistry use HPLC to purify and characterize a small peptide (first semester lab) and in student-designed projects (second semester lab), and students in instrumental analysis use HPLC in the analysis of capsaicinoids and in student-designed projects that serve as a culminating experience. Of the four courses that are incorporating new HPLC experiences, three either include a final project wholly driven by the student or are completely project-oriented. The broader impacts of this project include providing a cross-curriculum educational program, which is enabling students to learn how separation methods work and also to make connections between different courses and subdisciplines within their major field, producing stronger ties between courses; incorporating modern separation methods and theory into the chemistry curriculum; using modern instruments in student-centered, student-driven projects; implementing a multi-course assessment plan that provides feedback for continued improvement of the teaching and learning in the program, and which is providing new and unique learning experiences for student collaborators involved in the evaluation; fostering collaborations between chemistry and biology faculty in order to provide biology students with strong experiences in chromatography; creating a new environment in which chemists and biologists are collaborating, in both teaching and research; and providing new facilities that are of value in diverse faculty/student research programs. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR McEllistrem, Marcus Robert Eierman Scott Hartsel Thao Yang University of Wisconsin-Eau Claire WI Susan H. Hixson Standard Grant 100003 7428 SMET 9178 7428 0000099 Other Applications NEC 0511391 July 15, 2005 Collaborative Research: Adapting and Extending WeBWorK for Use in the Computer Science Curriculum. Computer Science (31) This project is adapting and extending materials from NSF-funded projects on the WeBWorK web-based assessment system, initially developed at the University of Rochester, to supplement and enhance the core computer science courses that cover the topics that are collectively known as Programming Fundamentals (i.e. fundamental programming constructs, algorithms and problem-solving, elementary data structures, recursion and event-driven programming). The project is doing this by developing problems that give students practice and feedback with programming fundamentals, which requires broadening the scope of WeBWorK to support a wider class of problem type. With this WeBWorK enhancement, the courses are: 1) engaging students in active online learning to augment traditional practices in all the core computer science courses; 2) supplying students with immediate and customized feedback on their progress with problem-solving tasks; 3) furnishing students with tailored and constructive support for any problem areas they encounter; and 4) providing instructors with the ability to continually monitor and assess student work. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Wildenberg, Andrew Cornell College IA Stephen C. Cooper Standard Grant 32337 7428 SMET 9178 0000099 Other Applications NEC 0511394 October 1, 2005 Incorporating Computational Chemistry / Science in the Chemistry Curriculum. Chemistry (12) Intellectual Merit: Computational science is at the intersection of the Sciences (Biology, Chemistry, Physics, etc.), Computer Science and Applied Mathematics (Numerical Analysis, Modeling and Simulation). Computational science is now considered the third leg of science after theory and experiment. The use of computational science in government laboratories, industry, graduate, and professional institutions has generated a corresponding demand for undergraduates trained in the techniques of computational science- mathematical, computing and science skills. Furthermore, teaching science, technology, engineering and mathematics at any level is no longer about inundating students with facts. The development of critical thinking skills as well as the ability to understand abstract concepts is an essential component of the learning process. Active participation by the student (discovery approach) and teacher (facilitator) are essential. While existing department instrumentation has been used to provide hands-on experience in laboratories and undergraduate research, the very important area of computational science and computational chemistry in particular remains very sparse in our present curriculum. Additionally, the department has incorporated in the curriculum a strong undergraduate research component, starting as early as the freshman year. Mindful of national trends, the overall objective of this project is the adaptation and implementation of existing computational science, in particular, computational chemistry applications (from successful NSF and DoE supported initiatives and the literature) across the chemistry curriculum. A Computational Chemistry Laboratory is being created by using fifteen existing workstations, twenty-five new student graphics workstations, sixteen wireless laptop computers, and a multiprocessor Linux server networked to the campus fiber optics network and available for on- and off-campus access, as well as the appropriate software packages to accomplish this goal. Broader Impacts: The hardware and software being implemented are providing increased facilities for experiential training for the students. Each year, 1100 -1200 students from the different STEM disciplines take the broad range of courses offered by the Chemistry Department. The facility is providing for the development and implementation of new courses (molecular modeling, bioinformatics, etc.) in the chemistry and biology departments in order to attract students (undergraduates and high school) as well as faculty from the various STEM disciplines. Student involvement in research is an integral part of the many efforts to encourage and prepare undergraduates to enter graduate programs as well as the work force. Additionally, during the summers a number of projects have high school participants (NASA Sharp). Research activity in the Department of Chemistry is being greatly enhanced with the acquisition of the new computing equipment. In addition to chemistry majors, the department is involved in training programs with other departments on campus, and often students from other departments work with chemistry faculty and students on collaborative projects. All students supported by NSF (HBCU-UP) and other grant programs such as MARC-USTARS are expected to participate in research. The new equipment is allowing broader research offerings to more undergraduate and graduate students. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Ndip, Edmund Moses Willie Darby Charles Bump Godson Nwokogu Hampton University VA Susan H. Hixson Standard Grant 120000 7428 SMET 9178 0000099 Other Applications NEC 0511421 September 1, 2005 Integrating Lean Manufacturing into Manufacturing Curriculum. Engineering-Mechanical (56) As an increasing number of U.S. companies are outsourcing manufacturing operations to foreign countries that have cheaper labor markets, the issues of keeping manufacturing jobs in America and increasing the competitiveness of the U.S. manufacturing industry have become critical to the long-term sustainable prosperity of the U.S. economy and its technological progress. Lean manufacturing has proven to be an effective strategy to increase productivity and cost competitiveness in the U.S. manufacturing industry. Intellectual Merit Through cross-disciplinary collaboration, a group of faculty members in the College of Engineering and the College of Business at Utah State University are developing a new lean manufacturing course by adapting and implementing relevant lean manufacturing courses from the University of Kentucky. The course is providing both engineering and business students a comprehensive training in technical skills, professional (leadership, communication, teamwork, etc.) skills, and business knowledge (cost, profit, market share, etc.). Students are also provided with intensive real-world hands-on experiences to enhance their understanding of lean manufacturing principles and applications. State-of-the-art manufacturing equipment including PC laboratories is employed to support the course. Broader Impacts The project is addressing five high priority competency gaps (business knowledge/skills, supply chain management, project management, communication skills, and teamwork) identified by the Society of Manufacturing Engineers that need to be closed between industry's manufacturing workforce needs and current educational programs. In order to meet these needs, course lecture materials and laboratory manuals in the form of CDs and web publications are being developed. Summer workshops are being provided for manufacturing practitioners in Utah and surrounding states. Women and minority students are being recruited to enroll in the course. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Fang, Ning Karina Hauser Randall Cook Utah State University UT Kathleen A. Alfano Standard Grant 66052 7428 SMET 9178 0000099 Other Applications NEC 0511442 October 1, 2005 Increasing Active Learning in Mathematics and Computer Science Courses. Mathematical Science (21). This Adaptation and Implementation project uses the DyKnow Vision software and tablet computers, which have had early success at DePauw University, to provide an interactive learning experience for students in the classroom to improve student comprehension and enthusiasm. A "DyKnow Laboratory" can be set up in any classroom, so that each topic of study - an algorithm, a graph, an example, or a drawing - can be viewed, modified, and saved by both the instructor and the student. The result of each lab is a separate file that is accessible on the web. Each copy of the file can be annotated digitally, thus providing individualized transcripts for each student. The annotations can be done in real time in the lab or later during study and review. The project centers on four lower-level courses, three in mathematics and one in introductory computer science. The two investigators who teach these courses are transforming them into interactive courses during the two-year life of the project. Student outcomes are being assessed and results are being presented at a National Institute for Technology and Liberal Education meeting and workshop for other liberal arts colleges. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Hubbard, John Lester Caudill, Jr. University of Richmond VA Daniel P. Maki Standard Grant 100000 7428 SMET 9178 0000099 Other Applications NEC 0511444 August 1, 2005 Development of Hands-On Powder X-Ray Diffraction Laboratory Modules for use in Chemistry, Forensic Science and Pharmacy Curricula. Chemistry (12) This interdisciplinary project is adapting and developing powder X-ray diffraction (PXRD) laboratory modules for use in chemistry, forensic science and pharmacy curricula. The new powder X-ray diffractometer is safer, more versatile, and easier to use than the outmoded instrument that is currently available, allowing its incorporation into several undergraduate laboratories. This new instrument allows the integration of practical PXRD training into two courses in which the technique is currently utilized, as well as incorporation of the technique into five other laboratory courses in the chemistry, forensic science and pharmacy programs over the next three years. Undergraduate summer research students under faculty supervision are helping to develop several of the proposed laboratory experiments outlined by performing the laboratory exercises and composing written experimental procedures. Proactive early-stage course development based on evaluation of student learning is being conducted. The knowledge gained from this project is being prepared for dissemination to the scientific community. Undergraduate students who are conducting experiments in these laboratory modules are graduating with a greater understanding of PXRD and its numerous applications. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Aitken, Jennifer Stephanie Wetzel Peter Wildfong Duquesne University PA Bert E. Holmes Standard Grant 169990 7428 SMET 9178 7428 0000099 Other Applications NEC 0116000 Human Subjects 0511471 September 1, 2005 Collaborative Research: Adaptation of Unversity of Minnesota Problem Solving Labs for the Introductory Physics Sequence. Physics (13) The two universities are collaborating to set up the Problem Solving Laboratory system (PSL) developed by the Physics Education Research and Development Group (PERDG) at University of Minnesota-Twin Cities for introductory physics courses at the two campuses. UMC has a long-term goal of integrating videobased PSLs into study modules suitable for K-12 teacher training. Video based labs and software associated with pre-lab quizzes are being expanded to facilitate distance education. The UND counterpart project utilizes technical expertise gained by the Minnesota group to set up a PSL system in introductory physics courses on campus. In particular, UND is using (1) TA training materials, (2) more effective collaborative problem-solving lab instruction, (3) a version of PSL manuals for non-majors customized for UND, (4) a computerized pre-lab quiz system. The project aims to increase the impact of laboratory exercises on student learning by enforcing more active student involvement. The project is being evaluated by an evaluator at another neighboring university. The intellectual merit of the activity is that it is investigating the impact on student learning of changing the laboratory instruction system and thus evaluating the PSL system in the context of another state university with different infrastructure and different constraints. It does this by comparing against a baseline that has already been developed. The project addresses weaknesses uncovered by student surveys with content retention questions, student assessment and other measures. The new system applies leverage to get at these fundamental points. Its effectiveness is amenable to quantitative measurement. The project is a large-scale attempt to bring about improvement through systemic change. Broader impact of the project is that all service courses come under a cycle of measurement-based incremental improvement. Working with U of M and UMC is particularly beneficial for gaining a knowledge base for developing K-12 physics teacher training courses and workshops and also for development of effective distance learning courses. The expectations for student comprehension are raised, and labs are coordinated more closely with lectures. Computerized pre-lab quizzes, if successful, could generalize to wider application in the curriculum. The degree to which the implementation succeeds at UND (not untypical of many Midwestern universities) will be analyzed and a report submitted for publication. The project has direct impact on the involvement of women in the department (25% of GTAs and the project coordinator). Curriculum materials are available in public domain via the internet. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR DeMuth, David University of Minnesota-Twin Cities MN John F. Mateja Standard Grant 18660 7428 SMET 9178 0000099 Other Applications NEC 0511479 August 1, 2005 Improving and Expanding Student Experiences in Introductory Biology Courses with Online Learning Modules. Discipline: Biological Sciences (61) This project is designed to address the problem of retention of biology majors at an HBCU (40% of incoming biology majors are being lost to other majors). Materials, on-line learning modules developed by Pennsylvania State University, perfected for one population are being adapted for use by a different population of students while retaining the same aims as the original designers. This project is adding cases of particular interest (eg Sickle Cell Anemia) to African American students to the cases currently on the web. In addition Introductory life science courses are being redesigned to include use of these new cases and others as a basis for in class discussion, homework assignments and monthly structured peer-monitored group discussions. A strong evaluation plan involving control groups is a further indication of the intellectual merit of this project. The use of peer facilitators directly involves a cadre of students from a group currently underrepresented in the sciences in activities that help increase students learning of and interest in the sciences. Dissemination is being done broadly at both the state and national levels. The PIs are distributing materials through an existing series of state organizations including a statewide conference designed to encourage dissemination among faculty of IT developed materials (North Carolina Teaching and Learning with Technology Collaboration (TLTC) and the UNC Professional Development Portal). National platforms such as MERLOT and presentation of findings at appropriate professional meetings and in national journals are also being employed as dissemination mechanisms. This project is co-funded by the Directorate for Biological Sciences. CCLI-ADAPTATION AND IMPLEMENTA HUMAN RESOURCES DUE EHR Goins, Gregory Goldie Byrd North Carolina Agricultural & Technical State University NC Terry S. Woodin Standard Grant 99173 7428 7226 SMET 9178 7428 0722 0000099 Other Applications NEC 0116000 Human Subjects 0511486 August 1, 2005 Establishing a Research-based Interdisciplinary Watershed Program for an Environmental Studies Program. Interdisciplinary (99) This project is adapting the approaches of Furman University and Shippensburg University in using water quality and watershed assessment as an interdisciplinary learning tool across the Environmental Studies curriculum. The setting for this project is the Seven Mile Creek watershed, an area of intensive production agriculture, located just a few miles from campus in south central Minnesota. Seven Mile Creek is a sub-watershed of the Minnesota River, which was identified as the most polluted river in Minnesota. This project expands upon existing work by the Brown-Nicollet-Cottonwood Water Quality Board and the Minnesota Pollution Control Agency to restore wetlands, encourage farmers to use Best Management Practices, and study the effects of these measures on water quality. Water quality of a lake or stream is assessed based on the chemistry of the water, pollutant levels, and the degree of biological diversity. It is also intimately related to human activities on the land, land cover type, the interactions between surface water and ground water, and disturbances within the watershed. Thus, this watershed research project is inherently interdisciplinary in nature, requiring students to integrate what they have learned about hydrology, nutrient and chemical cycling, soils and geology, and biological responses. Through hands-on research-oriented field, laboratory, and computer projects, students are benefiting from experiential learning while producing data relevant to the restoration of the Minnesota River and other agriculturally impacted water bodies. Students are gaining skills such as stream and ground water monitoring, laboratory chemical analysis, biodiversity analysis, and spatial analysis, thus giving them the broad scientific skills necessary to serve as environmental science professionals or to pursue graduate research. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Jeremiason, Jeffrey Mark Bjelland Gustavus Adolphus College MN Jill K. Singer Standard Grant 106793 7428 SMET 9178 7428 0000099 Other Applications NEC 0511514 September 1, 2005 Equipment and Modules for a Capstone Course in Applied Mathematics. Mathematical Sciences (21). A team of applied mathematics faculty is adapting various modules developed in the Analysis, Computation and Experiment (ACE) Laboratory in the Department of Mathematics at the Georgia Institute of Technology, and at the Modeling, Experiment, and Computation (MEC) Laboratory in the Department of Mathematical Sciences at the University of Delaware. The modules are being used in a senior capstone course to introduce the study of interfacial fluid dynamics and the dynamics of self-assembly, both of which are of current research interest and have industrial applications. The intellectual merit of this activity lies in its use of proven course materials and their incorporation into a laboratory experience for mathematics students, which closely couples theory and experimentation. In addition, the expanded laboratory capabilities are being made accessible to students in lower-division mathematics courses thus broadening the impact of the primary adaptation activity. Finally, the laboratory is also available to advanced undergraduates interested in performing faculty-supervised independent research. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Kondic, Lou Michael Booty Bruce Bukiet Michael Siegel New Jersey Institute of Technology NJ Lee L. Zia Standard Grant 105724 7428 SMET 9178 0000099 Other Applications NEC 0511515 September 1, 2005 Adapting and Implementing the SCALE-UP Approach in Statics, Dynamics, and Multivariate Calculus. (59-Engineering:Other) A multidisciplinary team of faculty at Clemson is working to deliver more effective Statics and Dynamics instruction. Their work builds particularly on two other NSF-funded projects. The project is developing cooperative learning activities that are complementary to those developed through Statics: The Next Generation and delivering them using the Student-Centered Activities for Large Enrollment University Programs (SCALE-UP) model, teaching large studio classes where the primary emphasis is on learning by guided inquiry instead of by listening. The present lecture approach is being revised significantly and the two sequential courses are being integrated according to the needs of students in mechanical engineering and civil engineering. A partnership to include learning exercises from multivariate calculus is helping students transfer knowledge and develop a more robust understanding of the course content. Improvements in student learning is being measured in terms of normalized gain on existing conceptual tests. Faculty development activities, including workshops and mentoring, are nurturing a cadre of faculty who are learning to design and implement cooperative learning activities. The mentoring of faculty in large-enrollment classes is helping expand the use of these teaching methods throughout the curriculum, and the materials developed in this project are applicable to statics and dynamics courses at other universities. CCLI-Phase 1 (Exploratory) CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Benson, Lisa Sherrill Biggers William Moss Scott Schiff Clemson University SC Sheryl A. Sorby Standard Grant 189955 7494 7428 SMET 9178 9150 0000099 Other Applications NEC 0116000 Human Subjects 0511516 September 15, 2005 Adapting K-8 Mathematics Curricular Materials for Pre-Service Teacher Education. Mathematical Science (21). Fundamental to this project is the development of a framework for pre-service teachers to enable them to construct a meaningful understanding of the impact of curriculum on teaching and learning. In addition, research is being conducted by the project team to determine if the participation of pre-service teachers in a particular research initiative (with a focus on the algebra strand) improves their content and pedagogical knowledge. The research being conducted by the pre-service teachers in this project includes a cycle of curriculum investigation, experiencing (as learners) lessons adapted from the materials, and observing (as future teachers) classroom teachers and students experiencing the lessons. Particular research initiatives for which the pre-service teachers are engaged involve adapting and modifying standards based K-8 student curriculum materials originally designed to be used to support teaching of K-8 in-service teachers. Adaptive tasks and instrumentation are being developed by the project leaders, and students use these as the basis for their curriculum investigation. An assessment instrument NSF-MSP #0335411 is being adapted to assess student (pre-service teacher) learning. The intellectual merit related to this project is substantial. Pre-service teachers are conducting research on the impact of curriculum on teaching and learning, and the project team, in turn, is conducting and evaluating research on the effects the students' (pre-service teachers') research projects have on their content and pedagogical knowledge. Among the broader impacts of the project is the development of a research informed model for K-12 teacher preparation programs in mathematics as well as other disciplines. TEACHER PROFESSIONAL CONTINUUM DUE EHR Moss, William Clemson University SC Daniel P. Maki Standard Grant 128801 7271 SMET 9177 9150 0000099 Other Applications NEC 0511524 August 15, 2005 Discovering the Hudson River Estuary through an Experiential Curriculum in Environmental Science at Barnard College. Earth Systems Science (40) This project is developing a comprehensive, interconnected series of technologically-advanced, field-oriented experiences for undergraduate women focusing on the Hudson River Estuary, bringing inquiry-based learning experiences to ca. 170 students and 35 faculty in 5 courses yearly. The activities and pedagogy extend those developed by the Sea Education Association (SEA) for the SEA Semester Program. Focusing on the river and integrating advanced instrumentation with field and laboratory experiences in courses at both the introductory and advanced level, students are being trained in state-of-the-art field and analytical techniques. Planning and executing sampling in the field, coupled with analysis in the laboratory, helps students experience scientific discovery and develop critical thinking and problem-solving skills. Expected project impacts include: a change in students' understanding of science and how research is conducted; enhanced technical and quantitative skills for women, a demographic group historically underrepresented in the natural sciences; increased enrollment in field- and data-based classes; an increase in the number of field- and lab-based student research projects; and an increased sense of community in the Environmental Science Department as students and faculty work together towards the common goal of understanding the Hudson River Estuary. Integration of the instrumentation into the jointly taught "River Summer" program of the Environmental Consortium extends use of the equipment beyond this project to a broad range of faculty and students at institutions of higher education in the Hudson Valley. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Pfirman, Stephanie Martin Stute Peter Bower Timothy Kenna Barnard College NY Jill K. Singer Standard Grant 149676 7428 SMET 9178 7428 0000099 Other Applications NEC 0511529 August 15, 2005 Employing Differential Scanning Calorimetry and Laser Light Scattering For a Thermodynamic-Rich Undergraduate Chemistry Curriculum. Chemistry (12) Acquisition of a differential scanning calorimeter (DSC) and a laser light scattering (LLS) spectrophotometer is resulting in the infusion of the physical chemistry, biochemistry, biophysical chemistry, and independent research courses with biologically relevant, thermodynamic-rich laboratory experiences. LLS and DSC experiments adapted from the educational literature that incorporate the thermodynamic characterization of synthetic polymers, proteins, nucleic acids, or lipid membranes are being implemented. For example, in the physical chemistry course students use LLS to determine the molecular weight of a polystyrene-methyl methacrylate polymer and characterize its interactions with organic solvent. DSC is used to characterize the glass-transition of the copolymer as well as a phospholipids bilayer phase transition. Biochemistry students use DSC and LLS to characterize T7 polymerase isolated and purified in the lab and relate these investigations to the functional attributes of the protein. Biophysical chemistry students use both LLS and DSC in an independent, investigative format to study the thermodynamics of nucleic acid duplex formation and its dependence on ionic strength and solvent quality. The LLS and DSC instruments are also used in collaborative research with colleagues and undergraduate students. The use of these instruments provides student comfort and familiarity with thermodynamics while addressing the Bio2010 challenge. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Schwinefus, Jeff Greg Muth Saint Olaf College MN Pratibha Varma-Nelson Standard Grant 88994 7428 SMET 9178 7428 0000099 Other Applications NEC 0511534 August 1, 2005 Collaborative Research: Emulation Infrastructure and Material for OS/Network Classes. Computer Science (31) The Emulab distributed operating system model (developed at the University of Utah) is a way to offer a completely flexible, shared, hands-on laboratory to the operating systems course. This project is developing an "educational Emulab in a box" facility (called Edulab) by working with the University of Utah to tailor their recent work on lightweight Emulab systems (Emulab-lite) for use in education. This is making these inexpensive lightweight systems, along with newly-developed course materials, readily and freely available to colleges and universities worldwide. The project is adding new features to the Emulab software (including a Web interface) that are making it easier for faculty to create and grade assignments, reducing the steep learning curve for both faculty and students and making it easier for students to debug their projects. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Griffioen, James Zongming Fei University of Kentucky Research Foundation KY Stephen C. Cooper Standard Grant 57142 7428 SMET 9178 9150 0000099 Other Applications NEC 0511541 July 15, 2005 Teaching by Example: Integrating a Service-Learning Application into University Biology, Chemistry, Geology, and Geography Curricula. Interdisciplinary (99) This project is providing a real service to the community while preparing science students for the long-term, interdisciplinary problems they will encounter as professionals. Building on teaching theories and models developed at the University of Maryland and Oxford, the project is coordinating classes in four disciplines (geography, biology, chemistry, and geology) to study a new storm water treatment wetland at Radford University. The students themselves are monitoring the plant and animal life and evaluating the effectiveness of the water treatment ecosystem as it develops year by year. Project findings are being reported to the university and the Virginia Department of Conservation and Recreation. Intellectual Merit: Students are learning methods of long-term data collection and analysis using industry standard technology, and are developing research skills Students are learning about the interdisciplinary nature of ecosystem studies by sharing ideas, data, and research conclusions with students in other disciplines in an annual wetland symposium. Broader Impacts: Radford University has a relatively high proportion of women and students from Appalachia who are the first in their families to attend college. The program is trying to recruit, retain and better prepare these students for careers in science. In addition, the program also maintains a web site for the project database, making both scientific results and the instructional materials being developed available for educators across the country. Participating faculty are also presenting results in state and national disciplinary meetings. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Guinan, Judith Jeremy Wojdak Joseph Wirgau Radford University VA Jill K. Singer Standard Grant 140000 7428 SMET 9178 7428 0000099 Other Applications NEC 0511550 August 1, 2005 An EPR Spectrometer for Innovative Advanced Laboratory Instruction. Chemistry (12) This project entails the purchase of an electron paramagnetic (EPR) spectrometer and its use in undergraduate chemical education. This project is accomplishing the following objectives: (i) enhancing the undergraduate teaching curriculum in individual chemistry-laboratory courses as well as fostering connections between them, (ii) developing novel inquiry-based teaching experiments derived from current scientific research problems, (iii) promoting the participation of undergraduate students as valued team members in cutting-edge research within and beyond the chemistry discipline, and (iv) extending the capabilities of a community outreach program for local grade school science teachers. The EPR spectrometer that forms the centerpiece of this project is being used in advanced undergraduate inorganic, organic, biochemistry and physical chemistry laboratory courses. EPR spectroscopy is an excellent vehicle for fostering a level of integration by promoting connections between these courses (e.g., synthesis and properties of transition-metal complexes) and the interfaces between chemistry and other sciences such as biology (e.g., the properties of metallo-proteins and investigation of biologically relevant processes). The EPR method is also being used to meaningfully illustrate the concept of electron delocalization within molecules to general-chemistry students. A number of novel research-related inquiry-based teaching experiments are resulting from direct involvement of a wide range of faculty. Additionally this EPR spectrometer is an "undergraduate student-owned" research tool, which is encouraging further participation of undergraduate students in a diversity of interdisciplinary research projects that have EPR as a common intersecting experimental technique. These are the key intellectual merits of the project. Newly developed teaching experiments are being disseminated via publication in the chemical education literature. The instrument is also used in a hands-on continuing education course for local area grade school science teachers. This course is designed to promote science literacy, and EPR is key to the study of free-radicals and antioxidant compounds relevant to everyday life. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Holten, Dewey Regina Frey Thomas Vaid Thomas Kappock William Spees Washington University MO Herbert H. Richtol Standard Grant 77000 7428 SMET 9178 7428 0000099 Other Applications NEC 0511562 August 15, 2005 Renewal of College Algebra. Mathematical Sciences (21) The Mathematical Association of America's College Algebra Renewal project is supporting pilot sections of modeling-based college algebra courses at eleven partner institutions and conducting a cross-institutional study to determine the success of the pilot courses. Intellectual Merit The need for mathematical and statistical understanding by students in disciplines traditionally considered non-quantitative has grown enormously, yet far too many students are unsuccessful in traditional college algebra courses, or are unable to apply skills learned in the course in the context of other fields. There is some preliminary evidence that modeling-oriented, application-based college algebra courses that take advantage of modern computational tools may better-serve students than the traditional college algebra course. With professional development support provided through this project, eleven colleges and universities are developing and offering pilot sections of modeling-based college algebra courses and supporting a national study determining the impact of these courses on students by comparing student performance and success rates in subsequent courses to those of students in traditional sections. Broader Impact Participating institutions have agreed to offer a total of 102 pilot sections over the two-semester implementation phase for this project, with at least as many control sections. Based on the evaluation of the pilot sections, successful practices are then being implemented in other college algebra sections. The MAA is committed to communicating the results of this project to the broader mathematical community, and encouraging all departments to review and make appropriate changes to their college algebra courses. CCLI-ADAPTATION AND IMPLEMENTA ADVANCED TECH EDUCATION PROG DUE EHR Pearson, J Michael Norma Agras Mathematical Association of America DC Ginger H. Rowell Standard Grant 174940 7428 7412 SMET 9178 1032 0000099 Other Applications NEC 0116000 Human Subjects 0511588 October 1, 2005 Review of Introductory Biology Instruction Team (RIBIT). Discipline: Biological Sciences (61) This planning grant is enabling a group of faculty planning to substantially revise their introductory biology course to profit from the experience of three model programs chosen on the basis that these programs were designed to address challenges analogous to their own. The redesigned course sequence may then serve as a basis for general redesign of the state mandated components of introductory biology courses offered by the 21 community colleges within the state of Alabama. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Collier, Don Donna Huffman John Russell James Duke Felecia Ewing Calhoun Community College AL Terry S. Woodin Standard Grant 31732 7428 SMET 9178 9150 0000099 Other Applications NEC 0511629 September 1, 2005 Enhancing Student Learning by the Integration of Research-based Activities into Biochemistry Laboratories. Chemistry (12) Successful student learning is achieved when learners are involved in inquiry-based activities. Training new scientists requires a strong emphasis on creating a student-learning environment that focuses on research-based exercises. This project integrates research-based teaching into the biochemistry laboratory sequence, enhancing the training of several groups of science majors and utilizing contemporary methods, such as liquid chromatography and spectrophotometry. Course materials for two semesters of biochemistry laboratories are being adapted from the biochemical education literature and modified so that the components of experimental design and data analysis are gradually transferred to the students over the first semester of the course. Then, in the second semester, the students are immersed in a research-based environment. The first semester focuses on using a single protein in the context of a semester-long research project to motivate student learning. In the second semester students are empowered to design, execute and analyze their experiments. Both semesters result in training students in the use of sophisticated instrumentation for data acquisition and analysis while utilizing advanced web-based technology including video and audio streaming of instructional materials. The progress of the program is being assessed through several mixed-method evaluations. A biochemistry education specialist is making additional assessments. Project outcomes are being disseminated at regional and national professional meetings and through development of a dedicated web site. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Provost, Joseph Minnesota State University Moorhead MN Bert E. Holmes Standard Grant 100000 7428 SMET 9178 7428 0000099 Other Applications NEC 0511630 September 1, 2005 Enhancement of the Undergraduate Chemistry Curriculum with FT NMR.. Chemistry (12) The goal of the project is to enhance the educational value of the chemistry curriculum by incorporating discovery and inquiry based experiments into laboratory courses. The key component of the project is the integration of the use of a Fourier transform nuclear magnetic resonance spectrometer (FT-NMR) into the laboratory curriculum, including General Chemistry, Organic Chemistry, Analytical Chemistry, Physical Chemistry, and Biochemistry, and special topics courses. Students are engaging in increasingly more sophisticated molecular investigations as they progress through the program. The intellectual merit of the project lies in incorporating research techniques into the curriculum. FT-NMR spectroscopy is recognized as one of the most important and widely used techniques in chemistry, and all chemistry students now have the opportunity to use an NMR spectrometer in the laboratory. The experiments being introduced are adapted from the Journal of Chemical Education and from several laboratory texts, and have been selected to challenge students at all levels to make connections between the theory taught in the classroom and the application of problem solving skills in the laboratory. The incorporation of NMR spectroscopy into the curriculum has significant broader impacts. It is greatly enhancing the discovery and inquiry components of the existing laboratory courses, with a corresponding improvement in the higher order cognitive skills of the students. Students experience the excitement of discovery as they engage in research-based methodology. It is hoped that this will encourage more students to pursue careers in scientific research. The project has a major impact on underrepresented groups, particularly the female students who comprise 75% of the student population at Queens College. The results of the project will be disseminated through the Internet and published in appropriate journals. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Tucker, Warren Dimitra Acheson Queens College NC Susan H. Hixson Standard Grant 66767 7428 SMET 9178 7428 0000099 Other Applications NEC 0511635 September 1, 2005 A Computing Lab for Integrated Teaching of Systems Courses in Electrical Engineering. Electrical Engineering (55) This proposal aims to improve the electrical engineering (EE) student experience in the systems area: signal processing, communications and control. The goals are to enhance student learning of theory and connections to practice, to increase interest in EE and in the systems area and foster diversity in the student body, and to expand student participation in cross-disciplinary projects. The general approach involves introducing collaborative lab experiences and team projects based on realistic applications, and to include cross-disciplinary and remote collaboration. Since today's undergraduates are increasingly familiar with technologies such as digital music, photography, and video from everyday life, early and pervasive connection to the technology can aid in understanding of fundamental theoretical concepts. Thus, the program will embrace cutting-edge technology, both in terms of exposure of students to applications and in the use of this technology in teaching. The specific plans impact the undergraduate curriculum at three levels: development of a new freshman introductory EE course, revision of an existing EE core course in signals and systems, and expansion of senior capstone design opportunities. Necessarily, the course developments will involve improvements to laboratory equipment used in teaching, as well as development of new course materials and teaching strategies. The proposed curriculum developments build on specific course material developed elsewhere, as well as results in the literature on collaborative learning. The evaluation of the proposed work with respect to the learning objectives and diversity goals will include both formative and summative efforts, including standard course evaluation forms, focus groups, attitude surveys, analysis of students' responses to specific exam questions, and quantitative analysis of inter-student classroom interactions, being conducted with assistance form the college's center for learning and teaching. Dissemination is being accomplished through the Connections website, a site that hosts course modules, and through presentations and papers at both education and technical conferences. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Ostendorf, Mari Les Atlas Sumit Roy Eve Riskin Maya Gupta University of Washington WA Russell L. Pimmel Standard Grant 160000 7428 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0511639 September 15, 2005 Vertical Integration of the TekBot Learning Platform into Computer and Electronics Engineering Programs. Electrical Engineering (55) This project is adapting and augmenting the TekBot mobile robot platform developed at Oregon State University in a vertically integrated fashion, using problem-based learning as a foundational strategy throughout the computer engineering and electronics engineering curriculum. The project objectives are to: 1) adapt and implement TekBot course materials around various course sequences in their curriculum; 2) adapt and implement problem-based learning strategies that complement and augment the TekBot course materials; 3) develop and implement an ongoing assessment methodology and tools to determine the effectiveness of the TekBot diffusion and impact on student learning; 4) disseminate the materials, practices, and results of the project, and (5) continue these new educational reforms beyond the scope of the project. In this curriculum model, students are actively engaged in the learning process through problem-solving scenarios that allow them to more deeply participate in their own learning. As a result, the anticipated outcomes include increased student success on selected course assignments and course grades, reduced course withdrawal and failure rates, and increased positive student perceptions of the curriculum and commitment to the program. An ongoing and collaborative partnership with Oregon State University will lead to continuing program improvements at both institutions. The TekBot learning modules and laboratory experiments developed in this project are being indexed on the project website with linkages freely available to other ECE departments. The investigators are planning on showcasing the TekBot technologies in summer institutes for high school mathematics and science teachers and students that target underrepresented women and minority students as well as students from rural areas. They also areplanning to disseminate their TekBot learning platform via workshops at engineering education and department head conferences and through journal and conference papers. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Chen, Bing Neal Grandgenett University of Nebraska-Lincoln NE Russell L. Pimmel Standard Grant 160000 7428 SMET 9178 9150 0000099 Other Applications NEC 0511647 July 15, 2005 Creating a Service Learning Pathway in Interprofessional Studies. Interdisciplinary (99) By adapting elements of Purdue University's Engineering Projects in Community Service (EPICS) model, IIT is creating a formal service-learning pathway experience for student teams that are organized through the Interprofessional Projects (IPRO) Program. This project expands opportunities for students to engage in community service for non-profit organizations on a continuing basis through: (1) multi-year partner relationships, (2) focus on community, social service and other non-profit needs, (3) accommodation of organizations based on need, (4) methods for managing community service projects, (5) content for conveying principles of service learning, and (6) ways for students to remain on the same team over time. The intellectual merit of this approach centers on establishing a four-part service-learning pathway through which students are: (a) developing a context and culture for participating in an extended community service learning experience, including insight from a "service learning body of knowledge"; (b) engaging in an on-going service learning team experience, working with non-profit organization partner; (c) reflecting on the lessons learned during this experience and providing valuable feedback to enrich the experience for those who follow; and (d) acting as service learning ambassadors, team leaders and scholars, and ultimately, alumni mentors. A service-learning pathway offers opportunities to achieving broad impact by virtue of IIT's central location in the Chicago metropolitan area, enabling the program to impact many urban organizations. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Jacobius, Thomas Bruce Fisher Margaret Huyck Daniel Ferguson Illinois Institute of Technology IL Herbert H. Richtol Standard Grant 131172 7428 SMET 9178 7428 0000099 Other Applications NEC 0511664 October 1, 2005 Testing the use of case study teaching in a non-majors introductory biology class. Discipline: Biological Sciences (61) The intellectual merits of this project are the case studies explicitly designed for use in large non-majors introductory biology courses bring written, implemented and tested in selected sections of a course (approximately 1600 students/year) at the University of Mississippi. The effectiveness of using a case study approach for this population of students is being determined by comparing student performance and satisfaction using paired sections of the course; one of the pair taught by the lecture method and the other using the case study approach. Factors being measured include student: 1) factual knowledge levels; 2) ability to assimilate and apply the learned information; 3) conceptual understanding; 4) satisfaction with the course; and 5) attendance in the class. Identical test questions are embedded in all sections, both those using case studies and those using lectures. In addition workshops are providing faculty the training needed to implement this pedagogical technique, new to many of them. The broader impacts of this proposal include: 1) improvement of a core curriculum course; 2) formation of an entire case study syllabus for non-majors' biology class made available to other institutions; and 3) the number of faculty whose teaching approach is being impacted by the workshops (faculty at UM and at neighboring academic institutions). CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Goulet, Tamar University of Mississippi MS Terry S. Woodin Standard Grant 93335 7428 SMET 9178 9150 7428 0000099 Other Applications NEC 0116000 Human Subjects 0511667 September 15, 2005 Implementation of the Interactive Studio Concept to an Upper Level Physics Course: Studio Optics. Physics (13). This project creates an interactive studio instruction for the first semester of a junior / senior level, three-semester, optics course. It adapts and implements hands-on, interactive, peer-instruction methods developed successfully by others and aspects of Paradigms in Physics developed at Oregon State University. Application of interactive studio instruction to an upper level physics course is novel. An important aspect of the optics studio is a mini-exploration / mini-lecture / mini-lab combination for instruction. This involves a very brief acquaintance (mini-exploration) followed by a short lecture (mini-lecture) over some aspect of optics. This is followed by a similarly short period of experimentation with optical equipment (mini-lab) that illustrates and amplifies the mini-lecture. Students work on the mini-lab in groups of four, which encourages peer instruction while the lecturer visits the student groups to provide direct, interactive instruction. Many of the mini-labs are related to homework problems which helps to combine conceptual and problem solving skills. A few mini-exploration / mini-lecture / mini-lab combinations with associated problems are performed each two-hour studio period. EXP PROG TO STIM COMP RES CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Sorensen, Christopher Brett DePaola Bruce Law N. Sanjay Rebello Zenghu Chang Kansas State University KS Warren W. Hein Standard Grant 98985 9150 7428 SMET 9178 9150 0000099 Other Applications NEC 0511669 September 15, 2005 Shared Laboratory Experience: A Comprehensive Resource for Teaching Engineering Concepts. Electrical Engineering (55) The investigators are developing a laboratory that unifies the areas of communications, digital design, signal processing, and VLSI using Rowan University's concept of an "integrated lab experience". The project involves an implementation that spans multiple semesters by developing experiments that may be applied to more than one course and by creating labs where students design and develop a "product", and pass this "product" on to students in other related courses. In order to achieve the overall objective, the investigators are creating seven experiments leading to "products" that will be a part of the proposed open laboratory. These efforts are not only producing an unusual set of laboratory manuals and "canned" experiments for other universities to adapt to their needs, but also a new paradigm that future programs can adopt. The proposed open laboratory will provide an opportunity to (1) design sophisticated systems/experiments that are impossible to develop in a single course; (2) expose students to real world design problems in the classroom; (3) improve student teamwork via inter-disciplinary group laboratory projects; and (4) improve communication skills through required product documentation. All experiment descriptions, integration issues, assessment findings, and other outcomes are being disseminated using a dedicated project web site and publications in the engineering education literature. The investigators also are showcasing the open-lab "products" and experimental demos in various outreach activities for elementary and secondary students. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Natarajan, Balasubramaniam William Kuhn Don Gruenbacher Kansas State University KS Russell L. Pimmel Standard Grant 160000 7428 SMET 9178 9150 0000099 Other Applications NEC 0511672 September 15, 2005 Tablet PC's as Mind Tools for Enhancing Thinking and Learning Skills. Computer Science (31) The College of Technology at the University of Houston is investigating the use of the Tablet PC as an instructional tool to facilitate the development of thinking and learning skills across the undergraduate Information Systems Technology program. Specific instructional activities lend themselves to critical thinking and problem-solving skill development. Mindmaps, a strategy introduced by Tony Buzan (1995), and other visual learning strategies, encourage learners to identify major concepts related to a topic, and then to create their own representation of how the concepts relate to one another. This project is extending previous work completed on the effectiveness of mind maps for improving critical thinking and problem solving skills by combining this visual learning technique with the use of Tablet PC's and pen-enabled mind mapping software. Intellectual merit: The need exists to facilitate the development of learning and thinking skills throughout the undergraduate STEM curricula. UH is investigating the use of Tablet PCs as a mind tool that, when combined with the visual learning technique of mind mapping and mind mapping software tools, will improve learner outcomes in these critical areas. Since learning and thinking skills should be developed and reinforced in all courses, UH is creating a modular instructional design that can be adapted for use wherever the curriculum goals warrant it. Project objectives include: (1) adapting and integrating the use of visual learning techniques to enhance the development of thinking and learning skills of students in the undergraduate IST program; (2) adapting and integrating the use of computer technology, specifically Tablet PCs, as a mind tool to enhance the development of thinking and learning skills of students in the undergraduate IST program; (3) increasing faculty use of Tablet PC's and visual learning techniques through faculty development activities; and (4) developing an assessment protocol for capturing and analyzing data regarding learner outcomes relating to critical thinking, collaboration, and problem solving. Broader impact: Instructional modules and other project materials are being disseminated through a web site, publications, and presentations and conference exhibits. The instructional modules are providing guidance to faculty in all computing disciplines on the use of visual learning techniques that can be used to develop critical thinking and problem solving skills. Since the UH main campus is classified as a minority serving institution, a diverse minority population will directly benefit from the success of this project. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Willis, Cheryl Susan Miertschin University of Houston TX Victor P. Piotrowski Standard Grant 99996 7428 SMET 9178 0000099 Other Applications NEC 0511683 September 1, 2005 Using Inquiry based Instruction in Chemistry Laboratory Courses. Interdisciplinary (99) This project introduces inquiry-based instruction in the training of future scientists through the use of NMR instrumentation and equipment found in research and industry labs to significantly improve students' problem-solving skills. Bates College is one of several colleges that have been very successful using inquiry methods to teach chemistry labs and to provide better understanding of laboratory concept and applications. The success of inquiry methods at these other colleges provides the basis for adapting this method of instruction to organic, inorganic and instrumental laboratories. Student teams work on various projects and solve real-life problems using inquiry-based instruction. This teaching approach provides a deeper understanding of the operation and uses of instrumentation that students need in their future professional careers. The National Science Education Standards recommends this method of teaching and encourages pre-service teachers to use it. All future science teachers are now exposed to this teaching method. Even though the number of science pre-service teacher majors is small, many graduates either have taught or teach sciences at high schools after obtaining their science degrees. The broad impact of this program is the enrichment of the academic and professional development of students who will be future teachers, forensic chemists, and researchers. The project provides students with a broad range of scientific and research skills to improve their academic competitiveness at the undergraduate level and encourages them to pursue science careers. Consequently, the project will promote diversity in the scientific workforce of this country. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Alburquerque, Pia Harry Brotherton Bobby Burkes Danny Hubbard Grambling State University LA Herbert H. Richtol Standard Grant 119996 7428 SMET 9178 9150 7428 0000099 Other Applications NEC 0511689 September 1, 2005 Adaption and implementation of a water quality curriculum. Life Science - Biological (61) One of the most important environmental issues facing the Southwestern U.S. is the availability and quality of water. Water treatment is therefore an increasingly important technology at the forefront of environmental microbiology. To better prepare undergraduate microbiology students to face this challenge, this project adapts and implements a new water quality curriculum in an environmental microbiology laboratory course. In addition, the project engages high school and community college students from around Northern Arizona in water quality laboratory exercises. Intellectual Merit: The new laboratory curriculum, focused on water quality microbiology, links field experiences at the nearby Rio De Flag Water Reclamation Facility with current molecular and functional laboratory approaches. Students acquire treated and untreated water samples from this facility for assessment of viral abundance, fecal coliform counts and the presence of organic pollutants. Students then enrich for contaminant-degrading organisms and isolate, characterize and sequence a contaminant-degrading organism from treatment facility samples. Student teams also design, conduct, and present experiments focused on removal of coliform bacteria or pollutants using samples from the facility. Broader Impacts: The project's target audience is in Northern Arizona and is composed of undergraduate students in Flagstaff, community college students at Yavapai Community College, Verde Valley (which serves a substantial population of Navajo and Hopi tribal members) and students at two high schools on the Navajo reservation. The undergraduate students include substantial numbers of ethnic minority students, including Native American students. The collaboration with the Rio De Flag Water Reclamation Facility strengthens ties between the university and the community and provides opportunities for undergraduates to understand the role of environmental microbiology in a critical application. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Schwartz, Egbert Mary Watwood Northern Arizona University AZ Deborah E. Allen Standard Grant 99992 7428 SMET 9178 7428 0000099 Other Applications NEC 0511693 September 1, 2005 Interdepartmental Joint Development of Hands-On MEMS Using Semi-Custom Design Flow. Engineering-Mechanical (59) This project is developing an undergraduate hands-on laboratory course in microelectromechanical systems (MEMS) in collaboration with mechanical engineering, electrical engineering, and materials engineering departments. The project is investigating two critical barriers that limit advancement of interdisciplinary learning in MEMS: (1) incompatible prerequisite background from differing departmental majors and (2) high overhead in terms of facilities, cost, time, and personnel expertise. The method to overcome those barriers focuses on reducing the cost and equipment barrier by using semi-custom design flow and medium-resolution mask technology to increase the affordability and practice of open-ended student learning processes. Outcomes and activities include: 1) Lowering obstacles by articulating pre-requisites as opposed to mere course listings; 2) Adapting MEMS best practices from other institutions; 3) Developing a summary of student contributions; 4) Providing a written evaluation of the progress toward project goals and submitting the results to College of Engineering curriculum committee; 5) Disseminating the results of the project through engineering education publications; 6) Developing MEMS modules that will support the institutions outreach program in hands-on microengineering; 7) Developing a shareable digital library of partially standardized mask sets and process recipes; 8) Developing a written plan for on ongoing assessment and continual improvement of their MEMS laboratory course, process capabilities and how this would contribute to research and independent study, and 9) Institutionalizing results of the project. The project is engaging students collaboratively and evaluating their performance to (1) provide feedback on the effectiveness of student learning, (2) determine how to lower artificial barrier-to-entry for future students interested in MEMS, (3) enhance the flow and technical outcomes of laboratory activities, and (4) create a challenging interdisciplinary environment. The leadership team is collaborating with their strong microelectronics industrial support network. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Lee, Sang-Joon Tai-Ran Hsu Stacy Gleixner David Parent San Jose State University Foundation CA Kathleen A. Alfano Standard Grant 99676 7428 SMET 9178 0000099 Other Applications NEC 0511697 September 1, 2005 Implementation of a Biological Case Study Curriculum at a Minority - Serving Institution. Life Science - Biological (61) This project adapts and implements the "New Pathway" case-studies model, developed for medical students at the Harvard Medical School (HMS), to the teaching and learning in undergraduate cell and molecular biology courses at a Minority-Serving Institution (MSI). To coordinate with the recent establishment of the California Institute for Regenerative Medicine in San Francisco, this project aims to develop case-based modules centered on stem cell concepts and methodology. INTELLECTUAL MERIT Several studies have demonstrated that underrepresented minority students are more engaged in the learning of science and mathematics when real-life scenarios are used to teach these disciplines. Similarly, medical students trained using the "New Pathway" case-study model expressed greater interest in the medical concepts due to the increased real-world relevance. This project examines the extent to which underrepresented minority students enrolled in "New Pathway"-type courses are more engaged in the learning of cell and molecular biology concepts and are better trained in the nature of science. Student attitudes and learning are assessed via pre- and post-semester surveys. The results obtained are compared to the outcomes found for medical students at HMS. In this way, the efficacy of the "New Pathway" case-study approach is measured for a student population significantly different from the one for which it was originally developed. BROADER IMPACT The activities address a national need for greater diversity in the scientific work force by implementing curricular innovations that train undergraduate minority students in the nature of science using state-of-the-art technology. The project is designed to (1) integrate investigative case-based learning in undergraduate courses at an MSI and to test its efficacy; (2) incorporate research-based laboratory experiments that train undergraduate students in the actual practice of science; (3) conduct a workshop on the use of "Case Modules to Teach Biology" in consultation with one of the developers of the "New Pathway" model, giving other faculty members the necessary professional development in investigative case-based learning needed to broaden the impact of the proposed activities within the discipline; and (4) conduct formative and summative evaluations of the proposed activities as part of the thesis work for a Science Education Master's student. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Marquez-Magana, Leticia Laura Burrus Felipe-Andres Ramirez-Weber San Francisco State University CA Daniel Udovic Standard Grant 140230 7428 SMET 9178 7428 0000099 Other Applications NEC 0116000 Human Subjects 0511732 September 1, 2005 Cultivating an Open Source Software Culture Among Computer Science Undergraduate Students. Computer Science (31) There is often a mismatch between student preparation and industry expectation in computer science. Most undergraduate computer science students produce toy programs and algorithms, work alone, and find themselves paradoxically out of place when they hit the job market where team development is the norm. In response to this dilemma, Loyola Marymount University (LMU) is adopting an open source development culture as the ideal environment for undergraduate computer science education through an Open Source Teaching Framework (OSTF). Through OSTF, LMU is developing a set of teaching methods based on open source principles and an accompanying hardware and software infrastructure to support these methods. LMU is adapting OSTF to five upper-division courses and three lower-division courses. OSTF is specifically addressing the need to provide undergraduate computer science students with coursework and experience that more closely match the team-oriented, large-scale software development paradigm that exists in industry. OSTF is training students to organize and document their code with the explicit knowledge that this code will be seen, used, and installed by others. Intellectual Merit. The OSTF is advancing knowledge of effective software quality control and integrating this knowledge into the undergraduate curriculum. Broader Impacts. The OSTF infrastructure and framework is being distributed to other institutions. Any institution may adopt the project's open source style of teaching, training, and learning in the same way that any developer may contribute to open source software: just "sign up and download." CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Dionisio, John David Raymond Toal Loyola Marymount University CA Victor P. Piotrowski Standard Grant 100542 7428 SMET 9178 0000099 Other Applications NEC 0511940 September 15, 2005 Collaborative Research: Assessing Concept Knowledge and Attitudes in Introductory Computer Science Courses. This project is developing two assessment instruments to measure student learning outcomes and student attitudes in introductory computing courses. One instrument measures student learning outcomes for introductory programming courses and one measures students' attitudes towards computers and computer science. Each is designed to measure fundamental concepts that are not language specific. The validity and reliability of the resultant instruments is being demonstrated through extensive testing. Intellectual Merit: The project is based on the need to devise new assessment tools and to update two-decades-old assessment tools for computer science education. The need for new and updated assessment tools is particularly crucial in a dynamic field where changes in, and availability of, computing technology has reverberating effects on pedagogy and student experience in the classroom. The learning outcomes instrument is based on the content domain defined by the IEEE/ACM Computing Curriculum 2001 for a first course in object-oriented programming. Broader Impacts: A primary goal of many computer science education projects is to determine the extent to which a given instructional intervention has had an impact on student outcomes. However, valid and reliable assessment instruments that measure the desired goals and outcomes across different platforms are not currently available. This project is filling that gap. Careful attention is dedicated during the validation process to the impact that gender and ethnicity have on the validity of the resultant instruments. CCLI - ASA DUE EHR Hodgson, Jonathan St Joseph's University PA Sheryl A. Sorby Standard Grant 21592 7431 SMET 9178 0000099 Other Applications NEC 0511945 September 1, 2005 Collaborative Research: Adapting IMMEX to Provide Problem Solving Assessment Materials from the ACS Exams Institute. This project is a collaboration between the American Chemical Society (ACS) Examinations Institute, Clemson University and the IMMEX project, to develop an alternate assessment instrument for the first two years of college chemistry by adapting IMMEX technology. The goals and objectives consist of the following. 1. IMMEX cases with content emphasis on chemical structure and function are being collated and adapted for summative problem solving assessment, and additional cases are being devised as needed to complement current cases with structure and function content bases. 2. Analysis of dynamic problem solving behavior for individual cases within IMMEX is being adapted to allow the measurement of the structure and function cognitive domain across several cases, and cognitive measures. 3. The internal reliability and validity of the comparison of structure and function problem solving is being established across multiple IMMEX cases using a combination of measures including Item Response Theory analysis as well as performance and progress measures derived by neural network and hidden Markov modeling. These include measurement rubrics for transitions between dynamic problem solving states for students to determine gains in the use of successful problem solving strategies for students in the first two years of college chemistry. 4. A remote IMMEX server is being established at the offices of the ACS Examinations Institute to enhance the ability to provide IMMEX cases to a growing national pool of students. 5. A reporting system is being devised that will be published from the Exams Institute to provide instructors with reports of the gains in successful problem solving strategies for their students participating in this project. Intellectual merit This project is grounded in the prior research on assessment of problem solving using IMMEX technologies. A range of problems, based on the relationship between structure and function, is being developed and the resulting assessment data are being used to develop predictive models for individual student problem solvers. The resultant database of student problem solving behavior also provides a resource for chemical educators. Broader Impact This project involves the extension of new assessment technologies to a national population. The resulting reliable, normed assessments from a trusted source (the ACS Examinations Institute) that focus on deeper aspects of problem solving will be available to a broader audience. The availability of these instruments is expected to facilitate the spread of reformed curricula that emphasize deep learning and problem solving. CCLI - ASA DUE EHR Stevens, Ronald The Learning Chameleon, Inc. CA Susan H. Hixson Standard Grant 158800 7431 SMET 9178 0000099 Other Applications NEC 0512064 September 15, 2005 Collaborative Research: Assessing Concept Knowledge and Attitudes in Introductory Computer Science Courses. This project is developing two assessment instruments to measure student learning outcomes and student attitudes in introductory computing courses. One instrument measures student learning outcomes for introductory programming courses and one measures students' attitudes towards computers and computer science. Each is designed to measure fundamental concepts that are not language specific. The validity and reliability of the resultant instruments is being demonstrated through extensive testing. Intellectual Merit: The project is based on the need to devise new assessment tools and to update two-decades-old assessment tools for computer science education. The need for new and updated assessment tools is particularly crucial in a dynamic field where changes in, and availability of, computing technology has reverberating effects on pedagogy and student experience in the classroom. The learning outcomes instrument is based on the content domain defined by the IEEE/ACM Computing Curriculum 2001 for a first course in object-oriented programming. Broader Impacts: A primary goal of many computer science education projects is to determine the extent to which a given instructional intervention has had an impact on student outcomes. However, valid and reliable assessment instruments that measure the desired goals and outcomes across different platforms are not currently available. This project is filling that gap. Careful attention is dedicated during the validation process to the impact that gender and ethnicity have on the validity of the resultant instruments. CCLI - ASA DUE EHR Moskal, Barbara Colorado School of Mines CO Sheryl A. Sorby Standard Grant 215943 7431 SMET 9178 0000099 Other Applications NEC 0512098 September 15, 2005 Collaborative Research: Assessing Concept Knowledge and Attitudes in Introductory Computer Science Courses. This project is developing two assessment instruments to measure student learning outcomes and student attitudes in introductory computing courses. One instrument measures student learning outcomes for introductory programming courses and one measures students' attitudes towards computers and computer science. Each is designed to measure fundamental concepts that are not language specific. The validity and reliability of the resultant instruments is being demonstrated through extensive testing. Intellectual Merit: The project is based on the need to devise new assessment tools and to update two-decades-old assessment tools for computer science education. The need for new and updated assessment tools is particularly crucial in a dynamic field where changes in, and availability of, computing technology has reverberating effects on pedagogy and student experience in the classroom. The learning outcomes instrument is based on the content domain defined by the IEEE/ACM Computing Curriculum 2001 for a first course in object-oriented programming. Broader Impacts: A primary goal of many computer science education projects is to determine the extent to which a given instructional intervention has had an impact on student outcomes. However, valid and reliable assessment instruments that measure the desired goals and outcomes across different platforms are not currently available. This project is filling that gap. Careful attention is dedicated during the validation process to the impact that gender and ethnicity have on the validity of the resultant instruments. CCLI - ASA DUE EHR Dann, Wanda Ithaca College NY Sheryl A. Sorby Standard Grant 25813 7431 SMET 9178 0000099 Other Applications NEC 0512203 September 1, 2005 Collaborative Research: Adapting IMMEX to Provide Problem Solving Assessment Materials from the ACS Exams Institute. This project is a collaboration between the American Chemical Society (ACS) Examinations Institute, Clemson University and the IMMEX project, to develop an alternate assessment instrument for the first two years of college chemistry by adapting IMMEX technology. The goals and objectives consist of the following. 1. IMMEX cases with content emphasis on chemical structure and function are being collated and adapted for summative problem solving assessment, and additional cases are being devised as needed to complement current cases with structure and function content bases. 2. Analysis of dynamic problem solving behavior for individual cases within IMMEX is being adapted to allow the measurement of the structure and function cognitive domain across several cases, and cognitive measures. 3. The internal reliability and validity of the comparison of structure and function problem solving is being established across multiple IMMEX cases using a combination of measures including Item Response Theory analysis as well as performance and progress measures derived by neural network and hidden Markov modeling. These include measurement rubrics for transitions between dynamic problem solving states for students to determine gains in the use of successful problem solving strategies for students in the first two years of college chemistry. 4. A remote IMMEX server is being established at the offices of the ACS Examinations Institute to enhance the ability to provide IMMEX cases to a growing national pool of students. 5. A reporting system is being devised that will be published from the Exams Institute to provide instructors with reports of the gains in successful problem solving strategies for their students participating in this project. Intellectual merit This project is grounded in the prior research on assessment of problem solving using IMMEX technologies. A range of problems, based on the relationship between structure and function, is being developed and the resulting assessment data are being used to develop predictive models for individual student problem solvers. The resultant database of student problem solving behavior also provides a resource for chemical educators. Broader Impact This project involves the extension of new assessment technologies to a national population. The resulting reliable, normed assessments from a trusted source (the ACS Examinations Institute) that focus on deeper aspects of problem solving will be available to a broader audience. The availability of these instruments is expected to facilitate the spread of reformed curricula that emphasize deep learning and problem solving. CCLI - ASA DUE EHR Cooper, Melanie Clemson University SC Susan H. Hixson Standard Grant 107075 7431 SMET 9178 9150 0116000 Human Subjects 0512213 September 15, 2005 Collaborative Research: Assessing Concept Knowledge and Attitudes in Introductory Computer Science Courses. This project is developing two assessment instruments to measure student learning outcomes and student attitudes in introductory computing courses. One instrument measures student learning outcomes for introductory programming courses and one measures students' attitudes towards computers and computer science. Each is designed to measure fundamental concepts that are not language specific. The validity and reliability of the resultant instruments is being demonstrated through extensive testing. Intellectual Merit: The project is based on the need to devise new assessment tools and to update two-decades-old assessment tools for computer science education. The need for new and updated assessment tools is particularly crucial in a dynamic field where changes in, and availability of, computing technology has reverberating effects on pedagogy and student experience in the classroom. The learning outcomes instrument is based on the content domain defined by the IEEE/ACM Computing Curriculum 2001 for a first course in object-oriented programming. Broader Impacts: A primary goal of many computer science education projects is to determine the extent to which a given instructional intervention has had an impact on student outcomes. However, valid and reliable assessment instruments that measure the desired goals and outcomes across different platforms are not currently available. This project is filling that gap. Careful attention is dedicated during the validation process to the impact that gender and ethnicity have on the validity of the resultant instruments. CCLI-Phase 1 (Exploratory) CCLI - ASA DUE EHR Guzdial, Mark GA Tech Research Corporation - GA Institute of Technology GA Sheryl A. Sorby Standard Grant 140257 7494 7431 SMET 9178 0000099 Other Applications NEC 0512430 September 15, 2005 Collaborative Proposal:The Signals and Systems Concept Inventory. This project is refining, validating, and disseminating an assessment instrument, the Signals and Systems Concept Inventory (SSCI), for a core course in the electrical and computer engineering curricula. The SSCI, modeled after the Force Concept Inventory for Newtonian mechanics, consists of 25 multiple choice questions emphasizing conceptual understanding, not rote problem solving. The incorrect answers, or distractors, capture common student misconceptions. A group of faculty member from 12 diverse institutions, referred to as the Development Team, are providing pretest and posttest SSCI scores linked to grades, gender, and race data. These data are being used to examine the construct validity of the instrument and to check for evidence of bias in the results. The Development Team is assessing the content validity of the instrument through expert peer review of the SSCI questions. A test/re-test protocol is being used to calibrate the reliability of the instrument. Student interviews are providing additional data for the validity analysis. The group is preparing a SSCI Instructor Manual that will describe which student misconceptions are captured by each distractor. This manual will also guide the interpretation of results by providing baseline data on student performance and pretest/posttest gains for the SSCI. Annual meetings of the Development Team are being used to monitor progress toward the project's objectives, each of which has been translated into a set of measurable outcomes and evaluation questions. Journal articles, conference presentations, the signals-and-systems.org website, and workshops at signal processing and engineering education conferences are being used to disseminate the SSCI and the study results. CCLI - ASA DUE EHR Buck, John University of Massachusetts, Dartmouth MA Russell L. Pimmel Standard Grant 137715 7431 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0512526 September 1, 2005 Collaborative Research: Adapting IMMEX to provide problem solving assessment materials from the ACS Exams Institute. This project is a collaboration between the American Chemical Society (ACS) Examinations Institute, Clemson University and the IMMEX project, to develop an alternate assessment instrument for the first two years of college chemistry by adapting IMMEX technology. The goals and objectives consist of the following. 1. IMMEX cases with content emphasis on chemical structure and function are being collated and adapted for summative problem solving assessment, and additional cases are being devised as needed to complement current cases with structure and function content bases. 2. Analysis of dynamic problem solving behavior for individual cases within IMMEX is being adapted to allow the measurement of the structure and function cognitive domain across several cases, and cognitive measures. 3. The internal reliability and validity of the comparison of structure and function problem solving is being established across multiple IMMEX cases using a combination of measures including Item Response Theory analysis as well as performance and progress measures derived by neural network and hidden Markov modeling. These include measurement rubrics for transitions between dynamic problem solving states for students to determine gains in the use of successful problem solving strategies for students in the first two years of college chemistry. 4. A remote IMMEX server is being established at the offices of the ACS Examinations Institute to enhance the ability to provide IMMEX cases to a growing national pool of students. 5. A reporting system is being devised that will be published from the Exams Institute to provide instructors with reports of the gains in successful problem solving strategies for their students participating in this project. Intellectual merit This project is grounded in the prior research on assessment of problem solving using IMMEX technologies. A range of problems, based on the relationship between structure and function, is being developed and the resulting assessment data are being used to develop predictive models for individual student problem solvers. The resultant database of student problem solving behavior also provides a resource for chemical educators. Broader Impact This project involves the extension of new assessment technologies to a national population. The resulting reliable, normed assessments from a trusted source (the ACS Examinations Institute) that focus on deeper aspects of problem solving will be available to a broader audience. The availability of these instruments is expected to facilitate the spread of reformed curricula that emphasize deep learning and problem solving. CCLI - ASA DUE EHR Holme, Thomas University of Wisconsin-Milwaukee WI Susan H. Hixson Standard Grant 193323 7431 SMET 9178 0116000 Human Subjects 0512527 September 1, 2005 An SRL Performance Based Assessment System for Associate Degree Electromechanical Engineering Technology Students. A Self-Regulated Learning (SRL) Assessment System for Electromechanical Technology Students Engineering (55) Intellectual Merit. This project is adapting a social cognitive self-regulated learning model to assist students to develop and assess their SRL skills more effectively. For six years, the SRL program at NYCCT has concentrated on developing students' metacognitive skills in ways that enable them to become motivated, goal-oriented, resilient, and successful. Using the SRL model as a framework, a variety of instructional interventions have been implemented with successful outcomes for first-year students enrolled in remedial math and writing courses. The SRL program has also incorporated the use of technology by developing a SRL software application for personal digital assistants and a student-focused SRL website. This project is building on earlier initiatives by developing and implementing an individualized SRL assessment system for a sequence of first-year electromechanical courses. Many incoming students at institutions like NYCCT are academically under prepared, resulting in high rates of poor academic achievement and attrition. (Within the school's EM program, only 15% of the students earn an associate degree within 5 years.) Students who become skilled self-regulated learners develop a greater understanding of how to monitor and manage their learning processes. Attainment of SRL skills has been shown to have a higher correlation with academic success than previous grades or SAT scores. We expect students to be able to more accurately assess changes in their SRL skills and link these changes to performance based outcome measures including weekly quizzes and major examinations. Because self-regulated learning entails the cyclical use of feedback to plan, implement, and evaluate learning activities, the SRL Performance Assessment System focuses on providing detailed, content-specific feedback to the student within multiple learning opportunities. The project is creating an assessment form designed to help students develop and track the effectiveness of their SRL skills and improve self-evaluative beliefs. Ultimately, this form will be integrated with an EM/SRL Website that will provide each student with a personal profile. A comprehensive evaluation plan is being implemented throughout the project, including formative and summative elements. The SRL Performance Assessment System's predicted outcomes include: 1) improved academic achievement, 2) higher self-efficacy ratings on quizzes, 3) shifts in attributions for incorrectly solved EM problems from uncontrollable to controllable causes, 4) improved selection and articulation of appropriate academic strategies, 5) more accurate estimates of academic performances, and 6) greater self-satisfaction with academic performance. Broader Impacts. Throughout the project, dissemination efforts at the local, regional, and national level have been made. On a local level, the SRL program is working with the Dean and faculty of the School of Technology to incorporate the assessment system into other academic departments. Based on past success with the math and English departments and the anticipated success in electromechanical engineering, we plan to work with colleagues to achieve transfer into other academic departments. On a regional level, the assessment work is being shared at educational research and technology meetings, e.g., the Annual CUNY Technology and the Classroom Conference. On a national level, the findings are being shared at forums such as the annual meetings of the American Education Research Association and the Institute of Electrical and Electronics Engineers. We are also writing scholarly articles for publication in refereed journals. CCLI - ASA DUE EHR Blank, Seymour John Hudesman Barry Zimmerman CUNY New York City College of Technology NY Myles G. Boylan Standard Grant 149795 7431 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0512596 September 15, 2005 Assessing Pedagogical Content Knowledge of Inquiry Science Teaching. Introduction. Inquiry science teaching refers to teaching methods (pedagogy) that reflect the investigative attitudes and techniques that scientists use to discover and construct new knowledge. Undergraduate students are routinely assessed for their science content knowledge. A complementary component of our national effort to improve science education is the ability to effectively assess teachers' pedagogical knowledge of inquiry science teaching. Currently, such an assessment tool is not available. This project is developing a field-validated, objective assessment tool for testing undergraduate pre-service elementary teachers' pedagogical knowledge of inquiry science teaching (POSIT, the Pedagogy of Science Inquiry Teaching test). The assessment items can be used both in summative evaluation and as a formative tool in undergraduate instruction. Intellectual merit. The U.S. Department of Education has recently called for educational revisions to be informed by research and scientifically based evidence. This project helps to meet that standard. It involves a careful plan for test development followed by two rounds of piloting and revision, concluding with a blinded field-test classroom observation component for studying the validity of POSIT. The intellectual merit of the project lies in its coherent combination of innovative and research-based features in its design -- a design that includes features of authenticity, problem-based learning, epistemology, exemplification, methodology, and summative and formative functions. The project is focused with a clear goal - one that serves a national need as articulated by NSF, the National Research Council and the AAAS. This project is also interdisciplinary. Participating are ten universities, several geographically and demographically diverse public school districts, and a national panel of experts. The final instrument will conform to The Student Evaluation Standards and the Standards for Educational and Psychological Testing Broader impact. The "gold standard" for pedagogy assessment is what teachers actually do in the classroom. POSIT is being blind-tested against such a standard. Once it has been developed and validated against the criteria by observation of classroom practice, educators at any undergraduate institution could use it to evaluate and improve science teacher education programs. Improving the preparation and quality of teacher graduates will help ameliorate inequalities in schools that serve underrepresented populations, by increasing the number of teachers well qualified to teach science. POSIT will also be of value to researchers in science education seeking to improve the education and practice of science teachers. Professors teaching undergraduate and graduate SMET courses may find POSIT useful. Previous research indicates that science professors can be motivated to improve their own teaching practice as a consequence of considering how science is best taught to young people. Project Goals 1) Develop criteria for items reflecting the pedagogy of inquiry to guide item development and evaluation. 2) Compose, pilot, and revise a set of problem-based objective items for K-8 science curricula, based on realistic teaching vignettes of elementary science teaching, and meeting inquiry item criteria. 3) Pilot the test items with undergraduate, pre-service teachers reflecting racial and gender diversity. 4) Establish standardized scoring and test administration directions. 5) Establish initial estimates of reliability. 6) Validate the instrument by studying its predictive power with respect to actual teacher practice of inquiry teaching in classrooms. 7) Disseminate assessment items and project reports via the Internet, conference presentations, and journal articles. CCLI-Phase 2 (Expansion) CCLI - ASA DUE EHR Schuster, David William Cobern Renee Schwartz Ralph Vellom Edward Applegate Western Michigan University MI Myles G. Boylan Standard Grant 440024 7492 7431 SMET 9178 0116000 Human Subjects 0512686 September 15, 2005 Collaborative Proposal: The Signals and Systems Concept Inventory. This project is refining, validating, and disseminating an assessment instrument, the Signals and Systems Concept Inventory (SSCI), for a core course in the electrical and computer engineering curricula. The SSCI, modeled after the Force Concept Inventory for Newtonian mechanics, consists of 25 multiple choice questions emphasizing conceptual understanding, not rote problem solving. The incorrect answers, or distractors, capture common student misconceptions. A group of faculty member from 12 diverse institutions, referred to as the Development Team, are providing pretest and posttest SSCI scores linked to grades, gender, and race data. These data are being used to examine the construct validity of the instrument and to check for evidence of bias in the results. The Development Team is assessing the content validity of the instrument through expert peer review of the SSCI questions. A test/re-test protocol is being used to calibrate the reliability of the instrument. Student interviews are providing additional data for the validity analysis. The group is preparing a SSCI Instructor Manual that will describe which student misconceptions are captured by each distractor. This manual will also guide the interpretation of results by providing baseline data on student performance and pretest/posttest gains for the SSCI. Annual meetings of the Development Team are being used to monitor progress toward the project's objectives, each of which has been translated into a set of measurable outcomes and evaluation questions. Journal articles, conference presentations, the signals-and-systems.org website, and workshops at signal processing and engineering education conferences are being used to disseminate the SSCI and the study results. CCLI - ASA DUE EHR Wage, Kathleen Margret Hjalmarson George Mason University VA Russell L. Pimmel Standard Grant 153904 7431 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0512725 September 15, 2005 Assessment of Model-Based Reasoning in Biology. Approximately 700,000 college and university students enroll in introductory biology courses each year. The majority of these courses deliver the basic facts and terms of biology to large numbers of passive students. Few of these courses have learning scientific reasoning skills among their stated objectives. This project is developing a set of teaching tools and tests in biology centered around the primary learning objective of model-based reasoning (MBR), the central intellectual activity of professional biologists. The intellectual merit of the project lies in the development, evaluation, and dissemination of a set of methods and tools for teaching and testing model-based reasoning in college level introductory biology courses. An independent panel of experts, drawn from among professional biologists nationwide, is rating model-based reasoning questions. These expert ratings are compared with student performance in a classroom in which MBR problems are used for teaching and assessment. This study uses open-ended essays to investigate changes in students' descriptions of their reasoning process at several points during the course. Improvements in reasoning skills are being compared between students in MBR-based courses and traditional lecture-based instruction. A series of valid multiple-choice summative examinations designed specifically to assess model-based reasoning skills are also being developed. Model-based reasoning instruction has the potential for broad impact in introductory biology courses nationwide. It exploits the strengths of two technologies that are being widely adopted. The first is web based course support, and the second is the use of Classroom Communications Systems (personal response devices) in the lecture hall. In partnership with a major publisher, a teacher's guide and student study materials are being published. CCLI - ASA DUE EHR Phillis, Randall Neil Stillings University of Massachusetts Amherst MA Terry S. Woodin Standard Grant 325015 7431 SMET 9178 7431 0000099 Other Applications NEC 0116000 Human Subjects 0512776 September 1, 2005 Assessing Student Team Effectiveness. The project is developing both an instrument and a procedure that are specifically designed to allow students to assess their individual and team effectiveness using a web-based peer evaluation process. The process is being designed to correct for rater-bias (e.g., halo, leniency, severity) automatically. With this instrument, engineering faculty can determine: (1) how successful a teaming experience actually is for participating students, (2) the impact of team training methods on the teaming experience, (3) what team formation strategies best promote course learning objectives, and (4) the types of intervention strategies that will improve overall team functionality. Indicators of effective teams are being based on peer evaluations for each team member, as provided by other team members. Vignettes are being used to investigate the accuracy of students' ratings of team members, and to correct for rater bias, as compared to expert judgments, in actual peer ratings. Students' perceptions of functionality are being operationalized in terms of a self-report instrument requiring students to indicate the degree their team is working together across a range of domains, including interdependency, learning, potency, and goal-setting. In evaluating their project, the investigators are comparing the attitudes of students who have used the instrument to those of earlier students who did not. They also are cross-validating effectiveness prediction with an instructor's observations of team effectiveness and with the students' course grades. In addition an Assessment Review Panel meets semi-annually to monitor progress and identify problems. The approach is being tested at three other institutions. The investigators plan to present and publish their work in both engineering education and general higher education research venues. CCLI - ASA DUE EHR Imbrie, P.K. Susan Maller Heidi Diefes-Dux Purdue University IN Russell L. Pimmel Standard Grant 499999 7431 SMET 9178 0116000 Human Subjects 0513057 August 1, 2005 A Renewed and Expanded Scholarship for Service Program at Mississippi State University. Mississippi State University (MSU), a 2001 NSA Center of Academic Excellence in Information Assurance Education (CAE/IAE) is administering a four-year Federal Cyber Service Scholarship for Service (SFS) program in collaboration with Jackson State University, a Historically Black College or University (HBCU) located within the State of Mississippi. MSU will also work with Tuskegee University to advance Tuskegee's IA program. The program is housed within the MSU College of Engineering by the Computer Science Department. The Department of Computer Science has a robust interdisciplinary information assurance research program, involving faculty from the areas of software engineering, artificial intelligence, and high performance computing (see http://www.cs.msstate.edu/~security). Intellectual merit. The MSU SFS program offers a multiyear build-up of the SFS scholarship program designed to increase the number of graduates entering the federal information assurance (IA) workforce, while at the same time extending the IA course offerings outside the current Computer Science and Electrical and Computer Engineering student base to other departments and students across campus in the business school and social science disciplines. This expansion matches the evolution of the IA field and trains better prepared IA professionals. Broader impact. The collaboration between MSU and JSU is enhancing the IA curriculum at JSU by making additional courses and IA faculty available to JSU students, and by providing an opportunity for JSU students to become SFS scholars. The collaboration is helping to increase the diversity of the federal IA workforce. FED CYBER SERV: SCHLAR FOR SER DUE EHR Vaughn, Rayford David Dampier Mississippi State University MS Victor P. Piotrowski Standard Grant 800000 1668 SMET 9178 9150 0000099 Other Applications NEC 0514044 September 1, 2004 CCLI-EMD: Development of a Finite Element Method Learning Environment for Undergraduates. "ABSTRACT" DUE-0340889 Development of a Finite Element Method Learning Environment for Undergraduates Worcester Polytechnic Institute Joseph Rencis Engineering-NEC (59) This CCLI-EMD proof-of-concept project is designing and developing a prototype open access finite element method learning (FEML)environment. Educational outcomes for FEML are based upon the criteria recommended by the Accreditation Board for Engineering and Technology (ABET). The materials being created include one full-scale engineering case study in structural engineering and one mini-scale engineering case study. Both case studies use a holistic approach so that students will gain an understanding of the limitations of finite analysis methods. The e-learning objects being designed will support synchronous and asynchronous e-learning environments. The modules target students in mechanical, civil, aerospace and nuclear engineering programs. The project incorporates a full evaluation plan to determine the effectiveness of the curriculum as it is piloted in the Mechanical Engineering Department at Worcester Polytechnic Institute. A faculty development and teacher preparation component provides faculty with an understanding of how to effectively use this methodology to create learner centered e-learning objects, and how to deliver the technology by creating and developing rich e-learning environments. The project is adapting Extensible Markup Language to conform to the IMS/SCORM specifications for e-learning to create the e-content for the e-learning objects. The e-learning objects being developed conform to national and international standards for e-learning in order for the material to become part of the National Science Digital Library through the projects website. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Rencis, Joseph University of Arkansas AR Lesia L. Crumpton-Young Standard Grant 74999 7427 SMET 9178 0000099 Other Applications NEC 0514181 June 15, 2005 Travel Support. United States Participation in the 8th World Conference on Computers in Education (WCCE 2005). Computer Science (31) This project is allowing qualified participants from the United States to attend the 8th IFIP World Conference on Computers in Education (IFIP WCCE'2005) will be held July 4-7, 2005 at the University of Stellenbosch in Cape Town, South Africa. Participants will be selected competitively by a committee of qualified reviewers, and will be chosen based in part on the likelihood of their sharing the results of this participation with others. The maximum travel award will be $2000. This conference is an opportunity for United States faculty to interact with peers from other nations who are exploring opportunities and addressing problems critical to advances in computing education and the uses of computers in education. Individuals who are able to attend WCCE as a result of this funding will bring new ideas and collaboration opportunities back to share at a variety of U.S. based conferences as well as the institutions in which they teach. The results of this support will be magnified by the continuing interactions of these participants over the next few years. CCLI-ADAPTATION AND IMPLEMENTA SPECIAL PROJECTS - CISE DUE EHR Cassel, Lillian John Impagliazzo Association Computing Machinery NY Mark James Burge Standard Grant 37500 7428 1714 SMET 9178 0000099 Other Applications NEC 0514420 January 1, 2005 UMBC-BCPS STEM Project. The UMBC-BCPS STEM partnership of the Baltimore County Public Schools (BCPS) and the University of Maryland, Baltimore County (UMBC) is an innovative project that will facilitate the implementation, testing, refinement and dissemination of promising practices for improving STEM student achievement as well as teacher quality/retention in selected high-needs elementary, middle and high schools in Baltimore County Public Schools. Centered on creating and evaluating performance-based preservice teacher education (interns) programs and sustainable professional development programs for teachers and administrators, the project is designed to increase P-12 student achievement in the areas of science, technology, engineering, and mathematics by increasing intern/teacher and administrator knowledge and confidence related to these areas. On-going formative and summative assessments of student work and the differentiation of instruction based upon the assessments will serve as the driving force to continuously evaluate and refine: instruction, curricula and assessments; professional development programs; administrative leadership strategies; and directions for overall school improvement in STEM areas. Engineering will be emphasized as one of the applied contexts for creating authentic STEM understandings through inquiry and problem/issue-based approaches. UMBC and BCPS are collaborating fully in these efforts by establishing a Center for Excellence in STEM Education where faculty and BCPS teachers/administrators will collaboratively develop projects to serve the needs of the BCPS district and the university with the goal of transforming STEM undergraduate and graduate teacher education programs and the teaching/learning cultures within the BCPS district and UMBC Education and STEM departments. The transfer of ideas on STEM teaching and learning will take place through collaboratively developed projects created through the center. This unique project will create a collaborative (school-district/university partnership) model for data-driven differentiated STEM instruction and comprehensive school improvement within one of the country's largest and most diverse suburban school districts. The customized approaches and research resulting from this project will inform other large school districts struggling with similar STEM challenges as well as other universities wanting to transform their STEM and teacher education programs to better meet the needs of diverse learners in the university and surrounding P-12 schools. Teaching & Mstr Tchng Fellows ROBERT NOYCE SCHOLARSHIP PGM MSP-COMPREHENSIVE AWARDS DUE EHR Spence, Anne Susan Blunck Mary Rivkin Diane Lee George Newberry University of Maryland Baltimore County MD Kathleen B. Bergin Cooperative Agreement 11410713 7908 1795 1791 SMET OTHR 9178 9177 1791 0000 0000099 Other Applications NEC 0116000 Human Subjects 0514781 September 1, 2004 An International Collaboration to Develop the Mathematical Visualization Tool 3D-Filmstrip into a Resource for Supplementing Mathematics Courses and Curricula. Mathematical Sciences (21). This project is developing an expanded set of features and functionality of a mathematical visualization program, 3D-Filmstrip. Project tasks include writing appropriate documentation, not only for the software itself but more importantly for the mathematical objects it is used to visualize; improving the scriptability of the program, both to enhance its ability to communicate with other running programs (e.g., web-servers, database programs, etc.) and also to facilitate the automation of its use as a curriculum supplement; producing additional format interchange software, so that objects created using 3D-Filmstrip can be further processed and viewed in other programs (e.g., Mathematica, Maple, VRML) and vice versa; and improving the cross-platform features of the program, in particular making more of its features available over the Web. Several pilot integrations of the program into the mathematical sciences curriculum are taking place at various educational levels. This work is also informing the writing of two sets of undergraduate level "Lecture Notes" tightly coupled to 3D-Filmstrip, one on the theory of curves and surfaces, and the second on lattice models. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Palais, Richard University of California-Irvine CA Lee L. Zia Standard Grant 97827 7427 SMET 9178 7427 0516077 September 15, 2005 Development of a Federal Cyber Force at the Air Force Institute of Technology. The Center for Information Security Education and Research (CISER) at the Air Force Institute of Technology (AFIT) is establishing an SFS scholarship program. As a National Security Agency designated Center of Academic Excellence in Information Assurance Education (CAE/IAE), AFIT is continuing to make a significant contribution to the production of information assurance (IA) qualified professionals and the SFS program is enhancing this contribution. Intellectual merit. The AFIT SFS scholarship program includes several unique components. First, AFIT is focusing on both offensive and defensive operations within the area of IA. Second, AFIT is emphasizing both theory and the application of that theory in practice through technical solutions while recognizing the importance of policy and management in IA. Third, the AFIT curriculum and research agenda is focusing on government and DoD computer and network operations. Students are learning state-of-the-art IA technology as well as how to investigate and solve difficult IA problems. Broader impact. The CISER SFS program graduates are having a broad impact on the formation of a Federal workforce that possesses advanced IA knowledge and problem-solving abilities. The AFIT educational experience is focusing on Federal Government and DoD information systems and is giving them immediately useful knowledge into both best practices as well as vulnerabilities of our information infrastructure. FED CYBER SERV: SCHLAR FOR SER DUE EHR Raines, Richard Rusty Baldwin Air Force Institute of Tech OH Victor P. Piotrowski Interagency Agreement 1397989 1668 SMET 9178 1668 0000099 Other Applications NEC 0516085 September 15, 2005 Collaborative Project: Carolina Cyber Defender Scholarship. UNC Charlotte, in collaboration with NC A&T State University is continuing and expanding the SFS Cyber Corps program established over the last three years. During the initial program period, UNC Charlotte and NC A&T State University have produced 33 high quality skilled Information Assurance (IA) professionals with a cumulative enrollment of 68 students consisting of 49% African American and 32% women. Intellectual Merit. The UNC Charlotte SFS program has a well-balanced curriculum that is matching well with the human resource needs of the federal government. It is benefiting from a distinguished faculty and a vibrant and well-funded IA research program. To enhance student learning, the program is building on several innovative features including IA certificates students are earning in conjunction with their B.S., B.A., M.S. or Ph.D. degrees in Information Technology, Computer Science, or Software and Information Systems; research projects, and experiential learning activities. Students are developing a strong commitment to community service through participation in community service activities, and program alumni are serving as mentors to current SFS students to aid in student placement efforts. Broader Impact. The UNC Charlotte SFS program is helping to address the national need for qualified information technology professionals trained in information assurance and computer security in areas of research and development (in both technology and policy areas), operations, as well as project management. In order to increase the diversity of IA professionals in the federal workforce, the UNC Charlotte SFS program is placing special emphasis on recruiting and graduating highly talented students from underrepresented groups. For many years, NC A&T State University has been a recognized world-leader in producing high quality African-American engineers. It has a very well established mechanism to attract talented minority students from all over the U.S. and a very well developed mentoring and support system to help them succeed, both academically as well as in job placement. NC A&T is a favored recruitment destination for many federal agencies, an important advantage to help place SFS graduates in federal services. FED CYBER SERV: SCHLAR FOR SER DUE EHR Chu, Bei-Tseng William Tolone Gail-Joon Ahn Yuliang Zheng University of North Carolina at Charlotte NC Victor P. Piotrowski Standard Grant 679100 1668 SMET 9178 0000099 Other Applications NEC 0516134 September 1, 2005 Collaborative Project: Air Force Institute of Technology and Sinclair Community College: Building Core IA Educational Capacity. As a National Security Agency designated Center of Academic Excellence in Information Assurance Education (CAE/IAE), the Center for Information Security Education and Research (CISER) at the Air Force Institute of Technology (AFIT) is making significant contributions to the production of information assurance (IA) qualified professionals. Through this project, CISER and Sinclair Community College in Dayton Ohio are forming an educational partnership for the advancement of information assurance (IA) awareness, education, and knowledge. AFIT and Sinclair CC are developing faculty resources and producing a unique curriculum to serve the needs of industry, government, first responders, and law enforcement. This partnership is allowing AFIT faculty, IA curricula, and laboratory resources to be shared with Sinclair faculty. The faculty development portion of this effort is building upon existing Sinclair faculty IT expertise to extend their academic programs into the IA arena. CISER is sharing course and laboratory material with Sinclair faculty. Intellectual merit. The project is providing the following deliverables: a cyber forensics course at the community college level for broad dissemination to first-responders and practitioners, a NSTISSI 4011 course mapping for Sinclair IT/IA programs, two IA educated faculty members for Sinclair CC, and project reports to disseminate the development of an IA program at the community college level. Broader impact. The partnership between AFIT and Sinclair CC is expanding the knowledge of cyber forensics to a larger and more diverse student population by integrating proven curricula and practices into the community college environment. With the increased IA focus this partnership is providing, curriculum expansions are extending beyond the CIS program to other academic departments at Sinclair such as Legal Assisting, the Criminal Justice program for forensics courses, and Allied Health courses where obtaining, securing, and transmitting patient information is becoming increasingly critical. The project is laying the groundwork to involve an additional 500+ students annually. This partnership is allowing AFIT and Sinclair to also make a broader impact on the education of the law enforcement community via the cyber forensics course at Sinclair. FED CYBER SERV: SCHLAR FOR SER DUE EHR Raines, Richard Rusty Baldwin Gilbert Peterson Air Force Institute of Tech OH Victor P. Piotrowski Interagency Agreement 69121 1668 SMET 9178 0516192 August 15, 2005 Collaborative Project: Federal Cyber Service: Capacity Building for Programs of Study in Information Security and Assurance. This project is developing and implementing two innovative Information Security degree programs - a Bachelor of Science in Information Security and Assurance (ISA) at Kennesaw State University (KSU), and a concentration in Information Security in the Bachelor of Business Administration in Computer Information Systems degree at Savannah State University (SSU). As a primary focus, these programs are being designed and marketed to increase the participation of women and minorities in information assurance. In addition, a professional development program is being implemented based, in part, on the programs offered through the Center for Education and Research in Information Assurance and Security (CERIAS) at Purdue University. Intellectual merit. The two new programs are being developed and implemented according to established curriculum development methods and based on the curricular models of several Centers of Academic Excellence in Information Assurance Education. Broader impact. This project is increasing the production of quality information assurance professionals. By leveraging the resources of KSU's CyberTech program, a three-year program designed to recruit underrepresented high school students into math and science degree programs, the PIs are increasing the representation of these groups in the IA programs and ultimately in the IA field. In addition, the professional development program for KSU and SSU faculty is supporting the continued development of these programs and is laying the groundwork for the regional development of similar academic programs throughout the Southeast at two- and four-year institutions. FED CYBER SERV: SCHLAR FOR SER DUE EHR Whitman, Michael Herbert Mattord Kennesaw State University GA Victor P. Piotrowski Standard Grant 99952 1668 SMET 9178 0000099 Other Applications NEC 0516225 September 1, 2005 Collaborative Project: Air Force Institute of Technology and Sinclair Community College: Building Core IA Educational Capacity. As a National Security Agency designated Center of Academic Excellence in Information Assurance Education (CAE/IAE), the Center for Information Security Education and Research (CISER) at the Air Force Institute of Technology (AFIT) is making significant contributions to the production of information assurance (IA) qualified professionals. Through this project, CISER and Sinclair Community College in Dayton Ohio are forming an educational partnership for the advancement of information assurance (IA) awareness, education, and knowledge. AFIT and Sinclair CC are developing faculty resources and producing a unique curriculum to serve the needs of industry, government, first responders, and law enforcement. This partnership is allowing AFIT faculty, IA curricula, and laboratory resources to be shared with Sinclair faculty. The faculty development portion of this effort is building upon existing Sinclair faculty IT expertise to extend their academic programs into the IA arena. CISER is sharing course and laboratory material with Sinclair faculty. Intellectual merit. The project is providing the following deliverables: a cyber forensics course at the community college level for broad dissemination to first-responders and practitioners, a NSTISSI 4011 course mapping for Sinclair IT/IA programs, two IA educated faculty members for Sinclair CC, and project reports to disseminate the development of an IA program at the community college level. Broader impact. The partnership between AFIT and Sinclair CC is expanding the knowledge of cyber forensics to a larger and more diverse student population by integrating proven curricula and practices into the community college environment. With the increased IA focus this partnership is providing, curriculum expansions are extending beyond the CIS program to other academic departments at Sinclair such as Legal Assisting, the Criminal Justice program for forensics courses, and Allied Health courses where obtaining, securing, and transmitting patient information is becoming increasingly critical. The project is laying the groundwork to involve an additional 500+ students annually. This partnership is allowing AFIT and Sinclair to also make a broader impact on the education of the law enforcement community via the cyber forensics course at Sinclair. FED CYBER SERV: SCHLAR FOR SER DUE EHR Sherman, Robert Michael Porter Sinclair Community College OH Victor P. Piotrowski Standard Grant 100000 1668 SMET 9178 0000099 Other Applications NEC 0516318 September 1, 2005 Collaborative Research: Building Information Assurance Education Capacity with Auburn University. This project is building information assurance educational capacity through a partnership between Auburn University (AU) and Alabama State University (ASU), an HBCU. Auburn is expanding its information assurance curriculum beyond the current Colleges of Engineering, and Sciences and Mathematics into the College of Business, and into multiple programs at Alabama State University. Intellectual merit. This project has four objectives: First, the project is increasing the number of information assurance faculty at both AU and ASU through professional development activities. Second, the project is developing, improving, and revising educational materials to make the AU information assurance degree available to students in outside of computer science and engineering. Third, through on-site outreach, the project is assisting ASU in developing a multi-disciplinary information assurance educational program with the ultimate goal of qualifying ASU as a National Security Agency Center of Academic Excellence in Information Assurance Education. AU already has such a designation. Fourth, the project is adapting and implementing the US Air Force Academy's information warfare and computer security curriculum for use at both ASU and AU. Broader impact. This project is yielding multiple and significant impacts to the national information assurance community. The course materials being developed are increasing the accessibility of information assurance education to a broader and more diverse group of students across a variety of disciplines. The partnership between AU and ASU is providing an excellent platform for a diverse group of faculty, industrial experts, and community partners to further their IA knowledge and experience in an interdisciplinary environment. FED CYBER SERV: SCHLAR FOR SER DUE EHR Ngobi, Said Wallace Maryland Robert Owor Alabama State University AL Timothy V. Fossum Standard Grant 95090 1668 SMET 9178 9150 0000099 Other Applications NEC 0516352 August 15, 2005 Collaborative Project: Federal Cyber Service: Capacity Building Programs of Study in Information Security and Assurance. This project is developing and implementing two innovative Information Security degree programs - a Bachelor of Science in Information Security and Assurance (ISA) at Kennesaw State University (KSU), and a concentration in Information Security in the Bachelor of Business Administration in Computer Information Systems degree at Savannah State University (SSU). As a primary focus, these programs are being designed and marketed to increase the participation of women and minorities in information assurance. In addition, a professional development program is being implemented based, in part, on the programs offered through the Center for Education and Research in Information Assurance and Security (CERIAS) at Purdue University. Intellectual merit. The two new programs are being developed and implemented according to established curriculum development methods and based on the curricular models of several Centers of Academic Excellence in Information Assurance Education. Broader impact. This project is increasing the production of quality information assurance professionals. By leveraging the resources of KSU's CyberTech program, a three-year program designed to recruit underrepresented high school students into math and science degree programs, the PIs are increasing the representation of these groups in the IA programs and ultimately in the IA field. In addition, the professional development program for KSU and SSU faculty is supporting the continued development of these programs and is laying the groundwork for the regional development of similar academic programs throughout the Southeast at two- and four-year institutions. FED CYBER SERV: SCHLAR FOR SER DUE EHR Leseane, Reginald Robin Snyder Savannah State University GA Timothy V. Fossum Standard Grant 99994 1668 SMET 9178 0000099 Other Applications NEC 0516415 September 15, 2005 Collaborative Project: Carolina Cyber Defender Scholarship. North Carolina A&T State University, in collaboration with UNC Charlotte, is continuing and expanding the SFS Cyber Corps program established over the last three years. During the initial program period, UNC Charlotte and NC A&T State University have produced 33 high quality skilled Information Assurance (IA) professionals with a cumulative enrollment of 68 students consisting of 49% African American and 32% women. Intellectual Merit. The UNC Charlotte/NC A&T SFS program has a well-balanced curriculum that is matching well with the human resource needs of the federal government. It is benefiting from a distinguished faculty and a vibrant and well-funded IA research program. To enhance student learning, the program is building on several innovative features including IA certificates students are earning in conjunction with their B.S., B.A., M.S. or Ph.D. degrees in Information Technology, Computer Science, or Software and Information Systems; research projects, and experiential learning activities. Students are developing a strong commitment to community service through participation in community service activities, and program alumni are serving as mentors to current SFS students to aid in student placement efforts. Broader Impact. The UNC Charlotte/NC A&T SFS program is helping to address the national need for qualified information technology professionals trained in information assurance and computer security in areas of research and development (in both technology and policy areas), operations, as well as project management. In order to increase the diversity of IA professionals in the federal workforce, the UNC Charlotte/NC A&T SFS program is placing special emphasis on recruiting and graduating highly talented students from underrepresented groups. For many years, NC A&T State University has been a recognized world-leader in producing high quality African-American engineers. It has a very well established mechanism to attract talented minority students from all over the U.S. and a very well developed mentoring and support system to help them succeed, both academically as well as in job placement. NC A&T is a favored recruitment destination for many federal agencies, an important advantage to help place SFS graduates in federal services. FED CYBER SERV: SCHLAR FOR SER DUE EHR Yu, Huiming Anna Kenneth Williams Stephen Providence Jung Hee Kim Jinsheng Xu North Carolina Agricultural & Technical State University NC Victor P. Piotrowski Standard Grant 650000 1668 SMET 9178 0000099 Other Applications NEC 0516432 September 1, 2005 Collaborative Research: Building Information Assurance Education Capacity with Alabama State University. This project is building information assurance educational capacity through a partnership between Auburn University (AU) and Alabama State University (ASU), an HBCU. Auburn is expanding its information assurance curriculum beyond the current Colleges of Engineering, and Sciences and Mathematics into the College of Business, and into multiple programs at Alabama State University. Intellectual merit. This project has four objectives: First, the project is increasing the number of information assurance faculty at both AU and ASU through professional development activities. Second, the project is developing, improving, and revising educational materials to make the AU information assurance degree available to students in outside of computer science and engineering. Third, through on-site outreach, the project is assisting ASU in developing a multi-disciplinary information assurance educational program with the ultimate goal of qualifying ASU as a National Security Agency Center of Academic Excellence in Information Assurance Education. AU already has such a designation. Fourth, the project is adapting and implementing the US Air Force Academy's information warfare and computer security curriculum for use at both ASU and AU. Broader impact. This project is yielding multiple and significant impacts to the national information assurance community. The course materials being developed are increasing the accessibility of information assurance education to a broader and more diverse group of students across a variety of disciplines. The partnership between AU and ASU is providing an excellent platform for a diverse group of faculty, industrial experts, and community partners to further their IA knowledge and experience in an interdisciplinary environment. FED CYBER SERV: SCHLAR FOR SER DUE EHR Hamilton, John Kai Chang Gerry Dozier Yu Wang Auburn University AL Victor P. Piotrowski Standard Grant 99986 1668 SMET 9178 9150 0000099 Other Applications NEC 0516709 August 15, 2005 SFS Scholarships for Information Assurance Students. This project is expanding the capacity of the Iowa State University (ISU) SFS Cyber Corps program. Designated by the National Security Agency as a charter Center of Academic Excellence in Information Assurance Education, ISU further recognizes the importance of the information assurance (IA) field by supporting a new IA Center on campus. Through this project, ISU is continuing participation in the NSF SFS program. IA education and research faculty from the Departments of Electrical and Computer Engineering, Computer Science, Political Science, Mathematics, Educational Leadership, and Logistics, Operations, and Management Information Systems are leading the interdisciplinary Cyber Corps program. Thirty students, comprising two cohort groups of five undergraduate and 10 graduate students, are working closely with the faculty to receive IA training, conduct research, and develop as leaders and team members. Undergraduate students are completing IA graduate courses as electives during the junior and senior years and are involved in the research of the ISU IA Center, thus augmenting their B.S. degrees with the skills needed to contribute more meaningfully to the IA profession. Graduate students are completing IA courses and developing deeper problem-solving skills through more in-depth research efforts and involvement with major professors. All students are participating with their respective cohorts for two full years in the unique and critical component of the ISU SFS program: leadership, teamwork and professionalism development. Through the expanded SFS program, ISU is developing a year-round recruiting plan with special emphasis on increasing the number of participants from underrepresented groups, further enhancing the selection process, supporting the strong student cohort experience, increasing the scope of mentoring for students, more systematically involving all students in IA research, and employing additional measures of program success. Intellectual Merit. The ISU SFS program is providing the federal workforce with new professionals who have the capacity to address the problems of securing critical federal information infrastructure in innovative ways, preparing professionals to serve as worthy team members and leaders, contributing to the IA knowledge base by enhancing several ISU research programs that address important issues including intrusion detection systems, network security, data privacy and security, dependable systems and networks, and security policy and commerce, and enhancing educational capacity of the IA security education programs. Broader Impact. The ISU SFS program is continuing to benefit society by providing the federal workforce with increased numbers of IA professionals who apply best practices in their technical fields and who engage in lifelong technical, intellectual, leadership and citizenship development. Involving students in research projects and immersing them in leadership, teamwork and professional development throughout their entire Cyber Corps experience is providing the opportunity for students to have a broader impact on society before leaving the university through required IA service-learning projects. FED CYBER SERV: SCHLAR FOR SER DUE EHR Jacobson, Douglas Clifford Bergman Johnny Wong Barbara Licklider Iowa State University IA Victor P. Piotrowski Standard Grant 888008 1668 SMET 9178 0000099 Other Applications NEC 0516767 September 1, 2005 Dual Masters Program in Security Infomatics and Public Health Federal Cyber Service Scholarship for Service (Capacity Building Track). The Federal Cyber Service Scholarship for Service Scholarship Program currently supported by NSF at the Johns Hopkins University Information Security Institute (JHUISI) is developing information and computer security professionals who are prepared to address the increasingly critical field of public health. All JHUISI students currently supported by the NSF SFS cohort program are pursuing a Master of Science in Security Informatics (MSSI) degree with requirements which include information security and assurance (IS&A) courses and courses in health-related privacy, policy, law, and informatics. To accomplish this, the JHUISI MSSI program based in the Whiting School of Engineering (WSE) has developed collaborations with the JHU Bloomberg School of Public Health (BSPH). This project is expanding current capabilities for providing professionals prepared to address the future public health applications of information security and assurance by developing a unique two-year dual masters program in which students are earning both the MSSI degree offered by JHUISI and the Master of Health Sciences (MHS) degree offered by BSPH. Intellectual Merit: The dual MSSI/MHS masters program is integrating courses (both new and existing), labs, research projects, and internships from the two different academic cultures within the WSE and the BSPH at Johns Hopkins to produce individuals trained to meet the demand for information assurance professionals in public health. The relevance and importance of this activity is being repeatedly underscored at the highest levels of the public health infrastructure by mandates to deliver consumer- centric and information-rich health care. The need for individuals appropriately trained to play key roles within public health federal agencies to achieve this goal is acute. Broader Impact: The application of IS&A technologies to public health issues is in its infancy, analogous to where biomedical applications stood decades ago. The underlying challenges result from the necessary mergers of information technology with privacy, policy, and law. The dual MSSI/MHS masters program is creating a blueprint for addressing this important direction for health related information IS&A education and research. FED CYBER SERV: SCHLAR FOR SER DUE EHR Masson, Gerald Johns Hopkins University MD Timothy V. Fossum Standard Grant 144919 1668 SMET 9178 0000099 Other Applications NEC 0516788 September 1, 2005 Cybersecurity Laboratory: Translating Theory into Practice. To maintain the security of rapidly changing computing systems, information assurance professionals require extensive ongoing education and practical training. This project is meeting the need for practical, hands-on instruction by establishing a state-of-the-art laboratory to support ongoing efforts at Stevens Institute of Technology in building capacity in information assurance and computer security education. The main objective of this project is the creation of a hands-on laboratory where students are engaging in learning by doing, experimental security research projects are being carried out, and students are exploring innovative educational ideas. In particular, a primary use of the lab is an undergraduate security lab course involving experimentation with specific security solutions, vulnerabilities, and exploits. The lab is augmenting new interdisciplinary cybersecurity degree programs at Stevens. Intellectual Merit. The project is advancing the state of the art in comprehensive cybersecurity education. In particular, the laboratory is enabling students to obtain the best possible practical training in security and information assurance in order to better prepare them to meet the challenges of protecting and securing our nation's information infrastructure. Broader Impact. The laboratory is helping to increase the number of IT professionals educated and trained in not only theoretical but also practical aspects in information assurance and security. As such it is enhancing their capabilities to better secure critical infrastructures both in the governmental and the private sectors and providing significant economic and social benefit to society. Moreover, the project is integrating research and education, and through K-12 collaborations, is providing Stevens students with the opportunity to educate the next generation. FED CYBER SERV: SCHLAR FOR SER DUE EHR Wetzel, Susanne Rebecca Wright Stevens Institute of Technology NJ Victor P. Piotrowski Standard Grant 125001 1668 SMET 9178 0000099 Other Applications NEC 0516795 September 15, 2005 Cyber Corps Program at Polytechnic University. This project is extending the current Scholarship for Service (SFS) program at Polytechnic University. It is leveraging the resources and improving the infrastructure generated by the current SFS program. The project is supporting an educational program that relies on a number of high-quality courses in the area of information assurance (IA), participation in research projects supervised by faculty, hands-on experience both at Polytechnic University and during summer internships, and state of the art infrastructure for IA research. The graduates of this program are becoming valuable members of the federal work force in charge of protecting information and technological infrastructure of our country. Polytechnic has been a host University to the SFS program since September 2002 and has graduated 25 students as of May 2005. Intellectual merit: The nature of the SFS program is primarily educational. This project is using the infrastructure and environment to prepare high-quality information assurance professionals who can be effective in protecting the information technology infrastructure of the Federal government. Polytechnic is innovating in information assurance education, in particular placing a stronger emphasis on research projects by the SFS students. This effort is sharpening the students' ability for creative thinking, making them better information assurance professionals. Broader impact: The SFS program at Polytechnic is training information assurance professionals for positions in agencies of the Federal government. Using knowledge and skills obtained in the program, the graduates are well prepared to meet challenges of protecting the information and infrastructure resources of the United States. The SFS program at Polytechnic is continuing to attract female students at a higher percentage than the larger Polytechnic student population. Further, the revised program is enhancing outreach efforts to continue to broaden participation. These efforts include an alumni mentoring program, an assessment and evaluation component, and partnerships with NY city industry, government and voluntary organizations. FED CYBER SERV: SCHLAR FOR SER DUE EHR Memon, Nasir Phyllis Gail Frankl Ramesh Karri Gleb Naumovich Herve Bronnimann Polytechnic University of New York NY Victor P. Piotrowski Standard Grant 843578 1668 SMET 9178 0000099 Other Applications NEC 0516825 September 1, 2005 Cybersecurity Remote Education Access Toolkits (CREAT). The Texas A&M University (TAMU) Cybersecurity Remote Education Access Toolkits (CREAT) Project is prototyping the first set of web-based remote-access tools and an experimental lab to support cybersecurity experiments among academic institutions. CREAT is providing faculty training and developing a repository of comprehensive real-world case studies. The most critical challenge in capacity building is to enable trainees to master foundational knowledge, secure useable and expandable tools, and build a sustainable community for them to further their growth in this field. To meet this challenge, CREAT is being developed from an integrated perspective that considers knowledge, tools, trainees, and communities. The technology foundation of CREAT is the web-based access exercise system (WAES) of the virtual network engineering lab (NSF EIA-0081761). The trainee foundation of CREAT is the DelMar Consortium (NSF Due-0302734). Intellectual merit. The prototype CREAT project is creating a versatile management tool for faculty to integrate knowledge, assignments, and exercises. When fully developed, faculty will use CREAT to formulate mission needs, resources, pitfalls, and intrusion responses, etc. Through a simple user interface, faculty and students will effectively master the vast number of threats and algorithms in a realistic exercise setting, regardless of rapid evolutions of cybersecurity concerns. These assets will greatly improve the productivity of cybersecurity education for faculty development, student outcomes, and infrastructure costs. Broader impact. CREAT is being designed to remove the knowledge sharing barriers among cybersecurity educators and students. Creation of an organized repository of real-world case-studies, coupled with continually updated experimental settings, pertaining to cybersecurity and information assurance is empowering faculty to adapt and adopt current materials for their local needs quickly. Faculty from Minority Serving Institutions will have the choice to run their own labs, or affiliate with other institutions to deliver virtually identical learning experiences. CREAT is having a direct impact on the quality and availability of cybersecurity education for underserved populations. TAMU, a NSA designated Center of Excellence for Information Assurance Education, is among the top 20 colleges for Hispanics, ranked sixth in the awarding of doctoral degrees to Hispanics, and in Fall 2004 increased African American and Hispanic enrollments by 29% and 20%, respectively, in the College of Engineering. DMC, the 12th largest Hispanic serving community college in the nation, enrolls over 25,000 predominately first generation college students. DMC enrollment is 57% Hispanic and 60% female. FED CYBER SERV: SCHLAR FOR SER DUE EHR Liu, Jyh-Charn Steven Smith Texas Engineering Experiment Station TX Victor P. Piotrowski Standard Grant 153000 1668 SMET 9178 0000099 Other Applications NEC 0517528 September 1, 2005 Rigorous Research in Engineering Education: Creating a Community of Practice. This team of instigators has offered a successful workshop on rigorous research on engineering education under another award (DUE-0341127) but, because of funding constraints, the number of faculty member involved is limited. In order to leverage the impact, workshop organizers are expanding their approach in two ways. First they are including "Leadership Teams" of experienced engineering education researchers who are acting as change agents on their campus. These teams include "alumni" from previous workshops who were able to begin successful individual engineering education research projects. The project supports three-person "Leadership Teams" from five universities. Each team consists of two engineering faculty, joined by a faculty member with expertise in the learning sciences. This mix of engineers and learning scientists fosters collaboration between these disciplines. Each team is organizing two follow-up activities on their own campus. The second approach is a shortened version of the workshop offered at three sites. These are 1.5 days in length - with the program starting one evening and continuing for the following full day. Selected sites need to pay for room rental, AV, and advertising costs and guarantee workshop attendance of at least 40 engineering faculty. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Huband, Frank Karl Smith Ronald Miller Ruth Streveler American Society For Engineering Education DC Russell L. Pimmel Standard Grant 177073 7428 SMET 9178 0000099 Other Applications NEC 0519428 July 1, 2005 Educational Outreach Activities in Mathematics. The PI is working to attract more talented middle and high school students and undergraduates to careers in math and science by involving them in activities that use the integration of cutting edge research as a pedagogical tool. His activities have their foundation in the deeper results obtained by him and his research group and amplify these efforts in K-12 outreach and innovative undergraduate education. He is directing annual Summer Institutes for approximately fifteen high school students and undergraduate students. These students are actively engaged in an integrated structured research environment that he has successfully employed in the past. The PI also is directing a nationwide collaborative initiative between the American Mathematical Society and Science Service consisting of outreach visits to communities across America. On these visits, he lectures along side some of the nation's most distinguished scientists, such as winners of the Nobel Prize and the National Medal of Science, to middle school and high school students in innovative hands-on classroom activities. Each visit also features a game show, loosely based on the famous "Who Wants to Be a Millionaire" TV program (aptly named "Who Wants to Be a Mathematician?"). Students compete for prizes and scholarships (provided by the American Mathematical Society), with local winners competing in a year end "Tournament of Champions" in Washington D.C. TEACHER PROFESSIONAL CONTINUUM DISTINGUISHED TEACHING SCHOLAR ALGEBRA,NUMBER THEORY,AND COM INFRASTRUCTURE PROGRAM OFFICE OF MULTIDISCIPLINARY AC DUE EHR Ono, Ken University of Wisconsin-Madison WI Russell L. Pimmel Standard Grant 305000 7271 1746 1264 1260 1253 SMET 9178 9177 1746 0000099 Other Applications NEC 0521936 December 20, 2004 Collaborative Project: Investigating Past, Present and Future Natural Hazards with GIS. Earth Systems Science (40) This project is creating and testing three modules that use a Geographic Information System (GIS) to investigate socially relevant Earth and environmental hazards. These resources fill a pressing need for data-rich student investigations that use contemporary technology in a pedagogically sound manner. The modules being developed will have students investigate the 1994 Northridge, California earthquake, the 1999 and 2003 tornado outbreaks in the US mid-continent, as well as the tsunami, earthquake and volcanic hazards threatening Seattle, Washington. Instructors at institutions currently using the NSF-funded SAGUARO investigations are field-testing these new materials. In addition, workshops are being offered at national meetings to introduce more instructors to the resources. The design philosophy of teaching with GIS-not about GIS-reflects PI research results on how students learn with GIS technology. As students use GIS to investigate and visualize data they develop critical problem solving and GIS specific skills. These case studies are being used successfully in large and small enrollment lecture or laboratory courses and in distance learning environments. Intellectual Merit: We have created new instructional resources and models of how to effectively integrate technology-based inquiry exercises in introductory Earth and environmental science courses. We are also providing data on how students learn with GIS technology. Broader Impacts: This project helps in developing and maintaining a scientifically literate society and competitive workforce, actively contributes to the professional development of college-level Earth and environmental science faculty, and enhances the use of research-based educational materials in the classroom. Dissemination through the DLESE and in professional development workshops targeting community colleges and smaller universities is broadening the use of technology by underrepresented groups. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Hall, Michelle Science Education Solutions Inc NM Jill K. Singer Continuing grant 294887 7427 SMET 9178 0000099 Other Applications NEC 0523720 July 1, 2005 Integrating STEM Education Through Technological Design and Inquiry. The project is developing a model for an integrated science, technology, engineering, and mathematics (I-STEM) course at the secondary level that intersects social and humanities studies. Students taking the proposed course learn the relevance of science, technology, engineering, and mathematics (STEM) in their everyday lives and gain problem-solving skills that will prepare them to address the global issues of tomorrow. As a first step, a cross-disciplinary core group of teachers are initiating the development of a STEM course model by implementing technological design projects in their own classes. These experiences are informing the development of the proposed I-STEM course model. The project includes a beta test of the experimental model at a nearby high school. Once the model is proven, the PI plans to use the existing infrastructure of the Materials World Modules (MWM) program that he developed to field-test and disseminate the I-STEM course nation-wide. The MWM program has a network of over 500 schools in 47 states. The proposed project is helping to reform secondary science education to be less discipline restrictive and more reflective of what happens in the real world where problem solving requires an integrated approach of disciplines. The PI plans to demonstrate that technological design is the strand that can tie subject matter together and enable true cross-disciplinary work among the traditional disciplines of science, technology, engineering, mathematics, and include extensions into other subjects such as history, social studies, languages, arts, information technology, and business. The project is providing science teachers and school districts with evidence to support the inclusion of a robust I-STEM course model in their curricula and the template plus curriculum guidelines to enable them to do this. Finally, the PI also plans to introduce the I-STEM course to schools in other countries on all five continents via the Materials World Network that he has helped to create. TEACHER PROFESSIONAL CONTINUUM DISTINGUISHED TEACHING SCHOLAR ENGINEERING EDUCATION OFFICE OF MULTIDISCIPLINARY AC DUE EHR Chang, R. P. H. Northwestern University IL Russell L. Pimmel Standard Grant 305000 7271 1746 1340 1253 SMET 9178 9177 1746 0000099 Other Applications NEC 0524965 September 1, 2005 Research and Science Visions Preparation Program. The project increases by approximately one-third the total graduation numbers of students in STEM fields at a four-year institution that is the lead with three, two-year institutions in a consortium that has a total enrollment of 20,000 students. This program has three strategies: 1. The Community College Science Expansion Initiative increases enrollment of STEM students at Purchase College by offering joint matriculation at the three partner community colleges. Students receive a full range of programs (advising, peer mentors, research opportunities, internships, career counseling, scholarships) while they study at the community college and after they transfer. 2. Programs to Foster Innovative Pedagogy in Introductory STEM Courses help to reduce attrition among students who discontinue the study of STEM fields due to poor educational experiences. Instructors incorporate interactive teaching strategies that are structured around clearly stated measurable learning outcomes. Twice-yearly pedagogy workshops for faculty who teach introductory STEM courses at the four partner institutions provide the forum for developing collaborative learning exercises. 3. Programs to Improve Retention of Science Students include discipline-based freshman seminars, peer mentoring, faculty counseling, internships, career programs, and research opportunities to increase the retention of STEM students at the four-year college. Several corporate partners have committed to provide internships. STEM TALENT EXPANSN PGM (STEP) DUE EHR Skrivanek, Joseph Taina Chao Jan Factor Joanne Tillotson James Daly SUNY College at Purchase NY Myles G. Boylan Continuing grant 1947548 1796 SMET 9178 1796 0000099 Other Applications NEC 0524987 July 1, 2005 Learning the language of science: Advanced math for concrete thinkers. This project deals with the fact that many college students fail in their goals to become scientists and many scientists and engineers are blocked from modern developments in their discipline by their inability to master advanced mathematical topics. Mathematics is the language of science, but students and their instructors often focus on the grammatical rules of the language and ignore the semantics - how mathematics can be used to make sensible meaning. Over the past 20 years, the PI and his colleagues have been studying student learning and the use of technology in physics education at the introductory level. This research has shown that an understanding of how students learn (or fail to learn) combined with appropriate technological tools can create learning environments that produce dramatic improvements both in student learning and in their attitude towards the subject. This project is applying the ideas developed in the PIs' earlier work in introductory physics to the more complex mathematical structures and tools of upper division science courses. The project combines research into student learning with modern pedagogy and computer technology to create a set of non-traditional lessons and activities. The project is developing both an improved understanding of the barriers to students' learning advanced mathematics for science as well as new tools to help them surmount those barriers. The readings, active-learning lessons, and non-traditional problems prepared for this project are being distributed openly via the web. PHYSICS EDUC & INTERDISCIP RES DISTINGUISHED TEACHING SCHOLAR OFFICE OF MULTIDISCIPLINARY AC DUE EHR Redish, Edward University of Maryland College Park MD Russell L. Pimmel Continuing grant 304111 9134 1746 1253 SMET 9178 1746 0000099 Other Applications NEC 0116000 Human Subjects 0525009 July 1, 2005 Making Connections: Joint Analysis of School Mathematics Problems. A national model for collaboration between Mathematicians, Teachers, and Mathematics Education Researchers. (21) The project is addressing the issues of teaching versus learning and lack of communication between mathematicians, teachers and mathematics education researchers by a systematic content analysis.The content analysis of problems in algebraic thinking drawn from current school curricula and sample student solutions is being conducted jointly by mathematicians, teachers, and researchers. The results of the analysis, an annotated commentary on the problems and the student work, are being disseminated in a form designed to catalyze other collaborations. Furthermore, the work is contributing to the development of instructional materials for professional development of teachers, for teacher education classes, and for university courses in TA training. The central products of the project are: (a) the development and dissemination of a methodology of collaboration between mathematicians, teachers, and mathematics education researchers and (b) concrete instructional materials that demonstrate the effectiveness of the methodology. The instructional materials are being designed to work with a broad range of students. An advisory board of international experts in both mathematics and mathematics education is guiding the project. MSP-OTHER AWARDS DISTINGUISHED TEACHING SCHOLAR ALGEBRA,NUMBER THEORY,AND COM INFRASTRUCTURE PROGRAM OFFICE OF MULTIDISCIPLINARY AC DUE EHR McCallum, William University of Arizona AZ Russell L. Pimmel Standard Grant 304996 1793 1746 1264 1260 1253 SMET 9178 0000099 Other Applications NEC 0525046 August 1, 2005 Landscape Imagery: a catalyst for formal and informal science education. (42) The project is developing: (1) educational materials for an earth processes course; (2) a research demonstration of doing science with students and images; and (3) web tools that facilitate both learning and research using images. The project is based upon the education, research and outreach success of the Landscape Change Program developed by the PI and is creating visual educational resource materials that are being used for K-12, undergraduate, graduate and informal education as well as research. The use of images for education and research on the scale involved is serving as a catalyst for interdisciplinary education. The project is developing, demonstrating, evaluating, and disseminating educational materials and ideas. The development is being done by students working in close concert with the PI to create both image analysis and retrieval tools as well as web- and classroom-based educational materials, all centered on doing and learning science with landscape imagery. Teams of students, working summers, are demonstrating just how much science can be done by analyzing images quantitatively. DISTINGUISHED TEACHING SCHOLAR EDUCATION AND HUMAN RESOURCES OFFICE OF MULTIDISCIPLINARY AC DUE EHR Bierman, Paul University of Vermont & State Agricultural College VT Sheryl A. Sorby Continuing grant 306497 1746 1575 1253 SMET 9178 9150 1746 0000099 Other Applications NEC 0525239 October 1, 2005 MaS: Providing MORE to Increase STEM Majors and Create Transfer Opportunities. The Math and Science (MaS) Program is increasing the number of minority and female students majoring in science, technology, engineering, and mathematics (STEM) fields and transferring to four-year institutions. The program is modeled on successful summer bridge and first-year experience programs. It is extending curriculum improvements and support programs to an innovative second- and third-year experience. A center is being established at the college that focuses on increasing student success in STEM fields through outreach, innovative instruction, staff development, tutoring/mentoring, internships, and career advisement. Key components of MaS are: (a) aggressive recruitment at local high schools; (b) rigorous curriculum that emphasizes interdisciplinary, active and collaborative teaching and learning (including an intensive, math-only sequence and a capstone experience); (c) instructional technology (Interactive Multi-Media Exercises) that follows the hypothetical-deductive learning model of scientific inquiry; (d) extensive tutoring and mentoring, including in-class instructional aides and out-of-class tutors, peer mentors, and STEM faculty mentors to serve as role models and academic advisors; (e) off-campus, experiential learning, including field work, summer internships and job shadowing at nearby universities and the Jet Propulsion Lab; (f) proactive counseling, including individual educational plans, career aptitude tests, and transfer seminars; (g) faculty development to ensure integration of content in science, math, and English courses; and (h) evaluation that utilizes a longitudinal, quantitative, comparative, quasi-experimental design and rigorous qualitative research methods. Proximity to institutions such as the California Institute of Technology, the Jet Propulsion Laboratory, the University of California at Los Angeles, and the University of Southern California allows MaS students and faculty to collaborate on a variety of projects, including job shadowing, summer research internships, and transfer advisement to reinforce connections between theory and practice and to smooth the transition from the two-year college to four-year institutions. Intellectual Merit: The project is increasing 1) student interest in STEM fields as majors and future professionals and 2) the supply and success rates of future STEM workers, especially among individuals from underrepresented groups. The structure contributes to the growing body of research on learning communities and summer bridge/first-year experience models. Broader Impacts: The project addresses the specific needs of women and underrepresented minorities interested in STEM fields by creating bridges from high school to two-year college and from two-year college to four-year universities, a path that an increasing number of students across the country are following. STEM TALENT EXPANSN PGM (STEP) DUE EHR Davis, Ann David Douglass Martha House Lynn Wright Pasadena City College CA Eun-Woo Chang Continuing grant 1350294 1796 SMET 9178 0000099 Other Applications NEC 0525268 July 1, 2005 SEEING IS CONCEIVING: Textbook Design to Support Guided-Inquiry Instruction. (12) Using the results from a prior NSF project that developed an inquiry-based curriculum (Living by Chemistry) and a criterion referenced assessment system (ChemQuery), the PI is studying how to design a textbook that builds upon and enhances the benefits of guided-inquiry instruction. The intellectual challenge being addressed is the creation of a textbook for use as a reference that best enhances students' learning in an inquiry-based classroom without preempting the discovery aspect of the pedagogical model. Prototype textbook chapters are being developed to study how students and teachers use the prototypes. The textbook chapters are being developed to: (1) give clear answers while demonstrating the kind of questions that led to those answers; (2) use familiar macroscopic contexts as pedagogical frames without displacing or diluting content; and (3) provide illustrations to bridge the cognitive gulf between the concrete world of macroscopic experience and the abstract models of the particulate theory of matter. Particular attention is being given to the use and effectiveness of illustrations. The effectiveness of the prototypes in improving student understanding is being monitored using ChemQuery. TEACHER PROFESSIONAL CONTINUUM DISTINGUISHED TEACHING SCHOLAR OFFICE OF MULTIDISCIPLINARY AC DUE EHR Stacy, Angelica University of California-Berkeley CA Russell L. Pimmel Standard Grant 307077 7271 1746 1253 SMET 9178 9177 1746 0000099 Other Applications NEC 0116000 Human Subjects 0525271 October 1, 2005 Insights on Science and Technology for Society (INSCITES). (99) The proposed project, Insights on Science and Technology for Society (INSCITES), are forming teams of undergraduate and graduate Student Teaching Scholars from departments of science, engineering, political science, economics and history. These teams are developing and teaching a series of modular, general education courses that focus on the science, economics and sociology of innovative technologies that are an intrinsic part of our everyday life. Scientific literacy is being placed within the broad context of societal usage and impact. The new courses are integrating science and engineering with humanities disciplines. The new courses include three different teaching and learning modalities: (1) historical and social context of the innovation are being taught with lectures and discussion based on assigned readings; (2) scientific principles and technological implementations of the innovation are being explored in a hands-on laboratory component, enabling the students to work in small groups to conduct practical activities; and (3) diffusion of the innovation and its social impacts are being explored by student pairs who will define topics related to the social practices resulting from the new technology; health and safety issues, and economic and legal consequences. DISTINGUISHED TEACHING SCHOLAR ENGINEERING EDUCATION OFFICE OF MULTIDISCIPLINARY AC DUE EHR Hu, Evelyn Fiona Goodchild Patrick McCray University of California-Santa Barbara CA Russell L. Pimmel Standard Grant 305000 1746 1340 1253 SMET 9178 0000099 Other Applications NEC 0525334 September 15, 2005 Community Based STEM Education Initiative (Com-STEM). McNeese State University, a regional university and the two-year institutions, Louisiana State University at Eunice and Lamar State College at Orange (Texas) are collaborating on the Com-STEM Project. The project is bringing a proactive, systemic approach to STEM education in southeast Texas over to south-central Louisiana. Out of state tuition is being waived for Texas residents in the Com-STEM project who qualify to transfer to McNeese State University. Two components form the foundation for Com-STEM: 1) comprehensive recruitment and 2) faculty-led intervention designed to actively engage the students in their STEM education. Following a comprehensive recruiting program, students are enrolling at one of the partner institutions where they participate in a series of academically relevant activities designed to enhance academic excellence and student success. Early faculty intervention is resulting in greater success rates in "gatekeeper" courses. Intervention is taking the form of providing peer mentoring and tutoring, as well as faculty mentoring. Contributing to continued success are expanded undergraduate research and seminar programs, and the replacement of traditional scholarship award programs with a new academic excellence reward program based on documented academic involvement and student portfolios. The project is serving as a model of interstate cooperation benefiting residents of a regional area with shared characteristics irrespective of historic, but seemingly artificial boundaries. STEM TALENT EXPANSN PGM (STEP) DUE EHR Kiritsis, Nikos Harold Stevenson William Dees Katrina Freeman Matthew McClure McNeese State University LA Sheryl A. Sorby Continuing grant 1129996 1796 SMET 9178 9150 0000099 Other Applications NEC 0525357 September 1, 2005 The Development of Empirical Models to Understand Educational and Occupational Choices. The investigator is conducting a 4-year study of student decision making to enter STEM professions by conducting a follow-up survey of a national sample of 30-year-olds. The investigator had previously conducted a national survey of public school students in the 7th and 10th grades, which collected student performance in mathematics and science, courses taken in high school and college, personal attitudes toward science, and career plans. The investigator now is following up these same students as they have aged and are beginning careers at approximately age 30 to ask them in what field they are currently working and what career decisions were made that affected their involvement with mathematics and science. This longitudinal study of student performance is providing new information about student decisions during their decision-making about careers in science and engineering and particularly about their experiences in undergraduate school. The background information contains information on the student early educational and occupational expectations, their parental background, their self-perception, and their activities while in high school and college. The collection of career activities as an adult permits the analysis of the influence of beliefs and plans made during secondary school and college on adult choices. The survey will provide national estimates of the statistical parameters of probabilities of selection and performance. Intellectual Merit: The new data set has a large potential for informing other researchers about the status of student decision-making in science and engineering professions. The project addresses questions of career choice that are central to the STEM program and is likely to be useful for informing the NSF community about the strength of factors that are associated with choosing science careers. Broader Impact: The results of this national study are likely to be of wide interest to professional researchers and policy makers in science and engineering. The study provides a broad based analysis of choices faced by students facing career choices. The investigators are seeking opportunities to provide results more directly to students and administrators in undergraduate institutions. STEM TALENT EXPANSN PGM (STEP) RESEARCH ON LEARNING & EDUCATI DUE EHR Miller, Jon Linda Kimmel Northwestern University at Chicago IL Larry E. Suter Continuing grant 1603936 1796 1666 SMET 9178 9177 0000099 Other Applications NEC 0116000 Human Subjects 0525370 September 15, 2005 The Brooklyn Gateway - A Collaboration of a Two-Year College and a Four-Year College to Improve Undergraduate Student Retention in STEM Programs. The Brooklyn Gateway is a collaboration between a two-year college, CUNY Kingsborough Community College, and a four-year college, Brooklyn College, to improve undergraduate student retention in science, technology, engineering, and mathematics (STEM) programs. It responds to national concerns about the need to increase the number of undergraduate students obtaining degrees in STEM areas, as well as the local college-level concern about high attrition in entry-level science courses. Intellectual merit: The project responds to major issues that lead to success or failure in the early stages of STEM majors' training including student skills in and content knowledge of science; peer and social support issues; financial and time management issues for students who must work; and faculty issues related to computer technology and pedagogy. The project uses a number of methods to foster student success in earning a college degree in a STEM area: a winter/summer science immersion program with a research component, Peer Led Team Learning (PLTL) workshops and peer tutoring, web- and technology-enhanced course supports, and financial incentives. Broader impact: The project serves as a model for other academic institutions trying to address similar concerns. The evaluation process includes measuring course performance, attitudes and perseverance toward STEM degrees. The summative evaluation assesses five-year increases in retention and graduation rates, which are anticipated to be 30%, at the collaborating colleges. The dissemination process includes activities designed to make other branches of CUNY, as well as other institutions, familiar with the project, and features local seminars and colloquia, publications, and a capstone conference. STEM TALENT EXPANSN PGM (STEP) DUE EHR Zeitlin, Arthur Ronald Eckhardt CUNY Kingsborough Community College NY Eun-Woo Chang Continuing grant 1550135 1796 SMET 9178 0000099 Other Applications NEC 0525379 October 1, 2005 STRONG-CT: Science and Technology Reaching Out to New Generations in Connecticut. This STEP project is a collaboration between Manchester Community College, Quinebaug Valley Community College, Three Rivers Community College and the University of Connecticut, known as "The Science and Technology Reaching Out to A New Generation in Connecticut" Alliance (STRONG-CT). The project targets first generation college students and historically underrepresented student populations to increase their enrollment, retention and graduation in Life Sciences. We chose this set of disciplines because (1) there is a dearth of first-generation and historically underrepresented students studying in these areas, (2) the strength of the University of Connecticut programs in these fields, (3) existing good articulation agreements between the University of Connecticut and these three community colleges, (4) the geographic position of the participating institutions in the "biotechnology corridor," and (5) the relevance of these programs for regional 21st Century employment opportunities. This project targets first generation students, many of whom are African American and Latino/a, who may choose to go to community college as the primary way of accessing higher education. Historically, these students have limited access to higher education opportunities. Rising costs of post-secondary education, combined with increased competition for admissions to competitive institutions like the University of Connecticut, and deficient college preparatory curricula in many Connecticut high schools, dramatically constrict the educational opportunities for many of these students. This project addresses these challenges by pooling resources across institutions to offer an academic development and leadership program focusing on: (1) rigorous individual and group academic support for the core science and math courses, (2) mentoring relationships in the sciences through undergraduate research opportunity initiatives, (3) leadership and identity enhancement activities to overcome psychological challenges in the form of stereotyping and low self-esteem, and (4) overall development of students' professional identities of becoming scientists (through mentoring, research, and internship experiences). The project is being guided by a leadership team of faculty, key stakeholders, and an executive oversight committee of senior officers drawn from all four schools and around the state. Diversifying the student bodies is a strategic priority for all member institutions within the STRONG-CT Alliance. By focusing efforts on enhancing the number of first generation and historically underrepresented students taking science courses at these community colleges, and then encouraging their transfer to the University of Connecticut, degree output will be increased because -- lacking this program -- they would not be studying in any of the STEM fields. Long-term, it is clear that working with community college partners is a critical next step to increasing the numbers of historically underserved students who complete bachelor degrees in these areas. The intellectual merit of this proposal is that it pulls together a wide diversity of individuals from a major land grant university and its neighboring community colleges to address significant recruitment and retention problems in an integrated and powerful manner. Practices that have been developed locally through the LSAMP program are being extended to the community college setting to maximize student success in the life sciences. The broader impacts of this initiative go beyond the recruitment and graduation of additional first-generation and minority students to the selected STEM disciplines. It is changing the cultures and practices of the participating institutions to better educate all of their constituent students. The model developed here for increasing and integrating the collaboration and articulation between two-year colleges and four-year institutions in STEM is attractive for budgetary reasons and also because it builds on the strengths of the participating institutions. STEM TALENT EXPANSN PGM (STEP) DUE EHR Freake, Hedley Steven Zinn Diba Khan-Bureau Melissa Philion Marcia Jehnings University of Connecticut CT Myles G. Boylan Continuing grant 1999905 1796 SMET 9178 0000099 Other Applications NEC 0525388 September 15, 2005 Increasing the Representation of Women in STEM via a New Interdisciplinary Engineering Program at a Liberal Arts Women's College. The proposal assists a new engineering program at a primarily liberal arts women's college and increases the number of women in engineering and across the STEM disciplines by: 1) offering program scholarships including incentives for matriculation from a local community college; 2) guaranteeing students industrial internships in conjunction with the regional economic development council; 3) developing a "Recruits in Research" program involving high school juniors in research projects; 4) establishing an intensive and sustainable recruitment effort; 5) developing two interdisciplinary courses involving design and on-site project implementation in the U.S. and abroad; and 6) developing instrumentation capability within the integrated engineering laboratory. The project achieves discovery and understanding by involving high school juniors in scientific research, incorporating NI ELVIS/Lab VIEW workstations into the integrated engineering laboratory, guaranteeing industrial internships, and providing students opportunities to design and implement solutions to real-world problems. The college has committed to providing over $1 million over 5 years toward sustaining the initiatives, all of which will be institutionalized by the end of the grant period. STEM TALENT EXPANSN PGM (STEP) DUE EHR Yochum, Hank Scott David Hyman Dorsa Sanadgol Robert Pierce Sweet Briar College VA Sheryl A. Sorby Continuing grant 406332 1796 SMET 9178 1796 0000099 Other Applications NEC 0525408 September 15, 2005 Effects of College Degree Program Culture on Female and Minority Student STEM Participation. This study is investigating postsecondary degree program cultures in a strategically selected sample of Florida State University System (SUS) schools and Florida Community Colleges. Specifically, the project is comparing and contrasting STEM programs that are successful with those that are not as successful in graduating underrepresented populations in STEM fields. College degree program culture is measured using mixed methods and at multiple levels employing both qualitative and quantitative data collection techniques. This research is guided by the following questions: 1. What contextual (e.g., cultural/climate) factors in STEM programs affect students' motivation and ability to successfully complete college degrees in these areas? 2. Do these factors differentially impact female students and members of underrepresented minorities? 3. How do students' self-reported reasons for leaving a STEM program compare with objective, independent measures of the program climate/culture? 4. Which specific culture/climate differences between programs and schools are associated with these programs' success graduating females and minority students? Intellectual Merit The research represents the state-of-the-art in organizational culture and climate research. As such, it has the potential not only to contribute to the knowledge base concerning education and STEM careers, but also to contribute more broadly to the literature on organizational culture and climate and the ways in which they affect important organizational outcomes. The measurement of culture is difficult and time consuming, and this diverse team of anthropologists, industrial psychologists and sociologists is uniquely qualified to collect high quality program culture information. By building on the team's current research using archival databases in Florida, this research can be conducted efficiently as well. Finally, and most importantly, the current state of knowledge concerning how STEM programs affect a student's motivation and ability to complete STEM programs is limited, even though it is widely believed that the program context is important. The research will result in a comprehensive understanding of those aspects of the culture, climate, and practices in STEM departments and degree programs that support and enhance student retention and STEM degree completion, particularly for members of underrepresented groups. Broader Impact The research questions being addressed in this study have implications for higher education policy throughout the U.S., in terms of developing interventions that focus on improving degree program culture and other contextual factors to increase undergraduate students' interests in and ability to obtain degrees in STEM fields. The research also bridges research with practice by developing a partnership between USF education researchers and the Florida-Georgia Louis Stokes Alliance for Minority Participation, a program focused on increasing numbers of STEM bachelor's degree recipients. In addition, since women and minorities are the fastest growing sectors of the U.S. workforce, it is imperative to attract and maintain their interest in STEM education and careers. Results of this research will provide the knowledge base needed to improve interventions that seek to increase STEM student recruitment and retention, particularly for women and minorities, and this can promote a healthy economy by ensuring a diverse and well-qualified STEM workforce. Results will be disseminated widely not only to the academic community but also directly to the educators and policy makers who are working to build the future STEM workforce. STEM TALENT EXPANSN PGM (STEP) DUE EHR Borman, Kathryn Mary Ann Hanson University of South Florida FL Susan H. Hixson Standard Grant 1328310 1796 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0525413 October 1, 2005 Bridges to Engineering Success for Transfers. BRIDGES TO ENGINEERING SUCCESS FOR TRANSFERS Three City University of New York colleges, City College of New York (CCNY), Eugenio Maria de Hostos Community College and The Borough of Manhattan Community College have formed a partnership designed to: increase the number of students enrolling in and graduating from Associate and Bachelors degree programs in Engineering; improve student preparation in academic skill areas providing the foundation for their success in upper division Engineering coursework; enhance student readiness for research participation; and provide seamless and successful transitions between community and senior college. Project activities include: a) Coordination and improvement of early required courses. As one of the keystones of the project, the partner institutions are working together to redesign three lower division science, technology, engineering and mathematics (STEM) courses per year to make these courses functionally identical in terms of learning outcomes and generally more effective in promoting student mastery. The redesign includes integration of collaborative, small-group work into first- and second level STEM courses; infusion of high-interest research topics into more general presentations of science, mathematics and engineering fundamentals; and use of new technology tools to give students access to visual representations of STEM concepts that clarify understanding and to create virtual learning communities. b) Expanding research opportunities in faculty laboratories for freshmen and sophomores and introducing a summer research program for pre-transfer students. c) Connecting campus cultures through a summer orientation week for transfer students and design competitions linking senior and community college students. The intellectual merit of the project is found in the knowledge that is being generated by its combination of multiple interventions that have demonstrated success in addressing the content learning and motivational needs of students who aspire to an engineering degree but face the challenges of inadequate early preparation and problems that can arise upon transfer in mid-course of study. By combining approaches with demonstrated success and building an activity plan that uses outcomes assessment as a core design and evaluation strategy, project leaders are synergizing project outcomes. The project has several important broad impacts extending beyond the project itself that are being widely disseminated: early, improved coursework is enhancing the learning of a broad range of students as affected courses include a diverse range of students; the participating institutions are collaborating on other initiatives beyond this project; and, because the partner institutions each serve a highly diverse student population, the project is expanding the participation of underrepresented groups in STEM professions. STEM TALENT EXPANSN PGM (STEP) DUE EHR Barba, Joseph Feridun Delale Daniel Lemons Mahmoud Ardebili Carlos Molina CUNY City College NY Terry S. Woodin Continuing grant 1200000 1796 SMET 9178 0000099 Other Applications NEC 0525444 October 1, 2005 Stepping up - Improving Women and Latino Enrollment and Success in Science, Technology, Engineering and Mathematics (STEM) Programs. Intellectual Merit This project is attacking the problem of low enrollment and success rates of Latinos and women in science, technology, engineering, and mathematics courses and majors on two levels. First, it is improving college-level preparedness of entering freshmen students; and second, it is expanding academic support services to students in STEM "gatekeeper" courses -- courses essential for transfer to further education in any STEM field. Broader Impacts Measurable Objectives. The five year project objectives are to increase: __ The number of students enrolling in STEM courses, generally; __The number of Latino and women students enrolling in STEM courses; __Success rates for Latinos and women in STEM courses who participate in the project; __The number of Latino and women students achieving STEM AS degrees; __The number of Latino and women students transferring to four year schools in STEM majors. Methods. Based on documented, successful models, the project is creating a new summer bridge program for incoming freshmen and expanding supplemental instruction (SI) for current students. In addition, the project has created special academic supports for women in science: mentors and a seminar speaker series to showcase role models. The project builds on, links, and leverages previous and existing support that has recently improved the infrastructure of the College's STEM programs, including facilities, equipment, faculty, curriculum, and instructional materials. It is also addressing the needs of high tech local industry for qualified technological professionals in a broad range of occupations. STEM TALENT EXPANSN PGM (STEP) DUE EHR McCann, Shannon Hartnell College CA Eileen L. Lewis Continuing grant 734080 1796 SMET 9178 0000099 Other Applications NEC 0525447 September 15, 2005 Talent Expansion in Quantitative Biology. The Departments of Mathematics and Biological Sciences at East Tennessee State University are working in partnership to immerse three cohorts of entering freshmen (20 students each year) in a new four-year research-intensive curriculum in quantitative biology. Students are recruited as majors into either department from those who declare themselves as "undecided" and, in each case, enter a Quantitative Biology track. Features of the program include: an interdisciplinary bridge program (to be taken between the students' senior year in high school and freshman year in college) that includes an introduction to early research opportunities; participation in appropriate research projects during the freshman, sophomore and junior years and placement in external Research Experiences for Undergraduates or internships at the end of their third year; and mentoring throughout the undergraduate years with involvement of advanced undergraduates in the mentoring process. The project is creating a cadre of students who are adept at functioning at the confluence of the mathematical, biological and computing sciences. The INTELLECTUAL MERIT of the project is that it seeks to graduate sixty majors in a high-demand non-traditional concentration, namely quantitative and computational bio/medical science. It gains its strength from a new curriculum that aggressively discards many traditionally required courses, while placing research squarely into the center stage of all activities. The BROADER IMPACTS of this activity are that it creates a pipeline to the many careers and graduate programs in Computational Science, Informatics, Mathematical Biology, Neuroscience, etc. across the nation; and that it involves and helps promote a clear career path for an underserved population of students. STEM TALENT EXPANSN PGM (STEP) DUE EHR Godbole, Anant Hugh Miller Jack Rhoton Jeff Knisley Lev Yampolsky East Tennessee State University TN Terry S. Woodin Continuing grant 998372 1796 SMET 9178 9150 0000099 Other Applications NEC 0525474 September 15, 2005 CU-STEP: Enhancing the Undergraduate Experience through Research and Curriculum Development. The CU-STEP program is engaged in strengthening STEM pathways to community colleges and 4-year colleges and universities by linking and enhancing existing successful programs for (1) pre-college recruiting, preparation, and matriculation to Clemson University, and (2) undergraduate retention and graduation. This effort is supported by strong collaboration, cooperation and development activities among and within two participating Clemson colleges and three participating Clemson Centers and Institutes. The participants are Clemson University's College of Agriculture, Forestry, and Life Sciences (CAFLS) and the College of Engineering and Science (CE&S), the South Carolina DNA Learning Center (SCDNALC), the Center of Excellence in Mathematics and Science Education (CEMSE), the Institute of Modeling and Simulation Applications (IMSA), and the Office of Undergraduate Studies. Collectively they are developing, directing, implementing, and evaluating a comprehensive strategy for increasing the number and diversity of undergraduate students seeking and completing baccalaureate degrees in STEM disciplines. Intellectual Merit. The CU-STEP program is a comprehensive approach involving multiple STEM disciplines. This approach serves to demonstrate to current and prospective STEM students the diverse array of STEM career opportunities. It also reflects the growing interdisciplinary nature of modern STEM research. Multiple strategies are being developed to generate student enthusiasm for science, technology, engineering and mathematics. Components of the CU-STEP program are being designed to facilitate student development of skills necessary to advance along their chosen STEM pathway. Broader Impact. Vital to increasing the number and diversity of students matriculating to Clemson is development of engaging and innovative outreach programs that are enhancing the preparation of secondary students and increasing their interest in attending the University. CU-STEP is engaged in a number of activities to better prepare entering students and increase the number of students completing baccalaureate degrees in STEM disciplines. These activities include enrichment programs for high school students, proactive mentoring for STEM freshmen, undergraduate research and service learning, and curriculum modifications. These experiences are serving to increase student interest in STEM and to build a pipeline from high school through college. In South Carolina, biotechnology and other STEM-intensive industries are among the most rapidly growing sectors. The CU-STEP activities are introducing these career opportunities to SC students during their high school years and supporting Clemson students throughout their college studies, thus facilitating successful completion of STEM baccalaureates. In these ways our project is engaged in the development of a technically competent workforce for rapidly growing science and technology-based industries. STEM TALENT EXPANSN PGM (STEP) DUE EHR Speziale, Barbara Jeffrey Appling Robert Ballard Calvin Williams Matthew Ohland Clemson University SC Myles G. Boylan Continuing grant 1989621 1796 SMET 9178 9150 0000099 Other Applications NEC 0116000 Human Subjects 0525484 September 15, 2005 Engineers of Tomorrow. The project involves four tightly coordinated strategies for outreach to high school students and for retention of college freshmen. The resulting activities are attracting qualified Appalachian high school students, particularly women and underrepresented minorities, to engineering and science-oriented programs, retaining them during their first year in engineering, and encouraging the improvement in math scores for all students. The first strategy trains 25 teachers per year with a set of teaching tools, referred to as TIME (Tools for Integrating Math and Engineering) kits, ultimately reaching 125 teachers who will impact 12,500 students annually. Developed by West Virginia University faculty from engineering, mathematics, math education, and physics, working with master mathematics teachers, the TIME kits are authentic problem-based engineering lessons designed to increase student achievement in math and interest in science and engineering. Math concepts are tied to the curriculum requirements of the West Virginia Department of Education Content Standards and the National Council of Teachers of Mathematics (NCTM) standards. The second strategy is a summer experience program designed to encourage minority and female students to participate in a science or engineering field and to mentor students without a support system at home. This program provides intensive instruction for 80 -100 underrepresented minority students and women each year. Students attend in cohort groups of 20 for one week and maintain contact with the program during the subsequent academic year through engineering student mentors. The curriculum consists of introductory engineering training; basic math, science and technology skills; ACT/SAT preparation; and study skills necessary to survive on a large college campus. The third strategy, an on-line, college-credit course for high school students, is drawn from the existing first-year curricula. This course provides capable high school students a chance to better understand engineering career options before entering a college program and gain college credit that will reduce the time needed to complete their degree. The fourth strategy is a first-year engineering retention program that emphasizes mentorship and coaching. The investigators anticipate that engineering enrollment and graduation will grow by four percent annually during the five-year grant period, with improvements expected in all STEM programs. Dissemination is being achieved through presentations at professional education and engineering education meetings and by publications in professional journals. STEM TALENT EXPANSN PGM (STEP) DUE EHR Cilento, Eugene West Virginia University Research Corporation WV Russell L. Pimmel Continuing grant 1998446 1796 SMET 9178 9150 0000099 Other Applications NEC 0525496 October 1, 2005 TAMUK STEP: A Model for Student Success and Persistence. Texas A&M University-Kingsville, a Hispanic Serving Institution (HSI), in partnership with six two-year colleges is conducting the type 1 project, A Model for Student Success and Persistence, under the NSF Science, Technology, Engineering, and Mathematics Talent Expansion Program (STEP). The cooperating institutions are: Palo Alto, St. Philips, Coastal Bend, Southwest Texas Junior, South Texas Community, and, Del Mar Colleges. An emphasis is being placed on recruiting Hispanics who make up 69 percent of the combined student bodies into a chemistry, physics, engineering, or mathematics bachelor degree program thereby increasing the availability of a trained workforce for the state. The project is augmenting the articulation agreements for the smooth transfer from the two-year colleges to the university that are already in place. A variety of activities are being used to increase the transfer rate from the two-year institutions to the regional university and to retain entering students who have an intention to major in a STEM discipline. These activities include Transfer Fairs, Transfer Information Days, Peer Advisors, Faculty Learning Groups, and Learning Facilitators. Learning and teaching are being promoted through faculty and student development of modules and industry related materials for first year SEM courses. Faculty Learning Groups are studying research on student learning and assessment and implementing new teaching strategies. First-year mathematics, chemistry and physics courses that have been identified as "barrier" courses are being revised. Concurrent enrollment programs are allowing students at the two-year colleges to undertake pre-engineering courses that would normally not be available to them via interactive video or on-site at the offering institution. Early exposure to undergraduate research is important in improving the persistence of students to a baccalaureate degree. STEM TALENT EXPANSN PGM (STEP) DUE EHR Jones, Kim Ali Pilehvari Gregory Moehring Larry Lee John Chisholm Texas Engineering Experiment Station TX Curtis T. Sears Continuing grant 999996 1796 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0525514 October 1, 2005 Creative Scientific Inquiry Experience: Developing Integrated Science Curriculum to Increase STEM Graduates. This project is: improving student success rates in gateway and next in progression courses through development of linked courses based on common themed subject topics; supporting student academic career development, experiential learning and subject mastery skills through specific activities; engaging faculty through a wide range of professional development incentives including course release time and support to produce and sustain integrated content and to develop pedagogical shifts in course delivery; institutionalizing key components to ensure that the new approaches and successful practices developed are sustained beyond project completion; evaluating the effect of the introduced activities and practices on science, technology, engineering and mathematics (STEM) students' recruitment, retention, academic progress, and graduation rates; and broadly disseminating the results of this effort to other universities nationally. Intellectual Merit: Creative Scientific Inquiry is an innovative, linked courses approach to improving the teaching and learning of science for students who have expressed interest in STEM majors. This project advances the STEM field by providing a model that combines linked courses, faculty professional development, and student support services to significantly increase the number of students who major in STEM. Broader Impact: Substantial efforts are being made to recruit and retain women and minorities in STEM majors. Developing outcomes include changes in students' content knowledge, problem solving ability, and attitudes toward the sciences, which encompass a more theme-linked approach. Participating faculty are: disseminating results to the scientific communities; distributing project/seminar materials for the courses through workshops; and exchanging ideas and data via a web site and computer conferencing capabilities linked through Eastern Michigan University's home page. STEM TALENT EXPANSN PGM (STEP) DUE EHR Contis, Ellene Tratras Joanne Caniglia Kathleen Stacey Eastern Michigan University MI Terry S. Woodin Continuing grant 1499265 1796 SMET 9178 0000099 Other Applications NEC 0525536 October 1, 2005 Project Pathways: Broadening Access and Success for STEM Students. Project Pathways is a collaboration among a two-year college, several local independent school districts, the Big Thicket National Preserve and the Conservation Fund, along with special assistance from the University of Texas Southwest Medical Center, the University of North Texas, Harvard University, and Texas Instruments. The goal is to improve undergraduate student recruitment and retention in science, technology, engineering, and mathematics (STEM) programs with an emphasis on students from under-represented groups, including women, minorities and students with disabilities. It responds to national concerns about the need to increase the number of undergraduate students obtaining degrees in STEM areas, as well as the local college-level concern about high attrition in entry-level science courses. Intellectual merit: To accomplish its objectives, Project Pathways is increasing the number of students pursuing STEM degrees by providing: 1) educational outreach at the pre-college level, 2) interdisciplinary, inquiry based curricula enhancements through professional development workshops and retreats for high school teachers and community college and university faculty/administrators, 3) specialized recruitment of underrepresented students across STEM disciplines, and 4) early undergraduate research experience. The extensive partnering and collaboration on this project permits Pathways' students to have access to an unusual set of resources, in particular, the College's scanning electron microscope, a research instrument rarely located in a community college, and community-based research in places such as The Big Thicket National Preserve. Broader impact: The project serves as a model for other academic institutions trying to address similar concerns. Over five years, the project's specific objectives are to: 1) increase the number of students with a declared STEM field by 25%; 2) Increase the retention rate of STEM students by 20%; 3) increase the number of students who graduate with a STEM degree and/or transfer to a four-year institutions as STEM majors by 15%; and 4) increase the number of underrepresented groups majoring in STEM by 15%. STEM TALENT EXPANSN PGM (STEP) DUE EHR Knight, Carl Cheryl Green Melanie Gill-Shaw Dallas County Community College Dist Eastfield Col TX Eileen L. Lewis Continuing grant 1807422 1796 SMET 9178 0000099 Other Applications NEC 0525538 October 1, 2005 ARROWS: Achieving Recruitment, Retention & Outreach With STEP. The project, which focuses on engineering and computer science and includes both a pre-college recruitment and STEM faculty development effort, is working to produce a 15 % increase in graduates in these disciplines. The pre-college effort is a seven-day program that provides 11th grade high school students and their teachers with an overview of the many varied careers computer scientists and engineers can pursue and connects the high school curriculum with engineering application. Part of each day is devoted to joint sessions enabling students and teachers to explore engineering and computer science fields and to engage in exploratory laboratory activities. During the rest of the day, separate sessions expose students to the undergraduate academic and social community making up campus life and provide teachers with professional development intended to connect traditional course material to engineering and computer science applications. The second component, professional development for the University's STEM faculty is helping them learn, develop, and incorporate effective instructional strategies that provide active learning for their students. These efforts are focusing on concept mapping, the learning cycle, and problem-based learning. The results will be evaluated using surveys and interviews with participating high school students, high school teachers, and computer science and engineering faculty members. The results will be disseminated through interactions with partnering school districts and local companies and by direct contact with other universities. STEM TALENT EXPANSN PGM (STEP) DUE EHR Sohraby, Khosrow Arthur Odom Donna Russell University of Missouri-Kansas City MO Russell L. Pimmel Continuing grant 999841 1796 SMET 9178 1796 0000099 Other Applications NEC 0525550 September 1, 2005 Extended Science Workshop Program. Northwestern University developed the Gateway Science Workshop (GSW) program to reduce the underachievement and increase the retention of students (especially minority students) in introductory science, engineering, and mathematics courses at the University. The program involves more than 600 students in 100 peer-facilitated, problem-focused workshops across 5 disciplines. It targets "gateway" science courses in Biology, Chemistry, Physics, Math and Engineering. These are highly demanding, introductory-level courses that students must pass to major in STEM disciplines. This project is establishing an Extended Science Workshop (ESW) program to capitalize on the existing GSW infrastructure and expertise to establish a peer-facilitated workshop program in key second- and third-year courses: the Organic Chemistry 210 and 212 sequences as well as Biochemistry 309 and Cell Biology 315 sequences. These course sequences are required for chemistry and biology majors and typically have large enrollments, with 75 to 300 students per sequence. In the first year of the grant, the project team is launching the full ESW program in Organic Chemistry 210 and piloting the program in Organic Chemistry 212. In subsequent years the team is scheduled to pilot and fully implement the program in all (four) course sequences. At that point the project reaches its full level of activity, supporting 20 workshops in Organic Chemistry and 10 workshops in Biochemistry and Cell Biology, and impacting approximately 200 students per year. Throughout the period of the grant, the team is continuing to develop support structures both for peer facilitators who run the individual workshops and for the participating faculty who develop workshop problems and train facilitators in the required disciplinary knowledge. The management plan indicates this project is fully sustainable beyond the period of NSF support. This is to be achieved by fully embedding the ESW program within the institution by the end of the grant period. Intellectual Merit. While a number of programs exist at U.S. universities to help students in introductory STEM courses succeed, less attention has been paid to critical second-year courses. The program's research and evaluation efforts are advancing understanding of the theory and practice of implementing and institutionalizing small-group, problem-focused, peer-facilitated learning initiatives alongside the traditional science curriculum in higher education STEM disciplines. In particular, the team is examining not just the impact of the ESW program on students' grades and retention, but also examining the subjective experience of students enrolled in the program, an aspect of academic life that may be particularly important for students from underrepresented groups. The project has brought together a highly qualified team of scientists, educators, and administrators who are uniquely positioned to build on their six-year experience in the creation, evaluation, and continuous improvement of workshop-based, learning-centered initiatives for science students. Broader Impacts. Through its strategies to increase the graduation rate of highly skilled undergraduates in STEM disciplines, the ESW program is providing exceptional opportunities for students to develop more sophisticated approaches to studying, for peer mentors to hone facilitation skills and experience the fulfillment of teaching, and for participating faculty to rethink the way they approach teaching. Moreover, building on the success of GSW with students from underrepresented groups, the ESW program is helping to increase the numbers of minority students succeeding in STEM courses and remaining in the sciences. The program is also building interdepartmental relationships and a network of trained undergraduate leaders who are playing a key role in the program. The ESW team is building on existing knowledge and disseminating new knowledge through continued conference presentations and scholarly papers, in both education- and science-oriented forums. STEM TALENT EXPANSN PGM (STEP) DUE EHR Light, Gregory Lawrence Pinto SonBinh Nguyen Bernhard Streitwieser Denise Drane Northwestern University IL Myles G. Boylan Continuing grant 392668 1796 SMET 9178 0000099 Other Applications NEC 0525556 October 1, 2005 Increasing the Number and Diversity of Students Graduating in STEM Fields. This project focuses on increasing the retention of engineering students, particularly women and minority students, through a set of initiatives that are helping mid-range students survive and thrive in STEM fields. These initiatives include: (1) Scholars Assisting Scholars which employs exceptional students from underrepresented populations to staff a tutoring program that serves all students, (2) Campus Internships which allows first-year students to investigate engineering early to help maintain their interest as they take foundation courses that can be discouraging, (3) Job Shadowing which provides an opportunity to follow a practicing engineer or scientist as they engage in their regular activities, (4)Hands-On Engineering which offers the opportunity to gain laboratory exposure with a variety of engineering and science instruments before actually taking the course that utilizes them, (5) Turbo Math which is an intensive summer program to allow students to "catch-up" in math, and (6) K-State Family Connections which creates communication linkages with family and friends of students to support their success in engineering and science. Through these activities and the resulting system to support retention, the investigators intend to obtain a 10% Increase in the total number of BS graduates in STEM fields, a 25% increase in the number of women earning BS degrees in STEM fields, and a 50% increase in the number of students of color earning BS STEM degrees. The program is being evaluated through participant interviews and surveys to improve the program as it evolves, and a summative evaluation is planned near the end of the project to determine the overall success. Dissemination efforts include journal publications and meeting presentations. STEM TALENT EXPANSN PGM (STEP) DUE EHR Douglas-Mankin, Kimberly Shelli Starrett LaVerne Bitsie-Baldwin Kansas State University KS Russell L. Pimmel Continuing grant 1662943 1796 SMET 9178 9150 0000099 Other Applications NEC 0116000 Human Subjects 0525574 September 15, 2005 Increasing Science Graduates Through Interdiscipinary Teaching and Research. Claremont McKenna, Pitzer, and Scripps Colleges of The Claremont Colleges are expanding the pool of undergraduates who complete a major in biology, chemistry, physics, or related interdisciplinary fields, primarily by creating a sequence of introductory courses that brings together major principles and concepts of biology, chemistry and physics. Students who complete this laboratory-intensive, three semester sequence are well prepared to participate in interdisciplinary research. Indeed, the second major initiative of this program is to extend opportunities for first- and second-year students to participate in interdisciplinary research projects. The expanded undergraduate research program includes opportunities for students to become involved in research while studying abroad at selected sites, such as a tropical field station in Costa Rica. These activities form the centerpiece of a renewed effort to recruit students to science majors. Not only does the integrated course sequence present a challenging and forward-looking introduction to the natural sciences, but the accelerated program gives students more flexibility in their undergraduate curriculum. These features encourage entering students to study science even as they help improve retention of science majors. The major intellectual merit of this proposal lies in the development of the integrated introductory course sequence. Reflecting current opinion about how to improve undergraduate science teaching, this course sequence features an interdisciplinary treatment of biology, chemistry, and physics and investigative laboratory work. The case study approach provides the framework for substantive interaction of the three disciplines while providing students with a structure within which they can understand and relate diverse abstract concepts. The new integrated introductory course is taught in parallel with the current introductory courses in biology, chemistry, and physics allowing detailed evaluation of the new approach in comparison to a more traditional approach. This project has a broader impact in several respects. Dissemination includes formation of a library of case studies that are being made available to others who are interested in adapting this approach at their institutions. Also, the results of a program assessment based on direct comparison of two methods of teaching introductory science to undergraduates will contribute useful information to current debates about improving undergraduate science education. The educational experience of the classroom and teaching laboratory are connected with the research laboratory by linking the integrated introductory course with new opportunities for undergraduate research. The participation of women in science is enhanced because one of the participating colleges, Scripps College (the women's college in the Claremont consortium), promotes science education and research as key contributors to the implementation of its mission. Finally, by promoting an integrated, interdisciplinary approach to undergraduate science education, this program is preparing students to work at the interface of traditional scientific disciplines where many of the future problems in science are likely to reside. STEM TALENT EXPANSN PGM (STEP) DUE EHR Copp, Newton Kersey Black Scot Gould Kathleen Purvis-Roberts Gretchen Edwalds-Gilbert Claremont McKenna College CA Susan H. Hixson Continuing grant 498711 1796 SMET 9178 0000099 Other Applications NEC 0525582 October 1, 2005 Assuring STEM Credential Expansion through Nurturing Diversity (ASCEND). The Assuring Stem Credential Expansion through Nurturing Diversity (ASCEND) project is increasing the number of students earning undergraduate degrees in science, technology, engineering, and mathematics (STEM) with special emphasis on retaining and graduating women and minorities. The university has been successful at enrolling students into STEM disciplines but attrition rates are high. ASCEND is addressing this loss of talent through coordinated, mutually reinforcing activities that transform the vulnerable first-year STEM experience. The intellectual merits of ASCEND include the team's approach to developing and utilizing a dynamic model (one that incorporates national best practices for recruiting and retaining underrepresented STEM students) and a careful and thorough evaluation of its impact. In concert with this, ASCEND is enabling a cadre of highly-committed faculty, advisors, and top administrators to execute four strategies: create an ASCEND Learning Community for STEM freshman; increase the quality and relevance of STEM teaching through a Community of Practice; strengthen STEM support units and Learning Centers and foster collaboration; and build institutional capacity to capture, track, and report on the academic trajectories of STEM students. ASCEND's broader impacts include improved retention and graduation rates in science, technology, engineering, and mathematics (STEM) for women and minorities. These graduate scientists and engineers are lending their perspectives and talents to the local and national STEM workforce. The ASCEND model also is informing efforts at other comparable institutions, and is having an impact by increasing diversity and gender equity in STEM. STEM TALENT EXPANSN PGM (STEP) DUE EHR Kaufman, Lon Carole Snow Sharad Laxpati Jeremy Teitelbaum Claudia Morrissey University of Illinois at Chicago IL Bert E. Holmes Continuing grant 1998737 1796 SMET 9178 0000099 Other Applications NEC 0526794 September 15, 2005 Improving the Quality of Engineering and Engineering Education NSF Proposals From Engineering Accredited Minority Serving Colleges and Universities. This project is developing and offering a workshop to faculty members from 20 minority serving institutions. The goals of the workshop are to enhance the proposal writing skills of the participants, to enable them to explore collaborations between participating institutions, and to prepare them to offer the workshop on their own campuses. After the two-day workshop, each participating faculty member is expected to complete and submit a proposal to the CCLI program and to work with other participants from his or her institution and offer the proposal writing workshop on their own campus. The Advancing Minorities Interest in Engineering (AMIE) organization is organizing the workshop. Faculty from ten Historically Black Colleges and Universities, eight Hispanic Serving Institutions, and two native American Serving Institution will participate. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR DeLoatch, Eugene Avis Ransom Morgan State University MD Russell L. Pimmel Standard Grant 80000 7428 SMET 9178 0000099 Other Applications NEC 0527104 October 1, 2005 Collaborative NSF/ASEE Poster Sessions. This project provides a highly visible dissemination outlet for engineering grant holders in the Course, Curriculum, and Laboratory Improvement (CCLI) and Advanced Technological Education (ATE) Programs. The PI organizes a poster session at the American Society for Engineering Education's (ASEE) Annual Conference in 2006, 2007, and 2008. He invites PIs with engineering education grants to submit an abstract for inclusion in the poster session. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Genalo, Lawrence Iowa State University IA Russell L. Pimmel Standard Grant 44819 7428 SMET 9178 0000099 Other Applications NEC 0527328 October 1, 2004 Adapting Multimedia Instructional Materials to Communicate Engineering and Information Technology Issues to Business Students. Computer Science (31) This project involves the adaptation of multimedia case studies originally designed for undergraduate engineering classes and their implementation in introductory business classes. The original case studies were developed by the LITEE Group, an NSF-supported project, at Auburn University. The intellectual merit of the activity is that there will be case studies that will provide business students with knowledge and skills related to engineering and IT concepts and better prepare them for the workplace. The evaluation plan utilizes qualitative and quantitative instruments to assess student learning. Under broader impact, the results should be of interest to other institutions and will be disseminated through the Web, workshops, journals, and conferences. Also, it is expected that, with the technical knowledge that business students gain from this project, there will be improved interaction between management and technical personnel in industry. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Mbarika, Victor Southern University LA Mark James Burge Continuing grant 18873 7428 SMET 9178 9150 7428 0527860 December 1, 2005 INDIVIDUAL PAESMEM Nomination of Mr. Alonzo W. Ashley. HRD 0527860 The submitted nomination package is in support of a Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring (PAESMEM) to recognize outstanding mentoring efforts or programs that enhance the participation of historically underrepresented groups in science, mathematics, and engineering. The nominee, Mr. Alonzo W. Ashley, is an emeritus staff member of the Stanford University Linear Accelerator (SLAC). He developed the SLAC Summer Research Program for underrepresented minority undergraduates in STEM (now called the Science Undergraduate Laboratory Internship (SULI) program). In addition, he was responsible for SLAC's charter membership in the National Consortium for Graduate Degrees for Minorities in Science and Engineering (GEM). The programs that Mr. Ashley developed have been responsible for having recruited and retained minorities to graduate degrees in physical sciences at SLAC - at least ten African American Ph.D. physicists, and dozens of master's degree level engineers, computer scientists, mathematicians, and environmental scientists. Ashley has also initiated many partnerships in support of his mentoring objectives, including between the National Society of Black Engineers and the San Jose Tech Museum, and between SLAC and Fisk, Savannah State, Paine College, and Southern University (all HBCUs). The later partnership was developed to provide a mentor program for HBCU faculty. PRES AWDS FOR EXCELL IN SCI DUE EHR Ashley, Alonzo Stanford University CA David L. Temple Jr. Standard Grant 10000 1593 SMET 9178 0527879 December 1, 2005 INDIVIDUAL - Institute of Comprehensive Mathematics Education Programs. HRD 05-27879 The submitted nomination package is in support of a Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring (PAESMEM) to recognize outstanding mentoring efforts or programs that enhance the participation of historically underrepresented groups in science, mathematics, and engineering. Dr. Jong P. Lee, a mathematician at SUNY College at Old Westbury, has established a number of local and regional programs at his institution for mentoring students, teachers, and faculty in mathematics. He has also shown significant commitment to mentoring individuals personally. He has a strong focus on K-12 math teachers, which should have significant impact on the teaching and learning of mathematics in pre-college classrooms in New York. The array of programs reflects a variety of mentoring methods that have enhanced the academic experiences of minority (and majority) students on Long Island and in New York City - literally hundreds of students and teachers. PRES AWDS FOR EXCELL IN SCI DUE EHR Lee, Jong SUNY College at Old Westbury NY Daphne Y. Rainey Standard Grant 10000 1593 SMET 9178 0527943 September 15, 2005 Computational Science in Science Education: Workshop on Role of CSE Methods in Advancing Science Education at All Educational Institutions. Computer Science (31) Computational science-using modeling, simulation, and visualization to investigate natural phenomena-has been the third leg of science for more than 30 years, complementing experiment and theory. This allows scientists 1) to see representations that can't be seen with the naked eye or with experimental apparatus, over time periods not possible on a human scale, 2) to safely simulate phenomena that cannot be achieved without endangering life or property, and 3) to conduct what-if scenarios to instantiate these from among the range of possible applications, algorithms, and architectures. Students must understand computational science to prepare to solve the problems facing today's global, technologically oriented society. This project is conducting interviews, commissioning white papers, and convening a national workshop of experts in computational science and science education. These activities are identifying the challenges that preclude broader adoption of computational science education in all educational institutions. The project is producing recommendations for advancing science education at all educational institutions, including federal, state, and local imperatives to create systemic change in the education system to infuse computational science at all levels. Intellectual Merit Experts in science education are presenting exemplars of best practices of integrating computational science methods and content into education at all levels, among under-served populations, that are presented as models for national adoption and integration. They are developing recommendations for action to achieve national-scale impact and a research agenda where there is insufficient knowledge to achieve the vision. Broader Impact This project involves diverse groups to broaden the computational science community of practice. Attention is being given to diverse cultural and socio-economic perspectives for effecting broad sustained impact, since often the visual and hands-on characteristics of computational science empower students who lack adequate preparation to undertake more complex STEM coursework. This has the potential to achieve systemic change in science teaching and learning throughout the K-20 educational system. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Panoff, Robert Nora Sabelli Shodor Education Foundation Inc NC Russell L. Pimmel Standard Grant 89999 7428 SMET 9178 0000099 Other Applications NEC 0528089 December 1, 2005 INDIVIDUAL Presidential Award for Excellence in Science, Mathematics and Engineering Mentoring. HRD 0528089 The submitted nomination package is in support of a Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring (PAESMEM) to recognize outstanding mentoring efforts or programs that enhance the participation of historically underrepresented groups in science, mathematics, and engineering. Dr. Tanya Furman is an associate professor in the department of Geosciences at Pennsylvania State University. She has developed a series of innovative mentoring programs possessing the potential to have a broad impact on increasing underrepresented students considering STEM-based career opportunities, especially in the geosciences. Dr. Furman has also been successful building collaborative relationships at other academic institutions that now use her effective mentoring programs. Furman has also helped identify best practices for organizations wishing to develop their own mentoring programs in mathematics, science, engineering and technology, such that her programs may have impact on how mentoring programs are replicated by other academic institutions. Dr. Furman's nomination cites her efforts to increase minority and female student participation in the geosciences. Her mentoring efforts have focused on designing academic research opportunities that are engaging for African-American students. She has also made inroads designing her mentoring activities so that they can be replicated at other academic institutions seeking to increase the number of members from underrepresented groups who obtain degrees in STEM-based fields and go on for graduate study. PRES AWDS FOR EXCELL IN SCI DUE EHR Furman, Tanya Pennsylvania State Univ University Park PA Daphne Y. Rainey Standard Grant 10000 1593 SMET 9178 0528179 December 1, 2005 Minority Access to Science and Math education. HRD 0528179 The submitted nomination package is in support of a Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring (PAESMEM) to recognize outstanding mentoring efforts or programs that enhance the participation of historically underrepresented groups in science, mathematics, and engineering. Dr. Ashok Puri is University Research Professor in the department of Physics at the University of New Orleans. Puri works to support the retention and matriculation of minority students at UNO as well as K-12 outreach activities and the recruitment of students through participation in science fairs and through classroom visits and science demonstrations in public schools. PRES AWDS FOR EXCELL IN SCI DUE EHR Puri, Ashok University of New Orleans LA David L. Temple Jr. Standard Grant 10000 1593 SMET 9178 9150 0528210 December 1, 2005 Individual Award for Excellence in Mentoring: Dr. Cheryl Schrader. HRD 05-28210 The submitted nomination package is in support of a Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring (PAESMEM) to recognize outstanding mentoring efforts or programs that enhance the participation of historically underrepresented groups in science, mathematics, and engineering. Dr. Cheryl Schrader is currently a professor and Dean of the College of Engineering at Boise State University (2003-present), although she is nominated for her mentoring programs at the University of Texas at San Antonio (1991-2003) as well as at Boise State Univ. Dr. Schrader has demonstrated a strong personal commitment to students and faculty guidance, and through her mentoring programs students have expanded their horizons in the fields of engineering. Her record of success is most grounded in her work at UTSA, where she was the founding faculty mentor for the Society of Women Engineers (SWE) on campus, as well as for the engineering honor society. Her campus activities include involvement in a number of other student-support programs, such as the NSF Alliances for Minority Participation (LSAMP), McNair Scholars, and minority scholar programs from NASA and the Office of Naval Research (ONR). Since arriving at BSU, she has targeted mentoring female faculty, developing a partnership with Fort Lewis College (large Amer. Indian enrollment) to establish a dual-degree program in physics and engineering, and outreach to hundreds of local pre-college girls. PRES AWDS FOR EXCELL IN SCI DUE EHR Schrader, Cheryl Boise State University ID Daphne Y. Rainey Standard Grant 10000 1593 SMET 9178 9150 0528305 December 1, 2005 INDIVIDUAL PAESMEM Nomination of Sheryl A.Tucker: Chemistry is Everywhere and for Everyone. HRD 0528305 The submitted nomination package is in support of a Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring (PAESMEM) to recognize outstanding mentoring efforts or programs that enhance the participation of historically underrepresented groups in science, mathematics, and engineering. Dr. Sheryl Tucker is a chemistry professor at the University of Missouri-Columbia. She has been actively engaged in mentoring students and faculty in STEM, including Girl Scouts in fourth through sixth grades, undergraduate and graduate students (women, minorities, and persons with disabilities), and female faculty who are pre-tenure. Since 1998 (through March 2005), more than 1,900 junior Girl Scouts have participated in "Magic of Chemistry." PRES AWDS FOR EXCELL IN SCI DUE EHR Tucker, Sheryl University of Missouri-Columbia MO David L. Temple Jr. Standard Grant 10000 1593 SMET 9178 0528439 December 1, 2005 Nomination For Dr. Sarwan Dhir for PAESMEM Award. HRD 0528439 The submitted nomination package is in support of a Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring (PAESMEM) to recognize outstanding mentoring efforts or programs that enhance the participation of historically underrepresented groups in science, mathematics, and engineering. Dr. Sarwan Dhir is an associate professor of Biotechnology at Fort Valley State University (FVSU), which is a Historically Black College/University (HBCU) serving a student community that is 93 percent African American. Since 2001, Dhir has hosted an NSF funded Research Experience for Undergraduates (REU) in Biotechnology for ten students per year. Mentoring elements have emphasized support of independent research, self-confidence and teamwork skills, communication of research (oral and written) and career guidance. The Dhir-supported (minority) students from the U.S. mainland and Puerto Rico participate in the Center for Biotechnology for the summer. Dhir also mentors high-school students, who subsequently have won a total of 198 awards, 190 students have made presentations, 238 students have participated in conferences, and 15 students have published papers as a senior author or co-author. Two high school students were finalists in the Siemens Westinghouse competition. PRES AWDS FOR EXCELL IN SCI DUE EHR Dhir, Sarwan Fort Valley State University GA David L. Temple Jr. Standard Grant 10000 1593 SMET 9178 0528451 December 1, 2005 Organizational Nominee Minority Science Programs at the University of California, Irvine. HRD 0528451 The submitted nomination package is in support of a Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring (PAESMEM) to recognize outstanding mentoring efforts or programs that enhance the participation of historically underrepresented groups in science, mathematics, and engineering. The nomination is in support of the University of California-Irvine Minority Science Programs for a PAESMEM award in the Organizational category. The UCI-MSP program is comprised of a number of innovative activities that promote the academic achievement of students beginning in the middle schools and that act as pathways to two-year and four-year college possibilities. The program is based, in part, in partnership with four local K-12 school districts, four community colleges (two-year), and six universities. The program engages students' interest and has shown significant success. Program achievements include: K-12 students (thousands) have prepared science fair projects and participated in STEM informational outreach activity and K-12 STEM teachers have participated in teacher professional development; two-year college students (hundreds) have participated in STEM training programs; undergraduates students have received research awards and have authored/co-authored papers in peer-reviewed journals; and graduate students participate in the Minority Graduate Research conference. PRES AWDS FOR EXCELL IN SCI DUE EHR Mota-Bravo, Luis University of California-Irvine CA David L. Temple Jr. Standard Grant 10000 1593 SMET 9178 0528476 December 1, 2005 Individual PAESMEM Nomination of Joseph A. Gardella, Jr.: Cross-disciplinary mentoring at all career stages to increase representation of women and minorities in science. HRD 05-28476 The submitted nomination package is in support of a Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring (PAESMEM) to recognize outstanding mentoring efforts or programs that enhance the participation of historically underrepresented groups in science, mathematics, and engineering. Dr. Joseph A. Gardella Jr. is a professor of Chemistry and Biomaterials at the State University of New York at Buffalo (SUNY-Buffalo) and also serves as the Associate Dean for External Affairs in the SUNY-Buffalo College of Arts and Sciences. Gardella has directed over 60 undergraduates in traditional junior/senior research experiences, as well as with a number of graduate students -- he has demonstrated strong mentoring to a substantial number of students. His mentoring activity extends into the support of junior faculty and to broadening institutional support for and engagement in mentoring. Gardella's research interests are focused in environmental science, which he links to work with urban (and rural) communities affected by toxic sites ("brownfields"). Gardella's work with graduate students has included his participation in the Sloan Foundation initiative on Professional Science Masters' degrees, an effort that ties academic efforts with industry in collaborations that address workforce needs. He has also worked with the NSF ADAVANCE program to further address his efforts in improving the opportunities for women in STEM. As part of his community outreach activity, Gardella has developed linkages with Native Americans/American Indians to improve the access to STEM education and careers. A partnership with the Seneca Nation works to support identification and recruitment of high-schools students, and activities with the Buffalo PS Native American Magnet School (K-8) include tutoring, science demonstrations, and STEM curriculum support. PRES AWDS FOR EXCELL IN SCI DUE EHR Gardella, Joseph SUNY at Buffalo NY David L. Temple Jr. Standard Grant 10000 1593 SMET 9178 0528558 December 1, 2005 INDIVIDUAL PAESMEM: Gillespie, Integration of Research and Education. This proposal nominates Dr. Rosemary Gillespie for the NSF's Presidential Awards for Excellence in Science, Mathematics and Engineering Mentoring (PAESMEM). Dr. Gillespie is a Professor at the University of California, Berkeley, and holds the Schlinger Chair of Systematic Entomology. She is also the Director of the Essig Museum of Entomology. Dr. Gillespie epitomizes the goals of the PAESMEM Program. She has a very active and long history as a mentor for underrepresented groups in science, particularly Pacific Islanders and women, and is the leading researcher in her field. Intellectual Merit: Gillespie's research concerns the origins of species and ecology of spiders, particularly of the remote islands of the Pacific. She is best known for using the remarkable isolation and geological history of "hot-spot" archipelagoes as a scientific laboratory. Because much of the spider biota in these regions is unknown, Gillespie has had to work from the very basics, including describing many new species and understanding their biology. She has numerous publications in this area. As a result of this foundation, Gillespie and her research group have been able to make several profound discoveries, including the notion that similar ecological communities can arise multiple times from independent origins. Broader Impacts: While at the University of Hawaii, Gillespie applied for and was funded for a grant in NSF's program for Undergraduate Mentoring in Environmental Biology, with the goal of exposing Pacific island students to careers in environmental science and conservation biology. In this program, Gillespie and colleagues found they needed to change fundamentally the way in which they connected to and attracted students from underrepresented groups. These lessons have had a lasting impact on NSF's UMEB program and have been instrumental in recruitment in the other large mentoring programs, which Gillespie also coordinates. Also while at Hawaii, Gillespie helped spearhead a successful proposal to NSF's GK-12 program, which helps train graduate students by incorporating them into local schools with a large proportion of underrepresented students. This multi-million dollar grant targeted schools with Pacific Islanders on Oahu. Following this model, Gillespie was funded at Berkeley as the lead for another NSF GK-12 proposal. This grant focuses on schools in Oakland and Richmond and also makes use of Berkeley's field stations and museum resources. In addition to the big program initiatives, Gillespie has been a personal and sustained mentor to a diverse group of Pacific islanders, particularly women. She has hosted numerous Micronesian undergraduates in her lab over the years both at Hawaii and more recently at Berkeley. Gillespie's efforts have been extraordinary in many ways, particularly in addressing the cultural differences, which these students experience. PRES AWDS FOR EXCELL IN SCI DUE EHR Gillespie, Rosemary University of California-Berkeley CA David L. Temple Jr. Standard Grant 10000 1593 SMET 9178 0528559 December 1, 2005 INDIVIDUAL Presidential Award for Excellence in Mathematics Mentoring. HRD 0528559 The submitted nomination package is in support of a Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring (PAESMEM) to recognize outstanding mentoring efforts or programs that enhance the participation of historically underrepresented groups in science, mathematics, and engineering. Dr. David Pagni is a professor in the mathematics department at California State University, Fullerton. Pagni's mentoring has served high school students and current high-school teachers through mathematics engagement, mentoring and professional development activities. As part of his mentoring activity, Pagni has mentored about thirty female minority high-school students each summer (1993-2004) as part of the Mathematics Intensive Summer Session (MISS). Activities in this program include a focus on improved mathematics knowledge and skills, as well as attitude enhancement, preparation for college (Pagni also writes letters of recommendation), and interaction with female role models. Pagni also works in teacher professional development through several funded programs, working to improve teachers' delivery skill, content knowledge, and understanding of mathematics curriculum for k-12 classrooms. Teachers also work on presentation and leadership development skills, with the outcomes including roles as instructors of other teachers, curriculum developers, and leaders in professional societies. PRES AWDS FOR EXCELL IN SCI DUE EHR Pagni, David California State University-Fullerton Foundation CA David L. Temple Jr. Standard Grant 10000 1593 SMET 9177 0530777 August 15, 2005 CyberCorps 2005 Symposium. This project is supporting the annual Cyber Corps Symposium, which brings together the current scholarship students, faculty at participating institutions, and government officials for a four-day event. This symposium provides a mechanism for building community across the programs, helping to develop that strong cadre of IA programs. In addition, the symposium provides opportunities for students, faculty, and agency officials to interact regarding myriad IA topics, including the future of IA in the government, curricular matters, and employment opportunities. An important aspect of the symposium will be a series of invited talks and panels regarding technical, legal, and policy aspects of IA. The symposium also provides networking opportunities for faculty at participating SFS institutions and for representatives of federal agencies. These interactions improve faculty's understanding of the government's needs and challenges, which in turn helps them develop curricula that better address those needs. FED CYBER SERV: SCHLAR FOR SER DUE EHR Older, Susan Shiu-Kai Chin Scott Bernard Syracuse University NY Mark James Burge Standard Grant 536997 T070 1668 SMET 9178 0000099 Other Applications NEC 0531598 September 15, 2005 Urban Educators: Robert Noyce SCholarship for Mathematics and Science Teachers. The Urban Educators Program at Indiana University-Purdue University Indianapolis (IUPUI) is using Noyce Scholarships to achieve two primary goals: (1) doubling the total number of students who obtain secondary certification in science and/or mathematics, from 25 to 50, and (2) supporting at least six ethnic minority candidates completing math and science teaching certification programs. Both of these goals are being met through targeted recruitment of students within the IUPUI School of Science and surrounding universities, as well as recruitment of STEM professionals into the one-year Transition to Teaching (T2T) post baccalaureate teacher certification program. Noyce Scholarships are providing a strong financial and professional incentive for well-prepared applicants. Successful Noyce scholars are being placed in high-need schools in the Indianapolis Public School district. Professional support for Noyce Scholars enrolled in the T2T program is being provided through a co-teaching model, which pairs two T2T students closely with a successful teacher in the Indianapolis Public School system. In addition, STEM and Education faculty members mentor Noyce scholars during the first two years of teaching. The intellectual merit of the IUPUI Noyce Program is found in the integration of educational research with the recruitment, education, and professional development of secondary school science teachers. The program is having broad impacts by providing qualified science and math teachers to high-need secondary schools, and by disseminating the successes of the program to other teacher preparation programs by means of peer-reviewed publications, conferences, and presentations to the local and national community. Teaching & Mstr Tchng Fellows ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Kastberg, Signe Kathleen Marrs Kim Nguyen Indiana University IN Joan T Prival Standard Grant 582883 7908 1795 SMET 9178 1795 0000099 Other Applications NEC 0116000 Human Subjects 0531770 July 1, 2005 Providing Access to ACM International Computing Education Research Workshop 2005. The first ACM International Computing Education Research Workshop, held in October 2005, is intended to restart the field of Computing Education Research. This project is bringing scholars and researchers to the workshop. This is critical for two reasons. First, it is allowing people to attend who are doing computing education research but do not have funding for that research or for travel. Second, it is allowing the workshop to involve people not explicitly in computing but whose work is relevant to computing education. This includes developmental psychologists who study learning about process, agency, and notation; as well as people studying issues of prime importance to computing education, such as broadening participation in IT careers. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Guzdial, Mark Richard Anderson GA Tech Research Corporation - GA Institute of Technology GA Mark James Burge Standard Grant 7500 7428 SMET 9178 0000099 Other Applications NEC 0531825 September 1, 2005 The Albert Einstein Distinguished Educator Fellowship Program. The proposal is written to fund five Einstein Fellows, in various divisions of NSF, for three years. These Fellows will assist with the work of the respective divisions. The exact duties of each fellow will vary with the division, but typically they involve help with outreach, technical assistance and work with the logistics of the division's activities. In addition, Fellows can often inform policy making committees of the impact of their decisions on the field. Fellows receive a monthly stipend plus a cost of living allowance, moving expenses and an allowance for professional travel. Teachers who are chosen to be Fellows must demonstrate exceptional expertise in teaching science, mathematics or technology in elementary or secondary schools and have an interest and willingness to be involved in public policy areas. The selection process is rigorous, involving an application and interviews. Fellows will provide three written reports to the Triangle Coalition describing the Fellow's responsibilities and on-going activities. One year after the Fellowship is completed, the Fellow will provide comment on the impact of the Fellowship on his/her career in education. The entire program will be evaluated by an independent evaluator. UNDISTRIBUTED PANEL/IPA FUNDS PRES AWARDS FOR EXCEL IN SCIEN TEACHER PROFESSIONAL CONTINUUM INFORMAL SCIENCE EDUCATION GRAD TEACHING FELLOWS IN K-12 ARCTIC RESEARCH AND EDUCATION ANTARCTIC COORDINATION & INFOR GEOSCIENCE EDUCATION IGERT FULL PROPOSALS DUE EHR Ablott, Vance Triangle Coalition for Science and Technology Education VA Celestine Pea Continuing grant 1831330 9199 7345 7271 7259 7179 5208 5130 1733 1335 SMET 9178 9177 0000099 Other Applications NEC 0531915 September 15, 2005 UBM: Training Undergraduate Students in Mathematics and Biology at UL Lafayette. There is an increasing national need to apply mathematical analysis to solve complex biological problems. This project is helping to meet this need by providing cross-disciplinary training via program development and research projects for undergraduate students. The project team is developing two new courses and two seminars, and is establishing a new mathematical biology option for undergraduates. The students are being cross-trained through courses, for example, in biomathematics and modeling, ecological field techniques, and experimental design and analysis. In addition to coursework, research projects are underway in which cohorts of students spend a year each on two long-term field projects and the mathematical modeling associated with them. These students are engaged in conducting field studies and experiments to investigate animal and plant population dynamics, insect-plant interactions, and invasive species performance. Each cohort is composed of students from the university's Mathematics and Biology Departments, and these students are being mentored by faculty members from the two departments. Some of the projects have an additional mentor from the United States Geological Survey's National Wetlands Research Center in Lafayette, Louisiana. UBM MATHEMATICAL BIOLOGY INTERDISC TRNG IN BIO & MATH MATHEMATICAL SCIENCES S-STEM:SCHLR SCI TECH ENG&MATH OFFICE OF MULTIDISCIPLINARY AC DUE EHR Ackleh, Azmy Susan Mopper Jacoby Carter University of Louisiana at Lafayette LA Daniel P. Maki Continuing grant 534000 7904 7334 7317 7229 1536 1253 SMET 9178 7317 7303 0000099 Other Applications NEC 0531920 October 15, 2005 UBM: Research for Undergraduates in Theoretical Ecology (RUTE). Critical questions in contemporary biology increasingly require mathematical analyses for their answers, making better cross-disciplinary training for biologists and applied mathematicians an important national need. This program is addressing this need through a new comprehensive undergraduate program --- RUTE: Research for Undergraduates in Theoretical Ecology. The objectives of this project are to (1) recruit talented students, particularly students from underrepresented demographic groups, to pursue cross-disciplinary opportunities and careers in biology and mathematics; (2) establish a curriculum that provides freshman and sophomore students majoring in biology or mathematics with a better understanding of the interrelationship between mathematics and biology in addressing contemporary research problems and prepares a selected number for an intensive interdisciplinary research experience by the beginning of the junior year; (3) creates a meaningful, long-term (four semester), well-structured interdisciplinary research experience for eight talented biology and mathematics undergraduates annually; and (4) facilitates a transition from undergraduate studies to graduate studies and interdisciplinary research careers in the critical interdisciplinary area of environmental biology. Intellectual Merit: The RUTE program directly addresses the need to better prepare talented students for research careers in environmental biology. Each year, eight RUTE Scholars are being selected competitively from an applicant pool consisting of biology majors who have completed Calculus I for Biology and Mathematical Methods for Biology, and mathematics majors who have completed General Genetics and Ecology and Evolution. These RUTE Scholars take a summer course in Research Skills for Theoretical Ecology, and are subsequently grouped into two research teams, each of which consists of two biology students and two mathematics students, at least one faculty mentor from each of the two disciplines, and a biology graduate student. The four-term research experience consists of i) intensive study of the theory and field methods relevant to the research project; ii) ecological research at a field site; iii) mathematical analysis using their field data and mathematical modeling related to the ecological research; and iv) a capstone course in which the teams complete their research and prepare it for presentation. The program design ensures sufficient time and mentoring for success in research preparation, collection of field data, mathematical modeling and analysis, and preparation of results for dissemination, leading to a successful transition to graduate school and career. Broader Impacts: The RUTE program is developing a sustainable infrastructure for interdisciplinary research, thereby increasing faculty competitiveness and contributions to new knowledge. RUTE is attracting and preparing more students, particularly those from underrepresented groups, to conduct research at the interface between mathematics and biology, thereby increasing the number of students pursuing graduate studies and engaging in interdisciplinary research. A Symposium on Undergraduate Research in Ecology is held annually and disseminates RUTE research results to other institutions in the Great Plains and gives students from those institutions a forum for presentation of their own research results. The RUTE program leads to models of effective cross-disciplinary training, in general, and mathematical training for biologists, in particular. UBM MATHEMATICAL BIOLOGY INTERDISC TRNG IN BIO & MATH MATHEMATICAL SCIENCES OFFICE OF MULTIDISCIPLINARY AC DUE EHR Ledder, Glenn Bo Deng Svata Louda Robert Gibson Irakli Loladze University of Nebraska-Lincoln NE Daniel P. Maki Continuing grant 905000 7904 7334 7317 7229 1253 SMET 9178 7317 7303 0000099 Other Applications NEC 0531941 February 1, 2005 Collaborative Project: Assessing the User-base and Expanding the Usability/Reach of the Analytical Sciences Digital Library through Developmental Workshops. This collaborative project, involving experts in analytical science, library science, and intelligent Internet search, is enhancing the usability, value, scope of content, user base, and organizational self-sufficiency of the Analytical Sciences Digital Library (ASDL). A broad assessment of current usability, content, and practices of the ASDL is being conducted that will serve as a guide to reform and enhancement efforts. The usability of the collection is being streamlined through reorganization of contents based on concept hierarchies. New software tools are being provided for automated data harvesting and intelligent metadata collection, resulting in increased editorial staff efficiency. The breadth of the ASDL collection is being enhanced through development of new content areas including The Virtual Laboratory and Online Articles, a resource describing effective strategies for integrating cutting-edge research into the classroom. National and regional user workshops are planned to demonstrate effective applications of electronic resources in lecture and lab courses and expand the user community. A special focus of user workshops is on innovative pedagogical approaches incorporating problem-based and service learning methodologies. Finally, the project is forming new partnerships with related NSDL collections to both broaden its user-base and address multidisciplinary applications. The Office of Multidisciplinary Activities in the NSF Directorate for Mathematical and Physical Sciences (MPS) is providing significant co-funding of this project in recognition of the value of this work in advancing the larger educational goals of MPS. NATIONAL SMETE DIGITAL LIBRARY OFFICE OF MULTIDISCIPLINARY AC DUE EHR Larive, Cynthia University of California-Riverside CA Herbert H. Richtol Standard Grant 604331 7444 1253 SMET 9178 9150 7444 0000099 Other Applications NEC 0531956 October 1, 2005 Scholarships for Science and Mathematics Teachers. Our Lady of the Lake University (OLLU) and 14 high need school district partners are preparing science, mathematics and engineering professionals for certification in grades 6-12 through OLLU's successful Master of Education Non-Traditional Teacher Certification (MENTC) program The MENTC program is a 42-semester-hour program for the M.Ed. but certification can be obtained after 36 semester-hours. The latter includes course work and a two-year paid internship in a public or private secondary school. This three-year program prepares students to be eligible to apply for the Texas State teaching certification in one of three areas. By choosing to take one course more than required for the certification, the student would also qualify with a master's degree in education. The National Science Foundation Robert Noyce Scholarship Program funds the first year that consists of 30 semester-hours of course work including 12 semester-hours of science. During the second and third years of the program, the student is employed as the "teacher of record" with a public or private high school at regular salary and completes the remainder of the certification coursework. Because the MENTC program is offered in OLLU's Weekend College, the courses do not interfere with weekday employment while the professional prepares for the internship and eventual certification. During the internship, the student is under the supervision of university faculty. The OLLU Science and Mathematics Education Center (SMEC) offers a variety of workshops on specific aspects of professional development, implementation of classroom standards, and various science and mathematics kits and paraphernalia available to the Noyce scholars. This program is preparing 44 (11 per year) STEM professionals to be certified as secondary science or mathematics teachers for service in high need area high schools. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Ball, Isabel Peggy Carnahan Our Lady of the Lake University TX Joan T Prival Standard Grant 432572 1795 SMET 9178 1795 0000099 Other Applications NEC 0531960 September 1, 2005 Collaborative for Excellence in Teacher Preparation for Mathematics and Science in Pennsylvania (CETP-PA) Robert Noyce Scholarships. The Pennsylvania State System of Higher Education (PASSHE), with its14 member Universities, is recruiting undergraduates, including community college transfer students, and STEM professionals into mathematics and science teaching careers in high schools and middle schools by offering financial assistance through a Robert Noyce Scholarship or Stipend. The project includes a comprehensive recruitment program and on-going student mentoring during the entire scholarship years and early teaching years. The partners in this proposal include the existing CETP-PA Project Office established under the NSF Collaboratives for Excellence in Teacher Preparation (CETP) program, the Math and Science Centers, numerous school districts, community colleges, the Pennsylvania State System Foundation as scholarship administrator, and the statewide CareerLink (a career counseling and placement) program. The project rests on an existing infrastructure, utilizing Scholarship Shepherds, the resources of the Math and Science Centers, existing advising resources, and strong school-university partnerships in the 236 school partners involved in CETP-PA. School initiatives, including Professional Development Schools initiative and the Philadelphia Urban Seminar, provide an infrastructure for successfully introducing pre-service teachers to a career in high-need schools. The project is addressing the unique needs of novice teachers in high-need school districts by providing relevant, quality field experiences for pre-service teachers and by providing a menu of support services for novice in-service teachers, enabling 35 scholarship or stipend recipients to become successful mathematics and science teachers. Evaluation efforts address the effectiveness of the Noyce program in attracting and retaining teachers and the quality of the preparation of and teaching by the Noyce recipients. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Bharathan, Narayanaswamy Peter Garland PA State System of Higher Education PA Joan T Prival Standard Grant 500000 1795 SMET 9178 1795 0000099 Other Applications NEC 0531966 October 1, 2005 The Robert Noyce Fellows at Duke University. The Robert Noyce Scholarship Program at Duke University provides funding to train eleven secondary science and mathematics teachers per year over a three-year period for a total of 33 students completing the master's degree in teaching. The recruitment of under-represented minorities and undergraduates who might not consider teaching is emphasized. The Program is increasing the number of highly trained mathematics and science teachers who have advanced study in their teaching discipline and extended teaching experience under the direction of highly skilled mentors. By training in the Durham Public Schools, a high-need school system, these teachers are well prepared to begin their careers in similar school systems where the need for qualified mathematics and science teachers is greatest. Students complete five graduate level courses in their teaching field in addition to course work in education. The teaching internship takes place under the direction of a career teacher who has received extensive training in mentoring and adult development. The internship covers one full semester and a portion of the second semester so that all participating students gain extensive experience teaching high school students in a variety of disciplinary courses and at various performance levels. Each teaching intern works with high school students who are not fluent in English and with students who have been identified with special learning needs in addition to high performing students in advanced placement classes. Teaching & Mstr Tchng Fellows ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Schwartz-Bloom, Rochelle Richard Hodel Duke University NC Joan T Prival Standard Grant 538084 7908 1795 SMET 9178 1795 0000099 Other Applications NEC 0116000 Human Subjects 0531970 October 1, 2005 Recruiting, Training, and Retaining Boston's Next Generation of Math and Science Teachers. This Noyce Scholarship project supports efforts to address the shortage of qualified mathematics and science teachers in high-need middle and high schools of the Boston Public School district. The program builds on a successful partnership between Harvard's Teacher Education Program (TEP) and the Boston Public Schools. TEP is an eleven-month graduate program that leads to a Master's in Education and initial teacher certification. College graduates who have majored in STEM disciplines are being actively recruited for Noyce scholarships by offering a rigorous and supportive pre-service teacher education program. Noyce Scholars are being trained to teach a standards-based math and science curriculum. TEP is awarding 14 Noyce scholarships each year for three years. As part of their training, Noyce Scholars complete a yearlong, mentored internship in a Boston middle or high school. During their first year of teaching after graduating from TEP, the Scholars return to Harvard for monthly seminars led by experts in mathematics and science. The intellectual merit associated with this project reflects a growing body of research suggesting that the crisis of math and science teacher shortages in urban districts cannot be addressed through recruitment incentives alone. In addition to recruiting, this program is also addressing the quality and context of preservice preparation, classroom based support through mentoring, and opportunities for teachers to further their interests through connections with experts in science and mathematics. This project has a broad impact on advancing discovery and understanding in math and science by providing rigorous preparation and support to middle and high school teaching candidates who possess significant expertise in their disciplines. The project is ensuring that students from linguistically and racially diverse low-income communities, who comprise the vast majority of the student body in Boston's public schools and who are critically underrepresented in the fields of math and science, have access to qualified teachers. Teaching & Mstr Tchng Fellows ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Merseth, Katherine Harvard University MA Joan T Prival Standard Grant 592912 7908 1795 SMET 9178 1795 0000099 Other Applications NEC 0116000 Human Subjects 0531984 October 1, 2005 Auburn University Robert Noyce Scholarship Program. The Auburn University Robert Noyce Scholarship Program (AURNSP) builds on the existing fifth year Masters Degree program in Mathematics Education that is designed for students who have a degree in mathematics. Over a four year period, AURNSP is providing two-year scholarships to a total of 23 highly qualified students (16 undergraduates and 7 graduate students) to complete the Masters Degree. The course of study gives the participants the education course work and practicum experience necessary to obtain certification to teach mathematics in Alabama's secondary schools in grades 6-12. The recruitment program includes special attention toward African-American students and male students who could serve as role models for high school students. A mentoring plan being implemented is designed to introduce scholarship students to the teaching environment early and help them to stay in the teaching profession beyond the minimal required commitment. Two Mentoring Workshops are used to identify and train potential mentors. AURNSP is included in ongoing research efforts by faculty from the Department of Curriculum and Teaching and the Department of Mathematics and Statistics. These researchers examine and study the effects of the increased mathematical content knowledge that the Noyce Scholars have and examine how this knowledge impacts on teacher pedagogical content knowledge, teacher practice, and student learning. Furthermore, with yearly examination of the program, researchers are determining how the content courses can be improved to inculcate pedagogical content knowledge and produce an appreciation for mathematics and how it can be used in the classroom to increase secondary students' interest in the mathematical sciences. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Smith, Michel W. Gary Martin Overtoun Jenda Marilyn Strutchens Auburn University AL Joan T Prival Continuing grant 448864 1795 SMET 9178 9150 1795 0000099 Other Applications NEC 0531994 September 1, 2005 The University of North Carolina at Pembroke Robert Noyce Scholarship Program. The University of North Carolina at Pembroke (UNCP) Robert Noyce Scholarship Program is producing 30 highly qualified mathematics and science teachers for southeastern North Carolina through the undergraduate teacher education program and the Masters of Arts in Teaching (MAT) program. As a historically Native American institution and currently one of the most diverse campuses in the southeastern United States, the population of underrepresented minorities from which to recruit exemplary math and science specialists is readily available at UNCP. The project is increasing the number of students entering science and mathematics education and increasing the capacity of STEM professionals to obtain certification and licensure for public school teaching. Recruitment efforts are targeting mathematics and science organizations on the UNCP campus and at community colleges. Support for new teachers includes formal mentoring by a master teacher, an online Internet-based support system for new teachers, and New Teacher Academy workshops. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR McBroom, Rachel Mary Klinikowski Velinda Woriax University of North Carolina at Pembroke NC Joan T Prival Continuing grant 499858 1795 SMET 1795 9178 0000099 Other Applications NEC 0532017 September 1, 2005 UNT Science and Mathematics Robert Noyce Scholarships. The University of North Texas is partnering with urban and rural school districts in the North Texas region to prepare high quality mathematics and science teachers. A combined total of 56 Noyce scholarships and stipends are being awarded to undergraduate or post-baccalaureate students seeking teacher certification in mathematics or science, resulting in the preparation of approximately 42 new secondary teachers with science and/or mathematics certification. Selection is based on a combination of academic preparation, teaching potential, membership in a traditionally underrepresented group, and financial need. Each scholarship recipient is assigned a master teacher mentor in her or his subject area and is part of a community of science teachers and science teaching candidates in the North Texas region. This program brings together an established and ongoing collaborative partnership to recruit and prepare secondary science and mathematics teachers. Scholarship recipients participate in traditional, fast track, or innovative post baccalaureate master's programs that include 50% online instruction in an effort to facilitate the career changer's transition to teaching. The program includes the development of a sustainable cohort of exceptional mathematics and science teachers who provide mentoring and leadership in Texas schools. Evaluation activities include ongoing data collection from program participants that is being used to study the relationship between quality teacher preparation and student academic success. Program outcomes are disseminated via the web, professional conferences, and professional journals. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Harrell, Pamela Lee Hughes Diana Mason Kay Littler Colleen Eddy University of North Texas TX Joan T Prival Standard Grant 499992 1795 SMET 9178 1795 0000099 Other Applications NEC 0116000 Human Subjects 0532022 October 1, 2005 SUNY Fredonia Robert Noyce Scholarship Program. The State University of New York at Fredonia is providing scholarships to undergraduate science and mathematics majors to increase the number of students who enter and complete rigorous programs leading to initial certification in Biology/Adolescence Education (grades 7-12), Chemistry/Adolescence Certification, Earth Science/Adolescence Education, Physics/Adolescence Education, Mathematics/Adolescence Education, and Mathematics/Middle Childhood Education (grades 5-9), who then teach in high-need schools. Fourteen scholarships are awarded annually. The project focuses specifically on high-need schools in smaller urban and rural districts. The overall objectives of the SUNY Fredonia Robert Noyce Scholarship Program are to: 1) Increase the number of students graduating with initial certification in STEM fields by 50%; 2) Increase the number of STEM certification graduates who teach in high-need schools; 3) Promote greater diversity among STEM certification majors; 4) Provide more systematic mentoring for STEM certification majors; 5) Provide better support and professional development for STEM certification graduates during their induction period, i.e., during the critical first few years of their teaching careers; and 6) Use results from the program to advance knowledge of best practices for recruiting, developing, supporting, and retaining teachers for high-need schools. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Straight, Joseph Michael Jabot Holly Lawson Jamar Pickreign SUNY College at Fredonia NY Joan T Prival Standard Grant 495800 1795 SMET 9178 1795 0000099 Other Applications NEC 0532027 October 1, 2005 The Robert Noyce Scholars Program at Indiana State University. The Robert Noyce Scholars Program at Indiana State University (ISU) is increasing the number and retention rate of licensed secondary school teachers in science and mathematics in high-need schools in the Indianapolis Public School system. Noyce Scholars are recruited from among transfer students entering ISU from two-year institutions, as well as from transitioning professionals with backgrounds in science and mathematics. Undergraduates receive scholarships to support their teacher training, and graduate students, entering ISU's Transition to Teaching program, receive stipends to offset the costs of attendance at ISU. Twenty-six future teachers are being trained and mentored in a well-established teacher education program, which builds on a long-standing partnership between ISU and the Professional Development Schools in the Indianapolis area. Students in the program take coursework that integrates both Indiana Academic Standards into content area training, as well as a problem-based learning approach to teaching science and mathematics. Noyce Scholars commit to teaching in the Indianapolis Public Schools for two years for each year of the scholarship. The intellectual merit of the project includes an evaluation of the effect of targeted teacher training for the urban environment as a strategy for transforming the urban setting into a learning tool for both students and teachers in training. ISU is also using its Noyce program to assess the value of problem-based learning in urban settings. The broader impacts include more and better STEM teachers and improved learning outcomes in an urban school district. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Brown, Elizabeth Charles Amlaner Susan Powers Jay Gatrell Elizabeth Jones Indiana State University IN Joan T Prival Standard Grant 491303 1795 SMET 9178 1795 0000099 Other Applications NEC 0532038 October 1, 2005 UMB Noyce Scholars Program. Building on two long-standing urban teacher preparation programs, Teach Next Year and the Urban Teacher Educator Corp., the University of Massachusetts Boston's Noyce Scholars Program is recruiting and preparing talented science, technology, engineering and mathematics (STEM) undergraduates and professionals, particularly those from underrepresented groups, for urban teaching careers. The Noyce Scholars Program is a partnership made up of faculty from the College of Science and Mathematics, the Graduate College of Education and the Boston Public Schools. The partnership aims to increase the number of K-12 certified mathematics and science teachers by providing scholarships, teacher preparation courses, workshops, internships in urban schools and one-on-one professional coaching. A total of 39 Noyce Scholars are supported and preparing to become STEM teachers in urban schools. The programmatic cohesiveness, resource access and quality results of the Noyce Scholars Program are overseen by an Advisory Committee composed of representatives from the partnership schools and the university. This model, with its high retention and placement rate, is transferable and broadly informs other colleges and universities in preparing STEM professionals for teaching, in recruiting minority STEM professionals to the teaching field, and in forming viable partnerships with urban districts. The model and its results are being disseminated to allow other universities specializing in teacher preparation in high-needs urban districts to develop a similar program to recognize and develop local young people who have the potential and interest to become mathematics and science teachers. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Gonsalves, Lisa Marietta Schwartz Brian White Jorgelina Abbate-Vaughn Alison Skerrett University of Massachusetts Boston MA Joan T Prival Standard Grant 499433 1795 SMET 9178 0000099 Other Applications NEC 0532059 October 1, 2005 University of Arizona Noyce Scholars. The creation of the College of the Science Teacher Preparation Program (CoS TPP) in 2000 and the Secondary Education Program in Mathematics (SEPM) in 2003 have resulted in increased numbers of science and mathematics majors entering secondary level teacher preparation. The University of Arizona's (U of A) Robert Noyce Scholars Program: (1) Recruits and prepares up to 56 STEM undergraduate majors from Pima Community College (PCC) and the U of A for science or mathematics teaching careers at high-need middle or high schools, and (2) supports the professional development of Noyce Scholars in their early years of teaching. The recruitment pool is second year STEM students at PCC and second year STEM undergraduates at the U of A. Up to 14 scholars receive scholarships for third or fourth year support based upon the selection factors of academic merit, financial need, cultural diversity, and motivation to teach in high-need schools. The third and fourth years of the scholars' preparation occur in either the CoS TPP or the SEPM. The U of A and PCC collaborate with the Sunnyside School District and the Tucson Unified School District to develop and oversee the Noyce Scholars Program. These Districts have 76% and 48% student population in the free and reduced lunch programs, respectively. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Tomanek, Debra University of Arizona AZ Joan T Prival Continuing grant 510244 1795 SMET 9178 1795 0000099 Other Applications NEC 0532064 October 1, 2005 The Claremont College Robert Noyce Collaborative: Recruiting Academically Distinguished and Diverse Mathematics and Science Teachers for Poor Urban Schools. Claremont Graduate University (CGU) and Claremont colleges (Pomona College, Harvey Mudd, Claremont McKenna, Scripps, and Pitzer) are providing scholarships to recruit and credential undergraduate science and mathematics majors through the Teacher Education Internship Program (TEIP), which specializes in preparing teachers to teach in secondary schools in poor urban districts. Specific project goals and objectives include: sustaining a central Claremont Colleges Mathematics and Science Collaborative that promotes teaching as an exciting career for exceptional STEM graduates; developing strategies, including undergraduate courses, to attract an increased number of qualified and diverse students from the Claremont colleges STEM disciplines to teaching careers; developing opportunities for public school collaborative activities with poor urban school districts; integrating effective pedagogical methods and strategies for highly skilled interns to engage a diverse student body; and with small student-faculty rations, continued support to graduates beyond their credentials, and professional opportunities for graduates, providing optimum support for beginning mathematics and science teachers through a proven, highly effective internship model. The project is leading to an annual production of ten new science and mathematics teachers. Teaching & Mstr Tchng Fellows ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Drew, David Darryl Yong Claremont Graduate University CA Joan T Prival Standard Grant 552781 7908 1795 SMET 9178 1795 0000099 Other Applications NEC 0116000 Human Subjects 0532530 April 1, 2005 A Media Usability and Effects Laboratory for Undergraduate Psychology Research. Social Psychology (72), Cognitive Psychology (73) Commercial media and communication technologies are the primary means people use to receive and transmit information about their cultures. However, there are few opportunities for undergraduates to investigate the processes by which children and adults use and acquire knowledge from various media sources. This project is establishing the first media psychology research laboratory at an undergraduate college. The lab provides resources for undergraduates to conduct research not only on media effects on users' attention, attitudes, beliefs, and knowledge, but also on the usability of media technologies. Our development plan has two specific aims. First, we are creating new media research activities in three psychology laboratory courses (Cognitive Psychology, Human Factors and Engineering Psychology, and Advanced Social Psychology). Second, we are providing advanced students with the tools necessary to conduct research on usability and media effects in student-directed research and honors projects. To offer these research experiences we are employing eye-tracking workstations, digital video editing equipment, event-logging analytic software, and a continuous response measurement system. To assess the impact of the laboratory on students understanding of usability and effects research, the evaluation plan combines standardized testing and interviews conducted by professional usability engineers and media researchers. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR McGlone, Matthew University of Texas at Austin TX Myles G. Boylan Standard Grant 56329 7428 SMET 9178 0116000 Human Subjects 0532573 September 15, 2005 Expanding the Nanoscience and Nanotechnology Program at Lawrence University. The proposal for this project was received in response to the Nanoscale Science and Engineering Education initiative, NSF 05-543, category NUE, and it is being funded through NSF's Division of Undergraduate Education. The project is expanding the existing reach of the college's Nanoscience and Nanotechnology (N&N) program beyond chemistry, biochemistry and physics to include environmental science and geology. An additional Special Topics in Nanoscience and Nanotechnology is being developed to go with the existing Introduction to Nanoscience and Nanotechnology course. Finally, interdisciplinary nanoscience research opportunities for undergraduates are being expanded, and a collaboration with the Arts Departments is being initiated. Some broader impacts of the proposed work come from the efforts that this NUE team are making to disseminate their curriculum developments broadly. In addition, the innovative collaboration with the Arts departments helps to educate and inspire students, teachers and the general community about the present and future of nanoscale science and technology. ADVANCED TECH EDUCATION PROG DUE EHR Nordell, Karen David Hall Jeffrey Collett David Thompson Andrew Knudsen Lawrence University WI Duncan E. McBride Standard Grant 157452 7412 SMET 9178 7219 0000099 Other Applications NEC 0532618 August 1, 2005 SpaceTEC National Center of Excellence. Aerospace Technology SpaceTEC, the NSF Advanced Technological Education (ATE) Program's National Aerospace Technical Education Center, includes 12 community college and university partnerships, giants of the aerospace industry, and support by NASA, the Air Force, and the Federal Aviation Administration (FAA). Founded in 2001, SpaceTEC's participating colleges have successfully developed and delivered practice based aerospace technology degrees and certificate programs driven by industry needs and built on real-world skills, resulting in the nation's first core-certified aerospace technicians. Over the past 3 years, participating colleges have successfully (1) developed and delivered practice-based aerospace technology degree and certificate programs; (2) graduated and placed significant numbers of students from these programs; (3) created and implemented articulation agreements for all 12 colleges; (4) conducted workshops and internships for college faculty and K-12 teachers; (5) hosted outreach events for college, university, and K-12 students; and (6) developed and implemented a national examination process to certify aerospace technicians. SpaceTEC provides outreach and dissemination for a variety of space-related disciplines such as robotics, simulation technology, and geospatial information systems. Educational modules in key technical areas and specific discipline modules relating space themes to academic areas such as math, English, and humanities have been widely disseminated. Services to underserved populations are producing measurable results, and initial steps have been taken to develop sustainable processes. Intellectual Merit: SpaceTEC is a pioneering effort in technical education that offers great potential for the use of practice-based curricula and certification processes in many other disciplines relating to aerospace. A heightened emphasis on national security and assured access to space for defense have added impetus to industry and government support for SpaceTEC. New commercial space ventures such as the flight of SpaceShipOne are opening new opportunities requiring multi-skilled technicians with broad competencies. As the President's Exploration Initiative seeks to return Americans to the moon and send manned missions to Mars, SpaceTEC directly addresses these needs, providing the only industry-based, academically approved national aerospace education and certification programs for the technicians of the future. Broader Impacts: SpaceTEC operates in an environment that includes rapid technology changes and growing global competition. SpaceTEC's vision is to be a focal point promoting careers in aerospace, engaging students in science and technology, and providing ways to reduce costs and avoid problems. SpaceTEC supports industry in preparing for the changing aerospace workplace by providing programs, courses, and competencies needed for the multi-skilled technician of the future. SpaceTEC's multi-faceted alliance has created a national infrastructure comprising industry, labor, government and academic partners matching local technical education needs with nationally-standardized skill sets. Stakeholder support is substantial and is expected to grow even greater (e.g., FAA signed a Memorandum of Understanding with SpaceTEC in October 2004). ADVANCED TECH EDUCATION PROG DUE EHR Margiotta, Frank Patricia Taylor James Swindell Margaret Lau Kenneth McCreight Brevard Community College FL Gerhard L. Salinger Continuing grant 2999917 7412 SMET 9178 1032 0000099 Other Applications NEC 0532646 September 1, 2005 ATE Regional Center for Nanofabrication Manufacturing Education. The Regional Center has resulted in associate degree programs in nanofabrication at 20 institutions across Pennsylvania including every Pennsylvania community college. To provide opportunities for associate degree graduates, the Center has supported baccalaureate-level nanotechnology programs at eight Pennsylvania public universities including Penn State, with articulated 2+2 pathways. The Center also offers professional development programs for educators and industry personnel, and outreach programs for secondary school students. Key features of the Center are its broad approach to education in all nanotechnology application areas, and its emphasis on the hands-on laboratory experience provided at the Penn State site of the NSF sponsored National Nanofabrication Infrastructure Network (NNIN). Evaluation and oversight of Center programs and activities have taken place continuously during the four years of operation. External evaluators including the Western Michigan University and the Center's formal evaluator, Professor Melvin M. Mark, as well as Center staff, have assessed the Center. The NSF National Visiting Committee and a separate industrial advisory board also provide oversight and guidance for the Center. Activities for the renewal period are based on findings from these evaluations and oversight bodies. The activities are: Curriculum Improvement: Because of the Center's broad approach, nanotechnology is being incorporated into a widening range of degree programs at Center partner institutions, including biology, chemistry, physics, and industrial technology. The Center is continuously updating nanofabrication curricula to accommodate students from increasingly diverse fields. Development of New Learning Tools: As nanotechnology permeates more areas of education and industry and thereby generates more interest, the limits of the Center's "centralized facility" model are becoming apparent. To augment this model, the Center is developing, piloting, and refining hands-on nanotechnology learning activities and instructional materials that can be delivered in classrooms across the state, incorporating web-based remote equipment access. Outreach and Student Recruitment: Outreach to female and disadvantaged minority communities is ongoing. The Center website is continuously maintained and upgraded, and additional promotional videos are being produced and disseminated. The Center's outreach programs reach large numbers of female and minority secondary students. These students are encouraged toward a goal of increased matriculation into associate degree programs. Industry Outreach: The Center is expanding efforts to identify Pennsylvania companies using nanotechnology and promote Center students as potential workers for these companies. Further, the Center is undertaking a research effort to improve understanding of employment trends and emerging job opportunities in nanotechnology, and using this information to support outreach and student recruitment efforts. The intellectual merit of this renewal proposal lies in its potential to contribute to improved understanding in a number of education-related issue areas such as higher education collaboration, student participation in science, technology, engineering, and mathematics (STEM) education, educator professional development, and others. The proposal will have broad impact because it further develops a proven program addressing the growing need for nanofabrication workers. ADVANCED TECH EDUCATION PROG DUE EHR Fonash, Stephen Peter Bachmann Kathleen Harter Mark Rutkowski Kent Zimmerman Pennsylvania State Univ University Park PA Duncan E. McBride Continuing grant 1735000 7412 SMET 9178 1032 0000099 Other Applications NEC 0116000 Human Subjects 0532651 August 1, 2005 KITCenter -- Years 5-7 Initiatives. The Kentucky Information Technology Center, supported by the Kentucky Community and Technical College System (KCTCS), is a regional center of all of the community and technical colleges in the Commonwealth. The goals include enhancing the expertise of high school, community and technical college IT faculty through professional development workshops, both physical and virtual; increasing the support and participation of business, government and industry; and increasing the enrollment and completion rate of students. The KITCenter builds upon practices developed under prior NSF support, to educate highly skilled educators, practitioners and technicians capable of adapting to changes in curriculum, delivery methods and market demands. Strong connections are made to the regional industry. Curricula at the secondary and two-year college level are responsive and adaptive to the IT needs of the workforce so that the graduates obtain the IT skills and understandings needed by technician workforce. Faculty in high schools and two-year colleges obtain the expertise to provide that education. The Center provides instruction in emerging technologies such as health informatics, security and GIS. The support of the KCTCS is an integral part of the sustainability. ADVANCED TECH EDUCATION PROG DUE EHR Abney, Darrell Lillie Crowley Vincent DiNoto Terry Pasley John Vos Kentucky Community & Technical College System KY Gerhard L. Salinger Continuing grant 1309726 7412 SMET 9178 9150 1032 0000099 Other Applications NEC 0532652 September 1, 2005 Center for the Advancement of Process Technology. Process Technology Vital to the success of process-related industries such as petroleum refining, chemical manufacturing, oil and gas production, and power generation is the job of the process technician or operator. Process technicians monitor and control industry equipment and processes. The process technician position has become much more complex in recent years, requiring more knowledge and skills in computing, teamwork, problem solving, regulatory compliance, and troubleshooting. Compounding the problem is the abnormally high number of retirements projected over the next 7 to 10 years in these industry sectors. Furthermore, the U.S. Department of Labor projects growth in the oil and gas exploration and production and pharmaceutical industry sectors. Companies must have qualified workers who possess the skills and knowledge needed to perform successfully in this advanced job. Global competitiveness of process industries depends on the availability of quality education programs and student access to these educational opportunities. The Center for the Advancement of Process Technology (CAPT) was formed in 2002 as a national collaboration between education and industry in six process technology alliances - Alaska Process Industry Careers Consortium, Greater New Jersey Process Technology Alliance, Gulf Coast Process Technology Alliance, Louisiana Process Technology Alliance, Oklahoma Partnership of Industry and Education, and Southern California Chemical Technology Alliance. These alliances include industry partners in the chemical, refining, exploration and production, and pharmaceutical sectors such as BASF, BP, Chevron Texaco, ConocoPhillips, Dow Chemical, DuPont, Eastman Chemical, ExxonMobil, Lyondell-Citgo Refining, Merck, Oklahoma Gas and Electric and Shell. The Center has 39 national education partners in 18 states and the Virgin Islands and 3 international education partners. Intellectual Merit: The mission of CAPT is to support the ongoing development of a highly skilled, educated and diverse process technician workforce. CAPT fosters the development and enhancement of quality two-year degree programs based on industry-established standards. In 2002, partners identified the top 10 critical issues facing process technology education. To address these critical issues, CAPT focuses on 5 primary goals: 1. Develop curricula and instructional materials to support process technology education. 2. Provide professional development opportunities for community college and high school faculty who prepare students for careers in the process industries. 3. Support program development and improvement to serve student and industry needs. 4. Establish and foster partnerships linking industry, education, and government to advance process technology education. 5. Provide organizational and fiscal development to assure CAPT's health and sustainability. Broader Impacts: CAPT has worked with partners during the past three years to address key critical issues. A recent needs analysis confirmed that partners are satisfied with activities conducted as solutions for a subset of identified critical issues. In response to partners, CAPT is expanding and strengthening previously established activities. CAPT is also implementing new activities that build upon previous experiences. ADVANCED TECH EDUCATION PROG DUE EHR Raley, William Gary Hicks Lisa Templer Glenn Johnson Chuck Beck College of the Mainland TX David B. Campbell Continuing grant 2999980 7412 SMET 9178 1032 0000099 Other Applications NEC 0532655 October 1, 2005 National Center of Excellence HPC Technology. The National Center of Excellence for High Performance Computing Technology (NCEHPCT) helps prepare community college students for employment as technicians and administrators of "high performance" computer (HPC) systems - a group of networked servers or computer cluster whose combined resources can provide the power of a supercomputer. In this one-year extension the NCEHPCT is establishing a set of national skills standards and a national certification program for HPC technicians, expanding outreach to community colleges, working closely with industry that uses high-performance computing, and encouraging expanded commercial use of HPC technology. Intellectual Merit The skills standards and certification ensure that students who seek to work with HPC systems are well-educated and skilled in the proper areas. The programs already established at four community colleges have brought together curricular material in new ways to support the networking of off-the-shelf computer technology. The NCEHPCT is also playing a vital role in introducing HPC to businesses and industries that are not yet fully aware of the efficiency and productivity advantages of this technology. At the same time, the NCEHPCT is helping industry to understand that community colleges are a practical and reliable source of well trained HPC technicians. Broader Impact If the United States is to compete effectively in the global economy, American business must take advantage of cutting edge technology in order to continually improve efficiency and productivity. HPC technology can support the continuing innovation that is needed in order to strengthen the country's economy. The NCEHPCT is helping to accelerate the deployment of this vital technology by disseminating information to industry about the advantages of HPC and by preparing the trained technicians who will be needed to operate, maintain and administer HPC systems. The NCEHPCT is maintaining current high levels of minority program enrollment and is working to increase the percentage of female students enrolled through intensive recruiting efforts that include cooperative working relationships with a wide range of minority and female professional organizations. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Sieradzan, Witold Wake Technical Community College NC Duncan E. McBride Standard Grant 254039 7412 1536 SMET 9178 1032 0000099 Other Applications NEC 0532660 September 1, 2005 Midwest Center for Information Technology. The Midwest Center for Information Technology has established a strong regional consortium of ten community colleges in Nebraska, Iowa and North and South Dakota to educate and motivate a broad cadre of faculty. Promising practices in IT education, student recruitment, retention and articulation, workforce development, and college collaboration have been developed. Many of the original goals of increasing women and minority participation in IT, increasing the number of faculty who hold industry-validated certifications, and decreasing the number of unfilled IT positions in businesses have been approached. The Center now builds on, further leverages and disseminates the best practices developed and increases the collaboration among the colleges and with regional businesses. The information technology skills needed for the region's highest demand careers are identified, and curricula are adapted to provide student programs that include the IT skills needed in those businesses. The best practices are laterally diffused in the consortium to leverage resources and standardize the quality of IT education to better meet the needs of employers and higher education and to attract more students, especially women and minorities. The continued collaboration also increases the possibility for the colleges to adapt and share curricula in emerging frontiers in IT such as bio- and health-informatics, and security. ADVANCED TECH EDUCATION PROG DUE EHR Kirlin, Dennis Robert Sweeney Thomas Pensabene John Jeanetta Jeffory Watne Applied Information Management (AIM) Institute NE Gerhard L. Salinger Continuing grant 1300000 7412 SMET 9178 9150 1032 0000099 Other Applications NEC 0532684 October 1, 2005 Collaborative Research: A Comprehensive Pathway for K-Gray Engineering Education. The K-Gray Engineering Education Pathway is the engineering "wing" of the National Science Digital Library (NSDL). It provides a comprehensive engineering portal for high-quality teaching and learning resources in engineering, computer science, information technology and engineering technology. Project goals are to: 1) merge NEEDS and TeachEngineering into a unified K-Gray engineering educational digital library, 2) significantly grow high quality resources in the NSDL Engineering Pathway in a sustainable way, 3) align the unified curricular materials with appropriate undergraduate and K-12 educational standards, 4) grow the participation of content providers and users, 5) enhance quality control and review protocols for Engineering Pathway content, and 6) create a nonprofit strategy and partnership for the sustainability of the Engineering Pathway. This project also expands the Pathway's gender equity and ethnic diversity components by cataloging and reviewing curricular resources created by female-centric and minority-serving organizations. The K-Gray Engineering Education Pathway is having far-reaching impact by engaging K-12 communities and institutions of higher education, engineering professional societies, engineering research centers, NSF K-12 programs, and ABET. Key elements of the evaluation plan include a community-based needs analysis, definition and collection of usage metrics, and mid-term and final evaluations. Dissemination activities include email delivered through project and collaborating institution networks, electronic materials deployed on websites offering related educational materials, and in-person presentations at conference technical sessions and workshops, with each phase designed to provide audiences with greater command of K-Gray resources and applications. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Mooney, Michael Colorado School of Mines CO Sheryl A. Sorby Continuing grant 167200 7444 SMET 9178 0000099 Other Applications NEC 0532709 October 1, 2005 Collaborative Research: A Comprehensive Pathway for K-Gray Engineering Education. The K-Gray Engineering Education Pathway is the engineering "wing" of the National Science Digital Library (NSDL). It provides a comprehensive engineering portal for high-quality teaching and learning resources in engineering, computer science, information technology and engineering technology. Project goals are to: 1) merge NEEDS and TeachEngineering into a unified K-Gray engineering educational digital library, 2) significantly grow high quality resources in the NSDL Engineering Pathway in a sustainable way, 3) align the unified curricular materials with appropriate undergraduate and K-12 educational standards, 4) grow the participation of content providers and users, 5) enhance quality control and review protocols for Engineering Pathway content, and 6) create a nonprofit strategy and partnership for the sustainability of the Engineering Pathway. This project also expands the Pathway's gender equity and ethnic diversity components by cataloging and reviewing curricular resources created by female-centric and minority-serving organizations. The K-Gray Engineering Education Pathway is having far-reaching impact by engaging K-12 communities and institutions of higher education, engineering professional societies, engineering research centers, NSF K-12 programs, and ABET. Key elements of the evaluation plan include a community-based needs analysis, definition and collection of usage metrics, and mid-term and final evaluations. Dissemination activities include email delivered through project and collaborating institution networks, electronic materials deployed on websites offering related educational materials, and in-person presentations at conference technical sessions and workshops, with each phase designed to provide audiences with greater command of K-Gray resources and applications. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Sullivan, Jacquelyn University of Colorado at Boulder CO Sheryl A. Sorby Continuing grant 683485 7444 SMET 9178 0000099 Other Applications NEC 0532755 October 1, 2005 Collaborative Research: A Comprehensive Pathway for K-Gray Engineering Education. The K-Gray Engineering Education Pathway is the engineering "wing" of the National Science Digital Library (NSDL). It provides a comprehensive engineering portal for high-quality teaching and learning resources in engineering, computer science, information technology and engineering technology. Project goals are to: 1) merge NEEDS and TeachEngineering into a unified K-Gray engineering educational digital library, 2) significantly grow high quality resources in the NSDL Engineering Pathway in a sustainable way, 3) align the unified curricular materials with appropriate undergraduate and K-12 educational standards, 4) grow the participation of content providers and users, 5) enhance quality control and review protocols for Engineering Pathway content, and 6) create a nonprofit strategy and partnership for the sustainability of the Engineering Pathway. This project also expands the Pathway's gender equity and ethnic diversity components by cataloging and reviewing curricular resources created by female-centric and minority-serving organizations. The K-Gray Engineering Education Pathway is having far-reaching impact by engaging K-12 communities and institutions of higher education, engineering professional societies, engineering research centers, NSF K-12 programs, and ABET. Key elements of the evaluation plan include a community-based needs analysis, definition and collection of usage metrics, and mid-term and final evaluations. Dissemination activities include email delivered through project and collaborating institution networks, electronic materials deployed on websites offering related educational materials, and in-person presentations at conference technical sessions and workshops, with each phase designed to provide audiences with greater command of K-Gray resources and applications. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Cyr, Martha Worcester Polytechnic Institute MA Russell L. Pimmel Continuing grant 237146 7444 SMET 9178 0000099 Other Applications NEC 0532756 September 1, 2005 Professional Development Institutes to Increase Afterschool Educators' Use of the NSDL. In partnership with the California School-Age Consortium (CalSAC), an established statewide after-school leader-training network, this project makes use of new curricular modules and existing STEM resources found in the Exploratorium digital library and the NSDL to create and offer professional development institutes for use by state and regional after school organizations. Professional development institutes consist of four linked components: (1) workshops and seminars, (2) technical assistance, (3) a collegial community of practitioners, and (4) curricular modules that combine NSDL digital resources and tools with inquiry-based, hands-on science activities for after school audiences. Unlike many after school activities, the curricular modules are designed to be academically challenging, science-rich, and youth interest-driven. In addition to workshops for after school leaders and their teaching staff, the project documents the words used by youth and after school educators to search and access the Exploratorium digital library, mapping these to scientific vocabularies as metadata to help make NSDL more usable to educators and the underrepresented youth they serve. This project is making important practical and pedagogical impact. It provides an example of a museum-after school partnership that expands the use of NSDL - a content provider (the Exploratorium) working with an established statewide training network (CalSAC) to create a program of STEM professional development combining the rich resources of the NSDL and technical assistance for leaders of after school programs and their program staff. In addition, the project is building the scientific literacy of the after school educators and the youth they serve using the rich repository of learning resources in the NSDL, thereby addressing a key underserved audience. Co-funding for this project is being provided by the office of Multidisciplinary Activities in the Directorate for Mathematical and Physical Sciences (MPS) in recognition of the value that museum-after school partnerships have in promoting the integration of research and education in areas of interest to MPS. NATIONAL SMETE DIGITAL LIBRARY OFFICE OF MULTIDISCIPLINARY AC DUE EHR Hsi, Sherry Exploratorium CA Herbert H. Richtol Standard Grant 649999 7444 1253 SMET 9178 0000099 Other Applications NEC 0532768 September 1, 2005 Pedagogic Services for Digital Libraries. Intellectual Merit: The National STEM Digital Library (NSDL) is providing a growing array of services to improve the effectiveness of its STEM teaching materials to users. This project connects pedagogic materials to teaching materials in digital library collections. It is helping teachers and faculty understand how to use STEM materials in ways that are engaging, interesting, and effective, embodying key principles of teaching and learning. The project is building on a successful example, the Starting Point Digital Library, a design that ensures that seekers of teaching materials also find pedagogic information, and vice versa. A new set of tools is being created to enable other digital libraries to link the pedagogic materials developed by this project to teaching materials in their library while establishing mechanisms for creating a much broader collection of pedagogic materials and examples. Service users will also be able to develop customized pedagogic portals with pedagogic materials of high interest to their community linked to examples relevant to their users drawn from both their collections and the shared example collection. The service is designed to be customizable by NSDL projects so that it can be adapted to meet the interests and needs of their communities and be integrated seamlessly into their library. The shared collection of pedagogic materials and teaching examples will foster sharing and reuse of content across the NSDL and promote movement of library users between NSDL collections and portals. This service is being developed as a built-in partnership with five NSDL projects and two campus centers for teaching and learning; these are implementing the service and contributing to the shared collection. This work is the basis for a generalized service that will be rolled out for use across the NSDL in the third year of the project. Broader Impact: This project fills a recognized gap between instructors finding excellent materials and knowing how to use them effectively. Partnerships with campus centers for teaching and learning are extending the reach of this project. As a focus for faculty professional development on individual campuses, such centers both provide pedagogic information for their faculty and share the advances taking place on their campuses. By integrating this key NSDL service into the websites of campus centers for teaching and learning, the NSDL is being brought onto campus and widely disseminated. Exploring its use in course management systems, a primary tool used by faculty when designing and delivering their courses, is also extending the reach of this service. NSF Support: The Office of Multidisciplinary Activities in the NSF Directorate for Mathematical and Physical Sciences (MPS) and the Division of Earth Sciences in the NSF Directorate for Geosciences (GEO) are providing co-funding for this project in recognition of its potential value in integrating research and education in the mathematical, physical, and earth sciences. NATIONAL SMETE DIGITAL LIBRARY EDUCATION AND HUMAN RESOURCES OFFICE OF MULTIDISCIPLINARY AC DUE EHR Manduca, Cathryn Mary Savina Sean Fox Carleton College MN Myles G. Boylan Standard Grant 649998 7444 1575 1253 SMET 9178 0000099 Other Applications NEC 0532776 November 1, 2005 Customizing Resources for NSDL. One promise of the Internet is educational "mass customization." Thanks to the National Science Digital Library (NSDL; http://nsdl.org), the opportunity exists to filter millions of resources and customize them for individual learners. This NSDL targeted research project is organizing digital libraries by dimensions that are important to teachers and learners--specifically, cognitive characteristics (cognitive development, spatial and math retrieval skills, reading level), affective characteristics (self-efficacy, motivation, beliefs/attitudes toward the subject), and social characteristics (gender, main language, ethnicity). The investigators hypothesize that customization of resources will result in visitors spending more time in NSDL and students achieving more in-depth learning. As a testbed, the investigators are creating a customized learning environment, "Customized MathForum," within the Math Forum Digital Library (MFDL; http://mathforum.org), which is one of the most popular instructional digital libraries and has one of the largest communities of users (over a million individuals). The investigators are indexing the digital library according to cognitive, affective, and social dimensions and are evaluating whether such indexing helps stakeholders (teachers, students, and contributors/authors) find effective and efficient material and whether such indexing results in more effective learning than when resources are chosen randomly. Project activities include: * designing a customized learning environment for middle school and high school teachers and students within MFDL; * generating a portal to a special library of 750 arithmetic and geometry problems individualized for specific cognitive and behavioral skills; * developing smart search tools and intelligent agents that will search the digital library for appropriate resources; * integrating an enhanced metadata system in MFDL along dimensions that are important to teachers and learners--e.g., relation to state educational standards, and cognitive, affective, and social characteristics; * evaluating the impact of providing customized problems for students and teachers; and * disseminating tools for customized services to other digital library service providers. Though described in terms of MFDL, this research is general and the methodology is applicable to many NSDL collections. This project builds on tools and technologies that have evolved from several NSF-supported projects in three domains: intelligent tutoring systems, digital libraries, and instructional networks. The research directly addresses computational issues (advances in machine agents in distributed environments and the integration of intelligent tutors and digital libraries) and cognitive and affective issues (human learning characteristics and student models that improve online instruction). The research should result in sensitive instruction that is responsive to individual differences, especially among underrepresented minorities and women, and should unveil the extent to which students of different cognitive abilities learn with different forms of teaching. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Woolf, Beverly Stephen Weimar Ivon Arroyo University of Massachusetts Amherst MA R. Corby Hovis Standard Grant 460000 7444 SMET 9178 0000099 Other Applications NEC 0532786 November 1, 2005 Facilitating K-12 Selection in an Annotated Rich Media Library of Animal Behavior. This services project is making the online Macaulay Library which hosts the world's largest collection of animal sounds and animal behavior videos more accessible to many segments of the public and is providing tools to K-12 teachers enabling them to readily incorporate these animal resources into the curriculum. The three principal items resulting from the project activities are: 1. geographic mapping tools overlaying the digital Macaulay Library collection; 2. a collection of voucher specimens that are facilitating teachers in choosing appropriate recordings for inclusion in classroom activities; 3. library users being able to link animal recordings with geographic locations. The natural allure of animals is allowing animal behavior to be used as a springboard for teaching all STEM disciplines. This project is focusing on the development and implementation of four mechanisms for facilitating the selection of annotated recording segments that meet specific K-12 needs: 1) providing online tools that allow teachers to restrict searches to recordings from their immediate or other limited geographic locales; 2) pre-selecting authenticated "typical examples" of illustrative behaviors of favored species; 3) establishing a "double-broker" collaboration system in which curriculum developers, (the education brokers), and a Macaulay staff member expert in animal behavior and the content of the collection, (the content broker), work together to bridge the gap between what is needed and what is available; and 4) implementing a resource management architecture on top of the existing Macaulay Library infrastructure. For example, the use of these tools is being demonstrated by collaborative development of teaching modules for K-12 that use animal behavior as the focus for teaching physics. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Bradbury, Jack Cornell University - State NY Lee L. Zia Standard Grant 649999 7444 SMET 9178 0000099 Other Applications NEC 0532796 October 1, 2005 Leadership Development for Technology Integration: Developing an Effective NSDL Teacher Workshop Model. This project is developing and studying a hybrid workshop model that supports mathematics teachers to integrate National Science Digital Library (NSDL) resources and technologies into their classrooms. The project is directly engaging over 900 teachers of grades 5-9 over its three years, including teacher leaders and those who are not yet making use of technology in their classes. Guided by prior research, the program tailors participation to three groups: (1) those who find a site such as the Math Forum and know immediately how to use it with their students; (2) those who find a site like the Math Forum and would like to use it with their students but need support to do so; and (3) those who find a site like the Math Forum and need support to even think that they could make use of it in their classes. For each teacher group, the proposed workshop program is designed to strengthen teachers' mathematical content knowledge, math pedagogy, and use of technology to support students' mathematical problem solving. Long-term engagement and curriculum integration for all participants is supported by an instructional program that incorporates a technology-based Problem of the Week (tPoW). The program integrates participants into the NSDL-supported Math Tools (http://mathforum.org/mathtools) community of users. Participants are supported to design lessons to go with the tools, evaluate tools, discuss pedagogical ideas, and support one another in active, collegial discussions. Research is addressing the impact of sustained workshop and follow-up on teachers' practices, the work of their students, and the culture of their schools. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Klotz, Eugene Stephen Weimar K. Renninger Wesley Shumar Suzanne Alejandre Drexel University PA Herbert H. Richtol Standard Grant 650000 7444 SMET 9178 0000099 Other Applications NEC 0532797 October 15, 2005 BiosciEdNet (BEN) Collaborative Cycle 3. Biological Sciences (61) The BiosciEdNet (BEN) Collaborative is expanding its stewardship role for professional societies and coalitions in the biological sciences through an NSDL Pathway project that provides resources, tools, and professional development for educators at the high school and undergraduate levels, including community colleges. BEN serves as a catalyst for professional societies or coalitions that seek to build their own education-focused digital libraries or contribute resources to the BEN portal, and that want to collaborate on effective pedagogy, authentic assessment, and development of multidisciplinary biological sciences resources. In prior NSDL projects, the BEN Collaborative built a portal that aggregates biological sciences resources from 13 collaborators and 6 separate digital libraries; this proposal is expanding the set of collaborators to 22, and the total number of biological sciences digital libraries to 13. In addition, to increase submissions to the digital libraries of BEN, the project is developing a Faculty Campus Representative Program, which is preparing more than forty university faculty members across the county to conduct campus and community-based workshops and to offer technical assistance for an estimated 2,700 prospective contributors. These new contributors are providing an estimated 25,000 peer-reviewed, biological sciences education resources to BEN and NSDL during the life of the project. CCLI-Phase 2 (Expansion) NATIONAL SMETE DIGITAL LIBRARY S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR George, Yolanda Marsha Matyas Jason Taylor Yulu Xia American Association For Advancement Science DC Myles G. Boylan Continuing grant 3147791 7492 7444 1536 SMET 9178 0000099 Other Applications NEC 0532798 October 1, 2005 ComPADRE Pathway for Physics and Astronomy Education. This project builds on the foundation established by NSF Award No. 0226129, "ComPADRE: Communities for Physics and Astronomy Digital Resources in Education." The NSDL program's "Pathways" projects closely coordinate their work with the Core Integration activity in the National Science Digital Library (http://nsdl.org) so as to assume a stewardship role on behalf of NSDL for the educational content and/or the services needed by a broad community of learners. The ComPADRE Pathway (http://www.compadre.org), as a steward for physics and astronomy resources in the NSDL, supports teachers and learners by providing both the content and services needed to enhance physics and astronomy education on the Web. ComPADRE is a network of Web-based content collections serving specific communities in physics and astronomy, including teachers of introductory courses at the high school or college levels, undergraduate physics and astronomy majors, researchers in physics education, societies of minority physicists, teachers and students in upper-level courses, and life-long learners. These collections, built by and for the communities, provide links to high-quality learning resources available on the Web and host resources that would not otherwise have a reliable Web presence. Resources in the collections are approved by editors before becoming available, are organized specifically for each community, and undergo a formal peer review process for some collections. Beyond content, these collections also provide tools that allow the community members to communicate, share resources, and learn from each other. The American Association of Physics Teachers (AAPT), American Astronomical Society (AAS), American Physical Society (APS), and Society of Physics Students (SPS) are collaborating in this project as part of their mission to promote and sustain physics and astronomy and science education. The societies are connecting this project with their other education, mentoring, and outreach efforts. Co-funding for this award is being provided by the Office of Multidisciplinary Activities in NSF's Directorate for Mathematical and Physical Sciences (MPS), in recognition of the value of this project for promoting the integration of research and education in physics and astronomy. NATIONAL SMETE DIGITAL LIBRARY OFFICE OF MULTIDISCIPLINARY AC DUE EHR Mason, Bruce Theodore Hodapp Toufic Hakim Susana Deustua Jack Hehn American Association of Physics Teachers MD R. Corby Hovis Continuing grant 2850001 7444 1253 SMET 9178 0116000 Human Subjects 0532808 October 1, 2005 Collaborative Research: A Comprehensive Pathway for K-Gray Engineering Education. The K-Gray Engineering Education Pathway is the engineering "wing" of the National Science Digital Library (NSDL). It provides a comprehensive engineering portal for high-quality teaching and learning resources in engineering, computer science, information technology and engineering technology. Project goals are to: 1) merge NEEDS and TeachEngineering into a unified K-Gray engineering educational digital library, 2) significantly grow high quality resources in the NSDL Engineering Pathway in a sustainable way, 3) align the unified curricular materials with appropriate undergraduate and K-12 educational standards, 4) grow the participation of content providers and users, 5) enhance quality control and review protocols for Engineering Pathway content, and 6) create a nonprofit strategy and partnership for the sustainability of the Engineering Pathway. This project also expands the Pathway's gender equity and ethnic diversity components by cataloging and reviewing curricular resources created by female-centric and minority-serving organizations. The K-Gray Engineering Education Pathway is having far-reaching impact by engaging K-12 communities and institutions of higher education, engineering professional societies, engineering research centers, NSF K-12 programs, and ABET. Key elements of the evaluation plan include a community-based needs analysis, definition and collection of usage metrics, and mid-term and final evaluations. Dissemination activities include email delivered through project and collaborating institution networks, electronic materials deployed on websites offering related educational materials, and in-person presentations at conference technical sessions and workshops, with each phase designed to provide audiences with greater command of K-Gray resources and applications. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Tront, Joseph Virginia Polytechnic Institute and State University VA Sheryl A. Sorby Continuing grant 282001 7444 SMET 9178 0000099 Other Applications NEC 0532825 September 1, 2005 Personalization of Content: Bridging the gap between NSDL and its users through the course website. This Targeted Research project aims to investigate and develop technology that allows a college-level course website to be the hub of activity for students and faculty who want access to the National STEM Education Digital Library (NSDL). The end product is a flexible and personalized information-seeking interface that customizes interactions for educators and learners using the NSDL. To provide this functionality seamlessly in the existing NSDL infrastructure and prevailing usage contexts, the project team is: 1. Conducting user studies to learn about student and faculty needs and activities with regard to course websites; 2. Evaluating the composition of context-sensitive services to determine the most common interaction sequences requested by users and to "factor out" the necessary NSDL services that should be composed; and 3. Developing an integrated personalization framework, exploiting the commonality of personalized interaction in various settings and reflecting this commonality in a factored software architecture. Intellectual Merit: By bringing NSDL content to course websites, the reach of the NSDL is extended into the collegiate educational system. By studying specific technological ideas in concrete educational contexts, the project helps develop guidelines on how personalization technologies can usefully impact educational usage. Broader Impacts: For educators, the personalized information-seeking interfaces developed by this project are of direct benefit in improving course delivery, increasing automation, and enhancing information access. For learners, the project offers them the capabilities to find the resources and services they value, and makes NSDL sites more responsive to their needs. The operation of this project itself entails broadening aspects, such as increasing the participation of minority students and encouraging a wider use of existing NSDL resources. The project team is committed to increase the flow of graduate Hispanic students into the field of Computer Science. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Perez, Manuel Edward Fox Lillian Cassel Weiguo Fan Virginia Polytechnic Institute and State University VA Herbert H. Richtol Standard Grant 449912 7444 SMET 9178 0000099 Other Applications NEC 0532828 October 1, 2005 Collaborative Project: An NSDL Registry: Supporting Interoperable Metadata Distribution. This Services track project is a collaboration of investigators from the University of Washington (0532828) and Cornell University (0532854) who are developing and deploying a metadata registry service to complement the NSDL Central Metadata Repository. The registry is based on the open-source Dublin Core Metadata Initiative (DCMI) Registry application and enables multiple diverse collection providers and other NSDL projects to identify, declare, and publish their metadata schemas (element/property sets) and schemes (controlled vocabularies). Furthermore, the project provides support for registration of schemes and schemas for use by human and machine agents, as well as support for the machine mapping of relationships among terms and concepts in those schemes (semantic mappings) and schemas (crosswalks). The intellectual merit of the project lies in its use of distributed registries of metadata schemes and schemas to improve services to users in an increasingly heterogeneous Web digital library universe; and it points to an environment where important semantic connections between diverse communities and their vocabularies are effectively enabled. The broader impact of the project is its generalization of registry software and implementation beyond centrally controlled metadata schemas. This enables the distribution of appropriate control and management into the hands of vocabulary creators and maintainers, thus facilitating the potential to overcome economic and legal barriers that have prevented the anticipated growth of registries and distributed registry networks. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Sutton, Stuart University of Washington WA Lee L. Zia Standard Grant 191145 7444 SMET 9178 0000099 Other Applications NEC 0532831 September 1, 2005 NSDL Materials Digital Library Pathway: Hub for Materials Education and Research. In this project a consortium of organizations is building an information infrastructure on the foundation of the current Materials Science Digital Library collection (MatDL) and assuming stewardship of significant content and services to support the integration of education and research in materials science (MS). Additionally, this Pathways project is facilitating the dissemination of resources generated by government-funded MS collaborations. The MatDL partnership includes information/library scientists and materials scientists affiliated with government and research/teaching institutions: National Institute of Standards and Technology, Kent State University, MIT, University of Michigan, Iowa State University, and Purdue University. To multiply the impact of NSF-supported materials efforts, this network of collaborations is being extended to include several related NSF initiatives: Nanoscale Interdisciplinary Research Teams, Materials Research Science and Engineering Centers, and International Materials Institutes. The intellectual merit of this effort lies in its provision of tools to describe, manage, exchange, archive, and disseminate data among national and international government-funded materials teams and centers; support for open access development of modeling and simulation tools; development of services and content for virtual labs in large undergraduate introductory science courses; and the maintenance of a workspace for collaborative development of core undergraduate MS teaching materials as well as ontological tools for enhanced resource discovery. The project exercises broader impact by serving as a dedicated hub for the large materials research community, facilitating communication and interactions among its members. MatDL offers the opportunity to create learning objects based on recent research, as well as convenient access to relevant, shared resources and learning objects. Because of its inherent interdisciplinary nature MatDL also has an impact on a large constellation of STEM disciplines. The Office of Multidisciplinary Activities in the NSF Directorate for the Mathematical and Physical Sciences (MPS) is providing significant co-funding of this project in recognition of important role played by materials science education and research within the larger MPS portfolio of awards. NATIONAL SMETE DIGITAL LIBRARY OFFICE OF MULTIDISCIPLINARY AC DUE EHR Bartolo, Laura Donald Sadoway Krishna Rajan Adam Powell Sharon Glotzer Kent State University OH Lee L. Zia Continuing grant 2579422 7444 1253 SMET 9178 0000099 Other Applications NEC 0532835 October 1, 2005 Collaborative Research: A Comprehensive Pathway for K-Gray Engineering Education. The K-Gray Engineering Education Pathway is the engineering "wing" of the National Science Digital Library (NSDL). It provides a comprehensive engineering portal for high-quality teaching and learning resources in engineering, computer science, information technology and engineering technology. Project goals are to: 1) merge NEEDS and TeachEngineering into a unified K-Gray engineering educational digital library, 2) significantly grow high quality resources in the NSDL Engineering Pathway in a sustainable way, 3) align the unified curricular materials with appropriate undergraduate and K-12 educational standards, 4) grow the participation of content providers and users, 5) enhance quality control and review protocols for Engineering Pathway content, and 6) create a nonprofit strategy and partnership for the sustainability of the Engineering Pathway. This project also expands the Pathway's gender equity and ethnic diversity components by cataloging and reviewing curricular resources created by female-centric and minority-serving organizations. The K-Gray Engineering Education Pathway is having far-reaching impact by engaging K-12 communities and institutions of higher education, engineering professional societies, engineering research centers, NSF K-12 programs, and ABET. Key elements of the evaluation plan include a community-based needs analysis, definition and collection of usage metrics, and mid-term and final evaluations. Dissemination activities include email delivered through project and collaborating institution networks, electronic materials deployed on websites offering related educational materials, and in-person presentations at conference technical sessions and workshops, with each phase designed to provide audiences with greater command of K-Gray resources and applications. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Ybarra, Gary Duke University NC Sheryl A. Sorby Continuing grant 147168 7444 SMET 9178 0000099 Other Applications NEC 0532854 October 1, 2005 Collaborative Project: An NSDL Registry: Supporting Interoperable Metadata Distribution. This Services track project is a collaboration of investigators from the University of Washington (0532828) and Cornell University (0532854) who are developing and deploying a metadata registry service to complement the NSDL Central Metadata Repository. The registry is based on the open-source Dublin Core Metadata Initiative (DCMI) Registry application and enables multiple diverse collection providers and other NSDL projects to identify, declare, and publish their metadata schemas (element/property sets) and schemes (controlled vocabularies). Furthermore, the project provides support for registration of schemes and schemas for use by human and machine agents, as well as support for the machine mapping of relationships among terms and concepts in those schemes (semantic mappings) and schemas (crosswalks). The intellectual merit of the project lies in its use of distributed registries of metadata schemes and schemas to improve services to users in an increasingly heterogeneous Web digital library universe; and it points to an environment where important semantic connections between diverse communities and their vocabularies are effectively enabled. The broader impact of the project is its generalization of registry software and implementation beyond centrally controlled metadata schemas. This enables the distribution of appropriate control and management into the hands of vocabulary creators and maintainers, thus facilitating the potential to overcome economic and legal barriers that have prevented the anticipated growth of registries and distributed registry networks. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Hillmann, Diane Cornell University NY Lee L. Zia Standard Grant 310456 7444 SMET 9178 0000099 Other Applications NEC 0532881 September 1, 2005 Earth Exploration Toolbook Workshops to Facilitate the Use of Earth Science Data in Education. The Earth Exploration Toolbook (EET, http://serc.carleton.edu/eet) is an online resource for teachers and students. It is a collection of computer-based learning activities within the National Science Digital Library (NSDL) and the Digital Library for Earth System Education (DLESE). Activities or "chapters" in the EET provide step-by-step instructions for accessing specific data and analyzing it with a software analysis tool to explore issues or concepts in science, technology, and mathematics. EET chapters use a variety of technology tools, including geographic information systems (GIS), image processing programs, spreadsheet applications, and others. EET chapters facilitate access to a wide range of datasets, including Landsat data from NASA, climate-modeling data from EOS-Webster, and earthquake data from the USGS, along with many others. In this project, the use of Earth science data by students is being facilitated through EET Data Analysis Workshops: two-hour professional development experiences for teachers on using the NSDL, DLESE, and an EET chapter. These workshops are being conducted in a unique and effective way; participants work at their own Internet-connected computers, and dial into a toll-free group teleconference for step-by-step facilitation and interaction. Plans call for up to 600 different teachers to participate in the workshops. To ensure that diverse and underserved communities are reached, teachers are being actively recruited for participation. Usage data are being gathered through pre- and post-workshop surveys and post implementation surveys. These survey data are providing evaluative input to help improve both the workshops and the chapters, and to determine the effectiveness of the workshops in increasing the use of digital libraries, and in getting Earth science data used by students. The Divison of Earth Sciences in the NSF Directorate for Geosciences (GEO) is providing significant co-funding in recognition of the project's efforts to integrate education and research in areas of interest to GEO. NATIONAL SMETE DIGITAL LIBRARY EDUCATION AND HUMAN RESOURCES DUE EHR McAuliffe, Carla Tamara Ledley TERC Inc MA David J. Matty Standard Grant 684884 7444 1575 SMET 9178 0000099 Other Applications NEC 0532895 October 1, 2005 Services to Link Opencourseware Repositories and the NSDL. This NSDL Services project is improving the discoverability of course materials that institutions are placing in "opencourseware" repositories. Three primary tasks are: to enable federated searching across distributed institutional sites, to develop a portal to these repositories, and to facilitate harvesting of metadata and course materials by the NSDL. The intellectual merit of the project lies in its provision not only of a source of new, high quality STEM educational materials for the NSDL, but more importantly the context to increase the usability of the materials that already exist in the NSDL. "Opencourseware" repositories offer a familiar structure and context for higher education; organized by discipline areas or departments and courses, and providing artifacts such as syllabi, lecture notes, etc. The broader impacts of the project extend to faculty and students at all colleges and universities in the United States, since the resources and structure found in existing repositories are comparable across the United States. Linking courses to existing digital learning resources in the NSDL and educational digital libraries further extends the reach of current "opencourseware" repositories (and vice versa). NATIONAL SMETE DIGITAL LIBRARY DUE EHR Shelton, Brett Utah State University UT John F. Mateja Standard Grant 694548 7444 SMET 9178 0000099 Other Applications NEC 0532922 October 1, 2005 Collaborative Research: A Comprehensive Pathway for K-Gray Engineering Education. The K-Gray Engineering Education Pathway is the engineering "wing" of the National Science Digital Library (NSDL). It provides a comprehensive engineering portal for high-quality teaching and learning resources in engineering, computer science, information technology and engineering technology. Project goals are to: 1) merge NEEDS and TeachEngineering into a unified K-Gray engineering educational digital library, 2) significantly grow high quality resources in the NSDL Engineering Pathway in a sustainable way, 3) align the unified curricular materials with appropriate undergraduate and K-12 educational standards, 4) grow the participation of content providers and users, 5) enhance quality control and review protocols for Engineering Pathway content, and 6) create a nonprofit strategy and partnership for the sustainability of the Engineering Pathway. This project also expands the Pathway's gender equity and ethnic diversity components by cataloging and reviewing curricular resources created by female-centric and minority-serving organizations. The K-Gray Engineering Education Pathway is having far-reaching impact by engaging K-12 communities and institutions of higher education, engineering professional societies, engineering research centers, NSF K-12 programs, and ABET. Key elements of the evaluation plan include a community-based needs analysis, definition and collection of usage metrics, and mid-term and final evaluations. Dissemination activities include email delivered through project and collaborating institution networks, electronic materials deployed on websites offering related educational materials, and in-person presentations at conference technical sessions and workshops, with each phase designed to provide audiences with greater command of K-Gray resources and applications. NATIONAL SMETE DIGITAL LIBRARY HUMAN RESOURCES DEVELOPMENT ENGINEERING EDUCATION DUE EHR Agogino, Alice University of California-Berkeley CA Sheryl A. Sorby Continuing grant 1326651 7444 1360 1340 SMET 9178 0000099 Other Applications NEC 0533075 March 23, 2005 Multinational Project-Based Education: An Alliance for Integration of Research, Education, and Service. The focus of this project is on the development of multinational student/faculty project-based approaches to integrating research and education. Most major practical problems, such as environment, public health and the access to technology, are inherently interdisciplinary and are shared across national boundaries. Internationally, we also face the challenge of transforming higher education itself to become more accessible and more responsive to the needs of our communities. Faculty on this project have been working with models for coupling collaborative multinational research addressing common scientific and engineering challenges to mutual assistance in the reform of our institutions. The essence of this approach is to tap into the rich and vibrant spectrum of international research and service activities, which are at the very heart of faculty interests and enthusiasms, while simultaneously creating opportunities that can be embedded in the core of undergraduate curricula. The current project builds on work to date in this promising arena by creating a small alliance of universities, both within the US and worldwide, which will collaborate on further refining, scaling-up, and institutionalizing this approach to integrating international research, education and service. There are several design features to this multinational project-based strategy. Prioritized projects : 1) Are embedded in genuine faculty research interests on all sides; 2) Can take place within curricular structures that affect large numbers of undergraduate students on all sides, rather than the fortunate few; 3) Contribute to the solution of practical regional problems, and 4) Invoke deep partnerships with other allies, including industry, state and local government, and non-profit organizations. A collaboration on first-year engineering design with Tohoku University, in Sendai, Japan, has been created and is currently in its third year. A four-year collaborative project on environmental challenges facing two regions with Sichuan University, in Chengdu, China has been launched. To further catalyze a fundamental re-formulation of international education and research, this project is supporting two major activities. The first is to help seed the creation of a small alliance of institutions, each of which shares the vision of strategically coupling undergraduate education reform to the solution of complex regional problems. This is particularly important in increasing the range of diversity of institutions that are able to participate. The second is to disseminate the lessons learned by the core group concerning the pragmatics of multinational collaborations that integrate education and research. The Principle Investigator's institution has made a major commitment to the success of this project, including faculty release time, staff support and cash, totaling approximately 50% of the amount requested from the National Science Foundation. DISTINGUISHED TEACHING SCHOLAR DUE EHR Kalonji, Gretchen University of California, Office of the President, Oakland CA Russell L. Pimmel Standard Grant 181112 1746 SMET 9178 1746 0533334 March 1, 2005 Introducting Grid Computing into the Undergraduate Curricula. Computer Science (31) Grid computing is a very important area for high performance computation and resource sharing. Computers can be distributed world-wide to create a global cluster. This project adapts existing material on cluster computing and existing graduate material on grid computing (for example, from the University of New Hampshire and the University of Melbourne in Australia) to introduce grid computing into undergraduate curricula. Grid computing is applied not only to high performance scientific computing but also to enhance business practices and to achieve cost saving. The project addresses security and management issues in addition to application programming issues, demonstrates how undergraduate institutions can provide their students with grid computing facilities, and offers educators new course materials for teaching grid computing. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Wilkinson, Anthony Mark Holliday University of North Carolina at Charlotte NC Stephen C. Cooper Standard Grant 75270 7428 SMET 9178 7428 0000099 Other Applications NEC 0540637 September 15, 2005 A Leadership Summit to Effect Change in Teaching and Learning. The National Academies is convening a two-day summit in October 2006 of approximately 300 educators, employers, and others to explore how institutions of higher education and their faculty can use new information about the process of learning (how people learn) to successfully attract, retain, and prepare a diverse student population for careers at the intersections of agriculture, environmental and life sciences. Background papers are being commissioned for discussion at the summit. These include papers examining the current state of knowledge on cognition and learning; a summary of past and current efforts to connect specific teaching and other approaches with retention of minority students; and a presentation on different approaches to developing so-called soft-skills of interest to employers. Following the summit, a National Academies committee will prepare a report that identifies student and faculty needs for critical skills and training, and describes strategies to improve the educational experience for undergraduates. The report will discuss the steps that institutional leaders must take to assist faculty, and ways to overcome barriers to educational innovation at the institutional, department, and faculty levels. The summit and resulting report provide momentum behind efforts to effect change in undergraduate programs with the goal of producing well-prepared graduates who reflect the demographics of the larger population and who are appropriately skilled, socially responsive, and technically proficient in the workforce. CCLI-NATIONAL DISSEMINATION DUE EHR Schoen, Roberta National Academy of Sciences DC Herbert H. Richtol Standard Grant 50000 7429 SMET 9178 0000099 Other Applications NEC 0541698 September 1, 2005 Geospatial Education Workshop: Integrating Remote Sensing and Geographic Information Systems for Technology Workforce Training at Two-Year Colleges. This project is providing partial support of a workshop that is bringing together leaders in GIS/Remote Sensing education from two and four year colleges; representatives from the US Geological Survey, NSF, NASA, and other interested Federal and State agencies; the National Council for Geographic Education; the American Association of Community Colleges; the Environmental Science Research Institute (ESRI); and other leaders in GIS education to examine workforce needs in GIS/remote sensing, assess existing college programs, and examine the incorporation of remote sensing education into existing GIS programs at community colleges. The effort is receiving additional funding support from NASA, USGS and ESRI, and also involves participation by the Department of Labor. NSF is also providing meeting space for the workshop, and managing funds provided by the other Federal agencies. ADVANCED TECH EDUCATION PROG DUE EHR Brand, Osa Ann Johnson Jeannette Allen National Council For Geographic Education DC Gerhard L. Salinger Standard Grant 10000 7412 SMET 9178 1032 0000099 Other Applications NEC 0541853 July 19, 2005 MentorNet Workshop on Effective Mentoring Research and Practice. HRD 04-54569 MentorNet will host a workshop for engineering researchers and higher education faculty/administrators attending the annual WEPAN meeting (Women in Engineering Programs & Advocates Network) to share and further disseminate new findings and best practices about mentoring, particularly mentoring via the Mentor Net electronic/virtual systems. An additional focus is the targeted inclusion of members of the National Association for Minority Engineering Program Administrators (NAMEPA) in the workshop. The project plan includes basic evaluation, including pre- (formative) and post-workshop evaluations Muller cites data from a recent MentorNet evaluation and research project that was performed by SJB Consulting (contracted by MentorNet) that indicates that women of color participating in MentorNet's one-on-one mentoring program find the experience particularly helpful - African-Americans at 76 percent and Hispanics/Latinos at 79 percent, compared with Asian-Americans at 69 percent and Anglo-/European Americans at 72 percent. The study also reported that African-American and Hispanic/Latino mentors also had preferentially good experiences-with their development of mentoring skills, commitment, and confidence increasing significantly. The activity should provide a learning opportunity for WEPAN and NAMEPA members to acquire some skills and knowledge from MentorNet's extensive investment and interaction in mentoring. The workshop should impact (increase) the retention of women and minorities in engineering education, and their preparation for entry, perseverance, and promotion in the engineering workforce. PRES AWDS FOR EXCELL IN SCI DUE EHR Muller, Carol MentorNet CA David L. Temple Jr. Standard Grant 12000 1593 SMET 9178 0542190 September 1, 2005 INSTITUTION: PAESMEM Nomination of the Penn State Women in Engineering. Pangborn Abstract PAESMEM Mentoring for Academic Career Development Study and Action Workshop ABSTRACT The power of mentoring and role models is generally acknowledged and are critical career development tools for women in engineering faculty careers. Yet, because women are severely underrepresented on engineering faculties nationwide, many junior and mid-level engineering faculty women lack positive female role models and mentors and are too often overlooked or left out of crucial information loops. The successful senior women who are the potential mentors have little time or experience of successful mentoring. What is needed is a mentoring model, or methodology, that provides the necessary support for junior and mid-level women faculty, mines the experience of senior women faculty, and respects the time demands that are a reality for all productive engineering faculty members. It is necessary to design ways in which successful mentors can have sustained contact with junior faculty while not overburdening the mentors themselves. The proposed Mentoring for Academic Career Development Study and Action Workshop, led by Penn State's Council of Senior Engineering Faculty Women will bring together senior women from universities and industry to identify effective practices in faculty mentoring as well as problems in developing good mentoring programs. The goal will be to develop a realistic model and guidelines for mentoring junior and mid-level faculty women. Inclusion of successful industry women will allow the workshop to include industry practices and experiences in the deliberation. Workshop objectives are to: o Create a realistic model, based upon experience, practice and on-going research, of how mentoring can be provided in a comprehensive way to junior faculty women. o Build on existing Penn State workshops for career development for faculty women o Improve the mentoring experiences of all participants o Identify a set of research questions for future investigation into mentoring for engineering faculty women o Publish and broadly disseminate workshop outcomes The workshop will include pre-assessment surveys, pre-work and readings on current literature, and pre- and post-conference interactions-all designed to set up a productive dialogue. Postconference assessment will also be conducted. Intellectual Merit The PAESMEM Mentoring Study and Action Workshop aims to broaden current understanding of the challenges of mentoring in the Academy to benefit three important audiences - junior and mid-level faculty women, senior faculty women and administrators. The proposed workshop will result in published guidelines in paper and electronic format. The workshop assessment will provide basic information for researchers in academic mentoring. In the long term, this workshop will create a new dialogue about effective mentoring that can be implemented in the high pressure world of engineering faculties. It is anticipated that the findings will be relevant to other STEM professionals. Broader Impact The findings of the workshop have the potential to provide engineering faculty with the tools for developing an effective mentoring model for engineering faculty women, a group underrepresented in engineering. PRES AWDS FOR EXCELL IN SCI DUE EHR Bogue, Barbara Robert Pangborn Pennsylvania State Univ University Park PA Daphne Y. Rainey Standard Grant 23000 1593 SMET 9178 0542374 August 15, 2005 CyberSecurity Capacity Building. This project is disseminating results and providing support materials for The Information Assurance and Security (IAS) Education project. The IAS, initially developed in the Department of Computer Science and the Department of Management, Marketing, and Finance at North Dakota State University (NDSU), helps achieve Academic Excellence in Information Assurance and Security Education. The IAS is built upon close collaborations with consultants and partnerships from academia, industry and government. Project tasks include: 1. Training our faculty through the Center of Academic Excellence in Information Assurance Education at Iowa State University, in which faculty members develop and deliver information assurance security modules able to be readily included in core courses in IAS. 2. Developing new courses and revising existing ones by integrating IAS modules into selected courses. The federal training documents provided by the Committee on National Security Systems (CNSS) will be consulted. 3. Tailoring student capstone and course projects to IAS. 4. Establishing partnerships between disciplines and departments, among the U.S. academic institutions, industry and government, for developing specific projects and involving their personnel in teaching. 5. Developing the career interest of junior high school girls in IAS by organizing a workshop session. This project transfers the remaining project dissemination tasks to Oakland University. 1. Disseminating results and providing support materials developed thus far under the project, especially to Oakland University, MI. Oakland University will adapt the materials we developed. 2. Giving an invited talk on "Wireless Security Initiatives and Research," the second annual IT Security Conference for IT Professionals in Education, Nov. 3, 2005. 3. Presenting papers in conferences. 4. Maintaining an active website to host and provide the project materials. 5. Establishing and enhancing collaborations with Oakland University, Rice University, Iowa State University, Dakota State University, San Diego Supercomputer Center (SDSC) at UCSD, George Washington University, Microsoft, IBM, Gary Cavett & Co. CPAs, US Department of Justice, and FBI, by inviting the representatives and/or visiting them. 6. Continuing the research in the area of Information Assurance and Security. 7. Preparing annual and final reports. FED CYBER SERV: SCHLAR FOR SER DUE EHR Fu, Huirong Oakland University MI Timothy V. Fossum Standard Grant 57921 1668 SMET 9178 9150 0542735 September 1, 2005 Underrepresented Engineering Faculty Peer Mentoring Workshop and Mini-Summits. This proposal is to further support the efforts of the PI ro mentor faculty by hosting three workshops/mini summits in conjunction with the Center for the Advancement of Scholarship on Engineering Education (CASEE ). The first would bring together selected African-American faculty at research universities in the summer of 2005 at the National Academy of Engineering (NAE). The second workshop will convene a diverse group of faculty at research universities in the summer of 2005. The third workshop will bring together selected Hispanic American faculty at research universities in the fall of 2005. The intent of these workshops is to develop an action plan in support of Dr. Grant's conception of the Promoting Under Represented Presence On Science and Engineering faculty (PURPOSE) Institute. In essence, this grant will actively develop, with the input of successful faculty a peer mentoring infrastructure for underrepresented engineering faculty. Key aspects of this initiative will include: (1)Identification of obstacles to the recruitment and retention of minority engineering faculty. (2)Identification of critical needs for an interdisciplinary, multicultural faculty peer mentoring network (3)Building effective faculty networks and initiating the creation of a roadmap for institutional change. The results of the workshops will be presented at professional meetings and made available on web. The outcomes will also be disseminated to Engineering Deans at the ASEE meeting in 2006 and 2007. PRES AWDS FOR EXCELL IN SCI DUE EHR Grant, Christine North Carolina State University NC David L. Temple Jr. Standard Grant 28000 1593 SMET 9178 0547768 June 1, 2005 Collaborative Research: Adapting and Evaluating Online Materials for Undergraduate Statistics Using LON-CAPA Technology. Social Sciences - Other (89) This joint project is designed to adapt and expand educational materials developed for undergraduate statistics courses for use with the LON CAPA system, which is being developed with support from the NSF's Information Technology Research program. CAPA (Computer Assisted Personalized Approach) is a type of course management system developed in the early 1990s and now used in a number of universities. LON (Learning Online Network) is a new technology designed to work with CAPA to create an integrated system for online learning and assessment. LON CAPA consists of a learning content authoring and management system allowing new and existing content to be used flexibly, a course management system, an individualized homework and automatic grading system, data collection and data mining system, and a content delivery system. This collaborative project is adapting this new system to the teaching of statistical methods in the social sciences. CAPA has been used for several years for this purpose. The new LON CAPA system is expected to be more flexible and better suited to connecting departments with common interests to share learning materials and assessment results. The new system allows more personalized attention to the learning problems of individual students. It can more effectively connect students to resources that they can use to overcome learning barriers in undergraduate statistics. We are translating the existing statistics problem library of over 600 problems from CAPA into LON CAPA format. We are also creating multimedia class material designed to help students learn the concepts underlying the assigned problems, and this material is being woven into their homework assignments. After implementing the LON-CAPA system in the fall semester of 2003 and refining our materials, we plan to collect student performance data during spring and fall of 2004. These data will be used to test the greater efficacy of LON CAPA relative to CAPA. An extensive database of student performance information already exists for the statistics material from courses in statistics for the social sciences that have been using CAPA. Equivalence in examination content can be maintained after the LON CAPA system is in place, making a direct test of whether students have benefited from the adapted materials possible. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Kashy, Deborah Michigan State University MI Myles G. Boylan Standard Grant 25454 7428 SMET 9178 9150 7428 0116000 Human Subjects 0549159 October 1, 2005 Federal Cyber Service: Scholarship For Service Program. FED CYBER SERV: SCHLAR FOR SER DUE EHR Hernandez, Miguel PERSONNEL MANAGEMENT, U S OFFICE OF DC Victor P. Piotrowski Interagency Agreement 2015000 1668 SMET 9178 0000099 Other Applications NEC 0549185 October 1, 2005 Workshop: Reconsidering the Textbook. This project supports a workshop to examine how to best use existing texts to catalyze student learning and how to best shape new texts to support recent pedagogical developments, such as just-in-time-teaching and inquiry-centered instruction. Key participants in the workshop are the 35 recipients of the Director's Award for Distinguished Teaching Scholar (the DTS awardees) and their invited guests, who are CAREER awardees from their institutions or discipline. Participants also include representatives of publishing houses and professional societies. The PI is planning pre-workshop and post-workshop activities to build a community of scholars and to gather examples of best practices. The PI also is planning to post the results of the workshop on the Science Education Research Center's (SERC's) website, to prepare and distribute a complete report on the results, and to charge participants in each discipline to organize special sessions at their disciplinary meetings and to prepare reports for disciplinary newsletters. DISTINGUISHED TEACHING SCHOLAR DUE EHR Bierman, Paul University of Vermont & State Agricultural College VT Russell L. Pimmel Standard Grant 99983 1746 SMET 9178 9150 0000099 Other Applications NEC 0549670 September 1, 2005 Publication of Program and Alumni Highlights of Presidential Awards for Excellence in Mathematics and Science Teaching (PAEMST). INTELLECTUAL MERIT: The proposers intend to establish baseline information to provide a foundation for determining the impact of the Presidential Awards for Excellence in Mathematics and Science Teaching (PAEMST) on science and mathematics education. A searchable database will be created and made available to the PAEMST Program Director. In addition, a booklet will be developed and disseminated to help make education stakeholders and the general public more aware of the program and the award recipients. Data will be captured via online survey, prior research and archival sources. Five face-to-face interviews will be conducted to better highlight the accomplishments of the PAEMST program. The leaders of this proposed plan are uniquely qualified to implement the project given their long history of working with NSF and producing documents for many of the Foundation's programs. BROADER IMPACTS: This research effort is aimed at obtaining a compilation of key data that will assist the PAEMST program leadership with broadening participation in the mathematics and science award program by synthesizing data on past awardees, targeting areas with few awardees and informing future publicity efforts and dissemination activities. The proposers intend to complete the data gathering process and produce a document for dissemination by early 2006. PRES AWARDS FOR EXCEL IN SCIEN DUE EHR Kim, Jason Linda Crasco Systemic Research, Inc. MA Celestine Pea Standard Grant 99805 7345 SMET 9237 9177 0000099 Other Applications NEC 0554069 October 1, 2005 Presendential Award for Excellence in Science, Mathematics and Engineering Mentoring-Workshop/Conference. Abstract It is the intent of this project to focus efforts, during the 2005-06 academic year and 2006 summer, on enhancing the mentoring capabilities of faculty members at Elizabeth City State University with regards to their ability to motivate and train minority students within The Mathematics and Computer Science Department and The Geological, Environmental and Marine Science Department. In support of the NSF Presidential Award for Excellence in Science, Mathematics and Engineering Mentoring (PAESMEM) program, this proposed project will increase the number of faculty at ECSU, who are well trained, in mentoring underrepresented groups in mathematics, computer science, marine and environmental science. The supplemental funds will support expansion of faculty mentoring efforts of minority majors within the targeted departments. The project will also provide faculty with training based on best practices of the NSF PAESMEM program. Faculty members will be expected to work during the academic year or summer with a team of undergraduate STEM majors. During the academic year, structured meeting will be held between faculty and students on Tuesday and Thursday evenings from mid September through early April and for 8 weeks during the summer of 2006. The emphasis will be on promoting the professional development of students while teaching them the fundamentals of research within their major fields. The faculty emphasis will be on promoting the ability of the faculty in interacting with students, providing supportive environment for students, and conveying the techniques of research in their respective fields. This will enhance faculty ability to provide the out of classroom experience that the students will need to be accepted into and successfully complete graduate school. During the summer program faculty will work on an intense 8 week project with a team of students. The proposed project will impact a total of 6 STEM faculty and 10 STEM students. PRES AWDS FOR EXCELL IN SCI DUE EHR Hayden, Linda Elizabeth City State University NC David L. Temple Jr. Standard Grant 19070 1593 SMET 9178 0606557 November 10, 2005 Collaborative Project: Investigating Past, Present and Future Natural Hazards with GIS. Earth Systems Science (40) This project is creating and testing three modules that use a Geographic Information System (GIS) to investigate socially relevant Earth and environmental hazards. These resources fill a pressing need for data-rich student investigations that use contemporary technology in a pedagogically sound manner. The modules being developed will have students investigate the 1994 Northridge, California earthquake, the 1999 and 2003 tornado outbreaks in the US mid-continent, as well as the tsunami, earthquake and volcanic hazards threatening Seattle, Washington. Instructors at institutions currently using the NSF-funded SAGUARO investigations are field-testing these new materials. In addition, workshops are being offered at national meetings to introduce more instructors to the resources. The design philosophy of teaching with GIS-not about GIS-reflects PI research results on how students learn with GIS technology. As students use GIS to investigate and visualize data they develop critical problem solving and GIS specific skills. These case studies are being used successfully in large and small enrollment lecture or laboratory courses and in distance learning environments. Intellectual Merit: We have created new instructional resources and models of how to effectively integrate technology-based inquiry exercises in introductory Earth and environmental science courses. We are also providing data on how students learn with GIS technology. Broader Impacts This project helps in developing and maintaining a scientifically literate society and competitive workforce, actively contributes to the professional development of college-level Earth and environmental science faculty, and enhances the use of research-based educational materials in the classroom. Dissemination through the DLESE and in professional development workshops targeting community colleges and smaller universities is broadening the use of technology by underrepresented groups. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Walker, C. Scott Oregon State University OR Jill K. Singer Continuing grant 36517 7427 SMET 9178 0611600 November 28, 2005 Educational Materials Development for a General Education Course on Art and Geology. College courses that integrate the teaching of science and art are an increasingly popular approach to non-science majors' instruction. These interdisciplinary courses provide a rich environment for science teaching and learning, and one that is well-suited for applying science education "best practices" such as hands-on, in-context, and active learning. Recent conference sessions and journal publications have documented the utility of teaching geoscience with art; however, a major barrier to the concept's widespread dissemination is the lack of publicly available educational materials in support of geology and art courses. The goal of this proof-of-concept project is to develop as a prototype two chapters of an introductory-level college textbook on art and geology. The project team brings together faculty with expertise in geology, art, and educational research, as well as experience in the design, development, and teaching of a geology and art course and the development of commercially published multimedia educational materials. Project activities include: 1) the development of prototypical art and geology chapters, including external review, 2) pilot-testing of the materials in a core curriculum course team-taught by the PIs, 3) evaluation and subsequent refinements of the products, and 4) dissemination to the geology and art communities about the prototype and overall initiative, highlighted by a faculty workshop offered at a major professional meeting. These activities are establishing the foundation for progressing from the proof-of-concept stage to full-scale development, the goal of which is the production of a publicly available and widely adoptable art and geology textbook with supporting multimedia materials. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Battles, Denise University of Northern Colorado CO Keith A. Sverdrup Standard Grant 24417 7427 SMET 9178 7427 0000099 Other Applications NEC 0612936 October 1, 2005 Collaborative Research: DLConnect: Connecting Underserved Teachers and Students with NSDL Learning Resources and Tools. Utah State University is collaborating with Eastern Michigan University to create DL Connect: Connecting Underserved Teachers and Students with NSDL Learning Resources and Tools. Workshops are being developed for middle grade teachers and library media specialists to help them integrate NSDL materials into the middle school classroom. Prior to this effort middle school children and teachers were a population segment not being adequately served by NSDL. The importance of helping this group is evident from the numerous studies conducted over several decades pointing to the middle school as the place that large numbers of students begin to lose interest and ability in science and mathematics. The project is having a direct impact on 250 middle schools and a large number of middle school teachers within the service areas of the two universities. Many of these schools are serving impoverished districts including those located in rural, suburban, and Native American tribal areas. In Michigan, approximately 100 schools in the targeted area are failing to meet the mandated adequate yearly progress goals. . Improvements in the mathematics and science areas are being observed. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Mardis, Marcia Wayne State University MI Lee L. Zia Standard Grant 244800 7444 SMET 9178 7444 0625627 December 31, 2005 Strengthening an Existing Precision Agricultural Technology Program through the Creation of a Related Natural Resource Technology Associate of Applied Science Degree. Jackson State Community College (JSCC) is developing a hands-on Natural Resource Technology (NRT) Program for support of, and in conjunction with, the Precision Agriculture Technology's (PAT) innovative and successful curriculum. This project strengthens the existing Precision Agricultural Program by adapting the extensive capital investment of the PAT program with a new Natural Resource Technology A.A.S. degree program. This goal of this program is to produce multi-disciplinary precision agricultural and natural resource technicians with the knowledge, comprehension, and skills to support the need for trained technicians who understand important farming and environmental issues and management challenges of the future. An important aspect of the program is the recruitment of area high school students. The project enables stakeholder groups to participate in collaborative scientific studies in the fields of agronomic science, wildlife and fisheries management, forest management and environmental science. This project also creates versatile technologically-trained individuals who understand the interconnectedness of the science of agronomy, wildlife, water and forest management and the natural environment at a level to meet industry and research needs; increases employment opportunities for students through service-learning relationships with wildlife, water and forest management agencies, area farm producers and agribusinesses; and enhances connections between the community college and the natural resources community by creating opportunities for collaboration on mutual research projects. ADVANCED TECH EDUCATION PROG DUE EHR Smartt, Philip University of Tennessee Martin TN David A. Hanych Standard Grant 92253 7412 SMET 9178 1032 0000099 Other Applications NEC 0629506 November 18, 2005 Enhancing Undergraduate Understanding of Transport Phenomena via Application of Computational Fluid Dynamics (CFD). Chemical Engineering (53) This project is enhancing undergraduate learning by integrating Computational Fluid Dynamics (CFD) modules into fluid mechanics and transport phenomena courses. Students are developing CFD numerical solutions to problems previously analyzed only via either simplified empirical correlations or laboratory experiments. The increased understanding the students are achieving through CFD solutions enable complex problems across a diverse range of engineering disciplines to be solved more effectively. Introducing CFD into undergraduate courses is possible because simplified CFD tools allow undergraduate students to solve complex problems without needing to become CFD software experts. The FlowLab simulation package, developed by Fluent Inc., appeals to and enhances the learning experiences of students with a wide variety of learning styles. The learning outcomes associated with this project are well defined, and the assessment techniques for documenting the achievement of these outcomes are comprehensive and rigorous. Presentations at conferences and published papers and articles are helping to disseminate outcomes as widely as possible. Close communication with ongoing, related CFD educational efforts elsewhere also provide opportunities for improving future CFD education modules and implementing them at more universities worldwide. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Curtis, Jennifer University of Florida FL Sheryl A. Sorby Standard Grant 71234 7428 SMET 9178 0511342 April 15, 2006 Engaging Students with Cosmic Rays. Physics (13) Intellectual Merit: Recruiting, retaining, and educating the next generation of Science, Technology, Engineering and Mathematics (STEM) students and teachers has been identified as one key factor in maintaining the economic strength of the United States. Another significant challenge is to communicate the excitement and value of scientific research beyond the traditional research community. This project addresses these issues by developing an intensive laboratory component for an innovative intermediate astrophysics class that targets physics, secondary education science, and non-science students. It uses collaborative working groups to engage this diverse collection of students in active learning that starts with modest, easily constructed detectors and builds to sophisticated instrumentation based on cosmic ray research at the South Pole. The project builds on opportunities available to the PIs as members of international NSF-supported research projects at the South Pole, AMANDA (Antarctic Muon And Neutrino Array), SPASE (South Pole Air Shower Experiment), and IceCube. Broader Impacts: The combination of cutting-edge cosmic ray science with the exotic Antarctic location provides an attractive opportunity to captivate students. This project also leverages several local initiatives to attract, retain, and diversify the next generation of scientists and educators, as well as develop a deeper appreciation of science in the general population. These include mentoring physics majors in the Ronald E. McNair Post- baccalaureate Achievement Program, designed to help students from low-income, first-generation college backgrounds go to graduate school and earn doctorate degrees. The instrumentation to outfit the astrophysics lab stations is also being used for demonstrations in introductory physics and astronomy classes, presentations in a senior interdisciplinary course, senior seminar and undergraduate research projects, as well as four years of elementary through secondary school teacher professional development. The results of these efforts are being disseminated through presentations and materials made available to collaborators at IceCube Collaboration meetings (a group of 25 institutions across the globe) and at the IceCube Education & Public Outreach website. CCLI-Phase 1 (Exploratory) DUE EHR Spiczak, Glenn James Madsen University of Wisconsin-River Falls WI John F. Mateja Standard Grant 84474 7494 SMET 9178 7494 0000099 Other Applications NEC 0116000 Human Subjects 0511426 January 1, 2006 An Accessible Online Resource for Mathematics Students and Instructors. Mathematical Sciences (21). This project is adapting multimedia demonstrations of mathematical concepts to make them accessible to students with sensory disabilities. The intellectual merit of the activity lies in its use of a well-recognized and established collection of resources, "Demos with Positive Impact" (CCLI-EMD DUE-9952306) as the source material for adaptation. Major components include adapting existing animations for captioning and audio; addressing issues of text legibility for display of mathematical symbols; and adapting existing web pages for more effective use with screen readers. The project is also having a broad impact by enabling the target audience to have access to previously unavailable high quality multimedia demonstrations. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Roberts, Lila Georgia College GA Lee L. Zia Standard Grant 75002 7428 SMET 9178 0000099 Other Applications NEC 0525429 January 1, 2006 UCF STEP Pathways to STEM: From Promise to Prominence. This project is implementing a coordinated recruitment and retention effort targeting students who are declared STEM majors, yet present low mathematics SAT scores. Institutional data indicate that this group exhibits particularly high attrition from their intended STEM programs. Principal activities include the development of learning communities consisting of students taking designated STEM courses in cohorts through block scheduling, and interacting through the on-campus STEP tutoring center. Furthermore, the project is integrating educational activities, improved advising, faculty development opportunities, and diversity efforts into the curriculum so as to improve student learning and increase retention rates. New courses emphasize applications of pre-calculus and calculus and provide an introduction to research in the sciences and engineering. Industrial affiliates are providing internship and career opportunities in various STEM fields. STEM TALENT EXPANSN PGM (STEP) DUE EHR Georgiopoulos, Michael Cynthia Young University of Central Florida FL Lee L. Zia Continuing grant 1797360 1796 SMET 9178 1796 0000099 Other Applications NEC 0525433 January 1, 2006 Watershed Watch: Monitoring the Merrimack and Pasquotank Drainage Basins as a STEM Undergraduate Recruitment Tool. The University of New Hampshire (UNH) and Elizabeth City State University (ECSU), in collaboration with regional two-year colleges New Hampshire Community and Technical College and College of the Abemarle, are developing the Watershed Watch project as a model for recruiting, retaining, and graduating STEM majors. Two-year degree students and entry-level undergraduates, recruited from declared STEM majors and students who have not declared majors, are being introduced to STEM disciplines via use of geospatial technologies in an integrated, multidisciplinary study of terrestrial, aquatic, and social components of two watersheds - the Merrimack in New Hampshire/Massachusetts and the Pasquotank in North Carolina/Virginia. The overall goal of Watershed Watch is to increase STEM recruitment and graduation rates, particularly among under-represented groups, by involving them at an early academic stage in hands-on authentic research focused on scientific problems of societal relevance. The Watershed Watch program consists of three key components: 1) an intensive, field-oriented and technology-rich Summer Research Institute led and mentored by STEM faculty; 2) a weekly academic year seminar designed to assist student research teams in developing and implementing either an authentic watershed-based research project or educational outreach project; and 3) a Faculty Development Workshop focused on mentoring students and on developing appropriate research and education/outreach projects for students. The intellectual merits of the Watershed Watch project include combining the use of cutting edge science knowledge and methodology with pedagogy, mentoring, and team building to engage students in research projects and hands-on use of geospatial technologies (GST) in integrated multidisciplinary research and studies. The project's broader impacts include faculty development on mentoring students (especially underrepresented students), recruiting untapped populations, and disseminating results of the project at the national level. STEM TALENT EXPANSN PGM (STEP) DUE EHR Rock, Barrett Linda Hayden Karen Graham Leslie Barber University of New Hampshire NH John F. Mateja Continuing grant 1000000 1796 SMET 9178 9150 1796 0000099 Other Applications NEC 0525440 January 1, 2006 STEMing the Flow: Connecting Undergraduates with Applied Science. As part of the institution's continuing effort to increase the number of students majoring in STEM fields, a collaborative team is promoting recruitment and retention of STEM majors by using a multi-faceted approach. The goal is to surround the incoming students with support and involve them early in the research efforts of the departments through faculty and peer mentoring. The activities are expected to facilitate an increase in the number of STEM majors incrementally, 10% each year, to reach new highs in STEM retention, ultimately leading to graduation rates of 58%, the institution's average for all majors. The majors most affected are biology, chemistry, and computer science, as differentiated from the mathematics, engineering, and physics disciplines that are mainly service-oriented at the institution. Intellectual Merit Undergraduate research is being enhanced in a variety of disciplines including information assurance, genetics, ecology, analytical chemistry, inorganic chemistry, organic chemistry, and physical chemistry. Undergraduates become involved in research projects at the very beginning of their university career so that faculty can play an important role in mentoring STEM students. As these students progress, they become peer mentors to assist the following STEM majors. The research experiences along with cooperative learning laboratories are promoting student understanding of how science is conducted. To retain these students, the Supplemental Instructor (SI) method is being integrated into the introductory science classrooms. SI has been successfully used nationwide and on this campus to improve student performance. By providing SI instruction in the introductory science courses, all of the STEM majors are being reached, not just the group involved in the undergraduate research component. The students recruited into the program also gain a broader perspective of science by exploring the careers of successful scientists from a variety of disciplines through discussions of biographies/autobiographies. The reading forum allows for a broader discussion of the science world, ethics, and career guidance not normally allotted time in an undergraduate curriculum. Broader Impact The extrinsic merits of the STEM reform are 1) educating the public of the many merits of a science career, 2) providing an opportunity for students to become involved in independent and multidisciplinary research projects and to present their findings; and 3) instilling an understanding of the possibilities that the field of science can provide for STEM majors. A Summer Science Open House encompassing not only the traditional high school juniors but also Saint Francis University admissions counselors and high school guidance counselors is designed to impact STEM recruitment in the geographical area. Exposing and educating high school guidance counselors on the many merits of a science career enables them to pass this knowledge on to students and to better nurture their talents. The hiring of a graduate assistant for STEM recruitment is expected to have a large impact on the ability of the institution to increase the overall number of STEM graduates by 60% (from 45 to 75 STEM students). To broaden the reach across the region, a week-long one-credit summer science course for high school juniors is being implemented. STEM TALENT EXPANSN PGM (STEP) DUE EHR Zovinka, Edward Rose Clark Balazs Hargittai Lane Loya Susan Reimer Saint Francis University PA Susan H. Hixson Continuing grant 498406 1796 SMET 9178 0000099 Other Applications NEC 0531856 January 1, 2006 NSF Robert Noyce Scholarship Program. The Noyce Scholarship Program at SUNY Stony Brook is recruiting and supporting undergraduates majoring in STEM fields, as well as post-baccalaureate STEM professionals, into strong teacher preparation programs. The Noyce program is built around a successful campus organization known as LIGASE (Long Island Group Advancing Science Education), which acts as an umbrella organization for science education programs at the university. Science and math majors are being recruited from among Stony Brook undergraduates and from area community colleges. In addition, career-changing STEM professionals in the private sector are being recruited as Noyce Scholars through newspapers, web sites, and career day activities. Forty-three scholars are being supported with substantial scholarships, 12 of whom are undergraduates completing their teacher certification program and 31 who are STEM professionals returning to Stony Brook to complete the MAT degree. The emphasis of the program on post-baccalaureate students reflects changes in the New York State licensure laws requiring a Masters degree within 5 years of beginning teaching. Through partnerships established by LIGASE, successful Noyce Scholars are being placed in high need secondary schools in Long Island and New York City school districts. During the critical first years of teaching, new teachers are supported with workshops, seminars, and discussion sessions held monthly at Stony Brook. The program addresses fundamental issues in teacher education by providing excellent science content and pedagogical preparation for future teachers. The program is having a broad impact on the quality of science teachers on Long Island and in New York City. Teaching & Mstr Tchng Fellows ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Sheppard, Keith R. David Bynum Linda Padwa Lisa Berger SUNY at Stony Brook NY Joan T Prival Standard Grant 597156 7908 1795 SMET 9178 1795 0000099 Other Applications NEC 0116000 Human Subjects 0531878 January 1, 2006 CSUSM Math/Science Teacher Scholarships. This project is an innovative partnership of the California State University San Marcos (CSUSM) Colleges of Science and Math, feeder community college bridging programs, CSUSM College of Education, North San Diego County Secondary Schools, Rochester Institute of Technology (RIT), and the greater Rochester area middle and high schools. It provides tuition support for both prerequisite and professional education courses to increase the number of math and science teacher candidates by recruiting from two different geographical pools of candidates. The project: 1) addresses the shortage of highly qualified high school math and science teachers by recruiting and retaining 14 math or science teacher candidates each year of the project for a total of 56 teachers over a 4 year period, 2) improves the quality of science and math teaching in underserved high schools by educating teacher candidates to use research-based effective practices, and 3) retains project participants in teaching careers in underserved schools by providing beginning teacher support for two years. There are three methodology phases: 1) Recruitment of highly qualified science and math undergraduates and graduates from RIT, CSUSM, and surrounding colleges through active informational sessions in classrooms and open presentations on both campuses by the PIs. Qualified students are tracked through the two prerequisite courses that emphasize the connection of theory to exemplary practice by integrating beginning observation/field experiences at school sites. 2) Education of teacher candidates to use exemplary teaching methods. 3) Placement and retention of graduates in positions in local schools identified as meeting grant criteria. Graduates are supported through existing Beginning Teacher Support and Assessment (BTSA) programs at each site as well as follow up support through seminars for two years. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Stall, Patricia Joseph Keating California State University San Marcos Foundation CA Joan T Prival Standard Grant 499960 1795 SMET 9178 1795 0000099 Other Applications NEC 0531936 January 1, 2006 CSULA Robert Noyce Scholarship Program. The California State University Los Angeles (CSULA) Robert Noyce Scholarship Program supports the preparation of 20 to 30 new science teachers over the 3-year project duration. In addition to increasing CSULA's production of highly diverse middle and high school science teachers with strong science content knowledge and pedagogical skills, the project 1) provides opportunities for pre-service science teachers at CSULA to network with in-service teachers and administrators in the Los Angeles Unified School District (LAUSD), a major employer of teachers prepared at CSULA, 2) leads to a sustainable agreement between CSULA and LAUSD to cooperatively track and monitor the effectiveness of new LAUSD science teachers prepared at CSULA, and 3) strengthens CSULA's role in providing induction-period support for new science teachers. Noyce Scholars are recruited from three main pools: 1) talented science majors at top community college feeders, 2) students with strong STEM backgrounds currently majoring in science and at CSULA, and 3) experienced STEM professionals in the Los Angeles area who are interested in changing careers to science teaching. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Tikkanen, Wayne Paul Narguizian California State L A University Auxiliary Services Inc. CA Joan T Prival Standard Grant 478689 1795 SMET 9178 1795 0000099 Other Applications NEC 0535327 January 1, 2006 Tools and Training for Developers of Mathematics and Science Teaching Materials in Flash. Mathematical Sciences (21) This project is undertaking three inter-related tasks to support the use of Flash software for the development of learning materials for mathematics and science. First, a library of classes (a suite of reusable, self-contained blocks of software code) commonly needed for mathematics and science applications and applets is being written. These include a set of open-source demo applets utilizing those classes. Second, the investigators are developing online training materials on using Flash and the new classes for creating web-based teaching aids. Materials include interactive narrated videos produced using the "Captivate" software that creates files in the native format of the Flash Player. Third, a community of educators interested in using Flash for creating interactive web-based teaching aids is being supported under the auspices of the NSDL Math Gateway. The intellectual merit of this project lies in its ability to open the door for many educators to develop interactive, engaging, web-based materials in Flash using the library of basic classes and training. The project is exercising broader impact by establishing a network and forum for a community of educators interested in developing materials in Flash to exchange ideas and build upon each other's work. The materials resulting from the project are being broadly disseminated through the NSDL Math Gateway. CCLI-Phase 2 (Expansion) CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Kaskosz, Barbara Douglas Ensley University of Rhode Island RI Lee L. Zia Standard Grant 137163 7492 7427 SMET 9178 9150 0000099 Other Applications NEC 0535560 January 15, 2006 Integrating a Cogeneration Facility into Engineering Education. Interdisciplinary (99) Cogeneration is an area of growing importance to the economic viability of many industries. This project integrates real-time data and analysis from a 25 MW cogeneration system into the Chemical and Mechanical Engineering curricula. This project enhances the understanding of cogeneration systems and power-related issues in undergraduate students. Additionally, it provides educational tools for the rapid analysis of such systems. Vertical integration of system operations throughout the curriculum provides exploration of global issues for senior undergraduate students. Tools are open source and utilize standard platforms for ease in future adoption by other institutions. The involved departments emphasize activities to effectively involve underrepresented student groups. Assessment activities include a team of experts in industrial cogeneration reviewing the developed materials. This project serves as a model for outlining methods to integrate real-time data into curricula at various levels of complexity. CCLI-Phase 1 (Exploratory) DUE EHR Knopf, F. Carl Kerry Dooley Kevin Kelly Louisiana State University & Agricultural and Mechanical College LA Sheryl A. Sorby Standard Grant 124934 7494 SMET 9178 9150 0116000 Human Subjects 0535624 February 1, 2006 Addition of Low-Field FT-NMR and FT-IR Spectroscopy for the Enhancement of the Chemistry Laboratory Curriculum. Chemistry (12) Spectroscopic analysis of compounds, critical for the comprehension of how molecular structure determines the chemical properties of matter, is used extensively in chemistry. The Chemistry faculty are adapting experiments from multiple sources and are enhancing the chemistry program curricula to include hands-on spectroscopic instrumentation, namely nuclear magnetic resonance, NMR (1H and 13C), and infrared spectroscopy, FT-IR. The inclusion of spectroscopy at all levels of chemistry classes encourages students to learn proper handling of scientific instruments for data collection early in their academic careers, developing analytical, problem solving, and critical thinking skills necessary for transfer to four-year institutions. The general chemistry and the non-major students learn to identify functional groups, differentiate between structural isomers, and determine product structures. Students in organic chemistry use these instruments for structure characterization of synthesized products, stereochemistry determination from coupling constants, and identification of unknown organic compounds. Above all, our students are developing the skills to relate theoretical concepts to practical observations with the inclusion of spectroscopy in the laboratory curriculum. Spectroscopy workshops for high school science teachers are being held to provide them with professional development and continuing education opportunities. This encourages chemistry teachers to incorporate topics on spectroscopy into the high school curriculum. CCLI-Phase 1 (Exploratory) DUE EHR Singh, Sumita Karl Bailey Anne Brackett Everett Community College WA Bert E. Holmes Standard Grant 89528 7494 SMET 9178 0535678 March 15, 2006 Assessing and Evaluating Student Work on Modeling Activities Imbedded in a First-Year Engineering Problem Solving Course. This project is developing a framework of principles and guidelines to assess and evaluate student responses to mathematical model-eliciting activities. This kind of modeling was introduced into the first-year engineering course in 2002 to investigate its potential for changing the interest and persistence of women in engineering. Results of this early work demonstrate that the use of engineering contexts and concepts to develop instructional settings (tasks and pedagogy) has accomplished the goal of increasing women's interest. Simultaneously it has enhanced the interest of international students and traditional engineering undergraduate students. The initial implementation work included informal attention to formative feedback to students for the purpose of assigning grades. We are now developing systematic methods and prototypes for assessing and evaluating students' responses to these complex problems. The assessment/evaluation tools being developed are incorporating criteria for high-level performance (as determined by experts). They are being field-tested for inter-rater reliability in their application. The objectives of our work are to produce prototype packages for assessing and evaluating student work on mathematical modeling activities to serve multiple purposes: (1) provide formative feedback on students' intermediate draft solutions to particular problems; (2) determine grades consistently across instructors; (3) provide for professional development of instructors who are first learning to incorporate mathematical modeling activities into first year-engineering courses; (4) provide for professional development of instructors who want to learn how to use formative assessment and determine grades for these types of activities; and (5) perform formal research and evaluation in the reporting of students' performance. 1. Intellectual Merit This continued development and use of the modeling activities in the first-year engineering course has the potential to achieve lasting curriculum reform that provides substantial benefits to students. We also believe that there is a strong potential that the knowledge gained will transfer (or diffuse) to other courses in the College of Engineering and to other universities. These potentials will not be fully realized until there are field-tested and reliable assessment/evaluation tools, as well as frameworks for developing these tools and professional development mechanisms for using these tools. There is a dire need for assessment/evaluation tools that enhance the formative feedback given to students on their intermediate draft solutions, and that ensure consistency in evaluation across instructors, and that provide a prototype for the nature of evaluation of such complex activity. These tools will not only enhance implementation efforts but also provide ways in which to conduct research into what students learn as a result of engaging in these types of activities. 2. Broader Impact This project is contributing to growing a community of engineering educators better able to teach with and assess student work on open-ended complex problems, an engineering and mathematics education research community with experience in assessing student learning in complex problem-solving situations, and a cadre of engineering graduates better able to solve the next generation of complex problems. CCLI-Phase 1 (Exploratory) DUE EHR Diefes-Dux, Heidi Purdue University IN Myles G. Boylan Standard Grant 149698 7494 SMET 9178 0116000 Human Subjects 0535763 January 1, 2006 Integration of Conducting Polymers Across the Undergraduate Chemistry Curriculum. Chemistry (12) Conducting polymers are an important class of polymers that are currently under intense investigation in both industry and academia for electronic materials applications. These polymers stimulate interest across many fields including chemistry, materials science, chemical engineering and physics. Undergraduate students are introduced to conducting polymers through inquiry-guided exercises selected from established literature methods and procedures. A major emphasis of this project is the integration of conducting polymers across the undergraduate chemistry curriculum. This integration assists in creating a curriculum that is interdisciplinary with respect to both teaching and research, and introduces topics with practical focus and real-life applications. In addition, the project bridges the gap between teaching and research within the chemistry curriculum. The project also prepares students to be contributors to the next generation of scientists, since polymer chemistry is investigated broadly in industry and academia. The project is assessed for community building within chemistry and with other disciplines. Finally, the project is used as a model for dissemination to other institutions, based on the design of exercises derived from successful investigations in the literature. CCLI-Phase 1 (Exploratory) DUE EHR Pappenfus, Ted Nancy Carpenter Tim Soderberg Jennifer Goodnough University of Minnesota Morris MN Herbert H. Richtol Standard Grant 144273 7494 SMET 9178 7494 0000099 Other Applications NEC 0535839 June 1, 2006 Science and Technology through Radio Astronomy Experimentation for Community Colleges. Astronomy (11) This project is developing tools and materials that can combine science and technology experiences through radio astronomy for faculty and students at community colleges. Community colleges represent an important resource that can help fulfill national STEM education goals, and MIT Haystack Observatory is working with faculty and students at Middlesex Community College (Massachusetts) and at Roane State Community College (Tennessee) to develop and test the materials in preparation for wider dissemination. Intellectual Merit: The project involves development of a very small radio telescope (VSRT) system to introduce students to radio science technology and astronomical observations. All components in the VSRT are commercially available through radio equipment outlets and can be easily assembled according to instructions being developed. The VSRT uses a 0.5 meter satellite TV antenna and operates at 12.5 GHz. It can be easily pointed at the Sun to observe its emitted radio flux and can be used with a second similar antenna for higher angular resolution radio interferometry experiments using transit or pointed observations of the Sun. Total cost of a dual-antenna system is estimated to be less than $500. The VSRT provides an opportunity for students to learn the technical aspects of radio wave measurements through assembly and operation of the VSRT, and to make astronomical measurements and interpret them. The physical concepts of radio emission, radio wave propagation, interferometry, angular resolution, and solar bursts are examples of the educational projects. The observatory is working with nearby Middlesex Community College to develop educational materials at increasing levels of challenge to accompany the instrumentation, Beta-testing of the VSRT is being carried out with Roane State Community College faculty and students to verify the feasibility of the system to be disseminated to a larger-community college audience. The associated community-college faculty and students are evaluating the effectiveness of the VSRT as an educational science and technology tool and its success in meeting the established goals. Broader Impact: The VSRT instrumentation is low cost, easily portable, and does not require large laboratory space. It utilizes commonly available equipment, and it combines both technology and science. The VSRT therefore can also be used by high school teachers and students and will be a useful instrument for public outreach. Radio waves are prevalent in the many gadgets that we commonly use in daily life such as cell phones, satellite TV, and wireless networking, and the VSRT can help explain the principles associated with the operation of these devices. Haystack Observatory has successfully developed other tools and materials for undergraduate education using 2-m and 37-m radio telescopes. While these systems continue to be successfully used for advanced undergraduates, they are beyond the means of many community colleges and other small colleges. The current project is an outgrowth of the prior work. CCLI-Phase 1 (Exploratory) OFFICE OF MULTIDISCIPLINARY AC DUE EHR Rogers, Alan Preethi Pratap David Fields Massachusetts Institute of Technology MA Duncan E. McBride Standard Grant 199000 7494 1253 SMET 9178 0000099 Other Applications NEC 0535864 July 1, 2006 Project FUTURE: Students Investigate Potential Responses of Natural Areas to Atmospheric Nitrogen Deposition. Biological Sciences (61) Project FUTURE (Fostering Undergraduate Training Using Research Experiences) focuses on real world learning experiences related to anthropogenic Nitrogen (N) deposition and its impact on natural plant communities. The target course involved is a one-semester, introductory biology course that emphasizes concepts and principles of ecology, genetics, evolution and conservation biology. Intellectual Merit: The project creates inquiry-based instructional activities that are consistent with those that have been found to increase interest in science as well as learning outcomes for diverse student populations. These activities include a greater emphasis on teams of students working together to address environmental problems that are currently at the forefront of the concerns of ecological and conservation biology. A unique aspect of the proposed project is that it emphasizes research and experimental training in an expanding area of ecological research, namely the environmental consequences of global change. A number of evaluation techniques are used to assess student performance, the results of which are shared at national educational conferences. Detailed information on syllabus, experimental protocol and data sets are posted on a dedicated web page for national dissemination. Broader Impact: Project FUTURE enables roughly 900 students per year, mostly from groups underrepresented in science professions, to gain familiarity with research in global environmental change. To ensure recruitment and retention of the underrepresented students in this project, four campus organizations (African American Academic Network, Latin American Recruitment and Education Services, Native American Support group and Women in Science and Engineering) provide mechanisms for assistance. CCLI-Phase 1 (Exploratory) DUE EHR BassiriRad, Hormoz Darrel Murray Susan Goldman Karen Carney University of Illinois at Chicago IL Deborah E. Allen Standard Grant 69997 7494 SMET 9178 7494 0000099 Other Applications NEC 0116000 Human Subjects 0535894 May 1, 2006 Classroom Response Systems in Statistics Courses. Mathematical Sciences (21) This exploratory project is developing an annotated set of multiple choice questions about statistical concepts for use with personal response systems (PRS) in statistics courses. Individual "distracter" choices represent specific misconceptions, and item response theory and distracter analysis are being used to identify characteristics such as difficulty and variability. These psychometric and educational research methods cross-link conceptual and data intuition items with novice and advanced items. Formative evaluation is guided by the construction of cognitive mental maps for instructors and students; and changes in these maps are being used to assess impact on both student learning and faculty decision-making about the selection of content and pedagogy. Annotations for the questions include typical response distributions, item characteristics curves, concept maps, suggestions for instructional decisions, and other results as appropriate and informative. The project is contributing to the larger body of literature on the use of PRS technology and paving the way for much broader use within the statistics and mathematics education community. Dissemination efforts include the use of CAUSEweb, a major collection within the National Science Digital Library. CCLI-Phase 1 (Exploratory) DUE EHR Murphy, Teri Curtis McKnight Michael Richman Robert Terry University of Oklahoma Norman Campus OK Lee L. Zia Standard Grant 132761 7494 SMET 9178 9150 7494 0000099 Other Applications NEC 0116000 Human Subjects 0535903 March 1, 2006 Developing Bean Beetles as a Model System for Undergraduate Laboratories. Biological Sciences (61) The goal of this project is to develop a species of bruchid bean beetle as a model system for inquiry-based undergraduate laboratories in ecology, evolutionary biology, and animal behavior. The bruchid bean beetle, Callosobruchus maculatus, is among most tractable, robust and inexpensive animal systems available but is not widely used outside of research laboratories. The project team is designing and disseminating a handbook that develops faculty expertise in using bean beetles in undergraduate laboratories, with specific advice to faculty on how to implement the exercises for active student learning using inquiry-based pedagogies. Additionally, the project team is designing, pilot testing, and disseminating five inquiry-based experiments in ecology, evolutionary biology, and animal behavior that use bean beetles as a model system. Intellectual Merit C. maculatus provides a unique opportunity to take a model system that is actively used in the research community and develop it into a readily adaptable model system for teaching laboratories at the undergraduate level. In addition, the development of materials for promoting the teaching of inquiry-based laboratory experiments in ecology, evolutionary biology, and animal behavior is integral to the proposed project. Evaluation includes several different measurements of student learning of content and methodologies, and appraisal of the developed faculty resources by faculty participants at workshops at appropriate professional meetings. Broader Impacts The development of the laboratory experiments involves undergraduate student assistants who are trained in research methodology. In addition, the majority of the students involved in the development and pilot testing of the experiments are at Morehouse College, an HBCU, thus increasing the participation of underrepresented minorities in the areas of ecology, evolutionary biology, and animal behavior. The materials developed in this project are disseminated through a dedicated website (www.beanbeetles.org), workshops and presentations at annual meetings that address undergraduate STEM education issues, and publication in journals of the undergraduate STEM education community. CCLI-Phase 1 (Exploratory) DUE EHR Blumer, Lawrence Christopher Beck Morehouse College GA Deborah E. Allen Standard Grant 163800 7494 SMET 9178 7494 0000099 Other Applications NEC 0116000 Human Subjects 0535912 February 1, 2006 Adapting and Implementing INnovative Materias in Statistics Courses (AIMS). Mathematical Sciences (21) This exploratory project is adapting and implementing several types of innovative materials (textbooks, software, web resources, and special simulation tools) produced in the past few years for introductory statistics courses. The development of accompanying lesson plans and student activity guides builds on results from current statistics education research; and the intellectual merit of the project is further strengthened by using the recently published Guidelines for Assessment and Instruction in Statistics Education (GAISE) for teaching introductory statistics courses as an overall framework for the effort. The project is evaluating the usability of its materials in another setting through a comparative study on the effectiveness of its different lesson plans and activity guides in randomly selected sections of a second introductory statistics course taught in a different college. In addition, the project team is providing lesson plans and other materials on a project website that is to be incorporated into the CAUSE (Consortium for the Advancement of Undergraduate Statistical Education) digital collection in the National Science Digital Library. Both the comparative study and the dissemination of annotated video clips are helping expand the knowledge base of results in statistics education and enhance the project's broader impact. CCLI-Phase 1 (Exploratory) DUE EHR Garfield, Joan Robert delMas University of Minnesota-Twin Cities MN Sephanie Fitchett Standard Grant 113904 7494 SMET 7494 9178 0000099 Other Applications NEC 0116000 Human Subjects 0535924 September 1, 2006 Collaborative Proposal: Mathematical Methods for Biology and Medicine. Mathematical Sciences (21). The principal investigators of this collaborative project are creating, implementing, and disseminating curriculum materials for a new course in mathematics for biologists. The course assumes any Calculus I course as a prerequisite and is being developed out of material from courses above Calculus I. The materials are chosen because of their utility to biologists and the topics include: models and date; probability; dynamic models for single populations; discrete dynamical systems (with focus on structured population dynamics); stochastic processes (with focus on epidemiology); continuous dynamical systems (with focus on biochemical kinetics and pharmacokinetics); and systems biology (with focus on genetic through organism levels). Students are using computer algebra software, and online modules are being developed for the different topics. Intellectual Merit. The material design, course design, pedagogy, and evaluation plan are informed by recent literature related to best educational practices. The course and curriculum materials are being evaluated by experts in mathematical biology. Broader Impacts. Several institutions, including a research university, a community college, and a four-year college, is committed to the project, and workshops and conference presentations are planned for dissemination of materials and assessment results. EXP PROG TO STIM COMP RES CCLI-Phase 1 (Exploratory) DUE EHR Martin, Michael Johnson County Community College KS Daniel P. Maki Standard Grant 40000 9150 7494 SMET 9178 9150 7494 0000099 Other Applications NEC 0116000 Human Subjects 0535928 May 15, 2006 TOPP: Taxonomy of Physics Problems, Improving Student Understanding in Introductory Physics. Physics (13) The art of problem solving requires a person first to identify a problem, classify it, then attack it with an variety of concepts. Unfortunately introductory science, technology, engineering, and math (STEM) courses contain vast amounts of material, and instructors of these courses often leave out the lesser details to promote course coverage. Students then tend to cluster knowledge into many small segments that must be integrated in an effort to solve a problem. Substantial instruction on the integration process is seldom addressed, leaving students without the ability to advance from novice to expert problem solving and thus effectively perform the task at hand, reducing a student's capability and diminishing confidence. Broader Impact This project is creating a catalogue of the basic steps and recurrent patterns of basic steps found in the solution of introductory electricity, magnetism, and optics problems by sampling diverse physics sources. The catalogue is being disseminated broadly through talks, workshops, and peer-reviewed publications, providing instructors with a tool to pinpoint what students know, how well they integrate what they know, and where education efforts have gone awry. This process is expected to result in a more scientifically literate population. Intellectual Merit The catalogue is also being used to build software and a problem base containing problems that represent each step and combinations of the steps at the complexity level appropriate for undergraduates. The development of the software and procedures allows the extension of the technology to many more areas of study. A DVD distribution is being constructed that includes custom software and the problem base that allows an instructor to create assignments and evaluation sets for an entire course. In addition, an instructor can develop customized concept inventories based on a detailed description of steps the instructor feels the students should be able to do and the maximum complexity of a combination of steps. The software provides analysis of the results of the evaluations and provides an instructor with detailed reports on the competency of the student on each covered step, the degree to which the students integrate the knowledge required to address the steps, the degree to which they respond correctly to novel but related situations, and the ability to deal with higher levels of complexity. The participating instructors can easily upload the results of the evaluations to the project, where they can be used to refine the model further and to understand better physics education in general. EXP PROG TO STIM COMP RES CCLI-Phase 1 (Exploratory) DUE EHR Stewart, John Gay Stewart University of Arkansas AR Duncan E. McBride Standard Grant 149977 9150 7494 SMET 9178 9150 0000099 Other Applications NEC 0116000 Human Subjects 0535943 June 1, 2006 Atomic Absorption Spectroscopy for Interdisciplinary Environmental Studies. Chemistry (12) Recognizing the intellectual merit of interdisciplinary studies to undergraduate students, the departments of chemistry, environmental engineering, and biology, have joined together to create an interdepartmental collaboration to promote environmental science studies in undergraduate education. New laboratory experiments for chemistry, environmental engineering and biology courses have been developed for measuring environmentally important samples. We are converting the existing instrumental analysis laboratory course into an interdisciplinary, environmentally-themed instrumental analysis course. To develop more relevant experiments that involve metal analysis (e.g., lead), an instrument with low detection limits for metal content was required. Atomic absorption spectroscopy (AAS) has gained wide application for environmental analysis because of its versatility in the measurement of trace quantities of most elements in water and soil samples. Based on this grant, we acquired a flame atomic absorption spectrophotometer, which increases the types of environmental analyses that can be carried out and further strengthens the collaboration between faculty in the three departments by providing a common analysis technique that can be applied to a variety of metal-containing samples. The broader impact of this grant is two-fold. First, at UDM, faculty members have a significant opportunity to promote STEM education to a diverse student body. Secondly, the interdisciplinary nature of the program is well-suited for application at community colleges and small universities. An evaluation process is monitoring success of the proposed interdisciplinary approach used to teach environmental science. TEST, Incorporated, a program evaluation consulting firm assisted in the preparations for evaluation of this project. Dissemination is planned through publication of developed laboratory experiments and assessment of the project, as well as presentation at local, regional, and national meetings in all three disciplines participating in this grant. CCLI-Phase 1 (Exploratory) DUE EHR Lanigan, Katherine Mary Tracy-Bee Alexa Rihana-Abdallah University of Detroit Mercy MI Eileen L. Lewis Standard Grant 27203 7494 SMET 9178 7494 0000099 Other Applications NEC 0116000 Human Subjects 0535957 February 1, 2006 Greening the Chemistry Laboratory Curriculum. Chemistry (12) This project is integrating green chemistry concepts and practices into the chemistry laboratory curriculum with the goal of engaging undergraduate STEM majors in the active learning of green chemistry topics. A second goal is the demonstration that green chemistry principles can be taught within and outside of the confines of the organic synthesis laboratory and can be introduced and reinforced in all undergraduate chemistry laboratories. Student learning objectives include problem solving, environmental awareness (both local and global) and critical scientific thinking. Laboratory experiments and research projects are introducing green chemistry at various stages of the curriculum. A three-day workshop is planned on campus for faculty participants from regional 4-year schools and community colleges and high schools to provide help and resources for green chemistry curriculum development. The results of new experiments and adaptations will be disseminated at the workshop. The expected broad impact is that a local green chemistry network of schools and colleges will form which will advance discovery and understanding via the exchange of ideas. The project is being evaluated using multiple assessment methods and the results will be disseminated at regional and national professional meetings and in journal and web publications. CCLI-Phase 1 (Exploratory) DUE EHR Birdwhistell, Kurt Loyola University New Orleans LA Bert E. Holmes Continuing grant 149760 7494 SMET 9178 9150 7494 0000099 Other Applications NEC 0535983 May 1, 2006 Integrating Biology Experimental Activity Modules with Introductory Physics. Biological Sciences (61) This project creates modular, interdisciplinary educational materials for use in both introductory physics and upper-division biology courses. These activities increase student understanding of both disciplines' content and the interplay between them. The modular nature of these materials allows them to be easily integrated into existing courses with little to no modification necessary. In the introductory physics courses, the biology content is introduced via the laboratory component, and includes biology-oriented capstone activities. The physical concepts learned in these physics laboratory courses are then reinforced in later biology courses with activities that refer back to the original modular activities, but expand and broaden their application. Intellectual Merit: Curricular reform approaches in the past have shown that connecting content materials within a course improves student learning of the material. The approach of this project expands upon these successes by creating modular activities that not only thread and tie together content through courses within a single discipline, but between two separate disciplines. The project team of two biologists and two physicists has experience in creating such interdisciplinary materials for a project of this size and magnitude (for example, the "Environmental Science Activities for the 21st Century" project being used at a host of institutions across the U.S.; http://esa21.kennesaw.edu). Broader Impact: The materials created for this project are used in biology and physics programs at two participating institutions, one that is predominantly minority (50.1% African American). The success of the project is evaluated by measuring the impact of the materials on student learning, skills, and attitudes. The assessment is done using standardized instruments that have been developed and used by other curricular reform initiatives. The creation of the textbook-independent materials based upon standard labs and courses, and the modular nature of the materials, means that the project is very portable to other institutions. The results of this project are planned to be disseminated via articles in peer-reviewed journals, conference presentations, and a project website that is listed with archival libraries. CCLI-Phase 1 (Exploratory) DUE EHR Reese, Scott Stephen Burnett Tatiana Krivosheev Kennesaw State University GA Terry S. Woodin Standard Grant 84810 7494 SMET 9178 7494 0000099 Other Applications NEC 0116000 Human Subjects 0536018 March 1, 2006 Healthcare Systems Engineering - Context, Contents, and Implementation. -- Engineering - Other (59) This project is developing and piloting a healthcare systems engineering (HSE) minor for engineering undergraduate students at the University of Missouri-Columbia. The coursework focuses on the analysis, design and continuous improvement of healthcare services and systems. This is a collaborative, multi-disciplinary effort including industrial engineering in the college of engineering, health management and informatics in the school of medicine, the university hospitals and clinics and the college of education. The PIs are utilizing a systems approach to teach students to address problematic situations in healthcare improvement. Graduates of this program have a thorough understanding of the design and operation of healthcare systems and can incorporate all of the necessary elements into a system that is effective in terms of service, quality, patient safety and system costs. Four courses are being developed along with a capstone design course. The capstone course allows student teams to work with sponsoring hospitals or health-care providers to solve real life problems related to healthcare improvement. The additional courses are (1) Systems Perspective of Modern Healthcare, (2) Introduction to Healthcare Structure, Technologies and Operations, (3) Methodologies and Tools of System Engineering, and (4) Healthcare Systems Design and Analysis. This project is teaching students to approach a problematic situation in healthcare improvement through a systems perspective. Unlike a functional approach, this is encouraging students to consider healthcare activities in their entirety, utilizing systems concepts such as objectives, relationships and transformation. The project is being evaluated to determine progress toward goals and overall project success utilizing questionnaires, interviews of participants, evaluator site visits, and classroom observation. Project related information and findings are available to both academic and professional communities via a project website. CCLI-Phase 1 (Exploratory) DUE EHR Wu, Bin Lanis Hicks Wooseung Jang Grant Savage Kalyan Pasupathy University of Missouri-Columbia MO Lesia L. Crumpton-Young Standard Grant 129456 7494 SMET 9178 0116000 Human Subjects 0536026 February 1, 2006 Developing Case Studies in Collaboration with Industry to Teach Lean Thinking and the Lean Manufacturing Paradigm. Engineering - Other (59) This project is addressing the inclusion of lean manufacturing and lean concepts into the undergraduate industrial engineering curriculum. The PIs, in collaboration with industry, are developing six (6) case studies drawn from real life examples of lean manufacturing applications. The topical areas of the study include value stream mapping, workplace organization, process flow enhancement, setup reduction/minimization, implementation of pull production through Kanban, and production smoothing in multiple product systems. Utilizing a role-playing discovery-based learning format, the case studies are allowing the students to be consultants or customers simulating the real world environment. The PIs and students are collaborating with industrial partners to collect, analyze, and document data and develop the case study. Within the classroom setting, teams of 2-4 students are spending two weeks preparing a written case report prior to in class discussion. For the in class discussion, the PIs are emulating a business meeting format, where the students are the consultants and customers. Students are providing feedback on case content, preparation and delivery. The cases are also being distributed to a number of peer institutions for evaluation through utilization in existing undergraduate classes. Further evaluation is also being done through assessing student work and attitude surveys. Finally the cases are being submitted to the INFORMS case competition for both evaluation and dissemination. CCLI-Phase 1 (Exploratory) DUE EHR Akcali, Elif Suleyman Tufekci University of Florida FL Lesia L. Crumpton-Young Standard Grant 130043 7494 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0536039 April 15, 2006 POGIL in Preparatory Chemistry (POGILnPREP). Chemistry (12) The University of Alabama at Birmingham (UAB) has a diverse student population, both in terms of racial diversity and diversity in educational background, as do many non-residential campuses. This diversity in the student body requires the use of a variety of instructional methods in order to effectively communicate scientific principles with the student audience. Guided inquiry has been recently used in a variety of chemistry courses, from general chemistry through upper-level undergraduate courses. This student-centered approach is an alternative to the traditional lecturer centered paradigm, and allows students to actively participate in class sessions through group work and collaboration, improving understanding and retention of material covered in class. The NSF-funded Process Oriented Guided Inquiry Learning (POGIL, NSF Award DUE-0231120) project has been a successful approach in general chemistry, organic chemistry, and other advanced chemistry courses, primarily at residential campuses. In the classes currently utilizing POGIL, the majority of the students are science, technology, engineering, and mathematics (STEM) majors who take the courses as a part of their degree requirements. Intellectual Merit: This project is introducing the POGIL method in a preparatory chemistry course. With guided inquiry approaches in a general-education level course, it is expected that students exposed to chemistry taught in this format may see chemistry or other natural sciences as a subject that they can comprehend and apply to activities in their daily lives. Applying the POGIL approach within a preparatory course at an urban, research-oriented campus also provides the opportunity to study the subsequent retention of under-prepared students in STEM majors. A set of 30 single class session new modules is being developed for the preparatory course by preparing new materials and adapting existing POGIL materials designed for use in general chemistry courses. For classes using these new modules, the retention of the students in the university and in STEM majors is being followed. Impacts being monitored in the study include the effects of the POGIL methods on the advancement of students to General Chemistry courses, the student's self-reported ability to understand science, the declaration of STEM majors by POGIL-instructed students, and development of logical thinking patterns, as monitored by the General Assessment of Logical Thinking (GALT) test. Broader Impact: The modules are being disseminated through workshops for faculty, through listing on the existing POGIL web site, through talks at professional meetings, and through published papers and texts. EXP PROG TO STIM COMP RES CCLI-Phase 1 (Exploratory) DUE EHR March, Joe University of Alabama at Birmingham AL Susan H. Hixson Standard Grant 123548 9150 7494 SMET 9178 9150 0116000 Human Subjects 0536060 March 1, 2006 Development of Learning Materials for an Undergraduate-Level Course on Electric Power Quality. Engineering - Electrical (55) This project is developing learning materials for an upper level undergraduate electric power quality course. The motivation for this course development is the need for improvement in power quality at a national level. This activity is designed to produce learning materials that are knowledge, learning, assessments, and community-centered. The learning materials are organized into six modules in the most important subject areas related to power quality. Student learning outcomes involve developing student analytical and synthesis skills by solving power quality problems in the form of case studies. Both formative and summative methods are used to evaluate student learning outcomes and to continually improve the learning materials. These materials will be disseminated to faculty through publications, conference presentations, and electronic media. Faculty members have been identified from a variety of institutions to serve as a dissemination target audience and will test the prototype materials as well as provide feedback about the quality of the prototype. CCLI-Phase 1 (Exploratory) DUE EHR Santoso, Surya W. Mack Grady Kathy Schmidt University of Texas at Austin TX Sheryl A. Sorby Standard Grant 74992 7494 SMET 9178 7494 0000099 Other Applications NEC 0536077 June 15, 2006 Math Questions to Engage Students (Math QUEST). Mathematical Sciences (21). Based on the ConcepTests pedagogy pioneered in physics (e.g., NSF-DUE 9980802), and building on the Cornell University GoodQuestions project (NSF-DUE 0231154) that developed a library of classroom voting questions for calculus, the Project MathQUEST team is writing, testing, and evaluating a series of classroom (voting) questions for use in differential equations and linear algebra classes. Many of the questions are accompanied by commentary and discussion about their intent, explaining what issues they are designed to provoke and how they are expected to fit into a lesson about the corresponding material. This work utilizes personal response systems, and an online database of approximately six hundred questions, correlated with linear algebra and differential equations texts, is being developed. This is an effective way to provide real-time feedback both to students and instructor, as well as to motivate students to participate in small group discussions of key mathematical concepts. This method engages students by requiring every person in the class to consider a multiple choice or true/false question, to form an opinion, and to participate by registering a vote. Evaluation methods include an external reviewer from the Cornell GoodQuestions project, as well as two discipline-specific consultants in linear algebra and differential equations, to evaluate prepared materials, provide on-site visits, and offer feedback for improving these materials. Intellectual Merit. The project is promoting the engagement of students in the classroom setting through the use of interactive components between students and teacher, and is increasing the knowledge base related to improving student learning through the use of classroom questions and personal response systems. Broader Impacts. Access to the online question bank database is being made available to everyone. Also, an e-mail listserv to help faculty develop their skills with classroom voting is being created to encourage discussion of problems, issues, and successes, and to foster a teaching community around this pedagogy. EXP PROG TO STIM COMP RES CCLI-Phase 1 (Exploratory) DUE EHR Zullo, Holly Kelly Cline Mark Parker Carroll College MT Daniel P. Maki Standard Grant 100204 9150 7494 SMET 9178 9150 7494 0000099 Other Applications NEC 0116000 Human Subjects 0536081 May 15, 2006 Weaving a Microwaves Thread Through the Curriculum. Engineering Electrical (55) This project is fostering both a system-level perspective as well as an appreciation for emerging trends in microwave and analog integrated circuit (IC) design by implementing educational innovations into several Electrical and Computer Engineering courses. A strategy of vertical integration of RF and microwave electronics materials and concepts through all undergraduate class levels allows weaving a microwave area thread through the curriculum. A state-of-the-art sub-micron CMOS modeling laboratory is being introduced in an existing senior-level microwave course; a distributed amplifier design laboratory is under development in a junior-level advanced analog course; laboratory exercises are being incorporated into a sophomore circuits course; and a microwave system demonstration is being integrated into the freshmen-level introductory course. The curricular components are building on exemplary course development experiences from other institutions. The project assessment plan tracks ABET criteria currently in use for curriculum assessment. Outreach activities include continuing interaction with middle and high schools that have a large Native American student base. CCLI-Phase 1 (Exploratory) DUE EHR Becker, James Montana State University MT Sheryl A. Sorby Standard Grant 124038 7494 SMET 9178 9150 0000099 Other Applications NEC 0536082 June 1, 2006 EMPaCT: Entrepreneurship through Multidisciplinary Projects and Collaborative Teams. Interdisciplinary (99) This project is developing an innovative program called Entrepreneurship through Multidisciplinary Projects and Collaborative Teams (EMPaCT). Based on the earlier Engineering Projects in Community Service (EPICS) program, EMPaCT is providing multidisciplinary design experiences for students, and is promoting a culture of entrepreneurship throughout the university and region. EMPaCT project work is done in teams that typically consist of engineering students, a business student, and one student from another discipline. Design projects enable the student teams to experience the entire research, development and marketing process. And EMPaCT courses give undergraduates at all levels -- from freshman through senior -- experiences in the product design process. Project evaluation is looking not only at the quality of the EMPaCT final projects, but also at the effectiveness of the courses, and the development of an entrepreneurial culture. The broader impacts of the project are two-fold. The instructional materials developed by EMPaCT courses will benefit other universities that wish to promote multidisciplinary education. And the project will stimulate economic growth by increasing entrepreneurial efforts, leading to new commercial products and businesses. EXP PROG TO STIM COMP RES CCLI-Phase 1 (Exploratory) DUE EHR Crittenden, Kelly James Nelson Deborah Inman Louisiana Tech University LA Herbert H. Richtol Standard Grant 134709 9150 7494 SMET 9178 9150 0116000 Human Subjects 0536085 February 15, 2006 Design, Construction, and Evaluation of a Multi-author Interative Tutorial for Carbonate Petrology. Geology (42) This project is developing a digital carbonate rock petrography tutorial consisting of a library of 60 to 80 densely annotated virtual thin sections. Each virtual thin section is being constructed in a layered PDF file format. Layers consisting of images in plane-polarized light, cross-polarized light, scale grids, and mapped features are being constructed for each thin section. Collapsible text boxes (pop-up notes) are being added to each image for annotation of selected features of interest in the thin section. Annotations for the thin sections are being developed by a number of different individuals and differences of interpretation in thin sections are being included in the tutorial. The tutorial is building on experiences in multi-media curriculum development and assessment gained in a previous successful digital sandstone petrography tutorial and represents the next step in development of resources for teaching highly visual material in petrography. When complete, the material will be published, most likely by a non-profit society publisher (AAPG, SEPM, GSA, etc.). In addition, papers describing the tutorial will be submitted to appropriate journals. This material will be evaluated in the same manner as the previous successful sandstone petrography tutorial. An existing carbonate class with 80-100 students acted as a control group in the Fall of 2005. Subsequent offerings of the course will use the tutorial materials for three semesters at all participating schools. During this time faculty input will be sought concerning the material's accuracy, balance, and overall appropriateness for undergraduate students. Student understanding of carbonate petrography will be compared between the control group and subsequent semesters of students who have used the tutorial. CCLI-Phase 1 (Exploratory) DUE EHR Milliken, Kitty Jay Banner Charles Kerans University of Texas at Austin TX Jill K. Singer Standard Grant 121376 7494 SMET 9178 7494 0000099 Other Applications NEC 0116000 Human Subjects 0536099 April 1, 2006 Undergraduate Coursework and Research Enhancement Using Molecular Techniques and Instrumentation. Biological Sciences (61) Intellectual merit: Upper division course changes are advancing students knowledge and understanding of biological concepts by integrating microbiology experiences with ecological research. These changes foster an understanding of how ecosystems function on many levels and that all living components are linked in a number of ways. Students are evaluated for their learning ability on two main levels; laboratory skills and understanding theory, and their ability to cooperate and function as a member of an interactive research team using critical thinking skills to guide them to discover the proper method to employ in a given experimental situation. The curriculum enhancements feature linked molecular microbiology laboratory exercises using 16S ribosomal RNA genes to characterize and compare bacterial community diversity from selected sites in the Thorn Creek watershed. Students work in groups to investigate the bacterial population in a site they choose from several chemical and biological contaminant perturbed sites along the creek. In the first phase of the molecular laboratory students isolate community DNA, purify the DNA, amplify specific microbial genes from this material using Polymerase Chain Reaction (PCR), clone these gene sequences, and then sequence the DNA. In the second phase students characterize and compare the sequence data using phylogenetic analyses available on the Internet and present it to the class and student research forum. The curricular changes are possible within the time period of the course by consolidating multiple labs focusing on biochemical tests through the introduction of the culture-based test packages Enterotube II and Biolog to the student laboratory. The sampling sites in the Thorn Creek watershed include several research plots currently being used for plant, animal and microbial studies. Broader Impacts: Students attending Prairie State College, a community college, are also engaged in the research described and upon graduation from Prairie State can continue for a Bachelor of Science degree at Governors State thus expanding the reach of the innovations and creating a bridge between their two year and four year college experiences. Project participants present at the Governors State University Student Annual Research Symposium or The Illinois State Academy of Science annual meetings. The dissemination experience contributes to students understanding of long-term research projects and links them to potential employment in positions involving scientific research. This project is partially supported with funds from the Microbial Observatories and Microbial Interactions and Processes Program in the Directorate for Biological Sciences. CCLI-Phase 1 (Exploratory) MICRO OBS & MICRO INTER & PRO DUE EHR Gsell, Timothy John Yunger Mary Carrington Governors State University IL Terry S. Woodin Standard Grant 126898 7494 1089 SMET 9178 7494 0000099 Other Applications NEC 0116000 Human Subjects 0536107 January 1, 2006 Development of an Interactive Statistics Tutorial (StatTA) to Support Inquiry-based Instruction in Biology. Biological Sciences (61) Recent curricular reforms for teaching introductory statistics focus on providing students with practical experiences with data and training them in the use of computers and technology to explore fundamental concepts of exploratory analysis and inferential procedures. Although computers and statistical software have freed students from the computational drudgery associated with performing many tests, students still struggle with selecting and performing the appropriate statistical analysis, interpreting the results, and understanding the connections and relationships among procedures. The intellectual merit of this project is that it addresses these pedagogical challenges through the development of a web-based, interactive tutoring system and instructional program (StatTA). StatTA fosters statistical literacy by improving student competency and proficiency in practicing statistics. StatTA is being designed to support inquiry-based and problem-based activities in biology. It includes interactive exercises, demonstrations, and self-test activities to help students select and conduct statistical procedures, identify the connections between graphical, exploratory, and inferential analyses, and master the art of statistical thinking and practice. StatTA is intended to help instructors focus on conceptual statistical thinking and interpretation rather than the steps and procedures necessary to perform a test. Thus, students spend less time learning statistical software and completing computational recipes and more time learning how statisticians approach problems and interpret statistical results. The broader impact of the project is reflected in the wide applicability of StatTA for science courses that include statistics as part of their curricula. English and Spanish versions of the program are being developed in an effort to reach a more diverse audience, especially students for whom English is a second language. CCLI-Phase 1 (Exploratory) DUE EHR Tankersley, Richard Florida Institute of Technology FL Linnea A. Fletcher Standard Grant 119347 7494 SMET 9178 7494 0000099 Other Applications NEC 0536113 May 15, 2006 Adapting and Implementing Process Oriented Guided Inquiry Learning (POGIL) into the Chemistry Curriculums of two Community Colleges. Chemistry (12) This project is adapting, implementing, and assessing Process Oriented Guided Inquiry Learning (POGIL) materials and methods in the chemistry courses of Harold Washington College, one of the City Colleges of Chicago, and William Rainey Harper College (HC) in Palatine, Illinois. The project is implementing POGIL materials in at least 13 chemistry courses, directly affecting up to 400 community college students at the two colleges. The intellectual merit and broader impact of this project is based on the prior success of POGIL at a variety of undergraduate institutions. POGIL has been demonstrated to improve students' ability to understand scientific content, and also students' ability to practice scientific methods. The learning and attitudinal gains POGIL students have experienced are similar to gains experienced by students with an authentic undergraduate research experience, and this project may prove to be an effective way of recruiting and retaining community college students into STEM majors and, ultimately, STEM careers. Groups traditionally underrepresented in the sciences make up a majority of the HWC student population (44% Black, 18% Hispanic), as well as a significant portion of the HC student population (17% Hispanic, 3% Black), increasing the broader impact of this project. Because of this project, participating faculty are becoming qualified to address issues relating to successful POGIL dissemination, adaptation, implementation, and assessment at community colleges and with underrepresented student groups. This expertise is being shared through presentations at local and regional professional conferences, as well as being published in the relevant literature and presented at national meetings. In addition, this project is augmenting the current national POGIL Project assessment and dissemination effort by providing a significant amount of assessment data relating to two-year, minority-serving institutions and their student bodies. CCLI-Phase 1 (Exploratory) ADVANCED TECH EDUCATION PROG DUE EHR Higgins, Thomas Thomas Dowd Michael Davis City Colleges of Chicago Harold Washington College IL Eileen L. Lewis Standard Grant 58881 7494 7412 SMET 9178 7494 0000099 Other Applications NEC 0116000 Human Subjects 0536126 March 15, 2006 Transition from Continuum-based Mechanics to Multiscale Mechanics in Engineering Education. Engineering - Mechanical (56) This CCLI Phase 1 Exploratory Project is introducing multi-scale engineering concepts including nanotechnology into undergraduate engineering mechanics curriculum through new modules, examples, and small-scaled problems. Molecular dynamics, finite element method, and computer aided design and drafting are being used to help students visualize the behavior of nanoscale materials. Learner-centered pedagogy is allowing a deeper understanding of the unique scientific rules governing engineering mechanics and analysis at this scale. Formative assessment is being used to evaluate options at each stage of implementation, considering guidelines from ABET and the American Society for Engineering Education (ASEE). An Industrial Advisory Board is helping with the formative assessment. An external evaluator is conducting the summative assessment of the project. The project is being disseminated through a supplementary textbook, a website, and faculty development workshops and is broadening the participation of an under-represented group, Native Americans in Engineering. Students are developing an assortment of problem-solving tools that they can use throughout their professional careers. CCLI-Phase 1 (Exploratory) DUE EHR Karami, Ghodrat Robert Pieri Prakash Ranganathan North Dakota State University Fargo ND Lance C. Perez Standard Grant 125000 7494 SMET 9178 9150 7494 0116000 Human Subjects 0536127 May 1, 2006 Collaborative Research: Mapping the Dimensions of the Undergraduate Chemistry Laboratory: Faculty Perspectives on Curriculum, Pedagogy, and Assessment. Chemistry (12), Science and Technology Assessments (91) There is a rich literature regarding the content and pedagogy of laboratories, both in chemistry and in related disciplines such as physics. However their roles and nature have been changing, in part because innovative technologies open up new opportunities for teaching and learning in laboratories. This project seeks to characterize the diversity of faculty goals for the undergraduate chemistry laboratory, the array of strategies faculty implement in the name of those goals, and the assessments faculty use to measure the extent to which they meet those goals. Through interviews with faculty, factors such as type and size of institution, size of program, the use of teaching assistants, the chemistry discipline (organic versus physical chemistry), and the level of course (lower versus upper division) are being related to laboratory goals, strategies and assessments. Data analysis is structured to develop multiple taxonomies to enable faculty to characterize their own undergraduate laboratory environments. The dimensions of these taxonomies, which will include student cognition and dimensions of inquiry, permit identification of key intermediate or transition states that faculty can target to guide the evolution and development of their own undergraduate laboratory programs. A broader impact of this research will be to open a dialogue within the chemistry education community on the roles of undergraduate laboratories and how these roles can be assessed and improved. CCLI-Phase 1 (Exploratory) DUE EHR Towns, Marcy Ball State University IN Myles G. Boylan Standard Grant 42929 7494 SMET 9178 0116000 Human Subjects 0536136 March 1, 2006 Get WET Observatory: Implementing a Fluid Learning Experience for Undergraduates. Geology (42) The Get WET (GroundWater Education and Teaching) Observatory is enhancing undergraduate geology courses for majors and non-majors by providing hands-on, field-based learning opportunities in surface and groundwater processes. The Observatory consists of six groundwater-monitoring wells adjacent to a perennial stream on campus property. The wells augment two existing groundwater irrigation wells and a surface monitoring station thus providing spatially diverse surface and groundwater coverage at the Observatory. The Observatory is directly affecting approximately 500 majors and non-majors per year, with new learning materials being developed within six courses utilizing the Get WET facility. Introductory geology laboratories of no more than 15 students, working in teams of three or four, provide small group learning and discussion opportunities. Student learning in the Introductory Geology Laboratory is being evaluated through pre- and post-assessments of student conceptions regarding groundwater processes. The Observatory is also being integrated into the four-year major and is enhancing student learning of the complexities of surface and groundwater interactions and subsurface geophysics. Public dissemination of the educational data set is greatly increasing the utility of the Observatory beyond its physical boundary on the CSU campus. Collaboration between three departments and a research and outreach center is building a community of scholars versed in teaching groundwater-related subjects. Outreach initiatives associated with the Observatory include collaborating with local middle and high school science teachers, conducting two teacher education workshops training teachers in surface and groundwater interactions, developing field exercises for middle and high school students, and providing TA support for instructional assistance. CCLI-Phase 1 (Exploratory) GEOSCIENCE EDUCATION DUE EHR Rathburn, Sara Dennis Harry Andrew Warnock William Sanford Colorado State University CO Jill K. Singer Standard Grant 136000 7494 1733 SMET OTHR 0000 9178 0116000 Human Subjects 0536144 February 1, 2006 Collaborative Research: An Online Laboratory for Optical Circuits Courses. Engineering - Engineering Technology (58) This CCLI Phase 1, Exploratory Project is extending the use of distance learning techniques to provide a complete set of laboratories covering optical circuits. These laboratories are suitable for numerous graduate, upper division undergraduate, and lower division undergraduate courses in a wide variety of engineering and technology disciplines. The pilot class is an upper division engineering technology course enrolling approximately 50 students. Outcome assessment and continuous improvement will be used to test the effectiveness of teaching optical circuits in a distance-learning environment. Although the laboratories are being produced and tested at a single university, three universities are involved in the evaluation process. This project is contributing to what we know about the use of distance learning techniques for laboratories in general and optical circuits laboratories in particular. This project is yielding useful data on the learning styles and best practices in distance learning laboratory educational research area for Science, Technology, Engineering, and Mathematical (STEM) fields. CCLI-Phase 1 (Exploratory) DUE EHR Mickelson, Alan Frank Barnes University of Colorado at Boulder CO Lance C. Perez Standard Grant 34197 7494 SMET 9178 0116000 Human Subjects 0536152 May 1, 2006 Enhancing Multidisciplinarity through Molecular Modeling. Biological Sciences (61) Intellectual Merit: Two major curricular goals are being achieved through this project. The first is the integration of molecular modeling into all levels of the biology and chemistry curricula at Birmingham-Southern College and the second is the linkage of biology and chemistry courses by making use of a common molecular thread that runs through introductory and upper-level coursework. Students use molecular modeling techniques to study a selected small, bioactive molecule in a variety of contexts. When possible, wet labs are paired with in silico (computer-based) experiments to test hypotheses students develop using a computational approach. Three biology courses, two chemistry courses, and an interdisciplinary biochemistry course are being revised. The inquiry-based pedagogy introduced is cultivating the students' critical thinking skills while at the same time, since they are applying chemical principles to experiments exploring biological phenomena, introducing them to the interdisciplinary nature of modern research and better preparing them for graduate and professional school. In addition, the infrastructure and training provided by these revisions are enabling students to collaborate with faculty on projects exploring polymer folding, cholinesterase evolution, and drug design. Broader Impacts: All educational materials developed as part of this grant will be disseminated to a broad audience through presentations at regional and national meetings, peer-reviewed publications in appropriate journals, and development of a web-site to make the teaching modules freely available for other institutions to use. CCLI-Phase 1 (Exploratory) DUE EHR Hanson, Pamela Leo Pezzementi Laura Stultz Birmingham Southern College AL Terry S. Woodin Standard Grant 75686 7494 SMET 9178 9150 0000099 Other Applications NEC 0536155 March 1, 2006 Circuits Learned by Example Online (CLEO). Engineering - Electrical (55) The project is developing a comprehensive web-based repository of solved circuit analysis example problems delivered as narrated video clips. These are carefully scripted and edited hand-drawn animations that appears as a close-up of a piece of paper with writing and drawings appearing as if "by magic". Results from research in teaching and learning motivate the pedagogical style of the commentary, which emphasizes expert explanations of the rationale behind the multi-step solution process. The audio commentary is directed to an audience of one, so the student feels that the expert is speaking directly to their needs. The student can work examples in the repository before watching the expert video as a test of their own mastery, or they can watch the videos first for instruction in a new topic. The video format accommodates various styles and rates of student learning since students can interact with the material by pausing, replaying, and skipping to points of interest as needed. The audio narration is available in English and Chinese, as well as closed-captioned text. The evaluation effort will use qualitative and quantitative techniques to obtain indicators of student interest and satisfaction, academic performance, and retention as well as differences in these among student subpopulations. Two approaches for dissemination are being evaluated: one relies on a web-based repository, which will allow free access but result in static material, while the other involves commercialization through a publisher, which will result in dynamic material but probably require a usage fee. Regarding broader impacts, this repository of educational materials is broadly available to students regardless of location or time of day and it fits seamlessly into every sophomore-level two-semester linear circuits course taken by most engineering students nationwide. In a pilot version these materials generated much enthusiasm among academically at-risk students and has real potential for increasing retention among this population. CCLI-Phase 1 (Exploratory) DUE EHR Doering, Edward Xiaoyan Mu Rose-Hulman Institute of Technology IN Russell L. Pimmel Standard Grant 124947 7494 SMET 9178 0116000 Human Subjects 0536161 June 1, 2006 The Scientific Core: An Advanced Undergraduate Research Experience. Psychology (72), Political Science (85), and Sociology (86) Intellectual Merit National organizations and institutions of higher learning emphasize the value of inquiry-based, undergraduate research, suggesting a plethora of methods to improve research experiences for students. While contemporary efforts are promising, most available undergraduate research experiences are either heavy on preparation or heavy on application. The hypothesis being explored in this project is that teaching the processes of scientific inquiry requires a comprehensive learning infrastructure that systematically carries students through the interconnected knowledge bases and practices of science. We are implementing and assessing an approach that gives students the opportunity to both understand and do science. Our hypothesis is that we are facilitating the mastery of problem-solving skills and disciplinary socialization, thereby producing graduates who are well prepared to enter the community of scholars. The scientific core in our approach provides students with a complete research experience. This experience is comprised of a sequence of five courses: scientific writing, research methodologies, statistical analysis, behavioral ethics, and a 32-week capstone research application where students become intimately familiar with scientific inquiry by participating in team-based, student-initiated, hands-on research projects. Guided by a faculty mentor, the capstone course culminates in a written scientific study that students present publicly. Courses are being designed to maximize the integration of research and education at each phase of the research experience. Our model includes building an infrastructure designed to teach all students how the scientific process unfolds when addressing complex social issues. This enhances the professional and academic credentials of our students, because success in the 21st century global marketplace hinges on scientific literacy. Students earning a baccalaureate are also being prepared to apply the tools of science to resolve real-world problems seemingly unrelated to their immediate circumstances. This intellectual advantage extends the merit of the research experience beyond the individual to broader society. Broader Impact All students selecting a major in criminology, psychology, or sociology are participating in the research experience, and other science departments may adopt the model. At the home institution, it is anticipated that about 155 students will be involved at various stages in the scientific core in any given year. Nine faculty members providing instruction/mentoring in the scientific core will also disseminate information about the model's inception, implementation, and outcomes at professional conferences over the grant period of three years. Instructors from predominantly minority institutions are being invited to roundtable sessions to broaden our impact. Results from testing our hypothesis will contribute to the knowledge base about the impact of undergraduate research through comparisons of the achievement of students required to complete the scientific core in this project, students in the department prior to the adoption of the scientific core, and students participating in the university's NSF-funded research experience for non-science majors. CCLI-Phase 1 (Exploratory) DUE EHR Bufkin, Jana Vickie Luttrell Val Eastman Robin Miller Hooshang Pazaki Drury University MO Myles G. Boylan Standard Grant 138166 7494 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0536173 January 1, 2006 Laptop Robotics: Expanding students access and robotics application by mobilizing existing resources. Computer Science (31) Intellectual Merit: Commodity computation has dramatically increased the efficiency and sophistication with which students investigate almost every field of study. Within CS education, curricula increasingly guide and invite students to explore real datasets with the same tools that professional scientists employ. Robotics, despite being one of the most hardware-dependent subfields of CS, has not fully taken advantage of the ubiquity and low cost of commodity computers, communications, and I/O devices. Physically embodied computation, whether in special-purpose educational kits or specially designed research robots, is still divorced from students' familiar experiences with computing. This project is bridging this gap by building an inexpensive, robotics platform and developing an open-source system for interfacing it via USB with a variety of computing systems. Broader Impact: It is evaluating the prototype platforms in a variety of academic settings in an effort to ultimately bring inexpensive, open-source robots to a diverse community of academic and research institutions. CCLI-Phase 1 (Exploratory) DUE EHR Dodds, Zachary Harvey Mudd College CA Stephen C. Cooper Standard Grant 133133 7494 SMET 9178 7494 0000099 Other Applications NEC 0536197 March 1, 2006 Finite Element Method Exercises for use in Undergraduate Engineering Programs. Engineering - Mechanical (56) This CCLI Phase 1, Exploratory Project is developing finite element (FE) tutorial exercises of engineering problems for undergraduate courses using commercial software. It is providing undergraduate engineering students with basic knowledge in FE theory and an ability to apply commercial finite element software to typical engineering problems. The project is developing eleven tutorials in six undergraduate engineering areas: structural analysis, vibration analysis, electromagnetic analysis, biometric modeling, fluid dynamics, and steady state heat transfer analysis. This project is advancing the knowledge of teaching undergraduate engineering students the FE method for modeling and analyzing complex engineering problems. Faculty and students are assessing tutorial effectiveness at four different higher educational institutions. These tutorials are being distributed nationally to other colleges and universities via the Internet. Commercial software firms are also disseminating these tutorials through their publishing partners and other marketing outlets. CCLI-Phase 1 (Exploratory) DUE EHR Brown, Ashland Joseph Rencis Daniel Jensen Paul Schimpf Vladimir Labay University of the Pacific CA Lance C. Perez Standard Grant 151679 7494 SMET 9178 0116000 Human Subjects 0536203 January 1, 2006 EASEL: Improving Software Design Education with A Layered Design Environment. Computer Science (31) This project is building a proof-of-concept software design environment, called EASEL, which is enabling students to gain a broader and deeper understanding of software design. Software design consists of: (1) iteratively constructing, evaluating, and improving alternatives that eventually coalesce into a single, desired solution, and (2) notations in which to capture the design. Traditionally the first part of this process has received less attention from the software engineering educational community then the second part. EASEL is shifting attention from design notation to the process of design. To that end the project is developing a layered software design environment that helps students gain insight into design choices and processes. EASEL includes additional functionality like built-in critics, design patterns, and rationale capture to provide feedback, guidance and insight into the design process. EASEL is being packaged with carefully constructed course modules that teach specific design techniques through example designs and patterns that are discussed, improved, compared, or elaborated on within the tool. CCLI-Phase 1 (Exploratory) DUE EHR van der Hoek, Adriaan University of California-Irvine CA Stephen C. Cooper Standard Grant 125000 7494 SMET 9178 7494 0000099 Other Applications NEC 0116000 Human Subjects 0536210 April 1, 2006 Dissemination of GRASP Faculty Development Program (Gaining Retention and Achievement for Students Program). Computer Science (31) This project is developing a dissemination methodology for the GRASP program. GRASP (Gaining Retention and Achievement for Students Program), is designed to increase retention and achievement of STEM (Science, Technology, Engineering, and Mathematics) undergraduates using a semester long faculty development program. GRASP is unique because it can be institutionalized at a university or community college within three years. Research results from previous implementations of the GRASP program show that once a cohort of faculty on a campus have participated in the program and demonstrated improved student retention and achievement, their departments and colleges are likely to absorb the low-cost for faculty to participate in GRASP. Since the program provides documentation for tenure and promotion, faculty are likely to participate and use the program practices as part of their regular teaching practices. CCLI-Phase 1 (Exploratory) DUE EHR Hynes, Patricia Judith McShannon New Mexico State University NM Victor P. Piotrowski Standard Grant 148481 7494 SMET 9178 9150 7494 0000099 Other Applications NEC 0116000 Human Subjects 0536229 March 15, 2006 Collaborative Research: Team Play! Integrating Engineering Principles of Sports in the Engineering Curriculum. Engineering - Mechanical (56) This CCLI Phase 1, Exploratory Project is using multidisciplinary engineering principles to analyze sporting equipment, sports performance and sports thus engaging and motivating engineering students. Ten hands-on laboratory modules are being used to teach engineering principles of sports for engineering courses at Rowan University, Drexel University and Gloucester County College. This project is educating a large population about a variety of engineering topics such as aerodynamics, mechanics of materials, dynamics, vibrations, and transport as well as design and product development in the exciting context of sports. Larger goals include: 1) fostering new collaborations in education and research between Engineering and Health Science as well as cross-institution collaborations between the 4-year universities and 2-year college, 2) integrating education and research as well as enhancing the infrastructure for these activities, 3) introducing many undergraduate and K-12 students and K-12 teachers about engineering and sports through the widespread outreach and dissemination activities, 4) broadening participation of underrepresented groups through proposed use in outreach activities, 5) and potentially benefiting society at large by increasing the technical workforce and encouraging their interest in working on sports projects. The project evaluation is focusing on student learning. CCLI-Phase 1 (Exploratory) DUE EHR Pearlman, Howard Drexel University PA Lance C. Perez Standard Grant 45303 7494 SMET 9178 0116000 Human Subjects 0536231 April 15, 2006 Mathematicians and Mathematics Educators Collaborating on Capstone Courses for Secondary Mathematics Teachers. Mathematical Sciences (21). Recommendations from The Mathematical Education of Teachers (CBMS, 2001) include statements that mathematics departments should support the design, development, and implementation of capstone courses for teachers in which conceptual ideas of high school mathematics are examined from an advanced standpoint. It is also recommended that such courses should be taught through a collaboration of mathematics and mathematics education faculty. For this project instructional materials for a capstone course for pre-service secondary mathematics teachers are being developed. This builds on a pilot course developed and implemented by the project team in 2003-2004. The instructional materials are designed and developed to enrich students' learning experiences in the course in three ways: (1) to illustrate connections between secondary and college mathematics, (2) to provide students with more opportunities to engage in active learning than the textbook currently supports, and (3) to incorporate examples of secondary school students' mathematical thinking. In addition to the development of materials, research is being conducted with respect to team-teaching of capstone courses by mathematicians and mathematics educators. The impact of capstone course on student learning is being measured, and the project team also is studying the effects of the capstone experience on the faculty who teach the courses. Intellectual merit. The intellectual merit lies in the research and measurement of the impact on learning of secondary mathematics education students in a capstone course. The research is contributing to the knowledge base related to teacher preparation in mathematics. Broader impacts. The research is advancing the knowledge base and understanding of STEM education and how students learn. The materials are being beta-tested, and materials and research results are being made available to the mathematics and mathematics education communities via publications, presentations, workshops and a website. TEACHER PROFESSIONAL CONTINUUM DUE EHR Hill, Richard Sharon Senk Natasha Speer Michigan State University MI Daniel P. Maki Standard Grant 99999 7271 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0536236 January 15, 2006 A Magnetic Levitation System for Control Engineering Education. Engineering - Electrical (55) This project is developing educational materials for control systems and digital signal processing courses in the Electrical Engineering curriculum. The conventional approach in control systems courses is to use the classical DC motor as a primary example. The investigator is exploring the incorporation of the principles of magnetic levitation (maglev) into control systems, digital control systems, and signals/systems courses as well as senior design projects. This involves developing a control system to keep a ferromagnetic object suspended, without contact, beneath an electromagnet, and to move the suspended ferromagnetic object to simulate a maglev train. This inherently nonlinear and open-loop unstable application complements the conventional DC motor example as well as increases awareness of an emerging technology such as the maglev train while offering a technical challenge for students. Anticipated outcomes include development of prototypes for one-, two-, and three-dimensional maglev systems along with relevant software, laboratory experiments, and instructional materials. CCLI-Phase 1 (Exploratory) DUE EHR Tang, Jianxin Alfred University NY State College of Ceramics NY Sheryl A. Sorby Standard Grant 39480 7494 SMET 9178 0000099 Other Applications NEC 0536246 January 1, 2007 Creating a Performance-Based Physics Program for Introductory Physics and Astronomy Classes Using the SCALE-UP Model of Teaching Physics. The goal of this project is to implement the Student Centered Activities for Large Enrollment University Programs (SCALE-UP) developed at North Carolina State University. The objectives are to increase students' conceptual understanding of physics and astronomy, problem solving abilities, and understanding of the nature of physics and of science in general. The past fifteen years of Physics Education Research has shown that students learn and retain significantly more in active learning environments when compared to traditional models of teaching, particularly to the traditional lecture in an auditorium. The SCALE-UP program has demonstrated success at increasing students' conceptual understanding of physics, appreciation for the nature of science, problem solving abilities, and increasing retention. SCALE-UP offers a way of teaching introductory physics and astronomy classes in a studio physics format for both small and large-enrollment courses. This effort is consistent with the College's mission statement, the strategic plan of the School of Humanities and Sciences, and the mission and goals of the Physics Department. The project is using a variety of physics and astronomy materials already developed and building a SCALE-UP physics and astronomy facility. It is using and developing a combination of Reading Quizzes, Discussion Questions, Mini-Investigations, and Experiments. Development of materials is being done in close collaboration with the SCALE-UP developers to facilitate the inclusion of new materials in the SCALE-UP online curriculum database. A result of the project is the development of instructional materials extending SCALE-UP to include introductory astronomy. The intellectual merit of this project is that it significantly improves physics and astronomy instruction at the introductory level where it matters the most, and makes significant contributions to the field of Astronomy Education Research by implementing SCALE-UP techniques. The entire physics and astronomy faculty is participating in implementing the plan. The broader impact of this project is an increase in students' conceptual understanding of physics and astronomy, problem solving ability, and understanding of the nature of science. Additionally, curriculum materials are enhancing faculty development through the adoption of active learning materials that are superior to traditional materials. These methods have also been shown to increase retention of underrepresented groups, including women and minorities. The results of this project lead to an increase in the science literacy of non-science majors, contributing to a more science literate society. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Rogers, Michael Luke Keller Ithaca College NY Duncan E. McBride Standard Grant 150000 7494 1536 SMET 9178 0116000 Human Subjects 0536270 July 1, 2006 Collaborative Research: Discrete Mathematics in Computing Education. Computer Science (31) Intellectual Merit: The Discrete Mathematics in Computing Education project is investigating the role of discrete math in computer science education. Motivated by the successful use of concept inventories in fields like physics, chemistry, and engineering, the project is constructing a concept inventory for discrete mathematics. This inventory is being administered to an initial group of 15 public and private colleges and the results are being used to determine which topics to present, in what order, to increase student performance. This project is using methods, which have been demonstrated to be effective in other STEM disciplines, to determine the relative effectiveness of different approaches to teaching discrete math to undergraduate computer science students. Broader Impact: Through the project's involvement at over a dozen sites around the country it is having a national impact on instructors, textbook authors, curriculum planners and accreditation agencies. CCLI-Phase 1 (Exploratory) DUE EHR Klappholz, Aaron Stevens Institute of Technology NJ Stephen C. Cooper Standard Grant 99759 7494 SMET 9178 1032 0000099 Other Applications NEC 0116000 Human Subjects 0536276 April 1, 2006 HBCU Retreat and Follow-on Program. Mathematical Sciences (21) This project is providing a structured opportunity for ten Historically Black Colleges and Universities (HBCUs) to reform their college algebra or calculus curricula. Three person teams from each school are working with a set of mentors who have experience both with the national reform efforts and in local implementations of reform projects. The teams gather in the early summer to share strategies and develop their implementation plans during a faculty development workshop. Mentors follow up during the academic year with site visits and all teams gather during the winter mathematics meetings to report on progress. The intellectual merit of the project lies in its emphasis on developing problem solving and modeling skills in the students, changing the classroom from being teacher-centric to student-centric with an emphasis on small group work (activities/projects), and championing the appropriate use of technology for teaching and learning mathematics. Each participating school is experimenting with their new curriculum for at least two years. This enables the performance of an evaluation study that compares student learning under the reformed programs to student learning under traditional programs. Findings from this study are contributing to a larger assessment effort currently led by the Mathematical Association of America, thus leading to an enlargement of the knowledge base in this area. The project is also demonstrating broader impact through its direct engagement of faculty at leading HBCU campuses and its ultimate effect on students at those institutions. The EHR Division of Human Resources Development (HRD) is providing significant co-funding of this project because of its alignment with the mission and goals of HRD. CCLI-Phase 1 (Exploratory) HIST BLACK COLLEGES AND UNIV DUE EHR Small, Donald United States Military Academy NY Lee L. Zia Interagency Agreement 135000 7494 1594 SMET 9178 7494 0000099 Other Applications NEC 0536287 July 15, 2006 The GoTo Astronomy Laboratory Facility. The development of personal computers, CCD imagers and more recently computer controlled, so called GoTo, telescopes has greatly expanded the types of observations, both qualitative and quantitative, that can be made by the typical undergraduate student. These powerful yet extremely user friendly devices now provide the opportunity for astronomy to match or even exceed the lab experiences in the other sciences. In addition to this newly developed hardware are many excellent astronomical image manipulation software packages that provide analytical data from these digital images. The University's GoTo Astronomy Lab facility consists of an indoor laboratory room equipped with 18 computer stations, each operated by a team of two students. The heart of the facility is the adjacent outdoor observing deck with 18 permanently mounted 10-inch telescopes, each equipped with an STV CCD camera. Each telescope is connected to a computer station to allow image downloading, but this also permits indoor telescope and camera control when outdoor conditions are too severe to be on the deck for extended periods. The CCD cameras are interfaced to the telescope by a permanently mounted VISTA (Visual Imaging and Spectroscopic Telescope Adapter) which incorporates a flip mirror to allow direct viewing as well as imaging. It also has an integrated diffraction grating/cylindrical lens system for spectroscopy of bright stars. These user friendly telescope systems allow a wide spectrum of outdoor laboratories, some traditional, but some of which were difficult or even impossible with previously available equipment. The intellectual merit of this project begins with the objectives to create a state-of-the-art introductory astronomical laboratory that utilizes and integrates the full potential of modern technologies, and to provide access to the educational astronomical community both the hardware designs and the laboratory materials for use in upgrading their own laboratory curricula. The facility provides 360 students per semester an opportunity to carry out investigations that seemed unrealistic until recently. Participation in these laboratories allows students to develop a deeper, first hand understanding of how scientific investigations are undertaken and how data are analyzed and evaluated. The broader impacts of this project outside the local course fall in two different areas. The success of this project and the resultant equipment designs and lab exercises should encourage more academic institutions to develop GoTo facilities to provide their introductory students a hands (and eyes) on experience operating their own local telescopes. In addition, the outdoor exercises can be easily adapted for use with different telescope/detector combinations that other users might already have. A facility such as this can also serve local schools and the community in general when it is not in use for its primary function. It can also provide an ideal setting for workshops attended by those wishing to create or upgrade their laboratory programs. CCLI-Phase 1 (Exploratory) DUE EHR Pollock, Joseph Daniel Caton Richard Gray R. Lee Hawkins Jon Saken Appalachian State University NC Duncan E. McBride Standard Grant 72950 7494 SMET 9178 0116000 Human Subjects 0536299 February 15, 2006 Development of Engineering Scenarios to Promote Student Engagement and Design in Thermodynamics Courses. Engineering - Mechanical (56) This CCLI Phase 1, Exploratory Project is developing a web-based thermodynamic engineering scenario that can be used in thermodynamics courses. Project staff are basing the scenario on an actual engineering facility and are expanding the case study concept through skills-based problems and actual solutions written in the context of the real-world environment. The scenario is not being linked to a particular topic or textbook chapter but is including problems spanning multiple concepts, thereby creating greater cohesion across the curriculum. Supplementary and background information is promoting increased inquiry-based learning and overall student engagement. The scenario is being used in two courses as part of an assessment plan using quantitative (pre- and post-test evaluation, ABET outcome surveys) and qualitative (focus groups, survey groups, classroom observation) techniques under the direction of an assessment supervisor and with input from an outside consultant, engineering faculty, and industry representatives. The scenario is being formatted in a web-based textbook supplement that is easily adapted at other schools. Further dissemination includes a website, publications, national conferences, and local conferences. This project is increasing student engagement and inquiry-based learning, exposure to actual design methods, and greater integration of course topics. CCLI-Phase 1 (Exploratory) DUE EHR Tebbe, Patrick Minnesota State University, Mankato MN Russell L. Pimmel Standard Grant 111195 7494 SMET 9178 0116000 Human Subjects 0536303 May 15, 2006 Diode-Laser Based Experiments in Physics and Chemistry. Physics (13) The Physics and Chemistry Departments are developing and implementing a series of integrated modern physics experiments into upper-level physics laboratory courses and enhancing the optical component of the physical chemistry laboratory curriculum. The project is adapting six innovative experiments that utilize external cavity diode lasers to integrate significant advances from atomic, molecular, and chemical physics research into the laboratory curriculum. The project is drawing ideas from the physics and chemistry literature and making available results from the project to other physicists and chemists. Intellectual merit: The primary objective of the project is to be the centerpiece of an initiative to inject contemporary physics topics and experimental techniques into the physics curriculum earlier and more often. A significant secondary objective is to stimulate student interest in research, and the laboratory topics have been chosen that are relevant to a number of research areas in atomic, molecular, and optical physics. In chemistry, a main objective is to fill specific gaps in the current laboratory curriculum. Both departments expect to highlight the interdisciplinary nature of chemistry and physics, and this project is part of a larger effort, including the creation of the chemical physics major program. Broader impact: The project appreciably enhances undergraduate education in the physics and chemistry departments, and in turn, in South Dakota, a state that has been traditionally underrepresented in scientific education and research funding, particularly in physics. In recent surveys, 37.5% of the physics degrees (2002) and approximately 36% of the chemistry degrees (2001) awarded in South Dakota came from Augustana College. Results are also of wider interest in the physics and chemistry communities. EXP PROG TO STIM COMP RES CCLI-Phase 1 (Exploratory) DUE EHR Wells, Eric Brian Moore Augustana College SD John F. Mateja Standard Grant 79624 9150 7494 SMET 9178 9150 0116000 Human Subjects 0536307 March 15, 2006 Collaborative Research: Team Play! Integrating Engineering Principles of Sports into the Engineering Curriculum. Engineering - Mechanical (56) This CCLI Phase 1, Exploratory Project is using multidisciplinary engineering principles to analyze sporting equipment, sports performance and sports thus engaging and motivating engineering students. Ten hands-on laboratory modules are being used to teach engineering principles of sports for engineering courses at Rowan University, Drexel University and Gloucester County College. This project is educating a large population about a variety of engineering topics such as aerodynamics, mechanics of materials, dynamics, vibrations, and transport as well as design and product development in the exciting context of sports. Larger goals include: 1) fostering new collaborations in education and research between Engineering and Health Science as well as cross-institution collaborations between the 4-year universities and 2-year college, 2) integrating education and research as well as enhancing the infrastructure for these activities, 3) introducing many undergraduate and K-12 students and K-12 teachers about engineering and sports through the widespread outreach and dissemination activities, 4) broadening participation of underrepresented groups through proposed use in outreach activities, 5) and potentially benefiting society at large by increasing the technical workforce and encouraging their interest in working on sports projects. The project evaluation is focusing on student learning. CCLI-Phase 1 (Exploratory) DUE EHR Kadlowec, Jennifer John Chen Anthony Marchese Stephanie Farrell Rowan University NJ Lance C. Perez Standard Grant 129697 7494 SMET 9178 0116000 Human Subjects 0536329 March 1, 2006 Community College Undergraduate Research: Building a Model of Integration. Biological Sciences (61) The PI is designing, implementing, and evaluating a model for integrating undergraduate research into a community college science curriculum. The intellectual merit of the project involves the development of inquiry-based educational materials (problem-based learning, case studies) for first-year science courses and a credit-bearing advanced sophomore-level course that is being used by students to conduct undergraduate research. The curriculum reform at both levels is being driven by undergraduate research initiatives developed under the mentorship of community college faculty. Novel student research projects are being established during the first year and expanded in the advanced sophomore-level course. The sophomore-level course curriculum includes training students as peer leaders to support the development of new student projects emerging from the freshman courses. The broader impacts of the project include a week-long workshop, which is being utilized to train faculty from Finger Lakes Community College (FLCC) and two other community colleges (Genesee Community College and Monroe Community College) in field and laboratory methods. To achieve the project goals, FLCC is collaborating with the National Center for Case Study Teaching in Science, NSF #0341279) and Braddock Bay Raptor Research to develop project materials and research projects. Results of the project are being disseminated at a national conference of biology instructors. CCLI-Phase 1 (Exploratory) DUE EHR Hewlett, James Timothy Tatakis Maureen Leupold Finger Lakes Community College NY Linnea A. Fletcher Standard Grant 26708 7494 SMET 9178 7494 0000099 Other Applications NEC 0536335 March 15, 2006 Appreciating Technology and Understanding Science Through Usability Studies. Computer Science (31) This project is developing two courses on Human-Computer Interaction (HCI), one for a general-education audience and one for Computer Science (CS) majors, in which students learn about and practice methods of empirical study ranging in rigor from exploratory studies to hypothesis-testing experiments. Because so many business and public policy decisions are made based on evaluation of empirical results, it is vital that all students, no matter their major, have an understanding of the methods of empirical work and how it is reported so they are better prepared to make and evaluate such decisions. The course provides a unique opportunity for students to learn about these methods in the context of problems with which the students are already familiar from their daily lives. Students carry out empirical studies on existing artifacts and they learn ways to rigorously evaluate their usability. They also work to design new artifacts and develop experiments to measure the usability of their designs compared to various alternatives. Alumni of this course are able to understand empirical approaches and appreciate the usability of well-designed artifacts. CCLI-Phase 1 (Exploratory) DUE EHR Fernandes, Chris Aaron Cass Union College NY Victor P. Piotrowski Standard Grant 149991 7494 SMET 9178 0116000 Human Subjects 0536342 February 1, 2006 Finite Element Simulation of Laboratory Experiments for Enhanced Learning. Engineering - Chemical (53) This proposal is answering several questions regarding the use of simulated laboratory experiments and learning. By developing finite element models of chemical engineering laboratory experiments, the PIs are investigating discovery versus tutorial use of the simulations and examining the impact on student learning. In the tutorial mode, the students execute a prescribed set of simulations and are given explanations of the results they are observing. In the discovery mode, the students are using the simulations, generating computer-experiment results that they are analyzing in a pre-lab study, similar to how they treat laboratory experimental results. Students are playing with the model and discovering what is happening in the experimental system. FEMLABTM is being used in model development, allowing modeling of multiple physical processes that are occurring simultaneously. Teams of seniors are developing some of the models as part of their senior thesis project. This is allowing the PIs to investigate the importance of students constructing their own simulations, versus using previously developed models. The PIs are gaining insight into how and where to introduce finite element modeling into the undergraduate curriculum. Additionally they are learning whether or not computer simulation is an appropriate replacement for hands on laboratory experience. The project is evaluating enhanced student learning using a pre- and post-lab test developed specifically for each experiment. Course evaluations, interviews and surveys of students is providing qualitative evaluation. Results are being disseminated though ASEE and FIE conference publications. CCLI-Phase 1 (Exploratory) DUE EHR Clark, William David DiBiasio Worcester Polytechnic Institute MA Lesia L. Crumpton-Young Standard Grant 129995 7494 SMET 9178 0116000 Human Subjects 0536343 February 15, 2006 Integrating Asynchronous Digital Design and Testing into the Undergraduate Computer Engineering Curriculum. Engineering - Computer (32) This project is improving educational practices and student learning through development of materials that provide for easy integration of asynchronous concepts into existing digital systems course structures. Since demands to increase circuit robustness, decrease power consumption, and alleviate many clock-related issues are starting to cause a shift from synchronous to asynchronous design styles, introducing this material into the computer engineering curriculum is becoming extremely important. The project is developing lecture notes, example problems, group projects, VHDL libraries of fundamental asynchronous components, and various models of fundamental asynchronous components. It is integrating these materials into two undergraduate/graduate-level courses: one on digital system modeling with VHDL and one on VLSI design. The results of this project are being disseminated through appropriate conference presentations and journal publications and the material is available on the web and on a CD-ROM and this availability is being advertised through a microelectronic systems newsletter. Specially designed non-credit tests and quizzes matched to the learning objectives are being used to evaluate student learning, and standard institutional questionnaires are being used to characterize the students' attitudes about the material. A colleague at another institution is conducting a formal review of the material as an external content expert. The broader impacts of the project are resulting from the dissemination of the materials through various publications and postings. CCLI-Phase 1 (Exploratory) DUE EHR Smith, Scott Waleed Al-Assadi Missouri University of Science and Technology MO Russell L. Pimmel Standard Grant 94789 7494 SMET 9178 7494 0000099 Other Applications NEC 0116000 Human Subjects 0536364 February 1, 2006 Real World STEM Application Modules. Mathematical Sciences (21) This project is addressing the challenge of incorporating real-world problems that can be developed into effective teaching tools. The tools being developed and implemented are modules that offer faculty a new, innovative platform for the instruction of science, technology, engineering, and mathematics (STEM). They are being integrated into mathematics courses such as topology, graph theory, and discrete mathematics, and in courses from other STEM areas such as computer science and industrial and systems engineering. The teaching modules are being packaged independently and offer faculty in mathematics and other STEM areas the flexibility to implement modules and topics of their choice. Intellectual Merit. The teaching modules being developed and implemented highlight cutting-edge, real-world interpretations of mathematics. Students are engaged with topics on the frontiers of science, technology, and engineering. These modules focus on powerful applications arising in graph theory, topology, or discrete mathematics. Actual problems from industry are being included. Broader Impacts. The integration of the modules into an undergraduate mathematical curriculum is providing undergraduate students with a window into the industrial world. Among the benefits is that these modules expose students to the numerous occupations and companies that use mathematics on a daily basis. Technological innovations that are being integrated into this project include: analyses of airline flight routes (JetBlue Airways); fiber-optic telecommunications networks (Level 3 Communications); 3-D surface reconstruction (Microsoft Research); wireless networking (Cisco Systems); and robotic guidance systems (Department of Defense). CCLI-Phase 1 (Exploratory) DUE EHR Narayan, Darren Moises Sudit Paul Tymann William Basener Matthew Coppenbarger Rochester Institute of Tech NY Daniel P. Maki Standard Grant 119930 7494 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0536388 February 15, 2006 TEACHING COMPUTER NETWORKS THROUGH SIMULATION EXPERIMENTS AND ANIMATION LIBRARY (THE NET-SEAL PROJECT). Computer Science (31) Intellectual Merit: The Teaching Computer Networks through Simulation Experiments and Animation Library (NET-SEAL) project is creating curriculum materials which are enabling undergraduates to experiment with computer networks. Using NET-SEAL, students are creating network simulations which use animation to visualize the dynamics of the network protocols. Through a collaboration with a two-year college, the project is addressing the needs of two-year college curriculums by expanding the simulation support to include popular commercial networking components. NET-SEAL engages students with dynamic animations and provides an experimental environment which promotes learning-by-doing. Broader Impact: NET-SEAL is being distributed by a commercial publisher as a supplement to a widely used undergraduate networking textbook. CCLI-Phase 1 (Exploratory) DUE EHR Vokkarane, Vinod Silvino Ferreira University of Massachusetts, Dartmouth MA Victor P. Piotrowski Standard Grant 168024 7494 SMET 9178 7494 0000099 Other Applications NEC 0116000 Human Subjects 0536415 February 15, 2006 Integrating Computer Simulations and Hands-On Real-World Experimentations to Improve Undergraduate Manufacturing Engineering Education. Engineering - Other (59) This project is improving the undergraduate manufacturing engineering educational experience by developing an innovative model using hands-on minds-on experiences that significantly improve both cognitive learning and student motivation. The PIs are developing both computer simulations and hands on experiments that address manufacturing machining operations. The computer simulations represent specific machining problems, such as the prediction of cutting forces. The students are collecting experimental data via hands on laboratory exercises and using this data as input to the simulation model. Using the simulation results, the students are performing a second set of experiments and validating the simulation model output. Based on both theoretical and mathematical results, the students are modifying the mathematical model utilized in the simulation program, thereby increasing the predictive accuracy of the simulation model. Using this methodology, the PIs are integrating the computer simulations with the laboratory experimentation. This approach is increasing student understanding of the complex relationships among manufacturing process variables that are difficult for students to truly comprehend from classroom lectures alone. This project is involving the students in a cyclic learning process as well as providing them with a significant research experience. Formative evaluation of this project includes assessment of the student interaction with computer simulations, lectures, and course material for each module. Summative evaluation activities are documenting the success of the curriculum and the pedagogical model through post-testing. The project results are being broadly disseminated to both academic and industrial manufacturing environments via CD and web formats. CCLI-Phase 1 (Exploratory) DUE EHR Fang, Ning Gary Stewardson Utah State University UT Lesia L. Crumpton-Young Standard Grant 130692 7494 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0536419 February 1, 2006 Collaborative Research: An Online Laboratory for Optical Circuits Courses. Engineering - Engineering Technology (58) This CCLI Phase 1, Exploratory Project is extending the use of distance learning techniques to provide a complete set of laboratories covering optical circuits. These laboratories are suitable for numerous graduate, upper division undergraduate, and lower division undergraduate courses in a wide variety of engineering and technology disciplines. The pilot class is an upper division engineering technology course enrolling approximately 50 students. Outcome assessment and continuous improvement will be used to test the effectiveness of teaching optical circuits in a distance-learning environment. Although the laboratories are being produced and tested at a single university, three universities are involved in the evaluation process. This project is contributing to what we know about the use of distance learning techniques for laboratories in general and optical circuits laboratories in particular. This project is yielding useful data on the learning styles and best practices in distance learning laboratory educational research area for Science, Technology, Engineering, and Mathematical (STEM) fields. CCLI-Phase 1 (Exploratory) DUE EHR Pan, Zhongqi University of Louisiana at Lafayette LA Barbara N. Anderegg Standard Grant 11413 7494 SMET 9178 9150 0000099 Other Applications NEC 0116000 Human Subjects 0536433 July 15, 2006 Assessing the Impact of Early Specialization on Learning and Development in Engineering Student Project Team. Assessment/Research (91) The project team has become a well-established learning environment for engineering students. Engineering program accreditation reflects this by requiring "the ability to function on multidisciplinary teams." Graduates of engineering programs who enter the workforce are typically faced with a work environment that immediately requires team and interpersonal process skills. From the perspective of education, positive experiences in a project team can motivate students to perform at higher levels. Thus maximizing the impact of the team experience for undergraduate engineering students is a significant pedagogical goal. In an earlier NSF-supported pilot study (DUE 0243265) we investigated the consequences of overlooking an important set of team roles that tend to arise in student project teams. These are roles related to the accomplishment of the engineering project itself and require specific skills such as design (design specialist), construction ability (builder), report writing (technical writer), or computational expertise (number cruncher). These roles are distinguishable from the group process roles such as "leader" or "harmonizer," which largely impact group dynamics. These key technical team roles are "functional" and stand in contrast to the widely recognized process roles. This pilot study catalogued functional roles and attempted to determine their impact on team functioning and most importantly, student learning. One of the most significant findings of this pilot study was that engineering teams encourage a process of developing specialized skill roles for team members. This is generally unrecognized by faculty. The advantage of role specialization is efficiency in task completion and the development of expertise. The disadvantage is that many students do not even achieve minimum competence in some areas of content learning required by the course. The data from the pilot project revealed a model of intentional specialization on project teams to produce high quality team deliverables, and showed that team specialization increased as students progressed through their engineering curricula. This study is taking the next step in understanding the connection between functional role taking behavior and student learning in teams. In this work, we conceptualize role specialization as the development of "expertise." Using Alexander's Model of Domain Learning (MDL), this study is employing both qualitative focus group interviews and quantitative measures. We are also investigating the impact of role specialization on two important psychological attributes previously studied in the context of persistence in engineering: self and collective efficacy. Collective efficacy is the degree of confidence in the team's ability to the complete a task as a unit. A key question of interest is whether role specialization affects persistence in engineering? Intellectual Merit: This study is grounded in two educational psychological theories (Lent's Social Cognitive Career Theory and Alexander's Model of Domain Learning) and is focused on understanding specialization on student teams. Project findings can be expected to assist engineering educators in refining the structure of teams and assessment strategies for course projects with the goal of maximizing team strengths as informal learning communities in which subject matter mastery is developed. Broader Impacts: This research is contributing to the increased retention of students in engineering, improving the education of highly competent professional engineers entering the workforce, and improving the quality of student life of historically disenfranchised students. CCLI-Phase 1 (Exploratory) DUE EHR Schmidt, Linda Janet Schmidt Paige Smith University of Maryland College Park MD Myles G. Boylan Standard Grant 199518 7494 SMET 9178 7494 0116000 Human Subjects 0536464 April 15, 2006 Inquiry-Based Learning in Mathematics at the University of Michigan. Mathematical Sciences (21). A Center for Inquiry-Based Learning (IBL) in mathematics is being developed, and the Center has incorporated inquiry-based methods into several mathematics courses. The main goal of the project is to develop IBL materials and continue to refine and integrate IBL techniques into the mathematics curriculum. Courses include upper division courses for mathematics majors and pre-service teachers. An important component of the project is to train faculty, graduate students, and post-doctoral fellows in the use of inquiry-based methods and to encourage the use of these techniques at other institutions. Another critical component of the project is the evaluation of (1) the materials being developed and (2) inquiry-based learning and its implementation. Intellectual merit. The intellectual merit of the project lies in the development of students to help sharpen their analytic skills and better enable them to attack problems independently and creatively, and in the training program to prepare faculty, graduate students, and post-doctoral fellows to teach IBL courses. Broader impacts. The IBL materials being developed are available to other institutions. Likewise, through the training of graduate students (teaching assistants) and post-doctoral fellows, many of whom teach at other institutions, the methods and lessons learned from the project are impacting a large number and variety of institutions of higher education. Additional impact is occurring through the Center for Inquiry-Department Learning, which is a member of the Education Advancement Foundation - an organization that promotes development and dissemination of inquiry-based learning in mathematics. CCLI-Phase 1 (Exploratory) INFRASTRUCTURE PROGRAM DUE EHR Spatzier, Ralf Anthony Bloch Richard Canary University of Michigan Ann Arbor MI Daniel P. Maki Standard Grant 80000 7494 1260 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0536468 January 1, 2006 Interdisciplinary Teaching: Using The Study Of Sprouts To Teach Mathematics And Science At A Liberal Arts College. Interdisciplinary (99) In this exploratory project faculty from the Mathematics, Chemistry, and Biology Departments are developing an interdisciplinary curriculum and learning resources organized around the science and mathematical concepts associated with understanding, analyzing, and representing the growth of sprouts. The goals of this curriculum are to integrate guided-inquiry and inquiry-based learning in courses for majors and non-majors and to increase student appreciation for interdisciplinary, active learning approaches. The evaluation plan seeks to understand factors leading to successful implementation of this approach, increased student learning, and the ability of interdisciplinary projects to improve student attitudes towards interdisciplinary, inquiry-based learning. Faculty are also examining changes in their understanding of student-centered pedagogies with an eye towards encouraging those not familiar with student-centered techniques to implement them. The project promises to build knowledge about the effectiveness of theme-based interdisciplinary approaches to learning science. Though the cost of growing sprouts is low, the process of growing sprouts is rich, inspiring many questions that touch on interrelated fields. These two features make the project accessible to many schools that otherwise might not be able to conduct interdisciplinary, inquiry-based learning in mathematics and the sciences. The project is increasing its broader impact by involving in-service teachers in summer workshops where they participate in the same learning environment as the undergraduate students. In addition to presentations and publications about the project the PI and team are making their materials available via the web-based Sci-Pi project of the Botanical Society of America. CCLI-Phase 1 (Exploratory) DUE EHR Brown, Beverly William Lammela Cheri Boyd Nazareth College of Rochester NY Lee L. Zia Standard Grant 110000 7494 SMET 9178 0116000 Human Subjects 0536501 February 1, 2006 Innovative Multi-disciplinary Nanoscience Experiments for Teaching Fundamentals in Science and Engineering. Interdisciplinary (99) Four nanoscience experiments for inclusion in the undergraduate curriculum are being developed: 1) Quantum Dots; 2) Magnetic Nanomaterials; 3) Nanomaterials for Electronics; 4) Inorganic-Organic Nanocomposites. The new experiments are being used in a new laboratory addition to an existing Nanotechnology course and in several other science and engineering courses. The addition of these experiments is improving student understanding in nanotechnology. It is anticipated that the experiments will be included in a new laboratory manual for nanoscience and nanotechnology that is being developed in cooperation with faculty at several other institutions. Additionally, this work is strengthening ties between the college and industrial firms in the area. This project is being co-funded by the Division of Engineering Education and Centers. CCLI-Phase 1 (Exploratory) NANOTECHNOLOGY UNDERGRAD EDUCA DUE EHR Hagerman, Michael Seyfollah Maleki Brian Cohen Union College NY Herbert H. Richtol Standard Grant 89999 7494 7219 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0536508 September 1, 2006 Collaborative Proposal: Mathematical Methods for Biology and Medicine. Mathematical Sciences (21). The principal investigators of this collaborative project are creating, implementing, and disseminating curriculum materials for a new course in mathematics for biologists. The course assumes any Calculus I course as a prerequisite and is being developed out of material from courses above Calculus I. The materials are chosen because of their utility to biologists and the topics include: models and date; probability; dynamic models for single populations; discrete dynamical systems (with focus on structured population dynamics); stochastic processes (with focus on epidemiology); continuous dynamical systems (with focus on biochemical kinetics and pharmacokinetics); and systems biology (with focus on genetic through organism levels). Students are using computer algebra software, and online modules are being developed for the different topics. Intellectual Merit. The material design, course design, pedagogy, and evaluation plan are informed by recent literature related to best educational practices. The course and curriculum materials are being evaluated by experts in mathematical biology. Broader Impacts. Several institutions, including a research university, a community college, and a four-year college, are committed to the project, and workshops and conference presentations are planned for dissemination of materials and assessment results. EXP PROG TO STIM COMP RES CCLI-Phase 1 (Exploratory) DUE EHR Ledder, Glenn University of Nebraska-Lincoln NE Daniel P. Maki Standard Grant 29996 9150 7494 SMET 9178 9150 0000099 Other Applications NEC 0116000 Human Subjects 0536509 June 1, 2006 The Development of a Remotely Accessible Rapid Prototyping Laboratory. Engineering - Engineering Technology (58) This CCLI Phase 1, Exploratory Project is promoting an awareness of rapid prototyping technology through the development of a remotely accessible rapid prototyping laboratory. This project is: a) introducing cutting edge rapid prototyping technology to 2-year and 4-year engineering technology students, b) increasing overall student diversity in technology education, c) enhancing student learning in advanced manufacturing technologies, d) modernizing laboratory facilities for a wide regional area, e) encouraging undergraduate student research projects, f) creating new opportunities for faculty development, and g) developing educational innovations by contributing a novel 3D printing rapid prototyping knowledge base for Science, Technology, Engineering, and Mathematics (STEM) education. The evaluation plan is focusing on student learning and is also comparing the relative advantages of remote and traditional laboratories. Through this project, many more users are benefiting from state-of-the-art rapid prototyping technology, thereby better justifying the cost of purchasing and maintaining the overall facility. Furthermore, the project is providing new insights into the strengths and weaknesses of remote access environments for both the design/manufacturing technology and distance education communities. CCLI-Phase 1 (Exploratory) COLLABORATIVE RESEARCH DUE EHR Fidan, Ismail Omar Elkeelany Tennessee Technological University TN Lance C. Perez Standard Grant 142600 7494 7298 SMET 9178 9150 0000099 Other Applications NEC 0116000 Human Subjects 0536511 July 1, 2006 Cognitive Neuroscience Education and Research-Valued Experience (C-NERVE). Psychology - Biological (71), Psychology - Cognitive (73) The Cognitive-Neuroscience Education & Research-Valued Experience (C-NERVE) is an innovative program that provides students hands-on experiences with psychophysiological technologies and methods used to study brain-behavior relations. An adaptation of St Olaf's project to give college and high-school students investigative psychophysiology laboratory experiences, C-NERVE accomplishes three main objectives: it creates an integrated, multidisciplinary, technology-based, undergraduate experience in cognitive-neuroscience; it provides a supportive environment for students and faculty interested in learning about and carrying out research on brain-behavior relations, in the form of a learning community devoted to cognitive neuroscience; and it reaches out to underrepresented populations, who rarely have access to cutting-edge research experiences. To achieve its objectives, C-NERVE is updating 5 courses with digital psychophysiological data acquisition equipment. Over 130 students each year are taking the C-NERVE courses and participating in cognitive-neuroscience research conducted by faculty, who mentor the students and sponsor field trips to regional neuroscience labs. In addition, the C-NERVE program offers exciting cognitive neuroscience experiences for over 160 high school students, who participate in UW-Stout's pre-college program for minority and disadvantaged junior high and high school students. CCLI-Phase 1 (Exploratory) DUE EHR Tafalla, Richard Ann Parsons Peizhong Li Desiree Budd Michael Donnelly University of Wisconsin-Stout WI Myles G. Boylan Standard Grant 135000 7494 SMET 9178 0116000 Human Subjects 0536536 July 1, 2006 Integrated Apprenticeship in the Teaching of Elementary Science (IATES). Physics (13) This project is developing and testing a program for elementary educators that: __ integrates the design of the science content and science teaching methods courses, __ adopts an apprenticeship instructional model, __ develops science content within an explicit processes-of-science epistemological framework, promoting understanding of inquiry and the nature of science. __ develops pedagogical content knowledge along with content understanding __ builds on proven features of the existing courses Project activities involve the joint development of curricula for a physics course for pre-service teachers and the elementary science teaching methods course. The apprenticeship instructional model is common to both courses, and science content, cognition and method will be interwoven. Epistemology regarding the nature and processes of science is explicit, and inquiry pedagogy is modeled throughout. The project is producing course materials and problem sets that embody these curriculum features. The university is collaborating with several regional community colleges and extension centers in the development of the program and local implementation Intellectual merit This project involves several new instructional design features that work together with proven pedagogy to address recognized problems in science teacher preparation: (1) Conventionally, science content and science teaching methods courses are separate, and usually offered by different colleges; (2) Regular science courses are usually taught in presentation mode, rather than modeling the inquiry approach that teachers will be expected to use in their own classrooms; (3) Epistemologically, most content courses tend to present science as final-product knowledge, with little emphasis on the nature and processes of science; (4) During their studies, students tend to view themselves as students meeting requirements rather than as developing professional teachers. The project team includes faculty from both the college of arts and sciences and the college of education who are specialists in both a science discipline and science education, with considerable experience in curriculum development and science teacher preparation. The current elementary education program, which the project team helped to build and is used as the foundation for this project, has been recognized as exemplary. In addition, the university has a large number of elementary education majors, a fact that will facilitate the collection of convincing evaluative data. Broader Impact Effective preparation of teachers better equipped to teach science leads to greater student interest in science and ultimately a more scientifically literate population. The project impact includes a large number of prospective teachers at the university. In addition, regional community colleges and extension centers have articulation arrangements with the university and are participating in the development and administration of the new courses. Furthermore, the teacher preparation issues addressed are national problems; since many institutions have similar structural arrangements, the project can serve as a prototype influencing adoption elsewhere. The curriculum materials produced also support dissemination and broaden the impact. CCLI-Phase 1 (Exploratory) DUE EHR Schuster, David Ralph Vellom Charles Henderson Western Michigan University MI Duncan E. McBride Standard Grant 199517 7494 SMET 9178 7494 0000099 Other Applications NEC 0116000 Human Subjects 0536541 March 1, 2006 Interdisciplinary Nanoelectronics Laboratory for the Engineering/Science Undergraduate Curriculum. Engineering - Electrical (55) This CCLI Phase I exploratory project involves an interdisciplinary Nanoelectronics Laboratory for the Engineering/Science Undergraduate Curriculum. The project team is developing a set of ten laboratory experiment modules for a target audience of second-year science and engineering undergraduate students. The experiments include the use of scanning probe microscopy (SPM), the study of electron diffraction, absorption of light by quantum dots and photoluminescence from quantum dots. The hands-on laboratory course is complementing a recently developed lecture-based course funded by Nanotechnology Undergraduate Education. Anticipated outcomes for science and engineering undergraduate students include: an understanding of fundamental concepts involved in nanotechnology; hands-on experience using advanced tools to characterize, analyze, and synthesize experimental results; and increased awareness of career opportunities in the area of nanotechnology. Both formative and summative evaluation methods are used in project assessment. Evaluation efforts are coordinated by a faculty member in the area of Science Education. The project also includes faculty from two Community colleges assisting in the development, implementation, and dissemination of the course as well as active participation by the team in the development of an interactive exhibit on nanotechnology and K-12 science teachers to perform experiments related to the exhibit. CCLI-Phase 1 (Exploratory) DUE EHR Mitin, Vladimir Athos Petrou Xiufeng Liu Aleksandr Verevkin SUNY at Buffalo NY Sheryl A. Sorby Standard Grant 179987 7494 SMET 9178 7494 0000099 Other Applications NEC 0116000 Human Subjects 0536558 January 1, 2006 Expertiza: Reusable Learning Objects through Active/Cooperative Learning and Peer Review. Interdisciplinary (99) Research on the use of web-based Expertiza software as a mechanism for using active learning and cooperative learning experiences in courses offered in a variety of disciplines is being conducted. Individual students and student teams are selecting a course topic and creating reusable learning objects. Worked-out examples of difficult concepts from a lecture, visualization materials including animated lecture slides, and questions for mastery quizzes are examples of the learning objects being created. When completed the learning objects are submitted for peer review. The most highly rated objects are being shared with the entire class and in some instances incorporated into subsequent faculty classroom presentations. In addition to undertaking development of new topics, successive classes are improving and extending previously developed learning objects. The result is that high-quality educational materials are being produced with less demand on faculty time. Studies have shown that women and underrepresented minorities respond well to active learning and cooperative learning techniques. The use of Expertiza is showing similar results with improved retention of these groups and increased classroom performance. CCLI-Phase 1 (Exploratory) DUE EHR Gehringer, Edward North Carolina State University NC Herbert H. Richtol Standard Grant 127357 7494 SMET 9178 0116000 Human Subjects 0536589 April 1, 2006 CCLI: Hands-on Module Development for Student Mastery of Electric Circuit Concepts. Engineering - Electrical (55) The project is developing and evaluating hands-on modules for use in lecture-based, introductory electric circuits courses. The modules are based upon the problem-based learning framework and they are modeled after the STAR-Legacy cycle. They start with a challenge to the students and then require them to gather information and to choose, implement, and evaluate a solution. To determine success, a traditional treatment-control group methodology is being used to measure improvements in learning. In addition to the control group, there are two treatment groups: one where the students are exposed to the modules via simulation and one where the students are exposed to the modules in a hands-on manner. Mastery will be measured via assessment instruments that focus on conceptual understanding of DC and AC circuit concepts. These instruments will help to identify what role these hands-on modules played in improving student achievement and will be used to drive future development of appropriate materials. Coupling the assessment surveys with demographic data is allowing the investigators to examine how improvements in learning vary among diverse populations. They plan to disseminate their modules through conference and journal publications and to promote their use in other engineering programs, particularly with those in Texas. Regarding broader impacts, the project addresses diversity by promoting pedagogies which research has shown to be effective in the retention of underrepresented ethnic groups and women in engineering. CCLI-Phase 1 (Exploratory) DUE EHR Holmes, Archie John Pearce University of Texas at Austin TX Russell L. Pimmel Standard Grant 125000 7494 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0536614 January 1, 2006 A Networked Classroom Curriculum for Environmental Science. Interdisciplinary (99) In this exploratory project faculty in Computer Science and Forest Resources are developing materials for a "cornerstone" sequence in Environmental Science and Resource Management (ESRM) that takes advantage of networked computational and communication devices in the classroom. The technology (Classroom Presenter) supports group work, allows the exchange and capture of materials, and enables public display of student work to promote classroom discussion. The project represents the first use of the technology outside small enrollment computer science courses, thus it promises to contribute to the literature on the impact of pervasively networked devices on enhancing the learning environment of the classroom. Evaluation efforts involve expertise from major centers at the PI's institution, including the Center for Instructional Development and Research and the NSF Science of Learning Center on "Learning in Informal and Formal Environments." Evaluation components include classroom observations, pre-and post-testing of concepts, examination of student work, and comparison of classes employing and not employing the networked technology. Dissemination efforts are exploiting the broadening interest within the computer science community in using Classroom Presenter technology as a specific application featured in Microsoft sponsored workshops on the use of Tablet PCs. Presentations and publications are also planned for the Ecological Society of America and the American Society for Engineering Education. CCLI-Phase 1 (Exploratory) DUE EHR Anderson, Richard Thomas Hinckley Linda Brubaker James Fridley Sarah Reichard University of Washington WA Lee L. Zia Standard Grant 114953 7494 SMET 9178 0116000 Human Subjects 0536618 July 1, 2006 Engaging Learners with Innovative Automated Electronics Labs. Physics (13) The goal of this project is to add to the growing body of innovative public domain electronics laboratories and to improve regional electronics instruction by developing electronics labs that foster learning of electronics concepts and produce a proficiency at using modern electronic tools. This project achieves the goal by adopting and exploiting contemporary tools such as automated data acquisition workstations, programmable chips, and simulations. In the same way that these powerful and flexible tools have generated impressive gains in productivity in the industrial sector, these electronics tools increase the efficiency with which students learn electronics. Students begin by building circuits by hand but soon proceed to use these tools to yield multiple benefits in terms of student learning. In addition, the labs are designed to interest and engage students. The project includes exploring implementation of labs that apply to real-world electronics using modern tools, and developing new labs made possible by the tools. Several labs involve students in designing and burning their own integrated circuits. This project is also harnessing the creative inspiration of the students themselves by incorporating student-designed lab projects into the curriculum. Intellectual Merit: This project builds on previous NSF-funded activities that have been successfully implemented, develops new labs using state-of-the-art tools, and shows improvement in student learning of advanced material. The project includes a broad coalition of interested parties that has committed significant resources to the project. Broader Impact: This project contributes to the undergraduate STEM education knowledge base by prototyping local implementation of a proven approach to electronics laboratories. Because of the rapid rate of technological development in the electronics industry, electronics labs need frequent updating. This project illuminates the challenges of implementing these successful innovations at small to mid-sized universities. A key part of this project is the active regional dissemination of electronics laboratory innovations by establishing a cohort of five interested electronics faculty in the greater Twin Cities region. This project encompasses three undergraduate courses plus a summer course that is designed for high school teachers who will in turn have a significant impact on their students. CCLI-Phase 1 (Exploratory) DUE EHR Vonk, Matthew University of Wisconsin-River Falls WI John F. Mateja Standard Grant 37113 7494 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0536630 March 15, 2006 An Integrative Approach to Computer Security and Information Assurance Education. Computer Science (31) Two factors are vitally important when training students to become computer security and information assurance (CSIA) professionals. First, students must be well educated in the technical aspects of the field. In addition, students must be aware of the social, legal, and ethical implications of deploying CSIA technologies. An awareness of the contextual (social, legal, and ethical) factors is necessary both to discourage harmful use of potentially dangerous knowledge and to encourage due care in the use of that knowledge even when intentions are honorable. This exploratory project is creating, using, and evaluating innovative learning materials for CSIA education. These learning materials are integrating the technical aspects of CSIA with contextual elements and hands-on laboratory experiences. The materials are being refined through use in a classroom setting, with ongoing formal evaluation activities providing feedback. Broader Impacts The broader impacts of this work include producing CSIA professionals who appreciate the relevance of contextual issues in: solving technical problems, broadening the participation of women through an integrative curriculum that applies research in integrative learning to a CSIA curriculum, and creating innovative learning materials to be widely disseminated for use at universities offering CSIA courses and in other STEM disciplines. Intellectual Merit The intellectual merit of this work is based on developing an innovative integrative approach to CSIA while still enabling the use of existing, well-established technical resources; working as an interdisciplinary collaborative team including participants with backgrounds in computer science, sociology, and cognitive psychology; and building upon a promising integrative curriculum framework and existing laboratory resources assembled under prior NSF support. CCLI-Phase 1 (Exploratory) DUE EHR DeWitt, Janine Cynthia Cicalese Marymount University VA Victor P. Piotrowski Standard Grant 99349 7494 SMET 9178 0116000 Human Subjects 0536638 January 1, 2006 Development of a Model System for Teaching Genetics. Biological Sciences (61) Intellectual Merit: Wisconsin Fast Plants (WFP), a rapid-cycling (RC) line of Brassica rapa (mature seeds can be harvested 36 days after seed germination), is widely used for primary, secondary and undergraduate education. They have become the model organism for teaching plant physiology, nutrition and ecology and, to a limited extent, genetics. They have been used to help students develop quantitative skills as well as gain a deeper understanding of a number of biological processes and have been identified by the Council on Undergraduate Research as one of ten experimental systems ideally suited for undergraduate education. However, the use of WFP for teaching genetics is limited as there are only handful of modestly interesting qualitative traits available, a few qualitative traits defined (dwarf-stature, yellow-green leaves, and increased anthocyanin deposition) but only two quantitative traits (plant height and abundance of leaf and stem hairs). WFP are not self fertile and thus siblings need to be crossed to create populations that segregate for recessive traits. The lack of self fertility severely limits the ability to perform large-scale mutagenesis to identify interesting mutants. We have bred a self-compatible line and now are performing large-scale mutagenesis and identifying interesting mutants. We have begun to map these mutants and are also developing exercises in which teachers and their students can contribute to the creation of a genetic map based on phenotypic markers. In parallel, we are developing a physical map based on molecular(polymorphic) markers. This permits students to perform experiments that convey the concepts of linkage and the relationship between genetic and physical distance. Undergraduate students are involved in the development of both the mutant lines and the related educational modules. In addition the existence of the new lines provides a valuable tool for undergraduate research projects. Broader Impacts: Dissemination of information about this new genetic resource is being effectively achieved through the existing WFP outreach program (web, print and workshops). The WFP seeds are being redistributed by the Crucifer Genetics Cooperative and by a strong educational market distributor (Carolina Biological, North Carolina, USA). Many undergraduate faculty and K-12 teachers base laboratory and classroom exercises on WFP. They will now be able to add genetically malleable lines to their resources. This project is being partially supported by funds from the Plant Genome Research Program of the Directorate for Biological Sciences. CCLI-Phase 1 (Exploratory) PLANT GENOME RESEARCH PROJECT DUE EHR Amasino, Richard Edward Himelblau University of Wisconsin-Madison WI Terry S. Woodin Standard Grant 147910 7494 1329 SMET 9178 7494 0000099 Other Applications NEC 0536648 January 15, 2006 FTNMR Instrumentation and Modeling Software for Undergraduate Instruction in Chemistry. Chemistry (12) Intellectual Merit. This project integrates the use of NMR instrumentation and modeling software throughout the chemistry curriculum in order to enhance the undergraduate experience. Students are being intellectually challenged by being exposed to more sophisticated tools that illustrate the material encountered in the classroom. They also are using these applications in the undergraduate research program. The use of NMR instrumentation has become essential in biology, biochemistry, and the health professions, in addition to all areas of chemistry. Use of NMR has been deemed essential in the undergraduate curriculum by the American Chemical Society Committee on Professional Training and is cited as necessary by the Committee on Undergraduate Biology Education to Prepare Research Scientists for the 21st Century, Board on Life Sciences, Division on Earth and Life Studies, National Research Council of the National Academies. In this project, use of the Anasazi EFT 60 MHz instrument is allowing meaningful applications of NMR to be integrated into the undergraduate curriculum. Spartan modeling software is being used to integrate modeling throughout the curriculum by taking advantage of the numerous successful applications developed elsewhere to create a set of activities appropriate for our institution. Broader Impact. The results of this project will be disseminated by the involved faculty and students through presentations at conferences, publications in educational journals and posting on our web site. Our students have a history of being very active in presenting the results of their undergraduate research projects at regional and national conferences. In addition, representatives from industry and from academic institutions who are experts in NMR and scientific education are serving on an Advisory Committee to provide expertise for the project. Finally, an East Texas Anasazi Users Group has been formed that is serving to build an important community among these NMR users, including both four-year and two-year institutions. A diverse group of students is being impacted by this project. The student body at the University of St. Thomas reflects the diversity of the City of Houston and the Texas Gulf Coast in race/ethnicity, gender, age, religious affiliation, and socioeconomic status. Over the last five years the Hispanic student enrollment has increased by 30%, and the ethnic breakdown of the student body now includes 14% Asian Pacific Islander, 6% Black non-Hispanic, and 33% Hispanic, making the University a Hispanic Serving Institution. In addition, the number of students taking chemistry courses at the institution has been increasing over the last several years with a current level of approximately 100 declared majors in chemistry and biology. CCLI-Phase 1 (Exploratory) DUE EHR Malloy, Thomas Gerald Gries William Tinnerman John Palasota University of Saint Thomas TX Susan H. Hixson Standard Grant 115250 7494 SMET 9178 7494 0000099 Other Applications NEC 0536660 May 1, 2006 CCLI: Effects of Timing, Content and Instruction on Engineering Students' Abilities to Solve Open-ended Problems using Computers. Engineering - Mechanical (56) Assessment/Research (91) This is a phase-one project exploring the best ways to introduce computing into the early undergraduate mechanical engineering curriculum, focusing particularly on numerical analysis. Given the importance of computing in professional engineering practice, this project is trying to improve students' facility with computers while moving away from "cookbook" approaches that emphasize software-specific skills at the expense of more fundamental mathematical and conceptual understanding. The project's four research questions are designed collectively to investigate when students know how to make effective choices about computer analyses: 1. What computer experiences (STEM and otherwise) do students have when they enter college-level engineering classes? 2. In what ways does varying the timing of the introduction of computer techniques affect students' expectations and creative use of these methods? 3. In what kinds of problems do computers specifically enhance understanding? In what kinds of problems does the computer act as an obstacle to understanding? 4. How can we emphasize the importance of setting up problems for computer-aided solutions instead of emphasizing the results of the process? These questions are being investigated through a sophomore course in numerical analysis. Each of the four topics is the source of several experiments using different teaching strategies and methods. These experiments are being assessed using students' grades, surveys and interviews, and two graduate student participant-observers. The Intellectual Merit of this project stems from the research itself. Computers are central to the practice of mechanical engineering. However, their introduction and use in the undergraduate engineering curriculum has been largely ad hoc. The Broader Impacts flow from the improved assessment of students' previous experience with computers. This will help engineering educators serve students from under-resourced school districts. The extreme contrast between resources in urban and rural school districts in South Carolina and its effect on early engineering coursework often follows along racial lines. Educating students to gain greater conceptual agility in setting up problems for computer-based analysis will help employers gain control over their software choices and ultimately produce better products for society. EXP PROG TO STIM COMP RES CCLI-Phase 1 (Exploratory) DUE EHR Johnson, Ann Jed Lyons Sarah Baxter University South Carolina Research Foundation SC Myles G. Boylan Standard Grant 149797 9150 7494 SMET 9178 9150 0116000 Human Subjects 0536666 July 1, 2006 Assessing the Impact of Case Studies on the Civil Engineering and Engineering Mechanics Curriculum. Engineering - Civil (54) The goal of this project is to integrate failure analysis into courses throughout the civil engineering curriculum by providing access to a set of thoroughly developed case studies and by heightening the appreciation of the role failure analysis knowledge can play in higher education and public safety. The expected outcomes are educational materials on failure case studies, along with tested assessment materials, for use in civil engineering and engineering mechanics courses. The investigators also are organizing a series of three one-day workshops to disseminate these materials to 60 engineering faculty members across the U.S. Faculty members and practicing engineers from across the country are participating in the development of these materials through the various committees of the American Society of Civil Engineers (ASCE) Technical Council on Forensic Engineering (TCFE). The case studies require students to synthesize the facts and engineering principles they have learned, and combine them with their broader education in the arts, humanities, and sciences. This helps them tie together technical aspects, ethical issues, and procedural issues, encouraging them to undertake higher order thinking in order to synthesize the relevant issues. The evaluation effort is using student surveys and focus groups to determine if the use of these case studies leads the students to a deeper understanding of civil engineering concepts and faculty surveys and interviews to determine their perceptions about time commitments and value of the experiences. The project team is developing course supplemental books under the auspice of the ASCE TCFE Education Committee to be sold through ASCE publications. The broader impacts of the project are resulting from the dissemination of the case studies through ASCE and through the three faculty workshops. CCLI-Phase 1 (Exploratory) DUE EHR Delatte, Norbert Cleveland State University OH Russell L. Pimmel Standard Grant 125000 7494 SMET 9178 7494 0000099 Other Applications NEC 0116000 Human Subjects 0536673 January 15, 2006 Anchoring Organic Chemistry in Broad Context. Chemistry (12) The goal of this project is to anchor organic chemistry laboratory courses for non-physical science majors in context by developing and assessing laboratory modules for interdisciplinary and inquiry-based learning that ultimately enhances the educational value of the course. A community of scholars from historically unrelated disciplines (the Departments of Chemistry, Education, and Horticulture) is collaborating on this project to illustrate the interdisciplinary nature of organic chemistry applications. Efforts in the laboratory build on the success achieved by the PI in the accompanying lecture course. The global shortcomings of traditional laboratory courses include 1) too many different types of molecules and experiments, 2) a lack of modern instrumentation, and 3) lack of relevance. These deficiencies are overcome with a curricular shift focusing on only three multi-session laboratory exercises that include 1) herbicides, where the students prepare simazine and new derivatives and evaluate their potency in test plots in a greenhouse, 2) mosquito attractants, where attractants and repellants are synthesized using classical and chemo-enzymatic approaches and are evaluated in olfactometers, and 3) analysis of insecticidal detergents. The central tenet is that by repeating a common theme over three weeks, students develop a deeper understanding and appreciation for the material, make stronger conceptual links to their experiences, and engage in authentic science. This project may serve as a model for incorporating cross-disciplinary research into similar courses in organic chemistry and biochemistry for non-physical sciences majors at other institutions. The assessment plan is being developed and monitored by a collaborator from the School of Education who oversees an iterative design-implement-test process and uses a variety of metrics to determine learning outcomes. Results will be disseminated to the chemical education community through presentations at ACS conferences and meetings and by submission of articles to chemical education journals. CCLI-Phase 1 (Exploratory) DUE EHR Simanek, Eric Texas A&M Research Foundation TX Bert E. Holmes Standard Grant 149998 7494 SMET 9178 7494 0116000 Human Subjects 0536678 April 15, 2006 Improving the Learning of Preservice Secondary Mathematics Teachers through Engagement with Middle and High School Curriculum Materials. Mathematical Sciences (21). This project is researching, adapting, and implementing reform-oriented middle and high school curriculum materials into the mathematics and methods coursework of preservice secondary teachers. Curriculum tasks are selected and adapted to maximize their potential to extend preservice secondary teachers' understandings of mathematics, teaching, and curriculum. Educational research and recent reform recommendations for the school curriculum inform the project's goals and design activities. As curriculum materials are adapted and used in mathematics and methods courses, information about preservice teachers' learning and perspectives guide ongoing implementation and course design. A community of faculty and graduate students in mathematics and mathematics education is being developed through project activities. The intellectual merit of this project stems from its integration of research and education. The project incorporates research knowledge into the design of courses for future teachers, and in turn develops further research knowledge via the intensive examination of innovative course designs. The broader impacts of the project lie in its potential to advance knowledge of mathematics teacher education and innovative strategies for improving the preparation of mathematics teachers. Several components of the project enhance the potential for broad dissemination and use of project results at other institutions. These components include: the evaluation plan, which assesses preservice teachers' learning, and instructors' experiences teaching; presentations and publications; and internal and external piloting of materials. Final products include documentation, for use by mathematicians and teacher educators, of specific strategies for implementing curriculum materials in courses for preservice mathematics teachers. TEACHER PROFESSIONAL CONTINUUM DUE EHR Lloyd, Gwendolyn Vanessa Pitts Bannister Virginia Polytechnic Institute and State University VA Daniel P. Maki Standard Grant 99997 7271 SMET 9178 7494 0000099 Other Applications NEC 0116000 Human Subjects 0536681 March 1, 2006 Increasing Scientific Literacy for Non-Science Majors Through Team Taught Interdisciplinary Lab Based Courses. Interdisciplinary (99) The science component of the general education requirements in the Integrative Studies program is being reformed. Five multi/interdisciplinary courses combining two natural science disciplines are being developed at the sophomore level for non-STEM majors. Team teaching is an important characteristic of all the courses with faculty from both disciplines being present in the classroom during all class meetings. The courses, with a laboratory component, are a part of the Integrative Studies program; they are designed with the theme of "human nature" and are focusing on the role of science in society and ethics. The courses are preparing students to enroll in a junior level Integrative Studies Science course that is taught primarily from a single discipline's perspective. Although the courses do not satisfy either major or minor requirements for science majors, STEM majors are enrolling in them to fulfill the General Education Integrative Studies requirements for all students. CCLI-Phase 1 (Exploratory) DUE EHR Jessen-Marshall, Amy Simon Lawrance Halard Lescinsky Otterbein College OH Herbert H. Richtol Standard Grant 113522 7494 SMET 9178 0116000 Human Subjects 0536694 March 15, 2006 Forging a New Path to Greater STEM Learning in General Education: Development and Evaluation of an Interdisciplinary, Problem-focused Core Curriculum on Earth Sustainability. Interdisciplinary (99) The Living in the 21st Century Integrative Studies alternative core curriculum (21st Century) is a new and radically different model for introductory undergraduate general education designed to improve students' STEM-knowledge and increase scientific literacy. This project is assessing effectiveness of the first pilot thematic course series called Earth Sustainability (ES) in meeting its stated learning goals. The multi-method assessment is evaluating: 1) gains in student learning of ES students and matched controls in which we are tracking scientific reasoning, mastery and application of STEM knowledge, problem-solving skills, and critical thinking, 2) changes in student development (cognitive, interpersonal, intrapersonal) and engagement in learning, 3) the effectiveness of the ES curricula, materials, and pedagogy in building intellectual sophistication, creating and sustaining a collaborative learning environment, fostering meta-cognitive skills, and reinforcing concepts essential to scientific literacy, and 4) the effectiveness of the ES faculty team in developing practices to promote learning with understanding, to create learning partnerships with students, and to build a larger community of scholars, on campus and nationally. Results from the assessment are providing evidence to determine whether the Earth Sustainability pilot course series and ultimately the 21st Century core model: 1) enables students to demonstrate significant gains in student learning, development and engagement in comparison to their peers in a traditional core, and 2) encourages students to explore STEM courses, choose STEM-related majors, and ultimately STEM-related careers. Most importantly, however, this study is informing the larger question, "How do people learn science?" CCLI-Phase 1 (Exploratory) DUE EHR Bekken, Barbara Terry Wildman Virginia Polytechnic Institute and State University VA Jill K. Singer Standard Grant 115650 7494 SMET 9178 0116000 Human Subjects 0536710 April 1, 2006 Visual-Spatial Learning: Development of an Interactive Web-Based Symmetry Tutorial. Chemistry (10) This project is developing web-based tools for the visualization of molecular symmetry, assessing the effectiveness of computer-enhanced learning of visual-spatial relationships, and disseminating both curricular materials and assessment results. The intellectual merit of the work is shown by the fact that the software displays and animates symmetry elements and operations in ways that cannot be achieved with any physical models. Both the design and assessment portions of the project are grounded in current understanding of perception and visual-spatial thinking. The project includes a controlled experimental study that will assess the effectiveness of the materials for students learning symmetry and also provide feedback for improvement of the web site. The PI has used feedback from his existing web materials to build a network of colleagues at seven institutions who are demonstrating the broader impact of the project, using the new materials in their classes and participating in both summative and formative assessment. The developed materials are freely available on the web and are cross platform compatible. More than 350 undergraduate and graduate students are using the materials and participating in the assessment process. The web site itself is being used to disseminate changes and solicit feedback from the existing worldwide user base. CCLI-Phase 1 (Exploratory) DUE EHR Johnston, Dean Otterbein College OH Eileen L. Lewis Standard Grant 57641 7494 SMET 9178 7494 0000099 Other Applications NEC 0116000 Human Subjects 0536737 April 15, 2006 A Non-Majors Biology Text in Comic Book Form. Biological Sciences (61) Graphic format books, similar in form to comic books, are proven pedagogical tools for facilitating student learning of complicated subject matter. As a biologist and cartoonist, the Principal Investigator is producing a prototype chapter of a non-majors biology text in comic book format. The resulting chapter: 1) is visual, humorous, conceptual and context rich, 2) connects biology and neuroscience to the humanities, 3) portrays science within an historical perspective and 4) is being assessed for effectiveness in aiding student learning. Nonscience students in six different introductory biology courses who are using the chapter as a supplement are being evaluated for improved conceptual understanding and attitudes about science. Comics are a visually stimulating, often overlooked means of explaining difficult concepts and improving student learning, forming the basis for the intellectual merit of this project. The prototype chapter being developed is the first step toward a fully developed nonmajors biology textbook that uses pop culture and the humanities to make science less intimidating for non-majors. By employing the universally engaging medium of comics, this prototype will broaden the participation of all students in science. CCLI-Phase 1 (Exploratory) DUE EHR Hosler, Jay Karen Boomer Juniata College PA Linnea A. Fletcher Standard Grant 46574 7494 SMET 9178 7494 0000099 Other Applications NEC 0116000 Human Subjects 0536739 May 1, 2006 Empowering Student Learning in the Geologic Sciences with Three Dimensional Interactive Animation and Low Cost Virtual Reality. Geology (42) This program of research and development involves two sequential studies leading to the development and implementation of three-dimensional interactive animation (3DIA) modules in a college-level geology course. Study 1 involves the development and testing of a 3DIA prototype that supports instruction in the interpretation of topographic maps, a geosciences problem that requires high visualization skills. The design of the prototype reflects results from an earlier pilot study as well as feedback from a geology consultant. In Study 2 we are developing, implementing, and evaluating an instructional unit that uses 3DIA to teach students to do spatial problem solving tasks in an introductory geology course. The results of these studies add to the knowledge base in the fields of cognitive science, multimedia learning, science education, and differential psychology. From a practical standpoint, the animation modules developed are improving instruction in a college-level course in geology. The project addresses the nationally recognized need to increase the participation of persons who are underrepresented in fields of science, mathematics and engineering by providing better understanding, from both a theoretical and technical perspective, of the role that technology plays in aiding persons disadvantaged by low spatial ability in domains where spatial problem solving is central. As those domains are important in STEM disciplines, the outcome of the work is generally applicable to the improvement of delivery of undergraduate instruction in STEM. Because the work uses low-cost technologies, the potential for widespread distribution is high, particularly to students in two-year and four-year college settings. CCLI-Phase 1 (Exploratory) DUE EHR Leventhal, Laura Dale Klopfer Bowling Green State University OH Jill K. Singer Standard Grant 121375 7494 SMET 9178 0116000 Human Subjects 0536770 April 1, 2006 Integrating Accessibility into the Computer Science Curriculum. Computer Science (31) This project is developing educational materials to integrate accessibility knowledge units into the computer science curriculum. It builds on prior work by Liffick supported by the NSF-CCLI program. The accessibility of Web and software applications has been a developing area of interest since the passage of Section 508, a 1998 amendment to the Rehabilitation Act that requires Federal agencies to make their electronic and information technology accessible to people with disabilities. The project is creating curriculum modules (syllabi, lecture notes, slides, sample laboratory exercises, Web resources, and assessment tools) that integrate accessibility topics into software programming, user interface, Web development, and computer literacy courses; is testing an advanced elective course in adaptive technology proposed by Liffick and including a new component on programming for accessibility; and is developing guidelines for a model Assistive Technology (AT) laboratory, emphasizing low-cost solutions to assistive technology and software development tools. Integrating accessibility into the computer science curriculum is a low-impact way to expose and train computer science undergraduate students on the importance of developing software that serves a more diversified population. CCLI-Phase 1 (Exploratory) DUE EHR Gellenbeck, Edward Central Washington University WA Victor P. Piotrowski Standard Grant 32790 7494 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0536773 March 15, 2006 Undergraduate Labs in Biological Physics. Physics (13) This project is focused on creating a set of labs that can be used in an undergraduate biological physics class that draws upper-division students from Chemistry, Biology, Engineering, and Mathematics in addition to Physics. Biophysics is a rapidly-changing field within physics that interacts with many other disciplines. The ultimate objective is to explore how best to enhance the educational experience of students so that they will be better prepared to take advantage of current advances in science and technology. This project evaluates the efficacy of inquiry-driven, case-study based labs in settings where the students come from a broad spectrum of STEM disciplines. The labs draw upon four principal areas of biological physics: viscosity and drag, Brownian motion, atomic-force microscopy as a tool for surface morphology, and force-probe measurements and optical-trapping to investigate piconewton-sized forces and Kramer's rate theory. Where appropriate, visualization and simulation in Visual Python are used. Each lab incorporates two innovative educational techniques to drive the process and application aspects of scientific learning. Case studies are used to encourage students to think independently and apply the scientific method to a novel lab situation. Student input from this case study is then used to decide how best to do the measurement, guide the project, and ultimately evaluate the success of the program. Intellectual Merit: The course is exploring innovations and adapting successful models currently in place at other institutions to develop further opportunities in the rapidly-changing field of biophysics. The assessment of student learning is used to shape the customization and evaluate teaching methods, contributing to the cycle of innovation. Broader Impact: Students use cutting-edge technology from current research. The project uses problems that require discussion, peer instruction and reflection to extend the students' knowledge to lab situations. The project is of wide interest in the physics community. EXP PROG TO STIM COMP RES CCLI-Phase 1 (Exploratory) DUE EHR Chu, Kelvin University of Vermont & State Agricultural College VT Duncan E. McBride Standard Grant 149998 9150 7494 SMET 9178 9150 0000099 Other Applications NEC 0536776 May 1, 2006 Collaborative Research: Mapping the Dimensions of the Undergraduate Chemistry Laboratory: Faculty Perspectives on Curriculum, Pedagogy, and Assessment. Chemistry (12), Science and Technology Assessments (91) There is a rich literature regarding the content and pedagogy of laboratories, both in chemistry and in related disciplines such as physics. However their roles and nature have been changing, in part because innovative technologies open up new opportunities for teaching and learning in laboratories. This project seeks to characterize the diversity of faculty goals for the undergraduate chemistry laboratory, the array of strategies faculty implement in the name of those goals, and the assessments faculty use to measure the extent to which they meet those goals. Through interviews with faculty, factors such as type and size of institution, size of program, the use of teaching assistants, the chemistry discipline (organic versus physical chemistry), and the level of course (lower versus upper division) are being related to laboratory goals, strategies and assessments. Data analysis is structured to develop multiple taxonomies to enable faculty to characterize their own undergraduate laboratory environments. The dimensions of these taxonomies, which will include student cognition and dimensions of inquiry, permit identification of key intermediate or transition states that faculty can target to guide the evolution and development of their own undergraduate laboratory programs. A broader impact of this research will be to open a dialogue within the chemistry education community on the roles of undergraduate laboratories and how these roles can be assessed and improved. CCLI-Phase 1 (Exploratory) DUE EHR Bretz, Stacey Lowery Miami University OH Myles G. Boylan Standard Grant 87072 7494 SMET 9178 0116000 Human Subjects 0536784 July 1, 2006 Collaborative Research: Discrete Mathematics in Computing Education. Computer Science (31) Intellectual Merit: The Discrete Mathematics in Computing Education project is investigating the role of discrete math in computer science education. Motivated by the successful use of concept inventories in fields like physics, chemistry, and engineering, the project is constructing a concept inventory for discrete mathematics. This inventory is being administered to an initial group of 15 public and private colleges and the results are being used to determine which topics to present, in what order, to increase student performance. This project is using methods, which have been demonstrated to be effective in other STEM disciplines, to determine the relative effectiveness of different approaches to teaching discrete math to undergraduate computer science students. Broader Impact: Through the project's involvement at over a dozen sites around the country it is having a national impact on instructors, textbook authors, curriculum planners and accreditation agencies. CCLI-Phase 1 (Exploratory) DUE EHR Almstrum, Vicki University of Texas at Austin TX Stephen C. Cooper Standard Grant 29988 7494 SMET 9178 7494 0000099 Other Applications NEC 0116000 Human Subjects 0536785 June 1, 2006 Collaborative Research: Assessing Engineering Students' Mathematical Preparation to Create Engineering Solutions. Reserach (91), Engineering (59) The goal of this project is the development of a prototype assessment instrument to evaluate how well engineering students are mathematically prepared for core engineering courses. The instrument is addressing the following related questions: 1) What are the strengths of their preparation? 2) In what areas is improvement required? 3) To what extent does any lack of mathematical preparation relate to the ability of the students to carry out well-defined computational procedures, e.g., solve a single equation in one unknown, solve a set of linear simultaneous equations, differentiate a symbolic expression, integrate a symbolic expression? 4) To what extent does any lack of mathematical preparation relate to the ability of the students to transfer their understanding of computational procedures to engineering contexts that they may not have seen in their mathematics and/or science courses? And 5) To what extent does any lack of mathematical preparation relate to the ability of the students to formulate a clear plan to solve problems? This project is benefiting from participation by engineering faculty members at Purdue University and Texas A&M University in electrical and mechanical engineering and a prominent mathematics educator from a third university. Intellectual Merit Given the broad importance of mathematics in engineering, designing an effective assessment instrument requires a careful and rigorous development process. Engineering faculty who teach the core classes are contributing their expertise in the form of problems that characterize their expectations for the mathematics preparation of their students. The investigators are contributing their expertise in engineering education and assessment to refine these problems into a set of learning objectives and a prototype instrument. Careful analysis of student performance on the prototype instrument is being used to gauge the reliability and validity of the instrument. Both the development processes and the prototype instrument will be a foundation for future collaborations that will broaden the applicability of the instrument. Broader Impact Engineering design requires prediction of the performance of a proposed design before its actual construction and mathematics skills are central to making accurate predictions. Thus, understanding the degree to which engineering students are mathematically prepared to enter their core engineering classes is critical to efforts to improve engineering education. A review of existing research has revealed the lack of instruments with which to assess the quality of mathematics preparation. By filling this void this project is providing the foundation for renewal in engineering and mathematics courses in engineering curricula. CCLI-Phase 1 (Exploratory) DUE EHR Imbrie, P.K. Purdue University IN Myles G. Boylan Standard Grant 86615 7494 SMET 9178 0116000 Human Subjects 0536797 March 1, 2006 Using Fluorescence to Solve Biological Problems: an Illuminated Approach to Undergraduate Research. Biological Sciences (61) The goal of this project is to encourage students to consider research careers in biochemistry, cell biology and molecular biology by introducing students to the powerful, versatile, and engaging technique of live-cell fluorescence imaging. Funds are requested to outfit a teaching laboratory with a fluorescence imaging microscope and a spectrophotofluorometer and to develop a semester-long course entitled, "Visualizing the Cell." Intellectual Merit. Because fluorescence is used to study a wide range of biological processes, including cell communication, organelle trafficking, and gene expression, faculty mentors of different expertise can use the same approaches to accommodate students with very different interests. The proposed activities blend teaching and research in a way that allows students a more authentic view of the scientific process. The biological subdisciplines addressed by the semester-long course include cell physiology, enzymology, bioenergetics, toxicology, biophysics, cell physiology, pharmacology and signal transduction. Evaluation includes measuring student learning of different biological concepts and tracking student career trajectories to examine whether or not students prepare themselves for research careers after their immersion into live-cell fluorescence imaging. Broader Impact. The project directly impacts a group of diverse students, including 40% African-Americans. Dissemination includes collaborative activities with other course instructors, the publication of a laboratory manual, presentations and publications by the PI in education journals, and by student publication and presentations at regional and national professional levels. EXP PROG TO STIM COMP RES CCLI-Phase 1 (Exploratory) DUE EHR Dineley, Kirk Francis Marion University SC Terry S. Woodin Standard Grant 149997 9150 7494 SMET 9178 9150 7494 0000099 Other Applications NEC 0116000 Human Subjects 0536799 February 1, 2006 Integrating Micro/Nanofluidics in the Undergraduate Electrical Engineering Curriculum. Engineering - Electrical (55) This project is exposing undergraduate students to the rapidly emerging field of micro/nanofluidics and providing them with an integrated learning experience that cuts across traditional course boundaries. Topics include pressure driven microflows, electroosmotic microflows, mixing and diffusion on micro- and nanoscale, fabrication of micro/nanochannels, device packaging, and fluorescent flow characterization. This course builds on a successful pilot project where a collaborative team of undergraduate senior students followed a typical iterative microsystem design cycle from concept creation to simulation, fabrication, and testing. The laboratory tutorials are animated by video screen capture, narrated by the instructor, and distributed in CD/DVD format. Evaluation is performed as a joint effort between the project and evaluation teams to assess the process and identify progress made in the project. Two other institutions are actively involved in the course and laboratory development to facilitate future adoption of the materials by their respective institutions. CCLI-Phase 1 (Exploratory) DUE EHR Papautsky, Ian University of Cincinnati Main Campus OH Sheryl A. Sorby Standard Grant 149681 7494 SMET 9178 7494 0116000 Human Subjects 0536815 June 1, 2006 Collaborative Research: Assessing Engineering Students' Mathematical Preparation to Create Engineering Solutions. Research (91), Engineering (59) The goal of this project is the development of a prototype assessment instrument to evaluate how well engineering students are mathematically prepared for core engineering courses. The instrument is addressing the following related questions: 1) What are the strengths of their preparation? 2) In what areas is improvement required? 3) To what extent does any lack of mathematical preparation relate to the ability of the students to carry out well-defined computational procedures, e.g., solve a single equation in one unknown, solve a set of linear simultaneous equations, differentiate a symbolic expression, integrate a symbolic expression? 4) To what extent does any lack of mathematical preparation relate to the ability of the students to transfer their understanding of computational procedures to engineering contexts that they may not have seen in their mathematics and/or science courses? And 5) To what extent does any lack of mathematical preparation relate to the ability of the students to formulate a clear plan to solve problems? This project is benefiting from participation by engineering faculty members at Purdue University and Texas A&M University in electrical and mechanical engineering and a prominent mathematics educator from a third university. Intellectual Merit Given the broad importance of mathematics in engineering, designing an effective assessment instrument requires a careful and rigorous development process. Engineering faculty who teach the core classes are contributing their expertise in the form of problems that characterize their expectations for the mathematics preparation of their students. The investigators are contributing their expertise in engineering education and assessment to refine these problems into a set of learning objectives and a prototype instrument. Careful analysis of student performance on the prototype instrument is being used to gauge the reliability and validity of the instrument. Both the development processes and the prototype instrument will be a foundation for future collaborations that will broaden the applicability of the instrument. Broader Impact Engineering design requires prediction of the performance of a proposed design before its actual construction and mathematics skills are central to making accurate predictions. Thus, understanding the degree to which engineering students are mathematically prepared to enter their core engineering classes is critical to efforts to improve engineering education. A review of existing research has revealed the lack of instruments with which to assess the quality of mathematics preparation. By filling this void this project is providing the foundation for renewal in engineering and mathematics courses in engineering curricula. CCLI-Phase 1 (Exploratory) DUE EHR Froyd, Jeffrey Texas Engineering Experiment Station TX Myles G. Boylan Standard Grant 62163 7494 SMET 9178 0116000 Human Subjects 0536821 July 1, 2006 The Western Washington University Teaching Partnership Project: Improving Teacher Education in Linguistics through Partner Teaching and Curriculum Design. Linguistics (84) An area of particular interest to many linguists is how the scientific study of language can be productively integrated into K-12 education. K-12 teachers are also aware of the need for scientific study of language, particularly in order to meet the goals articulated in current state accountability requirements that demand that students demonstrate high-level literacy, writing, and speaking skills. Teachers need a broad understanding about the structure of language and its use to help their students understand how language works so that they can use it well for reading, writing, and speaking in the increasingly multicultural and multilingual classroom. In spite of the joint commitment of linguists and teachers to the importance of the study of language in the K-12 curriculum, research in educational linguistics has had only a minimal impact on public school teaching. Key to integrating linguistic science into the schools is improving teacher preparation and training. Though some teacher education programs offer courses in linguistics, linguists who teach such courses know little about K-12 teaching. Improving teacher education thus depends on improving teacher education faculty expertise: linguists who teach education courses must understand which areas of linguistics are of most importance to K-12 teachers, but also how that material can be taught most effectively in the K-12 classroom. The principal investigators (both of whom are linguists who teach teacher education courses) are partnering with active K-12 teachers to identify language issues of most importance to teachers, and to determine how linguistic science can be most effectively integrated into current K-12 curriculum to meet teacher goals. This work is also identifying ways to expand linguistic knowledge beyond the borders of current pedagogy and is designing effective ways to implement expanded linguistic knowledge into the K-12 classroom through activities, exercises, and other methods (with input from active teachers). This project is also designing approaches to undergraduate teacher education that are informed by its earlier fieldwork. Additional materials are being designed, including topics for discussion, activities, exercises, and guided reading for students, as well as K-12 teaching activities and mini-lessons. Intellectual Merit The project addresses a persistent problem in pre-service teacher education, namely the need for teachers to have a scientific understanding of language that they can apply more productively in their classrooms. Broader Impacts The series of course modules for undergraduate teacher education that are being developed are being broadly distributed through national professional organizations that support the project (The National Council of Teachers of English, The Linguistic Society of America, and The Center for Applied Linguistics). There is the potential for a major impact on K-12 students who are benefiting from improved teaching about language in a number of ways: a better understanding of language structure, change, variation, use, and diversity; and a deepening of their critical thinking skills for high achievement in writing, reading, science, math and other content areas. Other impacts include improved performance on state assessments and more success in meeting state level education accountability requirements. CCLI-Phase 1 (Exploratory) DUE EHR Denham, Kristin Anne Lobeck Western Washington University WA Myles G. Boylan Standard Grant 126455 7494 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0536823 February 1, 2006 Collaborative Research: An Online Laboratory for Optical Circuits Courses.. Engineering - Engineering Technology (58) This CCLI Phase 1, Exploratory Project is extending the use of distance learning techniques to provide a complete set of laboratories covering optical circuits. These laboratories are suitable for numerous graduate, upper division undergraduate, and lower division undergraduate courses in a wide variety of engineering and technology disciplines. The pilot class is an upper division engineering technology course enrolling approximately 50 students. Outcome assessment and continuous improvement will be used to test the effectiveness of teaching optical circuits in a distance-learning environment. Although the laboratories are being produced and tested at a single university, three universities are involved in the evaluation process. This project is contributing to what we know about the use of distance learning techniques for laboratories in general and optical circuits laboratories in particular. This project is yielding useful data on the learning styles and best practices in distance learning laboratory educational research area for Science, Technology, Engineering, and Mathematical (STEM) fields. CCLI-Phase 1 (Exploratory) DUE EHR Benhaddou, Driss Deniz Gurkan University of Houston TX Lance C. Perez Standard Grant 79390 7494 SMET 9178 0116000 Human Subjects 0536827 March 1, 2006 Preservice Teachers Learning to Engage Hispanic Parents in Mathematics and Science (PTEP). Interdisciplinary - 99 Preservice Teachers Learning to Engage Hispanic Parents in Mathematics and Science (PTEP) incorporates successful strategies for engaging Hispanic families in their childrens education in undergraduate mathematics and science courses. These strategies are used in the Colleges of Science and are also taken by elementary and middle school preservice teachers. Specific objectives, designed to address demonstrated needs are 1) Design, implement, and evaluate faculty development experiences for science and mathematics content faculty regarding effective parental engagement strategies; and 2) Reform, implement, and evaluate science and mathematics courses to provide undergraduate preservice teachers with the knowledge and skills to engage parents in their children's mathematics and science education. As a consequence of the project, preservice teachers will enter the teaching workforce with culturally appropriate skill sets in hand. PTEP has a sustainable, transportable model to increase Hispanic parental involvement, thereby increasing student success in elementary and middle school science and mathematics classes. CCLI-Phase 1 (Exploratory) DUE EHR McCollough, Cherie Olga Ramirez Joann McDonald Katherine Price Blount JoAnn Canales Texas Engineering Experiment Station TX Herbert H. Richtol Standard Grant 120650 7494 SMET 9178 0116000 Human Subjects 0536834 April 15, 2006 Multiple Models for Civil Engineering Dynamics. Engineering - Civil (54) This project addresses the need for teaching tools and strategies for creating connections between the physical world and the more abstract physical and mathematical models. The project's goal is to improve student learning of dynamics and vibrations by bridging the disconnect between mathematical expressions and both representation/models of physical elements and response of real life systems. Specific project objectives include: (1) addressing preconceptions by making students more aware of their learning; (2) developing physical models for critical dynamic components that address fundamental concepts; (3) developing a visual simulation environment that allows the interactive construction, instrumentation, and visualization of the performance of schematic 2D analytical models; and (4) linking mathematical, physical, and computer models to the real world. The approach is rooted in existing knowledge about student learning and is designed to address typical student misconceptions and develop a metacognitive approach to solving dynamics problems. By making explicit links between physical and simulated models, abstraction capabilities will be strengthened so that more complex systems can be investigated. The simulation software will serve as a virtual laboratory, where students can create their own systems and place sensors to monitor system responses. Effectiveness of the approach is being evaluated using a concept inventory on dynamics, specifically designed problems that require connections between real-world situation and models representing them, and transcripts of student interviews on the problem-solving process. Dissemination will be through conference and journal papers, by posting material on the web, and by directly contacting specific individuals at other institutions. Regarding broader impacts, the project addresses diversity by promoting pedagogies which research has shown to be effective in the retention of underrepresented groups in engineering. CCLI-Phase 1 (Exploratory) DUE EHR Morgan, James Luciana Barroso Giovanna Biscontin Vinod Srinivasan Texas Engineering Experiment Station TX Russell L. Pimmel Standard Grant 125000 7494 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0536839 May 1, 2006 Inquiry Based Learning in Mathematics. (21) Mathematical Sciences. The project is integrating inquiry-based learning (IBL) techniques and materials into the upper division mathematics curriculum. Instructional materials and IBL approaches are being developed and assessed to support three courses: Analysis; Number Theory; and Topology. The overall vision of the project is to foster a new culture in which mathematics is viewed as a central and important aspect of the education of every individual. As one component of the intellectual merit, the project team is utilizing the strengths of a research university to incorporate research-like experiences for students in a classroom setting as part of their mathematical education. The project also is playing an important role in informing the development of an Undergraduate Research Center (URC) program. The purpose of the Center is to involve students in research at an early stage in their undergraduate careers and to help drive curricular reform. The broader impacts of the project include the current development of a model for others to use to create and support IBL courses. CCLI-Phase 1 (Exploratory) INFRASTRUCTURE PROGRAM DUE EHR Starbird, Michael Edward Odell Sarah Simmons Jennifer Smith University of Texas at Austin TX Daniel P. Maki Standard Grant 98843 7494 1260 SMET 9178 7494 0000099 Other Applications NEC 0116000 Human Subjects 0554671 October 1, 2006 Collaborative Research: Developing a National Model for a College-level Introductory Sociology Course. This project is completing the development started by the American Sociological Association (ASA) national task force to create a modern introductory sociology curriculum. It is engaged in refining the ASA college-level curriculum and further developing innovative pedagogical materials for a college-level introductory sociology course. A second goal is also being pursued, identification of conditions leading to successful student learning, especially among women and members of racial/ethnic minorities who are underrepresented in social science fields. Particular attention is being paid to developing their abilities to integrate, synthesize, and interpret information and enhancing their literacy and quantitative skills. The intellectual merit of the project derives from the fact that the new course will result in deeper and more lasting student learning by all types of students. It will increase our knowledge of how underrepresented groups can more successfully learn social science concepts and methods. Significant broader impacts will be realized ultimately from the widespread adoption of this new national model for a college-level introductory sociology course. The following course features are contributing to the broader impacts: a greatly strengthened curricular content, increased reliance on inquiry-based teaching resources, significant student experience in using major national datasets and tools, and formative feedback from companion assessment materials. Further, as an outgrowth of this projects' linking of practicing sociologists, junior college, college, and university faculty (and high school teachers), the project is developing new networks to enhance teacher training and student involvement in research. The project evaluation is employing field observations of classes, videotapes of classes, interviews of teachers and students, analysis of the content of student assessment materials, and students' performances on the new assessments. Assessment of these collected data is providing the basis for a further round of modifications of the curriculum, teaching resources, and assessment tools. The project website and discussion board is permitting sociology instructors to share questions, problems, strategies, and materials. By project completion there will be a well-refined curriculum, a set of teaching materials that are aligned with it, and systematic assessment of how they work. These will be shared at professional associations of sociologists, educational researchers, and high school teachers, in professional and general public publications, and made available through the American Sociological Association. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Schneider, Barbara Michigan State University MI Myles G. Boylan Standard Grant 97993 7427 SMET 9178 0116000 Human Subjects 0602237 June 1, 2006 A Midwest Nanotechnology Education Program. This planning project establishes A Midwest Nanotechnology Education Program. The project creates a workforce system throughout the Midwest that builds upon the early successes with A.A.S. degree programs in nanoscale science and technology. The planning project is forming partnerships with several colleges throughout the Midwest who wish to replicate ongoing work in nanoscience technology education, capstone experiences, nano-classes for high school students, and nanotechnology workshops for faculty. The project is also formalizing the leadership structure, identifying industry niches throughout the region, identifying strategies to recruit students interested in science and technology with an emphasis on underrepresented students, identifying strategies for faculty development, and completing a DACUM analysis that will identify the skills and education needed for nano-science technicians. Additional planning identifies potential capstone resources and facilities, and identifies opportunities for remote access to laboratory experiences across the region. New nano-science programs impact the economic competitiveness and future job growth across many industries, including biotechnology, medical devices, agriculture, materials, and electronics. The educational preparation of nanotechnologists addresses the needs of industry in this growing field of science. ADVANCED TECH EDUCATION PROG DUE EHR Erickson, Ron Stephen Campbell Michael Burke Deb Newberry Cassandra Moe Dakota County Technical College MN Herbert H. Richtol Standard Grant 70000 7412 SMET 9178 1032 0000099 Other Applications NEC 0116000 Human Subjects 0602593 October 1, 2006 Medical Device Industry Education Consortium (MDIEC). Engineering - Engineering Technology (58) A partnership between medical device companies and a group of community/technical colleges forms the medical device industry education consortium (MDIEC). The consortium is creating a learning and innovation network to build the first degree programs that incorporate the regulatory and quality topics integral to all aspects of medical device operations. This involves designing, developing, and delivering curricula in the following areas: (1) medical device technologies and quality systems; (2) medical device document/information management; and (3) clinical data management for product design, development, and approval. The consortium, MDIEC, is building national initiatives through an existing network of regional industry/college alliances. MDIEC colleges are located in regions with a high concentration of medical device-related firms. These firms, along with their extensive base of suppliers, are adding significant numbers of technicians. An external evaluator is conducting formative and summative evaluation activities and the approach relies on participatory research and is concentrating primarily on measuring the benefits to students and companies. A website is being established to communicate information to all MDIEC colleges, industry partners, and prospective students. The U.S. colleges and industry are also partnering with companies in Denmark and Ireland to ensure an international perspective. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Phillips, Sam Elizabeth Patterson Carole Fuller St. Petersburg College FL Duncan E. McBride Continuing grant 749998 7412 1536 SMET 9178 1032 0000099 Other Applications NEC 0116000 Human Subjects 0602615 August 15, 2006 CREATE (California Regional Consortium for Engineering Advances in Technological Education) NSF ATE Regional Center for Information and Manufacturing Technologies. The purpose of this ATE Regional Center (CREATE) is to address the needs of industry as a multi-County consortium, by producing highly skilled and educated technicians to better meet national and regional workforce demands in the fields of information and manufacturing technologies. The Center is completing the following objectives in the institutionalization of technical teaching training across the CREATE community colleges: completing the first cohort of 2+2 B.S. in Information Technology students both on-line and on-site at California State University, Channel Islands; conducting a feasibility study on the first 2+2 B.S. in Mechatronics/Engineering Technology at California State University, Northridge; increasing high school outreach efforts, including targeted camps and workshops for ESL and migrant worker high school students; along with industry partners, conducting gender outreach to women; revamping multicampus curricula and faculty professional development to better meet emerging industry need based on CREATE's skills mapping developed with industry focus groups; completing the first phase of out-of-state dissemination for the teaching facilitator programs; and continuing the longitudinal study of faculty training and student learning and development of 2+2+2 pathways. Intellectual Merit The CREATE team, formed from seven regional community colleges, has met monthly for nine years to develop curricula, share equipment and expertise, conduct joint professional development, and work with employers for the benefit of their students and their programs. Two of the three BS programs are the first of their kind in the State of California. CREATE also develops, adapts, and disseminates curricula and materials to other colleges needing support, primarily in the areas of security and wireless information technology and in project-based manufacturing and electromechanical technologies. The assessment and evaluation team have enabled CREATE to validate the impact of the current objectives and begin a comprehensive longitudinal study on the impact of CREATE's technical teacher training on student and faculty learning. Broader Impact The CREATE Center colleges and their partners act as demonstration sites for regional technical workshops that pilot test new curricula, delivery systems, enhance delivery to underrepresented student populations, and conduct innovative professional development. A total of 17,735 students have completed at least one CREATE-developed credit course. All CREATE courses apply to a degree or certificate. The addition of participants from multiple states and NSF Centers has resulted from requests to expand the teacher training nationally. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Alfano, Kathleen Robert Alldredge College of the Canyons CA Duncan E. McBride Standard Grant 1499996 7412 1536 SMET 9178 1032 0000099 Other Applications NEC 0116000 Human Subjects 0602633 October 1, 2006 SEET Project: Sustainable Energy Education and Training Workshops for Future Energy Technicians. Earth Systems Science (40) This ATE Professional Development Project is building the capacity of energy and environmental technicians to meet the challenges of sustainable energy in the 21st century workplace. The project is holding two ten-day workshops, one in energy efficiency and one in energy conservation, at national laboratories for 50 upper level high school and community college technology instructors. Content experts are sharing knowledge about research advances in energy technology, the respective requirements for technicians, and their implications for a sustainable energy future. All instructors participating in the program are being invited to support one another in an on-line community as they implement sustainable energy curriculum components. The project is giving participating instructors the tools to hold workshops for other instructors at their local institutions in sustainable energy concepts, expanding the impact of the program. Evaluation of the project focuses on participant learning and contribution to building technician capacity. Findings from this project are being disseminated through conference workshops and publications as well as associated articles in educational and environmental literature. The project is allowing broad participation of underrepresented groups from across the country through financial assistance. Through this project, community college and high school instructors are gaining knowledge of current research through direct interaction with energy researchers, and researchers are getting an opportunity to learn about the needs of current energy technicians and their instructors. ADVANCED TECH EDUCATION PROG DUE EHR Kabat Lensch, Ellen Edward Brown Cynthia Howell Eastern Iowa Community College IA David B. Campbell Standard Grant 459743 7412 SMET 9178 1032 0000099 Other Applications NEC 0116000 Human Subjects 0602710 September 1, 2006 SC ATE National Resource Center for Expanding Excellence in Technician Education. Through this project, the South Carolina Advanced Technological Education Center of Excellence (SC ATE) is expanding teaching excellence in technician education by (a) providing a central, Web-based clearinghouse to increase participation in professional development in the ATE program and assist project personnel who deliver professional development; (b) expanding the number of educators using SC ATE strategies to increase the number of students in the advanced technological educational pipeline; and, (c) stimulating high school and community/technical college use of ATE curriculum models and best practices that attract students, reduce dropout rates, and positively impact technician education. Intellectual Merit: SC ATE models are based on educational research and focused on improving the success of pre-college and first-year college students in the educational pipeline leading to associate degrees in engineering technology and/or college transfer. The SC ATE curriculum model successfully integrates the study of physics, English/ communications, mathematics and technology in technician education. SC ATE work has been the subject of research university studies on topics such as development of effective curriculum, assessment of student learning, and exemplary teaching in undergraduate physics education. The SC ATE approach places emphasis on faculty development and content integration across disciplines. SC ATE innovations have proven effective in both high school and college programs where graduation rates, diversity, and employer satisfaction with graduates have all improved as a result of SC ATE-stimulated reform. Broader Impacts: SC ATE curriculum models increase access to high-tech careers by improving success rates and retention as students finish high school and complete the first year of college study in engineering technology. SC ATE recruitment models increase participation and diversity in technician preparation programs. The Web site http://www.teachingtechnicians.org/ alerts more educators to the professional development opportunities provided by ATE projects. Technician educators benefit from sharing best practices in delivering professional development and participation in industry-provided, Web-delivered seminars. Twelve geographically and demographically diverse outreach and implementation partners expand the impact. Collaboration with the National Dropout Prevention Center broadens SC ATE Center outreach to high school educators, increase national and international publishing of SC ATE outcomes and best practices, and increase interactions among K-12 and two-year college educators who serve the nation's most diverse and at-risk students. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Phiri, Joshua Elaine Craft Jay Smink Florence-Darlington Technical College SC Eileen L. Lewis Standard Grant 1709862 7412 1536 SMET 9178 9150 1032 0116000 Human Subjects 0602712 September 1, 2006 Revitalizing IT Education: A New Model for Community Colleges. Two ATE centers combine their strengths and assimilate their research and results to provide resources and services for revitalizing information technology (IT) education starting at the community college level. The National Workforce Center for Emerging Technologies (NWCET) brings its expertise in developing industry-based, nationally validated skill standards to inform curriculum development. The Center for Information Technology Education (CITE) brings its expertise in developing and implementing problem-based learning to provide a framework for industry involvement in curriculum design, content learning activities and assessment. Together these activities bridge the skills and knowledge gaps between education and industry. The centers collaborate with the Center for Learning in Informal and Formal Environments - a Science of Learning Center at the University of Washington - to apply the most current research in learning sciences to develop new models of instruction for attaining and assessing transfer and adaptive expertise. The result is a next generation clearinghouse model that is easily navigable and customizable to the needs of the user. ADVANCED TECH EDUCATION PROG DUE EHR Mikolaski, Sandra John Bransford Manjari Wijenaike David McNeel Bellevue Community College WA Gerhard L. Salinger Standard Grant 804964 7412 SMET 9178 1032 0116000 Human Subjects 0602744 September 1, 2006 SEEDBEd (Stimulating Enthusiasm, Exploration and Discovery through Biotechnology Education). Biological Sciences (61) Tulsa Community College (TCC) is partnering with secondary schools, universities, research laboratories, and industry to increase the number of students in the biotechnology pipeline by implementing SEEDBEd, a biotechnology education program for middle and high school students and teachers. SEEDBEd is adapting existing biotech-related instructional materials for use in middle and high school science courses, providing teachers with relevant professional development, and offering students an articulated educational pathway in biotechnology from middle school to college. The goals of the project are to (1) increase middle and high school students' knowledge of biotechnology and biotechnology careers, (2) increase middle school and high school teachers' knowledge of biotechnology content and reform-oriented pedagogy (for example, inquiry-based learning), (3) increase the number of high school graduates who enter TCC's biotechnology technician program, and (4) engage TCC faculty in biotech-related professional development. The project is achieving its goals by (1) offering summer biotechnology training academies for middle and high school teachers and high school students, (2) providing industry-based internships and additional training courses to TCC faculty, (3) developing "biotechnology learning modules" for use in middle schools science courses and "Biotech Footlockers" for use in high school science courses, (4) creating a dual-credit biotechnology course for high school students, (5) forging articulation agreements between TCC and area universities (for example, Oklahoma State University), and (6) producing manuals that permit institutions in other areas to replicate SEEDBEd. An external evaluator is conducting question-driven summative and formative evaluations. The project is disseminating project materials and findings via a project website, local media outlets, presentations/poster sessions at state and national science and education conferences, journal articles, and a curriculum clearinghouse (Bio-Link). EXP PROG TO STIM COMP RES ADVANCED TECH EDUCATION PROG DUE EHR Spencer, Dr. Diana Harrington Wells Dr. Victoria Gonzales-Prevatt Mary Gutierrez Phillips Adrienne Elder Tulsa Community College OK David A. Hanych Standard Grant 384581 9150 7412 SMET 9178 9150 1032 0000099 Other Applications NEC 0116000 Human Subjects 0602745 August 1, 2006 Adapting Nanoscience Curriculum to a Collaborative Delivery System. This project builds on the College's recently-established Nanoscience Technology Associate Degree program. The program was developed based on prior NSF-funded projects at Pennsylvania State University, Dakota County Technical College, and University of Minnesota. Students presently need to enroll in a final capstone semester at University of Minnesota. To serve the needs of students and industry in western Wisconsin better, this project brings together three institutions to develop a local capstone semester. By capitalizing on geographic proximity and focusing on what each institution does best, CVTC, University of Wisconsin - Eau Claire, and University of Wisconsin - Stout have developed an unusual, collaborative delivery system. Students attend classes at all three campuses in their final semester. Curriculum is being designed with significant input from regional industry. Industry representatives also benefit by access to local re-training and continuing education opportunities. In addition, the plan better serves individuals of underrepresented groups, by eliminating the need for an inconvenient and expensive relocation. This project includes the following key activities: o Adaptation of University of Minnesota curriculum to better address needs of the current and projected regional workforce o Delivery of the capstone semester in the Nanoscience Technology Associate Degree program via collaboration of three post-secondary institutions o High school outreach activities to ensure continued interest in nanotechnology careers Intellectual merit of the project is multi-faceted. Well-informed by prior work supported through NSF, the three institutions are advancing recent curriculum development for two-year nanoscience education. In addition, the project is making a new contribution in confronting logistical challenges of multi-institution collaboration. The broader impacts of the project are due to the emerging nature of nanotechnology in western Wisconsin. This project represents just one facet of collaboration across the three post-secondary institutions. Other efforts include development of new articulation agreements, planned equipment purchases to avoid duplication, and creation of dual credit courses. In addition, CVTC is currently developing the NanoRite Center for Innovation, an incubation center for emerging companies utilizing nanotechnology and other advanced manufacturing. Western Wisconsin is expected to play a major role in the development of these industries. The three post-secondary institutions can best support this growth by working together. ADVANCED TECH EDUCATION PROG DUE EHR Mikelson, Hans Marcus McEllistrem Douglas Dunham Forrest Schultz Chippewa Valley Technical College WI Duncan E. McBride Standard Grant 217795 7412 SMET 9178 1032 0000099 Other Applications NEC 0116000 Human Subjects 0602751 June 1, 2006 The Finger Lakes GIT Ahead Project: Creating Career Paths for Geospatial Technology Professionals Through Teacher Enhancement and Student Engagement. This project focuses on workforce preparation in Geospatial Information Technology (GIT) fields through teacher professional development, educational software development, and provision of internships, job shadowing, and career preparation experiences for high school students in urban and rural schools. The GIT Ahead Project is a collaborative effort among the Finger Lakes Institute at Hobart and William Smith Colleges, Cayuga Community College, Cornell University, the Institute for the Application of Geospatial Technology, and New York State Geographical Information Systems Association. The goal is to help rural and urban high school students see geospatial technology as pathways to careers and to create higher education pathways for students who might not otherwise pursue such goals. GIT Ahead is accomplishing these goals through teacher professional development, the development of the Internet-based Finger Lakes GIS Explorer software, and a series of classroom and job-focused GIT opportunities for students. Interdisciplinary teams of teachers attend a two-week summer institute that provides training in relevant technologies along with time and support for development of inquiry-based curriculum projects tailored for use in their own classes. Participating students have opportunities to experience GIT-enhanced units in their high school classes, enter the GIS Associate's Degree program at Cayuga Community College, and participate in summer internships at the Finger Lakes Institute, the Institute for the Application of Geospatial Technology, and regional businesses. Interdisciplinary teams of high school teachers are developing inquiry-based units that meet existing curricular needs through GIT-based projects focused on Finger Lakes watersheds and regional planning issues. The GIT Ahead project is developing models for the use of GIT in addressing environmental issues and is providing students with the analytic and technical skills necessary to successfully address local and regional environmental concerns. This project benefits public schools, the participating institutions, science and technology education, and the Finger Lakes Region. Participating teachers are using GIT in ways that reach traditionally under-represented or disadvantaged students. Participating students are experiencing college life, motivating them to not only graduate from high school, but also to pursue either a two-year or four-year college degree. Concurrently, the participating institutions are augmenting their capacities to offer GIT training and experiences to educators, college students and public school students throughout the region. These approaches are increasing the number of individuals capable of using GIT in a variety of work settings. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR MaKinster, James Nancy Trautmann Dana Piwinski Marion Balyszak Abu Badruddin Hobart and William Smith Colleges NY David B. Campbell Continuing grant 899085 7412 1536 SMET 9178 1032 0000099 Other Applications NEC 0116000 Human Subjects 0602761 July 1, 2006 Project Fast Forward: Pathway to an IT Education for Deaf and Hard-of-Hearing Students. Computer Science (31) Intellectual Merit: Project Fast Forward is providing a pathway for deaf and hard-of-hearing (deaf/hh) students to transition from high school to post-secondary education in the area of Information Technology. Deaf/hh students at five partner high schools across the country are piloting this project, which offers: (1) IT-related dual-credit courses that provide deaf/hh students with credit toward both their high school diploma and college credit toward an associate degree at the National Technical Institute for the Deaf (NTID) (2) IT-related professional development activities for high school technology teachers; (3) workshops for high school technology teachers and guidance counselors on IT opportunities for deaf/hh students; and (4) training on best teaching practices and universal design for hearing faculty teaching in mainstreamed classrooms. By providing deaf/hh students with access to the same post-secondary opportunities as their hearing peers, Project Fast Forward is reducing the barriers that these students face and easing their transition from high school to college. Broader Impact: With an estimated potential audience of more than 70,700 school age children with severe to profound hearing loss across the country, this project is building a framework that can grow into a national dual-credit program. This pathways project is transitioning deaf/hh students into post-secondary technical education, and ultimately, into the technician workforce where they are currently underrepresented. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Pelz, Myra Donna Lange Rochester Institute of Tech NY Stephen C. Cooper Standard Grant 749339 7412 1536 SMET 9178 1032 0000099 Other Applications NEC 0116000 Human Subjects 0602801 July 1, 2006 Digital Interactive Entertainment and Simulation Technology: A new curriculum and source of professional workforce for the Digital Gaming Industry. This project is developing and offering an Associate of Applied Science Degree in Digital Gaming Programming, also known as Digital Interactive Entertainment and Simulation Technology (DIEST). The associate of applied science degree program is a further extension of a diploma in digital gaming that was initiated in the fall of 2005 and is designed to serve a growing need for digital gaming for the more than thirty companies that are located in the region. The new associate degree program is an interdisciplinary program that integrates the cultural and ethical values of art, music, and literature with the sciences and advanced mathematics that normally characterize computer science. ADVANCED TECH EDUCATION PROG DUE EHR Wang, Kai Walter Rotenberry Wake Technical Community College NC Michael Haney Continuing grant 858082 7412 SMET 9178 1032 0000099 Other Applications NEC 0116000 Human Subjects 0603024 April 1, 2006 Faculty Development in Automotive Hybrid Vehicle Technology. This staff development project in automotive hybrid vehicle technology ensures that automotive technicians have the skills and knowledge required for the rapidly expanding hybrid technology automotive industry. Community college faculty in Midwest states participate in a weeklong summer institute learning about cutting edge advanced hybrid vehicle technology and nickel hydride batteries from leaders in the industry. These leaders are professionals employed by Toyota Motors Corporation, American Honda Motor Company, Ford Motor Company and General Motors Corporation. Participating faculty use the concepts and new knowledge in their classrooms to enhance classroom and laboratory components. The project has extensive academic year follow-up activities. The workshops include advanced discovery and understanding, creative and original concepts, extensive resources, participation of underserved populations, and dissemination of technological understanding. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Kent, Rex David Stover Sinclair Community College OH Herbert H. Richtol Standard Grant 140000 7412 1536 SMET 9178 1032 0000099 Other Applications NEC 0116000 Human Subjects 0603119 June 1, 2006 Two-Year Technician Education and Transfer Programs: Tapping the Potential of Undergraduate Research. This project is exploring the current status of undergraduate research, identifying potential partners, developing resources, and creating a plan for establishing new partnerships that promote undergraduate research in community college technician education programs. It is defining existing resources for research that meet the needs of the faculty and students; identifying research models that suit the needs of community college faculty and students; identifying faculty and administrators who are supporting research through leadership roles; outlining relevant issues regarding undergraduate research; and establishing a professional development institute. The long term results of this project are a "how-to" book on undergraduate research at community colleges and a new professional development institute on undergraduate research in community colleges that is offered on a regular basis. ADVANCED TECH EDUCATION PROG DUE EHR Hensel, Nancy Brent Cejda Council on Undergraduate Research DC Deborah E. Allen Standard Grant 110821 7412 SMET 9178 1032 0603132 July 1, 2006 Student and Organizational Learning: Preparing the 21st Century Technician. Using theoretical frameworks on student learning and assessment, program elements, models for dissemination, and fostering transformational leadership, the investigators are surveying six selected National Science Foundation Advanced Technological Education funded centers and projects in order to describe current practices in the four targeted areas. Through surveys, interviews, access to data sets, and document review, the research team is creating five documents. The planned outcomes of this research project are three research documents on the topics of program elements, sharing innovations, and developing transformational leaders and two program guidebooks. The research documents and the guidebooks are targeted to inform both researchers and community college faculty and leaders. ADVANCED TECH EDUCATION PROG DUE EHR Badway, Norena Frankie Laanan University of the Pacific CA Karen A. Marrongelle Continuing grant 600000 7412 SMET 9178 1032 0000099 Other Applications NEC 0116000 Human Subjects 0603143 August 1, 2006 PHOTON PBL (Problem-Based Learning). Engineering - Engineering Technology (58) Eight multimedia-based problem-based learning (PBL) case studies and instructional resource materials are being created to complement the successful PHOTON curriculum previously funded by NSF. The case studies actively engage the students in a genuine problem solving process. High school and community college photonics technology instructors from 16 institutions are being recruited and trained to implement, assess, and evaluate the PBL case studies in their classrooms. The project team is conducting research on the efficacy of the photonic case studies in engineering technician education. Pedagogy experts are working with instructional designers to develop and test an approach to student assessment that will be integrated with the PBL problem scenarios. Many of the alpha-testing school partners are in communities with large numbers of underrepresented groups. Dissemination of the field tested case studies and the research findings through associations with industry, professional education and technology associations impact a broad audience. Use of the PBL case studies in photonics technology curriculum assist in preparing a work force that can compete in a globally competitive work place. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH ELECT, PHOTONICS, & DEVICE TEC DUE EHR Hanes, Fenna Nicholas Massa Judith Donnelly Richard Audet New England Board of Higher Education MA Duncan E. McBride Continuing grant 787342 7412 1536 1517 SMET 9178 1032 0000099 Other Applications NEC 0116000 Human Subjects 0603175 September 1, 2006 Technician Education Materials in Plasma Technology; TEMPlaTe. This project is creating new materials, courses, laboratories and faculty professional development workshops in applications of plasma technology in nanomanufacturing. Specific activities include: 1. Creating new technician-level educational materials in plasma-aided manufacturing; 2. Designing a new teaching laboratory to support instruction in plasma technology; and 3. Training 40 two-year faculty in teaching plasma technology and manufacturing through workshops. Representatives of local industries are consulting with the project to survey industrial needs, review developed materials, and provide direction for the project. The new curricular materials are being tested at cooperating community colleges. ADVANCED TECH EDUCATION PROG DUE EHR Dockendorf, James Dave Hata Ed Schnable Normandale Community College MN Robert E. Gibbs Continuing grant 649450 7412 SMET 9178 1032 0000099 Other Applications NEC 0116000 Human Subjects 0603178 July 15, 2006 Certificates in Advanced Manufacturing (CAM). The project, a partnership involving Edmonds Community College, Everett Community College, Cerritos College, and St. Louis Community College, is creating specialized certificate programs in advanced manufacturing to train a new generation of manufacturing technicians. The project focuses on the skills needed by future technologists as well as those who are presently working in the industry. The team is developing, teaching, evaluating, and disseminating educational programs offering advanced manufacturing certificates specializing in aerospace, medical devices, consumer product, communications, marine, and transportation. These programs utilize a variety of nontraditional delivery options while implementing effective student recruitment and retention efforts that ensure entrance into and completion of such programs. Multi-media instructional tools are integrated with current theories of cognition and learning to immerse students into a multi-dimensional learning environment thereby optimizing and accelerating the learning process. Peer-to-peer and problem-solving roles required in the culturally diverse manufacturing world of today are also being emphasized through the use of virtual teaming and real-life scenarios. A key success factor is the integration of skills between various disciplines, including advanced materials and manufacturing, computer-aided-design modeling, and enterprise teaming. Dissemination is proceeding through several mechanism, including a project website, conference presentations, journal publications, training workshops, and promotion through appropriate clearinghouses such as the New Jersey Center for Advanced Technological Education (NJCATE). The training workshops, which describe the innovative curriculum and its various adaptable delivery methods, are being offered to college instructors and industry trainers at partner locations throughout the U.S. The program is building on a strong foundation of partnerships with education and industry and has an oversight committee that is made up of representatives from partnering companies. The evaluation effort, led by an independent evaluator, will use surveys, focus groups, data tracking, and other assessment tools to monitor progress toward the project's goals, to assess student learning, and to characterize the project's impact on recruitment and retention of students from underrepresented groups. The broader impacts of the project arise from the development of teaching methodologies that prepare employees for the changing manufacturing environment in a large number of geographical and product areas, the workshops that prepare other community college instructors and industry trainers to use the new instructional material, and efforts to recruit women to careers in advanced manufacturing. ADVANCED TECH EDUCATION PROG DUE EHR Cox, Frank Jill Davishahl Randy Peebles Elizabeth Patterson Robert Osnes Edmonds Community College WA Russell L. Pimmel Standard Grant 810000 7412 SMET 9178 1032 0000099 Other Applications NEC 0116000 Human Subjects 0603221 July 1, 2006 Advanced Aerospace Manufacturing Education Project. Researchers in this project are assessing the current and future needs of aerospace manufacturing for technicians and engineers, assessing current educational offerings for two-year programs and developing curricula to close the gaps between the two. The curricula and the underlying body of knowledge are being made available to educational institutions and professional societies. Aerospace manufacturing leaders from many of the principal suppliers actively support the project allowing unusual access by researchers to topic experts and entry-level engineers and technicians. The participating researchers from El Camino College, Oregon Institute of Technology, Wichita Area Technical College, and Purdue University partner with the Society of Manufacturing Engineers (SME), and participate in the development of an SME Certified Aerospace Manufacturing Engineer exam. The aerospace industry is key to the defense and economic well being of this country. Currently the industry is being challenged to cope with employee losses in a "graying" workforce, unprecedented demand for their product, demand for more cost-effective products, and a very steep new technology curve both in product development and manufacturing processes. This project produces course materials that allow for easy adaptation into those educational institutions supporting this industry segment. ADVANCED TECH EDUCATION PROG DUE EHR Way, Ronald Bradley Harriger John Anderson El Camino College CA Herbert H. Richtol Continuing grant 718019 7412 SMET 9178 1032 0000099 Other Applications NEC 0116000 Human Subjects 0603248 September 1, 2006 Partnership for Advanced Marine and Environmental Science Training for Pacific Islanders. This project is preparing Pacific Islanders to serve their home islands as informed leaders in natural resource management, protection, and restoration. The primary focus is curriculum development and professional development of community college faculty. Project objectives are to (a) provide community colleges with the tools needed to meet research needs, (b) provide students with skills to obtain employment in positions usually filled by non-islanders, (c) encourage students to transfer to four-year university programs, and (d) promote articulation between marine and environmental science programs at the following institutions: University of Hawaii, University of Guam, Palau Community College, Northern Marianas College, College of the Marshall Islands, College of Micronesia, and American Samoa Community College. Anticipated outcomes include the development of courses in marine and environmental science that are responsive to needs of local agencies, articulated with 4-year colleges, and incorporate training in modern technologies. Foot Locker workshops are being provided that address a range of topics including ocean currents, water quality studies, coral reef management, molecular tools for pollution studies, and the taxonomy of coral reef organisms. The project is also developing articulation agreements between participating universities and community colleges; professional development for community college faculty to enhance technical knowledge and research expertise; student research programs with supporting professional opportunities; and outreach to local high schools and community members. The project takes advantage of existing programs and laboratory resources including the NSF-Undergraduate Mentoring in Environmental Biology (UMEB), NSF Field Stations and and Marine Laboratories, Department of the Interior, Marine Resources Pacific Consortium (MAREPAC), and National Oceanic and Atmospheric Administration (NOAA) -Coral Reef Initiative. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Richmond, Robert Patrick Tellei Elise Ralph University of Hawaii HI Sylvia M. James Standard Grant 598632 7412 1536 SMET 9178 9150 1032 0000099 Other Applications NEC 0116000 Human Subjects 0603272 May 1, 2006 ATE Program for Physics Facutly. Technician education focuses on preparing students for workforce jobs that deal with complex technical systems. Such technicians not only need to have specific technical knowledge, but also a strong base in physics knowledge so they have the competence to recognize, formulate, document, and solve real problems now and in the future; as well as deploy new technology. This project is conducting a series of three-day, intensive, focused, hands-on professional and curriculum development workshops/conferences and follow-up activities for physics faculty in two-year colleges (TYCs) and high schools who serve students preparing for technology-based or technician careers. Each year, four workshops/conferences are held at various TYCs with special incentives to encourage teams of high school and college faculty who teach physics or physics-related courses serving advanced technology and technician programs. Educators from TYCs, high schools, and colleges/universities, and developers from business and industry lead the workshops. The workshops offer effective technology integration, technology implementation, and learning strategies in areas such as microcomputer-based laboratories, digital video, computer simulations, conceptual tasks and tools, web and internet activities, group work, assessment of learning, and physics-related technician education. The workshops and activities are designed to: 1) help participants build and enhance their understanding and appreciation of the needs of students, educational programs, business and industry, and the workforce in areas dealing with physics and technology; 2) provide them with knowledge of and experience with recent advances and applications of computer-based technology, ATE supported centers and projects, assessment in learning, and relevant curriculum materials and activities; 3) equip them with the background and incentive to develop, adapt, adopt, and implement workshop activities and materials into their courses and programs; 4) prepare them to impact student learning in physics and workforce related issues; and 5) furnish them with ways and ideas for building bridges and developing working relationships between TYC and high school physics, technology programs, and with businesses and industries. The workshops facilitate the incorporation and application of proven innovative instructional techniques into classrooms by providing instructional training and techniques for a technologically diverse workforce. The project is improving the level of scientific understanding of the fundamental concepts, principles, and relations of physics that are critical to a legitimate understanding of the physical world and how it relates to the technological workforce through workshop materials applicable to secondary and two-year college courses throughout the country. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR O'Kuma, Thomas Dwain Desbien Lee College TX Joan T Prival Continuing grant 715490 7412 1536 SMET 9178 1032 0000099 Other Applications NEC 0116000 Human Subjects 0603273 August 15, 2006 Mid-America Transportation Technology Education Center. Technological advances in the use of the Global Positioning System (GPS), Geographic Information Systems (GIS) and Radio Frequency Identification (RFID) Systems are revolutionizing the transportation industry and supply chain management that is so essential to modern industry and lean manufacturing processes. The integration of RFID technology with GPS technologies facilitates the integration of manufacturing/distribution mapping with broader geographic management/tracking and routing mapping. This technology holds the promise of single vendor security of custody from initial entry into the supply chain management system to final delivery. Such integration occurs at the plant level or on a global scale. Growing concerns over terrorism mandate the tracking of all items entering the U.S. The educational implications of this revolution are significant. Implementation of these technologies requires workers who have skills not only in transportation and logistics principles but also in systems related to GPS, GIS, relational database management systems and RFID principles. Currently, some skill standards and competency criteria exist in the transportation and logistics fields. However, these skill standards and competencies are neither comprehensive nor consolidated, nor do they reflect the rapidly evolving nature of the transportation and manufacturing industries. These skill standards and competencies are not linked to an educational/career pathway that includes certificates, associate degrees and baccalaureate degrees. A consortium consisting of Mid-South Community College, NorthWest Arkansas Community College, the University of Memphis, the American Society of Transportation and Logistics, and the Arkansas Association of Two-Year Colleges, in collaboration with some of the world's largest corporations, Wal-Mart, FedEx, Riceland Foods, and J.B. Hunt, are creating a valuable resource for educational institutions and business and industry. A major goal of this project is the professional development of faculty in the use of case studies, problem-based learning and the curriculum backward design process. Course guides are being produced for courses responsive to the skill standards assessment. Inclusion of underrepresented groups, particularly African-Americans and Hispanics, is a priority in this project. EXP PROG TO STIM COMP RES ADVANCED TECH EDUCATION PROG DUE EHR Sweeney, Dennis Bryan Aguiar Mid-South Community College AR David B. Campbell Standard Grant 419383 9150 7412 SMET 9178 9150 1032 0000099 Other Applications NEC 0116000 Human Subjects 0603275 September 1, 2006 OP-TEC: The National Center for Optics and Photonics Education. Recent and projected growth in photonics and photonic-enabled industries requires education of an increasing number of technicians who understand aspects of photonics as related to six industry sectors: communications, lighting and illumination, medicine, manufacturing, optoelectronics, and imaging and remote sensing. The National Center for Optics and Photonics Education (OP-TEC) is a consortium of twelve community colleges with photonics programs and fifteen industry partners led by the Center for Occupational Research and Development (CORD). The Center supports the design and implementation of photonic career pathways from secondary schools through community colleges to four-year institutions by updating industry-validated photonics skill standards and developing, testing, and disseminating model photonics curricula. Existing photonics materials are evaluated and new materials, where needed, are developed and marketed. Faculty, as well as administrators and career counselors, receive professional development including industry externships. The Center disseminates information about the need for photonics-competent technicians through professional societies and a website and establishes a network of photonics educators. Ongoing and sustainable technical assistance in technician education is provided for the more than 200 colleges expected to introduce photonics technician programs. ADVANCED TECH EDUCATION PROG DUE EHR Hull, Daniel Fred Seeber Marion Soileau Larry Grulick Chrys Panayiotou CORD TX Duncan E. McBride Continuing grant 5020200 7412 SMET 9178 1032 0000099 Other Applications NEC 0116000 Human Subjects 0603277 July 1, 2006 Simulation-Based e-Learning Tools for Science, Engineering and Technology Education (Project SimBeLT). Integrated e-learning modules for two-year technical and engineering curricula are researched, developed, tested, and disseminated. The modules are created so that they can also be used in technical programs in secondary schools and four year colleges. Virtual labs are designed to enhance the understanding of technical concepts and master selected performance skills in areas such as steam powered plant equipment, diesel engines, pumps, and valves. This development extends the work of a previously funded project and is built upon Active Learning Suite which has simulations, interactive lessons, a scriptable and animated instructor's assistant, assessment and ancillary tools, and more. ADVANCED TECH EDUCATION PROG DUE EHR Davis, Doyle Yakov Cherner New Hampshire Community Technical College Berlin NH Michael Haney Continuing grant 790270 7412 SMET 9178 9150 1032 0116000 Human Subjects 0603297 July 1, 2006 Scenario-Based Learning in Technical Education: A Large Scale Materials Development Project. This project is designing 18 scenario-based tasks, supplementing the 7 tasks created in a previously funded pilot project, with dissemination through the worldwide web. De Anza College, Tarrant College and Carnegie Mellon University West are utilizing the tasks to improve their technician education courses. The project is establishing online communities of faculty that are designing the tasks, in collaboration with local industries. SRI International is developing an Assessment Toolkit that will be distributed along with the tasks, and conducting research on the task development process and the resultant student learning. An Advisory Board is guiding the project. The scenarios for the tasks are open-ended, ill-structured problems that are based on problems that exist in local businesses and industries. These scenarios develop problem solving skills, teamwork, critical thinking, and applications of technology. The project is recruiting business and industry representatives to evaluate the instructional materials. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Ostrander, Jane Louise Yarnall Catherine Ayers Elaine Haight Foothill-De Anza Community College District CA Robert E. Gibbs Continuing grant 1068266 7412 1536 SMET 9178 1032 0116000 Human Subjects 0603308 July 1, 2006 Biotechnology Curriculum Development and Dissemination Project. This project aims to provide agricultural industries in Iowa, South Dakota and Missouri with biotechnicians proficient in mathematics, technology, life and agriculture science. The project's activities include sponsoring an academic retreat for community college and university faculty to partner with business and industry leaders to identify core competencies and align curriculum with emerging industry standards. Additionally, the project aims to integrate life and agriculture science biotechnology concepts into existing transfer and agriculture degree programs at community colleges, thereby preparing students to enter a rapidly growing job market or pursue higher education goals. It introduces basic research methodology and science pedagogy to students early in their academic careers, building their confidence and stimulating their interest in science. Intellectual merit As a result of project activities, (1) biotechnology curricula (and competencies) are developed, piloted, articulated, and disseminated; (2) pre-service, secondary and community college life and agriculture science instructors are trained in at least one area of the biotechnology curriculum, and (3) additional biotechnology education modules are disseminated during an annual summer institute for educators and industry professionals. Broader impact Curricular development and dissemination in the areas of animal genome, plant engineering, life science and bioethics drive this project. A partnership of twelve high schools, four community colleges and three universities is piloting the curriculum as it is developed and articulated. Curriculum and materials developed are evaluated by internal and external evaluators, and disseminated through the NSF Bio-Link and AgrowKnowledge websites. Team members are presenting project outcomes at several national and regional conferences. ADVANCED TECH EDUCATION PROG DUE EHR Klepper, Robert Neal Williamsen Iowa Lakes Community College IA Linnea A. Fletcher Continuing grant 737077 7412 SMET 9178 1032 0000099 Other Applications NEC 0116000 Human Subjects 0603312 July 1, 2006 On-Line Plant Operator Training with Remotely Operated Laboratory Equipment. Engineering - Other (58) This project is creating fully on-line versions of the college's Process Plant Technology and Power Plant Operations associate's degree programs. The second and third semester courses requiring completion of laboratory courses and experiments using a wide variety of equipment are utilizing an Advanced Process Control Trainer that gives the ability to operate time sensitive process control equipment via internet. This project is answering questions about the practicality and reliability of doing complex laboratory experiments over the internet. An on-line collection of laboratory exercises and exams that can be completed off-campus is allowing users to complete requirements for several process plant technology courses. A series of mini-exercises for current operators and maintenance personnel is allowing them to upgrade their skills on a new operating control system in a safe environment. Evaluation consists of monitoring the project activities to ensure timely development of the educational materials and comparing on-line versions of the developed courses with the face-to-face versions to highlight differences in the quality of student learning. Curriculum materials are being disseminated via the web, with free on-line mini courses available for downloading as well as CD-ROM distribution at the annual meeting of the Center for the Advancement of Process Technology. ADVANCED TECH EDUCATION PROG DUE EHR McKenzie, Craig Elizabeth Porch Kirk Lacy Montana State University - Billings MT Lance C. Perez Continuing grant 546439 7412 SMET 9178 9150 1032 0000099 Other Applications NEC 0116000 Human Subjects 0603313 September 1, 2006 Curricular and Professional Development Activities to Support Associate Degee in Biotechnology Operations. The project team aims to educate a well-trained biotechnology workforce for the growing pharmaceutical and related industries in Puerto Rico. The goals of the project are to provide student training in industrial biotechnology, to develop a campus laboratory space to be functionally equivalent to an industrial setting, and to design laboratory instructional materials. The local pharma manufacturing industry is experiencing growth and is in the midst of a technological shift, transitioning from a traditional chemical manufacturing base to a biotechnology base. The skills required to operate a biomanufacturing plant differ substantially from those currently taught by the college, thus the need for programmatic change. Local industry is deeply involved in the design of the new technical instruction to be given at the college. Intellectual merit This project enhances the curriculum for an Associate Degree in Biotechnology Operations by acquisition of necessary equipment and training of faculty involved in the project. The proposed activities have the potential to advance knowledge, improve student learning, and enhance technical training in the area of biotechnology operations, an area of expertise demanded by biotechnology companies in Puerto Rico, which is currently third among the world's leading biotechnology manufacturing centers. The establishment of this degree is unique in Puerto Rico. Broader impacts Because the project is implemented at an Hispanic-serving institution, the project activities broaden the participation of minority students and increase diversity in the workforce. The dissemination plan includes usage of the ATE Center Bio-Link. The participation of an industry advisory board contributes to the identification of current and future needs for technicians. Project evaluation focuses on improvement of laboratories, increased recruitment of students, and enhancement of faculty expertise in biotechnology. EXP PROG TO STIM COMP RES ADVANCED TECH EDUCATION PROG DUE EHR Acevedo, Mari Maiella Ramos Ana Garcia University of Puerto Rico-Arecibo Campus PR Linnea A. Fletcher Standard Grant 393619 9150 7412 SMET 9178 9150 1032 0000099 Other Applications NEC 0116000 Human Subjects 0603319 June 15, 2006 Dynamic Algebra for Technical Students. This project is producing, field-testing, revising and disseminating a new College Algebra course designed to meet the academic goals and stimulate the interest of students in Advanced Technological Education (ATE) programs. Their goal is to increase student achievement for this student population by creating a course that builds a sound foundation for work and for future technical quantitative study. This course employs technology and an applied/modeling approach to cover essential topics in College Algebra in order to reflect and conform to placement testing and articulation structures at most colleges and universities. The course consists of a textbook, including traditional topics but with a significant amount of additional material delivered via the Internet. The web portal for this course features web assignments that allow students to see videos of technicians at work and explore problems using JAVA simulations from one of four areas of technical education: (a) Biotechnology and Environmental Technology; (b) Telecommunications and Semiconductor Technology; (c) Information Technology; and (d) Mechanical and Manufacturing Technology. Faculty members are able to use this site to customize both in-class and homework assignments for students enrolled in programs in these ATE areas. The content, pedagogy and format of these materials are being designed with substantial input from the College Algebra working group of the MAA Committee on Curriculum Reform and the First Two Years (CRAFTY) and representatives from both technical client disciplines and industry organizations, such as the Information Technology Association of America (ITAA). It is building on COMAP's other ATE projects where they are researching technical work environments and helping faculty create and integrate authentic applications derived from advanced technological areas into their courses. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Garfunkel, Solomon Susan Forman Consortium For Mathematics & Its Applications Inc MA Daniel P. Maki Continuing grant 900075 7412 1536 SMET 9178 1032 0000099 Other Applications NEC 0116000 Human Subjects 0603321 June 1, 2006 Planning Grant For A Maritime Transportation Center. This planning project develops a Maritime Transportation Center (MTC) with an eye toward the future development of one integrated vision for promoting and building the maritime and transportation industries within American port cities of the future. This consortium is a partnership of key leaders from maritime & transportation industries, educational institutions, government, and the military to further study the development of the MTC. MTC serves not only as a resource and education hub for ocean-related occupations, but also as a major resource for the entire maritime transportation system which includes the waterways, ports, and the network of railroads, roadways, and pipelines that connect the waterborne portions of the system to the rest of the nation. In order to facilitate the unique infrastructure needed to support anticipated port growth, this project addresses what workforce skills are necessary for the sustainability of a vibrant maritime and transportation environment, what training opportunities are currently available to develop the workforce to support these industries, what are the most effective pedagogical approaches, and what existing and emerging technologies are needed to support maritime and transportation curriculum development. ADVANCED TECH EDUCATION PROG DUE EHR Jones, Terry Diann Holt Barbara Murray Theresa Bryant Calvin Scheidt Tidewater Community College VA Herbert H. Richtol Standard Grant 69996 7412 SMET 9178 1032 0000099 Other Applications NEC 0116000 Human Subjects 0603327 July 1, 2006 Automotive Manufacturing Technical Education Collaborative (AMTEC). The Automotive Manufacturing Technical Education Collaborative (AMTEC) is a joint effort of the Kentucky Community and Technical College System, the Alamo Community College District, Cuyahoga Community College, Lansing Community College, Pellissippi State Technical Community College, 6 other community colleges, and 18 automotive manufacturers and their suppliers and is organized across 8 key automotive manufacturing states. AMTEC is identifying and validating the new skills needed for automotive manufacturing operations technicians including skilled maintenance, tool and die maintenance, and die/mold technicians. The project is also identifying successful advanced automotive manufacturing processes and materials for those technicians and successful methods for recruiting young people and underserved populations into manufacturing careers. The AMTEC vision is to become a nationally recognized collaboration working to strengthen the competency and global competitiveness of the automotive manufacturing workforce. Intellectual Merit: This collaborative of colleges and companies is embracing and implementing in technical education continuous improvement methods to assure relevance to industry's needs as companies respond to rapid change. Industry requires skilled automotive operations technicians (sometimes referred to as integrated systems technology, multi-skilled maintenance or Mechatronics) who can transfer single skill, context-specific knowledge to innovative problem solving, a worker trait that is currently referred to as adaptive expertise. The project advances technical education by conducting seven national academies (four focusing on technical content, two on instructional delivery methods, and one on recruiting young people and traditionally underserved populations) and providing materials for academy participants' colleges. Core community college members use web-based meeting technology to share training and services currently used by automotive manufacturing companies. Broader Impact: Colleges and companies from states that produced 58% of the vehicles built in the United States in 2004 are collaborating in AMTEC. AMTEC targets all populations including the traditionally underrepresented (minorities and women). New and incumbent automotive operations technicians are being better prepared to obtain and retain employment in automotive manufacturing. Colleges are improving technical education by using continuous improvement methods to conduct the STEM educational activities in ways to meet the needs of automotive manufacturers. AMTEC is continuing to network and solicit additional college and industry partners from other automotive producing states. The collective activities and products are impacting the success of automotive manufacturing in America and the 6.6 million people employed in this industry sector and better preparing the workforce of the future for employment success. EXP PROG TO STIM COMP RES ADVANCED TECH EDUCATION PROG DUE EHR Parker, Annette Federico Zaragoza Michael Hudson John Gajewski Doug Warner Kentucky Community & Technical College System KY Gerhard L. Salinger Continuing grant 964672 9150 7412 SMET 9178 9150 1032 0116000 Human Subjects 0603328 July 1, 2006 Power Plant Technology Program. Engineering - Other (58) This project is developing and implementing a comprehensive power plant technology program providing operators, maintenance technicians and environmental laboratory technicians for the power plant industry. The curriculum is being based on specific training needs of regional power plants. It is being designed for use in training both new and incumbent workers and includes modularized, on-line and hybrid course options. Bismarck State, a national leader in power plant technology programs, is providing consulting services with respect to equipment needs, curriculum, personnel, and delivery methods. This project is adapting the model curriculum to fit their educational needs, leading the way for national dissemination of the model. Formative assessment is focusing on curriculum and educational materials development providing timely feedback for product and process improvement. Summative assessment is focusing on quantitative measures that address the amount and quality of student learning. The project results are being disseminated via a website as well as through regional and national conferences. ADVANCED TECH EDUCATION PROG DUE EHR Pasley, Terry Darrell Abney Kentucky Community & Technical College System KY Lance C. Perez Continuing grant 759710 7412 SMET 9178 9150 1032 0000099 Other Applications NEC 0116000 Human Subjects 0603330 June 1, 2006 Creation of Instructional Program in Secure Logistics. This project is developing an associate degree and professional certification program in Secure Logistics to provide students with the requisite knowledge and skills to be employable in the field of secure logistics and be prepared to work in a variety of business and industry settings to improve synchronization and security of the supply chain. This project targets the retraining of the incumbent worker in the transportation and secure logistics industry and supplies businesses in the local service area with training in new technologies to ensure an efficient and accurate transport of goods. The offering of both degree and a professional certification programs in secure logistics seeks to address immediate and future workforce needs while providing the means for continued education and career advancement in the field. The project is: (1) Developing and piloting an Associate in Applied Sciences (AAS) degree in Secure Logistics and Supply Chain Management that addresses identified gaps in the education of transportation, logistics, and security industries. Working in conjunction with academic institutions, state agencies, national business partners, ports, and local businesses; the program provides a direct linkage between cutting edge technologies such as RFID and business supply chain methodologies. (2) Developing and piloting a professional certification program in Transportation and Secure Logistics that addresses the growing need for the training and further education of workers and managers at all levels of the supply chain. This certificate program encompasses training in the use of Geographic Information Systems/Global Positioning Systems (GIS/GPS) and IT as they relate to common carriers, global logistics, business, secure computing and telecommunications, and point-to-point tracking of goods. The certificate program serves the needs of employees with limited training time and provides for future growth through achievement of the AAS degree in Secure Logistics as the courses in the certificate program count towards the associate degree. (3) Developing a tiered professional certification program that builds on existing IT and wireless technology certification programs. Intellectual Merit: This project is creating new educational opportunities for an emerging field responsive to pronounced local needs and educating incumbent workers in secure logistics and supply chain management. Led by a team of faculty and a strategically selected advisory committee with representatives from critical organizations such as Intel, Western Pacific Truck School, Western Pacific Trucking, Dell, U.S. Naval War College, Pierce College, Clark College, and the State of Washington Dept. of Transportation, the project is informed by industry and builds upon research literature and the work of others. Broader Impacts: The engagement of industry is a direct response to employer and workforce demands. To promote diversity, recruitment efforts for training of new entrants into the industry are focused on minorities and underrepresented populations in the transportation and secure logistics field. The project serves as a nationwide model for other institutions with results disseminated through Transportation and Homeland Security programs of collaborating institutions and regional and national conferences. ADVANCED TECH EDUCATION PROG DUE EHR Bowles, Erika Timothy Mason Ralph Hitz Tacoma Community College WA Eileen L. Lewis Continuing grant 481516 7412 SMET 9178 1032 0116000 Human Subjects 0603347 June 1, 2006 Computer Forensics Advanced Technology Education Project. The Computer Forensics Advanced Technology Education (CFATE) project is a regional collaboration of four Massachusetts community colleges (Middlesex, Bristol, Bunker Hill and Northern Essex) and the University of Massachusetts Boston (UMass Boston) to meet the regional need of law enforcement for trained computer forensics (CF) technicians. The programs uniquely combine the disciplines of Information Technology (IT) and Criminal Justice (CJ) and are tailored to the needs of each institution. CFATE focuses on achieving three goals. The first is to create computer forensics programs that align with law enforcement, public safety, private industry and homeland security needs to ensure consistent, current and flexible training. CFATE works with local/regional law enforcement agencies and industries to determine the needed skill set. Faculty workshops are being conducted to facilitate integration of CJ and IT into courses and expedite curriculum development on a consortium wide basis. CF experts work with the colleges to ensure that materials are rich in real world content. UMass Boston is developing baccalaureate programs that accept community college graduates and provide them with career pathways. In addition, CFATE is developing stand-alone courses and programs for IT professionals and CJ practitioners. The second goal is to offer regional professional development opportunities for educators to develop expertise needed for teaching these programs. In addition to workshops on CJ and IT integration, extensive workshops on CF and the use of state-of-the-art software are being offered. Curriculum development workshops emphasize learner-centered pedagogy that give students needed skills. CF experts work individually with faculty and mentor them as they deliver CF courses. The third goal is to expand the capacity in the region to attract students from diverse backgrounds to CF programs at each institution and support them in gaining employment in related positions. CFATE is creating recruitment materials such as CDs, brochures, and interactive websites to reach local schools and local and regional community organizations. This is combined with targeted personal outreach to schools and organizations. Intellectual Merit: The project is developing programs in which students learn CF technology, security practices, operating systems and information processing in conjunction with investigative procedures, applicable criminal law, and the nature of the CJ system. These programs integrate IT and CJ throughout and are prototypes of IT education in the context of another discipline. The programs are being developed by "backward design" in which the required skill sets (outcomes) are identified first and then the curriculum and assessments are developed. An evaluator assists CFATE in developing assessments of student learning. Broader Impact: By developing programs at four different institutions, CFATE is creating a model that can be widely exported to other institutions. Presentations, workshops and posted curriculum disseminate the program. The five CFATE institutions serve communities with large diverse populations. CFATE targets community organizations and high schools to recruit students and increase the diversity of the technical workforce. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Velluto, Paula Robert Cohen Priscilla Grocer Carol Liebman Margaret Bleichman Bunker Hill Community College MA Victor P. Piotrowski Standard Grant 699422 7412 1536 SMET 9178 1032 0000099 Other Applications NEC 0116000 Human Subjects 0603356 August 1, 2006 Robeson Regional BioTech Education Consortium. The Robeson Regional Biotech Education Consortium (RRBEC) project aims to create a consortium between one university, one community college, and various public schools and local industries to increase knowledge, instruction, technical training and innovation in agricultural biotechnology. The project includes activities such as laboratory pilot-scale production of cellular extractions that enable students and faculty alike to engage in the process of discovery in agricultural biotechnology, a subdiscipline within the field that has national and global significance. The RRBEC is improving the technical and pedagogical biotechnology skills of educators charged with teaching secondary and post-secondary students in southeastern North Carolina; enhancing the biotechnology curriculum for community college students; and increasing the number of technicians and researchers in the field of agricultural biotechnology. Intellectual Merit: This project improves a community college curriculum by adding both educational and training activities in agricultural biotechnology using adaptations from the NSF Bio-Link project. Undergraduate students benefit from vocational biotechnology courses, as well as college transfer courses. Industries offer direct input in the curriculum, and internship opportunities for students. Teachers benefit with hands-on workshops and classroom kits. Faculty enhancement occurs through laboratory research, workshops and seminars. Most of the activities are organized through the establishment of an academy for students, teachers and faculty. Broader Impacts: Since the program serves more than 66% minorities and 80% first-generation college students, the RRBEC is increasing the numbers of underrepresented students in agricultural biotechnology vocational and college transfer curricula and among biotechnology technicians. The project provides training and professional development of secondary school science teachers from the county and throughout the region, impacting hundreds of students each year. The project adapts materials from Bio-Link, and is evaluated using quantitative and qualitative methods by an external evaluator. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Regan, Sheila Leonard Holmes William Woodruff Robeson Community College NC Linnea A. Fletcher Continuing grant 867154 7412 1536 SMET 9178 1032 0000099 Other Applications NEC 0116000 Human Subjects 0603362 September 1, 2006 Midwest Coalition for Comprehensive Design Education. The goal of the project is to develop and disseminate curriculum in the areas of comprehensive design for associate degree technician and baccalaureate degree technology students. Project activities focus on skills in the areas of CAD, design for manufacturability and assembly, collaborative engineering, teamwork, and managing change. The partner institutions include a four-year school (Purdue University) and four two-year schools (Sinclair Community College, Fox Creek Technical College, Mott Community College, and Butler Community College), who are working collaboratively to identify and validate the competencies for comprehensive design. With this foundation, the project team is developing an interdisciplinary comprehensive design educational program between partner institutions that is addressing transferability of skills and knowledge from associate degree to baccalaureate degree programs. As a part of this, the project teaam is developing and delivering educational modules to associate degree technicians, baccalaureate degree technology students, and incumbent workers. An outreach program for high school students increases the visibility of the engineering and manufacturing profession and academic preparedness among the high school population. The partner institutions are utilizing existing venues for program dissemination including web-based delivery, journal publications, presentations at professional conferences, development of short courses for workforce development, and short programs for high-school students. The project is using two internal evaluators who are developing and adapting the needed instrumentation and managing data security and analyses along with an external evaluator who is completing an independent summative assessment. The broader impacts of the project involve the expansion and improvement of the region's workforce, the dissemination of their instructional material, and the outreach efforts to high school students. ADVANCED TECH EDUCATION PROG DUE EHR Hartman, Nathan Thomas Crampton Steven Wendel Michael Robinson Jerry Eyler Purdue University IN Russell L. Pimmel Continuing grant 1500000 7412 SMET 9178 1032 0000099 Other Applications NEC 0116000 Human Subjects 0603367 July 1, 2006 Advanced Manufacturing: Establishing Foundations for Education and Career Pathways from Middle School through College. The focus of this project is to address the critical workforce shortages in advanced manufacturing technology through the recruitment and retention of students from middle school to high school and post secondary levels through a) marketing, b) recruitment, c) mentoring, and d) updating manufacturing curriculum. The target audience for this proposal is students that study advanced manufacturing technology at the middle school, high school, and community college levels. Female and minority students receive special outreach and mentoring. The National Coalition for Advanced Manufacturing recommended in a 2003 report "Manufacturing Skills Crisis: Solutions for this National Challenge" outreach efforts to children at an earlier age. The report emphasizes that middle school students should be exposed to career pathways as a first step into career decision making and that delaying may preclude students from the required academic courses and allows time for the outdated stereotypes to take hold, thus eliminating manufacturing as a career choice option. The project is also enlightening parents and teachers as to the current realities of manufacturing utilizing a grassroots, personal approach. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Komacek, Stanley Carol Adukaitis Barry David Nicholas Akinkuoye William Mack PA State System of Higher Education PA Joseph Reed Continuing grant 810000 7412 1536 SMET 9178 1032 0116000 Human Subjects 0603378 July 1, 2006 Technology-Based Inquiry and Curriculum Alignment (TICA) Project. The goal of this professional development for educators project, a multidisciplinary science partnership involving San Antonio College (SAC), San Antonio Independent School District (SAISD) and the Project BRIDGE education/industry partnership, is to increase the number of qualified grades 6-14 science teachers in San Antonio who use technology-rich inquiry/lab-based pedagogies that are aligned with national and state science education standards. Two Summer Institutes with six follow-up sessions during the academic year are being offered to community college science faculty, middle and high school teachers, and prospective teachers enrolled in an Alternative Certification program to provide professional development in technology-supported, inquiry-based learning and discipline-specific science content. Twelve college-level and secondary science courses, including two courses for preservice students, are being revised to include inquiry-based pedagogy and technology-based laboratory experiences. A cadre of "content consultants" consisting of community college faculty serve as liaisons between secondary and community college communities and serve as mentors and curriculum content experts for SAISD teachers. Through connections to the education/industry partnership, BRIDGE (Bringing together Resources from Industry, Development, Government, and Education), industry personnel are involved in the development of the workshop curricula, providing examples of how science concepts are utilized in the workplace. Evaluation efforts are measuring the impact of the professional development on current and future educators' knowledge and practice regarding technology and inquiry-based instruction as well as impact on student learning. By increasing the number of qualified 6-14 science teachers who use technology-rich inquiry/lab-based pedagogies, this project has the potential to improve science and technology literacy for at least 400 SAC and 1000 secondary students each semester. The project is also enhancing the San Antonio and regional educational infrastructure through improvement of networks and partnerships. ADVANCED TECH EDUCATION PROG DUE EHR Aldana-Ramirez, Mona William Haley William Vinal San Antonio College TX Joan T Prival Standard Grant 299867 7412 SMET 9178 1032 0000099 Other Applications NEC 0116000 Human Subjects 0603379 July 1, 2006 High-Tech Workforce Initiative. The Maricopa Community College District (MCCD) is cooperating with four of its member community colleges and the Maricopa Advanced Technical Education Center (MATEC) to work with local industries to keep pace with the changes in industrial needs for technicians. Specific local industries that have committed support to this project are Intel, Avnet and ON Semiconductor. HTWI is: 1. Establishing a unique model program for creating and broadly disseminating reusable skills in areas of emerging technology; 2. Reforming curriculum and delivery to meet industry needs and requirements and to provide students with a relevant, rigorous and interdisciplinary course of study; and 3. Redefining Maricopa Colleges' outreach and retention strategies to attract more students into the high-tech manufacturing fields to meet future employment needs. The plan includes close working arrangements between the College District and industry to define industrial needs, develop curriculum to address those needs, provide faculty development through externships, and recruit new students, especially underrepresented populations and adult learners. The project expects to have 12 faculty participate in summer externships, produce 24 curriculum modules, impact up to 720 students in the four participating community colleges, and impact additional students through national dissemination. With a modular-based curriculum, modules can be changed as the industrial needs change, thus allowing for continuous updating. The project expects to recruit an additional 100 students from local high schools into the technician programs at the community colleges. This is accomplished by a campaign to develop positive and accurate public images of the work of technicians, images that reflect technicians continually meeting new challenges through critical thinking and problem solving. ADVANCED TECH EDUCATION PROG DUE EHR Hansen, Richard Clyde Perry Michael Corry Ui Luu Tom Reyman Maricopa County Community College District AZ Robert E. Gibbs Continuing grant 899972 7412 SMET 9178 1032 0116000 Human Subjects 0603380 September 1, 2006 Pipeline from Technical High Schools to the College of Technology. The Connecticut Business and Industry Association (CBIA), the College of Technology (COT), and the Connecticut Technical High School System (CTHSS) are collaborating to increase the number of young people entering technical careers in Next Generation Manufacturing. The COT, representing 12 community colleges, was awarded a Regional Center in Next Generation Manufacturing (RCNGM) in fall of 2004 to develop college level technician outreach and education in advanced manufacturing technologies. This project is designed to complement the work of the Center to ensure that entering students are prepared for college level work, leading to careers in advanced manufacturing. The project targets six community colleges and six technical high schools in three regions of the state with strong manufacturing employment opportunities coordinated with strong industrial support. Students are being encouraged to pursue manufacturing careers. The project emphasizes to students the importance of mastering more rigorous curriculum in science, technology, engineering, and math. Students receive business and industry and college support to succeed in academic courses. Industry analyses conducted by the NAM, CBIA, Battelle Institute and the U.S. and Connecticut's Departments of Labor have documented the growing need for skilled manufacturing workers. Despite the loss of manufacturing jobs overseas and significant productivity improvements, the unmet demand for high skilled manufacturing workers to replace aging baby boomers is growing and will become acute in the future if new interventions are not developed and sustained. Recruiting students for manufacturing is a formidable task for the technical high schools and community colleges, requiring the support and close collaboration with local manufacturers. The sophisticated academic, technical, and employability skills needed in advanced manufacturing are often lacking in students graduating from Connecticut's technical high schools, preventing them from taking technical courses at the community colleges. Low income and minority students, in particular, need credible information about career opportunities in manufacturing and strategies in place to ensure that they can attain the requisite skills for employment. Likewise, manufacturers need to know that strong, articulated programs exist to prepare students for their industry. This project addresses these unmet needs by developing a pipeline that targets under-represented students and prepares them for high skill, high wage manufacturing jobs. This project is reinforcing recently initiated teacher/faculty collaboration, taking place under the RCNGM, to develop a seamless curriculum between the high schools and colleges. CBIA, as the statewide business association, is recruiting manufacturers to become involved in the Connecticut State Scholars' Program, which supports technical high school students as they take more rigorous STEM classes. CBIA is also expanding their successful ATE professional development program which provides faculty with employer based opportunities to stay current with new technologies and industrial practices. Through this partnership, faculty, students and employers work together to achieve the project goals. ADVANCED TECH EDUCATION PROG DUE EHR Kaufman, Lauren Karen Wosczyna-Birch Abigail Hughes CBIA Education Foundation CT Lance C. Perez Continuing grant 883900 7412 SMET 9178 1032 0000099 Other Applications NEC 0116000 Human Subjects 0603382 July 1, 2006 Enhancing Diversity in Engineering Technology. This project addresses the issue of increasing the pool of qualified engineers, technicians, technologists, and scientists by increasing the interest of secondary school students from traditionally underrepresented groups in science, technology, engineering and math (STEM) fields. To reach out to students in public schools, the project is: establishing technology clubs at regional secondary schools; developing, coordinating and delivering engineering/technology seminars for students and parents; sponsoring summer technology camps; conducting engineering and technology competitions; providing training, workshops and experiential learning opportunities for secondary school teachers and counselors/advisors; and actively involving parents, teachers and career counselors/advisors. Community college and university student chapters of professional societies provide mentors for secondary school students and, whenever possible, technology club coordinators are selected from underrepresented groups to serve as strong role models. This project includes an awareness program to affect a new appreciation in the community for the career and education opportunities that exist in STEM professions. Secondary school math and science teachers and counselors are attending workshops that address issues and provide proven strategies related to encouraging underrepresented students interested in math and science studies. Expertise and assistance are provided in the development of pre-engineering courses for delivery at the high school level. Parents receive information about STEM careers, participate with their children in activities focused on STEM professions, and become cognizant of methods to encourage and prepare their children to pursue math and science studies. A comprehensive web site includes information for students, teachers, counselors and parents. At the collegiate level, project leaders are collaborating to enhance alignment of the technology curricula between the community colleges and UNC Charlotte to better prepare students to achieve a BS or higher degree. Because college students mentor and advise secondary school students, these students are encouraged to consider careers in academics and become more actively involved in the profession. Internships, technical classes, and shadowing experiences for high school teachers are improving math, science, and technology content in the high school. The project is being assessed for student participation and learning through quantitative and qualitative measures, both through internal mechanisms and through the services of an external evaluator. Enrollment in technology clubs and science and math courses in the high schools measure participation, and high school testing and college entrance exams measure knowledge of STEM fundamentals. All stakeholders have an active role in the evolution of the project through formal and informal feedback mechanisms. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Kuyath, Stephen Patricia Tolley Anthony Brizendine Charlotte Morris University of North Carolina at Charlotte NC Joseph Reed Continuing grant 810000 7412 1536 SMET 9178 1032 0000099 Other Applications NEC 0116000 Human Subjects 0603389 May 1, 2006 Computer-Assisted Performance Assessment in Advanced Technological Education. This educational materials development project is designed to develop computer-assisted performance assessments for electronics technicians. The team is creating, field testing in several locations including high schools and two and four-year colleges, validating, and disseminating automated student performance tests on introductory electronics tasks. The new software requires the use of several commercially available products. This project is an extension of existing work that has been done by the Concord Consortium and uses software developed by them, Pedagogica, as well as National Instruments' LabVIEW, to create the assessments of model circuits. The process of using the software for developing assessments can be replicated by others with the open source software that is being used, allowing anyone to develop assessments on additional topics. The project includes a plan for the Center for Occupation Research and Development (CORD) to develop and conduct teacher in-service about using the performance assessment system. ADVANCED TECH EDUCATION PROG DUE EHR Horwitz, Paul John Chamberlain Concord Consortium MA Karen A. Marrongelle Continuing grant 891940 7412 SMET 9178 1032 0000099 Other Applications NEC 0116000 Human Subjects 0603390 July 1, 2006 Southeastern Massachusetts Achievement and Retention in Technology (SMART). The SMART Project is building regional capacity in schools and colleges in Southeastern Massachusetts and providing students (grades 8-14) with clear and supported pathways to careers in civil, environmental, and marine technology fields. The SMART partners, including four high schools, three higher education institutions, and numerous governmental, private industry, and nonprofit organizations, are working together to expand, improve and sustain ATE in this region beyond the expiration of the grant by leveraging fiscal and political support. Partners are collaborating in the design of the technical education programs and are receiving technical assistance and shared equipment to implement the SMART certificates. This project is developing and strengthening course and program articulation with area high schools through the introduction of three SMART technology certificate programs that begin at the secondary level and transition qualified students to associate of science degree programs at Bristol Community College (BCC) and Cape Cod Community College. The SMART Project also supports activities that increase the retention of matriculating engineering technology students at BCC, prepares students for licensure and facilitates their entry into the workforce and/or baccalaureate programs. At the middle school level, the project provides career awareness activities. At partner high schools the project is embedding articulated college-credit courses leading to SMART certificates and strengthening learning by supplying laptops and software. Curriculum is being aligned with industry, state, and national standards. SMART classes emphasize contextual-learning through summer internships and cooperative education. Existing courses are being revised and clustered to provide three new SMART technical skill certificates: the Environmental Technology Certificate, the Marine Technology Certificate and the Geographic Information Systems Technology Certificate. Several new courses are being developed for the Marine Technology Certificate. The SMART project employs a range of evidence-based strategies to engage and retain students in ATE including well-structured technical career exploration activities and expanded dual enrollment options. Professional development activities bring teachers, faculty, industry and other partners together to collaborate on planning courses, lab and field experiences, internships, and cooperative education. The refinement of the cross-functional technical skill and knowledge components of the SMART "core" curricula is extending the knowledge base of convergent technology education. This project supports economic development of the area and responds to employers' growing need for licensed technicians and operators. The project also recruits and supports women, minorities and people with disabilities who are currently under-represented in engineering. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Rak, Robert Anthony Ucci Charles Lawrence Bristol Community College MA Eileen L. Lewis Standard Grant 895732 7412 1536 SMET 9178 1032 0000099 Other Applications NEC 0116000 Human Subjects 0603403 June 1, 2006 Career Curriculum for Technology Project (CCfT). This materials development project includes three community colleges and two NSF-ATE Centers as partners. Four high schools are field-testing the materials. The project is designing, pilot testing, and disseminating a year-long technology course for high schools, including a textbook with content and student activities driven by the Standards for Technological Literacy in three content areas: physical technology, information technology, and technology in the living world. The materials are based on Understanding by Design (backwards design) and national standards, and implement inquiry, engineering design, and hands-on learning. The project deliverables include: 1. A year-long high school technology course with a text and student workbook; 2. Teacher support materials; 3. Career development materials embedded within the text; 4. A media-rich Project website; and 5. A cross-curricular integrative Fast Food facility design activity that contextualizes content in physical, information, and living world technology. The materials are being disseminated through online sources and published by Thomson Delmar Learning. Grant Wiggins is a consultant to the project for materials design. A needs assessment for these materials has been done, which provides support for the project. Industry professionals and high school teachers are participating in the development teams. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Burghardt, David Michael Hacker Richard Prestopnik Michael Qaissaunee Hofstra University NY Robert E. Gibbs Continuing grant 710522 7412 1536 SMET 9178 1032 0000099 Other Applications NEC 0116000 Human Subjects 0603404 September 1, 2006 Project TLC (Technology Learning Community). This project is providing assistance to technology students who are placed into remedial courses in math and English. It is recruiting high school students to technology academic programs and creating new mechanisms for retaining those students. Central Connecticut State University, Fairfield University School of Engineering and the University of Connecticut (2 colleges) are assisting in the project and take part in 2+2+2 programs. The South Carolina ATE Center is assisting with curriculum development. Project activities include: 1. Improving the academic readiness of students entering engineering technology programs (primarily with a summer institute); 2. Creating a learning community model for application in community college engineering technology programs, including on site and online mentors; 3. Developing and testing paired algebra and technology interdisciplinary courses, one in mathematics and one an introduction to technology; 4. Developing a project-based interdisciplinary capstone course that includes all of the engineering technology programs; and 5. Raising student, faculty and counselor awareness of educational and career opportunities in technology fields, particularly for members of under-represented groups. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Benoit, Anthony Linda Tremer Christine Hammond Jodi Calvert Three Rivers Community College CT Robert E. Gibbs Standard Grant 537370 7412 1536 SMET 9178 1032 0000099 Other Applications NEC 0116000 Human Subjects 0603410 June 1, 2006 Planning Grant for Transforming Agriculture and Environmental Technician Education in Hawaii. This institutional level reform of technician education project is focusing on agricultural and natural resource education programs at the secondary school and community college level. It is developing a strategy for improving agriculture and natural resource technician education programs within secondary schools and community colleges in Hawaii in order to meet the changing economic and workforce development needs of the agriculture and environmental industry; and to encourage more students, especially those from underrepresented student groups (e.g. native Hawaiians), to enter these fields of study. The specific objectives of the planning phase are to develop a strategic plan for: 1) transforming agriculture and natural resource related education curricula within the community colleges and high schools; 2) providing updated professional development for instructors, including training in the new curricula that is developed as a result of implementing the strategic plan; and 3) facilitating partnerships with industry. Implementation of the strategic plan is designed to 1) significantly increase the ability of these institutions to prepare their graduates to be effective technicians in the emerging agriculture and natural resources fields, and 2) increase the number of students, especially underrepresented students, entering agriculture and natural resource programs at the community colleges and eventually into the workforce or four-year university programs. In order to effectively meet the workforce needs of the agriculture and natural resource industry, this strategic plan is being designed with input from industry to result in a more cohesive effort by the education system that addresses workforce needs and builds upon existing programs. This effort is transforming agriculture and natural resource technician education in Hawaii. It includes topics such as the following: 1) summary of the needed competencies for agricultural technicians in Hawaii, 2) description of educational pathways and their requirements, 3) description of the role of industry in these pathways, and 4) summary of the needed resources and a plan for obtaining them. Intellectual Merit: The personnel for the project represent administrators and faculty at the community college, four-year university, and private sector. Members of the steering committee represent several community colleges and four-year universities within the University of Hawaii (UH) system, private businesses, and government agencies related to the agriculture and natural resources fields. Members of these groups are well qualified to provide input, based on their experience and knowledge, for developing a strategic plan for the future of agriculture and natural resource education programs in Hawaii. Broader Impact: Increasing worldwide population, changes in approaches to farming and the increasing demands of consumers have created daunting challenges and a wide range of career opportunities and challenges for the next generation of graduates from universities and colleges that specialize in agricultural related fields. The changes that result from implementation of the strategic plan will 1) significantly increase the ability of community colleges and high schools to prepare their graduates to be effective technicians in the emerging agricultural and environmental services fields, and 2) increase the number of students, especially underrepresented students, entering agricultural and environmental studies programs at the community colleges and eventually into the workforce or four-year programs in higher education. ADVANCED TECH EDUCATION PROG DUE EHR Kinoshita, Charles Michael Pecsok Traci Sylva Cindy Goldstein University of Hawaii HI Elizabeth Teles Standard Grant 117367 7412 SMET 9178 9150 1032 0000099 Other Applications NEC 0116000 Human Subjects 0603415 September 1, 2006 DC Biotech: Improving Opportunities for Urban Minority Students. Biological Sciences (61) The DC Biotech project is creating a Washington, DC-area consortium to improve student competencies in science, broaden students' career opportunities, and improve biotechnology workforce diversity. Project objectives are to (1) create work experiences and certification in biotechnology for District of Columbia high school students, (2) align DC school biotechnology curricula with local community college curricula, (3) provide DC science teachers with professional development in biotechnology, (4) disseminate project information through various print, electronic, and live venues, and (5) sustain the consortium through partner commitments after funding ends. Nearly all of the students served by the project are underprivileged minority students who attend two urban high schools in Washington, DC. Consortium partners include the Carnegie Academy for Science Education (the lead organization), the District of Columbia Public Schools Office of Career and Technical Education, McKinley Technology High School, Ballou Senior High School, the Biotechnology Industry Advisory Committee, Montgomery [Community] College, Walter Reed Army Institute of Research, the Discovery Center of Catholic University of America, Craig Venter's DiscoverGenomics!, The Biotechnology Institute, Bio-Link, and the National Association of Biology Teachers. To improve student educational access and career opportunities, the project is (1) providing students with 8-week mentored summer work experiences in biotechnology at local companies and federal agencies, (2) creating a high school-level biotechnology program that is aligned with community college and employer expectations and leads to biotechnology certification, and (3) offering students community-based opportunities to work in a mobile biotechnology laboratory, make biotechnology-related instructional videos, or mentor middle school students in biotechnology. To align and articulate the biotechnology curriculum and develop competency standards, the project is coordinating meetings among high school, community college, and partner representatives to review course syllabi and developing biotechnology certification standards. To promote teacher professional development, the project is converting Montgomery College's advanced biotechnology courses for online delivery to teachers, providing teachers with summer work opportunities in biotechnology, and offering mentoring support for teachers. Project processes and products (for example, student-created instructional videos) will be disseminated through conferences, workshop presentations, partner organizations, and a website. An independent evaluator is conducting formative and summative evaluations of student experiences, curriculum alignment, teacher professional development, dissemination, and consortium development and sustainability. The consortium "will be the backbone to sustain this project once this funding ends." The project will impact an estimated 150 high school teachers, 20 college teachers, and 3,200 high school students. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Horn, Toby Carnegie Institution of Washington DC David A. Hanych Continuing grant 820458 7412 1536 SMET 9178 1032 0000099 Other Applications NEC 0116000 Human Subjects 0603421 August 1, 2006 Nanoscale Manufacturing Curriculum for Advanced Technological Education. The project (NaMCATE) is developing benchmarks for nanomanufacturing and six nanomanufacturing curriculum modules for upper high school and community college levels. The project is a collaborative effort of high school, community college and university faculty in New York State and at Arizona State University. Intellectual Merit. The project is developing a set of cutting-edge curriculum materials for high school science and technology education programs that provide opportunities to address important new content and meet the needs of the growing number of community colleges wishing to implement nanotechnology programs. NaMCATE builds on work done by MATEC at Maricopa County Community College District and is developing the first set of high school (HS) and community college (CC) benchmarks for nanomanufacturing. The curriculum modules are being developed in cooperation with industry, NSF nanotechnology research centers, and other faculty active in nanotechnology education. In addition to the instructional modules, the project is developing learning tools and providing access to inexpensive equipment and devices specially designed for HS and CC students and faculty. Recognized experts in nanotechnology and experienced educational materials developers are collaborating to ensure fidelity to standards, technical accuracy, and pedagogical correctness. Broader Impacts. NaMCATE aims to significantly advance the capacity of community colleges and high schools to provide instruction in the burgeoning area of nanoscale manufacturing. The project methods and materials are being disseminated through a wide variety of means and sustained by collaborating partners. All project processes, products, collaborative relationships, and outreach efforts are being formally evaluated by an external evaluator. The material is being used by a diverse group of students in the cooperating colleges and universities. The project can introduce high school and community college students and faculty to the methods, applications, and processes of nanomanufacturing and can become a stimulus to the pursuit of further education and careers in this promising field. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Shaw, David Michael Lesiecki Richard Prestopnik B. Ramakrishna SUNY at Buffalo NY Duncan E. McBride Continuing grant 899999 7412 1536 SMET 9178 1032 0000099 Other Applications NEC 0116000 Human Subjects 0603424 June 1, 2006 Developing a Vision and Plan for a National Geospatial Technology Resource Center. The primary goal of this project is to develop a vision and plan for a national geospatial technology resource center in order to facilitate the development of curriculum, develop a network of technical expertise, and serve as a clearinghouse for products and services that meet the needs of students, educators, government, business, and industry across a wide spectrum of disciplines. This project is forming a steering committee of leaders in geospatial education to research issues critical to industry and education. These issues include: workforce needs, geospatial core competencies, certification, curriculum, pedagogy, educational pathways (including articulation and internships), professional development, communication, geospatial awareness and diversity, future trends, and the qualities of a successful ATE Center. Geospatial technology is a rapidly expanding industry that crosscuts nearly every discipline and every sector of our economy. The term 'geospatial technology' is a broad term referring to Geographical Information Systems (GIS), Global Positioning Systems (GPS), and Remote Sensing (RS). These are emerging technologies that assist the user in the collection, analysis, and interpretation of spatial data. The field of geospatial technology enables other fields to improve productivity, profitability, and efficiency, while evaluating environmental impacts on our ecosystems. Currently, no ATE Center or Resource Center specifically addresses geospatial technologies even though geospatial technologies are becoming essential to many of the economic sectors that existing ATE Centers address. Each year NSF funds new GIS-related projects under numerous directorates, but coordination among the Centers and projects involved in GIS/geospatial technology is minimal. The project consists of five phases: (1) the project steering committee researches literature and conducts surveys, as needed, to produce a written synopsis of the current state of the critical issues described above; (2) a national forum is held that pulls from the expertise of geospatial technology leaders in industry, education, and workforce development, and the results of the research are shared, discussed, and modified as necessary; (3) the outcomes of the forum are assembled into a draft report that outlines a vision and plan for national coordination of geospatial technology education at the community college; (4) the draft plan is widely disseminated to a broader audience of community college, university, industry, and workforce development professionals for comment and review; and (5) the final report is published that provides a blue print for the national coordination of geospatial activities at the community college level and an implementation plan for a national geospatial technology resource center. ADVANCED TECH EDUCATION PROG DUE EHR Sullivan, Deidre Terry Brase Ann Johnson Monterey Peninsula College CA David B. Campbell Standard Grant 130760 7412 SMET 9178 1032 0000099 Other Applications NEC 0116000 Human Subjects 0603427 July 1, 2006 The Robotics Corridor Collaborative. Cuyahoga Community Colleges Youth Technology Academy (Tri-C / YTA), Carnegie Mellon Universitys Robotics Academy (CMU), California University of Pennsylvania (CUP), Cleveland Municipal School District (CMSD), and industry advisors are partnering on a multifaceted effort designed to achieve the following results: (a) Improving Tri-C technical training and pre-engineering outreach into the CMSD, an impoverished district with a 58 percent minority student population; (b) Integrating CMU-developed exemplary curriculum and Department of Defense-funded technician-level training materials into Tri-C training programs; (c) Providing CMU-directed training for CMSD teachers and Tri-C faculty who work closely with CMSD students and are part of the Tri-C partnership; (d) Using input from CMU, CUP, participating Tri-C faculty and CMSD teachers, and industry advisors to assess the impact of the curriculum on student understanding of technician-level skills, engineering problem-solving methodologies, and general STEM education; and (e) Improving technology/STEM teacher and community-college faculty competency across the Robotic Corridor, from Northeast Ohio through Southwestern Pennsylvania. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Bilokonsky, George Mary Reis Cuyahoga Community College OH Joseph Reed Continuing grant 790000 7412 1536 SMET 9178 1032 0116000 Human Subjects 0603434 July 1, 2006 Information Technology Across Career Clusters (ITAC 3). EDC and four collaborating community colleges are completing the program "Information Technology Across Careers (ITAC)-Phase Three." This is a program improvement project focusing on core Information Technology skills needed by "IT enabled" workers across all industry sectors. The primary audience for this effort is community and technical college faculty. This project is the final step of a three-phased initiative to develop a common approach to the learning the IT applications across the 16 career clusters identified by the U.S. Department of Education; and to provide tools, processes and examples to support faculty as they integrate core IT skills into their curriculum and programs. These tools have been found to be valuable and useful to improve education and diversity pedagogy. The projects of IT Across Career Clusters (ITAC 1 and ITAC 2) developed the partnerships, framework and tested the process with ten career clusters. Through these investments EDC, with faculty teams from 10 community colleges, have developed a common language defining "IT applications" and curricular framework shared across the clusters for teaching IT applications skills; worked with business partners to draft authentic examples of IT use in performing routine tasks and solving problems in various industry settings; developed and piloted scenario-based lessons that can be used by faculty and students across the country to develop core IT skills used by IT enabled workers within various careers; and shared reflections, lessons learned, tools and resources with community college faculty nationally as part of a national resource for IT education. This project is extending the previous ITAC projects to the remaining 6 career clusters - Information Technology, Business/Management/Administration, Finance, Government/Public Administration, Human Services, Marketing/Sales/Service. The team is reviewing and updating tools and rubrics, adding new skill sets and topics in response to the changing expectations of core "IT user" competence (e.g. laptop and home network security, and basic web design). The project is placing special emphasis on developing and implementing a targeted marketing plan to ensure that the ATE community is familiar with and has access to the resources developed through this initiative for all 16 career clusters/program areas. By completing and distributing these instructional resources through the participating networks and associations, these materials are already reaching beyond the intended ATE audience to other community college faculty, and to the teachers/administrators in secondary and post secondary career and technical education programs. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Malyn-Smith, Joyce Education Development Center MA Gerhard L. Salinger Continuing grant 939473 7412 1536 SMET 9178 1032 0603437 August 15, 2006 Northwest Nanotechnology Node: Advancing Nanotechnology Education for Workforce Development. Along with regional partners, the College is beginning an initiative to develop a Northwest Nanotechnology Node (N3). N3 is dedicated to collaborative efforts among regional institutions of education, local industries, and government laboratories to develop innovative educational and professional programs in nanotechnology, with a biotechnology emphasis, for faculty, secondary teachers, and students in the Northwest. This work is building on a newly-developed Associate of Applied Science - Transfer (AAS-T) degree program in nanotechnology. N3 is directed at meeting the growing demand for a technically skilled workforce, and provides the framework for development and dissemination of much needed course curricula, class modules, faculty workshops, and other educational resources for community colleges, secondary schools and universities around the region and nation. Intellectual Merit: In providing conceptual linkages among the biological, chemical, and physical sciences, nanotechnology is highly interdisciplinary and also underlies profound revolutions occurring within the boundaries of the traditional disciplines. This project is exploring the best ways of disseminating the body of knowledge generated from current nanoscale science and technology research to a broad student population in an effective and comprehensive manner. Broader Impacts: N3 has the potential to strengthen the foundation for a comprehensive nanotechnology program in the state of Washington. N3 can also infuse nanotechnology concepts into existing science, technology, engineering and mathematics (STEM) courses, and thus it can have a broad impact on many institutions and educational programs beyond nanotechnology. ADVANCED TECH EDUCATION PROG DUE EHR Griffith, Thomas Ronald Jantzi Nick Cabot Mark Helsel Dong Qin North Seattle Community College WA Duncan E. McBride Standard Grant 99940 7412 SMET 9178 1032 0000099 Other Applications NEC 0603439 July 1, 2006 Pathways to Careers in Information and Communication Technology. Computer Science (31) Intellectual Merit: This project is focusing on enhancing and expanding technician education by developing a comprehensive educational model which provides technicians with essential workplace skills. The project is enhancing an existing associate degree program to include industry standards, rigorous academic training, industry based work experiences, and courses geared toward preparation for a variety of industry certifications. This program is transforming IT technician training in Louisiana and ensuring their technicians a relevant, timely, and challenging training experience. Broader Impacts: Through the project's involvement in three Louisiana Technical College (LTC) districts, 15 campuses, and three secondary school districts, it is making a statewide impact. Results are being disseminated to LTC Institutions, their Regents, and selected regional workforce training agencies. EXP PROG TO STIM COMP RES ADVANCED TECH EDUCATION PROG DUE EHR Deas, Glen Ellen Hill Kimberly Kimbell-Lopez Laura Goadrich Jessica Philbrook Louisiana Technical College Greater Northeast District LA Stephen C. Cooper Continuing grant 750000 9150 7412 SMET 9178 9150 1032 0000099 Other Applications NEC 0116000 Human Subjects 0603455 September 1, 2006 Using a Web-based GIS to Teach Problem-based Science in High School and College. Members of the Collaborative for Higher Education, a well established consortium of Silicon Valley higher education institutions, Foothill Community College and San Jose State University, are developing a two pronged approach to both improve the preparation of Geographic Information Systems (GIS) technicians entering the work force, and to provide pre-service and in-service teachers with social science and earth science web-based GIS curriculum and geographic information technology education. The first half of the project links the GIS Certification program at Foothill College with the bachelor's and master's level GIS program at San Jose State University by creating a two course curricular sequence to train students to build and maintain a common web-GIS, or internet mapping server (IMS). This IMS serves as the foundation for the second half of the project, which ties in to National Standards in both Science and Geography, and trains both pre-and in-service teachers in the use of IMS-driven course material in the classroom. This project develops an interdisciplinary program that reaches across the fields of science (biological and physical) and social science. In addition, the creation of a web-based GIS/IMS built and maintained by students for students is an original concept developed by this team that advances interdisciplinary cooperation and knowledge and makes this technology accessible to a broad cross-section of underrepresented groups. This project 1) increases the accessibility of infrastructure for research and education to all levels of public school funding settings, and 2) develops an undergraduate level model curriculum for IMS coursework (to augment an existing GIS certificate program) which articulates between community college and four year schools. Underrepresented groups and school districts without the means to purchase expensive equipment and software are able to participate in this project as well as continue beyond the end date. In this manner the project provides a social benefit that reaches beyond the classroom and provides high school students entering the job market with technical and analytical experience that has been out of reach in the past. The two course IMS curriculum and supporting high school curriculum are being disseminated via the project website. The community college level IMS curriculum serves as a model to the many community college GIS certificate programs currently in place. The IMS curriculum helps to meet the current workforce demand of employers for graduates of community college GIS training programs who have the technical skills to build and maintain a web GIS. Students from both the Foothill/DeAnza Community College District and San Jose State University GIS program are eligible to take the IMS courses developed in the first half of this project. For additional workforce development and real-world problem solving, the students also participate in internships at NASA Ames Research Center and other federal, state and local agencies. The second half of the project utilizes the GIS data on the IMS built and maintained by students in the Foothill/San Jose State Program for the development of high school social science and earth science based curriculum that is tied to state and national educational standards. The web-based curriculum is centered around an important regional issue, the South Bay Wetlands Restoration Project, but could be adapted to other local issues such as land use modification associated with changing population pressures, urban redevelopment, non-point source pollution, and fire assessment, and other social and scientific concerns. ADVANCED TECH EDUCATION PROG DUE EHR MEEZAN, KAREN Foothill-De Anza Community College District CA David B. Campbell Standard Grant 450347 7412 SMET 9178 1032 0000099 Other Applications NEC 0116000 Human Subjects 0603458 August 1, 2006 Nevada Information Technology Education (NVITE). Computer Science (31) Intellectual Merit: This project is coordinating information technology education, aligning curriculums with national standards, and developing a statewide articulation agreement for Nevada's secondary and higher education system. It is also conducting comprehensive faculty professional development to ensure that teaching meets national standards and students arrive on the job with the skills needed by industry. Broader Impacts: Information technology is currently responsible for at least 20,000 jobs in Nevada, and that number is expected to grow by 25% in the next 5 years. By connecting Nevada's students to this tremendous opportunity, this project is directly increasing the state's workforce through improvement of high school and community college education. The project is providing the statewide coordination for education systems and businesses which are developing a robust and diverse technological education capacity to ensure the workforce is capable of supporting the state's growing IT industry. ADVANCED TECH EDUCATION PROG DUE EHR Hioki, Warren William Doherty David Riske College of Southern Nevada NV Stephen C. Cooper Continuing grant 600000 7412 SMET 9178 9150 1032 0000099 Other Applications NEC 0116000 Human Subjects 0603464 May 15, 2006 NSF ATE Planning Grant: A Gulf States Collaborative to Develop a Strategic Plan for a Gulf States Advanced Technology Education Center for Coastal Resources. This project is developing a comprehensive, inclusive plan for an ATE regional center that will educate technicians and improve the prospects of economic development associated with coastal wetlands, estuarine and marine environments of the Gulf States. The Gulf States -- Louisiana, Texas, Mississippi, Alabama, and Florida -- are geographically, socially, and economically linked and have similar job needs for environmental and engineering related technicians. Skilled technicians are needed for preserving and restoring coastal and wetland ecosystems; building levees and other containment structures for retaining water; building structures for offshore energy production and transport; rebuilding and repairing storm damaged infrastructure; facilitating shipping, logistics, and commerce at ports; cleaning up oil spills; implementing the designs of city planners; hurricane response and dredging. The planning team and its advisory board combine the intellectual capacities and real world work experiences of leaders in industry, academia, and government. Participants contribute marine and engineering technical experience, administrative experience, knowledge of science, and educational leadership in preserving coastal and wetland ecosystems. During the planning process the PI team is making site visits to successful ATE Centers with similar goals in order to determine the best organizational structure and to develop a strategic plan for the programs and activities of the new center. They are forming regional partnerships with representatives of community and four-year colleges, high schools, business and industry, and federal and state agencies. To reduce duplication and align program components with industry standards and industry needs, they are reviewing existing associate degree programs in technician fields, identifying workforce skills and required knowledge sets, evaluating GIS, AutoCad, and related tools, investigating distance learning and making plans to integrate internships and field experiences in the new curriculum. Methods to recruit and retain underrepresented groups and high school students are being adapted from previously validated models and incorporated into the Center plan. ADVANCED TECH EDUCATION PROG DUE EHR Ales, JoDale Sharon Flanagan Jerry Pinsel Laura Younger Jack Porche Louisiana Community and Technical College System LA David B. Campbell Standard Grant 70000 7412 SMET 9178 9150 1032 0000099 Other Applications NEC 0603465 June 1, 2006 Integrated Learning Systems: A Model Approach. This project is providing technology integration and manufacturing students with critical skills to improve their overall education and make them more marketable through the creation of two courses. First, the project is creating a year long cross-disciplinary course on Integrated Learning Systems. This gives students a competitive edge and better serves the region's business needs. Students are exposed to real world challenges faced by engineers and technicians, honing critical thinking skills and problem solving techniques through valuable hands-on technical experiences. Students are working with local industry partners. The curriculum is being developed using a project-based pedagogy/androgogy created through a process of workplace research. Second, the project is developing an applied general education course in mathematics, physics, and technical writing that makes the general education experience more applicable to the career pathways of technical students. The Foundations of Engineering Technology course is being adapted from the Engineering Technology Core Curriculum developed by the South Carolina Advanced Technological Education Center of Excellence (SC ATE). This part of the project is undergoing a comprehensive evaluation by SC ATE. The project includes a comprehensive professional development component to prepare faculty to make use of project-based integrated learning pedagogies/androgogies. ADVANCED TECH EDUCATION PROG DUE EHR McCracken, William John Sluder Mesa State College CO David B. Campbell Standard Grant 444853 7412 SMET 9178 1032 0116000 Human Subjects 0603466 July 1, 2006 Planning Grant for the ATE Northwest Regional Center for Sustainable Development Education and Training. Engineering - Other (99) This project is planning the development of a proposal for an ATE Regional Center for Sustainable Development Education and Training. The institution and its partners are conducting a comprehensive assessment of industry's workforce needs and researching exemplary curricula for adaptation to meet these needs. They are analyzing and improving educational pathways from high school to both 2 and 4-year institutions and identifying professional development activities for teachers and faculty who are teaching sustainable technologies. The PIs are developing relevant internship opportunities for students and researching effective student recruitment and retention strategies with a particular focus on under-represented students. To support these goals, the PIs are hosting a one-day planning summit with the Planning Committee partners and other professionals from government, industry, education, and non-profits. Building on the planning summit, a half day meeting of the education partners is focusing on collaborative opportunities for K-12 schools and 2 and 4-year institutions. The project team is defining curricular needs aimed at both supporting the target industries as well as training students in sustainable development technologies. The PIs are researching operational models of existing ATE Centers and developing a strategic business plan for implementing the proposed regional center. The PIs are documenting and disseminating information on industry needs, existing programs and curricula, and other information through the planning summit and K-12 meetings. ADVANCED TECH EDUCATION PROG DUE EHR Robertson, Tom Spencer Hinkle Denise Roy Barry Messer Roger Ebbage Portland Community College OR Kathleen A. Alfano Standard Grant 69858 7412 SMET 9178 1032 0000099 Other Applications NEC 0116000 Human Subjects 0603478 August 1, 2006 Arizona -Texas Consortium for Alternative and Renewable Energy Technologies. This ATE Project is establishing a renewable energy educational consortium of a university, community colleges, high schools, and energy-related industries to meet energy, transportation, and electronics workforce needs in Texas and Arizona with an emphasis on photovoltaic and fuel cell technologies. The project is developing curriculum for both associate and baccalaureate degree programs resulting in a fully articulated 2+2+2 renewable energy and energy systems baccalaureate degree. It is offering capstone courses for 2-year college students and laboratory courses for four-year college students at the university's cutting-edge alternative energy and photovoltaic laboratory. The project is advancing science, technology, engineering, and mathematics education by 1) establishing a model whereby collaboration among secondary schools, community colleges, and the university leads underrepresented minorities to pursue career paths in emerging technology fields; 2) showcasing an industry-relevant education and training solution that allows the colleges to safely and affordably prepare the high technology alternative energy workforce in an authentic industry atmosphere; 3) promoting public awareness for renewable energy at the state level; 4) providing a wide range of teacher development workshops and educational materials; and 5) broadly disseminating results through public presentations, websites, and media releases. ADVANCED TECH EDUCATION PROG DUE EHR Munukutla, Lakshmi Lazaro Hong J. Neglia Hector Aguilar Arizona State University AZ Lance C. Perez Continuing grant 899674 7412 SMET 9178 1032 0000099 Other Applications NEC 0116000 Human Subjects 0603481 July 1, 2006 Applied Biotechnology and Bioinformatics Training for High School Teachers. The Los Rios Community College District in California is partnering with California State University and the University of California at Davis to develop a professional development program for high school science teachers to help them teach biotechnology and bioinformatics in life science and biology classes. The program will serve 75 area high school science teachers who teach 8,000 students. The project is also developing a teacher-mentored internship program to attract 120 community college students into science teaching. The goals of the Applied Biotechnology and Bioinformatics Training program are to (1) create a one-week summer professional development workshop that trains high school teachers to develop and integrate computer-based biotechnology/bioinformatics learning activities into their existing courses, (2) provide teachers with biotechnology/bioinformatics-related job shadowing opportunities, (3) create real-world, scenario-based biotechnology/bioinformatics learning activities that connect into careers in science, (4) develop an internship program that provides prospective science teachers with technology-based biotechnology teaching experiences in actual high school science classrooms, and (5) increase high school student access to and use of computers in biology and life science courses. A curriculum will be disseminated online. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR O'Neal, Jeffery Kenneth Kubo Judith Kjelstrom Kelly McDonald Los Rios Community College District CA David A. Hanych Standard Grant 391585 7412 1536 SMET 9178 1032 0000099 Other Applications NEC 0116000 Human Subjects 0603491 July 1, 2006 Innovating Biotechnology Education: Incorporating Novel Genomics Research in the Development of a True 2+2+2 Educational Pathway. To fulfill the need for research-skilled laboratory technicians in biotechnology, this project team is developing a true 2+2+2 program in which high school students are introduced to biotechnology and follow a seamless transition from high school to community college to baccalaureate-granting institutions to the biotechnology research workforce. The community college biotechnology curriculum is strengthened by incorporating research techniques associated with the sequencing and characterization of the Sphingomonas elodea genome. Intellectual Merit: The project is 1) introducing summer workshops for high school teachers so that they can develop biotechnology skills; 2) establishing a formal partnership with regional high schools offering biotechnology programs so that their students can earn college credit through dual enrollment; 3) establishing formal partnerships for student internships in regional laboratories so students can develop critical research skills and make informed decisions regarding the pursuit of advanced degrees; 4) integrating genomics research into the current community college biotechnology program curriculum to complement genome sequencing research currently underway in the region; and 5) identifying ways to streamline the transfer process by harmonizing curriculum and developing formal transfer partnerships with educational partners. Broader Impacts: This 2+2+2 project is unique because it uses genomics research to prepare high school science instructors with the necessary skills and curriculum to better prepare and transition high school students for post-secondary degrees in biotechnology-related fields. Students in the biotech 2+2+2 programs are provided with the intellectual framework required in real-world research settings and also with opportunities to explore both advanced degree research and industry research through internships. Many of the projects undertaken during their tenure in these partnerships ultimately lead students to authorships in peer-reviewed publications, something that is rare at the undergraduate level let alone at the community college or high school levels. Project evaluation is based on project features such as the integration of research and curriculum, and industry partnerships. Dissemination occurs through Bio-Link, regional and national conferences, and workshops. Furthermore, the genomic data generated from this project is made available through The National Center for Biotechnology Information's (NCBI) website, the project's website, and peer reviewed journals. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Obermiller, Lewis Steven Slater Bradley Goodner Stanley Kikkert Xan Simonson Maricopa County Community College District AZ Linnea A. Fletcher Continuing grant 893484 7412 1536 SMET 9178 1032 0000099 Other Applications NEC 0116000 Human Subjects 0603492 July 1, 2006 Mapping, Analyzing and Problem Solving Using Geographic Information Science: Implementing a GIS Curriculum for Technical Literacy. Mapping, Analyzing and Problem Solving (MAPS) using Geographic Information Science (GIS), implements an embedded GIS curriculum in a broad range of undergraduate science and technology courses and provides a three-course entry-level GIS sequence. GIS knowledge and skills are critical to a broad range of occupational areas and academic disciplines. MAPS GIS addresses workforce needs by combining an experiential, modular, learning approach with the visual/spatial nature of GIS to attract more students to Science, Technology, Engineering, and Mathematics (STEM) programs and technical careers. A two-pronged, multi-disciplinary approach is employed: (1) MAPS embeds GIS concepts and applications as modules within primary disciplines that employ GIS; and, (2) MAPS develops and implements a three-course sequence for entry-level GIS knowledge and skills that articulates with GIS courses at four-year universities. Students engaging in MAPS curriculum gain valuable problem solving and collaborative skills while becoming aware of potential GIS career paths. The project is developing GIS modules to be embedded in existing courses; developing the GIS course sequence; training faculty how to use the GIS technology, developing modules for their courses; and providing dissemination that enables other learning institutions to adopt the MAPS model. The MAPS project is strongly supported by industry and government employers, GIS academic leaders, and Lane's top administrators and key instructional managers. ADVANCED TECH EDUCATION PROG DUE EHR Benjamin, Jane Sarah Ulerick Linda Loft Lynn Songer Lane Community College OR David B. Campbell Continuing grant 782144 7412 SMET 9178 1032 0000099 Other Applications NEC 0116000 Human Subjects 0603494 May 1, 2006 Planning Grant for Regional Center of Excellence in Automation and Process Technology. The project is developing a plan for an ATE Regional Center of Excellence in Automation and Process Technology in the Willamette Valley, Oregon. The ultimate goal of the center is to create an educated worker with the skills and understandings to thrive in today's computerized manufacturing environment. The planning effort is developing and formalizing institutional alliances among regional community colleges, four-year institutions, secondary schools, corporations, industrial councils, and government agencies. It is identifying common, portable skill competencies for process technicians in the four targeted manufacturing sectors, and it is reviewing and evaluating existing educational materials to be packaged into an integrated and modular advanced manufacturing curriculum that is interdisciplinary, competency-based, and occupationally verified. Finally, it is defining career pathways that identify clear educational steps on career paths matched to labor market demand and facilitate student transitions between high school, community college, and four-year institutions. Formative evaluation efforts are focusing on the development of collaborative partnerships, while summative efforts are examining the success in identifying common, portable skills, in reviewing and evaluating existing educational materials, and in defining career pathways that are matched to labor market demand. Dissemination is being carried out through the Professional and Technical Education Deans' Network and the Oregon Association of Career and Technical Education. The broader impacts include a supportive relationship with the Governor's Manufacturing Workforce Committee that is recommending an expansion of community college manufacturing programs and support for regional public-private centers of excellence. The planned Regional Center of Excellence would enhance the connection of community colleges to economic development efforts throughout the state. The project has a special focus on improving the involvement of underrepresented and underserved populations. ADVANCED TECH EDUCATION PROG DUE EHR Haynes, Fred Ronald Jantzi Michael Dalton Tim Brower Linn Benton Community College OR Russell L. Pimmel Standard Grant 71600 7412 SMET 9178 1032 0603496 June 15, 2006 Biotechnology Education Infusion Program. Biological Sciences (61) The Biotechnology Education Infusion (BEI) project is creating a three-phase program to help high school and community college science teachers and career counselors enhance students' biotechnology content knowledge and career awareness, and increase the number of students entering the biotechnology workforce. The objectives of the project are to (1) recruit 48 high school and community college science teachers and 48 career counselors in the Spokane region to participate in a one- to two-week BEI Institute (Phase I), (2) recruit 16 Phase I teachers and their students for five-week, industry-directed biotechnology lab experiences (Phase II), (3) recruit 4 Phase II teachers for five-week industry internships (Phase III), (4) help teachers and counselors create a BEI Resource Guide that includes instructional materials, laboratory investigations, and career advising materials, (5) evaluate the program's effectiveness in enhancing teacher infusion of biotechnology into their curricula, raising teacher and counselor awareness of biotechnology careers, and improving student biotechnology content knowledge, career awareness, and attitudes, and (6) disseminate the BEI Resource Guide and BEI Model Program. The project is impacting an estimated 17,000 students. ADVANCED TECH EDUCATION PROG DUE EHR Malinak, Clay Donald Lightfoot Sylvia Oliver Community Colleges of Spokane WA David A. Hanych Continuing grant 559501 7412 SMET 9178 1032 0116000 Human Subjects 0606649 March 1, 2006 Analyzing the Peer Review Process at NSF. Interdisciplinary (99) In this project, student interns are developing a process for characterizing and evaluating the quality of individual reviews and for selecting appropriate reviewers for panels based on specific desired characteristics. A team of three undergraduate students from Worcester Polytechnic Institute (WPI) will work at the NSF full time during the fall semester in an internship program. Regular WPI faculty members, who are resident in Washington with the students, are guiding their work with consultation from NSF personnel who have access to data and other resources that the students need. Intellectual merit of the proposed project results because it will enable program officers to select appropriate reviewers more effectively thereby improving the peer review process at NSF. This, in turn, will lead to higher quality, more consistent reviews and thus to a more productive use of NSF funds and a greater potential that funded work results in real improvements in student learning. Broader impacts result because the project will help project officers to create more diverse panels. Also the research that improves teaching and learning ultimately benefits society by improving the state of STEM education. Finally, as young scientists and engineers, the students who participate in this project are affected directly in a way that broadens their educational horizons. CCLI-Phase 1 (Exploratory) DUE EHR DiBiasio, David Natalie Mello Worcester Polytechnic Institute MA Russell L. Pimmel Standard Grant 9940 7494 SMET 9178 7494 0000099 Other Applications NEC 0608607 April 15, 2006 A Planning Initiative for a Gulf Region Technology Education Project for Disaster Preparedness and Recovery. The project is a cooperative planning initiative involving Mississippi Gulf Coast Community College, Jones County Junior College, Pearl River Community College, and Mississippi State University and their industrial partners to develop a model for an educational system to produce a multi-skill technological workforce for disaster protection and response (DPR). The planning process is engaging business, industry, emergency management and educational institutions in activities to develop an understanding of the needed skill level in emerging and converging technologies applicable to DPR; to develop and realign curriculum; and to validate the essential technology skills, knowledge, and competencies required in DPR. These efforts are converging on a plan to produce a technology workforce development system based on a skills assessment and gap analysis that relates to current workforce needs in disaster preparedness and recovery. Workshop forums, consultation with industry, and collaboration among employers and education providers is enabling the evaluation of the technology programs in relation to skills sets required for DPR related jobs. Specific technologies being examined are integrated systems, interoperability networks and systems, security, wireless, converged network systems with integrated mobile and fixed access, Internet protocol, enabled multi services networks to converge data transport, voice and video communication, data storage, and other services that use multi protocol label switching technology. An external evaluator is assessing the planning project using a mixed method evaluation process in relation to meeting the stated expected outcomes. The broader impacts of the Initiative extend beyond the community college educational partners to K-12 education, universities, and the workplace. With the rebuilding of a post-Katrina economy, designing and developing a plan to reposition the workplace to embrace emerging and converging technologies will have regional and national implications for workforce development. ADVANCED TECH EDUCATION PROG DUE EHR Kelley-Winders, Anna Faye Jodi Harris William Murray Mississippi Gulf Coast Community College MS Russell L. Pimmel Standard Grant 61842 7412 SMET 1032 9178 0609928 March 1, 2006 Adventures in Sociology: Adapting, Implementing and Disseminating Data Analysis Exercises. Sociology (86) The Adventures in Sociology Project is designed to make data analysis approachable and accessible to students at Metropolitan State University, and to demonstrate the value of quantitative reasoning by linking data analysis to the context of the social world. The project adapts and implements educational materials produced by the Integrated Data Analysis (IDA) project (NSF Award 0089006), making them more accessible to instructors and students at career-oriented and technical institutions. The data analysis modules combine sociology and quantitative methods in an active learning environment. The modules mix course material on American society with data analysis using data from the U.S. Census, the General Social Survey, and other sources. The Adventures in Sociology Project is designed to achieve the following outcomes: (1) increase quantitative literacy and data analysis skills among first and second-year college students; (2) teach basic scientific concepts and; (3) increase students' understanding of sociological theory and data; and (4) deliver data analysis to audiences who have never learned it. All of these outcomes serve to increase preparedness and retention of students in science, technology, engineering and mathematics (STEM) fields. Intellectual Merit of Proposed Activity In their current form, several obstacles prevent the IDA exercises from reaching students outside the specific environments for which they were developed. Instructors wishing to use the existing modules must undertake significant revision and customization in order to transport them to their courses. Currently, implementation of many IDA modules requires acquiring and developing expertise in proprietary data analysis software linked to the IDA project. It involves creating and integrating step-by-step instructions for data analysis with links to course concepts. Implementation also currently requires determining the best course locations for each module. These start-up costs present a significant barrier for instructors at technical colleges and career-oriented institutions like UW-Stout where the teaching load is significantly heavier than at the traditional liberal arts environments for which most of the IDA modules were developed. The Adventures in Sociology Project solves these problems by converting the modules into ready-to-go handouts that can be easily inserted (as individual assignments or as a collection) into almost any introductory sociology course. After adaptation, the exercises will not require proprietary computer software or specialized technical knowledge. They will rely on standard word processing and spreadsheet software packages. They will be linked to a generic course outline (developed by a Task Force of the American Sociological Association) so that their implementation is straightforward. The immediate goal of the project is to adapt, implement and assess 18 data analysis modules in eight courses over a three-year period. Adapted modules will be implemented in introductory sociology courses at UW-Stout and will be disseminated on a public Internet site, currently in pilot form at www.adventuresinsociology.net. The Adventures will be promoted at teacher training workshops and professional conferences. UW-Stout students, along with students at other career-oriented and technical institutions, are substantively targeted by the project. Broader Impacts Resulting from the Proposed Activity The Adventures in Sociology Project brings high-quality educational materials to broader audiences. The project advances science, technology, engineering, and mathematics (STEM) education by infusing quantitative reasoning into lower division general education courses. The project is designed to make STEM education more accessible to women and minorities by presenting quantitative data analysis in the more approachable context of the social world. Context has been found to be pivotal to the success of traditionally underrepresented groups. Bringing quantitative analysis to courses outside the traditional STEM curriculum helps increase the preparedness of students entering those fields and also increases their self-confidence. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Cross, Anne Metropolitan State University MN Myles G. Boylan Standard Grant 92179 7428 SMET 9178 0613426 October 1, 2006 Building Capacity for Course, Program, and Department Evaluation: Improving and Expanding the Student Assessment of Learning Gains Site. Assessment/Research (91) The Student Assessment of Learning Gains (SALG) instrument has proven to be a particularly effective tool for faculty seeking formative feedback to gauge progress in student learning and improve their instruction. Use of the SALG is greatly facilitated by an associated Web site that enables instructors to customize the SALG instrument, have students complete the instrument online, receive raw data and simple statistical analyses, and maintain archival access to their data. In the past 5 years, over 1,000 undergraduate instructors in over 3,000 courses serving more than 65,000 students have used the SALG. In response to ever-increasing demand for use of the SALG, this project is increasing the performance and usability of the SALG site and also expanding the site's capabilities to meet past, present, and future instructor requests for new and more diverse functionalities. In particular, (1) a broadly usable prototyped version of the instrument and site is being designed for project evaluators to support the NSF goal of improved evaluation of funded projects with cost efficiency, (2) a version appropriate for departments and other academic units is being developed, evaluated, and implemented for use in program evaluation, faculty development, and accreditation, and (3) an institutional implementation of the SALG is being pilot tested, and the knowledge gained used to prepare a road map for future use within institutions of higher education. The multidisciplinary project team includes the creators of the SALG instrument and Web site. It brings to the project extensive experience in SALG use, program evaluation of STEM educational initiatives, STEM college teaching, faculty professional development, professional Web site development, and project management. Intellectual merit. This project is a research-grounded process. It includes needs assessments, consultation with current and prospective instructor users, evaluators, and departments. It is creating new SALG instruments and Web site functions, and integrating research tools into the SALG site that will enable researchers to study SALG use and, more broadly, national evaluation trends. Broader impacts. The upgraded SALG places instructors squarely at the center of the formative evaluation process, thus ensuring their direct engagement with the processes and benefits of formative feedback. Making the SALG available for department program evaluations should connect even more faculty across the nation with the SALG and formative evaluation. This expanded use of the SALG is expected to lead to fundamental changes in the perspectives and activities of the national STEM faculty - namely, increased use of formative classroom assessment centered on student learning gains as a means of improving faculty teaching, course activities, and departmental programs throughout STEM higher education in the United States. CCLI-Phase 1 (Exploratory) CCLI-Phase 2 (Expansion) DUE EHR Mathieu, Robert Timothy Weston Stephen Carroll University of Wisconsin-Madison WI Myles G. Boylan Standard Grant 579789 7494 7492 SMET 9178 7492 0116000 Human Subjects 0618081 August 1, 2006 WeBWorK, a Web-based Interactive Homework System. Mathematical Sciences (21) This project is expanding the state of development of WeBWorK, a freely distributed web-based interactive homework system. WeBWorK provides students with immediate feedback about the validity of their answers, enabling them to correct mistakes while still thinking about the problem. Students receive individualized versions of problems, so instructors can encourage students to work together, knowing that each student must develop an answer to his or her own version of the problem. WeBWorK supports questions typically found in mathematics and other scientific textbooks as well as more advanced interactive questions, thus surpassing other on-line homework systems whose flexibility in checking answers to questions is more limited. These attributes speak to the project's intellectual merit. In addition, a large user community of over one hundred universities, colleges, and secondary schools, attests to the broader impacts that WeBWorK is exerting on the teaching and learning of mathematics. The primary components of this expansion effort are: i) the provision of detailed, organized documentation accessible at many levels and for faculty with varied backgrounds; ii) the development of simpler and more robust installation procedures for the software; iii) an upgrade of hosting facilities so that more professors can gain experience with WeBWorK without first having to have it installed at their home institutions; iv) the creation of a more intuitive faculty user interface based on feedback from assessment surveys; v) the incorporation of Flash and java applets in WeBWorK problems; and vi) the integration of WeBWorK into course management systems. Finally, extensive assessment surveys of both student and instructor users are being undertaken to ensure that the program interface does not intrude on the learning and teaching processes. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Pizer, Arnold Michael Gage Vicki Roth University of Rochester NY Lee L. Zia Standard Grant 475000 7492 1536 SMET 9178 0116000 Human Subjects 0618125 September 15, 2006 Two-Phase Validation Pilot for Measuring Engineering Student and Faculty Engagement. Engineering - Other (59), Science and Technology Assessments (91) The goal of this project is to test and refine the Engineering National Survey of Student Engagement (E-NSSE), and its faculty version, the Engineering Faculty Survey of Student Engagement (E-FSSE), both of which focus on undergraduate-level engineering. Starting with preliminary instruments that were developed using the literature on principles of best practices in teaching and learning, the project is piloting the instruments at seven highly-regarded engineering colleges, including two minority-serving institutions. This allows the project to investigate validity and reliability, as well as other properties of the surveys, and to refine them. The results of the first pilot study will be given to the participants and disseminated through national engineering meetings. The second study pilots the surveys at a wider range of schools, and dissemination will be similarly broader. The project's final report will be mailed to engineering department heads across the country. Once the instruments developed by the project are in final form, the data they provide will be instrumental in tracking the engagement of engineering students and faculty across the country. This, in turn will help to judge national state of engineering education, and to follow trends over time. Appropriate use of the instruments can also help institutions and faculty improve teaching and learning, revise programs, and gain a better understanding over time of engineering and student behavior. CCLI-Phase 1 (Exploratory) CCLI-Phase 2 (Expansion) DUE EHR Fortenberry, Norman National Academy of Sciences DC Myles G. Boylan Standard Grant 536637 7494 7492 SMET 9178 0116000 Human Subjects 0618128 October 1, 2006 Creating Research-based Single-Concept Question Sequences for In-class Polling Systems. This project is a partnership with the College of DuPage and Chicago State University to expand and improve on the use of innovative research-based educational techniques in order to maximize knowledge gains for the broadest student base. In-class interactive engagement techniques, including electronic polling systems, also called clickers or voting machines (VM), are being used increasingly at colleges and universities throughout the world, and are offered by publishing companies as an adjunct to their textbooks. It has been demonstrated that such techniques engage students, but little has been done to develop and assess strategies for their use. Intellectual Merit: This project is to develop question sequences that fully exploit VM technology and to conduct systematic research to evaluate their effectiveness. This project is based on the theoretical framework that learning is context dependent. Applying this idea in a series of preliminary studies, an effective method for formative use of VM in lectures has been identified. Each concept is incorporated into a sequence of VM questions with different surface features. The emphasis of the proposed research is to develop and assess question sequences using research-based methodologies and then establish a framework, making it easy for teaching faculty to use this new approach. The goal is to improve students' conceptual knowledge of physics by using VM to increase student interactivity and as a means of exposing students to concepts in a variety of contexts. Outcomes are: (1) improved student learning in a lecture environment; (2) comparison results based on diverse student populations and class sizes; (3) approximately 135 VM single-concept question sequences that are tested and shown to be valid and reliable; (4) additional question sets developed to address specific misconceptions; and (5) a VM user's guide. Through workshops, interactive web sites, a "how to" VM manual, and working with significant numbers of instructors, the project is developing faculty expertise. Broader Impacts: The project is developing research-based question sets and constructing a database of learning gains based on their usage that will advance discovery and understanding in the field of STEM education while promoting teaching, training, and learning. Collaboration among a community college, a Ph.D.-granting institution, and an undergraduate institution with approximately 96% minority students ensures student diversity. The project assumes a leading role in developing physics education research-based material for the modern electronic lecture classroom, and is disseminating results via non-technical literature and websites in order to reach the broadest educational audience. There are plans for commercial publication. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Reay, Neville Lei Bao Mel Sabella Thomas Carter Ohio State University Research Foundation OH John F. Mateja Standard Grant 399999 7492 1536 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0618182 September 1, 2006 Improving Biology Understanding through a Universal Design for Learning Strategy. Biological Sciences (61) The overarching purpose of this project is to determine relationships between the use of interactive, tactile, and dynamic learning tools and student mastery of concepts in cell biology. The learning tools are a set of models of cells and cell components that were initially created in clay using a Universal Design for Learning (UDL) approach during funding from a previous NSF grant. These new models are now made in plastic for more wide scale testing, and four hypotheses regarding student usage and instructor classroom practices are being tested. The intellectual merit of developing UDL cell models is recognizable at many levels. Students use the UDL models in interactive and dynamic ways to model any cell type they view in lab; the models are also tactile, providing an additional path to learning, and facilitating learning about cells for the visually impaired. As students manipulate the UDL models to create accurate examples of cell types, they progress through steps that mimic the four stages of Kolb's learning theory; this should enable better and deeper learning when using the UDL models than without. Improved learning is suggested by preliminary quantitative data on the use of the UDL models in an introductory biology class. This data is not entirely impartial, because there was no ability to control for individual teachers in the study, but it does indicate that use of the UDL models may prove beneficial in mastering concepts in cell biology. The broader impacts of the use of UDL models are extensive. Learning about cells can be very challenging for students, and using a UDL approach to learning could make this concept more accessible for them. Use of the UDL cell models provides an interactive method for learning, lessening the likelihood that the topic will prove boring to introductory biology students and thus decreasing their chances of attrition from biology courses and careers. Although no cell model can perfectly mimic a real cell, the additional information provided by the UDL cell models could make a deeper understanding of cell concepts available to more learners. As future teachers progress through biology courses where UDL cell models are used, they may also be more likely to incorporate UDL approaches in their future teaching. The models are planned to be made in large quantities to be available for widespread classroom use. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Tamarkin, Dawn Springfield Technical Community College MA Linnea A. Fletcher Standard Grant 436008 7492 1536 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0618185 October 1, 2006 Evolution of a Model Program to Improve Student Learning in Physics at the Undergraduate Level and Beyond. This project is part of a long-range vision that is designed to have an impact on students and teachers from elementary through graduate school. The primary goal is to improve learning by all students who take undergraduate physics. Related goals are to strengthen the preparation of teachers to teach physics and physical science by inquiry in the precollege grades, to guide graduate students in becoming effective teaching assistants, and to help current and future faculty develop the expertise necessary to introduce and sustain effective innovations. The Physics Education Group at the University of Washington works toward these goals through a coordinated, iterative process of research on learning and teaching, development of instructional materials, implementation in the classroom, and assessment of student achievement. Intellectual merit: In this project, the group is (a) enriching the research base on the learning and teaching of undergraduate physics, (b) expanding the range of research-based materials for undergraduate instruction, (c) disseminating the materials to other faculty, (d) promoting the development of faculty expertise in implementation, and (e) assessing effectiveness in a variety of instructional environments. The project builds on the prior experience of the group in research on student understanding of physics and the production and dissemination of two research-based curricula: Tutorials in Introductory Physics (Prentice Hall) and Physics by Inquiry (Wiley). Each forms the nucleus of an extended set of materials, collectively entitled Tutorials in Physics and the Physics by Inquiry Suite. The first includes a component for students in introductory physics who lack basic mathematical and reasoning skills and another component for students beyond the introductory level. The PbI Suite is intended for a variety of populations, including K-12 teachers, underprepared students aspiring to science-related careers, and students not majoring in science. A new component focuses on basic concepts and reasoning skills needed to teach science in elementary grades. Another helps prepare middle and high school teachers to teach modern physics. Although the main focus in this project is on Tutorials, some development of PbI is taking place. Broad impact: The instructional materials have a direct effect on the learning of physics by undergraduates in: (1) introductory physics courses for science and engineering majors (calculus- and algebra-based), (2) lower and upper division courses for physics majors, (3) physics courses for future K-12 teachers, (4) physics courses for non-science majors, and (5) physics courses for students under-prepared in science and mathematics who aspire to science-related careers. The project is embedded in a larger overall effort that helps ensure an even broader impact. The group is working with faculty at a wide range of institutions in the process of developing and assessing curriculum. These collaborations support and sustain wide adoption. User groups are also being formed for both curricula. Since PbI is intended for the professional development of both preservice and inservice teachers, K-12 students indirectly benefit. The project has a direct effect on graduate teaching assistants, who will gain experience with an instructional approach that engages students in active learning. In addition to contributing to the research base, the project builds the capacity for discipline-based education research through the professional development of graduate students, post-docs and visitors to the group. CCLI-Phase 3 (Comprehensive) CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR McDermott, Lillian Paula Heron Peter Shaffer University of Washington WA Duncan E. McBride Standard Grant 1843579 7493 7492 1536 SMET 9178 7493 0000099 Other Applications NEC 0116000 Human Subjects 0618252 January 1, 2007 Development and Dissemination of Computational Science Educational Materials and Curricula at the Undergraduate Level. Interdisciplinary (99) In this project thirty-five faculty from fourteen institutions are developing and disseminating computational science educational materials for use in a variety of undergraduate STEM disciplines such as biology, chemistry, environmental science, geology, finance, economics, mathematics, and physics. The project's intellectual merit lies in its use of a common framework to guide the development of materials: Problem, Model, Method, Implementation, and Assessment. Materials include appropriate science and mathematics background information as well as problems, projects, and an instructor's manual; and this common framework permits the materials to be self-standing and comprehensive. The project's broader impacts are felt through its ability to serve as a catalyst in the development of additional computational science courses and curricula. The fourteen-member institution consortium is diversified by type of institution (PUI, Research I and II, Comprehensive, HBCU, 2-year, 4-year, private, and state), student population served, and STEM disciplines. Twelve more institutions across the nation are serving as beta-testers of the educational materials. Dissemination activities include: i) conferences and discipline specific workshops (projected to serve 300+ faculty); ii) preparation of the materials for inclusion to the National Science Digital Library; iii) presentations at national conferences; and iv) the advancement of a statewide computational science initiative, a model that can be adopted by other states. Finally, an advisory committee of content experts and two evaluators oversees the success of the project. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Lahm, Terry Ignatios Vakalis Andrea Karkowski Gerald Mueller Sheryl Hemkin Capital University OH Lee L. Zia Standard Grant 480020 7492 1536 SMET 9178 0116000 Human Subjects 0618266 October 1, 2006 Collaborative Research: Development of Concept Inventories for Computer Science. This project is improving the assessment of student learning in computer science by developing three concept inventories for introductory computer science subjects. Modeled after the successful Force Concept Inventory that was developed to assess student learning of Newtonian physics, the concept inventories are testing understanding of key computer science concepts in a manner that enables reliable comparisons between courses at different universities. This multi-institution partnership among the University of Illinois at Urbana-Champaign, Rose-Hulman Institute, and Washington University is helping to ensure the validity of the proposed instruments by providing access to diverse student populations and different program objectives. With a standardized assessment tool, the computer science education community can make meaningful comparisons of the effectiveness of different pedagogical approaches, greatly facilitating computer science education research. Concept inventories are designed to test student comprehension of difficult concepts by forcing a choice between the correct answer and distractors constructed from common student misconceptions. As the primary source of information about which topics are difficult and about what the most common misconceptions are, students are being directly engaged through introspections, discussions, interviews, and "think alouds" to direct the development of questions for the concept inventories. These questions are then being refined and validated through peer review, qualitative, and psychometric analyses. An advisory panel, comprised of experienced concept inventory developers, is advising and annually assessing project progress. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Goldman, Kenneth Washington University MO Stephen C. Cooper Standard Grant 135000 7492 1536 SMET 9178 0116000 Human Subjects 0618276 September 1, 2006 Brownfield Action: Expansion and Evaluation of a Proven Inquiry-Based Approach to Teaching and Learning Environmental Science. Interdisciplinary (99) Brownfield Action (BA) is a web-based, interactive, three-dimensional digital space and learning simulation in which students form geotechnical consulting companies and work collaboratively to explore and solve problems in environmental forensics. A NSF-CCLI-Proof of Concept grant allowed successful implementation and evaluation of a pilot test of an adapted module of BA in an upper level hydrology course at Connecticut College and, by developing a prototype on an industry-standard technology platform, proves that BA can be completely modularized and distributed to a broad spectrum of potential users. Barnard College in conjunction with the Columbia Center for New Media Teaching and Learning is now 1) developing a fully-modularized platform, rewriting and reprogramming the software, and creating robust server capabilities; 2) testing the fully-modularized version at four different sites; 3) providing independent professional evaluation of these tests with a focus on student learning; and, 4) preparing of all the supporting materials required for the modularization, the test sites, and the teacher training workshops. After completion of this Phase 2 project, BA will be ready for commercial promotion, dissemination, and distribution to colleges, universities, high schools, government, and corporate users. BA's civic-minded, inquiry-based learning approach successfully combines the advanced use of digital space with the environmental, economic, and civic importance of brownfields and the toxification of the environment. As such, BA is making contributions to both teaching and learning as well as to the application of digital technology in the classroom. Used for six years at Barnard College, BA has established itself, through a series of independent professional evaluations, as a highly successful pedagogical model for teaching introductory environmental science. This model, where interdisciplinary scientific and social information is integrated within a constructivist learning environment, improves student learning and has the ability to transform the teaching of environmental science throughout the country. Further expansion and implementation of BA will have a broad impact on public knowledge of environmental science by bringing these methods, known to enhance the understanding of scientific information (especially among non-science majors, women, and other groups traditionally underrepresented in the sciences), to instructors nationwide. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Bower, Peter Frank Moretti Barnard College NY Jill K. Singer Standard Grant 449965 7492 1536 SMET 9178 0116000 Human Subjects 0618280 November 1, 2006 The New Genetics: Electronic Tools for Educational Innovation. Biological Sciences (61) This project aims to create, produce, and evaluate an innovative set of educational materials about genetics and genomics for use in a broad spectrum of undergraduate courses and institutions. It is based on a successful pilot project in which 20 community college faculty and 1749 students used the multimedia, interactive CD-ROM courseware, "The New Genetics: Medicine and the Human Genome" in the following undergraduate classes: cell and molecular biology, introduction to biotechnology, biotechnology and society, genetics, general biology, and independent study. Faculty focus groups reflected enthusiastic feedback from both faculty and students, and the faculty developed a priority list for the courseware revisions and the ancillary materials to be developed in this Phase 2 Expansion project. The intellectual merit of this project is its ability to engage student interest in cutting edge science by creating highly integrated educational materials that combine genetic and genomic science, technological concepts, environmental, agricultural, and biomedical applications, and societal and ethical issues. New units examine such topics as genomics and race, genetic variation and protein structure, biotechnology and transgenic organisms, and environmental forensics. In addition, ancillary materials extend courseware topics into the classroom by creation of a modular workbook with problem sets and exercises, debate questions, a launching pad for student research projects, and an image bank. The intellectual challenge of this project is creating rigorous, informative, and effective educational materials that enhance the educational process and make it easy for instructors to deal with issues that grapple with science, the environment, and humanity. The broader impact of this project derives from the working hypothesis that such materials can appeal to students at several stages of undergraduate education, in a wide range of courses, and at diverse educational institutions. For instance, a course on genetics and genomics can be offered prior to completion of the math and chemistry prerequisites that ordinarily delay student exposure to and appreciation of many advanced science topics. The proposed materials may also serve as a key component for creating informed citizens who understand science, are excited about the fruits of scientific research, and advocate for public support of scientific research and education. Because of the modular design of these materials, they are also appropriate for use in many courses that present units on genetics or genomic sciences. This model is tested by evaluating these educational materials in several different courses, including cell biology, biotechnology, genetics, and molecular biology, that are offered at 12 community colleges, a state university, and a private university in California. Thus, the strengths and limitations of the courseware are evaluated under widely varying classroom conditions. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH PLANT GENOME RESEARCH PROJECT DUE EHR Tobin, Sara (Sally) Stanford University CA Joan T Prival Standard Grant 380000 7492 1536 1329 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0618285 September 1, 2006 MathematicsModels.org Expansion Project. Mathematical Sciences (21) This project is expanding several components of the MathModels.org site in order to support its use as a forum for the exchange of ideas and course materials for mathematical modeling. Areas for expansion include i) building up the site's tools for collaboration (e.g. e-discussions and both synchronous and asynchronous interactions on joint projects); ii) adding new course material in the form of modules and capstone course outlines; iii) creation of materials and other guidance documents regarding professional careers that feature prominent use of mathematical modeling; and iv) undertaking a major outreach effort to engage both the community of business and industry practitioners who can mentor students and the community of faculty who are teaching formal mathematical modeling courses or otherwise using mathematical modeling techniques in their classes. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Garfunkel, Solomon John Stroyls Consortium For Mathematics & Its Applications Inc MA Lee L. Zia Standard Grant 400018 7492 1536 SMET 9178 0116000 Human Subjects 0618288 August 15, 2006 Living WITH the Lab. Engineering - Other (59) This project is developing a freshman and sophomore engineering course sequence meshing robotics with engineering fundamentals creating a sustainable, project driven curriculum. The entire freshman year is focusing on robotics: the students are purchasing Boe-Bot robotics kits with a basic micro-controller. The ownership and maintenance of the lab is in the hands of the students creating an environment where they can work in their rooms on laboratory exercises and product development. Student ownership of the laboratory is changing the way engineering is approached, particularly for low-level classes. The labs are motivating learning, broadening the spectrum of projects and design topics that can be addressed, and providing a high degree of experiential learning for the students. The curriculum is impacting approximately 1500 freshman and sophomore students annually. The educational implications of using resources and space controlled by the students are being assessed in terms of curriculum sustainability and in terms of student confidence, creativity, design skills, engineering fundamentals, and retention. Dissemination of the results and educational materials through conference publications, workshops for faculty and a website is encouraging implementation of the living with the lab concept at other institutions. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Hall, David Hisham Hegab Mark Barker Kelly Crittenden William Harbour Louisiana Tech University LA Lesia L. Crumpton-Young Standard Grant 497917 7492 1536 SMET 9178 9150 0116000 Human Subjects 0618380 January 1, 2007 Collaborative Research: Alice and Media Computation. Computer Science (31) This project, Collaborative Research: Alice and Media Computation, is creating a Java-based introductory CS curriculum combining the proven approaches of Alice programming and Media Computation. Intellectual Merit: This project is developing a course which presents the same concepts found in typical introductory computing courses using new examples based on Alice and Media Computation. Students are using Alice to explore the algorithmic reasoning of programming and learning the syntax of Java using Media Computation. Broader Impacts: This project is leveraging the strengths of two innovative approaches that have been successful in attracting and retaining students in computer science. The combined approach is using methods, developed and validated by the original independent projects, to broaden the appeal of computer science to less-represented groups, and increase the success of at-risk students. The results of the project are being disseminated through a series of six summer workshops. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Moskal, Barbara Colorado School of Mines CO Victor P. Piotrowski Standard Grant 91149 7492 1536 SMET 9178 0116000 Human Subjects 0618400 September 1, 2006 Integrated STEM Research Opportunities for Undergraduates Through Radio Astronomy. MIT Haystack Observatory has successfully developed an educational program that applies the multidisciplinary power of radio astronomy to undergraduate student projects and research in a discovery-based environment. The goal of the program is to enable an integrated approach to science, technology, engineering and mathematics education through astronomical observations in order to help attract and prepare undergraduate students for graduate science education and technical careers. The program has included the development and commercialization of a small radio telescope (SRT) kit, the provision of access to a 37m-diameter radio telescope for individual student research, the training of faculty, and the dissemination of educational materials. Intellectual Merit: The project is making available to students, either remotely or on site, observing time and technical support on a large radio telescope. In addition, it is supporting and extending the use of the SRT. Broader Impact: The undergraduate program has reached over 500 students at about 35 institutions annually who use the 37-m telescope. This usage is in addition to students who use the SRT at their home institutions. The SRT has been distributed to over 100 institutions nationally and has been adopted by a broad international community that has also recognized its value for student training. In this project, technical support to CASSI Corp, the current commercial source for the SRT, and to the user community is being maintained through March 2007. After that time, information about the SRT assembly and other documentation, control software and project materials are available on the Haystack Web site. In addition, access to the Haystack 37-m telescope for student projects is being continued for the Fall 2006 within the available telescope time. CCLI-Phase 2 (Expansion) OFFICE OF MULTIDISCIPLINARY AC SPECIAL PROGRAMS IN ASTRONOMY DUE EHR Whitney, Alan Preethi Pratap Alan Rogers Northeast Radio Observatory Corp MA Duncan E. McBride Standard Grant 150000 7492 1253 1219 SMET OTHR 9178 7493 7492 1207 0000 0000099 Other Applications NEC 0618428 January 1, 2007 Contemporary Laboratory Exercises in Astronomy. Project CLEA is completing its development of computerized astronomy activities by creating an environment that can easily be adopted by astronomy teachers, not only to perform existing astronomy exercises, but also to design their own. The core of this project is to complete and disseminate VIREO, the Virtual Educational Observatory, a simulated multiwavelength observatory with a wide variety of instrumentation and analysis tools. VIREO, already available in a preliminary version, accesses its own local database to provide the look and feel of operating a variety of earth and space telescopes that can look anywhere in the sky. In its completed version it will also access a wide variety of data, primarily images and spectra, directly though the web, providing an educational gateway to the resources of the emerging virtual research observatories. To accomplish this goal, (1) Project CLEA is completing the programming of VIREO and also designing and implementing a flexible Virtual-observatory Open-source Web Interface (VOWI) that will provide the link between the student software and the internet databases. This architecture, especially its open structure, insures the usefulness of VIREO beyond the duration of this grant. The software is to be accompanied by an extensive student manual and a complete technical guide. (2) Project CLEA is also developing several new astronomy exercises to demonstrate the power of VIREO, including exercises that emphasize observing strategies and current problems in astrophysics such as the search for high-z QSO's and the multi-wavelength imaging of star-forming regions. (3) Project CLEA is carrying on an active program of outreach, disseminating its materials on the web and through the mail. Equally important, it is educating teachers in the use of CLEA materials through workshops at national and regional professional meetings. A summer training workshop on astronomical research techniques for college teachers is scheduled for the Gettysburg College campus in June, 2008, and a training workshop on VIREO for developers of instructional material, in summer 2009. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Marschall, Laurence P. Richard Cooper Glenn Snyder Gettysburg College PA Duncan E. McBride Standard Grant 499776 7492 1536 SMET 9178 7492 0000099 Other Applications NEC 0116000 Human Subjects 0618431 September 1, 2006 SENCER-21. SENCER (Science Education for New Civic Engagements and Responsibilities) is an NSF-supported national dissemination project that encourages and assists science and mathematics faculties in creating new courses and programs for non-STEM majors. The SENCER approach is to teach "to" basic science and math "through" important, contemporary, complex, capacious civic challenges. During its five years of operation, SENCER has involved scores of institutions, hundreds of faculty, and many thousands of students. The essence of SENCER is to link science education for all students to the real and visible problems science can address, using a strong pedagogical foundation. It is an approach that teaches science in the way that people naturally learn. Based on course assessment and the project evaluation data, SENCER has proven to be an effective model. Independent evaluation research confirms that the SENCER approach increases the confidence of students (especially women) in developing science skills, and raises their interest in science. SENCER-21 is responding to new challenges identified by SENCER alumni and builds directly on the activities of the first five years. SENCER-21 is (1) continuing to develop faculty expertise and capacity to implement educational innovations through the SENCER Summer Institute and other workshops for newcomers and alumni teams pursuing advanced goals, (2) establishing and supporting SENCER regional organizations and special-interest collaborations ("caucuses"), (3) contributing new knowledge from a suite of formative research and development projects focused on critical new core issues (e.g., applying the SENCER approach to STEM majors, pre-service teachers, and community colleges), and (4) developing new educational resources and enriching the SENCER virtual community. Intellectual Merit: Teaching "to" science and mathematics "through" important civic issues has been shown to be an effective strategy for improving STEM education. SENCER-21 is advancing knowledge by testing and refining this model in important new applications and through broader use of validated assessment strategies. Contributions to the STEM-education research base include analysis of outcomes from dozens of still-maturing campus projects and publication of results in peer-reviewed journals. New educational materials and on-line resources for the SENCER community and other scholars are being produced. Broader Impacts: SENCER-21 is extending the benefits of this approach to a broader, more diverse set of institutions. Campus impacts include strengthening interdisciplinary connections, encouraging pre-service teacher education in the sciences, and stimulating student engagement. Community-based research and outreach activities extend the impacts to people and communities in need. CCLI-Phase 3 (Comprehensive) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Burns, William Harrisburg University of Science and Technology PA Myles G. Boylan Standard Grant 600000 7493 1536 SMET 9178 0618441 October 1, 2006 Collaborative Research: The Development of Research-Based Science Education in Astronomy for Undergraduates. Astronomy (11) The goal of this project is to develop and to study the effectiveness of research-based science educational (RBSE) curricula in astronomy for entry-level undergraduate courses. The goals of RBSE curricula are threefold: (1) to teach that science is a process of discovery, not just a body of knowledge, (2) to increase positive attitudes towards science, and towards pursuing STEM careers, by giving students an opportunity to do authentic research, and (3) to develop important skills such as critical thinking, teamwork and goal-driven work skills that are important in any career path. The ultimate goal is to help instructors at other institutions, in astronomy and in other fields, to implement the developed curriculum, and to develop their own RBSE curriculum, either based upon their own research or from data archives such as the National Virtual Observatory. The intellectual merit of the activity RBSE is a method of instruction that models the processes of scientific inquiry and exploration used by scientists to discover new knowledge. It is "research-based" in the sense that it integrates scientific research with education. It brings the excitement of discovery into the classroom by getting students to actually do science, not just learn about it from lectures and activities far removed from the actual research process. Students participate in an authentic research project by completing observations on a research-class telescope, analyzing the data and interpreting their results. They collect and interpret information in response to their guided personal exploring and work together as collaborators in a cooperative rather than competitive environment. RBSE is a natural integration of research and education because it teaches science as it is done. It incorporates several "best practice" teaching strategies which model scientific reasoning. These include focusing on an in-depth project, engaging in out-of class activities, using computers as a tool for data display and analysis, using student logs and concept maps for assessment, and using the Internet. This project is determining the most effective way to implement RBSE curricula in undergraduate classrooms. It is also assessing the student gains from participation. The broader impacts of the activity For many students, an introductory astronomy course represents their last formal exposure to science. RBSE gives students an opportunity to experience the rewards of research early enough to pursue science as a career. Even if students do not pursue STEM degrees, RBSE develops critical-thinking and teamwork skills that are necessary in any career, and it helps a large number of students understand the scientific process. About 5,100 students at the University of Alaska Anchorage, Kenai Peninsula College, and Indiana University are participating in the project . The curriculum is being developed to be "off the shelf," such that other undergraduate instructors may use it. Workshops for about thirty instructors per year are held at the national AAPT and AAS meetings to introduce the RBSE pedagogy and developed curriculum, and to develop a national network of educators participating in RBSE. Flexible teaching modes such as RBSE engage the broad range of diverse, culturally derived orientations to learning. They are effective in allowing women and minorities, groups that are traditionally underrepresented in science, to find their voice and develop confidence in their ability to do science. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Pilachowski, Catherine Indiana University IN Duncan E. McBride Standard Grant 164725 7492 1536 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0618446 September 1, 2006 Humanizing Science to Improve Post-Secondary Science Education: Pursuing the Second-Tier. Interdisciplinary (99) Two longstanding challenges in postsecondary science education are to improve general science literacy and to encourage all students, particularly those from underrepresented groups, to continue work in the sciences. This project addresses these challenges by producing short historical and contemporary stories about the development of fundamental science ideas using the words of scientists, with embedded comments and questions that explicitly draw students' attention to characteristics of science and scientists that challenge prevalent misconceptions regarding the nature of science. The stories are being developed and revised through a series of formative evaluations that will assess: how well the stories draw readers' attention to accurate notions regarding the nature of science; their understanding of key ideas concerning the nature of science; and changes in attitudes of students towards science and science education, particularly those from underrepresented groups. These data inform modifications to the short stories, and provide evidence for the effectiveness of the stories in changing students' mistaken ideas about the nature of science. By the end of the project, the project team will have produced thirty well-tested and polished stories that will be available for widespread use in post-secondary introductory science courses across the nation. Clear evidence shows that very bright students, including those from underrepresented groups, opt out of postsecondary science education because they wrongly see science as a field devoid of social interaction and creativity. The hypothesis of this project is that science literacy, and interest in pursuing additional science education, will follow from a more accurate understanding of the nature of science and the processes of doing science. This project is developing and distributing short stories that accurately and effectively convey the nature of science in post-secondary introductory science courses. In doing so, it will enable science students to have a more accurate understanding of the nature of science, and it will encourage more positive attitudes toward science, scientists, science education, and science careers. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Clough, Michael James Colbert Cinzia Cervato Joanne Olson Matthew Stanley Iowa State University IA Herbert H. Richtol Standard Grant 293718 7492 1536 SMET 9178 0116000 Human Subjects 0618456 October 1, 2006 Collaborative Research-Collaborative Research-Creating Exemplary Curricula and Supporting Faculty Development in Using Social Explorer to Teach with Demographic Data Maps. Social Sciences - Other (89) Intellectual Merit. This project combines the web application "Social Explorer," which makes visualization of quantitative social patterns and demographic change easily accessible, with research-based instructional support for using this tool in teaching undergraduate social science classes. The project is exploring the potential impact of this use of "Social Explorer" in teaching and learning key social science concepts and data analysis skills, such as understanding population distributions and demographic change, through the creation of several curriculum modules that embody proven instructional approaches for teaching with "Social Explorer" as well as associated documentation to help others adapt these modules to their own teaching context. The modules are being placed in an on-line archive that is slated to become a collection point and dissemination source for other modules created by faculty users. The design of this archive is based on current cognitive theory on effective teaching and learning. It is promoting active learning for students, grounding each module in domain knowledge, modeling assessment in support of learning, and facilitating flexible adaptation to an instructor's own context. "Social Explorer" provides demographic information in an easily understood format: interactive thematic data maps (reports that present data for an area in a larger context), and simple tools to visualize complex data patterns across geographies (nation, state, county, census tract) and across time. Extensive data are being made available for US counties from 1790 to the present, and for census tracts for each decade from 1910 to the present. Broader Impacts: This project is expanding the public use of "Social Explorer" so that scholars from many social science disciplines are able to make use of this resource for their own teaching. Together the following set of activities are enhancing the impact of this project: 1. Creating an online archive of effective lessons using "Social Explorer." Ultimately these lessons will be created by design teams of social science professors, and annotated with rich support materials to facilitate adaptation, including links to resources and samples of student work. 2. Establishing an online collaboration and discussion space for undergraduate course instructors using "Social Explorer." 3. Implementing improvements to "Social Explorer's" tools and documentation to support instructional uses. The design of instructional support and curriculum is being modeled on current research on improving undergraduate education, assessment-driven instruction, and cognitive models of learning. CCLI-Phase 2 (Expansion) DUE EHR Beveridge, Andrew CUNY Queens College NY Myles G. Boylan Standard Grant 112470 7492 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0618459 October 1, 2006 Collaborative Research: Facilitating Case Reuse During Problem Solving. Psychology - Cognitive (73) In this collaborative project, the University of Missouri-Columbia, Kansas State, and Virginia Tech are conducting research on case reuse when learning to solve problems in diverse science, technology, engineering and mathematics (STEM) disciplines. Students often attempt to solve problems by applying the lessons learned from previous problem cases. However, they frequently fail to reuse examples appropriately because their retrieval is based on a comparison of the surface features of the problem cases being studied, not their structural features. In order to facilitate the transfer of learning from problems based on structural features, this project is conducting iterative, design-based research on case reuse. This includes testing strategies and materials for enhancing problem-solving instruction in diverse STEM disciplines; developing scalable comprehensive methods for assessing different dimensions of problem-solving performance; creating and testing web-based learning environments for engaging problem solving; and disseminating and implementing these pedagogical innovations in STEM classrooms at four different institutions. Approximately 3,000 undergraduate students in physics, electrical engineering, and engineering courses at our universities are participating in the project. The project evaluation uses multiple approaches, and draws on both qualitative and quantitative methods, including questionnaires, interviews, evaluator site visit field notes, classroom observation notes, and institutional and course documents. Collectively these methods allow us to measure the effectiveness of problem sets and problem-solving assessment strategies developed in the project, and to compare student outcomes between the experimental and control groups. Materials developed by the project will be made available to undergraduate STEM educators, both as documents and in web-based learning environments that guide implementation of the project's strategies and other materials at other undergraduate institutions. In this way, our research on case reuse will have an impact on the teaching of problem solving across the nation. CCLI-Phase 2 (Expansion) DUE EHR Jonassen, David University of Missouri-Columbia MO Myles G. Boylan Standard Grant 333201 7492 SMET 9178 0116000 Human Subjects 0618460 October 1, 2006 Collaborative Research--Visually Exploring US Demographic Change: Creating Exemplary Curricula and Developing Faculty Expertise. Social Sciences - Other (89) Intellectual Merit. This project combines the web application "Social Explorer," which makes visualization of quantitative social patterns and demographic change easily accessible, with research-based instructional support for using this tool in teaching undergraduate social science classes. The project is exploring the potential impact of this use of "Social Explorer" in teaching and learning key social science concepts and data analysis skills, such as understanding population distributions and demographic change, through the creation of several curriculum modules that embody proven instructional approaches for teaching with "Social Explorer" as well as associated documentation to help others adapt these modules to their own teaching context. The modules are being placed in an on-line archive that is slated to become a collection point and dissemination source for other modules created by faculty users. The design of this archive is based on current cognitive theory on effective teaching and learning. It is promoting active learning for students, grounding each module in domain knowledge, modeling assessment in support of learning, and facilitating flexible adaptation to an instructor's own context. "Social Explorer" provides demographic information in an easily understood format: interactive thematic data maps (reports that present data for an area in a larger context), and simple tools to visualize complex data patterns across geographies (nation, state, county, census tract) and across time. Extensive data are being made available for US counties from 1790 to the present, and for census tracts for each decade from 1910 to the present. Broader Impacts: This project is expanding the public use of "Social Explorer" so that scholars from many social science disciplines are able to make use of this resource for their own teaching. Together the following set of activities are enhancing the impact of this project: 1. Creating an online archive of effective lessons using "Social Explorer." Ultimately these lessons will be created by design teams of social science professors, and annotated with rich support materials to facilitate adaptation, including links to resources and samples of student work. 2. Establishing an online collaboration and discussion space for undergraduate course instructors using "Social Explorer." 3. Implementing improvements to "Social Explorer's" tools and documentation to support instructional uses. The design of instructional support and curriculum is being modeled on current research on improving undergraduate education, assessment-driven instruction, and cognitive models of learning. CCLI-Phase 2 (Expansion) DUE EHR Radinsky, Joshua University of Illinois at Chicago IL Myles G. Boylan Standard Grant 37520 7492 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0618461 January 1, 2007 Collaborative Research: Alice and Media Computation. Computer Science (31) This project, Collaborative Research: Alice and Media Computation, is creating a Java-based introductory CS curriculum combining the proven approaches of Alice programming and Media Computation. Intellectual Merit: This project is developing a course which presents the same concepts found in typical introductory computing courses using new examples based on Alice and Media Computation. Students are using Alice to explore the algorithmic reasoning of programming and learning the syntax of Java using Media Computation. Broader Impacts: This project is leveraging the strengths of two innovative approaches that have been successful in attracting and retaining students in computer science. The combined approach is using methods, developed and validated by the original independent projects, to broaden the appeal of computer science to less-represented groups, and increase the success of at-risk students. The results of the project are being disseminated through a series of six summer workshops. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Hodgson, Jonathan St Joseph's University PA Victor P. Piotrowski Standard Grant 224397 7492 1536 SMET 9178 0116000 Human Subjects 0618482 January 1, 2007 Collaborative Research: On the Cutting Edge: Building a Culture in Which the Cycle of Educational Innovation Can Thrive. Geology (42) This Phase 3 CCLI project is part of a collaborative that is extending and expanding on the highly successful 'On the Cutting Edge' CCLI-ND program of workshops supporting faculty professional development at all stages of their career. Seventeen workshops are being offered covering emerging as well as mature topics in science and pedagogy, teaching strategies for core courses in the geoscience curriculum, course design, issues faced by early career faculty, and preparation for an academic career. Many of these are multi-day workshops held on college campuses while the 'Course Design' and 'Preparing for an Academic Career' workshops are one-day workshops held at professional meetings. Web resources are also being developed in association with the workshops and are available on The Cutting Edge website. This project is also training new geoscience education reform leaders through a series of Leaders in Training workshops and mentoring programs. Research is being conducted to understand the cycle of educational innovation in the geosciences and the impact of the workshops on geoscience education methodology and effectiveness. The research is addressing four fundamental areas: the nature of the cycle of innovation and its implementation in the geosciences, the specific roles that Cutting Edge activities and resources play in this cycle, the role of discipline-specific professional development in education innovation, and the interplay between the cycle of educational innovation and scientific innovation. CCLI-Phase 3 (Comprehensive) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Manduca, Cathryn David Mogk Carleton College MN David J. Matty Continuing grant 981419 7493 1536 SMET 9178 0116000 Human Subjects 0618483 August 1, 2006 Exploiting laboratory experiments in the teaching of Meteorology, Oceanography and Climate: Phase II. Atmospheric Sciences (41) This Phase 2 CCLI project builds on a Phase 1 pilot study, which developed curricula material and equipment in support of laboratory-based teaching of rotating fluid dynamics in the context of meteorology, oceanography and climate. Laboratories developed in Phase 1 are being implemented at five universities. Professors and students are exchanging and exploring ideas and methodologies in laboratory-based teaching at these universities. Expanded evaluation elements from Phase 1 are being used to determine the success of these laboratories and if they can be used by a wide community of institutions. A detailed evaluation plan is being followed to quantify implementation, pedagogy, dissemination, and sustainability. The intellectual merit of the project is the exploration of how basic principles of rotating fluid dynamics, that play a central role in determining the climate of the planet, are best conveyed to students. In addition, this project is creating new ways to teach students how to move between phenomena in the real world, laboratory abstractions, theory and models. The laboratory materials and associated curricula that are being developed will have a wide impact in the teaching of science at many levels in our universities and schools, not just in meteorology, oceanography and climate. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Marshall, John Lodovica Illari Massachusetts Institute of Technology MA Jill K. Singer Standard Grant 514707 7492 1536 SMET 9178 0116000 Human Subjects 0618494 September 1, 2006 Instructional Material on Electromagnetic Compatibility, Signal Integrity, and High Speed Design. Engineering - Electrical (55) This project, a collaboration between the University of Missouri-Rolla and Rose-Hulman Institute of Technology, is developing and disseminating an undergraduate high-speed electronic circuit design program that emphasizes knowledge integration through a hardware design focus. Increases in electronic circuit functionality, density, and speeds have combined to require that graduates have new knowledge and skills. To work effectively in this environment, electrical and computer engineers in areas from design to application to installation will require a thorough understanding of electromagnetic foundations, electromagnetic compatibility, and signal integrity as well as hardware applications of the principles. The project is creating laboratory and classroom instructional modules that include background material, theoretical foundations, solution examples, extended discussion, modern applications, problem exercises, CAD simulations, and design problems. The modular structure provides flexibility and facilitates the dissemination not only to other universities but also to industry. A distance education course in signal integrity, a 2nd edition of the textbook on PCB design for real world EMI control, on-line web material repositories, conference presentations, journal articles, and faculty workshops will provide dissemination to a broad audience in education and industry. Special educational modules are also being developed specifically for use in an intensive three-week summer program for high school seniors. Evaluation instruments are being developed and used to assess the effectiveness, and the modules will be evaluated in three other settings at the University of Akron, Washington State University, and North Dakota State University. Broader impacts include the dissemination of the materials both in academia and in industry and the high school outreach effort. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Drewniak, James Richard DuBroff Daryl Beetner David Pommerenke Missouri University of Science and Technology MO Russell L. Pimmel Standard Grant 494627 7492 1536 SMET 9178 0116000 Human Subjects 0618501 January 1, 2007 FIRST III - Faculty Institutes for Reforming Science Teaching: Developing the Scholarship of Scientific Teaching. Biological Science (61) This comprehensive project builds on the results and products from FIRST II, Faculty Institutes for Reforming Science Teaching through Field Stations. It is designing the instrument that can serve as the repository for existing data from this project and for data that will be generated by it and other funded projects. By establishing a repository for assessment data from undergraduate science courses the project develops faculty, postdoctoral and graduate students' capacity to implement scientific teaching and contribute to the scholarship of scientific teaching. Intellectual Merit: The assessment repository being developed documents outcomes of faculty professional development including assessment of student outcomes. Faculty from all fields of biology can input and retrieve data from the repository to explore questions about effective teaching and learning in undergraduate biology education. This project facilitates the difficult process of conducting cross-site studies using assessment data from large numbers of students and classes. The repository is the bridge between teaching and research that enables faculty to become both expert users of and contributors to the scholarship of scientific teaching. Existence of a common repository for evaluation and assessment data, one usable by a variety of faculty, facilitates the efforts of faculty engaged in reforms in undergraduate science education to have their efforts recognized, evaluated, and rewarded nationally and within their institutions. Broader Impact: Use of the repository promises to lead to increased appreciation for the importance of assessment of student learning in response to changes in instruction and can help in development of tested mechanisms for exploring undergraduate learning in the sciences. As scientists use the repository to document and explore student achievement in science, scholarly work about teaching and student learning should increase in quality, quantity and rigor. Studies of efforts in faculty professional development will also benefit from an enhanced ability to include scholarly work about student learning in specific STEM disciplines. Coordination with the BioSciEd Net (BEN) site of the National STEP Digital Library (NSDA) and the National Center for Ecological Analysis and Synthesis (NCEAS) ensures broad dissemination. CCLI-Phase 3 (Comprehensive) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Ebert-May, Diane Mark Urban-Lurain Michigan State University MI Terry S. Woodin Standard Grant 418984 7493 1536 SMET 9178 7493 0000099 Other Applications NEC 0618504 October 1, 2006 Collaborative Research: Institutionalizing a Reform Curriculum in Large Universities. In universities with large science and engineering programs, the introductory calculus-based physics course plays a central role in the education of very large numbers of students who will become scientists and engineers. Despite repeated calls from the physics community for improvement and modernization of this introductory physics course, the content and structure of the traditional course taught at most such large institutions has changed very little in the past fifty years. Although science and engineering universities often play a lead role in setting the standards for courses taught at other institutions, the large enrollment in their introductory courses, and the involvement of a large number of research faculty and academic support staff, has made it difficult to implement substantive curricular changes. Recently three large universities (NC State, Purdue, and Georgia Tech) have begun the process of implementing the Matter & Interactions curriculum, which was initially developed at Carnegie Mellon University. Matter & Interactions is a calculus-based introductory physics curriculum in which twentieth century physics is integrated as a central part of the curriculum, in which a small set of fundamental principles are emphasized and used as the starting point for all analyses, and in which computation is an integral part of the course. The collaborative work in this project, focused on facilitating the implementation and on widening the base of dissemination, involves creating supporting infrastructure and activities, studying and documenting the changes and adaptations necessary to make the curriculum work well at different institutions, assessing the impact of this curriculum on both students and faculty, and working on further improvements to the instructional materials used by students. Workshops and working group meetings will initially involve participants from the three institutions; in subsequent years teams from other interested institutions are participating. Intellectual Merit: Research and development in this project focuses on documenting and studying in detail the issues that arise, as well as carrying out the adaptation and customization necessary to implementing a reform curriculum at different large institutions. The project is also studying student learning in the context of this curriculum, and identifying and remedying deficiencies in the instructional materials themselves. Documenting the process of dissemination on this scale can inform future large-scale content reforms, both in physics or in other physical science and engineering disciplines. The existing body of research in physics education does not cover some of the central concepts and skills students in this new curriculum need to acquire, so that continued research on student learning is also important. The involvement of nationally known cognitive scientists brings important expertise and a different perspective to this research. Broader Impact: None of the previous attempts to reform the content and emphasis of the introductory university-level calculus-based physics course have achieved long-term and broad institutionalization, despite the excellence of the content of textbooks such as the Feynman Lectures and the Berkeley Physics series. The importance of contemporary concepts and models is even more marked now than it was in the past, because science and engineering students need this background to work on contemporary problems such as the design of new conducting materials; fast, high density data storage and retrieval; new communication technologies; nanoscience and nanotechnology; and computer modeling of extremely complex systems, including climate and geophysical phenomena. NC State, Purdue, and Georgia Tech are large and highly visible universities with strong science and engineering programs. Effective implementation of an innovative curriculum at these institutions can inspire other large institutions to consider similar reforms. Smaller institutions may not need to make use of all of the materials and structures developed by this project, but much of the work is producing materials and methods also useful in institutions in which teaching is done on a smaller scale. CCLI-Phase 3 (Comprehensive) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Chabay, Ruth Bruce Sherwood North Carolina State University NC Duncan E. McBride Standard Grant 997047 7493 1536 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0618511 January 1, 2007 Breaking Barriers in Communication: Technology - Enabled Active Learning for STEM Disciplines. Although the benefits of active learning in the classroom are well documented, barriers still exist which block its ubiquitous usage in STEM classrooms. While some of these barriers come from historical prejudices in content heavy disciplines, others exist due to more mundane factors such as large class size and reticence of students to participate in the classroom environment; which may seem less amenable to student opinion than they are to correct or incorrect answers. This project is training 40 STEM faculty members across the country in the development of active learning techniques, developing a repository of discipline-specific activities (in accordance with university policy), and combining the activities with training in the use of a Tablet PC-based system. Project PIs are conducting a series of workshops to build a community of scholars and contribute to education research on issues of active learning in STEM disciplines. The goals of these workshops are to: -Train for faculty in the electronic active learning system and in active learning techniques, -Serve as a venue for the interchange and development of ideas on active learning across STEM disciplines, -Educate STEM faculty in the area of human subjects-based research including research and analysis techniques appropriate to such studies. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Simon, Elizabeth William Griswold University of California-San Diego CA Victor P. Piotrowski Standard Grant 408205 7492 1536 SMET 9178 0116000 Human Subjects 0618519 October 1, 2006 Collaborative Research: Institutionalizing a Reform Curriculum in Large Universities. In universities with large science and engineering programs, the introductory calculus-based physics course plays a central role in the education of very large numbers of students who will become scientists and engineers. Despite repeated calls from the physics community for improvement and modernization of this introductory physics course, the content and structure of the traditional course taught at most such large institutions has changed very little in the past fifty years. Although science and engineering universities often play a lead role in setting the standards for courses taught at other institutions, the large enrollment in their introductory courses, and the involvement of a large number of research faculty and academic support staff, has made it difficult to implement substantive curricular changes. Recently three large universities (NC State, Purdue, and Georgia Tech) have begun the process of implementing the Matter & Interactions curriculum, which was initially developed at Carnegie Mellon University. Matter & Interactions is a calculus-based introductory physics curriculum in which twentieth century physics is integrated as a central part of the curriculum, in which a small set of fundamental principles are emphasized and used as the starting point for all analyses, and in which computation is an integral part of the course. The collaborative work in this project, focused on facilitating the implementation and on widening the base of dissemination, involves creating supporting infrastructure and activities, studying and documenting the changes and adaptations necessary to make the curriculum work well at different institutions, assessing the impact of this curriculum on both students and faculty, and working on further improvements to the instructional materials used by students. Workshops and working group meetings will initially involve participants from the three institutions; in subsequent years teams from other interested institutions are participating. Intellectual Merit: Research and development in this project focuses on documenting and studying in detail the issues that arise, as well as carrying out the adaptation and customization necessary to implementing a reform curriculum at different large institutions. The project is also studying student learning in the context of this curriculum, and identifying and remedying deficiencies in the instructional materials themselves. Documenting the process of dissemination on this scale can inform future large-scale content reforms, both in physics or in other physical science and engineering disciplines. The existing body of research in physics education does not cover some of the central concepts and skills students in this new curriculum need to acquire, so that continued research on student learning is also important. The involvement of nationally known cognitive scientists brings important expertise and a different perspective to this research. Broader Impact: None of the previous attempts to reform the content and emphasis of the introductory university-level calculus-based physics course have achieved long-term and broad institutionalization, despite the excellence of the content of textbooks such as the Feynman Lectures and the Berkeley Physics series. The importance of contemporary concepts and models is even more marked now than it was in the past, because science and engineering students need this background to work on contemporary problems such as the design of new conducting materials; fast, high density data storage and retrieval; new communication technologies; nanoscience and nanotechnology; and computer modeling of extremely complex systems, including climate and geophysical phenomena. NC State, Purdue, and Georgia Tech are large and highly visible universities with strong science and engineering programs. Effective implementation of an innovative curriculum at these institutions can inspire other large institutions to consider similar reforms. Smaller institutions may not need to make use of all of the materials and structures developed by this project, but much of the work is producing materials and methods also useful in institutions in which teaching is done on a smaller scale. CCLI-Phase 3 (Comprehensive) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Schatz, Michael Richard Catrambone Marcus Marr GA Tech Research Corporation - GA Institute of Technology GA Duncan E. McBride Standard Grant 399998 7493 1536 SMET 9178 0116000 Human Subjects 0618521 October 1, 2006 A molecular simulation module-development community. Engineering - Chemical (53) This project addresses obstacles preventing the widespread use of molecular simulation as a tool for instruction in courses that involve thermodynamics, transport, kinetics, materials science, and biology. The primary focus is on producing molecular simulation modules, each comprising (1) a graphically oriented, interactive, and quantitative molecular simulation, and (2) supporting materials presented in a convenient web-based format and which facilitates use and assessment of the simulation modules. The primary obstacle preventing the development of such resources is the lack of overlap between those capable of producing interactive molecular simulations and those who have the technical expertise and perspective to invent modules appropriate to the broad array of topics where they can be useful. The project addresses this problem by a mechanism of proposal-initiated collaborations between content experts and the project investigators, who have the necessary expertise to produce and assess simulation-based modules. The project aims to produce twelve modules while examining their effectiveness as a tool for learning molecular concepts. The modules are self-contained, self-explanatory, and easily disseminated via the internet; consequently will be used by educators at institutions nationwide. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Kofke, David George Bodner Cache Corporation TX Sheryl A. Sorby Standard Grant 491583 7492 1536 SMET 9178 7492 0116000 Human Subjects 0618531 January 1, 2007 Collaborative Research: Alice and Media Computation. Computer Science (31) This project, Collaborative Research: Alice and Media Computation, is creating a Java-based introductory CS curriculum combining the proven approaches of Alice programming and Media Computation. Intellectual Merit: This project is developing a course which presents the same concepts found in typical introductory computing courses using new examples based on Alice and Media Computation. Students are using Alice to explore the algorithmic reasoning of programming and learning the syntax of Java using Media Computation. Broader Impacts: This project is leveraging the strengths of two innovative approaches that have been successful in attracting and retaining students in computer science. The combined approach is using methods, developed and validated by the original independent projects, to broaden the appeal of computer science to less-represented groups, and increase the success of at-risk students. The results of the project are being disseminated through a series of six summer workshops. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Dann, Wanda Ithaca College NY Victor P. Piotrowski Standard Grant 77060 7492 1536 SMET 9178 0116000 Human Subjects 0618533 January 1, 2007 Collaborative Research: On the Cutting Edge: Building a Culture in Which the Cycle of Educational Innovation Can Thrive. Geology (42) This Phase 3 CCLI project is part of a collaborative that is extending and expanding on the highly successful 'On the Cutting Edge' CCLI-ND program of workshops supporting faculty professional development at all stages of their career. Seventeen workshops are being offered covering emerging as well as mature topics in science and pedagogy, teaching strategies for core courses in the geoscience curriculum, course design, issues faced by early career faculty, and preparation for an academic career. Many of these are multi-day workshops held on college campuses while the 'Course Design' and 'Preparing for an Academic Career' workshops are one-day workshops held at professional meetings. Web resources are also being developed in association with the workshops and are available on The Cutting Edge website. This project is also training new geoscience education reform leaders through a series of Leaders in Training workshops and mentoring programs. Research is being conducted to understand the cycle of educational innovation in the geosciences and the impact of the workshops on geoscience education methodology and effectiveness. The research is addressing four fundamental areas: the nature of the cycle of innovation and its implementation in the geosciences, the specific roles that Cutting Edge activities and resources play in this cycle, the role of discipline-specific professional development in education innovation, and the interplay between the cycle of educational innovation and scientific innovation. CCLI-Phase 3 (Comprehensive) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Tewksbury, Barbara Hamilton College NY Jill K. Singer Continuing grant 390296 7493 1536 SMET 9178 0116000 Human Subjects 0618535 January 1, 2007 Collaborative Project: A Workshop Initiative by the Council on Undergraduate Research to Establish, Enhance and Institutionalize Undergraduate Research. Interdisciplinary (99) The Council on Undergraduate Research (CUR) is disseminating information about an effective educational practice: undergraduate faculty-student collaborative research. The project is using CUR's multidisciplinary membership and infrastructure, demonstrated expertise in hosting effective workshops, and strong foundation of services and publications focused on faculty development and institutional reform to share successful best-practice models and strategies for establishing, enhancing, and institutionalizing undergraduate research. This project is an expansion of CUR's Institutionalizing Undergraduate Research workshop, an annual, national-level workshop, to a regional focus. Workshops are being held in eight geographic regions with participants representing all types of institutions, including two-year, baccalaureate, masters, doctoral, and research-intensive institutions. These institutions include Hispanic-serving, Native American-serving, and historically black colleges and universities, as well as institutions in regions that have not previously been served by CUR workshops. The regional focus is supporting 1) broader participation by institutions that otherwise would not attend a workshop focused on undergraduate research, 2) increasing dissemination of models and best practices, and 3) providing critical post-workshop, follow-up interactions to increase the likelihood of implementation and sustainability on participants' home campuses. The regional model focuses on developing communities of scholars at each participating campus. Specifically, the proposed project is improving the quality of undergraduate STEM education by achieving four linked objectives: (1) helping academic departments and institutions establish and eventually expand undergraduate research opportunities; (2) facilitating the documentation of best practices among a wide variety of institutions; (3) documenting and disseminating models of how to integrate undergraduate research into the curriculum; and (4) encouraging and supporting regional faculty networking and sharing of ideas. Broader impacts of this project include the support of STEM faculty in their implementation of undergraduate research as an effective pedagogical tool and enhancement of the research culture on their campuses. CCLI-Phase 2 (Expansion) DUE EHR Singer, Jill SUNY College at Buffalo NY Myles G. Boylan Standard Grant 24510 7492 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0618536 July 1, 2006 Implementing C.R.E.A.T.E. Through Faculty Development at Multiple Institutions in order to Assess Its Efficacy on Diverse Learners. This project extends a novel idea for large introductory science courses beyond the institution at which it was first introduced and tested. The approach asks students, working in groups, to consider a problem or concept, read a related assigned carefully chosen article in the primary literature, elucidate the hypotheses being tested in that article, analyze the data presented, and think of the next logical experiment. At the end of each exercise the students pose questions for the authors of the article and communicate these to them. The institutions involved in this phase 2 approach include: private universities (New York University and Columbia University), public colleges (Hunter College) and community colleges ( Kingsborough Community College) in New York City and institutions external to that area, such as the University of Texas Austin. Intellectual Merit: Based on results with the first such courses offered at City College of New York (three cohorts of students) the approach does: (1) increase science participation interest of minority students, (2) increase student reading and critical analysis skills, (3) correct minority student misconceptions of science/scientists; and (4) produce major gains in students conceptual understanding of biology. The soundness of the approach and the feasibility of adapting it to a variety of settings is being further explored and tested. Broader Impacts: The project includes a one-year Faculty Development Workshop at the CUNY Graduate Center in Manhattan. As Workshop participants implement CREATE and assess the effect of the approach on the various student cohorts in their classrooms they are building a community of scholars in biology education in NYC; a set of science faculty knowledgeable about research on effective teaching. The project is also increasing student interest in science careers and promoting a more realistic view of who can become a scientist. All of these have important implications nationally for innovative approaches to introductory science courses. CCLI-Phase 2 (Expansion) DUE EHR Hoskins, Sally Leslie Stevens CUNY City College NY Terry S. Woodin Standard Grant 488143 7492 SMET 9178 7492 0116000 Human Subjects 0618537 October 1, 2006 Implementing a Curriculum for Service Systems Engineering. Engineering - Electrical (55) This project is designing and implementing a Service Systems Engineering curriculum to meet the emerging needs of the U.S. economy where more than 80% of the GDP is now based on the service sector. This new curriculum, which is based on a recently completed Delphi Study, is broadly interdisciplinary, incorporating subject matter from several fields both inside and outside of engineering. The investigators are defining the needed courses and the content of these courses for the engineering portion of the curriculum and they are developing and delivering these courses using discovery- and team-based learning approaches. Their goal is to enroll 140 students in the program by the end of the project. To support their efforts, they are working to enhance their interactions with service sector industries by establishing and engaging an Industrial Advisory Council made up of industry leaders and by securing co-op or internship opportunities for the program's students. Faculty members from Montana State University, Rensselaer Polytechnic Institute, University of Illinois-Champaign, and Wayne State University are active participants on the project's curriculum development team that is providing a broader perspective on the development and helping to disseminate the new curriculum. The project results are being disseminated though conference and journal publications, through the institution's website, and through faculty workshops. An external evaluator is leading the assessment effort, which is using an assortment of tools, including standardized exams, alumni and employer surveys, and exit interviews with students to monitor the project's progress and to characterize its accomplishments. Broader impacts include the dissemination effort, faculty workshops, and the development of a service-oriented program that, according to many reports, has special appeal for students in underrepresented groups. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Bohmann, Leonard John Sutherland Kris Mattila Dana Johnson Nilufer Onder Michigan Technological University MI Russell L. Pimmel Standard Grant 499994 7492 1536 SMET 9178 7492 0116000 Human Subjects 0618541 October 1, 2006 Collaborative Research: Facilitating Case Reuse During Problem Solving. Psychology - Cognitive (73) In this collaborative project, the University of Missouri-Columbia, Kansas State, and Virginia Tech are conducting research on case reuse when learning to solve problems in diverse science, technology, engineering and mathematics (STEM) disciplines. Students often attempt to solve problems by applying the lessons learned from previous problem cases. However, they frequently fail to reuse examples appropriately because their retrieval is based on a comparison of the surface features of the problem cases being studied, not their structural features. In order to facilitate the transfer of learning from problems based on structural features, this project is conducting iterative, design-based research on case reuse. This includes testing strategies and materials for enhancing problem-solving instruction in diverse STEM disciplines; developing scalable comprehensive methods for assessing different dimensions of problem-solving performance; creating and testing web-based learning environments for engaging problem solving; and disseminating and implementing these pedagogical innovations in STEM classrooms at four different institutions. Approximately 3,000 undergraduate students in physics, electrical engineering, and engineering courses at our universities are participating in the project. The project evaluation uses multiple approaches, and draws on both qualitative and quantitative methods, including questionnaires, interviews, evaluator site visit field notes, classroom observation notes, and institutional and course documents. Collectively these methods allow us to measure the effectiveness of problem sets and problem-solving assessment strategies developed in the project, and to compare student outcomes between the experimental and control groups. Materials developed by the project will be made available to undergraduate STEM educators, both as documents and in web-based learning environments that guide implementation of the project's strategies and other materials at other undergraduate institutions. In this way, our research on case reuse will have an impact on the teaching of problem solving across the nation. CCLI-Phase 2 (Expansion) DUE EHR Lo, Jenny Janis Terpenny Vinod Lohani Tamara Knott Richard Goff Virginia Polytechnic Institute and State University VA Myles G. Boylan Standard Grant 116800 7492 SMET 9178 0116000 Human Subjects 0618542 January 1, 2007 Collaborative Project: A Workshop Initiative by the Council on Undergraduate Research to Establish, Enhance and Institutionalize Undergraduate Research. Interdisciplinary (99) The Council on Undergraduate Research (CUR) is disseminating information about an effective educational practice: undergraduate faculty-student collaborative research. The project is using CUR's multidisciplinary membership and infrastructure, demonstrated expertise in hosting effective workshops, and strong foundation of services and publications focused on faculty development and institutional reform to share successful best-practice models and strategies for establishing, enhancing, and institutionalizing undergraduate research. This project is an expansion of CUR's Institutionalizing Undergraduate Research workshop, an annual, national-level workshop, to a regional focus. Workshops are being held in eight geographic regions with participants representing all types of institutions, including two-year, baccalaureate, masters, doctoral, and research-intensive institutions. These institutions include Hispanic-serving, Native American-serving, and historically black colleges and universities, as well as institutions in regions that have not previously been served by CUR workshops. The regional focus is supporting 1) broader participation by institutions that otherwise would not attend a workshop focused on undergraduate research, 2) increasing dissemination of models and best practices, and 3) providing critical post-workshop, follow-up interactions to increase the likelihood of implementation and sustainability on participants' home campuses. The regional model focuses on developing communities of scholars at each participating campus. Specifically, the proposed project is improving the quality of undergraduate STEM education by achieving four linked objectives: (1) helping academic departments and institutions establish and eventually expand undergraduate research opportunities; (2) facilitating the documentation of best practices among a wide variety of institutions; (3) documenting and disseminating models of how to integrate undergraduate research into the curriculum; and (4) encouraging and supporting regional faculty networking and sharing of ideas. Broader impacts of this project include the support of STEM faculty in their implementation of undergraduate research as an effective pedagogical tool and enhancement of the research culture on their campuses. CCLI-Phase 2 (Expansion) DUE EHR Osborn, Jeffrey Truman State University MO Myles G. Boylan Standard Grant 19431 7492 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0618543 September 1, 2006 Redesigning Introductory Computing: The Design Discipline. Computer Science (31) The Redesigning Introductory Computing: The Design Discipline project is creating a powerful, yet novice-friendly, introductory curriculum. This curriculum features a well-developed set of language subsets, introduces multiple languages over multiple semesters, and uses Teachpacks that hide complexity from students by encapsulating infrastructure code. Intellectual Merit: This project is utilizing research results in pedagogy to inform what to teach, and technical solutions to create programming languages and tools with sufficient encapsulation to expose novices to challenging applications. Students are developing programming skills while working in pedagogically-motivated language subsets. Broader Impact: The project is conducting workshops which are training almost 200 college faculty in the design oriented approach. In addition to making all materials available over the Web, the project is supporting tools like discussion forums and mailing lists in an effort to build a stronger community of introductory programming educators. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Bloch, Stephen Viera Proulx Matthew Flatt Kathi Fisler John Clements Adelphi University NY Stephen C. Cooper Standard Grant 499688 7492 1536 SMET 9178 0116000 Human Subjects 0618548 January 1, 2007 Collaborative Project: A Workshop Initiative by the Council on Undergraduate Research to Establish, Enhance and Institutionalize Undergraduate Research. Interdisciplinary (99) The Council on Undergraduate Research (CUR) is disseminating information about an effective educational practice: undergraduate faculty-student collaborative research. The project is using CUR's multidisciplinary membership and infrastructure, demonstrated expertise in hosting effective workshops, and strong foundation of services and publications focused on faculty development and institutional reform to share successful best-practice models and strategies for establishing, enhancing, and institutionalizing undergraduate research. This project is an expansion of CUR's Institutionalizing Undergraduate Research workshop, an annual, national-level workshop, to a regional focus. Workshops are being held in eight geographic regions with participants representing all types of institutions, including two-year, baccalaureate, masters, doctoral, and research-intensive institutions. These institutions include Hispanic-serving, Native American-serving, and historically black colleges and universities, as well as institutions in regions that have not previously been served by CUR workshops. The regional focus is supporting 1) broader participation by institutions that otherwise would not attend a workshop focused on undergraduate research, 2) increasing dissemination of models and best practices, and 3) providing critical post-workshop, follow-up interactions to increase the likelihood of implementation and sustainability on participants' home campuses. The regional model focuses on developing communities of scholars at each participating campus. Specifically, the proposed project is improving the quality of undergraduate STEM education by achieving four linked objectives: (1) helping academic departments and institutions establish and eventually expand undergraduate research opportunities; (2) facilitating the documentation of best practices among a wide variety of institutions; (3) documenting and disseminating models of how to integrate undergraduate research into the curriculum; and (4) encouraging and supporting regional faculty networking and sharing of ideas. Broader impacts of this project include the support of STEM faculty in their implementation of undergraduate research as an effective pedagogical tool and enhancement of the research culture on their campuses. CCLI-Phase 2 (Expansion) DUE EHR Karukstis, Kerry Harvey Mudd College CA Myles G. Boylan Standard Grant 37252 7492 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0618558 January 1, 2007 Force Field: E&M Visualizations for Introductory Physics. Classical electromagnetism and the nature of vector fields are fundamental underpinnings of a scientific and technical education, but they are the most difficult subjects for students at an introductory level to master. This difficulty is a nationally recognized problem in science and engineering education, and it has been a recognized problem since the origins of the field of electromagnetism. The project has already developed 3D visualization and simulation techniques to foster student intuition about electromagnetic fields and phenomena, disseminated online through the MIT OpenCourseWare (OCW) Project. The current project is for the continued development and assessment of a full suite of such visualizations in electromagnetism, embedded in a pedagogical software framework for their interactive delivery that is designed to optimize student learning. The intellectual merit of this project lies in its application of cutting-edge simulation and visualization techniques embedded in a guided inquiry interactive software framework to enhance student understanding of electromagnetic phenomena. Not only do these techniques make the introductory curriculum in this subject more accessible, but they also extend the range of subjects that can be treated at this level to sophisticated concepts that are usually covered only in advanced courses (for example, the concepts of pressure and tension transmitted by fields). The broader impact of this project lies in research towards the development and evaluation of an effective pedagogy for the interactive delivery of scientific visualizations and simulations in a guided inquiry software framework. The full development of such a framework can ultimately have an impact across all science and engineering disciplines. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Belcher, John Yehudit Dori Carolann Koleci Peter Dourmashkin Sahana Murthy Massachusetts Institute of Technology MA John F. Mateja Standard Grant 356001 7492 1536 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0618562 January 1, 2007 Collaborative Research: Alice and Media Computation. Computer Science (31) This project, Collaborative Research: Alice and Media Computation, is creating a Java-based introductory CS curriculum combining the proven approaches of Alice programming and Media Computation. Intellectual Merit: This project is developing a course which presents the same concepts found in typical introductory computing courses using new examples based on Alice and Media Computation. Students are using Alice to explore the algorithmic reasoning of programming and learning the syntax of Java using Media Computation. Broader Impacts: This project is leveraging the strengths of two innovative approaches that have been successful in attracting and retaining students in computer science. The combined approach is using methods, developed and validated by the original independent projects, to broaden the appeal of computer science to less-represented groups, and increase the success of at-risk students. The results of the project are being disseminated through a series of six summer workshops. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Ericson, Barbara Mark Guzdial GA Tech Research Corporation - GA Institute of Technology GA Victor P. Piotrowski Standard Grant 107216 7492 1536 SMET 9178 0116000 Human Subjects 0618570 September 1, 2006 Interactive Case-Study Teaching with Large Classroom Response Systems in Large Biology classes. Biological Sciences (61) This project expands the use of case studies into large-lecture introductory biology courses and combines the case-study approach with the use of "clickers," or classroom response systems. The case-study teaching/learning method provides authentic activities situated in appropriate contexts from which students learn scientific concepts. However, since the case-study method has traditionally relied upon discussion and other forms of classroom interaction, it has been confined mainly to small classes. To facilitate interactive case-study teaching in large lectures, this project incorporates clickers with the case studies. Preliminary trials of interactive case-study teaching, supported by clickers, show striking improvement in attendance and interest for large introductory science courses. The project team, consisting of faculty from 16 diverse universities, are developing 64 interactive clicker case studies that can be used in large (100+ student) classes of general biology, the most commonly taught science course. A quasi-experimental study rigorously assesses the attitudinal and learning goals of eight of these interactive clicker cases as compared to traditional lecture presentation. Because all 16 schools are using the same eight cases and the same assessment methods, the efficacy of the approach is measured. The intellectual merit of the project is the research examining the use of interactive case-study teaching in large lectures, since the promise of this method is supported both theoretically and practically. The broader impacts of this project include the interactive, case-study learning of biology by more than 1600 science and non-science majors each semester of the project. Research indicates that women, minorities, and non-science majors in particular respond well to case-based teaching. In addition, the materials used for the project and its associated workshops, conferences, and research are disseminated widely through print and the website of the National Center for Case Study Teaching in Science. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Herreid, Clyde Mary Lundeberg SUNY at Buffalo NY Linnea A. Fletcher Standard Grant 399354 7492 1536 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0618571 August 15, 2006 A National Model for Engineering Mathematics Education. This CCLI Phase 2 Expansion Project is addressing attrition in engineering programs due to the problems incoming engineering students often have with the traditional freshman calculus sequence. This project is replacing this sequence with a novel freshman-level engineering mathematics class that covers just-in-time, salient mathematics topics used in core engineering courses. Engineering faculty are teaching this new mathematics course and motivating all mathematical topics by their direct application in core engineering courses. This model is allowing students to advance in the engineering curriculum without first completing the traditional calculus sequence. The model is also placing some sophomore-level engineering courses in the freshman year and moving a revised engineering mathematics sequence, to be taught by the math department, later in the curriculum. Three universities are testing the new model and determining whether it increases student retention, motivation, and success in engineering. The project is being assessed through a combination of quantitative and qualitative measures of student retention, motivation and success in engineering, with particular emphasis on student learning in subsequent math and engineering courses. The project is being disseminated through the development of a new textbook, faculty professional development workshops, a website, and outreach to regional high schools. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Klingbeil, Nathan Kuldip Rattan Richard Mercer David Reynolds Michael Raymer Wright State University OH Lance C. Perez Standard Grant 500000 7492 1536 SMET 9178 0116000 Human Subjects 0618573 September 1, 2006 CCLI Expansion: Investigative Psychophysiology Laboratory Experiences for Community Colleges. Psychology - Biological (71), Psychology - Cognitive (73) Building on prior work, St. Olaf College and Itasca Community College are conducting a two-year project with two main objectives. The first is to help teachers integrate a set of investigative psychophysiology lab experiences with their syllabi and introductory psychology textbooks. The second is to develop a replicable national workshop model to train community college teachers to incorporate such experiences into their courses. The initial project workshop, including 10 participant teachers, introduces faculty to scientific psychophysiological research in the community college context. Based on formative evaluation of the initial workshop results, the workshop materials are revised and forty new community college teachers, representative of colleges from five regions of the country, participate in a second two-day workshop. Using the revised activities from the first workshop, the ten participants from the first workshop act as mentor-coaches for the forty new teachers. During the second year of the project all fifty community college teachers will make use of the workshop materials in their classrooms. Data on teacher and student outcomes are collected from these classrooms, as well as from matched control classes, taught by instructors who did not participate in the workshops. In terms of broad impact, the project will develop a national workshop model for teachers to introduce psychophysiology investigative laboratory activities that should be useful not only in community colleges, but also in other higher education institutions. The workshops will assist teachers to engage their students with the scientific approach, think critically about their work, and develop competence to do scientific research. The project will lead to a new pool of researchers who will contribute to new research, and expand the research base. CCLI-Phase 2 (Expansion) DUE EHR Thorsheim, Howard Robert Gephart Saint Olaf College MN Myles G. Boylan Standard Grant 399927 7492 SMET 9178 0116000 Human Subjects 0618589 October 1, 2006 Collaborative Research: Development of Concept Inventories for Computer Science. This project is improving the assessment of student learning in computer science by developing three concept inventories for introductory computer science subjects. Modeled after the successful Force Concept Inventory that was developed to assess student learning of Newtonian physics, the concept inventories are testing understanding of key computer science concepts in a manner that enables reliable comparisons between courses at different universities. This multi-institution partnership among the University of Illinois at Urbana-Champaign, Rose-Hulman Institute, and Washington University is helping to ensure the validity of the proposed instruments by providing access to diverse student populations and different program objectives. With a standardized assessment tool, the computer science education community can make meaningful comparisons of the effectiveness of different pedagogical approaches, greatly facilitating computer science education research. Concept inventories are designed to test student comprehension of difficult concepts by forcing a choice between the correct answer and distractors constructed from common student misconceptions. As the primary source of information about which topics are difficult and about what the most common misconceptions are, students are being directly engaged through introspections, discussions, interviews, and "think alouds" to direct the development of questions for the concept inventories. These questions are then being refined and validated through peer review, qualitative, and psychometric analyses. An advisory panel, comprised of experienced concept inventory developers, is advising and annually assessing project progress. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Zilles, Craig Michael Loui Cinda Heeren University of Illinois at Urbana-Champaign IL Stephen C. Cooper Standard Grant 285002 7492 1536 SMET 9178 0116000 Human Subjects 0618598 October 1, 2006 Collaborative Research: Development of Concept Inventories for Computer Science. This project is improving the assessment of student learning in computer science by developing three concept inventories for introductory computer science subjects. Modeled after the successful Force Concept Inventory that was developed to assess student learning of Newtonian physics, the concept inventories are testing understanding of key computer science concepts in a manner that enables reliable comparisons between courses at different universities. This multi-institution partnership among the University of Illinois at Urbana-Champaign, Rose-Hulman Institute, and Washington University is helping to ensure the validity of the proposed instruments by providing access to diverse student populations and different program objectives. With a standardized assessment tool, the computer science education community can make meaningful comparisons of the effectiveness of different pedagogical approaches, greatly facilitating computer science education research. Concept inventories are designed to test student comprehension of difficult concepts by forcing a choice between the correct answer and distractors constructed from common student misconceptions. As the primary source of information about which topics are difficult and about what the most common misconceptions are, students are being directly engaged through introspections, discussions, interviews, and "think alouds" to direct the development of questions for the concept inventories. These questions are then being refined and validated through peer review, qualitative, and psychometric analyses. An advisory panel, comprised of experienced concept inventory developers, is advising and annually assessing project progress. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Kaczmarczyk, Lisa Rose-Hulman Institute of Technology IN Timothy V. Fossum Standard Grant 40000 7492 1536 SMET 9178 0116000 Human Subjects 0618599 September 15, 2006 Advancing Assessment of Scientific and Quantitative Reasoning. This project is further refining scientific and quantitative reasoning assessment tools and procedures for use in undergraduate programs. Although it is desirable that institutions of higher education begin to use direct measures of student learning to assess important learning outcomes, direct measures are currently the least systematically used of available assessment techniques. Without appropriate assessment methods, the nation will continue to rely upon less desirable indicators such as: student self-reports, actuarial reports, and external ratings of institutional quality. By exploring the generalizability of current instruments designed to measure scientific and quantitative reasoning skills at James Madison University to other diverse institutions, this project is contributing to knowledge of undergraduate STEM education, developing faculty expertise in assessment practice, and helping to build an interdisciplinary community of scholars from five diverse institutions. James Madison University (JMU) is uniquely qualified to contribute to the development and dissemination of psychometrically sound instruments and assessment practice due to its long-term commitment to this work via the Center for Assessment and Research Studies (CARS) (www.jmu.edu/assessment/). This project is building on successful work conducted over several years by CARS faculty with significant collaboration by JMU STEM faculty members through which objectives for scientific and quantitative reasoning have been carefully crafted, and innovative items have been created and mapped to these objectives. JMU is currently using the eighth generation of instruments designed to measure collegiate scientific (SR) and quantitative reasoning (QR) skills and knowledge. This project is building on our existing research base that has demonstrated the reliability and validity of scores. Recent research supports the hypothesis that current scientific and quantitative reasoning goals and associated assessment instruments can successfully be modified for use other institutions in need of sound assessment methods and practices. The project is working on the following six objectives: 1. Exploring the psychometric quality and generalizability of the SR and QR instruments to institutions having diverse missions and serving diverse populations. 2. Building improved and scientifically based assessment plans for adoption at home institutions through consultation and participation in Faculty Institutes. 3. Building assessment capacity at participating institutions through professional development in assessment practice, analytic methods, and data presentation to enhance curricular reflection and improvement. 4. Developing new assessment models and designs for adoption or adaptation by other institutions. 5. Documenting potential barriers to effective assessment practice and exploring solutions. 6. Creating scholarly communities of assessment practitioners to sustain work at participating institutions and beyond. Intellectual Merit: This project is advancing knowledge and understanding of student learning in scientific and quantitative reasoning skills and providing sound tools for other projects and researchers. The project is following the National Research Council (2001) assessment model through formation of interdisciplinary teams from each institution with broad science, mathematics, cognitive psychology, and measurement expertise to study the generalizability of assessment tools to distinct institutions serving diverse populations. Obstacles to effective practice at each institution are being identified and addressed. Broader Impacts: This project is improving our understanding of student scientific and quantitative reasoning in order to enhance student learning and teaching. The project is directly providing advanced training opportunities for faculty and administrators from diverse participating institutions. These interdisciplinary teams represent a new community of scholars that are contributing to research on STEM teaching, learning, and assessment at their home institutions and beyond via rich dissemination opportunities. CCLI-Phase 2 (Expansion) DUE EHR Sundre, Donna Christopher Murphy Mary Handley Michael Hall Laura Taalman James Madison University VA Myles G. Boylan Standard Grant 498765 7492 SMET 9178 7492 0000099 Other Applications NEC 0116000 Human Subjects 0618600 September 15, 2006 Using Cognitive Load Theory to Design and Assess Questions and Problem Solving Strategies in Chemistry. Chemistry (12) Cognitive Load Theory (CLT) describes part of the human thought process in which working memory is limited to a small number of items that can be used to solve a problem. Meanwhile, neural network analyses of student problem-solving pathways provide information about how students approach and work out a problem. This project extends the use of CLT into chemistry and combines the use of CLT and neural network analyses in order to systematically explore factors that give rise to the challenges of introductory chemistry for novices in college. The goals are to (1) define qualitative and quantitative measures or factors of complexity in introductory chemistry problems, including the effect of background or preparation level; (2) assess the strategies used by students when they are confronted by the complexities, including the parsing of word problems and the textual and/or visual representation of data; (3) devise interventions to promote problem solving based on the findings from the first two goals and the literature; (4) provide and promote applications including examinations, test banks, and asynchronous testing; and (5) utilize the resources of the American Chemical Society Examinations Institute to disseminate questions and applications of the findings. The intellectual merit of the project includes an understanding of how a basic theory of learning and cognition applies to student problem solving: (1) how the fundamental issues and effects relate to the discipline of chemistry, a new validation and application in another discipline, and (2) practical outcomes in the form of explicit rules and guidelines for the preparation of assessment materials. Additional merit comes from the acquisition of knowledge about the process by which students approach and complete problems that challenge them on the basis of cognitive load. The broader impacts of the project activities include additions to the knowledge base that provides for better student testing and evaluation, increased faculty expertise on assessment, and the promotion of teaching and learning. A team of four researchers combine their expertise in related areas and the resources of their institutions to accomplish the project's goals. The differences among the types of institutions and other partner schools assure a varied and broad set of data and outcomes. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Pienta, Norbert Melanie Cooper Thomas Holme Susan Wiediger University of Iowa IA Susan H. Hixson Standard Grant 481686 7492 1536 SMET 9178 0116000 Human Subjects 0618605 September 15, 2006 Deployment and Integration of Instructional Shake Tables Using the NEES Cyberinfrastructure. Engineering - Civil (54) The importance of understanding and proper preparation for hazard mitigation topics in undergraduate civil engineering students is clear. This expansion effort focuses on the dissemination of previously implemented exercises that have been rigorously assessed and improved. The primary goal is to engage a wide range of students in innovative laboratory experiences based within the framework of earthquake engineering, one readily demonstrated element of hazard mitigation. The laboratory exercises, utilizing benchscale instructional shake tables and cyberinfrastructure tools provide learning experiences involving a combination of fundamental concepts and emerging technology. The mechanism for deployment is through a premier cyberinfrastructure project, NEES (Network for Earthquake Engineering Simulation). Tools have been developed for the remote control (tele-operation) and the viewing and analysis of streaming data and video (tele-participation) for the control of the instructional shake tables over the internet. This experience is enhancing undergraduate education, better preparing students to enter the workforce with a deeper understanding of hazard mitigation, and encouraging students to seek out innovative post-graduate experiences. A diverse group of students and institutions is involved, serving to broaden and engage the workforce of the future. Faculty development activities are also included to build an educational collaboratory. CCLI-Phase 2 (Expansion) NEES RESEARCH ENGINEERING EDUCATION DUE EHR Dyke, Shirley Steven McCabe Sandra Courter Richard Christenson Washington University MO Sheryl A. Sorby Standard Grant 500000 7492 7396 1340 SMET 9178 0116000 Human Subjects 0618617 September 1, 2006 Using Electronic Portfolios to Assess Student Learning as a Result of Undergraduate Research. Psychology - Cognitive (73), Science and Technology Assessments (91) The personal and professional benefits of completing an undergraduate research project are varied and complex. Students involved in undergraduate research are more likely to complete their undergraduate education and go on to graduate school than students who did not have a research experience; they also self-report intellectual gains. This project is taking the assessment of student learning in undergraduate research to the next level by documenting the intellectual gains experienced by students as a result of participating in mentored research, and by exploring the relative importance of the mentoring relationship and its effect on student intellectual gain. Exactly which components and to what extent do these different components of the research environment bring about intellectual growth--is it the process of answering a unique question or the mentoring that students receive as they undertake their projects? Using an electronic portfolio tool, ePortfolio, from Indiana University-Purdue University Indianapolis (IUPUI), the project is collecting data from students and faculty members at 19 different campuses. Project members are examining student intellectual skills before and after the research experience in three key principles of undergraduate learning: core communication and quantitative skills, critical thinking, and integration and the application of knowledge. Students construct an electronic learning portfolio to document evidence from undergraduate research, connect their evidence to the selected principles, and collaborate with faculty mentors to assess and understand their own intellectual growth as a result of participation in research. Students also complete on-line questionnaires about the mentoring environment, and demographic information. The final result of this project will be the creation of an assessment platform to document student learning as a result of a mentored undergraduate research program that will be widely available to the academic community across the nation. CCLI-Phase 2 (Expansion) DUE EHR Wilson, Kathryn Mary Crowe Sharon Hamilton Anthony Stamatoplos Indiana University IN Myles G. Boylan Standard Grant 435000 7492 SMET 9178 0116000 Human Subjects 0618626 September 1, 2006 Expanding the use of Remote Scientific Instrumentation within the Curriculum: Continued Development of the Integrated Laboratory Network. Chemistry (12) The Integrated Laboratory Network (ILN) provides anytime and anyplace access to scientific instrumentation and supporting instructional materials through the use of web-based technologies. The initiative brings together a number of secondary and post-secondary schools to expand and enhance the use of remote instrumentation within the curriculum through the Integrated Laboratory Network Consortium (ILNC). The ILNC develops and tests the web-based tools necessary for institutions to effectively share and use remote instrumentation for a variety of classroom, laboratory, and research activities. The ILNC also has developed a self sustaining business model necessary for institutions to effectively provide and use ILN resources. The intellectual merit of this project lies in benefits gained by students, faculty, and researchers from the expanded use of instrumentation throughout the curriculum. Access to instrumentation outside the traditional classroom and laboratory timeframe provides better training for more students in the operation of scientific instruments, expands opportunities for students to participate in authentic scientific activities, and promotes and enables the project to have broad impact. The project provides many institutions with access to instruments that would otherwise be expensive to acquire and costly and difficult to maintain. These benefits accrue to institutions ranging from public high schools, tribal colleges, community colleges, colleges and universities. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Cancilla, Devon Larry Gilbert Simon Albon Western Washington University WA Herbert H. Richtol Standard Grant 500000 7492 1536 SMET 9178 7492 0000099 Other Applications NEC 0116000 Human Subjects 0618645 August 1, 2006 A Cohesive Program Of Experimental Modules Distributed Throughout The ECE Curriculum. Engineering - Electrical (55) The project is developing a cohesive program in which experiments are introduced into a wide selection of Electrical and Computer Engineering courses that typically do not have associated laboratories. Most of the experiments use low cost, portable equipment, which facilitates a decentralized laboratory environment where students perform the experiments outside of dedicated laboratories. The approach is being tested by twelve faculty members teaching fifteen courses, some of which are offered in distance learning settings. To achieve this, the investigators are developing: (1) portable, low-cost experimental platforms that are versatile enough to be in used in multiple courses, (2) web modules for each experiment that contain information both to help instructors incorporate the experiment into their courses and to help students understand the fundamental concepts that are being taught by the experiment, and (3) a coordinated framework, including procedures, for incorporating these modules across the Electrical and Computer Engineering curriculum, including distance learning courses. The project is building upon and expanding experiments developed locally and at other schools. All experiments use readily available components, such as LEGOS, PIC processor kits, and components that are used in hobby robotics and K-12 science experiments. The evaluation involves control and experimental groups and is using special test questions to monitor student learning and surveys to determine the impact of the new experiments on the students' attitudes about the material and their interest and motivation about the course content. Focus groups and other surveys are being used to gain more detailed knowledge. The project team is publicizing the work at engineering education conferences as well as at discipline-specific conferences, particularly those associated with the IEEE Control Systems Society. The broader impacts of the project include testing the approach in other disciplines and at a set of diverse universities, using the experiments and equipment in pre-college outreach programs directed toward underrepresented groups, and disseminating the approaches to the community. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Ferri, Bonnie Douglas Williams Jennifer Michaels GA Tech Research Corporation - GA Institute of Technology GA Russell L. Pimmel Standard Grant 499998 7492 1536 SMET 9178 0116000 Human Subjects 0618646 September 1, 2006 Collaborative Research: WITS: A Wireless Interactive Teaching System. This grant provides additional NSF support to the faculty developers of the Wireless Interactive Teaching System (WITS). WITS is a relatively new, effective approach to improving the quality of STEM (science, technology, engineering, and math) education for undergraduate students, particularly in the social sciences. WITS is an inexpensive, portable wireless system of handheld computers designed to enable and enhance active learning in economics classes using interactive exercises called "classroom experiments." Within economics, these experiments can be used to illustrate vividly many different important concepts. Decision and outcome data from these exercises are projected on a screen as needed during class and can be posted on a web site for use in answering related homework assignments. Assessment data collected from early applications of WITS in economic principles classes have found its impact to be large (S. Ball, C. Eckel, and C, Rojas, "Technology Improves Learning in Large Principles of Economics Classes: Using Our WITS," American Economics Review, Papers and Proceedings, May 2006). This project is creating more WITS modules in economics, expanding the community of scholars using WITS, and extending the use of WITS to more diverse student groups. (1) The project is creating and testing ten new modules for use in microeconomic theory and economics elective courses, as well as courses in related disciplines such as political science and public policy. It is also creating student and instructor manuals for the previously developed principles exercises and the new exercises. (2) In order to expand the community of scholars, the project team is conducting training sessions for senior graduate students and targeted faculty at the PIs' two very different universities, and assisting new users in developing and implementing interactive exercises in their classes. This training activity is also serving to prepare us for future broad dissemination efforts. (3) Two new sets of tests of the impact of WITS on student learning are being conducted to see whether the large learning gains measured so far generalize across other educational settings. The first is with students in microeconomic theory. The second is with minority and community college students. Intellectual Merit: Earlier research of the impact of the WITS system found that using it to incorporate economics experiments in principles of economics classes improved student performance, especially the performance of students that often struggle the most with the material (women and freshmen). The current expansion of WITS to microeconomic theory and to major's courses is a big step because these courses prepare students to apply theory to real world problems. They are essential elements of an undergraduate economics degree. In preparing to teach these kinds of courses, the flexibility of the WITS system enhances instructors' ability to teach students how to develop and test their own hypotheses, so that students learn economics by doing science. Broader Impacts: Given the results of our initial pilot program, it is particularly important to test the system in environments where students are drawn from a variety of backgrounds, ability levels, and learning styles. Broader impacts of the research also include its expected positive impact on the recruitment of women students into economics, and on building interdisciplinary bridges. The WITS system can be adapted for teaching in other STEM disciplines, thus extending the attraction power and learning gains beyond economics. Additional broader impacts involve building intellectual bridges between economics and other social sciences, as WITS is implemented in other fields. CCLI-Phase 2 (Expansion) DUE EHR Ball, Sheryl Virginia Polytechnic Institute and State University VA Myles G. Boylan Standard Grant 220763 7492 SMET 9178 0116000 Human Subjects 0618647 October 1, 2006 Collaborative Research: Institutionalizing a Reform Curriculum in Large Universities. In universities with large science and engineering programs, the introductory calculus-based physics course plays a central role in the education of very large numbers of students who will become scientists and engineers. Despite repeated calls from the physics community for improvement and modernization of this introductory physics course, the content and structure of the traditional course taught at most such large institutions has changed very little in the past fifty years. Although science and engineering universities often play a lead role in setting the standards for courses taught at other institutions, the large enrollment in their introductory courses, and the involvement of a large number of research faculty and academic support staff, has made it difficult to implement substantive curricular changes. Recently three large universities (NC State, Purdue, and Georgia Tech) have begun the process of implementing the Matter & Interactions curriculum, which was initially developed at Carnegie Mellon University. Matter & Interactions is a calculus-based introductory physics curriculum in which twentieth century physics is integrated as a central part of the curriculum, in which a small set of fundamental principles are emphasized and used as the starting point for all analyses, and in which computation is an integral part of the course. The collaborative work in this project, focused on facilitating the implementation and on widening the base of dissemination, involves creating supporting infrastructure and activities, studying and documenting the changes and adaptations necessary to make the curriculum work well at different institutions, assessing the impact of this curriculum on both students and faculty, and working on further improvements to the instructional materials used by students. Workshops and working group meetings will initially involve participants from the three institutions; in subsequent years teams from other interested institutions are participating. Intellectual Merit: Research and development in this project focuses on documenting and studying in detail the issues that arise, as well as carrying out the adaptation and customization necessary to implementing a reform curriculum at different large institutions. The project is also studying student learning in the context of this curriculum, and identifying and remedying deficiencies in the instructional materials themselves. Documenting the process of dissemination on this scale can inform future large-scale content reforms, both in physics or in other physical science and engineering disciplines. The existing body of research in physics education does not cover some of the central concepts and skills students in this new curriculum need to acquire, so that continued research on student learning is also important. The involvement of nationally known cognitive scientists brings important expertise and a different perspective to this research. Broader Impact: None of the previous attempts to reform the content and emphasis of the introductory university-level calculus-based physics course have achieved long-term and broad institutionalization, despite the excellence of the content of textbooks such as the Feynman Lectures and the Berkeley Physics series. The importance of contemporary concepts and models is even more marked now than it was in the past, because science and engineering students need this background to work on contemporary problems such as the design of new conducting materials; fast, high density data storage and retrieval; new communication technologies; nanoscience and nanotechnology; and computer modeling of extremely complex systems, including climate and geophysical phenomena. NC State, Purdue, and Georgia Tech are large and highly visible universities with strong science and engineering programs. Effective implementation of an innovative curriculum at these institutions can inspire other large institutions to consider similar reforms. Smaller institutions may not need to make use of all of the materials and structures developed by this project, but much of the work is producing materials and methods also useful in institutions in which teaching is done on a smaller scale. CCLI-Phase 3 (Comprehensive) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Haugan, Mark Deborah Bennett Lynn Bryan Purdue University IN Duncan E. McBride Standard Grant 599961 7493 1536 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0618653 January 1, 2007 Collaborative Project: A Workshop Initiative by the Council on Undergraduate Research to Establish, Enhance and Institutionalize Undergraduate Research. Interdisciplinary (99) The Council on Undergraduate Research (CUR) is disseminating information about an effective educational practice: undergraduate faculty-student collaborative research. The project is using CUR's multidisciplinary membership and infrastructure, demonstrated expertise in hosting effective workshops, and strong foundation of services and publications focused on faculty development and institutional reform to share successful best-practice models and strategies for establishing, enhancing, and institutionalizing undergraduate research. This project is an expansion of CUR's Institutionalizing Undergraduate Research workshop, an annual, national-level workshop, to a regional focus. Workshops are being held in eight geographic regions with participants representing all types of institutions, including two-year, baccalaureate, masters, doctoral, and research-intensive institutions. These institutions include Hispanic-serving, Native American-serving, and historically black colleges and universities, as well as institutions in regions that have not previously been served by CUR workshops. The regional focus is supporting 1) broader participation by institutions that otherwise would not attend a workshop focused on undergraduate research, 2) increasing dissemination of models and best practices, and 3) providing critical post-workshop, follow-up interactions to increase the likelihood of implementation and sustainability on participants' home campuses. The regional model focuses on developing communities of scholars at each participating campus. Specifically, the proposed project is improving the quality of undergraduate STEM education by achieving four linked objectives: (1) helping academic departments and institutions establish and eventually expand undergraduate research opportunities; (2) facilitating the documentation of best practices among a wide variety of institutions; (3) documenting and disseminating models of how to integrate undergraduate research into the curriculum; and (4) encouraging and supporting regional faculty networking and sharing of ideas. Broader impacts of this project include the support of STEM faculty in their implementation of undergraduate research as an effective pedagogical tool and enhancement of the research culture on their campuses. CCLI-Phase 2 (Expansion) DUE EHR Malachowski, Mitchell University of San Diego CA Myles G. Boylan Standard Grant 19988 7492 SMET 9178 0116000 Human Subjects 0618663 September 1, 2006 Community Resources for Automated Grading. This project expands and fully implements Web-CAT, the Web-based Center for Automated Testing. Web-CAT is an innovative automated grading platform that focuses on how well students test their own code, rather than assessing the correctness of a program's output. Web-CAT encourages students to practice comprehension, analysis, and evaluation skills by forcing them to continually articulate their own understanding of how their code should behave. Students practice writing down hypotheses about how their code should behave, and then experimentally validate this understanding by executing their tests. Web-CAT has been formally evaluated at one institution and has been successfully adopted by three others. This project has four objectives: To expand Web-CAT from a proof of concept to a state where it can be distributed and applied widely, both by end-users who wish to automate their assignment grading practices, and by educational researchers who wish to build on this platform to develop and evaluate their own automated assessment techniques. To develop educational materials for instructors who want to use Web-CAT, including a comprehensive teaching manual capturing best practices, example assignments, how-to's on adapting existing assignments for automated assessment, and workshops for adopters. To develop a community of educators who want to use, extend, and support Web-CAT and the teaching strategies it enables. The community is supported by a wiki and a mailing list, together with birds of-a-feather-style meetings at professional events such as the SIGCSE Symposium. To evaluate the effectiveness of Web-CAT in a diverse set of contexts. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Edwards, Stephen Manuel Perez Carlos Evia Virginia Polytechnic Institute and State University VA Herbert H. Richtol Standard Grant 433844 7492 1536 SMET 9178 0116000 Human Subjects 0618665 October 1, 2006 CCLI Phase II: E-Quality for Manufacturing (EQM) Integrated with Web-enabled Production Systems for Engineering Technology Education. This CCLI Phase 2 Expansion Project is advancing engineering technology education through the integration of new E-quality control for manufacturing (EQM) curriculum with existing Web-enabled manufacturing systems in robotics/automation/CNC. The project is: (1) offering emerging technologies in EQM for engineering technology education, which holds enormous potential for increasing product quality that is critical to the nation's manufacturing competitiveness; (2) developing new courses, restructuring existing courses, and developing laboratory modules aligned with the current industry trends toward advanced, network integrated production systems complemented by the remote quality control and monitoring framework; (3) conducting faculty/industry workshops at the university, community college and high school levels; (4) stimulating interests of minority, women, and high school students in advanced technologies, hence increasing overall student diversity; (5) continuously improving the project outcomes and ensuring quality by the use of an innovative Six-Sigma management approach and a wide range of outcome measurements along with a cyclic evaluation model; and (6) disseminating project results to benefit university, community college, high school students, faculty and industry practitioners. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Chiou, Richard William Lynch Vladimir Genis Michael Mauk Drexel University PA Lance C. Perez Continuing grant 457999 7492 1536 SMET 9178 0116000 Human Subjects 0618666 September 1, 2006 Collaborative Research: WITS: A Wireless Interactive Teaching System. This grant provides additional NSF support to the faculty developers of the Wireless Interactive Teaching System (WITS). WITS is a relatively new, effective approach to improving the quality of STEM (science, technology, engineering, and math) education for undergraduate students, particularly in the social sciences. WITS is an inexpensive, portable wireless system of handheld computers designed to enable and enhance active learning in economics classes using interactive exercises called "classroom experiments." Within economics, these experiments can be used to illustrate vividly many different important concepts. Decision and outcome data from these exercises are projected on a screen as needed during class and can be posted on a web site for use in answering related homework assignments. Assessment data collected from early applications of WITS in economic principles classes have found its impact to be large (S. Ball, C. Eckel, and C, Rojas, "Technology Improves Learning in Large Principles of Economics Classes: Using Our WITS," American Economics Review, Papers and Proceedings, May 2006). This project is creating more WITS modules in economics, expanding the community of scholars using WITS, and extending the use of WITS to more diverse student groups. (1) The project is creating and testing ten new modules for use in microeconomic theory and economics elective courses, as well as courses in related disciplines such as political science and public policy. It is also creating student and instructor manuals for the previously developed principles exercises and the new exercises. (2) In order to expand the community of scholars, the project team is conducting training sessions for senior graduate students and targeted faculty at the PIs' two very different universities, and assisting new users in developing and implementing interactive exercises in their classes. This training activity is also serving to prepare us for future broad dissemination efforts. (3) Two new sets of tests of the impact of WITS on student learning are being conducted to see whether the large learning gains measured so far generalize across other educational settings. The first is with students in microeconomic theory. The second is with minority and community college students. Intellectual Merit: Earlier research of the impact of the WITS system found that using it to incorporate economics experiments in principles of economics classes improved student performance, especially the performance of students that often struggle the most with the material (women and freshmen). The current expansion of WITS to microeconomic theory and to major's courses is a big step because these courses prepare students to apply theory to real world problems. They are essential elements of an undergraduate economics degree. In preparing to teach these kinds of courses, the flexibility of the WITS system enhances instructors' ability to teach students how to develop and test their own hypotheses, so that students learn economics by doing science. Broader Impacts: Given the results of our initial pilot program, it is particularly important to test the system in environments where students are drawn from a variety of backgrounds, ability levels, and learning styles. Broader impacts of the research also include its expected positive impact on the recruitment of women students into economics, and on building interdisciplinary bridges. The WITS system can be adapted for teaching in other STEM disciplines, thus extending the attraction power and learning gains beyond economics. Additional broader impacts involve building intellectual bridges between economics and other social sciences, as WITS is implemented in other fields. CCLI-Phase 2 (Expansion) DUE EHR Eckel, Catherine University of Texas at Dallas TX Myles G. Boylan Standard Grant 154236 7492 SMET 9178 0116000 Human Subjects 0618669 January 1, 2007 Integrating Hands-On Discovery of Lean Principles into Operations, Industrial, and Manufacturing Engineering Curricula. Engineering - Other (59) This project is developing hands-on curriculum materials that are improving students' ability to apply lean ideas and to use data to effectively support decisions. The PIs are creating fifteen (15) lean process design case studies that are linked to Time WiseTM Lean Higher Educational Modules based on a physical simulation of a multi-stage clock assembly process. The case studies are complementing the modules providing a comprehensive set of materials allowing students to explore different applications (e.g. services, coordinating with small companies) and contrast the tactics used in different situations. Experiential workshops are developing faculty expertise by introducing materials and providing on-going developmental opportunities to improve teaching through interaction with lean practitioners. The faculty are developing the case studies with expert instruction and assistance. The curricular materials are being tested at fifteen diverse colleges and universities, representing two and four year colleges and minority institutions utilizing both engineering and operations management majors. Applications at the high school level are also being explored. Project results are being disseminated and mechanisms for self-sustaining national distribution are being created through MEP MSI's training and materials logistics network. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Johnson, Sharon Venkat Allada Worcester Polytechnic Institute MA Lesia L. Crumpton-Young Standard Grant 537943 7492 1536 SMET 9178 0116000 Human Subjects 0618674 August 1, 2006 CCLI: Using Media Computation to Attract and Retain Students in Computing. Computer Science (31) The Using Media Computation to Attract and Retain Students in Computing project is using research on why women have avoided computing to develop an alternative path to introductory computing. Intellectual Merit: This project is developing a course which is presenting the same concepts as found in typical introductory computing courses, but it is using new examples based on media computation, e.g., instead of replacing values in a range of an array, students are working on removing red eye from photos, and instead of creating a linked list using repetition and weaving, they are filling nodes with MIDI notes and traversing them to produce music. Broader Impacts: The media computation approach is proving to be particularly successful at attracting and retaining women, and at motivating non-CS majors to succeed in computing. It is creating a path to computing that appeals to a broader group of students. Initial results are indicating that students on this path are achieving the same learning and performance levels as those on traditional paths. Ultimately, greater diversity in computing will result in a more technologically literate and globally competitive citizenry. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Guzdial, Mark GA Tech Research Corporation - GA Institute of Technology GA Victor P. Piotrowski Standard Grant 413758 7492 1536 SMET 9178 0116000 Human Subjects 0618678 January 1, 2007 A Series of Workshops in the Chemical Sciences. This project is a further extension and enhancement of the ongoing workshops organized and supported by the Center for Workshops in the Chemical Sciences (CWCS). The CWCS is conducting a series of workshops with the goal of improving education in the chemical sciences, broadly defined. The target audience for these activities is faculty involved primarily in undergraduate education. A vigorous recruitment program emphasizes reaching underrepresented groups. To maximize attendance, diversity in workshop intellectual content is complemented by geographically diverse workshop sites. The Center has established a consortium of 13 institutions to host 7 five-day workshops each year. These workshops provide faculty with resources and perspectives to enhance their teaching. The goals of the program are to augment and upgrade knowledge, integrate chemistry and biochemistry with other disciplines, illustrate emerging fields derived from research, and develop approaches to integrate workshop materials into the undergraduate curriculum. To meet these goals, each workshop consists of five days of faculty development, including extensive hands-on activities. The Program is serving over 500 faculty participants and is contributing to a network of chemistry instructors who are using workshop materials to teach over 200,000 students. The impact of the CWCS Program on the instructional activities of workshop participants is being rigorously evaluated and extends to an assessment of the impact of the workshop program on learning at the individual student level. An Advisory Committee provides feedback on Program activities. Utilizing previous CWCS workshop participants in addition to those attending currently scheduled workshops, the CWCS Program is developing a Community of Scholars who share their instructional and research experiences, aspirations, and fund raising efforts derived from workshop activities with the goal of further enhancing instruction in the chemical sciences. Interaction between workshop participants and between participants and instructors is facilitated via an on-line discussion forum, web casting, and by symposia at professional society meetings. This Community functions at the local, regional, and national level; it is designed to be self-perpetuating and to persist beyond the life of the CWCS Program. Information on the Center is available at http://chemistry.gsu.edu/cwcs. CCLI-Phase 3 (Comprehensive) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Smith, Jerry Lawrence Kaplan David Collard Georgia State University Research Foundation, Inc. GA Eileen L. Lewis Standard Grant 2000000 7493 1536 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0618680 January 1, 2007 SEED: Developing Instructional Laboratories for Computer Security Education. Computer Science (31) The Developing Instructional Laboratories for Computer Security Education project is developing a comprehensive set of laboratory exercises for computer security education. Intellectual Merit: This project is developing labs which are being based on real-world security systems and are being designed to systematically cover fundamental security principles. In order to meet a wide range of educational objectives, three types of laboratories: design/implementation labs, exploration labs, and vulnerability labs are being developed. In order to simplify integration, and encourage adoption, the laboratories are being based on a single platform, SEED (SEcurity EDucation DUE-0231122), which is based on Minix and provides operating system level support for computer security education. Broader Impacts: Computer science education is responding to our society's need for a secure computing infrastructure by introducing computer security throughout the undergraduate curriculum. This project is building the laboratory exercises which are enabling students to ground their learning in experience. Dissemination is being increased by using, when possible, freely available software which is being made available directly to the students for use on their own systems. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Du, Wenliang Eugene Spafford Peng Ning Thomas Daniels Noreen Gaubatz Syracuse University NY Stephen C. Cooper Standard Grant 451682 7492 1536 SMET 9178 0116000 Human Subjects 0618686 September 1, 2006 Development of cutting-edge geoscience virtual reality applications for classroom instruction and pedagogical evaluation of the impact on learning of VR technology. Earth System Science (40) Using knowledge gained from prior development of a virtual tornadic thunderstorm, a virtual volcano activity is being developed to permit students to make discoveries as a volcanologist would. Increasingly sophisticated and realistic virtual reality applications offer great potential for educational use; however, limited testing has been done to see if such realistic representations of phenomena significantly improve learning. The virtual tornadic storm serves as an excellent test bed because it demonstrates the most visually realistic virtual reality representation of any geoscience phenomenon yet developed and includes full data probing capabilities. Science writing heuristic, a novel teaching approach based around concepts of guided inquiry to the learning of science, is being used to guide activities and prompt student reasoning about data, tasks shown to considerably improve learning. The virtual volcano activity improves upon the virtual tornadic storm by allowing the user to design the initial conditions of the system (e.g., tectonic setting, magma composition), with the type of volcano and eruptive style being a function of the initial input. Testing of the impact of both activities on student learning is being conducted in a broad range of schools and settings, including a two-year college in an urban setting, a university with a large Hispanic population, a university with a dominant African-American population, and three research schools in both geologically and geographically different parts of the country so that impacts on a representative subset of the American student population are being measured. Extensive interviewing is being performed to determine prevailing understandings or misconceptions about tornadoes and volcanoes and to develop self-interest questions that guide the development and use of the virtual tools. Appropriate teaching approaches to use with the simulations are being developed. These approaches will greatly impact future development and implementation of simulations across a broad range of educational settings. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Gallus, William Thomas Greenbowe Cinzia Cervato Carolina Cruz-Neira Iowa State University IA Jill K. Singer Standard Grant 500000 7492 1536 SMET 9178 0116000 Human Subjects 0618688 September 1, 2006 Active Learning Modules for the Molecular BioSciences. Biological Sciences (61) The goal of this project is to develop a series of Active Learning Modules in which students are engaged in their own inquiry-driven exploration of the structure and function of specific proteins. The modules use physical models of proteins and other compelling visualizations that make the molecular world real to students. Each of six carefully chosen proteins is explored within the context of a case study in which the students are challenged to solve a problem that is presented against the backdrop of a current social issue. As the final component of each Module, students encounter evidence that related proteins from different organisms share a similar amino acid sequence. This recurring theme of "evolution in action" emphasizes the interrelatedness of living organisms and demonstrates the power of this fundamental concept in the molecular biosciences. The Modules are initially piloted by the project PI and coPIs in five undergraduate institutions, and later by a larger group of undergraduate educators, many from minority-serving institutions, who are trained in the use of the Modules at two summer workshops. Assessment of student learning gains includes pre- and post-tests that include questions addressing the four major learning objectives of the Modules: (i) general concepts of protein structure and function, (ii) concepts that are specific to the topic of each module, (iii) concepts addressing the relatedness of similar proteins across different organisms, and (iv) students' attitudes toward science and its perceived importance in their lives. Intellectual Merit. The project investigates the value of using innovative physical models and other compelling visualizations to stimulate active student exploration of the invisible molecular world. Additionally, the project measures the impact of a learning progression that first builds a deep understanding of the molecular nature of proteins and their critical role in life processes, and then presents students with data demonstrating the amino acid sequence homology of similar proteins from different organisms. Broader Impacts. The project contributes to the growing body of education research on the use of active teaching methods to engage students in meaningful and long-lasting learning. It also seeks to change students' attitudes toward the biological sciences, especially regarding the issue of evolution, by providing examples of "evolution in action." CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Herman, Tim David Nelson William Sofer David Goodsell Margaret Franzen Milwaukee School of Engineering WI Terry S. Woodin Standard Grant 499973 7492 1536 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0618690 January 1, 2007 Ethnobotany Segues to Science. This project is improving undergraduate STEM education through the creation of new learning materials, developing faculty expertise, implementing educational innovations, and assessing student learning of science within ethnobotany courses. Ethnobotany is the study of interactions between people and plants. Examples include improved understandings of complex and statistically-testable cultural phenomena such as competition for natural resources, selection of diets, and differences in cultural practices. The combination of natural and social science investigative techniques it embodies address problems that are relevant to most students. The B.S. degree in Ethnobotany at the University of Hawai'i (UH) provides the context for development of a culturally-relevant curriculum. The introductory course has the second highest enrollment of any course in the biological sciences (behind non-majors biology). The project is based upon two simple observations about students currently in the ethnobotany courses on the UH campus: 1) Many non-science majors at the (UH) are attracted to courses in ethnobotany because they are seen as being interesting or culturally relevant. 2) Students become interested in science because of what they learn in ethnobotany and transfer into science majors and careers. The project is improving the quality of the content of a number of ethnobotany courses and is developing natural transition points (segues) from ethnobotany into other sciences to assist student transitions. It is transforming the teaching of ethnobotany from an approach that is largely descriptive to one that focuses on hypothesis-driven research intended to address important problems and develop theories. It directly relates STEM skills developed in ethnobotany courses to their counterparts in parallel sciences such as biology, chemistry, nutrition, and pharmacology. As a result, large numbers of students are learning about methods and theories involving cultural and biological diversity, conservation, and related issues. Since ethnobotany is an emerging discipline around the nation, a network of instructors is being developed that will serve to provide input and feedback on the developing ethnobotany curriculum in Hawai'i and will facilitate wide distribution of lessons learned in this project. The broader impacts of this project are the creation of new portals for young people to learn about science and consider science careers and the network of faculty involved in distributing the curriculum being developed and the lessons learned from development of the project to other U.S. institutions for implementation. The intellectual merits of the proposed project center on development of: 1) pedagogical changes that honor cultural knowledge thus appealing to minority students who often see science as something alien to their heritage; and 2) scientific activities that are particularly relevant to field research and promote the successful transition of students into other science courses. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR McClatchey, Will David Webb Kent Bridges Tamara Ticktin My Lien Nguyen University of Hawaii HI Terry S. Woodin Standard Grant 299887 7492 1536 SMET 9178 9150 0000099 Other Applications NEC 0116000 Human Subjects 0618708 October 1, 2006 Implementing the Science Writing Heuristic: An Advanced POGIL Workshop. Chemistry (12) The Science Writing Heuristic (SWH), an instructional technique that combines inquiry, collaborative work, and reflective writing, provides a structure for both students and teachers to do effective inquiry activities in the chemistry laboratory. Research over the past decade clearly indicates that teaching using standard laboratory experiments and standard teaching approaches results in relatively small increases in most students' understanding of fundamental concepts in chemistry. This project meets a national need for chemistry faculty and chemistry teaching assistants to effectively incorporate active-learning techniques and strategies in the academic laboratory. This project conducts workshops to train chemistry instructors and teaching assistants, from two- and four-year institutions and from large universities, and is developing web and CD/DVD based materials which enables instructor training without workshop attendance. The focus on training graduate students is important because many will become future chemistry instructors and they constitute the bulk of instructors for laboratories in many institutions. The SWH workshops are offered nation-wide as advanced POGIL workshops. POGIL is a well established and widely adopted approach to guided inquiry. Both SWH and POGIL are being enhanced through this project. Materials developed in this proposal allow instructors to implement an advanced guided-inquiry teaching technique in their laboratories that is supplemented by reflective writing. The existing infrastructure of POGIL is used as administrative hub for advertising workshops, enrolling participants, production of resources, and recruitment of future workshop leaders from participants who show an ability to implement the SWH. The tactics, techniques and strategies that are featured in the written materials and videos are based on best practices as identified by the NSF and other agencies. They are also based on research on learning and the effectiveness of instructional strategies which testifies to the intellectual merit of this project. Instructors and teaching assistants are being asked to assess the effectiveness of the modules before and after they teach using the SWH approach. This project provides college chemistry faculty and teaching assistants with exemplary models to enhance teaching and learning in the general chemistry laboratory through the use of training modules. Different teaching and learning techniques and resources, developed with NSF funding at the University of Washington - Seattle, the University of California - Berkeley and Iowa State University, are combined and serve as the basis of this work. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Greenbowe, Thomas Iowa State University IA Jill K. Singer Standard Grant 499990 7492 1536 SMET 9178 7492 0000099 Other Applications NEC 0116000 Human Subjects 0618712 September 1, 2006 Prototyping the Engineer of 2020: A 360-degree Study of Effective Education. This project is conducting a detailed examination of the organizational, curricular, pedagogical, and cultural factors that produce graduates with the attributes of "The Engineer of 2020." The study has three phases, each with its own distinctive set of activities. In Phase I it is analyzing those factors in 40 institutions, using a database developed as part of the recently completed study "Engineering Change: A Study of the Impact of EC2000." The goal of Phase I is identification of six institutions that have performed at the highest levels in producing graduates with at least three of the attributes of "The Engineer of 2020:" design and problem-solving skills, interdisciplinary competence, and contextual competence. Four of the six institutions are being selected because they have been strikingly effective in educating women and students from historically under-represented minority groups. In Phase II, it is producing detailed case studies of these six institutions, analyzing the organizational, curricular, pedagogical, and cultural features that seem to facilitate or sustain their high performance in producing graduates with high levels of the three competencies. In Phase 3 it is working to quantitatively validate the case studies' findings through the companion study, "Prototype to Production," a 36-institution study designed to develop a portrait of the current condition of engineering education in the United States. Intellectual Merit: To produce the engineers of 2020, faculty and administrators must understand how ideal attributes and skills can be developed in diverse student populations. This comprehensive study is identifying the curricular, pedagogical, cultural, and organizational conditions that promote strong learning and skills outcomes in key areas. The mixed methods approach being used negates two common critiques of case studies of best practices, namely their lack of generalizability and the absence of comparison groups. This study is providing systemic understanding, not simple explanations. It is conceptually broader than most other studies of engineering education, specifying how students' experiences inside and outside the classroom influence their development of knowledge and skills. Broader Impact: By focusing significant attention on institutions that are particularly effective in educating women and students of color, this study is addressing a critical concern in engineering education, providing nuanced guidance on how the persistence and success of diverse students can be enhanced. The case studies are being designed to enable a comprehensive understanding of program and pedagogical features with the most promise for producing engineering graduates who will excel in the competitive global economy of 2020. The case-study information being developed in this study, linked to the quantitative surveys being conducted at the same time in the "Prototype-to-Production Study," is deepening understanding of the breadth and depth of changes and transformations that will be needed - and can be engineered - to produce the engineer of 2020. The project is also contributing to the development of a community of engineering education scholars by engaging five new STEM researchers in learning qualitative and quantitative research methods. CCLI-Phase 3 (Comprehensive) DUE EHR Lattuca, Lisa Rose Marra Patrick Terenzini Betsy Palmer Lois Trautvetter Pennsylvania State Univ University Park PA Myles G. Boylan Continuing grant 1999833 7493 SMET 9178 0116000 Human Subjects 0618721 January 1, 2007 Collaborative Project: A Workshop Initiative by the Council on Undergraduate Research to Establish, Enhance and Institutionalize Undergraduate Research. Interdisciplinary (99) The Council on Undergraduate Research (CUR) is disseminating information about an effective educational practice: undergraduate faculty-student collaborative research. The project is using CUR's multidisciplinary membership and infrastructure, demonstrated expertise in hosting effective workshops, and strong foundation of services and publications focused on faculty development and institutional reform to share successful best-practice models and strategies for establishing, enhancing, and institutionalizing undergraduate research. This project is an expansion of CUR's Institutionalizing Undergraduate Research workshop, an annual, national-level workshop, to a regional focus. Workshops are being held in eight geographic regions with participants representing all types of institutions, including two-year, baccalaureate, masters, doctoral, and research-intensive institutions. These institutions include Hispanic-serving, Native American-serving, and historically black colleges and universities, as well as institutions in regions that have not previously been served by CUR workshops. The regional focus is supporting 1) broader participation by institutions that otherwise would not attend a workshop focused on undergraduate research, 2) increasing dissemination of models and best practices, and 3) providing critical post-workshop, follow-up interactions to increase the likelihood of implementation and sustainability on participants' home campuses. The regional model focuses on developing communities of scholars at each participating campus. Specifically, the proposed project is improving the quality of undergraduate STEM education by achieving four linked objectives: (1) helping academic departments and institutions establish and eventually expand undergraduate research opportunities; (2) facilitating the documentation of best practices among a wide variety of institutions; (3) documenting and disseminating models of how to integrate undergraduate research into the curriculum; and (4) encouraging and supporting regional faculty networking and sharing of ideas. Broader impacts of this project include the support of STEM faculty in their implementation of undergraduate research as an effective pedagogical tool and enhancement of the research culture on their campuses. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Hensel, Nancy Council on Undergraduate Research DC Myles G. Boylan Standard Grant 419635 7492 1536 SMET 9178 0116000 Human Subjects 0618725 January 1, 2007 Collaborative Research: On the Cutting Edge: Building a Culture in Which the Cycle of Educational Innovation Can Thrive. Geology (42) This Phase 3 CCLI project is part of a collaborative that is extending and expanding on the highly successful 'On the Cutting Edge' CCLI-ND program of workshops supporting faculty professional development at all stages of their career. Seventeen workshops are being offered covering emerging as well as mature topics in science and pedagogy, teaching strategies for core courses in the geoscience curriculum, course design, issues faced by early career faculty, and preparation for an academic career. Many of these are multi-day workshops held on college campuses while the 'Course Design' and 'Preparing for an Academic Career' workshops are one-day workshops held at professional meetings. Web resources are also being developed in association with the workshops and are available on The Cutting Edge website. This project is also training new geoscience education reform leaders through a series of Leaders in Training workshops and mentoring programs. Research is being conducted to understand the cycle of educational innovation in the geosciences and the impact of the workshops on geoscience education methodology and effectiveness. The research is addressing four fundamental areas: the nature of the cycle of innovation and its implementation in the geosciences, the specific roles that Cutting Edge activities and resources play in this cycle, the role of discipline-specific professional development in education innovation, and the interplay between the cycle of educational innovation and scientific innovation. CCLI-Phase 3 (Comprehensive) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Macdonald, R. Heather College of William and Mary VA Jill K. Singer Continuing grant 628283 7493 1536 SMET 9178 0116000 Human Subjects 0618727 September 1, 2006 MOVING TO THE NEXT LEVEL: Refining and Disseminating a Pedagogical Taxonomy and Hands-on Curriculum Materials for an Interdisciplinary Program on Multi-Function Radar. Interdisciplinary (99) We are refining four undergraduate courses established in Phase I and developing three additional courses offered by the School of Meteorology and the School of Electrical & Computer Engineering. These courses provide hands-on laboratory experiences in the special knowledge and skills necessary for organizing real-time weather data, improving and preparing that data for display, and interpreting its scientific significance. In order to widely disseminate these materials, laboratory modules are being developed for students via an iterative design-implement-test process with results from each step in the process informing successive iterations and leading to increasingly effective implementations. A community of scholars has been developed through this program. Faculty training, student learning, and assessment complete the loop. An assessment plan closely monitors project activities. Moreover, the developed assessment tools identify at-risk students who receive enhanced training. Faculty members teaching project courses participate in special programs to help them utilize currently available topics such as active learning and course design. The project will continue outreach to various meteorological centers and has formed partnerships with at least three other universities, including a minority serving institution. In addition the PI's partner with the Oklahoma Climatological Survey (OCS) to develop project materials for K-12 students and teachers via the OCS EarthStorm outreach program and the NSF digital library. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Yeary, Mark Robert Palmer Michael Biggerstaff Tian-You Yu University of Oklahoma Norman Campus OK Herbert H. Richtol Standard Grant 450000 7492 1536 SMET 9178 9150 0116000 Human Subjects 0618744 September 1, 2006 Biofilms: The Hypertextbook--A Web-Based Active-Learning Approach for Rapid Infusion of Emerging Knowledge into Undergraduate STEM Curricula. Biofilms; the Hypertextbook is a teaching and learning resource constructed around the Web technologies that can be disseminated on DVD media. Materials ares presented in parallel in distinct forms for students at different academic levels (from freshmen to seniors). In addition to standard textual presentations of a subject, the hypertext incorporates high resolution images, slide shows, videos, audios and active learning models of important processes. The presentation is designed to result in a high degree of student interaction. The team creating Biofilms: The Hypertextbook includes content specialists, computer scientists, educational evaluators, graphics and web design specialists, and copy editors. The material is presented in a form facilitating use by a variety of disciplines (e.g. microbiology, environmental science, and various engineering sub-disciplines) and for different lengths of treatment (from a few lectures to an entire course). It is undergoing extensive evaluation to determine its acceptability by students and its ease of use by them, its attractiveness to faculty as a means of supporting their classroom efforts, and the rate at which it is disseminated and adopted. A prototype of the hypertextbook has been formally evaluated and the results of that evaluation are guiding this further development. Intellectual Merit: Biofilms has emerged as a discipline within a variety of fields as research reveals that microorganisms on surfaces generally live in heterogeneous colonies with inherent defense mechanisms and other characteristics not found in those same microorganisms in aqueous solution. This rapid change in approach to understanding the ecology of microbes and their effects on a variety of related organisms (including humans) is radically changing our view of microbiology and profoundly affecting practice and research in academia, industry, medicine, and dentistry. The hypertext being produced within this project is helping faculty keep their course content current with these research advances within the science and the pedagogy current with advances in science education. Broader Impacts: The hypertextbook is being made widely and generally available in incremental fashion as it evolves during the course of the project. It is being disseminated to, and evaluated in STEM courses, at a variety of institutions (from community colleges to R1 research universities) with diverse student populations (e.g., the Montana Tribal Colleges and other largely minority serving schools), and wide geographic representation. In addition to encouraging and facilitating the introduction of biofilm topics into the STEM curricula, the project is also exploring the general concept of the hypertextbook and is providing the first large-scale examination of the effects of the hypertextbook on student learning. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Cunningham, Alfred Rockford Ross Philip Stewart Anne Camper Montana State University MT Terry S. Woodin Standard Grant 498270 7492 1536 SMET 9178 9150 0000099 Other Applications NEC 0116000 Human Subjects 0618746 October 1, 2006 Collaborative Research: The POGIL Project. Chemistry (12) This is a collaborative project involving 3 proposals. Number Institution PI 0618746, lead Franklin and Marshall College Moog 0618758 University of South Florida Lewis 0618800 Catholic University of America Bunce This project supports the growth of the POGIL system of education through dissemination, implementation, improvement, evaluation and research across the country. POGIL is a nationally tested and proven pedagogical strategy that incorporates recent educational research on how students learn. It is an exemplary tested innovation that has already demonstrated the ability to promote widespread adoption. During this project, increased use of POGIL is generated by the expansion of regional networks, supported by ongoing faculty development opportunities. The project coordinates and disseminates adaptations of POGIL materials for diverse settings and supports new POGIL developments in strategic areas. The project develops faculty expertise in targeted areas of the country, establishing and supporting regional connections via workshops and planning sessions to produce self-sustaining regional networks of POGIL practitioners with a national hub. Evaluation of student learning related to POGIL uses an in-depth methodology that builds on the project's successful history of comparative evaluation. To measure skills for lifelong learning, as well as more traditional content goals, new instruments are being developed that utilize new finely-tuned assessments of student learning. Basic research on undergraduate STEM teaching and learning is the engine that drives curricular reform. POGIL has always been a research-based educational innovation. The project is contributing to this research base by describing how conceptual change occurs in students' understanding of chemistry in a POGIL setting, providing insight not only into the nature of conceptual change but also into critical features for effective implementation that feed the project's development and dissemination efforts. CCLI-Phase 3 (Comprehensive) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Moog, Richard Franklin and Marshall College PA Eileen L. Lewis Continuing grant 1638379 7493 1536 SMET 9178 7493 0000099 Other Applications NEC 0116000 Human Subjects 0618758 October 1, 2006 Collaborative Research: The POGIL Project. Chemistry (12) This is a collaborative project involving 3 proposals. Number Institution PI 0618746, lead Franklin and Marshall College Moog 0618758 University of South Florida Lewis 0618800 Catholic University of America Bunce This project supports the growth of the POGIL system of education through dissemination, implementation, improvement, evaluation and research across the country. POGIL is a nationally tested and proven pedagogical strategy that incorporates recent educational research on how students learn. It is an exemplary tested innovation that has already demonstrated the ability to promote widespread adoption. During this project, increased use of POGIL is generated by the expansion of regional networks, supported by ongoing faculty development opportunities. The project coordinates and disseminates adaptations of POGIL materials for diverse settings and supports new POGIL developments in strategic areas. The project develops faculty expertise in targeted areas of the country, establishing and supporting regional connections via workshops and planning sessions to produce self-sustaining regional networks of POGIL practitioners with a national hub. Evaluation of student learning related to POGIL uses an in-depth methodology that builds on the project's successful history of comparative evaluation. To measure skills for lifelong learning, as well as more traditional content goals, new instruments are being developed that utilize new finely-tuned assessments of student learning. Basic research on undergraduate STEM teaching and learning is the engine that drives curricular reform. POGIL has always been a research-based educational innovation. The project is contributing to this research base by describing how conceptual change occurs in students' understanding of chemistry in a POGIL setting, providing insight not only into the nature of conceptual change but also into critical features for effective implementation that feed the project's development and dissemination efforts. CCLI-Phase 3 (Comprehensive) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Lewis, Jennifer University of South Florida FL Eileen L. Lewis Continuing grant 200846 7493 1536 SMET 9178 7493 0000099 Other Applications NEC 0116000 Human Subjects 0618765 August 1, 2006 Computerized Adaptive Dynamic Assessment of Problem-solving. Engineering - Civil (54) The goal of this project is refining and expanding a computer-based teaching/learning tool that was piloted under a previous CCLI grant. The prototype version is effective in improving problem-solving skills of undergraduates in a fluids mechanics course. The prototype will be refined for use in a statics course by incorporating recent research findings that have the potential to improve learning, assessment, and teaching. The refinements include: developing a bank of problems to map the 2-dimensional Taxonomy Table to assess the cognitive processing of different knowledge forms; incorporating dynamic and adaptive assessment for improved learning as well as teaching; and providing repeated opportunities for students to make multiple connections between different concepts in different contexts to improve problem-solving in new contexts. Eight faculty members from civil and mechanical engineering departments in five institutions are collaborating to develop the bank of problems and to implement the refined system in their courses at their respective institutions. Accepted procedures are followed to demonstrate the reliability, validity, portability, and effectiveness of the system. Dissemination efforts include packaging the product as a CD-ROM accompanied by a textbook. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Khandan, Nirmal Craig Newtson Ou Ma Dominic Simon New Mexico State University NM Sheryl A. Sorby Standard Grant 493847 7492 1536 SMET 9178 9150 0116000 Human Subjects 0618766 August 1, 2006 Visualization in Biology Education. The World Wide Web Instructional Committee at North Dakota State University is expanding its existing set of animation-based modules, the Virtual Cell (V Cell) animations available at (http://vcell.ndsu.edu/animations), to include 27 animation-based modules that depict major molecular and cellular biology processes. In addition they are implementing a dissemination system that ensures rapid load time for the large-sized animations files and using the animations as research tools to determine the aspects of animations that best support learning. Seven institutions are helping test these modules by using them in their science courses: North Dakota State University, East Carolina University, Marquette University, Onondaga Community College, University of Colorado, Denver, University of Washington, and Utah Valley State College. These institutions are serving as tests sites to measure the impact of these animation modules on student learning. The studies are specifically focusing on the effectiveness of animation in learning biological processes. The major product developing from this project is an on-line dissemination site that is rich with high quality graphical materials that supports student learning of molecular and cellular biology processes. The intellectual merit of this project resides in its efforts to improve student learning of complex processes, a major theme in science education. The project is addressing questions relating to the role of animation in supporting learning. Also being researched are the best technologies to deliver complete suites of modern educational modules in a seamless manner to both instructors and students. The broader impact of this project resides in the development of world-class animation-based modules that support the learning of molecular and cellular processes. The modules have the potential to change the manner in which these processes are taught. The project is also testing the utility of WWW-based and peer-to-peer delivery of educational materials. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH PLANT GENOME RESEARCH PROJECT DUE EHR McClean, Phillip Alan White Brian Slator Jeffrey Terpstra Lisa Daniels North Dakota State University Fargo ND Terry S. Woodin Standard Grant 452355 7492 1536 1329 SMET 9178 9150 0000099 Other Applications NEC 0116000 Human Subjects 0618790 August 1, 2006 CAUSEmos: CAUSE Making Outreach Sustainable for Statistics Educators. The Consortium for the Advancement of Undergraduate Statistics Education (CAUSE) is building a sustainable cycle of outreach activities including a biennial U.S. Conference On Teaching Statistics (USCOTS). Statistics educators are collaborating with others and contributing back to the community of undergraduate statistics educators. Collaborators are organized into clusters with aligned interests, and then into interacting clusters. These interacting clusters are designed to move the statistics education community forward more rapidly than the sum of the activities of the teachers who compose it. Intellectual Merit: This outreach effort is grounded in modern and innovative projects, many of which have been funded by the NSF. USCOTS incorporates a myriad of lively and engaging teaching techniques, ideas, and resources in its sessions and social activities. An existing CAUSE sponsored digital library at CAUSEweb.org, a major national program of workshops, and well-planned year-round activities complement USCOTS. Further, ongoing mentoring and support for collaborations; web based seminars (Webinars) and other virtual meeting opportunities; a regular widely read E-News; a developing set of electronic handbooks to guide new and continuing cluster members; a needs assessment underpinning an effective evaluation plan; and strong partnerships with numerous professional organizations assure that CAUSEmos becomes integral to a cohesive growing and advancing community of statistics educators. The CAUSEmos program also helps classroom teachers benefit from current research and turn their classes into research labs to study and improve their teaching, as well as connect with larger research teams to look more broadly at important problems. Broader Impact: Coupled with an innovative support program of lead-up and follow-up activities and reunions, participants at USCOTS return to their home institutions to relay the pedagogy and research content and methods they have learned to students and colleagues. The CAUSEmos program target graduate students, AP statistics teachers, instructors at two-year colleges, and the broad community of statistics instructors based in departments of mathematics, social science, and business to become connected, to collaborate, and to contribute. The national impact is further enhanced by the global communities of educators with access to the CAUSEweb library of digital resources, including products thing produced by those exploring the CAUSEmos. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Pearl, Dennis Deborah Rumsey Ohio State University Research Foundation OH Daniel P. Maki Standard Grant 500710 7492 1536 SMET 9178 0618800 October 1, 2006 Collaborative REsearch: The POGIL Project-Faculty Development and Evaluation. Chemistry (12) This is a collaborative project involving 3 proposals. Number Institution PI 0618746, lead Franklin and Marshall College Moog 0618758 University of South Florida Lewis 0618800 Catholic University of America Bunce This project supports the growth of the POGIL system of education through dissemination, implementation, improvement, evaluation and research across the country. POGIL is a nationally tested and proven pedagogical strategy that incorporates recent educational research on how students learn. It is an exemplary tested innovation that has already demonstrated the ability to promote widespread adoption. During this project, increased use of POGIL is generated by the expansion of regional networks, supported by ongoing faculty development opportunities. The project coordinates and disseminates adaptations of POGIL materials for diverse settings and supports new POGIL developments in strategic areas. The project develops faculty expertise in targeted areas of the country, establishing and supporting regional connections via workshops and planning sessions to produce self-sustaining regional networks of POGIL practitioners with a national hub. Evaluation of student learning related to POGIL uses an in-depth methodology that builds on the project's successful history of comparative evaluation. To measure skills for lifelong learning, as well as more traditional content goals, new instruments are being developed that utilize new finely-tuned assessments of student learning. Basic research on undergraduate STEM teaching and learning is the engine that drives curricular reform. POGIL has always been a research-based educational innovation. The project is contributing to this research base by describing how conceptual change occurs in students' understanding of chemistry in a POGIL setting, providing insight not only into the nature of conceptual change but also into critical features for effective implementation that feed the project's development and dissemination efforts. CCLI-Phase 3 (Comprehensive) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Bunce, Diane Catholic University of America DC Eileen L. Lewis Continuing grant 300761 7493 1536 SMET 9178 7493 0000099 Other Applications NEC 0116000 Human Subjects 0618806 September 1, 2006 Proofs, Functions and Computations: A web-based course as a laboratory for enhanced teaching and learning in logic, mathematics and computer science. Interdisciplinary (99) This project is developing a full-scale integrative course constructed around the basic concepts of Proof, Function, and Computation. These three fundamental ideas lie at the core of logic, mathematics, and computer science, respectively. The expanded course builds on a prototype web-based offering, "Logic & Proofs," that features carefully scaffolded and highly interactive material, mini-tutors, and a sophisticated Proof Lab. The intellectual merit of the project includes the provision of automatically generated intelligent advice to students via a dynamic "Proof Tutor" that monitors the current progress of students working on proofs. The course also serves as a laboratory for controlled experiments investigating two broad issues: i) the efficacy of specific pedagogical approaches, e.g., the tutored teaching of strategies for proof construction, and ii) the transfer of the reflective use of logic from a formal context to the semiformal one of set theory and, then, to the informal context of computability theory. The project's potential for broader impacts lies in the applicability of this approach to other disciplines. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Sieg, Wilfried Klaus Sutner Joseph Ramsey Carnegie-Mellon University PA Herbert H. Richtol Standard Grant 476194 7492 1536 SMET 9178 0116000 Human Subjects 0618817 September 1, 2006 Connecting Undergraduate to the Enterprise of Science. Interdisciplinary (99) A major barrier to the incorporation of inquiry in introductory science courses is faculty believe that doing so requires a full-scale transformation of pedagogy, which is regarded as impractical. This project develops materials and methods that directly address this barrier by introducing inquiry into the undergraduate laboratory in an accessible manner. The project has intellectual merit by adapting a successful mode of faculty development to convert cookbook laboratories into inquiry-based exercises. A key feature of the laboratory materials is that they explicitly model the scientific literature as a guide to student investigation. The project team includes faculty and future faculty from a doctoral extensive institution; a private liberal arts college; an urban doctoral intensive institution; and an urban community college. The project has broad impact on undergraduate STEM education for majors and non-majors in most types of public higher education institutions. Fifty faculty and future faculty participate in the project and their teaching impacts over 3000 students. Educational research allied with the program evaluates and enhances the incorporation of these inquiry methods. The partnership among the several institutions models the cooperative reform of STEM education by involving many faculty in materials development. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Schmidt, Francis John Adams Sandra Abell Jan Weaver University of Missouri-Columbia MO Herbert H. Richtol Standard Grant 450000 7492 1536 SMET 9178 0116000 Human Subjects 0618821 September 1, 2006 A New Wave of Scientific Teaching. Biological Science (61) The goal of this project is to transform undergraduate biology education by training a legion of faculty and future faculty to teach science with the rigor and spirit of research. Activities in progress include: 1) evaluation of the effectiveness of two sets of interventions designed to improve faculty approaches to undergraduate biology education; and 2) development of improved evaluation tools. Expected outcomes include a set of results that rigorously test the hypothesis and a series of electronic surveys and other evaluation tools that will facilitate evaluation at other institutions nationally. The two sets of interventions include: 1) the Scientific Teaching Seminar at the University of Wisconsin aimed at future faculty (graduate students and post docs); and 2) the annual National Academies Summer Institute on Undergraduate Education in Biology (aimed at current faculty at a variety of institutions but with a focus on those heavily involved in research as well as teaching). The Scientific Teaching seminar is taught semi-annually during the academic year. It is a three-course series including a semester of intensive coursework about teaching science and instructional materials development. During the first semester, participants use their knowledge and skills to develop instructional materials that are commented upon by their peers. In the next semester, participants teach their materials in an undergraduate biology course (in collaboration with course instructors) in the spring, and then evaluate, revise, and disseminate the materials. The summer institute lasts one week with an academic year follow-up and accommodates approximately eighty faculty each year. Activities included mirror those in the Scientific Teaching Seminars on a concentrated scale. The evaluation plan is designed to measure impacts on the participants, their students, and their institutions. Specifically being measured are: 1) the extent to which participants (faculty and future faculty) apply what they have learned to their teaching, influence other faculty in their institutions, and influence future faculty; and 2) the impact on student learning, including demonstration of deeper learning and retention of biological concepts and critical thinking skills. Evaluation includes analysis of existing data (gathered since 2003) and collection of new data. Qualitative data from past participants include written teaching philosophies (pre and post), coursework and exams, exit interviews, and short-answer survey questions about gains in knowledge and skill. Quantitative data include electronic and paper surveys of self-reported gains in knowledge, skills, and attitudes about scientific teaching. In addition, analysis is being conducted of data about student learning from undergraduate courses in which the participants taught. Qualitative data include coursework, pre-tests, and exams. Quantitative data include weekly pre-quizzes and self-reported gains in knowledge, skills, and attitudes about biology. Results from all evaluation approaches are being used to guide changes in the design of the two interventions described and development of a set of nationally available surveys to measure impacts of faculty enhancement projects on participants, their students, and their institutions. CCLI-Phase 3 (Comprehensive) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Handelsman, Jo Daniel Kleinman Sarah Miller University of Wisconsin-Madison WI Terry S. Woodin Standard Grant 200000 7493 1536 SMET 9178 0116000 Human Subjects 0618829 August 1, 2006 Expansion and Refinement of a Research-Based Laboratory Curriculum to Enhance Diverse Students' Abilities to Apply Chemistry Ideas Effectively in New Contexts. Chemistry (12) The project team of collaborators from three diverse institutions, a research university, a primarily undergraduate institution and a community college, is designing a laboratory curriculum for a full year of general chemistry based on the Model-Observe-Reflect-Explain (MORE) Thinking Frame they have developed. Each member of the team brings a specific set of skills and a different student population to the project. They are promoting meta-cognition and providing an instructional tool that addresses deficiencies in laboratory courses by guiding students' thinking throughout the inquiry process. Unlike the algorithmic exercises that are typically the focus of general chemistry, MORE supports students in reflecting upon their own understanding of chemical systems and refining their molecular-level views to be consistent with experimental evidence. The goals of this project are to develop a complete, cognitively-effective general chemistry laboratory curriculum of problem-based MORE modules; develop accompanying instructor materials and support mechanisms; and continue the cycle of development, implementation, research on student learning, and the testing and refinement of the curriculum and instruction to maximize diverse students' abilities to apply their models effectively in new contexts. MORE instruction levels the playing field for students who are not adept at solving quantitative chemistry exercises, with the potential to attract and retain traditionally underrepresented populations in chemistry. Faculty members, graduate and undergraduate students, including pre-service teachers, are involved in development and assessment of the MORE curriculum. Formative assessment and summative evaluation is being done using multiple methods. Controlled studies, including external measures of students' understanding of chemistry, are being conducted. Four institutions have been identified as beta sites to further test the curricular materials. Materials and research results are disseminated via professional conferences, workshops and short courses, one-on-one instructor mentoring and faculty networks, and publications in scholarly journals. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Rickey, Dawn Lydia Tien Barbara Reisner Colorado State University CO Bert E. Holmes Standard Grant 499990 7492 1536 SMET 7492 9178 0000099 Other Applications NEC 0116000 Human Subjects 0618849 October 1, 2006 Collaborative Research: The Development of Research-Based Science Education in Astronomy for Undergraduates. Astronomy (11) The goal of this project is to develop and to study the effectiveness of research-based science educational (RBSE) curricula in astronomy for entry-level undergraduate courses. The goals of RBSE curricula are threefold: (1) to teach that science is a process of discovery, not just a body of knowledge, (2) to increase positive attitudes towards science, and towards pursuing STEM careers, by giving students an opportunity to do authentic research, and (3) to develop important skills such as critical thinking, teamwork and goal-driven work skills that are important in any career path. The ultimate goal is to help instructors at other institutions, in astronomy and in other fields, to implement the developed curriculum, and to develop their own RBSE curriculum, either based upon their own research or from data archives such as the National Virtual Observatory. The intellectual merit of the activity RBSE is a method of instruction that models the processes of scientific inquiry and exploration used by scientists to discover new knowledge. It is "research-based" in the sense that it integrates scientific research with education. It brings the excitement of discovery into the classroom by getting students to actually do science, not just learn about it from lectures and activities far removed from the actual research process. Students participate in an authentic research project by completing observations on a research-class telescope, analyzing the data and interpreting their results. They collect and interpret information in response to their guided personal exploring and work together as collaborators in a cooperative rather than competitive environment. RBSE is a natural integration of research and education because it teaches science as it is done. It incorporates several "best practice" teaching strategies which model scientific reasoning. These include focusing on an in-depth project, engaging in out-of class activities, using computers as a tool for data display and analysis, using student logs and concept maps for assessment, and using the Internet. This project is determining the most effective way to implement RBSE curricula in undergraduate classrooms. It is also assessing the student gains from participation. The broader impacts of the activity For many students, an introductory astronomy course represents their last formal exposure to science. RBSE gives students an opportunity to experience the rewards of research early enough to pursue science as a career. Even if students do not pursue STEM degrees, RBSE develops critical-thinking and teamwork skills that are necessary in any career, and it helps a large number of students understand the scientific process. About 5,100 students at the University of Alaska Anchorage, Kenai Peninsula College, and Indiana University are participating in the project . The curriculum is being developed to be "off the shelf," such that other undergraduate instructors may use it. Workshops for about thirty instructors per year are held at the national AAPT and AAS meetings to introduce the RBSE pedagogy and developed curriculum, and to develop a national network of educators participating in RBSE. Flexible teaching modes such as RBSE engage the broad range of diverse, culturally derived orientations to learning. They are effective in allowing women and minorities, groups that are traditionally underrepresented in science, to find their voice and develop confidence in their ability to do science. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Rector, Travis University of Alaska Anchorage Campus AK Duncan E. McBride Standard Grant 335179 7492 1536 SMET 9178 9150 0000099 Other Applications NEC 0116000 Human Subjects 0618859 September 1, 2006 Scaffolding pedagogical discourse in engineering courses: Innovation and impact. Interdisciplinary (99) This project is designing, deploying, and evaluating software tools that automatically structure and scaffold undergraduate student interactions within online discussion boards. Based on analysis of archived student contributions to previous discussion topics the software tools recommend those contributions that are useful, relevant or of interest to undergraduates currently participating in discussions of the same topic. Rich assessment techniques are being developed to analyze discussions, and these are based on course ontologies and course corpora that the PI team is creating. Tutorial strategies used include generation of questions and comments, invitations to participate in discussions, and clarifying annotations. Furthermore, student profiles of interest or expertise help link individual students to one another on particular topics. Evaluation studies focus on the effects of different scaffolding interventions on student performance, STEM interest, and retention rates. The intellectual merit of the project lies in two areas: 1) the assessment of how the collaboration and reflection features impact STEM undergraduate student performance and student interest in science and engineering; and 2) the development of innovative technologies for automatic scaffolding and assessment of student contributions. The project's potential for broader impacts derives from its support for peer learning, reflection, and collaborative problem solving. These attributes increase student engagement and performance and can deepen conceptual understanding across a wide range and number of students in classroom settings that are not constrained by enrollment, since they are web delivered. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Kim, Jihie Carole Beal Erin Shaw University of Southern California CA Lee L. Zia Standard Grant 450000 7492 1536 SMET 9178 0116000 Human Subjects 0618861 September 15, 2006 Cultivating Authentic Discourse for the 2020 Engineer. This CCLI Phase 2 Expansion Project is examining how students' oral and written discourse influences their conceptual and metacognitive understanding of engineering. The project is using various instructional practices such as case studies and concept inventories to facilitate this conceptual understanding, particularly for second language learners. Faculty members who are scholars in discourse and literacy are collaborating with engineering faculty to follow a cohort of students that includes a large percentage of immigrant and language minority students through 5 engineering courses over three semesters. The project is being evaluated for students' understanding and synthesis of engineering concepts, faculty pedagogical practices, and the significance of a best practices model. Four other institutions are testing the model and the project is further disseminated through workshops at national level engineering education conferences. The project is advancing what we know about the impact of discourse and metacognition on the ability of all students, but especially linguistic and ethnic minority students, to learn engineering. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Everett, Louis Arunkumar Pennathur Kerrie Kephart University of Texas at El Paso TX Lance C. Perez Standard Grant 499928 7492 1536 SMET 9178 0116000 Human Subjects 0618865 August 1, 2006 Computing in Statistics: Model Courses and Curricula. Although computing has become increasingly more powerful and ubiquitous over the past twenty years, the curriculum in statistics has been slow to incorporate it in any significant manner. Good computing skills are essential for good data analysis. Students must be able to express computational instructions and ideas in the same way that they can manipulate mathematics. To accomplish this goal, computing must be infused into the curriculum at a conceptual level and comprehensively as a separate, but integrated, topic. This project is bringing together experts in computational statistics and data technologies to discuss and identify key topics in computing for statistics. The discussion is informing the creation of materials designed to integrate computing topics into the curricula. One outcome is the publication of course syllabi for theoretical and applied computing that vary from numerical algorithms to data technologies, comparative programming systems, and visualization. Another outcome is the development of materials that facilitate other faculty in integrating computing into their statistics programs. A third outcome is a book on data technologies and statistics. Forums are being provided to discuss and disseminate advances in technology and their impact on statistics, and faculty development workshops are teaching faculty about these topics and demonstrating how to teach these topics in undergraduate programs. Intellectual Merit: The curriculum development is being designed to impart knowledge and training in the fundamental topics of probability and statistics combined with modern methodologies and data analysis, focusing on important aspects of computing related to data. The creation of the data technologies text fills a critical void in statistics education that is not covered by texts in statistics or computer science. The investigators have experience working with scientists and engineers in industry and in developing course materials that seamlessly integrate statistical concepts with practice. Broader Impact: The ability of students to compute has a real impact on their ability to understand and explore statistical concepts and to contribute significantly to the study of important scientific problems. This project work is impacting the field of statistics by offering model courses and syllabi for changing the way statistics is taught, assisting in the development of faculty to teach statistics with this approach, and producing a book on data technologies and statistics. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Nolan, Deborah University of California-Berkeley CA Ginger H. Rowell Standard Grant 477823 7492 1536 SMET 9178 7492 0000099 Other Applications NEC 0116000 Human Subjects 0618869 September 1, 2006 SimSE: Expanding a Proof-of-Concept Software Engineering Simulation Environment into a Comprehensive Classroom Approach for Educating Students in the Software Development Process. This project builds on the prototype simulation environment, SimSE, and several associated simulation models that, together, provide students with a graphical and interactive experience of a variety of different software processes. That is, students can play, practice, and learn these processes virtually, in an engaging yet safe environment that encourages exploration of alternatives, provides visual feedback on choices, and fosters independent learning. SimSE contributes a new way of learning and teaching a critical and difficult subject, the software process, addressing a significant shortcoming in current undergraduate education in software engineering. As a Phase II project, the critical value of the project lies in transforming SimSE from a proof-of-concept technology to a fully-developed, strongly-supported, and conclusively beneficial classroom approach for teaching students the principles and realities of the software process. Project components include: - Broadening SimSE's technical features. - Developing a comprehensive set of simulation models. - Creating course modules. - Conducting comprehensive evaluation across multiple institutions - Developing faculty expertise. - Continuing dissemination. SimSE benefits students in gaining a broad and deep understanding of the software process, instructors in enhancing their portfolio of teaching methods, and the software industry at large in providing a diverse and internationally competitive workforce. As a Phase II project, the focus is precisely on enabling a smooth path of impact by lowering adoption hurdles, providing extensive course materials, and developing faculty expertise. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR van der Hoek, Adriaan University of California-Irvine CA Victor P. Piotrowski Standard Grant 449614 7492 1536 SMET 9178 0116000 Human Subjects 0618872 September 1, 2006 Assessing and Disseminating Group Learning Pedagogy in Fluid Mechanics and Heat Transfer while Using Hands-on Desktop Units with Interchangeable Cartridges. This CCLI Phase 2 Expansion Project is helping faculty overcome resistance to using new learner-centered and team-oriented teaching pedagogies which they often see as time-consuming, ineffective paradigm shifts. The project is designing inexpensive, miniaturized desktop equipment called Desktop Hands-on Cooperative Learning Modules (DLMs) and testing them in Fluid Mechanics and Heat Transfer classes. These systems along with easy instructions are offering a convenient way for professors to try out new pedagogies, to intersperse them with lecture material, and to use them to reinforce important concepts. The four pedagogies include Cooperative, Hands-On, Active, and Problem-based (CHAPL) strategies. Six other universities, with a wide range of diverse students, are testing the model. Project assessment is not only validating the ideas, but is serving as a feedback mechanism. Student test and concept inventory outcomes as well as professor and student surveys are serving as a guide to update the modules, instructions, and problems that go with them. The project is disseminating its results through journals, national education conferences, a community of scholars, educational workshops, and invited seminars. This overall approach is serving as a test case model to evaluate ways of introducing new pedagogies and developing a community of scholars dedicated to them. CCLI-Phase 2 (Expansion) EAPSI S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Van Wie, Bernard Gary Brown Washington State University WA Lance C. Perez Standard Grant 539688 7492 7316 1536 SMET 9178 5993 5976 0116000 Human Subjects 0618877 September 15, 2006 Paradigms in Physics: Multiple Entry Points. Physics (13) Intellectual Merit: This project merges and expands two efforts: The Paradigms in Physics Project, a complete redesign of the upper-level physics major, and the Vector Calculus Bridge Project, an effort to "bridge the gap" between the mathematics and physics of vector calculus. The merged project is run by an established team, with two new members in education research, appropriate to its expanded role. The primary thrust of the project is to design materials that provide multiple entry points to these successful curricula, aimed not only at encouraging full adoption of all 18 redesigned courses, but also at supporting faculty teaching more traditional courses who may wish to experiment with one or more pieces, whether a single activity or an entire course. Four main strands have been identified: 1. New content: The PIs are developing new materials for textbooks for quantum mechanics and for vector calculus, emphasizing their innovative approach to these topics, while encouraging, but not requiring, the use of active engagement. 2. Case studies: The PIs are expanding their existing websites to provide the information necessary for successful adoption of one or more of their activities, showing how to combine lectures and active engagement in a coherent way. 3. Community of scholars: The PIs are hosting a small number of visitors who are immersed in, and contribute to, the entire Paradigms package. 4. Education Research: The PIs are doing research into students' ability to reason harmonically and metacognitively, and how these skills are affected by their materials. Broader Impact: In addition to the impact on students, faculty, TAs, and visitors directly involved in the project, the primary goal of this project is to make the materials and techniques available to as wide an audience as possible. Broad impacts are expected as a formal part of the project, but also in other ways, due to the use of multiple forms of dissemination. The textbooks can be used by many students and faculty beyond the immediate adopters of the Paradigms program. The case studies on the website can be used for training TAs and other teachers. Visitors can infuse the Paradigms vision with unexpected insights and knowledge that will spin off in new directions. The information gained by this research into student learning is being made available to the entire education research community. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Manogue, Corinne Emily van Zee Tevian Dray David McIntyre Barbara Edwards Oregon State University OR Duncan E. McBride Standard Grant 498124 7492 1536 SMET 9178 7492 0000099 Other Applications NEC 0116000 Human Subjects 0621128 January 1, 2007 Multi University Research and Training in Information Assurance and Computer Security. The Department of Computer Science, National Center for Security Research and Training, and Office of Strategic Initiatives at Louisiana State University in collaboration with Southern University and Louisiana Tech University are providing educational and pedagogical opportunities for academically talented faculty in information assurance and security. Intellectual merit. The project, "Multi-University Research and Training in Information Assurance and Computer Security," engages faculty scholars in a series of faculty development activities that include a summer workshop, national lab/research center visits, academic year mini-grants, and a conference in information assurance and computer security. Program activities are being offered through two phases. During the first phase faculty participate in a 2-week summer workshop and national lab/research center visits that focus on state-of-the-art research training and various enhancement activities. During the second phase, faculty scholars receive academic year mini-grants that extend research and education training to the home institutions and participate in an annual conference that serves as a consolidation of experience exchange and national dissemination. Broader impacts. The focus of this research and training is to increase the number of US citizens, including members of under-represented groups, who are advancing their teaching and research in the emerging areas of information assurance and security. The interaction of distinguished experts from National Laboratories, the LSU National Center for Security Research and Training provides coordinated efforts in security research and training by both state and federal law enforcement agencies. The integration of research and education, and broader cross-disciplinary activities is an important component of the inter-institutional collaborative work. This project expands the learning community and provides a way to enhance faculty's academic preparation and to establish partnerships for research and education in information assurance and computer security. FED CYBER SERV: SCHLAR FOR SER DUE EHR Iyengar, Sitharama Su-Seng Pang Peter Chen Rajgopal Kannan Louisiana State University & Agricultural and Mechanical College LA Victor P. Piotrowski Standard Grant 407533 1668 SMET 9178 9150 7254 0000099 Other Applications NEC 0116000 Human Subjects 0621135 January 1, 2007 Multi University Research and Training in Information Assurance and Computer Security. The Department of Computer Science, National Center for Security Research and Training, and Office of Strategic Initiatives at Louisiana State University in collaboration with Southern University and Louisiana Tech University are providing educational and pedagogical opportunities for academically talented faculty in information assurance and security. Intellectual merit. The project, "Multi-University Research and Training in Information Assurance and Computer Security," engages faculty scholars in a series of faculty development activities that include a summer workshop, national lab/research center visits, academic year mini-grants, and a conference in information assurance and computer security. Program activities are being offered through two phases. During the first phase faculty participate in a 2-week summer workshop and national lab/research center visits that focus on state-of-the-art research training and various enhancement activities. During the second phase, faculty scholars receive academic year mini-grants that extend research and education training to the home institutions and participate in an annual conference that serves as a consolidation of experience exchange and national dissemination. Broader impacts. The focus of this research and training is to increase the number of US citizens, including members of under-represented groups, who are advancing their teaching and research in the emerging areas of information assurance and security. The interaction of distinguished experts from National Laboratories, the LSU National Center for Security Research and Training provides coordinated efforts in security research and training by both state and federal law enforcement agencies. The integration of research and education, and broader cross-disciplinary activities is an important component of the inter-institutional collaborative work. This project expands the learning community and provides a way to enhance faculty's academic preparation and to establish partnerships for research and education in information assurance and computer security. FED CYBER SERV: SCHLAR FOR SER DUE EHR Phoha, Vir Louisiana Tech University LA Victor P. Piotrowski Standard Grant 35677 1668 SMET 9178 9150 7254 0116000 Human Subjects 0621274 September 1, 2006 A Scholarship Program for Security Assured Information Systems Track. Through this scholarship program, the University of Pittsburgh offers highly qualified students the opportunity to become information assurance (IA) professionals of high caliber who will serve the nation and the global society by protecting the cyberspace. Under this program, each scholarship recipient is required to complete a Masters degree in Information Science or Telecommunication and Networking with the Security Assured Information Systems (SAIS) track option. In addition, Ph.D. students in either program with IA concentration can request support for the last two years of their studies. The scholarship program supports three cohorts of 4 students over a period of four years. Intellectual Merit: Scholarship students benefit from a highly fertile multidisciplinary educational environment and a strong and diversified, high quality IA curriculum, which is among the only eight in the nation that has been certified for all the five national IA educational standards set by the Committee on National Systems Security (CNSS). The program establishes a well-coordinated management and administration structure to ensure that: (1) Scholarship opportunities are available to highly competitive, students from underrepresented groups in IA, (2) Scholarship students are provided with appropriate mentoring support throughout their academic program, and (3) Scholarship students are engaged in professional development and synergistic activities that enrich their academic experience. Broader Impact: The program places significant emphasis on the recruitment of students from underrepresented groups in IA areas through its links with minority serving postsecondary institutions such as the University of Puerto Rico, Mayaguez and Lincoln University. The program also benefits from synergistic interactions among the various IA and homeland defense related initiatives within the university. FED CYBER SERV: SCHLAR FOR SER DUE EHR Joshi, James D. Tipper Michael Spring Prashant Krishnamurthy University of Pittsburgh PA Victor P. Piotrowski Continuing grant 1055553 1668 SMET 9178 0116000 Human Subjects 0621280 September 1, 2006 Collaborative Project: A Regional Partnership to Build and Strengthen IA in North Texas. The University of North Texas (UNT) and the University of Texas at Arlington (UTA) are collaborating to improve the quality and capacity of existing IA programs at the UNT and UTA, and to bring together regional academic institutions and local industry to increase the number of practical applications for IA professionals in North Texas. Bringing regional academic institutions together with companies that have a local presence is helping to ensure that IA education meets the needs of industry and to create opportunities for students to learn about jobs and the desired IA-related skill sets they will need. Project goals include: - Implementing the standards-based curricula used at UNT at UTA. - Developing laboratories and laboratory exercises that give students at both universities direct hands-on experiences with IA concepts. Through the application of virtualization technologies to IA laboratory development, the investigators are producing and disseminating new and innovative techniques for extending the reach of IA laboratory exercises to new audiences. - Developing and coordinating joint exercises involving students from both UNT and UTA. - Exploring innovative uses of modern systems and virtualization technologies to extend the availability of laboratory exercises to new audiences. To meet these goals, the investigators are: - Creating an academic/industrial partnership in IA education and training in North Texas. - Initiating an annual regional industry expo and job fair for companies and government organizations with specific interest in IA graduates. - Creating a university-hosted seminar series for IA that includes both academic and industry speakers on topics of research and current trends in the field. FED CYBER SERV: SCHLAR FOR SER DUE EHR Wright, Matthew University of Texas at Arlington TX Victor P. Piotrowski Standard Grant 119077 1668 SMET 9178 0116000 Human Subjects 0621307 August 15, 2006 SFS: Scholarship Partnership with Alabama State University and Tuskegee University. Through this scholarship program Auburn University is helping to mitigate the severe shortage of information assurance personnel in the Federal Civil Service. This shortage is particularly acute in the Huntsville-Redstone Arsenal region of Alabama. There are also shortages in the Montgomery-Maxwell AFB area that is geographically close to Auburn and its two academic partners, Alabama State University and Tuskegee University. The Auburn University SFS program is multi-disciplinary and is providing SFS scholarships to students enrolled in the College of Engineering, the College of Business, and the College of Science and Mathematics, as well as to students enrolled at partner institutions Tuskegee University and Alabama State University. Both Tuskegee and Alabama State are historically Black institutions. As a National Security Agency and Department of Homeland Security designated Center of Academic Excellence in Information Assurance Education, Auburn University is committed to developing outstanding IA graduates and motivating them for careers in the Federal IA workforce. Auburn's long-term research and education relationship with the Huntsville and Montgomery areas enable Auburn to make special contributions to the success of the SFS program by aligning scholarship recipients with Federal agencies early in their academic careers. Auburn University has large, diverse, multidisciplinary faculty involvement in information assurance research and education. Faculty diversity is also reflected in the student diversity, and Auburn has a strong SFS student recruitment and retention plan in place that has a strong mentoring component. SFS students also are participating in faculty research. FED CYBER SERV: SCHLAR FOR SER DUE EHR Hamilton, John Kai Chang Gerry Dozier Juan Gilbert Yu Wang Auburn University AL Victor P. Piotrowski Continuing grant 1493790 1668 SMET 9178 9150 0621316 August 15, 2006 Carnegie Mellon University-San Jose State Information Assurance Capacity Building Program. Through this project, Carnegie Mellon is continuing to offer the Information Assurance Capacity Building Program (IACBP) that improves the capacity of Minority-Serving Institutions (MSIs) to offer high quality Information Assurance (IA) education. This project will build upon the previous four offerings of the IACBP which have resulted in the development of a number of new offerings at partner schools, from short modules integrated into pre-existing courses, to full courses, IA certificates, and even plans and initial frameworks for master's degree programs in IA. The program has also led to a number of research projects and publications involving faculty and students at partner schools, as well as multi-institution collaborative centers. San Jose State, a member of the California State University system, is collaborating on this project to design and offer 2-day symposia that follow each IACBP session. These symposia provide an opportunity for faculty participants to share and develop learning modules, disseminate research results, and explore policy implications for cyber-security education. The primary objectives of the IACBP are to: -Help build new capacity or expand existing capacity of MSIs to offer IA courses and programs at institutions not currently designated as CAEs in Information Assurance -Expand the number of institutions that are CAEs in Information Assurance -Expand the number of Ph.D.-level researchers in IA The IACBP contains the following components: -Security Engineering Week: Lectures, facilitated discussions, seminars, and workshops based on the text Security Engineering: A Guide to Building Dependable Distributed Systems by Ross J. Anderson -Cisco Systems Network Security Bootcamp for Professors: An intensive, hands-on short course developed and offered by the Critical Infrastructure Assurance Group of Cisco Systems -Curriculum Development: Development of curriculum and materials for participants' home departments' IA courses/curriculum and a presentation of the resulting curriculum plan -Research Presentations & Site Visits: Presentations on research initiatives currently underway in Carnegie Mellon CyLab and CERT and presentations by participants on their own research interests -Enrichment Afternoon: Presentations and discussions in important academic areas that intersect with Information Assurance -Follow Up Visit: A return visit to Carnegie Mellon after the program is over in order to sustain the dialogue and mentoring relationships begun with Cyber Trust faculty during the program FED CYBER SERV: SCHLAR FOR SER DUE EHR Meldal, Sigurd San Jose State University Foundation CA Victor P. Piotrowski Standard Grant 118425 1668 SMET 9178 1668 0000099 Other Applications NEC 0116000 Human Subjects 0621324 November 1, 2006 UMSSIA: University of Minnesota Summer School for Information Assurance. This project implements the University of Minnesota Summer School for Information Assurance (UMSSIA), an intensive summer school on information assurance (IA) for college faculty. The program includes a series of lectures, hands-on lab experiences, and curriculum development consultations. Intellectual Merit: The goals of the summer school are to provide college faculty with: 1. A detailed understanding of the basic goals, mechanisms, and challenges in IA. 2. Experience with practical IA technologies. 3. Exposure to societal issues related to IA, such as privacy, copyright, and ethics. 4. An awareness of current research issues in information assurance. 5. An established network of regional instructors with interests in information assurance. 6. A concrete curriculum plan to raise awareness of information assurance issues among students at their institution. 7. A support system at the University of Minnesota for implementing an IA curriculum. Broader Impact. The University of Minnesota's proximity to a dozen tribal colleges in Minnesota, North Dakota, South Dakota and Wisconsin, as well as the targeted outreach and recruitment activities toward these institutions, positions UMSSIA to broaden the participation of an underrepresented ethnic group in information assurance. The program also increases the participation of rural faculty in information assurance careers by partnering with rural community colleges in the upper midwest. The primary goal of UMSSIA is to enhance the infrastructure for education in information assurance, by educating faculty, forming partnerships with regional institutions, and constructing a social network of information assurance instructors. A repository of the curriculum plans produced by participants will broadly disseminate the results of participants to other interested institutions, and thus to students at those institutions as well. FED CYBER SERV: SCHLAR FOR SER DUE EHR Zhang, Zhi-Li Yongdae Kim Nicholas Hopper University of Minnesota-Twin Cities MN Victor P. Piotrowski Standard Grant 199979 1668 SMET 9178 0116000 Human Subjects 0621327 August 15, 2006 Development of a Federal Cyber Force at Syracuse University - Scholarship Track. Through this project Syracuse University (SU) is continuing its Scholarship for Service program. SU has participated in the SFS program since 2003 and, by early 2006, had provided 27 scholarships to undergraduate and graduate students. This project is supporting 10 new Scholars and extending SU's existing relationships with government, military, and intelligence agencies. These relations include collaborations on Information Assurance (IA) related research projects, the development and use of new IA technologies, recommendations on IA policy, and input from agencies on how SU can continually improve its IA offerings. FED CYBER SERV: SCHLAR FOR SER DUE EHR Bernard, Scott Stuart Thorson Jeffrey Stanton Susan Older Joon Park Syracuse University NY Victor P. Piotrowski Continuing grant 867273 1668 SMET 9178 1668 0000099 Other Applications NEC 0621329 August 15, 2006 Carnegie Mellon University-San Jose State Information Assurance Capacity Building Program. Through this project, Carnegie Mellon is continuing to offer the Information Assurance Capacity Building Program (IACBP) that improves the capacity of Minority-Serving Institutions (MSIs) to offer high quality Information Assurance (IA) education. This project will build upon the previous four offerings of the IACBP which have resulted in the development of a number of new offerings at partner schools, from short modules integrated into pre-existing courses, to full courses, IA certificates, and even plans and initial frameworks for master's degree programs in IA. The program has also led to a number of research projects and publications involving faculty and students at partner schools, as well as multi-institution collaborative centers. San Jose State, a member of the California State University system, is collaborating on this project to design and offer 2-day symposia that follow each IACBP session. These symposia provide an opportunity for faculty participants to share and develop learning modules, disseminate research results, and explore policy implications for cyber-security education. The primary objectives of the IACBP are to: -Help build new capacity or expand existing capacity of MSIs to offer IA courses and programs at institutions not currently designated as CAEs in Information Assurance -Expand the number of institutions that are CAEs in Information Assurance -Expand the number of Ph.D.-level researchers in IA The IACBP contains the following components: -Security Engineering Week: Lectures, facilitated discussions, seminars, and workshops based on the text Security Engineering: A Guide to Building Dependable Distributed Systems by Ross J. Anderson -Cisco Systems Network Security Bootcamp for Professors: An intensive, hands-on short course developed and offered by the Critical Infrastructure Assurance Group of Cisco Systems -Curriculum Development: Development of curriculum and materials for participants' home departments' IA courses/curriculum and a presentation of the resulting curriculum plan -Research Presentations & Site Visits: Presentations on research initiatives currently underway in Carnegie Mellon CyLab and CERT and presentations by participants on their own research interests -Enrichment Afternoon: Presentations and discussions in important academic areas that intersect with Information Assurance -Follow Up Visit: A return visit to Carnegie Mellon after the program is over in order to sustain the dialogue and mentoring relationships begun with Cyber Trust faculty during the program FED CYBER SERV: SCHLAR FOR SER DUE EHR Haritos Tsamitis, Dena Carol Sledge Carnegie-Mellon University PA Victor P. Piotrowski Standard Grant 356251 1668 SMET 9178 1668 0000099 Other Applications NEC 0116000 Human Subjects 0621334 September 1, 2006 PISCES 2010: Partnership in Securing Cyberspace Through Education and Service. The Partnership in Securing Cyberspace Through Education and Service (PISCES 2010) scholarship program provides opportunities for students with diverse backgrounds to become computer security and information assurance (CSIA) professionals. PISCES is based at The George Washington University (GW). Intellectual Merit: GW has over 25 courses in the area of CSIA. Using traditional computing lab resources along with newly-developed resources such the portable educational network (the Internet in a box) developed at GW, students are exposed to hands-on demonstrations and experience on the cutting edge of CSIA education and to lectures by world experts in technological and policy aspects of CSIA. In addition to their existing track record of producing graduates with knowledge of CSIA issues and mechanisms, technical expertise to design and build secure information systems, and a global societal and ethical context within which to apply their technical expertise, GW plan to add another objective: establishing a peer and near-peer mentoring network among prospective SFS students, current SFS students and SFS students who have already completed the program and gone on to work for the federal government. Broader Impact: Students supported through this scholarship program help to improve the quality of the federal technical and management cadre being built and provide experiential and networking opportunities to leverage personal and professional relationships. In addition, through partnerships among GW, Marymount University, and the University of Hawaii, PISCES 2010 actively recruits and supports students from low-income families and other traditionally under-represented groups in CSIA. FED CYBER SERV: SCHLAR FOR SER DUE EHR Hoffman, Lance Martha Crosby Rachelle Heller Diane Murphy George Washington University DC Victor P. Piotrowski Continuing grant 1799693 1668 SMET 9178 1668 0000099 Other Applications NEC 0116000 Human Subjects 0621348 July 15, 2006 Continuation of University of Idaho Scholarship for Service Program. This project continues the successful NSF Scholarship for Service (SFS) program at the University of Idaho (University of Idaho). The University of Idaho SFS program started in 2001. The University of Idaho has been a NSA Center of Academic Excellence in Information Assurance Education (CAE/IAE) since 1999. It was most recently recertified as a CAE in 2005. The University of Idaho Computer Science Department faculty played the lead role in both the CAE distinction and the SFS funding. The University of Idaho SFS program is somewhat unique in its diversification of degree programs that include Computer Science, Computer Engineering, and Accounting with an emphasis on forensics. By grouping students from all three disciplines into the same labs and seminars the University of Idaho SFS program provides a diversity and synergy that enables participants to appreciate the multifaceted aspects of IA, including perspectives from software, hardware, and auditing. In the past three semesters placement success for internships and full-time job offers has been 100%, indicating a maturation and stabilization of the University of Idaho SFS program. Of the 21 institutions involved in the NSF SFS program, the University of Idaho ranks fourth in terms of productivity and number of security clearances obtained. Intellectual Merit: University of Idaho SFS scholars have hands-on laboratory experiences with a variety of network configurations including reconfigurable attack-defend scenarios, real-time embedded systems, and Supervisory Control and Data Acquisition (SCADA) systems. Through these laboratories the IA scholars gain the knowledge and insights that enable them to design and implement more secure and survivable systems. Previous SFS funding to the University of Idaho has resulted in six journal articles, 10 Master's theses, and 20 conference papers. To date, 14 SFS scholars have coauthored professional publications. Broader Impact: The broader impact of providing IA training to students in the SFS program is fourfold. First, both large complex IT systems and smaller real-time control systems used in the digital society would be better managed by experienced IA graduates in the event of accidental or deliberate damage. This enables more stable and dependable infrastructures. Second, by better educating our upcoming IA professionals we move closer to a new generation of secure networks and computer systems. By giving them hands-on experience with today's IA tools we can increase the chance that they will develop tomorrow's security technologies. Third, by having a mixture of Computer Science, Computer Engineering and Accounting scholars participating in the SFS program, scholars learn to appreciate the interconnectedness of computer networking, computer devices, audit logging and audit trails. Fourth, this interdisciplinary nature aids in attracting women and minorities to the University of Idaho, an EPSCOR school. The University of Idaho SFS policy of aggressively recruiting students from underrepresented populations (specifically women and minorities) has paid off such that their representation within the SFS participant pool (26%) is more than twice the percentage observed in the department and college. FED CYBER SERV: SCHLAR FOR SER DUE EHR Oman, Paul Jim Alves-Foss Carol Taylor University of Idaho ID Victor P. Piotrowski Continuing grant 824965 1668 SMET 9178 9150 7254 0116000 Human Subjects 0621358 September 1, 2006 Collaborative Project: A Regional Partnership to Build and Strengthen IA in North Texas. The University of North Texas (UNT) and the University of Texas at Arlington (UTA) are collaborating to improve the quality and capacity of existing IA programs at the UNT and UTA, and to bring together regional academic institutions and local industry to increase the number of practical applications for IA professionals in North Texas. Bringing regional academic institutions together with companies that have a local presence is helping to ensure that IA education meets the needs of industry and to create opportunities for students to learn about jobs and the desired IA-related skill sets they will need. Project goals include: - Implementing the standards-based curricula used at UNT at UTA. - Developing laboratories and laboratory exercises that give students at both universities direct hands-on experiences with IA concepts. Through the application of virtualization technologies to IA laboratory development, the investigators are producing and disseminating new and innovative techniques for extending the reach of IA laboratory exercises to new audiences. - Developing and coordinating joint exercises involving students from both UNT and UTA. - Exploring innovative uses of modern systems and virtualization technologies to extend the availability of laboratory exercises to new audiences. To meet these goals, the investigators are: - Creating an academic/industrial partnership in IA education and training in North Texas. - Initiating an annual regional industry expo and job fair for companies and government organizations with specific interest in IA graduates. - Creating a university-hosted seminar series for IA that includes both academic and industry speakers on topics of research and current trends in the field. FED CYBER SERV: SCHLAR FOR SER DUE EHR Dantu, Ram University of North Texas TX Victor P. Piotrowski Standard Grant 132012 1668 SMET 9178 0116000 Human Subjects 0621363 July 15, 2006 CITADEL: Coordinated Information Technology and Assurance Development and Education Laboratory (SFS). The Coordinated Information Technology and Assurance Development and Education Laboratory (CITADEL) at the New Mexico Institute of Mining and Technology (NMT) provides an intellectual high ground for the education, training, practical application of information security and assurance. CITADEL trains students to become leaders, not merely practitioners, in the increasingly important field of information assurance and security. CITADEL provides faculty enhanced opportunities to work with the best students and researchers at government agencies and coordinates the efforts of NMT's CAEIAE, Information Technology Program, the Computer Science Department, and NMT's ICASA (Institute for Complex Additive Systems Analysis) division. This continuation of the current SFS scholarship program includes a customized course sequence to match the scholar's area of interest and research in information assurance and security, research and professional development, and mentoring components. Intellectual merit. CITADEL brings the expertise of NMT's interdisciplinary faculty together with talented students to address real applications of information assurance and security. Current research topics include Adaptive Control and Dynamic Systems, Agent-based Financial System Modeling & Simulation, Applications of Soft Computing, and Network Security and Performance. By participating with faculty researchers, SFS scholars are learning to address current and future applications of information assurance and security. CITADEL expands the educational program by integrating substantial student research in information assurance. Broader impacts. The CITADEL program increases the representation of Native Americans, Hispanics, and women in information assurance and security. Of the 24 SFS scholars currently participating in the NMT program, three are Native Americans, one is Hispanic, one is Asian American, and five are women. To build on this success, recruitment and retention programs are being updated to further improve on the diversity of the student body. FED CYBER SERV: SCHLAR FOR SER DUE EHR Liebrock, Lorie Andrew Sung Peter Anselmo New Mexico Institute of Mining and Technology NM Victor P. Piotrowski Continuing grant 1025329 1668 SMET 9178 9150 0000099 Other Applications NEC 0116000 Human Subjects 0622197 October 1, 2006 STEP into Science Program. The "STEP into Science" project at Medgar Evers College/ City University of New York is pursuing the goal of raising by 45% the total number of students earning baccalaureate degrees in in Biology and Environmental Science by the completion of the funding period in 2011. This project is an interdisciplinary effort between the faculties of two departments - Biology and Physical, Environmental, & Computer Sciences. In pursuit of its goal, the project is engaged in (1) aggressively recruiting new students and non-STEM students from within the college to major in biology or environmental science; (2) improving the retention of these science majors by providing additional academic, financial, and mentoring support; and (3) strengthening both departments with curricula that fosters the integration of research, technology and academics to better equip majors with the skills and knowledge necessary to transition successfully into graduate and professional programs and, ultimately enter rewarding science-based careers. Prior to being awarded a STEP grant, both departments initiated and embraced numerous activities to advance their programs, improve the quality and quantity of their majors, and educate non-majors and the community to the importance of science in their lives. "STEP into Science" is facilitating efforts to seek further increases in majors and baccalaureate graduates. A key objective is to have 60% of biology and environmental science students participate in a research experience after this project is fully operational. The intellectual merit of this project derives from its careful deployment of best practices (based on similar efforts on other campuses) in attracting and retaining students in STEM disciplines, and ultimately increasing the number of graduates that enter professional careers in the sciences. This proposal builds upon previous STEM education successes and existing articulations and research collaborations with feeder institutions. It is also being served by a planned expansion that is providing new science facilities. A major theme underling this proposal's management and implementation plan is to improve the basic preparation and advising of entering students, who are primarily women and minorities from disadvantaged backgrounds. Often these students enter college believing that they can't be successful academically or professionally as a science major because they (1) have not been encouraged in their pre-college experiences to choose science as a major; (2) are not adequately informed and encouraged when they start college about science degree programs and the potential professional career opportunities available to B.S. graduates; and (3) often enter college at risk with a poor science education and a variety of financial and other personal problems. The broader impact of this project is to increase the participation of under-represented groups (minorities and women) in science in order to meet the future needs of providing a technologically and scientifically advanced workforce. STEM TALENT EXPANSN PGM (STEP) DUE EHR Carroll, Margaret Edward Catapane CUNY Medgar Evers College NY Myles G. Boylan Continuing grant 891995 1796 SMET 9178 0116000 Human Subjects 0622274 September 1, 2006 Strengthening Transitions into Engineering Programs. The project, a partnership between the University of Nebraska-Lincoln and Nebraska's six community colleges, is increasing the number of students that are successfully pursuing and obtaining baccalaureate degrees in engineering. The overall goal is to develop and institutionalize an effective pathway enabling community college students to complete several freshman and sophomore engineering courses and transfer seamlessly into the University's College of Engineering. Academic, financial, and social support is being provided to transfer students to ensure retention and encourage completion of a baccalaureate engineering degree in the traditional timeframe. The project's objectives are: (1) increasing the number of students transferring into engineering so that the percentage of transfer students choosing engineering is equal to the College's percentage of total students enrolled; (2) increasing by 100% the number of underrepresented minority students transferring into the College each year; (3) increasing by 100% the number of women transferring into the College each year; (4) retaining at least 80% of all transfer students; and (5) graduating at least 65% of all transfer students after three years of enrollment in the College. These increases in enrollment and graduation rates are being achieved through an expanded physical and administrative infrastructure that supports students transferring from community college programs to engineering. Specifically, the project is working to: (1) develop and implement four new introductory community college engineering courses along with corresponding articulation agreements; 2) establish a complementary set of student support activities that facilitate mentoring, community building, and retention, particularly among women and minority transfer students; and (3) facilitate paid internship opportunities to complement the high quality instruction students are receiving. Internal and external advisory boards are guiding the project and an evaluation team is in place. Broader impacts include an increase in the participation of students from underrepresented groups, the redefinition of the engineering transition process from community colleges to the University, and a broad dissemination of the project's results. STEM TALENT EXPANSN PGM (STEP) DUE EHR Jones, David John Ballard Jerry Hudgins University of Nebraska-Lincoln NE Russell L. Pimmel Continuing grant 1648354 1796 SMET 9178 9150 0116000 Human Subjects 0622312 September 1, 2006 Arkansas Delta Science, Technology, Engineering and Mathematics Talent Expansion Project (ADSTEP). Four community colleges (Mid-South Community College, Arkansas Northeastern College, East Arkansas Community College, and Phillips Community College of the University of Arkansas), the University of Arkansas at Fort Smith, and 24 school districts in the Arkansas Delta are partnering to produce more pathways to graduation for students. This project is designed to recruit more students to science, technology, engineering and mathematics (STEM), with a particular focus on African-American students, to create a career pathway in advanced manufacturing technology which is aligned with industry requirements, and to demonstrate and model a systemic solution to the historic underrepresentation of minority graduates in STEM fields. INTELLECTUAL MERIT: Students from high-poverty and high minority socioeconomic backgrounds often must obtain gainful employment to support the pursuit of higher education goals and therefore require workforce skills early in their academic careers. To address this issue, this project is creating an articulated education/career pathway that includes employable, credentialed completion points at graduation from high school, associate of applied science programs, and baccalaureate programs. Recruitment of African-American students to STEM careers, particularly the advanced manufacturing technology field, is being enhanced by a partnership that includes school districts with high-poverty and/or high-minority student populations. Dedicated recruiters/counselors partner with school district teachers and staff to mentor students into STEM career choices. An innovative strategy of this project is the support of a dedicated counselor/recruiter for students throughout their academic career, beginning in high school and continuing to college graduation. BROADER IMPACT: Through the Arkansas Association of Two-Year Colleges (AATYC), project outcomes are being disseminated to an additional 18 community colleges in Arkansas. Creation of a model of how community colleges, in partnership with universities and regional school districts, can increase the number of African-American students choosing STEM careers is impacting an 8-state, 240 county/parish region administered by the Delta Regional Authority. STEM TALENT EXPANSN PGM (STEP) DUE EHR Baxter, Barbara Jeffrey Watson Mary Dement Debby King Leroy Cox Mid-South Community College AR Eun-Woo Chang Continuing grant 994365 1796 SMET 9178 9150 0116000 Human Subjects 0622326 October 1, 2006 NSF Kearns Scholars. This project is increasing the number of under-represented and low income students that graduate with degrees in science, engineering and mathematics. There are three primary activities designed and implemented that are addressing freshmen students' 1) lack of specific knowledge skill sets, 2) lack of interpersonal and institutional skill sets, and 3) financial issues. The pre-freshman residential summer experience is bringing entering students to campus for a three week intensive academic experience in math, biology and chemistry. This summer program is providing students a head start in their science course sequences, effectively expanding the time they have to complete their majors and providing a strong foundation for the pursuit of college-level science or math. The students are then participating in academic year workshops/study groups led by faculty and graduate students in chemistry and biology. The program is also providing faculty and peer led mentoring for participants as well as enhanced advising and educational enrichment activities. By providing scholarships the project leaders are addressing a significant barrier to gaining an education that many students are facing. STEM TALENT EXPANSN PGM (STEP) DUE EHR Olivares, Beth University of Rochester NY Lesia L. Crumpton-Young Continuing grant 500000 1796 SMET 9178 0116000 Human Subjects 0622329 October 1, 2006 Center for Promoting STEM: A Consistent District-Wide Approach to Increase STEM Enrollment and Student Success. The Center for Promoting STEM (CPS) is providing programs and activities for students and faculty and for area high school students and teachers that are increasing the number of students who pursue studies and receive postsecondary degrees in STEM disciplines. CPS builds and expands upon previous successful activities. 1. Promotion: High school and college students annually attend or participate in events to increase their awareness of and interest in STEM disciplines and careers, as follows: student clubs organize academic, career and social activities; a CEO, Scholar and Expert Forum features distinguished speakers in STEM fields; the Worldwide Youth in Science and Engineering Competition; Tech Tracks, a technology open house at Oakton; and faculty outreach to local high schools. 2. Retention: a) STEM Success Seminars include topics such as study skills, time management, stress management, transfer to a 4-year college, career exploration, communication skills, and problem-solving techniques. b) Students who place into remedial math and those with limited English proficiency are selected for the STEM Enrichment Program where they receive intensive academic support to increase achievement and motivation. Classroom time integrates technology, real-world practice problems, and industry field trips. c) Study Sessions help students master course content and develop learning and study strategies by engaging them with their peers outside of class in regularly scheduled sessions facilitated by honors students. d) The Mentoring Program recruits students who are matched with a faculty mentor and receive a fellowship after one semester in the program. e) The STEM Internship Program provides training for: (1) Peer Tutors for excellent high school students to participate in tutoring STEM at the college; (2) STEM Lab Assistants to work in one of the STEM labs at the college; and (3) Worksite Internships funded by a state grant at area businesses and industries. f) The STEM Faculty Leadership program improves teaching and leadership skills of college STEM faculty and produces innovative modules that enhance teaching and learning in STEM courses. g) Student-Industry-Teacher Simulations (SIT-SIMs) augment STEM instruction in high schools and community colleges with hands-on, contextualized learning modules developed by teams of industry professionals and Oakton STEM faculty. STEM TALENT EXPANSN PGM (STEP) DUE EHR Kotowski, Joseph Robert Sompolski Gloria Liu Oakton Community College IL Jill K. Singer Continuing grant 797794 1796 SMET 9178 0116000 Human Subjects 0622421 June 1, 2007 Strategies to Enhance Recruitment and Retention of Biology Majors. There is a nationwide shortage of graduates in science, technology, engineering, and mathematics fields in the U.S. This project is helping to address this shortage by increasing the number of students graduating in the Biological Sciences area. The following retention activities are being implemented: 1) one credit freshman seminar classes that teach students how to study science effectively; 2) one credit Applications courses for each of the four Biology courses that majors take in the first two years of the program that allow students to learn to apply difficult concepts in a small group; 3) monetary incentives to stay in the Biology program; 4) engagement of students in intensive research with faculty mentors; 5) expansion of group activities to increase the sense of community; 6) inclusion of scientists from underrepresented groups to serve as role models; and 7) increased interactions with minority student campus services. The new recruiting strategies that are being implemented include: 1) increased communication with high schools and community colleges; 2) increased personal contacts between faculty and potential students; and 3) increased activities for high school students from surrounding areas. The effectiveness of these recruitment and retention activities is being assessed and communicated to STEM disciplines at various institutions. STEM TALENT EXPANSN PGM (STEP) DUE EHR Gardiner, Catherine Rick Adams Robert Reinsvold Gregory DeKrey University of Northern Colorado CO Sheryl A. Sorby Continuing grant 574981 1796 SMET 9178 0116000 Human Subjects 0622440 October 1, 2006 Cultivating the STEM. Cultivating the STEM is a program that is increasing the retention, graduation, and transfer rates of a largely underrepresented minority student population at the largest minority serving community college in New Jersey which has a 76.2% minority student population. The project includes six disciplines: Chemistry, Civil Construction Engineering Technology, Engineering, Manufacturing Engineering Technology, Mathematics, and Biology. Cultivating the STEM is a comprehensive effort that employs the following strategies : 1) expansion of the Hewlett Packard-MESA Center, including the development of individual academic plans, tutoring opportunities, participation in Academic Excellence Workshops that feature study skills and time management, and a faculty mentoring program working with small groups of students in laboratories; 2) a high school educational outreach initiative that exposes secondary students to the STEM fields and uses contextual learning to address their developmental needs, a "bridge in" program; and 3) a "bridge out" program that provides students with cooperative education internships in scientific industries after the first year of study. The intellectual merit of the project is its use of a holistic approach to scientific education through immersing the student in a culture and environment that addresses his/her academic needs. The program identifies variables that may serve as barriers and impediments to academic success and provides interventions to address those obstacles. This project also is attempting to change the way in which STEM curriculum areas are taught by responding to the different learning styles and needs of students. STEM TALENT EXPANSN PGM (STEP) DUE EHR Yue, Jianping Essex County College NJ Lesia L. Crumpton-Young Continuing grant 999990 1796 SMET 9178 0116000 Human Subjects 0622442 September 1, 2006 Increasing Numbers, Connections, and Retention in Science and Engineering (INCRSE). Increasing Numbers, Connections, and Retention in Science and Engineering (INCRSE) is a program which focuses on increasing the quantity, quality, and diversity of all STEM majors by employing both recruitment and retention strategies. Retention of STEM majors is being accomplished by the redesign of science labs and mathematics courses based on current research in student learning. Mathematics, science and engineering courses are linked using applied projects that integrate course objectives, promoting student learning and engagement. INCRSE sponsors seminars and biweekly brown bag lunches for faculty at the lead institution as well as regional community college faculty to support efforts in student engagement and retention. STEM career awareness among majors and non-majors aids with both retention and recruitment of current students by integrating STEM career awareness into core curriculum mathematics and science courses and the project team works with Career Services to bring STEM employers to the Career Exposition. INCRSE has partnered with the office of Admissions to create a Transfer Student Information Day for recruitment to STEM of transferring community college students. Potential transfer students observe courses, meet with STEM faculty and advisors, and tour campus with STEM majors serving as tour guides. STEM TALENT EXPANSN PGM (STEP) DUE EHR Lockwood, Pamela Raymond Matlack Emily Hunt David Craig Texas Engineering Experiment Station TX Sheryl A. Sorby Continuing grant 798699 1796 SMET 9178 0116000 Human Subjects 0622443 September 1, 2006 Expanding Engineering Opportunities. Within a new engineering degree approved in 2005, this project is building on the college's successful record of serving the needs of disadvantaged students. It is ensuring that all engineering students who transfer succeed at the four-year institution's engineering program and continue on to successful careers in research and industry. With the overarching goal of increasing the number of STEM students who earn credits toward transfer, graduate with an associate degree, and/or transfer to a four-year institution, the program is increasing the enrollment of entering engineering students by 10% each year and ensuring that 50% of students who enter the engineering degree program transfer to a four-year institution within the grant period. During the grant period, the project intends for at least 54 students to receive an A.S. in Engineering, 38 of whom transfer to a four-year institution; 54 to transfer before graduation; and 139 to be in the pipeline and earning credits toward a degree or transfer. Intellectual Merit: The project is raising the visibility of the new engineering degree through established community events that are heavily promoted in the media, supported by area industries, and well-attended by high school students, parents, and industry representatives. The college is recruiting high achieving high school students through a coordinated series of events each spring and students who have been denied admission to four-year engineering programs. The college is also initiating a new pre-engineering curriculum for students arriving unprepared for the rigorous engineering program. This curriculum is being designed to reduce the number of semesters students spend in developmental education courses by instituting a Summer Academy to accelerate students' skills acquisition, so they are prepared for the engineering degree program in the fall. A dedicated STEM Student Liaison shepherds engineering students through the degree program, implements and maintains a new E-mentoring initiative, and connects students to industry. Broader Impacts: A comprehensive evaluation is being conducted, and results are being broadly disseminated. Students are participating in optional faculty-guided discovery projects that allow community college students to experience the excitement of investigation and to learn research methods. The college is negotiating new articulation or guaranteed admission agreements with several four-year institutions, continually refining current agreements, and continuing to update syllabi to maximize the number of credits that transfer. STEM TALENT EXPANSN PGM (STEP) DUE EHR Bouabid, Ali Kathleen Hudson Michael Cabral Piedmont Virginia Community College VA Eun-Woo Chang Continuing grant 424194 1796 SMET 9178 0622460 January 1, 2007 Advisement and Scholarship Promoting Inquiry-based Research Experiences in STEM (ASPIRES). A comprehensive, strategic project to increase the number of students graduating with bachelor's degrees in STEM fields (Science, Technology, Engineering and Mathematics) is being implemented by (1) increasing the retention rate of students in STEM disciplines; and (2) decreasing grades of D, F or Withdrew rates in introductory science and mathematics courses for STEM majors. The plan (entitled Advisement and Scholarship Promoting Inquiry-based Research Experiences in STEM, ASPIRES) affects students from their freshman through their senior year. It includes introduction of inquiry-based active learning in introductory and follow-on courses, formation of student learning communities, intense advisement both through a newly established Student Advising Center and one on one experiences with faculty, supplemental instruction to promote student achievement, promotion and implementation of undergraduate research opportunities for freshmen, and faculty professional development to support the changes faculty are introducing. These initiatives are directly impacting over 650 incoming first-year STEM students for each year of ASPIRES and are resulting in an additional 140 STEM graduates per year. Intellectual Merit: ASPIRES is producing a model for increasing retention in STEM fields and decreasing failure and drop out rates in introductory science and math courses. It is engaging a diverse project team of faculty, administrators, and advisors. Broader Impact: A large proportion of the students affected are from underrepresented minority groups and the underserved rural population in Georgia, significantly contributing to the development of a more diverse STEM workforce. Specific strategies employed to reach out to and encourage the underrepresented student population include synergistic interactions between the newly established Student Advising Center and the existing Minority Advising Program and a plan to proactively target these students when recruiting for undergraduate research participation positions. STEM TALENT EXPANSN PGM (STEP) DUE EHR Whitlock, Christine David Stone Bruce Schulte Bret Danilowicz Amy Heaston Georgia Southern University Research and Service Foundation, Inc GA Terry S. Woodin Continuing grant 1000000 1796 SMET 9178 0116000 Human Subjects 0622462 June 1, 2007 LaTechSTEP: Louisiana Tech's STEM Talent Expansion Program. A combination of high school science, recruitment and retention activities are increasing the number of graduates in chemistry, computer science, engineering, mathematics and physics by 36 percent from 220 to 300 graduates annually. Interdisciplinary teams of university and high school faculty are creating engineering and science explorations and design projects for high school students. A five week summer enrichment program is aiding the approximately half of the entering university class that is not qualified to study calculus to improve their mathematics skills. In addition to the mathematics studies, the students in the program are also enrolling in a three credit general education course selected from English, history, sociology or art appreciation. Retention efforts include peer mentoring by sophomore and junior STEM majors, and the required use of ALEKS, a web-based individualized learning assistant. ALEKS uses diagnostic testing to identify a student's individual weaknesses and provides practice problems in those areas where the individual needs the greatest help. Supplemental instruction is also contributing to the increased retention rate in STEM majors following the freshmen year. The project is an outgrowth of a previous Integrated Engineering and Science Curricula initiative designed to help students make connections between mathematics, science and engineering. STEM TALENT EXPANSN PGM (STEP) DUE EHR Nelson, James Kelly Crittenden Galen Turner Louisiana Tech University LA Bert E. Holmes Continuing grant 999847 1796 SMET 9178 9150 0116000 Human Subjects 0622466 October 1, 2006 STEP: Gateway into First-year STEM Curricula: A Community College/University Collaboration Promoting Retention and Articulation. Wright State University (WSU) and Sinclair Community College (SCC) are collaborating to develop a common first-year STEM experience with the following intended outcomes: 1. A 10% increase in first-to-second year retention of STEM majors at both institutions 2. A 10% increase in articulation of STEM majors from SCC to WSU. The result is expected to increase the number of WSU STEM graduates by at least 50 students per year by the close of the project. This model is readily transferable to other community college/university dyads in urban settings with comparable open admission policies. Prior NSF support of WSU's National Model for Engineering Mathematics Education has shown that the introduction of EGR 101 "Introductory Mathematics for Engineering Applications," coupled with a significant restructuring of the early engineering curriculum, has resulted in a 10% increase in first-to second year retention as well as increased student motivation and confidence in math and engineering. Based on this early success, this research: 1. Implements EGR 101 and the associated engineering curriculum reforms at SCC. 2. Develops a companion lab-based class for science majors (Scientific Thought and Method), SM 101/ASE 101, for instruction at both WSU and SCC. 3. Provides professional development opportunities for faculty at both institutions. 4. Trains STEM seniors/graduate students to serve as lab/recitation assistants, and peer tutors for any introductory STEM classes. 5. Disseminates the curriculum and associated first-year experience through production of a textbook and through presentations at professional meetings. STEM TALENT EXPANSN PGM (STEP) DUE EHR Wheatly, Michele Richard Jones George Sehi Nathan Klingbeil Kathleen Koenig Wright State University OH John F. Mateja Continuing grant 1786559 1796 SMET 9178 0116000 Human Subjects 0622483 September 15, 2006 Engineering and Technology Talent Expansion Program. The project's goal is to increase the five-year graduation rate for engineering students from the current value near 40% to over 60%, which effectively means graduating 59 more students per year based on the College of Engineering 's average freshmen class of 180. The project team is achieving these objectives through a holistic freshmen-sophomore program that includes: (1) summer bridge experience for under-prepared incoming freshmen, (2) new approaches for teaching freshman and sophomore mathematics, (3) a hands-on project-based introduction to engineering course, (4) mechanisms for mentoring by peers, faculty, and practicing engineers, (5) use of cohort groups, and (6) engineering-only residential halls resulting in extensive "living-learning communities". Undergraduate mentors, 36 in the first year and 70 in the following years, provide the primary point of contact for incoming students and facilitate their integration into the College. First-year students are assigned to their mentors at a five-to-one ratio for two years, and these mentors serve as tutor, study group leader, and classroom assistant. The administration of the project is coordinated centrally through the office of the Associate Dean of the College, and internal and external advisory committees guide the project. The evaluation effort, led by experts from educational fields, includes both formative and summative efforts. The broader impacts of this project include a special emphasis on women and underrepresented groups in their recruiting and retention efforts and the dissemination of their findings through ASEE conferences and the ASEE Journal of Engineering Education and the Journal of STEM Education. STEM TALENT EXPANSN PGM (STEP) DUE EHR Nicklow, John Lalit Gupta Kathleen Pericak-Spector James Mathias Jale Tezcan Southern Illinois University at Carbondale IL Russell L. Pimmel Continuing grant 1173676 1796 SMET 9178 0116000 Human Subjects 0622493 January 1, 2007 Metropolitan Mentors Network (MMNet): Growing an Urban STEM Talent Pool across New York City. The central rationale of this project is to leverage the close proximity of multiple colleges and industry partners in the urban setting to cultivate a network of mentors and opportunities centered on City Tech, with the goal of increasing by 66 per year the number of students receiving associate and bachelor's degrees within science, technology, engineering, and math (STEM). The college's location, both geographically and within the City University of New York, enables CUNY graduate students who are only a subway ride away to become role models for STEM undergraduates at City Tech. In the same way, City Tech students can reach the vast resources of the University and the City. Through coordination with existing efforts, MetroNet is establishing well marked pathways from high school through the associate and bachelor's degrees to employment or graduate education, and is providing a safety net of academic, social, and economic supports. Project activities, designed to support the development of a professional identity, promote membership in a professional community, and counter obstacles to success, extend throughout the students' enrollment in the college, from a pre-freshman summer experience to the awarding of the degree: 1. Design of two credit-bearing courses, one in the sciences and math, the other in engineering technologies, offered in a pre-freshman summer experience, to provide academic preparation through a combination of theory and hands-on experience. Featuring development of laboratory techniques, communication, teamwork, and creative thinking skills, these courses offer career information, including trips to local industries and government labs. One goal is to create a better fit between the students and their declared majors, minimizing noncontributory credits from changing majors and high dropout rates due to disenchantment. 2. Academic year block programming of the summer cohort in required general education courses such as English Composition linked to a seminar series and mentoring of undergraduates by teaching assistants in STEM. These teaching assistants in turn receive mentoring by experienced faculty at City Tech on classroom management, development of learning outcomes, and learning assessment. 3. Promotion of student involvement on campus and academic focus through research and career oriented activities. An annual poster session featuring student research increases the visibility of STEM activities on campus. Summer internships at science museums, along with research and employment opportunities are available to the students. 4. Capstone Senior Design courses in Telecommunications and Computer Engineering Technologies are being developed for students in engineering technology. 5. A project website is used to disseminate developed curriculum assessment results and student work. The project explores development and implementation of a new model to improve graduation rates by retooling successful retention and recruitment strategies to address the specific needs of students at an urban, commuter public college. The broader impact of MetroNet includes its focus on the transfer of learning from the sciences, mathematics and liberal arts courses to technology, computer systems and engineering applications where fundamental learned principles are applied to real-world problems. Because of the demographics of the college, the project promotes the participation of underrepresented minorities in STEM majors. STEM TALENT EXPANSN PGM (STEP) DUE EHR Brown, Pamela sidi berri Sunghoon Jang Candido Cabo Roman Kezerashvili CUNY New York City College of Technology NY Susan H. Hixson Continuing grant 790940 1796 SMET 9178 1796 0000099 Other Applications NEC 0116000 Human Subjects 0622524 January 1, 2007 ENG^2: Engineering Engagement for Student Success. The project team is working to increase the retention and graduation rates of engineering students via programs aimed at the pre-college, freshman and sophomore years. It is engaging students, faculty, staff and industry participants in creating a collaborative community that is building upon existing programs, activities, and infrastructure to implement a largely sustainable system to improve student retention and graduation in engineering. The project goal is to increase the College's cumulative 6th year graduation rate by 3-4% per year with a six-year goal of 50%. In order to achieve this goal the project is (1) establishing a summer camp to engage pre-freshman in content review and university-life experiences and expectancies; (2) expanding a successful minority engineering program to integrate all incoming engineering students while neither diluting nor spotlighting efforts on behalf of women and underrepresented groups; (3) providing the environment and training necessary to develop mentoring relationships between students, faculty and practicing professional partners; (4) providing opportunities for faculty development and engagement to improve student learning and provide better faculty-student interaction; and (5) establishing mechanisms for effective monitoring and continual improvement. The Associate Dean of Engineering Undergraduates is directing the project with the assistance of a full-time project coordinator and guidance from an active Operations Steering Committee and both Internal and External Advisory Committees. The management of project activities is being guided by a continual improvement program that utilizes robust formative and summative techniques to assess and improve these activities. Project findings are being presented at educational conferences and published in appropriate journals. Broader impacts include a special focus on the participation of underrepresented students without negatively spotlighting them, a fostering of stronger bonds to regional industry, and a sustainable program of activities and significantly enhanced infrastructure that will continue to support the College and University recruitment and retention efforts. STEM TALENT EXPANSN PGM (STEP) DUE EHR Waggenspack, Warren Roger Seals Kelly Rusch Gerald Knapp Louisiana State University & Agricultural and Mechanical College LA Russell L. Pimmel Continuing grant 2000000 1796 SMET 9178 9150 0116000 Human Subjects 0622530 October 1, 2006 STEP Phase 1: Recruitment, Retention, and Success in Science. Recruitment, Retention, and Success in Science (R2S2) provides access to science, engineering technology, and mathematics (STEM) degrees for the predominantly Hispanic population of the Coastal Bend region served by Texas A&M University-Corpus Christi (TAMUCC). The goal of R2S2 is to increase the quality, quantity, and diversity of students pursuing and obtaining degrees in science, engineering technology, and mathematics at TAMUCC. R2S2 targets all STEM programs in the TAMUCC College of Science and Technology. R2S2 promotes teaching, training, and learning by creating greater linkages in the teaching of science and mathematics courses with a concomitant emphasis on writing and communications skills, and an enhanced mentoring component involving professional development for faculty and peer mentors. R2S2 has two major objectives: (1) to increase the retention of STEM majors at TAMUCC and (2) to increase the number of STEM majors by recruiting from TAMUCC undeclared majors. Strategies to accomplish these objectives include: a. Improving the existing first-year learning communities' infrastructure for science majors, adding mathematics and extending the learning communities to the sophomore level. b. Developing a peer-mentoring program for the first-year science and technology learning communities. c. Implementing a recruiting program that targets entering first-year students who have not declared a major. STEM TALENT EXPANSN PGM (STEP) DUE EHR Giraldo, Jose David Grise Cherie McCollough James Silliman Texas Engineering Experiment Station TX Jill K. Singer Continuing grant 999998 1796 SMET 9178 0116000 Human Subjects 0622534 January 2, 2006 Disseminating Experiments in Economics with the Econport Digital Library. Economics (82) Economics is a critical component of the undergraduate curriculum, and the integration of experiments into economics courses has proven beneficial in helping students to learn microeconomics principles. Such experiments enable undergraduates to reflect on their responses to economic incentives and on the role of institutional arrangements, thus gaining a deeper understanding of economic models than they have acquired using less-interactive learning environments. However, many institutions lack the resources to develop their own dedicated experimental economics facilities. Building on work to develop EconPort, an economics digital library, this project is undertaking a national effort to disseminate experiments to hundreds of instructors from a diverse set of two- and four-year colleges around the country. Instructors learn about the experiments, and how to integrate them into their courses, at workshops that are held primarily in conjunction with economics conferences around the country. Formative project evaluation is informing the development and presentation of the workshop materials; summative evaluation addresses the efficacy of the workshops and how the use of economics experiments shapes successful teaching strategies. CCLI-Phase 3 (Comprehensive) CCLI-NATIONAL DISSEMINATION DUE EHR Cox, James James Swarthout Georgia State University Research Foundation, Inc. GA Lee L. Zia Continuing grant 875333 7493 7429 SMET 9178 0116000 Human Subjects 0622540 October 1, 2006 A Public - Private Partnership to Increase Enrollment, Retention, and Diversity in Chemistry, Biology and Biochemistry. Stonehill College is the only private four-year institution in the immediate vicinity of Brockton Massachusetts, an economically disadvantaged urban area south of Boston. Stonehill College is engaged in efforts to attract a larger and more diverse student population to its science programs. One of these efforts is a partnership with Massasoit Community College. Also located in Brockton, Massasoit Community College serves a highly diverse student population and has a growing science transfer track. Massasoit Community College is working to increase enrollments in biology, chemistry, and biochemistry, and to retain these students through graduation and/or transfer to 4-year baccalaureate programs in science, particularly Stonehill College. The Stonehill College - Massasoit Community College partnership is pursuing its goals of increased STEM enrollments and graduation rates in chemistry, biology, and biochemistry through six coordinated initiatives. These initiatives are (1) developing a theme-based General Chemistry curriculum, (2) providing enhanced research experiences for faculty and students, (3) launching mentoring programs, (4) introducing a Science Summer Bridge Program for incoming first-year students, (5) fostering early exposure to science career paths, and (6) providing access to college laboratories for AP Chemistry and Biology courses. Intellectual Merit: This project is grounded in effective practices in promoting increased student participation in the sciences, for example, curricular reforms that will impact all science majors, and focused initiatives targeting underrepresented students and community college transfers. Stonehill College has an established commitment to a discovery-based approach to learning science, and to collaborative student-faculty summer research, both of which are central to this STEP project. Massasoit Community College has had success in serving underrepresented and low-income students through a commitment to hiring research-active Ph.D. scientists and its related efforts to improve science advising. By sharing their laboratory resources and expertise with local high schools, many of whom cannot comply with rigorous AP lab standards, Stonehill and Massasoit Colleges are facilitating increased and improved AP science offerings, and exposing high school students to the collegiate science environment, two important gateways to science for promising high school students. The Stonehill - Massasoit STEP Partnership is also engaged in capacity building. Stonehill College is sharing its curriculum, research, and career exploration resources with Massasoit Community College, and is assisting Massasoit Community College in strengthening its own mentoring, research, and outreach capacities beyond what is typically possible for community colleges. This increased capacity is expected to have a strong impact on recruiting and retaining science transfer-track students at Massasoit well beyond the grant period, and it is expected to assist their faculty and students to secure grant funding from a wider range of sources, including NSF. Broader Impact: The Stonehill - Massasoit Science Partnership can serve as a model to stimulate greater cooperation between private four-year institutions and community colleges toward preparing a larger and more diverse science workforce. STEM TALENT EXPANSN PGM (STEP) DUE EHR Liotta, Louis Maria Curtin Craig Almeida Magdalena James-Pederson Kendra Twomey Stonehill College MA Myles G. Boylan Continuing grant 813486 1796 SMET 9178 0116000 Human Subjects 0622541 January 1, 2007 PROSTARS: PROgrams in STEM Academic Retention and Success. The project's goal is to reduce STEM attrition by 20%, leading to 75 additional graduates per year. The investigators are building regression models to determine the major predictors of success and the key indicators of attrition and then using the results to guide their program. They are developing a multi-tiered programmatic approach to the retention of students in the STEM disciplines by: (1) performing a complete data analysis of their student data, (2) developing and teaching first-year seminars on study tools and science exploration, (3) developing and running a summer bridge program to prepare entering students for success, (4) funding research experience for underserved STEM students during the summer between their first and second years, (5) extending STEM research opportunities to students at three local community colleges, viz. Roxbury Community College, Bunker Hill Community College, and Massachusetts Bay Community College, (6) building elements of a women in science and engineering program that supports the retention of undergraduate women, and (7) working with the Center for Teaching Excellence on faculty training and development workshops focused on curricular materials and on visitor seminar programs to address gender-bias and ineffective modes of instruction in STEM courses. Finally, these coordinated efforts are being monitored through a comprehensive evaluation effort conducted by an outside consultant who is using surveys, interviews, focus groups, and classroom observation. The broader impacts include special programs for underserved students, that is students from large urban public high schools, women, and at-risk students, all of whom have higher than average attrition rates. STEM TALENT EXPANSN PGM (STEP) DUE EHR Goldberg, Bennett John Snyder Donald DeRosa Amit Meller Trustees of Boston University MA Ginger H. Rowell Continuing grant 1643415 1796 SMET 9178 0116000 Human Subjects 0622555 October 1, 2006 STEM Focused Engagement of Undecided Students. This project is directed at increasing the number of students entering, graduating, advancing to graduate studies and/or pursing professional careers in STEM disciplines. The School of Science, Technology, Engineering and Mathematics (STEM) continues to explore improvement strategies for recruitment, instruction, hands-on laboratory and research experiences, and mentoring, as well as a number of other academic reinforcement programs for STEM majors. A valuable, plentiful and inadequately tapped resource for increasing the number of students entering STEM majors and obtaining STEM degrees at the College is the "Undecideds." Undecideds refer to students who enter the College without a declared major, many of whom have a genuine interest and curiosity of STEM, but select other majors at a rate of 75%. Since no organized effort existed in the environment to expose Undecideds to the wonder, challenge, reward, fulfillment and diversity of careers in STEM, this project is undertaking the implementation of an innovative recruiting approach. In addition, to help ensure successful matriculation of the STEM recruits and improve the overall retention of all STEM majors, a program that focuses on improving science and mathematics skills and enhancing the overall STEM experience is underway. The project represents a joint effort of School of STEM administrators, department chairs, discipline coordinators, faculty, and upper class students. In addition, this effort is presented in collaboration with the Benedict College Student Support Service Unit. Intellectual Merit: The project includes the following strategies in order to promote an increase in the number of students pursuing and obtaining STEM degrees: (1) Got STEM? A year-round recruiting initiative that targets undecided majors and introduces them to the excitement and benefits of STEM careers; (2) STEM Success Units. A cohesive hybrid unit design that integrates faculty mentoring and advising, peer-to-peer mentoring and tutoring and team building in a manner that promotes students success and provides a support system for each STEM recruit. (3) Ready for Success. An orientation (freshman) and reorientation (rising sophomores) to begin the first and second academic years, respectively, in a ready for success mode which includes a formal math and science study skills development program, mini courses, non traditional and new STEM experiences, an early introduction to research, being marketed and offered to undecided majors, as well as freshman and sophomore STEM majors; and (4) Mentorship training for faculty and upper class student peers. Broader Impact: This project promises to broaden impact with the following objectives: (1) A target increase of 15 STEM graduates per year; (2) A cohesive hybrid unit model to be assessed, documented and disseminated that may be used in other environments to positively affect STEM students nationally; (3) Increased number of opportunities for students to engage in STEM skills enrichment, spending additional time and interacting in smaller class settings for exploring the laboratory and research environment; and (4) Increased number of trained faculty and student peers who can promote interest and success in STEM within the student body, thereby increasing the number of traditionally underrepresented students graduating with STEM degrees. STEM TALENT EXPANSN PGM (STEP) DUE EHR Jones, Stacey Negash Begashaw Muthukrishna Raja Benedict College SC Susan H. Hixson Continuing grant 399920 1796 SMET 9178 9150 0116000 Human Subjects 0622573 January 1, 2007 Merit-Based Immersion for Students and Teachers: The MIST Model for Increasing STEM Involvement and Graduation. This project is focusing on recruiting and retaining students in biology, chemistry, and mathematics, and is broadening the STEM student base to include the large proportion of students who have not declared their major. The target population consists of students who have high potential, but are at risk, and who are from among traditionally under-represented students as well as rural students. This Merit-Based Immersion for Students and Teachers (MIST) project is building on and expanding the Merit-style program of facilitated group learning. Merit-style teaching consists of using a highly trained facilitator-instructor to stimulate student-student interactions by providing challenging problem sets or other activities for the students. The facilitator provides feedback as the students work together in small groups, and also encourages everyone in the group to interact and discuss each student's strategies. Intellectual Merit: The project team is developing carefully structured suites of concept-based activities for students and teachers to help a wide variety of students succeed in college-level mathematics and science courses. In addition the overall project effort is contributing to advancing the knowledge base related to (1) understanding the role of higher education in improving learning and (2) recruiting and retaining students from diverse target populations. Success of the MIST program is externally evaluated by monitoring and assessing (a) the increase in the number and rate of graduation of students in the target population in the various STEM fields, (b) the competence of the graduate students who are trained via the MIST model, and (c) the extent to which the MIST program is implemented in the schools and colleges in which professional workshop participants teach. Broader Impacts: An important component of the project is to expand the MIST model to a broader audience - including high schools, community colleges, four-year colleges, and universities - via a series of intensive workshops, graduate student training, a companion Website, presentations at conferences, and peer-reviewed publications. A summer workshop program is being provided to train facilitators from other institutions across the country to implement the program at their home institutions to help improve the success rate of a diverse student population in biology, chemistry, mathematics, and other STEM disciplines. The most current MIST program materials and evaluation reports are available on the project Website, and are being disseminated in print and at conferences for the benefit of other organizations. The Website resource also includes information for prospective students and their parents. STEM TALENT EXPANSN PGM (STEP) DUE EHR Lisy, James Deanna Raineri Tracey Hickox Jennifer McNeilly Gretchen Adams University of Illinois at Urbana-Champaign IL Daniel P. Maki Continuing grant 1553394 1796 SMET 9178 0116000 Human Subjects 0622598 October 1, 2006 Environmental Leadership Pathway. The Environmental Leadership Pathway (ELP) project pairs the College of Natural Resources (CNR) at UC Berkeley and the Contra Costa College (CCC) to recruit underrepresented students to STEM disciplines and to prepare them for a successful transition to a four-year university. Over a 12-month period the project is providing academic enrichment, field and laboratory research and teaching experience, and direct financial support for 25 CCC students. Following completion of the one-year program, CCC students who successfully transition to Cal receive support to continue research on faculty-sponsored projects. Four core components comprise the ELP: (1) an intensive field program that introduces methods of scientific inquiry and empirical thinking; (2) an environmental science education component enlisting CCC and CNR students as educators in local high schools; (3) a case study course in which CCC participants work with CNR undergraduates to engage in interdisciplinary environmental science research projects; and (4) a two-month laboratory research experience that engages CCC participants as research assistants on CNR faculty sponsored projects to develop the students' field and laboratory skills. A webGIS platform facilitates communication between participants and archives digital records of ELP participant findings. For the long-term this project expects to facilitate the transition of an additional 40 students annually to 4-year baccalaureate programs in STEM disciplines. The intellectual merit of this project lies in its investigation of two kinds of complexity: the difficult issues that surround urban environmental and resource management, and the barriers to underrepresented groups' entry into STEM disciplines. Both issues are addressed by ELP's activities that make participation in scientific research real and relevant in underserved communities. The project's broader impacts are being felt through the opportunities for the CNR and CCC student communities to gain hands on experience in exploring and addressing resource and environmental problems in densely populated, coastal, multi-cultural environments. This approach models a cumulative suite of collaborative strategies for academic institutions to deploy in efforts to broaden participation in STEM programs and in environmental problem solving. STEM TALENT EXPANSN PGM (STEP) DUE EHR Huntsinger, Lynn University of California-Berkeley CA John F. Mateja Continuing grant 1968296 1796 SMET 9178 1796 0000099 Other Applications NEC 0116000 Human Subjects 0622620 January 1, 2007 Undergraduate Catalytic Outreach and Research Experience. By creating a seamless transition between Oregon high schools, community colleges, and universities, this project is establishing a model for improving the recruitment, transfer, and retention rates of students along that spectrum of educational levels, eventually leading to baccalaureate STEM degrees. Key elements include: early identification of community college and university students with interest in STEM fields; provision of intensive week-long camps and 10-week research projects in the summer; and training in education outreach, peer-led tutoring, academic and career-path mentoring. Following these activities students serve as peer tutors at their home institutions (both community colleges and universities) during the next academic year under the supervision of graduate student and faculty mentors. The intellectual merit of the project lies in the immersion of students in early research experiences - with a special focus on community college students from diverse, non-traditional backgrounds - in order to improve completion rates of physical sciences-related transfer associate degrees, and to boost the numbers who transfer to four-year institutions and complete baccalaureate degrees in these areas. It also tests models for catalytic peer- and near-peer mentoring and tutoring at community colleges and high schools to increase interest in physical sciences and related careers. The project's broader impacts are felt in its targeting of community colleges that have the most diverse group of students engaged in post-secondary education in the state. Through the project's design students from diverse backgrounds are able to mentor, tutor, and otherwise encourage their peers to successfully complete coursework and move into physical sciences careers. Evaluation of the project is providing valuable and needed data to the educational and political leadership in the state as it seeks to improving transitions between high school, community college and four-year institutions. STEM TALENT EXPANSN PGM (STEP) DUE EHR Livelybrooks, Dean David Johnson University of Oregon Eugene OR Bert E. Holmes Continuing grant 1998357 1796 SMET 9178 0116000 Human Subjects 0626027 April 1, 2006 CHEMX: Assessing Cognitive Expectations for Learning Chemistry. The heart of teaching and learning chemistry is the ability of the teacher to provide experiences that share a conceptually abstract mathematically-rich subject with novice learners. This includes not only chemistry concepts, but also knowledge about how to learn chemistry. Students' expectations for learning chemistry in the university classroom impact their success in doing so. Physics education research has explored the idea of student expectations with regard to learning physics, resulting in the development of MPEX (the Maryland Physics Expectation survey). We are adapting MPEX to develop a chemistry survey regarding student expectations for learning chemistry: CHEMX. In particular, CHEMX explores the role of laboratory in learning chemistry as shaped by Johnstone's work with the macroscopic, particulate, and symbolic representations of matter. Data collection from university chemistry faculty, undergraduates and graduate students in chemistry programs approved by the ACS Committee on Professional Training allows examination of differences in expectations across the disciplines of chemistry. Data collection from high school chemistry teachers examines the environment in which entering undergraduates develop their expectations. Collaborations with the POGIL Project (Process Oriented Guided Inquiry Learning, NSF Award 0231120) and the MORE Project (Model-Observe-Reflect-Explain, NSF Award 0208029) focus upon explicit efforts to shift student expectations and explore correlations with student achievement. CCLI - ASA DUE EHR Bretz, Stacey Lowery Miami University OH Myles G. Boylan Standard Grant 62752 7431 SMET 9178 0627385 December 15, 2007 PAESMEM Individual Award: George C. Lee. The Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring (PAESMEM) recognizes outstanding mentoring efforts or programs that enhance the participation of historically underrepresented groups in science, mathematics, and engineering. George C. Lee is Samuel Capen Professor of Engineering, and former dean of the school of engineering and applied sciences at the University at Buffalo, State University of New York (SUNY). He has internationally recognized scholarship and leadership in multidisciplinary earthquake engineering, and is a leader in providing and sustaining educational opportunities in engineering. For nearly 40 years his mentoring efforts have led to thousands of underrepresented high school students in the greater Buffalo area being exposed to engineering and science. Once underrepresented students are enrolled in the School of Engineering and Applied Sciences, Lee continues mentoring to encourage student success during the undergraduate engineering experience. Lee has also served as the principal advisor for a large number of underrepresented graduate students. He was the principal founding member of BEAM, Buffalo Area Engineering Awareness for Minorities, an organization whose membership draws on Omega Psi Phi, a black professional men's' national fraternity, and the Buffalo City Schools in addition to the SUNY Buffalo population. Lee has designed, developed and obtained funding for a wide variety of highly effective mentoring programs, including research internships for students in grades 5-12 and their teachers; community programs; and leadership training programs. PRES AWDS FOR EXCELL IN SCI DUE EHR Lee, George SUNY at Buffalo NY Daphne Y. Rainey Standard Grant 10000 1593 SMET 9178 0627389 December 15, 2007 Individual Award. The Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring (PAESMEM) recognizes outstanding mentoring efforts or programs that enhance the participation of historically underrepresented groups in science, mathematics, and engineering. Frances A. Draughon is professor and co-director of the Food Safety Center of Excellence at the University of Tennessee's Institute of Agriculture. She was nominated for the award for demonstrating a sustained commitment to mentoring young scientists for more than 20 years, and has also mentored and trained women and other minorities to take leadership roles in the fields of science, engineering and mathematics. Draughon's activities include recruiting and hiring undergraduate and graduate women and minority students to work in the laboratory to increase their interest in research and to acquire the skills to conduct their own research projects; and introducing them to key professionals in the field of food microbiology and food safety at professional meetings. PRES AWDS FOR EXCELL IN SCI DUE EHR Draughon, Frances University of Tennessee Institute of Agriculture TN Daphne Y. Rainey Standard Grant 10000 1593 SMET 9178 0627727 December 15, 2007 Individual Award. The Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring (PAESMEM) recognizes outstanding mentoring efforts or programs that enhance the participation of historically underrepresented groups in science, mathematics, and engineering. Juan F. Arratia, is director and principal investigator for the Model Institutions for Excellence (MIE) project at Universidad Metropolitana (Puerto Rico). MIE is a program funded by NSF and the National Aeronautics and Space Administration (NASA), which, over the past 11 years, has demonstrated successful strategies for recruiting underrepresented minority students to science and engineering fields and supporting their successful completion of science degrees. At Universidad Metropolitana, Arratia has recruited unprecedented numbers of Hispanic students into STEM fields; increased the retention of STEM majors from the freshman to sophomore year; and given these students comprehensive career advising. Among the help he has provided to more than 500 undergraduate Hispanic STEM students and more than 1800 pre-college Hispanic students is providing them with summer research experiences in the U.S. and abroad. PRES AWDS FOR EXCELL IN SCI DUE EHR Arratia, Juan Universidad Metropolitana PR Daphne Y. Rainey Standard Grant 10000 1593 SMET 9178 0627805 December 15, 2007 Individual Award. The Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring (PAESMEM) recognizes outstanding mentoring efforts or programs that enhance the participation of historically underrepresented groups in science, mathematics, and engineering. Joe Omojola, dean at the College of Science at Southern University of New Orleans (SUNO) is well-recognized on campus and in the Gulf area, having committed himself to the instruction and mentoring of students many years ago. He has had success in developing both undergraduate and graduate students as a part of the Louis Stokes Alliance for Minority Participation (LSAMP) and other programs. He has helped lead SUNO's math and physics program over the last decade, and has been a positive force in the New Orleans area public school system. Following the disruption brought about by Hurricane Katrina, he has been seeking to build mentor support at area elementary schools. Given the depth of infrastructural damage, tangled governance systems, continuing chaos and losses caused by the storm, he is moving ahead to fill one of the all-too-many critical voids that confront the remaining citizens of New Orleans. PRES AWDS FOR EXCELL IN SCI DUE EHR Omojola, Joe Southern University New Orleans LA Daphne Y. Rainey Standard Grant 10000 1593 SMET 9178 0627811 December 15, 2007 Individual Award. The Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring (PAESMEM) recognizes outstanding mentoring efforts or programs that enhance the participation of historically underrepresented groups in science, mathematics, and engineering. Ricardo B. Jacquez, professor of civil engineering at New Mexico State University, has mentored and served as a role model for hundreds of students for more than two decades. As Louis Stokes Alliance for Minority Participation (LSAMP) director at New Mexico State, he has earned a reputation for providing new research activities for community college students, and for giving high school students from underrepresented groups reasons to aspire to STEM study in their postsecondary education. Jacquez has had a role in building professional learning community partnerships in K-12, community colleges and undergraduate and graduate programs. He involves students in research, develops their critical thinking and communications skills, and exposes them to activities and experiences that contribute to their workforce readiness or preparation for graduate studies. Since New Mexico LSAMP's inception in 1993, STEM degree awards have increased from 253 in l992-93 to 580 in 2003-04. Over the same period, the percentage of baccalaureate degrees awarded to underrepresented students has increased from 24 percent to 42 percent. PRES AWDS FOR EXCELL IN SCI DUE EHR Jacquez, Ricardo New Mexico State University NM Daphne Y. Rainey Standard Grant 10000 1593 SMET 9178 0627827 December 15, 2007 PAESMEM Organizational Award. The Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring (PAESMEM) recognizes outstanding mentoring efforts or programs that enhance the participation of historically underrepresented groups in science, mathematics, and engineering. The Ecological Society of America (ESA) anchors its initiatives and programs in a holistic and co-mentoring approach to developing the diversity of its national membership. ESA is the nation's leading professional society of ecologists, representing more than 9200 scientists, educators, researchers, policymakers, and managers from the U.S. and more than 80 other nations. ESA's Strategies for Ecology, Education, Development and Sustainability (SEEDS) program is designed to stimulate and nurture the interest of underrepresented students by providing a full spectrum of mentoring and learning opportunities including group field trips, undergraduate research, and travel to ESA annual meetings, where students are mentored. A decade ago, ESA created the SEEDS program to strategically plant resources and support to minority serving institutions to vastly improve the numbers of minorities in ecology. ESA's diversity initiatives impact not only the students and faculty but the overall profession as the organization has identified diversity as critical for advancing science. Today, the organization has grown to include 32 ecology chapters on campuses nationwide; has developed seven new ecology-related courses, minors or majors on campuses where ecology was, in some cases not offered at all previously; and has sponsored nine field trips involving more than 146 students. The minority membership of ESA has doubled since 1996 as a result of the concerted efforts of SEEDS. PRES AWDS FOR EXCELL IN SCI DUE EHR McCarter, Katherine Ecological Society of America DC Daphne Y. Rainey Standard Grant 10000 1593 SMET 9178 0627832 December 15, 2007 Individual Award. The Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring (PAESMEM) recognizes outstanding mentoring efforts or programs that enhance the participation of historically underrepresented groups in science, mathematics, and engineering. Jonathan F. K. Earle is associate dean for student affairs and associate professor of agricultural and biological engineering at the University of Florida. He has participated in the University of Florida Minority Mentor Program for the past 18 years, and has started new mentoring programs in the college of engineering to attract and retain pre-college students and undergraduates in the field of engineering. Among these, the Successful Transition through Enhanced Preparation for Undergraduate Programs (STEPUP), a transition program for entering minority engineering undergraduate students, became the model for a university-wide program established to address the needs of incoming African-American freshmen across the campus. PRES AWDS FOR EXCELL IN SCI DUE EHR Earle, Jonathan University of Florida FL Daphne Y. Rainey Standard Grant 10000 1593 SMET 9178 0627836 December 15, 2007 Individual Award. The Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring (PAESMEM) recognizes outstanding mentoring efforts or programs that enhance the participation of historically underrepresented groups in science, mathematics, and engineering. Judith A. Todd, professor of engineering science and mechanics at Pennsylvania State University, has a track record in mentoring women engineers at all levels in their careers. Todd is P. B. Breneman Department Head Chair of Engineering Science and Mechanics, the first female engineering department chair at Penn State. Beyond her mentoring of individual students and faculty, Todd has been an administrator at another major technical institution, and has developed and implemented several programs to institute gender equity and salary parity. At Penn State, she has engaged the university's senior leadership in institutionalizing her "Strategic Pathways to Equity and Leadership (SPEL): Preparing for the Professoriate" program. It requires mentoring aspiring and current faculty members about the importance of the search, recruitment, advancement opportunities, recognition, and promotion and tenure practices, as leadership opportunities in their careers. Penn State now ranks second nationally in the numbers of women faculty in engineering. PRES AWDS FOR EXCELL IN SCI DUE EHR Todd, Judith Pennsylvania State Univ University Park PA Daphne Y. Rainey Standard Grant 10000 1593 SMET 9178 0627845 December 15, 2007 Individual Award. The Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring (PAESMEM) recognizes outstanding mentoring efforts or programs that enhance the participation of historically underrepresented groups in science, mathematics, and engineering. Saundra Y. McGuire, associate dean for University College at Louisiana State University, has been mentoring students since she was a teaching assistant (TA) in her first year of graduate school. Early on, as an undergraduate starting college, she experienced a lack of preparedness for a chemistry class. With the help of another student, she was tutored and made an "A" in the course. Subsequently, she realized that her success in chemistry had depended upon understanding fundamental concepts. As a TA for an introductory chemistry course, she helped her students develop a conceptual framework for the material. Since then, her 35-year academic career has been focused on mentoring and teaching others how to mentor and how to learn. McGuire has authored at least five publications on mentoring minority students in science and has presented those papers at a variety of Chemical and Physics society conferences. The publications include resource and study guides for faculty and students. PRES AWDS FOR EXCELL IN SCI DUE EHR McGuire, Saundra Louisiana State University & Agricultural and Mechanical College LA Daphne Y. Rainey Standard Grant 10000 1593 SMET 9178 9150 0627846 December 15, 2007 Individual Award. The Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring (PAESMEM) recognizes outstanding mentoring efforts or programs that enhance the participation of historically underrepresented groups in science, mathematics, and engineering. Gayle R. Slaughter, assistant dean for graduate education at Baylor College of Medicine, pioneered the college's Summer Medical Research and Training (SMART) program, which has enrolled 80-100 students each summer over the past 16 years. During that time, 439 underrepresented minority students have participated. Slaughter has been a leader in Baylor College of Medicine's (BCM) success in recruiting and retaining graduate students, especially from underrepresented groups, and her work with the SMART program has more than tripled the number of minority Ph.D. students achieving success at BCM. Overall, she has mentored more than 500 minority students. Slaughter has also established collaborations with the United Negro College Fund to increase interest in molecular biology among K-12 students. PRES AWDS FOR EXCELL IN SCI DUE EHR Slaughter, Gayle Baylor College of Medicine TX Daphne Y. Rainey Standard Grant 10000 1593 SMET 9178 0627852 December 15, 2007 Individual Award. The Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring (PAESMEM) recognizes outstanding mentoring efforts or programs that enhance the participation of historically underrepresented groups in science, mathematics, and engineering. David B. Allison, professor of biostatistics and nutrition sciences at the University of Alabama at Birmingham, operates broad and interdisciplinary scientific programs that include statistical genetics, clinical nutrition research, genomics, obesity and longevity. Underrepresented trainees are attracted to Allison's academic research areas because of the high visibility of the subject matter and because of the disproportionate prevalence of obesity and related co-morbidities currently evidenced in the African American community as compared to other ethnic groups. Beyond his professional accomplishments and scientific leadership in his field, Allison has mentored 64 scientists, the majority of them from underrepresented groups. PRES AWDS FOR EXCELL IN SCI DUE EHR Allison, David University of Alabama at Birmingham AL Daphne Y. Rainey Standard Grant 10000 1593 SMET 9178 9150 0629368 September 1, 2006 Recruiting and Supporting Secondary Math and Science Education Majors. St. Ambrose University (SAU) is initiating a Robert Noyce Scholarship Program in partnership with four local high need school districts. Through this program SAU is helping to alleviate the significant shortage of highly qualified secondary school math and science teachers in both urban and rural school districts in eastern Iowa and western Illinois. The SAU Noyce Program is designed to graduate an additional 22-28 secondary science and/or math teachers by 2010. This is an 86% increase over the current number of SAU math and science majors who seek secondary teaching certification. This project removes two major obstacles to more students matriculating to St. Ambrose's math, science and education programs, especially from the community colleges: (1) lack of finances; and (2) lack of knowledge about teacher preparation programs. Monthly visits to the local community colleges by SAU transfer specialist and math, science and education faculty; focused marketing, recruiting, and programs in the local high schools, especially those with high minority populations; and scholarships help alleviate those barriers. Through the Noyce Program, SAU is (1) recruiting an additional 11-14 math and/or science majors per year to seek secondary teaching certification, focusing on high school and transfer students particularly those from groups underrepresented in STEM fields (e.g., minorities and women); (2) graduating 5-7 additional math and/or science majors annually qualified for secondary teaching certification; (3) awarding Noyce Scholarships (or stipends) annually to 11-14 qualified STEM majors who pursue secondary education certification; and (4) providing on-going support to graduates during their first five years of teaching to ease the transition into teaching and aid retention during and beyond their obligatory service period. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Ristow, Robert Arthur Serianz Kirk Kelley Robert Mitchell Bradley Thiessen Saint Ambrose University IA Joan T Prival Standard Grant 499992 1795 SMET 9178 1795 0000099 Other Applications NEC 0116000 Human Subjects 0629559 September 1, 2006 Boise State University Robert Noyce Scholar Program. In collaboration with four area school districts, the Boise State University Robert Noyce Scholar Program is graduating 27 certified highly qualified math and science teachers for employment in schools identified as at-risk. The project is supporting a total of 15 undergraduate and 12 graduate students. Recruitment activities include local industries and involve the Center for Multicultural and Educational Opportunities. A Program Coordination Council consisting of faculty from Education, Mathematics, Geosciences, Biology, Chemistry, and Engineering meets regularly with Noyce Scholars to assess student academic progress, assist with challenging issues, and develop support strategies. The Noyce Scholars have enriched academic support through learning communities that meet frequently to discuss issues such as innovative pedagogical practices and new research in STEM disciplines. Access to academic support from both faculty and peers is providing Noyce Scholars, especially those who are historically underrepresented in STEM fields, an increased opportunity for success. Historically, factors that have negatively affected retention or successful program completion by students pursuing math or science education include financial limitations and a lack of connection to the university and advisors. The Noyce Scholars receive financial support through scholarships or fellowships and mentoring support from faculty and peers, resulting in increased access to key faculty and the university support system. As first year educators, the Noyce Scholars obtain support from faculty and peers through an online networking system. Faculty advisors also mentor the new teachers during the first academic teaching year. After the first year of teaching, Noyce graduates continue to receive faculty support and access to the online networking system developed specifically for Noyce Scholars. An evaluation plan utilizes both qualitative and quantitative methodologies and includes an external assessment. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Nadelson, Louis Margaret Kinzel Boise State University ID Joan T Prival Standard Grant 592935 1795 SMET 9178 9150 0000099 Other Applications NEC 0116000 Human Subjects 0630164 October 1, 2006 NSF Scholar's Program in Engineering and Computer Science. Engineering - 99 This project is providing approximately 30 scholarships per semester to low income students in the College of Engineering and Computer Science which is providing the students with the funds to pay their tuition, fees and assisting with textbook costs. Supplementing the financial support, the program is providing a holistic model of student support including guidance, mentoring, peer networking, financial assistance, and professional development, helping to ensure student academic success. The program is also improving retention, shortening the time to graduation and providing increased access to professional level career opportunities after degree. The College is collaborating with the Cooperative Education Office, assisting students in obtaining paid job placement with an employer in the student's field of study, as well as providing a series of professional development workshops for the students, improving their professional skills. The project is targeting its efforts to increase the number of women enrolled in the College. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Macari, Emir Jose Madeleine Fish Linda Clemons University Enterprises, Incorporated CA Lesia L. Crumpton-Young Standard Grant 500000 1536 SMET 9178 0630218 January 1, 2007 Robert Noyce Scholarships at Ramapo College of New Jersey. The Paterson, New Jersey, school district is designated as an Abbot District by the State of New Jersey, or an urban district with long-standing, severe educational deficiencies. For the past ten years, Ramapo College of New Jersey has partnered with the Paterson School District through College Bound, Upward Bound Math/Science, a high school STEM academy, teacher training placements for Ramapo students, and field experiences at the College's Meadowlands Environment Center for Paterson students and teachers. The Ramapo College Noyce Scholarship program provides a natural extension to these programs by increasing the pipeline of Paterson residents who return to the District to teach in mathematics and science disciplines. In the four years of the Noyce program, 35 Ramapo College undergraduates, who major in a STEM field while pursuing separate coursework in teacher training to be effective science and math instructors in elementary grades through high school, are receiving financial support in their junior and senior years, as well as academic and career support services. Participants have an extensive academic, intellectual background since they major in the field they will teach. After graduation, during the critical first two years of teaching, Noyce Scholars participate in a summer institute, mentoring programs, and ongoing communication with faculty from Ramapo College and the Paterson schools. The Noyce Program helps address a national shortage of well-prepared teachers in STEM disciplines, particularly in an underserved, high-needs school district. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR D'Antonio, Lawrence Carol Frishberg Ramapo College of New Jersey NJ Joan T Prival Standard Grant 409720 1795 SMET 9178 0116000 Human Subjects 0630255 September 1, 2006 Noyce Math and Science Scholars for the Inland Empire. The California State University, San Bernardino is offering $10,000 scholarships to twenty math and science students to support their training as secondary mathematics and science teachers in the San Bernardino City Unified School District (SBCUSD). The program is recruiting high achieving local students who are already connected to the community and familiar with the student population with whom they will be working. Activities are focusing on recruitment, support and retention. New and enhanced recruitment strategies are being integrated into existing infrastructure to facilitate sustainability. Ongoing support includes supervised classroom-based service experiences, extensive mentoring, regular professional development seminars and online peer learning communities. Outcomes include: 1) recruiting 20 teachers in mathematics and science; 2) recruiting and retaining all Scholars as interns or as student teachers in SBCUSD; 3) retaining as teachers in SBCUSD, 100% of the Noyce graduates for the full period of their commitment; 5) retaining at least 80% of the Noyce graduates for at least five years beyond their commitment; 6) sustained support and mentoring that includes a peer and faculty/district component; and 7) continuing teacher peer support independent of the Noyce Program by actively participating in professional societies. Recruitment efforts are targeting a diverse range of applicants, many of whom are from underrepresented groups. The program is building capacity by creating recruitment and support strategies that can be sustained beyond NSF funding. Recruitment vehicles are being designed so that support and articulation activities are sustained within existing infrastructure and so that personnel are prepared to be involved in the recruitment process. The project is creating a model community of well-prepared teachers that support each other and mentors new teachers as they are recruited. This model can be disseminated to add to the body of knowledge on best practices regarding recruitment, teacher preparation and retention. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Fischman, Davida Stuart Sumida Joseph Jesunathadas Carol Cronk California State University-San Bernardino Foundation CA Joan T Prival Standard Grant 516179 1795 SMET 9178 1795 0000099 Other Applications NEC 0116000 Human Subjects 0630339 January 1, 2007 The Clark Atlanta University (CAU) Robert Noyce Mathematics Scholars Program for Teachers (MSPT). The Clark Atlanta University (CAU) Robert Noyce Mathematics Scholars Program for Teachers (MSPT), in collaboration with Atlanta Public Schools and Fulton County Schools (GA) is addressing the critical need for highly qualified and effective mathematics teachers for high need school systems. The MSPT Program is providing scholarships to 33 STEM majors and professionals holding a degree in a STEM discipline to complete the Master of Arts in Teaching (MAT) Degree Program for Secondary Certification in Mathematics. This effort is increasing the number of highly qualified teachers, especially minority, with strong mathematics content knowledge and effective classroom management and pedagogical skills for diverse populations in high need schools. The MSPT includes a follow-up strategy to provide assistance and support to beginning teachers in collaboration with the partnering schools. A required internship, clinical experiences and follow-up components of the MAT Program provide the opportunity for reflective teaching with corrective feedback from CAU faculty and partnering school faculty. The project will be guided by an Advisory Board charged to assess the effectiveness of the program in preparing teachers for high need school districts. The integration of research and technology is a common theme of the MAT program. Students in the MAT program are required to conduct action research in schools and communities for their clinical experiences. A Network of Robert Noyce Beginning Teacher Scholars and quarterly teleconferencing through CAU's Academic Instructional Technology Center provide a support system to help the Noyce Scholars implement effective teaching strategies and classroom management techniques. A longitudinal study will be conducted, in collaboration with the partner schools, to determine the effectiveness of the recruitment, retention, and follow-up model. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Clark, Bettye Alexander Fluellen John King Clark Atlanta University GA Joan T Prival Standard Grant 500000 1795 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0630376 October 1, 2006 UTeach Noyce Scholarships: Phase II. The UTeach Noyce Scholarships Phase II project at the University of Texas Austin is awarding stipends to 32 post-baccalaureate candidates preparing to become secondary level science and mathematics teachers in the Austin Independent School District and other high need school districts and is conducting a longitudinal study of the graduates of the program. During the initial period of awarding Noyce Scholarships, the UTeach student population grew from 350 to 450 students, and the number of graduates grew from 45 to over 70 per year. The project has secured sustained funding for the undergraduate scholarships. The new teachers supported by UTeach Noyce scholarships are providing instruction to thousands of students in low-income districts during the years they serve in the classroom. New teachers benefit from the UTeach Induction Center, online telementoring support, and Saturday sessions focusing on new teachers' needs. The longitudinal study of UTeach Noyce Scholars is informing the national debate over the merits of different pathways to teaching, and the value of having teachers who possess both deep content knowledge and careful pedagogical preparation. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Marder, Michael Lawrence Abraham University of Texas at Austin TX Joan T Prival Standard Grant 400000 1795 SMET 9178 1795 0000099 Other Applications NEC 0116000 Human Subjects 0630404 September 1, 2006 Geosciences Educators For Texas. Robert Noyce Scholarship Program Geosciences Educators for Texas (GEFT) is a model small-scale secondary teacher preparation program producing 20 highly qualified geosciences educators equipped to a) teach geosciences content in grades 8-12; and b) take leadership roles to improve geosciences education state- and nationwide. GEFT is recruiting 10 students in two cohorts from the approximately 450 enrolled in degree programs in the College of Geosciences and from potential geosciences major transfers in community colleges with high populations of underrepresented students. Texas A&M is engaged in a campaign to increase enrollment of underrepresented populations by targeting and supporting transfer students from community colleges. GEFT students are receiving two-year scholarships which may be applied to either the last two years of their undergraduate degrees or to the last year of their undergraduate degree and the year in which they complete the Texas A&M Post-Baccalaureate Certification Program. GEFT faculty are advising GEFT students as they participate in the program, developing a geosciences education course for the post-baccalaureate portion of the program, and are mentoring GEFT graduates in the crucial first five years of their teaching career through a combination of online and in-person programs and training events. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Bednarz, Sarah Mary Richardson Robert Stewart Texas A&M University Main Campus TX Joan T Prival Standard Grant 352923 1795 SMET 9178 1795 0000099 Other Applications NEC 0116000 Human Subjects 0630412 August 15, 2006 Teacher Education Collaboration for High-Need Schools - New Jersey (TECHS-NJ). The TECHS-NJ program is recruiting, preparing, certifying and helping retain a new cohort of 26 science and mathematics teachers, who, upon graduation, hold baccalaureate degrees in Biology, Botany, Chemistry, Environmental Geology, Environmental Science, Geology, Mathematics, Physics or Zoology with New Jersey teacher certification and a job in the Newark Public Schools, a high-need school district. New Jersey Institute of Technology (NJIT), Rutgers-Newark (RN), Newark Museum (NM, and Newark Public Schools (NPS) are bringing together existing STEM undergraduate programs, an urban education teacher certification program, high quality professional development and service activities that leverage other NSF supported programs, community building activities and support services while students are undergraduates and while they are in the early years of teaching. The project's main components are: 1) Recruitment of high achieving freshmen and sophomores at NJIT and RN and seniors in NPS high schools representing diverse student populations. 2) Academic Preparation leading to a full academic degree in a scientific discipline or mathematics. 3) Teacher Preparation provided through RN's Department of Urban Education which is designed to prepare students to teach in high need school districts. Noyce Scholarship recipients participate in year-long, grant supported, inquiry-driven professional development programs, mentor students who follow them in TECHS-NJ and hone their skills in a summer program for HS students at NJIT. 4) TECHS-NJ students have the resources of RN's and NJIT's many support services and participate in monthly community building meetings/activities. Students have both academic and teacher education advisors. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Bukiet, Bruce Arthur Powell Ismael Calderon Gayle Griffin New Jersey Institute of Technology NJ Joan T Prival Standard Grant 496906 1795 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0630417 August 15, 2006 Underrepresented Engineers as Mathematics Teachers in Their Home Communities. Washington State University is offering scholarships in the amount of $10,000 to twelve underrepresented engineering students to encourage them to remain in school an additional year to earn a teaching certificate and return to their home communities as high school math teachers. Because they are engineers, the incremental education needed to teach mathematics in high school is relatively small and they can use engineering examples to provide motivation for the study of mathematics. The new teachers serve as role models and are able to encourage more of their students to pursue professional careers in science and engineering. The engineering students in the program are recruited from south central Washington. The average resident of this area has a substantially smaller income and is much less likely to hold a BS degree than the average Washington State resident. Further, students from this area are more likely to be of Hispanic ethnicity and to attend high needs schools. They are motivated toward a teaching career by the desire of many students to return to their home communities, the relatively high pay for teachers in Washington, and support features that are effective at keeping teachers in the classroom during the critical first two years of their careers. A unique aspect of this project is the placement of the teachers in paid internship summer jobs in industry to augment their salary and keep them active in the engineering profession. A significant result of this project is enhanced educational opportunities for students from Hispanic backgrounds. Each of the 12 new teachers trained in this program (four each year in years 2 through 4 of the program) influences 120 students per year. Over the four years of service required by the grant, these teachers will influence nearly 6000 students. Moreover, students will benefit from more relevant education (because engineers use math on a daily basis and can provide a real context for lesson topics) and be exposed to professional opportunities that they may not have known about previously. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Olsen, Robert Tariq Akmal Washington State University WA Joan T Prival Standard Grant 329411 1795 SMET 9178 1795 0000099 Other Applications NEC 0116000 Human Subjects 0630419 July 1, 2007 Cal Poly Noyce Scholars Program. California Polytechnic State University, San Luis Obispo (Cal Poly), along with Lucia Mar Unified School District (LMUSD), Santa Maria Bonita School District (SMBSD), and Santa Maria Joint Union High School District (SMJUHSD), are working together to implement a Noyce Scholars program that is attracting exceptional students and professionals, thereby preparing credentialed teachers who are committed to teaching in high-need school districts. The four-year program is providing 12 mathematics majors with two-year scholarships to support the final year of their undergraduate studies and their one-year credential program. Similarly, 12 current STEM professionals are being recruited to receive a one-year scholarship to support their work in the credential program at Cal Poly. In total, 24 Noyce scholars are being directly supported through this program. Through the Noyce program, Cal Poly is recruiting exceptional mathematics majors and current STEM professionals into a quality teacher preparation program. Noyce Scholars are being mentored by university faculty and local teachers who are challenging them to excel in the classroom. Scholars are being supported through seminars and coursework that allow them to consider educational issues on their way to receiving a single subject secondary teaching credential. This support is continuing through attendance at summer workshops as they begin careers as mathematics teachers in high-need school districts. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Grundmeier, Todd Elsa Medina California Polytechnic State University Foundation CA Joan T Prival Standard Grant 483772 1795 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0630424 September 1, 2006 Deepening the Pool. Indiana University at Bloomington (IUB) is using Noyce stipends and scholarships to address the shortage of highly qualified mathematics teachers in high-need Indiana districts. The Secondary Transition to Teaching Program (ST-to-T), a one-year, full-time, heavily field-based, graduate-level certification program, is awarding stipends to 21 college graduates with baccalaureate degrees in mathematics over three years. The project is also using Noyce scholarships to recruit 12 undergraduate mathematics majors to pursue teacher certification through focused study in three education blocks that include education courses and field work for two semesters, with a culminating full-time student teaching semester. There are two undergraduate cohorts of six students, each supported for two years of study. Both teacher education programs are grounded in strong mathematics preparation, cutting edge pedagogy, diverse school-based field experiences in grade 6-12 school environments, and educational research reflecting inquiry-based learning and teaching. Recruitment strategies include offering mathematics linking courses that connect college-level mathematics to the secondary school curriculum. Noyce scholars are being prepared to serve as leaders in high-need schools, using technology and inquiry-based approaches to mathematics teaching at all secondary-school levels. To build a sense of community, the project is organizing an annual mini-conference involving presentations by mathematicians and mathematics educators, outstanding secondary teachers, and Noyce scholars (both current and past, returning as teachers). Professional support is provided through distance technology mentoring during student teaching and into the first two years of teaching. IUB's Center for Evaluation and Education Policy is implementing a research-based strategy to evaluate the effectiveness of project efforts. Strategies are being developed for institutionalizing the program and for disseminating findings broadly. Teaching & Mstr Tchng Fellows ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Lambdin, Diana Kent Orr Anderson Norton Indiana University IN Joan T Prival Standard Grant 699942 7908 1795 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0630425 September 1, 2006 IMPaCT. Improving Mathematics, Physics, and Chemistry Teaching (IMPaCT) is designed to support talented, low-income, secondary school mathematics and physics teachers during their credential year, consisting of an "extern" semester spent observing exemplary master teachers followed by a semester of student teaching. Each year, the program awards stipends to 10 students who have earned a Bachelor's degree in mathematics, physics, or chemistry and intend to earn a secondary teaching credential, with 40 preservice students participating in the program over the duration of the project. IMPaCT is operating within the current Secondary Credential program at California State University, Fullerton, the largest teacher credential program in Orange County, to actively recruit and fund minority, especially female Hispanic, candidates to enter the fields of mathematics and physics teaching. In turn, these teachers serve as role models to the large minority population in the Orange County public high schools and encourage more of them to attend college and eventually enter the teaching field. The IMPaCT program is coordinated with the school district partners within an ongoing NSF Mathematics and Science Partnership (MSP) program at CSU Fullerton called TASEL-M (Teachers Assisting Students to Excel in Learning Mathematics). As a result, candidates awarded stipends are placed in schools where a strong working relationship exists between the CSUF mathematics and physics faculty members and the mathematics and science teachers in the participating schools. The prospective teachers receive professional development in mathematics and science content as well as pedagogy alongside practicing teachers in the TASEL-M project in the summer and during the academic year. Progress of stipend awardees is being followed over a six year period to determine the effect of the program on new teachers and to assess their impact as role models in the schools where they are employed. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Kidd, Margaret David Pagni Richard Lodyga California State University-Fullerton Foundation CA Joan T Prival Standard Grant 470588 1795 SMET 9178 0000099 Other Applications NEC 0630435 September 1, 2006 Math and Science Teachers Project: Teachers of Excellence Program. The Lake City Community College Math and Science Project: Teachers of Excellence (MaST Excel) Program is delivering alternative certification preparation for science, technology, engineering, and mathematics (STEM) professionals from rural, North Central Florida. The training program is being offered in partnership with school districts in Baker, Columbia, Dixie, Gilchrist, and Union Counties, although students from other counties in north Florida and South Georgia are eligible to attend. The MaST Excel Program is actively recruiting a diverse pool of STEM professionals, encouraging the participation of underrepresented populations. A cohort of fifteen, high quality applicants completes the program each year, resulting in 60 new math and science Teachers of Excellence by the end of the four-year stipend program. Stipend recipients are participating in an innovative, competency-based alternative certification program, gaining practical experience with lesson planning, classroom management, and research-based Cooperative learning strategies. A special Math and Science Teacher (MaST) component facilitates the integration of real world math and science into the classroom. Extensive cohort development, mentoring, and follow-up supervision is helping participants successfully transition from STEM professional to student to teacher, increasing both the number of math and science educators and quality of regional K-12 math and science learning outcomes. Data from the evaluation program is being used to continually improve program elements and assess the ultimate impact of the program on local math and science education in high need schools. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Carswell, Pamela Paula Cifuentes Lake City Community College FL Joan T Prival Continuing grant 483000 1795 SMET 9178 1795 0000099 Other Applications NEC 0116000 Human Subjects 0630436 October 1, 2006 Noyce Scholars Program. The Southern Mississippi College of Science and Technology is meeting the increasing demand for highly qualified STEM teachers in the state of Mississippi with greater efforts to recruit students into science teacher preparation programs. The Noyce Scholars Program at the University of Southern Mississippi is an integral part of this recruiting effort, building on the existing secondary level licensure programs in chemistry, physics, biology, and mathematics housed within their respective content departments in the College. These established programs are designed to produce highly qualified STEM teachers with degrees in the content areas. Twenty-nine teacher candidates in these discipline areas are being funded and trained as Noyce Scholars. They are recruited from currently enrolled STEM students at both Southern Mississippi and local community colleges. Scholarship recipients are required to fulfill a community service-learning project, such as volunteering as tutors in the school districts or as peer mentors/tutors on campus. The heart of the Noyce Scholar experience is the New Teacher Induction Program. This program provides a supportive infrastructure including a community of learners, an on-line bulletin board, mentoring by experienced teachers, and professional development opportunities as the new teachers begin teaching in "high needs" school districts primarily located in southern Mississippi. Activities for the new teachers include a special session in their respective content area, Noyce Scholar Reflections, and support for attendance at the annual state professional conferences. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Booth, Deborah Sherry Herron Christopher Sirola Mary Peters University of Southern Mississippi MS Joan T Prival Continuing grant 500000 1795 SMET 9178 9150 1795 0000099 Other Applications NEC 0116000 Human Subjects 0630452 January 1, 2007 California State University, Northridge (CSUN) Robert Noyce Scholarship Program. The Robert Noyce Scholarship Program at California State University Northridge (CSUN) is increasing the number of mathematics and science majors entering teaching careers, as well as improving the preparation they receive at CSUN prior to their teaching. Based on the three principles of (a) aggressive recruitment, (b) strong mentoring, and (c) continuous assessment, the project is identifying and preparing selected talented and motivated undergraduate majors, post-baccalaureate, and STEM professionals for the teaching credential program, and strengthening the existing partnership with the Los Angeles Unified School District (LAUSD). Two-year scholarships are offered to outstanding juniors in the two- and four-year integrated degree/credential programs in mathematics, as well as to senior math majors in the Secondary Teaching Option who have committed to an additional credential year. In addition, the program offers two-year scholarships to undergraduate junior-level science majors, one-year scholarships to postbaccalaureate CSUN science graduates electing a fifth credential year, and final-year stipends to STEM professionals taking additional courses at CSUN in pursuit of science teaching careers. The two- and four-year integrated options of the Mathematics degree and teacher preparation program combine mathematics content and pedagogy through concurrent coursework and pedagogical content courses. The program includes early and ongoing field experiences, an emphasis on adolescence and urban schools, specialized academics and professional advisement and access to program classes. Students earn a bachelor's degree in mathematics and a mathematics teaching credential in four years. Thirty new Noyce-funded teachers are being produced over the duration of the project. Noyce Scholars participate in a weekly Noyce Seminar that challenges the scholarship/stipend recipients to deeply consider broader issues of mathematics and science content and pedagogy related to their future teaching positions. The CSUN Noyce project is collecting data that allows comparison of integrated versus traditional teacher preparation programs. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Simila, Gerald Magnhild Lien Virginia Oberholzer-Vandergon Kellie Evans The University Corporation, Northridge CA Joan T Prival Standard Grant 499940 1795 SMET 9178 1795 0000099 Other Applications NEC 0116000 Human Subjects 0630457 January 1, 2007 Portland State Unversity-Beaverton School District Partnership for Science Teacher Preparation. Portland State University (PSU) is collaborating with the Beaverton School District (BSD) to prepare 30 teachers to provide project-based science inquiry in high-need elementary and secondary schools. PSU's Robert Noyce Scholarship Program brings together the expertise of faculty from the College of Liberal Arts and Sciences (CLAS), the Graduate School of Education (GSE), and master teachers from the BSD. Beaverton is Oregon's second-largest and fastest-growing public school district, with an increasing enrollment of Hispanic students and English language learners. Project recruitment targets highly qualified candidates at the undergraduate and post-baccalaureate levels from science, technology, engineering, and mathematics (STEM) disciplines, who have proficiency in Spanish or one of the other major languages other than English represented in local high-need schools. The program for a cohort of 15 future elementary teachers includes an undergraduate senior capstone course involving science projects with bilingual students and their families in Beaverton elementary schools, followed by work toward a Master of Education in the PSU Graduate Teacher Education Program (GTEP). The cohort of 15 future secondary teachers work toward a Master of Science Teaching degree within the PSU CLAS, followed by the GTEP coursework required to be recommended for licensure in Oregon. Both cohorts spend one to two weeks as counselors at BSD summer science camps and one week at a summer workshop on Technology-Enhanced Science Inquiry hosted by Vernier Software & Technology, a local probe-ware manufacturer. The project's intellectual merit includes its involvement of 30 in-service teachers and 12 STEM professionals as ongoing research mentors. Noyce Scholars complete a thesis incorporating original research on learning and teaching science, such as literacy or technology integration or culturally appropriate assessment, which is appropriate for publication and presentation. Annual evaluation reports and summer research conferences help sustain the professional learning communities created among participants and disseminate resulting scholarship and products, such as classroom lesson plans, work samples, and science inquiry assessment tools. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Becker, William Carl Wamser Steve Day Samuel Henry Portland State University OR Joan T Prival Standard Grant 577196 1795 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0630458 October 1, 2006 SCISM-Summer Certification Institute in Secondary Mathematics. The Summer Certification Institute in Secondary Mathematics (SCISM) program at Arizona State University is a parallel certification sequence that is enabling 30 upper-level students to take the courses and fieldwork required to become secondary mathematics teachers while they are completing a bachelor's degree in mathematics or engineering. SCISM students complete their education requirements in the senior academic year and the two summers before and after the senior year. They graduate with a bachelor's degree in mathematics or engineering and 15 graduate credits toward the M.Ed. Two distinctive features of SCISM are an undergraduate teaching practicum and the use of professional learning communities (PLCs). In the practicum, SCISM candidates are mentored in teaching a section of College Algebra in ASU undergraduate classrooms. The candidates participate in teacher professional learning communities that are linked to the practicum. In their PLCs, SCISM candidates dig deeply into the content they are teaching and support one another in developing effective lesson plans and methods of instruction. The PLCs continue into the new teacher induction period, serving as a framework for supporting the teachers during their novitiate as high school math instructors. SCISM students gain their field experience and student teaching credits in high-need Arizona school districts. They are required to teach mathematics for three years in a high-need district upon completing the SCISM program. CRESMET, ASU's Center for Research on Education in Science, Mathematics, Engineering and Technology, is sponsoring SCISM in collaboration with the College of Education, the Department of Mathematics, and the Ira A. Fulton School of Engineering. SCISM is expanding on a pilot effort that CRESMET launched in 2005 with eight students and start-up funding from the Boeing Company. SCISM draws inspiration from the UTeach model established at the University of Texas at Austin and innovates on the UTeach model by combining a college classroom-teaching model with the use of professional learning communities. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Thompson, Patrick Stephen Krause Glenn Hurlbert Marilyn Carlson James Middleton Arizona State University AZ Joan T Prival Standard Grant 499992 1795 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0630460 October 1, 2006 Seattle Pacific University Robert Noyce Scholarship Program. Seattle Pacific University is awarding five $10,000 two-year scholarships annually to STEM undergraduate teaching candidates pursuing certification at Seattle Pacific University and three $10,000 one-year awards annually to STEM professionals holding either a Bachelor's, master's or doctoral degree in a science (especially physics or physical science), math, or engineering who are earning a teaching credential. The 27 new science and mathematics teachers serve two years teaching in Seattle Public Schools (or other high need district) for each year as a Noyce award recipient. With a focus on grades 5 through 10, the project is responding to the growing local and national need for better prepared and better qualified teaching professionals in the STEM fields, for more math and science professionals from diverse groups serving in professional/industry positions and ultimately for a scientifically literate population. A principal objective of the project is to increase the diversity of the teacher workforce in the Pacific Northwest. This diverse pool of candidates, serving in high need school districts, provide much needed role models of individuals proficient in the STEM field who are from the fields' traditionally underrepresented populations. The teacher preparation program provides a mentoring component that begins during the student teaching period and extends for six years after graduation from the program. Each student completes four different field experiences enabling them to experience a variety of classroom settings. The project is affecting the professional practice of the mentor (collaborating) inservice teachers who are involved in the program through professional development and training. Teacher candidates participate in programs guided by results of educational research and participate in authentic physics research activities as part of their preparation. Because STEM teaching candidates learn in an environment where physics, mathematical, engineering and scientific research are taught along with methods of teaching, STEM teaching candidates gain knowledge of the most current research as it is applied in a classroom environment. As these teaching professionals enter the work force, they are equipped with a teaching method that integrates research into their classrooms. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Lindberg, John Elaine Woo Frank Kline Robbin O'Leary Greg Phelan Seattle Pacific University WA Joan T Prival Standard Grant 572876 1795 SMET 9178 1795 0000099 Other Applications NEC 0116000 Human Subjects 0630613 September 1, 2006 STEM Scholars Academy. Interdisciplinary (99) STEM Scholars Academy is a project that increases the number of financially needy students earning degrees in five discipline areas: biotechnology, chemical technology, computer science, engineering science, and engineering technology. Scholarships and support services are provided to two cohorts of 20 academically talented students with priority given to underrepresented minorities, women, and persons with disabilities. The Scholars Academy team is implementing a comprehensive recruitment campaign for eligible students using existing high school partnerships and a network of contacts on campus and the community to identify academically talented, low-income students. The scholars are utilizing student support services including mentoring, study groups, workshops, and career development activities. Special features of the project involve shared coursework and other campus activities to create a natural cohort of the participants. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Lyons, Eilene Ashok Agrawal Donna Friedman Laurencin Dunbar Patricia Suess St Louis Community College Administrative Center MO Sheryl A. Sorby Standard Grant 424297 1536 SMET 9178 0000099 Other Applications NEC 0630628 January 1, 2007 STEP Up to Success. Prince George's Community College (PGCC) is providing 20 scholarships per year for four years to STEM students in the disciplines of Biology, Chemistry, Computer Information Science, Engineering, Computer Science, Information Security, and Engineering Technology to encourage full-time enrollment until associate degree attainment and/or transfer. Research shows that students enrolled full-time are more likely to transfer within four years; students with grants, such as scholarships, are more likely to graduate; and community college students who transfer with an associate degree are more likely to complete a bachelor's degree. Thus, scholarships tied to a full-time enrollment requirement are likely to increase graduation and transfer rates. Students are recruited from the STEM Collegian Center (a STEM learning community), from STEM majors, and from prospective high school graduates interested in STEM careers through a variety of recruitment activities and materials. PGCC has a minority majority student body, mainly African-American, and has had declining STEM enrollments. The scholarships, STEM Collegian Center membership, faculty mentoring, optional enrichment activities, and well-established support structures benefit a population that has been underrepresented in STEM careers. Activities supported by the program include specialized workshops presented by faculty and by student support services and financial aid staff on a variety of topics. These workshops foster valuable skills to better prepare the scholars for advanced studies and a professional life in their chosen STEM field. Optional team project competitions and faculty research collaborations lead to opportunities for regional and national conference presentations. The evaluation plan includes qualitative as well as quantitative measures. Dissemination of best practices and outcomes is planned at many venues. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Houser-Archield, Nadene Thomas Hutchinson Darin Bell Prince George's Community College MD Bert E. Holmes Standard Grant 500000 1536 SMET 9178 1536 0000099 Other Applications NEC 0630649 September 15, 2006 The Mathematics and Biological Sciences Scholarships Program at FIU. This project is recruiting high ability, low-income students interested in pursuing careers in the biological sciences or mathematics. Broader Impact: The program is targeting incoming freshmen students from the Miami-Dade High Schools, juniors transferring from Miami Dade College with an associate degree, and juniors at the university. The targeted student population has a high percentage of minority students, especially Hispanic. The goal for the freshman students is graduation with a baccalaureate degree in 4 years and for the junior students graduation in 2 years. After graduation, some junior students are being provided support to get a Masters degree in one of the targeted areas (Mathematics (MATH) or the Biological Sciences (BIO)) during the following 2 years. Intellectual Merit: A counseling, guidance, and mentorship program provides mechanisms to students to support program goals. A research experience and an internship program are available to all participating students. A group of specialists assist students with problems they face during their college experience. Faculty from participating disciplines serve as advisors and mentors to the S-STEM scholars, meeting with them regularly to provide advice on academic, career, support services, and learning enhancement opportunities, as well as personal support and encouragement. All of this is designed to create a cohort atmosphere. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Villamor, Enrique Ophelia Weeks Florida International University FL John F. Mateja Standard Grant 500000 1536 SMET 9178 0630650 September 1, 2006 MOSAIC: Meeting Our Scientific And Interdisciplinary Challenges. The MOSAIC (Meeting Our Scientific and Interdisciplinary Challenges) project is offering a rich diversity of initiatives and interdisciplinary learning opportunities for cohorts of academically-talented, financially-needy students majoring in Biology, Chemistry, Computer Information Systems, Computer Science or Mathematics. The project is engaging scholarship recipients in interdisciplinary experiences to develop an understanding that they are part of a larger technological mosaic; and it reaches out to pre-college students to increase enrollment and retention, particularly of under-represented minorities, women, and students with disabilities, to degree achievement. The intellectual merit of MOSAIC is based on a strong academic program and builds on the successful organization and outcomes of an earlier grant under the Computer Science, Engineering, and Mathematics Scholarships program. Active student recruitment is leading to broader impacts including: a middle school outreach program aimed at reversing the tendency of underrepresented groups to turn away from mathematics and the sciences; encouraging more students to choose teaching and research in the S-STEM disciplines; disseminating interdisciplinary course materials developed for these students; seeking corporate funding to make the MOSAIC project self-sustaining. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Fritz, S. Jane Mary Maier William McAllister David Seppala-Holtzman Francis Antonawich St Joseph's College Main Campus NY Lee L. Zia Standard Grant 516160 1536 SMET 9178 7204 0000099 Other Applications NEC 0630652 September 15, 2006 Windows of Opportunity. Windows of Opportunity is a scholarship program that assists academically promising, low-income students in obtaining Associate in Arts or Associate in Science degrees in science, technology, engineering, or mathematics (STEM) at Miami Dade College (MDC). Since MDC has the largest enrollment of any college or university in the country, including the largest enrollment of Hispanic and African American students, the project provides Windows of Opportunity for underrepresented students as well. A minimum of twenty-five freshman- and sophomore-level students participate in the program each year. Upon completion of the program, students are able to transfer to an upper-division school or enter the workforce directly in their chosen field. This collaborative of seven MDC campuses brings together a diverse and experienced group of educators, business partners and students. Program participants receive scholarships, mentoring by STEM faculty, intense academic and career planning activities, interactions with STEM professionals on and off campus, and internship experiences. The program evaluation encompasses student achievement, retention, and graduation rates compared to non-program participants, as well as student and faculty surveys each semester, and a final student exit survey. The project is disseminated nationally by presentations of strategies, best practices, and student success rates. The program's web portal is also publicly accessible. Upon completion of the program, participants help fill the critical shortage of scientists and engineers in Miami-Dade County. Participants not only make a contribution to South Florida, but also serve as role models to future STEM students. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Damas, Guillermina Miami-Dade Community College - Wolfson Campus FL Bert E. Holmes Standard Grant 500000 1536 SMET 9178 1536 0000099 Other Applications NEC 0630700 September 1, 2007 Excellence in Science, Technology, Engineering and Mathematics Scholarship Program. The project serves approximately 20 talented students per year who major in biology, chemistry, computer science, geology and physics. The Intellectual Merit of the project arises by providing students with activities that address their need for academic counseling and career guidance, as well as opportunities for scholastic and professional enrichment. These include faculty and peer mentoring, research and internship opportunities, service learning and capstone experiences, resume writing and interviewing skills, participation in professional organizations and professional meetings, field trips and team building experiences. The project has Broader Impact through aggressive recruiting and outreach efforts that will be concentrated at high schools with large populations of students from groups typically underrepresented in STEM fields. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Howe, R. Michael University of Wisconsin-Eau Claire WI Lance C. Perez Standard Grant 500000 1536 SMET 9178 0000099 Other Applications NEC 0630706 January 1, 2007 Scholarships in Science, Technology, Engineering, and Mathematics (S-STEM) Program. One hundred scholarships are being awarded to academically talented, financially needy students majoring in the biological sciences, computer sciences, engineering, geosciences, mathematics or the physical sciences or the associated technology areas. This scholarship project builds on a previous successful CSEMS project. The program is successfully recruiting, retaining and graduating increased numbers of students who are members of groups that are traditionally underrepresented in STEM subjects. The project is enabling the institution to build partnerships with local industry that is improving the educational quality of graduates entering the technological workforce. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Hemme, William Bradley Jenkins Joseph Skala Matt Basham Thomas Nai-Chen Tsien St. Petersburg College FL Linnea A. Fletcher Standard Grant 402500 1536 SMET 9178 0630713 September 15, 2006 City College of San Francisco STEM Scholarship Program. This project provides scholarships to a diverse group of academically talented, financially needy students across the science, technology, engineering, and mathematics (STEM) disciplines. Intellectual Merit: The project has the following objectives: (1) implementation of multi-departmental processes to develop the STEM Scholarship application, outreach activities, and support services; (2) recruitment of diverse students each year in the STEM disciplines who are financially needy and academically talented; (3) availability of academic support services for all scholarship participants to help them achieve an associate degree and/or transfer to a four-year institution; and (4) development of cohort-building activities that expose and link scholarship participants to a wide of career opportunities. The project allows students access to numerous innovative initiatives in STEM fields, including cutting-edge programs in biotechnology, such as stem cell technology, and computer networking and information technology, including convergence of optical and network systems. Broader Impacts: The project provides educational funds to students from a wide variety of underrepresented, economically disadvantaged groups. In addition to scholarships, support services are helping students to increase achievement of degrees, transfer to four-year colleges, and entrance into rewarding high-wage, high-skill employment. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Schatz, Jason City College of San Francisco CA Kathleen B. Bergin Standard Grant 499697 1536 SMET 9178 0630719 October 1, 2006 Success and Diversity in Engineering and Applied Sciences. Engineering - 59 This project is providing scholarships to undergraduate students in all majors within the College of Engineering and Applied Science. Initially distributing the scholarship funds across all academic levels, the project is maintaining a cohort of undergraduate students from the freshman through senior academic standing. In addition to scholarship support, the project is providing a network of advising, mentoring and other academic support from an extensive student support network that been developed over the past 10 years. The project is engaging a significant number of economically disadvantaged and underserved minority undergraduate students. The long term goal for this project is increasing the degree production in STEM majors, assisting the Long Island Region meet a critical need for high technology and engineering employees. The program is also incorporating an internship program as well as industrial mentoring through a network of university alumni employed in high tech companies. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Ferguson, David Mary Frame Paul Siegel SUNY at Stony Brook NY Lesia L. Crumpton-Young Standard Grant 496930 1536 SMET 9178 0116000 Human Subjects 0630737 October 1, 2006 Kean STEM Scholarship Program. This scholarship project aims to increase the number of academically talented, financially needy students in mathematics, biology, computer science, earth science and chemistry -- disciplines with high need for enhanced recruitment and retention and identified by the state of New Jersey as severe workforce shortage areas. Intellectual Merit: A new cohort of 20 sophomores is identified in each of the first two years of the project and selected to be STEM scholars. Over the next three years, the students are participating in monthly science seminars and closely interacting with the PI, co-PI's, and three other faculty mentors, who provide academic advising, general guidance, and research leadership starting in their junior year. This research experience not only broadens their intellectual pursuits, but it also builds a strong foundation for their overall intellectual growth. In their senior year, scholars participate in special workshops geared towards career placement and graduate school. They also are being asked to "serve back" by going to local high schools as math and science ambassadors. Broader Impacts: The direct impact of the program is to recruit, select, and support 40 S-STEM Scholars, 20 of them members of minority groups, with the ultimate goal of enabling them to enter the workforce or continue their education to obtain graduate degrees. This project is expected to increase retention in mathematics and the sciences. Through the project, the general academic environment in mathematics and the sciences is enhanced, and student-faculty advising and research activities are becoming central to the mission of the departments involved. The effects are being professionally evaluated and disseminated to the public through the University's website and academic venues. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Zafra, Pablo Roxie James Louis Beaugris Kikombo Ngoy Kean University NJ Linnea A. Fletcher Standard Grant 387800 1536 SMET 9178 0000099 Other Applications NEC 0630740 May 15, 2007 Computer Science Achievement Scholarships Project for Rural Appalachia. The Computer Science Achievement Scholarships project at Allegany College of Maryland is awarding scholarships to students pursuing an Associate Degree in Computer Science who demonstrate both academic potential and financial need. Special emphasis is being given to recruiting from women and first generation college attendees in the Appalachian region. Scholars are making use a rich range of student support structures including an individualized education plan for Scholars based on standardized testing and learning style assessments. The project is making an impact in undergraduate computer science education in the Appalachian area. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Melvin, Thomas Steven Robinett Smith Kristi James House Allegany Community College MD Stephen C. Cooper Standard Grant 321956 1536 SMET 9178 0116000 Human Subjects 0630742 September 15, 2006 Scholarships to Enhance Recruitment and Retention of Underserved and Underrepresented Students in Biology. Intellectual merit: This project initiates a partnership with select inner-city high schools in St. Louis. It provides scholarships for a minimum of 13 academically talented, financially needy students (Scholars), enabling the Scholars to enroll in and complete a BA or BS degree in Biological Sciences at MU. High school students are recruited from underserved groups (economically disadvantaged students and those from groups currently underrepresented in the sciences) before their senior year in high school. They are encouraged and enabled to achieve their best academic performance in the last year(s) of their high school experience, and then provided direct academic and financial support while they are in college. The Scholars are being prepared to enter highly respected graduate programs in major research institutions in the life sciences. Throughout the Scholar's undergraduate program the following are emphasized: undergraduate research, the development of quantitative skills, and integrative approaches to critical problems in the life sciences. Broader impacts: The partnership with select St. Louis inner city high schools assures full scholarship support for low-income students, especially members of groups currently underrepresented in the sciences. This collaboration is thus significantly increasing the number of low-income students and students from groups currently underrepresented in the sciences entering undergraduate programs and eventually earning advanced degree programs in science and will thus complement our current high school, undergraduate, post-baccalaureate and graduate programs, and is contributing to increasing the diversity and size of this nation's scholar talent pool in the biological sciences. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR David, John Emmanuel Liscum University of Missouri-Columbia MO Terry S. Woodin Standard Grant 465382 1536 SMET 9178 1536 0000099 Other Applications NEC 0630754 October 1, 2006 Scholarships for Science and Engineering Program Students. Intellectual Merit: Boston University's Science and Engineering Program (SEP) is a two year full-time enrichment program for students to prepare for the rigors of upper division coursework leading to a baccalaureate degree in a science (astronomy, biology, chemistry, computer science, earth science, geography, mathematics, and physics) or engineering (aerospace, biomedical, computer systems, electrical, manufacturing, and mechanical) discipline. The Scholarships for Science and Engineering Program Students (SSEPS) program provides crucial scholarship aid to 20- 25 financially needy and academically talented students per year who intend to enter these fields. Freshmen SSEPS recipients are selected by Boston University's Office of Financial Assistance and the SEP Chairman. SSEPS recipients who meet Boston University's guidelines for renewal of support are funded through University scholarships for three remaining years of full-time enrollment. SSEPS recipients explore careers opportunities as part of the Freshmen Advising Seminar and through the University's extensive career development and placement offerings. SSEPS recipients also participate in career internship programs to reinforce their educational experience with "real world" applications. Broader Impacts: SSEPS will open doors to science and engineering (STEM) careers for students who are academically capable of entering these fields if provided with academic support during their freshmen and sophomore years. SSEPS serves to broaden the participation of students from many groups that are traditionally under-represented in STEM. Historically, approximately 10 - 15% of SEP students have an identified disability, 30% are female, and 30% are minority students, so the SSEPS enables the University to respond to the urgent need for a more diverse pool of well qualified scientists and engineers. The SSEPS team is committed to rigorous program evaluation and dissemination of best practices to encourage community colleges and four year research intensive institutions to emulate this program. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Romney, Carla Solomon Eisenberg Wayne Snyder Cathy Lysy Trustees of Boston University MA Duncan E. McBride Standard Grant 500000 1536 SMET 9178 1536 0000099 Other Applications NEC 0630769 September 1, 2006 ChaMPES - Computer Science, Chemistry, Marine & Environmental Science, Mathematics, Physics, Engineering Scholarships. Intellectual Merit The Schools of Science and Engineering & Technology at the University house well-established research centers and programs that support the teaching and research efforts of faculty, undergraduate, and graduate students. This project is building on the strengths of these current efforts and provides significant educational opportunities for undergraduate students. Recipients of the scholarships participate in research and other activities under designated mentors. Students acquire the tools to be academically and professionally competitive to either enter the workforce or a graduate program. Broader Impact The project is designed to target the disciplines of chemistry, computer science, engineering, marine and environmental science, mathematics, and physics, where women and minorities are significantly underrepresented. By providing students with a sound education, mentoring and financial support structures and research opportunities that supplement their selected program of study, they are better equipped to succeed as graduate students and young professionals. The project greatly assists in ongoing efforts to increase the number of women and African-Americans who pursue advanced degrees and careers in STEM fields. The project can serve as a model for other institutions. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Urasa, Isai Morris Morgan Carolyn Morgan Hampton University VA Duncan E. McBride Standard Grant 500000 1536 SMET 9178 0630772 October 1, 2006 The Presidential Scholars Project. The Presidential Scholars Project is increasing the number of high achieving, but financially needy, students earning science, technology, engineering, and mathematics (STEM) degrees. Each year the program is recruiting high school and current STEM students as full-time STEM majors. These students are pursuing associate degrees in biology, chemistry, computer science, environmental science, mathematics, or engineering. The goal is to increase the numbers of students who enter the workforce or transfer to a university following completion of an associate degree. Project objectives include: (1) recruiting eligible scholars, (2) retaining scholars utilizing Title III-funded retention activities, and (3) ensuring scholar goal attainment of earning an associate degree and either (a) securing a career placement with support from the College Career Placement Office, or (b) pursuing a baccalaureate degree with support of the College Transfer Center. The intellectual merit of the project lies in the exposure scholars have to faculty and employers rich in STEM experience and the contact scholars have with faculty who conduct research in the areas of mathematical modeling, numerical analysis and scientific computer programming, spread of disease, ecology, and food science. The broader impact of this project is realized in the (1) advancement of students who are primarily ethnic minorities in STEM fields; (2) utilization of HBCU Title III-funded retention activities; (3) project dissemination; and (4) benefit to the community due to the increase of STEM-degreed professionals. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Pennick, Herbert Ruth Dalrymple Renita Mitchell St. Philip's College TX John F. Mateja Standard Grant 436378 1536 SMET 9178 0630806 October 1, 2006 Rose State College Cyber Security Scholarship Program. The Rose State College NSF Scholarships in Science, Technology, Engineering, and Mathematics (S-STEM) program is awarding scholarships to students pursuing an Associate in Science degree with a Cyber Security Option who demonstrate both academic potential and financial need. Scholars are being organized into cohorts, which are being supported by activities such as tutoring, study sessions, mentoring, peer support groups, career counseling, service-learning opportunities, and transfer assistance. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Dewey, Kenneth Eileen Dewey Rose State College OK Stephen C. Cooper Standard Grant 499364 1536 SMET 9178 9150 0630808 January 1, 2007 Southwest Texas Rural Stem Initiative. This project is creating a scholarship program for students in the biological sciences, physical sciences, mathematical sciences, computer and information sciences, the geosciences, or engineering. The project awards a minimum of 31 scholarships to low-income, minority, and non-traditional academically talented students each year, with awards ranging from $1,500 to $4,500 a year. The goal is to encourage and enable academically talented, financially disadvantaged persons to enter the high technology workforce following completion of an associate, baccalaureate, or graduate degree. The project uses a combination of expanded scholarship opportunities, a rigorous recruitment plan, mentor-designed workshops, industry involvement, career placement, and student support structures delivering services such as academic enrichment, advising, tutoring, mentoring, and career exploration. Scholarships are renewable for two years at the College and an additional two years at a four-year institution to complete a baccalaureate degree in one of the eligible fields. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Kimble, Paul Dick Whipple Margaret Messinger Joe Barker Southwest Texas Junior College TX Linnea A. Fletcher Standard Grant 500000 1536 SMET 9178 0000099 Other Applications NEC 0630819 January 1, 2007 Lehman College Mentoring and Scholarship Program. The goals of the project are to increase the number of students completing a bachelors or masters degree in computer science, mathematics, computing and management, or computer graphics. It provides financial and academic support to students who have completed the first year of the undergraduate curriculum or who have completed the prerequisites for a masters degree. Intellectual Merit: Students are supported by active mentoring and career counseling through a series of workshops, computer equipment, internships from the second or third year of study through to graduation, and access to professional training for entrance examinations to graduate schools. Building on experiences in the Computer Science, Engineering, and Mathematics Scholarship (CSEMS) program, the project is also increasing the number of graduates who go on to masters and doctoral programs in computer science and mathematics by providing, in addition to the financial and academic support, an environment in which students' horizons and expectations are broadened. Broader Impacts: The project is meeting the needs of a large urban area. While serving a student body that is 72% female and 82% either Hispanic or Black, it is increasing the numbers of students going on to work or graduate school in mathematics or in computer fields. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Keen, Linda Katherine St. John CUNY Herbert H Lehman College NY John F. Mateja Standard Grant 495536 1536 SMET 9178 0630820 October 1, 2006 A Program to Retain Promising Undergraduates Majoring in Mathematics and Science. The project is focusing on retaining students following the freshman and sophomore years who are likely to withdraw because of financial difficulties by awarding scholarships to academically talented majoring in biology, chemistry, mathematics or physics. The scholarships are replacing loans to the neediest students. The project is capitalizing on the close student faculty interaction possible in the small college environment. To further increase the sense of community, students are meeting informally with faculty to discuss career paths and will select and invite a notable mathematician or scientist to deliver a formal presentation and meet with the students in small informal gatherings. The program is evaluating if loan replacement is a valid retention tool for this group of undergraduates. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR McClard, Ronald Reed College OR Linnea A. Fletcher Standard Grant 356388 1536 SMET 9178 0000099 Other Applications NEC 0630829 September 15, 2006 Cooperative Scholarship Program; Supporting Undergraduate Preparation in Target Areas of Scientific Need. Virginia Commonwealth University and J. Sargeant Reynolds Community College are cooperating to provide scholarships at both institutions for undergraduate students majoring in biomathematics, computer science, engineering, mathematics, and pre-engineering. The program is enabling students from low income families and first generation college attendees to have access to higher education. The result of the cooperation is a seamless transition for the community college students transferring to join the junior level cohort. Contributing to the 95% degree completion rate among the scholarship holders are the individualized contracts that each of the scholars develop in conjunction with the individual's advisor. Another feature of the program is the problem solving workshop being designed exclusively for the S-STEM cohorts that accompany the three course calculus sequence. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Taylor, Dewey Roland Moore Barton Cregger David Chan Virginia Commonwealth University VA Linnea A. Fletcher Standard Grant 500000 1536 SMET 9178 0000099 Other Applications NEC 0630836 September 15, 2006 NSF Scholarships in Science, Technology, Engineering, and Mathematics. This project brings together faculty and colleagues in academic and financial support services units from the School of Engineering and the College of Arts and Sciences to recruit academically talented and financially needy students into courses of study in engineering, computer science, physical science, and mathematics. Key components that contribute to the intellectual merit of the project include: connecting scholarship recipients with faculty mentors; use of upper division undergraduates as study group tutors; and enabling the scholars to gain research experience either at the University of New Mexico or other private and governmental research establishments. In addition to considering a student's grade point average, the quality of recommendation letters, and the student's resume, the application process also requires submission of a goal-related essay. The broader impacts of this project are seen in the opportunity the scholarships give to keep more New Mexican students in the state with career opportunities in government laboratories, and other private industries within the state. In addition recruitment of academically qualified yet financially needy students is helping many of New Mexico's rural communities where students have had limited opportunities in the past for access to higher education. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Fleddermann, Charles Mark Ondrias Steven Peralta Elsa Castillo University of New Mexico NM Lee L. Zia Standard Grant 499724 1536 SMET 9178 9150 0630842 October 1, 2006 PACMACS Bridge Program. The PAthways to Careers in Mathematics And Computer Science (PACMACS) Bridge program at Saint Joseph's University is awarding scholarships to students pursuing mathematics and computer science degrees who demonstrate both academic potential and financial need. Special emphasis is being given to recruiting minority high school students from Philadelphia public and private high schools. Scholars are participating in a bridge program where they receive special assistance during the transition period from high school to undergraduate studies. Scholars are being supported by activities including faculty mentoring, supervised study sessions, tutoring, and individualized tutoring. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Lurie, Deborah Elaine Terry St Joseph's University PA Lesia L. Crumpton-Young Standard Grant 460000 1536 SMET 9178 0630843 January 1, 2007 Pipeline to High Tech Professions. The "Pipeline Program" is supporting twenty lower division and twenty upper division students with $1,000 scholarship awards per year for lower division students and up to $6,000 scholarship awards per year for upper division students over a four year period to pursue studies in Computer Science, the Physical Sciences, Biology, Engineering, and Mathematics. The project targets students from low-income families, who otherwise might not be able to pursue these courses of study; it provides academic support courses; and it seeks to improve the students' retention rate by lowering their employment load. The project is improving graduation and retention rates, thus reducing the time to graduation for scholarship recipients in the S-STEM fields. The project also expects to increase the participation rate for underrepresented groups in the S-STEM fields. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Meyer, Thomas David Murphy California State University Bakersfield Foundation CA Lee L. Zia Standard Grant 460000 1536 SMET 9178 0630846 October 1, 2006 Marie Curie Scholar Program (MCSP) at College of Saint Mary. This all women's college is recruiting and retaining students majoring in Biology, Chemistry, or Mathematics. The objectives include the following science, technology, engineering, and mathematics (STEM) related actions: curricula enhancement, local intern and research opportunities, and on-campus research. The project includes plans for enhancing and augmenting existing student support and job placement programs by providing additional support for S-STEM scholarship recipients. Intellectual Merit. In addition to scholarships, this project includes modifying the Biology, Chemistry, and Mathematics curricula to introduce service-learning components into one course in each of the three areas and to increase the number of on-campus research activities available for STEM students. STEM faculty have developed an undergraduate research program utilizing institutional and local support that fosters collaboration between Biology, Chemistry, and Mathematics majors. Broader Impacts. By meeting the primary goals of the S-STEM program, this project serves the broader objective of increasing the number of well-qualified women graduates in biology, chemistry, and mathematics. Dissemination of the knowledge that the institution gains from administering this project is providing insights on how to recruit and retain female STEM students, and the essential support structures necessary for women to succeed in STEM disciplines. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Mauck, Brena Christine Pharr College of Saint Mary NE John F. Mateja Standard Grant 444960 1536 SMET 9178 9150 0630848 September 15, 2006 Engagement in the Science, Technology, Engineering and Mathematics Disciplines. Engagement in the Science, Technology, Engineering and Mathematics Disciplines (E-STEM) provides financial support and fosters the engagement of scholarship recipients in the total university experience. Thirty-six scholarships are being awarded each year for four years to students in the College of Science (Agricultural Sciences, Biological Sciences, Chemistry, Computer Information Technology, Computer Science, Environmental Science, Mathematics, Clinical Laboratory Science, Physics, Radiologic Technology, Wildlife Management) and in the College of Engineering and Technology (Engineering Technology, Electronics, and Plant Process Technology, and Engineering with concentrations in chemical, civil, electrical, and mechanical). E-STEM provides scholarships and structures that allow students to engage in academic pursuits, recruits and retains STEM majors, institutionalizes the process, and ensures workforce and graduate/professional school placement. The program is managed by a team drawn from the faculty of two academic colleges, support personnel responsible for distributing financial assistance, and a STEM student. The intellectual merit of E-STEM is inherent in the Academic Excellence Reward Program, a portfolio-based vehicle used for student assessment, and in the Collaborative Learning Center, the focus of the community of scholars. Efforts are made to ensure a broader impact by targeting students from under-represented groups. The program is subjected to evaluation by an outside consultant, and the outcomes are disseminated to the institution's recruiting area by the university's Public Information and Communication office. The broader scientific and professional communities are kept informed of the progress of E-STEM through meetings and publications of professional science and engineering groups. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Stevenson, Harold Joseph Sneddon Nikos Kiritsis William Dees Karen Aucoin McNeese State University LA Lance C. Perez Standard Grant 496800 1536 SMET 9178 9150 1536 0000099 Other Applications NEC 0630851 September 15, 2006 Achieving the Dream Scholarships (ADS) Project. This project is suppling scholarships and other support for academically talented and financially needy science, technology, engineering and mathematics (STEM) majors at the associate degree level and includes those preparing to be mathematics and science teachers. It builds upon five NSF projects related to this effort including a Computer Science, Engineering and Mathematics Scholarships (NSF-CSEMS) project and a Science, Technology, Engineering, and Mathematics Talent Expansion Program (STEP) grant with Texas A&M University-Kingsville (TAMUK). Each fall a 30 student cohort are being recruited from declared majors and a unique high school recruitment program entitled College Connections. The intellectual merit of this program is that it increases awareness of STEM careers through active recruitment in high schools throughout the south Texas Del Mar College service area. Support programs currently in place are coupled with these scholarship funds and supplemental instruction for chemistry, physics and calculus to increase the likelihood of student success. Support from Texas A&M includes research opportunities and internships in engineering and science and scholarships for transfer students. The cohort is being supported by weekly faculty mentoring, intensive advising, personal counseling, and academic success workshops. The broader impacts of this program include the fact it is increasing the number of locally educated and technically skilled employees in areas of national need, thus helping both the students and the local economy. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Halcomb, Jonda Laura Parr Richard Rupp Del Mar College TX Terry S. Woodin Standard Grant 499936 1536 SMET 9178 0630854 September 15, 2006 Graduate Engineering Education To Serve the Aerospace Industry in Urban Los Angeles and the Antelope Valley. Engineering (59) This scholarship program supports graduate students pursuing a master's of science degree in Electrical, Computer, or Mechanical Engineering. Highly trained, graduate-level engineers will be supplied to the aerospace industry to perpetuate a graduate student pipeline that supports the mission of the College of Engineering, Computer Science, and Technology and the goals of the AERO Institute. Academically talented, financially needy, students are identified and prepared in existing undergraduate programs while they participate in undergraduate collaborative research programs that are ongoing with AERO Institute, NASA Dryden Flight Research Center, and other aerospace industries. Students selected for this program complete their MS level degrees with a research focus in five specific areas: 1) Hypersonic technology; 2) Nanotechnology; 3) UAV systems; 4) Embedded computer systems; and 5) Machine vision technology. The institution is a designated Hispanic Serving Institution located in one of the most ethnically diverse regions of the country. Opportunities exist for the students to disseminate their research findings at regional and national conferences. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Guillaume, Darrell Helen Boussalis Majdedin Mirmirani Charles Liu California State L A University Auxiliary Services Inc. CA Sheryl A. Sorby Standard Grant 500000 1536 SMET 9178 0630863 January 1, 2007 Natural Science PRIDE: A Program to Promote, Recruit, Involve, Develop, and Employ Students in Mathematics and Computer Science. The S-STEM project at St. Norbert College is awarding scholarships to students pursuing mathematics and computer science degrees who demonstrate both academic potential and financial need. Scholars are being organized into an active learning community which is being supported by activities such as faculty mentoring, a seminar series, and research collaboration opportunities. The project is partnering with local businesses to facilitate internship and career placement. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Frohliger, John David Pankratz Bonnie McVey St. Norbert College WI Stephen C. Cooper Standard Grant 500000 1536 SMET 9178 0630864 October 1, 2006 Western Arkansas Scholarship Opportunity. Scholarships are being awarded to academically talented, financially needy students majoring in the biological sciences, chemistry, computer aided drafting and design, computer science, electronics technology, engineering, geosciences, information technology, mathematics or physics. The number of scholarships that are being awarded annually varies from twenty five to fifty depending upon the individual need and the availability of financial aid from other sources. Twelve of the twenty two partnering school districts are classified as high poverty areas; hence, the scholarships are serving as a powerful recruiting aid and are resulting in increased numbers of students entering higher education programs in STEM subjects. Retention and graduation rates are also increasing. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Timmons, William Gail Fulenwider Helen Kliner University of Arkansas at Fort Smith AR Linnea A. Fletcher Standard Grant 497948 1536 SMET 9178 9150 0000099 Other Applications NEC 0630865 October 1, 2006 Mathematics and Engineering Best (ME-Best). Texas A&M International University's Mathematics and Engineering Best (ME-Best) program is awarding scholarships to full-time Computer Science, Engineering, and Mathematics students who demonstrate both academic potential and financial need. Special emphasis is being given to recruiting from underrepresented groups. Scholars are being supported through mentoring, peer study-groups, graduate school preparation, and the option of carrying out research with a faculty mentor. The program is establishing internships and employment opportunities for scholars in the region. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Wu, Fuming Runchang Lin Texas A&M International University TX Stephen C. Cooper Standard Grant 500000 1536 SMET 9178 0630867 October 1, 2006 ONSIGHT Scholarship Project. Forty scholarships are being awarded to talented, low-income students pursuing careers or transfer associate degrees in biology, biotechnology, chemistry, computer science, engineering, mathematics and physics. Intellectual Merit: The current project is based on successful past projects under the CSEMS scholarship program and expands the opportunities to a greater number of science, technology, engineering and mathematics (STEM) majors. The management team involves full-time faculty from each major represented in the ONSIGHT cohort as well as a full-time science and mathematics advisor, and the Development Director from the Seattle Central Foundation. Other features of this program relating to intellectual merit include: well-established four-year/industry partnerships, mentoring and internship programs adapted from effective CSEMS projects from across the nation, and the participation of twelve full-time science, technology, engineering and mathematics (STEM) faculty as mentors to scholars through the duration of the project. Broader Impact: Seattle Central Community College is an urban college with the most diverse student population of any community college in the state of Washington. The recruitment and selection processes, mentoring and support service structures, established for the ONSIGHT project, support the significant participation and success of scholars typically underrepresented in STEM fields. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Hartzler, Rebecca Bryan Johns Doug Wick Wendy Rockhill Michele Dela Rosa Seattle Central Community College WA Terry S. Woodin Standard Grant 500000 1536 SMET 9178 1536 0000099 Other Applications NEC 0630878 January 1, 2007 Scholarships in Science, Technology, Engineering, and Mathematics at Ferris State University. This project is providing academic and financial support annually to thirty-five students in a range of STEM disciplines, including Applied Mathematics, Computer Science, Biological Sciences, Chemistry, and various areas within Engineering Technology. A particular focus of recruitment is on students from groups that are underrepresented in their participation in science. The primary features are a monthly informational and problem-solving colloquium series and student support activities. The colloquium series helps students identify how their fields of study fit into the technical community, and is intended to broaden students' view on interdisciplinary topics. Student support activities include faculty advisors for scholarship recipients, career support services such as career planning, internship opportunities, and permanent employment placement. These support activities help the recipients' academic performance and optimize their career opportunities. An additional emphasis is to increase the number of students transferring from associate degrees to bachelor degrees. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Jiao, Hengli Kent Sun Ronnie Higgs Angela Mishler Raymond Gant Ferris State University MI Lee L. Zia Standard Grant 499968 1536 SMET 9178 0630880 December 1, 2006 STEM Scholars Project. A minimum of 36 scholarships are awarded annually at a maximum of $3,000 per scholarship. Recipients are chosen from candidates majoring or planning to major in the Natural Sciences, Computer Technology, Computer Integrated Manufacturing, Engineering, Mathematics, and Mathematics or Science Education. Scholarships are available to students in both Associate of Science and Associate of Arts programs. The intellectual merit of the S-STEM program is the assurance that students perceive skills in science, technology, engineering, and mathematics as necessary to achieve greater career opportunities and success. This is accomplished through a student support mechanism as well as through a virtual support group established for the STEM scholars. The rapid economic growth of northeast Florida and the demand for trained STEM professionals, including K-12 teachers of science and mathematics assures broader impact. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Phillips, Charles Libby Holt Cheryl Schmidt Dianne Fair Lyn Noble Florida Community College at Jacksonville FL Lance C. Perez Standard Grant 497200 1536 SMET 9178 0630882 October 1, 2006 Enhancing Recruitment and Retention for Women in Science and Engineering. This project is providing scholarships for students in the disciplines of biology, chemistry, math, computer science, physics, and engineering majors through four distinct types of support, each with its own criteria based on four predictors: i) Academic performance, ii) Engagement in STEM, iii) Involvement in STEM, and iv) Tenacity in STEM. This multi-faceted approach is based the institution's experience with its all-female student population who exhibit a variety of economic and personal circumstances, differing degrees of academic preparation for STEM course taking, and varying depths of knowledge about STEM careers and how such career paths intersect with their abilities and interests. Two key student support services underpin the scholarship awards: a drop-in science center and Case Study workshops, both of which are creating a supportive infrastructure and community and are helping students better understand STEM careers. Furthermore, the Case Study activities have a value-added component in the form of outreach to local grade 9-12 students helping them learn about STEM careers. The intellectual merit of this project lies in its provision of more defined avenues for STEM involvement and success than traditional approaches through the individualized approaches to awarding scholarships. The broader impacts of this effort are felt through the scholars' participation in the institution's science center where students are strongly supported in their STEM pursuits, creating a more technically aware population and increasing the pool of future students. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Gildensoph, Lynne Patricia Dunlop Yvonne Ng College of St Catherine MN Lee L. Zia Standard Grant 499375 1536 SMET 9178 0630884 January 15, 2007 Science Excel. The College is establishing a scholarship program for academically talented, financially disadvantaged students in the Natural Sciences division. The project awards twenty scholarships per year for four years to students who have declared a major in biology, chemistry, physics, or environmental science technology. The objectives of the project are: 1) Increase the participation of academically talented, financially disadvantaged students -- including those from underrepresented groups -- in postsecondary studies in natural sciences; 2) Provide support services that will enable scholars to persist through completion of an associate degree or transfer to a four-year institution; 3) Provide industry experiences to prepare scholars for careers in science-related fields. Students receive substantial scholarships that allow them to reduce their loan package or work hours to pursue a full course load and a rigorous curriculum. The scholars are provided with a variety of support services and enrichment activities to increase academic success and build a cohort community. These include a science resource center, residence hall learning community, industry experiences, and opportunities to participate in research projects. Assistance with transfer to a four-year institution is emphasized since many science majors are pre-baccalaureate. Intellectual Merit: Each scholar is assigned a faculty advisor/mentor who develops an individualized success plan with the student. The plan includes academic support and enrichment activities to meet the student's needs and increase the likelihood of his/her success. Modifications to the plan may be made as the student's progress is monitored. Scholars have the opportunity to participate in research projects at BCTC or the nearby University of Kentucky. The Nucleus Center, a science resource center, is a specialized resource for science students. Broader Impact: The scholarship amounts are significantly higher than other scholarships offered at BCTC -- and have higher expectations of students. Recent studies have indicated that retention and graduation rates of low-income students are higher when they are enrolled full-time and work fewer hours. This project hopes to sustain these findings and further support the critical need for higher levels of financial aid. The inclusion of a residence hall learning community and "baccalaureate bridge" scholarships can show that the availability of these resources to community college students can impact their transfer rates. The role of community colleges as a pipeline for financially disadvantaged and students from underrepresented groups into science careers will be supported through higher retention and transfer rates achieved by this project. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Liles, Tammy Tracy Knowles Kentucky Community & Technical College System KY Duncan E. McBride Standard Grant 500000 1536 SMET 9178 9150 0116000 Human Subjects 0630885 September 15, 2006 Rochester STEM Scholars. This project is striving to increase the numbers of low-income students who persist to declaration of a science, engineering, or mathematics major by fifty percent, and to gain an understanding of the role of appropriate levels and forms of scholarship support in retention of STEM students. Towards this end the project is providing significant scholarship support to first, second, and third year students, and integrating a number of academic, financial, and social support systems. Faculty participants also are benefiting from training and support in the development of enhanced understanding of the mentoring and advising practices that work to increase retention of higher-risk students in the sciences. The project expects this attention to faculty development to lead to a more friendly academic culture for low-income students. The broader impacts of this project are both institutional and national in scope. Locally, the mentoring and advisement structures and culture that are developed by this program are being institutionalized; and nationally, the results of the student and faculty-focused aspects of the program are being disseminated as potential models for adaptation and implementation at other colleges and universities. The intellectual merit of the project includes a focus on understanding the intersections of campus and interpersonal racial and socioeconomic dynamics and their impact on retention in STEM study. This focus contributes to the nation's understanding of the ways in which scientists can and should be prepared for and reflect the diversity of American life. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Parker, Kevin Beth Olivares University of Rochester NY Lee L. Zia Standard Grant 494800 1536 SMET 9178 0000099 Other Applications NEC 0630888 October 1, 2006 National Science Foundation Scholarship Program: Retaining Students in Mathematics, Computer Science and Engineering. Engineering - 99 This project is providing economically disadvantaged undergraduate and graduate students with mentoring and experiences that are specifically designed to retain them to the successful conclusion of their degrees. Supporting the development of a peer support group for participants, two academic programs (engineering and mathematical and computer sciences) and two academic levels (freshman and first year graduate students) are being targeted. Each of these programs is participating in community outreach programs called the Humanitarian Engineering and Outreach Scientists. Through these programs, the participants are engaging in mentored projects in their fields, early in their academic careers with an emphasis on outreach. The Career Center is providing career decision making and job placement assistance. This project is providing a model for the broader research community with respect to developing math, science and engineering programs with particular appeal to women and other under-represented students. Results of this project are being disseminated through professional conferences, journals, and workshops in the discipline fields. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Moskal, Barbara Joan Gosink Graeme Fairweather David Munoz Juan Lucena Colorado School of Mines CO Lesia L. Crumpton-Young Standard Grant 460000 1536 SMET 9178 0630894 January 1, 2007 Computer Science and Mathematics for Scientists. The Computer Science and Mathematics for Scientists (CSMS) project is providing scholarships to encourage and enable students who are majoring in mathematical, computer, biological, physical, or geo- science to take computer science or mathematics as their second major. Intellectual Merit: The increasing use of computational mathematics in science provides a demand for scientists trained in computer science or mathematics. The project has an organized structure from recruitment of potential recipients, through the educational process to placement in employment or graduate education. Students are being recruited via advertising outside and within the university. Students are selected based on financial need, potential for successful completion, and distribution of first majors. Project-specific advising, mentoring, and progress monitoring support them. Students interact with an industry liaison group that brings potential employers into direct contact with scholarship recipients. Broader Impacts: There is a developing need in society for computer science and mathematics skills across the sciences. The project addresses that need by going beyond the boundaries of a single discipline, promoting the use of computer science and mathematics in the study and application of science. The project also provides specific plans to increase numbers in underrepresented groups in computer science and mathematics. By providing a broad range scientists with computer science and mathematics skills, misconceptions about these disciplines are being diminished, thus encouraging more students to seek computer science and mathematics education on their own accord. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Sutcliffe, Geoffrey Huseyin Kocak Victor Pestien Burton Rosenberg University of Miami FL Kathleen B. Bergin Standard Grant 467575 1536 SMET 9178 0630897 October 1, 2006 Computer Science and Mathematics Scholarship Program. Central Missouri State University's S-STEM project is awarding scholarships to students pursuing Computer Science and Mathematics degrees who demonstrate both academic potential and financial need. The program is participating in a larger effort by the Institution to target transfer students and recruit from underrepresented groups. Scholars are being supported by an extensive faculty and peer mentoring program which is providing individualized advisement and career and professional development. The program is making an impact in the computer science and mathematics education opportunities available within the state. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Yue, Xiaodong Rhonda McKee Matt Melvin Songlin Tian Jinhua (Jean) Tao University of Central Missouri MO Stephen C. Cooper Standard Grant 499520 1536 SMET 9178 0630899 January 1, 2007 S-STEM Scholarship Program: Building Upon a Legacy of Success. Scholarships are being awarded to academically talented, financially needy upperclass students majoring in biology, chemistry, the geological sciences, or physics. The project is building on an existing successful CSEMS project for students majoring computer science. The following objectives are being met 1. decreasing the financial debt of graduates via scholarships and counseling; 2. decreasing the number of students working in non-intellectually engaging jobs by increasing opportunities for students to work on a faculty member's funded research or through approved co-op or summer internships with industry partners; 3. improving employment placement with industry partners; 4. increasing the graduation rate of students, particularly minority and female students; 5. decreasing the average time to degree completion for students; and, 6. increasing the number of graduates who enroll in graduate school. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Russomanno, David Yongmei Wang Regina Hairston Anna Lambert Karen Smith University of Memphis TN Curtis T. Sears Standard Grant 499627 1536 SMET 9178 9150 0630901 January 1, 2007 Scholarships to Attract and Retain Tomorrow's Scientists, Mathematicians, and Engineers. Twenty-Seven undergraduate and graduate students who are academically talented but financially disadvantaged are being selected for scholarships annually. The scholarship recipients are being drawn from a pool of applicants recruited from high schools, community colleges, four-year institutions and historically black institutions. Students majoring in the biological sciences, chemistry, computer science, engineering, mathematics and physics are eligible to apply. The project is achieving its primary objectives of: 1) providing educational opportunities for academically talented, low income students in STEM subjects and retaining them through graduation; 2) increasing participation of underrepresented groups in STEM; 3) better preparing students for the workforce by enriching their educational experience through connections of academic content with the work environment; 4) increasing awareness of STEM employment opportunities through industry partnerships; 5) strengthening industry partnerships by creating linkages between students and potential employers; and, 6) encouraging scholarship recipients to pursue advanced degrees in STEM disciplines. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Johnson, Corlis Sandra Harpole Donna Reese Nancy McCarley Mississippi State University MS Linnea A. Fletcher Standard Grant 500000 1536 SMET 9178 9150 1536 0000099 Other Applications NEC 0630906 October 1, 2006 College of Lake County NSF Engineering and Computer Science Scholars Program. The College of Lake County NSF Engineering and Computer Science Scholars Program is awarding scholarships to full-time engineering, computer science, and pre-engineering students who demonstrate both academic potential and financial need. Special emphasis is being given to recruiting from under-represented groups including women, minority students, and the disabled. Scholars are being organized into cohorts, which are being supported by activities such as individualized advisement, structured tutorials, mentoring, and a summer orientation. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Twardock, Robert College of Lake County IL Stephen C. Cooper Standard Grant 499194 1536 SMET 9178 0630907 October 1, 2006 Scholarship for Excellence in Science, Mathematics, Engineering and Technology. This project continues and expands the current related scholarship program (limited to computer science, enginering and mathematics majors)to provide more science educational opportunities for academically talented but financially disadvantaged students, especially students from groups currently underrepresented in science, technology, engineering and mathematics (STEM) fields. The project awards up to 30 scholarships per year to deserving students who want to transfer to a four year college or pursue an Associate of Arts degree in STEM fields. The expansion of majors in this project affords students the flexibility to develop different interests within the sciences and technology. The support system is being strengthened and expanded to allow many talented students from financially disadvantaged families who might not otherwise gain access to education the opportunity to successfully pursue career choices in the preceding fields. Intellectual Merits: S-STEM funds are being used to: 1. better prepare the selected students through careful mentoring and tutoring; 2. better assist the selected students in their transfer process by carefully planning and monitoring their educational plans; 3. familiarize the selected students with four year university programs, industries and research through academic trips, open houses, career days, professional meetings and visits to national laboratories; and 4. support all efforts that would aid program students in gaining scholarships, summer internships and employment. Broader Impacts: S-STEM funds are increasing the number of students from underrepresented groups in science, technology, engineering and mathematics fields at Contra Costa Community College, reducing the financial burden of our STEM students, and giving selected deserving students more time to concentrate on their studies. The project is providing a long-term benefit to society and the local community by filling jobs in high demand, high wage areas and increasing the successful entry of women and minorities into these fields. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Ledbetter, Joseph James Duvall Jon Celesia Kathryn Levine Contra Costa Community College CA Terry S. Woodin Standard Grant 513500 1536 SMET 9178 1536 0000099 Other Applications NEC 0630909 September 1, 2006 Scholarships for Upward Mobility. The project is a concerted effort to enable talented financially-needy students to complete degrees in the areas of engineering, science, information technology, computer science, and mathematics. The project is attracting, retaining, and graduating a greater number of students and is increasing the number of under-represented groups in science, technology, engineering, and mathematics (STEM) disciplines. This project provides 24 to 28 scholarships annually over a period of four years to support academically talented and federally defined financial needy students. Recruitment strategies are targeted at under-represented groups of students, women and students with disabilities. Seamless pathways are being developed to ensure students earn an associate degree in these disciplines and gain entry to the workforce or transfer to a university to complete a baccalaureate degree. One of the intellectual merit of this activity is that it is creating discipline-specific cohorts in STEM that are developing students' abilities to engage in scholarly collaborative efforts and providing peer-to-peer support mechanism for increased student success and retention. Another item of merit is the project's infrastructure. Tacoma Community College's is one of the top performing community colleges in the nation as ranked by the 2005 Community College Survey of Student Engagement, based on its nationally recognized curriculum and assessment strategies developed for and applied in engineering design courses. In addition the College recently built new science/engineering and IT buildings deliberately designed to accommodate group interaction with state of the art computer support systems. The broader impact of this project is that it directly addresses a key factor at the heart of the shortage of engineers and scientists, specifically the applicant pool. Increasing the recruitment and retention of academically talented STEM students directly increases the graduation rates of students in these disciplines and ultimately increases the pool of qualified applicants. An additional broader impact of this project is the engagement of community agencies, four year institutions, employers, and a leveraging of combined efforts to develop strategies to solve global community issues to improve recruitment, retention, and graduation of underrepresented minority groups in STEM disciplines. The impact of this project is further broadened through the role the scholars are playing as ambassadors for the program serving as role models to their native community constituencies. Additionally, the project leadership team is creating and facilitating a feedback/dissemination meeting in which regional principal investigators for other student centered programs in the Tacoma region (including CSEMS, S-STEM, Robert Noyce and STEP awards) discuss best practices, identify areas of concern and develop strategies to improve the implementation of all of these grants. Results of the project are being disseminated through state, regional and national conferences. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Sliger, Rebecca Erika Bowles Ralph Hitz Greg Ferencko Tacoma Community College WA Terry S. Woodin Standard Grant 501004 1536 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0630910 November 1, 2006 The CLASS Project: Community of Learners Achieving Science Success. This project focuses on women students from rural settings. Viterbo is actively recruiting academically able, financially needy women from its rural service area. The program is addressing the challenges many rural students face, deficits in high school preparation and lack of knowledge about potential science careers. Selection criteria for CLASS Scholars include a GPA of at least 3.3, a minimum ACT score of 24, and documented financial need equal to at least 50% of Viterbo's cost of attendance. Two cohorts of 10 are receiving initial $5,500 scholarships, renewable to $21,500 over four years. The project is leading to increased enrollment of women students to study chemistry, biochemistry and biotechnology at Viterbo University. Scholarship students are receiving academic support in order to overcome the deficits in preparation. Relevant service learning experiences being offered are helping scholarship students develop qualities of ethics and leadership. Well-prepared science students are graduating within the program and obtaining employment or further education in their field. CLASS Scholars live and study in a Community of Learners, promoting academic motivation and social support. Other interventions include aggressive math and study skills remediation and active mentoring by faculty advisors and others. Service learning opportunities involving summer research experiences and Career Services assistance are preparing the students for employment or graduate programs. Intellectual Merit: The proposed project is adding to our knowledge concerning working with talented but underprepared students. It is thoroughly planned and well organized. Broader Impacts: The project is leading to increased participation of women in the chemical sciences, where they are underrepresented. It is benefiting society by increasing the number of well educated and skilled scientists to meet the national need. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Backstrand, Kyle Glena Temple Jane Eddy Terry Norman Viterbo University, Inc. WI Terry S. Woodin Standard Grant 494500 1536 SMET 9178 1536 0000099 Other Applications NEC 0630913 October 1, 2006 Computing Undergraduates Scholarship Program (CUSP). The Rochester Institute of Technology's Computing Undergraduates Scholarship Program (CUSP) Project is awarding scholarships to students pursuing degree programs in Computer Science, Information Technology, Network, Security and Systems Administration, and Software Engineering who demonstrate both academic potential and financial need. Special emphasis is being given to recruiting from underrepresented groups including women. Scholars are participating in a co-operative education experience which is providing them opportunities to gain work experience at local, regional and national companies. This project is making an impact in undergraduate Computing education in the region. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Howles, Trudy Thomas Reichlmayr Rochester Institute of Tech NY Stephen C. Cooper Standard Grant 484256 1536 SMET 9178 0630915 October 1, 2006 Academic, Mentoring, and Financial Support for Upperclass Students in STEM Disciplines. Forty four scholarships are being awarded annually to academically talented, financially needy students majoring in biology, chemical engineering, chemistry, civil engineering, computer-aided drafting and design technology, computer engineering, computer science, electrical engineering, environmental science, mathematics or mechanical engineering. The project is building on a previous scholarship program available to engineering and computer science majors. The project is increasing the graduation rates of science and engineering students and is strengthening the relationship between the university and its industrial partners who are providing mentoring, student internships and employment possibilities following graduation. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Tichenor, Dolores Debra VanRie Stanley Yoder Forrest Flocker Kajal Ghoshroy Tri-State University IN Linnea A. Fletcher Standard Grant 500000 1536 SMET 9178 0630921 September 15, 2006 Mathematics, Engineering, Technology, and Science Scholarship Program. The goal of this project is to increase the number of students from underrepresented groups who are majoring in biology (non-medical), chemistry, computer science, engineering, electrical engineering technology, environmental technology, earth systems and environmental science, mathematics, physics, and telecommunication technology to prepare them for careers in technology fields. Students are being recruited from mathematics and science courses at the college and from local high schools. Intellectual Merit: In addition to receiving financial support, S-STEM student/scholars and faculty participate in the Mathematics, Engineering, Technology, and Science (METS) Academy, modeled on the Science Academy and the Honors Program, in which each student is assigned a faculty mentor. The Academy sponsors talks, offers tutoring, provides students with information about research opportunities, and encourages them to enroll in the Research Enrichment Seminar. Students are directed to Career Services for workshops on interviewing and resume writing and to the Transfer Center as they approach graduation. Broader Impacts: The program is having a major impact on student retention and graduation. It builds on the highly successful CSEMS scholarship program, which supported 78 students and had a 91% retention rate. The success of the S-STEM program is being evaluated by the percentage of students who graduate and transfer to a STEM major at a four-year college or find employment in the technology area; increased enrollment in STEM fields; and the number of high school students who enroll in STEM programs at the college. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Bates, Madelaine Susan Forman charles maliti Samaroo Deonarine Vicki Flaris CUNY Bronx Community College NY Kathleen B. Bergin Standard Grant 495396 1536 SMET 9178 0630922 October 1, 2006 Scholarships for Quantitative and Interdisciplinary Science Majors. Intellectual Merit: Through collaboration between its Divisions of Physical and Biological Sciences and Division of Student Affairs, UCSD is providing scholarships for low-income undergraduates majoring in quantitative or interdisciplinary science. Thirty qualifying students will receive $3,000 annually over four years or until graduation beginning in fall, 2006; 12-15 upper-division students will receive $3,000 annually for two years effective fall, 2008. Upper-division students who have completed a summer research program or internship may receive an additional scholarship of $1,850. Each Scholar will have opportunities for enrichment activities involving faculty, industrial partners and peers through mentoring and collaborative learning experiences. Broader impact: Recruiting is initiated through personalized letters from PIs to potentially eligible students. To encourage applications from women, underrepresented students and those with disabilities, notices are posted in specialized campus locations such as the Women's and Cross-Cultural Centers. Primary objectives are to support timely degree completion; increase research and internship opportunities; and increase numbers of low-income, underrepresented and first generation college students, women, and persons with disabilities entering quantitative and interdisciplinary science graduate programs. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Thiemens, Mark Joseph Watson Eduardo Macagno University of California-San Diego CA Linnea A. Fletcher Standard Grant 499100 1536 SMET 9178 0000099 Other Applications NEC 0630926 September 1, 2007 Encouraging Interdisciplinary Learning in Science, Math, and Computing. The College is increasing the number of students graduating in STEM fields and better preparing these graduates for their careers or graduate school. The program targets talented but financially disadvantaged students with a special emphasis on women, minorities, and people with disabilities. Activities include: mentoring, tutoring, internships, and research opportunities. There are also workshops that address such topics as graduate school exploration, professionalism, resume preparation, and research skills. By coordinating with local businesses and state agencies, new internship/research opportunities have been established. As a result of these activities, the project expects 100% of SSTEM program graduates to either enroll in graduate school or find employment. The program is designed to support 20 participants during each year of the four-year project period. Program applicants are required to have a GPA of 3.0 or greater and must be formally accepted into one the following programs: Computer Science, Mathematics, Chemistry, Biology, or Biochemistry. Intellectual Merit. This project advances knowledge and understanding in the STEM fields by diversifying the pool of young graduates and ensuring that they are well-prepared for the next step in their careers. Broader Impacts. The project is designed to encourage active learning by promoting research and internship opportunities. The S-STEM project fits into the College's effort to increase both undergraduate student research and internship opportunities and can have a broad impact by matching the needs of the high technology workplace with well-prepared but traditionally underserved youth. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Rosato, Jennifer Lawrence McGahey Guanshen Ren College of Saint Scholastica MN Duncan E. McBride Standard Grant 498920 1536 SMET 9178 1536 0000099 Other Applications NEC 0630927 September 15, 2006 Accelerating Puerto Rican Students into the National Research Effort in Mathematics and Computer Science. This project is providing scholarships each year for 13 high-achieving, financially needy computer science or mathematics undergraduate students and 10 graduate students selected from masters and doctoral programs in mathematics or from the doctoral programs in computer, information science, and engineering. Intellectual Merit: The scholarships target a period of high attrition for undergraduate students (transition to the third year of study to completion of degree) and for graduate students (preparation for qualifying exams and beginning of research). This project expands the scope of a previous CSEMS award to emphasize quality and research. The overall goals of the program are to improve recruitment, retention, and preparation for employment or graduate school. A formal system of cohorts and mentoring of scholarship recipients by fellow students and faculty provide support to help students succeed. Rigorous interdisciplinary training is being imparted to scholarship recipients. Broader Impact: The entry of Puerto Rican students into the pipeline for scientific careers for two disciplines in high demand helps to meet the ever-expanding need for these professionals and their associated diversity of viewpoints in various sectors nationally and locally. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Pericchi, Luis Heeralal Janwa Carlos Corrada-Bravo Maria Perez-Hernandez University of Puerto Rico-Rio Piedras PR John F. Mateja Standard Grant 500000 1536 SMET 9178 9150 0000099 Other Applications NEC 0630930 September 1, 2006 Encouraging Careers in the Mathematical Sciences. This project is establishing a new program, Encouraging Careers in the Mathematical Sciences (ECMS), to support financially needy students pursuing majors and careers in the mathematical sciences. ECMS Scholars are being attracted from traditionally underrepresented groups and from the first St. Olaf family income quartile. Scholars are being recruited from both incoming and matriculated students, and if progress is satisfactory, being supported through graduation. Intellectual Merit: The project builds on three existing St. Olaf resources: (i) a nationally recognized and acclaimed mathematics program; (ii) TRIO Special Students Services (SSS) program; and (iii) the Center for Experiential Learning (CEL). Project features include student-oriented instruction, special support in the transition from basic to higher mathematics, attentive faculty mentoring, expanded use of Supplemental Instruction (SI), and career-related activities led by the CEL. A steering committee includes mathematics faculty and the directors of financial aid, admissions, the SSS program, and the CEL. The committee is guiding the program, recruiting and selecting ECMS Scholars, and overseeing program activities and mentorship. Broader Impact: Whether students enter the workforce upon graduation or continue to graduate studies, mathematics opens doors to countless career options in an increasingly quantitative world. Over 8% of St. Olaf graduates are mathematics majors, compared to around 1% nationally. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Richey, Matthew Kathy Glampe Saint Olaf College MN John F. Mateja Standard Grant 499465 1536 SMET 9178 0630943 October 1, 2006 Scholarships for Academic Success. Baylor University's S-STEM program is awarding scholarships to full-time Engineering and Computer Science students who demonstrate both academic potential and financial need. A special effort is being made to attract academically talented students from community colleges and 3+2 partner institutions. These students are making use of special advising programs designed for transfer students. The project is making an impact in undergraduate computer science and engineering education in the region. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Eisenbarth, Steven Carolyn Skurla Baylor University TX Stephen C. Cooper Standard Grant 498756 1536 SMET 9178 0630944 October 1, 2006 Science, Technology, Engineering and Mathematics Scholarship Program for Suffolk County Community College. This project continues, builds upon, and significantly expands a previously successful NSF-CSEM Scholarship Program. This program (operating from 2001-2006) has already demonstrated significantly higher graduation (71%) and transfer (46%) rates in comparison to the average graduation (24%) and transfer (14%) rates at Suffolk County Community College (SCCC). Additional features being added include: enhanced counseling regarding financial aid, graduation, and transfers; more summer internships, research opportunities, and job shadowing opportunities; frequent on-site tours at partnering institutions; and additional faculty presentations, invited speakers, and non- (SCCC) mentors for SSTEM/CSEMS scholarship meetings. The intellectual merits of this project include: (1) the implementation of a revised and improved version of the existing successful joint NSF-CSEMS and SCCC-CSEMS program by a team of project directors who possess diverse academic backgrounds in the sciences, engineering and technology; (2) two Co-PIs on the team who devote much of their time and efforts to recruiting women and underrepresented minorities into SCCC's science and engineering/technology programs (a current NSF-CSEMS Co-PI and engineering professor who designed, developed, and currently directs the college's first gender equity program for women pursuing nontraditional careers in engineering and technology, and a key administrator in the Office of Continuing Education, who directs numerous minority recruitment programs, including SCCC's Collegiate Science & Technology Education Program, Science & Technology Entry Program, and Liberty Partnerships Program); and (3) a unique combination of educational and research opportunities for the Scholars, offered in collaboration with Dowling Colleges, Brookhaven National Laboratory and Stony Brook University. The broader impacts of the project include a greater emphasis on enhancing diversity within SCCC's current core group of NSF Scholars by collaborating with CSTEP to transition 10-15 low income and/or underrepresented students into the NSF-STEMS Program each year. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Foley, Candice Nina Leonhardt Linda Sabatino Louis Roccanova Peter Maritato Suffolk Community College NY Terry S. Woodin Standard Grant 505800 1536 SMET 9178 7204 0630947 March 1, 2007 Connect With 'Science': Opportunities in Science, Technology, Engineering and Mathematics. The project provides scholarships to science, technology, or mathematics undergraduate majors during each year of the program. Selected students are eligible for up to eight semesters of scholarship support. Recruitment efforts are coordinated with the College's Admissions Office, and specific activities in the surrounding region promote this opportunity. The project targets area public high schools that emphasize math and science college preparation courses, including schools with significant underrepresented student populations. Once recruited into the program, scholarship recipients take advantage of student support services designed to increase student success. The intellectual merit of this work lies in research that documents the ties among student cohort engagement, retention, mentoring, and S-STEM project elements. This program takes advantage of ongoing programs and resources already in place at the College and directly complements an ongoing NSF-STEP project, currently early in its second year. These include: a STEM-themed year-long learning community; student-led study sessions for all introductory gateway courses; cohort sections of the intellectual foundations course required by all entering students; dedicated sections of First-Year Seminars; an early undergraduate research program for STEM majors; and other research programs available through the Office of Undergraduate Research. Additional activities for the S-STEM project include activities coordinated by the College's Career Development Center. Students receiving S-STEM scholarships attend a monthly seminar series focusing on career development, employment information (including trips to visit local facilities), and information about graduate programs. The broader impact of this work lies in the potential for the scholarships to recruit, educate, and mentor academically talented, financially needy students to earn science, technology, and math degrees and enter the STEM workforce or continue their education at the graduate level. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Kukulka, David Daniel MacIsaac Valentin Brimkov SUNY College at Buffalo NY Duncan E. McBride Standard Grant 500000 1536 SMET 9178 0116000 Human Subjects 0630951 September 15, 2006 Scholarships Opportunities for Increasing STEM Graduates at Penn State Behrend and Northwestern Pennsylvania. This project is providing scholarships to academically qualified women and underrepresented minorities, and seeking to increase female and underrepresented student enrollment in STEM fields of study so that it approaches national levels by the end of the grant period. The college is hiring academic peer mentors to support students in STEM fields thereby enhancing the institution's support structure for all STEM students, which is expected to increase the overall success rate of students in engineering and science programs. To improve the in- and out-of-class environment for females and unrepresented groups in STEM majors, staff members from the institution's Student Affairs office are providing support for students' academic and social integration into the College with a particular emphasis on interpersonal skills, leadership development, and other forms of student engagement. The project's focus on increasing the diversity of science and engineering graduates and its use of proven approaches for improving student retention speak to the intellectual merit of the project's activities. In terms of broader impacts, this project is contributing to an increase in the supply of engineering and science graduates needed for regional manufacturing and technology-based industries, as well as the nation's graduate schools. In addition, the project offers the opportunity to serve as a model not just for other campuses in the Pennsylvania State university system, but also around the nation. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Ford, Ralph Roger Knacke Jane Brady Kenneth Miller Ruth Pflueger Pennsylvania State Univ University Park PA Lee L. Zia Standard Grant 496788 1536 SMET 9178 0000099 Other Applications NEC 0630952 November 1, 2007 Scholarships in IT & Engineering. Interdisciplinary (99) This project provides scholarships and supplemental academic and student support services for twenty (20) low-income, academically talented, full-time undergraduate students in General Engineering, Chemical Engineering, Mechanical Engineering, Computer Engineering, Computer Science, and Information Systems. Recruitment comes from transfer, new, and current students declaring a major in engineering or IT. The project will emulate an existing successful program infrastructure, which currently maintains a 94% retention rate for its undergraduates, provides enrichments that build a strong cohort, and builds upon lessons learned from a previous CSEMS program. The following project objectives include: (1) continuing to improve the transfer process between the state's two-year institutions and the current institution by targeting engineering and IT students; (2) building on the institution's demonstrated success in recruitment and retention programs supporting women and minorities; and (3) providing enhanced financial, academic, career and leadership development opportunities to the target audience. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Bayles, Taryn Penny Rheingans Michele Wolff Amy Everhart University of Maryland Baltimore County MD Sheryl A. Sorby Standard Grant 500000 1536 SMET 9178 0000099 Other Applications NEC 0630953 September 1, 2006 S-STEM Scholarship Program at Central Connecticut State University. This project is designed to attract and retain academically talented and underrepresented students from low-income and disadvantaged families to achieve degrees in Computer Science, Mathematics and Physics (CSMP) by offering them financial support, academic support, and enrichment opportunities. The program targets promising students enrolled in CSMP and related programs at the college, as well as prospective students recruited through public schools, two-year colleges, and community organizations. Scholars are assigned faculty mentors and receive a wide range of support in academic and career planning, mentoring, counseling, and internships. Intellectual Merit: The project advances knowledge in CSMP fields by enabling members of underrepresented low-income groups to achieve their educational goals. CSMP fields offer research-rich learning environments, which provide students the opportunity to participate in a variety of ongoing research projects with special opportunities in interdisciplinary research. The university offers excellent academic programs in CSMP disciplines augmented by high quality support services and facilities. Student cohorts create a supportive environment for scholars ensuring their academic success, retention, and timely graduation. Broader Impact: Advancing discovery and understanding while promoting teaching and learning, college faculty engage CSMP scholars in achieving educational goals needed for success. This program helps minorities, female, and first-generation students in financial need to create a strong and diverse workforce of the 21st century. Local employers provide additional support. Scholars increase diversity in the student population and workforce and serve as role models to members of their communities. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Kurkovsky, Stan Bradley Kjell Nimmi (Parikh) Sharma Ivan Gotchev Central Connecticut State University CT John F. Mateja Standard Grant 478302 1536 SMET 9178 0630969 January 1, 2007 Increasing Student Success in Biology & Biotechnology. This project provides 12 full scholarships each year over four years to academically talented, low-income Biology and Biotechnology majors, and supports faculty-guided research experiences, tutoring, internships and field trips to industry settings for the scholarship recipients. The project goal is to increase retention and graduation rates, including accelerating degree completion by providing the means for current part-time students to pursue full-time study. The intellectual merit of the project is the preparation of an increased number of well-qualified biologists and biotechnologists, and helping students with the desire to succeed overcome academic disadvantages. The project is led by a Project Director and a Head Mentor with over 50 years of combined experience in teaching, promoting and supervising student research. Its broader impacts are increasing the supply of trained Biology and Biotechnology technicians to meet the growing demand for them in New Jersey (which is home to one of the largest concentrations of pharmaceutical, chemical and other biotechnology-based industries in the world), the region and the nation; and increasing the number of individuals who are members of groups currently underrepresented in these fields earning B.S. degrees. In recent years, 65% of our Biology and Biotechnology majors have been women, 19% have been Hispanic and 17% have been African-American. The success of the project is measured by its impact on closing gaps in the retention and graduation rates for these students compared to the overall rates for our Biology and Biotechnology majors over the past five years. Project results are disseminated through presentations and reports at national and regional meetings, with individual student successes publicized through University publications and press releases to regional media outlets. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Gardner, E. Eileen William Paterson University NJ Linnea A. Fletcher Standard Grant 495863 1536 SMET 9178 1536 0000099 Other Applications NEC 0630984 October 1, 2006 Program for Attracting and Retaining Scholars in Computer and Mathematical Sciences. This project is increasing the high technology workforce by providing opportunities for study to economically disadvantaged students. The project builds on successful activities of two Computer Science, Engineering, and Mathematics Scholarship (CSEMS) grants. It provides twenty-five $4000 scholarships annually for up to four years starting in the 2007-2008 academic year. Recruiting efforts focus on students from a ten county mountain region surrounding the university, with an added emphasis on developing relationships with the growing Hispanic population. Incoming freshmen are recruited with assistance from the admissions office, high school counselors, and program scholars. Current students are recruited by faculty. Selection criteria are based on financial need and measures of academic potential like SAT scores and GPA. In addition, applicants submit letters of recommendation, a short essay describing career goals, and participate in a personal interview on campus. Intellectual merit: S-STEM scholars participate in activities designed to help them succeed including student organizations, study groups, departmental receptions, tutoring, internships, research, and conference participation. These opportunities prepare students to pursue graduate education. Weekly S-STEM seminar group and mentoring activities enhance the exchange of ideas and pursuit of knowledge by faculty and S-STEM scholars. Scholars participate in research with faculty and make presentations at conferences. Broader impacts: Students participate in topical study groups, mentor relationships, and research with faculty and peers. The college is providing increased student support services for all computer science and math students. With support from the Computer Science Industry Advisory Board and Appalachian Career Development Center, scholars are positioned to take advantage of a variety of employment opportunities in the high technology workforce. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Tashakkori, Rahman James Wilkes Cindy Norris Eric Marland Mark Ginn Appalachian State University NC John F. Mateja Standard Grant 459298 1536 SMET 9178 0630985 October 1, 2006 Scholastic Reward for Talented Low Income Students in Computer, Physical, and Biological Sciences, Engineering, and Mathematics. This scholarship project is recruiting and funding need-based scholarships for academically talented first-year students in Computer, Physical, and Biological Sciences, Engineering, and Mathematics with an eye toward broadening participation in STEM careers of underrepresented groups (women, minorities, and disabled individuals) and meeting the demand for an adequately prepared scientific and engineering workforce. Complementing the S-STEM funds are institution funds that are supporting upper-division scholarships for students who make appropriate academic progress. Selection of scholarship recipients relies on a combination of factors including financial need and a standard of excellence in course grades and ACT scores. Students are also asked to define academic and career goals and complete an interview with faculty and non-college S-STEM professionals. The project is establishing special cohort study groups to promote collaborative learning, and weekly advisor and counseling sessions with S-STEM faculty, in addition to engaging upper-division majors as mentors. An external industry advisory board is evaluating, advising, and helping to promote the program. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Hasfurther, Victor Barton Stander Curtis Larsen Dixie State College of Utah UT Lee L. Zia Standard Grant 242000 1536 SMET 9178 0630989 October 1, 2006 Glendale Community College Math and Science Transfer, Excellence and Retention Scholarship Program. This project is increasing the number of students pursuing science, technology, engineering and math (STEM) disciplines at the associate degree level. Participants are being supported via financial assistance, mentoring, advice for successful transfer to a four year university, and participation in a learning community of scholars. The college is reaching out to groups of talented students who would otherwise not be able to, or not choose to, enter into a STEM career. The college already has considerable experience doing the type of outreach required for the program. For the past ten years Glendale Community College (GCC) has run, in collaboration with California State University, Northridge, a successful Alliance for Minority Participation (AMP) program. The college has an extensive support system to help students succeed, especially those who do not have a strong support system of their own, such as first generation college students and students from lower economic strata. The college's counseling staff is one of the largest in the state, as is the supplemental instruction program which provides collaborative learning workshops in many science and math classes. GCC has a Math/Science Center for computer work and drop-in tutoring, a regular tutoring program, and, because of the AMP experience, a mentoring program and a summer bridge program focusing on mathematics training and general college preparation. Intellectual merit: The project's activities address a major challenge in recruiting students to STEM careers. It is supported by a capable faculty and by adequate institutional facilities, resources, and commitment. In addition there is a focus on documenting measurable improvements in student learning. Broader impacts: A replicable support system for STEM students, a model useful to other institutions, is being disseminated. Faculty are taking specific steps to ensure that pedagogical strategies related to enhancing the success of underrepresented students are integrated into instructional approaches benefiting the college's diverse student population and broadening the successful participation of underrepresented groups in STEM-related learning. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Kolpas, Sidney Jean Lecuyer Glendale Community College CA Terry S. Woodin Standard Grant 500000 1536 SMET 9178 1536 0000099 Other Applications NEC 0630990 September 15, 2006 Scholarship Program for Women and Minority Engineering Students. Engineering (59) The project funds scholarships for 32 S-STEM Scholars in the Engineering and Computer Science programs. The primary project objective is to focus on recruitment and retention of female and minority engineering students so that upon graduation the scholars are placed in technical jobs or graduate school. The recruiting strategy involves personal interviews with local students and telephone interviews for out-of-state students. A Center for Women in Engineering assists in identifying qualified female candidates. The recruiting plan builds on the existing retention strategies and activities of the Emerging Ethnic Engineers (E3) Program. S-STEM Scholars participate in all activities associated with the E3 program and the Center for Women in Engineering. These activities include Bridge Programs, a structured program that teaches cooperative learning techniques, supplemental classes in calculus and physics to provide a solid foundation, industrial internships, and interacting with a Faculty Advocate Group. An external evaluator is assessing the ideas of the project for practicality, appropriateness, and probable impact. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Kukreti, Anant Julie Burdick Kenneth Simonson University of Cincinnati Main Campus OH Sheryl A. Sorby Standard Grant 502306 1536 SMET 9178 0630994 October 1, 2006 Support for Dynamic Students in Math, Science, Engineering and Computing. The University is building on a successful CSEMS scholarship program to award scholarships in science and engineering disciplines. Intellectual Merit: The university admits a talented but often financially needy student population. Driven by financial circumstances, a significant number of students periodically "step-out of", or slow their academic programs during what should be their final two years. This project is designed to identify eligible students in those final two years of their degree programs, award 32 scholarships in each year of the four year grant period, and provide the students with academic support resulting in substantially improved retention and degree achievement. Broader Impact: An Advisory Board, whose membership includes representatives from financial aid, advising, multicultural affairs, and career services offices, is developing, implementing, and carrying out the objectives of this program, which includes awarding at least 10% of these scholarships to students in minority groups. S-STEM Scholarships allow awardees to focus on academic work, internships, and service, thus accomplishing the key goals: to reduce students' time to graduation, increase GPAs and increase their civic responsibility. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Joseph, Jann Paul Plotkowski Grand Valley State University MI Lance C. Perez Standard Grant 499330 1536 SMET 9178 0000099 Other Applications NEC 0631005 October 1, 2006 SciTE Scholars. Piedmont Virginia Community College (PVCC) is awarding 11 to 15 scholarships each year for four years to full-time students (SciTE Scholars) in the A.S. programs in Engineering, Computer Science, and the Biological and Physical Sciences. Research has identified the combination of elements that contribute to student success: completing the first two years of college with no loan debt, attending full time, taking a summer course, and reducing the need to work long hours after class. The scholarship funds reduce both unmet financial need and subsidized loan amounts for Scholars. Scholarships also are awarded for summer session. As a result, there are increasing numbers of full-time students in the targeted academic plans and of SciTE Scholars returning to PVCC for a second year, graduating, and/or transferring to a four-year institution. Faculty from STEM disciplines and staff from the Financial Aid Office and Student Services are selecting the SciTE Scholars and serving on an advisory committee. The faculty are rotating as facilitators of regular SciTE Scholar meetings. SciTE Scholars are visiting four-year institutions, working on interdisciplinary projects together in self-managed teams, and attending regional and national conferences. The success of the scholarship program is evaluated by comparing the graduation and transfer rate of Scholars to non-Scholars in the same academic plans, by surveying Scholars annually, by interviewing Scholars who leave the program, and by tracking how many Scholars graduate from four-year institutions. Progress reports and outcomes are presented at national and regional conferences and at Peer Group meetings of community college faculty, and are being submitted for publication in refereed journals. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR DuVall-Early, David Piedmont Virginia Community College VA Bert E. Holmes Standard Grant 444518 1536 SMET 9178 1536 0000099 Other Applications NEC 0631007 October 1, 2006 Enhancement of Minority Student Participation in the Human-Enterprise Systems Engineering Program. Engineering (59) This program enhances educational opportunities to minority students in the field of Human-Enterprise Systems (HES), an interdisciplinary field that is emerging as an important domain for designing systems meant to operate effectively in the global economy. This field is experiencing a severe engineer shortage and is especially lacking minority engineers. HES builds on strengths in the Departments of Industrial & Systems Engineering (ISE), Computer Science, and Electrical & Computer Engineering. Twenty-two academically talented and financially needy students from the three departments are nurtured to become outstanding engineers in this field. Each student participates in the activities of the project in order to make solid academic progress and to build soft skills as future professionals. This project produces well-qualified engineers in HES from a minority serving institution while simultaneously improving educational environments and promoting this field. Findings from this project regarding effective minority mentorship and tutorial programs will be presented at educational conferences. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Park, Eui Corey Graves Sherri Avent Daniel Mountjoy Shearon Brown North Carolina Agricultural & Technical State University NC Sheryl A. Sorby Standard Grant 496628 1536 SMET 9178 0631011 October 1, 2006 NSF Scholar Program for Computer Science, Computer Information Systems, Computer Systems Engineering and Mathematics. The University of Houston-Clear Lake's S-STEM project is awarding scholarships to students pursuing Computer Science, Computer Information Systems, Computer Systems Engineering and Mathematics who demonstrate both academic potential and financial need. Special emphasis is being given to recruiting from under-represented groups. Scholars are participating in mentoring meetings, creating web blogs, and in career placement opportunities sponsored by industrial partners. The project is making an impact in the quality, and type, of student support structures available for recruitment, retention and career placement. This proposal centers on a unique two-year only upper division undergraduate accredited CS program. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Yue, Kwok-Bun Sharon Hall Perkins University of Houston - Clear Lake TX Stephen C. Cooper Standard Grant 477200 1536 SMET 9178 0631020 September 15, 2006 Recruiting Engineers to ACHieve (REACH). Interdisciplinary (99) Recruiting Engineers to Achieve (ReACH) is a program recruiting students with academic talent and financial need into the College of Engineering and Applied Science. Scholarships are provided to fourteen eligible students in cohorts of incoming students. Support programs include learning-centered interaction with faculty and academic peers, faculty mentoring, undergraduate research opportunities, industry internships, and facilitated access to university services such as career counseling and job placement. The scholarship program is responding to the national challenge of preparing more engineers to the STEM workforce. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Alaghband, Gita Nien-Yin Chang Larry Armenta University of Colorado at Denver CO Sheryl A. Sorby Standard Grant 499527 1536 SMET 9178 0000099 Other Applications NEC 0631023 October 1, 2006 Scholarships Reinforcing Computational Physical Science. Intellectual Merit. The project is increasing the number of undergraduate students in computational physics, chemistry, and math/statistics by supporting between 18 and 25 students, depending on financial need, for four years of study. The common core of required courses for the three majors, the involvement of the scholars in high-performance computation and research groups, and events for scholars define a cohesive cohort and increase the level of social integration, which studies have identified as important for persistence of students, especially African-Americans and Hispanics, in STEM majors. The program offers both GRE preparation and career-placement services for graduating students. The focus on developing computational skills within traditional science majors and the participation of the university's parallel-computation center distinguish this project. Data show consistently low unemployment rates among graduates with STEM majors, and the additional skills students acquire in computational science prepare them for multiple career paths. Nonetheless, the targeted majors attract too few students, and one purpose of the project is to address the discrepancy. Broader Impact. The scholarship project has an impact beyond the students funded and beyond increasing enrollment in science majors. Faculty teaching the introductory courses (calculus, general physics, and general chemistry) have noted a deterioration in the level of students' preparation in areas such as algebra, graphing functions, and solving word problems. Similarly, while adeptness with prepackaged PC software has increased, programming skills have declined. An important part of the project is the development of placement examinations, skills courses, and support programs to ensure that students succeed in their undergraduate majors. Once their success has been demonstrated, these programs will be made available to the entire student population. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Rabson, David Chris Tsokos Brian Space Gladis Kersaint Martin Ossowski University of South Florida FL Duncan E. McBride Standard Grant 500000 1536 SMET 9178 1536 0000099 Other Applications NEC 0631024 April 15, 2007 Active Multi-Disciplinary Learning in Science, Technology, Engineering, and Mathematics Fields. This project is providing fifteen S-STEM fellowships annually to academically talented, but economically and/or educationally disadvantaged students during their initial year of study. Mentoring and additional student support activities are provided within the framework of the institution's Honors Program that engages students by focusing on current and emerging problems of society. Through a problem solving approach, students are learning to apply knowledge from their major field of study to complex interdisciplinary settings. Recruitment efforts include particular attention to attracting high ability members of underrepresented groups into science and engineering. The institution has signaled its commitment to this project by allocating funds to continue the first year fellowship support during each student's last three years of study. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Shen, Hayley Susan Powers David Craig Sean Bennett Amanda Pickering Clarkson University NY Lee L. Zia Standard Grant 460000 1536 SMET 9178 0631031 October 1, 2006 Idaho Engineering Scholarship Program. The Idaho Engineering Scholarship Program provides scholarships in computer science, materials science and engineering, and electrical, mechanical, or civil engineering. The program objectives include: Establish two cohorts of approximately 14 freshmen engineering students. Integrate scholarship recipients into the Engineering Residential College. Incorporate recipients into existing student support programs. Provide summer internship or research opportunities. Decrease the freshmen attrition rate of scholarship recipients by 50%. Attract underrepresented students to engineering and computer science. INTELLECTUAL MERIT The university places a strong emphasis on the undergraduate educational experience in engineering and computer science, including innovative teaching techniques, undergraduate research, and student success. The university has strong existing programs to recruit and retain students from underrepresented groups. This project provides a supportive environment for students new to the challenges of college, with the goal of significantly increasing student retention. The establishment of a cohort of students participating in the residential college and off-campus living arrangements is a creative concept that will provide an unusual living and learning opportunity. BROADER IMPACTS The project serves to raise the visibility and interest in the engineering programs at the university, resulting in an overall increase in the number of students pursuing engineering or computer science. The project is also designed to increase the participation of underrepresented groups in engineering. It incorporates existing activities that promote active learning. This project provides a significant source of scholarship funds for Idaho students in a relatively new engineering program. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Moll, Amy Janet Callahan Cheryl Schrader Amit Jain Sin Ming Loo Boise State University ID Duncan E. McBride Standard Grant 499890 1536 SMET 9178 9150 0000099 Other Applications NEC 0631038 October 1, 2006 COMETS (Career Opportunities for Meritorious Engineering Technology Scholars). Thirty scholarships are being awarded annually to financially needy, academically talented students majoring in Civil Engineering Technology, Electrical Engineering Technology, Fire Safety Engineering Technology, and Mechanical Engineering Technology. This project is providing a bridge between a successful high school program designed to interest and prepare students for careers in engineering technology and the university engineering project known as MAPS. The MAPS project is making available peer mentoring, supplemental instruction, tutoring, study groups, professional development activities and student chapters of professional organizations to students enrolled in the College of Engineering. The project is increasing the diversity of engineering technology students and increasing the number of engineering technologists available to employers. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Kuyath, Stephen Deborah Sharer Patricia Tolley Anthony Brizendine Erik Porfeli University of North Carolina at Charlotte NC Linnea A. Fletcher Standard Grant 500000 1536 SMET 9178 1536 0000099 Other Applications NEC 0631039 January 1, 2007 Scholarships in Science, Technology, Engineering, and Mathematics at Colorado State University - Pueblo. The Science, Technology, Engineering, and Mathematics (STEM) disciplines at Colorado State University at Pueblo are cooperating to fund 20-25 scholarships of up to $5,000, renewable for four years, to financially needy and academically capable students majoring in the STEM disciplines. The available majors are Biology, Chemistry, Civil Engineering Technology, Computer Information Systems, Engineering & Mechatronics, Industrial Engineering, Mathematics, and Physics. Primary features of this program include a) an interdisciplinary cohort of S-STEM scholars, b) expansion of existing student support activities to include S-STEM scholars and the creation of new student support activities available to non-scholars, c) a university orientation and social event targeted at the families of S-STEM scholars, d) career exploration and enrichment activities such as guest speakers, tours, and seminars, and e) scholarly, career, and support opportunities such as undergraduate research, career internships, mentoring by faculty or industry representatives, and tutoring of other students. The S-STEM program is increasing the number of technically educated employees in areas of local, regional, and national need. The Southeastern Colorado region lacks the technically educated workforce necessary for sustained economic growth. The S-STEM program facilitates the recruitment, education, and retention to degree achievement of numerous students who would have difficulty reaching these goals otherwise. The management team for this project includes the Principle Investigator, one faculty member from each of the 6 departments involved, five of whom chair their respective departments, the directors of Student Academic Services, Student Support Services, the Career Center, the Student Financial Services Counseling Manager, and the director of assessment and evaluation of the project. The Project Management Team meets once each month during the academic year to review and evaluate the operation of the project. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Jaksic, Nebojsa Jane Fraser Melvin Druelinger Paul Chacon David Lehmpuhl Colorado State University-Pueblo CO Bert E. Holmes Standard Grant 500000 1536 SMET 9178 1536 0000099 Other Applications NEC 0631045 January 1, 2007 Borough of Manhattan Community College S-STEM Scholars' Program. The Borough of Manhattan Community College S-STEM Scholars Program is awarding scholarships to full-time Computer Science, Engineering and Mathematics students who demonstrate both academic potential and financial need. Special emphasis is being given to recruiting from underrepresented groups. Scholars are being organized into active learning communities, which are being supported by a wide range of expanded and individualized academic support services including mentoring, academic advisement, tutoring and research opportunities. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Wilkinson, Patricia Phil Penner Joel Hernandez Richard Chorley CUNY Borough of Manhattan Community College NY Stephen C. Cooper Standard Grant 499952 1536 SMET 9178 0000099 Other Applications NEC 0631050 October 1, 2006 Science, Technology, Engineering and Mathematics (STEM) Scholars at Camden County College. Camden County College is awarding 26 scholarships per year for four years to enhance educational opportunities for low-income, academically talented students pursuing science, computer technology, engineering or mathematics (STEM) associate degree programs. Scholars are selected based on potential for academic achievement, financial need, citizenship, full-time enrollment in a STEM program and recommendations from counselors, teachers or community leaders. Program objectives include recruiting underrepresented students and providing academic support services to ensure scholars' successful retention to degree attainment and transfer. Intellectual merit is evidenced by the qualifications and experience of the PIs, faculty and administration commitment, the range of academic enrichment activities, and collaboration with businesses and community-based organizations. Program components build upon the existing infrastructure for student support services, industry partnerships, and articulation agreements with four-year institutions. Faculty mentoring, academic advisement, monitoring of academic progress, tutoring, supplemental instruction, field trips to local industry sites, career planning, communication and critical thinking skills workshops, cooperative education, and transfer advisement support this learning community approach. Broader impact is reflected in the collaborative efforts of the various team members to attract underrepresented students into STEM programs and increase their retention, graduation and transfer rates. Presentations at professional meetings disseminate program results. The long-term benefit to society is an increase in the diversity of qualified individuals prepared to meet the workforce needs in high demand STEM fields. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Chatman, Jr., Lawrence Ying Mao Laverne Glenn Melvin Roberts Joseph Diaco Camden County College NJ Bert E. Holmes Standard Grant 477879 1536 SMET 9178 1536 0000099 Other Applications NEC 0631054 September 15, 2006 Computer Science, Engineering and Mathematics Scholarship Program. This project is building on the success of an earlier CSEMS project aimed at enhancing recruitment and retention of talented women, minorities, and first-generation college students in computer science, engineering, and mathematics. The main activities of the project are: building a community of student scholars and faculty that improves academic and social support of talented, financially needy students interested in a STEM major; and preparing students for careers in STEM fields by providing industry mentors and enhanced opportunities for seeking internships and long-term employment. Senior personnel from the Admissions Office and the Office of Financial Aid are working with the Principal Investigator and other faculty to recruit students from across the country to select the best students who meet the mandated criteria for S-STEM scholarships. The students are being supported by a network of mentors consisting of second-year students, graduate student mentors, faculty, and industry representatives. Scholarship recipients meet for weekly Seminars that provide information on University resources, cutting-edge research, industrial internships and job opportunities, and academic and career planning. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Souvaine, Diane Misha Kilmer Laurie Baise Blaine Pfeifer Irene Georgakoudi Tufts University MA Herbert H. Richtol Standard Grant 499560 1536 SMET 9178 0631058 October 1, 2006 Wilkes Honors College Science Scholarships. Scholarships are being awarded to academically talented, financially needy students enrolled in the Wilkes Honor College and majoring in biology and chemistry. The scholarships are for varying amounts ranging from $2500 to $10,000 per year depending upon the financial need and the expected family contribution toward meeting the educational expenses. Undergraduate research is an integral component of the honors college program and is benefiting from the presence of Scripps Research Institute's facilities on the same campus. In addition, to the academic year research activities, some summer research assistantship opportunities are being made available to the scholarship holders. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Kirchman, Paul Eugene Smith Mark Rupright Nicholas Quintyne Michelle Ivey Florida Atlantic University FL Linnea A. Fletcher Standard Grant 500000 1536 SMET 9178 0631065 September 1, 2006 University and Community Alliance for Mathematics and Computer Science. This project is creating the University and Community Alliance for Mathematics and Computer Science (UCAMCS) with the goal of providing scholarships to encourage and enable academically talented, but financially needy, students to complete their baccalaureate degree in mathematics or computer science, and to enter the science, technology, engineering, and mathematics (STEM) workforce. In mathematics and computer science programs at the college, this project is (a) increasing the number of graduates, (b) increasing college enrollment of under-represented minority students; (c) improving educational opportunities for students; (d) increasing retention and graduation rates; (d) improving student access to and utilization of support programs available at the university; and (e) strengthening partnerships between the university, local school districts, local STEM educational organizations, and local STEM industries. The program is working collaboratively with the Honors Program at the university. Intellectual Merit: Program activities provide important opportunities to advance knowledge and understanding relative to effective support and enhanced advising for undergraduate students in the STEM disciplines and opportunities to recruit and place new graduates in STEM enterprises. The use of innovative academic advising and mentoring models using an organizational development tool along with subsequent evaluation fosters tight integration of education and research. Broader Impacts: The project focuses on support for undergraduate students in the STEM disciplines while improving the quality of teaching, training and learning university wide. Activities broaden the participation of underrepresented groups and involve recruitment, retention, graduation, and placement in STEM-related areas. The project promotes institutionalized and systematic change in the infrastructure of the institution for advising, mentoring, networking, and partnerships. It is strengthening the social, economic, and intellectual fabric of the Southeastern region of North Carolina. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Okunbor, Daniel Mingxian Jin Deepthika Senaratne Kwami Tuprah Fayetteville State University NC John F. Mateja Standard Grant 458820 1536 SMET 9178 0631071 June 1, 2007 Increasing the Number of STEM Graduates (INSG). The Increasing the Number of Stem Graduates program at Grambling State University is awarding scholarships to students pursuing chemistry, biology, mathematics, computer science, engineering technology, and physics degrees who demonstrate both academic potential and financial need. Special emphasis is being given to recruiting from underrepresented groups. Scholars are being organized into cohorts, which are being supported by activities such as a summer bridge program, peer mentor, study sessions, and a concentrated effort to introduce and encourage undergraduate research. This project is making an impact in STEM undergraduate education in the region. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Walton, Connie Danny Hubbard Lee Britt Shirley Flinders Avaine Strong Grambling State University LA Stephen C. Cooper Standard Grant 460000 1536 SMET 9178 9150 0631076 October 1, 2006 Scholarships in Science, Technology, Engineering, and Mathematics. Engineering Technology (58) This Manufacturing Technology program offers scholarships to students as a way to increase enrollment/retention of women, minorities, and low-income students. The program management team is responsible for recruiting, selection of recipients, and monitoring the progress of scholars. The institution uses existing support services and in addition to those services, orientation, retention, and placement workshops are offered to the student participants. Evaluation activities include the measurement and comparison of: program outcomes with program objectives; program outcomes with those of an institutional cohort; and placement rates and salaries with those of an institutional cohort. An assessment instrument is used to measure student satisfaction levels with the project. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Hall, Alan Anthony Clarke Phillip Godel Kentucky Community & Technical College System KY Sheryl A. Sorby Standard Grant 441600 1536 SMET 9178 9150 1536 0000099 Other Applications NEC 0631078 September 15, 2006 Kalamazoo Scholars: Local Access to a National Science-Rich Liberal Arts Education. This project is supporting ten academically talented students with financial need for four years through the S-STEM program. In accordance with institutional goals to become a more inclusive campus, the college is recruiting students for this program locally in the racially and ethnically diverse cities of Kalamazoo and Battle Creek in an effort to attract students from groups traditionally underrepresented in the sciences. Recruiting efforts build on pre-existing relationships with the Kalamazoo Public Schools, the Battle Creek Public Schools, and local community organizations. The goals of the project are to: (a) attract students from underrepresented groups (mainly Black and Hispanic) with academic talent and financial need interested in majoring in science, technology, engineering, or mathematics (STEM) fields; (b) enhance and add to existing support structures to retain these and other students in STEM fields; and (c) establish a proof of concept in this project to encourage donors to endow a scholarship program for students from underrepresented groups with academic talent and financial need who wish to major in a STEM field. The intellectual merit of the project lies in the high quality science education the S-STEM students are being offered. These students work with accomplished and dedicated faculty; take rigorous, engaging coursework in math and science; and participate in enriching educational programs, such as summer research experiences and career internships. The project is adapting programs that have been successful in helping minority students achieve at a high level in math and science. These programs include the work of Uri Treisman, the work of Robert Moses and the Algebra Project, and in particular the work of Freeman Hrabowski and the Meyerhoff Scholars Program. The broader impacts of the project include a focus on supporting students from traditionally underrepresented groups in earning a baccalaureate degree in a STEM field and helping these students prepare for post-graduate study. The support programs put in place for S-STEM students are also increasing retention for all STEM majors at the college and encouraging more students of color, not only S-STEM students, to consider, and persist in, STEM disciplines. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Fink, John Kalamazoo College MI John F. Mateja Standard Grant 460000 1536 SMET 9178 0631079 October 1, 2006 Galileo Scholars Project for Science, Technology, Engineering and Mathematics (STEM) Programs. This project builds upon a current CSEMS project, the Galileo Scholars Initiative, which started in 2002 and concentrates on computer science and technical subjects. This project's more inclusive criteria for eligible disciplines is helping to expand the scope of current efforts to include more students and a more diverse learning community of students, thus responding more completely to the current and projected workforce needs of the burgeoning Life Sciences industry in central New Jersey. The intellectual merit of this initiative is reflected in the increased enrollment, retention and success in STEM degree programs of financially needy, academically talented students. Students are benefiting from mentoring provided by college faculty and individuals from industry, cohort-building activities enhanced by an online support system, and opportunities for internships. This effort is supplemented by funds provided by industry partners and individuals through the RVCC Foundation. The broader impact of the proposed collaborative project are the partnerships that are being forged between the college's administration and staff with area high school students and staff, industry partners and the community itself. Through project dissemination activities, the results of these efforts are being widely shared among the higher education community of New Jersey and beyond. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Gorini, Rosemarie Antonella Pompo Raritan Valley Community College NJ Terry S. Woodin Standard Grant 381775 1536 SMET 9178 0000099 Other Applications NEC 0631082 January 1, 2007 Supporting Scholars in Science and Engineering. This scholarship program is supporting improved recruitment and retention of academically talented students in STEM fields, with a specific focus on increasing the number of women and other underrepresented minorities in engineering, physics, and computer science. The intellectual merit of this project rests in the opportunities it provides for students to further enhance their education through summer research, study abroad, internships, and leadership training; and to make connections between their major and other disciplines through pursuit of a dual major, minor or interdisciplinary major. A particularly innovative aspect of the latter is the institution's "Converging Technologies" program whose courses explore the unexpected technologies that appear when engineering and liberal arts are brought together in new ways to solve societal problems. All scholarship recipients are enrolled in these integrative courses. These experiences inform the broader impacts of this project through the resulting increase in numbers of students with the education and skills necessary to enter the workforce or professional and graduate programs in emerging multidisciplinary fields. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Traver, Cherrice J. Douglass Klein Union College NY Lee L. Zia Standard Grant 499983 1536 SMET 9178 0000099 Other Applications NEC 0631083 June 1, 2007 Louisiana Tech's S-STEM Scholarship Program. The goal of this scholarship program is to increase the recruitment and retention of students into courses of study in engineering and science, leading to an increase in the number of graduates prepared to enter the STEM workforce. The project is focusing particularly on incoming freshmen who demonstrate academic talent and financial need. The merit of the project lies in its leverage of a proven Integrated Engineering and Science Curriculum that includes team building, collaborative learning, and hands-on activities, as well as an emerging Living and Learning Community effort. A special Freshman Enrichment Program is providing further student support during the critical first year of college. The project expects eighty percent of its S-STEM scholars to graduate with a STEM degree. The broader impacts of the project are seen in the expected increase of over one hundred STEM professionals who would not have successfully completed a STEM degree without support. The project is demonstrating that providing financial and academic support to a focused cohort of students increases their success in obtaining STEM degrees and entering the workforce. Furthermore, the project expects its successful elements to serve as models for adaptation and implementation at other institutions. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Nelson, James Norman Pumphrey Jenna Carpenter Kelly Crittenden Galen Turner Louisiana Tech University LA Lee L. Zia Standard Grant 499292 1536 SMET 9178 9150 0000099 Other Applications NEC 0631088 September 15, 2006 S-STEM Scholarships for Broadening Participation in Sciences. This project is collaborating with the Kent State University Upward Bound Math and Science program to identify and recruit potential physical science majors. This collaboration is being particularly effective in attracting underrepresented groups including minorities, women and persons with disabilities to physical science majors. The scholarships are being awarded to academically talented students that qualify for financial aid at all academic levels from freshmen to graduate students. The graduate students besides pursuing their own studies are serving as role models for the undergraduates and encouraging to them to broaden their consideration of career paths. All scholarship holders are maintaining journals which are aiding the faculty in monitoring student progress. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Maletic, Jonathan Joseph Ortiz Robin Selinger Shan-Hu Lee John Portman Kent State University OH Linnea A. Fletcher Standard Grant 499926 1536 SMET 9178 0000099 Other Applications NEC 0631090 October 1, 2006 Research Scholars Program in Mathematics. The goal of the Research Scholars Program in Mathematics is to attract, retain, and graduate academically talented, financially needy students with degrees in mathematics. The program uses a multi-faced approach to provide a comprehensive educational environment for students in mathematics, especially traditionally underrepresented groups. The program integrates long established in-place campus support structures and academic initiatives with new and innovative approaches to provide a comprehensive, challenging, yet supportive, academic environment for students in mathematics. These include faculty mentoring, academic advising, and enrollment in special seminars focused on careers and graduate school. Special seminars are designed to help scholarship students better understand the range of career options, prepare academically for these options, and develop relationships with industrial people. The program includes an enhanced curriculum that incorporates new and innovative courses and research or internships experiences with dedicated faculty mentors and industrial partners to ensure excellent training of a new generation of mathematicians. Each year the program provides 8 scholarships to undergraduate students and 8 to graduate students. Intellectual Merit: A major component of the project is the integration of research into the traditional mathematics curriculum through the utilization of existing courses augmented with new and innovative courses designed to guide students towards research and/or internships. The curriculum-research integration is boosted through interdisciplinary research seminars at the university as well as from local industrial partners and co-op opportunities. Scholarship recipients are encouraged and assisted by faculty mentors to make professional contacts, participate in tours of industry locations, attend professional conferences, and become members in student chapters of professional/academic societies. Broader Impact: The impacts of the program are multi-layered and directly relevant to the needs of the high technological society of today. Talented students with financial needs who are largely from traditionally underrepresented groups in mathematics are guided through a rigorous academic program toward a timely graduation. Graduates of the program who choose academic careers impact the philosophy of teaching mathematics and the culture of mathematics departments. Students who utilize their mathematics degrees in the high technological workforce fill the technical needs of employers and help diversify the workforce. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Helminck, Aloysius Negash Medhin H. Thomas Banks Hien Tran North Carolina State University NC Kathleen B. Bergin Standard Grant 500000 1536 SMET 9178 0631091 October 1, 2006 Scholarship Program in Science, Math. Engineering & Technology (STEM). Engineering - 61 This project is providing scholarships and support services to undergraduate students in the fields of science, technology, engineering and mathematics. Up to 30 scholarships are being annually provided to academically talented, financially disadvantaged students. A rich array of opportunities are available for the scholarship cohort, including developmental seminars, comprehensive career counseling services, tutoring, internship, research and service learning positions, a laptop loaner program and mentoring from STEM alumni. The program has 3 goals; sharpening students' problem solving abilities, building student confidence in their ability to succeed in their chosen STEM field, and exposing them to a breadth of STEM disciplines with an associate range of career opportunities. Students are also participating in field trips to research institutions and local industries, exposing them to a wide venue of research environments. Students are also attending workshops enhancing their professional and academic skills. They have the opportunity to present their work at the Annual Undergraduate Symposium held on campus as well at other professional society meetings. The project is being annually assessed utilizing both formative and summative methods with the results being disseminated at national meetings and via the project website. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Dhir, Sarwan Melinda Davis Seema Dhir Julius Scipio Fort Valley State University GA Lesia L. Crumpton-Young Standard Grant 484400 1536 SMET 9178 0000099 Other Applications NEC 0631096 October 1, 2007 New York City College of Technology S-STEM Program. Information Science and Systems (33) This program offers scholarships to 36 academically promising, financially disadvantaged students in the departments of Computing and Engineering Technology. The institution plays a major role nationally in the production of underrepresented minority graduates in science and engineering. The NSF scholars benefit from close association with faculty in their departments, counseling and mentoring targeted to their career interests, and tutoring by adjunct faculty through the College Learning Center. The financial assistance enables the college to graduate larger numbers of students, shortens the time it takes for students to obtain their degrees, and get placed in appropriate jobs in the workforce. The coordination among the Learning Center, departmental, and student support services creates a matrix of encouragement and support that contributes to the reduction of attrition. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Li, Xiangdong Sunghoon Jang Candido Cabo CUNY New York City College of Technology NY Sheryl A. Sorby Standard Grant 496800 1536 SMET 9178 0000099 Other Applications NEC 0631102 October 1, 2006 PAGES: Preparing and Graduating Engineering Scholars. Twenty nine academically talented, financially needy undergraduates and graduate students majoring in engineering are receiving scholarships of $3750 annually. An emphasis is being placed on the recruitment, retention and graduation of women and other groups that are underrepresented in engineering. The scholarships are replacing student loan packages and decreasing student indebtedness upon graduation. A combination of proven methods including tutoring, mentoring, and monitoring is being implemented and is enabling participants to achieve their best academic performance. Additionally, PAGES is offering networking opportunities, coaching, and workshops that are helping to prepare the scholars for a professional career in engineering. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Soffa, Mary Lou P. Paxton Marshall Carolyn Vallas University of Virginia Main Campus VA Linnea A. Fletcher Standard Grant 500000 1536 SMET 9178 0631105 September 15, 2006 A Mentoring Scholarship Model for the Engineers of 2020. Interdisciplinary (99) This project addresses two fundamental tasks: 1) to attract more students into engineering and 2) to increase the persistence of these students in engineering. The goal of this project is to demonstrate that significant improvements in retention and workforce throughput can be achieved by combining scholarships, mentorship, professional development activities, intervention, and academic support in a coherent program designed to help empower students to take responsibility for their own success. Fourteen (14) undergraduates in Electrical, Mechanical, and Industrial and Systems Engineering will participate as a cohort group from their freshman to senior year. Key program elements include scholarships, a comprehensive mentorship program, research internships, and a Professional Development Seminar Series designed to help students bridge the gap between the classroom environment and the expectations and realities of the workplace. Project success, defined in terms of five performance objectives and four research questions, are systematically evaluated, reported, and disseminated. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Huang, Ming Kathleen Kramer David Malicky University of San Diego CA Sheryl A. Sorby Standard Grant 500000 1536 SMET 9178 1536 0000099 Other Applications NEC 0631107 October 1, 2006 Increasing the Science-based Workforce through Scholarships in Science, Technology, Engineering and Mathematics. This project increases the science, technology, engineering and mathematics (STEM) workforce by recruiting, mentoring, and supporting academically talented but financially needy students through degree completion, and partnering with employers to facilitate placement. This is accomplished by four objectives: Improve educational opportunities for students by awarding 40 scholarships annually for $2,500 each over a four-year period; Increase retention of students to degree achievement by creating supportive environments through changes in organizational culture and practices; Improve student support programs by providing mentoring, tutoring, study-groups, career counseling, internships, and placement services; Increase the STEM workforce by implementing the project collaboratively with industry partners to increase the number of well-educated and skilled employees in technical areas of national need. The Intellectual Merit of the project is to advance knowledge of effective practices that prepare students to pursue STEM careers from community colleges, by innovatively integrating student support and placement and providing students with skills to improve their academic competitiveness. The Broader Impact of the project will increase the economic diversity of the STEM workforce. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Zimmerman, Carol Franklin Brown Moana Karsteter Tallahassee Community College FL Lance C. Perez Standard Grant 460000 1536 SMET 9178 0000099 Other Applications NEC 0631108 October 1, 2006 Assisting Underrepresented Scholars in their Pursuit of Aeronautical and Meteorological Education. Engineering - 41 This project is providing scholarships to highly motivated students from underprivileged backgrounds. Using a targeted pool of students who are participating in the Upward Bound and Math Science Regional Center programs, this project is enhancing these students' abilities to pursue degrees in aeronautical science and applied meteorology by providing both scholarships and strong student support programs. By developing a comprehensive progress plan for each student when they begin their studies, this program will help the students establish individual goals and objectives. A faculty mentor assigned to each student is designing a process to track how the students' are progressing academically. The scholarships recipients are provided with a host of support services including mentoring, advising, tutoring and other support elements that contribute to their success. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Sinclair, Mark Randolph Reynolds Kenneth Parsons Embry-Riddle Aeronautical University FL Lesia L. Crumpton-Young Standard Grant 499535 1536 SMET 9178 0631110 January 1, 2007 Meyerhoff Scholars in Natural and Mathematical Sciences. This project is supporting a new cohort of Meyerhoff scholars who have demonstrated financial need and are majoring in programs offered by the College of Natural and Mathematical Sciences (CNMS) - comprised of the departments of Biology, Biochemistry and Molecular Biology, Chemistry, Mathematics/Statistics, and Physics. The project is seeking to retain 90% of these students in CNMS majors into the junior year. Furthermore, the project expects each scholar to complete at least one summer of significant research activity by the beginning of the junior year, with at least 70% of these students entering graduate or professional school at the time of their graduation. The merit of the project rests on its grounding in the almost two decades old Meyerhoff Program at the University of Maryland Baltimore County (UMBC). Outcomes and process evaluation and research are being conducted by the original evaluation team for the Meyerhoff Program. The project's broader impacts are being felt through the significant increase in the number of underrepresented minority science and math Ph.D. candidates that is expected. The strong track record of the Meyerhoff Program supports this ambitious goal. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Robinson, Phyllis J. Lynn Zimmerman LaMont Toliver University of Maryland Baltimore County MD Lee L. Zia Standard Grant 500000 1536 SMET 9178 0000099 Other Applications NEC 0631111 October 1, 2006 MAX Scholarships: Mentored Academic EXperience for Success in Biology, Computer Science, Engineering and Math. Minnesota State University, Mankato (MSU) is awarding Mentored Academic EXperience for Success (MAX) Scholarships to four annual cohorts of 23 students enrolled in one of the following majors: Mathematics; Computer Science; Biology; Electrical, Mechanical, Civil, and Computer Engineering; and Electronic, Manufacturing, Automotive and Computer Engineering Technology. Scholars can renew their $5000 scholarships for up to three years. The project's primary objectives are to (1) increase the number of underrepresented students in these departments; (2) increase the number of women in the programs; (3) improve student retention; (4) seek ways to attract non-traditional students; and (5) partner with community colleges to promote and provide educational opportunities over a wider geographic area. Featured components of the program include the integration of research and academic experiences, a broadened participation of underrepresented groups, and an improved infrastructure for meeting student needs. MSU offers a comprehensive program for MAX Scholars that includes support areas such as career planning workshops, seminars by industry partners, opportunities to apply theory in industry settings, and personal professional development opportunities. Along with their cohort, Scholars attend regular seminars introducing university support services and addressing broad academic and career issues. Cohorts consist of 10 seniors, 8 juniors and 5 sophomores, providing "stepping stone mentoring." Scholars engage with faculty and industry mentors on projects that apply their discipline to real-world problems and are encouraged to present their results and experiences to regional high schools and community colleges, as well as at appropriate conferences. The project management team includes faculty members, university support staff and industry advisors. In conjunction with university support, the STEM network developed by this project seeks to understand and address the significant challenges facing students in order to reduce retention problems and to guide students through their academic programs. Program evaluation includes quantitative and qualitative methods and findings are being disseminated at related education and technical conferences. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Bates, Rebecca Mezbahur Rahman Deborah Nykanen Marilyn Hart Minnesota State University, Mankato MN Bert E. Holmes Standard Grant 500000 1536 SMET 9178 0631113 September 15, 2006 Centennial Scholars: Project Based Honors Research Program. Two Colleges of California Polytechnic State University, Engineering and Science & Mathematics, are collaborating to allow academically talented undergraduate and graduate students to benefit from a project-based, interdisciplinary learning curriculum as part of Cal Poly's Honors Program. A total of 88 scholarships are being awarded to honors students with financial need who are majoring in S-STEM programs. Cal Poly, with the largest graduating class of engineering baccalaureate degrees in the Western US, is a highly ranked, severely over-subscribed public school. One of the project's primary objectives is to increase the numbers and accelerate the rate of students graduating with engineering, math and science degrees. These scholarships make it possible for financially needy students to remain in college and explore academically relevant special projects and studies. A key element of this program is the interdisciplinary nature of the team-based projects that serve to motivate and encourage students to excel in their S-STEM fields. Three separate offices on campus are providing significant support for the assessment and evaluation of the project activities. Program methodology and results are being described in papers and presentations at academic forums. Benefits of this program go beyond the financial support provided to the 88 scholarship recipients. Many more S-STEM students benefit directly and indirectly from the continuation of projects, industry ties established through these projects, and mentoring from scholarship awardees. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Alptekin, Sema Philip Bailey Mohammad Noori California Polytechnic State University Foundation CA Lesia L. Crumpton-Young Standard Grant 500000 1536 SMET 9178 1536 0000099 Other Applications NEC 0631118 September 1, 2007 Carroll College STaR Scholar Program. Intellectual merit: The scholarship project is attracting high academic ability students to Carroll College to study Chemistry, Biochemistry, or Molecular Biology. Five to ten scholarships of $3,000 to $7,000 each are being given to eligible students each year, with all scholarships renewable for up to four years. The objectives being realized by the STaR scholarships include: the attraction of high ability students to the college's chemistry, biochemistry and biology programs, improvements in student retention from first to second year, promotion of academic excellence for the cohort group receiving scholarships, and the provision of clear bridges to professional careers. All STaR Scholars enroll in the same core curriculum for the first year to establish a strong bond within the cohort group. This includes a year of introductory chemistry and biology, and a specially designed First Year Seminar and Writing Seminar. These latter two courses, required of all Carroll College students, focus on natural sciences, science literacy and technical writing. All students also enroll in Biological Ethics as a cohort. Broader Impact: The program promises to produce a number of well prepared professionals in their field by providing multiple opportunities for academic and career development including peer mentoring, industrial visits, internships, on and off-campus research, national meeting presentations, career panels and social opportunities. These program elements are encouraging and enabling academically talented but financially needy students to pursue degrees and careers in chemistry, bio-chemistry and molecular biology. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Schuder, Michael Cynthia Horst Monika Baldridge Carroll College WI Terry S. Woodin Standard Grant 393300 1536 SMET 9178 1536 0000099 Other Applications NEC 0631120 January 1, 2007 Science, Technology, Engineering, Math (STEM) Scholars Program. Engineering - 99 The goal of this project is to increase the numbers of successful STEM majors. The project is identifying and recruiting potential STEM scholars from local high schools and engaging them in experiences designed to improve their motivation and persistence. Activities include researching STEM career opportunities, participating in workplace learning through job shadowing and internships, and fostering relationships between the STEM scholars and high technology professionals, future employers and transfer institutions. The program is providing comprehensive support services for the scholars including professional tutoring, career counseling and assistance in securing employment or academic placement. They are utilizing existing career development services offered by the institution and implementing new advising strategies focused on the 2+2 articulation agreements in STEM disciplines. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Keller, David Robert Driggs Kirkwood Community College IA Lesia L. Crumpton-Young Standard Grant 500000 1536 SMET 9178 0631121 January 15, 2007 Scholarships Creating Opportunities for Retention in Engineering (SCORE). Interdisciplinary (99) Scholarships Creating Opportunities for Retention in Engineering (SCORE) improves educational opportunities for minority students in Civil, Electrical, and Mechanical Engineering. Retention rates to degree completion as well as graduation rates are increasing. Professional development, job placement, and advanced degree placement of participating students are also being improved. The student participants are being targeted through high school recruitment efforts from a university that is among the top producers of minority engineering graduates in the U.S. Additional students are being recruited from a local community college. The student participants are co-advised by academic mentors and are participating in structured mentoring programs and various student development seminars and workshops. The scholarship program helps to increase the number of quality minority graduates for the engineering work force. The outcomes of the project are disseminated through the literature, conference presentations, websites, and marketing campaigns to increase student interest in engineering as a profession. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Crosby, Karen Edgar Blevins Harlan Jerro Fred Lacy Southern University LA Sheryl A. Sorby Standard Grant 500000 1536 SMET 9178 9150 0000099 Other Applications NEC 0631123 October 1, 2006 ELITE Program: Enhancing LIves through Technology and Engineering. Engineering Technology (58) The Enhancing Lives through Technology and Engineering (ELITE) scholarship program helps to increase associate and baccalaureate degrees among traditionally underrepresented but academically talented students. A multidisciplinary team of faculty and campus-wide student support specialists are recruiting a cluster of 15-25 scholars with a focus on retention and mentoring that will lead to graduation and ultimately placement in the workforce. This program provides a pathway for Project Lead the Way high school graduates to complete a degree in technology. Scholars have an opportunity to display and enhance their technical skills through individualized internships. Project efforts are disseminated in local, regional, and national education forums. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Dandu, Raju Saeed Khan Julia Morse Troy Harding Danielle Roth Kansas State University KS Sheryl A. Sorby Standard Grant 500000 1536 SMET 9178 9150 1536 0000099 Other Applications NEC 0631124 October 1, 2006 SITE: Scholarships for Information Technology and Engineering. Computer Science (31) Eighty one-year scholarships are provided (20 each year) and renewable for a second year pending acceptable performance to undergraduate students in the areas of Pre-Engineering, Information Technology (IT), Systems Administration, Systems Engineering, Networking, Application Development and Web Design. The objectives of this project are to recruit academically talented students who are low-income and underrepresented, to provide extensive student support, to provide industry exposure, to improve problem solving and communication skills, to determine program efficacy, and to disseminate proven practices. Scholarship students attend weekly seminars/labs to receive additional advising, have their progress reviewed, participate in advanced topic workshops, meet industry professionals, tour businesses, develop multidisciplinary teamwork skills, conduct research, and develop oral presentations. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Spurgeon, William Scott Schaub Thomas Robinson Daniel Doherty Timothy Alvarez Western Nebraska Community College NE Sheryl A. Sorby Standard Grant 460288 1536 SMET 9178 9150 1536 0000099 Other Applications NEC 0631126 October 1, 2006 Collaborative for Scholarships in Computing, Information Sciences, and Engineering. The Collaborative for Scholarships in Computing, Information Sciences, and Engineering at North Dakota State University is awarding scholarships to students pursuing computer science, management information systems, and computer engineering degrees who demonstrate both academic potential and financial need. Special emphasis is being given to recruiting from underrepresented groups including Native Americans and women. Scholars are being supported by activities such as capstone projects in computing education and mentoring. The project is making an impact in undergraduate computer science education in the state. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Nygard, Kendall Brian Slator Rajendra Katti Xiaojiang Du Charles Harter North Dakota State University Fargo ND Stephen C. Cooper Standard Grant 463200 1536 SMET 9178 9150 0631129 September 1, 2006 NSF Engineering Scholarships. This project is providing scholarships to students in the College of Engineering and Applied Sciences that enable the recipients to pursue studies full-time, enhance their educational experience, and enter the workforce in computer science and engineering fields. The College consists of 3 departments: Computer Science, Electrical and Computer Engineering, and Mechanical and Aerospace Engineering. Academic criteria for the scholarships include high GPA, strong letters of reference, and a well-thought out written plan of study. Professional criteria include participation in mentoring or other service activities and student organizations. Students develop leadership skills and career goals. Intellectual Merit: The scholarships enable the best students to concentrate on studies, and reduce the time spent obtaining a degree. Recipients are encouraged to explore creative and original ideas through senior design projects, participation in regional and national contests, independent study credits, and internships. Broader Impact: The project is preparing qualified workers in crucial computer science and engineering areas for local companies. It benefits underrepresented minority, rural, women and disabled students. It enhances the already-close relationship with local industry, leading to improved cooperation in research technology transfer. . S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Kalita, Jugal T Kalkur James Stevens University of Colorado at Colorado Springs CO John F. Mateja Standard Grant 500000 1536 SMET 9178 0631133 October 1, 2006 The Academic Scholars Program. The Academic Scholars Program serves 22 academically talented but financially disadvantaged students per semester who are majoring in science, technology, engineering or science (STEM) disciplines. It provides a solid support system to ensure success through degree completion and/or transfer to a four-year institution. Intellectual Merit: Program components include the utilization of an Individual Education Plans for each scholarship recipient, faculty mentors who monitor academic progress, the creation of a STEM student cohort through the Math + Science Center, carefully tracking of students throughout their academic careers, participation of scholarship recipients in field work which offers application-oriented experiences, and increased collaboration among faculty and students among STEM disciplines. The Academic Scholars Program builds upon the framework developed for the Computer Science, Engineering, and Mathematics Scholarship (CSEMS) project. Broader Impact: The Academic Scholars Program is critical in advancing the knowledge and understanding of science, engineering, technology and mathematic on an Hispanic Serving Institution (HSI) campus comprised of highly diverse, economically disadvantaged, and academically talented students. This program is broadening opportunities and enabling participation for underrepresented groups of students to pursue degrees in STEM disciplines. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Hodgkins, Anne Philip Pepe Seth Goodman Jeanne Arquette Maricopa County Community College District AZ Kathleen B. Bergin Standard Grant 499812 1536 SMET 9178 1536 0000099 Other Applications NEC 0631134 October 1, 2006 A Learning Community to Promote Success for At-Risk Engineering Students. Engineering - 99 This project is addressing three significant threats to the academic success of engineering students - financial difficulties, math deficiencies, and poor study habits. Targeting rural and inner-city students, the 24 electrical and civil engineering students are participating in a living-learning community during their freshman year. This is providing the students with a sense of community and instilling a culture of discipline necessary for their success in engineering. They are taking common classes including a special section of Foundations of Engineering. Student professional chapters, with faculty assistance, are providing peer mentors for the students. Each of the freshman students are receiving scholarships which are renewable for up to four years based on their academic performance. Post freshman year scholarships are being provided to those students who, having started with pre-calculus courses, are now eligible to begin the calculus sequence. The funds are enabling them to enroll in the first or second semester calculus course the summer prior to their sophomore year, ensuring that they can begin their sophomore year in the appropriate calculus course. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Ricks, Kenneth Robert Taylor James Richardson Miranda Carlisle University of Alabama Tuscaloosa AL Lesia L. Crumpton-Young Standard Grant 500000 1536 SMET 9178 9150 0631141 September 15, 2006 Students Integrating Science and Technology Education for Research Scholarship (SISTERS). Twenty scholarships are being awarded annually to financially needy, academically talented students majoring in biology, chemistry, computer science, mathematics, physics or a dual degree engineering program. The project is changing how all STEM students, not just scholarship holders, are taught. Some key features of the program are the incorporation of inquiry-based learning techniques, peer-led project teams, round table discussions, special workshops and collaborative faculty-student research teams. An objective of the revised instructional program is to increase the retention of students in STEM fields to graduation by 25 percent. The project is successfully introducing more well-educated scientists from underrepresented groups into the national scientific community. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Hylton, Derrick Spelman College GA Linnea A. Fletcher Standard Grant 498552 1536 SMET 9178 1536 0000099 Other Applications NEC 0631145 April 15, 2007 The Mentoring Project. DePaul University's S-STEM program is awarding scholarships to full-time students in the School of Computer Science, Telecommunications and Information Systems (CTI) who demonstrate both academic potential and financial need. A special effort is being made to attract academically talented students from underrepresented groups including women. Scholars are participating in a multi-level mentoring program designed to increase both the retention and graduation rates of STEM majors. The project is making an impact in undergraduate Computing education in the region. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Dettori, Lucia GianMario Besana Craig Miller Raffaella Settimi Theresa Steinbach DePaul University IL Stephen C. Cooper Standard Grant 500000 1536 SMET 9178 0116000 Human Subjects 0631147 January 1, 2007 Scholarships, Mentoring, and Academic Enhancement Training for Science and Mathematics Undergraduate Students. Engineering - 99 This project is awarding scholarships to thirty students annually within the fields of science and mathematics. They are recruiting high school students who have demonstrated great potential for success and retaining them through the implementation of various student support and mentoring programs. The project is enhancing the students' educational experiences through workshops, seminars, K-12 and community outreach opportunities. Each scholar is participating in computer technology training through the LSU Student Application and Resource Training (START) Program. Each scholar is creating a portfolio of academic work that is annually updated. Progress is being measured based on student academic performance, progress in computer technology, and their participation and attendance in the project academic enhancement activities. Graduation interviews are providing additional insight to project improvement. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Warner, Isiah Su-Seng Pang Frank Neubrander Lawrence Smolinsky Evangelos Triantaphyllou Louisiana State University & Agricultural and Mechanical College LA Lesia L. Crumpton-Young Standard Grant 492560 1536 SMET 9178 9150 0631151 January 1, 2007 Physics and Mathematics at the Timbuktu Academy. Interdisciplinary - 99 This project is providing scholarship and support to students pursuing math, math education, physics and physics education undergraduate degrees. The students are participating in three unique programs thereby expanding their learning community and providing a unique way to enhance their academic, professional and personal success. The Timbuktu Academy is a nationally recognized systemic mentoring program; the LIGO Educational Outreach Partnership and Project MISE which both address inquiry based teaching and learning for pre-service teachers. This project is enhancing the instructional and research infrastructure so as to maintain best practices in recruitment of math and physics students. The systemic mentoring of students, the strengthening of the quality of education, intra-institutional and other collaborations are primary factors in this effort. Evaluation is focused on student academic performance, retention, graduation rates and post graduation activities. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Meyinsse, Joseph Diola Bagayoko Luria Stubblefield Southern University LA Lesia L. Crumpton-Young Standard Grant 496800 1536 SMET 9178 9150 0631161 October 1, 2006 Montana Minds. Montana Minds provides four-year renewable scholarships for 18 students majoring in chemistry, biology, mathematics, computer science, and software engineering at Montana Tech. Working with the federally funded and state administered program Gear Up, Montana Minds is recruiting students from Montana high schools (including Native American high schools) where students have been traditionally underrepresented in college and particularly underrepresented in the STEM disciplines. Special features designed to help insure the success and perseverance of Montana Minds student scholars include enrollment in targeted Learning Communities to foster cohesiveness, enrollment in a College Success course to sharpen study skills, advising within a discipline by a single faculty member, the use of student mentor/tutors to build community among the scholars, and encouraged participation in disciplinary based student clubs. Broadening and enriching experiences that expand and stimulate the disciplinary horizons of Montana Minds student scholars include travel to visit national science and engineering laboratories, mentored attendance at a national meeting, and exposure to the methods, community values, and ethics of scholarly activity through undergraduate research where students work with faculty and other students in teams attacking authentic questions and problems. Student scholars are encouraged to return to their home communities to tell their stories and stimulate other high school students to follow in their paths. Montana Minds is sharing the model and best practices nationally through presentations at professional association meetings and publications. Feedback from this dissemination, in addition to continuous informal and annual formal assessment, assures that the project is meeting its goals of preparing and educating students for future successful careers in science, technology, engineering, and mathematics. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Coe, Douglas Amy Verlanic Annette Kankelborg Montana Tech of the University of Montana MT Bert E. Holmes Standard Grant 489450 1536 SMET 9178 9150 1536 0000099 Other Applications NEC 0631168 October 1, 2006 SHiPPER: Spreading High-Performance computing Participation in undergraduate Education and Research. The Spreading High-Performance computing Participation in undergraduate Education and Research project at the University of Texas at El Paso is awarding scholarships to students pursuing computer science degrees who demonstrate both academic potential and financial need. As a Hispanic-serving Institution, special emphasis is being given to recruiting from underrepresented groups including Hispanics and women. Scholars are participating in interdisciplinary research which is introducing them to the role of high-performance computing in disciplines like computational engineering, computational science, and biomedical science. Scholars are being supported by activities such as faculty led mentoring and a peer-leadership program. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Teller, Patricia University of Texas at El Paso TX Stephen C. Cooper Standard Grant 275856 1536 SMET 9178 0631169 October 1, 2006 Enhancing Access Scholarships in Engineering & Computer Science (EASE) Transfer Program. Engineering - 59 This project is increasing the number of engineering and computer science graduates by reducing the financial and academic barriers to student success. Recruitment efforts are leveraging the activities of an existing program geared toward recruitment and retention of American Indian students in engineering, which includes visits to all seven Montana reservation communities. Also being utilized is the Providing Resources for Engineering Preparedness program which seeks to strengthen connections between Montana's tribal and community colleges. Selected students will receive scholarships based on their financial need and their interest and dedication to STEM studies. Students are participating in a bridge program prior to their first semester, helping them to begin feeling at home in the College and to connect as a cohort. During the academic year, students are participating in study groups and monthly mentoring and networking events. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Sherick, Heidi Carolyn Plumb Sheree Watson Montana State University MT Lesia L. Crumpton-Young Standard Grant 368645 1536 SMET 9178 9150 0631175 October 1, 2006 Computer Science & Information Technology Scholarships. The Rocky Mountain College Access and Success in Computer Science Project is awarding scholarships to students pursuing Computer Science and Information Technology who demonstrate both academic potential and financial need. Special emphasis is being given to recruiting from American Indians and women. Scholars are making use of two campus programs, Students for Academic Success and American Indian Affairs, which are designed to assist students from small rural communities and reservations in adapting to, and succeeding in, college. The project is making an impact in undergraduate computer science education in the mountain states. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Smith, K. Stuart Aaron Benner Jane Van Dyk Lisa Browning Rocky Mountain College MT Stephen C. Cooper Standard Grant 500000 1536 SMET 9178 9150 0000099 Other Applications NEC 0631176 October 1, 2006 Undergraduate Scholarships: Using Interdisciplinary Learning Communities to Improve Retention and Success in Biology and Chemistry. This project is resulting in 20 annual scholarships (~$5000/year) being awarded to financially-needy, academically-promising biology and chemistry undergraduates. The results of related programs include increased enrollment of freshmen and transfer students in these disciplines, and increased retention and graduation of students within these majors. Intellectual merits: As support for these students and to reassure their graduation and entrance into graduate school, industry or other biology or chemistry related career, the project features: three-day institutes to help students adjust to the demands of college; the formation of learning communities; bi-weekly seminars that include presentations on careers, research, and industrial applications, field trips to local businesses; and internship, employment; and undergraduate research opportunities both on campus and with local businesses. Broader impacts: A partnership with South Puget Sound Community College, and presentations at other high schools and colleges, is helping to disseminate information about the program to other institutions. Project leaders are disseminating their findings in journals and at professional meetings (e.g. National Learning Communities). This project is serving as a demonstration of the progress that can be made when student centered projects are planned and implemented with strong faculty and student support staff collaboration. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Schofield, Paula Andrew Brabban Evergreen State College WA Terry S. Woodin Standard Grant 457435 1536 SMET 9178 0000099 Other Applications NEC 0631180 October 1, 2006 The Emerging Scholars Program. The Emerging Scholars Program recruits academically talented and financially needy students interested in STEM fields, especially those from underrepresented groups in these disciplines. The intellectual merit and the project's goals are to support students in their academic endeavors, promote student success through the completion of an associate's degree and either enter the job market or transfer to a four-year institution. The Project also exposes participants to various professional avenues that the STEM disciplines provide. The scholarships provided by this project have broader impact by allowing more low-income, underrepresented students to enter and succeed in the educational and career pathways within STEM fields. The project awards 21 scholarships at an average of $5,000 each year. Various services and activities supplement participants' regular classroom instruction, including mentoring activities, field trips, internships, and encouraged participation in professional societies. The Project has an objective to award 50% of scholarships to groups traditionally underrepresented in the STEM disciplines to promote a more diverse workforce. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Rivera, Rey Bryan Tippett Dwain Desbien Rosanna Short Arlisa Richarson Maricopa County Community College District AZ Lance C. Perez Standard Grant 482213 1536 SMET 9178 0631181 October 1, 2006 Scientific Leadership Scholars Program (SLSP). Humboldt State University's Scientific Leadership Scholarship Program is awarding scholarships to students pursuing Computing Science, Environmental Resources Engineering, and Mathematics degrees who demonstrate both academic potential and financial need. Special emphasis is being given to recruiting Native Americans and first generation students. Scholars are being organized into cohorts, which are being supported by an enhanced academic program which includes common courses, individualized advisement, structured tutorials, mentoring, and a summer orientation. Scholars are also being offered the option of participating in an interdisciplinary service learning seminar using collaborative problem solving with local Native American communities. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Eschenbach, Elizabeth Mary Virnoche Jacquelyn Bolman Sharon Tuttle Tyler Evans Humboldt State University Foundation CA Victor P. Piotrowski Standard Grant 499943 1536 SMET 9178 0631182 January 1, 2007 Mathematics and Science Scholars at California State University, San Bernardino. The Mathematics and Science Scholars (MASS) program is awarding 30 annual scholarships for academically talented, financially needy students in the STEM disciplines: Biology, Chemistry & Biochemistry, Computer Science, Geological Sciences, Mathematics, and Physics. Intellectual Merit: The MASS program objective is to recruit and graduate a talented pool of science and mathematics leaders. The university has identified several factors that impact college-going and student graduation rates: financial need, preparation, study skills, college familiarity, and research awareness. MASS is designed to address these issues and foster change. Broader Impacts: The scholarship program is designed to recruit from a largely Hispanic population; select recipients based on academic achievement and demonstrated interest in the sciences; provide support through faculty mentoring and cohort activities; and assist graduates in pursuing STEM careers and graduate studies. MASS impacts the lives of underrepresented and financially needy science students by giving them the tools to succeed, including opportunities for undergraduate research, industry internships, and graduate studies. Scholars can serve as role models for other students at the university and the high schools they came from. The local economy and businesses benefit from well prepared, diverse job applicants. The project is creating a community of scholars that can be a successful model of encouraging scientific exploration via scholarship incentives. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Georgiou, George Joan Fryxell Kimberley Cousins Keith Schubert Laura Wallace California State University-San Bernardino Foundation CA Lance C. Perez Standard Grant 500000 1536 SMET 9178 0000099 Other Applications NEC 0631188 October 1, 2006 California Community College Transfer Consortium. Scholarships are being awarded to one hundred eighty six academically talented, financially needy students transferring from one of the thirty five participating community colleges to one of twenty four universities in the consortium. The students are majoring in computer science, engineering, or mathematics. The consortium is cooperating with numerous other projects within the State of California in an effort to increase the diversity of the workforce within these disciplines. Among the cooperating partners are the NSF Louis Stokes Alliance for Minority Participation, the NSF-UC Alliance for Graduate Education and the Professoriate, and industry volunteers from many of the country's leading companies and research centers. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Porter, Oscar University of California, Office of the President, Oakland CA Duncan E. McBride Standard Grant 1750000 1536 SMET 9178 0631189 September 15, 2006 Academic and Professional Development for Upper-Division Computer Science, Engineering, and Mathematics Students. Twenty-seven scholarships are being awarded annually to academically talented, financially disadvantaged upper division students. There is an emphasis on the recruitment of women and underrepresented minorities. The scholarships, together with an established infrastructure and student support services, are enabling the selected students to maintain full-time enrollment and achieve a bachelors degree in computer science, engineering or mathematics. The Guaranteed 4.0 Learning System is helping students learn improved study and time management skills. The overall program is directed toward the students making a smooth transition to research, graduate school and the technical workforce. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Anderson-Rowland, Mary Armando Rodriguez Arizona State University AZ Linnea A. Fletcher Standard Grant 500000 1536 SMET 9178 0000099 Other Applications NEC 0631193 November 1, 2006 Undergraduate Scholarships in Integrated Science. This project is a partnership among the science and mathematics disciplines in the College of Science. The goals are to enhance appreciation for the integration of scientific disciplines, to improve academic performance and university graduation in the sciences, and to prepare undergraduates to enter the science and technology workforce or graduate school. Intellectual Merit: Scholars begin the program as sophomores or juniors, have high academic potential and financial need, and are selected from the disciplines of astronomy, biological sciences, chemistry, computer science, geosciences, mathematics, and physics. The program features enrichment activities designed to make scholarship recipients successful in college and prepared for the workforce or graduate school. The activities include a faculty and peer mentor, lectures by and informal meetings with interdisciplinary scientists, opportunities to do independent research or a scientific internship with a scientist or mathematician, a course in integrated science, travel to scientific meetings, and a Graduate Record Exam (GRE) workshop. Broader Impacts: Underrepresented groups are being recruited using minority organizations on campus. Assessment includes formative and summative evaluations. One study compares scholarship recipients and students with similar academic characteristics by looking at graduation rates in the supported disciplines and the number of students who enter graduate school or the science/technology workforce. In addition, the program includes opportunities for scholarship recipients to do hands-on science and math activities through the Science Connection program in elementary or middle schools that have a high percentage of minority students. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Burd, Gail William Velez Kathleen Dixon Randall Richardson Koen Visscher University of Arizona AZ John F. Mateja Standard Grant 500000 1536 SMET 9178 0631194 October 1, 2006 Building Engineers and Supporting Talented Scholars (BESTS). The Building Engineers and Supporting Talented Scholars (BESTS) project is increasing the retention to graduation of low-income, underrepresented upper-division students in the UCLA Center for Excellence in Engineering and Diversity; increasing the number of low-income, community college transfer students who transfer into engineering and computing at UCLA; and increasing the numbers of students who are prepared for and accepted into advanced studies. By the end of the project, approximately 90 economically disadvantaged, engineering and computer science students are expected to be positively impacted. The project is integrating teaching, learning and training by involving the NSF, DOD and NASA research faculty and graduate students in mentoring the BESTS scholars joining their research centers during the summer. The project is focusing on broadening the participation, retention and performance of low income students entering from community colleges via the BESTS support services and community. The project is building on partnerships formed during a previous CSEMS project. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Jacobsen, Stephen Adrienne Lavine William Kaiser Enrique Ainsworth University of California-Los Angeles CA Linnea A. Fletcher Standard Grant 499996 1536 SMET 9178 1536 0000099 Other Applications NEC 0632082 October 1, 2006 Teachers' Domain Educational Standards Enhancement. This project is building on an earlier one that created the Teachers' Domain , a collection of rich-media resources for K to 12 teachers. The resources include five general media types: video, audio, interactive, image and document. Materials are available for the life sciences, physical science and engineering, and earth and space science. The project is relating state and national educational standards to the digital resources using a controlled vocabulary interfacing tool. The interface is benefiting K to 12 learners and educators by allowing teachers to find educational resources that support learning goals and standards, and their interconnections. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Sicker, Theodore WGBH Educational Foundation MA Lee L. Zia Standard Grant 74620 7444 SMET 9178 7444 0000099 Other Applications NEC 0632143 September 1, 2006 Enhancing NSDL.Org with Concept-browsing Interfaces based on AAAS Strand Maps. The project is building on work done under a previous award that created strand maps based on AAAS Benchmarks for Scientific Literacy and successfully used them through the DLESE interface. Using the existing Strand Map Service a concept browsing interface is being created for NSDL.org. The interface is benefiting K-12 learners and educators. Concept browsing allows teachers to find educational resources that support learning goals and standards and their interconnections. In conjunction with development of the concept browsing interface, the Core Integration team is gaining the necessary expertise to support future Strand Map Service. The NSDL Core Integration Team is providing six months of developer time in order to ensure that concept browsing will, over time, be extended throughout the digital library. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Sumner, Tamara University of Colorado at Boulder CO Victor P. Piotrowski Standard Grant 74723 7444 SMET 9178 0632232 October 1, 2006 Adding Value to NSDL Resources through Pedagogical Content Knowledge Annotations. Earth Systems Science (40) The goal of this project is to improve the quality of education by providing educators with instant access to pedagogical content knowledge (PCK) as they prepare to teach a given topic or lesson using resources from a digital library. The project links digital library resources with annotations that represent one of three types of PCK: (a) resources that deal with teaching a specific skill or science process, (b) resources that deal with common misconceptions about a specific concept, and (c) resources that deal with an assessment technique. From the user's perspective, PCK annotations will mean that when a digital library search engine returns a resource description, it may include extra links for related pedagogical materials that can be useful when trying to teach with that science resource. The testbed for this project is the Digital Library for Earth System Education (DLESE). Over the period of the grant the plan is to provide PCK annotations for at least one thousand of the resources in DLESE. The project is also refining the DLESE user interfaces so that annotations are effectively displayed as part of search results. The new user interface for the display of annotations is being subjected to usability testing, and once the pedagogical annotations are available in the public DLESE, their use in practice will be monitored. Although initial testing is being done with DLESE, the work has broader impact since the annotation metadata will be harvestable NSDL and other digital libraries. NSDL can also adapt the tools and methodology developed by this project to add pedagogical annotations to its own collections. The need for relevant, just-in-time pedagogical content knowledge, to support better-targeted teaching and more-effective learning, is common across the full sweep of disciplines covered by NSDL. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Kastens, Kim Columbia University NY Jill K. Singer Standard Grant 75000 7444 SMET 9178 0000099 Other Applications NEC 0632247 October 1, 2006 Collaborative Project: ChemEd Digital Library: An NSDL Pathway for Chemical Sciences Education. The Chemical Education Digital Library (ChemEd DLib) is a joint project of the American Chemical Society (the world's largest scientific society) and the Journal of Chemical Education (the world's premier education journal in chemical sciences) to provide a pathway to chemistry educational resources through the National Science Digital Library. The ChemEd DLib collects digital resources that enhance teaching and learning of chemical science and makes them available on the Internet for use by college faculty, pre-college teachers, parents, home schoolers, students, and the general public. By interesting students in science, these resources are improving science and technology in the U.S. and enhancing our global competitiveness. Each item added to the collection is categorized according to its subject matter, its approach to teaching and learning, its level in the curriculum, and its mode of interacting with users of the Web. The ChemEd DLib makes it easy for everyone to find resources applicable to their specific needs. An innovative part of the interface uses tables of contents of textbooks to locate resources. Materials collected in the ChemEd DLib are evaluated by experts in pedagogy and content and use the Web effectively to support learning. The ChemEd DLib is developing communities of volunteers centered on subject-matter areas such as organic or physical chemistry, on pedagogical approaches such as inquiry-based learning, and on levels of the curriculum such as high school or two-year college. These communities aid evaluation and dissemination of the materials and will continue development of new materials after the project ends. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Kirchhoff, Mary American Chemical Society (ACS) DC Herbert H. Richtol Continuing grant 459014 7444 SMET 9178 7444 0000099 Other Applications NEC 0632269 October 1, 2006 Collaborative Project: ChemEd Digital Library: An NSDL Pathway for Chemical Sciences Education. The Chemical Education Digital Library (ChemEd DLib) is a joint project of the American Chemical Society (the world's largest scientific society) and the Journal of Chemical Education (the world's premier education journal in chemical sciences) to provide a pathway to chemistry educational resources through the National Science Digital Library. The ChemEd DLib collects digital resources that enhance teaching and learning of chemical science and makes them available on the Internet for use by college faculty, pre-college teachers, parents, home schoolers, students, and the general public. By interesting students in science, these resources are improving science and technology in the U.S. and enhancing our global competitiveness. Each item added to the collection is categorized according to its subject matter, its approach to teaching and learning, its level in the curriculum, and its mode of interacting with users of the Web. The ChemEd DLib makes it easy for everyone to find resources applicable to their specific needs. An innovative part of the interface uses tables of contents of textbooks to locate resources. Materials collected in the ChemEd DLib are evaluated by experts in pedagogy and content and use the Web effectively to support learning. The ChemEd DLib is developing communities of volunteers centered on subject-matter areas such as organic or physical chemistry, on pedagogical approaches such as inquiry-based learning, and on levels of the curriculum such as high school or two-year college. These communities aid evaluation and dissemination of the materials and will continue development of new materials after the project ends. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Yaron, David Carnegie-Mellon University PA Herbert H. Richtol Continuing grant 61374 7444 SMET 9178 7444 0000099 Other Applications NEC 0632303 October 1, 2006 Collaborative Project: ChemEd Digital Library: An NSDL Pathway for Chemical Sciences Education. The Chemical Education Digital Library (ChemEd DLib) is a joint project of the American Chemical Society (the world's largest scientific society) and the Journal of Chemical Education (the world's premier education journal in chemical sciences) to provide a pathway to chemistry educational resources through the National Science Digital Library. The ChemEd DLib collects digital resources that enhance teaching and learning of chemical science and makes them available on the Internet for use by college faculty, pre-college teachers, parents, home schoolers, students, and the general public. By interesting students in science, these resources are improving science and technology in the U.S. and enhancing our global competitiveness. Each item added to the collection is categorized according to its subject matter, its approach to teaching and learning, its level in the curriculum, and its mode of interacting with users of the Web. The ChemEd DLib makes it easy for everyone to find resources applicable to their specific needs. An innovative part of the interface uses tables of contents of textbooks to locate resources. Materials collected in the ChemEd DLib are evaluated by experts in pedagogy and content and use the Web effectively to support learning. The ChemEd DLib is developing communities of volunteers centered on subject-matter areas such as organic or physical chemistry, on pedagogical approaches such as inquiry-based learning, and on levels of the curriculum such as high school or two-year college. These communities aid evaluation and dissemination of the materials and will continue development of new materials after the project ends. NATIONAL SMETE DIGITAL LIBRARY OFFICE OF MULTIDISCIPLINARY AC DUE EHR Moore, John Theresa Zielinski Jon Holmes University of Wisconsin-Madison WI Herbert H. Richtol Continuing grant 1717238 7444 1253 SMET 9178 7444 0000099 Other Applications NEC 0632397 March 1, 2007 IPY: Adapting SENCER to the Arctic. Improving Polar Science Education as a Legacy. Earth Systems Science (40) This project is adapting for use in the Arctic the best practices for science course delivery based on results from NSF funded research in the Science Education for New Civic Engagements and Responsibilities Program by creating the course 'Environmental Radioactivity, Stewardship and People in the North.' This course is an interdisciplinary exploration of nuclear chemistry which explores use of radioactivity in the cultural and geopolitical context of the circumpolar north. The impact of nuclear weapons development on the Aleuts and the future development of nuclear power in the Arctic are being investigated by the students. Students are learning state-of-the-art nuclear chemistry and health concepts and they are discovering where nuclear development intersects with people and the land. This context-based approach shows the intellectual merit in using civic engagement to stimulate creative thinking by students. A broader impact of this project is use of the model to adapt other courses which will focus on use of northern natural resources and energy, topics known to engage the interest of arctic indigenous people and students. This course is expanding the science courses available to UARCTIC students. CCLI-Phase 1 (Exploratory) DUE EHR Duffy, Lawrence David Barnes University of Alaska Fairbanks Campus AK Jill K. Singer Standard Grant 72354 7494 SMET 9178 0116000 Human Subjects 0632522 June 1, 2006 A Greater Birmingham Partnership: Building Communities of Learners and Leaders in Middle School Mathematics. ABSTRACT-0412373 A Greater Birmingham Partnership (GBMP): Building Communities of Learners and Leaders in Middle School Mathematics is fundamentally targeting the improvement of middle school mathematics, with implications for both future and current teachers, and with a secondary focus on high school teachers of mathematics. The core partners include the lead organization, Birmingham-Southern College, as well as, the University of Alabama at Birmingham and eight Greater Birmingham Alabama school districts: Bessemer City, Fairfield City, Homewood City, Hoover City, Jefferson County, Mountain Brook City, Shelby County, and Vestavia City School Systems. A significant supporting partner is the Mathematics Education Collaborative (MEC) of the State of Washington. The overarching goal of the GBMP is to significantly improve the mathematics achievement of approximately 22,000 students in grades 6-8, while narrowing the mathematics achievement gaps among varied populations of students, through a number of strategies, which include: (A) engaging all 274 middle grades teachers of mathematics in a series of mathematical content courses centered on deep mathematical problems; (B) leadership development of middle grades teachers as members of Mathematical Support Teams (60 teachers), Mathematics Focus Groups (40 teachers), and Mathematical Study Groups focused on special topics; (C) design/modification of university mathematics courses for pre- and in-service teachers, including the integration of engineering ideas that will focus students on the powerful application of mathematical ideas; (D) placement of interns in classrooms of teachers that model exemplary practices in mathematical instruction; (E) establishment of teacher certification in middle grades mathematics; (F) parental engagement as advocates for high quality mathematics for all students; (H) enhancement of the capacity of administrators to identify and support quality mathematical instruction; and (I) exploration of research questions associated with mathematical learning by middle grades students (metacognitive processes, motivation, social interaction, accommodations), efficacy of professional development strategies, obtaining consistency of solid mathematical reform in eight disparate-some of which serve very privileged populations and others which serve extremely disadvantaged populations-school districts simultaneously, studying pedagogical change in university faculty as a result of their collaborations with K-12 districts, and optimizing features of mesosystems-Institutions of Higher Education and K-12 factors that maximize effectiveness. The GBMP brings together classroom teachers of mathematics, school administrators, university faculty (mathematicians, engineers, and educators), experts in professional development, researchers, community and business leaders, and the Alabama State Department of Education to focus on the curricular, pedagogical, mathematical content, certification, and parental interests that must be synergistically addressed in order to support all middle grades learners in acquiring the mathematical power necessary for success in the 21st century. Teaching & Mstr Tchng Fellows REESE ROBERT NOYCE SCHOLARSHIP PGM MSP-TARGETED AWARDS DUE EHR Mayer, John Dale Feldman Ruth Parker Ann Dominick Bernadette Mullins University of Alabama at Birmingham AL Kathleen B. Bergin Cooperative Agreement 8293000 7908 7625 1795 1792 SMET 9178 9177 9150 1792 0116000 Human Subjects 0632559 April 1, 2007 On-Line Exploratory Learning Resources for Undergraduate Astronomy and Physics. Astronomy (11) The project is producing three types of exploratory products to enhance on-line interactive learning in undergraduate astronomy and physics: 1. Updating an existing on-line hypertext of introductory astronomy and augmenting it by adding a quantitative layer by which the students can explore the underlying physics of the phenomena described in the top layer of the text; 2. Developing applets by which students can explore physical and astrophysical phenomena, similar to those already developed; and 3. Developing and field-testing several on-line learning modules that guide students to explore and understand physical phenomena illustrated by the applets, along the lines of the "Planetfinder" learning module that has already been developed as a prototype. Intellectual Merit: The proposed projects all lead students to an understanding of the physics underlying some of the most active areas of current research in astrophysics. Moreover, the PI is carrying out research to continue to learn how best to incorporate online learning facilities in introductory astronomy and physics courses to improve student learning and engagement. Broader Impacts: The resources that are being produced serve as prototypes for similar efforts by publishers to provide on-line learning resources. Moreover, the resources, suitably modified, are useful for learning in secondary schools and in informal learning environments such as planetariums and science museums. Therefore, the project is modifying and field-testing a few of the resources in those venues. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR McCray, Richard University of Colorado at Boulder CO Duncan E. McBride Standard Grant 123374 7494 1536 SMET 9178 0116000 Human Subjects 0632563 May 15, 2007 Creating Innovative Physics Learning Environments in the Urban Classroom. Physics (13) The goals of the project are: (1) to improve learning for all students in the introductory algebra-based and calculus-based physics and in the astronomy classes at an urban university and neighboring community colleges, (2) to involve undergraduate science majors in the implementation, assessment, and creation of innovative teaching materials, and (3) to document the effectiveness of the implementation in promoting student learning through the use of multiple assessment instruments and to disseminate these results to the community of physics teachers and education researchers. The project is adapting materials currently being developed by Kanim, Loverude, and Ortiz as part of the Research-based Laboratories in Introductory Physics project funded by NSF. These materials carefully integrate conceptual understanding with laboratory experiments and observations. The project is looking critically at the materials being used in the semester I and semester II physics courses and revising them. Other physicists at different institutions are being invited to pilot test the materials. The project is also developing and pilot testing a number of activities in the semester III calculus-based physics course as well as in the general education astronomy course. In addition, the project is collaborating with community colleges in the area that serve a similar population of students. Currently, there are few research-based instructional materials in this subject area, and these have not been widely used with urban students. Intellectual Merit The project is based on well-established, well-tested curricula. The PIs are building on their experience investigating student understanding of physics. The work is supported by a carefully designed assessment in order to pinpoint areas in which student difficulties still exist so that the curriculum can be further refined. Broader Impact This project targets students in introductory physics and astronomy courses at the university and the local community colleges, mostly students from populations not well-represented in the sciences. The effectiveness of the implementation is being documented and disseminated. Upon completion of the project there will be a set of well-tested materials including laboratories, mini-labs, interactive PowerPoint Lectures, and pedagogical strategies that have been shown to promote understanding for this student population. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Sabella, Mel Samuel Bowen Kimberly Coble Chicago State University IL Duncan E. McBride Standard Grant 194600 7494 1536 SMET 9178 0116000 Human Subjects 0632686 May 15, 2007 Preview, Exercise, Teaching and Learning in Digital Electronics Education. Engineering - Electrical (55) This project is developing a new digital electronics course that relies on the active participation of learners at each stage of the learning process and involves web-based preview material and warm-up assignments followed by interactive classroom teaching and learning. This instructional approach, referred to as Preview, Exercise, Teaching and Learning (PETL), is a variation of the just-in-time-teaching (JiTT) methodology, and it is enhancing student learning because they take an active part in the learning process. Before a topic is presented in class, students briefly preview the new materials delivered through web-based multimedia, and then respond electronically to carefully constructed warm-up exercises, which are due before class. The interactive classroom session, built around students' responses to warm-up exercises, replaces the traditional lecture format. Project materials and results are being posted on the course website, presented at engineering education conferences and in academic journals, and through the JiTT website. Evaluation efforts, which are being guided by experts from the University's teaching and learning center, are using surveys, special tests, interviews, and focus groups to monitor the project's progress. Broader impacts include the dissemination of the instructional materials, the building of connections among faculty members who teach digital electronics, and an improvement in retention of students who find the traditional lecture ineffective. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Wang, Guoping Purdue University IN Russell L. Pimmel Standard Grant 81220 7494 1536 SMET 9178 0116000 Human Subjects 0632726 January 1, 2007 Collaborative Research: Interdisciplinary Virtual Labs for Undergraduate Education in the NSDL MatDL. Interdisciplinary (99) Virtual lab (VL) activities are designed to help students connect microscopic structure and principles to macroscopic outcomes, a difficult connection for students to learn and ideally suited to VL experience. VLs may provide a workable alternative to physical labs, allowing students to achieve many ABET laboratory learning objectives while circumventing difficulties associated with growing enrollments and physical space limitations. The technical focus of the VL project is molecular interactions, how they are affected by temperature, and how these can be managed to influence self-assembly and phase separation, which are seen in all three chosen domains: materials science, chemistry and biology. The same principal instructional technique across the three domains is student interaction with molecular level simulations. Two different context types relevant to each domain are provided: modern research and everyday science. A domain-specific introductory segment provides students with a relevant "big-picture" view. At the end, students apply within a particular domain, knowledge gained from interactions with the simulation. Contextualizing the learning experience makes it more compelling for students, increasing the likelihood that concepts are retained over time and that learning is transferred to other situations. The NSDL MatDL Pathway project contributes to this project with the result that broader impact of NSF funded initiatives is attained by increasing the number, quality, accessibility, and usage of learning resources, particularly those based on recent research, thereby integrating research and education. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Bartolo, Laura Kent State University OH Herbert H. Richtol Standard Grant 9508 7494 1536 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0632729 May 15, 2007 Web-Based Real-Time Software Engineering Lab. Computer Science (31) The "Web-Based Real-Time Software Engineering Lab" project is developing tools to support remote access to programmable devices for software deployment and evaluation. Intellectual Merit: This project is enabling students to develop embedded systems software and test it on actual devices such as telescopes. They are developing both curriculum modules and the prototype software to support remote, real-time access by students to physical devices. Broader Impact: The project is exploring how to make limited resources, in this case real-time hardware, available remotely to the greatest number of students. They are developing and assessing software and curriculum materials which can be adopted and adapted by similar institutions. The PIs are disseminating their results through presentations at both regional and national conferences. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Zalewski, Janusz Florida Gulf Coast University FL Stephen C. Cooper Standard Grant 132031 7494 1536 SMET 9178 0116000 Human Subjects 0632734 March 1, 2007 Implementation of the Internet-Based Nondestructive Evaluation Laboratory for Applied Engineering Technology Curriculum. Engineering - Engineering Technology (58) This is a CCLI Phase 1 Exploratory Project that is adapting existing nondestructive evaluation (NDE) educational material to emphasize manufacturing, welding, and aviation maintenance NDE techniques in an ultrasound imaging laboratory course for applied engineering technology students. The project is also developing an internet-based course that targets community college students. The hands-on laboratory course is covering the foundations of NDE and illustrating nondestructive evaluation techniques of parts and materials with real-life problems. The curriculum fulfills Levels I & II NDE in theory and training requirements, according to American Society for Nondestructive Testing Recommended Practice No. SNT-TC-1A (2001). The NDE laboratory is serving as a training center for engineering technology students, community college students, and incumbent workers. Area employers are emphasizing the urgent need for employees with knowledge and experience in NDE. The evaluation plan is measuring the effectiveness of the laboratory exercises and the internet-based course as well as student competence in ultrasound imaging and NDE. The project is being disseminated through presentations, workshops, professional journals, and a website. A university, four community colleges and a number of industry partners are collaborating on the project. CCLI-Phase 1 (Exploratory) DUE EHR Genis, Vladimir Fredricka Reisman Peter Lewin Drexel University PA Lance C. Perez Standard Grant 178452 7494 SMET 9178 0116000 Human Subjects 0632751 January 1, 2007 Collaborative Research: Interdisciplinary Virtual Labs for Undergraduate Education in the NSDL MatDL. Interdisciplinary (99) Virtual lab (VL) activities are designed to help students connect microscopic structure and principles to macroscopic outcomes, a difficult connection for students to learn and ideally suited to VL experience. VLs may provide a workable alternative to physical labs, allowing students to achieve many ABET laboratory learning objectives while circumventing difficulties associated with growing enrollments and physical space limitations. The technical focus of the VL project is molecular interactions, how they are affected by temperature, and how these can be managed to influence self-assembly and phase separation, which are seen in all three chosen domains: materials science, chemistry and biology. The same principal instructional technique across the three domains is student interaction with molecular level simulations. Two different context types relevant to each domain are provided: modern research and everyday science. A domain-specific introductory segment provides students with a relevant "big-picture" view. At the end, students apply within a particular domain, knowledge gained from interactions with the simulation. Contextualizing the learning experience makes it more compelling for students, increasing the likelihood that concepts are retained over time and that learning is transferred to other situations. The NSDL MatDL Pathway project contributes to this project with the result that broader impact of NSF funded initiatives is attained by increasing the number, quality, accessibility, and usage of learning resources, particularly those based on recent research, thereby integrating research and education. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Yaron, David Carnegie-Mellon University PA Herbert H. Richtol Standard Grant 49492 7494 1536 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0632752 January 1, 2007 Exploratory Development of Module-Based Interactive Teaching Software for Medical Imaging, Signal, and Optics Curriculum. Engineering - Other (59) This project is building a set of interactive teaching modules for biomedical engineering courses dealing with commonly used medical imaging modalities (X-ray, CT, MRI, ultrasound and PET), biomedical signals (ECG, EMG, and EEG) and bio-optics (laser and OCT). Each module consists of six sub-modules that present a historical and background review, a description with graphical illustrations, interactive animations, up-loadable simulations, a medical applications library, and assessment tools. The evaluation effort, under the direction of a faculty member from the College of Education, is looking at student use of the material and their perceptions about it during engagement with the modules; at student learning using a quasi-experimental design with pre and post test, and at student transfer of learning beyond the classroom. The project includes collaboration with a community college allowing the material to be developed and evaluated with diverse student populations, class sizes, teaching environments, course settings, student training concentrations, and faculty expertise. Internal and external advisory committees are helping to guide the project. The material is being shared with others through presentations at engineering education and biomedical engineering conferences, though a website, and through a special forum on medical imaging, signal, and optics teaching and research. Broader impacts include the dissemination of the material, the community college collaboration, and an emphasis on Hispanic students. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Zhao, Weizhao University of Miami FL Russell L. Pimmel Standard Grant 150000 7494 1536 SMET 9178 0116000 Human Subjects 0632800 July 1, 2007 Multi-Institutional Mechatronics and Material Handling Educational Laboratories - Course Development and Student Collaboration. Engineering Mechanical (56) This project is developing advanced mechatronics course materials based on manufacturing and materials handling. Through a partnership between a 2 year and a four year institution, students are learning multidisciplinary system knowledge through hands-on laboratories. Collaborative teams of students are applying simulation tools and experimentally validating concepts through sensor/actuator integration, controller hard and software and hands-on activities. The students are working with a multi-directional conveyor handling system with reconfigurable modules for different architectures and flexibility for expansion and insertion of different sensors/actuators. The system also incorporates a robotic arm and scanner for part placement. Both pre and post questionnaires are being used to evaluate the course and associated laboratory and are being administered by assessment experts. The Material Handling Institute is also participating, providing experts to assess the materials and activities being developed. Results are being disseminated through journal publications and a workshop at a national conference. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Wagner, John E. Randy Collins Anand Gramopadhye Mark Hapstack Clemson University SC Lesia L. Crumpton-Young Standard Grant 199961 7494 1536 SMET 9178 9150 0116000 Human Subjects 0632804 January 1, 2007 Technically Speaking. Mathematical Sciences (21) This project is developing innovative curricular resources to improve the oral communication skills of undergraduate mathematics students. The materials support the learning of effective communication skills for delivering technical ideas to both math-oriented and general audiences. The centerpiece of the project is the creation of a series of instructional video vignettes, to be offered free of charge on the web, that provide a completely new approach to introducing the art of mathematical communication to undergraduates. Based on a compare-and-contrast pedagogical design, the instruction delivered on the website contains multiple vignettes juxtaposing effective and poor oral communication examples. To actively engage the student audience, a diverse group of undergraduate students play various roles in the vignettes. In addition to the video vignettes, the project is developing a companion DVD that contains high resolution copies of the video vignettes, as well as an instructive video by a nationally recognized mathematician and speaker, describing the finer points of delivering an effective talk that are not conducive to the vignette format. The DVD also contains several articles describing various techniques used by STEM instructors to incorporate oral communication into their programs. For evaluation purposes, student presentations delivered before and after the video instruction are being assessed by external reviewers. The intellectual merit of the proposal is grounded in the belief that oral communication is an increasingly important skill in today's world. Indeed, it is one of the most desired skills sought by academic and industrial employers. However, it is often neglected in the curriculum and is one of the hardest skills to teach. The material provides a valuable and easy-to-use resource for faculty. The video vignette format is versatile and can be used in almost any setting. For instance, a course on mathematical communication, in which communication is the entire or partial focus of the course, can use this material. It can be used to supplement an existing course, such as a capstone course or secondary education practicum, in which students present their work. Additionally, the videos are an excellent resource for preparing students to deliver talks at regional or national professional meetings. The broader impact of these materials is manifold. Students with effective communication skills become empowered learners, able to share their knowledge with a broad range of people. This is especially important in the interdisciplinary environment of today, where students must convey deep and powerful ideas across scientific boundaries. The vignettes are also useful in other disciplines such as computer science, physics, and engineering. From a curricular point of view, the material provides an easy and efficient way to introduce oral communication into a mathematics program. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Ludwig, Lewis Denison University OH Ginger H. Rowell Standard Grant 72746 7494 1536 SMET 9178 0116000 Human Subjects 0632807 June 15, 2007 Adapting and Implementing the Physical Science for Elementary Teachers (PSET) Curriculum in a Multiple-Section Course. Physics (13) Faculty and administrators at the University have recently reassessed the appropriateness and utility of the science content courses offered to preservice elementary and early childhood teachers. The outcomes of these assessments is that (1) the Introduction to Physical Science course for preservice teachers (PHSC 101) needs to more appropriately reflect the Maryland State Content Standards in science, (2) the content topics in PHSC 101 need to be restructured in such a way that they become more coherent and interconnected, and (3) a greater amount of educational technology needs to be integrated into PHSC 101. After comparing different curricula, the Physical Science for Elementary Teachers (PSET) curriculum has been selected as the curriculum that forms the basis for changes in the curriculum. PSET is an inquiry-based, computer-supported curriculum that engages students in constructing meaningful understanding of important physical science concepts. PSET addresses the specific needs of the PHSC 101 course by including a well-developed force and motion unit, by providing an energy and interaction framework that serves as an overarching theme, and by integrating a significant technology component in the form of computer simulations, computer-driven data sensors, and DVD videos of children discussing and doing science. The PSET course is being adapted to the needs of the course and its students. Expected outcomes of this project are: use of the revised PSET curriculum in all sections of PHSC 101 by Summer 2008; increase in understanding of physical science content for the PHSC 101 students; institution of workshops and mentoring to support and sustain new faculty (particularly part-time faculty) as they implement the PSET curriculum; documentation of implementation challenges faced by new PSET faculty; and presentation of project results at national meetings of the Association for the Education of Teachers in Science (AETS) and the American Association of Physics Teachers (AAPT) and subsequent publication in a peer reviewed journal. Intellectual merit: Each year, 336 preservice teachers (over 90% female) will gain a deeper understanding of physical science concepts, inquiry-based instruction, and use of educational technology. Broader impacts: Once PSET is successfully used in PHSC 101, it can subsequently be adapted to a graduate-level Physical Science for Teachers course. Also, changes to the PHSC 101 course are helping to drive conceptual and technological changes in other undergraduate content courses, including an earth space science course and a science teaching practicum course. Finally, the research from this project on PSET learning outcomes and implementation challenges can add significantly to the existing body of research on the effectiveness of PSET and the professional development of inquiry-based science instructors. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Sandifer, Cody Towson University MD Duncan E. McBride Standard Grant 58295 7494 1536 SMET 9178 0116000 Human Subjects 0632817 March 1, 2007 Applying Spectroscopy in General Education, Introductory, and Advanced Science Courses. Chemistry (12) Because inquiry-based laboratories are found to be the most effective method of teaching the concepts and relationships needed to understand today's increasingly technical society, Loras College has revised the way it teaches science to its undergraduate population. Smaller, discovery-based sections have replaced large, lecture-format classes not only for majors in Biology, Chemistry, and Engineering but also for required classes in the general education program. Specifically, the purchase of 1) twelve laptop compatible lab stations with ultraviolet-visible or visible-near infrared spectrophotometers and 2) four FT-IR spectrometers is increasing the number and variety of inquiry-based and project-based laboratory experiences for students. Nineteen experiments are being adapted from modern, best-practice sources. Eleven new discovery-based experiments are under development, and twenty-one more traditional experiments are making use of the instruments. The impact of this project: each year, eighteen classes taught by nine faculty serving 180 general education students and 300 science and engineering students utilize the equipment; in all, more than half of all Loras College students in a four year time span. The success of the project is being evaluated in three ways: 1) by the college-wide institutional Assessment Committee; 2) by a program review mechanism that employs both internal and external reviewers and 3) by direct assessment, coordinated by an external consultant. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Speckhard, David Edward Maslowsky Loras College IA Bert E. Holmes Standard Grant 122842 7494 1536 SMET 9178 0116000 Human Subjects 0632829 February 1, 2007 Introduction of Raman Spectroscopy to the Undergraduate Curriculum. Chemistry 12 This grant is being used to incorporate Raman spectroscopy into teaching and research labs across the Chemistry curriculum at Hood College, with particular emphasis on Physical, Analytical, and Biological Chemistry courses. The funds are being used to purchase a Raman spectrometer and for student assistance in designing and implementing the experiments. This project is increasing the students' understanding of Raman spectroscopy by systematically increasing the complexity of the experiments as the students progress through their introductory and major courses. In addition to improving the teaching laboratories at Hood College, the Raman instrument is also augmenting the research equipment available to both students and faculty. Research has been ongoing at Hood for many years, and, with the addition of two new, research active faculty members, all chemistry faculty are involved in faculty-mentored student research. The proposed instrument is an integral part of at least one of these research projects. By integrating Raman spectroscopy into a popular archaeology course, this project is improving the scientific literacy and experience of students choosing non-science majors at Hood, as well. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Stromberg, Christopher Susan Ensel Kevin Bennett Dana Lawrence Karen Borgsmiller Hood College MD Bert E. Holmes Standard Grant 150000 7494 1536 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0632831 January 1, 2007 Visualizing Cells and Embryos: Integrating Modern Cell and Developmental Biology Techniques into the Undergraduate Biology Curriculum. Biological Sciences (61). This project is transforming traditional undergraduate courses in cell biology and developmental biology, providing undergraduates with opportunities to design, execute, analyze, and report on original experimental questions in these fields using some of the most significant and broadly applicable techniques in modern biology. By adapting the research techniques of fluorescence microscopy, stereomicroscopy, digital imaging, microsurgery, and microinjection into new, innovative, inquiry-based undergraduate laboratory experiences, it is providing students with a real-world view of the process of modern biology while developing their technical, collaborative, and communicative skills. Inquiry-based modern investigations of topics in cell and developmental biology, such as cell morphology, organelle function, cell fate, tissue development and organogenesis, stimulate students' intellectual growth, foster ownership in their work, encourage initiative, and help prepare them to be effective citizens, teachers, and scientists in our increasingly technological society. By increasing opportunities for students to participate in the process of science earlier in their undergraduate experience, the project is increasing recruitment, retention, and the timely graduation of students in the sciences at an institution with a highly diverse student population, and increasing the probability that these students will successfully pursue careers in research. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Broussard, Christine University of La Verne CA Linnea A. Fletcher Standard Grant 147547 7494 1536 SMET 9178 0116000 Human Subjects 0632836 October 1, 2007 Undergraduate Teaching Tools for Computable General Equilibrium Models. Economics (82) This project is developing technology-based learning materials for advanced undergraduate economics students. The project will introduce students to a class of economic model that over the past 25 years has gained widespread use in applied economic analysis of economic development, public finance, trade policy, and other topics. Project goals are to strengthen and integrate student knowledge of economic theory, and provide opportunities to apply it to real-world economic problems through the use of computable general equilibrium (CGE) models. CGE models are applied, economy-wide analytical tools that provide a theoretically consistent framework for simulating the microeconomic behavior of consumers and producers constrained by the macroeconomic equilibrium of a country's income and expenditure, savings and investment, and capital and current accounts. CGE models have become a widely used tool for policy analysis in the economics profession, and particularly in government. For example, one of the first government uses of these models was to provide insights on the costs and benefits of the North American Free Trade Agreement enacted in 1993. The recent availability of intuitive modeling software for CGE models and the growing accessibility of model databases have created an opportunity to use the models as a learning tool in the undergraduate classroom. These advances allow students to learn the mechanics of CGE modeling relatively quickly, freeing them to focus on the structure and behavior of the economies that they are studying. In this project, eight interrelated modules are being developed that focus on different aspects of a CGE model, including the theory of production, consumption, international trade and finance, and public finance, and the data of national income and product accounts. Each module is expected to reinforce students' prior economics knowledge by providing background and review material on the topic's theory and key concepts. Modules are being developed to include hands-on assignments designed to develop the CGE model as an economics laboratory in which students can visualize and learn to control theoretically-derived microeconomic behavior, create relevant scenarios such as tax changes or productivity growth, make predictions, and learn to interpret results. The complexity of a multi-sector, open economy model challenges students to discriminate in identifying results that are relevant to the experiment. Interpretation of results requires students to understand the underlying principles driving producer and consumer behavior. Eventually, students learn to employ a general equilibrium perspective to fully explain their results. In this process, students learn to integrate their knowledge of different areas of economic theory and to recognize economic behavior in a realistic setting. Formative assessment and curriculum revisions are being driven by student performance on assignments related to data analysis, scenario development, and interpretation of results; their performance on a major research paper and presentation; and their subjective assessments of the effectiveness of the learning materials. USNA faculty members are beta-testing the course materials as another source of assessment. and reviewin g students' performance and survey responses contributes to formative assessment and to a summative assessment of the effectiveness of the learning materials developed in this project. CCLI-Phase 1 (Exploratory) DUE EHR Burfisher, Mary United States Naval Academy MD Myles G. Boylan Interagency Agreement 141820 7494 SMET 9178 0632842 February 1, 2007 Developing Leadership and Innovation in Engineering Students Through Undergraduate Courses in Applied Electromagnetics Built Upon Novel Educational Concept. Engineering - Electrical (55) The project is creating new introductory and advanced electromagnetics courses that are increasing the inclusiveness and appeal of this subject to a diverse student body and providing a better match with the current demands of the industry, academia, and society. The new paradigm introduces real-world engineering problems and encourages students to seek solutions by learning the underlying principles and techniques of applied electromagnetic theory. In supporting this approach, the investigator is creating a series of coherent simulation instructional modules called test benches that illustrate most of the important topics in electromagnetic theory. These test benches contain enough structure to motivate the student to experiment and supply intuitive knowledge, and yet they are deliberately incomplete and require student input to produce better results. Project evaluation efforts, which are led by an existing multi-university evaluation and assessment center, include expert panel reviews, analysis of student products, and surveys on student attitudes. The materials, including the simulation and animation software, are being posted on the University's website and project results are being presented at professional conferences, some serving the electromagnetic community and others the engineering education community. The broader impacts are focused on the dissemination of the material. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Garmatyuk, Dmitriy Miami University OH Russell L. Pimmel Standard Grant 149568 7494 1536 SMET 9178 0116000 Human Subjects 0632843 September 1, 2006 The Engineering Curriculum: Understanding the Design Space and Exploiting the Opportunities. Engineering - Other (59) The project team is organizing and conducting a one and one-half day workshop that focuses on the impacts that engineering curriculum structures have on how students (1) learn fundamental mathematics and sciences necessary for the engineering profession, (2) connect these fundamental skills to specific engineering theory and practices, and (3) retain an interest in engineering as a major course of study. The National Academy of Engineering is utilizing a committee of experts to assist in planning and executing the workshop. The committee members are recognized for their effectiveness and interest in developing curricular models and for their leadership in all aspects of engineering education. Additionally, they represent a diversity of disciplines, viewpoints and areas of emphasis. As a framework for the workshop, the committee members are developing the questions and discussion topics for the workshop around the skills and attributes described in The Engineer of 2020: Visions of Engineering in the New Century and around the recommendations put forward in Educating the Engineer of 2020: Adapting Engineering Education to the New Century. The workshop is extending the discussions generated during these earlier study efforts in order to provide additional direction to those faculty and administrators that are actively working to improve and revitalize their engineering education programs. The broader impacts of the project include the definition of new curricular models that emphasize an early introduction to engineering design and to societal impacts -- characteristics that reportedly appeal to individuals in underrepresented groups. CCLI-Phase 2 (Expansion) DUE EHR Fortenberry, Norman National Academy of Sciences DC Russell L. Pimmel Standard Grant 95000 7492 SMET 9178 0000099 Other Applications NEC 0632868 February 15, 2007 Collaborative Research: Non-parametric Computer Intensive Statistics Course for Engineers. Engineering Other (59) This project is developing materials for a course in non-parametric computer intensive (ONCPI) statistics. This course is distinctly different from existing undergraduate statistics courses in that the NPCI methods do not depend on assumed distribution functions (non-parametric) and rely heavily on computer sampling (computer intensive). By teaching the basic concepts of replication, variation, and counting in a hands-on environment, students are gaining an immediate intuitive understanding of statistics, as opposed to memorizing a series of poorly understood statistical 'recipes'. The practical results are that statistical concepts are more transparent, more sophisticated statistics can be carried out, and the course can be taken earlier in an engineering curriculum than a traditional parametric calculus based course. The PIs are developing nine modules for the NCPI course, utilizing selected modules in a junior level civil engineering course. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR McDonald, Trent Western EcoSystems Technology Inc WY Lesia L. Crumpton-Young Standard Grant 59677 7494 1536 SMET 9178 9150 0116000 Human Subjects 0632872 April 15, 2007 Collaborative Proposal: Integrating Theorem Proving into the Software Engineering Curriculum. Computer Science (31) The "Collaborative Proposal: Integrating Theorem Proving into the Software Engineering Curriculum" project is creating educational materials to teach formal methods for ensuring correctness properties during software engineering. Intellectual Merit: This project is using ACL2 and DrScheme to develop a software engineering curriculum that stresses design and mechanized proofs of correctness in its software design and software quality components. Broader Impact: This project is impacting software engineering education by developing a set of more than 20 fully documented projects for use in software engineering courses that employ ACL2. They are disseminating their results through presentations at both regional and national conferences. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Felleisen, Matthias Northeastern University MA Stephen C. Cooper Standard Grant 75460 7494 1536 SMET 9178 0116000 Human Subjects 0632879 June 1, 2007 Course Innovations as a Basis for Engineering Graduate Student Professional Development in Teaching. Engineering Other (59) This project is creating a pedagogically-focused graduate level engineering education course for graduate teaching assistant who have significant responsibilities for undergraduate student learning. It is also implementing formative assessment tools that give the graduate teaching assistants opportunities to reflect upon their teaching and their implementation of effective learning science principles within engineering laboratories. Using the "How People Learn" (HPL) framework, the PIs are guiding the development of course materials and a classroom environment, providing opportunities for graduate teaching assistants within an innovative first-year engineering laboratory course to reflect deeply upon their pedagogical practices. By creating professional development opportunities for graduate teaching assistants that focus on understanding the science and principles of learning and teaching, they are attaining HPL environments in engineering laboratories that promote all students' higher level learning and retention. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Cox, Monica Heidi Diefes-Dux Purdue University IN Lesia L. Crumpton-Young Standard Grant 149961 7494 1536 SMET 9178 0116000 Human Subjects 0632883 March 1, 2007 The Right Stuff: Appropriate Mathematics for All Students. Mathematics (21) The American Mathematical Association of Two-Year Colleges (AMATYC) is coordinating a task force of leaders from both the two-year college sector and the Mathematical Association of America (MAA) to design a series of AMATYC Traveling Workshops on spreading reform efforts in College Algebra. To develop supporting resources, the task force is drawing on many publications including the MAA's "Standards for College Algebra," complementary reports from MAA's subcommittee on Calculus Reform and the First Two Years (CRAFTY), and AMATYC's Fall 2006 report "Beyond Crossroads: Implementing Mathematics Standards in the First Two Years of College." Workshop themes embrace a constellation of overarching issues such as a focus on appropriate content, the use of technology, assessment strategies, the use of alternative pedagogical alternatives to lecture methods, as well as ways to improve students' attitude about mathematics. Through this series of Traveling Workshops the project is also exploring a model of professional development that can be customized to the needs of participants on a local or regional basis. The intellectual merit of this project lies in its focus on students taking college algebra who are not bound for calculus. The number of students in this group far exceeds those taking college algebra as a prerequisite for calculus, but many reform efforts and their accompanying learning resources are still developed with the needs and relevant application areas of the continuing student in mind. As a result, students often drop or fail the course, and after retaking the course, they typically leave with little appreciation of mathematical processes and habits of mind. By improving the College Algebra courses and teaching methods at the two-year college level the project is having a broad impact, since data now show that the number of students taking undergraduate mathematics courses at a community college is approaching half of all students taking undergraduate mathematics courses; and among courses at the level of precalculus, college algebra, or lower, the number exceeds fifty percent. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Kimball, Robert Kathleen Mowers American Mathematical Association of Two-Year College TN Lee L. Zia Standard Grant 149970 7494 1536 SMET 9178 9150 0632887 March 1, 2007 Using Robotic Technologies in Introductory Computer Science. Computer Science (31) The "Using Robotic Techniques in Introductory Computer Science" project is continuing research on how robotics can positively impact the retention in introductory computing courses of both women and members of underrepresented groups. Intellectual Merit: This project is developing, and systematically evaluating, the reference design, firmware programming, and curriculum modules, of a richly interactive robot for use in introductory computing courses. The richness of the multi-modal interaction possible using this robot is enabling a form of learning and engagement that is having a quantitatively positive impact on retention in introductory computing courses. Broader Impacts: The interactive robotics approach is proving to be successful at motivating women and members of underrepresented groups to succeed in computing. Ultimately, greater diversity in computing will result in a more technologically literate and globally competitive citizenry. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Nourbakhsh, Illah Reza Carnegie-Mellon University PA Stephen C. Cooper Standard Grant 149993 7494 1536 SMET 9178 0116000 Human Subjects 0632889 April 15, 2007 A Computer Graphics and Game Development Track in Computer Science. Computer Science (31) The "A Computer Graphics and Game Development Track in Computer Science" project is developing a curriculum track for 3D graphics and game development. Intellectual Merit: This project is evaluating how to teach 3D computer graphics and gaming within the tight constraints of a modern undergraduate computer science curriculum. They are introducing a sequence of courses which teach fundamental computing concepts to students in a multidisciplinary fashion. Broader Impact: The project is exploring how computer graphics and gaming courses can increase both enrollment and retention in undergraduate computer science. They are exploring if modest intervention methods can increase the appeal of game programming in particular, and computer science in general, to women. They are developing and assessing a well structured template for a suite of courses which could be adopted and adapted by similar institutions. The PIs are disseminating their results through presentations at both regional and national conferences. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Webster, Roger Gary Zoppetti Millersville University PA Stephen C. Cooper Standard Grant 148131 7494 1536 SMET 9178 0116000 Human Subjects 0632890 January 1, 2007 Using a Model Undergraduate Learning Laboratory for Teaching Real-Time Embedded-Systems Networking. Engineering Technology (58) Embedded systems are common today in industrial and medical environments, but few undergraduate engineering curricula offer courses in embedded systems networking. This academic institution is working with industry to create a knowledge base in embedded systems by developing a new laboratory for teaching real time embedded-systems (RT/ES) networking, teaching a new undergraduate course in the laboratory, using the laboratory for senior design projects in two engineering majors, holding a summer camp for high school teachers and students, and teaching a two-day workshop for engineering faculty on teaching RT/ES courses. Measurable outcomes in terms of student learning will be assessed. The primary focus of this project includes developing engineering faculty expertise in teaching RT/ES networking and infusing RT/ES concepts into an existing pre-college engineering education program. A collaborative effort between Engineering and Education faculty, this project integrates research and STEM education, broadens the participation of underrepresented groups, enhances the infrastructure for research and education, disseminates results of the research broadly, and benefits society at large. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Yaprak, Ece Syed Masud Mahmud Karen Tonso Wayne State University MI Sheryl A. Sorby Standard Grant 150242 7494 1536 SMET 9178 0116000 Human Subjects 0632894 January 1, 2007 Shifting Responsibilities: When Chemistry Replaces First-Year Writing. Chemistry (12). Faculty from the Departments of Chemistry and English are collaborating to create a writing-intensive, second-semester, introductory Chemistry course, which also fulfills second-semester College Writing requirements. The new course content and assignments are the equivalent of both existing courses, employing a "writing to learn" strategy. Graded writing assignments consisting of formal laboratory reports and a case-based research paper are being prepared and assessed according to designed rubrics. Students are improving their writing through drafts and revisions reviewed by instructors and peer writers. Students are keeping notebooks in the laboratory and writing short, non-graded assignments on chemical concepts to engage them in exploratory writing. PIs and independent consultants are evaluating the effectiveness of this course for improving student understanding of chemical principles, writing skills, and attitudes towards learning by comparing examination scores, writing assignment grades, survey results, and long-term performance of students who complete this course with those of similar demographics who complete the conventional introductory chemistry and college writing courses. The project has the potential for serving as a model for implementing and evaluating such courses at other colleges and universities and within other disciplines. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Haky, Jerome Donna Chamely-Wiik Jeffrey Galin Florida Atlantic University FL Eileen L. Lewis Standard Grant 149363 7494 1536 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0632908 April 15, 2007 Collaborative Project: Integration of Modeling and Control of Smart Actuators for Nano/Bio Technology into Mechanical Engineering Curriculum. Mechanical Engineering (56) This project is developing a module on smart actuators for inclusion into three different courses within the mechanical engineering undergraduate curriculum. The module is addressing the important aspects of modeling, control and design of smart actuator-based systems through a collection of specially designed lectures and laboratory experiments. In this way, the students are being provided the knowledge, understanding and skills for nano-/bio related professional fields. The project is building on the research expertise of the PIs, leveraging their experiences and collaborative efforts in this area. The PIs are designing, implementing and assessing the modules which are being included in a junior level course on mechanical systems and controls, a senior level mechatronics course and a capstone design course, each course at a different institution. After completing the module, the students can understand the fundamental concepts of modeling/control of piezoactuators, transfer the knowledge to solve engineering problems at higher levels of abstraction and recognize mechanical concepts in nano/bio technologies. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Zou, Qingze Iowa State University IA Lesia L. Crumpton-Young Standard Grant 58988 7494 1536 SMET 9178 0116000 Human Subjects 0632913 April 15, 2007 Collaborative Project: Integration of Modeling and Control of Smart Actuators for Nano/Bio Technology into Mechanical Engineering Curriculum. Mechanical Engineering (56) This project is developing a module on smart actuators for inclusion into three different courses within the mechanical engineering undergraduate curriculum. The module is addressing the important aspects of modeling, control and design of smart actuator-based systems through a collection of specially designed lectures and laboratory experiments. In this way, the students are being provided the knowledge, understanding and skills for nano/bio related professional fields. The project is building on the research expertise of the PIs, leveraging their experiences and collaborative efforts in this area. The PIs are designing, implementing and assessing the modules which are being included in a junior level course on mechanical systems and controls, a senior level mechatronics course and a capstone design course, each course at a different institution. After completing the module, the students can understand the fundamental concepts of modeling/control of piezoactuators, transfer the knowledge to solve engineering problems at higher levels of abstraction and recognize mechanical concepts in nano/bio technologies. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Devasia, Santosh University of Washington WA Lesia L. Crumpton-Young Standard Grant 28326 7494 1536 SMET 9178 0116000 Human Subjects 0632917 February 1, 2007 Innovative use of environmental measurements in undergraduate geographic education. Geology (42) Geographic education is most effective when students actively participate by developing hypotheses, designing experiments, collecting and analyzing data and interpreting results. We are sampling environmental data for learning with micrometeorological stations deployed in a coastal plain, a south-facing slope, the crest of an east-west trending range, a north-facing slope, and a rain shadow. Fixed stations measure precipitation, temperature, humidity, wind speed and direction, radiation, and soil temperature and water content. These data are enabling students to calculate integrated variables such as evapotranspiration and soil water balance, while observing how these change seasonally and with elevation, coastal proximity, and aspect. Real-time data are transmitted via telemetry and made web-accessible to instructors, teaching assistants, and students. Lessons, laboratories and content for existing lower-division classes are being revised to incorporate these data. We are also developing new upper-division undergraduate courses, in which students will learn meteorological concepts in lectures, then be exposed to measurements in the lab, and finally participate in field deployment. Several of the towers are equipped with webcams so that students can visualize what is happening while analyzing real-time data. Intellectual Merit: This project is producing data for a wide array of classes and is improving student understanding through inquiry-based learning. Undergraduates are heavily involved in data collection and analysis, and several undergraduate projects will be published. Exposing undergraduate students in lower-division courses to scientific practice, measurements and data interpretation, improves understanding of course topics, better prepares students for upper-division classes, and increases their interest in science and engineering careers. Broader Impacts: This project is dramatically affecting Geographic education and serves as a model for education in spatial-temporal data collection, analysis, and interpretation. Through web-based data access, data are accessible to Santa Barbara City College and East Los Angeles College, a minority-serving institution. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Roberts, Dar Oliver Chadwick Christopher Still University of California-Santa Barbara CA Jill K. Singer Standard Grant 149998 7494 1536 SMET 9178 0116000 Human Subjects 0632924 June 1, 2007 Collaborative Research: A Virtual Reality Laboratory and Curriculum for Undergraduates. Computer Science (31) The "Collaborative Research: A Virtual Reality Laboratory and Curriculum for Undergraduates" project is evaluating a variety of low- and moderate-cost equipment suitable for immersive virtual reality. Intellectual Merit: This project is evaluating the plausibility of purchasing and constructing low cost equipment for teaching immersive virtual reality. It is also developing educational materials to support using this equipment in a variety of computer science courses. Broader Impact: The project is exploring developing low cost equipment with tailored educational materials which can be inexpensively adopted. The equipment is enabling students to experience immersive virtual reality and can be adopted for Human Computer Interaction (HCI) and game programming courses. The PIs are disseminating their results through presentations at both regional and national conferences. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Cliburn, Daniel Michael Doherty Stacy Rilea University of the Pacific CA Stephen C. Cooper Standard Grant 103490 7494 1536 SMET 9178 0116000 Human Subjects 0632931 May 15, 2007 Multidisciplinary Laboratory Exercises for a Color Science Course. Interdisciplinary (99) Laboratory exercises for an existing multidisciplinary color science course are being created. Faculty members from physics, chemistry, psychology lighting, design and graphic art are collaborating to develop the course materials. Additionally, a faculty member at the nearby Fashion Institute of Technology (FIT) where a similar course is being instituted is cooperating in the development of the new laboratory materials and the adaptation of three exercises already being used at FIT. Students are experiencing color science from many perspectives including the psychology of color perception, lighting and set design for theatre, paint preparation and application for art, digital storage of and printing of color, the scientific concepts behind the understanding of light and energy, the interaction of light with matter and the chemistry associated with pigments. The interdisciplinary approach is enhancing student understanding of scientific concepts and broadening their appreciation of the application of these concepts to the arts. CCLI-Phase 1 (Exploratory) DUE EHR Gelabert, Maria Mark Wagner Phill Hickox Jennifer Toth Geoffrey Rogers Wagner College NY Curtis T. Sears Standard Grant 106150 7494 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0632940 January 1, 2007 From ILAP to iLabAP - Linking Investigative Biology Laboratories to the Mathematics Curriculum. Interdisciplinary (99) In this project a collaborating cohort of mathematics and biology faculty are developing "Interdisciplinary Laboratory Activity Projects" (iLabAPs) for use in both biology and mathematics courses. The intellectual merit of this effort is grounded in its adaptation of a materials development trajectory conceived in "Project Inter-MATH: Interdisciplinary Lively Applications (ILAPs)," which began under the earlier Mathematics and Its Applications throughout the Curriculum Initiative. Each iLabAP consists of an investigative biology laboratory exercise performed in biology lab courses, linked to case studies employed in the mathematics courses in which biology majors are also enrolled. Specific sets of learning objectives with measurable outcomes are also developed by each iLabAP team and this development is informed by educational research. Data collection equipment and software are also being used in the investigative biology laboratories to introduce students to modern methods of data acquisition and analysis. The broader impacts of the project are being felt in its enhancement of participation and academic achievement in introductory mathematics and biology courses, especially among women who are underrepresented and underserved in STEM. The project is also increasing collaboration among the mathematics and all university science faculty, thus serving as a powerful model for the integrated use of inquiry-based interdisciplinary education. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Bartholomew, Kirk Rose Kinik Jennifer Mattei Hema Gopalakrishnan Sacred Heart University CT Lee L. Zia Standard Grant 119122 7494 1536 SMET 9178 0116000 Human Subjects 0632957 January 1, 2007 Collaborative Research: Development of POGIL-IC Modules for General Chemistry. Chemistry (12) The goal of this project is to bring together two complementary research-based pedagogical advances, Peer-Led Team Learning (PLTL) and Process-Oriented Guided-Inquiry Learning (POGIL), in order to create focused active-learning activities that guide students in discovering the explicit connections between the concepts in general chemistry and real-world contexts. The project is a collaborative effort among faculty from Coastal Carolina University, Northeastern University, and SUNY Stony Brook. The project incorporates all five stages of NSF's cyclic model for project development: conducting research, creating materials, developing expertise, implementing innovations, and assessing learning / evaluating innovations. It builds on research in the cognitive sciences on how people learn and the documented success of previous innovations that improved learning. It is creating novel curriculum materials, developing expertise both in producing and implementing them in the classroom, assessing their impact on learning, and evaluating their quality from the perspectives of both instructors and students. Intellectual Merit Research in the cognitive sciences has documented that people learn by constructing their own understanding based on prior knowledge and experiences; following a learning cycle of exploration, concept formation, and application; discussing and interacting with others; employing metacognition; and visualizing and interconnecting concepts and procedures in multiple representations. Employing these principles, the two successful models, PLTL and POGIL, have been developed for general chemistry with NSF support and have been found to better engage students in learning. Simultaneously the benefits of contextually-rich general chemistry instruction have been recognized, resulting in the publication of textbooks with this theme. Real-world contexts help students grow their understanding of new material from their current knowledge and experiences and provide motivation for learning by making the relevance and significance of the material obvious. The POGIL materials, which develop learning process skills and content mastery by employing guided inquiry and the learning cycle, generally do not make strong connections to real world contexts, while the contextually-rich textbooks do not use guided inquiry and the learning cycle. This project seeks to bring the benefits of the POGIL and PLTL models to the use of contextually-rich materials. Succinct stand-alone modules are being developed that introduce real-world questions, help students recognize the necessity for chemical models and identify those models, provide links to POGIL activities for the relevant chemistry content, and lead students toward interaction, self-assessment, and reflection about their learning. The new modules draw on students' prior experiences within and beyond science coursework, provide opportunities for further exploration and research, and some highlight contemporary frontiers in technology and research. Broader Impacts This project is producing a new tested body of novel active-learning curricular materials that are expected to affect instruction in general chemistry and possibly other STEM disciplines. They are being tested in a variety of institutional contexts. Dissemination is occurring through publication of the developed materials and through use of the existing POGIL network to reach and train faculty. CCLI-Phase 1 (Exploratory) DUE EHR Hanson, David SUNY at Stony Brook NY Susan H. Hixson Standard Grant 61032 7494 SMET 9178 0116000 Human Subjects 0632963 July 15, 2007 Collaborative Proposal: nTIPERs - Tools for Learning and Assessment. Physics (13) There has been much progress made toward understanding how people learn, and in applying this understanding to classroom practice. In physics, a growing community of physics education researchers has documented deficits in student understanding in a variety of physics topics. The results of this research have been applied to the development of curricula that are measurably effective at improving student understanding. However, many of these curricular modifications require that busy faculty members make substantial and major changes to instruction. The goal of this project is to develop materials intended to enhance conceptual understanding of basic mechanics in introductory physics courses. The project is creating a large collection of easy-to-administer, ready-to-use, classroom and student-tested materials in basic mechanics (linear and rotational kinematics, linear and rotational dynamics, statics, momentum and impulse, work and energy, and periodic motion) that can be used as classroom materials, as out-of-class assignments, or as alternative assessments. These TIPERs (Tasks Inspired by Physics Education Research), such as Ranking Tasks and Working Backwards Tasks, are easily incorporated into existing courses and teaching styles. They may be used as individual exercises so that instructors who are interested in improving instruction can modify their courses in an incremental manner. An additional feature is the development of classroom polling questions to be used either with wireless polling devices ('clickers') or with low-cost, low tech, hand-held student polling cards. The materials are being tested at several institutions and made widely available in both print and electronic versions. Intellectual merit: This project provides a model pathway to the adoption of research-based curricula. In all STEM disciplines, some departments will be able to plunge into wholesale adoption of new curricula. However, it is important to provide a means for individual faculty who are not in such departments to incorporate the results of education research into their classrooms through use of materials that promote conceptual understanding and thus improve learning. The nTIPERs (mechanics TIPERs based primarily on Newtonian physics) materials are based on physics education research and foster improved conceptual understanding of important topics. Broader impacts: This effort is a collaboration between two-year college and university physics faculty from institutions that have diverse student populations. Since mechanics is the cornerstone of almost all introductory physics courses, these materials are applicable to secondary, two-year college, and college/university courses throughout the country. By facilitating the adoption of research-based educational materials, this project is helping to improve the level of scientific understanding of the fundamental concepts, principles, and relations of mechanics that are critical to a robust understanding of the physical world. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Hieggelke, Curtis David Maloney Joliet Junior College IL Duncan E. McBride Standard Grant 153547 7494 1536 SMET 9178 0116000 Human Subjects 0632969 June 1, 2007 Collaborative Research: Complex Analysis Projects with Accompanying Applets. Mathematical Sciences (21) This project is a collaboration among Brigham Young University, The University of Tennessee, Ball State University, and The United States Air Force Academy. The project team is producing a collection of undergraduate complex analysis research projects with accompanying computer applets. This collection will allow undergraduate students to explore applications and current research topics in complex analysis. The collection has several purposes: (1) to serve as a resource for senior capstone courses; (2) to serve as a supplement for a standard undergraduate complex analysis course with the objective of helping students explore research topics either in a group or individually; and (3) to serve as a resource for small or independent student research projects for advanced undergraduate students who would like to begin exploring some research areas in complex analysis. For example, undergraduate students will be able to begin researching topics in complex analysis such as minimal surfaces, circle packing, complex dynamics, fluid flows, and harmonic mappings. The accompanying computer applets are helping the students explore the basic results and the open questions related to these topics. There is great potential for a broad impact of this project, well beyond the schools involved in the project. The materials and applets will be especially helpful for students who want to do undergraduate research, but who are at institutions without sufficient resources or with limited research opportunities. It will provide these students with the background, experience, and excitement that is associated with research in mathematics. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Stephenson, Kenneth University of Tennessee Knoxville TN Daniel P. Maki Standard Grant 17228 7494 1536 SMET 9178 9150 0116000 Human Subjects 0632973 February 15, 2007 Collaborative Research: Non-parametric Computer Intensive Statistics Course for Engineers. Engineering Other (59) This project is developing materials for a course in non-parametric computer intensive (ONCPI) statistics. This course is distinctly different from existing undergraduate statistics courses in that the NPCI methods do not depend on assumed distribution functions (non-parametric) and rely heavily on computer sampling (computer intensive). By teaching the basic concepts of replication, variation, and counting in a hands-on environment, students are gaining an immediate intuitive understanding of statistics, as opposed to memorizing a series of poorly understood statistical 'recipes'. The practical results are that statistical concepts are more transparent, more sophisticated statistics can be carried out, and the course can be taken earlier in an engineering curriculum than a traditional parametric calculus based course. The PIs are developing nine modules for the NCPI course, utilizing selected modules in a junior level civil engineering course. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Mukai, David Timothy Robinson University of Wyoming WY Lesia L. Crumpton-Young Standard Grant 99943 7494 1536 SMET 9178 9150 0116000 Human Subjects 0632976 June 1, 2007 Collaborative Proposal: Complex Analysis Projects with accompanying applets. Mathematical Sciences (21) This project is a collaboration among Brigham Young University, The University of Tennessee, Ball State University, and The United States Air Force Academy. The project team is producing a collection of undergraduate complex analysis research projects with accompanying computer applets. This collection will allow undergraduate students to explore applications and current research topics in complex analysis. The collection has several purposes: (1) to serve as a resource for senior capstone courses; (2) to serve as a supplement for a standard undergraduate complex analysis course with the objective of helping students explore research topics either in a group or individually; and (3) to serve as a resource for small or independent student research projects for advanced undergraduate students who would like to begin exploring some research areas in complex analysis. For example, undergraduate students will be able to begin researching topics in complex analysis such as minimal surfaces, circle packing, complex dynamics, fluid flows, and harmonic mappings. The accompanying computer applets are helping the students explore the basic results and the open questions related to these topics. There is great potential for a broad impact of this project, well beyond the schools involved in the project. The materials and applets will be especially helpful for students who want to do undergraduate research, but who are at institutions without sufficient resources or with limited research opportunities. It will provide these students with the background, experience, and excitement that is associated with research in mathematics. CCLI-Phase 1 (Exploratory) CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Schaubroeck, Lisbeth Michael Brilleslyper James Rolf United States Air Force Academy CO Daniel P. Maki Interagency Agreement 100854 7494 7492 1536 SMET 9178 0116000 Human Subjects 0632986 February 1, 2007 Learning Plant Molecular Biology Through Research-Oriented Investigations. Biological Sciences (61) Molecular Approaches in Plant Biology (MAPB), an upper division undergraduate laboratory course, is designed to help students obtain the skills needed to participate in plant molecular biology research and develop an appreciation of the importance, relevance, and fascination of plant biology. Because of their pliability and ease of access, plants are ideal organisms for inquiry-based investigations in undergraduate education. This course uses research-oriented approaches to develop student interest in plant biology and student skills in data analysis, experimental design and critical thinking. During the first eight weeks, in preparation for actually participating in a research project, students learn different techniques designed to study how genes function in plants. Throughout the course students have opportunities to practice their technical skills and improve their abilities in scientific investigations through exercises and discussions in on-line forums. In the latter part of the course students carry out independent studies based on their proposals. They report their progress weekly to the class and the instructor for criticism and suggestions. At the end of the semester, students present their results in a mini-symposium. Their presentations are judged by their peers, the instructor, and an invited symposium audience. Course effectiveness is being evaluated based on student reports and the quality of their presentations as a demonstration of the skills students have acquired. Intellectual merit: MAPB is a research-oriented laboratory course designed to develop student abilities to conduct scientific investigations. The course creates new materials which are important for undergraduate education in the life sciences. Broader impact: This course increases awareness of plant science by a diverse set of students and provides opportunities for them to participate in plant science research projects and enhances teacher preparation by providing equipment to outreach programs. Findings from this course will be used to enrich lower division courses as well. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Shuai, Bin Wichita State University KS Terry S. Woodin Standard Grant 77438 7494 1536 SMET 9178 9150 0000099 Other Applications NEC 0116000 Human Subjects 0632992 February 1, 2007 INTEGRATING MODELING AND LABORATORY SESSIONS IN NEUROSCIENCE. Life Science Biological (61). An interdisciplinary team of faculty from Colleges of Engineering and of Arts and Sciences are collaborating to develop and teach a new course in computational neuroscience. The intellectual merit is to introduce more quantitative experience to students from biological and behavioral science while exposing students from quantitative sciences to some interesting questions and experimental techniques from the biological sciences. By collaborating, the faculty from both colleges will extend their expertise and be able to involve students with investigations of emerging questions in computational neuroscience. The new course represents a first step for defining a minor in computational neuroscience. For broader impact, a summer workshop is providing opportunities for other faculty to learn about the course so they can increase their own capacity to apply more mathematics within the biology curriculum at other institutions. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Nair, Satish Johannes Schul David Schulz University of Missouri-Columbia MO Linnea A. Fletcher Standard Grant 150000 7494 1536 SMET 9178 7494 0000099 Other Applications NEC 0116000 Human Subjects 0633008 March 1, 2007 Collaborative Research: Competitive Market Experiments for the Microeconomics. Economics (82) Experimental economics has contributed significantly to our understanding of the successes and limitations of models of competitive markets, and has also demonstrated how interactions among individual sellers and buyers generate market outcomes. An important goal of efforts to improve the undergraduate microeconomics curriculum is to develop student-use models of prices and allocations in a market economy. Students who participate in market experiments directly experience interactions among sellers and buyers. They see how these lead, in many market settings, to efficient allocations and stable market prices. Intellectual Merit Over the past 4 years, internet accessible market experiments that demonstrate key concepts from microeconomic models of competitive markets have been developed. In these experiments, students interact with one another as sellers or buyers in a market. As a group, their decisions and actions determine prices and exchange quantities, and the outcomes that they generate typically correspond closely to the predictions of the competitive equilibrium model. This type of exercise has had a substantially positive impact on students' learning. Implementation of a market model in an experiment makes the model tangible, which facilitates students' understanding of the model's elements and increases their confidence in the relevance and predictive capability of the model. In the current proposal we are working to extend the experiments to include the long-run equilibrium model - one of the key models in the microeconomics curriculum - and then to apply the model to problems in taxation and regulation. With these additions, the experiments available on "Econport" will include all of the core market models taught in the undergraduate microeconomics curriculum. Econport is a resource available through the National STEM Digital Library. Broader Impact The market experiments that we have developed have many advantages. Because they are internet based experiments, they are widely accessible and independent of computing platform. Because they are compiled programs, they are fast, reliable, and support a customized user interface. These characteristics have been selected so that colleges and universities that do not have a dedicated economics laboratory - or that have an economics laboratory but do not have market experiment software - will be able to incorporate these experiments into the undergraduate microeconomics curriculum. Our expectation is that this approach to market experiments will broaden access to these experiments to any institution where students have internet access, which now includes most if not all undergraduate programs in the U.S. As future experiments are developed by faculty in the relatively small number of institutions that conduct research on market experiments, they can be made quickly available to undergraduate instructors. CCLI-Phase 1 (Exploratory) DUE EHR Swarthout, James Georgia State University Research Foundation, Inc. GA Myles G. Boylan Standard Grant 79177 7494 SMET 9178 0116000 Human Subjects 0633010 July 15, 2007 Collaborative Project: nTIPERs - Tools for Learning and Assessment. Physics (13) There has been much progress made toward understanding how people learn, and in applying this understanding to classroom practice. In physics, a growing community of physics education researchers has documented deficits in student understanding in a variety of physics topics. The results of this research have been applied to the development of curricula that are measurably effective at improving student understanding. However, many of these curricular modifications require that busy faculty members make substantial and major changes to instruction. The goal of this project is to develop materials intended to enhance conceptual understanding of basic mechanics in introductory physics courses. The project is creating a large collection of easy-to-administer, ready-to-use, classroom and student-tested materials in basic mechanics (linear and rotational kinematics, linear and rotational dynamics, statics, momentum and impulse, work and energy, and periodic motion) that can be used as classroom materials, as out-of-class assignments, or as alternative assessments. These TIPERs (Tasks Inspired by Physics Education Research), such as Ranking Tasks and Working Backwards Tasks, are easily incorporated into existing courses and teaching styles. They may be used as individual exercises so that instructors who are interested in improving instruction can modify their courses in an incremental manner. An additional feature is the development of classroom polling questions to be used either with wireless polling devices ('clickers') or with low-cost, low tech, hand-held student polling cards. The materials are being tested at several institutions and made widely available in both print and electronic versions. Intellectual merit: This project provides a model pathway to the adoption of research-based curricula. In all STEM disciplines, some departments will be able to plunge into wholesale adoption of new curricula. However, it is important to provide a means for individual faculty who are not in such departments to incorporate the results of education research into their classrooms through use of materials that promote conceptual understanding and thus improve learning. The nTIPERs (mechanics TIPERs based primarily on Newtonian physics) materials are based on physics education research and foster improved conceptual understanding of important topics. Broader impacts: This effort is a collaboration between two-year college and university physics faculty from institutions that have diverse student populations. Since mechanics is the cornerstone of almost all introductory physics courses, these materials are applicable to secondary, two-year college, and college/university courses throughout the country. By facilitating the adoption of research-based educational materials, this project is helping to improve the level of scientific understanding of the fundamental concepts, principles, and relations of mechanics that are critical to a robust understanding of the physical world. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Kanim, Stephen New Mexico State University NM Duncan E. McBride Standard Grant 46393 7494 1536 SMET 9178 9150 0116000 Human Subjects 0633014 February 1, 2007 Lean and Green Production Systems Class Project. Engineering Other (59) This project is incorporating lean manufacturing techniques and environmental sustainability (green production) issues into an existing production systems project. The PIs are developing exemplary materials on how to achieve this goal, by modifying an existing project enabling students to synthesize course concepts in a real-world simulation-based production system. The modern manufacturing techniques include set-up reduction, one-piece flow- pull and cross training. Environmental sustainability includes topics such as energy use and the release of toxic waste. The project is also utilizing formative and summative assessment techniques allowing them to modify the course and simulation thereby improving student learning. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Whitman, Lawrence S. Hossein Cheraghi Janet Twomey Wichita State University KS Lesia L. Crumpton-Young Standard Grant 139166 7494 1536 SMET 9178 9150 0116000 Human Subjects 0633016 June 1, 2007 Collaborative Research: A Virtual Reality Laboratory and Curriculum for Undergraduates. Computer Science (31) The "Collaborative Research: A Virtual Reality Laboratory and Curriculum for Undergraduates" project is evaluating a variety of low- and moderate-cost equipment suitable for immersive virtual reality. Intellectual Merit: This project is evaluating the plausibility of purchasing and constructing low cost equipment for teaching immersive virtual reality. It is also developing educational materials to support using this equipment in a variety of computer science courses. Broader Impact: The project is exploring developing low cost equipment with tailored educational materials which can be inexpensively adopted. The equipment is enabling students to experience immersive virtual reality and can be adopted for Human Computer Interaction (HCI) and game programming courses. The PIs are disseminating their results through presentations at both regional and national conferences. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Miller, James University of Kansas Center for Research Inc KS Stephen C. Cooper Standard Grant 46490 7494 1536 SMET 9178 9150 0116000 Human Subjects 0633017 February 1, 2007 Improving Quantitative Reasoning and Inquiry-Based Learning in the Undergraduate Biology Curriculum. Life Science Biological (61) By increasing the emphasis on quantitative reasoning and inquiry-based activities in life science laboratory courses, faculty at the University of St. Thomas (UST) and North Hennepin Community College (NHCC) are encouraging more students to consider doing research. A first year introductory biology laboratory and a mid-level plant biology laboratory are being revised by faculty collaborating at these schools. Digital microscopy and quantitative analysis of gas exchange are being brought into the introductory laboratory curriculum. The addition of these technologies and the associated curricular changes are targeting four specific objectives: - better integration of math skills and higher order thinking skills in biology. - improving and expanding inquiry-based laboratories to create better links with ongoing research projects. - students working with organisms to understand the relationship of structure to function leading to greater understanding of biological diversity. - use of technology in small groups to promote cooperative learning and a sense of community within each laboratory. Intellectual Merit: Student gains are being assessed using attitudinal surveys, comparisons of student performance on laboratory examinations before and after the implementation of new technology-enhanced laboratory exercises, and tests of scientific and quantitative reasoning pre- and post-semester. Results are being examined to detect effects of curricular changes on different populations of students. Broader Impacts: Curricular use of research technology is intended to challenge students toward higher order thinking, and, as a result, to increase student enthusiasm and engagement in lower division life science labs. This collaboration between a university and community college helps acquaint more students from diverse backgrounds with people who work together to carry out science research endeavors. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Verhoeven, Amy Susan Chaplin Doreen Schroeder Tinna Ross University of St. Thomas MN Linnea A. Fletcher Standard Grant 163458 7494 1536 SMET 9178 0116000 Human Subjects 0633033 February 15, 2007 Mathematical Exploration of Medical Imaging. Mathematical Sciences (21) This project is connecting research trends in science, engineering, and medicine with current mathematical undergraduate education through development of a course entitled Mathematical Introduction to "Medical Imaging". This course serves as a model for integrating mathematics with the biological sciences. Intellectual Merit: Interweaving the latest technological and science achievements into mathematics education is of fundamental importance because to influence progress and development in industry, research laboratories, universities, and medical centers, it is necessary for graduates in the sciences to be able to apply mathematical methods and tools to study problems quantitatively and qualitatively. The focus of the project is on medical imaging, one of the most important tools in detection of various human diseases at early stages. The design, implementation and evaluation of the course and associated laboratories involves innovative strategies and collaboration with faculty from different areas of mathematics; from various departments, schools, and centers at the university; from local corporations; and from universities in Canada and Great Britain. Broader Impact: The goal of this project is enhancement of the education of a new generation of problem-solving scientists who can do cutting edge interdisciplinary research. The project activities are improving science, technology, engineering, and mathematics (STEM) education by introducing an innovative curriculum design and by developing a general strategy of how mathematical knowledge can be combined with current technology needs. A significant pool of female and minority students at Arizona State University is enabling the project to help prepare a diverse scientific community for the future. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Roudenko, Svetlana Douglas Cochran Arizona State University AZ Daniel P. Maki Standard Grant 70255 7494 1536 SMET 9178 0116000 Human Subjects 0633043 January 1, 2007 Collaborative Research: Critical Thinking for Civil Thinking in Science. Interdisciplinary (99) This project addresses the task of generating a scientifically literate citizenry by paying explicit attention to the relationship between critical thinking and civic thinking. The target audience is non-science majors taking introductory science courses, geology and biology. This collaborative work helps identify the pedagogical practices that advance student learning in these areas, involves faculty from four institutions, and builds on a pilot study that was initially supported by the Carnegie Academy for the Scholarship of Teaching and Learning. The project is being implemented in two stages. First, participating instructors incorporate Critical Thinking for Civic Thinking (CT)2 exercises in their courses. These exercises consist of open-ended scenarios that require students to apply scientific reasoning and develop a civic action plan. They pose a civic problem that has an essentially science base (e.g. Human Health and the Quality of Drinking Water). The second stage of this project consists of an experimental design that identifies and tests the relative effectiveness of specific pedagogical interventions. Participating faculty are meeting for a summer institute in 2007 to discuss the results from the first-stage and to identify the practices that enhance student learning. They will devise an experimental protocol to test what appears to be the most salient independent variable (or variables) in improving student learning. The subsequent analysis will be carried out in the 2007-2008 academic year. Small grants to additional STEM faculty at the participating institutions are being used to expand the pedagogical approach to other disciplines. Intellectual Merit: Analysis is being conducted to determine if critical and civic thinking skills tend to develop concurrently or independently among beginning science students. The collaboration between four institutions permits the use of common assessment measures to compare and contrast student responses across multiple institutions. Historically, most institutions interested in specific student learning outcomes either have tried to define and measure them within their own institutional context or have used nationally standardized exams that can not be easily connected to specific curricula or pedagogical interventions. The experimental design being created is based on the participating faculty's collaboration, analysis, and reflection upon the actual pedagogical practices that are used in their classrooms. Broader Impacts: For participating students, engagement with (CT)2 exercises introduces them to the rigors of scientific reasoning and skepticism in addressing open-ended, real world problems. The exercises encourage students to see the practical necessities and value of the scientific method. For faculty, the summer academy serves as an opportunity for the participating instructors to reflect on their teaching practice in light of direct evidence of student learning. For educational researchers, a controlled experiment within an inter-institutional context that links improvements in student's abilities in critical thinking and civic thinking contributes to the understanding of effective teaching practices and suggests reforms in the teaching of science. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Adair, Stephen James Mulrooney Mark Evans A. Fiona Pearson Central Connecticut State University CT Terry S. Woodin Standard Grant 37200 7494 1536 SMET 9178 0116000 Human Subjects 0633046 July 1, 2007 Enriched Undergraduate Research Training Using Project-based Laboratory Courses. Psychology - Biological (71) This project is enhancing undergraduate science education by providing opportunities to undergraduate students at the University of Detroit Mercy (UDM) to conduct empirical research projects within their laboratory courses. UDM is developing and evaluating two undergraduate laboratory courses in Psychology, Biopsychology and Perception and Cognition. The project goal is enriching the research training and thereby the critical thinking ability of undergraduates through project-based (inquiry-based) laboratory experiences. The specific objectives of this project are to increase students' knowledge of research methods, critical thinking ability, confidence in computer use, interest in research and graduate school, and student comprehension of key issues in related science. The laboratory courses are being designed to be taken after students complete traditional lecture courses in Biopsychology and Perception and Cognition. Experimental models that are commonly used in psychological research are being adapted to create the laboratory courses. In these courses students progress from observing faculty-directed demonstrations to engaging in whole-class projects designed by the instructor, finally conducting small-group independent projects. The impacts of the new courses are being evaluated with four types of assessments. Cohorts of psychology majors are being surveyed before and after the new curricula are introduced. The surveys cover interest in scientific research and graduate study, career plans, experiences at UDM, and demographic information. A standardized test of critical thinking is administered to beginning Psychology majors and then re-administered as they complete an advanced laboratory course. The objective of increased comprehension is being addressed by pre and post-course measurements of the enrolled students' understanding of selected complex key issues. Traditional end-of-term in-class evaluations provide ongoing assessment of student reactions to the new courses. The intellectual merit of this project is its potential to advance knowledge in undergraduate science education. The broader impact of the proposed activity is its involvement of an ethnically and economically diverse population of students, providing them with expanded opportunities to learn science as science is done. The number of UDM undergraduate students who are able to engage in scientific research is increasing. Such experience is essential to providing a strong foundation for either further training in psychological science or immediate employment. This approach to undergraduate education in psychology has the potential to become standard practice at other institutions. CCLI-Phase 1 (Exploratory) DUE EHR Hill, Elizabeth Gregory Grabowski Harold Greene University of Detroit Mercy MI Myles G. Boylan Standard Grant 143596 7494 SMET 9178 0116000 Human Subjects 0633055 April 15, 2007 Computer-Aided Collaborative reasoning Across the Curriculum. Computer Science (31) Software development based on the reuse of object-oriented components has the potential to improve the reliability of software products, but to realize this potential, software developers must be able to develop high quality software components, and be able to reason about their correctness. Introduction of formal reasoning in education will enable students to learn both how to develop correct programs and to understand why their programs are correct. This project is inculcating and amplifying principles and applications of reasoning in computing across the curriculum through the development of collaborative learning tools for three undergraduate courses: an introductory programming course, a data structures and algorithms course, and a software engineering course. Through these courses, the PIs are teaching reasoning across the curriculum by engaging students through a computer-aided, collaborative approach. In the Collaborative Reasoning paradigm, teams of students are involved in problem solving. This learning model is being enhanced with systematic feedback cycles, rapid and delayed, from both humans and automated assistants, using a Collaborative Reasoning Workbench. Systematic feedback gives structure to the reasoning process. Rapid feedback can make learning immediate and exciting for students, yet delayed feedback may be more meaningful in some problem-solving contexts. The Workbench can be tuned to provide either type of feedback, and it includes a set of exercises and "reasoning assistants" to guide students both inside and outside of the classroom. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Krone, Joan Denison University OH Victor P. Piotrowski Standard Grant 24624 7494 1536 SMET 9178 0116000 Human Subjects 0633056 July 1, 2007 An Undergraduate Computer Engineering Educational Framework for using Field Programmable Gate Arrays as Efficient Hardware Accelerators. Computer Science (31) The "An Undergraduate Computer Engineering Educational Framework for using Field Programmable Gate Arrays (FPGA)s as Efficient Hardware Accelerators" project is developing educational materials for an undergraduate course on mapping algorithms to FPGAs to conduct high performance computing. Intellectual Merit: This project is evaluating teaching FPGAs at the undergraduate level. It is developing educational materials, including hands-on labs, for instructing students in the design and implementation of algorithms on FPGA hardware. Broader Impact: This project is responding to a national need for increased numbers of computer scientists able to leverage the computational power of FPGAs. The PIs are disseminating their results through a workshop and presentations at both regional and national conferences. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Ravindran, Arun Patricia Tolley Arindam Mukherjee University of North Carolina at Charlotte NC Stephen C. Cooper Standard Grant 150000 7494 1536 SMET 9178 0116000 Human Subjects 0633057 January 1, 2007 Expanding Nanoscience Education in Northern Iowa. Interdisciplinary (99) The Departments of Physics, Chemistry, and Biology jointly develop and implement 1) lecture and laboratory materials for a sophomore-level nanoscience curriculum, 2) introductory nanoscience modules appropriate to first-year undergraduate science courses, and 3) a university-high school outreach program directed to educating high school science teachers in nanoscience. This nanoscience curriculum development effort creates a two-course nanoscience sequence as the centerpiece of a minor in nanoscience. This is the intellectual merit of the project. These courses are providing science majors and science education majors with nanoscience and nanotechnology concepts and techniques that increasingly underpin advanced manufacturing. The self-contained nanoscience modules provide nearly every general physics, chemistry and biology undergraduate with at least two nanoscience laboratory experiences. Pre-service secondary science teaching majors also use these modules. The nanoscience courses and the nanoscience minor provide a broad avenue for undergraduate engagement in nanoscience. Science faculty members not directly engaged in the project's curriculum development nevertheless often experience an introduction to nanoscience by way of the first-year laboratory modules. The outreach activities help high school science teachers introduce nanoscience to their classes, thereby providing broader impact. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Chancey, Charles Lawrence Escalada Duane Bartak Michael Walter Dawn Del Carlo University of Northern Iowa IA Herbert H. Richtol Standard Grant 149908 7494 1536 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0633062 July 1, 2007 Yeast and Oxygen: Incorporating functional genomics research into three advanced laboratory courses. Life Science Biological (61) This project is developing three advanced laboratory courses to engage undergraduate students in original research on enzymes involved in the protection of eukaryotic cells from reactive oxygen species (ROS). Students perform original research projects in a sequence of three upper division lab courses: cell biology, molecular biology, and biochemistry. Activities in all three courses focus on methionine sulfoxide reductases (Msrs), enzymes that repair proteins damaged by ROS, using the budding yeast, Saccharomyces cerevisiae, as the experimental model. Growing evidence suggests that Msrs, in addition to protecting cells against oxidative stress, play important roles in cell signaling, aging and disease. S. cerevisiae is a particularly well-suited eukaryotic model for this project, because techniques for its culture and genetic manipulation are easily adapted to the undergraduate classroom. In addition, molecular clones and engineered yeast strains are available through the yeast genome project. In each course, students formulate hypotheses, design and conduct original experiments, critically evaluate data, and formulate conclusions that serve as the basis for further experimentation. Different skill sets from biochemistry, molecular biology, and cell biology are taught in each course and applied to original research conducted by teams of students. Results are communicated in oral and written reports and in student poster sessions. Experimental results collected from the three courses over a period of years is providing novel information about Msr physiology and biochemistry that will lead to manuscripts with student co-authors submitted to scientific journals. Reports on the basic-research approach to upper-division lab education for large numbers of undergraduate students who would not otherwise be able to participate in original research will be published in journals focused on college science education. A broader impact of the project is to develop laboratory experiences to engage large numbers of undergraduate students with original research and to contribute to the scientific knowledge base. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR O'Connor, Clare Michael Piatelli Boston College MA Linnea A. Fletcher Standard Grant 149781 7494 1536 SMET 9178 0116000 Human Subjects 0633073 January 1, 2007 Guided Inquiry Activities for Introduction to Materials. Engineering - Materials Science (57) This project is developing and testing new classroom materials for the Introduction to Materials course within the engineering curriculum that utilizes an active learning, team-based approach. These materials are based upon a pedagogical approach developed for chemistry under an NSF CCLI National Dissemination grant (DUE-0231120). This pedagogy has been termed Process Oriented Guided Inquiry Learning (POGIL) and is based upon the learning cycle model. Rather than sitting in traditional lectures, students work in teams to complete worksheets that guide them through the process of learning. In this way students are actively engaged in processing the information and have the opportunity to utilize and develop important skills such as teamwork, communication, and critical thinking. POGIL worksheets are being developed which contain the following components: 1) A model or data that illustrate a particular concept; 2) Critical thinking questions that guide the students to process the model or data and lead them to an understanding of the concept; 3) Exercises and problems that allow them to practice using the concept. Assessment is being conducted, specifically focused on the differential impact of guided inquiry on women and minorities. The materials are being disseminated for use at other institutions through the POGIL website (www.pogil.org) and one day workshops. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Douglas, Elliot University of Florida FL Sheryl A. Sorby Standard Grant 148955 7494 1536 SMET 9178 0116000 Human Subjects 0633077 December 1, 2006 Preparing Undergraduates for Research: Examining the use of Remote Instrumentation in Earth and Planetary Science Classrooms. Geology (42) This project is implementing and testing methods to bring research microbeam analytical instrumentation - an electron probe microanalyzer, and a scanning electron microscope, accessible via remote instrument operation technologies - into introductory and upper-level geoscience and natural science courses. This work is building on effective instructional approaches from Beane (2004) and other recent projects by developing and testing both classroom-oriented and research-based activities that make educational use of microbeam instruments in a remote operation environment. Project assessment is focusing on logistical aspects of using these tools in classroom settings, and on their educational benefits - their direct effects on learning in these courses, and the secondary impacts of attracting and retaining students in geoscience fields, and leading students into research-oriented directions later in their academic careers. The educational materials being developed are being submitted to appropriate Science Education Resource Center (SERC) sites for undergraduate geoscience education, and disseminated through workshops for faculty run at the Council on Undergraduate Research Biannual Conference, and at American Geophysical Union and Geological Society of America national meetings. The intellectual merit of this project lies in the progress it is making toward understanding the educational and professional development value of using research instruments in undergraduate STEM courses. The broader impacts of the project lie in the insights it is providing regarding successful ways to integrate virtual instrument use into science classrooms, which has the potential to expose students across a wide range of institutional settings to some of what research scientists actually do. As well, the outreach activities are not only creating connections between the PI and faculty at many institutions, but are connecting faculty participants to a cutting-edge (and Internet2 accessible) NSF-funded materials microanalysis facility. An additional educational impact of the project involves the participation of an incoming Ph.D. student in geoscience education, who is also teaching faculty at a local community college. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Ryan, Jeffrey University of South Florida FL Jill K. Singer Standard Grant 107865 7494 1536 SMET 9178 0116000 Human Subjects 0633081 January 1, 2007 Collaborative Research: Using MARGINS Research Data Resources in the Classroom: Developing and Testing Multidisciplinary Mini-Lessons. Geology (42) This collaborative project is generating and testing a set of multidisciplinary course materials, called MARGINS Mini-Lessons, that repurpose the rich data and visualization resources that have been developed by projects supported through the NSF-MARGINS Program for use in introductory and upper level undergraduate courses. The Principal Investigators, all members of the MARGINS Steering Committee and/or the MARGINS Education/Outreach Advisory Committee, are engaging the MARGINS academic community in this effort through a MARGINS Education Mini-Workshop. There, participants gain insight into the current state of the four MARGINS Science Initiatives, and the varied data repositories and information resources housing MARGINS results. Workshop participants are identifying key content areas to address with Mini-Lessons, and are participating in their development and testing in concert with the Principal Investigators and the module assessment team. Several different varieties of MARGINS Mini Lessons are being developed, based on successful models, including 4-6 large-scale lessons. A resource and support team, comprising members from the MARGINS Education/Outreach Advisory Committee, is working with Mini-Lesson developers to ensure that the completed modules follow best educational practices and are effectively tested and assessed. Smaller-scale ideas arising from the workshop are being produced as shorter Mini-Lessons, and supported through standardized online assessment resources that instructors can use to test their effectiveness and report back results. The intellectual merit of this project lies in its mining of the extensive MARGINS data repository for interdisciplinary educational materials that will bring the realities of modern earth science into undergraduate courses. The broader impacts of this project lie in its efforts to build a broad-based educational community of MARGINS researchers and educators through the module development processes. The modules themselves are being used in a range of undergraduate geoscience courses on both two- and four-year college campuses, and are reaching diverse student audiences. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Abers, Geoffrey Jeffrey Ryan Trustees of Boston University MA Jill K. Singer Standard Grant 54799 7494 1536 SMET 9178 0116000 Human Subjects 0633083 August 15, 2007 Hands-On Physics Outside the Classroom. Physics (13) This project builds on experience with Studio Physics, an integrated lecture-laboratory format, a technology-enhanced learning environment, collaborative group work, and a high level of faculty-student interaction. The project is leveraging new hardware and software that, when connected to a PC via a USB port, provides functionality similar to that of the laboratory equipment currently used in an instrumented classroom -- at an affordable cost for individual students to own. With guidance from their instructors, students devise their own experimental procedures for each given problem, test their ideas in class, and then each student completes the activity outside of class with his/her personal PC-based instrumentation set at his/her choice of time and place. Students are able to perform hands-on experiments anywhere/anytime, thus facilitating new opportunities for them to tinker and gain valuable insight through practical experience. Six take-home activities for Physics I (mechanics) and five for Physics II (electromagnetics and circuits) are being designed, developed and implemented in physics and engineering courses at Rensselaer and partner institutions. An evaluation activity is guided by assessment experts from the Evaluation Consortium at the State University at Albany to assess what impact project outcomes have on student learning. Collaborators from the partnering schools are participating in an exchange program in which faculty teach the course content at both their home institution and at the partner''s, as well as participate in a K-12 classroom outreach program. The intellectual merit of the project is to leverage Rensselaer-developed educational technology in order to extend hands-on activities beyond the classroom. The project is producing a valuable set of vetted resources and pedagogy that can be widely adopted by other institutions. The broader impacts of this project include providing students the ability to perform and further explore experiments at their own pace anywhere/anytime while additionally providing physics teachers (as well as general STEM teachers) with innovative educational technology to utilize in/out of the classroom. Hands-on activity can produce powerful student engagement. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Wang, Gwo-Ching Peter Persans D Millard Scott Dwyer Rensselaer Polytechnic Institute NY Duncan E. McBride Standard Grant 150000 7494 1536 SMET 9178 0116000 Human Subjects 0633090 May 1, 2007 Phase I: Reformulating Media Computation with Functional Programming, Scripting,. Computer Science (31) The "Reformulating Media Computation with Functional Programming, Scripting, and Design Principles" project is integrating the Scheme functional programming language into the media computation framework. Intellectual Merit: This project is evaluating if the functional programming language paradigm is an effective way to introduce media computation to students. It is developing the educational materials required to support media computation using Scheme, Script-Fu, and the Gnu Image Manipulation Program (GIMP). Broader Impact: It has already been shown that the media computing approach appeals to underrepresented groups; this project is exploring if functional programming will increase or detract from that appeal. The project is creating an approach to media computation which is enabling students outside of computing to obtain skills in media computation. Results are being disseminated through a series of workshops and presentations at both regional and national conferences. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Rebelsky, Samuel Mathew Kluber Janet Davis Grinnell College IA Stephen C. Cooper Standard Grant 148763 7494 1536 SMET 9178 0116000 Human Subjects 0633095 March 15, 2007 Exploring Natural History: Promoting Active Learning in Ecology and Biodiversity. Biological Sciences (61). The Exploring Natural History project addresses the difficulties faced by most college and university faculty when trying to incorporate active learning techniques into courses in organismal biology. Unique online tools and educational materials are being developed to support inquiry teaching in organismal biology based on a well-established and popular online natural history database, the Animal Diversity Web. Students using these materials are guided to searches and self-directed inquiries of natural history data in activities designed to illustrate core concepts in organismal biology and ecology. Project staff are working with talented instructors at seven institutions in the Great Lakes region to design activities that fit directly into a wide range of biology courses, including ecology, general biology, animal diversity, evolution, and behavior. These educational activities are being supported by an online, collaborative workspace that includes materials to guide faculty and students in the development of queries and tools to facilitate the analysis, synthesis, and presentation of results. The flexibility of these tools allows their use in a wide range of undergraduate educational settings. This project's online tools and workspaces are being designed to be freely available to instructors at all levels in any part of the country and are encouraging participants and other interested educators to share exercises and experiences. The online components are modular, not content-dependent, so other online digital resource sites can incorporate them into their own educational support efforts. The effectiveness of these inquiry activities is being evaluated through testing of modules by faculty experts, and through examination of student reactions to the activities, gains in content knowledge, and gains in their ability to reason from and use data to support claims. Project results are being disseminated widely through presentations and workshops at national education and biological conferences, as well as through various online tools. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Myers, Philip University of Michigan Ann Arbor MI Deborah E. Allen Standard Grant 149096 7494 1536 SMET 9178 0116000 Human Subjects 0633098 April 15, 2007 Collaborative Project: Integration of Modeling and Control of Smart Actuators for Nano/Bio Technology into Mechanical Engineering Curriculum. Mechanical Engineering (56) This project is developing a module on smart actuators for inclusion into three different courses within the mechanical engineering undergraduate curriculum. The module is addressing the important aspects of modeling, control and design of smart actuator-based systems through a collection of specially designed lectures and laboratory experiments. In this way, the students are being provided the knowledge, understanding and skills for nano/bio related professional fields. The project is building on the research expertise of the PIs, leveraging their experiences and collaborative efforts in this area. The PIs are designing, implementing and assessing the modules which are being included in a junior level course on mechanical systems and controls, a senior level mechatronics course and a capstone design course, each course at a different institution. After completing the module, the students can understand the fundamental concepts of modeling/control of piezoactuators, transfer the knowledge to solve engineering problems at higher levels of abstraction and recognize mechanical concepts in nano/bio technologies. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Leang, Kam Gina Pannozzo Virginia Commonwealth University VA Lesia L. Crumpton-Young Standard Grant 62617 7494 1536 SMET 9178 0116000 Human Subjects 0633112 January 15, 2007 Development of Scientific Understanding through Teaching Experiences. Assessment/Research (91) Biological Sciences (61) Intellectual Merit: This project is examining the impact that the development and teaching of biology curricula by undergraduates has on developing a deep understanding of biological concepts and affinity for the discipline. The project is developing this as a model for engaged STEM learning for students within a liberal education. This project is building on four years of prior experience involving students deeply in educational outreach (in biology) to a public elementary school and a public high school. Students design and teach biology curriculum modules as a means to discovering, engaging with, and committing to learning in the biological sciences. Students are pushed to draw on and develop a range of skills and abilities: collaborative problem solving, communication, and flexible thinking. Students immerse themselves in the content and inquiry process fundamental to science in order to communicate with others. Both K-12 and college students have experienced learning gains as a result of this activity. This project is deepening our understanding of these strategies and systematically documenting their impact. The following questions are being addressed: How does STEM disciplinary learning deepen when undergraduates teach? What key dimensions of learning are enhanced by "Learning by Teaching?" How does "Learning by Teaching" affect these key dimensions in ways other kinds of coursework does not? What scaffolding and infrastructure are needed for "Learning by Teaching" to be successfully integrated into a curriculum? Because the impact on learning from student involvement in curriculum development and teaching is not fully captured by traditional assessments, this project is also developing, assessing, and refining a rubric to analyze the evidence of student learning as documented within the lesson plans they create. Within this rubric, three learning goals are being tracked: comprehension (of disciplinary content and process); flexibility (in the creative transfer and communication of knowledge); and engagement (the qualities of motivation and confidence that aid learning) along a novice-expert competency continuum. Broader Impact: This project has an unusually broad impact on STEM education by involving multiple student populations: expanding the involvement of traditionally disenfranchised college students in science, deepening the engagement of biology majors in a culminating academic experience, and reaching scientifically underserved public school children with dynamic, inquiry-based science curricula. Evidence has been gathered showing that the partnership is changing teacher practices in the K-12 schools. The dissemination of findings are benefiting from partnerships with the Carnegie Academy for Science Education and the Carnegie Foundation for the Advancement of Teaching. CCLI-Phase 1 (Exploratory) DUE EHR Elmendorf, Heidi Randall Bass Georgetown University DC Myles G. Boylan Standard Grant 149882 7494 SMET 9178 0116000 Human Subjects 0633119 April 1, 2007 Implementation of FT-NMR Across the Chemistry Curriculum. Chemistry (12) The Anasazi EFT-60 Nuclear Magnetic Resonance (NMR) Spectrometer is being used to implement NMR spectroscopic experiments and provide hands-on experience for students in freshman through senior chemistry laboratories. About 1200 students per year from several disciplines are impacted by this project. Students in the organic chemistry sequence at the Mississippi University for Women (MUW) are also gaining experience in NMR spectroscopy with this instrument. The broad impact of the NMR instrument as a tool to interest and retain underrepresented students in STEM disciplines is enhanced through outreach activities to area high school students and undergraduates from community colleges and universities not having access to NMR instrumentation at their home institutions. The positive effect on increasing participation of underrepresented groups in science and engineering is based on local demographics including a 20% African-American enrollment at Mississippi State University, a student body that is 85% women and 32% African-American at MUW, a 93% African-American and 71% female enrollment at Mississippi Valley State University, and a 56% African-American population at area high schools. The hands-on experience with an FT-NMR spectrometer enhances the chemistry majors' undergraduate education and helps prepare students for employment or graduate study. The intellectual merit of the project is demonstrated by the enhancement in students' critical thinking and problem-solving skills, and greater involvement in chemical research. Increased enthusiasm towards chemistry as a career is realized because of the vertical incorporation of FT-NMR spectroscopy and the integration of this technology throughout the chemistry curriculum. EXP PROG TO STIM COMP RES CCLI-Phase 1 (Exploratory) DUE EHR Beard, Debbie William Henry Mississippi State University MS Herbert H. Richtol Standard Grant 148584 9150 7494 SMET 9178 9150 0116000 Human Subjects 0633121 January 15, 2007 Discovering Science Through Fermentation: Equipment for an Investigative Approach. Life Science Biological (61) This project is bringing research grade fermentation equipment into two new inquiry-based, fermentation science courses to recruit students to science. Intellectual Merit: An entry-level fermentation course is introducing students to the primary research literature, scientific writing, and laboratory research. First year students are beginning their experimental science research partnered with more senior students in an upper-level course, providing mutual support for student inquiry-driven experiments, rather than prepared and prescribed laboratory exercises. The students participate in a fermentation conference to improve engagement and presentation skills. In an upper-level course, students continue working in small groups to design and complete experiments. The partnerships of first year students with more advanced students are carefully mentored by the instructors. Formative assessment occurs several times during a semester and adjustments are being made as problems emerge. The impact is being evaluated in terms of conceptual understanding and interest in science. Some projects initiated in the upper-level course are being developed into longer term, independent research projects. The impact of different science teaching approaches on epistemological development is also being investigated. Broader Impacts: The fermentation courses are attracting students who might not otherwise have been interested in taking a laboratory course, thereby recruiting more students to science. The courses can be adapted by other institutions looking to increase their numbers of science majors. While several colleges use brewing as a lure to attract non-majors, most approaches use standard brewing practices to illustrate well-known principles. In contrast, these courses are motivated by serious scientific questions of interest to fermentation scientists to give students the opportunity to participate in real research. The focus changes each time a course is offered. Results will show whether non-science students' views about science change after they perform student-initiated research with science students at the undergraduate level. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Jarvis, Christopher Jason Tor Hampshire College MA Linnea A. Fletcher Standard Grant 25805 7494 1536 SMET 9178 0116000 Human Subjects 0633124 January 1, 2007 Collaborative Research: Using MARGINS Research Data Resources in the Classroom: Developing and Testing Multidiscipinary Mini-Lessons. Geology (42) This collaborative project is generating and testing a set of multidisciplinary course materials, called MARGINS Mini-Lessons, that repurpose the rich data and visualization resources that have been developed by projects supported through the NSF-MARGINS Program for use in introductory and upper level undergraduate courses. The Principal Investigators, all members of the MARGINS Steering Committee and/or the MARGINS Education/Outreach Advisory Committee, are engaging the MARGINS academic community in this effort through a MARGINS Education Mini-Workshop. There, participants gain insight into the current state of the four MARGINS Science Initiatives, and the varied data repositories and information resources housing MARGINS results. Workshop participants are identifying key content areas to address with Mini-Lessons, and are participating in their development and testing in concert with the Principal Investigators and the module assessment team. Several different varieties of MARGINS Mini Lessons are being developed, based on successful models, including 4-6 large-scale lessons. A resource and support team, comprising members from the MARGINS Education/Outreach Advisory Committee, is working with Mini-Lesson developers to ensure that the completed modules follow best educational practices and are effectively tested and assessed. Smaller-scale ideas arising from the workshop are being produced as shorter Mini-Lessons, and supported through standardized online assessment resources that instructors can use to test their effectiveness and report back results. The intellectual merit of this project lies in its mining of the extensive MARGINS data repository for interdisciplinary educational materials that will bring the realities of modern earth science into undergraduate courses. The broader impacts of this project lie in its efforts to build a broad-based educational community of MARGINS researchers and educators through the module development processes. The modules themselves are being used in a range of undergraduate geoscience courses on both two- and four-year college campuses, and are reaching diverse student audiences. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Manduca, Cathryn Carleton College MN Jill K. Singer Standard Grant 52691 7494 1536 SMET 9178 0116000 Human Subjects 0633125 June 1, 2007 Collaborative Research: Complex Analysis Projects with accompanying applets. Mathematical Sciences (21) This project is a collaboration among Brigham Young University, The University of Tennessee, Ball State University, and The United States Air Force Academy. The project team is producing a collection of undergraduate complex analysis research projects with accompanying computer applets. This collection will allow undergraduate students to explore applications and current research topics in complex analysis. The collection has several purposes: (1) to serve as a resource for senior capstone courses; (2) to serve as a supplement for a standard undergraduate complex analysis course with the objective of helping students explore research topics either in a group or individually; and (3) to serve as a resource for small or independent student research projects for advanced undergraduate students who would like to begin exploring some research areas in complex analysis. For example, undergraduate students will be able to begin researching topics in complex analysis such as minimal surfaces, circle packing, complex dynamics, fluid flows, and harmonic mappings. The accompanying computer applets are helping the students explore the basic results and the open questions related to these topics. There is great potential for a broad impact of this project, well beyond the schools involved in the project. The materials and applets will be especially helpful for students who want to do undergraduate research, but who are at institutions without sufficient resources or with limited research opportunities. It will provide these students with the background, experience, and excitement that is associated with research in mathematics. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Stankewitz, Rich Ball State University IN Daniel P. Maki Standard Grant 18147 7494 1536 SMET 9178 0116000 Human Subjects 0633126 July 1, 2007 Enhancing Introductory Physics Sequences Using Forced Response in the Dynamic CELL (Collaborative Educational Learning Laboratory). Physics (13). This project changes the algebra and calculus based introductory physics sequences from a traditional lecture/laboratory format to a new active-learning environment based on a new program that incorporates the concepts of Forced Response and CELLs. Forced Response requires students to respond to a series of questions and assessments designed to identify areas of weakness at the beginning, throughout, and at the end of particular units of study. The CELL (Collaborative Educational Learning Laboratory) is employed as a true laboratory for learning by both student and faculty. For faculty the CELL provides an opportunity for research into new areas of student learning. The intellectual merit of the work addresses what science is and how science should be taught. Courses are taught completely in a CELL and students do not go to separate rooms for laboratory exercises. A series of inquiry-based, hands-on activities combine the lecture/laboratory portions of the new course. The broader impact of the proposal is seen in the doctors, pharmacists, and all secondary science teachers graduating from Eastern Kentucky University who take one of these two physics sequences and have a strengthened fundamental understanding of science. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Cook, Jerry Garett Yoder Eastern Kentucky University KY John F. Mateja Standard Grant 149767 7494 1536 SMET 9178 9150 0116000 Human Subjects 0633133 March 1, 2007 Quantitative Literacy Across the Curriculum in a Liberal Arts Setting. Mathematical Sciences (21) The goal of the project is to incorporate Quantitative Literacy (QL) learning materials and teaching strategies in courses throughout the curriculum. It is improving the ability of students at the college to formulate, evaluate, and express conclusions and inferences from quantitative information using analytical arguments, reasoning, and fundamental mathematical skills. Faculty expertise with QL educational innovations is being developed through two workshops (involving nearly 50% of the faculty) and the participation of national QL experts. A project evaluator is working with the college to evaluate student learning and the implementation of faculty innovations to ensure quality, relevance and impact. Intellectual Merit: QL offers a quantitative habit of mind that can be applied in nearly any discipline and responds to a lack of relevance that students often see in traditional mathematics courses. The project has a clear student focus with opportunities for students to advance their QL skills in newly designed mathematics courses, liberal education courses, and courses for majors. Expected measurable outcomes include improvements in attitudes and QL skills for both faculty and students. Permanent institutional reform of the project ensures long term impact. Broader Impact: College students are facing an increasingly complex global society, and they need to apply quantitative knowledge and reasoning, yet many graduates seem poorly prepared to do so. This initiative promotes an effective QL program that prepares college graduates for their professional and personal lives and responds to a national call for an increased understanding of mathematics as the language of science. Faculty from all disciplines are engaged in revising and designing courses with QL content and exploring ways to integrate QL in interdisciplinary undergraduate research projects and digital-media learning portfolios. Project workshops involve faculty from other institutions, providing opportunity for QL education community-building and the dissemination of project results. It also serves as a model for similar institutions. EXP PROG TO STIM COMP RES CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Kilic-Bahi, Semra Benjamin Steele Randall Hanson Lynn Garrioch Joseph Carroll Colby-Sawyer College NH Ginger H. Rowell Standard Grant 149290 9150 7494 1536 SMET 9178 9150 0116000 Human Subjects 0633143 March 15, 2007 Bridging Security Primitives and Protocols: A Digital LEGO Set for Information Assurance Courses. Computer Science (31) The demand for information assurance education continues to rise. The large number of security protocols with complex procedures and various vulnerabilities remain a challenging topic for both faculty and students. Although many instructors try to implant the notion in the minds of students that "various security protocols are constructed by only a limited number of primitives," the lack of a demonstration environment and hands-on exercises severely impacts their learning outcomes. This collaborative project is developing an innovative digital construction set that integrates the achievements in security education and visualization. Based on this integration, the PIs are designing a comprehensive suite of instructional demonstrations and hands-on experiments to assist students to bridge the security primitives and protocols. This approach applies the pedagogical methods learned from toy construction sets by treating security primitives as LEGO pieces and protocols as construction results. While the automatic demonstrations of protocol decomposition expose the relationship among the primitives and protocols, the hands-on experiments provide an effective training for students to apply primitives flexibly during protocol design. The modularized structure of the proposed approach also enables easy extensions by teachers and students. The digital LEGO set, the comprehensive suite of demonstrations and experiments, and corresponding visualization tools are significantly improving information assurance courses by: (1)Helping students bridge the security primitives and protocols and improving their understanding of the course contents (2)Cultivating student skills to flexibly apply primitives to the design and evaluation of security protocols under various requirements (3)Providing a friendly and encouraging platform and a group of demonstration and experiment samples to assist instructors to prepare their course materials (4)Providing an environment to evaluate the effectiveness of pedagogical methods by using construction sets in adult education (5)Enabling instructors to easily share, expand, and modify their course materials CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Wang, Weichao University of Kansas Center for Research Inc KS Timothy V. Fossum Standard Grant 78460 7494 1536 SMET 9178 9150 0116000 Human Subjects 0633149 April 1, 2007 Using Discovery-Based Experiments to Integrate FT-NMR Spectroscopy into the Chemistry Curriculum. Chemistry (12) To improve and modernize its instruction in chemistry, the Department of Biological and Physical Sciences is adapting a series of discovery-based laboratory experiments to gradually and systematically integrate Fourier transform nuclear magnetic resonance (FT-NMR) spectroscopy into the chemistry curriculum. These experiments, which are being incorporated into seven existing courses (General Chemistry I and II, Organic Chemistry I and II, Physical Chemistry I and II and Biochemistry I) as well as a new spectroscopy course, focus on the use of NMR spectroscopy to answer questions, solve problems, or discover new concepts. These types of inquiry-based activities have been shown to improve student learning and increase student interest in and enthusiasm for the study of science. Intellectual Merit Students are being introduced to 13C NMR spectroscopy by using a new 90 MHz Anasazi NMR spectrometer in general chemistry in an experiment that examines the concept of isomers and another where they investigate the structure of aspirin. Students are learning 1H and 13C NMR in organic chemistry and are using both 1H and 13C NMR in experiments to identify reaction products and study reaction mechanisms. They also are introduced to two dimensional NMR through a HETCOR experiment. Students in the new spectroscopy course use various NMR experiments and techniques including two dimensional NMR to determine the structures of organic and inorganic unknowns. They also visit the NMR and mass spectrometry laboratories at the University of South Carolina to as part of this course. Students in the biochemistry course use 19F NMR to study enzyme kinetics, and in physical chemistry students use NMR spectroscopy to study reaction kinetics, determine equilibrium constants and to probe spin relaxation effects. With the aid of a local high school teacher, the experiments for general chemistry are being adapted for a high school audience, and high school chemistry classes are invited to Columbia College to carry out these experiments. An Advisory Panel that consists of three faculty members from other predominately undergraduate institutions in South Carolina and the Columbia College's Director of Assessment are helping to evaluate this project. Student learning outcomes have been established for each class in which new discovery-based experiments are being introduced. Broader Impact Through this project more than 70 women science majors (44% minority) a year are being exposed to a series of discovery-based labs and are having hand-on experience with the instrumentation used most routinely for structure determination in modern chemistry laboratories. These students also are developing skills that are enabling them to carry out undergraduate research projects. Through this endeavor, students and faculty at Columbia College are collaborating with faculty at a large research institution and at several other predominately undergraduate institutions within the state. The Columbia College faculty also are broadening their interactions with local high school teachers and students. Results of this project will be disseminated into the chemical education community through conferences and meetings, peer-reviewed journals and through the formation of a South Carolina Anasazi Instrument User's Group. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Baker, Julia James Spell Margaret Brinley Columbia College SC Susan H. Hixson Standard Grant 149968 7494 1536 SMET 9178 9150 0116000 Human Subjects 0633150 March 15, 2007 Bridging Security Primitives and Protocols: A Digital LEGO Set for Information Assurance Courses. Computer Science (31) The demand for information assurance education continues to rise. The large number of security protocols with complex procedures and various vulnerabilities remain a challenging topic for both faculty and students. Although many instructors try to implant the notion in the minds of students that "various security protocols are constructed by only a limited number of primitives," the lack of a demonstration environment and hands-on exercises severely impacts their learning outcomes. This collaborative project is developing an innovative digital construction set that integrates the achievements in security education and visualization. Based on this integration, the PIs are designing a comprehensive suite of instructional demonstrations and hands-on experiments to assist students to bridge the security primitives and protocols. This approach applies the pedagogical methods learned from toy construction sets by treating security primitives as LEGO pieces and protocols as construction results. While the automatic demonstrations of protocol decomposition expose the relationship among the primitives and protocols, the hands-on experiments provide an effective training for students to apply primitives flexibly during protocol design. The modularized structure of the proposed approach also enables easy extensions by teachers and students. The digital LEGO set, the comprehensive suite of demonstrations and experiments, and corresponding visualization tools are significantly improving information assurance courses by: (1)Helping students bridge the security primitives and protocols and improving their understanding of the course contents (2)Cultivating student skills to flexibly apply primitives to the design and evaluation of security protocols under various requirements (3)Providing a friendly and encouraging platform and a group of demonstration and experiment samples to assist instructors to prepare their course materials (4)Providing an environment to evaluate the effectiveness of pedagogical methods by using construction sets in adult education (5)Enabling instructors to easily share, expand, and modify their course materials CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Lu, Aidong University of North Carolina at Charlotte NC Victor P. Piotrowski Standard Grant 71540 7494 1536 SMET 9178 0116000 Human Subjects 0633157 July 1, 2007 RealTime Physics Labs for UCF. Physics (13). This project implements a new inquiry-based curriculum in introductory calculus-based physics courses to enhance student conceptual understanding of mechanics, thermodynamics, electricity, magnetism, and optics. Two proven curricula, Interactive Lecture Demonstrations in the lecture courses and RealTime Physics in the laboratory courses, are implemented as they were designed but are more tightly integrated in terms of the content and the dates that topics are covered. Students gain in conceptual knowledge, in problem solving abilities, and their perception of learning. A recitation component is added to the laboratory course immediately after the conceptual laboratory activities and concentrates on applying concepts as an expert problem-solver does rather than on algorithmic solutions. Open-ended, collaborative projects that require students to apply the physical concepts that they have learned to very concrete applications are added to build a sense of community among students, encourage excellence, and help students see connections between abstract classroom physics and the real world. In collaboration with the Faculty Center for Teaching and Learning, a supplemental Graduate Teaching Assistant preparation program trains graduate students how to implement the new curricula and facilitate effective student learning. An Undergraduate Student Advisory Panel solicits student input for design and assessment of the implementation project. Standardized physics education research assessment instruments are used with formative and summative surveys to document student conceptual gains and changes in attitudes and beliefs about learning physics. The intellectual merit of this proposal is in the establishment of a means for deeper, coherent understanding of and appreciation for fundamental physics among STEM majors in the introductory physics courses that leads to positively shaping of the students' attitudes and beliefs about learning physics. The broader impacts of this project are in the dissemination of lessons that are learned as a consequence of implementing these proven curricula at a large metropolitan university. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Efthimiou, Costas Enrique del Barco University of Central Florida FL John F. Mateja Standard Grant 150000 7494 1536 SMET 9178 0116000 Human Subjects 0633162 March 1, 2007 Teaching Dynamic Systems and Control with a Video Game to Mechanical Engineering Undergraduates. Engineering - Mechanical (56) This CCLI Phase 1, Exploratory Project is using the enormous popularity of video games, specifically their power to captivate and motivate people (particularly young people) to engage in activities that are often long, difficult, and that require high-level critical thinking skills. The project is attempting to harness this deep level of engagement by developing a video game for teaching one of the most difficult and abstract courses in the mechanical engineering curriculum: Dynamic Systems & Control. Project staff are developing a game that has the look and feel of an action-packed commercial video game, but also features a sophisticated engineering simulation of an automobile. Students are devising feedback control strategies to drive the car, rather than using a steering wheel or other game controller devices. Project staff are conducting research to determine whether the game-based class instruction improves student learning, and whether student engagement is enhanced by the video game. The latter will be tested within the framework of flow theory using a survey technique known as the Experience Sampling Method. Results are being presented at conferences and published in scholarly journals. The software is being designed to be portable, inexpensive and easy to use. CCLI-Phase 1 (Exploratory) DUE EHR Coller, Brianno David Shernoff Northern Illinois University IL Lance C. Perez Standard Grant 149999 7494 SMET 9178 0116000 Human Subjects 0633172 January 1, 2007 Use of Guided Inquiry with Incorporation of Tablet PCs into the Preparatory Chemistry Classroom to Promote Student Learning. Chemistry (12). This project is adapting existing guided inquiry based materials for two preparatory courses: one preparatory to general chemistry and the other to allied health chemistry. All work in these guided inquiry courses is being done on Tablet PCs, submitted electronically to the instructors, and assessed using an electronic grading program called FastGrade. This program allows the instructors to grade and provide feedback to each of student groups quickly after each class period. The intellectual merit of this project is in the implementation of Tablet PCs and FastGrade into guided inquiry preparatory chemistry courses and a demonstration that guided inquiry can be used in classes of at least 80 students. Grading rubrics are being established and can transfer to other courses. Formative evaluation is promoting the revision of materials and improvements to the Fast Grade interface. The project is also comparing the success of students taught by guided inquiry with those taught by traditional lecture methods by tracking subsequent enrollments in classes for which these courses were preparatory. The broader impacts of this project include conversion of these preparatory chemistry courses to Tablet PC based guided inquiry as well as additional courses: Chemistry for Allied Health, General Chemistry, Organic Chemistry, Analytical Chemistry, and Food Chemistry. Faculty members in the department using the Tablet PCs are attending a guided inquiry workshop and a workshop on use of Tablet PCs. Adoption of the FastGrade program is being tracked, both on campus and beyond to determine the impact this program has on the educational community. Workshops on the use of Tablet PCs, guided inquiry and FastGrade are being held on campus and at regional and national meetings. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Pribyl, Jeffrey John Kaliski Mary Hadley Minnesota State University, Mankato MN Eileen L. Lewis Standard Grant 149156 7494 1536 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0633174 April 1, 2007 Application and Integration of Gas Chromatography/Mass Spectrometer in the Undergraduate Chemistry Laboratory: Chemistry Major with Forensic Science Concentration. Chemistry (12) In the Fall of 2005, the College introduced a new program, a chemistry major with a forensic science concentration. The expected outcomes for educating undergraduates in this program include an updated inquiry-based academic curriculum with an emphasis on improved analytical and critical thinking skills, as well as a greater exposure to and understanding of procedures and instrumentation in forensic laboratories. The ultimate goals of the College are to offer a bachelor's degree that is accredited by the American Academy of Forensic Sciences and to create a well-equipped learning environment that integrates research with education. Intellectual Merit The forensic science program begins by incorporating basic chemistry skills, and then integrates a concentration on analytical problem solving skills through hands-on training on instruments found in forensic and other chemical laboratories. This project includes integrating the use of an Agilent 5975 inert GC/MS system fitted with a programmable pyrolyzer throughout the teaching curriculum and into the research opportunities. Due to the inquiry-based nature of the forensics concentration, the program enhances any chemistry degree, and it better prepares students for entry into a graduate program or a profession. The course Forensic Science Laboratory Techniques has been designed as an inquiry-based course where students are required to use available instrumentation to solve hypothetical cases. Students then are encouraged to further their academic and professional skills by becoming involved in a Forensic Science Internship at SLED. Students may enroll in three applied chemistry courses, Laboratory Development, where they design and test sample laboratory experiments, Investigative Chemistry, where they actively engage in design, investigation, analysis, and report of research in chemistry, and Research in Chemistry, where they become involved in a research project. The chemistry faculty are working in conjunction with the State Law Enforcement Division (SLED), the chief law enforcement agency in South Carolina, to continue development of a curriculum that includes forensic science professionals providing presentations to share their most recent field experiences. SLED has agreed to provide current field knowledge, guest lecturers on specialized topics, and on-site internships for students. Broader Impact A 2004 search for baccalaureate-level forensic science programs revealed that there was no four-year undergraduate college within a 500 mile radius of South Carolina offering a major, minor or concentration in forensic science. Newberry College became the first college in the area to offer a chemistry major with forensic science concentration. Currently, Newberry College enrollment is composed of approximately 32% minority and 33% first generation college students. The program outcomes will be broadly disseminated though professional meetings, peer-reviewed publications, publication in the College's magazine and Web site, and through faculty emails to fellow educators. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR McCartha, Christina Sid Parrish Newberry College SC Susan H. Hixson Standard Grant 140701 7494 1536 SMET 9178 9150 0116000 Human Subjects 0633175 April 1, 2007 Collaborative Project Gemini SPM: Scanning Probe Microscopy in Undergraduate Chemistry Courses. Chemistry (12) This collaborative project is incorporating scanning probe microscopy (SPM) experiments into chemistry laboratory courses at the University of Illinois at Springfield (UIS) and Southern Illinois University Edwardsville (SIUE), and is assessing the impact of the newly developed educational materials on student learning. Twin high resolution dynamic AFM/STM instruments are being integrated into the chemistry curriculum at both schools, and all of the PIs involved meet periodically, exchange ideas and resources, and bring undergraduate students from both institutions together to share experiences. Approximately 1100 science and engineering students each year are being introduced to scanning probe microscopy techniques as a result of this project. This population also includes future pharmacists, veterinarians, dentists, and physicians, all members of our diverse workforce that need a fundamental understanding of science. Student learning objectives include: 1) excitement and enthusiasm for science, 2) awareness of applications of scientific thinking, 3) understanding of surface chemistry, and 4) improved quantitative reasoning, problem solving, analysis, and synthesis of concepts. To address these objectives, implemented experiments increase in sophistication as students progress through the curriculum, and consist of typical types of scanning probe microscopy including STM, AFM, lateral force AFM, and dynamic mode AFM. Intellectual Merit: The activities integrate scanning probe microscopy into chemistry courses through the use of laboratory experiments that engage students in active learning. Existing laboratory experiments from a variety of sources are being adapted and implemented, with an emphasis on real life applications of SPM applied to all levels of the undergraduate chemistry curriculum. The modular nature of these educational tools enables educators to replace outdated activities with new ones without needing to revise all aspects of the curriculum, a situation that provides a reliable means of institutionalizing the teaching of scanning probe microscopy concepts to a broad cross-section of students. PIs at both institutions are involving undergraduate students in the development and implementation of the activities. Broader Impact: The project fosters interactions among science and engineering undergraduate students, graduate students, and faculty who are involved in developing the learning resources. Since the activities are reaching large numbers of students, they have the potential to improve scientific and technological understanding in over one third of the undergraduate student population at SIUE and UIS. The interdisciplinary nature of scanning probe microscopy activities makes them powerful tools to demonstrate the link between discovery and societal benefits. Students from underrepresented groups and non-traditional students are included in the proposed education activities, and the experiments resulting from this project will be nationally disseminated through the web-based Nanoscale Video Lab Manual and Nanoworld Cineplex of Movies. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Dungey, Keenan Gary Trammell Marc Klingshirn University of Illinois at Springfield IL Susan H. Hixson Standard Grant 74895 7494 1536 SMET 9178 0116000 Human Subjects 0633180 January 1, 2007 Enhancing Materials Science and Engineering Curricula through Computation. Engineering - Materials Science (57) The increasingly diverse skill set required of materials scientists and engineers presents a formidable challenge for educators as they must impart a broad knowledge base within the span of an undergraduate experience. By increasing the computational content and the use of information technology throughout the Materials Science and Engineering (MSE) undergraduate curriculum, this project team is devising a more effective instructional process and improving the preparedness of materials engineers and scientists. The approach involves: (i) using computation to enhance the cognitive process; (ii) strengthening the mathematical and computational proficiency of MSE students; and (iii) using computer-based instruction to accelerate information transfer. In this proof-of-concept project, the core MSE course of thermodynamics of materials is targeted. A team consisting of a Ph.D. student pursuing computational materials research, the course instructor, and an experienced evaluator from the institution's Center for Research in Learning and Teaching are developing and implementing computational learning modules designed to enhance student learning by (i) visually presenting fundamental concepts in MSE; (ii) actively engaging students in computer-based experimentation; and (iii) focusing student attention on algorithmic thinking and concepts in scientific computation. The impact and effectiveness of these new techniques are measured through qualitative and quantitative evaluation, including feedback from quizzes, surveys and interviews. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Kieffer, John University of Michigan Ann Arbor MI Sheryl A. Sorby Standard Grant 150000 7494 1536 SMET 9178 0116000 Human Subjects 0633185 April 1, 2007 Integrating Nanotechnology and its Environmental and Health Implications to Undergraduate Engineering Education. Engineering Other (59) This project is developing learning materials for upper level undergraduate courses in nanotechnology. The materials are being organized into modules developed along life cycle assessment principles. The benefits and potential impacts involved in the raw material extraction, synthesis, integration, use, and disposal of nano-materials are being covered with modeling of their fate and transport into the surrounding environment. This is enabling students to understand the complex relationships between each life cycle stage of nano-materials and the surrounding human and environmental systems. Student learning outcomes include developing analytical and synthesis skills through exposure to fundamentals of nanotechnology and nanoscience and solving nanotechnology related problems in the form of case studies. Both formative and summative assessment methods are being used to evaluate the learning outcomes and are documenting the success of the courses and associated pedagogical model. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Bonzongo, Jean-Claude Angela Lindner Dmitry Kopelevich Kirk Ziegler University of Florida FL Lesia L. Crumpton-Young Standard Grant 150000 7494 1536 SMET 9178 0116000 Human Subjects 0633186 April 1, 2007 Collaborative Project Gemini SPM: Scanning Probe Microscopy in Undergraduate Chemistry Courses. Chemistry (12) This collaborative project is incorporating scanning probe microscopy (SPM) experiments into chemistry laboratory courses at the University of Illinois at Springfield (UIS) and Southern Illinois University Edwardsville (SIUE), and is assessing the impact of the newly developed educational materials on student learning. Twin high resolution dynamic AFM/STM instruments are being integrated into the chemistry curriculum at both schools, and all of the PIs involved meet periodically, exchange ideas and resources, and bring undergraduate students from both institutions together to share experiences. Approximately 1100 science and engineering students each year are being introduced to scanning probe microscopy techniques as a result of this project. This population also includes future pharmacists, veterinarians, dentists, and physicians, all members of our diverse workforce that need a fundamental understanding of science. Student learning objectives include: 1) excitement and enthusiasm for science, 2) awareness of applications of scientific thinking, 3) understanding of surface chemistry, and 4) improved quantitative reasoning, problem solving, analysis, and synthesis of concepts. To address these objectives, implemented experiments increase in sophistication as students progress through the curriculum, and consist of typical types of scanning probe microscopy including STM, AFM, lateral force AFM, and dynamic mode AFM. Intellectual Merit: The activities integrate scanning probe microscopy into chemistry courses through the use of laboratory experiments that engage students in active learning. Existing laboratory experiments from a variety of sources are being adapted and implemented, with an emphasis on real life applications of SPM applied to all levels of the undergraduate chemistry curriculum. The modular nature of these educational tools enables educators to replace outdated activities with new ones without needing to revise all aspects of the curriculum, a situation that provides a reliable means of institutionalizing the teaching of scanning probe microscopy concepts to a broad cross-section of students. PIs at both institutions are involving undergraduate students in the development and implementation of the activities. Broader Impact: The project fosters interactions among science and engineering undergraduate students, graduate students, and faculty who are involved in developing the learning resources. Since the activities are reaching large numbers of students, they have the potential to improve scientific and technological understanding in over one third of the undergraduate student population at SIUE and UIS. The interdisciplinary nature of scanning probe microscopy activities makes them powerful tools to demonstrate the link between discovery and societal benefits. Students from underrepresented groups and non-traditional students are included in the proposed education activities, and the experiments resulting from this project will be nationally disseminated through the web-based Nanoscale Video Lab Manual and Nanoworld Cineplex of Movies. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Voss, Eric Leah O'Brien Susan Wiediger Southern Illinois University at Edwardsville IL Susan H. Hixson Standard Grant 74975 7494 1536 SMET 9178 0116000 Human Subjects 0633191 January 1, 2007 Collaborative Project: Development of POGIL-IC modules for General Chemistry. Chemistry (12) The goal of this project is to bring together two complementary research-based pedagogical advances, Peer-Led Team Learning (PLTL) and Process-Oriented Guided-Inquiry Learning (POGIL), in order to create focused active-learning activities that guide students in discovering the explicit connections between the concepts in general chemistry and real-world contexts. The project is a collaborative effort among faculty from Coastal Carolina University, Northeastern University, and SUNY Stony Brook. The project incorporates all five stages of NSF's cyclic model for project development: conducting research, creating materials, developing expertise, implementing innovations, and assessing learning / evaluating innovations. It builds on research in the cognitive sciences on how people learn and the documented success of previous innovations that improved learning. It is creating novel curriculum materials, developing expertise both in producing and implementing them in the classroom, assessing their impact on learning, and evaluating their quality from the perspectives of both instructors and students. Intellectual Merit Research in the cognitive sciences has documented that people learn by constructing their own understanding based on prior knowledge and experiences; following a learning cycle of exploration, concept formation, and application; discussing and interacting with others; employing metacognition; and visualizing and interconnecting concepts and procedures in multiple representations. Employing these principles, the two successful models, PLTL and POGIL, have been developed for general chemistry with NSF support and have been found to better engage students in learning. Simultaneously the benefits of contextually-rich general chemistry instruction have been recognized, resulting in the publication of textbooks with this theme. Real-world contexts help students grow their understanding of new material from their current knowledge and experiences and provide motivation for learning by making the relevance and significance of the material obvious. The POGIL materials, which develop learning process skills and content mastery by employing guided inquiry and the learning cycle, generally do not make strong connections to real world contexts, while the contextually-rich textbooks do not use guided inquiry and the learning cycle. This project seeks to bring the benefits of the POGIL and PLTL models to the use of contextually-rich materials. Succinct stand-alone modules are being developed that introduce real-world questions, help students recognize the necessity for chemical models and identify those models, provide links to POGIL activities for the relevant chemistry content, and lead students toward interaction, self-assessment, and reflection about their learning. The new modules draw on students' prior experiences within and beyond science coursework, provide opportunities for further exploration and research, and some highlight contemporary frontiers in technology and research. Broader Impacts This project is producing a new tested body of novel active-learning curricular materials that are expected to affect instruction in general chemistry and possibly other STEM disciplines. They are being tested in a variety of institutional contexts. Dissemination is occurring through publication of the developed materials and through use of the existing POGIL network to reach and train faculty. CCLI-Phase 1 (Exploratory) DUE EHR Goodwin, John Darlene Slusher Coastal Carolina University SC Susan H. Hixson Continuing grant 91930 7494 SMET 9178 9150 0000099 Other Applications NEC 0116000 Human Subjects 0633194 January 1, 2007 Wireless Communication Systems Lab - A Laboratory Course. Engineering - Electrical (55) The project is developing a state-of-the-art wireless communication systems laboratory facility and course that enables students to design, test, and simulate wireless systems and circuits using modern instrumentation and CAD/CAE software. The laboratory is utilized in all wireless systems courses at all levels, and it is building a bridge between courses in this area and those in related areas such as RF circuits and devices. In addition, the laboratory is serving as a resource for undergraduate projects and as a tool for outreach to the local community. The evaluation effort, which is being conducted with support from the University's center for teaching excellence, is utilizing student and employee surveys and a specially designated student evaluation team. The investigators are using a long standing industrial advisory committee to guide their efforts and they are disseminating their materials and results though postings on their website, papers at educational conferences and in educational journals, presentations at a special wireless and microwave technology conference, and promotions by the equipment manufacturer. The broader impacts of the proposed activity include dissemination of the course material; summer workshops for two-year college students, high school teachers and local engineers; and outreach to the local high schools through participation in a successful ongoing program. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Arslan, Huseyin Lawrence Dunleavy Thomas Weller University of South Florida FL Russell L. Pimmel Standard Grant 139669 7494 1536 SMET 9178 0116000 Human Subjects 0633196 July 1, 2007 Developing and Assessing Impact of Problem-Based Learning Approaches in a Course on Microprocessor-Based System Design. Computer Science (31) Faculty members at Oakland University are introducing problem-based learning (PBL) in the Microprocessor-Based Systems Design course required in the Computer Engineering and Electrical Engineering undergraduate programs. Previous studies have shown that the PBL method significantly improves important skills such as evaluating and using appropriate learning resources; analyzing and solving open-ended, real-world problems; working cooperatively in teams; and communicating effectively. The newly structured design course is replacing the lecture component with a mixed PBL and lecture-based method of instruction. This mixed approach of instruction has been successfully used in other disciplines; examples include the Engineering Measurement course in Mechanical Engineering at the North Dakota State University (NSF DUE Award #0126671) and the Honors General Chemistry courses at the University of Delaware. In the second half of the semester, students are being engaged through four PBL modules. A set of measurable outcomes has been identified and an evaluation criterion is being developed to assess the impact of the PBL method in the course. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Debnath, Debatosh Oakland University MI Victor P. Piotrowski Standard Grant 37709 7494 1536 SMET 9178 0116000 Human Subjects 0633202 September 15, 2007 An Analysis of Discourse in Peer-Led Team Learning. Assessment/Research (91) Chemistry (12) The Peer-Led Team Learning model (PLTL) has been in use for a decade in chemistry and for shorter periods in biology and physics. While assessment data indicate that the PLTL approach is effective in reducing attrition and in raising average grades in introductory science courses, there is not a single published study of the process that makes PLTL such an effective learning environment in undergraduate science education. Evaluation data indicate that the Washington University PLTL program is effective at improving students' academic performance by, on average, one-half of a letter grade, in keeping with the national experience. This study is examining in detail what transpires within the PLTL sessions at Washington University, and how different dynamics might differentially affect student performance, by bringing to bear expertise in both chemistry education and in the study of collaborative discourse. A better understanding of exactly what takes place in successful PLTL groups has potential to enhance peer leader training and improve the design of the sessions. Thus the initial objectives of this project are to: (1) investigate the conversational and group dynamics during the PLTL sessions between the students themselves and between the peer leader and the students; (2) identify potential correlations between different patterns of student-student discourse and different student outcomes in the general chemistry first-semester course; and (3) identify potential correlations between the patterns of interaction between the peer leader and other students and different student outcomes in the general chemistry first-semester course. Using the results of this discourse analysis, the secondary objectives of this study are to refine and improve: the peer leader application process, the peer leader selection criteria, peer leader training, student discussion materials, optimal group size, and the organizational arrangements. Additional objectives are to (1) increase the faculty's understanding of how group learning and active learning improve student understanding and performance in general chemistry and (2) provide undergraduates with the opportunity to obtain research experience in chemical education. Intellectual Merit of the proposed activities: The analysis of patterns of PLTL discourse is enhancing understanding of how PLTL works to improve student learning. This project is using that knowledge to inform instructors using PLTL how to improve peer-leader training and the design of the PLTL sessions. This research is also contributing to broader understanding of what makes student collaboration an effective pedagogical tool. Broader Impact of project: Findings are being used initially to improve peer-leader training and PLTL design at the host institution. These findings are also being disseminated via talks and publications in both the chemical education community and the broader education community. CCLI-Phase 1 (Exploratory) DUE EHR Frey, Regina R Keith Sawyer Washington University MO Myles G. Boylan Standard Grant 150000 7494 SMET 9178 0116000 Human Subjects 0633208 December 1, 2006 Collaborative Research: Phase I: Experimental Mathematics. Mathematical Sciences (21) For over two decades, computer algebra systems like Maple and Mathematica have been successfully used in the undergraduate curriculum to enhance students' understanding of calculus, linear algebra, and differential equations. These systems have matured and are used by researchers not only for rote calculations, but also in the discovery process. One now can use the computer to discover new mathematical patterns and relationships, create impressive graphics to expose mathematical structure, demonstrate that conjectures are false, confirm analytically derived results, and suggest approaches for formal proofs. This is the thrust of experimental mathematics, a growing paradigm that is revolutionizing how some mathematical research is being done today. Researchers use this approach to discover results in function representation, integration, dynamical systems, and number theory that would be difficult to prove without the intelligent use of computers. Intellectual Merit: Very few graduate level courses are offered to teach experimental mathematics, and none at the undergraduate level. This goal of this project is to design an advanced undergraduate course that is teaching students fluency in a computer algebra system and adeptness at using the tools and approaches of experimental mathematics. It is also providing students a research experience immersed in the experimental approach. The project team is developing modules and sets of problems that are being posted on an experimental mathematics website. Broader Impact: Training future mathematicians to understand the power of experimental mathematics is having a profound effect on mathematical progress. The project team is organizing sessions and workshops at national meetings to present materials and to build a broader community of faculty who support experimental mathematics courses. Colleagues at various other universities (Rutgers, Clemson, Brigham Young, Dalhousie, Loyola Marymount) are incorporating experimental mathematical materials developed by the project into their courses and providing feedback on content and impact. The project team has been involved in programs designed to increase the number of Chicanos/Latinos and Native Americans earning advanced degrees and pursuing research careers in the mathematical sciences. This project builds on that work to provide students from underrepresented groups an experience with experimental mathematics. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Moll, Victor Tulane University LA Daniel P. Maki Standard Grant 78333 7494 1536 SMET 9178 9150 0116000 Human Subjects 0633211 January 1, 2007 Collaborative Research: Interdisciplinary Virtual Labs for Undergraduate Education in the NSDL MatDL. Interdisciplinary (99) Virtual lab (VL) activities are designed to help students connect microscopic structure and principles to macroscopic outcomes, a difficult connection for students to learn and ideally suited to VL experience. VLs may provide a workable alternative to physical labs, allowing students to achieve many ABET laboratory learning objectives while circumventing difficulties associated with growing enrollments and physical space limitations. The technical focus of the VL project is molecular interactions, how they are affected by temperature, and how these can be managed to influence self-assembly and phase separation, which are seen in all three chosen domains: materials science, chemistry and biology. The same principal instructional technique across the three domains is student interaction with molecular level simulations. Two different context types relevant to each domain are provided: modern research and everyday science. A domain-specific introductory segment provides students with a relevant "big-picture" view. At the end, students apply within a particular domain, knowledge gained from interactions with the simulation. Contextualizing the learning experience makes it more compelling for students, increasing the likelihood that concepts are retained over time and that learning is transferred to other situations. The NSDL MatDL Pathway project contributes to this project with the result that broader impact of NSF funded initiatives is attained by increasing the number, quality, accessibility, and usage of learning resources, particularly those based on recent research, thereby integrating research and education. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Sadoway, Donald W. Craig Carter Massachusetts Institute of Technology MA Herbert H. Richtol Standard Grant 88946 7494 1536 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0633222 June 1, 2007 BRAID: Bridging the Disciplines with Authentic Inquiry & Discourse. Interdisciplinary (99) A longitudinal study is being conducted to determine if students enrolled in BRAID courses (interwoven science and non-science courses) during their freshman year will show improved scientific experimental design skills and improved content knowledge that persists into subsequent upper level courses. Students in a residential learning community devoted to studying the natural sciences and their impact on society are being given the opportunity to enroll in BRAID courses that explicitly tie lecture and laboratory portions of biology and chemistry with each other and to mathematics and history, philosophy and sociology of science. The students are living in a building that houses science facilities including both classrooms and laboratories, faculty offices and both administrative and academic support offices. Students in the entire freshmen cohort of approximately 625 chose to participate in all, none or some of the BRAID courses. Thus, three cohorts are created; one that will serve as a control group and two that give rise to a "dosage" variable. Prior longitudinal research on the influence of reformed teaching practices on later performance in traditional courses is limited. Previous findings suggest that students participating in a reformed introductory course experience increasing learning gains as they continue throughout their undergraduate studies as compared to peers enrolled in the corresponding traditional introductory course. The project, being conducted by an experienced multidisciplinary team, has the potential to make a major contribution to the understanding of how undergraduates learn and to pave the way for the development of integrated curricula. The study has particular relevance during this time of increasing adoption by colleges of the living-learning community model. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Sweeder, Ryan Elizabeth Simmons Douglas Luckie Michigan State University MI Curtis T. Sears Standard Grant 149904 7494 1536 SMET 9178 0116000 Human Subjects 0633223 December 1, 2006 Collaborative Research: Phase I: Experimental Mathematics. Mathematical Sciences (21) For over two decades, computer algebra systems like Maple and Mathematica have been successfully used in the undergraduate curriculum to enhance students' understanding of calculus, linear algebra, and differential equations. These systems have matured and are used by researchers not only for rote calculations, but also in the discovery process. One now can use the computer to discover new mathematical patterns and relationships, create impressive graphics to expose mathematical structure, demonstrate that conjectures are false, confirm analytically derived results, and suggest approaches for formal proofs. This is the thrust of experimental mathematics, a growing paradigm that is revolutionizing how some mathematical research is being done today. Researchers use this approach to discover results in function representation, integration, dynamical systems, and number theory that would be difficult to prove without the intelligent use of computers. Intellectual Merit: Very few graduate level courses are offered to teach experimental mathematics, and none at the undergraduate level. This goal of this project is to design an advanced undergraduate course that is teaching students fluency in a computer algebra system and adeptness at using the tools and approaches of experimental mathematics. It is also providing students a research experience immersed in the experimental approach. The project team is developing modules and sets of problems that are being posted on an experimental mathematics website. Broader Impact: Training future mathematicians to understand the power of experimental mathematics is having a profound effect on mathematical progress. The project team is organizing sessions and workshops at national meetings to present materials and to build a broader community of faculty who support experimental mathematics courses. Colleagues at various other universities (Rutgers, Clemson, Brigham Young, Dalhousie, Loyola Marymount) are incorporating experimental mathematical materials developed by the project into their courses and providing feedback on content and impact. The project team has been involved in programs designed to increase the number of Chicanos/Latinos and Native Americans earning advanced degrees and pursuing research careers in the mathematical sciences. This project builds on that work to provide students from underrepresented groups an experience with experimental mathematics. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Chamberland, Marc Grinnell College IA Daniel P. Maki Standard Grant 76572 7494 1536 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0633227 May 15, 2007 Educating Green Citizens and Scientists for a Sustainable Future. Chemistry (12) The Hendrix College Chemistry Department is developing green laboratory experiences focusing on detecting metals in the environment using modern instrumentation for its entry-level courses: General Chemistry I & II for science majors and Chemistry of the Environment for non-science majors. Five four-week projects are being developed, providing 12-weeks of laboratory for the two-semester majors' sequence and eight-weeks for the one-semester non-majors' course. As these projects are being implemented, they are, with the help of an education specialist, being assessed closely. The results are providing data to direct the re-crafting of the experiences. The assessment tools include, but are not limited to, written exams, laboratory practical exams, and student self-assessment surveys. The project materials with assessment data are being used for publication and dissemination through talks and web sites into the chemical education community. EXP PROG TO STIM COMP RES CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Gron, Liz M. Warfield Teague Hendrix College AR Bert E. Holmes Standard Grant 149640 9150 7494 1536 SMET 9178 9150 0000099 Other Applications NEC 0116000 Human Subjects 0633231 January 1, 2007 Collaborative Project: Development of POGIL-IC Modules for General Chemistry. Chemistry (12) The goal of this project is to bring together two complementary research-based pedagogical advances, Peer-Led Team Learning (PLTL) and Process-Oriented Guided-Inquiry Learning (POGIL), in order to create focused active-learning activities that guide students in discovering the explicit connections between the concepts in general chemistry and real-world contexts. The project is a collaborative effort among faculty from Coastal Carolina University, Northeastern University, and SUNY Stony Brook. The project incorporates all five stages of NSF's cyclic model for project development: conducting research, creating materials, developing expertise, implementing innovations, and assessing learning / evaluating innovations. It builds on research in the cognitive sciences on how people learn and the documented success of previous innovations that improved learning. It is creating novel curriculum materials, developing expertise both in producing and implementing them in the classroom, assessing their impact on learning, and evaluating their quality from the perspectives of both instructors and students. Intellectual Merit Research in the cognitive sciences has documented that people learn by constructing their own understanding based on prior knowledge and experiences; following a learning cycle of exploration, concept formation, and application; discussing and interacting with others; employing metacognition; and visualizing and interconnecting concepts and procedures in multiple representations. Employing these principles, the two successful models, PLTL and POGIL, have been developed for general chemistry with NSF support and have been found to better engage students in learning. Simultaneously the benefits of contextually-rich general chemistry instruction have been recognized, resulting in the publication of textbooks with this theme. Real-world contexts help students grow their understanding of new material from their current knowledge and experiences and provide motivation for learning by making the relevance and significance of the material obvious. The POGIL materials, which develop learning process skills and content mastery by employing guided inquiry and the learning cycle, generally do not make strong connections to real world contexts, while the contextually-rich textbooks do not use guided inquiry and the learning cycle. This project seeks to bring the benefits of the POGIL and PLTL models to the use of contextually-rich materials. Succinct stand-alone modules are being developed that introduce real-world questions, help students recognize the necessity for chemical models and identify those models, provide links to POGIL activities for the relevant chemistry content, and lead students toward interaction, self-assessment, and reflection about their learning. The new modules draw on students' prior experiences within and beyond science coursework, provide opportunities for further exploration and research, and some highlight contemporary frontiers in technology and research. Broader Impacts This project is producing a new tested body of novel active-learning curricular materials that are expected to affect instruction in general chemistry and possibly other STEM disciplines. They are being tested in a variety of institutional contexts. Dissemination is occurring through publication of the developed materials and through use of the existing POGIL network to reach and train faculty. CCLI-Phase 1 (Exploratory) DUE EHR Gilbert, Thomas Northeastern University MA Susan H. Hixson Continuing grant 48070 7494 SMET 9178 0633232 June 1, 2007 Biocalculus: Text Development, Dialog, and Assessment. Mathematical Sciences (21) The project team of mathematicians and biologists is creating materials and teaching strategies to promote dialog and learning between faculty and students in the mathematical and biological sciences. This project is designed to attract and prepare students who intend to major in biological and health sciences to pursue research in these increasingly quantitative, computational, and data-driven areas. The project has three primary goals, the first of which is the creation of a new biocalculus textbook and computer laboratory manual originating from existing biocalculus courses and associated computer laboratories at the host schools. Another goal of this project is to create a mathematics and biology seminar jointly administered by faculty at these schools. This seminar will be directed toward undergraduate students in the mathematical and biological sciences. Its goals are to make students aware of the connections between the mathematical and biological sciences, particularly in current and future research, to expose students to potential avenues for future research, and to foster interdisciplinary dialog between mathematics and biology faculty and students at both institutions. The third goal of this project is the assessment of the effectiveness of the new biocalculus courses, materials, and seminar. This project has the potential for a broad impact since it is developing materials for a class of students who form a large percentage of those who pursue graduate work in the sciences. Also, the nature of this collaboration between mathematicians and biologists and between a four-year institution and a two-year institution can serve as a template for fostering interdisciplinary pedagogy and research at other such institutions. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Comar, Timothy Lisa Townsley Brenda Alberico Benedictine University IL Daniel P. Maki Standard Grant 199952 7494 1536 SMET 9178 0116000 Human Subjects 0633234 January 1, 2007 Collaborative Research: Using MARGINS Research Data Resources in the Classroom: Developing and Testing Multidisciplinary Mini-Lessons. Geology (42) This collaborative project is generating and testing a set of multidisciplinary course materials, called MARGINS Mini-Lessons, that repurpose the rich data and visualization resources that have been developed by projects supported through the NSF-MARGINS Program for use in introductory and upper level undergraduate courses. The Principal Investigators, all members of the MARGINS Steering Committee and/or the MARGINS Education/Outreach Advisory Committee, are engaging the MARGINS academic community in this effort through a MARGINS Education Mini-Workshop. There, participants gain insight into the current state of the four MARGINS Science Initiatives, and the varied data repositories and information resources housing MARGINS results. Workshop participants are identifying key content areas to address with Mini-Lessons, and are participating in their development and testing in concert with the Principal Investigators and the module assessment team. Several different varieties of MARGINS Mini Lessons are being developed, based on successful models, including 4-6 large-scale lessons. A resource and support team, comprising members from the MARGINS Education/Outreach Advisory Committee, is working with Mini-Lesson developers to ensure that the completed modules follow best educational practices and are effectively tested and assessed. Smaller-scale ideas arising from the workshop are being produced as shorter Mini-Lessons, and supported through standardized online assessment resources that instructors can use to test their effectiveness and report back results. The intellectual merit of this project lies in its mining of the extensive MARGINS data repository for interdisciplinary educational materials that will bring the realities of modern earth science into undergraduate courses. The broader impacts of this project lie in its efforts to build a broad-based educational community of MARGINS researchers and educators through the module development processes. The modules themselves are being used in a range of undergraduate geoscience courses on both two- and four-year college campuses, and are reaching diverse student audiences. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Reed, Donald San Jose State University Foundation CA David J. Matty Standard Grant 50131 7494 1536 SMET 9178 0116000 Human Subjects 0633239 September 1, 2007 Long Beach Project in Geometry and Symmetry. Mathematical sciences (21) The Long Beach Project in Geometry and Symmetry is creating a geometry studio for mathematical pursuits, where students and faculty cooperatively construct, discover, and explore models and structures connected to mathematical ideas and results. A fundamental objective is to encourage students to develop experimental, perceptual, and geometric modes of thinking. The project's intellectual merit is grounded in the unifying influence that geometry and symmetry have within mathematics, in addition to serving as conceptual bridges from mathematics to other fields of study, including physics, chemistry, biology, and art. Within the geometry studio students realize the connections of these fields to mathematics and experience mathematics as a way of thinking. The project is having broad impact by influencing the mathematical education of large number of students who are preparing for careers in K-12 teaching and gaining experience of mathematics as an experimental and perceptual endeavor. Additionally, the workshops provide practicing teachers with a taste of that experience and resources for carrying the approach to their current classes. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Crass, Scott California State University-Long Beach Foundation CA Lee L. Zia Standard Grant 149999 7494 1536 SMET 9178 0116000 Human Subjects 0633241 April 15, 2007 Collaborative Development of a Microcontroller Training System for Two and Four Year Distance Learning Engineering Students. Engineering Technology (58) This project links two community colleges and a four-year university in a collaborative practice to design and develop a specific PIC microcontroller training system with custom designed software and curriculum materials for related engineering technology courses. The functions of the hardware and software cover different areas of engineering technology courses and majors to maximize the use of the system. This project includes the design and development of the training system with appropriate curriculum (year one) testing and assessment of the effectiveness of the designed digital, microprocessor curriculum package for two-year community college courses (year two). The evaluation portion of this project is to compare the students' evaluation scores for those who used this training system and students who did not use the system in their microcontroller courses. A survey of the students and teachers at the end of the semester and external evaluation is used for the assessment of this project. Sharing of this training system with other institutions will occur at the end of project. This project is an attempt to improve student learning and overcome obstacles in teaching digital, microprocessor/microcontroller related courses that are delivered through distance learning formats. Implementing this project provides opportunities to students in rural and urban areas to learn current technology concepts and become prepared to qualify for high-tech jobs. The institutions involved in this project currently serve diverse, under-represented students in the geographic areas they reach. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Hsiung, Steve Old Dominion University Research Foundation VA Sheryl A. Sorby Standard Grant 197908 7494 1536 SMET 9178 0116000 Human Subjects 0633252 March 1, 2007 Collaborative Research: Competitive Market Experiments for the Microeconomics Curriculum. Economics (82) Experimental economics has contributed significantly to our understanding of the successes and limitations of models of competitive markets, and has also demonstrated how interactions among individual sellers and buyers generate market outcomes. An important goal of efforts to improve the undergraduate microeconomics curriculum is to develop student-use models of prices and allocations in a market economy. Students who participate in market experiments directly experience interactions among sellers and buyers. They see how these lead, in many market settings, to efficient allocations and stable market prices. Intellectual Merit Over the past 4 years, internet accessible market experiments that demonstrate key concepts from microeconomic models of competitive markets have been developed. In these experiments, students interact with one another as sellers or buyers in a market. As a group, their decisions and actions determine prices and exchange quantities, and the outcomes that they generate typically correspond closely to the predictions of the competitive equilibrium model. This type of exercise has had a substantially positive impact on students' learning. Implementation of a market model in an experiment makes the model tangible, which facilitates students' understanding of the model's elements and increases their confidence in the relevance and predictive capability of the model. In the current proposal we are working to extend the experiments to include the long-run equilibrium model - one of the key models in the microeconomics curriculum - and then to apply the model to problems in taxation and regulation. With these additions, the experiments available on "Econport" will include all of the core market models taught in the undergraduate microeconomics curriculum. Econport is a resource available through the National STEM Digital Library. Broader Impact The market experiments that we have developed have many advantages. Because they are internet based experiments, they are widely accessible and independent of computing platform. Because they are compiled programs, they are fast, reliable, and support a customized user interface. These characteristics have been selected so that colleges and universities that do not have a dedicated economics laboratory - or that have an economics laboratory but do not have market experiment software - will be able to incorporate these experiments into the undergraduate microeconomics curriculum. Our expectation is that this approach to market experiments will broaden access to these experiments to any institution where students have internet access, which now includes most if not all undergraduate programs in the U.S. As future experiments are developed by faculty in the relatively small number of institutions that conduct research on market experiments, they can be made quickly available to undergraduate instructors. CCLI-Phase 1 (Exploratory) DUE EHR Gjerstad, Steven Marco Casari Purdue University IN Myles G. Boylan Standard Grant 40435 7494 SMET 9178 0116000 Human Subjects 0633262 January 1, 2007 Seeing is Knowing: Using Images to Diagnose Misconceptions in Biology. Assessment / Research (91) Misconceptions and incomplete knowledge interfere with a student's ability to construct a conceptual hierarchy leading to deep learning. This project is developing a series of image-based assessments, rooted in student mental models, to diagnose misconceptions in biology. The goal of this work is to identify common misconceptions or incomplete knowledge within the hierarchy of biological diversity with the objective of developing materials to address and enhance student knowledge in biology. The project, based on models of inferential reasoning and decision-making, consists of three steps. In step 1, students generate and annotate drawings representing their understanding (i.e. mental model) of a specific concept (e.g. cell structure, insect morphology). Student-generated images are analyzed for the presence or absence of essential elements and for the presence of incorrect information. Preliminary results reveal that student drawings contain previously unrecognized misconceptions based on incorrect information or unrecognized misconceptions based on incomplete information. The use of images allows for the identification of misconceptions held by a diverse group of students, independent of English language skill. Step 2 of the project requires students to categorize a series of images specific to a concept. The images include common, unfamiliar, and textbook examples of the concept. Some images are manipulated to add, remove or displace essential features. Student performance on this task is providing insight to the cues used in making inferences. The final step of the project involves the integration of the previous results to arrive at a common set of misconceptions for use in the construction of tutorial assessment that can be implemented as a diagnostic and educational tool in lower division biology courses. The unique quality of the tutorial assessment is that, in addition to providing diagnostic information to instructors, it functions to make students aware of their own misconceptions independent of their language proficiency; an important feature for the retention of under-represented groups in STEM. Intellectual Merit: The proposed project is examining student misconceptions as the product of errors in inferential reasoning with the goal of identifying the missing or erroneous cues that underlie common misconceptions in biology. The use of images to accomplish this goal provides a novel approach to the problem. Broader Impact: The development of an image-based assessment for the identification of common misconceptions in biology can impact the quality of biology instruction, especially for under-represented and non-native English speaking students, at a national level. The format of this assessment could be used as a model for similar studies in other sub-disciplines in biology or in other STEM disciplines. CCLI-Phase 1 (Exploratory) DUE EHR Hoese, William Merri Casem California State University-Fullerton Foundation CA Myles G. Boylan Standard Grant 149998 7494 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0633264 June 1, 2007 Authentic, Career-Based, Discovery Learning Projects in Introductory Statistics. Mathematical Sciences (21) This initiative is working to improve achievement and to change attitudes for students who take a first statistics course in either high school or college. The project uses a model for learning in statistics which suggests that career-specific discovery learning will enhance outcomes for students. Supplementary materials are being developed to streamline classroom implementation of the model. These include a faculty guidebook to help design discovery-learning projects and a workbook of introductory level problems from specific majors. Project objectives include: (1) development of the model, (2) development of the supplementary materials, (3) evaluation of pilot test results, and (4) dissemination of results and materials. The project materials and the evaluation instruments are being developed first and then they are being validated in a pre-pilot test. Next, a treatment vs. control design is utilized during the full pilot phase to test the model, with pilot sites including a two-year college, a high school, and four-year college classes. Dissemination includes journal article(s), several presentations at professional meetings, and two large-scale workshops. The broader impact of this project enhances learning outcomes in and attitudes toward statistics. The course design connects authentic, statistics-based inquiry to specific career interests and facilitates transference of mathematics concepts. The students are not, in general, science majors in college, but they need and use statistics and include many high school students. The initiative fosters collaboration between mathematics and other departments, especially those in the social and behavioral sciences, business, education and health sciences. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Sinn, Robb Dianna Spence Todd Hendricks North Georgia College GA Daniel P. Maki Standard Grant 175756 7494 1536 SMET 9178 0116000 Human Subjects 0633266 June 1, 2007 Collaborative Research: Complex Analysis Projects with accompanying applets. Mathematical Sciences (21) This project is a collaboration among Brigham Young University, The University of Tennessee, Ball State University, and The United States Air Force Academy. The project team is producing a collection of undergraduate complex analysis research projects with accompanying computer applets. This collection will allow undergraduate students to explore applications and current research topics in complex analysis. The collection has several purposes: (1) to serve as a resource for senior capstone courses; (2) to serve as a supplement for a standard undergraduate complex analysis course with the objective of helping students explore research topics either in a group or individually; and (3) to serve as a resource for small or independent student research projects for advanced undergraduate students who would like to begin exploring some research areas in complex analysis. For example, undergraduate students will be able to begin researching topics in complex analysis such as minimal surfaces, circle packing, complex dynamics, fluid flows, and harmonic mappings. The accompanying computer applets are helping the students explore the basic results and the open questions related to these topics. There is great potential for a broad impact of this project, well beyond the schools involved in the project. The materials and applets will be especially helpful for students who want to do undergraduate research, but who are at institutions without sufficient resources or with limited research opportunities. It will provide these students with the background, experience, and excitement that is associated with research in mathematics. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Dorff, Michael Brigham Young University UT Daniel P. Maki Standard Grant 36444 7494 1536 SMET 9178 0116000 Human Subjects 0633277 May 1, 2007 Improving Introduction to Engineering by Combining Insights from Non-engineers with Portable Equipment. Engineering Other (59) This project is creating laboratory modules with an emphasis on activities and perspectives shown to be successful in technological literacy courses for non-engineering students. The PIs are developing a Gateway to Engineering course that is intended to attract students not initially predisposed to major in engineering. This work is based on previous work in developing and teaching a course on technology for non-engineers. This project is focusing specifically on the laboratory component of the course, developing laboratory modules that are easily adapted into existing introduction to engineering courses, or courses on technological literacy for non-engineering students. To meet the unique needs of community college engineering programs, the logistical and commercial feasibility of shipping boxes or palettes of equipment is being investigated. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Krupczak, John Katy Disney Hope College MI Lesia L. Crumpton-Young Standard Grant 192314 7494 1536 SMET 9178 0116000 Human Subjects 0633282 May 1, 2007 From Proteins to Genes: Molecular Biology of Plant Peroxidases. Biological Sciences (61) A semester-long research project is being developed for the laboratory component of a molecular biology course focused on class III plant peroxidases. It engages students in investigation of gene expression at the protein activity and mRNA levels, utilizes cDNA cloning and sequencing to isolate novel sequences, and uses bioinformatic tools to determine the relationship of the novel sequences to those already present in the NCBI and PeroxiBase databases. Intellectual Merit: Peroxidases represent a diverse set of enzymes found in prokaryotes, plants, and animals. Most peroxidases contain a protoporphyrin IX heme and carry out the reduction of hydrogen peroxide at the expense of oxidation of a variety of organic molecules. Peroxidases have been hypothesized to carry out a variety of physiologically relevant functions within plants, including synthesis of lignin and suberin, production of reactive oxygen species to promote defense against pathogens, regulation of cell growth, regulation of auxin levels, and regulation of hydrogen peroxide levels as a component of signal transduction pathways responding to reactive oxygen species. There is a large body of primary literature related to plant peroxidases in a variety of fields, including biophysics, inorganic chemistry, biochemistry, genetics, plant physiology, agriculture, molecular biology, and genomics, that investigates the structure, function, and ecological relevance of this large super family of proteins. Thus, this is a rich area for development of a semester-long project that allows students to investigate peroxidase expression at the proteomic and mRNA levels. Broader Impacts: An average of 32 undergraduate students per year will be exposed to research that is interdisciplinary and uses technologies, such as real-time PCR and bioinformatics, that are relevant to research in molecular biology. Of the students taking the molecular biology class, typically 60 percent are female and approximately 20 percent of these students matriculate to a Masters or Ph.D. program in the sciences. Of those pursuing a graduate degree, 70 percent are female. As part of this project, the PI and undergraduate collaborators are jointly developing protocols and lab assistance tools and making them available through a Web site, thus providing resources that allow others to use and adapt this model to their teaching laboratories. Outcomes of this project are also being disseminated through submission of novel peroxidase sequences to GenBank and PeroxiBase (a class III peroxidase specific database), a poster presentation at the American Society of Plant Biologists meeting in 2008, and submission of a manuscript to a journal focusing on science education. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Kleinschmidt, Ann Allegheny College PA Terry S. Woodin Standard Grant 111259 7494 1536 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0633286 June 1, 2007 Threading Interdisciplinary Biological-Chemistry Experiments Throughout the Undergraduate Chemistry Curriculum using MALDI Mass Spectrometry. Chemistry (12). This project incorporates matrix-assisted laser desorption/ionization (MALDI) mass spectrometry throughout the chemistry curriculum in order to study the large bio-molecules that are part of an interdisciplinary chemistry-biology interface. The MALDI instrument is a key component in a new Bioanalytical Chemistry course that prepares students for research at this chemistry-biology interface. MALDI, an important analytical tool in a wide range of research areas, is incorporated into a Forensic Science course, a new introductory chemistry-biology integrated course, and several other courses. This incorporation includes adapting labs developed by other institutions using MALDI instrumentation as well as developing new labs for Bioanalytical Chemistry, Instrumental Analysis, and Forensic Science. The incorporation of MALDI throughout the curriculum insures maximum use of the instrument while preparing students for future research in chemical or biological fields. Students' experiences using MALDI, their understanding of the MALDI technique with its abilities and limitations, and the impact on student learning is measured using on-line evaluations. Senior peer evaluation is used to evaluate the new MALDI experiments. The project demonstrates how to use the MALDI-TOF in all levels of the chemistry curriculum. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Beussman, Douglas Greg Muth Jeff Schwinefus Saint Olaf College MN Eileen L. Lewis Standard Grant 149986 7494 1536 SMET 9178 0116000 Human Subjects 0633289 April 1, 2007 Integrating Field Trips into Calculus courses. Mathematical sciences (21) This project is infusing examples of every day applications of calculus into the standard calculus curriculum by conducting student field trips to local businesses and industries. During each visit students attend a one to two hour presentation by a scientist at the organization on topics related to those they are currently studying. Following the field trip students complete a collaborative project with classmates based on the scientific application they learned about. The intellectual merit of this project lies in its use of experiential learning to help students make the connection between the classroom and workplaces in their local community, thus developing a focus and purpose for their academic studies. The project is also having a direct impact on the large and diverse student body many of whom belong to disadvantaged socioeconomic groups. Moreover, the project activities are having an impact on the local and academic community through the partnerships forged between the faculty and their scientific or engineering counterparts in industry. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Prapavessi, Despina Karen Edwards Sam Needham Diablo Valley College CA Lee L. Zia Standard Grant 86564 7494 1536 SMET 9178 0116000 Human Subjects 0633290 April 1, 2007 CCLI: Preparing At-Risk Students for CS1 and Calculus. Computer Science (31) CS1 and calculus are major hurdles for computer science and computer engineering majors, and faculty members at the University of Arkansas have found that students entering their programs with an ACT score below 26 are not adequately prepared to enter and succeed in these courses. To help students overcome the CS1 and calculus hurdles, this project is developing a preparatory CS0 course in which the teaching of programming is focused on calculus as an application area. Through this course, students not only are gaining the skills and confidence to succeed in subsequent courses, but also their exposure is making the ideas presented in the subsequent Calculus I course seem familiar and less intimidating. In the CS0 course, students are exploring calculus through the implementation of very small and elegant programs. This course is being encouraged for students failing to reach the ACT score threshold. It will ultimately be required for these students. The two critical components of this course are: a simple, yet expressive programming language, and a calculus text that explains the basics of calculus in a clear and concise manner, and develops ideas in step with the introduction of programming fundamentals. The CS0 course is boosting the performance and retention of at-risk students from a variety of socio-economic backgrounds. The primary metrics for measuring project success are GPA and retention statistics. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Lusth, John Russell Deaton University of Arkansas AR Timothy V. Fossum Standard Grant 138301 7494 1536 SMET 9178 9150 0116000 Human Subjects 0633296 January 15, 2007 Improving Undergraduate Chemistry Laboratory Education using Modern, Rapid Spectrophotometers.. Chemistry (12) UV/Vis and UV/Vis/fluorescence microplate readers, instruments that have been used mostly for research and industrial applications, are used to improve the core undergraduate chemistry curriculum. The project comprehensively explores the advantages of these instruments for enhancement of the chemistry curriculum. Laboratory exercises that demonstrate general spectroscopy concepts with both mechanically simple, conventional spectrophotometers and the microplate readers are developed for use at all levels of chemistry courses. One advantage of the microplate reader is the rapid generation of large amounts of data. Students now spend more time on interpretation and presentation of data, skills that translate to all areas of math and science. These instruments are ideally suited for introducing chemical, biochemical, and analytical spectroscopy applications in large enrollment lower division classes and they also provide many advantages for the upper-division laboratory classes and undergraduate research projects. One additional UV/Vis/fluorescence microplate reader is housed at Salish Kootenai College, a Native American Tribal College, to support and enhance ongoing collaborations, including a biochemistry course and undergraduate research. Successful demonstration of the advantages of the proposed instrumentation has a significant impact on how various concepts and methodologies are taught. The instruments are affordable for many institutions, thereby addressing broader impacts and suggesting that the successful pedagogical approaches developed in this project can be adapted nationally. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Palmer, Christopher Earle Adams Ruben Ceballos University of Montana MT Herbert H. Richtol Standard Grant 197093 7494 1536 SMET 9178 9150 0000099 Other Applications NEC 0116000 Human Subjects 0633299 January 1, 2007 Modernizing the Undergraduate Power Engineering Curriculum with Real-Time Digital Simulation. Engineering - Electrical (55) This project is developing a novel, real-time, state-of-the art power system simulation teaching and undergraduate research laboratory that incorporates actual computer-controlled hardware in the simulation loop. These resources are being used to develop and incorporate real-time simulation-based experiments into undergraduate power engineering education. As a part of this project, a new course on real-time power system simulation is being developed and taught, and six existing courses are being transformed to incorporate real-time simulation with hardware-in-the-loop experiments. By incorporating real-time simulations with hardware-in-the-loop the power engineering curriculum is providing students with valuable hands on experience, helping them understand how real power systems and power system elements respond in real-time. Instructional materials and project results are being disseminated by posting the material on a website, by conference and journal papers in both engineering education and power engineering venues, and through the laboratory equipment manufacturer's publications. Evaluation efforts, led by an expert from the University's learning center, are using a mixture of qualitative and quantitative methods to monitor progress, and an external advisory committee with industrial members is overseeing the project. The broader impacts include the dissemination of materials and results, outreach and diversity efforts, and workshops for practicing engineers. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Venayagamoorthy, Ganesh Eldon Stanek Ronald Bieniek Keith Corzine Missouri University of Science and Technology MO Russell L. Pimmel Standard Grant 151127 7494 1536 SMET 9178 0116000 Human Subjects 0633308 January 1, 2007 Cyber-Mapping for Teaching Undergraduate Geoscience Courses. Geology (42) Intellectual Merit: Cyber-mapping teaching modules are being developed and implemented to evaluate the effectiveness of three-dimensional photo-realistic virtual outcrops in teaching undergraduate introductory-level as well as upper-level geosciences courses for non-STEM and STEM students. Three-dimensional visualization presents challenges for relating field examples back to classroom teaching. Rugged field conditions can hinder a variety of people, especially those with mobility disability and travel limitations, from benefiting from field experience. Real-world elements of three-dimensionality are being incorporated through curriculum modules built upon the latest cyber-mapping technology which integrates three major components: (1) high spatial resolution topography generated by ground-based Light Detection and Ranging (LIDAR) data, (2) spectral information derived from high resolution digital photography, and (3) Global Positioning System (GPS) information relating the LIDAR-derived topography to global coordinates. Curriculum for lower level introductory geosciences courses to more advanced geoscience majors courses are being used in a vertically aligned manner to synergistically integrate educational and research opportunities in the context of Universal Design for undergraduate college students, thus affording better accessibility to geosciences topics to persons with mobility disabilities or travel limitations. A feedback-loop of formative as well as summative evaluations is being implemented. Broader Impacts: The incorporation of cyber-mapping is providing the geosciences community with a powerful means for teaching geosciences courses that will improve the quality of geosciences education and literacy. Incorporating cyber-mapping technology is providing virtual accessibility of field localities to a group of people who cannot otherwise access those localities because of mobility or travel limitations. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Abdel-Salam, Mohamed Carlos L. Aiken Mary Urquhart University of Texas at Dallas TX Keith A. Sverdrup Standard Grant 139507 7494 1536 SMET 9178 0116000 Human Subjects 0633312 March 1, 2007 Low-Cost Multi-Purpose MEMS/Mechatronics Testing Laboratory for Undergraduate Students. Engineering - Mechanical (56) This project is developing a low-cost, multi-purpose undergraduate micro-mechatronics laboratory based on the principles of a learner centered education. The laboratory is utilizing inexpensive micro-controllers, a desktop maskless lithography tool and a wet bench allowing students to fabricate and test their own micro devices, without the need for access to a specialized clean room. Four different experiments are being developed; (1) micro-cantilever experiment demonstrating surface stress and molecular adsorption; (2) thermal micro-actuator experiment demonstrating thermo-elasticity, Euler-Bernoulli beam theory and transient heat analysis in one dimension; (3) pressure sensor experiment demonstrating plate theory and piezo-resistivity; and (4) mechatronics experiment demonstrating system identification and closed loop control of a DC motor. The laboratory development is part of a multi-departmental master plan for creating a college-wide undergraduate curriculum on micro- and nano-technologies addressing the needs not only of undergraduate engineering students but also of students from other sciences, such as bio-sciences, optics, and physics. The proposed laboratory experience is fostering interdisciplinary skills and improving the ability to motivate students to pursue advanced engineering degrees. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Enikov, Eniko University of Arizona AZ Lesia L. Crumpton-Young Standard Grant 149901 7494 1536 SMET 9178 0116000 Human Subjects 0633315 May 1, 2007 Impact of FT-NMR in Early Coursework and Research at a Two-Year College. Chemistry 12 There is little published on whether or not early hands-on exposure to instrumentation has the effect of increasing student success in later courses and/or aids in the retention of students within a course or from semester to semester. Retention is of paramount concern at two-year colleges (2YC) where many students enroll in chemistry classes to only satisfy job or degree requirements, then drop or discontinue taking science courses. The PIs are studying the effect of earlier exposure to an important technology, specifically Fourier Transform Nuclear Magnetic Resonance (FTNMR), on student perception of and attitudes toward science research. The proposed curriculum and laboratory improvement and its concurrent evaluations are contributing to the understanding of the impact of laboratory instruction on 2YC student attitudes toward and success in chemistry, an area of study that is almost untreated in the literature. The Harper College Chemistry Department has a diverse student body with significant populations of underrepresented groups. The PIs are studying the effect of this type of experience in attracting those groups toward the sciences and its effect on the success of transfer students into 4-year programs. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Stanford, Daniel Julie Ellefson-Kuehn William Rainey Harper College IL Bert E. Holmes Standard Grant 137709 7494 1536 SMET 9178 0116000 Human Subjects 0633317 January 1, 2007 Improving the Learning Experience in Introductory STEM courses in a Large Research University. Interdisciplinary (99) This project builds on an NSF (DUE-935426) project that resulted in the creation and implementation of a large (more than1500 students/yr) reformed introductory physics course at the University of California, Davis in 1996. Empirical evidence shows that student performance is significantly higher in a subsequent course and on the medical college admissions test (MCAT) for students who took the reformed physics course compared to students who took the previously offered traditionally taught physics course or traditionally taught physics courses elsewhere. The kinds of reform made in this physics course 10 years ago anticipated what is now being called for in the several recent NRC reports focusing on undergraduate STEM education. Students who experience these kinds of instructional reform tend to make more use and become more comfortable using higher order cognitive thinking processes. This project extends these kinds of reform to a small number of sections of the math and chemistry courses that a number of students take simultaneously with the reformed physics course and closely examines the affect that taking all three courses has on this cohort of students. The predicted outcome is that the students who experience similar reformed instruction in all their math and physical science courses will show even greater instructional performance gains in subsequent courses than students who have experienced just one reformed course. Intellectual Merit: The innovative aspects of this project are: it takes instructional innovations used in one discipline, physics, and introduces these reforms into courses in other disciplines (math and chemistry) taken simultaneously by the same students; the innovations are being introduced without making significant changes or causing disruptions in these other courses or in the culture of delivering large introductory courses in these disciplines; the project engages the graduate student teaching assistants who do most of the teaching of these courses. The small number of sections that are the focus of this project can be expanded to all sections of these courses so, if successful, the changes can be quickly institutionalized. Teaching assistant development programs are already in place and need to be only modified. This project will begin to provide empirical evidence about the feasibility of using graduate assistants as agents of change as well as on the need to have students experience educational reform in a number of courses in order for these reforms to be effective. Broader Impact: This project addresses two questions posed by pedagogical reform efforts at large research universities: how to introduce active and interactive learning methods into large classes; and what is the effect on student learning in undergraduate STEM instruction when students experienced reformed instruction in multiple math and science courses simultaneously. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Potter, Wendell G.Thomas Sallee David Webb University of California-Davis CA Terry S. Woodin Standard Grant 148724 7494 1536 SMET 9178 0116000 Human Subjects 0633321 March 1, 2007 Reading, Writing - Energy (RW-E). Interdisciplinary (99) This project is developing a course titled Reading, Writing - Energy (RW-E), which is an enhancement of a freshman natural science core curriculum course (titled ENGR 101-Energy: Resources, Utilization, and Implications for Society). The project is designing the instructional materials for energy sustainability which are being included in the course and which are satisfying the freshman core curriculum writing requirement. Additionally, the PIs are applying innovative teaching methods including calibrated peer review and the use of undergraduate peer teachers. A diverse instructional team from several disciplines and from the TAMU Center for Teaching Excellence is being involved in course delivery, including both graduate and undergraduate students. The project is being assessed utilizing internal and external methods, including weekly evaluation sessions with the entire teaching team, and an outcomes based assessment involving articulating learning outcomes, implementing methods to achieve these outcomes, gathering and interpreting data and models an existing evidenced based decision making process being used campus-wide. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Ehlig-Economides, Christine Ramesh Talreja Bugrahan Yalvac Dennie Smith Texas Engineering Experiment Station TX Lesia L. Crumpton-Young Standard Grant 149330 7494 1536 SMET 9178 0116000 Human Subjects 0633330 March 1, 2007 Vertical Integration of Ubiquitous Computational Tools in the Thermal Mechanical Engineering Curriculum. Engineering - Mechanical (56) This CCLI Phase 1 Exploratory project is vertically integrating thermal mechanical engineering undergraduate curriculum around Microsoft Excel as a computational and organizational tool. The project is using computational modules that can substitute for the tabular data and graphical solutions commonly used in textbooks, allowing a deeper understanding of computational methodologies and a broader grasp of engineering analysis. The project is vertically integrating five required courses and one elective course using this model. The evaluation plan is measuring students' perception and comprehension of the course materials, as well as students' problem solving efficiency, especially for complex computationally intense problems. Interactions within the project's advisory board of engineering educators from a wide range of engineering universities are forming a strong network of educators with interest in better computational abilities for engineering students. Project results are being disseminated through education conferences and journals. Sustained utilization of a single computational tool is facilitating deeper learning of course materials and the ability to solve more complex engineering problems. CCLI-Phase 1 (Exploratory) DUE EHR Woodbury, Keith Stephen Kavanaugh Robert Taylor University of Alabama Tuscaloosa AL Lance C. Perez Standard Grant 149483 7494 SMET 9178 9150 0116000 Human Subjects 0633333 April 1, 2007 Enabling Computer Algebra Use in the Undergraduate Abstract Algebra Curriculum. Mathematical Sciences (21) This project is enhancing the usability of the free and open computer algebra system GAP for use in undergraduate abstract algebra and number theory courses as well as for undergraduate research projects. In recent years, computer algebra systems have been used in the undergraduate curriculum as both an illustrative and experimental tool. One obstacle to the effective use of such systems, however, is a lack of functionality and documentation aimed at the undergraduate teaching environment, as well as an installation process and user interface that is too complicated for many potential users. This project is providing new functionality and simplifying installation and use. This new material is being tested by a group of interested faculty at their institutions. Results of the project are being made available on the Internet. Intellectual Merit: The project is developing new methods to perform concrete calculations in algebraic structures in the context of an undergraduate course. It provides a new resource for teachers who want to use a computer algebra system in the undergraduate abstract algebra curriculum or for undergraduate research/investigation projects. These new and enhanced components aid students majoring in mathematics (including mathematical education), computer science and engineering in the understanding of concepts from abstract algebra by providing the means to study examples that would not be feasible with pencil and paper. Broader Impact: Improvements to installation and user interface benefit any user of the system GAP, including undergraduate and graduate students and the large research community. Analogous to the now established use of computation and calculators in calculus courses, the availability of a system for algebraic calculations with a user-friendly interface enables teachers of abstract algebra courses to show examples that cannot simply be done by hand calculation. As the system is already in use for teaching algebra at many institutions, this enhancement has a substantial group of users and will ultimately enhance the teaching of abstract algebra to a substantial part of the student population who take the course. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Hulpke, Alexander Colorado State University CO Daniel P. Maki Standard Grant 149621 7494 1536 SMET 9178 0116000 Human Subjects 0633334 February 15, 2007 Integrated Auto-ID Technology for Multidisciplinary Undergraduate Studies (I-ATMUS). Engineering Technology (58) This project is increasing the understanding of Automated Identification (Auto-ID) technology in supply chain, logistics, material handling, production planning and automated manufacturing. The PIs are creating an Auto-ID laboratory and testing facility, incorporating this technology across numerous industrial engineering courses. The testing environment includes both hardware and software suitable for multiple industrial applications. Also being developed is an online course in Auto-ID with an associated website where students and industry partners have access to lectures and examples of best practices. An interactive experiment website is allowing students to control laboratory machinery through the internet, viewing the readings of the Auto-ID equipment on-line. Surveys, interviews and focus groups are being used to evaluate the course materials developed and the impact on student learning. The evaluation results are being disseminated through conferences. Student projects and annual reports for developed applications are available for use through the project website. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Buyurgan, Nebil Justin Chimka University of Arkansas AR Lesia L. Crumpton-Young Standard Grant 149709 7494 1536 SMET 9178 9150 0116000 Human Subjects 0633335 January 15, 2007 A Model Teacher-Scholar Program in Secondary Mathematics. Mathematics (21) This project is developing, implementing, and evaluating a model year-long teacher-scholar program in secondary mathematics. Graduates are highly qualified teachers who have experienced scholarship in mathematics in a setting that emphasizes the interconnections among theory, procedures and applications and who develop habits of mind of a mathematical thinker (CBMS, 2001). The program consists of two junior/senior level research capstone courses connected by a summer program. In a spring term course, Introduction to Research in Mathematics, students explore several research topics with an emphasis on experimentation, conjecture, careful justification, and clear, precise reporting. During a summer program participants return to campus at three-week intervals for three intensive two-day workshops and progress updates. A second course, Research in Mathematics II, takes place in the fall with emphasis on further examination of specific research topics (developed during the spring and summer) and on writing and disseminating results. The intellectual merit of the project lies in its implementation of a unique and exemplary research-oriented capstone program for prospective secondary mathematics teachers, filling not only a gap in the current mathematical preparation of future teachers, but also addressing a national need for highly-qualified mathematics teachers. The project is having a broad impact by serving as a model undergraduate research program for other institutions of higher education and to prepare highly-qualified mathematics teachers who are excited about mathematics learning and ready to promote current educational reform efforts. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR El-Zanati, Saad Cynthia Langrall Illinois State University IL Lee L. Zia Standard Grant 147725 7494 1536 SMET 9178 0116000 Human Subjects 0633346 July 15, 2007 Use of NMR Spectroscopy to Enhance the Undergraduate Chemistry Curriculum at Several Institutions. Chemistry (12) The goals of this project are to enhance undergraduate student understanding of chemistry using the theory and applications of nuclear magnetic resonance spectroscopy, to increase student competency with modern chemical technology by providing hands-on experience with a high-field NMR, and to develop a community of chemical educators with faculty from several primarily undergraduate institutions in Northwest Oregon. These goals are being achieved by sharing the use of a high-field (300 MHz) NMR spectrometer with broadband, variable temperature, and autosampling features, housed at George Fox University (GFU), with students and faculty at Warner Pacific College and Corban College. NMR theory and practice are being integrated throughout the chemistry curriculum at GFU according to specific student learning objectives in chemistry knowledge and technical proficiency. Existing experiments and lecture topics are being enhanced and modernized by access to the new NMR spectrometer. Laboratory exercises that emphasize the full range of NMR techniques are being adapted from other sources and added to the curriculum. All NMR topics in the chemistry curriculum at GFU are being added in a carefully designed manner so that discussions build on prior knowledge from previous courses. The curricular changes at GFU also involve participation by the GFU chemistry faculty in an NMR project with Dr. Karl Mueller from Pennsylvania State University. Faculty and students from the other colleges are using the instrument remotely at no cost, and faculty from all of the participating institutions gather to share insights about NMR teaching pedagogy, laboratory experiments, assessment strategies, and training procedures. Project evaluation involves course-specific assessment of NMR theory and practice, the use of NMR-specific assessment tools developed by Dr. Mueller, surveys of alumni regarding NMR technical proficiency and general competence with scientific equipment, laboratory practica that assess student proficiency with the NMR spectrometer, and assessment by an external team of chemistry educators from institutions in the Pacific Northwest. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Chambers, Robert Paul Chamberlain Michael Everest Jeffrey Vargason George Fox University OR Susan H. Hixson Standard Grant 150000 7494 1536 SMET 9178 0116000 Human Subjects 0633349 January 1, 2007 Concepts of Statistical Inference: A Randomization-Based Curriculum. Mathematical Sciences (21) This project is developing a fundamentally different curriculum for the introductory statistics course that emphasizes the entire process of statistical investigations, from design of data collection through statistical inference, throughout the course. The inference techniques are based on randomness introduced in data collection, specifically randomization and permutation tests, rather than on normal-based probability models. The goal is to lead students to develop a deeper understanding of fundamental concepts of statistical inference and of the process through which statisticians investigate research questions by collecting, analyzing, and drawing conclusions from data. Intellectual Merit: This project is creating new learning materials and teaching strategies, assessing learning, evaluating innovations, and class-testing curricular materials. As with materials developed by the project team for statistics courses for mathematically intensive majors, these materials consist primarily of learning activities that guide students to discover and explore statistical ideas, but also provide sufficient exposition for a stand-alone text to provide students with reference and reinforcement. Real data from genuine studies motivates all of the activities, which make extensive use of technology. Assessment and evaluation are especially important aspects of this project. The investigators systematically investigate the effectiveness of this new curriculum in terms of students' levels of conceptual understanding. The testable hypotheses include that a randomization-based curriculum leads to a deeper understanding of p-values, as well as a better understanding of the entire statistical process, than a standard parametric approach. The investigators are also studying two alternative conceptualizations of the concept of confidence to determine whether students develop deeper understandings with one or the other. The investigators are employing a combination of quantitative and qualitative methods in a program of classroom-based research at the institution. Broader Impact: The project provides introductory statistics instructors throughout the country materials for teaching an alternative curriculum that can lead to deeper conceptual understanding and better appreciation for the role of statistics in scientific investigations. The assessment instruments developed are having a broad impact for statistics education researchers, and the research conducted is providing statistics teachers with empirical evidence of teaching effectiveness. The integration of curricular development and educational research is consistent with the spirit of collaboration that has marked statistics education reform and also with the combined training and experiences in statistics, curricular development, and research on teaching and learning of the team. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Rossman, Allan Beth Chance California Polytechnic State University Foundation CA Daniel P. Maki Standard Grant 149842 7494 1536 SMET 9179 9178 0116000 Human Subjects 0633351 January 1, 2007 Literature-Based Scientific Learning in Genetics. Biological Sciences (61) A comprehensive collection of literature-based case studies (LBCS) is being created to enable inquiry-based learning in genetics. Case studies being created use the primary literature to focus student learning on the fundamental concepts of genetics in the context of scientific discovery. As a result students are learning genetic concepts through deliberate engagement in the learning cycle and the process of scientific inquiry, i.e., "scientific learning." A pedagogical model based on constructivist learning is being employed to create the literature-based case studies and associated learning materials. Intellectual Merit: The case studies model the process of scientific discovery and analysis and practice questions and exercises help students test their understanding. Overall, the project aims to promote scientific thinking, conceptual understanding and scientific information competence. Students are being empowered to analyze and manage scientific information, ask questions and obtain answers about genetics. The projects is being evaluated using both direct (e.g., embedded exam questions) and indirect measures (e.g., in class student question analysis). Student learning using the LBCS approach is being assessed using formative (e.g., performance on practice questions and exercises) and summative (e.g., embedded exam questions) measures. Online surveys are used to obtain student perceptions regarding the approach and their learning. Broader Impact: The primary broader impact of this project is the creation of a model for robust literature-based, experiential scientific learning that builds upon previous case study and problem-based learning teaching methods. The results are being developed into an interactive, inquiry-based electronic textbook whose primary goal is to facilitate a shift in textbook philosophy from one of knowledge transmission to one of knowledge discovery. This model is anticipated to be applicable to any science discipline or level of instruction. In addition, the project is pioneering the integration of scientific information competence exercises into case study-based undergraduate instruction. The project is also impacting the training of future science teachers by involving graduate and undergraduate student assistants with high school science teaching career goals. CCLI-Phase 1 (Exploratory) CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Elrod, Susan California Polytechnic State University Foundation CA Terry S. Woodin Standard Grant 156722 7494 7492 1536 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0633353 July 15, 2007 Thinking in Physics. Physics (13). This project provides help for students to improve their reasoning skills, attitudes, and beliefs about learning in order to build the foundation for successful careers in STEM. The project is: 1) creating instructional materials and methods that will be used to develop students' reasoning skills; 2) improving students' post instruction performance on measures of reasoning ability, beliefs about learning, and conceptual understanding in physics; and 3) improving retention rates and grade point averages of STEM students. This project develops instructional material and methods appropriate for college students that are based upon the Cognitive Acceleration through Science Education (CASE), Feuerstein's Instrumental Enrichment, (FIE), and Numerical Relationships (NR) programs. Intellectual Merit: Both understanding of basic concepts in physics and strong scientific reasoning ability are essential for science and engineering majors. This project provides the means to build these critical characteristics in an original, creative way. The PI and Co-PI have extensive knowledge of cognitive development, how to assess it, and its connection to conceptual understanding in physics. The external consultants are experts in physics education research, cognitive development, and an extant program in this field. The project blends research-based pedagogy and assessment. Broader Impact: The project has great potential benefit to society by making careers in science and engineering possible for many students including members of underrepresented groups who might otherwise find college-level science courses very difficult. The project impact will be broadly disseminated through local workshops for college instructors, presentations at national conferences, publications in peer reviewed journals, and distribution of web-based materials. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Coletta, Vincent Jeffrey Phillips Loyola Marymount University CA John F. Mateja Standard Grant 90017 7494 1536 SMET 9178 0116000 Human Subjects 0633356 January 1, 2007 Project Based GC/MS Laboratory Experiments for the Undergraduate Chemistry Curriculum. Chemistry (12). This project is using a GC/MS instrument to drive the development of a series of project-based GC/MS laboratories that are being vertically integrated into the undergraduate chemistry curriculum, from freshman chemistry through senior instrumental analysis. These project-based laboratories include a mixture of newly developed curricular materials and existing materials that are adapted to fit the institutional setting. Assessments are being administered to students in order to evaluate the effectiveness of the project based laboratories on mastery of particular content topics as well as on student attitudes towards the sciences. Faculty perceptions of the feasibility and success of the project-based labs is also being assessed. Dissemination includes publication of laboratory experiments and student and faculty assessment results in peer-reviewed chemistry education literature as well as presentations at regional and national meetings. Dissemination also includes hosting local workshops to share faculty experiences and build faculty expertise in implementing project-based laboratories. These workshops are targeting faculty colleagues in other STEM disciplines at Roosevelt University, as well as other area institutions including high schools, community colleges and undergraduate institutions. The broader impacts of this project are fourfold. (1) The project is providing a modern instrument to an undergraduate institution that serves many underrepresented students in terms of gender, ethnicity, age and socioeconomic status in order to better prepare them for scientific employment, graduate, and professional studies. (2) The project is increasing local faculty expertise in adopting exemplary teaching practices; (3) The project is enhancing pedagogical collaboration between regional undergraduate institutions, community colleges and high schools. (4) One of the proposed project-based labs includes an environmentally-related service-learning component and is providing students with opportunities for community and environmental engagement. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Leckrone, Kristen Joshua Telser Roosevelt University IL Eileen L. Lewis Standard Grant 150000 7494 1536 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0633363 March 1, 2007 Enhancing Student Learning Through State-of-the-Art Systems Level Design and Implementation. Computer Science (31) Based on the experience of the Network Performance Research Laboratory (NetPRL) faculty and feedback from the computer engineering industrial advisory board, a knowledge and skills gap exists between the engineering curricula and real world engineering experience. In this project, investigators at California Polytechnic State University (Cal Poly) are advancing knowledge and understanding in the areas of project-based learning, multidisciplinary projects, undergraduate research, and teamwork. The researchers are developing a new electronics design and manufacturing course, a new introduction to systems design course, and are incorporating a scalable solution to project-based learning into the curriculum. All students are participating in the project-based learning capstone course using the hands-on Printed Circuit Board (PCB) model developed at Cal Poly. This arrangement allows the students to experience true concurrent engineering through an integrated design, manufacturing, and testing experience. Students are learning how to communicate and overcome obstacles in a multidisciplinary team and they are gaining valuable skills needed to transition to jobs in industry and to participate in advanced research projects. The revised course sequence and project-based learning component is providing students with an enriched learning experience and is addressing ABET program assessment outcomes. Cal Poly is partnering with a local community college to develop a lower-division PCB design and manufacturing module. The lower-division PCB module will make printed circuit board design accessible to a larger group of people including community college and high school students. The adaptation of the lower division PCB module is being introduced at Allan Hancock College, a Hispanic Serving Institution (TitleV). Developing and offering this curriculum in collaboration with the local community college faculty is fostering the growth of a community of scholars. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Liddicoat, Albert Jianbiao Pan California Polytechnic State University Foundation CA Victor P. Piotrowski Standard Grant 199030 7494 1536 SMET 9178 0116000 Human Subjects 0633372 January 1, 2007 A Degree Project Approach to Engineering Education. Engineering - Chemical (53) Chemical Engineering education is facing a growing disconnect between a curriculum focused primarily on unit operations and faculty research that has increasingly emphasized nano- and bio-technology. This discrepancy has been recognized by an NSF-sponsored Frontiers in Chemical Engineering Education initiative, recommending a move from the macroscopic, unit-operations educational approach to one in which teaching is done from the molecular point of view in a bottom-up fashion. The challenge, however, is to continue to serve the more conventional chemical and petroleum industries while instituting this change. This project team is developing a two-pronged approach of utilizing (1) a recently-created nanotechnology course-work emphasis within the Department of Chemical Engineering and Materials Science, and (2) vertically- and horizontally-integrated degree projects. The degree projects consist of emphasis-specific laboratory modules in successive Chemical Engineering courses that build upon a student's growing knowledge in their chosen emphasis, while at the same time relate the degree project to traditional areas of Chemical Engineering. Students in the Nanotechnology Emphasis, for example, synthesize nanoparticles in the Mass Balance course, examine nanoparticle interactions in Thermodynamics, fractionate nanoparticles in Separations, investigate nanoparticle catalysts in Kinetics, and examine the thermal conductivity of nanocolloids in Heat Transfer, all culminating with an independent research project in the senior year. A comprehensive assessment strategy, including an observation rubric, an efficacy scale, and a success scale, allows evaluation of how the merger of traditional Chemical Engineering subjects with advanced nanotechnology and biotechnology topics may better prepare students for today's increasingly molecular-oriented workplace. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Lee, Jr., C. Ted Theodore Tsotsis Katherine Shing Pin Wang Gisele Ragusa University of Southern California CA Sheryl A. Sorby Standard Grant 150000 7494 1536 SMET 9178 0116000 Human Subjects 0633373 January 1, 2007 CCLI: Educational Materials to Enhance Chemical Engineering Curricula with Applications in Biological Engineering. Engineering - Chemical (53) The project, a partnership involving San Jose State University, University of Arkansas, and University of Virginia, is developing a web-based repository that will ultimately hold approximately 100 solved problems to facilitate the incorporation of problems with substantial biology content into the undergraduate chemical engineering material and energy balance course. The problems are being generated by faculty from several different universities. The website includes effective mechanisms for solicitation of problems, review of problems by an editorial board and faculty users, and evaluation of website content and usability. Solutions to the problems are available to faculty through registration on the website and a password-protected secure server. Background information pages are included as a supplemental tool for both faculty and students. Six universities are evaluating how inclusion of biology problems improves students' ability to solve material and energy balance problems in a biological context. A workshop on the use of the material for chemical engineering faculty without formal training in biotechnology is being developed and planned. All problems are being evaluated through repository use statistics, through assessment of student learning, through faculty and industry surveys, and through editorial board and advisory board reviews. The problems and associated materials are being disseminated through the project's website, which is being promoted through links on other popular sites serving chemical engineering faculty, through targeted mailings, through presentations at chemical and biological engineering conferences and at engineering education conferences, through journal publications, and through the NSDL. Broader impacts include the wide dissemination of the instructional material, a special focus on underrepresented groups at one of the partner institutions, and the community building resulting from the collaboration on the problem set. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Komives, Claire Erik Fernandez San Jose State University Foundation CA Russell L. Pimmel Standard Grant 150000 7494 1536 SMET 9178 0116000 Human Subjects 0633374 March 15, 2007 Biology Curriculum Enrichment Project (BioCEPT). Life Science Biological (61) The Biology Curriculum Enhancement Project (BioCEPT) is improving student success by building the capacity of faculty to implement course and laboratory enhancements and to assess the impact of innovative instructional technology. The Lifelines OnLine and the BioQuest Curriculum Consortium approaches are being implemented in the core biology course, General Principles of Biology. Comprehensive evaluation of BioCEPT is fostering a climate of evidence, while contributing to science education scholarship with plans for both local and broad dissemination. Intellectual Merit: This project builds upon an existing community established by previous funding for a regional Collaborative for Excellence in Teacher Preparation (CETP). The proposed activities incorporate established models and practices known to advance teaching and learning in undergraduate science. The BioCEPT project adapts those models to a community college context where the initiatives are expected to engage diverse and multicultural student communities in ways that genuinely support deeper learning to improve student success. Broader Impacts: A longitudinal study of the students' persistence in science is being conducted by the community college faculty with external expertise from faculty of the regional San Francisco Bay Area CETP network to form a community for evaluation and dissemination beyond the local community college. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Bucher, Michael Carlene Tonini-Boutacoff Theresa Martin San Mateo County Community College District CA Linnea A. Fletcher Standard Grant 97698 7494 1536 SMET 9178 0116000 Human Subjects 0633379 January 1, 2007 Q-Bio: Integration of Quantitative Concepts into Introductory Biology. (Biological Sciences 61) The web based modules created within this project are designed to help undergraduate students in introductory classes understand the mathematical basis for upper level biology courses and the increasingly quantitative work required by current careers in biology. The materials being created can be implemented in a large Introductory Biology classroom. The key objectives are: (1) development and refinement of quantitative learning modules (QBLMs) for instructional use in introductory courses for biology majors; (2) evaluation of the student learning effects of engagement with the QBLMs; (3) identification of the modules' characteristics that support learning; and (4) creation of a faculty/staff study group that systematically studies the student learning outcomes associated with QBLM use and plans implementation strategies accordingly. Initially these modules are being implemented into selected sections of the Introductory Biology course at the University of Arizona. Upon completion of this project the materials being developed will be ready for implementation by other faculty in additional sections of the course. Ultimately, partnerships will be formed with other institutions with the goal of disseminating the materials more broadly. Intellectual merit: This project is developing and implementing new teaching materials that integrate quantitative concepts early in biology education and change the way students think about biology. The proposal builds on prior work in the development of student learning in two ways: it provides a variety of learning tools designed to engage students to become active participants in their own learning; and it employs a cyclic model for knowledge production and improvement of practice in undergraduate STEM education. In addition, the proposal serves to engage scholars from different disciplines (biology, mathematics and science education) in a dialogue that focuses on the common goal of enhancement of student learning and incorporates perspectives from these disciplines and serves to build a community of scholars. Broader impacts: Dissemination is occurring through the following channels: on the website (http://dels.nas.edu/summerinst/index.shtml) of the National Academies Summer Institutes on Undergraduate Education in Biology; and publication of one or more articles describing the new version of our entry-level biology course in undergraduate education biology journals (eg Cell Biology Education); and presentations in conferences on undergraduate education. Since durable changes in the way mathematics is taught to life sciences students involves the collaboration of mathematics and biology instructors, the material is also being shared with mathematics educators through articles in mathematics education journals. In addition, the data collected during the various stages of implementation of the project is being analyzed by the biology education co-PI, with the assistance of a graduate student. They are investigating student learning styles and assessing the efficacy of the modules, resulting in publications in journals on education research as well as presentations in conferences. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Dixon, Kathleen Debra Tomanek Joceline Lega Lisa Elfring University of Arizona AZ Terry S. Woodin Standard Grant 149998 7494 1536 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0633401 March 15, 2007 Theoretical and Applied Approaches to Teaching Social Computing in STEM Education. Two emerging and rapidly growing areas of technology design are social media and social computing. An important social media category is the online learning environment. Although universities have embraced the use of online environments to provide distance and blended science, technology, engineering, and mathematics (STEM) courses, educators tend to focus their efforts on content delivery, rather than building social networks. Currently, there is little research on how STEM students establish social networks when they interact in online learning environments. Forming social networks, building relationships, and creating social capital are the new focal points of social media and the development of social software. To date, undergraduate STEM students are not being trained in this important topic of technology design. To help solve this problem, and to better understand how STEM students build social networks, an interdisciplinary team of Rochester Institute of Technology (RIT) professors are creating an undergraduate STEM course on the theoretical and practical use of social computing. As part of the course, a case study that examines the building of social networks, collaborative work, and social capital in online learning environments is being developed. This project has two primary objectives. The first objective is to improve technology education by introducing the new discipline of social media and social computing into the STEM curriculum. The second objective is the preparation of undergraduate STEM students for positions in the social media sector of the technology industries. Both are objectives that can be measured through pre- and post survey testing. RIT is combining the interdisciplinary theories of computing and social science in both the research and educational components of the project. It builds upon research being conducted in RIT's Lab for Social Computing and research previously done by the PIs in the areas of collaborative online learning tools, human-computer interaction, online social behavior, and the distribution of messages through computer networks. The PIs are combining information technology theories (human-computer interaction and collaboration) with social theories (dynamic social impact theory and human communication theory) to both teach and study the technological use of social media to build a foundation for a social media program at RIT. Through the analysis and comparison of three online learning environments, the PIs are gaining valuable information about how students build social networks and perform tasks in different online educational software programs. These findings are being used to improve the delivery of STEM distance and blended education across different STEM subject areas. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Egert, Christopher Nicholas DiFonzo Stephen Jacobs Rochester Institute of Tech NY Victor P. Piotrowski Standard Grant 149786 7494 1536 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0633402 December 1, 2006 COLLABORATIVE RESEARCH: The Math You Need, When You Need It: Modular Student Resources to Encourage Successful Incorporation of Quantitative Concepts in Introductory Geoscience. Geology (42) Intellectual merit: "The Math You Need, When You Need It" program is creating a series of student-centered web-based modules that can be customized to, and run concurrently with, any introductory geoscience course. Each module gives students the quantitative knowledge that they need, just before they need it in their concurrent geology course. This unique program includes: 1) pre-assessment of students' quantitative skills, 2) modular, self-paced, student-centered instruction for under-prepared students and 3) post-assessment to evaluate the effectiveness of the program. We are utilizing innovative instructional techniques based in best practices in mathematical education and thereby creating these modules so that they advance students' knowledge and understanding of mathematics across the geology curriculum. Combined with classroom examples of quantitative concepts in a geoscience context, this project is addressing many concerns about the nation's STEM education, including difficulties with teaching large numbers of students from diverse backgrounds, course adaptation to students' preexisting knowledge, and student self-assessment and monitoring. Broader impacts: The higher education community recognizes quantitative literacy as an important goal for its graduates as they are integrated into our increasingly number-oriented society. This project is working toward that goal by increasing the quantitative literacy of American undergraduates and, as a result, the greater US population. The modular nature and capability of tailoring instruction to meet individual student needs is supporting increased quantitative literacy in students with diverse backgrounds and mathematical abilities. The project is impacting geoscience faculty who wish to embrace inclusion of quantitative aspects of geoscience in their courses with little extra effort and minimal alienation of under-prepared students. In addition, the proposed project has the potential to be replicated across other academic disciplines and institutions wherever the application of quantitative skills is a barrier to student success. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Wenner, Jennifer University of Wisconsin-Oshkosh WI Jill K. Singer Standard Grant 68629 7494 1536 SMET 9178 0116000 Human Subjects 0633404 January 15, 2007 Inexpensive Glycolytic Pathway Discovery Lessons using Microarray Technology. Life Science Biological (61) This project is developing a new type of laboratory lesson providing the inexperienced undergraduate bioscience student with the opportunity to discover metabolic pathways using expression microarray technology. The subject of almost 9,000 scientific articles since their inception in the mid-1990s, expression microarrays are an increasingly established technology for identifying and quantifying the release of genetic messages - mRNAs - from living cells, in a single overnight experiment. As currently practiced, basic instruction in cellular processes like glycolysis is typically reduced to memorization, with no opportunity given to students to identify participating enzymes by laboratory measurement. Through a series of technical innovations, small, rugged microarrays have been developed for students to begin learning about metabolic pathways through lab experience. The goal of this project is to design microarray lessons emphasizing glycolysis as a pathway theme, and the lessons are being tested in the undergraduate laboratories of participating institutions, including ten diverse regional community colleges. Intellectual Merit: The new lessons incorporate novel technical designs that make student microarrays very inexpensive and easy to use in a modestly equipped undergraduate laboratory. In the hands-on experiments, students observe up- and down-regulation of genes as cells metabolize glucose. The experience reinforces the notion that cellular function is built around teams of genes acting in concert. Evaluation focuses on the degree to which students have learned glycolysis with and without the microarray lesson, and the impact of that learning on subsequent courses taken by the students. Broader Impacts: This project opens a window for students to observe metabolic cycles at the cellular level. The PI has worked with a variety of institutions including those that serve economically disadvantaged students from rural, southern Appalachia. Dissemination is achieved, in part, through commercialization of the microarray lesson kits and faculty workshops to be offered at national conferences. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Bonds, Wesley Western Carolina University NC Linnea A. Fletcher Standard Grant 149921 7494 1536 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0633424 May 1, 2007 Integrating Biology Learning through Investigation. Biological Sciences (61) This project builds upon a prior project that involves partnerships between high school students and scientists to characterize genes in Arabidopsis thaliana, a plant used widely as a genetic model in research. Scientists provide wild-type and mutant seeds and experimental know-how, and students design experiments to examine the effects of biotic stressors (e.g., drought, salinity, etc.) on the plants, thereby helping to determine the missing gene's function(s). Findings are shared via an online Lab Notebook (www.prep.biotech.vt.edu). The current project extends this concept to undergraduate education. It involves faculty from two-year (Richard Bland College) and four-year colleges (the University of California at Davis, and Virginia Technical College). Students are designing experiments to examine interactions between wild-type and mutant Arabidopsis and herbivores, investigating the interplay among genes, biochemicals, organisms, and populations. The module is being piloted in general biology, plant biology, and behavioral ecology courses, and revised based on student feedback and learning assessments, including pre/post-tests, surveys, instructor interviews, and a Views on Scientific Inquiry instrument (Bell et al, 2003). The module is being retested and disseminated via professional conferences and publication. The Intellectual merit of the project is that it engages students in interdisciplinary inquiry, and then has them contribute to a large-scale ongoing research project. Data is being collected and analyzed to test two educational research related hypotheses: (A) Undergraduate students can learn interdisciplinary science concepts and the process of inquiry by designing and conducting experiments within their coursework, not just through research lab internships, to generate novel and informative data as part of an ongoing research effort, and (B) These learning experiences better prepare students to reap the benefits of research internships. The students' scientific findings are providing insight into the genetic underpinnings of plant-herbivore interactions. Broader Impacts: The modules are serving as an integrated mechanism for faculty to mentor undergraduate students in learning interdisciplinary biology and doing research within regular courses. Students who don't have research lab internship opportunities are experiencing the excitement of discovery and developing a sense of the group process of science using materials that are easy to maintain and inexpensive to acquire. The project is also broadening the use of mutant Arabidopsis lines created through Project 2010 (NSF 04-502). It is catalyzing formation of partnerships among Project 2010 grantees, undergraduate instructors, and their students. The involvement of Richard Bland College, whose students are mostly first-generation college-bound and 20% African-American, helps ensure that the module is applicable in diverse educational settings. In addition, this experience is enhancing transfer students' credibility and competitiveness for additional undergraduate and graduate level research opportunities. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Dolan, Erin Edwin Lewis Alenka Hlousek-Radojcic Virginia Polytechnic Institute and State University VA Terry S. Woodin Standard Grant 200000 7494 1536 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0633429 June 15, 2007 Using Introductory Psychology Labs to Provide Early Research Experience to Regular and Transfer Students. Psychology - Cognitive (73) This project is expanding on an earlier NSF-supported project at the College of St. Catherine, a liberal arts college for women ("Re-visioning General Psychology: Engaging Women in Scientific Questions," NSF Grant 0087926). The earlier project designed a revised course to adapt materials already developed to describe psychology as a science seeking answers to important questions that can be pursued with an array of strategies and methods. This expansion project is directed at three diverse groups of students (female, minority, and transfer students) and is also working to increase the overall scientific literacy of these three student groups, especially those who do not begin and end their education at one institution. Marymount University has a student population that is 70% female and 50% minority, with many transfer students. Psychology is a popular major and this project is a good opportunity to promote involvement and interest in science by minority students, many of whom are transfer students. The teaching materials developed are being made available to the academic community through publications, conferences, and on a web-site dedicated to the project. Materials posted on the web will be meta-tagged to ensure inclusion in the National Science Digital Library. The intellectual merit of this project has seven facets. 1. It develops scientific literacy and interest through access to research tools early in the students' undergraduate careers to enhance learning and scientific understanding. 2. It promotes scientific reasoning and problem-solving skills, especially for female, transfer and minority students. 3. It enhances students' perceptions of themselves as scientific thinkers. 4. It improves students' overall attitudes towards science and the scientific process. 5. It supports new transfer students by providing the opportunity for them to form relationships with other new students and with their lab instructors, thus facilitating their integration into the larger Departmental and University community. 6. It ensures that transfer students have an equivalent exposure to scientific thinking and scientific literacy to their non-transfer counterparts. 7. It fosters improved research skills and techniques of upper-division psychology students by providing them opportunities to mentor and tutor other undergraduate students. The broader impact of this project is the development of a model suitable for replication by other schools, especially for those schools with high percentages of minority and transfer students. CCLI-Phase 1 (Exploratory) DUE EHR Clump, Michael Marymount University VA Myles G. Boylan Standard Grant 91207 7494 SMET 9178 0116000 Human Subjects 0633431 May 1, 2007 Reinvigorating the Chemistry Curriculum with Fourier-Transform Nuclear Magnetic Resonance (FT-NMR) Spectroscopy. Chemistry (12) This project is integrating Fourier Transform Nuclear Magnetic Resonance (FT-NMR) spectroscopy instrumentation across the chemistry curriculum at the University of Puerto Rico at Cayey (UPR-Cayey). With the help of Anasazi 60 MHz FT-NMR instrument a carefully selected sequence of FT-NMR experiments and research-based projects are being adapted and implemented. . A number of experiments from the Chemical Education literature are being added to the curriculum. The exploratory phase of the project is being implemented over a period of 2 years. By combining well documented strategies such as hands-on use of instrumentation with research-based pedagogy it is expected that the students will go from being passive receivers of information to inquirers. UPR-Cayey educates underrepresented Hispanics students, with more than 60% female science majors. The Chemistry Department enrolls 200 majors and 100 non-majors/year, including science education students. Implementation of research-based and inquiry-based methodologies, using FT-NMR experiences, into the chemistry curriculum will provide a model to other institutions locally and in the United States that serve a similar student body size or demographics. By implementing these changes the Chemistry department hopes to obtain ACS accreditation. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Pagan, Mayra Jannette Gavillan Luis Fernandez-Torres University of Puerto Rico Cayey University College PR Bert E. Holmes Standard Grant 146936 7494 1536 SMET 9178 9150 0116000 Human Subjects 0633445 April 1, 2007 Collaborative Research: Module-based Courseware and Laboratory Development for Teaching Secure Wireless Sensor Networks. Computer Science (31) The "Collaborative Research: Module-based Courseware and Laboratory Development for Teaching Secure Wireless Sensor Networks" project is developing instructional materials and case studies to support wireless sensor network education. Intellectual Merit: This project is developing a set of curricular modules to teach the fundamentals of secure wireless sensor networking. They are developing a testbed for wireless sensor networking between the participating institutions. This testbed is enabling students at both institutions to develop, deploy, and test their projects. Broader Impact: The project is disseminating their results through presentations at both regional and national conferences as well as in the National Science Digital Library (NSDL). CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Sun, Bo Lawrence Osborne Lamar University Beaumont TX Stephen C. Cooper Standard Grant 71324 7494 1536 SMET 9178 0116000 Human Subjects 0633447 April 15, 2007 Enhancing Scientific Data Literacy in Undergraduate Science and Technology Students. Computer Science (31) The "Enhancing Scientific Data Literacy in Undergraduate Science and Technology Students" project is creating a course where students learn the fundamental concepts of managing and manipulating scientific data in their discipline. Intellectual Merit: The project is developing an interdisciplinary course that is promoting collaboration between disciplines in scientific research. The course is fostering a culture of interdisciplinary research among students and scientists. Broader Impact: The project is targeting underrepresented groups and encouraging these future scientists to collaborate by providing them with a shared experience. It is involving both students and faculty from a broad range of disciplines. The PIs are disseminating their results through presentations at both regional and national conferences. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Qin, Jian Ruth Small Syracuse University NY Stephen C. Cooper Standard Grant 148284 7494 1536 SMET 9178 0116000 Human Subjects 0633459 June 1, 2007 Essentials of Behavioral Neuroscience: From the Cell to the Human Organism. An Integrative Laboratory and Service Learning Experience. Psychology - Biological (71) This project is creating a behavioral neuroscience laboratory, developing experiments for undergraduate students, and creating outreach service learning opportunities in collaboration with the surrounding educational community. The core objective is the development of a new behavioral neuroscience laboratory sequence entitled "Essentials of Behavioral Neuroscience: From the Cell to the Human Organism; An integrative laboratory and service learning experience." This two-semester sequence is providing opportunities for students to learn the basic principles of brain and behavior relationships with "hands-on" laboratory experiences. These labs are being adapted from several already developed sources (many of which have received previous support from NSF) as well as new labs developed by the co-investigators. This compilation of laboratory experiences includes labs from the classic physiological psychology manual published by Oakley and Schafer (1978), Carol Ann Paul's "Discovering Neurons: The Experimental Basis of Neuroscience," J. Alexander Dale's CCLI project titled "Incorporation of Electrophysiology into Psychology Courses" (9351304), and other basic labs which the co-investigators are constructing. The lab facility is being built around five "ADInstruments Powerlab" workstations that support both in vitro and in vivo cellular recording and direct measurement of human physiology from basic physiological processes to EEG. The second objective is the creation of novel service learning experiences for the students and faculty of the University of Portland. One of these is a new summer day camp program that provides an educational opportunity for local high school students called "Brain Explorers," a neuroscience-themed summer day camp for at-risk youth in North Portland. Undergraduate students enrolled in the behavioral neuroscience laboratory sequence are being given the opportunity to enroll in a service learning seminar course, where they work as a team to develop materials for the Brain Explorers outreach effort. The intellectual merit of this project lies in greatly expanded opportunities for students at the University of Portland to explore the complexities of the nervous system through novel and previously unavailable methods. Participating students are being prepared to engage in the technical, critical thinking, and problem solving skills necessary to further their understanding of the neural sciences. The broader impacts of this project are the enhancement and expansion of the University of Portland neuroscience environment that is making possible enhanced interdisciplinary communication and collaboration. CCLI-Phase 1 (Exploratory) DUE EHR Smith, Jeffrey Jacqueline Van Hoomissen University of Portland OR Myles G. Boylan Standard Grant 147790 7494 SMET 9178 0116000 Human Subjects 0633462 March 1, 2007 Incorporating Circular Dichroism in the Undergraduate Chemistry Curriculum. Chemistry (12) Chemistry faculty at Doane College, are revising laboratory experiences to incorporate the use of circular dichroism (CD) spectroscopy to improve student understanding of chirality. This project is examining whether hands-on experience with CD spectroscopy helps students develop a better understanding of chirality as a feature of molecular structure. The project evaluation activities include an examination of the relationship between students' spatial ability and their success with CD experiments. Students in organic chemistry and biochemistry are engaging in new experiments based on recent literature in chirality and participating with each other in research collaborations. Using the laboratory techniques learned in their coursework, students also are engaged in faculty-mentored research projects that have high relevance for educational, scientific and social impact. Students at Doane College are generally from highly rural backgrounds with limited experience in laboratory research and little exposure to science careers. Outreach demonstrations and participation events are involving selected high school students from the local area, many from Hispanic immigrant families, and regional college faculty and students without other access to CD spectroscopy instrumentation. Results will be shared through regional and national professional meetings and publications such as the Journal of Chemical Education. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Holmes, Andrea David Clevette Erin Wilson Doane College NE Bert E. Holmes Standard Grant 129469 7494 1536 SMET 9178 9150 0116000 Human Subjects 0633469 April 1, 2007 Collaborative Research: Module-based Courseware and Laboratory Development for Teaching Secure Wireless Sensor Networks. Computer Science (31) The "Collaborative Research: Module-based Courseware and Laboratory Development for Teaching Secure Wireless Sensor Networks" project is developing instructional materials and case studies to support wireless sensor network education. Intellectual Merit: This project is developing a set of curricular modules to teach the fundamentals of secure wireless sensor networking. They are developing a testbed for wireless sensor networking between the participating institutions. This testbed is enabling students at both institutions to develop, deploy, and test their projects. Broader Impact: The project is disseminating their results through presentations at both regional and national conferences as well as in the National Science Digital Library (NSDL). CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Yang, Toneluh Sadegh Davari University of Houston - Clear Lake TX Stephen C. Cooper Standard Grant 78675 7494 1536 SMET 9178 0116000 Human Subjects 0633473 August 1, 2007 Virtual Experiments for Physics Labs. Physics (13). This project conducts systematic research to obtain convincing evidence about the effectiveness of using virtual experiment (VE) technologies in teaching physics and develops curriculum materials for implementation of VE in the introductory physics labs. In previous research, the PIs have found that using virtual experiments can help students understand difficult physics concepts at a more intuitive level and improve the effectiveness of laboratories on student learning. This project has Intellectual Merit as it brings cutting-edge computing technology to address the teaching laboratory that is a very important educational component of a STEM discipline. It advances technology and creates new strategies in the field of physics education. The Broad Impacts of the research can be considered in several areas. The VE technology itself has many advantages in helping improve students' interests, motivations, and attitudes toward physics and learning physics. Making a new technology affordable can have a significant impact in improving the education environment at a much larger scale. From a more general perspective, physical feedback is a novel component addition to a computer simulation. In medical applications, the attempt is to mimic the real thing. Animators have discovered that mimicking is best replaced by physics when possible and this project has significance in adding physics to the VE environment. The results of this research can also lead to full scale projects that develop VE technologies for a wide range of content areas in physical science. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Bao, Lei Ohio State University Research Foundation OH John F. Mateja Continuing grant 100397 7494 1536 SMET 9178 0116000 Human Subjects 0633479 April 1, 2007 Enhancing Learning in Digital Systems Courses with Video Games. Engineering - Electrical (55) This project is developing a prototype implementation of a video game to determine if its use enhances learning in an introductory digital design course, if the video game affects learners' attitudes about the course and the major, and if these effects differ by gender and ethnicity. The prototype is being developed as a single-player game to be played on a personal computer. The investigators are using a game engine, Delta3D, which is open-source software developed by the US military. The game has a vehicle stranded in a remote location away from its base station, with several of its sub-systems malfunctioning. The player must fix the sub-systems by completing a series of progressively more complex tasks that are linked to one or more learning objectives of the course. Both a usability test and an assessment of learner outcomes relative to the course objectives are being used to identify needed revisions to the video game. The summative evaluation, which focuses on the impact of the video games on student learning and attitudes, is examining differences by gender and ethnicity in student outcomes. The broader impacts include contributions to the knowledge base on the usefulness of electronic games for enhancing student learning. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Butler-Purry, Karen Susan Pedersen Vinod Srinivasan Texas Engineering Experiment Station TX Russell L. Pimmel Standard Grant 75000 7494 1536 SMET 9178 0116000 Human Subjects 0633482 February 1, 2007 Integration of Microbial Communities into a Microbiology Laboratory Class Curriculum. Biological Sciences (61). "Integration of Microbial Communities into a Microbiology Laboratory Class Curriculum" is providing undergraduate students in microbiology courses with exposure to modern molecular methods and tools that are transforming research in microbial ecology. This project is translating existing research-based methods for microbial community analysis into an instructional microbiology laboratory exercises that are expanding the undergraduate experience from traditional exercises using pure culture techniques to activities that investigate microbial communities. The project emphasizes collaborative learning of key concepts related to the functioning of microbial ecological communities. These concepts include: 1) that microbial communities consist of multiple taxa whose collective actions underlie community activities; 2) that culturable microbial taxa can be distinct from those that control community function; 3) that culture-independent molecular methods can be used to clarify community composition; and 4) that community composition and community function are integrally related concepts. A microbiology concept inventory (MCI) that assesses gains in students' understanding of these key ideas is being developed and tested. The dissemination of the MCI and the instructional materials and exercises through regional and national meetings, the internet, and educational publications, is broadening the impact of the project and increasing the likelihood that the project becomes a model for microbiology courses at other institutions. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Blum, Paul Penelope Worthington University of Nebraska-Lincoln NE Deborah E. Allen Standard Grant 135000 7494 1536 SMET 9178 9150 0000099 Other Applications NEC 0116000 Human Subjects 0633490 March 1, 2007 Authentic Research Experience in Microbiology. Biological Sciences (61). Authentic Research Experience in Microbiology (AREM) is providing undergraduate students with research training addressing meaningful questions related to bacterial host-pathogen interactions using state-of-the art instruments and techniques. The AREM initiative is converting traditional microbiology lab sections, which were basically a series of disconnected exercises with predetermined results, into a format where students work on authentic research projects that contribute to the research objectives of the faculty. Students have an active role in designing experiments and are able to choose research modules that interest them. The physical merging of the AREM lab with the project director's research lab is reducing barriers that often prevent the effective integration of research and teaching. Students in the AREM lab begin the semester by isolating a strain of Agrobacterium tumefaciens from an environmental sample they have collected. They compare their isolate with lab strains of A. tumefaciens, and they examine the natural "genetic engineering" ability of the bacteria by infecting Arabidopsis root segments. Students also use bioinformatics tools to identify possible Arabidopsis mutants that may have increased or decreased sensitivity to A. tumefaciens infection. At Kingsborough Community College students have the opportunity to work with the co-director of the project on a related set of research modules that examine the role of mycorrhizal fungi in promoting plant health and growth. The phase I AREM initiative serves as a model for the inclusion of authentic research projects into other undergraduate science labs at CUNY Brooklyn College, Kingsborough Community College and many other schools. The diversity of students at CUNY Brooklyn College and at Kingsborough Community College ensures that the benefits in research training stemming from the AREM initiative is reaching a wide range of students, including many students from groups typically underrepresented in the sciences. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Muth, Theodore Catherine McEntee CUNY Brooklyn College NY Terry S. Woodin Standard Grant 193899 7494 1536 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0633494 January 1, 2007 Personalized Exploratorium for Database Courses. Structured Query Language (SQL) is the most widely used multipurpose database language. Extensive knowledge and fluency in SQL is mandatory in mastering modern database technologies. This project is developing an innovative tool that allows Information Science students to develop practical SQL skills through the use of interactive automatically evaluated exercises and examples. The PIs are leveraging the results of an NSF-supported project that uses interactive exercises for C language programming by exploring the value of interactive exercises in the context of Database courses. They are adapting an existing technology for automatic evaluation of SQL exercises (SQL-Tutor) developed at the University of Canterbury, New Zealand by Dr. Antonija Mitrovic and developing a complementary script-based evaluation technology. This project is providing a complimentary set of interactive SQL examples for the original SQL-Tutor technology and enhancing it with personalized guidance that is known to increase student engagement and success rate. Achieving better engagement and success rate is essential to adapting the original SQL-Tutor technology to a different target audience that is less prepared and less motivated to work with interactive exercises. To explore the value of individualized exercises, examples, and personalization in the context of Database courses, the University of Pittsburgh also is running several formative and summative classroom studies. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Brusilovsky, Peter Vladimir Zadorozhny University of Pittsburgh PA Victor P. Piotrowski Standard Grant 149345 7494 1536 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0633496 January 1, 2007 A Discovery-Based First Year Electrical and Computer Engineering Course Emphasizing Real-World Projects that Benefit Society. Engineering - Electrical (55) The project is developing learning materials and teaching strategies for a discovery-based, first-year electrical and computer engineering course. It is being designed to increase the retention and satisfaction of first-year students through hands-on, team-based projects that address real-world problems whose solutions benefit society. The students interact with an extensive partnership of diverse faculty members as they discover the importance of electrical and computer engineering problems and share in the excitement of their creative solutions. Signal and image processing for biomedical applications, power system reliability, and wireless sensor networks for environmental monitoring are examples of current problem areas used in the material. Faculty professional development activities and collaboration with community colleges are developing faculty expertise and disseminating educational innovations components. The project includes outreach activities to transfer the course to community colleges and to provide hands-on demonstration visits with community college and high school students, teachers, guidance counselors, and parents. Evaluation efforts, which are led by the College's resident evaluation expert, use student surveys, focus groups, and interviews to monitor the students' confidence and satisfaction; other surveys are being used to assess the effectiveness of the outreach and faculty development activities. The broader impacts include dissemination of the instructional material and learning strategies, special efforts to increase the recruitment, retention, and satisfaction of students in underrepresented groups, and outreach to the community college and high school communities. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Bell, Amy Thomas Walker Virgilio Centeno Jenny Lo Leslie Pendleton Virginia Polytechnic Institute and State University VA Russell L. Pimmel Standard Grant 160000 7494 1536 SMET 9178 0116000 Human Subjects 0633497 May 15, 2007 Developing a STEM Curriculum for Early College Programs: A High School to College Continuum. Interdisciplinary (99) The focus of the proposed project is to develop STEM curricula for early college high school programs. These are educationally innovative programs working to develop a seamless curriculum that will take students from high school through college in six to seven years rather than using the standard model where students attend high school and then college. A smooth transition from high school to college works to retain a broader population through the STEM pipeline. This project is a complement to the Early College High School Initiative that began in 2002 and is supported by a partnership of the Bill and Melinda Gates Foundation, the Carnegie Corporation of New York, the Ford Foundation, and the W. K. Kellogg Foundation. This initiative plans to establish 180 early college high schools nationwide by 2008. This CCLI project is starting the development of STEM curricula that are critical to the success of joint high school - college education programs in STEM. New STEM curricula are anticipated to facilitate the process of scaling up the Early College High School Initiative to larger populations and broader demographics. Curriculum development is stressing multi-disciplinary perspectives and technology-enhancements that build on standard high school science and math courses while introducing students to college-level work. The feasibility of offering broad inter-disciplinary scientific subjects to students in early stages of academic development is also being explored. The materials being developed are at the freshman college level and designed explicitly for an under-prepared population. The materials reflect up-to-date science, capture the essence of our investigators' research areas, and yet remain accessible enough to transfer to other instructors' classrooms. We are piloting this curriculum at the recently established Science, Technology, and Research (STAR) Early College High School at Erasmus Hall High School in Brooklyn, NY. The learning materials and teaching strategies being developed are directed at three aspects of student learning: (1) developmental: a gentle transition plan gradually eases students into academically-oriented college classroom settings, structure, workload and levels of expectation; (2) academic: a tightly-knit set of interdisciplinary topics carefully integrates standard science and math curricula, advancing in sophistication as students progress; and (3) motivational: application of proven pedagogical methods and a mentoring program linking the students in early college program with undergraduate and graduate STEM majors provides the high school students with the tools and role models to inspire careers in the sciences. The intellectual merit of the proposed project lies in (1) the unique blend of interdisciplinary topics designed to pique students' curiosity and demonstrate practical applications of standard STEM topics, (2) the use of technology throughout our curriculum, (3) the structured approach that gradually integrates academic material to help at-risk students make the transition to college level work, and (4) the development of courses uniquely targeted to the high school-college transition. The broader impacts of the proposed project involve not only the opportunity to enhance the college experience of a single inner-city, at-risk student population, but also to provide for other colleges freshman-level curricula that have been thoroughly researched, developed, tested and evaluated. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Raphan, Theodore Kathleen Axen Sophia Perdikaris Jennifer Basil CUNY Brooklyn College NY Myles G. Boylan Standard Grant 149966 7494 1536 SMET 9178 0633500 June 1, 2007 Development of Learning Materials for an Undergraduate-Level Structural Engineering Instrumentation and Measurements Laboratory Course. Engineering - Civil (54) The goal of the Structural Engineering Instrumentation and Measurements (SEIM) Laboratory is to integrate current technological advances in structural instrumentation and testing into the undergraduate civil engineering curriculum. This will be done by providing students with opportunities to learn through inquiry rather than simple transmission of knowledge, training in oral and written communication skills, and access to first-class laboratory facilities. Project goals are achieved through the use of learning materials for a set of comprehensive and challenging laboratory modules that resemble real-world situations. Junior-level students are working in a team-centered environment, under the guidance of a faculty member, to design their own experiments that address a specific objective. The modules, which progressively increase in complexity, challenge students to reach a deeper level of understanding by clearly defining an engineering problem, creatively outlining several testing approaches, successfully formulating a convincing argument, and effectively communicating with group members. This learner-centered, discovery-based approach to an interdisciplinary topic strengthens students' technical and practical experiences while intensifying their enthusiasm for learning. Faculty partners at two educational institutions will implement these learning materials and provide feedback from their experiences. This multi-institution, cross-state collaborative effort provides valuable information that directly contributes to the continued development and improvement of learning materials. The project also includes an extensive assessment and project evaluation effort, led by an external evaluator currently developing physics education material. The evaluator brings a unique and balanced perspective to the project team with a background in both education and science. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Gindy, Mayrai George Tsiatas University of Rhode Island RI Sheryl A. Sorby Standard Grant 148462 7494 1536 SMET 9178 9150 0116000 Human Subjects 0633506 April 15, 2007 Computer-Aided Collaborative Reasoning across the Curriculum. Computer Science (31) Software development based on the reuse of object-oriented components has the potential to improve the reliability of software products, but to realize this potential, software developers must be able to develop high quality software components, and be able to reason about their correctness. Introduction of formal reasoning in education will enable students to learn both how to develop correct programs and to understand why their programs are correct. This project is inculcating and amplifying principles and applications of reasoning in computing across the curriculum through the development of collaborative learning tools for three undergraduate courses: an introductory programming course, a data structures and algorithms course, and a software engineering course. Through these courses, the PIs are teaching reasoning across the curriculum by engaging students through a computer-aided, collaborative approach. In the Collaborative Reasoning paradigm, teams of students are involved in problem solving. This learning model is being enhanced with systematic feedback cycles, rapid and delayed, from both humans and automated assistants, using a Collaborative Reasoning Workbench. Systematic feedback gives structure to the reasoning process. Rapid feedback can make learning immediate and exciting for students, yet delayed feedback may be more meaningful in some problem-solving contexts. The Workbench can be tuned to provide either type of feedback, and it includes a set of exercises and "reasoning assistants" to guide students both inside and outside of the classroom. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Hallstrom, Jason Murali Sitaraman Chong Pak Clemson University SC Victor P. Piotrowski Standard Grant 125237 7494 1536 SMET 9178 9150 0116000 Human Subjects 0633512 June 1, 2007 A Collaborative Proposal to Integrate System-on-Chip Concepts Into Two Year Engineering Science and Four Year ECE Curricula. Computer Science (31) This collaborative project by the Electrical and Computer Engineering (ECE) department at Rowan University and the Engineering Science (ES) department at Camden County College (CCC) is integrating System-on-Chip (SoC) concepts across the curricula. SoC is the major revolution taking place in the design of Integrated Circuits. However, progress in this rapidly evolving area hinges critically on the availability of well-educated engineers able to bridge the architectural and physical gaps in SoC design. There is a strong consensus from industry and academic institutions on the importance and urgency of reflecting the impact of the SoC paradigm shift in engineering education, as traditional programs, especially at the undergraduate level, have not kept pace with this evolution. Thus, this project is developing a curricular prototype that cuts across the artificial course boundaries and introduces SoC knowledge through vertically-integrated and problem-oriented laboratory experiments. Beginning with basic concepts, this approach is immersing students in actual system-design projects through three specific engineering design flows (digital, analog, and signal processing) where experiences are formalized and encapsulated into reusable methods, libraries and tools. The major broad objectives of this project are to: 1. Systematically impart fundamental and contemporary SoC knowledge in targeted courses, including a new summer course, through the development of coherent laboratory experiments. 2. Collaborate with a local community college, where transfer students are drawn from, introducing those students to applications of SoC technology in core/summer courses, preparing them well for this technological paradigm shift in their continuing education, and encouraging them to pursue ECE. 3. Improve students' learning and comprehension of engineering concepts by promoting diverse learning styles and motivating students through continuous exposure to real world problems in SoC design. 4. Increase recruitment and retention of engineering students, especially underrepresented groups, through collaborative efforts with three successful K-12 outreach programs and introducing students to a vision of engineers solving real life problems to improve the quality of life. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Tang, Ying Linda Head Ravi Ramachandran Lawrence Chatman, Jr. Rowan University NJ Victor P. Piotrowski Standard Grant 175171 7494 1536 SMET 9178 0116000 Human Subjects 0633519 July 15, 2007 Restructuring an Introductory Electricity, Magnetism and Optics Laboratory. Physics (13). This project uses the results of educational research to redesign experiments in the introductory electricity and magnetism (E & M) laboratory. Electromagnetic interactions and light play a central role in determining the structure of the physical world and are important in existing and emerging technologies. A basic understanding of E & M is necessary for science and engineering students and traditionally such students study this in the second half of the introductory physics course, the intellectual merit of this proposal includes new experiments that are based on a predict, observe, explain approach that asks students to first test hypotheses and predict the outcome of a particular experiment before making measurements. Computers with laboratory interfaces allow real-time recording and graphing of physical quantities. These two factors allow students to actively confront difficult concepts and resolve prior misconceptions about electricity, magnetism and optics resulting in significant improvement in the effectiveness of laboratory instruction. Effectiveness of the project is evaluated by student performance using standard instruments with additional input from student evaluations each semester. This allows comparison of student overall satisfaction and performance with a ten year data base of information from the existing laboratory. Broader impacts are shared with colleagues and the community. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Pamelia, Anthony University of Scranton PA John F. Mateja Standard Grant 46881 7494 1536 SMET 9178 0116000 Human Subjects 0633527 July 1, 2007 Illustrating Bioseparations Using Colorful Proteins. Chemical Engineering (53) Developing commercial-scale processes based on recent advances in biotechnology, pharmaceutical, medical technology, and chemical industries requires that new chemical engineers clearly understand the biochemical principles in addition to the chemical engineering fundamentals behind the technology. The objective of this project is to improve undergraduate courses and laboratories through the development of exciting, visually-appealing experiments that use colorful proteins to teach biochemical engineering and bioseparation principles. Eight modules are being developed that introduce students to the physical properties of proteins and the fundamentals of bioprocess performance. The modules focus on separating mixtures of colorful proteins with different physical properties. These modules allow students to investigate the driving forces behind individual bioseparation techniques. Individual experiments in chromatographic (ion exchange, size exclusion, and hydrophobic interaction) and membrane-based separations are being developed. These techniques rely on three separate physical properties of the proteins: charge, size, and hydrophobicity. Each experiment can be modified to illustrate the sensitivity of separation performance to protein properties and operating conditions. Modules on protein production and protein property prediction are also in development. During module development, equipment needs and cost, ease of use, and repeatability will be evaluated. These modules will be adopted in freshman, junior, and senior level courses, with effectiveness evaluated through student surveys, interviews, and instructor assessment. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Farrell, Stephanie C. Stewart Slater Rowan University NJ Sheryl A. Sorby Standard Grant 149898 7494 1536 SMET 9178 0116000 Human Subjects 0633537 January 1, 2007 Building Interdisciplinary Collaboration Skills Through a Green Engineering Capstone Design Experience. Interdisciplinary (99) This project is creating new learning materials and teaching strategies to support and enhance interdisciplinary design education. The project team is drawing on existing scholarship and conducting novel classroom research on interdisciplinary student collaborations to identify key issues and learning opportunities. The teaching materials and practices will help students 1) understand the challenges and benefits of working with colleagues from other fields, 2) plan and organize projects involving multiple disciplines, 3) productively negotiate the conflicts and challenges common to interdisciplinary collaboration, and 4) integrate knowledge and approaches from multiple disciplines to develop successful design projects. The materials and practices are being implemented and assessed in an interdisciplinary capstone design course through a Green Engineering Program, which draws students from all engineering disciplines, including materials science, engineering science and mechanics, and biological systems engineering. The program focuses on designing materials, processes, systems, and devices in ways that minimize environmental impact (including energy utilization and waste production) throughout a product or process life cycle. The complexity of Green Engineering makes it an ideal test case for the proposed teaching material. Innovative solutions to environmental challenges require an interdisciplinary approach and mitigate the extent to which students can simply divide the labor by discipline. This project effectively enhances ongoing efforts, prompts additional programs to develop interdisciplinary experiences, and provides universities with measurable outcomes that can be both taught and assessed. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Paretti, Marie Lisa McNair Maura Borrego Sean McGinnis Virginia Polytechnic Institute and State University VA Sheryl A. Sorby Standard Grant 142715 7494 1536 SMET 9178 0116000 Human Subjects 0633550 June 1, 2007 Improving Laboratory Experiences for Science Majors and Non-majors through Implementation of Inquiry Based Learning and State of the Art Equipment. Chemistry (12) The goal of this project is to improve the quality of science for undergraduate students, including nonscience majors and chemistry and biology majors at various stages in their academic careers. To reach this goal, the Departments of Chemistry and Biology are modifying and enhancing several of their courses. The project is incorporating guided-inquiry activities into the laboratory of the General Science course for non-science majors; restructuring the sophomore-level analytical chemistry laboratory, Quantitative Analysis; and enhancing the laboratories offered in Instrumental Analysis and Environmental Toxicology. Intellectual Merit: Problem-based learning (PBL) pedagogy is being introduced into these courses by adapting successful implementations from other institutions. PBL is suitable for a variety of learning styles and has been shown to excite students about science. In PBL, students study real scientific issues which directly impact their lives, and discover solutions to these issues on their own. Meaningful PBL experiences result in students who have more ownership of knowledge and who can transfer that knowledge to other situations. A new inductively coupled plasma-optical emission spectrometer (ICP-OES) is being used in these courses to enable the study of interesting and relevant scientific problems. The curricular enhancements are expected to result in the following outcomes: 1) improvement in scientific literacy; 2) improvement in students' attitudes toward science; 3) improvement in students' problem-solving abilities; and 4) improvement in students' abilities to think across disciplines. The expected outcomes are being assessed over a three-year period through biannual formative evaluations and a summative evaluation. Broader Impact: Each year, approximately 250 students at Appalachian are being impacted by the proposed curricular changes, and over one-half of them are non-science majors. Of the non-science majors, 44% are pre-service K-8 teachers. High school students participating in Summer Ventures for Science and Math (SVSM) also are being impacted by the project, and many of these students come from underrepresented groups. The new ICP-OES is improving the undergraduate research opportunities for students in the Departments of Biology, Chemistry, and Geology, and is increasing collaboration among faculty in these disciplines. A regional workshop, Hands-On Workshop for Problem-Based Learning, is being planned to bring together instructors from community colleges, four-year colleges, and universities in North Carolina, South Carolina, Georgia, Tennessee, and Virginia in order to expand the use of PBL and stimulate the development of new PBL activities. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Babyak, Carol Shea Tuberty Samuella Sigmann Appalachian State University NC Susan H. Hixson Standard Grant 75000 7494 1536 SMET 9178 0116000 Human Subjects 0633552 June 1, 2007 SimuRad - A Software Simulation Environment for Medical Imaging Education. Engineering - Electrical (59) The project is developing a computer simulation environment that is helping students understand the underlying science and engineering principles, as well as the applications of medical imaging modalities, through a series of computer simulations. The software environment has three layers. The first layer, which deals with the physics of radiology, allows students to simulate measurements of various electromagnetic (i.e. x-ray, gamma-ray and NMR) or acoustic (i.e. ultrasound) energy sources as well as energy attenuation through various tissue types. The second layer, which simulates projection and tomographic imaging, enables students to study and implement image reconstruction techniques for different modalities. With the third layer students explore various image processing and analysis algorithms used in typical clinical procedures and bio-medical research. This software is reconfigurable to accommodate multiple modes so that it can provide effective training for students with different backgrounds. Evaluation efforts, which are being planned with guidance from the University's center for innovation in engineering and science education, include student attitude surveys, rubrics to access the quality of student work, and student focus groups and interviews. The software is also being tested at the University of Medicine and Dentistry of New Jersey, University of Pittsburgh, and Purdue University. The material is being distributed through several digital libraries, including the NSFs NSDL and it is being posted on a web site that is linked to several biomedical engineering sites. The investigators are establishing a user friendly interface to allow other faculty members to contribute material to the site. Project materials and results are being described in engineering education and biomedical engineering journals and conferences. Broader impacts include the dissemination of an affordable approach for providing undergraduate biomedical engineering students with an effective laboratory experience. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Man, Hong Arthur Ritter Stevens Institute of Technology NJ Russell L. Pimmel Standard Grant 149201 7494 1536 SMET 9178 0116000 Human Subjects 0633555 April 1, 2007 EntryPoint: Creating a Better Start for Students in Computing Degrees. Computer Science (31) In spite of tremendous attention, the existing models for the introductory courses in computing majors remain problematic and dominated by programming courses. EntryPoint seeks a better approach for the first two years of undergraduate computing programs - an approach that is improving both program appeal and student success. EntryPoint is working with curricula for information systems (IS) and information technology (IT) majors, and is being designed to expand to other computing disciplines. The EntryPoint project includes the following elements: Developing new learning materials and strategies - The project team is developing a completely new introductory programming sequence to replace an existing CS1/CS2 style sequence for IS students. Evaluating - The new introductory programming courses are being used to test and evaluate new ideas for teaching introductory programming. Creating a New Model for Introductory Computing Curricula - The project team is redesigning the first two years of the curriculum. This model substantially departs from the programming first model that has dominated computing education for decades. Instead, EntryPoint is developing a "computing-first" model that emphasizes the computing discipline as the primary framework for initial study. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Hislop, Gregory Jeffrey Popyack Drexel University PA Victor P. Piotrowski Standard Grant 149795 7494 1536 SMET 9178 0116000 Human Subjects 0633556 February 1, 2007 Modular Curriculum for Hydrological Advancement - Toward an Online Faculty Learning Community for Hydrology Education. Interdisciplinary (99) The Modular Curriculum for Hydrologic Advancement (MOCHA) is establishing an online faculty learning community for hydrology education and a modular curriculum based on modern pedagogical standards. The overall objective is to create a continuously evolving core curriculum that overcomes traditional biases and is freely available to, developed, and reviewed by the worldwide hydrologic community. This project is developing a web-portal to support this community-driven curriculum development. MOCHA is preparing a demonstration set of three peer-reviewed, tested, state-of-the-art web-based hydrology teaching modules, including teaching notes outlining best in-class implementation strategies. These modules address precipitation, infiltration, and watershed modeling. MOCHA is advancing educators' ability to help students address complex and interdisciplinary problems in hydrology. MOCHA is providing hydrology educators with the tools and materials to be efficient and successful teachers, while enabling students to gain (in-class) access to current, peer-reviewed, high quality education resources. Diverse contributors are working collaboratively to create material that addresses a wide range of student learning styles and needs. MOCHA is creating and institutionalizing an interdisciplinary hydrology learning community that can serve as a model for other STEM fields. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Wagener, Thorsten Priya Sharma Michael Gooseff Brian McGlynn Lucy Marshall Pennsylvania State Univ University Park PA Jill K. Singer Standard Grant 149205 7494 1536 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0633560 July 1, 2007 Engineering Education through Degree-long Project Experience. Engineering - Mechanical (56) This is a CCLI Phase 1 Exploratory Project to create 3 well-devised, degree-long projects to integrate mechanical engineering undergraduate curriculum and to motivate student learning. An industrial partner is actively participating in planning and implementing each project. Each degree-long project is being developed in a sequence of courses slicing across the curriculum, typically one or two courses per quarter. In the first two years of the curriculum, the main focus of these projects is motivating the students by showing how the abstract concepts taught in fundamental courses are utilized in real-world engineering applications. An engineering design project in the senior year is continuing the theme and emphasizing transfer and synthesis skills. The project is recruiting high school teachers and underrepresented high school students to work with engineering students on the capstone projects. Student feedback is being analyzed and assessed in accordance with the project paths they select. The project has assembled an advisory committee from diverse institutions that are serving as an initial market to use the educational paradigm. CCLI-Phase 1 (Exploratory) DUE EHR Kim, Jay Randall Allemang Robert Rost Teik Lim University of Cincinnati Main Campus OH Lance C. Perez Standard Grant 150000 7494 SMET 9178 0116000 Human Subjects 0633570 August 1, 2007 Teamworks: A Web-Based System for Collaborative Authorship of Undergraduate Lab Reports. Physics (13). This project is creating and testing an online system named Teamworks for collaborative laboratory report writing. Individual students in a lab team make additions or changes to the report through a web browser, either in the lab or remotely, and the team decides collectively whether to accept each student's change or ask for it to be rewritten. The students in the team also decide collectively when the report is finished. Detailed information about the writing process is stored in the system and is reported to the instructor for use in grading or doing educational research. Teamworks is designed for writing undergraduate lab reports. It includes graphing and drawing tools and an equation editor. It is used by individual students as well as collaborative groups. Intellectual Merit: The project is creating a system designed to encourage students to make individual contributions to collaborative written reports, and to read and comment on their teammates' contributions during the process. It gives instructors data that will help them grade reports. Broader Impact: The system will be available to instructors at all institutions who teach introductory and advanced labs in physics. It will also be suitable for use in other science and technology disciplines, and in distance learning and blended learning. It is being designed not only as a teaching tool but also as a tool for educational research on writing in science learning that will inform our knowledge of student cognitive approaches to writing. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Teese, Robert Rochester Institute of Tech NY John F. Mateja Standard Grant 105705 7494 1536 SMET 9178 0116000 Human Subjects 0633576 March 1, 2007 Integrating Sensor Networks in Undergraduate Curriculum: A Marriage between Theory and Practice. Engineering - Electrical (55) This project is integrating material on sensor networks into the undergraduate engineering curriculum by creating experiments to help students see the application of theory to real life problems. The investigators are developing a new junior-level embedded systems course with a laboratory that is providing hands-on experience with the design, programming, and evaluation of sensor networks. They also are offering a mini-conference to showcase student projects and a seminar series with guest speakers to explore sensor network applications and curriculum development. The laboratory also will serve other courses and support first-year and senior design projects. The evaluation effort, led by an experienced assessment specialist, is using student surveys and the analysis of student exams and reports to monitor progress. The developed material and study results are being disseminated through web postings, conference presentations, and journal papers. There is a high school outreach component through an existing RET program in which the investigators participate. The broader impacts of the project include the dissemination of the material and the high school outreach. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR de Oliveira, Jaudelice Fredricka Reisman Fernand Cohen Drexel University PA Russell L. Pimmel Standard Grant 149997 7494 1536 SMET 9178 0116000 Human Subjects 0633578 January 1, 2007 Collaborative Research: Critical Thinking for Civic Thinking in Science. Interdisciplinary (99) This project addresses the task of generating a scientifically literate citizenry by paying explicit attention to the relationship between critical thinking and civic thinking. The target audience is non-science majors taking introductory science courses, geology and biology. This collaborative work helps identify the pedagogical practices that advance student learning in these areas, involves faculty from four institutions, and builds on a pilot study that was initially supported by the Carnegie Academy for the Scholarship of Teaching and Learning. The project is being implemented in two stages. First, participating instructors incorporate Critical Thinking for Civic Thinking (CT)2 exercises in their courses. These exercises consist of open-ended scenarios that require students to apply scientific reasoning and develop a civic action plan. They pose a civic problem that has an essentially science base (e.g. Human Health and the Quality of Drinking Water). The second stage of this project consists of an experimental design that identifies and tests the relative effectiveness of specific pedagogical interventions. Participating faculty are meeting for a summer institute in 2007 to discuss the results from the first-stage and to identify the practices that enhance student learning. They will devise an experimental protocol to test what appears to be the most salient independent variable (or variables) in improving student learning. The subsequent analysis will be carried out in the 2007-2008 academic year. Small grants to additional STEM faculty at the participating institutions are being used to expand the pedagogical approach to other disciplines. Intellectual Merit: Analysis is being conducted to determine if critical and civic thinking skills tend to develop concurrently or independently among beginning science students. The collaboration between four institutions permits the use of common assessment measures to compare and contrast student responses across multiple institutions. Historically, most institutions interested in specific student learning outcomes either have tried to define and measure them within their own institutional context or have used nationally standardized exams that can not be easily connected to specific curricula or pedagogical interventions. The experimental design being created is based on the participating faculty's collaboration, analysis, and reflection upon the actual pedagogical practices that are used in their classrooms. Broader Impacts: For participating students, engagement with (CT)2 exercises introduces them to the rigors of scientific reasoning and skepticism in addressing open-ended, real world problems. The exercises encourage students to see the practical necessities and value of the scientific method. For faculty, the summer academy serves as an opportunity for the participating instructors to reflect on their teaching practice in light of direct evidence of student learning. For educational researchers, a controlled experiment within an inter-institutional context that links improvements in student's abilities in critical thinking and civic thinking contributes to the understanding of effective teaching practices and suggests reforms in the teaching of science. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Stearns, Donald Wagner College NY Terry S. Woodin Standard Grant 24110 7494 1536 SMET 9178 0116000 Human Subjects 0633583 August 1, 2007 Flexible Physics Instruction in an Integrated Lecture/Lab Environment. Physics (13) Both University of Wisconsin - Platteville and Madison Area Technical College are teaching all their introductory physics classes in integrated lecture/lab classrooms. In the lecture/lab classrooms instructors can combine lecture, interactive learning, and laboratory experiences all within a single class period. Between the two institutions, at least 12 instructors with a wide range of teaching styles are teaching introductory physics in an integrated lecture/lab environment. This project consists of four activities: (1) the development of hands-on instructional materials, (2) faculty training, (3) the purchase of laboratory equipment, and (4) assessment of student learning and attitudes and faculty teaching styles and attitudes. Existing hands-on learning materials and laboratory exercises are being adapted to the equipment available at the two institutions. Training in proven interactive and active learning methods is being provided for all the faculty at both institutions. Both institutions are purchasing new lab equipment. Finally, the assessments provide valuable insights into the effectiveness of different teaching styles within an integrated lecture/lab environment. Intellectual Merit: Physics education researchers have shown that student learning improves when interactive and hands-on activities are introduced into the physics classroom, even in classrooms with enrollments around 50 students. The integrated lecture/lab approach used here is similar to the approach used at several universities, in particular North Carolina State University. The primary goal of switching to lecture/lab classrooms at UWP is to provide more effective physics instruction through increased use of active-learning instructional methods. Broader Impact: This project impacts students, faculty, and the physics education community. The physics students at both institutions benefit from interactive and hands-on activities introduced into the integrated lecture/lab classrooms. The faculty benefit from the hands-on instructional materials and the training in active-learning methods. Finally, the physics education community benefits. The correlation studies between student learning and teaching styles are an extension to physics education research into the effects of teaching styles on student learning in an integrated lecture/lab environment. Other universities, colleges, and technical schools considering a switch to a lecture/lab environment can benefit from the experiences in this project. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Young, Philip Todd Zimmerman University of Wisconsin-Platteville WI Duncan E. McBride Standard Grant 200000 7494 1536 SMET 9178 0116000 Human Subjects 0633586 January 1, 2007 Collaborative Research: Critical Thinking for Civic Thinking in Science. Interdisciplinary (99) This project addresses the task of generating a scientifically literate citizenry by paying explicit attention to the relationship between critical thinking and civic thinking. The target audience is non-science majors taking introductory science courses, geology and biology. This collaborative work helps identify the pedagogical practices that advance student learning in these areas, involves faculty from four institutions, and builds on a pilot study that was initially supported by the Carnegie Academy for the Scholarship of Teaching and Learning. The project is being implemented in two stages. First, participating instructors incorporate Critical Thinking for Civic Thinking (CT)2 exercises in their courses. These exercises consist of open-ended scenarios that require students to apply scientific reasoning and develop a civic action plan. They pose a civic problem that has an essentially science base (e.g. Human Health and the Quality of Drinking Water). The second stage of this project consists of an experimental design that identifies and tests the relative effectiveness of specific pedagogical interventions. Participating faculty are meeting for a summer institute in 2007 to discuss the results from the first-stage and to identify the practices that enhance student learning. They will devise an experimental protocol to test what appears to be the most salient independent variable (or variables) in improving student learning. The subsequent analysis will be carried out in the 2007-2008 academic year. Small grants to additional STEM faculty at the participating institutions are being used to expand the pedagogical approach to other disciplines. Intellectual Merit: Analysis is being conducted to determine if critical and civic thinking skills tend to develop concurrently or independently among beginning science students. The collaboration between four institutions permits the use of common assessment measures to compare and contrast student responses across multiple institutions. Historically, most institutions interested in specific student learning outcomes either have tried to define and measure them within their own institutional context or have used nationally standardized exams that can not be easily connected to specific curricula or pedagogical interventions. The experimental design being created is based on the participating faculty's collaboration, analysis, and reflection upon the actual pedagogical practices that are used in their classrooms. Broader Impacts: For participating students, engagement with (CT)2 exercises introduces them to the rigors of scientific reasoning and skepticism in addressing open-ended, real world problems. The exercises encourage students to see the practical necessities and value of the scientific method. For faculty, the summer academy serves as an opportunity for the participating instructors to reflect on their teaching practice in light of direct evidence of student learning. For educational researchers, a controlled experiment within an inter-institutional context that links improvements in student's abilities in critical thinking and civic thinking contributes to the understanding of effective teaching practices and suggests reforms in the teaching of science. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Gerwing, Jeffrey Portland State University OR Terry S. Woodin Standard Grant 31753 7494 1536 SMET 9178 0116000 Human Subjects 0633594 May 15, 2007 Educational Support for Testing Graphical User Interfaces. Computer Science (31) The "Educational Support for Testing Graphical User Interfaces" project is developing curricula materials to assist students in introductory programming courses in debugging graphical user interfaces (GUIs). Intellectual Merit: As educators push graphical interaction techniques down into introductory courses, a critical problem has emerged; while level-appropriate support exists for teaching students how to test internal classes and text-based programs, there is little level-appropriate support for beginning programmers to test their graphical user interfaces programs. This project is addressing this problem by developing a class library for debugging objectdraw, a widely used introductory-level Java GUI library, with the assistance of the Abbot package, an open-source JUnit extensions for GUI testing. Broader Impacts: This proposal is building a self-sustaining community of educators interested in resources for testing-based activities involving GUI-equipped programs. They are working with existing open-source software development projects in order to provide open access to their work. The project is encouraging members of underrepresented groups to continue in computer science by recruiting Hispanic graduate students from the University of Puerto Rico at Mayaguez, the University of Texas at El Paso, and Virginia Tech's Multicultural Academic Opportunities Program. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Edwards, Stephen Manuel Perez Virginia Polytechnic Institute and State University VA Stephen C. Cooper Standard Grant 149899 7494 1536 SMET 9178 0116000 Human Subjects 0633596 March 15, 2007 Experiential Learning in Vehicle Dynamics Education. Engineering - Mechanical (56) This CCLI Phase 1 Exploratory Project is developing a framework for dynamic systems instruction that includes both a virtual simulation system and a motion platform system. Using authentic engineering scenarios, students are discovering the impact that configuration parameters have on an automobile. Guided inquiry modules in automobile vehicle dynamics are giving students the opportunity to see and experience the impact of their engineering decisions. The proposal is building on existing technology and simulation tools, including vehicle dynamics modeling and simulation, immersive and web-based visualization techniques, and motion-platform kinematics. Students, engineering faculty, and practicing automobile vehicle dynamics professionals are assessing the project's educational materials. Project results are being disseminated through conference workshops, journal articles, and web-based simulations. The project is also exposing high school students to inquiry-based experiences in modeling automobile dynamics using the developed pedagogical tools through summer workshops. The complexity of the dynamic vehicle simulation experiments are challenging students to understand and apply complex classroom theories to practical, hands-on, engineering systems and scenarios. CCLI-Phase 1 (Exploratory) DUE EHR Lewis, Kemper Deborah Moore-Russo Kenneth English Kevin Hulme SUNY at Buffalo NY Lance C. Perez Standard Grant 150000 7494 SMET 9178 0116000 Human Subjects 0633602 March 1, 2007 Design in Mechanics of Materials Courses for Deeper Learning. Engineering - Mechanical (56) This CCLI Phase 1 Exploratory project is developing open-ended mechanics of materials design projects and supporting them with an Internet resource. This resource will include all the necessary tools to complete the project such as: the design process with interactive examples, analysis and simulation tools, materials properties and selection resources, instructor and student resources for team projects, as well as information about environmental, economical, social, and ethical issues. The trial project is being used in mechanics of materials courses for engineering and engineering technology courses on the main campus and regional campuses of a university system. These project-based modules are adding deeper learning experiences to the middle of the undergraduate engineering curriculum in addition to those that already exist at the beginning (cornerstone) and end (capstone) of the curriculum. Student proficiency at interpreting requirements and conceptualizing a design as well motivation to pursue engineering as a profession are being assessed in the evaluation plan. The modules are available on a website. Project results are being promoted at national professional conferences and in publications. CCLI-Phase 1 (Exploratory) DUE EHR Lissenden, Cliff Nicholas Salamon Andrew Vavreck Peggy Van Meter Pennsylvania State Univ University Park PA Lance C. Perez Standard Grant 150000 7494 SMET 9178 0116000 Human Subjects 0633618 January 1, 2007 GFP as a Tool for Multi-representational Visual Translation. Life Science Biological (61) This project is developing a multi-representational visual learning environment for Animal Cell Biology and Anatomy of Plant Development laboratories using green fluorescent protein (GFP) as a marker for gene and protein expression in strains of Arabidopsis and C. elegans from the research communities. Four faculty members from Biology and Education are developing the new courses to combine descriptive aspects of plant anatomy and cell biology with the modern molecular techniques needed for analysis of gene expression in living organisms. Gene and protein expression at the sub-cellular, cellular, and tissue level are emphasized in order to help students acquire rich contextual information using current research technologies. As part of these combined lab and lecture courses, students work on long-term continuous projects, hold frequent collaborative discussions, and present their work to one another. The courses promote students' development into skilled observers who can translate between their own observations and the products from the larger research community. Microscopy is the basis for these interactive laboratory experiences at both introductory (sophomore) and advanced (senior) levels where students conduct cutting edge, inquiry-based, cellular and molecular experiments. Evaluation of the results of this project will indicate to what degree research with live transgenic model organisms that express a GFP helps students interpret professional research materials, including illustrations, diagrams, and images. Information on the most useful GFP strains for subcellular and cellular identifications is disseminated through presentations at cell biology, plant biology, and instructional technology meetings and to the Arabidopsis and C. elegans research communities. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Wyatt, Sarah Gar Rothwell Janet Duerr David Moore Ohio University OH Linnea A. Fletcher Standard Grant 140001 7494 1536 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0633619 April 15, 2007 Active Research Methods (ARM): A Project to Align and Improve Research Methods Curriculum through Faculty Development, Hands-On Learning and Community Engagement. Anthropology (81) Social Sciences - Other (89) Intellectual Merit and Goals: A misleading, asymmetrical dichotomy has developed between qualitative and quantitative research in the study of human behavior. This dichotomy places high value on quantitative work and underemphasizes the importance of competence in quantitative and qualitative research combined. In recent years, qualitative research methods and those methods 'bridging' qualitative and quantitative approaches to research have undergone many cycles of innovation and improvement. This process is being accelerated by recent developments in recording and analytic technologies which have created a new and growing range of robust tools and techniques. The Active Research Methods (ARM) Project is 1) Creating a curriculum that systematically brings qualitative, quantitative and bridging methods to undergraduates using interdisciplinary, hands-on, innovative pedagogy; 2) Facilitating the implementation of this curriculum with a state-of-the-art teaching laboratory that uses community-based research and service-learning as a guiding model; and 3) Establishing a consortium of scholars seeking to increase knowledge and proficiency with these methods. Broader Impact: The ARM project is reaching students and faculty from a range of disciplines across the University of Akron. It is stimulating curricular change and encouraging faculty development and interaction, all of which are expected to contribute to student learning. New coursework and the teaching laboratory facility are serving students by giving them experience with cutting-edge research methods. Many students within our diverse student body seek skills that will translate directly to the workplace. Additionally, the community-based research, especially the work in public schools, is exposing under-privileged younger people to the possibility of post-secondary education. Students, faculty and the community are gaining from heightened expertise with the evolving range of research methods and their application in community-based research and service-learning. Consortium members are tooling-up within their disciplines to improve both their teaching and their own research and publications. CCLI-Phase 1 (Exploratory) DUE EHR Behrman, Carolyn Sandra Spickard Prettyman Kathryn Feltey University of Akron OH Myles G. Boylan Standard Grant 150000 7494 SMET 9178 0116000 Human Subjects 0633621 June 15, 2007 CCLI-Phase I: Quantum Optics Laboratory for the Undergraduate Curriculum - Teaching Quantum Mechanics with Photon Counting Instrumentation. Physics (13). This project is an interdisciplinary Quantum Optics Laboratory for the Science/Engineering Undergraduate Curriculum. It leverages the resources of current teaching laboratories of the Institute of Optics, Department of Physics & Astronomy, and the Center for Quantum Information. It creates experiments and supporting materials that help students better understand the superposition, interference, wave-particle duality, and nonlocality principle in quantum mechanics. It provides a modern view using the instrumentation of quantum-information technology. Major teaching experiments include (1) entanglement and Bell's inequalities; (2) single-photon interference; and (3) single-photon source. Photonic based quantum computing, quantum cryptography, and quantum teleportation are outlined in the course text-books as possible applications of photonic quantum mechanics. The project includes faculty from a community college that provides a two-year degree program for training technicians to work in the optical industry. Both formative and summative evaluation methods are used in project assessment with evaluation coordinated by a faculty member of the graduate School of Education. Intellectual merit: The project addresses one of the most challenging concepts of modern physics in science and engineering education that is now being applied to important technological problems and familiarizes the future workforce with these new ideas as well as provides them with hands-on experience in photon-counting instrumentation currently widely used in many technological areas. Broader impact: The project directly impacts a group of students with diverse backgrounds and is disseminated with similar course instructors from other universities, in educational journals, by student publication and presentations, an interactive workshop, and a book on quantum-optics teaching experiments. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Stroud, Carlos William Mooney Svetlana Lukishova Wayne Knox University of Rochester NY John F. Mateja Standard Grant 195774 7494 1536 SMET 9178 0116000 Human Subjects 0633633 July 1, 2007 Using Educational Robotics to Improve Student Retention and Recruitment in STEM Education. Computer Science (31) The Borough of Manhattan Community College and Lehman College are collaborating on this project which is improving student retention in STEM disciplines by using educational robotics to teach critical thinking, problem solving, algorithm development and scientific reasoning skills. Intellectual Merit: This project is adopting existing curriculum materials in robotics and adapting them to increase the retention of undergraduate computing and physics students. It is using hands-on, student-centered, and goal-oriented learning to motivate, retain, and attract STEM students. Broader Impacts: This project is targeting traditionally underrepresented groups in STEM education and establishing articulation paths between local two- and four-year institutions. It is also using faculty workshops to build a community of STEM educators interested in educational robotics. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Kok, Mete Friedrich Hoffmann CUNY Borough of Manhattan Community College NY Victor P. Piotrowski Standard Grant 191584 7494 1536 SMET 9178 0116000 Human Subjects 0633635 March 1, 2007 Developing an Engineering Environment for Fostering Effective Critical Thinking (EFFECT) Through Measurements. Civil Engineering (54) Most undergraduate engineering curricula provide the core knowledge and technical skills necessary to practice engineering. However, students rarely comprehend the underlying theory and fundamental concepts because the common assessment instruments can be satisfied through memorization and equation application. Students may not question the validity or potential repercussions of their solution or design, an essential step in any engineering design. Faculty from the University of South Carolina and Midlands Technical College are developing an Engineering Environment for Fostering Effective Critical Thinking (EFFECT) through measurements which relies on a conceptual model of how engineering judgment is formulated. In each EFFECT, students are solving real-world problems in Civil Engineering, while gaining hands-on experience with a directly related engineering measurement. Engineering judgment has three major components: 1) authentic experience, 2) core content knowledge, and 3) fundamental data-based technical skills. These components are synthesized when students think critically to solve the realistic engineering problems that are addressed in each EFFECT using an open-ended, inquiry-based approach. Various assessment methods are being used to evaluate the effectiveness, longitudinal impact, and institutional transferability of each EFFECT. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Caicedo, Juan Joseph Flora Wiley Graf Briana Timmerman Andrew Nichols University South Carolina Research Foundation SC Sheryl A. Sorby Standard Grant 199431 7494 1536 SMET 9178 9150 0116000 Human Subjects 0633640 March 15, 2007 Improving Retention Through Quantitative Analysis of Student Software Development Practices. Computer Science (31) Limited availability of qualified graduates from computer science and computer-science related fields is becoming a serious problem, even in the face of greater opportunities and increasing financial reward. The foreseeable lack of well-prepared software developers is affected both by recruitment and retention of students in computer science programs. To address student retention in computer science programs, Appalachian State University is developing an early intervention program designed to guide effective programming habits. The PIs are developing a passive, non-intrusive data collection and analysis tool that is providing insight on the software development strategies employed by students and is forming the basis of intervention strategies to align these habits with those of professional developers. Results from this project are being used to: Provide quantitative insight into the software development practices of introductory students Determine software development patterns of experienced programmers, professionals and graduate students Develop models of both successful and unsuccessful software development patterns CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Norris, Cindy James Fenwick, Jr. Frank Barry Appalachian State University NC Victor P. Piotrowski Standard Grant 149973 7494 1536 SMET 9178 0116000 Human Subjects 0633641 March 1, 2007 CCLI: Novel Instructional Material Development for Embedded System Education in the Undergraduate Computer Engineering Curriculum. The University of South Carolina is developing embedded system design course materials based on the Xilinx University Program (XUP) Professor Workshops on embedded system design. In their current form, XUP materials are delivered through 2-day workshops to working professionals who already understand embedded system concepts. This project is expanding the scope of the XUP content in order to deliver the course to undergraduate students. The undergraduate laboratory materials in embedded system design are providing students with extensive hands-on opportunities to enhance their knowledge and understanding of advanced concepts and principles in designing current and next-generation embedded systems using Field Programmable Gate Array (FPGA) technology. Compared to System-On-a-Chip (SOC) technologies, FPGA design has a much short design cycle, lower cost, and a smoother learning curve. In addition, FPGA devices are programmable and reprogrammable, which makes them reusable throughout the lab practices and excellent devices to test and investigate different design alternatives. As a result, FPGA devices are more suitable than SOC methodologies to build Intellectual Property (IP) based application-specific systems in an undergraduate embedded system design course. FPGA devices are also becoming increasingly popular in industrial embedded system designs where they are often used to develop a piece of "core" functionality, which can then be sold as an IP component. Therefore, learning to use the tools and design processes for FPGA based embedded systems is providing students with skills and experiences that can be readily applied when they begin to compete in the global labor force. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Quan, Gang John Bowles University South Carolina Research Foundation SC Victor P. Piotrowski Standard Grant 149788 7494 1536 SMET 9178 9150 0000099 Other Applications NEC 0116000 Human Subjects 0633646 January 1, 2007 Implementing Educational Innovations Through Inquiry-based and Collaborative Experiments. Chemistry (12). This project is using the inclusion of a modern chromatographic method, GC-MS, to facilitate change the way undergraduate chemistry is taught. This change includes using real-world applications and inquiry-based learning laboratory experiments in General, Analytical, Environmental, and Organic Chemistry Courses. Environmental, forensic, and biomedical themes that represent realistic situations are being used to engage and motivate students as well as develop problem solving and critical thinking skills. Collaborative experiments are being developed that will allow students from Analytical and Organic Chemistry classes to work together in investigating real-world issues. In addition, the GC-MS is being used in an undergraduate research program, in a well-established community outreach program, and in the ACS Project SEED which introduces disadvantaged high school students to chemistry research during the summer. A new program is also being developed in cooperation with a local high school chemistry teacher. This program is bringing high school students to the campus for an afternoon in the laboratories to participate in appropriate inquiry-based experiments with undergraduate students and faculty. An evaluation plan with both formative and summative components is being developed to assess the success of the program. The project is being used to enhance the chemistry education of undergraduate and high school students who will go on to careers in a variety of fields. The research, outreach, and collaborative aspects of this project are being used to benefit women, minorities, and groups who are traditionally under represented in science. Workshops for STEM faculty, local high schools, and community colleges well as publications and presentations are being used to disseminate project results. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Maurer, Marta Mary Menachery Michael Bukowski Pennsylvania State Univ University Park PA Eileen L. Lewis Standard Grant 118427 7494 1536 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0633648 December 15, 2006 Continuous Renewal of Undergraduate Education Via an Interdisciplinary, Inquiry Based Laboratory. Interdisciplinary (99) The modern research area of tissue engineering is being introduced to biology and engineering students (at different stages of their academic careers ) through linked undergraduate laboratory experiences. This is a collaborative effort between the University of South Carolina (USC) Columbia (a research I university), USC Lancaster, (a community college) and Benedict College (a four year HBCU). Senior level students at USC Columbia are designing, developing, implementing, and optimizing bioreactors through an inquiry-based approach. These students are formulating novel research hypotheses, testing their hypotheses and then using these experiences to renew laboratory experiments in lower level courses at USC Columbia (mechanical engineering, biomedical engineering, and biology), at Benedict College (cell biology) and at USC Lancaster (introductory biology). The intellectual merit of this proposal lies primarily in developing and assessing a novel educational strategy whereby experimental systems designed by senior students are used to continuously renew undergraduate laboratory experiments. It is hypothesized that this novel approach to education will produce students more able to deal with the technical demands of industry, and who possess the communication skills required to succeed in a field that relies on a diverse workforce. The broader impacts of this proposal include increased interest in post-graduate opportunities in bioengineering research and industry by students who are armed with a unique technical and immediately practical skill set due to the interdisciplinary nature of tissue engineering. This project is impacting a broad set of students, in terms of base institution, home department (Mechanical Engineering, Biomedical Engineering, Biology), and student experience (sophomores through seniors) and engaging a broad set of faculty (from assistant professors relatively new to laboratory teaching to full professors with many years of experience in laboratory development). This broad diversity in personnel and institutional base is helping to establish the ease with which this approach can be implemented in alternative academic environments. The novel educational model being implemented in this project, namely continuous renewal of undergraduate laboratories based on senior level research experiences, can be broadly applied to other emerging interdisciplinary technical areas. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Voglewede, Philip Jed Lyons Esmaiel Jabbari Annette Golonka University South Carolina Research Foundation SC Terry S. Woodin Standard Grant 189407 7494 1536 SMET 9178 9150 0116000 Human Subjects 0633651 June 1, 2007 Laboratory for Computational Visualizaton and Modeling (CVM) in the Unergraudate Curriculum. Interdisciplinary (99) This project is developing an interdisciplinary minor encompassing the sciences, economics, and art that emphasizes computational visualization and modeling (CVM), which are two key aspects of computational science. Implementation of the minor includes two new interdisciplinary courses: "Data Visualization" and "Principles of Computation and Modeling," along with customized software and exercises based on (i) the BioGrapher Excel front-end developed at Beloit College for the AT&T GraphViz graphical visualization package, and (ii) GNU Octave and Scilab simulation and modeling Integrated Development Environments. Innovative pedagogy and curricular design for an enhanced STEM curriculum that encompasses the new challenges in many disciplines caused by an avalanche of complex, multivariate, and multidimensional data undergird the intellectual merit of this project. In addition to modeling and simulation materials, techniques for graphical visualization, including 3D visualization using the Geowall projection system, are emphasized. The broader impacts of the project leverage the leadership role played by the PI's institution in national undergraduate teaching and research consortia in a number of different disciplines. For example, enhanced dissemination at the national level is taking place through faculty workshops hosted by the BioQUEST/BEDROCK Consortium headquartered at Beloit College. In addition, each year thirty sixth grade girls, their science teachers, and their parents are taking part in hands-on exercises in visualization and modeling in the dedicated CVM computer laboratory as part of the Girls and Women in Science (GWIS) two-day Conference organized annually by Beloit College. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Viswanathan, Ramaswami Beloit College WI Lee L. Zia Standard Grant 71861 7494 1536 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0633660 January 1, 2007 Collaborative Research: Critical Thinking for Civic Thinking in Science. Interdisciplinary (99) This project addresses the task of generating a scientifically literate citizenry by paying explicit attention to the relationship between critical thinking and civic thinking. The target audience is non-science majors taking introductory science courses, geology and biology. This collaborative work helps identify the pedagogical practices that advance student learning in these areas, involves faculty from four institutions, and builds on a pilot study that was initially supported by the Carnegie Academy for the Scholarship of Teaching and Learning. The project is being implemented in two stages. First, participating instructors incorporate Critical Thinking for Civic Thinking (CT)2 exercises in their courses. These exercises consist of open-ended scenarios that require students to apply scientific reasoning and develop a civic action plan. They pose a civic problem that has an essentially science base (e.g. Human Health and the Quality of Drinking Water). The second stage of this project consists of an experimental design that identifies and tests the relative effectiveness of specific pedagogical interventions. Participating faculty are meeting for a summer institute in 2007 to discuss the results from the first-stage and to identify the practices that enhance student learning. They will devise an experimental protocol to test what appears to be the most salient independent variable (or variables) in improving student learning. The subsequent analysis will be carried out in the 2007-2008 academic year. Small grants to additional STEM faculty at the participating institutions are being used to expand the pedagogical approach to other disciplines. Intellectual Merit: Analysis is being conducted to determine if critical and civic thinking skills tend to develop concurrently or independently among beginning science students. The collaboration between four institutions permits the use of common assessment measures to compare and contrast student responses across multiple institutions. Historically, most institutions interested in specific student learning outcomes either have tried to define and measure them within their own institutional context or have used nationally standardized exams that can not be easily connected to specific curricula or pedagogical interventions. The experimental design being created is based on the participating faculty's collaboration, analysis, and reflection upon the actual pedagogical practices that are used in their classrooms. Broader Impacts: For participating students, engagement with (CT)2 exercises introduces them to the rigors of scientific reasoning and skepticism in addressing open-ended, real world problems. The exercises encourage students to see the practical necessities and value of the scientific method. For faculty, the summer academy serves as an opportunity for the participating instructors to reflect on their teaching practice in light of direct evidence of student learning. For educational researchers, a controlled experiment within an inter-institutional context that links improvements in student's abilities in critical thinking and civic thinking contributes to the understanding of effective teaching practices and suggests reforms in the teaching of science. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR McConnell, David University of Akron OH Terry S. Woodin Standard Grant 47697 7494 1536 SMET 9178 0116000 Human Subjects 0633661 February 1, 2007 Modular Laboratory Experiments on Organic Electronics and Liquid Crystal Displays for Undergraduates. Engineering - Electrical (55) This project is developing a series of laboratory experiments for advanced undergraduate electrical engineering students that give hands-on experience with organic electronic materials and liquid crystal display technology. Modular laboratory experiments are proposed for the fabrication and characterization of four devices: a single-pixel liquid crystal display (LCD), a polymer light-emitting-diode (pLED), a polymer field-effect-transistor (pFET), and an organic photovoltaic (OPV) solar cell. The investigator is writing a comprehensive lab manual and developing a low-cost "kit" of materials and equipment necessary for its implementation to increase transferability to other universities. Visits by two independent experts are being used to evaluate the effectiveness of the experiments, along with feedback from student participants. The modules are being shared with North Carolina Agricultural & Technology State University. Materials are being disseminated through presentations at material science and engineering education conferences, through a faculty workshop, and through the posting on course website. Broader impacts include the dissemination of the material, the transfer of the modules to an HBCU, and outreach efforts through an existing program to serve minority high school students. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Escuti, Michael North Carolina State University NC Russell L. Pimmel Standard Grant 154410 7494 1536 SMET 9178 0000099 Other Applications NEC 0116000 Human Subjects 0633664 April 15, 2007 Collaborative Proposal: Integrating Mechanized Logic into the Software Engineering Curriculum. Computer Science (31) The "Collaborative Proposal: Integrating Theorem Proving into the Software Engineering Curriculum" project is creating educational materials to teach formal methods for ensuring correctness properties during software engineering. Intellectual Merit: This project is using ACL2 and DrScheme to develop a software engineering curriculum that stresses design and mechanized proofs of correctness in its software design and software quality components. Broader Impact: This project is impacting software engineering education by developing a set of more than 20 fully documented projects for use in software engineering courses that employ ACL2. They are disseminating their results through presentations at both regional and national conferences. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Page, Rex University of Oklahoma Norman Campus OK Stephen C. Cooper Standard Grant 84718 7494 1536 SMET 9178 9150 0116000 Human Subjects 0633677 January 1, 2007 Problem Categorization as an Interdisciplinary Foundation to Improve Problem Solving. Interdisciplinary (99) Most problems that students encounter in science courses present exactly the information needed to solve a problem that has a single unique correct solution. However, outside the classroom environment, there are three types of problems: those with either no answers, or a single answer or multiple answers. Additionally, accompanying the problem may be insufficient information readily available to find a solution; exactly the information required or more information available than is necessary to solve the problem. This project is teaching mathematical problem solving that more nearly reflects "real world" situations. Using the situations described above, a 3 by 3 matrix characterizing nine possible problem categories can be created. The typical classroom problems populate only one cell in this matrix; those that contain within the problem the exact information needed to solve for the single correct answer. Problems to populate the other eight cells of the matrix are being generated. Students are being exposed to all nine problem types and receiving appropriate instruction to determine if this instructional method will lead to improved problem solving abilities. There is an absence of rigorous studies on this approach to developing higher problem solving skills. The research being conducted is expected to make a significant contribution to understanding how students' problem solving abilities can be improved. The outcomes of the study have the potential to influence future textbooks and pedagogy. . CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Harper, Kathleen John Demel Richard Freuler Ohio State University Research Foundation OH Curtis T. Sears Standard Grant 86268 7494 1536 SMET 9178 0116000 Human Subjects 0633678 April 1, 2007 Development and Implementation of an Intensive Short Course, Seminar, and Mentoring for Introducing Undergraduates to Research in Engineering. Engineering - Materials Science (57) This project is focused on increasing student involvement in active undergraduate research activities across engineering disciplines, primarily in the freshmen and sophomore years. This is being done by developing a two stage program. The first aspect is an intensive summer camp to provide basic information about research skills and techniques that are broadly applicable to science and engineering. After successfully completing the week-long summer program, students enter the second stage of the program; a mentoring and seminar program during the school year to pair students with faculty on campus. Faculty members from four engineering disciplines are participating in both the camp and school year programs. Up to 20 students per year are participating in the program. The program is creating new teaching strategies while providing a core group of faculty from several engineering programs an opportunity to develop expertise in a unique format of education not commonly carried out at universities. The program is being evaluated via a control group to assess measurable outcomes that include increased student participation in research and retention in engineering. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Bahr, David Brian Lamb David Field Sirisha Medidi Michael Wolcott Washington State University WA Sheryl A. Sorby Standard Grant 148981 7494 1536 SMET 9178 0116000 Human Subjects 0633680 March 1, 2007 Teaching High Frequency Design as a Technologic Enabler. Engineering - Electrical (55) The project is developing curricular materials and methodologies for teaching high frequency and microwave design to undergraduate engineering students in a way that enables them to apply the knowledge in a variety of application areas, including medical, biological, computer, communication, environmental, and military applications. The investigators are focusing on research-based approaches that enhance knowledge transfer and retention. They are developing instructional modules using Just-in-Time-Teaching techniques to increase conceptual understanding, laboratory modules using reverse engineering to help student learn measurement and verification techniques, and case studies and design projects to illustrate ways that high frequency design impacts other areas. This project specifically addresses teaching complex technologies in ways that include their impact on society and could serve as a model for other areas. The evaluation effort is using surveys, special tests, including a concept diagnostic test, interviews, and analysis of student work to monitor progress and document the project's success. The investigators are describing their approach and results in education journals; they are posting their material on their website and submitting it to general distribution sites such MERLOT and the Connections Project; and they are offering local workshops on interacting with students and national workshops on their instructional approach at IEEE electromagnetic meetings and at a special meeting focused on using case studies in STEM education. The project's broader impacts include the dissemination of the material, including the model for teaching complex technology using societal impact as a motivator, and the focus on increasing the participation of underrepresented groups, especially women, in high frequency design. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Bunting, Charles James West Richard Cheville Oklahoma State University OK Russell L. Pimmel Standard Grant 149934 7494 1536 SMET 9178 9150 0000099 Other Applications NEC 0116000 Human Subjects 0633686 March 1, 2007 Using a Crime Lab Model to Enhance Undergraduate Science Education. Interdisciplinary (99) Intellectual Merit: The University of North Dakota is enhancing its infrastructure for interdisciplinary STEM education to facilitate the entry of students into the sciences. We are creating a crime laboratory setting in which we use case based instruction, state-of-the-art technology, and professional guest speakers to teach forensic science. A new introductory course for non-majors provides a seamless lecture/laboratory approach to teaching the scientific method in the context of actual case studies. For majors, we have enhanced our upper division course to include new laboratory experiences along with the case approach. Our collaborations with the State's Attorney General's Office and the Midwestern Forensic Science Resources Consortium are enhancing our speakers series, our regional network, and our placement of students. To target the increased enrollment of American Indian students into the introductory course and the major, Forensic Science Club members are being trained to work with TRIO program staff and our Office of American Indian Student Support Services. Underserved students are thus exposed to student role models while forensic science majors are gaining valuable and diverse cultural experiences. The innovative linkage of laboratory experiences with case-based instruction in a professional setting is increasing the depth, richness, and realism of the learning experience, heightening the understanding of the process of scientific discovery, and encouraging hypothesis testing and critical thinking. The availability of state-of-the-art equipment to train undergraduates in the classroom, the laboratory, and the field, has significantly improved our ability to recruit students into the sciences, enhance student retention and success in STEM disciplines, and achieve program accreditation. The project is enhancing student learning in the STEM disciplines, making undergraduates more competitive for internships, research opportunities, graduate school, and for careers as scientists and professionals. The resulting improved ability to identify victims and criminals and solve crimes will contribute significantly to the public good. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Stubblefield, Phoebe Martha Potvin University of North Dakota Main Campus ND Jill K. Singer Standard Grant 148813 7494 1536 SMET 9178 9150 0000099 Other Applications NEC 0116000 Human Subjects 0633714 December 1, 2006 From Nature to Lab to Production - Infusing Cutting Edge Research into Undergraduate Biotechnology Curriculum. Biological Sciences (61) An interdisciplinary curriculum is being developed that introduces concepts of bioprocessing and nanobiotechnology into a "Principles of Biotechnology" course at the University of Houston. The curriculum modifications consist of adding information on industrial and environmental biotechnology. Three modules linked by a common theme of environmental biotechnology are being introduced into this biology majors course and are being made generally available. The modules are based on the soil bacterium Pseudomonas dimunita, a bacteria with the potential to harbor a plasmid containing a gene coding for an enzyme that degrades organophosphorous pesticides. Students are learning the theory and practice of recombinant DNA technology including biocatalysis, bioprocess control, and upstream and downstream processing. The course culminates in a capstone activity in which the students write a business proposal for a biotech start up firm. Approximately 2000 biology majors are affected by this interdisciplinary undergraduate biotechnology program Intellectual Merit: This project based curricula goes beyond introducing students to the basic techniques of molecular biology by integrating bioprocessing, bioinformatics and nanobiotechnology. Through use of investigative and collaborative learning experiences students are challenged to consider the interplay between scientific discovery and society including the importance of scientific methods and ethics. The modular nature of the curriculum makes it very flexible, enabling faculty to integrate it into microbiology, environmental biology, biotechnology, or chemistry. It is serving as a model for other institutions that plan to offer similar interdisciplinary curriculum. Broader Impact: Project modules are being made available through a web portal and publication of a laboratory manual. These can be easily adapted by other institutions and have the potential to reach a large number of students. Dissemination is being conducted at various venues, locally through BioHouston, regionally through Bio-Link (an ATE biotechnology center) meetings, and nationally through articles in relevant journals such as Microbiology News. Information concerning the modules is also being presented at national workshops on best practices in bioprocessing of microbial products at American Society for Microbiology meetings and Chautauqua short courses for faculty development. Since the University of Houston central campus is classified as a minority serving institution, a diverse minority population will directly benefit from the success of this project. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Iyer, Rupa University of Houston TX Terry S. Woodin Standard Grant 121880 7494 1536 SMET 9178 0116000 Human Subjects 0633726 May 1, 2007 Collaborative Research (RUI): Broadening the Use of Computer Games in the Computer Science Curriculum. Computer Science (31) The "Collaborative Research (RUI): Broadening the Use of Computer Games in the Computer Science Curriculum" project is developing a Java-based game engine to support student development of game related projects in undergraduate computer science courses. Intellectual Merit: This project addresses two distinct components of the CCLI program's STEM education model: it is adapting Laird and Jamin's C++ game engine developed under NSF contract 0231325 to develop a new Java-based 2D game engine and creating a set of six curricular modules to teach fundamental computing concepts within the context of game construction. Broader Impact: The project is disseminating their results through presentations at both regional and national conferences as well as an active online project forum. They are supporting an unique online repository for sharing game related curricular materials between institutions. The repository is enabling both instructors to share curricular modules, and students to share visually appealing projects. Finally, through instructor training sessions held in conjunction with the Center for Youth Workforce Preparation, they are impacting computer science education at local high schools. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Wallace, Scott Washington State University WA Stephen C. Cooper Standard Grant 90950 7494 1536 SMET 9178 0116000 Human Subjects 0633736 March 1, 2007 Bridging Biology and Physics Undergraduate Education through Nanoscience: A New Mexico Network Approach. Biological Sciences (61) This project is developing a state-level educational network that unites faculty at community colleges with faculty at research universities in a shared teaching enterprise around the common theme of the integration of nanotechnology into biology classes. The project participants include biology and physics faculty from a diverse set of institutions in New Mexico: research institutions (New Mexico State University, Las Cruces and University of New Mexico, Albuquerque) and community colleges (Dine College, Shiprock, and New Mexico State University, Alamogordo branch campus). Nanoscience is the topical theme because it is an important interdisciplinary scientific area that is not well integrated into biology and physics undergraduate courses at these institutions. Project objectives are being achieved through a series of workshops focusing on three general areas: (1) Measurement at the Nanoscale: Exploring the Invisible, (2) Nanoscience and Energy Technology, and (3) Nanostructures and Biological Systems. The workshops include discussion of pedagogy and time and resources for production of learning materials such as course modules, case studies, and lecture presentations. These are being disseminated through the New Mexico Biomedical Research Infrastructure Network (NM-INBRE) of 6 state universities via its ACCESS Grid, the NMSU Teaching Academy, the NMSU Honors College, and a dedicated project public domain website. An Advisory Committee is providing oversight and assessment of project progress. INTELLECTUAL MERIT. The project unites a broad spectrum of faculty in physics and biology in a common enterprise, development of a collaborative educational network that uses an interdisciplinary approach to produce materials about nanoscience appropriate for use in undergraduate courses in biology and physics. In addition to promoting the introduction of nanoscience into two diverse disciplines the project is: providing faculty development experiences in a workshop setting and encouraging consideration of the teaching challenges faced by educators working in urban and rural settings with students of different socio-economic backgrounds. Educational components complement the research and teaching interests of the participating research faculty; therefore, the activities help faculty bridge research and education in the classroom. BROADER IMPACT. This collaborative team effort unites faculty from postsecondary minority institutions across the state of New Mexico. Women and minority faculty who are members of biology and physics departments are represented among the project participants. Materials produced by the project are being made freely available through dissemination efforts. This project is developing a network of committed science educators in the state of New Mexico who are developing synergistic strategies that cut across disciplinary and institutional boundaries. A longer term goal is to enlarge the intercollegial network developed in New Mexico into a broader national scale effort. EXP PROG TO STIM COMP RES CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Serrano, Elba Jacob Urquidi Boris Kiefer Vicente Lombrana New Mexico State University NM Terry S. Woodin Standard Grant 174777 9150 7494 1536 SMET 9178 9150 0116000 Human Subjects 0633738 May 1, 2007 Collaborative Research (RUI): Broadening the Use of Computer Games in the Computer Science Curriculum. Computer Science (31) The "Collaborative Research (RUI): Broadening the Use of Computer Games in the Computer Science Curriculum" project is developing a Java-based game engine to support student development of game related projects in undergraduate computer science courses. Intellectual Merit: This project addresses two distinct components of the CCLI program's STEM education model: it is adapting Laird and Jamin's C++ game engine developed under NSF contract 0231325 to develop a new Java-based 2D game engine and creating a set of six curricular modules to teach fundamental computing concepts within the context of game construction. Broader Impact: The project is disseminating their results through presentations at both regional and national conferences as well as an active online project forum. They are supporting an unique online repository for sharing game related curricular materials between institutions. The repository is enabling both instructors to share curricular modules, and students to share visually appealing projects. Finally, through instructor training sessions held in conjunction with the Center for Youth Workforce Preparation, they are impacting computer science education at local high schools. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Nierman, Andrew University of Puget Sound WA Stephen C. Cooper Standard Grant 56192 7494 1536 SMET 9178 0116000 Human Subjects 0633740 May 15, 2007 Adapting Interactive Lecture Demonstrations (ILDs) for Use with Personal Response Systems (PRS). Physics (13) Intellectual Merit Interactive Lecture Demonstrations (ILDs) are a strategy for transforming the usually passive lecture environment into a more active one. They have been proven to be effective in improving conceptual learning in large (and small) introductory physics courses at colleges and universities. ILDs in most areas of physics have been published in the book, Interactive Lecture Demonstrations, distributed free of charge by John Wiley and Sons. Personal Response Systems (PRS) are becoming more ubiquitous on college and university campuses in the U.S. They are most often used in large lecture classes to administer ConcepTests on single concepts, in an attempt to stimulate student interest and motivate learning. This project is combining the efficacy of ILDs with the convenience of PRS to develop a series of learning materials for the introductory physics lecture. RSILDs are being developed in mechanics (kinematics and dynamics) and optics (image formation and polarization) by adapting the available ILDs for use with PRS. These materials are being tested for effectiveness in teaching physics concepts using the Force and Motion Conceptual Evaluation (FMCE) and the Light and Optics Conceptual Evaluation (LOCE), initially at the University of Oregon and Tufts University, and later at a variety of other institutions. Like the ILDs, the PRS-ILDs are expected to be effective for students from diverse backgrounds and for those who are poorly prepared for physics. Broader Impacts The PRS-ILDs developed and tested as part of this project are being disseminated to a wide audience of college-level instructors through the extensive program of talks, workshops and institutes already presented by the PIs. Since the majority of introductory physics students in the U.S. are taught in lecture classes, often fairly large ones, and since many campuses already have PRS available, the potential impact is very large. After initial testing at Oregon and Tufts, the PRS-ILDs will be implemented and tested at a variety of universities, 2-year colleges and 4-year colleges recruited from the PI's dissemination activities. Much wider dissemination is likely since John Wiley and Sons has expressed interest in publishing the PRS-ILDs. If the PRS-ILDs prove to be effective in teaching physics concepts, this strategy should also be useful in the other science disciplines. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Sokoloff, David Ronald Thornton University of Oregon Eugene OR Duncan E. McBride Standard Grant 149996 7494 1536 SMET 9178 0116000 Human Subjects 0633746 January 15, 2007 Hybrid of PBL and ACL to enhance Student Learning in EM Undergraduate Courses. Engineering - Electrical (55) This project is creating a student-centered learning environment where students are challenged to think critically, to be effective team players, and to be self-directed lifelong learners. To appeal to diverse learning syles, the investigators are developing instructional materials based on a hybrid of Problem-Base Learning (PBL) and Active/Cooperative Learning (ACL) techniques that incorporate both visual, interactive teaching methods and extensive use of modern computational approaches. They are mapping the department's objectives and ABET outcomes to the electromagnetic courses to identify objectives and outcomes for each course. Each course has a "Course Portfolio" with six or seven PBL modules containing instructional and assessment materials along with suggested teaching strategies. MATLAB-based interactive programs and in-class ACL activities are being developed and included in the material. The evaluation effort, led by an local expert in evaluation, uses quantitative and qualitative techniques to assess instructional materials, the learning process, student learning, and retention. The materials and results are being disseminated through conferences, journal papers, and websites and through a faculty workshop. The broader impacts include the dissemination of the materials and the involvement of a substantial number of Hispanic students at this institution. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Dawood, Muhammad Kwong Ng Judith McShannon New Mexico State University NM Russell L. Pimmel Standard Grant 164961 7494 1536 SMET 9178 9150 0000099 Other Applications NEC 0116000 Human Subjects 0633752 August 1, 2007 Integrating Physics and Literacy Instruction in a Physics Course for Prospective Elementary and Middle School Teachers. Physics (13) Intellectual merit. The intent of this project is to increase students'' abilities to listen, speak, write, and read while they are learning science. The context is a laboratory-centered physics course for prospective elementary and middle school teachers. The project involves collaboration among the Department of Physics and Department of Science and Mathematics Education in the College of Science and the Department of Teacher Education in the College of Education. The primary research questions are: How do prospective teachers learn how to inquire into physical phenomena? How do prospective teachers learn how to speak and write coherently as well as to listen and read with comprehension about physical phenomena? How does experiencing integrated science learning and literacy learning impact prospective teachers'' confidence in teaching science as inquiry? Participants include 24 prospective teachers who enroll in the inquiry-based physics course for each year of the project. Data sources include video and audio tapes of class sessions, copies of student written work, interviews, focus groups, email messages, postings on the class electronic bulletin board, and websites that the prospective teachers develop to document their own learning. Both quantitative and qualitative methods of analysis are being used in a mixed-method design. Products include materials and strategies that physics instructors can adapt in courses for prospective elementary and middle school teachers. These include readings written by elementary and middle school teachers who provide examples of inquiry-based science instruction that enhances literacy learning, handouts that can supplement the regular curriculum, assessments such as diagnostic questions to document initial and developing knowledge, instructor notes that describe strategies to enhance literacy learning during inquiries into physical phenomena, and a website documenting prospective teachers'' science and literacy learning. Impact. This project advances the knowledge base by broadening the focus on learning in undergraduate physics courses to include ways to foster literacy skills in listening, speaking, writing and reading in the context of learning physics. The project also contributes the perspective of physicists to research on literacy learning in science contexts, much of which has been conducted by reading specialists rather than scientists. Physics instructors may choose to use the materials and strategies with science majors enrolled in the standard introductory physics courses. Thus the results of this project have the potential to improve instruction for all introductory physics students. Increased awareness of literacy issues may be particularly important for instructors of students from populations underrepresented in the field, for whom listening, speaking, writing and reading in English may be problematic. The project also includes forming an electronic network among instructors at other institutions who are teaching physics courses for prospective teachers. Participants in the network are sharing insights about fostering literacy and science learning. Research findings and pilot materials are being made accessible on the World Wide Web to maximize dissemination to a wide audience as well as reported at conferences and in refereed publications. The anticipated benefits to society include improved instruction in two critical domains: science and literacy. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Jansen, Henri Emily van Zee Ken Winograd Oregon State University OR Duncan E. McBride Standard Grant 149709 7494 1536 SMET 9178 0116000 Human Subjects 0633753 January 1, 2007 Applying the Core: Creating Relevance Contextualizing Professional Development for STEM Careers. Interdisciplinary (99) In packed engineering curricula, engineering students lack exposure to professional skills development. The only way to add professional skills into the curriculum without loss of critical technical content is to integrate these skills into an existing technical context. Most engineering students express a desire to understand their field and its broader impacts and applications to society. We combine this desire with the need for professional skills development using pedagogical techniques focused on collaborative learning (where the sum of what students learn far exceeds what the instructor teaches through the value imparted by authentic interaction with peers and both industry and academic representatives within the field). The result is a course "Applying the Core" focused on bridging topics of engineering science with applications of engineering design; communication, networking, life balance, and other professional development skills used, in an integrated streamlined format to provide the necessary scaffolding to building such a bridge. This is the intellectual merit of the project. This project focuses on piloting the course (in electrical engineering) while doing the necessary research to confirm the attaining of these objectives. For broader impacts, the project also creates a foundation for generalizing the course to other sub-fields of engineering, other faculty, and other institutions. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Wilson, Denise Ann Mescher James Borgford-Parnell University of Washington WA Herbert H. Richtol Standard Grant 150000 7494 1536 SMET 9178 0116000 Human Subjects 0633754 April 1, 2007 Engineering of Everyday Things -- Laboratory Exercises in the Thermal and Fluid Sciences. Engineering - Mechanical (56) This is Phase 1 CCLI Exploratory project is developing thermal and fluid dynamics modular laboratory exercises based on everyday technology such as bicycle pumps and hair dryers. Experiments on these items are resulting in more relevant learning experiences as students are being confronted with their misconceptions about how and why these objects work. The project is also guiding students to develop correct models for the behavior of the system under investigation. Students are using low-cost, USB-based data acquisition equipment to make exploratory measurements to develop preliminary, empirical models of system performance. Students are then attending regular lectures and returning to the lab to perform additional measurements and exercises. The project is evaluating students' increase in factual knowledge, their ability to recognize misconceptions, and their change in attitudes toward laboratory work. Evaluations of learning outcomes are being published in conference papers and relevant journals. All teaching materials, detailed design of laboratory hardware, student worksheets, homework assignments and exams are being made freely available via the web. The simplicity and low cost of the laboratory hardware are making these products feasible for wide spread adoption. CCLI-Phase 1 (Exploratory) DUE EHR Recktenwald, Gerald Robert Edwards Portland State University OR Lance C. Perez Standard Grant 150000 7494 SMET 9178 0116000 Human Subjects 0633755 December 1, 2006 COLLABORATIVE RESEARCH: The Math You Need, When You Need It: Modular Student Resources to Encourage Successful Incorporation of Quantitative Concepts in Introductory Geoscience. Geology (42) Intellectual merit: "The Math You Need, When You Need It" program is creating a series of student-centered web-based modules that can be customized to, and run concurrently with, any introductory geoscience course. Each module gives students the quantitative knowledge that they need, just before they need it in their concurrent geology course. This unique program includes: 1) pre-assessment of students' quantitative skills, 2) modular, self-paced, student-centered instruction for under-prepared students and 3) post-assessment to evaluate the effectiveness of the program. We are utilizing innovative instructional techniques based in best practices in mathematical education and thereby creating these modules so that they advance students' knowledge and understanding of mathematics across the geology curriculum. Combined with classroom examples of quantitative concepts in a geoscience context, this project is addressing many concerns about the nation's STEM education, including difficulties with teaching large numbers of students from diverse backgrounds, course adaptation to students' preexisting knowledge, and student self-assessment and monitoring. Broader impacts: The higher education community recognizes quantitative literacy as an important goal for its graduates as they are integrated into our increasingly number-oriented society. This project is working toward that goal by increasing the quantitative literacy of American undergraduates and, as a result, the greater US population. The modular nature and capability of tailoring instruction to meet individual student needs is supporting increased quantitative literacy in students with diverse backgrounds and mathematical abilities. The project is impacting geoscience faculty who wish to embrace inclusion of quantitative aspects of geoscience in their courses with little extra effort and minimal alienation of under-prepared students. In addition, the proposed project has the potential to be replicated across other academic disciplines and institutions wherever the application of quantitative skills is a barrier to student success. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Baer, Eric Helen Burn Highline Community College WA Jill K. Singer Standard Grant 131358 7494 1536 SMET 9178 0116000 Human Subjects 0634149 March 1, 2007 MSPnet: Phase II. MSPnet Phase II is a facilitated electronic learning network serving the MSP community from 2008-2011. This network will continue the functionality of the current MSPnet, while undertaking substantial new initiatives and expanding its reach to serve newly funded Institute and RETA projects. MSPnet Phase II builds on the very successful current MSP learning network, which has had over 319,000 visits (from 190,000 unique visitors) and has served over one million page views. It is accessed by all 71 currently funded NSF MSP projects, and serves each project by collecting, sharing, and disseminating research, resources, and tools generated by Comprehensive, Targeted, Institute, and RETA MSP efforts. Furthermore, it is used as an effective dissemination vehicle sharing selected research and resources with The Department of Education's MSP program as well as the public at large. MSPnet Phase II will ensure that all MSP projects will benefit from an electronic learning network that facilitates sharing within and between projects. MSPnet will continue to play an important role in the MSP efforts to synthesize research and lessons learned from projects as they reach maturity. This will ensure that an online archive will be accessible to researchers, future STEM programs, and the public. MSPnet Phase II will: . Increase and sustain members' awareness of activities, events, accomplishments, and conferences related to the MSP community at large; . Increase and sustain sharing and access to resources, tools, research, and conference archives between MSP projects; . Increase and sustain communication of partners and constituents within MSP projects; . Enable the continued dissemination of activities, resources and findings to related programs such as the Department of Education's MSP projects, as well as the public at large; . Create a complete archive and synthesis recording the research and lessons learned through this program; . Serve as a cyber-infrastructure model for future NSF programs concerned with sharing research within and across programs. . Research and evaluate the role of on line communities such as MSPnet on supporting the five key features of the MSP program. MSP-OTHER AWARDS DUE EHR Falk, Joni Brian Drayton TERC Inc MA Elizabeth VanderPutten Standard Grant 2684017 1793 SMET 9178 1793 0116000 Human Subjects 0634175 October 1, 2006 Collaborative Research: The Geneticist-Educator Network of Alliances (GENA) Project. The American Society of Human Genetics (ASHG), the Genetics Society of America (GSA), the National Science Resources Center (NSRC) and the National Association of Biology Teachers (NABT) are using the broad theme of genetics to build a framework to form long-term collaborations between educators and scientists and a sustainable infrastructure to support meaningful outreach by scientists in the high school science classroom. The Geneticist-Educator Network of Alliances (GENA) Project provides the partnering scientific societies with tools to instruct, facilitate, and measure the meaningful engagement of science, technology, engineering, and mathematics (STEM) faculty members in secondary science education. The GENA Project is exploring ways in which a professional society-monitored secondary science education outreach effort can play a positive role in the career development of both junior (pre-tenure) and senior (post-tenure) level genetics faculty. The project is developing a network of 92 master Geneticist-Educator alliances to design teaching strategies related to standards and misconceptions in genetics that can decrease the time required for scientists to prepare for outreach, thus maximizing the effective and meaningful interaction between the geneticists and students. Geneticists and high school biology teachers attend workshops to examine genetics content inherent in state science education standards and key misconceptions in genetics education and to review exemplary educational materials in genetics and receive guidance in implementing lessons. Exemplary inquiry-based educational materials in genetics are being utilized to design methods to facilitate meaningful interactions between scientists and their local education community. The nationwide cadre of 92 master high school biology teachers serve as training leaders in their local school districts. Detailed teaching strategies and case studies are being disseminated nationally through current Math and Science Partnerships and a publicly accessible website sponsored by both ASHG and GSA. The project is developing a model program, adaptable by other disciplinary scientific societies. MSP-OTHER AWARDS DUE EHR Marsland, David Juliet Crowell Smithsonian Institution VA James E. Hamos Standard Grant 222591 1793 SMET 9177 1793 0116000 Human Subjects 0634296 October 1, 2006 Collaborative Research: The Geneticist-Educator Network of Alliances (GENA) Project. The American Society of Human Genetics (ASHG), the Genetics Society of America (GSA), the National Science Resources Center (NSRC) and the National Association of Biology Teachers (NABT) are using the broad theme of genetics to build a framework to form long-term collaborations between educators and scientists and a sustainable infrastructure to support meaningful outreach by scientists in the high school science classroom. The Geneticist-Educator Network of Alliances (GENA) Project provides the partnering scientific societies with tools to instruct, facilitate, and measure the meaningful engagement of science, technology, engineering, and mathematics (STEM) faculty members in secondary science education. The GENA Project is exploring ways in which a professional society-monitored secondary science education outreach effort can play a positive role in the career development of both junior (pre-tenure) and senior (post-tenure) level genetics faculty. The project is developing a network of 92 master Geneticist-Educator alliances to design teaching strategies related to standards and misconceptions in genetics that can decrease the time required for scientists to prepare for outreach, thus maximizing the effective and meaningful interaction between the geneticists and students. Geneticists and high school biology teachers attend workshops to examine genetics content inherent in state science education standards and key misconceptions in genetics education and to review exemplary educational materials in genetics and receive guidance in implementing lessons. Exemplary inquiry-based educational materials in genetics are being utilized to design methods to facilitate meaningful interactions between scientists and their local education community. The nationwide cadre of 92 master high school biology teachers serve as training leaders in their local school districts. Detailed teaching strategies and case studies are being disseminated nationally through current Math and Science Partnerships and a publicly accessible website sponsored by both ASHG and GSA. The project is developing a model program, adaptable by other disciplinary scientific societies. MSP-OTHER AWARDS DUE EHR Dougherty, Michael American Society of Human Genetics MD James E. Hamos Standard Grant 1126955 1793 SMET 9177 1793 0116000 Human Subjects 0634297 October 1, 2006 Collaborative Research: The Geneticist-Educator Network of Alliances (GENA) Project. The American Society of Human Genetics (ASHG), the Genetics Society of America (GSA), the National Science Resources Center (NSRC) and the National Association of Biology Teachers (NABT) are using the broad theme of genetics to build a framework to form long-term collaborations between educators and scientists and a sustainable infrastructure to support meaningful outreach by scientists in the high school science classroom. The Geneticist-Educator Network of Alliances (GENA) Project provides the partnering scientific societies with tools to instruct, facilitate, and measure the meaningful engagement of science, technology, engineering, and mathematics (STEM) faculty members in secondary science education. The GENA Project is exploring ways in which a professional society-monitored secondary science education outreach effort can play a positive role in the career development of both junior (pre-tenure) and senior (post-tenure) level genetics faculty. The project is developing a network of 92 master Geneticist-Educator alliances to design teaching strategies related to standards and misconceptions in genetics that can decrease the time required for scientists to prepare for outreach, thus maximizing the effective and meaningful interaction between the geneticists and students. Geneticists and high school biology teachers attend workshops to examine genetics content inherent in state science education standards and key misconceptions in genetics education and to review exemplary educational materials in genetics and receive guidance in implementing lessons. Exemplary inquiry-based educational materials in genetics are being utilized to design methods to facilitate meaningful interactions between scientists and their local education community. The nationwide cadre of 92 master high school biology teachers serve as training leaders in their local school districts. Detailed teaching strategies and case studies are being disseminated nationally through current Math and Science Partnerships and a publicly accessible website sponsored by both ASHG and GSA. The project is developing a model program, adaptable by other disciplinary scientific societies. MSP-OTHER AWARDS DUE EHR Horn, Toby National Association of Biology Teachers VA James E. Hamos Standard Grant 20476 1793 SMET 9177 1793 0116000 Human Subjects 0634306 September 15, 2006 Measuring Mathematical Knowledge for Teaching Using Computerized Adaptive Testing. This proposal draws on efforts beginning in 2000 of researchers at the University of Michigan to develop measures of elementary and middle school mathematical knowledge for teaching; this work comprises the bulk of the NSF funded Learning Mathematics for Teaching (LMT) project. In contrast to conventional assessments of mathematical knowledge (e.g., the SAT or Woodcock-Johnson assessment), these measures investigate the special mathematical knowledge teachers use to work in classrooms with students. One of the key outcomes of this work from the point of view of the NSF Math and Science Partnerships (MSP's) is the flexibility afforded by a library of more than 300 items ranging across the content areas of number concepts, operations, patterns, functions and algebra, and geometry, allowing project directors and evaluators to custom tailor assessment instruments to meet their specific needs and the content and effects of professional development efforts. This proposal seeks to fully exploit the extensive library of items developed as part of the LMT project and the psychometric information gathered using IRT as part of that effort through the creation of a web-based computerized adaptive testing (CAT) assessment. Computerized adaptive testing dynamically assesses subject performance in a particular domain by sequentially selecting items from the library in order to maximize the precision of measurement. After a subject has responded to a selected item, her/his scale score is updated, and a new item is chosen to match her/his updated scale score estimate. This process is then iterated until a specified level of precision is reached. The additional precision and reduction in testing time and effort afforded by computerized adaptive measures of teacher knowledge should enhance the ability of MSP project directors and evaluators to judge the efficacy of professional development aimed at improving teachers' content knowledge for teaching; and to estimate the effects of curriculum materials designed to improve teachers' knowledge of mathematics and students. These CAT measures will be accessible to users with limited technical expertise, comparable across a wide variety of programs and approaches to professional development, and will employ the most modern and technically up to date approaches for CAT assessments. MSP-OTHER AWARDS DUE EHR Schilling, Stephen University of Michigan Ann Arbor MI Elizabeth VanderPutten Standard Grant 711444 1793 SMET 9177 1793 0116000 Human Subjects 0634423 September 15, 2006 Institute for Chemistry Literacy through Computational Science (ICLCS). Abstract 0634423 The core partners of the Institute for Chemistry Literacy and Computational Science (ICLCS) are the University of Illinois at Urbana-Champaign (including the Department of Chemistry, the National Center for Supercomputing Applications, and the College of Medicine), A-C Central Community Unit School District #262, and Regional Office of Education (ROE) #38. Supporting partners include four rural ROEs (55, 3, 25, & 11) located in the northwestern, west-central, south-central, and far south sections of Illinois, the Illinois Institute for Rural Affairs, Illinois Petroleum Resources Board, Illinois Science Teachers Association, National Center for Rural Health Professions, Three Rivers Educational Partnership, the National Board Resource Center at Illinois State University, and Argonne National Laboratory. The program intends to improve student achievement by developing 120 rural Illinois 9th -12th grade chemistry teachers to become Teacher-Leaders equipped to teach and lead based on cutting-edge research, computational methods of visualization and communication, and extensive leadership development experiences. The ICLCS has identified the following goals: (1) Strengthen rural high school teachers' and students' understanding of chemistry within the context of 21st Century scientific research; (2) Increase teachers' use of, and comfort with, computational and visualization tools in their teaching; (3) Create a cadre of 9th-12th grade and university-level faculty teacher-leaders who will become advocates for excellence in science education; and (4) Promote institutional change in university and school district partners. The Institute features two-week residential sessions in three successive summers with extensive academic year online support, two academic-year regional meetings, and academic-year on-line interaction among partners and participants. Central to the Institute are: the use of computational methods to describe molecular behavior, including internet-based molecular visualizations; the establishment of an on-line community of participants and project staff via Access Grid (AG) communications technology and Moodle, a course development tool, as a means of fostering comfortable, mutually beneficial on-going interchanges about chemistry content and pedagogy; chemistry understanding informed by cutting-edge scientific research; and leadership development for teachers at various levels of their professional careers. The project employs a randomized control trial research/evaluation design intended to contribute to the research base on improving teacher quality. ROBERT NOYCE SCHOLARSHIP PGM MSP-TEACHER INSTITUTES DUE EHR Dunning, Thomas Edee Wiziecki Diana Dummitt Rebecca Canty University of Illinois at Urbana-Champaign IL Kathleen B. Bergin Continuing grant 5899939 1795 1777 SMET 9178 9177 1777 0000099 Other Applications NEC 0116000 Human Subjects 0634470 September 1, 2006 Washington University Life Sciences Teacher Institute: Education for a Global Community. The Washington University Life Sciences Teacher Institute (WULSTI) offers an innovative approach to high school biology teaching and learning, centered around an interdisciplinary curriculum taught by faculty who are recognized leaders in all areas of biological research. Washington University in St. Louis and St. Louis Public Schools are core partners. Additional partners include the Missouri Botanical Garden, the Donald Danforth Plant Science Center, Pfizer Corporation, Monsanto Corporation, and the National Association of Biology Teachers. WULSTI includes two summer institutes at Washington University, academic year work with online support, and a leadership component. Leadership experiences for the teacher participants include increased professional involvement in their school/district, local or national professional organization, and/or a research fellowship at a university or corporate partner. The Institute curriculum, which leads to a Master of Arts in Biology, provides a rigorous interdisciplinary approach, combining content knowledge and the broad implications for human impact. Through the Institute, the partners are addressing shortcomings in secondary biology education by creating new pathways for preparation of highly qualified master teachers who are also local and national leaders. The Institute is preparing teachers to improve their students' biological content knowledge, and to help sustain change in teaching practice at their schools and districts. The project goals are to: 1. Develop a national cadre of master teachers of high school biology who demonstrate intellectual engagement with and mastery of global issues in life science, and who use related research based pedagogy and challenging content in their courses. 2. Improve interest, engagement and achievement by affected students in secondary biology. 3. Promote institute partners' and participants' development as local and national educational leaders. Approximately 90-100 teachers are directly involved over the five years of the project, with additional teachers impacted through the leadership work of the institute participants. One third of the places in the Institute are reserved for St. Louis Public School teachers, with the remaining spaces filled through nationwide recruitment. The number of high school students of the participants, alone, impacted over five years is estimated at 60,000. Teaching & Mstr Tchng Fellows ROBERT NOYCE SCHOLARSHIP PGM MSP-TEACHER INSTITUTES DUE EHR Schaal, Barbara Victoria May Mulugheta Teferi Washington University MO Joan T Prival Continuing grant 4512154 7908 1795 1777 SMET 9178 9177 1777 0116000 Human Subjects 0634532 September 1, 2006 Arizona Teacher Institute. The University of Arizona (UA) and Tucson Unified School District (TUSD) partnership develops and implements a vertically integrated, nationally replicable Arizona Teacher Institute with the following components: * A Master's Degree in Middle School Mathematics Leadership for middle school teachers, targets the large proportion of teachers who are elementary certified, * A Certificate in Mathematics Teacher Mentoring for secondary-certified teachers, * A Postdoctoral Fellowship in Teacher Preparation for recent mathematics Ph.D.'s. In addition to teachers directly engaged, the project has long-term impact by establishing a permanent degree program serving regional and national audiences through distance learning. The Institute is designed so that, in addition to producing middle school teacher leaders, it trains secondary-certified teachers and postdoctoral faculty serving as instructors for distance versions of the courses in the Master's program, and eventually for future local versions of the Teacher Institute. Core mathematics courses in the Master's program are team-taught by mathematics faculty and master high school teachers. The number of teachers directly engaged in the Institute is 75 middle school teachers and 10 high school teachers. The Intellectual Merit of the project is in the design of the Master's program, which draws heavily upon research suggesting that teacher professional development focuses on development of general content knowledge, knowledge of mathematics for teaching, and knowledge of how children think about and learn content. The belief that effective professional development focuses on "academic subject matter (content), gives teachers opportunities for 'hands-on' work (active learning), and is integrated into the daily life of the school (coherence) is also central to the design. The project draws on extensive experience at UA designing pre-service and in-service professional development programs for teachers, and builds on a developing teacher academy in TUSD. Broader Impacts of the project are an increase in the number of faculty at the University of Arizona with a knowledge and understanding of how to support effective teacher preparation and in-service professional development. Through the Certificate in Mathematics Teacher Mentoring and Postdoctoral Fellowship in Teacher Preparation, a corps of mathematics teacher leaders and Ph.D. mathematicians from around the country having the knowledge and understanding to implement courses for the Master's program in their local areas are trained. A distance-learning version of the Master's program is implemented nationally. In addition, through collaboration with the UA Mathematics Department's Center for Recruitment and Retention, and its Center for the Mathematics Education of Latinos/as, the project broadens the recruitment of undergraduates into mathematics teaching, and assists in professional development of mathematics teachers in schools with high minority enrolments. MSP-TEACHER INSTITUTES DUE EHR Madden, Daniel William McCallum Rebecca McGraw Erin Turner Margaret Shafer University of Arizona AZ Elizabeth VanderPutten Standard Grant 4879121 1777 SMET 9177 1777 0000099 Other Applications NEC 0116000 Human Subjects 0634587 October 1, 2006 Big Sky Science Partnership. Abstract 0634587 The Big Sky Science Partnership (BSSP) is led by the Salish Kootenai College (SKC), a tribal college located in Pablo, Montana. Additional core partner institutions of higher education (IHE) are Montana State University, in Bozeman, and the University of Montana, in Missoula. Core partners from the K-12 community include the schools of the Flathead Reservation, located in western Montana, and the schools of the Crow and Northern Cheyenne Reservations, located in southeastern Montana, as well as Missoula area public school districts. Specific districts include Missoula County Public Schools, Lolo School District #7, School District #30 Lake County, Polson Schools District #23, Dixon Public Schools District No. 9 Sanders County, Joint School District #8, Superior School District, and Lone Rock Elementary District #13. The overarching goal of the Big Sky Science Partnership (BSSP) is to increase science achievement of American Indian students in grades 3-8 of partner schools. A cross-disciplinary team of the partner IHEs' Geoscience, Physics, Astronomy and Education faculty, along with professional developers from the SKC Indigenous Math and Science Institute, and the Center for Learning and Teaching in the West, K-8 teachers, and administrators will collaboratively design and facilitate year-round project activities. A total of ninety grade 3-8 inservice teachers will become Teacher Leaders in the BSSP, through two cohorts of 45 teachers each. Up to twenty preservice teacher candidates will also have the opportunity to participate in the summer institute and other selected academic year activities. Participants will be involved in two-week summer institutes during which IHE science and education partners will facilitate challenging integrated science content and pedagogy courses. Each of the three summers will focus on a different content area, astronomy, geoscience, and physics, respectively, but concepts that permeate these different disciplines will be highlighted. Importantly, cultural competency strategies will be woven throughout the courses. There will also be distinctive and multi-day workshops on cultural competency delivered by tribal consultants and scientists, in addition to other leadership development activities. School year professional learning community activities will engage partners in online science content courses, online discussion forums, eight days of on site workshops, and job embedded coaching to further develop teachers' professional and leadership skills and knowledge. A responsive project evaluation design will be employed to assess impacts on teachers' content knowledge, instructional practices and attitudes, and students' achievement and attitudes using a mixed-methods, quasi experimental design. Impacts on higher education faculty's instructional practice and attitudes will also be assessed. The BSSP has objectives at both the K-8 and IHE level, to: 1) improve science instruction by deepening K-8 inservice and preservice educators' understanding of science content and pedagogy; 2) generate school based K-8 science Teacher Leaders; 3) develop cultural competency in science instruction in K-20 instructors; 4) improve IHEs science faculty members' understanding of K-8 school culture and issues in precollege science education; 5) improve IHEs science faculty member's effectiveness in working with precollege teachers; 6) develop a sustainable professional learning community made up of the BSSP partners; 7) generate a set of rigorous graduate level science courses designed for K-8 teachers, and 8) develop a viable model of science teacher preparation that will produce K-8 teachers well prepared to teach science to diverse students. In addition, the BSSP has identified three research questions associated with barriers to using effective classroom practices, fostering leadership and professional learning communities for building content knowledge and pedagogical skills in support of at-risk students, and the efficacy of online learning environments in diverse cultures. Teaching & Mstr Tchng Fellows ROBERT NOYCE SCHOLARSHIP PGM MSP-TEACHER INSTITUTES DUE EHR Olson, Timothy Elisabeth Swanson Regina Sievert Diane Friend Steven York Salish Kootenai College MT Kathleen B. Bergin Continuing grant 5775233 7908 1795 1777 SMET 9178 9177 9150 1777 0116000 Human Subjects 0634612 January 1, 2007 UBM: Undergraduate Research at the Interface of Mathematics and Biology. Intellectual merit: Mathematics is becoming an integral part of all areas of biology, driving areas as diverse as ecology, bioinformatics, neuroscience, and cellular biology. At the same time, biological problems are rapidly inspiring new mathematical developments. However, the few who now work at this interface have usually followed a circuitous career path, and most biologists and mathematicians are unable to communicate effectively. By training mathematically- and biologically-oriented undergraduates to work together on interdisciplinary problems, this project is creating a path for young scientists to enter this area directly and arrive already bilingual. Broader impact: Although work at the interface of mathematics and biology is proving highly fruitful, biology and mathematics students are traditionally trained far apart, creating barriers to entering this area. Future advances at this interface require that mathematicians and biologists be able to collaborate effectively, yet by the time this need becomes apparent to students it is often too late for truly interdisciplinary training. Many biology students are in graduate school by the time they learn of the key role mathematics plays in modern biology. Similarly, many math majors never take a biology course. As a result of these obstacles, the demand for scientists who can work at the bio-math interface far outstrips the available supply. By recruiting, training and directing talented undergraduates towards graduate work in the mathematical biosciences, this initiative provides leadership in biological understanding and capability. Selected juniors (a mix of biology and math students) prepare for research through a seminar class in which they discuss papers from different potential research areas, hear research talks from those involved, learn relevant research skills, and write term papers in the form of research proposals. In the summer after their junior year, math and biology students join in teams of four to do research in connection with existing faculty research projects, continuing this research throughout their senior year. Student teams learn the scope of mathematical biology research on campus by reviewing a variety of potential projects, and adopting the one they find most compelling in any given project year. Thirteen faculty in the mathematical and biological sciences have proposed a variety of projects which compete to be adopted by student research teams. These include projects on the ecology of infectious diseases, analysis of neural spike trains, and metabolic modeling. Students are encouraged to interact not only through their time in the laboratory but also via a shared community work space and through biweekly lunchtime gatherings (that include faculty) to discuss work in progress. Students are writing up the results of their research in a final paper and presenting this work in a public forum. CCLI-Phase 2 (Expansion) MATHEMATICAL BIOLOGY INTERDISC TRNG IN BIO & MATH DUE EHR Snyder, Robin Joseph Koonce Daniela Calvetti Peter Thomas Ramani Pilla Case Western Reserve University OH Deborah E. Allen Standard Grant 239995 7492 7334 7317 SMET 9178 7334 7317 7303 0000099 Other Applications NEC 0634624 October 1, 2006 UBM: Research Experiences in Mathematical Biology. There is an increasing national need for biologists and mathematicians who are able to apply mathematical analysis to solve complex biological problems. The goal of this project is to address this opportunity by involving faculty from mathematics and biological science departments and research institutes in the creation of an interdisciplinary undergraduate research program in mathematical biology integrated with coursework. It is a cooperative effort of faculty from the College of Natural Sciences and the Pacific Biosciences Research Center. The specific objectives of this project are to: 1. Increase the mathematical sophistication of large numbers of biology majors, and increase the knowledge of biomathematics for mathematics majors, by exposing both to biological applications of mathematics and to modeling. 2. Inspire the best mathematics and biology students to enter graduate programs in biomathematics and related areas where strong quantitative biology skills are key. 3. Provide an intense research experience for a small cohort of select mathematics and biology students each year. 4. Provide recognition in the form of a Certificate in Mathematical Biology to students from the cohort, and others with similar research experience, who satisfy standards of cross-disciplinary study of mathematics and biology. 5. Enhance cooperation among faculty. Intellectual Merit: Students are being immersed in ongoing research projects by participating in their mentors' projects. The project is also improving the mathematical training of undergraduates in the life sciences by increasing the coherence of the curriculum, introducing new coursework in mathematical modeling into biology programs and providing an undergraduate certificate in mathematical biology. This project provides a model for the interdisciplinary training of mathematics and biology students. Broader Impacts: The institution is a federally recognized minority institution with a large number of under-represented minority students. These students are benefiting from strengthening of both the mathematics and biological science programs, and have increased opportunities to participate in an undergraduate research project. Participants are being prepared to continue their education, either as biomathematicians or mathematically trained biologists. The cooperation of the mentors in this project is leading to collaboration on other research projects. EXP PROG TO STIM COMP RES INTERDISC TRNG IN BIO & MATH OFFICE OF MULTIDISCIPLINARY AC DUE EHR Wilson, Leslie Andrew Taylor Steven Robinow Ann Castelfranco University of Hawaii HI Deborah E. Allen Standard Grant 298922 9150 7317 1253 SMET 9178 9150 7317 7303 0000099 Other Applications NEC 0636256 September 1, 2006 Achieving Systemic Change in Physics Teaching at Leading Research Universities. This project provides partial support for a conference of representatives from physics departments in research (R1) universities. The conference is to discuss ways R1 physics departments can make systemic change in their undergraduate programs. Intellectual Merit: Any attempt to change physics instruction in R1 physics departments must take into account the large size of their classes and their management and logistic challenges, the large number of faculty and teaching assistants involved in teaching these classes, the rapid turnover of instructors for these classes, the diversity of their faculty's educational outlook and skills, and the fact that instruction occurs in a milieu of intense concern for physics research. In addition, for changes to be lasting they must become embedded in the department's culture; they must be systemic and robust. Because of these distinctive features, lessons for change at R1 physics departments will come primarily from the experiences at other R1s. Therefore, it makes good sense to have a conference for R1s to discuss their experiences in changing their physics instruction and how each of them can build on others' experiences. Broader Impact: Physics departments at a number of leading research universities have made or are making significant improvements in how they teach physics. Their work is especially important because these departments have extensive resources and high visibility, and they teach large numbers of students. It is the peers of these institutions that can make the best use of information about how R1s achieve systemic change in physics teaching, about the obstacles to lasting change, and about strategies for overcoming these obstacles. CCLI-Phase 1 (Exploratory) DUE EHR Holbrow, Charles Warren Hein American Association of Physics Teachers MD Duncan E. McBride Standard Grant 15034 7494 SMET 9178 7494 0000099 Other Applications NEC 0636505 October 1, 2006 Applying Research-Based Instructional Methods in the Classroom. Abstract This project is introducing and increasing the rigor of education-related research in engineering technology programs through professional development for engineering technology faculty in two-year colleges. It is adapting a successful NSF project, Rigorous Research in Engineering Education: Creating a Community of Practice (NSF 0341127), which helped engineering faculty to conduct rigorous educational research. The project is helping faculty find and apply previously tested instructional methods in educational research literature. Other objectives include assisting engineering technology faculty to improve their skills in literature review research, problem definition development, proposal writing, and presentation of their educational research findings as well as promoting ongoing utilization of support services of the NSF-ATE-sponsored National Centers. This project is establishing ongoing communities of practice among educators to continue to discuss and test innovations at their home colleges. It is testing the transferability of the rigorous research model to an entirely different subject group, evaluating the effectiveness of the significant use of synchronous and asynchronous communication support tools, and testing the effectiveness of NSF-ATE-sponsored National Centers in support of required literature reviews and publication support. Women and underrepresented groups are participating in the intensive professional development workshop. ADVANCED TECH EDUCATION PROG DUE EHR Gilkey, Anita Jack Waintraub Robert Chaney Paul Giguere Sinclair Community College OH Russell L. Pimmel Standard Grant 134987 7412 SMET 9178 1032 0000099 Other Applications NEC 0116000 Human Subjects 0639321 January 1, 2007 CSUMS: Computational Science Training in the Mathematical Sciences at Rensselaer. In this project teams of undergraduates are undertaking substantive research projects that contain both mathematical and computational aspects. To prepare the students for their research experiences, the PI team at Rennselaer Polytechnic Institute (RPI) is offering a sequence of educational components. These include both a new course, "Research in Applied and Computational Mathematics," and a special topics course that serves as a "capstone-like" experience. Additional activities are also being implemented to develop and then sustain each group of students as a cohort. For example, to enable students to gain a broad perspective of i) contemporary research in computational science and mathematics, and ii) some of the associated methods and tools, the project team is instituting an interdisciplinary seminar in computational mathematics, consisting of expository talks accessible to advanced undergraduate students given by prominent computational scientists from universities, national laboratories, and industry. Through the combination of their research and coursework students gain a deep and broad understanding of a research area in applied and computational mathematics. The project also features a significant partnership between RPI and Howard University that supports two students from Howard to be in residence at RPI annually for a spring term (tuition waived) and summer as part of the undergraduate cohort. Faculty mentors at Howard join with RPI colleagues to oversee the continuation of the research projects in the fall term. The intellectual merit of the project lies in the mentored participation of undergraduates in a research project. The organization and components of the program provide an environment in which creativity, invention, and scientific communication skills are promoted and developed. The educational and professional experiences of the participants are also enhanced through regular interaction with scientists and engineers, both theoretical and experimental, from other academic, industrial and government laboratory facilities. The broader impacts of the project are found in the partnership with Howard University and the increased diversity of the student cohort. But more importantly the partnership offers the opportunity to nurture longer term collaborations among faculty with similar research interests at both institutions that form the basis for continued undergraduate student research experiences. Additionally, the new courses and seminar series also serve as models that other institutions may adopt or adapt. Such curricular changes provide mentored transitions that increase the number of students interested in, and prepared for, graduate school in mathematics. The project is supported by the MPS Division of Mathematical Sciences, the MPS Office of Multidisciplinary Activities, and the EHR Division of Undergraduate Education. CCLI-Phase 1 (Exploratory) WORKFORCE IN THE MATHEMAT SCI OFFICE OF MULTIDISCIPLINARY AC DUE EHR Holmes, Mark Isom Herron Gregor Kovacic Peter Kramer Rensselaer Polytechnic Institute NY Lee L. Zia Continuing grant 944965 7494 7335 1253 SMET 9178 7624 0000099 Other Applications NEC 0647212 October 1, 2006 Workshop to Develop Biology and Ecology Misconceptions Inventory Proposal. The meeting this project supports has the purpose of setting the foundation for development of a Biology and Ecology Misconceptions Inventory, similar to the Force Concept Inventory that serves the physics education community so well. Attendees include representatives from a broad spectrum of institutions ranging from large PHD granting institutions, such as Michigan State, to small liberal arts colleges, such as Hampshire College. The workshop will be held over two days in October, 2006 and consist of 8 faculty all of whom teach introductory biology and ecology courses and are experienced with student-active teaching and formative evaluation. The intellectual merit resides in the instrument that will eventually be developed as it fills a need within the discipline The broader impact resides in the intent to share the instrument widely both through the National Science Digital Library and presentations at the Ecological Society of America. CCLI-Phase 1 (Exploratory) DUE EHR D'Avanzo, Charlene Hampshire College MA Terry S. Woodin Standard Grant 10000 7494 SMET 9178 7494 0000099 Other Applications NEC 0647682 March 1, 2007 Workshop on Novice Abilities In Locating Software Bugs. Computer Science (32) The Workshop on Novice Abilities In Locating Software Bugs is considering the idea that while debugging is recognized as both a key concept and source of difficulty for novice programmers, it is rarely explicitly taught. Intellectual Merit: The workshop is exploring the range and breadth of strategies novice students use to locate bugs in the programs they write. This information is contributing to the core of recent multi-institutional, evidence-based studies on the skills of novice-level programmers. Broader Impacts: Ultimately, by identifying common strategies students use in locating bugs, educators will be able to better target curricular interventions and guide students in productive debugging strategies. CCLI-Phase 1 (Exploratory) DUE EHR Simon, Elizabeth University of California-San Diego CA Stephen C. Cooper Standard Grant 15000 7494 SMET 9178 0000099 Other Applications NEC 0652963 September 1, 2007 The Queens Borough Bridge. The Queens Borough Bridge, a consortium among Queensborough Community College, Queens College, and Brookhaven National Laboratory, is increasing the enrollment, retention and graduation of STEM students by incorporating design issues that have been shown to contribute to success in the early stages for STEM majors. This includes research experiences beginning in students'' first year and extending throughout their undergraduate careers; a peer support component that engages students in research and education using small cohorts to build camaraderie and commitment to STEM; personal attention through faculty mentoring; Peer-Led Team Learning (PLTL) Workshops; peer tutoring and advisement; and bridges to the next level to smooth pathways to baccalaureate degrees. The project is also engaging in targeted recruitment via existing high school programs and continuous evaluation of each project component. The broader impact includes serving as a model for other two-year/four-year partnerships, particularly within CUNY, the nation''s largest public urban university. This model is useful given the role of community colleges in STEM talent expansion with an average of 44% of science and engineering graduates attending community colleges. The project''s design and outcomes are being shared through colloquia and publications, existing regional and national networks, links with professional societies, and made available to institutions across the state and nation via the Internet. STEM TALENT EXPANSN PGM (STEP) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Svoronos, Paris Thomas Strekas Melvin Gorelick CUNY Queensborough Community College NY Eileen L. Lewis Continuing grant 1665529 1796 1536 SMET 9178 7204 0116000 Human Subjects 0652968 September 1, 2007 Science, Technology, Engineering & Mathematics Talent Expansion Program. This STEP project is using innovative mentoring and professional development activities to (1) institutionalize Integrated Learning Communities for at-risk engineering freshmen, (2) increase engineering and science degrees by 55 degrees per year, (3) support and encourage community college transfer students, and (4) double the graduation rate of at-risk engineering students, defined as those beginning their education in pre-calculus mathematics. Project components include faculty-coordinated Integrated Learning Communities (ILCs), pre-transfer support of community college students, a "Mathematics Boot Camp" to support students' performance on the Mathematics Placement Exam, the integration of science and engineering modules in the algebra series, the Engineering Success and Professional Development Center, and incentive awards. Leveraged support of the NSF-funded Louis Stokes New Mexico Alliance for Minority Participation Program (New Mexico AMP) ensures that all students enjoy a broad range of interventions and resources. The STEP project is contributing to the graduation and professional success of STEM students, including those who are historically underrepresented, by improving the educational experiences that lead to greater retention and progression; and providing support and encouragement for students to enroll in graduate studies, including the pursuit of the Ph.D. Project development is being informed by both formative and summative assessment approaches. Results are being shared with local, regional, and national audiences through professional publications and presentations. STEM TALENT EXPANSN PGM (STEP) DUE EHR Jacquez, Ricardo Delia Valles-Rosales New Mexico State University NM John F. Mateja Continuing grant 1589431 1796 SMET 9178 9150 0116000 Human Subjects 0652982 September 1, 2007 Utah's Engineers: A Statewide Initiative for Growth. The goal of this project is to establish a sustainable high school/community college/University of Utah transition process that will nurture students and increase the number of engineering and computer science graduates by at least 180 per year. The project is in keeping with a statewide initiative in Utah and represents a grass-roots effort by enthusiastic partners. The project is student-centered and includes activities designed to improve partnership relationships between the University of Utah and feeder institutions. The project also establishes a Community Impact service learning community that includes interdisciplinary projects in the planning, preparation, and presentation of hands-on engineering modules aimed at high school students. The modules are based on real-world engineering applications. As part of this project a market survey is being conducted using state-of-the-art tools to determine why Utah students do or don't choose engineering or computer science as a major. STEM TALENT EXPANSN PGM (STEP) DUE EHR Furse, Cynthia Edward Trujillo Pedro Romero Stephanie Richardson Amy Bergerson University of Utah UT Sheryl A. Sorby Continuing grant 1617869 1796 SMET 9178 0116000 Human Subjects 0653011 August 1, 2007 Towson Opportunities in STEM (TOPS). Towson University (TU) and Baltimore City Community College (BCCC) are in partnership with several Baltimore City high schools to increase the number of associate and bachelors degrees in five STEM departments, as well as two interdisciplinary programs, Environmental Science and Studies and Molecular Biology, Biochemistry, and Bioinformatics. This partnership is also focusing on enhancing the diversity of the STEM student body. The project is called Towson Opportunities in STEM (TOPS) because it provides multiple, smooth paths from Baltimore area high schools through the baccalaureate degree in STEM disciplines at TU. Strategies based on identified best practices include: high school outreach, articulated 2+2 programs between BCCC and TU, joint BCCC/TU student advising and mentoring, active recruitment of non-STEM BCCC students into STEM programs, scholarships for students from underrepresented groups in STEM disciplines at TU and BCCC, as well as Summer Bridge Scholarships for BCCC/TU transfer students, a new TOPS Learning Center, and research experiences. The program is coordinated by the PI working closely with two TU co-PIs and two BCCC co-PIs, as well as a number of senior personnel. Faculty are developing 2+2 articulation agreements between TU and BCCC that consider both overall curriculum, as well as course redesign, to ensure coordination of both content and pedagogy. The intellectual merit of this project is the adaptation of several strategies that have been shown to be successful in the recruitment and retention of STEM students, in general, and underrepresented minorities, in particular. Beginning with strategies that have been successful in other environments, the project is studying which combinations and/or modifications are effective in an urban area such as the Greater Baltimore environment. The broader impact of TOPS is reflected in the goal of increasing the diversity of the STEM graduates. Underrepresented students are the predominant population at BCCC and in the Baltimore City Schools. The project is opening doors for these students through proactive recruitment efforts that help introduce them into the world of postsecondary STEM education and multi-faceted support programs designed to retain these students through their college years STEM TALENT EXPANSN PGM (STEP) DUE EHR Wolfson, Jane James Saunders Joanne Settel Carolyn Dabirsiaghi Towson University MD Daniel P. Maki Continuing grant 1610206 1796 SMET 9178 0116000 Human Subjects 0653038 June 1, 2007 National Chautauqua Workshop Program. Interdisciplinary (99) For over three decades, the Chautauqua Short Courses for College Teachers Program has provided a wide array of carefully designed short courses, workshops, and field experiences to undergraduate faculty from two and four-year institutions. The Program provides an opportunity for faculty members to stay abreast of emerging trends in their field(s) through intensive interaction with scholars at the frontiers of science, mathematics, and engineering disciplines. The Program serves as a conduit between cutting-edge research findings and teaching approaches in post secondary education. Participants translate what they learn in Program courses into more informed, more effective, undergraduate teaching. In this project, 67 short courses will offered at five regional centers in Seattle Washington, California State University at Dominguez Hills, Austin Texas, Dayton Ohio, and SUNY Stony Brook (Long Island, NY). The intellectual merit of this program is that it facilitates the teaching of up-to-date content using up-to-date pedagogical content knowledge by undergraduate faculty in the sciences, mathematics, and engineering. The broader impact of the Chautauqua Short Courses Program derives from its national scope and wide coverage of disciplines. Over the course of the last Chautauqua grant from NSF, spanning seven years of workshops, more than 12,700 distinct college teachers have participated in 740 individual courses. As a result, more than 2,200,000 undergraduate students have benefited from improved instruction annually. Nearly a third of faculty participants have come from two year colleges. CCLI-Phase 3 (Comprehensive) DUE EHR Beard, Edmund J. Lynn Griesemer University of Massachusetts Donahue Institute MA Myles G. Boylan Standard Grant 784768 7493 SMET 9178 0653056 September 1, 2007 STEM Talent Expansion via Applied Mathematics (STEAM). ABSTRACT for STEP Proposal # 0653056 STEM Talent Expansion via Applied Mathematics (STEAM) CUNY College of Staten Island, PI Gail Simmons This project is engaged in an initiative to recruit more students as majors in all areas of science, technology, engineering and mathematics (STEM) offered by the college. The initiative, called the STEM Talent Expansion via Applied Mathematics (STEAM), is bringing improved pedgogy to every potential STEM major and is establishing a culture of research in the STEM disciplines. The goal is to assist these students in the successful completion of STEM degrees. The intellectual merit of STEAM lies in the recognition that interdisciplinary applied mathematics can be used as the core of an attractive professionally-oriented science curriculum. The appeal of applied mathematics lies in its universal applicability to all STEM majors and in the portability of the analytic, quantitative and computational skills inherent in applied mathematics to virtually any career. For the purpose of increasing the number of STEM graduates, emphasizing applied mathematic has the double benefit of addressing a major academic weakness of the existing STEM students and of appealing to a larger population of potential STEM students who fail to grasp the many career opportunities that grow out of a STEM degree. The goals of the STEAM project are to: a) increase the population of incoming STEM students, b) help them overcome the early hurdles to success that are presented by their introductory math and science courses, and c) nurture them in their majors toward rewarding careers that utilize the skills and abilities they have acquired through STEM study, leading to increased numbers of STEM graduates. The STEAM initiative spans the entire academic experience of a STEM student, from recruitment to pre-major course work, to declaration of a major, to possible undergraduate research and finally to graduation. Together with the Discovery Institute at the college, STEAM is developing new resources for outreach to area high schools through campus visits, summer programs, and advanced coursework. STEAM is also working with existing CSI student support programs (freshman block programming, faculty mentoring, Honors College and Teacher Academy) to engage and retain a broad spectrum of potential STEM majors. STEAM is providing scholarship support to students and providing faculty with curriculum and professional development centered on applied mathematics. The broader impact of STEAM is a result of the improved pedagogy in all of the introductory mathematics and science courses, courses taken by both STEM majors and many other majors at CSI, including business and education. STEM TALENT EXPANSN PGM (STEP) DUE EHR Simmons, Gail Richard Veit Deborah Sturm Carlo Lancellotti Neophytos Antoniades CUNY College of Staten Island NY Daniel P. Maki Continuing grant 760087 1796 SMET 9178 0116000 Human Subjects 0653058 July 15, 2007 Collaborative Research: SEEC: STEM Student Enrollment and Engagement through Connections. Iowa State University (ISU) and Des Moines Area Community College (DMACC) are partnering on this project to increase the number of students graduating with a bachelor's degree in engineering at ISU and the number of students in STEM areas of study at DMACC. Retention is being increased by a new learning community model, called a learning village or meta-community. The learning village model incorporates various learning communities as well as service learning projects for engineering students in their second and third years of study. First-year and gateway engineering courses are being reviewed to better engage students, to provide flexibility, and to support transfer students. The ACCESS program makes gateway courses available through distance education. Student-centered advising broadens the diversity of students enrolled in engineering and makes students aware of the various paths to successfully completing an engineering degree, including transfer from a community college. ISU Extension is a partner on the project to develop the STEM TEC (Talent in Every County) initiative. STEM TALENT EXPANSN PGM (STEP) DUE EHR McMaken, Harry Des Moines Area Community College IA Sheryl A. Sorby Continuing grant 400000 1796 SMET 9178 0116000 Human Subjects 0653063 September 1, 2007 An Initiative to Encourage the Participation of Native Americans in the Sciences. Abstract This project is increasing the numbers of STEM graduates by developing innovative curricular, recruiting and mentoring strategies. A unique focus of the project is on increasing the numbers of Native American STEM majors. The project is identifying Native American students and involving them in research while they are in high school; mentoring and preparing the participants for their freshman year through a summer bridge program; providing a complete tuition waiver, mentoring and a support network through the student's undergraduate experience; and involving the participants in active and dynamic summer undergraduate research experiences. The project is also refining an existing environmental science minor into a major field of study. Faculty are developing new courses that are being team taught and focusing on interdisciplinary approaches to environmental studies. Several of the courses are focusing on the institution's existing sustainability efforts. STEM TALENT EXPANSN PGM (STEP) DUE EHR Cotter, James F University of Minnesota Morris MN Curtis T. Sears Continuing grant 395082 1796 SMET 9178 0116000 Human Subjects 0653090 July 1, 2007 NU STEP-UP. The Science, Technology, Engineering and Mathematics Talent Expansion Program - University Partnership (NU STEP-UP) is a partnership between Northeastern University, two NSF-supported research centers and three Boston-area community colleges (Massachusetts Bay Community College, Middlesex Community College, and Northern Essex Community College) to increase the number of students receiving degrees in STEM disciplines. NU STEP-UP is focused on developing a sustainable STEM model that provides a seamless transition between two- and four-year institutions. Using research as the catalyst for engagement, NU STEP-UP is: (1) creating a sustainable STEM partnership between the university's STEM departments and local community colleges, (2) creating a Partner Faculty Network, with representatives from all stakeholders, (3) providing community college faculty the opportunity to immerse themselves in a research environment, (4) providing community college students access to extensive research experiences, (5) developing a transfer bridge program for community college students transitioning to Northeastern University; and (6) providing academic mentoring and research activities for all STEM students throughout the partnership. Participants in the Partner Faculty Network are involved in working seminars helping them implement the latest pedagogical approaches in their own classrooms. They are sharing innovative STEM instructional models and practice and collaborating to bring STEM courses at community colleges in alignment with comparable courses at four-year institutions. A multi-faceted approach to program evaluation aims to assess progress toward achieving established benchmarks, as well as to understand the contribution of various program elements. The evaluation plan includes: (1) tracking student transfer rates, retention rates and student performance, (2) surveys of stakeholders, including students, faculty and alumni, (3) focus groups with transfer students and with faculty, and (4) cohort analysis of transfer students. Results and outcomes are being disseminated through publications, a project web site, and presentations at regional and national conferences. STEM TALENT EXPANSN PGM (STEP) DUE EHR Zahopoulos, Christos Thomas Cullinane Mohamad Metghalchi Claire Duggan Yiannis Levendis Northeastern University MA John F. Mateja Continuing grant 1594425 1796 SMET 9178 0116000 Human Subjects 0653094 July 15, 2007 Recruiting and Retaining the Next Generation of STEM Professionals. This project is increasing the total number of students obtaining science, technology, engineering and mathematics (STEM) degrees at Central Washington University (CWU) and the number of traditionally underrepresented students in STEM undergraduate majors. It is modeled after the Meyerhoff Program at the University of Maryland Baltimore County, a program that has generated significant improvements in recruitment, retention, and career placement for African-American students. Program features include: (1) recruiting a pool of high-achieving students from traditionally underrepresented minority (URM)-serving high schools and community colleges; (2) providing merit-based financial support; (3) establishing an interdisciplinary freshman program with ample opportunities for academic and social integration;(4) enhancing knowledge and skill development through programs that involve students in mentoring, teaching and research; and (5) supporting and motivating students by emphasizing outstanding achievement, involving parents, and funding student travel to conferences. The program is also building on a STEP Pilot Program, integrating existing successful efforts such as interdisciplinary and inquiry-based Freshman Year Science Seminar Series, Sophomore Independent Research Experiences and Natural Sciences Living-Learning Community with new features such as: (1) contracting an outreach consultant to develop an effective recruiting plan for URMs; (2) establishing comprehensive scholarships; (3) paying continuing STEP students in good standing to recruit, mentor, and provide academic support for STEP participants in gateway classes such as Math and Chemistry; (4) developing a Bridging Program for transfer students to help them make the transition from community college to CWU; and (6) creating a STEP Strategic Planning Committee, which will link CWU STEP faculty and staff to students, their families, and community college and high school faculty. Intellectual merit: The proposed project will explore the transferability of the Meyerhoff Model to a different institution and a notably different target group of students. Broader impacts: Through special efforts to recruit Native American and Hispanic students the program is doubling the number of students from groups currently underrepresented in STEM disciplines. The program is also increasing STEM majors retention by a factor of two. STEM TALENT EXPANSN PGM (STEP) DUE EHR Bohrson, Wendy Lisa Ely Andrew Piacsek Michael Braunstein Roberta Soltz Central Washington University WA Terry S. Woodin Continuing grant 808259 1796 SMET 9178 0116000 Human Subjects 0653098 July 15, 2007 Tools for Success. This project is being conducted by faculty and staff at the Wolfson and Kendall Campuses of Miami Dade College in an effort to increase the number of STEM majors and graduates at the College. Tools for Success uses a combination of proven techniques such as learning communities, specialized advisement, technological tools, and mentoring to increase the graduation rates of students in STEM fields. Through this program, students enroll in four 1-credit courses designed to improve their success and persistence in STEM fields of study. STEM faculty mentor students through traditional means as well as through Podcasts. Student-to-student mentoring is also being accomplished by pairing second-year students with first-year students. Scholarships provide student incentives to matriculate to 4-year institutions and Science Forums expose students to scientists working in the field. Targeted recruitment efforts are being conducted aimed at incoming undecided community college students and at high schools with significant underrepresented populations. STEM TALENT EXPANSN PGM (STEP) DUE EHR Damas, Guillermina Jorge Salinas Miami-Dade Community College - Wolfson Campus FL Sheryl A. Sorby Continuing grant 1572061 1796 SMET 9178 0116000 Human Subjects 0653157 July 15, 2007 OPTIMUM: OPportunities for Talent Expansion in Interdisciplinary Education for Minorities and Women in Undergraduate Mathematics and Science. The Fayetteville State University Opportunities for Talent Expansion in Interdisciplinary Education for Minorities in Undergraduate Math and Science (FSU OPTIMUM) program represents an effort that includes Fayetteville Technical Community College (FTCC) and high schools and industries in the area. The project encourages and enables minority students to complete baccalaureate degrees in Biology, Biotechnology, Chemistry, Computer Science, and Math and to enter the STEM workforce. Over the five years of the program it is: 1) increasing the number of minority and women graduates in STEM disciplines, from 82 to 112; 2) increasing college enrollment of under-represented minority students and women in STEM disciplines from 286 to 355; 3) improving the educational opportunities for minority students and women in STEM disciplines; 4) increasing first-year and second-year retention rates of STEM majors by 10%; 5) increasing 5-year graduation rates of STEM majors by 10%; 6) improving student access to and utilization of support programs available at the University; 7) developing academic degree articulations and dual enrollment programs in STEM disciplines with FTCC and other community colleges in the service area; 8) strengthening partnerships between the University, local school districts, local STEM educational organizations and industries; and 9) through faculty focus groups, increasing the number of STEM faculty receiving professional development in teaching and in using innovative strategies for delivery of instruction and student advisement. Students receive financial assistance (tuition and book allowances, travel support to conferences, GRE preparations), research mentoring, enhanced advisement, internships and mentoring by STEM professionals, mathematics and science achievement projects, interdisciplinary science course offerings, and are encouraged to join learning communities. Intellectual Merit: The program includes detailed benchmarks and evaluation measures for program outcomes. Thus the proposed activities provide an opportunity to advance understanding of effective means of support and advisement for undergraduate students in the STEM disciplines. The use of innovative teaching strategies, academic advisement and mentoring models, and subsequent evaluation fosters tight integration of education and research. Broader Impacts: While the project is primarily focused on direct support for undergraduate students in STEM disciplines, this project also promotes institutionalized and systematic change in the infrastructure at FSU for advisement, mentoring, networking, and partnerships; thereby strengthening the social, economic, and intellectual fabric of the community served by the university. STEM TALENT EXPANSN PGM (STEP) DUE EHR White, Erin Daniel Okunbor Frank Nani Fayetteville State University NC Terry S. Woodin Continuing grant 781243 1796 SMET 9178 0116000 Human Subjects 0653160 October 1, 2007 Improving STEM Retention through Instruction: Leveraging Faculty Expertise. The purpose of this STEP Type 2 project is to improve undergraduate retention in the biological sciences through the reformulation of instruction in the core course sequences. Prior research using a national sample indicates 90% of undergraduates who leave STEM majors cite poor instruction as a primary cause. Further, 74% of students successfully graduating from their STEM programs identify poor instruction as a major obstacle (Seymour and Hewitt, 1997). Using a double-blind design, the proposed study is testing the hypothesis that the lack of explicit instructions in scientific problem solving is a major factor in low STEM retention. Typically, experts in a field (e.g., professors in biological sciences) have automated their procedural knowledge during years of training and professional practice (Anderson, 2005; Bereiter and Scardamalia, 1993; Feldon, in press). As such, when they provide instruction through lectures or mentoring conversations, they frequently omit many of the steps necessary to complete a problem without necessarily realizing that they are doing so (Chao and Salvendy, 1994; Feldon, 2006). However, cognitive task analysis (CTA) is emerging as a viable means to elicit accurate and complete information from experts to serve as the basis for highly effective instruction (Feldon, in press). The Intellectual Merit of the project is its application of robust findings in cognitive science research to STEM instruction. For several decades, cognitive psychologists have called for greater consideration of skill automaticity in the design of complex instruction (e.g., Schneider, 1985; Clark and Estes, 1996; Rogers, Maurer, Salas, and Fisk, 1997). Those training systems that have explicitly accommodated the tacit nature of their subject matter experts' knowledge have proven to be significantly more effective than those that have not (e.g., Merrill, 2002; Schaafstal, Schraagen, and van Berlo, 2000; Velmahos et al., 2004). However, university based STEM instruction has not reflected any consideration of these advances in instructional design (van Merrienboer, 1997). The resulting gaps in instructional content induce a much higher level of cognitive load in learners that typically results in less effective learning and significant drops in motivation for challenging material (Britt, 2005; Kirschner, Sweller, and Clark, 2006; Paas, Tuovinen, van Merrienboer, and Darabi, 2005). Because this study encompasses the instructional design process and implementation for core laboratory courses in genetics, molecular, and cell biology, it is well-positioned to (1) document the knowledge gaps typically included in skill-based STEM instruction, (2) systematically eliminate those gaps in the treatment group, and (3) longitudinally track the impact of each instructional condition over the course of students' undergraduate coursework in biology. It is expected that students in the CTA treatment condition will be more likely to perform better in lab-based coursework and remain in the biological sciences major to a greater degree than their counterparts in the control condition. The Broad Impacts of this project exist at two levels. First, it is determining the extent to which explicit, comprehensive problem solving instruction contributes to STEM retention. Previous descriptive studies provide strong evidence of a correlation, but few experimental studies have examined the direct causal relationship (Seymour, 2001). Second, this project is validating a general model of instructional design for STEM disciplines that can be easily transferred and adapted across fields and institutions. Instructional design methods that utilize cognitive task analysis methods to identify and generate curriculum have had a major impact on the effectiveness and efficiency of complex skills training in many non-academic arenas (Clark et al., in press). This study can validate and leverage its strengths to enhance the preparation of future scientists and provide stronger scientific reasoning skills for college graduates who enter the workforce in science-related fields. STEM TALENT EXPANSN PGM (STEP) DUE EHR Feldon, David Richard Showman Kirk Stowe University South Carolina Research Foundation SC Susan H. Hixson Standard Grant 831683 1796 SMET 9178 9150 0116000 Human Subjects 0653164 August 1, 2007 SC STEPs to STEM. The University of South Carolina (USC) is increasing the number of graduates of its science, technology, engineering and mathematics (STEM) programs through a combination of recruitment and retention efforts. A particular focus is on reaching students who are on the edge of dropping out of STEM careers due either to insufficient background or being a "late bloomer," only recently discovering an affinity for the sciences. To support these efforts the project team has established strong ties between faculty at USC and the students, counselors, and faculty from the state technical colleges, the USC branch campuses, and regional secondary schools. The recruitment plan includes i) outreach to high school career and guidance counselors, ii) continuing education credit in STEM counseling granted for successful completion of an associated professional development curriculum, and iii) the use of broad-based interdisciplinary seminar courses, along with history and philosophy of science and technology courses to attract non-STEM students to STEM disciplines. The retention plan features i) new bridge courses to prepare students for the rigors of STEM disciplines (especially calculus), ii) development of a Summer Institute to improve the "math readiness" of students and to coordinate STEM research experiences, and iii) broad-based student support activities for all STEM majors and activities that target majors with the lowest retention rates. The intellectual merit of the project rests in the strong and diverse team of faculty and administrators committed to the project and their wide-ranging interests and experiences, which are focused particularly on the "at risk" students described above. The broader impacts of the project are being felt through the comprehensive involvement of leading institutions at all levels in the state's higher education system. Such involvement affects in turn a large number of in-state students with resulting benefits to increasing the state's STEM workforce. STEM TALENT EXPANSN PGM (STEP) DUE EHR Mousseau, Timothy Duncan Buell Loren Knapp Jed Lyons Ann Johnson University South Carolina Research Foundation SC Lee L. Zia Continuing grant 1562660 1796 SMET 9178 9150 0116000 Human Subjects 0653198 September 1, 2007 Building a STEM Pipeline in Chicago. This project is a partnership between DePaul and two of the City Colleges of Chicago, Harold Washington College and Harry S Truman College, to build a pipeline for STEM students and to increase the number of DePaul STEM graduates by 30%, to increase the number of STEM minority graduates by 100%, and to increase the number of students completing associate degrees in STEM fields at the partner institutions by 10%. The project is building a supportive environment for the education of STEM majors, exposing STEM students to research opportunities early in their studies, providing opportunities for research positions and internships at Chicago area science museums, corporations, and institutes, and coordinating the curriculum at the three academic institutions to aid student matriculation. To achieve these goals, the program is implementing the following four components: (1) an ""Introduction to Research"" summer program for selected first and second year DePaul and community college students; (2) formal partnerships with local science museums and other organizations to place students in external research assistantships and educational internships; (3) student support programs, including interventions that target mathematics and science courses and build community in STEM fields; and (4) formal articulation agreements and transition programs between DePaul and local community colleges. These core activities are being coordinated with larger systemic initiatives and changes at the three institutions that will improve the educational experiences of all STEM students. The project is actively recruiting minority students, women, and others who might be unlikely to seek research experiences on their own and facilitating their placement in internal and external research and internship programs. Among the opportunities are community-based projects that have a service or cultural component, projects that have been shown to aid in recruiting minority students and women. Project evaluation includes tracking progress toward reaching final and intermediate benchmarks, tracking of all students who participate in the summer research program throughout their college careers, and surveys and focus groups to evaluate individual project components. Project results are being disseminated via brochures, publications and presentations at local, regional and national meetings. STEM TALENT EXPANSN PGM (STEP) DUE EHR Goedde, Christopher Carolyn Narasimhan DePaul University IL John F. Mateja Continuing grant 1589472 1796 SMET 9178 0116000 Human Subjects 0653199 August 1, 2007 The Academic Community for Engineering Students (ACES). The goal of the project, a joint effort between the University of Virginia (UVa) and Thomas Nelson Community College (TNCC), is to increase the number of students earning engineering baccalaureate degrees. There is an emphasis on increasing the number of graduates from underrepresented populations in engineering, primarily through the implementation of a set of proven and innovative activities designed to increase retention rates. The minimum projected program outcomes are to increase the UVa's 1st to 2nd year retention from 88% to 96% and its 5-year graduation rate from 72% to 80% and to increase TNCC transfer and three-year graduation rates from 50% to 58% over the course of the grant period. Project activities for UVa first-year and transfer students include a summer bridge program, engineering excellence workshops, an engineering peer mentoring program, a transfer student network, and a creative engineering design course. Activities for TNCC students include a professional development workshop, a UVa-to-TNCC advising and mentoring program, and a UVa-TNCC summer laboratory research program. Joint activities are an engineering open houses/community college day, campus visits, and an engineering seminar series. Also, both institutions will host social events aimed at fostering closer bonds among students and the program's institutional management, faculty, and alumni. Project activities also are making substantive contributions to research in undergraduate engineering education by providing opportunities to validate existing activities and measuring the effectiveness of new ones. The evaluation effort, which is being performed by a specialist in the UVa School of Education and Center for Institutional Assessment and Studies, is tracking the number of participants, their academic progress, and their response to the project's activities. Broader impacts include the interactions among the students and faculty members at a major university and a community college and the increase in the number and diversity of well prepared engineering graduates. STEM TALENT EXPANSN PGM (STEP) DUE EHR Vallas, Carolyn Larry Richards P. Paxton Marshall Patricia Taylor University of Virginia Main Campus VA Russell L. Pimmel Continuing grant 1167101 1796 SMET 9178 0116000 Human Subjects 0653206 September 1, 2007 Building STEM Transfer Success: A Community College Approach. This project is designed to increase the number of Estrella Mountain Community College students who complete an Associate's degree and who transfer to four-year institutions in STEM fields. A two-tiered cohort program is in place with students enrolled in either a pre-STEM cohort or a STEM cohort based on their prior level of math preparation. The students in the cohorts are being supported through expanded student recruitment, learning communities, faculty and peer mentoring, field experiences, career explorations, financial scholarship incentives, and a systemic change in mathematics instruction. The mathematics instruction is being improved campus-wide through the development of the Math Emporium as a mathematics laboratory where students work with mathematics faculty and student tutors to enrich their educational experiences in developmental and other math courses. The Math Emporium serves the needs of the student cohorts by providing access to online interactive support as well as enhanced faculty/student interactions. STEM TALENT EXPANSN PGM (STEP) DUE EHR Tippett, Bryan Rey Rivera Dwain Desbien Maricopa County Community College District AZ Sheryl A. Sorby Continuing grant 399996 1796 SMET 9178 0116000 Human Subjects 0653234 October 1, 2007 Step Partnership of San Diego. This project is creating a regional partnership of educational institutions, industry, and government agencies that form a pipeline from community college to university to Science, Technology, Engineering and Mathematics (STEM) industry. The target population is economically and/or educationally disadvantaged students in STEM fields. The goals of the this project are to increase retention of students in STEM disciplines and to increase the number of students who: a) pursue STEM academic and career pathways b) graduate with B.S. degrees in STEM fields and c) participate in STEM industry internships/research. The institutions included in this collaboration are San Diego State University, San Diego City College, and Southwestern College. The project is incorporating the Math, Engineering, Science, Achievement (MESA) Program model at each partner campus. It is enhancing efforts to provide essential services that help students excel academically, develop leadership skills, and gain exposure to industry. Team internships are being facilitated through this project to provide students with opportunities to increase their knowledge and to develop skills for academic and workplace success, and ultimately to become part of the economic development of the region. A "Guide to an Effective STEP" is being developed to disseminate the outcomes and effectiveness of the SPSD program to contribute to the national effort to increase student participation in STEM fields. STEM TALENT EXPANSN PGM (STEP) DUE EHR Bakhiet, Raga Southwestern College CA Bert E. Holmes Continuing grant 296512 1796 SMET 9178 0116000 Human Subjects 0653236 July 15, 2007 Collaborative Research: SEEC: STEM Student Enrollment and Engagement through Connections. Iowa State University (ISU) and Des Moines Area Community College (DMACC) are partnering on this project to increase the number of students graduating with a bachelor's degree in engineering at ISU and the number of students in STEM areas of study at DMACC. Retention is being increased by a new learning community model, called a learning village or meta-community. The learning village model incorporates various learning communities as well as service learning projects for engineering students in their second and third years of study. First-year and gateway engineering courses are being reviewed to better engage students, to provide flexibility, and to support transfer students. The ACCESS program makes gateway courses available through distance education. Student-centered advising broadens the diversity of students enrolled in engineering and makes students aware of the various paths to successfully completing an engineering degree, including transfer from a community college. ISU Extension is a partner on the project to develop the STEM TEC (Talent in Every County) initiative. STEM TALENT EXPANSN PGM (STEP) DUE EHR Rover, Diane Mack Shelley Steven Mickelson Frankie Laanan Monica Bruning Iowa State University IA Sheryl A. Sorby Continuing grant 1228313 1796 SMET 9178 0116000 Human Subjects 0653260 August 15, 2007 Improving Retention through Student Learning Communities. In order to increase the number of graduates obtaining bachelor degrees in the STEM fields, the College of Science is implementing a number of interventions. In addition, students in the College of Engineering also are deriving substantial benefit from these interventions. Since significant attrition, almost 50%, occurs among both freshmen and transfer students from community colleges, the new activities are focusing on retention strategies. The expectation is that up to 40% of the students now lost from STEM majors will be retained by the end this five year project. Retaining and graduating 40% of the about 50% of students who currently leave STEM majors translates into a future graduation rate of 70% of students among freshman and among junior transfer students who declare STEM majors. Creating learning communities has been shown repeatedly to improve student success, so the project is greatly expanding existing efforts in order to create an integrated learning community of participating faculty, professional advisors, undergraduate tutors and mentors, and the STEM students themselves. The students are incorporated into the learning community through use of collaborative learning approaches such as Peer-Led Team Learning (PLTL) and Process-Oriented Guided-Inquiry Learning (POGIL), highly successful learning models developed in large part with NSF funding. Three major components are the basis for these efforts: 1. Recruit and train a large cadre of talented upper division undergraduate students to act as peer leaders and course assistants (i.e., academic facilitators). 2. Provide professional development workshops for faculty who teach the "gate-keeper" STEM courses taken by entering students. 3. Enhance and expand the professional academic and career advising services, including tracking academic success of every student during each semester. Intellectual Merit: Undergraduate STEM majors are working with faculty to act as mentors and facilitators of younger students, thus providing leadership training and experience for these majors. Developing and implementing effective pedagogical approaches in selected courses is improving learning and increasing student retention. Because the College of Science sponsors large teacher preparation programs in science and mathematics, these efforts also are retaining an increased number of potential K-12 teachers. Successful outcomes will be disseminated through a combination of published articles and presentations at professional and interdisciplinary meetings; project reports will be widely available through the project website, as well as on the national PLTL and POGIL websites. Broader Impacts: The total number of U.S. citizens or permanent resident aliens graduating each year from the Colleges of Science and of Engineering is expected to increase by 332 by the end of the grant period. Local technology industries experience a significant shortage of STEM professionals, necessitating the recruitment of foreign workers on HB1 visas. Because San Jose State University historically provides more of this workforce than any other university in the region, increasing the number of STEM graduates is of immediate benefit to the local community. In addition, the project is broadening the participation of underrepresented groups as extra focus is being placed on these students. Finally, the project is enhancing the infrastructure for research and education on the campus by improving the retention of students in the College of Science and the College of Engineering. STEM TALENT EXPANSN PGM (STEP) DUE EHR Walker, Dan Maureen Scharberg San Jose State University Foundation CA Susan H. Hixson Continuing grant 1606293 1796 SMET 9178 0116000 Human Subjects 0653270 September 15, 2007 An Integrative Science Success, Teaching and Retention Program for STEM Education. The University of Texas at El Paso (UTEP) is implementing a number of activities to improve success of STEM students in the early years of their undergraduate programs, as a foundation for increased graduation rates. First, a local variant of Peer-Led-Team Learning (PLTL) already developed for chemistry is being employed to deepen students' understanding of concepts in introductory mathematics and physics. Second, a focus on enabling students to transition successfully through their second year studies cultivates professional skills such as communication, interdisciplinary teamwork, professionalism, and awareness of life-long learning needs and opportunities. Third, an alternative teaching certification academy expands the academic horizons of a selected cadre of sophomore and junior students by allowing them to explore opportunities in science education careers. Fourth, a readily accessible, on-line tutoring portal with Flash-video and other asynchronous and synchronous resources is being created to support current and future peer leaders and teachers and to provide the means to disseminate scholarly activities. The intellectual merit of the project lies in its unified curriculum reform effort that builds on an established pedagogical best practice (PLTL) and concomitant support structures and activities that promote improved retention. In addition, the project expects to contribute to scholarly research in education by i) identifying and analyzing factors that influence the transferability of a successful implementation of a PLTL variant in one discipline to other key disciplines in the introductory STEM education experience, and by ii) investigating how the systematic implementation of this pedagogical strategy in gateway coursework improves the overall retention, success, and graduation of STEM students. The project's broader impacts are felt through the collaboration of three academic units, the College of Science, the College of Engineering, and the College of Education, which promotes not only increased retention and expected graduation rates among students pursuing STEM degrees, but also among students preparing for future science and mathematics teaching careers. Moreover, the project expects to have an important impact on the diversity of the STEM work force through its goal of increasing the six-year STEM graduation rate to 50 percent by 2015. (For Hispanic-majority institutions located in the Southwest, the six-year graduation rate is closer to 25 percent.) This goal translates into an increase in the number of baccalaureate degrees conferred in STEM disciplines by 2010 to 600 per annum, of which over two-thirds are Hispanic students. STEM TALENT EXPANSN PGM (STEP) DUE EHR Flores, Benjamin Jorge Lopez Helmut Knaust Josefina Tinajero James Becvar University of Texas at El Paso TX Lee L. Zia Continuing grant 1565517 1796 SMET 9178 0116000 Human Subjects 0653277 October 1, 2007 Collaborative Research: STEP Partnership of San Diego (SPSD). This project is creating a regional partnership of educational institutions, industry, and government agencies that form a pipeline from community college to university to Science, Technology, Engineering and Mathematics (STEM) industry. The target population is economically and/or educationally disadvantaged students in STEM fields. The goals of the this project are to increase retention of students in STEM disciplines and to increase the number of students who: a) pursue STEM academic and career pathways b) graduate with B.S. degrees in STEM fields and c) participate in STEM industry internships/research. The institutions included in this collaboration are San Diego State University, San Diego City College, and Southwestern College. The project is incorporating the Math, Engineering, Science, Achievement (MESA) Program model at each partner campus. It is enhancing efforts to provide essential services that help students excel academically, develop leadership skills, and gain exposure to industry. Team internships are being facilitated through this project to provide students with opportunities to increase their knowledge and to develop skills for academic and workplace success, and ultimately to become part of the economic development of the region. A "Guide to an Effective STEP" is being developed to disseminate the outcomes and effectiveness of the SPSD program to contribute to the national effort to increase student participation in STEM fields. STEM TALENT EXPANSN PGM (STEP) DUE EHR Hayhurst, David Theresa Garcia San Diego State University Foundation CA Bert E. Holmes Continuing grant 932587 1796 SMET 9178 0116000 Human Subjects 0653280 July 15, 2007 Pathways to STEM Bachelor's and Graduate Degrees for Hispanic Students and the Role of Hispanic-Serving Institutions. This is a STEP Type 2 project that is examining the role of Hispanic serving higher education institutions in the STEM field careers of students. The investigators are describing the characteristics of Hispanic students who transfer from community colleges to BA institutions using a national data set, the college financing strategies and borrowing practices for graduate education, and the characteristics of the institutions that serve the Hispanic population. The study focuses especially on the role of community colleges in diversifying the STEM college graduates. The researchers rely on a statistical analysis of large national surveys (the survey of Recent College Graduates enhanced by the Integrated Postsecondary Education Data System). The researchers use sophisticated statistical analysis methods to test hypotheses of relationships between student institution choice and later completion. Also, the researchers are conducting a qualitative study of a selected group of Hispanic institutions that are successful in producing large numbers of STEM graduates to observe features that might have been responsible for their success with that population. The merit of this study is that it addresses the issue of Hispanics in the science and technology workforce. It also has an opportunity to impact the broader community by identifying forms of support that affect the graduate school attendance of Hispanic students. STEM TALENT EXPANSN PGM (STEP) DUE EHR Dowd, Alicia Estela Bensimon University of Southern California CA Larry E. Suter Continuing grant 667559 1796 SMET 9178 0116000 Human Subjects 0653291 October 1, 2007 STEP Partnership of San Diego. This project is creating a regional partnership of educational institutions, industry, and government agencies that form a pipeline from community college to university to Science, Technology, Engineering and Mathematics (STEM) industry. The target population is economically and/or educationally disadvantaged students in STEM fields. The goals of the this project are to increase retention of students in STEM disciplines and to increase the number of students who: a) pursue STEM academic and career pathways b) graduate with B.S. degrees in STEM fields and c) participate in STEM industry internships/research. The institutions included in this collaboration are San Diego State University, San Diego City College, and Southwestern College. The project is incorporating the Math, Engineering, Science, Achievement (MESA) Program model at each partner campus. It is enhancing efforts to provide essential services that help students excel academically, develop leadership skills, and gain exposure to industry. Team internships are being facilitated through this project to provide students with opportunities to increase their knowledge and to develop skills for academic and workplace success, and ultimately to become part of the economic development of the region. A "Guide to an Effective STEP" is being developed to disseminate the outcomes and effectiveness of the SPSD program to contribute to the national effort to increase student participation in STEM fields. STEM TALENT EXPANSN PGM (STEP) DUE EHR Ponomarenko, Alyson San Diego City College CA Bert E. Holmes Continuing grant 296512 1796 SMET 9178 0116000 Human Subjects 0653292 July 15, 2007 STEP UP - Science Talent Expansion Program in Urban Polynesia. Kapiolani Community College is implementing a comprehensive plan that adapts and integrates research-based best practices with successful campus-based innovations to increase the numbers of high school students entering STEM majors as well as the numbers of students completing associate and baccalaureate degrees in STEM fields. This plan includes integrating high school student recruitment and intensive Summer Bridge preparation; intrusive advising; supplemental instruction by peer mentors; undergraduate research in the College's evolving STEM Learning Center; faculty-student engagement in web-based course strategies and community based research and service; and e-portfolio and resume development. The College is strongly committing to prepare its diverse island students for transfer to and graduation from four-year institutions and success in STEM Careers. The project's four major goals are: 1) Increasing the number of students in the College's STEM pipeline from 185 to 485 while providing ongoing support. 2) Increasing the number of Associate in Science degree completers from zero to 290. 3) Increasing the number of students matriculating to two collaborating institutions, the University of Hawaii at Manoa (UHM) and UH Hilo (UHH), from 90 to 280. 4) Institutionalizing and providing ongoing support for STEM students in the pipeline. The College's e-portfolio system is providing assessment data on the student experience, student outcomes, as well as providing a platform for STEM student degree and career exploration and resume development. The project is also building on and extending successful STEM strategies to high achieving students, especially those of Pacific and Filipino ancestry who are under-represented in STEM fields. The Broader Impact includes extending STEM opportunities to students at six major feeder high schools, establishing an Associate in Science degree with concentrations in Life Science and Physical Science which can be adopted and adapted by other two-year campuses in the University of Hawaii system, and have statewide impact in producing additional STEM majors and degree completers. STEM undergraduate research pathways is connecting students to UH baccalaureate campuses, national research labs, and careers in STEM industries. Existing service-learning partnerships are enabling students to complete STEM-related research projects that positively impact schools, communities, and ecosystems. Regionally, successful STEM strategies are being shared through faculty and student conference and web-based presentations with 13 other Pacific island colleges through the "Islands of Opportunity: Louis Stokes Alliance for Minority Participation (LSAMP)" grant recently funded by NSF. Nationally, KCC is sharing successful STEM strategies, pathways, and degrees through faculty and student presentations at conferences of the League for Innovation in the Community Colleges, the American Society of Electrical Engineers in Honolulu in June 2007, the regional Hawaii Space Grant Consortium and Campus Compact and others. The College is also providing STEM-related civic engagement training and technical assistance for colleges and universities in ten states per year through Campus Compact. STEM TALENT EXPANSN PGM (STEP) DUE EHR Pagotto, Louise John Rand University of Hawaii HI Eileen L. Lewis Continuing grant 410632 1796 SMET 9178 9150 0116000 Human Subjects 0701867 December 1, 2006 The Role of Experimentation in STEM Education Research Projects. The proposed project will consider the best possible role of randomized field trials in research projects in STEM education research projects. Two workshops and one Summative Convocation will direct the attention of scholars to addressing the benefits of randomization for large- and small-scale STEM education research, impediments to carrying out research designs that use randomization, and important ways in which randomization could be adapted to real-world logistical constraints of schools as well as local needs. The project's intellectual merits arise from the intended value of the workshops and Convocation for clarifying research designs that best yield actionable knowledge in STEM education. Broader impacts are foreseeable through clarifying research processes that are most compatible with the interests of school-age learners. Through the two workshops and a Summative Convocation, the distinctions, issues, and debates about randomization in STEM education can be clarified and disseminated to researchers and to the professional staff of funding agencies. MSP-OTHER AWARDS DUE EHR Martinez, Michael University of California-Irvine CA Elizabeth VanderPutten Standard Grant 199985 1793 SMET 9237 9178 0702247 June 1, 2007 ATE - A National Collaboration to Strengthen the Advanced Environmental Technology Education Programs at Tribal Colleges. The Partnership for Environmental Technology Education (PETE), in conjunction with the Advanced Technology Environmental Education Center (ATEEC), is implementing a comprehensive program designed to strengthen environmental science and technology programs at the nation's Tribal Colleges. Under the guidance of a Tribal College Steering Committee, the project provides one-on-one technical assistance to nine Tribal Colleges and develops an Environmental Fellows Institute for tribal college faculty, as well as for a limited number of high schools and 4-year colleges that have articulation agreements with Tribal Colleges. Additional deliverables include an expanded Best Practices Guidebook for environmental technology programs and online resources. Project outcomes are being disseminated to all 34 Tribal Colleges, as well as the 1,200 members of the American Association of Community Colleges. This project serves Tribal Colleges across the nation by making their environmental science and technology programs reflect the beliefs and contributions of Native people. ADVANCED TECH EDUCATION PROG DUE EHR Laflin, Kirk Margaret Eggers Gale Harms Gary Halvorson Partnership for Environmental Technology Education ME Sylvia M. James Standard Grant 899927 7412 SMET 9178 9150 1032 0116000 Human Subjects 0702439 September 1, 2007 The Advanced Technology Environment and Energy Center: A Resource Center. The Advanced Technology Environmental Education Center (ATEEC) was established in 1994 as an NSF ATE Center of Excellence whose mission is to advance environmental technology education through curricula development, professional development, and program improvement in the nation's community colleges and secondary schools. This current project provides a comprehensive, market-driven Resource Center to promote professional development, teaching, training, and support to environmental and sustainable energy educational programs at the secondary and postsecondary levels. The Center has recently been renamed Advanced Technology Environment and Energy Center. The three major goals of this project are to expand ATEEC dissemination and availability of exemplary educational materials, curricula, and pedagogical practices in the areas of environmental and sustainable energy technology; to expand the web-based, digital electronic Environmental Resources Library (eERL) to include sustainable energy technology and expand the user base; and to provide professional development opportunities in the area of environmental and energy technology to high school and community college teachers. ATEEC works with business and industry, educators and government agencies to disseminate exemplary educational materials, curricula and resources in the areas of environmental and energy technology to high school and community college educators and students as well as technicians across the country. This project utilizes the national and regional Partnership for Environmental Technology Education networks, mailings, newsletters (print and electronic), the web-based eERL library, print information, exhibits, regional and national presentations, CD-ROMs, the ATEEC website, and journal articles to disseminate project activities, products, and environmental and energy technology education information. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Kabat Lensch, Ellen Kirk Laflin Maureen Clayton Eastern Iowa Community College IA David B. Campbell Continuing grant 1181215 7412 1536 SMET 9178 1032 0116000 Human Subjects 0702753 July 1, 2007 A New Systems View of Electronics for 2010. This project is developing the concept that technician education in electronics should be systems-based rather than component-based. It is developing curriculum that reflects this change in the way technicians interact with electronics. The project is: 1. Revising curricular materials and six courses, creating new materials for instructors, developing new materials for student learning and enrichment, and providing guidance for faculty to use the emerging systems view of electronics; 2. Developing a complete web-based delivery system for faculty and students for the resources associated with the Systems View for Electronics Technology; 3. Increasing enrollments in electronics technology programs by engaging the interest of both current and potential students and working adults in the real world of electronics; and 4. Ensuring the curriculum addresses the needs of industry by incorporating the most recent electronic methods, circuits, systems and practices involving simulations and online laboratories. Massachusetts Institute of Technology is contributing its experience developing iLabs, real laboratory experiences for students accessing equipment and educational materials through the internet. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Lesiecki, Michael Richard Newman Karen Mills James Hyder Maricopa County Community College District AZ Robert E. Gibbs Continuing grant 1029946 7412 1536 SMET 9178 1032 0116000 Human Subjects 0702853 July 1, 2007 Advancing Technology Literacy and Skills (ATLAS) of Elementary Educators. Advancing Technological Literacy and Skills (ATLAS) focuses on preservice instruction in technological literacy and the preparation of future elementary teachers to integrate technology and engineering concepts and activities into their elementary classrooms in accordance with the Massachusetts K-12 technology and engineering standards. The goals of the ATLAS project are to: 1) enrich community college elementary education courses with technology and engineering; 2) strengthen elementary educators' knowledge of and capabilities to teach technology, engineering, and science; 3) develop articulation pathways related to elementary technology/engineering between high schools, community colleges, and four-year institutions; 4) create a cadre of community college and four-year faculty that disseminate capabilities and curricular models to colleagues in the region and state; and 5) increase awareness among stakeholders about the importance of effective technology and engineering elementary education programs. ATLAS partners include the Museum of Science, Boston; Northern Essex Community College; Holyoke Community College; Westfield State College; Fitchburg State College; the University of Massachusetts, Amherst; several high schools; two industry partners; the Massachusetts Executive Office of Community Colleges; and three Tech Prep consortia. Education faculty from the community colleges are participating in professional development institutes offered by engineering/technology faculty and Museum of Science staff to bolster their understanding of content and pedagogical techniques for teaching elementary technology and engineering and of career options and pathways in technical fields. In turn, the faculty work with ATLAS staff to develop and implement 1) elementary education course syllabi and sequences that include technology and engineering and 2) professional development workshops for their colleagues and other educators focused on technology and engineering elementary education. Industry externships are offered to community college faculty and preservice students to expand their understanding of the technological world. ATLAS is defining coursework for elementary teacher preparation pathways leading from high school through community college to four-year institution to include Standards for Technological Literacy and Massachusetts Science and Technology/Engineering Frameworks integrated into coursework at all three levels. The project is also working to raise awareness among stakeholders regarding the need to incorporate technology and engineering into elementary education. ADVANCED TECH EDUCATION PROG DUE EHR Cunningham, Christine Christine Shaw Ann Dunphy Ellen Grondine Paul Chanley Museum of Science MA Joan T Prival Standard Grant 740649 7412 SMET 9178 1032 0116000 Human Subjects 0702872 October 1, 2007 Center for Systems Security and Information Assurance (CSSIA). The Center for Systems Security and Information Assurance (CSSIA) was established in 2003 as an ATE regional center for cybersecurity education (NSF Award No. 0302612). With renewed NSF funding, this center is continuing to develop, adapt, and enhance courses and curricula and offer training to community college and university faculty and students across a six-state region in the Midwest. The following educational institutions are collaborating in the operation of the center: * Moraine Valley Community College (Palos Hills, Illinois) * Rock Valley College (Rockford, Illinois) * University of Illinois at Springfield (Springfield, Illinois) * Indiana Institute of Technology (Fort Wayne, Indiana) * Lakeland Community College (Kirtland, Ohio) * James A. Rhodes State College (Lima, Ohio) * Washtenaw Community College (Ann Arbor, Michigan) * Madison Area Technical College (Madison, Wisconsin) * Inver Hills Community College (Grove Heights, Minnesota) The center's areas of focus in cybersecurity education include network security; digital forensics; information assurance; VoIP and convergence security; wireless security; ethics; and policy, compliance, and auditing. Each collegiate partner is leading the center's efforts in one of these areas. Major activities include: * serving as a regional resource for courses, curricula, lab materials, training, and advice; * reviewing, revising, packaging, and disseminating courseware and educational materials; * providing faculty development and train-the-trainer workshops; * building connections with new business and industry partners; * conducting outreach to secondary schools; * creating or expanding articulations between programs at the high school, community college, and university levels; * offering internships for students; and * coordinating team competitions, such as state and regional collegiate cyber defense exercises. The center is responding to the need for skilled cybersecurity professionals by increasing faculty expertise and educational programs in IT security and information assurance. Activities such as train-the-trainer workshops and student internships are designed to increase the knowledge base and number of individuals qualified to work in the IT security industry. The project team is providing technical consulting services to other educational institutions and working with business and industry to research their workforce needs, products, and emerging technologies in cybersecurity. The center is continuing to update the AAS and BS curricula that were developed during its first four years of operation. These curricula are standardized, skill-based, vendor-neutral, and replicable at other educational institutions. The curricula are also modularized, which allows for ongoing updates through the insertion of new modules that use the most current IT security and data assurance software/hardware. The center is continuing and expanding the Collegiate Cyber Defense Competition that it first coordinated in the spring of 2006. These competitions allow student teams to apply the theory and skills learned in their coursework by maintaining and enhancing a real-world business network while defending against vulnerability experts from the Cyber Defense Agency. Six state competitions are being held each year; the state winners compete for the regional title; and the regional winner then competes nationally. The center is enhancing innovative partnerships with K-12 schools and community organizations to recruit and retain underrepresented and minority populations in IT professions. The center is sponsoring IT career workshops, which introduce students in the targeted groups to IT security and data assurance professions and provide a basic skills assessment, academic advising, and other supportive services. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Spengler, Erich Merrill Mims John Sands David Durkee Kenneth McCullough Moraine Valley Community College IL Victor P. Piotrowski Continuing grant 1999986 7412 1536 SMET 9178 1032 0116000 Human Subjects 0702906 August 1, 2007 Colloborative Research: AutomationTech Hands-On Remote Labs Automation Curriculum. In AutomationTek, two institutions are developing a hands-on remote lab automation curriculum that allows learners to operate equipment such as robots, programmable logic controllers, rapid prototyping systems, and wet process control systems over the Internet. It includes detailed expert instruction, video and audio feedback, and evaluation. The structured, modular format lends itself to degree programs as well as to employed workers who need specific training. A total of 60 modules are expected to support over 2,000 learners each year. Each component takes students through a complete, progressive learning system that first teaches through simulation, and then allows interaction through real-time remote lab operation. AutomationTek draws on the partners' strong relationships with industry, experience in distance education, established articulated degree programs, emphasis on active learning and innovative instructional technology, and reputations for individualized, quality instruction. Modules that respond to workforce development, yet emphasize comprehensive education grounded in theory, develop learners who can process information, solve problems, and are ideally suited to current and future manufacturing environments. A focus on two-year programs improves access for many underrepresented learners who choose to enroll closer to home. With remote operation of equipment becoming more common in the workplace, successful remote operation of equipment for education and training supports Indiana's commitment to continued manufacturing growth and has long range potential for global impact. ADVANCED TECH EDUCATION PROG DUE EHR Arney, Donald Ivy Tech Community College of Indiana IN Herbert H. Richtol Continuing grant 266348 7412 SMET 9178 1032 0116000 Human Subjects 0702909 April 15, 2007 Increasing the Participation and Success of Community College Faculty in NSF Grant Programs. This project is delivering a series of professional development workshops designed to assist community college science, technology, engineering, and mathematics (STEM) faculty in preparing successful proposals to the National Science Foundation (NSF) programs. The project represents collaboration between the Council for Resource Development (CRD), an affiliate council of the American Association of Community Colleges (AACC), and the National Center for Telecommunications Technology (NCTT). NCTT brings its expertise in the delivery of online and web-based professional development programs to support expanded faculty outreach via special content webinars. Intellectual Merit: The activities continue a highly successful model of faculty professional development focusing on NSF grant programs and the production of high quality grant applications by community college faculty. CRD is using its regional structure to leverage the identification of host colleges while ensuring the participation of large numbers of STEM faculty. Broader Impact: The selection of sites and the scheduling of workshops are national in scope. Particular attention is being given to those states whose community colleges are underrepresented among NSF awardees. A key goal is to increase the submission rates of faculty as well as increase the likelihood of success. An evaluation is assessing the longitudinal impact of the project. A research study is designed to assess factors that promote faculty success. ADVANCED TECH EDUCATION PROG DUE EHR Budd, Steven Gordon Snyder Joan Suchorski Springfield Technical Community College MA R. Corby Hovis Standard Grant 36650 7412 SMET 9178 1032 0116000 Human Subjects 0702912 September 1, 2007 National Center For Rapid Prototyping and Additive Manufacturing Technologies (RAPIDTECH). The National Center for Rapid Prototyping and Additive Manufacturing Technologies (RAPIDTech) is a nationwide consortium of community colleges, universities, and industry. The lead community college has the unusual distinction of leading the rapid prototyping industry and keeping technician education in rapid prototyping and additive manufacturing on the cutting edge of industry. Rapid prototyping is an enabling technology that supports design, development, and manufacturing of numerous products across many industries and academic disciplines. The center is making key alliances with industry partners, professional organizations, and NSF projects and centers throughout the United States. These alliances are forming the foundation for growth and sustainability of the RAPIDTech Center. A strong consultant base is guiding the research into how these technologies can be utilized by various programs within the educational community. The center is providing faculty development workshops on the latest rapid prototyping technologies and introducing faculty to project-based curriculum materials that demonstrate proper deployment of rapid prototyping throughout the product evolution process. Thus, the center is creating curriculum of varying size and content in both text and digital formats using national standards. Learning objects, mini-modules, full modules and case studies are being used to assist faculty members with introducing rapid prototyping into a variety of STEM disciplines. Finally, the center is helping industry and schools select rapid prototyping equipment and advancing technicians who can maintain that equipment. The center is leveraging the intrinsic interest and excitement of rapid prototyping and additive manufacturing to engage a broader audience of students particularly underrepresented groups. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Patton, Ken Edward Tackett Imelda Cossette Michael Flaman Michael Jennings Saddleback College CA Gerhard L. Salinger Continuing grant 2945802 7412 1536 SMET 9178 1032 0116000 Human Subjects 0702938 August 1, 2007 Aircraft Technician Education and Training. The project is building on two prior NSF-supported projects that identified thirteen separate and unique certification areas in the avionics and electronics technician career-field. In these earlier projects the investigators developed standards, curricula, and certification testing for four of the areas (aircraft electronics, navigation systems, communication systems, and avionics and electronics system installation and integration), and they are completing the remaining ones on the current project. In doing this, they are establishing aviation industry defined and endorsed avionics and electronics standards; developing and publishing curriculum with lesson plans and student study guides for each standard; and establishing an industry recognized certification program for avionics and electronics technicians. The investigators also have a K-12 outreach initiative that involves summer workshops for teachers and counselors, FAA Aviation Career Education (ACE) Academy workshops, and a shared program with American Airlines C.R. Smith Museum. All the educational materials are available to secondary schools nationally. Evaluation, being conducted by independent evaluators, involves pre and post tests and structured interviews to monitor progress toward the project's outcomes. The investigators are disseminating their work through presentations and exhibits at major aviation conferences and trade shows, through journal publications, and through an on-line newsletter. Broader impacts include the dissemination of the developed material and the K-12 outreach programs. ADVANCED TECH EDUCATION PROG DUE EHR Curtis, Floyd Samuel Huang Tom Inman Richard Bowers Thomas Yanus Tarrant County Junior College Northeast Campus TX Russell L. Pimmel Standard Grant 657039 7412 SMET 9178 1032 0116000 Human Subjects 0702956 July 1, 2007 Planning Grant for a National Center for Energy Production and Transmission Technologies. Central Virginia Community College, in collaboration with the 12 partners in the Region 2000 Nuclear Technologies Consortium, is conducting a planning project for a National Center for Energy Production and Transmission Technologies. This Center is being designed to (a) provide leadership opportunities for educating science and engineering technicians to meet the growing demand for a highly skilled workforce in the national energy industry, utilizing the proven pipeline model which was piloted at Central Virginia Community College; (b) assist other institutions to adapt this model; and (c) serve as a clearinghouse for educational materials and research-based educational methods. The project focuses on the energy industry, defined as those organizations that are involved in the production and transmission of electric power, including fossil fuel, nuclear, and alternative energy. Planning activities include identifying the network leadership, developing regional partnerships, preparing partners to use the pipeline model, and securing all appropriate commitments. ADVANCED TECH EDUCATION PROG DUE EHR Shoun, Stanley Don Williams Central Virginia Community College VA David B. Campbell Standard Grant 67000 7412 SMET 9178 1032 0116000 Human Subjects 0702958 March 15, 2007 Mobile Media Institute/Micro-Content Media Program. This institution is completing the implementation of a Mobile Media Institute, a project that focuses on curricula and encompasses the creation, production, organization, and distribution of micro-content. Micro-content includes news, video, music, games, and supplemental educational materials specifically designed for personal electronic devices. This three year project is supporting the courses and staff development necessary to build a concentration for students who are learning to author, integrate and distribute forms of digital content for mobile deployment. The curriculum serves incoming high school and community college students, four-year university transfer students, and incumbent workers in the computer technology field. The implementation process includes developing appropriate curriculum with a hands-on internship lab component, developing partnerships with industry, and providing faculty and staff training in the new format. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Endrijonas, Erika Guy Smith Santa Barbara City College CA Michael Haney Standard Grant 296712 7412 1536 SMET 9178 1032 0116000 Human Subjects 0702960 July 1, 2007 Discover Mechatronics - Next Generation Manufacturing. Mechatronics is a manufacturing capability that integrates mechanical and electronic systems. This project is recruiting and preparing 150-200 high schools students, including minorities, females and disabled populations, for the Mechatronics program at Owensboro Community and Technical College (OCTC). Total enrollment in OCTC's manufacturing programs is expected to rise to a 10% representation of females, minorities and/or disabled populations, an increase from the current 2%. 75 high school students are enrolling in the Mechatronics Level 1 certificate program in their junior/senior years. 100% of OCTC manufacturing students are being exposed to real-life industry settings. 120 high school teachers and two-year college faculty throughout Kentucky are being trained on advanced manufacturing concepts involved in Mechatronics. The curriculum is provided by Siemens through a partnership agreement with the Kentucky Community and Technical College System, which in turn is providing training sites for the Siemens Mechatronics Systems Instructor Certification program. EXP PROG TO STIM COMP RES ADVANCED TECH EDUCATION PROG DUE EHR Autry, Dean Sheri Plain Kentucky Community & Technical College System KY Robert E. Gibbs Continuing grant 597860 9150 7412 SMET 9178 9150 1032 0116000 Human Subjects 0702976 July 1, 2007 Oklahoma Nanotechnology Education Initiative. This project is developing secondary education programs and a two-year associate degree that will advance industry's use of micro-technology and nanotechnology. To accomplish these goals, the investigators are (1) establishing strategic partnerships to create workforce development programs, (2) developing an associate degree in applied science in nanotechnology, (3) creating seamless career paths from high school programs to two-year and four-year degree programs, and (4) providing professional development opportunities to middle school, high school, and career and technology education faculty to help them integrate micro-technology and nanotechnology concepts into their programs. The program, which is preparing technicians to enter a broad range of jobs in the nanotechnology industry or one of the general scientific instrumentation fields, supports several state-level initiatives. Faculty development opportunities are reaching 450 teachers in middle and secondary schools. The project has strong mechanisms in place for attracting and retaining underrepresented and underprivileged individuals. Knowledge obtained in these efforts is helping to develop a better understanding of the workforce needs of companies in diverse industries as they incorporate nanotechnology and micro-systems technologies. The evaluation effort, which involves both internal and external evaluators, is collecting data on teachers and students from both community colleges and the K-12 system. To disseminate project results, the investigators are posting material on a website, presenting at state and national conferences, and publishing in archived journal. Broader impacts include the dissemination of the instruction, the K-12 partnerships, and the special concentration on underrepresented and underprivileged groups. EXP PROG TO STIM COMP RES ADVANCED TECH EDUCATION PROG DUE EHR Holley, Steve Sheryl Hale Oklahoma State University OK Russell L. Pimmel Continuing grant 597948 9150 7412 SMET 9178 9150 1032 0116000 Human Subjects 0702980 August 1, 2007 Biotechnology Education and Training Sequence Investment (BETSI) Phase II. Phase II of the Biotechnology Education and Training Sequence Investment (BETSI) project is preparing high school students in southern San Diego County for postsecondary education and careers in biotechnology. The project is continuing high-impact phase I education and teacher professional development activities, focusing recruiting efforts on students who have responded positively to classroom outreach, and improving parental awareness of biotech educational opportunities. Project outcomes include (1) increased community awareness of and interest in biotechnology education, (2) continued implementation of a high school outreach program, (3) expanded career options and educational opportunities for community college students, and (4) enhanced economic development for students and the biotechnology industry. The project is solidifying the college's collaboration with the Sweetwater Union High School District, strengthening the pipeline with four-year colleges and industry, and supporting a biotechnology education and training cascade that involves high schools, a community college, universities, and industry. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Bakhiet, Nouna Jon Atwater Southwestern College CA David A. Hanych Standard Grant 526099 7412 1536 SMET 9178 1032 0116000 Human Subjects 0702981 December 15, 2006 Annual Status Survey of ATE Projects and Centers for Years 2007-2008. The Evaluation Center at Western Michigan University continues to collect, via a web survey, the data needed to assess the impact and effectiveness of the Advanced Technological Education program for another two years. The survey addresses four basic questions: a) to what extent is the ATE program achieving its goals; b) to what extent it is making an impact on the individuals and groups intended; c) how effective it is when it reaches its constituents; and d) how the program can be improved. In addition, the project provides information to guide and assist projects, centers, and educators in their efforts to collect, report, and effectively use evaluative information to serve their needs. The project works with stakeholders to revise and shorten the survey to focus on collection of the most relevant information. A shortened survey is being pilot tested and revised to assure propriety and feasibility of the procedures and assure accuracy and utility of the evaluation findings. The project administers the survey, processes and analyzes the data, and prepares and disseminates reports to serve the community's information and evaluation needs. ADVANCED TECH EDUCATION PROG DUE EHR Gullickson, Arlen Western Michigan University MI Gerhard L. Salinger Standard Grant 560187 7412 SMET 9178 1032 0000099 Other Applications NEC 0702995 June 1, 2007 Incorporating 3-D Laser Scanning into Land Surveying Curricula. Land surveying (Geomatics) plays a very important role in civil engineering projects, land development, and the resolution of property boundary issues. The U.S. Labor Department's Occupational Outlook projects that the job market for surveying and mapping technicians will increase 9 to 17 percent from 2004 to 2014. With very few universities offering land surveying programs, the training of land surveying technicians occurs predominantly at community colleges. A review of the land surveying programs offered by two-year colleges, however, reveals significant gaps between the needs of the industry and training offered by the two-year institutions. Over the last few years, a new technology, 3-D laser scanning, has emerged as a very important tool in land surveying. This project incorporates this new technology into land surveying curricula by developing, testing and delivering new courses materials, including model course content, examples, assignments, laboratory activities, and field work. The course materials developed in this project can be adopted by any community college or high school in the nation. To facilitate information dissemination, workshops are training teachers who want to use this curriculum, and the contents of the curriculum are being published through both printed media and electronic media, including booklets, a website, CDs, and conference presentations. The curriculum is first being evaluated by a panel of experts from the industry, universities, the American Society of Civil Engineers, and the American Congress on Surveying and Mapping, and then implemented at Evergreen Valley College and Santa Rosa Junior College and eventually disseminated nationally. The project is a collaborative effort among industry, educational institutions, and government agencies. The project has secured support from Trimble, Santa Clara Valley Water District, HMH Engineering, Silicon Valley Land Surveying, Caltran, Santa Clara County, regional high schools, Santa Rosa Junior College, California State University at Fresno, and San Jose Sate University. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Yu, Zhanjing Evergreen Valley College CA Jill K. Singer Standard Grant 381774 7412 1536 SMET 9178 1032 0116000 Human Subjects 0702999 July 1, 2007 Mechatronics Technician. This project is addressing industry shortages of highly skilled technicians in Northern Kentucky and the greater Cincinnati area. The project is: 1. Improving and expanding certificate and degree options within the manufacturing technology programs at the college to provide a larger pool of skilled technicians; 2. Improving the knowledge and skills of postsecondary faculty from the manufacturing technology programs; and 3. Improving the recruitment of students into manufacturing technology programs. The activities of the project include the creation of a new Mechatronics Technician certificate, professional development of community college faculty, development and implementation of an outreach plan to recruit more high school students to the college technician programs, and a summer camp for secondary students. Teams are designed to carry out each of the objectives. The curriculum development is based on the materials in the Siemens Certified Mechatronics System. The mechatronics instructor is being certified through the Siemens Professional Education Center in Berlin, Germany. The Kentucky Community and Technical College System, comprising 15 colleges, is adopting the Siemens curricular materials, and has agreed to be the USA trainer for Siemens. ADVANCED TECH EDUCATION PROG DUE EHR Clarke, Anthony Richard Read Kentucky Community & Technical College System KY Robert E. Gibbs Standard Grant 598000 7412 SMET 9178 9150 1032 0116000 Human Subjects 0703001 October 1, 2007 Regional Information Systems Security Center (RISSC). In this project, a consortium consisting of Mt. San Antonio College, Long Beach City College, Cal Poly Pomona, Cal State Los Angeles, and Cal State Northridge are building educational pathways in cybersecurity in Los Angeles County and the surrounding area. The project builds on a previous grant that involved Mt. San Antonio College and Cal Poly Pomona (NSF Award No. 0302942). The project has four major concentrations: (1) Workforce Development: The consortium is increasing the number of students who complete academic programs with coursework in cybersecurity, from certificates to baccalaureate degrees. It is also increasing the number of technicians and professionals in the field who are trained in cybersecurity. The project team is implementing a structured internship program and is working with employers to evaluate the success of consortium graduates after they enter the workforce. (2) Curriculum Development, Revision, and Dissemination: The consortium is updating existing cybersecurity courses and disseminating proven models. It is developing curricula in secure coding and software assurance; developing educational pathways in network administration and security management and software/information assurance; working with K-12 schools on curriculum alignment and dual enrollment; and ensuring that new curricula are aligned with industry and national standards. (3) Professional Development for Educators: The consortium is providing training and professional development for college faculty and K-12 teachers in the region. It is hosting workshops, symposia, "boot camps," and other activities focusing on cybersecurity trends and practices, and is supporting faculty to attend related professional conferences. (4) Outreach and Partnership Development: The consortium is cultivating new partnerships with community colleges, universities, K-12 schools, industry, and professional organizations to assess regional needs and provide specific programs, activities, and curricula to address those needs. All of the institutions in the consortium are Hispanic Serving Institutions, and all have a wide student ethnic representation. These large minority enrollments, combined with targeted outreach to underrepresented populations, ensure that the project is providing cybersecurity education for traditionally underrepresented groups in the STEM disciplines. The project's Web site (http://rissc.mtsac.edu) provides links to new and enhanced curricula, information about conferences and professional development opportunities, links to vendor-neutral and vendor-specific certification programs, publications and presentations developed by project team members, and other resources. ADVANCED TECH EDUCATION PROG DUE EHR Mehta, Jaishri John Blyzka Dan Manson Parviz Partow-Navid John Hugunin Mount San Antonio College CA Victor P. Piotrowski Continuing grant 900000 7412 SMET 9178 1032 0116000 Human Subjects 0703002 October 1, 2007 MEMS, Nanotechnology, and the Silicon Run Series. This project is creating three new films to be distributed in the DVD format on 1) MEMS-Microelectromechanical Systems, 2) Nanotech I: An Introduction, and 3) Nanotech II: Manufacturing Processes. These new films continue the Silicon Run Series of nine films that have been used successfully in technician education. They enable students and faculty to get a view inside the manufacturing processes and basic science behind the exciting new products in the nano-world. The films educate and motivate students by giving them the big picture underlying their academic studies. The project is distributing free copies of the DVDs to community colleges serving as test sites and institutions on NSF's list of minority serving institutions. ADVANCED TECH EDUCATION PROG DUE EHR Carranza, Ruth Dave Hata Film Arts Foundation CA Robert E. Gibbs Standard Grant 849783 7412 SMET 9178 1032 0116000 Human Subjects 0703011 July 1, 2007 Connecticut Pathways to Innovation. This project is a collaborative effort netween the Center for 21st Century Skills at Education Connection and Connecticut's College of Technology as part of their NSF ATE Regional Center for Next Generation Manufacturing. The project also involves creating strategic partnerships with other NSF-ATE centers, such as the Boston Area Advanced Technology Education Center (BATEC), and industrial partners. A number of workforce surveys conducted by business associations and state agencies document a persistent need for technology personnel in advanced manufacturing, biomedicine, and information technology. In Connecticut, only five percent of urban high school graduates currently qualify for entrance to postsecondary Science, Technology, Engineering and Mathematics (STEM) programs. Therefore, an effective effort is needed to provide educational opportunities that engage underrepresented students in the inner cities. Without access to engaging STEM experiences and exposure to role models who have succeeded in STEM related careers, it is unlikely that a significant number of underrepresented students will consider preparing for technical fields. The project addresses workforce, pedagogical, and underrepresented student recruitment issues. A mature and proven intervention method is used that has been successfully implemented over the last five years that involves the creation of Research and Development Challenges. This annual contest requires teams of students with guidance from mentors to research, develop, design, and present solutions to technical challenges. These solutions are evaluated by industry and community college judges. The educational experiences are specifically designed to increase the number of underrepresented students pursuing associate degrees. The project strengthens the relationships between the high school and the community college educators. It provides an educational continuum of articulated courses and experiential learning activities, which help (a) assure successful transition into Connecticut's College of Technology and (b) produce the next generation of students who can support and sustain Connecticut's technical workforce and ultimately the economy. ADVANCED TECH EDUCATION PROG DUE EHR Mino, Michael Karen Wosczyna-Birch Florence Hudson Education Connection CT Duncan E. McBride Continuing grant 881605 7412 SMET 9178 1032 0116000 Human Subjects 0703018 July 1, 2007 National Center of Excellence in Welding Education and Training (NCWET). The National Center for Welding Education and Training (NCWET), also known as WELD-ED, is increasing the number of science and engineering welding technicians to meet workforce demands. The Center furthers comprehensive reform in welding education by providing technologically current educational materials and professional development opportunities to two-year colleges and other educational institutions. The focus is on welding technician education at community colleges, but secondary and university education are being advanced with a 2+2+2 model of vertical articulation. Intellectual Merit: The welding industry in the United States is economically large, technically diverse, and has documented educational needs and considers technician education and training as essential to advanced manufacturing. The Center envisions education driven by industry needs through a network of nine regional partner colleges. The project team represents five major corporations, four industry associations, ten educational institutions, two government facilities, and one professional society. One of the corporate advisors directs a large commercial educational facility with ties to union training facilities. National conferences, print media, and web casts supplement faculty workshops at convenient regional locations and online courses. Faculty are being exposed to state-of-the-art welding equipment and welding methods in modern factories where their students will work. Development of a contemporary welding technician curriculum is providing the curricular foundation for the Center. Joining the partner colleges is the American Welding Society (AWS), the primary professional society for welding worldwide. AWS has ready-made dissemination networks through its education committees and a professional development program for educators. The AWS Foundation plans to commit proceeds of a future endowment to sustain the Center. Broader Impacts: Collaboration with the Manufacturing Skills Standards Council (MSSC) and other employers and educational institutions assures that the education of welding technicians for the modern workforce is the priority of the Center. Allied modern processes such as brazing, soldering, cutting, and thermal spray (coatings) are being considered as well as robotic welding and process control. Organizations and initiatives interested in increasing the diversity of the workforce (including the The Dream It! Do It! Campaign of the National Association of Manufacturers' (NAM)) are partnering with the Center to recruit and retain students. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Smith, Kenneth Monica Pfarr Kelly Zelesnik Thomas Annable Ernest Levert Lorain County Community College OH David B. Campbell Continuing grant 3643240 7412 1536 SMET 9178 1032 0116000 Human Subjects 0703026 September 1, 2007 From STEM to Stern: An Education to Industry Research, Action, Change Project to Develop Long-Term Employer-Education Partnerships. Research has shown that while employers may be supportive of two-year college information technology (IT) programs, they are more likely to hire four-year college graduates for IT positions. At the same time, technician education programs in community colleges provide industry driven instruction including an emphasis on the employability skills. To address this issue that affects U.S. innovation and competitiveness in global markets, the National Workforce Center for Emerging Technologies (NWCET), the Career Center at Bellevue Community College, and the Community College Research Center at Columbia University (CCRC) partner to determine employers' IT requirements for the workforce and to communicate to them the qualities of two-year college educated IT technicians in a three pronged approach. Two-year college students in science, technology, engineering and mathematics (STEM) disciplines with an IT emphasis engage in workplace experiences with employer and faculty mentors. Two-year college faculty also engage in exchanges with employers such as externships and job shadowing. Research is done to document employer perceptions and receptivity to recruiting and retention of two-year college graduates. A conference held at the beginning of the project is used to determine industry requirements as seen by personnel at various levels in business and industry and to make connections for the student mentoring and faculty exchanges. ADVANCED TECH EDUCATION PROG DUE EHR Mikolaski, Sandra Cheryl Vermilyea Thomas Bailey Robert Hobbs Izad Khormaee Bellevue Community College WA Gerhard L. Salinger Standard Grant 874888 7412 SMET 9178 1032 0116000 Human Subjects 0703033 June 1, 2007 Life Sciences Technical Training in Southern Indiana. Ivy Tech Community College is partnering with Indiana University, industry, and a high school to improve biotechnology education at the secondary and community college levels, and increase the number of technicians available for employment in south-central Indiana's growing life sciences industry. The project is expanding Ivy Tech's biotechnology program by (1) developing new certificate programs in life science-related biotechnology, (2) building a pilot plant that provides students with realistic biotechnology job training experiences, (3) creating a Life Science Academy at a local high school to address gaps in high school students' math, communications, and scientific thinking skills, and (4) providing teachers at the high school with professional development. Target populations include high school students, community college students, displaced workers, and college students living in a rural region of Indiana. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Lee, Sengyong James Bonner Ivy Tech Community College of Indiana IN David A. Hanych Standard Grant 549798 7412 1536 SMET 9178 1032 0116000 Human Subjects 0703040 July 15, 2007 Massachusetts Technician Education Collaborative (Mass-TEC). Interdisciplinary (99) The Massachusetts Technician Education Collaborative (Mass-TEC) project is seeking to increase interest and pursuit of employment in technical fields among potential workers. This is being achieved by increasing the frequency and effectiveness of advocacy for the technical employment and education conveyed by parents, teachers, and career counselors. Specific project activities include 1) identifying impediments that limit or prevent career influencers from guiding adult job seekers and students toward the pursuit of technician education programs and advanced manufacturing careers; 2) increasing the frequency and effectiveness of career influencers' efforts to guide adult job seekers and students toward pursuit of technician education programs and advanced manufacturing careers; 3) determining a strategy for institutionalizing effective public communications campaign and outreach strategies; and 4) building a replicable model for conducting grassroots public communications and outreach campaigns. Mass-TEC is leveraging the experience of existing NSF ATE projects and centers, utilizing a strong conceptual and results foundation for its work. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Rentsch, Kathy Martha Cyr Robert Richardson Joseph Buckley Elsa Rivera Quinsigamond Community College MA Lance C. Perez Continuing grant 750000 7412 1536 SMET 9178 1032 0116000 Human Subjects 0703041 September 1, 2007 NCTT: Enterprise Community of Practice. As an NSF ATE Center for Excellence, the National Center for Telecommunications Technology (NCTT) has led the development of work-relevant, industry-validated Information and Communications Technology (ICT) curricula and materials for use in programs spanning Grade 11 through community college and four-year college levels. NCTT has now established formal regional partnerships with 10 academic institutions in different regions of the U.S and is reviewing partnership opportunities with a number of other institutions. NCTT has also provided extensive opportunities for faculty professional growth including workshops, seminars, emerging web-based content, and career awareness for both traditional and non-traditional learners in ICT disciplines. Strategic partnerships have been forged with business, industry and academic organizations to develop a nationally validated set of ICT skill standards. The unique content and curriculum developed by NCTT integrates engineering technology and skill standards and continues to be math and science focused. This project builds upon those activities to transition technician education to the next level in addressing the workforce skills and needs of the ICT industry. NCTT establishes a Workforce Development Enterprise Community of Practice that integrates workforce, business, educational institutions and learners to determine the competencies needed by technicians who can work effectively in an environment of connected technologies - in which information technologies are integrated with diverse communications technologies. Also established is an open content system to develop and modify new curricula as a result of interactions with each other and with industry. Dissemination of information is through workshops and use of emerging technologies. ADVANCED TECH EDUCATION PROG DUE EHR Snyder, Gordon Vincent DiNoto Michael Qaissaunee Ann Beheler Springfield Technical Community College MA Gerhard L. Salinger Standard Grant 400000 7412 SMET 9178 1032 0116000 Human Subjects 0703045 June 15, 2007 Faculty Development Summer Institutes in Automotive Hybrid Vehicle Technology. Community college faculty from across the U.S. are participating in a week-long summer institute to learn about cutting-edge advanced hybrid vehicle technology from Toyota, Honda, Ford, and General Motors industry leaders. They are then using the concepts and new knowledge in their classrooms. Extensive academic year follow-up activities include electronic discussion groups, a resource repository, an on-line follow up session, and interactions with participants from an earlier workshop. The project is developing a community of practice to help automotive faculty keep pace with rapidly developing hybrid vehicle technologies, particularly through recruiting faculty who teach at institutions with large numbers of underserved populations. The project is evaluating project-related curriculum enhancements and numbers of students impacted. Project results and deliverables are being disseminated through a website and presentations at national conferences. ADVANCED TECH EDUCATION PROG DUE EHR Kent, Rex Michael Garblik Sinclair Community College OH Lance C. Perez Standard Grant 131691 7412 SMET 9178 1032 0116000 Human Subjects 0703054 September 1, 2007 Technology Learning Academy. Engineering - Engineering Technology (58) This project is implementing several activities designed to increase the number of students entering technology and engineering fields. The Technology Learning Academy includes and integrates faculty development, mandatory student orientation, personalized academic advisement, specialized blocked and linked courses, learning communities, and tutoring and writing intensive courses, all of which are facilitating close interaction between students, faculty, adjuncts and staff throughout the students' academic career. These activities are strengthening the students' academic, vocational and technical skills. As a result, the activities are increasing the retention rate of technology students, and subsequently increasing the numbers of graduates who continue on to four year programs. National dissemination of these activities is being facilitated through existing partnerships with, and representation on regional and national networks of community college leaders which are involved in the Academy. Additional dissemination is occurring through national conferences and peer-reviewed journals. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Stigliano, Vincent David Lieberman Stuart Asser Paul Marchese Todd Holden CUNY Queensborough Community College NY Lance C. Perez Continuing grant 723969 7412 1536 SMET 9178 1032 0116000 Human Subjects 0703061 June 15, 2007 Virtual Simulated Inspection (ViSIns) Laboratory: Using Interactive 3D Knowledge Objects to Promote Learning for Non-Destructive Inspection in Aviation Maintenance Technology. The project, a collaboration among Greenville Technical College, Clemson University, North Carolina A&T University, Embry Riddle Aeronautical University, and Trident Technical College, is developing and implementing a virtual simulated inspection (ViSIns) laboratory. The laboratory is a national resource for the use of high fidelity 3-D knowledge objects to train aircraft maintenance technology students. The project is developing and disseminating curriculum and education materials based on the ViSIns laboratory to support the training in non-destructive methods in aircraft inspection and maintenance training operations. It also is providing professional development in the use and assessment of ViSIns for college teaching faculty members and in the use of virtual reality as a pedagogical tool for regional secondary school teachers. In addition, the project is assessing the effectiveness of ViSIns in supporting inspection and maintenance training and the transferability of the training to on-the-job skills. The industry partners contribute experienced practitioners, a diversity of inspection tasks, and test beds for integrating the virtual reality products. This effort is filling state and national needs for well-prepared students entering the aircraft maintenance industry, and it is providing a better understanding of the use of 3D knowledge objects as a pedagogical tool. The evaluation effort, led by an outside evaluator, is using surveys from high school and community college students and from employers. Dissemination plans include presenting the material through project websites, faculty and teacher development workshops, journal publication, and conferences presentations at the aviation maintenance, FAA, and technician education meetings. The broader impacts include dissemination of the instructional materials and outreach. ADVANCED TECH EDUCATION PROG DUE EHR Washburn, Carl Andrew Duchowski Anand Gramopadhye Mary Kurz James Crocker Greenville Technical College SC Russell L. Pimmel Continuing grant 886886 7412 SMET 9178 9150 1032 0703070 October 1, 2007 Computer Engineering Technology Security Curriculum Expansion and Enhancement. In response to workforce needs in central Florida, this project is developing and implementing a cybersecurity specialization within an AS degree program in Computer Engineering Technology (CET). Project objectives include increasing the number of full-time entering students declaring a major in CET by 5% each year, increasing retention rates for targeted CET students by 5% by the end of the project period, and increasing placement rates for targeted CET completers by 5% by the end of the project period. The project is undertaking a number of activities related to curriculum and program development, faculty development, and articulation, including: * establishing qualifications for cybersecurity professionals; * establishing strong partnerships between two-year and four-year institutions, business, industry, and government; * developing articulation agreements between local institutions (especially between Valencia Community College and the University of Central Florida); * integrating certification requirements into courses and programs; * aligning and adapting courses and course content; * preparing students for immediate employment and continued career advancement; * using the National Security Agency categorization of security positions as a framework for developing program requirements; * developing collaborative activities across institutions to promote cybersecurity careers; and * providing faculty with training on the most effective instructional methods for maximizing student learning. Data being collected as indicators of success include course enrollment, retention, and completion; declared majors; program completion; placements; participation of underrepresented groups; and timely completion of project activities. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Yousif, Wael Gaby Hawat George Rausch Valencia Community College FL Victor P. Piotrowski Standard Grant 547203 7412 1536 SMET 9178 1032 0116000 Human Subjects 0703081 June 1, 2007 Project ESTEEM (Equitable Science, Technology, Engineering, Education, and Mathematics). Project ESTEEM is a collaboration of faculty from Hofstra's Center for Technological Literacy, CUNY Queensborough Community College, and Nassau Community College to develop a framework for infusing gender equitable information and materials into science, technology, engineering, and mathematics (STEM) curriculum at community colleges. Project ESTEEM enhances women's opportunities to succeed in STEM studies leading to further education and careers in STEM disciplines. The framework helps teachers, publishers and curriculum developers to infuse equity into existing curriculum materials, rather than to develop new equity materials. Two example curriculum modules from partner ATE Centers of Excellence are adapted as exemplary models of how to adapt existing curriculum. The framework is broadly applicable to all STEM curriculum materials at all levels of education. ADVANCED TECH EDUCATION PROG DUE EHR Hunter, Margaret David Burghardt Michael Hacker Theresa Vecchiarelli Monica Trujillo Hofstra University NY Ginger H. Rowell Continuing grant 724880 7412 SMET 9178 1032 0116000 Human Subjects 0703087 June 1, 2007 Computational Science Program for Ohio Community and Technical Colleges. The major goal of this ATE project is to complete a statewide computational science curriculum by developing associate degree programs that are the middle of a statewide 2+2+2 articulation from high school to the community colleges through university baccalaureate degree programs. The project is: 1) creating an all Ohio inter-institutional associate degree program in computational science for science majors; 2) producing new instructional modules and initiating courses in computational methods for biology, chemistry, and physics; 3) developing a model articulation agreement from high school through baccalaureate programs; 4) providing professional development for high school and community college faculty to encourage widespread adoption of the curriculum; and 5) establishing a model for a shared program that can be replicated nationally. Project partners include the Ohio Supercomputer Center, three community colleges (Owens Community College, Toledo, OH; Sinclair Community College, Dayton, OH; and Stark State College of Technology, Canton, OH), and Project Lead the Way. Intellectual Merit: Computational science and the use of modeling and simulation have been cited as keys to continued U. S. leadership in science and engineering. The project is creating shared multi-institutional educational modules and an associate degree program that interests a broader range of students in science careers, improves their retention in the calculus sequence, and provides strong linkages to high school teachers and students and baccalaureate degree programs. Broader Impacts: Professional development activities for faculty at high schools and Appalachian institutions disseminate the project benefits to underserved rural areas of the state. Faculty and students from those underserved areas are given multiple mechanisms to advance their own academic careers via access to local community colleges, online instructional materials and courses, and high school courses through the Project Lead the Way program. ADVANCED TECH EDUCATION PROG DUE EHR Gordon, Steven James Perry Arthur Ross Jean Zorko Ohio State University Research Foundation OH Daniel P. Maki Continuing grant 695404 7412 SMET 9178 1032 0116000 Human Subjects 0703096 July 15, 2007 Planning Grant for Institution-Level Reform of Technology Programs. This ATE planning project is reforming technology program competencies to meet current industry workforce needs, is creating a multi-disciplinary technology program that allows students to graduate with a broader skill set relevant to industry needs, and is expanding enrollment, engagement, and retention of new and incumbent workers in the technology programs. The project focuses on strengthening and institutionalizing permanent connections with local employers, thereby allowing the institution to meet the emerging educational needs of industry. In conjunction with the Industry Advisory Committee, the project is conducting an industry skills and knowledge needs assessment and cross-walking the assessment results with course competencies. Needed skill sets are being incorporated into course outcomes, and curriculum reform is being undertaken using a project-based learning approach. The institution is streamlining a myriad of technology degree programs into one multi-disciplinary technology degree. They are collaborating with the SC ATE Center for Excellence and National Resource Center for Engineering Technology Education at Florence-Darlington Technical College. SC ATE provides professional development and assistance with curriculum reform. ADVANCED TECH EDUCATION PROG DUE EHR Hartranft, Keith Karen Parker Northampton Community College PA Herbert H. Richtol Standard Grant 149986 7412 SMET 9178 1032 0116000 Human Subjects 0703097 September 1, 2007 Boston Area Advanced Technological Education Connections (BATEC). The Boston Area Advanced Technology Education Center (BATEC) transforms education the information technology (IT) professional for the 21st century by: (1) developing curriculum that is regionally connected, advanced in content and pedagogy, and industry-linked; (2) providing professional development experiences for educators so they can deliver relevant, standards-based programs of instruction that model the reality of the workplace; (3) attracting and advancing a diverse population of technology students who can effectively meet the challenges of emerging technologies and changing economies; and (4) connecting education, industry and community to promote mutually beneficial partnerships. The Center focuses on pedagogical transformation to assist educators in the successful adaptation, enhancement, and implementation of "BATEC stamped" curriculum and other best practice materials that provide an articulated sequence of courses in high schools, two-year colleges, and the University of Massachusetts/Boston. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Boisvert, Deborah Barry Werner Richard Boulware Jibril Salaam Joyce LaTulippe University of Massachusetts Boston MA Gerhard L. Salinger Continuing grant 2123968 7412 1536 SMET 9178 1032 0116000 Human Subjects 0703100 June 15, 2007 Innovation Valley Nanotechnology Education Planning Grant. This project supports planning for an ATE Regional Center for nanotechnology workforce education. The project team includes K-12 school systems, two-year and four-year colleges, and business leaders of the Tennessee Innovation Valley Nano Alliance. In order to support the growth of Tennessee's Innovation Valley, educational institutions and local industries are developing high-quality programs to educate skilled, versatile nanotechnology technicians. Intellectual merit: The project team is using a collaborative planning process that is influencing science, math, and technology education at the secondary and postsecondary levels. The planning process includes: identifiying appropriate fields of nanotechnology education that can have the greatest positive impact on the regional economy; identifying industry and academic skill standards; identifying best practices in curriculum and instructional delivery in the region; strengthening partnerships among the various organizations; identifying professional development needs; identifying needs and barriers to recruitment of students and developing strategies to address them; and developing an operational structure for implementation of regional center activities. Broader impacts: This project is increasing collaboration among regional educational institutions, business and industry, and scientific research organizations, and supporting students from middle school through college programs and into the workplace. The project is also developing strategies for extending access and broadening participation of underrepresented and underserved groups. There is strong support from the state of Tennessee that helps ensure wide impact within the state. ADVANCED TECH EDUCATION PROG DUE EHR Murray, William Russell Schubert George Meghabghab Roane State Community College TN Duncan E. McBride Standard Grant 49661 7412 SMET 9178 1032 0116000 Human Subjects 0703104 June 1, 2007 Robotics Corridor Phase II. This project is forming a broadly-based partnership in Pennsylvania to grow a technically trained workforce for a steadily expanding robotics industry. The project is: 1. Adding a Robotics Certificate program and a Robotics Engineering Technology Associate Degree program to the Pennsylvania Community College system with articulation agreements that lead to a baccalaureate degree designed to support advanced manufacturing and robotics industry statewide; 2. Providing advanced technical training to high school and college faculty in robotics systems; 3. Implementing "college in the high school programs" enabling high school students to receive college credits in electronics, parametric solid modeling, programming, and robotics engineering; 4. Offering a Robotics Technician Certificate to workers demonstrating entry level job readiness; 5. Improving the quality of students pursuing Technology Education, Engineering Technology, and Engineering undergraduate degrees by improving high school teacher competency; and 6. Assessing the impact the Robotics Corridor Project has on growth of students' and teachers' mathematical competency, a skill critical to technicians today. The Heinz Foundation is a major contributor to the project, which is impacting about 10 college faculty, 300 high school teachers, 1,000 undergraduate students, and 6,000 high school students. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Shoop, Robin Carnegie-Mellon University PA Robert E. Gibbs Continuing grant 900000 7412 1536 SMET 9178 1032 0703107 September 1, 2007 Pathways to Chemical Technology Education and Careers. The Pathways to Chemical Technology Education and Careers (PCTEC) program is bringing together a partnership of three community colleges, a four year college, the New York City Department of Environmental Protection (NYC DEP), the United States Food and Drug Administration (US FDA) Northeast Regional Laboratories and the collaborating New York City high schools to create an educational pathway from K-12 to A.A.S./A.S. to B.A./B.S. chemical science and technology programs. This PCTEC program is increasing recruitment and retention of high school and college students - mainly under represented minorities in Science, Technology, Engineering and Mathematics (STEM). The increase in students is being accomplished by: a) 2+2 program articulation agreements that will ensure seamless transfer of students from 2-year to 4-year programs; b) student summer internship program with the partnering agencies to provide students with hands-on technical experience; c) high school faculty and student summer institutes that will enrich high school science courses increasing recruitment to college STEM programs; and d) faculty professional development workshops to spur the development of courses and programs at 2-year and 4-year colleges. Student orientation workshops, institutes and presentations, designed to stimulate interest in cutting edge interdisciplinary research and applications, are enhancing recruitment of high school and freshman college students into STEM courses and programs. Bronx Community College, Kingsborough Community College, Queensborough Community College, and York College have established a partnership to provide this pathway to chemistry and STEM from A.S/A.A.S. to B.A/B.S degrees. The project evaluation is directly relating to the project goals, objectives, and activities. Formative and summative assessments and evaluation are being performed on the students' experiences in each component of the project as well as monitoring student recruitment, participation, retention, degree completion, and career outcomes. The broader impacts of this project are fourfold. The project is providing (1) a summer internship program for 30 college students per year; (2) professional development workshops for 10 college and 25 high school STEM faculty every year; (3) summer institutes for 30 high school students; and (4) orientations and enrichment workshops on college campuses for 500 high school students. Other enrichment activities are orientation and informal presentations and sessions by STEM faculty with more than 500 hundred high school students and 500 hundred freshman college students per year. The primary long term impact is being realized through the articulation agreements that will provide community college students support for their science courses and program as well as providing seamless transfer to York College STEM programs. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Meleties, Panayiotis Paris Svoronos Thomas Brennan Ruel Desamero Patrick Lloyd CUNY York College NY Eileen L. Lewis Continuing grant 896350 7412 1536 SMET 9178 1032 0116000 Human Subjects 0703112 August 1, 2007 Collaborative Research: AutomationTek Hands-On Remote Labs Automation Curriculum. In AutomationTek, two institutions are developing a hands-on remote lab automation curriculum that allows learners to operate equipment such as robots, programmable logic controllers, rapid prototyping systems, and wet process control systems over the Internet. It includes detailed expert instruction, video and audio feedback, and evaluation. The structured, modular format lends itself to degree programs as well as to employed workers who need specific training. A total of 60 modules are expected to support over 2,000 learners each year. Each component takes students through a complete, progressive learning system that first teaches through simulation, and then allows interaction through real-time remote lab operation. AutomationTek draws on the partners' strong relationships with industry, experience in distance education, established articulated degree programs, emphasis on active learning and innovative instructional technology, and reputations for individualized, quality instruction. Modules that respond to workforce development, yet emphasize comprehensive education grounded in theory, develop learners who can process information, solve problems, and are ideally suited to current and future manufacturing environments. A focus on two-year programs improves access for many underrepresented learners who choose to enroll closer to home. With remote operation of equipment becoming more common in the workplace, successful remote operation of equipment for education and training supports Indiana's commitment to continued manufacturing growth and has long range potential for global impact. ADVANCED TECH EDUCATION PROG DUE EHR Cockrell, Gerald Joe Ashby Indiana State University IN Herbert H. Richtol Continuing grant 483650 7412 SMET 9178 1032 0116000 Human Subjects 0703115 August 15, 2007 Taking Delaware's Biotechnology Education to the Next Level. "Taking Delaware's Biotechnology Education to the Next Level" is helping to meet workforce demand in the region's growing biotechnology industry by expanding and enhancing educational capacity at Delaware Technical and Community College. The project is upgrading basic laboratory facilities, offering faculty professional development opportunities, and establishing a new focus on research methodologies in the biotechnology associate degree program that includes student research internships. Faculty are preparing to teach advanced biotechnology and upper-level science courses by participating in workshops, conferences, and semi-annual meetings relevant to the new curricula. Statewide in-service workshops for secondary school science teachers are improving their technical skills and providing them with up-to-date science content and laboratory experiences that they can incorporate into their courses. This, in turn, is resulting in better preparation of secondary students for the biotechnology program at the community college level. In response to the range of training needs in the region's labor markets, the biotechnology curriculum is being enhanced to include a new focus on research methodology. Biotechnology students are being introduced to the basic concepts and methodology of research in a new first-year course. Further training in research methodologies, including internships in regional biotechnology companies, is being integrated across the curriculum. The project is providing equipment necessary to support the enhanced curriculum, such as spectrophotometers, electronic balances and thermocyclers. The project's broader impacts include its focus on addressing regional workforce needs and on increasing opportunities for underrepresented groups to pursue STEM education and career pathways. A multi-tiered evaluation program includes periodic meetings with a statewide and a national advisory committee. These committees are being informed by evaluation reports prepared by an external consultant based on data collected from a number of instruments designed to assess the outcomes and impacts of specific project activities. Educational materials, evaluation instruments and assessment results are being shared with the general academic community via presentations at local, regional and national conferences, journal publications, and via the national Bio-Link network's website and summer fellows program. EXP PROG TO STIM COMP RES ADVANCED TECH EDUCATION PROG DUE EHR Wiggins, Barbara Joan Barber Nancy Campbell Delaware Technical & Community College Central Office DE Linnea A. Fletcher Standard Grant 499973 9150 7412 SMET 9178 9150 1032 0116000 Human Subjects 0703117 September 1, 2007 Biosystems Technology ATE Project. Clemson University (CU) and Greenville Technical College (GTC) are partnering to develop a three-tiered education program in biosystems technology for secondary, technical college and university technical program students, and pre-service and in-service secondary agriculture education teachers. Biosystems technology includes agricultural science, agricultural mechanization, applied biology, engineering sciences, and engineering technology. The goals of the Biosystems Technology ATE Project are to expand the engineering, technology, life science, agriculture, and mathematics knowledge base of individuals at the secondary, community college and university levels, and to stimulate student interest in biosystems technology. To achieve its goals, the project is (1) developing a curriculum-based high school-level biosystems technology program that articulates with GTC, (2) developing a biosystems technology certificate program at GTC that articulates with CU, and (3) developing a biosystems technology minor at CU. The project is meeting South Carolina's growing workforce needs in the bioprocessing and bioenergy industries. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Drapcho, Caye Thomas Dobbins Matthew Greene Clemson University SC David A. Hanych Standard Grant 878750 7412 1536 SMET 9178 9150 1032 0116000 Human Subjects 0703118 June 15, 2007 South Texas Undergraduate Curriculum Consortium for Educating Biotechnical Science Students (SUCCESS). Del Mar College (DMC) and Texas A&M University at Corpus Christi (TAMU-CC), two Hispanic-serving institutions, are collaborating with a local workforce board, a national laboratory, a university, and industry to create a new biotechnology program for South Texas. The goals of the project are to (1) develop a new biotechnology program at DMC that teaches current research and laboratory procedures in agricultural and medical biotechnology, (2) build a customized workforce of underrepresented technicians for local employment in the life science industry, (3) improve students' scientific literacy through inquiry-based learning, (4) incorporate instructional technology into new and existing certificate and associates degree courses, and (5) provide professional development for high school and college educators. Project deliverables include a new biotechnology program, a course website, new and revised biotechnology-related courses, teacher institutes, student research internships, project-related reports, and articulation agreements. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Hatherill, John Kirk Cammarata Jonda Halcomb Texas Engineering Experiment Station TX David A. Hanych Standard Grant 865532 7412 1536 SMET 9178 1032 0116000 Human Subjects 0703123 July 1, 2007 Development and Field Test of an Internet-based Multimedia Simulation and Remote Laboratory System of Laser Cladding Technology for Technicians. This project is developing and field testing Internet-based, multimedia-interfaced, and database-supported laser cladding simulation modules and a supporting remote laboratory. It introduces this technology to a variety of two-year college disciplines, including aviation maintenance and welding. This project builds upon the prior work of the principal investigator at Alion Science and Technology that developed and commercialized the robotic direct-diode laser cladding technology as an emerging high-quality and low-cost process for the remanufacturing industry. The project is harnessing synergistic laser cladding across disciplines and applications that have a significant impact on national defense, energy, and transportation industries. It enables industrial laser operation, safety, and part processing training in an authentic robotically guided laser cell, which otherwise would not be possible in a conventional two-year community college laboratory. The project includes a number of industry partners leading the field of laser cladding equipment and applications. Project results are being disseminated through the Manufacturing Education Resource Center, as well as through faculty professional development workshops and two-year college field tests. ADVANCED TECH EDUCATION PROG DUE EHR Johnson, Richard Xueshu Song Philip Pilcher Charles Billman Promod Vohra Northern Illinois University IL Lance C. Perez Continuing grant 849999 7412 SMET 9178 1032 0116000 Human Subjects 0703130 July 1, 2007 Advancing the Impact of STEM Education: The Community College Leadership Role. This project features seven interrelated activities designed to advance community college leadership in the science, technology, engineering, and mathematics (STEM) fields; to encourage the development of ATE-related programs in more community colleges; and to promote the value, accomplishments, and impact of the ATE program in and beyond the education field. The activities, which build upon the successes of previous efforts, include the following: (a) Three National ATE Principal Investigators (PI) Conferences in 2008, 2009, and 2010; (b) AACC MentorLinks program to help ten community colleges establish new programs or strengthen existing programs in STEM fields; (c) One special topic meeting focused on a prevailing issue in technician education; (d) Two AACC briefs, one focusing on the outcomes of the MentorLinks program, and the other focusing on the outcomes of the special topic meeting, that feature promising practices and resources; (e) A publication highlighting ATE projects entitled ATE Projects Impact; (f) Increased dissemination of information about ATE programs and their impact on the AACC web site; a public awareness and media outreach strategy; and publications, presentations, feature stories, and conference proceedings; and (g) Evaluation. Intellectual Merit: The activities advance the knowledge and understanding of various STEM disciplines and the strategies used to build and strengthen STEM programs. They are designed to enrich and expand the current network of institutions in the forefront of technological education reform; support that network by advancing opportunities for professional development and mentoring programs that provide venues and forums for identifying issues and solutions to challenging areas; and increase dissemination of information about successful programs and their national significance. Broader Impact: These activities help community college leaders make the important connections and partnerships necessary to build and sustain STEM programs. The networking at previous ATE Conferences has led to numerous interactions among participants, involving the sharing of materials, the exchange of visits to campuses, and work on collaborative projects. This project is increasing this impact through development of additional targeted outreach and dissemination strategies. These activities are expanding, shaping, and focusing the future of the ATE program as it positions itself to meet the increasing demand for a trained technical workforce amid the challenges of maintaining U.S. competitiveness in a global economy. ADVANCED TECH EDUCATION PROG DUE EHR Barnett, Lynn Ellen Hause American Association of Community Colleges DC Gerhard L. Salinger Continuing grant 2912975 7412 SMET 9178 1032 0116000 Human Subjects 0703140 June 1, 2007 Geospatial Technician Education through Virginia Community Colleges: An Integrated Approach in the Commonwealth of Virginia (GTEVCC). Virginia Space Grant Consortium (VSGC), the Virginia Community College System (VCCS), three Community Colleges (John Tyler Community College-JTCC, Tidewater Community College-TCC, and Virginia Western Community College-VWCC), and the Virginia Geospatial Extension Program (VGEP) at Virginia Tech are partners in the project. The vision is to make Virginia's Community Colleges the preferred source for geospatial technician education and geospatial workforce retraining in the Commonwealth. The overarching goal is to provide industry and public agencies with a larger pool of geospatially skilled technicians. The project is led by a Steering Committee comprised of partners selected for their expertise in geospatial technology, workforce needs, professional development, and curriculum development. Project activities and deliverables are being accomplished through Working Groups in the following areas: 1) Workforce Needs, 2) Curriculum and Formal Education, 3) Professional Development for Faculty and Teachers, 4) Web Resources, 5) Career Awareness, 6) Diversity/Recruitment, 7) Linkage to NSF-ATE Centers and Other Resources, 8) Sustainability, and 9) Evaluation. The project is informed by an Advisory Committee consisting of professionals with expertise and experience in essential project components. The project is conducting professional development workshops for community college faculty and high school teachers. Pilot career awareness activities and geospatial curriculum modules are being developed and evaluated. ADVANCED TECH EDUCATION PROG DUE EHR Sandy, Mary William Wyatt Sr. David Webb John McGee Gretchen Schmidt Old Dominion University Research Foundation VA David B. Campbell Standard Grant 150000 7412 SMET 9178 1032 0116000 Human Subjects 0703149 June 1, 2007 Cultivating Gender Equity in Emerging Technologies. In a collaboration between the Center for Occupational Research and Development (Cord) and several community college partners, mentoring program coordinator training workshops, an on-line mentoring toolkit, and an on-line professional development course are being developed and provided to the members of the STEM teaching and community college advising communities. This is a multi-faceted approach to encourage high school and community college young women to pursue careers in cutting-edge technologies and to dispel myths about women's abilities in science and technology. Seven community colleges are involved in the project with an estimate of reaching 1200 girls through mentoring programs and 2700 girls through indirect contact with teachers who have taken the on-line course in gender equity. The project advances gender equity in cutting edge and quickly advancing technologies such as photonics, optics, cyber security, and rapid prototyping. ADVANCED TECH EDUCATION PROG DUE EHR Anderson, Ann-Claire Erich Spengler Margaret Semmer CORD TX Ginger H. Rowell Standard Grant 245572 7412 SMET 9178 1032 0116000 Human Subjects 0703163 October 1, 2007 Viticulture and Enology Science and Technology Alliance (VESTA). This project builds on a previous NSF ATE award to create the Viticulture and Enology Science and Technology Alliance (VESTA) Regional Center of Excellence. A multi-state (Missouri, Oklahoma, Illinois, and Iowa) alliance of two-year colleges is committed to providing a comprehensive, regional approach to meet the current and future education and training requirements of the grape growing and wine making industry in the Mid-America region. The project focuses on solidifying linkages among VESTA partner institutions, identifying and validating industry skill standards, ensuring course delivery through the partner institutions, identifying high school and four-year institutional linkages, and certifying vineyards and wineries as field practicum sites. VESTA intends to expand to include two-year colleges in Arkansas, Kansas, Indiana, Minnesota, Nebraska, Ohio, Texas and Wisconsin, thereby supporting the grape and wine industry throughout the Mid-America region. While the VESTA program focuses on the needs of the industry in the Mid-America region, the Center also reaches out to other leading educational institutions throughout the country that feature high quality grape and wine educational programs to provide access to career pathways in viticulture and enology; a technically skilled workforce; and technological support to the grape and wine industry. It also supports entrepreneurs as they endeavor to create new vineyards and wineries. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Norgren, Michelle Michael Gau Karl Wilker Barry Gump Stan Howell Missouri State University MO David B. Campbell Continuing grant 2615841 7412 1536 SMET 9178 1032 0116000 Human Subjects 0703167 September 1, 2007 Innovation in Teaching and Learning for Technological Education. Problem-based Case Learning (PBCL) is an effective practice for producing changes in teaching strategies and subsequent redesign of courses into integrated, assessment-driven, learning experiences set in a business context. PBCL is based on yet unsolved problematic local industry situations that require learners to build on their knowledge, engage the situation to build a depth of competence, and reflect on their own thinking and process. The approach facilitates development of complex communication, expert thinking essential in a global economy and advancement in adaptive expertise. Over 400 faculty from participating ATE projects have adopted PBCL resulting in improved student learning and professional development of faculty. Building on what was learned in previous NSF-funded projects and the ideas and input of John Bransford at the LIFE Center at the University of Washington, Nashville State Technical College in partnership with WGBH, produces and disseminates video, web-based and print resources for professional development of faculty and for use in classrooms. Training teams of experienced practitioners are established at Nashville State Community College and the Midwest Center for Information Technology in Nebraska to extend the effectiveness of PBCL by making the fundamental principles more easily accessible to a wider audience of practitioners. The effect of the instruction on student performance and employer satisfaction is measured. The project also evaluates the changes in colleges due to the development of a community of PBCL practitioners. EXP PROG TO STIM COMP RES ADVANCED TECH EDUCATION PROG DUE EHR Johnson, James Nashville State Technical Community College TN Gerhard L. Salinger Continuing grant 1309788 9150 7412 SMET 9178 9150 1032 0116000 Human Subjects 0703169 August 1, 2007 Energy System Instrumentation and Control Technician Curriculum: An Energy Resource Strategy for Improving Learner Outcomes. This project is creating cross-cutting curricula in fossil, hydroelectric, renewable, and nuclear energy for a two-year Energy System Instrumentation and Control Technician (ESICT) Program for energy-production technicians. This effort is meeting the growing regional/national technician workforce demand and increasing the understanding of the energy sector as a career opportunity. It is also improving the pipeline of high school students and other populations into the field as well as maximizing student preparedness. The project is developing and implementing a competency-based curriculum to insure the employability and career mobility of two-year technical college graduates across the U.S. energy industry. ESICT partners include power utilities, four-year and two-year colleges, high schools, social service organizations, and the Idaho National Laboratory. The project is disseminating its competency model and curricula through a regional workshop to include partner colleges in Idaho, the energy industry, regional educational institutions in Utah and Nevada, and the community. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Rasmussen, R. Scott Ann Marie Corbridge Lawrence Beaty Richard Holman Idaho State University ID Lance C. Perez Standard Grant 586234 7412 1536 SMET 9179 9178 9150 1032 0116000 Human Subjects 0703170 February 15, 2008 Problem Based Learning of Life Support and Sustainable Living. This project involves a partnership of 12 public community colleges, two universities, comprehensive and technical high schools, a pre-engineering program, local industry, and NASA. It is strengthening the 2 + 2 + 2 pathway in STEM disciplines by providing the opportunity for a diverse population of students to collaboratively work on real-world science, technology, and engineering applications. The partners are establishing interdisciplinary teams of high school, community college, and university students and mentors from two-year colleges, four-year colleges, and industry. These teams are conducting research on real-world problems in life support and sustainable living projects for NASA, the U.S. Coast Guard, medical facilities, and other industry partners. The project is also developing industry-mandated professional skills and competencies such as teaming, leadership, and oral and written communications. The results of these real-world, problem-based-case-based projects are being used to write multi-media classroom and laboratory curricula that is piloted and disseminated regionally and nationally. The project is increasing the pool of technicians, scientists, and engineers who possess the requisite skill sets necessary for the 21st century workforce. The 2 + 2 + 2 seamless pathway provides a model for addressing a diverse population of students who may enter the workforce at various exit and entry points while continuing their education. ADVANCED TECH EDUCATION PROG DUE EHR Wosczyna-Birch, Karen Ronald Adrezin Thomas Filburn John Birch Richard Fiore CBIA Education Foundation CT Duncan E. McBride Standard Grant 289074 7412 SMET 9178 1032 0116000 Human Subjects 0703185 June 1, 2007 Integrated Geospatial Education and Technology Training (iGETT). Many two-year colleges offer instruction in Geographic Information Systems (GIS), and some introduce Global Positioning Systems (GPS) in conjunction with GIS. Remote sensing is rarely offered, even though it accounts for much of the growth in the geospatial industry. Yet integrated instruction in all three technologies is essential for two-year programs that aim to meet modern geospatial workforce needs. iGETT is partnering with forty GIS educators at over twenty two-year colleges to produce and disseminate: 1) a faculty training program, based on the integration of remote sensing, GIS, and GPS, that can be replicated using resources on an iGETT Web site, and 2) model instructional programs at the participating institutions that meet regional needs for two-year geospatial technology education and short-term training for working professionals. Project participants are being drawn from all STEM disciplines that employ geospatial technology. Recruiting aims for nationwide representation and strong participation by institutions with underserved populations. The participants have in common solid backgrounds in GIS and administrative support for the development of model geospatial programs. They are attending a two-week summer institute focused on remote sensing and related GPS applications, the integration of these technologies with GIS, and workforce applications of geospatial technologies. During the following academic year, they complete an on-line remote sensing course and work with project staff to develop model programs that integrate GIS, GPS, and remote sensing. A second week-long summer institute helps them finalize their model programs. The iGETT website provides detailed descriptions of these programs in order to facilitate similar initiatives at other institutions. iGETT is a three-year collaboration by the National Council for Geographic Education, Del Mar College, the Environmental Systems Research Institute, Science Systems and Applications Inc. at the NASA Goddard Space Flight Center, and the U.S. Geological Survey Remote Sensing Program. ADVANCED TECH EDUCATION PROG DUE EHR Brand, Osa Ann Johnson Jeannette Allen Phillip Davis Rachel Headley National Council For Geographic Education DC David B. Campbell Standard Grant 754830 7412 SMET 9178 1032 0116000 Human Subjects 0703188 May 15, 2007 Chemistry: A Pipeline to 21st Century Careers. Canada College, a Hispanic Serving Institution in the San Mateo County Community College District, is implementing a comprehensive project designed to increase the recruitment, retention, and success of students in chemistry classes and encourage the pursuit of chemistry careers. Canada College is collaborating with Gene Connection: Chem Connection (GCC), a teacher professional development organization that provides training and in-class support for inquiry-based science education. Deliverables include the creation of a new Associate in Science Degree in Physical Science-Chemical Technology and a Chemistry Laboratory Technician Certificate Program, in addition to an enhanced chemistry curriculum that incorporates computer animation and molecular modeling units, laboratory experiences with analytical instrumentation, and professional development for high school and college faculty. College faculty and high school teachers work in teams to develop, test, and implement curricula on molecular modeling, computer animation, NMR Mosaic, and instrumentation concepts. The curriculum development teams are also responsible for providing professional development for college faculty in the San Mateo County Community College District as well as high school teachers and college faculty from neighboring counties. Local high school teachers may participate in a variety of summer and academic year workshops, while high school students are invited to enroll in community college courses for credit as well as a summer short course on spectroscopy. It is anticipated this project will reach 9,000 students in the San Francisco Bay area and increase the number of underrepresented students experiencing success in undergraduate and graduate chemistry education programs and related careers. ADVANCED TECH EDUCATION PROG DUE EHR Medina, Jeanette San Mateo County Community College District CA Sylvia M. James Continuing grant 809836 7412 SMET 9178 1032 0116000 Human Subjects 0703191 June 1, 2007 Internships and Underrepresented Student Persistence in Technical Education (CompTechS ). This project is testing the impact of its technical support learn-by-doing methodology and internship program on persistence in IT coursework and degree programs. Although the current Computer Technical Support (CompTechS) program focuses on job placement, the outcomes since the Fall semester of 2004 have indicated that students continue coursework and degree programs at a rate of 70%. Through this project, faculty are documenting the relationship between hands on experiential learning and persistence in and interest in IT coursework and careers. This project is coordinating instruction and internships for two community colleges and is recruiting students from nearby agencies serving minorities and economically disadvantaged. Program Goals include: Testing the learn-by-doing methodology of the paid campus internship as a vehicle to attract and retain low income students and underrepresented minorities in computer related coursework and degree programs. Demonstrating the paid industry internship as a means of increasing students' feelings of skill and competence and contributing to career goals requiring further education. Documenting best practices in the project contributing to persistence in IT degrees and providing comprehensive documentation for replication of the program. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Ayers, Catherine Susan Malmgren Charles Lindauer Foothill-De Anza Community College District CA Stephen C. Cooper Standard Grant 749995 7412 1536 SMET 9178 1032 0116000 Human Subjects 0703197 May 1, 2007 Marine Advanced Technology Education Resource Center. The Marine Advanced Technology Education (MATE) Center is a national partnership of community colleges, high schools, universities, informal educational organizations, research institutions, marine industries, and working professionals. MATE's mission is to improve marine technical education and increase the number of highly-skilled technical professionals who enter ocean-related occupations. In this project, the MATE Resource Center for marine technology education is 1) expanding and strengthening academic, industry, and professional society partnerships; 2) supporting institutions interested in developing or improving marine technology programs; and 3) conducting research, synthesizing, and disseminating comprehensive, up-to-date marine workforce information and helping partners align their curricula and programs with workforce needs. In addition, the MATE Resource Center conducts regional and international ROV (remotely operated vehicle) competitions that simulate the high performance workplace and build academic and industry partnerships. This project also offers faculty development institutes for high school, college, and university educators that focus on marine technology (including submersible technology, with a focus on ROVs; seafloor mapping and data collection; career awareness; ocean observing systems; and the marine applications of GIS) and improving science, technology, engineering, and mathematics (STEM) education. The national MATE internship program continues in this project, the numbers of underrepresented students participating in the program increases, and MATE products (including curricula, resource books, occupational guidelines, competencies, and procedural guides both in traditional formats and electronically) are disseminated through the Center's web site and www.OceanCareers.com. DISCOVERY RESEARCH K-12 CCLI-Phase 1 (Exploratory) ADVANCED TECH EDUCATION PROG OCEANOGRAPHIC TECHNICAL SERVCE ARCTIC RESEARCH AND EDUCATION EDUCATION/HUMAN RESOURCES,OCE S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Sullivan, Deidre Jill Zande Monterey Peninsula College CA David B. Campbell Continuing grant 1228627 7645 7494 7412 5415 5208 1690 1536 SMET 9178 5299 5295 1032 0116000 Human Subjects 0703836 July 1, 2007 Institution-Level Reform of an Engineering Technology Program. The college is completing an institution-level reform of its Engineering Technology Associate degree program in an effort to better meet the workforce demands of industry in central New Jersey. The project brings together a consortium of secondary schools, a community college, a four-year university, workforce development professionals, and industry leaders. This project strengthens the ties within the technical education community and promotes industry participation in educating students and training technicians. The goals of the project are to develop a comprehensive and detailed plan to transform the Engineering Technology curricula to meet the technical standards of industry, develop customized training opportunities for incumbent and displaced workers, integrate work-based activities and internship programs for students, develop initiatives to increase enrollment including underrepresented students, enhance faculty development opportunities with local industry partners, and promote a working relationship among interested industrial stakeholders. The activities being completed to meet these goals include two planning conferences with industry and education partners and a week-long curriculum development retreat. This project serves as a model for transforming a community college technical education program in collaboration with secondary schools and a four-year university, to create a seamless educational and work-entry pathway for future technicians. ADVANCED TECH EDUCATION PROG DUE EHR Spang, David Vladimir Genis Burlington County College NJ Herbert H. Richtol Standard Grant 83368 7412 SMET 9178 1032 0116000 Human Subjects 0705280 September 20, 2006 STEPS To Success. In collaboration with its four Montana Consortium partners, Fort Peck Community College is conducting an internship program to increase the number of minorities, women and American Indians majoring in STEM (science, technology, engineering and mathematics) areas. The collaborating institutions are Little Big Horn College, Fort Belknap College, Stone Child College, and Rocky Mountain College. They are providing more students with an opportunity to participate in community based research projects as a means to attract and retain students. These experiences are structured to teach students how to conduct research while participating in a research experience. Teaching of research skills is being achieved by offering a "Research for Undergraduates" credit course via "a blend of Internet and ITV (Internet television)." STEM instructors and research site coordinators have received mentorship training that is helping them to provide academic, career, and personal development guidance to students. The project is working to: achieve a 20 percent increase in the number of students receiving STEM certifications or degrees (two and four year); provide research experiences for a least 14 students annually; and increase the retention rate of STEM students by 25 percent. STEM TALENT EXPANSN PGM (STEP) DUE EHR Kelley, Allyson Jack Plaggemeyer Christine Holler-Dinsmore Rocky Mountain College MT Eun-Woo Chang Standard Grant 328356 1796 SMET 9178 9150 0709650 June 1, 2007 Showcase for NSF DUE CCLI Projects at the ACM SIGCSE Conferences. The ``Showcase for NSF DUE CCLI Projects at the ACM SIGCSE Conferences'' project is allowing recipients of the National Science Foundation's Division of Undergraduate Education Course, Curriculum & Laboratory Improvement Program (NSF DUE CCLI) grants to present their research to the wider computer science education community. These presentations are taking place at the ACM Special Interest Group on Computer Science Education (SIGCSE) Symposium, which is held annually in the Spring. The SIGCSE Symposium annually attracts an average of 1,500 faculty to discuss undergraduate computer science education. The showcase is providing a venue for community building around, and dissemination of, CCLI computer science projects. CCLI-Phase 2 (Expansion) DUE EHR Bloomfield, Aaron University of Virginia Main Campus VA Stephen C. Cooper Standard Grant 149703 7492 SMET 9178 0712842 January 23, 2007 The Development of Empirical Models to Understand Educational and Occupational Choices. The investigator is conducting a 4-year study of student decision making to enter STEM professions by conducting a follow-up survey of a national sample of 30-year-olds. The investigator had previously conducted a national survey of public school students in the 7th and 10th grades, which collected student performance in mathematics and science, courses taken in high school and college, personal attitudes toward science, and career plans. The investigator now is following up these same students as they have aged and are beginning careers at approximately age 30 to ask them in what field they are currently working and what career decisions were made that affected their involvement with mathematics and science. This longitudinal study of student performance is providing new information about student decisions during their decision-making about careers in science and engineering and particularly about their experiences in undergraduate school. The background information contains information on the student early educational and occupational expectations, their parental background, their self-perception, and their activities while in high school and college. The collection of career activities as an adult permits the analysis of the influence of beliefs and plans made during secondary school and college on adult choices. The survey will provide national estimates of the statistical parameters of probabilities of selection and performance. Intellectual Merit: The new data set has a large potential for informing other researchers about the status of student decision-making in science and engineering professions. The project addresses questions of career choice that are central to the STEM program and is likely to be useful for informing the NSF community about the strength of factors that are associated with choosing science careers. Broader Impact: The results of this national study are likely to be of wide interest to professional researchers and policy makers in science and engineering. The study provides a broad based analysis of choices faced by students facing career choices. The investigators are seeking opportunities to provide results more directly to students and administrators in undergraduate institutions. STEM TALENT EXPANSN PGM (STEP) RESEARCH ON LEARNING & EDUCATI DUE EHR Miller, Jon Michigan State University MI Larry E. Suter Continuing grant 1381128 1796 1666 SMET 9251 9178 0116000 Human Subjects 0712880 January 15, 2007 Enhancing the Quality of NSF Proposals from Accredited Engineering Programs of Minority Serving Colleges and Universities. This project is developing and offering two workshops to faculty members from minority serving institutions. The goals of the workshop are to enhance the proposal writing skills of the participants and to enable them to explore collaborations between their institutions. In the first workshop, attendees are participating in guided inquiry-based activities designed to assist them in developing competitive proposals. The second workshop is bringing attendees from a 2006 proposal writing workshop back together, enabling them to further explore and fine-tune their proposal concepts. Faculty from Historically Black Colleges and Universities, Hispanic Serving Institutions, Native American Serving Institutions, and Tribal Colleges and Universities are participating. These workshops enhance NSF's efforts to build a more inclusive, knowledgeable, and globally engaged workforce that fully reflects the strength of the Nation's diverse population. ENG DIVERSITY ACTIVITIES CCLI-Phase 1 (Exploratory) ENGINEERING EDUCATION DUE EHR Carriere, Patrick Southern University LA Lesia L. Crumpton-Young Standard Grant 206813 7680 7494 1340 SMET 9178 9150 0116000 Human Subjects 0713546 November 15, 2006 Collaborative Project: A Workshop Initiative by the Council on Undergraduate Research to Establish, Enhance and Institutionalize Undergraduate Research. Interdisciplinary (99) The Council on Undergraduate Research (CUR) is disseminating information about an effective educational practice: undergraduate faculty-student collaborative research. The project is using CUR's multidisciplinary membership and infrastructure, demonstrated expertise in hosting effective workshops, and strong foundation of services and publications focused on faculty development and institutional reform to share successful best-practice models and strategies for establishing, enhancing, and institutionalizing undergraduate research. This project is an expansion of CUR's Institutionalizing Undergraduate Research workshop, an annual, national-level workshop, to a regional focus. Workshops are being held in eight geographic regions with participants representing all types of institutions, including two-year, baccalaureate, masters, doctoral, and research-intensive institutions. These institutions include Hispanic-serving, Native American-serving, and historically black colleges and universities, as well as institutions in regions that have not previously been served by CUR workshops. The regional focus is supporting 1) broader participation by institutions that otherwise would not attend a workshop focused on undergraduate research, 2) increasing dissemination of models and best practices, and 3) providing critical post-workshop, follow-up interactions to increase the likelihood of implementation and sustainability on participants' home campuses. The regional model focuses on developing communities of scholars at each participating campus. Specifically, the proposed project is improving the quality of undergraduate STEM education by achieving four linked objectives: (1) helping academic departments and institutions establish and eventually expand undergraduate research opportunities; (2) facilitating the documentation of best practices among a wide variety of institutions; (3) documenting and disseminating models of how to integrate undergraduate research into the curriculum; and (4) encouraging and supporting regional faculty networking and sharing of ideas. Broader impacts of this project include the support of STEM faculty in their implementation of undergraduate research as an effective pedagogical tool and enhancement of the research culture on their campuses. CCLI-Phase 2 (Expansion) DUE EHR Osborn, Jeffrey The College of New Jersey NJ Myles G. Boylan Standard Grant 19431 7492 SMET 9178 0714137 January 15, 2007 Technological Literacy of Undergraduates: Developing Standard Models. Engineering - Other (59) The project team is organizing a workshop to bring educators and related professionals together to begin developing standard models of technological literacy courses for undergraduates. The project is defining several course models for further development and connecting individuals with interest in each model so that they can continue to work on the model after the workshop. Ultimately, the investigators plan that these subgroups will create course materials for both students and instructors to allow easy adoption and widespread use. The primary outcomes of the workshop are preliminary materials describing several models for technological literacy courses, a community focused on developing each of these models, and a dissemination effort to promote the models to a broader audience. The broader impacts include the focus on developing courses that promote a technologically literate citizenry and help recruit students of diverse interests and backgrounds into science, mathematics, and engineering careers. CCLI-Phase 1 (Exploratory) DUE EHR Krupczak, John David Ollis Hope College MI Russell L. Pimmel Standard Grant 49937 7494 SMET 9178 0715039 July 15, 2007 Quantitative Reasoning in the Contemporary World. Mathematical Sciences (21) The ability to reason about issues that mix words and numbers is now an essential competency for residents of the United States. The proliferation of quantitative data and analyses has reached all aspects of life, including informed participation in democratic processes. Traditional education in mathematics and statistics is not sufficiently effective for the quantitative reasoning (QR) required. This project is continuing development of an educational infrastructure of an innovative QR course and includes making the course transportable, adaptable, and more effective. The project is creating assessments and scoring rubrics to measure learning in the course and to compare that learning to the learning in two other courses, one somewhat similar and one traditional. The innovative course, called Quantitative Reasoning in the Contemporary World (QRCW), derives from a collection of newspaper and magazine articles and is organized by processes of QR and not by mathematical or statistical topics. The project is producing a volume of case studies of QR-based media articles, an accompanying volume documenting the learning results, pedagogical strategies, and a guide for using the volume of case studies in a QR course, including classroom videos of students reasoning about quantitative situations. Intellectual merit: This work encompasses several fundamental and challenging educational problems: connecting and reconciling knowledge from school with contemporary real-world contexts, assessment of QR, effective QR courses that address issues in multiple contexts and multiple disciplines, and more general research questions on transfer and situated learning. During the initial development and teaching of QRCW, several pedagogical challenges were identified and partially addressed, but more effective strategies are needed. These pedagogical challenges include student attitudes toward mathematics, their beliefs as to its relevancy to their lives, and the habits they have developed from traditional courses in mathematics and statistics. Broader impact: Innovative courses in QR are needed to reconnect students to the utility and importance of quantitative data and analyses in their everyday lives, thereby broadening the appeal of quantitative work by expanding the views of STEM education. Many students, including large fractions of minorities underrepresented in STEM disciplines, are increasingly alienated from quantitative studies and work because of their perceptions of the lack of relevance to their existence and welfare. QRCW has been successful in reversing this alienation and has the potential to have major impact in making all students more able to fully participate in public discourse, so critical to sustaining democratic processes. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Madison, Bernard Caren Diefenderfer Stuart Boersma Shannon Dingman University of Arkansas AR Ginger H. Rowell Standard Grant 392597 7492 1536 SMET 9178 9150 0116000 Human Subjects 0715046 November 1, 2006 NSF ATE Planning Grant: A Gulf States Collaborative to Develop a Strategic Plan for a Gulf States Advanced Technology Education Center for Coastal Resources. This project is developing a comprehensive, inclusive plan for an ATE regional center that will educate technicians and improve the prospects of economic development associated with coastal wetlands, estuarine and marine environments of the Gulf States. The Gulf States -- Louisiana, Texas, Mississippi, Alabama, and Florida -- are geographically, socially, and economically linked and have similar job needs for environmental and engineering related technicians. Skilled technicians are needed for preserving and restoring coastal and wetland ecosystems; building levees and other containment structures for retaining water; building structures for offshore energy production and transport; rebuilding and repairing storm damaged infrastructure; facilitating shipping, logistics, and commerce at ports; cleaning up oil spills; implementing the designs of city planners; hurricane response and dredging. The planning team and its advisory board combine the intellectual capacities and real world work experiences of leaders in industry, academia, and government. Participants contribute marine and engineering technical experience, administrative experience, knowledge of science, and educational leadership in preserving coastal and wetland ecosystems. During the planning process the PI team is making site visits to successful ATE Centers with similar goals in order to determine the best organizational structure and to develop a strategic plan for the programs and activities of the new center. They are forming regional partnerships with representatives of community and four-year colleges, high schools, business and industry, and federal and state agencies. To reduce duplication and align program components with industry standards and industry needs, they are reviewing existing associate degree programs in technician fields, identifying workforce skills and required knowledge sets, evaluating GIS, AutoCad, and related tools, investigating distance learning and making plans to integrate internships and field experiences in the new curriculum. Methods to recruit and retain underrepresented groups and high school students are being adapted from previously validated models and incorporated into the Center plan. ADVANCED TECH EDUCATION PROG DUE EHR Ales, JoDale Baton Rouge Community College LA David B. Campbell Standard Grant 70000 7412 SMET 9178 9150 1032 0715392 January 1, 2008 Collaborative Research: Learning Discrete Mathematics and Computer Science via Primary Historical Sources. Interdisciplinary (99) and Mathematical Sciences (21). To invigorate courses in discrete mathematics and computer science, this project is developing modular course materials based on primary historical sources that highlight or illuminate the discovery of certain concepts underlying finite mathematics and algorithmic thought. An initial set of twenty to twenty-five historical projects ranging from a beginning to an advanced undergraduate level comprise an interdisciplinary resource guide for use in a variety of mathematics and computer science courses. A web-based version is also available as an online resource. A network of faculty at a diverse set of institutions is classroom testing the material, with testers also signing on to create their own modules to contribute to the main resource guide. The intellectual merit of the proposal lies in providing motivation, perspective, and direction to these courses in finite mathematics, combinatorics, algorithm design, data structures, logic, abstract algebra, and automata theory via an examination of primary historical sources that compelled the development of these subjects. The broader impacts of the proposal include: external site testing at a diverse collection of institutions, from community colleges to four-year liberal arts colleges to large public universities; the development of faculty expertise in the use of historical projects; and the education of pre-service teachers in mathematics with projects. The two lead institutions also have a significant Hispanic student enrollment, which further increases the project's potential for broader impacts. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Barnett, Janet Colorado State University-Pueblo CO Lee L. Zia Standard Grant 40683 7492 1536 SMET 9178 0116000 Human Subjects 0715472 August 15, 2007 University of Tulsa Cyber Corps Initiative. The University of Tulsa Cyber Corps Program is producing skilled information assurance and forensics professionals with strong leadership skills, integrity of character and a deep commitment to service. Through this initiative students are engaging in intense, yet flexible, programs of study to prepare them for careers in intelligence, research and development, operations, project management, enterprise security or law enforcement. All participants spend a summer term as interns with federal agencies and, upon graduation, assume fulltime positions with the federal government. The program components are carefully designed to train students in the theory and practice of information assurance and forensics; while providing an environment that fosters teamwork, strengthens motivation, and instills the ideals of duty and service. Innovative features of this program include several joint programs that provide an opportunity for students to earn a B.S., M.S. or Ph.D. degree in Computer Science, an M.B.A., or a J.D. In addition, students can earn at least five CNSS information assurance certifications. Participants may select from several tracks incorporating courses and program components that prepare them for specialized careers with the federal government. Among the most innovative offering is the "MacGyver Track" that imparts hardware, software and foreign language skills to students intending to join the intelligence community. FED CYBER SERV: SCHLAR FOR SER DUE EHR Shenoi, Sujeet John Hale Mauricio Papa Donald Marks University of Tulsa OK Victor P. Piotrowski Continuing grant 2024241 1668 SMET 9178 9150 0116000 Human Subjects 0715517 September 15, 2007 Community of Astronomy Teaching Scholars (CATS) - National Implementation Program for Learner-Centered Astronomy Teaching. Astronomy (11) The Community of Astronomy Teaching Scholars (CATS) Program is a far-reaching, community-building effort focused on creating and mobilizing a community of teaching scholars created through stimulating, disseminating, and institutionalizing innovative and effective approaches to teaching and learning in the context of undergraduate astronomy courses. This project employs best practices and established evaluation results from several mature phase I-like and phase II-like projects that have developed powerful instructional approaches and resources shown through research to engage students intellectually and to improve student understanding. These projects have generated scholarly publications, conference presentations, multi-day teaching workshops, and a rapidly-growing community of enthusiastic faculty and students. The goals for the CATS Program are to: (1) Increase the number of faculty who embrace and successfully implement learner-centered astronomy teaching strategies; (2) Increase the number of faculty who treat their teaching as a scholarly endeavor by enabling and engaging them as a community of classroom researchers systematically studying teaching and learning in their own classrooms and beyond; and (3) Expand the literature on teaching and learning by engaging CATS participants in conducting and publishing community-wide, national-level, collaborative research projects. The underlying strategy to meet these goals is to create a national series of awareness building and implementation professional development workshops; hosting both virtual and face-to-face conferences on how to approach teaching as a scholarly endeavor that is guided by research; leading and coordinating collaborative research projects on teaching and learning; and thorough formative and summative evaluation efforts. These activities will purposefully engage astronomy faculty as a community of classroom researchers who model best teaching practices, use research as a guide to improving instruction, and collaboratively conduct systematic investigations on the effectiveness of innovative teaching. The intellectual merit of this program surrounds building a sustainable infrastructure to increase the scholarly knowledge base on teaching and learning by engaging teaching faculty in conducting and publishing classroom research. The broader impacts are to dramatically improve undergraduate courses that are part of the STEM workforce pipeline and national teacher preparation agenda. CCLI-Phase 3 (Comprehensive) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Impey, Christopher Gina Brissenden Kevin Lee Edward Prather University of Arizona AZ Duncan E. McBride Standard Grant 1999997 7493 1536 SMET 9178 0715567 September 15, 2007 Collaborative Research: Open-source physics tutorial worksheets with faculty/TA development and implementation resources. Research-based tutorials - worksheets of carefully ordered questions and activities that engage small groups of students in active learning - produce large gains in physics students' understanding of core concepts. However, implementation at another institution is often difficult. Even when implementation goes smoothly, most students continue to think of physics as disconnected facts and formulas, and of learning physics largely as memorizing information. To address these issues, a team of researchers and curriculum developers is refining, testing at a wide variety of institutions, and disseminating a set of tutorials that has proven effective locally at helping to foster conceptual development and favorable changes in students' views about how to learn physics. The five tutorials cover electrostatic forces, electric fields, electric potential, and two topics from the end of a typical first-semester course (torque and wave pulse propagation). They are provided as open-source, electronic documents, so that a professor can modify them for his or her curriculum and student population. To ease implementation and support productive modifications, each tutorial is linked to an instructor's guide that includes the research base and rationale underlying the tutorial, common student difficulties and also common productive student ideas on which to build, section-by-section teaching tips, and other features. To assist with teaching assistant (TA) professional development, the materials also include annotated video clips of students using the tutorials. Many video clips are embedded into video workshops, lesson plans designed for TA seminars and similar settings. Each video workshop highlights key conceptual issues and helps TAs become better at interpreting students' reasoning - a crucial teaching skill in an active-learning format. Preliminary work on these and other tutorials make such development a promising way for the tutorials to be widely used successfully. Intellectual merit: The team takes an integrated approach to curriculum and professional development, by providing materials that facilitate their own implementation. Also, the tutorials and accompanying instructor materials are animated by a theoretical framework for describing cognition, a framework that the Physics Education Research Group has developed and continues to develop in a series of research projects. Broader impact: The TA/faculty development and implementation resources, combined with the adaptability of the tutorials, help bring collaborative active learning to more physics courses. This adaptability is particularly important in light of recent results showing that even well-tested materials taught by exemplary instructors do not always work well when used in unmodified form with students from very different backgrounds. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Scherr, Rachel Edward Redish Andrew Elby David Hammer University of Maryland College Park MD Duncan E. McBride Standard Grant 258841 7492 1536 SMET 9178 0715615 September 1, 2007 Using Computers as Personal Problem Solving Coaches. Physics (13). This project creates a set of web-delivered computer programs to provide students with effective coaching while they practice solving problems in the context of an introductory physics course. It provides individualized guidance and feedback while they solve problems in a variety of contexts which fulfills a major goal of education. These programs, known as Computer-Assisted Problem-Solving (CAPS) Coaches, draw on research on teaching students effective problem-solving skills and on using computers to provide students with individualized guidance and feedback from the cognitive science, human-computer interactions, and physics education literatures. Assessments of the CAPS Coaches for educational efficacy are conducted with students in large-enrollment introductory physics classes for physical science and engineering majors. As part of the assessment, a rubric suitable is being developed for evaluating the problem-solving skills of large numbers of students based on their written problem solutions. The CAPS Coaches are (1) highly interactive, (2) make explicit the thought processes necessary for effective problem solving, (3) use a modified reciprocal-teaching strategy to give students practice in the basic cognitive functions necessary for effective problem solving, (4) provide students with individualized guidance and feedback based on careful instructional design, and (5) accommodate the multiple solution paths students might choose for solving a problem. Intellectual merit: This project contributes to the knowledge base on how to design effective instruction (computer based or not) to help students improve their problem-solving skills. It provides an exemplary model of the application of research from diverse fields to the production of practical tools to improve student learning in real-world contexts. Broader impacts: The development of the rubric for assessing problem-solving skills can speed the development and adoption of innovative instructional materials targeted at problem solving by making evaluations of such materials more convenient and quicker to perform. Technology can improve education by providing students with (1) more interactive and individualized instruction, (2) opportunities to receive effective instruction outside the classroom, and (3) access to alternative forms of instruction. This can be especially important to students for whom standard instruction is insufficient, such as distance-education students, students with disabilities, under-prepared students, or students underrepresented in science. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR HSU, LEONARDO Kenneth Heller University of Minnesota-Twin Cities MN John F. Mateja Standard Grant 499883 7492 1536 SMET 9178 0116000 Human Subjects 0715637 January 3, 2007 Pipeline to High Tech Professions. The "Pipeline Program" is supporting twenty lower division and twenty upper division students with $1,000 scholarship awards per year for lower division students and up to $6,000 scholarship awards per year for upper division students over a four year period to pursue studies in Computer Science, the Physical Sciences, Biology, Engineering, and Mathematics. The project targets students from low-income families, who otherwise might not be able to pursue these courses of study; it provides academic support courses; and it seeks to improve the students' retention rate by lowering their employment load. The project is improving graduation and retention rates, thus reducing the time to graduation for scholarship recipients in the S-STEM fields. The project also expects to increase the participation rate for underrepresented groups in the S-STEM fields. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Meyer, Thomas California State University-Bakersfield CA Lee L. Zia Standard Grant 460000 1536 SMET 9178 0715694 September 15, 2007 Collaborative Research: Open-source physics tutorial worksheets with faculty/TA development and implementation resources. Research-based tutorials - worksheets of carefully ordered questions and activities that engage small groups of students in active learning - produce large gains in physics students' understanding of core concepts. However, implementation at another institution is often difficult. Even when implementation goes smoothly, most students continue to think of physics as disconnected facts and formulas, and of learning physics largely as memorizing information. To address these issues, a team of researchers and curriculum developers is refining, testing at a wide variety of institutions, and disseminating a set of tutorials that has proven effective locally at helping to foster conceptual development and favorable changes in students' views about how to learn physics. The five tutorials cover electrostatic forces, electric fields, electric potential, and two topics from the end of a typical first-semester course (torque and wave pulse propagation). They are provided as open-source, electronic documents, so that a professor can modify them for his or her curriculum and student population. To ease implementation and support productive modifications, each tutorial is linked to an instructor's guide that includes the research base and rationale underlying the tutorial, common student difficulties and also common productive student ideas on which to build, section-by-section teaching tips, and other features. To assist with teaching assistant (TA) professional development, the materials also include annotated video clips of students using the tutorials. Many video clips are embedded into video workshops, lesson plans designed for TA seminars and similar settings. Each video workshop highlights key conceptual issues and helps TAs become better at interpreting students' reasoning - a crucial teaching skill in an active-learning format. Preliminary work on these and other tutorials make such development a promising way for the tutorials to be widely used successfully. Intellectual merit: The team takes an integrated approach to curriculum and professional development, by providing materials that facilitate their own implementation. Also, the tutorials and accompanying instructor materials are animated by a theoretical framework for describing cognition, a framework that the Physics Education Research Group has developed and continues to develop in a series of research projects. Broader impact: The TA/faculty development and implementation resources, combined with the adaptability of the tutorials, help bring collaborative active learning to more physics courses. This adaptability is particularly important in light of recent results showing that even well-tested materials taught by exemplary instructors do not always work well when used in unmodified form with students from very different backgrounds. CCLI-Phase 2 (Expansion) DUE EHR Kanim, Stephen New Mexico State University NM Duncan E. McBride Standard Grant 28363 7492 SMET 9178 9150 0715698 January 1, 2008 Understanding Instructor Practices and Attitudes Towards the Use of Research-Based Instructional Strategies In Introductory College Physics. Physics (13) A variety of Research-Based Instructional Strategies (RBIS)have been developed and tested extensively. Although these RBIS have been demonstrated to improve student learning, attitudes, and retention, among other things, little information exists about the extent to which they are actually being used by instructors. Anecdotal evidence and a few small-scale studies suggest that the level of use may be quite low. Even less information exists about why many instructors do not use RBIS. Have they not heard about these strategies? Are they happy with their current instruction and see no reason to change? Do they believe that they lack the skills necessary to implement the new strategies? In order to plan successful curriculum development and dissemination projects it is crucial to develop a better understanding of the current situation. The goal of this project is to understand the level of knowledge about, attitudes towards, and use of RBIS by instructors of introductory quantitative (i.e. calculus-based & algebra-based) physics courses. This is being accomplished in two phases through a combination of quantitative and qualitative methods. In Phase 1 a web-based survey is being administered to a random sample of approximately 1600 physics instructors stratified by type of institution. The web survey asks instructors to self-report their current level of knowledge about and use of RBIS. In Phase 2, telephone interviews with 96 instructors focus on the two RBIS that are most widely known. These interviews focus on three types of instructors: (1) users of the RBIS, (2) former users of the RBIS, and (3) knowledgeable nonusers of the RBIS. The telephone interviews can provide qualitative data that can be used to answer how and why questions related to the use of RBIS. Intellectual Merit: This project seeks to increase the broader impacts of projects previously funded by programs such as CCLI. The data collected in this project is currently unavailable and is crucial for understanding the impact, limitations, and possibilities of recent curriculum development and dissemination efforts. The PI and Co-PI are active physics education researchers and are familiar with the range of RBIS currently available as well as issues related to the implementation of these strategies. The advisory committee consists of experienced curriculum developers and can help to ensure the usefulness of the project results. The findings can advance understanding not only in the context of introductory physics, but also across many fields. Broader Impacts: Curriculum developers and designers of professional development activities can use the results of this project to design curricula that are more likely to be adopted and professional development that is better able to provide instructors with the knowledge and skills they need to successfully improve their instruction. Ultimately, these more effective curriculum development and dissemination efforts can increase the number of instructors using RBIS. It should also be noted that many of the RBIS, while improving outcomes and reducing attrition for all students, have been shown to have a disproportionately positive effect on traditionally underrepresented groups such as women and ethnic minorities. The results of this project are being disseminated within the Physics Education Research Community as well as to the larger STEM Educational Research Community, curriculum developers, and funding agencies. Because of their stature, the advisory committee helps to facilitate this process and is also expected to incorporate the results into their own curriculum development and dissemination efforts. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Henderson, Charles Melissa Dancy Western Michigan University MI Duncan E. McBride Standard Grant 331143 7492 1536 SMET 9178 0116000 Human Subjects 0715777 October 1, 2007 The Enhanced Learning Improvements Through Evidence (ELITE) Scholars Program. This faculty development project builds on knowledge gained through two cycles of the existing Enhancing Learning Improvements through Evidence (ELITE) Scholars Program, a project developed and implemented through a partnership that includes the American Society for Microbiology (ASM), the Carnegie Foundation for the Advancement of Teaching and the American Association for the Advancement of Science BiosciedNet Collaborative. It includes continuation of the current program while instituting features to enable increased participation by faculty from minority serving institutions and community colleges and piloting of new features. These new features include an emphasis on the following components: effective mechanisms of evaluation; effective use of and contribution to the current literature on science education research; sharing results of efforts with the larger community through publication in peer-reviewed journals, presentation at annual meetings of appropriate professional organization or designing a web site to include newly developed materials; and developing leadership skills for those faculty interested in promoting their efforts on a larger scale than just their own courses. ELITE Scholars are participating in: 1) a residency institute on conducting research in student learning; 2) a residency workshop on developing leadership skills for influencing biology education reform; 3) a national conference to exchange research findings in biology education; 4) a writing workshop to develop manuscripts and portfolios in biology education research; and 5) an on-going learning community using synchronous and asynchronous digital communication tools. The emphasis is on the scholarship of teaching and learning, the professional responsibility of faculty to conduct rigorous evaluations of their own teaching practices and to publicly share their findings to develop a community of practice. The intellectual merit is that in addition to introducing the above features the project includes a deliberate effort to gather from these pilot projects information concerning not only the outcomes resulting from faculty attendance; but also information concerning effective components of the workshops and needed changes and then using this information to design future programs. The program is serving as a national model for an effective approach to educational reform in the sciences. The broader impacts are: the number of faculty that are being empowered to effectively communicate effective approaches to profit from and add to the literature on microbiology undergraduate education; and the number of students who will benefit from these efforts. The impact of this program is evident at multiple levels: 1) in their classrooms through change in practice; 2) on the pedagogical practices of the extended educational community through publication of their research and findings; and 3) on the growth of a community of practice through their campus, regional and national mentoring and leadership efforts. By ensuring that faculty leaders derive from a diverse range of institutional settings, ELITE is reaching a broad array of institutions, faculty and students with programs tailored to fit the specific needs of local environments. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Chang, Amy Spencer Benson Alix Darden Heidi Elmendorf Kathy Takayama American Society For Microbiology DC Terry S. Woodin Standard Grant 199985 7492 1536 SMET 9178 9152 0715806 September 1, 2007 Picturing to Learn, Visually Thinking and Expressing Science as Powerful Tool for both Teachers and Students. Picturing to Learn, based on preliminary results from a pilot project, promotes the notion that when students visually explain science to others by the process of making drawings, the process clarifies and illuminates the science for that student. The process of making a visual explanation for someone else is similar to writing an article; one has to fully understand a concept before communicating the ideas successfully to another person. In addition, Picturing to Learn introduces a new teaching tool for teachers to quickly assess whether students truly understand a particular science concept. While a student might give the correct response to a text-based exam question, the underlying concepts could be completely misunderstood. Observing visual explanations of students will prove to be a quick means of assessing their deep understanding and offering corrective feedback to them. A team of cognitive psychologists and faculty members from five schools involves students to: develop exercises that are used in existing curricula; create assessment rubrics; and examine data to measure improvements in student learning. The program promotes widespread adoption of these methods through workshops and publications, and creates computational visualization tools to describe and analyze drawings and illustrations. More broadly, the program engages students to study science using an active and visually appealing approach. In addition the program educates students and teachers to the importance of communicating science to others. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Frankel, Felice Donald Sadoway Rachael Brady Massachusetts Institute of Technology MA Herbert H. Richtol Standard Grant 499579 7492 1536 SMET 9178 0116000 Human Subjects 0715975 September 1, 2007 Light Inquiry Through Experiments: Project LITE. Intellectual Merit: This project expands the development, evaluation and dissemination of educational devices, software and curriculum materials that focus on the nature of light, optics, color and visual perception. The project has two core strategies: (1) to empower students to use personal computers as actual light and optics experimental laboratories by providing them with software that controls the optical emission of computer screens and by developing materials and devices that can be used to probe light with computers; and (2) to provide students with intellectually exciting and pedagogically sound laboratory exercises that help guide them in an inquiry based manner to explore with their own eyes and at their own pace the most important ideas about light. The laboratory experiences take advantage of the optical properties of computer screens that can be controlled by software the project is developing. Students can manipulate and explore this light source with the materials in an inexpensive optics kit and other apparatus developed by the project. The project is developing computer-interfaced hardware such as a USB-based PC spectrophotometer and a USB-based photometer. It is also developing a powerful JAVA-based program called the Spectrum Explorer (SPEX). At present, it gives students the means to examine blackbody radiation, Kirchhoff's laws, the Stefan-Boltzmann Law, emission and absorption line spectra and to Doppler shift any spectrum and examine the spectra of stars in an H-R diagram. SPEX is being expanded by adding to it the ability to apply Rayleigh scattering, interstellar reddening, the Zeeman effect and various other physical effects and filters to spectra, and to be able to easily import spectra from numerous spectroscopic databases and from many spectrophotometers. SPEX is also being integrated with the National Virtual Observatory to facilitate student access to the enormous NVO database of the spectra of most observed astronomical objects. This expansion of SPEX helps empower students to do original scientific research as well as more realistic laboratory exercises. Broader Impacts: Along with the expanded development and testing of Project LITE materials, national impact of all of the LITE educational outcomes is being expanded by implementing them in astronomy classes at other universities, community colleges, and standards-based high schools. Appropriate LITE components are being tested in physics, chemistry and psychology courses, as well as in science courses for pre-service teachers. The LITE materials are also being tested in distance education, home-learning and adult continuing education environments. Evaluation and assessment of learning gains, including the national dissemination of the "Light and Spectroscopy Concept Inventory" about the quantum aspects of light and a new light concept inventory dealing with the geometrical and physical aspects of light, parallels the expanded development of software, hardware and associated laboratory exercises. National dissemination is occurring through publications, teacher-training workshops, meeting presentations, commercial manufacture, and collaborations with national science organizations including the OSA and ASP. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Brecher, Kenneth Trustees of Boston University MA Duncan E. McBride Standard Grant 499848 7492 1536 SMET 9178 0716055 September 1, 2007 Statistics Online Computational Resource for Education. Mathematical Sciences (21) This Phase 2 project is building on successful tool development and material validation of instructional resources for statistics education in an earlier Phase 1 project (DUE 0442992). The PI and colleagues are expanding the implementation of their educational innovations into diverse settings in undergraduate courses of probability and statistics with accompanying attention to development of faculty expertise in using the new tools. In particular, the project team is testing, validating, and disseminating: i) tools (applets, demos, GUI interfaces), ii) educational materials (activities, class notes, tutorials), and iii) resources (the Statistics Online Computational Resource Wiki, consulting). In addition, the project is providing guidelines for how these may be employed and extended by the users (instructors, students, researchers); and student performance evaluation studies are also being conducted. The intellectual merit of the project lies in its use of an open-source approach for the creation and development of freely available educational tools that are extensible and platform-independent. Furthermore, any newly developed instructional materials are extendable, factually correct, validated, and deployed on the web. This general, open-source approach allows for the creation of diverse topic-specific activities designed to impact student motivation, provide effective means of presenting new terminology, concepts or inter-variable relations and improve student learning. The broader impact of the project is felt both through its open distribution of resources and its design that allows faculty and other users to create their own resources, thereby adding to the larger collection. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Dinov, Ivo Nicolas Christou University of California-Los Angeles CA Ginger H. Rowell Standard Grant 472750 7492 1536 SMET 9178 0116000 Human Subjects 0716205 July 1, 2006 The Statistical Concepts Inventory (SCI): A Cognitive Achievment Tool in Engineering Statistics. This project focuses on the development of a new assessment instrument, applicable to multiple undergraduate engineering programs, to measure students' understanding of statistics and its applications. The statistical understanding measure developed under this research, called the Statistical Concepts Inventory (SCI), provides score profiles that specifically describe students' abilities to design and conduct experiments as well as to analyze and interpret data. This project is timely because an increasing number of post-secondary engineering programs are endorsing "outcome requirements" that depend on statistical thinking and problem-solving skills. Within engineering, these requirements are precipitating major changes in engineering education in general and engineering statistics education specifically. Engineering curricular objectives in many respects are being driven by the ABET EC 2000 criteria. Of special relevance to the proposed project are: - Criterion 3, Programs Outcomes and Assessment, which states that "Engineering programs must demonstrate that their graduates have: (a) an ability to apply knowledge of mathematics, science, and engineering, and (b) an ability to design and conduct experiments, as well as to analyze and interpret data." and - Criterion 8, Program Criteria, in which 16 of the 24 listed programs directly indicate the need to demonstrate that students have acquired facility with statistics. Industrial Engineering has historically taught statistics as a service course to other engineering programs and continues to use statistics as a foundation for much of its own curriculum. Recently approved are the Criteria for Accrediting Computing Programs (Computing Accreditation Commission, December 30, 2000), which covers Computer Science programs and states in its curriculum standards that "Course work in mathematics must include probability and statistics." This project is also exploring the links between cognitive and attitudinal aspects of introductory statistics courses. In its second phase, this project is gathering SCI profile scores from students in combination with an existing affective instrument, the Survey of Attitudes Toward Statistics (SATS). EXP PROG TO STIM COMP RES DUE EHR Reed-Rhoads, Teri Purdue University IN Myles G. Boylan Standard Grant 43772 9150 SMET 9178 9150 7431 0716290 August 1, 2007 Collaborative Research: Evaluating student learning in geoscience curricula that employ conceptests using electronic student response systems. Geology (42) We are exploring the impact of using electronic student response systems to facilitate learning in large introductory geoscience courses across the country. Students are provided a personally registered remote control that is used to answer conceptual questions during the actual class. The questions are text-, diagram- or graph-based multiple choice questions that focus on one key concept. They are intended to reinforce material presented in class. They provide immediate feedback to students as class responses are collected in near-real time and displayed on a graph at the front of the classroom. Students and instructors analyze the graphs, discuss the results and use that information to guide subsequent activities. Small group discussion of class responses is the primary mode of instruction. We are analyzing over 9000 student responses to identify questions that can be used as reliable in-class assessments at other institutions. Teaching and learning aids are also being developed to help students identify ways to better prepare for class so that they are successful in and out of class. We are varying the types of questions, amounts of response data students see and questioning techniques to determine which combinations provide the richest learning experiences. Data are being collected in six different states at community colleges, four-year colleges and research universities. The intellectual merit of this proposal includes analyses of data regarding the utility of using electronic response system and questions across populations, disciplines and educational settings and identification of better ways to ensure a scientifically literate population of non-science majors. The broader impact of this proposal includes the thorough study and documentation of student response to these questions by gender and ethnicity. Such documentation is leading to recommendations for how faculty can employ such assessments in the most inclusive way possible. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Holmes, Ann University of Tennessee Chattanooga TN Jill K. Singer Standard Grant 35746 7492 1536 SMET 9178 9150 0116000 Human Subjects 0716291 August 1, 2007 Collaborative Research: Evaluating student learning in geoscience curricula that employ conceptests using electronic student response systems. Geology (42) We are exploring the impact of using electronic student response systems to facilitate learning in large introductory geoscience courses across the country. Students are provided a personally registered remote control that is used to answer conceptual questions during the actual class. The questions are text-, diagram- or graph-based multiple choice questions that focus on one key concept. They are intended to reinforce material presented in class. They provide immediate feedback to students as class responses are collected in near-real time and displayed on a graph at the front of the classroom. Students and instructors analyze the graphs, discuss the results and use that information to guide subsequent activities. Small group discussion of class responses is the primary mode of instruction. We are analyzing over 9000 student responses to identify questions that can be used as reliable in-class assessments at other institutions. Teaching and learning aids are also being developed to help students identify ways to better prepare for class so that they are successful in and out of class. We are varying the types of questions, amounts of response data students see and questioning techniques to determine which combinations provide the richest learning experiences. Data are being collected in six different states at community colleges, four-year colleges and research universities. The intellectual merit of this proposal includes analyses of data regarding the utility of using electronic response system and questions across populations, disciplines and educational settings and identification of better ways to ensure a scientifically literate population of non-science majors. The broader impact of this proposal includes the thorough study and documentation of student response to these questions by gender and ethnicity. Such documentation is leading to recommendations for how faculty can employ such assessments in the most inclusive way possible. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Knott, Jeffrey California State University-Fullerton Foundation CA Jill K. Singer Standard Grant 48040 7492 1536 SMET 9178 0116000 Human Subjects 0716296 August 1, 2007 Collaborative Research: Evaluating Student Learning in Geoscience Curricula that Employ Conceptests Using Electronic Student Response Systems. Geology (42) We are exploring the impact of using electronic student response systems to facilitate learning in large introductory geoscience courses across the country. Students are provided a personally registered remote control that is used to answer conceptual questions during the actual class. The questions are text-, diagram- or graph-based multiple choice questions that focus on one key concept. They are intended to reinforce material presented in class. They provide immediate feedback to students as class responses are collected in near-real time and displayed on a graph at the front of the classroom. Students and instructors analyze the graphs, discuss the results and use that information to guide subsequent activities. Small group discussion of class responses is the primary mode of instruction. We are analyzing over 9000 student responses to identify questions that can be used as reliable in-class assessments at other institutions. Teaching and learning aids are also being developed to help students identify ways to better prepare for class so that they are successful in and out of class. We are varying the types of questions, amounts of response data students see and questioning techniques to determine which combinations provide the richest learning experiences. Data are being collected in six different states at community colleges, four-year colleges and research universities. The intellectual merit of this proposal includes analyses of data regarding the utility of using electronic response system and questions across populations, disciplines and educational settings and identification of better ways to ensure a scientifically literate population of non-science majors. The broader impact of this proposal includes the thorough study and documentation of student response to these questions by gender and ethnicity. Such documentation is leading to recommendations for how faculty can employ such assessments in the most inclusive way possible. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Semken, Steven Arizona State University AZ Jill K. Singer Standard Grant 64889 7492 1536 SMET 9178 0116000 Human Subjects 0716303 September 1, 2007 Integrating a Cogeneration Facility into Engineering Education. A study of energy production and management with the analysis of real-time data from a newly constructed 25MW cogeneration facility is being incorporated into the Chemical and Mechanical Engineering curricula. Providing students real time data from actual processes, along with the modeling tools necessary to make sense of the data, is enlivening and enriching such subjects as Thermodynamics, Heat Transfer, Systems Analysis, and Process Control. The tools being developing are based on universal platforms: Excel; VBA; and, widely available commercial process simulators. The data, web-available, is allowing sophomore-year students to perform real-world material and energy balance calculations on major unit operations including gas and steam turbines, air conditioning systems, cooling towers, and boilers. Topics including data reduction and data reconciliation will be introduced naturally. Junior-year students are exploring advanced process modeling, including energy recovery in a heat recovery steam generator. Vertical integration of such individual operations is enabling senior-year students to explore global issues in energy production and management, including the optimization of utility costs and the analysis of process dynamics associated with process upsets and highly variable loads, and the resulting optimal control strategies. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Knopf, F. Carl Kerry Dooley Kevin Kelly John Prindle Louisiana State University & Agricultural and Mechanical College LA Curtis T. Sears Standard Grant 484913 7492 1536 SMET 9178 9150 0116000 Human Subjects 0716317 September 15, 2007 Collaborative Project: Multi-University Systems Education (MUSE) - A Model for Undergraduate Learning of Complex-Engineered Systems. Engineering - Electrical (55) This project is a collaboration involving Northern Arizona University (NAU), University of Hawaii (UH), University of South Florida (USF), and University of Vermont (UV). It is developing material and strategies for providing instructions in systems thinking, a skill that enables students to envision the architectures of complex, multi-layered engineering systems. In this project, an undergraduate track in wireless sensor networks is being developed as a vehicle for studying these systems. It features junior-year tutorials, an online, systems-centric, senior technical elective, a culminating capstone design course emphasizing inter-university collaboration, and a hardware/software test-bed that is distributed across universities and provides a standardized infrastructure for project continuity. As an outreach effort, the project is expanding existing and planned programs to include motivation and recruitment of high school students in summer programs and exposure in first-year introductory engineering classes. To test portability, the curriculum, which is being developed at NAU, USF, and UV, is being implemented in the third year at UH. Faculty members from at least four other universities are partial adopters of the educational material and serve as informal advisers during its development. In collaboration with independent evaluation professionals, an in-depth, quantitative assessment effort is focusing on three key components of the program: (1) student knowledge in systems thinking, (2) the multi-university learning environment and (3) the multi-university curriculum development process. The broader impacts of the project include the dissemination of the curriculum products, assessment tools, methodology, and a guide for multi-university curriculum design through publications, conference presentations, electronic media, and faculty workshops. The outreach efforts that emphasize contacts with members of underrepresented populations also contribute to the project's broader impacts. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Weller, Thomas University of South Florida FL Russell L. Pimmel Standard Grant 141598 7492 1536 SMET 9178 0116000 Human Subjects 0716338 September 15, 2007 Machine Learning Experiences in Artificial Intelligence: A Multi-Institutional Project. Computer Science (31) It is generally recognized that an introductory Artificial Intelligence (AI) course is challenging to teach. This is, in part, due to the diverse and seemingly disconnected core AI topics that are typically covered. This project addresses this problem and enhances the student learning experience in the introductory Artificial Intelligence course by (1) introducing machine learning elements into the AI course, (2) implementing a set of unifying machine learning laboratory projects to tie together the core AI topics, and (3) developing, applying, and testing an adaptable framework for the presentation of core AI topics which emphasizes the strong tie between AI and computer science. This is a multi-institutional effort that engages a community of 20 scholars from a broad range of universities working together on the development, implementation, and testing of curricular material, in a manner that fosters the integration of research and education. The target audience is juniors and seniors in Computer Science, Computer Engineering, and Computer Information Systems enrolled in an introductory Artificial Intelligence course. The project deliverable is a laboratory manual consisting of a suite of adaptable, self-contained, hands-on laboratory projects that can be closely integrated into a one-term AI course and which would supplement introductory AI texts. The curricular material builds on existing successful work, funded by NSF CCLI A&I. It involves further development and testing of an adaptable framework for the presentation of core AI topics through a unifying theme of machine learning. Through the design and implementation of learning systems that enhance commonly-deployed applications, the innovative model for teaching artificial intelligence provides a simple and elegant means to communicate the power of the core ideas of AI in a manner that engages students in experiential education. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Russell, Ingrid Zdravko Markov University of Hartford CT Victor P. Piotrowski Standard Grant 249970 7492 1536 SMET 9178 0116000 Human Subjects 0716392 August 1, 2007 Collaborative Research: Evaluating student learning in geoscience curricula that employ conceptests using electronic student response systesms. Geology (42) We are exploring the impact of using electronic student response systems to facilitate learning in large introductory geoscience courses across the country. Students are provided a personally registered remote control that is used to answer conceptual questions during the actual class. The questions are text-, diagram- or graph-based multiple choice questions that focus on one key concept. They are intended to reinforce material presented in class. They provide immediate feedback to students as class responses are collected in near-real time and displayed on a graph at the front of the classroom. Students and instructors analyze the graphs, discuss the results and use that information to guide subsequent activities. Small group discussion of class responses is the primary mode of instruction. We are analyzing over 9000 student responses to identify questions that can be used as reliable in-class assessments at other institutions. Teaching and learning aids are also being developed to help students identify ways to better prepare for class so that they are successful in and out of class. We are varying the types of questions, amounts of response data students see and questioning techniques to determine which combinations provide the richest learning experiences. Data are being collected in six different states at community colleges, four-year colleges and research universities. The intellectual merit of this proposal includes analyses of data regarding the utility of using electronic response system and questions across populations, disciplines and educational settings and identification of better ways to ensure a scientifically literate population of non-science majors. The broader impact of this proposal includes the thorough study and documentation of student response to these questions by gender and ethnicity. Such documentation is leading to recommendations for how faculty can employ such assessments in the most inclusive way possible. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Kortz, Karen Community College of Rhode Island RI Jill K. Singer Standard Grant 38788 7492 1536 SMET 9178 9150 0116000 Human Subjects 0716397 August 1, 2007 Collaborative Research: Evaluating Student Learning in Geoscience Curricula that Employ Conceptests Using Electronic Student Response Systems. Geology (42) We are exploring the impact of using electronic student response systems to facilitate learning in large introductory geoscience courses across the country. Students are provided a personally registered remote control that is used to answer conceptual questions during the actual class. The questions are text-, diagram- or graph-based multiple choice questions that focus on one key concept. They are intended to reinforce material presented in class. They provide immediate feedback to students as class responses are collected in near-real time and displayed on a graph at the front of the classroom. Students and instructors analyze the graphs, discuss the results and use that information to guide subsequent activities. Small group discussion of class responses is the primary mode of instruction. We are analyzing over 9000 student responses to identify questions that can be used as reliable in-class assessments at other institutions. Teaching and learning aids are also being developed to help students identify ways to better prepare for class so that they are successful in and out of class. We are varying the types of questions, amounts of response data students see and questioning techniques to determine which combinations provide the richest learning experiences. Data are being collected in six different states at community colleges, four-year colleges and research universities. The intellectual merit of this proposal includes analyses of data regarding the utility of using electronic response system and questions across populations, disciplines and educational settings and identification of better ways to ensure a scientifically literate population of non-science majors. The broader impact of this proposal includes the thorough study and documentation of student response to these questions by gender and ethnicity. Such documentation is leading to recommendations for how faculty can employ such assessments in the most inclusive way possible. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Steer, David Xin Liang University of Akron OH Jill K. Singer Standard Grant 247221 7492 1536 SMET 9178 0116000 Human Subjects 0716523 August 1, 2007 Collaborative Research: Evaluating student learning in geoscience curricula that employ conceptests using electronic student response systems. Geology (42) We are exploring the impact of using electronic student response systems to facilitate learning in large introductory geoscience courses across the country. Students are provided a personally registered remote control that is used to answer conceptual questions during the actual class. The questions are text-, diagram- or graph-based multiple choice questions that focus on one key concept. They are intended to reinforce material presented in class. They provide immediate feedback to students as class responses are collected in near-real time and displayed on a graph at the front of the classroom. Students and instructors analyze the graphs, discuss the results and use that information to guide subsequent activities. Small group discussion of class responses is the primary mode of instruction. We are analyzing over 9000 student responses to identify questions that can be used as reliable in-class assessments at other institutions. Teaching and learning aids are also being developed to help students identify ways to better prepare for class so that they are successful in and out of class. We are varying the types of questions, amounts of response data students see and questioning techniques to determine which combinations provide the richest learning experiences. Data are being collected in six different states at community colleges, four-year colleges and research universities. The intellectual merit of this proposal includes analyses of data regarding the utility of using electronic response system and questions across populations, disciplines and educational settings and identification of better ways to ensure a scientifically literate population of non-science majors. The broader impact of this proposal includes the thorough study and documentation of student response to these questions by gender and ethnicity. Such documentation is leading to recommendations for how faculty can employ such assessments in the most inclusive way possible. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Armour, Jake University of North Carolina at Charlotte NC Jill K. Singer Standard Grant 37563 7492 1536 SMET 9178 0116000 Human Subjects 0716592 September 1, 2007 Teaching Mathematical Modeling in the Behavioral Sciences. Biological Sciences (61). This project is developing instructional modules at the undergraduate level that focus on mathematical modeling in the behavioral sciences. These modules cover such topics as mating strategies, contests, habitat selection, foraging, cooperation and conflict, and communication. The focus is on well-understood models of animal behavior, with students encouraged to extend the models to human behavior, politics, and economics. Modules can be used together in behavior courses or singly in introductory biology, ecology, evolution, sociology, or psychology courses. A secondary aspect of the project is enhancement of mathematics classes by introducing behavioral applications. Each module actively engages the student in developing a model. After watching video of a behavior that illustrates a question, a student identifies the relevant variables, formulates a model, translates it to mathematical form, makes predictions based on the model, tests those predictions with a graphical simulation, and designs real-world experiments that would test the model. These exercises give students experience with probability, game theory, and optimization methods. A manual for instructors suggests ways to incorporate the material into a variety of courses and indicates areas that students may explore further on their own. This material is being tested at a diverse group of colleges and universities. Evaluation includes comparative tests (lecture-only vs. module) and longer-term tests of retention and transfer of knowledge. Dissemination of the material through national meetings, educational publications, and distribution by a textbook publisher is broadening the impact of the project and increasing the exposure of undergraduates nationwide to mathematical modeling of behavior. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Wyttenbach, Robert Ronald Hoy H. Kern Reeve Cornell University NY Deborah E. Allen Standard Grant 474919 7492 1536 SMET 9178 0116000 Human Subjects 0716599 October 1, 2007 Collaborative Research:Civil & Environmental Engineering Education (CEEE) Transformational Change Tools and Strategies for Sustainability Integration and Assessment in Engineering. Engineering - Civil (54) This project is collaboration among California Polytechnic State University, Michigan Technological University, and Yale University. It is working to integrate sustainability into engineering education by creating effective learning materials and teaching strategies that enable engineering faculty to incorporate sustainability approaches into their courses. They are working to test the value of Fink's significant learning taxonomy and the accompanying assessment methodology as they develop their educational design and assessment tools. The key elements of this project include a textbook in environmental engineering, adaptable course modules on sustainability for science and engineering disciplines, engineering courses with team-based, open-ended, inter-university projects, faculty workshops to disseminate these innovative teaching and learning practices, and an assessment study including the development of new assessment tools to measure the effectiveness of these approaches. Although the curriculum is specifically targeted at the civil and environmental engineering community, it can be generalized to other engineering programs. They will be disseminating their material and results by publishing their textbook, by promoting their instructional modules, and by providing several faculty workshops on their material and instructional strategies. In evaluating their project, they are using an assortment of existing and new assessment tools to determine the effect of their new materials and strategies on student learning and retention. Broader impacts include the dissemination of the material, primarily through their textbook and workshops, and the increased awareness of engineering graduates to sustainability issues. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Zhang, Qiong James Mihelcic Michigan Technological University MI Russell L. Pimmel Standard Grant 252059 7492 1536 SMET 9178 0116000 Human Subjects 0716812 September 15, 2007 Collaborative Project: Multi-University Systems Education (MUSE) - A Model for Undergraduate Learning of Complex-Engineered Systems. Engineering - Electrical (55) This project is a collaboration involving Northern Arizona University (NAU), University of Hawaii (UH), University of South Florida (USF), and University of Vermont (UV). It is developing material and strategies for providing instructions in systems thinking, a skill that enables students to envision the architectures of complex, multi-layered engineering systems. In this project, an undergraduate track in wireless sensor networks is being developed as a vehicle for studying these systems. It features junior-year tutorials, an online, systems-centric, senior technical elective, a culminating capstone design course emphasizing inter-university collaboration, and a hardware/software test-bed that is distributed across universities and provides a standardized infrastructure for project continuity. As an outreach effort, the project is expanding existing and planned programs to include motivation and recruitment of high school students in summer programs and exposure in first-year introductory engineering classes. To test portability, the curriculum, which is being developed at NAU, USF, and UV, is being implemented in the third year at UH. Faculty members from at least four other universities are partial adopters of the educational material and serve as informal advisers during its development. In collaboration with independent evaluation professionals, an in-depth, quantitative assessment effort is focusing on three key components of the program: (1) student knowledge in systems thinking, (2) the multi-university learning environment and (3) the multi-university curriculum development process. The broader impacts of the project include the dissemination of the curriculum products, assessment tools, methodology, and a guide for multi-university curriculum design through publications, conference presentations, electronic media, and faculty workshops. The outreach efforts that emphasize contacts with members of underrepresented populations also contribute to the project's broader impacts. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Flikkema, Paul Northern Arizona University AZ Russell L. Pimmel Standard Grant 152000 7492 1536 SMET 9178 0116000 Human Subjects 0716902 September 1, 2007 "What will this do to my evaluations?" Are student evaluations a barrier to education reform?. Physics (13). This project studies the change in global student evaluations of teaching (SET) ratings upon implementation of interactive teaching methods in introductory physics and astronomy courses. The change in specific SET ratings is investigated and correlated with two different measures of student learning: (1) gains in the performance on standardized concept inventories administered online and (2) course grades. An online survey is administered to study the specific implementation details and institutional circumstances of the participating instructors. This work determines whether student evaluations of teaching are a barrier to the implementation of interactive teaching methods and thus to student learning. It helps faculty to collect and analyze data to learn more about advantages and disadvantages of their specific implementation, contributes to a better understanding of the applicability of student evaluations in measuring student learning, and helps administrators and faculty to better interpret SET data. Intellectual Merit: The study addresses a formidable barrier to the implementation of interactive teaching methods, i.e. an often-held perception that such methods negatively affect student evaluations. While anecdotal evidence appears to refute any negative impact, the proposed study is designed to unambiguously determine this impact for a broad range of courses and instructors. The proposed work also provides information on how increased student learning and a broader emphasis on concepts impacts student ratings. Broader Impact: The proposed work has several outcomes: (1) it informs faculty of the impact of the implementation of interactive teaching on student ratings, (2) by documenting this impact (and possibly identifying the underlying reasons for it), it helps remove a major implementation barrier for interactive teaching techniques, (3) it helps participating faculty to identify other potential barriers in the implementation of interactive techniques, and (4) it helps participating faculty collect data on learning and student attitudes. It continues to build a community of scholars dedicated to the improvement of undergraduate education. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Mazur, Eric Harvard University MA John F. Mateja Standard Grant 400000 7492 1536 SMET 9178 0116000 Human Subjects 0716944 January 1, 2008 Beyond the Campus: A Model for Integrating Informal Science Expertise into the Preparation of Preservice Science Teachers. Interdisciplinary (99). The Bronx Zoo has a strong history of providing environmental science education for K-12 teachers. The zoo exhibits and collections have been used as powerful tools for affecting change in teachers -both in the amount of science they teach and in the way that they teach it. An independent evaluation of an earlier Phase 1 project entitled ""Beyond the Campus"" showed that this informal science institution can successfully partner with local universities to promote pedagogical change and improve the science knowledge of pre-service elementary school teachers. The program provided background in environmental science content while developing the skills and knowledge needed for the prospective teachers to teach science comfortably and in tandem with other required disciplines. In this Phase 2 project, the Bronx Zoo is building on the successful Phase 1 pilot to refine and implement it for use in additional sites, with an emphasis on historically black colleges and universities across the United States. The program''s focus on environmental science and conservation, which draw upon many disciplines, is an ideal vehicle to illustrate methods for integrating science across the curriculum. Broader Impacts: This project is developing a zoo-based preservice teacher education program in environmental science education for undergraduate students of diverse ethnicities. To help the pre-service teachers develop facility with the standards, as part of their coursework, students in the program are accessing their state and local standards and are being provided with direction in aligning the science lessons and units they create with these documents. The project is determining to what extent this educational collaboration between an informal science institution and universities across the U.S. can build diversity in both formal and informal science education. Intellectual Merit: This project is designing a national model for informal science institutions to form significant partnerships with universities to improve pre-service teacher preparation. The ""Beyond the Campus"" model involves not only universities, but also a highly valued and nationally recognized research facility and informal science institution -- the Bronx Zoo. The results of this project are informing other informal science institutions about the challenges and effective mechanisms for designing material to serve the needs of preservice teacher education programs. CCLI-Phase 2 (Expansion) HUMAN RESOURCES S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Ives, Jennell Wildlife Conservation Society NY Linnea A. Fletcher Standard Grant 499646 7492 7226 1536 SMET 9178 0116000 Human Subjects 0716952 September 1, 2007 Exploring Earth's Volcanic Environment: Development of Virtual Reality Education Modules(Phase 2). Geology (42) An integral part of Earth and Environmental Science education at the undergraduate level is the opportunity for students to explore the natural world through fieldtrips and to make primary observations about geological processes. Web-based virtual fieldtrips to Vesuvius volcano in Italy , Kilauea volcano in Hawaii, and Laki volcano in Iceland are being developed to explore the hazards and impacts of explosive and effusive volcanism. The modules utilize Quicktime Virtual Reality (QTVR) panoramic images, digital video clips, interactive Flash animations, and inquiry-based exercises. The main intellectual objective of the project is to engage students as explorers and observers, enabling them to learn about volcanic processes and hazards, collect virtual field information, and then formulate hypotheses about the effects of explosive volcanic eruptions and the deposits that they produce. The exercises are being tested on a diverse set of users participating in geoscience courses at five academic institutions including the University of Rhode Island, Tulsa University, Southern Indiana University, Community College of Rhode Island and Tallahassee Community College. As a follow-up to the testing, a two-day instructor workshop will be conducted to discuss the evaluation results of course implementation, provide feedback for improvements/refinements of the modules, develop strategies for ease of instructor implementation, and provide suggestions for the development of supplemental lecture material that can accompany the web modules. In the broader context, an important objective is to integrate the findings of previously-funded NSF research projects to the PIs into resources that broaden the science content for diverse educational applications. The modules can be used in a variety of undergraduate geoscience courses such as physical and environmental geology, geologic hazards, igneous petrology and volcanology. The nature of the exercise also allows them to be used outside of a regular undergraduate course for general public education. Potential uses include increasing public awareness of hazards to those living in volcanic area through a program of community education and linkages to website that deal with volcanic hazards. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Carey, Steven Haraldur Sigurdsson University of Rhode Island RI Jill K. Singer Standard Grant 222823 7492 1536 SMET 9178 9150 0116000 Human Subjects 0717133 September 1, 2007 Bio-Organic Reaction Animations. Chemistry (12) This project continues development of a biochemistry oriented visualization program, Bio-organic Reaction Animations (Bio-ORA). As a result of the proof-of-concept phase of its development, Bio-ORA currently has animations of three enzymatic processes. The next level of development includes a total of 15 enzymes represented in the final product. Other bio-molecules being targeted in this project are sugars (the conversion of Fischer projections into 3D structures, mutarotation, disaccharides, oligosaccharides), amino acids (secondary structure, alpha helix, beta turns and sheets), nucleosides (DNA formation, hydrogen-bonding in duplex, major/minor groove, intercalation), and lipids (micelle formation, lipid bilayer, steroidal structure, lipophilic interactions). The product is designed for students learning bio-organic chemistry in organic and biochemistry classes. The evaluation of the project is intended to guide development of Bio-ORA and to establish the value of using this visualization program. The recommendations of the users are being used to improve the content and delivery of the material. The dissemination of Bio-ORA is via web access and perhaps ultimately through a publishing company. This teaching tool is being presented at professional meetings, and the evaluation results will be published. Intellectual Merit: For students to be able to appreciate and contribute to the understanding of biological processes, it is essential that they learn the chemistry that governs biology. The Bio-ORA products facilitate both teaching and learning of biochemical processes at the molecular level by providing a means of visualizing biochemical reactions and structures in a three-dimensional format. Use of the software provides instructors with additional means of presenting complex concepts to students, and encourages instructors to focus on helping students to understand biochemical processes rather than to memorize names of structures and compounds. As students learn the principles that govern representative biochemical processes, they are better prepared to understand unfamiliar biochemical transformations. This process not only facilitates learning but likely improves the students' perception and understanding of the biological sciences in general. The impact that this software has on student learning and perception is being carefully measured. Information from these studies is providing an increased understanding of the role 3D technology can play in the learning process, and is helping to improve the product. Broader Impacts: The goal of this project is to reach an international audience and to have an impact on the teaching of bio-organic chemistry worldwide. This outreach naturally includes students of diverse cultures, diverse learning styles, and diverse educational backgrounds. Current partners include instructors at small colleges, including Southern Utah University, Pennsylvania State University-Schuylkill, Brigham Young University-Idaho, and Brigham Young University-Hawaii, which has >50% non-white enrollment. Another impact of the project is the improvement of the use of 3D technology. Applications for Chime, Java3D, Cult3D, VRML, and Viewpoint that allow for visualization of 3D images are likely to be appreciated by future software developers. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Fleming, Steven Paul Savage Brigham Young University UT Susan H. Hixson Standard Grant 446199 7492 1536 SMET 9178 0717158 September 1, 2007 Collaborative Research: A Phase II Expansion of the Development of a Multidisciplinary Course on Wavelets and Applications. Mathematical Sciences (21) This collaboration is building on a successful pilot study that developed an innovative course on wavelets and applications, together with a text, software, and related materials. The current project is focused on refining, expanding, and testing these education innovations on a wider audience of faculty and students across the United States. It is also implementing the new materials, and in the process, creating diverse and portable modules for student projects and undergraduate research. More precisely, the project is developing faculty expertise by conducting workshops at the PI home institutions and at national meetings to train faculty to teach the course at their home institutions. Also, the PIs are recruiting participants from these workshops to develop project modules to be used by students as end of term projects or in undergraduate research. Moreover, the PIs are institutionalizing the course at their schools and are providing assistance to other interested institutions. The PIs are managing the development of a growing and self-sustaining network of faculty educators who teach and institutionalize the course, develop modules, and participate in the assessment of the role of the course in the curriculum. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Beneteau, Catherine University of South Florida FL Daniel P. Maki Standard Grant 90860 7492 1536 SMET 9178 0116000 Human Subjects 0717170 September 15, 2007 Developing an Online Center for Global Geography Education (Phase 2). Geography (88) This project is expanding the undergraduate activities and resources of the Center for Global Geography Education (CGGE), which has been creating an online collection of geography resources for international collaborative learning at the Association of American Geographers (AAG). An earlier CCLI Phase 1 grant from the National Science Foundation supported the developing and testing of three Web-based course modules: Nationalism, Global Economy, and Population. These modules were used by undergraduates in different countries to investigate geographic issues and share perspectives in a collaborative, online learning environment. The impacts of the modules on student learning were evaluated in classroom trials with over 500 undergraduates in 10 countries. Overall, students demonstrated significant gains in their knowledge of geographic concepts, and the vast majority of those who participated in the trials displayed a very positive attitude both before and after the project. However, the evaluation also indicated that moderate revisions to the modules would enhance their effectiveness in promoting undergraduate awareness of international perspectives. The evaluation also suggested that the modules be redesigned to increase their flexibility, positioning them to better serve a wider variety of undergraduate courses and geographical contexts. Finally, the Phase 1 project yielded useful signposts to guide a targeted analysis in this Phase 2 project. The Phase 2 project is modifying and updating the existing modules and developing three new modules focused on Migration, Natural Hazards, and Global Climate Change. It is measuring the impact of international collaboration on the knowledge and perspectives of geography undergraduates in multiple settings, and is expanding and diversifying significantly the student and faculty networks involved in CGGE collaborations. Intellectual Merit: As the world's peoples, places, and environments grow increasingly connected, more efforts are needed to enhance students' awareness of global processes and issues while nurturing abilities in foreign languages and comparative thinking. The guiding theory of CGGE is that these dimensions of learning can be simultaneously supported by engaging undergraduates in international collaboration. A related key objective of this project is the development of a database for assessing the influence of international collaboration on student learning of geography content and student attitudes toward contemporary world issues. When completed, this CGGE Phase 2 project will have created a critical mass of resources to provide faculty with a "one-stop" online resource for planning and implementing an international teaching collaboration. Broader Impacts: This project supports the AAG's programs to foster international collaborations in research and education. It is providing models of collaboration for new initiatives across Latin America, the Middle East, and Southeast Asia. Geography undergraduates are benefiting from opportunities to interact with students in countries that are engaged, perhaps contentiously, with the United States over issues related to immigration, nationalism, environmental pollution, and economic globalization. CGGE modules also support a diverse range of learning outcomes of value to faculty in neighboring social and environmental disciplines. To support dissemination and diffusion of collaborative education methods, this project is engaged in an extensive outreach and dissemination plan through partnerships with the Association of American Colleges and Universities, the Centre for Active Learning at the University of Gloucestershire, the Grosvenor Center for Geographic Education, the HERODOT Network, the International Geographical Union - Commission on Geographical Education, the International Network for Learning and Teaching, the National Council for Geographic Education, and the Pan American Institute for Geography and History. Through these mechanisms it is providing faculty with many options for engaging in professional development in preparation for teaching internationally. CCLI-Phase 2 (Expansion) DUE EHR Solem, Michael Phil Klein Osvaldo Muniz Association of American Geographers DC Myles G. Boylan Standard Grant 495481 7492 SMET 9178 0717192 September 15, 2007 Collaborative Project: Multi-University Systems Education (MUSE) - A Model for Undergraduate Learning of Complex-Engineered Systems. Engineering - Electrical (55) This project is a collaboration involving Northern Arizona University (NAU), University of Hawaii (UH), University of South Florida (USF), and University of Vermont (UV). It is developing material and strategies for providing instructions in systems thinking, a skill that enables students to envision the architectures of complex, multi-layered engineering systems. In this project, an undergraduate track in wireless sensor networks is being developed as a vehicle for studying these systems. It features junior-year tutorials, an online, systems-centric, senior technical elective, a culminating capstone design course emphasizing inter-university collaboration, and a hardware/software test-bed that is distributed across universities and provides a standardized infrastructure for project continuity. As an outreach effort, the project is expanding existing and planned programs to include motivation and recruitment of high school students in summer programs and exposure in first-year introductory engineering classes. To test portability, the curriculum, which is being developed at NAU, USF, and UV, is being implemented in the third year at UH. Faculty members from at least four other universities are partial adopters of the educational material and serve as informal advisers during its development. In collaboration with independent evaluation professionals, an in-depth, quantitative assessment effort is focusing on three key components of the program: (1) student knowledge in systems thinking, (2) the multi-university learning environment and (3) the multi-university curriculum development process. The broader impacts of the project include the dissemination of the curriculum products, assessment tools, methodology, and a guide for multi-university curriculum design through publications, conference presentations, electronic media, and faculty workshops. The outreach efforts that emphasize contacts with members of underrepresented populations also contribute to the project's broader impacts. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Shiroma, Wayne University of Hawaii HI Russell L. Pimmel Standard Grant 47199 7492 1536 SMET 9178 9150 0116000 Human Subjects 0717241 August 15, 2007 Introduction of GIS into Civil Engineering Curricula. Through this project, web-based instructional modules are being developed to incorporate Geographic Information Systems (GIS) software into several foundational civil engineering courses at the University of Missouri-Rolla. The modular development improves the transportability of the approach since a new course in GIS technologies is not required for adoption by other programs but the modules can be used to reinforce basic concepts throughout the curriculum in a comprehensive manner. The GIS applications are in the areas of environmental, geotechnical, hydrology, surveying, and transportation. Since these topics are standard topics in civil engineering programs nationwide, there is the potential for a large impact on undergraduate education through this project. GIS applications enable faculty to bring realistic applications into the classroom in ways that are not possible through traditional instruction. Further, GIS is an increasingly important topic in civil engineering and it is a subject that is largely ignored in the curriculum, so this project fills a need within the civil engineering community. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Luna, Ronaldo Richard Hall Glenn Morrison Wen-Bin Yu Ghulam Bham Missouri University of Science and Technology MO Sheryl A. Sorby Standard Grant 499794 7492 1536 SMET 9178 0116000 Human Subjects 0717306 January 1, 2008 Modular Digital Course in Undergraduate Neuroscience Education-Revised (MDCUNE-R). Psychology - Biological (71) Intellectual Merit: This project is creating three state-of-the-art laboratory research modules that comprise "Modular Digital Course in Undergraduate Neuroscience Education-Revised" (MDCUNE-R) and making these available to students and instructors at a wide range of institutions. The first module explores neurophysiology by experimenting with a virtual neural circuit to discover and analyze the mechanisms generating rhythmic neural activity. The second module introduces the subject of bioinformatics and makes extensive use of bioinformatics tools available free on the web. The third module analyzes sex differences and hormonal effects in the development of the bird song system. Broader Impacts: This project is modifying existing materials so that the modules are exclusively digital and publishing them in an enduring form. They are available on demand using open access media on the Web. These modules are inquiry-based laboratory experiences and demonstrations. They provide sufficient material for an entire laboratory course and allow instructors at any institution to employ the digital materials to create high-quality didactic experiences with no equipment required except a computer. MDCUNE-R is also providing extensive faculty development opportunities including workshops, articles, presentations at conferences, webcasts, and web-based tutorials with each module. The project is explicitly targeting faculty members at underserved institutions, including Historically Black Colleges and Universities, Hispanic Serving Institutions, and Tribal Colleges. In keeping with the CCLI cyclic model, MDCUNE-R is being evaluated at four steps in its execution by: 1) testing and refining the teaching tools with UCLA students, 2) obtaining feedback from faculty and students at other institutions testing these materials, 3) receiving peer review feedback during the publication review process, and 4) receiving feedback from faculty and students who are using the materials once they have been released for general dissemination. At each of these points the feedback is being used to revise the materials. CCLI-Phase 2 (Expansion) DUE EHR Grisham, William University of California-Los Angeles CA Myles G. Boylan Standard Grant 470162 7492 SMET 9178 0116000 Human Subjects 0717326 September 15, 2007 Collaborative Project: MUSE - A Model for Undergraduate Learning of Complex-Engineered Systems. Engineering - Electrical (55) This project is a collaboration involving Northern Arizona University (NAU), University of Hawaii (UH), University of South Florida (USF), and University of Vermont (UV). It is developing material and strategies for providing instructions in systems thinking, a skill that enables students to envision the architectures of complex, multi-layered engineering systems. In this project, an undergraduate track in wireless sensor networks is being developed as a vehicle for studying these systems. It features junior-year tutorials, an online, systems-centric, senior technical elective, a culminating capstone design course emphasizing inter-university collaboration, and a hardware/software test-bed that is distributed across universities and provides a standardized infrastructure for project continuity. As an outreach effort, the project is expanding existing and planned programs to include motivation and recruitment of high school students in summer programs and exposure in first-year introductory engineering classes. To test portability, the curriculum, which is being developed at NAU, USF, and UV, is being implemented in the third year at UH. Faculty members from at least four other universities are partial adopters of the educational material and serve as informal advisers during its development. In collaboration with independent evaluation professionals, an in-depth, quantitative assessment effort is focusing on three key components of the program: (1) student knowledge in systems thinking, (2) the multi-university learning environment and (3) the multi-university curriculum development process. The broader impacts of the project include the dissemination of the curriculum products, assessment tools, methodology, and a guide for multi-university curriculum design through publications, conference presentations, electronic media, and faculty workshops. The outreach efforts that emphasize contacts with members of underrepresented populations also contribute to the project's broader impacts. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Frolik, Jeff University of Vermont & State Agricultural College VT Russell L. Pimmel Standard Grant 159201 7492 1536 SMET 9178 9150 0116000 Human Subjects 0717392 October 1, 2007 POGIL Biochem Advancing Active Learning Approaches in Biochemistry. Chemistry (12). This project is broadly testing, assessing, publishing, and disseminating process oriented guided inquiry learning (POGIL) activities that have been developed for undergraduate biochemistry. The materials have been developed and reformulated over nine years of use in lecture-free biochemistry courses and are now being tested in biology, biochemistry, and chemistry departments at a variety of institutional types including four year colleges, medium sized public universities, and research universities and by faculty who are engaged in a variety of active-learning pedagogies. Supporting materials are also being developed and include an instructor's manual and digital animations. A comprehensive evaluation plan is ensuring the effectiveness of these curricular materials. The project is also developing workshops on these materials for biochemistry faculty from institutions across the country. The broader impact of this project is found in the development of broadly tested biochemistry materials that support inquiry based learning and can be used in undergraduate biochemistry, chemistry, and biology courses as well as in the faculty workshops that promote the use of the biochemistry curricular materials. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Minderhout, Vicky Jennifer Loertscher Seattle University WA Eileen L. Lewis Standard Grant 489268 7492 1536 SMET 9178 0116000 Human Subjects 0717407 September 15, 2007 Science Education for New Civic Engagements and Responsibilities (SENCER). This project, Science Education for New Civic Engagements and Responsibilities (SENCER) is building on an identically-named CCLI National Dissemination project that began in 2001. Informed by an independent evaluation of the first five years of SENCER, this second stage version of SENCER is undertaking a comprehensive set of activities to help teams of STEM faculty bring nationally-validated undergraduate STEM materials and educational practices to new campus applications. As before, SENCER is engaged in recruiting and empowering numerous new faculty and academic leaders to improve undergraduate STEM education, strengthening alumni faculty expertise, and expanding a growing community of practice that links STEM learning to the exploration of civic issues. In addition, SENCER is building new systems to deepen and sustain the impact of the SENCER approach and to complete and publish the results of a set of robust evaluation, assessment, and research projects. Goals: SENCER improves science education by linking the discovery of scientific principles and the development of scientific thinking to engagement with complex social problems. By developing faculty expertise in teaching "to" basic science and mathematics "through" civic concerns, SENCER is extending the impact of learning across the curriculum and into the community. Using materials, assessment instruments, and research developed in the SENCER project, SENCER faculty are designing curricular projects that (1) get more students interested and engaged in learning in STEM courses, (2) help students connect STEM learning to their other studies, and (3) strengthen students' understanding of science and their capacity for responsible work and citizenship. Activities: SENCER is pursuing these goals by focusing on strengthening faculty expertise, STEM community-building, and making contributions to the STEM knowledge base. Specifically, SENCER goals are: (1) to provide comprehensive training for, and follow-up with, teams from 75 new institutions, (2) to bring increased attention to increasing early enrollment in SENCER courses (because our research shows this increases advanced study in STEM courses), (3) to create additional national venues for disseminating the results of mature campus projects, and (4) to develop new resources and create broader access to, and dissemination of, existing resources. To expand the scale and sustain the impact of SENCER reforms, this project is: (1) designating 100 SENCER Leadership Fellows and (2) creating five regional SENCER Centers for Innovation. To contribute to the STEM education knowledge base, the project is (1) conducting a meta-analysis of the SENCER evaluation and assessment results, (2) increasing the frequency and incidence of the use of the SENCER-SALG (an online assessment tool), (3) establishing a consortium of SENCER faculty committed to expanding in-class assessments for learning, (4) applying the Carnegie Foundation's "Scholarship of Teaching and Learning" model to a suite of mature summative evaluation research projects, and (5) planning to publish an annual compendium of assessment and evaluation results and resources. Intellectual Merit: Evaluation evidence establishes that the SENCER approach is an effective strategy for improving STEM education and, in particular, achieving gains in science literacy among women and non-majors. A small but significant cohort of students show greatly increased interest in pursuing advanced science study following their enrollment in SENCER courses. The SENCER approach offers a strategy to increase enrollment in STEM courses and attract students to careers that require STEM expertise. SENCER supports an alumni community that is extending the SENCER approach to new applications, and refining and renewing reforms. The work of this community is making contributions to the STEM-education research and knowledge base in the form of validated assessment instruments, field-tested learning materials, and peer-mentoring activities. Broader Impacts: SENCER benefits will be extended to a more diverse set of institutions, especially community colleges. Campus impacts include strengthening interdisciplinary connections, encouraging pre-service teacher education in the sciences, and stimulating student engagement. Community-based research and outreach activities extend the impacts to people and communities in need. Because SENCER courses focus on critical civic questions, the intended long-range impact for students and faculty reaches the core questions we face in our democracy. CCLI-Phase 3 (Comprehensive) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Burns, William Harrisburg University of Science and Technology PA Myles G. Boylan Standard Grant 1999215 7493 1536 SMET 9178 0717428 October 1, 2007 Collaborative Research: Civil & Environmental Engineering Education (CEEE) Transformational Change:Sustainability Curriculum Development, Implementation, Dissemination & Assessment. Engineering - Civil (54) This project is collaboration among California Polytechnic State University, Michigan Technological University, and Yale University. It is working to integrate sustainability into engineering education by creating effective learning materials and teaching strategies that enable engineering faculty to incorporate sustainability approaches into their courses. They are working to test the value of Fink's significant learning taxonomy and the accompanying assessment methodology as they develop their educational design and assessment tools. The key elements of this project include a textbook in environmental engineering, adaptable course modules on sustainability for science and engineering disciplines, engineering courses with team-based, open-ended, inter-university projects, faculty workshops to disseminate these innovative teaching and learning practices, and an assessment study including the development of new assessment tools to measure the effectiveness of these approaches. Although the curriculum is specifically targeted at the civil and environmental engineering community, it can be generalized to other engineering programs. They will be disseminating their material and results by publishing their textbook, by promoting their instructional modules, and by providing several faculty workshops on their material and instructional strategies. In evaluating their project, they are using an assortment of existing and new assessment tools to determine the effect of their new materials and strategies on student learning and retention. Broader impacts include the dissemination of the material, primarily through their textbook and workshops, and the increased awareness of engineering graduates to sustainability issues. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Vanasupa, Linda California Polytechnic State University Foundation CA Russell L. Pimmel Standard Grant 91520 7492 1536 SMET 9178 0717470 August 15, 2007 ComGen: The Community College Genomics Research Initiative. Biological Sciences (61). The ComGen: Community College Genomics Research Initiative is bringing hands-on, real-world research experiences in genomics to community college science students. The goal is to introduce genomics into existing curricula as a way of addressing the need to increase student interest and achievement in STEM disciplines. The project is designed primarily for the community college student. Building on several successful models of high school, community college and university programs that incorporate genomics into curricula, ComGen is 1) creating new curricula that brings genomics research activities to classrooms at all levels of biology instruction at the community college level; 2) developing faculty expertise in using real research as a teaching tool in the classroom; 3) implementing the pilot community college program; and 4) evaluating its potential for replication at community colleges nationwide. A strong ComGen partnership is helping connect and strengthen the STEM education community through a team approach involving secondary, community college, and university faculty who are collaborating with scientists and researchers. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Bangera, M. Gita James Ellinger Christopher Shelley Lynne Sage Bellevue Community College WA Linnea A. Fletcher Standard Grant 478003 7492 1536 SMET 9178 0116000 Human Subjects 0717490 September 1, 2007 Online Resources to Improve the Teaching and Learning of Differential Equations: Encouraging the Wide-Spread Use of Modeling and Computing. Mathematical Sciences (21) This project is improving the teaching and learning of ordinary differential equations (ODEs) by encouraging the wide-spread adoption of modeling projects and computer experiments in ODE courses by: (a) creating a digital library of resources and an online community for ODE instructors to find, share, discuss, and evaluate resources for teaching ODEs; (b) completing the development of a robust, flexible, platform-independent numerical solver that is being freely distributed over the Internet and can carry out computer experiments designed to help students learn about ODEs; and (c) training ODE instructors in the effective use of modeling projects and computer experiments via short courses at mathematics meetings. This project builds on the previous accomplishments of the Consortium of Ordinary Differential Equations Experiments (CODEE). Intellectual Merit: Because dynamical systems lie at the heart of scientific inquiry, courses in ODEs are an integral part of any science, technology, engineering, or mathematics (STEM) undergraduate degree program. To become proficient modelers that allow them to tackle authentic research and industrial problems, students should be immersed in mathematical modeling. Modeling projects help students develop communication, team-building, and critical thinking skills. Students are being prepared in the appropriate use of numerical ODE solvers, as most differential equations of practical interest do not have analytic solutions. Modeling is now a common theme in many introductory ODE textbooks, and the educational value of software to numerically calculate and visualize the solutions of ODEs is increasing. However, resources are not currently available to conveniently bring high-quality modeling projects and computer experiments to a wide audience of STEM students. Indeed, these types of educational materials currently appear in isolated places and are published in disparate media. As a result, many instructors who want to incorporate modeling in a meaningful way in their courses spend a great deal of time and effort to overcome barriers. This project is reducing these barriers as much as possible. Broader Impact: Successful students in the interdisciplinary research environment of today are those who can appreciate the wide applicability of differential equations and understand the techniques that can be used to attack them. Wide-spread adoption of innovations in the teaching and learning of ODEs affects the preparation of a great number of future scientists, not just mathematicians. Since modeling skills are increasingly being sought by employers, project activities improve the employability of these future scientists and engineers. This project combines the efforts of scientists, engineers and mathematicians to bring modeling projects to any student, creates a community of instructors interested in the teaching and learning of ODEs and encourages them to collaborate on the creation of new learning materials, encourages mathematics education specialists to conduct research on the teaching and learning of ODEs, gives undergraduate faculty a venue for publishing their models, and raises the awareness of instructors about the merits of modeling projects and computer experiments in ODE courses. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Yong, Darryl Robert Borrelli Harvey Mudd College CA Daniel P. Maki Standard Grant 499792 7492 1536 SMET 9178 0116000 Human Subjects 0717492 December 1, 2007 A New Approach to Analytical Chemistry: The Development of Process Oriented Guided Inquiry Learning Materials. A group of analytical chemists is developing Process Oriented Guided Inquiry Learning (POGIL) materials that impart widely accepted analytical chemistry principles while engaging students as active learners and in communication. POGIL facilitates their development in process skills such as critical thinking, advanced problem solving and teamwork. The range of institutions and student populations represented by the analytical members facilitates the production of POGIL materials that are broadly applicable and readily adoptable by instructors in a variety of institutional settings. These analytical chemistry classroom POGIL activities are being used collectively in traditional analytical chemistry courses as well as individually in an assortment of other courses that include analytical chemistry concepts. Evaluation of this project includes peer and student assessment of the written POGIL materials, as well as assessment of student learning, student attitudes, and student process skills. The project culminates in the production of a book of analytical chemistry POGIL activities for commercial distribution, along with an instructor's guide, which includes implementation and assessment strategies for instructors who adopt the activities. Dissemination occurs through a national outreach effort by the analytical chemistry members and the national POGIL group. . CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Lantz, Juliette Renee Cole Drew University NJ Herbert H. Richtol Standard Grant 498825 7492 1536 SMET 9178 0116000 Human Subjects 0717495 January 1, 2008 EvoBeaker II: Assessing Simulations for Teaching Evolutionary Biology. Biological Sciences (61). This project involves the development of a very flexible educational software package for the teaching of evolution to undergraduates. EvoBeaker is an inquiry-based collection of simulation modules allowing users to design evolutionary simulations and witness evolution in action. Research on student learning and on misconceptions is informing the development and testing of the software tools and the accompanying curricular materials. Several modules are being assessed for their effectiveness, including modules on the Hardy-Weinberg equilibrium, on genetic drift; on the adaptive significance of sex, and on evolutionary trees. In addition, the software package is being enhanced through the development of: (1) a new interface for creating evolutionary models, (2) interactive graphs, and (3) a complete set of classroom-tested laboratories for an introductory evolutionary biology class. Results of research on evolution misconceptions and on student learning, as well as on the assessment of the effectiveness of various EvoBeaker modules, are being disseminated via journal publications and presentations at meetings. In addition the software and curricular materials are being made available commercially. EvoBeaker is being used in a wide variety of biology courses nationwide, and is helping tens of thousands of students of all levels and abilities achieve a better understanding of evolution and advance the field of biology education. Broader impacts of the project include development of materials for use in high schools and in science museums, as well as international dissemination of the software package. This project is partially funded by the Division of Biological Infrastructure in the Directorate for Biological Sciences. CCLI-Phase 2 (Expansion) HUMAN RESOURCES S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Meir, Eli Eric Klopfer SimBiotic Software NY Deborah E. Allen Standard Grant 449998 7492 7226 1536 SMET 9178 0717504 September 15, 2007 STREET: Simulating Transportation for Realistic Engineering Education and Training. Engineering - Civil (54) The focus of this project is to develop web-based simulation modules to improve instruction in the Introduction to Transportation Engineering course that is a standard part of undergraduate civil engineering programs. Although simulation has proven to be a powerful tool in encouraging active learning in other disciplines, it has not been fully adopted in transportation engineering to this date. The modules are also suitable for upper-division transportation courses and cover fundamental topics in transportation engineering such as travel demand modeling, geometric design, traffic flow, and traffic signal control. The web-based interface allows easy access for users without the high cost associated with commercially available simulation products. The simulation-based materials form an active textbook, which offers an interactive learning environment to undergraduate students. The modules are being rigorously evaluated and tested in course offerings from civil engineering programs across the country and are being disseminated to the general public through interactive exhibits at the Minnesota Transportation Museum and the Minnesota State Fair. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Liu, Henry David Levinson University of Minnesota-Twin Cities MN Sheryl A. Sorby Standard Grant 500000 7492 1536 SMET 9178 0116000 Human Subjects 0717508 September 1, 2007 Collaborative Research: Improving Engineering Students' Learning Strategies Through Models and Modeling. Engineering - Other (59) This is a collaborative project involving California Polytechnic State University, Colorado School of Mines, Purdue University, United States Air Force Academy, University of Pittsburgh, University of Minnesota-Twin Cities. It is building upon and extending model-eliciting activities (MEAs), a proven methodology developed in mathematics education research and recently introduced to engineering education. MEAs use open-ended case studies to simulate authentic, real-world problems that small teams of students address. MEA were developed to observe the development of student problem-solving competencies and the growth of mathematical cognition. However, it has been increasingly documented as a methodology to help students become better problem solvers, as well as a tool to help both instructors and researchers better design situations to engage learners in productive mathematical thinking. The investigators are taking the theoretical framework from mathematics education and research results from a series of NSF funded studies and creating a strategic, scalable approach for addressing crucial goals in engineering education. These goals include developing effective, transferable competencies in problem-solving and creativity; more effectively learning and retaining important concepts; and more effectively identifying misconceptions and nurturing positive ethical frameworks. They also are investigating and extending a suite of assessment approaches that have been developed and tested in recent MEA research. Their specific objectives are: (1) to expand the MEA methodology and application, (2) to study students' problem solving strategies and extend the use of MEAs to specific aspects of undergraduate reasoning and problem-solving, (3) to determine solution paths first-year engineering students use in solving MEAs, (4) to execute a comprehensive dissemination and infusion effort, and (5) to develop a comprehensive research agenda for models and modeling in undergraduate education. In particular, they are deepening the implementation of MEAs and related student and faculty assessment in undergraduate curriculum across the six partner institutions; broadening the libraries of usable MEAs to different engineering disciplines; and extending the MEA approach to misconceptions, innovation, and ethical decision-making in engineering. They are disseminating their material and results through papers at conferences and in achieved journals, through CD and web formats with links to the NSDL, through a number of workshops for both engineering educators and K-12 teachers, and through special programs for pre-service teachers at several participating institutions. The evaluation effort, which is led by an outside independent evaluator, is monitoring progress on all five objectives. Broader impacts include the dissemination of the materials and results, the workshops for other faculty, the K-12 teacher outreach, and the positive effects of this engaging approach on students from underrepresented populations. CCLI-Phase 3 (Comprehensive) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Diefes-Dux, Heidi Purdue University IN Russell L. Pimmel Standard Grant 264448 7493 1536 SMET 9178 0717529 September 1, 2007 Collaborative Research: Improving Engineering Students' Learning Strategies Through Models and Modeling. Engineering - Other (59) This is a collaborative project involving California Polytechnic State University, Colorado School of Mines, Purdue University, United States Air Force Academy, University of Pittsburgh, University of Minnesota-Twin Cities. It is building upon and extending model-eliciting activities (MEAs), a proven methodology developed in mathematics education research and recently introduced to engineering education. MEAs use open-ended case studies to simulate authentic, real-world problems that small teams of students address. MEA were developed to observe the development of student problem-solving competencies and the growth of mathematical cognition. However, it has been increasingly documented as a methodology to help students become better problem solvers, as well as a tool to help both instructors and researchers better design situations to engage learners in productive mathematical thinking. The investigators are taking the theoretical framework from mathematics education and research results from a series of NSF funded studies and creating a strategic, scalable approach for addressing crucial goals in engineering education. These goals include developing effective, transferable competencies in problem-solving and creativity; more effectively learning and retaining important concepts; and more effectively identifying misconceptions and nurturing positive ethical frameworks. They also are investigating and extending a suite of assessment approaches that have been developed and tested in recent MEA research. Their specific objectives are: (1) to expand the MEA methodology and application, (2) to study students' problem solving strategies and extend the use of MEAs to specific aspects of undergraduate reasoning and problem-solving, (3) to determine solution paths first-year engineering students use in solving MEAs, (4) to execute a comprehensive dissemination and infusion effort, and (5) to develop a comprehensive research agenda for models and modeling in undergraduate education. In particular, they are deepening the implementation of MEAs and related student and faculty assessment in undergraduate curriculum across the six partner institutions; broadening the libraries of usable MEAs to different engineering disciplines; and extending the MEA approach to misconceptions, innovation, and ethical decision-making in engineering. They are disseminating their material and results through papers at conferences and in achieved journals, through CD and web formats with links to the NSDL, through a number of workshops for both engineering educators and K-12 teachers, and through special programs for pre-service teachers at several participating institutions. The evaluation effort, which is led by an outside independent evaluator, is monitoring progress on all five objectives. Broader impacts include the dissemination of the materials and results, the workshops for other faculty, the K-12 teacher outreach, and the positive effects of this engaging approach on students from underrepresented populations. CCLI-Phase 3 (Comprehensive) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Moore, Tamara Gillian Roehrig University of Minnesota-Twin Cities MN Russell L. Pimmel Standard Grant 267298 7493 1536 SMET 9178 0717536 August 1, 2007 Collaborative Research: Inquiry-Based Activities to Repair Persistent Student Misconceptions of Critical Engineering Concepts. This CCLI Phase 2 project is developing inquiry-based educational modules to repair students' critical misconceptions in eight areas of thermal and transport science. It is refining and testing these modules with diverse chemical engineering students at five partner schools, with particular outreach to underrepresented student populations. The modules are designed to give students carefully designed situations where reality, rather than the professor, can dispute their misconceptions. These educational materials are being disseminated through a variety of mechanisms, including an on-site faculty workshop as well as an instruction manual with inquiry-based activities, supplementary instructional aids, and reliable assessment tools. The effectiveness of the materials is being assessed using previously developed concept inventories as part of a comprehensive evaluation plan coordinated by an outside evaluation expert. The project is providing evidence about whether this approach can be used to address a broad range of persistent misconceptions in engineering science and whether it can improve underrepresented student retention. Finally, these materials can be used for ABET accreditation, since they provide a proven vehicle for addressing important learning outcomes and a valid and efficient assessment tool to document students' learning gains. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Prince, Michael Katharyn Nottis Margot Vigeant Bucknell University PA Lance C. Perez Standard Grant 363805 7492 1536 SMET 9178 0116000 Human Subjects 0717556 October 1, 2007 Collaborative Res: Civil & Environmental Engineering Education(CEEE)Transformational Change: Tools & Strategies for Sustainability Integration & Assessment in Engineering Education. Engineering - Civil (54) This project is collaboration among California Polytechnic State University, Michigan Technological University, and Yale University. It is working to integrate sustainability into engineering education by creating effective learning materials and teaching strategies that enable engineering faculty to incorporate sustainability approaches into their courses. They are working to test the value of Fink's significant learning taxonomy and the accompanying assessment methodology as they develop their educational design and assessment tools. The key elements of this project include a textbook in environmental engineering, adaptable course modules on sustainability for science and engineering disciplines, engineering courses with team-based, open-ended, inter-university projects, faculty workshops to disseminate these innovative teaching and learning practices, and an assessment study including the development of new assessment tools to measure the effectiveness of these approaches. Although the curriculum is specifically targeted at the civil and environmental engineering community, it can be generalized to other engineering programs. They will be disseminating their material and results by publishing their textbook, by promoting their instructional modules, and by providing several faculty workshops on their material and instructional strategies. In evaluating their project, they are using an assortment of existing and new assessment tools to determine the effect of their new materials and strategies on student learning and retention. Broader impacts include the dissemination of the material, primarily through their textbook and workshops, and the increased awareness of engineering graduates to sustainability issues. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Zimmerman, Julie Yale University CT Russell L. Pimmel Standard Grant 146580 7492 1536 SMET 9178 0116000 Human Subjects 0717561 September 15, 2007 Capstone Engineering Design Assessment: Development, Testing and Adoption Research. Engineering - Other (59) Assessment/ Research (91) This project is addressing the goal of building robust assessments that effectively guide and enable transformative improvement of engineering design education in American Schools of engineering. Four diverse lead institutions, partnering with strategically selected design education consultants, are producing methods of assessment to define, measure, and facilitate improved student achievement in capstone engineering design courses. This project is creating and disseminating proven assessment instruments that span desired student performances. It is defining research-informed strategies for sustaining effective assessment implementation in capstone design courses at diverse institutions. INTELLECTUAL MERIT The assessment tools being developed in this project and in an earlier project are designed to provide formative feedback for student learning as well as summative evaluation for documenting achievements and supporting ABET accreditation of programs. Implementation strategies are also being developed based on the results of qualitative research conducted on the experiences of adopters of the project's capstone design assessments. Research questions are being addressed that focus on assessment quality, user attitudes, and best practices. Faculty and teaching assistants using assessments are participating in the study as they are introduced to assessments, receive training, administer assessments, and score and interpret results. Analysis of attitudes, beliefs, implementation practices, and how they change over time are being investigated. Ultimately, recommendations will be made for building communities of practice and for effective, sustainable use of assessments for formative and summative purposes. BROADER IMPACTS The broadly defined outcomes in this project ensure that the assessment tools being developed are also valid for use in multidisciplinary capstone courses outside of engineering. Research results on adoption practices and attitudes will help guide practices that support effective adoption of assessments. Numerous engineering departments have already committed to trying out this assessment approach. CCLI-Phase 2 (Expansion) DUE EHR Davis, Denny Michael Trevisan Shane Brown Washington State University WA Myles G. Boylan Standard Grant 549976 7492 SMET 9178 0116000 Human Subjects 0717567 September 1, 2007 Collaborative Research: A Phase II Expansion of the Development of a Multidisciplinary Course on Wavelets and Applications. Mathematical Sciences (21) This collaboration is building on a successful pilot study that developed an innovative course on wavelets and applications, together with a text, software, and related materials. The current project is focused on refining, expanding, and testing these education innovations on a wider audience of faculty and students across the United States. It is also implementing the new materials, and in the process, creating diverse and portable modules for student projects and undergraduate research. More precisely, the project is developing faculty expertise by conducting workshops at the PI home institutions and at national meetings to train faculty to teach the course at their home institutions. Also, the PIs are recruiting participants from these workshops to develop project modules to be used by students as end of term projects or in undergraduate research. Moreover, the PIs are institutionalizing the course at their schools and are providing assistance to other interested institutions. The PIs are managing the development of a growing and self-sustaining network of faculty educators who teach and institutionalize the course, develop modules, and participate in the assessment of the role of the course in the curriculum. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Haddad, Caroline SUNY College at Geneseo NY Daniel P. Maki Standard Grant 70503 7492 1536 SMET 9178 0116000 Human Subjects 0717572 August 1, 2007 Collaborative Research: Integrating Asynchronous Digital Design into the Undergraduate Computer Engineering Curriculum throughout the Nation. Computer Engineering (32) This project extends the work from a successful CCLI Phase 1 project to further infuse asynchronous digital circuit design into the undergraduate computer engineering curriculum. Additional curricular materials are being developed through this Phase 2 project that are being rigorously tested by the project team. The materials being developed include modules on topics such as low-power design that are fully integrated with CAD tools. The need for curricular materials in the emerging area of asynchronous digital design is well-documented and there is strong industry support for this project. The materials are being designed and developed for maximum portability to other campuses across the nation. Through this project several 3-day summer faculty workshops are being conducted to disseminate project deliverables on a nationwide basis. Outreach to local high schools is also being conducted through this project using the curricular modules that are being developed to encourage students to enroll in computer engineering programs. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Smith, Scott Jia Di University of Arkansas AR Sheryl A. Sorby Standard Grant 377438 7492 1536 SMET 9178 9150 0116000 Human Subjects 0717577 July 15, 2007 Developing computer simulations integrating biomedical research techniques with bioinformatics tools for case-based learning in introductory biology courses. PROJECT SUMMARY Biological Sciences (61) This project fosters the development of computer simulations of laboratory procedures commonly employed by research scientists (e.g. DNA microarray, real-time PCR, pulsed field gel electrophoresis), along with a series of cases for investigative, problem-based learning involving bioinformatics. Existing resources provide access to a variety of bioinformatics tools and online databases, but do not provide a context for analysis by engaging students in open-ended simulations of the laboratory procedures that produce the data. The additional simulations being provided by this project provide this context, while at the same time complementing other educational resources in this area. Team members include faculty from six universities with expertise in software development, bioinformatics, biomedical research, and assessment. An established framework for this proposal is already in place via the Case It project, an NSF-supported effort to make molecular biology simulations and associated cases freely available to biology educators worldwide (http://caseit.uwrf.edu). Educators report that over 2500 students at 41 institutions used Case It software released this past year. Intellectual merit: This proposal is a logical extension of previous successful effort to use role-playing and simulations to enhance student interest in science, through cases emphasizing diagnosis and ethical issues surrounding health counseling. The current innovation uses this effective case-based pedagogy to place students in virtual research settings, fostering their ability to solve problems confronted by research scientists. The simulations being developed work directly with databases of DNA sequences at government repositories such as the NCBI website, making it easier for students to learn bioinformatics methodology and associated laboratory techniques. Broader impacts: After formal assessment at culturally diverse institutions in the U.S. and Puerto Rico, the proposed cases and simulations will be freely distributed to educators worldwide via the Case It web site. Statements of support by educators and documented use of current Case It software are strong evidence that the project will have a broad impact on biology education at universities, community colleges, and high schools including AP and International Baccalaureate programs. All project materials is being translated into Spanish to make the project more accessible to Hispanic / Latino students. The existing Case It web editor / conferencing system will enable students to discuss their findings with peers at other schools via Internet "poster sessions". The BioQUEST Curriculum Consortium, longtime publishers of Case It software, strongly supports this proposal and is working with the project to disseminate project materials via workshops at educational conferences. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Bergland, Mark Karen Klyczek Mary Lundeberg Chi-Cheng Lin Dinitra White University of Wisconsin-River Falls WI Terry S. Woodin Standard Grant 447381 7494 1536 SMET 9178 0116000 Human Subjects 0717589 September 1, 2007 Collaborative Research: Community Development of an Expanded Geoscience Concept Inventory: A Webcenter for Question Generation, Validation and Online Testing. What do students understand about geological processes? Does instruction impact student conceptions, and if so, how? Many students can recite common terminology and speak authoritatively about such important concepts as plate tectonics, but emerging research suggests that very few students truly understand underlying concepts. Within this project, we are revising and expanding the Geoscience Concept Inventory (GCI), a comprehensive multiple-choice test that assesses underlying foundations of the most important concepts in Earth Science. Both the questions and the answers on this inventory are subject to extensive research and statistical analysis to determine which non-scientific ideas are most prevalent in entry-level college students, if questions are worded appropriately, and if there are any unexpected biases. Ultimately, questions and incorrect responses included in the Geoscience Concept Inventory will not be invented by scientists but will be based on commonly held student misconceptions. Faculty nationwide will be able to access and customize the inventory through a webcenter, and compare their courses against students across the nation. Geologists interested in contributing to GCI development also have the opportunity to participate in workshops exploring question development strategies. Our efforts to involve the geoscience community in GCI expansion are serving as a model for other STEM disciplines and researchers. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Anderson, Steven University of Northern Colorado CO Jill K. Singer Standard Grant 168976 7492 1536 SMET 9178 9150 0116000 Human Subjects 0717595 September 1, 2007 Collaborative Research: Improving Engineering Students' Learning Strategies through Models and Modeling. Engineering - Other (59) This is a collaborative project involving California Polytechnic State University, Colorado School of Mines, Purdue University, United States Air Force Academy, University of Pittsburgh, University of Minnesota-Twin Cities. It is building upon and extending model-eliciting activities (MEAs), a proven methodology developed in mathematics education research and recently introduced to engineering education. MEAs use open-ended case studies to simulate authentic, real-world problems that small teams of students address. MEA were developed to observe the development of student problem-solving competencies and the growth of mathematical cognition. However, it has been increasingly documented as a methodology to help students become better problem solvers, as well as a tool to help both instructors and researchers better design situations to engage learners in productive mathematical thinking. The investigators are taking the theoretical framework from mathematics education and research results from a series of NSF funded studies and creating a strategic, scalable approach for addressing crucial goals in engineering education. These goals include developing effective, transferable competencies in problem-solving and creativity; more effectively learning and retaining important concepts; and more effectively identifying misconceptions and nurturing positive ethical frameworks. They also are investigating and extending a suite of assessment approaches that have been developed and tested in recent MEA research. Their specific objectives are: (1) to expand the MEA methodology and application, (2) to study students' problem solving strategies and extend the use of MEAs to specific aspects of undergraduate reasoning and problem-solving, (3) to determine solution paths first-year engineering students use in solving MEAs, (4) to execute a comprehensive dissemination and infusion effort, and (5) to develop a comprehensive research agenda for models and modeling in undergraduate education. In particular, they are deepening the implementation of MEAs and related student and faculty assessment in undergraduate curriculum across the six partner institutions; broadening the libraries of usable MEAs to different engineering disciplines; and extending the MEA approach to misconceptions, innovation, and ethical decision-making in engineering. They are disseminating their material and results through papers at conferences and in achieved journals, through CD and web formats with links to the NSDL, through a number of workshops for both engineering educators and K-12 teachers, and through special programs for pre-service teachers at several participating institutions. The evaluation effort, which is led by an outside independent evaluator, is monitoring progress on all five objectives. Broader impacts include the dissemination of the materials and results, the workshops for other faculty, the K-12 teacher outreach, and the positive effects of this engaging approach on students from underrepresented populations. CCLI-Phase 3 (Comprehensive) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Self, Brian California Polytechnic State University Foundation CA Russell L. Pimmel Standard Grant 229945 7493 1536 SMET 9178 0717604 September 15, 2007 Quantitative Inquiry, Reasoning, and Knowledge in Student Writing. This project involves all undergraduate students and most of the faculty in the college. It is improving students' abilities to reason quantitatively and the faculty's knowledge of how to inculcate improved quantitative reasoning through improved instructional materials. This is providing students multiple opportunities to develop these skills in all academic departments. The primary method for doing this is through a deliberate modification and assessment of student writing portfolios that are being developed as part of the college's writing across the curriculum initiative. Analysis of student writing is being used as a basis for curriculum reform. The vision of quantitative reasoning reflected in this project is compatible with the definition provided by the National Numeracy Network, which seeks to create "a society in which all citizens possess the power and habit of mind to search out quantitative information, critique it, reflect upon it, and apply it in their public, personal and professional lives." This Network "promotes education that integrates quantitative skills across all disciplines and at all levels." [July 19, 2007, http://www.math.dartmouth.edu/~nnn/NNNVisionMission.html] Quantitative literacy is defined in the numerous contexts of its use. The emphasis is on developing a habit of mind that puts greater emphasis on quantitative communication. The multi-disciplinary character of quantitative reasoning places it outside traditional models of curricular reform, and presents challenges for traditional curricular reform and assessment strategies. Standardized tests are not well-suited to the assessment of quantitative reasoning due to the importance of developing this skill in the contexts of many disciplines. For this same reason, neither course grades nor test scores are reliable indicators of this skill. However, an earlier FIPSE grant has supported the Carleton College Quantitative Inquiry, Reasoning, and Knowledge (QuIRK) initiative, including the development of a novel model of assessment and curricular reform based on the evaluation of student writing. Building on this earlier work, this project is engaged in ongoing assessment results that are being used to guide curricular reform through faculty workshops and course and writing assignment revisions. These innovations in turn are being evaluated through further assessment of quantitative reasoning in student writing and shared through a program web site. With advice from representatives from six other institutions and following the completion of feasibility studies at four partner colleges and universities, the Carleton approach is to be disseminated to four other colleges and universities - a 2-year college, a liberal arts college serving women, a Historically Black college, and a research university. Project materials are also being tagged for inclusion in the National STEM Digital Library. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Grawe, Nathan Carleton College MN Myles G. Boylan Standard Grant 567345 7492 1536 SMET 9178 0116000 Human Subjects 0717613 October 1, 2007 Adaptation and Implementation of an Activity-Based Online or Hybrid Course in Software Testing. Computer Science (31) Software testing is an increasingly critical skill, however the subject is not widely taught in universities or in industry. Through this project, researchers at the Florida Institute of Technology are accelerating the widespread adoption of a successful course in software testing by (a) developing and sustaining a cadre of academic, in-house, and commercial instructors via an instructor orientation course offered online; an ongoing online instructors'' forum; and a number of face-to-face instructor meetings; (b) offering and evaluating the course at collaborating research sites (including both universities and businesses)- in the process, the project is creating one adaptation of the course to a purely online environment and another adaptation for a minority-serving university; (c) analyzing several collections of in-class activities to abstract a set of themes / patterns that can help instructors quickly create new activities as needed; and (d) extending instructional support material including grading guides and a pool of exam questions for teaching the course. All of the materials, videos, slides, exams, grading guides, instructor manuals, etc., are Creative Commons licensed. Most are available freely to the public. A few items designed to help instructors grade student work are being made available at no charge. The instructional model devotes class time to coached activities, interactive discussions and student presentations by assigning students to view studio-produced lecture videos delivered via the Internet before coming to class. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Kaner, Cem Rebecca Fiedler Florida Institute of Technology FL Victor P. Piotrowski Standard Grant 405916 7492 1536 SMET 9178 0116000 Human Subjects 0717624 January 1, 2008 Holistic Numerical Methods: Unabridged. Computer Science (31) This project is developing five educational modules to teach the following numerical methods topics: Partial Differential Equations, Optimization, Fast Fourier Transforms, Differentiation, and Fundamentals of Scientific Computing. Under prior support six additional modules: Nonlinear Equations, Simultaneous Linear Equations, Interpolation, Regression, Integration, and Ordinary Differential Equations were created. The project is developing online audiovisual content for all eleven modules and customizing each module for the following majors: Chemical, Civil, Computer, General, Electrical, Industrial, and Mechanical, and mathematics programs: Maple, Mathcad, Mathematica, and Matlab. Instructional modules are being designed to enhance the student educational experience by including reviews of the prerequisite mathematical background information, demonstrations of the need for and use of numerical solutions through real-life examples, multimedia illustrating the algorithms, and explanations of the advantages, pitfalls, errors, and convergence criteria for the numerical techniques. The impact of the modules on student learning, student satisfaction, and acceptance at each institution is being evaluated using formative and summative evaluation techniques that are quantitative as well as qualitative. Self-sustaining dissemination avenues for project materials are being used which include the application centers for the software packages Maple, Mathcad, Mathematica, and Matlab and a textbook. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Kaw, Autar Duc Nguyen Egwu Kalu Ali Yalcin Sally Szydlo University of South Florida FL Stephen C. Cooper Standard Grant 500189 7492 1536 SMET 9178 0116000 Human Subjects 0717645 September 1, 2007 Collaborative Research: A Phase II Expansion of the Development of a Multidisciplinary Course on Wavelets and Applications. Mathematical Sciences (21) This collaboration is building on a successful pilot study that developed an innovative course on wavelets and applications, together with a text, software, and related materials. The current project is focused on refining, expanding, and testing these education innovations on a wider audience of faculty and students across the United States. It is also implementing the new materials, and in the process, creating diverse and portable modules for student projects and undergraduate research. More precisely, the project is developing faculty expertise by conducting workshops at the PI home institutions and at national meetings to train faculty to teach the course at their home institutions. Also, the PIs are recruiting participants from these workshops to develop project modules to be used by students as end of term projects or in undergraduate research. Moreover, the PIs are institutionalizing the course at their schools and are providing assistance to other interested institutions. The PIs are managing the development of a growing and self-sustaining network of faculty educators who teach and institutionalize the course, develop modules, and participate in the assessment of the role of the course in the curriculum. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Ruch, David Metropolitan State College Denver CO Daniel P. Maki Standard Grant 76656 7492 1536 SMET 9178 0116000 Human Subjects 0717654 September 1, 2007 CAT National Dissemination: Assessment and Improvement of Learning. The primary goal for this project is to nationally disseminate an innovative assessment instrument and encourage its use for improving students' critical thinking skills. The CAT instrument (Critical thinking Assessment Test) was refined with previous NSF support and collaboration with six other institutions across the country (University of Texas, University of Colorado, University of Washington, University of Hawaii, University of Southern Maine, and Howard University). This support allowed refinement of the CAT instrument so that it has (1) high face validity when evaluated by a broad spectrum of faculty across the country in STEM and non-STEM disciplines; (2) good criterion validity when compared to other instruments that measure critical thinking and intellectual performance; (3) good construct validity by using expert input from learning sciences; (4) good reliability; and (5) demonstrated cultural fairness. The current project focuses on the dissemination of this instrument in institutions across the country. The project activities focus on three interrelated goals: (1) Designing and conducting CAT workshops to train the trainers from universities and community colleges across the country; (2) Expanding institutional use of the CAT instrument for assessment; and (3) Collecting national user norms. In an increasingly technological and information-driven society, the ability to think critically has become a cornerstone to both workplace development and effective educational programs. Critical thinking is central to the National Science Standards (Forawi, 2001) and the National Educational Technology Standards (International Society for Technology Education, 2003). According to Derek Bok (2006), president of Harvard University, over ninety percent of faculty across the nation feel that critical thinking is the most important goal of an undergraduate education. Despite the central importance of critical thinking in the workplace and education, existing assessment tools are plagued by problems related to validity, reliability, and cultural fairness (U.S. Department of Education, 2000). According to Bransford et al. (2000) a challenge for the learning sciences is to provide a theoretical framework that links assessment practices to learning theory. One feature of the CAT instrument that makes it particularly well suited for quality improvement initiatives is that the instrument is scored by an institution's own faculty. The advantage of using faculty scorers is that it increases faculty understanding of student weaknesses and subsequently their willingness to pursue program improvements. The intellectual merit of this project is that it is providing national access to an innovative assessment tool that is based upon contemporary theory in learning sciences and that has high face validity for a broad spectrum of faculty across the country in many different disciplines. The unique characteristics of the assessment instrument greatly increase faculty buy-in and provide strong motivation to link assessment activities to educational improvement initiatives. The broader impacts of this project include the fact that the CAT instrument does not have racial, ethnic, or gender bias; thus, improvement initiatives directed at the underlying skills assessed by this instrument will benefit women and minorities. Dissemination of the instrument is being achieved through broad partnerships with all types of educational institutions including community colleges, minority institutions, and accrediting agencies. CCLI-Phase 3 (Comprehensive) DUE EHR Stein, Barry Joseph Redding Ada Haynes Tennessee Technological University TN Susan H. Hixson Standard Grant 900000 7493 SMET 9178 9150 0116000 Human Subjects 0717662 September 1, 2007 Collaborative Research: A Phase II Expansion of the Development of a Multidisciplinary Course on Wavelets and Applications. Mathematical Sciences (21) This collaboration is building on a successful pilot study that developed an innovative course on wavelets and applications, together with a text, software, and related materials. The current project is focused on refining, expanding, and testing these education innovations on a wider audience of faculty and students across the United States. It is also implementing the new materials, and in the process, creating diverse and portable modules for student projects and undergraduate research. More precisely, the project is developing faculty expertise by conducting workshops at the PI home institutions and at national meetings to train faculty to teach the course at their home institutions. Also, the PIs are recruiting participants from these workshops to develop project modules to be used by students as end of term projects or in undergraduate research. Moreover, the PIs are institutionalizing the course at their schools and are providing assistance to other interested institutions. The PIs are managing the development of a growing and self-sustaining network of faculty educators who teach and institutionalize the course, develop modules, and participate in the assessment of the role of the course in the curriculum. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Van Fleet, Patrick University of St. Thomas MN Daniel P. Maki Standard Grant 145829 7492 1536 SMET 9178 0116000 Human Subjects 0717674 September 15, 2007 Collaborative Research: Building a Community of Learners/Scholars to Develop, Assess and Disseminate Educational Materials/Teaching Practices in Machine Learning: Expand EMD-MLR. Computer Science (31) The collaboration between the Florida Institute of Technology and the University of Central Florida is building a machine learning community of scholars and learners. They are introducing two undergraduate courses at the host universities, involving undergraduate students in machine learning research, and creating a curated repository for machine learning materials. These materials are being evaluated by a set of seven institutions around the country and the assessed materials are being disseminated nationally. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Anagnostopoulos, Georgios Florida Institute of Technology FL Stephen C. Cooper Standard Grant 237436 7492 1536 SMET 9178 0116000 Human Subjects 0717676 January 1, 2008 Project Kaleidoscope: Encouraging Collaborations for Developing Undergraduate STEM Faculty. This faculty development project, by its emphasis on action at an institutional level, is enhancing the capabilities of groups of science, technology, engineering and mathematics (STEM) faculty on over 1,200 campuses to strengthen undergraduate student learning. Building from the current base of 642 campuses that have been actively engaged with PKAL over the past five years, this project is doubling the number of colleges and universities actively working to develop STEM faculty so as to strengthen student learning. Activities include a series of workshops and events designed to help build and expand the community of professional organizations, universities and colleges, and faculty engaged in promoting excellence in undergraduate education in STEM. In addition to proceedings focusing on effective ways to change campus and departmental approaches to undergraduate education, this series of workshops is providing the information necessary to build action plans and prototypes for: a STEM Faculty Development Handbook; an interactive web presence that will serve to foster the development of these social networks and to disseminate the Handbook and other materials developed for the project; and a research agenda for following the course of change on campuses and determining effective change agents. The intellectual merit of this project is its explicit connection at the institutional level between what undergraduate STEM students should know and be able to do and what their faculty should know and be able to do. The project adapts research-based, real-world, active-learning pedagogical practices in constructing faculty development activities and is developing a research component that seeks to determine the effectiveness of these strategies, and the critical role that social networks play in promoting and achieving meaningful change. The broader impact of this project is that it moves the locus of transformative change from the single STEM faculty member or department to the institutional, state, and national level. By partnering with regional institutional networks, such as the Associated Colleges of the Midwest and the Minnesota State Colleges and Universities system, as well as with national organizations, such as the Association of American Colleges & Universities, the Council on Undergraduate Research, the Mathematical Association of America, and others, the project pushes discussions of goals for student learning beyond those concerned with individual classes or courses of study, involving a wide range of stakeholders in the work of setting these goals and ensuring that students achieve them. It leverages the work of faculty members through their disciplinary societies, giving them the support to take risks in their efforts and providing professional recognition for their work. This model of diffusion builds on the work of Everett Rogers (Diffusion of Innovations, 2003, Free Press) whose research on the diffusion of innovations indicates the value of building and leveraging networks that include people who "share common meanings, beliefs, and mutual understandings" and those that span "sets of socially dissimilar individuals in a system". CCLI-Phase 3 (Comprehensive) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Narum, Jeanne Louise Hainline Judith Dilts James Swartz Bradford Lister Independent Colleges Office DC Terry S. Woodin Standard Grant 845998 7493 1536 SMET 9178 0116000 Human Subjects 0717680 September 15, 2007 Collaborative Research: Building a Community of Learners/Scholars to Develop, Assess and Disseminate Educational Materials/Teaching Practices in Machine Learning: Expand EMD-MLR. Computer Science (31) The collaboration between the Florida Institute of Technology and the University of Central Florida is building a machine learning community of scholars and learners. They are introducing two undergraduate courses at the host universities, involving undergraduate students in machine learning research, and creating a curated repository for machine learning materials. These materials are being evaluated by a set of seven institutions around the country and the assessed materials are being disseminated nationally. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Georgiopoulos, Michael Alison Morrison-Shetlar University of Central Florida FL Stephen C. Cooper Standard Grant 262386 7492 1536 SMET 9178 0116000 Human Subjects 0717685 September 1, 2007 A Model for Incorporating Application-Based Service Learning in the Undergraduate Science Curriculum. This project represents a novel approach (Application-Based Service Learning, ABSL) to STEM education, an approach that uses service learning and community based problems to teach students modern scientific methods and to enhance their involvement in and understanding of scientific concepts as well as provide a service to the community. Through projects in a variety of courses, a unique combination of PIs, a veterinarian, microbiologist, and animal behaviorist/forensic scientist, are helping undergraduate students investigate the environmental impacts, social hierarchies, disease transmission, and public health risks of feral cats in the Pittsburgh area. The techniques involved include DNA extraction, PCR, cloning, DNA sequencing, genotyping, gel electrophoresis. Intellectual Merit: Students learn about the specific community problem being studied in the service portion of the class. They then conduct novel research in laboratory classes or carry out specific projects in lecture based classes to help solve or understand the biology of the community problem. The project completes the integration of ABSL into the Biology curriculum in multiple courses at Duquesne University. The model has been successfully piloted in several classes by the PIs since January 2006, leading to some confidence in its intellectual potential. Assessment is being conducted via pre and post testing and longitudinal study of the students involved compared to students not engaged in the ABSL courses, thus adding information concerning application of this method to the knowledge base in undergraduate education in the biological sciences. Broader Impacts: The project is resulting in development of the ABSL pilot model to make it more generally applicable to a variety of biology courses and to the gathering of materials for a manual describing effective techniques for ABSL and an open source web-site, disseminating the manual and other information generated by the students. In addition other institutions (Lehigh Carbon Community College, La Roche University and National Aviary in Pittsburgh) are being introduced to ABSL by their participation as partners in this project. Due to its real world significance, the project appeals to students that may not otherwise participate in a research project. In addition, the project enhances infrastructure at several levels. Students from multiple courses are interacting, including non-science majors with diverse backgrounds. This provides opportunities for sharing different knowledge bases and skill sets. The networking occurring between multiple departments and universities strengthens interdisciplinary education and leads to greater enhancement of STEM teaching and learning. The community partnerships being developed are generating opportunities for students to gain a better sense of social responsibility and accountability and to obtain first hand knowledge on how to go about solving a community problem. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Trun, Nancy Lisa Ludvico Becky Morrow Duquesne University PA Terry S. Woodin Standard Grant 205969 7492 1536 SMET 9178 0116000 Human Subjects 0717699 September 1, 2007 Collaborative Research: The Impact of LivePhoto Physics Materials and Workshops. Physics (13). This project follows the NSF supported LivePhoto Physics Project and expands the LivePhoto Physics team, It undertakes a four-year Collaborative Research Project to: (A) Organize a National Professional Development Program that includes six workshops for college and university faculty members designed to help participants learn how to use digital video capture and analysis effectively in lecture and laboratory settings; (B) Conduct research on student learning and attitudes based on the use of video-based classroom, laboratory, and homework activities at several institutions and include studies on students' conceptual understanding of physics topics, their understanding of the relationship between events, graphs and equations, and their ability to use analytic mathematical modeling; and (C) Evaluate the overall project impact by conducting an audit of the changes in the teaching practices of workshop participants and the characteristics and number of students affected by the workshops. Intellectual Merit: A major finding in the Physics Education Research (PER) community is that students cannot acquire a functional understanding of physics unless they master the multiple representations that physicists use to describe physical phenomena and the relationship between these representations. Preliminary research on video analysis suggests it enhances learning and helps students master relationships between real physical phenomena, digital video frames, data tables, graphs, and analytic equations. The extended LivePhoto Physics team is studying: (1) the impact the professional development workshops have on the subsequent practices of instructors, and (2) the impact on student learning when instructors use digital video analysis in conjunction with LivePhoto Physics curricular materials that have been designed using principles developed by PER. Broader Impact: Professional development opportunities are provided for 144 faculty. Some teach introductory courses in other basic sciences such as biology, chemistry, or mathematics. Over 43,000 students are expected to be directly affected by the changes fostered in faculty participants during this project, and many more will be affected in later years through dissemination by these participants. The project is adding to the body of research on the role of digital video analysis in helping students master difficult physics topics using a full range of representations including analytic mathematical modeling. The recruitment program targets faculty members who teach traditionally under-represented groups of students. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Teese, Robert Rochester Institute of Tech NY John F. Mateja Standard Grant 189248 7492 1536 SMET 9178 0116000 Human Subjects 0717705 September 1, 2007 Cognitive Robotics: A Curriculum for Machines that See and Manipulate their World. Computer Science (31) This project is extending the Tekkotsu open source robot programming framework developed in the PI's lab (see Tekkotsu.org) by creating new primitives for manipulation and for control of posture and balance, and by further enriching the existing repertoire of primitives for vision processing, mapping, and navigation. It also is providing the first systematic study of how a higher level approach to robot programming influences educational outcomes. This project is developing software and course materials that foster a new, higher-level approach to introductory robotics for undergraduates, called "cognitive robotics." Cognitive robotics courses are already offered at Carnegie Mellon, Spelman College, and several other schools with which the PI is collaborating. The project is promoting the wider adoption of cognitive robotics curricula by offering workshops at Carnegie Mellon for computer science educators, making presentations at conferences such as SIGCSE and AAAI, disseminating open source software and educational materials via the web, and creating a cognitive robotics textbook. Until recently, undergraduate robotics courses have been limited by inexpensive platforms which provide only meager sensors and minimal processing power. Such courses have therefore tended to focus on mechanical construction activities and programming simple reactive behaviors such as wall following. While some platforms provide for an optional video camera, image processing support has typically been limited to crude blob detection, not true computer vision. In cognitive robotics, students use more sophisticated robots that can see and recognize objects, physically manipulate them, build a map of the environment, and navigate on that map. The Sony AIBO robot dog was the first platform suitable for this approach, but other capable platforms are now becoming available. Undergraduates can be taught to program these robots using high-level primitives that draw inspiration from ideas in cognitive science. This allows even beginning roboticists to explore interesting problems in perception and manipulation while the complexities of advanced image processing and motor control are taken care of for them. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Touretzky, David Marsha Lovett Carnegie-Mellon University PA Victor P. Piotrowski Standard Grant 480444 7492 1536 SMET 9178 0116000 Human Subjects 0717707 September 15, 2007 Animated Database Courseware (ADbC). Computer Science (31) Database systems are an important component of most undergraduate computer science programs. The field is expanding rapidly, making it challenging to offer sufficient coverage of database concepts in an introductory course. This project is building on a successful proof-of-concept CCLI grant, which led to the development of courseware to support the teaching of essential database topics (http://coffee.kennesaw.edu). This project extends the original courseware by 1) refining and expanding existing animations in the area of Database Design, SQL, and Transactional Processing, 2) developing a standardized interface for all courseware modules, 3) adding modules in complex topics such as security, XML, Data Warehousing, database tuning and database architecture, 4) developing an evaluation component with student feedback and 5) developing ancillary materials to support the incorporation of the ADbC into the classroom and into popular database textbooks. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Guimaraes, Mario Meg Murray Kennesaw State University GA Victor P. Piotrowski Standard Grant 474258 7492 1536 SMET 9178 0116000 Human Subjects 0717720 September 1, 2007 Collaborative Research: The Impact of LivePhoto Physics Materials and Workshops. Physics (13). This project follows the NSF supported LivePhoto Physics Project and expands the LivePhoto Physics team, It undertakes a four-year Collaborative Research Project to: (A) Organize a National Professional Development Program that includes six workshops for college and university faculty members designed to help participants learn how to use digital video capture and analysis effectively in lecture and laboratory settings; (B) Conduct research on student learning and attitudes based on the use of video-based classroom, laboratory, and homework activities at several institutions and include studies on students' conceptual understanding of physics topics, their understanding of the relationship between events, graphs and equations, and their ability to use analytic mathematical modeling; and (C) Evaluate the overall project impact by conducting an audit of the changes in the teaching practices of workshop participants and the characteristics and number of students affected by the workshops. Intellectual Merit: A major finding in the Physics Education Research (PER) community is that students cannot acquire a functional understanding of physics unless they master the multiple representations that physicists use to describe physical phenomena and the relationship between these representations. Preliminary research on video analysis suggests it enhances learning and helps students master relationships between real physical phenomena, digital video frames, data tables, graphs, and analytic equations. The extended LivePhoto Physics team is studying: (1) the impact the professional development workshops have on the subsequent practices of instructors, and (2) the impact on student learning when instructors use digital video analysis in conjunction with LivePhoto Physics curricular materials that have been designed using principles developed by PER. Broader Impact: Professional development opportunities are provided for 144 faculty. Some teach introductory courses in other basic sciences such as biology, chemistry, or mathematics. Over 43,000 students are expected to be directly affected by the changes fostered in faculty participants during this project, and many more will be affected in later years through dissemination by these participants. The project is adding to the body of research on the role of digital video analysis in helping students master difficult physics topics using a full range of representations including analytic mathematical modeling. The recruitment program targets faculty members who teach traditionally under-represented groups of students. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Laws, Priscilla Patrick Cooney Dickinson College PA John F. Mateja Standard Grant 249856 7492 1536 SMET 9178 0116000 Human Subjects 0717731 September 1, 2007 Improving Undergraduate Research Experiences in STEM Through Mentor Training. The project is improving the undergraduate research experience in STEM disciplines by training graduate students, postdoctoral personnel and faculty members in mentoring techniques. This project is adapting and enhancing a mentor training program previously developed for the biological sciences for use in all STEM disciplines. Research experiences play a pivotal role in the decisions of undergraduate students to pursue research careers. The success of undergraduate research experiences depends largely on a positive relationship between the student and the individual guiding the student-the mentor. The mentor may be a faculty member, or at a large institution, a graduate student or postdoctoral researcher. Training graduate students and postdoctoral personnel in effective mentoring techniques is producing a new generation of scientists who are entering the professoriate as skilled mentors. The improved mentoring is leading to increased recruitment and retention of students in the sciences. The Center for the Integration of Research, Teaching and Learning will be disseminating the developed materials. Additionally, a web tool will be allowing others to create a mentor training seminar suited to their individual needs. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Pfund, Christine Robert Mathieu Janet Branchaw University of Wisconsin-Madison WI Curtis T. Sears Standard Grant 375000 7492 1536 SMET 9178 0116000 Human Subjects 0717732 September 1, 2007 The Math Forum's Virtual Fieldwork Sequence. Mathematical sciences (12). This project is developing a sequence of virtual field experiences to provide pre-service undergraduate students with early exposure to working directly with K-12 learners. The sequence consists of three three-week modules focusing on a key professional practice: mathematical problem solving, diagnosing student mathematical thinking, and scaffolding mathematical understanding. The modules are customizable in terms of content from algebra, geometry, and probability and statistics; and they build on the unique resources of the Math Forum's Problems of the Week (PoW) environment. This web-based system presents students with challenging nonroutine problems to which written solutions are submitted and for which mentoring is available to deepen students' mathematical understanding. Implementation is taking place at five teacher education programs with diverse student populations, allowing refinement of materials to meet the strengths and needs of a broad representation of pre-service teachers. Project evaluation is providing ongoing data to both project staff and participating instructors concerning: i) the nature of participants' engagement in and use of module activities; ii) the factors influencing the extent and quality of the implementations, and iii) the impact on preservice teachers' mathematical thinking and disposition towards exploring and cultivating mathematical habits of mind in themselves and the K-12 students. The intellectual merit of this project lies in its grounding in the well regarded resources and associated community of the Math Forum and its leveraging of the research findings about online communities of practice resulting from an ongoing investigation, the Online Mentoring Project. In addition the project is informed by findings from an extensive literature on i) the value of early teaching experiences within pre-service teacher education programs and ii) the importance of developing pedagogical content knowledge in teachers along with core content knowledge. Broader impacts are being felt through the diverse set of participating teacher education programs as well as the large community of Math Forum participants. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Shumar, Wesley Stephen Weimar K. Renninger Jason Silverman Drexel University PA Herbert H. Richtol Standard Grant 457750 7492 1536 SMET 9178 0116000 Human Subjects 0717739 September 1, 2007 Secure e-Commerce: A Modular Course Supported by Virtual Laboratories. Computer Science (31) This project is building on the success of an existing software laboratory to support a computer science course on Electronic Commerce Technologies developed under a prior NSF award (DUE 0127300) to expand e-commerce education by developing and disseminating materials that focus on a key element of e-commerce technology: security. The goal of this project is disseminate materials from the previous project and to respond to one of the grand challenges in the field of computer science - writing secure software. The prior project was devoted to developing materials to be used in training students to program components of e-commerce stores. This project is developing, testing, and refining teaching materials that emphasize the security requirements of e-commerce software. The PIs are developing coordinated lecture materials and supporting software laboratory exercises ("virtual labs"), in the following critical areas: (1) Cryptography - the mathematics of security; (2) Professional ethics - a sense of responsibility should precede knowledge and empowerment; (3) Detecting and defending against attacks - the technology of hacking; (4) Wireless access - the enabler for mobile commerce; (5) Web services - a new approach to e-commerce security; (6) Authentication, authorization, and federation - the crucial web service components that facilitate identity management and trust sharing among disparate systems. This technical approach differs markedly from the business/legal approach taken in many extant e-commerce courses. Project emphasis areas include: - security and on secure coding philosophies, strategies, tools, and techniques; - collaboration between a computer scientist and philosopher (ethicist) leading to an emphasis on professional ethics; - use and evaluation of six types of interactive staff support: office hours, email, NetMeeting, IM, FAQs, and student-operated message boards; - a "teach-the-teachers" workshop for 20-25 faculty in the three summers, to include faculty from community colleges, liberal arts colleges, and science and engineering programs; - a well-designed effort to recruit women and minorities in every aspect of the proposed work; - an emphasis on "programming in context" in which students can see the practical application and social value of their artifacts; - providing staff to support faculty at other schools with their adoption, implementation, use, and evaluation of these materials; and - a multi-institution qualitative and quantitative evaluation of whether and how these materials changed learning outcomes for the students. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Weaver, Alfred Deborah Johnson University of Virginia Main Campus VA Victor P. Piotrowski Standard Grant 498291 7492 1536 SMET 9178 0116000 Human Subjects 0717743 January 1, 2008 Linking Science, Art, and Practice in Digital Sound. Computer Science (31) This collaborative project between a liberal arts university and a performing arts conservatory is developing curricular materials illustrating the science and mathematics of digital sound using examples drawn from theater, film, and music. It is engaging students' interest in science by enabling them to explore connections between art and digital media by creating a textbook supplemented with interactive on-line tutorials, worksheets, MATLAB exercises, programming exercises, and application-based projects. The project is creating modules that move from higher to lower levels of abstraction and from concept to practice. It is making the curricular material accessible to students of different backgrounds and teachers of a variety of courses in computer science and production aspects of the performing arts. These materials are being assessed through direct observation and questionnaires to determine how students move between concept and practice and find better ways to link the conceptual textbook material with art- and real-world projects. Workshops are being held for college-level teachers of digital media from computer science and art disciplines to refine and disseminate the curricular material. CCLI-Phase 1 (Exploratory) CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Burg, Jennifer Jason Romney Wake Forest University NC Stephen C. Cooper Standard Grant 426204 7494 7492 1536 SMET 9178 0116000 Human Subjects 0717746 September 15, 2007 Collaborative Research: Electronic Delivery and Criterion Referencing of Assessment Materials for Chemistry. CHEMISTRY 12 The project is completing several tasks that will improve assessment practices for chemistry education. Testing programs that have existed via the American Chemical Society (ACS) Exams Institute have long allowed chemistry instructors to compare students to national norms. This project is augmenting this level of information by also analyzing the content of ACS Exams against a mapping of the content domain of the subject along a template of anchoring concepts that recur throughout the undergraduate curriculum. Alignment research then uses this analysis to provide instructors with enhanced information about what chemistry students know about such topics as chemical bonding, chemical reactions, molecular structures and chemical equilibrium and several others. Both the process of mapping the content domain and aligning test questions to this mapped domain provide significant research challenges and advance the intellectual merit of this project. ACS Exams provides exams used by over 100,000 students annually, and the Chemistry Pathway of the National Science Digital Library, ChemED DL, is also a partner on this project, so the broad impact includes not only ACS Exams but also test question available via ChemED DL. The other key component is the porting of ACS Exams materials to an electronic delivery platform. This process provides more than enhanced access because the instant data collection afforded by electronically delivered exams improves all facets of the data analysis, including the traditional norm-referenced information and the criterion-referenced information relating test questions to the anchoring concepts of the content domain. CCLI-Phase 2 (Expansion) DUE EHR Hart, David Stephen Sireci Stephen Battisti University of Massachusetts Amherst MA Bert E. Holmes Standard Grant 299984 7492 SMET 9178 0116000 Human Subjects 0717750 October 1, 2007 Assessment of Next Generation Learning Through Computer-Facilitated Networked Play. Interdisciplinary (99) This project is creating an innovative learning model to educate future engineering leaders by developing their understanding of complex tradeoffs among environmental, economic, and technological issues. The heart of the project is a cooperative cross-disciplinary computer game, Shortfall Online, developed by faculty and staff from three departments: the Department of Mechanical and Industrial Engineering provides the technical background; the Department of Visual Arts and Multimedia Studies provides the interactive design expertise; and the Department of Education provides the critical learning assessment skills. The development and assessment of the networked game is helping to define a new pedagogical model for educating future engineers who are mindful of the environmental global impact of their work and who possess interdisciplinary knowledge of environmentally benign systems engineering. The intellectual merit of this project lies in the design and assessment of the game so as to promote student learning and confidence along multiple dimensions, including: the history of environmentally benign technologies within the past decades; environmental policies and legislation that influence manufacturing in the global economy; current business strategies and technologies used in industry to address environmental burdens; tradeoffs among economic and environmental policies that influence technology; effects of current global events on a sophisticated supply chain and complex engineering system; and team-based decision-making in the management of a complex set of variables for expected outcomes. The broader impacts of this work are felt through the promotion of a pedagogical model that enhances economic and environmental literacy among engineering students and provides real-life ethical dilemmas for debate. Furthermore, students gain learning strategies and habits that are applicable throughout their careers, cultivating informed participation in complex business and engineering decision-making. The project is also serving as a model for other engineering programs seeking to imbue their curricula with attention to understanding the tradeoffs among economic, environmental, and technological issues in system design. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Isaacs, Jacqueline Thomas Cullinane James Benneyan Donna Qualters Northeastern University MA Lee L. Zia Standard Grant 498803 7492 1536 SMET 9178 0116000 Human Subjects 0717751 September 1, 2007 Collaborative Research: Improving Engineering Students' Learning Strategies through Models and Modeling. Engineering - Other (59) This is a collaborative project involving California Polytechnic State University, Colorado School of Mines, Purdue University, United States Air Force Academy, University of Pittsburgh, University of Minnesota-Twin Cities. It is building upon and extending model-eliciting activities (MEAs), a proven methodology developed in mathematics education research and recently introduced to engineering education. MEAs use open-ended case studies to simulate authentic, real-world problems that small teams of students address. MEA were developed to observe the development of student problem-solving competencies and the growth of mathematical cognition. However, it has been increasingly documented as a methodology to help students become better problem solvers, as well as a tool to help both instructors and researchers better design situations to engage learners in productive mathematical thinking. The investigators are taking the theoretical framework from mathematics education and research results from a series of NSF funded studies and creating a strategic, scalable approach for addressing crucial goals in engineering education. These goals include developing effective, transferable competencies in problem-solving and creativity; more effectively learning and retaining important concepts; and more effectively identifying misconceptions and nurturing positive ethical frameworks. They also are investigating and extending a suite of assessment approaches that have been developed and tested in recent MEA research. Their specific objectives are: (1) to expand the MEA methodology and application, (2) to study students' problem solving strategies and extend the use of MEAs to specific aspects of undergraduate reasoning and problem-solving, (3) to determine solution paths first-year engineering students use in solving MEAs, (4) to execute a comprehensive dissemination and infusion effort, and (5) to develop a comprehensive research agenda for models and modeling in undergraduate education. In particular, they are deepening the implementation of MEAs and related student and faculty assessment in undergraduate curriculum across the six partner institutions; broadening the libraries of usable MEAs to different engineering disciplines; and extending the MEA approach to misconceptions, innovation, and ethical decision-making in engineering. They are disseminating their material and results through papers at conferences and in achieved journals, through CD and web formats with links to the NSDL, through a number of workshops for both engineering educators and K-12 teachers, and through special programs for pre-service teachers at several participating institutions. The evaluation effort, which is led by an outside independent evaluator, is monitoring progress on all five objectives. Broader impacts include the dissemination of the materials and results, the workshops for other faculty, the K-12 teacher outreach, and the positive effects of this engaging approach on students from underrepresented populations. CCLI-Phase 3 (Comprehensive) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Olds, Barbara Ronald Miller Colorado School of Mines CO Russell L. Pimmel Standard Grant 298018 7493 1536 SMET 9178 0717752 January 1, 2008 Collaborative Research: Learning Discrete Mathematics and Computer Science via Primary Historical Sources. Interdisciplinary (99) and Mathematical Sciences (21). To invigorate courses in discrete mathematics and computer science, this project is developing modular course materials based on primary historical sources that highlight or illuminate the discovery of certain concepts underlying finite mathematics and algorithmic thought. An initial set of twenty to twenty-five historical projects ranging from a beginning to an advanced undergraduate level comprise an interdisciplinary resource guide for use in a variety of mathematics and computer science courses. A web-based version is also available as an online resource. A network of faculty at a diverse set of institutions is classroom testing the material, with testers also signing on to create their own modules to contribute to the main resource guide. The intellectual merit of the proposal lies in providing motivation, perspective, and direction to these courses in finite mathematics, combinatorics, algorithm design, data structures, logic, abstract algebra, and automata theory via an examination of primary historical sources that compelled the development of these subjects. The broader impacts of the proposal include: external site testing at a diverse collection of institutions, from community colleges to four-year liberal arts colleges to large public universities; the development of faculty expertise in the use of historical projects; and the education of pre-service teachers in mathematics with projects. The two lead institutions also have a significant Hispanic student enrollment, which further increases the project's potential for broader impacts. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Lodder, Jerry David Pengelley Hing Leung Guram Bezhanishvili Inna Pivkina New Mexico State University NM Lee L. Zia Standard Grant 434317 7492 1536 SMET 9178 9150 0116000 Human Subjects 0717754 August 1, 2007 Collaborative Research: Using Inquiry-Based Activities to Repair Persistent Student Misconceptions of Critical Engineering Concepts. This CCLI Phase 2 project is developing inquiry-based educational modules to repair students' critical misconceptions in eight areas of thermal and transport science. It is refining and testing these modules with diverse chemical engineering students at five partner schools, with particular outreach to underrepresented student populations. The modules are designed to give students carefully designed situations where reality, rather than the professor, can dispute their misconceptions. These educational materials are being disseminated through a variety of mechanisms, including an on-site faculty workshop as well as an instruction manual with inquiry-based activities, supplementary instructional aids, and reliable assessment tools. The effectiveness of the materials is being assessed using previously developed concept inventories as part of a comprehensive evaluation plan coordinated by an outside evaluation expert. The project is providing evidence about whether this approach can be used to address a broad range of persistent misconceptions in engineering science and whether it can improve underrepresented student retention. Finally, these materials can be used for ABET accreditation, since they provide a proven vehicle for addressing important learning outcomes and a valid and efficient assessment tool to document students' learning gains. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Miller, Ronald John Persichetti Colorado School of Mines CO Lance C. Perez Standard Grant 135778 7492 1536 SMET 9178 0116000 Human Subjects 0717765 September 1, 2007 Functional Genome Analysis by RNAi: Phase II Curriculum Dissemination and Evaluation. Biological Sciences (61) This Phase 2 CCLI project is disseminating experiment- and computer-based laboratories on RNA interference (RNAi) that can help students integrate key concepts of gene and genome analysis. The program focuses on a set of lab/bioinformatics experiments developed with Phase I funding that explore RNAi in the model organism C. elegans. The experiments can be integrated into existing courses, provide the basis for new courses, or serve as the foundation for student research projects. Over its two-year term, the project is reaching 204 faculty directly, many of them at community colleges and minority serving institutions, at week-long workshops conducted at 8 sites nationwide, helping them develop approaches to best include these experiments in a variety of institutional settings. The program includes significant follow-up and support to encourage implementation as well as longitudinal assessment of participants'' mechanisms for including these activities and concepts in their courses and an experimental study of student effects. In a unique capacity-building effort, workshop participants will collaborate to develop targeting vectors to silence approximately 100 C. elegans genes, which will be maintained at the DNALC and distributed free-of-charge to any interested faculty for use in student projects. Intellectual Merit The intellectual merit of this project resides in the intellectual quality of the materials being produced and the challenges they meet in helping faculty keep their courses current and responsive to new developments in both pedagogy and the science they are presenting. RNAi is amazingly simple to perform in C. elegans. Any gene of choice can be ""silenced"" merely by feeding worms bacteria that express double-stranded RNA that corresponds to part of the targeted gene. The C. elegans/RNAi system offers almost unprecedented opportunities for students to move from formatted experiments to entirely open-ended projects and explorations. Equipped with little more than a computer, dissecting microscope, DNA thermal cycler, pipettes, and a gel electrophoresis chamber, students can work ""backwards"" from genome sequence (including human homologs) to develop targeting constructs and directly observe the phenotypic effects of gene silencing. Broader Impact. Holding half of the workshops at traditionally minority institutions will ensure high participation by underrepresented groups. Internet sites for each experiment, custom bioinformatics tools, and the forthcoming laboratory text, Genome Science (scheduled for 2008 publication by CSHL Press) all support broad classroom implementation. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Micklos, David Eric B. Nash Gregory Chin Cold Spring Harbor Laboratory NY Terry S. Woodin Standard Grant 444133 7494 1536 SMET 9178 0116000 Human Subjects 0717767 August 1, 2007 Collaborative Research: Integrating Asynchronous Digital Design into the Undergraduate Computer Engineering Curriculum throughout the Nation. Computer Engineering (32) This project extends the work from a successful CCLI Phase 1 project to further infuse asynchronous digital circuit design into the undergraduate computer engineering curriculum. Additional curricular materials are being developed through this Phase 2 project that are being rigorously tested by the project team. The materials being developed include modules on topics such as low-power design that are fully integrated with CAD tools. The need for curricular materials in the emerging area of asynchronous digital design is well-documented and there is strong industry support for this project. The materials are being designed and developed for maximum portability to other campuses across the nation. Through this project several 3-day summer faculty workshops are being conducted to disseminate project deliverables on a nationwide basis. Outreach to local high schools is also being conducted through this project using the curricular modules that are being developed to encourage students to enroll in computer engineering programs. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Al-Assadi, Waleed Missouri University of Science and Technology MO Sheryl A. Sorby Standard Grant 122561 7492 1536 SMET 9178 0116000 Human Subjects 0717768 January 1, 2008 The CIRTL Network - Shaping, Connecting, and Supporting the Future National STEM Faculty. The graduate students trained at research universities flow into the science, technology, engineering, and mathematics (STEM) faculties of all undergraduate institutions, dispersing among more than 4,000 research universities, comprehensive universities, liberal arts colleges, and community colleges. Thus, graduate students at research universities will shape the future of STEM undergraduate education in the United States. The Center for the Integration of Research, Teaching, and Learning (CIRTL) uses graduate education as the leverage point to develop a national STEM faculty with the capability and commitment to implement and improve effective teaching and learning practices for all students. A research university can and will prepare STEM graduate students to be both forefront researchers and excellent teachers. Using the University of Wisconsin Madison as a laboratory CIRTL has developed, implemented, evaluated, and institutionalized an interdisciplinary learning community to prepare STEM future faculty in teaching and learning. In 3 years, more than 1,000 graduate students, postdoctoral researchers, and faculty across all STEM fields engaged in the learning community to improve their teaching abilities. These outcomes arise from three core ideas: (a) integrate improving teaching and learning within a STEM research model (teaching-as-research); (b) embed professional development within a learning community of and for STEM future and current faculty; and (c) enhance the learning of all through the diversity of students (learning-through-diversity). Intellectual Merit. In this project CIRTL seeks to take the successful outcomes of the prototype CIRTL learning community to a national scale. Building on the same powerful ideas, the CIRTL strategy is to create a learning community of diverse research universities mutually engaged in teaching-as-research activities to prepare future faculty in teaching and learning for all students. To prototype this strategy, CIRTL has formed the CIRTL Network of seven diverse research universities: the University of Colorado at Boulder, Howard University, Michigan State University, Pennsylvania State University, Texas A&M University, Vanderbilt University, and the University of Wisconsin Madison. The CIRTL Network is developing the national STEM faculty in three ways: 1) Each university is establishing a learning community to prepare STEM future faculty, with each university building on the successes of the others. Collectively, the seven diverse universities are enhancing learning in STEM disciplines; improving teaching in service courses; developing a framework for professional development; establishing an institute to integrate research, teaching, and learning; integrating the learning sciences; fostering skills in inquiry-based learning; and training effective research mentors. 2) Future faculty are being better prepared for teaching all students when they interact meaningfully with the diversity of undergraduates, graduates, and institutions of the CIRTL Network. A cross-network learning community fosters such experiences through an online community center, distance courses, an exchange program, summer immersion programs, a seed grant program, a learning-through-diversity center, and a joint initiative to prepare faculty to teach preservice K12 teachers. 3) Future faculty are transitioning more smoothly from the CIRTL Network learning community into their new faculty positions through linking the CIRTL Network with Project Kaleidoscope (PKAL), a national STEM faculty development initiative. CIRTL and PKAL are adapting PKAL Leadership Institutes to prepare future faculty to succeed in and influence the higher education environment in which they land. CIRTL and PKAL also are pairing future and new faculty from the CIRTL Network with PKAL Faculty for the 21st Century mentors in colleges and universities across the country. Broader Impacts. CIRTL is disseminating broadly tools and strategies for enhancing STEM teaching and learning. Through national CIRTL Forums, Web sites, publications, presentations to STEM disciplines, and collaborations with national higher education organizations, CIRTL continues to be a focal point for the national conversation on the preparation of future STEM faculty. The goal of the prototype CIRTL Network is to prepare 1,200 future faculty annually. Once the scale-up strategy is demonstrated to be successful, the CIRTL Network will increase the number of universities and future faculty involved in the Network. The CIRTL Network also is impacting graduate education in universities beyond the network and is serving as a model for other networks of similar design. Ultimately, the impact of this work will be to provide to every undergraduate institution STEM faculty who enable all students to achieve STEM literacy, whose teaching enhances recruitment into STEM careers, and whose leadership ensures the continued advancement of STEM education. This project is co-funded by the Division of Undergraduate Education in the Directorate for Education and Human Resources, the Office of Multidisciplinary Activities in the Directorate for Mathematical and Physical Sciences, the Division of Earth Sciences and the Geoscience Education Program in the Directorate for Geosciences, and the Division of Biological Infrastructure in the Directorate for Biological Sciences. CCLI-Phase 3 (Comprehensive) HUMAN RESOURCES GEOSCIENCE EDUCATION EDUCATION AND HUMAN RESOURCES S-STEM:SCHLR SCI TECH ENG&MATH OFFICE OF MULTIDISCIPLINARY AC DUE EHR Mathieu, Robert William Eckberg Bruce Herbert Patricia Rankin Ann Austin University of Wisconsin-Madison WI Susan H. Hixson Continuing grant 5154190 7493 7226 1733 1575 1536 1253 SMET 9178 0116000 Human Subjects 0717769 September 15, 2007 Collaborative Research: Electronic Delivery and Criterion Referencing of Assessment Materials for Chemistry. Chemistry 12 The project is completing several tasks that will improve assessment practices for chemistry education. Testing programs that have existed via the American Chemical Sociey (ACS) Exams Institute have long allowed chemistry instructors to compare students to national norms. This project is augmenting this level of information by also analyzing the content of ACS Exams against a mapping of the content domain of the subject using a template of anchoring concepts that recur throughout the undergraduate curriculum. Alignment research then uses this analysis to provide instructors with enhanced information about what chemistry students know about such topics as chemical bonding, chemical reactions, molecular structures and chemical equilibrium and several others. Both the process of mapping the content domain and aligning test questions to this mapped domain provide significant research challenges and advance the intellectual merit of this project. The ACS Exams Institute provides exams used by over 100,000 students annually, and the Chemistry Pathway of the National Science Digital Library, ChemED DL, is also a partner on this project, so the broad impact includes not only ACS Exams but also test questions available via ChemED DL. The other key component is the porting of ACS Exams materials to an electronic delivery platform. This process provides more than enhanced access because the instant data collection afforded by electronically delivered exams improves all facets of the data analysis, including the traditional norm-referenced information and the criterion-referenced information relating test questions to the anchoring concepts of the content domain. CCLI-Phase 2 (Expansion) DUE EHR Holme, Thomas University of Wisconsin-Milwaukee WI Bert E. Holmes Standard Grant 199997 7492 SMET 9178 0116000 Human Subjects 0717780 October 1, 2007 Collaborative Research: Phase II Development of an Innovative Multi-functional Smart Vibration Platform. Engineering - Materials Science (57) This project is developing Smart Vibration Platforms (SVP) for distribution and utilization at several diverse types of institutions and undergraduate degree programs. The SVP is being utilized to teach mechanical engineering dynamics concepts such as damping and structural vibration controls. The "Smart" part of the platform is based on the utilization of two smart materials: a shape memory alloy, which changes stiffness with temperature, and a magneto-rheological fluid, which provides adjustable damping based on use of an electromagnet. The SVP is a creative and easy to use device, and is advancing student knowledge and understanding by helping students experiment with smart materials, vibrations, and controls. This project is developing and deploying SVPs at six different institutions and extending its implementation to civil, electrical, and materials engineering as well as engineering technology courses. Using the SVP as a tool, the PIs are creating innovative teaching materials, including demonstrations, hands-on experiments, course modules, and new courses. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Feng, Weining Alberto Gomez-Rivas University of Houston - Downtown TX Russell L. Pimmel Standard Grant 21965 7492 1536 SMET 9178 0116000 Human Subjects 0717787 September 1, 2007 "New Heights" in STEM Undergraduate Learning. Interdisciplinary (99) Taylor University is promoting and disseminating high-quality STEM education using a novel and proven High-Altitude Research Platform (HARP) to develop faculty expertise, implement educational innovations, and assess learning. Students and faculty are engaged in state-of-the-art stratospheric balloon launch capability into the ""unknown"" with real-time data and command interaction. Students are gaining new awareness of the environment, atmosphere, space, and heavens by direct probing and remote sensing from ""New Heights"" (over 98% of atmosphere at 33 km altitude). This program is providing students access to near space and engaging them in creative problem solving, fun, and multidisciplinary hands-on team work in a relatively unexplored region of our atmosphere. This technology is being disseminated through four faculty workshops, compiling teaching materials, developing and maintaining a website network, assisting university HARP start-ups, and publishing initial workshop and student assessments. At least 20 universities will implement a HARP program into their curricula, and to achieve that goal we are establishing workshops which include DePauw University, University of Illinois, Cedarville University, Purdue, Stanford, Valparaiso, U. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Voss, Henry Don Takehara Taylor University IN Jill K. Singer Standard Grant 217668 7492 1536 SMET 9178 0116000 Human Subjects 0717790 September 1, 2007 Collaborative Research: Community Development of an Expanded Geoscience Concept Inventory: A Webcenter for Question Generation, Validation and Online Testing. Geology (42) What do students understand about geological processes? Does instruction impact student conceptions, and if so, how? Many students can recite common terminology and speak authoritatively about such important concepts as plate tectonics, but emerging research suggests that very few students truly understand underlying concepts. Within this project, we are revising and expanding the Geoscience Concept Inventory (GCI), a comprehensive multiple-choice test that assesses underlying foundations of the most important concepts in Earth Science. Both the questions and the answers on this inventory are subject to extensive research and statistical analysis to determine which non-scientific ideas are most prevalent in entry-level college students, if questions are worded appropriately, and if there are any unexpected biases. Questions and incorrect responses included in the Geoscience Concept Inventory will be based on commonly held student misconceptions. Faculty nationwide will be able to access and customize the inventory through a webcenter, and compare their courses against students across the nation. Geologists interested in contributing to GCI development also have the opportunity to participate in workshops exploring question development strategies. Our efforts to involve the geoscience community in GCI expansion are serving as a model for other STEM disciplines and researchers. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Libarkin, Julie Gerd Kortemeyer Michigan State University MI Jill K. Singer Standard Grant 331008 7492 1536 SMET 9178 0116000 Human Subjects 0717791 January 1, 2008 Developing a Large Enrollment Physical Science Curriculum. The long-term goal of this project is to improve the scientific literacy of the general population. Most colleges and universities offer general education classes in science to non-science majors. These classes often have more than 90 students, many of them prospective elementary-school teachers. In large classes, lecturing is the traditional approach. But research shows that the best way to learn science is through guided inquiry, where students are guided to develop their own ideas by doing experiments and discussing their ideas and observations with classmates. In the past, projects have developed such curricula for small classes of around 30 students. This project adapts a successful guided inquiry physical science curriculum for use in large classes. As well as teaching fundamental scientific ideas, the course covers the nature of science (what scientists do) and the nature of learning (how students learn). Classroom technology is important. Instead of having the students do experiments, the instructor uses a projector to show demonstrations and videos of experiments, and run online simulations. Students discuss ideas with the students sitting around them. Audience-response systems (clickers) record and collate the responses of individuals and groups. Homework is done over the internet. Sometimes students collaborate in online groups; sometimes simulators are used. This allows the instructor to gather data about the progress of the whole class, and tailor subsequent classes accordingly. The curriculum is being tested across the country to gather information about whether it improves science learning more than traditional courses, and if it is as effective as the small-class version. Instructors attend workshops to learn how to teach the class, and they have extensive online resources to help plan and execute each lesson. This makes it easier for institutions to adopt the curriculum. An established educational publisher is publishing the student and instructor materials. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Goldberg, Fred Valerie Otero Rebecca Kruse Stephen Robinson Edward Price San Diego State University Foundation CA Herbert H. Richtol Standard Grant 499946 7492 1536 SMET 9178 0116000 Human Subjects 0717801 September 1, 2007 Collaborative Research: Improving Engineering Students' Learning Strategies Through Models and Modeling. Engineering - Other (59) This is a collaborative project involving California Polytechnic State University, Colorado School of Mines, Purdue University, United States Air Force Academy, University of Pittsburgh, University of Minnesota-Twin Cities. It is building upon and extending model-eliciting activities (MEAs), a proven methodology developed in mathematics education research and recently introduced to engineering education. MEAs use open-ended case studies to simulate authentic, real-world problems that small teams of students address. MEA were developed to observe the development of student problem-solving competencies and the growth of mathematical cognition. However, it has been increasingly documented as a methodology to help students become better problem solvers, as well as a tool to help both instructors and researchers better design situations to engage learners in productive mathematical thinking. The investigators are taking the theoretical framework from mathematics education and research results from a series of NSF funded studies and creating a strategic, scalable approach for addressing crucial goals in engineering education. These goals include developing effective, transferable competencies in problem-solving and creativity; more effectively learning and retaining important concepts; and more effectively identifying misconceptions and nurturing positive ethical frameworks. They also are investigating and extending a suite of assessment approaches that have been developed and tested in recent MEA research. Their specific objectives are: (1) to expand the MEA methodology and application, (2) to study students' problem solving strategies and extend the use of MEAs to specific aspects of undergraduate reasoning and problem-solving, (3) to determine solution paths first-year engineering students use in solving MEAs, (4) to execute a comprehensive dissemination and infusion effort, and (5) to develop a comprehensive research agenda for models and modeling in undergraduate education. In particular, they are deepening the implementation of MEAs and related student and faculty assessment in undergraduate curriculum across the six partner institutions; broadening the libraries of usable MEAs to different engineering disciplines; and extending the MEA approach to misconceptions, innovation, and ethical decision-making in engineering. They are disseminating their material and results through papers at conferences and in achieved journals, through CD and web formats with links to the NSDL, through a number of workshops for both engineering educators and K-12 teachers, and through special programs for pre-service teachers at several participating institutions. The evaluation effort, which is led by an outside independent evaluator, is monitoring progress on all five objectives. Broader impacts include the dissemination of the materials and results, the workshops for other faculty, the K-12 teacher outreach, and the positive effects of this engaging approach on students from underrepresented populations. CCLI-Phase 3 (Comprehensive) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Shuman, Larry Mary Besterfield-Sacre Renee Clark University of Pittsburgh PA Russell L. Pimmel Standard Grant 728875 7493 1536 SMET 9178 0717803 September 1, 2007 Collaborative Research: The Impact of LivePhoto Physics Materials and Workshops. Physics (13). This project follows the NSF supported LivePhoto Physics Project and expands the LivePhoto Physics team, It undertakes a four-year Collaborative Research Project to: (A) Organize a National Professional Development Program that includes six workshops for college and university faculty members designed to help participants learn how to use digital video capture and analysis effectively in lecture and laboratory settings; (B) Conduct research on student learning and attitudes based on the use of video-based classroom, laboratory, and homework activities at several institutions and include studies on students' conceptual understanding of physics topics, their understanding of the relationship between events, graphs and equations, and their ability to use analytic mathematical modeling; and (C) Evaluate the overall project impact by conducting an audit of the changes in the teaching practices of workshop participants and the characteristics and number of students affected by the workshops. Intellectual Merit: A major finding in the Physics Education Research (PER) community is that students cannot acquire a functional understanding of physics unless they master the multiple representations that physicists use to describe physical phenomena and the relationship between these representations. Preliminary research on video analysis suggests it enhances learning and helps students master relationships between real physical phenomena, digital video frames, data tables, graphs, and analytic equations. The extended LivePhoto Physics team is studying: (1) the impact the professional development workshops have on the subsequent practices of instructors, and (2) the impact on student learning when instructors use digital video analysis in conjunction with LivePhoto Physics curricular materials that have been designed using principles developed by PER. Broader Impact: Professional development opportunities are provided for 144 faculty. Some teach introductory courses in other basic sciences such as biology, chemistry, or mathematics. Over 43,000 students are expected to be directly affected by the changes fostered in faculty participants during this project, and many more will be affected in later years through dissemination by these participants. The project is adding to the body of research on the role of digital video analysis in helping students master difficult physics topics using a full range of representations including analytic mathematical modeling. The recruitment program targets faculty members who teach traditionally under-represented groups of students. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Redish, Edward University of Maryland College Park MD John F. Mateja Standard Grant 29593 7492 1536 SMET 9178 0717818 October 1, 2007 Collaborative Research: Phase II Development of an Innovative Multi-functional Smart Vibration Platform. Engineering - Materials Science (57) This project is developing Smart Vibration Platforms (SVP) for distribution and utilization at several diverse types of institutions and undergraduate degree programs. The SVP is being utilized to teach mechanical engineering dynamics concepts such as damping and structural vibration controls. The "Smart" part of the platform is based on the utilization of two smart materials: a shape memory alloy, which changes stiffness with temperature, and a magneto-rheological fluid, which provides adjustable damping based on use of an electromagnet. The SVP is a creative and easy to use device, and is advancing student knowledge and understanding by helping students experiment with smart materials, vibrations, and controls. This project is developing and deploying SVPs at six different institutions and extending its implementation to civil, electrical, and materials engineering as well as engineering technology courses. Using the SVP as a tool, the PIs are creating innovative teaching materials, including demonstrations, hands-on experiments, course modules, and new courses. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Quinn, D. Dane University of Akron OH Russell L. Pimmel Standard Grant 22040 7492 1536 SMET 9178 0116000 Human Subjects 0717820 September 15, 2007 HigherEd 2.0: Transforming STEM Undergraduate Education. Engineering Mechanical (56) This project is developing, deploying, assessing and disseminating HigherEd 2.0 within second year mechanics courses. HigherEd 2.0 is a highly collaborative, technology driven environment allowing students to create, manage and evaluate their own learning materials. The project is emphasizing student creation and peer-review of learning materials. They are creating a collaborative learning environment through the use of podcasting, blogging, wikis, and other asynchronous Web 2.0 tools. The project is directly addressing the on-going need for improved learning outcomes in the engineering mechanics curriculum in key topic areas such as free body diagrams, vector mechanics, and Newtonian motion. The student learning outcomes are being assessed using nationally-normed datasets. The results are being widely disseminated through faculty workshops, research monographs and scholarly journals on engineering education. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Berger, Edward Joe Garofalo Silvia Blemker University of Virginia Main Campus VA Lesia L. Crumpton-Young Standard Grant 500000 7492 1536 SMET 9178 0116000 Human Subjects 0717828 September 15, 2007 Collaborative Research: Native American Science Curriculum. Biological Sciences (61). This project is developing a five-course curriculum in indigenous science focused on the needs of Native American and Alaska Native students seeking careers in STEM disciplines, especially biology and environmental science. Courses at three of the mainstream institutions with the highest number of Native American undergraduate and graduate students in the country are being enhanced by the development of web-based interactive applications, which are helping to compensate for the lack of published textbooks in the field, as well as by distance-delivery technology that is allowing faculty to provide lectures and discussions for courses offered at other institutions. Assessment of student progress and evaluation of project objectives is addressing course content as well as cultural context and sensitivity. A long-term goal is to disseminate the curricular materials to programs at tribal colleges and universities and at mainstream institutions with interest in indigenous science, as well as to programs training tribal environmental professionals, resource management agency personnel, and communities. This project is partially funded by the Division of Biological Infrastructure in the Directorate for Biological Sciences. CCLI-Phase 2 (Expansion) HUMAN RESOURCES S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Pierotti, Raymond Stacy Leeds University of Kansas Center for Research Inc KS Deborah E. Allen Standard Grant 350000 7492 7226 1536 SMET 9178 9150 0116000 Human Subjects 0717832 October 1, 2007 MOBILE STUDIO ENVIRONMENTS TO ENHANCE STEM EDUCATION. Engineering - Electrical (55) This project is a collaboration among Rensselaer Polytechnic Institute, Howard University, and Rose-Hulman Institute of Technology with the University of Albany as the evaluating organization The goal of this proposal is to develop a low-cost, experimentation centric pedagogy that allows faculty and students to implement a laboratory instrumentation based mobile studio environment anywhere (classroom, library, union, dorm, etc.) at anytime. As a part of the project, 20 mobile studio-based demonstrations, 20 in-class activities, and 20 follow-up, take-home experiments are being designed, developed, utilized, evaluated and disseminated for each of two courses (Electric Circuits and Electronics Instrumentation). In these courses, all students are devising their own experimental procedures for each given problem, testing their ideas in class, and then completing an activity outside of class at their choice of time and place. The approach uses an I/O Board, with an estimated cost of $130 that replicates the functionality of an oscilloscope, function generator, multimeter, and power supplies at a significantly lower cost. Students from all demographics -- including those from disadvantaged backgrounds, students with special needs, distance learners, and students attending resource-limited institutions -- can now have 24/7 access to state-of-the-art instrumentation capabilities. This approach allows educators to incorporate more dynamic, hands-on opportunities into the pedagogy to reach and motivate today's more diverse student populations, who typically do not enter college with the same amount of practical experience that prior generations had. The efforts are being guided by an advisory group with representatives from both industry and academia. An extensive evaluation plan, under the direction of an external evaluator, is using faculty interviews, student surveys and interviews, and observations of students to characterize the effectiveness of the approach. The investigators are disseminating their ideas and results through standard publication mechanisms, through a series of faculty workshops and webinars, and through National Instruments's published materials. The broader impacts include the dissemination of the material, particularly though faculty workshops and industrial connections, the involvement of several institutions, including an HBCU, and the K-12 outreach. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Millard, D Frederick Berry Mohamed Chouikha Dianne Newman Rensselaer Polytechnic Institute NY Russell L. Pimmel Standard Grant 500882 7492 1536 SMET 9178 0116000 Human Subjects 0717834 October 1, 2007 Collaborative Research: Phase II Development of an Innovative Multi-functional Smart Vibration Platform. Engineering - Materials Science (57) This project is developing Smart Vibration Platforms (SVP) for distribution and utilization at several diverse types of institutions and undergraduate degree programs. The SVP is being utilized to teach mechanical engineering dynamics concepts such as damping and structural vibration controls. The "Smart" part of the platform is based on the utilization of two smart materials: a shape memory alloy, which changes stiffness with temperature, and a magneto-rheological fluid, which provides adjustable damping based on use of an electromagnet. The SVP is a creative and easy to use device, and is advancing student knowledge and understanding by helping students experiment with smart materials, vibrations, and controls. This project is developing and deploying SVPs at six different institutions and extending its implementation to civil, electrical, and materials engineering as well as engineering technology courses. Using the SVP as a tool, the PIs are creating innovative teaching materials, including demonstrations, hands-on experiments, course modules, and new courses. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Nagarajaiah, Satish Marcia O'Malley William Marsh Rice University TX Russell L. Pimmel Standard Grant 50001 7492 1536 SMET 9178 0116000 Human Subjects 0717837 October 1, 2007 Collaborative Research: Phase II Development of an Innovative Multi-functional Smart Vibration Platform. Engineering - Materials Science (57) This project is developing Smart Vibration Platforms (SVP) for distribution and utilization at several diverse types of institutions and undergraduate degree programs. The SVP is being utilized to teach mechanical engineering dynamics concepts such as damping and structural vibration controls. The "Smart" part of the platform is based on the utilization of two smart materials: a shape memory alloy, which changes stiffness with temperature, and a magneto-rheological fluid, which provides adjustable damping based on use of an electromagnet. The SVP is a creative and easy to use device, and is advancing student knowledge and understanding by helping students experiment with smart materials, vibrations, and controls. This project is developing and deploying SVPs at six different institutions and extending its implementation to civil, electrical, and materials engineering as well as engineering technology courses. Using the SVP as a tool, the PIs are creating innovative teaching materials, including demonstrations, hands-on experiments, course modules, and new courses. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Qiao, Pizhong Washington State University WA Russell L. Pimmel Standard Grant 30000 7492 1536 SMET 9178 0116000 Human Subjects 0717854 October 1, 2007 Collaborative Research: Phase II Development of an Innovative Multi-functional Smart Vibration Platform. Engineering - Materials Science (57) This project is developing Smart Vibration Platforms (SVP) for distribution and utilization at several diverse types of institutions and undergraduate degree programs. The SVP is being utilized to teach mechanical engineering dynamics concepts such as damping and structural vibration controls. The "Smart" part of the platform is based on the utilization of two smart materials: a shape memory alloy, which changes stiffness with temperature, and a magneto-rheological fluid, which provides adjustable damping based on use of an electromagnet. The SVP is a creative and easy to use device, and is advancing student knowledge and understanding by helping students experiment with smart materials, vibrations, and controls. This project is developing and deploying SVPs at six different institutions and extending its implementation to civil, electrical, and materials engineering as well as engineering technology courses. Using the SVP as a tool, the PIs are creating innovative teaching materials, including demonstrations, hands-on experiments, course modules, and new courses. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Zhang, Yongpeng Texas Engineering Experiment Station TX Russell L. Pimmel Standard Grant 30000 7492 1536 SMET 9178 0116000 Human Subjects 0717855 October 1, 2007 Collaborative Research: Phase II Development of an Innovative Multi-functional Smart Vibration Platform. Engineering - Materials Science (57) This project is developing Smart Vibration Platforms (SVP) for distribution and utilization at several diverse types of institutions and undergraduate degree programs. The SVP is being utilized to teach mechanical engineering dynamics concepts such as damping and structural vibration controls. The "Smart" part of the platform is based on the utilization of two smart materials: a shape memory alloy, which changes stiffness with temperature, and a magneto-rheological fluid, which provides adjustable damping based on use of an electromagnet. The SVP is a creative and easy to use device, and is advancing student knowledge and understanding by helping students experiment with smart materials, vibrations, and controls. This project is developing and deploying SVPs at six different institutions and extending its implementation to civil, electrical, and materials engineering as well as engineering technology courses. Using the SVP as a tool, the PIs are creating innovative teaching materials, including demonstrations, hands-on experiments, course modules, and new courses. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Gou, Jihua (Jan) University of South Alabama AL Russell L. Pimmel Standard Grant 30001 7492 1536 SMET 9178 9150 0116000 Human Subjects 0717860 October 1, 2007 Collaborative Research: Phase II Development of an Innovative Multi-functional Smart Vibration Platform. Engineering - Materials Science (57) This project is developing Smart Vibration Platforms (SVP) for distribution and utilization at several diverse types of institutions and undergraduate degree programs. The SVP is being utilized to teach mechanical engineering dynamics concepts such as damping and structural vibration controls. The "Smart" part of the platform is based on the utilization of two smart materials: a shape memory alloy, which changes stiffness with temperature, and a magneto-rheological fluid, which provides adjustable damping based on use of an electromagnet. The SVP is a creative and easy to use device, and is advancing student knowledge and understanding by helping students experiment with smart materials, vibrations, and controls. This project is developing and deploying SVPs at six different institutions and extending its implementation to civil, electrical, and materials engineering as well as engineering technology courses. Using the SVP as a tool, the PIs are creating innovative teaching materials, including demonstrations, hands-on experiments, course modules, and new courses. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Song, Gangbing Leang-San Shieh Heidar Malki Y.L. Mo Holly Hutchins University of Houston TX Russell L. Pimmel Standard Grant 315999 7492 1536 SMET 9178 0116000 Human Subjects 0717864 September 1, 2007 Collaborative Research: Impact of Model-Eliciting Activities on Engineering Teaching and Learning. Engineering - Other (59) This is a collaborative project involving California Polytechnic State University, Colorado School of Mines, Purdue University, United States Air Force Academy, University of Pittsburgh, University of Minnesota-Twin Cities. It is building upon and extending model-eliciting activities (MEAs), a proven methodology developed in mathematics education research and recently introduced to engineering education. MEAs use open-ended case studies to simulate authentic, real-world problems that small teams of students address. MEA were developed to observe the development of student problem-solving competencies and the growth of mathematical cognition. However, it has been increasingly documented as a methodology to help students become better problem solvers, as well as a tool to help both instructors and researchers better design situations to engage learners in productive mathematical thinking. The investigators are taking the theoretical framework from mathematics education and research results from a series of NSF funded studies and creating a strategic, scalable approach for addressing crucial goals in engineering education. These goals include developing effective, transferable competencies in problem-solving and creativity; more effectively learning and retaining important concepts; and more effectively identifying misconceptions and nurturing positive ethical frameworks. They also are investigating and extending a suite of assessment approaches that have been developed and tested in recent MEA research. Their specific objectives are: (1) to expand the MEA methodology and application, (2) to study students' problem solving strategies and extend the use of MEAs to specific aspects of undergraduate reasoning and problem-solving, (3) to determine solution paths first-year engineering students use in solving MEAs, (4) to execute a comprehensive dissemination and infusion effort, and (5) to develop a comprehensive research agenda for models and modeling in undergraduate education. In particular, they are deepening the implementation of MEAs and related student and faculty assessment in undergraduate curriculum across the six partner institutions; broadening the libraries of usable MEAs to different engineering disciplines; and extending the MEA approach to misconceptions, innovation, and ethical decision-making in engineering. They are disseminating their material and results through papers at conferences and in achieved journals, through CD and web formats with links to the NSDL, through a number of workshops for both engineering educators and K-12 teachers, and through special programs for pre-service teachers at several participating institutions. The evaluation effort, which is led by an outside independent evaluator, is monitoring progress on all five objectives. Broader impacts include the dissemination of the materials and results, the workshops for other faculty, the K-12 teacher outreach, and the positive effects of this engaging approach on students from underrepresented populations. CCLI-Phase 3 (Comprehensive) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Hamilton, Eric John Christ United States Air Force Academy CO Russell L. Pimmel Interagency Agreement 190000 7493 1536 SMET 9178 0717874 September 15, 2007 Collaborative Research: Native American Science Curriculum. Biological Sciences (61). This project is developing a five-course curriculum in indigenous science focused on the needs of Native American and Alaska Native students seeking careers in STEM disciplines, especially biology and environmental science. Courses at three of the mainstream institutions with the highest number of Native American undergraduate and graduate students in the country are being enhanced by the development of web-based interactive applications, which are helping to compensate for the lack of published textbooks in the field, as well as by distance-delivery technology that is allowing faculty to provide lectures and discussions for courses offered at other institutions. Assessment of student progress and evaluation of project objectives is addressing course content as well as cultural context and sensitivity. A long-term goal is to disseminate the curricular materials to programs at tribal colleges and universities and at mainstream institutions with interest in Indigenous science, as well as to programs training tribal environmental professionals, resource management agency personnel, and communities. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Trujillo, Octaviana Northern Arizona University AZ Deborah E. Allen Standard Grant 125000 7492 1536 SMET 9178 0116000 Human Subjects 0717877 September 15, 2007 CCLI Phase 2: Increasing Attractiveness of Computing: The Design and Evaluation of Introductory Computing Coursework that Elicits Creativity. Computer Science (31) The University of Texas at El Paso and Texas A&M Corpus Christi in consultation with Georgia Tech, are investigating the impact of an existing programming-centric computer literacy course that has attracted women into computing. This research effort is investigating how the successful approach of this course can be applied to Hispanics enrolled at Hispanic serving institutions. This effort is increasing the understanding of how curriculum design can affect the attractiveness of technical careers. Data for longitudinal studies to evaluate how participation in this course correlates with future success in technology-related careers is being collected. In collaboration with career planning experts, the pedagogical techniques underlying this course are being adapted to students from diverse disciplines. This project is improving computing literacy among non-computing majors and the results are being deployed and evaluated at six of the eight members of the Computing Alliance for Hispanic-Serving Institutions. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Freudenthal, Eric Ann Gates University of Texas at El Paso TX Victor P. Piotrowski Standard Grant 346364 7492 1536 SMET 9178 0116000 Human Subjects 0717883 September 15, 2007 CCLI Phase 2: Increasing Attractiveness of Computing: The Design and Evaluation of Introductory Computing Coursework that Elicits Creativity. Computer Science (31) The University of Texas at El Paso and Texas A&M Corpus Christi in consultation with Georgia Tech, are investigating the impact of an existing programming-centric computer literacy course that has attracted women into computing. This research effort is investigating how the successful approach of this course can be applied to Hispanics enrolled at Hispanic serving institutions. This effort is increasing the understanding of how curriculum design can affect the attractiveness of technical careers. Data for longitudinal studies to evaluate how participation in this course correlates with future success in technology-related careers is being collected. In collaboration with career planning experts, the pedagogical techniques underlying this course are being adapted to students from diverse disciplines. This project is improving computing literacy among non-computing majors and the results are being deployed and evaluated at six of the eight members of the Computing Alliance for Hispanic-Serving Institutions. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Fernandez, John Texas A&M University Corpus Christi TX Stephen C. Cooper Standard Grant 152757 7492 1536 SMET 9178 0116000 Human Subjects 0717887 September 15, 2007 Blacksmithing Metallurgy: A Multifaceted Curriculum and Laboratory Plan. Engineering - Materials Science (57) This CCLI Phase 1 project is threading kinesthetic blacksmithing activities into a Metallurgical Engineering Program to improve student learning and motivation. The project is redesigning sophomore- through senior-level laboratories to include metalworking components to help students develop a better understanding of how microstructural development relates to mechanical properties. Additional project activities include: 1) expanding a weekly open forge time for all interested campus science and engineering students, 2) establishing an annual exhibit featuring undergraduate student work at the campus art gallery, 3) building and equipping a mobile trailer for outreach activities, and 4) training undergraduate student in technical communications. The project includes strong outreach to Native American high schools and two-year colleges. Program outcomes are being measured through five interrelated assessment instruments including materials concept inventories, longitudinal student tracking, the Teamwork KSA inventory, and the Hermann Brain Dominance and Kolb inventories. A blueprint teaching and implementation strategy for other schools and a web-based seminar are being used to disseminate the project. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Medlin, Dana Stuart Kellogg Jon Kellar James Rattling Leaf Michael West South Dakota School of Mines and Technology SD Lance C. Perez Standard Grant 150000 7492 1536 SMET 9178 9150 0116000 Human Subjects 0717905 October 1, 2007 Enhancement of Student Learning in Experimental Design using Virtual Laboratories. Engineering - Chemical (53) This CCLI Phase Two Project is addressing the need for more effective methods to integrate experimental design into the engineering curriculum. The project is building on a prototype virtual laboratory based on a first-principles numerical model of chemical vapor deposition that provides students access to a selected output of the model and thus allows them to concentrate on the complete interactive experimental design process typical of practicing engineers. The prototype is being expanded to include process economic constraints and statistics, reflective tools, and authentic variability tools. A virtual laboratory of an industrial bioreactor process is also being developed and these virtual laboratories are being used in conjunction with physical laboratories. This project is promoting teaching, learning, and faculty expertise through implementation in 3 undergraduate, 2 graduate, approximately 10 community college and approximately 10 high school programs. The assessment includes end-of-project surveys, data collected via the virtual laboratories, and "think aloud" protocols to qualitatively and quantitatively study the ways students learn using virtual laboratories. The findings from this project are being disseminated at top engineering education conferences and journals, as well as through a website. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Koretsky, Milo Shoichi Kimura Christine Kelly Oregon State University OR Lance C. Perez Standard Grant 499896 7492 1536 SMET 9178 0116000 Human Subjects 0718105 September 15, 2007 Collaborative Research: Native American Science Curriculum. Biological Sciences (61). This project is developing a five-course curriculum in indigenous science focused on the needs of Native American and Alaska Native students seeking careers in STEM disciplines, especially biology and environmental science. Courses at three of the mainstream institutions with the highest number of Native American undergraduate and graduate students in the country are being enhanced by the development of web-based interactive applications, which are helping to compensate for the lack of published textbooks in the field, as well as by distance-delivery technology that is allowing faculty to provide lectures and discussions for courses offered at other institutions. Assessment of student progress and evaluation of project objectives is addressing course content as well as cultural context and sensitivity. A long-term goal is to disseminate the curricular materials to programs at tribal colleges and universities and at mainstream institutions with interest in Indigenous science, as well as to programs training tribal environmental professionals, resource management agency personnel, and communities. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Causey, Douglas University of Alaska Anchorage Campus AK Deborah E. Allen Standard Grant 24750 7492 1536 SMET 9178 9150 0116000 Human Subjects 0719816 January 9, 2007 Cyber-Mapping for Teaching Undergraduate Geoscience Courses. Geology (42) Intellectual Merit: Cyber-mapping teaching modules are being developed and implemented to evaluate the effectiveness of three-dimensional photo-realistic virtual outcrops in teaching undergraduate introductory-level as well as upper-level geosciences courses for non-STEM and STEM students. Three-dimensional visualization presents challenges for relating field examples back to classroom teaching. Rugged field conditions can hinder a variety of people, especially those with mobility disability and travel limitations, from benefiting from field experience. Real-world elements of three-dimensionality are being incorporated through curriculum modules built upon the latest cyber-mapping technology which integrates three major components: (1) high spatial resolution topography generated by ground-based Light Detection and Ranging (LIDAR) data, (2) spectral information derived from high resolution digital photography, and (3) Global Positioning System (GPS) information relating the LIDAR-derived topography to global coordinates. Curriculum for lower level introductory geosciences courses to more advanced geoscience majors courses are being used in a vertically aligned manner to synergistically integrate educational and research opportunities in the context of Universal Design for undergraduate college students, thus affording better accessibility to geosciences topics to persons with mobility disabilities or travel limitations. A feedback-loop of formative as well as summative evaluations is being implemented. Broader Impacts: The incorporation of cyber-mapping is providing the geosciences community with a powerful means for teaching geosciences courses that will improve the quality of geosciences education and literacy. Incorporating cyber-mapping technology is providing virtual accessibility of field localities to a group of people who cannot otherwise access those localities because of mobility or travel limitations. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Abdel-Salam, Mohamed Missouri University of Science and Technology MO Jill K. Singer Standard Grant 173080 H105 7494 1536 SMET 9178 5976 5944 0723368 September 1, 2007 A Second Generation Faculty Development Program. This project is creating a second generation faculty development program to train information assurance (IA) faculty across a range of Maryland colleges and universities. The training program includes four components: 1. A seminar series to introduce security related topics to interested faculty; 2. An IA educators forum where more experienced educators can share their experiences teaching information assurance; 3. A research mentorship program, where security researchers invite community college and junior faculty to work jointly with them on research problems in security; and 4. An externship program where advanced faculty will work at CERT on joint research projects. This project structure ensures that faculty with different levels of skills and experience not only will be able to improve their own skill set, but also to share their knowledge with colleagues from different institutions. This project is led by Towson University and run in collaboration with the other 14 members of the Maryland Alliance for Information Security Assurance (MAISA). Towson University has been a Center of Academic Excellence in Information Assurance Education since 2002 and Towson faculty members have extensive experience with this type of faculty development program. Faculty members at a range of institutions, from community colleges through to doctoral universities, are participating in this program through extensive institutional and individual collaborations. As a result of this project, it is expected that the number of MAISA member institutions will increase. FED CYBER SERV: SCHLAR FOR SER S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR O'Leary, Mike Claude Turner Towson University MD Victor P. Piotrowski Standard Grant 299963 1668 1536 SMET 9178 0116000 Human Subjects 0723491 September 1, 2007 Collaborative Project: Focused Faculty Development Workshop on Cyber Games and Interactive Simulations. Growing evidence indicates that incorporating hands-on exercises, such as cyber games and interactive simulations, increases student interest in Information Assurance (IA) studies and enhances their learning experience. Cyber games are highly interactive hands-on exercises in which students are asked to build IT network infrastructures and services while simultaneously managing and defending against realistic cyber attacks. As part of an ongoing collaboration, UNC Charlotte and NC A&T State University (an historically Black institution), are developing faculty development workshops where participants will learn how to incorporate these games and interactive simulations into their classes. The workshop materials, based on successful experiences as well as incorporating best practices reported in literature, are being designed to satisfy a six key objectives: (i) targeting faculty members with traditional Computer Science backgrounds with limited system administration experience, (ii) building their instructional capability to provide students with cyber games and interactive simulations, (iii) keeping institutional resource commitment at a manageable level through the use of virtualization techniques, (iv) engaging and motivating students through challenging exercises based on realistic business scenarios, (v) increasing student interests in pursing IA studies through building their confidence in hands-on problem solving skills, and (vi) promoting students to work in teams. Workshop participants include current IA faculty or those from institutions with a strong interest in, and with appropriate institutional commitment to introducing hands-on experiences during the academic year following each workshop. Special effort is being made to include faculty from institutions serving underrepresented populations. FED CYBER SERV: SCHLAR FOR SER S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Yu, Huiming Anna Kenneth Williams Xiaohong Yuan Jinsheng Xu North Carolina Agricultural & Technical State University NC Victor P. Piotrowski Standard Grant 226994 1668 1536 SMET 9178 0116000 Human Subjects 0723719 July 15, 2007 Faculty, Curriculum and Lab Exercise Capacity Building Partnership. Traditional Computer Science programs address Information Assurance from a theoretical perspective; however, this faculty development project is adapting and implementing IA curricula with an applied approach for the educators themselves, and indirectly to their students. During the summer of 2005 the faculty of the Department of Networking, Security and Systems Administration (NSSA) at Rochester Institute of Technology (RIT) hosted a three-day pilot Security and Forensics Workshop for Minority Serving Institutions (MSIs). RIT delivered curricular materials on topics aimed at cultivating faculty expertise in computer and network security and forensics through hands-on lab experiences. Building on the success of the pilot workshop, this project is developing an extended two-week summer workshop paired with ongoing support through site visits and online collaboration during the academic year to share NSSA faculty knowledge and applied technical expertise in network and systems security and forensics with the faculty at three partnering minority serving institutions: Texas A&M University Corpus Christi, Hampton University and Oakwood College. This multi-university effort also is creating an environment of shared knowledge and resources through faculty collaboration that will continue into the future. The continuing partnership enables the participating institutions to make a broader impact on the future security workforce through the sharing of curricular materials and professional expertise. The participation of the MSIs allows RIT to actively participate in national efforts to recruit and retain students from underrepresented groups for graduate level education in IA. FED CYBER SERV: SCHLAR FOR SER DUE EHR Mason, Sharon Rochester Institute of Tech NY Victor P. Piotrowski Standard Grant 113965 1668 SMET 9178 0116000 Human Subjects 0723763 September 15, 2007 SFS (Capacity Building Track): Faculty Development to Promote Computer Forensics in the IA Curriculum. This joint project between University at Buffalo (UB) and Hilbert College (HC) is expanding capacity in Information Assurance (IA) and Computer Forensics in the Western New York region via institutional faculty development as well as technical experiences for faculty. The end goal of our effort is to carve out a flexible curriculum pathway to specialize in IA and computer forensics with multiple exit points for the students depending upon their career goals. The universities are offering workshops and intensive seminars to faculty in the neighboring community colleges and universities to learn about recent advances in IA and computer forensics and (b) technical experience for faculty at UB and HC so that the IA faculty can then develop full-fledged computer forensics courses and teach them to students with hands-on experience. The project has two unique aspects. First, it draws upon the expertise from The Cyber Security Education Consortium (CSEC) at Oklahoma and involves the members of the Regional Computer Forensics Laboratory (RCFL) of Western NY in this learning process. Second, it provides multiple exit points for students at the associate degree level, BS/BA level and MS/MBA level at three different colleges and universities without the need for relocating students. While the Western NY RCFL does not currently have an Honors Internship program, project leaders anticipate that it will have one in the near future - similar to all other RCFLs with an internship program (preference will be given to local students within community distance). As a multidisciplinary Center of Academic Excellence in Information Assurance Education (CAE/IAE), UB faculty members anticipate IA expansion through various disciplines ranging from computer science and engineering and mathematics to management sciences and legal/ethical studies. The broader impacts of this project include: (a) the furtherance of ongoing collaborations with two-year colleges, Erie Community College (ECC, a Minority Institution) and Genesee Community College, (b) a partnership with the Erie County Department of Police Services through the involvement of the Commissioner of Police Services on the Center's advisory board, and (c) active engagement of students from underrepresented groups through the local Minority Management Society and the SUNY Louis Stokes Alliance for Minority Participation program as well as the Women in Management and Engineering and Science groups. FED CYBER SERV: SCHLAR FOR SER S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Upadhyaya, Shambhu H. Raghav Rao Sandra Augustine SUNY at Buffalo NY Victor P. Piotrowski Standard Grant 150000 1668 1536 SMET 9178 0116000 Human Subjects 0723766 August 1, 2007 Information Assurance Scholarship Program. Carnegie Mellon University is adding three new cohorts to its existing SFS program. SFS scholarships are awarded to students in either of two masters degree programs; the MS in Information Security Technology and Management, and the MS in Information Security Policy and Management. Both curricula have been certified pursuant to the Information Assurance Courseware Evaluation Process of the National Security Agency's National Infosec Training and Education Program, and have been mapped against NSTISSI No. 4011 - National Training Standard for Information Systems Security (INFOSEC) Professionals and 4014 - Information Assurance Training Standard for Information Systems Security Officers. Carnegie Mellon University has been an active and enthusiastic participant in the SFS program since the program's inception. To date, sixty-two highly qualified students have graduated from the program and have been placed into federal information assurance positions. Of the twenty four graduates who have satisfied their two year service commitment, CMU has been able to determine the current status of nineteen of them. Of these nineteen, seventeen are still serving in federal positions. As the SFS program continues to study its impact, these data suggest that CMU students are committed to public service careers. FED CYBER SERV: SCHLAR FOR SER DUE EHR Haritos Tsamitis, Dena Ann English Carnegie-Mellon University PA Victor P. Piotrowski Continuing grant 1993509 1668 SMET 9178 0116000 Human Subjects 0723794 October 1, 2007 A Collaborative Proposal for the Building of Information Security Expertise and Capacity. The Informatics Research Institute (IRI) at Idaho State University and Hampton University are engaging in faculty capacity building at Hampton University (an historically Black institution) and other colleges and universities nation-wide. IRI is working with faculty members in the Hampton University Department of Computer Science to conduct information assurance (IA) and computer security research. These newly acquired abilities are fostering IA and computer security research based on several interrelated IA models. Project workshops are enhancing the ability of the Hampton faculty to provide IA instruction and collaborate with the research on the learning effectiveness of the IA instructional modules. Hampton faculty members are acquiring additional knowledge of both the IA principles and the necessary tools of instructional systems design to develop curricular instructional modules that are being integrated throughout the computer science curriculum. IRI is providing direct support for the development of Hampton University's capacity as a CNSS certified information assurance training institution and the institution's effort to become a Center of Academic Excellence in Information Assurance Education (CAEIAE). Project activities include faculty development workshops, individual training, and laboratory and facilities development. The development workshops are open to faculty from other local and regional institutions and are particularly focused on attracting participants from other minority serving institutions. FED CYBER SERV: SCHLAR FOR SER S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Willis, Robert Hampton University VA Victor P. Piotrowski Standard Grant 249917 1668 1536 SMET 9178 0116000 Human Subjects 0723808 September 1, 2007 Collaborative Project: Focused Faculty Development Workshop on Cyber Games and Interactive Simulations. Growing evidence indicates that incorporating hands-on exercises, such as cyber games and interactive simulations, increases student interest in Information Assurance (IA) studies and enhances their learning experience. Cyber games are highly interactive hands-on exercises in which students are asked to build IT network infrastructures and services while simultaneously managing and defending against realistic cyber attacks. As part of an ongoing collaboration, UNC Charlotte and NC A&T State University (an historically Black institution), are developing faculty development workshops where participants will learn how to incorporate these games and interactive simulations into their classes. The workshop materials, based on successful experiences as well as incorporating best practices reported in literature, are being designed to satisfy a six key objectives: (i) targeting faculty members with traditional Computer Science backgrounds with limited system administration experience, (ii) building their instructional capability to provide students with cyber games and interactive simulations, (iii) keeping institutional resource commitment at a manageable level through the use of virtualization techniques, (iv) engaging and motivating students through challenging exercises based on realistic business scenarios, (v) increasing student interests in pursing IA studies through building their confidence in hands-on problem solving skills, and (vi) promoting students to work in teams. Workshop participants include current IA faculty or those from institutions with a strong interest in, and with appropriate institutional commitment to introducing hands-on experiences during the academic year following each workshop. Special effort is being made to include faculty from institutions serving underrepresented populations. FED CYBER SERV: SCHLAR FOR SER S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Kang, Brent Bei-Tseng Chu Gail-Joon Ahn University of North Carolina at Charlotte NC Victor P. Piotrowski Standard Grant 246000 1668 1536 SMET 9178 0116000 Human Subjects 0723927 October 1, 2007 A Collaborative Proposal: For the Building of Information Security Expertise and Capacity. The Informatics Research Institute (IRI) at Idaho State University and Hampton University are engaging in faculty capacity building at Hampton University (an historically Black institution) and other colleges and universities nation-wide. IRI is working with faculty members in the Hampton University Department of Computer Science to conduct information assurance (IA) and computer security research. These newly acquired abilities are fostering IA and computer security research based on several interrelated IA models. Project workshops are enhancing the ability of the Hampton faculty to provide IA instruction and collaborate with the research on the learning effectiveness of the IA instructional modules. Hampton faculty members are acquiring additional knowledge of both the IA principles and the necessary tools of instructional systems design to develop curricular instructional modules that are being integrated throughout the computer science curriculum. IRI is providing direct support for the development of Hampton University's capacity as a CNSS certified information assurance training institution and the institution's effort to become a Center of Academic Excellence in Information Assurance Education (CAEIAE). Project activities include faculty development workshops, individual training, and laboratory and facilities development. The development workshops are open to faculty from other local and regional institutions and are particularly focused on attracting participants from other minority serving institutions. FED CYBER SERV: SCHLAR FOR SER S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Frost, James Corey Schou Idaho State University ID Victor P. Piotrowski Standard Grant 250000 1668 1536 SMET 9178 9150 0116000 Human Subjects 0723955 September 1, 2007 Defending Electronic Frontiers: PhD Fellowships in Information Assurance. The SFS Scholarship Program at the University of California Irvine is working to attract, recruit, mentor and graduate talented domestic PhD students in Information Assurance (IA), and to foster their careers in the national service. The program emphasizes the recruitment of women and students from under-represented groups into the doctoral program. The School of Information and Computer Sciences at UC Irvine is home to an exceptionally broad and well-rounded set of dedicated and world-renowned IA faculty members who have a track record of comprehensive training and successful post-degree placement of IA PhD students. This program is providing the support to expand the number of domestic students at ICS who are interested in national service. The inter-disciplinary nature of the ICS graduate IA track exposes students not only to topics Computer and Information Sciences, but also to topics in Mathematics and Ethics/Law. As the first SFS scholarship program focused solely on doctoral students, UC Irvine is producing IA experts who will serve as ambassadors of academic research and will help build new, and strengthen existing, bridges between academic institutions and the federal sector. This will engender increased collaboration, exchange of ideas and innovations as well as faster technology transfer from the purely academic to the real-world setting. FED CYBER SERV: SCHLAR FOR SER DUE EHR Tsudik, Gene University of California-Irvine CA Victor P. Piotrowski Continuing grant 939877 1668 SMET 9178 0116000 Human Subjects 0724516 June 15, 2007 Uncovering Antecedents of STEM Success at Andrews University. Intellectual Merit: This study is being conducted in tandem with the formal evaluation of a related STEP grant (0336596) to further increase the number of biology majors at this university. This study has two purposes. The first purpose is systematically uncovering outcomes of the two programs under study. The second purpose is discovering processes that lead to successful outcomes. The Outcomes Study relies on extant institutional and departmental records. These data are being treated with statistical analyses, both descriptive and inferential. The Processes Study utilizes a grounded theory approach, including numerous interviews with current students, field switchers, and alumni from the two programs. The objectives of this project are as follows: 1. Document outcomes of the Biology and BNS programs and compare them to national outcome measures. 2. Identify differences in outcomes, if any, for students who were under-prepared in high school. 3. Identify differences in outcomes, if any, for students who were from traditionally underrepresented groups. 4. Determine what factors, and with what relative significance, contributed to achievement of outcomes by the students who were under-prepared in high school and/or were from traditionally underrepresented groups. 5. Identify processes that led to successful outcomes as identified by current students, field-switchers, and alumni. 6. Identify the reasons and the points in time that students report experiences they perceived as transformative for their educational and/or career plans. 7. Describe processes used by Biology and BNS faculty in teaching, mentoring, and guiding student research. Broader Impacts; The Biology program at Andrews University has a record extending back more than a decade that demonstrates success with all students, including a fairly high percentage of students whose high school performance would not predict success in STEM fields at the college level. This group of under-prepared students includes many students from groups traditionally underrepresented in STEM disciplines, particularly in terms of ethnicity and gender. This project is identifying the factors that have contributed to its success. Results from this study add to the literature which describes characteristics of effective STEM education, particularly in terms of working with under-prepared students or students from traditionally underrepresented groups. The study results are being disseminated via reports, presentations at professional conferences, and publications in appropriate journals. CCLI-Phase 1 (Exploratory) DUE EHR Burton, Larry John Stout David Mbungu Andrews University MI Terry S. Woodin Standard Grant 54112 7494 SMET 9178 0116000 Human Subjects 0726302 September 1, 2007 Scholarship Initiative in Chemistry and Physics. Sixteen freshmen students majoring in chemistry or physics divided into two cohorts of eight are receiving annual scholarships of $9,750. The first cohort is receiving four-year scholarships funded by this S-STEM grant. The second cohort will be receiving three-year scholarships from S-STEM funds followed by a one-year scholarship from the university. Noteworthy features of the project include the combination of a sufficient pool of scholarship candidates and the capacity within the chemistry and physics programs to absorb the increased enrollment, the involvement of the entire chemistry and physics faculty in the project, and the available student support services. Continuing a long established graduation requirement, the scholars are undertaking a year-long senior capstone research course. Since course credit is being received for these projects and is included in the minimum credit hours required for graduation, the requirement is being permitted within the S-STEM program. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Grubbs, William George Glander III Kevin Riggs Rameeswary Indralingam Stetson University FL Curtis T. Sears Standard Grant 597000 1536 SMET 9178 0116000 Human Subjects 0726313 October 1, 2007 Computer Science, Engineering and Engineering Technology Scholarships. This project is awarding Computer Science, Engineering and Engineering Technology Scholarships to full-time students who demonstrate both academic potential and financial need. A special effort is being made to attract academically talented students from underrepresented groups. The program is building on the success of the institution's Mathematics, Engineering, Science Achievement (MESA) engineering program. Scholars have access to tutoring and individualized advisement as well as the option of participating in a multi-level mentoring program designed to increase both the retention and graduation rates of STEM majors. This project is making an impact in undergraduate education in the region. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Steinback, Clarke Paul Villegas California State University, Chico Research Fdtn ca Stephen C. Cooper Standard Grant 598642 1536 SMET 9178 0726366 September 15, 2007 Training Scientists and Engineers for a New Economy Transition. This project is providing scholarships annually to low-income undergraduates in science, computer technology, engineering, engineering technology, and environmental science majors. Intellectual Merit: The primary objectives of the program include (a) increasing participation and retention of academically talented, low-income students and underrepresented groups in science, technology, engineering, and mathematics (STEM) programs; (b) assessing the academic, educational and communications skills of participants and preparing Individual Training Portfolios for each; (c) facilitating the personal and professional development of students by establishing partnerships with industry for mentors, job shadowing, internships, or research experiences; (d) increasing involvement in Career Center job placement activities; (e) providing academic and support services to increase student retention and improve academic performance; and (f) increasing the placement of participating students in baccalaureate transfer programs and related employment. Scholars participate in field trips to engineering and technology industries in the region and to four-year schools with whom the institution has articulation agreements in STEM majors. In addition, each student is assigned a faculty advisor and a Big Brother/Big Sister mentor from a related business or industry. The project builds on a successful Computer Science, Engineering, and Mathematics Scholarship (CSEMS) project that had outstanding results. This program has a comprehensive infrastructure for mentoring students and providing intensive, continuous intervention strategies. The active participation of business and industry partners enhances internship/research opportunities, as well as facilitates placements in the high technology industry. Broader Impact: This project has been designed to broaden the participation of underrepresented groups through the provision of programs and activities with proven results. Groups targeted include females, minorities, persons with disabilities, low-income, and geographically disadvantaged populations. Selection criteria are designed to accommodate applicants who come from diverse backgrounds and have diverse career goals. Seeking to improve the quality, quantity, and diversity of students entering the STEM programs, a regional Summer Technology Institute is being offered to rising 11th and 12th graders and S-STEM scholars. The summer program advances discovery and understanding in the fields of science, technology, engineering, and mathematics and promotes and encourages new teaching, training, and learning strategies. Overall, the potential benefits of the project are significant to a region facing substantial economic challenges and forced to change its economy by seeking to meet the demand for graduates in fields such as engineering and informatics which are critical to developing a New Economy for the region. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Barber, Peggy Terry Morris Vaughn Lester Brian Hale Southwest Virginia Community College VA Kathleen B. Bergin Standard Grant 598000 1536 SMET 9178 0116000 Human Subjects 0726486 January 15, 2008 Enhanced Mathematics, Computer, and Engineering Technology Scholarship II (EMCETS2) Project. Twenty academically talented, financially needy students are being awarded annual scholarships of $5500 for up to four years. Also participating in the scholarship program are graduates of three regional collaborating two-year colleges who are seeking bachelors degrees. Scholarships are contributing to increased numbers of women and members of underrepresented groups graduating in mathematics, computer science or engineering technology. The project is building on a previous successful CSEMS project for students majoring in the same disciplines. The attrition rates in calculus and two computer science courses that have been gatekeeper courses in the past are being lowered appreciably by monitoring of student performance and providing one-on-one tutoring. Other features of the project being made available to the scholars include a job placement program for seniors, a wide array of both academic and non-academic student support services, cooperative projects with local industry, and internships. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Francia, Guillermo Terry Marbut James Kelley Alicia Simmons Vickie Adams Jacksonville State University AL Curtis T. Sears Standard Grant 500000 1536 SMET 9178 9150 0116000 Human Subjects 0726529 September 1, 2007 Peers Enhancing their Education through Research and Scholarship (PEERS). This project is awarding scholarships annually to 22 undergraduate and 10 graduate students in several departments: geography and geology, mathematics and statistics, and biological sciences. The particular choice of departments reflects disciplines in demand by dominant industries in the region. A team of faculty members, student support specialists, and industry representatives is actively recruiting and nurturing scholars so that they successfully complete their degrees and are prepared for the workforce. Special program features include undergraduate research, tutoring services, a tiered peer mentoring program, faculty and industry mentors, social events, professional development workshops, and student travel. The intellectual merit of the project lies in its advancement of knowledge in the STEM disciplines through interdisciplinary research, in particular by encouraging both student and faculty interdisciplinary collaboration. This research program builds on successful models designed to equip future scientists with the educational foundation for solving complex interdisciplinary problems, thus preparing them for the scientific workforce. The broader impacts of the project include increasing the participation of underrepresented groups through attention to recruitment efforts within the large population of African-American and Hispanic students from local high schools and community colleges. Faculty and peer mentoring are also increasing the rates of retention and of graduation of minority students in the participating sciences. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Loft, Brian Melinda Holt Anne Gaillard Sam Houston State University TX Lee L. Zia Standard Grant 599980 1536 SMET 9178 0726564 August 15, 2007 Scholarships for Engineering Students from Underrepresented Groups in the East Tennessee Region. This project is awarding scholarships to academically talented students and is supporting the scholars through a variety of structures and programs already in place on campus. Students from underrepresented groups are being especially targeted for support. To augment scholarship funds, students are being encouraged to pursue either undergraduate research experiences or co-ops or internships with local industries. Through the combination of scholarship and employment opportunities, students can cover up to 88% of the total cost of their education. Students are targeted for participation in three departments: chemical engineering, electrical engineering and computer science, and industrial and information engineering. The disciplines targeted through this program are well represented within the industry needs of the Southeastern region of the U.S. Retaining at least 95% of the student scholars and placing at least 25% of the participants in graduate programs are project goals. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Edwards, Brian David Keffer Denise Jackson Jie (Jayne) Wu Walter Odom University of Tennessee Knoxville TN Sheryl A. Sorby Standard Grant 600000 1536 SMET 9178 9150 0726589 September 15, 2007 NSF Lab Science Scholarships. This project is providing scholarships to students from underrepresented and soci-economically challenged groups recruited from local high schools, to pursue degrees in chemistry, physics and environmental science. This institution is introducing scholarship recipients to research in a multi-disciplinary research intensive first-year seminar to increase their interest in science. Additional efforts are being made to create a passion for science by offering them a summer research internship, establishing a cohort of like minded students, peer mentoring, community service opportunities and facilitating participation in meetings and conferences. The intellectual merit of this project is strengthened by increasing the enthusiasm of students from underrepresented groups through additional attention and counseling. The broader impact lies in its impact on local high schools and in increasing the number of students entering professional and graduate schools. The program is helping to address regional and local workforce shortages in the sciences. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Zimmer, Marc Deborah Eastman Douglas Thompson Anne Bernhard Joseph Schroeder Connecticut College CT Bert E. Holmes Standard Grant 513900 1536 SMET 9178 0000099 Other Applications NEC 0726650 October 1, 2007 Project SUPER* Scholars. This project is providing scholarships for 16 -18 academically gifted, low-income students to more fully participate in an enrichment program called Project SUPER (Science for Undergraduates: A Program for Excellence in Research) at Douglass Residential College, the women's college at Rutgers University. Project SUPER provides orientation, mentors, career development services, as well as research internships and job shadowing programs throughout the students' undergraduate career. The Douglass Project at Rutgers University was cited as a model program by the National Research Council, and NSF recognized the program with the 1999 White House Prescience Award for Excellence in Science, Mathematics and Engineering Mentoring. There is strong involvement of faculty with the students in this project. The program serves a large percentage of underrepresented minority women with financial need. Approximately 30 % of the financially needy Project SUPER students are African American; 30% are Asian (largely from India and Pakistan), and 13% are Hispanic. The scholarships will help low-income students who have not had enough free time available to participate in research experiences as part of their Project Super experience by reducing their need for outside employment. In summary, Project SUPER* is providing mentors and successful role models; leadership opportunities through research; and an academic and social support system to help low-income women feel comfortable with intellectual exploration in the STEM fields. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Bennett, Joan James White Regina Riccioni Rutgers University New Brunswick NJ Linnea A. Fletcher Standard Grant 599706 1536 SMET 9178 0726730 September 1, 2007 Making Underrepresented Engineering Graduates a Reality. This project is awarding scholarships to academically talented and financially needy students and is supporting the scholars through a variety of structures and programs. Students from underrepresented groups are being especially targeted for support. There is a national need for professionals who have expertise in aerospace design and this project is aimed at meeting this need by graduating students from a nationally recognized aviation university in two degree programs: electrical and computer engineering. Project personnel are partnering with the Math-Science Regional Center to recruit student scholars from participants in an Upward Bound program aimed at underprivileged high school students in the southwest region. Student participants are also being recruited directly from high schools in the region. The students are being mentored by faculty and have access to specialized services such as tutoring and advising. The project is based on the concept of collaborative learning and a student study area is being developed to facilitate teamwork and cooperation. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Cone, Milton John Post Embry-Riddle Aeronautical University FL Sheryl A. Sorby Standard Grant 597232 1536 SMET 9178 0116000 Human Subjects 0726731 August 15, 2007 The STEM Scholarship Program. This project is (1) awarding 160 scholarships over four years, (2) leveraging NSF money to raise additional scholarship funding, (3) developing scholar teams to undertake service learning projects, (4) enhancing student professionalism through workshops, (5) mentoring the scholarship cohort, (6) maintaining retention to degree achievement, (7) preventing students from having to stop-out, (8) providing students with increased career exposure, (9) offering students an improved design experience, (10) improving academic assistance programs, (11) increasing STEM enrollment, and (12) focusing on recruiting more students from underrepresented groups. Intellectual Merit: The college has a comprehensive and successful engineering program. Students spend two years completing calculus, physics, chemistry, statics, dynamics, thermodynamics, fluid mechanics, circuits, and other courses. After graduation, students transfer to a university to complete their degree. Since 1992, 75% of the students who started physics graduated from a university with a STEM degree. There has been consistent enrollment growth from 10 students to 196 students over the past 15 years. Physics, Chemistry, Mathematics, Computer Science, and Engineering Technology majors are included in this community of learners and are eligible for scholarships. This project is informed by research and demonstrates the impact of Learning Communities and effective recruiting strategies. Broader Impact: The impact of the recruiting and retention projects on a program's ability to attract new STEM students and enable them to persist to degree completion has the potential to be widely adapted. The experience with first generation college students (82% of college population) show they excel with the strategies shown by research to benefit students in underrepresented groups. This project expands recruiting into a metro area with large populations of Hispanic, Somali, and Hmong people. It enhances infrastructure of education at the college by enabling talented students without financial resources to attend. Significant numbers of young people (who would not have otherwise) are becoming STEM educated professionals, empowered to impact society. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Ulseth, Ronald Aaron Wenger Alisha Brinkman Itasca Community College MN Kathleen B. Bergin Standard Grant 600000 1536 SMET 9178 0116000 Human Subjects 0726745 September 1, 2007 Muskegon Scholars. Through the Muskegon Scholars project, scholarships are being awarded annually to students majoring in mathematics, geology, chemistry, astronomy, physics, or engineering. Scholarships are available to full-time students in the Associate of Arts and Sciences program. The project is (a) increasing the success of science, technology, engineering, and mathematics (STEM) students through scholarships and other support services; (b) increasing the participation of low-income, academically talented students, including students from underrepresented groups; and (c) assisting students to transfer to four-year institutions or find employment. Intellectual Merit: The Muskegon Scholars project is ensuring that students perceive skill in science, engineering, and mathematics as necessary to achieve greater career opportunities and success. This is being accomplished through student support mechanisms already available at the college, as well as through a cohort community of scholars. Student success is being enhanced through face-to-face mentoring and an assortment of other student support activities such as job shadowing, internships, and cohort support groups. In addition, students participate in professional activities and receive assistance in transferring to four-year institutions. Broader Impact: The new manufacturing economy of western Michigan demands trained science, technology, engineering, and mathematics (STEM) professionals. Through the Muskegon Scholars project, underrepresented students are being recruited from the public schools, the Workforce Development Centers, and through various college outreach programs to pursue education and careers in STEM fields. The project builds upon existing recruitment, support, and career placement activities at the college and integrates new programs to provide a complete infrastructure. After earning an associate degree or completing transfer curriculum, STEM scholars continue their education at one of college''s partner institutions or enter a high-skill, high-wage career. Industry partners provide internship activities and mentoring to students wishing to seek employment upon graduation. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Moleski, Toby Greg Marczak Muskegon Community College MI Kathleen B. Bergin Standard Grant 473310 1536 SMET 9178 0726749 September 1, 2007 A Synthesis of Education and Research (SynER-G) Leading to Graduation at University of New England. This project is providing scholarship support for a combination of undergraduate and graduate students in the biological sciences who are academically talented and financially needy. A key feature illustrating the intellectual merit of the project is that each masters-level student mentors a pair of the undergraduate students. As a cohort each group benefits from the other in terms of educational input, research training and life experiences, all under the supervision of faculty in the biological sciences. The scholarship program builds on student support structures in an existing Honors program for undergraduates and a recently implemented M.S. program in Biology. In addition to their mentorship responsibilities the masters-level students conduct laboratory research with their younger colleagues, and also lead them in a new class involving discussions and seminars on their research interests and their educational experiences. Such "peer-to-peer" interaction promises to stimulate academic and research interest on the part of the undergraduates. This project's broader impacts are felt through its recruitment efforts which leverage the institution's traditional strengths in attracting women and first-generation students. In addition, the project's explicit development of a "vertically integrated" learning community serves as a model for other institutions. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Frederich, Markus University of New England ME Lee L. Zia Standard Grant 583195 1536 SMET 9178 9150 0116000 Human Subjects 0726875 September 15, 2007 The Opportunity Program (TOP). This project is providing scholarship support to eighteen worthy, but economically challenged incoming undergraduate students in chemistry, biology or physics. To ensure that the students succeed as science majors, the university is offering a comprehensive program of academic and social support in the form of tutoring, extensive faculty mentoring, peer support and the opportunity to participate in internships, research activities, and attend professional conferences. The goal is to develop a model for increasing the number of qualified graduates from underrepresented groups with science degrees and thus increase the pool of science professionals who will pursue careers in science and as professors of chemistry, biology, and physics, and teachers of science K-12. Students are recruited from the New York metropolitan area and are students who would not normally be able to attend Adelphi for economic reasons. The office of Pre-Professional Advising and Fellowships and the Center for Career Development is providing the students with extensive on going support and information as well as seminars and group and individual meetings in order to help the students fulfill their career goals. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Cooperstein, Deborah Adelphi University NY Bert E. Holmes Standard Grant 620000 1536 SMET 9178 7204 0727068 September 1, 2007 Montana Minds - Scholarships for Science, Engineering, & Mathematics. The Montana Minds program is awarding 20 academically prepared financially challenged students' with $6,500 renewable scholarships in biology, chemistry, mathematics, computer science, or software engineering. Recruitment of scholarship students involves the collaboration of Montana Tech, TRiO and GEAR UP staff working with 21 of Montana's impoverished high schools, including all 13 tribal high schools. Special features include establishment of Learning Communities, enrollment in a College Success course, advising, the use of mentor tutors, travel to national science and engineering laboratories, assistance in attending national meetings, and encouragement in undergraduate research. The PI is actively teaching as full professor of chemistry with 30 years of classroom experience and is the Dean of the College of Mathematics and Sciences. The Co-PI's from the Technical Outreach Department have a combined 15 years experience working with low income, disadvantaged and minority students. The scholars in this program are returning to their home high schools to give presentations and to help educate secondary school staff about the opportunities available to students in the STEM disciplines so that the teachers and staff can provide continued encouragement of students in these fields. This program is improving opportunities for students and increasing graduation rates by creating a more student focused culture at Montana Tech. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Coe, Douglas Amy Verlanic Annette Kankelborg Montana Tech of the University of Montana MT Linnea A. Fletcher Standard Grant 593450 1536 SMET 9178 9150 0116000 Human Subjects 0727137 September 1, 2007 Comprehensive Scholarship Program for Mathematics, Physical, Biological, and Computer Science Majors. Sixty-two academically talented, financially disadvantaged juniors and seniors majoring in STEM fields are being awarded annual scholarships of $4,000 enabling them to complete their degree requirements and graduate. Overall, 127 years of scholarship support are being awarded. The scholarships are increasing the number students from underrepresented groups graduating with a degree in a STEM field. All S-STEM scholars participate in the Science Educational Enhancement Services (SEES) program. SEES is an umbrella organization that functions as a learning community. SEES maintains student study and meeting rooms, computer facilities, as well as, a kitchen area. A variety of student services including faculty advisement, a Freshmen Orientation Course, a mentoring program, leadership and professional development guidance, and the Academic Excellence Workshop are available through SEES. The Academic Excellence Workshop provides peer-led academic support in science and mathematics and tutoring services. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Burke, Barbara Cal Poly Pomona Foundation, Inc. CA Curtis T. Sears Standard Grant 584197 1536 SMET 9178 0727176 September 1, 2007 Scholarships for Enhancing the 21st Century Scientific Workforce. Ten academically talented, financially needy students majoring in chemistry or physics are receiving scholarships of $10,000 annually for four years. The students are recruited from City of Philadelphia high schools with majority enrollments of minorities and a high percentage of students eligible for free or reduced cost lunches. Approximately fifty high school students with an interest in science are being identified and invited with their parents to attend information meetings to learn about the scholarship availability and the application procedures. Potential S-STEM scholars are identified by their teachers and participation in either Science in Motion or the Kaczmarczik lecture series. These programs are intended for high school students and their teachers. All scholars participate in three six-month Co-operative education experiences as an employee in a company or government organization doing work directly related to the student's major. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Ramos, Roberto Lynn Penn Drexel University PA Curtis T. Sears Standard Grant 460000 1536 SMET 9178 0727177 September 1, 2007 Improving the Recruitment, Retention and Continuation of Students in Mathematics and the Physical Sciences. This program is focused on three critical areas: (1) the recruitment of academically-talented students in Chemistry, Computer Science, Geology, Earth Science, Engineering Technology, Math and Physics using the existing science contests and the ACE (Advanced College Experience) program, (2) the retention of majors through the critical first year of study at Bloomsburg University using the STLLC (Science & Technology Living Learning Community) and (3) continuation of support for S-STEM scholars as they progress in their major through graduation. The project is funding about 13 students who are the target of this program with $10,000 each year for four years. These S-STEM Scholars are guaranteed scholarship support at the level granted for the freshman year provided they maintain program eligibility and financial need. The intellectual merit of this project is its focus on the recruitment and retention of eligible students into the STEM disciplines. The target audience for recruitment includes the normal pool of student applicants plus students in nineteen Pennsylvania Upward Bound programs and twelve Math and Science Upward Bound programs in Pennsylvania and surrounding states (several thousand students). The retention efforts are built on well established principles including (1) social activities centered on academic programs, (2) peer mentoring, (3) time management instruction, and (4) emergency intervention services. Retention activities also include a host of placement testing, tutoring, and academic services designed to help students get past hurdles such as Calculus I or the transition from high school to college. Off-hours tutoring and living/learning communities are strategies that have helped the scholars make good progress in their degree programs. The broader impact of this project is to increase the overall number of students both entering the STEM disciplines and graduating in these disciplines due to the intensive retention and student support efforts. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Mauch, Elizabeth Michael Shepard Toni Trumbo-Bell David Simpson Mary Bloskey Bloomsburg University of Pennsylvania PA Linnea A. Fletcher Standard Grant 621000 1536 SMET 9178 0116000 Human Subjects 0727346 September 15, 2007 Odyssey II Scholarship Program. The overall goal of this project is the implementation of retention and recruitment strategies designed to affect the "growing exodus" of students from computer science and mathematics. The Odyssey II program is improving the infrastructure of the computer science and mathematics programs by strengthening the academic skills of students choosing to major in these disciplines. Program scholarships and services are assisting the University in recruiting more academically gifted students as well as equipping the students with skills necessary to complete the more rigorous accredited curricula. Specific elements which are contributing to the program's success include: (1) student participation in learning communities, (2) early identification of students in need of tutoring services, (3) student conference attendance including research presentations, and (4) early identification of future mathematics and computer science majors through the University's dual enrollment program This project is providing an opportunity for underrepresented students in the rural Mississippi Delta, including those displaced by Katrina, a greater opportunity to pursue a college degree and subsequent major in computer science and mathematics. The program is impacting the retention to graduation rate for this target population. The program is creating a deeper bond between MCIS majors through the establishment of learning communities as well as assisting in the formation of deeper alliances between faculty and students. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Bland, Constance Timothy Holston Mississippi Valley State University MS Bert E. Holmes Standard Grant 598003 1536 SMET 9178 9150 0727434 September 15, 2007 Hispanic Engineering Scholarship Program. This project is awarding scholarships to academically talented but financially needy students and is supporting the scholars through a variety of structures and programs on campus. Students are being recruited from all academic levels including first-year students, transfer students, upper division students, and graduate students who are enrolled in one of the many engineering programs at the institution. Support structures for participants are specially geared towards the needs of the scholars to ensure their academic success and eventual graduation. The program includes faculty mentoring, helping students to develop employment interview skills, tutoring, and internship and research opportunities. Programs about graduate school admissions are also being provided to the scholars. The goals of the scholarship program are to increase student participation in student support services, to decrease the attrition rates for students, and to increase the number of engineering graduates. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Godoy, Cuauhtemoc Miriam Pabon Gilmer Burgos Jose Borrageros Polytechnic University of Puerto Rico PR Sheryl A. Sorby Standard Grant 600000 1536 SMET 9178 9150 0727440 October 1, 2007 Mt. SAC Scholars Program. The college is establishing a scholarship program to recruit and support academically talented, financially needy students and enable them to attain higher education degrees in science, technology, engineering, or mathematics (STEM) disciplines. The project's goals and objectives are being achieved by providing a cluster of academic, enrichment, and research support activities that are designed to promote student success in the completion of an associate's degree and/or transfer to a baccalaureate institution as a STEM major. In addition, the program provides a high level of student-faculty interaction and ample opportunities for the scholars to work with peers and bond as a student cohort. Recipients are recruited and selected from students planning to major in physical sciences (chemistry and physics), biological sciences, mathematics, and engineering. Intellectual Merit: Through a wide range of support structures and resources, as well as the leadership of an experienced management team, the project is ensuring that scholarship recipients receive all crucial support necessary to achieve success in STEM disciplines. The summer research experiences that are integrated into the program provide invaluable opportunities for selected cohorts from the scholarship recipients to engage in authentic research in established STEM laboratories at partner institutions. This experience prepares students for a seamless transfer to a baccalaureate program in their chosen STEM discipline, as well as increases their likelihood to pursue a career in the field upon graduation. Broader Impact: The project impact goes beyond just providing scholarships to eligible students in STEM disciplines. It integrates many of the college's existing academic resources with the proposed S-STEM support programs into a unique infrastructure that promotes student success in rigorous STEM curricula and better prepares community college students to pursue a degree or a career in STEM fields. The project is assessing the impact of the program on student retention and success, as well as contributing to the knowledge on effective practices that best prepare community college students for careers in STEM fields. The program is recruiting high qualified students, especially applicants from a diverse population that are historically underrepresented in the STEM disciplines. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Nejad, Iraj Jenny Chen Mount San Antonio College CA James E. Hamos Standard Grant 597540 1536 SMET 9178 0116000 Human Subjects 0727524 September 1, 2007 More STEM Majors in Central Appalachia. The Appalachian College Association (ACA), a non-profit organization of 36 small, private, liberal arts institutions enrolling over 41,000 students in the Appalachian areas of five states (Kentucky, North Carolina, Tennessee, Virginia, and West Virginia) is awarding $6,000 scholarships to upcoming sophomores, juniors and seniors with declared majors in STEM areas. The program offers research/internship opportunities to students and provides support to recipients through personal and internet communication with other scholars, career planning assistance, and mentoring. Most of the ACA students are from Appalachia where the per capita income is 34.2% below the national average and the unemployment rate is 123.8% of the national average. The ACA is using this project to provide students with faculty support at a level and magnitude that is far greater than would happen if the individual institutions were not collaborating. This project is having a positive effect on the students, the schools they attend, and central Appalachia, with four expected outcomes: more students are majoring in STEM areas; scholarship recipients are learning about potential careers in Appalachia; research institutions are broadening recruitment efforts at ACA schools and more ACA students are pursuing post-baccalaureate studies; and the work force qualifications of recent college graduates in the Appalachian states are improving with the addition of more students who have skills crucial to attracting industry. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Tan, Julie Alice Brown Joseph Early Appalachian College Association KY Linnea A. Fletcher Standard Grant 937920 1536 SMET 9178 9150 0116000 Human Subjects 0727556 September 15, 2007 Biologists for the Future. Intellectual Merit: This project is supporting 19-20 students through a biology major as excellent preparation for meaningful scientific careers. To qualify for BFF scholarships, students must demonstrate significant financial need and show promise for success in biology. Preference is given to students from underrepresented groups. The goals are to increase the number and improve the academic outcomes of this cohort of students. The project is building on the college's interdisciplinary and research-focused biology program and its existing federally funded TRiO/Student Support Services (SSS) program. It is also building on an existing pre-matriculation biology course and Supplemental Instruction (SI) offered to all SSS students taking introductory biology. The college's Center for Experiential Learning is helping to provide career exploration and support. The Offices of Admissions and Financial Aid are helping recruit qualified students. A new initiative is an optional summer reading and writing skills course using biological literature. Other activities include optional career-oriented field trips, additional peer SI leaders and tutors, seminars and workshops, social gatherings with visiting speakers, and involvement in summer research and internships. Broader Impacts: The primary impact of this program is on the students themselves. The freedom to study deeply and broadly, permitted by these scholarships, helps prepare them well as biologists and gives them time to take steps to realize future careers in biology. Their impact on society will have the broadest resonance. There will be impact beyond the grant period. Many of the proposed program elements will be sustained if effective (e.g., additional tutors and supplemental instruction, the proposed course). The newly identified mentors and intern hosts will continue to work with the College. The entire faculty will benefit from the scholarship of teaching activities. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Walter, Anne Diane Angell Kathy Glampe Saint Olaf College MN Duncan E. McBride Standard Grant 599545 1536 SMET 9178 0727716 September 1, 2007 Empowering Financially Disadvantaged Students with Talents in Biology, Chemistry, Computer Science, Information Technology, Mathematics, and Physics. Thirty-seven academically talented students with financial need are being awarded scholarships of varying lengths. The scholarships are being distributed among several cohorts majoring in Biology, Chemistry, Computer Science, Information Technology, Mathematics or Physics. Potential awardees are being informed about the scholarship availability through high school visits, university open houses, regional college fairs, science fairs and conferences. Qualified university students are being identified and contacted by e-mail and postal mail. An emphasis is being placed on increasing the diversity of students entering studies in STEM disciplines. Many student support services are being made available to the scholars including peer-tutoring services, faculty mentoring, and opportunities to attend local and regional professional meetings, career counseling, and participation in an internship program with local industry. This project is building on a previous CSEMS scholarship program that raised the retention rate of scholarship recipients to 88 percent, considerably higher than the retention rate of all students majoring in the same disciplines. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Greenlaw, Raymond Chris McCarthy Suzanne Carpenter Armstrong Atlantic State University GA Curtis T. Sears Standard Grant 483760 1536 SMET 9178 0116000 Human Subjects 0727732 September 15, 2007 NSF Science & Math Scholars at EUP. The goals of this project are to recruit academically-excellent students to the STEM programs; to increase the retention of STEM majors; to improve student support programs for STEM students, and to increase the number of students graduating in STEM fields. To meet these goals this project is awarding scholarships to academically-talented students with high financial need in order to allow them to remain in school and complete degrees in STEM fields. This program is building upon the pre-existing Science & Math Living-Learning Community which is providing the scholars with greater interactions with the faculty, learning opportunities outside the classroom, and opportunities to attend and/or present at professional conferences in their discipline. The project is broadening the participation of underrepresented minorities in the STEM programs at the institution. As a result of its location in rural northwestern Pennsylvania, the University is limited in its ability to recruit students from two of the closest urban centers, Cleveland and Buffalo, because of the costs of out-of-state tuition. Scholarships for out-of-state students, combined with intense faculty recruiting efforts in Cleveland and Buffalo, are resulting in a more diverse pool of student applicants to the STEM programs. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Schaeffer, Corinne Naod Kebede Edinboro University of Pennsylvania PA Bert E. Holmes Standard Grant 600000 1536 SMET 9178 0727754 March 15, 2008 Manufacturing Technology and Pre-Engineering Scholarship Project. Two-year scholarships are being awarded to forty full-time Manufacturing Technology and Pre-Engineering students who demonstrate both academic potential and financial need. Students in both the two-year terminal degree program and those planning to pursue a four-year bachelor's degree in engineering are eligible for the scholarships. A special effort is being made to attract academically talented students from underrepresented groups including women. Scholars are being organized into cohorts receiving support from local industry including career workshops. Childcare assistance is being made available to parents of young children. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Milliken, Stephanie William Murphy David Franklin Kentucky Community & Technical College System KY Curtis T. Sears Standard Grant 569582 1536 SMET 9178 9150 0727811 September 1, 2007 Support for Undergraduate Scholars in Mathematical, Computational and Physical Sciences at the University of Northern Iowa. Four cohorts of seven academically talented, financially needy students will be receiving annual scholarships of $7,000 each. The scholarships will vary from one to four years in duration and be awarded to students in the College of Natural Sciences majoring in biology, chemistry, computer science, earth science, industrial technology, or physics. Additionally, scholarships of $2000 each will be available annually to three scholars choosing to undertake fulltime summer studies. There is an emphasis of increasing the number of students from underrepresented groups graduating in STEM disciplines. Monthly seminar series are being offered to the scholars. Topics include the freshmen experience, developing research projects, interviewing skills and the graduate school application process. The scholars also are eligible for funds to travel to professional conferences and to defray professional organization dues. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Morgan, Siobahn William Harwood Charles Chancey Vernon Wallingford Jerry Ridenhour University of Northern Iowa IA Curtis T. Sears Standard Grant 590465 1536 SMET 9178 0727835 October 1, 2007 Technology, Electronics Engineering, and Computer and Information Science Scholarships. In this project academically talented, financially disadvantaged students are receiving scholarship support to pursue undergraduate degrees in Electronics Engineering Technology or Computer and Information Science. Student support activities such as career advising and participation in externships in a host industry contribute to early professional development for the scholars and increase job placement opportunities within the technology sector upon graduation. The intellectual merit of the project is grounded in an established, tested, and academically rigorous curriculum, longstanding partnerships with industry leaders, and continuous student/faculty collaborative engagement in the form of individualized faculty advising and continuous monitoring of academic progress. The project is broadening its impact by disseminating lessons learned about new strategies for student retention and success, such as the use of an electronic journal to track student progress, and continuous interaction with faculty advisors. The diversity of the regional population also guarantees a diverse applicant pool for the scholarships. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Bulysheva, Larisa Joan Rhodes-Copeland Cathy Roberts Ricardo Vidallon ECPI College of Technology VA Lee L. Zia Standard Grant 542800 1536 SMET 9178 0727901 September 15, 2007 Physics, Mathematics and Computer Science (PMACS) Scholars Program - Priming the Technology Pump. This project is awarding scholarships to academically talented first- and second-year students and is supporting the scholars through a variety of structures and programs on campus. Students from underrepresented groups are being especially targeted for support. Students are targeted for participation in three departments: physics, mathematics, and computer science. The students are participating in mentoring activities both with faculty and with upper-division students in their respective departments. Alumni and industry leaders in the region are also serving as role models to the students in the program. Retaining at least 85% of the student scholars to their junior year is a project goal. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Miller, Sanford Joan Lucas Kadathur Lakshmanan Mihail Barbosu Stanley Radford SUNY College at Brockport NY Sheryl A. Sorby Standard Grant 600000 1536 SMET 9178 0727944 October 1, 2007 South Plains Mathematics Scholars. This project is establishing the South Plains Mathematics Scholars Program (SPMSP), in which academically talented students from low-income families receive scholarships for undergraduate study leading to a degree in mathematics. Following an initial year focused on setting up the project and on recruiting, the project is providing scholarships worth up to $10,000 per year to approximately 20 students during years 2-5. Students are receiving intensive individual academic mentoring and form part of a supportive cohort with opportunities for undergraduate research. The primary objectives of the SPMSP are to increase the population of students from low-income families, to improve retention levels for mathematics majors, and to disseminate information regarding methods of improving retention. The intellectual merit of the project lies in its use of a cohort model for increasing student retention that is carefully designed to fit the needs of the south plains student body. The project has broader impact because it is enhancing the teaching quality of the faculty and advancing the learning of all undergraduates. It is providing new educational opportunities for students across the south plains region, particularly women and minorities. Results are being disseminated nationally through journals and conference presentations. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Dwyer, Jerry Monty Strauss Michael O'Boyle George Williams Magdalena Toda Texas Tech University TX Deborah E. Allen Standard Grant 571580 1536 SMET 9178 0116000 Human Subjects 0728047 September 15, 2007 Science and Technology Scholarship Program Supporting Enrollments in Computer Science, Engineering, Biological and Physcial Sciences and Mathematics. This project is providing scholarships for full-time financially eligible students majoring in the physical sciences, engineering, computer science, environmental science, biotechnology, bioinformatics, or mathematics. The overall goals are to expand enrollment, reduce economic barriers, and increase student retention and transfer. The Science & Technology Scholarship Program provides students with a challenging and supportive program that prepares them for transfer to four-year institutions. Selection criteria include grades, a student essay, and letters of recommendation. Scholarship recipients have opportunities to participate in cultural experiences, career exploration and planning, internships, and community service projects. Intellectual Merit: This project is developing the support network needed for student retention and success in science and technology majors. The college has an organized team to support the students, including learning community support from peers, a program advisor, faculty mentors, and an expanded tutoring program. The students in the learning community are being tracked for a minimum of four years to determine the time required for completion of the four-year degree. Broader Impacts: This scholarship program is helping to produce graduates in science, technology, engineering, and mathematics (STEM) fields to help alleviate the shortage of well prepared personnel needed by the high technology industries located in central Maryland. The program includes a recruitment plan to attract women, minorities, and persons with disabilities with the potential for success in the identified fields. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Friedman, Daniel Russell Poch Bernadette Sandruck Scott Foerster Loretta Tokoly Howard Community College MD James E. Hamos Standard Grant 549272 1536 SMET 9178 0728183 September 15, 2007 Need-Based Scholarships for Academically-Talented Students in Engineering Technology Programs. Engineering - Engineering Technology (58) This project is providing scholarships to engineering technology students. Twenty scholarships of $2500 are being awarded to students recruited from a number of high schools and technical education programs in the local region. The selected students are earning associates, baccalaureate or graduate degrees, thereby preparing them for entry into the engineering technology workforce. The university is providing student support services such as mentoring, tutoring and career guidance. The students are also forming a learning community, greatly enhancing their probability of success. Diverse groups of faculty are guiding the scholarship students. As students are being recruited from an existing pre-college program, the diversity of the scholars is also enhanced. With the faculty and students participating as members of a diverse team, the project leaders are seeing an increase in teamwork skills, communication skills, as well as a greater acceptance and appreciation for cultural diversity. Graduates from this program are being highly recruited by local industry as they are being seen as effective engineers with the skills to be a part of a diverse, well-functioning team. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Kraft, Lori Thomas Lukach Janet Thompson Roland Arter University of Akron OH Lesia L. Crumpton-Young Standard Grant 275994 1536 SMET 9178 0728279 September 15, 2007 Training and Research in Ecology and Evolution. Annual scholarships of $10,000 are being provided to academically talented, financially needy students pursuing a Masters of Science degree in environmental science, ecology or evolutionary biology. The scholarships are renewable for a second year. During the project period it is anticipated that 29 students will receive a total of 53 years of support. In addition to the scholarships, students are eligible to receive a $7,200 per year graduate assistantship. The combination of scholarships and assistantships is meeting over 82% of the Cost of Attendance for state residents and 59% of the cost for non-residents. The scholarship program is helping to increase the number of underrepresented minorities and women earning graduate degrees in the targeted majors. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR LeBuhn, Gretchen Edward Connor San Francisco State University CA Curtis T. Sears Standard Grant 599988 1536 SMET 9178 0728332 September 1, 2007 Preparing New Scientists and Engineers for the 21st Century. This scholarship program is supporting three cohorts of 12 students during their freshmen and sophomore years. The program is providing a free two-week orientation, an array of academic services, and opportunities for undergraduate STEM research. The program team includes faculty from every STEM discipline at the college, administrators, the director of learning programs, the director of career services, and an industry representative who is a member of the institution's Corporate Strategic Alliance. The intellectual merit of this program lies in the strengthening of academic support programs to help students excel in STEM fields so that more diverse students complete a high-quality STEM degree. The broader impacts relate to increasing the number of financially needy students who are being prepared to enter high-skill jobs in the workforce and dissemination of results from a study on students' sense of social connection as a result of the program activities. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Saeta, Peter Robert Cave David Asai Ran Libeskind-Hadas Nancy Lape Harvey Mudd College CA Linnea A. Fletcher Standard Grant 579600 1536 SMET 9178 0728350 October 1, 2007 Opportunities for Highly Motivated Engineering Students (OHMES). ABSTRACT Engineering:Interdisciplinary (99) This project is creating a cohort of highly motivated freshman engineering students, recruited from regional high schools including several that are participating in Project Lead the Way. The freshman scholarship recipients are residing in a living learning community with a select group of upper-class students serving as tutors and peer mentors. The cohort is being supported by academic, career, advising, tutoring, recruiting and informational services. The project is awarding approximately 35 scholarships annually, based on financial need, and the scholarships are renewed annually for up to 4 years given acceptable academic performance. The scholarship students are engaging in various activities including visiting local high schools giving talks and demonstrations on a variety of engineering topics. They each have a faculty mentor assigned to them supporting their academic, personal and professional development. This program is serving as a model for a living learning community in STEM higher educational environments. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Wigal, Cecelia Edward McMahon Ignatius Fomunung University of Tennessee Chattanooga TN Lesia L. Crumpton-Young Standard Grant 531257 1536 SMET 9178 9150 0728376 April 1, 2008 Increasing Access and Diversity in Technology Programs. This project that builds on a previous CSEMS scholarship project will award 55 two-year scholarships to full-time students in Civil, Mechanical, Electronic Engineering, Machine Manufacturing, and Microelectronics who demonstrate both academic potential and financial need. Additionally, twelve one-year scholarships will be awarded to S-STEM scholars who will pursue a bachelor's degree at Oregon Institute of Technology (OIT). A special effort is being made to attract academically talented students from underrepresented groups. The project is increasing the quality and number of student support structures available for retention and career placement. Among the strengths of the project are the organization of the scholars into cohorts supported by activities such as individualized advisement and faculty mentoring, the use of lessons learned from the previous CSEMS project to improve the probability of success of this project, and local industry committment to fund the fourth year of studies for students transferring to OIT in pursuit of a bachelor's degree. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Sanders, Todd Dorina Cornea-Hasegan Mateo Aboy Sanda Nedelcu Patrick Kraft Portland Community College OR Curtis T. Sears Standard Grant 596214 1536 SMET 9178 0728403 September 15, 2007 Science Scholars Program (SSP). The Science Scholars Program (SSP) is awarding scholarships averaging over $5,000 per year to approximately 50 academically talented, financially disadvantaged community college students over a four-year period. The students are pursuing careers or transfer degrees in astronomy, biology, biotechnology, botany, chemistry, environmental science, geology, marine science, oceanography, and physics. Scholars are chosen based on need, academic potential and other indicators of likely success. Scholarship recipients meeting the academic eligibility requirements may receive up to two years of support. Support for the science scholars includes extensive mentoring and other forms of academic assistance, the establishment of cohort groups through shared math and science classes, programs to monitor student progress and identify students who are at risk, and programs to help students move into the workforce or to transfer to four-year institutions. The latter programs are supported by strong partnerships with industry and four-year institutions. The broader impact of this work lies in the potential for the scholarships to recruit, educate, and mentor students from populations underrepresented in STEM fields. A strong recruiting program is reaching a large financially disadvantaged population that is very diverse. In addition, the project activities and advising paradigm are benefiting all STEM students, resulting in greater retention and in a cohort of faculty experienced in supporting and encouraging STEM students. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Ostrander, Tina Eric Baer Robert Embrey Jeff Owens Gregory Reinemer Highline Community College WA Lance C. Perez Standard Grant 599968 1536 SMET 9178 0116000 Human Subjects 0728405 September 1, 2007 Partnership to Advance Retention and Success (PARS). The project is providing scholarships to community college students majoring in science, technology, or mathematics during years 2-5 of the program after an initial year to accommodate setup. The project, serving a rural, remote area of 21,158 square miles in northeastern Arizona, is recruiting at least 48 student scholars, with 50% or more of these from populations underrepresented in the STEM disciplines. The aim is that at least 70% of these students complete their associate degrees during the grant period. Scholarship amounts will be allocated based on unmet need, with a maximum of $4,000 per student per academic year. The project emphasizes individualized, timely support services administered through a cohort system. Recruitment efforts target participants beginning in tenth grade. A seminar class, team-taught by faculty from STEM disciplines and from Student Services, as well as area STEM professionals, includes topics such as college success skills, career exploration, and university matriculation. Additionally, the seminar class provides a means for faculty to quickly identify struggling students and intervene. Other activities include job shadowing, professional mentoring and internship experiences, and university field trips to provide scholars with investment in their educational and career plans and to emphasize the connection between college and career. The broader impact of this work lies in the potential for the scholarships to recruit, educate, and mentor students from populations underrepresented in STEM fields, especially Native American students. The project is located in a region marked by poverty, and many of the scholars are the first in their families to attend college. Although academically talented, they are at-risk due to socioeconomic factors. The project is also teaming up with regional workforce partners, providing collateral benefit for employers who have an ongoing need for individuals qualified in the STEM disciplines. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Canary, Patrick Randy Porch Mark Vest Northland Pioneer College AZ Deborah E. Allen Standard Grant 533600 1536 SMET 9178 0116000 Human Subjects 0728408 October 1, 2007 A Scholarship Program for Natural Science Majors in the CST Scholars Academy. Sixteen academically talented students with financial need are receiving academic year scholarships of $5,000 annually for a maximum of four years. The students who are electing to attend summer school are also eligible to receive a $2500 summer scholarship to participate in an optional undergraduate research program or to undertake a full-time enrollment in courses applicable toward meeting their graduation requirements in a STEM discipline. The project is building on a model developed under a previous STEM Talent Expansion Program (STEP) grant. Designed to foster a high level of interest and achievement in science by economically disadvantaged and underrepresented first generation college students, the project is increasing the number of Hispanics and African-Americans receiving degrees in STEM disciplines. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Uzman, James Larry Spears Vicky Estrera Rene Garcia University of Houston - Downtown TX Curtis T. Sears Standard Grant 552000 1536 SMET 9178 0116000 Human Subjects 0728410 September 15, 2007 Increasing the Number of Underrepresented Students in the Mathematical Sciences. This project is increasing the number of underrepresented students in the mathematical sciences (mathematics, applied mathematics with tracks in mathematical biology, mathematical economics, computational mathematics, and statistics). It is supporting a cohort of up to 25 scholars per year. This program provides special faculty mentoring and includes a weekly seminar featuring invited speakers, expository lectures, problem sessions, technology topics, research topics, and student presentations for the cohort. In addition, the cohort is participating in local and regional conferences, self- (vertical) mentoring, MAA Student Chapter activities, and meetings with similar students from other universities. The intellectual merit of the project is based on the evidence that student cohorts involved in unique extracurricular activities create a supportive environment that ensures their retention, academic success, and timely graduation. In addition, by working together, these students are engaging in more challenging problems and areas of research than would otherwise be possible. This project is producing broad impact on society because it is increasing the number of students in the STEM areas, and also drawing upon groups of people who have previously participated at low rates. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Kurepa, Alexandra A. Giles Warrack Janis Oldham North Carolina Agricultural & Technical State University NC Bert E. Holmes Standard Grant 574968 1536 SMET 9178 0728422 October 1, 2007 Fostering A Successful Learning Community for Science and Technology Scholars. Focusing on high achieving students, this project is providing scholarships to students pursuing degrees in Astronomy, Biological Sciences, Biotechnology, Chemistry, Computer and Information Science, Engineering, Geospatial Science, Geology, Mathematics, and Physics. Intellectual merit: Utilizing intense academic and career support and associated activities for science, technology, engineering, and mathematics (STEM) scholars, the project''s Learning Community approach is increasing enrollment, retention, and graduation rates in STEM-related programs by providing discipline specific academic and career support services to improve performance and retention. STEM scholars are assigned discipline specific faculty mentors who actively support their academic and employment success. Scholars also interface through an online support network via Blackboard and a STEM web-link and through regular mentoring sessions and multidisciplinary activities that are being promoted college-wide to attract additional candidates. Activities for scholars also include an introductory session for incoming scholars; a workshop on surviving the STEM experience; a panel discussion with industry professionals on STEM careers; a workshop on maximizing career and transfer opportunities; a panel discussion with student success professionals; and a closing session introducing senior STEM scholar achievements for the year. Broader Impacts: Supporting this project are over two-dozen faculty, staff, and administrators who are working collaboratively to assure implementation of best practices with STEM-related students. STEM scholars benefit from direct interaction with industry and university mentors who specialize in STEM disciplines. The fall 2007 opening of the Advanced Technology Center benefits STEM Scholars directly through the use of cutting-edge laboratory equipment and Instructional Delivery Systems. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Brownlowe, William Roseanne Hofmann Linda Rehfuss Montgomery County Community College PA James E. Hamos Standard Grant 600000 1536 SMET 9178 0116000 Human Subjects 0728428 September 1, 2007 Biotechnology Scholars at the School of Environmental and Biological Sciences at Rutgers University. This project is providing scholarship support to attract academically talented students who are economically disadvantaged, as well as those that are traditionally underrepresented in the sciences, to pursue a degree in biotechnology. Scholarships are awarded to two cohorts of 15 students for each year of study - four years for incoming freshmen and three years for rising sophomores. To complement the financial support the project is developing and implementing academic support services to enhance existing programs that are designed: to assist students in making a smooth transition to college life in a large university; to develop effective study and time management strategies; and to succeed academically in a challenging curriculum. In addition, the project is enhancing faculty mentoring opportunities and stimulating social interaction and "bonding" within the two cohorts of scholarship recipients. The intellectual merit of the project is seen through its foundation on a nationally recognized interdisciplinary model curriculum in biotechnology. This foundation enables the project to assist each of its scholars in identifying a research mentor and/or an internship in industry for the summer following the end of the third academic year; and to acquaint the students with career opportunities through field trips, workshops, and other programs designed to pave the way to the biopharmaceutical workforce or advanced study in graduate or professional school. Beyond the benefit felt by the scholarship recipients, the project is having a broader impact by increasing the size and enhancing the diversity of the biopharmaceutical workforce and contributing to the continued growth and global competitiveness of the pharmaceutical and biotechnology industry. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Zilinskas, Barbara Timothy Casey Gerben Zylstra Donald Kobayashi Ravit Duncan Rutgers University New Brunswick NJ Lee L. Zia Standard Grant 599980 1536 SMET 9178 0728429 September 1, 2007 Program to Increase College Opportunities and Successes (PICOS). The PICOS project is recruiting 38 first generation college Hispanic freshmen with declared majors in mathematics, chemistry, engineering, or engineering technology. Rural, low income Hispanic families often view college as out of reach. To break down that barrier, PICOS is retaining these students with financial aid and support based on Tarleton's existing student success initiatives including a mentoring safety net. Another important feature of this program is to provide industry role models, exposure to STEM careers, and career and graduate placement assistance to the scholarship students. The intellectual merit of this project lies in its management plan. The management team consists of faculty from four disciplines, a STEM recruiter, and staff from Financial Aid, Scholarship, Career Services and the Division of General Studies. The students are provided with a "learning family" support network that includes faculty advisors, peer mentors, and industry role models. The broader impact of the PICOS project lies in the recruitment and support of rural, first-generation college, Hispanic students who are economically disadvantaged to STEM education opportunities. Tarleton is increasing the diversity of enrolled students by building strong relationships with the Hispanic community. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Martinez, Denise peter bell Peter White Dennis Jones Tommy Barker Tarleton State University TX Linnea A. Fletcher Standard Grant 598293 1536 SMET 9178 0728432 October 1, 2007 APEX Scholars Project. The APEX Scholars Program is providing scholarships to students pursuing degrees in mathematics, physical sciences, biological sciences, engineering and related technologies, and computer science and technology. APEX Scholars receive scholarship funds, as well as academic support and cohort opportunities, to participate in science, technology, engineering, and mathematics (STEM) enrichment activities. Other students who do not quite meet academic qualifications receive a one-time APEX Incentive Award that allows them to demonstrate academic potential at the college level. Successful Incentive students become APEX Scholars. Successful APEX Scholars who transfer to a baccalaureate STEM program receive APEX Plus scholarship to continue their educations. Virtual cohort activities link these students throughout the country. Intellectual Merit: The APEX Scholars Program is adapting successful support mechanisms developed through the college's NSF-funded Center for Promoting STEM (CP-STEM). Using the mechanism of CP-STEM to coordinate APEX Scholars, this brings together large groups of students whose shared interest in STEM allows them to learn from each other. Broader Impacts: The program enables a cohort of students across the spectrum of STEM subjects to better understand the nature of different STEM fields. Interacting and working together within the cohort helps develop teamwork skills essential to success in the workplace. In addition, the continuum of financial support through community college programs and into baccalaureate programs offers opportunities to STEM students not normally available. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Carzoli, John Gloria Liu Cary Schawel Gregory James Oakton Community College IL James E. Hamos Standard Grant 580550 1536 SMET 9178 0116000 Human Subjects 0728434 September 15, 2007 Engaging the Community to Achieve Success in Engineering (ECASE). This project is awarding scholarships to academically talented students and is supporting the scholars through a variety of structures and programs in place on campus. Students are being recruited from area community colleges and are targeted for degree completion in electrical engineering. Support structures for participants are specially geared towards the needs of transfer students to ensure their academic success and eventual graduation. This project includes a comprehensive recruitment strategy and a practically oriented academic program with a required industry internship. The students are being actively mentored by faculty and industry partners and students from underrepresented groups are being especially targeted for support. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Scott, Elaine John Lindberg Don Peter Melani Plett Kevin Bolding Seattle Pacific University WA Sheryl A. Sorby Standard Grant 600000 1536 SMET 9178 0728449 September 15, 2007 Community Focused Scholarships in Electrical and Mechanical Engineering and Computer Science. This program is awarding scholarships to full-time students in the fields of computer science, electrical engineering and mechanical engineering who demonstrate both academic potential and financial need. A special effort is being made to attract and support academically talented Native American and Latino students in the area. High-school students from the Yakima Valley/Tri-Cities Mathematics Engineering Science Achievement program are being recruited. The project is increasing the quality, and number, of student support structures available for recruitment, retention and career placement. The project is making an impact in undergraduate education in the Columbia Basin region. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Hudson, Raymond Washington State University WA Stephen C. Cooper Standard Grant 246777 1536 SMET 9178 0728452 May 1, 2008 Educating Scientists for Tech Valley: A Cohort Scholars Program. This project is supporting students in Biochemistry, Chemistry, Computer Science, and Physics for careers in biotechnology, nanotechnology, and information technology, which are important growth areas in the "Tech Valley," New York State's Capital Region. The program builds on existing experience with cohort programs and ongoing undergraduate-focused projects in nanotechnology curriculum development and research in chemistry, biochemistry, bioinformatics, physics, and computer science. Seminars on Tech Valley research and internship opportunities are regularly conducted, and mentoring throughout the student scholars' undergraduate careers is provided by an interdisciplinary cohort of faculty. The intellectual merit of the project lies in its focus on key interdisciplinary fields of inquiry which form some of the most rapidly developing and intellectually challenging areas of science. Furthermore, the project strengthens academic-industrial interactions that are situated in regional economic development. The broader impacts of the project are seen in its formal partnerships with two local community colleges to work with their students from the start to help prepare them for smooth transitions to the four-year science programs at the PI's institution. The student population at these "feeder" schools has a significant portion of minority and first-generation college students thus providing another aspect through which the project is able to exercise broad impact. Specific activities include mentoring and tutoring programs at the two-year college sites, joint science fairs, and participation by community college students in summer research opportunities. Finally, on-going relationships are in place with numerous local high-technology industries where graduating students have the opportunity to gain employment upon graduation. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Quaal, Karen Larry Medsker Rachel Sterne-Marr Allan Weatherwax Rose Finn Siena College NY Lee L. Zia Standard Grant 598852 1536 SMET 9178 0728464 August 1, 2007 SMaRT Scholars for Success. In order to promote retention and success, the SMaRT (Science Math and Related Technologies) Scholars for Success program offers scholarships annually to full-time students in Biology, Biotechnology, Chemistry, Chemical Technology, Computer Science, Engineering, Engineering Technology, and Math/Physics majors. All scholars enroll in a learning community that includes tutors, student success specialists, and faculty. Along with financial and academic supports, the SMaRT Scholars program also integrates student service and peer support structures. These components are designed to help the SMaRT Scholar develop an image of him or herself as a successful participant in a community of scientists, engineers, technicians, and mathematicians. Intellectual Merit: The project has three objectives. (1) Through a coordinated, intensive high school recruitment program, the college is providing scholarships annually to financially disadvantaged, academically talented students, thus increasing the number of full-time STEM majors by 15%. (2) At least 80% of participants are successfully completing the required first semester mathematics courses (College Algebra and Calculus), which have traditionally had high failure rates. (3) The college is providing 100% of SMaRT Scholars who successfully complete coursework transfer or job placement assistance, depending on the individual scholar''s goals. Broader Impacts: The project comprehensively addresses financial, academic, and emotional barriers to student success in STEM disciplines. By building a strong cohort of scholars, as well as a community of supportive mentors around the cohort, the SMaRT Scholars for Success program works to address student feelings and emotional barriers that can prove significant for all students, and often impact traditionally underrepresented students most significantly. With this project, the college is implementing and disseminating a model that can help to overcome all three categories of barriers. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Ebersole, Dennis Sharon Lee-Bond Lucille Bavaria Stephen Melnick James Benner Northampton Community College PA James E. Hamos Standard Grant 545091 1536 SMET 9178 0116000 Human Subjects 0728472 August 1, 2007 ENG^2 Scholars for Success. Engineering Interdisciplinary (99) This project is blending recruitment, retention and career placement into an integrative, non intrusive program to promote STEM student success. It develops a cohort group that utilizes existing programs developed under a recently awarded STEP grant, including mentoring, a summer pre-engineering transition program, faculty development, and a freshman orientation course. Additional activities include a summer job placement program and a career oriented seminar series. The seminar series is featuring successful graduates of the institution who are serving as role models for the S-STEM students as well as workshops in computer skills resulting in a certificate upon completion. The target population is financially needy women and under-represented minorities enrolled in the college of engineering. The program is being assessed through evaluation of student self-assessments, evaluating summer professional experiences by both students and employers, and advisory panel reviews. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Rusch, Kelly Roger Seals Warren Waggenspack Louisiana State University & Agricultural and Mechanical College LA Lesia L. Crumpton-Young Standard Grant 600000 1536 SMET 9178 9150 0728476 September 15, 2007 S-STEM Scholarships in Mathematics and Physics at Austin Peay State University. This project is increasing the number of individuals earning bachelors degrees in mathematics and physics, and ensuring that they are well prepared for graduate study in a wide variety of STEM disciplines. The project is awarding scholarships to approximately 75 students during years 2-5 of the program, after an initial year to accommodate setup. Recruiting efforts are focusing on high schools within the service region of the institution having a high proportion of financially needy, minority and first generation students. Scholarship eligibility is based on academic performance and financial need. Scholarship amounts are determined by categorizing students based on Pell eligibility and unmet financial need. Scholarships for students in the neediest category average $4,000 per student per academic year. Scholarships average $2,500 per student per year for other students with demonstrated financial need. The intellectual merit of the project lies in the various support mechanisms designed to help students complete a degree in physics or mathematics within four years. To accomplish this, students must be prepared to successfully complete calculus and university physics in their first semester, a challenging task even for academically talented students. To help meet this challenge, students receiving S-STEM scholarships are participating in a Mathematics and Physics Summer (MaPS) Institute. Through the MaPS Institute S-STEM students are placed in a cohort where math and study skills are emphasized, and a learning community formed. These S-STEM MaPS students enroll in summer college-credit algebra and/or pre-calculus courses to prepare them for entry into a traditional math or physics curriculum. The learning community formed in the MaPS Institute is maintained as the students progress through the first-year curriculum. During their first year, students also receive mentoring from upper division math and physics majors. S-STEM scholars receive career counseling during the MaPS Institute and throughout their program of study. Participation in extended research activities serves to help students determine a career path and develop the comprehensive problem solving skills necessary for graduate study in a STEM discipline. The project is broadening participation in STEM fields by helping to prepare disadvantaged and underrepresented students from poor areas with elevated high school drop out rates to pursue undergraduate degrees in physics and/or mathematics. Financial support is allowing students to reduce their workload outside the university, giving them time to participate in their learning community and in extended research experiences. In addition the MaPS Institute is providing a model for other programs interested in increasing STEM retention in the early undergraduate years. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Taylor, Jaime B. Alex King III Loretta Griffy Kevin Schultz Matthew Jones Austin Peay State University TN Deborah E. Allen Standard Grant 582740 1536 SMET 9178 9150 0728480 September 15, 2007 Queensborough Technology Scholarship Program. This project is providing scholarships for students seeking Associates degrees in Electronic Engineering Technology and Laser and Fiber Optics Engineering Technology. Scholarship recipients take part in a "technology academy" featuring peer tutoring, block course scheduling to promote formation of a learning community among the scholars, and faculty mentoring. Special topics seminars and field trips provide additional student support. Upon completion of the program students receive career placement and enter the workforce or transfer to a four-year program. The intellectual merit of this project is further strengthened by a plan to assess the impact of the scholarships on recruitment for community college technology programs; and to assess the value of the technology academy model, particularly in the case where students move together through their whole program as a cohort. The broader impacts of this project are felt through the goal of increasing the number of technicians in the workforce. In addition, since students are recruited from secondary schools within an ethnically and economically diverse locality, scholarship recipients represent a diverse population. Finally, the project offers a model for technology education programs to increase enrollments, student retention, and performance. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Lieberman, David Stuart Asser CUNY Queensborough Community College NY Lee L. Zia Standard Grant 600000 1536 SMET 9178 0728483 September 1, 2007 S-STEM Program at Sage. The project is awarding scholarships to qualified students and enhancing student support services at Russell Sage College for Women (RSC) and Sage College of Albany (SCA). The objectives of the program are to: increase the number of students (especially women and minorities) enrolled in degree programs in science and mathematics fields; enhance support activities; and establish and strengthen ties with universities, government and industry. These objectives are designed to address the following problems: women, minorities, and students of low income have historically been, and continue to be, underrepresented in these fields; students often graduate from degree programs under-prepared for careers in these areas. In order to achieve the objectives, students in the biology (RSC/SCA), chemistry/biochemistry (RSC), computer science (SCA), mathematics (RSC), or mathematics/engineering (RSC) programs are receiving scholarships on a competitive basis. A total of 90 scholarships are being awarded over a four-year period. In addition, scholarship students are participating in a comprehensive support program, the key components of which are: regular meetings with faculty mentors; site visits; tutoring; funding for conferences or memberships. Intellectual Merit: The project builds on a previous NSF scholarship program which demonstrated good outcomes. Academic programs are strong, and the design of the S-STEM project helps ensure capable graduates. Broader Impacts: This program is designed to extend educational opportunities to those underrepresented in science and mathematics fields, emphasizing women and minorities. By creating cohorts of S-STEM students, a culture of interdisciplinary cooperation is created. Outcomes of the project are being presented to the Sage community and the larger communities within each discipline. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Lawrence, Deborah Tina Mancuso Kathleen Donnelly Stacie Kutz Mary Rea The Sage Colleges NY Duncan E. McBride Standard Grant 588815 1536 SMET 9178 0728485 September 1, 2007 Expanding the Engineering Pipeline by Recruiting, Mentoring and Graduating Transfer Students. Engineering: Interdisciplinary (99) This project is creating a cohort of engineering transfer students supported with annual, renewable scholarships for up to 4 years. These scholars are eligible for continued support until degree completion based on good academic progress. Students are being recruited from regional community colleges as well as 4 year institutions that do not offer engineering degree programs. They are pursuing degrees in chemical, civil, electrical, industrial, and mechanical engineering or computer systems. The overall objective of the project is aligned with existing college-wide goals which are supporting an existing, long standing recruitment program targeting transfer students. Additional initiatives available for these scholars include a summer research experience program, a residence hall floor specifically for transfer students in engineering, and a weekly seminar to aid in the transition process. This project is producing well-prepared and diverse graduates to the national engineering workforce. It is also providing a rich opportunity to gain a deeper understanding of the underlying factors leading to the successful recruitment, enhanced retention and graduation of transfer students in technical disciplines. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Ergas, Sarina James Rinderle Neal Anderson Susan Roberts Kathleen Rubin University of Massachusetts Amherst MA Lesia L. Crumpton-Young Standard Grant 598181 1536 SMET 9178 0728492 September 1, 2007 Expanding Undergraduate Educational Opportunities in Science, Mathematics, and Technology. With the goal of increasing the number of graduates qualified for careers in science, mathematics, engineering, and technology (STEM), this institution is awarding 14 four-year scholarships to full-time students in the class of 2012 who demonstrate financial need, show academic promise, and declare an intent to major in one of the eligible disciplines (Biology, Chemistry, Computer Science, Engineering Sciences, Mathematical Sciences, and Physics). The project builds upon the lessons learned from a previous NSF-funded CSEMS scholarship program. In particular, fewer but larger awards are being given so that efforts can be focused on a small group of students. While fewer students are participating, this approach is improving the chances that any one of these students will succeed. The course of study includes a demanding curriculum in the major as well as a strong grounding in the liberal arts. This background provides not only disciplinary expertise, but also the critical thinking and communication skills needed to succeed in today's global workplace. A cohort is being established among the students through participation in a first-semester course designed to orient them to college life and the sciences. In subsequent semesters, they are meeting in sessions to talk about science and their research interests with the other STEM scholars and science faculty. Some of the scholarship students are participating in mentored summer research experiences through the Loyola-sponsored Hauber Fellowship program. Others are taking advantage of internship opportunities coordinated by the college's Internship Coordinator. Throughout their academic careers, these students will be closely monitored and advised by the PI and the CoPIs, with appropriate support services provided. Student success is being carefully tracked in terms of grades, scholarships and awards, and student surveys. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Sabin, Roberta Randall Jones Dipa Choudhury Robert Pond Brian Barr Loyola College in Maryland MD Linnea A. Fletcher Standard Grant 599342 1536 SMET 9178 0116000 Human Subjects 0728522 September 15, 2007 MTSU STEM Masters Scholarship (MSMS) Program. This project is providing scholarships to science, technology, and mathematics students who are pursuing Master of Science degrees in Biology, Chemistry, or Professional Science (with concentrations in Biostatistics or Biotechnology). It is affording talented, financially needy students the opportunity to enroll full-time and to participate in student support services that increase graduation rates and career placement in a team-centered industry. Through this award, students are being encouraged through hands-on learning and collaborative mentoring at all levels within academia and appropriate regional industry to remain in science, technology, and mathematic career paths. Support of real-world professional activities and skills, such as actively participating in research, publishing, attending seminars and scientific meetings, working with collaborators, and presenting at scientific conferences, are providing additional engagement opportunities and excitement about careers in science, technology, and mathematics. Additionally, these activities are also teaching students other valuable skills, such as communication and teamwork, that are highly regarded in the scientific community. With the help of this program, financially needy, talented students are able to achieve their career goals sooner. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Seipelt, Rebecca Saeed Foroudastan Middle Tennessee State University TN Bert E. Holmes Standard Grant 599850 1536 SMET 9178 9150 0728525 February 15, 2008 Computer Science and Engineering Major Scholarship Program. Scholarships are being awarded to full-time students majoring in engineering or computer science who demonstrate both academic potential and financial need. Twenty qualifying freshmen students are receiving $3,000 annually for four years and forty upperclassmen are reciving $3510 annually for two years. Special emphasis is being placed on recruiting members of groups underrepresented in engineering and computer science. The scholars are engaged in collaborative learning experiences, have access to tutoring, and receive mentoring and individualized advisement. The opportunity to engage in faculty supervised research is also available to the scholars. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Ferrante, Jeanne Loren Thompson University of California-San Diego CA Curtis T. Sears Standard Grant 598920 1536 SMET 9178 0728529 September 15, 2007 Financial Support for Talented Undergraduates in Mathematics and Computer Science. This project is providing approximately 26 scholarships for students with financial need and with academic talent in computer science and/or mathematics. Following an initial year focused on setting up the project and on recruiting, the project is providing scholarships during years 2-5. Scholarship amounts are based on unmet financial need, and average $6,000 per student per year, renewable for up to four years. The intellectual merit of the project lies in the integration of an improved curriculum with student support services, mentoring opportunities, and increased interaction between students and faculty. The project is building on strong institutional support for students by making significant improvements in discipline-specific recruitment, academic activities, and career counseling and placement. The broader impact of this work lies in the increased educational opportunities for students in a poor, rural area in northeastern Oklahoma, and in the potential for the scholarships to recruit, educate, and mentor students from populations underrepresented in STEM fields, particularly women and Native Americans. Improvements in the mathematics and computer science curricula and in student support services are benefiting many students who are not scholarship recipients. Results of the project are being shared via videoconference with other colleges and universities in Oklahoma and through presentations at relevant national conferences. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Matzen, Richard Rad Alrifai Darryl Linde Mark Buckles Northeastern State University OK Deborah E. Allen Standard Grant 599355 1536 SMET 9178 9150 0728539 August 1, 2007 Infinity Scholars. The Infinity Scholars project provides financial assistance, academic support, and career exploration to science, technology, engineering, and mathematics (STEM) students who are in STEM transfer or related career-focused degree programs. The goals of the project are to (a) improve educational opportunities for students interested in STEM careers; (b) increase student retention to degree achievement; (c) increase the impact of student support for students enrolled in STEM disciplines; and (d) ultimately increase the numbers of well educated and skilled employees in STEM fields. Creating a learning community and providing tools for success are accomplished through project activities. All participants complete a job shadow and/or internship experience during the freshman year and complete a capstone experience during the sophomore year. Intellectual Merit: Research-based retention strategies and project activities provide participants with the academic and career exploration support necessary to successfully transfer to a university or transition to the workforce. The project team is partnering with the Institutional Research Office at the college to track similarities and disconnects between participants in the cohort group and a control group. Broader Impact: The project is developing internship opportunities, job shadow experiences, and capstone activities. National employment demand for two-year degree STEM graduates drives this project, and local industry partners have opportunities for these students. Alignment of curricular competencies and strengthening articulations with neighboring transfer universities provide students pursuing a four-year degree with a seamless transition. Blending academic and support services though project strategies increase retention and serve as a replicable model for other colleges. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Bosch, Michael Robert Klepper Iowa Lakes Community College IA Kathleen B. Bergin Standard Grant 589021 1536 SMET 9178 0728549 September 15, 2007 Clavius Scholars Program. Twenty-two academically talented and financially needy students majoring in biology, chemistry, computer science, mathematics or physics are being awarded four-year scholarships. An initial cohort of six students will be followed by a second cohort of sixteen. Five students chosen on the basis of a combination of greater unmet need and academic qualifications will be receiving annual scholarships of $7800; all others will be receiving $5206 annually. Two-day faculty workshops are being held during both the first and second summers of the project. The workshops are designed to build closer ties among the participating faculty representing multiple disciplines. During the first year, the scholars will be attending a seminar series focusing on the high school to college transition and highlighting opportunities in mathematics and the sciences. Interdisciplinary seminars and student-run discussions will be held throughout the second and subsequent years. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Herrick, Richard Mary Lee Ledbetter Jane Van Doren De-Ping Yang John Anderson College of the Holy Cross MA Curtis T. Sears Standard Grant 586509 1536 SMET 9178 0116000 Human Subjects 0728551 September 15, 2007 University of Arkansas at Little Rock Science Scholars (USS). This project is developing a science scholarship program which is utilizing the existing institutional programs and support services to provide a significant foundation for the students. The project is increasing the enrollment of financially needy students in biology, chemistry and earth science. Recruitment efforts are wide reaching and include web-based advertisements as well as brochures, posters, personal contact, and other mechanisms used by existing programs such as McNair Scholars, TEAMS, TRIO and other Title III programs. Academic, social, and personal support will be provided for students in the form of a first year class, research opportunities through existing classes, a career planning course, brown bag luncheons, field trips and the like. The broader impacts of this project are felt through the goal of increasing the number of scientifically trained employees for the state of Arkansas and the country. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Lanza, Janet Stephen Leslie Jimmy Winter Robert Mock Jeffrey Gaffney University of Arkansas Little Rock AR Bert E. Holmes Standard Grant 579175 1536 SMET 9178 9150 0728553 September 1, 2007 BHSU Integrative Genomics Transition Scholarship Program. This project is providing scholarship support to twenty Master's degree students in the emerging area of Integrative Genomics, as well as ten scholarships for undergraduate biology majors with an interest in pursuing the Master's degree in this area. The program features expert mentoring, academic support, and research training with an aim of preparing students to contribute fully to society as professionals. Student cohorts and science learning community activities are also emphasized. The intellectual merit of the project lies in its attraction of students to the field of Integrative Genomics (or Evolutionary and Ecological Functional Genomics), a new interdisciplinary approach that focuses on finding genes that affect traits of interest and understanding the mechanisms underlying these effects. The PI's institution has established one of the first formal graduate programs in this newly emerging field, and is leading the way in meeting demands for increased interdisciplinary genomics training. The broader impacts of the project are felt through the combined undergraduate and graduate education approach that supports students in the transition from novice learner to expert, along with attention to career development opportunities. In addition, the institution's proximity to six Native American Indian reservations and numerous isolated rural communities within South Dakota results in large enrollments of students from socio-economically disadvantaged backgrounds. This large candidate pool of potential scholars increases the potential for the project to broaden participation in STEM. Furthermore, the project is creating a pipeline to the Integrative Genomics program for Native American Indian students which should increase overall the number of Native American Indian STEM graduates pursuing advanced degrees. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Siemens, David Garth Spellman Black Hills State University SD Lee L. Zia Standard Grant 598000 1536 SMET 9178 0728559 September 1, 2007 An Initiative to Strengthen the Natural Sciences: a Central Component of Liberal Education. Three cohorts of eight academically talented, financially needy students majoring in STEM disciplines are being awarded two-year scholarships in the amount of $10,000 annually. The scholars are being recruited from two student groups, incoming freshman and transfers from Schenectady County Community College - a regional community college that has an articulation agreement with Skidmore. The institution originated as a women''s college and remains predominately female with women constituting 59% of the student body . Reflective of the student body composition, women earned 57% of the STEM degrees awarded during the 2001 -2006 period. Increasing the number of minorities majoring and graduating in STEM disciplines is being emphasized. The project is building on current programs providing academic support and is fostering a sense of community among students from disparate backgrounds. Collaboration with the college's Opportunity Programs that address the needs of educationally and economically disadvantaged students is enabling these students to excel. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR von Kaenel, Pierre Mark Hofmann Susan Layden Skidmore College NY Curtis T. Sears Standard Grant 548841 1536 SMET 9178 0728564 September 15, 2007 A Program To Enhance Undergraduate Success and Persistence in the Sciences. This project targets undergraduate science majors with an interest in health science fields who are from under-represented communities or from economically or educationally disadvantaged backgrounds. Historically, many such students initially express interest in careers in health sciences, but then leave science majors for other disciplines. Often the obstacle is one or more of the "gateway" courses for which they lack sufficient preparation. The project helps participants achieve success by meeting their educational and financial needs through their sophomore, junior, and senior years. The project provides three-year scholarships for 20 students in science and mathematics disciplines; enhanced introductory calculus and chemistry courses; expanded student support services, including tutoring, career exploration, and summer enrichment activities; and cohort-building activities. Students are selected in the spring of their first year and supported until they graduate. Intellectual Merit: The project takes into account previous efforts toward support of under-represented and under-prepared students in the sciences, and an investigation of why students initially interested in science choose other majors. The project has consulted an extensive literature on motivation, learning, and persistence in science fields and identified elements critical to student retention and academic success. The aim is to provide these elements within the liberal arts context. Broader Impacts: In addition to scholarships that will relieve financial burdens for qualified students, the project provides enrichment opportunities to increase persistence of all students in science and mathematics fields. By providing revised introductory courses and expanded support services open to all students in science and math, the project can encourage all students to persist toward degrees in these fields. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Gogel, Germaine Daniel Saracino Ernest Nolen Kenneth Belanger Lynn Waldman Colgate University NY Duncan E. McBride Standard Grant 600000 1536 SMET 9178 0728567 October 1, 2007 Improved Recruitment and Retention Through Academic and Financial Support. This project is providing annual scholarship support for 30-35 engineering technology students enrolled either in a "2+2" program for Associates/Bachelors degree recipients or a traditional four-year baccalaureate degree program. The intellectual merit of the project lies in its focus on engineering technology, for which there is a critical shortage of workers in the region surrounding the grantee institution. Additional meritorious aspects of the project are in the comprehensive student support activities, including a summer bridge program to develop a sense of community among each year's scholars; a follow-on first-year seminar for scholars; critical support for students in introductory mathematics courses (tutoring, use of the ALEKS system for on-line help, and a "Math through the Real World" lab); and active mentoring by upper-level student peers and faculty. The broader impacts of the project are felt through its positive influence on regional economic development, especially in a "high tech" area. Strong administrative endorsement of the project is also having a positive effect on faculty involvement in the effort as mentors and sponsors of undergraduate research projects. Finally, the institution is leveraging the scholarships to continue its strong record of placing students in employment upon graduation. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Shull, Peter Leonard Wilson Paula Ford Pennsylvania State Univ University Park PA Lee L. Zia Standard Grant 599793 1536 SMET 9178 0728574 September 1, 2007 Scholarships for Transfer Students in Science, Engineering, and Mathematics. This project provides scholarships for 24 students with financial need who transfer to Hope College from a community college to major in biology, chemistry, computer science, engineering, geological and environmental sciences, mathematics, or physics. Scholarships of $10,000 per year are being offered to eight transferring students each year over three years. The scholarships are renewable for a second year for students who meet eligibility requirements. Each scholar is given the opportunity to participate in a summer research project at Hope College in the summer before they begin studies at Hope. They are then supported in their study at Hope by intensive faculty advising, timely and appropriate academic assistance, peer mentoring, career counseling and education, internship and research opportunities, and a program for building community among S-STEM scholars. By targeting community college students who usually do not consider attending a private liberal arts college like Hope, this project is increasing economic and racial diversity in the STEM majors. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Dershem, Herbert Hope College MI Linnea A. Fletcher Standard Grant 564360 1536 SMET 9178 0116000 Human Subjects 0728584 September 1, 2007 Scholarships and Educational Enhancements for Students in Science, Technology, Engineering, and Mathematics. This project provides scholarships for academically talented, financially needy students in STEM disciplines. The project includes a support program designed to provide extensive contact with faculty mentors who guide the students to help retain them until graduation. Recruitment to this program focuses on students from groups that are underrepresented in their participation in STEM areas. An average of 37 scholarships are being awarded each year, incuding 11 new scholarships to incoming freshmen in the Computer Science, Engineering, Engineering Technology, Mathematics, and Physics disciplines. The scholarships provide $3,500 per year and are renewable until graduation. Under the direction of their faculty mentors, scholars attend a variety of Educational Enhancement Activities such as job shadowing and other on-going community building activities. During the first semester of their program, the scholars meet with their mentor once a week for three weeks and then once every two weeks for the remainder of the scholarship period. The progam also gives the scholars the chance to interact with members of the business and industrial community. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Abraham, Ross Alexandros Moutsoglou Ali Salehnia Richard Reid MaryJo Lee South Dakota State University SD Linnea A. Fletcher Standard Grant 600000 1536 SMET 9178 9150 0116000 Human Subjects 0728588 January 1, 2008 STREAMS-Supporting Talented and Remarkable Environmental And Marine Science students. Thirty-nine undergraduates and four graduate students are receiving scholarships ranging in duration from one to four years. The scholars will be enrolling in either the Environmental Science and Policy Program at the University of South Florida's St. Petersburg campus or in the College of Marine Science on the Tampa campus. An emphasis is being placed on recruiting women and members of underrepresented minority groups into these fields. A wide variety of student support services are being made available to the scholars including assistance with preparation for the Graduate Record Examination and mentoring activities designed to aid the students in transitioning to graduate school. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Carvalho-Knighton, Kathleen Kent Fanning Ashanti Pyrtle Henry Alegria University of South Florida FL Curtis T. Sears Standard Grant 541796 1536 SMET 9178 0116000 Human Subjects 0728610 September 15, 2007 Scholarships for Future Marine Engineering Workforce Professionals, Scientists, and Industry Leaders (SME). This project is awarding scholarships to academically talented and financially needy students and is supporting the scholars through a variety of structures and programs. Women and students from underrepresented groups are being especially targeted for support. Students are being targeted for participation in the scholarship program that are enrolled in either an undergraduate marine engineering concentration or a graduate program in marine engineering. The need for professionals who have expertise in marine engineering is a key to US competitiveness in the maritime industry and few institutions in the nation offer training in this area. This project is meeting the national need for marine engineers through three related objectives including enhanced outreach to high schools, improved student retention, and opportunities for professional growth for students enrolled in the marine engineering programs such as industry internships or research experiences. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Baysal, Oktay Old Dominion University Research Foundation VA Sheryl A. Sorby Standard Grant 599000 1536 SMET 9178 0728611 September 15, 2007 Teaming Engineering and Mathematics Students. This project is awarding scholarships to academically talented and financially needy students and is supporting the scholars through a variety of structures and programs. Students from underrepresented groups are being especially targeted for support. The region served by this project is rural and most students are first-generation. Students are targeted for participation in two departments: mechanical engineering and mathematics. The students participate in student-student, faculty-student, and industry-student mentoring opportunities and are being encouraged to participate in guided undergraduate research projects. The project is well-integrated with a STEP program on campus. The project is built around the natural cohort relationship that occurs among engineering and mathematics students in their twenty-four credit hours of required mathematics instruction. Students are being supported by project personnel who have expertise in five areas: mentoring, academic counseling, career counseling, research/internships, and professional interactions. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Hunt, Emily Freddie Davis Pamela Lockwood Juli Ratheal Dan Garcia Texas Engineering Experiment Station TX Sheryl A. Sorby Standard Grant 570491 1536 SMET 9178 0728613 February 15, 2008 Scholarships for Electrical Engineering and Computer Science (SEECS). This program is awarding scholarships to full-time students in electrical engineering and computer science who demonstrate both academic potential and financial need. Special emphasis is being given to recruiting high-school students from underrepresented groups including women. Scholars are meeting regularly with faculty and industry mentors who are providing academic and career guidance. The project is increasing the quality, and scope, of student support structures available for recruitment, retention and career placement. Scholars are being offered the opportunity to participate in activities such as undergraduate research experiences and internships. This project is making an impact in undergraduate STEM education in the region. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Kim, Joonwan Brent Baas LeTourneau University TX Curtis T. Sears Standard Grant 529000 1536 SMET 9178 0728614 September 15, 2007 Scholarships to Recruit and Retain Undergraduate Chemistry and Biochemistry Students. This project is increasing the number of professional chemists and biochemists by (1) educating high school students on opportunities in chemical sciences through a number of seeding the pipeline events designed to stimulate interest in the chemical sciences, (2) providing financial support for approximately 48 financially needy students who intend to make chemistry their career, and (3) providing a strong support network for the students during their college career. Recruiting efforts are focusing on a consortium of partner schools having a high proportion of financially needy, minority and first generation students. The project is awarding scholarships of up to $3,000 per year to approximately 30 students majoring in the Chemical Technology Program at two-year regional campuses and up to $7,500 per year to approximately 18 chemistry or biochemistry majors on the main campus. Students on the regional campuses will either complete an A.A.S. degree in Chemical Technology or transfer to the main campus to complete a 4-year degree program. The broader impact of this work lies in its attention to the pipeline issue in science education and the workforce. It is benefiting economically disadvantaged students, many of whom are likely to be from groups that are underrepresented in the sciences. It takes advantage of already established programs at the institution that have excellent track records of minority recruitment. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Makaroff, Christopher Jerry Sarquis Arlyne Sarquis Stacey Lowery Bretz Miami University OH Deborah E. Allen Standard Grant 576078 1536 SMET 9178 0728616 February 15, 2008 Science, Technology, Engineering and Mathematics Scholars Program. Scholarships are being awarded annually to twenty-eight full-time students pursuing STEM majors who demonstrate both academic potential and financial need. The scholarships are renewable for a maximum of four years provided the student maintains financial and academic eligibility. Special efforts are being made to attract academically talented students from underrepresented groups including women. The scholars are attending a seminar series and have the opportunity to join faculty-led research programs or be placed in internships sponsored by industrial partners. Additionally, the scholars are participating in a mentoring program designed to increase both the retention and graduation rates of STEM majors. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Kramer, Robert Scott Martin Thomas Smotzer Gina McHenry Michael Crescimanno Youngstown State University OH Curtis T. Sears Standard Grant 600000 1536 SMET 9178 0728625 September 15, 2007 University Scholars in STEM. Cleveland State is offering scholarship support for students entering their sophomore year who have at least a 3.0 GPA, show financial need, and have declared a major in one of the STEM fields. This scholarship program aims to (a) decrease student reliance on loans and full-time work by academically talented students with financial need; (b) increase the bachelor degree graduation rate of the Scholars compared to STEM majors not eligible for this scholarship support; (c) improve the educational support to help the Scholars maintain their academic eligibility; and (d) increase the number of students entering the STEM workforce. This project is targeting annual cohorts of 12 students, placing these students in learning communities and following them through to graduation. The support provided to students includes faculty, peer, and industry/community mentors; opportunities for STEM-related field trips; options for summer research or internships; and intensive advising at both the departmental and centralized university level. The regional supply of college-educated workers in the vicinity of Cleveland State University stands at 20.8 percent, significantly lower than high technology regions such as Boston, Austin, and Raleigh/Durham, where a 40-43 percent college graduate supply is the norm. In recent years, significant efforts have been placed on strengthening STEM programs at Cleveland State University, including powerful marketing efforts as well as outreach to high schools. This University is encouraging degree attainment in STEM to support regional changes that will help link this region to a global high-tech world that is increasingly diverse. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Margolius, Barbara Barbara Modney Dan Simon javalgi raj Cleveland State University OH Linnea A. Fletcher Standard Grant 600000 1536 SMET 9178 0728626 September 15, 2007 Undergraduate Scholarships for Polymer Science and Chemistry Majors in Mississippi. This project provides undergraduate scholarships for outstanding high school graduates and community college transfer students intending to major in polymer science or chemistry at the University. Eighteen scholarships are awarded annually up to $10,000 each, an amount which can cover all costs for a Mississippi resident. Potential applicants must meet the admissions standards of the USM Honors College and must qualify for financial aid. Intellectual Merit. This collaborative effort between the Department of Chemistry and Biochemistry and the School of Polymers and High Performance Materials results in a new generation of highly qualified college graduates who are prepared to undertake technological challenges in chemistry and materials science. The scholarship recipients are incorporating undergraduate research under the direction of a faculty mentor as a capstone experience, and both programs strongly encourage summer internships in industry, national laboratories, or other universities. Graduating students find employment through the Career Planning and Placement Service and through existing relationships between the departments and industry or governmental agencies. Broader Impacts. Major new economic developments and growth initiatives in southern Mississippi include the formation of the Mississippi Polymer Cluster, the I-59 Technology Corridor, and formation of the High Performance Composite Group. These and similar entities need a technically adept workforce in order to continue to grow and sustain the economic bloom of this region. The project also includes targeting outstanding students from underrepresented groups through the involvement of the Mississippi Alliance for Minority Participation, Women in Science and Engineering, and the McNair Scholars Program. The project can impact numerous growing industries in the region. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Urban, Marek Robert Bateman University of Southern Mississippi MS Duncan E. McBride Standard Grant 600000 1536 SMET 9178 9150 0728633 September 15, 2007 Partnership for Recruiting and Retaining High Need, High Potential Students to Food, Environmental, Engineering, and Life Sciences (FEELS). This project is increasing the number and diversity of undergraduates in programs integrating agriculture, life sciences, and engineering. It represents a partnership between the College of Agriculture and the business community to recruit and retain a cohort of 15-20 high-need/ high-potential students through mentoring programs and enriched learning and research experiences. Following an initial year focused on setting up the project and on recruiting, the project is providing scholarships during years 2-5. Scholarship amounts are based on unmet need, with a maximum of $10,000 per student per academic year, renewable for up to four years. The intellectual merit of the project lies in the creation of an interdisciplinary community of learners and in the integration of a carefully designed curriculum with student support services and mentoring opportunities and with undergraduate research experiences and industrial internships. Previously underserved students are gaining tools to succeed as undergraduates and to navigate the cultures of both industry and academia. The program is contributing to existing scholarship about the recruitment and retention of high-needs/ high-potential students and is providing new data about factors contributing to the success of underrepresented students. The broader impact of this work lies in the potential for the scholarships to recruit, educate, and mentor students from populations underrepresented in STEM fields, equipping them for successful STEM careers related to agriculture, and for serving as role models in their communities. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Mohtar, Rabi A. Dale Whittaker Wilella Burgess Pamala Morris Purdue University IN Deborah E. Allen Standard Grant 597423 1536 SMET 9178 0116000 Human Subjects 0728636 September 15, 2007 Graduate and Undergraduate Scholarships for Micro/Nanoscale Materials and Processing, including Creation of Advanced Electronic/Photonics Devices. This project is awarding scholarships to academically talented and financially needy students and is supporting the scholars through a variety of structures and programs. Women and students from underrepresented groups are being especially targeted for support. The institution has established interdisciplinary educational programs in Microelectronics-Photonics (microEP) to meet the national need for professionals with expertise in emerging areas of nanotechnology. Students are being targeted for participation in the scholarship program that are enrolled in either an undergraduate minor in microEP or a graduate program in microEP. This S-STEM project is well-integrated with other initiatives on campus including an REU site program and an IGERT program. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Vickers, Ken Leonard Schaper William Oliver University of Arkansas AR Sheryl A. Sorby Standard Grant 599779 1536 SMET 9178 9150 0116000 Human Subjects 0728638 September 1, 2007 S-STEM Scholarships at Oberlin College: Supporting Undergraduate Engagement in Computation and Modeling. This project is providing scholarship support for academically talented but financially needy students with a demonstrated interest in scientific computation and mathematical modeling. Much of the intellectual merit of this project lies in its explicit development of student expertise in these two areas that are critical for the next generation of scientific researchers. The course and curricular underpinnings of this emphasis lie in the efforts of a group of faculty from nine departments who comprise the Oberlin Center for Computation and Modeling which serves as a catalyst for teaching and student-faculty research using these approaches. The broader impacts of the project are felt in the further development of the Center and the creation of a new cross-disciplinary computation and modeling concentration option for students that will persist as an option for all subsequent students after the formal scholarship support period ends. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Salter, Richard Dan Stinebring Robin Salter Oberlin College OH Lee L. Zia Standard Grant 541000 1536 SMET 9178 0728641 September 1, 2007 CoSMiC * -- Computing, Sciences, and Mathematics in College. This project is awarding scholarships to academically talented and financially needy students and is supporting the scholars through a variety of structures and programs. Women and students from underrepresented groups are being especially targeted for support. Students are being targeted for participation in the scholarship program that are enrolled in science, mathematics, and computing programs at the institution. This project continues best practices established in an earlier S-STEM project but is being expanded to include students majoring in two newly developed interdisciplinary programs, namely, Molecular Biology, Biochemistry, and Bioinformatics (MB3) and Forensic Chemistry. Focus areas for the project include emphasizing persistence and improved retention, the formation of a community of scholars through the cohort approach, and informing students of the nature of careers in interdisciplinary areas. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Little, Joyce Martha Siegel Gail Gasparich Towson University MD Sheryl A. Sorby Standard Grant 580920 1536 SMET 9178 0728657 September 1, 2007 Scholarships to Encourage the Transition from Undergraduate Computer Science to Master of Software Engineering. This project is awarding scholarships to academically talented and financially needy students in the university?s Master of Science in Software Engineering program. The Master of Science program is the only one of its kind in Wisconsin and fills a regional need for professionals with advanced degrees in software engineering. There are two curricular paths for students in the program. The first path is a standard two-year graduate degree for students who have previously completed a Bachelor?s degree. The second path is a fast-track program for students to complete both an undergraduate and graduate program within five years. The scholarships are supporting students in both tracks. Women and students from underrepresented groups are being especially targeted for support. The students are participating in mentoring activities with faculty as part of their graduate program. Alumni and industry leaders in the region are also serving as role models to the students in the program, providing seminars and employment opportunities. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Senger, Steven Kasilingam Periyasamy University of Wisconsin-La Crosse WI Sheryl A. Sorby Standard Grant 525614 1536 SMET 9178 0728658 September 15, 2007 Scholarship Program for Minirority Engineering, Technology and Computer Science Students at Alabama A&M University. This project is providing annual scholarship support for low-income and academically talented students in engineering, technology and computer science programs. In addition to the financial support, several other activities contribute to the project's intellectual merit: i) academic support in the form of supplemental math and science courses, ii) faculty and peer monitoring, iii) student/faculty research opportunities, and iv) attendance at technical and scientific workshops and independent study opportunities. Additionally, scholars are given solid career counseling that includes preparation for graduate schools; service learning opportunities; research and internship employment opportunities in national need areas; and effective employment strategies such as resume writing and interviewing skills. By offering a model for how other minority institutions of higher education can successfully attract and retain students who are pursuing engineering, technology, and computer science degrees, the project is demonstrating its potential for broader impact. The diversity of the institution's traditional applicant pool also guarantees that a diverse set of students is benefiting from the scholarship funding. Finally, the project's web site is providing information about the scholarship program and being used to distribute the educational materials developed in the project such as student research projects, student activities, participating faculties, and project assessment results. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Qian, Xiaoqing(Cathy) Peter Romine Abdul Jalloh Zhigang Xiao Alabama A&M University AL Lee L. Zia Standard Grant 621000 1536 SMET 9178 9150 7204 0728660 October 1, 2007 Scholarship Program in Science and Mathematics at Kennesaw State University. This project is providing scholarships to academically talented and financially disadvantaged undergraduate students in computer science, mathematics, chemistry, and biology. Scholarship recipients are being supported through a management structure that includes faculty from each of the participating disciplines. Additional support is being provided through academic/student support services, enrichment activities as well as the institution's financial aid and career services. Academic enrichment activities include development of interdisciplinary learning community cohorts of incoming STEM scholars, optional participation of scholars in research projects and REU program, internships, and travel to research conferences. The broader impacts of this project are felt through the interdisciplinary nature of the cohorts of scholars that come from underrepresented or first generation low income groups as well as participation of the institution's non-traditional student population. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Croicu, Ana-Maria Ronald Matson Jose Garrido Anda Gadidov Daniela Tapu Kennesaw State University GA Bert E. Holmes Standard Grant 551780 1536 SMET 9178 0728662 September 1, 2007 Scholarships to Increase Participation in the Geosciences and Prepare Science Teachers. Approximately fifty scholarships are being awarded to academically talented and financially needy upperclassmen majoring in Geology and Natural Sciences and to students in the first two years of the graduate program in Geology. Juniors and graduate students are receiving two-year awards and one-year awards are being made to seniors. The scholarships are helping to broaden the participation of underrepresented groups in the geosciences and are increasing the numbers of qualified physical science teachers. The geology curriculum requires an eight week summer field based course. The students are undertaking field studies at the White Mountain Research Station in the eastern Sierra Nevada. Other field based opportunities being made available are the studies in the area of oceanography at the Bodega Marine Laboratory and of volcanology in Hawaii. Students are being encouraged to undertake research in such subdisciplines as analytical geochemistry, petrology, thermochemistry, geomagnetism and visualization. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Kellogg, Louise Howard Day Sandra Carlson David Osleger Barbara Goldman University of California-Davis CA Curtis T. Sears Standard Grant 569232 1536 SMET 9178 0728665 September 15, 2007 Fueling the Workforce with Science Teacher Scholarships. Twenty-six individuals with bachelors degrees in STEM disciplines are receiving two-year scholarships of $10,000 annually to study for a Masters of Arts in Teaching (MAT) degree in biology, chemistry, earth science, mathematics or physics. The scholarships are helping to meet an area of national and State need for quality science and mathematics high school teachers with strong content backgrounds. A doubling of the number of high school teachers graduating with an MAT in science and mathematics is expected by 2011. The annual increase in the number of underrepresented minorities groups receiving an MAT in STEM fields is expected to exceed twenty-five percent by 2011. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Ely, Bert Matthew Miller Edwin Dickey Jeffrey Wilson Christine Lotter University of South Carolina at Columbia SC Curtis T. Sears Standard Grant 597809 1536 SMET 9178 9150 0728668 January 1, 2008 Purdue Scholarship Program in Quantitative Physiology. This project is developing a training community for undergraduate and graduate students in the area of quantitative physiology with a focus on academically talented students with demonstrated financial need. In addition to providing financial support for up to forty-eight students annually the project offers community support as well as classroom and experiential learning opportunities in quantitative and experimental aspects of physiology. The intellectual merit of the project lies in its support structures that focus on the academic and career success of students and include vertical mentoring from secondary school through graduate school, curricular guidance, collaborative interdisciplinary training, and community outreach activities. For example, graduate students in the program help to recruit from their previous institutions and undergraduates do the same from their secondary schools. Graduate students along with upper-division undergraduates also serve as mentors for lower-division students. Furthermore, students with complementary backgrounds are paired to promote interdisciplinary study and research. The broader impacts of the project are felt through its emphasis on motivating the pursuit of higher education and mitigating against attrition issues through the different student support activities. Furthermore, the program is preparing students for future employment or further academic training by teaching students to approach problems outside their expertise and work with complementary experts to propose and achieve solutions. The program is also reaching beyond the institution to establish pipelines of financially needy students from secondary school through graduate school. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Bartlett, Edward Riyi Shi Ann Rundell Jenna Rickus Purdue University IN Lee L. Zia Standard Grant 600000 1536 SMET 9178 0728671 February 15, 2008 ExCEL: Excellence in Computing at Every Level. This program is awarding multiyear scholarships to 47 full-time undergraduates and graduate students in bio-informatics and computing who demonstrate both academic potential and financial need. A special effort is being made to attract academically talented students from underrepresented groups including women and minorities. Industrial partners are providing career placement opportunities and internships. The project is increasing the quality, and number, of student support structures available for recruitment, retention, and career placement. Scholars are participating in a program that includes peer, faculty, and alumni mentoring designed to increase both the retention and graduation rates of majors in computing and bio-informatics. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Greenberg, Ronald Howard Laten Kenneth Olsen Chandra Sekharan Carol Scheidenhelm Loyola University of Chicago IL Curtis T. Sears Standard Grant 600000 1536 SMET 9178 0728675 September 1, 2007 Geoscience Scholars. A minimum of twenty-six students majoring in one of the geosciences will receive two-year scholarships of up to $10,000 annually. The amount of a student's scholarship will depend upon the Cost of Attendance and the unmet need. Eligible disciplines are atmospheric sciences, geography, geology, geophysics, and oceanography. The scholarships will be divided approximately equally among freshmen, transferring juniors and graduate students. Awards will be made to the freshmen cohort in 2008; to the juniors in 2010. Graduate student awards will be made in both years. It is anticipated that most undergraduate awards will be less than $10,000 annually because the scholars are also eligible for several State sponsored scholarship programs. Overall, it is expected that in excess of fifty-two years of scholarship support will be awarded. An emphasis of the project will be on increasing the ethnic diversity in the geosciences to more nearly reflect the overall institutional diversity. Membership in learning communities and the availability of a broad range of activities and support services for the scholars will be featured. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Richardson, Mary Kenneth Bowman David Cairns Joseph Pettibon Texas A&M University Main Campus TX Curtis T. Sears Standard Grant 600000 1536 SMET 9178 0728679 September 15, 2007 Scholarships to Enhance Biology and Chemistry Learning and Research (SEBCLAR). This project is awarding scholarships to qualified students and enhancing academic and support services already available to students in the Physical and Life Sciences (PLS). Program objectives are to: 1) Increase the number of women (especially low income and minorities) enrolled in and successful in completing baccalaureate degrees in PLS. 2) Enhance the educational opportunities for students in PLS. 3) Improve retention of students within PLS. 4) Enhance academic support for scholarship recipients. 5) Establish/strengthen partnerships between the college, other higher education institutions (particularly for collaborative research opportunities), and industry. Enhanced educational opportunities and academic support include networking with members of the business community and institutions of higher education through participation in the mentor activities, including opportunities for students to present undergraduate research, weekly meetings with advisors and PIs, and increased availability of tutoring and assistance in career development. These activities also support student retention. Intellectual Merit: The project effectively supports students in their study of biology or chemistry and attracts new PLS majors to the college through experience of the project leadership, which includes middle and high school levels as well as collegiate; the access that students will have to student services, financial aid, and career development professionals; and the depth of experience brought by off-campus mentors, employed in biology and chemistry-related careers. The program is comprehensive, structured, and integrated. Broader Impact: The college successfully prepares women for fields in which they are underrepresented. Within the past three years, of the college's graduates from the Physical and Life Science department, over 60% applied to, and were accepted into Ph.D. programs in biology or professional schools; and 30% of those graduates have secured jobs in biology and chemistry-related fields in government agencies or private industry. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Harriger, Dana Brad Engle Deborah Austin Wilson College PA Duncan E. McBride Standard Grant 313275 1536 SMET 9178 0728684 September 1, 2007 Increasing The Number of Highly Qualified Mathematical Scientists in the Workforce. This project is establishing a scholarship program for graduate students in the mathematical sciences. It is providing support to 12 first- and second-year Ph.D. students during the first year of the project and 16 students per year during the remaining three years. In addition, the project is enhancing student support services and restructuring the first-year experience so that students obtain better foundational training and better training in teaching and communication skills. The scholarships and support mechanisms are designed to increase retention by partially freeing at-risk students from teaching obligations so that can focus more on their studies during the first two critical years. The project's intellectual merit lies in the enhanced experience for graduate students in the first years of their studies, allowing more time and more support to master the crucial mathematics essential for research in the field and to make the transition to skilled educator and communicator of sophisticated mathematics. The broader impact of this project is that it is reducing attrition and providing more opportunity for underrepresented and financially disadvantaged students to pursue advanced training in the mathematical sciences, thereby leading to an increase in the supply of highly trained mathematical scientists in the workforce. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Tabor, Michael Thomas Kennedy University of Arizona AZ Lance C. Perez Standard Grant 552000 1536 SMET 9178 0728685 January 1, 2008 Expanding Opportunities through the Science Scholars Program. Twenty-three academically talented students with financial need divided among three cohorts are receiving scholarships to begin their studies at the two-year institution, Palo Alto College, to be followed by transfer to Texas A & M University to complete their four-year degrees. The students will be transferring into the College of Science to pursue degrees in Biology, Chemistry, Mathematics or Physics. The course work being undertaken at Palo Alto is tailored to meet the terms of an existing articulation agreement between the two institutions such that the scholars are automatically accepted into Texas A & M and proceed seamlessly into the upper division courses. This program is increasing the number students from of underrepresented groups that are majoring in a STEM field. The Palo Alto College student population is predominantly Hispanic and their families' first generation college students. Building on a previous successful program, the Palo Alto students and their families are being invited to a two-day institute. The students and their families are being housed in campus dormitories and dining at campus facilities. Students and their families are attending separate tracks. This is allowing the concerns of both the students and families to be addressed separately. The institute is acclimating families to their sons and daughters moving away from the home and for the students to begin to make connections to classmates and faculty. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Yennello, Sherry Timothy Scott Texas A&M University Main Campus TX Curtis T. Sears Standard Grant 597435 1536 SMET 9178 0116000 Human Subjects 0728686 September 15, 2007 Scholarships for the Accelerated B.S./Graduate (FastGrad) Degree in Engineering. This project is awarding scholarships to academically talented and financially needy students in the university's accelerated BS/Graduate engineering program. The students are completing an interdisciplinary educational and research program with an emphasis in engineering analysis, modeling, simulation, design, and control in one of three areas, namely, energy systems, biomedical systems, or aerospace systems. The S-STEM scholarship allows students to complete a non-thesis graduate program or to conduct research in an area of personal interest, rather than in an area of available funding. Women and students from underrepresented groups are being especially targeted for support. The students are participating in mentoring activities with faculty as part of their graduate program. Support structures previously in place at the university aimed only at undergraduates are now including a graduate component. Alumni and industry leaders in the region are also serving as role models to the students in the program, providing seminars and employment opportunities. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Grigoriadis, Karolos Michael Harold Hamid Parsaei Matthew Franchek University of Houston TX Sheryl A. Sorby Standard Grant 598000 1536 SMET 9178 0728689 September 1, 2007 Tech Scholars Program II. The Tech Scholars Program II (TSP-II) is recruiting and supporting qualified science, technology, engineering, and mathematics (STEM) students utilizing strategies that proved effective in a prior project. Targeted peer community-building and support services are being provided to recipients to increase opportunities for education, increase retention to baccalaureate degree achievement, and improve employability of low-income, academically talented students in Computer Science, Engineering, Mathematics, Physics, and Chemistry transfer programs. Intellectual Merit: The project is capitalizing upon an established network of committed TSP faculty, financial aid, and student services personnel. TSP-II scholars benefit from extensive academic support systems currently available in the college's Learning Center, including free tutoring and drop-in Mathematics, Science, Writing, Reading, and Study Skills assistance. TSP-specific support services are scholarships, the popular Tech Scholars Center (a designated room to hang out, study together, and get academic assistance), and monthly seminars providing relevant academic and career information. The project enhances the previous program by including additional majors, increasing award maximums to $5000, and establishing major-specific study groups to foster lasting cohorts that support students when they move beyond the college. Broader Impact: The project is addressing the need to increase the number of scientists and engineers because there is strong community support, robust transfer programs in targeted majors, and extensive articulation with high schools. The college provides a critical entrance into higher education for over half the district's high school graduates who choose college immediately after graduation. This project joins with the newly established TRIO program to strengthen the college's commitment to attract and retain students from groups underrepresented in scientific and technical areas. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Kidd, David Fred Haynes Linn Benton Community College OR Kathleen B. Bergin Standard Grant 460000 1536 SMET 9178 0116000 Human Subjects 0728695 September 1, 2007 Academic and Professional Development for Upper Division Computer Science, Engineering, and Mathematics Students - II: Transition to Research, Graduate School, and the Workforce. This program provides 33 scholarships per year to academically talented, financially disadvantaged upper division students, including women and students from underrepresented minorities. The program is associated with well-established student support infrastructure and student-centered programs. A community-of-mentors model is used to help students achieve degree completion in computer, science, engineering, and mathematics disciplines. The project is administered through the SUMS Institute (Strengthening Understanding of Mathematics and Science) that is working to expand and enhance the continuum of services available to students of diverse gender, ethnic, social, and economic backgrounds in order to further this university's commitment to provide a high quality education to all students. The program includes a network with local industry to offer ample internship and training experiences, employment opportunities, and to encourage the scholarship students to complete community service projects. A comprehensive and realistic evaluation plan is gathering evidence about the outcomes from these initiatives. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Rodriguez, Armando Mary Anderson-Rowland Carlos Castillo-Chavez Andrea Richa Arizona State University AZ Deborah E. Allen Standard Grant 600000 1536 SMET 9178 0116000 Human Subjects 0728701 September 1, 2007 Model Science Scholars. Scholarships are being awarded to two cohorts of twelve students who excel in science, demonstrate financial need, and are majoring in the biological sciences, chemistry, computer science, the geosciences or physics. The awardees are being selected from among the eligible applicants entering their junior year who are either already attending Parkside or transferring from regional two-year colleges. Scholarship recipients are being provided with living arrangements (a suite of shared apartments on campus) that facilitate cohort-building. Upper level science majors and science graduates are serving as mentors. The graduate mentors are aiding the student scholars to understand the professional skills needed, knowledge about career opportunities, and career preparation. Special efforts are being expended to increase the number of students from underrepresented groups majoring and graduating in STEM fields. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Hansen, Stuart Christine Evans Gary Wood M. Scott Thomson Jeffrey Schmidt University of Wisconsin-Parkside WI Curtis T. Sears Standard Grant 515888 1536 SMET 9178 0116000 Human Subjects 0728726 August 15, 2007 Connection-Oriented Computer Science Education. This program is awarding scholarships to full-time students majoring in computer science who demonstrate both academic potential and financial need. A special effort is being made to attract academically talented students from underrepresented groups including women. Scholars are enrolling in a mentoring program designed to increase both the retention and graduation rates of STEM majors. They are participating in mentoring meetings, faculty-led undergraduate research projects, and internships sponsored by industrial partners. The project is increasing the quality, and scope, of student support structures available for recruitment, retention and career placement. The project is making an impact in undergraduate Computing education in the region. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Kihlstrom, Kim Wayne Iba Westmont College CA Stephen C. Cooper Standard Grant 287500 1536 SMET 9178 0728730 September 15, 2007 Program: Collegiate Science and Technology Entry Program Scholars. Through this project, the college is building on its commitment to student success in science, technology, engineering, and mathematics (STEM) programs. This project combines NSF scholarships with the New York State-Funded Collegiate Science and Technology Entry Program (CSTEP) to improve student enrollment and success. CSTEP provides extensive recruiting and academic support services for underrepresented and economically disadvantaged students in mathematics, science, and technology fields. Forming a distinct cohort, CSTEP students participate in many academic support, experiential learning and career exploration services together. Despite support structures available through CSTEP, student success is compromised by job and family responsibilities. Most CSTEP students have significant financial need remaining after financial aid, and must take loans and work part-time to make ends meet. Program objectives are to increase awareness about STEM programs and CSTEP, increase enrollment of economically disadvantaged and under-represented students in STEM disciplines and in CSTEP, and improve retention and graduation rates of CSTEP students in STEM programs. Intellectual Merit: The Collegiate Science and Technology Program has demonstrated success in supporting students in STEM programs through advising, career exploration, and academic program enhancements. This activity advances understanding of effective recruiting and support initiatives for STEM programs by combining two support programs, CSTEP and NSF S-STEM, to strengthen the success and impact of each. Broader Impact: This activity helps define the degree to which financial assistance improves STEM program enrollment and student performance among financially needy students and helps the college develop long-term strategies to improve overall enrollment and performance in STEM disciplines. Results are being disseminated to other institutions with CSTEPs, to community colleges, and to partner four-year institutions with similar support programs. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Weiskirch, Larry SUNY Onondaga Community College NY Kathleen B. Bergin Standard Grant 599758 1536 SMET 9178 0116000 Human Subjects 0728731 September 1, 2007 Scholarships for Excellence in Science, Math, and Technologies Program. The Scholarships for Excellence in Science, Mathematics and Technologies program is recruiting and awarding scholarships to students pursuing degrees in mathematics, science, and technology who exhibit academic talent in the discipline and demonstrate financial need. Preference is given to females, racial and ethnic minorities, and persons with disabilities. The goals of the program are increase the number of academically talented, low-income students, who enter and persist in programs leading to baccalaureate degree or a career and to decrease the number of science and technology jobs that go unfilled, or are outsourced, in the region each year due to a lack of qualified professionals. Its objectives are to ensure 70% of the participants achieve a grade point average of at least 3.0 and persist through graduation utilizing an array of comprehensive support services and to disseminate program activities that prove successful in increasing the participation of students, especially females, racial and ethnic minorities, and persons with disabilities in mathematics, science, and technology careers. Intellectual Merit: The project is a coordinated and collaborative effort of faculty and staff representing program related academic and administrative departments and an Advisory Council. Project activities include recruitment and selection of academically talented individuals with financial need; development of an Individualized Education and Career Plan by each student; extracurricular activities to deepen participants' knowledge of the subject areas, careers, and/or additional higher education options; and work based learning opportunities to enhance career preparation. Broader Impact: The project design applies current research and best practices, with progress to be measured by a fully integrated evaluation plan relying on formative and summative methods. Evaluation is facilitating program improvements and assisting staff in identifying successful strategies and variables. Successful strategies are being disseminated throughout the state and region by presentations at conferences and symposia, the project website, and the College's participation in the NSF Midwest Center for Information Technology (MCIT). This project is designed to align with strategic goals for economic development in the region and the state of Iowa by concentrating on developing the science and math literacy of the future workforce. This project, by targeting low-income individuals, women, minorities and individuals with disabilities is broadening the pool of students with access to post secondary education and professional career fields. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Muthukrishnan, Kamali Gregory Romig Thomas Helzer Western Iowa Tech Community College IA James E. Hamos Standard Grant 458864 1536 SMET 9178 0116000 Human Subjects 0731232 May 15, 2007 Assessing the State of STEM Concept Inventories: A National Workshop. Engineering - Other (59) The goal of the project is to organize and host a national workshop on STEM concept inventories (CIs) designed for engineering and engineering science courses. The investigators are planning a two-day workshop to address the following questions: (1) What is the current state of concept inventory development across the STEM disciplines? (2) What CIs are missing from the current portfolio? (3) What infrastructural needs (e.g., a national database and strategies for organizing and supporting the ongoing efforts) would facilitate CI development and refinement? and (4) How can the results of CIs be disseminated to inform faculty how to utilize CIs to assess their teaching and ultimately change their pedagogical practice? A steering committee is inviting educators who have been involved in CI work and is organizing a two-tiered format in the workshop, with large-group activities highlighting successful approaches and methods, followed by small-group sessions to explore opportunities for broadening and adapting these approaches. The steering committee also is inviting a second group of participants who have limited experience with CIs but who provide more diversity, with an emphasis on underrepresented groups. Activities during the workshop are being designed to foster greater collaboration between inventory developers and instill the desire to begin new inventories. Evaluation data is being collected using a survey with both forced choices and open-ended responses. Additional workshops and formal presentations at professional society meetings, along with a website, are being developed to disseminate the results of this effort. The participation of a diverse set of faculty members and the dissemination of the material will contribute to the workshop's broader impacts. CCLI-Phase 1 (Exploratory) DUE EHR Reed-Rhoads, Teri Ruth Streveler P.K. Imbrie Purdue University IN Russell L. Pimmel Standard Grant 81667 7494 SMET 9178 0116000 Human Subjects 0731479 March 6, 2007 Collaborative research..Molecular Biology for Environmental Engineers. The objective of this project is to adapt and implement a prior successful CCLI pilot project developed at the University of Cincinnati (DUE 0127279) where hands-on laboratory modules and multi-media course materials have been used to introduce teams of undergraduate engineering students to molecular biology as a screening tool to track microorganisms in the environment. The pilot project will be reproduced at four peer institutions with assessment performed both locally and a "meta-assessment" performed as an overall component of the project. An advisory board with representatives from two- and four-year undergraduate institutions, an HBCU, and the National Academy of Engineering will provide independent feedback to the team. Expected outcomes of the project include: four additional institutions offering an inquiry-based course where interdisciplinary teams of undergraduate students collaborate on open-ended group projects following the "full-cycle 16S rRNA approach"; a text book to be published by a nationally-recognized publishing house; and broad dissemination through presentations at conferences and publications in the peer-review engineering education literature. The project will include successfully bridging the gap between environmental engineering research and undergraduate instruction to integrate molecular biology tools into the day-to-day practice of environmental engineering. A two- and four-year institutions and an HBCU will participate in this project. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Li, Baikun University of Connecticut CT Lesia L. Crumpton-Young Standard Grant 37995 7428 SMET 9178 0732346 January 1, 2006 Producing Interactive Web-Based Animations for Introductory Cell and Molecular Biology. This project involves the design of a prototype interactive animation to be used in the on-line tutorials for introductory cell and molecular biology classes. The prototype being developed simulates oxidative phosphorylation, a process that involves many molecular mechanisms and that can be manipulated experimentally at the cellular level. The animation promotes independent exploration and experimentation through a built-in feature that allows a student to manipulate cellular conditions, or add a pharmacological agent, and observe the changes to the simulated process. The intellectual merit of the proposed interactive animation is the inclusion of three features not commonly found in other animations. First, the animation is interactive and allows the student to manipulate many of the parameters of the simulation through a virtual experimentation feature. Second, the animation includes review and challenge questions, for which a student receives immediate feedback, designed to monitor his or her understanding and to reveal any misconceptions. Third, the instructor is able to track the student's use of the animation and therefore, its utility in deepening the student's understanding. Furthermore, the interactive animation is flexible in design so that the content can be modified to accommodate a range of students with different backgrounds, including both biology majors and non-biology majors. This interactive animation on oxidative phosphorylation has broad impacts because it is available through a cooperative entity for use by instructors at other locations around the country. Importantly, the system is scalable; although initially centered at the developer's institution, the programming architecture allows it to be expanded, in future years, into a distributed network of unlimited size, with interconnected nodes spanning the country. The ability of the system to capture and process data about the learning progress of students (coupled with the ability to provide constant feedback to both the student and instructor) has the potential to effect a fundamental change in how courses are taught, and how students approach learning. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Siegfried, Esther University of Pittsburgh PA Deborah E. Allen Standard Grant 52948 7427 SMET 9178 7427 0116000 Human Subjects 0732469 January 1, 2008 Collaborative Research IPY: The Polaris Project: Rising Stars in the Arctic. Earth Systems Science (40). The Polaris Project is engaging students and early career scientists in a multifaceted effort that includes: a field course and research experience for undergraduate students in the Siberian Arctic; several new arctic-focused undergraduate courses taught by project Co-PIs at their respective colleges across the United States and in Russia; the opportunity for Co-PIs to initiate research programs in the Siberian Arctic; and a wide range of outreach activities. The unifying scientific theme for the project is the transport and transformations of carbon and nutrients as they move with water from terrestrial uplands to the Arctic Ocean. Given the rapid changes underway in the Arctic, the broader impact of this project is found in the availability of project related materials; its training of future leaders in arctic research and education as well as its education of the public through student and faculty visits to K-12 classrooms; student generated and maintained blogs on their research and experiences; and inclusion in the GoNorth curriculum (www.polarhusky.com) which is used in thousands of K-12 schools worldwide. CCLI-Phase 3 (Comprehensive) DUE EHR Sobczak, William College of the Holy Cross MA Eileen L. Lewis Standard Grant 48328 7493 SMET 9178 5299 5295 0732477 January 1, 2008 Collaborative Research. IPY: The Polaris Project: Rising Stars in the Arctic. Earth Systems Science (40). The Polaris Project is engaging students and early career scientists in a multifaceted effort that includes: a field course and research experience for undergraduate students in the Siberian Arctic; several new arctic-focused undergraduate courses taught by project Co-PIs at their respective colleges across the United States and in Russia; the opportunity for Co-PIs to initiate research programs in the Siberian Arctic; and a wide range of outreach activities. The unifying scientific theme for the project is the transport and transformations of carbon and nutrients as they move with water from terrestrial uplands to the Arctic Ocean. Given the rapid changes underway in the Arctic, the broader impact of this project is found in the availability of project related materials; its training of future leaders in arctic research and education as well as its education of the public through student and faculty visits to K-12 classrooms; student generated and maintained blogs on their research and experiences; and inclusion in the GoNorth curriculum (www.polarhusky.com) which is used in thousands of K-12 schools worldwide. CCLI-Phase 3 (Comprehensive) DUE EHR Bunn, Andrew Western Washington University WA Eileen L. Lewis Standard Grant 45227 7493 SMET 9178 5299 5295 0732521 June 15, 2007 Toward a National Endeavor to Marshal Postsecondary STEM Education Resources to Meet Global Challenges: A Planning Proposal. Assessment/Research (91) This project is a set of two planning meetings and one workshop in pursuit of a more coherent, comprehensive, sustained, and integrated nationwide approach to the improvement of STEM education across all educational levels. It is based on an initial meeting of its four PIs with experts from the National Research Council in November 2006. That November meeting was focused on developing a new framework for improving STEM education, building on the knowledge and resources developed over the last two decades of intensive research and experiment. This project seeks to create a new infrastructure for STEM education to increase the capacity of our nation to create a STEM-educated citizenry and workforce to address unprecedented global challenges. This project begins with a meeting of those initially gathered in November 2006, proceeds to a second larger meeting (workshop) with critical advisors chosen to represent key perspectives and high-level expertise, and will conclude with a third meeting of the initial planning group to develop recommendations for a plan of action to carry the vision forward based on input from the critical advisors. This project is focused primarily on undergraduate STEM education, including its critical role in K-12 teacher recruitment and preparation. The project goals reflect both intellectual merit and broader impacts. The ultimate goals are: To enable postsecondary STEM innovators to work together in more coordinated and coherent ways within an effective national framework; To ensure that the design of STEM education is fully based on analyses and syntheses of appropriate research findings and accomplishments; To address barriers to institutional change more fully, so that postsecondary institutions can improve quality in STEM education; and To devise methods for launching systemic approaches to the professional development of current and future faculty built on research-grounded educational principles and practices. CCLI-Phase 1 (Exploratory) DUE EHR Millar, Susan Catherine Middlecamp Elaine Seymour Jean MacGregor University of Wisconsin-Madison WI Myles G. Boylan Standard Grant 99733 7494 SMET 9178 0732533 January 1, 2008 Collaborative Research. IPY: The Polaris Project: Rising Stars in the Arctic. Earth Systems Science (40). The Polaris Project is engaging students and early career scientists in a multifaceted effort that includes: a field course and research experience for undergraduate students in the Siberian Arctic; several new arctic-focused undergraduate courses taught by project Co-PIs at their respective colleges across the United States and in Russia; the opportunity for Co-PIs to initiate research programs in the Siberian Arctic; and a wide range of outreach activities. The unifying scientific theme for the project is the transport and transformations of carbon and nutrients as they move with water from terrestrial uplands to the Arctic Ocean. Given the rapid changes underway in the Arctic, the broader impact of this project is found in the availability of project related materials; its training of future leaders in arctic research and education as well as its education of the public through student and faculty visits to K-12 classrooms; student generated and maintained blogs on their research and experiences; and inclusion in the GoNorth curriculum (www.polarhusky.com) which is used in thousands of K-12 schools worldwide. COLLABORATIVE RESEARCH ARCTIC RESEARCH AND EDUCATION S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Walter, Katey University of Alaska Fairbanks Campus AK Eileen L. Lewis Standard Grant 104963 7298 5208 1536 SMET 9178 5299 5295 0732586 January 1, 2008 Collaborative Research. IPY: The Polaris Project: Rising Stars in the Arctic. Earth Systems Science (40). The Polaris Project is engaging students and early career scientists in a multifaceted effort that includes: a field course and research experience for undergraduate students in the Siberian Arctic; several new arctic-focused undergraduate courses taught by project Co-PIs at their respective colleges across the United States and in Russia; the opportunity for Co-PIs to initiate research programs in the Siberian Arctic; and a wide range of outreach activities. The unifying scientific theme for the project is the transport and transformations of carbon and nutrients as they move with water from terrestrial uplands to the Arctic Ocean. Given the rapid changes underway in the Arctic, the broader impact of this project is found in the availability of project related materials; its training of future leaders in arctic research and education as well as its education of the public through student and faculty visits to K-12 classrooms; student generated and maintained blogs on their research and experiences; and inclusion in the GoNorth curriculum (www.polarhusky.com) which is used in thousands of K-12 schools worldwide. CCLI-Phase 3 (Comprehensive) DUE EHR Frey, Karen Clark University MA Eileen L. Lewis Standard Grant 59441 7493 SMET 9178 5299 5295 0732609 January 1, 2008 Collaborative Research. IPY: The Polaris Project: Rising Stars in the Arctic. Earth Systems Science (40). The Polaris Project is engaging students and early career scientists in a multifaceted effort that includes: a field course and research experience for undergraduate students in the Siberian Arctic; several new arctic-focused undergraduate courses taught by project Co-PIs at their respective colleges across the United States and in Russia; the opportunity for Co-PIs to initiate research programs in the Siberian Arctic; and a wide range of outreach activities. The unifying scientific theme for the project is the transport and transformations of carbon and nutrients as they move with water from terrestrial uplands to the Arctic Ocean. Given the rapid changes underway in the Arctic, the broader impact of this project is found in the availability of project related materials; its training of future leaders in arctic research and education as well as its education of the public through student and faculty visits to K-12 classrooms; student generated and maintained blogs on their research and experiences; and inclusion in the GoNorth curriculum (www.polarhusky.com) which is used in thousands of K-12 schools worldwide. CCLI-Phase 3 (Comprehensive) DUE EHR Chandra, Sudeep University of Nevada Reno NV Eileen L. Lewis Standard Grant 47609 7493 SMET 9178 5299 5295 0732618 January 1, 2008 Collaborative Research: IPY: The Polaris Project: Rising Stars in the Arctic. Earth Systems Science (40). The Polaris Project is engaging students and early career scientists in a multifaceted effort that includes: a field course and research experience for undergraduate students in the Siberian Arctic; several new arctic-focused undergraduate courses taught by project Co-PIs at their respective colleges across the United States and in Russia; the opportunity for Co-PIs to initiate research programs in the Siberian Arctic; and a wide range of outreach activities. The unifying scientific theme for the project is the transport and transformations of carbon and nutrients as they move with water from terrestrial uplands to the Arctic Ocean. Given the rapid changes underway in the Arctic, the broader impact of this project is found in the availability of project related materials; its training of future leaders in arctic research and education as well as its education of the public through student and faculty visits to K-12 classrooms; student generated and maintained blogs on their research and experiences; and inclusion in the GoNorth curriculum (www.polarhusky.com) which is used in thousands of K-12 schools worldwide. COLLABORATIVE RESEARCH ARCTIC RESEARCH AND EDUCATION S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Schade, John Jo Beld Saint Olaf College MN Eileen L. Lewis Standard Grant 112583 7298 5208 1536 SMET 9178 5299 5295 0732944 January 1, 2008 Collaborative Research. IPY: The Polaris Project: Rising Stars in the Arctic. Earth Systems Science (40). The Polaris Project is engaging students and early career scientists in a multifaceted effort that includes: a field course and research experience for undergraduate students in the Siberian Arctic; several new arctic-focused undergraduate courses taught by project Co-PIs at their respective colleges across the United States and in Russia; the opportunity for Co-PIs to initiate research programs in the Siberian Arctic; and a wide range of outreach activities. The unifying scientific theme for the project is the transport and transformations of carbon and nutrients as they move with water from terrestrial uplands to the Arctic Ocean. Given the rapid changes underway in the Arctic, the broader impact of this project is found in the availability of project related materials; its training of future leaders in arctic research and education as well as its education of the public through student and faculty visits to K-12 classrooms; student generated and maintained blogs on their research and experiences; and inclusion in the GoNorth curriculum (www.polarhusky.com) which is used in thousands of K-12 schools worldwide. CCLI-Phase 3 (Comprehensive) COLLABORATIVE RESEARCH GRAD TEACHING FELLOWS IN K-12 ARCTIC RESEARCH AND EDUCATION DUE EHR Holmes, Robert Sergei Zimov Woods Hole Research Center MA Eileen L. Lewis Standard Grant 753892 7493 7298 7179 5208 SMET 9178 5299 5295 0116000 Human Subjects 0733055 April 1, 2008 IPY: A SACNAS Initiative for Engaging New Audiences in Polar Science. Earth Systems Science (40). SACNAS (Society for the Advancement of Chicanos and Native Americans in Science) is promoting polar science and education among Native American and other underrepresented minority (URM) communities by adding a polar science dimension to its annual conferences. The 2008-2010 IPY-themed national conferences are using polar scientists as keynote speakers, guides for scientific symposia, and structured mentors for students. URM participation in the conferences is being encouraged by targeted travel grant programs. Minority students are being: exposed to role models with similar backgrounds who are leaders in polar science and can advise on career options; alerted to internship opportunities; connected to URM student social networks; and advised on effective leadership skills to navigate the scientific enterprise. A host of supporting activities includes the use of SACNAS' Minority Postdoctoral Community as an online resource for peer-to-peer mentoring. The project is using ongoing assessment and evaluation to improve its effectiveness in recruiting URM into polar science as well as in creating a bridge between the scientific community and the traditional knowledge and values of Tribal leaders. The broader impact of this project includes increased URM participation in polar science, educating URM on the issues of polar science and climate change on human communities, and improving URM understanding of the role of the Polar Regions in global processes. UNGRAD RES MENTORING IN BIO CCLI-Phase 1 (Exploratory) CCLI-Phase 2 (Expansion) INFO INTEGRATION & INFORMATICS GRAD TEACHING FELLOWS IN K-12 EDUCATION AND HUMAN RESOURCES DUE EHR Velasco, Aaron Mahlon Kennicutt Craig Tweedie Society for Advancement of Chicanos & Native Americans in Sci CA Eileen L. Lewis Standard Grant 645332 7783 7494 7492 7364 7179 1575 SMET 9178 5299 5295 0116000 Human Subjects 0733600 October 1, 2007 NSDL Core Integration - Increasing Capacity and Engagement. In this project the National Science Digital Library (NSDL) Core Integration (CI) team is building capacity and engaging in partnership efforts across multiple dimensions of service to science, technology, engineering, and mathematics (STEM) education in anticipation of the establishment of a managing entity for NSDL in early 2008. This work leverages two key NSDL developments: i) the NSDL Pathways strategy which scales library building via partnerships with discipline or audience-specific aggregators of content; and ii) the transition to a resource-centric data repository architecture for NSDL based on the open-source Fedora system. In implementing these collaborative social and technological strategies, CI has positioned NSDL as an educational cyberinfrastructure, which can deliver adaptive and scalable collaborative and technological services that leverage NSDL''s relationship-building capacity across trusted organizations and networks, and engage primary advocates for STEM education. Specific activities include: i) preservation of ongoing operations for the NSDL infrastructure (e.g. maintenance of core services, provision of collection development services and tools, conceptual browsing capability, standards-oriented resource discovery, and metadata quality and search and discovery improvements); ii) collaborative outreach and communications (partnership-building and cross-promotion and co-branding that multiplies dissemination efforts, including those of Pathways partners, professional societies, and educational publishers); iii) continued coordination of professional development across the NSDL community (e.g. increasing user ability to integrate digital resources into educational practice; training trainers; collections development; assisting other library builders to enhance discoverability; and developing models, policies, and best practices); and iv) supporting the embedding of NSDL in existing user workflows (e.g. expanding access to NSDL through existing user information channels such as school libraries, textbook publishers, NSTA web seminars, outreach events and conferences; and delivering tools and services to partner organizations that enhance user interaction such as collaborative wikis, the Expert Voices blogging environment, and implementation of the NSDL Data Repository (NDR) architecture). NATIONAL SMETE DIGITAL LIBRARY DUE EHR Howe, Kaye Carl Lagoze Kate Wittenberg University Corporation For Atmospheric Res CO Lee L. Zia Standard Grant 2984756 7444 SMET 9178 0733691 September 15, 2007 Rural Enhancement of Mathematics and Science Teachers. Over a four-year period, the Rural Enhancement of Mathematics And Science Teachers (REMAST) program at South Dakota State University (SDSU) is awarding up to sixteen $10,000 scholarships per year to students pursuing 7 -12 certification in the areas of Biology, Chemistry, Mathematics, or Physics, leading to the graduation of 24 new teachers over four years. The goals of the project are to: increase the number of students pursuing 7-12 Certification in Biology, Chemistry, Mathematics, or Physics; provide rural school districts with highly qualified mathematics and science teachers; and foster a support system that will help recruit and retain teachers in rural districts. The REMAST program is recruiting students to these majors and producing more teachers in these areas. Once students are involved in the REMAST program, they are mentored by a faculty member in their content area, participate in student organizations and program activities, and attend the annual South Dakota Council of Teachers of Mathematics and South Dakota Science Teachers Association (SDCTM/SDSTA) joint meeting. All of these activities focus on the students becoming professionals in the field of mathematics and science education. By forming partnerships with six of the seven Educational Service Agencies (ESA) in South Dakota, the REMAST program is having an impact on mathematics and science education across the entire state. Students intern in partnership schools with growing minority populations and economic disparity to prepare them for fulfilling the teaching service requirement associated with the scholarship. Noyce Scholars who are placed in high-need districts in the partnering ESAs participate in a mentorship program for new teachers. During their first year of teaching, REMAST graduates are mentored by a team consisting of an SDSU faculty member in the content area and an experienced teacher in the ESA. Partnering Educational Service Agencies contain a number of Bureau of Indian Affairs and Tribal Schools and Noyce Scholars are encouraged to seek teaching positions in these districts. The recruitment of science and math teachers is designed to help meet the need for highly qualified teachers in rural areas of South Dakota. The evaluation component focuses on the effectiveness of the program in recruiting students into teaching, retention of math and science teachers in high need school districts, their motivation to teach, and the teachers' content specific knowledge. EXP PROG TO STIM COMP RES ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Vestal, Sharon Larry Browning Matthew Miller Jerome Krueger Kenneth Emo South Dakota State University SD Joan T Prival Continuing grant 892381 9150 1795 SMET 9178 9150 0116000 Human Subjects 0733711 September 15, 2007 Clemson University MAT Noyce Scholarship Program for Middle Grades Education. Robert Noyce Scholarships are being given at Clemson University to recruit career changers from STEM disciplines and recent graduates from STEM majors into a Master of Arts in Teaching (MAT) program that includes initial teacher certification for Middle Grades Education. Intellectual Merit: The administrative team for this program consists of a mathematics educator, a science educator, and the Coordinator of the MAT program. For each of four years, 10 participants are being recruited from industry, Historically Black Colleges and Universities (HBCUs) as well as Clemson University to participate in the Noyce Scholarship Program. Each participant receives a $10,000 scholarship. The Clemson MAT program has partnered with a nationally renowned program, Call Me MISTER (Men Instructing Students Towards Effective Role Models) (CMM), that is placing African-American males in elementary classrooms in South Carolina. The established relationship with CMM is another vehicle to recruit new teachers from underrepresented populations to careers as mathematics and science teachers. Broader Impact: The emphasis of teacher education at Clemson University is not only standards-based, but also inquiry-based education. By increasing the number of mathematics and science teachers from underrepresented groups, this program is increasing the number of positive role models for many middle school students. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Federico Medford, Lienne Barbara Speziale Clemson University SC Joan T Prival Standard Grant 552854 1795 SMET 9178 9150 0116000 Human Subjects 0733758 September 15, 2007 Teaching Excellence in Math and Science (TEMS): Noyce Math and Science Scholars Consortium. This Phase I Noyce project is a collaboration between California State University, Chico and CSU Sacramento, in partnership with three area school districts - Chico Unified School District, Oroville Union High School District, and Sacramento City Unified School District, and the Northeastern California Curriculum Committee which represents all the rural schools of Northeastern California. These two California State University campuses have long been leaders in providing highly qualified mathematics and science teachers for a service region larger than the size of Ohio that includes both rural remote regions as well as large urban areas with large populations of low income, culturally and linguistically diverse students. In conjunction with other existing programs, the Noyce Scholars program is assisting Chico and Sacramento in doubling the number of mathematics and science teachers they produce in the next five years, a statewide goal of the CSU system. Specifically, TEMS is producing 25-30 new math and science teachers at each campus. TEMS is adding to the scholarly work at both campuses. TEMS is providing support to create and enhance programs for all math and science pre-service teachers, not just Noyce scholars. Programs and activities that are being expanded through Noyce include: Hands-On Lab science teaching experiences, Project M.A.T.H. (Mathematics And Teaching on the Horizon), new courses for STEM professionals allowing them to gain teaching credentials, expanded teacher recruitment activities, expanded early field experiences for pre-service teachers, collaborative efforts with existing programs such as the Alliance for Minority Participation, the Mathematics and Science Teaching Initiative, California Postsecondary Education Commission grant programs for retaining new math and science teachers on both campuses, and the Beginning Teacher Support and Assessment induction programs. Mentoring and advising also is being expanded to insure the success of Noyce scholars from underrepresented groups. In addition, TEMS is bringing the scholars and faculty from two different environments together to learn from each other, thus increasing their capacity to effectively teach populations of students throughout California. Finally, the project's evaluation plan is being designed to be a prototype evaluation model for the California State University System and is adding to the body of knowledge about widening the pipeline to the teaching profession in mathematics and science. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Fisher, William Laurel Heffernan Deidre Sessoms Deborah Summers California State University, Chico Research Fdtn ca Joan T Prival Standard Grant 883081 1795 SMET 9178 0733762 September 1, 2007 Boston University's Noyce Scholars Program in Mathematics. Building on two existing programs, the Program in Mathematics for Young Scientists (PROMYS) for Teachers and the Focus on Mathematics (FoM) Partnership, involving school leaders in mathematics and incorporating strong support from the Massachusetts Department of Education, this phase 1 project prepares outstanding mathematics graduates for teaching careers in challenging urban school districts. Boston University's Noyce Scholars Program In Mathematics is a collaboration of the School of Education, the College of Arts and Sciences, five high-need school districts and one high school (Arlington; Chelsea; Lawrence; Waltham; Watertown; and English High School in Boston). A total of 39 college graduates with a major in mathematics (13 per year for 3 years) receive full scholarships to enroll in a one-year graduate program that leads to the Master of Arts in Teaching (MAT) degree and initial teacher licensure as either a middle or high school mathematics teacher. The program provides scholars with immersion mathematical experiences that are later linked to classroom practice through thoughtful reflection. Clinical experiences with master teachers trained by the FoM partnership are included along with coursework and workshops designed to support teaching focused on student reasoning. Follow-up opportunities offered to graduates of the program include workshops and seminars that connect participants to a robust mathematical community of teachers, mathematics educators, and mathematicians. Evaluation to determine the effectiveness of this recruitment, retention, and follow-up teacher preparation model program includes a time series design with multiple data collection points, pre and post intervention. Teacher effectiveness is being examined through performance evaluation measures including students' performance scores on state tests. All aspects of this evaluation involve the collaboration of the partner schools. The intellectual merit of this project includes: a research-based design that builds on prior work; the program's integration of knowledge about university mathematics experiences that support teaching with an understanding of the needs of mathematics teacher in challenging urban school districts; a coherent program of professional training for teachers centered on mathematics and how students learn mathematics; core involvement of mathematicians; and the collection of information concerning the effects of lasting school-based mathematical communities on recruitment and retention of strong mathematics teachers in urban school districts. The broader impacts of this project include the following elements: a model that recruits strong mathematics students into teaching and retains them through ongoing development of mathematically active careers in teaching; an exemplar for experience-rich and inquiry-based teacher preparation programs; collection of information about the effect of a mathematics-focused community involving educators, mathematicians, and teachers on student achievement in mathematics; and the commitment of the program to supply students from linguistically and racially diverse low-income communities (Boston, Chelsea and Lawrence) and communities where there has been significant teacher attrition to continued access to qualified mathematics teachers. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Chapin, Suzanne Glenn Stevens Trustees of Boston University MA Terry S. Woodin Standard Grant 900000 1795 SMET 9178 1795 0116000 Human Subjects 0733767 January 1, 2008 The University of Toledo UT3 Noyce Scholarship Program. Through a collaboration between the Colleges of Education and Arts & Sciences at the University of Toledo and the Toledo Public School district, ten $17,220 stipends per year are provided to 40 professionals who hold at least a B.S. degree in engineering, mathematics, or the sciences. Stipend recipients enroll in graduate level coursework that makes them eligible after two semesters for the Ohio Alternative Educator License, thereby expediting the number of highly qualified teachers entering the profession. Coursework applies towards a post-baccalaureate degree in Education. The University of Toledo Noyce stipends are annually doubling the number of math and science teacher candidates entering the teaching profession at the high school level. All stipend recipients join "UToledo. UTeach. UTouch the Future" (UT3), a program that provides an extensive pre-service clinical experience for math and science education students including mentoring, field experiences, comprehensive student support services, and induction support covering the first three years of teaching implemented through a collaboration between K-12 and university partners. The project is examining what motivates STEM professionals to pursue a teaching career. Formative evaluation linked with research is exploring the barriers that prevent potential recruits from pursuing a teaching career. Barriers investigated include the common misconceptions about the teaching profession, the amount of time needed to obtain licensure, demographic data, and the presence or absence of factors that commonly motivate a person to become a teacher. As part of UT3, stipend recipients are guaranteed an urban teaching experience, the opportunity to practice under the watch of master teachers in the field, the opportunity to experience urban math and science education in informal settings through community service, and enrollment in courses on pedagogy that incorporate both the use of technology as a teaching tool and inquiry as an effective teaching strategy. Teaching & Mstr Tchng Fellows ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Czerniak, Charlene Ernest Dubrul University of Toledo OH Joan T Prival Standard Grant 1045213 7908 1795 SMET 9178 0116000 Human Subjects 0733788 October 1, 2007 Advance Urban Learning: Teach Science. In partnership with the Indianapolis Public Schools (IPS), Indiana University-Purdue University at Indianapolis (IUPUI) is offering Robert Noyce Scholarships to qualified science teacher candidates who commit to working in an urban or high-need district after graduation. The 30% attrition rate of new science teachers within IPS and inadequate numbers of new teachers pursuing science degrees statewide are two particular areas of concern that the IUPUI-IPS Noyce partnership is addressing. The goal is to graduate 30 Biology, Chemistry, Physics, or Earth Science teachers over four years, who have earned a STEM bachelor's degree from Purdue University (IUPUI) and also fulfilled the Indiana Division of Professional Standards requirements for teaching Science in grades 6 -12. The Advance Urban Learning: Teach Science project is based on current pedagogy and educational research existing within IUPUI's successful "Learning to Teach, Teaching to Learn" program, known for its focus on the challenges of teaching in an urban context. Experienced teachers serve as mentors and host Noyce Scholars in their classrooms. Recruitment efforts focus on attracting minority students into teaching and include a course for freshman and sophomores on exploring teaching as a career. This project broadens and expands the current Robert Noyce Scholarship post-baccalaureate program at IUPUI to include undergraduate Biology, Chemistry, Physics, and Earth Science students. Noyce Scholars are future leaders who have undergone extensive preparation in their content areas and are also well-versed in current pedagogical practice, benefiting both colleagues in the profession as well as the students they guide and instruct. This diverse group also serves as future mentors for successive Noyce teacher candidates. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Marrs, Kathleen Kim Nguyen Dwight Schuster Indiana University IN Joan T Prival Standard Grant 911933 1795 SMET 9178 0116000 Human Subjects 0733790 September 15, 2007 University of Kentucky NOYCE Fellows Program: New Opportunities Yielding Classroom Excellence. The UK-New Opportunities Yielding Classroom Excellence (UK-NOYCE) Mathematics and Science Fellows Program is recruiting senior science, mathematics, engineering, and technology (STEM) majors and STEM professionals to become credentialed secondary mathematics and science teachers through a collaborative effort by the College of Education, College of Engineering, and College of Arts and Science at the University of Kentucky. UK-NOYCE recipients are expected to teach secondary mathematics and sciences in selected districts which meet high need criteria because they lack qualified mathematics and science teachers. The 52 targeted high need districts have long-standing partnerships with UK through the ongoing Appalachian Math Science Partnership and former Appalachian Rural Systemic Initiative. The program objectives are to: (1) Attract students and practicing professionals in the STEM disciplines into Secondary Mathematics and Science Education; (2) Make available to these students an integrated range of support services designed to enhance academic success, for example, collaborative advising from the College of Education, College of Arts and Science, College of Engineering, and College of Agriculture; and (3) Increase the number of graduates in Secondary Science and Mathematics Education. Specific aims to achieve these objectives include: (a) Ensuring scholars are of high academic ability by requiring a GPA of 3.0, which is maintained throughout their participation in the program; (b) Making a strong effort to recruit traditionally underrepresented groups in the STEM disciplines (women, minorities, and disabled students) into the UK-NOYCE Scholarship Program; (c) Encouraging all UK-NOYCE scholars to complete their degrees within one calendar year of entering the Masters of Arts in Secondary Education with Initial Certification (MIC) program; and (d) Assisting UK-NOYCE scholars in obtaining Secondary teaching positions in the targeted regions of Kentucky (including Appalachia). In total, 40 fellowships (minimum 25 new students) are being provided for both senior and graduate level students. The MIC program is an intensive one calendar-year program that leads to both a master's degree and initial Kentucky teacher certification (grades 8-12). Emphasis is on strong math/science background content. The UK-NOYCE Fellows are members of two, concurrent cohorts: a pedagogical foundations cohort and a math or science content cohort. A cross-college team of faculty designs and supervises integrated experiences for students. Partner-schools provide apprenticeship experiences for MIC participants. In terms of the impact to the K-12 mathematics and science pipeline, if each UK-NOYCE Fellow has an average of 100 students, over 4000 secondary mathematics and science students will be educated each year by a highly qualified teacher trained in real-world applications of STEM through their content preparation and in effective pedagogy through their pre-service teacher training. ROBERT NOYCE SCHOLARSHIP PGM S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Schroeder, Margaret Bruce Walcott Jeffrey Osborn Jana Bouwma-Gearhart University of Kentucky Research Foundation KY Joan T Prival Standard Grant 748625 1795 1536 SMET 9178 9150 0116000 Human Subjects 0733794 September 15, 2007 Noyce Mathematics Education Teaching Scholars at NC State University. The Noyce Mathematics Education Teaching Scholars (Noyce METS) aims to increase the number of highly qualified mathematics teachers prepared at North Carolina State University (NCSU) with a major in a mathematical science and a major in mathematics education that emphasizes content and pedagogical content knowledge in a way that builds understanding of mathematics needed for teaching. These scholars are prepared to become leaders in technological innovation to improve student understanding in mathematics classrooms, and are committed to working with students in high-needs schools. One goal of the Noyce METS program is to increase the number of undergraduate students pursuing a double major that results in a B.S. in Mathematics or Statistics and a B.S. in Mathematics Education -- an option currently available at NC State. The Noyce METS program also enables STEM professionals with a bachelors or masters degree in a mathematical science to earn 9-12 mathematics licensure, either through a licensure only track to earn an initial license, or through a masters program where they earn initial and advanced licensure. The project is supporting 17 undergraduate Noyce Scholars and 15 post-baccalaureate Scholars. During their participation in the NC State programs, the Noyce Scholars engage in special seminars which draw upon the expertise of faculty in the Mathematics Education, Mathematics and Statistics Departments, and the College of Education. Seminars highlight uses of technology for teaching mathematics (particularly in Geometry, Calculus, and Statistics), culture and diversity in the classroom, and issues of teaching in rural and urban settings. The design of the project is purposeful in helping teachers develop strong content knowledge, pedagogical content knowledge, and specialized mathematical knowledge for teaching. The NCSU Mathematics Education program includes a strong component of high quality, rigorous content courses from the mathematical sciences departments and requires mathematics education courses that, by far, exceed the number required at most institutions. The mathematics education courses integrate research on teaching and learning mathematics and the pedagogical content knowledge specific to mathematics education. Teaching & Mstr Tchng Fellows ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Lee, Hollylynne Karen Hollebrands Irina Kogan Pam Arroway North Carolina State University NC Joan T Prival Continuing grant 863614 7908 1795 SMET 9178 0116000 Human Subjects 0733802 January 1, 2008 SEL Partnership for Noyce Scholars. The SEL Partnership Noyce Scholarship Program is based on a partnership among Southern University Baton Rouge, the East Baton Rouge Parish School System and Louisiana State University. Other organizations involved in this program include the Louisiana Resource Center for Educators and Teach Baton Rouge (non-profits that offer alternate teacher certification programs). The program is recruiting strong STEM majors who are in or beyond their third year of study into programs that lead to secondary-teacher certification. Twelve new scholarships are being given each year of this four-year project, for a total of 48 scholarship awards. Intellectual Merit. The SEL Partnership program is built around three kinds of knowledge needed by effective teachers of STEM disciplines: STEM disciplinary knowledge, understanding of learners at the secondary school level, and the pedagogical content knowledge that enables teachers to make ideas accessible to others. New teachers recruited into this program are given access to these kinds of knowledge through an imaginative leveraging of resources and opportunities that replicates a model first developed and implemented at Louisiana State University. The Louisiana State University Geaux Teach program is providing resources and infrastructure such as customized courses, field experiences, and mentoring. Broader Impact. East Baton Rouge and Louisiana in general suffer from dire shortages of qualified STEM teachers. STEM teacher candidates in this scholarship program include some of the most highly qualified students at Southern University Baton Rouge, one of the largest historically Black universities in the nation. Alternative certification programs are providing opportunities needed by STEM students who have chosen to become teachers too late in their undergraduate programs to fit all of the certification requirements into their undergraduate STEM degree programs. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Meyinsse, Joseph James Madden Brenda Nixon Luria Stubblefield Annie Henderson Southern University LA Joan T Prival Standard Grant 825000 1795 SMET 9178 9150 0116000 Human Subjects 0733805 September 1, 2007 NYU Noyce Scholarship Program. The NYU Noyce Scholarship Program is preparing 26 new science and math teachers to teach in high-needs secondary schools. The Noyce Scholars are recruited from among 900 declared STEM majors who study each year in the New York University (NYU) College of Arts and Science. They are recruited into teaching through participation in a special Teaching and Learning Residency program, which places undergraduate science and math majors in exemplary New York City (NYC) math and science classrooms in high-needs schools. Students also attend weekly seminars designed to introduce prospective teachers to the content and pedagogy involved in teaching mathematics and science. Successful completion of the residency, including recommendations from the NYC teacher and NYU teacher educator who mentored the student in the residency, and from an NYU STEM faculty member who agrees to provide continuing content mentoring to the student, plus declaration of an education minor, make STEM majors eligible for a $10,000 undergraduate scholarship, plus a $15,000 scholarship for a 5th year program leading to certification as a math or science teacher and an MA in Science or Math Education. The key to recruiting these additional prospective teachers is the capacity of the project to help them gain early familiarity with creative and effective math and science teaching in high-needs schools; to foster a sense of secondary school teaching as a good career path for serious mathematicians and scientists; to provide the opportunity to accelerate their preparation for certification as secondary math and science teachers without diminishing the required coursework or field experience; and to provide follow-up support for early career teachers. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Scicchitano, David Jalal Shatah Pamela Fraser-Abder Joseph McDonald Karen King New York University NY Joan T Prival Standard Grant 749596 1795 SMET 9178 0116000 Human Subjects 0733809 January 1, 2008 NSF Noyce Scholarship Program at WPI with Worcester Public Schools. This phase 1 project is increasing the supply of high-quality STEM teachers at the middle and high school level for inner-city districts. With five new Noyce undergraduate scholarships per year (each scholarship to support students during both the junior and senior years) and a total of 10 Noyce Scholarships during any one year this project will produce a total of 25 new middle or high school teachers. Intellectual merit: This project builds on a strong academic program in science, technology, engineering and mathematics coupled with an interesting newly emerging state accredited program in teacher education. It is being advised by a committee that includes a number of key administrators from both the university and the school district involved and one faculty member each from the biology, mathematics, chemistry and physics departments. Formative and summative assessments by the Donahue Institute of the University of Massachusetts are guiding the development of the program and providing knowledge about effective means of developing STEM teachers for inner city middle and high schools. The induction program for new teachers is supported by the Worcester School District through its comprehensive Mentor/Induction Program. This program provides 1) an in-depth orientation, 2) a trained mentor, and 3) a 16 week, 40 hour beginning teacher institute for both years one and two. In addition to the knowledge to be gained concerning effective ways of preparing science and mathematics teachers for inner city schools, the broad impacts resulting from this project include the classroom experiences of the many high school and middle school students who will be taught by the 25 teachers graduating from the "NSF Noyce Scholarship Program at WPI with Worcester Public Schools". ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Traver, Robert Stephen Jasperson Daniel Gibson III Kristin Wobbe John Goulet Worcester Polytechnic Institute MA Terry S. Woodin Standard Grant 694289 1795 SMET 9178 0116000 Human Subjects 0733817 January 1, 2008 University of Rochester Noyce Scholars Program: Preparing Highly-Qualified Mathematics and Science Teachers for High Need Schools. The University of Rochester Noyce Scholarship Program is attracting and preparing 30 highly qualified STEM majors and STEM professionals to become effective teachers in high-need school districts. Each Noyce Scholar receives a stipend of $18,000 which, in combination with a tuition waiver from the University, covers all tuition costs for the graduate teacher preparation program. Scholars can fulfill their two-year service requirement in any high-need school district in the country, although they are encouraged to serve in the Rochester City School District. Noyce Scholars are mostly recruited among STEM undergraduate majors at the University of Rochester and other local institutions, as well as local retired or recently laid-off STEM professionals. Undergraduates are being contacted through recruiting strategies including direct mailing of specially designed marketing materials, presentations in events involving all majors in a specific STEM field, and presentations to ''key influencers'' such as STEM faculty and academic advisors. STEM professionals are being recruited through collaborations with Human Resources departments of local technology companies. Noyce Scholars are participating in high quality, innovative graduate teacher preparation programs leading to teaching certification in mathematics, biology, chemistry, physics or earth science. These programs are designed to give future teachers solid theoretical grounding and concrete experiences to develop inquiry-based teaching practices specific to mathematics or science. In the case of mathematics, a key role is played by ''experiencing as learners'' mathematical inquiries and innovative uses of technology, and by becoming familiar with NSF-funded reform curricula such as Connected Mathematics and CORE Plus. In the case of science, scholars are engaging in a scaffolded series of inquiry experiences as learners and teachers that involves both out-of-school and traditional school settings, as well as reflective activities including blogging. After graduation, they are supported through monthly seminars and electronic communications through list-servs or blogs. Teaching & Mstr Tchng Fellows ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Borasi, Raffaella Michael Gage Jack Kampmeier Jeffrey Choppin April Luehmann University of Rochester NY Joan T Prival Standard Grant 760983 7908 1795 SMET 9178 0116000 Human Subjects 0733825 September 15, 2007 STEM-Plus: Louisiana Tech University's Noyce Scholarship Program. Fifteen undergraduate STEM majors and six post-baccalaureate STEM professionals are being selected to receive financial support while undertaking studies leading to a Master of Arts in Teaching (MAT) degree. Three cohorts of five undergraduates are being awarded annual scholarships of $15,000 during their senior and post-baccalaureate years; the six STEM professionals returning to earn teacher certification a one year stipend of $35,000. The undergraduates are concurrently enrolled in 12 credit hours of graduate education courses during their senior year. During a post-baccalaureate year, these students earn the MAT degree. The returning STEM professionals earn the MAT degree within one year and obtain alternate teacher certification. Features of the project include a working model for collaboration between the College of Engineering and Sciences and the College of Education and a senior year capstone project that is integrating each student's STEM knowledge with the teaching practicum. Additionally, ongoing programs are providing freshmen and sophomores with an introduction to teaching as a possible career choice. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Turner, Galen James Nelson Dawn Basinger Kelly Crittenden Connie LaBorde Louisiana Tech University LA Curtis T. Sears Standard Grant 732656 1795 SMET 9178 9150 0116000 Human Subjects 0733830 June 1, 2008 Teacher Recruitment Inititative in Physics and Chemistry. Two-year scholarships are being provided to thirty-two science and engineering students majoring in fields that may lead to either chemistry or physics certification. The students will be receiving annual $10,000 scholarships during their senior year and subsequent enrollment in the fifteen month chemistry and physics Master of Arts Teaching program. The project is serving as a model for two institutions of distinctly different cultures (one a university with a strong education school, the other a technological university) to join forces to create an exemplary program that is producing effective grades 6 - 12 chemistry and physics teachers. Project features include the initiation of a twelve credit hour educational course sequence at Georgia Institute of Technology, the close working relationships of the universities with school systems serving the greater Atlanta area, and the K-12 teaching experience of the science education faculty. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Rushton, Gregory Marion Usselman Taha Mzoughi Michael Dias Adrian Epps Kennesaw State University GA Curtis T. Sears Continuing grant 899601 1795 SMET 9178 0116000 Human Subjects 0733841 September 15, 2007 Robert Noyce Scholarship Program for Math, Science and Engineering K-12 Teachers. The University of Arkansas, Fayetteville (UA) is preparing 36 students to become secondary level mathematics and science teachers through a Robert Noyce Scholarship Program. Students are completing the nationally recognized UA Master of Arts in Teaching (MAT) program, making them eligible for licensure in mathematics or science to teach in Arkansas' secondary schools. The scholarships are available to three types of students: 1) those who have completed an undergraduate STEM degree and would like to teach but do not have the financial means to pursue teacher preparation; 2) STEM professionals seeking a career change and; 3) students near the end of their junior year who demonstrate an aptitude for teaching and considering it as a career. The program supports students during their senior and MAT years. Physical science and mathematics students receiving Noyce scholarships are required to participate in experiment-based projects designed to develop low cost experiments in current scientific and technology areas for use in the classroom. These experiments are providing K12 classrooms with connections to cutting-edge science and technology. This project should result in a 40% increase over the current production of science and mathematics teachers at UA leading to the placement of highly qualified science and mathematics teachers in Arkansas schools. This Noyce program builds on the prior NSF-supported PhysTEC program which encourages, nurtures and evaluates STEM majors to become 7-12 physical science and physics teachers; and expands the collaboration between STEM discipline, Education, and 7-12 teachers to more STEM departments. Project partners include larger school districts with growing minority populations (Rogers, Bentonville, Fayetteville, Springdale) and a small district with a growing disparity in economic means (Elkins). Noyce Scholarship students serve internships in the partnership schools. Each of the schools has a longstanding tie to the UA MAT program and provides the program with placements based on socioeconomic status and percentage of ESL students. This provides the Noyce Scholarship graduates with the type of experiences needed to prepare them for service during their two-year commitment in high need schools. After completion of all program requirements, scholarship recipients take positions in high need schools, where they are assisted in their initial years of teaching. Arkansas' induction program already assigns new teachers a mentor. The project provides a discussion board that allows MAT graduates to share ideas, ask questions and reflect on their experiences. In addition, ongoing research focuses on graduates' issues with pedagogical content knowledge. EXP PROG TO STIM COMP RES Teaching & Mstr Tchng Fellows ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Stewart, Gay Dennis Brewer Michael Wavering Deborah Korth Po-Hao Huang University of Arkansas AR Joan T Prival Continuing grant 1049722 9150 7908 1795 SMET 9178 9150 0116000 Human Subjects 0733849 September 1, 2007 Noyce Phase II: Program for the Recruitment of Mathematics and Science Teachers (PROMSE). This four-year Phase II scholarship and stipend project is building on a previous four-year Phase I project. Ten two-year $20,000 scholarships are being awarded to undergraduates majoring in mathematics or one of the sciences entering a single subject credential teacher preparation program, and twenty $10,000 one-year stipends to post-baccalaureate STEM professionals undertaking teacher certification studies. An emphasis is being placed on the recruitment of students interested in teaching one of the physical sciences. Monitoring and evaluation of the Phase I outcomes is being expanded and extended. Longitudinal data will be collected for a minimum of the initial five years of the Noyce scholar's teaching career. The overall goals of the evaluation are to track, describe and assess the progress of the scholars and success as they fulfill their teaching service obligations, analyze the effectiveness of the Noyce program, and support data-driven decisions to strengthen the program and its outcomes over time. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Andrews, David California State University-Fresno Foundation CA Curtis T. Sears Standard Grant 553497 1795 SMET 9178 0116000 Human Subjects 0734234 October 1, 2007 UBM-Group: Undergraduate Training and Research in Applied Mathematics and Biological Sciences. This project is building on an existing undergraduate major in Applied Mathematics - Biology by providing an immersive research experience in applied mathematics and biology for undergraduates in their junior and senior years. Student teams, drawn from both applied mathematics and biology backgrounds, are working on joint projects in physiology and in genomics. The projects, all active research areas of the investigators, cover the human circulation and the multi-scale dynamics that regulate blood flow, from the arterial level to the dynamics of individual blood cells in maintaining hemostasis; the dynamics of cells and cellular organisms; and the molecular biology of genes and gene function. Students work with faculty advisors and alongside graduate students and post-doctoral associates, participating in regular research meetings and seminars as well as a monthly group meeting for all the project participants. Students also participate in submission of papers for conference presentation or journal publication. The project work is coordinated with recently introduced courses and mentoring of the students and it is drawing together undergraduate students and faculty to work on innovative and challenging problems. Intellectual Merit and Education: There has been an explosion in recent years in the quantified analysis of biological systems that requires a new look at how we educate undergraduates. This project meets the need to provide them with a background in mathematics and biological science that will prepare them as a new generation for future graduate level programs. There have been major advances in multi-scale simulations and scientific computing - both continuum and atomistic, dynamical systems, and the statistical methods applied to genomics and gene expression networks. Much of this is still only accessible to graduate students yet the excitement surrounding the topics they encompass are powerful motivations for engaging undergraduate students in research. Broader Impact: The development of new courses, research projects and the formulation of the Applied Mathematics-Biology concentration will be valuable resources that will be shared with others in the NSF-UBM program and more generally through web-based links. The undergraduate students are also able to participate in an established outreach program for local high school students, sharing with them their experience and motivation. WORKFORCE IN THE MATHEMAT SCI DUE EHR Maxey, Martin Peter Richardson George Karniadakis Jay Tang Charles Lawrence Brown University RI Daniel P. Maki Standard Grant 235000 7335 SMET 9178 9150 7303 7317 0734251 January 1, 2008 UBM-Group: Research and Education Program (REP) in BioMath. The primary objectives of the project are to recruit talented biology and mathematics students and equip them to pursue cross disciplinary studies and careers that meld biology and mathematics, and to interest and encourage all biology and mathematics students by conveying the excitement of bio-math research. Annually, six highly motivated and qualified mathematics and biology majors (3 per department) are being mentored by five faculty (2 mathematics; 3 biology) in interdisciplinary research in their junior and senior years. Research areas involve Molecular Biology, Cell and Developmental Biology, and Population Ecology. Particular consideration is given to students from underrepresented groups. Outcome assessment measures used to evaluate the program include coursework, seminars, research accomplishments, and student success in entry to graduate school or the work place. An important assessment component is evaluation by an external committee composed of experts in biotechnology and biomathematics. Intellectual Merit: Participants are being trained through both classroom and inquiry-based research. Three new courses are being developed: Primer for BioMath, Math Methods for Biology and Ecology, and Biostochastics. In these courses students learn the different languages of mathematics and biology to facilitate cross disciplinary communication. These courses also provide students the appropriate biological background and teach them problem solving and modeling skills that ensure successful completion of cutting-edge interdisciplinary research. Experiential learning involves hands-on laboratory research, in which three teams of students, mentored by mathematics and biology faculty, work on unsolved, original research problems. Biweekly informal seminars provide a workshop type environment where the status of the research projects is discussed. Students are being taught to think, design, plan, execute, and then communicate their research. Broader Impact: This program provides the venue that reveals the relevance of mathematics to biology, and vice versa. The program strengthens both the educational and research infrastructure at the institution. It develops connections for undergraduates between departments, an activity that is challenging but essential in a small university. In addition, the quality of individual research programs and the overall research foundation of the institution are being enhanced through the integration of rigorous mathematical analyses into ongoing basic biological research programs. The program strengthens mathematical training for all biology students and interdisciplinary training for all mathematics students and better prepares students from both departments for the work place and enhances their career opportunities. The institution is strongly committed to interdisciplinary undergraduate research and believes that the student participants are enriched by scientifically and personally rewarding long-term research experiences. INTERDISC TRNG IN BIO & MATH S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Koksal, Semen Richard Sinden Jewgeni Dshalalow David Carroll Robert van Woesik Florida Institute of Technology FL Deborah E. Allen Standard Grant 214161 7317 1536 SMET 9178 7303 7317 0116000 Human Subjects 0734267 January 1, 2008 UBM Institutional: Towards a Flexible and Extendable Scientific Undergraduate Experience (FEScUE): Blending Mathematics and the Life Sciences. This project is creating a multi-departmental program that engages undergraduates and faculty in mathematics, statistics, and the life sciences in jointly mentored interdisciplinary research clusters and in structured multidisciplinary coursework. The key components of this initiative are based on the experience of the faculty participants in the NSF-IGERT graduate PRIMES program at the institution. This program is built around actively engaging students in research clusters that include four students mentored by two senior faculty members, one each from the mathematical and life sciences. Each cluster also includes a junior faculty member who is expected to lead a future research cluster. The project uses existing entry-level gateway courses and a number of advanced cross-listed fusion courses developed from prior collaborations among faculty participants. The major new instructional components are two seminar courses, a Team Research Seminar and a supporting Interdisciplinary Science Seminar. All classroom based activities serve to support the jointly mentored research experiences. To enhance long term professional development, the institution is also initiating focused career advising and GRE preparation courses. Intellectual Merit: The need for interdisciplinary research that combines the mathematical and life sciences is increasingly urgent as people's abilities to gather data outpace their ability to effectively analyze data, and as people seek to understand phenomena over ever wider ranges of scales. Initially, three research clusters are being formed (in Ecology and Evolution, Bioinformatics, and Structural Biology) representing traditional and emerging strengths in research at the institution. The inclusion of junior faculty in each cluster provides a mechanism for expanding the range of research clusters as new faculty research interests emerge. Broader Impact: Many questions facing the modern scientist span multiple traditional intellectual fields. The project is providing a template for interdisciplinary undergraduate research and the education of the next generation of scientists who must overcome entrenched disciplinary boundaries. The structure is based on existing gateway courses, two new seminars, advanced fusion courses, and focused minors that can be easily expanded through the creation of new cross-listed courses and new minors as interest in interdisciplinary research develops. The project is actively engaging high schools around the state and opening opportunities to some of the state's best and brightest students. Existing connections and programs are being used to encourage participation by populations traditionally underrepresented in science, technology, engineering, and mathematics (STEM) disciplines. It is promoting interdisciplinary pursuits among university faculty and students by highlighting the importance of mathematics and statistics in the modern scientific endeavor and in the life sciences in particular. It is imparting the notion that the undergraduate degree is not the end of the learning process and encouraging undergraduate students to aspire to graduate school and to independent research careers. INTERDISC TRNG IN BIO & MATH MATHEMATICAL SCIENCES S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Tavener, Simon John Moore Michael Antolin Donald Estep Colleen Webb Colorado State University CO Deborah E. Allen Standard Grant 903992 7317 7229 1536 SMET 7317 7303 9178 0116000 Human Subjects 0734294 October 15, 2007 UBM-Institutional: Team Research Training Program in Biology and Mathematics. In this project, the Departments of Computer and Mathematical Sciences (CMS) and Natural Sciences (NS) are working with up to ten students each year and placing them in projects which require training in the use of tools from mathematics and biology. These projects are taken from a variety of areas and include problems in ecology, evolutionary biology, biophysics, and developmental biology. The required mathematical and biological training is accomplished through a combination of tutorials, seminars, colloquia, and new courses. Substantial curricular changes are being made to institutionalize mathematical biology in both the CMS and NS departments. These changes include the development of a two semester calculus sequence for biology majors emphasizing applications to biological problems. A two semester introductory biology/chemistry course is being developed to help mathematics students move into biological applications at an early stage in their career. Mathematics students are able to enroll in upper level biology courses without having taken the prerequisite courses. These prerequisites are obtained through seminars and tutorials. Mathematical biology modules are being introduced into existing biology courses at all levels and new upper level courses in mathematical biology are being developed. The intellectual merit in the project is that the scientific problems proposed for the students represent innovative research on a level in which undergraduates would not normally participate and if solved, would allow the publication in refereed journals. Each of the investigators is an active researcher equipped to deal with research problems in these areas and to guide students toward their solution. The broader impacts of the project are in the work with students and in curriculum development. During the project 30-40 students will have engaged in investigative experiences and presented their work at annual undergraduate research conferences and hence, by example, will impact other students and departments. All biology majors are exposed to mathematical tools through the new required calculus courses. Mathematics students are given more opportunities to study biology through the streamlined access to upper level biology courses referred to above. The curriculum development referred to above, along with degree programs and minors, will provide more career choices for future Science, Technology, Engineering and Mathematics (STEM) professionals. Since this institution has a large population of underrepresented minorities, it will encourage traditional underrepresented minority and women students to choose these careers. CROSS-EF ACTIVITIES OFFICE OF MULTIDISCIPLINARY AC DUE EHR Tecarro, Edwin James Uzman Youn-Sha Chan Jeong-Mi Yoon Aaron Krochmal University of Houston - Downtown TX Daniel P. Maki Standard Grant 899750 7275 1253 SMET 9178 7303 7317 0116000 Human Subjects 0734839 September 15, 2007 Teachers' Domain: College Edition. This NSDL project is adapting and cataloguing an existing, successful collection, NSDL Teachers' Domain, for a post-secondary audience (College Edition). The intellectual merit of the project includes the planned collaboration with the NSDL Pathways, Core Integration, and other collections to determine the appropriate content-organizing structure and level of contextualization for a post-secondary audience, as well as criteria for assigning appropriate audience metadata for these resources. The broader impacts of the project include creating an appropriate user interface and technical infrastructure to help expand the NSDL audience. In addition, metadata developed under this edition of Teachers' Domain are fed back into the NSDL Data Repository for reuse by NSDL.org, the Pathways projects, and other collections. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Sicker, Theodore WGBH Educational Foundation MA Myles G. Boylan Standard Grant 99655 7444 SMET 9178 0734857 January 1, 2008 "The Biodiversity Analysis Pipeline". This NSDL services project is developing the Biodiversity Analysis Pipeline (BAP), an open-source application, to allow anyone - from students to educators or citizens to scientists - to create novel analyses of primary diversity data and then share these analyses through a collaborative community. The intellectual merit of the project includes allowing users to contribute new information by providing them access through an intuitive and rich Web interface. The broader impacts of the project includes introducing Web 2.0 methodologies into the biodiversity community, which includes students of all ages, formal and informal educators, land managers in a variety of state and federal agencies, and ecological and conservation biology researchers. Because BAP directly accesses major biodiversity data hubs, it serves as a model for how to use a range of data sources and NSDL Pathway projects. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Kelling, Steven Richard Bonney Paul Allen Cornell University - State NY Jill K. Singer Standard Grant 497420 7444 SMET 9178 0116000 Human Subjects 0734862 December 15, 2007 Archival Introspection and Maintenance Metadata. As digital libraries reach petabytes in size and hold data for decades, the information that they manage becomes vulnerable to data loss from device failures and administration errors, e.g. during data migration or backup and restore. Such data loss incidents are undetectable to the user community, because the volume and lifetime of information dictates that much data are accessed infrequently or never. This project is filling a critical need for software that enables the auditing of data repositories to ensure that information is being preserved correctly. The software being developed allows digital libraries to evaluate the preservation state of current holdings across multiple, external data repositories. A new Provable Data Possession (PDP) technology allows an archive to provide cryptographically-strong evidence that it retains the exact data that were originally stored by the user community. PDP will radically change the performance of auditing data at remote sites. It allows the server to prove possession without returning data to the user. The project assembles a team of computer scientists and digital librarians developing software tools for the National Science Digital Library (NSDL). Using NSDL technologies, the team is building the Virtual Observatory (VO) Astronomy archive: a multi-institution, collaborative archive that is exploring the curation by Libraries of large scientific datasets and associated information, such as derived results, publications, and educational tools. The VO archive is being used as a testbed for the evaluation of Provable Data Possession. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Burns, Randal Golam Choudhury Timothy DiLauro John Griffin Johns Hopkins University MD Stephen C. Cooper Standard Grant 99075 7444 SMET 9178 0734872 January 1, 2008 Collaborative Project: The NSDL Curriculum Customization Service. The University of Colorado at Boulder is working collaboratively with the University Corporation for Atmospheric Research (UCAR) to design and develop a NSDL Curriculum Customization Service, that integrates exemplary NSF-funded science curriculum, NSDL resources, and school district-developed resources into interactive, concept-based Teacher's Guides. The service is being deployed directly to Denver Public School teachers via their school district portal. This project is being conducted through a partnership of the university and UCAR with Digital Learning Sciences, the Denver Public Schools (DPS), the American Geological Institute (AGI), and It's About Time/Herff Jones Publishing. The graphical user interfaces and underpinning middleware being developed are supporting: 1) middle and high school Earth science teachers in implementing and customizing standards-based exemplary curricula augmented with NSDL resources; and, 2) school districts with scalable, online teacher professional development. Teachers are able to select and review NSDL resources for curricular alignment, provide formal reviews of NSDL resources, and engage in knowledge-sharing through interactive Teacher's Guides that are dynamically produced through the Service. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Marlino, Mary James Short Ed Freeman University Corporation For Atmospheric Res CO Curtis T. Sears Standard Grant 387889 7444 SMET 9178 0116000 Human Subjects 0734875 January 1, 2008 Collaborative Project: The NSDL Curriculum Customization Service. The University of Colorado at Boulder is working collaboratively with the University Corporation for Atmospheric Research (UCAR) to design and develop a NSDL Curriculum Customization Service, that integrates exemplary NSF-funded science curriculum, NSDL resources, and school district-developed resources into interactive, concept-based Teacher's Guides. The service is being deployed directly to Denver Public School teachers via their school district portal. This project is being conducted through a partnership of the university and UCAR with Digital Learning Sciences, the Denver Public Schools (DPS), the American Geological Institute (AGI), and It's About Time/Herff Jones Publishing. The graphical user interfaces and underpinning middleware being developed are supporting: 1) middle and high school Earth science teachers in implementing and customizing standards-based exemplary curricula augmented with NSDL resources; and, 2) school districts with scalable, online teacher professional development. Teachers are able to select and review NSDL resources for curricular alignment, provide formal reviews of NSDL resources, and engage in knowledge-sharing through interactive Teacher's Guides that are dynamically produced through the Service. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Sumner, Tamara University of Colorado at Boulder CO Curtis T. Sears Standard Grant 111535 7444 SMET 9178 0116000 Human Subjects 0734889 October 1, 2007 Completing the NSDL Strand Map Service: Content Coverage and NDR Integration. This NSDL Strand Map Service (SMS) project is extending the past success of strand mapping the Atlas of Science Literacy Volume 1 to Volume 2 of the Atlas, published in March 2007 by the American Association for the Advancement of Science (AAAS). The project is also broadening science content standards coverage by modeling the content using the Achievement Standards Network to connect the maps to National Science Education Standards based on their current mappings to AAAS Project 2061 Benchmark Standards. This effort is providing K-12 learners and educators with full access to instructional materials that are linked to the complete collection of AAAS Benchmarks and Strand Maps. The SMS is deployed into the NDR (http://strandmaps.nsdl.org/) and maintenance tools are being developed to support any necessary updates to the AAAS Benchmarks Repository beyond the performance period of this grant. This innovative information model provides rich descriptions of science learning goals that go beyond plain text descriptions of learning objectives by including pedagogically important information such as the critical relationships between learning goals, common student conceptions and relevant education research. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Wright, Michael Tamara Sumner University Corporation For Atmospheric Res CO Victor P. Piotrowski Standard Grant 99748 7444 SMET 9178 0116000 Human Subjects 0734896 February 28, 2007 CCLI: Hands-on Module Development for Student Mastery of Electric Circuit Concepts. Engineering - Electrical (55) The project is developing and evaluating hands-on modules for use in lecture-based, introductory electric circuits courses. The modules are based upon the problem-based learning framework and they are modeled after the STAR-Legacy cycle. They start with a challenge to the students and then require them to gather information and to choose, implement, and evaluate a solution. To determine success, a traditional treatment-control group methodology is being used to measure improvements in learning. In addition to the control group, there are two treatment groups: one where the students are exposed to the modules via simulation and one where the students are exposed to the modules in a hands-on manner. Mastery will be measured via assessment instruments that focus on conceptual understanding of DC and AC circuit concepts. These instruments will help to identify what role these hands-on modules played in improving student achievement and will be used to drive future development of appropriate materials. Coupling the assessment surveys with demographic data is allowing the investigators to examine how improvements in learning vary among diverse populations. They plan to disseminate their modules through conference and journal publications and to promote their use in other engineering programs, particularly with those in Texas. Regarding broader impacts, the project addresses diversity by promoting pedagogies which research has shown to be effective in the retention of underrepresented ethnic groups and women in engineering. CCLI-Phase 1 (Exploratory) DUE EHR Holmes, Archie University of Virginia Main Campus VA Russell L. Pimmel Standard Grant 94038 7494 SMET 9178 0734951 September 15, 2007 An NSDL Registry: Supporting Interoperable Metadata Distribution. This project is developing several enhancements to the NSDL Metadata Registry, a production service currently available to NSDL partners with over a dozen controlled vocabularies registered, including the NSDL Education Level and Learning Resource Type vocabularies. The Registry supports the efforts of the NSDL Pathways portals and other projects to standardize and share their vocabularies, metadata schemas, and application profiles. New features under development are enabling: i) registration of application profiles; ii) provision of basic data exchange capability between registries; iii) distribution of fully open software and documentation; and (4) reciprocal and third party mapping registration. The intellectual merit of the project lies in the position of the NSDL Registry as the first full-scale, robust implementation of key second generation Semantic Web specifications, including both the Simple Knowledge Organization System (SKOS) and best practices with respect to the publication of Semantic Web data. This work lays the foundation for a distributed registry system, envisioned by many as essential infrastructure for improved interoperability and cost-effective re-use of digital educational resources. The broader impacts of this project are found in its influence on the deployment of quality metadata in massively distributed, heterogeneous networked learning environments. International standardization bodies such as the Dublin Core Metadata Initiative (DCMI) and the World Wide Web Consortium (W3C) are taking a particular interest in the NSDL Registry as a result of its potential to impact the future developments in metadata quality and distribution. As a result, while serving the immediate needs of the NSDL community and its technical architecture, the NSDL Registry is also helping to shape the international dialog around the future of Web-based metadata and its functions on the Semantic Web. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Phipps, Jonathan Cornell University NY Victor P. Piotrowski Standard Grant 97547 7444 SMET 9178 0734972 January 1, 2008 Increasing Participation in the NSDL - Transforming a Nation-wide Evaluation Instrument for Use by NSDL Pathways Projects and Collections. This NSDL small targeted project is developing an evaluation tool for use by the NSDL Pathways, Core Integration, and other collections. The intellectual merit of the project includes building on the lessons of an earlier targeted project, Faculty Participation in the NSDL - Lowering the Barriers (FP-NSDL). The evaluation tool is needed to help the NSDL understand learning needs specific to their user communities, identify barriers to use of a collection, and track how use changes over time. The broader impacts of the project include extending the tool in more depth within individual STEM disciplines. While the primary audience for dissemination is the NSDL Pathways, Core Integration, and collections, the benefits from this project extend beyond the NSDL. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Morgan, Glenda George Mason University VA Daphne Y. Rainey Standard Grant 99498 7444 SMET 9178 0734992 October 1, 2007 Metasearch Gateway Services for the Distributed NSDL Community. This project is developing and implementing a set of metasearch gateway services for the distributed NSDL community that use broadcast search technologies to provide access to selected scientific and engineering publisher full-text repositories, abstracting and indexing services, university institutional repositories, open access full-text journal and report sites, and NSDL Pathways projects. As a component of the NSDL Core Integration services the gateways provide custom federated search access to critical distributed information resources that support the instructional and research needs of middle school, high school, undergraduate and graduate students, and faculty. The intellectual merit of this project lies in its use of standards-based frameworks such as the NISO MXG (Metasearch XML Gateway) framework, the OpenSearch 1.1 standard, and the Open Archives Initiative protocols for metadata harvesting (OAI-PMH) and object reuse and exchange (OAI-ORE). In addition the project team features a collaboration of information science researchers with personnel from the Digital Library Federation (DLF) Aquifer project and an international component involving two Joint Information Systems Committee (JISC) funded initiatives in the United Kingdom: the PerX project at Heriot-Watt University and the CREE project headquartered at the University of Hull. The latter connections speak to the broader impacts of this project on the global educational digital libraries environment. The use of standards-based approaches also facilitates this broader impact. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Mischo, William Mary Schlembach Paul Bracke Thomas Habing Michael Norman University of Illinois at Urbana-Champaign IL Stephen C. Cooper Standard Grant 463826 7444 SMET 9178 0116000 Human Subjects 0734995 October 1, 2007 BioSciEd.Net (BEN) Software as a Service for BEN Collaborators. The BiosciEdNET (BEN) is deploying new services to benefit both its collaborators and the end-users. Additionally two new collaborators, the American Society of Human Genetics, and the Biotechnology Institute, are joining BEN. The new services being added include 'Dewey' digital library collection management, a peer-review system, and a community Sign-on that offers integrated services. The Software as a Service (SaaS) model of software delivery is being used. Dewey cataloging and peer review applications are continuing to help BEN attract, maintain and support collaborators with high quality biological sciences resources. The community sign-on service is making it possible for users to access the entire community with only one sign-in versus the necessity of multiple usernames and passwords. Greater security of personal data is resulting since the information is retained in only one place and is not transmitted as the user accesses multiple Web sites. NATIONAL SMETE DIGITAL LIBRARY DUE EHR George, Yolanda Cal Collins American Association For Advancement Science DC Curtis T. Sears Standard Grant 499817 7444 SMET 9178 0735007 November 1, 2007 The Science and Math Informal Learning Educators (SMILE) Pathway. The Science and Math Informal Learning Education (SMILE) pathway is serving the digital resource management needs of the informal learning community. The science and math inquiry experiences offered by science and technology centers, museums, and out-of-school programs are distinct from those found in formal classrooms. Interactive exhibits, multimedia presentations, virtual environments, hands-on activities, outdoor field guides, engineering challenges, and facilitated programs are just some of the thoughtfully designed resources used by the informal learning community to make science and math concepts come alive. With an organizational framework specifically designed for informal learning resources, the SMILE pathway is empowering educators to locate and explore high-quality education materials across multiple institutions and collections. The SMILE pathway is also expanding the participation of underrepresented groups by creating an easily accessible nexus of online materials, including those specifically added to extend the reach of effective science and math education to all communities. To promote the use of the SMILE pathway and the NSDL further, project staff are creating professional development programs and a robust online community of educators and content experts to showcase best practices tied to digital resources. Finally, to guarantee continued growth and involvement in the SMILE pathway, funding and editorial support is being provided to expansion partners, beyond the founding institutions, to add new digital resources to the NSDL. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Porcello, Darrell Sherry Hsi Eric Marshall University of California-Berkeley CA Jill K. Singer Standard Grant 2321955 7444 SMET 9178 0116000 Human Subjects 0735011 October 1, 2007 Building Locally, Linking Globally: Networking Micro-Communities of Noyce Scholars for Advancing Innovations and Improvement in Mathematics and Science Education. The NSDL services project will leverage the substantial resources within NSDL, Multimedia Educational Resource for Learning and Online Teaching (MERLOT), and the Robert Noyce Scholar leadership community to create cost-effective and sustainable strategies to benefit a large cohort of the nation's Noyce Scholars. The intellectual merit of the project includes the use of the latest research on network communities of practice and web-based collaboration. The broader impacts of the project include the integration of NSDL services through MERLOT, which will enable locally developed expertise for teaching science and mathematics with NSDL resources in high need schools to be widely shared. NATIONAL SMETE DIGITAL LIBRARY ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Ambos, Elizabeth David Andrews California State University, Trustees CA Herbert H. Richtol Standard Grant 577389 7444 1795 SMET 9178 0116000 Human Subjects 0735014 January 1, 2008 MAISON: Middleware for Accessible Information Spaces on NSDL. Increased participation by the blind and sight impaired individuals in NSDL is resulting from the development of Middleware for Accessible Information Spaces on NSDL (MAISON). The software is enhancing the accessibility of NSDL, its internal and external resources, and existing services such as stand maps and community tools like blogs, wiki, and RSS newsfeeds by supporting user interaction through screen readers such as Window-Eyes, Dolphin and JAWS. MAISON is providing task oriented, individualized information exploration including information filtering, ranking and summarization. When accessing strand maps the user is listening and navigating through and across strand maps via hotkeys. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Candan, K. Selcuk Hasan Davulcu Terri Hedgpeth Hari Sundaram Qing Li Arizona State University AZ Curtis T. Sears Standard Grant 499970 7444 SMET 9178 0735633 July 1, 2007 On Engineering Education: The Role of the First Year. Engineering - Other (59) The goal of this project is to organize and host a workshop designed to share ideas on how best to transition students into engineering and to retain them through the first year. The workshop allows participants, who share a common interest in first-year engineering issues, to explore problems confronting all of them. The workshop contains interactive events and is organized to provide a significant portion of time for discussion among the participants and between the participants and the invited speakers and panel. Specifically, the workshop program enables participants: (1) to explore various approaches to engineering courses appropriate for the first year, (2) to develop a network of people with common interests, (3) to consider the characteristics of today's students and how they differ from those from a decade or two ago, (4) to discuss current technologies and their use for first year students, and (5) to examine diversity as it relates to engineering students. An assessment of each activity is planned using surveys at the end of the workshop and one year later. The broader impacts include the focus on diversity and retention and the involvement of a large number of faculty members from a wide range of institution types. CCLI-Phase 1 (Exploratory) DUE EHR Uhran, John University of Notre Dame IN Russell L. Pimmel Standard Grant 17875 7494 SMET 9178 0116000 Human Subjects 0736053 April 1, 2008 Creating and Assessing Effective Uses of Digital Outcrop Models in Undergraduate Geoscience Education. Geology (42) Visualization and spatial thinking are fundamental skills across the STEM fields. Digital outcrop models (DOMs) created with emerging technologies such as ground-based lidar (light detection and ranging) laser scanning are the basis of a major new advance in the geosciences, but we currently lack a full understanding of how such resources can be used as learning aids to support visualization and spatial thinking. This project is addressing this knowledge gap by studying the effectiveness of advanced visual aids in earth science education. Three-dimensional, interactive DOMs are being used to create several learning modules. An existing DOM of the Eocene Green River Formation in Utah is being used for the initial phase of research, and is complemented by additional lidar scanning to take advantage of recent critical advances in this technology. The learning exercises are being implemented in introductory level geology classes, and their utility is being measured by tracking student progress in visualizing geologic relations and improved conceptual understanding. A model for interdisciplinary collaboration is being established. The learning modules, with supplementary documentation for faculty users, are available in a standard freeware format via the internet (e.g., the National Science Digital Library). Assessment results are being disseminated and shared within the STEM, visualization, and geoscience education communities through publications and a topical session at a major national meeting. It is predicted that successful integration of uniquely interactive, photo-realistic DOMs with more traditional field methods and teaching approaches can improve the learning experience for large and diverse student groups in a range of classroom settings. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Johnson, Cari University of Utah UT Jill K. Singer Standard Grant 149941 7494 1536 SMET 9178 0736068 April 1, 2008 Re-Inventing the Electronic Materials Laboratory: Hands-on Deposition and Testing of Active Component Materials by Undergraduate Classroom Students. Engineering - Materials Science (57) The project is developing a new kind of electronics materials laboratory course in which students not only test electronic devices such as transistors, but also build them from their constituent materials. The team includes scientists and educators from Johns Hopkins University (JHU), Drew University, and Lancaster County Day School. Course modules are dealing with the major classes of materials and how to make and process them in ways that are simple enough to transfer to programs with minimal experience with device materials. Modules involve fabrication of electronic materials, processing them into the form in which they would be used as devices, testing the devices, and examining their use in circuits. They are using a combination of cutting-edge and traditional material technologies with only inexpensive, readily accessible equipment. The modules are being tested at JHU, but will also be "field-tested" at Drew University, a four-year institution with neither the extensive scientific infrastructure of JHU nor its base of graduate teaching assistants, and at the Lancaster Country Day School, a K-12 school that cooperates closely with the outreach program of the JHU MRSEC. Field test reports will be circulated widely in the scientific and science education literature. The evaluation effort with collaboration from the university's center for educational resources, is using an analysis of student products, focus groups, participant perception indicator surveys, and direct observations to monitor progress toward the project's outcomes. Broader impacts include the development of a relatively simple, inexpensive approach for an electronic materials laboratory, the dissemination of a laboratory handbook detailing the approach, and the testing at another undergraduate institution and at a high school. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Katz, Howard David McGee Jonah Erlebacher Johns Hopkins University MD Russell L. Pimmel Standard Grant 158200 7494 1536 SMET 9178 0116000 Human Subjects 0736271 May 1, 2008 Mathematics Across the Curriculum. The Mathematics Across the Curriculum (MAC) project is adapting curriculum and strategies for faculty development from NSF-funded projects at Edmonds Community College (0088149), Dartmouth College (9552462), and Alverno College (9653689). A total of 60 faculty (36 from the institution and 24 from other two-year colleges and high schools) are participating in the project. Project activities involve one or more of the following: (1) math faculty mentors assisting non-math faculty with integrating math into modules within their courses; (2) connected courses where math and non-math faculty from other disciplines design joint curriculum modules to be used in both courses; (3) service learning/civic engagement initiatives incorporated as part of course activities to strengthen student understanding of the ways in which mathematics is used to understand and solve problems within the larger community; and (4) design of interdisciplinary learning communities that integrate math and non-math courses. Intellectual Merit: The project goals are to: (1) strengthen students' quantitative literacy by providing opportunities across the curriculum to experience linkages between mathematics, other subject areas, and daily life; (2) provide training and support to faculty so that they can create modules, connected courses, and learning communities that highlight mathematics dimensions within their disciplines; (3) create a college-wide culture that acknowledges the value of Mathematics Across the Curriculum; and (4) share strategies, curriculum and results with other faculty across the region and nation. Project activities include summer institutes to provide faculty with initial training, ongoing consultation as initiatives are implemented, annual end-of-semester retreat to review outcomes, assessment and evaluation, and regional and national dissemination. It supports the achievement of the college's new institutional student learning outcomes related to critical thinking and communication. It also offers additional strategies to address high numbers of students failing or not completing developmental math courses at the college. Broader Impact: The project is assuring that students can not only utilize mathematical skills in the workplace, but also can analyze, understand, and discuss a range of mathematical, scientific, and cultural issues that impact their lives and communities. By learning mathematics in the context of issues that are meaningful to them, students gain lifelong quantitative literacy and numeracy skills. Because faculty model best practices in mathematics instruction and there are a large number of preservice teachers at the college, the project also impacts those preparing for teaching careers, the vast majority of whom will teach at the preK-12 level. This project increases opportunities for many minority students to achieve math competencies in both developmental and required college-level courses, to obtain a certificate or associate degree, and to transfer to a four-year college and/or enter the workforce. In years two and three, faculty from other colleges and high schools also develop MAC projects for their institutions. While the three-year student impact is projected at 1500 students, the long-term impact on numbers of students will be even greater as faculty continue to infuse mathematics across the curriculum. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Hay, Carol Jessie Klein Middlesex Community College MA Ginger H. Rowell Standard Grant 149991 7494 1536 SMET 9178 0116000 Human Subjects 0736292 July 15, 2008 Development of thematic modular laboratory experiences for incorporating problem-based learning into the undergraduate analytical chemistry curriculum at Butler University.. Chemistry (12) This project is adopting a modified problem-based learning (PBL) approach for delivery of analytical chemistry courses at Butler University. It is being implemented within a framework that utilizes multiple, theme-based modular courses. Major components of the framework include: identification of scientific problems through chemical literature and other sources, solving the problems with multiple analytical techniques, analyzing and communicating the results in written and orals forms. These are being carried out through team work and open-ended inquiry-based projects using techniques such as LC-MS, GC-MS, IC-Conductivity, ICP-MS, ICPOES, FT-IR, Luminescence spectrometry and NMR. Modular courses with focus on separation science, forensic analysis, environmental analysis, biochemical analysis and service learning (geared towards K-12 education) are being developed, implemented and evaluated. Each module develops gradually through the semester with students' responsibilities increasing as the semester progresses. This approach is being used for (a) facilitating in-depth training on the whole analytical process while providing hands-on experience with multiple analytical instruments, (b) promoting and developing connections between multiple scientific disciplines, and (c) stimulating students to develop interest in solving scientific problems. Furthermore, both formative and summative methods are being developed to assess learning outcomes. The project also offers instrumental resources for research and teaching of courses in other areas of chemistry as well as other disciplines. Information on the structure and implementation of this multi-modular theme-focused PBL approach is being shared through organized workshops at national and regional meetings and also through publications in peer-reviewed journals. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Samide, Michael Olujide Akinbo Jody Britten Butler University IN Bert E. Holmes Standard Grant 150000 7494 1536 SMET 9178 0116000 Human Subjects 0736343 August 1, 2008 Collaborative Research: Commonsense Computing: What students know before we teach. Computer Science (31) This collaborative project, involving six institutions, is identifying the preexisting knowledge students have about computer science topics prior to their starting a first course in computing. Identifying these preconceptions can be used to inform and transform introductory computer science instruction by helping students to learn new concepts within the contexts of their preconceptions. Topics to be explored include: conditional expressions, search, user-interface design and evaluation, and concurrency. CCLI-Phase 1 (Exploratory) DUE EHR VanDeGrift, Tammy University of Portland OR Victor P. Piotrowski Standard Grant 22160 7494 SMET 9178 0116000 Human Subjects 0736495 April 1, 2008 TExTs for the 21st Century. Engineering (53) This project is transforming the delivery of STEM education by replacing the textbook and lecture mode of teaching with a kit that is just as easy for an instructor to use and which encourages multiple forms of active learning. The primary deliverable for this project is a Toolkit for Exceptional Teaching (TExT) for the 21st century (to replace the current textbooks). A TExT, as defined here is a complete and integrated package that not only facilitates information transfer, but also the implementation of active learning and other teaching methods that are proven to be effective. It does this by shifting the information transfer process outside the classroom via a full set of written, audio and video materials. It then provides a complete and integrated set of active learning tools with lesson plans for the instructor that can be used during class time so that students begin learning the material with direct guidance from their teacher. The lesson plans that accompany each active learning tool are sufficiently detailed that a teacher who is not well versed in the education literature can nonetheless implement these improved teaching/learning methods with no more effort than they formerly invested in preparing their lecture notes. Of course, many will wish to improve these tools or create new ones, and this project is encouraging that activity in order to build a community of scholars in the field of the TExT who are working on its continual improvement, assessment, and expansion. This project is a prototype that, if successful, could serve as a model for TExTs across the STEM curricula. The TExT is a complete toolkit; it also provides resources for continued independent learning outside the classroom, tools for assessment, and tools for delivery. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Lund, Carl SUNY at Buffalo NY Lance C. Perez Standard Grant 150000 7494 1536 SMET 9178 0736504 July 15, 2008 Redesigning Introductory Chemistry: A Student-Driven Model Curriculum. Chemistry (12) This project is reordering the topics and courses in the first two years of the chemistry curriculum to better meet the needs of students and their programs. The first year of the new curriculum introduces two one-semester courses in organic chemistry, replacing the scattered topics of the current two-semester general chemistry course with a central theme of the relationship between chemical structure and function/reactivity. More mathematical and theoretical concepts are delayed to inorganic and analytical chemistry courses in the second year, after students have mastered molecular concepts. The expected outcomes of this project include improved retention and progression of students in Science, Technology, Engineering and Mathematics(STEM) fields, along with improved performance in chemistry. Students in both traditional and revised curricula are being tracked for performance, attitudes towards chemistry and science, and retention in STEM majors. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Kahlow, Michael David Rusterholz Barbara Nielsen Ross Jilk University of Wisconsin-River Falls WI Bert E. Holmes Standard Grant 149994 7494 1536 SMET 9178 0116000 Human Subjects 0736511 September 1, 2008 Einstein in Hollywood: Capturing the Scientific Minds of Young Movie Buffs. Physics (13) This project uses popular media (movies and television) in the physics classroom to demonstrate the application of physics principles. The products of the project include a 2-disc DVD set with more than one hundred 3-5 minute clips from movies and television shows that are familiar to most students. Accompanying each clip is an activity sheet and lesson plan that contributes to the student's understanding of a particular physics principle generally taught in college and high school physics courses. These materials are being broadly disseminated via the internet or other media for use in both high school and college/university classrooms. EXP PROG TO STIM COMP RES CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Young, Chadwick Nicholls State University LA John F. Mateja Standard Grant 39111 9150 7494 1536 SMET 9178 9150 0116000 Human Subjects 0736538 April 15, 2008 Curricular Enhancement of the Sciences through the Vertical Integration and Interdisciplinary Applications of GCMS. Chemistry (12) GC-MS instrumentation is being vertically integrated throughout the curriculum to expand the learning experiences of students as well as faculty members in a wide variety of course offerings and in undergraduate research projects. Through hands-on operation of the instrument, method development exercises and novel inquiry-based experimentation, the depth at which students understand core chemical principles as well as their critical-thinking and problem-solving skills is advanced. Novel experiments and experiments adapted and modified from the literature are being used, and they increase in complexity as students proceed from basic chemistry to the more advanced level courses. A capstone research course is providing an interdisciplinary real-world exposure to a versatile analytical instrumental method and by reinforcing through experimentation the theory behind GC-MS is increasing the depth of students' understanding of chemistry and allowing them to see the interconnections amongst related fields of study. Interdisciplinary approaches to the sciences are thought to improve critical thinking skills by requiring students to draw on knowledge from multiple disciplines to solve a problem. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Zook-Gerdau, Lois Deepamali Perera Paul Szalay Eric Schurter Muskingum College OH Curtis T. Sears Standard Grant 136276 7494 1536 SMET 9178 0116000 Human Subjects 0736548 March 15, 2008 Undergraduate RF Microwave Engineering Laboratory Project. Engineering - Electrical (55) This project is developing an undergraduate laboratory environment that incorporates cooperative learning with structured problem solving. The PI is creating ten laboratory exercises for utilizing RF and microwave equipment to support two existing lecture courses. Cooperative learning is a well-known method for engaging students in an active learning process that can improve a student's problem solving skills, individual accountability, and team work. The changes in these courses should not only enhance student learning but also increase the number of students enrolling in these courses and hence the number of graduates, particularly African-American graduates, with experience in the RF and microwaves area to meet important shortages in industry. The evaluation effort includes the collection of both quantitative and qualitative data using multiple assessment strategies. Dissemination activities are based on publishing the project's methods and data in appropriate engineering education journals and on a focused outreach effort for HBCUs involving a workshop for interested faculty. Broader impacts include the dissemination of the material, particularlyto HBCUs and the increased participation of African-American students in the field. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Reece, Michel Morgan State University MD Russell L. Pimmel Standard Grant 124552 7494 1536 SMET 9178 0116000 Human Subjects 0736552 June 1, 2008 Collaborative Research: Alice +=Java. Computer Science (31) The project is a collaboration involving St Joseph's University, Ithaca College, and Carnegie-Mellon University. It is integrating Alice, which is a high-impact, high-interest program visualization environment, into the first computer science course. Previous work has provided evidence that this approach can significantly improve achievement and retention of high-risk CS-majors during their first year. The project team is developing instructional materials, including a textbook, laboratory exercises, and lecture/demonstration slides, for teaching the first computer science course using this integrated approach. The major emphasis is using visualization to teach a strong core of fundamental programming concepts and problem-solving techniques in an object-oriented, interactive environment. The effort addresses the high attrition rate of CS-majors during their first year of study, and the investigators are collecting data to determine whether using Alice in the first computer science course reduces the first-year attrition rate. Evaluation efforts include peer reviews, student attitudes and focus groups, attitude surveys, and retention statistics for formative and summative evaluation. The investigators are making all materials available online and disseminating their approach and results through journal articles and presentation at SIGCSE, ITiCSE, FIE, CHI, HCC, and CIT and, for community college faculty, at the Conference for Information Technology and Innovations Conferences, and finally at several Prentice Hall Information Technology (PHIT) Conferences. They also are planning to produce a textbook and create an online community. Broader impacts focus on the wide dissemination of their instructional materials. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Dann, Wanda Ithaca College NY Russell L. Pimmel Standard Grant 50003 7494 1536 SMET 9178 0116000 Human Subjects 0736572 August 1, 2008 Collaborative Research: Commonsense Computing: What students know before we teach. Computer Science (31) This collaborative project, involving six institutions, is identifying the preexisting knowledge students have about computer science topics prior to their starting a first course in computing. Identifying these preconceptions can be used to inform and transform introductory computer science instruction by helping students to learn new concepts within the contexts of their preconceptions. Topics to be explored include: conditional expressions, search, user-interface design and evaluation, and concurrency. CCLI-Phase 1 (Exploratory) DUE EHR McCartney, Robert University of Connecticut CT Victor P. Piotrowski Standard Grant 27058 7494 SMET 9178 0116000 Human Subjects 0736592 July 1, 2008 Inquiry-based Introductory Astronomy Using a Robotic Telescope. Astronomy (11) The project is developing, implementing, and disseminating introductory-level, inquiry-based astronomy laboratory exercises and lecture materials that highlight and utilize images and data taken with a robotic telescope. The Northwest Indiana Robotic (NIRo) Telescope provides the tool around which the introductory astronomy curriculum at Purdue University Calumet (PUC) is based. It also provides a platform for high-quality undergraduate research, a robust primary education component, and numerous community outreach opportunities in cooperation with the Lake County Parks and Recreation Department (LCPRD) and the Calumet Astronomical Society (CAS). Intellectual Merit: The NIRo Telescope is improving the astronomy and physics curricula at PUC and will add to the body of current astronomical knowledge through high-quality research. NIRo enables a complete revision of the introductory astronomy courses at PUC, integrating inquiry-based learning and more closely linking the lecture and laboratory components. Introductory-level undergraduates gain direct access to state-of-the-art equipment and astronomical data, new laboratory experiments including observation sessions, and on-site visits. In addition, there is a new, upper-level course in modern observational techniques and several additions to the advanced laboratory course for physics majors. The observatory supports ongoing student observing campaigns to monitor the variability of quasars, of blue stragglers in open clusters, and of exoplanet transit events. Broader Impact: The observatory has a broader impact on astronomy educational objectives at PUC and through community outreach. A portion of the time and manpower for the NIRo project goes towards the development of a primary education program in conjunction with PUC School of Education professors. The data products of the observational campaigns are being developed into curricula and learning materials in line with the Indiana Earth and Space Science curricula for grades 6-8. This is the first project to specifically target primary science education through the use of a research-grade, automated telescope. The data, images, and research results are maintained on a dedicated website, allowing for a much larger audience to take advantage of this opportunity. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Slavin, Shawn Adam Rengstorf Purdue University IN Duncan E. McBride Standard Grant 149956 7494 1536 SMET 9178 0116000 Human Subjects 0736595 June 15, 2008 Motivation, self-direction, and competency development: A new toolkit for 21st century undergraduate engineers. Engineering - Other (59) This project is investigating the connections between two pedagogical approaches, increased student autonomy and disciplinary integration, and the desired improvement of student motivation, competency development, and self-directed learning abilities in an undergraduate engineering environment. The project is leveraging a previously developed integrated course block, titled Paul Revere: Tough as Nails, that combines material science and history of technology topics, and examining pedagogical issues rather than course content. The research is answering the following four questions: Do integrated and self-directed project environments increase student motivation? Do disciplinary integration and autonomy in projects foster students' development as self-directed learners? Does disciplinary integration increase broad competency development or technical performance? Do integration and learner autonomy produce gender-specific changes in motivation, attitudes, self-perceptions, competency development, and self-directed learning? The results from this research project are being widely disseminated to a diverse audience through active collaborations, workshops, and publications. CCLI-Phase 1 (Exploratory) DUE EHR Stolk, Jonathan Robert Martello Franklin W. Olin College of Engineering MA Sheryl A. Sorby Standard Grant 149439 7494 SMET 9178 0116000 Human Subjects 0736603 June 1, 2008 System Dynamics Measurements and Experimentation at Home. Engineering - Mechanical (56) This project focuses on significantly improving the understanding of system dynamics concepts among undergraduate students. The targeted goals of the project include: 1) development of instructional material in the form of take-home software and hardware kits for additional concept experimentation outside of the classroom and laboratory environments; 2) increasing student critical thinking skills through augmented experimentation of course concepts; and 3) increasing the retention of engineering students who currently have limited interaction in laboratory courses due to extraneous factors. Junior and senior level Mechanical Engineering students and courses benefit from this new curriculum enhancement. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Jouaneh, Musa William Palm University of Rhode Island RI Lesia L. Crumpton-Young Standard Grant 149837 7494 1536 SMET 9178 9150 0116000 Human Subjects 0736604 March 15, 2008 Collaborative Research: EFFECTIVE: Exploring a Framework for Evaluating Courses on Technology in Various Environments. Engineering - Other (59) Technological literacy for the general population is increasingly viewed as a necessity in a technological society. Citizens must understand what technology is, how it works, how it is created, how it shapes society, and how society influences technological development if they are to make informed decisions and choices. At a workshop sponsored by the National Science Foundation and the National Academy of Engineering, a framework for the design and evaluation of technological literacy courses emerged and the framework for technological literacy courses guides and informs this project. The project is refining and validating the framework and developing courses and modules based on it. A repository of technological literacy materials based on the framework is being established through this project that is easily accessible to those who wish to teach technological literacy courses across the nation. The resulting tools and teaching strategies are being disseminated broadly so that universities and community colleges can establish and evaluate technological literacy courses on their respective campuses. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Simpson, Timothy Pennsylvania State Univ University Park PA Sheryl A. Sorby Standard Grant 59581 7494 1536 SMET 9178 0736615 March 15, 2008 Collaborative Research: EFFECTIVE: Exploring a Framework for Evaluating Courses on Technology In Various Environments. Engineering - Other (59) Technological literacy for the general population is increasingly viewed as a necessity in a technological society. Citizens must understand what technology is, how it works, how it is created, how it shapes society, and how society influences technological development if they are to make informed decisions and choices. At a workshop sponsored by the National Science Foundation and the National Academy of Engineering, a framework for the design and evaluation of technological literacy courses emerged and the framework for technological literacy courses guides and informs this project. The project is refining and validating the framework and developing courses and modules based on it. A repository of technological literacy materials based on the framework is being established through this project that is easily accessible to those who wish to teach technological literacy courses across the nation. The resulting tools and teaching strategies are being disseminated broadly so that universities and community colleges can establish and evaluate technological literacy courses on their respective campuses. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Krupczak, John Hope College MI Sheryl A. Sorby Standard Grant 92474 7494 1536 SMET 9178 0116000 Human Subjects 0736631 January 1, 2008 Design and Evaluation of a Human Anatomy and Physiology Curriculum with Understanding by Design. Biological Sciences (61) This project is using the curricular design approach of Understanding by Design (UbD) to determine if UbD improves learning of human anatomy and physiology. The UbD approach is synthesized from current learning theory in cognitive psychology and uses a three step, backwards design process. Guidelines established for devising curricula using UbD's backwards design process are being followed to design units for the skeletal and muscular systems. Three local faculty and a science education researcher are serving as peer reviewers of each unit and the action research design plans. The action research studies evaluate student engagement, effects on learning, and administration of a curriculum using UbD. The study triangulates across three types of data (observing, interviewing, and examining documents and other sources) collected at multiple time points, and the study population consists of students enrolled in two anatomy and physiology lecture sections. One of the long-term goals of this project is to develop a network of local, regional, and national human anatomy and physiology educators working in a continuous improvement cycle to ascertain if UbD is effective in improving learning of human anatomy and physiology. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Lehning, Ellen Jamestown Community College NY Linnea A. Fletcher Standard Grant 105785 7494 1536 SMET 9178 0116000 Human Subjects 0736639 January 1, 2008 Using cell lines as a model for stem cell biology in an undergraduate environment. Biological Sciences (61) Intellectual Merit: Using readily-accessible cell lines (such as PC12 and L6) that can be differentiated in vitro under controlled conditions, this project is developing an integrated experience in undergraduate cell biology laboratories that models research in stem cell biology. Specifically, this project is: (1) improving the level of scientific comprehension of students by developing student-centered active learning activities within the affected cell biology course; (2) expanding opportunities for students to complete independent faculty-student laboratory research in the field of cell biology; and (3) developing student and instructor lecture and laboratory manuals that can be used by others. This project adapts for cell biology the approach developed under a previous NSF grant (9950735) that successfully enhanced training, comprehension, and research opportunities for students in the neurosciences. In addition to the course-related training and as an outgrowth from it, students are becoming involved in independent empirical laboratory research projects, presenting their results at local and national meetings, and contributing as co-authors in submissions to peer-reviewed scientific journals. Broader Impact: This project addresses an important goal in undergraduate education in the life sciences, to challenge students to think as scientists, rather than as technicians both within and outside of the university. The detailed student and instructor manuals provide an easy-to-follow plan for presenting students with topics on the role of science and technology in society, cell biology, stem cell technology, and experimental research through collaborative learning activities in both the classroom and the laboratory setting. Arcadia University participates in a TRIO/McNair Partnership Program to recruit and encourage students from underrepresented groups to prepare for advanced graduate studies. Biology faculty members are currently involved in providing scientific content to students in Arcadia University's teacher education programs, workshops for continuing education of current K12 teachers, and faculty development for science faculty at local universities. This project helps to advance that work. CCLI-Phase 1 (Exploratory) DUE EHR Rose, Wesley John Hoffman Arcadia University PA Terry S. Woodin Standard Grant 35900 7494 SMET 9178 0116000 Human Subjects 0736643 June 1, 2008 Incorporating Usable Security Concepts into Computer Science Curriculum. Computer Science (31) This project is developing learning materials and hands-on exercises relating to usable privacy and security to be incorporated into the undergraduate computer science curriculum. These materials are designed to help students understand how human factors are increasingly being exploited to defeat security and how to detect and prevent such attacks. The materials are peer reviewed and designed for easy adoption by other educational institutions, including adoption in non-major settings. Instead of creating a separate course to cover usability issues, the project shows how to incorporate these materials into existing courses. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR George, Binto Anna Valeva Western Illinois University IL Victor P. Piotrowski Standard Grant 147549 7494 1536 SMET 9178 0116000 Human Subjects 0736644 June 1, 2008 Lurch: Software for Teaching Mathematical Proofs. Mathematical Sciences (21) This project is constructing Lurch, a free software application for use in courses that involve rule-based symbolic manipulation, including but not limited to mathematical proofs. Lurch is a mathematics editor in which instructors choose rules and theorems for their students to use. It then allows students to manipulate expressions only according to those rules. Lurch is undergoing testing in a variety of courses at several institutions, with assessment of the outcomes and user experiences performed in each. After each course, a focus group is being held to encourage dialog and brainstorming between users and developers. An advisory panel of professors with expertise in science, technology, engineering, and mathematics (STEM) education and educational software is regularly reviewing and advising on both design and assessment. Intellectual Merit: Under a customizable, extensible infrastructure, Lurch gives users control over arbitrary notation, definitions, rules, and their applications, thereby creating a new way to do mathematics on a computer. Lurch defaults to standard notation and conventions, but is customizable. It includes libraries of foundational rules and theorems (e.g., logic, algebra), to which users can add definitions, axioms, and theorems from their area (e.g., geometry, real analysis). Homework done in Lurch is easy to grade because Lurch verifies both the syntax and the reasoning. Research on student learning using technology affirms the pedagogical principles in the design. Broader Impact: Dissemination includes faculty and selected student users speaking at both local and national conferences and a minicourse at a national meeting. Because a strong user community is integral to dissemination and long-term stability, instructors who have tested Lurch in their classes are being encouraged to report about their experiences at local conferences. The project is assisting instructors with adoption and adaptation and establishing and proactively growing an online community for sharing materials and ideas among instructors and students across the U.S. and worldwide. Lurch is being released as an open-source package, at no cost to users, for Windows, Macintosh, and Unix systems. Better educational tools make theoretical courses accessible to a wider audience and can therefore increase the number of students taking upper-division STEM courses. Lurch is not only for proof-based courses; many computational activities can benefit from the computer-verified, step-by-step approach Lurch makes possible. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Carter, Nathan Kenneth Monks Bentley College MA Daniel P. Maki Standard Grant 130552 7494 1536 SMET 9178 0116000 Human Subjects 0736653 July 15, 2008 Collaborative Enhancement of Science Education with Inquiry-Based GCMS Experiments. Chemistry (12). This collaborative project is using the acquisition of a GC/MS instrument to develop project-based laboratory experiments that use guided-inquiry learning experiences to integrate research and education as well as to provide interdisciplinary applications. The experiments are focusing on: (1) the identification of odoriferous organosulfur compounds in Citrus paradisi (grapefruit); (2) the analysis of volatile components of wines, perfumes, and spices; (3) the quantitative determination of orotic acid in urine; and (4) an interdisciplinary experiment relating the odor constituents of Bignonia capreolata (Louisiana crossvine). The laboratory experiences include participating in research projects such as: (a) the GC/MS determination of organic compounds in Sibley Lake (adjacent to NSU) as part of a broader project to monitor surface water quality in northern Louisiana lakes; (b) the investigation of Louisiana crossvine scent includes research into which constituents attract which pollinators and other interdisciplinary field studies; and (c) the quantitative determination of orotic acid in urine is part of a broader investigation of GC/MS applications in clinical chemistry. The broader impact of the project includes the integration of research and education for science majors, non-science majors, and K-12 students. The project also enhances the infrastructure for research and education by providing modern scientific instrumentation to stimulate research and educational collaborations among several institutions in northern Louisiana that have significant numbers of underrepresented students. The evaluation and dissemination plan is providing a model for how guided inquiry, research experiences, and collaboration can be used to augment the STEM skills in a large and diverse group of current and future STEM educators, professionals, and students. EXP PROG TO STIM COMP RES CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Bezoari, Massimo Margaret Cochran Darrell Fry Barry Hester Elaine Cox Northwestern State University Louisiana LA Eileen L. Lewis Standard Grant 199912 9150 7494 1536 SMET 9178 9150 0116000 Human Subjects 0736655 June 15, 2008 Redevelopment of the Manufacturing Systems Course/Laboratory Content and Development of Learning Material based on Student Motivational Value Styles (MVS). Engineering - Other (59) To respond to the challenge of reforming engineering education to produce future graduates who are innovative and creative, course instructional materials and learning activities are being developed based on students' motivational value styles. This project focuses on using the Strength Deployment Inventory (SDI) Assessment Tool with students to measure multiple factors and then use this data to drive the development of classroom teaching techniques and practices. This strategy is initially being explored within a Manufacturing Systems Course and Laboratory for juniors and seniors within Industrial and Mechanical Engineering. Using the SDI enhancement within the course and laboratory provides an excellent opportunity for assessing performance changes resulting from introducing individualized strategies of motivating students to learn the principles of manufacturing systems. CCLI-Phase 1 (Exploratory) DUE EHR Chase, Bradley University of San Diego CA Lesia L. Crumpton-Young Standard Grant 74825 7494 SMET 9178 0116000 Human Subjects 0736660 March 15, 2008 Pedagogical Content Knowledge and STEM Teacher Preparation. Mathematical Sciences (21) This project is researching and developing a full year course for STEM undergraduates preparing for secondary mathematics teaching. The course integrates carefully structured problem solving activities, video case studies of children learning mathematics, academic readings, and discussions. Undergraduates are asked to reconsider the mathematical content of grades 4 -12 and then be ready to conceptualize the mathematical development of a student in these grades. This type of study results in early forms of pedagogical content knowledge, where content knowledge is blended with an understanding of how students' cognition develops. While analyzing their own work and that of grade 4-12 students, undergraduates pay specific attention to the representations, strategies, language, and big ideas that mark critical transitions in mathematical development. The project's research is analyzing the abilities of undergraduates to understand these components, their ability to understand and interpret children's mathematical thinking, and iteratively develop learning sequences upon which courses of this type can be based. Intellectual Merit: The project builds upon prior research on the teacher professional continuum, and is broadening understanding of the development of teachers during their critical pre-service years as university students. The undergraduates study the important mathematical ideas, cognitive obstacles, strategies, models, and language that surface in middle school and secondary mathematics. A number of recently developed video materials allow users to examine these issues in great detail and enable them to view and study children engaged in authentic classrooms. The project will provide an understanding of to what extent, where, and how such material can best be used in the undergraduate curriculum. Broader Impact: The shortage of secondary mathematics and science teachers is a continuing national concern and as a result, programs designed to move undergraduates more quickly into teaching are receiving increased attention. It is important for STEM undergraduates to connect their study of mathematics with the study of teaching and learning, and for collegiate educators to develop research and disseminate approaches that enhance their preparation. In addition, many state standards are requiring more rigorous material (including algebra) in grades 4-8 than in the past and it is important for teachers to incorporate higher level reasoning in their instruction. This project addresses these issues through research, development, and dissemination of instructional approaches that link STEM undergraduates' learning of content to critical themes in grade 4-12. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Jacob, William Carl Lager University of California-Santa Barbara CA Daniel P. Maki Standard Grant 149995 7494 1536 SMET 9178 0116000 Human Subjects 0736662 July 15, 2008 NMR Spectroscopy: A Tool for Infusing Experiential Investigation into the Community College Chemistry Curriculum. Chemistry (12) A 60 MHz continuous wave nmr is being upgraded to a FT instrument with C-13, P-31 and other nuclei capabilities for use throughout the chemistry curriculum. The improvement in nmr capabilities allows the incorporation of more inquiry-based laboratories and hands-on experience with the acquisition of nmr data and the elucidation of chemical structures. The instrument is being used in both the science major's course sequence track of general, organic and biochemistry and in the non-science major's track of general and organic/biochemistry courses intended for such health care pre-professionals as nursing, dental hygiene and radiation technology. In all courses the Process Oriented Guided Inquiry laboratory (POGIL) mode of instruction is being implemented. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Martino, Paul Janice Alexander Todd Morstein Lynette Johnson Flathead Valley Community College MT Curtis T. Sears Standard Grant 119318 7494 1536 SMET 9178 9150 0116000 Human Subjects 0736666 May 1, 2008 Collaborative Research: Six Short Weeks: A Classroom Strategy for Supporting Undergraduate Research in Mathematical Biology. Mathematical Sciences (21) A team of researchers from Seattle Central Community College, California State University Monterey Bay, and Dartmouth College are developing a mathematical biology course, text, and supporting interactive software that are designed to succeed across these diverse institutions. The course and the materials are aimed at students with only one term of calculus preparation and a strong interest in premedical studies. All course materials lead to modeling problems of current medical or ecological interest in Sub-Saharan Africa. The goal for the complete course is that students should be able to read the research literature after six weeks of instruction and conduct their own research. In addition the materials are being designed so that they may also be integrated into existing calculus courses. A formative evaluation of student responses at all three institutions ensures that the materials are revised to meet the needs of a diverse student body. Intellectual Merit: The project is addressing the need to provide a mathematical biology experience to students who are not mathematics majors. Students who are preparing for a career in medicine are not always exposed to the tools required to read the professional literature in a critical way. These new materials seek to engage students with interesting and relevant modeling problems that allow them to integrate undergraduate research into their coursework. The combination of a compelling subject, an undergraduate research experience, and a dynamic interactive classroom experience serves as a useful prototype for the mathematical education of science, technology, engineering, and mathematics (STEM) majors. Broader Impacts: The course and materials being developed in the project draw the attention of students to topics of current concern. Global heath issues, environmental issues, and the context in which these occur help students to understand that biology is about more than being in the laboratory, and that mathematics is about more than routine calculation. The collaborations between two and four-year institutions, between public and private institutions, and between biologists and mathematicians, allow these materials to serve a broad diversity of student populations. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Esselstein, Rachel California State University Monterey Bay Foundation CA Daniel P. Maki Standard Grant 11996 7494 1536 SMET 9178 0116000 Human Subjects 0736671 February 1, 2008 Collaborative Research: Genomics as the Foundation of a New Undergraduate Curriculum. Biological Sciences (61) Arizona State University in collaboration with Mesa Community College and Seattle Pacific University is implementing a genomics-focused, research-based approach for teaching the core biological science classes. The intellectual merit of this project is that the courses involved teach critical concepts and skills by integrating all courses into a large, highly collaborative genomics research project that involves multiple schools and educational levels. The program is interdisciplinary, consisting of courses in which bacterial genome projects are initiated, completed, and published over the course of several semesters. The course work is itself a research project, and the students learn all of the necessary skills and concepts as each new stage of the project requires a new level of expertise. Many students also initiate individual research projects to follow-up their classroom work. This method of teaching was developed by PI Slater and his collaborator Dr. Goodner when they sequenced the Agrobacterium tumefaciens genome (Goodner et al.,Science. 294:2323, the latter publication had over a dozen undergraduates as coauthors) and has since been very successfully implemented by Dr. Goodner and his colleagues at Hiram College (Goodner et al., ASM News. 69:584). The approach includes integration of a laboratory robotics component and extends an ongoing collaboration with Mesa Community College. The broader impacts of this proposal include improved articulation of efforts between the university and a local community college district, improved recruitment and retention of students in STEM fields, a focused effort on minority recruitment, significant contributions by undergraduate students to the scientific literature, and graduates with a rich set of intellectual, technical and communications skills. Detailed materials are being produced and communicated to educators from other institutions. CCLI-Phase 1 (Exploratory) STEM TALENT EXPANSN PGM (STEP) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Rhoads, David Thomas Sugar Ward Brady Arizona State University AZ Terry S. Woodin Standard Grant 151867 7494 1796 1536 SMET 9178 0116000 Human Subjects 0736678 May 1, 2008 COLLAB RES: Six Short Weeks: A Classroom Strategy for Supporting Undergraduate Research in Mathematical Biology. Mathematical Sciences (21) A team of researchers from Seattle Central Community College, California State University Monterey Bay, and Dartmouth College are developing a mathematical biology course, text, and supporting interactive software that are designed to succeed across these diverse institutions. The course and the materials are aimed at students with only one term of calculus preparation and a strong interest in premedical studies. All course materials lead to modeling problems of current medical or ecological interest in Sub-Saharan Africa. The goal for the complete course is that students should be able to read the research literature after six weeks of instruction and conduct their own research. In addition the materials are being designed so that they may also be integrated into existing calculus courses. A formative evaluation of student responses at all three institutions ensures that the materials are revised to meet the needs of a diverse student body. Intellectual Merit: The project is addressing the need to provide a mathematical biology experience to students who are not mathematics majors. Students who are preparing for a career in medicine are not always exposed to the tools required to read the professional literature in a critical way. These new materials seek to engage students with interesting and relevant modeling problems that allow them to integrate undergraduate research into their coursework. The combination of a compelling subject, an undergraduate research experience, and a dynamic interactive classroom experience serves as a useful prototype for the mathematical education of science, technology, engineering, and mathematics (STEM) majors. Broader Impacts: The course and materials being developed in the project draw the attention of students to topics of current concern. Global heath issues, environmental issues, and the context in which these occur help students to understand that biology is about more than being in the laboratory, and that mathematics is about more than routine calculation. The collaborations between two and four-year institutions, between public and private institutions, and between biologists and mathematicians, allow these materials to serve a broad diversity of student populations. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Hartzler, Rebecca Bryan Johns Wendy Rockhill Joshua Whorley Seattle Central Community College WA Daniel P. Maki Standard Grant 49964 7494 1536 SMET 9178 0116000 Human Subjects 0736697 June 1, 2008 Collaborative Research: Alice += Java. Computer Science (31) The project is a collaboration involving St Joseph's University, Ithaca College, and Carnegie-Mellon University. It is integrating Alice, which is a high-impact, high-interest program visualization environment, into the first computer science course. Previous work has provided evidence that this approach can significantly improve achievement and retention of high-risk CS-majors during their first year. The project team is developing instructional materials, including a textbook, laboratory exercises, and lecture/demonstration slides, for teaching the first computer science course using this integrated approach. The major emphasis is using visualization to teach a strong core of fundamental programming concepts and problem-solving techniques in an object-oriented, interactive environment. The effort addresses the high attrition rate of CS-majors during their first year of study, and the investigators are collecting data to determine whether using Alice in the first computer science course reduces the first-year attrition rate. Evaluation efforts include peer reviews, student attitudes and focus groups, attitude surveys, and retention statistics for formative and summative evaluation. The investigators are making all materials available online and disseminating their approach and results through journal articles and presentation at SIGCSE, ITiCSE, FIE, CHI, HCC, and CIT and, for community college faculty, at the Conference for Information Technology and Innovations Conferences, and finally at several Prentice Hall Information Technology (PHIT) Conferences. They also are planning to produce a textbook and create an online community. Broader impacts focus on the wide dissemination of their instructional materials. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Hodgson, Jonathan St Joseph's University PA Russell L. Pimmel Standard Grant 50636 7494 1536 SMET 9178 0116000 Human Subjects 0736700 August 1, 2008 Collaborative Research: Commonsense Computing: What students know before we teach. Computer Science (31) This collaborative project, involving six institutions, is identifying the preexisting knowledge students have about computer science topics prior to their starting a first course in computing. Identifying these preconceptions can be used to inform and transform introductory computer science instruction by helping students to learn new concepts within the contexts of their preconceptions. Topics to be explored include: conditional expressions, search, user-interface design and evaluation, and concurrency. CCLI-Phase 1 (Exploratory) DUE EHR Lewandowski, Gary Xavier University OH Victor P. Piotrowski Standard Grant 22476 7494 SMET 9178 0116000 Human Subjects 0736701 July 15, 2008 An Innovative Guided Inquiry Laboratory Course Integrating Analytical and Biochemistry for Enhanced Student Learning. Chemistry (12) This project is designing and implementing an innovative laboratory course that integrates components of a sophomore analytical chemistry course with a first-semester biochemistry course. It focuses on student learning in four phases, combining directed and guided inquiry (GI) strategies with individual and team accountability in two weekly periods of progressively more complex and challenging laboratory sessions. The amount and type of learning support varies as the course proceeds. The protein cytochrome c (Cyt c) is selected as a central unifying theme, since it has been successfully used in undergraduate biochemistry curricula. Phase 1 adapts a set of experiments from the existing analytical course and the literature (about 12 laboratory periods). Students, working in pairs, are introduced to analytical equipment and techniques, Cyt c, and the expectations of a GI work environment. Phase 2 assigns students to learning teams and moves through a set of GI, project-based laboratories (about 9 periods). The students work at their own pace to apply the analytical techniques from Phase 1 to protein isolation, analysis, and characterization. Phase 3 allows the teams more independence in laboratory design, as they choose one of two final GI projects ( about 4 periods) incorporating molecular biology techniques, to study either oxidative damage of DNA by Cyt c or DNA isolation and sequencing of Cyt c. Phase 4 provides a capstone experience in which teams make presentations of research results (about 2 periods) to demonstrate their research expertise. The laboratory work is supported by the acquisition of an HPLC, a steady-state fluorimeter, and chromatography cabinets. Student learning is assessed at 5 stages, including entry-level, periodically during the course, at the end of the course, during their senior year, and post graduation. Assessments examine such learning outcomes as application of concepts, retention of content knowledge, retention and confidence in laboratory manipulative skills, use of scientific reasoning skills and higher-order cognition, and attitudes about methods and use of scientific research. Intellectual Merit: This innovative course design offers a unique opportunity for student learning in chemistry. Courses offering team-learning experiences and GI more realistically model the contemporary science workplace and actively engage students, and are expected to lead to greater student ownership of the learning process, increased content retention, and increased interest in a scientific career. Students are learning to relate techniques in one area of chemistry (analytical) directly to another (biochemistry), enlarging the scope of their career possibilities. The integration of modern analytical and biochemical techniques into Georgia Southern University's chemistry curriculum exposes students to a variety of techniques used in the rapidly expanding biotechnology industry. Broader Impacts: The results gained from the detailed and specialized assessment built into this project are expected to contribute significantly to our understanding of GI and cooperative teaching and learning in STEM areas. The revised curriculum adapts to any institution with a chemistry major, as it does not require additional hours. Papers and presentations assure wide dissemination of the model. Due to Georgia Southern's demographics, a large proportion of the students are from underrepresented minority groups and the underserved rural population, contributing significantly to NSF's goal of diversifying the STEM workforce. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Frost, Laura Allison Long Catherine Davis McGibony Georgia Southern University Research and Service Foundation, Inc GA Susan H. Hixson Standard Grant 135045 7494 1536 SMET 9178 0116000 Human Subjects 0736706 January 1, 2008 Enhancing Student Learning by Incorporating X-ray Fluorescence Spectroscopy. Chemistry (12) This interdisciplinary project is giving students a greater understanding of spectroscopy, chemical identification and its application to real problems. The project is incorporating X-ray fluorescence (XRF) spectroscopy into many areas of the curriculum, including history, art, core courses, in-service education courses, and chemistry courses by focusing on hands-on laboratory experiences for students. Exposure to the instrument is broad, affecting chemistry, history, and art majors, in-service middle and high school teachers, as well as non-science majors. Many experiments have applications to the career interests of students in the areas of historical numismatics, art restoration, forensics, environmental chemistry, nanotechnology, and process control. Intellectual Merit: The project stands on the premise that the infusion of new technology into laboratory and course settings produces a more scientifically literate public. Experiments are designed to give students both hands-on exposure and theoretical background information. This approach allows non-science students to benefit from exposure to this technique in an experiential setting to see how scientists solve analysis problems. Chemistry majors are being exposed to an exciting technique that is widely used in industry as well as many expanded and novel areas of research. This project interfaces nicely with recent nanotechnology initiatives undertaken at the institution, and allows for additional, continued and broad based nanotechnology infusion into courses such as analytical, inorganic, and physical chemistry, geology, and undergraduate research. Results from this study are being disseminated to the public via adaptation, implementation, and publication of experiments throughout the scientific and non-scientific community. Broader Impacts: The project increases the understanding of XRF and its applications to scientific problems across a broad range of science and non-science experiences. Students are being provided with opportunities to be involved with an interdisciplinary program that brings together disciplines that do not have a history of collaborating on curriculum and laboratory improvements. The project allows for significant interdisciplinary interactions in the community, including history-chemistry-art projects as well as reaching into the local school system by interacting with in-service middle and high school teachers. This interdisciplinary interaction can serve as a model for the collaboration between science and non-science departments at other universities. The institution is committed to quality education for all segments of the population. Of the chemistry program's 15 majors per year, 57% are female and 23% are African-American. A further impact on society is through increased understanding of the role of spectroscopy in identifying and solving real problems. This is achieved in this project by showcasing the use of XRF spectroscopy across the institution within science and non-science settings, culminating in a public symposium elucidating the impact of XRF on the community. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Nivens, Delana Will Lynch Clifford Padgett James Todesca Deborah Jamieson Armstrong Atlantic State University GA Susan H. Hixson Standard Grant 149936 7494 1536 SMET 9178 0736727 April 1, 2008 Pathways for New Laboratory Modules in Undergraduate Genetics and Cell Physiology Education: Characterization of Puerto Rican Cassava. (Biological Sciences 61) In this project students in upper division genetics and cell biology courses are contributing to an ongoing research project on cassava lineage and nutrient components by assessing the genetic diversity within the cassava varieties found in Puerto Rico. The students are using germplasm derived from sites around the island and from specimens in the Corozal Agriculture Experiment station in Puerto Rico and relating these findings to those already reported for African, Asian, South and Central American varieties. Since students in this course live in widely scattered spots on the island, making the students responsible for providing plant tissue from cassavas found close to their homes increases the varieties the course is likely to assay and is giving the students experience in record keeping, in gathering material from the field, and in properly storing freshly gathered materials to minimize deterioration prior to extraction and assay. Students in the Genetics course, are using material extracted from leaves they have gathered, quantifying the DNA and then using polymerase chain reaction based simple sequence repeat markers to assess the diversity of their samples and the relationship of the varieties discovered to those found in Africa, Asia, and South and Central America. Students in the Cell Physiology course are characterizing the structure of root cells of the cassava varieties found in the Corozal station as well as analyzing the protein and starch contents of the roots using a combination of cellular and biochemical techniques. The broader impact of these research-based education activities is the exposure of approximately 700 Hispanic undergraduate students per year to modern molecular and cellular technologies while allowing them to be part of a research project focusing on a food crop that is widely consumed by them. The described research activities are leading to the sustainable management of the cassava Puerto Rican genetic resources while providing undergraduate students hands-on experience in conducting molecular and cellular experiments which provide them the confidence to trust in their abilities to learn, understand and implement techniques in modern science. The major intellectual merit of this project is the introduction of community relevant research-based plant specific laboratory activities into upper division Genetics and Cell Physiology courses. Furthermore, the synergistic nature of the activities (between plant molecular biology and cell biology) serves as a model for the development of collaborative research-base education modules. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Siritunga, Dimuth Franklin Carrero-Martinez University of Puerto Rico Mayaguez PR Terry S. Woodin Standard Grant 139333 7494 1536 SMET 9178 9150 0116000 Human Subjects 0736731 April 15, 2008 CCLI: Development and Evaluation of Simulation and Emulation Tools for Enhanced Manufacturing Automation Instruction. Engineering - Mechanical Companies face the challenge of decreasing the time it takes to move products from design to manufacturing. This project equips students with new automation strategies that will help to overcome this problem through reducing the design to manufacture time of products and systems. The targeted goal of this project is to create and evaluate simulation and emulation tools to substantially enhance undergraduate education in manufacturing automation. This effort helps to bridge the gap between instruction in component design and instruction in component development. Junior and senior level Mechanical Engineering students and courses are benefiting from this new curriculum enhancement. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Landers, Robert Richard Hall Hong Sheng Missouri University of Science and Technology MO Lesia L. Crumpton-Young Standard Grant 149988 7494 1536 SMET 9178 0116000 Human Subjects 0736738 August 1, 2008 Collaborative Research: Commonsense Computing: What students know before we teach. Computer Science (31) This collaborative project, involving six institutions, is identifying the preexisting knowledge students have about computer science topics prior to their starting a first course in computing. Identifying these preconceptions can be used to inform and transform introductory computer science instruction by helping students to learn new concepts within the contexts of their preconceptions. Topics to be explored include: conditional expressions, search, user-interface design and evaluation, and concurrency. CCLI-Phase 1 (Exploratory) DUE EHR Chen, Tzu-Yi Pomona College CA Victor P. Piotrowski Standard Grant 24800 7494 SMET 9178 0116000 Human Subjects 0736739 February 15, 2008 Collaborative Project: Development of Materials for Teaching Design for Sustainability via Spiral Leaning. Engineering - Chemical (53) Sustainable development is an increasingly important topic in engineering education due to the seemingly rapid depletion of natural resources around the world. Sustainability, however, is a concept and practice very different from traditional engineering in scope, content, spatial/temporal aspects, ways of thinking, and problem solving. The effort in this project is centered on the development of a set of materials covering basic sustainability concepts and Design for Sustainability (DfS) methodologies, a project-based learning approach that integrates the entire curriculum, and an assessment method to evaluate the materials and student learning effectiveness. In this project, educational materials covering DfS are being developed and tested in the curriculum via a spiral learning approach. The materials are being implemented in a first-year introduction to engineering course, a sophomore level mass and energy balance course, and a senior level process design course in the chemical engineering programs at the partnering institutions. The spiral learning strategies and the opportunities for students at different educational levels to work together on challenging real-world engineering problems with a sustainability focus is motivating students for improved learning and helping them bridge the gap between learning and application. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Huang, Yinlun Carol Miller Jerry Ku Robin Boyle Ingrid Guerra-Lopez Wayne State University MI Sheryl A. Sorby Standard Grant 79198 7494 1536 SMET 9178 0116000 Human Subjects 0736741 January 1, 2008 RFID Information Systems Security (INFOSEC) for Nation-wide Engineering Education. Computer Science (31) Radio frequency identification (RFID) information systems provide information to users about objects with RFID tags. RFID systems require the application of information systems security (INFOSEC) to protect the information from tampering, unauthorized information disclosure, and denial of service to authorized users. The goal of this project is to improve the quality of RFID INFOSEC education by creating new undergraduate learning materials and teaching strategies that address basic RFID principles and RFID security. This work has the potential to broaden the reach of RFID INFOSEC education nationwide and to influence industry RFID security policies and standards. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Thompson, Dale Jia Di University of Arkansas AR Victor P. Piotrowski Standard Grant 149703 7494 1536 SMET 9178 9150 0116000 Human Subjects 0736742 June 1, 2008 Engaged Learning Groups: Building Community While Learning About Energy. Interdisciplinary: 99 A 5-year trial of a curricular innovation termed the Engaged Learning Group (ELG) is underway. ELG is distinct from traditional classes in several respects: ELG students live together in a residential community; they remain with their cohorts for four consecutive semesters; each ELG has an interdisciplinary academic focus; and students are mentored through inquiry-based research projects starting early in their college careers. One particular ELG focuses on the topic of energy, and its associated social, political, environmental and economic connections. This project supports the Energy ELG through the purchase of equipment (a model steam turbine, fuel cell demonstrator, alternative energy equipment and a water-source heat pump) and through support for in-depth assessment of ELG learning outcomes. Among these, we determine whether this innovation leads to increased energy literacy and comprehension of the role energy plays in various spheres of life, including government, the environment and the economy. If assessment of the ELG concept shows improvement over traditional course structures, it will be exported to other residential campus settings. The project is also successful at recruiting women. Key results and experiences are disseminated by publication, conference talks, and the internet. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Gravagne, Ian Kenneth Van Treuren Baylor University TX Herbert H. Richtol Standard Grant 145477 7494 1536 SMET 9178 0116000 Human Subjects 0736746 January 1, 2008 Lighting Up the Next Generation of Technological Problem-Solvers. Interdisciplinary (99) Portable, easily used instruments to conduct experiments focusing on electromagnetic radiation and its effects on the natural world are being purchased for use in two freshmen chemistry courses and a sophomore environmental science course. Several existing experiments are being adapted and others developed to determine: 1) the temporal solar intensity and wavelength profiles incident on earth's surface, 2) the influence of light irradiance and visible wavelengths on terrestrial plant photosynthesis, and 3) the thermodynamic and electrochemistry principles behind solar-based hydrogen-oxygen fuel cell technology. All experimental work is field-based and is of an open-ended, investigative character as opposed to verification type laboratory work. Individual experiments are performed over a several weeks in contrast to isolated, single event ones frequently encountered in introductory courses. Arizona Western College is a two-year school designated by the U.S. Department of Education as a Hispanic Serving Institution. Over fifty percent of the student body are Hispanics and they account for seventy-five percent of the minority enrollment. It is expected that the new laboratories will impact 175 students annually. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Donnelly, Scott Timothy Whittier Arizona Western College AZ Curtis T. Sears Standard Grant 70749 7494 1536 SMET 9178 0116000 Human Subjects 0736749 May 1, 2008 Collab Res: Six Short Weeks: A Classroom Strategy for Supporting Undergraduate Research in Mathematical Biology. Mathematical Sciences (21) A team of researchers from Seattle Central Community College, California State University Monterey Bay, and Dartmouth College are developing a mathematical biology course, text, and supporting interactive software that are designed to succeed across these diverse institutions. The course and the materials are aimed at students with only one term of calculus preparation and a strong interest in premedical studies. All course materials lead to modeling problems of current medical or ecological interest in Sub-Saharan Africa. The goal for the complete course is that students should be able to read the research literature after six weeks of instruction and conduct their own research. In addition the materials are being designed so that they may also be integrated into existing calculus courses. A formative evaluation of student responses at all three institutions ensures that the materials are revised to meet the needs of a diverse student body. Intellectual Merit: The project is addressing the need to provide a mathematical biology experience to students who are not mathematics majors. Students who are preparing for a career in medicine are not always exposed to the tools required to read the professional literature in a critical way. These new materials seek to engage students with interesting and relevant modeling problems that allow them to integrate undergraduate research into their coursework. The combination of a compelling subject, an undergraduate research experience, and a dynamic interactive classroom experience serves as a useful prototype for the mathematical education of science, technology, engineering, and mathematics (STEM) majors. Broader Impacts: The course and materials being developed in the project draw the attention of students to topics of current concern. Global heath issues, environmental issues, and the context in which these occur help students to understand that biology is about more than being in the laboratory, and that mathematics is about more than routine calculation. The collaborations between two and four-year institutions, between public and private institutions, and between biologists and mathematicians, allow these materials to serve a broad diversity of student populations. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Wallace, Dorothy Dartmouth College NH Daniel P. Maki Standard Grant 118680 7494 1536 SMET 9178 9150 0116000 Human Subjects 0736762 March 15, 2008 Research-Based Video for Teaching Undergraduate Proof. Mathematical Sciences (21) This project is considering the problem of helping undergraduates learn to produce mathematical proofs. Difficulties in producing proofs often occurs at the collegiate level, for both students and their teachers, as students try to make the transition from more skills oriented courses such as Calculus and Differential Equations to more theoretical upper level mathematics courses such as Abstract Algebra and Analysis. This project builds upon the experience of the PI and Co-PI in developing videos of students solving problems that are typically found to be difficult in such courses. The students being videotaped are somewhat more experienced problem solvers than students typically taking such a course. The videos show where the students had difficulty, what methods they used to get unstuck and why they chose those methods. Preliminary research indicates that appropriate discussion of such videos helps students unpack and develop the thinking processes that are required to be successful problem solvers, such as using examples to help understand the reasoning behind the proof, trying a variety of approaches, and developing informal, heuristic arguments into acceptable formal proofs. The project is research-designed, meaning iterative cycles are being used to refine the videos based on what is learned about how the teachers and students interact with the media. In addition to producing videos, the project is also generating research findings regarding how students learn (or don't learn) from video. Since this has not yet been studied in any depth at the university level, this will be an important contribution to the literature. These carefully researched video-media provide faculty throughout the country both mathematical and pedagogical support in their effort to help students read and write mathematical proofs. The videos expose what is normally invisible about mathematical reasoning, and provide a platform for making this visible to the student. These videos can be used in a variety of ways in different courses, both for in-class presentation and discussion, homework, and within supplemental skills laboratories. The videos are being developed and pilot tested by a consortium of faculty and math educators who have many years experience teaching undergraduates how to do mathematical proofs. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Sandefur, James Connie Campbell Manya Sundstrom Georgetown University DC Daniel P. Maki Standard Grant 149961 7494 1536 SMET 9178 0116000 Human Subjects 0736766 January 15, 2008 Learning Modules with Crash Safety for Introductory Physics. Physics (13) Learning Modules with Crash Safety for Introductory Physics develops and tests learning modules that capitalize on Kettering University's unique Crash Safety Center. This industry standard facility embraces a broad educational mission, and seeks to expose students and the greater community to the design of vehicles for crash safety. Physics is central to that design: the mechanics content encountered in high school physics and in the first course in a typical university curriculum is critical to the work of the Crash Safety Center. This project combines topical content from crash safety with current pedagogy based in physics education research, to produce a set of 8 portable learning modules or units that can be broadly disseminated via the internet or other media for use in both high school and college/university classrooms. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Ludwigsen, Daniel Bahram Roughani Janet Brelin-Fornari Kettering University MI John F. Mateja Standard Grant 137037 7494 1536 SMET 9178 0116000 Human Subjects 0736771 February 1, 2008 CCLI Collaborative Project: Web-Based Repository of Software Testing Tools (WReSTT). Computer Science (31) This collaborative project supports the pedagogical needs of students and instructors in programming and software engineering courses by providing access to a comprehensive and up-to-date Web-based Repository of Software Testing Tools (WReSTT). The specific objectives of the project are to: (1) increase the number of users at participating academic institutions that currently have access to vetted software testing tools in a single repository; (2) provide a forum where computer science and information technology instructors can improve their knowledge of software testing and software testing tools to support pedagogy; and (3) improve student knowledge of testing tools. Students required to use the tools provided by WReSTT for class assignments are able to (a) improve their conceptual understanding of the approaches used to test software, and (b) improve their practical software testing skills with respect to the testing tools in WReSTT. Instructors incorporate these testing tools into the curriculum of the CS1, CS2 and CS3 courses. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Jones, Edward Florida Agricultural and Mechanical University FL Stephen C. Cooper Standard Grant 37855 7494 1536 SMET 9178 0116000 Human Subjects 0736786 January 1, 2008 Integrated Pedagogy to Promote Understanding of Nature of Science and Scientific Inquiry in a College Biology Laboratory. Biological Sciences (61) "Integrated Pedagogy to Promote Understanding of Nature of Science and Scientific Inquiry in a College Biology Laboratory" is creating learning materials and teaching strategies and conducting research on undergraduate STEM education via a multi-department, multi-institution collaboration. The project aims to increase student understanding of the nature of science (NOS) and scientific inquiry (SI) in response to findings that undergraduate science students do not understand NOS and SI and do not necessarily improve their understanding by performing science. Current research-based practice calls for incorporation of explicit reflection about NOS and SI as part of the science curriculum, and this project is employing a full factorial design to compare the efficacy of inquiry versus non-inquiry labs and reflective versus non-reflective practices on student learning of NOS and SI in introductory biology laboratories at both a 4-yr and a 2-yr institution. Project outcomes include: TA's better informed about NOS, SI, and innovative instructional techniques, a NOS / SI symposium, and a pilot lab manual. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Schussler, Elisabeth R. James Hickey Nancy Solomon Bruce Steinly Nazan Bautista Miami University OH Linnea A. Fletcher Standard Grant 199352 7494 1536 SMET 9178 0116000 Human Subjects 0736789 April 15, 2008 Enhancing Student Motivation in the First-Year Computing Curriculum. Computer Science (31) This project is developing laboratory modules for the two-semester introductory computer science courses using robotics. The goals are to increase student interest in and motivation to study computer science and to improve students' understanding of the fundamental concepts of computer science typically covered in the first-year course sequence. Emphasis is being placed on laboratory modules that are scalable, cost-effective, and adaptable. The first semester laboratories allow students to interact with the robots in a virtual world created within the Alice programming environment. The second semester laboratories have the students interacting with physical robots in a laboratory setting. Both classroom instruction and laboratory experiences involve significant collaboration among students. The project has an assessment component that examines the extent to which the project deliverables are meeting the stated goals. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Anderson, Monica David Cordes Marcus Brown Susan Vrbsky University of Alabama Tuscaloosa AL Victor P. Piotrowski Standard Grant 148116 7494 1536 SMET 9178 9150 0116000 Human Subjects 0736791 September 1, 2008 Research on Student Understanding of Solution Phenomena in College Chemistry. Chemistry (12) The objective of this project is the construction of a well-grounded and systematic description of how students in general chemistry reason about solutions using qualitative and quantitative descriptions. The work focuses on in-depth studies of students' conceptions of chemical phenomena in solution (identity, concentration, and reactivity), how these are described using qualitative (submicroscopic, macroscopic, and symbolic) representations, and how quantification helps or hinders these conceptions and descriptions. Intellectual Merit: Contemporary research on learning indicates that effective instruction needs to take into account the conceptions that students bring to learning tasks, especially when those conceptions diverge from, and potentially conflict with, conceptions accepted by the scientific community. When these conceptions are not taken into account, there are two typical results: fleeting, superficial learning or little learning at all. At the same time, there is clear evidence that college students have significant problems reasoning about chemical systems. Furthermore, they tend to treat calculations and numbers algorithmically rather than conceptually, thus turning mathematical procedures into blindly-applied algorithms. As a result, underlying concepts that ought to link multiple representations are frequently absent and students are less able to design and carry through on purposeful investigations using measurement. The project adapts the Facets cluster approach that Minstrell (1992, 2001) developed in the context of basic physics concepts (e.g., forces and motion, acceleration, etc.) to map the space of students' conceptions related to the three chemical phenomena of solutions and the four different forms of representation through in-depth work with a small but diverse group of students. The research is being done in consultation with faculty who teach general chemistry in four college environments in the Chicago area, including three community colleges (Kennedy-King College, Harold Washington College, and Harper College). These institutions serve student populations that are traditionally underrepresented in the STEM disciplines. The in-depth studies lay the groundwork for the design of a computer-based assessment system that could be used to further define the conceptual space of student understanding in this domain as well as provide diagnostic information to instructors. This project is producing a prototype of such a system. Broader Impacts: Facet clusters for chemical phenomena are expected to have significant impacts on the knowledge base required for implementing effective teaching, learning and assessment practices in undergraduate science with diverse student populations. The project is having its most significant initial impact in general chemistry, a key course for the success of students in many different STEM career tracks, including many outside the chemical sciences. Major initiatives in the reform of general chemistry course content have proceeded with relatively little specific data about student reasoning using numerical information. This project is providing additional insight into what students do when they encounter multiple representations including quantification. Beyond general chemistry the work also is expected to impact other teaching and learning environments where students must work with qualitative and quantitative descriptions, including other chemistry courses, health professions, life, earth, and environmental sciences. In addition, the problems being studied also are found in K-12 education, making this research relevant to pre-college science education. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Wink, Donald James Pellegrino Susan Goldman University of Illinois at Chicago IL Susan H. Hixson Standard Grant 149898 7494 1536 SMET 9178 0116000 Human Subjects 0736819 April 1, 2008 C2P2 Oriented Laboratory Instruction in Geotechnical Engineering using Digital Videos and Evaluation of its Impact on Students' Learning. Engineering - Civil (54) Nearly all civil engineering structures are supported by either soil or rock and design engineers rely significantly on the soil and rock properties determined through field tests and laboratory tests to ensure structural integrity. For this reason, it is important that civil engineering students have a thorough understanding of the behavior of soils and of the laboratory techniques commonly used to determine various soil properties. This project is developing digital videos designed to improve student understanding of experiments commonly performed in geotechnical engineering and to help prepare students for professional practice as civil engineers. The content of the digital videos being developed includes instructions on how common laboratory experiments are performed as well as a demonstration of how these experiments are linked to real-life engineering projects in the field. Instruction on the reduction and analysis of actual data is included in the materials. The videos also include information about failures that have occurred or that may occur that are directly applicable to the experiment in question. The impact of the digital videos on student learning is being rigorously evaluated and the videos are being distributed broadly through commercial ventures and professional societies. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Kumar, Sanjeev Meera Komarraju Greg Walker Southern Illinois University at Carbondale IL Sheryl A. Sorby Standard Grant 199997 7494 1536 SMET 9178 0116000 Human Subjects 0736827 January 15, 2008 Learning an Integrated View of Engineering (LIVE). Engineering - Electrical (55) This project is enhancing curricular integration by introducing new modules based principally on concept maps into existing courses. These modules explicitly establish connections among the concepts or methods taught in different courses throughout the program. The Investigators intend to improve students' understanding of the interconnections among basic concepts, to increase their ability to use such concepts to solve new problems, to enable them to more easily learn new paradigms to cope with new technologies, and to minimize the aversion to interdisciplinary problems. They are creating new learning materials and teaching strategies for four courses (Introduction to Engineering, Signals and Systems, Electromagnetic Systems, and Capstone Design) that utilize concept maps showing the connections between the courses. The investigators hypothesize that the teaching of cross-course knowledge during the process of knowledge building will significantly enhance the students' assimilation, retention, recall, and application of knowledge to the solution of new problems, particularly complex or interdisciplinary problems. They are disseminating their methods and data by postings on a website, which they are connecting to the NSDL, by presentation and publications in the engineering education conferences and journals, and by talks to specific ECE departments and at the ECE Department Heads meeting. The evaluation effort is using student performance on special assessment tests and open-ended feedback about student perceptions to determine if students in the program differ from a control group and if GPA affects these differences. Broader impacts include the dissemination of the material, particularly through the NSDL and the ECE Department Heads. and the potential for a wide-reaching effect on engineering education. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Saleh, Bahaa S. Hamid Nawab Trustees of Boston University MA Russell L. Pimmel Standard Grant 150000 7494 1536 SMET 9178 0116000 Human Subjects 0736828 July 1, 2008 A Computer-Based Simulated Environment to Learn on Structural Failures in Engineering. Engineering - Civil (54) The need to include topics of analysis and investigation of structural failures in civil engineering undergraduate courses has been nationally recognized for some time. Studying structural failures supports the idea that there is much to be learned from bad experiences in the recent or distant past. Learning about past failures will decrease the likelihood of failures in future designs. This project is creating new materials for active learning in a simulated environment to improve student awareness about the causes and effects of structural failures in engineering. The materials consist of a computer-based modular system that uses a case-based reasoning approach. Several modules are being developed and evaluated that undergraduate civil engineering students are using to learn about this important, but often neglected, topic. Expert practitioners in the field of civil engineering are contributing to the development of the specific case studies described in the modules. Quantitative and qualitative evaluation is being used to determine the impact of the modules on student learning. CCLI-Phase 1 (Exploratory) DUE EHR Godoy, Luis University of Puerto Rico Mayaguez PR Sheryl A. Sorby Standard Grant 148962 7494 SMET 9178 9150 0116000 Human Subjects 0736833 February 1, 2008 Collaborative Research: Web-Based Repository of Software Testing Tools. Computer Science (31) This collaborative project supports the pedagogical needs of students and instructors in programming and software engineering courses by providing access to a comprehensive and up-to-date Web-based Repository of Software Testing Tools (WReSTT). The specific objectives of the project are to: (1) increase the number of users at participating academic institutions that currently have access to vetted software testing tools in a single repository; (2) provide a forum where computer science and information technology instructors can improve their knowledge of software testing and software testing tools to support pedagogy; and (3) improve student knowledge of testing tools. Students required to use the tools provided by WReSTT for class assignments are able to (a) improve their conceptual understanding of the approaches used to test software, and (b) improve their practical software testing skills with respect to the testing tools in WReSTT. Instructors incorporate these testing tools into the curriculum of the CS1, CS2 and CS3 courses. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Clarke, Peter Florida International University FL Stephen C. Cooper Standard Grant 132116 7494 1536 SMET 9178 0116000 Human Subjects 0736836 August 15, 2008 Student Construction of Mental Models: A Framework for the Evaluation of Inductive Teaching Methods in Chemistry. Chemistry (12) This project seeks to address one of the fundamental questions regarding the use of inductive teaching methods (ITM) in chemistry; that is, what is the impact of ITMs at the students' cognitive conceptual level. Further, it seeks to apply these findings to the assessment and evaluation of these teaching methods. Intellectual Merit. A better understanding of the impact of ITMs is of paramount importance for improving the ITM methodology. In order to develop activities, and to intervene most effectively, instructors must know the structure and processes in the mind of the learner. Moreover, the research undertaken in this project is advancing the knowledge of how students learn chemistry in general. The framework for the study is the concept of a mental model as proposed by Lesh and coworkers in 2000. The research project is designed as a cross-case study with comparison and contrast between cases, with the goal of finding the common constituents of the mental model. The method is single participant interviews. The data collection techniques are think aloud protocols and thought revealing activities. Four general concept areas in chemistry, equilibrium, periodic trends, atomic and molecular structure, and chemical kinetics, are being studied. These areas represent important fundamental concepts that chemistry students build on throughout their study of chemistry. Further, the project looks at how some common educational tools influence the development of students' mental models in these concept areas. Broader Impacts. The understanding of student mental models is being integrated into an action research model aimed at improving inductive teaching methodologies. Mental model construction provides information about the structure and processes of learning. A prerequisite for learning is the construction of the constituents of a mental model, so identifying the existence of the constituents of a mental model of a chemical concept is a valid assessment of the efficacy of an ITM. Since a mental model is not just recall of, or familiarization with, chemical concepts, but is a thinking tool that is later applied to unfamiliar domain specific problems, an effective ITM can scaffold the construction of a mental model that can be applied to problems common to the particular domain. Effective and detailed assessment and evaluation of ITMs using the framework of mental models allows for improvements both in the development of materials, and in the educational techniques used during the activity. Successful development of such assessment methods is expected to have a far reaching impact, since they provide a generalized scheme for developing and evaluating ITMs at the conceptual level. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Long, George Michael Briggs Indiana University of Pennsylvania Research Institute PA Susan H. Hixson Standard Grant 144736 7494 1536 SMET 9178 0116000 Human Subjects 0736844 January 1, 2008 Chemistry XXI: A New Curriculum for a Modern Era. Chemistry (12). This project is building on the National Research Council's "Beyond the Molecular Frontier" to create a matrix based on four "ways of thinking" and four central, compelling questions that are then used to construct an innovative general chemistry curriculum for science and engineering majors. This curriculum is shifting the focus from learning a body of knowledge to understanding chemistry as a way of thinking. The learner-centered classroom and laboratory curriculum is also building on existing, exemplary materials developed by the NSF chemistry initiatives. Assessment tools embedded in the curriculum are being combined with a comprehensive evaluation plan that includes qualitative and quantitative measures. The combination of research university faculty and community college faculty from two campuses is allowing testing of the curricular materials among three diverse populations including substantial numbers of Hispanic and Native Americans students, contributing to the quality of the curriculum, and the broader impact of the project. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Talanquer, Vicente Vicki Wysocki Anne Padias John Pollard Steven Brown University of Arizona AZ Eileen L. Lewis Standard Grant 199586 7494 1536 SMET 9178 0116000 Human Subjects 0736853 February 1, 2008 Collaborative Research: Genomics as the Foundation of a New Undergraduate Curriculum. Biological Sciences (61) Arizona State University in collaboration with Mesa Community College and Seattle Pacific University is implementing a genomics-focused, research-based approach for teaching the core biological science classes. The intellectual merit of this project is that the courses involved teach critical concepts and skills by integrating all courses into a large, highly collaborative genomics research project that involves multiple schools and educational levels. The program is interdisciplinary, consisting of courses in which bacterial genome projects are initiated, completed, and published over the course of several semesters. The coursework is itself a research project, and the students learn all of the necessary skills and concepts as each new stage of the project requires a new level of expertise. Many students also initiate individual research projects to follow-up their classroom work. This method of teaching was developed by PI Slater and his collaborator Dr. Goodner when they sequenced the Agrobacterium tumefaciens genome (Goodner et al.,Science. 294:2323, the latter publication had over a dozen undergraduates as coauthors) and has since been very successfully implemented by Dr. Goodner and his colleagues at Hiram College (Goodner et al., ASM News. 69:584). The approach includes integration of a laboratory robotics component and extends an ongoing collaboration with Mesa Community College. The broader impacts of this proposal include improved articulation of efforts between the university and a local community college district, improved recruitment and retention of students in STEM fields, a focused effort on minority recruitment, significant contributions by undergraduate students to the scientific literature, and graduates with a rich set of intellectual, technical and communications skills. Detailed materials are being produced and communicated to educators from other institutions. CCLI-Phase 1 (Exploratory) STEM TALENT EXPANSN PGM (STEP) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Kikkert, Stanley Maricopa County Community College District AZ Terry S. Woodin Standard Grant 48133 7494 1796 1536 SMET 9178 0116000 Human Subjects 0736859 August 1, 2008 Collaborative Research: Commonsense Computing: What students know before we teach. Computer Science (31) This collaborative project, involving six institutions, is identifying the preexisting knowledge students have about computer science topics prior to their starting a first course in computing. Identifying these preconceptions can be used to inform and transform introductory computer science instruction by helping students to learn new concepts within the contexts of their preconceptions. Topics to be explored include: conditional expressions, search, user-interface design and evaluation, and concurrency. CCLI-Phase 1 (Exploratory) DUE EHR Simon, Elizabeth University of California-San Diego CA Victor P. Piotrowski Standard Grant 27875 7494 SMET 9178 0116000 Human Subjects 0736868 June 1, 2008 Improving the Curriculum of Electrical and Computer Engineering through A Wireless Network Testbed: A Vertical Integration Approach. Engineering - Electrical (55) The goal of this project is to improve the electrical and computer engineering curriculum through activities on wireless networks. In particular, the investigators are applying a vertical integration approach, in which workshops, seminars, and projects are being developed in a sequence of courses across the curriculum. In the first two semesters of the curriculum, workshops and seminars are used to motivate students by showing them real wireless networks, by relating theory to practice and by performing hands-on experiments. This exposure continues through the core course in the communications area and into the senior year, where students participate in engineering design projects related to a wireless network testbed. An industrial partner is supporting and participating in implementing the wireless network testbed. The project is being evaluated using surveys and special tests to examine changes in the students' understanding and attitudes with the help of an evaluation expert from the social sciences. Dissemination efforts involve the establishment of a website and the presentation and publication of material and data through appropriate engineering education conferences and journals. Broader impacts include the dissemination of the materials and results and the focus on Hispanic students. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Lu, Kejie Henrick Ierkic Yi Qian Nayda Santiago Ana Nieves University of Puerto Rico Mayaguez PR Russell L. Pimmel Standard Grant 149999 7494 1536 SMET 9178 9150 0116000 Human Subjects 0736872 April 15, 2008 Teaching Science with Minnows and Liverworts: Integration of Faculty Research and Science Education. Biological Sciences (61). This project involves a retooling of an undergraduate curriculum with the goals of increasing scientific literacy by integrating cross-disciplinary faculty research into science education in a small public university. A student-directed open-inquiry (SDOI) master curriculum is being developed and implemented that formally links a series of core courses and integrates molecular biology into a curriculum emphasizing ecology and evolutionary biology (EEB). Within this core, students are building basic scientific knowledge, developing research questions, using information technology resources, forming testable hypotheses, becoming proficient in basic research design, using statistical methods for assessment and interpretation, gaining skill in weighing evidence and synthesizing understandings, and communicating results to broad audiences. The study systems (fish and liverworts) that are being integrated into the core curriculum provide convenient, charismatic models that span the plant-animal spectrum and are highly amenable to the involvement of undergraduates. Students are addressing real-world questions in EEB with state-of-the-art molecular analyses. Assessment of the program includes both formative and summative components and is incorporating university-sanctioned assessment instruments. Engaging and preparing cohorts of trained students is invigorating faculty research programs that in turn are providing future opportunities for infusing research into the core biology curriculum. Two series of SDOI laboratory exercises are being assessed, modified and disseminated. One series includes innovative laboratory experiences in chemical behavioral ecology, and a second series details the integration of molecular techniques into ecology curricula. A controlled study approach is being used to test explicitly the efficacy of SDOI versus guided-inquiry in introductory biology labs. Broader impacts include exposure of over 200 students, from 14 different majors, to an SDOI experience each year in the enhanced core curriculum. Approximately two-thirds of these students are women, a group traditionally underrepresented in ecology and other STEM areas. Results from this study are contributing to the literature on scientific inquiry in undergraduate curricula. Students and faculty are presenting their research in local, regional and national forums, including both scientific and education professional meetings, and participating in professional development workshops for local in-service teachers. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Fuselier, Linda Brian Wisenden Michelle Malott Minnesota State University Moorhead MN Deborah E. Allen Standard Grant 148066 7494 1536 SMET 9178 0116000 Human Subjects 0736874 May 1, 2008 SoftHum: Student Participation in the Community of Open Source Software for Humanity. Computer Science (31) The SoftHum project champions the use of Humanitarian Free and Open Source Software as a foundation for computing education that can attract students into majoring in Computer Science, provide an excellent learning vehicle, and achieve social benefits. Students engaged in SoftHum team projects work in unique real-world environments along with professional developers in which the students gain traits of professional maturity, practical experience, and social responsibility within a humanitarian context. The SoftHum project is (1) developing a process to support student success in a community-based software experience using Humanitarian Free and Open Source Software, (2) documenting an environment that supports student Open Source experiences, and (3) positioning faculty from other institutions to apply this approach to computing education. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Ellis, Heidi J.C. Ralph Morelli Gregory Hislop Trinity College CT Victor P. Piotrowski Standard Grant 149861 7494 1536 SMET 9178 0116000 Human Subjects 0736875 February 1, 2008 Collarative Research: Gaming and Interactive Visualization for Education. Engineering - Other (59) Most people are more perceptive to geometric rather than symbolic representation of information and an increasing number of educators are concentrating on utilizing visualization to explain scientific and engineering knowledge to a broad audience. A medium that combines course materials with interactive visualization can be a powerful tool for education and enhanced learning. This project is developing the Gaming and Interactive 2D/3D Visualization for Education (GIVE) tools to explain abstract engineering concepts to undergraduate students. GIVE provides an interactive gaming environment for learning that is different from e-learning systems. While retaining the advantages of e-learning systems, such as distant and asynchronous education, the GIVE system further enhances learning by incorporating game characteristics such as a progressively balanced goal, feedback, multiple-goal structure, adaptive scoring, meaningful visual presentation, and emotional involvement into the educational tool. Software gaming modules are being created for selected courses in the aerospace, electrical, and mechanical engineering programs. Three separate gaming systems are being developed aimed at high school students, in-class student/instructor interactions, and out-of-classroom practice. The GIVE modules are being tested extensively with high school and undergraduate students from underrepresented groups to ensure their broad appeal. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Geng, Xiaojun The University Corporation, Northridge CA Sheryl A. Sorby Standard Grant 30088 7494 1536 SMET 9178 0116000 Human Subjects 0736877 September 1, 2008 CCLI - Phase 1: Information Assurance and Security Education with A Multidisciplinary Collaborative Approach in A Realistic Environment. Computer Science (31) This interdisciplinary project integrates technological, business, and legal topics in Information Assurance and Security (IAS) into courses across schools of engineering, business, and law. The project enhances communication and interaction among faculties of these schools by having a synergistic effect on collaborative activities, promoting effective instruction, and supporting rapid dissemination and adaptation of successful educational innovations in IAS. Three courses are being revised that incorporate this integrative approach: Computer Communications (in a School of Engineering), Data and Process Modeling (in a School of Business Administration), and Cybercrimes (in a School of Law). Interdisciplinary educational materials on security, business, and law are also being developed, incorporating lecture notes, presentation slides, experiments, demonstrations, and course projects. Hands-on experiences in IAS are supported by means of the Portable Educational Network (PEN) platform developed in a prior NSF-supported project. The PEN platform provides a realistic training and education environment for students in engineering and a concrete experience in protecting computer systems from attack for students in business and law. This project will be made available to a broad collection of constituencies, including educators, government information assurance officers, industry information professionals, undergraduate students, and pre-college students and their parents. CCLI-Phase 1 (Exploratory) DUE EHR Fu, Huirong xiaodong deng Patrick Corbett Oakland University MI Victor P. Piotrowski Standard Grant 115096 7494 SMET 9178 0116000 Human Subjects 0736881 January 1, 2008 Incubator for Nanotechnology Ventures, Emerging Sciences, and Technologies (INVEST). Chemistry (12) Russell Sage College (RSC), an undergraduate college for women, is (1) enhancing the ability of undergraduates to visualize and understand nanoscale science concepts and giving them hands-on experiences related to nanotechnology, (2) preparing undergraduates to be fully prepared to undertake careers in the workforce or to enter graduate studies in nanoscale science, (3) educating future teachers about nanoscale science and the societal issues arising from this emerging technology while developing their teaching skills, and (4) enabling students to have significant interdisciplinary peer interactions, nurturing an appreciation in students for the multi-disciplinary nature of nanotechnology. This project focuses on educating women in the physical sciences, while at the same time emphasizing career opportunities available though the science and application of nanotechnology and related emerging sciences coupled with entrepreneurship and leadership. RSC is the only college for women with an incubator for start-up companies using emerging technologies located on campus. The INVEST incubator facility (opened in September 2006) and the Department of Chemistry and Physics are located in adjacent buildings, and this situation is leading to unique opportunities for RSC students and faculty, as well as senior scientific staff of Evident Technologies, the incubator's first tenant. Intellectual Merit: Making use of the INVEST facility, the project is adapting existing nanotechnology learning experiences from around the country while specifically addressing the need for recruiting women into the physical sciences, and nanotechnology in particular. Nanoscience modules previously developed at larger universities such as Binghamton University, the University of Northern Colorado, and the University of Wisconsin, and guided inquiry experiences are being implemented and adapted into first- and second year courses, impacting students majoring in chemistry, biochemistry, forensic science, biology, mathematics, and pre-engineering. Students in these courses are using a scanning tunneling microscope and a multi-purpose atomic force microscope in the laboratories. About 30 students per year will be involved in research opportunities in the incubator. Broader Impacts: Nanotechnology learning experiences are being adapted for use in the Women in the World courses required of all students at the beginning and end of each student's college career. Thus the project is impacting students from STEM, non-STEM and pre-service education. The project also is working to increase involvement of students from groups underrepresented in STEM disciplines and nanoscale science, through active recruitment, financial support, RSC outreach efforts, and internships. A series of seminars and workshops is further disseminating information about nanotechnology to the wider academic community, as well as to middle and high school teachers in the greater Capital District and in rural school districts of the Hudson Valley. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Keane, Thomas Kathleen Donnelly The Sage Colleges NY Susan H. Hixson Standard Grant 142753 7494 1536 SMET 9178 0736888 April 15, 2008 The Sensor Networks Education Project (SNEP). Engineering - Engineering Technology (58) The Sensor Networks Education Project (SNEP) is a two-year, interdisciplinary engineering project that is seeking to improve STEM related undergraduate education through: the creation of original, interactive simulations and case-study and problem-based learning materials and the development of faculty expertise in both the utilization of these student-centered teaching strategies and methodologies and the emerging field of networked sensor technology. The achievement of these goals is being facilitated through the implementation of an innovative teaching and learning laboratory for networked sensor systems that is allowing for direct interaction with conventional field-deployed sensor systems. Dissemination is taking place locally, regionally, and nationally through the distribution of the developed educational materials to two- and four-year college and university faculty that offer technology programs via faculty workshops, on-line methods (NSDL), and presentations at conferences and workshops. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Mullett, Gary Aura Ganz Yakov Cherner Springfield Technical Community College MA Lance C. Perez Standard Grant 199985 7494 1536 SMET 9178 0116000 Human Subjects 0736893 May 1, 2008 Development of a New Calculus and Differential Equations Sequence for Undergraduate Life Sciences Majors. Mathematical Sciences (21) Driven by new discoveries and advances in biotechnology, the nature of research in life sciences has changed from qualitative, observational, and descriptive to quantitative, analytical, and predictive. These fundamental changes in life sciences have made educational reform in these areas a top priority at many American universities. A common approach to this problem is to offer intensive mathematical training to students in life sciences through seminars, summer training programs, workshops, and crash courses. These courses include as many mathematical and statistical methods applicable to biological research as possible. Although those programs and courses provide mathematical tools for students, this project is developing a more permanent solution to the problem by revolutionizing the whole mathematics curriculum for life sciences majors, starting with entrance level calculus. It is asking what mathematical skills students in the life sciences need and how to best deliver the appropriate material. Rather than covering all mathematical methods applicable to biology or focusing on a single mathematics subject, this project is developing a platform for students upon which they can build a mathematical background that will be most beneficial in their future studies and careers. It is redeveloping two basic subjects, calculus and differential equations, as the key for modeling and analysis in quantitative biology. Calculus is the foundation of higher mathematics and differential equations, built on calculus, is one of the two powerful tools for biological modeling (the other is statistics). The new sequence of courses moves almost seamlessly from calculus to differential equations and serves as a bridge between mathematics and biology. Intellectual merit: This project builds a new path for mathematical training in the life sciences, which encourages more students to learn mathematics and strengthen their mathematical background. New teaching strategies are promoting mathematics studies beyond calculus among undergraduates with life sciences majors. New course materials, including computer-based and web-based materials, are being developed. Broader impact: The newly designed sequence of courses is having an immediate impact on a large student body at one of the largest public and land grant universities in the country. The computer-based and web-based course materials are being made available to over 100 institutions through the LON-CAPA system and the internet. The project is making a special effort to include female and minority students in the program, in particular by linking with the university's Drew Enrichment Laboratory and the Emerging Scholars Program. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Chiu, Chichia Julius Jackson Peter Bates Michigan State University MI Daniel P. Maki Standard Grant 150000 7494 1536 SMET 9178 0116000 Human Subjects 0736897 July 1, 2008 Integrating Experimentation and Instrumentation in Upper-Division Physics. Physics (13) This project revises the Physical Measurements and Instrumentation course at Kansas State University by revisiting several modern physics experiments done in two earlier advanced laboratory courses. In revisiting these experiments, students focus on designing instrumentation that automates the control, data collection and analysis in these two experiments using newly gained knowledge about electronics (utilizing Electronics Workbench) and the LabVIEW programming learned in the first seven weeks of the Physical Measurements and Instrumentation course. This capstone experience affords students the opportunity to re-learn the underlying conceptual physics of these experiments as well as apply their knowledge of electronic instrumentation and LabVIEW programming. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Rebello, N. Sanjay Kristan Corwin Brian Washburn Kansas State University KS John F. Mateja Standard Grant 149663 7494 1536 SMET 9178 9150 0116000 Human Subjects 0736900 March 15, 2008 SystemWare: Retooling Systems Instruction in Electrical Engineering. Engineering - Electrical (55) The project is creating a new approach for teaching systems engineering within the electrical engineering (EE) curriculum. The approach makes use of a hardware/software platform and accompanying curricular innovations to bring a more engaged, hands-on, exploratory focus to what is probably the most convention-bound component of a typical undergraduate electrical engineering education. Unlike previous attempts to create a less abstract and more engaging systems engineering curriculum, which focused almost entirely on software tools (e.g., MATLAB), the proposed project is creating a hardware/software platform and using that platform to vertically integrate key systems concepts across the undergraduate curriculum. The platform is letting students explore systems applications using a variety of hardware devices such as signal generators, filters, A/D and D/A converters, sensors, and a microprocessor. The platform contains an interface to a student's MP-3 player and cell phone to bring home the relevance of the systems perspective to modern technology. To allow students to see the signals they are generating and manipulating, the platform includes a suite of visualization software. The project is being evaluated using an assortment of tools including an established signals and systems concept inventory along with the analysis of student products and enrollments numbers. The investigators are disseminating their results by posting their material on a website, by publication and presentation in engineering education venues, and through the investigators connection with the signals and systems concept inventory community. Broader impacts include the dissemination of the material, the focus on Hispanic students, and the outreach effort to high school students. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Fuja, Thomas Martin Haenggi J. Nicholas Laneman University of Notre Dame IN Russell L. Pimmel Standard Grant 150001 7494 1536 SMET 9178 0116000 Human Subjects 0736917 January 1, 2008 Small County: Web-based Instruction in the Geological Characterization of Petroleum Reservoirs. Geosciences (42) This project is developing a web-based environment for interactive instruction in the geological aspects of petroleum reservoir characterization employing a virtual subsurface closely reflecting the geological characteristics of the US mid-continent, in the fictional setting of Small County, Kansas. The virtual subsurface is fully three-dimensional, allowing interactive exploration of the model for oil and gas. The intellectual merit of this project lies in its innovative application of techniques used by the petroleum industry for educational purposes. Student learning gains are being assessed by pre- and post-tests and comparisons with previous student learning prior to the development of the model. The web interface used is logging student responses to queries, thus providing information on student understanding of the concepts being explored. These learning materials are being disseminated on the Kansas Geological Survey web site, on the 'Teach the Earth' web site, and through DLESE. Additional broader impact is being achieved through conference presentations and papers in appropriate education literature, contributing to further developments in the use of virtual environments in STEM education. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Bohling, Geoffrey John Doveton University of Kansas Center for Research Inc KS Jill K. Singer Standard Grant 148132 7494 1536 SMET 9178 9150 0116000 Human Subjects 0736927 May 1, 2008 Collaborative Research: Training Faculty in Scientific Teaching: STAR Mini-Institute. Biological Sciences (61). This project focuses on the critical need for professional development of biology faculty at post-secondary institutions throughout the state of Louisiana. A series of three faculty workshops (STAR Mini-institutes) are modeled on the National Academies Summer Institute (NASI) on Undergraduate Education in Biology and are designed to develop a community of biology faculty who are trained in scientific approaches to teaching. The two and a half day mini-institutes are describing and modeling scientific teaching and methods to promote active learning, and introducing participants to the data supporting these approaches. Background information on how to align instruction and assessment, diversity of learning styles and students, and how to document teaching effectiveness is also being presented in the institutes. To obtain experience in implementing these instructional approaches, participants are being grouped based on their teaching interests. These teams are working together to develop "teachable units" that incorporate scientific teaching, include formative and summative assessments, and address how to present information to students with a diversity of learning styles and needs. Participants in the mini-institutes are sharing their experiences with other faculty at their institutions, and maintaining their involvement in the project through various mechanisms designed to continue their development and foster community. The mini-institutes are directly impacting biology faculty on campuses across Louisiana, but the broader impact extends to the large number and diversity of students enrolled in biology courses at the thirty target institutions, including six HBCU's and a number of community colleges. Results of the project are being disseminated through regional and national meetings and through publication in peer-reviewed journals on science education. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Wischusen, E. William Joseph Siebenaller Steven Pomarico Christopher Gregg Louisiana State University & Agricultural and Mechanical College LA Terry S. Woodin Standard Grant 166362 7494 1536 SMET 9178 9150 0116000 Human Subjects 0736928 February 1, 2008 Reforming Introductory Biology at MSU - Does it Make a Difference?. Biological Sciences (61) This project is reforming a foundational biology course. The assessment plan is providing evidence for impacts of the reform through measures of students': 1) process skills and conceptual understanding of biological principles, 2) preparation for and performance in upper-level course work in biological science, 3) attitudes and views about science, and 4) attrition from the life science majors following introductory biology. Outcomes for students completing the reformed course are compared with those who took the traditional course. This project is adapting a professional development model used at the University of Wisconsin, Madison, for engaging teams of faculty, postdoctoral fellows, and graduate students in scholarly work in teaching and learning. The project is providing a venue for conducting research about student learning and developing teaching and learning expertise for current and future faculty. The project proposes a path model that describes interrelationships among reform variables. The model provides a context for testing specific hypotheses about the impacts of individual variables on student learning as well as the aggregate effects of curricular reform. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Long, Tammy John Merrill Diane Ebert-May Michigan State University MI Linnea A. Fletcher Standard Grant 146341 7494 1536 SMET 9178 0116000 Human Subjects 0736930 May 1, 2008 Integrating Experiential Teaching with a Contemporary Chemical Engineering Curriculum. Engineering (53) This project is developing a new teaching strategy that utilizes experiential activities simultaneously with open-ended problems to enhance the quality of the chemical engineering curriculum. The Transport/Separations curriculum theme is being redesigned to utilize laboratory and demonstration modules with an experiential strategy that introduces different modes of learning through discovery, development and design (3D approach). In discovery experiments students are discovering a concept related to a principle prior to a detailed explanation in the classroom. In development experiments students are developing techniques to provide feedback to expand an existing experiment that illustrates a principle covered in class. In design experiments, students are designing the experiment to illustrate a principle. New cutting edge technologies (i.e., microfluidics, bioseparation techniques, nanomaterials and electrochemical materials formulations and methodologies) are exciting students and increasing awareness of modern engineering context and careers. An assessment and feedback plan, designed and implemented with the help of an external evaluator, ensures continuous improvement of the module development and implementation. The project is assessing student understanding, retention of knowledge, and awareness of modern chemical engineering context relative to a control group exposed to the standard transport curriculum. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Ziemer, Katherine Albert Sacco, Jr. Elizabeth Podlaha Rebecca Carrier Northeastern University MA Lance C. Perez Standard Grant 150000 7494 1536 SMET 9178 0116000 Human Subjects 0736934 May 1, 2008 Student Understanding of Biomolecules: An Investigation of Student's Representational Competence. Chemistry (12) This project, composed of three related studies, seeks to build a model of student understanding of visual representations in biochemistry. Two studies focus on probing student understanding of monosaccharides and proteins. Students are interviewed as they explain how to translate 2D images of simple sugars into the 3D images that many biochemists use in their classrooms. The interviews expose the rules and cues that students use to successfully complete these translations. Students are also being interviewed about protein structure and function while viewing 3D computer images that can be rotated and manipulated. Results from this research will foster the development of new and revised models of how undergraduate science students learn. The third is focusing on how visual representations including molecular images, graphs, tables, etc. are used in an undergraduate biochemistry classroom across a semester. This study will add to the body of knowledge about effective practices in science classrooms because it captures what takes place in a real classroom for an extended period of time. The overall project is placed in the field of biochemistry, with an opportunity to build connections among and between researchers in chemical education and those engaged in similar or related issues in biochemistry, molecular biology, and biology education. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Towns, Marcy Purdue University IN Bert E. Holmes Standard Grant 149120 7494 1536 SMET 9178 0116000 Human Subjects 0736940 January 1, 2008 Group Learning in an Interdisciplinary Physical Science Course for Non-Science Majors. Interdisciplinary Sciences (99) This project addresses the development and integration of progressive pedagogies to engage students in Group Learning in an Interdisciplinary Physical Sciences Course for Non-Majors. The investigators plan to stimulate interest and excitement about science through the use of collaborative learning coupled with an interdisciplinary approach to learning basic science concepts. The primary activities centers around restructuring and enabling non-majors to take an active role in their education, minimizing the teaching science to science majors traditional approach and incorporating proven strategies in the classroom and in the laboratory which require active learning strategies. The principle investigators primary intervention will be that of a redesign and development of a new course and companion laboratory. A second objective will be the inclusion of a focus on how science is done since a majority of non-science majors do not have a correct picture of who a scientist is and what they do. A third objective will be to provide students with an opportunity to explore how science effects their lives at home, school and work through a project based learning approach.. Currently over 2,000 students are in non-majors courses and can be impacted by this work. Since Middle Tennessee State trains over 25% of the states K-12 teachers the potential impact is great. Institutionalization of the work will be addresses through university workshops and to the university faculty development program. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Iriarte-Gross, Judith Martha Weller Middle Tennessee State University TN Karen K. Oates Standard Grant 125406 7494 1536 SMET 9178 9150 0116000 Human Subjects 0736941 November 15, 2007 Guided Inquiry Experiments with Fourier Transform NMR Spectroscopy. Chemistry 12 Guided inquiry experiments are being developed for introductory general and organic chemistry courses that use NMR spectroscopic analysis as an integrated hands-on method that provides evidence essential for reaching conclusions from the experiments. The project is converting a Varian EM-360 magnet into an Anasazi 60 MHz Eft NMR (FT NMR) spectrometer. Students are able to effectively run samples and analyze their data. This represents a significant improvement for students who have not previously had the benefit of hands-on access to NMR instrumentation. This applies to participating high school students taking advanced chemistry as well. Students are able to obtain spectra and reach conclusions about their experiments based upon their own NMR data. Improving conceptual learning in the laboratory through development of guided inquiry experiments integrating NMR analysis is a major goal of this proposal. The project is evaluating changes in conceptual learning, critical reasoning skills, student interest and motivation resulting directly from the project. Guided inquiry experiments are providing educators with options for collaborative relationships among college professors, high school teachers and students. The teachers are passing on their acquired skills and knowledge from this project to their pre-collegiate students. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Schoffstall, Allen Ronald Ruminski University of Colorado at Colorado Springs CO Bert E. Holmes Standard Grant 149431 7494 1536 SMET 9178 0116000 Human Subjects 0736942 March 15, 2008 Science-based Negotiation of Multi-objective Resources Disputes. Interdisciplinary (99) An academic-industry partnership is creating and offering an upper-level undergraduate course, Computer Aided Negotiation of Water Resources Disputes, in which students tackle a real-world, interdisciplinary problem in the form of an interstate water supply dispute. Students are integrating science, technology, public policy, and law to create mutually beneficial solutions to resource disputes. Each student plays the role of a lawyer, biologist, geologist or engineer employed by one of the water supply stakeholders. The stakeholder groups use (1) web-based, pedagogically-sound instructional tools, (2) a multi-disciplinary panel of working professionals, and (3) a computer model that utilizes linear programming algorithms to derive optimal solutions in accordance with priorities determined jointly by the stakeholders. The computer-aided negotiation process, which has been applied successfully to water resources disputes over the past two decades, is being used to develop and seek consensus on a set of operating rules for the system. Students are learning to utilize scientific knowledge and technological tools, function effectively on interdisciplinary teams, and successfully negotiate with disparate interests. Moreover, the students learn the background information required to participate in resource negotiations using research-supported pedagogy. George Mason University, the University of Lethbridge, and the University of Texas at Austin are serving as beta test sites for the course. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Miller, Andrew Megan Rivera Daniel Sheer University of Maryland Baltimore County MD Curtis T. Sears Standard Grant 149981 7494 1536 SMET 9178 0116000 Human Subjects 0736943 January 1, 2008 Diagnostic Question Clusters to Improve Student Reasoning and Understanding in General Biology Courses. Biological Sciences (61). This project targets two challenges to the teaching of General Biology: 1) Most students do not address biological questions with the principles and reasoning used by biologists, and 2) Most faculty do not teach students how to use the principles and thinking of practicing biologists. To address these challenges, the project is using a set of interrelated Biological Diagnostic Question Clusters (DQCs) designed to "hook" biology faculty to question and learn about their students' understanding of core biological concepts and ways of thinking about biology. The DQCs assess students' abilities to trace energy and matter through four levels of biological complexity (subcellular-ecosystem). With a faculty development program, faculty from a range of institutions are working in teams to use the DQCs as the basis for changing how they teach general biology. How faculty volunteers modify their resources is being studied to gain insight about the utility of DQCs to change introductory biology teaching in a variety of settings. By analyzing students' responses to questions about core biological concepts and ideas, the DQC researchers identified problematic patterns in students' thinking to frame content in ways that lead to systematic approaches to biology content, and ultimately, better understanding. Intellectual Merit: the education research is based on a clear framework for biological reasoning and an iterative process of DQC development and refinement based on students responses. Broader Impact: faculty who are using the DQCs are changing introductory biology instruction for students in a wide range of institutions, including community colleges and underserved areas. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR D'Avanzo, Charlene Charles Anderson Alan Griffith Hampshire College MA Terry S. Woodin Standard Grant 154462 7494 1536 SMET 9178 0116000 Human Subjects 0736945 June 1, 2008 Collaborative Research: Alice += Java. Computer Science (31) The project is a collaboration involving St Joseph's University, Ithaca College, and Carnegie-Mellon University. It is integrating Alice, which is a high-impact, high-interest program visualization environment, into the first computer science course. Previous work has provided evidence that this approach can significantly improve achievement and retention of high-risk CS-majors during their first year. The project team is developing instructional materials, including a textbook, laboratory exercises, and lecture/demonstration slides, for teaching the first computer science course using this integrated approach. The major emphasis is using visualization to teach a strong core of fundamental programming concepts and problem-solving techniques in an object-oriented, interactive environment. The effort addresses the high attrition rate of CS-majors during their first year of study, and the investigators are collecting data to determine whether using Alice in the first computer science course reduces the first-year attrition rate. Evaluation efforts include peer reviews, student attitudes and focus groups, attitude surveys, and retention statistics for formative and summative evaluation. The investigators are making all materials available online and disseminating their approach and results through journal articles and presentation at SIGCSE, ITiCSE, FIE, CHI, HCC, and CIT and, for community college faculty, at the Conference for Information Technology and Innovations Conferences, and finally at several Prentice Hall Information Technology (PHIT) Conferences. They also are planning to produce a textbook and create an online community. Broader impacts focus on the wide dissemination of their instructional materials. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Slater, Donald Carnegie-Mellon University PA Russell L. Pimmel Standard Grant 50000 7494 1536 SMET 9178 0116000 Human Subjects 0736946 November 15, 2007 Persistent Organic Pollutants in Alaska. New GC-MS Experiments and Experiences for College and Pre-College Students. This project is introducing college and pre-college students in Alaska to the concepts and practices of chemical analysis, especially relating to the local occurrence of persistent organic pollutants (POPs). Alaska, because of its geographical location and cold climate, is particularly susceptible to deposition of organic pollutants from winds and ocean currents originating at lower latitudes. A new GC-MS instrument equipped with a sampling robot that automatically pre-concentrates pollutant compounds from environmental samples is being installed for student use. Four specific activities are underway: i) pre-college students at the university's summer Rural Alaska Honors Institute for Alaska Natives are using GC-MS and passive sampling techniques to identify and quantify Alaskan POPs; ii) in order to learn more about stable isotopes in nature first-year general chemistry students are studying volatile halogenated organics, which occur in trace amounts in drinking water; iii) organic chemistry students are identifying volatile organics in fragrant biological or commercial samples, and are applying detailed computational analysis to the data; and, iv) advanced chemistry majors are using GC-MS to measure the physical properties of POPs, which affect their distribution within the air-water-land system. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Keller, John Todd Gouin University of Alaska Fairbanks Campus AK Bert E. Holmes Standard Grant 149952 7494 1536 SMET 9178 9150 0116000 Human Subjects 0736947 January 15, 2008 A FRAMEWORK FOR REASONING IN CELL BIOLOGY COURSES. Biological Sciences (61) This project is developing frameworks for reasoning that organize standard content around basic biologically significant scientific principles by designing: a) respiration, photosynthesis, and genetics related computer-gradable homework questions as teaching/assessment items and b) sequences of questions for use in lecture with personal response systems (clickers). These items can be used as formative assessment tools to determine students ability to integrate specific biological content (facts) into key concepts (TIME items), Tracing (keeping track of) Information, Matter, and Energy. The TIME items are being introduced into a spectrum of courses: a genetics course at Lansing Community College, and introductory biology courses and a higher level genetics course at Michigan State University. The efficacy of the TIME items for teaching are being evaluated by: a) following student performance on questions designed to measure principled reasoning and b) determining the validity of the items as assessment tools by interviewing students as they work items. Intellectual Merit: The intellectual merit of this project arises from its grounding in learning theory, its basis in extensive research on students' thinking, and the wide applicability of its approach. The research being done includes both qualitative and quantitative analyses that provide others a basis by which to evaluate this approach and replicate it as appropriate. Broader Impacts: The project has a potential for broad applicability because it is being developed and tested in a continuum of courses and at two very different institutions. Members of the biology education community are beginning to use these frameworks for reasoning in their assessment work in classes as varied as genetics (to interpret student responses to questions in a genetics concept inventory), cellular respiration and photosynthesis, and faculty workshops in ecology (the associated diagnostic question clusters), and generally to enhance development and analysis of efforts for STEM course reform (the frameworks for reasoning and summative assessment items). CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Parker, Joyce John Merrill Barbara Sears Merle Heidemann Michigan State University MI Terry S. Woodin Standard Grant 200000 7494 1536 SMET 9178 0116000 Human Subjects 0736950 June 1, 2008 Active Learning Laboratory for Medical Device Product Design and Manufacturing. Engineering - Other (59) To respond to the increasing demand for novel, more functional, safer, and cost effective medical devices for the US healthcare industry an active learning laboratory is being developed for engineering students. This project focuses on significantly enhancing the design of medical devices by creating an active learning laboratory in which students can experience the stages of product development from design to manufacturing in a hands-on-manner. The active learning laboratory will impact New Product Development and Manufacturing Processes courses. This innovative course-laboratory integration provides an excellent opportunity for students to learn the fundamental principles of design and manufacturing while recognizing their impact in the medical device industry and society as a whole. CCLI-Phase 1 (Exploratory) DUE EHR Lai-Yuen, Susana Kingsley Reeves University of South Florida FL Lesia L. Crumpton-Young Standard Grant 75000 7494 SMET 9178 0116000 Human Subjects 0736952 August 1, 2008 Analyzing Constructed Responses: Using Linguistic Software to Understand Students' Conceptions in Science. Assessment/Research (91) Biological Sciences (61) Geology (42) This project is developing an efficient means for revealing students' conceptual understanding and conceptual barriers in introductory science courses. The starting point is student constructed responses. These require students to explain scientific phenomena and thus have good potential to reveal student conceptual barriers. Because of resource limitations, student assessment is often undertaken using multiple choice items rather than constructed response items. The costs and logistics of evaluating constructed responses are prohibitive in large enrollment courses that are typical of most introductory science courses in large institutions. This project is investigating multiple approaches to applying advances in computerized linguistic analysis in order to reduce the time and cost of evaluating constructed response assessments. These multiple approaches are being used to extract conceptual categories from student responses and using these data to build statistical models of students' application of those concepts in the disciplines of biology and geology. The data are being derived from students in large enrollment, introductory undergraduate courses, each with an enrollment of several hundred students per semester. Intellectual Merit: These models are likely to be useful for improving educators' understanding of student conceptual barriers and as a check on other research seeking to diagnose student conceptual barriers. The project team is an interdisciplinary group with expertise in biology, geology, science education, teacher education, statistics, and instructional technology, and has experience in working together. Broader Impacts: Changes in instruction to focus on student learning rather than on teaching has the potential for large impact. Using assessments that reveal students' conceptual barriers will help instructors to improve teaching by addressing the conceptual difficulties that contribute to attrition in STEM disciplines. At the completion of this project, instructors across the scientific disciplines will have access to a new tool for assessing essay responses, even in large enrollment courses. CCLI-Phase 1 (Exploratory) DUE EHR Urban-Lurain, Mark Duncan Sibley John Merrill Michigan State University MI Myles G. Boylan Standard Grant 150000 7494 SMET 9178 0116000 Human Subjects 0736957 April 1, 2008 Implementation of Superpave Mix Design Methodology into Two Required Transportation Design Courses in Undergraduate Civil Engineering Curriculum. Engineering - Civil (54) The performance of an asphalt pavement depends on various factors, the most important of which is how well the mix was designed against various environmental and traffic loads expected to act on it during its service life. In private industry as well as in governmental agencies, the use of superior performing hot mix asphalt, known as Superpave, has achieved widespread use resulting in a high demand for individuals with Superpave design experience. One of the integral parts of the Superpave system is a newly developed mix design methodology that has proven to be far superior when compared to traditional mix design methods. In this project, two existing undergraduate civil engineering courses are being modified to include modules on Superpave theory, design, and testing. Hands-on laboratory experiences are being developed and evaluated for learning effectiveness through this project. The modules are being inserted in two compulsory courses at the institution, ensuring that all civil engineering students learn about the Superpave technology to better prepare them for their engineering careers. CCLI-Phase 1 (Exploratory) DUE EHR Bhattacharjee, Sudip Alabama A&M University AL Sheryl A. Sorby Standard Grant 31655 7494 SMET 9178 9150 0116000 Human Subjects 0736958 August 1, 2008 Collaborative Research: Commonsense Computing: What students know before we teach. Computer Science (31) This collaborative project, involving six institutions, is identifying the preexisting knowledge students have about computer science topics prior to their starting a first course in computing. Identifying these preconceptions can be used to inform and transform introductory computer science instruction by helping students to learn new concepts within the contexts of their preconceptions. Topics to be explored include: conditional expressions, search, user-interface design and evaluation, and concurrency. CCLI-Phase 1 (Exploratory) DUE EHR Bouvier, Dennis Southern Illinois University at Edwardsville IL Victor P. Piotrowski Standard Grant 25626 7494 SMET 9178 0116000 Human Subjects 0736961 January 15, 2008 COLLABORATIVE RESEARCH: Enhancing Learning Experiences in Partially Distributed Teams. Computer Science (31) Informed by the successful outcomes of a previously funded NSF pilot study (DUE - 0623047) on student partially distributed teams, this initiative is being extended by the creation of a set of three learning and teaching modules to develop the expertise of both students and faculty in computer science undergraduate courses regarding the intricacies involved in effective teaming across distances. Following an instructional strategy known as team based learning, Module One focuses on developing student expertise and spotlights three key areas: (1) anticipating and supporting a team development life cycle, (2) diagnosing and addressing the "us versus them" tension between sub-teams and (3) recognizing and accommodating different "distancing" factors (geographic, temporal, and cultural). Module Two focuses on project planning and preparation of faculty for the purpose of establishing a shared learning environment as the foundation for the PDT project. Module Three focuses on developing faculty expertise through an initial synchronous workshop session followed by continuous asynchronous communication during the project. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Hiltz, Starr Roxanne Murray Turoff New Jersey Institute of Technology NJ Stephen C. Cooper Standard Grant 28223 7494 1536 SMET 9178 0116000 Human Subjects 0736966 January 1, 2008 Integration and Dissemination of Inquiry Based Video Microscopy and Image Processing Labs into the Undergraduate Curriculum. Biological Sciences (61) The advent of inexpensive digital video technology has revolutionized the ability to capture images of cell structure and behavior through the microscope. In parallel, the fluorescent protein revolution, initiated with the cloning of GFP, has given researchers dramatic insights into the dynamics of proteins in living cells. This project capitalizes on these advances to give students in biochemistry, cell biology and genetics courses the opportunity to engage in self-directed laboratory exploration of cellular processes by using green fluorescent probes to compare processes in live cells of mutant and wild strains of the social amoeba Dictyostelium. Equipment added to the laboratory includes several low-cost video fluorescent microscope workstations, a spinning disc confocal microscope system, and an electroporator (for the genetics and cell biology labs). The modules being developed are based on current research at the institution and experience gained within the institution's core microscopy facility. The intellectual merits of this proposal stem from extensive use of live cell imaging, the emphasis on quantitative digital imaging, and the investigative nature of the course. Students learn what a phase contrast optical system does and how it differs from Differential Interference Contrast, how fluorescence filter sets work and the relationship of a CCD chip to an image on a computer screen. The microscope is used for a variety of activities including: checking cultures, titering cells on a hemocytometer, and time-lapse video movie acquisition. Another key aspect of the course is quantitative imaging. Students learn about digital image processing including quantification of parameters like cell size, cell speed, and persistence of chemotactic movement using the power of the video microscope as a quantitative measurement instrument, rather than a qualitative photographic device. In most experiments, students not only investigate a cellular process, but they compare wild-type cells with mutants. The students are given guidelines, but not protocols and are encouraged to devise their own experimental questions within the general parameters of the laboratory. Each laboratory report is written as a mini-research manuscript in which they describe the background, assumptions and hypotheses, as well as the results and discussion. The implementation of this proposal is having a broad impact on undergraduate education. The equipment is being utilized not only to enhance the core microscopy course, but also by two other laboratory courses in the department, using course suitable inquiry based fluorescence microscopy experiments designed jointly by the PI and the faculty responsible for the course. In addition, modified versions of the laboratory modules are being used in undergraduate summer programs, high schools, and community colleges. To reach the wider audience of Cell Biology faculty, the modules are being distributed to the Dictyostelium community through Dictybase, ASCB Education, BiosciEdNet and other teaching resources. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Knecht, David University of Connecticut CT Terry S. Woodin Standard Grant 145392 7494 1536 SMET 9178 0116000 Human Subjects 0736968 January 1, 2008 Dynamic Visualization Tools for Multivariable Calculus. Mathematical Sciences (21) This project is recasting an existing Multi-variable Calculus Visualization tool set into a web-based Java application available on an open access server for use in STEM courses. The purpose of the application is to support the development of students' geometric intuition about the concepts covered in multi-variable calculus, helping them to understand concepts more deeply and make connections between concepts visually. The PI is writing guided exploration laboratory activities using this application so that faculty can encourage students to use these tools outside of the formal classroom. In addition, the creation of a series of additional stand-alone Java applets is underway that demonstrate and explore the major three-dimensional concepts of calculus, including volumes of revolution and volumes of common cross-sections, as well as other topics in multi-variable calculus. These stand-alone modules enable instructors to quickly demonstrate certain concepts as well as display specific information not easily represented in the general visualization-exploration tool. Customization of these applets is possible allowing favorite functions and settings and relevant parameters to be saved in a custom web page, generated by the parent applet, which can then be posted on the user's own website. The intellectual merit of the project lies in the experience of the PI who has created more than ninety Java applets supporting four major calculus textbooks (Anton, Thomas, Varberg, and Salas). Furthermore, the dynamic visualization tools under development enhance the teaching and learning of multi-variable calculus. The project is exerting a broader impact on the mathematical sciences community by providing reliable visualization tools for educators to use to enhance their teaching in calculus. Moreover, the tools are usable in engineering and physics classes. All applets and support materials are being published and widely disseminated through the MathDL site and national conference presentations. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Seeburger, Paul Monroe Community College NY Lee L. Zia Standard Grant 112741 7494 1536 SMET 9178 0116000 Human Subjects 0736971 January 15, 2008 CCLI (Exploratory): Introduction of Nano-computing course module in standard Electrical Engineering Courses. Engineering - Electrical (55) The project is developing instructional materials and teaching strategies on nano-computing that easily integrate into the standard electrical engineering courses dealing with electronics, logic design, and circuits. The goal is to develop educational material on nano-computing that can be understood by undergraduate students and taught by faculty not currently engaged in nano-computing research. The investigators are creating materials for (a) an introductory nano-electronics unit consisting of motivational material and descriptions of various nano-devices (CNT, SET, QCA, RTD) and their functionality and challenges, (b) a digital logic unit illustrating the important principles in nano-domain logic design including majority, minority, multi-valued logic, and (c) a nano-domain circuits unit covering circuit behavior and design using SPICE models of CNTs or SETs. These materials are designed to foster cooperative learning, learning by doing, and sensory-mode sensitive active learning. They are especially targeted towards women who are severely under-represented in computer engineering. The evaluation component, with assistance from two campus centers on teaching excellence and evaluation, is measuring student perceptions of the material using survey instruments, faculty perceptions of the unit through interviews, and assessments of student learning using surveys specifically developed for this project. Dissemination includes postings on a website, presentations at engineering education conferences, publications in the appropriate journals, and faculty workshops at design automation conferences, such as the IEEE MSE. The broader impacts include the dissemination of project results, the faculty workshop, and focused efforts on women and minority engineering students. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Bhanja, Sanjukta Paris Wiley University of South Florida FL Russell L. Pimmel Standard Grant 145948 7494 1536 SMET 9178 0116000 Human Subjects 0736972 May 15, 2008 Adaptive Use of Historic Truss Bridges for Civil Engineering Instruction. Engineering - Civil (54) This project is utilizing an historic truss bridge to improve two courses in undergraduate civil engineering education, Structural Analysis and Construction Methods. The adaptive use of the truss bridge provides a vehicle for improving student's ability to create high quality computer models of structures and to develop high quality construction plans. Through this project, students are gaining a deep understanding of the differences that occur between real and theoretical structures in both analysis and construction. The project comprises four parts: (1) development of a protocol for adaptive use of historic truss bridges for pedestrian use, (2) development of a series of construction planning, sequencing, and estimating assignments that are based on the adaptive use of an historic truss bridge, (3) development of an instrumentation plan for the bridge, and (4) development of assignments for a structural analysis course that uses the measured deflections and forces in truss members and compares them to theoretical values. The project is being rigorously assessed to determine the impact on student learning and the materials developed are being widely disseminated for adoption at other institutions. CCLI-Phase 1 (Exploratory) DUE EHR Arwade, Sanjay Alan Lutenegger University of Massachusetts Amherst MA Sheryl A. Sorby Standard Grant 149771 7494 SMET 9178 0116000 Human Subjects 0736974 January 1, 2008 Conceiving Laboratory Experiments for Renewable and Wind Energy Systems Courses. Engineering - Electrical (55) The project, a collaboration effort between University of Texas at Austin and University of Texas-Pan American, is developing laboratory experiments with learning materials on wind turbine technologies and wind power system for undergraduate-level engineering courses. These materials are intended for use in a stand-alone dedicated course in wind energy and power systems or as a component in a more general power systems course. The project team is using the principles of How People Learn with challenged-based learning methods to achieve a better learning experience. Each experiment is formulated and presented as a challenge. Students then pursue the challenge systematically by going through each learning phase, i.e., generating ideas, viewing it from multiple perspectives, researching and revising, testing, and going public. Materials developed with this approach are creating and promoting effective learning environments characterized with knowledge-, learner-, assessment-, and community-centered learning dimensions. The laboratories encompass computer simulations and hardware laboratory experiments of wind turbine technologies and wind power system operations. The inclusion of both types of experiments facilitates transferability, adaptation, and dissemination of the materials to other universities. Evaluation efforts are using an assortment of techniques (i. e, surveys, focus groups, interviews, and student product analysis) to determine the students' perceptions about the material effectiveness and changes in their understanding and interest. Dissemination involves website posting, conference and journal presentations and papers, and a targeted effort to reach a half a dozen other schools with large power systems programs. Broader impacts include the dissemination of the material, strengthening and propelling the emerging wind power industry, and focused efforts on Hispanic students. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Santoso, Surya University of Texas at Austin TX Russell L. Pimmel Standard Grant 115538 7494 1536 SMET 9178 0116000 Human Subjects 0736975 January 15, 2008 MathBench Modules: Mathematics for all biology undergraduates. Biological Sciences (61). This project is refining, expanding and assessing a series of interactive, web-based instructional modules - the MathBench Biology Modules - which integrate mathematics more deeply into the undergraduate biological sciences curriculum in a way that reinforces biological concepts and increases quantitative literacy. The modules use humor, references to popular culture and interactive elements to engage students, but also build upon students' intuitive understanding to help them explore biological concepts using mathematical approaches. The modules focus on ten major quantitative skills identified by university faculty as being essential for a comprehensive understanding of modern biology. Twenty-six modules were previously developed and were piloted in five fundamental biology courses. Faculty from the partnering institutions are collaborating to modify a subset of the modules to address the specific needs of students enrolled at a nearby community college where increasingly large numbers of university graduates begin their education. The entire MathBench suite of modules is also being enriched with more robust interactive elements that fully capitalize on the advantages of technology-enhanced instruction. The effect of the modules on student learning outcomes and attitudes are being assessed, with the feedback being used to further refine the modules. Intellectual Merit: This project addresses a pressing national need by enhancing the interdisciplinary training of biological sciences undergraduates. The MathBench Biology Modules are thoroughly grounded in pedagogical research and fully leverage the capabilities of modern instructional technology. Integration of the MathBench modules into fundamental courses across the biological sciences curriculum will allow students from diverse educational backgrounds to hone their quantitative skills, preparing them for more complex mathematical approaches in upper-division courses. The project team has strong expertise in interdisciplinary biological research, innovative use of technology in instruction, and the scholarship of teaching and learning. Broader Impacts: The MathBench Biology Modules have significant broader impacts. First, they enhance the educational mission of institutions of higher education by exposing students to mathematical approaches essential for a deep understanding of biological concepts. Second, the adaptation of the MathBench modules for use at the community college level will help equilibrate the quantitative foundation of biological sciences majors at the university level regardless of where they receive their introduction to biology. Because community college enrollment includes large numbers of minorities and students who are the first in their families to attend college, this project's efforts benefit groups of students traditionally underrepresented in the sciences. Third, the project will have a lasting reach beyond the campuses where the modules are being developed because the modules will be freely available on the MathBench website and will be submitted for inclusion in national digital libraries. The modules' easy accessibility will make it possible for them to be disseminated widely in a variety of educational contexts at both the community college and university levels. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Fagan, William Denny Gulick Katerina Thompson Karen Nelson James Sniezek University of Maryland College Park MD James E. Hamos Standard Grant 191213 7494 1536 SMET 9178 0116000 Human Subjects 0736976 May 1, 2008 Dilemmas and Decisions: Using Guided Writing to Increase Ecological Literacy in Undergraduate Biology Students. Biological Sciences (61). Writing-to-learn (WTL) has been shown to effectively help students piece together concepts into meaningful conceptual frameworks, especially when they are asked to incorporate personal connections. The objective of this project is to test the effectiveness of the Cognitive-Affective-Behavior (CAB) WTL model, a pedagogical model that is being developed specifically as a teaching tool to improve ecological literacy. In the CAB-WTL model students write a series of in-class guided essays, identifying personal dilemmas relevant to current issues. These written discourses provide a measure of the level of student ecological literacy. The intellectual merit of the project lies in testing the effectiveness of the CAB-WTL model with three distinct populations: (1) Biology majors and other science majors at a 4-year college; (2) Education majors at a 4-year college and (3) students at a 2-year tribal college. Furthermore, through the qualitative analysis of student writing, the project is providing data to the science education community regarding the depth of understanding of key ecological concepts and the current state of ecological literacy among undergraduates. The project's broader impact includes: (1) the development and testing of a transferable model for increasing science literacy, (2) the presentation of regional workshops and workshops in conjunction with scientific meetings that focus on preparing faculty to use this model in a variety of settings, and (3) the dissemination of results through presentations at meetings and through publication in peer-reviewed journals. In addition, the project is building collaborative ties between faculty at a 4-year institution and at a two-year tribal college, and is serving underrepresented students (particularly Native American women) and pre-service teachers. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Balgopal, Meena Alison Wallace Steven Dahlberg Minnesota State University Moorhead MN Deborah E. Allen Standard Grant 139011 7494 1536 SMET 9178 0116000 Human Subjects 0736977 February 1, 2008 Integration of a Portable X-ray Fluorescence Instrument into Courses in Social, Natural and PhysicalSciences. Interdisciplinary 99 This project is using a portable X-ray fluorescence (PXRF) instrument to provide authentic research activities into lower and upper division courses in archeology, biology, earth sciences and chemistry. Combining PXRF techniques with inquiry-based laboratory activities encourages students to solve real-world problems and engage them in multidisciplinary research. Students in the archaeology courses are geosourcing obsidian artifacts from local and community collections; students in biology are designing and implementing studies to test for magnesium chloride level in conifer forests adjacent to highways; earth science students are evaluating the impact of anthropogenic activities on Ponderosa pine trees; and chemistry students are conducting community-based research in portions of north Denver where soils still remain contaminated by an old smelter. In addition, the project also is establishing a community of learners composed of the students and faculty members from four disciplines. The specific goals of this interdisciplinary project include 1) enhancing the classroom learning environment of undergraduate students by involving them in authentic research, and 2) engaging faculty members in integrating authentic PXRF research projects into their undergraduate courses. Activities that support these goals and a set of clear, measurable outcomes are being used to assess the impact of this project on student learning. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Miller, Keith Bonnie Clark Michael Kerwin University of Denver CO Herbert H. Richtol Standard Grant 148948 7494 1536 SMET 9178 0116000 Human Subjects 0736981 January 15, 2008 COLLABORATIVE RESEARCH: Enhancing Learning Experiences in Partially Distributed Teams. Computer Science (31) Informed by the successful outcomes of a previously funded NSF pilot study (DUE - 0623047) on student partially distributed teams, this initiative is being extended by the creation of a set of three learning and teaching modules to develop the expertise of both students and faculty in computer science undergraduate courses regarding the intricacies involved in effective teaming across distances. Following an instructional strategy known as team based learning, Module One focuses on developing student expertise and spotlights three key areas: (1) anticipating and supporting a team development life cycle, (2) diagnosing and addressing the "us versus them" tension between sub-teams and (3) recognizing and accommodating different "distancing" factors (geographic, temporal, and cultural). Module Two focuses on project planning and preparation of faculty for the purpose of establishing a shared learning environment as the foundation for the PDT project. Module Three focuses on developing faculty expertise through an initial synchronous workshop session followed by continuous asynchronous communication during the project. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Ocker, Rosalie Mary Beth Rosson Sadan Kulturel Pennsylvania State Univ University Park PA Stephen C. Cooper Standard Grant 115055 7494 1536 SMET 9178 0116000 Human Subjects 0736985 June 1, 2008 Coupled Core Science Courses for Integrative Learning. INTERDISCIPLINARY: 99 The project is developing a series of coupled interdisciplinary core science courses for non-science majors and is creating a Resource Center for Core Science to enhance the design, delivery and evaluation of core science courses. In order to increase the science literacy of students, coupled interdisciplinary core science courses are being developed around broad themes. For example, the theme named The Limits of Human Performance couples the course Physics of Sport with the course Chemistry of Nutrition. The new Resource Center for Core Science is partnering with the Center for Academic Excellence to develop, deliver, and review existing and new core science courses. Faculty attend focused workshops to design coupled courses that include creative laboratory experiences, classroom activities, and data analysis projects that engage students in doing science and in connecting scientific knowledge with other types of knowledge. For example, students are using hand-held accelerometers in Physics of Sport, environmental gas monitors in Environmental Science, and solar power kits in Chemistry, Energy and the Environment, to gather data that allows them to ask probing questions about the natural world. By creating an ongoing environment for assessment activities, faculty are able to implement teaching methods recognized as key to enhancing student learning. This project builds on a larger institutional strategic planning initiative that aims to integrate courses across the core curriculum and serves as a model for those interested in the teaching of science using integrative teaching and learning. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Steffen, Lawrence Kathryn Nantz Fairfield University CT Herbert H. Richtol Standard Grant 136262 7494 1536 SMET 9178 0116000 Human Subjects 0736995 January 15, 2008 Project laboratory in genetics and genomics. Biological Sciences (61) In the laboratory course being developed by this project students combine genetics and genomics techniques to explore genetic variation within populations. It is based on a pilot course introduced in 2007. Students isolate random E. coli transposon mutations affecting rates of genetic variation and analyze the unique mutants they have isolated to discover and understand functions essential to genetic stability. They then integrate their findings with public domain genomic information resources to develop a Web page for each gene investigated. As a finale for the course, students design their own simple experiment regarding mutagenesis and refine the experiment from the results of their preliminary analysis. Students are assessed, before and after the course, for their level of mastery of basic cellular and molecular processes and for their attitudes towards and understanding of scientific research. In addition, students evaluate the value of various aspects of the course, to aid in its future refinements. The intellectual merit of this project is that it provides real research laboratory experience in a course that leads to understanding of core concepts in genetics. The broader impact of this project is that the course serves as a model for future development of interdisciplinary project laboratories at Brandeis University and elsewhere. Course materials (information, protocols, genomic resources, exercises, design, strains) are being made available publicly. The novel integration of genomic analysis with readily accessible experiments with bacteria provides a course paradigm that can be replicated in diverse academic settings. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Lovett, Susan James Morris Brandeis University MA Terry S. Woodin Standard Grant 150000 7494 1536 SMET 9178 0116000 Human Subjects 0736997 April 15, 2008 Capability-Focused Real-World-Based Technology-Enabled (CARTEL) Instructional Strategy: Development and Testing in Introductory Courses. Engineering - Mechanical (56) This project focuses on significantly enhancing the Introduction to Information Technology course through the infusion of case studies developed by the Laboratory for Innovative Technology and Engineering Education at Auburn University. The targeted goals of the project include: 1) implementation of a capability-focused real-world based information technology-enabled instructional strategy; 2) development of critical thinking capabilities among students; and 3) increased student usage of information technologies in mastering concepts covered in course instruction. In addition, this project includes the development of course mapping techniques to assist in course planning, development, and delivery of instructional strategies. Evaluation and assessment strategies are being implemented to refine the course mapping and instructional strategy plans. Mechanical Engineering faculty and students are benefiting from this new curriculum enhancement. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Raju, P. Chetan Sankar Auburn University AL Lesia L. Crumpton-Young Standard Grant 150000 7494 1536 SMET 9178 9150 0116000 Human Subjects 0737000 January 15, 2008 Collaborative Research: Elementary Mathematics for Teachers. Mathematical Sciences (21) This collaborative project is strengthening the mathematics preparation of K-8 teachers by continuing the development of a one-year college course taught in a mathematics department and by the creation of materials to support instructors teaching such courses. This new course provides pre-service K-8 teachers with a solid knowledge of elementary mathematics in a form that is immediately useful in classrooms. It incorporates recent insights into what knowledge is especially useful to teachers and it is structured in a manner that mathematics faculty and teaching assistants will find familiar, easy to implement, and appealing. The PIs have completed a textbook, focused on arithmetic, for the first semester of this course and have a preliminary version of a written second textbook focused on measurement and geometry. The central innovation is to base the course on the study of the exceptionally-clear elementary school textbooks from Singapore. This project is also creating, pilot testing, and disseminating several sets of materials that include: (1) web-based problem sets and practice exams for students, (2) web resources for instructors, including a bank of carefully-selected quiz and exam questions, and (3) a manual that provides lesson plans and guidance to instructors and departments who wish to use this approach in courses for elementary teachers. The emphasis is on ease-of-use and relevance to K-8 teaching. The project design includes evaluations and several levels of feedback aimed at ensuring that this material is manageable, effective, and immediately useful to students and instructors. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Parker, Thomas Michigan State University MI Daniel P. Maki Standard Grant 81984 7494 1536 SMET 9178 0116000 Human Subjects 0737002 May 1, 2008 Open Your Eyes to the Skies: An Innovative and Interdisciplinary Astronomy/Astrochemistry Teaching Laboratory. Astronomy (11) This project is creating a multi-use teaching laboratory in the historic University of Illinois Observatory building (a National Historic Landmark) that allows students to use the 12 inch Brashear refracting telescope (completed in 1896) and a suite of smaller telescopes together with spectrographs, laboratory experiments, and computer-based activities such as data analysis. In addition, the project is developing an ensemble of undergraduate courses that utilize the Observatory in a new way to better promote science education with a hands-on, active learning approach. Two of these courses target non-astronomy majors who take the introductory astronomy courses to satisfy their quantitative reasoning university requirement. A third course targets astronomy majors, who otherwise get very little exposure to real observing and experimentation. The fourth course is the nation's first laboratory course in the emerging interdisciplinary field of astrochemistry. Intellectual Merit: The work involves the creation of an innovative teaching laboratory in the disciplines of astronomy and astrochemistry, as well as the development of new courses for non-astronomy majors, astronomy majors, and chemistry majors. The PIs are creating new learning materials and teaching strategies in the form of the laboratory "manuals" for these courses, which are deliberately vague enough to force the students to explore the scientific questions at hand and to develop their own experimental techniques. The project is also implementing educational innovations based on successful astronomy laboratory courses (e.g., Harvard and UC Berkeley), but also advancing their achievements with the powerful addition of astronomical spectroscopy and astrochemistry. Broader Impact: The creation of an astronomy/astrochemistry teaching laboratory, and the development of the associated courses, takes advantage of the opportunity presented by the Observatory and students' natural wonder, to open up their eyes to the skies in a new way. The broader impact of this work will be a more scientifically literate population (resulting from non-majors' exposure to the scientific method), a larger and more gender-balanced population of astronomy majors, and better-educated scientists in chemistry and astronomy entering the workforce. The project can also benefit other U.S. astronomy departments. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Looney, Leslie Nick Glumac Benjamin McCall University of Illinois at Urbana-Champaign IL Duncan E. McBride Standard Grant 97940 7494 1536 SMET 9178 0116000 Human Subjects 0737006 January 1, 2008 Biomechanics of Human Movement Laboratory Curriculum. The Biomechanics of Human Movement Laboratory Curriculum project is creating new learning materials and software based tools for use in undergraduate programs in kinesiology, exercise science, pre-physical therapy and related areas. The curriculum, itself, is embodied in a series of software-based laboratory exercises custom written to adapt to student input. This laboratory curriculum is tied to an existing Biomechanics of Human Movement textbook and Kinematic Analysis (KA) biomechanics research software. At the conclusion of the project, the software for a complete biomechanics curriculum (including a textbook, a biomechanics research software suite and a custom developed laboratory curriculum) will be available to all interested educational institutions through a zero-dollar, unlimited-term, university / student home use license agreement. This will enable broad distribution of the materials to students on a DVD-R disks. Intellectual Merit The laboratory curriculum includes software-based lessons that reinforce student learning for the primary learning objectives associated with the existing course and textbook. In addition, students develop research data analysis skills through scripted ?mini-research? exercises tied to the KA software. The laboratory exercise software employs conditional branch content sequencing, an approach that improves the learning experience for all students by manipulating the presentation of content materials in response to student input. For example, as part of any given laboratory exercise, students read the laboratory content materials and respond to questions as they interact with the software. Student understanding of the various portions of the exercise is then dynamically evaluated within the software by analyzing the percentage of correct scores, the types of incorrect responses and the time duration between responses. Students that score well are given (via software manipulations) advanced sections for the laboratory exercise. Students that score poorly are given supplementary foundation materials to better prepare them for the moderately difficult materials that will follow. Students that perform at the expected level experience the ?normal? sequence of course materials. In effect, the software based laboratory exercises adapts the details of the laboratory curriculum to meet the needs of the individual student. All measures of student performance are stored on students? local computers and later collected over the laboratory?s local area network for use by the instructor and by the researchers. Broader Impacts The new curriculum materials can be used in undergraduate education for multiple fields include kinesiology, exercise science and pre-physical therapy, and, when fully developed, will be available for dissemination through zero-dollar license agreements. Where adopted, the curriculum will involve students in video-based biomechanical research as the software transforms a ?normal? personal computer into a video analysis workstation. Currently, the high cost and steep learning curves of commercially produced motion analysis software is stifling the growth of undergraduate student research in biomechanics and limiting the extent of their preparation for graduate study and professional opportunities. This project?s research software, coupled with the practical and theoretical foundation provided by the textbook and laboratory curriculum, removes these barriers. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Schleihauf, Robert Mi-Sook Kim San Francisco State University CA James E. Hamos Standard Grant 149641 7494 1536 SMET 9178 0116000 Human Subjects 0737016 January 15, 2008 Collaborative Research: Elementary Mathematics for Teachers. Mathematical Sciences (21) This collaborative project is strengthening the mathematics preparation of K-8 teachers by continuing the development of a one-year college course taught in a mathematics department and by the creation of materials to support instructors teaching such courses. This new course provides pre-service K-8 teachers with a solid knowledge of elementary mathematics in a form that is immediately useful in classrooms. It incorporates recent insights into what knowledge is especially useful to teachers and it is structured in a manner that mathematics faculty and teaching assistants will find familiar, easy to implement, and appealing. The PIs have completed a textbook, focused on arithmetic, for the first semester of this course and have a preliminary version of a written second textbook focused on measurement and geometry. The central innovation is to base the course on the study of the exceptionally-clear elementary school textbooks from Singapore. This project is also creating, pilot testing, and disseminating several sets of materials that include: (1) web-based problem sets and practice exams for students, (2) web resources for instructors, including a bank of carefully-selected quiz and exam questions, and (3) a manual that provides lesson plans and guidance to instructors and departments who wish to use this approach in courses for elementary teachers. The emphasis is on ease-of-use and relevance to K-8 teaching. The project design includes evaluations and several levels of feedback aimed at ensuring that this material is manageable, effective, and immediately useful to students and instructors. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Baldridge, Scott Louisiana State University & Agricultural and Mechanical College LA Daniel P. Maki Standard Grant 67537 7494 1536 SMET 9178 9150 0116000 Human Subjects 0737021 June 15, 2008 Case Studies Development as a Constructivist Pedagogy for Teaching Work Analysis and Design. 59: Engineering - Other Proposal ID 0737021 University of South Florida Department of Industrial and Management Systems Engineering This project focuses on the creation of case studies to support the constructivist approach for teaching Work Analysis and Design. Case studies involve solving engineering related problems within healthcare, transportation, retail and entertainment environments. The project includes a paradigm for promoting learning through active knowledge construction rather than passive transfer of information to students. This course content expands beyond the traditional applications of manufacturing into the service enterprise and information technology sectors. Results of this project promote the use of innovative techniques to make courses more learner centric and innovative. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Centeno, Grisselle University of South Florida FL Lesia L. Crumpton-Young Standard Grant 150000 7494 1536 SMET 9178 0116000 Human Subjects 0737027 January 1, 2008 Integrating Genomics Throughout the Undergraduate Microbiology Curriculum. Biological Sciences (61) The overarching goal of this project is to introduce genomics at all levels of the undergraduate experience. This effort includes two coordinated activities 1) creation of an upper division capstone course, "Bacterial Genome Sequencing and Analysis" at the University of Florida (UF) and, in collaboration with faculty at Seminole Community College (SCC), 2) creation of an introductory level course in genomics offered at both institutions. Professional academic educators at UF are conducting a comprehensive project assessment to provide formative and summative feedback. Students in the capstone course collaboratively sequence and analyze the genome of a previously unpublished bacterial organism and, to gain experience in scientific communication, write up their research for publication in a journal. Creation of the introductory course involves a multi-step process: a) development of SCC faculty expertise in genomics through a continuing education course offered by faculty from UF; b) involvement of a team consisting of UF and SCC collaborators in design of the course and c) piloting the course at both institutions simultaneously. The intellectual merit of the project lies in its introduction of a rapidly developing field in biology to a broad base of undergraduate students. The broader impacts of the project include its dissemination, through an online course manual posted and freely distributed on the web, of the capstone experience as an approach to genomics education. In addition, the continuing education course in genomics offered to SCC faculty and instructors from other community colleges as well as middle and high school biology teachers serves as a model of how to broadly introduce genomics approaches at institutions lacking personnel with a strong background in this newly developing field. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Triplett, Eric Jennifer Drew Mary Dettman Barbara Hunnicutt University of Florida FL Terry S. Woodin Standard Grant 155365 7494 1536 SMET 9178 0116000 Human Subjects 0737029 March 1, 2008 Improving Embedded System Education with Software Engineering Methodologies. Engineering - Electrical (55) The project is exploring a unique education paradigm that systematically integrates software engineering practice into a series of embedded systems courses. It addresses the need to educate students in using software engineering methods in complex embedded software projects, a topic that is not addressed adequately in either software or embedded systems courses. The project involves introductory-, intermediate- and advanced-level embedded systems courses. The most important software engineering methods appropriate to each level are introduced in the corresponding course and the software engineering practices are integrated into the course laboratories and projects. Commonly used software engineering tools will be introduced along with embedded systems development environments. The project will improve student learning and teaching effectiveness in both areas. Furthermore, a short course abstracted from the materials is benefiting other engineering disciplines that develop domain-specific embedded systems. The teaching materials are being designed so that they can be re-organized to serve students and engineers from other disciplines to meet their need for training in Software Engineering. The evaluation effort, under the guidance of an expert from the campus's institute for studies of education, is using validated sample survey instruments, institutional data on achievement and growth, focus groups, and individual interviews to monitor the project's effectiveness, impact, and unexpected outcomes. Investigators are disseminating their methods and results through their website, journal and conference venues, and specialty outlets, including the Shared-Software Infrastructure Program and the Field-tested Learning Assessment Guide. Broader impacts include the dissemination of the material, including their assessment tools, and their outreach to other engineering disciplines. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Nguyen, Tien Mack Shelley Diane Rover Zhao Zhang Iowa State University IA Russell L. Pimmel Standard Grant 149999 7494 1536 SMET 9178 0116000 Human Subjects 0737030 December 1, 2007 IONiC: A Cyber-Enabled Community of Practice for Improving Inorganic Chemical Education. Chemistry (12) The field of inorganic chemistry is one of the broadest in chemistry, and it is heavily specialized into subdisciplines. For inorganic faculty with diverse teaching loads and deep yet narrow training within a subdiscipline, curricular innovation faces considerable barriers. Innovation is particularly formidable when faculty choose to incorporate topics outside of their comfort zone into lecture and laboratory courses. This project is enhancing the inorganic chemistry classroom and laboratory experience for students and faculty members through the development and growth of IONiC (Intellectual Online Network of Inorganic Chemists), a vibrant virtual "community of practice." The community's foundation is a cyber-interface that facilitates collaborative development of learning materials and their dissemination to the wider inorganic community. This website, VIPEr (Virtual Inorganic Pedagogical Electronic Resource), serves both as a repository and as a user-friendly platform for social networking tools that facilitate virtual collaboration and community building. Using VIPEr, the project is developing and disseminating best practices for teaching inorganic chemistry by targeting three goals. Goal 1. Share Knowledge and Develop Materials Objectives: Develop and share educational materials for inorganic chemistry by initially adapting activities that team members are already using in their classrooms. Hold workshops, each dedicated to a single subdiscipline, to expand the knowledge base of the leadership team and allow them to collaboratively develop additional learning materials. Goal 2. Build Community through Cyber-Technology Objectives: Develop, learn, and test synchronous and asynchronous technologies for communication and community building among faculty. Use these technologies for providing feedback on materials development, facilitating discussion about activities related to the teaching and learning of inorganic chemistry, and building expertise so that the technologies may be used with students in later stages of the project. Goal 3. Test Materials and Technology in the Classroom and Assess Student Learning Objectives: Implement these educational materials in classrooms, assess student learning, and use assessment results to refine this course content. Test the use of synchronous technologies to network students between small classes and research groups from geographically separated campuses in joint learning activities. Through these interrelated goals, the project is creating new learning materials, developing faculty expertise, implementing educational innovations in the classroom, and assessing student achievement. The intellectual merit of this project includes (1) contributing to the knowledge base of inorganic chemistry teaching by developing, testing, and disseminating new inorganic learning materials; (2) contributing to the understanding of best practices for "virtual communities of practice" by assessing the impact of IONiC on the leadership group; and (3) developing knowledge about the use of synchronous and asynchronous communication tools for faculty and students. This project has broader impacts in the community of inorganic chemistry educators, through the growth of this community of practice, and the dissemination of new learning materials via VIPEr and the National Science Digital Library. The evolution of IONiC and the unique blend of virtual and face-to-face networking it provides serve as a model for other disciplines and groups of educators facing similar challenges and with similar goals. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Eppley, Hilary DePauw University IN Susan H. Hixson Standard Grant 149374 7494 1536 SMET 9178 0737041 November 15, 2007 Biologically !nspired design: A Novel Interdisciplinary Biology-Engineering Curriculum. Interdisciplinary (99) An interdisciplinary course of biologically inspired design (BID) is being developed for joint enrollment of upper level undergraduates from engineering and biology undergraduates. Using the organismal world as a guide, students are creating solutions to real world problems that have been subjected to traditional engineering methods. The overall course objectives are to: 1) Develop strategies for teaching BID that facilitate collaborations between biological scientists and engineers at the earliest phases of their educational careers. 2) Identify and examine case studies of BID in various fields as a way to identify common principles and approaches, and identify critical areas that require coordination among different practitioners of biologically-inspired design. 3) Devise project-based and problem-based exercises to bring together students in the fields of science, engineering, and design to facilitate the incorporation of biological principles into engineering design. 4) To familiarize scientists and engineers with challenges that are amenable to biologically-inspired approaches. The course is being integrated into both the biology and engineering curricula by cross listing it in biology and several engineering majors. The cross listing is removing barriers to the fulfillment of graduation requirements since it is an upper division elective and offers the same contribution toward graduation as any other elective upper division disciplinary course. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Yen, Jeannette Marc Weissburg Bert Bras GA Tech Research Corporation - GA Institute of Technology GA Curtis T. Sears Standard Grant 121015 7494 1536 SMET 9178 0116000 Human Subjects 0737048 March 1, 2008 Integration of 4G Heterogeneous Network Laboratory into the Electrical and Computer Engineering Undergraduate Curriculum. Computer Engineering (32) A Fourth Generation (4G) heterogeneous laboratory is being developed in this project, with the overarching goals of (1) improving student learning in networking, communications, and multimedia by undergraduates in a 4G environment, and (2) increasing interest and participation in electrical and computer engineering (ECE) by undergraduate students. The laboratory gives students hands-on experiences in a heterogeneous environment that intertwines wired, wireless, cellular, and sensor network technologies. Traditional ECE courses in analog and digital data networks, wireless networks, and multimedia communications systems are being revised to take advantage of the new laboratory environment and to provide learning opportunities that are representative of modern communication technologies. The laboratory and related curricula serve as a model for learning about and working with 4G network technologies that is being evaluated for its effectiveness and that can be deployed at other institutions. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Sarkar, Mahasweta Sunil Kumar Santosh Nagaraj San Diego State University Foundation CA Victor P. Piotrowski Standard Grant 150000 7494 1536 SMET 9178 0116000 Human Subjects 0737050 May 1, 2008 Collaborative Research: Training Faculty in Scientific Teaching: STAR Mini-Institute. Biological Sciences (61). This project focuses on the critical need for professional development of biology faculty at post-secondary institutions throughout the state of Louisiana. A series of three faculty workshops (STAR Mini-institutes) are modeled on the National Academies Summer Institute (NASI) on Undergraduate Education in Biology and are designed to develop a community of biology faculty who are trained in scientific approaches to teaching. The two and a half day long mini-institutes are describing and modeling scientific teaching and methods to promote active learning, and introducing participants to the data supporting these approaches. Background information on how to align instruction and assessment, diversity of learning styles and students, and how to document teaching effectiveness is also being presented in the institutes. To obtain experience in implementing these instructional approaches, participants are being grouped based on their teaching interests. These teams are working together to develop "teachable units" that incorporate scientific teaching, include formative and summative assessments, and address how to present information to students with a diversity of learning styles and needs. Participants in the mini-institutes are sharing their experiences with other faculty at their institutions, and maintaining their involvement in the project through various mechanisms designed to continue their development and foster community. The mini-institutes are directly impacting biology faculty on campuses across Louisiana, but the broader impact extends to the large number and diversity of students enrolled in biology courses at the thirty target institutions, including six HBCU's and a number of community colleges. Results of the project are being disseminated through regional and national meetings and through publication in peer-reviewed journals on science education. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Ales, JoDale Baton Rouge Community College LA Terry S. Woodin Standard Grant 16738 7494 1536 SMET 9178 9150 0116000 Human Subjects 0737051 January 1, 2008 Conceiving Laboratory Experiments for Renewable Energy and Wind Energy System Courses. Engineering - Electrical (55) The project, a collaboration effort between University of Texas at Austin and University of Texas-Pan American, is developing laboratory experiments with learning materials on wind turbine technologies and wind power system for undergraduate-level engineering courses. These materials are intended for use in a stand-alone dedicated course in wind energy and power systems or as a component in a more general power systems course. The project team is using the principles of How People Learn with challenged-based learning methods to achieve a better learning experience. Each experiment is formulated and presented as a challenge. Students then pursue the challenge systematically by going through each learning phase, i.e., generating ideas, viewing it from multiple perspectives, researching and revising, testing, and going public. Materials developed with this approach are creating and promoting effective learning environments characterized with knowledge-, learner-, assessment-, and community-centered learning dimensions. The laboratories encompass computer simulations and hardware laboratory experiments of wind turbine technologies and wind power system operations. The inclusion of both types of experiments facilitates transferability, adaptation, and dissemination of the materials to other universities. Evaluation efforts are using an assortment of techniques (i. e, surveys, focus groups, interviews, and student product analysis) to determine the students' perceptions about the material effectiveness and changes in their understanding and interest. Dissemination involves website posting, conference and journal presentations and papers, and a targeted effort to reach a half a dozen other schools with large power systems programs. Broader impacts include the dissemination of the material, strengthening and propelling the emerging wind power industry, and focused efforts on Hispanic students. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Ramos-Salas, Jaime University of Texas - Pan American TX Russell L. Pimmel Standard Grant 34392 7494 1536 SMET 9178 0737054 January 15, 2008 RobotStudio: A Modular IDE-Based Holistic Approach to Teaching Language Engineering and Compilers Using Educational Robots. Computer Science (31) This project incorporates the development, refinement and evaluation of a holistic approach of using educational robots to teach language engineering and compiler topics. An inexpensive, simple, yet capable robot controller serves as the target system. Students use a dedicated teaching IDE - RobotStudio to control robots and explore key language engineering concepts, including interplay of language features and system design, lexing and parsing, compiler intermediate representation, bytecode generation, program analysis and transformation, all with RobotStudio as a concrete and immediately accessible test bed. In addition, the modular and extensible architecture of RobotStudio allows students to build and integrate their projects as RobotStudio plugin modules and gain hands-on experience of how individual compiler components work together to form a working IDE system. Major activities in this project include (1) the design and development of the modular IDE-based teaching approach and supporting materials; (2) assessment of the effectiveness of teaching materials and determining if the approach improves student interests, retention and success rate in related courses; and (3) the refinement and dissemination of teaching materials and supporting software tools to facilitate further implementation of these exemplary practices. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Xu, Li University of Massachusetts Lowell MA Stephen C. Cooper Standard Grant 145320 7494 1536 SMET 9178 0116000 Human Subjects 0737056 August 1, 2008 Collaborative Research: ChemQuery as a Formative Assessment Instructional Strategy for Chem 1. Chemistry (12) This project focuses on improved instructional strategies in undergraduate general chemistry through new approaches to the formative assessment feedback cycle. In prior work funded by NSF, a conceptual framework, called the "Perspectives of Chemists", was developed that attempts to capture student learning patterns in chemistry. Chemistry is a set of powerful models of the natural world for which the discrete knowledge pieces are intended to build understanding. The aim of the "Perspectives" is to build working knowledge of these powerful scientific models, coordinating this knowledge into a functional whole. Without this view, the focus of instruction can become a fragmented acquisition of facts and algorithms. This project is using the "Perspectives" and an associated assessment system called ChemQuery to investigate formative assessment as an instructional strategy to help support student learning for about 1,400 students in UC Berkeley's Chemistry 1A course. ChemQuery includes computer-adaptive delivery of homework sets, called "Smart Homework," that measure student understanding on the "Perspectives" framework and then adjust questions to meet both the course learning objectives and the needs of students. Previously, the homework sets have been used to individualize homework challenge and scaffold from student's prior knowledge to successful completion of homework objectives. With this project, three different approaches to formative feedback are being investigated that could be incorporated within the "Perspectives": differentiating the scaffolding of the questions to connect with student prior knowledge, adding real time feedback with worked solutions, and adding real time feedback with differentiated worked solutions scaffolded to align with measured student understanding. Intellectual Merit: For STEM undergraduate education at large public universities as much as 50 percent of students entering the university intending to pursue STEM majors ultimately transition to non-STEM majors and careers, with little corresponding inflow into STEM majors. Part of this STEM attrition for these generally well-prepared students, with high mathematics and verbal test scores as well as exemplary achievement records in their prior high school science courses, may result from less successful learning experiences in the university classroom. Although there are many reasons for attrition, one strategy to help, that could also support student learning outcomes generally, is better formative assessment to address learning needs more closely as they arise. Broader Impacts: Advances in technology are allowing investigators to do more with assessment and differentiated instruction while at the same time lowering the previous cost barriers. Part of the goal of this project is to better understand how formative assessment and differentiated instructional strategies relate to teaching approaches in STEM courses. Investigations on how to use evidence of student learning patterns to refine teaching tools and techniques also are being pursued. Finally, the further development of the "Perspectives" framework may advance what is known about teaching and learning in chemistry, and offer conceptual models for assessment in other STEM disciplines. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Scalise, Kathleen University of Oregon Eugene OR Susan H. Hixson Standard Grant 86950 7494 1536 SMET 9178 0116000 Human Subjects 0737057 August 1, 2008 Collaborative Research: ChemQuery as a Formative Assessment Instructional Strategy for Chem 1. Chemistry (12) This project focuses on improved instructional strategies in undergraduate general chemistry through new approaches to the formative assessment feedback cycle. In prior work funded by NSF, a conceptual framework, called the "Perspectives of Chemists", was developed that attempts to capture student learning patterns in chemistry. Chemistry is a set of powerful models of the natural world for which the discrete knowledge pieces are intended to build understanding. The aim of the "Perspectives" is to build working knowledge of these powerful scientific models, coordinating this knowledge into a functional whole. Without this view, the focus of instruction can become a fragmented acquisition of facts and algorithms. This project is using the "Perspectives" and an associated assessment system called ChemQuery to investigate formative assessment as an instructional strategy to help support student learning for about 1,400 students in UC Berkeley's Chemistry 1A course. ChemQuery includes computer-adaptive delivery of homework sets, called "Smart Homework," that measure student understanding on the "Perspectives" framework and then adjust questions to meet both the course learning objectives and the needs of students. Previously, the homework sets have been used to individualize homework challenge and scaffold from student's prior knowledge to successful completion of homework objectives. With this project, three different approaches to formative feedback are being investigated that could be incorporated within the "Perspectives": differentiating the scaffolding of the questions to connect with student prior knowledge, adding real time feedback with worked solutions, and adding real time feedback with differentiated worked solutions scaffolded to align with measured student understanding. Intellectual Merit: For STEM undergraduate education at large public universities as much as 50 percent of students entering the university intending to pursue STEM majors ultimately transition to non-STEM majors and careers, with little corresponding inflow into STEM majors. Part of this STEM attrition for these generally well-prepared students, with high mathematics and verbal test scores as well as exemplary achievement records in their prior high school science courses, may result from less successful learning experiences in the university classroom. Although there are many reasons for attrition, one strategy to help, that could also support student learning outcomes generally, is better formative assessment to address learning needs more closely as they arise. Broader Impacts: Advances in technology are allowing investigators to do more with assessment and differentiated instruction while at the same time lowering the previous cost barriers. Part of the goal of this project is to better understand how formative assessment and differentiated instructional strategies relate to teaching approaches in STEM courses. Investigations on how to use evidence of student learning patterns to refine teaching tools and techniques also are being pursued. Finally, the further development of the "Perspectives" framework may advance what is known about teaching and learning in chemistry, and offer conceptual models for assessment in other STEM disciplines. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Stacy, Angelica University of California-Berkeley CA Susan H. Hixson Standard Grant 62957 7494 1536 SMET 9178 0116000 Human Subjects 0737066 July 1, 2008 Updating Organic and General Chemistry Curricula using FT-NMR Spectroscopy. Chemistry (12). This project is using an FT-NMR to foster curricular innovation in health profession, general chemistry, and organic chemistry courses at a community college. A combination of existing and new green chemistry experiments are being used to create inquiry and research-based experiments across the chemistry curriculum. Faculty and students are collaborating to create a new curriculum that is providing experiences to (1) help students develop a deeper understanding of chemistry and its interrelatedness with other sciences; (2) promote scientific reasoning and collaborative research skills; and (3) increase student interest and confidence in STEM fields. The experiments and pedagogy proposed are involving students directly in course laboratory development and modern research methods. The broader impact is in providing innovative science curricula and current technology to rural, underrepresented groups of students; providing outreach and pathways for new students to enter and succeed in college and pursue STEM fields; and in disseminating the content, pedagogy, and assessments of this project through area partnerships, national meetings, and publications. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Fattaleh, Nadine Karl Bailey Susan Brookhart Clark College WA Eileen L. Lewis Standard Grant 134750 7494 1536 SMET 9178 0116000 Human Subjects 0737068 September 15, 2008 Development of a Cognitive Tutor for Training Social and Behavioral Science Students in Research Methods Fundamentals. Social Sciences - Other (89) Many undergraduate students in the social sciences enter research courses believing that they will never perform or evaluate research outside of class, or that they do not need to understand how research is conducted. Meanwhile, the level of sophistication and the skills necessary to comprehend and conduct research in the social and behavioral sciences are rapidly increasing. Further aggravating this mismatch between belief and reality is the lack of opportunity that students enrolled in undergraduate research methods courses in the social sciences have to plan and carry out authentic research projects due to the short duration of an academic semester (16 weeks) or term (10 weeks). Moreover, many students lack intrinsic motivation for learning about research, often do not understand how research methods principles find application in real-life settings, and frequently do not consider themselves to be potential researchers. This Phase 1 Project addresses this serious issue through the development of a cognitive tutor (CT), called "REsearchMentor," a computerized application that provides a contextualized, interactive, scenario-based environment to present research methods principles in an integrated "real life" setting. The objectives of this project are to develop and assess the effectiveness of this computerized research methods tutoring system in research methods courses. The assessment is measuring (1) its ease of adoption by instructors, (2) whether it is engaging and motivating to learners, (3) whether it provides an integrated and contextualized exposure to research methods principles, and (4) its effectiveness in increasing student knowledge, skills, and attitudes. The expected outcomes of the project include: attainment of established usability criteria, an indication from social and behavioral sciences instructors of their willingness to adopt the CT into courses, and measurable increases in students' knowledge of research methods principles, skill in applying these principles, and attitude towards science and research methods. REsearchMentor is being designed for undergraduate students planning careers in social and behavioral science fields. Its design uses interactive tutorials that incorporate corrective feedback, continuous performance feedback, audio and video segments, and graphical aids. These features are expected to help sustain student interest and subsequently enhance student comprehension of research methods principles. CCLI-Phase 1 (Exploratory) DUE EHR Smith, M Cecil Wei-Chen Hung Thomas Smith Northern Illinois University IL Myles G. Boylan Standard Grant 150000 7494 SMET 9178 0116000 Human Subjects 0737073 February 1, 2008 Virtual Hydrologic Observatory: Integration of Field Observations and Process-based Simulations for Improving Student Learning in Engineering Hydrology Courses. Engineering - Civil (54) Hydrology is the science that deals with the occurrence, distribution, and circulation of water and its interaction with various physical, chemical, and biological processes of the earth system. National reports have advocated for improvements in the undergraduate hydrology curriculum in the key areas of observation and modeling. This project is enhancing student learning in undergraduate engineering hydrology courses through the use of recent advances in interactive scientific visualization. The project leaders are developing an innovative virtual-reality hydrologic observatory that integrates field observations collected in a real watershed with the capabilities of a process-based model that simulates rainfall-runoff in the same watershed. The observatory facilitates the introduction of field experiences and observational skills into hydrology courses using innovative virtual techniques and is developing students' knowledge and investigative skills on rainfall-runoff processes through the use of interactive and visually-supported hydrologic simulations. The observatory mimics the students experiences during a real visit to the watershed. Students have the ability to virtually download and analyze data from various hydrologic and meteorological instruments used in the field, furthering their learning and comprehension. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Habib, Emad Carolina Cruz-Neira Douglas Williams Yuxin Ma University of Louisiana at Lafayette LA Sheryl A. Sorby Standard Grant 148728 7494 1536 SMET 9178 9150 0116000 Human Subjects 0737075 March 1, 2008 Introducing Finite Element Methods into Undergraduate Engineering Courses Through a Module-Based Approach. Engineering - Mechanical (56) The Finite Element Method (FEM) is an important tool used to solve complex engineering problems. In many industries it has become a required skill set for engineering practitioners. Despite the importance of FEM, however, it is not typically taught in undergraduate engineering programs except as a senior-level elective course. This project involves developing FEM applications in a modular format for infusion throughout the mechanical engineering undergraduate curriculum. The modules are based on sound cognitive principals and appeal to a wide array of learning styles. The modules are being used to promote new teaching strategies, abstract modeling, and conceptual analysis and differ significantly from traditional software-specific commercially available tutorials. The modules are being incorporated into a variety of fundamental courses in mechanical engineering, including courses in strength of materials, heat transfer, and fluid mechanics, and are being rigorously evaluated for their impact on improved student learning. The perceptions of women and minority students towards the learning modules are of particular interest in the project evaluation. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Xin, Xiaojiang Liang-Wu Cai Malcolm Panthaki Kansas State University KS Sheryl A. Sorby Standard Grant 149985 7494 1536 SMET 9178 9150 0116000 Human Subjects 0737081 April 15, 2008 Virtual Instrumentation Access at CSU Channel Islands (VIA-CI). Chemistry (12) The technological preparation of science students is being enhanced by providing faculty at regional community colleges and universities (Educational Partners) with virtual access to state-of-the-art molecular structure determination/ visualization instrumentation available through the Internet. This facility provides eight local Educational Partners with (1) free remote access to a Gas Chromatograph-Mass Spectrometer (GC-MS) and a 500 MHz Nuclear Magnetic Resonance spectrometer for use in their instruction, (2) on-site access to protein (R-Axis II) and small molecule (AFC-7) X-ray diffractometers, and (3) the ability to check-out a 3D stereo projection system and 40 stereo goggles for viewing molecular structures. The goal of the project is to demonstrate remote instrument operation as a cost-effective approach to providing an outstanding science, technology, engineering, and mathematics (STEM) education to students at regional institutions. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Hampton, Philip California State University Channel Islands CA Curtis T. Sears Standard Grant 200000 7494 1536 SMET 9178 0737089 March 15, 2008 Improving Engineering Curricula by Integrating PBL Pedagogy with Modern Manufacturing Case Studies. Engineering- Chemical (53) This project is developing learning modules designed to illustrate educational concepts to engineering students in the context of a modern manufacturing infrastructure as opposed to relying solely on the traditional academic classroom context. The concepts that are being covered include: safety (alarm management, emergency shutdown systems, and flare management); control (cascade, ratio, feed forward, override controls, and model predictive control); data acquisition (knowledge generation, information technology, data mining, wireless control networks, and control network security); sustainability (green engineering, environmentally benign manufacturing, and economics); and, application of modeling to manufacturing improvement (real time optimization, computer aided modeling and simulation, and interpretation of plant data). This project is important because modern manufacturing requires engineers who possess strong problem solving skills and are proficient with the IT tools found in a modern automated environment. Thus, engineering students must learn to recognize and analyze problems, develop and propose solutions, implement solutions, and analyze their effectiveness all in the context of an increasingly automated environment. Unfortunately, the traditional classroom approach, though strong in teaching the fundamental concepts, does not provide the knowledge in a context that facilitates student transition from academia to industry. To ascertain if the students have learned and can demonstrate the desired knowledge and skills, learning outcomes are being evaluated by questionnaires, interviews, and observations. Moreover, this project employs continuous feedback and adjustment, so that the faculty demonstrate that desired outcomes are being achieved. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Richmond, Peyton Ku-Yen Li Daniel Chen John Gossage Qiang Xu Lamar University Beaumont TX Lance C. Perez Standard Grant 149897 7494 1536 SMET 9178 0116000 Human Subjects 0737091 January 1, 2008 Curriculum for an Undergraduate Program in Data Sciences - CUPIDS. Computing - Other (35) This project increases student understanding of the role that data plays across the sciences as well as increasing student ability to use the technologies associated with data acquisition, mining, analysis, and visualization. This project: (1) teaches students what Data Sciences is and how it is changing the way science is being done across the disciplines; (2) changes student attitudes about using computers for scientific analysis and improves their confidence in using computers to solve scientific data problems; (3) increases student abilities in using visualization to examine scientific questions; (4) increases student abilities to use databases for scientific inquiry; and (5) increases student abilities to acquire, process and explore experimental data with the use of a computer. The objectives for this project are achieved within a new Bachelor of Science degree in Computational and Data Sciences. As part of this project, four new courses within this degree program are being created and their effectiveness evaluated. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Wallin, John James Gentle Daniel Carr Kirk Borne Robert Weigel George Mason University VA Stephen C. Cooper Standard Grant 150001 7494 1536 SMET 9178 0116000 Human Subjects 0737096 July 15, 2008 Using Project- and Inquiry-Based Strategies to Enhance Student Understanding of Chromatography and Mass Spectral Concepts. Chemistry (12) This project is developing laboratory and classroom activities for analytical chemistry and biochemistry that combine both project-based laboratory experiments and Process Oriented Guided Inquiry Learning (POGIL). Concurrent laboratory and classroom courses are introducing students to two chromatography instruments while integrating chromatographic and mass spectral data into classroom activities. This project is extending the use of guided inquiry learning into analytical chemistry as well as developing complementary laboratory and classroom activities that encompass two dimensions of professional education - cognitive understanding and skill development. These activities, with their emphasis on developing initial questions and drawing conclusions from data sets, are also providing additional resources that can be used to prepare students for participation in undergraduate research. The project is assessing progress by several means - communal primary trait analysis, laboratory skills assessment, knowledge surveys, focus groups, and feedback from an external evaluator. The laboratory and classroom activities are being disseminated via the internet, conferences, and publications. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Fish, Caryl Steven Gravelle Matthew Fisher Saint Vincent College PA Bert E. Holmes Standard Grant 148373 7494 1536 SMET 9178 0116000 Human Subjects 0737104 February 15, 2008 Collaborative Project: CCLI - Development of Materials for Teaching Design for Sustainability via Spiral Leaning. Engineering - Chemical (53) Sustainable development is an increasingly important topic in engineering education due to the seemingly rapid depletion of natural resources around the world. Sustainability, however, is a concept and practice very different from traditional engineering in scope, content, spatial/temporal aspects, ways of thinking, and problem solving. The effort in this project is centered on the development of a set of materials covering basic sustainability concepts and Design for Sustainability (DfS) methodologies, a project-based learning approach that integrates the entire curriculum, and an assessment method to evaluate the materials and student learning effectiveness. In this project, educational materials covering DfS are being developed and tested in the curriculum via a spiral learning approach. The materials are being implemented in a first-year introduction to engineering course, a sophomore level mass and energy balance course, and a senior level process design course in the chemical engineering programs at the partnering institutions. The spiral learning strategies and the opportunities for students at different educational levels to work together on challenging real-world engineering problems with a sustainability focus is motivating students for improved learning and helping them bridge the gap between learning and application. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Lou, Helen Thomas Ho Che-Jen Lin Ellen Irons Lamar University Beaumont TX Sheryl A. Sorby Standard Grant 70801 7494 1536 SMET 9178 0116000 Human Subjects 0737110 May 1, 2008 Pathways to Meaningful Learning. Engineering (59) This proposal focuses on understanding the relevance and importance of engineering and its impact on society. The proposal features community-based projects and experiential learning tied to the content of the newly approved core curriculum. The addition of concept maps and community based service learning helps to make connections to things which interest the students on a personal level and improves learning. The complex engineering problems confronting students today require solutions that take into account the multi- dimensional aspects of their lives and environment. This project defines options for educational pathways that integrate material from a variety of courses with a common theme. Students intentionally construct a pathway that situates new knowledge into an existing framework helping them to develop the skills of self-monitoring and reflection. The project design provides meaningful learning through a curriculum that requires students to intentionally select a set pathway of STEM core courses related by a theme of interest to the student. The project establishes faculty development workshops; a community outreach office to support community-based projects and experiential learning as well as course development. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Davis, Ruth Shoba Krishnan Santa Clara University CA Karen K. Oates Standard Grant 150000 7494 1536 SMET 9178 0116000 Human Subjects 0737118 January 1, 2008 Using a Research-based Approach to Reform Upper-division Quantum I and E&M I. Physics (13) This project develops a suite of curricular materials for upper-division Quantum I and E&M I courses, assessment instruments to evaluate the impact of the educational reforms, and instructional resources to assist in the use of these materials by faculty not involved in the course transformation. In addition, the project conducts preliminary research studies on student learning in upper division physics courses and faculty use of these new, research-based curricula and practices. This project improves the curricula and practices within these canonical courses in the physics major, without requiring major changes to the structural features of the major or course sequence. All materials are available freely online and disseminated nationally. The proposed program of course transformation builds from existing research on students' understanding of these areas, extends preliminary work conducted elsewhere, and leverages the significant resources and experience at the University of Colorado at Boulder in reforming physics courses. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Perkins, Katherine Michael Dubson Steven Pollock John Cumalat Noah Finkelstein University of Colorado at Boulder CO John F. Mateja Standard Grant 150000 7494 1536 SMET 9178 0116000 Human Subjects 0737123 January 1, 2008 Physics of Animation: Master Classes in Physics for Visual Artists. Physics (13) Physics of Animation: Master Classes in Physics for Visual Artists creates the content for a set of Physics of Animation master classes for art students. The term master class is used by artists to refer to special workshop classes in a focus area taught by a master expert from that area. The Physics of Animation master classes is designed to be given by physics instructors with each class covering a specific topic (e.g., rotational mechanics, geometric optics) focusing on elements most relevant to animation and illustration (e.g., walking, rendering). The classes each consist of approximately 8 to 10 hours of content, including in-studio work by the students. The in-studio portion includes staging, videotaping, observation, measurement, demonstrations, and tutorials, in some cases working with computer animation programs. Materials available as result of this project include a set of lecture slides and notes, design demonstrations, studio activities, animation assets (character models, sets, props, sounds, etc.) for tutorials and homework assignments, and animation projects. A local website and teleconferencing by the ACME Animation consortium is used for the dissemination of materials to colleges and high schools. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Garcia, Alejandro Alice Carter J. Courtney Granner San Jose State University Foundation CA John F. Mateja Standard Grant 225296 7494 1536 SMET 9178 0116000 Human Subjects 0737126 July 1, 2008 Creating a Teaching and Learning Infrastructure for Introductory Statistics Redesign. Mathematical Sciences 21 The Introductory Statistics Redesign Infrastructure (ISRI) project is constructing a model for effectively integrating the American Statistical Association supported best teaching practices into large, previously lecture-based introductory statistics courses. The project team is developing materials to assist instructors with incorporating active learning techniques in their classes and is developing teaching assistant materials to improve small-group instruction. Together these teaching supplements provide a model for teaching an activities-based, learner-centric introductory statistics course. The team is also producing unique data-analysis laboratory activities that introduce statistics as a science of data (not as a series of calculations) and guide students in analyzing real data and developing conceptual understanding. Additionally, this project is developing, testing, and implementing a computerized method to rapidly grade short open-ended writing questions in introductory statistics which will help instructors quickly identify learning misconceptions and provide students with timely feedback. All of the components of this course redesign work together to encourage students to perform high-level thinking in introductory statistics. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Gould, Robert Mahtash Esfandiari University of California-Los Angeles CA Ginger H. Rowell Standard Grant 142615 7494 1536 SMET 9178 0116000 Human Subjects 0737128 March 1, 2008 Acquisition of GC/MS and FT-IR Instrumentation to assist with the Integration of Research-Based Learning throughout Boise State University's Chemistry Curriculum. Chemistry (12). This project is improving students' understanding of the process of chemical inquiry by incorporating research and Problem Based Learning (PBL) experiences that utilize Gas Chromatograph/Mass Spectrometer (GC/MS) and Fourier Transform/Infrared Spectrometer (FT-IR) into courses from first through senior year and throughout the chemistry curriculum. It is also improving students' understanding of the interdependence of chemistry sub-disciplines by coordinating their laboratory experiences across diverse laboratory courses. Additionally, the project is building skill in the use of modern instrumentation. The broader impact lies in the large number of students, both majors and non majors that are experiencing this curriculum as well as its ability to serve as a model for promoting critical thinking, problem solving, and the use of modern instrumentation in the laboratory. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Warner, Don Jeffrey Peloquin Susan Shadle Eric Brown Boise State University ID Eileen L. Lewis Standard Grant 150000 7494 1536 SMET 9178 9150 0116000 Human Subjects 0737130 July 1, 2008 Collaborative PBL to Enhance Freshman Design Experience in Digital Engineering. Engineering - Electrical (55) The project is implementing collaborative project-based learning (CPBL) in a first-year digital engineering course. The objectives of the proposed work are to foster students' skill in engineering design from the freshman level, to stimulate students' interests and increase the retention rate with a pipelined design experience, and to improve teaching and learning efficiency by highly interactive instruction using Tablet PCs. This new course is combining with the standard first-year introduction to engineering course to help overcome the frustration many engineering students feel when they encounter only mathematics and science courses in the first several semesters. The project team is developing a complete set of course material that includes a series of in-class collaborative projects that 1) stimulate students' learning interest and make them more engaged in the classroom; 2) tie the theory taught in class with a real-world design experience; 3) provide insights into engineering careers; and 4) create a natural link to the subsequent courses. In addition, a Tablet PC based interactive instructional technology is being developed in collaboration with the Colorado School of Mines to provide real-time in-class demos and interactive exercises. Evaluation efforts, under the direction of an external evaluator, are using various survey tools, interviews, focus groups, and the analysis of student products and records to monitor the project's progress toward its objectives. The project team is disseminating their material and results by website postings and by publication and presentations through the standard engineering education forums, through the NSDL, and through several special outlets like Educause, the Tablet PCs in Higher Education Workshop, and a local campus teaching and learning center workshop. Broader impacts include the dissemination of their material, outreach to counselors from local high schools and community colleges, and the potential increase in retention of engineering students, especially students from underrepresented groups. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Warter-Perez, Nancy Jianyu Dong California State L A University Auxiliary Services Inc. CA Russell L. Pimmel Standard Grant 138368 7494 1536 SMET 9178 0116000 Human Subjects 0737131 March 1, 2008 Implementation and Evaluation of an Undergraduate Inquiry-Based Research Laboratory Curriculum in Microbial Ecology. Biological Sciences (61). This project is developing and evaluating an inquiry-based undergraduate laboratory curriculum in microbial ecology that is geared toward majors in the life sciences in a large university setting. It is providing undergraduates opportunities to work in diverse groups within the classroom that are reflective of the collaborative scientific community, and to evaluate hypotheses, design experiments, and analyze data generated by collaborative student projects conducted in microbiology, community ecology, molecular biology, bioinformatics, and/or phylogenetics. The three-course series begins with a guided-inquiry approach in which students build a conceptual framework for application of the scientific method as it pertains to research in microbial ecology, and progresses into an independent, hypothesis-testing exploration of self-generated questions. The intellectual merit of the project lies in (1) the development of the research laboratory curriculum, an important model for teaching scientific inquiry and for engaging students in scientific research in a large university setting, (2) a strong evaluation plan that is providing valuable information about the effectiveness of this curricular approach, and (3) the development of a dedicated, open-source database for storing and sharing results of student research projects and for use as an investigative tool for students' bioinformatics investigations. Broader impacts of the program include the development of a portable and scalable inquiry-based curricular model, with the structure of the curriculum providing a framework for building laboratory courses around research projects focusing on any multitude of topics. The project is seen as a first step toward a larger-scale institutional effort in the life sciences that is projected to affect thousands of students per year. In addition, the extensive evaluation of the project is providing data on the effectiveness of this approach at improving recruitment and retention of students, particularly underrepresented minorities and women, in life sciences majors. Finally, the results of the project are being disseminated through publications and presentations at national meetings. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Sanders-Lorenz, Erin Debra Pires University of California-Los Angeles CA Linnea A. Fletcher Standard Grant 140676 7494 1536 SMET 9178 0116000 Human Subjects 0737137 July 1, 2008 Explorations in Integrated Science: An Interdisciplinary Laboratory Course. Interdisciplinary (99) The overarching goal of this project is to provide undergraduate students with interdisciplinary skills that will help them remain abreast of and understand the content and organization of rapidly growing scientific knowledge. This goal is being addressed by developing a laboratory course for sophomores majoring in any of the natural science disciplines. The course consists of four student-centered, inquiry-based modules - each of which cuts across multiple disciplines, namely, (1) protein folding, (2) biological motion, (3) physical phenomena at multiple scales, and (4) entropy. The impact of this approach on student learning is being assessed and will be published in science education journals. An online laboratory manual is being prepared. Intellectual Merit: The effectiveness of future STEM professionals depends in part on their skill in integrating knowledge across disciplines, often in teams. This project is designing activities that provide students with broad experiences in solving complex problems in interdisciplinary settings. The laboratory course is designed as a complement to the typical series of discipline-based courses offered by traditional departments in the natural sciences and mathematics. It is also a core requirement for a new major in Integrated Science. Broader Impacts: This course is building on integrated science courses at Princeton University and Harvey Mudd College. It is closely modeled on the Harvey Mudd design. Future collaborative work is planned to design and assess integrated science laboratory courses for students from different backgrounds and levels of scientific preparation at other colleges and universities. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Burd, Gail Jonathan Lunine Debra Tomanek Joceline Lega Indraneel Ghosh University of Arizona AZ Myles G. Boylan Standard Grant 149788 7494 1536 SMET 9178 0116000 Human Subjects 0737139 September 1, 2008 Establishing a CDIO Framework to Improve Learning and Retention in a Diverse Undergraduate Engineering Student Population. Engineering - Mechanical (56) This project focuses on building upon an innovative undergraduate education initiative pioneered by MIT called Conceive-Design-Implement-Operate (CDIO) through the integration of key success enabling practices of Minority Engineering Programs. Specifically this effort integrates the CDIO framework with principles of collaborative learning to develop a reformed mechanical engineering design curriculum. The specific goals of the project include: 1) development of a model framework for adapting and implementing CDIO; 2) improving student learning outcomes; and 3) increasing retention rates of engineering undergraduates. Collaborating institutions include Cal State Polytechnic, Cal State Los Angeles, and Cal State Fresno. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Ho, Nhut The University Corporation, Northridge CA Lesia L. Crumpton-Young Standard Grant 150000 7494 1536 SMET 9178 0116000 Human Subjects 0737142 July 1, 2008 Science and Engineering of Musical Instruments: A Context for Promoting Technical Literacy and Problem Solving Skills by Connecting Science, Technology, Engineering and Mathematics. Interdisciplinary (99) This project (SEMI-STEM) is creating instructional materials in the "science and engineering of musical instruments" (SEMI) in order to connect student learning in each of: science, technology, engineering, and math (STEM). The project is developing and implementing a freshman math-science block course that uses science, math, engineering, and technology as a means to understand music, particularly the design of musical instruments. Although there have been courses for decades that connect science, technology, math, and music theoretically, this project is adding design and development components that culminate in the building of musical instruments. With these additions, this course is being created as a large "block" course sized at 7-credit hours. The learning context is inquiry-based. Students are learning to use engineering techniques as well as the underlying science to design, construct, and demonstrate musical instruments. The course development and instruction is being guided by an interdisciplinary team consisting of a physicist, mathematician, engineer, educator, musician, and science teacher. Intellectual Merit: The merit of this project rests is derived from improvements that are expected to occur in the technical literacy, problem solving ability, creative thinking, and STEM self-efficacy of first-year undergraduates who complete this SEMI-STEM course. Criteria are being developed for a general approach to developing coordinated math-science-engineering courses, especially for diverse populations, by monitoring student outcomes. This entails modifying, developing, and testing assessment tools to measure changes in students' affective attributes and cognitive skills. Ways are also being created to measure each student's prior knowledge and misconceptions, and subsequent conceptual changes as the course proceeds. Broader Impact: This project is developing a prototype methodology for integrating STEM with the fine arts and developing assessment tools to judge the effectiveness of prototype courses. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Culbertson, Robert Stephen Krause Dale Baker Michael Oehrtman Janice Meyer Thompson Arizona State University AZ Myles G. Boylan Standard Grant 150000 7494 1536 SMET 9178 0116000 Human Subjects 0737146 February 1, 2008 Using Just-in-Time with Inquiry Learning Lessons (JiTTILL) to Promote Conceptual Change for Student Understanding in Introductory Materials Science and Engineering Courses. Engineering - Materials Science (57) The project is combining the Just-in-Time-Teaching (JiTT) approach, which uses student responses to web-based, pre-class study question sets to frame the day's classroom inquiry activities, with Inquiry Learning Lesson (ILL) activities. The integration of JiTT and ILL as a teaching, learning, and monitoring strategy is referred to as JiTTILL. To implement this strategy in an introductory material science and engineering course, the investigators are creating modules that consist of pre-class concept questions, typical student response misconceptions, content for informational mini-lectures, follow-on classroom inquiry learning activities, closure, and question sets to be completed later on-line. In this approach they intend to reveal prior knowledge, monitor student understanding, enhance learning skills, and promote student learning of material science and engineering content through conceptual change. The dissemination effort includes establishing website resource portals, distributing a CD containing the material, presenting and publishing papers at conferences and in journals, and offering faculty workshops. Project evaluation involves experienced evaluators and is determining the impact of the JiTTILL approach on student learning and conceptual understanding using a material concept inventory, student interviews, and focus groups. The broader impacts include the broad dissemination of the approach, the modules, and the material concept inventory, particularly through the faculty workshop. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Krause, Stephen Dale Baker Finbarr Sloane Amaneh Tasooji Arizona State University AZ Russell L. Pimmel Standard Grant 150000 7494 1536 SMET 9178 0116000 Human Subjects 0737149 June 1, 2008 Implementation of an Integrative Cell Culture and Stem Cell Laboratory Course at California State University, Fullerton. Biological Sciences (61) This new upper division STEM Cell Laboratory course (BIOL 249) is addressing two of the components of the developmental cycle of exemplary undergraduate STEM education, 1) Creating learning materials and teaching strategies and 2) developing faculty expertise. It has the following goals: 1. to test and optimize stem cell protocols for an undergraduate level laboratory course; 2. to integrate cell culture techniques into other courses in the biology curriculum; and 3. to disseminate the stem cell course materials to other CSU faculty by conducting workshops through CSUPERB. Intellectual merit of proposed activity: The experiments and protocols for BIOL 429 are designed to fit the time-limits imposed by course-scheduling at many campuses. The assessments developed for this course are identifying factors that are important for students to learn in order to successfully transfer from didactic practice to a research setting. These assessments are also being used to ascertain the portability of the course to other campuses. Broader impact of the proposed activity: The results from this pilot course are being shared with other CSU faculty-members interested in offering a similar course on their respective campuses through workshops supported by the CSUPERB, a system-wide organization that promotes development of biotechnology curriculum and student research. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Patel, Nilay Joyce Ono David Drath California State University-Fullerton Foundation CA Terry S. Woodin Standard Grant 140523 7494 1536 SMET 9178 0116000 Human Subjects 0737166 October 1, 2007 Bridging Community College Chemistry Faculty into the National Educational Community. Chemistry (12). This project is forging connections between community college faculty and the national chemical education community in order to improve teaching and learning in foundational chemistry courses. This is being done by supporting 20 two-year college faculty members per year to attend and possibly present at three national American Chemical Society (ACS) Meetings using NSF Catalyzed Innovations in Two Year Colleges Symposia as well as at two summer Biennial Conference on Chemistry Education (BCCE) Meeting Workshops. The planned mixing of 2 and 4-year faculty is promoting the creation of a community with an increased knowledge of NSF funded innovations and providing role models and mentoring for faculty who are interested in obtaining external grants. The broader impact of this project is found in improving both the quality of chemistry courses in community colleges and the participation of chemistry faculty in the larger chemical education community. The substantial numbers of both STEM majors who attend community colleges and K-12 teachers who received their science education at community colleges add to the project's broader impact. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Ungar, Harry Mary Boyd David Brown Thomas Higgins Cabrillo College CA Eileen L. Lewis Standard Grant 200000 7494 1536 SMET 9178 0116000 Human Subjects 0737169 April 1, 2008 Collaborative Research: PoW-TER: Problems of the Week as Teacher Education Resources. Mathematical Sciences (21) This project is creating a flexible set of instructional modules for use as supplementary resources in mathematics content or pedagogy courses taken by future mathematics teachers. The content of the modules is based on the Math Forum's Problems of the Week (PoW) service that consists of open-ended, engaging, and relevant problems to which students submit solutions and explanations over the Internet. This existing collection of problems, the associated student solutions, and the supplementary resources represent a rich collection of genuine student work and teacher commentary that can support faculty in their interactions with pre-service mathematics teachers. The intellectual merit of this work builds on companion research from the Math Forums "Online Mentoring Project," which bears out the need for greater development of teachers' mathematical and pedagogical knowledge for teaching. The project's broader impacts lie in the flexibility of the materials that are designed for use in multiple ways within an existing curriculum and courses, including as in-class activities, as homework assignments, or as stand-alone online modules that operate in parallel to the other course activities and assignments. In addition, the extensive use of the Math Forum is well documented and provides a natural dissemination vehicle for the materials that assists in the field-testing of the modules. Finally, the project is researching how a focus on i) the analysis of student thinking and ii) instruction that places student understanding and problem solving at the core of instructional decision making, can affect the beliefs and practices of university faculty, and their school math instructor colleagues. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Dean, Chrystal Clemson University SC Lee L. Zia Standard Grant 27876 7494 1536 SMET 9178 9150 0116000 Human Subjects 0737171 March 15, 2008 Micro-Fluidics Laboratory (MFL) Modules and Kits for Undergraduate Education. Engineering (56) This project is developing and testing a set of laboratory modules and kits that is allowing engineering and science undergraduate students to explore microscale fluid behaviors and microfluidic devices. These new learning materials, called Micro-Fluidics Laboratory (MFL) Modules and Kits, not only allow undergraduate students to see miniature science and engineering events through engaging laboratory classes, but also provide opportunities to apply science and engineering principles to microscale phenomena and compare them with macroscale observations. These MFL modules and kits also help faculty instructors acquire new knowledge and skills in the rapidly growing field of microfluidics. In total, 7 MFL modules and kits, 4 elementary and 3 advanced, are being developed and tested via 4 courses. At present, microfluidics technology is rapidly spreading and is being adapted widely to many areas of industry and research, from new means of drug delivery and clinical diagnosis to next-generation, propellant-free aerosols and fuel cells for consumer electronics. This project is addressing the lack of microfluidics education in the current engineering curricula by developing and providing a packaged suite of comprehensive laboratory modules and kits. The MFL modules and kits enable engineering programs to offer microfluidics education in their curricula, increasing the opportunities for engineering and science students to be exposed to the emerging field of microfluidics early in the formative years of their career. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Noh, Hongseok Mun Choi Drexel University PA Lance C. Perez Standard Grant 149922 7494 1536 SMET 9178 0116000 Human Subjects 0737173 April 1, 2008 A Study of the Impact of 3D Haptic-augmented Learning Tools on Dynamics Course. Engineering - Other (59) This project focuses on significantly improving the understanding of system dynamics concepts through using a 3D haptic-augmented virtual environment to create innovative learning materials and tools for use in the Dynamics course. The targeted goals of the project include: 1) researching the efficacy of using 3D haptic augmented virtual environments to supplement instruction in fundamental engineering courses; 2) researching the various difficulties encountered by students when learning the many abstract concepts presented in an engineering dynamics course; and 3) improving faculty expertise in using various teaching strategies and tools that may enhance engineering course instruction. Students from various engineering disciplines are benefiting from this new curriculum enhancement. CCLI-Phase 1 (Exploratory) DUE EHR Zhu, Weihang Malur Srinivasan Kendrick Aung Jiang (Jenny) Zhou Lamar University Beaumont TX Lesia L. Crumpton-Young Standard Grant 88323 7494 SMET 9178 0116000 Human Subjects 0737174 June 1, 2007 Bridging NSF Science Research, Education, and Innovation. Bridging NSF Science Research and Innovation Internationally, there has been a resounding call for publicly funded science research ""to increase its contribution to innovation, economic performance and the fulfillment of social needs"" (OECD 2004). In order to do so, there is a need to examine new strategies that will bridge NSF science research efforts, and state and local governments' desire to innovate in order to improve their citizens economic and social well being. This project lays the groundwork for new NSF initiatives that seek to bridge research and innovation more explicitly. The prototype and attendant research that it provides will serve to stimulate dialogue on innovative approaches to highlighting and strengthening NSF's role in innovation. This prototype will serve as a precursor to a fully developed web site should NSF decide to move in this direction. This project addresses the following research questions: 1. What Web design structures, themes, resources, and functionalities would enable NSF, and its partners in state government and industry to highlight the ""innovation chain"" between NSF funded science research and innovation? 2. What is the nature (in terms of content and structure) of similar Websites designed by other agencies (e.g. OECD) or other countries (e.g. Canada, Australia, UK) to report on and to highlight the relationship of science research to economic development, quality of life, and educational policy? 3. What challenges involving both technical and human infrastructure would need to be addressed to move from such a prototype to a fully supported website that could be maintained, updated, and facilitated over time, and engage a large constituency of NSF PIs, state and local policy makers, and the public at large? The project includes formative research and a needs assessment, development and delivery of a prototype intended to stimulate feedback and suggestions for further development from potential users, a research report based of a comparative analysis of similar efforts within the US, Canada, Australia, and England, and a recommendations report that synthesizes what we have learned and documents issues that would need to be addressed in the future should NSF determine that a full website be developed. MSP-OTHER AWARDS DUE EHR Falk, Joni Brian Drayton TERC Inc MA Elizabeth VanderPutten Standard Grant 199823 1793 SMET 9237 9177 0737178 April 1, 2008 Collaborative Research: PoW-TER - Problems of the Week as Teacher Education Resources. Mathematical Sciences (21) This project is creating a flexible set of instructional modules for use as supplementary resources in mathematics content or pedagogy courses taken by future mathematics teachers. The content of the modules is based on the Math Forum's Problems of the Week (PoW) service that consists of open-ended, engaging, and relevant problems to which students submit solutions and explanations over the Internet. This existing collection of problems, the associated student solutions, and the supplementary resources represent a rich collection of genuine student work and teacher commentary that can support faculty in their interactions with pre-service mathematics teachers. The intellectual merit of this work builds on companion research from the Math Forums "Online Mentoring Project," which bears out the need for greater development of teachers' mathematical and pedagogical knowledge for teaching. The project's broader impacts lie in the flexibility of the materials that are designed for use in multiple ways within an existing curriculum and courses, including as in-class activities, as homework assignments, or as stand-alone online modules that operate in parallel to the other course activities and assignments. In addition, the extensive use of the Math Forum is well documented and provides a natural dissemination vehicle for the materials that assists in the field-testing of the modules. Finally, the project is researching how a focus on i) the analysis of student thinking and ii) instruction that places student understanding and problem solving at the core of instructional decision making, can affect the beliefs and practices of university faculty, and their school math instructor colleagues. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Silverman, Jason Drexel University PA Lee L. Zia Standard Grant 122047 7494 1536 SMET 9178 0116000 Human Subjects 0737180 February 1, 2008 Grid-C: Green Research for Incorporating Data in the Classroom. Interdisciplinary (99) This project is developing curricula to teach science, technology, engineering and mathematics (STEM) concepts using data collected from renewable energy technologies at the NC Solar Center. A feature of the project is that data from multiple systems at a single location are being collected and stored enabling faculty and students to analyze, synthesize and evaluate data in a variety of instructional contexts. Working together, the Departments of Mathematics, Science and Technology Education, Mechanical Engineering, Aerospace Engineering, and Pitt Community College, are developing courses and laboratory activities that have broad application in undergraduate STEM education. The Solar Center hosts several facilities including a Solar House, an alternative fuel vehicle (AFV) garage and a technology demonstration area. A monitoring system provides students with energy and power readings from the photovoltaic (PV) system to reference against meteorological data such as wind speed, sun's irradiance, ambient temperature, and module temperature, all of which can affect the performance of the photovoltaic system. In addition, numerous other renewable technology systems throughout the site are integrated into the monitoring system allowing students to compare performances of different technologies and products. These systems include: energy and power from two other photovoltaic systems; energy, power, and wind speed from a 1 kW wind turbine; BTU production from two solar thermal hot water systems; and temperature obtained from passive design house features. The systems themselves are designed to accommodate upgrades of additional sensors for the collection of even more readings, offering the students added data to use in classroom projects. Data from all systems are collected, averaged over 15 minutes, and uploaded to a Heliotronics data acquisition system, an Internet-capable educational software package, where daily, monthly, and yearly information can be viewed graphically, or downloaded in a spreadsheet form for easy use. Recording all of this data over time is useful in creating undergraduate research opportunities, as well as developing realistic data sets that can be used in undergraduate science, technology, engineering, mathematics, and statistics classes. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR DeLuca, William Aaron Clark Leonard Annetta Herbert Eckerlin Pam Carpenter North Carolina State University NC Herbert H. Richtol Standard Grant 199986 7494 1536 SMET 9178 0116000 Human Subjects 0737181 August 1, 2008 The Development of a Standardized Assessment for Introductory Physics Courses. Physics (13) Intellectual merit: The project is beginning the development and testing of a standard assessment to measure student understanding of physics. The assessment in this project is more inclusive than existing standard assessments and can be used across colleges and universities to help evaluate the effectiveness of both traditionally and non-traditionally taught physics courses. There are currently other standard assessment instruments available, such as the Force Concept Inventory (FCI) or the Force and Motion Conceptual Evaluation (FMCE), However, a more comprehensive assessment is needed in order to test other areas and student skills that are not included in current assessments. The standardized exam in this project aims to a) be appropriate for assessing both traditional and non-traditional courses; b) include problems of different formats (e.g. free response, multiple choice, computer-based) and of different problem types (e.g. conceptual, multi-step, ranking tasks, context-rich problems, and graphing problems), choosing the format and problem type based on what is being assessed; c) be based on physics education research; d) encompass topics covered in a two-semester physics course. Such an exam is being piloted in this project. Broader impacts: Physics courses are taught in many formats. In addition to including more topics, the exam is including skills, such as laboratory and modeling skills and critical thinking in the context of physics, that constitute a broader measure of student learning. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Titus, Aaron Beth Thacker High Point University NC Duncan E. McBride Standard Grant 74994 7494 1536 SMET 9178 0116000 Human Subjects 0737182 May 15, 2008 Development of Learning Tools to Bridge Modern Economics with Chemical Engineering. Engineering-Chemical (53) This collaborative project between faculty in Chemical Engineering and Economics addresses significant issues that chemical engineering students face upon entrance into the workforce (decision making under uncertainty, managing risk etc.) which are often not covered in curricula or textbooks for engineering design or engineering economics. Such challenges include (a) the management and operation of companies and plants under conditions of extreme uncertainty (due to natural disasters, international disputes, terrorism and vulnerable energy supply), (b) the move by major corporations towards the production of specialty products with high profit margins instead of commodities and chemicals, (c) the formulation of new interdisciplinary areas of professional activity, such as product design, and (d) the expected development of new products that utilize technological breakthroughs (e.g., nanotechnology, renewable energy). The project is using modern developments in Economics to address these challenges with well developed tools, such as decision theory, risk analysis, forecasting analysis, price theory etc. At the same time, analysis and simulation techniques that are being used commonly in Chemical Engineering are being utilized in this project to provide a fresh perspective for the advancement of several areas of Industrial Organization and Microeconomics. The project is accomplishing four specific objectives: (a) integrating modern economics techniques into the teaching of Engineering Design; (b) transferring analysis techniques from Chemical Engineering to Microeconomics; (c) developing illustrative classroom experiments and case studies that showcase the above and can be used in existing and in new classes; (d) assessing and improving the classroom experiments and the learning material developed throughout the project. Completion of this project is impacting the curricula in two disciplines, with the incorporation of new material in existing classes and with the creation of material for a new interdisciplinary class. In addition, the learning material generated through this project is being made available to the community through a web server. Evaluation of the project results is being conducted in peer institutions with the use of the beta versions. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Kosmopoulou, Georgia Dimitrios Papavassiliou University of Oklahoma Norman Campus OK Lance C. Perez Standard Grant 149904 7494 1536 SMET 9178 9150 0116000 Human Subjects 0737198 February 1, 2008 Design and Development of Educational Modules for Bioprocess Engineering. Engineering - Other (59) The need for engineers able to solve problems in the bioprocessing and pharmaceutical industries is a key to economic growth and leadership in this emerging area. This project is responding to this time-sensitive need by inspiring underrepresented and rural students in the region to pursue careers in this growing STEM field. Through this project, instructional materials are being developed and implemented in three bioprocess engineering courses. The materials are modular in nature, with a total of nine modules that are being developed and distributed in three courses. The modules are being developed based on the Legacy Cycle approach for curriculum design. The curricular materials are being designed as integrated modules that build upon common themes and that reflect current developments in bioprocess engineering. Thematically linking the modules across courses helps the students make connections between seemingly unrelated material and reinforces selected concepts, further enhancing their learning. The materials are being rigorously evaluated and are easily transportable to other institutions interested in delivering bioprocess engineering courses. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Williams, Richard Stacy Klein Stephanie Sullivan Loren Limberis East Carolina University NC Sheryl A. Sorby Standard Grant 136480 7494 1536 SMET 9178 0116000 Human Subjects 0737202 May 1, 2008 Collaborative: Bringing Nanotechnology into the Classroom: From a Doctoral Institution to Four and Two Year Colleges. Chemistry (12). This collaborative project is seeking to improve the quality of STEM education by incorporating innovative modules focusing on nano- and bio-nanotechnology and related fields throughout the undergraduate chemistry curriculum. The research expertise at a private graduate institution is being used to develop similar faculty expertise at a public four-year college and a community college. Laboratory modules, originating from research projects on nanomaterials, are being developed and tested in courses at the three institutions as a means of stimulating student interest in nanotechnology, nanoscience, and bio-related areas. This collaboration is creating a network of practicing educators across a diverse set of campuses who can share expertise as they implement new guided inquiry-based teaching strategies. Project goals include (1) engaging undergraduate STEM students in the active learning of important nanotechnology concepts and applications in modern society; (2) demonstrating that nanotechnology is truly interdisciplinary and is relevant in general, physical, inorganic, analytical and biochemistry laboratories. The Broader Impact of this project lies in the education and training of students and teachers in the emerging field of nano- and bio-nanotechnology across ethnically and academically diverse student populations as well as in promoting student entry into nanotechnology and related fields. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Hillery, Barbara SUNY College at Old Westbury NY Eileen L. Lewis Standard Grant 104248 7494 1536 SMET 9178 0116000 Human Subjects 0737203 December 1, 2007 Incorporating Mass Spectrometry-Based Protein Identification into Biochemistry Laboratory. Biological Sciences (61) This project introduces mass spectrometry-based protein identification into an upper division biochemistry laboratory, a course required of all Biochemistry majors and an elective for Biology majors. Students are using affinity and ion exchange chromatography to isolate Bowman-Birk inhibitors, a set of stable serine protease inhibitors found in abundance in easily available seeds. Student groups are performing in-gel proteolytic digestion on the isolated inhibitors, identifying their peptide sequence by peptide mass fingerprinting and tandem mass spectrometry (MS/MS), and, once the peptide sequences are identified, accessing the entire sequence and determining the susceptible peptide bonds in each conserved domain that distinguish inhibitors of trypsin, chymotrypsin and elastase from one another. Students then are testing their hypotheses concerning essential bonds by measuring protease activity that is lost by preincubation with inhibitor. The project is reinforcing students' learning of protein structure-function and evolutionary relationships and includes production of freely available online learning materials on protein identification. The effectiveness of the course is being assessed through pre- and post- tests of students' ability to apply their newly learned concepts as compared to a control group of students who are learning the same concepts in a lecture-discussion format. The intellectual outcomes of this project stem from its introduction of forefront techniques into an undergraduate laboratory designed to encourage student understanding of basic concepts concerning protein structure and function and of the appropriate use of modern proteomic related techniques. The broader impacts of this project include the fact the course and the disseminated material stemming from it are designed so that they can be adopted in whole or in part by a variety of institutions. In addition, through involvement with a program that serves underrepresented minorities (the NIH Bridges to the Baccalaureate Program) the Principal Investigators are actively encouraging women and underrepresented minority students to enroll in the course. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Wilson, Karl Anna Tan-Wilson SUNY at Binghamton NY Terry S. Woodin Standard Grant 139585 7494 1536 SMET 9178 0116000 Human Subjects 0737204 May 1, 2008 Instructional Laboratory for Visualization and Manipulation of Nanoscale Components for Engineering Technology Students. Engineering-Engineering Technology (58) The main objective of this project is establishing an instructional laboratory for visualization and manipulation of nanoscale components. Visualization and manipulation of nanoscale components in the field of nanotechnology has many applications including bottom-up nanomanufacturing and the manipulation of DNA and viruses, prototyping of single electron transistors, and characterization and monitoring of Micro-Electro-Mechanical Systems (MEMS) and semiconductors. This collaborative project includes the development of instructional materials for both two and four year engineering technology programs at both SUNYIT and MVCC. The lab facilitates instruction by providing tools to develop learning materials and hands-on experimental facilities for student and faculty use. The PIs are engaging in professional development to develop techniques for use in the facility. After the completion of the lab and development of initial instructional material, the PIs are training and assisting other faculty for further applications. The lab is providing hands-on experience in existing and newly introduced nanotechnology and semiconductor manufacturing technology courses at SUNYIT and MVCC, which both offer practice-oriented Technology Accreditation Commission Accreditation Board for Engineering and Technology (TAC/ABET) programs. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Qazi, Salahuddin Robert Decker SUNY Institute of Technology Utica-Rome NY Lance C. Perez Standard Grant 199015 7494 1536 SMET 9178 0116000 Human Subjects 0737206 May 15, 2008 STIMULATE (Science Training Immersive Modules for University Learning Around Teacher Education). Interdisciplinary (99) The STIMULATE project (Science Training Immersive Modules for University Learning Around Teacher Education) is using next generation Web technologies (Web 2.0) to create a three-dimensional gaming application that provides learning materials and strategies to engage initial licensure science teachers in real world classroom issues. The modules immerse the teacher in scenarios once deliverable only through text-based case studies. The intellectual merit of the project is grounded in a growing body of research focusing on formal education and the learning potential of rapidly emerging gaming technologies, including Multi-User Virtual Environments (Dede, 2000; NMC, 2007) and the use of metaphorical and analogical thinking in STEM learning (Jenkins, 2007). In addition, the project is building on several current NSF projects DRL-0525115, DRL-0455819, and DUE-0602801. A research component of the project is examining emerging forms of game play interaction taking place in virtual worlds to determine how to effectively engage learners in order to deepen their understandings of science pedagogy. The broader impacts of the project lie in the potential to provide pre-service teachers with early (virtual) classroom experiences that can work in combination with their subsequent live student teaching experiences. Ultimately the project expects the modules to find use in teacher professional development settings as well. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Annetta, Leonard John Penick Kai Wang James Minogue North Carolina State University NC Lee L. Zia Standard Grant 199795 7494 1536 SMET 9178 0116000 Human Subjects 0737208 July 1, 2008 Collaborative Research: Enhancing Teaching of Grid Computing to Undergraduate Students by using a Workflow Editor. Computer Science (31) Grid computing combines geographically distributed computation resources to carry out high performance computing; it is particularly suitable for collaborative, interdisciplinary, and experimental projects. To take advantage of the power of grid computing, users have typically been required to manage low-level infrastructure details and to run programs using non-intuitive command-line execution. This project is responding to the need to make the programming interfaces easier to use in the grid computing community generally, but especially for undergraduate students who become the next generation of professional users. In particular, this project is exploring the use of a recently introduced grid-computing workflow editor for teaching distributed computing and for using grid computing resources. Workflow editors provide graphical interfaces for users and enable distributed computations to be constructed and executed without the need for low level programming or command-line interaction. Workflow editors are seen to contribute to the success of grid computing by allowing scientists of varying disciplines to create solutions to their problems using the resources of grid computing with little or no programming experience. The Principal Investigators in this project have broad experience and have published widely in grid computing. The materials developed in this project are being assessed at the two primary collaborating institutions that are developing the materials and testing them locally and collectively, at one additional institution that is evaluating the developed materials in a more diverse educational setting, and by an independent professional educational evaluator. The materials are being distributed in part through a statewide televideo network that will reach sixteen state universities. CCLI-Phase 1 (Exploratory) DUE EHR Li, Yaohang North Carolina Agricultural & Technical State University NC Victor P. Piotrowski Standard Grant 18045 7494 SMET 9178 0116000 Human Subjects 0737209 June 15, 2008 Collaborative Proposal: Maplets for Calculus. Mathematical Sciences (21) This project is creating a suite of maplets - Java applets with full access to the Maple computer algebra system - for use in calculus courses. Each maplet presents algorithmically generated problems via a graphical user interface and utilizes Maple's symbolic computation engine to analytically check student responses and to generate appropriate feedback. The intellectual merit of the project lies in the pedagogical improvement this approach offers over existing online homework systems that have had to rely on extensive use of multiple-choice questions. Maplets for Calculus goes beyond this by being able to check and provide feedback at intermediate steps along the way towards a solution. Users may also input specific problems and generate 2-D and 3-D graphics and animations in real-time. A record of student performance is also available and students may also access other web-based instructional content from within the maplet. The project's broader impacts are found in the 24/7 availability of the computer-based teaching tools and the capability of offering as much practice to students as is needed to master a topic. The web-based nature of the tool also enables its use from widespread and/or remote locations. In addition, the summary usage information for each student enables teachers to better identify problematic topics and to deal with these accordingly. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Meade, Douglas Debra Geddings University South Carolina Research Foundation SC Lee L. Zia Standard Grant 76833 7494 1536 SMET 9178 9150 0116000 Human Subjects 0737210 January 1, 2008 Increasing Access to STEM Instruction Through Specially Produced Notes using Tablet PC Technology and Speech-to-Text Services. Interdisciplinary (99) Students with learning disabilities (LD), who are deaf or hard of hearing (D/HH), and those who are learners of English language (ELL) face significant communication barriers in science, technology, engineering, and mathematics (STEM) undergraduate courses; their cognitive, linguistic, and perceptual characteristics impede learning these classes. This project is addressing these barriers by providing to students notes produced with the Tablet C-Print Pro software recently developed at the Rochester Institute of Technology (RIT), specifically for use in STEM courses. The notes, distributed electronically to all students in class, include text and graphic representation of class lecture and discussion. The project is comparing learning gains in classes, (matched for course content and instructor), in which C-Print notes are provided in contrast to classes in which the notes are not provided. The project is also assessing the benefit of C-Print notes for four groups of students: (a) LD, (b) D/HH, (c) ELL, and (d) those who do not have difficulty comprehending spoken English. Innovation and knowledge yielded by the project can improve student learning in a variety of STEM areas, especially learning by groups that have difficulty comprehending material in STEM courses. Distribution of C-Print notes to all students will contribute to broadening participation and success in STEM courses by underrepresented groups, including individuals with disabilities and ELL students and increase the likelihood of becoming a STEM major. Students who do not face these communication challenges may also benefit from the technology. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Stinson, Michael Alan Entenberg Lisa Elliot Rochester Institute of Tech NY Stephen C. Cooper Standard Grant 149966 7494 1536 SMET 9178 0116000 Human Subjects 0737223 July 1, 2008 Collaborative Research: Modeling Physics in an Integrated Physics Course for Biologists. Physics (13) This project is developing, pilot-testing, and assessing a full-year algebra-based introductory physics course for life science majors, integrating advances in physics education research with a deeply interdisciplinary life science focus. In addition, the course is designed to reinforce basic mathematical concepts to strengthen students' quantitative skills. Intellectual Merit: The U.S. faces a critical need for better and more innovative STEM education. One major challenge is preparing students to learn, work, and collaborate across traditional disciplines; another is ensuring that they have the necessary conceptual and mathematical competencies to do so. A team of PIs from physics, mathematics and biology is collaborating closely to develop a new course to meet these challenges. The PIs are building on proven approaches in physics instruction such as Modeling Instruction (Arizona State University) and Learning How to Learn Science (University of Maryland). They are combining these pedagogical strategies with their own experience in teaching integrative courses that bridge physics, mathematics, and biology. Through a combination of proven pedagogy and biologically-motivated content, they are developing a course that better addresses the needs of students at the University of New Hampshire (UNH) and the University of New England (UNE), and also serves as a model for similar collaborative efforts at other institutions. Broader Impacts: Curricular materials (labs, concept tests, interactive lecture demonstrations, homework, and test questions) are being developed, based on best practices, for the algebra-based introductory physics course for life scientists. These materials will be shared at national conferences in physics, biology and mathematics and will be available on the web. The course is also a model for transforming a traditional, single-discipline course to a broader, interdisciplinary course. This approach provides opportunities for genuine innovation without requiring simultaneous reorganization of curricula (such as changing major requirements). This project provides life science majors with a strong and thoroughly integrated background in physics through a course designed to fit their needs. At the same time, it serves the broader student population taking it as a general education requirement. In particular, the emphasis on learning how to learn and on synthesizing qualitative and quantitative approaches is of value to all students. EXP PROG TO STIM COMP RES CCLI-Phase 1 (Exploratory) DUE EHR Vesenka, James University of New England ME Duncan E. McBride Standard Grant 13500 9150 7494 SMET 9178 9150 0116000 Human Subjects 0737230 May 1, 2008 Integrating Photon Quantum Mechanics in the Undergraduate Curriculum. Physics (13) This project improves the teaching of quantum mechanics at all levels of the undergraduate curriculum by exposing students to experiments that concretely illustrate some of the most surprising and abstract features of quantum mechanics. The project develops a set of introductory optics experiments and activity-based curricular materials that provide students with the necessary skills to perform and understand the more advanced quantum mechanics experiments by adapting a series of photon quantum mechanics experiments used at the sophomore and the junior/senior level. Student understanding of quantum interference as well as student attitudes and excitement about quantum mechanics are assessed. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Jackson, David Hans Pfister Brett Pearson Dickinson College PA John F. Mateja Standard Grant 145261 7494 1536 SMET 9178 0116000 Human Subjects 0737232 January 15, 2008 CCLI: Improving Circuit Analysis Instruction with a Completion Problem Paradigm. Engineering - Electrical (55) The project is exploring the use of concepts from cognitive load theory to develop educational materials and teaching strategies that focus on providing problems appropriate to a student's prior knowledge so that the material is more likely stored in long-term memory for use in future situations. Results show that an overloaded working memory leads to students who can solve the problems they are working on, but who do not store the material in long-term memory for use later. Part of this overload comes from the material itself; the other part comes from instruction designs that lead to increased mental effort and no schema acquisition and construction. To provide a proof-of-concept for this approach, materials are being developed for a course in electric circuit analysis. The goal of this instructional change is to improve a student's ability to solve complex, ill-defined problems. This program is developing three different set of materials: a rating scale for electric circuit problems using a community of experts, a set of completion problems which guide students in forming appropriate schema for long term memory storage, and a set of advanced problems which measure a student's ability to apply course material in novel situations. Evaluation efforts, conducted with the help of an outside evaluator, are measuring changes in students' ability to solve both standard and novel problems by scoring student work with standard rubrics. Project materials and results are being disseminated through presentation and publication in the engineering education outlets and by posting material on the instructor's website and on special interest websites (Connections at Rice University and Problem-Based Learning Clearinghouse at University of Delaware). The broader impacts include the dissemination of the material and the potential for adapting this approach to other engineering and science course. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Holmes, Archie University of Virginia Main Campus VA Russell L. Pimmel Standard Grant 141466 7494 1536 SMET 9178 0116000 Human Subjects 0737242 March 15, 2008 OPT-FOR-A in ECE: Online Practice Tools For On demand Review and Assessment in Electrical and Computer Engineering. Engineering - Electrical (55) The project is designing and implementing an instructional tool for sequential logic design. The development of this tool completes the digital logic design tool that currently contains only the combinational logic design component. Completion of the overall tool provides an environment that allows students to acquire the knowledge they need through technology as well as through traditional methods. The approach is based on the idea that multiple representation of information (text, graphics, audio, and video) provides an effective strategy that addresses three different learning modes (Visual, Aural, and Verbal). Providing an e-learning tool that works as a practice tool rather than a homework helper is a novel concept that is not available in the online learning paradigms. The development of these tools will help students gauge their progress through immediate feedback, deepen their comprehension through interactive tutorials, and be self as well as lifelong learners through the use of online tools. An outside evaluator is helping the principal investigator to measure improvements in student learning and in their self-monitoring and self-assessment of learning strategies. Dissemination is occurring through website and list server postings, conference presentations, journal publications, and a faculty workshop. Broader impacts include the dissemination of the material and data, a faculty workshop, and a special focus on African-American students. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Morsi, Rasha Norfolk State University VA Russell L. Pimmel Standard Grant 149480 7494 1536 SMET 9178 0116000 Human Subjects 0737243 February 15, 2008 Collaborative Research: NEXOS: Next Generation Embedded Operating Systems Course and an Innovative Support Environment. Computer Science (31) This collaborative project innovates and invigorates traditional embedded systems courses by creatively infusing modern concepts. This project improves embedded system competencies of students by: (1) defining a curriculum that reflects the state-of-the-art in embedded operating systems such as wireless devices and open source initiatives; (2) defining a set of hands-on experiments that engage students and relate to their everyday life; (3) illustrating the unique interplay of hardware and software on which embedded operating systems rely; (4) encouraging students to engage in life-long exploration and learning by discussing the history of sustained growth and the viability of embedded operating systems; and (5) providing strategies for educators to effectively adapt and incorporate learning materials generated by the proposed work and to share their knowledge through a community portal. These objectives are accomplished by building an all-inclusive package of learning materials, from curriculum to lab environment. The project revises and enhances educational materials and teaching strategies, based on prior experiences of the investigators. This unique collaboration culminates in the creation of learning materials that address the needs of diverse audiences. This solid curriculum supported by effective and engaging hands-on laboratory experiments for embedded systems prepares our workforce for a world full of embedded systems. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Ramamurthy, Bina SUNY at Buffalo NY Stephen C. Cooper Standard Grant 74997 7494 1536 SMET 9178 0116000 Human Subjects 0737248 June 15, 2008 Collaborative Proposal: Maplets for Calculus. Mathematical Sciences (21) This project is creating a suite of maplets - Java applets with full access to the Maple computer algebra system - for use in calculus courses. Each maplet presents algorithmically generated problems via a graphical user interface and utilizes Maple's symbolic computation engine to analytically check student responses and to generate appropriate feedback. The intellectual merit of the project lies in the pedagogical improvement this approach offers over existing online homework systems that have had to rely on extensive use of multiple-choice questions. Maplets for Calculus goes beyond this by being able to check and provide feedback at intermediate steps along the way towards a solution. Users may also input specific problems and generate 2-D and 3-D graphics and animations in real-time. A record of student performance is also available and students may also access other web-based instructional content from within the maplet. The project's broader impacts are found in the 24/7 availability of the computer-based teaching tools and the capability of offering as much practice to students as is needed to master a topic. The web-based nature of the tool also enables its use from widespread and/or remote locations. In addition, the summary usage information for each student enables teachers to better identify problematic topics and to deal with these accordingly. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Yasskin, Philip Texas A&M Research Foundation TX Lee L. Zia Standard Grant 73144 7494 1536 SMET 9178 0116000 Human Subjects 0737257 January 15, 2008 Intelligent Algorithm Development Tutor. Computer Science (31) This project is developing a pedagogical tool that trains introductory computer-programming students in using top-down design with abstraction refinement. The tool also allows students to use the bottom-up approach to utilize previously solved modules. This system helps students to develop sound problem solving skills at the earliest stages of training. Specifically, this online tutoring system provides a personalized assistant for understanding the algorithm refinement process. Students can reinforce these problem solving skills by using the tutor to solve a number of specific problems. The proposed project extends a previously developed online tutoring system for laboratories for introductory computer science courses to include tutoring for top-down design concepts. Solutions to selected problems are represented at multiple levels of abstraction. Alternative solutions are represented, again at varying levels of abstraction, as are "dead-ends" and other erroneous solutions. Solutions to related problems are also encoded. Collectively, this precompiled knowledge forms an abstraction network. The abstraction network allows students the flexibility to design their own solutions to problems. In addition, it permits students to follow faulty paths so that they can discover the implications of earlier design choices and learn from their mistakes. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Yoo, Jungsoon Sung Yoo Chrisila Pettey Suk Seo Zhijiang Dong Middle Tennessee State University TN Stephen C. Cooper Standard Grant 149888 7494 1536 SMET 9178 9150 0116000 Human Subjects 0737263 September 1, 2008 An Engineering Emphasis for Preparing Students for First-year Engineering Curricula. Engineering - Mechanical (56) This project focuses on significantly enhancing the retention of first-year engineering majors through development of an engineering mathematics course specifically designed for students who are not calculus-ready. The targeted goals of the curriculum development initiative include: 1) syntheses of the research on mathematics preparation and engineering retention in constructing a course to enhance the performance of pre-calculus engineering students; and 2) analysis of the impact of successful performance in pre-calculus courses on upper level calculus and physics courses by engineering students. Blinn College is working collaboratively with Texas A&M University on this curriculum development initiative which will benefit both populations of students. Evaluation and assessment strategies are implemented to track student performance throughout their first year of the engineering curricula. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Srinivasa, Arun Donald Maxwell Krishna Narayanan Arul Jayaraman Texas Engineering Experiment Station TX Lesia L. Crumpton-Young Standard Grant 200000 7494 1536 SMET 9178 0116000 Human Subjects 0737266 July 1, 2008 An Integrative Project-Based Biochemistry Laboratory Curriculum at West Chester University of PA. Chemistry (12). The project is building on the project-based learning literature and modern equipment to revise a biochemistry laboratory to meet the demands of today's biochemist. The revised integrated project-based laboratory approach is centered on a single protein (cytochrome c) from two different sources (bovine heart and baker's yeast). The first 8 weeks of the lab are being used to teach students biochemical methods and the control of variables by having them isolate and characterize cytochrome c. The last 6 weeks are providing a research-like experience by using student-designed projects that include developing testable hypotheses. The evaluation plan with its focus on student learning is providing data on the effectiveness of project-based and inquiry-based laboratories. The dissemination plan includes student poster sessions, student presentations at national meetings, and faculty professional development workshops. The broader impact of this project lies in (1) its contribution to problem-based learning and inquiry-based laboratories in biochemistry; (2) the promotion of student learning in basic and advanced biotechnological instrumentation for underrepresented students; (3) workshops for faculty professional development, and (4) a contribution to the departmental instrumentation infrastructure. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Azam, Mahrukh Blaise Frost Loretta Rieser-Danner Maureen Knabb West Chester University of Pennsylvania PA Eileen L. Lewis Standard Grant 148981 7494 1536 SMET 9178 0737268 July 15, 2008 Educating Green Chemists through Cross-Currricular Incorporation of Microwave Synthesis Methods and Ion Chromatography. Chemistry (12) As part of an effort to integrate new technology and methods into the curriculum, the chemistry department is implementing green chemistry/environmental problem-based laboratories. The goal is to enliven instruction for students by adding to the general chemistry course environmental chemistry laboratories that teach a basic understanding of green chemistry, and by following that course with a coordinated progression of green chemistry experiences throughout the curriculum. Graduates that have completed this progression of problem-based learning laboratories are expected to be better prepared to face the difficult challenges of designing greener processes and thus creating and maintaining a cleaner environment in industry as well as in graduate school settings. Intellectual Merit: The revised curriculum begins in the freshman year with an introduction to green and environmental chemistry. Environmental chemistry applications allow students to make connections between general chemistry techniques and the real world. In the upper-level courses, experiments become more sophisticated and use the problem-based approach. Students are responsible for developing course specific laboratories by using the newly-acquired spectrophotometers, ion chromatograph, and microwave accelerated reaction system to implement synthesis applications from the current literature. A major application of the ion chromatograph is realized in environmental chemistry where students are able to develop research projects involving the institution's watershed trail. Focusing on green chemistry is providing a springboard for the addition of an environmental chemistry concentration, which is currently under development. Broader Impacts: Impacts of the grant include incorporating innovative materials and technology across the curriculum; increasing the excitement of younger scientists (especially women) for science through use of technology; educating students well-trained in green chemistry problem-solving methods and prepared for success in advanced degrees/industry; and graduating an increased number of chemistry majors through the recruitment potential of new technology. The institution currently has 57 chemistry majors of which 60 % are women. Beyond science and engineering, the project affects the nonscience majors through the green chemistry emphasis in the ACS Chemistry in Context class. The department also is very active in K-12 outreach, reaching 1800 students with 70 events conducted annually. Local high school students interested in environmental chemistry are using the instrumentation at the annual science day, and the equipment is used for high-level Pennsylvania Junior Academy of Science high school projects. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Clark, Rose Edward Zovinka Balazs Hargittai Nathan Malavolti Saint Francis University PA Susan H. Hixson Standard Grant 94920 7494 1536 SMET 9178 0116000 Human Subjects 0737269 July 1, 2008 Collaborative Research: Enhancing Teaching of Grid Computing to Undergraduate Students by using a Workflow Editor. Computer Science (31) Grid computing combines geographically distributed computation resources to carry out high performance computing; it is particularly suitable for collaborative, interdisciplinary, and experimental projects. To take advantage of the power of grid computing, users have typically been required to manage low-level infrastructure details and to run programs using non-intuitive command-line execution. This project is responding to the need to make the programming interfaces easier to use in the grid computing community generally, but especially for undergraduate students who become the next generation of professional users. In particular, this project is exploring the use of a recently introduced grid-computing workflow editor for teaching distributed computing and for using grid computing resources. Workflow editors provide graphical interfaces for users and enable distributed computations to be constructed and executed without the need for low level programming or command-line interaction. Workflow editors are seen to contribute to the success of grid computing by allowing scientists of varying disciplines to create solutions to their problems using the resources of grid computing with little or no programming experience. The Principal Investigators in this project have broad experience and have published widely in grid computing. The materials developed in this project are being assessed at the two primary collaborating institutions that are developing the materials and testing them locally and collectively, at one additional institution that is evaluating the developed materials in a more diverse educational setting, and by an independent professional educational evaluator. The materials are being distributed in part through a statewide televideo network that will reach sixteen state universities. CCLI-Phase 1 (Exploratory) DUE EHR Wilkinson, Anthony University of North Carolina at Charlotte NC Victor P. Piotrowski Standard Grant 60711 7494 SMET 9178 0116000 Human Subjects 0737272 May 1, 2008 Interdisciplinary Undergraduate Learning Experience in Biophotonics. Interdisciplinary Sciences (99) The education and training of skilled practitioners in the fields of biophotonics is clearly a benefit to society and connects several science disciplines through instrumentation and analysis. Biophotonic applications in their many shapes and forms have a profound influence on modern life science research and it is therefore highly desirable to improve the education of undergraduate students in this vital scientific area. The exceptional scientific breadth of biophotonic research makes it virtually impossible for a single science department to deliver all topics necessary for a well-rounded basic education in this rapidly progressing scientific area. This project is developing an interdisciplinary biophotonics undergraduate laboratory/lecture course (2+1 credit hours) that involves faculty from Kent State's Biology, Chemistry and Physics departments. Course topics include basic principles of fluorescence and microscopy, organic fluorophore synthesis, advanced fluorescence spectroscopy and the use of microscopy in cell biology. The lab course concludes with a student designed project that utilizes high-end biophotonics instrumentation. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Gericke, Arne John Stalvey Douglas Kline James Gleeson Robert Twieg Kent State University OH Karen K. Oates Standard Grant 100575 7494 1536 SMET 9178 0737277 June 1, 2008 Hands on an Aquarium. INTERDISCIPLINARY: 99 This project uses a common living system, an aquarium, to deliver STEM education to a wide audience to enhance STEM education at all levels. An aquarium is an exquisite combination of interacting systems which can be analyzed using multidisciplinary engineering principles. While children are familiar with an aquarium via personal aquariums or school field trips, they seldom make a connection to the engineering and science related to the system. Therefore, the idea of adapting this living system is a good educational tool. Students are engaged in the scientific discovery process using hands-on activities to introduce them to chemical, mechanical, electrical, civil, and environmental engineering principles such as mass and energy balances; fluid flow; work, energy, and efficiency; forces and levers; material strength and stresses; water quality and treatment; and electrical signal processing. The aquarium theme also adds to the need for an understanding of biological systems, ecosystems, pollution and sustainable development. The modules developed in this project expose a broad audience (K-12 students and teachers, science and engineering college students and faculty) to multidisciplinary engineering and science principles in a hands-on, team-oriented learning environment using modern, computer-based measurement and instrumentation. An important feature is a website showcasing real time data and images of the aquarium. Postings on the website allow schools and colleges to explore an aquarium without the work and expense of setting one up. Experimental details, laboratory manuals, course materials such as problems and lecture slides are posted on the website for easy access by schools, colleges and institutions. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Jahan, Kauser Jess Everett Angela Wenger Ying Tang Majid Noori Rowan University NJ Herbert H. Richtol Standard Grant 199649 7494 1536 SMET 9178 0116000 Human Subjects 0737279 July 1, 2008 Real-Life Inquiry-Based GC/MS Experiments for General Education Chemistry Courses. Chemistry (12) The Chemistry Department is developing major enhancements to the general education chemistry courses, for both science majors and non-science majors. The enhancements focus on two topical areas, forensic chemistry and environmental chemistry, and include the addition of guided inquiry laboratory experiments using GC/MS. The project addresses several related needs: an applications oriented real life context for learning, and the use of direct active involvement pedagogies. New forensic and environmental experiments are being developed (and some also are being adapted from existing materials) for several courses, using the active inquiry experimental framework. These new experiments focus on using a GC/MS equipped with an autosampler and the establishment of a remote data analysis site to allow regular use by laboratory sections of 18-24 students per section. Twelve experiments (four adapted from published works, eight new) are being developed, including two service learning experiments. The project also includes an outreach component, consisting of a series of workshops for area high school teachers. Workshops are providing hands-on experience with modern instrumentation, including GC/MS, NMR, AA, and FTIR, as well as emphasizing inquiry based experimentation, real-life applications, and service learning projects. The project is informed by the ongoing curricular revision process at Roanoke College. The unifying vision is an "Essential Questions" model for all general education classes, with active inquiry being emphasized in every General Education course. Introductory science courses for both majors and non-majors are being re-structured within this model, emphasizing current applications, current questions, and modern approaches. The intellectual merit of the project includes the development of new curricular materials bringing important real life applications into the laboratory experience of both science majors and non-majors. The new and adapted experiments are uniquely suited to the general education setting and include appropriate active learning pedagogies. Secondary benefits also result from the use of the GC/MS in upper level courses and undergraduate research. Broader impacts of the project include the dissemination of the curricular materials developed, workshops for high school teachers, and the improvement in the scientific education of many young citizens, both science majors and non-science majors. Each year, approximately 400 students are being impacted by the revised laboratory courses, and 24 high school teachers are participating in the workshops. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Steehler, Jack Benjamin Huddle Roanoke College VA Susan H. Hixson Standard Grant 99773 7494 1536 SMET 9178 0116000 Human Subjects 0737296 February 1, 2008 Collaborative Research: Gaming and Interactive Visualization for Education. Engineering - Other (59) Most people are more perceptive to geometric rather than symbolic representation of information and an increasing number of educators are concentrating on utilizing visualization to explain scientific and engineering knowledge to a broad audience. A medium that combines course materials with interactive visualization can be a powerful tool for education and enhanced learning. This project is developing the Gaming and Interactive 2D/3D Visualization for Education (GIVE) tools to explain abstract engineering concepts to undergraduate students. GIVE provides an interactive gaming environment for learning that is different from e-learning systems. While retaining the advantages of e-learning systems, such as distant and asynchronous education, the GIVE system further enhances learning by incorporating game characteristics such as a progressively balanced goal, feedback, multiple-goal structure, adaptive scoring, meaningful visual presentation, and emotional involvement into the educational tool. Software gaming modules are being created for selected courses in the aerospace, electrical, and mechanical engineering programs. Three separate gaming systems are being developed aimed at high school students, in-class student/instructor interactions, and out-of-classroom practice. The GIVE modules are being tested extensively with high school and undergraduate students from underrepresented groups to ensure their broad appeal. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Xu, Yunjun Zahed Siddique Chen Ling University of Oklahoma Norman Campus OK Sheryl A. Sorby Standard Grant 119696 7494 1536 SMET 9178 9150 0116000 Human Subjects 0737297 July 1, 2008 Evolvable wireless laboratory design and implementation for enhancing undergraduate wireless engineering education. Computer Science (31) The primary deliverable in this project is an easily replicable model of evolvable, low-cost Software Defined Radio (SDR)-based wireless communication and networking laboratories and associated teaching and learning materials. The target audiences for these learning materials are undergraduate students in wireless communication, mobile computing, and wireless sensor networks. The wireless laboratories being developed in this project are based on the Universal Software Radio Peripheral (USRP) boards that employ GNU software radio, a free software toolkit for the building of software radios designed to get code as close to the antenna as possible and to turn radio hardware problems into software problems. Laboratory-based resources being developed in this project include user manuals and teaching manuals. The project is pilot-testing the materials being developed to show their effectiveness in motivating, engaging, and enhancing student learning and skills. The project intends to transform education in wireless communication by blending prescribed and open-ended lab experiences where students work with tangible signals, wireless channels, and communication systems, thereby reinforcing mathematical theories and simulation examples and integrating concepts by building working systems. The laboratories in this project are low cost and portable, which makes the learning materials being developed accessible throughout the engineering education community, where the materials will be disseminated broadly. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Wang, Bin Zhiqiang Wu Yong Pei Wright State University OH Victor P. Piotrowski Standard Grant 150000 7494 1536 SMET 9178 0116000 Human Subjects 0737299 July 1, 2008 Teaching Abstract Algebra for Understanding. Mathematical sciences (21) This project is developing instructor materials to support the implementation of innovative course materials for abstract algebra developed through a series of research and development (R&D) efforts. The course materials engage students actively in understanding fundamental concepts of group theory, balancing reinvention phases (in which students develop concepts based on their intuition, informal strategies, and prior knowledge) and deductive phases (in which students prove important results based on formal definitions and previously established results). The earlier R&D efforts confirm that a sequence of successive uses of these two phases helps students connect an intuitive understanding of concepts to the formal theory. The curriculum has been piloted successfully at the PI's institution in a standard introductory abstract algebra course, and a subset of the materials is currently being adapted for use in an innovative transition course at a local community college designed to prepare pre-service teacher education students for proof-based mathematics courses. In addition to developing a set of instructor guides and associated curricular implementation materials, the project plans to conduct research to gain insight into the challenges and opportunities that emerge as different faculty implement the curriculum, and to obtain new knowledge about how students learn abstract algebra and how the course materials enhance student learning. The intellectual merit of this project lies both in its grounding in the current mathematics education research literature and the way in which the instructor materials under development serve as a vehicle to communicate the project's own research findings on student learning of abstract algebra concepts back to the larger body of mathematics faculty. The project is exercising broad impact since abstract algebra and "transition-to-proof" courses are a staple of the mathematics curriculum, particularly for the large subset of students preparing to be teachers. Furthermore, the collaboration among mathematicians, mathematics educators, and counterparts at the two-year college level offers a model for other institutions working closely with their "feeder" two-year schools. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Larsen, Sean John Caughman Mark Yannotta Portland State University OR Lee L. Zia Standard Grant 200001 7494 1536 SMET 9178 0116000 Human Subjects 0737302 July 15, 2008 Incorporating a Meaningful Research Experience into the General Chemistry Laboratory Curriculum Through Implementation of Equipment for Materials Characterization. Chemistry (12) This project is enabling students in the second semester general chemistry laboratory course to participate in an authentic research experience involving the synthesis and characterization of novel fluoride perovskites as potential pigment materials. The project stems from university's participation in the REEL (Research Experiences to Enhance Learning)consortium which includes 15 Ohio colleges and universities dedicated to introducing laboratory based research into first and second year courses. Whereas previously students analyzed X-ray and spectroscopy data collected by others now they are collecting their own data. So far, about 100 (mostly unreported) perovskite fluoride-related compositions have been prepared by students. In preparing these materials, the general chemistry students are providing a combinatorial approach to synthesis and characterization. This project also involves a component in which the funded equipment is enabling integration of hands-on experiments in undergraduate courses in the Geology Department. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Wagner, Timothy Raymond Beiersdorfer Matthias Zeller Youngstown State University OH Bert E. Holmes Standard Grant 149499 7494 1536 SMET 9178 0116000 Human Subjects 0737304 July 15, 2008 Developing case studies for information assurance education. Computer Science (31) This project uses the case study teaching method traditionally used effectively in medicine, business and law into the relatively new information assurance (IA) area to enhance IA education. This approach improves student learning by integrating classroom experiences with real world applications; trains students to be IA professionals with key skills such as critical thinking, problem solving, communication and teamwork; prepares students to be life long learners; attracts students to IA career and increases student retention in IA studies. The primary goal of this project is developing new case study course materials and methods to support the wide adoption of the case study teaching approach in undergraduate IA education and to enhance IA education nationwide. The course materials and case teaching methods that are developed can be utilized in a variety of disciplines such as computer science, software engineering, information technology, and information management systems. Twelve case studies in four selected areas (network security, security management, web security, and application security) are developed. Different methods in which cases can be effectively used in the classroom are explored. These case studies are used in various courses and their impact on student learning is assessed. Two workshops are offered, which train faculty members to use these materials. CCLI-Phase 1 (Exploratory) DUE EHR Yuan, Xiaohong Huiming Anna Yu North Carolina Agricultural & Technical State University NC Stephen C. Cooper Standard Grant 128896 7494 SMET 9178 0116000 Human Subjects 0737313 January 15, 2008 Teaching Social Complexity and Multidisciplinary Team Building: An Experimental Engineering Approach. Engineering - Other (59) The objective of this project is to develop a course to help engineers to become comfortable in a variety of roles, not just as technology leaders, but those who can integrate innovative developments from non-engineering fields and find ways to focus the energies of the different disciplines to ensure the effectiveness of interdisciplinary teams. Due to increasing complexity and the scale of systems-based engineering problems, there is a growing need for engineers who have an understanding of the complexities associated with a global market and social context. To meet this need, this project is developing a course that actively teaches students structured methodologies and principles of emergence in social systems. In this course, students are participating on multidisciplinary teams in social experiments and simulations conducted via a wireless handheld computer mediated communication system. This system facilitates the modification of experimental parameters, the collection of data, and the presentation of results in real time. The course incorporates cultural evolution, behavioral game theory, and judgment and decision making course materials with experimentation, data collection, and hypothesis testing to examine social dynamics. Through its collaborative nature, this project is not only advancing student training in multidisciplinary teams but is also contributing to the professional development of the faculty involved. This course is initially being offered through a Bioengineering course but it could be extended to programs in the decision and social sciences at a future time. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Laramee, Craig David Sloan Wilson Shelley Dionne Hiroki Sayama SUNY at Binghamton NY Sheryl A. Sorby Standard Grant 149955 7494 1536 SMET 9178 0116000 Human Subjects 0737318 July 1, 2008 Collaborative Research: Enhancing Teaching of Grid Computing to Undergraduate Students by using a Workflow Editor. Computer Science (31) Grid computing combines geographically distributed computation resources to carry out high performance computing; it is particularly suitable for collaborative, interdisciplinary, and experimental projects. To take advantage of the power of grid computing, users have typically been required to manage low-level infrastructure details and to run programs using non-intuitive command-line execution. This project is responding to the need to make the programming interfaces easier to use in the grid computing community generally, but especially for undergraduate students who become the next generation of professional users. In particular, this project is exploring the use of a recently introduced grid-computing workflow editor for teaching distributed computing and for using grid computing resources. Workflow editors provide graphical interfaces for users and enable distributed computations to be constructed and executed without the need for low level programming or command-line interaction. Workflow editors are seen to contribute to the success of grid computing by allowing scientists of varying disciplines to create solutions to their problems using the resources of grid computing with little or no programming experience. The Principal Investigators in this project have broad experience and have published widely in grid computing. The materials developed in this project are being assessed at the two primary collaborating institutions that are developing the materials and testing them locally and collectively, at one additional institution that is evaluating the developed materials in a more diverse educational setting, and by an independent professional educational evaluator. The materials are being distributed in part through a statewide televideo network that will reach sixteen state universities. CCLI-Phase 1 (Exploratory) DUE EHR Ferner, Clayton University of North Carolina at Wilmington NC Victor P. Piotrowski Standard Grant 71168 7494 SMET 9178 0116000 Human Subjects 0737324 May 1, 2008 Developing a Learner-centered Environment for Algebra-based Physics (LEAP). Physics (13) The project goal is to develop a coherent, guided-inquiry, algebra-based physics course sequence for medium enrollment, general education settings. This sequence is especially suitable for low-cost implementation at small regional universities and community colleges, where the audience is often diverse and relatively under-prepared. To address the needs of this audience, the curriculum integrates conceptual and mathematical concepts through the general pedagogical structure of the successful Physics for Elementary Teachers (PET) curriculum, with the goal of helping students develop the critical thinking skills and understanding of science needed to become part of a scientifically literate citizenry. It also draws on elements from both Constructing Physics Understanding (CPU) and Visual Quantum Mechanics (VQM). The project has three main objectives: Curriculum Development: To use the general pedagogical structure of PET as a coherent framework within which the conceptual and mathematical aspects of the algebra-based sequence are integrated. Content Learning: To enable students to develop a deep understanding of the major conceptual themes of force, motion, and energy as they apply to mechanical, electrical and magnetic contexts, optics and select modern physics topics. Nature of Science: To enable students to develop scientific thinking skills such as evidence-based reasoning, utilizing graphs to represent and to show relationships between data, and to develop a deeper understanding of algebraic representations beyond focusing on simple numerical solutions. Intellectual merit: The curriculum developed in this project builds on a proven pedagogical structure to meet the need for a guided-inquiry algebra-based physics sequence suitable for diverse and under-prepared audiences. The course structure is based on recent research on science learning and incorporate proven pedagogical strategies such as activity-based instruction and collaborative/cooperative group learning. It also makes extensive use of technology to support student learning. Broader impacts: The LEAP curriculum benefits all students, but especially females and underrepresented groups, since the use of collaborative/cooperative learning has been shown to particularly benefit these groups. For secondary education majors, these courses are likely their only exposure to learning content in a guided-inquiry setting. In addition, the focus on improving students' scientific reasoning abilities, especially skills associated with graphical representations, helps all students become more scientifically literate citizens. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Engelhardt, Paula Stephen Robinson Tennessee Technological University TN Duncan E. McBride Standard Grant 146562 7494 1536 SMET 9178 9150 0116000 Human Subjects 0737335 January 1, 2008 Teaching Anchor Concepts of Climate Change Through Sediment Core Archives. Earth Systems Science (40) This project is integrating scientific research with education in geoscience courses that serve general education students, pre-service teachers, and early geoscience majors. A collaborative of research specialists and education specialists from institutions ranging from R1 research to public liberal arts to a community college are part of this project, developing and classroom-testing learning materials from an archive underutilized by educators, deep-sea sediment cores from the world's oceans recovered by the Integrated Ocean Drilling Program and the Antarctic Drilling Program. The learning materials are based on authentic scientific data. Fundamental investigative practices and geoscience content on age, chronology, and Earth's climate history are being made accessible to college educators. Exercises on current advances and challenges to our understanding of global climate change history and the rapid response of the high latitudes to global warming, as well as the processes and excitement of scientific investigation and discovery are being developed for use in introductory earth science, oceanography, and historical geology courses. Scientific observational, analytical, and critical thinking skills are being infused in the exercises. The learning materials are being designed so that students can walk away ready to engage in societal conversations and discussions that center on past climate change and the scientific basis for interpreting Earth history. The learning materials are being disseminated through the JOILearning.org website, with links from SERC, and European- and Japanese-IODP websites. Presentations at conferences, journal manuscripts, and the facilitation of a teacher workshop at AGU are promoting the project outcome learning materials not only to college-level geoscience educators, but also to scientists, and high school and informal educators. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR St. John, Kristen R. Mark Leckie Katherine Pound Megan Jones James Madison University VA David J. Matty Standard Grant 204297 7494 1536 SMET 9178 0737347 March 15, 2008 Micro-Total Analysis System in Undergraduate Biochemistry and Analytical Chemistry. Chemistry (12) The increasing importance of biochemistry in the world of analytical chemistry is due in part to the development of micro-scale total analysis technology. Micro-scale total analysis technology allows detailed analysis of large numbers of samples. This project brings the innovations of biochemistry-based analysis and micro-scale analysis to the undergraduate teaching and research laboratory. The project assists chemistry faculty in incorporating current and emerging biochemical analysis technology into their courses. The project focuses on further developing analytical undergraduate education by first creating learning materials and teaching strategies. Engaging laboratory and research exercises are developed for the undergraduate chemistry curriculum and are based on cutting edge, emerging micro-scale total analysis technology. The student laboratory experiences demonstrate real world examples of detection of genetically engineered foods using Polymerase Chain Reaction facilitated DNA analysis, classical and micro-scale total analysis of protein. Through the laboratory work, students explore the advantages of micro-scale instrumentation in quality control and optimization of experiments. The project also incorporates micro-scale analysis technology in undergraduate research. In developing faculty expertise, the project brings biochemistry methods into the undergraduate analytical curriculum, promoting a synergistic cooperation between biochemistry and analytical chemistry faculty. This sharing of disciplines improves education in modern chemical analysis, and further establishes a community of faculty. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Harwood, John Thurston Banks Jeffrey Boles Tennessee Technological University TN Herbert H. Richtol Standard Grant 41829 7494 1536 SMET 9178 9150 0116000 Human Subjects 0737352 August 15, 2008 Teaching nature of science and scientific inquiry in the context of scientific paradigms: Assessing student understanding. Assessment/Research (91) Interdisciplinary (99) This project is engaging science and education researchers in developing a new framework for teaching science to non-majors, with the ultimate objective of enhancing public understanding of science. The major objective is to assess whether teaching the process of scientific inquiry and the nature of science improves understanding of both scientific content and reasoning. This assessment is being undertaken in the context of a new, multidisciplinary course designed for students not majoring in STEM at the University of Wisconsin-Madison. The course examines five big ideas in science, each representing a major paradigm shift in science: helio-centrism, plate tectonics, radioactivity, evolution, and global climate change. The course is designed to explicitly weave together scientific content, development of the necessary scientific skills, processes of scientific inquiry, and the nature of science. It is anticipated that this project will contribute valuable advances to the instructionally challenging notion of scientific reasoning. Student learning is being measured in this context. The results may illuminate useful ways to revision and restructure approaches to teaching science. The project is also developing a lab manual, instructional materials, and a related web site to facilitate dissemination. The course itself is intended in particular for students interested in majoring in elementary education. The curriculum and embedded assessments being developed will be transferable to other contexts at the University of Wisconsin and other institutions. A parallel course is being developed that brings together graduate students in the disciplinary sciences and science education to develop and test instructional materials for this general science course. CCLI-Phase 1 (Exploratory) DUE EHR Tikoff, Basil James Stewart University of Wisconsin-Madison WI Myles G. Boylan Continuing grant 147686 7494 SMET 9178 0116000 Human Subjects 0737355 July 15, 2008 Modern Distributed Computing Education. Computer Science (31) Distributed computing has expanded in two important ways: at the level of the Internet, as web services are providing a collaborative work environment, and at the processor level, as multi-core chips are becoming the standard rather than the exception. These modes supplement the cluster of workstations interconnected by a local area network. It is now a challenge in computer science education to provide instruction at all three levels of distributed computing. This project introduces this instruction in the lower-division curriculum by developing flexible and adaptable educational materials that can be used in existing courses by instructors who themselves may not be experts in distributed computing. This project develops three modules each lasting three weeks. The multi-core module may be included at the end of CS1 or start of CS2; the cluster module may be included in CS2 or data structures; and the web services module may be included in data structures or an internet programming course. Each topic is introduced in a one-hour lecture, expanded in two or three screen-casts (about 15 minutes each) viewable outside of class after the lecture, and a one-hour lab activity. Slide presentations for instructors are developed, as are online tutorials to teach language- or tool-dependent details outside of class, educational simulations, laboratory assignments, online self-testing materials for students, testing materials for instructors, sample projects, and links to online sites that provide access to parallel computing equipment. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Kurtz, Barry Rahman Tashakkori Appalachian State University NC Stephen C. Cooper Standard Grant 150000 7494 1536 SMET 9178 0116000 Human Subjects 0737358 July 15, 2008 Collaborative Research: Math Images. Mathematical Sciences (21) This project is engaging teams of undergraduates in the preparation of interactive educational wiki pages to explain the mathematical concepts behind computer-based images from diverse disciplines. In addition to exploring the formalization of this activity into an elective course on mathematical writing, the project is also investigating how the intense engagement of undergraduate students in constructing an educational website - an activity that strengthens their skills and interest in mathematics, computer science, and education - encourages them to follow one of these career paths. In addition to mathematics and education undergraduates, computer science students are applying their interest in gaming software to produce interactive learning units for some of the pages. The intellectual merit of the project is further strengthened by its use of structured, mentored, and collaborative processes based in lessons learned from the creation and development of the Math Forum. These processes combine academic inquiry, production of public resources, and alternative points of engagement with mathematics through technology. The project is exerting broad impact through its creation of web-based educational network of undergraduates and others working on the Math Images site and cooperating and interacting through the associated wiki pages. In addition, the content of the Math Images site lends itself to use in a wide range of settings including formal classroom demonstrations, group and individual projects, specialized honors work for advanced students, and general informal education for the public. Its interactive, personalized, community-oriented, and highly visual design holds strong appeal for many who may be put off by the usual symbolic and numerical presentation of mathematics. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Maurer, Stephen Swarthmore College PA Lee L. Zia Standard Grant 58921 7494 1536 SMET 9178 0116000 Human Subjects 0737370 March 15, 2008 Enhancing the Programming Experience for Engineering Students through Hands-On Integrated Computer Experiences. 56: Mechanical Engineering Proposal ID 0737370 Tennessee Technological University - Department of Mechanical Engineering This project focuses on significantly enhancing the programming experience for engineering students through improving their ability to effectively use computer control and computer programming to solve real-world engineering problems. The targeted goals of the project include: 1) increasing student competency; 2) increasing student satisfaction rates in freshman level programming courses; and 3) increasing the retention of engineering students. In addition, this project includes the development of a hardware- in- the- loop oriented programming curriculum model to serve as a tool for engaging students in the exploration of various engineering application areas. Mechanical, Electrical and Computer Engineering majors benefit from this new curriculum enhancement. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Canfield, Stephen Mohamed Abdelrahman Alexander Shibakov Tennessee Technological University TN Lesia L. Crumpton-Young Standard Grant 149982 7494 1536 SMET 9178 9150 0116000 Human Subjects 0737375 July 1, 2008 The Impact of Interactive Engagement Teaching Approach using PDAs as a Classroom Interaction System in a Predominantly Hispanic Institution. Physics (13) An interactive engagement teaching approach using Personal Digital Assistants (PDAs) is being implemented as a classroom interaction system and three different aspects of the implementation are being investigated. First, how does the interactive engagement teaching approach affect the conceptual understanding and problem solving performance of the introductory physics students? Second, how does the interactive engagement teaching approach affect students' motivation to learn physics concepts? And third, how does this teaching approach being implemented by traditional research faculty affect their pedagogical orientation? The project is making a significant and unique contribution to physics and science education by studying implementation issues associated with using PDAs as a classroom interaction system at a predominantly Hispanic institution. The curriculum materials resulting from the implementation of this teaching approach are available for physics educators and curriculum developers and the research results provide an empirical basis for improving physics and science education at minority serving institutions where the majority of students are non-native English speakers. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Corpuz, Edgar Mark Cunningham Liang Zeng University of Texas - Pan American TX John F. Mateja Standard Grant 149790 7494 1536 SMET 9178 0116000 Human Subjects 0737376 July 15, 2008 Development of a Library of Animated Ranking and Sorting Tasks for Introductory Astronomy. Astronomy (11) The goal of this project is to develop a library of more than 100 new animated ranking and sorting tasks for use in postsecondary introductory astronomy courses. These are computer animations that present students with a problem they must solve through the drag-and-drop of icons. These icons may represent a great variety of objects, characteristics, events, and concepts. Ranking tasks require students to order the icons according to specified criteria. Very challenging and engaging problems can be created depending upon the complexity of the ranking criteria. Sorting tasks require students to organize icons into labeled bins. These tasks also become very challenging when the bins overlap. Both types of tasks are extensively randomized, packaged with complete background information on the concepts involved, and provide feedback along with the correct answer and score. Intellectual merit: The project team is creatively incorporating astronomy concepts into research-informed assessment tools that make innovative use of technology. Each animated task provides the opportunity for a complete learning cycle as students receive feedback on their performance and can consult the background material before attempting another randomized version of the task. This framework encourages students to interact with the task repeatedly and build mastery over the material. Students find these tasks challenging and engaging. This project directly addresses two strong recognized needs for STEM education: 1) that students require multiple exposures to concepts in a variety of contexts and 2) that students require rapid and meaningful feedback. Broader impacts: This library of tasks is likely to be widely adopted. Instructors may immediately and conveniently make use of these animations in a variety of ways. These tasks can be incorporated into web pages, PowerPoint presentations, or Flash delivery systems. They also may be used in the web-based assessment engine EDU or adapted for use in other platforms. Since the tasks and their source code will be made publicly available, universities and commercial organizations may incorporate them throughout their astronomy distance education courses. The project is also carefully studying the effect that usage of these animated tasks has on student attitudes, engagement, and performance, and looking for correlations between these variables. The project is collecting data on student practices as they make use of the tasks. The results of both studies will be disseminated in papers and conference presentations. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Lee, Kevin Edward Schmidt University of Nebraska-Lincoln NE Duncan E. McBride Standard Grant 139530 7494 1536 SMET 9178 9150 0116000 Human Subjects 0737386 June 1, 2008 Stoichiometry of the soil-plant-atmosphere continuum: a long-term ecological field-based curriculum for biology undergraduates. Biological Sciences (61). Within the discipline of ecology, the study of populations, communities, and ecosystems presents unique difficulties for biology instructors seeking to provide undergraduates with independent or collaborative research opportunities. Investigations in these areas typically require long-term or large field studies and training in multiple disciplines. This project is enriching the ecology curriculum at a small private college by establishing a long-term field study in ecological stoichiometry in which undergraduates can engage in authentic research at all levels of instruction, from freshman to senior year. The field study is being implemented across a three-course ecology curriculum that includes an introductory team-taught survey course, an intermediate level ecology course, and an advanced independent research seminar. Students investigate the balance of multiple chemical elements and their influence on distribution and productivity of plant populations, community structure, and ecosystem functions and services. Teachers and students work side-by-side as co-researchers, investigating open-ended questions. By characterizing species-specific elemental composition and elemental movement in the soil-plant-atmosphere continuum, students are contributing novel and detailed data, enabling improvements in the quantification of carbon and nutrient budgets. The project is establishing a framework for integrating biogeochemical research into undergraduate courses and undergraduate research projects in ecology. Student learning is focusing on application of the scientific method through collection, analysis, interpretation, and presentation of publishable data using state-of-the-art techniques and equipment typically limited to research universities. Students are presenting their findings at intra-college symposia and regional and national meetings. Course materials and data developed in this project are being disseminated through scientific and education meetings, journals, and NSF-sponsored dissemination projects such us Teaching Issues and Experiments in Ecology (TIEE) and Faculty Institutes for Reforming Science Teaching (FIRST III). Assessment includes examining the impact of the project on student retention in the science disciplines, particularly underrepresented students. CCLI-Phase 1 (Exploratory) DUE EHR Machado, Jose-Luis Swarthmore College PA Deborah E. Allen Standard Grant 149973 7494 SMET 9178 0116000 Human Subjects 0737390 February 15, 2008 Project-based LC-MS Experiments at the Interface of Chemistry and Biology. Chemistry (12) The purchase of a micro API MS-MS mass analyzer is allowing coupled liquid chromatography-mass spectra (LC-MS) analysis to be introduced into the undergraduate curriculum via multi-week team based, project-oriented experiments in organic chemistry, biochemistry and environmental science laboratories. The inclusion of LC-MS in the undergraduate curriculum is very limited at this time; the few examples of undergraduates using the technique have largely been restricted to research settings. The experiments for use in the laboratories are being adapted from the research literature and variability is built into them such that the experiments will not devolve into "cookbook" type ones. Working in the area of pharmaceutical science, teams of students taking organic chemistry laboratory utilize parallel synthesis strategies to develop small libraries of lidocaine analogues, confirming their reaction products by LC-MS. These libraries are then incubated with liver microsomes and the rates of metabolism of these compounds analyzed by LC-MS-MS. In the area of environmental science, students taking quantitative analysis determine how the aerobic and anaerobic digestion methods used in wastewater treatment plants affect the levels of alkylphenol endocrine disrupters that are produced by microbial degradation of detergents. Students taking senior-level biochemistry laboratory are working in the emerging area of metabolomics, which seeks to examine the entire set (or a defined subset) of cellular metabolites. The biochemistry students use LC-MS to identify and quantify lipids involved in cellular signaling events. These new experiments are enhancing the laboratory experience by asking students to address challenging, relevant questions while giving them the cutting-edge instruments needed to answer those questions. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Peelen, Timothy Owen Moe Walter Patton Lebanon Valley College PA Curtis T. Sears Standard Grant 149999 7494 1536 SMET 9178 0737395 May 1, 2008 Collaborative : Bringing Nanotechnology into the Classroom: From a Doctoral Insitiution to Four and Two Year Colleges. Chemistry (12). This collaborative project is seeking to improve the quality of STEM education by incorporating innovative modules focusing on nano- and bio-nanotechnology and related fields throughout the undergraduate chemistry curriculum. The research expertise at a private graduate institution is being used to develop similar faculty expertise at a public four-year college and a community college. Laboratory modules, originating from research projects on nanomaterials, are being developed and tested in courses at the three institutions as a means of stimulating student interest in nanotechnology, nanoscience, and bio-related areas. This collaboration is creating a network of practicing educators across a diverse set of campuses who can share expertise as they implement new guided inquiry-based teaching strategies. Project goals include (1) engaging undergraduate STEM students in the active learning of important nanotechnology concepts and applications in modern society; (2) demonstrating that nanotechnology is truly interdisciplinary and relevant in general, physical, inorganic, analytical and biochemistry laboratories. The Broader Impact of this project lies in the education and training of students and teachers in the emerging field of nano- and bio-nanotechnology across ethnically and academically diverse student populations as well as in promoting student entry into nanotechnology and related fields. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Andreescu, Emanuela Evgeny Katz Clarkson University NY Eileen L. Lewis Standard Grant 95565 7494 1536 SMET 9178 0116000 Human Subjects 0737399 June 15, 2008 CCLI - Using Laddered Teams to Promote a Research Supportive Curriculum. Psychology (72) This project is developing, implementing, and disseminating an innovative curricular model for engaging undergraduates in research, with an emphasis on enhancing faculty-student collaborations at primarily undergraduate institutions. The project is a training-model that organizes faculty-student collaborative research into hierarchical, three-student teams, teams which systematically ladder students' experiences according to their skills, promoting their overall development from assistants into graduate-level researchers. The training model is being implemented each summer with one research team consisting of two Lewis & Clark College students and one student from a neighboring community college. The results of each research project are being presented at regional professional conferences. The implementation component of this project is building on a newly published paper (co-authored with an undergraduate participant): JB Detweiler-Bedell, B Detweiler-Bedell, A Hazlett, & MA Friedman, "The effect of diagnosis and perceived reward on perceptions of depressive symptoms and social support," Journal of Social and Clinical Psychology (2007). Concurrently, the project is developing and producing a team-based laboratory manual for students and is creating an extended resource edition of the manual for faculty. Together, these form the project platform for disseminating the training-model. A regional conference focusing on effective faculty-student research is planned for the end of the project. The conference is intended for a diverse audience of faculty members with an interest in developing a more research-supportive curriculum at their own institutions. Intellectual Merit Early prior work on this model has occurred over the past six years that demonstrates the feasiblity of this approach. The team-based training model accomplishes three educational goals: (1)It tailors undergraduate research to each student's level of education and abilities; (2)It supports a rigorous, lab-based research experience that emphasizes the collaborative nature of experimental psychology; and (3)It fosters a strong sense of intellectual community within and between project teams. The model has promise in developing student enthusiasm for research and graduate studies. Broader Impacts This model of organizing faculty-student research has promise for supporting faculty research at primarily teaching institutions. It can be adapted to work well during the summer, and is an effective means of making research opportunities available to underrepresented students and students from community colleges. The model is in principle applicable to many disciplines and areas of research in many institutions. CCLI-Phase 1 (Exploratory) DUE EHR Detweiler-Bedell, Brian Jerusha Detweiler-Bedell Lewis and Clark College OR Myles G. Boylan Standard Grant 156458 7494 SMET 9178 0116000 Human Subjects 0737403 July 15, 2008 Collaborative Research: Math Images. Mathematical Sciences (21) This project is engaging teams of undergraduates in the preparation of interactive educational wiki pages to explain the mathematical concepts behind computer-based images from diverse disciplines. In addition to exploring the formalization of this activity into an elective course on mathematical writing, the project is also investigating how the intense engagement of undergraduate students in constructing an educational website - an activity that strengthens their skills and interest in mathematics, computer science, and education - encourages them to follow one of these career paths. In addition to mathematics and education undergraduates, computer science students are applying their interest in gaming software to produce interactive learning units for some of the pages. The intellectual merit of the project is further strengthened by its use of structured, mentored, and collaborative processes based in lessons learned from the creation and development of the Math Forum. These processes combine academic inquiry, production of public resources, and alternative points of engagement with mathematics through technology. The project is exerting broad impact through its creation of web-based educational network of undergraduates and others working on the Math Images site and cooperating and interacting through the associated wiki pages. In addition, the content of the Math Images site lends itself to use in a wide range of settings including formal classroom demonstrations, group and individual projects, specialized honors work for advanced students, and general informal education for the public. Its interactive, personalized, community-oriented, and highly visual design holds strong appeal for many who may be put off by the usual symbolic and numerical presentation of mathematics. CCLI-Phase 1 (Exploratory) NATIONAL SMETE DIGITAL LIBRARY S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Klotz, Eugene David Breen Jason Silverman Drexel University PA Lee L. Zia Standard Grant 128673 7494 7444 1536 SMET 9178 0116000 Human Subjects 0737404 April 1, 2008 Collaborative Research: An Interactive Undergraduate Data Mining Course with Industrial-Strength Projects. Computer Science (31) This collaborative project involves the integration of the undergraduate data mining course with real-world applications closely directed by domain experts. The objectives of this project are to promote data mining skills essential to problem solving, to apply data mining techniques to real-world applications, and to establish vehicles and approaches to increase student retention in the course. The objectives are accomplished in several ways: (1) designing a pre-assessment instrument measuring student knowledge of data mining and on-line tutorials; (2) adapting course materials that will enhance problem solving skills through reflection, critique, and exercises; (3) developing interactive and animated courseware to help undergraduate students understand the harder concepts and algorithms; and (4) using a continuous evaluation process that addresses not only student achievement but enrollment retention. Broader impacts include the establishment and widespread dissemination of a curriculum model for effective adoption of data mining courseware by computing programs nationwide. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Verma, Rakesh University of Houston TX Stephen C. Cooper Standard Grant 82327 7494 1536 SMET 9178 0116000 Human Subjects 0737407 January 15, 2008 CCLI: Integrating Bioinformatics into the Life Sciences. Biological Sciences (61) Despite its increasing importance, there is a general lack of integration of bioinformatics concepts into the undergraduate curriculum in the life sciences and related disciplines where they could be readily applied. This project is addressing this problem through development, pilot testing and dissemination of a set of modules in bioinformatics that can be integrated into curricula in the biological sciences, computer science and other disciplines. Each module consists of approximately five hours of instruction with a problem-based learning component and illustrative homework assignment and addresses a fundamental concept in bioinformatics (e.g., algorithms, databases, etc.). At the University of Nebraska at Omaha approximately three hundred biology and computer science undergraduate students per year are directly impacted by this project. Through workshops at state-wide meetings and availability of the modules online, educators throughout the state and nation are being afforded the opportunity to integrate the modules into their curricula. The project team includes faculty experts in biology, computer science and bioinformatics who have been investigators on National Institutes of Health and National Science Foundation projects and are receiving additional university support. The intellectual merit of this project lies in the desire of the investigators to keep offerings in undergraduate education current with new developments in the field by developing, testing and refining new undergraduate curriculum materials that integrate bioinformatics concepts into other disciplines, especially biology, where currently few exist. The course modules developed for this project are instructionally flexible and can be integrated into many courses in several disciplines. As part of a formal evaluation process, the investigators are eliciting feedback on the content of the modules from other undergraduate bioinformatics programs, as well as undertaking pilot and field-testing efforts. The broader impacts of this project lie in the broad dissemination plan adopted. The results of the project are being made available on a dedicated web site to be submitted as a resource to both the National Science Digital Library and the NSDL Pathway for Biological Science Education. Dissemination is also taking place at state and regional conferences of undergraduate educators in biological sciences, and nationally through articles in relevant scientific and educational journals such as Cell Biology Education and Biochemistry and Molecular Biology Education. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Pauley, Mark William Tapprich Hesham Ali Parvathi Chundi Guoqing Lu University of Nebraska at Omaha NE Terry S. Woodin Standard Grant 149807 7494 1536 SMET 9178 9150 0116000 Human Subjects 0737408 April 1, 2008 Collaborative Research: An Interactive Undergraduate Data Mining Course with Industrial-Strength Projects. Computer Science (31) This collaborative project involves the integration of the undergraduate data mining course with real-world applications closely directed by domain experts. The objectives of this project are to promote data mining skills essential to problem solving, to apply data mining techniques to real-world applications, and to establish vehicles and approaches to increase student retention in the course. The objectives are accomplished in several ways: (1) designing a pre-assessment instrument measuring student knowledge of data mining and on-line tutorials; (2) adapting course materials that will enhance problem solving skills through reflection, critique, and exercises; (3) developing interactive and animated courseware to help undergraduate students understand the harder concepts and algorithms; and (4) using a continuous evaluation process that addresses not only student achievement but enrollment retention. Broader impacts include the establishment and widespread dissemination of a curriculum model for effective adoption of data mining courseware by computing programs nationwide. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Chen, Ping Irene Chen University of Houston - Downtown TX Stephen C. Cooper Standard Grant 68032 7494 1536 SMET 9178 0116000 Human Subjects 0737415 January 15, 2008 A Novel Systems Bioengineering Course for Engineering Curricula: Integrating Computational Systems Modeling with High-Throughput Experimentation. Engineering - Other (59) The project is developing a one-semester biomedical engineering course that uses a systems bioengineering approach through collaborative and immersive wet-lab experiments and computational analyses that span different spatial scales in biology from DNA-level through organ-level. The course is filling a need in the biomedical engineering curriculum by teaching the core set of skills necessary to study biological systems in a holistic and rigorous way using quantitative systems modeling approaches and to generate the sort of high-quality experimental data needed to perform such systems analysis. The underlying theory and engineering principles (e.g. reaction rates, mass balance, etc.) and computational skills (specific modeling methodologies) are the core of the lecture material in this course. However, since the development of systems models in biology and medicine is data-driven, experimental approaches are also taught in concurrent lab sessions in the course to generate systematic high-quality data. Evaluation efforts using student surveys and formal analyses of classroom videotapes are determining the efficacy of the course in developing the knowledge and skills in the systems approach and the impact of the course on the overall curriculum. The project team is disseminating their material and data through website postings, through presentation at ASEE, BMES, and the Biophysical Society conferences, and through a 14 university network in their Partnership for Innovation project. Broader impacts include the dissemination of project results and a special focus on women engineering students. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Allen, Timothy Shayn Peirce-Cottler Jason Papin Jeffrey Saucerman University of Virginia Main Campus VA Russell L. Pimmel Standard Grant 149859 7494 1536 SMET 9178 0116000 Human Subjects 0737424 May 1, 2008 North Carolina NAEP: Improving Mathematics Content and Methods Courses. Mathematical Sciences (21) This project is enhancing, adapting, and implementing the materials, "Learning from NAEP (National Assessment of Educational Progress): Professional Development for Teachers" (LFN) in undergraduate mathematics content and methods (MC&M) courses for preservice elementary and middle school teachers taught in universities and community colleges. The project is helping preservice teachers: 1) improve their mathematical content knowledge; 2) learn how to use effective methods to teach mathematics; 3) become aware of the purposes for, and uses of, NAEP; and 4) learn how to use NAEP to improve their teaching to support all students' achievement. The intellectual merit of the project lies in its identification of an exemplary set of resources, the repurposing of those resources for use with preservice teachers, and the resulting opportunity the project provides for novice teachers to learn first hand how to incorporate the findings of NAEP to improve their own teaching. The broader impacts of the project are found in its assemblage of a diverse set of institutions that represent the pipeline through which many preservice students in the PI's state progress on their way to certification. Moreover, these institutions serve the needs of both an urban and a largely rural population. In turn this collaboration itself holds excellent potential to serve as a model for how other institutions similarly charged with responsibility for preservice teacher education may accomplish their goals. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Goodson-Espy, Tracy David Pugalee Shelby Morge Tracie Salinas Kathleen Lynch-Davis Appalachian State University NC Lee L. Zia Standard Grant 199984 7494 1536 SMET 9178 0116000 Human Subjects 0737447 April 15, 2008 Breaking Away from the Laboratory: Using Lean Computing Technology to Merge Theory Based Learning and Experimentation. Engineering - Mechanical (56) This project focuses on significantly enhancing traditional laboratory instructional practices through the use of mobile experimentation and data acquisition devices. The targeted goals of the project include: 1) relinquishing a degree of control to students by providing them some flexibility in determining the subject of their experiments and in the development of experimental procedures and protocols; 2) implementing the use of mobile experimentation as a powerful and flexible tool in lecture-based coursework; and 3) expanding the concept of the laboratory to include virtually everything outside of the traditional laboratory room. In addition, this project includes extensive use of Personal Digital Assistants (PDAs) by the students in completing the laboratory exercises. The products resulting from this effort include: 1) PDA-based data acquisition system with commonly used sensors (i.e. velocity, temperature, light, sound); and 2) suites of experimental activities with customizable PDA-executables for various engineering and science courses. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Connolly, Thomas Javier Kypuros University of Texas at San Antonio TX Lesia L. Crumpton-Young Standard Grant 149999 7494 1536 SMET 9178 0116000 Human Subjects 0737455 July 1, 2008 Assessing Quantitative Literacy of Undergraduate Students. Assessment/Research (91) This project is engaged in the validation of a measurement model and the development of an assessment tool for measuring quantitative literacy of undergraduate students. Notions of quantitative literacy have been studied in several international studies (e.g., TIMSS). Many colleges and universities in the US have quantitative literacy requirements for all undergraduate students; however, in both research and educational situations, quantitative literacy is most often conceptualized and measured solely in terms of mathematics achievement. Such a conceptualization assumes that achievement alone can indicate a person's preparedness to function in a quantitative society. A more complete measure of quantitative literacy requires capturing both cognitive and affective aspects. The goals of this project are both analytical and community focused. The analytical goals are: (1) to validate a current measurement model of quantitative literacy, and (2) to develop and make available a reliable and valid tool for assessing quantitative literacy. In addition, this project is nurturing a collaborative infrastructure for current and future research and development between four- and two-year college faculty and students. Intellectual Merit: Although the notion of quantitative literacy is familiar within the mathematics community, there is no current measurement model or assessment tool that captures both the cognitive and affective aspects of this construct. This project is working to remedy that lack, thereby improving the assessment of student quantitative literacy. Broader Impacts: Findings from this project will expand the ideas of mathematics education beyond traditional notions of achievement to encompass other aspects of learning associated with students' mathematical maturity. A better understanding of quantitative literacy will make it possible to better prepare teachers and teacher educators to provide meaningful learning experiences within mathematics and other quantitative courses that promote all aspects of quantitative literacy. CCLI-Phase 1 (Exploratory) DUE EHR Wilkins, Jesse Virginia Polytechnic Institute and State University VA Myles G. Boylan Continuing grant 126329 7494 SMET 9178 0116000 Human Subjects 0737458 July 1, 2008 Collaborative Research: Modeling Physics in an Integrated Physics Course for Biologists. Physics (13) This project is developing, pilot-testing, and assessing a full-year algebra-based introductory physics course for life science majors, integrating advances in physics education research with a deeply interdisciplinary life science focus. In addition, the course is designed to reinforce basic mathematical concepts to strengthen students' quantitative skills. Intellectual Merit: The U.S. faces a critical need for better and more innovative STEM education. One major challenge is preparing students to learn, work, and collaborate across traditional disciplines; another is ensuring that they have the necessary conceptual and mathematical competencies to do so. A team of PIs from physics, mathematics and biology is collaborating closely to develop a new course to meet these challenges. The PIs are building on proven approaches in physics instruction such as Modeling Instruction (Arizona State University) and Learning How to Learn Science (University of Maryland). They are combining these pedagogical strategies with their own experience in teaching integrative courses that bridge physics, mathematics, and biology. Through a combination of proven pedagogy and biologically-motivated content, they are developing a course that better addresses the needs of students at the University of New Hampshire (UNH) and the University of New England (UNE), and also serves as a model for similar collaborative efforts at other institutions. Broader Impacts: Curricular materials (labs, concept tests, interactive lecture demonstrations, homework, and test questions) are being developed, based on best practices, for the algebra-based introductory physics course for life scientists. These materials will be shared at national conferences in physics, biology and mathematics and will be available on the web. The course is also a model for transforming a traditional, single-discipline course to a broader, interdisciplinary course. This approach provides opportunities for genuine innovation without requiring simultaneous reorganization of curricula (such as changing major requirements). This project provides life science majors with a strong and thoroughly integrated background in physics through a course designed to fit their needs. At the same time, it serves the broader student population taking it as a general education requirement. In particular, the emphasis on learning how to learn and on synthesizing qualitative and quantitative approaches is of value to all students. EXP PROG TO STIM COMP RES CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Meredith, Dawn Jessica Bolker Gertrud Kraut University of New Hampshire NH Duncan E. McBride Standard Grant 136637 9150 7494 1536 SMET 9178 9150 0116000 Human Subjects 0737460 May 1, 2008 The Development of Biochemistry Laboratories Centered on Hemoglobin. Chemistry (12). This project is developing a two-semester, project-oriented biochemistry laboratory sequence with twin goals of improving students' understanding of how science is conducted and increasing students' ability to apply principles to new situations. The guided-inquiry laboratory sequence is being organized around a single molecule, hemoglobin, to provide the context for developing skills in experimental design as well as an experience in independent, small team research projects. Independent assessment is utilizing a mixed method design with an external evaluator and includes both formative and summative evaluation. The broader impact of this proposal is in enhancing interdepartmental collaborations among chemistry and biology faculty and developing a novel adaptation that can serve as a model for preparing students for independent research. The materials and results are being disseminated at local, regional and national conferences; chemistry and biochemistry educational journals; and at the project web site. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Gingrich, David Jan Trybula SUNY College at Potsdam NY Eileen L. Lewis Standard Grant 149992 7494 1536 SMET 9178 0116000 Human Subjects 0737462 June 1, 2008 The TEAK Project: Students as Teachers. Engineering - Other (59) The project is enabling engineering students in a capstone course to design and build creative tools for teaching engineering concepts to K-12 students. Working on multidisciplinary teams, students are creating Traveling Engineering Activity Kits (TEAKs) that are being brought into K-12 classrooms, and they implementing interactive websites that can be used for TEAK follow-up and stand-alone classroom activities. Through these efforts, approximately 30-40 engineering students per year are enhancing their own understanding of engineering fundamentals. Several engineering students are working as coop students on the TEAK project and in this role they are traveling to area schools to teach engineering while developing and enhancing the TEAK offerings. The evaluation efforts is using interviews and surveys, including several established tools, to examine the impact on the engineering students' understanding of fundamentals and on the quality of the senior design projects, the multidisciplinary senior design program, and the TEAK outreach program. The investigators are disseminating their ideas and results through websites, presentation at engineering education conferences, a faculty workshop, and postings on several established databases and digital libraries. Broader impacts include an extensive outreach effort to K-12 students and the dissemination of the material through several mechanisms. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR DeBartolo, Elizabeth Margaret Bailey Rochester Institute of Tech NY Lance C. Perez Standard Grant 148235 7494 1536 SMET 9178 0116000 Human Subjects 0737466 February 1, 2008 BOT 2.0: Botany through Web 2.0, the Memex and Social Learning. Biological Sciences (61). This project is taking an innovative technological approach to recruiting students and retaining their interest in the biological and botanical sciences, and is addressing the lack of diversity in the student population pursuing the botanical sciences. The project involves introducing two groups of 8-12 students from area universities and community colleges to a three-phase curriculum involving reading and field exercises that incorporate inquiry-based learning, communal learning, and reflection. The curriculum utilizes a memex, an open source innovative memory framework allowing students to link and share digital information. The memex is supported by social software, also known as Web 2.0 technologies (e.g., blogs, wikis, instant messaging) and is providing a powerful means for augmenting student memory, aiding retention, and facilitating student engagement. The Bot 2.0 Memex technology architecture is open and flexible, including cell phones and free open-source desktop search tools, which makes it available for duplication in other institutional settings and disciplines. The project's primary goals are: (1) to use social software to connect students to the natural world to study botanical science; (2) to study how students organize information; (3) to examine the role and potential use of the memex framework (including a collaborative memex) to facilitate learning of STEM topics, and (4) to recruit students from diverse and underrepresented populations to the field of botany. The project team is developing and implementing evaluation instruments to assess student learning and memex use, bringing students to campus for a two-day collaborative camp experience to learn from experts in the field of botany and information science, and conducting an overall evaluation of student use of technology and student ability to cope with and depend on Web 2.0 technologies for academic use. The intellectual merits of this project include integrating social software, reflection, and self-monitoring into botany curricula, and testing the effectiveness of this strategy for using Web 2.0 technologies to support reflection and learning. The broader impacts of the project include its strong potential for transforming pedagogy and student learning experiences in a variety of STEM disciplines. In addition the project is broadening participation in the botanical sciences by focusing on recruiting underrepresented students. Project results are being disseminated in a variety of ways, including submission to the National Science Digital Library. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Greenberg, Jane Alan Weakley University of North Carolina at Chapel Hill NC Deborah E. Allen Standard Grant 192290 7494 1536 SMET 9178 0116000 Human Subjects 0737467 January 1, 2008 Modern Biology, Modern Mathematics, and Modern Solutions: Moving Biomathematics Education Beyond Calculus. Mathematical Sciences (21) This project addresses an unmet need for educational materials demonstrating applications of modern discrete mathematics and algebraic statistics to pressing problems in molecular biology. Growing out of two successful Course, Curriculum, and Laboratory Improvement (CCLI) projects (DUE-0126740 and DUE-0340930), this project is producing a collection of 8-10 twenty-page modules for undergraduate mathematics courses beyond calculus, including finite mathematics, discrete structures, discrete dynamical systems, linear algebra, abstract algebra, graph theory, probability, biostatistics, and mathematical modeling. Intellectual Merit: Reflecting the current trend of increased importance of these fields in biomathematics research, the materials bridge the existing divide between theory and applications in courses throughout the mathematics curriculum. By drawing from the research areas of the faculty involved, ongoing research at the Virginia Tech Bioinformatics Institute, and recent advances in computational methods in biology and mathematics, these modules address a crucial national need to train students at the math-biology interface beyond calculus. Students employ open-source computational algebra software to learn these new integrated approaches. Broader Impact: Being developed and subsequently tested at Sweet Briar College (a selective four-year liberal arts college for women) and Western Michigan University (a large Carnegie Research I regional state university), the modules are designed for use in a wide variety of courses beyond calculus. The self-contained modules can be easily adopted by a broad spectrum of undergraduate institutions for use in courses ranging from general education mathematics to teacher preparation to advanced undergraduate courses. Moreover, the modules are flexible: faculty looking for an exercise for a single course hour may choose part of a module, while faculty willing to commit more class time to these biomathematical applications can use the modules more extensively. The modules are being made available nationwide through the National Sciences Digital Library (NSDL), facilitating broader faculty development and greater student impact. Most importantly, by providing current, research-based applications for use throughout the mathematics curriculum, this project is further increasing student engagement and expertise at the critical nexus of molecular biology and mathematics. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Robeva, Raina Robin Davies Alexander Enyedi Terrell Hodge Sweet Briar College VA Daniel P. Maki Standard Grant 149983 7494 1536 SMET 9178 0116000 Human Subjects 0737472 July 1, 2008 Using Clicker Technology for Large-Scale Classroom Experiments in Economics. Economics (82) Recent advances in the design of classroom experiments in economics have helped lecturers convey economic ideas to students in a more convincing and understandable manner, meeting the challenge to effective learning resulting from the high level of abstraction and generality of economic theory. At large universities, the highest enrollment classes in economics are introductory classes. These are typically taught in a large lecture format that is not amenable to the inclusion of classroom experiments due to logistical challenges. The relatively new "clicker" technology has shown good promise in supporting economic experiments and active learning in these very large classes. A clicker interlude during a lecture allows students to individually respond to instructor questions via the entry pads, and the collected data can then be immediately aggregated at the instructor's laptop to provide on-the-fly expositional material. This project is extending clicker technology to classroom experiments by developing a web-based platform for "clicker experiments." The project is developing clicker experiments that are appropriate for Principles of Micro- and Macroeconomics classes. In a clicker experiment, students make decisions using their entry pads, and the instructor's laptop forwards these data over the Internet to a server for storage and processing. Aggregated results with expositional value are returned back to the class via a classroom projector. (Students can also view their individual results outside of class using the platform's web interface.) Intellectual Merit Assessments of the efficacy of classroom experiments in economics have shown that students in sections utilizing experiments perform better on standardized tests of economic knowledge and on class examinations. But, since classroom experiments are difficult to run in large classes, this pedagogical enhancement has typically not been possible for Principles students until the advent of this project. Broader Impacts Clicker technology allows for easy in-class student interaction at a reasonable price. The company whose clickers are being utilized in this project has indicated that other instructors are interesting in developing custom clicker modules for classes in their respective disciplines. A successful outcome in this project is likely to encourage other instructors to pursue this goal. Many experimental designs for economics have interpretations in other social sciences such as psychology, political science, and sociology. A clicker implementation of these experiments would permit instructors of large classes in these allied disciplines to bring this new active learning enhancement to their students. CCLI-Phase 1 (Exploratory) DUE EHR Holt, Charles University of Virginia Main Campus VA Myles G. Boylan Standard Grant 144229 7494 SMET 9178 0116000 Human Subjects 0737474 December 1, 2007 Science Collaboratory: Open Participatory Learning Infrastructure for Education (SCOPE). Biological Sciences (61) The Science Collaboratory: Open Participatory Learning Infrastructure for Education (SCOPE) project is working intensively with two cohorts of biology faculty to create, implement and assess a novel approach to faculty professional development by using online Problem Spaces to integrate existing e-science resources with collaborative web-based productivity tools. Problem Spaces contain: 1) collections of open research questions, 2) datasets and analytical tools, 3) faculty-generated curricular resources, 4) references and links to background material, and 5) examples of student work. Problem Spaces are operated in conjunction with Open Educational Resources (OER) Commons to provide a large community of users a platform for interacting and building a shared knowledge base. The Problem Spaces are explicitly designed to be useful in introductory biology courses including microbiology, environmental science, and anatomy & physiology. Faculty are participating in workshops held in cooperation with the Center for Science Education at Emory University and the San Diego Supercomputing Center. Workshop participants then continue in a year-long series of technology supported distance collaborations including curriculum development, implementation, and revision cycles. The SCOPE project is developing 10 problem spaces, connecting faculty use of these spaces with the scholarship of teaching, and investigating student use of Problem Spaces to assess how this activity enhances student learning and problem solving skills. Two important design features ensure that the outcomes of this project reach beyond those faculty who are directly involved. First, working under the Open Educational Resources Initiative and the Creative Commons license system ensures that the entire SCOPE Project curriculum collection is available for others to adopt and adapt. Additionally, the BioQUEST Curriculum Consortium is maintaining these collaborative curriculum centers in perpetuity and affords many opportunities to invite others to participate. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Donovan, Samuel John Jungck Ethel Stanley Lisa Petrides Beloit College WI Linnea A. Fletcher Standard Grant 149975 7494 1536 SMET 9178 0116000 Human Subjects 0737476 February 15, 2008 Collaborative Research: NEXOS: Next Generation Embedded Operating System Course and an Innovative Support Environment. Computer Science (31) This collaborative project innovates and invigorates traditional embedded systems courses by creatively infusing modern concepts. This project improves embedded system competencies of students by: (1) defining a curriculum that reflects the state-of-the-art in embedded operating systems such as wireless devices and open source initiatives; (2) defining a set of hands-on experiments that engage students and relate to their everyday life; (3) illustrating the unique interplay of hardware and software on which embedded operating systems rely; (4) encouraging students to engage in life-long exploration and learning by discussing the history of sustained growth and the viability of embedded operating systems; and (5) providing strategies for educators to effectively adapt and incorporate learning materials generated by the proposed work and to share their knowledge through a community portal. These objectives are accomplished by building an all-inclusive package of learning materials, from curriculum to lab environment. The project revises and enhances educational materials and teaching strategies, based on prior experiences of the investigators. This unique collaboration culminates in the creation of learning materials that address the needs of diverse audiences. This solid curriculum supported by effective and engaging hands-on laboratory experiments for embedded systems prepares our workforce for a world full of embedded systems. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Brylow, Dennis Marquette University WI Stephen C. Cooper Standard Grant 75000 7494 1536 SMET 9178 0116000 Human Subjects 0737481 March 15, 2008 Building a Solid Foundation for Multidisciplinary STEM Education Research. Assessment/Research (91) This project is establishing a proof-of-principle for a Database for Assessment of National STEM Education Research (DANSER), a crucial piece of the core infrastructure needed to support the research culture envisioned by national leaders in STEM education. The project is collecting high-quality, research-tested assessment instruments in seven STEM fields; creating the core of a secure, user-friendly environment to store data from these assessments, integrated with data on student, classroom, and institutional characteristics; developing methods for reporting results to teachers and researchers; field-testing the system in the physics and statistics education research communities; and holding cross-disciplinary meetings of STEM teachers and researchers to plan the translation of this proof-of-principle project into STEM-wide implementation. A long-term goal is the development of a culture in STEM education research where multiple disciplines are working efficiently in parallel, sharing tools, ideas, and results. DANSER will form the nucleus of this environment. The intellectual merit of this proposal is the vast potential usefulness of a field-tested DANSER System. Pilot teaching of innovative STEM courses is occurring in many institutions of higher education. DANSER is facilitating the careful evaluation of these interventions under controlled experimental conditions to establish their impact on student learning or attitudes and their portability to other institutions and populations. This project is improving the ability of education researchers to compare student learning and attitudes in innovative courses to national norms and more readily evaluate how changes are affecting student outcomes. Broad impact is likely once STEM education researchers can draw on a consortium of institutions, already gathering consistent base-line data, to evaluate new ideas and instruments. CCLI-Phase 1 (Exploratory) DUE EHR Pearl, Dennis Lei Bao Ohio State University Research Foundation OH Myles G. Boylan Standard Grant 148711 7494 SMET 9178 0116000 Human Subjects 0737485 June 1, 2008 Interactive Online Modules and Take-Home Assignments for Inquiry-Learning to Provide First-Hand Experience in Matrix Algebra Course. Mathematical Sciences (21) This project is developing interactive, online modules and inquiry activities to support traditional lecture-based matrix algebra courses. These online interactive inquiry activities are being developed using Mathematica and WebMathematica, with the goal that they will both enrich students' experience in matrix algebra and benefit them in subsequent courses. This project is a pivotal step in integrating technology into all mathematics courses offered at University of Texas at El Paso. Students will work outside of class to complete interactive online modules before being exposed in the classroom to the formal definition of matrix concepts. Thus they will have the first-hand knowledge they need to understand the highly abstract concepts introduced in class as second-hand knowledge. Intellectual Merit: This project is testing the efficacy of a new way of teaching matrix algebra. There are several reports in the literature documenting the use of computer-based, inquiry-learning activities within the matrix algebra classroom during class time. However, there is often not enough time during the typical class period for such experimental activities. This project studies the relationship between improved student learning and inquiry learning experiences provided outside of class. The hypothesis is that carefully designed inquiry activities assigned as take-home will give students the first-hand knowledge they need to understand the abstract information that will be provided in the classroom. Mastery will be measured via assessment instruments that focus on both procedural and conceptual knowledge of basic abstract concepts in matrix algebra. Broader Impact: Providing tools for improving the ability of students to learn abstract concepts will have a broad impact on post-secondary mathematics education. Increasingly, non-mathematics majors, particularly engineering and science majors, enroll in first-year matrix or linear algebra courses. But many of these students are not prepared for the high level of abstraction common in such courses, leading to low pass rates nationwide. The new modules and take-home assignments will be available on a website that will be linked to the National Science Digital Library so that they can be used in programs across the country. While the project focuses on matrix algebra, the core ideas of the materials can be adapted to other important topics in mathematics. Finally, the assessment instruments will collect demographic data to determine the effects of the materials on improved learning in diverse student populations. Since UTEP has a student population that is more than 72 percent Hispanic, the materials will be tested on a rapidly-growing population in both Texas and the nation as a whole. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Dogan-Dunlap, Hamide Piotr Wojciechowski University of Texas at El Paso TX Daniel P. Maki Standard Grant 149938 7494 1536 SMET 9178 0116000 Human Subjects 0737487 February 1, 2008 Active Learning and Inclusion of Mathematics and Modeling for Biology Undergraduates at Everett Community College. Biological Sciences (61) This project is improving the quality of science education provided to undergraduate transfer students enrolled in the majors' biology series. Guided-inquiry, problem-based learning activities and interactive computer simulations with reflective writing exercises are being implemented during lecture. Appropriate case studies including multimedia cases from the Case It! Website are presented to students working in small groups. Students are engaged in meaningful "active learning" during lecture as opposed to the passive learning of listening to lecture and taking notes. Mathematical problems with biological applications are built into lecture and lab. Several computer simulations from SimBioticTM Software are used, and STELLA modeling software allows integration of wet labs, quantitative analysis and computer modeling. More sophisticated molecular biology labs are being added to the curriculum. New case studies and new STELLA modules are being designed, written and integrated into the curriculum. Expected student outcomes include. 1) demonstration of scientific literacy, including implementation of experimental design, 2) improved attitudes toward learning science, 3) increased retention of biological concepts, 4) increased ability to apply mathematics to address biological issues, 5) greater comprehension and skills with regard to molecular biology techniques, 6) awareness of the connections between biology and mathematics, 7) confidence with mathematics, modeling and computer use, and 8) awareness of the personal and professional usefulness of mathematics and modeling. The expected outcomes are being assessed over a three year period through quarterly formative evaluations and a summative evaluation performed by an external evaluator. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Pape-Lindstrom, Pamela Fayla Schwartz Everett Community College WA Linnea A. Fletcher Standard Grant 58747 7494 1536 SMET 9178 0116000 Human Subjects 0737514 June 1, 2008 Critical Thinking Enhancement through Paired English Composition and Engineering Courses. Interdisciplinary (99) Engineering - Other (59) This study is examining a strategy for improving the lifelong learning skills of engineering students, by improving their writing and critical thinking skills. Critical thinking in this project is defined to be reasonable, reflective thinking that is focused on deciding what to believe or do based on personal assessments of the authenticity, accuracy, and worth of knowledge claims and arguments. In this project, the impact of pairing skills courses (English) with content courses (in Engineering) is being explored for freshman engineering students. Clustering and pairing of classes is creating a type of learning community where the deliberate cross fertilization of ideas and assignments is teaching students how material is applied in a variety of contexts. This design is creating a venue for students to apply and test their skills as they learn them. The project is measuring improvements in their critical thinking skills throughout the year. Intellectual Merit This project is improving critical thinking skills of freshman students through structured writing assignments, increasing the retention of freshman students in engineering, and raising the level of freshman student learning of both engineering content knowledge and engineering practice. Broader Impacts The broader impact of this work is the knowledge gained about the effectiveness of this approach and the likelihood that this model will guide other universities in instituting similar approaches to building critical thinking skills and improved knowledge of engineering during the freshman year. The project is focusing in particular on the effectiveness of this living and learning community on female engineering students. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR High, Karen Rebecca Damron Oklahoma State University OK Myles G. Boylan Standard Grant 150000 7494 1536 SMET 9178 9150 0116000 Human Subjects 0737521 April 15, 2008 More Than a Building: A Living Laboratory to Engage Students in the Computing and Engineering Sciences. Engineering-Engineering Technology (58) This project is using a Computer and Engineering Building as a hands-on laboratory that creatively engages students in real-world problem solving. The four project elements include: 1) creating a read-only interface to the building operating data and an interactive website that makes the data available to faculty, students, and the broader science education community; 2) revising, teaching, and assessing three classes using the building as a laboratory and incorporating active, problem-based and collaborative learning; 3) developing activities that use the building data to teach visiting underrepresented secondary students about the use of energy and creating an interest in computer science, engineering and physics among these youth; and, 4) disseminating materials, curriculum and knowledge broadly to the secondary and university-level engineering education community. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Brzoska, Michael Jeffrey Putnam Jason Durfee Eastern Washington University WA Lance C. Perez Standard Grant 149906 7494 1536 SMET 9178 0116000 Human Subjects 0737526 April 1, 2008 An Innovative Approach to Learning via Peer-to-Peer Undergraduate Mentoring in Engineering Technology Laboratories. Engineering-Engineering Technology (58) This project is establishing an undergraduate peer-to-peer mentoring program and also developing concept mapping learning materials for undergraduate Computer Engineering Technology (ET) laboratories (CLABS) based on Blooms Taxonomy. The motivation for this development is the need for skillful technologists with creative design and application skills for both hardware and software at the three urban, minority-serving institutions that are collaborating on this project. The approach is not linked to a particular topic or textbook chapter but rather, includes experiments spanning multiple concepts, thereby creating greater cohesion across the curriculum. Project-based laboratories, are being developed collaboratively with the Industrial Board of Advisors, supplementary and background information are helping to promote increased inquiry-based learning and overall student engagement and providing students with a window into the industrial world. The project builds on three successful lower level labs funded through an internal grant and continues by designing labs using project-based microcontroller systems and sensor applications culminating in the senior project course. The project objectives are (1) Increase students capacity to engage in real world problem solving; (2) Better retain and engage underrepresented students through undergraduate peer-to-peer mentoring; (3) Improve students written and oral communication skills through concept mapping; and (4) Increase students conceptual and factual knowledge of engineering technology through Concept mapping. An Assessment Review Panel, led by the Director of Assessment, meets semi-annually to monitor and assess the surveys with demographic data that allow the investigators to examine how improvements in learning vary among diverse populations, monitor progress and identify problems. Both formative and summative methods are being used to evaluate student-learning outcomes to continue to improve the learning materials. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Attarzadeh, Farrokh Reddy Talusani Deniz Gurkan Mequanint Moges Mehrube Mehrubeoglu University of Houston TX Lance C. Perez Standard Grant 199988 7494 1536 SMET 9178 0116000 Human Subjects 0737530 February 1, 2008 Undergraduate M&S Education Initiative in ElectriCal Engineering (USE-ICE). Engineering - Electrical (55) The project is developing a modeling and simulation (M&S) degree program to produce skilled graduates for the public and private sectors with these increasingly important skills. The project is working to 1) develop the M&S program's criteria, qualifications, educational requirements, certification, and training standards; 2) introduce a new M&S curriculum in their department; 3) develop educational modules in areas such as discrete event simulation and continuous system simulation; 4) propose a plan to implement an undergraduate M&S program in the Department of Electrical Engineering; 5) develop the evaluation criteria for accreditation of the M&S programs for the Engineering Accreditation Board; 6) implement an externally reviewed evaluation plan; and 7) build consensus for broader acceptability of the developed program and suggested curriculum. Evaluation efforts, with significant input from an outside evaluator and a broad-based advisory board, are ensuring that the qualification and education requirements meet industry's needs and accreditation criteria and that the instructional materials are effective. They are posting their material on a website and publishing and presenting it through the standard engineering education and modeling and simulation venues. Broader impacts include the dissemination of their materials and the development of a curriculum that meets an emerging need in industry. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Vakilzadian, Hamid Dietmar Moeller University of Nebraska-Lincoln NE Russell L. Pimmel Standard Grant 150000 7494 1536 SMET 9178 9150 0116000 Human Subjects 0737533 December 1, 2007 Preparing Students for Citizenship: Fostering Critical Thinking and Problem-solving Skills through Quantitative Reasoning and Scientific Literacy. Interdisciplinary (99) By integrating natural sciences and using global context to create social science connections, a new science course, Global Sustainability: Managing Earth's Resources, and its Web site are preparing STEM and non-STEM students for active citizenship. These focus on improving critical thinking and problem-solving while providing training in literacies necessary to master scientific content. With improved quantitative reasoning and scientific understanding, students are better understanding global sustainability. Course materials are being disseminated as learning objects via a project Web portal. By building learning objects of variable scope (animations to case studies), the project is promoting adoption and adaptation by instructors teaching sustainability to different audiences from a variety of perspectives. Assessment and evaluation of course pedagogy and material on student learning are on-going project components. Project materials and results are being publicized through faculty development workshops and short courses at national meetings of scientific and educational societies. By presenting science in context, the project is demonstrating the importance of scientific literacy and quantitative reasoning, enticing students into STEM fields and encouraging students to view sustainability from different global perspectives. It is also showing how societal problems must be addressed by tempering science, technology and engineering with social, political and cultural norms. By catching students early in their academic careers, the project is improving attitudes toward STEM fields and global sustainability. Associated faculty development efforts are providing disciplinary experts with the pedagogical knowledge and understanding necessary to develop meaningful and lasting learning experiences for their students. Dissemination of learning objects is assisting instructors in creating innovative and effective introductory science courses anchored on a global perspective. Simultaneously, the project is facilitating a national dialog between educators devoted to improving quantitative reasoning and scientific literacy via the investigation of global sustainability. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Myers, James Erin Campbell-Stone University of Wyoming WY Jill K. Singer Standard Grant 140495 7494 1536 SMET 9178 9150 0737535 February 1, 2008 CCLI: Developing Engineering Lifelong Learners Through Freshman Seminars and Faculty Development Workshops. Engineering - Other (59) In this fast-changing world, it is virtually impossible to prepare engineering students for all of the problems they might encounter in their future careers. Recognizing this, ABET and other agencies have advocated that engineering programs instill in their students a recognition of the need for lifelong learning. Many institutions struggle to include lifelong learning courses and assessments in their programs. This project is developing a seminar course aimed at first-year engineering students that will instill in them a commitment to lifelong learning. Lifelong learning skills such as self-directedness, metacognition, and critical reflection are topics being included in the course. The courses are organized around a portfolio project through which students develop a vision of engineering as a profession and make a conceptual connection between mathematics and science and this vision. Students are exploring theories of learning and education and are reflecting on their own learning. Faculty development workshops to assist faculty in delivering the seminar course are also being accomplished through this project. The seminar course and workshops are being rigorously evaluated resulting in model assessment practices for lifelong learning outcomes. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Kilgore, Deborah Cynthia Atman James Borgford-Parnell University of Washington WA Sheryl A. Sorby Standard Grant 149842 7494 1536 SMET 9178 0116000 Human Subjects 0737539 May 1, 2008 Engineering Education and Laboratory Enhancement: Leading Virtual Manufacturing to Reach Reality through Network Based Manufacturing. Engineering - Other (59) This project focuses on designing, implementing, and further enhancing a set of network based manufacturing courses with topics supporting automation, production, and advanced manufacturing. The targeted goals of the project include the establishment of an e-Manufacturing Laboratory to support the foundation courses of the e-Manufacturing program. Through involvement with the e-manufacturing laboratory students participate in activities of remote monitoring, diagnosis, and control of distributed manufacturing operations. Additionally, potential injuries and safety hazards often associated with traditional manufacturing laboratories will be reduced through virtual exposure of students to equipment. Industrial, Electrical and Computer Engineering majors are benefiting from this new curriculum enhancement. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Tseng, Bill Thompson Sarkodie-Gyan Jianmei Zhang University of Texas at El Paso TX Lesia L. Crumpton-Young Standard Grant 150000 7494 1536 SMET 9178 0116000 Human Subjects 0737545 September 1, 2008 Course, Curriculum, and Laboratory Improvement (CCLI): Explosives Engineering Laboratory for Undergraduates (EELU). Engineering - Other (59) This project is implementing a laboratory in support of an emerging multidisciplinary undergraduate minor in explosives engineering. Only a handful of institutions of higher learning in the U.S. offer academic instruction in energetic materials and explosives at a time when the need for engineers with explosives expertise is expanding. Traditional explosives engineering has been focused on applications in the mining industry. The explosives engineering program being developed through this project combines fundamentals in the basic sciences such as chemistry and physics, with topics from mechanical, chemical, and civil engineering. Modular laboratory experiences are being developed employing field and laboratory instrumentation such that other institutions can assemble these instructional modules into a course that meets their particular needs. Course modules will also be tested in a distance learning environment. EXP PROG TO STIM COMP RES CCLI-Phase 1 (Exploratory) DUE EHR Hockensmith, Christa Ashok Ghosh Andrei Zagrai Claudia Mara Wilson Seokbin Lim New Mexico Institute of Mining and Technology NM Sheryl A. Sorby Standard Grant 149934 9150 7494 SMET 9178 9150 0116000 Human Subjects 0737551 June 1, 2008 Chemistry for the Informed Citizen. Chemistry (12). This collaboration is increasing the scientific literacy of undergraduate non-science majors by fostering an understanding of the nature of science and scientific inquiry. This is being accomplished by creating, testing, and implementing an inquiry-based curriculum, Chemistry for the Informed Citizen (CIC), in diverse academic settings and with diverse student populations. The curriculum is targeting common misunderstandings about the nature of scientific knowledge and inquiry as well as supplementing students' experiences with readings and reflection prompts to help them connect ideas about the nature of science with the process undertaken to construct their knowledge of chemistry concepts. The project also includes a professional development plan for faculty and Teaching Assistants implementing the CIC curriculum as well as an educational research and evaluation component. The project is being carried out by an interdisciplinary team of scientists and science education experts at a four-year university and two community colleges. The broader impact of this project is an increased scientific literacy for students in a wide range of careers, including future elementary teachers who will be better prepared to foster scientific literacy in their students. These students also represent a broad diversity of age, income level and ethnicity. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Borda, Emily Paul Frazey Western Washington University WA Eileen L. Lewis Standard Grant 199876 7494 1536 SMET 9178 0116000 Human Subjects 0737784 August 1, 2006 Collaborative Research: Mapping the Dimensions of the Undergraduate Chemistry Laboratory: Faculty Perspectives on Curriculum, Pedagogy, and Assessment. Chemistry (12), Science and Technology Assessments (91) There is a rich literature regarding the content and pedagogy of laboratories, both in chemistry and in related disciplines such as physics. However their roles and nature have been changing, in part because innovative technologies open up new opportunities for teaching and learning in laboratories. This project seeks to characterize the diversity of faculty goals for the undergraduate chemistry laboratory, the array of strategies faculty implement in the name of those goals, and the assessments faculty use to measure the extent to which they meet those goals. Through interviews with faculty, factors such as type and size of institution, size of program, the use of teaching assistants, the chemistry discipline (organic versus physical chemistry), and the level of course (lower versus upper division) are being related to laboratory goals, strategies and assessments. Data analysis is structured to develop multiple taxonomies to enable faculty to characterize their own undergraduate laboratory environments. The dimensions of these taxonomies, which will include student cognition and dimensions of inquiry, permit identification of key intermediate or transition states that faculty can target to guide the evolution and development of their own undergraduate laboratory programs. A broader impact of this research will be to open a dialogue within the chemistry education community on the roles of undergraduate laboratories and how these roles can be assessed and improved. CCLI-Phase 1 (Exploratory) DUE EHR Towns, Marcy Purdue University IN Myles G. Boylan Standard Grant 33270 7494 SMET 9178 0737821 September 1, 2007 Where Have We Come From and Where Are We Going? Learning the Lessons and Disseminating Exemplary Practices from the Projects of the NSDL. This project is creating an open knowledge collection of promising practices and lessons learned from the work to date on the development of NSDL. This rich, dynamic resource consists of: i) reflections, stories and recollections (formal and informal) about what participants learned; and ii) an annotated bibliography of articles, papers, presentations associated with various NSDL projects. The project is using an open mechanism (wiki technology and the KEEP Toolkit) for collecting, creating and sharing the knowledge it is accruing; and by its very nature it is disseminating this knowledge to NSDL's communities, as well as the larger digital library and technology enhanced learning communities. Through an ethnographic approach the project seeks to identify and highlight the full range of experiences of the NSDL community. Two particular elements of the project speak to its intellectual merit. First is the team of investigators who have extensive experience with the NSDL and bring their individual backgrounds in technology and evaluation, along with their relationships with past and current funded NSDL projects. Second is that the project exploits social networking tools and mechanisms to collect and organize the stories and experiences of those involved with building the NSDL. The broader impacts of the project lie in sharing the NSDL "story" beyond the initial NSDL community of projects, to wield an influence on the future direction of other large-scale technology enhanced learning initiatives involving multiple institutions and collaborative projects. Examples of such efforts include those being undertaken by the Open Educational Resources movement supported by the William and Flora Hewlett Foundation and other nascent cyberinfrastructure projects underway at NSF. NATIONAL SMETE DIGITAL LIBRARY DUE EHR McMartin, Flora Utah State University UT Herbert H. Richtol Standard Grant 89947 7444 SMET 9178 0738816 August 1, 2007 Capstone Design Conference (June 13-15, 2007). Engineering - Other (59) This project is providing partial support for a capstone design conference. The conference is being planned by an organizing committee consisting of faculty members from several major universities along with industrial representatives from several companies. There will be about 150 participants from a wide range of engineering programs and the conference program includes presentation, panel, and poster sessions along with several keynote speakers. A conference booklet containing the abstracts of all conference presentations and other information is being prepared; a conference CD containing the full length papers that were accepted for the presentation, panel, and poster sessions of the conference also is being distributed; and the ten best papers of the conference along with a detailed conference summary are being made available through an on-line ASEE publication. CCLI-Phase 1 (Exploratory) DUE EHR Zable, Jack University of Colorado at Boulder CO Russell L. Pimmel Standard Grant 17000 7494 SMET 9178 0741393 April 15, 2008 WISER - Workshops on Infrastructure for STEM Education Research. Assessment / Research (91) This project is comprised of two workshops involving national leaders with the goal of advancing the national infrastructure supporting STEM education research, including cross-disciplinary research, in higher education. These workshops are called: Workshops on Infrastructure for STEM Education Research (WISER). A focus of the WISER workshops is how best to develop a broad consortium administering a Database for the Assessment of National STEM Education Research (DANSER). DANSER is being designed to be part of the core infrastructure needed to support the research culture envisioned by national leaders in STEM education. Intellectual Merit: Through CCLI and other extramural support programs, many teaching innovations have been developed and piloted. However, much work remains to be done to scientifically evaluate these interventions under controlled experimental conditions to establish their impact on student learning or attitudes and their portability to other institutions and populations. A key barrier to such scientific investigations is the lack of common regularly applied instruments used for evaluation and assessment, the lack of national consortia of institutions to draw on to ensure the quality of the conduct of experimental trials, and other elements of a research infrastructure that are taken for granted in some fields. Broader Impacts: The DANSER System under development at Ohio State University is a resource of potential high value once it has reached a critical stage of completion. Instructors would be able to compare their students? learning and attitudes to national norms and more readily evaluate how changes they make in their pedagogy affect student outcomes. STEM education researchers can draw on a consortium of institutions, already gathering consistent base-line data, to evaluate new ideas while instrument authors collaborating with this consortium will be able to substantially reduce development time and thus allow for a greater breadth of concepts to be measured. CCLI-Phase 1 (Exploratory) DUE EHR Pearl, Dennis Kathleen Harper Ohio State University Research Foundation OH Myles G. Boylan Standard Grant 58746 7494 SMET 9178 0741560 September 15, 2008 Building Undergraduate Physics Programs for the 21st Century: SPIN-UP Regional Workshops. The American Association of Physics Teachers, in cooperation with the American Physical Society and the American Institute of Physics, is organizing a series of regional workshops for teams of faculty members from physics departments that wish to reinvigorate their undergraduate programs. The workshops build on the analysis of thriving undergraduate physics programs developed in the project Strategic Programs for Innovations in Undergraduate Physics (SPIN-UP) [Robert C. Hilborn, Ruth H. Howes and Kenneth S. Krane, (2003)]. The ultimate goal of the project is to have at least 50% of the physics departments in the U.S. working on revitalizing their undergraduate programs within three years. The current project is for four initial workshops involving about 80 physics departments. The project is producing a written report analyzing the effectiveness of the workshop program and, in particular, its impact on the activities of the participating departments. The Intellectual Merit lies in the use of the analysis developed in the SPIN-UP report that identifies the important characteristics of thriving undergraduate physics programs. In addition, the workshop model is one that has proved successful in a trial version given under the auspices of Project Kaleidoscope. This project extends that model and includes a detailed evaluation of the effectiveness of such a model in promoting educational change. The Broader Impacts include providing guidance to a large number of physics departments (approximately 80 for the initial series of workshops) in a wide variety of institutions to enhance the teaching and learning of physics for thousands of students every year. The underlying objective is to build the departmental infrastructure that will produce long-term improvements in undergraduate physics programs across the country and to enhance both the number of students studying physics and the quality of student learning. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Hilborn, Robert Warren Hein Charles Holbrow American Association of Physics Teachers MD Duncan E. McBride Standard Grant 232086 7492 1536 SMET 9178 0116000 Human Subjects 0741911 October 1, 2007 Exploring Common Ground: Convening NSF-ATE and Philanthropic Organizations. While the Advanced Technological Education (ATE) Program shares common concerns and goals for technician education with several private and corporate foundations, these organizations are rarely connected in any meaningful way. There is broad agreement among all groups that education in secondary schools and two-year colleges, especially in science, technology, engineering and mathematics, must be strengthened to meet the demands of the high performance workplace. In order to establish communication and identify opportunities for further collaboration, the Council for Adult and Experiential Education is convening and facilitating an invitational one-day forum to bring together representatives from ATE and philanthropic organizations that award grants for workforce development initiatives. Pre-forum surveys and papers are used to set an agenda around common themes and interests. A report to be written one year after the conference describes the outcomes of the forum. ADVANCED TECH EDUCATION PROG DUE EHR Winters, Laura Karen Steinberg The Council for Adult and Experiential Learning IL Gerhard L. Salinger Standard Grant 42926 7412 SMET 9178 1032 0742222 September 1, 2007 Developing a State of the Art Website for the National Earth Science Teachers Association to Advance K12 Geoscience Education. This project is developing a state of the art, community-based web site for the National Earth Science Teachers Association (NESTA) that will provide access to educational resources across the geosciences at all grade levels; offer access to professional development opportunities for geoscience educators; support the development and nurturing of online communities; and address the needs of the diversity of students reflected in the changing U.S. population. Web tools for accessing available online educational materials, sharing resources between teachers, linking partner organizations, and providing online mentoring will be developed and maintained. GEO TEACH DUE EHR Johnson, Roberta Michael Passow Parker Pennington University Corporation For Atmospheric Res CO Jill K. Singer Standard Grant 90850 7611 OTHR 1733 0000 0744106 October 1, 2007 Engaging Critical Advisors to Formulate a New Framework for Change: Expansion of "Toward a National Endeavor to Marshal Postsecondary STEM Educ Resources to Meet Global Challenges". Assessment / Research (91) Social Sciences - Other (89) Interdisciplinary (99) The immediate goal of this project is to articulate explicit and new theory by which to leverage change in institutions of higher education such that they take up and use existing evidence-based knowledge and resources for STEM education. A companion NSF project at the National Research Council (DUE-0745112) is providing the bulk of the evidence-based knowledge, which includes curricula relevant to current global challenges, pedagogical and assessment approaches that promote effective engagement and learning among all students, and strategies for the professional development of both faculty and graduate students. A longer term goal is to translate new theory for leveraging change in higher education into strategies for action that will mobilize and coordinate the efforts of STEM researchers, educators, and organizations already seeking to improve quality and access in postsecondary STEM education; and also enable and sustain the collaborative contributions of this STEM education reform community. An ancillary goal is to successfully encourage institutions of higher education and STEM departments to rebalance their values and reward systems to more readily recognize and enable teaching as a valued professional role for current and future STEM faculty, as a form of scholarship, and as a respected career path at the K-12 level for STEM undergraduates. This project is employing search strategies in order to identify and invite critical advisors (CAs) to two separate workshops and two additional meetings. CAs are individuals with expertise pertinent to the project goals. After they are successfully recruited, their subsequent analyses, creative thinking, and recommendations will be synthesized and distributed to the STEM higher education community. The scope of work entails: (1) participation in two workshops planned and executed by the National Research Council, described in a companion grant proposal; (2) preparation for and participation in two CA meetings as part of this project; (3) synthesis of ideas and recommendations offered at the two CA meetings; and (4) preparation, presentation, and distribution of a final National Endeavor Team report that integrates the synthesis of the CA meetings with the outcomes from the NRC workshops. CCLI-Phase 3 (Comprehensive) MSP-OTHER AWARDS DUE EHR Millar, Susan Catherine Middlecamp University of Wisconsin-Madison WI Myles G. Boylan Standard Grant 792106 7493 1793 SMET 9178 0745112 October 1, 2007 Evidence on Selected Innovations in Undergraduate Science, Technology, Engineering, and Mathematics Education. Research/ Assessment (91) Interdisciplinary (99) Numerous and varied teaching, learning, assessment, and institutional innovations in undergraduate STEM education have been developed in recent years - many funded by NSF - but little is known about the full extent of their impact. The goal of this proposal is to focus on the evidence of impact for a selected number of such innovations. To do this the National Research Council (NRC) is organizing two, one-day workshops which will be overseen by an independent steering committee appointed by the Chairman of the NRC. Each workshop is designed to illuminate the state of knowledge on the selected STEM innovations as well as suggest areas for additional research or where a major synthesis of existing research is needed. All of the conceptual work produced by this project will be coordinated with the work of another project at the Wisconsin Center for Education Research (WCER) and provide information and guidance to that effort (DUE-0744106). Intellectual Merit Throughout the last decade, STEM education innovations have been implemented in vastly different grain sizes, some being targeted at specific classrooms and others focused on reforming entire curricula. The need to look retrospectively at the ways in which innovations, along a continuum of scale, have influenced STEM education reform is significant. In addition there are missing links in our knowledge about the various ways in which STEM innovations have been replicated, either in part or in their entirety. The process of assembling a retrospective picture of STEM innovations and their influence must happen before the STEM fields can determine what is needed in the future. The opportunity for collaboration between WCER and the NRC on the question of evidence of impact of STEM innovations and future directions for STEM brings together two well-respected organizations to work on a knowledge problem of profound importance to the STEM community: What do we know, how do we know it, and how will that information serve the STEM field for the future? Broader Impact Past investment in building innovations in the teaching, learning, faculty development, and assessment practices of STEM education have been pivotal in efforts to improve STEM teaching and learning. Many of these innovations were developed independently from one another and, therefore, have emphasized somewhat different goals. Consequently, communications across STEM disciplines and within STEM sub disciplines is often lacking. Work to develop a shared knowledge base of these innovations will help STEM education innovators think about future needs given the knowledge demands of this new century. This project is a critical next step in the work of achieving greater coherency on the knowledge-base of STEM reforms. Achieving broader understanding on evidence of impact on innovations is essential to moving forward to the next generation of reforms in STEM education. The linkage between the workshop activities in this project and the work of the WCER project increases the likelihood of achieving broader impacts. CCLI-Phase 2 (Expansion) DUE EHR Schweingruber, Heidi National Academy of Sciences DC Myles G. Boylan Standard Grant 348000 7492 SMET 9178 0749512 October 1, 2007 Course, Curriculum, and Laboratory Improvement (CCLI) Program Conference on Transformation of STEM Education. Interdisciplinary (99) The project is organizing a conference for principle investigators with grants from the Course, Curriculum, and Laboratory Improvement (CCLI) Program. The objective of the conference is to share effective methods and strategies in undergraduate STEM education. Conference sessions will focus on five strands: (1) Examples of effective programs and strategies that improve learning and achievement for both STEM undergraduate majors and non-majors; (2) Improving project evaluation; (3) Improving faculty development, collaborations, and institutionalization; (4) Improving dissemination; and (5) Using models for teaching and learning. The overall outcome of this conference is for participants to identify collaborators, strategies, and actions that they and others can take to transform undergraduate STEM education. To ensure diversity among participants, selection will take into account discipline, type of project, type of institution, race/ethnicity, gender, disability, and geographic location. The on site project evaluation will capture both the participants' opinions about the conference and the actions that they intend to take immediately after the conference. An online follow-up survey will capture actions that participants are taking five months after the conference. Products will include a conference publication with abstracts, a glossy publication summarizing the conference, and highlighting exemplary CCLI strategies, a website hosting all conference materials, and a CD contain these materials. CCLI-Phase 3 (Comprehensive) DUE EHR George, Yolanda American Association For Advancement Science DC Russell L. Pimmel Standard Grant 640904 7493 SMET 9178 0751249 September 1, 2007 Workshop on Cyberinfrastructure and Engineering Education. Engineering - Other (59) This project supports a workshop on cyberinfrastructure and engineering education. The workshop planning committee is organizing a highly interactive, two-day workshop bringing together approximately 40 diverse researchers in engineering education from across the nation. The workshop is striving to build a set of potential applications of cyberinfrastructure for engineering education research and innovation, identify barriers that would hinder engineering education applications of cyberinfrastructure, prepare approaches to reduce negative influences of these barriers, and increase the likelihood of productive collaboration among participants. Workshop participants are exploring challenges facing integration of engineering education and cyberinfrastructure, to expand possibilities posed by the emerging cyberinfrastructure for engineering education research and innovation, and to create a set of recommendations for future action. In order to disseminate the results of the workshop, the planning committee and interested researchers are using the existing cyberinfrastructure to collaborate to prepare a synthesis and submit it to a journal on research in engineering education. The effectiveness of the workshop in achieving its expected outcomes is being monitored by an expert, experienced evaluator through the use of qualitative observations at the meeting and various surveys. The broader impacts include the dissemination of the workshop results and the introduction of the use of cyberinfrastructure into engineering education research CCLI-Phase 1 (Exploratory) DUE EHR Froyd, Jeffrey Maura Borrego Kingsley Reeves Tamara Moore Daria Kotys-Schwartz Texas Engineering Experiment Station TX Russell L. Pimmel Standard Grant 64987 7494 SMET 9178 0752030 October 1, 2007 Workshop: Computing Education Needs Assessment, February 2008 - Washington, DC.. This workshop is gathering key stakeholders and leaders in computing and information related disciplines to examine the education needs in these areas. Such a gathering is timely given that these critical fields have emerged as essential for the economic and technological health of the United States. The workshop participants are producing a white paper that documents the informed consensus of the computing community on a focused set of priorities and plan of action. The intellectual merit of the project lies in the fact that the computing community is diverse, with roots in several different disciplines and close relationships with many more. Hence the challenges and opportunities for ensuring that the field meets its education needs are complex, both technically and in terms of the coordinated interaction of groups that represent different constituencies with a variety of agendas. The workshop's broader impacts are being felt through its stimulation of collaboration among the diverse academic and practitioner groups within the computing community. In addition, there is a strong emphasis on ensuring representation of communities currently under represented in the computing and information fields, specifically women, blacks, and Hispanics. Moreover, the workshop report is stimulating action to reverse the current decline in the number of students in the computing pipeline. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Cassel, Lillian Manuel Perez Villanova University PA Herbert H. Richtol Standard Grant 50000 7444 SMET 9178 0752915 October 1, 2007 Global Competency in Engineering Education: Emergence, Strategies, and the Problem of Scale Workshop at the National Academy of Engineering. Engineering - Other (59) The project is organizing a two-day workshop on the theme, Global Competency in Engineering Education: Emergence, Strategies, and the Problem of Scale. The main outcome of the workshop is a book in three parts. The first part is a short historical ethnography of the emergence of existing efforts to prepare engineering students to work in global environments. The second section of the book is a collection of narrative accounts by 21 pioneers in the development of international education for engineering, documenting the strategies they have designed and enacted to achieve the scales of activity that are currently in place. The third part is an account of the problem of scale, including the presentation of potential strategies for substantially scaling up efforts to help engineering students achieve global competency. The organizing methods of research in this project consist of (1) identifying key potential authors, (2) conducting a background historical ethnography in order to map the present, (3) guiding authors in the preparation of narrative accounts of their experiences, (4) conducting reviews of the narrative accounts and background ethnography prior to the workshop, (5) conducting the workshop itself, (6) conducting an evaluation of the project, and (7) preparing the published output. The workshop intends to (a) clarify the range of ways in which existing efforts in international engineering education define global competency, (b) map existing strategies to achieve it, and (c) call explicit attention to the difficult problem of scale in order to better define it and identify potential solutions. The broader impacts of the proposed project lie in its primary mission, motivating and empowering prospective providers of global engineering education to think and act at larger scales of operation. Two other important aspects are the dissemination of the workshop results through the proposed book and the special effort to examine connections between the problems of global competency and the under-representation of minorities in engineering education. CCLI-Phase 1 (Exploratory) CCLI-Phase 2 (Expansion) DUE EHR Downey, Gary Juan Lucena Brent Jesiek Virginia Polytechnic Institute and State University VA Russell L. Pimmel Standard Grant 86255 7494 7492 SMET 9178 0116000 Human Subjects 0753146 September 1, 2008 Project SHARKS, directing student support strategies to increase participation and retention of economically disadvantaged scholars in the Aquarium Science Program. This project fosters the entry of financially disadvantaged, but academically talented students into the aquatic animal care profession, and ancillary science and technology fields. Access is through the highly successful Aquarium Science Program. S-STEM funds support 19 two-year, financial need scholarships. The project is making a special effort to recruit traditionally under-represented students from urbanized areas and Title 1 schools to receive this strong scientific and technical training. Recruiting utilizes digital technology through granted access to post scholarship information on the websites of national organizations and their chapters, including the NAACP, SCANAS, and MESA. Student support strategies promote academic success and retention through individual academic advising, team building activities, and direct interaction with industry professionals. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Koike, Bruce Jane Hodgkins Marion Mann Oregon Coast Community College OR Linnea A. Fletcher Standard Grant 443900 1536 SMET 9178 0754592 February 1, 2007 Bridging Security Primitives and Protocols: A Digital LEGO Set for Information Assurance Courses. Computer Science (31) The demand for information assurance education continues to rise. The large number of security protocols with complex procedures and various vulnerabilities remain a challenging topic for both faculty and students. Although many instructors try to implant the notion in the minds of students that "various security protocols are constructed by only a limited number of primitives," the lack of a demonstration environment and hands-on exercises severely impacts their learning outcomes. This collaborative project is developing an innovative digital construction set that integrates the achievements in security education and visualization. Based on this integration, the PIs are designing a comprehensive suite of instructional demonstrations and hands-on experiments to assist students to bridge the security primitives and protocols. This approach applies the pedagogical methods learned from toy construction sets by treating security primitives as LEGO pieces and protocols as construction results. While the automatic demonstrations of protocol decomposition expose the relationship among the primitives and protocols, the hands-on experiments provide an effective training for students to apply primitives flexibly during protocol design. The modularized structure of the proposed approach also enables easy extensions by teachers and students. The digital LEGO set, the comprehensive suite of demonstrations and experiments, and corresponding visualization tools are significantly improving information assurance courses by: (1)Helping students bridge the security primitives and protocols and improving their understanding of the course contents (2)Cultivating student skills to flexibly apply primitives to the design and evaluation of security protocols under various requirements (3)Providing a friendly and encouraging platform and a group of demonstration and experiment samples to assist instructors to prepare their course materials (4)Providing an environment to evaluate the effectiveness of pedagogical methods by using construction sets in adult education (5)Enabling instructors to easily share, expand, and modify their course materials CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Wang, Weichao University of North Carolina at Charlotte NC Victor P. Piotrowski Standard Grant 78460 7494 1536 SMET 9178 9150 0116000 Human Subjects 0756738 June 1, 2008 MemphiSTEP: A STEM Talent Expansion Program. This project focuses on increasing the number of majors and graduates across various STEM areas (science, technology, engineering, and mathematics) through the incorporation of activities that strengthen recruitment, retention, and persistence among students. This is a holistic project that concentrates on all stages of a STEM student's undergraduate experience and combines the strengths of the University's support infrastructure with efforts and expertise of faculty, staff, students, administrators, and the professional community, while building on research, best practices, and local lessons learned. The major strategies incorporated in the STEP program plan of activities are: a Calculus Bootcamp Summer Bridge Program; an Undergraduate Research Program; Peer Learning and Mentoring Initiatives, Faculty Development Efforts, Development of Learning Communities; and Engagement with professional student organizations on campus. STEM TALENT EXPANSN PGM (STEP) DUE EHR Franceschetti, Donald John Haddock David Russomanno Regina Hairston Stephanie Ivey University of Memphis TN Lesia L. Crumpton-Young Continuing grant 1567984 1796 SMET 9178 9150 0116000 Human Subjects 0756838 September 1, 2008 Bridging the Valley: A STEP Ahead for STEM Majors. This project is a consortium of four Shenandoah Valley higher education institutions: Blue Ridge Community College, Bridgewater College, Eastern Mennonite University, and James Madison University. These institutions are collaborating on a series of activities to attract and retain students in STEM majors on the different campuses. In recent years, each institution has experienced declining enrollments in some or all of its STEM programs. This project is designed to reverse these trends and also to increase the diversity of STEM majors. Six activities are being implemented to increase the enrollment and graduation of STEM majors: i) A summer bridge program for entering students to build their mathematics skills, to introduce the range of possible STEM majors available to students at the participating institutions, and to introduce them to STEM-based problem solving with real world problems; ii) A unique set of coordinated learning communities across the campuses that will focus on STEM themes; iii) Efforts to build on the Shenandoah Valley Partnership, a Shenandoah Valley consortium of government, business, and education institutions, in order to offer STEM-based internships and employment opportunities; iv) A set of STEM faculty development activities given jointly between the four campuses to build faculty awareness of key issues in retaining students in STEM majors and build skills in using effective pedagogy; v) Outreach activities to K-12 teachers and counselors to help build and sustain interest and demand for STEM majors after the end of the project; and vi) Campus-specific activities that will focus on unique STEM issues and programs at each of the four institutions. SRI, International is providing extensive formative and summative assessment of these activities. By the 5th year of the project, these efforts are expected to produce an annual increase of 100 additional STEM degrees and more than 220 additional STEM degrees through the duration of the project. Knowledge gained in this project can be expected to lead to more effective strategies for coordination and articulation among community colleges and 4-year institutions. This knowledge will be of growing value due to the growing number of articulation agreements between 2-year and 4-year institutions. STEM TALENT EXPANSN PGM (STEP) DUE EHR Kolvoord, Robert Roman Miller Raymond McGhee Kenneth Overway Kenneth Phillips James Madison University VA Myles G. Boylan Continuing grant 1976486 1796 SMET 9178 0116000 Human Subjects 0756846 June 15, 2008 Providing Undergraduate Connections to Engineering Education in Virginia. This "Produced in Virginia" implementation project is combining the efforts of Central Virginia Community College, Danville Community College, and the University of Virginia (with a third community college partner added during the second year of the project) to provide undergraduate connections in engineering education with the goal of increasing the number of students enrolling in and graduating from engineering associate and baccalaureate degree programs. The partnership is achieving this goal through the following strategies: (1) Adapting and replicating the proven Priming the Pipeline model that encourages students to consider STEM careers and prepares them for success in college STEM courses with a new addition of delivering the university's introductory Explorations in Engineering course by distance education. (2) Implementing new and upgraded curricula at all three community colleges, leading to an Associate of Science degree in engineering and guaranteeing students with a 3.4 average seamless transfer into the University of Virginia School of Engineering and Applied Science. (3) Offering courses at the transfer and graduation level at the community colleges for engineering students from the University of Virginia's Bachelor of Science in Engineering Degree program as well as offering transfer courses at the University's main campus. (4) Offering tuition assistance for students pursuing undergraduate engineering degrees and engaging those students in technical employment. (5) Implementing a distance degree program pilot enabling students graduating from the Central Virginia A.S. degree program to earn undergraduate engineering degrees from the University of Virginia. (6) Developing an academic mentoring program using Web 2.0 technology solutions. The broader impact of this project is in serving as a viable and reproducible model for collaborations between community colleges and universities to facilitate student success in an era of rising costs. It is also contributing to the country's capacity in science and engineering in an increasingly competitive and changing global labor market. STEM TALENT EXPANSN PGM (STEP) DUE EHR Shoun, Stanley James Groves Paul Fox Mukesh Chhajer Central Virginia Community College VA Eileen L. Lewis Continuing grant 1573731 1796 SMET 9178 0116000 Human Subjects 0756847 August 1, 2008 A STEP to grow in Science-Engineering_Mathematics Undergraduate degrees. The project is improving student retention in STEM disciplines by curricular reform and community and leadership building programs. The first of three major components focuses on developing, implementing, and institutionalizing project-based calculus instruction for students in engineering and in the sciences. Projects are being created in conjunction with engineers and scientists in the field, and are enhancing the students' ability to connect mathematics with other subjects. The second component is developing a peer leader program where the best students provide structured tutoring and serve as role models for other students. Finally, the third component of the project is enhancing undergraduate research by building on the community interactions and the projects developed in the first component. The project supports a comprehensive assessment effort, with an expert external evaluator, to determine whether these methods are effective as teaching tools and helpful in retention. The project team is disseminating their approach and data through regional and national meetings and through faculty development workshops. Broader impacts include increased ties to the community through community service projects, a focus on women and minority students, and dissemination of their model and materials. STEM TALENT EXPANSN PGM (STEP) DUE EHR Ramachandran, Kandethody Scott Campbell Gordon Fox Arcadii Grinshpan Catherine Beneteau University of South Florida FL Russell L. Pimmel Continuing grant 1573237 1796 SMET 9178 0116000 Human Subjects 0756879 August 15, 2008 RU-STEPed Up for Success. "Are You STEPped Up for Success" is a cohesive set of programmatic interventions that recruits STEM majors from underrepresented groups (women and minorities) and improves retention of first-year and transfer STEM students through summer bridge experiences, academic support, mentoring, and orientation programs. The program has two cornerstone recruitment strategies: a recruitment program targeted at high school girls interested in engineering careers and a Saturday Science program for high school juniors and seniors in local school districts characterized by large minority populations, historic poverty, and low college attendance. The retention activities are directed at both entering and transfer students whose skill levels in mathematics and writing do not reach college level including: a summer bridge program in writing, mathematics and chemistry for incoming first-year students; academic year mentoring programs utilizing trained peer mentors and teaching assistants to continue support as students enter college level courses; and creation of four learning communities: pre-calculus, general chemistry , women, and transfer students including non-residential students. This program provides a model for a cohesive academic and social support system by which academically disadvantaged young people will feel comfortable with, and be prepared for, academic and intellectual exploration in the STEM fields. STEM TALENT EXPANSN PGM (STEP) DUE EHR Scott, Kathleen Joan Bennett Catherine Duckett Marie Logue Rutgers University New Brunswick NJ Ginger H. Rowell Continuing grant 1503441 1796 SMET 9178 0116000 Human Subjects 0756909 May 16, 2007 Collaborative Project: Research-Based Laboratories for Introductory Physics. Tutorials in Introductory Physics is a research-based curriculum that has been demonstrably effective at improving students' conceptual understanding when introduced in lieu of a standard recitation section in the introductory calculus-based course. The project is creating a set of fifteen laboratories, some of which are based on Tutorials. Others are based on new and existing research into student understanding of three areas: conservation of energy and momentum, vectors, and torque and rotation. The laboratories then undergo an iterative development cycle of research, evaluation, and implementation and are being tested at 6 universities that serve diverse student populations. The intellectual merit of this project includes goals to (1) contribute to efforts to understand the needs of different student populations; (2) widen the impact of research-based curriculum, improving the introductory physics course on a national scale; (3) build upon proven curricular materials; and (4) develop assessment instruments for specific topics that are currently inadequately addressed by existing instruments. The broader impact of this project is to (1) broaden the research base for effective curriculum development in introductory physics; (2) disseminate the results of research on the teaching and learning of physics; (3) model effective laboratory pedagogy to physics faculty and teaching assistants; (4) serve women, underrepresented minorities, and persons with disabilities with aspirations for careers in science-related fields; and (5) provide a laboratory experience involving the process of scientific inquiry. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Gomez, Luanna SUNY College at Buffalo NY Duncan E. McBride Continuing grant 48810 7427 SMET 9178 7427 0756918 September 15, 2008 Enhancing Success in STEM by Building Skills and Intervention. The goal of this project is to increase the number of students in the Division of Science and Mathematics who receive baccalaureate degrees by increasing retention. Over 30% of Morehouse students major in science, technology, engineering and mathematics (STEM) disciplines; however, only 20-25% of the students who begin majors in STEM disciplines graduate with a STEM degree. Retention is being increased by: 1) Identifying at-risk students in their freshman year and then providing these students with skills that are necessary to overcome stumbling blocks in the majors. Skills such as quantitative literacy and critical thinking as well as academic and personal future building skills form the basis of a three-semester Scientific Literacy course designed for STEM majors; 2) Providing a comprehensive support program within the Division of Science and Mathematics that includes student intervention, cohort collaboration, automated systems for intervention, academic support and undergraduate student research opportunities, as well as faculty training; and 3) Establishing an environment in which students discover the value of team learning, thereby creating a culture at Morehouse that supports collaborative learning. Peer Led Team Learning already has been implemented in introductory gatekeeper courses throughout the Division of Science and Mathematics. To enhance and support a growing culture of team learning, peer leaders for key upper level courses in the Division are being added, and numerous workshops such as the Pedagogy of Team Learning and Study Skills are being offered to students. These provide continuing support for students who have matriculated beyond the first two years in their major and thus further support the goal of creating a culture of team learning. Intellectual Merit: The process for creating a collaborative/team learning culture among African American male students throughout an entire Division of Science and Mathematics is being investigated. The components that affect behavioral change in student study habits from independent to collaborative learners are being assessed. Components that are being evaluated include the impact of teaching the pedagogy of team learning to students, peer led team learning, team supplemental instruction, automated tracking of at-risk students and intervention programs designed around peer study groups. In addition, continuing studies are being conducted on predicting student success and the behavioral norms of successful and unsuccessful students as indicated by the Birkman Assessment instrument. Broader Impacts: The activities of this project are broadening the participation of underrepresented African-American males in the STEM workforce by increasing the graduation rates at Morehouse College. The efforts of this project are expected to result in a model for enhancing retention by developing a culture of team learners that can be used to decrease attrition at other Historically Black Colleges and Universities and majority institutions. Morehouse is a founding member of the Atlanta University Center (AUC), a consortium of six independent institutions forming the largest private center of African American higher education in the world. Advancements made in one institution often impact the entire Center. The development of a Cyber Village is having a broad impact on the College's infrastructure as well as the AUC by facilitating networking among cohorts and departments, encouraging student participation in summer and academic year research, and expanding student participation in scientific meetings. Dissemination is occurring through posters and presentations at local and national meetings, a web site presence, and articles in newsletter and campus publications and in peer reviewed journals. STEM TALENT EXPANSN PGM (STEP) DUE EHR Muldrow, Lycurgus Subhash Bhatia Lance Shipman David Cooke Morehouse College GA Susan H. Hixson Continuing grant 400000 1796 SMET 9178 0116000 Human Subjects 0756921 June 15, 2008 Enhancing Recruitment and Retention of Undergraduate Engineering Students. The University of Cincinnati's College of Engineering is increasing and retaining to completion the number of underrepresented students in engineering fields. The project is an outcome a NSF Bridges to Engineering Education (BEE) Planning Grant that held focus group meetings with teachers and administrators from 14 school districts and conducted secondary school and university student surveys. Based on the findings, an alliance was formed among UC engineering faculty and teachers and administrators from 18 school districts within a 100 km radius of Cincinnati to develop this project that targets the 159,623 students enrolled in these districts' public schools. The student population consists of about 41% minority and 49% female students, and about 29% of these students have indicated an interest in engineering. The project is focusing on recruitment and retention. Included among the strategies being used are precollege activities, a summer institute for high school students, both six week and one week summer bridge programs, peer, corporate and faculty mentoring, supplemental instruction, and both summer and academic year undergraduate research opportunities. The first two activities listed are supported by non-NSF funds. STEM TALENT EXPANSN PGM (STEP) DUE EHR Kukreti, Anant Julie Burdick Cynthia Tsao Kenneth Simonson University of Cincinnati Main Campus OH Curtis T. Sears Continuing grant 1521011 1796 SMET 9178 0116000 Human Subjects 0756928 July 15, 2008 Appalachian Undergraduate Academy of Science. With the goal of attracting and retaining freshmen and sophomores in the STEM majors, the departments of Computer Science, Mathematical Sciences, Chemistry, and Physics and Astronomy at Appalachian State University (ASU) established the Appalachian Undergraduate Academy of Science (Academy). This project recognizes the importance of mentoring, mathematics readiness, early involvement in multidisciplinary research, and problem solving skills and involves implementing strategies proven successful at ASU and other institutions. The Academy is coordinating activities for ASU students, faculty, and staff that include: running a summer bridge program to instruct entering students under-prepared in mathematics; establishing science and math clusters that engage undergraduates in research and collaborative learning; establishing a residential learning community; providing special advising, tutoring, and a supervised study hall for Academy scholars; creating a dedicated mentoring program for community college transfer students; defining a common general education curriculum for Academy scholars in order to provide additional peer-support; and including upper-division students by involving them as peer-mentors. ASU plans to institutionalize the effective Academy components. STEM TALENT EXPANSN PGM (STEP) DUE EHR Tashakkori, Rahman Barry Kurtz Nicole Bennett Katrina Palmer Phillip Russell Appalachian State University NC Jill K. Singer Continuing grant 789489 1796 SMET 9178 0116000 Human Subjects 0756978 July 1, 2008 Southwestern Indiana STEM (SwISTEM) Initiative. The University of Southern Indiana and Ivy Tech Community College Southwest Indiana are partners in the Southwestern Indiana STEM (SwISTEM) initiative. The SwISTEM Initiative consists of four components: 1) development and implementation of an Early Undergraduate Research Program; 2) formation of the Pathways Leading to Undergraduate Success in the Sciences (PLUSS) Program which offers developmental courses in mathematics and the sciences; 3) an Outreach Program targeting high school students; and, 4) a Professional Development program for pre-college and college faculty. SwISTEM is increasing the number and quality of students selecting STEM majors; providing opportunities to engage students early in hands-on research opportunities; developing a more nurturing and team oriented approach to STEM education; providing enhanced academic and career advising for students majoring in the STEM areas; improving the retention and graduation rates for STEM students; improving the success rates in key introductory mathematics and science courses; providing professional development for regional faculty; and, developing community partnerships to generate additional interest in STEM careers. STEM TALENT EXPANSN PGM (STEP) DUE EHR Gordon, Scott Shelly Blunt University of Southern Indiana IN Curtis T. Sears Continuing grant 995344 1796 SMET 9180 9178 0116000 Human Subjects 0756985 June 1, 2008 STEP - Center for Achievement, Retention and Student Success. The project is a comprehensive program, under the Center for Achievement, Retention and Student Success (CARSS), that facilitates the successful transition and integration of incoming high school graduates and community college transfers. It involves collaborations between the Departments of Biology, Chemistry, Mathematics and Physics, and leverages existing support mechanisms. Project goals include a 40% to 50% increase in the 4-year graduation rates of a cohort of freshman with declared STEM majors, a 40% to 50% increase in the 2-3 year graduation rates of transfer students entering the University in their junior year, and a 50% increase in the number of STEM graduates from historically underserved populations. Efforts to sustain CARSS through institutional commitments include the dedication of 1500 sq. ft. of space for CARSS advising and mentoring services for students in STEM fields; the continuation of the CARSS Coordinator Staff line; continued funding support for the Peer Tutors and Mentors at the conclusion of the funding period; and the continued provision of in-kind services such as the use of Academic Support Services personnel and resources after the funding period has ended. The program is offering tutoring and mentoring services for all STEM majors, particularly for students working through challenging gateway courses. The program includes career counseling, faculty mentoring, a recruitment component that involves consultation with student families, and a variety of financial incentives. The program also is designed to recruit students from historically underserved populations into STEM majors. The evaluation effort, led by an expert within the University, is using multi-phased, mixed methodology to monitor and improve the quality of the Center's activities and to measure the impact of the initiatives on students and faculty. Broader impacts include a special focus on historically underserved populations, enhancement of the University's infrastructure, and the dissemination of their best practices. STEM TALENT EXPANSN PGM (STEP) DUE EHR Musah, Rabi Hua Shi Denise McKeon SUNY at Albany NY Russell L. Pimmel Continuing grant 797131 1796 SMET 9178 0116000 Human Subjects 0756986 September 15, 2008 Ohio's Sustainable Science and Engineering Talent Expansion Program (OSTEP) - Bridges to Success. Through a partnership with three community colleges (Columbus State Community College, Stark State College of Technology and Washington State Community College) the Ohio State University is working in three distinct socioeconomic regions of the state to recruit and retain a broad population of STEM majors. A summer bridge program with curricular and industrial or research internship components introduces pre-college students to career options and guides them into appropriate secondary school and post-secondary options aimed at reducing the necessity for remediation at the college and university level. A second bridge program for transfer students from community colleges is reducing the barriers to success at university. Finally, peer-mentoring and academic support structures are in place within all of the collaborating institutions to maintain continuous support for the students through graduation. The intellectual merit of the project's activities rests on the large scale implementation of successful approaches for supporting a broad range of STEM students. Strong disciplinary faculty involvement and collaboration across the four campuses is also present, as well as significant institutional support. The broader impacts of the project lie in its establishment of a successful model of collaboration across STEM disciplines and among constituent two-year colleges and a major university. Secondly, the project has a self-sustaining capacity through the training of students to be mentors before they graduate and the provision of opportunities for them to continue mentoring after graduation. STEM TALENT EXPANSN PGM (STEP) DUE EHR Tomasko, David Susan Olesik Larry Mayer Judith Ridgway Kathleen Harkin Ohio State University Research Foundation OH Lee L. Zia Continuing grant 1996147 1796 SMET 9178 0116000 Human Subjects 0756992 July 15, 2008 STEP: Toys and Mathematical Options for Retention in Engineering (Toys'n More). This project is implementing proven retention strategies across a statewide system in order to increase the number of STEM graduates, primarily in engineering. The first strategy involves combining instructor intervention and supplemental instruction to improve student success in introductory math courses. The supplemental instruction leverages a previously developed online tutorial system coupled with personalized tutoring. Through the second strategy, a proven course from the main campus known as Toy FUN-damentals, is being implemented among the statewide feeder campuses. The Toy FUN-damentals course has been shown to increase student interest in engineering, especially among women and underrepresented minorities. The third strategy is implementing programs aimed at assisting underrepresented minority students in making the transition from high school to college. The components of the transition program include a summer bridge program, peer mentoring, campus visits, student leadership conferences, college of engineering visitation, and a sophomore transition tour. The final project strategy involves evaluation of the other three strategies for continuous improvement. The evaluation plan uses a mixed-method, quasi-experimental design to assess the effects of each strategy and the overall success of the project. The results from the project are being disseminated broadly among the engineering education community. STEM TALENT EXPANSN PGM (STEP) DUE EHR Sathianathan, Dhushy Amy Freeman Janice Margle Javier Gomez-Calderon Jill Lane Pennsylvania State Univ University Park PA Sheryl A. Sorby Continuing grant 2005925 1796 SMET 9178 0757001 June 15, 2008 SET-GO: Science, Engineering & Technology Gateway Ohio. This project features academic institutions partnering with local community based organizations to increase the number of students graduating with an associate's or bachelor's degree in the sciences or mathematics. At its heart are faculty at a four-year institution who are collaborating with colleagues at a local community college to facilitate student transitions from the two-year institution into a broad range of majors in the sciences and mathematics at the baccalaureate institution. Project activities include a non-residential summer bridge program and a summer research experience, complemented by monthly academic year meetings and faculty-to-student and student-to-student mentoring. The bridging program is designed to mitigate weak academic preparation and issues related to transitioning to the university setting from impoverished/rural communities. The authentic research work provides peak experiences that carry students through the challenges of meeting academic standards. A learning community with a strong thematic center ("Building a Better Environment") provides a point of convergence for diverse scientific interests and highlights the value of interdisciplinary research. The assessment process includes formative and summative evaluation strategies, with particular emphasis on measuring changes in student perceptions and attitudes. Dissemination processes include an array of presentations and publications in both public and academic arenas. The project's intellectual merit lies in its strong programmatic activities that provide unique new opportunities in teaching, research and scholarship that benefit students, faculty, and the participating institutions alike. Evaluation of the project centers on developing evidence of the efficacy of the approach as a model for regional application, where more partnerships of 2- and 4-year institutions are arising as a means to offset the economic barriers to higher education. The project's broader impacts are felt through its creation and enhancement of networks and partnerships for research and education, as well as the professional development of participating faculty. The project is also leading to a better-prepared, more flexible and demographically representative workforce, with consequent economic impact in the northwest Ohio region. STEM TALENT EXPANSN PGM (STEP) DUE EHR van Staaden, Moira Tracy Huziak Bowling Green State University OH Lee L. Zia Continuing grant 1767708 1796 SMET 9178 0116000 Human Subjects 0757018 June 1, 2008 STEM in the New Millennium: Preparation, Pathways, and Diversity. In this Step type 2 project, the investigators are examining evidence for educational pathways to STEM careers using several different sources of national survey data. They are studying how high school course taking, test scores, and type of school attended is related to later career choice in college. They are examining the diversity of preparation for college for students of different backgrounds, the connection between STEM degree attainment and college credits and early college performance, and they are examining the connection between work experience during undergraduate years and STEM labor force entry. The researchers are using well-known national longitudinal survey data of high school and college students as well as conducting a new survey of students. STEM TALENT EXPANSN PGM (STEP) DUE EHR Muller, Chandra R Kelly Raley Catherine Riegle-Crumb University of Texas at Austin TX Larry E. Suter Continuing grant 419196 1796 SMET 9178 0116000 Human Subjects 0757020 July 1, 2008 EEES: Engaging Early Engineering Students to Expand Numbers of Degree Recipients. The project, a collaboration between Michigan State University and Lansing Community College, is developing programs to ease the transition of high school students into engineering undergraduate programs in order to increase the retention rate of these students. Close analysis of institutional statistics has revealed that key courses (early mathematics courses, first term physics, and a computational tools-for-problem-solving course) are pivotal in promoting retention. The project includes (a) a program to provide formative assessments in the key courses with follow-on "bootstrapping" tutorials, (b) a supplemental instruction program for the key courses that has proved to be effective at Lansing Community College, (c) a program to directly engage engineering faculty with early engineering students, and (d) a program to develop and exploit course material from one key course in another. The project goal is to increase the freshman-to-graduation success rate from its current value of 65% to at least 75%. Formal evaluation, with leadership from experts in the University's Institute of Public Policy and Social Research, is using institutional data, surveys of students and faculty members, focus groups and interviews of stakeholders, observations of project activities, and reviews of project materials and products. Instructional materials and approaches and evaluation results are being disseminated through website postings, conference presentations, and journal publications. Broader impacts include the dissemination of their materials and methods and assistance in the economic development of this region. STEM TALENT EXPANSN PGM (STEP) DUE EHR Wolff, Thomas Jon Sticklen Daina Briedis Mark Urban-Lurain Neeraj Buch Michigan State University MI Russell L. Pimmel Continuing grant 1956092 1796 SMET 9178 0116000 Human Subjects 0757053 September 15, 2008 RU-HWC Partnership for STEM Education. Harold Washington College (HWC) and Roosevelt University (RU) are joining in a partnership to significantly and sustainably increase the number of students matriculating in and successfully completing STEM degrees at the respective institutions. Specific numeric goals are (i) to increase the number of HWC students completing STEM associates degrees or transferring to STEM baccalaureate programs by 10%, (ii) to increase enrollment in RU baccalaureate STEM majors by 30%, and (iii) to increase the number of RU baccalaureate degrees awarded in STEM majors by 20%. The project is using the following components to reach these numeric goals. I. Retention. Both HWC and RU are focusing on increasing retention of STEM students through curricular enhancements in core courses taken by first- and second-year STEM majors, and through enhanced student support services. Curricular improvements include widespread adoption of active learning pedagogies, civic engagement themes, and class-based research experiences by participating STEM faculty at both institutions. Student support includes peer tutoring and supplemental instruction in critical STEM courses. Additionally, HWC provides STEM students with tailored basic skills courses and science methods courses appropriate to that institution. II. Research. RU faculty are providing undergraduate research opportunities to first- and second-year science STEM students from both institutions. Research activities include student stipends, a research methods seminar, and an annual joint HWC-RU student-faculty research forum. III. Student Scholarships. Both HWC and RU have high percentages of part time students who simultaneously work and attend school. At both institutions, a limited number of scholarships are being offered to declared STEM majors in order to assist students in maintaining full time STEM study. IV. Faculty development. Curricular alignment and pedagogical improvements at both HWC and RU are being reinforced through annual joint RU-HWC faculty professional development seminars. Additionally, HWC faculty are offered expanded opportunities for research and professional development. A comprehensive evaluation plan informs and evaluates the above efforts. Annual evaluations provide a continuous monitoring of benchmarks and allow for any needed mid-course adjustments in recruitment and instructional strategies. The summative evaluation draws from data collected throughout the project period and assesses the overall success of the project and the relative contributions of the various project components to project goals. Results are disseminated through local, regional and national meetings in STEM and STEM education disciplines, publication in STEM education journals and distribution as SENCER model courses. Intellectual merit. First, the proposed curricular enhancements contribute to scholarship of teaching and learning in STEM disciplines. Specifically, evaluation of curricular components determine whether the civic engagement approach sponsored by the NSF-supported SENCER initiative is adaptable for use with STEM majors. Second, the evaluation plan addresses fundamental research questions on factors influencing student success in STEM disciplines, and the effectiveness of various strategies on STEM enrollments, retention and graduation. Broader Impacts. Because HWC and RU enroll high percentages of minorities (73% HWC; 37% RU) and women (60% HWC; 68% RU), the proposed activities broaden the participation of underrepresented groups in STEM disciplines. The RU-HWC partnership enhances infrastructure for STEM education and builds a regional community of STEM education practitioners. A percentage of RU STEM majors seek secondary education certificates, and thus the activities increase the number of STEM secondary education students and model active learning and civic engagement pedagogies to this community of students. The activities therefore strengthen secondary STEM education in metropolitan Chicago. STEM TALENT EXPANSN PGM (STEP) DUE EHR Trubatch, Janett Steve Cohen Kristen Leckrone Dennis Lehman Roosevelt University IL Susan H. Hixson Continuing grant 967835 1796 SMET 9178 0757055 July 1, 2008 Fostering Opportunities for Tomorrow's Engineers (FORTE). This STEP project addresses both local and national initiatives aimed at increasing the number of students entering and graduating from programs in engineering. The major strategies incorporated in the STEP program plan of activities are: a Residential Summer Bridge Program; Peer Mentoring Initiatives, Living- Learning Community. Also, this STEP project incorporates an enhanced recruitment plan, particularly designed to increase enrollment of women and under-represented minority students. Additionally, this STEP project includes close partnerships with local high schools and technical colleges. STEM TALENT EXPANSN PGM (STEP) DUE EHR Reisel, John Hossein Hosseini George Hanson Ethan Munson Edward Beimborn University of Wisconsin-Milwaukee WI Lesia L. Crumpton-Young Continuing grant 1574795 1796 SMET 9178 0116000 Human Subjects 0757076 June 15, 2008 Becoming Scientists: Practices in Undergraduate Education that Contribute to Degree Completion and Advanced Study in STEM Disciplines. This Type 2 project intends to collect survey data about college student progression toward degrees in science and engineering fields. The researchers are examining differences in student to student attributes and educational practices in undergraduate courses that are related to student decisions to continue study in STEM fields. The study uses a national sample of 2004 students as a baseline and follows these students up to 6 years after college entry. This project extends a similar analysis on health issues separately supported by NIH. The associations that will emerge from this analysis of students in 680 4-year colleges are intended to advise other researchers and the STEM community about institutional, classroom, and student practices that appear to be related to improving student performance in college STEM classes. One particular question is an analysis of programs that assist students in overcoming racial isolation in the STEM fields. This project provides new empirical and descriptive information about the conditions that are correlated with choosing careers in science and technology fields of today's undergraduate students. The researchers are situating their study within other known studies of student progression toward a degree in science and technology fields. STEM TALENT EXPANSN PGM (STEP) DUE EHR Hurtado, Sylvia Mitchell Chang University of California-Los Angeles CA Larry E. Suter Continuing grant 1029511 1796 SMET 9178 0116000 Human Subjects 0757088 June 15, 2008 Advancing STEM Performance, Innovation and Retention (ASPIRe). This historic Hispanic Serving Institution is acting as a strong conduit for students from local high schools to four year schools. Recruitment and retention efforts include concurrent enrollment in high school and college courses with credit available for both, a summer enrichment program and other remedial programs particularly in mathematics, opportunities for industry internships with local industry, and a mentoring program as well as workshops to help faculty gain mentoring skills. Intellectual Merit: This project is based on successful pilot efforts to increase science, technology, engineering and mathematics (STEM) major enrollment and retention. It is expanding the talent pool of STEM students by providing a proactive project that creatively utilizes the resources of a regional four-year college and of the local school districts. An underserved population of students, many of them minorities and with little financial resources, is receiving baccalaureate level training at minimal expense and in a culturally friendly environment. Broader Impact: This project has specific activities designed to interest a local population to enroll in STEM related programs and to interest them in and prepare them for enrollment and graduation from affiliated four year schools. They are targeting as potential students not only high school students but also, through association with local unemployment offices, people who might be able to consider a STEM education as a pathway to a new career. This geographic area is among the poorest economic regions of the country and contributes heavily to the state's low standing in per capita income. The project is making strong efforts to make the local population aware of the potential of a STEM career and of the project's activities. STEM TALENT EXPANSN PGM (STEP) DUE EHR Sena, Anthony Andres Salazar Northern New Mexico Community College Espanola NM Terry S. Woodin Continuing grant 399252 1796 SMET 9178 9150 0116000 Human Subjects 0757113 July 1, 2008 TEST UP: Talent Expansion in Science and Technology - An Urban Partnership. To produce more community college STEM transfers to four-year institutions and more STEM baccalaureates, the math and science divisions at three southern California institutions created Talent Expansion in Science and Technology: An Urban Partnership (TEST:UP). This collaborative program involves California State University, Fullerton (CSUF), a four-year, comprehensive university and Mt. San Antonio College (Mt. SAC) and Santa Ana College (SAC), two of CSUF's feeder community colleges. TEST:UP includes joint initiatives to engage, recruit, and retain STEM students and ultimately expand the numbers of STEM transfers to CSUF and other four-year schools. TEST:UP is a coordinated network of administrators, faculty, and staff working closely together to: 1) improve counseling, guidance, and mentoring opportunities and enhance knowledge of STEM careers for students at the two-year institutions, with the aid of a traveling 'academic success coach'; 2) offer STEM learning communities at all three institutions; 3) improve student engagement, learning, and success in pivotal math and science introductory courses at the community colleges through academic excellence workshops (AEWs), supplemental instruction (SI), and tutoring programs; and 4) develop a teaching intern program for CSUF STEM graduate students interested in two-year college teaching careers. All three TEST:UP campuses are institutionalizing effective TEST:UP program components, making permanent changes in their approaches to STEM education and advisement. Additional local colleges are being invited to join the collaboration, extending its influence. STEM TALENT EXPANSN PGM (STEP) DUE EHR Murray, Steven Martin Bonsangue Larry Redinger Rochelle Woods Carol Comeau California State University-Fullerton Foundation CA Jill K. Singer Continuing grant 2007499 1796 SMET 9178 0116000 Human Subjects 0757114 August 15, 2008 Science, Technology & Energy: Expanding Potential (STEEP). This project is attracting students to and retaining students in science, technology, engineering, and mathematics (STEM) fields via involvement with sustainable technologies in two ways. The project includes a summer Precalculus Preparedness Seminar, a summer Energy Laboratory Academy as a preparation for a later internship, placement in undergraduate research and/or industry internships, and counseling, mentoring and tutoring support through an existing Math, Engineering, Science Achievement (MESA) center. A capstone activity of the Energy Laboratory Academy is a community service project involving photovoltaics. Other efforts aimed at increasing retention within STEM majors include provision of instruction to strengthen skill sets important in gateway courses in math and laboratory science. The project's intellectual merit stems from the interplay of the many interventions being employed: project based learning, service learning, learning through teaching, intensive cohort experiences, individualized learning, and longitudinal support through established learning communities. It addresses the need for improved performance in two gateway classes: Precalculus, the course necessary for almost all lower division college technical coursework, and Circuits, a prerequisite for almost all upper division college technical coursework in many engineering disciplines. It builds on past successes of the MESA center and a current STEP project (0336644) involving a consortium of MESA Centers at a number of community colleges. The project's broader impacts are twofold: results from the comprehensive evaluation of the project are being widely disseminated to encourage others to try similar efforts; and the students graduating from the project are helping to meet the workforce needs in the greater Silicon Valley and Monterey Bay area. STEM TALENT EXPANSN PGM (STEP) DUE EHR Tappero, Susan Donna Mekis Karen Groppi Joe Jordan Cabrillo College CA Terry S. Woodin Continuing grant 793358 1796 SMET 9178 0116000 Human Subjects 0757239 August 15, 2008 Wetlands Mitigation and Marine Fisheries Curriculum. The Northwest Center for Sustainable Resources (NCSR) is developing a series of materials focused on technical issues associated with mitigation of wetland loss and construction of new wetlands, and recovery of marine ecosystems that support restoration of fish populations. These materials address topics identified as essential to increasing the knowledge and skills of natural resource technicians. This focus helps natural resource technicians meet the future demands placed on our natural resources. NCSR's materials include curriculum support materials and comprehensive teaching modules (classroom ready, stand-alone instructional units designed to develop specific knowledge and skills). They are designed to be easily adapted by faculty. These materials and modules provide faculty with new scientific research and management practices associated with the recovery of ecosystems and are designed for incorporation into their instructional materials. A series of professional development institutes focused on adaptation of these materials are also planned. The institutes help faculty to integrate these advanced materials into technical and supporting science courses at the associate and baccalaureate level. Further, to promote developing college-bound natural resource students at high schools, the Center assists teachers in adapting community-based natural resource materials and activities into their secondary science curricula. The Northwest Center for Sustainable Resources is a National Resource Center for ecosystem-based natural resource and environmental science education. The Center's foci are: (1) natural resource and environmental science educational materials development; (2) dissemination and adaptation of these materials by educators; and (3) development and implementation of professional development institutes. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Cudmore, Wynn Lester Reed Jonathan Yoder Chemeketa Community College OR David B. Campbell Standard Grant 880125 7412 1536 SMET 9178 1032 0116000 Human Subjects 0757292 August 31, 2007 Biotechnology Education Infusion Program. Biological Sciences (61) The Biotechnology Education Infusion (BEI) project is creating a three-phase program to help high school and community college science teachers and career counselors enhance students' biotechnology content knowledge and career awareness, and increase the number of students entering the biotechnology workforce. The objectives of the project are to (1) recruit 48 high school and community college science teachers and 48 career counselors in the Spokane region to participate in a one- to two-week BEI Institute (Phase I), (2) recruit 16 Phase I teachers and their students for five-week, industry-directed biotechnology lab experiences (Phase II), (3) recruit 4 Phase II teachers for five-week industry internships (Phase III), (4) help teachers and counselors create a BEI Resource Guide that includes instructional materials, laboratory investigations, and career advising materials, (5) evaluate the program's effectiveness in enhancing teacher infusion of biotechnology into their curricula, raising teacher and counselor awareness of biotechnology careers, and improving student biotechnology content knowledge, career awareness, and attitudes, and (6) disseminate the BEI Resource Guide and BEI Model Program. The project is impacting an estimated 17,000 students. ADVANCED TECH EDUCATION PROG DUE EHR Oliver, Sylvia Donald Lightfoot Suzanne Bassett Washington State University WA David A. Hanych Continuing grant 596248 7412 SMET 9178 1032 0116000 Human Subjects 0801161 October 1, 2007 Collaborative Research: Phase II Development of an Innovative Multi-functional Smart Vibration Platform. Engineering - Materials Science (57) This project is developing Smart Vibration Platforms (SVP) for distribution and utilization at several diverse types of institutions and undergraduate degree programs. The SVP is being utilized to teach mechanical engineering dynamics concepts such as damping and structural vibration controls. The "Smart" part of the platform is based on the utilization of two smart materials: a shape memory alloy, which changes stiffness with temperature, and a magneto-rheological fluid, which provides adjustable damping based on use of an electromagnet. The SVP is a creative and easy to use device, and is advancing student knowledge and understanding by helping students experiment with smart materials, vibrations, and controls. This project is developing and deploying SVPs at six different institutions and extending its implementation to civil, electrical, and materials engineering as well as engineering technology courses. Using the SVP as a tool, the PIs are creating innovative teaching materials, including demonstrations, hands-on experiments, course modules, and new courses. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Gou, Jihua (Jan) University of Central Florida FL Russell L. Pimmel Standard Grant 30001 7492 1536 SMET 9178 9150 0801212 July 1, 2008 Wind Energy Technology. Laramie County Community College, in consultation with Wyoming's Governor's Office, Wyoming's Business Council's State Energy Office, the National Renewable Energy Laboratory's Wind Technology Center, and Wyoming's wind farm industry, is designing and implementing a career pathway in wind energy technology that includes (1) a wind energy technician certificate program, (2) a wind energy mechanic diploma program, (3) a wind energy Associate of Science degree program, and (4) a summer bridge program for high school students. The project is also preparing and delivering informational presentations on wind energy technology for the public. The project addresses the paucity of wind energy technology educational programs in America and the growing workforce needs of the western region's expanding wind power industry. ADVANCED TECH EDUCATION PROG DUE EHR Cook, Terry Edward Olson Laramie County Community College WY David A. Hanych Standard Grant 187920 7412 SMET 9178 9150 1032 0116000 Human Subjects 0801729 August 15, 2008 Diverse Engineering Pathways: Curriculum Innovation and Best Practice for Recruitment, Retention, and Advancement of Engineering Technology Majors. This project involves a formal partnership to improve and positively impact the education of engineering technicians in an underdeveloped service area where recently announced economic development opportunities are creating 5,500-8,000 new jobs through a billion dollar industrial project. The partnership is a formal alliance of ten school districts; industry; a predominately minority technical college, a private Historically Black College or University (HBCU); and a publicly funded HBCU. The project also includes a State Department of Education (SDE) and the State Board for Technical and Comprehensive Education (SBTCE). The stated goal of the partnership is to increase both the number and diversity of students who enter and complete associate degrees in existing and emerging science, technology, engineering, and mathematics (STEM) cluster disciplines. It accomplishes the following objectives: (1) Increasing both the number and diversity of students entering associate degree programs in the computer engineering, instrumentation, and other engineering technology disciplines through the implementation and articulation of high school STEM cluster majors (programs of study); (2) Improving success rates and professional advancement opportunities for transitioning students from both high schools and industry through a formal articulated K-16 STEM career pathway and Bridge Program designed to provide transition courses in science, mathematics and engineering technology; (3) Improving postsecondary delivery of science, mathematics, and technology workplace skills, focusing on Mechatronics, Advanced Manufacturing, and Computer Technology; and (4) Improving employer satisfaction with graduates in core competencies and workplace skills. The project is promoting access to STEM careers and provides courses for under prepared students, especially women and under represented minorities. Strategies include high school STEM career majors and STEM College Academies that build on national models, such as Project Lead the Way; middle school STEM exploration activities and summer camps, high school Individual Graduation Plans; program revision that includes secondary and postsecondary faculty and student cooperative projects and mentoring using a technology platform for remote equipment and process diagnostics and collaboration; faculty development; and broad industry involvement in curriculum development, internships and co-op opportunities, scholarships, and Foundation support. ADVANCED TECH EDUCATION PROG DUE EHR Elmore, Donna James Payne Orangeburg-Calhoun Technical College SC Lance C. Perez Continuing grant 596023 7412 SMET 9178 9150 1032 0116000 Human Subjects 0801893 September 1, 2008 National Geospatial Technology Center (NGT Center). The National Geospatial Technology Center (NGT Center) is a partnership of seven community colleges, a community and technical college system, and a four-year university in collaboration with industry and state and local governments representing all regions of the country. In order to better prepare America's 21st century workforce, the vision of the NGT Center is to provide leadership to community and technical colleges in all aspects of emerging geospatial technology. To help increase the number, diversity, and quality of geospatial technology professionals, the mission of the NGT Center is to improve geospatial technology education at the community and technical college level. Intellectual Merit: The NGT Center has the potential to transform the preparation and continuing education of geospatial technicians to meet national workforce demand through its goals to: (1) create a national clearinghouse of exemplary geospatial curriculum materials, resources, and national geodatabase web services; (2) provide a unified voice for two-year colleges and increase their capacity to educate geospatial technicians through new partnerships and collaborations; (3) increase the quantity, quality and diversity of geospatial technicians to meet U.S. workforce needs; (4) increase the number of community and technical college geospatial faculty and secondary school teachers participating in geospatial professional development; and (5) create a self-sustaining center for geospatial technology. Broader Impacts: The institutional partners of NGT serve a diverse student population and include two Hispanic Serving Colleges and two in the Southeast with significant African American enrollment. These partners continue to expand their networks for Hispanic and African American students throughout their service regions and beyond. Individuals with disabilities, especially disabled veterans, provide an untapped resource for geospatial technology workers. The NGT Center is working with various disability agencies to better meet the needs of this population, including the integration of assistive technology devices. The NGT Center partners are actively presenting at a variety of events to increase awareness of resources available to educators, maintain ties to industry workforce instruction needs, and become a unifying voice for two-year programs. The team is dedicated to reaching not only the traditional outlets, but also to new and nontraditional groups such as the League for Innovation, the Association for Career and Technology Education, the National Association of Counties, the Geological Society of America, the American Geological Union, the National Center for American Indian Enterprise Development, the National Institute for Women in Trades, Technology and Science, and the United States Department of Veterans Affairs. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Davis, Phillip Vincent DiNoto Mike Rudibaugh Ann Johnson Christopher Semerjian Texas Engineering Experiment Station TX David B. Campbell Continuing grant 3731685 7412 1536 SMET 9178 1032 0116000 Human Subjects 0801907 July 1, 2008 Analyzer Technician Opportunities Project (ATOP). The innovative project is developing an Analyzer Technology field of study, culminating in an advanced technology credential for the Instrumentation A.A.S. degree program. ATOP is a multifaceted project that cuts across several ATE Project categories by creating national skills standards for Analyzer Technicians, developing analyzer technology curriculum, providing technical experiences for students, offering professional development for instructors, and disseminating deliverables widely. ATOP builds upon the work accomplished by the NSF-funded Consortia for Digital and Fieldbus Technology Education and is supported by national instrumentation organizations and industry. The petroleum refining and chemical manufacturing industries nationwide have a quantifiable need for Analyzer Technicians to monitor, maintain, repair, and install sampling and analysis equipment. The first of its kind offered by a college in the U.S., ATOP involves students in the study of analytical instruments, emphasizing their use in safety, product analysis and quality, and environmental monitoring and control. Analyzer instrumentation applications in the curriculum include gas chromatography, pH, conductivity, air and water quality, oxygen in gases, infrared, hydrocarbons, toxic gas, and combustibles, as well as the overarching technology of sample systems. The primary audiences that are benefiting from the activities include two-year college students, particularly those underrepresented in STEM fields, faculty members from two and four-year institutions, and industry. In addition, high school students and their teachers are involved in activities to increase the pipeline of analyzer technicians. ADVANCED TECH EDUCATION PROG DUE EHR Tunstall, Richard David Bourque John Purdin James Lockett Lee College TX Lance C. Perez Standard Grant 796829 7412 SMET 9178 1032 0116000 Human Subjects 0801920 August 1, 2008 Planning for a National Transportation, Distribution, and Logistics Education Center. Because the rapidly evolving global supply-chain system is creating a historic demand for a technological workforce to support all components of this system, academic and industry partners from across the nation are leveraging existing resources to develop the framework for an ATE National Center of Excellence in Transportation, Distribution, and Logistics (TDL). The educational implications of this revolution are profound. Implementation of the technologies needed to support the U.S. component of the global supply-chain system requires workers who have skills not only in TDL principles, but also in systems related to Global Positioning Systems (GPS), Geographic Information Systems (GIS), relational database management systems, and Radio Frequency Identification (RFID) technologies. Intellectual Merit: Technical and community colleges across the country require assistance in creating programs to develop technicians for this critical and rapidly emerging field. The Center is being designed to support development of technicians throughout the educational continuum, maintain a national database of skill standards in the TDL field aligned with the full spectrum of employer-needed skills, and support an educational continuum extending from high school graduation through the baccalaureate degree. A major activity of the Center is professional development of faculty in the use of case studies, problem-based learning, and curriculum design. Broader Impact: To help the United States remain competitive in the global supply chain system, the Center is being planned to foster development of the technological workforce required by the TDL industry. Because of the international scope of the global supply chain system, the Center has both a national and international impact. A model that includes best practices in the compilation and validation of skill standards that are aligned with third-party certifications, job categories, and educational credentialing levels is being disseminated through workshops and conferences so that other community colleges can utilize new knowledge in development of TDL programs. ADVANCED TECH EDUCATION PROG DUE EHR Sweeney, Dennis Katrina Savitskie Walter Martin Robert Sprague Bowles Erika Mid-South Community College AR Eileen L. Lewis Standard Grant 69610 7412 SMET 9178 9150 1032 0116000 Human Subjects 0802045 September 15, 2008 Electrical Distribution Technician Training System. The project, in cooperation with Mississippi's State Board for Community and Junior Colleges and the region's electrical power generation and distribution industry, is developing an electrical distribution technician training system in order to address the need for energy industry technicians. The project team is creating specialized technology training that encompasses the academic material and physical skills required for technicians within the energy sector and can lead to an Associate of Applied Science Degree. These efforts include the development and refinement of curricula, exploration of pathways into advanced training, development of instructors in new technologies for the energy sector, and development of an outdoor physical skills laboratory designed to simulate the actual energy transmission environment. The implementation involves a series of modular training blocks or classes, with each module leading to an industry recognized credential. These are being built into a full AAS degree program and offered to those seeking minimum skills needed to enter employment. The project team also is establishing an outdoor training facility at the Pearl River Community College's Advanced Technology Center that is providing practical training with real electrical distribution poles and towers, substations, underground utilities, and other training areas that simulate actual electrical distribution networks. The evaluation effort, under the direction of an experienced external evaluator, is looking at student enrollment, retention, achievement, internships, and placement. The investigators are disseminating their materials and results through website postings and presentations at local and regional conferences. Broader impacts include the dissemination of their materials and outreach and dual enrollment programs with area high schools. ADVANCED TECH EDUCATION PROG DUE EHR Alsobrooks, Scott Dale Miller Pearl River Community College MS Russell L. Pimmel Continuing grant 299271 7412 SMET 9178 9150 1032 0116000 Human Subjects 0802062 May 15, 2008 Computer Security and Investigations: An Integrative Approach to Curriculum Development in Digital Forensics. This project involves a strong education-industry-government group whose primary concern is industry's critical information infrastructure. Given that there is a lack of national framework for curricula and training development in digital forensics education, this project cuts across disciplines to generate a new knowledge set including security management and law enforcement perspectives. The project has three main objectives: (1) collaboration between faculty in computing and faculty in the Criminal Justice Department to develop new curricula in digital forensics for a certificate and/or A.S. degree in Computer Security and Investigations; (2) development of laboratory modules, which facilitates community college students' education for technician jobs in digital forensics, including the creation of CDs for training and tutorials; and (3) running of community-wide symposia to disseminate information to the general population about computer security and digital forensics. Unique features include (1) linkage with government agencies, companies, and other academic institutions through the Advisory Council; (2) cutting across disciplines to teach a hybrid mix of skills; (3) courses designed as modular courses to be offered as short courses or workshops for professional development for educators; and (4) website and web-based facilities that support the project, academic program, courses, and distance learning. ADVANCED TECH EDUCATION PROG DUE EHR Kaputa, Donna Shambhu Upadhyaya H. Raghav Rao Erie Community College NY Stephen C. Cooper Standard Grant 449662 7412 SMET 9178 1032 0116000 Human Subjects 0802135 July 15, 2008 Planning a Center for Advanced Automotive Technology. The automotive industry contributes significantly to the national economy, and it is currently experiencing a revolutionary technological transformation. Automakers, in response to economic, political, and environmental pressures, are expanding their development and production of more fuel efficient and environmentally friendly automobiles through advanced automotive technologies that fall into three main categories: hybrid electric vehicles (HEV), alternative fuel vehicles (AFV) including new generation diesel and biofuels, and fuel cell vehicles (FCV). These categories are both descriptive of the technologies and inclusive of new generations of alternative propulsion systems yet to be developed that require service and development technicians and technologists to acquire new skills sets and knowledge. Projections show that HEV, AFV, and FCV will grow considerably in the next 20 years, and there is an unmet demand for a future generation of technicians. With more than 26,000 automotive technicians in Michigan, a planning grant for a regional center for advanced automotive technologies is strategic in that the state is home to the American auto industry and international epicenter for research and development of new technologies. The Center for Advanced Automotive Technology (CAAT) is being planned to meet the growing and evolving advanced technical education needs of automotive technicians by providing modern training modules and programs for advanced automotive technologies that will enter the market in the near future. Activities to reform current automotive technician education curriculum at the secondary and postsecondary school levels include synthesis of existing materials; creation of curriculum; adaptation and offering of degree programs and professional development for educators; curriculum alignment to new state high school content standards in Science, Mathematics, Engineering and Technology (STEM) subjects; and utilization of educational research and industry partners to infuse research into the curriculum. The core project team for the planning process includes (a) postsecondary education institutions (Macomb Community College, Kalamazoo Valley Community College, Henry Ford Community College,and Wayne State University); (b) secondary education partners; and (c) industry and government partners. The intellectual merit of CAAT is based on the partners' abilities and capacities to improve student learning in advanced automotive technology (HEV, AFV, and FCV) by collecting the most advanced technological expertise from industry and education partners, integrating existing and evolving curricula into a comprehensive educational package, and adapting that curriculum to targeted audiences among students and educators across the array of educational partners and the community. Broader Impact: The auto industry is critical to the entire nation. If the United States is to minimize reliance on foreign oil, use of evolving propulsion technologies must be expanded and include training of the service and development sectors. Documents produced are being made available to educational and industry partners across the United States. ADVANCED TECH EDUCATION PROG DUE EHR Sawyer IV, James Chih-Ping Yeh Gene Liao William Stark Monika Leasure Macomb Community College MI Gerhard L. Salinger Standard Grant 149661 7412 SMET 9178 1032 0116000 Human Subjects 0802147 July 1, 2008 Integrating Nanotechnology and Technician Education into the Curriculum. Middlesex Community College's two-year ATE project focuses on Integrating Nanotechnology and Technician Education into the Curriculum (INTEC) to support workforce development and transfer of students to baccalaureate programs in the sciences and engineering. The project includes an in-depth workforce needs and job skills analysis to determine the regional technical workforce requirements related to nanotechnology and other relevant emerging technologies. In addition, the project includes professional development in nanotechnology for faculty and the development and the revision of curriculum to integrate nanotechnology into current courses in response to the workforce needs analysis. The project is building institutional capacity to provide education and training to support future workforce development related to nanotechnology and other emerging technologies. Other participants in the project include North Shore Community College and universities with extensive nanotechnology research: the University of Massachusetts, Lowell, Northeastern University, and University of Massachusetts, Amherst. ADVANCED TECH EDUCATION PROG DUE EHR Sheer, Neil Carlos Coral Middlesex Community College MA Duncan E. McBride Standard Grant 199611 7412 SMET 9178 1032 0116000 Human Subjects 0802149 June 1, 2008 Engaging Students in Electro/Mechanical fields. The Electro Mechanical program prepares students for real world experiences and addresses future labor shortages in several fields. Graduates are employed as maintenance or operations technicians in regional manufacturing companies. The college's Technology Department enhances and strengthens the Electro Mechanical program by means of several activities. New courses are added and some revised to provide real world experiences with industrial machines. Several courses are improved by incorporating hands-on teaching equipment into these courses. Examples of equipment are a portable pneumatics trouble shooting trainer and a portable PLC. Scholarships are provided to underrepresented students, women and students with disabilities. In addition, the project is recruiting students from middle schools and high schools throughout the region. The Electro Mechanical degree and certificate programs serve students and company employees throughout the Southeastern Tennessee region of the Tennessee Valley Authority. EXP PROG TO STIM COMP RES ADVANCED TECH EDUCATION PROG DUE EHR Gentry, Allan David Laman John Hannah Cleveland State Community College TN Herbert H. Richtol Standard Grant 150000 9150 7412 SMET 9178 9150 1032 0116000 Human Subjects 0802245 July 15, 2008 ATE Evaluation Resource Center. The Advanced Technological Education (ATE) Evaluation Resource Center (ERC) focused on evaluating the work of the ATE program through an annual survey since 2000. The ERC now investigates and responds to the evaluation needs of the ATE projects by assisting current and prospective ATE grantees to develop high-quality evaluations that provide evidence to demonstrate the extent to which the goals of the projects and the ATE program are achieved. The Center provides ATE grantees and evaluators with support to design, conduct and report credible, useful improvement and accountability-oriented evaluations. The ERC continues to provide ATE program monitoring activities that are useful at the program and project level. The ERC assesses the evaluation needs and capacities of ATE grantees, collects and develops evaluation resources keyed to their needs and builds evaluation capacity. The Center also engages in and supports research on evaluation-related ATE issues and disseminates the findings and resources to the projects. Information about the Center activities is disseminated to increase capacity for educational evaluation more broadly. The activities of the Center are also evaluated. ADVANCED TECH EDUCATION PROG DUE EHR Gullickson, Arlen Western Michigan University MI Gerhard L. Salinger Continuing grant 1037164 7412 SMET 9178 1032 0116000 Human Subjects 0802249 September 1, 2008 Innovations in Engineering Technology Education. This project provides educational technology innovations that strengthen the engineering technology program and increases the number and diversity of students entering the field. The project promotes a dual focus. First, the project provides active learning tools for students. Second, the learning tools are utilized to help middle and high school students become aware of and interested in career opportunities offered by the field. The project includes a strong focus on attracting underrepresented students to the engineering and engineering technology fields. The technology innovations include: creation of a sustainable energy 3D simulator and calculator incorporating four energy sources (wind, solar, biomass, and geothermal), incorporation of 3D Rapid Prototyping, and development of a feature rich interactive website entitled, "Are You Ready?" The close linkage of this project with local middle schools, high schools, and other youth serving organizations improves student interest in careers in engineering and engineering technology fields and encourages and documents greater participation of underrepresented groups. The project networks to local engineering technology industries and to a cutting edge 3D software development company. All project outcomes are broadly shared with colleagues statewide and nationally. ADVANCED TECH EDUCATION PROG DUE EHR Manimaran, Ravi Victoria Fitzgerald Larry Shimmin Black Hawk College District Office IL Herbert H. Richtol Standard Grant 143172 7412 SMET 9178 1032 0116000 Human Subjects 0802253 July 15, 2008 The "Bio-Bench" Project. The ultimate goal of the Bio-Bench project is to develop skilled bench technicians for the life sciences industry, including workers for companies growing out of business incubators, and training of unemployed or underemployed individuals for entry positions into the life sciences industry. To accomplish this goal, the St. Louis Community College (SLCC) Center for Plant and Life Sciences, with a biotechnology technician training program in a post-incubator facility, allows SLCC to assist growing companies as they navigate the early years of existence. The SLCC provides local companies with a Contract Research Organization (CRO) with which they can contract work to the SLCC training programs, allowing them to get work completed locally, and utilizing equipment that the company doesn't have access to, while giving the technicians training in real-world experiences. The CRO provides a much needed service for growing companies, while providing on-site internships for students enrolled in the technician program. Students in the program will gain cutting edge technical skills and scientific knowledge to advance their future careers in the life sciences. The project also provides awareness programs for middle and high school students within the St. Louis region to educate them on the opportunities available within the plant and life science industry. Local teachers receive training on plant and life science-related concepts and procedures that can be incorporated into their existing science curriculums that raise the awareness and understanding of students as to the critical need for the industry and the many employment opportunities available. The project is guided by an industry advisory committee from partner organizations to establish training needs, establish partnerships with growing companies, and assist with the identification of candidates for the program. In addition, the project provides emerging companies with needed incentives to stay in the region and grow to fuel the growth of the entire life sciences industry within the city and state. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Agrawal, Ashok Eilene Lyons Richard Norris Robert Calcaterra Ahmed Sheriff St Louis Community College Administrative Center MO David B. Campbell Standard Grant 679487 7412 1536 SMET 9178 1032 0116000 Human Subjects 0802274 July 1, 2008 Adapting and Implementing the SCATE Technology Gateway Project-based Curriculum. The two-year project involves academically disadvantaged students beginning their collegiate studies in technical programs through the Department of Academic Development. The project provides comprehensive preparedness for college level degree programs and for work in technical careers. The focus is on interdisciplinary, cooperative, project-based learning in order to improve the basic science, technology, engineering, mathematical, and communication skills of students. By adapting and implementing the Technology Gateway curriculum, developed by the South Carolina Advanced Technological Education (SCATE) Center of Excellence, students investigate various technical fields through hands-on, experiential learning in the context of several workplace problem-scenarios. The goal of this project is to prepare students for technical careers and develop life-long learning skills to advance themselves and also to benefit society. Adapting and implementing this project-based education model in the Technical Career Lab increases student engagement, provides for hands-on learning, promotes teamwork and cooperation, and creates adaptive problem-solvers. The recursive nature of the Technology Gateway curriculum allows for careful measurement of increased teaming skills, the ability to transfer knowledge to new contexts, and the application of academic concepts to real-life situations. The entire community is being impacted through the opportunity for training in this educational model by SCATE and the interdisciplinary project team. Given the target student population, the project is preparing this ethnically, culturally, and economically diverse community to be more successful in the technical workforce. ADVANCED TECH EDUCATION PROG DUE EHR Giumarra, James Sally Heckel Amy Adams Jackie Cornog Benjamin Franklin Institute of Technology MA Herbert H. Richtol Standard Grant 150000 7412 SMET 9178 1032 0116000 Human Subjects 0802276 July 1, 2008 Applied Science Program. Northern Essex Community College (NECC) is developing a new science curriculum to enable students to enter the workforce as skilled laboratory technicians or to transfer to a four-year college or university. The new science curriculum includes a core that focuses on data analysis skills, basic and analytical chemistry techniques, troubleshooting skills, and discipline related molecular biology, chemistry, and field analysis techniques. Students then build on this foundation to pursue a specific discipline; either analytical chemistry, biotechnology, or environmental sciences. The intellectual merit of this project lies in the creation of a number of new science courses that use the latest techniques in biotechnology, environmental sciences, and analytical chemistry to form a new Associate's Degree in Applied Science. The broader impact of the project is found in its targeting the large and growing population of Hispanic students in the area and addressing the particular needs thse ESL students. In doing so it prepares underrepresented students for technical jobs in local industries, provides alternative pathways for student transfer, and serves regional industries by providing them with skilled technical workers. ADVANCED TECH EDUCATION PROG DUE EHR Custodia-Lora, Noemi Marcy Vozzella Mariana Melo Northern Essex Community College MA Eileen L. Lewis Standard Grant 311259 7412 SMET 9178 1032 0116000 Human Subjects 0802277 June 1, 2008 Nanotechnology Rural Education Initiative (NANOredi). The Nanotechnology Rural Education Initiative (NANOredi) builds upon the success of Dakota County Technical College's (DCTC) ATE MnNANO project in partnership with the University of Minnesota's Nanofabrication Center. NANOredi's Nanoscience Technology certificate program provides students from rural communities in southeast Minnesota, who are interested in pursuing careers in nanoscience, with transitional opportunities before transferring to a metropolitan college or university. Minnesota State College-Southeast Technical's certificate program includes the three core nanoscience courses that are offered in the first year of the DCTC program as well as general education math and science courses. NANOredi, in partnership with the Rushford Institute for Nanotechnology, also provides a regional Nanotechnology Conference for leaders in industry, government, community organizations, and educational institutions to raise awareness of the opportunities and trends in nanotechnology. ADVANCED TECH EDUCATION PROG DUE EHR Zimmer, Alice Stephen Campbell Deb Newberry Ron Erickson Tim VanLoon Minnesota State College - Southeast Technical MN Duncan E. McBride Standard Grant 150000 7412 SMET 9178 1032 0116000 Human Subjects 0802284 September 15, 2008 Mid-Pacific Information and Communications Technology Regional Center. The Mid-Pacific Information and Communications Technology Center (M-PICT) builds upon a previous project that educated technicians to work on optical and networks systems. Expanded and deeper collaborations with industry and global ICT providers enhance and improve educational efforts in 51 community colleges in Northern California to meet the growing needs for an ICT workforce by employers, equipment manufacturers and service providers in the region. Articulated and comprehensive ICT educational pathways are developed and implemented throughout the region. Successful practices in each college are identified, disseminated and implemented throughout the region to work toward a common set of ICT competencies, skills and educational approaches. A region-wide ICT Career Pathway - from high school to community college to four-year college - is developed and implemented. The outreach to the K-12 system emphasizes the standardization of terms and curriculum names to solve the problem of confusion among participants, particularly high school students and counselors. Strategies are developed to expand and diversify the region's ICT workforce. ADVANCED TECH EDUCATION PROG DUE EHR Thiry, Pierre Tim Ryan Carmen Lamha Constance Conner James Jones City College of San Francisco CA Gerhard L. Salinger Continuing grant 1477267 7412 SMET 9178 1032 0116000 Human Subjects 0802305 June 1, 2008 Manufacturing an Engineering Resource Center: An NSF National Center of Excellence. This project represents a merger of two NSF National Centers of Excellence: (a) The National Center for Manufacturing Education (NCME) which operates the Manufacturing Education Resource Center (MERC Online), an online clearinghouse of manufacturing and related educational resources (administered by Sinclair Community College of Dayton, Ohio); and (b) The New Jersey Center for Advanced Technological Education (NJCATE) which operates the National Engineering Technology Education Clearinghouse (NETEC) an online clearinghouse of engineering technology and related educational resources (administered by Middlesex County College of Edison, New Jersey). Intellectual Merit: The goal of the project is to increase the national impact of engineering and manufacturing technology reform through the dissemination of model programs, materials, and instructional curricula via a web-based clearinghouse (www.merconline.net), faculty professional development, and related outreach services. The primary areas of emphasis are (1) proactively expanding the educational resources available in the digital clearinghouse and (2) aggressively expanding the user base of pre-college and postsecondary faculty across the country. The instructional resources disseminated nationally by the digital clearinghouse represent cutting edge technology content and project-based pedagogy. An experienced external evaluator is assuring effective formative and summative assessment of the project outcomes. Broader Impacts: Merging the two centers leverages the best practices developed by both while providing operational efficiencies and cost reductions. The resource center is the dissemination site for numerous professional societies (Society of Manufacturing Engineers, Manufacturing Education and Research, SME Education Foundation, and the ASEE Manufacturing Division) and NSF-funded centers such as the Consortium for Alabama Regional Center for Automotive Manufacturing (CARCAM) and the National Center for Welding Education and Training at Lorain County Community College. Online services are being expanded to include professional development, mentoring, and technical assistance. ADVANCED TECH EDUCATION PROG DUE EHR Wendel, Steven Jack Waintraub Walter Buchanan Bart Aslin Sinclair Community College OH Eileen L. Lewis Standard Grant 1600000 7412 SMET 9178 1032 0116000 Human Subjects 0802311 May 1, 2008 Creating Pathways and Opportunities for Audio Visual Systems Specialists. This project develops an educational pathway for audio video systems specialists. These specialized multimedia technicians meet the industry needs of such organizations as conference centers, hotels, sports arenas and other venues requiring integrated, high technology communication needs. Specialized courses are developed in Audio Visual Technology Systems to complete the curriculum. In consultation with an advisory committee, business and industry representatives, and trade organizations, an Associate of Applied Science (AAS) degree is created that provides the foundation for the audio visual systems specialist. In addition to creating and implementing a curriculum for an AAS degree for audio visual systems specialists, customized business training is offered for incumbent workers. This project 1) meets industry's growing demand for entry and advanced level audio visual systems specialists, and 2) develops the educational opportunities that allow these highly specialized technicians to climb educational and career ladders. Specific activities include 1) developing curriculum, courses, and training materials; 2) recruiting students into AAS and certificate programs and corporate training; 3) developing, maintaining and strengthening industry relationships; 4) strengthening the educational continuum; and 5) disseminating the program development model, curriculum, best practices and outcomes. ADVANCED TECH EDUCATION PROG DUE EHR Waites, Chase Deborah Ellington North Harris Montgomery Community College District TX Stephen C. Cooper Standard Grant 431902 7412 SMET 9178 1032 0116000 Human Subjects 0802323 September 1, 2008 Midwest Regional Center for Nanotechnology Education (Nano-Link). This project establishes the Midwest Regional Center for Nanotechnology Education (NANO-LINK), building upon the success of Dakota County Technical College's ATE MnNANO project in partnership with the University of Minnesota. That project developed a pioneering multidisciplinary AAS degree program designed to prepare graduates for markets where the broader field of nanoscience is emerging. NANO-LINK is designed to provide resources and support to colleges along the Midwest corridor from North Dakota to Michigan as they develop similar programs to grow a skilled nanoscience technician workforce that will foster economic growth in nanoscale science and technology in the region. Six two-year colleges in North Dakota, Minnesota, Wisconsin, Illinois and Michigan have partnered to develop NANO-LINK along with two research universities in the region--the University of Minnesota and Northwestern University. NANO-LINK focuses on seven key goals: establish a Midwest Regional Industry Advisory Board; develop multidisciplinary nanoscience programs; partner with the University of Minnesota to provide remote access delivery for nanoscience experiences in pre-capstone and capstone courses; partner with the NSF National Center for Learning and Teaching Technology in Nanoscale Science and Engineering (NCLT) at Northwestern University to provide professional development for secondary educators and college faculty; establish a clearinghouse infrastructure for undergraduate instructional materials; develop outreach activities to enhance recruitment of students into nanoscience programs, with an emphasis on underrepresented students; and provide venues for dissemination including an annual nanoscience conference for faculty, students, alumni, and industry. The Intellectual Merit of this project is based on the wide availability of a multidisciplinary nanoscience technician education curriculum in an emerging field of science and engineering, which greatly impacts our nation's competitiveness and future job growth in many industries, such as biotechnology, medical devices, agriculture, materials, and electronics. It is also building coordinated partnerships among regional educational institutions and industries that enable them to offer quality nanoscience educational programs as well as training for incumbent workers The Broader Impact of this project is that it supports coordinated adaptation of a multidisciplinary Nanoscience Technology program for technician education at community and technical colleges throughout the region. It is partnering with NCLT to provide professional development opportunities for educators and preparing them to infuse modules into nanoscience and STEM curricula. It is partnering with the University of Minnesota to deliver a high level capstone experience as well as unique remote access educational experiences with a focus on instrumentation in capstone and pre-capstone courses. The clearinghouse offers best practice nanoscience lecture and laboratory curricula materials for use by faculty teaching courses in undergraduate programs. Materials and activities are being developed to enhance the recruitment of students into the nanoscience programs. The benefit to society is that high quality educational programs prepare nanoscience technicians to meet the emerging needs of industry. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Newberry, Deb Thomas Deits Stephen Campbell Michael Burke Ron Erickson Dakota County Technical College MN Duncan E. McBride Continuing grant 1500000 7412 1536 SMET 9178 1032 0116000 Human Subjects 0802350 October 1, 2008 Technology and Innovation in Manufacturing and Engineering (TIME) Center. The Technology and Innovation in Manufacturing and Engineering (TIME) Center is continuing its transformational activities and broadening its focus on manufacturing and engineering technology at the secondary and postsecondary levels. Center partners are pursuing a comprehensive strategy to: 1. Develop secondary and post-secondary manufacturing and engineering technology curricula in demand-driven program areas. 2. Provide professional development opportunities for secondary and post-secondary manufacturing, engineering technology and science, technology, engineering, and mathematics (STEM) faculty. 3. Collaborate with partners and key stakeholder groups to enhance the visibility and image of manufacturing and engineering technology as viable career options. 4. Explore innovative instructional methodology to support more effective delivery of manufacturing and engineering technology education. The target audiences for these strategies include students from middle school through college, parents, K-12 teachers, college faculty, high school and college career counselors, adult learners, incumbent workers, and members of the employment community. In order to reach these diverse constituencies, the TIME Center is working with a wide variety of local, regional and national partners. Among the collaborators are seven community colleges, three universities, state and local K-12 educational systems, state and local workforce and economic development agencies, six business organizations, and individual companies. The objectives of the TIME Center build upon its many successes to date, continue the transformation in manufacturing and engineering technology education already begun, and expand involvement and expertise into new areas that enhance capabilities to address these changes. Intellectual Merit: Activities systematically build upon successes and lessons learned to date by continuing the redesign and restructuring of secondary and post-secondary manufacturing and engineering technology programs in Maryland; identifying new, emerging areas for coursework and possible degree options that continue to meet the industry's need for trained technicians; ensuring that faculty have access to current instructional materials, technologies, and state-of-the practice professional development; exploring innovative instructional delivery approaches; and institutionalizing products and expertise into partner programs at various educational levels. Broader Impact: Activities continue to involve the Center in regional and statewide workforce development partnerships and initiatives; maintain close interaction with the employer community; broaden the participation of underrepresented groups; advance efforts to create systemic educational change at the secondary and post-secondary levels; more effectively assess the impact of collective efforts on student learning; collaborate with other ATE Centers on professional development and research on alternate instructional delivery options; and ensure sustainability and institutionalization of products and services. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Faber, Dennis Judy Loar Kenneth Burch Community College of Baltimore County, Essex MD Duncan E. McBride Continuing grant 1978581 7412 1536 SMET 9178 1032 0116000 Human Subjects 0802358 July 1, 2008 Logistics Technicians: Goods To Go. The Logistics Technicians: Goods to Go project has three goals: 1) to improve the educational experience of pre-technology students by providing a complete fast-track career pathway in supply chain/logistics technology; 2) to recruit regional high school students, at-risk youth and foster care youth to the automated systems and logistics technology program; and 3) to prepare community college faculty to teach the automated systems and logistics technology program by developing their expertise in specialized curricula areas with the support of university faculty. The project partners regional high schools serving diverse low-income communities that have student bodies with low college-going rates with the community college logistics program. The innovative program links a community college, university, high schools, and industry to create a streamlined pathway to a baccalaureate degree in Technology and Operations Management. Both college faculties are committed to a seamless transition from high school to community college to a four-year institution. An experienced evaluator is committed to the project. The institutions include a Minority Serving Institution (MSI with 52% minority enrollment) and a Hispanic Serving Institution (H.S.I. with 32% Hispanic enrollment) with over 30,000 students. The project recruits from regional high schools, at-risk youth programs, foster-care programs, and a Summer Automation Institute for middle and high school students. ADVANCED TECH EDUCATION PROG DUE EHR Rogers, Henry Abolhassan Halati Riverside Community College District CA Lance C. Perez Standard Grant 806551 7412 SMET 9178 1032 0116000 Human Subjects 0802365 August 15, 2008 Enhancing Soft and Entrepreneurial Skills Training for Two-Year College Technicians Using a Contextualized Business Simulation Program. The Virtual Enterprise system is an international technology-driven business simulation program in which students in face-to-face settings and coordinated online activities start and run a virtual business. Based on previous work in building a virtual technology firm that fills a societal or business need through innovative services or products it created, this project develops, implements, and evaluates two courses for an information technology curriculum -a capstone course and an awareness course. With the Virtual Enterprise system, technicians learn the technical content with activities that also require the use of entrepreneurial and "essential" skills sought after by industry. Past experience has shown that minority students can become engaged in the use of technology and learn concepts and skills in an awareness course. The capstone course also emphasizes the essential workplace competencies prized by industry. A capstone virtual enterprise course in biotechnology is developed in collaboration with faculty in the biotechnology department. Faculty in information technology and biotechnology at other two year colleges are provided direct training in the Virtual Enterprise system and personnel from three ATE centers in other disciplines are provided professional development in the use of the Virtual Enterprise system so that they can train other faculty from two year colleges to use it. Course syllabi, professional development materials are developed evaluated and disseminated. ADVANCED TECH EDUCATION PROG DUE EHR Schulman, Stuart Edgar Troudt CUNY Kingsborough Community College NY Gerhard L. Salinger Continuing grant 485980 7412 SMET 9178 1032 0116000 Human Subjects 0802378 September 1, 2008 Investigative Science and Law Enforcement Technology - Phase 2. Interdisciplinary (99) This project is developing a rubric to assess criminal investigation skills across content specialties (such as law enforcement and Homeland Security), a curriculum that expands related degree programs -- including two criminal investigation-related certifications, and a career ladder that builds 2+2+2 articulation agreements. The criminal investigation rubric assesses understanding of science and technology as it relates to: investigation, interview and interrogation, forensic biology, forensic imaging, crime and incident mapping, homeland defense, computer forensics, hazardous materials, geo-spatial, private security, and homicide analysis. Curriculum materials being developed incorporate topics in technology-intensive subjects in investigations, interoperability, and intelligence. They include the preparation of three online courses: Forensic Psychology I, Introduction to Intelligence, and Crime Prevention Through Environmental Design. The two certifications being prepared are "Crime Mapping and Analysis" and "Intelligence Analysis". This project serves diverse and underserved segments of the population, particularly in rural areas and in tribal communities and regions in Minnesota and North and South Dakota. ADVANCED TECH EDUCATION PROG DUE EHR Mathews, Carol Ellen Kabat Lensch Dennis Cusick Jeralyn Jargo Richard Ward Century Community and Technical College MN Victor P. Piotrowski Standard Grant 899051 7412 SMET 9178 1032 0116000 Human Subjects 0802383 October 1, 2008 The College-Company Connection: Bringing Real-World Work Experience to Students through Strategic Partnerships. Montgomery County Community College (MCCC), in partnership with Rohm and Haas company, is creating an in-house laboratory service facility to provide MCCC's biotechnology students with real-world training opportunities. The laboratory functions as a contract research organization to test new proteins developed by Rohm and Haas for use in biopharmaceutical manufacturing. The project is incorporating work-based experiences into existing science courses, exposing students to state-of-the-art instrumentation, and enhancing STEM content in technician education courses. Besides establishing a working biotechnology training facility, the project is enhancing MCCC's biotechnology curriculum, providing summer internship opportunities for regional high school or community college teachers, providing students with additional training opportunities at company facilities, developing a laboratory practical exam for assessing student learning and skills, and pilot testing a strategic partnership model between a community college and a biotechnology company. ADVANCED TECH EDUCATION PROG DUE EHR Rehfuss, Linda Kevin Lampe Montgomery County Community College PA David A. Hanych Standard Grant 148801 7412 SMET 9178 1032 0116000 Human Subjects 0802388 September 15, 2008 Midwest Digital Fabrication Partnership. Two community colleges and a university are forming a Midwest Digital Fabrication Partnership (MDFP). The MDFP seeks to integrate Massachusetts Institute of Technology (MIT)-based Digital Fabrication capabilities and resources into student learning experiences at the undergraduate levels of higher education. The major goals of the project are to: 1) integrate Digital Fabrication Laboratories into selected Product Realization courses to provide enhanced, hands-on Science, Technology, Engineering and Mathematics (STEM) learning experiences; 2) assess the ability of Digital Fabrication Laboratory experiences to enhance student STEM competencies and attitudes; and 3) evaluate Digital Fabrication Laboratories as a STEM recruitment vehicle. This initiative also integrates program disciplines with Digital Fabrication orientation through development of articulation agreements between the three colleges. A cross-disciplinary Fab Lab project team is being established utilizing staff and experts from the three colleges in the Mechanical Design, Applied Engineering Technology, Manufacturing Technologies, Information Technology, and Electrical-Electronics based programs. The team is identifying selected courses in their respective programs that have Digital Fabrication relevance for hands-on learning activities. To support this initiative, partner institutions are transforming existing laboratory space into new Digital Fabrication Laboratories with incremental capital equipment investments. ADVANCED TECH EDUCATION PROG DUE EHR Janisse, James Scott Simenson Randy Hulke Fox Valley Technical College WI Lance C. Perez Continuing grant 449090 7412 SMET 9178 1032 0116000 Human Subjects 0802394 July 1, 2008 Planning Grant for a National Center of Logistics and Supply Chain Technology. A group of academic institutions and industry are planning a National Center of Logistics and Supply Chain Technology. The initiative is being jointly led by Riverside Community College District in California and Sinclair Community College in Ohio. Participating partners include (a) in California the Distribution Management Association of Southern California, Cardinal Health Systems, and Ozburn-Hessey Logistics; and (b) in Ohio ABX Air, Boeing, DAU (Defense Acquisition University), and Honda. The objective is to develop a five-year strategic plan for a National Center of Logistics and Supply Chain Management to include (a) mission and vision, (b) organizational structure, (c) partnerships and linkages to other initiatives, (c) student recruitment strategies, (d) faculty development strategies, (e) outreach and dissemination methods, and (f) evaluation criteria and methodology. The National Center of Logistics and Supply Chain Technology is being planned to develop high-quality programs, curricula, and faculty professional development in the science, technology, engineering, and mathematics (STEM) disciplines of (1) mathematics: (i.e. operations research, statistics); (2) technology: (i.e. Global Positioning Systems, Radio Frequency Identification); and (3) engineering (i.e. human-machine interface, automated systems design) Intellectual Merit: Currently, many initiatives are being designed to create and make available information on logistics educational programs, teaching materials, and jobs. These efforts accomplish an important mission within a local area or industry; however, they are disparate and localized. This planning project is creating a blueprint for a national center designed to standardize creation and dissemination of logistics education, standards, and materials. It is melding military and private logistics methods for increased efficiency and effectiveness for both sectors. Broader Impacts: The development of a national center for logistics and supply-chain management addresses two critical issues. First, the logistics and supply chain management are important industries, which offer career ladders to family-supporting jobs. Employment in logistics and support industries is growing and projected to add 969,000 jobs by 2030. Second, the Department of Defense is on the verge of a retirement-driven talent crisis. By 2015, 54% of the federal acquisition workforce will retire. The development of a national center provides a mechanism to support the growth and replacement of talent in this vital economic sector. ADVANCED TECH EDUCATION PROG DUE EHR Beck, Rex Ned Young Riverside Community College District CA Eileen L. Lewis Standard Grant 69992 7412 SMET 9178 1032 0116000 Human Subjects 0802396 September 1, 2008 NanoTechnology Technician Education. The project is developing and implementing a Nanotechnology Technician Education degree program by adapting existing curricula and developing new curricula. The program is a third degree track in the college's Advanced Manufacturing Technology degree program (the other two tracks are Manufacturing Engineering Technology and Polymer Manufacturing Technology). The new degree option is strongly supported by regional organizations and industry. The 42 project partners include 29 industry partners who are supporting curriculum development and/or are providing internship and employment opportunities for students. In addition to developing new curricula for this program, the college is adapting elements of a nanotechnology undergraduate program developed by project partner University of Virginia, which is also providing training equipment and curriculum development support. The primary audience for the new program is graduating high school seniors, as well as local adult workers who are seeking career re-training due to loss of a great number of the region's traditional jobs in textiles manufacturing and tobacco. The Nanotechnology Education degree program is being managed by Danville Community College's Workforce Services and housed in its Regional Center for Advanced Technology and Training, a new 24,000-square-foot high-tech facility designed to support high-level scientific training programs such as nanotechnology education. ADVANCED TECH EDUCATION PROG DUE EHR Chhajer, Mukesh Jerry Franklin Kenneth Walker Danville Community College VA Duncan E. McBride Continuing grant 456750 7412 SMET 9178 1032 0116000 Human Subjects 0802408 August 1, 2008 Geospatial Technology (GST) Program at Southwestern College. Over a three-year period, Southwestern College (SWC) is developing and establishing a comprehensive program in Geospatial Technology (GST). GST is the specialized set of information technologies (such as aerial photography, remote sensing, surveying, and global positioning systems) that supports a wide variety of uses, including data acquisition, data storage and manipulation, image analysis, and geovisualization display and output. Because San Diego County is home to a large number of companies that utilize GST, a significant need exists within the workforce of San Diego County for personnel trained in the theory and use of geospatial technology software and hardware, particularly for spatial analysis and geovisualization applications. The Earth Science and Physical Science Departments at SWC, along with faculty from disciplinary divisions across the entire campus, are increasing the professional opportunities for residents of the SWC District while supplying the local science and industry sectors with highly qualified geospatial technicians. The core of the GST program is the implementation of three new courses emphasizing hands-on experience with the hardware, software, and techniques employed in science, industry, and academia and the incorporation of GST learning modules into other existing courses. Other valuable services of the program are: 1) professional development for college and high school faculty in GST theory and applications; 2) placement of community college students into baccalaureate programs and undergraduate GST research projects; and 3) placement of students into professional, paid internships. The GST program is promoting the intellectual development of a community of learners who are underserved and in need. With the college's student enrollment of greater than 80% ethnic minorities, not only is the Southwestern College GST program providing quality technicians to a regional workforce in need, it is also increasing the number of technical employees from underrepresented groups. ADVANCED TECH EDUCATION PROG DUE EHR Yanow, Ken Jeffrey Veal Southwestern College CA David B. Campbell Standard Grant 273703 7412 SMET 9178 1032 0116000 Human Subjects 0802414 September 15, 2008 Virtual Ideation Platform (VIP). Central Maine Community College (CMCC), in collaboration with partners across New England and the United States, is developing a virtual ideation platform (VIP). The virtual ideation platform enables faculty and students to share product concepts, resources, and expertise across the internet to resolve complex design and manufacturing problems. CMCC has formed partnerships with regional community colleges, universities, industries, government agencies, and other ATE centers to create a synergistic group of experts to participate in the creation of the VIP. CMCC is engaging faculty members around New England and across the country who have expertise in key areas such as design, finite element analysis, process modeling and optimization, rapid prototyping, and machine tooling. The CMCC VIP model views tension between design and manufacturing as a socio-technical problem and fosters an environment to address both aspects of product development. VIP functions as a user-friendly virtual infrastructure where faculty and students undertake increasingly complex product concepts within a virtual product design and manufacturing framework. The ultimate goal is empowerment of students with skill sets to effectively compete in the global marketplace. EXP PROG TO STIM COMP RES ADVANCED TECH EDUCATION PROG DUE EHR Dostie, Diane Megan Piccus Lloyd Pulsifer Kathleen Harrison lisa hix Central Maine Technical College ME Lesia L. Crumpton-Young Continuing grant 943627 9150 7412 SMET 9178 9150 1032 0116000 Human Subjects 0802417 May 1, 2008 A New Collaborative Model for Geospatial Technology Education and Workforce Studies in a Rural Region. This collaborative project, led by the University of Maine at Machias (UMM) with partners in five other colleges and universities and an extended community of GST educators, is designed to meet the growing demand for workers skilled in geospatial technologies (GST) in Maine. The approach includes developing educational programs that are more accessible and applicable to the needs of a rural workforce and increasing the number of students enrolling in courses, receiving two-year degrees and certificates, and pursuing further higher education. The model for GST education takes into account the lack of access to high-speed Internet and computing capacity in rural areas and the limited enrollment in rural community colleges across the state. This project is filling important gaps in understanding the educational needs of the rural geospatial workforce, particularly the skills needed by ancillary users of GST in government, natural resource conservation, and economic development. Information obtained from the workforce study is being used to inform the development and testing of curriculum, program structure and instructional methods for technical education that blend the best of distance education and on-site, inquiry-based, service learning. This project is demonstrating new modes of cooperation among institutions of higher education to meet the needs of the rural geospatial workforce nationally. Through outreach via the National Consortium for Rural Geospatial Innovations in America, this project serves as a model for GIS education in rural regions. CCLI-Phase 1 (Exploratory) ADVANCED TECH EDUCATION PROG DUE EHR Johnson, Tora Matthew Bampton David Markow Scott Hood Charles Gregory University of Maine at Machias ME David J. Matty Continuing grant 605024 7494 7412 SMET 1032 9178 0116000 Human Subjects 0802418 September 1, 2008 NCTT: Community of Practice. The National Center for Telecommunications Technology builds on its regional partnerships to develop an Information and Communications Technology (ICT) Community of Practice (CoP) - bringing together an expanding group of academic and industry experts who are interested in creating a quality and industry relevant education for students in ICT enabled curricula. The CoP is a means to engage quality subject matter experts with faculty to keep the content and pedagogy of courses current and to quickly share and disseminate the insights nationally. Semi-annual conferences, blogs, webinars and podcasts provide opportunities for faculty professional growth. The CoP develops and validates ICT skill standards and curricula and provides an interactive workspace and dynamic library to make them available to others. The capacity of the present consortium of 14 regional partners working with 70 industries is to be expanded. The CoP also encourages participation by students and faculty underrepresented in the telecommunications field. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Snyder, Gordon Vincent DiNoto Ann Beheler Mohammad Shanehsaz Michael Qaissaunee Springfield Technical Community College MA Gerhard L. Salinger Standard Grant 1757000 7412 1536 SMET 9178 1032 0116000 Human Subjects 0802423 July 1, 2008 Waterjet Cutting Technology for Machine Tool Technicians. The Waterjet Technology project is developing an effective training program in state-of-the-art waterjet cutting processes for machine tool technicians and other programs in manufacturing. Waterjet processes have experienced many improvements in design and function during the last decade, and its industry usage has accelerated rapidly so that it is quickly becoming a standard tool in machine shops around the world. The project's activities consist of developing faculty expertise, acquiring equipment and resources to build training capacity, identifying competencies and developing curriculum components to teach skills in waterjet technology. In addition, the project provides training opportunities and informative seminars to college faculty members, secondary-level teachers and students throughout the region, industry representatives and incumbent workers. The project identifies competencies and develops curricula for effective training in waterjet technology. Newly developed curriculum components are adopted throughout the statewide community and technical college system, and are disseminated to a larger audience. The training provided by this project enhances job opportunities for graduates and expands opportunities for regional businesses. EXP PROG TO STIM COMP RES ADVANCED TECH EDUCATION PROG DUE EHR Welch, Mark Russell Chaney Kentucky Community & Technical College System KY Herbert H. Richtol Standard Grant 149980 9150 7412 SMET 9178 9150 1032 0116000 Human Subjects 0802426 June 1, 2008 Teachers' Domain: Advanced Thechnologies. The WGBH Educational Foundation (WGBH) is developing, evaluating, and disseminating a Teachers' Domain digital library collection of 50 rich-media resources drawn from the national network of ATE Projects and Resource Centers to support the teaching and learning of advanced technologies in high schools. Leveraging NSF's investment in the original production of such learning objects for use in higher education settings through the ATE program, the project is identifying those most appropriate for teachers and students in grades 9-12 and adding background essays, lesson plans, and other contextualization features to support integration with commonly taught curricula, easy use by both teachers and students, and alignment with standards in mathematics and science as well as technology. A companion online professional development course targeting science, math, and technical/career education teachers at the high school level is also being produced and marketed. The Center for Children and Technology (CCT) at the Education Development Center (EDC) is piloting these resources in testbed schools and conducting a series of case studies analyzing use throughout the country. This project is helping to prepare the nation's technical workforce by enhancing the relevance and impact of STEM education while also encouraging students to consider further study and potential careers in advanced technology fields. A secondary goal is to prepare high school teachers to integrate such content within ongoing math and science classes. Dissemination, promotion, and marketing activities are conducted through collaborating ATE Projects and Resource Centers as well as established channels of WGBH and the other member stations of the Public Broadcasting Service (PBS), engaging professional associations in K-12 science, math, and technology. ADVANCED TECH EDUCATION PROG DUE EHR Sicker, Theodore WGBH Educational Foundation MA Joan T Prival Continuing grant 599904 7412 SMET 9178 1032 0116000 Human Subjects 0802436 October 1, 2008 Florida's Regional Center for Manufaucturing Education (FLATE). The NSF Florida Advanced Technological Education (FLATE) Center is a state wide ATE Regional Center for Manufacturing Education. Goals for the 3 year renewal period are to (a) identify and secure state and/or other funds for operations; (b) implement a statewide unified education system that positions manufacturing education as a convergent curriculum to optimize technician preparation in manufacturing and its enabling technologies; (c) provide an effective outreach platform for Florida's high schools, community colleges, industry, and legislature to access information related to the requirements for and impact of manufacturing education; and, (d) present professional development opportunities for technical faculty to develop, refine, or certify their knowledge base within manufacturing and/or its related enabling technologies and educational pedagogies. Intellectual Merit: Outreach projects are having a systemic impact on manufacturing and its enabling technology education by merging educational content into the "Made in Florida" awareness campaign and connecting classroom activities directly with instructional visits to actual manufacturing facilities. Curriculum projects have a systemic impact on manufacturing education by implementing an articulation pathway that allows high school students to transfer 15 credit hours toward the A.S. Degree. They provide clear statewide defined skill sets as a reference for prospective students of the expectations of prospective employers. The curriculum aligns manufacturing and engineering technology degrees to the changing needs of industry and provides a viable statewide mechanism for industry feedback on the impact of A.S. degrees. FLATE is also providing professional development opportunities for faculty responsible for manufacturing education in secondary, post secondary, and community college environments; integrating Manufacturing Skills Standards Council (MSSC) skills into high school and community college curriculum; and increasing the statewide impact of the Florida Technology Forum by providing industry focused short courses for technology faculty. Broader Impact: FLATE is poised to demonstrate transportable models that (1) help Florida's Department of Education filter its total set of technical course, certificate, and degree program frameworks; (2) encourage first time college and minority students to continue post secondary education by streamlining student access to manufacturing and related degrees; (3) institutionalize a platform for best practice curriculum dissemination; (4) increase the number of teachers and students that are MSSC nationally certified; (5) increase the awareness in all parts of the state that manufacturing careers represent a critical need in Florida; (6) establish a statewide collaborative "manufacturing community" that partners industry, government, and academic entities; (7) provide the public with easy access to technical education information to support new Florida mandated career exploration middle school curriculum component; (8) increase the number of faculty that can integrate the teaching of industry mandated soft skills into their current curriculum; (9) align Florida's manufacturing related technical degrees to industries' changing needs; (10) demonstrate an effective curriculum management plan for Florida's other AS/AAS degrees; (11) support projects that multiple industry partners can financially support because they are recognized as industry-focused mutually beneficial activities; (12) partner industry directly with educational institutions in their region; and (13) make manufacturers statewide aware of the benefits of interacting with students during "Made in Florida" supported factory tours. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Barger, Marilyn Richard Gilbert Bradley Jenkins Hillsborough Community College FL Duncan E. McBride Continuing grant 1897328 7412 1536 SMET 9178 1032 0116000 Human Subjects 0802437 May 1, 2008 Planning Grant for the Tech Valley ATE Center for Semiconductor and Nanotechnology Workforce Development. Nanotechnology is a growing industry in the "Tech Valley," the northeastern section of New York State. In response to this demand, the college, geographically located at the center of Tech Valley and the Capital Region, is developing a plan to establish the Tech Valley ATE Center for Semiconductor and Nanotechnology Workforce Development. This planning project, through field research, consultation with NSF ATE experts, and organization of both a regional planning summit and educators' workshop, engages a partnership from among education, industry and government resources to develop a strategic plan for a center that offers semiconductor and nanotechnology-related associate's degree programs, faculty professional development, 2+2+2 pipeline transfer programs, career track training, and employment placement aligned with workforce demands. The Center's design plan addresses the workforce education/training needs of these industries in Tech Valley, as well as New York State and the Northeast region. The Intellectual Merit of this project is two-fold: (1) This project engages the leadership and expertise of two ATE Centers, MATEC and NCTT, in order to develop a comprehensive plan for an ATE workforce development center to meet the education and training needs of the growing semiconductor and nanotech related businesses in the region and beyond. (2) Building on the skills standards established by MATEC, this project is establishing for the Tech Valley Region the foundation for the development of an innovative curriculum, collaborative educational materials, and training programs with a strong science and mathematics core that meet the sophisticated needs of the semiconductor and nanotechnology industry. The Broader Impact of this project is in the strategic partnerships this planning grant can forge among the workforce professionals in the region to address the growing need for semiconductor manufacturing and nanotechnology related technicians. A major challenge for strategic workforce planning is to effectively bring all the regional stakeholders together into a working partnership. This planning project is the critical first step toward development of a regional ATE workforce development center that directly serves the semiconductor and nanotech industry all along the Tech Valley region, greater New York State, and adjacent regions as well. ADVANCED TECH EDUCATION PROG DUE EHR Michelen, Abraham Esmel Essis Hudson Valley Community College NY Duncan E. McBride Standard Grant 69019 7412 SMET 9178 1032 0802439 September 1, 2008 Colorado ATE Partnership. This partnership project involves the reshaping of Information and Communications Technology (ICT) Education. ICT Education is changed to become responsive to the workforce needs of high-growth industries. This Colorado ATE Partnership (CATEP) project: (1) Strengthens the participating colleges' CIS introductory curriculum and associated Career and Technical Education (CTE) courses through the integration of employability skills with technical skills; (2) Transforms the recruitment, curriculum and pedagogical practices employed in CIS and CTE courses; (3) Addresses industry needs beyond basic IT skills; (4) Develops an ongoing evaluation program to ensure students meet the ICT workforce needs of the region's high-growth industries; and (5) Develops a dissemination plan to share the resulting ICT workforce education model with the other community colleges and secondary schools in the region. This project takes advantage of established relationships between postsecondary partners, industry representatives, the secondary education systems in the service areas of the respective community colleges, and pertinent Workforce Development agencies. It also incorporates best practices generated from research by the National Workforce Center for Emerging Technologies, the Center for Information Technology Education, Boston Area Advanced Technological Education Connections and the South Carolina Advanced Technological Education Center. ADVANCED TECH EDUCATION PROG DUE EHR Hastert, Erica Richard Gardner Arapahoe Community College CO Stephen C. Cooper Continuing grant 331782 7412 SMET 9178 1032 0116000 Human Subjects 0802448 September 1, 2008 The Brooklyn Biotechnology Bridge. Kingsborough Community College (KCC) and Brooklyn College (BC), two branches of The City University of New York, are implementing a new collaborative program to create a highly qualified workforce for the area's growing biotechnology industry. The project is a coordinated effort developed in conjunction with local industry standards, and includes the following strategies: (1) Offer an articulated degree program between KCC and BC enabling students of diverse backgrounds to either enter the biotechnology industry through the completion of an A.S. degree in Biotechnology at KCC, or through a stream-lined program to complete either a B.S. or B.A in Biology at BC after completing their A.S. degree; (2) Develop a pipeline from high school to industry through a comprehensive recruitment and education effort to assure that the biotechnology program attracts a broad range of students across all demographics, and (3) Train educators working at different educational levels in current methods and approaches used in this rapidly transforming industry and prepare them to transfer this knowledge to their students. The two-year A.S. in Biotechnology is modeled upon successful biotechnology programs offered locally and across the nation. The curriculum is front-loaded to offer all courses specific to biotechnology at the community college with advanced study at the senior college. This provides broad opportunities for students to choose between multiple career paths. The participation of an industry advisory board contributes to the enhancement of the curriculum and identifies the current and future needs of the biotechnology industry. The project is being disseminated to reach national and local audiences through Bio-Link, NSF annual meetings, NABT meetings, scholarly publications, newsletters, brochures, a frequently updated program web site as well as a capstone conference. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Zeitlin, Arthur Ronald Eckhardt Loretta Brancaccio Taras CUNY Kingsborough Community College NY Linnea A. Fletcher Standard Grant 599742 7412 1536 SMET 9178 1032 0116000 Human Subjects 0802454 September 15, 2008 Development of Robotics Technician Curriculum at BCCC. The goals of the project are to create and implement a model robotics technician curriculum and to increase the technical proficiency of underrepresented minorities with skills in robotics, electronics, engineering technology, computer and information technology, and manufacturing through robotics instruction. The project involves partnerships with Morgan State University, Pace University, Carnegie Mellon University, Juxtopia, LLC, Lockheed Martin Corporation, the Advanced Robot for Societal Impact (ARTSI), and the Community Colleges of Baltimore County's NSF-funded ATE TIME Center. The project is : (1) developing a robotics technician curriculum model at the institution; (2) increasing the success rate of Electronics/Computer Information System (CIS)/CADD technician education programs through novel robotics instruction; (3) introducing robotic concepts to underserved and disadvantaged 11th and 12th graders in the Baltimore City Public School System and improving their math skills through robotics hands-on exercises; (4) creating an articulated pathway from Baltimore City Community College's robotics technician program to Morgan State University's School of Engineering for an engineering-related Bachelor's Degree; and (5) providing internship and job opportunities to Baltimore City Community College's robotics technician students. The evaluation effort, under the direction of an outside evaluator, is monitoring student learning outcomes; enrollment, graduation, and transfer rates of robotics technician students, transition rates from Baltimore City Public School System to the robotics program; transfer rates from the robotics program to Morgan State University's Department of Industrial, Manufacturing, and Information Engineering; internship rate and employment rate of the program's students and graduates; and academic improvement of program's students. Project materials and results are being disseminated through the program's website, through presentations at national technology education and robotics conferences, through a regional workshop for HBCUs, and through the NSF-funded ARTSI and TIME Center. Broader impacts include the dissemination of the curriculum, the strong focus on African American students, and the outreach to high school students. ADVANCED TECH EDUCATION PROG DUE EHR Liu, Yun Pauline Mosley Michael Kaye Richard Pitts Alton Smith Baltimore City Community College MD Russell L. Pimmel Continuing grant 580774 7412 SMET 9178 1032 0116000 Human Subjects 0802456 August 15, 2008 Green Building Systems. This collaborative project between Butte College and California State University (CSU), Chico is designed to meet the growing interest in providing sustainability courses to students at two- and four-year institutions. This project is responsive to the increasing need for trained technicians in occupations related to green building design, installation, and monitoring. The project activities include: developing courses for on-line certification programs for sustainable energy auditors and green building inspectors; developing 2 + 2 + 2 green building systems courses across high school to community college to four year degree programs; and instituting a mentorship program between engineering students at CSU, Chico and Butte College students and between the two- and four-year college students and area high school students. Butte College's Minority Engineering Science Achievement (MESA) students are being recruited into this program. The project is focusing on new career and technical education programs in Green Building that are being coupled with workforce development programs in the region. Transfer and articulation to four-year engineering and construction management programs are being developed. ADVANCED TECH EDUCATION PROG DUE EHR Stallman, Jon Butte College CA Jill K. Singer Standard Grant 149903 7412 SMET 9178 1032 0116000 Human Subjects 0802481 October 1, 2008 An Enhanced Science and Technology Educator Training Institute: Helping Teachers and Faculty Motivate, Recruit and Train the 21st Century Science and Technology Workforce. In response to three interrelated and priority regional needs, Montgomery County Community College is creating an "Enhanced Science & Technology Educator Training Institute". This project is supporting regional efforts to increase interest in, and breadth and quality of, science and technology education for students in high schools and community colleges, and complements other ongoing projects/programs. The Educator Training Institute (ETI) is increasing the number, diversity, and preparedness of students pursuing science and technology careers to meet regional workforce demands. The disciplinary focus of the Institute is biotechnology and engineering. The Institute is providing science and technology educators hands-on laboratory experiences, fostering connections and sharing of resources between educators, industry professionals, and college-level education majors early in their career path, enhancing the impact of high school and college laboratory activities by providing laboratory supplies and equipment, and assisting in integrating laboratory technology into classrooms. By impacting educators, the project is increasing the number of students that are engaged in, and well versed in science and technology to fill the current and future technical workforce pipeline for the region, and is increasing diversity in both the workforce, and in teaching/faculty positions. ADVANCED TECH EDUCATION PROG DUE EHR Lampe, Kevin William Brownlowe Linda Rehfuss Cheryl Taylor-Mearhoff Montgomery County Community College PA Linnea A. Fletcher Standard Grant 643023 7412 SMET 9178 1032 0116000 Human Subjects 0802487 May 1, 2008 Achieving Technological Literacy in Arizona for Students and Teachers. Achieving Technological Literacy in Arizona for Students and Teachers (AT LAST) focuses on increasing technological literacy in secondary education through a partnership involving the National Center for Teacher Education (NCTE) of the Maricopa County Community Colleges District in Arizona, the Maricopa Center for Learning and Instruction and the Educations Professions program, a statewide program that prepares high school students for careers in education. The project is providing professional development workshops for future and current teachers to enable them to better prepare their students for an increasingly technology-driven society. AT LAST is also collaborating with the Arizona Technology Council and several ATE centers and projects to ensure alignment with regional industry and adapt existing technology instruction for the workshops. Arizona high school teachers, community college teacher education faculty and future teachers (students in the Education Professions Program) are the primary recipients of the training. Learning objectives include knowledge about the regional technology industries and skills for using instructional technology to teach technological literacy and to align instruction with the current pace of technology advancement. The project is guided by ITEA standards and focuses on key technologies associated with rapid-growth industry in Arizona, including Microsystems, semiconductors, electronic instruments, biomedical devices, and nanotechnology. Teacher participants implement technological literacy curriculum and develop Web-published learning objects and e-portfolios with a focus on technological literacy. The project is conducting research in concert with training and evaluation to explore variables that affect technological literacy, guide future teacher training, and prepare an adoptable model. ADVANCED TECH EDUCATION PROG DUE EHR Ostos, Ray Gerry Corcoran Karen Poole Jeannette Shaffer Maricopa County Community College District AZ Joan T Prival Continuing grant 583419 7412 SMET 9178 1032 0116000 Human Subjects 0802498 September 15, 2008 National Center for Nanotechnology Applications and Career Knowledge. This project for a National ATE Center for Nanotechnology Applications and Career Knowledge (NACK) builds upon the current Regional Center for Nanofabrication Manufacturing Education. The Regional Center was established in 2001 and is dedicated to meeting Pennsylvania industry needs for skilled technician level workers across the full range of micro- and nanofabrication applications. The Pennsylvania Regional Center has pioneered methods for delivering nanotechnology educational experiences to community and technical college students anywhere in the nation. In 2006 the Regional Center established a teaching cleanroom in order to analyze the costs and capabilities of such a facility. As a result, the costs are well understood, and curriculum for use in such a facility has been developed. The teaching cleanroom site model is available for transfer to other regions of the country. There is clear evidence of strong and growing demand for workers with micro- and nanofabrication skills. Virtually all of the graduates of existing associate degree micro- and nanofabrication programs who are not pursuing further education are employed by micro- and nanotechnology companies. Numerous recent U.S. regional and international studies document strong demand for these workers. The Penn State Regional Center has assisted 30 Pennsylvania institutions to develop nanotechnology education programs and has also been a source of assistance to community and technical colleges, universities, and other partners across the nation seeking to establish nanotechnology education programs. Since 2005, the Regional Center has assisted more than 100 community colleges in other states with program development efforts. Micro- and nanotechnology education programs are now beginning to proliferate at community and technical colleges across the nation. In late 2006, leaders of the Pennsylvania Regional Center began consulting with counterpart leaders of micro- and nanofabrication education efforts taking place across the country with regard to the planned NACK Center proposal. Based on these discussions, the core mission of the proposed NACK Center is to provide national coordination and dissemination of micro- and nanofabrication workforce development programs and activities. Ten complementary and essential activities have been identified to be undertaken by the NACK Center to achieve this mission. The intellectual merit of the NACK Center is imbedded in the hands-on experience with advanced nanofabrication and characterization equipment that community and technical college students receive, and in the curriculum which incorporates advanced nanoscale science and engineering research underway at partner research intensive universities. Profound broad impacts are expected from NACK Center on the quality and diversity of the nation's science and engineering workforce, and on the global competitiveness of U.S. industry. The management plan for the NACK Center is modeled on the structure of the successful Pennsylvania Regional Center. The NACK Center is managed by the Principal Investigator and the Co-Principal Investigators with guidance from eight oversight committees addressing all major activities of the Center. Each oversight committee is chaired by a representative of a community or technical college, giving these institutions clear roles in the management of the Center. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Fonash, Stephen Michael Lesiecki Karen Halvorson Rogerio Furlan Paul Hallacher Pennsylvania State Univ University Park PA Duncan E. McBride Continuing grant 3716700 7412 1536 SMET 9178 1032 0116000 Human Subjects 0802503 May 15, 2008 Advanced Technological Education Television (ATETV.ORG). The Advanced Technological Education Television (ATETV.org) project produces 48 short multi-disciplinary web-based television episodes that are intended to increase the relevance of technician education to modern practices and assure an increased number of students entering the high performance workplace with enhanced competencies. Combining the power of video and the Internet to link education, government and industry, ATETV extends student learning beyond the classroom walls and provides a window into careers and workplace skills. The project expands on the successes of current ATE Centers and projects by featuring weekly episodes that broadcast via the web. Each episode is designed to engage and impact prospective and current technicians with the real worlds of technology and industry. This student-centered video series is produced under the guidance of a National Educational and Professional Advisory Board and a National Student Advisory Board with resources from the AACC, ATE National Centers, successful ATE projects and industry. ADVANCED TECH EDUCATION PROG DUE EHR Rivinus, Julie Anthony Manupelli The Association for Interactive Media Education MO Michael Haney Continuing grant 1479582 7412 SMET 9178 1032 0116000 Human Subjects 0802505 August 15, 2008 Building an Engineering Technology Workforce: A Plan for Reaching Young People, Adults and Women. The project is a comprehensive recruiting effort designed to increase the number of students in engineering and engineering technology, particularly in the Illinois Valley Community College district. At the local level, the objectives of the project are to increase awareness of and interest in engineering and engineering technician careers, to assist in preparing students to enter engineering and engineering technology programs by integrating science, technology and math into activities, and to increase enrollment in engineering technology programs at Illinois Valley Community College. Major project activities include: (1) offering project-based short-term events to interest a broad base of high school and middle school students, (2) offering project-based camps for middle school students, especially young women, (3) organizing high school engineering technology clubs, (4) offering a Taste of Engineering Careers course to high school juniors and seniors with college credit, (5) creating a leadership team for high school students, (6) providing exciting special projects for high school students, such as building a musical instrument, a project from the e-CREATE program at Purdue University, (7) developing and disseminating promotional materials targeting young people, parents, adults, and women, and (8) publicizing successes of participants in area media . The investigators are collaborating with two other ATE programs, MatEd Center at Edmonds Community College and the RCNGM Center at Connecticut Community College, to share approaches and to broaden their audience. The evaluation effort, involving both internal and external evaluators, is using surveys of students, teachers, counselors, parents, and industry representative along with data on participation, enrollment, and career choices to monitor awareness, interest, and enrollment, particularly among women. Dissemination is being accomplished through postings on the project's website and through presentation and workshops at state and national conferences, particularly the ASEE and NAWI conferences. Broader impacts include the dissemination of their materials and results, the middle and high school outreach efforts, and the focus on women, an underrepresented population in engineering and engineering technology. ADVANCED TECH EDUCATION PROG DUE EHR Perez, Dorene Rose Marie Lynch James Gibson Sue Caley Opsal Illinois Valley Community College IL Russell L. Pimmel Standard Grant 520952 7412 SMET 9178 1032 0116000 Human Subjects 0802506 August 1, 2008 Transformative Research Initiative: The Role of Undergraduate Institutions and Students. Interdisciplinary (99) The Council on Undergraduate Research (CUR) is conducting a summit meeting on transformative research, engaging leading scientists at predominately liberal arts institutions. The overall structure includes: 1) a two-day summit for 24 members of the STEM faculty to address questions and consider opportunities for the role of undergraduate institutions in transformative research; 2) the development of a monograph on how undergraduate institutions can support potentially transformative research; and 3) a web conference for predominately undergraduate institutions on their role in transformative research. Intellectual Merit: Undergraduate research is a particularly effective way to develop the problem-solving skills and work habits needed by science professionals. Undergraduate research improves retention in higher education, helps to connect students' classroom experiences to the world of work, and motivates students to complete their STEM studies at the baccalaureate level and continue on at the graduate level. Undergraduate research supports the development of critical thinking, problem-solving skills, oral and written communication, and self-confidence. Predominately undergraduate institutions have had a significant role in the preparation of science professionals and it is important to understand the ways in which these institutions can support recent efforts to encourage transformative research. Broader Impacts: Over 500 institutions belong to the Council on Undergraduate Research. All are engaged in supporting undergraduate research. The results of this project will be communicated to CUR institutional members through the CUR Quarterly and the CUR E-News. CCLI-Phase 1 (Exploratory) DUE EHR Hensel, Nancy Council on Undergraduate Research DC Myles G. Boylan Standard Grant 34900 7494 SMET 9178 0802508 August 1, 2008 Biotechnology Research Learning Collaborative. The Biotechnology Research Learning Collaborative (BRLC), involving Barry University and Altor BioScience, is developing new instructional materials and promoting professional development among postsecondary biotechnology instructors, lab managers, and tutors. BRLC is creating a series of laboratory-based, industry-applicable, small-scale research projects appropriate for two-year college students. Project faculty are testing the learning effectiveness of these research projects within college credit courses over a three-year period. An external evaluator is assessing the research-based learning activities for pedagogical content, industry applications, replication, student retention, and student learning. BRLC personnel are compiling the individual lab-based research projects and evaluation findings into a publication for college biotechnology instructors and lab managers. The project targets sixty minority and women college students as participants in the original lab-based research projects. ADVANCED TECH EDUCATION PROG DUE EHR Gines-Candelaria, Edwin Juan Morata Franklyn Te Miami-Dade Community College - Wolfson Campus FL Linnea A. Fletcher Standard Grant 149949 7412 SMET 9178 1032 0116000 Human Subjects 0802510 July 1, 2008 AgrowKnowledge Resource Center. AgrowKnowledge transitions from a National Center of Excellence and continues to advance its work over the next four years as a National Resource Center focused on resource development in four technical areas identified by partners as critical growth areas in agriculture, 2008-2012. The mission of AgrowKnowledge is to encourage and support improved technical education for community college students enrolled in agriculture, food, and natural resources (AFNR) programs. The AgrowKnowledge network includes community colleges, universities and secondary school partners; and is informed by a 12-member Industry Council, professional and trade organizations, and a 10-member National Visiting Committee. The Center engages in activities developed and sustained by well established partnerships with industry and education representatives throughout the county. Among these activities are professional development workshops for secondary and postsecondary educators that demonstrate how new and emerging technologies may be creatively used in AFNR courses and curricula. The Center maintains a continually updated database of curriculum and planning resources and learning modules. AgrowKnowledge works with its educational and industry partners to encourage the development of seamless linkages in AFNR education along the secondary-postsecondary continuum, and fosters an improved understanding of the technical knowledge and quantitative skills often required for employment in AFNR industries. Partners align their colleges and organizations with work in one of four Resource Technology Teams representing these critical growth areas: (1) Agricultural Environment, Natural Resources and Security; (2) Alternative Energy for Agriculture; (3) Agricultural GIS/GPS Systems; and (4) Agricultural Biotechnology. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Brase, Terry Douglas Feil Rick Parker Kirkwood Community College IA David B. Campbell Standard Grant 1600000 7412 1536 SMET 9178 1032 0116000 Human Subjects 0802517 August 15, 2008 Turtle Mountain Field Station. Faculty at Turtle Mountain Community College (TMCC) and the University of North Dakota (UND) are collaborating to develop the Turtle Mountain Field Station (TMFS), a center for research, education, and outreach in geospatial technologies. The TMFS brings together Native American college students, tribal community educators, rural secondary school teachers, rural secondary school computer technicians, and faculty, staff, and graduate students at UND. The TMFS provides a strong foundation for a geospatial technology program that will enhance science, technology, engineering, and mathematics (STEM) disciplines at TMCC and within secondary schools throughout north central North Dakota. This is being accomplished through the development of Geographic Information System (GIS), Global Positioning System (GPS) and remote sensing curricula for integration into TMCC's STEM discipline and other courses, including agriculture, forestry, life sciences, environmental public health, and Native American studies. TMFS is also providing summer internship opportunities for TMCC students to work with UND faculty and graduate students on research projects involving geospatial technology. In addition, a GIS certificate and an associate of science degree in geography are being developed for implementation at TMCC. Finally, the project is offering hands-on workshops for secondary school educators and computer technicians. Over two years, the TMFS project will directly impact 60 university and college faculty, staff, and students, as well as secondary school educators, in North Dakota. The TMFS is serving tribal and rural communities and providing an opportunity for TMCC students to learn about and to experience geospatial technology research methodology and applications in STEM disciplines. These students are better prepared to apply knowledge and technical skills gained to the challenges of economic development, land management, natural resource management, rural health services, and agriculture in tribal and rural areas. The tribal and other rural secondary teachers and computer technicians are developing professionally and have access to TMFS-developed curriculum that enhances STEM discipline experiences for tribal and other rural secondary school students. EXP PROG TO STIM COMP RES ADVANCED TECH EDUCATION PROG DUE EHR Rundquist, Bradley Wannetta Bennett Turtle Mountain Community College ND David B. Campbell Standard Grant 150000 9150 7412 SMET 9178 9150 1032 0116000 Human Subjects 0802529 July 15, 2008 The Bi-State Bioscience Consortium for Curriculum and Faculty Development. Johnson County Community College, Kansas City Kansas Community College, and Metropolitan Community College are working in partnership to create the Bi-State Bioscience Consortium for Curriculum and Faculty Development. The consortium of three colleges seeks to prototype a model for a "virtual" community college that satisfies employer needs for job candidates with relevant hands-on skills and student needs for a coherent course of study from a multi-institutional menu. The project is strengthening the hands-on science content of general education technical math and writing courses, revising a foundation bioscience laboratory skills and safety course, and fostering new relationships across institutional boundaries that support course design and faculty development. Ultimately, the project is preparing community college students for jobs in Greater Kansas City's burgeoning bioscience sector. ADVANCED TECH EDUCATION PROG DUE EHR Wolfgram, Luanne Ellyn Mulcahy Ed Kremer Sybil Chandler Johnson County Community College KS Linnea A. Fletcher Standard Grant 200000 7412 SMET 9178 9150 1032 0116000 Human Subjects 0802532 June 15, 2008 Electron Technologies: Modeling Pico Worlds for New Careers. This project is using an experienced team of curriculum developers from Concord Consortium, a community college with technical programs, and three ATE Centers to develop 16 field-tested, interactive, model- and computer-based learning units on electron properties and behavior. These learning units are useful in a wide range of technical courses such as photonics, electronics, material science, biotechnology, design of advanced materials, and chemical and engineering technology as well as in the core science content courses. The project is using a broad set of formative and summative assessments to improve the effectiveness of the learning units. The intellectual merit rests in the project's (1) focus on developing materials for a broad set of difficult, electron-related concepts, (2) use of research findings in science education, cognitive science, and educational technology in that development, and (3) team of scientists, researchers, educators, innovators, and industry representatives who are leaders in atomic-scale modeling and activity development. The broader impact emerges from the potential and adaptability of the curricular materials along with their accompanying professional development courses and workshop curricula. This impact is also found in the dissemination of these materials though a public, online data base with broad national reach as well as through other online libraries. ADVANCED TECH EDUCATION PROG DUE EHR Xie, Qian David Wilson Concord Consortium MA Eileen L. Lewis Standard Grant 898516 7412 SMET 9178 1032 0116000 Human Subjects 0802533 June 1, 2008 Planning Grant for the Center for Hydrogen Energy Technology. Aiken Technical College and Texas State Technical College are conducting a one-year planning process to develop a strategic plan for a Center for Hydrogen Energy Technology. Hydrogen energy technologies are moving out of the research lab and are rapidly becoming economically competitive solutions in niche markets such as backup power and utility vehicle applications. As hydrogen technologies are adopted on a wider basis, a technician base will be needed to support the manufacture, installation, and operation of these technologies. A strategic plan that fulfills the workforce training needs of all aspects of the hydrogen energy industry is needed. The planning effort focuses on developing and sustaining the Hydrogen Energy Technology (HET) workforce within the United States through the creation of a Center for Hydrogen Energy Technology. The project is anchored by a planning partnership between Aiken Technical College and Texas State Technical College-Waco, with participation of an extensive research and industry collaborative that includes the Savannah River National Lab, the Center for Hydrogen Research, industry, government, higher education, and K-12 school districts. The planning process for the Center unites regional and national industry, universities, federal research facilities, non-profit economic organizations, and two-year colleges to build a regional workforce with expertise in the generation, storage, and usage of hydrogen and efficient local usage of the energy produced by hydrogen fuels. A detailed strategic plan that outlines the workforce needs of the hydrogen energy technology industry by sector and identifies goals and milestones for the Center for Hydrogen Energy Technology is being produced. ADVANCED TECH EDUCATION PROG DUE EHR Boothe, Edmund Scott Greenway Tracy Pierner Sidney Bolfing Aiken Technical College SC David B. Campbell Standard Grant 69552 7412 SMET 9178 9150 1032 0116000 Human Subjects 0802536 September 1, 2008 Great Lakes Fuel Cell Education Partnership. Stark State College of Technology leads a regional partnership dedicated to fuel cell technology education. The mission of the Great Lakes Fuel Cell Education Partnership is to provide leadership in creating innovative fuel cell-related education and training programs through curriculum development and enhancement; professional development; and partnerships with high schools, institutions of higher education, businesses and government entities. The main objective is to meet the future workforce needs of the fuel cell industry in the region, including (but not limited to) Ohio, Pennsylvania, New York, Michigan and Indiana. The Partnership's goals are to: 1) aggregate and evaluate innovative solutions for advancing fuel cell education and training in collaboration with high schools and undergraduate education entities, top research universities, business and industry, government agencies and professional societies; 2) research and define essential technical skills to advance workforce development in fuel cell-related technologies and promote the creation of additional jobs; and 3) serve as a clearinghouse to share proven curriculum materials and foster public understanding of fuel cell technologies, the hydrogen-related economy and the importance of developing alternative energy sources. Stark State College is joined in this effort by education institutions in Ohio, New York, Michigan, Indiana and Pennsylvania. Partners include the Ohio Department of Education, Hocking College, Case Western Reserve University, Kent State University, University of Akron and University of Toledo (Ohio); Rensselaer Polytechnic Institute (New York); Lansing Community College and Kettering University (Michigan); Vincennes University (a two-year college) and Rose-Hulman Institute of Technology (Indiana); and Penn State University (Pennsylvania). Fuel cell industry, business and government organizations include Plug Power Inc. and ENrG Inc. (New York); and GM-Powertrain, Lockheed Martin, Rolls-Royce Fuel Cell Systems (US) and Graftech (Ohio). ADVANCED TECH EDUCATION PROG DUE EHR Maloney, James Matthew Mench Daniel Lewis Stark State College of Technology OH David B. Campbell Continuing grant 704715 7412 SMET 9178 1032 0116000 Human Subjects 0802538 July 15, 2008 Articulated Project for the Preparation of Instrumentation and Control Technicians. This project is developing a curriculum in Instrumentation and Control Engineering Technology (ICET) within the existing ABET accredited Electronics and Computer Engineering Technology (ECET) program. This effort engages Savannah Technical College (STC) and Savannah State University (SSU), a Historically Black University, in an articulated partnership, which provides new and prospective student pathways either to associate degrees or four year programs. The partnership also includes industry representatives who provide critical input to promote improvement in the education of engineering technicians. The project develops and implements an ICET curriculum that ensures and sustains the enrollment and graduation of underrepresented students knowledgeable in instrumentation and control engineering technology for rapidly emerging industrial applications in the Savannah coastal region and beyond. The ICET curriculum consists of formal course work, laboratory work, and internships in industry. The project's recruitment activities with underrepresented population contributes to increased enrollment and graduation rates of engineering technicians to meet workforce demands by improving technician skills and meeting student needs by improving their STEM preparation. The curriculum meets the national standards as affirmed by ABET accreditation. The project also has broad range impact on the regional and national economy and disseminates the ICET curriculum and other activities through web based materials. ADVANCED TECH EDUCATION PROG DUE EHR Venkatesha, Muniyappa Charles Beall Joseph Franklin Asad Yousuf Savannah Technical College GA Herbert H. Richtol Standard Grant 144958 7412 SMET 9178 1032 0116000 Human Subjects 0802548 August 1, 2008 Capital Region Information Technology Professional Development (PRODEV) Initiative. The Capitol Region Information Technology Professional Development (PRODEV) project uses an innovative 2000 hour internship program to prepare workers and prospective workers to meet the needs of the region's growing information technology (IT) industry. Lansing Community College, in partnership with the local information technology industry group (LINC), is providing an information technology apprenticeship initiative that enables information technology students to get the industry-based technical experiences that puts them on a fast-track to become the experienced skilled employees that local employers urgently need. PRODEV is aligned with the recommendation of Capital Area Michigan Works Information Technology Advisory Committee from April 2007. Recent reports predict that the IT industry in the Capital Region area needs to add nearly 1,300 jobs (14% growth) in the next 5 years, resulting is a severe shortage of high-skilled IT workers, especially those with at least associate degrees plus practical training. PRODEV meets those needs by proving registered IT students with apprenticeship opportunities that give them a degree and 2000 hours of practical experience. ADVANCED TECH EDUCATION PROG DUE EHR Berry, Judith Lansing Community College MI Michael Haney Standard Grant 149402 7412 SMET 9178 1032 0116000 Human Subjects 0802551 September 15, 2008 Linux Integration Networking Connections (LINCS). Computer Science (31) The Linux Integration Networking Connections (LINCS) project is helping to meet the need for Linux technicians by preparing students to have a strong practical and theoretical knowledge base, to adapt to technological advances, and to participate in creating new information technology solutions using Linux and other open source technologies. The project has four key elements: (1) a 2+2+2 articulation plan beginning in high school, transitioning to a community college, and completing a bachelor's degree in IT; (2) a distance education option with curricula based in part on workplace competencies identified by business partners; (3) active learning opportunities using Linux clustering and virtualization that provide students access to remotely served networks on demand from almost any location and platform; and (4) a cross-institutional open source course management system to provide students with consistent distance learning experiences and greater opportunities for interactions among and between students and teachers at participating institutions. The LINCS project improves student learning in computer science and engineering education programs by increasing student access to hands-on application experiences through remote access virtual labs. It also increases access to a geographically diverse population of potential students, many of whom would not otherwise be able to participate. The project leverages already established strengths of the participating institutions with a long history of collaborations with the business community. The resulting prototype being developed serves as a national model for technology education because it creates an educational pathway into the IT field and supports life long learning opportunities. A community advisory board comprised of IT business partners plays an integral role in the project, including: identifying necessary skill sets; field-testing of course content; and providing field experience opportunities for students. All products (learning units, curricula, infrastructure design, and best practices) are being made available on the LINCS wiki site to facilitate replication by other institutions. ADVANCED TECH EDUCATION PROG DUE EHR Bennett, Cliff William Armitage Alessio Gaspar Naomi Boyer Charles Fox Polk Community College FL Stephen C. Cooper Continuing grant 572641 7412 SMET 9178 1032 0116000 Human Subjects 0802553 July 1, 2008 Biotrain. Indian River Community College (IRCC) is partnering with industry, government, high schools, and universities to meet the workforce needs of southeast Florida's expanding research industry. The Florida Biotechnology Regional Access Initiative (Biotrain) project is (1) adapting instructional materials from existing programs to meet the region's need for research-oriented biotechnicians, (2) incorporating math-centered learning modules into existing high school and community college science curricula, (3) providing professional development in biotechnology to area high school teachers and community college faculty, and (4) increasing the number of underserved students in science, mathematics, and biotechnology disciplines. ADVANCED TECH EDUCATION PROG DUE EHR Willoughby, Robin William Tyler Pat Pongam Sherry Bowen Indian River Community College FL David A. Hanych Standard Grant 327387 7412 SMET 9178 1032 0116000 Human Subjects 0802570 July 15, 2008 Science and Engineering in the Lives of Students. Video case studies highlighting the role of science in construction problems are the core of this professional development program that includes video, print, and web components. Faculty from Oregon State University and Chemeketa Community College are adapting a research-based instructional model and problems familiar to the construction industry generated in previous Advanced Technological Education projects for use in science teaching. The instructional materials are organized into a complete professional development program for middle and high school science teachers and community college science and technology faculty. The project is creating a professional development course in DVD format with video, print, and web components that (a) demonstrate teaching standards-based science through construction problems, (b) demonstrate ways to highlight how high school science is valuable for a wide range of technical professions specifically in construction fields, and (c) present tools and information for helping students understand the relationship between content knowledge and career pathways ranging from the apprentice trades to professional engineer. The design capitalizes on a personal connection between people and their built environments through a focus on construction concepts that link science to people and their communities. Video components supported by web and print material utilize a research-based form of professional development that links cases in professional construction environments with model classroom teaching. Media production is being handled by the Science Media Group at the Smithsonian Astrophysical Observatory. ADVANCED TECH EDUCATION PROG DUE EHR Flick, Larry Ronald Jantzi Robert Ayres Alex Griswold Oregon State University OR Joan T Prival Standard Grant 899610 7412 SMET 9178 1032 0116000 Human Subjects 0802571 August 15, 2008 Energy Technician Education Project (ETEP). This project is renovating an energy technician program through real-world applications and strong collaboration with the regional energy extraction industry. The goals of this project are to 1) increase the pool of trained energy technicians through industry-driven applied education, 2) facilitate high participation of trained energy technicians in the energy workplace, 3) provide pathways for two-year energy technician graduates to AAS and BS programs, 4) provide professional development opportunities for high school teachers and two- and four- year college faculty, and 5) create energy industry awareness in the pre-college schools in the region by implementing summer camps for students in grades 5-9. This project is producing exemplary curricular materials, with significant input from industrial partners. These materials are not only enhancing student learning and preparing them for the workplace, but they are also providing faculty and high school teachers with professional development opportunities. EXP PROG TO STIM COMP RES ADVANCED TECH EDUCATION PROG DUE EHR Lunbeck, Ardath Robert Milne Northern Wyoming Community College District WY Sheryl A. Sorby Continuing grant 572675 9150 7412 SMET 9178 9150 1032 0116000 Human Subjects 0802576 July 1, 2008 Sustainability Training for Technical Educators (STTE). Development which minimizes the impact on natural resources is critical to the economic future of Oregon and Southwest Washington. The region now finds itself at a critical crossroads facing challenges of managing population growth in a way that preserves the environment and maintains the beauty and high quality of life that is central to that of the Pacific Northwest values and economy. Technical workers are needed for the growing workforce in sustainability which encompasses alternative energy technicians, landscape and natural resource managers, building design, construction and manufacturing technicians to meet the regions demands of a sustainability workforce. Portland Community College and many partner institutions and businesses have developed a Sustainability Training for Technical Educators project. The project helps ensure that the participating educators understand how sustainability relates to their STEM fields and how to integrate the science of sustainability through issues, case studies and green alternatives in their course laboratories and practices. Industry standards and workplace competencies relating to sustainability are taught across the curriculum in courses within the science, technology, engineering and mathematics disciplines. The three main focus area for the project center around; 1) A Summer Sustainability Institute for high school and college level faculty; 2) An industry internship program for faculty and; 3) The development of a community of faculty, industry and business representatives working together to move the region Green. ADVANCED TECH EDUCATION PROG DUE EHR Sanders, Todd Spencer Hinkle Denise Roy Noelle Studer John Shaw Portland Community College OR Karen K. Oates Standard Grant 698095 7412 SMET 9178 1032 0116000 Human Subjects 0802580 September 1, 2008 Simulation and Game Development Immersion Program: A Computer Programming Program through Second Life. This project involves the porting of a simulation and game development immersion (SGDI) program to Second Life. The SGDI program focuses on the local and national need to attract more students, especially women, to computer science-related fields, including computer programming. The project leverages a number of different local partners. Second Life is a 3D, massive multiplayer, web-based virtual world, where residents create identities, objects, and environments for social interaction, business, education, and enjoyment. By moving the entire program into Second Life, students across the country are able to access SGDI through a social interactive gaming-type environment. Project activities focus on expanding enrollment; transitioning the existing program to Second Life; and promoting the project, especially through the League for Innovation. The primary audience is twofold: high school students and community college students. This project also includes an emphasis on attracting women to the STEM-related discipline of computer programming. ADVANCED TECH EDUCATION PROG DUE EHR Bailey, Jim Lane Community College OR Stephen C. Cooper Standard Grant 449912 7412 SMET 9178 1032 0116000 Human Subjects 0802581 August 15, 2008 Math and Science Curriculum for the Digital Bridge Academy. This project is expanding the successful Digital Bridge Academy (DBA) curriculum to include intensive math and science content. The new curriculum is adding (1) a numeracy course and (2) a two-semester "science-intensive" course that includes additional mathematics and accelerated versions of high school biology, chemistry and physics courses. The goal is to prepare students to be successful in the standard college level math and science courses they need in order to qualify for technician careers supported by the ATE program. The DBA program, which has shown great success with high at-risk Latino, urban African American, and Southeast Asian Students, is expanding its curricular offerings with the goal of becoming a national model for the recruitment, accelerated preparation, and retention of under-prepared, minority, and other at-risk students into careers as technicians for the high tech industries. The project's intellectual merit lies in developing an understanding of how to best educate a growing population of under-prepared and under-represented students. Its broader impact lies in the potential to reach and educate a growing population of under-prepared students and thereby increase their participation in science, technology, and engineering fields. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Navarro, Diego James Harry Ungar Nicole Crane Marcella Laddon Carlos Figueroa Cabrillo College CA Eileen L. Lewis Standard Grant 899959 7412 1536 SMET 9178 1032 0116000 Human Subjects 0802595 September 15, 2008 Educating Technicians for Building Automation and Sustainability. The need for technicians with traditional skill sets as well as with experience in programming, networking, and systems integration knowledge is well-documented and technicians who can manage controls present an emerging and rapidly expanding market of high-wage employment for community college graduates. The lack of technicians qualified in building automation systems constitutes one of the greatest barriers to rapidly implementing energy efficiency, greenhouse gas reduction, and sustainability targets in commercial buildings. This project builds on previous efforts aimed at upgrading technician education to meet today's challenges for energy efficiency in buildings. Courses are being developed in the area of building automation and sustainability and a new associate's degree program will be offered in building automation, filling a critical gap in degree offerings. The project involves extensive collaboration with national ATE centers, with industry, and with four-year institutions. A Physics for Building Science and Sustainability high school summer program is being expanded and a teacher training component is being added through this project. Results from the project are being rigorously evaluated and disseminated on a national scale. ADVANCED TECH EDUCATION PROG DUE EHR Crabtree, Peter Kristin Heinemeier Peralta Community College District Office CA Sheryl A. Sorby Standard Grant 900000 7412 SMET 9178 1032 0116000 Human Subjects 0802713 October 15, 2007 Provide Logistical and Conference Support Services to the Presidential Awards for Excellence in Mathematics and Science Teaching Program. CCLI-Phase 1 (Exploratory) ADVANCED TECH EDUCATION PROG PRES AWARDS FOR EXCEL IN SCIEN DUE EHR Henry, Gail MACRO INTERNATIONAL MD Elizabeth VanderPutten Contract 7335177 7494 7412 7345 OTHR 9178 0000 0802786 September 15, 2008 Project REvamp: A Community College Electrical Technology Curriculum Model for Renewable Energy Technician Training. Kankakee Community College is developing a model curriculum for community colleges to "revamp" their existing electrical technology Associate of Applied Science degree programs by adding a concentration and certification for renewable energy technicians. Technicians completing the curriculum will be qualified to install, maintain, and repair renewable energy technologies. The new curriculum consists of four renewable energy courses that focus on solar, thermal, and wind energy technologies, and include laboratory activities, field trips, work-based educational experiences, and assessment instruments. The curriculum is based on the premise that renewable energy technicians must know about electricity and electrical technology, and develops in students the knowledge/skills/competencies needed for the renewable energy workplace. The project is also providing (1) professional development for faculty, (2) a plan for fostering community partnerships that help define training needs, (3) job referral and placement services, (4) an articulation agreement with a university, (5) a career ladder for high school students and displaced workers, and (6) a workshop for helping other community colleges modify their electrical technology curricula to include renewable energy. ADVANCED TECH EDUCATION PROG DUE EHR Wilhelm, Timothy Anne Perry Kankakee Community College IL David A. Hanych Standard Grant 149985 7412 SMET 9178 1032 0116000 Human Subjects 0803416 August 15, 2008 Leading Disadvantaged Students to Success in Mathematics. This Mathematics Scholars Program (MSP) S-STEM project supports scholarships for academically talented and financially needy students in mathematics. The program has seven objectives: (1) Enroll a group of 15 academically talented but financially needy undergraduates majoring in mathematics; (2) Retain 90% of students who enter the MSP to graduation; (3) Increase the number of students who graduate with a bachelor's degree per year in mathematics by 50% by the end of the grant period; (4) Ensure 90% Scholar participation in the Study Buddy Sessions; (5) Ensure 90% Scholar participation in Mathematics Scholar Group activities; (6) Place 85% of Scholars in at least one summer internship during the grant period; and (7) Facilitate the job placement of 10 graduated MSP Scholars in a technical field or post-baccalaureate program by the end of the grant period. The MSP recruits candidates from local high schools, junior colleges, and from existing students on campus. MSP Scholars are selected by a committee, and scholarships will amount to up to $8,750 per student for up to four years. Scholars are supported through a variety of university and MSP-specific initiatives provided by faculty mentors in the mathematics department and in student support offices across the campus. MSP investigators also work closely with Career and Placement Services to provide job search training to Scholars and to strengthen partnerships with local industry representatives. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Yang, Zhanbo Elizabeth Kreston Flor Wukovits University of The Incarnate Word TX Stephen C. Cooper Standard Grant 600000 1536 SMET 9178 0116000 Human Subjects 0804227 July 1, 2007 Collaborative Research: Development of Concept Inventories for Computer Science. This project is improving the assessment of student learning in computer science by developing three concept inventories for introductory computer science subjects. Modeled after the successful Force Concept Inventory that was developed to assess student learning of Newtonian physics, the concept inventories are testing understanding of key computer science concepts in a manner that enables reliable comparisons between courses at different universities. This multi-institution partnership among the University of Illinois at Urbana-Champaign, Rose-Hulman Institute, and Washington University is helping to ensure the validity of the proposed instruments by providing access to diverse student populations and different program objectives. With a standardized assessment tool, the computer science education community can make meaningful comparisons of the effectiveness of different pedagogical approaches, greatly facilitating computer science education research. Concept inventories are designed to test student comprehension of difficult concepts by forcing a choice between the correct answer and distractors constructed from common student misconceptions. As the primary source of information about which topics are difficult and about what the most common misconceptions are, students are being directly engaged through introspections, discussions, interviews, and "think alouds" to direct the development of questions for the concept inventories. These questions are then being refined and validated through peer review, qualitative, and psychometric analyses. An advisory panel, comprised of experienced concept inventory developers, is advising and annually assessing project progress. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Kaczmarczyk, Lisa University of California-San Diego CA Stephen C. Cooper Standard Grant 26288 7492 1536 SMET 9178 0116000 Human Subjects 0804664 September 1, 2008 Project ASK: Applying Student Knowledge for Success in Computer Science. Project ASK: Applying Student Knowledge (ASK) for Success in Computer Science is an S-STEM project that increases the number of academically talented and financially needy students graduating with undergraduate degrees in Computer Science. A cohort of 20 students, composed of incumbent sophomores and transfer students, are identified and selected to be ASK Scholars. The acronym, "ASK", refers to the use of shared student insight into problem-solving, teamwork, and leadership. The ASK Scholars participate in weekly workshops, seminar series, and closely interact with the co-PIs, senior personnel and other faculty members who provide academic advising, general guidance, leadership, professional and research experience. The student leadership experience comes from participation in professional student organizations as well as local and regional programming contests. Coupled with research experience from participation in faculty research programs and/or professional experience gathered from participation in the existing cooperative education program, these experiences provide a basis for overall intellectual growth and promote increased student confidence for post-graduate employment or continued education. The use of teamwork, small class sizes, collaboration and student-motivated question and answer sessions positively supports recent research in the field of computer science regarding educational impact and effective retention strategies. The effects are professionally evaluated and disseminated to the public through academic venues. Additionally, ASK Scholars are prepared to enter the scientific workforce or graduate school as competent, highly trained individuals with a background in teamwork and research. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Morreale, Patricia George Chang Kean University NJ Stephen C. Cooper Standard Grant 584875 1536 SMET 9178 0116000 Human Subjects 0805826 August 1, 2008 Science ,Technology, Engineering, and Mathematics Scholars Program. In this project Minneapolis Community and Technical College is awarding scholarships to thirty-six financially needy, academically talented students to help them enroll full-time, complete degree programs, and enter jobs or baccalaureate studies in sciences, information technology, computer science, engineering, or mathematics. The project aspires to have at least eighty-five percent of the scholars complete a two-year degree and either transfer to a baccalaureate program, or enter the workforce in two years. The intellectual merit of the project builds on a variety of elements such as the creation of a supportive cohort environment, assignment of a faculty mentor from each student's academic discipline, and receipt of ongoing support including academic and career advice, counseling, and work experience opportunities, along with peer interaction. The program is exercising broader impact by enabling more members of at-risk communities to become professionals in science, technology and mathematics fields, diversifying the workforce and providing role models for other under-represented individuals to pursue similar goals. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Pollak, Richard Nicole Watson Minneapolis Community and Technical College MN Lee L. Zia Standard Grant 596248 1536 SMET 9178 0806083 June 1, 2008 Engineering STEM Success at Gadsden State Community College. The project is providing 30 scholarships each year to science, technology, engineering, and mathematics (STEM) majors as well as providing tutorial assistance, faculty mentorship, academic advising, and enrichment activities. Intellectual Merit: The project is increasing the number of students enrolling in STEM programs. The scholarships encourage students to choose these majors and help to retain them through graduation or transfer. The project incorporates strategies and methods to promote teaching, training, and learning; broaden participation of underrepresented groups; foster integration of research and education; provide opportunities for researchers, educators, and students to engage in joint efforts; infuse education with the excitement of discovery; and enrich education through the diversity of learner perspectives. Broader Impacts: This project impacts the recipients and the community as a whole through improved education for students in the stated disciplines; increased retention of students to degree achievement; strengthened partnerships between institutions of higher education and related employment sectors; and improved professional development and employment/further higher education placement of participating students. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Osborn, Jesse Pamela Johnson Bennett Tucker Gadsden State Community College AL James E. Hamos Standard Grant 392073 1536 SMET 9178 0116000 Human Subjects 0806245 August 15, 2008 STEM Professionals Pipeline: Moving Beyond the AA Degree. The initial year of this project is focused on developing a recruitment plan to target prospective students and working with feeder schools to identify and recruit students who would be successful STEM graduates. Because the University accepts students only after they have successfully completed their first two years of college, generally at a community college, the track record for a successful STEM career is well established. The project supports three cohort groups. Each cohort group is comprised of ten students, actively recruited under this funding. Students who demonstrate academic success, an interest in the STEM disciplines, and have financial need receive up to $7500 per academic year, based on need. The University ensures that these students receive academic support by staff as well as community support through working as interns with local military and civilian organizations. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Adalier, Korhan Florida State University FL Lance C. Perez Standard Grant 510950 1536 SMET 9178 0806370 July 15, 2008 NSF S-STEM Transitions Program to recruit, mentor and support students in Biology, Chemistry, Engineering and Mathematics majors.. The NSF S-STEM Transitions Program is granting scholarships to recruit, mentor and support eligible students in Biology, Chemistry, Engineering and Mathematics. Forty students are participating for three years. The Transitions program is recruiting students from trigonometry, college algebra and pre-calculus courses, who qualify for financial aid and show academic promise. Scholarship recipients are assigned faculty mentors, complete educational plans, and during the two years of participation, students complete the requirements leading to completion of an Associate's degree and/or transfer to a four-year university. The program promotes student/faculty interaction; provides students with academic support and enrichment; promotes career exploration; enables attendance at professional conferences; and facilitates transfer preparation. The project provides opportunities for student scholarly work on research projects. The project design is based on the award-winning MESA program. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Nishiyama, Gregory David Martinez Susan Crowther College of the Canyons CA Linnea A. Fletcher Standard Grant 437000 1536 SMET 9178 0116000 Human Subjects 0806468 July 15, 2008 Expanding Participation in Computing (EPIC). The Expanding Participation in Computing through Scholarships in Science, Technology, Engineering, and Mathematics (EPIC) program is designed to motivate and enable low-income and academically talented students; especially women, members of minority populations, students with disabilities, first-generation college students and those from rural communities; to earn baccalaureate degrees in computer engineering technology, software engineering technology, and information technology. Within this population, women are special focus for recruitment because while women continue to be underrepresented in many science, technology, engineering, and mathematics (STEM) fields, the problem is greatest in computing fields. Computer fields are the only STEM fields to see a steady decrease in the percentage of bachelor's degrees granted to women over the last two decades. Scholarships up to $6100 per year are being provided to underrepresented students to enable full-time study in computing majors. Freshmen and transfer students are eligible, and scholarships are renewable for up to four years. EPIC builds on the success of CSEMS program at the institution. Activities include having students participate in a three-term learning community, collaborating with student services, faculty mentoring, and community-building activities. Professional internships with regional partners are available to students preparing to enter their junior and senior years. Students are required to join the student chapter of a related professional organization with the dues paid by EPIC. Intellectual Merit: EPIC is building a cohort of students in closely related majors, enabling them to develop social networks along with their academic skills as they prepare to become computing professionals. By providing a year-long learning community which links a career and personal growth seminar with courses in mathematics, communication, and computing, EPIC is increasing the retention and satisfaction levels of computing majors. The learning community is a model for other institutions that have lower-than-desired retention and graduation rates in challenging majors. Broader Impacts: EPIC is enabling a diverse population of students to pursue and achieve baccalaureate degrees in computing. This helps to address the increasing shortage of new graduates needed in the computing industry while providing significant opportunities for the students to grow personally, financially, and professionally. EPIC students are role models, opening the door for other underrepresented students to pursue higher education. By targeting students from rural communities, EPIC helps economically disadvantaged regions diversify their future employment as graduates return to their home communities. These graduates enable local employers to be more successful in the "information age" and help develop opportunities for new firms to start up or relocate to these communities. As rural communities have higher unemployment rates and lower per capita income than urban or suburban areas, this provides an opportunity for greater social and economic equity. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Yang, Sherry Maureen Sevigny Cristina Negoita Oregon Institute of Technology OR Kathleen B. Bergin Standard Grant 596025 1536 SMET 9178 0806469 August 1, 2008 Biological Sciences S-STEM Project at NNMC. This project is supporting full-time students in the newly-established baccalaureate Biology Program. Each year of four years we anticipate supporting 10 students with full scholarships of $10,000 per year, and 6 students with partial scholarships of $5000 per year. The determination of full vs. partial scholarships is based on financial need. The objectives of the program are a) to enhance recruitment into the new baccalaureate program in Biology, b) to allow working students to become full-time students, c) to increase retention rates and to monitor the students' progress to ensure completion of degree requirements in a reasonable amount of time, and d) to prepare the students to gain additional educational experience at the graduate or professional school level, or to obtain employment in research-oriented industry. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Harlan, Richard Meredith Garcia Northern New Mexico Community College Espanola NM Linnea A. Fletcher Standard Grant 598000 1536 SMET 9178 0806471 July 15, 2008 Financial Aid for Science and Technology Students. Through its Financial Aid for Science and Technology (FAST) Student Grant Program, Trinity University is awarding an estimated 176 individual scholarships of $4,600 per year to academically talented students who demonstrate financial need, offsetting a significant portion of the need-based loan portion of each student's financial aid package. The scholarships are renewable by individual students for up to four years. Through the program, Trinity especially seeks to recruit first-generation college students in order to reach institutional goals of increasing the diversity of students majoring in a broad range of STEM disciplines, including Biology, Chemistry, Computer Science, Engineering Science, Geosciences, Mathematics, and Physics & Astronomy. Moreover, FAST student grants are also available to eligible transfer students matriculating at Trinity after commencing their college careers on one of the campuses of the Alamo Community College District. The FAST Student Grant Program is linked strongly with two other Trinity programs: an Upward Bound program for secondary students at area high schools and a Ronald E. McNair Post-baccalaureate Achievement Program for undergraduate students moving on to doctoral studies. The FAST Student Grant Program has three major objectives: 1. To decrease the loan indebtedness of a significant number of academically talented students majoring in the STEM disciplines by offering multi-year scholarships, thereby making if easier for economically challenged students to attend Trinity University and complete their degree within four years; 2. To increase the diversity (economic, ethnic, cultural, physically-challenged, and/or gender) of students majoring in the STEM disciplines , with a primary focus on first-generation college students; and 3. To provide academic support, faculty and peer mentoring and career placement counseling services to scholarship recipients by utilizing existing Trinity practices and programs and by strategically strengthening and focusing these programs to improve the college experiences of the recipients and enable their success. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Bushey, Michelle Dennis Ugolini Wilson Terrell Trinity University TX James E. Hamos Standard Grant 600000 1536 SMET 9178 0806472 September 1, 2008 Mathematics, Science and Computing S-STEM Project. This S-STEM project supports scholarships for academically talented and financially needy students in mathematics, sciences and computing. This project builds on lessons learned from a previous CSEMS project to provide a learning environment producing highly qualified scholars who will contribute to a 21st century workplace. This project aggressively recruits scholars from area high schools, two-year colleges, and universities. In addition, the project supports a bridge program for scholars between the participating community colleges and the university. The project advertises the scholarships through brochures, posters, a website, and meetings with math and science teachers in regional high schools. The recruited student population has high financial need and includes a large percentage of underrepresented groups. An Advisory Committee of university and community college faculty from targeted disciplines selects the scholars each semester and serves as advisors for the scholars. The project creates community among the scholars through required participation in a tailored learning community and in a yearly one-hour project course where the scholars work for a mock company to produce a marketable product. Fields trips and speakers provide the scholars with exposure to industry professionals. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Brown, Thomas Mohamad Ahmadian Larry Powell David Peschka Kelly Holladay Eastern New Mexico University Main Campus NM Stephen C. Cooper Standard Grant 575552 1536 SMET 9178 9150 0806496 September 1, 2008 A partnership approach to improving biology and chemistry undergraduate education in Eastern Iowa. This project is jointly initiating an S-STEM program to increase enrollment and graduation rates in undergraduate biology and chemistry programs at both the University and the community colleges in the Eastern Iowa Community College District. Using a cohort model, S-STEM students are engaged in similar learning activities to improve retention and student success. The project is increasing enrollments in biology and chemistry through (1) multiple matriculation pathways into biology and chemistry programs; (2) marketing biology and chemistry careers and programs to potential students; and (3) providing financial and academic support. Specific recruitment strategies are targeting underrepresented populations (minorities and women). Retention strategies are helping 80-90% of S-STEM students complete their degree. In four years, this project aims to graduate 27 biologists and chemists qualified for local industry or advanced education with 10 more to graduate after the grant concludes. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Halfhill, Matthew Angela Ghrist Andrew Axup Saint Ambrose University IA Linnea A. Fletcher Standard Grant 600000 1536 SMET 9178 0806501 July 15, 2008 Proteomics and Functional Genomics Scholarship Program. The Proteomics and Functional Genomics (PFG) Scholarship program is supporting academically talented but financially needy students, and reaching out to underrepresented groups. Students are receiving interdisciplinary training integrating biology, chemistry and computer science. These students will eventually attend graduate school or obtain jobs in proteomics and functional genomics or related fields. Students are recruited from high school through advertising and contacts with high school science teachers. The project is aided by the Office of Admissions, UW System Women and Science Program, and UW Oshkosh Science Outreach. The project is supporting 8-10 students during the first year and 5-6 students in each of the three subsequent years. A strong sense of community is being established among students by enrolling all students in single introductory science course sections, housing students on the same dormitory floor, providing staff-hosted social events, and working with peer mentors. Students are provided with research/internship opportunities, faculty mentors, and full use of the Career Services Center. The project extends a successful REU Site in proteomics and functional genomics at UW Oshkosh. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Holton, Beatrice Thomas Naps James Paulson University of Wisconsin-Oshkosh WI Linnea A. Fletcher Standard Grant 596134 1536 SMET 9178 0116000 Human Subjects 0806514 July 15, 2008 Next Generation Tech Stars Scholarship Program. This project serves financially needy, academically talented students through its Next Generation Tech Stars Scholarship program. The program assists promising students in completing associate degrees (with the option of transferring to a four-year program) in the closely aligned disciplines of Engineering Technology, Industrial Technology, and Computer Technology/Telecommunications Management. This project is built on strong partnerships with industry and is designed to increase the number of well educated and skilled employees in high demand technical areas. Diverse cohorts of full-time, talented students have been recruited who meet NSF-required and project-specific selection criteria. Extensive student support services exist, e.g., on-campus child care, tutoring, industry internships, and open/staffed computer laboratories. New services are: Success Coaching, mentoring, Loan-to-Own laptop computers, recognition of success, and academic, personal, and career assistance. The project objectives include providing 30 scholarships annually, and financial support from industry will ensure that no worthy Tech Star are left without the financial assistance needed for degree completion when the project ends. The Tech Stars Scholarship program fosters diversity. At least 40% of scholarships are awarded to African American students and 35% to female students. Through enhanced student support services and industry involvement, 100% of Tech Stars are retained through graduation. Of those who graduate, 100% who desire enrollment in a four-year institution are assisted with the transfer process. Career awareness and job placement assistance ensures that 100% of graduates who want to enter the workforce are employed in jobs related to their major within three months of graduation. The current CSEMS grant has already resulted in an on-time graduation rate of 87% for STEM students compared to 9-14% overall for the college. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Zakhour, Kamil Joshua Phiri Elaine Hodges Patressa Gardner Paul Anderson Florence-Darlington Technical College SC Lance C. Perez Standard Grant 600000 1536 SMET 9178 9150 0806518 July 15, 2008 IncREaCE: Increasing Retention for Electrical and Computer Engineers. This project is awarding scholarships to academically talented and financially needy students and is supporting the scholars through a variety of structures and programs. Women and students from underrepresented groups are being especially targeted for support. The students are enrolled in either electrical or computer engineering in one of three cohorts supported by the project. The objective of the project is to improve the retention rate of the targeted students while simultaneously increasing their interest in graduate studies. The program has components of faculty and peer mentoring, financial assistance, and increased focus on the first two years of study for both first-year students and for transfer students. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Triplett, Gregory Robert O'Connell Michael Devaney Justin Legarsky Scott Kovaleski University of Missouri-Columbia MO Sheryl A. Sorby Standard Grant 519522 1536 SMET 9178 0806531 August 1, 2008 Marymount University S-STEM Scholarships. Through its S-STEM Scholarships program, Marymount University is: 1. Recruiting and maintaining an S-STEM cohort of approximately 20 students who have a demonstrated financial need and are interested and capable of majoring in the STEM disciplines of biology, mathematics and information technology/computer science. 2. Providing the scholarship recipients with an active leaning community engaged in scholarly and social activities in order to increase retention and STEM career-awareness of the students. The learning community includes monthly lunches with STEM faculty, field trips to local STEM industries, an interdisciplinary seminar series, Supplemental Instruction in key courses, and service learning opportunities through tutoring in mathematics or science for local K-12 students. Through the interdisciplinary seminars, the scholarship recipients are introduced to a variety of traditional and nontraditional STEM career options while coming to understand the interrelationships of biology, mathematics and information technology/computer science and the importance of each in the study of the other. 3. Providing opportunities for scholarship recipients to learn of the many career options available to STEM majors through interactions with potential future employers in the Washington, DC area. 4. Providing encouragement for S-STEM students to participate in STEM research programs. 5. Providing career counseling and graduate school preparation to help students understand their options and make wise professional decisions. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Lenz, Laurie Diane Murphy todd rimkus Robert Stolz Alice Young Marymount University VA James E. Hamos Standard Grant 595734 1536 SMET 9178 0806541 August 1, 2008 Scholarship Assistance for Undergraduate Computer Science Majors. Scholarship assistance is being provided to two cohorts of full-time undergraduates (1) majoring in Computer Science (CSC) or (2) majoring in Information Technology (IT) or Mathematics (MTH) with a minor in CSC... The project focuses on increasing enrollment in CSC and maximizing student retention, graduation rates, and placement in careers and/or graduate schools. Scholarship recipients are benefiting from a network of support services provided by the Mathematics and Computer Sciences Department, faculty advisors, and the Student Financial Services and Career Services Offices. Students are strongly encouraged to augment their primary major by either taking a minor in a related field or by having a second major. The scholars are encouraged to engage in research projects (either as independent study or as joint faculty-student projects) and to participate in internship and co-op placements. Faculty interaction with professional and public organizations and with industry serves to provide additional opportunities for student research, internships, and co-op placements. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Knappenberger, Jonathan Thomas Blum La Salle University PA Curtis T. Sears Standard Grant 572910 1536 SMET 9178 0116000 Human Subjects 0806550 August 15, 2008 Nazareth College Science and Mathematics Scholars Program. The Science and Mathematics Scholars Program is providing support for promising but financially needy students pursuing degree programs in biology, chemistry, and mathematics. A total of 52 scholarships (up to $10,000 per year) over the four-year course of the program will be awarded to full-time students. The College is working with the Rochester City School District, local community colleges, and local and regional high schools to identify and recruit students with an interest in mathematics and science. The Scholars program is increasing educational opportunities for students, especially students from groups traditionally underrepresented in STEM fields. Students are benefiting from small class sizes and personal attention, opportunities to engage in undergraduate research and industrial internships, faculty dedicated to research-based educational pedagogies, and a collaborative student support network comprised of faculty, academic, and student development personnel. This program is building upon the established relationships with local schools, industry, and professional STEM organizations to address the local and national shortage of STEM workers. The strategies developed to recruit, financially support, and nurture students to graduation are allowing Nazareth College to institutionalize a comprehensive retention program that can be utilized beyond the grant period and can serve as a model of best practices for other institutions of higher education. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR O'Brien, Lynn Beverly Brown Matthew Koetz Nazareth College of Rochester NY Bert E. Holmes Standard Grant 598000 1536 SMET 9178 0806554 August 15, 2008 The Math and Science, Technology, Engineering Reinforcement (MASTER) Scholar Program. The Math and Science, Technology, Engineering Reinforcement (MASTER) Scholar Program is providing twenty scholarships per year to students with strong academic ability and financial need to study a variety of STEM disciplines including Agroecology, Biology, Chemistry, Drafting Technology, Engineering, Mathematics, Natural Resource Biology, and Physics. The project's intellectual merit rests on an experienced faculty and staff with access to institutional and community resources that are dedicated to increasing student engagement and supporting student transition into four-year programs and/or the workforce. Specific project activities include faculty mentoring; a special one-credit course for all scholars on professional skills, time and stress management, career orientation, and introduction to internship opportunities; and career placement and transfer services. The project's broader impacts are being felt through its provision of opportunity to students in a rural region in the Rocky Mountain West. The project also sees importance in the peer influence of its scholars on other prospective STEM students and the potential for the overall project to serve as a model for similar small rural institutions. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Campbell, John Bruce Watne Micah Humphreys Martin Stensing Deepthi Amarasuriya Northwest College WY Lee L. Zia Standard Grant 276000 1536 SMET 9178 9150 0806569 June 15, 2008 Graduate Student Scholarships to Advance a Global Outlook of Economic and Social Prosperity that Protects the Environment. This scholarship program provides up to eighteen need-based scholarships to an integrated community of academically talented MS and PhD graduate students who are educated in the economic, social, and environmental pillars of sustainability, well prepared to transfer research techniques and knowledge from their different graduate perspectives. Engaging women and underrepresented groups in engineering builds additional capacity in these fields that are critical to advancing sustainability goals. The project explicitly provides scholarships to recruit, educate, and retain students into STEM fields (including underrepresented groups). It will facilitate knowledge sharing among MS and PhD graduate students and their faculty advisors. This project focuses student and faculty educational efforts on some of the most pressing challenges facing our global society, and catalyzes the development of the next generation of engineers with global awareness and the skills necessary to lead true change by engineering for a better future. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Perlinger, Judith Alex Mayer Kurtis Paterson Veronica Griffis Michigan Technological University MI Lesia L. Crumpton-Young Standard Grant 599978 1536 SMET 9178 0806600 September 1, 2008 Scholarships to Enhance the High-Tech Workforce of Southern New. Two cohorts of twenty five academically talented, financially needy students majoring in engineering are receiving scholarships averaging $3,000 annually. Following a one year planning period, both cohorts are initiated during the second year. One cohort consists of 25 sophomores and the second of 25 freshmen. The scholarships are being awarded for three or four years respectively. Thus, it is planned that a total of 50 students share 175 year-long scholarships over the five year project period. There are plans for replacing any scholars who do not maintain scholarship eligibility by qualified upper classmen. The project builds on a previous successful CSEMS project. Notable project features include the use of learning communities and peer tutoring - strategies known to increase retention. Other merits include the emphasis on advisement, the strong academics coupled with the many student support services, the integration of the evaluation with the ABET process and project-oriented, team building experiences. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Everett, Jess John Chen Linda Head Kauser Jahan Zenaida Otero-Gephardt Rowan University NJ Curtis T. Sears Standard Grant 600000 1536 SMET 9178 0806606 August 15, 2008 Building the Future: Improving Recruitment and Retention of Underrepresented and Financially Disadvantaged Science and Math Students. This project is providing approximately 28 scholarships over five years for financially disadvantaged and underrepresented students. Selected students majoring in biology, chemistry, computer science, earth sciences, mathematics or physics with identified financial need are receiving up to $5,000 of scholarship support annually. The program is promoting an increase in the number of underrepresented STEM students, improved retention of students in the STEM disciplines, and is targeting 90% or better placement of STEM graduates in jobs and professional or graduate schools. The Management Team includes faculty from six STEM disciplines plus assistance from support staff in admissions, financial aid, information technology, and academic learning services. Support structures for the STEM Scholars include faculty mentoring, tutoring, peer mentoring, living learning communities, and a workshop series that develops academic skills, explores career options, and prepares students for placement after graduation. Co-ops and undergraduate research offer additional capstone opportunities for the students. Assessment includes annual analysis of retention data and use of student focus groups and exit surveys. Recruitment and retention approaches are being analyzed to identify sustainable strategies that can be applied for all STEM students at Millersville University and other institutions. Information on successful program elements is being disseminated via STEM Scholars website and via presentations at regional and national meetings and publications. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Whisenton-Davidson, LaVern Robert Smith Dominique Dagit Natalia Dushkina Stephanie Elzer Millersville University PA Bert E. Holmes Standard Grant 584980 1536 SMET 9178 0806608 August 15, 2008 Creating Educational Opportunities through Partnerships. Partnership with Industry for Engineering Cooperative Experiences and Scholarships (PIECES) builds on existing programs and relationships with regional employers and professional organizations to provide financial assistance, academic and social support, and opportunities for work experience to talented students entering the School of Engineering. The objectives are to increase the quality and diversity of engineers, computer scientists, and construction managers entering the regional workforce. PIECES provides financial assistance for the first two years in order to include more students in the program. Afterwards, students have opportunities to work as interns in area firms to gain valuable experience and to provide continued financial support. In addition to internships, students have a variety of other opportunities to interact with practicing professionals. PIECES funds three cohorts of approximately 16 students (48 total). The areas that are served are economically-depressed rural counties and the inner-city schools of a large city which provides a diverse applicant pool. Recruitment strategies build on existing recruitment efforts and scholarship programs. Recipients are selected based on financial need, academic merit, communication skills, and professional motivation. PIECES also benefits the general population of students in the School of Engineering as the culture of partnership with industry during students academic careers becomes established and local employers increasingly seek these graduates. In addition, commitments from local employers to consider funding the program after the NSF grant ends provide much-needed long-term scholarship assistance to attract freshman into engineering when the employers see the benefit of PIECES and are more willing to invest in student early academic careers. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Morgan, Susan William White Jerry Weinberg Dianne Slattery Southern Illinois University at Edwardsville IL Lance C. Perez Standard Grant 599695 1536 SMET 9178 0806619 September 1, 2008 A Pathway to Success for Academically Promising Low-Income Engineering Students at an Urban University. This project is awarding scholarships to academically talented and financially needy engineering students and is supporting the scholars through a variety of structures and programs. Women and students from underrepresented groups are being especially targeted for support. Scholarships are being awarded to students in their sophomore and junior years with the students transitioning into paid internships or research experiences for their senior year. One of the primary project goals is to improve the retention through graduation rate for the targeted students. The scholarship cohort is being clustered in Academic Excellence Workshops that correspond to particular sophomore- and junior-level engineering courses. In these workshops, students form study teams and practice collaborative learning to solve problems. The workshops are guided by upper-division peer facilitators. Students are also being provided with career mentoring through a number of strategies, including regular meetings with faculty advocates. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Long, Stuart Frank Claydon Zerda Katherine University of Houston TX Sheryl A. Sorby Standard Grant 598568 1536 SMET 9178 0806660 October 1, 2008 Nanoscience Scholars. This project is using nanotechnology to recruit new science majors and prepare them for careers in this field. Students pursuing baccalaureate degrees in Applied Physics or in any science discipline with either a minor in Nanotechnology or an AAS in Nanotechnology as a second degree, receive scholarships based on financial need (mean = $5632/year), and a one-time scholarship to attend the Nanomanufacturing Technology Semester at Pensylvania State University's Advanced Technical Education Center ($4110). Through the First Year Excellence Program students (n=21) participate in a tightly knit learning community built around small, dynamic classes and weekly discussion and activity groups led by upper division honors students. The program supplements existing recruitment and student support services for populations underrepresented in science and technology. Inherently interdisciplinary, nanotechnology offers opportunities for collaboration across disciplines and is an ideal focal point to attract students to all sciences. Peer mentors, faculty support from the interdisciplinary Nanotechnology Group, and research opportunities provide the societal and implementation context that science courses often lack. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Goonewardene, Anura Jacqueline Whitling Joseph McGinn Lock Haven University of Pennsylvania PA Bert E. Holmes Standard Grant 599908 1536 SMET 9178 0806664 August 1, 2008 Community of Science, Technology, Engineering, and Mathematics Scholars. This project awards 20 scholarships annually and provides multiple support services to promote full-time enrollment and degree achievement in science, technology, engineering, and mathematics (STEM) disciplines by eligible students. Target disciplines are Biology, Chemistry, Computer Science, Engineering, Environmental Science, Mathematics, and Physics. Intellectual Merit: Project objectives are to: (1) recruit, graduate, and transfer increased numbers of STEM students, especially women and underrepresented minorities; (2) provide awardees with academic, career, and professional development opportunities for transfer to 4-year institutions or employment; and (3) strengthen existing informal consortia agreements and develop such relationships with other four-year institutions to ease awardees' transfer. Recruitment efforts focus on local public schools and Community College of Baltimore County (CCBC) students currently enrolled in college algebra and science courses. Scholarship recipients receive mentoring by STEM faculty, academic/career advising, a two-day summer career identification experience, a seminar series with a career lunch featuring a guest speaker each semester, networking opportunities with employers and prior awardees, Individual Academic Learning Plans, and optional STEM internships. Recipients are encouraged to transfer to four-year institutions by designating up to 20% of the scholarship funds to "follow" awardees who have earned an associate degree or 45 credits in STEM fields when they transfer. The project is guided by the scholarly literature on student success and builds on the college's success with prior NSF projects. Broader Impacts: This project broadens participation of underrepresented groups and strengthens existing academic partnerships to increase student awareness of, and preparation for, STEM fields. Scholarships reduce awardees' need to obtain employment while attending college and allow the students to attend full-time. Dissemination of results through the project website, conference presentations and poster sessions, and publication of peer-reviewed articles extends the project's reach. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Sorkin, Sylvia Andrew Beiderman Laura LeMire Penny Fanzone Tejan Tingling Community College of Baltimore County, Essex MD James E. Hamos Standard Grant 497000 1536 SMET 9178 0806666 September 1, 2008 BIOSCHOLARS: Supporting Women from Underserved Communities in the Study of Biological Science. This project is providing critical financial support to approximately 20 young women who have shown promise in their first year studies, specifically in the College's gateway courses in Biology. Ten returning sophomores are then selected in each of two consecutive years to become BioScholars. These students are enrolled in an Honors Colloquium in Biology and in workshops to assist them to obtain scientific internships, admission to graduate school, and/or employment in one of the life sciences. In addition, a Biology tutor has been hired in the College's Learning Resource Center to provide support for students in the program. Each participant receives a scholarship to help close the gap between their existing aid and the cost of attendance. This award is adjusted annually and follows each Bioscholar through to graduation as long as need and eligibility continue. In addition, other science students at the College may participate in certain activities within the program on a space available basis, increasing the impact of BioScholars. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Gardner, Elizabeth Pine Manor College MA Linnea A. Fletcher Standard Grant 574870 1536 SMET 9178 0806668 August 15, 2008 Descartes Scholars Program. The Descartes Scholars Program (DSP) is providing twelve students majoring in Chemistry, Computer Science, Engineering, Mathematics, and Physics four-year renewable, need-based scholarships. The Scholars come from the greater Los Angeles area, a region that has a high concentration of underrepresented ethnic minorities. The DSP's retention plan includes direct classroom interaction with project faculty, workshops, social support services, academic counseling, and the availability of tutors for technical and writing courses. Furthermore, Descartes Scholars have the opportunity to participate in year-round activities such as a study abroad program; undergraduate research and conferences; and one-on-one internship, career and graduate school advising. Program activities change yearly to accommodate students' educational progress. The program's Management Team is tracking, documenting and assessing the Scholars' educational progress during their entire tenure at LMU. The project's objective is to ensure that the twelve Descartes Scholars earn bachelor's degrees in STEM fields. Upon graduation the Scholars are expected to be prepared for graduate studies in a technical field and have some of the skills necessary to allow them to assume leadership roles later in their careers. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Medina, Herbert S. W. Tina Choe Jose Saez Barbara Christie Catherine Graham Loyola Marymount University CA Bert E. Holmes Standard Grant 551780 1536 SMET 9178 0806709 July 1, 2008 Scholarships for IT Communities of Practice Targeting African-American Students in Detroit. To address the under-representation of minorities, women, and first-generation college students in the computing disciplines, an existing partnership with Focus: HOPE currently offers a coordinated program which supports disadvantaged students at critical junctures from a GED through the completion of a post-secondary degree. This S-STEM project provides scholarships to financially needy students in the partnership. Seven students receive scholarships during the first year, increasing to 20 students during the fourth year. The existing support program begins with multiple proven bridge activities. These activities include a remedial math and writing program, programming using Alice, professional development workshops, participation in a community food bank, and an on-site child-care program. The second phase of the program combines a Bachelor of Arts in Information Systems and Technology with tutoring programs, culturally sensitive advising, emerging scholars sections of introductory programming courses, social networking, and participation in industry internships and academic research. The third component of the program is a coordinated, scoped and sequenced experiential learning program in which the students participate in paid co-op positions with local industries. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Brockmeyer, Monica Wayne State University MI Stephen C. Cooper Standard Grant 598361 1536 SMET 9178 0806710 September 1, 2008 Engage, Connect, and Deliver STEM Scholars. The Engage, Connect, and Deliver STEM Scholars is awarding scholarships for financially needy students who demonstrate academic promise and are enrolled in a science, technology, engineering, or mathematics (STEM) field of study. The framework for the project is linked to the strategic plan of the college. Four partners from industry and state government are supporting the project by providing internships and cooperative education experience. The goals of the project are to: (a) Increase the number of students enrolling in STEM disciplines. (b) Increase educational opportunities for underrepresented students. (c) Utilize articulation relationships to promote seamless transfer for STEM students. (d) Strengthen internal collaboration within the college to support successful implementation of the project. (e) Enhance relationships with employers from STEM-related industries in order to increase the number of employees who are educated and skilled in "technical areas of national need"; specifically within the following majors: Mathematics and Computer Technologies, Science and Engineering, Industrial Technology, Energy Technology, and Agriculture Technology and Natural Resources. Intellectual Merit: The project advances knowledge and understanding through student learning in the STEM disciplines. Experience from a prior NSF CSEMS benefits the project. Enabling students to successfully participate in their education through a framework of comprehensive enrollment, teaching, learning, and support structures, the project promotes retention, builds a community of scholars, and assists students with workforce entry. Benchmark objectives for project outcomes include an increase in the five-year average rate of retention through individualized student action plans, a first semester seminar, and other student-focused strategies. The project is creating an active learning community of STEM students who persist in completing their education goals. Broader Impacts: The intended impact of the project is to increase educational opportunities for students in STEM disciplines and begin to address the shortfall of workers critically needed in technical areas of national importance. The in-state demand from employers is significant due to the expanding economy leading STEM-related industries to hire graduates at placement rates approaching 100%. In addition, the project is broadening its impact by reaching minority students through a multicultural recruitment and retention plan. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Kiner, Jayne Jeffrey Jacobs Linda Tonolli Wade Vogel Bismarck State College ND Kathleen B. Bergin Standard Grant 597540 1536 SMET 9178 9150 0116000 Human Subjects 0806711 August 15, 2008 Building a Sustainable Science and Mathematics Scholarship Program. The Science and Mathematics Scholarship Program at Bethel College attracts academically qualified students to the study of Biology, Chemistry, Computer Science, Mathematics, and Physics. The program provides scholarships, renewable for up to four years, to financially needy students with a focus on Hispanics and women. The S-STEM program is built upon a science and mathematics scholarship program that began in 2000, largely with seed money from Bethel alumni, involving College faculty and the Offices of Development and Financial Aid. Specific S-STEM program objectives are to: (1) attract underrepresented students to STEM programs while increasing the number of STEM majors, (2) improve retention to graduation by developing awardees into a cohesive learning community, and (3) provide bridges to graduate programs and careers To recruit students, Bethel STEM faculty and students, assisted by the Admissions Office, reach out to high school students through (a) a one-week Summer Science Institute, (b) an on-line Science Collaborataory, (c) Explore Science visiting days to expose prospective students, such as those in a nearby Upward Bound program, to research at Bethel, and (d) presentations in K-12 classrooms. To help smooth the transition to college, matriculating scholarship recipients take part in a day-long event during freshman orientation that enables the students to become familiar with science and mathematics faculty and their research while also piquing the students' interest in the research that is underway and in career opportunities in the STEM fields. The key strategy to retain students is their participation in a cohesive learning community that provides a focused, unified and integrative experience, emphasizing career and personal counseling, academic assistance, and peer-mentoring. Scholarship recipients are mentored by Bethel STEM faculty, including role models who come from the targeted demographic groups. Additionally, scholarship recipients actively contribute to an interdisciplinary STEM seminar that involves interactions with invited speakers, collaborative group research projects, and discussion of such topics as scientific ethics, "classic" papers, the nature and history of science, and the interplay between scientific discovery and societal development. Helping to provide the bridge to careers in the STEM fields are tours of industries and research laboratories, career panels, STEM-related on-campus employment, research experiences (both in Bethel laboratories and off-campus), and internships organized by Bethel STEM alumni. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Piper, Jon Dwight Krehbiel Bethel College KS James E. Hamos Standard Grant 257600 1536 SMET 9178 9150 0806712 August 1, 2008 MCTC STEM Scholars. This project is awarding fifty scholarships over a four-year period to academically talented, financially disadvantaged students who are pursuing a two-year degree in science, technology, engineering, and mathematics (STEM). The project's intellectual merit lies in its focus on enabling the scholarship recipients to persist through completion of their Associate's degree and transfer to a four-year institution. Each scholar works with a faculty advisor/mentor to develop an individualized success plan. The scholarship amounts are tailored to allow recipients to reduce either their loan package and/or work hours so as to pursue a full course load in a rigorous curriculum. Specific support services and enrichment activities are intended to increase academic success and contribute to the formation of a cohort community. These include a first-year college orientation course, study skills, and internship experiences in local and regional industries contribute to increase the opportunity for the scholarship recipients to pursue careers in STEM fields. The broader impacts of the project are felt through its emphasis on achieving higher retention and transfer rates, by making it possible for academically talented students to enroll full-time and work fewer hours. The project is also striving to attract students who have traditionally been underrepresented in their participation in STEM disciplines. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Abney, Darrell Dana Calland Angela Fultz Mike Quillen Kentucky Community & Technical College System KY Lee L. Zia Standard Grant 287000 1536 SMET 9178 9150 0116000 Human Subjects 0806716 August 15, 2008 A Mathematics and Physical Sciences (MaPS) Cohort of Scholars Program. The Mathematics and Physical Sciences (MaPS) Cohort of Scholars Program at Northeastern Illinois University (NEIU) has created a support system consisting of scholarships, faculty mentoring, and peer support to address financial and academic issues affecting the retention and graduation rates of the typical NEIU student. NEIU is an urban commuter university in northwest Chicago, and is the only four-year federally-designated Hispanic Serving Institution in the Midwest, with a highly diverse student population and many first-generation college students. The MaPS program is recruiting a cohort of 14-18 incoming freshmen who are interested in the STEM disciplines and in need of financial assistance, and providing them with scholarships of up to $10,000 per year for four years. As they matriculate at NEIU, each student is assigned a faculty mentor from the disciplines of Mathematics, Physics or Earth Science who closely mentors, advises and monitors the student throughout his/her academic career. To further guide the scholars into the STEM professions, they are encouraged to engage in research experiences and participate in regional and national conferences. NEIU's student support services offer supplementary academic and social activities for the cohort, providing the scholars with shared experiences so that each one graduates with the motivation and intellectual ability to either attend graduate school in his/her chosen major or find employment in a STEM-discipline field. The three-fold support system of faculty, student services, and cohort bonding built into the MaPS program draws on lessons learned from the Chicago Math Scholars program, a previous NSF-funded project at NEIU, and responds to institutional goals to raise retention and graduation rates in the STEM disciplines. The MaPS Program is linked strongly with NEIU's McNair Scholars Program and with bridge programs to the doctoral degree with other Chicago-area institutions. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Srinivas, Sudha David Rutschman Nancy Wrinkle Paulo Acioli Kenneth Voglesonger Northeastern Illinois University IL James E. Hamos Standard Grant 598003 1536 SMET 9178 0806717 July 15, 2008 PSU Engineering Technology Scholarship Program. The objectives of the Engineering Technology Scholarship Program are: 1) to provide 4 year scholarships to at least 13 students in the areas of engineering technology including at least 4 students from underrepresented groups. 2) 70% of the students who receive a scholarship will graduate with a B.S. in engineering technology in 4 years. 3) Provide free tutoring for all math, science and engineering technology courses for participants. 4) Provide industry internships for 75% of participants. This program also provides enhanced student support services including mentoring opportunities with professionals from industry and cohort career services workshops and cohort academic advising. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Winzer, William Pittsburg State University KS Lance C. Perez Standard Grant 598000 1536 SMET 9178 9150 0806735 July 15, 2008 Scholars of Excellence in Engineering and Computer Science. This five year project is a STEM scholarship program called Scholars of Excellence in Engineering and Computer Science (SEECS). The scholarships support 20 academically promising, financially needy students per year studying in one of the six majors in the School of Engineering and Computer Science. The intellectual merit derives from the program structured agenda that supports the academic, personal, and professional development of scholars. Through group activities and a Professional Development course, the program enhances the bond among scholars as a way of increasing retention. In line with the University commitment to community engagement, the program also includes a service-learning project that involves the scholar cohort working on a STEM project that meets a community need. Enrichment activities make students more aware of the role of STEM professionals and help them develop the social and leadership skills for their future careers. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Steinbrink, Scott Theresa Vitolo Karinna Vernaza Barry Brinkman Gannon University PA Lance C. Perez Standard Grant 600000 1536 SMET 9178 0116000 Human Subjects 0806741 August 15, 2008 Benjamin Banneker Scholars. Through its Benjamin Banneker Scholars program, Central State University (CSU) is strengthening its STEM programs and broadening the STEM workforce by offering scholarships, in conjunction with academic and other student support, to high-achieving high school seniors and current CSU freshmen or transfer students. CSU, one of the nation's Historically Black Colleges and Universities and the only public one in Ohio, promotes matriculation and retention of its students through their participation in learning communities and a common first year seminar, support through a Center for Student Opportunities, and opportunities to excel in an Honors Program. In addition to their scholarships, each Banneker Scholar - (a) participates in a STEM Learning Community in which he/she lives in close proximity to other Scholars in the same residence hall while taking the same core set of rigorous courses; (b) receives advising and mentoring by a faculty member whose expertise is in the scholar's interest area; (c) is tutored when assistance is needed with an academic area; (d) has access to other support services, as needed, including professional development, study skills, and counseling; (e) is encouraged into STEM-related internships in industries, governmental agencies and research institutions; and (f) is provided assistance in placement into careers and/or graduate or professional school. The CSU Banneker Scholar program promotes academic excellence and the cross-fertilization of ideas among STEM fields. A cycle of year-round mentoring by experienced faculty mentors, interaction with peer and professional role models, and research training provides the inspiration for Banneker Scholars to compete in graduate school and professional careers in STEM fields. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Kendricks, Kimberly Cadance Lowell Mahmoud Abdallah Subramania Sritharan Central State University OH James E. Hamos Standard Grant 599500 1536 SMET 9178 0806748 September 1, 2008 Netzel Scholars: Opportunity in Chemistry and Biology. The goal of this project is to provide support for the highest achieving entering students at the university declaring majors in chemistry and biology. Many of these students have significant financial need and thus balance university life, significant work hours, and commuting as they live at home during their university career. These responsibilities make it difficult for them to realize their scholarly potential. S-STEM funds provide need-based scholarships so that the students can live on campus and participate fully in the intellectual and research life of the university. Recruiting efforts include direct mail, web resources and on-campus recruiting fairs to promote the S-STEM Scholarships to prospective students in Georgia. Selection is based on multiple academic criteria, financial need, and an interview. Intellectual Merit: New activities include (a) a new Freshman Learning Community, (b) a new course, HON1001, (c) a program for freshman to participate in research group seminars, (d) peer-led honors tutorials, (e) a new honors biochemistry course, (f) biochemistry concentrations in both chemistry and biology, (g) a new course in career planning, (h) increased support for undergraduate research opportunities, (i) student presentations at local and regional conferences, (j) support for summer research programs, (k) support to develop leadership in chemistry and biology student clubs and (l) opportunities for the students to teach in supplemental instruction and the Writing Across the Curriculum courses. Broader Impacts: About 60 students are receiving S-STEM funding (approximately 20 each for three consecutive entering classes). The new programs benefit the other chemistry and biology students (approximately 300 and 1400, respectively). Scholarships from the S-STEM program enable the Netzel Scholars to live up to their considerable promise as scientific leaders. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Dixon, Dabney Jyotsna Thota Timothy Renick William Said Georgia State University Research Foundation, Inc. GA Duncan E. McBride Standard Grant 599474 1536 SMET 9178 0806757 September 1, 2008 ET^2: Engineering and Technology Transfer Scholars' Program. This project focuses on academically talented and financially needy students who transfer from 2-year schools to Rochester Institute of Technology (RIT). Through this scholarship effort, the program recruits, retains and graduates 25 additional transfer scholars per year in engineering and engineering technology BS degree programs. In support of this project, RIT contributes $50,000 to ensure that scholars have continuing financial support after the grant expires. This contribution indicates the university's enthusiasm, a firm commitment of service to engineering and technology students, and an endorsement of the goals and objectives of the scholars program. This scholars program targets women and minority students, identifies scholars in academic trouble and provides help to them through proactive intervention, prepares students with skills, education and work experience needed to enter the high technology workforce, and performs regular and thorough assessment of program level strategies. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Gupta, Surendra Abieyuwa Aghayere Vincent Amuso Michael Eastman Daniel Johnson Rochester Institute of Tech NY Lesia L. Crumpton-Young Standard Grant 599972 1536 SMET 9178 0116000 Human Subjects 0806765 August 1, 2008 Improving the STEM workforce by improving community college science teachers. Scholarships are being awarded to holders of bachelors degrees in STEM subjects to enter a dual Masters of Science and Doctorate of Science Education degree program. The scholars are academically talented and financially needy individuals planning a career teaching science in a community college. Starting with the second year of the project, three successive cohorts of five students each receiving annual scholarships of $10,000 during the three years that they are studying science and earning a Masters of Science degree while enrolled in the five year long dual degree program. To enable the third cohort to receive three years of scholarship support and graduate with a Masters degree during the five year project period, the university has committed to providing scholarships to the third cohort during their third year of study. All scholars receive financial support from the university's Mallinson Institute of Science Education as they serve in a mentored teaching role during the fourth and fifth years of the program while also conducting their doctoral dissertation research. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Cobern, William Susan Stapleton Heather Petcovic Western Michigan University MI Curtis T. Sears Standard Grant 460000 1536 SMET 9178 0116000 Human Subjects 0806780 September 1, 2008 Attacking the Gathering Storm in Computer Sciences and Mathematics (STORM). This project is awarding scholarships to talented students to increase the quantity and diversity of students who complete undergraduate degrees in computer science or mathematics. Students are recruited from both local secondary schools and community colleges, with twelve scholarships offered annually. A number of project components that are designed to increase academic success contribute to the intellectual merit of this effort. These include: combining appropriate-level classes in mathematics to create cohort groups of computer science and mathematics students; providing student-student, faculty-student, and industry-student mentoring programs and workshops; and motivating students through opportunities for research projects and internships. A diverse management team is also in place including department faculty leaders in the two departments, the Director of Financial Services, and the Dean of the College housing the computer science and mathematics departments. Additional student support services units on campus are also involved. In terms of broader impacts the project is promoting increased participation of talented Hispanics in the fields of computer science and mathematics through its financial, academic, and practical support. This is leading to an increase in the talent base and diversity of newly graduated persons entering either the workforce or pursuing advanced degrees. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Fernandez, John Jose Giraldo Patricia Hill Liza Wisner Jeannie Gage Texas A&M University Corpus Christi TX Lee L. Zia Standard Grant 599599 1536 SMET 9178 0806792 August 15, 2008 Providing Suppport Structures for Chemistry Majors. This project is establishing a new program, Providing Support Structures for Chemistry Majors (PSSCM), to support 15-20 students throughout their undergraduate chemistry education. To qualify for PSSCM scholarships, students must demonstrate significant financial need and show promise for success in chemistry. The goal of this project is to provide significant academic support for this cohort of students. This program builds on three existing St. Olaf resources: (i) a nationally-recognized chemistry program; (ii) TRiO/Special Students Services (SSS) program, which supports students in overcoming financial, social, and cultural barriers to success in higher education; and (iii) St. Olaf's Center for Experiential Learning (CEL), which uses workshops, internships, and career counseling to link students' undergraduate experiences to future careers. A steering committee includes chemistry faculty and the directors of financial aid, the SSS program, and the CEL. The committee is guiding the program, recruiting and selecting PSSCM Scholars, and overseeing program activities and mentorship. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Walczak, Mary Douglas Beussman Kathy Glampe Saint Olaf College MN Bert E. Holmes Standard Grant 583414 1536 SMET 9178 0806803 September 1, 2008 META: Math Engineering and Technology Awards. This project is called META: Math, Engineering and Technology Awards Program. META provides scholarships and student support to 105-140 economically disadvantaged students with GPAs of 2.5 or higher. Degrees/certificates targeted include Biotechnology, Microbiology, Forensics, Geology, Mathematics, Computer Science, Engineering, Physics, four Computer Information Systems degrees, Engineering Technology, Engineering Technology for Civil Engineering, Surveying Engineering Technology, Electronics Technology, Computer Electronics Technology, Communications Electronics Technology, Nuclear Electronics, Computer-Aided Engineering Drafting, Computer-Aided Drafting and Design, and Geographic Information Systems. META services include comprehensive academic/career counseling, supplemental instruction/cohort learning communities, tutoring, study groups and STEM club activities in a MESA Center for STEM students, and field trips; scholars meet weekly with faculty, counselors, and/or faculty/peer mentors. META integrates research on best practices in persistence and retention strategies for disadvantaged students into STEM programs, and advances discovery and understanding about these issues among educators, while promoting teaching, training, and learning through faculty and student training and mentorships. The goal of META is to broaden participation in STEM fields, increasing the number of STEM certificates and associate degrees awarded. With potential to attract and prepare 30-40 predominantly minority students annually to enter four-year STEM programs, META increases the STEM applicant pool, raises the number of individuals employed in technical areas of national need, and attracts new industries to this area. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Dimitriu, Dan Michael Psencik Rosa Maria Gonzalez San Antonio College TX Lance C. Perez Standard Grant 551944 1536 SMET 9178 0806812 August 1, 2008 EMPOWER: Enrichment and Mentoring to Provide our Workforce with Enhanced Resources. This project is awarding scholarships to academically talented and financially needy students and is supporting the scholars through a variety of structures and programs. Women and students from underrepresented groups are being especially targeted for support. Student scholars are enrolled in engineering programs and the need for professionals who have expertise in these fields is vital to the region's growing high tech industry. The project is improving retention and graduation through implementation of the Academic Resource Center that provides mentoring, tutoring, and supplemental instruction services for the scholars. Scholars are also participating in a mathematics bridge program just prior to their first-year at the university. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Gaede, Rhonda Sherri Messimer Jennifer English Diana Bell University of Alabama in Huntsville AL Sheryl A. Sorby Standard Grant 593673 1536 SMET 9178 9150 0116000 Human Subjects 0806814 July 15, 2008 Program for Attracting and Retaining Scholars in Computer and Mathematical Sciences. This project providing scholarships to ten academically talented and financially needy students majoring in biology, chemistry or physics is increasing the high technology workforce of the Appalachia region. These scholars join twenty five computer science and mathematics scholars being supported under a concurrent S-STEM project at the institution. The students are participating in interdisciplinary seminars and projects being led by faculty mentors from the five cooperating STEM departments. These activities coupled with a wide array of student support services are enabling the students after graduation to pursue advanced degrees or find employment in regional high technology companies. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Tashakkori, Rahman James Wilkes Nicole Bennett Christopher Thaxton Chishimba Mowa Appalachian State University NC Curtis T. Sears Standard Grant 140697 1536 SMET 9178 0806831 August 15, 2008 Science, Technology, Engineering and Math Scholarship Program. The Scholarships in Science, Technology, Engineering, and Mathematics (S-STEM) Program provides educational opportunities for financially needy but academically talented STEM students. Services and activities: 1) improve the undergraduate educational experiences; 2) increase the number of students completing the first stage of baccalaureate study, and those receiving degrees; and 3) increase the likelihood that a Scholar will be employed or enrolled in a graduate program. Initially, twenty-eighty students are being chosen: ten freshman and eighteen junior students enrolled in Engineering, Engineering Technology, or Mathematics. Additional students are being added as Scholars graduate or leave. Scholars are paired with faculty mentors, who serve as advocates for scholars academic and career success. Activities include tutorial and writing assistance, undergraduate research opportunities, visitations to research laboratories and graduate schools, attendance and/or participation in research conferences, professional career counseling, and work experiences. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Abramowitz, Harvey Edward Pierson Roy Hamilton Purdue University IN Lance C. Perez Standard Grant 575000 1536 SMET 9178 0806842 July 15, 2008 IDEAS - A STEM Scholarship Program. The IDEAS program: Increasing Diversity through Engineering Academic Scholarships increases the numbers of diverse students enrolling in and graduating from the College of Engineering (CoE). In keeping with the University's Strategic Plan, and the 3 year plan developed by the Dean of the College of Engineering, the IDEAS program targets first year students; specifically African American, Hispanic, and Native American (URM students) freshman and transfer students of all ethnicities. The specific objectives of IDEAS are: (1) to reduce the time-to-degree completion of students who transfer to Virginia Tech, and (2) to increase the numbers of freshman URM students who enroll in and earn degrees from the CoE. To achieve the first stated objective, IDEAS provides scholarships for incoming transfer students as encouragement to enroll in summer school prior to the beginning of their first full academic year. Scholarships cover tuition for summer enrollment in the required introductory engineering course(s) with additional academic 2 year scholarship funds being awarded based on successful completion of the summer course(s). To achieve the second objective, scholarship funds are offered to freshman engineering students who are offered admission to Virginia Tech, specifically targeting URM students. All students will have to apply for the IDEAS scholarship and a committee will select the scholarship recipients. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Watford, Bevlee Maura Borrego Virginia Polytechnic Institute and State University VA Lesia L. Crumpton-Young Standard Grant 600000 1536 SMET 9178 0116000 Human Subjects 0806864 July 1, 2008 Bridging the gap between local community colleges and engineering at the University of San Diego. The objective of this project is to increase the opportunities for community college transfer students who are talented but have financial limitations to earn a baccalaureate degree in engineering at the university. These students are being provided academic, financial, and personal support necessary to allow them to earn their B.S. degrees in three years in an academic environment committed to their needs. The program targets low-income, underrepresented ethnic minority and women engineering students. The two cohorts of 6 students each are being supported for three years to complete B.S. degrees in mechanical, electrical, or industrial and systems engineering. The project builds on a student scholars program initiated by a previous NSF S-STEM project and current university programs. It introduces multiple student support activities specifically for these scholars including: Focused Introduction to Engineering Course, a Peer Tutoring and Mentoring Program, Professional Society Support, S-STEM Website, WebCT Cohort Session, Faculty Mentoring, Scholar Workshops for Transfer Students, and Transfer Scholar Social Events. These activities are designed to promote a sense of community among the scholars, support the scholars' academic progress and professional development, and enable them to serve as resources for each other. The outcome is a set of diverse and talented students who are graduating and being placed in either graduate programs or industry within 6 months. Intellectual Merit: The recruitment, retention, and placement of the students into an integrated cohort for the program promote student success. The addition of well-prepared and diverse graduates to the workforce is an important contribution to the intellectual merit of the project. The project is an excellent opportunity to gain a deeper understanding of the underlying factors leading to the successful recruitment, enhanced retention, and graduation of community college transfer students at a private university. Broader Impacts: Results from this project are being disseminated to the engineering education community at conferences such as American Society of Engineering Education (ASEE) and Frontiers in Education (FIE), and publications in relevant journals such as the Journal of Engineering Education. A website that document program activities and results is accessible to the scholars and other institutions. The scholars are helping in outreach efforts to encourage girls in middle and high school to join science, technology, engineering, and mathematics (STEM) fields. The diverse backgrounds of scholars are particularly valuable for interacting with girls from diverse backgrounds who attend these programs. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR McGarry, Matthew Ming Huang Susan Lord University of San Diego CA Kathleen B. Bergin Standard Grant 413848 1536 SMET 9178 0806884 August 1, 2008 Preparing Economically Challenged Students for Careers in Biotechnology. Four-year scholarships are being awarded to a cohort of academically talented financially needy freshmen majoring in biology or bioinformatics. Students are being recruited from areas of Virginia where the poverty rate is above twenty percent. These areas include the rural Appalachian counties of southwestern Virginia and urban Richmond City. The racial demographics differ; Richmond is more than sixty percent minority, predominantly African American, whereas the rural counties are over 97 % Caucasian. Approximately fifteen scholarships are being awarded ranging from $5,000 to $10,000 annually with an average scholarship amount of $7100. Scholarship amounts are determined by the Cost of Attendance and the Expected Family Contribution. The scholars take common classes and participate in a weekly seminar dedicated to the academic and career preparation, research skills, ethics and diversity. These efforts are preparing the scholars not only to be scientific leaders in biotechnology, but also to increase diversity and collaboration within the discipline. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Sible, Jill Richard Walker Virginia Polytechnic Institute and State University VA Kathleen B. Bergin Standard Grant 485284 1536 SMET 9178 0116000 Human Subjects 0806891 August 1, 2008 Scholarships for Engineering Students from Underrepresented Groups. This scholarship program increases the size and diversity of the pool of qualified engineers by making an engineering education accessible to students from underrepresented groups with limited financial resources. Specifically, scholarship funds provide needed financial assistance to African-American, Hispanic, Native American, Pacific Islanders and female students. Scholars receive funding for four years to ensure successful degree completion. The project develops an interdisciplinary cohort of engineering majors and involves them in activities of the AT&T Minority Engineering Program (MEP), which provides peer tutoring, collaborative learning, an interactive learning lab, and a student life skills component. These MEP program efforts have dramatically increased retention rates of minority engineering students at Auburn University. The MEP activities are enhanced in the proposed project with career development workshops, support for technical society participation and advanced level tutoring. Approximately 73 students benefit from the activities of this scholarship program. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Fergus, Jeffrey Shirley Scott-Harris Auburn University AL Lesia L. Crumpton-Young Standard Grant 599527 1536 SMET 9178 9150 0116000 Human Subjects 0806894 July 15, 2008 Scholarships for Excellence in Natural Sciences (SENS). Scholarships for Excellence in Natural Sciences (SENS) is supporting academically talented and financially needy minority students. The program is providing academic support to undergraduates to persist until degree achievement and graduate school/job placement assistance upon graduation. The recruitment and selection of STEM Scholars involves the PI's, faculty, counseling and financial aid staff, and recruiters. The scholar cohort has access to comprehensive career counseling and research mentoring, and support for attendance at conferences. The project is producing better prepared, competitive, and productive graduates for the STEM workforce and establishing a pipeline of quality students into graduate and professional programs. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Kambhampati, Murty Carl Johnson Joe Omojola Southern University New Orleans LA Linnea A. Fletcher Standard Grant 598974 1536 SMET 9178 9150 0806909 September 1, 2008 Mentoring Students to Total Success. This project is actively recruiting academically talented undergraduate and graduate students with financial need to enter programs of study in statistics. Through strong mentoring programs and the integration of research and education, the project seeks to promote excellent academic performance, broad experiences with and exposure to application of statistics, timely completion of degree, informed career choices and fulfilling post-graduation placement. The project's intellectual merit is further advanced through a new seminar course "Opportunities in Statistics" that exposes scholars to statistical research and career opportunities. Furthermore, students in the program are able to take on interdisciplinary research experiences, internships and industrial traineeships that are related to their academic and career goals. The project's broader impacts are felt through the position of statistics as a field that is integral to the quality of research in many scientific areas. In addition, by reaching out to financially needy students the project is broadening the pool of US citizens who can bring applications of statistics to bear on challenging science and engineering problems confronting society. The project is also having a significant financial impact on the S-STEM scholars selected and seeking to increase the diversity of students in mathematical and statistical sciences. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Arroway, Pam Sastry Pantula Jacqueline Hughes-Oliver Kimberly Weems Roger Woodard North Carolina State University NC Lee L. Zia Standard Grant 600000 1536 SMET 9178 0806915 August 15, 2008 Project SOAR: Scholarships, Opportunities, Achievements, and Results. Project SOAR: Scholarships, Opportunities, Achievements, and Results at Northern Kentucky University (NKU) is recruiting, retaining, and graduating financially needy and academically talented students - SOAR scholars - who will enter the workforce in a STEM-related profession or enter graduate school in a STEM discipline. Towards these ends, Project SOAR is awarding scholarships to three cohorts of 19 freshmen matriculating at NKU and providing each student with a four-year scholarship, the first two years being paid from grant funds and the last two paid by the university. Specific Project SOAR objectives are to: (a) increase the enrollment in STEM majors of undergraduates who are from groups underrepresented in STEM, including women in the physical sciences, technology, mathematics, and computer science, and first-generation students, ethnic minorities, and students with disabilities in all STEM fields; (b) provide improved educational opportunities and student support programs in the STEM fields so that SOAR scholars can achieve their best academic performance; (c) increase the retention and graduation rates for SOAR scholars compared to similar populations in both the STEM disciplines and the university as a whole; (d) reduce the time to graduation for SOAR scholars compared to similar populations of STEM majors attending NKU at the same time; (e) increase the number of STEM graduates who enter and remain in the workforce in a STEM-related professional job or enter graduate school in a STEM discipline; and (f) contribute to the economic development goals of northern Kentucky by preparing well educated STEM graduates who enter the workforce in a STEM-related profession. The project is a collaboration of five academic departments - biological sciences, chemistry, physics & geology, mathematics, and computer science - and is housed in NKU's Center for Integrative Natural Sciences and Mathematics. To attract high school students to the scholarship opportunities, Project SOAR's leadership team plus NKU faculty and admissions personnel are aggressively recruiting students who are underrepresented in STEM disciplines by focusing on urban schools with large ethnic minority populations and low-income students, and rural schools with very low college-going rates. SOAR scholars have access to all existing support services at the university plus extensive additional support designed to ensure that they excel academically. Key elements of Project SOAR include: faculty mentors, a year-long freshman seminar; a year-long learning community; an opportunity for residential students to live together; high quality enrichment activities; opportunities for research, internships, and co-op experiences; and academic support services such as peer mentoring and tutoring. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Haik, Kristi Phillip Schmidt Heather Bullen Northern Kentucky University KY James E. Hamos Standard Grant 599960 1536 SMET 9178 9150 0116000 Human Subjects 0806921 September 1, 2008 ACCESS Engineering (Achieving Community College Excellence, Success, and Scholarship in Engineering). ACCESS Engineering at Montgomery College seeks to increase the number of underrepresented students earning bachelors degrees in engineering who start their education at a community college. Expanding on best practices and innovations involving subject-matter exposure in high school, intensive peer and faculty support, and strong articulation agreements and programmatic enhancements with select 4-year engineering programs, the project expects to provide 150 scholarships and support to two cohorts during the grant period. Recruited from high schools and college-level math and science classes, students are being selected on the basis of academic potential demonstrated by cognitive as well as non-cognitive correlates of academic success for non-traditional populations. An advisory board including academia, industry, and upper-level students is supporting a project management team of administrators, faculty members, and student services staff. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Hou, Chienann Sanjay Rai Montgomery College Rockville MD Lance C. Perez Standard Grant 600000 1536 SMET 9178 0806926 September 1, 2008 Geological and Geophysical Scholars of Continental Margins. In this project academically-talented, financially needy graduate students in the geological and geophysical sciences are pursuing the study of Continental Margins Oceanography (CMO). The project's intellectual merit rests in part on the increasing social and scientific importance of research on continental margin processes given the recognition that both human activities and natural environmental processes are having a profound effect on the continental margins from the coastline to offshore areas. The multi-national exploration for oil and gas reserves makes these regions even more environmentally, socially, and economically important and is increasing the demand for capable scientists with appropriate expertise. Three CMO scholar cohorts are being recruited primarily from Texas universities and colleges where the population of students with financial need is large and there are high populations of students from historically underrepresented groups, particularly in the sciences. Academic and social support networks are available both at the department level and university-wide. In addition, through the institution's Career Center, CMO scholars connect with companies and organizations recruiting masters and doctoral students in each scholar's specialty. The project's broader impacts are being felt through targeted recruiting efforts that are bringing academically-talented, financially needy students into areas of high national need with impact on society and the economy as alluded to above. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Gardner, Wilford Mitchell Lyle William Sager Mary Richardson Matthew Schmidt Texas A&M University Main Campus TX Lee L. Zia Standard Grant 598287 1536 SMET 9178 0116000 Human Subjects 0806927 August 15, 2008 Robert Morris University School of Engineering, Mathematics, and Science (SEMS) S-STEM Scholar Program. This program is supporting 21 science, mathematics and engineering student scholars for each of their four years at the university. Program highlights include a mathematics and science "boot camp," additional educational support and strengthening of ties between Robert Morris University(RMU) and employers. The boot camp precedes the start of the fall semester of students' freshman year, helping scholars transition from high-school to university, preparing them to handle challenging courses. Educational support includes a living-learning environment, emphasis on effective study habits, time management and involvement in campus life. Scholars have extensive access to the Career Center. The program is also supporting academic success through seminars, field trips, internships, research and cultural, outreach and social events. This program is helping the university expand relationships with employers. RMU adds at least three new employers each year to its partnerships, providing internships, research projects, real-world problems, tours and job opportunities. The program is increasing enrollment, recruitment, and retention of high-caliber students from all groups including first-generation students, minorities and women. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Kalevitch, Maria Joe Iannelli Arif Sirinterlikci Paul Badger Gregory Holdan Robert Morris University PA Bert E. Holmes Standard Grant 562220 1536 SMET 9178 0806929 August 15, 2008 IDIC: Increasing Diversity in Computing. This S-STEM project increases diversity in computing in two related majors, computer science and management information systems. To achieve this increase in diversity, the program emphasizes participation by students from underrepresented groups, such as women and minority students, first-generation college students and students from economically challenged areas of Alabama. The project 1) recruits qualified students, 2) provides a support infrastructure to enhance success as students and later as working professionals, and 3) provides financial assistance for students who have demonstrated a commitment to their studies in these fields. Students within Computer Science and Management Information Systems are part of a single cohort. These majors share four common required courses and significant overlap in student experience, including student organizations, services such as resume building, and student-led and conducted mentoring sessions. The project provides scholarships for 24 undergraduates, with 12 scholarships for the Computer Science Department and 12 for the Management Information Systems Department. Providing the scholarships alleviates some of the financial risks for students in these fields. The project establishes a formal structure for assessing and assisting involved students during their academic careers, including regular meetings with faculty and student mentors, and involvement of higher-level undergraduate students in research programs for elective course credit. Finally, the program introduces the participating undergraduate students to the possibility of academic careers. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Vrbsky, Susan Joanne Hale Xiaoyan Hong Denise McManus University of Alabama Tuscaloosa AL Stephen C. Cooper Standard Grant 586000 1536 SMET 9178 9150 0806931 September 1, 2008 Young Entrepreneur and Scholar (YES) Scholarship Program. This project is awarding scholarships to academically talented and financially needy students and is supporting the scholars through a variety of structures and programs. Students from underrepresented groups are being especially targeted for support. Student scholars are enrolled as engineering or computer science majors and have been identified as those who are interested in either pursuing an entrepreneurial career path or who are interested in pursuing graduate research studies. The scholarship program is integrated with a successful STEP program on campus, extending support and mentoring activities into the junior and senior years for targeted students. The objective of the program is the creation of enhanced educational opportunities to enable success of the scholars. The methods being employed in the project include a strong academic support structure, a mentorship program that involves research faculty and industry partners, a Distinguished Speaker seminar series aimed at the scholars, and a learning community infrastructure. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Georgiopoulos, Michael Cynthia Young Alfred Ducharme Lisa Massi University of Central Florida FL Sheryl A. Sorby Standard Grant 600000 1536 SMET 9178 0116000 Human Subjects 0806950 August 1, 2008 The NSF S-STEM Program for Computer Science Recruitment, Retention and Research. The S-STEM Program for Computer Science Recruitment, Retention and Research (CS3R) recruits and provides scholarships for 16 undergraduate students and 12 graduate students who are academically talented and financially needy. Through a wide range of support structures and resources, as well as the leadership of an experienced management team, the project is ensuring that scholarship recipients receive all crucial support necessary to achieve success in the computer science discipline. The S-STEM CS3R project recruits S-STEM student candidates using a variety of approaches targeting underrepresented African American students. To help the S-STEM scholars to succeed, comprehensive mentoring services are provided, including faculty mentors, peer mentors, and alumni mentors. The educational plans and academic performance of the S-STEM scholars are closely monitored in order to retain them in the scholarship program. The S-STEM CS3R project also involves the S-STEM scholars in the various research programs in the department to integrate research into education, and to develop the students' research capabilities. To build the S-STEM community, the project includes such activities as welcome receptions, monthly seminars and an end-of-semester picnic. The S-STEM CS3R project increases the industrial experience opportunities for the scholarship recipients and increases their leadership potential through fostering habits of involvement. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Dozier, Gerry Huiming Anna Yu Xiaohong Yuan Jung Hee Kim Shearon Brown North Carolina Agricultural & Technical State University NC Stephen C. Cooper Standard Grant 600000 1536 SMET 9178 0806962 July 1, 2008 Enhancing Mathematics and Computer Science Opportunities in a Supportive Liberal Arts Environment. This scholarship program is recruiting and supporting highly promising, but financially needy, computer science and mathematics students. Students are being provided a strong technical education in a supportive environment within the context of a broad liberal arts curriculum. This prepares graduates to enter the workforce with not only technical proficiency but also the written and oral communication facility, critical thinking skills, and intellectual flexibility essential to success in today's rapidly advancing workplace. Intellectual Merit: Students benefit from institutionally supported models of teaching-scholarship and joint faculty-student research. They have opportunities to participate in independent study and research projects culminating in conference presentations, published papers, and software packages. Many other students gain experience through industry internships. These initiatives result in highly competent students with robust technical backgrounds who are prepared to contribute to industry, government, and graduate research programs. The program provides individual attention in classes, one-on-one mentoring, and a supportive collaborative environment. The program builds on an effective CSEMS award. Broader Impacts: The project targets rural and first-generation students in recruitment efforts. The college emphasizes community involvement, a global perspective, and service activities. These opportunities are important as graduates' professional decisions are based in part on the humanitarian perspective they develop during their baccalaureate experience. Thus, the broader impacts of this program include the nurturing of future members of science, technology, engineering, and mathematics (STEM) area industries who are responsible global citizens. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Pangborn, Greta Michael Battig Joanna Ellis-Monaghan Saint Michael's College VT Kathleen B. Bergin Standard Grant 578500 1536 SMET 9178 9150 0806963 August 15, 2008 Scholarships for Undergraduates: Focus on Computational Biology. Approximately twenty five scholarships in amounts ranging from $5,000 to $10,000, based on the cost of attendance, are being awarded annually to academically talented, financially needy students majoring in biology, mathematics or computer science. An emphasis is being placed on computational biology thus, complementing the thriving industry in North Texas that is built upon these skills. The student body at the institution is over ninety percent female and approaching fifty percent underrepresented minorities. Consequently, the project is a significant force in the national effort to increase the participation of members of these groups in STEM fields. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Hynds, DiAnna Marie-Anne Demuynck Junalyn Navarra-Madsen Brian Beck Texas Woman's University TX Curtis T. Sears Standard Grant 593520 1536 SMET 9178 0116000 Human Subjects 0806973 October 1, 2008 Preparing Underrepresented NSF-STEM scholars for Careers in Space Physics. Thirteen academically talented, financially needy students majoring in space physics will receive annual scholarships of $10,000 for four years. Included among the many outstanding features of the project are the quality of the academic program, the array of student support services, provisions for strengthening cohort bonding, plans for the long term tracking of graduates, and the strong management team and management plans. There is an emphasis on the recruitment of underrepresented groups including minorities and women. The project builds on previous CSEMS and S-STEM scholarship programs. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Smith, Darrel Brian Rachford Embry-Riddle Aeronautical University FL Curtis T. Sears Standard Grant 598000 1536 SMET 9178 0806974 September 1, 2008 CONNECTS 2: Scholarships to Support Success in Engineering. This CONNECTS 2 S-STEM project will increase the quality, quantity, and diversity of the engineering workforce by providing scholarships to 80 academically talented, first-generation freshmen students majoring in various engineering disciplines and computer science. Additionally, the program will target academically strong students from historically underrepresented populations. The program utilizes a three-pronged recruitment-application-matriculation plan to recruit, select, and retain scholarship recipients from 12 selected Texas high schools. The program incorporates student support strategies such as living learning communities, course clustering, industry interaction, student professional society involvement, and student career placement. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Malave, Cesar David Rosowsky Joseph Pettibon L. Diane Hurtado Alice Reinarz Texas Engineering Experiment Station TX Lesia L. Crumpton-Young Standard Grant 600000 1536 SMET 9178 0806985 September 1, 2008 Engineering, Engineering Technology and Computer Science Recruitment and Retention Program. The Engineering, Engineering Technology, and Computer Science Recruitment and Retention Program addresses issues of both financial need and marginalization of underrepresented students which can lead to high attrition. Three cohorts of nine incoming students each in the Department of Engineering, Engineering Technology and Computer Science, are provided two years of S-STEM scholarship support up to $10,000/year; a three-week college-credit summer program prior to the start of the Freshman year; monthly cohort meetings with guest speakers and hands-on projects; and mentoring by college advisory board members. The summer program is modeled after the successful Pre-College Minority Engineering Program funded by NASA grants at the College from 1992-2006. The objective is to provide a supportive environment that encourages student bonding and good study skills. After students reach the milestone third year, the College provides continuing financial support for the remaining two years, internship opportunities and career-planning assistance. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Weiler, Robert Melinda Bunnell-Rhyne Capitol College MD Lance C. Perez Standard Grant 586458 1536 SMET 9178 0806987 July 1, 2008 Scholarships and Support Equal Academic Achievement (SSEAA). The goal of the Glendale Community College (GCC) Scholarships and Support Equal Academic Achievement (SSEAA) Project is to promote participation and persistence among students in computer science, computer technology, engineering, engineering technology, biological science, physical science, or mathematics degree programs. To achieve this goal, the project is designed to accomplish the following objectives: (a) Recruit and enroll eligible students based on a recruitment/selection strategy designed to attract students who are most likely to persist through completion of an associate degree or transfer to a four-year degree program. (b) Provide academic support and monitoring to promote academic achievement. (c) Provide student support services including general activities and career development. (d) Provide at least 50% of scholarships to underrepresented minorities. Intellectual Merit: The SSEAA project uses the structures developed by a successful NSF funded CSEMS program. The project includes student support systems to monitor, intervene, promote and foster academic achievement and successful completion of a degree and transfer. Individual education plans provide a foundation for continually assessing student progress, which provides a support mechanism to help students persist towards achieving their degree. Assistance in solving problems is being provided by mentors, staff and college services. A referral process is used to connect students with outside agencies that provide no-cost services to low-income individuals and their families. Students interact with peers, faculty members, university faculty and industrial representatives through the STEM Club and Biotech Club created and staffed by students. Activities such as Engineering Day, Science Olympiad, and DNA Day are supported by technology companies such as Honeywell, TGen, and Medtronic. These same companies provide monthly speakers and field trip opportunities. Broader Implications: Engineering, high-tech, and science companies in the Phoenix area continue to need highly qualified workers. The project helps fill this hiring gap and provides students with the opportunity to obtain high paying jobs. Combined with the fact that 50% of the students are from underrepresented minorities in the STEM disciplines, this project increases the number of women and minorities working in STEM careers. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Rivera, Frank Robert Huotari Christian Miller Sarah South Paula Cheslik Maricopa County Community College District AZ James E. Hamos Standard Grant 533607 1536 SMET 9178 0806989 August 15, 2008 Bradley University STEM Scholarship Program. This project is providing scholarships and support systems to recruit and retain academically talented, economically disadvantaged students from underrepresented classes with a special focus on students of color and first-generation students. The Bradley University STEM Scholars program enrolls high school and community college students from a large, high-needs, urban school district and provides them financial and academic support, enrichment opportunities, and career placement support. This STEM Scholars program is providing $5,000 scholarships per year to 13 incoming freshman and 30 transfer students over a 4-year period. Student retention is supported by a comprehensive program designed to provide students with enhanced science, technology, engineering, and math backgrounds prior to beginning their STEM studies at the university, and offer a variety of academic, social, and career oriented programs, including peer mentoring and tutoring, faculty mentoring, undergraduate research, work-study jobs, and participation in student organizations and cultural activities. This program is contributing directly to the advancement of knowledge in STEM disciplines while enabling members of underrepresented and financially needy groups to achieve their educational goals. Partnering institutions include members and partners of PeoriaNEXT, a community-wide consortium of which Bradley University is a member. Other members include Caterpillar, National Center for the Agricultural Utilization Research (one of 4 United States Department of Agriculture agencies), and the University of Illinois College of Medicine in Peoria. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Reyer, Julie Robert Bolla Kelly McConnaughay Anika Bissahoyo Bradley University IL Bert E. Holmes Standard Grant 600000 1536 SMET 9178 0807019 September 1, 2008 GEEKS: Great Expectations: Engineering Kansas Scholars. This project awards scholarships of $5,000 per year for 2 years to 52 academically talented low-income, full-time students (in three separate cohorts) to obtain degrees in engineering at Wichita State University (WSU). The recruitment efforts specifically target low-income students in various populations: women, minorities, and students from underserved urban schools. The objectives include: (1) increasing the graduation success among low-income students; (2) increasing the number of students in the target populations who earn baccalaureate degrees in engineering; and (3) developing programs to increase retention and providing students a transition to work through the WSU coop program or as an undergraduate research assistant. The graduation rate of students in engineering at WSU is 25%. The graduation rate of students in the merit-based engineering scholarship program is 86%; more than three times the college-wide graduation rate. Building upon the success of this existing scholarship program, this project adds a new need-based scholarship program with mentoring, academic tutoring, group support, community living, and student study arrangements. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Whitman, Lawrence James Steck John Watkins Kurt Soschinske Brenda Gile Laflin Wichita State University KS Lesia L. Crumpton-Young Standard Grant 597953 1536 SMET 9178 9150 0807023 September 1, 2008 Engineering and Computer Science Scholars Targeted for Academic, Retention and Success (STARS) at the University of South Florida. The USF STARS program is providing 25 scholarships per year to academically talented and financially needy students to increase the retention of STEM transfer students through graduation, with emphasis on students from underrepresented groups, including women, minorities, and students with disabilities. This program offers a viable transfer pathway for students at community colleges (CC) and non-Engineering degree granting (e.g. dual degree) programs into Engineering. Also, this project leverages existing student enhancement programs developed and implemented at USF to improve the recruitment and retention of STEM transfer students through graduation. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Kumar, Ashok Maya Trotz Sylvia Thomas Kingsley Reeves Bernard Batson University of South Florida FL Lesia L. Crumpton-Young Standard Grant 598000 1536 SMET 9178 0807030 September 1, 2008 Bridge to Graduate Study in Interdisciplinary Sciences. The project is strategically awarding S-STEM scholarships to bridge the gap at a pivotal point in postsecondary education: the transition from undergraduate to graduate studies. The intent is three-fold: the first is to retain undergraduates to baccalaureate degree completion by awarding approximately 20 scholarships each year to academically talented, financially needy juniors and seniors in undergraduate feeder disciplines (including Computer Science, Mathematics, Chemistry, Physics, Engineering, and Biological and Geological sciences). The second is to use graduate scholarships to recruit outstanding students into three university-wide interdisciplinary graduate programs (Bioinformatics and Computational Biology, Environmental Science, and Neuroscience) by awarding approximately 5 graduate scholarships to students who demonstrate potential for success in graduate school. Undergraduate S-STEM Scholars are given priority for support. The third objective is to increase diversity at the undergraduate and graduate levels by awarding Bridge scholarship funds to students who meet diversity criteria. Bridge Scholars participate in integrating activities including a seminar series, having a research faculty mentor, and professional development activities. The overall long-term outcome is an increase in the number, quality, and diversity of students who complete undergraduate STEM degrees and graduate degrees in interdisciplinary STEM programs at the university. Intellectual Merit: Knowledge across disciplines is advanced by enabling students to complete baccalaureate degrees in STEM fields and by recruiting these and other students into interdisciplinary graduate programs. Three team members are successfully managing a current NSF S-STEM project; the other three direct the interdisciplinary graduate programs. Broader Impacts: Discovery and understanding are advanced through teaching, student training, and research in the three interdisciplinary graduate programs. A key objective is to broaden the participation of underrepresented groups in STEM fields at the undergraduate and graduate levels. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Dakins, Maxine Paul Joyce James Foster Richard Wells Christopher Williams University of Idaho ID Duncan E. McBride Standard Grant 597331 1536 SMET 9178 9150 0807035 August 15, 2008 Fostering Engineering and IT Careers Scholarship Program. The Fostering Careers in Engineering and IT Scholarships project provides opportunities for exemplary students to pursue a degree in one of 9 STEM associate programs: Engine Research and Development Technician, Mechanical Design Technology, Tool and Die Designer, Civil Engineering Technician, Engineering Technologist, IT Micro Programmer Specialist, IT Network Specialist, IT Technical Support Specialist and Water Quality Technician. Three types of scholarships, as well as student and academic services, are available for 68 to 140 academically talented, professionally motivated and financially needy students. Three types of scholarships are offered including: 1) Standard scholarships for 10-20 students: 2) Demonstration scholarships for up to 10 students not meeting one of the Standard scholarship criteria, such as returning adults with a GPA slightly below 3.0 but demonstrate credible professional motivation; and, 3) Transfer scholarships for up to 5 students pursuing bachelors degrees. The recruitment plans include targeting high school students and returning adults, and new efforts such as faculty visiting high school classrooms to provide information about STEM programs and careers. Services include faculty mentoring, industry visits, job shadowing, tutoring and cohort building activities. Career placement services include counseling, TechConnect (online job notices only for program students) and skill workshops. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Pollard, Lisa Thomas Denow Karen Zuehlke Lawrence Kent Moraine Park Technical College WI Lance C. Perez Standard Grant 520824 1536 SMET 9178 0807051 July 15, 2008 E2020 Scholars: Advancing the NAE Vision. This project is awarding scholarships to academically talented and financially needy students and is supporting the scholars through a variety of structures and programs. Women and students from underrepresented groups are being especially targeted for support. Student scholars are enrolled in eight cohorts. Four of the cohorts are composed of traditional students and four are composed of transfer students. The students are enrolled in an engineering discipline and simultaneously in an Engineering Leadership Program, in keeping with the National Academy of Engineering's vision for the engineer of 2020. Through this program, the engineering leaders of tomorrow are being recruited and developed. There is significant industry and institutional support for the program. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Rover, Diane Mack Shelley Steven Mickelson Monica Bruning Krishna Athreya Iowa State University IA Sheryl A. Sorby Standard Grant 600000 1536 SMET 9178 0807054 August 15, 2008 Support, Mentorship, Accountability, Responsibility, Training, Education, and Research (SMARTER). This S-STEM project awards 20 scholarships of up to $5,500 per student per year for up to four years to full-time financially disadvantaged students who are talented in mathematics and computer science. The proposal is essentially a systematic plan to attract, nurture, and prepare masters students to do doctoral studies in mathematics or computer science. Between 10-12 of the 20 of these awards are for graduate students, and the remainder for the undergraduates who form a feeder-pool for the graduate programs. Students are provided extensive support, including faculty mentors. Additional educational opportunities include internship and research experiences, and regularly scheduled forums and colloquia that cover research findings and topics on mathematics and computer science. The goals of this project are: (1) Increased retention of students to degree achievement; (2) Improved student support programs; (3) Improved educational opportunities for students; and (4) Increased numbers of well-educated and skilled employees in technical areas of national need. A major outcome of the project is a significant increase in the pool of minority students who will qualify for and enroll in mathematics and computer science doctoral programs. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Attele, Rohan Jesse Wang George Zazi Dawitt Getachew Chicago State University IL Stephen C. Cooper Standard Grant 506000 1536 SMET 9178 0807055 August 1, 2008 Scholarship Program to Support STEM Students at North Carolina Central University. The S-STEM program at North Carolina Central University (NCCU) is increasing the number of under-represented minorities in the science and technology workforce, with particular focus on the NCCU departments of Physics and Environmental, Earth and Geospatial Sciences. With scholarships available to sophomores through graduate students, NCCU's program is improving retention, matriculation, graduation rates, and acceptance into graduate programs or careers in the STEM fields. In addition to scholarship funds, each S-STEM scholar receives extensive support to ensure success, including the assignment of a faculty mentor who works with the students and also provides feedback to the management team on student performance. S-STEM scholars also benefit from the rich local research capacity that includes NCCU's STEM departments, the Research Triangle Institute, the US Environmental Protection Agency and the National Institute of Environmental Health Sciences. Through this research environment, scholarship recipients are provided the opportunity to participate in research programs and interact with researchers; attend seminar series in their STEM areas; and participate in local and national research conferences. Other services provided to S-STEM scholarship recipients include tutorials and career development. The S-STEM program provides scholarships of approximately $7100.00 per year to each of seventeen students, including at least one graduate student in each of the five NCCU STEM departments. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Tokuta, Alade Yolanda Banks-Anderson Laura Smith Saundra DeLauder North Carolina Central University NC James E. Hamos Standard Grant 555220 1536 SMET 9178 0807060 September 1, 2008 Computer Science, Environmental Science and Math Scholars Program. The college, a minority-serving institution with 5300 students (91% African-American and 5% Hispanic), is creating a Computer Science, Environmental Science, and Mathematics Scholarship (CEMS) program to serve 28 to 30 students per year. Intellectual Merit: The project combines financial support with a strategic plan based on current research related to the retention of minority students in science, technology, engineering, and mathematics (STEM) areas. The scholarships are being augmented by support services including orientation sessions for entering freshman and transfer students, enhanced faculty-student interaction through career development and research-oriented workshops, monthly symposium with representatives from industry and national research laboratories, midterm grade reporting for early intervention, peer-tutoring workshops in gateway courses and major courses, and student field trips to research centers, national laboratories and research centers. These activities are intended to support the retention of students through their BS degrees as well as provide opportunities for potential career paths or graduate studies post-graduation. The scholars have opportunities to participate in summer research programs at NASA centers or with university partners. The rationale for the scholarship program is based on the natural clustering among Computer Science, Environmental Science and Math students as they take common science and math core required courses. Broader Impact: The project is increasing the number of the minority and female students obtaining BS degrees in STEM areas of national need and contributing to a diverse workforce. It also contributes to the number of underrepresented students pursuing graduate degrees in Computer Science, Environmental Science and Mathematics. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Austin, Shermane Leon Johnson Darius Movasseghi Hiroko Karan CUNY Medgar Evers College NY Kathleen B. Bergin Standard Grant 511720 1536 SMET 9178 0807063 July 15, 2008 High-Tech Transfer Program Scholars (HTTPS). This project is providing twenty-five scholarships per semester to academically talented and financially needy students pursuing Bachelor's degrees in engineering, computer science engineering, or an Associate's degree in science. Various support services and associated student activities are enhancing the academic experience of the scholarship recipients. The project has identified a specific opportunity to prepare students to meet the demands of the high technology industries in its region. Thus it features strong interactions with companies in the area that offer internship and mentoring opportunities for the scholars. The intellectual merit of the project lies in its leveraging of prior successful projects that offer existing student support structures that help to promote academic quality in the targeted STEM disciplines. The project's broader impacts are felt through activities such as field trips and participation in professional societies, that supplement the students' regular classroom interactions so as to maintain their interest in the STEM disciplines. The project also is striving to award forty percent of its scholarships to groups traditionally underrepresented in the STEM disciplines so as to promote a more diverse workforce. In the long term the project is benefiting society by increasing the number of highly skilled, well-educated members in the high-tech workforce. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Matar, Bassam Melinda Rudibaugh Scott Adamson Jennifer Pauls Ernest Chavez Maricopa County Community College District AZ Lee L. Zia Standard Grant 573064 1536 SMET 9178 0116000 Human Subjects 0807066 July 15, 2008 Interdisciplinary Collaboration of Computer Science and Electronic and Computer Engineering Technology. This project is awarding 76 scholarships to 29 students enrolled in Electronic and Computer Engineering Technology at the technical college, and Computer Science at the university. The project objectives include creation of an intercollegiate student cohort, increased enrollment and retention of students in associate degree technology and baccalaureate programs, increased enrollment of women and first-generation college students, improved persistence, and greater involvement of business representatives. The project supports students who enroll in and complete an associates degree, and continues support until scholars have earned their bachelors degree. Cohort activities have been thoughtfully designed to encourage development of interpersonal relationships and sharing. Support services include orientation, advising, intercollegiate relationships, study groups, mentoring, supplemental lectures, attendance at regional technology meetings, and assistance with admission fees and child care. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Fancher, Jeffrey Thomas Gendreau Western Wisconsin Technical College WI Lance C. Perez Standard Grant 597889 1536 SMET 9178 0807069 July 1, 2008 Attracting and Retaining Undergraduate Women in Biology, Biotechnology and Forensic Science. This S-STEM project is increasing the numbers and academic success of undergraduate women prepared to pursue a broad range of careers in science to meet the growing demand in western Massachusetts, the state and the nation for a highly skilled workforce. The project is targeting the 125 traditional undergraduate women who are currently pursuing bachelor's degrees in Biology, Biotechnology and Forensic Science, and prospective freshman and transfer students interested in these academic majors and related career pathways. Project activities are increasing enrollment in the Biology and Biotechnology majors, increasing enrollment of minority women across all majors, reducing the retention gap between minority and non-minority students in the first two years, and increasing the overall numbers of science graduates. A Scholarship Selection Committee awards scholarships to approximately 20-30 academically talented women with financial need. Scholarship recipients are also offered paid positions as laboratory or research assistants or peer tutors. Group professional tutoring is offered, and Scholars are assigned to faculty mentors. An Advisory Committee ensures these activities are coordinated and delivered to project participants and that project goals and objectives are met. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Semprebon, Gina Bay Path College MA Linnea A. Fletcher Standard Grant 505920 1536 SMET 9178 0807078 June 15, 2008 Recruitment, Support, and Career Placement Program for Mathematics and Computer Science Students. This S-STEM project focuses on students interested in or majoring in mathematics or computer science. On an annual basis, 32 incentive scholarships of $500 each for prospective mathematics and computer science majors and 30 support scholarships averaging $4,000 each for declared majors are offered. Approximately $136,000 is allocated to scholarships annually. The goals of the S-STEM project are to (a) recruit and retain academically talented, financially needy mathematics and computer science majors, and (b) increase the number of mathematics and computer science graduates who enter the workforce in these fields. Academically talented students with financial need are actively recruited for the program and selected through a structured application process. Support services include tutoring, mentoring, career placement assistance, and interactions with businesses and professional individuals. The program establishes a sense of community that instills personal confidence and encourages success. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Vazzana, Dana Alan Garvey Eric Howard Jason Shaw Robert Matthews Truman State University MO Stephen C. Cooper Standard Grant 600000 1536 SMET 9178 0116000 Human Subjects 0807090 July 1, 2008 Students United in Classes, Community, Engineering, Service and Study Abroad (SUCCESS) Scholars Program. The SUCCESS Scholars Program offers competitive scholarships and academic/career-building support activities to academically talented, economically disadvantaged students from underrepresented populations (women, ethnic minorities, and persons with disabilities), rural communities, and Nebraska's six community colleges who wish to pursue an engineering degree at the University of Nebraska-Lincoln. This program allows the College of Engineering to increase its scholarship pool to offer an additional 11 scholarships to new freshmen, 30 scholarships to continuing students, 12 scholarships to transfer students, 16 awards for study abroad, and 20 research fellowship awards. These scholarships help recruit and retain the target populations and support the existing STEP program, which helps transition engineering students from Nebraska's community colleges to the University of Nebraska-Lincoln. Also, this program allows the college to develop four new initiatives including seminars, faculty mentoring sessions, a study center, and formalized service activities that build upon and complement existing student development initiatives including a learning community and peer mentoring. The project builds a more diverse student population and a cohort of scholars with an enhanced sense of academic community which positively impacts student learning, confidence, performance, and retention of scholars from the target populations; thereby creating scholars more prepared for the next phase in their life (graduate school or an engineering career). S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Moore, Raymond University of Nebraska-Lincoln NE Lesia L. Crumpton-Young Standard Grant 591995 1536 SMET 9178 9150 0807091 July 1, 2008 Educating Tomorrow's Engineers and Computer Scientists ( E-TECS). This project is awarding scholarships to academically talented and financially needy first-year students and is supporting the scholars through a variety of structures and programs. Women and students from underrepresented groups are being especially targeted for support. Student scholars are enrolled in engineering or computer science programs and the need for professionals who have expertise in these fields is vital to the region's growing high tech industry. This project is meeting a regional need through six related objectives including increasing the number of talented first-year students in computer science and engineering, increasing the number of first-year students who are calculus-ready, enabling the students to complete fundamental courses in a timely manner, reducing the students' need for outside employment, increasing retention, and providing students with a rich academic environment and opportunities for career preparation. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Hosseini, Hossein George Hanson John Reisel Ethan Munson Edward Beimborn University of Wisconsin-Milwaukee WI Sheryl A. Sorby Standard Grant 599764 1536 SMET 9178 0807105 June 15, 2008 Scholarships to Increase Diversity and Achievement in Computer Sciences, Mathematics, and Physics Majors. This project provides undergraduate scholarships in computer science, computer information systems, mathematics, and physics (CMP) programs to academically talented, but financially needy, students. The CMP Scholars Program is designed to: (a) Increase the number of African American college graduates that enter the nation's science, technology, and academic workforce. (b) Support and mentor two cohorts of scholars through four years at the university. (c) Enhance the knowledge and professional readiness of CMP scholars. Intellectual Merit: The cohort of interdisciplinary scholars (1) meet regularly with CMP faculty advisors and each other to build a supportive CMP community; (2) enroll in common computer science and mathematics courses; (3) attend extracurricular activities to enhance their academic background; (4) connect knowledge with experiences by reflecting on academic work using CMP scholar portfolios, and (5) participate in high quality undergraduate research during each scholarship year. Scholars have increased retention rates, more content knowledge, extensive research experience, curiosity about their field, increased graduation rates, and self-assessment portfolios to better navigate their myriad career choices. Broader Impacts: The program recruits and selects students from the New Orleans metropolitan area that, like Xavier, is predominately African American. Scholars' research experiences enhance the linkage between research and education; and the scholars are role models for other underrepresented students in the sciences. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Edwards, Andrea Bryan Bilyeu Lester Jones Xavier University of Louisiana LA Kathleen B. Bergin Standard Grant 487500 1536 SMET 9178 9150 0807107 July 15, 2008 PERSIST in Biology and Chemistry (Program to Enhance Retention of Students In Science Trajectories in Biology and Chemistry). This S-STEM program is addressing the disparity in success among students on the basis of financial need and focusing on students in the departments of Biology and Chemistry. These students already form a naturally-associating group through their shared enrollment in STEM foundation courses and many upper-division classes, their shared participation in STEM student organizations, and their shared experiences in either the interdisciplinary Summer Undergraduate Research Program or the Merck-AAAS-funded Biology and Chemistry Interdisciplinary Connections Research Program. The program is increasing the retention of academically high-achieving and financially-needy students in the STEM majors, and improving the preparation of these students to enter the workforce in STEM careers, or to continue on with post-baccalaureate programs. Each scholarship recipient is assigned a faculty mentor to engage the student in the academic community, to ensure that the student receives the necessary support to succeed in and complete their degree program, and to coordinate the introduction of the student to collaborative research. Scholarship recipients also receive coordinated peer mentoring, peer tutoring, and career development programs, which have been enhanced to improve the success of the scholarship recipients. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Lovett, Donald Jeffrey Osborn Lynn Bradley Miriam Segura-Totten Benny Chan The College of New Jersey NJ Linnea A. Fletcher Standard Grant 599960 1536 SMET 9178 0807110 June 15, 2008 Scholarships for Undergraduates to Reach Goals in Education (SURGE). This scholarship project provides support for two ten-student cohorts who are pursuing baccalaureate degrees in mathematics. Each student receives a scholarship of up to $10,000/year for up to three years, depending on financial need. Since most of the institution's students transfer from two area community college systems and many students choose these community colleges for financial reasons, the project is focusing its recruiting effort mainly on attracting talented and financially needy students from these two community college systems. The intellectual merit of this project lies in a comprehensive academic support system that builds on an existing mathematics learning community, anchored by the local student chapter of the Mathematical Association of America (MAA). The centerpiece of the support component is the faculty/peer/external career mentoring that ensures weekly interactions between mentors and the S-STEM students. Additional special programs are available for interested S-STEM students, depending on their interest and schedule. These programs help strengthen each cohorts' sense of community and include conducting research, working in a university Mathematics Clinic, taking internships at local companies, attending conferences, and performing community service. The project's broader impacts are felt in its improvement of educational opportunities for mathematically talented and financially needy students in the Dallas/Fort Worth area, particularly for women and underrepresented minority students. In particular, the two community college systems from which students are drawn have a very high enrollment of women (over 50% for both systems) and minority students (53% and 37%, respectively). Moreover, since the support programs for this project are extendable to other students at the institution, and broad faculty participation and university support are present, the success of this specific project is catalyzing a broader departmental effort that benefits all mathematics majors and many other students. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Zhu, Jianping Tuncay Aktosun Ruth Gornet Barbara Shipman Hristo Kojouharov University of Texas at Arlington TX Lee L. Zia Standard Grant 483000 1536 SMET 9178 0807116 July 1, 2008 African-American Women in Computer Science (AAWCS) Scholarship Program. The African-American Women in Computer Science (AAWCS) scholarship program builds an academic and financial support structure for increasing the retention, recruitment, and graduation of African-American women students in the field of computer science. While open to all qualified students, the specific target of this project is African-American female students. The CIS Department has access to a large pool of middle and high school students. The project has a unique environment providing participants with multiple categories of support, creating an educational pipeline flow from first-year college student through the completion of the undergraduate degree. The project utilizes existing institutional strength in creating a comprehensive plan to increase and retain the number of African-American women in computer science, providing them with encouragement, reinforcement, and research and professional experiences. AAWCS involves the scholars in a variety of interventions, including an Opening Orientation Ceremony for first-year students enrolling in CIS, a monthly seminar series on topics ranging from research areas to career opportunities, and a Peer-Team program with students being grouped together to develop academic collaborations and peer-assistance while matriculating through the computer science curriculum. AAWCS leverages the existing resources of several intervention programs already in place in creating a strong and effective recruitment and development component. AAWCS seeks to financially support up to twenty women annually, depending upon grade point average and evidence of financial need. Awards are renewable throughout the life of the project. Furthermore, research on effective approaches for increasing the number and improving the success rate of African-American women in computing are carried out and shared by the project coordinators. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Black, Jason Edward Jones Florida Agricultural and Mechanical University FL Stephen C. Cooper Standard Grant 552000 1536 SMET 9178 0807128 September 1, 2008 Fostering Outstanding Cohorts in Undergraduate Science (FOCUS) Scholarships. The project establishes scholarships for beginning undergraduate students with financial need who are majoring in biology, biochemistry, or chemistry. This project provides scholarships for the first two years of undergraduate study to three cohorts of 24 students each, serving a total of 72 individuals over four years. Recruitment is targeting matriculating high school students, with selection based on a combination of academic preparedness, including mathematics proficiency, and eligibility for need-based financial aid. Scholarship amounts range from $1,000 to $7,000 per academic year dependent upon the financial need of the recipient, with an average award of approximately $3,600 per year. Cohort building includes having recipients co-enroll in class sections in each semester and attend a special "careers in sciences" seminar course during their sophomore year. In the careers course, students are given direction on career building activities, including connecting with academic support services, selection of research mentors, applying for internships, and exploring ethical issues in science. Students in the program meet regularly with graduate student mentors from their major area of study, who are available as tutors and role models, and they associate with research faculty through a mentoring program, organized lab tours, and social events. During their second year, FOCUS cohort members are assisted in connecting to opportunities available to juniors or seniors, such as scholarship opportunities, research experiences, and the UNT McNair Post-baccalaureate Achievement program. The peer and mentor community connections extend beyond the scholarship period to provide continued academic and social support throughout the undergraduate degree program. Intellectual Merit The intellectual merit of the proposed project includes bringing together a team of experienced educators and student service professionals to foster a cohort of undergraduate science majors. By building on existing programs at the university, the investigators are developing a sustainable program for the purpose of creating a peer community that encourages students to explore research opportunities and continue into a successful science career. This project is evaluating the effectiveness of cohort-building and mentoring activities on retention of participants in the biology, biochemistry, and chemistry majors. Broader Impacts The broader impact of this program include the development of a cohort model for student success that can be exported to other institutions. This scholarship program assists students from a wide variety of backgrounds in obtaining their bachelor's degree by providing needs-based financial assistance along with academic and social support in their first two years. An increase in recruitment and retention of science majors from diverse backgrounds benefits society by providing critical personnel for the advancement of science and technology. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Hughes, Lee Diana Mason University of North Texas TX Duncan E. McBride Standard Grant 600000 1536 SMET 9178 0807132 July 1, 2008 SciMath Scholars: The Sequel. This project builds on the Computer Science, Engineering, and Mathematics (CSEMS) scholarship program and is designed to provide scholarships averaging $4,000 for academically talented and financially needy students. Approximately 130 students per semester are being supported to enroll full time (12 credits) in science, technology, engineering, or mathematics (STEM) associate degree programs. Students who carry a 16 credit load to complete their associate's degree in two years are eligible for up to $5,400 in scholarship support. Intellectual Merit: Each student is assigned a faculty mentor from a STEM department. A colloquium course for the scholar cohort sponsors guest speakers and workshops. This project continues the CSEMS successful scholarship probationary period that allows students to remain in the program for one semester if their GPAs fall below 3.0. During the probationary semester scholars work with their mentor and an academic support coordinator and receive academic assistance. Broader Impact: This community college is the number one provider of transfer students to the University of Minnesota, the University of St. Thomas, and Minnesota State University, Mankato. This scholarship program provides a pool of diverse candidates for these institutions and their STEM baccalaureate degree programs. High technology industries in the Twin Cities metropolitan area benefit from the skilled workers whose education is subsidized by the scholarships. The program recruits underrepresented groups to pursue education and careers in STEM disciplines. The minority participation in the current CSEMS program is 27% which is higher than for the college as a whole which is at 21%. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Dunning, Richard Julie Johnson Carol Fung Kee Fung Tari Johnson Normandale Community College MN James E. Hamos Standard Grant 596992 1536 SMET 9178 0807134 August 1, 2008 Academic and Professional Development for Lower Division Computer Science, Engineering, and Mathematics Students: Transition to Upper Division, Research and the STEM Workforce. Intellectual Merit. The project provides 32 scholarships per year to academically talented, financially disadvantaged lower-division computer science, engineering, and mathematics (CSEM) students, especially women and underrepresented minorities. These scholarships, together with a well-established infrastructure and student-centered programs, exploiting a community-of mentors, enable selected students to maintain full-time enrollment and achieve degree completion. The project is administered through the university's SUMS Institute (Strengthening Understanding of Mathematics and Science). The function of SUMS is to: (1) recruit and select program students from across the state; (2) provide activities that increase retention, support student academic/professional development through degree completion, and prepare students for graduate school and future employment. Broader Impacts. The program helps ensure a successful transition to upper-division work, research, graduate school, and the STEM workforce. Building on prior and current projects, program activities are designed to transition lower-division students from S-STEM funds to cutting-edge student-funded research projects. Toward this end, 10 NSF-LSAMP-WAESO and 5 NASA Space Grant slots are available for mentor-guided undergraduate research projects. Intel, Microchip, and NASA provide technical mentors. Prior CSEMS programs average over 87% retention with over 35% of recent upper-division students going on to graduate school full-time -- nearly double the national rate. The project is expanding and enhancing the continuum of services available to students of diverse gender, ethnic, social, and economic backgrounds, clearly supporting the university's commitment to provide a high quality education to all students. It also introduces students to exciting new research developments spanning all CSEM disciplines and encourages them to earn a technical graduate degree. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Rodriguez, Armando Mary Anderson-Rowland Carlos Castillo-Chavez Andrea Richa Arizona State University AZ Duncan E. McBride Standard Grant 600000 1536 SMET 9178 0807140 September 1, 2008 Scientists for Tomorrow- Scholarships for the recruitment and retention of bright young scientists.. Intellectual merit: This project provides a new scholarship program, Scientists for Tomorrow, to leverage existing research and student programs towards long-term student success by providing a critical and otherwise unavailable piece -- funding to support entering students. This program fills a critical gap, supporting approximately 43 incoming Astronomy, Computer Sciences, Math and Physics first-year students each year with scholarships ranging between $2,500 and $5,000 annually. Objectives include 1) increasing access to STEM education, 2) improving first-year performance among at-risk groups, 3) involving students in the scientific community, 4) transitioning students to other existing sources of support, and 5) ultimately affecting graduation rates, graduate school matriculation and scientific career choices. Students apply on-line, are filtered by the Office of Student Financial Services based on need, and selected by a departmental committee using academic merit criteria. Scholarship recipients participate in community building activities, are placed in an academic cohort in their discipline, are assigned a faculty mentor, and attend graduate school, undergraduate research and career seminars. Broader Impact: This scholarship program specifically addresses national areas of need and supports low-income college students and groups underrepresented in the sciences. The university already makes a major contribution to minority education in the United States and is listed among the top ten institutions in awards of bachelor's degrees and first in the nation in the number of doctoral degrees awarded to Hispanics. Existing freshman programs at UT-Austin provide support and encouragement to students in traditionally underrepresented sections of our population, and encourage participation in research. The project expects to make a concrete impact on recruitment and retention in the sciences. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Moore, J Strother Sarah Simmons Sacha Kopp Shardha Jogee Katherine Davis University of Texas at Austin TX Duncan E. McBride Standard Grant 600000 1536 SMET 9178 0807142 September 1, 2008 Fostering Student Success in Computer Science, Mathematics and Physics. Through its S-STEM program focused on fostering student success in mathematics, computer science, and physics, the Evergreen State College is: (a) increasing enrollment, retention, and degree completion in STEM fields, (b) increasing the number of graduates who continue studies in STEM, (c) strengthening undergraduate opportunities for internships and employment in these fields, (d) integrating academic and student advising support, and (e) demonstrating models of collaboration between faculty and student support staff. The S-STEM project awards twenty annual scholarships to financially needy undergraduates with academic promise. Thorough, flexible recruitment and selection plans ensure broad participation from underrepresented groups (low-income, first generation, minorities, women, persons with disabilities) within the scholarship recipient cohorts. In particular, targeted faculty-to-faculty recruitment at specific community colleges and high schools with high numbers of underrepresented students is part of a strategy to attract more of these students to Evergreen's programs. Based on retention research indicating that a sense of belonging and attachment to a college is critical for student success and persistence, the S-STEM project has a central retention strategy of establishing a learning community for scholarship recipients. Activities of the learning community include a 3-day pre-fall institute; biweekly seminars during the academic year; study groups; shared identity through enrollment in interdisciplinary mathematics, computer science, and physics programs; strong faculty, staff and peer support; and social opportunities. Presentations on STEM careers, research and industrial applications as well as partnerships with industry are additional strategies to place students in graduate schools and industry, furthering Evergreen's response to Washington State's call for more bachelor's degree holders in technology and science S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR McAvity, David Vauhn Foster-Grahler Brian Walter Evergreen State College WA James E. Hamos Standard Grant 459600 1536 SMET 9178 0807171 August 15, 2008 Idaho Engineering Scholarship Program -- Expanded Opportunities. This Idaho S-STEM project is providing scholarships to two cohorts of 15 freshmen students majoring in computer science, materials science, electrical, mechanical, or civil engineering. The recruiting efforts of the program help to attract underrepresented students to engineering and computer science. The program provides scholarship awards of up to $10,000 per year for two years for residential college students and $5,000 per year for two years for off campus students; as well as an opportunity for additional support of $2,000 in years three and four for students in both groups. Additionally, the program integrates scholarship recipients into the Engineering Residential College, new learning communities, research experiences, and other existing student support programs. The program strives to achieve a freshman retention rate of 80% or higher. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Callahan, Janet Cheryl Schrader Joe Guarino Amy Moll Amit Jain Boise State University ID Lesia L. Crumpton-Young Standard Grant 593291 1536 SMET 9178 9150 0807180 July 1, 2008 Breaking Barriers: Pathways to Graduation for Underrepresented Talent. This project is awarding scholarships to academically talented and financially needy engineering students and is supporting the scholars through a variety of structures and programs. Students from underrepresented groups are being especially targeted for support. Scholarships are being awarded to a single cohort of students who will be supported for a full four years. The project is implementing a recruitment-through-graduation strategy by removing traditional barriers to success for engineering students from underrepresented groups. There are six primary strategies being implemented through this project: an in-residence summer bridge program, renewable scholarships, opportunities for co-op or internship experiences, peer mentoring, a freshman engineering program, and a living-learning community. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Gattis, Carol Todd Shields Shannon Davis Jamie Hestekin University of Arkansas AR Sheryl A. Sorby Standard Grant 599988 1536 SMET 9178 9150 0807183 August 15, 2008 COMPASS: New Directions for Natural Science Students. The COMPASS Program that creates smaller classes in many introductory STEM courses, institutes an interdisciplinary seminar course and improved tutoring and mentoring services is being instituted. Eighteen academically talented, financially needy freshmen students majoring in the biological sciences, chemistry and biochemistry, the geosciences, mathematics or physics are receiving four year scholarships averaging $7500 annually starting during the 2009-10 academic year. In subsequent years, entering freshmen applying for admission to and meeting the criteria for the COMPASS program will be admitted into the program to benefit from the academic enhancements; however, they will not receive NSF funded scholarships. They may receive annual $2000 university "New Directions" scholarships provided they meet the requirements for those scholarships S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Brucks, Karen Keith Sverdrup Kristene Surerus Prasenjit Guptasarma Stefan Schnitzer University of Wisconsin-Milwaukee WI Curtis T. Sears Standard Grant 599532 1536 SMET 9178 0807190 August 15, 2008 Scholarships and Research Experiences for Transfer Students to Excel in Science and Engineering. This program is for students majoring in Biology, Chemistry, Physics and Industrial Engineering who transfer from one of 23 community colleges in the Northeast Texas area. It is awarding the equivalent of 78 scholarships over a four year period of approximately $7,500 each. The objectives of the project are to: 1) recruit, 2) retain through graduation, and 3) place in the STEM workforce students who are academically talented and financially needy. It is addressing the needs of the underserved Northeast Texas region with a focus on the community college transfer students consisting of a large fraction of minority and first generation college students. Well established links with industry are providing potential job opportunities for scholars as scientists and engineers. This program has the potential of serving as a model program for other rural areas of the country where community colleges are a valued part of the "pipeline" to college graduation and the STEM workforce. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Jang, Ben Bao-An Li Matthew Elam Jeffrey Kopachena Texas A&M University-Commerce TX Duncan E. McBride Standard Grant 593700 1536 SMET 9178 0807198 September 15, 2008 Green River Scholarships in STEM Program. This project supports the achievement of higher education degrees by talented but financially disadvantaged students in science, technology, engineering and mathematics (STEM) fields by providing scholarships. Academic and student support infrastructure for successful graduation of scholarship recipients includes classes and programs through the college's high quality STEM departments, faculty advisors for each student in his/her discipline, and connections to student support services and professional organizations. Intellectual Merit: The project advances current knowledge of best practices in student success strategies for computer science, engineering, mathematics, and science preparation programs for two-year colleges. Key personnel have extensive experience on other NSF projects, and several have been recognized nationally for innovative approaches at two-year colleges. Broader Impact: This project addresses the severe shortage of students entering STEM fields. Therefore, it benefits society by enabling more students to enter STEM programs at four-year universities and/or the workforce. It allows the college to respond to the state's and the nation's economic needs by cultivating a workforce with the knowledge, skills, and education level in STEM fields needed to compete in and contribute to the increasingly knowledge-based global economy. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Hallstone, Donnie Robert Filson Stephan Kinholt Christie Gilliland Felix Serna Green River Community College WA James E. Hamos Standard Grant 575000 1536 SMET 9178 0807218 September 1, 2008 Tiospaye In Engineering. The Tiospaye program increases the number of Native American students graduating from the South Dakota School of Mines and Technology with bachelor's degrees in engineering through providing financial, academic, professional, and social support structures. Tiospaye is a Lakota word meaning extended family; the extended family of engineering supports Native American students in their academic, professional, cultural, and social activities. The engineering extended family includes scholarship recipients as well as other students, staff, faculty, administrators, alumni/alumnae, employers, community leaders, student family members, tribal members, and our tribal college partners, most notably Oglala Lakota College. The implementation of financial support through awarding scholarships, in combination with the web of student support efforts facilitated through one-on-one and one-on-small group contact with the engineering extended family concept significantly increases the pathways to success for Native American students. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Kerk, Carter Stuart Kellogg Jon Kellar Scott Kenner Jennifer Karlin South Dakota School of Mines and Technology SD Lesia L. Crumpton-Young Standard Grant 600000 1536 SMET 9178 9150 0807223 September 15, 2008 READ: Recognizing Excellence And Diversity in Engineering Scholarships. The READ: Recognizing Excellence And Diversity in Engineering Scholarships program builds upon the previous CSEMS programs at UC Berkeley. READ follows a cohort of freshman and continuing students for four years, awards thirty-five renewable scholarships, and targets underrepresented engineering students. Scholars are recruited from the academic programs offered by the UC Berkeley Coalition for Excellence and Diversity in Mathematics, Science and Engineering. READ incorporates demonstrated successful practices with ongoing measures of academic achievement. The Coalition Directors, program counselors, teaching staff, tutors, graduate students and READ Faculty Mentors provide a rich tapestry of support and advising. Scholars participate in retention activities tied to the existing student support infrastructure of The Minority Engineering Program (MEP), the Coalition, and other partner activities. Programs include academic workshops, tutoring, advising, industry internships and undergraduate research. Student academic communities are sustained and strengthened by continuing students, who frequently recruit, mentor, tutor and lead study groups. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Johnson, George University of California-Berkeley CA Lesia L. Crumpton-Young Standard Grant 597999 1536 SMET 9178 0807226 September 1, 2008 Scholarships in Science, Technology, Engineering, and Mathematics (S-STEM). This project is awarding scholarships to academically talented and financially needy students and is supporting the scholars through a variety of structures and programs. Women and students from underrepresented groups are being especially targeted for support. Building on a successful LSAMP program in the state, student scholars are enrolled in engineering and are being recruited from high schools as well as community colleges in the state. The project is providing individualized monitoring, workshops, disciplinary and professional seminars, tutoring, and research opportunities to scholars. There is significant industry and institutional support for the program. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Jacquez, Ricardo Delia Valles-Rosales New Mexico State University NM Sheryl A. Sorby Standard Grant 599923 1536 SMET 9178 9150 0807229 August 15, 2008 Assisting CS, CE, and EE Student Success (ACCESS). This project is awarding scholarships to academically talented and financially needy students and is supporting the scholars through a variety of structures and programs. Women are being especially targeted for support. Student scholars are enrolled as computer engineering, electrical engineering, or computer science majors. The scholarship program consists of academic and residential programs designed to build community and to ultimately increase the retention of students through to successful graduation. Scholars enroll in several courses together to improve their sense of community and to provide a support structure for successful course completion. A residential component serves to increase the sense of community to an even greater extent. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR McDowell, Charles Frankie Ferguson Tracy Larrabee Joel Kubby Adrienne Harrell University of California-Santa Cruz CA Sheryl A. Sorby Standard Grant 597999 1536 SMET 9178 0807241 July 1, 2008 Scholarships for STEM Majors at College of the Desert. A major barrier to a student pursuing degrees in the STEM fields, especially one who is financially disadvantaged, is his/her need to work a significant number of hours to support themselves and/or a family while carrying the demanding load of a STEM major. This project is providing scholarships that will lower this major barrier for our STEM majors and motivate our students while they are attending and preparing for transfer to a four-year institution. The S-STEM scholars receive major support through the established Mathematics, Engineering, and Science Achievement (MESA) Program. S-STEM scholars are also divided into small faculty-led cohorts of students based on their majors. These cohorts provide mentoring, academic and social support, and professional development guidance. Our program targets those students who are traditionally underrepresented: however, assistance will be available to any STEM student attending the institution who meets the minimum requirements. This program is increasing the number of students who successfully complete their coursework and transfer to 4-year institutions in a STEM field. It is anticipated that this programmatic model can be adapted for use with other MESA Programs throughout the state and other community colleges. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Matthews, Jim Joseph Farmer Doug MacIntire Thang Le Joana Ciurash College of the Desert CA Linnea A. Fletcher Standard Grant 584200 1536 SMET 9178 0807259 August 1, 2008 Graduating ENgineers In the US: GENIUS Scholarship Program. The GENIUS Scholarship Program provides scholarship support for incoming academically talented freshman engineering students with unmet financial need for a duration of 2 years. The scholarship awards range from $4,000 to $10,000 based on individual unmet student financial need. In totality, the GENIUS Scholarship program supports 3 cohorts of 12 students for a total of 36 students over a five year period. The scholarship program supports students majoring in any of the discipline departments that comprise the College of Engineering, Architecture, and Computer Science. This program offers a suite of "best practices" to effectively address significant issues facing students from underrepresented groups such as: 1) Effective academic integration into the campus; 2) Effective social integration into the campus; 3) Appropriate financial support; and 4) Disillusionment with engineering. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Warner, Grant Legand Burge Jason Ganley Alicia Washington Howard University DC Lesia L. Crumpton-Young Standard Grant 600000 1536 SMET 9178 0116000 Human Subjects 0807407 July 1, 2008 Advancing Careers of Excellence (ACE). Advancing Careers of Excellence (ACE), based on Miami Dade College's prior successful NSF CSEMS/S-STEM scholarship initiatives, is identifying and recruiting 27 academically promising, low-income students and providing them with scholarships, a full range of customized student services, and special enrichment and motivational activities. ACE enables low-income, minority, and/or female students, who meet established academic criteria, to obtain Associate in Arts (AA) or Associate in Science (AS) degrees in biological, physical, or mathematical sciences, computer and information sciences, geosciences, engineering, and technology areas associated with them. These students are then eligible to transfer to a university or enter the workforce directly. Intellectual Merit: This collaboration of seven Miami Dade College (MDC) campuses brings together a diverse and experienced group of educators, students, and business partners, including local science, technology, engineering, and mathematics (STEM) firms. By capitalizing on MDC's successful experiences with mentoring and outreach, this program continues to broaden participation of underrepresented students in science, technology, engineering, and mathematics. Student support services include: (a) mentoring by faculty from STEM disciplines; (b) Web portal for students to communicate with each other, their mentors, and project personnel; (c) academic and career planning for scholarship recipients; (d) opportunities for students to interact with STEM professionals on and off campus; and (e) internships for scholarship recipients Broader Impact: Project ACE helps to alleviate the critical shortage of scientists and engineers in the Florida Department of Labor targeted occupations for Miami-Dade County. Since MDC awards the most associate degrees of any college or university in the country to both Hispanics and African Americans, and has a student body that is over 50% low-income, the project provides opportunities for under-represented and economically disadvantaged students. Participants make an economic contribution to the community and serve as role models for other students. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Te, Franklyn Guillermina Damas Alicia Giovinazzo Miami-Dade Community College - Wolfson Campus FL James E. Hamos Standard Grant 599998 1536 SMET 9178 0116000 Human Subjects 0807852 September 1, 2007 The Utilization of Collaborative, Peer-Assisted, and Web-Enhanced Learning Approaches in an Introductory Psychology Research and Learning Enhancement Laboratory. Psychology - Biological (71), Psychology - Cognitive (73) The Research and Learning Enhancement Laboratory (R&LE) project is designed to enhance introductory-level undergraduate students' comprehension of research and statistical methods in the psychological sciences. To achieve this goal, the project is building on the LEARN program, developed at the University of Rhode Island, to create research and learning enhancement laboratories that incorporate collaborative, peer-assisted, and web-enhanced pedagogies for introductory psychology students. Students spend one hour of a three hour Introduction to Psychology course in an R&LE lab; the other two hours of the course are spent in a lecture-based classroom. Performance of students in the experimental R&LE lab course is being compared to students in a control course that consists only of lecture classes. Performance measures include increases in students' quantitative skills, knowledge of basic psychological concepts, research and statistics self-efficacy, motivation, cognitive learning strategies, and sense of belonging. The results and methods of the project are being disseminated to STEM faculty at several institutions. Through papers, manuals and workshops, faculty are learning how to incorporate these methods in their courses, and how to engage students in collaborative research activities very early in their educational training. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Morrow, Jennifer University of Tennessee Knoxville TN Myles G. Boylan Standard Grant 27957 7428 SMET 9178 0116000 Human Subjects 0808078 March 1, 2008 Providing Access to the Fourth ACM International Computing Education Research Workshop, 2008. Computer Science (31) This project, jointly funded by the Directorate for Education and Human Resources and by the Directorate for Computer and Information Science and Engineering, supports ten faculty members to attend the International Computing Education Research (ICER) conference in Sydney, Australia, in 2008. This is critical as it is allowing people to attend ICER who are doing computing education research but do not have funding for that research or for travel. In addition to the conference's role in helping to support the growth of the computer science education research community, the conference is providing a dissemination medium for recent awardees from the new NSF CISE Pathways to Revitalized Undergraduate Education (CPATH) program to present the results of their projects. CCLI-Phase 1 (Exploratory) SPECIAL PROJECTS - CISE DUE EHR Guzdial, Mark GA Tech Research Corporation - GA Institute of Technology GA Victor P. Piotrowski Standard Grant 20000 7494 1714 SMET HPCC 9218 9178 0808572 January 15, 2008 Enhancing the Quality of NSF Proposals from Accredited Engineering and Computer Science Programs of Minority Serving Colleges and Universities. Engineering - Other (59) This project is providing support for two grant writing workshops for faculty members from accredited engineering and computer science programs at minority serving colleges and universities (MSIs). The goal of the workshops is to enhance the quality of NSF proposals, primarily proposals for education development efforts, submitted by these institutions. The workshops, through structured and informal interactions with NSF program directors, addresses proposal writing strategies and approaches for dealing with broader impacts and project evaluation. These efforts are intended to increase the number of proposal submitted by these institutions, the number of collaborative proposals among the participating institutions, and the success rate of the submitted proposals. Participation in the workshops also is expected to increase the number of faculty members from these institutions in the NSF review process. After the workshops, the participants are sharing their knowledge and insights on proposal writing with colleagues on their campuses in order to widen the impact. Evaluation efforts, led by an expert from the planning and assessment office at the PI's institution, are using post-workshop attitude surveys and a later follow-up survey on proposal submission and success rates to determine the effectiveness of the workshops. CCLI-Phase 1 (Exploratory) DUE EHR Carriere, Patrick Southern University LA Russell L. Pimmel Standard Grant 205673 7494 SMET 9178 9150 0808862 July 1, 2008 National Statistics Teaching Practice Survey: Instrument Development. Assessment/Research (91) This project is one component of a collaborative effort to develop and pilot the National Statistics Teaching Practice Survey (NSTPS), which is based on the Statistics Teaching Inventory, which was designed as part of the NSF-funded ARTIST project (DUE-0206571). This project is evaluating and refining the instrument and working with researchers from other STEM disciplines to align this project with similar efforts in other fields. A sister project (National Statistics Teaching Practice Survey: Planning and online logistics) based at the Ohio State University is creating the mechanism for administering the survey online, creating a data base and report structure, and administering the instrument. Working jointly, the instrument is to be used to gather and examine pilot data over multiple time points, including settings where change is anticipated (e.g. in gauging instructional changes for participants in a best practices workshop). Together these two projects are preparing the way for follow on work to gather longitudinal data on the teaching of STEM undergraduate courses in order to track changes over time and measure the alignment of teaching with data-based recommendations for improvement in teaching methods and materials. CCLI-Phase 1 (Exploratory) DUE EHR Garfield, Joan Robert delMas University of Minnesota-Twin Cities MN Myles G. Boylan Standard Grant 71887 7494 SMET 9178 0116000 Human Subjects 0808918 July 15, 2008 National Statistics Teaching Practice Survey: Planning and on-line logistics. Assessment/Research (91) This project is one component of a collaborative effort to develop and pilot the National Statistics Teaching Practice Survey (NSTPS), which is based on the Statistics Teaching Inventory, designed as part of the completed NSF-funded ARTIST project (DUE- 0206571). This component is creating the mechanism for administering the survey online, creating a database and reporting structure, and make preparations for the national administration of the instrument to a representative group of teachers. A sister project (National Statistics Teaching Practice Survey: Instrument development) based at the University of Minnesota is developing, evaluating, and refining the survey instrument and working with researchers from other STEM disciplines to align this project with similar efforts in other fields. That instrument is to be used to gather and examine some pilot data over multiple time points, including settings where change is anticipated (e.g. in gauging instructional changes for participants in a best practices workshop). Together these two projects are preparing the way for follow on work to gather longitudinal data on the teaching of STEM undergraduate courses in order to track changes over time and measure the alignment of teaching with data-based recommendations for improvement in teaching methods and materials. These two connected projects are creating and implementing online a new research tool to gather important data on the teaching of statistics courses. The instrument can then be used to study the relationship of teaching practices with student learning, the alignment of teaching practice with recognized best practice guidelines, national changes in teaching practice over time, and changing teaching practices following professional development workshops. This pilot project has the potential to serve as a starting point and model for similar instruments and data collection in other STEM disciplines. CCLI-Phase 1 (Exploratory) DUE EHR Pearl, Dennis Kathleen Harper Ohio State University Research Foundation OH Myles G. Boylan Standard Grant 66035 7494 SMET 9178 0809853 June 15, 2008 ALICE and the Virtual Portal. Computer Science (31) This project is developing a software prototype that will make the Alice programming environment an integral part of the Institute for Advanced Education in Geospatial Science?s (IAEGS) Virtual Portal. The Virtual Portal is an intense interactive environment where animations are crucial and virtual communities are the norm. Integrating Alice ? a teaching tool for introductory computing ? into the Virtual Portal makes it possible for students with Web access to use Alice and associated learning materials without the need to install additional software. CCLI-Phase 1 (Exploratory) DUE EHR Lawhead, Pamela University of Mississippi MS Victor P. Piotrowski Standard Grant 65000 7494 SMET 9178 9150 0116000 Human Subjects 0810990 March 15, 2008 Expanding Global Engineering Education Research Collaboration. Engineering - Other (59) The goal of this project is to connect Americans with international collaborators in engineering education research by recommending research areas most likely to benefit from American-international collaboration and by hosting a workshop to facilitate this interaction. Within traditional engineering research areas, international collaborations have developed around specific topics but, since engineering education research is a relatively new area, international collaborations have not yet developed. The project team is analyzing conference publications to identify specific engineering education research areas that would benefit from strong intellectual collaboration and partnerships between researchers in the U.S. and one other nation or region. The two or three areas are being selected through a comparative publication analysis, and this analysis also is being used to identify one international location with complementary research strengths for the 2-day international workshop. The project is providing support for nine American researchers to travel to the international location. A small initial advisory board is reviewing the publication analysis results to recommend the workshop topics and research experts; then a different, content expert advisory board is planning specific aspects of the workshop including agenda, invitees, assessment, and dissemination. Evaluation efforts are using participant surveys at the end of the workshop and long term tracking of co-authorship and proposal patterns. Results are being disseminated by a publication in the Journal of Engineering Education describing the comparative document analysis and through the American-international collaborations around specific engineering education research areas leading to joint publications and proposals. Broader impacts include the resulting international collaborations, dissemination of the results through publications, and specific efforts to involve individuals from underrepresented groups on the advisory board. CCLI-Phase 1 (Exploratory) DUE EHR Borrego, Maura Brent Jesiek Virginia Polytechnic Institute and State University VA Russell L. Pimmel Standard Grant 165001 7494 SMET 9178 0116000 Human Subjects 0813268 July 15, 2008 Alice Workshop for Educators. Computer Science (31) This project involves the running of a summer workshop to train educators in effectively using the Alice programming environment at the secondary and post-secondary education levels. The objectives of this workshop are to (1) prepare educators to effectively use the Alice programming environment in a Media Computation course, (2) create a course setting that will attract Hispanic students from a variety of academic disciplines into computing-related fields, and (3) increase the number of Hispanic students who will choose computing-related fields as their area of study. CCLI-Phase 1 (Exploratory) DUE EHR Fernandez, John Phyllis Tedford Texas A&M University Corpus Christi TX Victor P. Piotrowski Standard Grant 15590 7494 SMET 9178 0116000 Human Subjects 0813481 September 15, 2008 Enhancing STEM Student Learning through Faculty Development: Workshops for New Physics and Astronomy Faculty. The goals of the workshop are to: 1. Reach a large fraction of the physics and astronomy faculty in tenure-track positions prior to their receiving tenure; 2. Help participants develop knowledge about recent developments in physics and astronomy pedagogy and the assessment of changes in pedagogy; and 3. Work with participants to integrate workshop ideas and materials into their classrooms in a way that has a positive impact on their students' learning, their departments and their own professional development. Intellectual Merit: Physics and astronomy faculty who enter the professorate directly from graduate school or from a postdoctoral position typically have not had experience with the type of teaching that physics and astronomy education research (PER and AER) has shown to be effective. The New Physics and Astronomy Faculty Workshops, with a combination of plenary sessions and small breakout groups run by national leaders in physics education, introduce participants to pedagogical methods that research has found to be effective in actively engaging students in learning. Most of these pedagogical methods have been developed with NSF funding, and the workshop provides an important means of disseminating these effective teaching strategies to a large fraction of new tenure-track physics and astronomy faculty. Further, the workshop introduces new physics and astronomy faculty to the scholarship of teaching and to methods of assessing and evaluating student learning within a framework of general professional development. Broader Impacts: The five-year project expects to engage approximately 600 new physics and astronomy faculty members, or 40-50% of all new faculty, in about 60% of physics and astronomy departments. External evaluation of the project carried out in 2006-2007 shows that the New Faculty Workshop has had a positive impact on the workshop participants' students, the students' learning, and their departments. A number of the workshop participants from the early years of the project have served as chairs of their departments, and their experience with the New Faculty Workshop has positively influenced the courses taught in their departments and changed departmental views on what constitutes effective teaching. In addition, the New Physics and Astronomy Faculty Workshops are being used as models for developing similar programs by other scientific societies. All of these activities taken collectively can play a transformative role in enhancing undergraduate STEM education. CCLI-Phase 3 (Comprehensive) CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Hilborn, Robert Theodore Hodapp Warren Hein Kevin Marvel Charles Holbrow American Association of Physics Teachers MD Duncan E. McBride Continuing grant 652112 7493 7492 1536 SMET 9178 0116000 Human Subjects 0813582 January 15, 2008 Providing Technical Assistance to Increase the Participation of Minority Institutions in the Math and Science Partnership Program. The Quality Education for Minority Network (QEM) will hold a workshop for Minority Serving Institutions that may submit a proposal to the Math and Science Partnership (MSP) program. Minority Serving Institutions play an important role in teacher preparation and development. Partnerships between these Institutions and school districts through the MSP program could substantially enhance the quality of education in the schools which serve proportionally high percentages of minority students. These workshops will help the MSP program at NSF achieve its goal of diversifying its awardees and the children served by them. MSP-OTHER AWARDS DUE EHR McBay, Shirley QUALITY EDUCATION FOR MINORITIES NETWORK DC Elizabeth VanderPutten Standard Grant 120764 1793 SMET 9178 0813642 July 15, 2008 Development of a Computing Roadshow Cohort. Computer Science (31) This project is conducting a two-day summer workshop for individuals from colleges and universities who participate in K-12 computer science outreach activities. The workshop focuses on coordinating these outreach activities to achieve improvements in their scope and effectiveness and on facilitating communication and cooperation among the individuals engaged in these activities. CCLI-Phase 1 (Exploratory) DUE EHR Stephenson, Christine Wanda Dann Association Computing Machinery NY Victor P. Piotrowski Standard Grant 50000 7494 SMET 9178 0116000 Human Subjects 0813816 May 1, 2008 APA National Conference on Undergraduate Education in Psychology. Psychology (73) This is a national conference on the teaching of psychology at the University of Puget Sound during June 22-27, 2008, sponsored by the American Psychological Association (APA). The last national conference sponsored by the APA was in 1991. Conference participants are addressing a wide range of topics that are relevant to the redesign of undergraduate education in psychology, including the use of new learning technologies (e.g., automated tutoring systems), applications from the science of learning, increased diversity in our students and faculty, learning outcomes assessment, models of curricula, quality in instruction, and new ethical concerns created by a revolution in our biological and socio-cultural understanding of psychology. These topics are being addressed in the context of nine critical questions that were identified by members of the Steering Committee for the APA National Conference on Undergraduate Education in Psychology as central to providing a high quality undergraduate education. The participants are fifty six teachers of undergraduate psychology and other stakeholders, representing all levels of the educational pipeline and diverse educational institutions. Specific outputs of this conference are: 1. A set of recommendations that will serve as the blueprint for the redesign of educational programs in psychology at the undergraduate level, and in undergraduate education more broadly. 2. A book draft, Undergraduate Education in Psychology: a Blueprint for the Future of the Discipline, for publication by APA as a means to disseminate the conference recommendations. 3. Planned additional dissemination activities so that the findings from the conference can be shared with the larger higher education community. Findings will be made available in a variety of formats (such as online videos, downloadable sample curricula, and demonstrations of learning activities and lab-based experiments). CCLI-Phase 1 (Exploratory) DUE EHR Hailstorks, Robin American Psychological Assoc DC Myles G. Boylan Standard Grant 30000 7494 SMET 9178 0814328 September 1, 2008 Developing Engineering Faculty as Leaders of Academic Change. Engineering - Other (59) The project is organizing a two-day national workshop of approximately 25 engineering education leaders to identify the knowledge and skills required to lead academic change processes and to design a delivery system to effectively impart the identified knowledge and skills to engineering faculty. The workshop includes interactive sessions to review major international developments that set the context for academic engineering leadership as well as relevant lessons learned from the pre-cursor activities by the workshop organizers, to identify the challenges before academic engineering educators and the skills needed to surmount the challenges, to distill a list of desired leadership skills and parameters by which to guide the development of programs of study by which to impart the desired skills, and to explore options for the design, delivery and sustainability of a new program for developing faculty capacity for academic change leadership. In post workshop activities, attendees are organizing activities on their campuses to engage 250 additional faculty members in further discussion of workshop topics. In addition, the organizers and a small group of engineering education faculty members are translating the workshop outputs into a framework for a formal post-graduate certificate program in academic change leadership that embodies the desired knowledge, skills, and delivery mechanisms identified in the workshop to be offered via Purdue's Butler Center for Leadership Excellence. In addition, they are identifying engineering faculty (and ideally departments or colleges) willing to participate in pilot implementations of the envisioned Engineering Academic Change Management post-graduate certificate program. The evaluation effort is assessing the effectiveness of the workshop and the on-campus follow-up activities, the variety and novelty of the developed ideas, and changes in the participants' attitudes. Results of the project are being disseminated by postings on a website, by presentation at the engineering education conferences, and by publishing and distributing the workshop proceedings. Broader impacts include the dissemination of the material especially through the post-workshop activities, which are engaging a much larger audience. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Fortenberry, Norman National Academy of Sciences DC Russell L. Pimmel Standard Grant 486874 7492 1536 SMET 9178 0116000 Human Subjects 0814347 December 1, 2008 Collaborative Research: Microfluidics for Multiple Engineering Disciplines. Engineering Other -(59) Microfluidics is a branch of physics and biotechnology that studies the behavior of fluids at the microscale and the design of Micro-Electronic Mechanical Systems (MEMS) that takes advantage of such behavior. Fluids on these small scales behave differently than do fluids at the macro-level because factors such as surface tension, energy dissipation, inertia, and electrokinetics begin to predominate. The objective of this project is to adapt and implement an undergraduate course on microfluidics at partnering institutions. The course consists of inquiry-based modules supplemented with lectures and reading materials employing educational uses of technology exploring the latest research in microfluidics. The courses will be offered in a variety of engineering programs including the electrical, mechanical, and biomedical disciplines. Students are collaborating on a group project that follows the full-cycle microfluidic system design approach. The course materials are being compiled to produce a textbook on microfluidic theory and practice that is suitable for undergraduate instruction. In addition to the textbook, the results from this project will be disseminated through several engineering education venues. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Choi, Jin-Woo Louisiana State University & Agricultural and Mechanical College LA Sheryl A. Sorby Standard Grant 59921 7492 1536 SMET 9178 9150 0116000 Human Subjects 0814375 December 1, 2008 Collaborative Research: Microfluidics for Multiple Engineering Disciplines. Engineering Other -(59) Microfluidics is a branch of physics and biotechnology that studies the behavior of fluids at the microscale and the design of Micro-Electronic Mechanical Systems (MEMS) that takes advantage of such behavior. Fluids on these small scales behave differently than do fluids at the macro-level because factors such as surface tension, energy dissipation, inertia, and electrokinetics begin to predominate. The objective of this project is to adapt and implement an undergraduate course on microfluidics at partnering institutions. The course consists of inquiry-based modules supplemented with lectures and reading materials employing educational uses of technology exploring the latest research in microfluidics. The courses will be offered in a variety of engineering programs including the electrical, mechanical, and biomedical disciplines. Students are collaborating on a group project that follows the full-cycle microfluidic system design approach. The course materials are being compiled to produce a textbook on microfluidic theory and practice that is suitable for undergraduate instruction. In addition to the textbook, the results from this project will be disseminated through several engineering education venues. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Eddington, David University of Illinois at Chicago IL Sheryl A. Sorby Standard Grant 59999 7492 1536 SMET 9178 0116000 Human Subjects 0814433 August 1, 2008 Collaborative Research: The CATALSTS Project, Change Agents for Teaching and Learning Statistics. Mathematical Sciences (21) The Change Agents for Teaching and Learning Statistics (CATALST) project is designed to develop, implement, evaluate, and disseminate an introductory, non-calculus based statistics course that involves changes in both content and pedagogy. This project builds on several previously funded projects, connecting them in a way that enables the project to design and teach a unique course. The project is also designed to carefully research and study the impact of the course on students and faculty. Intellectual Merit: The project builds on and integrates theory and research from several disciplines: cognitive science, statistics, statistics education, mathematics education and engineering education, connecting these to teaching and professional development. The project goals are to: (a) develop and adapt innovative materials based on cognitive theory and proven methods to promote deep conceptual understanding, problem solving ability, retention, and transfer of learning; (b) implement the materials in all sections of an introductory statistics class at the university; (c) adapt and use a variety of high quality assessments aligned with student learning goals; (d) conduct research studies on the effectiveness of the material and approaches; and (e) develop expertise among a group of faculty at other institutions to implement the materials and pedagogical methods. Broader Impacts: This project affects both content and pedagogy, shaping a very different and much needed introductory statistics course. Workshops familiarize statistics faculty members with the CATALST course and motivate and support them to use the content and pedagogy. After the workshops, online support assists faculty as they make changes in the their own classes. Ten class testers receive more intensive training and support program that prepares them to be catalysts for change in their own institutions and communities. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Garfield, Joan Robert delMas Andrew Zieffler University of Minnesota-Twin Cities MN Daniel P. Maki Standard Grant 318290 7492 1536 SMET 9178 0116000 Human Subjects 0814760 December 1, 2008 Collaborative Research: Microfluidics for Multiple Engineering Disciplines. Engineering Other -(59) Microfluidics is a branch of physics and biotechnology that studies the behavior of fluids at the microscale and the design of Micro-Electronic Mechanical Systems (MEMS) that takes advantage of such behavior. Fluids on these small scales behave differently than do fluids at the macro-level because factors such as surface tension, energy dissipation, inertia, and electrokinetics begin to predominate. The objective of this project is to adapt and implement an undergraduate course on microfluidics at partnering institutions. The course consists of inquiry-based modules supplemented with lectures and reading materials employing educational uses of technology exploring the latest research in microfluidics. The courses will be offered in a variety of engineering programs including the electrical, mechanical, and biomedical disciplines. Students are collaborating on a group project that follows the full-cycle microfluidic system design approach. The course materials are being compiled to produce a textbook on microfluidic theory and practice that is suitable for undergraduate instruction. In addition to the textbook, the results from this project will be disseminated through several engineering education venues. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Gale, Bruce University of Utah UT Sheryl A. Sorby Standard Grant 59995 7492 1536 SMET 9178 0116000 Human Subjects 0814788 August 15, 2008 Collaborative Research: Expanding and Sustaining Research Capacity in Engineering and Technology Education: Building on Successful Programs for Faculty and Graduate Students. Engineering - Other (59) The project, a collaboration among Alverno College, Colorado School of Mines, Howard University, Madison Area Technical College, and Purdue University, is developing engineering education research capacity in the engineering and technician education communities. The goals of the project are to design and deliver a new generation of effective, flexible, inclusive, and sustainable programs to educate engineering and engineering technology faculty and graduate students to conduct and use educational research and to foster a virtual community of engineering and engineering technology education researchers through the use of web-based technology. The project involves three distinct but related faculty development efforts. The first is a series of short courses to introduce faculty members and graduate students to various research topics such as theoretical frameworks, experiment design, and quantitative approaches. The second is a two-step, multi-day workshop for curriculum developers to enable them to design and implement learning centered curriculum. The third is a multi-day workshop for faculty members who have moderate engineering education research experience to enable them to review and extend their knowledge of relevant education theory and research methods and to apply this knowledge to answering a significant research question focused on how students learn engineering. These short course and workshop materials are a being made available on the newly created engineering education research hub (rreeHUB.org), which is being used in organized activities to build a virtual community. The evaluation effort, with leadership from an expert from Purdue's Discover Learning Center, is using pre-event, post-event, and post-project surveys to assess familiarity with and knowledge of content areas. Broader impacts include an extensive dissemination effort involving a virtual community and systematic efforts to recruit a diverse group of faculty and graduate students with targeted outreach to 2-year colleges and minority serving institutions. CCLI-Phase 3 (Comprehensive) DUE EHR Miller, Ronald Barbara Olds Colorado School of Mines CO Russell L. Pimmel Standard Grant 319043 7493 SMET 9178 0116000 Human Subjects 0814802 September 1, 2008 Collaborative Research: Professional Development Gateways in Social Learning Settings. Engineering (55) This phase 2 project is extending a product of the Phase 1 research both at the original university and in other higher education institutions. The product is a gateway course that surveys an engineering field in part or in its entirety, with equivalent attention to currently topical applications and the broader (social, environmental, cultural, economic) impacts of those applications, while contextualizing professional development outcomes into the instructional design. In this phase 2 project, the three collaborating universities are enabling transferability of the phase 1 intervention by formalizing the process of identifying the comfort zones of both faculty and students to enable successful social learning. The goal of the phase 2 project is to improve cognitive, affective, and meta-cognitive constructs that directly support: 1) increasing the number of women and under-represented minorities in engineering; 2) improving the preparation of engineering graduates for the 21st century workplace (using ABET criteria); 3) increasing the average level of cognitive development of engineering undergraduates; 4) enhancing capacity to work in progressive and collaborative teams; and, 5) upgrading high level awareness of the 21st century high-tech workplace. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Scott, Elaine Seattle Pacific University WA Lance C. Perez Standard Grant 48000 7492 1536 SMET 9178 0116000 Human Subjects 0814911 December 1, 2008 Collaborative Research: Microfluidics for Multiple Engineering Disciplines. Engineering Other -(59) Microfluidics is a branch of physics and biotechnology that studies the behavior of fluids at the microscale and the design of Micro-Electronic Mechanical Systems (MEMS) that takes advantage of such behavior. Fluids on these small scales behave differently than do fluids at the macro-level because factors such as surface tension, energy dissipation, inertia, and electrokinetics begin to predominate. The objective of this project is to adapt and implement an undergraduate course on microfluidics at partnering institutions. The course consists of inquiry-based modules supplemented with lectures and reading materials employing educational uses of technology exploring the latest research in microfluidics. The courses will be offered in a variety of engineering programs including the electrical, mechanical, and biomedical disciplines. Students are collaborating on a group project that follows the full-cycle microfluidic system design approach. The course materials are being compiled to produce a textbook on microfluidic theory and practice that is suitable for undergraduate instruction. In addition to the textbook, the results from this project will be disseminated through several engineering education venues. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Papautsky, Ian Catherine Maltbie University of Cincinnati Main Campus OH Sheryl A. Sorby Standard Grant 119545 7492 1536 SMET 9178 0116000 Human Subjects 0815046 September 1, 2008 Developing Online Value Inventories to Predict and Improve Student Success in STEM Education. Assessment/Research (91) This Phase 2 CCLI project is continuing to develop and test assessment tools focused on measuring the value that students place on learning science and mathematics. A primary goal is to provide instructors with improved methods for shaping their courses and curricula so as to improve student success in STEM education, building on earlier work that produced the Science Value Inventory (SVI) and Math Value Inventory (MVI). These instruments were developed to test the idea that real STEM literacy requires students to find value in their STEM courses. Data from testing the paper versions of both instruments indicate that they are both valid and reliable. They are now in use in a variety of institutions around the country. Analysis of survey results has detected significant gender differences, and variations among instructors and curricula. Analysis has also found similarities in how students at Historically Black Colleges and Universities and Midwestern state universities value science. This project is more widely disseminating these tools for general education, and working on developing similar tools for STEM majors. The project phases and goals are to (1) Develop and implement an accessible, efficient web-based system for administering the MVI and SVI instruments. Project tasks being conducted include validating the online versions, and creating an automated process for recording student registration, student responses, demographic information, and submission of instructor and course information. (2) Develop new online value inventories to use with STEM majors. Project tasks being conducted include initial testing and modification of the instruments to ensure that they are valid and reliable using online protocols. This task requires the development of more sensitive instruments, because undergraduate STEM majors tend initially to place greater value on science or math (or both). The Web-based system constructed in the first phase of this work is being used to administer these inventories, analyze and distribute the results, and build a database that provides insight into how value affects STEM majors' prospects for success. (3) Conduct analyses to determine the power of these instruments in predicting student success in STEM education. The collected data are being used to build a national database of student values, allowing comparison against national norms, as well as subgroups based on institutional type, student background, ethnicity, gender and other variables. CCLI-Phase 2 (Expansion) DUE EHR Deeds, Donald Charles Allen Scott Sigman Mark Wood Bruce Callen Drury University MO Myles G. Boylan Standard Grant 368326 7492 SMET 9178 0116000 Human Subjects 0815557 September 15, 2008 Collaborative Proposal: An Extensible Software Platform for a Virtual Cyber Security Laboratory. Computer Science (31) In this collaborative project, five institutions are developing courseware for teaching computer network security. The courseware comprises an open source software platform for a virtual cyber security laboratory and accompanying lab assignments and is based on prior NSF-funded projects at two of the institutions. The laboratory materials being developed give students hands-on experiences in cyber security courses. The courseware being developed makes it easy for other institutions to create their own virtual laboratories with very little hardware and requires minimal maintenance and administration cost. The courseware is extensible so others can augment it with specialized modules. With respect to critical information infrastructure protection, the project results in increased national capacity for education, new entrants to the information security workforce, and increased national research and development capabilities. CCLI-Phase 2 (Expansion) DUE EHR Li, Xiangdong CUNY New York City College of Technology NY Victor P. Piotrowski Standard Grant 25126 7492 SMET 9178 0116000 Human Subjects 0816319 August 1, 2008 Collaborative Research: The CATALST Project: Change Agents for Teaching And Learning STatistics. Mathematical Sciences (21) The Change Agents for Teaching and Learning Statistics (CATALST) project is designed to develop, implement, evaluate, and disseminate an introductory, non-calculus based statistics course that involves changes in both content and pedagogy. This project builds on several previously funded projects, connecting them in a way that enables the project to design and teach a unique course. The project is also designed to carefully research and study the impact of the course on students and faculty. Intellectual Merit: The project builds on and integrates theory and research from several disciplines: cognitive science, statistics, statistics education, mathematics education and engineering education, connecting these to teaching and professional development. The project goals are to: (a) develop and adapt innovative materials based on cognitive theory and proven methods to promote deep conceptual understanding, problem solving ability, retention, and transfer of learning; (b) implement the materials in all sections of an introductory statistics class at the university; (c) adapt and use a variety of high quality assessments aligned with student learning goals; (d) conduct research studies on the effectiveness of the material and approaches; and (e) develop expertise among a group of faculty at other institutions to implement the materials and pedagogical methods. Broader Impacts: This project affects both content and pedagogy, shaping a very different and much needed introductory statistics course. Workshops familiarize statistics faculty members with the CATALST course and motivate and support them to use the content and pedagogy. After the workshops, online support assists faculty as they make changes in the their own classes. Ten class testers receive more intensive training and support program that prepares them to be catalysts for change in their own institutions and communities. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Rossman, Allan Beth Chance California Polytechnic State University Foundation CA Daniel P. Maki Standard Grant 181686 7494 1536 SMET 9178 0116000 Human Subjects 0816515 September 1, 2008 Community College Undergraduate Research: A Model of Integration. Biological Sciences (61). "Community College Undergraduate Research: Building a Model of Integration" involves the design, implementation and evaluation of a model for integrating undergraduate research into a community college science curriculum. The project involves the use of scientific principles contained within a portfolio of ongoing research programs to develop inquiry-based educational materials (such as problem-based learning modules and case studies) for freshman biology courses. These materials are then being expanded into an undergraduate research experience within a credit-bearing, transferable, advanced sophomore-level course. The sophomore-level course curriculum includes training students as peer-leaders to support the development of new student projects emerging from the freshman courses and supports the creation of an educational environment where research and education are integrated. The project involves a collaboration of five community colleges, one four-year school, four environmental research organizations, and a state government agency. The intellectual merit of the proposed project lies in establishing an adoptable model that supports community college efforts to shift to inquiry-based and project-based coursework, to get community college students engaged in undergraduate research, and to make connections to four-year college science programs and their undergraduate research efforts. The project addresses many of the barriers associated with conducting undergraduate research at the community college level. Project evaluation is using a variety of approaches to address the success of the project in achieving its major objectives, which include improving student learning, increasing the involvement of both faculty and students in research, increasing the use of inquiry-based approaches by participating faculty, and increasing the level of interaction between the faculty at the participating community colleges and four-year institutions. The broader impacts of the proposal include its strong focus on improving the quality of science education at the community college level, where there are disproportionate number of students from underrepresented groups; the establishment of a network of community college faculty dedicated to project-based learning and undergraduate research; and an increase in the capacity of community colleges to prepare future scientists with the skills necessary to conduct scientific research. Plans for dissemination of project results include presentations and workshops at national meetings and student presentations at local and regional conferences. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Hewlett, James Finger Lakes Community College NY Deborah E. Allen Standard Grant 493995 7492 1536 SMET 9178 0116000 Human Subjects 0816517 September 1, 2008 Infusing Quantitative Literacy throughout the Social Science Curriculum. Sociology (86) Political Science (85) Economics (82) Geography (88) Social Sciences - Other (89) This project is working to transform teaching in the social sciences by infusing quantitative literacy throughout the curriculum and by providing undergraduates opportunities to engage in active research experiences using the most advanced social science data. The primary project activities are creating, disseminating, and assessing teaching materials that make it easy for instructors to integrate data analysis in non-methodology courses. The goal is to reduce the "quantitative reasoning gap" between what students learn in early courses and the importance of empirical research in the social sciences. The partners in this project are building upon two extant sources of data (1) the Social Science Data Analysis Network (SSDAN), which distributes teaching modules based on US Census data, and (2) the Inter-university Consortium for Political and Social Research (ICPSR), the world's largest social science data archive. A second goal of the project is to recruit experienced faculty members to develop new tools for assessing student learning and to conduct assessments in their classes. These assessment tools are intended for distribution with existing and new teaching materials. New software and teaching strategies are being developed to simplify complex data for presentation to undergraduates. A third goal is to provide training for faculty members to introduce them to the characteristics of new data sets, relevant statistical techniques, teaching strategies, and assessment procedures. Much of the dissemination to end users is taking place through the use of cost-effective Webinars. The communication resources of the American Sociological Association, the American Political Science Association, the National Numeracy Network, and the more than 600 colleges, universities, and research institutions who are members of ICPSR are to be mobilized to disseminate information about new teaching materials. Web sites are to be enhanced to help faculty form teaching communities within disciplines. This approach is expected to help bring about a transformative change in the ways that undergraduates encounter and understand the role of research in the social sciences. CCLI-Phase 3 (Comprehensive) DUE EHR Frey, William George Alter University of Michigan Ann Arbor MI Myles G. Boylan Continuing grant 998000 7493 SMET 9178 0116000 Human Subjects 0816642 September 1, 2008 Collaborative Research: Professional Development Gateways in Social Learning Settings. Engineering (55) This phase 2 project is extending a product of the Phase 1 research both at the original university and in other higher education institutions. The product is a gateway course that surveys an engineering field in part or in its entirety, with equivalent attention to currently topical applications and the broader (social, environmental, cultural, economic) impacts of those applications, while contextualizing professional development outcomes into the instructional design. In this phase 2 project, the three collaborating universities are enabling transferability of the phase 1 intervention by formalizing the process of identifying the comfort zones of both faculty and students to enable successful social learning. The goal of the phase 2 project is to improve cognitive, affective, and meta-cognitive constructs that directly support: 1) increasing the number of women and under-represented minorities in engineering; 2) improving the preparation of engineering graduates for the 21st century workplace (using ABET criteria); 3) increasing the average level of cognitive development of engineering undergraduates; 4) enhancing capacity to work in progressive and collaborative teams; and, 5) upgrading high level awareness of the 21st century high-tech workplace. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Bates, Rebecca Minnesota State University, Mankato MN Lance C. Perez Standard Grant 60000 7492 1536 SMET 9178 0116000 Human Subjects 0816649 September 1, 2008 Collaborative Research: Development of Contextual E-Learning Modules for Analytical Chemistry. CHEMISTRY (12) New electronic curricular materials for undergraduate analytical chemistry education are being developed and implemented. These modules focus on equilibrium chemistry, separations, quantitative nuclear magnetic resonance and mass spectrometry. The materials all incorporate active learning approaches and utilize electronic resources from the Analytical Sciences Digital Library (ASDL, http://www.asdlib.org) collection. The modules are designed to be used in a variety of formats (e.g., classroom activities, homework assignments, laboratory projects) or modified to suit the particular needs of an instructor or institution. The modules include cooperative classroom activities and problem-based exercises and laboratory experiences. Also included is an instructor's guide to help faculty implement these materials into their courses. Active learning components will include guided inquiry activities for classroom instruction as well as problem-based learning exercises and laboratory experiences. Evaluation of the materials will inform future revisions. The curricular materials developed under this proposal will be disseminated through ASDL. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Wenzel, Thomas Bates College ME Herbert H. Richtol Standard Grant 99278 7492 1536 SMET 9178 9150 0116000 Human Subjects 0816660 September 1, 2008 Collaborative Research: Improving Engineering Communication Education with Enhanced Calibrated Peer Review. INTERDISCIPLINARY (99) This project builds upon the well-established benefits of Calibrated Peer Review (CPR) for implementing a writing-to-learn pedagogy in STEM courses. Four institutions collaborate to extend both the software platform and the instructional model to include visual communication and oral presentation within engineering courses. The team develops and field-tests a library of learning activities that fully exploit the CPR web-delivered workspaces that (1) teach students how to recognize levels of accomplishment for specific assignments, (2) guide peer review sessions that produce both quantitative and qualitative formative assessment for students, (3) encourage deep-structured student self-reflection both on task production and on task process. Changing realities in the workplace have resulted in added emphasis on professional skills within engineering education. More specifically, the Accreditation Board for Engineering and Technology (ABET) includes an explicit criterion that engineering graduates need to demonstrate the ability to communicate effectively. However, instructors in content-intensive engineering courses may be reluctant to add to their already heavy load of teaching / grading by including communication exercises. As an asynchronous, online learning environment, CPR helps engineering faculty to include engaging communication assignments without dramatically increasing the workload. The project starts with taxonomy of task types that encompass varieties of effective visual and oral communication used in engineering practice. Performance criteria are then extracted, and the CPR learning modules are designed upon this framework. The materials and methods are disseminated through a website and by workshops at national conferences. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Russell, Arlene University of California-Los Angeles CA Herbert H. Richtol Standard Grant 180141 7492 1536 SMET 9178 0116000 Human Subjects 0816692 August 15, 2008 Chemistry and the Logic of Life: A Research-Based, Integrated General Chemistry Curriculum. CHEMISTRY (12) The problem of how to approach the teaching and learning of interdisciplinary material, such as the chemistry necessary to understand even introductory molecular biology, is complex and difficult to solve (otherwise it would have already been done). This project supports the research based development of an integrated curriculum for an introductory chemistry sequence for science majors, entitled "Chemistry and the Logic of Life." The project is completing the following activities: A text using the emergence and evolution of life as the scaffold and context for introduction of chemistry concepts; Learning objects such as interactive electronic materials that can be used separately or in conjunction with each other to enable students to learn concepts, principles, how to solve specific types of problems and how to handle and manipulate data; Formative and summative course assessments and concept inventories are developed and tested. In conjunction with the American Chemical Society Examinations Institute, the project is also developing an examination that can be used nationally as an assessment of chemistry principles in biological contexts. Instructor resource materials help guide instructors in effective ways to use the materials. Since this approach is new, the project provides considerable instructor support. A student workbook provides activities for large and small classes that reinforces the concepts and skills needed to understand the material presented in the text. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Cooper, Melanie Michael Klymkowsky Clemson University SC Herbert H. Richtol Standard Grant 499847 7492 1536 SMET 9178 9150 0116000 Human Subjects 0816701 August 15, 2008 Collaborative Research: Phase 3 Design, Implementation and Dissemination of Multidisciplinary online Java-Digital Signal Processing (J-DSP) Materials. Engineering - Other (59) The project, a collaboration involving Arizona State University (ASU) as the lead institution, Johns Hopkins University (JHU), University of Washington-Bothell (UWB), Prairie View A&M University (PVAMU), and Rose-Hulman Institute of Technology (RHIT), is expanding the use of an award winning software package (J-DSP) and instructional approach into a broad set of new areas including digital signal processing, earth systems and geology, renewable energy systems, arts and media, ion-channel systems, and genomics. Online modules are being designed, deployed, and assessed by a geographically-diverse multidisciplinary team. This educational technology provides free and universally accessible web-based Java software with an intuitive interface that enables instructors to create web-based lectures with synchronized online simulations and animations and to monitor student progress and preferences. It allows students, including distance learners, to conduct online laboratories and collaborate across disciplines, to perform simulations anytime anywhere, and to collaborate online with their colleagues at other universities. The evaluation effort is using self, peer, and instructor assessments to measure the quality of student learning by adapting a set of on-line assessment instruments developed on a previous grant dealing with a set of signal processing courses. The project team is working to disseminate the instructional materials by postings on the project's website and on a discipline-based site (CNX.ORG), by links with the NSDL, by faculty workshops, by conference presentation and journal publications, and by high school and industrial outreach. Broader impacts include an involvement of two MSIs, an outreach effort focused on minorities, multifaceted dissemination involving faculty workshops and web posting on several sites. CCLI-Phase 3 (Comprehensive) DUE EHR Stiber, Michael University of Washington WA Russell L. Pimmel Continuing grant 59947 7493 SMET 9178 0116000 Human Subjects 0816754 September 1, 2008 Transforming Undergraduate Laboratory Experiences. Inquiry-based laboratory experiences are being developed for several STEM courses. During the first year fifteen graduate students, postdoctoral personnel and faculty members attend the Center for Adaptive Optics Professional Development Program workshops focusing on the development of inquiry-based laboratories. The workshops consist of a number of sessions held over several months. In the second year there will be 30 workshop participants, of which one-third to one-half are expected to be returning participants. The participants are divided into three person design teams to develop new inquiry-based laboratory experiences that mirror the way science is practiced by scientists. Over the three year project, ten laboratory units will be designed or redesigned and be taught for three STEM courses at UCSC and five units in astronomy for the Hartnell College (a nearby community college). Assessment and evaluation is an ongoing process throughout the project. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Hunter, Lisa Lynne Raschke University of California-Santa Cruz CA Curtis T. Sears Standard Grant 177911 7492 1536 SMET 9178 0116000 Human Subjects 0816792 September 15, 2008 Collaborative Research: Exploring Student Understanding of Physical Chemistry. Chemistry (12) The development of student understanding of mathematical equations in physical chemistry is being investigated using an emergent research methodology from mathematics education research known as Toulmin analysis. This approach uses Toulmin's argumentation scheme as a way of documenting and analyzing activities that take place in an interactive classroom where discussion takes place. The approach is being adapted from mathematics, where it has been used in differential equations classrooms, to chemistry, where it is being used to analyze interactions among students working in Process Oriented Guided Inquiry Learning (POGIL) physical chemistry classrooms. The findings are expected to help explain the ways that students translate mathematical equations and symbols into descriptions of macroscopic and microscopic systems, and to add to the body of knowledge about effective pedagogical practices in STEM. Instruments from physics education research are being adapted for physical chemistry and implemented within the Physical Chemistry Online and POGIL communities to compare student understanding of mathematical equations across levels of mathematical preparation, and across classrooms where different pedagogies are used. This collaborative project includes interactions among researchers in chemistry, physics, and mathematics education research, thus connecting and enhancing their work and creating a community of scholars who can act as resources for each other and for those seeking information. Intellectual Merit: This project is adding to the body of STEM education research by developing new and revised models of how undergraduate STEM students learn. It also promises to adapt and develop new methods for documenting the collective activity of students in classrooms, thus offering researchers new techniques for revealing the ways that students reason in classrooms where pedagogical techniques such as learning in groups or teams are used. The study of student understanding of mathematical equations in POGIL physical chemistry adds to the body of knowledge about effective practices in STEM education. Broader Impacts: Findings from this project can be used to challenge current classroom practices and are expected to lead to new ideas for creating educational materials and teaching strategies that have the potential for directly impacting educational practices in STEM. While focusing on student understanding of mathematical equations used in physical chemistry, the project provides an opportunity to build community and connections among researchers in chemistry, mathematics, and physics education. The results of the proposed work will be presented at regional and national ACS meetings, the BCCE, the GRC on Chemistry Education Research and Practice, the GRC on Visualizations in Science Education, the National Council of Teachers of Mathematics, and the American Association of Physics Teachers. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Cole, Renee University of Central Missouri MO Susan H. Hixson Standard Grant 31487 7492 1536 SMET 9178 0116000 Human Subjects 0816804 September 1, 2008 Collaborative Research: A Flexible Adaptation Framework. Engineering Technology - (58) In 2002, Wayne State University (WSU) was awarded an NSF grant to develop an adaptation of the Learning Factory model that would be less costly to implement. That project focused on introducing the use of coordinated hands-on projects in standard laboratory settings across selected courses, using a model engine application as the unifying theme. This approach proved to be a more cost-effective way to give students hands-on experience in a range of issues involved in product realization. The goal of this CCLI phase II project is to distill a core of course-level learning outcomes from WSU's previous work and develop an approach for mapping these to higher program-level outcomes that help to meet industry-defined competency gaps of students. This project takes the successful approach of using coordinated hands-on activities across multiple courses to provide students with specific competencies, and test its efficacy by implementing it simultaneously in five diverse departments at four different institutions. Students will learn by trying things out, and working with others in a holistic, systematic way. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Klein, Peter Harry Buhalis James Carlson Macomb Community College MI Lesia L. Crumpton-Young Standard Grant 70000 7492 1536 SMET 9178 0116000 Human Subjects 0816849 September 1, 2008 Collaborative Research: Improving Engineering Communication with Enhanced Calibrated Peer Review. INTERDISCIPLINARY (99) This project builds upon the well-established benefits of Calibrated Peer Review (CPR) for implementing a writing-to-learn pedagogy in STEM courses. Four institutions collaborate to extend both the software platform and the instructional model to include visual communication and oral presentation within engineering courses. The team develops and field-tests a library of learning activities that fully exploit the CPR web-delivered workspaces that (1) teach students how to recognize levels of accomplishment for specific assignments, (2) guide peer review sessions that produce both quantitative and qualitative formative assessment for students, (3) encourage deep-structured student self-reflection both on task production and on task process. Changing realities in the workplace have resulted in added emphasis on professional skills within engineering education. More specifically, the Accreditation Board for Engineering and Technology (ABET) includes an explicit criterion that engineering graduates need to demonstrate the ability to communicate effectively. However, instructors in content-intensive engineering courses may be reluctant to add to their already heavy load of teaching / grading by including communication exercises. As an asynchronous, online learning environment, CPR helps engineering faculty to include engaging communication assignments without dramatically increasing the workload. The project starts with taxonomy of task types that encompass varieties of effective visual and oral communication used in engineering practice. Performance criteria are then extracted, and the CPR learning modules are designed upon this framework. The materials and methods are disseminated through a website and by workshops at national conferences. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Carlson, Patricia Rose-Hulman Institute of Technology IN Herbert H. Richtol Standard Grant 79997 7492 1536 SMET 9178 0116000 Human Subjects 0816948 September 15, 2008 Collaborative Research: Exploring Student Understanding of Physical Chemistry. Chemistry (12) The development of student understanding of mathematical equations in physical chemistry is being investigated using an emergent research methodology from mathematics education research known as Toulmin analysis. This approach uses Toulmin's argumentation scheme as a way of documenting and analyzing activities that take place in an interactive classroom where discussion takes place. The approach is being adapted from mathematics, where it has been used in differential equations classrooms, to chemistry, where it is being used to analyze interactions among students working in Process Oriented Guided Inquiry Learning (POGIL) physical chemistry classrooms. The findings are expected to help explain the ways that students translate mathematical equations and symbols into descriptions of macroscopic and microscopic systems, and to add to the body of knowledge about effective pedagogical practices in STEM. Instruments from physics education research are being adapted for physical chemistry and implemented within the Physical Chemistry Online and POGIL communities to compare student understanding of mathematical equations across levels of mathematical preparation, and across classrooms where different pedagogies are used. This collaborative project includes interactions among researchers in chemistry, physics, and mathematics education research, thus connecting and enhancing their work and creating a community of scholars who can act as resources for each other and for those seeking information. Intellectual Merit: This project is adding to the body of STEM education research by developing new and revised models of how undergraduate STEM students learn. It also promises to adapt and develop new methods for documenting the collective activity of students in classrooms, thus offering researchers new techniques for revealing the ways that students reason in classrooms where pedagogical techniques such as learning in groups or teams are used. The study of student understanding of mathematical equations in POGIL physical chemistry adds to the body of knowledge about effective practices in STEM education. Broader Impacts: Findings from this project can be used to challenge current classroom practices and are expected to lead to new ideas for creating educational materials and teaching strategies that have the potential for directly impacting educational practices in STEM. While focusing on student understanding of mathematical equations used in physical chemistry, the project provides an opportunity to build community and connections among researchers in chemistry, mathematics, and physics education. The results of the proposed work will be presented at regional and national ACS meetings, the BCCE, the GRC on Chemistry Education Research and Practice, the GRC on Visualizations in Science Education, the National Council of Teachers of Mathematics, and the American Association of Physics Teachers. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Rasmussen, Chris San Diego State University Foundation CA Susan H. Hixson Standard Grant 31309 7492 1536 SMET 9178 0116000 Human Subjects 0817003 September 1, 2008 Collaborative Research: A Flexible Adaptations Framework for Implementing Learning Factory based Manufactureing Education. Engineering Technology - (58) In 2002, Wayne State University (WSU) was awarded an NSF grant to develop an adaptation of the Learning Factory model that would be less costly to implement. That project focused on introducing the use of coordinated hands-on projects in standard laboratory settings across selected courses, using a model engine application as the unifying theme. This approach proved to be a more cost-effective way to give students hands-on experience in a range of issues involved in product realization. The goal of this CCLI phase II project is to distill a core of course-level learning outcomes from WSU's previous work and develop an approach for mapping these to higher program-level outcomes that help to meet industry-defined competency gaps of students. This project takes the successful approach of using coordinated hands-on activities across multiple courses to provide students with specific competencies, and test its efficacy by implementing it simultaneously in five diverse departments at four different institutions. Students will learn by trying things out, and working with others in a holistic, systematic way. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Valles-Rosales, Delia Edward Pines New Mexico State University NM Ann F. McKenna Standard Grant 90001 7492 1536 SMET 9178 9150 0116000 Human Subjects 0817015 September 1, 2008 Enhancing Calibrated Peer Review for Improved Engineering Communication Education. INTERDISCIPLINARY (99) This project builds upon the well-established benefits of Calibrated Peer Review (CPR) for implementing a writing-to-learn pedagogy in STEM courses. Four institutions collaborate to extend both the software platform and the instructional model to include visual communication and oral presentation within engineering courses. The team develops and field-tests a library of learning activities that fully exploit the CPR web-delivered workspaces that (1) teach students how to recognize levels of accomplishment for specific assignments, (2) guide peer review sessions that produce both quantitative and qualitative formative assessment for students, (3) encourage deep-structured student self-reflection both on task production and on task process. Changing realities in the workplace have resulted in added emphasis on professional skills within engineering education. More specifically, the Accreditation Board for Engineering and Technology (ABET) includes an explicit criterion that engineering graduates need to demonstrate the ability to communicate effectively. However, instructors in content-intensive engineering courses may be reluctant to add to their already heavy load of teaching / grading by including communication exercises. As an asynchronous, online learning environment, CPR helps engineering faculty to include engaging communication assignments without dramatically increasing the workload. The project starts with taxonomy of task types that encompass varieties of effective visual and oral communication used in engineering practice. Performance criteria are then extracted, and the CPR learning modules are designed upon this framework. The materials and methods are disseminated through a website and by workshops at national conferences. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Wilmot, Chester Louisiana Transportation Research Center LA Herbert H. Richtol Standard Grant 50050 7492 1536 SMET 9178 0116000 Human Subjects 0817071 October 1, 2008 Professional Enhancement Program. Mathematical Sciences 21 The PRofessional Enhancement Program (PREP) offers 50 workshops enabling at least 1,000 mathematical science faculty to respond to rapid and significant developments that impact undergraduate mathematics. PREP provides extended support for adaptation and implementation of curricular materials and pedagogical strategies that have been shown to be effective in improving the teaching and learning of undergraduate mathematics. Themes for the PREP workshops include inquiry-based learning; distance learning; service learning; redesign of the undergraduate program in mathematics; interdisciplinary studies, especially mathematics and life sciences, mathematics and the environment, and financial and actuarial mathematics; preparation of future teachers; and how best to serve the next generation of college students, especially those who have already studied calculus in high school. PREP workshops extend over time with preparatory, intensive, and on-going components that make extensive use of the latest technologies. CCLI-Phase 3 (Comprehensive) CCLI-Phase 2 (Expansion) DUE EHR Pearson, J Michael Nancy Baxter Hastings Jon Scott Nathaniel Dean Virginia Buchanan Mathematical Association of America DC Dennis Davenport Continuing grant 478813 7493 7492 SMET 9178 0116000 Human Subjects 0817090 September 1, 2008 Collaborative Research: A Disciplinary Commons in Computing Education. Computer Science (31) This collaborative project establishes a Disciplinary Commons: a group of educators, from diverse institutions within a geographic region, who teach the same computing course. Building on a model previously piloted on a smaller scale in the United Kingdom and in the United States, these teachers meet together regularly for over a year. In addition, the teachers each prepare a detailed portfolio describing their own teaching of the course, critique each other's portfolios, and visit each other's classrooms. This combination of critical self-examination and peer review helps them understand their own teaching, identifies places where innovation and change are needed, shares what works, borrows from others, and sees their own teaching in the context of a broad range of possibilities. Finally, this project has a third, larger goal: to establish a new scholarship of teaching within computing education by modeling a rigorous, peer-reviewed forum to describe what is done when teaching. The Intellectual Merit is that the Commons advances knowledge and understanding within computing education in two ways. First, it produces exemplary materials within specific subfields of the computing discipline in the form of multiple, evaluated portfolios. Second, it builds a community of reflective (and communicating) practitioners, whose interactions lead to improvements in the teaching and learning in the discipline; more generally these communities promote a scholarship of teaching, involving public evaluation and review of teaching materials and approaches. The Broader Impacts are that as the participants bring reflective and collaborative practices back to their home institutions, it promotes local change within a large number of different contexts. The participants become part of a regional community, with deep understanding of the teaching and learning in classrooms at a variety of other institutions serving different student populations, giving them perspectives that few educators obtain. Collaborations among members of these communities (and others who are brought in) have the potential for innovations that are regional and national in scope. CCLI-Phase 2 (Expansion) DUE EHR Sanders, Kathryn Rhode Island College RI Stephen C. Cooper Standard Grant 1200 7492 SMET 9178 9150 0116000 Human Subjects 0817102 August 15, 2008 Lab-in-a-Box: Development of Materials to Support Independent Experimentation on Concepts from Circuits and Electronics. Engineering - Electrical (55) The project builds on prior NSF-funded work that developed an inexpensive laboratory kit (Lab-in-a-Box) to address the need for concrete examples in the normally lecture-based beginning course in electrical engineering. The approach provides a set of "hands-on" exercises in which students design, build, and test various d.c. and a.c. circuits using an inexpensive electronics kit, digital multi-meter, and a software oscilloscope outside of the classroom-laboratory setting. The current project is responding to the investigators' observation that, in using this approach, even the best students are often uncertain of their abilities to properly perform experimental work. Thus the project's primary goal is to instill self-confidence and improve self-reliance in the students when, for the first time in their engineering careers, they construct a circuit with physical components rather than symbolic parts and determine voltage drops and currents in the circuit by direct measurement rather than by calculations. To accomplish this, the investigators are developing multimedia learning materials that support the pedagogical objectives of the Lab-in-a-Box and can be readily accessed by the students as they work independently. In addition, they are expanding the approach into the electronics course at the four-year institution and incorporating it into simialr courses at a near-by community college. Evaluation efforts are using student and faculty surveys, special performance tests, and focus groups to monitor the project's progress with guidance from a nationally recognized external expert. Instructional materials and results are being disseminated through journal publications and conference presentations and through arrangements with a major publisher. The broader impacts include the dissemination of the material and the strong connection with a community college. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Meehan, Kathleen Robert Hendricks Peter Doolittle Virginia Polytechnic Institute and State University VA Russell L. Pimmel Standard Grant 499913 7492 1536 SMET 9178 0116000 Human Subjects 0817106 August 15, 2008 Integrating Web-Based Visualization with Structural Systems Understanding to Improve the Technical Education of Architects. Engineering - Other (59) Architecture students typically learn about structural design elements in a traditional lecture setting without linkages to the design studio. As a result, architecture students are unable to integrate their technical knowledge into their building designs effectively. This project is taking advantage of recent developments in multimedia computer technology and is creating a set of computer-aided, web-based learning modules to teach fundamental concepts in building structures to architecture students. Each module is devoted to a long-span building system (either steel-framed systems, truss systems, arches, or domes) and consists of two parts: an introduction and system selection submodule, and an analysis, design, and visualization submodule. The modules being developed through this project are improving the technical education of architecture students by enhancing their ability to integrate structural systems into their designs and by increasing their understanding of technical content. Workshops and online courses are being developed to disseminate the results of the project and to enable other institutions to adopt the educational materials. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Setareh, Mehdi Michael Ermann Nicholas Polys Brett Jones Jian Chen Virginia Polytechnic Institute and State University VA Sheryl A. Sorby Standard Grant 499833 7492 1536 SMET 9178 0116000 Human Subjects 0817114 September 1, 2008 Expanding Mesolore: Adding Three, Pedagogically-Interactive Aztec Documents and Supplementary Materials to an Interdisciplinary Project for Teaching and Learning Mesoamerica. Archaeology and Anthropology (81) History (83) Linguistics (84) Geography (88) Interdisciplinary (99) The Mesolore Project (TMP) was developed at Brown University and tested by instructors in a variety of institutions of higher education during its initial phase of NSF support in the late 1990s and early 2000s. The first phase of TMP concentrated on creating upper-level seminars focused on Mixtec documents from the pre- and post-1520 period in Meso-America in a set of connected social science fields. This was the period in which the cultural influence of Spain was interjected into the native culture. This CCLI Phase 2 project is building on the initial collection of interactive and interdisciplinary learning materials by (1) Adding three more interactive "laboratories" of Aztec-related primary documents to its holdings, namely the "Lienzo de Tlaxcala," the "Matrícula de Tributos," and a 16th century Nahuatl-Spanish "Vocabulario." (2) Engaging in national dissemination activities to assist instructors in the social science fields of history, geography, archaeology, and cultural anthropology in the task of integrating these online materials into undergraduate courses. (3) Adding supplementary teaching sources--tutorials, essays, a new debate, an expanded list of secondary listings and links, and an interactive atlas to include Central Mexico, not only the Mixteca. (4) Engaging in a variety of evaluation activities. A CD ROM set ("Mesolore: Exploring Mesoamerican Cultures") was disseminated during TMP's first phase. In this phase 2 Project, Mesolore is expanding its presence using the Internet and is also continuing to cultivate a national community of faculty and student users by placing them at the center of research on Mesoamerica. This expansion connects learning materials from the disciplines of archaeology, anthropology, linguistics, geography, and history in the study of a real-world situation. CCLI-Phase 2 (Expansion) DUE EHR Bakewell, Elizabeth Brown University RI Myles G. Boylan Standard Grant 235018 7492 SMET 9178 9150 0817136 September 1, 2008 Undergraduate Science and Technology Education Using Low Cost Radio Telescopes. This project is developing a comprehensive science and technology educational program using low cost, very small radio telescopes (VSRT). These systems have already been successfully tested in a community college setting under a CCLI Phase 1 grant. MIT Haystack Observatory is working with faculty and students in a variety of colleges and universities to enhance the capabilities of the existing VSRT systems and widely disseminate the resulting curriculum applications. Intellectual Merit: The project involves the enhancement of a very small radio telescope (VSRT) system to introduce students at a wide range of undergraduate academic settings to radio science technology and radio astronomical observations. All components in the VSRT are commercially available through radio equipment outlets and can be easily assembled according to instructions the project has developed. The VSRT uses a 0.5m satellite TV antenna operating at 12.5 GHz. It can be easily pointed at the Sun to observe its emitted radio flux and can be used with two or three similar antennas for higher resolution radio-interferometry experiments using transit or pointed observations of the Sun. Laboratory experiments to demonstrate the principles of interferometry have been developed and are being widely disseminated. New enhancements to the hardware allow new projects to be developed. Importantly, and quite serendipitously, observations of the 11 GHz line of mesospheric ozone are possible. The first-ever measurements of this important spectroscopic line were recently made during the development of the VSRT. Since this is a new discovery, it opens a scientific area to students to allow them to participate in cutting edge research. The VSRT program also provides faculty with hands-on workshops to introduce the technical materials, the software and data analysis procedures to enable them to effectively include the systems in the classroom. A web forum is being developed to allow students and faculty to share ideas, discuss their results and communicate their successes and failures. Broader Impact: MIT Haystack Observatory has a long history of undergraduate education programs. Having a small, portable, simple, and low-cost system, that does not require permanent installation, can be extremely valuable in developing teaching materials in science and engineering. Haystack Observatory also has a strong record of public outreach. These venues provide excellent opportunities to use the VSRT as a demonstration of radio-wave science. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Whitney, Alan Preethi Pratap Northeast Radio Observatory Corp MA Duncan E. McBride Standard Grant 443564 7492 1536 SMET 9178 0116000 Human Subjects 0817144 October 1, 2008 Process-Oriented Guided Inqiury Learning (POGIL) and Research-Based Pedagogy Workshops for Chemistry Graduate Students. Chemistry (12) This project creates and implements workshops for chemistry graduate students and postdoctoral associates in which the participants are introduced to Process-Oriented Guided Inquiry Learning (POGIL) and the supporting research knowledge base. The workshops are developed and conducted by the PI, who is a current member of the POGIL Project steering committee and an experienced POGIL instructor and workshop facilitator. He is assisted by an experienced member of the POGIL network, and by a graduate student with experience in working with first-year college students. None of the current POGIL projects target graduate students or postdoctoral associates. While POGIL is used as an organizing pedagogic structure, the workshops also discuss other curriculum models such as inquiry-based instruction in general, Peer Led Team Learning, and the use of technology such as "clickers" and tablet PCs. The workshops are hosted at three research-intensive chemistry departments and include up to 35 participants, including interested faculty. Host departments are ones that have not already provided similar opportunities for their students. Workshop participants are learning POGIL by doing POGIL from the moment the workshop starts. They explore the model, its rationale, and student outcome data; they explore extant POGIL materials used in college chemistry instruction; they investigate a rubric-based process for assessing the strength of POGIL materials; and they consider implementation in different classroom settings. Through the POGIL project network and website, maintained at Franklin & Marshall College, participants have a means for staying connected and for increasing their involvement. The workshops are marketed to PhD students and postdoctoral associates in chemistry, particularly those who intend to seek academic positions. The intellectual merit of this project is that it brings chemistry graduate students and postdoctoral associates to a consideration of how the cognitive and social sciences can inform chemistry pedagogy. This is a scholarly approach to instruction which encourages potential future faculty to assume a similar approach in their own teaching. Information is being obtained through evaluation regarding the knowledge and skills needed by future faculty, barriers to their professional development, and their perspectives on the opportunities for becoming active members of a curriculum network at an early stage of their careers. The broader impact of this project is that the workshops are available to any graduate student or postdoctoral associate at the selected institutions. The workshops enrich the knowledge and experiences of those students, and link them to the POGIL project through its database. The workshops increase the number of future faculty who are poised to engage in research-based college instruction, and ultimately should promote stronger student learning outcomes. As new faculty members, these participants will be a resource for their departmental colleagues regarding inquiry-based learning. The evaluation is collecting information about whether these workshops plant seeds for future investments in this kind of professional development within the host departments. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Bauer, Christopher University of New Hampshire NH Susan H. Hixson Standard Grant 141658 7492 1536 SMET 9178 9150 0116000 Human Subjects 0817182 August 15, 2008 COLLABORATIVE RESEARCH: Expanding and Sustaining Research Capacity in Engineering and Technology Education: Building on Successful Programs for Faculty and Graduate Students. Engineering - Other (59) The project, a collaboration among Alverno College, Colorado School of Mines, Howard University, Madison Area Technical College, and Purdue University, is developing engineering education research capacity in the engineering and technician education communities. The goals of the project are to design and deliver a new generation of effective, flexible, inclusive, and sustainable programs to educate engineering and engineering technology faculty and graduate students to conduct and use educational research and to foster a virtual community of engineering and engineering technology education researchers through the use of web-based technology. The project involves three distinct but related faculty development efforts. The first is a series of short courses to introduce faculty members and graduate students to various research topics such as theoretical frameworks, experiment design, and quantitative approaches. The second is a two-step, multi-day workshop for curriculum developers to enable them to design and implement learning centered curriculum. The third is a multi-day workshop for faculty members who have moderate engineering education research experience to enable them to review and extend their knowledge of relevant education theory and research methods and to apply this knowledge to answering a significant research question focused on how students learn engineering. These short course and workshop materials are a being made available on the newly created engineering education research hub (rreeHUB.org), which is being used in organized activities to build a virtual community. The evaluation effort, with leadership from an expert from Purdue's Discover Learning Center, is using pre-event, post-event, and post-project surveys to assess familiarity with and knowledge of content areas. Broader impacts include an extensive dissemination effort involving a virtual community and systematic efforts to recruit a diverse group of faculty and graduate students with targeted outreach to 2-year colleges and minority serving institutions. CCLI-Phase 3 (Comprehensive) DUE EHR Anderegg, Barbara Madison Area Technical College WI Russell L. Pimmel Standard Grant 74985 7493 SMET 9178 0116000 Human Subjects 0817185 September 1, 2008 Enhancing Student Learning in Introductory Physics through the use of Multimedia Learning Modules. Physics (13) This project addresses a documented and persistent problem in introductory physics instruction: Students taking introductory physics are loath to read the textbook prior to coming to class and are unprepared to participate in classroom activities aimed at refining conceptual understanding and promoting problem solving skills. The project's Multimedia Learning Modules (MLM) for the two-semester calculus-based introductory physics course incorporate established learning principles from research on multimedia learning by combining animated video with accompanying audio to engage students' auditory and visual working memories which improves their mastery of the material. The MLM teach basic conceptual knowledge and are used with Just in Time Teaching (JiTT) to improve students' pre-class preparation, thus freeing up class time for other uses. A pilot study demonstrated that the use of the MLM results in significantly more student learning than the use of traditional textbooks immediately following the lessons and that students retain significantly more of the learned material presented via the MLM two weeks later. The gains favoring the MLM over the textbook were sizable and statistically significant. The impact of the MLM on learning are evaluated by developing a set of questions that are administered to students prior to coming to each lecture both before and after the MLM are implemented, and by comparing performance on secure final exams both before and after implementation of the MLM. The materials are also being tested at partner institutions that have a very dissimilar student demographic profile from the students at the University of Illinois at Urbana-Champaign. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Gladding, Gary Jose Mestre Timothy Stelzer Mats Selen University of Illinois at Urbana-Champaign IL John F. Mateja Standard Grant 500000 7492 1536 SMET 9178 0116000 Human Subjects 0817186 September 1, 2008 Collaborative Research: A Disciplinary Commons in Computing Education. Computer Science (31) This collaborative project establishes a Disciplinary Commons: a group of educators, from diverse institutions within a geographic region, who teach the same computing course. Building on a model previously piloted on a smaller scale in the United Kingdom and in the United States, these teachers meet together regularly for over a year. In addition, the teachers each prepare a detailed portfolio describing their own teaching of the course, critique each other's portfolios, and visit each other's classrooms. This combination of critical self-examination and peer review helps them understand their own teaching, identifies places where innovation and change are needed, shares what works, borrows from others, and sees their own teaching in the context of a broad range of possibilities. Finally, this project has a third, larger goal: to establish a new scholarship of teaching within computing education by modeling a rigorous, peer-reviewed forum to describe what is done when teaching. The Intellectual Merit is that the Commons advances knowledge and understanding within computing education in two ways. First, it produces exemplary materials within specific subfields of the computing discipline in the form of multiple, evaluated portfolios. Second, it builds a community of reflective (and communicating) practitioners, whose interactions lead to improvements in the teaching and learning in the discipline; more generally these communities promote a scholarship of teaching, involving public evaluation and review of teaching materials and approaches. The Broader Impacts are that as the participants bring reflective and collaborative practices back to their home institutions, it promotes local change within a large number of different contexts. The participants become part of a regional community, with deep understanding of the teaching and learning in classrooms at a variety of other institutions serving different student populations, giving them perspectives that few educators obtain. Collaborations among members of these communities (and others who are brought in) have the potential for innovations that are regional and national in scope. CCLI-Phase 2 (Expansion) DUE EHR McCartney, Robert University of Connecticut CT Stephen C. Cooper Standard Grant 1836 7492 SMET 9178 0116000 Human Subjects 0817187 August 15, 2008 Phase II Expansion Project: The Next Generation of Practice Exercises for Computer Science I. Computer Science (31) The project expands the use of Problets (www.problets.org) in Introductory Computer Science (CS1). Problets is an intelligent tutoring system providing simulative feedback and customizing the problems and feedback to the learning needs of the student. This project expands Problets in three ways: 1) Development: Problets are created for the advanced imperative and object-oriented topics typically covered in CS1 in C++/Java/C#. Additionally, infrastructure is developed to provide suspend-and-resume capability to students, cross-topic customization, and facility for instructors to adapt the suite of Problets to the specific approach they use to teach CS1. 2) Evaluation: The effectiveness of the newly developed Problets is formatively evaluated, and summatively evaluated through the effect of using the suite of Problets on the cumulative performance of students in CS1. 3) Dissemination: Workshops at regional and national conferences are offered, expanding the current community of Problet users and researchers. Intellectual Merit: This project: 1) applies the proven effectiveness of simulative feedback to help students learn programming; 2) proposes the next generation of practice systems for programming, whose goal is to maximize learning while minimizing the time and effort; 3) develops a practice system that covers all the imperative and object-oriented topics typically included in CS1; and 4) studies the effect of regular problem-solving practice on the cumulative performance of students in CS1. Broader Impact: The suite of Problets developed in this project has the potential to affect learning and teaching in CS1 in the schools that teach with C++, Java and C#. The results of evaluation impact educational practices on issues such as the most effective features of practice systems and the effect of regular problem-solving practice on learning. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Kumar, Amruth Ramapo College of New Jersey NJ Stephen C. Cooper Standard Grant 400929 7492 1536 SMET 9178 0116000 Human Subjects 0817188 September 15, 2008 Collaborative Project: An Extensible Software Platform for a Virtual Cyber Security Laboratory. Computer Science (31) In this collaborative project, five institutions are developing courseware for teaching computer network security. The courseware comprises an open source software platform for a virtual cyber security laboratory and accompanying lab assignments and is based on prior NSF-funded projects at two of the institutions. The laboratory materials being developed give students hands-on experiences in cyber security courses. The courseware being developed makes it easy for other institutions to create their own virtual laboratories with very little hardware and requires minimal maintenance and administration cost. The courseware is extensible so others can augment it with specialized modules. With respect to critical information infrastructure protection, the project results in increased national capacity for education, new entrants to the information security workforce, and increased national research and development capabilities. CCLI-Phase 2 (Expansion) DUE EHR Sekar, Ramasubramanian SUNY at Stony Brook NY Victor P. Piotrowski Standard Grant 191000 7492 SMET 9178 0116000 Human Subjects 0817239 September 1, 2008 Collaborative Research: GARNET (Geoscience Affective Research Network). GEOSCIENCE (42) GARNET (Geoscience Affective Research Network) is examining the impact of the affective domain on student learning in introductory physical geology. GARNET institutions represent a cross-section of the higher education spectrum and include the University of Akron, University of Colorado-Boulder, California State University-Chico, North Hennepin Community College, Macalester College, and the University of North Dakota. GARNET's goals are: 1) To use two instruments, the Motivated Strategies for Learning Questionnaire (MSLQ) and the Science Value Inventory (SVI), to investigate how aspects of the affective domain, in particular student motivation and values, vary for students in introductory physical geology; and 2) Identify if and how those aspects vary with instructor and specific aspects of the learning environments. The key hypotheses are that: 1) The affective domain is a major control on student learning; and, 2) How we teach can significantly change students' affective behavior. The outcome of this research will be pedagogical resources and strategies that guide the development of more effective introductory geoscience classes. The GARNET project results on the influence of the affective domain on geoscience learning and the pedagogical best practices identified begin to fill a largely underappreciated, little studied, yet highly significant gap in our understanding of student learning of science. The project focuses on a way to explore student learning in the geosciences that to date, has received almost no consistent attention at the college level, and no broad analysis within a single discipline. GARNET builds on an existing knowledge base in educational psychology that has been applied in a limited way to some college science classes but there is a paucity of information on the affective domain in introductory geoscience courses that hinders the potential of instructors to engage students and enhance science learning processes. The GARNET assessment plan measures outcomes that provide a foundation for subsequent research and the collaborative nature of this project has the potential to result in the creation of small teams of investigators exploring specific aspects of the affective domain. Results of the evaluation program will reveal which pedagogical strategies are most effective in creating learning environments characterized by more motivated students, with good attitudes about learning geoscience, and greater confidence in their ability to learn class material. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Jones, Megan North Hennepin Community College MN Jill K. Singer Standard Grant 13092 7492 1536 SMET 9178 0116000 Human Subjects 0817245 September 1, 2008 Collaborative Research: GARNET (Geoscience Affective Research Network). GEOSCIENCE (42) GARNET (Geoscience Affective Research Network) is examining the impact of the affective domain on student learning in introductory physical geology. GARNET institutions represent a cross-section of the higher education spectrum and include the University of Akron, University of Colorado-Boulder, California State University-Chico, North Hennepin Community College, Macalester College, and the University of North Dakota. GARNET's goals are: 1) To use two instruments, the Motivated Strategies for Learning Questionnaire (MSLQ) and the Science Value Inventory (SVI), to investigate how aspects of the affective domain, in particular student motivation and values, vary for students in introductory physical geology; and 2) Identify if and how those aspects vary with instructor and specific aspects of the learning environments. The key hypotheses are that: 1) The affective domain is a major control on student learning; and, 2) How we teach can significantly change students' affective behavior. The outcome of this research will be pedagogical resources and strategies that guide the development of more effective introductory geoscience classes. The GARNET project results on the influence of the affective domain on geoscience learning and the pedagogical best practices identified begin to fill a largely underappreciated, little studied, yet highly significant gap in our understanding of student learning of science. The project focuses on a way to explore student learning in the geosciences that to date, has received almost no consistent attention at the college level, and no broad analysis within a single discipline. GARNET builds on an existing knowledge base in educational psychology that has been applied in a limited way to some college science classes but there is a paucity of information on the affective domain in introductory geoscience courses that hinders the potential of instructors to engage students and enhance science learning processes. The GARNET assessment plan measures outcomes that provide a foundation for subsequent research and the collaborative nature of this project has the potential to result in the creation of small teams of investigators exploring specific aspects of the affective domain. Results of the evaluation program will reveal which pedagogical strategies are most effective in creating learning environments characterized by more motivated students, with good attitudes about learning geoscience, and greater confidence in their ability to learn class material. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Bykerk-Kauffman, Ann California State University, Chico Research Fdtn ca Jill K. Singer Standard Grant 17377 7492 1536 SMET 9178 0116000 Human Subjects 0817246 September 1, 2008 Collaborative Research: GARNET (Geoscience Affective Research NETwork). GEOSCIENCE (42) GARNET (Geoscience Affective Research Network) is examining the impact of the affective domain on student learning in introductory physical geology. GARNET institutions represent a cross-section of the higher education spectrum and include the University of Akron, University of Colorado-Boulder, California State University-Chico, North Hennepin Community College, Macalester College, and the University of North Dakota. GARNET's goals are: 1) To use two instruments, the Motivated Strategies for Learning Questionnaire (MSLQ) and the Science Value Inventory (SVI), to investigate how aspects of the affective domain, in particular student motivation and values, vary for students in introductory physical geology; and 2) Identify if and how those aspects vary with instructor and specific aspects of the learning environments. The key hypotheses are that: 1) The affective domain is a major control on student learning; and, 2) How we teach can significantly change students' affective behavior. The outcome of this research will be pedagogical resources and strategies that guide the development of more effective introductory geoscience classes. The GARNET project results on the influence of the affective domain on geoscience learning and the pedagogical best practices identified begin to fill a largely underappreciated, little studied, yet highly significant gap in our understanding of student learning of science. The project focuses on a way to explore student learning in the geosciences that to date, has received almost no consistent attention at the college level, and no broad analysis within a single discipline. GARNET builds on an existing knowledge base in educational psychology that has been applied in a limited way to some college science classes but there is a paucity of information on the affective domain in introductory geoscience courses that hinders the potential of instructors to engage students and enhance science learning processes. The GARNET assessment plan measures outcomes that provide a foundation for subsequent research and the collaborative nature of this project has the potential to result in the creation of small teams of investigators exploring specific aspects of the affective domain. Results of the evaluation program will reveal which pedagogical strategies are most effective in creating learning environments characterized by more motivated students, with good attitudes about learning geoscience, and greater confidence in their ability to learn class material. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Wirth, Karl Macalester College MN Jill K. Singer Standard Grant 18262 7492 1536 SMET 9178 0116000 Human Subjects 0817253 September 1, 2008 Preparing to Teach Mathematics with Technology (PTMT): An Integrated Approach. Mathematical sciences (21) This project is developing a model course of study that integrates teachers' knowledge of mathematics, technology, pedagogy and student thinking. The central course materials consist of two suites of modules, one on Data Analysis and Probability, and a second focusing on Geometry that can function as key components within larger teacher preparation programs. The modules provide opportunities for prospective middle and secondary mathematics teachers to develop: 1) deeper conceptual understanding of school mathematics topics, 2) proficiency in using technology tools, 3) effective pedagogical techniques, and 4) abilities to analyze students' thinking when using technology tools to solve mathematical tasks. The intellectual merit of this project lies in its alignment with calls from leading professional bodies, e.g. the National Council of Teachers of Mathematics and the Conference Board of Mathematical Sciences, that advocate for not just the blind use of technology in learning K-16 mathematics, but for an understanding of its appropriate and effective use to promote conceptual learning. Enhancing such understanding at the pre-service level is thus an important strategy. Because of their modular design, the materials exert a broad impact across different settings, for example: i) in a methods course focusing on the use of technology in the teaching of mathematics, ii) as a unit within a mathematics course, or iii) as part of a professional development for in-service teachers. Developing faculty expertise is also a key project activity and further increases the project's broader impacts by preparing faculty at a diverse set of institutions to implement the modules and form a national network of expert technology-using mathematics teacher educators. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Hollebrands, Karen Hollylynne Lee North Carolina State University NC Lee L. Zia Standard Grant 500416 7492 1536 SMET 9178 0116000 Human Subjects 0817254 September 1, 2008 Collaborative Research: A Disciplinary Commons in Computing Education. Computer Science (31) This collaborative project establishes a Disciplinary Commons: a group of educators, from diverse institutions within a geographic region, who teach the same computing course. Building on a model previously piloted on a smaller scale in the United Kingdom and in the United States, these teachers meet together regularly for over a year. In addition, the teachers each prepare a detailed portfolio describing their own teaching of the course, critique each other's portfolios, and visit each other's classrooms. This combination of critical self-examination and peer review helps them understand their own teaching, identifies places where innovation and change are needed, shares what works, borrows from others, and sees their own teaching in the context of a broad range of possibilities. Finally, this project has a third, larger goal: to establish a new scholarship of teaching within computing education by modeling a rigorous, peer-reviewed forum to describe what is done when teaching. The Intellectual Merit is that the Commons advances knowledge and understanding within computing education in two ways. First, it produces exemplary materials within specific subfields of the computing discipline in the form of multiple, evaluated portfolios. Second, it builds a community of reflective (and communicating) practitioners, whose interactions lead to improvements in the teaching and learning in the discipline; more generally these communities promote a scholarship of teaching, involving public evaluation and review of teaching materials and approaches. The Broader Impacts are that as the participants bring reflective and collaborative practices back to their home institutions, it promotes local change within a large number of different contexts. The participants become part of a regional community, with deep understanding of the teaching and learning in classrooms at a variety of other institutions serving different student populations, giving them perspectives that few educators obtain. Collaborations among members of these communities (and others who are brought in) have the potential for innovations that are regional and national in scope. CCLI-Phase 1 (Exploratory) DUE EHR Bouvier, Dennis Southern Illinois University at Edwardsville IL Stephen C. Cooper Standard Grant 80005 7494 SMET 9178 0116000 Human Subjects 0817257 September 15, 2008 Collaborative Research: A Model for Data-driven Reform in Chemistry Education. Chemistry (12) This project leverages results from several collaborators who have conducted research in the development and validation of instruments for assessing learning and cognition in chemistry. The project seeks to multiply both the efficacy and impact of these instruments by developing, implementing, and studying multiple instrument measures of student learning. The project uses the collective expertise of the collaborators to build a robust suite of cross-validated assessment instruments and to determine how these items can best provide information to chemistry instructors on the effectiveness of their teaching. By enhancing the ability for educators to make teaching choices based on sound data, from validated instruments for measuring learning, large scale change in the teaching of undergraduate chemistry can transform the educational experience of students in STEM disciplines. The intellectual merit of this project lies along two vectors. First, assessment research and validation of new assessment instruments in chemistry provides important data not only from the perspective of teaching, but also in terms of building the knowledge base of the fundamental processes of cognitive growth in chemistry. In order to learn about knowledge acquisition, better measurement technology must be devised, developed and implemented. Second, using assessment instruments to ascertain the effectiveness of teaching methods provides an area rich in opportunities for discovery. Innovation in the measurement of learning in situations where new teaching methods are used is capable of driving decisions based on data rather than anecdotes and enhances the scholarship of what works in teaching. The multiple-instrument methods used in this project are at the cutting edge of educational measurement in chemistry and therefore open the possibility of novel scholarship related to teaching methodology The broader impacts of this work are tied largely to its potential for improving assessment practice within chemistry. Both the Exams Institute of the American Chemical Society and the ChemEd DL of the National Science Digital Library are involved in this project and have large communities of users, national in scope, so improvements made in assessment based on the findings of this project are expected to translate to widespread usage within chemistry. Because chemistry is a cognitive domain with multiple representations used to understand many phenomena, the improvements of assessment instruments in this field are capable of informing similar instruments in other STEM fields, thus broadening the potential impact of this project beyond chemistry. This project is data-driven, and therefore involves the collection of data that can be useful in developing and improving rigorous models of cognition. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Stevens, Ronald The Learning Chameleon, Inc. CA Susan H. Hixson Standard Grant 60572 7492 1536 SMET 9178 0116000 Human Subjects 0817260 September 1, 2008 Collaborative Research: GARNET (Geoscience Affective Research Network). GEOSCIENCE (42) GARNET (Geoscience Affective Research Network) is examining the impact of the affective domain on student learning in introductory physical geology. GARNET institutions represent a cross-section of the higher education spectrum and include the University of Akron, University of Colorado-Boulder, California State University-Chico, North Hennepin Community College, Macalester College, and the University of North Dakota. GARNET's goals are: 1) To use two instruments, the Motivated Strategies for Learning Questionnaire (MSLQ) and the Science Value Inventory (SVI), to investigate how aspects of the affective domain, in particular student motivation and values, vary for students in introductory physical geology; and 2) Identify if and how those aspects vary with instructor and specific aspects of the learning environments. The key hypotheses are that: 1) The affective domain is a major control on student learning; and, 2) How we teach can significantly change students' affective behavior. The outcome of this research will be pedagogical resources and strategies that guide the development of more effective introductory geoscience classes. The GARNET project results on the influence of the affective domain on geoscience learning and the pedagogical best practices identified begin to fill a largely underappreciated, little studied, yet highly significant gap in our understanding of student learning of science. The project focuses on a way to explore student learning in the geosciences that to date, has received almost no consistent attention at the college level, and no broad analysis within a single discipline. GARNET builds on an existing knowledge base in educational psychology that has been applied in a limited way to some college science classes but there is a paucity of information on the affective domain in introductory geoscience courses that hinders the potential of instructors to engage students and enhance science learning processes. The GARNET assessment plan measures outcomes that provide a foundation for subsequent research and the collaborative nature of this project has the potential to result in the creation of small teams of investigators exploring specific aspects of the affective domain. Results of the evaluation program will reveal which pedagogical strategies are most effective in creating learning environments characterized by more motivated students, with good attitudes about learning geoscience, and greater confidence in their ability to learn class material. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Stempien, Jennifer David Budd University of Colorado at Boulder CO Jill K. Singer Standard Grant 58267 7492 1536 SMET 9178 0116000 Human Subjects 0817265 September 1, 2008 Collaborative Research: Improving the Geoscience Major: Developing Community Expertise in Curriculum Design and Assessment. Geosciences (42) From a student point of view, the ultimate goal of an undergraduate experience is the completion of a major - an integrated course of study in a specific discipline. Curricular aspects of the major are enhanced by departmentally focused co-curricular elements including research experiences, community service, and informal social interactions that together constitute the undergraduate program. While programs should vary between institutions in response to institutional mission, student population, faculty expertise, and local resources, programs could be strengthened substantially through the application of educational research and the sharing of expertise among the geoscience community. This project is grounded in previous work defining characteristics of thriving departments. It enhances the design and implementation of geoscience curricula and programs using three workshop strategies: 1) a topical workshop focused on a single issue facing departments - in this case strategies for evaluating departmental programs; 2) a dissemination workshop for departmental teams showcasing successful strategies for addressing a range of issues; and a 3) a visiting workshop program, offered in collaboration with the National Association of Geoscience Teachers Distinguished Speaker Program, that brings experienced leaders and a customized program to a specific department. The web resources developed in association with the workshops support further dissemination of existing strategies for strengthening departments. The evaluation plan uses a longitudinal design to measure impact on departmental programming on timescales from six months to two years and is designed to determine the relative impact of the three models on the ability of the departments to strengthen their programming. This effort will produce a tested model for conducting national and/or regional workshops and related supporting activities that help departments address important issues identified as impediments to building a stronger department. This program addresses the challenges faced in building strong geoscience departments. In addition, it seeks to provide support for enhancing the ability of departments to review or evaluate their departmental programs and build skill in effective program assessment. This skill is both underdeveloped in the geoscience community and critical to the collection of data needed to understand the impact of various aspects of departmental programs as well as the entire curriculum on student learning for all types of students. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Macdonald, R. Heather P. Geoffrey Feiss College of William and Mary VA Jill K. Singer Standard Grant 25440 7492 1536 SMET 9178 0116000 Human Subjects 0817267 September 15, 2008 Building Security In: Injecting Security throughout the Undergraduate Computing Curriculum. Computer Science (31) Training the next generation of computing professionals to build secure software requires an emphasis on teaching computer security foundations, principles, and skills. This project takes the approach that an emphasis on security should pervade all aspects of teaching software development. Based on a successful pilot study done previously, this project is creating learning materials and teaching strategies that are suitable for a minimally-intrusive introduction of security concepts into multiple existing courses: introduction to computer science; introduction to computer information systems; database systems; networks; and web development. The materials are being tested at five institutions, including three community colleges. The goals of the project are to increase the security awareness of both students and faculty, to increase the ability of students to apply security principles, and to increase the number of security-skilled graduates. Because of the wide variations in students' academic and socio-economic backgrounds in the participating institutions, the project's evaluation plan includes identifying features in the materials being developed that work well across the different demographic groups. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Hochheiser, Harry Shiva Azadegan Mike O'Leary Blair Taylor Claude Turner Towson University MD Victor P. Piotrowski Standard Grant 399511 7492 1536 SMET 9178 0116000 Human Subjects 0817271 August 15, 2008 Collaborative Research: Phase 3 Design, Implementation and Dissemination of Multidisciplinary online Java-Digital Signal Processing (J-DSP) Materials. Engineering - Other (59) The project, a collaboration involving Arizona State University (ASU) as the lead institution, Johns Hopkins University (JHU), University of Washington-Bothell (UWB), Prairie View A&M University (PVAMU), and Rose-Hulman Institute of Technology (RHIT), is expanding the use of an award winning software package (J-DSP) and instructional approach into a broad set of new areas including digital signal processing, earth systems and geology, renewable energy systems, arts and media, ion-channel systems, and genomics. Online modules are being designed, deployed, and assessed by a geographically-diverse multidisciplinary team. This educational technology provides free and universally accessible web-based Java software with an intuitive interface that enables instructors to create web-based lectures with synchronized online simulations and animations and to monitor student progress and preferences. It allows students, including distance learners, to conduct online laboratories and collaborate across disciplines, to perform simulations anytime anywhere, and to collaborate online with their colleagues at other universities. The evaluation effort is using self, peer, and instructor assessments to measure the quality of student learning by adapting a set of on-line assessment instruments developed on a previous grant dealing with a set of signal processing courses. The project team is working to disseminate the instructional materials by postings on the project's website and on a discipline-based site (CNX.ORG), by links with the NSDL, by faculty workshops, by conference presentation and journal publications, and by high school and industrial outreach. Broader impacts include an involvement of two MSIs, an outreach effort focused on minorities, multifaceted dissemination involving faculty workshops and web posting on several sites. CCLI-Phase 3 (Comprehensive) DUE EHR Hinnov, Linda Johns Hopkins University MD Russell L. Pimmel Continuing grant 47387 7493 SMET 9178 0116000 Human Subjects 0817276 September 1, 2008 Collaborative Proposal: Expanding Evolutionary Studies in American Higher Education. Interdisciplinary / Multidisciplinary (99). "Expanding Evolutionary Studies in American Higher Education" is a collaborative project between SUNY at Binghamton and SUNY College at New Paltz. It involves further implementation, dissemination, and evaluation of a model for incorporating an evolutionary perspective throughout the undergraduate curriculum. The model is being developed at SUNY at Binghamton, and will be expanded to SUNY New Paltz and at least 9 other institutions during the course of the project. Elements of the curriculum include an introductory interdisciplinary course entitled "Evolution for Everyone," an interdisciplinary certificate-granting program in evolutionary studies that can be completed in conjunction with any major, an interdisciplinary seminar program that brings in outside speakers who provide an evolutionary perspective to a wide array of topics, and a program for involving undergraduates in community-based research projects. The model for dissemination includes a small-grants program for participating institutions, campus visits by members of the project team, and efforts at community building for the consortium members, including the development of an on-line journal devoted to undergraduate education in evolutionary studies. Project evaluation will include extensive evaluation of how individual campus initiatives influence student learning and student attitudes, as well as an evaluation of the dissemination model. The intellectual merit of the project lies in its innovative approach to a difficult and important issue in science education (the teaching of evolution) by embedding an evolutionary perspective throughout the undergraduate curriculum, and by developing an interdisciplinary program that allows students from all disciplines to gain a certificate in evolutionary studies. The broader impacts of the proposal include the dissemination of a successful model for an interdisciplinary program in evolutionary studies to a variety of other institutions, including community colleges. These programs are having a broad scope reaching well beyond the life sciences to include the physical sciences, social sciences, humanities and the arts, and are impacting a diverse array of students. The project is also helping to break down disciplinary walls by encouraging participation from faculty from a broad spectrum of academic disciplines. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Wilson, David Sloan SUNY at Binghamton NY Daphne Y. Rainey Standard Grant 297989 7492 1536 SMET 9178 0116000 Human Subjects 0817279 September 15, 2008 Collaborative Research: A Model for Data-driven Reform in Chemistry Education. Chemistry (12) This project leverages results from several collaborators who have conducted research in the development and validation of instruments for assessing learning and cognition in chemistry. The project seeks to multiply both the efficacy and impact of these instruments by developing, implementing, and studying multiple instrument measures of student learning. The project uses the collective expertise of the collaborators to build a robust suite of cross-validated assessment instruments and to determine how these items can best provide information to chemistry instructors on the effectiveness of their teaching. By enhancing the ability for educators to make teaching choices based on sound data, from validated instruments for measuring learning, large scale change in the teaching of undergraduate chemistry can transform the educational experience of students in STEM disciplines. The intellectual merit of this project lies along two vectors. First, assessment research and validation of new assessment instruments in chemistry provides important data not only from the perspective of teaching, but also in terms of building the knowledge base of the fundamental processes of cognitive growth in chemistry. In order to learn about knowledge acquisition, better measurement technology must be devised, developed and implemented. Second, using assessment instruments to ascertain the effectiveness of teaching methods provides an area rich in opportunities for discovery. Innovation in the measurement of learning in situations where new teaching methods are used is capable of driving decisions based on data rather than anecdotes and enhances the scholarship of what works in teaching. The multiple-instrument methods used in this project are at the cutting edge of educational measurement in chemistry and therefore open the possibility of novel scholarship related to teaching methodology The broader impacts of this work are tied largely to its potential for improving assessment practice within chemistry. Both the Exams Institute of the American Chemical Society and the ChemEd DL of the National Science Digital Library are involved in this project and have large communities of users, national in scope, so improvements made in assessment based on the findings of this project are expected to translate to widespread usage within chemistry. Because chemistry is a cognitive domain with multiple representations used to understand many phenomena, the improvements of assessment instruments in this field are capable of informing similar instruments in other STEM fields, thus broadening the potential impact of this project beyond chemistry. This project is data-driven, and therefore involves the collection of data that can be useful in developing and improving rigorous models of cognition. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Pienta, Norbert University of Iowa IA Susan H. Hixson Standard Grant 60806 7492 1536 SMET 9178 0116000 Human Subjects 0817282 September 1, 2008 Collaborative Research: Research and curriculum development in thermal physics. Physics (13) This project is a continuation of an ongoing program of coordinated research and research-based curriculum development in thermal physics, primarily in the advanced-level undergraduate courses. Data are gathered using one-on-one student interviews, written pre- and post-test questions, and multiple-choice surveys. The research is then applied to the development of curricular materials intended to improve student understanding in a manner consistent with active-learning methods previously shown to be effective in physics instruction. Prior support has resulted in the development of several interview protocols, diagnostic questions, and survey questions. Project staff have identified several specific conceptual difficulties in thermal physics, and have developed some preliminary curricular materials that have been pilot tested at the home institutions to address these difficulties. This project is adding to the existing data corpus and extending existing work and products to new topics in thermal physics. Existing materials and materials being developed during this project are being evaluated for their effectiveness at addressing student difficulties identified through research. Ancillary materials that integrate our curricular materials more fully into courses and provide instructors with background information and assessment questions are being developed. A set of supporting materials, including pre- and post-tests, homework exercises, and a brief instructors' guide with background on the content and our research findings as well as suggestions for implementation, are being prepared. Materials are applicable to courses taught from a classical thermodynamics and/or a statistical mechanics perspective. With its sharp focus on upper-division courses, this project is expanding the applicability of standard physics education research methods already widely used in introductory courses. Results from this aspect of the project are of great interest to the physics education research community and to instructors of advanced physics courses. The dissemination of both research results and of curricular materials in publications, in presentations at national and international meetings of physicists, physics educators and education researchers, and via pilot testing at participating institutions is contributing to the improvement of instruction in thermal physics nationally and internationally. There are additional interdisciplinary components to this work. One focus of both the research and the curricular materials is the connections between the physics and associated mathematics. In addition, results of the investigations in physics courses are being compared to the results from analogous courses in chemistry, engineering, and geological sciences. The aim is to compare the prevalence and persistence of specific difficulties or beliefs among these populations and to explore the extent to which the different discipline-specific approaches and instructional strategies affect student learning of thermodynamics. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Thompson, John David Meltzer University of Maine ME John F. Mateja Standard Grant 337214 7492 1536 SMET 9178 9150 0116000 Human Subjects 0817286 September 1, 2008 Collaborative Research: GARNET (Geoscience Affective Research Network). GEOSCIENCE (42) GARNET (Geoscience Affective Research Network) is examining the impact of the affective domain on student learning in introductory physical geology. GARNET institutions represent a cross-section of the higher education spectrum and include the University of Akron, University of Colorado-Boulder, California State University-Chico, North Hennepin Community College, Macalester College, and the University of North Dakota. GARNET's goals are: 1) To use two instruments, the Motivated Strategies for Learning Questionnaire (MSLQ) and the Science Value Inventory (SVI), to investigate how aspects of the affective domain, in particular student motivation and values, vary for students in introductory physical geology; and 2) Identify if and how those aspects vary with instructor and specific aspects of the learning environments. The key hypotheses are that: 1) The affective domain is a major control on student learning; and, 2) How we teach can significantly change students' affective behavior. The outcome of this research will be pedagogical resources and strategies that guide the development of more effective introductory geoscience classes. The GARNET project results on the influence of the affective domain on geoscience learning and the pedagogical best practices identified begin to fill a largely underappreciated, little studied, yet highly significant gap in our understanding of student learning of science. The project focuses on a way to explore student learning in the geosciences that to date, has received almost no consistent attention at the college level, and no broad analysis within a single discipline. GARNET builds on an existing knowledge base in educational psychology that has been applied in a limited way to some college science classes but there is a paucity of information on the affective domain in introductory geoscience courses that hinders the potential of instructors to engage students and enhance science learning processes. The GARNET assessment plan measures outcomes that provide a foundation for subsequent research and the collaborative nature of this project has the potential to result in the creation of small teams of investigators exploring specific aspects of the affective domain. Results of the evaluation program will reveal which pedagogical strategies are most effective in creating learning environments characterized by more motivated students, with good attitudes about learning geoscience, and greater confidence in their ability to learn class material. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR McConnell, David Catherine Knight University of Akron OH Jill K. Singer Standard Grant 131023 7492 1536 SMET 9178 0116000 Human Subjects 0817291 September 1, 2008 Collaborative Research: Validating Assessment Procedures and Interventions for Enhancing Interdisciplinary Teamwork and Ethical Awareness in Undergraduate Project Teams. Illinois Institute of Technology as the lead institution is collaborating with Michigan Technological University, Purdue University and Lehigh University to: 1) develop a database of reliable and valid measures for assessing attainment of teamwork skills and ethical awareness in undergraduate students enrolled in multidisciplinary design projects and 2) identify and describe best practices from across these institutions that improve the achievement of team Learning Objectives and thereby increase program quality. The goals are consistent with the objectives of: 1) assessing student achievement, 2) creating new learning materials and teaching strategies, 3) developing innovative approaches and 4) inclusion of a large diverse student population. Included in the project outcomes are: 1) a Guide for Assessing Multidisciplinary Teamwork and Ethical Awareness. This Guide contains self-assessments, peer assessments, and direct evaluations of work products and learning artifacts including descriptions of each measure, data on reliability and validity, and observations about the strengths and limitations of each measurable outcome; 2) a set of online learning materials and examples of best practices for developing competencies in interdisciplinary teamwork and ethical awareness within multidisciplinary undergraduate design project teams. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Schaffer, Scott William Oakes Purdue University IN Curtis T. Sears Standard Grant 117750 7492 1536 SMET 9178 0116000 Human Subjects 0817295 August 1, 2008 MOBILE - A MOBile Instructional Laboratory Environment for Hands-On Computer Science Education. Computer Science (31) This project develops a mobile/portable software system for delivering hands-on computer intensive educational workshops, including the areas of computer security and information assurance. This project builds on a prior NSF CCLI Phase 1 project to develop a laptop-based computer security workshop for computer science instructors. The three major goals of this project are to (1) further develop a mobile wireless computer network management system that can be used in a variety of security education workshops scenarios and can be quickly installed on participants' laptop computers from a portable storage device (such as a USB drive) given a minimal subset of memory, disk and software requirements, (2) package this functionality with an easy-to-use interface that can be used by content developers and presenters, and (3) demonstrate the value of this system to educators by presenting a mobile hands-on computer security workshop to educators and teaching them how to use this system for their own workshops and classroom. The intellectual merit of this project is the contribution of an easy-to-use software system that allows for custom configuration and real-time management of a computer network of virtual computer systems for educational training, workshops and laboratories. The broader impact of this project is that it promotes better teaching, learning, and training by allowing more realistic and dynamic scenarios involving hands-on computer activities using flexible computer network environments. This system is made freely available to educators for use in their own environments, allowing them to develop their own content and further spread the value of this type of environment. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Wagner, Paul University of Wisconsin-Eau Claire WI Stephen C. Cooper Standard Grant 404305 7492 1536 SMET 9178 0116000 Human Subjects 0817297 September 15, 2008 Collaborative Research: A Model for Data-driven Reform in Chemistry Education. Chemistry (12) This project leverages results from several collaborators who have conducted research in the development and validation of instruments for assessing learning and cognition in chemistry. The project seeks to multiply both the efficacy and impact of these instruments by developing, implementing, and studying multiple instrument measures of student learning. The project uses the collective expertise of the collaborators to build a robust suite of cross-validated assessment instruments and to determine how these items can best provide information to chemistry instructors on the effectiveness of their teaching. By enhancing the ability for educators to make teaching choices based on sound data, from validated instruments for measuring learning, large scale change in the teaching of undergraduate chemistry can transform the educational experience of students in STEM disciplines. The intellectual merit of this project lies along two vectors. First, assessment research and validation of new assessment instruments in chemistry provides important data not only from the perspective of teaching, but also in terms of building the knowledge base of the fundamental processes of cognitive growth in chemistry. In order to learn about knowledge acquisition, better measurement technology must be devised, developed and implemented. Second, using assessment instruments to ascertain the effectiveness of teaching methods provides an area rich in opportunities for discovery. Innovation in the measurement of learning in situations where new teaching methods are used is capable of driving decisions based on data rather than anecdotes and enhances the scholarship of what works in teaching. The multiple-instrument methods used in this project are at the cutting edge of educational measurement in chemistry and therefore open the possibility of novel scholarship related to teaching methodology The broader impacts of this work are tied largely to its potential for improving assessment practice within chemistry. Both the Exams Institute of the American Chemical Society and the ChemEd DL of the National Science Digital Library are involved in this project and have large communities of users, national in scope, so improvements made in assessment based on the findings of this project are expected to translate to widespread usage within chemistry. Because chemistry is a cognitive domain with multiple representations used to understand many phenomena, the improvements of assessment instruments in this field are capable of informing similar instruments in other STEM fields, thus broadening the potential impact of this project beyond chemistry. This project is data-driven, and therefore involves the collection of data that can be useful in developing and improving rigorous models of cognition. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Bretz, Stacey Lowery Miami University OH Susan H. Hixson Standard Grant 70830 7492 1536 SMET 9178 0116000 Human Subjects 0817307 October 1, 2008 Collaborative Research: CCLI-Phase 2: Colorado Momentum: Oral Assessment in the Mathematical Sciences Classroom. Mathematics (21) This collaborative project addresses a problem that occurs in many mathematics and mathematics-related courses at the university-level across the US: high failure rates in important early college mathematics courses, especially in Calculus I. The teaching strategy being used and tested is based on the idea of using Enhanced Conceptual Development through Focused Oral Discourse, or Orals. The current work is analyzing and extending earlier work that has been focused on helping students identified as at risk of failing calculus. Based on the earlier success of reducing failure rates using effective teaching strategies, including Orals, the project team is now applying these teaching strategies to diverse users in several new settings: to classes taught in different STEM (science, technology engineering, and mathematics) departments, at a different college, and at different educational levels. The goals of this project are to: 1) Refine, implement, and test Orals with diverse groups of learners and in diverse education settings; 2) Provide training, coaching and evaluation for facilitators of Orals including Instructors, Teaching Assistants and Undergraduate Learning Assistants; 3) Provide extensive assessment artifacts of the implementations; 4) Create a database and website of new learning materials (Orals questions for diverse courses); and 5) Improve the retention and understanding of STEM students. Intellectual Merit: The importance of discourse in the mathematical sciences classroom has already been shown for K-12. A potentially important impact of this proposal will be to contribute to the national dialogue by conducting careful experiments that assess one method of increasing discourse: Orals. In particular, the project team will conduct proof of concept studies of Orals, in moving from small classrooms (the original setting) to large lecture sections. Broader Impact: Many STEM majors require successful completion of a calculus sequence; however, many university students do not achieve their career goals because of their inability to pass the introductory calculus courses. This project will address this important national issue. The new work will not only be in a larger variety of mathematics courses, but also in introductory Aerospace and Mechanical Engineering courses, and at a local high school in a two-year algebra course. CCLI-Phase 2 (Expansion) DUE EHR Abrams, Gene University of Colorado at Colorado Springs CO Daniel P. Maki Standard Grant 45040 7492 SMET 9178 0116000 Human Subjects 0817309 September 1, 2008 Collaborative Research: Assessing Technical Entrepreneurship Learning in Engineering Education. Engineering - Other (59) The project, a collaborative effort between the University of Pittsburgh and the National Collegiate Inventors and Innovators Alliance (NCIIA), is building on previous work to investigate the teaching and learning of entrepreneurship in engineering programs and defining ways to measure changes in entrepreneurial knowledge and thinking. The investigators are conducting a nationwide study to determine the status of entrepreneurship education in 330 engineering schools across the U.S. and to identify similar types of approaches using a clustering algorithm. Specifically, they are collecting information on programs and courses in entrepreneurship, other extracurricular learning opportunities and resources for entrepreneurship, and the individuals catalyzing entrepreneurship education in each context. With this data they are selecting a representative sample of 30 to 35 schools and performing an in-depth cross-institutional analysis of students' learning in upper-level engineering courses that address entrepreneurship and related topics. In doing this, they are administering two assessment instruments that have been developed under separate funding: a knowledge inventory that measures self-reported familiarity with entrepreneurial concepts and terms and an entrepreneurial "mindset" rubric that appraises students' written responses to engineering-based entrepreneurship cases. Through statistical and modeling efforts, they are mapping student outcomes directly to teaching practices and institutional characteristics. With these results, they are developing guidelines for best practices in teaching, program development, and assessment. Under the leadership of an independent evaluator, the project is using expert analysis of the instruments and protocols, data modeling, and workshop participation and survey data to conduct formative and summative evaluation. Results are being disseminated through influential faculty and entrepreneurial leaders in engineering using NCIIA's network, through journal publications, through conference presentations for engineering education and entrepreneurial audiences, and through faculty workshops. Broader impacts include the dissemination of the results and the instruments and protocols, especially through faculty workshops and the NCIIA network, and by helping to meet a need in industry for engineers with entrepreneurial skills. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Besterfield-Sacre, Mary Larry Shuman Renee Clark University of Pittsburgh PA Russell L. Pimmel Standard Grant 236552 7492 1536 SMET 9178 0116000 Human Subjects 0817322 September 1, 2008 Collaborative Research: A Disciplinary Commons in Computing Education. Computer Science (31) This collaborative project establishes a Disciplinary Commons: a group of educators, from diverse institutions within a geographic region, who teach the same computing course. Building on a model previously piloted on a smaller scale in the United Kingdom and in the United States, these teachers meet together regularly for over a year. In addition, the teachers each prepare a detailed portfolio describing their own teaching of the course, critique each other's portfolios, and visit each other's classrooms. This combination of critical self-examination and peer review helps them understand their own teaching, identifies places where innovation and change are needed, shares what works, borrows from others, and sees their own teaching in the context of a broad range of possibilities. Finally, this project has a third, larger goal: to establish a new scholarship of teaching within computing education by modeling a rigorous, peer-reviewed forum to describe what is done when teaching. The Intellectual Merit is that the Commons advances knowledge and understanding within computing education in two ways. First, it produces exemplary materials within specific subfields of the computing discipline in the form of multiple, evaluated portfolios. Second, it builds a community of reflective (and communicating) practitioners, whose interactions lead to improvements in the teaching and learning in the discipline; more generally these communities promote a scholarship of teaching, involving public evaluation and review of teaching materials and approaches. The Broader Impacts are that as the participants bring reflective and collaborative practices back to their home institutions, it promotes local change within a large number of different contexts. The participants become part of a regional community, with deep understanding of the teaching and learning in classrooms at a variety of other institutions serving different student populations, giving them perspectives that few educators obtain. Collaborations among members of these communities (and others who are brought in) have the potential for innovations that are regional and national in scope. CCLI-Phase 2 (Expansion) DUE EHR Morrison, Briana Southern Polytechnic State University GA Stephen C. Cooper Standard Grant 1200 7492 SMET 9178 0116000 Human Subjects 0817332 August 1, 2008 A National Model for Engineering Mathematics Education. Engineering - Other (59) The inability of incoming students to successfully advance past the traditional freshman calculus sequence is a primary cause of attrition in engineering programs. This project is transforming engineering mathematics education across the nation, with the goal of increased student retention, motivation, and success in engineering. A highly successful introductory engineering course was developed at Wright State University with previous NSF funding and it is now being adapted at partnering institutions on this project. The engineering mathematics course includes lecture, laboratory, and recitation components with content designed to satisfy prerequisites for a significant number of core entry-level engineering and science courses. Students still complete their required mathematics courses, but are now able to do so at a later time in the curriculum while still making progress towards their degree. The research team includes award-winning teachers and innovators in curriculum development at the collaborating institutions. A total of 15 diverse institutions are adopting and assessing aspects of the model course and are broadly reporting on their findings. CCLI-Phase 3 (Comprehensive) DUE EHR Klingbeil, Nathan Kuldip Rattan Richard Mercer David Reynolds Michael Raymer Wright State University OH Sheryl A. Sorby Continuing grant 2000000 7493 SMET 9178 0116000 Human Subjects 0817335 September 1, 2008 Collaborative Project: Teaching and Learning of Thermal Physics. Physics (13) This project is a continuation of an ongoing program of coordinated research and research-based curriculum development in thermal physics, primarily in the advanced-level undergraduate courses. Data are gathered using one-on-one student interviews, written pre- and post-test questions, and multiple-choice surveys. The research is then applied to the development of curricular materials intended to improve student understanding in a manner consistent with active-learning methods previously shown to be effective in physics instruction. Prior support has resulted in the development of several interview protocols, diagnostic questions, and survey questions. Project staff have identified several specific conceptual difficulties in thermal physics, and have developed some preliminary curricular materials that have been pilot tested at the home institutions to address these difficulties. This project is adding to the existing data corpus and extending existing work and products to new topics in thermal physics. Existing materials and materials being developed during this project are being evaluated for their effectiveness at addressing student difficulties identified through research. Ancillary materials that integrate our curricular materials more fully into courses and provide instructors with background information and assessment questions are being developed. A set of supporting materials, including pre- and post-tests, homework exercises, and a brief instructors' guide with background on the content and our research findings as well as suggestions for implementation, are being prepared. Materials are applicable to courses taught from a classical thermodynamics and/or a statistical mechanics perspective. With its sharp focus on upper-division courses, this project is expanding the applicability of standard physics education research methods already widely used in introductory courses. Results from this aspect of the project are of great interest to the physics education research community and to instructors of advanced physics courses. The dissemination of both research results and of curricular materials in publications, in presentations at national and international meetings of physicists, physics educators and education researchers, and via pilot testing at participating institutions is contributing to the improvement of instruction in thermal physics nationally and internationally. There are additional interdisciplinary components to this work. One focus of both the research and the curricular materials is the connections between the physics and associated mathematics. In addition, results of the investigations in physics courses are being compared to the results from analogous courses in chemistry, engineering, and geological sciences. The aim is to compare the prevalence and persistence of specific difficulties or beliefs among these populations and to explore the extent to which the different discipline-specific approaches and instructional strategies affect student learning of thermodynamics. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Loverude, Michael California State University-Fullerton Foundation CA John F. Mateja Standard Grant 162763 7492 1536 SMET 9178 0116000 Human Subjects 0817337 September 1, 2008 Collaborative Proposal: Expanding Evolutionary Studies in American Higher Education. Interdisciplinary / Multidisciplinary (99). "Expanding Evolutionary Studies in American Higher Education" is a collaborative project between SUNY at Binghamton and SUNY College at New Paltz. It involves further implementation, dissemination, and evaluation of a model for incorporating an evolutionary perspective throughout the undergraduate curriculum. The model is being developed at SUNY at Binghamton, and will be expanded to SUNY New Paltz and at least 9 other institutions during the course of the project. Elements of the curriculum include an introductory interdisciplinary course entitled "Evolution for Everyone," an interdisciplinary certificate-granting program in evolutionary studies that can be completed in conjunction with any major, an interdisciplinary seminar program that brings in outside speakers who provide an evolutionary perspective to a wide array of topics, and a program for involving undergraduates in community-based research projects. The model for dissemination includes a small-grants program for participating institutions, campus visits by members of the project team, and efforts at community building for the consortium members, including the development of an on-line journal devoted to undergraduate education in evolutionary studies. Project evaluation will include extensive evaluation of how individual campus initiatives influence student learning and student attitudes, as well as an evaluation of the dissemination model. The intellectual merit of the project lies in its innovative approach to a difficult and important issue in science education (the teaching of evolution) by embedding an evolutionary perspective throughout the undergraduate curriculum, and by developing an interdisciplinary program that allows students from all disciplines to gain a certificate in evolutionary studies. The broader impacts of the proposal include the dissemination of a successful model for an interdisciplinary program in evolutionary studies to a variety of other institutions, including community colleges. These programs are having a broad scope reaching well beyond the life sciences to include the physical sciences, social sciences, humanities and the arts, and are impacting a diverse array of students. The project is also helping to break down disciplinary walls by encouraging participation from faculty from a broad spectrum of academic disciplines. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Geher, Glenn Jennifer Waldo SUNY College at New Paltz NY Daphne Y. Rainey Standard Grant 211387 7492 1536 SMET 9178 0116000 Human Subjects 0817353 September 1, 2008 Collaborative Research: Improving the Geoscience Major: Developing Community Expertise in Curriculum Design and Assessment. Geosciences (42) From a student point of view, the ultimate goal of an undergraduate experience is the completion of a major - an integrated course of study in a specific discipline. Curricular aspects of the major are enhanced by departmentally focused co-curricular elements including research experiences, community service, and informal social interactions that together constitute the undergraduate program. While programs should vary between institutions in response to institutional mission, student population, faculty expertise, and local resources, programs could be strengthened substantially through the application of educational research and the sharing of expertise among the geoscience community. This project is grounded in previous work defining characteristics of thriving departments. It enhances the design and implementation of geoscience curricula and programs using three workshop strategies: 1) a topical workshop focused on a single issue facing departments - in this case strategies for evaluating departmental programs; 2) a dissemination workshop for departmental teams showcasing successful strategies for addressing a range of issues; and a 3) a visiting workshop program, offered in collaboration with the National Association of Geoscience Teachers Distinguished Speaker Program, that brings experienced leaders and a customized program to a specific department. The web resources developed in association with the workshops support further dissemination of existing strategies for strengthening departments. The evaluation plan uses a longitudinal design to measure impact on departmental programming on timescales from six months to two years and is designed to determine the relative impact of the three models on the ability of the departments to strengthen their programming. This effort will produce a tested model for conducting national and/or regional workshops and related supporting activities that help departments address important issues identified as impediments to building a stronger department. This program addresses the challenges faced in building strong geoscience departments. In addition, it seeks to provide support for enhancing the ability of departments to review or evaluate their departmental programs and build skill in effective program assessment. This skill is both underdeveloped in the geoscience community and critical to the collection of data needed to understand the impact of various aspects of departmental programs as well as the entire curriculum on student learning for all types of students. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Manduca, Cathryn Randall Richardson Ellen Iverson Carol Ormand Carleton College MN Jill K. Singer Standard Grant 224132 7492 1536 SMET 9178 0116000 Human Subjects 0817372 September 15, 2008 Collaborative Project: An Extensible Software Platform for a Virtual Cyber Security Laboratory. Computer Science (31) In this collaborative project, five institutions are developing courseware for teaching computer network security. The courseware comprises an open source software platform for a virtual cyber security laboratory and accompanying lab assignments and is based on prior NSF-funded projects at two of the institutions. The laboratory materials being developed give students hands-on experiences in cyber security courses. The courseware being developed makes it easy for other institutions to create their own virtual laboratories with very little hardware and requires minimal maintenance and administration cost. The courseware is extensible so others can augment it with specialized modules. With respect to critical information infrastructure protection, the project results in increased national capacity for education, new entrants to the information security workforce, and increased national research and development capabilities. CCLI-Phase 2 (Expansion) DUE EHR Griffeth, Nancy CUNY Herbert H Lehman College NY Victor P. Piotrowski Standard Grant 39145 7492 SMET 9178 0116000 Human Subjects 0817373 September 15, 2008 Collaborative Proposal: An Extensible Software Platform for a Virtual Cyber Security Laboratory. Computer Science (31) In this collaborative project, five institutions are developing courseware for teaching computer network security. The courseware comprises an open source software platform for a virtual cyber security laboratory and accompanying lab assignments and is based on prior NSF-funded projects at two of the institutions. The laboratory materials being developed give students hands-on experiences in cyber security courses. The courseware being developed makes it easy for other institutions to create their own virtual laboratories with very little hardware and requires minimal maintenance and administration cost. The courseware is extensible so others can augment it with specialized modules. With respect to critical information infrastructure protection, the project results in increased national capacity for education, new entrants to the information security workforce, and increased national research and development capabilities. CCLI-Phase 2 (Expansion) DUE EHR Memon, Nasir Polytechnic University of New York NY Victor P. Piotrowski Standard Grant 206940 7492 SMET 9178 0116000 Human Subjects 0817376 September 1, 2008 An Immersive Security Education Environment (I-SEE) Using Second Life. Computer Science (31) Faculty in this project are developing three creative learning modules in Second Life on topics in computer security: (1) a learning module to improve students' understanding of what can be done to help businesses protect themselves against obvious security threats; (2) a learning module to develop a deep understanding of the inner workings of complex security software and hardware; and (3) a learning module that promotes awareness and education of security issues using Second Life as a digital storytelling platform. This project is based on the results of a prior project by the Principal Investigators in which they developed a prototype security learning environment using Second Life. The PIs are using the principles of design science to develop new design theories of a security education environment and the principles of learning science to develop new learning theories in three learning dimensions: information states, security services, and security countermeasures. This project is expected to have a positive influence on general information technology and security education and training in broader scientific and engineering communities throughout the nation. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Techatassanasoontorn, Angsana Dongwon Lee Jungwoo Ryoo Pennsylvania State Univ University Park PA Victor P. Piotrowski Standard Grant 399900 7492 1536 SMET 9178 0116000 Human Subjects 0817382 September 1, 2008 Developing an Economics Pedagogic Portal. This project is creating an "Economics Pedagogic Portal" in order to provide a single web-based source for all resources related to undergraduate economics instruction. This broad Portal is being designed primarily for instructors in economics. It assists instructors in learning about effective teaching methods operant both within and beyond their discipline. In addition, it provides tools to facilitate instructors in switching to more effective teaching modalities and assessing how these innovative methods are working in their classrooms. The Portal seeks to increase teaching economists' knowledge of fundamental research findings from the learning sciences and illustrate how those findings apply to classroom teaching to improve student learning. Building on past NSF investments in pedagogical innovation in STEM disciplines, the Portal is being designed to highlight a variety of research-based teaching innovations in STEM fields that can be readily adapted to economics instruction to improve student learning. This development work is being done in collaboration with the Science Education Resource Center (SERC) at Carleton College and is building on the SERC "Pedagogic Services" framework that makes pedagogical modules developed by SERC partners (often through NSF-funded grants) accessible via a pedagogic database. SERC provides an experienced support staff and a collection of services including: content hosting and web site design, common templates for developing/submitting module resources, expert technical support, workshop space and coordination, and extensive experience developing comprehensive "teaching commons" web sites that bring together a variety of National Science Foundation-funded projects. CCLI-Phase 2 (Expansion) DUE EHR Simkins, Scott Cathryn Manduca Mark Maier KimMarie McGoldrick North Carolina Agricultural & Technical State University NC Myles G. Boylan Standard Grant 497953 7492 SMET 9178 0817389 September 15, 2008 Collaborative Research: Technology Leaders: A Program to Prepare Students for Designing Multiscale Agile Systems. Engineering Other - (59) With the rate of technological change growing rapidly and technological systems becoming increasingly complex, engineers capable of designing adaptable systems from both a systems level and a component level are needed for the US to remain competitive. Addressing this problem requires a transformative change in engineering education. Thus, a long-term goal of this project is to make this transformation a reality across the nation. Short-term goals of the project include the development of Technology Leaders, a transportable interdisciplinary program that will prepare engineers and technicians to lead geographically-distributed teams in the designing and building of multiscale agile systems. Building on prior work at the University of Virginia, Central Virginia Community College, and the Learning Factory at Penn State, the Technology Leaders program will integrate three elements: a new interdisciplinary, design-focused undergraduate curriculum; the hands-on Multiscale Agile Systems Technology Lab (MAST Lab); and applied summer educational experiences for students. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Bailey, Robert Joanne Dugan Marie Shoffner Gerard Learmonth University of Virginia Main Campus VA Lesia L. Crumpton-Young Standard Grant 400000 7492 1536 SMET 9178 0116000 Human Subjects 0817391 September 1, 2008 Collaborative Research: A Flexible Adaptation Framework for Implementing 'Learning Factory' - Based Manufacturing Education. Engineering Technology - (58) In 2002, Wayne State University (WSU) was awarded an NSF grant to develop an adaptation of the Learning Factory model that would be less costly to implement. That project focused on introducing the use of coordinated hands-on projects in standard laboratory settings across selected courses, using a model engine application as the unifying theme. This approach proved to be a more cost-effective way to give students hands-on experience in a range of issues involved in product realization. The goal of this CCLI phase II project is to distill a core of course-level learning outcomes from WSU's previous work and develop an approach for mapping these to higher program-level outcomes that help to meet industry-defined competency gaps of students. This project takes the successful approach of using coordinated hands-on activities across multiple courses to provide students with specific competencies, and test its efficacy by implementing it simultaneously in five diverse departments at four different institutions. Students will learn by trying things out, and working with others in a holistic, systematic way. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Ssemakula, Mukasa Richard Ellis Gene Liao Kyoung-Yun Kim Shlomo Sawilowsky Wayne State University MI Lesia L. Crumpton-Young Standard Grant 239958 7492 1536 SMET 9178 0116000 Human Subjects 0817394 September 1, 2008 Collaborative Research: Assessing Technical Entrepreneurship Learning in Engineering Education. Engineering - Other (59) The project, a collaborative effort between the University of Pittsburgh and the National Collegiate Inventors and Innovators Alliance (NCIIA), is building on previous work to investigate the teaching and learning of entrepreneurship in engineering programs and defining ways to measure changes in entrepreneurial knowledge and thinking. The investigators are conducting a nationwide study to determine the status of entrepreneurship education in 330 engineering schools across the U.S. and to identify similar types of approaches using a clustering algorithm. Specifically, they are collecting information on programs and courses in entrepreneurship, other extracurricular learning opportunities and resources for entrepreneurship, and the individuals catalyzing entrepreneurship education in each context. With this data they are selecting a representative sample of 30 to 35 schools and performing an in-depth cross-institutional analysis of students' learning in upper-level engineering courses that address entrepreneurship and related topics. In doing this, they are administering two assessment instruments that have been developed under separate funding: a knowledge inventory that measures self-reported familiarity with entrepreneurial concepts and terms and an entrepreneurial "mindset" rubric that appraises students' written responses to engineering-based entrepreneurship cases. Through statistical and modeling efforts, they are mapping student outcomes directly to teaching practices and institutional characteristics. With these results, they are developing guidelines for best practices in teaching, program development, and assessment. Under the leadership of an independent evaluator, the project is using expert analysis of the instruments and protocols, data modeling, and workshop participation and survey data to conduct formative and summative evaluation. Results are being disseminated through influential faculty and entrepreneurial leaders in engineering using NCIIA's network, through journal publications, through conference presentations for engineering education and entrepreneurial audiences, and through faculty workshops. Broader impacts include the dissemination of the results and the instruments and protocols, especially through faculty workshops and the NCIIA network, and by helping to meet a need in industry for engineers with entrepreneurial skills. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Weilerstein, Philip National Collegiate Inventors and Innovators Alliance MA Russell L. Pimmel Standard Grant 262341 7492 1536 SMET 9178 0116000 Human Subjects 0817398 October 1, 2008 Collaborative Research: Innovative Learning Styles and Universal Access for Geotechnical Engineering Education. Engineering - Civil (54) Through this project, students are developing short video demonstrations of principles and topics in geotechnical engineering. The modules are being developed for individuals with different learning styles and are taking into account issues in universal access for students with disabilities. The video clips are available through student-friendly technologies such as podcasts or video MP3 players. The students are adopting their traditional learning styles to unconventional learning modes with extensive and expert use of electronic technologies, design and development of experiments, and awareness of universal design. Through their work in developing the videos clips, students are deepening their understanding of technical concepts, improving their ability to communicate and work on teams, and broadening their understanding of issues surrounding universal access for individuals with disabilities. The flexible design employed in this project facilitates adaptation to other subjects, other universities, and other student populations. Best practices guidelines for using this teaching methodology are being developed and widely disseminated. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Elton, David Auburn University AL Sheryl A. Sorby Standard Grant 178179 7492 1536 SMET 9178 9150 0116000 Human Subjects 0817400 September 1, 2008 Collaborative Research: Recurring Patterns in Molecular Science: Reusable Learning Resources. INTERDISCIPLINARY (99) This project creates, assesses, and disseminates interdisciplinary instructional materials that, while designed for use in chemistry, materials science, biology and physics courses, also help students draw connections among disciplines. The scope is molecular science including both the study of how molecular structure and motion lead to emergent macroscopic properties, and the synthesis and engineering of structures with desirable properties. The disciplines share both these goals of molecular science and recurring patterns that appear in the explanatory frameworks and tools. The materials will help make these recurring patterns explicit for students. Four virtual labs (VLs) that combine simulation and visualization tools with instructional support materials are being constructed. Each VL provides instruction and practice regarding a recurring pattern of molecular science. The project creates instructional materials that help students construct a coherent set of knowledge and intellectual resources that can be applied in situations that cross disciplines. Impact is enhanced by designing materials for use in current disciplinary courses, since this provides a means to broadly promote interdisciplinary education without requiring a substantial restructuring of the educational system. Broad use is further promoted by the following: the VLs are flexible learning resources that can be used in a variety of learning contexts, they are being tested in a variety of institution types, and they are being disseminated through existing successful digital libraries. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Carter, W. Craig Donald Sadoway Massachusetts Institute of Technology MA Herbert H. Richtol Standard Grant 155366 7492 1536 SMET 9178 0116000 Human Subjects 0817403 August 15, 2008 SMARTER Teamwork: System for Management, Assessment, Research, Training, Education, and Remediation for Teamwork. Engineering - Other (59) Teamwork predominates in engineering education, yet the careful design and assessment of methods for students to learn teamwork skills is not widespread. Teaching teaming skills is a complex challenge, one for which most engineering faculty have not been prepared. This project is building on a successful, web-based system for assigning and assessing teaming in engineering education, expanding this resource to additional institutions and increasing the capabilities of the tool. The goals of this project are to equip students to work on teams by providing them with training and feedback, to equip faculty to manage student teams by providing them with information and tools to facilitate best practices, and to equip researchers to understand teams by broadening the system's capabilities to collect additional types of data through a secure researcher interface. The use of the teaming tools in STEM disciplines outside of engineering is also being investigated through this project. CCLI-Phase 3 (Comprehensive) DUE EHR Ohland, Matthew David Woehr Richard Layton Eduardo Salas Misty Loughry Purdue University IN Russell L. Pimmel Continuing grant 1198402 7493 SMET 9178 0116000 Human Subjects 0817409 September 15, 2008 Collaborative Research: A Model for Data-driven Reform in Chemistry Education. Chemistry (12) This project leverages results from several collaborators who have conducted research in the development and validation of instruments for assessing learning and cognition in chemistry. The project seeks to multiply both the efficacy and impact of these instruments by developing, implementing, and studying multiple instrument measures of student learning. The project uses the collective expertise of the collaborators to build a robust suite of cross-validated assessment instruments and to determine how these items can best provide information to chemistry instructors on the effectiveness of their teaching. By enhancing the ability for educators to make teaching choices based on sound data, from validated instruments for measuring learning, large scale change in the teaching of undergraduate chemistry can transform the educational experience of students in STEM disciplines. The intellectual merit of this project lies along two vectors. First, assessment research and validation of new assessment instruments in chemistry provides important data not only from the perspective of teaching, but also in terms of building the knowledge base of the fundamental processes of cognitive growth in chemistry. In order to learn about knowledge acquisition, better measurement technology must be devised, developed and implemented. Second, using assessment instruments to ascertain the effectiveness of teaching methods provides an area rich in opportunities for discovery. Innovation in the measurement of learning in situations where new teaching methods are used is capable of driving decisions based on data rather than anecdotes and enhances the scholarship of what works in teaching. The multiple-instrument methods used in this project are at the cutting edge of educational measurement in chemistry and therefore open the possibility of novel scholarship related to teaching methodology The broader impacts of this work are tied largely to its potential for improving assessment practice within chemistry. Both the Exams Institute of the American Chemical Society and the ChemEd DL of the National Science Digital Library are involved in this project and have large communities of users, national in scope, so improvements made in assessment based on the findings of this project are expected to translate to widespread usage within chemistry. Because chemistry is a cognitive domain with multiple representations used to understand many phenomena, the improvements of assessment instruments in this field are capable of informing similar instruments in other STEM fields, thus broadening the potential impact of this project beyond chemistry. This project is data-driven, and therefore involves the collection of data that can be useful in developing and improving rigorous models of cognition. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Holme, Thomas Melanie Cooper Marcy Towns Jennifer Lewis Iowa State University IA Susan H. Hixson Standard Grant 306736 7492 1536 SMET 9178 0116000 Human Subjects 0817417 October 1, 2008 CCLI-Phase 2: Colorado Momentum: Oral Assessment in the Mathematical Sciences Classroom. Mathematics (21) This collaborative project addresses a problem that occurs in many mathematics and mathematics-related courses at the university-level across the US: high failure rates in important early college mathematics courses, especially in Calculus I. The teaching strategy being used and tested is based on the idea of using Enhanced Conceptual Development through Focused Oral Discourse, or Orals. The current work is analyzing and extending earlier work that has been focused on helping students identified as at risk of failing calculus. Based on the earlier success of reducing failure rates using effective teaching strategies, including Orals, the project team is now applying these teaching strategies to diverse users in several new settings: to classes taught in different STEM (science, technology engineering, and mathematics) departments, at a different college, and at different educational levels. The goals of this project are to: 1) Refine, implement, and test Orals with diverse groups of learners and in diverse education settings; 2) Provide training, coaching and evaluation for facilitators of Orals including Instructors, Teaching Assistants and Undergraduate Learning Assistants; 3) Provide extensive assessment artifacts of the implementations; 4) Create a database and website of new learning materials (Orals questions for diverse courses); and 5) Improve the retention and understanding of STEM students. Intellectual Merit: The importance of discourse in the mathematical sciences classroom has already been shown for K-12. A potentially important impact of this proposal will be to contribute to the national dialogue by conducting careful experiments that assess one method of increasing discourse: Orals. In particular, the project team will conduct proof of concept studies of Orals, in moving from small classrooms (the original setting) to large lecture sections. Broader Impact: Many STEM majors require successful completion of a calculus sequence; however, many university students do not achieve their career goals because of their inability to pass the introductory calculus courses. This project will address this important national issue. The new work will not only be in a larger variety of mathematics courses, but also in introductory Aerospace and Mechanical Engineering courses, and at a local high school in a two-year algebra course. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Nelson, Mary Harvey Segur James Curry Anne Dougherty University of Colorado at Boulder CO Daniel P. Maki Continuing grant 394636 7492 1536 SMET 9178 0116000 Human Subjects 0817426 September 1, 2008 Collaborative Research: Validating Assessment Procedures and Interventions for Enhancing Interdisciplinary Teamwork and Ethical Awareness in Undergraduate Project Teams. Illinois Institute of Technology as the lead institution is collaborating with Michigan Technological University, Purdue University and Lehigh University to: 1) develop a database of reliable and valid measures for assessing attainment of teamwork skills and ethical awareness in undergraduate students enrolled in multidisciplinary design projects and 2) identify and describe best practices from across these institutions that improve the achievement of team Learning Objectives and thereby increase program quality. The goals are consistent with the objectives of: 1) assessing student achievement, 2) creating new learning materials and teaching strategies, 3) developing innovative approaches and 4) inclusion of a large diverse student population. Included in the project outcomes are: 1) a Guide for Assessing Multidisciplinary Teamwork and Ethical Awareness. This Guide contains self-assessments, peer assessments, and direct evaluations of work products and learning artifacts including descriptions of each measure, data on reliability and validity, and observations about the strengths and limitations of each measurable outcome; 2) a set of online learning materials and examples of best practices for developing competencies in interdisciplinary teamwork and ethical awareness within multidisciplinary undergraduate design project teams. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Ochs, John Lehigh University PA Curtis T. Sears Standard Grant 94264 7492 1536 SMET 9178 0116000 Human Subjects 0817432 September 1, 2008 Collaborative Research: Recurring Patterns in Molecular Science: Reusable Learning Resources. INTERDISCIPLINARY (99) This project creates, assesses, and disseminates interdisciplinary instructional materials that, while designed for use in chemistry, materials science, biology and physics courses, also help students draw connections among disciplines. The scope is molecular science including both the study of how molecular structure and motion lead to emergent macroscopic properties, and the synthesis and engineering of structures with desirable properties. The disciplines share both these goals of molecular science and recurring patterns that appear in the explanatory frameworks and tools. The materials will help make these recurring patterns explicit for students. Four virtual labs (VLs) that combine simulation and visualization tools with instructional support materials are being constructed. Each VL provides instruction and practice regarding a recurring pattern of molecular science. The project creates instructional materials that help students construct a coherent set of knowledge and intellectual resources that can be applied in situations that cross disciplines. Impact is enhanced by designing materials for use in current disciplinary courses, since this provides a means to broadly promote interdisciplinary education without requiring a substantial restructuring of the educational system. Broad use is further promoted by the following: the VLs are flexible learning resources that can be used in a variety of learning contexts, they are being tested in a variety of institution types, and they are being disseminated through existing successful digital libraries. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Bartolo, Laura John Portman Kent State University OH Herbert H. Richtol Standard Grant 140326 7492 1536 SMET 9178 1536 0817440 August 15, 2008 Collaborative Research: Tablet PC based Indexed Captioned Searchable Videos for STEM Coursework. Computer Science (31) This collaborative project improves access to information in videos by adding indexing, captioning, and search capability. The project goal is to automatically generate enhanced lecture videos, with logical index points, text captions, and keyword search capability, and evaluate their usefulness in light of students' learning outcomes and life situations in undergraduate STEM coursework across multiple departments and institutions. Deployment and evaluation of these Indexed, Captioned, and Searchable Tablet PC videos (ICS videos) spans more than 30 distinct courses in Computer Science, Biology & Biochemistry, and Geosciences at multiple campuses. In addition, automated captioning can dramatically increase the usefulness of main-stream videos for deaf and hearing-impaired students. The accessibility of ICS videos is investigated with a local school for deaf students. Intellectual Merit: Key features of these ICS videos are: 1) Index points: Recorded video lectures have a list of logical index points, each in the form of a snapshot representing a video segment; 2) Text captions: The entire audio stream, including the lecture and student interaction, is presented as text in a separate panel; 3) Keyword search: Video segments that contain search keywords in the audio are displayed, sorted by keyword frequency; and 4) Evaluation: A rigorous evaluation is conducted in a range of disciplines with thousands of students. Broader Impacts: The software is publicly available and support is provided to any interested educational institution. The project proposes a new and powerful model for online delivery of STEM coursework. ICS videos have the potential to make even more dramatic changes to distance education and education for the deaf by making mainstream lecture material accessible. CCLI-Phase 2 (Expansion) DUE EHR Alo, Richard University of Houston - Downtown TX Stephen C. Cooper Standard Grant 40286 7492 SMET 9178 0116000 Human Subjects 0817442 August 1, 2008 Mathematics Partnering with Computer Science to Improve Calculus Instruction and Learning. Interdisciplinary (99) Faculty in the mathematical sciences and computer science are developing calculus classroom activities that exploit the digital-ink feature of the Tablet PC to enable students to submit detailed problem solutions at various points throughout a class that are then projected, discussed, annotated, and saved. An open-source web-based software application, Messagegrid, is being enhanced to include a recording capability and rubric-based evaluation-algorithm. Normally, student work on application problems is scattered haphazardly across a piece of paper where it is either impossible or too time-consuming to discern the sequence of the student's thought and to determine where the thought process goes astray. Examination of the sequence of student inputs, the "ink" strokes on the Tablet PC, permits categorization of different errors as they occur. The intellectual merit of this project is two-fold: 1) supporting active learning where students receive immediate feedback in a way that informs the rest of the class and maintains the flow of the teaching-learning environment; and 2) collecting and processing large samples of student work which is analyzed for emergent problem-solving strategies. Based on such analysis class activities with carefully-chosen multi-step problems are structured to pause the problem-solving process at junctures where the data show students typically take incorrect paths. The project's broader impacts include implementation of the Messagegrid application and evaluation of its use at Tri-County Technical College, a local two year college, similar implementation in other departments at Clemson, interactions with contributors to and users of the project's website repository of problems, and engagement with participants in summer faculty workshops. The impact of this project is also being evaluated through the collection and analysis of: performance measures (e.g. scores on common exams); student retention totals in the classes using this approach; student behavior and satisfaction surveys; and faculty investment of time and satisfaction surveys. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Williams, Calvin Roy Pargas Marilyn Reba Clemson University SC Lee L. Zia Standard Grant 415203 7492 1536 SMET 9178 9150 0116000 Human Subjects 0817445 September 1, 2008 Collaborative Research: Validating Assessment Procedures and Interventions for Enhancing Interdisciplinary Teamwork and Ethical Awareness in Undergraduate Project Teams. Illinois Institute of Technology as the lead institution is collaborating with Michigan Technological University, Purdue University and Lehigh University to: 1) develop a database of reliable and valid measures for assessing attainment of teamwork skills and ethical awareness in undergraduate students enrolled in multidisciplinary design projects and 2) identify and describe best practices from across these institutions that improve the achievement of team Learning Objectives and thereby increase program quality. The goals are consistent with the objectives of: 1) assessing student achievement, 2) creating new learning materials and teaching strategies, 3) developing innovative approaches and 4) inclusion of a large diverse student population. Included in the project outcomes are: 1) a Guide for Assessing Multidisciplinary Teamwork and Ethical Awareness. This Guide contains self-assessments, peer assessments, and direct evaluations of work products and learning artifacts including descriptions of each measure, data on reliability and validity, and observations about the strengths and limitations of each measurable outcome; 2) a set of online learning materials and examples of best practices for developing competencies in interdisciplinary teamwork and ethical awareness within multidisciplinary undergraduate design project teams. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Raber, Mary Robert Warrington Michigan Technological University MI Curtis T. Sears Standard Grant 95000 7492 1536 SMET 9178 0116000 Human Subjects 0817456 September 15, 2008 Collaborative Research:Technology Leaders: A Program to Prepare Students for Designing Multiscale Systems. Engineering Other - (59) With the rate of technological change growing rapidly and technological systems becoming increasingly complex, engineers capable of designing adaptable systems from both a systems level and a component level are needed for the US to remain competitive. Addressing this problem requires a transformative change in engineering education. Thus a long-term goal of this project is to make this transformation a reality across the nation. Short-term goals of the project include the development of Technology Leaders, a transportable interdisciplinary program that will prepare engineers and technicians to lead geographically-distributed teams in the designing and building of multiscale agile systems. Building on prior work at the University of Virginia, Central Virginia Community College, and the Learning Factory at Penn State, the Technology Leaders program will integrate three elements: a new interdisciplinary, design-focused undergraduate curriculum; the hands-on Multiscale Agile Systems Technology Lab (MAST Lab); and applied summer educational experiences for students. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Shoun, Stanley Central Virginia Community College VA Russell L. Pimmel Standard Grant 99440 7492 1536 SMET 9178 0116000 Human Subjects 0817461 August 15, 2008 Collaborative Research: Expanding and sustaining research capacity in engineering and technology education: Building on successful programs for faculty and graduate students. Engineering - Other (59) The project, a collaboration among Alverno College, Colorado School of Mines, Howard University, Madison Area Technical College, and Purdue University, is developing engineering education research capacity in the engineering and technician education communities. The goals of the project are to design and deliver a new generation of effective, flexible, inclusive, and sustainable programs to educate engineering and engineering technology faculty and graduate students to conduct and use educational research and to foster a virtual community of engineering and engineering technology education researchers through the use of web-based technology. The project involves three distinct but related faculty development efforts. The first is a series of short courses to introduce faculty members and graduate students to various research topics such as theoretical frameworks, experiment design, and quantitative approaches. The second is a two-step, multi-day workshop for curriculum developers to enable them to design and implement learning centered curriculum. The third is a multi-day workshop for faculty members who have moderate engineering education research experience to enable them to review and extend their knowledge of relevant education theory and research methods and to apply this knowledge to answering a significant research question focused on how students learn engineering. These short course and workshop materials are a being made available on the newly created engineering education research hub (rreeHUB.org), which is being used in organized activities to build a virtual community. The evaluation effort, with leadership from an expert from Purdue's Discover Learning Center, is using pre-event, post-event, and post-project surveys to assess familiarity with and knowledge of content areas. Broader impacts include an extensive dissemination effort involving a virtual community and systematic efforts to recruit a diverse group of faculty and graduate students with targeted outreach to 2-year colleges and minority serving institutions. CCLI-Phase 3 (Comprehensive) DUE EHR Streveler, Ruth Karl Smith Robin Adams Purdue University IN Russell L. Pimmel Standard Grant 967638 7493 SMET 9178 0116000 Human Subjects 0817462 August 15, 2008 Collaborative Research: Phase 3 Design, Implementation and Dissemination of Multidisciplinary Online Java-Digital Signal Processing (J-DSP) Materials. Engineering - Other (59) The project, a collaboration involving Arizona State University (ASU) as the lead institution, Johns Hopkins University (JHU), University of Washington-Bothell (UWB), Prairie View A&M University (PVAMU), and Rose-Hulman Institute of Technology (RHIT), is expanding the use of an award winning software package (J-DSP) and instructional approach into a broad set of new areas including digital signal processing, earth systems and geology, renewable energy systems, arts and media, ion-channel systems, and genomics. Online modules are being designed, deployed, and assessed by a geographically-diverse multidisciplinary team. This educational technology provides free and universally accessible web-based Java software with an intuitive interface that enables instructors to create web-based lectures with synchronized online simulations and animations and to monitor student progress and preferences. It allows students, including distance learners, to conduct online laboratories and collaborate across disciplines, to perform simulations anytime anywhere, and to collaborate online with their colleagues at other universities. The evaluation effort is using self, peer, and instructor assessments to measure the quality of student learning by adapting a set of on-line assessment instruments developed on a previous grant dealing with a set of signal processing courses. The project team is working to disseminate the instructional materials by postings on the project's website and on a discipline-based site (CNX.ORG), by links with the NSDL, by faculty workshops, by conference presentation and journal publications, and by high school and industrial outreach. Broader impacts include an involvement of two MSIs, an outreach effort focused on minorities, multifaceted dissemination involving faculty workshops and web posting on several sites. CCLI-Phase 3 (Comprehensive) DUE EHR Akujuobi, Cajetan Prairie View A & M University TX Russell L. Pimmel Continuing grant 37980 7493 SMET 9178 0116000 Human Subjects 0817463 September 1, 2008 Virtual Environments for Collaborative Learning. This project has two primary objectives. The first goal is to facilitate distance learning by enabling advanced virtual laboratories for deployment in online degree programs and utilization by co-op students. The second goal is to provide immersive virtual environments for collaborative learning and team building in undergraduate engineering education. The virtual environment is affording flexibility to on-campus students to run experiments outside of regular class time, thus allowing for a blended laboratory delivery mode. Students spend a limited time in a laboratory facility to familiarize themselves with the equipment, materials and procedures and then access an online laboratory to conduct additional experimental procedures. A key innovation of this project is the use of multiplayer game engines for developing virtual laboratory environments for collaborative learning in undergraduate engineering education. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Esche, Sven James Corter Constantin Chassapis Stevens Institute of Technology NJ Lance C. Perez Standard Grant 499827 7492 1536 SMET 9178 0116000 Human Subjects 0817466 September 1, 2008 Collaborative Research: GARNET (Geoscience Affective Research Network). GEOSCIENCE (42) GARNET (Geoscience Affective Research Network) is examining the impact of the affective domain on student learning in introductory physical geology. GARNET institutions represent a cross-section of the higher education spectrum and include the University of Akron, University of Colorado-Boulder, California State University-Chico, North Hennepin Community College, Macalester College, and the University of North Dakota. GARNET's goals are: 1) To use two instruments, the Motivated Strategies for Learning Questionnaire (MSLQ) and the Science Value Inventory (SVI), to investigate how aspects of the affective domain, in particular student motivation and values, vary for students in introductory physical geology; and 2) Identify if and how those aspects vary with instructor and specific aspects of the learning environments. The key hypotheses are that: 1) The affective domain is a major control on student learning; and, 2) How we teach can significantly change students' affective behavior. The outcome of this research will be pedagogical resources and strategies that guide the development of more effective introductory geoscience classes. The GARNET project results on the influence of the affective domain on geoscience learning and the pedagogical best practices identified begin to fill a largely underappreciated, little studied, yet highly significant gap in our understanding of student learning of science. The project focuses on a way to explore student learning in the geosciences that to date, has received almost no consistent attention at the college level, and no broad analysis within a single discipline. GARNET builds on an existing knowledge base in educational psychology that has been applied in a limited way to some college science classes but there is a paucity of information on the affective domain in introductory geoscience courses that hinders the potential of instructors to engage students and enhance science learning processes. The GARNET assessment plan measures outcomes that provide a foundation for subsequent research and the collaborative nature of this project has the potential to result in the creation of small teams of investigators exploring specific aspects of the affective domain. Results of the evaluation program will reveal which pedagogical strategies are most effective in creating learning environments characterized by more motivated students, with good attitudes about learning geoscience, and greater confidence in their ability to learn class material. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Perkins, Dexter Nels Forsman Ronald Matheney University of North Dakota Main Campus ND Jill K. Singer Standard Grant 25566 7492 1536 SMET 9178 9150 0116000 Human Subjects 0817467 September 15, 2008 Collaborative Research: Exploring Student Understanding of Physical Chemistry. Chemistry (12) The development of student understanding of mathematical equations in physical chemistry is being investigated using an emergent research methodology from mathematics education research known as Toulmin analysis. This approach uses Toulmin's argumentation scheme as a way of documenting and analyzing activities that take place in an interactive classroom where discussion takes place. The approach is being adapted from mathematics, where it has been used in differential equations classrooms, to chemistry, where it is being used to analyze interactions among students working in Process Oriented Guided Inquiry Learning (POGIL) physical chemistry classrooms. The findings are expected to help explain the ways that students translate mathematical equations and symbols into descriptions of macroscopic and microscopic systems, and to add to the body of knowledge about effective pedagogical practices in STEM. Instruments from physics education research are being adapted for physical chemistry and implemented within the Physical Chemistry Online and POGIL communities to compare student understanding of mathematical equations across levels of mathematical preparation, and across classrooms where different pedagogies are used. This collaborative project includes interactions among researchers in chemistry, physics, and mathematics education research, thus connecting and enhancing their work and creating a community of scholars who can act as resources for each other and for those seeking information. Intellectual Merit: This project is adding to the body of STEM education research by developing new and revised models of how undergraduate STEM students learn. It also promises to adapt and develop new methods for documenting the collective activity of students in classrooms, thus offering researchers new techniques for revealing the ways that students reason in classrooms where pedagogical techniques such as learning in groups or teams are used. The study of student understanding of mathematical equations in POGIL physical chemistry adds to the body of knowledge about effective practices in STEM education. Broader Impacts: Findings from this project can be used to challenge current classroom practices and are expected to lead to new ideas for creating educational materials and teaching strategies that have the potential for directly impacting educational practices in STEM. While focusing on student understanding of mathematical equations used in physical chemistry, the project provides an opportunity to build community and connections among researchers in chemistry, mathematics, and physics education. The results of the proposed work will be presented at regional and national ACS meetings, the BCCE, the GRC on Chemistry Education Research and Practice, the GRC on Visualizations in Science Education, the National Council of Teachers of Mathematics, and the American Association of Physics Teachers. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Towns, Marcy Purdue University IN Susan H. Hixson Standard Grant 87133 7492 1536 SMET 9178 0116000 Human Subjects 0817486 September 1, 2008 Graphical Representations to Assess System Performance (GRASP): Assessment for Engineering Education. Engineering - Other (59) Assessment/Research (91) System literacy skills are at the foundation of students' abilities to comprehend how a particular system works, to identify opportunities to refine or repair that system, and more generally to adapt to novel situations. Current instructional practices, built on the assumption that basic mathematical and scientific inquiry skills must be obtained before learners can model complex problems, often delay the development of these skills. In pilot studies, undergraduate engineering students have demonstrated the potential for approaching complex engineering systems. However, they typically lack the tools necessary to comprehend these systems and to notice the relationships between components that explain how and why the system performs the way it does. This conclusion follows from performance-based assessments that require learners to generate abstract representations of systems. Performance-based assessment has long been emphasized as a method for measuring and developing both cognitive and meta-cognitive skills of learners. Because the cost of implementing performance-based assessment is high, the goal of this proposal is to construct an automated dynamic formative assessment environment that develops and measures students' ability to represent, identify, and explain solutions to complex problems. This system is called: "Graphical Representations to Assess System Performance" (GRASP). The design of GRASP is being shaped by ongoing research on evaluating students' conceptual understanding of complex systems. In addition, the project is developing methods for defining engineering problems into epistemic forms and rules. These forms and rules provide a representational structure that can be used to reliably evaluate students' work and provide meaningful feedback during practice session. Intellectual merit: The assessment system and architecture being developed for GRASP is an interface that allows users to generate graphics, receive rapid automated feedback, and refine their solutions. This system can increase students' ability to approach initial stages of solving a problem and provide TAs and instructors the opportunity to evaluate the highly generative and cognitively rich activities associated with more ill-structured problems. Broader impact: GRASP is designed to expand the kinds of assessments for learning that can be offered to learners of all ages and in any domain. The graphical user interface provides a new approach to assessing students' ability to explain their conceptual understanding of a system using both graphical and language literacy. GRASP integrates easily with many commercially available Learning Management Systems and thus will be attractive to a large audience of users. Once GRASP is developed, it will be adapted to K-12 learning environments through the INSPIRE Institute at Purdue University. CCLI-Phase 2 (Expansion) DUE EHR Brophy, Sean Matthew Ohland Daniel Delaurentis James Mohler Purdue University IN Myles G. Boylan Standard Grant 500000 7492 SMET 9178 0817493 September 1, 2008 Collaborative Research: Recurring Patterns in Molecular Science: Reusable Learning Resources. INTERDISCIPLINARY (99) This project creates, assesses, and disseminates interdisciplinary instructional materials that, while designed for use in chemistry, materials science, biology and physics courses, also help students draw connections among disciplines. The scope is molecular science including both the study of how molecular structure and motion lead to emergent macroscopic properties, and the synthesis and engineering of structures with desirable properties. The disciplines share both these goals of molecular science and recurring patterns that appear in the explanatory frameworks and tools. The materials will help make these recurring patterns explicit for students. Four virtual labs (VLs) that combine simulation and visualization tools with instructional support materials are being constructed. Each VL provides instruction and practice regarding a recurring pattern of molecular science. The project creates instructional materials that help students construct a coherent set of knowledge and intellectual resources that can be applied in situations that cross disciplines. Impact is enhanced by designing materials for use in current disciplinary courses, since this provides a means to broadly promote interdisciplinary education without requiring a substantial restructuring of the educational system. Broad use is further promoted by the following: the VLs are flexible learning resources that can be used in a variety of learning contexts, they are being tested in a variety of institution types, and they are being disseminated through existing successful digital libraries. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Yaron, David Carnegie-Mellon University PA Herbert H. Richtol Standard Grant 204026 7492 1536 SMET 9178 0116000 Human Subjects 0817498 August 15, 2008 Collaborative Research: Expanding and Sustaining Research Capacity in Engineering and Technology Education: Building on Successful Programs for Faculty and Graduate Students. Engineering - Other (59) The project, a collaboration among Alverno College, Colorado School of Mines, Howard University, Madison Area Technical College, and Purdue University, is developing engineering education research capacity in the engineering and technician education communities. The goals of the project are to design and deliver a new generation of effective, flexible, inclusive, and sustainable programs to educate engineering and engineering technology faculty and graduate students to conduct and use educational research and to foster a virtual community of engineering and engineering technology education researchers through the use of web-based technology. The project involves three distinct but related faculty development efforts. The first is a series of short courses to introduce faculty members and graduate students to various research topics such as theoretical frameworks, experiment design, and quantitative approaches. The second is a two-step, multi-day workshop for curriculum developers to enable them to design and implement learning centered curriculum. The third is a multi-day workshop for faculty members who have moderate engineering education research experience to enable them to review and extend their knowledge of relevant education theory and research methods and to apply this knowledge to answering a significant research question focused on how students learn engineering. These short course and workshop materials are a being made available on the newly created engineering education research hub (rreeHUB.org), which is being used in organized activities to build a virtual community. The evaluation effort, with leadership from an expert from Purdue's Discover Learning Center, is using pre-event, post-event, and post-project surveys to assess familiarity with and knowledge of content areas. Broader impacts include an extensive dissemination effort involving a virtual community and systematic efforts to recruit a diverse group of faculty and graduate students with targeted outreach to 2-year colleges and minority serving institutions. CCLI-Phase 3 (Comprehensive) DUE EHR Riordan, Tim Marcia Mentkowski Alverno College WI Russell L. Pimmel Standard Grant 475034 7493 SMET 9178 0116000 Human Subjects 0817501 September 15, 2008 Collaborative Proposal: An Extensible Software Platform for a Virtual Cyber Security Laboratory. Computer Science (31) In this collaborative project, five institutions are developing courseware for teaching computer network security. The courseware comprises an open source software platform for a virtual cyber security laboratory and accompanying lab assignments and is based on prior NSF-funded projects at two of the institutions. The laboratory materials being developed give students hands-on experiences in cyber security courses. The courseware being developed makes it easy for other institutions to create their own virtual laboratories with very little hardware and requires minimal maintenance and administration cost. The courseware is extensible so others can augment it with specialized modules. With respect to critical information infrastructure protection, the project results in increased national capacity for education, new entrants to the information security workforce, and increased national research and development capabilities. CCLI-Phase 2 (Expansion) DUE EHR Roy, Manawendra Yakov Genis CUNY Borough of Manhattan Community College NY Victor P. Piotrowski Standard Grant 25000 7492 SMET 9178 0116000 Human Subjects 0817508 September 15, 2008 Collaborative Research: Web-based, Active Learning Modules for Teaching Statistical Quality Control. Engineering Other - (59) The engineering education literature has consistently established the ability to use statistical quality tools and principles as a competency gap for engineers in the United States. Thus, the purpose of this project is to investigate the use of simulation-based active learning tools to effectively teach engineering students key principles of quality engineering when designing manufacturing systems. Specifically, this active learning environment allows students to study the status of the manufacturing plant and extract data, as well as design, implement, assess, and evaluate control charts within a virtual manufacturing plant that manufactures and assembles optical mice for personal computers. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Timmer, Douglas Miguel Gonzalez Carmen Pena University of Texas - Pan American TX Lesia L. Crumpton-Young Standard Grant 254644 7492 1536 SMET 9178 0116000 Human Subjects 0817515 September 1, 2008 Collaborative Proposal: Improving Engineering Communication Education with Enhanced Calibrated Peer Review. INTERDISCIPLINARY (99) This project builds upon the well-established benefits of Calibrated Peer Review (CPR) for implementing a writing-to-learn pedagogy in STEM courses. Four institutions collaborate to extend both the software platform and the instructional model to include visual communication and oral presentation within engineering courses. The team develops and field-tests a library of learning activities that fully exploit the CPR web-delivered workspaces that (1) teach students how to recognize levels of accomplishment for specific assignments, (2) guide peer review sessions that produce both quantitative and qualitative formative assessment for students, (3) encourage deep-structured student self-reflection both on task production and on task process. Changing realities in the workplace have resulted in added emphasis on professional skills within engineering education. More specifically, the Accreditation Board for Engineering and Technology (ABET) includes an explicit criterion that engineering graduates need to demonstrate the ability to communicate effectively. However, instructors in content-intensive engineering courses may be reluctant to add to their already heavy load of teaching / grading by including communication exercises. As an asynchronous, online learning environment, CPR helps engineering faculty to include engaging communication assignments without dramatically increasing the workload. The project starts with taxonomy of task types that encompass varieties of effective visual and oral communication used in engineering practice. Performance criteria are then extracted, and the CPR learning modules are designed upon this framework. The materials and methods are disseminated through a website and by workshops at national conferences. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Waggenspack, Warren William Monroe Louisiana State University & Agricultural and Mechanical College LA Herbert H. Richtol Standard Grant 189812 7492 1536 SMET 9178 9150 7492 0116000 Human Subjects 0817521 August 15, 2008 COLLABORATIVE RESEARCH: Expanding and sustaining research capacity in engineering and technology education: Building on successful programs for faculty and graduate students. Engineering - Other (59) The project, a collaboration among Alverno College, Colorado School of Mines, Howard University, Madison Area Technical College, and Purdue University, is developing engineering education research capacity in the engineering and technician education communities. The goals of the project are to design and deliver a new generation of effective, flexible, inclusive, and sustainable programs to educate engineering and engineering technology faculty and graduate students to conduct and use educational research and to foster a virtual community of engineering and engineering technology education researchers through the use of web-based technology. The project involves three distinct but related faculty development efforts. The first is a series of short courses to introduce faculty members and graduate students to various research topics such as theoretical frameworks, experiment design, and quantitative approaches. The second is a two-step, multi-day workshop for curriculum developers to enable them to design and implement learning centered curriculum. The third is a multi-day workshop for faculty members who have moderate engineering education research experience to enable them to review and extend their knowledge of relevant education theory and research methods and to apply this knowledge to answering a significant research question focused on how students learn engineering. These short course and workshop materials are a being made available on the newly created engineering education research hub (rreeHUB.org), which is being used in organized activities to build a virtual community. The evaluation effort, with leadership from an expert from Purdue's Discover Learning Center, is using pre-event, post-event, and post-project surveys to assess familiarity with and knowledge of content areas. Broader impacts include an extensive dissemination effort involving a virtual community and systematic efforts to recruit a diverse group of faculty and graduate students with targeted outreach to 2-year colleges and minority serving institutions. CCLI-Phase 3 (Comprehensive) DUE EHR Fleming, Lorraine Howard University DC Russell L. Pimmel Standard Grant 163349 7493 SMET 9178 0116000 Human Subjects 0817531 September 1, 2008 Collaborative Research: Validating Assessment Procedures and Interventions for Enhancing Interdisciplinary Teamwork and Ethical Awareness in Undergraduate Project Teams. Illinois Institute of Technology as the lead institution is collaborating with Michigan Technological University, Purdue University and Lehigh University to: 1) develop a database of reliable and valid measures for assessing attainment of teamwork skills and ethical awareness in undergraduate students enrolled in multidisciplinary design projects and 2) identify and describe best practices from across these institutions that improve the achievement of team Learning Objectives and thereby increase program quality. The goals are consistent with the objectives of: 1) assessing student achievement, 2) creating new learning materials and teaching strategies, 3) developing innovative approaches and 4) inclusion of a large diverse student population. Included in the project outcomes are: 1) a Guide for Assessing Multidisciplinary Teamwork and Ethical Awareness. This Guide contains self-assessments, peer assessments, and direct evaluations of work products and learning artifacts including descriptions of each measure, data on reliability and validity, and observations about the strengths and limitations of each measurable outcome; 2) a set of online learning materials and examples of best practices for developing competencies in interdisciplinary teamwork and ethical awareness within multidisciplinary undergraduate design project teams. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Huyck, Margaret Judith Zawojewski Illinois Institute of Technology IL Curtis T. Sears Standard Grant 192502 7492 1536 SMET 9178 0116000 Human Subjects 0817532 September 1, 2008 Collaborative Research: A Flexible Adaptation Framework for Implementing Learning Factory Based Manufacturing Education. Engineering Technology -(58) In 2002, Wayne State University (WSU) was awarded an NSF grant to develop an adaptation of the Learning Factory model that would be less costly to implement. That project focused on introducing the use of coordinated hands-on projects in standard laboratory settings across selected courses, using a model engine application as the unifying theme. This approach proved to be a more cost-effective way to give students hands-on experience in a range of issues involved in product realization. The goal of this CCLI phase II project is to distill a core of course-level learning outcomes from WSU's previous work and develop an approach for mapping these to higher program-level outcomes that help to meet industry-defined competency gaps of students. This project takes the successful approach of using coordinated hands-on activities across multiple courses to provide students with specific competencies, and test its efficacy by implementing it simultaneously in five diverse departments at four different institutions. Students will learn by trying things out, and working with others in a holistic, systematic way. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Zhou, Jianren Texas Engineering Experiment Station TX Lesia L. Crumpton-Young Standard Grant 100000 7492 1536 SMET 9178 0116000 Human Subjects 0817537 September 15, 2008 Impact of Professional Development Programs on Future STEM Faculty: A Mixed-Methods Longitudinal Study. One key to transforming undergraduate STEM education is better preparation of doctoral students who will become STEM faculty for their essential role as teachers and mentors. Over the past decade, significant time and resources have been invested in the development of numerous teaching-related professional development programs aimed at enhancing traditional doctoral training at research universities. However, little is known about the effectiveness of these programs. This research study is exploring a critical yet understudied juncture of graduate and undergraduate education: the preparation of future faculty for their pivotal role as teachers of undergraduates who will become the next generation of scientists, engineers, mathematicians, and science and math teachers. This Phase III Project is building on four years of research supported by the NSF-funded Center for the Integration of Research, Teaching, and Learning (CIRTL). It is a 5-year, multi-institutional study that is examining the short- and long-term effects of future-faculty professional development (FFPD) on STEM doctoral students and their early-career performance. The study is addressing six research questions: (1) What are the general characteristics of FFPD programs, and which characteristics are most strongly correlated with positive and negative participant outcomes? (2) What characteristics distinguish FFPD participants from non-participants, and what encourages and discourages participation? (3) What do doctoral students gain from FFPD programs that helps prepare them for diverse academic careers? (4) What influence does participation in FFPD programs have on the kinds of careers that STEM PhDs choose? (5) Does participation in FFPD have impact on indicators of early career performance? (6) What degree of investment in FFPD must a doctoral student make, and for what length of time, to receive modest but significant benefits? The study is using a longitudinal mixed-methods design that is following two groups of STEM doctoral students from three research universities over five years. One group of doctoral students who have participated in FFPD programs will be interviewed a total of three times: at the end of their doctoral program; soon after taking their first academic job; and in the third year of their job. A second group comprised of a large randomly-selected sample of STEM doctoral students including both FFPD participants and non-participants will be surveyed in Years 1 and 5 of the study. CCLI-Phase 3 (Comprehensive) DUE EHR Connolly, Mark Ann Austin Shihmei Barger University of Wisconsin-Madison WI Myles G. Boylan Continuing grant 696672 7493 SMET 9178 0116000 Human Subjects 0817545 September 1, 2008 Disseminating Scientific Teaching. The Teaching Fellows Program at the University of Wisconsin, the model on which this project is based, provides an opportunity for future faculty to gain experience in teaching and to learn about learning during graduate school or while in a postdoctoral position. Each fellow enrolls in a course, "Teaching Biology", in which the instructors model the core practices of scientific teaching: active engagement of diverse students, regular assessment of learning, and redesign of classroom strategies based on data collected. The fellows experiment with their own methods and philosophies to achieve their own style of scientific teaching. The participants then engage in development and implementation of instructional materials, working in teams to design instructional materials and assessment instruments, improve the materials through an iterative process of review and revision, and teach them in undergraduate biology courses. After substantial evaluation and further review, the materials are disseminated on the web and in journal articles. The past 74 participants (55 of whom were graduate students and postdoctoral students) have developed a collection of innovative teaching materials on diverse topics in biology, which have been subjected to repeated peer and student review. Thus far, the materials have been used to teach 1,500 students in biology courses, and 17 "teachable units" have been posted online at the Scientific Teaching Digital Library (http://scientificteaching.wisc.edu/materials). Intellectual Merit: The current project is developing a cohort of postdoctoral students to become enablers of institutional change during their postdoctoral and faculty years and then determining the outcomes of that effort. As they participate in the existing Teaching Fellows Program at the University of Wisconsin, the postdoctoral students are being given specific information on how to run similar courses and workshops. The impact of the program on the postdoctoral students, the professors in whose laboratories they are conducting research, the department in which they conduct their postdoctoral studies, and the department they join as faculty is being evaluated. The study includes 12 postdoctoral students who have already completed the program as well as three cohorts trained during the funding period, providing a sample of 30 postdoctoral students. Information from the study and the evaluation instruments being used are being shared with other research groups studying postdoctoral training programs. Broader Impacts: This model program can be used broadly to provide postdoctoral students with the training in teaching that is needed to truly change college teaching and is a novel approach to helping departments change their approaches to undergraduate education. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Handelsman, Jo Sarah Miller University of Wisconsin-Madison WI Russell L. Pimmel Standard Grant 223695 7492 1536 SMET 9178 0116000 Human Subjects 0817558 August 15, 2008 Collaborative Research: Tablet PC-Based Indexed Captioned Searchable Videos for STEM Coursework. Computer Science (31) This collaborative project improves access to information in videos by adding indexing, captioning, and search capability. The project goal is to automatically generate enhanced lecture videos, with logical index points, text captions, and keyword search capability, and evaluate their usefulness in light of students' learning outcomes and life situations in undergraduate STEM coursework across multiple departments and institutions. Deployment and evaluation of these Indexed, Captioned, and Searchable Tablet PC videos (ICS videos) spans more than 30 distinct courses in Computer Science, Biology & Biochemistry, and Geosciences at multiple campuses. In addition, automated captioning can dramatically increase the usefulness of main-stream videos for deaf and hearing-impaired students. The accessibility of ICS videos is investigated with a local school for deaf students. Intellectual Merit: Key features of these ICS videos are: 1) Index points: Recorded video lectures have a list of logical index points, each in the form of a snapshot representing a video segment; 2) Text captions: The entire audio stream, including the lecture and student interaction, is presented as text in a separate panel; 3) Keyword search: Video segments that contain search keywords in the audio are displayed, sorted by keyword frequency; and 4) Evaluation: A rigorous evaluation is conducted in a range of disciplines with thousands of students. Broader Impacts: The software is publicly available and support is provided to any interested educational institution. The project proposes a new and powerful model for online delivery of STEM coursework. ICS videos have the potential to make even more dramatic changes to distance education and education for the deaf by making mainstream lecture material accessible. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Subhlok, Jaspal Olin Johnson Shishir Shah Zhigang Deng University of Houston TX Stephen C. Cooper Standard Grant 459115 7492 1536 SMET 9178 0116000 Human Subjects 0817570 October 1, 2008 Collaborative Research: Innovative Learning Styles and Universal Access for Geotechnical Engineering Education. Engineering - Civil (54) Through this project, students are developing short video demonstrations of principles and topics in geotechnical engineering. The modules are being developed for individuals with different learning styles and are taking into account issues in universal access for students with disabilities. The video clips are available through student-friendly technologies such as podcasts or video MP3 players. The students are adopting their traditional learning styles to unconventional learning modes with extensive and expert use of electronic technologies, design and development of experiments, and awareness of universal design. Through their work in developing the videos clips, students are deepening their understanding of technical concepts, improving their ability to communicate and work on teams, and broadening their understanding of issues surrounding universal access for individuals with disabilities. The flexible design employed in this project facilitates adaptation to other subjects, other universities, and other student populations. Best practices guidelines for using this teaching methodology are being developed and widely disseminated. CCLI-Phase 1 (Exploratory) CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Hanson, James California Polytechnic State University Foundation CA Sheryl A. Sorby Standard Grant 284563 7494 7492 1536 SMET 9178 0116000 Human Subjects 0817577 September 1, 2008 Collaborative Research: A Disciplinary Commons in Computing Education. Computer Science (31) This collaborative project establishes a Disciplinary Commons: a group of educators, from diverse institutions within a geographic region, who teach the same computing course. Building on a model previously piloted on a smaller scale in the United Kingdom and in the United States, these teachers meet together regularly for over a year. In addition, the teachers each prepare a detailed portfolio describing their own teaching of the course, critique each other's portfolios, and visit each other's classrooms. This combination of critical self-examination and peer review helps them understand their own teaching, identifies places where innovation and change are needed, shares what works, borrows from others, and sees their own teaching in the context of a broad range of possibilities. Finally, this project has a third, larger goal: to establish a new scholarship of teaching within computing education by modeling a rigorous, peer-reviewed forum to describe what is done when teaching. The Intellectual Merit is that the Commons advances knowledge and understanding within computing education in two ways. First, it produces exemplary materials within specific subfields of the computing discipline in the form of multiple, evaluated portfolios. Second, it builds a community of reflective (and communicating) practitioners, whose interactions lead to improvements in the teaching and learning in the discipline; more generally these communities promote a scholarship of teaching, involving public evaluation and review of teaching materials and approaches. The Broader Impacts are that as the participants bring reflective and collaborative practices back to their home institutions, it promotes local change within a large number of different contexts. The participants become part of a regional community, with deep understanding of the teaching and learning in classrooms at a variety of other institutions serving different student populations, giving them perspectives that few educators obtain. Collaborations among members of these communities (and others who are brought in) have the potential for innovations that are regional and national in scope. CCLI-Phase 2 (Expansion) DUE EHR Tenenberg, Josh University of Washington WA Stephen C. Cooper Standard Grant 74022 7492 SMET 9178 0116000 Human Subjects 0817582 August 1, 2008 Physics and Chemistry Education Technology Project. INTERDISCIPLINARY (99) The Physics and Chemistry Education Technology (PhET) Project is developing an extensive suite of online, highly-interactive simulations, with supporting materials and activities for improving both the teaching and learning of physics and chemistry. There are currently over 70 simulations and over 250 associated activities available for use from the PhET website (http://phet.colorado.edu). These web-based resources are impacting large number of students. Per year, there are currently over 4 million PhET simulations run online and thousands of full website downloads for offline use of the simulations. The goal is that this widespread use of PhET's research-based tools and resources will improve the education of students in physics and chemistry at colleges and high schools throughout the U.S. and around the world. This PhET project combines a unique set of features. First, the simulation designs and goals are based on educational research. Second, using a team of professional programmers, disciplinary experts, and education research specialists enables the development of simulations involving technically-sophisticated software, graphics, and interfaces that are highly effective. Third, the simulations embody the predictive visual models of expert scientists, allowing many interesting advanced concepts to become widely accessible and revealing their relevance to the real world. And finally, the project is actively involved in research to better understand how the design and use of simulations impacts their effectiveness - e.g. investigating questions such as "How can these new technologies promote student understanding of complex scientific phenomena?" and "What factors inhibit or enhance their use and effectiveness?". CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Perkins, Katherine Carl Wieman Robert Parson Noah Finkelstein University of Colorado at Boulder CO Herbert H. Richtol Standard Grant 498765 7492 1536 SMET 9178 0116000 Human Subjects 0817589 August 15, 2008 Renewable Energy and Engaged Interdisciplinary Learning for Sustainability (REELS). Two courses pertaining to renewable energies and sustainability engineering are being developed and taught jointly by the School of Engineering and the Departments of Politics and Sociology. One, Sustainability and Social Change, is an interdisciplinary course that explores the politics of sustainability and the process of technological innovation and the development of new renewable energy sources. The course will be cross-listed between the Politics and Sociology Departments. The second course to be affected is the current electrical engineering Renewable Energy course for which a renewable energy sources laboratory will be developed. A combination of laboratories, community projects, and case studies are creating an environment that cultivates innovation and inclusiveness, builds quantitative skills, and expands topical knowledge about renewable energies,and social justice issues related to sustainable development. Engineering students are learning broader social impacts and how to analyze issues of equity and inclusion. Social science students are improving scientific reasoning, applied engineering, and quantitative analysis skills. Students, faculty and community partners explore strategies to link social technologies with material innovations. The partnership connecting sociology with engineering is attracting more women and underrepresented minorities to careers in science and engineering. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Shakouri, Ali Ben Crow Melanie Dupuis Joel Kubby Chris Bacon University of California-Santa Cruz CA Curtis T. Sears Standard Grant 150000 7492 1536 SMET 9178 0116000 Human Subjects 0817591 September 15, 2008 Collaborative Research: Web-based, Active Learning Modules for. Engineering Other -(59) The engineering education literature has consistently established the ability to use statistical quality tools and principles as a competency gap for engineers in the United States. Thus, the purpose of this project is to investigate the use of simulation-based active learning tools to effectively teach engineering students key principles of quality engineering when designing manufacturing systems. Specifically, this active learning environment allows students to study the status of the manufacturing plant and extract data, as well as design, implement, assess, and evaluate control charts within a virtual manufacturing plant that manufactures and assembles optical mice for personal computers. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Montgomery, Douglas Connie Borror Arizona State University AZ Lesia L. Crumpton-Young Standard Grant 245245 7492 1536 SMET 9178 0116000 Human Subjects 0817594 September 15, 2008 Collaborative Research: A Model for Data-driven Reform in Chemistry Education. Chemistry (12) This project leverages results from several collaborators who have conducted research in the development and validation of instruments for assessing learning and cognition in chemistry. The project seeks to multiply both the efficacy and impact of these instruments by developing, implementing, and studying multiple instrument measures of student learning. The project uses the collective expertise of the collaborators to build a robust suite of cross-validated assessment instruments and to determine how these items can best provide information to chemistry instructors on the effectiveness of their teaching. By enhancing the ability for educators to make teaching choices based on sound data, from validated instruments for measuring learning, large scale change in the teaching of undergraduate chemistry can transform the educational experience of students in STEM disciplines. The intellectual merit of this project lies along two vectors. First, assessment research and validation of new assessment instruments in chemistry provides important data not only from the perspective of teaching, but also in terms of building the knowledge base of the fundamental processes of cognitive growth in chemistry. In order to learn about knowledge acquisition, better measurement technology must be devised, developed and implemented. Second, using assessment instruments to ascertain the effectiveness of teaching methods provides an area rich in opportunities for discovery. Innovation in the measurement of learning in situations where new teaching methods are used is capable of driving decisions based on data rather than anecdotes and enhances the scholarship of what works in teaching. The multiple-instrument methods used in this project are at the cutting edge of educational measurement in chemistry and therefore open the possibility of novel scholarship related to teaching methodology The broader impacts of this work are tied largely to its potential for improving assessment practice within chemistry. Both the Exams Institute of the American Chemical Society and the ChemEd DL of the National Science Digital Library are involved in this project and have large communities of users, national in scope, so improvements made in assessment based on the findings of this project are expected to translate to widespread usage within chemistry. Because chemistry is a cognitive domain with multiple representations used to understand many phenomena, the improvements of assessment instruments in this field are capable of informing similar instruments in other STEM fields, thus broadening the potential impact of this project beyond chemistry. This project is data-driven, and therefore involves the collection of data that can be useful in developing and improving rigorous models of cognition. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Stacy, Angelica University of California-Berkeley CA Susan H. Hixson Standard Grant 26026 7492 1536 SMET 9178 0116000 Human Subjects 0817595 September 1, 2008 Collaborative Research: Development of Contextual E-Learning Modules for Analytical Chemistry. CHEMISTRY (12) New electronic curricular materials for undergraduate analytical chemistry education are being developed and implemented. These modules focus on equilibrium chemistry, separations, quantitative nuclear magnetic resonance and mass spectrometry. The materials all incorporate active learning approaches and utilize electronic resources from the Analytical Sciences Digital Library (ASDL, http://www.asdlib.org) collection. The modules are designed to be used in a variety of formats (e.g., classroom activities, homework assignments, laboratory projects) or modified to suit the particular needs of an instructor or institution. The modules include cooperative classroom activities and problem-based exercises and laboratory experiences. Also included is an instructor's guide to help faculty implement these materials into their courses. Active learning components will include guided inquiry activities for classroom instruction as well as problem-based learning exercises and laboratory experiences. Evaluation of the materials will inform future revisions. The curricular materials developed under this proposal will be disseminated through ASDL. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Larive, Cynthia Thomas Wenzel Alexander Scheeline Alanah Fitch Richard Kelly University of California-Riverside CA Herbert H. Richtol Standard Grant 100722 7492 1536 SMET 9178 0116000 Human Subjects 0817596 August 15, 2008 Collaborative Research: Phase 3 Design, Implementation and Dissemination of Multidisciplinary online Java Digital Signal Processing (J-DSP) Materials. Engineering - Other (59) The project, a collaboration involving Arizona State University (ASU) as the lead institution, Johns Hopkins University (JHU), University of Washington-Bothell (UWB), Prairie View A&M University (PVAMU), and Rose-Hulman Institute of Technology (RHIT), is expanding the use of an award winning software package (J-DSP) and instructional approach into a broad set of new areas including digital signal processing, earth systems and geology, renewable energy systems, arts and media, ion-channel systems, and genomics. Online modules are being designed, deployed, and assessed by a geographically-diverse multidisciplinary team. This educational technology provides free and universally accessible web-based Java software with an intuitive interface that enables instructors to create web-based lectures with synchronized online simulations and animations and to monitor student progress and preferences. It allows students, including distance learners, to conduct online laboratories and collaborate across disciplines, to perform simulations anytime anywhere, and to collaborate online with their colleagues at other universities. The evaluation effort is using self, peer, and instructor assessments to measure the quality of student learning by adapting a set of on-line assessment instruments developed on a previous grant dealing with a set of signal processing courses. The project team is working to disseminate the instructional materials by postings on the project's website and on a discipline-based site (CNX.ORG), by links with the NSDL, by faculty workshops, by conference presentation and journal publications, and by high school and industrial outreach. Broader impacts include an involvement of two MSIs, an outreach effort focused on minorities, multifaceted dissemination involving faculty workshops and web posting on several sites. CCLI-Phase 3 (Comprehensive) DUE EHR Spanias, Andreas Antonia Papandreou-Suppappola Rajapandian Ayyanar Cihan Tepedelenlioglu Harvey Thornburg Arizona State University AZ Russell L. Pimmel Continuing grant 367086 7493 SMET 9178 0116000 Human Subjects 0817625 September 1, 2008 Collaborative Proposal: Professional Development Gateways in Social Learning Settings. Engineering (55) This phase 2 project is extending a product of the Phase 1 research both at the original university and in other higher education institutions. The product is a gateway course that surveys an engineering field in part or in its entirety, with equivalent attention to currently topical applications and the broader (social, environmental, cultural, economic) impacts of those applications, while contextualizing professional development outcomes into the instructional design. In this phase 2 project, the three collaborating universities are enabling transferability of the phase 1 intervention by formalizing the process of identifying the comfort zones of both faculty and students to enable successful social learning. The goal of the phase 2 project is to improve cognitive, affective, and meta-cognitive constructs that directly support: 1) increasing the number of women and under-represented minorities in engineering; 2) improving the preparation of engineering graduates for the 21st century workplace (using ABET criteria); 3) increasing the average level of cognitive development of engineering undergraduates; 4) enhancing capacity to work in progressive and collaborative teams; and, 5) upgrading high level awareness of the 21st century high-tech workplace. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Wilson, Denise Ann Mescher University of Washington WA Lance C. Perez Standard Grant 386986 7492 1536 SMET 9178 0116000 Human Subjects 0823387 September 1, 2008 Education, Innovation, and Discovery: The Distinctive Promise of the American Research University. Interdisciplinary (99) This project is a two-day conference on "Education, Innovation, and Discovery: The Distinctive Promise of the American Research University." The conference is scheduled to take place in Washington, DC on November 13 and 14, 2008. It is the fourth major forum sponsored by the Reinvention Center, a consortium of research universities established in 2000 and inspired by the Boyer Commission report, "Reinventing Undergraduate Education" (1998). The conference coincides with the tenth anniversary of the publication of the Boyer report, which challenged research universities to reinvent their undergraduate education so that it emphasizes inquiry, investigation, and discovery and takes full advantage of their unique research cultures, values, and resources. This conference is an opportunity for leaders in research universities to take stock collectively of the reforms and advances in undergraduate education that have emerged in the past decade, highlight approaches and practices that have produced consequential results, and build on these experiences to further the process of reinvention. The overarching goal is to continue the process of determining how the research university environment of discovery and creativity shapes and adds distinctive value to undergraduate education and to use the knowledge gained to improve curricular and pedagogical practices. Specific objectives are: - To investigate diverse approaches to General Education in order to guide individual campuses as they craft their foundational curriculum - To bring the diversity and internationality of the research university community to the forefront so that they are recognized and appreciated as genuine educational assets - To advance knowledge and understanding of assessment and accountability and engage faculty so that they may make a meaningful contribution to current discussions and also incorporate assessment into their teaching and student learning - To demonstrate ways in which technology can be used to enrich teaching and increase students' engagement, retention and intellectual and cognitive growth - To promote strategies for educating undergraduates to be productive citizens in an increasingly global and scientific environment - To demonstrate ways in which a research-inflected education will strengthen students' development of fundamental skills in quantitative reasoning, scientific literacy, and writing and also foster the development of higher order cognitive skills These objectives are key in constructing an undergraduate education that connects the research university's core missions to generate and transmit knowledge with the national need for a robust workforce that can compete in a global economy. CCLI-Phase 2 (Expansion) DUE EHR Green, William Wendy Katkin University of Miami FL Myles G. Boylan Standard Grant 184974 7492 SMET 9178 0824511 May 1, 2008 How to Run a Teacher's Circle. Mathematical Sciences (21): This project is preparing teams to bring together research mathematicians and middle school teachers of mathematics through the use of Teacher's Circles. These Circles are groups of mathematicians and school mathematics teachers that meet regularly to do mathematics. Such Circles have been shown to be mathematically stimulating for both the teachers and the mathematicians and the students of both benefit from the relationship. The project is forming new Teacher's Circles in many different geographical locations across the U.S. To accomplish this goal, the project first brings together a collection of teams to attend one of two five-day workshops, one held in Palo Alto, California, and one held in Washington, D.C., in the summer of 2008, to learn how to run a Teacher's Circle and to plan the launch of each team's own Teacher's Circle in the summer of 2009. Each team consists of at least one mathematician, at least two middle school teachers, and at least one administrator/recruiter/fund-raiser, all from the same geographic area. During the workshops, the morning activities will simulate actual Teacher's Circles and the afternoon activities will be devoted to planning the launch of the new Teacher's Circles. Broader Impact: The proposed workshops will lead to the formation of as many as 10 - 14 new Teacher's Circles around the U.S. Each of those will lead to a program that will enhance the knowledge base, the mathematical confidence, the ability to tackle new problems, and the willingness to take risks in up to 25 middle school teachers. These 300 teachers each meet with up to 100 middle school students per day; the net impact of the new Teacher's Circles will be to enhance the mathematical experiences of up to thirty thousand middle school students per year. DISCOVERY RESEARCH K-12 CCLI-Phase 1 (Exploratory) DUE EHR Conrey, J. Brian Steven Dunbar American Institute of Mathematics CA Daniel P. Maki Standard Grant 12000 7645 7494 SMET 9178 0824881 March 15, 2008 Planning a PI Meeting for the NSDL Program. This project is planning and implementing a meeting in Fall 2008 for the PIs and projects supported by the NSDL program and for the communities directly engaged with these projects and with NSDL.org, specifically K-12 and higher education STEM teachers and learners. In the distributed, networked environment in which NSDL projects and NSDL.org are developed and used, face-to-face meetings provide opportunities to exchange research results and promising practices and to explore common challenges and solutions. The cross-section of PIs and project staff who attend ensures an exchange of ideas vertically and horizontally. The primary goals of the meeting are: i) to provide opportunities for networking for all attendees; ii) to feature accomplishments of the NSDL community; and iii) to demonstrate the value of NSDL projects' contributions to cyber-enabled STEM education. Outcomes include: i) documentation of the meeting planning process, including timelines and communications, proposal review processes, and a meeting website; ii) an archive of meeting presentations and posters; and iii) an end-of-meeting survey and related report to the NSDL community. The intellectual merit of the project lies in its support and facilitation of meeting attendees' exchange of research results and new ideas. In addition the meeting planning team has an ongoing commitment to integrate emerging technologies and services that support peer connections during the meeting planning process and during and after the meeting. The annual meeting itself is exerting broader impact by drawing together researchers and developers of educational cyberinfrastructure with users of cyber-enabled STEM education resources from across the United States. In addition, significant participant support costs broaden the spectrum of participation beyond NSF-funded projects. Participants also disseminate meeting results; and presentations are archived at the meeting website. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Howe, Kaye University Corporation For Atmospheric Res CO Lee L. Zia Standard Grant 258098 7444 SMET 9178 0827136 September 15, 2008 UBM-Institutional: Undergraduate Training in Theoretical Ecology Research (UTTER). The Undergraduate Training in Theoretical Ecology Research (UTTER) program at the University of Texas at Arlington provides an integrated research and education experience for cohorts of undergraduates in biology and mathematics. Five cohorts of eight students each pursue a two-year program of mentoring, seminars, interdisciplinary research, and specially designed coursework in mathematical biology, with each component and new course being jointly developed and coordinated by six faculty members from biology and mathematics with experience in interdisciplinary research and education. UTTER's four primary goals are: (1) to recruit talented students from historically underrepresented groups to complete interdisciplinary training in mathematical biology; (2) to develop curriculum and infrastructure for this training through new courses and formalized interactions between faculty and students from the two departments; (3) to involve participating students in interdisciplinary research through structured and mentored long-term experiences within and across cohorts; and (4) to facilitate participant transitions into graduate studies and other interdisciplinary careers following program completion and graduation. The intellectual merit of the project lies in: (1) the integration of mathematics and biology into each of the research projects, and how each of the projects helps students develop specific skills; (2) the continued development of an interdisciplinary curricular framework to support students as they pursue their research and to encourage the development of an on-going community of students interested in theoretical ecology; and (3) the strength of the research projects which are all significant, conceptually interesting and timely, and which all fit well under the general theme of theoretical ecology. The project's broader impacts include: (1) its focus on the recruitment and support of students from underrepresented groups, particularly through a recruitment plan targeting local community colleges; (2) the development of three new interdisciplinary courses that involve many students other than those directly participating in the project and foster a culture of interdisciplinary cooperation among faculty; and (3) the development of new models of effective interdisciplinary undergraduate training in mathematical biology as well other academic areas. ADVANCED TECH EDUCATION PROG INTERDISC TRNG IN BIO & MATH OFFICE OF MULTIDISCIPLINARY AC DUE EHR Kojouharov, Hristo D Hawkins James Grover Christopher Kribs Zaleta Laura Mydlarz University of Texas at Arlington TX Deborah E. Allen Standard Grant 780946 7412 7317 1253 SMET 9178 7317 0116000 Human Subjects 0827217 October 1, 2008 UBM-Group: Integrated Undergraduate Research Experiences in Aquatic Biology and Mathematical Sciences. This project provides two cohorts of six undergraduate students with cross-disciplinary education in Biology and Mathematics with emphasis on collaborative learning through original research projects connected to aquatic ecosystems. Research activities begin with a targeted intensive course sequence in Mathematical Modeling in Biology that introduces mathematical concepts and methods through biological examples and demonstrates relevant laboratory and computational techniques. While taking this course, students participate in a Research Seminar where research problems in aquatic biology are introduced. In year two the cohorts design and implement their own research plan to investigate a current problem concerning aquatic life in the Great Lakes. The students are extensively mentored by biology and mathematics faculty and graduate students. Intellectual Merit: The research area is exciting, modern, relevant, and reflects the interests and expertise of participating faculty. The problems follow two main threads: (a) the composition and dynamics of aquatic microbial communities including the evaluation of critical elements, the identification of controlling variables, and the exploration of chaotic systems; and (b) the evaluation and integration of new molecular datasets into traditional frameworks. These problems naturally benefit from and necessitate a combined mathematical and biological approach. The interdisciplinary approach together with the intensive collaborative work advances the understanding of these problems and contributes to better policy decisions and implementations concerning the nation's aquatic resources. Broader Impacts: The program serves as a model to extend and encourage undergraduate research as well as interdisciplinary collaborations. The program identifies, motivates, and trains future professionals with a skill set that is highly relevant to problems of management of natural resources. It combines significant scientific problems with integrated teaching and learning approaches which engage and motivate students. The activities foster interdisciplinary collaborations between the faculty of the Department of Biological Sciences, the Department of Mathematical Sciences, and the Great Lakes Water Institute. These collaborations lead to more enhanced research opportunities as well as more team-teaching and the development of an integrated Mathematical Modeling in Biology course that is expected to be one of the core courses in an interdisciplinary Biology and Mathematics major. Because the research projects are highly relevant to national interests in restoring and maintaining the health of the Great Lakes, the results of the program are being made available for use by the scientific community as well as by non-scientists and public-policy decision makers. UBM INTERDISC TRNG IN BIO & MATH DUE EHR Lauko, Istvan Gabriella Pinter Sandra McLellan Michael Carvan John Berges University of Wisconsin-Milwaukee WI Deborah E. Allen Standard Grant 239983 7904 7317 SMET 9178 7317 0116000 Human Subjects 0829720 September 15, 2008 SGER: Content Validation Study for an Analytic Framework to Identify Strategies Employed in Promising K-12 Science and Mathematics Teacher Preparation Programs. The National Association of State Universities & Land-Grant Colleges (NASULGC) is developing an Analytic Framework that can assess STEM teacher preparation programs throughout the 218 member institutions of the association. The development process includes: (1) a review of the research literature on the key attributes and elements teacher preparation programs employ that are generally recognized in the literature and within the professional community to be effective; (2) eliciting the professional judgments of multiple review panels representing deans of education and natural sciences, professors of science and mathematics who engage in research on teacher preparation, professional organizations, and other key stakeholder groups to help validate the goals, objectives and strategies that will make up the key elements and structure of the Analytic Framework; (3) field testing of the Analytic Framework on four to five teacher preparation programs to assess feasibility and utility, and (4) application of the Analytic Framework by ten additional higher education institutions to further NASULGC's effort to seek greater understanding of the usefulness of specific elements in each model and perhaps an understanding of which attributes the models hold in common and where they differ. Ultimately, the Analytic Framework will be useful for institutions of higher education by serving as a tool for describing existing teacher preparation programs notable for their early success in improving the quantity and quality of science and mathematics teachers; by providing a structure to systematically identify and compare leading practices and specific program attributes employed by universities and their partnering school systems; and by being used as a structure for documenting the systemic nature of teacher preparation which includes recruitment into the profession, pedagogical and content-knowledge instruction, clinical/field experiences, induction, and professional development. MSP-OTHER AWARDS DUE EHR Gobstein, Howard Charles Coble National Association State University & Land Grant Colleges DC James E. Hamos Standard Grant 197000 1793 SMET 9237 9177 0829759 May 1, 2008 SGER: Increasing the Educational Impact of NSF-funded Research. This project is investigating, developing, and implementing a suite of novel and innovative digital tools to enable researchers and educators to easily document progress, results, and other outcomes of their projects for inclusion in the National STEM Education Digital Library (NSDL). By making use of the semantic web features of the NSDL Data Repository, combined with the wiki, bookmarking, and tagging tools supported and integrated in this project, contributors create context around their research, link it with educational practice, and connect the research to background materials critical to understanding and teaching about it. In addition, the tools allow researchers and educators to add metadata and references to publications, web sites, and other digital resources related to their work (whether created by themselves or others); and more generally, tag and rate digital resources that have value to the STEM education community. By directly serving to engage principal investigators in making their research and education outcomes known through NSDL, this project is amplifying the broader impacts of all projects. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Lagoze, Carl Cornell University NY Lee L. Zia Standard Grant 175002 7444 SMET 9178 0830072 February 1, 2008 CCLI: Preparing At-Risk Students for CS1 and Calculus. Computer Science (31) CS1 and calculus are major hurdles for computer science and computer engineering majors, and faculty members at the University of Arkansas have found that students entering their programs with an ACT score below 26 are not adequately prepared to enter and succeed in these courses. To help students overcome the CS1 and calculus hurdles, this project is developing a preparatory CS0 course in which the teaching of programming is focused on calculus as an application area. Through this course, students not only are gaining the skills and confidence to succeed in subsequent courses, but also their exposure is making the ideas presented in the subsequent Calculus I course seem familiar and less intimidating. In the CS0 course, students are exploring calculus through the implementation of very small and elegant programs. This course is being encouraged for students failing to reach the ACT score threshold. It will ultimately be required for these students. The two critical components of this course are: a simple, yet expressive programming language, and a calculus text that explains the basics of calculus in a clear and concise manner, and develops ideas in step with the introduction of programming fundamentals. The CS0 course is boosting the performance and retention of at-risk students from a variety of socio-economic backgrounds. The primary metrics for measuring project success are GPA and retention statistics. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Lusth, John University of Alabama Tuscaloosa AL Victor P. Piotrowski Standard Grant 101549 7494 1536 SMET 9178 9150 0116000 Human Subjects 0830155 September 1, 2008 Renewal and Enhancement of the Scholarship for Service Program. Computer Science (31) This project provides scholarships for students seeking degrees (either undergraduate or graduate) in Information Assurance (IA). Each scholarship is for the last two years of a student's degree program. Students receive valuable education and training -- including hands-on laboratory experience -- in state-of-the-art FPGA based security, intrusion detection, digital forensics, security visualization, and ad hoc network security. Upon graduation, scholarship recipients must work for a Federal government agency in an IA position. The scholarship program helps to address the nation's need for qualified information technology professionals working in government agencies. The project has a proactive approach to recruitment of minorities and females into the scholarship program. FED CYBER SERV: SCHLAR FOR SER DUE EHR Vaughn, Rayford David Dampier Mississippi State University MS Victor P. Piotrowski Standard Grant 1496045 1668 SMET 9178 9150 7254 0116000 Human Subjects 0830241 September 15, 2008 Collaborative Research: Building Information Assurance Education Capacity. Computer Science (31) This collaborative project builds and develops information assurance education capacity. Critical to the success of this partnership is extensive classroom teaching by the PI and the co-PIs at the partner university as well as a hands-on personal mentoring of potential and awarded SFS students at both schools. This project consists of four distinct objectives: (1) Increasing the number and improve the skills of information assurance (IA) faculty at both schools through professional development and team-taught courses at the partner university campuses; (2) developing a multi-disciplinary information assurance educational program with the ultimate goal of qualifying the non-CAEIAE university as a National Center of Academic Excellence in Information Assurance NSA (CAEIAE); (3) providing quality IA education to Scholarship for Service students; and (4) facilitating joint faculty development activities via joint workshops, joint publication and conference attendance. The key elements of this proposal are extensive personal contact between the faculty and students at both schools, and team teaching and joint publication efforts between the universities. This proposal is all about developing and expanding information assurance capacity at both schools. FED CYBER SERV: SCHLAR FOR SER DUE EHR Owor, Robert Zephyrinus Okonkwo Khalil Dajani Albany State University GA Stephen C. Cooper Standard Grant 149306 1668 SMET 9178 7254 0116000 Human Subjects 0830317 July 15, 2008 NSDL Core Integration Final Transition. This special project is supporting the transition of NSDL's core community and technical services from a centrally provided model to one that is more distributed in nature. Activities during this transitional period are designed to ensure the stability of the key technical and social infrastructure required to develop, maintain and operate NSDL, and to ensure its successful dissemination and adoption in a variety of educational settings. Such connection, coordination, and interoperability functions bring together disparate systems, practices, and disciplinary worlds of NSDL stakeholders into a larger, cohesive operational library, resulting in software, collections, processes, partnerships, policies, and standards. Appropriate documentation is being created and archived; and efforts are being undertaken to preserve existing partnerships, associated resources, community wisdom, and networks built over time so that they can be strengthened during NSDL's next phase of activity. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Howe, Kaye Carl Lagoze Kate Wittenberg University Corporation For Atmospheric Res CO Lee L. Zia Standard Grant 1242187 7444 SMET 9178 0830384 April 1, 2008 Southwest Center for Microsystems Education. Micro Electro Mechanical Systems (MEMS) and Micro Systems Technology were developed in parallel with the semiconductor industry, but are now experiencing global growth on their own. The Southwest Center for Microsystems Education (SCME) provides skill standards, curricula, educational materials, workforce development modules, professional development and outreach activities directed toward increasing the number and quality of technicians who can perform microsystem design and manufacturing. The Center develops associate degree programs in microsystem technology with industry-specific concentrations. Designs and specifications for moderately priced learning laboratories for educational institutions are produced, as are interactive multimedia instructional modules for multiple work environments. Materials are designed for career pathways for secondary school students. The Center works closely with the University of New Mexico to develop strategies for cross- training technician and engineering students and providing professional development for faculty and industrial trainers. Sandia Laboratories provides a loaned executive to the Center. The Center is also supported by ATE centers in biotechnology and semiconductor manufacturing as well as other industries and industry associations. Hispanic students and others from groups underrepresented in technical manufacturing are made aware of careers in microsystems manufacturing. A bi-national alliance is fostered to educate faculty at 54 technological universities in Mexico. ADVANCED TECH EDUCATION PROG DUE EHR Pleil, Matthias John Wood University of New Mexico NM Gerhard L. Salinger Continuing grant 461065 7412 SMET 9178 9150 1032 0830624 September 1, 2008 Collaborative Project: Carolina Cyber Defense Scholarship. Computer Science (31) This collaborative project provides scholarships for students seeking degrees (either undergraduate or graduate) in Information Assurance (IA) at the two collaborating institutions. Each scholarship is for the last two years of a student's degree program. Scholarship students engage in rigorous academic programs that emphasize both theory and practice of IA and that incorporate research and experiential learning. Upon graduation, scholarship recipients must work for a Federal government agency in an IA position. The scholarship program helps to address the nation's need for qualified information technology professionals working in government agencies. One of the collaborating institutions is an HBCU that has a well-established mechanism to attract talented minority students into its IA program and to help them succeed as IA professionals. FED CYBER SERV: SCHLAR FOR SER DUE EHR Chu, Bei-Tseng Gail-Joon Ahn Xintao Wu Brent Kang Thomas Holt University of North Carolina at Charlotte NC Victor P. Piotrowski Standard Grant 1194140 1668 SMET 9178 7254 0116000 Human Subjects 0830686 September 1, 2008 Collaborative Project: Carolina Cyber Defense Scholarship. Computer Science (31) This collaborative project provides scholarships for students seeking degrees (either undergraduate or graduate) in Information Assurance (IA) at the two collaborating institutions. Each scholarship is for the last two years of a student's degree program. Scholarship students engage in rigorous academic programs that emphasize both theory and practice of IA and that incorporate research and experiential learning. Upon graduation, scholarship recipients must work for a Federal government agency in an IA position. The scholarship program helps to address the nation's need for qualified information technology professionals working in government agencies. This collaborating institution is an HBCU that has a well-established mechanism to attract talented minority students into its IA program and to help them succeed as IA professionals. FED CYBER SERV: SCHLAR FOR SER DUE EHR Yu, Huiming Anna Kenneth Williams Jung Hee Kim Jinsheng Xu Gerry Dozier North Carolina Agricultural & Technical State University NC Victor P. Piotrowski Standard Grant 1163001 1668 SMET 9178 7254 0116000 Human Subjects 0830716 October 1, 2008 Research, Evaluation and Technical Assistance: Student Outcome Effects of the Appalachian Math and Science Partnership. Academics and policymakers increasingly emphasize that a key to improving educational outcomes in the United States is enhancing the quality of teachers. While the attention to preservice teacher education is important, it will be many years before today's pre-service teachers constitute a majority of the teaching workforce. Hence, the focus of teacher quality enhancement efforts in the near term must be in-service professional development for those already in the teacher workforce. This project is examining the Appalachian Math and Science Partnership (AMSP) effects on student learning. A goal of the partnership is to close the achievement gap in student math and science knowledge through AMSP activities. This study presents a statistical method for evaluating the effects of AMSP participation on student learning. This project employs a research design that involves a two equation model to estimate the independent effects of teacher participation in AMSP on student outcomes. A two equation model is used because estimation is complicated by the fact that teachers and schools voluntarily choose to participate in AMSP. The first equation of the model corrects for the nonrandom nature of selection of schools and teachers into AMSP which, when uncorrected, can also bias the estimates of the program effects. The second equation incorporates the first stage selection estimates and includes other independent variables that would be expected to influence test scores. Alternative measures of student achievement are used. This project is significant for two reasons. First,the project will directly address whether AMSP is improving student outcomes among participating Appalachian teachers and schools. This project also makes an important contribution in establishing a scientifically sound method for evaluating the effects of MSPs and other professional development programs. Developing statistical and other methodological approaches to studying the impact of the effects of these programs is important in the national movement to improve teacher quality and student learning in math and science. MSP-OTHER AWARDS DUE EHR Toma, Eugenia John Yopp John Butler University of Kentucky Research Foundation KY Elizabeth VanderPutten Continuing grant 1458691 1793 SMET 9177 0116000 Human Subjects 0830814 September 1, 2008 SFS (Scholarship Track): An Interdisciplinary Information Assurance Curriculum. Computer Science (31) Scholarships for both undergraduate and graduate students are being given by this institution to students seeking degrees in a broad-based Information Assurance (IA) program with a special focus on computer forensics. The institution's IA program offers a blend of education, research, experiential learning, and professional development. The computer forensics program focus benefits from a close association with a nearby Regional Computer Forensics Laboratory. Each scholarship recipient completing this IA degree program serves for two years as an IA professional in a Federal government agency. FED CYBER SERV: SCHLAR FOR SER DUE EHR Upadhyaya, Shambhu Thomas Cusick H. Raghav Rao Mark Bartholomew SUNY at Buffalo NY Victor P. Piotrowski Continuing grant 384709 1668 SMET 9178 7254 0116000 Human Subjects 0830831 September 15, 2008 Collaborative Research: Building Information Assurance Education Capacity. Computer Science (31) This collaborative project builds and develops information assurance education capacity. Critical to the success of this partnership is extensive classroom teaching by the PI and the co-PIs at the partner university as well as a hands-on personal mentoring of potential and awarded SFS students at both schools. This project consists of four distinct objectives: (1) Increasing the number and improve the skills of information assurance (IA) faculty at both schools through professional development and team-taught courses at the partner university campuses; (2) developing a multi-disciplinary information assurance educational program with the ultimate goal of qualifying the non-CAEIAE university as a National Center of Academic Excellence in Information Assurance NSA (CAEIAE); (3) providing quality IA education to Scholarship for Service students; and (4) facilitating joint faculty development activities via joint workshops, joint publication and conference attendance. The key elements of this proposal are extensive personal contact between the faculty and students at both schools, and team teaching and joint publication efforts between the universities. This proposal is all about developing and expanding information assurance capacity at both schools. FED CYBER SERV: SCHLAR FOR SER DUE EHR Hamilton, John Kai Chang Xiao Qin Wei-Shinn Ku Auburn University AL Victor P. Piotrowski Standard Grant 174740 1668 SMET 7254 9178 9150 0116000 Human Subjects 0830840 September 15, 2008 Collaborative Research: A Northeast Partnership for Developing the Information Assurance Workforce. Computer Science (31) This collaborative project focuses on digital forensics in the context of law enforcement investigations of Internet-related child sexual exploitation crimes. The project includes collaboration on curricula exchanges, information assurance seminars, mentoring, research projects (involving undergraduate students), and in the running of Federal, State University Forensics Exchange (F-SAFE) workshops. Intellectual Merit: Problems in forensics and information assurance in general are addressed by advancing three key objectives towards workforce development involving (i) faculty and institutional development, (ii) outreach to diverse populations, and (iii) a partnership between the academy and law enforcement. The goal is to ensure that faculty from a broad range of institutions benefit. This synergistic, multi-disciplinary collaboration cultivates faculty expertise in security and forensics by leveraging shared research agendas, collaborative course development, joint seminars, multidisciplinary exchange, peer mentoring, and professional contacts with law enforcement. The collaboration brings together faculty with expertise in computer security and privacy, forensics, networking, databases, cyber-crime, criminal justice and investigations, and Internet-related child sexual exploitation crimes, including research about law enforcement responses and evaluation of law enforcement training programs. The project draws from computer science, criminology, and sociology and includes both technical and social science research. Broader Impacts: The collaboration enables a clear path for undergraduates to complete their graduate work in computer science at partner institutions. The FSAFE partnership includes the collaborating universities, the Massachusetts State Police, the New York State Police, and the DoJ Internet Crimes Against Children (ICAC) Task Force. By working together, exchanging experiences and knowledge, these communities can make much greater progress. This is a key aspect of faculty development, as gaining a real-work perspective not only influences research but improves the ability of teachers to educate the next generation of professionals and researchers. FED CYBER SERV: SCHLAR FOR SER DUE EHR Ji, Ping Richard Lovely CUNY John Jay College of Criminal Justice NY Victor P. Piotrowski Standard Grant 211574 1668 SMET 7254 9178 0830851 September 1, 2008 Upper Midwest Information Assurance Faculty Development Project. Computer Science (31) This project establishes a regional consortium of schools that can provide a program of curriculum support and faculty development to address dual goals of strengthening and supporting existing faculty and enlarging the pool of qualified faculty in information assurance and computer security. Project activities include conducting workshops and mentoring programs to increase the production of information assurance and computer security professionals in South Dakota, North Dakota, Minnesota, and Wisconsin. Intellectual Merit: The intellectual merit of this proposal is the transfer and dissemination of curricular content and the development of partnerships in a network of higher education institutions in order to advance knowledge within the information assurance field. This proposal impacts the number and quality of faculty capable of teaching and conducting research in the field. The project uses a mentoring model that starts with the partner institutions in this project and subsequently has the potential of replication beyond the initial cohort of colleges. This transfer of knowledge also stimulates research and positively impact the job market as an increased number of graduates are prepared to enter employment in high demand areas. In addition, the involvement of tribal colleges produces a faculty development model that other Native American universities can follow. Broader Impact: The broader impact of the project is the dissemination of the well-developed information security knowledge and infrastructure to regional institutions. The project plans an initial cohort of 36 faculty members. In addition, preference in participation in the project is given to teams that include women or minority faculty or administrators. The initial cohort of 36 faculty will in turn mentor others to further expand the reach of the project. EXP PROG TO STIM COMP RES FED CYBER SERV: SCHLAR FOR SER DUE EHR Streff, Kevin Dakota State University SD Victor P. Piotrowski Standard Grant 299759 9150 1668 SMET 9178 9150 7254 0830854 September 15, 2008 Collaborative Research: A Northeast Partnership for Developing the Information Assurance Workforce. Computer Science (31) This collaborative project focuses on digital forensics in the context of law enforcement investigations of Internet-related child sexual exploitation crimes. The project includes collaboration on curricula exchanges, information assurance seminars, mentoring, research projects (involving undergraduate students), and in the running of Federal, State University Forensics Exchange (F-SAFE) workshops. Intellectual Merit: Problems in forensics and information assurance in general are addressed by advancing three key objectives towards workforce development involving (i) faculty and institutional development, (ii) outreach to diverse populations, and (iii) a partnership between the academy and law enforcement. The goal is to ensure that faculty from a broad range of institutions benefit. This synergistic, multi-disciplinary collaboration cultivates faculty expertise in security and forensics by leveraging shared research agendas, collaborative course development, joint seminars, multidisciplinary exchange, peer mentoring, and professional contacts with law enforcement. The collaboration brings together faculty with expertise in computer security and privacy, forensics, networking, databases, cyber-crime, criminal justice and investigations, and Internet-related child sexual exploitation crimes, including research about law enforcement responses and evaluation of law enforcement training programs. The project draws from computer science, criminology, and sociology and includes both technical and social science research. Broader Impacts: The collaboration enables a clear path for undergraduates to complete their graduate work in computer science at partner institutions. The FSAFE partnership includes the collaborating universities, the Massachusetts State Police, the New York State Police, and the DoJ Internet Crimes Against Children (ICAC) Task Force. By working together, exchanging experiences and knowledge, these communities can make much greater progress. This is a key aspect of faculty development, as gaining a real-work perspective not only influences research but improves the ability of teachers to educate the next generation of professionals and researchers. EXP PROG TO STIM COMP RES FED CYBER SERV: SCHLAR FOR SER DUE EHR Wolak, Janis University of New Hampshire NH Victor P. Piotrowski Standard Grant 100000 9150 1668 SMET 7254 9178 9150 0830865 October 1, 2008 Integrating Usability and Accessibility in Information Assurance Education. Information Science and Systems (33) This project builds and supports a national community of faculty members to integrate usability and accessibility in Information Assurance (IA) education. It involves the following key activities: (1) Development of a set of learning and teaching materials that allow instructors to effectively integrate usability and accessibility concepts and strategies in IA courses; (2) Development of an online web portal through which faculty and community members can access the educational materials, communicate with each other, and share knowledge and experiences; (3) Dissemination of the educational materials and the online portal through conferences and seminars; (4) Development of a faculty team at the partner institution who can teach usability, accessibility, and IA courses and conduct research in the related fields; and (5) Development of a research mentorship program, including community college and junior faculty. The project structure ensures that faculty with different level of skills and background work in an integrated team and benefit mutually from the collaboration. The unique distribution method of the online web portal enables a large body of faculty nationwide to access the lecture materials and improve their IA courses. FED CYBER SERV: SCHLAR FOR SER DUE EHR Feng, Jinjuan Mike O'Leary Jonathan Lazar Claude Turner Azene Zenebe Towson University MD Stephen C. Cooper Standard Grant 299832 1668 SMET 9178 7254 0116000 Human Subjects 0830872 September 1, 2008 Collaborative Proposal: Scalable Virtual Machine Laboratory Systems for Supporting the Development of New Information Assurance Programs. Computer Science (31) This collaborative project involves the development and refinement of Information Assuarance (IA) laboratory systems with the goal of understanding the roadblocks to implementation, the pedagogical issues involved, and how to better involve developing IA programs in advanced teaching technology. The goals for this project are to: (1) Find the issues, roadblocks, and benefits of using large scale virtual machine laboratories in both developing and existing IA programs; (2) Address these issues by extending existing virtual machine laboratory systems and developing new exercises for them; and (3) Disseminate this work to other faculty through hands-on workshops, open source software and exercised disseminated via websites. Interesting aspects of this project include the the integration of virtual machine laboratory systems into cyber-defense programs for high school and college students. The high school efforts serve as outreach and recruitment to get high school students involved in IT-related careers -- an area of national need. Additionally, this effort is tied into a capstone course for distance education for M.S. students in information assurance. FED CYBER SERV: SCHLAR FOR SER DUE EHR Early, James SUNY College at Oswego NY Stephen C. Cooper Standard Grant 60000 1668 SMET 9178 7254 0116000 Human Subjects 0830876 September 15, 2008 Collaborative Research: A Northeast Partnership for Developing the Information Assurance Workforce. Computer Science (31) This collaborative project focuses on digital forensics in the context of law enforcement investigations of Internet-related child sexual exploitation crimes. The project includes collaboration on curricula exchanges, information assurance seminars, mentoring, research projects (involving undergraduate students), and in the running of Federal, State University Forensics Exchange (F-SAFE) workshops. Intellectual Merit: Problems in forensics and information assurance in general are addressed by advancing three key objectives towards workforce development involving (i) faculty and institutional development, (ii) outreach to diverse populations, and (iii) a partnership between the academy and law enforcement. The goal is to ensure that faculty from a broad range of institutions benefit. This synergistic, multi-disciplinary collaboration cultivates faculty expertise in security and forensics by leveraging shared research agendas, collaborative course development, joint seminars, multidisciplinary exchange, peer mentoring, and professional contacts with law enforcement. The collaboration brings together faculty with expertise in computer security and privacy, forensics, networking, databases, cyber-crime, criminal justice and investigations, and Internet-related child sexual exploitation crimes, including research about law enforcement responses and evaluation of law enforcement training programs. The project draws from computer science, criminology, and sociology and includes both technical and social science research. Broader Impacts: The collaboration enables a clear path for undergraduates to complete their graduate work in computer science at partner institutions. The FSAFE partnership includes the collaborating universities, the Massachusetts State Police, the New York State Police, and the DoJ Internet Crimes Against Children (ICAC) Task Force. By working together, exchanging experiences and knowledge, these communities can make much greater progress. This is a key aspect of faculty development, as gaining a real-work perspective not only influences research but improves the ability of teachers to educate the next generation of professionals and researchers. FED CYBER SERV: SCHLAR FOR SER DUE EHR Levine, Brian Gerome Miklau University of Massachusetts Amherst MA Victor P. Piotrowski Standard Grant 287502 1668 SMET 7254 9178 0830877 September 1, 2008 Collaborative Proposal: Scalable Virtual Machine Laboratory Systems for Supporting the Development of New Information Assurance Programs. Computer Science (31) This collaborative project involves the development and refinement of Information Assuarance (IA) laboratory systems with the goal of understanding the roadblocks to implementation, the pedagogical issues involved, and how to better involve developing IA programs in advanced teaching technology. The goals for this project are to: (1) Find the issues, roadblocks, and benefits of using large scale virtual machine laboratories in both developing and existing IA programs; (2) Address these issues by extending existing virtual machine laboratory systems and developing new exercises for them; and (3) Disseminate this work to other faculty through hands-on workshops, open source software and exercised disseminated via websites. Interesting aspects of this project include the the integration of virtual machine laboratory systems into cyber-defense programs for high school and college students. The high school efforts serve as outreach and recruitment to get high school students involved in IT-related careers -- an area of national need. Additionally, this effort is tied into a capstone course for distance education for M.S. students in information assurance. FED CYBER SERV: SCHLAR FOR SER DUE EHR Kuperman, Benjamin Oberlin College OH Stephen C. Cooper Standard Grant 60000 1668 SMET 9178 7254 0116000 Human Subjects 0830879 October 1, 2008 Information Assurance Capacity Building Program. Computer Engineering (32) This project involves the running of the Information Assurance Capacity Building Program (IACBP), intended to improve the capacity of Minority-Serving Institutions (MSIs), including both Historically Black Colleges and Universities (HCBUs) and Hispanic Serving Institutions (HSIs), to offer high quality Information Assurance (IA) education and a specialization in Computer Forensics Science. The IACBP aids MSIs to develop IA curricula under advisement and with academic enrichment from established leaders in the field, leading to the implementation of new IA activities at the MSIs. The objectives are to build new capacity or expand existing capacity to offer IA courses and programs at MSIs not currently designated as Centers of Academic Excellence (CAE) in IA Education; to expand the research opportunities in IA; and to help build expertise in Cyber Forensics Science. As a two-year workshop, the program gives a two-week session during the first year that presents IA theory and practice, and then gives a three-day follow-up session during the second year where participants present their initial outcomes and results to their peers. This method integrates three main components: technological knowledge, pedagogical support and an individual curriculum development plan. FED CYBER SERV: SCHLAR FOR SER DUE EHR Haritos Tsamitis, Dena Virgil Gligor Nicolas Christin Carnegie-Mellon University PA Stephen C. Cooper Standard Grant 299420 1668 SMET 9178 7254 0116000 Human Subjects 0830884 September 1, 2008 Illinois Cyber Security Scholar Program. Computer Science (31) This project provides scholarships for students seeking undergraduate degrees in Information Assurance (IA). Each scholarship is for the last two years of a student's degree program. Students are engaged in team-based projects -- motivated, for example, by the power grid, avionics systems, and enterprise computing -- in which they build example applications using the latest computer security techniques. Upon graduation, scholarship recipients must work for a Federal government agency in an IA position. This scholarship program is helping to address the nation's need for qualified information technology professionals working in government agencies. The project involves outreach to minorities and to two-year college transfer students. FED CYBER SERV: SCHLAR FOR SER DUE EHR Campbell, Roy William Sanders Masooda Bashir University of Illinois at Urbana-Champaign IL Victor P. Piotrowski Continuing grant 590040 1668 SMET 9178 7254 0830885 September 1, 2008 Collaborative Proposal: Scalable Virtual Machine Laboratory Systems for Supporting the Development of New Information Assurance Programs. Computer Science (31) This collaborative project involves the development and refinement of Information Assuarance (IA) laboratory systems with the goal of understanding the roadblocks to implementation, the pedagogical issues involved, and how to better involve developing IA programs in advanced teaching technology. The goals for this project are to: (1) Find the issues, roadblocks, and benefits of using large scale virtual machine laboratories in both developing and existing IA programs; (2) Address these issues by extending existing virtual machine laboratory systems and developing new exercises for them; and (3) Disseminate this work to other faculty through hands-on workshops, open source software and exercised disseminated via websites. Interesting aspects of this project include the the integration of virtual machine laboratory systems into cyber-defense programs for high school and college students. The high school efforts serve as outreach and recruitment to get high school students involved in IT-related careers -- an area of national need. Additionally, this effort is tied into a capstone course for distance education for M.S. students in information assurance. FED CYBER SERV: SCHLAR FOR SER DUE EHR Daniels, Thomas Douglas Jacobson Iowa State University IA Stephen C. Cooper Standard Grant 180000 1668 SMET 9178 7254 0116000 Human Subjects 0830893 October 1, 2008 Idaho State University Scholarship For Service 2008 Project. Computer Science (31) This project provides scholarships for graduate students seeking degrees in an MBA program with an emphasis on Information Assurance (IA). This degree gives students a strong background in business and policy as well as education and technical training in IA. Students in this program are engaged in a variety of research projects focused on the broad theme of organizational information asset protection, and they interact with experts in the field of IA through a series of professional seminars. Upon graduation, scholarship recipients must work for a Federal government agency in an IA position. The scholarship program helps to address the nation's need for qualified information technology professionals working in government agencies. FED CYBER SERV: SCHLAR FOR SER DUE EHR Schou, Corey James Frost Idaho State University ID Victor P. Piotrowski Continuing grant 623383 1668 SMET 9178 9150 7254 0116000 Human Subjects 0830922 September 1, 2008 MOSART-LS: Misconceptions Oriented, Standards-based Assessment Resource for Teachers in the Life Sciences. The Misconception Oriented Standards-based Assessment Resource for Teachers in Life Science (MOSART-LS) project develops rigorous Distractor Driven Multiple Choice assessment tools that aid in generating evidence-based measures of MSP projects' impact on K-8 teachers' life science subject-matter knowledge and relevant pedagogical content knowledge. The National Research Council's (NRC's) Science Standards and AAAS Science Benchmarks serve as a framework for the grade-appropriate content that teachers are expected to master. This work utilizes peer-reviewed research studies of student conceptions in order to generate specialized assessments. These assessments measure the degree to which teachers hold the accepted scientific view represented by each of the 31 K-8 Content Standards in life science. The project is developing 250 valid new items and gathering data from a nationally representative sample of 8000 students and their teachers, characterizing the content knowledge of both. Subsets of test items are organized into instruments and validated by content experts. When added to the existing test item bank developed as part of earlier efforts that focused on physical science and earth/space science, these new life science items also allow for the construction of "general science" instruments to measure the concepts taught across all NRC content standards at the K-4 and 5-8 grade bands. Incorporation of these tests into the MOSART online assessment system will make administration easier and allow for the aggregation of data from participating MSPs. The application of psychometric models aligned with cognitive research findings are used to establish scales and subtests that accurately gauge the scientific understanding needed for teaching elementary school and middle school life science. These instruments are useful for diagnostic purposes, ascertaining the strengths and weaknesses of participants prior to professional development. By adding a post-test administration, changes in teacher knowledge can be measured and characterized. The project is a direct outgrowth of the proposer's earlier efforts including the video "A Private Universe" and MOSART. MSP-OTHER AWARDS DUE EHR Sadler, Philip Harvard University MA Kathleen B. Bergin Continuing grant 1499379 1793 SMET 9178 9177 0116000 Human Subjects 0831581 September 15, 2008 RETA: Development of Longitudinal Models Linking Student Mathematics Achievement to Instruction Content. The project is to develop and evaluate longitudinal models that examine what and how students learn in the school setting. With a focus on mathematics, it draws on a unique data set gathered by the existing Promoting Rigorous Outcomes in Mathematics/Science Education (PROM/SE) project. This Comprehensive NSF/Math and Science Partnership (MSP) effort involving over 300,000 students in grades 3 through 12 and approximately 4,000 teachers in over 50 districts from the states of Michigan and Ohio collected data over the past 4 years, 2004-2008. It consists of multi-grade curriculum measurements at different time points of (a) student knowledge in multiple content topics and of (b) student's opportunity to learn those topics. The sample of students mirrors that of the nation both in demographics and socio-economic factors. The longitudinal models will involve three important issues: the exposure to important mathematics content students experience over time, (ii) the change in student mathematics knowledge in specific curricular sensitive content areas over time, and iii) how the relationship between these two changes. This enables researchers to develop statistical models and evaluate them for three different longitudinal designs: i) one for synthetic cohorts involving multi-grade measurements at a single time point; ii) a second for true grade cohorts with repeated measurements at multiple time points; and iii) an individual longitudinal model involving repeated measurements at multiple time points. The longitudinal models incorporate three important educational issues : i) students opportunity to learn (OTL) curriculum content, i.e., the exposure students experience over time, ii) the change in student achievement in specific content areas over time, and iii) the relationship between OTL and achievement. The fit with the statistical models developed for each is to be explored, and compared and contrasted for results and conclusions that lead to policy implications. The results promise to inform a national model for the improvement of student achievement. MSP-OTHER AWARDS DUE EHR Schmidt, William Michigan State University MI Elizabeth VanderPutten Continuing grant 954603 1793 SMET 9177 0116000 Human Subjects 0831698 October 1, 2008 Drafting a Blueprint for Educating Tomorrow's Engineers Today. Drafting a Blueprint for Teaching Tomorrow's Engineers Today is a two-year MSP Start-Partnership that is bringing together students, educators, and industry to hold continued conversations in which partners discuss, define, discover, and design a clear path that leads to an MSP Targeted Partnership. This partnership will have three goals: 1) increase awareness about engineering by the 5,692 middle school (grades 6 - 8) students in the Springfield Public Schools (SPS); 2) improve the knowledge base of approximately 240 future and in-service middle school teachers so that they will have the skills, materials, and enthusiasm to excite their students about engineering; and 3) create a fluid and dynamic engineering education pipeline where each level (industry, four year college programs, two year college programs, K-12 schools) informs the preceding level about the skill base needed to ensure success. The goal of this initial work is a partnership that will leverage the expertise of all its participants, connections, and experience to accelerate the development of methodologies and techniques in STEM teaching, growing the pool of subject matter and expertise available to all STEM teachers, thereby increasing the diversity of thought and practice. Increased understanding of STEM concepts helps remove the fear factor and allows students to achieve a comfort level characterized by curiosity and creativity in these areas, inspiring them to continue to pursue STEM projects and classes and make relevant connections between STEM concepts and the analysis and solution of real world problems. Teachers will become an integral part of a dynamic, supportive network of college faculty and business and industry partners that will provide sustained support and be responsive to the changing needs of both teachers and students. MSP-START PARTNERSHIPS DUE EHR McGinnis-Cavanaugh, Beth Springfield Technical Community College MA Daniel P. Maki Standard Grant 283102 7760 SMET 9177 0116000 Human Subjects 0831774 October 1, 2008 PRISM Phase II: Research on Key PRISM Strategies. PRISM Phase II is conducting research on strategies that lead to changes in the culture of science and mathematics education where dimensions of culture include policies, practices, partnerships, and resources. Research studies in PRISM Phase II are producing further evidence of how and to what extent distinctive PRISM Phase I strategies - K-16 Professional Learning Communities, Culture of Higher Education and a Public Awareness Campaign - give rise to these four key elements of holistic cultural change. The Phase II PRISM partnership is producing these outcomes through an integrated set of research studies focused on the following questions: 1) In what ways and to what extent do K-16 professional learning communities lead to partnerships which change professional practice of K-16 educators and improve student learning in K-16 science and mathematics? 2) To what extent do policy change and incentive structures that reward higher education faculty to collaborate with K-12 schools and to strengthen their own teaching result in sustainable changes in departmental and institutional culture, including changed policies, changed practices, new partnerships and dedicated resources, in higher education? 3) To what extent do schools that participate in the Public Awareness Campaign have greater student motivation, greater parental involvement and higher student achievement in science and mathematics than non-participating schools? PRISM Phase II expects to culminate in replicable models for implementing the three strategies in ways which elicit changes in culture and ultimately strengthen K-16 science and mathematics education. Based upon the successes of PRISM Phase I, the University System of Georgia (USG) has launched a STEM Initiative, in FY 2009, designed to replicate the successes of PRISM throughout all 35 USG institutions. Through STEM Initiative funding, 12 institutions will implement K-16 professional learning communities and faculty incentive programs for participation in the scholarship of teaching and learning with faculty from all USG institutions invited to participate in STEM-focused Faculty Institutes on the Teaching and Learning of Science and Mathematics. The implementation of STEM Initiative-supported learning communities provide a broad base of activity to support experimental studies, as well as avenues by which the results of the Phase II work also immediately inform the work of the STEM Initiative team. This provides a direct avenue of dissemination of Phase II results to all public institutions of higher education in Georgia. Phase II research findings are also being disseminated through presentations at national and regional conferences and through scholarly journals and proceedings. MSP-PHASE II PARTNERSHIPS DUE EHR Hessinger, Sabrina Dava Coleman Charles Kutal University System of Georgia GA James E. Hamos Standard Grant 2032900 7761 SMET 9177 0116000 Human Subjects 0831811 September 1, 2008 UTeachEngineering: Training Secondary Teachers to Deliver Design-Based Engineering Instruction. The University of Texas at Austin's Cockrell School of Engineering is partnering with the successful UTeach Natural Sciences program and the Austin Independent School District to develop and deliver UTeachEngineering, an innovative, design- and challenge-based curriculum for preparing secondary teachers of engineering. To meet the growing need for engineering teachers in Texas, and to serve as a model in engineering education across the nation, UTeachEngineering has the following four professional development pathways to teacher preparedness, two for in-service teachers and two for pre-service teachers: 1. UTeach Master of Arts in Science and Engineering Education (MASEE); 2. Engineering Summer Institutes for Teachers (ESIT); 3. Engineering Certification Track for Physics Majors; and 4. Teacher Preparation Track for Engineering Majors. Key elements of the four UTeachEngineering pathways are four new engineering courses focusing on engineering content and pedagogy: Fundamentals in Engineering and Design, Knowing and Learning in Engineering, Engineering Energy Systems, and Design of Machines and Systems. Leveraging these four courses in combination with existing UTeach pedagogical courses, UTeachEngineering anticipates reaching 650 teachers (80 pre-service and 570 in-service) over the first five years. In the future, it is expected that UTeachEngineering will be sustained as a vital program at the University of Texas at Austin. UTeachEngineering is firmly rooted in current research in the field of engineering education and affords a much-needed opportunity to study the teaching and learning of engineering. During the development phase, UTeachEngineering is examining impacts on three specific groups: (1) Engineers involved in the creation of curricular materials and course design, (2) participants (current and future teachers) enrolled in the engineering courses, and (3) the students of these teachers. While the focused goal of UTeachEngineering is to train a cadre of secondary teachers, the project's vision is that all students are "engineering enabled," acquiring the design and interaction skills that would enable them to be successful in an engineering career should they choose one, while enhancing their lives and participation as global citizens even if they do not become engineers. Teaching & Mstr Tchng Fellows MSP-TARGETED AWARDS ENGINEERING EDUCATION DUE EHR Allen, David Richard Crawford Anthony Petrosino Helen Martin Michael Houser University of Texas at Austin TX James E. Hamos Continuing grant 6236476 7908 1792 1340 SMET 9177 0116000 Human Subjects 0831901 September 15, 2008 Enhancing Science Education in Northeastern Kentucky. The Enhancing Science Education in Northeastern Kentucky is an MSP-Start Partnership effort of the Rowan County School District and Morehead State University (MSU), as the lead institution. As this Partnership evolves, it will explore the potential of adding more school district and community and technical colleges Partners: the county school districts of Bath, Boyd, Carter, Elliot, Greenup, Lawrence, Lewis, Menifee, Montgomery, Morgan, Wolfe; and Kentucky Community and Technical College System (KCTCS) campuses?Ashland, Big Sandy, and Maysville. This MSP-Start will develop a Partnership to enhance the educational capabilities of potentially twelve county school districts within an hours drive of MSU. The focus is on science education in grades 5-8. In these counties, this represents approximately 250 teachers that could interface with the project. The overall goal of this planning process is to design a project specific to the regional culture and resource base that results in a better teacher preparation program, enhanced competence in the science content knowledge and pedagogical skill of veteran teachers, and ultimately, middle grade students who are better prepared in science. In order to attain this goal, this Start-Partnership will: - Establish a "Working Partnership" that has the capacity to develop and implement an MSP project - Develop a needs assessment strategy that clearly identifies program and professional development needs of all partners and provides the necessary guidance for developing improvement strategies - Formulate a management structure that represents all partners and promotes the partnership and facilitates the development of an MSP proposal in an efficient and timely fashion - Identify improvement targets that are significant, realistic and accomplishable - Develop activities for an MSP proposal that have the potential to produce significant improvement in student learning outcomes in science - Devise a research component for an MSP proposal that is likely to produce findings and results that will enlighten the science education community - Develop a competitive MSP proposal that employs a process which results in the foundation for on-going higher education-school district collaborations At the beginning of the project, needs assessment will be conducted via interviews with school district constituents, as well as via a symposium on "Challenges in Rural Education." Baseline data to be obtained, as well the type of assessments to be administered, will be identified in Partnership collaboration with an external evaluator. A core activity of the Start-Partnership will be the identification of appropriate science modules, which integrate science and pedagogy, to be adapted or developed. It is anticipated that the proper delivery of these modules will be taught at summer teaching institutes, by hybrid online courses, and by teacher-leaders developed in the school districts. During the term of this project, the middle school teacher preparation curriculum at MSU will be evaluated with the intention of designing new courses that combine science and pedagogy. To insure uniformity in curricula that is generated for teacher education, liaisons will be formed with the campuses of the Kentucky Community and Technical College System, which supply the majority of education students that transfer to MSU. In an effort to increase the number of teachers in the middle school pipeline, strategies for recruitment of students into the middle school certification program will be devised. Finally, a system of positive reinforcements for teacher participation will be developed in collaboration with district administrators. MSP-START PARTNERSHIPS DUE EHR Wymer, Carol Douglas Dennis Jennifer O'Keefe Lesia Lennex Morehead State University KY Kathleen B. Bergin Standard Grant 210250 7760 SMET 9177 0116000 Human Subjects 0831921 October 1, 2008 Mississippi Academy for Science Teaching-- Project MAST. This project is a novel alliance among the state school system, Jackson State University (JSU), Jackson Public Schools and other public schools in Mississippi. The project also partners with the Ironwood Observatory and Education Center in Hawaii, the James Cook Universtiy Center for Astronomy in Australia and the NASA Stennis Space Center in Mississippi. The focus of the partnership is on high school physics, chemistry and earth science. The project anticipates enabling 45 preservice teachers to obtain teaching licenses in high school science. Courses will be designed and taught by the College of Education and Human Development and the College of Science, Engineering and Technology. The project will provide 200 inservice teachers with 160 hours of professional development. The goal is to enable teachers to implement National Science Education Standards and the Mississippi Science Curriculum Frameworks for high school (9-12) education. The long term goal is to improve student achievement in science and to significantly reduce achievement gaps in the science performance within the diverse student population. The inservice component consists of two compressed 3 credit hours graduate courses. Each course will be taught in 10 days (20 days total), two weeks in summer and 10 Saturdays during the academic year. The emphasis will be on conceptual development for each major topic and will include coursework, inquiry-based laboratory work, demonstrations, hands-on activities, and problem solving with special emphasis on using technology as tools of instruction. Project team members will complete at least three follow-up visits to the classrooms of the participants. EXP PROG TO STIM COMP RES MSP-TARGETED AWARDS DUE EHR Fadavi, Mehri Shelia Smith Jackson State University MS Elizabeth VanderPutten Continuing grant 4949283 9150 1792 SMET 9177 1792 0116000 Human Subjects 0831950 September 15, 2008 Promoting Institutional Change to Strengthen Science Teacher Preparation. This project is a three-year partnership between the National Association of State Universities and Land Grant Colleges (NASULGC) and two discipline-based organizations, the Physics Teacher Education Coalition (PhysTEC/PTEC, an effort of the American Physical Society and the American Association of Physics Teachers) and the American Chemical Society. The project vision is the creation of a large and enduring national network of colleges and universities that have successfully negotiated difficult institutional constraints to establish strong, effective, and well-sustained high school teacher preparation programs in science and mathematics - programs that respond successfully to the need for accomplished science and mathematics teachers in their states and throughout the country. Core objectives of the work are to: a. Create and support a national leadership network from up to 50 institutions of presidents, chancellors, provosts and their designees who are active at their institutions in improving mathematics and science education - and especially teacher education; b. Increase the number of disciplinary faculty who are contributing toward teacher preparation and who, through inter-departmental, inter-college and school-university partnerships, assume increased responsibility for the mentoring and induction of beginning teachers and the professional development of career teachers; c. Address and make demonstrable progress toward overcoming the challenges that impede the ability of universities to strengthen their science teacher preparation programs; d. Widely disseminate the results and lessons learned from this and other related projects, especially the lessons learned about: (1) changes in institutional policies and practices that enhance science teacher preparation programs and increase the participation of disciplinary faculty; (2) the programmatic features of exemplary science teacher preparation programs, (3) the features of successful Noyce Scholarship Programs; (4) securing the ongoing and active commitment of top institutional leadership to making teacher preparation - particularly in science and mathematics - a central university enterprise; (5) the role of the disciplinary societies in strengthening science teacher preparation and in the support of practicing teachers; and (6) state policy efforts that can facilitate improvement of science teacher preparation and that remove the disincentive for pursuing a career in teaching; and e. Provide support to the national networks of MSP and Noyce Scholarship programs, facilitating communication across these and other networks of science and mathematics education programs. ROBERT NOYCE SCHOLARSHIP PGM MSP-OTHER AWARDS DUE EHR Gobstein, Howard Charles Coble jennifer presley National Association State University & Land Grant Colleges DC James E. Hamos Continuing grant 1499342 1795 1793 SMET 9178 9177 0116000 Human Subjects 0831959 September 1, 2008 Baltimore Research and Innovations for New-STEM Partnerships. Morgan State University and Baltimore City Public School System (BCPSS) are core partners for the MSP-Start "BRAIN-STEM" project which is building the necessary institutional infrastructure, in both the university and the school system, to implement activities that integrate mathematical and biological concepts in a manner that can be incorporated into high school mathematics and science courses. From a content perspective, they are focusing on discrete mathematics and genomics as material that is interesting, engaging, and at an appropriate level for success. They are conducting a needs analysis in the BCPSS by collecting and analyzing student achievement and teacher characteristic data in grades 9 - 12 math and science. They are using these results in designing a project that addresses the content and pedagogical needs of Baltimore City Public School System (BCSS) life sciences and mathematics teachers through the use of integrated problem-based learning that incorporates standards-based mathematics instruction and inquiry-based science instruction. Furthermore, they are using their evaluation outcomes as the basis for developing a full MSP Targeted Partnership proposal. Morgan State University is a public, coeducational university which primarily serves students from underrepresented minority backgrounds. Baltimore City Public School System (BCPSS) serves over 87,000 students in urban and non-urban settings in Baltimore, Maryland, including 37 different high schools. About 75% of the school age children in the Baltimore City Public School district are African American. MSP-START PARTNERSHIPS DUE EHR Nkwanta, Asamoah Obed Norman Dwayne Hill Roni Ellington Rolonda Payne Morgan State University MD Ginger H. Rowell Standard Grant 299986 7760 SMET 9177 0116000 Human Subjects 0831970 October 1, 2008 Minority Student Pipeline MSP. The Minority Student Pipeline Math Science Partnership (MSP)2 is led by Bowie State University (BSU) with the additional core partners of the Prince George's County Public Schools (PGCPS), the Prince George's Community College (PGCC), the University of Maryland College Park (UMCP), the University of Maryland Biotechnology Institute (UMBI), and the University System of Maryland (USM). (MSP)2 proposes to establish a strong, multifaceted partnership among the essential P-16 players in one of the largest minority-majority counties in the country, Prince George's County, Maryland, in order to expand the minority student pipeline in science, technology, engineering, and mathematics (STEM) fields in higher education. (MSP)2 will employ four strategies engaging STEM faculty, teachers, undergraduates, and high school students: 1. Working with approximately 750 teachers in grades 4-8 over five years, science faculty will develop two different types of professional development programs designed around principles of teaching and learning through inquiry science. 2. A total of 110 high school science teachers will engage in summer research experiences over five years with college and university STEM faculty. 3. At least 375 high school students over five years will be offered opportunities to take challenging science courses through an innovative early college/dual enrollment programs. 4. 100 undergraduate underrepresented minority college undergraduate students will be offered opportunities for teaching experiences (with 100 PGCPS science teachers to mentor them) and 50 undergraduate will be offered research experiences over 5 years. (MSP)2 will explore four research strands through four implementation strategies: (1) In what ways do different inquiry-based professional development experiences and training for elementary and middle school teachers influence students'interest in science? Are different models more effective at achieving different outcomes? How do these possible effects compare for underrepresented minority students and teachers versus non-minority? (2) What characteristics of summer research opportunities for secondary science teachers, paired with intentional learning communities focused on the nature of scientific inquiry, lead to enhanced curriculum and greater success for students in science, particularly underrepresented minorities? (3) In what ways do opportunities for secondary students to take early-college and dual-enrollment courses affect the likelihood that students, particularly underrepresented minorities, will attend college and choose science majors? And (4) How do opportunities for undergraduate science majors to teach science lessons in elementary and secondary schools affect the likelihood that science majors will consider a career in teaching? How do early research experiences affect the likelihood that STEM majors will complete science degrees? MSP-TARGETED AWARDS DUE EHR Campbell, Anisha Andrew Elby Nancy Shapiro Christine Barrow Bruce Katz University System of Maryland MD Kathleen B. Bergin Continuing grant 7274394 1792 SMET 9178 9177 0116000 Human Subjects 0831974 October 1, 2008 RITES:Rhode Island Technology Enhanced Science Program. The University of Rhode Island (URI), Rhode Island College (RIC), Johnston Public Schools and the Rhode Island Department of Education (RIDE) are Core Partners in a comprehensive, statewide effort to improve the quality of science teaching and learning at all secondary schools. The Education Alliance at Brown University, which will evaluate the project, is a supporting partner together with the Community College of Rhode Island, the Rhode Island Economic Development Corporation and the Concord Consortium. Rhode Island Technology Enhanced Science (RITES) is based upon structural reform initiated with the support of the Governor. An action plan developed by a PK-16 council resulted in an investment of $15 million to establish a permanent STEM Center that features two new tenure track positions and will provide support to all schools. The comprehensive statewide STEM education reform also has support from all levels of government and academia and RITES represents a valuable experiment in organization and structure within that effort. The RITES project will, in five years of NSF funding, transform the quality of science teaching and learning at all secondary schools, with the goal of increasing the number and diversity of students who are proficient in science and pursue careers in Science, Engineering, Technology, and Mathematics (STEM). The heart of the project is the seamless integration of all segments of the Rhode Island educational community (i.e., teachers and school systems, higher education science departments and schools of education, the various state offices that monitor and support STEM education and the private sector). RITES will impact all 686 middle school and high school teachers and all of their 83,339 students with excellent, challenging, computer-based, standards-aligned, science materials. Pairs of high schools and feeder middle schools will join the Partnership together by developing a unified, comprehensive, middle and high school science action plan that will integrate RITES resources, for professional development of teachers and materials for students, with school needs and ongoing school reform. Schools that participate in the project will be expected to have the active engagement of the school leadership and at least 75% of the science teachers. Teachers will attend short courses not only to deepen their content knowledge and pedagogy but also to learn how to customize the newly designed curricular materials for their own classrooms. The comprehensive evaluation plan will include annual reviews of the New England Common Assessments Program (NECAP) science assessment,which will be administered for the first time in Spring 2008. Results will be disaggregated by race, gender and disabilities and income. Specific benchmarks for student achievement, teacher professional development and workforce diversity will be used to track progress. MSP-TARGETED AWARDS DUE EHR Murray, Daniel Robert Tinker Glenisson deOliveira Peter McLaren Kathryn Crowley University of Rhode Island RI Kathleen B. Bergin Continuing grant 4938034 1792 SMET 9177 0116000 Human Subjects 0831990 October 1, 2008 From the Bottom Up: Improving Science and Math Education in the USVI. Lead institution: University of the Virgin Islands (UVI) Other partners: US Virgin Islands Department of Education (VIDE), Virgin Islands Experimental Program to Stimulate Competitive Research (VI-EPSCoR), St. Thomas and St. John School Districts. In this MSP-Start grant, a strong and sustainable partnership will be built between the Virgin Islands Department of Education, the University of the Virgin Islands (UVI) and other community stakeholders to strengthen K-12 STEM education. Teachers and school administrators from the St. Thomas/St. John District and the St. Croix District and UVI teacher training faculty and scientists will work together to conduct a systematic assessment of the territory's educational system, in order to identify key interventions to strengthen the quality of K-12 STEM teachers and to ensure that K-12 students can engage in challenging STEM courses and curricula to effectively prepare them for the workforce or for higher education. Learning from the experiences of other programs, pedagogical research, and the project needs analysis, the project team will develop plans for follow-on action to strengthen K-12 STEM education. The US Virgin Islands is a relatively homogeneous predominately minority population, with strong family and cultural connections to other parts of the eastern Caribbean. Virgin Islands educators have begun developing more culturally/locally relevant materials to strengthen STEM curricula, typically with themes relevant to students' everyday lives and emphasizing hands-on scientific investigation. This project will contribute to the knowledge base on how to adapt and create synergies between the local context, curriculum content, instructional design and pedagogies. Additionally a partnership model will be developed based on prior research from other MSP projects and adapted to the local context, contributing to the knowledge base on establishing partnerships in different and cross-cultural contexts. Information on strategies for building strong partnerships will be disseminated through the MSPnet electronic learning community. The strong foundation built by the MSP-Start grant will increase the likelihood of success of future interventions to strengthen K-12 STEM education, so that Virgin Islands students leave school better prepared for employment and higher education. Eighty nine percent of the Virgin Islands population and 98% of children in the public schools are of African descent and Hispanic heritage, and consequently the proposed activities will significantly contribute to increasing and broadening participation in higher education and careers in STEM disciplines. MSP-START PARTNERSHIPS DUE EHR Spillman, Jennifer Ludence Romney Michelle Peterson Paul Abney University of The Virgin Islands VI Elizabeth VanderPutten Standard Grant 300000 7760 SMET 9177 0832011 October 1, 2008 Mountain Empire MATH PAYS Partnership. Project Description The Partnership is between Mountain Empire Community College (MECC), the University of Virginia College at Wise (UVA-Wise) and five contiguous rural Virginia school districts. Supporting partners are the Virginia Department of Education and Virginia's Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP). The latter is an initiative supported by grants from the US Department of Education to provide services to high poverty, middle and high schools. GEAR UP funds are also used to provide college scholarships for low income students. The project's preliminary vision centers on three long-term goals (i) to attract, prepare and support K-12 teachers of mathematics by providing high quality, research based, standards-based in-service professional development including the provision of leadership skills; (ii) to bridge the gap between K-12 and higher education mathematics courses; and (iii) to increase the number of students that complete more mathematics courses in high school. The Principle Investigator is from Mountain Empire Community College (MECC) and 78% of the students in the area attend a Virginia College. The Leadership Team led by the PI is comprised of representatives from UVA-Wise and key administrators (Supervisors, Superintendents and Directors of Curriculum and Instruction) from all five K-12 district partners. The project will collect and analyze a wide variety of data to thoroughly assess the professional development needs of teachers, students and their readiness to succeed in college level mathematics, and counselors, principals and Superintendents and their professional development needs, and parents, to gather information on their needs to better counsel their own children. Analysis of this data should lead to greater alignment of policies and practice, which will ultimately improve student achievement. Analysis of the data will also identify the needs that will be the focus of any intervention. Based upon this effort a plan for the program will be designed for a Targeted Partnership to achieve the three long-term goals. The project has the potential to add to the knowledge base on pre-service education from the aspect of the role that community colleges play in the preparation of teachers and in promoting a more successful transition for students from high school to higher education. The lessons learned could contribute to the knowledge base on the educational engagement and attainment of students with low aspirations. MSP-START PARTNERSHIPS DUE EHR Allgyer, Chris Jennifer Wilson Debra Colley Mountain Empire Community Col VA James E. Hamos Standard Grant 299703 7760 SMET 9177 0116000 Human Subjects 0832031 October 1, 2008 San Antonio Mathematics and Science Education Partnership. Project Description The University of Texas at San Antonio (UTSA) in conjunction with three independent school districts (ISD), San Antonio, North East, Northside, and the Alamo Community College District will partner with South Texas Oncology and Hematology, Lockheed Martin, CPS Energy and the Mayor of San Antonio. The San Antonio Mathematics and Science Education Partnership (SAMSEP) will bring together all stakeholders from the various demographic groups to establish a strong and comprehensive partnership with a shared vision of addressing local and regional gaps in student achievement in STEM education. The long-term goal of the project is to prepare students to succeed in higher education and contribute to workforce needs by creating a regional Science, Technology, Engineering, and Mathematics (STEM) Center at UTSA that will serve as a hub for the coordination of efforts between the city?s fifteen school districts, the five campus community college districts and the other four institutions of higher learning. The objectives are to increase student achievement in the sciences, engineering, and mathematics K-16, increase the rigor of STEM courses offered, align curriculum, particularly between high school and first year college, and develop a broad base of support within the civic and business community. Partners in civic leadership and the business community are a critical addition to the academic group as they can assist in practical training and identifying local job related needs in the expanding manufacturing and high tech industry in San Antonio. The results of this START project will be incorporated into a needs assessment that will provide a framework for STEM faculty involvement, address the five MSP key features, implement and assess pilot projects and support the development of a follow up Targeted Partnership. The intended project has the potential to positively impact a large number of underserved students in the San Antonio. The proposed activity will serve as a pathway to broadly integrate STEM learning across diverse partner organizations and to provide additional opportunities for collaborative engagement to vertically aligned and/or horizontally aligned K-20 institutions of learning. A product will be a digital social networking tool that after initially supporting partner interactions will become a resource for others. MSP-START PARTNERSHIPS DUE EHR Cassill, J. Aaron William Vinal Carmen Fies University of Texas at San Antonio TX Lance C. Perez Standard Grant 300000 7760 SMET 9177 0116000 Human Subjects 0832049 October 1, 2008 Environment, Energy, and Sustainability Science: An Institute for 21st Century Teacher Leaders. This MSP-Start Partnership, led by Widener University, in partnership with Bryn Mawr College, Delaware County Community College, Philadelphia University, Lincoln University, and Haverford Township School District, is developing the Greater Philadelphia Environment, Energy, and Sustainability Science (ES)2 Teacher Leader Institute. Additional partners include the Center for Social and Economic Research at West Chester University, Delaware Valley Industrial Resource Center, Energy Coordinating Agency, US EPA Region 3 Office of Innovation, National Center for Science and Civic Engagement and its SENCER program, Pennsylvania Campus Compact, Philadelphia Higher Education Network for Neighborhood Development, Project Kaleidoscope, Sustainable Business Network of Greater Philadelphia, and the 21st Century Partnership for STEM Education. Building on a base of relationships developed over the past five years by many partners in the Math Science Partnership of Greater Philadelphia, the project brings together faculty and resources from multiple institutions (a "Mega-University" model) to develop a coherent, innovative, and content-rich, multi-year curriculum in environment, energy, and sustainability science for an Institute that leads to a newly developed Master's degree. Teachers participating in the Institute (A) improve their STEM content knowledge in areas critical to human environmental sustainability, (B) improve their use of project based/service learning and scientific teaching pedagogies in their teaching, (C) engage in real-world sustainability problem solving in an externship with a local business, non-profit or government organization that is active in the newly emerging green economy, and (D) develop important leadership skills as change agents in their schools to improve student interest, learning, and engagement in STEM education. The Institute aims to serve as a regional hub, connecting educational, business, non-profit and government organizations to strengthen the STEM education and workforce development pipelines in the region and simultaneously support positive social change toward environmental sustainability and citizenship. The project's "Mega-University" and "Institute as a regional connector-hub" approaches are powerful models of collaboration that could have widespread and significant national applicability as organizations and systems adjust to the new challenges of our global economy and to the needed transition to sustainability. MSP-START PARTNERSHIPS DUE EHR MADIGOSKY, STEPHEN Victor Donnay Bruce Grant Thomas Schrand William Keilbaugh Widener University PA Joan T Prival Standard Grant 299498 7760 SMET 9177 0116000 Human Subjects 0832115 October 1, 2008 Western Kentucky Math Science Partnership. The Western Kentucky Math Science Partnership (WKYMSP) is a Start-Partnership comprised of core partners Western Kentucky University, as the lead, three regional campus'-Elizabethtown, Glasgow, and Owensboro-, Hopkinsville Community College, Bowling Green Community College, the Greater River Regional Educational Cooperative (GRREC), Christian County Public Schools, and Hart County Schools. The intent of this proposal is to establish an expanded Partnership to address the documented state, local and national challenge of improving teaching and learning in middle school to insure access to and success of ALL students in rigorous high school mathematics and science. The WKYMSP employs an evidence-based problem-solving process to collect and analyze data directly related to: declining mathematics and science scores of middle school students; systematic STEM and Education faculty-school practitioner engagement in inquiry related to the problem; consideration of research-based solutions and planning school curriculum; and instructional and professional development strategies to be implemented and tested for measurable results. The project work includes an effort to increase the diversity of the teaching force. Two key action groups in this process are the 200 teachers of middle grades mathematics and science, along with their Partnership middle schools, and twenty-five mathematics, science and education faculty members from the six partner postsecondary institutions. These faculty members will be trained as participant facilitators to interact with teachers of middle grade mathematics and science, school leaders, and parents on data collection, data interpretation, strategic planning, and pilot testing of some identified implementation design strategies. This process will be supported by a four-person Management Team, a three-person university Data Team, a ten member STEM/ED/school practitioner Work Groups, and a ten member Advisory Board representing key partnership role groups and mathematics and science experts. An external evaluator will collect and analyze data on the engagement and interaction of partner groups in the establishment of the new targeted partnership and development of solutions to declining mathematics and science scores of middle school students. MSP-START PARTNERSHIPS DUE EHR Johnson, Heather Rico Tyler Elizabeth Storey Western Kentucky University Research Foundation KY Kathleen B. Bergin Standard Grant 257879 7760 SMET 9177 0116000 Human Subjects 0832129 October 1, 2008 Minority Led Program Partnership Model for Integration of NanoBiotechnology among Research Centers and the K-12 Classroom. The State of Alabama has committed to expanding and sustaining its bioscience and nanotechnology resources, providing opportunities for K-20 synergism and leveraging of state resources. With an ultimate objective to have all students prepared and well grounded in math and science technology, thereby improving the economic landscape for future scientists, researchers, and technicians, this MSP-Start project is researching, planning, and developing a full MSP Partnership between an EPSCoR program, nano- and biotechnology industries in Alabama, the Alabama Department of Education, and Alabama public school systems. A distinctive characteristic of this work is that it brings together the highly organized Alabama Experimental Program to Stimulate Competitive Research (ALEPSCoR) into a partnership to promote STEM education in K-12 schools, with a vision of using ALEPSCoR programming and institutions to raise academic standards and student performance. The long-term goals of the new partnership are: 1. To improve current K-12 programs by raising student achievement levels through cooperation of existing NSF-supported nanotechnology, biotechnology and sensor ALEPSCoR research groups, the Alabama Math, Science, and Technology Initiative (AMSTI), and school districts throughout Alabama. 2. To change the culture of higher education through training of ALEPSCoR-sponsored graduate students - the next generation of researchers and innovators - on education and outreach activities. 3. To research and evaluate a method for incorporating EPSCoR research-based activities into K-12 programs in other EPSCoR states as an innovative partnership model. The MSP-Start project builds on existing educational partnerships to form a comprehensive new MSP Partnership, through a process led by Alabama teachers and faculty at Tuskegee University, Alabama A&M University, Alabama State University, Auburn University, and campuses of the University of Alabama system. The scope of work for the participants in the MSP-Start project is to develop plans to leverage their strengths while evolving the new partnership, especially addressing all of the components of the national MSP program. MSP-START PARTNERSHIPS DUE EHR Jeelani, Shaik Daryush Ila Karen Boykin Shree Singh Frank Bartol Tuskegee University AL James E. Hamos Standard Grant 300000 7760 SMET 9177 0116000 Human Subjects 0832173 October 1, 2008 Targeted Partnership: Culturally relevant ecology, learning progressions and environmental literacy. Driven by an environmental science literacy framework around learning progressions within core science and mathematics concepts complemented with citizenship, this targeted partnership connects the research and education prowess in the environmental sciences of universities and sites within the NSF-funded Long Term Ecological Research (LTER) Network with teacher professional development in science and mathematics of partner middle schools and high schools. The project extends across the nation, involving four LTER research sites and 22 K-12 schools/districts with direct impacts on over 250 science and mathematics teachers and 70,000 students of highly diverse backgrounds. The work focuses on coupled human-ecosystem interactions in the context of socio-ecological systems as a framework to develop a culturally relevant ecology from both a scientific and educational perspective. The following research, professional development and institutional goals unify the project: Research Goals - 1: Refine and extend current frameworks and assessments for learning progressions leading to environmental science literacy and associated mathematics that focus on carbon cycling, water systems, and biodiversity in socio-ecological systems. 2: Assess the relationship between students' learning about socio-ecological systems and engagement in citizenship practices and local socio-ecological factors, including students' culture, socioeconomic status, region, and educational level. 3: Use teaching experiments conducted by participating teachers and graduate students to develop and disseminate improved frameworks, assessments, and teaching resources for environmental science literacy. Professional Development (PD) Goals - 4: Develop models of PD that integrate the research efforts of scientists with the professional development needs of K-12 teachers to include a teacher-in-residence program, research internships for teachers, placement of graduate students into K-12 classrooms, professional development workshops leading to graduate credit and/or graduate degrees, and professional learning communities. 5: Develop models of culturally responsive engagement that connect culturally relevant ecological content with different populations of learners. Institutional Goals - 6: Integrate culturally relevant, environmental content-based, PD models for K-12 teachers into district and university programs and outreach activities through the development of graduate training and degrees and in service-learning tracks. 7: Increase the awareness, opportunities and participation of K-12 teachers in content-based professional development activities. MSP-TARGETED AWARDS DUE EHR Moore, John Charles Anderson Alan Berkowitz Allison Whitmer Raymond Tschillard Colorado State University CO James E. Hamos Continuing grant 7498822 1792 SMET 9177 0116000 Human Subjects 0832247 October 1, 2008 Mathematics Teacher Transformation Institutes. The "Mathematics Teacher Transformation Institutes" (MTTI) project is a research-based investigation of how leadership emerges and is expressed through mathematics knowledge, student-focused instructional practices, and influences on schools' mathematics outcomes. In particular, this research is broadening the knowledge base on teaching and learning in mathematics through new understanding of how the study of conceptually-challenging mathematics, particularly in algebra and geometry, benefits second-stage teachers (4-10 years' experience); of how classroom-based action research contributes to critical and analytical understanding of the relationships between teaching practices and student learning; and of how multi-levels of support prepare second-stage teachers for leadership roles. To achieve these research objectives, the City University of New York (CUNY), Herbert H. Lehman College is partnering with New York City Department of Education Districts 7, 8, 9, 10, 11, and 12. Lehman College faculty in mathematics and mathematics education, staff of education centers and institutes who work in Bronx schools, and the Superintendents of Bronx districts work together to engage 80 experienced middle or high school teachers in the Bronx in 330 hours of professional development over 3 years to strengthen their leadership abilities, mathematics abilities, and educational practices. These MTTI teacher participants are further supported on-site at their schools and through on-line discussion forums and are provided opportunities to showcase their work. MTTI cultivates a professional network of mathematics teacher leaders who provide leadership to 200 additional middle and high school mathematics teachers as they enact a variety of roles including mentor, peer coach, presenter, conference participant/speaker, and active member of school curriculum and professional development teams. Additionally, they participate in local and national discussions of current policy, practice, and research, and they develop informed understandings of the strengths and challenges of culturally and linguistically diverse classes. Upon completion of the Institute, participants receive a Certificate for Secondary-School Mathematics Specialists through CUNY's School of Professional Studies of the Graduate School and University Center, registered with New York State Education Department. MSP-TEACHER INSTITUTES DUE EHR Sormani, Chris Marcie Wolfe Suzanne Libfeld Serigne Gningue Sonia Menendez CUNY Herbert H Lehman College NY Ginger H. Rowell Continuing grant 3093602 1777 SMET 9177 0116000 Human Subjects 0832765 September 1, 2008 MU Noyce Scholars Program for Science and Mathematics Teachers. This Phase II Noyce project seeks to: 1) recruit more highly qualified individuals into careers in mathematics and science teaching; 2) prepare these individuals to teach mathematics and science in standards-based ways; 3) support mathematics and science teachers in their induction years through online social networking; and 4) evaluate program success in terms of recruitment, preparation, and retention of mathematics and science teachers. In each year of the 3-year project, 14 stipends of $10,000 are offered to qualified STEM professionals who hold a baccalaureate, masters, or doctoral degree in mathematics, science, or related field who enroll in MU's alternative certification program in mathematics and science education, resulting in 42 new science and math teachers. The students are obligated to teach mathematics or science for two years in a high need school district (preferably in Missouri), within 6 years after program completion. The project is developing and implementing the Noyce Scholar Support Network (NSSN), an on-line collaboration and learning environment, where past, current, and future Noyce Scholars, along with MU mathematics and science educators, form a community of learners. Participation in the NSSN has the potential of increasing teacher retention in the field. The evaluation work includes the development and dissemination of new instruments for judging the success of alternative certification. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Abell, Sandra John Adams Alan Whittington Oscar Chavez University of Missouri-Columbia MO Joan T Prival Standard Grant 498020 1795 SMET 9178 0116000 Human Subjects 0832874 August 15, 2008 Enhancing Targeted Research in the Advanced Technological Education Program. The University of Colorado Institute for Behavioral Science provides the coordination and oversight for implementation of a group of research projects designed to engage four-year college educational researchers with two-year college faculty in research to foster deeper understanding of the context, challenges and opportunities of technician education at two-year colleges. Twenty researchers from eight institutions propose ten diverse, but interrelated, research studies on program improvement, curriculum and materials development, and crosscutting themes such as recruitment and sustainability in the ATE program. Collectively the research represents various technical features, including survey development and piloting, model development and definition, and workshop and support materials development. The research is coordinated and guided by the Research Review Committee made up of ATE Center directors, educational researchers and industry representatives. The research into practice should provide useful information for ATE projects and centers and build capacity to do research in technician education. ADVANCED TECH EDUCATION PROG DUE EHR Ritchie, Liesel University of Colorado at Boulder CO Gerhard L. Salinger Continuing grant 1599997 7412 SMET 9178 1032 0116000 Human Subjects 0832992 September 1, 2008 Virginia Teach: Serving Mathematics Students in Need. The Virginia Teach project is providing scholarships to a cumulative total of 23 mathematics majors who commit to teaching middle school or high school. Scholars complete a BS in Mathematics, a Masters in Education degree, and Virginia teacher certification requirements, in order to become highly qualified teachers in high-need schools. Project goals concern the recruitment, preparation, support, and retention of Noyce scholars as they progress through Virginia Tech's mathematics education program and into professional teaching. The project is a collaboration between Department of Mathematics faculty and School of Education faculty. Project activities include inreach to students already enrolled at Virginia Tech and outreach to local schools. For example, the project introduces internships for STEM sophomores to spend spring break investigating teaching by working in a Montgomery County, VA school. Noyce interns, scholars, mentors, and personnel form a community of support through participation in classrooms, conferences, colloquia, meetings, and a listserv. In addition to adding 23 talented mathematics teachers to schools in need, Virginia Teach is strengthening Virginia Tech's secondary mathematics certification program. The university's program relies on partnership with local schools and mentor teachers, and the project strengthens that partnership by increasing teacher involvement in the program while increasing university students' involvement in the schools. Data gathered in monitoring the progress of Noyce scholars informs decisions on altering course requirements, course revisions, and the design of field experiences, at Virginia Tech and elsewhere. Data also generates research on effective recruiting and retention practices, especially concerning teacher candidates from groups that are underrepresented in mathematics classrooms. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Norton, Anderson Gwendolyn Lloyd Jesse Wilkins Vanessa Pitts Bannister Virginia Polytechnic Institute and State University VA Joan T Prival Standard Grant 890307 1795 SMET 9178 0116000 Human Subjects 0833012 September 15, 2008 The University of Washington Noyce Scholars Program. This project capitalizes on a recently introduced revision of the University of Washington's teacher preparation program, "Teachers for New Era", and is benefiting from existing collaborations among science and mathematics departments in the Colleges of Arts and Sciences and of Education, and three of the largest school districts in Washington: Seattle, Highline, and Renton. Thirty-six scholarships are being awarded, 9 each year over 4 years, balanced between mathematics and science majors. The maximum amount of yearly scholarship support is $15,000, to cover tuition and stipends for four quarters of full-time graduate study leading to certification at the secondary level for either mathematics or science. Participants may continue for an additional quarter to receive a Master's in Teaching degree. The program offers one year of subject-specific induction following graduation. Intellectual Merit: The Noyce Scholars Program is serving as a national model for attracting, preparing, and retaining outstanding STEM major as teachers in high-needs schools. The program benefits from years of intensive and broad based data collection about the education, support, and retention of teachers. The extended support for the Noyce Scholars after graduation is designed to offer a set of induction experiences that helps ensure that these teachers remain in the profession, refine their practices, and foster high levels of achievement in a cadre of young students over time. Broader Impact: The four cohorts of secondary science and mathematics teachers trained by this project will be placed in high-needs schools giving students from largely underrepresented groups access to excellent instruction. Because of the continued involvement of faculty in collecting data on the effectiveness of a range of features of teacher training (e.g., selection of candidates, methods of instruction, analysis of pupil data, induction support) this project is contributing substantially to what is known about the design of preparation experiences and induction experiences. Insights gleaned from this project are being shared with colleges of education across the nation. Models for preparation and induction support are being widely disseminated across a spectrum of national audiences, educators, researchers, and policymakers. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Windschitl, Mark Loyce Adams J. Michael Brown University of Washington WA Terry S. Woodin Standard Grant 749881 1795 SMET 9178 0116000 Human Subjects 0833098 September 15, 2008 Santa Clara University Robert Noyce Teacher Scholarship Program. Three year scholarships of $25,000 annually will be awarded to three successive cohorts of eight juniors majoring in mathematics or one of the natural sciences to earn secondary certification in the existing fifth-year teacher credentialing program. The new teachers will teach in one of two neighboring high-need school districts, East Side Union High School District (ESUHSD) and San Jose Unified School District (SJUSD). The scholarships will permit the approximate doubling of the number of STEM teachers produced annually at the university. To aid the Noyce Teacher Scholars in becoming successful teachers, they experience an integrated support program that offers continuous access to mentorship opportunities from STEM faculty, education faculty, and high school master teachers. A key aspect of this integrated support program involves the tailoring of the current Beginning Teacher Support and Assessment (BTSA) induction programs that support new teachers during their first two years to specifically meet the needs of new science and mathematics teachers via summer workshops. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Gilbert, Melissa Ruth Davis W. Atom Yee Craig Stephens Santa Clara University CA Curtis T. Sears Standard Grant 750000 1795 SMET 9178 0116000 Human Subjects 0833099 September 1, 2008 CWRU-Fisk Noyce Scholarship Program. This Case Western Reserve University (CWRU) Noyce program is recruiting 24 highly competent research-trained undergraduate mathematics, biology, chemistry, and physics majors into teaching. Of this cohort, seven students are from Fisk University through an existing partnership between the two schools. The goals are to: 1) recruit students in their first and second years into paid summer internships that place prospective teachers into educational settings; 2) provide scholarship recipients with intensive junior year mentoring opportunities in high-need secondary partner schools; 3) establish reflective triads that include the students, their mentor-teachers, and senior CWRU STEM faculty (all of whom have prior experience working with teachers); and 4) continue the mentoring process through the first several years of teaching through outreach that prolongs relationships established through steps two and three. CWRU scholarship recipients receive $15,000 for each of two years. Fisk University scholarship recipients receive $15,000 for a junior year spent at CWRU where they participate fully in the Noyce program and are integrated into undergraduate research programs. Teacher education at CWRU is offered through a collaborative program with John Carroll University (JCU). Students are highly trained in their disciplines and take their pedagogy courses at JCU. In addition, CWRU is partnering in this program with secondary schools in the Cleveland Metropolitan School District, Shaker Heights City Schools, and Cleveland Heights-University Heights City Schools. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Bader, James David Singer Princilla Evans Molly Berger Case Western Reserve University OH Joan T Prival Standard Grant 749931 1795 SMET 9178 0116000 Human Subjects 0833123 September 1, 2008 The St. Edward's University Robert Noyce Teacher Scholarship Program. St. Edward's University is collaborating with Austin Community College to recruit and prepare 18 math and science majors to teach in middle and secondary high need schools (grades 4-12) in the Austin Independent School District. Recruitment is targeted to high performing underrepresented and first generation math and science students enrolled at Austin Community College and St. Edward's University. Through cross-disciplinary instruction and mentoring from math, science, and education faculty from St. Edward's University and Austin Community College, blended with cohort-based professional development from the Charles A. Dana Center at the University of Texas at Austin, Noyce Scholars participating in the program receive advanced training in strategies for success in teaching mathematics and science in diverse, high need middle and secondary schools in the Austin Independent School District during their coursework, field experiences, summer science leadership academy, and new teacher induction period. Early field experiences for freshmen and sophomores include participation in a summer science and teaching camp focusing on environmental education. Noyce Scholars participate in a week long Science Teacher Leadership Academy prior to the induction period. A mentoring and induction program is offered through the first three years of teaching. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Fletcher, Steven Charles Bicak Alice Sessions David Fonken Saint Edward's University TX Joan T Prival Standard Grant 885044 1795 SMET 9178 0116000 Human Subjects 0833134 August 15, 2008 The Noyce Teacher Academy Scholar Program. This project is developing a new Junior-year entry point for highly qualified candidates into the Hunter Teacher Academy by funding scholarships for 40 new biology, chemistry, earth science, mathematics and physics pre-service teacher candidates for service in grades 7-12. It takes advantage of an existing program, the Teacher Academy, an honors program that is currently attracting highly qualified high school students to careers in math or science teaching. The program is creating: a new pipeline of high caliber students into undergraduate teacher education programs; the infrastructure to facilitate innovation and collaboration (among Department of Education teachers, Arts and Sciences faculty, and School of Education faculty); and an infrastructure to support, evaluate, and refine the program. The project adds ten graduates per year to the 18 STEM teacher candidates the academy presently graduates. Broader Impacts: Preliminary results from the existing Academy suggest that an honors college can attract and graduate as STEM teachers outstanding applicants from the high schools. This project greatly broadens that outreach; by extending the concept to junior-year applicants it provides an entry point for community college students and for transfers from other colleges thus greatly expanding the pool of students eligible for the program. Intellectual Merit: The Noyce Teacher Academy Program serves as a "proof of concept" to CUNY and to the Teacher Academy partnership by demonstrating how to integrate advanced students into a pre-service community originally designed only for freshmen entry. It is an experiment in partnership and vision between CUNY and the New York City Department of Education. The designers of the project are rethinking every aspect of teacher education including courses in discipline-based Arts and Science departments, fieldwork and the entire process used to recruit students to teaching. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Gardner, Deborah William Sweeney Pamela Mills CUNY Hunter College NY Terry S. Woodin Standard Grant 899621 1795 SMET 9178 1795 0116000 Human Subjects 0833206 September 15, 2008 CSU Dominguez Hills Noyce Math/Science Teacher Scholorship Program. Over five years, CSUDH is offering $10,000 scholarships to 35 unduplicated juniors and seniors majoring in biology, chemistry, mathematics or physics who are becoming math-science teachers in high-need secondary schools in the Los Angeles or Lynwood school districts. A large percentage of the scholarship recipients are underrepresented minorities, based on CSUDH's STEM undergraduate pool: 39% Latino, 32% African American, 12% Asian/Pacific Islander, 6% white, 11% unknown. The Noyce program operates in cohorts, led by advisors from the two participating CSUDH colleges. Scholars attend monthly cohort meetings for peer and faculty support, advising, mentoring, information, exposure to math-science secondary teaching and education experts. Through the cohorts, scholars are linked to academic resources, financial aid or other programs that meet individual needs. The Noyce program leverages 1) a state-funded undergraduate recruiting program for mathscience majors, which offers academic support but not financial support; and 2) a federally funded accelerated credential program, Transition to Teaching (TTT). In combination, Noyce and TTT provide 3 years of financial support during the last 2 years of undergraduate study and 1 year of postbaccalaureate teacher training. Noyce scholars transition into TTT, which enables them to earn their credential in one year while holding a full-time teaching position as a university intern in the high-needs Los Angeles Unified or Lynwood school districts and which provides financial assistance and substantial support in a cohort structure, leading to high retention. Of the 113 total TTT participants in the past three years; 108 (95.5%) are teaching in the challenging TTT service-area schools and another four are teaching elsewhere (99% total teaching). Intellectual Merit: The evaluation phase of this project is measuring the extent to which combining undergraduate math-science training with scholarships, advising, academic support and monitoring in a cohort structure enables students to focus on their studies, maintain their grades, stay in school, complete their degree in a timely fashion and become successful math-science teachers. The project also is providing an opportunity to use scholarships to leverage an undergraduate recruiting program for math-science majors and an accelerated credential program that includes employment as an intern teacher. Results can help shape future strategies to alleviate the math-science teacher shortage. Broader Impact: The success of this project in increasing the supply of well-qualified math-science teachers in Los Angeles will have a positive impact on the lives and aspirations of the scholars' students, as well as their schools. It will positively affect the community and local economy when students trained by these teachers bring their math-science skills into the workplace. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Hamdan, Kamal George Jennings Noel Sturm California State University-Dominguez Hills CA Terry S. Woodin Standard Grant 900000 1795 SMET 9178 0116000 Human Subjects 0833210 October 1, 2008 PhysTEC Noyce Scholars. The American Physical Society and the American Association of Physic Teachers are cooperating to increase the number of qualified physics teachers via the Physics Teacher Education Coalition (PhysTEC) teacher preparation program. At each of the six participating PhysTEC institutions, program components include: (1) a close collaboration among science and education faculty and local school systems; (2) the utilization of a master teacher in residence; (3) the redesign of targeted introductory physics courses and science methods courses; and (4) an active mentoring and induction effort. These programs emphasize active engagement and inquiry-based instruction grounded in physics education research, and provide early teaching experiences for prospective teachers. Approximately thirty new physics teachers are expected to result from the five year project. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Plisch, Monica Alvin Rosenthal Laurie McNeil Robert Thorne Charles Holbrow American Physical Society MD Curtis T. Sears Standard Grant 899766 1795 SMET 9178 0116000 Human Subjects 0833229 September 15, 2008 The Robert Noyce Teacher Scholarship Program at the University of Texas at Dallas. The University of Texas at Dallas is establishing a Phase 1 Robert Noyce Teacher Scholarship Program, focusing on increasing the number of undergraduate STEM majors who enter the K-12 teaching profession. They are awarding a total of 45 $10,000 scholarships for juniors and seniors, 45 summer internships and 35 $1,500 graduate tuition scholarships over the five-year course of the project. The program also includes support for Noyce Teacher Scholars during their first years of full-time teaching. The University of Texas-Dallas is adopting the UTeach model that has been very successful at the University of Texas at Austin. The UTeach Dallas program provides the basic infrastructure and curriculum to increase the number of STEM majors at the University of Texas-Dallas who go on to become K-12 science and mathematics teachers. The initial partner school districts are Garland Independent School District (ISD), Richardson ISD, and Carrollton-Farmers Branch ISD. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Hilborn, Robert Homer Montgomery Mary Urquhart John Sibert James Neal University of Texas at Dallas TX Deborah E. Allen Standard Grant 894255 1795 SMET 9178 0116000 Human Subjects 0833243 September 1, 2008 Open the Gate Robert Noyce Teacher Scholars Program. The project reflects a partnership between the Departments of Mathematics, Computer Science, Chemistry, Physics and Biology and the Mid-Career Math and Science Program (MCMS) in the School of Education to: increase recruitment of female undergraduate science, technology, engineering and mathematics (STEM) majors and STEM professionals and recent college graduates into STEM teaching professions in area middle and high schools; offer comprehensive mentoring and support for STEM trained teachers; and, evaluate the factors influencing recruitment, preparation and retention of Open the Gate Scholars while working towards an institutionalization of the program at Mills. The project includes a demonstration research project to study the Mills model of teacher education and the factors within it that support their teacher graduates' very high retention rates in urban high-needs schools. Over the course of the project, scholarships are being offered to 12 female undergraduate senior STEM majors and to 36 male and female graduate students in the MCMS program, each with an undergraduate major in STEM. Intellectual Merit: A key component of Open the Gate is engaging the scholarship students in the construction of a demonstration research project to study this teacher education model in order to determine how the skills and knowledge of STEM pre-service students develop over time, the experiences that lead to their progress in the pre- and in-service years, and their relationship to the graduates' longevity as teachers in high poverty schools. Thus, graduates from this project are advancing the scholarship of teaching within the fields of mathematics and science education through their skills as teacher-researchers who ask scholarly questions arising from complex curricular and pedagogical problems that require sustained, careful and systematic examination of their practice in an effort to improve it. Broader Impact: Half of the credential students graduating from Mills come from racial, ethnic, and linguistic groups underrepresented in math and science. Increasing these percentages by recruiting and supporting students of color and first generation college students is an active goal of this project. Located at a women's college, Open the Gate is also well positioned to increase gender diversity in the pool of future math and science teachers. Information learned will be disseminated at state, national and international conferences and professional meetings with math and science, multicultural, and teacher educators. The project enhances existing partnerships between Mills College and ten surrounding high-needs urban school districts including Alameda County Office of Education and the unified districts of Alameda, Berkeley, Emery, Hayward, Oakland, San Francisco, San Leandro, San Lorenzo, and West Contra Costa County. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Cossey, Ruth Barbara LiSanti Mills College CA Terry S. Woodin Standard Grant 747545 1795 SMET 9178 0116000 Human Subjects 0833250 September 1, 2008 Project IMPACT: Improving Mathematics, Physics and Chemistry Teaching. Improving Mathematics, Physics and Chemistry Teaching (IMPACT), a Phase II Noyce proposal, is a partnership of the University of Minnesota-Twin Cities College of Education and Human Development (CEHD) and the Institute of Technology (Departments of Chemistry, Mathematics, and Physics), St. Paul Public Schools and Anoka-Hennepin Public Schools. IMPACT is designed to recruit, prepare, and retain highly qualified teachers of physical science and mathematics. U.S. and Minnesota schools report extreme teacher shortages in these areas and demand is expected to increase in Minnesota with new high school graduation requirements requiring mathematics coursework up to and including algebra II and a full year of physics or chemistry. IMPACT provides scholarships of up to $10,000 for approximately forty undergraduates and graduates seeking certification in mathematics or physical sciences. Recruitment occurs through the PhysTEC program, a new initiative designed to promote physics teaching as a career path for undergraduates. PhysTEC students have opportunities to teach in non-major physics classes as learning assistants and attend physics teaching seminars. Undergraduate IMPACT scholars are enrolled in the CEHD DirecTrack program which offers early coursework in education and school-based field experiences. Preparation occurs through the CEHD M.Ed. Initial Licensure Program. Students enter the 15-month program as a cohort, taking coursework in educational theory, a nine-credit science or mathematics methods sequence, educational technology, and working with English-Language-Learners. Students participate in extensive practicum and student teaching experiences in high-needs partner schools at both middle and high school level. Retention is addressed through the Science and Mathematics Teacher Induction Network (TIN), an online induction program developed in partnership with the Minnesota Department of Education, to provide mentoring and professional development to secondary science and mathematics teachers throughout Minnesota. IMPACT scholars receive on-going professional development and mentoring through TIN. Evaluation studies, which include longitudinal studies of previous cohorts of Noyce Scholars, are focusing on the effectiveness of IMPACT to recruit highly qualified students into the teacher preparation program, effectively prepare students to work in high need schools, and retain and support the professional growth of these teachers in the schools. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Roehrig, Gillian Cynthia Cattell Terry Wyberg University of Minnesota-Twin Cities MN Joan T Prival Standard Grant 599267 1795 SMET 9178 0116000 Human Subjects 0833251 October 1, 2008 Establishing a Supportive Environment for the Recruitment, Preparation, and Retention of the Urban Science Teacher. The Chicago State University (CSU) Robert Noyce Teacher Scholars Program is facilitating 23 STEM undergraduates and 12 STEM professionals in becoming effective high school science teachers in the Chicago Public School (CPS) District through scholarships, mentoring, and induction year support. The project seeks to: (i) encourage more science students to enter secondary teaching and graduate through a recruitment process centered on highlighting the professionalism of teaching and providing academic scholarships, (ii) increase the number of highly qualified science teachers of color at CPS by conferring more science teaching certifications through CSU's high quality science education program, (iii) support new teachers throughout an extended induction period to encourage retention and continued teaching improvement, (iv) use evaluation to improve CSU's in-service and pre-service programs, and (v) involve students in educational research to promote the professionalism of teaching and disseminate programmatic findings to the science education research community. Increasing student awareness of the professional nature of teaching is accomplished through a journal club, involving students in education research and curriculum development, and attendance at local and national conferences. Since the science major curriculum at CSU emphasizes modern teaching techniques and the use of inquiry in the classroom, teacher candidates leave the program with an understanding and appreciation for how people learn. In addition, new teachers are supported during the difficult induction years with professional development programs, equipment and instructional support services, and outreach efforts through the existing Science Van program, supported by the Illinois Board of Higher Education (IBHE). ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Van Duzor, Andrea Mel Sabella Nancy Grim Hunter Karel Jacobs Chicago State University IL Joan T Prival Standard Grant 804587 1795 SMET 9178 0116000 Human Subjects 0833264 September 1, 2008 Nazareth College Robert Noyce Scholar Program. Nazareth College is increasing the number of qualified and effective mathematics and science teachers committed to teaching in high-need K-12 school districts by recruiting 22 undergraduate and graduate students into programs leading to certification in adolescence education Grades 7-12 in the areas of mathematics, biology, and chemistry and in childhood/middle childhood education Grades 1-6 (with majors in mathematics or the sciences). Recruitment efforts target STEM professionals and persons from underrepresented backgrounds. The project is a collaboration with the Rochester City School District, the Rochester Area Colleges (RAC) Center for Excellence in Math and Science Education, Monroe Community College, and the Science Teachers Association of New York State Central Western Section. The School of Education and the College of Arts and Sciences provide an integrated experience for teacher education students as they gain expertise in both content and pedagogy. The evaluation is measuring the impact of the program on increasing the number of graduating STEM educators and their contributions to student learning in high-needs districts and exploring best practices for recruiting, supporting, and retaining highly qualified STEM teachers for high-needs schools. By providing highly qualified teachers in high-needs districts, the project seeks to positively impact student learning and encourage students to consider pursuing careers in STEM related fields. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR O'Brien, Lynn Kathleen DaBoll-Lavoie Nazareth College of Rochester NY Joan T Prival Standard Grant 749692 1795 SMET 9178 0116000 Human Subjects 0833266 October 1, 2008 Phase I:University of Massachusetts Dartmouth Noyce Scholars Program. The University of Massachusetts Dartmouth recruits high-achieving and motivated undergraduate Science, Technology, Engineering and Mathematics (STEM) majors into the Robert Noyce Teacher Scholarship Program in order to help overcome the chronic shortage of highly qualified math and science teachers and greatly increase the knowledge base and capability of students in these subject areas in high-need urban districts of southeastern Massachusetts. The Noyce Scholars are recruited in their sophomore year and provide math and science tutoring in high needs schools in their junior year. In their senior year, they receive a $10,000 scholarship while gaining teaching experience in high needs schools by interning with middle school and high school math and science teachers. Upon graduation, the Noyce Scholars receive another $10,000 scholarship to complete an accelerated teacher licensure and support program (TEACH!) leading to an MAT. A total of 28 scholars in four cohorts of seven scholars are being supported by Noyce Scholarships. The initial cohort of seven Noyce Scholars receives support for one year of their MAT program and the three additional cohorts of seven scholars (twenty-one additional scholars) will receive support for their senior year and one year of their MAT program. The Noyce Scholars then receive 3 years of mentoring and professional support when they become classroom teachers. A new School of Education, Public Policy, and Civic Engagement at the University of Massachusetts Dartmouth is committed to strengthening the educational and social fabric of southeastern Massachusetts. Within the new school, an interdisciplinary STEM Department comprised of STEM content faculty and STEM education faculty works with K-12 educators to improve teaching practices and student attainment. Arts and Sciences and Education faculty members from this school serve as content coaches for the Noyce Scholars and continue to offer enrichment seminars after the Noyce Scholars begin their STEM teaching careers. As a result, each of the four cohorts of seven Noyce Scholars is a cohort of teachers with an unusual degree of content strength, instructional mentoring, and affiliation with the STEM professional and academic community. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR O'Connor, Karen Tesfay Meressi Stephen Hegedus Frank Scarano University of Massachusetts, Dartmouth MA Joan T Prival Standard Grant 749596 1795 SMET 9178 0116000 Human Subjects 0833278 September 1, 2008 Science Educators for Urban Schools. This project is recruiting and supporting 22 individuals pursuing undergraduate degrees in science at Boston College to earn Master's Degrees in Education: Secondary Science to teach in urban schools (8-12). This model for preparing science teachers for urban schools presents a unique integration of social justice, focus on teaching English Language Learners, well-developed mentoring and induction, institutionalized tracking and evidence-gathering about graduates, close collaborations with Boston Public Schools, and strong relationships between School of Education and Arts and Sciences faculty. The project offers structured involvement of STEM faculty through one-on-one mentoring and content mentoring of the preservice students that continues into their early years of teaching. All graduates obtain the Teaching English Learners certificate qualifying them to teach nonnative English speakers in mainstream classrooms. The 22 teachers produced by this Noyce Scholarship project are impacting the learning of thousands of students in urban schools who are often underrepresented in science and can serve as inspirations for potential science educators. Science teachers armed with culturally relevant pedagogy and strategies and skills to teach nonnative English speakers and pupils with special needs in mainstream classrooms, increase the chances of diverse pupils' success and participation as critical citizens in a democratic society. Science teachers who represent underrepresented minority and gender populations serve as effective role models that further enhance the achievement and aspirations of diverse urban students. All these variables combine to improve teacher self-efficacy, pupil achievement and teacher retention, reduce district spending to hire and orient new teachers, and reinforce staff stability in schools. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Friedman, Audrey Vidya Madhavan Katherine McNeill Boston College MA Joan T Prival Standard Grant 749980 1795 SMET 9178 0116000 Human Subjects 0833280 September 15, 2008 Project Excellence in Science Education Learning (ExSEL). The Excellence in Science Education Learning (Project ExSEL) recruits, prepares and supports 43 outstanding undergraduate science students who want to become science teachers in high need secondary schools, primarily in the Guilford County Schools. The project is preparing a sizeable, well-qualified, inspired cohort of applicants to receive Noyce Scholarships, supporting them through their Junior and Senior years, while obtaining licensure, and continuing to support them through their first two years of teaching. This cohort is formed by aggressive recruiting from three streams of students: undergraduates, especially those involved in teaching activities such as tutors, lab assistants, and supplemental instruction programs, SIP; Master's students; and Post baccalaureate students. The cohesion of this group of students is encouraged by a series of social and educational activities, awards and school experiences. The constant support and encouragement of well qualified mentors from the College of Arts and Sciences and the School of Education ensures the reinforcement and magnification of the students' love of teaching. The activities of these cohorts are coordinated by a part-time Science Teachers Coordinator, supported by departmental coordinators. Noyce Scholars are guaranteed a minimum of two years post-licensure teaching with educational support and continued participation in cohort activities. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Nile, Terence Jerry Walsh Catherine Matthews Betty Epanchin University of North Carolina Greensboro NC Deborah E. Allen Standard Grant 746300 1795 SMET 9178 0116000 Human Subjects 0833286 September 1, 2008 Developing Urban Education Teachers in STEM subjects. The Noyce Program at Eastern Michigan University (EMU)integrates the recruiting, advising, training, and mentoring activities of the internally funded Minority Achievement, Retention, and Success (MARS) program housed in EMU's Office of Urban Education & Educational Equity (OUEEE) with the science curriculum enrichment activities of the Creative Scientific Inquiry Experience (CSIE) Program. By linking gateway science courses with a field experience and seminar that focuses on issues facing STEM teachers in high-need school districts, STEM majors pursuing secondary teaching certification understand and respond to the challenges and rewards of teaching in high-need schools. The resulting curricular linkages promote the existing institutional focus on the preparation of secondary STEM teachers in high-need school districts with a total of 25 scholars being supported by Noyce Scholarships, doubling the number of STEM certified teachers over the five-year period of the grant. The Office of Urban Education and Educational Equity coordinates field experiences in, and linkages with, high-need school districts that are necessary for obtaining pre-service Master Teacher mentors, classroom experiences for Noyce Scholars, job placement, mentor teachers during teacher induction, and teacher evaluations. Participating districts include the Ypsilanti Public Schools, Lincoln Consolidated School District, Willow Run School District, Ann Arbor School District, Inkster Public Schools, Wayne-Westland Public Schools, and Washtenaw Intermediate School District. The Noyce Program at EMU is testing the hypothesis that the MARS model is suitably robust to produce similar retention success with motivated STEM teachers in high-need high schools as it has for new teachers of other disciplines (great than 98% over a period of 5 years). The evaluators use qualitative methods to obtain information on the impacts of the CSIE/MARS collaboration on pre-service-teacher retention and new-teacher persistence in high-need schools. This research represents an extension of the studies of the generalized effects of CSIE on STEM majors by focusing on secondary STEM teaching majors. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Knapp, James Gary Hannan Ellene Tratras Contis Deborah Harmon Eastern Michigan University MI Deborah E. Allen Standard Grant 749846 1795 SMET 9178 0116000 Human Subjects 0833287 August 15, 2008 Robert Noyce Scholarships Phase II: Preparing Teachers for a New Era. This Phase II project builds on the successes of the previous Phase I award which recruited and prepared four cohorts of new science and mathematics teachers, providing them with mentors and over 1,150 hours of field-based urban and rural experiences in learning to teach for diversity, and with special workshops and seminars geared towards developing the knowledge and skills they need to teach science and math effectively in high needs schools and districts. Mentoring is provided by Michigan State University (MSU) faculty with expertise in urban/rural teacher education, Master teachers in urban/rural school districts, and MSU Phase I Noyce Scholars. The project seeks to: (a) increase the number of teacher candidates from underrepresented backgrounds, from among those mathematics and science students not already in the education track, and from students in high-need science areas (i.e., physical and geosciences), and (b) provide a greater network of support across the teacher preparation years and the first years of teaching. The Phase II project expands the Michigan State University (MSU) Noyce Program through the following four objectives: (1) To recruit and retain three cohorts of MSU Noyce Scholars who are committed to teaching in high needs schools and districts; (2) To support MSU Noyce Scholars in developing the knowledge, skills and dispositions they need to excel and persist in teaching placements in high needs schools and districts; (3) To collaborate with and leverage powerful programs in place at MSU in teacher education induction programs in order to provide MSU Noyce Scholars with institutional and peer support; and (4) To determine the effectiveness of the MSU Noyce Scholars program in recruiting, retaining and supporting new teachers in attaining high needs placements, and to investigate the impact of the project on students supported under the first award in terms of their performance as teachers, their completion of the teaching requirement, and their retention in the teaching profession. The project is providing Noyce Scholarships to recruit and prepare 17 STEM majors to teach in urban school districts including Detroit and Chicago Public Schools. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Calabrese Barton, Angela Gail Richmond Duncan Sibley Sonya Gunnings-Moton Michigan State University MI Joan T Prival Standard Grant 599459 1795 SMET 9178 0116000 Human Subjects 0833291 September 1, 2008 USM Robert Noyce Teacher Scholarship Program. The University of Southern Maine (USM) is recruiting and preparing 41 new science and mathematics teachers by offering scholarships to undergraduate STEM majors in initial teacher preparation programs, and scholarships and/or stipends for STEM career changers in graduate-level initial teacher preparation, with an emphasis on recruiting individuals from diverse linguistic and cultural backgrounds. The program also provides professional development support for all scholars from pre-service through their beginning years of teaching in partnership with four school districts (Gorham, Portland, Lewiston, and Sanford Public Schools). The project includes the use of Peer-Led Team Learning (PLTL) to increase undergraduate student learning in chemistry and mathematics, improve retention of pre-service STEM teachers, and recruit new STEM students into teacher preparation programs. A Newcomer model is in place for recruiting permanent resident aliens with diverse linguistic, racial, and cultural backgrounds into teaching by building a program of academic and social supports to facilitate their transition to the U.S. educational system as they pursue their teacher preparation. A post-certification Master of Teaching and Learning degree completion program employs master teachers as clinical faculty and engages University faculty as content experts for a "virtual residency". A network of graduated Robert Noyce Teaching (RNT) Scholars provides peer support during the induction years. The project uses authentic K-16 partnerships to provide outreach to beginning STEM teachers in the 36 districts participating in USM's Southern Maine Partnership and to advertise the availability of USM's Professional Development Center's numerous offerings for in-service teachers on a wide range of topics, including content-based seminars and strategies of particular interest to STEM teachers in high-needs settings. Recruitment strategies include the use of advertisements on social networking internet sites, such as MySpace.com and facebook.com, to recruit traditional-aged students into teacher preparation programs. An educational technology lending library is available for RNT Scholars and other USM graduates to use in their K-12 STEM classrooms to enable them to become technically competent practitioners and leaders of field and laboratory instruction. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Ford, James Robert Kuech Kelly McCormick University of Southern Maine ME Joan T Prival Standard Grant 899999 1795 SMET 9178 9150 0116000 Human Subjects 0833295 September 1, 2008 SEOCEMS Noyce Scholarship Program: Phase I. This Phase 1 project is producing 30 new middle or high school mathematics and science teachers who commit to teach in any of the 134 high-need Coalition of Rural and Appalachian Schools (CORAS) districts. Scholarship recipients are enrolled and remain in good standing at one of the South East Ohio Center for Excellence in Mathematics and Science (SEOCEMS) partner universities' accredited programs. SEOCEMS is a partnership of Ohio University, Shawnee State University, the University of Rio Grande, superintendents from CORAS, and superintendents from regional Education Service Centers (ESC). This project is increasing the capacity of this teacher preparation consortium by at least 10%. The project is (1) identifying and recruiting talented students and displaced second career professionals from the Appalachian region with preference for the under-represented first generation college bound; (2) providing a university training and support system to ensure each Noyce Scholarship recipients' successful development as a mathematics or science teacher; and (3) incorporating field experiences in rural schools with systematic feedback and professional support as part of a preparation and retention plan. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Martin, Ralph Jeffery Connor Ohio University OH Linnea A. Fletcher Standard Grant 749998 1795 SMET 9178 0116000 Human Subjects 0833311 September 1, 2008 Science Teachers in Arizona - Recruitment and Retention (STARR). In the Phoenix metropolitan area, high-need schools often experience on-going vacancies in the teaching staff and a high turnover rate of qualified teachers. This project attempts to identify and support up to 60 qualified secondary science teachers who will persist in high-need environments. Using different methods of recruitment, in conjunction with a marketing plan, science students are being identified and recruited to participate in undergraduate or post-baccalaureate programs that have extensive field experiences with diverse students, strong content knowledge requirements, and on-going opportunities to build their understanding of science as inquiry instruction. While students are completing their initial certification course work, field placements are being arranged in high need settings that consist of students who are Native American, Latina/o, or African American. Upon graduation, STARR Noyce teachers participate in science-focused induction programs, which specifically support their use of science as inquiry in diverse classrooms, their development as science teachers, and their socialization into the school community. Ultimately, the dissemination of these findings is expected to direct future recruitment endeavors in this area. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Luft, Julie Sid Bacon Steven Semken George Hynd Carole Greenes Arizona State University AZ Joan T Prival Standard Grant 895704 1795 SMET 9178 0116000 Human Subjects 0833316 October 1, 2008 UMBC Noyce Scholars Program. The University of Maryland, Baltimore County (UMBC), in collaboration with the public school districts of Baltimore County, Howard County and the City of Baltimore, is recruiting and supporting undergraduate STEM majors to pursue careers in secondary teaching of STEM disciplines (Math, Science, Technology). The project targets undergraduate STEM majors at UMBC as well as transfers from local area community colleges nearing the conclusion of their sophomore year who may have not previously considered careers in teaching. The project includes a five-year support network beginning during the initial experiences of pre-service teacher education and sustaining support through the conclusion of three years as a full time teacher. The UMBC Noyce Scholar Program provides approximately $15,000 in scholarships and stipends to three cohorts each consisting of 12 undergraduate STEM majors. Each Noyce scholar completes a bachelor's degree in a STEM discipline by the conclusion of the first phase (Initial Certification) of the program. During the completion of the second phase (Induction Support), each scholar completes a Masters of Arts in Education degree that includes an additional 18 credit hours of STEM disciplinary content. The scholars engage in paid summer STEM research laboratory experiences as both an undergraduate (summer of senior year) and during their early years as a full time teacher (summer following their second year of teaching). These experiences are supported through leveraging NSF sponsored REU and RET supplements garnered by currently funded UMBC STEM faculty. Extensive interaction with a population of high-needs students occurs during the initial summer experience, during the following academic year and during the Scholars' culminating senior year teaching internship. In addition to preparing 36 highly qualified secondary teachers of STEM disciplines, the project provides an opportunity to investigate and disseminate aspects of the model. Assessment of the key components of the undergraduate teacher preparation model provides information associated with the types of incentives, experiences, marketing strategies and collaborations that can significantly increase the interest of STEM majors for considering a career in teaching. Similar information can be learned from the components of the induction support plan. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Neerchal, Nagaraj Janice Zengel Jonathan Singer University of Maryland Baltimore County MD Joan T Prival Continuing grant 430000 1795 SMET 9178 0116000 Human Subjects 0833317 September 15, 2008 Mathematics And Science Teacher Education Recruitment (MASTER) Program at Lehman College. Twenty four New York State Initially Certified Teachers in science and mathematics teachers are being trained for employment in high needs inner city middle schools (grades 5 - 9). Two cohorts, each consisting of 12 students, selected from culturally and linguistically diverse undergraduate seniors majoring in science, technology, engineering, and mathematics (STEM) are receiving scholarships. The MASTER Program provides one-year scholarships for full-time undergraduate STEM seniors to complete their Bachelors Degrees and to obtain a Transitional B Certificate as qualification to teach in New York State public schools. For the next two years as in-service teachers, they continue to receive a scholarship enabling them to complete their Master's Degrees in these STEM shortage areas and earn their initial teaching credential for New York State. Each Noyce scholar receives a total of $22,340 of financial support during their three year program of study. During their first year, Noyce scholars join a teacher education program that requires them to complete a degree in an undergraduate STEM discipline, helps them to understand teaching and learning through rigorous and innovative coursework, provides comprehensive pre-service internships in high-need elementary and middle schools, and prepares them to receive a New York State Transitional B Certificate to teach in New York State public schools. As new teachers, the Noyce scholars receive in-depth mentoring during the two years of graduate study. The comprehensive mentoring system consists of several components: (a) continued mentoring and support from college mentors and expert teachers in school, (b) participation in an education seminar, and (c) support from peers. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Qian, Gaoyin Liesl Jones Serigne Gningue Angela Kelly CUNY Herbert H Lehman College NY Curtis T. Sears Standard Grant 870462 1795 SMET 9178 0116000 Human Subjects 0833322 December 1, 2008 Illinois State University Robert Noyce Teacher Scholarship Program. This scholarship program is bringing together a number of partners to cooperatively recruit, train, employ and induct 40 new math, science and technology teachers for the Chicago Public Schools. Partners include the Department of Chemistry, Biological Sciences, Mathematics, and Physics; The College of Education at ISU, The Center for Mathematics Science and Technology at ISU, the Little Village School Partnership of Chicago, and the City Colleges of Chicago. The project is significantly increasing the number of preK-12 teachers by recruiting and fostering new STEM teacher candidates, and financing their attendance for up to two years in existing high quality NCATE-accredited certification programs for teacher preparation. Sixteen scholarships for undergraduates and 24 stipends for post-baccalaureate students in the areas of math and science are being provided. In addition, the project is making particular efforts to recruit and support under-represented and minority populations from the Chicago Public Schools Little Village Area into the teaching professions. An ongoing research program is being conducted on a factor analysis of the pre-service experiences that lead to particular urban career patterns of retention, quality, and student achievement. This is of particular relevance for this scholarship program, and is providing specific evidence of the types of experiences which can lead to teacher retention, and student success in mathematics and science. Further, when comparisons are made with the greater ISU teacher education candidate population, the research is expected to lead to programmatic changes and insights in urban mathematics and science teacher preparation. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Hunter, William Nerida Ellerton Robert Lee Elisa Palmer Illinois State University IL Linnea A. Fletcher Standard Grant 899506 1795 SMET 9178 0116000 Human Subjects 0833324 September 15, 2008 ACT!: An alternative teacher preparation program for talented professionals seeking licensure in secondary science and mathematics teaching. This project provides critical financial support for 50 career changer students (over five years) who are preparing to teach in high need schools. ACT! is an alternative teacher licensure program for secondary science and mathematics (grades 6-12). In its second year of operation, ACT! has enrolled 56 students to date. ACT! provides highly qualified individuals with the pedagogical skills necessary to teach secondary students, and to provide leadership in science and mathematics education in their future school districts. ACT! specifically recruits post-baccalaureate mid-career professionals. The delivery and content of the program are grounded in principles of adult learning (Brookfield, 1986; Merriam & Caffarella, 1999; Smith & Pourchot, 1998). The ACT! program is designed to recognize the unique backgrounds, learning and experiences that individuals with real life experience in science or mathematics can bring to secondary teaching, the very real need to maintain some level of income while in a teacher preparation program, and time and geographic limitations related to maintaining family and work obligations. Consideration is being given to increasing the numbers of minorities, persons with disabilities and underrepresented genders relative to science and mathematics teaching fields. The ability to provide financial support greatly enhances the mission to support mid-career professionals as they transition to careers as professional educators. The University of Wisconsin Oshkosh Office of Field Experience (OFE) works extensively with 22 different school districts in the six counties surrounding Oshkosh. OFE also has standing agreements to place student teachers in three urban centers (Milwaukee, Racine, and Beloit) and a tribal school in Wisconsin (Menominee Indian School). ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Beeth, Michael Michael Lizotte Tammy Ladwig University of Wisconsin-Oshkosh WI Deborah E. Allen Standard Grant 599817 1795 SMET 9178 0116000 Human Subjects 0833326 September 1, 2008 Texas Tech Noyce Scholars Programs. The Texas Tech Noyce Scholars (TTNS) program, implemented by the Departments of Mathematics & Statistics and Chemistry & Biochemistry at Texas Tech University (TTU), is providing scholarships to 26 upper level undergraduate students from Mathematics and Chemistry majors for a two-year long K-12 teacher preparation experience. Students take courses related to K-12 education and spend 10 hours per week in K-12 schools. Students are mentored by faculty and teachers committed to their educational development and are provided with long term support structures to ensure their continued success as teachers. The mix of mathematics and science students creates a synergy that dovetails with existing integrated programs at TTU. In addition, ten lower level undergraduates participate each year in summer K-12 programs designed to facilitate their induction into K-12 secondary teaching careers. This is particularly helpful to members of underrepresented groups who may not otherwise have considered teaching as a career. Scholarship recipients must teach for four years following completion of their certification in high needs schools in Lubbock Independent School District (LISD) in West Texas, a district with large populations of underrepresented students. Intensive mentoring is provided. The project is collaborating with the Center for the Integration of Science Education and Research, a partner in the T-STEM initiative at TTU, which has an established record of success in preparing and supporting teacher leaders, who are effective teachers, mentors, and developers of curriculum. Education officials from LISD supervise the placement and retention of the new teachers. Each year the participants form a cohort, a model that is known to lead to more successful retention in such programs. Effective mentoring practices are being studied and disseminated for replication in other programs. Coordinating the coursework and K-12 experiences with an intense environment focused on mentoring will give the cohorts a real sense of the work of teachers, thus promoting higher retention levels in teaching careers. The nation's schools also face a continuing problem in retaining effective mathematics and chemistry teachers. This program is developing a model support system, focused on mentoring and collaboration, which is designed to enhance the first four years of teaching experiences of these individuals. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Dwyer, Jerry Lawrence Schovanec Monty Strauss Dominick Casadonte Tara Stevens Texas Tech University TX Joan T Prival Standard Grant 888386 1795 SMET 9178 0116000 Human Subjects 0833342 September 1, 2008 Noyce Scholarships at the University of Houston. The University of Houston is awarding twelve $10,000 scholarships each year to STEM majors and professionals seeking secondary teacher certification in Science and Mathematics, resulting in 60 new teachers for Houston area school districts. Undergraduate Noyce Scholars are enrolled in the teachHouston program while mid-career STEM professionals receiving Noyce stipends are enrolled in the ten-month Transition to Teaching certification program. A rigorous and innovative process is used to select scholars who demonstrate a passion for teaching, possess sufficient content knowledge and skill, and represent the diversity of University of Houston campus and the city of Houston. The objective is to recruit, prepare, and retain individuals with in depth STEM content knowledge as STEM teachers in underserved areas. By combining the evaluation of the Noyce candidates with the larger base provided by their teachHOUSTON and Transition to Teaching (TtT) cohorts, this program utilizes a mixed methods evaluation approach including both qualitative and sophisticated statistical techniques. The scholarships awarded through this project have the potential to benefit as many as 23 school districts in the Houston area as participants are assigned their field experiences in high need school districts. The project is providing additional opportunities for University of Houston researchers to design and evaluate instructional strategies for use in maintaining qualified teachers in STEM disciplines, conduct research on the effectiveness of these strategies, and disseminate research-based instructional products and findings to a national audience of educators, school administrators, service centers, business partners and political leaders. The instructional strategies allow STEM teachers to conduct research on the effectiveness of the instructional strategies that will be used for all levels of learners in urban, suburban, and rural schools. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Hutchison, Laveria Jeffrey Morgan University of Houston TX Joan T Prival Standard Grant 899754 1795 SMET 9178 0116000 Human Subjects 0833348 September 15, 2008 CSUEB Noyce Scholars Program. Phase I Noyce Scholarships are being used to attract academically successful community college transfers, senior mathematics and science majors and STEM professionals to become highly effective teachers in urban school districts. The Noyce Scholarships recruit and support four different types of students including: 1) students in their third and fourth year of the CSUEB Bachelors Plus Early Pathway integrated credential and math or science degree; 2) students transferring from community colleges, especially those who have served as successful Teaching Assistants in local high schools through the CSUEB MSTI (Math and Science Teacher Initiative); 3) current math and science majors; and, 4) past-baccalaureate STEM professionals who are ready for the credential program, particularly paraprofessionals in the Alameda County Office of Education program. Particular effort is being given to recruit diverse students utilizing current community partnerships such as the Oakland African American Chamber of Commerce and the annual Latino Education Summit. The program is supporting cohorts of seven undergraduates and five STEM professionals per year with three cohorts of undergraduates and four cohorts of STEM professionals for a total of 41 students at the end of the program. The undergraduates are supported for two years and the STEM professionals for only their credential year. The College of Science and the College of Education and Allied Studies at California State University East Bay jointly offer these programs to enhance science and math education in K-12 schools in Alameda and Contra Costa Counties and to increase the number of science and math students who obtain a teaching credential. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Hann, Kathy David Stronck California State University, East Bay Foundation, Inc. CA Deborah E. Allen Standard Grant 758000 1795 SMET 9178 0116000 Human Subjects 0833349 September 15, 2008 California State University, Long Beach Noyce II - Recruiting, Supporting and Retaining Mathematics and Science Educators. California State University, Long Beach Noyce II: Recruiting, Supporting and Retaining Teachers is supporting 21 secondary science or mathematics teacher candidates over the course of four years. The scholarship/stipends are for $15,000 per year. Six scholarship recipients are receiving more than 1 year of support to complete their undergraduate and post-baccalaureate credential programs while 15 stipend recipients are receiving up to one year of funding to support post-baccalaureate credentialing. A strong partnership with a community college, Cerritos College, a Hispanic Serving Institution (HSI) like CSULB, is providing another pipeline of interested students. Noyce II Scholars have extra fieldwork as part of the program and are tutoring in partner school districts, Long Beach Unified School District (approximately 90,000 students) and Whittier Union High School District (approximately 14,000 students). Both districts include schools which meet the high-need criteria. The tutoring and fieldwork experiences culminate with the Scholars completing their student teaching assignment in a partner high need school. In addition to the fieldwork, Scholars participate in an on-campus seminar series, receive additional mentoring, and are eligible for paid summer teaching and research opportunities. In addition to supporting 21 scholars, this project is examining the successes and challenges of the CSULB Noyce I program. Approximately 35 students received support through the Noyce I grant. The evaluation component of this new grant is studying Noyce I, particularly: 1) how Noyce I alumni are doing in the classrooms; 2) how effective they are in the classroom; 3) how Noyce has influenced their careers; and, 4) for those who dropped out, why they left the program. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Henriques, Laura Xuhui Li California State University-Long Beach Foundation CA Joan T Prival Standard Grant 500000 1795 SMET 9178 0116000 Human Subjects 0834144 July 1, 2008 Improving Proposal Submissions to NSF Thru the S-STEM Program. This Scholarships in Science, Technology, Engineering and Mathematics (S-STEM) program special project is designed to assist proposing Principal Investigators (PIs) in developing more competitive proposals; thereby, enhancing the quality of proposal submissions and broadening the participation of PIs from various backgrounds and institutions. This proposal enhancement activity consists of sponsoring a one-day workshop inclusive of presentations focused on effective proposal writing as well as a forum for prospective PIs to discuss specific questions related to their proposals with NSF Program Directors working in the S-STEM program. The workshop is designed to accommodate fifty participants from various institutions throughout the country. Universities that have traditionally been unsuccessful in receiving S-STEM awards as well as institutions that serve historically underrepresented students are targeted for participation in the workshop. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Carriere, Patrick Southern University LA Lesia L. Crumpton-Young Standard Grant 99991 1536 SMET 9179 9178 9150 0116000 Human Subjects 0834873 December 15, 2008 The Effects of Computer-Assisted Instruction in Teaching Human Anatomy: An Experimental Study. (Biological Sciences 61) The Proposed project is a joint effort of Augustana College and St Andrews University. They propose to evaluate whether or not computer-assisted instruction (CAI) enhances students' ability to interpret 3D structural relationships. Their goal is to enhance and augment typical human anatomy laboratory exercises by: developing laboratory modules (10 at Augustana and 11 at St Andrews), utilizing the Cyber-Anatomy(TM) software program; and introducing these modules into college-level human anatomy and combined anatomy and physiology (A & P) courses. They will test students' ability to understand and interpret 3D spatial relationships upon entering a college-level human anatomy or A & P course and determine the improvement, if any, in the students' understanding and interpretation of 3D structural relationships following the completion of such courses with and without CAI. Intellectual Merit: Although CAI has been utilized in undergraduate anatomy and A & P courses for several years, very few studies have focused on the effectiveness of these undergraduate courses. This project fills that void in the current literature. The innovative aspects of this proposed study are (1) the involvement of four instructors at two different undergraduate institutions; (2) the collaboration of faculty from the Center for Computer-Aided Design at the University of Iowa in the development of the software program, Cyber-Anatomy (TM); and (3) the development of laboratory modules linked to a new human anatomy software program designed to enhance students' ability to interpret 3D structural relationships. Broader Impact: If use of CAI results in a positive outcome as regards student learning and student attitudes towards the sciences involved, additional work will be undertaken to further develop the tool. This computer program and others like it could provide an excellent tool for CAI in human anatomy courses and combined A&P courses at community colleges and four-year undergraduate institutions, nation wide. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Tallitsch, Robert Augustana College IL Terry S. Woodin Standard Grant 150000 7494 1536 SMET 9178 0116000 Human Subjects 0835585 March 1, 2008 Collaborative Project: Information Assurance and Security Curriculum and Faculty Development. This is a capacity building project for curriculum and faculty development and in information assurance and security. The four collaborating institutions are developing, testing, and sharing educational materials on secure network protocols that can be used in both undergraduate and graduate studies. The materials are integrated into a cohesive set of educational modules that collectively address the area of secure network protocols. Modules include the basic requirements, principles, architecture, building blocks, and implementation of secure protocols; analysis of protocols to determine how well they satisfy security requirements; and implementation of existing secure protocols in representative environments. In addition, faculty development is supported by having members from these institutions attend the Information Assurance Education Graduate Certificate (IAEGC) at Purdue University. FED CYBER SERV: SCHLAR FOR SER DUE EHR Morales, Linda University of Texas at Dallas TX Victor P. Piotrowski Standard Grant 468 1668 SMET 9178 7254 0836325 September 1, 2008 Field and Lab-based Activities for Undergraduate Students to Study the Hydrologic Environment. Geology (42) Experiential learning opportunities are being integrated into the hydrology curriculum at Northern Iowa University. Undergraduate students in water science courses are conducting field projects within several tributaries and main channel sites of the Cedar River watershed in northeast Iowa. Additionally, they are using the on-campus monitoring well site as an outdoor laboratory to learn scientific concepts in hydrology. The students are collecting stream water, groundwater, and sediment samples, and analyzing them to understand the temporal variability in prevalent chemical, biological, and hydrological characteristics. Working in teams, the students are learning how the polluted areas are linked to their source components. Nutrients in agricultural runoff are unintended exports from the state of Iowa, having adverse environmental consequences as far away as the Gulf of Mexico. Nutrients from eastern Iowa watersheds contribute to the formation of a hypoxia zone commonly referred to as the "dead zone" in the Gulf of Mexico. This project is providing an opportunity for undergraduate students to study the local as well as the regional hydrologic environment and related water quality issues. The students are learning to develop sampling protocols, to use environmental field equipment, and to conduct on-site and laboratory analyses. The long-term goal of this project is to develop scientific literacy among undergraduate students by facilitating a variety of sensory experiences. An important aspect of this project involves the integration of life sciences into the geo-hydrology curriculum. While working on their assignments, or solving problems, the students are learning from one another in an interdisciplinary setting. The broader impact of this project includes providing students the opportunity to conduct field and laboratory research to learn about the applied nature of interdisciplinary scientific research and to investigate a significant environmental problem. The problem of hypoxia in the Gulf of Mexico is currently a prioritized national issue that will require policy changes and the development of a management model that likely will involve broad citizen participation. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Iqbal, Mohammad University of Northern Iowa IA Jill K. Singer Standard Grant 150000 7494 1536 SMET 9178 0116000 Human Subjects 0836869 December 1, 2008 Integration of Bioinformatics into a Biology Curriculum. The Muhlenberg College Departments of Biology, Chemistry, and Mathematics and Computer Science are jointly integrating bioinformatics into multiple biology and biochemistry courses at three levels: introductory, intermediate, and advanced. There are two major educational goals for this project: 1) to improve undergraduate sophistication about bioinformatics, and 2) to increase the mathematical content in the biology and biochemistry curricula. The project is serving approximately 200 biology, biochemistry and neuroscience majors each year. One introductory biology course, three intermediate level biology laboratory courses, and three advanced courses in biology and biochemistry are introducing new bioinformatics components or are expanding and improving existing components. Laboratory curricula feature multiple-week investigative experiences that build on existing experimental schemes. The curricular goals are being supported by a new genomics and proteomics core laboratory facility that features real-time PCR and 2-D gel electrophoresis. In addition, multiple laptop computers are enabling students in introductory and upper-level courses to work on challenging problems in smaller discussion sections and laboratories. The new computers allow instructors to explore computational applications, and the underlying mathematics, more effectively in the classroom. Faculty development, in the form of a one-time week-long inter-disciplinary on-site bioinformatics course, is supporting the curricular goals, inspiring faculty in the use of the new technology, and encouraging collaboration among biologists, biochemists, and computational scientists. The increased faculty expertise and interdisciplinary collaboration is also resulting in undergraduate research projects in bioinformatics or projects that rely on bioinformatics as an integral tool within the research design. Intellectual Merit: The project adapts and implements published curricular suggestions for improving undergraduate education in biology and bioinformatics. The over-arching mission is to educate more quantitatively-literate biology students. Faculty development, the potential for new collaborations in courses and student research, and the new laboratory core facility itself are having a significant impact on the local science environment. The value of bioinformatics as a tool for improving quantitative instruction and the specific instructional schemes themselves are being assessed through student surveys and other instruments as appropriate. Broader Impact: Familiarity with basic bioinformatics and computational approaches is increasingly a necessity for professionals in a range of areas related to the life sciences. The assessment of curricular outcomes from the project is being disseminated broadly to provide a reference point for the development of similar strategies and projects at other undergraduate institutions. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Wightman, Bruce Clifton Kussmaul Marten Edwards Amy Hark Keri Colabroy Muhlenberg College PA Terry S. Woodin Standard Grant 85910 7494 1536 SMET 9178 0116000 Human Subjects 0836983 September 1, 2008 Collaborative Research: The Textbook Reconsidered - Creating the Shortbook of Geomorphology. Geology (42) This project is creating and assessing a new style of textbook - an economical, succinct, and focused guide to the most important tenets of Geomorphology, the study of Earth's dynamic surface. This "Shortbook" is made up of 15 chapters, each 15 to 18 pages long, and each focused specifically on core concepts identified though a process of community consensus building. The goal of this book, and its accompanying public-domain e-media, is to organize and present the most important knowledge about Earth's surface in a concise fashion relevant to the way in which todays students deal with information. This project addresses a dynamic discipline of the geosciences and serves as a model for textbook creation in the STEM disciplines. The textbook is being designed, printed, and distributed by a commercial publisher and is linked to a public-domain website that hosts a suite of e-media, referred to as "Vignettes". These are short (<1000 word) case studies that supplement the text and allow customization of the learning environment. Some vignettes are place-based examples; some are quantitative treatments of significant equations or problems in geomorphology; and others feature videos or animations that clarify difficult concepts. The vignettes are being created by experts, vetted by others, linked to the textbook, searchable on line, and available free, both on line and as PDF versions. The "Shortbook" concept comes from the recommendations of a 2006 NSF/National Academy of Sciences workshop, "Reconsidering the Textbook", which suggested that textbooks of the future would be short, economical, reflect community consensus, be student-centered, and be well and purposefully integrated with e-media. This project is testing the workshop recommendations by creating a new textbook in the growing discipline of geomorphology for which the existing texts were first published between 12 and 30 years ago. The assessment plan, which is integral to this proposal and the textbook development process is designed to improve the quality of the final product and determine whether the project has met its goal of creating a book that is widely accepted and useful for both students and faculty. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Montgomery, David University of Washington WA Jill K. Singer Standard Grant 20583 7494 1536 SMET 9178 0116000 Human Subjects 0836985 October 1, 2008 Collaborative NSF/ASEE Poster Sessions. Engineering - Other (59) The project supports a highly visible dissemination outlet for grant holders in the Course, Curriculum, and Laboratory Improvement (CCLI) and Advanced Technological Education (ATE) Programs. The investigators are organizing poster sessions at the American Society for Engineering Education's (ASEE) Annual Conference in 2009, 2010, and 2011. The project invites engineering grant award recipients in CCLI and ATE to submit an abstract for inclusion in the poster session. Submissions are reviewed for quality and, if accepted, award recipients submit a paper that is published in the meeting proceedings and present a poster in a special session at the meeting. CCLI-Phase 2 (Expansion) DUE EHR Genalo, Lawrence Iowa State University IA Russell L. Pimmel Standard Grant 48277 7492 SMET 9178 0837040 September 1, 2008 Collaborative Research: Enhancing the Geoscience Curriculum Using GeoBrowsers-based Learning Objects. Geology (42) The project is creating computer resources and associated lesson plans to aid undergraduate students in visualizing geology using Google Earth (TM) and will assess learning with real research data versus textbook simplifications. Students nationwide will be able to investigate concepts of vast geologic scale and deep geologic time via the familiar interface of Google Earth, and thereby gain a sense of technological empowerment. Interactive models are being developed to show a variety of geologic features, such as mountains, tectonic faults, volcanoes, mineral deposits, and hydrocarbon traps, that emerge from the sub-surface when students drag the mouse across their computer monitors. By studying paleogeographic restorations draped over the Google Earth surface in association with representative rock and mineral specimens, students have a unique affordance to understand the geological timescale. Logging of mouse and keyboard actions in test classes are being used to evaluate the systematicity of student learning. Focus groups of college professors in teaching-intensive 2- and 4-year colleges will attend workshops on lesson plan design suited to state and local needs. They will test the learning objects and serve as an advisory board. Two larger-scale studies are assessing matched cohorts (students in different classes who have the same professor and whose GPAs, etc., are roughly equivalent). Tests will identify student misconceptions and will include transfer-type questions in which students have to generalize wisely. Intellectual Merit: Learning objects from this project are promoting undergraduate comprehension of geology and geophysics and a more complete understanding of Planet Earth with the aid of 4-D interactive globes that hyperlink to research data. Mindful of research findings on how students learn via technology, it is predicted that the project will significantly improve the knowledge and skills of the next generation of geoscientists. Broader Impact: The development and use of innovative visualization materials in both introductory and upper-level geoscience courses are advancing discovery and understanding of the nature of science and scientific investigations among a wide and diverse population of students. The availability of these materials for free download will promote broad dissemination. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR DePaor, Declan Old Dominion University Research Foundation VA Jill K. Singer Standard Grant 99296 7494 1536 SMET 9178 0116000 Human Subjects 0837049 September 1, 2008 Collaborative Research: Enhancing the Geosciences Curriculum Using GeoBrowsers-based Learning Objects. The project is creating computer resources and associated lesson plans to aid undergraduate students in visualizing geology using Google Earth (TM) and will assess learning with real research data versus textbook simplifications. Students nationwide will be able to investigate concepts of vast geologic scale and deep geologic time via the familiar interface of Google Earth, and thereby gain a sense of technological empowerment. Interactive models are being developed to show a variety of geologic features, such as mountains, tectonic faults, volcanoes, mineral deposits, and hydrocarbon traps, that emerge from the sub-surface when students drag the mouse across their computer monitors. By studying paleogeographic restorations draped over the Google Earth surface in association with representative rock and mineral specimens, students have a unique affordance to understand the geological timescale. Logging of mouse and keyboard actions in test classes are being used to evaluate the systematicity of student learning. Focus groups of college professors in teaching-intensive 2- and 4-year colleges will attend workshops on lesson plan design suited to state and local needs. They will test the learning objects and serve as an advisory board. Two larger-scale studies are assessing matched cohorts (students in different classes who have the same professor and whose GPAs, etc., are roughly equivalent). Tests will identify student misconceptions and will include transfer-type questions in which students have to generalize wisely. Intellectual Merit: Learning objects from this project are promoting undergraduate comprehension of geology and geophysics and a more complete understanding of Planet Earth with the aid of 4-D interactive globes that hyperlink to research data. Mindful of research findings on how students learn via technology, it is predicted that the project will significantly improve the knowledge and skills of the next generation of geoscientists. Broader Impact: The development and use of innovative visualization materials in both introductory and upper-level geoscience courses are advancing discovery and understanding of the nature of science and scientific investigations among a wide and diverse population of students. The availability of these materials for free download will promote broad dissemination. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Whitmeyer, Steven James Madison University VA Jill K. Singer Standard Grant 50704 7494 1536 SMET 9178 0116000 Human Subjects 0837229 December 1, 2008 Teaching Ethical, Experimental, and Quantitative (TEEQ) Biology through Problem-Based Writing with Peer Review. This project adapts the Calibrated Peer Review (CPR) process, developed at the University of California at Los Angeles (UCLA), as a mechanism for increasing undergraduate student understanding of experimental methods and quantitative approaches in biology. The student is presented with a problem and background information and then writes about it. Then, after guiding questions from faculty help the student demonstrate competence as a reviewer, the program delivers three peer documents for the student to review. The student answers guiding questions and assigns scores. Finally, the student does a self-review. The student's grade is based on both writing and reviewing. A new CPR system tracks assignment authors and versions to give credit to contributors who share and improve writing assignments. The Purdue project incorporates new problem-based writing assignments with peer review into the freshman course, Biology 131, to help students connect what they learn to both current and historical research endeavors. Biological problems are also being incorporated with writing assignments for peer review in the Statistics 301 course to help students understand how new knowledge accumulates in the biosciences and what ethical constraints such as predictions of the expected number of animals for a research study must be considered Intellectual Merit: This project helps students learn how experimental and quantitative aspects of biology have changed along a historical continuum and introduces statistical skills (experimental/sampling design, one way ANOVA with multiple comparisons tests, variability and standard deviation, confidence intervals, P-values, use of significant figures and checking the assumptions underlying analysis of results) in a novel way and in a manner allied to student interests in biology. The assessment of outcomes in terms of student knowledge and attitudes and self perception of skills and abilities is an important component of this work, as development and refinement of the instruments used will add to knowledge about how to determine outcomes of projects such as this. Broader Impact: As capacity is built for scaling-up so that faculty can share, critique, and improve CPR assignments, diversity issues relating to the content and quantitative aspects of biology are also being investigated. The project targets all students taking BIOL131 and STAT301 courses (over 1300 students annually) over the project term. The students periodically use a Participant Perception Inventory (PPI), a questionnaire designed to measure student perception of knowledge (cognitive dimension), experience (behavioral dimension), and confidence (affective dimension) about ethical, experimental, and quantitative aspects of research. What is also being tested is the prediction that if a student leaves a biology course with increased confidence about important aspects of bioscience research, their interest in doing research will increase. Graduate and undergraduate teaching assistants are also participating in this interdisciplinary project (biology and statistics) to improve their basic communication skills in both biology and statistics. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Pelaez, Nancy Arlene Russell Ellen Gundlach Nancy Wilson Head Purdue University IN Terry S. Woodin Standard Grant 141547 7494 1536 SMET 9178 0116000 Human Subjects 0837248 December 15, 2008 Teaching Computing to Biologists Through Data Visualization. Biology (61) This project supports the development and assessment of curricular materials for a unique Computation for Scientists and Engineers course that uses MATLAB to teach programming to biologists through data analysis and visualization. Three teaching innovations form the central core of this development effort: (1) Teach computation by working with data rather than by working with formulas. MATLAB and other computational science courses generally target advanced students with some mathematical training. Such courses typically begin by explaining how MATLAB performs vector and matrix operations - an approach that is obviously inappropriate for many students, especially those with limited math and logic skills. A more engaging alternative is to ask these students to use MATLAB to visualize and explore meaningful data sets that are presented as simple lists and tables. By working with real data instead of abstract mathematical equations, students quickly appreciate the practical benefits and central role of computing in their discipline. (2) Use a hybrid approach to teaching programming. The course focuses on programming tasks that can be easily mastered in a single semester course and are useful in subsequent courses. Facilities such as MATLAB's plottools are exploited to teach programming skills in a hybrid fashion. MATLAB's plottools allow students to examine and plot data through an intuitive "point and click" GUI interface, and show them the programming code that produced the plot. Students are asked to modify this code in order to visualize the data differently or to explore completely different data sets. (3) Integrate real science to highlight relevance, interaction and discovery. The materials rely on real data as much as possible, and several significant case studies are developed in support of the curriculum. Important scientific papers are used for examples. Side notes are created to explain how the paper is structured, what the results are, and how the data supported the results. These materials are generated in web format with links to the references and notes. By emphasizing hands-on data analysis and being required early in their program of study, this course has a significant impact on the quantitative skills of science students. Furthermore, the curricular content and teaching materials are made broadly available to other institutions using an open source model and linkage to the National Science Digital Library (NSDL). CCLI-Phase 1 (Exploratory) DUE EHR Robbins, Kay David Senseman Priscilla Pate University of Texas at San Antonio TX Stephen C. Cooper Standard Grant 146646 7494 SMET 9178 0116000 Human Subjects 0837278 December 15, 2008 CCLI Phase I: A Bio-Focused Introductory Physics Course. Physics(13) Faculty from George Washington University's departments of physics, biology and computer science are developing a novel introductory physics course that extends the NSF-supported SCALE-UP (Student-Centered Active Learning Environment for Undergraduate Programs) curriculum to investigations of biological systems. For this calculus-based introductory mechanics course, the biological applications drive the introduction of the physics principles rather than being mere sidebars. The project is producing in-class activities, problem sets, and computation exercises using biologically-inspired alternatives. The course is using microbial motion and molecular dynamics as central motivating examples, while simultaneously introducing students to grand challenge problems. Additional important course elements include student-created videos, student self-reflections, and career planning. Materials provided by this project will enable physics departments interested in increasing enrollments to develop a new and innovative interdisciplinary course with a minimum of effort. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Reeves, Mark Robert Donaldson Rahul Simha Cornelius Bennhold George Washington University DC John F. Mateja Standard Grant 149442 7494 1536 SMET 9178 0116000 Human Subjects 0837283 September 1, 2008 Collaborative Research: The Textbook Reconsidered - Creating the Shortbook of Geomorphology. Geology (42) This project is creating and assessing a new style of textbook - an economical, succinct, and focused guide to the most important tenets of Geomorphology, the study of Earth's dynamic surface. This "Shortbook" is made up of 15 chapters, each 15 to 18 pages long, and each focused specifically on core concepts identified though a process of community consensus building. The goal of this book, and its accompanying public-domain e-media, is to organize and present the most important knowledge about Earth's surface in a concise fashion relevant to the way in which todays students deal with information. This project addresses a dynamic discipline of the geosciences and serves as a model for textbook creation in the STEM disciplines. The textbook is being designed, printed, and distributed by a commercial publisher and is linked to a public-domain website that hosts a suite of e-media, referred to as "Vignettes". These are short (<1000 word) case studies that supplement the text and allow customization of the learning environment. Some vignettes are place-based examples; some are quantitative treatments of significant equations or problems in geomorphology; and others feature videos or animations that clarify difficult concepts. The vignettes are being created by experts, vetted by others, linked to the textbook, searchable on line, and available free, both on line and as PDF versions. The "Shortbook" concept comes from the recommendations of a 2006 NSF/National Academy of Sciences workshop, "Reconsidering the Textbook", which suggested that textbooks of the future would be short, economical, reflect community consensus, be student-centered, and be well and purposefully integrated with e-media. This project is testing the workshop recommendations by creating a new textbook in the growing discipline of geomorphology for which the existing texts were first published between 12 and 30 years ago. The assessment plan, which is integral to this proposal and the textbook development process is designed to improve the quality of the final product and determine whether the project has met its goal of creating a book that is widely accepted and useful for both students and faculty. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Bierman, Paul Christine Massey University of Vermont & State Agricultural College VT David J. Matty Standard Grant 201977 7494 1536 SMET 9178 9150 0116000 Human Subjects 0837375 December 15, 2008 Scaffolding Conceptually Driven Genomics Education. Engaging undergraduate students in authentic research in the classroom can enhance development of scientific thinking. However, in a teaching laboratory with 20 or more students, a limiting factor in student success with open-ended research problems is instructor availability for real time, individualized scaffolding (guiding students to higher-level thinking and complex problem solving related to the student's research problem). This project is testing the hypothesis that by moderately scaffolding the student research process a carefully designed web interface tool, the "Exploring Genomics in Context Interface" (EGCI), can support classroom instruction and facilitate authentic research in genomics with only a modicum of faculty input. The EGCI provides an iterative way for students to choose strategies for asking and addressing biologically interesting questions using a range of genomics tools. It is designed to help students develop the ability to: 1) define biologically interesting questions that can be addressed with data, 2) relate a gene to biological function, 3) analyze data including the aspect of quality, 4) develop a literature-based understanding of important quantitative approaches, and 5) test thoroughly a viable hypothesis by bringing together the literature, classroom knowledge, and analysis of data. The project's specific research objectives are to: 1. determine how undergraduate students' scientific thinking skills are enhanced by an authentic research experience in the context of a course; 2. analyze the role of scaffolding in supporting student research success; and 3. identify generalizable components for computer-based scaffolding of open-ended research. These are being explored using a mixed-methods research approach to collect data that characterizes: 1) the skill level of individual students prior to the course, developed through the course prior to the specific assignment, and following the assignment, 2) student behavior during the assignment (including structured observations; student reflections; and analysis of EGCI webmetrics), and 3) the scaffolding accomplished by the faculty member (including structured observations and reflection by the faculty members). Intellectual Merit: Genomics education is an ideal platform on which to initiate this work because genomics, an important frontier in modern science, provides the opportunity for students to work with large datasets; and allows scaffolding of biological questions at multiple levels of organization. Chamaecrista (partridge pea) and Aiptasia (model for symbiotic corals), the organisms selected for this initial work, are ideal test subjects because they are threatened by global climate change and evolution, are scientifically important, and, most important for an undergraduate project, have readily available gene sequences and appropriate supporting analysis tools. Broader Impacts: Identifying general elements of scaffolding software that support authentic student research at scale increases opportunities for undergraduates at many institutions to develop higher order, scientific thinking skills, meeting a national need. All curricular material, assessment tools, and editable forms of the EGCI are being made freely available for adoption on the Teaching Genomics website. The work is being conducted at two different institutions - one that integrates genomics throughout the curriculum (Carleton) and one with distinct genomics and bioinformatics courses (Vassar), thus broadening the applicability of the efforts to other institutions. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Singer, Susan Cathryn Manduca Marc Smith Sean Fox Jodi Schwarz Carleton College MN Terry S. Woodin Standard Grant 149976 7494 1536 SMET 9178 0116000 Human Subjects 0837540 November 15, 2008 Development of an Inquiry-Based Cell Biology Laboratory with Emphasis on Scientific Communication Skills. Among the most important skills that students of science must acquire are critical thinking, effective communication, and ethical reasoning. Moreover, inquiry-based learning is a project-based pedagogic strategy that involves the formulation of questions and the development and implementation of strategies to answer such questions, and this type of learning has been shown to significantly enhance critical thinking skills. This project addresses these attributes by their inclusion in a novel inquiry-based cell biology laboratory course at Clemson University that consists of three research modules (four weeks each) designed to allow students to ask and answer questions via experimentation and collaboration. The modules have been designed around important cell biology concepts such as cell-cell and cell-substrate interactions, cell growth, death and differentiation, vesicle trafficking, and signal transduction. Students are acquiring "hands on" experience in a variety of techniques including fluorescence microscopy, spectrophotometry, and fluorimetry. Importantly, each week's lab session ends with a guided group discussion to interpret the results of experiments and to develop hypotheses for the next set of experiments. To address communication, each module culminates with the dissemination of the scientific data through a poster presentation, oral presentation, or manuscript in standard journal format. A crucial, but often overlooked, dimension of scientific communication is ethical reasoning so, as a part of the scientific inquiry and communication processes, students also engage in the discussion of the ethics of scientific communication. Extensive assessment in critical thinking and technical communication is part of the evaluation of the course as are science-related attitudes of course participants since evidence suggests that acquiring critical thinking skills may positively impact retention of students in the sciences. Each year, approximately two hundred and twenty-five biological sciences, microbiology, genetics, biochemistry, bioengineering, chemical engineering, and animal and veterinary sciences undergraduate students are being directly impacted by the project. The project team includes an interdisciplinary team of faculty from biological sciences, technical communication, and education. The creation and dissemination of a distinctive cell biology laboratory course that significantly combines inquiry-based research, science communication, and ethical reasoning components is expected to significantly contribute to research in STEM education. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Temesvari, Lesly D. Switzer Steven Katz Kimberly Paul Clemson University SC James E. Hamos Standard Grant 149168 7494 1536 SMET 9178 9150 0116000 Human Subjects 0837640 December 15, 2008 Introduction of a Guided-inquiry Curriculum in Organic Chemistry by Means of Microwave-assisted Synthesis. Chemistry(12) A sophomore organic laboratory curriculum based on microwave-mediated synthesis is being developed, in which the conceptual link between laboratory and classroom is strengthened. Guided-inquiry laboratory activities are also being created to increase conceptual learning and foster the development of practitioner knowledge. In addition to the acquisition of the necessary microwave reactors, the project is providing for faculty-student collaborative development of curriculum materials. A thoroughgoing evaluation of the project learning outcomes is being conducted by an external evaluator. The project is addressing the great need for robust, safe, and user-friendly procedures to use in a typical sophomore organic laboratory. Furthermore, while other investigators have reported on the successful introduction of guided-inquiry components into the organic laboratory curriculum, the current proposal is embarking on the first major undertaking to capitalize on the advantages of microwave-assisted synthesis in creating a more student-centered laboratory experience. In addition, this program is generating new knowledge in the realm of teaching and learning. The acquisition of the microwave equipment is establishing a regional center of expertise and infrastructure in microwave chemistry, available to the many colleges and small universities within a 50-mile radius of Allegheny, and an existing junior high science enrichment program is benefiting from the equipment. Student and instructor materials are being collected into a virtual lab manual. The curriculum materials, as well as the new knowledge on teaching and learning acquired from assessment, is being shared with the broader community at cross-cutting conferences on chemistry and education. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Murphree, Shaun Allegheny College PA Bert E. Holmes Standard Grant 135302 7494 1536 SMET 9178 0116000 Human Subjects 0837677 September 1, 2008 Enhancing Integrated Technology and Interdisciplinary Based Engineering Education Through the High Altitude Balloon (HAB) Experience. Interdisciplinary (99) Computer, electrical, industrial, materials, and mechanical engineering students enrolled in an interdisciplinary, collaborative senior capstone design project are employing an integrated technology High Altitude Balloon (HAB) system launched into the near-space region (85,000 - 100,000 ft above sea level) of the earth's atmosphere. The HAB system is a systematic integrated project that involves team investigation of a system with multiple elements such as wireless communication; working with alternative energy devices; control system design; data analysis for computing; payload material design; flight path prediction and aerodynamics; wind data studies, shape memory composites, heat transfer analysis; and developing a balloon tracking system. Through working on this project, students delve into a complex engineering system that (1) exposes them to applied and cutting-edge design projects; (2) encourages them to participate in an integrated, inter-disciplinary curriculum that facilitates engagement by working across all engineering disciplines; (3) involves them in methods of applied technology and skills necessary to transition from academic to professional environments. The project provides students with meaningful experiences and insight into industry standards by introducing them to the state-of-the-art technologies and design clinics in inter-disciplinary projects; and encouraging them to work on technology transferable designs and determine success by creating new projects for engineering curriculum. A longitudinal study on the value of the proposed approach is being conducted by systematically evaluating the preparedness and ability of engineering students engaged in the interdisciplinary senior design approach compared to students in the traditional design program. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Mawasha, Ruby Joseph Slater J. Wolff Zhiqiang Wu Wright State University OH Curtis T. Sears Standard Grant 147567 7494 1536 SMET 9178 0116000 Human Subjects 0837820 September 1, 2008 Improving Student Understanding of Geological Rates via Chronotopographic Analysis of Active Landscapes. Geology (42) This project investigates the value of incorporating chronotopographic analysis across a range of undergraduate geology courses using terrestrial laser scanning (TLS) to improve student understanding of the rates and styles of geomorphic processes. Repeat high-resolution TLS surveys have begun to track, in detail, the evolution of active landscapes, including investigations of active faulting, glaciation, landslides, fluvial systems and coastal dynamics. This project is investigating the hypothesis that undergraduate geology students who collect and analyze positional data for locally-important, active landscapes develop a better sense of the critical (and non-steady) geomorphic processes affecting landscape change. A collaborative faculty team from three institutions (regional university, community college, and tribal college) are acquiring and being trained on a TLS system and are collecting baseline scans of actively evolving landscapes identified in cooperation with local land-use agencies. The team is developing inquiry activities for each site and for classes at each institution, and assessing their impact using rigorous evaluation procedures. The 2-year college faculty and students are especially interested in monitoring rapid retreat of coastal bluffs near their campus. The tribal college faculty and students are integrating the TLS monitoring into their BA degree program and into a high school mentoring program with the support of the Lummi Nation School physics teacher. The university faculty are incorporating the TLS scanning into upper division geomorphology courses. In small research teams, students are: partnering with a local land-use agency to identify and evaluate an actively evolving landform; defining target zones for TLS surveying; designing and conducting a TLS survey; conducting basic TLS data processing, including deformation analysis with past surveys; quantifying variability in rates and modes of landscape change at several time and length scales; and identifying uncertainties and limits of TLS data, and their value relative to qualitative assessments (e.g., geomorphic mapping, repeat photography, etc.). Pre- and post-instruction data on student understanding of geological rates are being collected. Questionnaires and interviews are designed to measure preconceptions and then evaluate change after students complete the chronotopographic activities. The results of this project are being disseminated through the "On the Cutting Edge Teaching Geomorphology" web site (cross-referenced with NSDL), and the processed chronotopographic sequences are being posted on the WWU Landscape Observatory web site. The results of this project benefit research universities that may already have a TLS system, and regional and liberal arts institutions, which may be evaluating the value of incorporating this 'revolutionary' technology into their undergraduate curricula. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Linneman, Scott Douglas Clark Western Washington University WA David J. Matty Standard Grant 204469 7494 1536 SMET 9178 0116000 Human Subjects 0837830 October 1, 2008 Promoting Science Literacy Through Neuroscience Laboratory Exercises. INTERDISCIPLINARY (99) The project sustains and expands a fundamentals of neuroscience course for non-science students while simultaneously growing the previously successful outreach to underserved pre-college students. In addition, the project aids faculty to incorporate neuroscience as a means of promoting science literacy into their course offerings. The project develops a series of diverse laboratory experiences spanning increasing degrees of complexity, from dissection of sheep brain, to electroencephalograms, to real-time assessment of language comprehension. The laboratory exercises guide students toward reading and understanding primary literature, devising experiments, reflecting upon experimental results and presenting findings. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Stewart, Mark Stasinos Stavrianeas Willamette University OR Herbert H. Richtol Standard Grant 105594 7494 1536 SMET 9178 0116000 Human Subjects 0837884 September 1, 2008 Developing an Engineering Focused Narrative Television Series. As a means to enhance technological literacy, attract more young people to careers in engineering and contribute to the sustainment of the national capacity for technological innovation, the Center for the Advancement of Scholarship on Engineering Education (CASEE) of the National Academy of Engineering (NAE) seeks to increase public awareness of the role of engineering. Specifically, this project builds upon prior experience with previous workshops that have explored the representations of engineers and engineering in films and television in order to advance the implementation of a "prime-time" commercial television series that highlights the positive roles of engineers in modern society. This project will plan, organize, and convene a forum wherein 12 experienced producers, writers, and directors will devote one and one-half days to discussion of key questions which will determine the viability of attaining an engineering focused narrative television series. CCLI-Phase 2 (Expansion) DUE EHR Fortenberry, Norman National Academy of Sciences DC Lesia L. Crumpton-Young Standard Grant 199460 7492 SMET 9178 0838072 September 15, 2008 Explore the Use of Social Networking Analysis as a Tool for MSP Research and Analyses: A Conference Proposal. The Math and Science Partnership (MSP) program seeks to enhance student achievement in STEM areas by creating new forms of leadership, enhancing teacher quality, and creating more challenging courses and programs of study in STEM areas. A special feature of the MSPs is drawing together new communities and collaborations to dialogue around issues of STEM education and develop new approaches for enhancing K-12 learning pathways. As MSP researchers have examined the progress of the MSP projects, an emergent area of interest has been the study of the new networks that comprise these evolving collaborations. The purpose of the conference is to bring together members of the MSP community and other researchers outside this community who have used Social Network Analysis (SNA) to document results of social interventions. Participants will discuss how they have used SNA and what has been learned through the approach, and they will further explore the utility of SNA as a research tool for enhancing what is being learned through NSF's investment in MSP projects. Of particular interest is revealing the various types of research questions to which the technique has been applied, how it has been combined with other methodologies, what has been found, and what are the perceived strengths and weaknesses. A portion of the conference is devoted to considerations of different analytic approaches to summarizing the data and, relatedly, the kinds of software packages that have been developed to carry out the analyses. The conference brings together researchers and evaluators interested in the SNA approach to learn more about applications of the methodology and available analytic tools, and also challenges participants to think about concrete ways in which SNA approaches can be applied to ongoing and new MSPs. A set of papers documents the results of this conference and suggest areas of research that MSPs might wish to pursue. MSP-OTHER AWARDS DUE EHR Frechtling, Joy Westat Inc MD James E. Hamos Standard Grant 75493 1793 SMET 9177 0838113 June 1, 2008 An Accessible Online Resource for Mathematics Students and Instructors. Mathematical Sciences (21). This project is adapting multimedia demonstrations of mathematical concepts to make them accessible to students with sensory disabilities. The intellectual merit of the activity lies in its use of a well-recognized and established collection of resources, "Demos with Positive Impact" (CCLI-EMD DUE-9952306) as the source material for adaptation. Major components include adapting existing animations for captioning and audio; addressing issues of text legibility for display of mathematical symbols; and adapting existing web pages for more effective use with screen readers. The project is also having a broad impact by enabling the target audience to have access to previously unavailable high quality multimedia demonstrations. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Roberts, Lila Clayton College and State University GA Lee L. Zia Standard Grant 34530 7428 SMET 9178 0839837 October 1, 2008 Steering Committee Workshop to Build a Community for Algorithm Visualization. Computer Science (31) This project involves the running of a workshop whose goal is to establish a steering committee that will guide the development of internet-based resources to support a developing community of users and developers of algorithm and data structure visualizations (AVs). Successful use of AVs depends on both the availability of quality educational materials and their proper deployment. The field of AV has progressed little from the mid 1990s in terms of adoption levels or total educational impact. Many developers are not making use of lessons learned. Since effective ways of developing and deploying AVs are known, these difficulties can be overcome by a cohesive community of AV developers and users. The goal of this project is to build this community. The first step to building this community is to establish a steering committee of active members in the field who help to guide creation of an integrated collection of resources and infrastructure to serve as a communications hub and information clearing house. These resources leverage the progress already made by AV developers and users to bring about wider adoption and greater successful impact in the classroom. The intellectual merit is the improvement of the computer science education community's understanding of how AVs can be made pedagogically effective. The broader impact is improving on the general availability and quality of AVs, which can affect the educational outcomes for many students every year in computer science and related disciplines. Providing a community resource on best practices improves the development of future AVs. A clearing house of available AVs and documenting best practices for their use provides quality educational materials to instructors. CCLI-Phase 2 (Expansion) DUE EHR Shaffer, Clifford Stephen Edwards Virginia Polytechnic Institute and State University VA Stephen C. Cooper Standard Grant 8500 7492 SMET 9178 0116000 Human Subjects 0839898 October 1, 2008 Inventory of Evaluation Tools for Engineering Education Projects. Engineering - Other (59) The project addresses an important national need: evaluating effectiveness of engineering education innovations and research. The goal is to build an annotated inventory of evaluation tools for determining the effectiveness of projects targeted at improving engineering education and student retention along the engineering pipeline. An experienced team of engineering education, assessment and evaluation professionals will conduct an extensive search for existing evaluation tools and document their usefulness for the engineering education research and development community. Recognized national experts in engineering education and evaluation will review and contribute to the evaluation of tools and the resulting inventory. Products of this work include: (1) a catalog of evaluation tools characterized by outcomes addressed, instrument stage of development, and instrument usability, (2) a prioritized list of evaluation tool gaps needing to be addressed to support engineering course, curriculum, and laboratory improvement, (3) a journal publication presenting the methodology and results of the evaluation tools inventory, (4) a national workshop to refine and disseminate results and to promote needed evaluation tools development, and (5) a strategy for broad dissemination of findings and evaluation tools CCLI-Phase 2 (Expansion) DUE EHR Davis, Denny Michael Trevisan Washington State University WA Russell L. Pimmel Standard Grant 96033 7492 SMET 9178 0840075 September 15, 2008 United States Participation in the Global Science Education Initiative. The request is for funds, for scientists and science educators K-16 from the US, to participate in an International Conference on the topic of a Global Science Curriculum Framework. All countries are interested in being or becoming globally competitive and more and more countries are signing on to participate in the international assessments of mathematics and science such as TIMSS and PISA. It is vital that the US participates in discussions related to all aspects of research and development in science education for all students. The US participants will share a new science education framework developed by the Math and Science Partnership (MSP) project, Promoting Rigorous Outcomes in Mathematics and Science (PROM/SE). This request is for funds for the PI and 5-6 other US representatives, from K-12 and higher education, to attend the next conference to be held in Paris 2009. The request is for $14,000 in travel funds. MSP-OTHER AWARDS DUE EHR Pennypacker, Carlton University of California-Berkeley CA Elizabeth VanderPutten Standard Grant 14000 1793 SMET 9177 0116000 Human Subjects 0840597 September 15, 2008 Collaborative Project: Ensemble: Enriching Communities and Collections to Support Education in Computing. Ensemble adds a computing pathway to the existing set of NSF STEM Digital Libraries (NSDL). The addition ensures that the NSDL pathways provide a more complete coverage of STEM areas. The computing pathway supports the full range of computing education communities, provides a base for the development of programs blending computing with other STEM areas, and produces digital library innovations that are propagated to other NSDL pathways. Since computing communities including computer science, computer engineering, software engineering, information science, information systems and information technology continue to rapidly evolve; the computing pathway greatly aids computing educators in those areas. The computing pathway also addresses diversity, the complex interactions across the computing communities, as well as meeting the future need for increasing the numbers of computer related graduates. Ensemble reaches across the full range of audiences for computing education from K-12 to graduate and professional education. Ensemble creates a distributed portal providing access to the broad range of existing educational resources while preserving the collections and their associated curation processes. Ensemble encourages contribution, use, reuse, review and evaluation of educational materials at multiple levels of granularity. To accomplish the overall goals, the Ensemble team works directly with relevant professional societies and accreditation agencies to articulate inter-relationships among the computing communities. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Brusilovsky, Peter University of Pittsburgh PA Herbert H. Richtol Continuing grant 82820 7444 SMET 9178 0116000 Human Subjects 0840642 November 1, 2008 Quantitative Social Science Digital Library Pathway (QSSDL). The Quantitative Social Science Digital Library (QSSDL) Pathway provides a portal to materials and modules that integrate quantitative analysis with the teaching of the social sciences. QSSDL is a partnership of the Interuniversity Consortium for Political and Social Research (ICPSR) and the Social Science Data Analysis Network, both at the University of Michigan, and the American Sociological Association, the American Political Science Association, and the Association of American Geographers. Quantitative analysis has long played a key role in social science research. Influential voices have been calling for ways make data analysis a staple feature in a large variety of courses in the social sciences, including introductory courses. This pathway is designed to help instructors find high quality teaching materials and datasets for student exercises and research. It is building on the rapid acceleration in the availability of data, the creation of new educational tools, and growing interest by instructors in making innovative use of digital resources for instruction. The integration of this social science pathway into the portfolio of NSDL Pathway projects adds a new resource to the existing networked infrastructure of repositories and professional associations. Experts in the Science Education Resource Center (SERC) at Carleton College are providing pedagogical, assessment, and evaluation services. In particular, SERC is conducting evaluations that include pre- and post-intervention assessments of faculty use of QSSDL resources on ten selected campuses, and QSSDL teaching materials are being linked to the "Pedagogy in Action" server at SERC. The QSSDL Pathway helps individuals who create resources by providing archiving and preservation services for those lacking adequate institutional support. This project also builds on ICPSR's long and successful model of sustainability, which is based on a diverse portfolio of memberships held by colleges and universities, research grants, and contracts. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Alter, George William Frey Douglas Richardson Cathryn Manduca Ellen Iverson University of Michigan Ann Arbor MI Myles G. Boylan Continuing grant 1669938 7444 SMET 9178 0116000 Human Subjects 0840661 August 15, 2008 Collaborative Research: Gaming and Interactive Visualization for Education. Engineering - Other (59) Most people are more perceptive to geometric rather than symbolic representation of information and an increasing number of educators are concentrating on utilizing visualization to explain scientific and engineering knowledge to a broad audience. A medium that combines course materials with interactive visualization can be a powerful tool for education and enhanced learning. This project is developing the Gaming and Interactive 2D/3D Visualization for Education (GIVE) tools to explain abstract engineering concepts to undergraduate students. GIVE provides an interactive gaming environment for learning that is different from e-learning systems. While retaining the advantages of e-learning systems, such as distant and asynchronous education, the GIVE system further enhances learning by incorporating game characteristics such as a progressively balanced goal, feedback, multiple-goal structure, adaptive scoring, meaningful visual presentation, and emotional involvement into the educational tool. Software gaming modules are being created for selected courses in the aerospace, electrical, and mechanical engineering programs. Three separate gaming systems are being developed aimed at high school students, in-class student/instructor interactions, and out-of-classroom practice. The GIVE modules are being tested extensively with high school and undergraduate students from underrepresented groups to ensure their broad appeal. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Xu, Yunjun University of Central Florida FL Sheryl A. Sorby Standard Grant 117261 7494 1536 SMET 9178 9150 0840668 September 15, 2008 Collaborative Project: Ensemble: Enriching Communities and Collections to Support Education in Computing. Ensemble adds a computing pathway to the existing set of NSF STEM Digital Libraries (NSDL). The addition ensures that the NSDL pathways provide a more complete coverage of STEM areas. The computing pathway supports the full range of computing education communities, provides a base for the development of programs blending computing with other STEM areas, and produces digital library innovations that are propagated to other NSDL pathways. Since computing communities including computer science, computer engineering, software engineering, information science, information systems and information technology continue to rapidly evolve; the computing pathway greatly aids computing educators in those areas. The computing pathway also addresses diversity, the complex interactions across the computing communities, as well as meeting the future need for increasing the numbers of computer related graduates. Ensemble reaches across the full range of audiences for computing education from K-12 to graduate and professional education. Ensemble creates a distributed portal providing access to the broad range of existing educational resources while preserving the collections and their associated curation processes. Ensemble encourages contribution, use, reuse, review and evaluation of educational materials at multiple levels of granularity. To accomplish the overall goals, the Ensemble team works directly with relevant professional societies and accreditation agencies to articulate inter-relationships among the computing communities. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Delcambre, Lois Portland State University OR Herbert H. Richtol Continuing grant 339987 7444 SMET 9178 0116000 Human Subjects 0840713 September 15, 2008 Collaborative Project: Ensemble: Enriching Communities and Collections to Support Education in Computing. Ensemble adds a computing pathway to the existing set of NSF STEM Digital Libraries (NSDL). The addition ensures that the NSDL pathways provide a more complete coverage of STEM areas. The computing pathway supports the full range of computing education communities, provides a base for the development of programs blending computing with other STEM areas, and produces digital library innovations that are propagated to other NSDL pathways. Since computing communities including computer science, computer engineering, software engineering, information science, information systems and information technology continue to rapidly evolve; the computing pathway greatly aids computing educators in those areas. The computing pathway also addresses diversity, the complex interactions across the computing communities, as well as meeting the future need for increasing the numbers of computer related graduates. Ensemble reaches across the full range of audiences for computing education from K-12 to graduate and professional education. Ensemble creates a distributed portal providing access to the broad range of existing educational resources while preserving the collections and their associated curation processes. Ensemble encourages contribution, use, reuse, review and evaluation of educational materials at multiple levels of granularity. To accomplish the overall goals, the Ensemble team works directly with relevant professional societies and accreditation agencies to articulate inter-relationships among the computing communities. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Cassel, Lillian Christine Stephenson Villanova University PA Herbert H. Richtol Continuing grant 1172222 7444 SMET 9178 0116000 Human Subjects 0840715 September 15, 2008 Collaborative Project: Ensemble: Enriching Communities and Collections to Support Education in Computing. Ensemble adds a computing pathway to the existing set of NSF STEM Digital Libraries (NSDL). The addition ensures that the NSDL pathways provide a more complete coverage of STEM areas. The computing pathway supports the full range of computing education communities, provides a base for the development of programs blending computing with other STEM areas, and produces digital library innovations that are propagated to other NSDL pathways. Since computing communities including computer science, computer engineering, software engineering, information science, information systems and information technology continue to rapidly evolve; the computing pathway greatly aids computing educators in those areas. The computing pathway also addresses diversity, the complex interactions across the computing communities, as well as meeting the future need for increasing the numbers of computer related graduates. Ensemble reaches across the full range of audiences for computing education from K-12 to graduate and professional education. Ensemble creates a distributed portal providing access to the broad range of existing educational resources while preserving the collections and their associated curation processes. Ensemble encourages contribution, use, reuse, review and evaluation of educational materials at multiple levels of granularity. To accomplish the overall goals, the Ensemble team works directly with relevant professional societies and accreditation agencies to articulate inter-relationships among the computing communities. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Furuta, Richard Frank Shipman Booker Carpenter Texas Engineering Experiment Station TX Herbert H. Richtol Standard Grant 425000 7444 SMET 9178 0116000 Human Subjects 0840719 September 15, 2008 Collaborative Project: Ensemble: Enriching Communities and Collections to Support Education in Computing. Ensemble adds a computing pathway to the existing set of NSF STEM Digital Libraries (NSDL). The addition ensures that the NSDL pathways provide a more complete coverage of STEM areas. The computing pathway supports the full range of computing education communities, provides a base for the development of programs blending computing with other STEM areas, and produces digital library innovations that are propagated to other NSDL pathways. Since computing communities including computer science, computer engineering, software engineering, information science, information systems and information technology continue to rapidly evolve; the computing pathway greatly aids computing educators in those areas. The computing pathway also addresses diversity, the complex interactions across the computing communities, as well as meeting the future need for increasing the numbers of computer related graduates. Ensemble reaches across the full range of audiences for computing education from K-12 to graduate and professional education. Ensemble creates a distributed portal providing access to the broad range of existing educational resources while preserving the collections and their associated curation processes. Ensemble encourages contribution, use, reuse, review and evaluation of educational materials at multiple levels of granularity. To accomplish the overall goals, the Ensemble team works directly with relevant professional societies and accreditation agencies to articulate inter-relationships among the computing communities. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Fox, Edward Stephen Edwards Weiguo Fan Virginia Polytechnic Institute and State University VA Herbert H. Richtol Continuing grant 425002 7444 SMET 9178 0116000 Human Subjects 0840721 September 15, 2008 Collaborative Project: Ensemble: Enriching Communities and Collections to Support Education in Computing. Ensemble adds a computing pathway to the existing set of NSF STEM Digital Libraries (NSDL). The addition ensures that the NSDL pathways provide a more complete coverage of STEM areas. The computing pathway supports the full range of computing education communities, provides a base for the development of programs blending computing with other STEM areas, and produces digital library innovations that are propagated to other NSDL pathways. Since computing communities including computer science, computer engineering, software engineering, information science, information systems and information technology continue to rapidly evolve; the computing pathway greatly aids computing educators in those areas. The computing pathway also addresses diversity, the complex interactions across the computing communities, as well as meeting the future need for increasing the numbers of computer related graduates. Ensemble reaches across the full range of audiences for computing education from K-12 to graduate and professional education. Ensemble creates a distributed portal providing access to the broad range of existing educational resources while preserving the collections and their associated curation processes. Ensemble encourages contribution, use, reuse, review and evaluation of educational materials at multiple levels of granularity. To accomplish the overall goals, the Ensemble team works directly with relevant professional societies and accreditation agencies to articulate inter-relationships among the computing communities. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Hislop, Gregory Drexel University PA Herbert H. Richtol Continuing grant 104964 7444 SMET 9178 0116000 Human Subjects 0840738 October 1, 2008 Collaborative Research: Educational Data Mining Approaches for Digital Libraries. This collaborative research project between the Exploratorium and Utah State's Department of Instructional Technology and Learning Sciences investigates online evaluation approaches and the application of educational data mining to educational digital libraries and services. Much work over the past decades has focused on developing algorithms and methods for discovering patterns in large datasets, known as Knowledge Discovery from Data (KDD). Webmetrics, the application of KDD to web usage mining, is growing rapidly in areas such as e-commerce. Educational Data Mining (EDM) is just beginning to emerge as a tool to analyze the massive, longitudinal user data that are captured in online learning environments and educational digital libraries. This project uses EDM to examine data from the Exploratorium's Learning Resources Collection and the Instructional Architect at Utah State University. The results are combined with more traditional evaluation data (e.g., surveys, interviews) as part of a comprehensive strategy to understand science teachers' behaviors, motivations, and learning experiences with digital library resources The outcomes of this targeted research promise to contribute new knowledge regarding Knowledge Discovery from Data and the application of Educational Data Mining to digital libraries. The project informs improvements in the design of the user experience, as well as tailored teacher professional development, contributing to a growing body of research on teacher learning by using cyber-enabled approaches. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Hsi, Sherry Exploratorium CA Elizabeth VanderPutten Standard Grant 75000 7444 SMET 9178 0116000 Human Subjects 0840744 October 1, 2008 NSDL Technical Network Services: A Cyberinfrastructure Platform for STEM Education. The NSDL Technical Network Services (TNS) project is providing a robust and extensible cyberinfrastructure foundation for the central services of the NSDL that enable a wide range of NSF grantees and outside partners to share technical capacity and deliver valuable educational tools and resources to their own communities. The project has four primary areas of effort: 1) Engaging the NSDL and STEM education communities to nurture a common vision for NSDL and its technical infrastructure and to foster broad-based community contributions; 2) Enabling NSDL to function as a shared, collaborative, contributory space supporting the creation and display of context around networked educational resources to enhance discovery, use, and understanding; 3) Supporting and extending the NSDL core infrastructure for implementing and developing new educational applications and networked tools for audiences across the full range of STEM research, learning, and education; and 4) Ensuring that the NSDL network and its accompanying tools and services are a robust, reliable, and highly available resource for all users. The intellectual merit of this effort lies in the unique and potentially transformative opportunity it has to integrate a wide range of tools, services, content, and context from many different institutions and projects into a common framework of knowledge organization and discovery, enabling other projects to accomplish far more than they could have on their own. By integrating resources, description, context and contribution from many varied organizations, projects, and individuals, and by offering tools to explore and understand this knowledge space, the TNS project is serving as an important component of support for cyber-enabled STEM education in a networked world. The broader impacts of this project are felt along several directions. First, it is helping both NSF grantees and many other related educational projects to better serve their specific audiences by focusing less on recreating technical developments and focusing more on serving as sites for teaching, mentoring, and supporting research of large numbers of STEM students and teachers. Second, it is establishing a broad-based community engagement process to foster creativity, innovation, and contributions to the design and use of next-generation educational cyberinfrastructure and interactive learning applications. Third, it is instrumenting the NSDL infrastructure to collect detailed (anonymized) usage and behavioral data, providing the basis for next-generation research into: personalized learning, educationally-informed recommendation engines, formation and evolution of educational social networks, and other areas where large volumes of user-generated actions and activities are needed. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Lagoze, Carl Michael Wright Tamara Sumner Cornell University NY Herbert H. Richtol Cooperative Agreement 4734793 7444 SMET 9178 0840745 October 1, 2008 Collaborative Research: Educational Data Mining Approaches for Digital Libraries. This collaborative research project between the Exploratorium and Utah State's Department of Instructional Technology and Learning Sciences investigates online evaluation approaches and the application of educational data mining to educational digital libraries and services. Much work over the past decades has focused on developing algorithms and methods for discovering patterns in large datasets, known as Knowledge Discovery from Data (KDD). Webmetrics, the application of KDD to web usage mining, is growing rapidly in areas such as e-commerce. Educational Data Mining (EDM) is just beginning to emerge as a tool to analyze the massive, longitudinal user data that are captured in online learning environments and educational digital libraries. This project uses EDM to examine data from the Exploratorium's Learning Resources Collection and the Instructional Architect at Utah State University. The results are combined with more traditional evaluation data (e.g., surveys, interviews) as part of a comprehensive strategy to understand science teachers' behaviors, motivations, and learning experiences with digital library resources The outcomes of this targeted research promise to contribute new knowledge regarding Knowledge Discovery from Data and the application of Educational Data Mining to digital libraries. The project informs improvements in the design of the user experience, as well as tailored teacher professional development, contributing to a growing body of research on teacher learning by using cyber-enabled approaches. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Recker, Mimi Utah State University UT Elizabeth VanderPutten Standard Grant 74935 7444 SMET 9178 0116000 Human Subjects 0840764 October 1, 2008 AMSER Phase II: Expanding the Applied Math and Science Education Repository. The Applied Math and Science Education Repository (AMSER) is a collaborative NSDL Pathways project designed to help meet the resource and service needs of community and technical colleges and forge a link between these communities and the NSDL. AMSER consists of a customized portal, a resource collection, and a variety of integrated tools and services for enhancing the learning experiences of community college students and the teaching capabilities of instructors at those institutions. Services include e-mail and online resource updates for students and faculty, an online foldering system that helps users organize and share resources found on AMSER, and personalized resource bulletins. In this NSDL Pathways - Stage II project AMSER is expanding the resource collection to cover new vocational tracks, adding interactive learning modules combining web-based resources with material from journal publishers, adding new taxonomy metadata to match resources to key concepts in applied STEM education, and conducting workshops and other outreach efforts to increase awareness of AMSER and NSDL. The project's intellectual merit rests on the contributions it is making to the education community, the digital library community, and the NSDL as a whole. In particular this Stage II expansion is introducing innovative and creative ways to reach students and faculty in the two-year college community and connect them with the NSDL, including the integration of a variety of Web 2.0 technologies into AMSER and the evaluation methods proposed for this expansion of the project. Through its focus on the community college sector, the project is exercising broader impacts since a large percentage of the nation's workforce enrolls in coursework and degree programs through this sector. Community and technical colleges also serve high percentages of minorities and other underserved populations meaning that AMSER is connecting NSDL to a broader array of underserved users. Finally, given the high rates of adjunct faculty at these institutions, the use of AMSER promises to free up time for such faculty to engage in more classroom innovations and exchange pedagogical best practices with colleagues, by promoting the reusability of resources already created by others. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Bower, Rachael Michael Lesiecki Edward Almasy University of Wisconsin-Madison WI Curtis T. Sears Standard Grant 724826 7444 SMET 9178 0116000 Human Subjects 0840768 October 1, 2008 The Physics Classroom: Stewardship of Physics Education Resources on the Web. Physics (13) The Physics Classroom is an extensive collection of web-based, multimedia tutorials covering physics at the high school level. Developed by high school teachers in Illinois, this web site has become one of the mostly widely used independently-created resources for physics education. It is well known and respected by teachers of high school physics and physical science for its clear explanations and use of concept-building diagrams and animations. A commercial company previously hosted a version of this material, but has ceased hosting this material. Sustaining this sort of exemplary, highly-used materials is an important aspect of the stewardship role in physics education of the ComPADRE Pathway. This proposal supports the author of this resource and the ComPADRE technical staff to bring the content into the library and bring web technology of The Physics Classroom up to current standards. In particular, accessibility, standards, and library issues are addressed through integration with The Physics Front metadata and collaboration tools. Supporting an online presence for The Physics Classroom makes it widely available to the physics community and to physics students around the world. In addition, the awareness and use of The Physics Classroom is increased through teacher training and in-service workshops. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Mason, Bruce Warren Hein Charles Holbrow American Association of Physics Teachers MD Stephen C. Cooper Standard Grant 115000 7444 SMET 9178 0116000 Human Subjects 0840790 October 1, 2008 Expanding the Accessibility of NSDL for Mobile Learning. The project addresses critical user needs around learner experiences related to the use of small wireless computing devices and the NSDL by building a prototype service and evaluating its educational impact on informal and structured mobile learning in both K-12 and Higher Education, with a focus on grades 9-14 (high school and lower division undergraduate) and use of PDAs, cell phones and music/video players. As the goal is to improve accessibility of the NSDL to diverse populations, evaluation test sites include inner city schools and outreach programs in Oakland/Berkeley. The project is (1) providing metadata recommendations for STEM education digital resources that utilize mobile devices; (2) implementing and testing user profile, personalization features and aspects of the local environment to support small mobile devices to interface with NSDL collections; (3) implementing personalized workspaces, search and metadata browser for small window form factors and aspects of the local environment; (4) testing prototypes in both structured and informal mobile learning activities in grades 9-12 and with lower division university students; (5) developing pedagogically-sound use scenarios of mobile learning with NSDL content; and (6) providing recommendations for mobile device services for the NSDL community that emerge from our prototype testing and evaluation. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Ryokai, Kimiko Alice Agogino University of California-Berkeley CA Russell L. Pimmel Standard Grant 150000 7444 SMET 9178 0116000 Human Subjects 0840792 September 1, 2008 Open Efforts for Computational Materials Research & Education: A NSDL MatDL & TMS Pilot working together with the Materials community. This project is expanding the activities of the existing NSDL MatDL Pathway through collaboration with the Minerals, Metals, and Materials Society (TMS), a major international professional materials society, to lay the foundation for sustainable free access to authoritative computational materials research and education resources in the materials community. By coordinating complementary services, MatDL and TMS are supporting the extension and deployment of open source computational materials software in support of materials researchers and educators. In particular two open source computational materials research code projects, FiPy and OpenThermo, are being transformed for incorporation into enhanced educational modules suitable for use with undergraduates. Initial testing and evaluation is taking place in undergraduate courses at Purdue, RPI, and Texas A&M. Dissemination of these exemplary modules is taking place at special participant Roundtables of the February 2009 TMS Annual Meeting, October 2009 Materials Science and Technology Meeting, and the February 2010 TMS Annual Meeting. The intellectual merit of this project lies in its promotion of open source research codes and the transformation of these codes into current, compelling learning resources for undergraduates. Providing undergraduate students and faculty with realistic computational materials tools enables the students to develop the necessary skills in computational materials and helps faculty to incorporate computational methods more fully into their coursework. The project's broader impact falls first on the principal target audience of materials undergraduate faculty and students. But these computational materials education modules are also broadly applicable across the STEM learning community. Thus offering the undergraduate community convenient access to relevant, shared learning resources based on research promises to have a positive impact on both teaching and learning within materials science and cognate disciplines. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Bartolo, Laura Todd Osman Kent State University OH Lee L. Zia Standard Grant 149958 7444 SMET 9178 0116000 Human Subjects 0840824 September 1, 2008 Math and Science Middle School Pathways Portal (MSP2). The Ohio State University College of Education (OSU), the National Middle School Association (NMSA), and Education Development Center (EDC) are providing a stewardship role for middle level educators of mathematics and science by creating the Math and Science Middle School Pathways Portal, or MSP2. While continuing to create and offer contextualized, high-quality resources, MSP2 is also capitalizing on Web 2.0 tools to promote interactivity, collaboration, and knowledge sharing among its users. Additionally, MSP2 is expanding its scope of influence through a new section designed for middle school aged youth and new resources related to career development, 21st century skills, and STEM careers. The portal also provides a virtual professional learning community of middle level math and science teachers. Project partners are integrating resources, tools, and services across projects, and supporting multiple methods of resource discovery to meets the needs of this audience. Collaboration among these and other organizations is providing the longer-term sustainability and stewardship of MSP2. The project evaluation is determining the impact of the project on its target audiences and the educational uses of Web 2.0 tools and services. MSP2 enhances the infrastructure for research and education by continuing to develop a contextualized, high-quality resource collection, building and supporting networks of middle grades math and science teachers through a virtual professional learning community, and supporting the educational use of Web 2.0 tools and services. Dissemination of knowledge, experience, and research results is a significant aspect of the project. The project partners are reaching diverse audiences through conferences, meetings, online events, print publications, and Web communications. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Lightle, Kimberly Jane Kahle Sarita Nair-Pillai Mary Henton Ohio State University Research Foundation OH Jill K. Singer Standard Grant 2369022 7444 SMET 9178 0116000 Human Subjects 0840858 October 1, 2008 NSDL Center for Sustaining Broader Impacts. The NSDL Center for Sustaining Broader Impacts combines intra-community support structures for NSDL grantees with well-defined mechanisms for effective outreach and dissemination in a Web 2.0 world to organizations and coalitions that provide K-12 teachers and/or higher education faculty with educational materials or professional development. Four primary goals guide the work of the center: 1) Mobilization: to facilitate the flow of information and communications across NSDL projects to build community capacity, set priorities, and identify emerging issues so that the community can exploit its opportunities and address its challenges collectively. 2) Synthesis: to mine the collective knowledge and experience of the community and synthesize the work of NSDL projects to inform community best practices. 3) Dissemination: to place resources and research into the hands of educators through targeted outreach activities, by bundling specific products and services to meet users' needs, and by distributing NSDL products and services through trusted dissemination channels. 4) Analysis and Evaluation: to create and foster a culture of data gathering and interpretation to support the analysis of needs and trends so that NSDL can create more effective products and services that meet the demands of STEM learners. The intellectual merit of this project lies in its core strategies of: i) brokering partnerships and opportunities on behalf of the community; ii) monitoring trends and practices; iii) promoting and advocating for NSDL; iv) customizing and contextualizing NSDL resources; v) putting NSDL in the path of users; and vi) systematic data gathering to inform short-term decision-making and long-term sustainability planning. Taken together these can serve as a model for Web 2.0 educational organizations. The project is exerting broader impacts through its dedication to the integration of research with education, the provision of services and support for teacher training, professional development, and STEM workforce growth. By advocating for STEM education through partnership and capacity-building activities, across multiple disciplines and audiences, the center is extending NSDL's reach and effectiveness and creating new channels for reaching audiences and for understanding impact. This effort is essential to the realization of the NSDL community vision of transforming many distinct and important initiatives into an increasingly coherent whole, all in the service of STEM education. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Howe, Kaye Mary Marlino Susan Van Gundy University Corporation For Atmospheric Res CO Herbert H. Richtol Cooperative Agreement 2760375 7444 SMET 9178 0841066 March 1, 2008 Collaborative Research: Using MARGINS Research Data Resources in the Classroom: Developing and Testing Multidisciplinary Mini-Lessons. Geology (42) This collaborative project is generating and testing a set of multidisciplinary course materials, called MARGINS Mini-Lessons, that repurpose the rich data and visualization resources that have been developed by projects supported through the NSF-MARGINS Program for use in introductory and upper level undergraduate courses. The Principal Investigators, all members of the MARGINS Steering Committee and/or the MARGINS Education/Outreach Advisory Committee, are engaging the MARGINS academic community in this effort through a MARGINS Education Mini-Workshop. There, participants gain insight into the current state of the four MARGINS Science Initiatives, and the varied data repositories and information resources housing MARGINS results. Workshop participants are identifying key content areas to address with Mini-Lessons, and are participating in their development and testing in concert with the Principal Investigators and the module assessment team. Several different varieties of MARGINS Mini Lessons are being developed, based on successful models, including 4-6 large-scale lessons. A resource and support team, comprising members from the MARGINS Education/Outreach Advisory Committee, is working with Mini-Lesson developers to ensure that the completed modules follow best educational practices and are effectively tested and assessed. Smaller-scale ideas arising from the workshop are being produced as shorter Mini-Lessons, and supported through standardized online assessment resources that instructors can use to test their effectiveness and report back results. The intellectual merit of this project lies in its mining of the extensive MARGINS data repository for interdisciplinary educational materials that will bring the realities of modern earth science into undergraduate courses. The broader impacts of this project lie in its efforts to build a broad-based educational community of MARGINS researchers and educators through the module development processes. The modules themselves are being used in a range of undergraduate geoscience courses on both two- and four-year college campuses, and are reaching diverse student audiences. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Abers, Geoffrey Columbia University NY Jill K. Singer Standard Grant 41774 7494 1536 SMET 9178 0841267 October 1, 2008 Faculty Development Workshops to Support Engagement in Undergraduate Research. This project is supporting expansion and continuation of a successful series of faculty development workshops run by the Geosciences Division of the Council on Undergraduate Research (GeoCUR). These workshops are held in conjunction with annual and sectional meetings of the Geological Society of America (GSA) and the American Geophysical Union (AGU), and at the national meeting of the Association of American Geographers (AAG). They are designed to help faculty develop and sustain undergraduate research programs. This project is making these workshops available to a wider audience, as well as serving as a means of leadership development for rising and current geoscience faculty. Alumni of past GeoCUR workshops are now actively involved in leadership positions within CUR, and they are facilitators for this series of workshops. CCLI-Phase 1 (Exploratory) DUE EHR Fox, Lydia Laura Guertin University of the Pacific CA Linnea A. Fletcher Standard Grant 49000 7494 SMET 9178 0116000 Human Subjects 0843191 September 15, 2008 Faculty Development for Excellence in Engineering Instruction. Engineering - Other (59) This project is supporting a workshop to identify specific activities that the American Society for Engineering Education (ASEE) should undertake or expand in order to support transformational engineering faculty development for instructional excellence. The workshop is bringing together varied stakeholders in engineering education to identify, analyze, and summarize existing knowledge and practices that contribute to effective engineering faculty development for instructional excellence focusing on what ASEE currently does and should be doing. The output of the workshop will be a report and a set of consensus recommendations. This is the beginning of a larger process that will then use the report as a framework for new and expanded ASEE initiatives to support and encourage instructional excellence in the nation's engineering education programs. CCLI-Phase 1 (Exploratory) DUE EHR Huband, Frank Robert Black American Society For Engineering Education DC Russell L. Pimmel Standard Grant 76967 7494 SMET 9178 0116000 Human Subjects 0847339 May 1, 2008 The Basic and Advanced Science and Technology Academies of Research (B A STAR) Project. The California Alliance of MESA Directors (CAMD) composed of thirty-four community colleges is seeking new ways to increase the number of under-represented and disadvantaged students obtaining technical degrees. The MESA model specifically targets these students through outreach and access to the program and its components reaching to approximately 3,500 students per year. Our focus is to build and expand on MESA's existing service infrastructure by establishing the Basic and Advanced Science and Technology Academies of Research (B A STAR) project. We believe that the BA STAR has the potential to directly and indirectly increase the number of students obtaining technical degrees by providing students the opportunity to develop technical, teamwork and leadership abilities. The BA STAR Program consists of four major components: (1) Leadership Development Conference (Year 1) (2) Basic Science and Technology Academy of Research (Year 1) (3) Training and Employment as Academic Workshop Leaders (Year 2) (4) Advanced Science and Technology Academy of Research (Year 2) During the first year students participate in a Leadership Development Conference (LDC). A cohort of these students is then invited to participate in the Basic Science and Technology Academy of Research (B STAR) following the LDC. The B STAR focuses on providing a core understanding of physics principles as well as developing technical computer skills. During Year Two of the program, the cohort is employed as facilitators for Academic Excellence Workshops (AEW) during the academic year. An AEW is a small community of students working collaboratively to master technical course material with the facilitator's guidance. During the summer of Year Two, the same cohort participates in one of five Advanced Science and Technology Academies of Research (A STAR). Each A STAR is research and project oriented, relating to the participant's academic major with the guidance of a faculty or industry mentor. The BA STAR project collects appropriate data for both formative and summative evaluation. The project also tracks and evaluates student participants to verify increased persistence, completion and/or transfer or job placement. Information regarding this project is included in MESA recruitment strategies and materials. Moreover, we intend to disseminate the project's results across the nation via peer-reviewed published articles, presented at relevant conferences, and posted on the Internet. STEM TALENT EXPANSN PGM (STEP) DUE EHR Booth, Derrick Los Rios Community College District CA Eileen L. Lewis Standard Grant 420244 1796 SMET 9178 0116000 Human Subjects 0848636 October 1, 2008 A Summit on Measuring the Impacts of Project-Based Service Learning on Engineering Education to be held February 19-20, 2009, in Washington, DC.. Engineering - Other (59) The project aims to explore the impacts of project-based service learning (PBSL) on engineering education. Central to this study is a summit on the measurement of these impacts with twenty leaders in engineering PBSL and assessment attending. Equally important to the study is the creation of a pre-summit report on the state of PBSL in engineering education with an emphasis on evaluation. This document, a synthesis of evidence in the literature and information from summit participants, provides a broad review of existing PBSL programs, their impacts, and the assessment methods used in studying them. The summit agenda is designed to identify desired outcome metrics, quality assessment methods, and key next steps needed in understanding the impacts of PBSL on engineering education. The pre-summit and summit findings are being combined into a nationally disseminated final report and presented in several conference presentations. CCLI-Phase 1 (Exploratory) DUE EHR Paterson, Kurtis Michigan Technological University MI Russell L. Pimmel Standard Grant 66806 7494 SMET 9178 0848654 September 15, 2008 A Meeting of the Minds: A Symposium for Community College Teacher Education Colleagues. A symposium for community college educators is being held to discuss pertinent issues facing teacher preparation programs at two-year colleges. Community college faculty, administrators, and staff from institutions across the country and educators representing professional organizations are meeting to: (1) compile highly effective STEM teacher preparation strategies and practices which can be replicated at other institutions; (2) discuss and report the ways in which NSF-funded projects [such as those supported by Advanced Technological Education (ATE) and Collaboratives for Excellence in Teacher Preparation (CETP)] have led to institutional changes; (3) discuss the ways in which future K-12 teachers impacted by these programs have improved their science, technology, engineering, and mathematics (STEM) content and pedagogical knowledge and how these improvements can be systemically documented and reported; and (4) generate specific recommendations to NSF for teacher preparation initiatives that involve community colleges. Intellectual Merit: A decade after the release of the paramount document, "Investing In Tomorrow's Teachers: The Integral Role of Two-Year Colleges in Science and Mathematics Preparation of Prospective Teachers" (NSF, 1998), it is now appropriate to examine the impact the recommendations of this document have had on STEM teacher education efforts and on community colleges' institutional practices. To this end, the symposium provides a forum for participants to: (a) discuss best practices and challenges in STEM teacher preparation in 2008, allowing the participating institutions to further enhance their knowledge; (b) examine ways in which successful practices can be adapted or adopted at other institutions; (c) examine ways to increase the group of colleagues in community colleges who provide high-quality STEM teacher education at their institutions; (d) develop a document which reports successful practices, and (e) compile information on how NSF-funded projects in STEM teacher preparation have impacted institutions. Broader Impact: The diversity of participants who engage in the symposium is essential for accurately reporting teacher preparation efforts on a larger scale. The document created as a result of the symposium is being distributed to participants, their designees, NSF, and national professional organizations. This document is being used to further discussions at local institutions, state organizations, as well as on the national level. ADVANCED TECH EDUCATION PROG DUE EHR Kasabian, Judy Laurie Fathe El Camino College CA Joan T Prival Standard Grant 48361 7412 SMET 9178 1032 0116000 Human Subjects 0849104 November 1, 2008 Community-based Development and Beta-testing for Alice 3 in CS1. Computer Science (31) Alice 3 is is a new version of the Alice programming environment that blends the highly successful Alice 3D animation environment with the capability of going "under the hood" of Alice by allowing students to program directly in Java using a text-based integrated development environment. Alice 3 will take advantage of the interest and motivation students find in video games and animated films while allowing teachers to cover all the skills and concepts mandated by computing curriculum standards. This project is delivering a workshop for college teachers in computer science who teach the first rigorous course in computing (CS1). Workshop participants are being introduced to Alice 3 and are being given the opportunity to test the software, to report bugs, and ultimately to contribute to the production of a stable version of Alice 3. CCLI-Phase 1 (Exploratory) DUE EHR Dann, Wanda Carnegie-Mellon University PA Victor P. Piotrowski Standard Grant 29831 7494 SMET 9178 0116000 Human Subjects 0849591 October 1, 2008 Building the Capacity of New K-12 STEM Teachers. The American Association for the Advancement of Science (AAAS) is developing and implementing a project to identify and disseminate information about effective practices and strategies for attracting, selecting, and preparing new K-12 STEM teachers and retaining them in the STEM teacher workforce. Project components include: 1) Co-sponsoring and implementing the 2009 and 2010 NSF Robert Noyce Teacher Scholarship program annual conferences for faculty, administrators, student scholars, and STEM teachers who were supported by the program; 2) Producing a journalist style general publication that highlights the accomplishments of the NSF Noyce Program, including highlighting awardees; 3) Developing and maintaining an NSF Noyce Program Web site that includes conference information; project descriptions and accomplishments, including an online project locator; and evaluation and research reports from awardees; and 4) Conducting three outreach workshops to disseminate information about programs, practices and strategies and to increase proposal submissions for the NSF Noyce Program. The project includes an external program planning committee of leaders in recruiting, preparing, and retaining K-12 STEM teachers. Project products include conference program guides with abstracts and a general publication summarizing the accomplishments of the NSF Noyce Program. The Web site includes a project locator with descriptions and accomplishments of the projects. Outreach workshops disseminate information about programs, practices, and strategies and the NSF Noyce Program solicitation. Teaching & Mstr Tchng Fellows ROBERT NOYCE SCHOLARSHIP PGM DUE EHR George, Yolanda American Association For Advancement Science DC Joan T Prival Standard Grant 999225 7908 1795 SMET 9178 0116000 Human Subjects 0849717 September 15, 2008 ATE-CON 2009. The first national conference on Advanced Technological Education (ATE) called ATE-CON is being held in the summer of 2009. With support from NSF, this project is catalyzing this joint ATE center effort and significantly broadening the impact of the ATE program. The vision for the conference is to position ATE centers and projects, in collaboration with education partners and industry, as the guiding force for the new American workforce. ATE-CON is designed to become a self-sustaining conference where both faculty who teach technicians and technicians themselves go to update skills and knowledge. This conference is a major dissemination vehicle for ATE centers and projects where others (outside of the ATE community) become more aware of the ATE program, its funded centers and projects, the program's goals, and funding opportunities. Industry is providing support through focused content workshops, sponsorships, speakers, and cross-disciplinary technical presentations. Seventeen existing ATE centers are collaborating on the conference program development, which consists of two days of pre-conference technical and educational workshops, short courses, and tours, followed by two days of conference sessions. The second workshop day and the first conference day are technician focused. Intellectual Merit: The conference design ensures significant intellectual merit though an emphasis on the converging technologies and cross-cutting disciplines. The conference provides a unique opportunity for faculty to gain knowledge and technical experience in their own and related fields. Additionally, the conference is a unique venue for education and industry collaboration to define and identify the knowledge, skills, and abilities needed to ensure workforce competitiveness. Broader Impact: The conference has the strong potential to attract participants from outside of the ATE constituency and, in particular, from industry. This unique collaboration among existing ATE centers directly expands the audience for ATE produced materials and services and importantly open new venues for collaborative efforts, as well as attracting potential new grantees to the program. ADVANCED TECH EDUCATION PROG DUE EHR Lesiecki, Michael Gordon Snyder Marilyn Barger Daniel Hull Maricopa County Community College District AZ Gerhard L. Salinger Standard Grant 95684 7412 SMET 9178 1032 0116000 Human Subjects 0849934 October 1, 2008 In Support of Mobilizing STEM Education for a Sustainable Future. Assessment / Research (91) Social Sciences - Other (89) Interdisciplinary (99) This project is a modest yet important expansion of an ongoing project to create a team of "Critical Advisors" to formulate a new framework for improving postsecondary resources to meet global challenges (DUE-0744106). The immediate goal of both the predecessor project and this project is to articulate explicit and new theory by which to leverage change in institutions of higher education such that they take up and use existing evidence-based knowledge and resources for STEM education. A longer term goal is to translate new theory for leveraging change in higher education into strategies for action that will mobilize and coordinate the efforts of STEM researchers, educators, and organizations already seeking to improve quality and access in postsecondary STEM education; and also enable and sustain the collaborative contributions of this STEM education reform community. An ancillary goal is to successfully encourage institutions of higher education and STEM departments to rebalance their values and reward systems to more readily recognize and enable teaching as a valued professional role for current and future STEM faculty, as a form of scholarship, and as a respected career path at the K-12 level for STEM undergraduates. This project enlarges the group of critical advisors. During its first year of work, the earlier project discovered through careful analysis of critical knowledge and skills that it needed to enlarge the planned size of this group by 25 percent. The combined project is now known as the "Mobilizing STEM Education for a Sustainable Future" project. The project focuses on postsecondary institutions, which are critical in developing these capacities because they educate natural and computer scientists, mathematicians, and engineers, and also K-12 teachers, policymakers, and workers in business and industry. After they are successfully recruited, the subsequent analyses, creative thinking, and recommendations of the critical advisors will be synthesized and distributed to the STEM higher education community. The scope of work entails: (1) participation in two workshops planned and executed by the National Research Council, described in a companion grant proposal; (2) preparation for and participation in two CA meetings as part of this project; (3) synthesis of ideas and recommendations offered at the two CA meetings; and (4) preparation, presentation, and distribution of a final National Endeavor Team report that integrates the synthesis of the CA meetings with the outcomes from the NRC workshops. CCLI-Phase 1 (Exploratory) DUE EHR Millar, Susan University of Wisconsin-Madison WI Myles G. Boylan Standard Grant 99990 7494 SMET 9178 0852756 July 1, 2008 Collaborative Project: Integration of Modeling and Control of Smart Actuators for Nano/Bio Technology into Mechanical Engineering Curriculum. Mechanical Engineering (56) This project is developing a module on smart actuators for inclusion into three different courses within the mechanical engineering undergraduate curriculum. The module is addressing the important aspects of modeling, control and design of smart actuator-based systems through a collection of specially designed lectures and laboratory experiments. In this way, the students are being provided the knowledge, understanding and skills for nano/bio related professional fields. The project is building on the research expertise of the PIs, leveraging their experiences and collaborative efforts in this area. The PIs are designing, implementing and assessing the modules which are being included in a junior level course on mechanical systems and controls, a senior level mechatronics course and a capstone design course, each course at a different institution. After completing the module, the students can understand the fundamental concepts of modeling/control of piezoactuators, transfer the knowledge to solve engineering problems at higher levels of abstraction and recognize mechanical concepts in nano/bio technologies. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Leang, Kam University of Nevada Reno NV Lesia L. Crumpton-Young Standard Grant 22798 7494 1536 SMET 9178 0900853 August 15, 2008 Collaborative Research: PoW-TER: Problems of the Week as Teacher Education Resources. Mathematical Sciences (21) This project is creating a flexible set of instructional modules for use as supplementary resources in mathematics content or pedagogy courses taken by future mathematics teachers. The content of the modules is based on the Math Forum's Problems of the Week (PoW) service that consists of open-ended, engaging, and relevant problems to which students submit solutions and explanations over the Internet. This existing collection of problems, the associated student solutions, and the supplementary resources represent a rich collection of genuine student work and teacher commentary that can support faculty in their interactions with pre-service mathematics teachers. The intellectual merit of this work builds on companion research from the Math Forums "Online Mentoring Project," which bears out the need for greater development of teachers' mathematical and pedagogical knowledge for teaching. The project's broader impacts lie in the flexibility of the materials that are designed for use in multiple ways within an existing curriculum and courses, including as in-class activities, as homework assignments, or as stand-alone online modules that operate in parallel to the other course activities and assignments. In addition, the extensive use of the Math Forum is well documented and provides a natural dissemination vehicle for the materials that assists in the field-testing of the modules. Finally, the project is researching how a focus on i) the analysis of student thinking and ii) instruction that places student understanding and problem solving at the core of instructional decision making, can affect the beliefs and practices of university faculty, and their school math instructor colleagues. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Dean, Chrystal Appalachian State University NC Lee L. Zia Standard Grant 16241 7494 1536 SMET 9178 9150 0907838 October 30, 2008 MEMS, Nanotechnology, and the Silicon Run Series. This project is creating three new films to be distributed in the DVD format on 1) MEMS-Microelectromechanical Systems, 2) Nanotech I: An Introduction, and 3) Nanotech II: Manufacturing Processes. These new films continue the Silicon Run Series of nine films that have been used successfully in technician education. They enable students and faculty to get a view inside the manufacturing processes and basic science behind the exciting new products in the nano-world. The films educate and motivate students by giving them the big picture underlying their academic studies. The project is distributing free copies of the DVDs to community colleges serving as test sites and institutions on NSF's list of minority serving institutions. ADVANCED TECH EDUCATION PROG DUE EHR Carranza, Ruth San Francisco Film Society CA Robert E. Gibbs Standard Grant 649783 7412 SMET 9178 1032 0116000 Human Subjects 0914404 September 1, 2008 Collaborative Research: GARNET (Geoscience Affective Research Network). GEOSCIENCE (42) GARNET (Geoscience Affective Research Network) is examining the impact of the affective domain on student learning in introductory physical geology. GARNET institutions represent a cross-section of the higher education spectrum and include the University of Akron, University of Colorado-Boulder, California State University-Chico, North Hennepin Community College, Macalester College, and the University of North Dakota. GARNET's goals are: 1) To use two instruments, the Motivated Strategies for Learning Questionnaire (MSLQ) and the Science Value Inventory (SVI), to investigate how aspects of the affective domain, in particular student motivation and values, vary for students in introductory physical geology; and 2) Identify if and how those aspects vary with instructor and specific aspects of the learning environments. The key hypotheses are that: 1) The affective domain is a major control on student learning; and, 2) How we teach can significantly change students' affective behavior. The outcome of this research will be pedagogical resources and strategies that guide the development of more effective introductory geoscience classes. The GARNET project results on the influence of the affective domain on geoscience learning and the pedagogical best practices identified begin to fill a largely underappreciated, little studied, yet highly significant gap in our understanding of student learning of science. The project focuses on a way to explore student learning in the geosciences that to date, has received almost no consistent attention at the college level, and no broad analysis within a single discipline. GARNET builds on an existing knowledge base in educational psychology that has been applied in a limited way to some college science classes but there is a paucity of information on the affective domain in introductory geoscience courses that hinders the potential of instructors to engage students and enhance science learning processes. The GARNET assessment plan measures outcomes that provide a foundation for subsequent research and the collaborative nature of this project has the potential to result in the creation of small teams of investigators exploring specific aspects of the affective domain. Results of the evaluation program will reveal which pedagogical strategies are most effective in creating learning environments characterized by more motivated students, with good attitudes about learning geoscience, and greater confidence in their ability to learn class material. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR McConnell, David North Carolina State University NC David J. Matty Standard Grant 145736 7492 1536 SMET 9178 0922608 November 1, 2008 Problem Categorization as an Interdisciplinary Foundation to Improve Problem Solving. Interdisciplinary (99) Most problems that students encounter in science courses present exactly the information needed to solve a problem that has a single unique correct solution. However, outside the classroom environment, there are three types of problems: those with either no answers, or a single answer or multiple answers. Additionally, accompanying the problem may be insufficient information readily available to find a solution; exactly the information required or more information available than is necessary to solve the problem. This project is teaching mathematical problem solving that more nearly reflects "real world" situations. Using the situations described above, a 3 by 3 matrix characterizing nine possible problem categories can be created. The typical classroom problems populate only one cell in this matrix; those that contain within the problem the exact information needed to solve for the single correct answer. Problems to populate the other eight cells of the matrix are being generated. Students are being exposed to all nine problem types and receiving appropriate instruction to determine if this instructional method will lead to improved problem solving abilities. There is an absence of rigorous studies on this approach to developing higher problem solving skills. The research being conducted is expected to make a significant contribution to understanding how students' problem solving abilities can be improved. The outcomes of the study have the potential to influence future textbooks and pedagogy. . CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Harper, Kathleen Denison University OH Curtis T. Sears Standard Grant 39736 7494 1536 SMET 9178 0116000 Human Subjects 0925110 December 20, 2008 Picturing to Learn, Visually Thinking and Expressing Science as Powerful Tool for both Teachers and Students. Picturing to Learn, based on preliminary results from a pilot project, promotes the notion that when students visually explain science to others by the process of making drawings, the process clarifies and illuminates the science for that student. The process of making a visual explanation for someone else is similar to writing an article; one has to fully understand a concept before communicating the ideas successfully to another person. In addition, Picturing to Learn introduces a new teaching tool for teachers to quickly assess whether students truly understand a particular science concept. While a student might give the correct response to a text-based exam question, the underlying concepts could be completely misunderstood. Observing visual explanations of students will prove to be a quick means of assessing their deep understanding and offering corrective feedback to them. A team of cognitive psychologists and faculty members from five schools involves students to: develop exercises that are used in existing curricula; create assessment rubrics; and examine data to measure improvements in student learning. The program promotes widespread adoption of these methods through workshops and publications, and creates computational visualization tools to describe and analyze drawings and illustrations. More broadly, the program engages students to study science using an active and visually appealing approach. In addition the program educates students and teachers to the importance of communicating science to others. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Frankel, Felice Harvard University MA Herbert H. Richtol Standard Grant 348218 7492 1536 SMET 9178 0116000 Human Subjects 0930978 December 1, 2008 Dilemmas and Decisions: Using Guided Writing to Increase Ecological Literacy in Undergraduate Biology Students. Biological Sciences (61). Writing-to-learn (WTL) has been shown to effectively help students piece together concepts into meaningful conceptual frameworks, especially when they are asked to incorporate personal connections. The objective of this project is to test the effectiveness of the Cognitive-Affective-Behavior (CAB) WTL model, a pedagogical model that is being developed specifically as a teaching tool to improve ecological literacy. In the CAB-WTL model students write a series of in-class guided essays, identifying personal dilemmas relevant to current issues. These written discourses provide a measure of the level of student ecological literacy. The intellectual merit of the project lies in testing the effectiveness of the CAB-WTL model with three distinct populations: (1) Biology majors and other science majors at a 4-year college; (2) Education majors at a 4-year college and (3) students at a 2-year tribal college. Furthermore, through the qualitative analysis of student writing, the project is providing data to the science education community regarding the depth of understanding of key ecological concepts and the current state of ecological literacy among undergraduates. The project's broader impact includes: (1) the development and testing of a transferable model for increasing science literacy, (2) the presentation of regional workshops and workshops in conjunction with scientific meetings that focus on preparing faculty to use this model in a variety of settings, and (3) the dissemination of results through presentations at meetings and through publication in peer-reviewed journals. In addition, the project is building collaborative ties between faculty at a 4-year institution and at a two-year tribal college, and is serving underrepresented students (particularly Native American women) and pre-service teachers. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Balgopal, Meena Colorado State University CO Deborah E. Allen Standard Grant 99010 7494 1536 SMET 9178 0943318 December 31, 2008 Collaborative Research: Development of Concept Inventories for Computer Science. This project is improving the assessment of student learning in computer science by developing three concept inventories for introductory computer science subjects. Modeled after the successful Force Concept Inventory that was developed to assess student learning of Newtonian physics, the concept inventories are testing understanding of key computer science concepts in a manner that enables reliable comparisons between courses at different universities. This multi-institution partnership among the University of Illinois at Urbana-Champaign, Rose-Hulman Institute, and Washington University is helping to ensure the validity of the proposed instruments by providing access to diverse student populations and different program objectives. With a standardized assessment tool, the computer science education community can make meaningful comparisons of the effectiveness of different pedagogical approaches, greatly facilitating computer science education research. Concept inventories are designed to test student comprehension of difficult concepts by forcing a choice between the correct answer and distractors constructed from common student misconceptions. As the primary source of information about which topics are difficult and about what the most common misconceptions are, students are being directly engaged through introspections, discussions, interviews, and "think alouds" to direct the development of questions for the concept inventories. These questions are then being refined and validated through peer review, qualitative, and psychometric analyses. An advisory panel, comprised of experienced concept inventory developers, is advising and annually assessing project progress. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR East, James University of Northern Iowa IA Stephen C. Cooper Standard Grant 54616 7492 1536 SMET 9178 0731491 September 1, 2009 Individual Nomination. LAURA JONES BOTTOMLEY North Carolina State University Dr. Laura Jones Bottomley has been a mentor and supporter of students from underrepresented groups since 1991 beginning at Duke University and continuing in 1997 at North Carolina State University. Dr. Bottomley has created a mentoring pipeline that can serve as a national model for K-12 outreach and support of underrepresented students at all levels. Dr. Bottomley initiated science curriculum reform for all elementary schools in Wake County, North Carolina. She conceived of and leads the statewide "Engineering on the Road Program". Through a tiered-mentoring process, with the help of undergraduate engineering students, she provides hands-on engineering activities to 25,000 students annually. Her N.C. State engineering students act as mentors to K-12 students. Training resources are also provided to the K-12 teachers to improve student success in the study of mathematics. She has developed elementary and middle school camps that support underrepresented students. She instituted "Family Math Nights" at churches and schools for underrepresented families and mentors fifteen third, fourth and fifth grad underrepresented students weekly in science. She also implemented the peer-mentored Women in Engineering Program at North Carolina State University. Dr. Bottom and a colleague envisioned and implemented a K-12 division within the American Society of Engineering Educators governance structure. She has disseminated her work through many publications and through invited talks, seminars, and workshops. Dr. Bottomley has impacted tens of thousands of students and teachers at all levels: K-12 students, undergraduate students, graduate students, K-12 teachers, university instructors and university researchers through mentoring, teaching and advising. PRES AWDS FOR EXCELL IN SCI DUE EHR Bottomley, Laura North Carolina State University NC Daphne Y. Rainey Standard Grant 10000 1593 SMET 9178 0731500 September 1, 2009 Individual Nomination. Dr. Nelson has demonstrated a commitment to linking research at a competitive national level with excellence in teaching and mentoring at all levels. She has had a major impact on the STEM careers of many underrepresented students through her direct mentoring and work with minority undergraduate research training programs such as NSF's Research Improvements in Minority Institutions and the NIH Minority Access to Research Careers Program. She has also initiated and developed a solid, consistently funded research program in the area of sexual development and genomics of filamentous fungi. This research is conducted with the assistance of undergraduate and graduate students, many of whom are underrepresented minority students. She is held in high esteem as one of the "pillars" of the fungal genetics community. She currently serves on the editorial boards of three journals and was the co-editor of Fungal Genomics from 2003-2005. Dr. Nelson has worked with 40 undergraduate students in her laboratory since 1992, including large numbers of minority students. She has also mentored seven Ph.D. students. Of these, two are Hispanic women and one is an American Indian woman. Her current goal is to develop a multidisciplinary research careers speakers program, thus encouraging more students to enter STEM fields and to complete graduate programs. She seeks to develop a set of seminar activities that revolve around interdisciplinary topics and presentations by outside speakers, including underrepresented minority speakers. Participating students will be encouraged to apply for summer research internships and other opportunities. Dr. Nelson has published 31 peer reviewed papers, nine of which are co-authored with underrepresented students from her group. PRES AWDS FOR EXCELL IN SCI DUE EHR Nelson, Mary Anne University of New Mexico NM Daphne Y. Rainey Standard Grant 10000 1593 SMET 9178 0731544 September 1, 2009 Individual Nomination: Enhancing Mentoring Activities at Savannah State Uninversity. KENNETH SAJWAN Savannah State University Dr. Sajwan has established a visionary mentoring program at Savanna State University, an HBCU with over 3000 students. Dr. Sajwan's work is focused on increasing the quality of students and their commitment to earning undergraduate and graduate STEM degrees. Through the years he has secured support in creative ways to pursue this line of work. His students are involved in high-quality research experiences that have led to numerous peer-reviewed publications. He has mentored students for the past fifteen years. Of the 58 students he has personally mentored and advised all have successfully graduated with a B.S. degree in Environmental Science. 30 of these have worked with him on funded research, 14 have gone on to pursue Masters Degrees, and two have gone on to pursue Ph.D. students has completed a Post-doctoral fellowship at Harvard University Medical School. He has also authored or co-authored 113 publications with his students. These include three book chapters, 35 peer reviewed research articles, twenty conference proceedings, and 55 abstracts of work presented as national or international meetings. Additionally, he has mentored 150 K-12 science teachers in coastal ecology; 150 high school students in science disciplines through his secondary school mentor-mentee partnership; 45 special needs high school students needing computational literacy and employability skills; and 250 K-12 science teachers who were funded by the Department of Energy to engage in community environmental justice activities. Dr. Sajwan's work has produced a more diversified group of young scientists who are prepared to pursue graduate degrees and careers in STEM. The desired impact is that these young underrepresented scientists will have a multiplier effect as role models, and mentors for other underrepresented minorities in STEM. His mentoring has touched all levels of the STEM pipeline and been multiplied by his work with K-12 teachers. PRES AWDS FOR EXCELL IN SCI DUE EHR Sajwan, Kenneth Savannah State University GA Daphne Y. Rainey Standard Grant 10000 1593 SMET 9178 0731587 September 1, 2009 Individual Nomination. JERZY R. LESZCZYNSKI Jackson State University Dr. Leszczynski recognized early in his career that successful mentoring was integral to an effective research program. Developing a strategy to not only attract, but retain students was important to his and student needs. He led the expansion of the Computational Chemistry Department at Jackson State University. The Ph.D. program was created and Dr. Leszczynski led the development of formal and informal mentoring programs. Currently, Dr. Leszczynski leads an internationally recognized Computational Chemistry Department and has provided opportunities for Ph.D. candidates to participate in international labs. Dr. Leszczynski has developed and promoted underrepresented students in Computational Chemistry, an area of STEM where very few such students currently participate. Over an eight year period, Dr. Leszczynski developed a number of formal programs and mentoring techniques that resulted in increase of African American and female students trained in computational chemistry methods. During this time, the department's Ph.D. program was developed and has grown to enroll approximately 50 students, more than 50% being African American. Seven of these students have already defended their Ph.D. theses while ten more are being mentored directly by him. He has also developed a Summer Institute program serving 110 students and ten faculty members, mostly from HBCUs. He developed a two conference series that brought over 2000 participants to JSU, including four Nobel Laureates. Dr. Leszczynski's activities stimulate the interest of undergraduate students in pursuing graduate education in the field of science. Research collaboration and training of undergraduate students has been originated for Tougaloo College, an HBCU institution in Jackson, and for Universidad Metropolitana in San Juan. Three Ph.D. students from Dr. Leszczynski's group had been selected to participate in the meetings of Nobel Laureates in Lindau, Germany. PRES AWDS FOR EXCELL IN SCI DUE EHR Leszczynski, Jerzy Jackson State University MS Daphne Y. Rainey Standard Grant 10000 1593 SMET 9178 0731607 September 1, 2009 Individual - Mentoring at the Undergraduate Level and Beyond. PATRICIA A. DeLEON University of Delaware Dr. DeLeon is a dedicated mentor has mentored at many levels from high school to graduate students as well as postdoctoral trainees and faculty members. Since 1982, Dr. DeLeon has mentored 81 undergraduate students through her genetics research laboratory. Dr. DeLeon uses her mentoring program for undergraduates to introduce them to the elements of scientific research in a personally safe environment where their ideas are heard and valued. She helps students understand and make decisions on career paths in the sciences. Dr. DeLeon introduces mentees to the primary literature and by helping students to formulate hypotheses during the course of their research experiences. She emphasizes rigorous analytical and creative thinking and develops a relationship a relationship built upon trust. Dr. DeLeon works to promote STEM skills development and has committed her resources to helping underrepresented students learn first hand about science. Her efforts have served a generation and more of students, and more than half of the 81 undergraduate students have gone on to obtain or pursue their Ph.D.'s, M.D.'s or other graduate degrees. Some have pursued careers as professors and are themselves training undergraduate researchers, while others have entered the scientific field as research scientists or Directors of Cytogenetics laboratories in Biotech corporations. Their accomplishments attest to the long-term significance of her program. Dr. DeLeon has extended her mentoring program to include students from two neighboring minority access institutions in undergraduate summer. The success of the undergraduate mentoring program is paralleled by that at the graduate and post-doctoral levels. Twelve graduate students have been mentored, six each at the Ph.D. and M.S. levels. One-half of the Ph.D.'s and all of the M.S graduates are women. M.S students have either pursued the Ph.D. or MD, or entered academia, industry or clinical labs. Of the six Ph.D. students, two are working in industry and the others are in academia. Six post-doctoral fellows have been mentored. Dr. DeLeon is extending her mentoring to include under-represented minority high school seniors. PRES AWDS FOR EXCELL IN SCI DUE EHR DeLeon, Patricia University of Delaware DE Daphne Y. Rainey Standard Grant 10000 1593 SMET 9178 0731633 September 1, 2009 Individual Nomination. STEVEN B. OPPENHEIMER California State University Northridge Dr. Oppenheimer, an exceptional mentor and teacher, brings thirty-five years of commitment to student research. He never turns away a student. His model is to open wide his laboratory to students of all economic strata and ethnic groups. He has recognized that the GPA is not always the best indicator of ability. Dr. Oppenheimer believes that laboratory research experiences should be available to all interested students. He has been known to take as many as 40 students per semester in his lab. His open door policy exposes many students to research who had not previously envisioned themselves in this realm. His accessibility allows exposure of science to many students that had previously not considered STEM study and research in their futures. Dr. Oppenheimer has authored and co-authored fourteen textbook editions that disseminate his teaching style. He is prolific in publishing scientific papers, with hundreds of student authors. His dedication to mentoring undergraduates has resulted in 100 undergraduate students having two-year experiences in his laboratory. Of these, 66 were female students and 33 were minorities. His expectation is that any interested student can succeed in scientific research and can go far into the professional career ranks of science, including the Ph.D. and M.D. Dr. Oppenheimer has also spearheaded a program for K-12 teachers who teach in San Fernando Valley. These teachers work in predominantly minority schools. The program has enhanced their ability to present science in exciting and dynamic ways. From their own laboratory experiences in the summer with mentors, the teachers are encouraged to develop inquiry-based teaching methods for science. As part of this effort, Dr. Oppenheimer developed the Student Abstract Journal. Students of teachers who have trained under Dr. Oppenheimer prepare abstracts, which are reviewed and published. This project inspires students to consider science at this early age and maximizes their ability to acquire the necessary coursework for a college science major. PRES AWDS FOR EXCELL IN SCI DUE EHR Oppenheimer, Steven The University Corporation, Northridge CA Daphne Y. Rainey Standard Grant 10000 1593 SMET 9178 0731645 September 1, 2009 Individual Nomination: An Expansion of Mentoring Efforts to Support Leadership Enhancement and Preparation of Women and Minorities Within Engineering: Project LEAP. LESIA L. CRUMPTON-YOUNG University of Central Florida Dr. Crumpton-Young is an engineering scholar who excels at research, teaching and service. She has comprehensively and effectively integrated viable research experiences with mentoring, thus has increased the numbers of women and minorities in engineering. Dr. Crumpton-Young is the first African American woman to graduate with a Ph.D. from the College of Engineering at Texas A&M University as well as the first African American woman to be Department Chair of an Industrial Engineering Department. Throughout her career, she has engaged in mentoring activities and increased student awareness and engagement in the field of engineering and in so doing has created and increased pipelines of students to enter the engineering field. She has mentored over 280 STEM students and 35 faculty members nationally. She is actively involved in efforts to mentor and introduce engineering to minority students in the community through outreach activities that are targeted at reaching disadvantages students. Dr. Crumpton-Young mentors numerous undergraduate students in her research laboratory, advises other undergraduates at a time when she held administrative duties as Associate Dean of Engineering. She holds leadership roles with the Society of Women Engineers and the National Society of Black Engineers and served as the Director of the Center for Engineering Leadership and Learning. Through her role in this center, she has expanded her mentoring activities to support Leadership Enhancement and Preparation of women and minorities within engineering. Additionally, she mentors and advises many graduate students as they seek the M.S. and Ph.D. degrees. Dr. Crumpton-Young helps establish faculty development and mentoring programs for minority serving institutions and new faculty, including those new to her campus at the University of Central Florida. PRES AWDS FOR EXCELL IN SCI DUE EHR Crumpton-Young, Lesia University of Central Florida FL Daphne Y. Rainey Standard Grant 10000 1593 SMET 9178 0731649 September 1, 2009 Organizational Nomination: The Leadership Alliance & The Partnership for Minority Science Education. The Leadership Alliance is an organization of 32 institutional members that created the Partnership for Minority Science Education (PMSE), a substantive program that links minority serving institutions to research institutions. Beginning in 1992 and headquartered at Brown University, the program is designed to increase the numbers of underrepresented students participating in STEM disciplines and careers. PMSE is the subject of this nomination. PMSE links the resources of the Alliance's research institutions to the talent pools of underrepresented students from its minority serving institutional partners nationally. Specific mentoring activities include: the Summer Research Early Identification Program, an eight to ten week research experiences for undergraduates that link students with research mentors; and the Leadership Alliance National Symposium (LANS): a national networking site for all members of the Leadership Alliance. LANS provides an important venue for Summer Research Early Identification Program student research presentations. At the symposium, students work with faculty mentors, academic administrators, representatives of federal training programs, and experts with knowledge of funding opportunities, career strategies, and skills necessary for competitive graduate applications. PMSE is a single program hosted at multiple institutions. Students submit a single application and can select up to three institutions at which they are interested in working. Five to six hundred applications are submitted annually. SR-EIP has a broad appeal across disciplines, with applications divided 50% in the life sciences, 25% in the physical sciences and 25% in the humanities since 2001. From 2001-2005, 768 underrepresented undergraduate students participated in cutting-edge summer research through PMSE and SR-EIP. An average of 165 students completed research projects each summer. 66% of the students were women, 52% African-American, 35% Hispanic and 13% were Native American. This was the first research experience for 56% of the students who participated. Seventy former PMSE students have emerged from the Ph.D. pipeline, along with more than 120 MDs. The Alliance also provides mentoring to former PMSE students at critical transitions along the pathway. Those in graduate training have contact with coordinators and faculty and often serve as graduate mentors for PMSE undergraduates in subsequent summers. PRES AWDS FOR EXCELL IN SCI DUE EHR Wilson, Valerie Brown University RI Daphne Y. Rainey Standard Grant 10000 1593 SMET 9178 0736623 September 1, 2009 Faculty Development in Science, Technology, and Society. Social Sciences - Other (89) Interdisciplinary (99) This project is engaging faculty from core STEM departments in course development to participate in developing a new curriculum in science, technology, and society (STS). The goal is increased scientific literacy and better preparation for responsible local and global citizenship, a major goal of the College. This project is an adaptation of a model developed by a consortium of Tulane University and six other institutions under a grant from the Corporation for National Community Service to teach faculty members how to develop and integrate service learning into their courses. The development of faculty expertise in this project begins each year in an eight-week summer faculty development seminar. In this adaptation of the Tulane model, participating faculty members review recent research in science education, discuss effective ways to engage students in learning science, and develop courses for the STS requirement modeled on different approaches. Although STS studies fall within the social sciences, the courses are inherently interdisciplinary. Courses are being developed collaboratively and co-taught by faculty in different departments. The courses being developed are providing students with a basic understanding of core scientific principles and buttressing this knowledge with insights into the historical context, contemporary social ramifications, and methodological approaches of scientific discovery. For the project's formative evaluation, assessment tools are being prepared for the faculty service-learning seminar and the STS courses. One of those tools is a version of the "Student Assessment of Learning Gains" (SALG) instrument developed for the national "Science Education for New Civic Engagements and Responsibilities" (SENCER) project. Eventually, an assessment will be made of the impact of student participation in STS courses and the professional development of STEM faculty on student decisions to major or minor in STEM. CCLI-Phase 1 (Exploratory) DUE EHR Gimbel, Steven Laurence Marschall Kathleen Cain Gettysburg College PA Myles G. Boylan Standard Grant 148657 7494 SMET 9178 0757057 January 1, 2009 STudents Advancing through Involvement in Research Student Talent Expansion Program (STAIRSTEP). This program is designed to increase the number of talented at risk undergraduate students receiving baccalaureate degrees in Computer Science, Chemistry, Physics, Geology, Earth Science, and Mathematics at Lamar University. At risk students include women and minorities who are underrepresented in science, technology, and mathematics, as well as low income and first generation students who are at risk because of financial burdens and the lack of role models. The goals are to: (1) retain talented at risk students; (2) help transition them into advanced study or careers in science; and (3) attract more students to the field. Strategies include: (1) engaging STAIRSTEP students in an enriched research plan with tutoring, mentoring, and peer support; (2) using institutional relationships to help students bridge to the next level; (3) dispelling misconceptions that discourage participation in science; and (4) engaging STAIRSTEP students in outreach programs for high school students, community college students and university students in general studies or undeclared majors. STAIRSTEP students are applying concepts they learn in class to their research, and their research is in turn incorporated into relevant classes. The program is helping prepare new scientists for the global workforce by having them work in teams that are diverse, including men and women from different ethnic and socio-economic backgrounds. It is benefiting society by enabling at risk students to attain fulfilling careers in science, which in turn strengthens the field by the infusion of their diverse ideas and perspectives. STEM TALENT EXPANSN PGM (STEP) DUE EHR Israel Doerschuk, Peggy Joseph Kruger Jennifer Daniel Christopher Martin Cristian Bahrim Lamar University Beaumont TX Bert E. Holmes Continuing grant 800534 1796 SMET 9178 0116000 Human Subjects 0802428 January 1, 2009 Dayton Urban STEM Academy. Sinclair Community College (Dayton, Ohio) is creating an urban STEM Teacher Academy with Dayton area partners, which include the Dayton Public Schools, the University of Dayton, Wright State University, Miami University, and EDvention, the Dayton area's P-20 council. This new K-12 science and mathematics teacher education paradigm utilizes national and state Tech Prep program standards and best practices in STEM education to provide future teachers with a solid, content-rich foundation in STEM disciplines and the pedagogical framework to effectively teach STEM subjects. The objectives include: (1) establishing a new Tech Prep STEM Teacher Education Pathway at the high school, community college, and university levels; (2) developing new STEM courses for the Ohio College Tech Prep Teacher Education Pathway; (3) creating a series of transitional activities for future STEM teachers (STEM Teacher Cadets) that foster success in matriculating to the associate degree level; (4) facilitating the matriculation of STEM Teacher Cadets to the baccalaureate level through articulation agreements; and (5) integrating innovative uses of technology in teaching and learning. The new STEM teacher education program emphasizes interdisciplinary approaches for learning science and mathematics and integrates project-based learning, relevance, personalization, STEM content rigor, technology integration, and problem solving, exemplifying the strategies the prospective teachers are expected to employ in future STEM classrooms. The pedagogy that current STEM teachers are learning and modeling for STEM Teacher Cadets helps both groups better understand the interrelations between science, mathematics, technology, and the real world of business and industry. Teachers have the opportunity to participate in industry externships to learn how STEM is used in area manufacturing, IT, biotechnology, and aerospace industries. A web-based learning community called "iDiscovery" provides ongoing peer support for teachers during the academic year, following summer professional development institutes. Current teachers as well as the STEM Teacher Cadets are being prepared to teach science and mathematics embedded in real-life contexts using best practice problem-solving and inquiry-based approaches. ADVANCED TECH EDUCATION PROG DUE EHR Hollebeke, Norma Patrick Greco Linnae Clinton Rochanda Nenonene Sinclair Community College OH Joan T Prival Standard Grant 642863 7412 SMET 9178 1032 0116000 Human Subjects 0807106 May 1, 2009 S-STEM Scholars of Purdue: Program to Promote and Sustain Interest in Engineering Through Engaging in Experiential Learning. This S-STEM scholars program is designed to promote and sustain interest in engineering through engaging students in experiential learning opportunities. The project provides experiential learning opportunities and funding for 30 high-achieving students with financial need. Specific goals of the S-STEM Scholars program are to improve educational opportunities for students through experiential learning, increase retention and graduation of students, and increase the numbers of well educated and skilled employees in technical areas of national need. The program builds on the strengths of Purdue University's College of Engineering mentoring and tutoring programs of the Women in Engineering Program (WIEP) and Minority Engineering Program (MEP) as well as Purdue University's service learning, global programs, and undergraduate research efforts. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Reed-Rhoads, Teri Edwin Hirleman William Oakes P.K. Imbrie Elizabeth Holloway Purdue University IN Lesia L. Crumpton-Young Standard Grant 599999 1536 SMET 9178 0814373 March 1, 2009 Collaborative Research: Creating a Bean Beetle Curriculum Development Network. Biological Sciences (61). "Creating a Bean Beetle Curriculum Development Network" is a collaborative project between Emory University and Morehouse College. The goal of the project is to expand the use of inquiry-based laboratory exercises with the bean beetle model system, Callosobruchus maculatus. There are four primary objectives. The first objective is to use faculty workshops, along with the handbook and website created as part of an earlier project, to develop faculty expertise in the use of bean beetles in inquiry-based laboratory courses. The faculty recruited for these workshops will be from biology disciplines, such as animal physiology, neurobiology, molecular biology, genetics, and developmental biology that were not addressed in the previous project. The second objective is to provide faculty in the workshops the opportunity to adapt the inquiry-based laboratory exercises developed in the previous project to fit their curricula and institutions. Fulfilling this objective is allowing the implementation of these educational innovations in a greater diversity of educational institutions. The third objective is for faculty in the workshops to develop and implement new inquiry-based laboratory studies (i.e., new learning materials) using bean beetles in the areas of animal physiology, neurobiology, molecular biology, genetics, and developmental biology. Finally, the fourth objective is for network participants to develop or adapt assessment tools to evaluate their new laboratory exercises and to implement those assessments. The intellectual merit of the project lies in the development, testing and implementation of inquiry-based laboratory experiments, which have been shown to increase student understanding of scientific content, experimental design, and the nature of science. By creating a curriculum development network, the project is broadening significantly the disciplines within biology that will be able to use bean beetles as a model system for inquiry-based laboratory courses. New laboratory materials are being produced for courses in animal physiology, neurobiology, molecular biology, genetics, and developmental biology. Finally, the project is assessing the effectiveness of inquiry-based learning in laboratory courses across a diversity of institutions and disciplines in biology. The broader impacts of the project emerge from the recruitment of faculty for workshops from a diverse array of institutions. As a result, the curriculum development network established at the proposed workshops is promoting better teaching and learning in diverse settings. In addition, the workshops are establishing partnerships that will continue to improve laboratory education in biology. Furthermore, to increase involvement of under-represented minorities in inquiry-based research, some workshop slots are being set aside for faculty from community colleges and minority-serving institutions. Finally, the materials developed by participants in the curriculum development network are being disseminated through a devoted website, workshops and presentations at annual meetings of the undergraduate STEM education community, and publication in journals related to undergraduate STEM education. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Blumer, Lawrence Morehouse College GA Deborah E. Allen Standard Grant 147038 7492 1536 SMET 9178 0116000 Human Subjects 0815135 March 1, 2009 Collaborative Research: Creating a bean beetle curriculum development network. Biological Sciences (61). "Creating a Bean Beetle Curriculum Development Network" is a collaborative project between Emory University and Morehouse College. The goal of the project is to expand the use of inquiry-based laboratory exercises with the bean beetle model system, Callosobruchus maculatus. There are four primary objectives. The first objective is to use faculty workshops, along with the handbook and website created as part of an earlier project, to develop faculty expertise in the use of bean beetles in inquiry-based laboratory courses. The faculty recruited for these workshops will be from biology disciplines, such as animal physiology, neurobiology, molecular biology, genetics, and developmental biology that were not addressed in the previous project. The second objective is to provide faculty in the workshops the opportunity to adapt the inquiry-based laboratory exercises developed in the previous project to fit their curricula and institutions. Fulfilling this objective is allowing the implementation of these educational innovations in a greater diversity of educational institutions. The third objective is for faculty in the workshops to develop and implement new inquiry-based laboratory studies (i.e., new learning materials) using bean beetles in the areas of animal physiology, neurobiology, molecular biology, genetics, and developmental biology. Finally, the fourth objective is for network participants to develop or adapt assessment tools to evaluate their new laboratory exercises and to implement those assessments. The intellectual merit of the project lies in the development, testing and implementation of inquiry-based laboratory experiments, which have been shown to increase student understanding of scientific content, experimental design, and the nature of science. By creating a curriculum development network, the project is broadening significantly the disciplines within biology that will be able to use bean beetles as a model system for inquiry-based laboratory courses. New laboratory materials are being produced for courses in animal physiology, neurobiology, molecular biology, genetics, and developmental biology. Finally, the project is assessing the effectiveness of inquiry-based learning in laboratory courses across a diversity of institutions and disciplines in biology. The broader impacts of the project emerge from the recruitment of faculty for workshops from a diverse array of institutions. As a result, the curriculum development network established at the proposed workshops is promoting better teaching and learning in diverse settings. In addition, the workshops are establishing partnerships that will continue to improve laboratory education in biology. Furthermore, to increase involvement of under-represented minorities in inquiry-based research, some workshop slots are being set aside for faculty from community colleges and minority-serving institutions. Finally, the materials developed by participants in the curriculum development network are being disseminated through a devoted website, workshops and presentations at annual meetings of the undergraduate STEM education community, and publication in journals related to undergraduate STEM education. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Beck, Christopher Emory University GA Deborah E. Allen Standard Grant 352814 7492 1536 SMET 9178 0116000 Human Subjects 0816647 January 1, 2009 Collaborative Research: CCLI: Educational Materials to Enhance Chemical Engineering Curricula with Applications in Biological Engineering. Engineering Chemical - (53) Chemical engineering education (ChE) requires a paradigm shift to address the needs of a modern industry that is utilizing biotechnological approaches to create new products. For example, biocatalysis and bioprocessing are increasingly finding application in the chemical industry, requiring a familiarity with such concepts of entry-level chemical engineers. Simply adding biology courses to the portfolio of ChE undergraduate instruction is a compartmentalized approach that does not address this deficiency because it does not present content within an engineering context. Integrating appropriate educational materials throughout the ChE core curriculum would help students acquire and reinforce the skills necessary to apply engineering principles to biological, biochemical, or other bio-based (bioX) processes. Such a transformation is currently hindered by the lack of texts and other educational materials for integrating bioX into the curriculum. The goal of this project is to create, collect, disseminate, and evaluate such materials for the entire ChE curriculum. Specifically, the project creates new learning materials and teaching strategies, develops faculty expertise, implements educational innovations and assesses student achievement. The results of this project will serve as a paradigm for other modern, interdisciplinary applications to be integrated into a variety of engineering fields. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Simon, Laurent New Jersey Institute of Technology NJ Lesia L. Crumpton-Young Standard Grant 31500 7492 1536 SMET 9178 0116000 Human Subjects 0816670 January 1, 2009 Collaborative Research: CCLI: Educational Materials to Enhance Chemical Engineering Curricula with Applications in Biological Engineering. Engineering Chemical - (53) Chemical engineering education (ChE) requires a paradigm shift to address the needs of a modern industry that is utilizing biotechnological approaches to create new products. For example, biocatalysis and bioprocessing are increasingly finding application in the chemical industry, requiring a familiarity with such concepts of entry-level chemical engineers. Simply adding biology courses to the portfolio of ChE undergraduate instruction is a compartmentalized approach that does not address this deficiency because it does not present content within an engineering context. Integrating appropriate educational materials throughout the ChE core curriculum would help students acquire and reinforce the skills necessary to apply engineering principles to biological, biochemical, or other bio-based (bioX) processes. Such a transformation is currently hindered by the lack of texts and other educational materials for integrating bioX into the curriculum. The goal of this project is to create, collect, disseminate, and evaluate such materials for the entire ChE curriculum. Specifically, the project creates new learning materials and teaching strategies, develops faculty expertise, implements educational innovations and assesses student achievement. The results of this project will serve as a paradigm for other modern, interdisciplinary applications to be integrated into a variety of engineering fields. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Good, Theresa University of Maryland Baltimore County MD Lesia L. Crumpton-Young Standard Grant 30664 7492 1536 SMET 9178 0116000 Human Subjects 0816783 January 1, 2009 Web-based Interactive Organic Chemistry Homework. Chemistry (12) Web-based programs have the potential to change the way science is taught, but for instructors to invest the time and resources required to adopt them, such programs must have greater pedagogical value than traditional methods. The Web-based interactive organic chemistry program, ACE Organic (formerly EPOCH), is uniquely useful in several ways. ACE generally requires a student to draw a chemical structure or a sequence of chemical structures, and, if a student's response is incorrect, ACE provides feedback that explains why the response is incorrect and makes suggestions to guide the student to the correct answer. Over the last 2.5 years, a number of new question types were added to ACE, and these were incorporated into the commercial version of ACE in early 2007. Question types included mechanism questions for which students can now draw a sequence of chemical structures and curved arrows representing electron flow, just as they do on paper; conformation questions for which students can now draw or modify a chemical structure with three-dimensional information; Lewis structure questions for which the standard drawing tool, MarvinSketch (trademarked), adds unshared electrons and implicit H atoms automatically and alerts students to valence errors, while a new, much less chemically aware drawing tool has been developed that permits students to draw (correct and incorrect) Lewis structures; label-the-atom questions for which students can now mark the atom in a structure that is most acidic, most nucleophilic, etc., or they can mark every stereogenic atom, or they can label every atom according to its hybridization or stereotopicity; and multiple-choice, fill-in-the-blank (with pulldown menus), and rank-in-order questions. Under this project multistep synthesis questions are being added to ACE. Students are given a target, a description of permissible starting materials, and a set of permissible reagents, and they design and draw a multistep synthetic scheme. In addition, an extended evaluation is being carried out to determine the effectiveness of the question types in improving students' performances in courses. Preliminary evaluations of ACE by third parties have suggested that ACE does have a measurable and positive effect on students' understanding of and ability in organic chemistry. Intellectual merit: This project continues the development and evaluation of a Web-based homework program designed for organic chemistry that already has far greater capabilities than any program heretofore developed. Broader impacts: The ACE program is a uniquely valuable teaching and learning tool for a difficult course that is taken by large numbers of students across a wide variety of disciplines. This project expands the scope of ACE to a critical portion of the organic chemistry course material. The partnership with the Prentice Hall division of Pearson Education, which funded much of the initial development of ACE and continues to invest in its support and evaluation, will permit wide dissemination of future versions of ACE. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Grossman, Robert Raphael Finkel University of Kentucky Research Foundation KY Susan H. Hixson Standard Grant 218913 7492 1536 SMET 9178 9150 0116000 Human Subjects 0816823 January 1, 2009 Collaborative Research: CCL1: Educational Materials to Enhance Chemical Engineering Curricula with Applications in Biological Engineering. Engineering Chemical - (53) Chemical engineering education (ChE) requires a paradigm shift to address the needs of a modern industry that is utilizing biotechnological approaches to create new products. For example, biocatalysis and bioprocessing are increasingly finding application in the chemical industry, requiring a familiarity with such concepts of entry-level chemical engineers. Simply adding biology courses to the portfolio of ChE undergraduate instruction is a compartmentalized approach that does not address this deficiency because it does not present content within an engineering context. Integrating appropriate educational materials throughout the ChE core curriculum would help students acquire and reinforce the skills necessary to apply engineering principles to biological, biochemical, or other bio-based (bioX) processes. Such a transformation is currently hindered by the lack of texts and other educational materials for integrating bioX into the curriculum. The goal of this project is to create, collect, disseminate, and evaluate such materials for the entire ChE curriculum. Specifically, the project creates new learning materials and teaching strategies, develops faculty expertise, implements educational innovations and assesses student achievement. The results of this project will serve as a paradigm for other modern, interdisciplinary applications to be integrated into a variety of engineering fields. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Chalmers, Jeffrey Ohio State University Research Foundation OH Lesia L. Crumpton-Young Standard Grant 33810 7492 1536 SMET 9178 0116000 Human Subjects 0816884 January 1, 2009 Collaborative Research: CCLI: Educational Materials to Enhance Chemical Engineering Curricula with Applications in Biological Engineering. Engineering Chemical - (53) Chemical engineering education (ChE) requires a paradigm shift to address the needs of a modern industry that is utilizing biotechnological approaches to create new products. For example, biocatalysis and bioprocessing are increasingly finding application in the chemical industry, requiring a familiarity with such concepts of entry-level chemical engineers. Simply adding biology courses to the portfolio of ChE undergraduate instruction is a compartmentalized approach that does not address this deficiency because it does not present content within an engineering context. Integrating appropriate educational materials throughout the ChE core curriculum would help students acquire and reinforce the skills necessary to apply engineering principles to biological, biochemical, or other bio-based (bioX) processes. Such a transformation is currently hindered by the lack of texts and other educational materials for integrating bioX into the curriculum. The goal of this project is to create, collect, disseminate, and evaluate such materials for the entire ChE curriculum. Specifically, the project creates new learning materials and teaching strategies, develops faculty expertise, implements educational innovations and assesses student achievement. The results of this project will serve as a paradigm for other modern, interdisciplinary applications to be integrated into a variety of engineering fields. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Fernandez, Erik John O'Connell University of Virginia Main Campus VA Lesia L. Crumpton-Young Standard Grant 115763 7492 1536 SMET 9178 0116000 Human Subjects 0816903 January 1, 2009 "Collaborative Research: CCLI: Educational Materials to Enhance Chemical Engineering Curricula with Applications in Biological Engineering". Engineering Chemical - (53) Chemical engineering education (ChE) requires a paradigm shift to address the needs of a modern industry that is utilizing biotechnological approaches to create new products. For example, biocatalysis and bioprocessing are increasingly finding application in the chemical industry, requiring a familiarity with such concepts of entry-level chemical engineers. Simply adding biology courses to the portfolio of ChE undergraduate instruction is a compartmentalized approach that does not address this deficiency because it does not present content within an engineering context. Integrating appropriate educational materials throughout the ChE core curriculum would help students acquire and reinforce the skills necessary to apply engineering principles to biological, biochemical, or other bio-based (bioX) processes. Such a transformation is currently hindered by the lack of texts and other educational materials for integrating bioX into the curriculum. The goal of this project is to create, collect, disseminate, and evaluate such materials for the entire ChE curriculum. Specifically, the project creates new learning materials and teaching strategies, develops faculty expertise, implements educational innovations and assesses student achievement. The results of this project will serve as a paradigm for other modern, interdisciplinary applications to be integrated into a variety of engineering fields. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Prince, Michael Bucknell University PA Lesia L. Crumpton-Young Standard Grant 34996 7492 1536 SMET 9178 0116000 Human Subjects 0817224 January 1, 2009 FIRSTIV:Faculty Institutes for Reforming Science Teaching for Postdoctoral Research Scholars. This multi-institution professional development project for postdoctoral scholars is shaping their beliefs about and approaches to teaching undergraduate biology, to ultimately result in improved student learning. The project focuses on creating a national network of 200 postdoctoral scholars who are prepared and mentored in scientific teaching before they assume faculty roles in academic institutions. The professional development activities explicitly link the principles of scientific research with those of scientific teaching. Established Regional Field Station (RFS) leadership teams are implementing professional development workshops, providing mentoring in teaching and long-term support for postdoctoral scholars, and advancing their own teaching and scholarship in education. The postdoctoral scholars are learning teaching strategies and constructing an entire biology course based on scientific teaching. They are adapting pre-existing materials and tools that are learner-centered, and tested and validated by other faculty. It is anticipated that the postdoctoral scholars will begin their new faculty positions formally prepared to teach with a course in hand. The project is evaluating the effect of professional development on postdoctoral understanding and implementation of the scientific approach to teaching and active student-centered learning. The new courses are being disseminated through the FIRST web site and the FIRST Assessment Database, which is linked to websites of the National Postdoctoral Association, the National STEM Digital Library and scientific societies. The effectiveness of these professional development and teaching reform models is being disseminated through publications and presentations based on analyses of the postdoctoral scholars in their original and new institutional positions. CCLI-Phase 3 (Comprehensive) DUE EHR Ebert-May, Diane Terry Derting Michigan State University MI Linnea A. Fletcher Continuing grant 1960135 7493 SMET 9178 0116000 Human Subjects 0817262 September 1, 2009 Collaborative Research: INCIST: Improving National acceptance of Computing Intensive Statistical Techniques. Mathematical Sciences (21) The project for "Improving National acceptance of Computing Intensive Statistical Techniques (INCIST)" is developing, field testing, and disseminating materials for teaching computationally intensive techniques for almost all of the topics in introductory statistics. This project is designed to study the ways in which these materials enable students to develop a deeper understanding of statistical concepts. These comprehensive modules are web-based, utilize the low-cost yet computationally powerful statistical software StatCrunch, contain interactive multimedia presentations for students, and include extensive instructor materials. While the materials can serve as a stand-alone course, they are also modular so that parts can also be integrated into a course which is taught using a typical introductory statistics textbook. The INCIST resources are useful for statistics instructors at a large number of institutions including those teaching at community colleges and smaller liberal arts colleges. This project also holds workshops to train instructors on using the modules in their courses. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR West, R. Webster Texas A&M Research Foundation TX Ginger H. Rowell Standard Grant 226236 7492 1536 SMET 9178 0116000 Human Subjects 0817369 January 1, 2009 Teaching Mathematical Knowledge for Teaching (K-8): Adapting Local Materials for Use in Diverse Institutions and Settings. Mathematical Sciences (21) The "Teaching Mathematical Knowledge for Teaching (K-8): Adapting Local Materials for Use in Diverse Institutions and Settings" builds on extensive foundational work in identifying, characterizing, and measuring the "mathematical knowledge for teaching" (MKT) that enables and empowers K-8 school teachers to successfully improve their student's achievements in learning mathematics. The project develops, field-tests, produces, and disseminates a set of three large learning-units which are collectively a one-term course curriculum for future K-8 teachers. These materials can also be integrated separately into undergraduate mathematics content or methods courses for future elementary and middle school teachers. The project promotes faculty learning through the establishment of collaborative structures called "instructor planning groups" which support the development of faculty knowledge and skills for successful implementation of the materials. Additionally, an online community is used to contribute to the professional knowledge-base for mathematics education of teachers. The dissemination of this project helps build the foundation for launching research on teaching and learning of MKT nationally, thereby setting the stage for major innovations in the mathematical education of teachers and the evaluation of its overall effects. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Bass, Hyman Mark Thames Laurie Sleep University of Michigan Ann Arbor MI Ginger H. Rowell Standard Grant 499822 7492 1536 SMET 9178 0116000 Human Subjects 0817397 September 1, 2009 Collaborative Research: INCIST: Improving National acceptance of Computing Intensive Statistical Techniques.. Mathematical Sciences (21) The project for "Improving National acceptance of Computing Intensive Statistical Techniques (INCIST)" is developing, field testing, and disseminating materials for teaching computationally intensive techniques for almost all of the topics in introductory statistics. This project is designed to study the ways in which these materials enable students to develop a deeper understanding of statistical concepts. These comprehensive modules are web-based, utilize the low-cost yet computationally powerful statistical software StatCrunch, contain interactive multimedia presentations for students, and include extensive instructor materials. While the materials can serve as a stand-alone course, they are also modular so that parts can also be integrated into a course which is taught using a typical introductory statistics textbook. The INCIST resources are useful for statistics instructors at a large number of institutions including those teaching at community colleges and smaller liberal arts colleges. This project also holds workshops to train instructors on using the modules in their courses. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Woodard, Roger North Carolina State University NC Ginger H. Rowell Standard Grant 123763 7492 1536 SMET 9178 0116000 Human Subjects 0817561 January 1, 2009 Collaborative Research: CCLI: Educational Materials to Enhance Chemical Engineering Curricula with Applications in Biological Engineering. Engineering Chemical - (53) Chemical engineering education (ChE) requires a paradigm shift to address the needs of a modern industry that is utilizing biotechnological approaches to create new products. For example, biocatalysis and bioprocessing are increasingly finding application in the chemical industry, requiring a familiarity with such concepts of entry-level chemical engineers. Simply adding biology courses to the portfolio of ChE undergraduate instruction is a compartmentalized approach that does not address this deficiency because it does not present content within an engineering context. Integrating appropriate educational materials throughout the ChE core curriculum would help students acquire and reinforce the skills necessary to apply engineering principles to biological, biochemical, or other bio-based (bioX) processes. Such a transformation is currently hindered by the lack of texts and other educational materials for integrating bioX into the curriculum. The goal of this project is to create, collect, disseminate, and evaluate such materials for the entire ChE curriculum. Specifically, the project creates new learning materials and teaching strategies, develops faculty expertise, implements educational innovations and assesses student achievement. The results of this project will serve as a paradigm for other modern, interdisciplinary applications to be integrated into a variety of engineering fields. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Komives, Claire San Jose State University Foundation CA Lesia L. Crumpton-Young Standard Grant 253266 7492 1536 SMET 9178 0116000 Human Subjects 0817584 July 15, 2009 Evaluation of a Suite of Interactive Modeling, Controls, Rapid Prototyping, and Embedded System E-Book Modules. An evaluation of the materials that have been prepared for an e-book for use in teaching control system engineering is being conducted. The evaluation will examine student learning outcomes and attitudes toward an electronic textbook. Additionally, representatives from industry are reviewing the materials and providing an assessment from the industry viewpoint. Faculty at other institutions who have used portions of the electronic book in their classes are also engaged in the evaluation efforts. CCLI-Phase 2 (Expansion) DUE EHR Rodriguez, Armando Narciso Macia Konstantinos Tsakalis John Anderies Bruno Welfert Arizona State University AZ Curtis T. Sears Standard Grant 49910 7492 SMET 9178 0116000 Human Subjects 0817624 February 15, 2009 Native Cases Initiative. INTERDISCIPLINARY (99) The Native Cases Initiative Project involves Evergreen State College, Northwest Indian College, Salish Kootenai College, Grays Harbor College, and Washington Online, the state's distance learning consortium. The project addresses a void in the literature in STEM curriculum focusing on American Indians. In addition, the project promotes scientific literacy through development and use of Native case studies with an emphasis on science for non-majors. Culturally relevant educational materials are important in improving the participation and graduation rates of Native students. This project expands a previous project which demonstrated that embedding disciplinary learning into contemporary Indian issues was a successful strategy. The project deeply embeds existing cases in the partnering institutions' curricula and is developing 16 new cases specifically focusing on scientific literacy and quantitative reasoning. The project also involves large numbers of science faculty, and disseminates the products. These cases focus on interdisciplinary topics and issues confronting Native American people and communities such as the environment, sustainable development, natural resources, and health and wellness. Detailed teaching notes describe how to teach interdisciplinary cases in different modes of delivery (face-to-face and online) and from different disciplinary perspectives. Workshops enable faculty at the partner institutions to develop expertise in writing and applying case study methods. Workshops are also offered at other colleges with substantial Native enrollments. Other dissemination methods include a website and dissemination through NSF's Digital Library and Washington Online. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Smith, Barbara Robert Cole Linda Moon Stumpff Evergreen State College WA Herbert H. Richtol Standard Grant 499957 7492 1536 SMET 9178 0116000 Human Subjects 0828508 September 1, 2009 Individual Nomination. PHILIP KUTZKO University of Iowa Dr. Philip Kutzko has been a leader, in the Department of Mathematics, at the University of Iowa, at the three Iowa Regents Universities and nationally, in the effort to increase the participation of groups that are underrepresented in STEM fields. Dr. Kutzko's specific focus is underrepresented minority doctoral students. He was among the initial group to conceive and implement the Department?s ongoing project to build an inclusive and diverse graduate program. Dr. Kutzko finds that community building is equally important to mentoring; as mentoring will foster mentoring, building community will foster support to strengthen students in their pursuits. He feels that it is only by institutionalizing the values of mentoring in the context of a welcoming and inclusive department, or discipline, or university that one might hope to transform these institutions so that changes transcend the efforts of individuals and become permanent. In 2000, Dr. Kutzko wrote the proposal that resulted in the Department of Mathematics becoming designated a Sloan Minority Scholarship Department. This designation resulted in a total of fourteen of the department's minority students receiving Sloan Scholarships as they passed their Comprehensive Exams. Indeed, all of the recent Ph.D.?s have been Sloan Scholars. Dr. Kutzko has mentored at least twenty minority students in the Department. Three of these students have earned the doctoral degree and are employed as faculty or postdoctoral fellows. Dr. Kutzko founded and co-Directs the National Alliance for Doctoral Studies in the Mathematical Sciences, an NSF-sponsored partnership of math sciences departments at the Iowa Regents Universities and Mathematics departments at approximately twenty minority serving institutions. He serves as the Iowa Regents mentor at Florida A&M University and has mentored 21 students there. Dr. Kutzko has served as a consultant to several math departments who are interested in building programs that emulate the community based, mentor intensive strategies of the department at Iowa. PRES AWDS FOR EXCELL IN SCI DUE EHR Kutzko, Philip University of Iowa IA Daphne Y. Rainey Standard Grant 10000 1593 SMET 9178 0828537 September 1, 2009 Individual Nomination. BENJAMIN C. FLORES University of Texas at El Paso Dr. Benjamin Flores has, over the course of 18 years of service, sustained effective mentoring and guidance efforts that have significantly enhanced the participation of underrepresented groups in STEM disciplines. He serves as an exemplary leader in the national effort to develop a fully diversified workforce. Dr. Flores has been a dedicated counselor and guide for the local student chapters of the Institute of Electrical and Computer Engineers, the Electrical Engineering Honor Society, the Engineering Honor Society, the National Society of Black Engineers, the American Society for Engineering Education, the Society of Women in Engineers, and the Mexican Student Association. In this capacity, he has worked tirelessly to organize and expose scores of engineering student leaders to professional development activities. Under Dr. Flores' leadership, Academic Center for Engineers and Scientists has expanded to serve an average of 900 students per day and has provided employment on campus to more than 200 students. Dr. Flores is also responsible for implementing the Women in Science and Engineering (WiSE) program, which provided support to 250 undergraduate female students. Through WiSE, Dr. Flores developed activities that reached out and promoted STEM careers to more than 300 middle school girls and their parents. In addition, Dr. Flores directed the first centralized undergraduate STEM research program on campus which supported 303 undergraduate students between 1996 and 2003. The program is now recognized nationwide as a highly successful model for Hispanic student retention, graduation and recruiting into graduate school. Currently, Dr. Flores directs the University of Texas System Louis Stokes Alliance for Minority Participation Dr. Flores has played a principal role in developing a robust mentoring and support model for under-represented minority student success. He has published numerous refereed conference articles that advance the understanding of student mentoring and guidance and has offered dozens of key note speeches in the United States, Mexico, and Chile, promoting access to education and student success through role models. He has collaborated with institutions in Texas and with several minority serving institutions throughout the United States on promoting the transformation of STEM education. PRES AWDS FOR EXCELL IN SCI DUE EHR Flores, Benjamin University of Texas at El Paso TX Daphne Y. Rainey Standard Grant 10000 1593 SMET 9178 0828816 September 1, 2009 Individual Nomination. RICHARD N. ZARE Stanford University Prof. Richard N. Zare is the Marguerite Blake Wilbur Professor in Natural Science at Stanford University. He is Chair of the Department of Chemistry at Stanford University and a Howard Hughes Medical Institute (HHMI) Professor. Professor Zare is renowned for his research in the area of laser chemistry, resulting in a greater understanding of chemical reactions at the molecular level. By experimental and theoretical studies he has made seminal contributions to our knowledge of molecular collision processes. Dr. Richard Zare's mentoring interests are directed at improving opportunities for all students, but he is passionate about gender and ethnic equity in STEM. He has developed a stellar 40 year career as a scientist, educator, and leader in public science. Some of his distinguished recognitions include receiving the National Medal of Science, the National Academy of Sciences award in Chemistry and serving as a member of the National Science Board. He has had a national impact as a role model and author and his interests and career success place him in the position to serve as a role model for effective mentoring of women and minorities in science. He has mentored 49 postdocs and graduate students who are women or minorities. Of these, 17 became faculty in chemistry or physics. The addition of this number of minority faculty from a tier one research institution could have a profound effect on the higher education community. The minority students mentored by Dr. Zare are very diverse, with African American, Hispanic, Pacific Islanders and Native American being represented. These student outcomes represent a significant contribution to the science and academe workforce as well as meaningful membership of women and underrepresented minorities in the scientific enterprise. Dr. Zare has recognized that gender discrimination is embedded in our culture. Through presentations and articles, he has endorsed the use of Title IX to address the lack of equity in science, just as the federal law has been used to promote equity in athletics. Within two months of becoming Chair of the Chemistry Department at Stanford University, Dr. Zare announced what may have been the country's most generous maternity-leave policy for graduate students in chemistry. Dr. Zare worked with the Stanford University Clayman Institute for Gender Research and the Stanford Chemistry Woman's Committee on Graduate Life (WCGL) to develop a questionnaire to examine practices, attitudes and behaviors towards gender issues in science. PRES AWDS FOR EXCELL IN SCI DUE EHR Zare, Richard Stanford University CA Daphne Y. Rainey Standard Grant 10000 1593 SMET 9178 0829244 September 1, 2009 Individual Nomination. SUZZETTE F. CHOPIN Texas A&M University, Corpus Christi Dr. Suzzette Chopin is a professor of biomedical sciences, director of the Office of Special Programs and the Office of Research Development and a Texas A&M System Regents Professor at Texas A&M University-Corpus Christi (TAMUCC). Dr. Chopin has been instrumental in the transition of TAMUCC from a two year institution toward Research I status with an increased emphasis on faculty research. She has demonstrated extraordinary mentoring of students and faculty at TAMUCC, a Hispanic Serving Institution. Her mentoring activities have impacted hundreds of students and dozens of faculty members. Her leadership has been a major driver in changing the TAMUCC culture to one that embraces and promotes undergraduate research, mentoring, and outreach to foster diversity in science and provide students with opportunities that would not have existed without her passion, energy and skills. Dr. Chopin has received seven awards for advising and mentoring students. Through her efforts, TAMUCC received the 2001 Role Model Institution Award from Minority Access Inc.; the 2003 Star Award from the Texas Higher Education Coordinating Board; and the 2004 Diversity Award from Sigma Xi. These awards recognized TAMUCC's success in fostering diversity in science. With a colleague, she recently devised a strategic plan to establish a Center for Undergraduate Excellence and Engagement. Dr. Chopin has personally mentored 45 undergraduates in research (69% minority), 89% of who have matriculated into graduate or professional schools or are currently employed in science careers. Her undergraduates have presented at numerous scientific meetings and have won nine awards. For seven years, she was research coordinator for 56 minority students involved in the TAMUCC LSAMP program; of the 50 students who have graduated. Her Research Experiences for Undergraduates program has had 62 participants (58% minority) in the last six years. Of the 48 students whose status is known, 33 (69%) have graduated and have either completed graduate or professional school or are still in graduate or professional school or are employed in science. Dr. Chopin has established additional programs that focus on mentoring underrepresented and economically disadvantaged students. Dr. Chopin has shared her work with others through publications and presentations on mentoring and undergraduate research. PRES AWDS FOR EXCELL IN SCI DUE EHR Chopin, Suzzette Texas A&M University Corpus Christi TX Daphne Y. Rainey Standard Grant 10000 1593 SMET 9178 0830846 January 1, 2009 SFS Cybersecurity Scholars Program. Computer Science (31) This project funds three two-year student cohorts. This project produces graduates who are committed to enter the federal workforce. The project includes both undergraduate and graduate students. All students in the program graduate with a Masters degree, as undergraduate students participating in the program are enrolled in a five-year combined Bachelors and Master program. Undergraduate students are primarily in the interdisciplinary cybersecurity degree program or in the computer science department with a focus on cybersecurity. Graduate scholars mainly pursue a security-related concentration program in computer science or computer/electrical engineering. Exceptionally qualified students with a security-related focus from other departments are also considered. Special attention is paid to hands-on activities that translate theory into practice. All students participate in research in their final year. The project consists of three phases: (1) recruiting students, (2) educating and mentoring the students, and (3) working with the students, OPM, and the federal agencies directly to ensure appropriate internship and permanent placements for the students. Intellectual Merit: The wide range of cybersecurity courses provides students with an education that prepares them thoroughly for careers as information assurance and computer security professionals. The PI team has strong technical credentials in computer security and industrial research experience that makes them particularly well-suited to run the program. This project builds upon two NSF SFS capacity building grants: one that supported the establishment of interdisciplinary degrees in cybersecurity and one that developed a hands-on cybersecurity lab and associated course. Broader Impacts: In addition to the direct and obvious benefits provided to the scholarship recipients and the federal agencies that hire them, the increased support for and attention to security also benefits other students and provides additional workforce development for both the government and private sectors. This project works with existing college support programs and engages in outreach activities with partner colleges and local K-12 schools. FED CYBER SERV: SCHLAR FOR SER DUE EHR Wetzel, Susanne David Naumann Rajarathnam Chandramouli Koduvayur Subbalakshmi Stevens Institute of Technology NJ Stephen C. Cooper Standard Grant 850672 1668 SMET 9178 7254 0116000 Human Subjects 0831420 January 1, 2009 The West Texas Middle School Math Partnership. The West Texas Middle School Math Partnership's primary goal is to improve the mathematics performance and mathematics appreciation of middle grades students in West Texas by developing teacher leaders who have a deep understanding of the elementary mathematics taught in the middle grades, of special pedagogy knowledge required to teach mathematics to diverse student populations, and of the ability to employ proven strategies for enhancing the mathematics self-efficacy of diverse student populations. The partnership team uses four components to support these principles: (1) Summer courses are taught with graduate credit awarded to in-service teachers. (2) A virtual community of middle school mathematics teachers and mentors is used to maintain a supportive environment for the participants throughout the academic year. (3) Regional conferences are held at each university campus for participants and their administrators. (4) Case portfolios and training modules are created and used for professional development of both in-service and pre-service teachers. The theoretical framework for the project is based on extensive research in self-efficacy theory and case-based learning. The research associated with this project has far reaching ramifications as a result of studying the relationship between student achievement and self-efficacy and teacher cultural sensitivity, competence and self-efficacy as well as factors affecting Hispanic student learning. This partnership is led by Texas Tech University and has core university partners of Angelo State University, Sul Ross State University, and University of Texas at Permian Basin, as well as core school partners of Lubbock Independent School District, and Texas Education Service Center Regions 15, 17, and 18. They directly impact 150 middle level mathematics teachers and hundreds of pre-service mathematics teachers. Nearly 50,000 students, the majority being Hispanic, in middle grades could eventually be impacted annually in the three service center regions. Institutional transformation and sustainability are enabled by the creation of specialized clinical faculty positions in the higher education partners, systemic changes in the preparation of new math teachers at the four partner universities, and the continuing professional development of practicing math teachers. MSP-TARGETED AWARDS DUE EHR Harris, Gary Jerry Dwyer Zenaida Aguirre-Munoz Tara Stevens Warren Koepp Texas Tech University TX Ginger H. Rowell Continuing grant 3688086 1792 SMET 9177 0116000 Human Subjects 0831450 May 1, 2009 Creation and Dissemination of Upper-elementary Mathematics Assessment Modules. The Learning Mathematics for Teaching (LMT) project and the Educational Testing Services (ETS) have formed a partnership to construct, pilot test, re-design, validate, and disseminate five assessments of student achievement for use in upper elementary grades as growth-sensitive measures of student learning in mathematics. The assessments are in the areas of (1) number and operations, (2) pre-algebra and algebra, and (3) geometry and measurement and are based in the literature on student's cognitive growth in these mathematical domains. The instruments are aligned with the National Council of Teachers of Mathematics' Focal Points and with existing "mathematics knowledge for teaching" (MKT) classroom observation instruments. These assessments differ from existing assessments in that the questions require more complex responses than typical multiple-choice problems. Yet, they are still machine-scoreable so they can easily be used in studies with large student samples. Additionally, these assessment instruments enable researchers to capture student growth nested within classrooms, which provides a tool that is able to identify teacher effects on learning. By comparing students of teachers without MSP "treatment" to students of teachers with MSP treatment in a quasi-experimental design, this research project examines the effects of teacher mathematical knowledge for teaching (MKT) growth on classroom instruction and student achievement. The project expects to find that high teacher scores on the Learning Mathematics for Teaching (LMT) measures are correlated with the size of student gains on the new assessment instruments. Additionally, this project adds to the suite of instruments available from the LMT for exploring the connection between teacher learning, teachers' MKT, their classroom instruction, and student outcomes. DISCOVERY RESEARCH K-12 REESE MSP-OTHER AWARDS MSP-TARGETED AWARDS DUE EHR Hill, Heather Judy Hickman Robin Jacob Harvard University MA Ginger H. Rowell Continuing grant 1499746 7645 7625 1793 1792 SMET 9177 1793 0116000 Human Subjects 0831615 January 1, 2009 Milwaukee Mathematics Partnership Phase II: Sharing in Leadership for Student Success. The Milwaukee Mathematics Partnership (MMP) began in 2003 with the aim of improving mathematics achievement for the students in the Milwaukee Public Schools and increasing students' success in transitioning to college mathematics. The University of Wisconsin-Milwaukee, the Milwaukee Public Schools, and the Milwaukee Area Technical College have solidified their continued commitment as core partners to this unique collaboration among a large urban district, a four-year urban university, and a two-year technical college. Student achievement has increased in most grade levels with an accompanying decrease in the gap between state and district proficiency. Evaluations indicate that building school capacity through a math framework and distributed leadership via school learning teams and math teacher leaders is associated with improved student achievement. Phase II will investigate three specific research topics. The first topic involves continued study of the impact of distributed leadership through varied mathematics teacher leader models on school professional communities and on student achievement. The MMP initiated a no-release time model of teacher leaders and is transitioning to a partial-release time model with funds from the Office of the Wisconsin Governor. A second area of research is the transition of students to post-secondary mathematics. The MMP will study the impact of a new district post-secondary mathematics readiness exam on high school course enrollments and post-secondary placements into remedial and non-remedial courses. The third area is focuses on the development of mathematical knowledge for teaching in preservice teachers, teacher leaders, and classroom teachers and will examine the relationship of this knowledge to teacher leader practice, instructional practice, and student learning. Teaching & Mstr Tchng Fellows MSP-PHASE II PARTNERSHIPS DUE EHR McLeod, Kevin DeAnn Huinker Kimberly Farley Henry Kranendonk Kathy Williams University of Wisconsin-Milwaukee WI Elizabeth VanderPutten Standard Grant 2099988 7908 7761 SMET 9178 9177 0116000 Human Subjects 0831820 January 1, 2009 Entrepreneurial Leadership in STEM Teaching & learning (EnLiST). The Entrepreneurial Leadership in STEM Teaching & learning (EnLiST) Partnership is comprised of Thornton High School District #205, South Holland, IL, Champaign Unit 4 School District, Champaign, IL, and the University of Illinois at Urbana-Champaign, which serves as the lead among these core partners. In addition, the following are supporting partners: The Illinois Mathematics and Science Academy (IMSA), IMSA-affiliated school districts, and Thornton elementary and middle school feeder districts. EnLiST intends to develop and build the infrastructural elements necessary to sustain a state-wide Illinois community of highly qualified science Teacher Leaders, who will effectively contribute to the transformation of science teaching and learning throughout the K-12 educational continuum in their districts. EnLiST will achieve these goals through a combination of intensive summer institutes and year-round professional development and collaborative activities. The synergy and continuity of these efforts will be ensured through establishment of an on-line community capitalizing on robust technological tools and infrastructure. EnLiST will commence with the development of core cadres of high school chemistry and physics Teacher Leaders organized into district teams. Next, the partnership will support and scaffold the activities of these core cadres as they engage in developing a cadre of middle school and elementary specialist science Teacher Leaders in their school districts. The activities of this latter participant group will focus on an interdisciplinary approach to science teaching and learning in elementary and middle school. Data collection and use will be a central theme in the development of Teacher Leaders and project operation as a whole. The innovation of EnLiST is its intent to reconceptualize the very notion of a "Teacher Leader" by drawing on scholarship in the field of social and entrepreneurial leadership and theories of distributed leadership. EnLiST aims to create a new generation of Teacher Leaders who, armed with cutting edge content knowledge, a strong pedagogical repertoire, and entrepreneurial spirit, can support their colleagues and transform their schools into responsive and data driven institutions of teaching and learning. EnLiST will provide participant science Teacher Leaders with understandings, skills, attitudes, and habits of mind enabling them to perceive themselves, and to act, as agents of change. The entrepreneurial leadership skills that will be developed will arm these Teacher Leaders to meet the many challenges faced by teachers in the current US K-12 educational milieu, including dealing with resource constraints, uncertainty, and multiple goals often related to internally desired and externally imposed demands for change and innovation. They will be equipped to meet the challenges and tensions that have often impeded the adoption of innovative curricula and pedagogies and transformation of K-12 science instructional practices in service of addressing increasingly diverse student population needs. The major research questions of the project will center on understanding and assessing the development of the target Teacher Leaders and the success of those leaders in transforming their own teaching. The ultimate aim is to develop a scalable national model for the preparation of social and entrepreneurial science Teacher Leaders who act as strong champions and effective initiators and implementors of change in pre-college science teaching and learning. The EnLiST research questions are: (a) What is the impact, if any, of the project's activities on participant Teacher Leaders' conceptions, attitudes, skills, and behaviors related to social and entrepreneurial leadership? (b) What is the nature of the perceived organizational culture in partner school districts in relation to barriers to, and encouragement of, innovation and change? What are the associated roles of Teacher Leaders and school administrators? (c) What is the differential impact, if any, of enhanced social and entrepreneurial leadership among Teacher Leaders on effecting innovation and change in science teaching and learning in partner school districts? MSP-TEACHER INSTITUTES DUE EHR Selen, Mats Patricia Shapley Fouad Abd-El-Khalick Cynthia Kehoe George Stanhope University of Illinois at Urbana-Champaign IL Kathleen B. Bergin Continuing grant 3284053 1777 SMET 9177 0116000 Human Subjects 0831835 January 1, 2009 Nebraska Math. NEBRASKA MATH is to improve achievement for all students and narrow achievement gaps among at-risk populations by focusing on three key transition points along the mathematics continuum: the mathematics education of children in transition from kindergarten through early primary to grade 3; the algebra transition from middle to high school and the transition of new secondary math teachers from certification to the classroom. The project is focused on four strategies; (i) Developing an active and mature partnership (sustained through state dollars after the end of NSF funding) by linking mathematics teachers and school administrators from across Nebraska with university mathematicians and mathematics educators and early childhood educators to improve mathematics education statewide; (ii) Strengthening the mathematical and pedagogical knowledge for teaching of participating teachers and their professional interactions with other teachers in their schools, while improving their attitudes to the teaching and learning of mathematics; (iii) Improving students' competence, beliefs and attitudes about mathematics, their appreciation of the importance of sustained effort, and their knowledge of mathematics; and (iv)) Contributing to the research in mathematics education through a mixed methods research design studying K-3 teacher's knowledge, attitudes, and leadership in relation to student disposition and achievement. A goal of the project is to create a model partnership, both on the University of Nebraska-Lincoln (UNL) campus and nationally, where faculty in an academic discipline (in this case mathematics) and faculty in education work with teachers and administrators from the K-12 education community, sharing expertise and resources in pursuit of a world class mathematics education system. NEBRASKA MATH partners the University of Nebraska-Lincoln with four school districts and 15 Educational Service Units (ESUs), in rural Nebraska, which provide support to 63 additional school districts. The intent is to form a permanent K-16 mathematics partnership that is sustained primarily by local dollars. Over the five years the project is to impact 900 teachers (750 at the elementary level and 150 at the secondary level) and approximately 60,000 students. MSP-TARGETED AWARDS DUE EHR Lewis, W. J. 'Jim' Ira Papick Carolyn Edwards Ruth Heaton Barbara Jacobson University of Nebraska-Lincoln NE Daniel P. Maki Continuing grant 3086204 1792 SMET 9177 1792 0116000 Human Subjects 0831948 January 1, 2009 Michigan Teacher Excellence Program (MITEP): A Model for Improving Earth Science Education Nationwide. Lead Partner: Michigan Technological University Core Partner: Grand Rapids Public Schools (GRPS) Supporting Partners: Grand Rapids Area Pre-College Engineering Program (GRAPCEP), Midwest National Parks, Cass Technical High School, American Geological Institute, Grand Valley State University Geology Department, Kalamazoo Area Mathematics and Science Center Michigan Teaching Excellence Program (MITEP) is a multi-year program of teacher leadership development that empowers middle-grade science teachers to lead their schools and districts through the process of systematically improving science teaching and learning. The project uses Earth Systems Science(ESS)content and inquiry-based instructional practices to emphasize themes that unite all sciences and mathematics. MITEP includes both summer and academic-year components, and uses a variety of on-site, residential, field, distance, and in-service delivery methods. Components promote leadership skills, collaboration, urban place-based inquiry, access to cutting-edge data and materials, technology, engagement of diverse learners, study of key scientific concepts that cross disciplinary boundaries, pedagogical innovation. The project will also implement and test lessons and units that challenge students and prepare them for further science study. Teachers receive stipends and credit as incentive for participating in the project and testing its approach to reform. The project is based on the premise that successful reform depends on the full involvement of teachers who have the skills to lead their colleagues through the process of developing and implementing new instructional approaches. MITEP teacher-leaders and research university faculty are full partners in the process. Teacher-leaders are at the forefront of their schools' and district's efforts to evaluate, design, implement, and test new inquiry-based instructional programs. MITEP teacher-leaders help develop common pacing schedules and course assessments. They assist with planning professional development activities and providing ongoing assistance to colleagues. MITEP teacher-leaders are encouraged to disseminate information about the project through presentations at state and national conferences, to submit papers for publication. Teacher-led reform is strongly supported by the administration of the core school district partner as an innovative way to generate enthusiasm for curricular and instructional change. To encourage development of leadership skills, school administrators give teacher-leaders progressively increased responsibility for strengthening curriculum, improving instructional strategies, and designing assessments. District administrators are providing the resources required for teachers' success in implementing and coordinating the project by assisting with the selection of teachers with exceptional leadership qualities for participation in MITEP;assisting in the design of professional development activities that meet the needs of teachers and their students; providing flexibility in teachers' schedules; utilizing middle-grade teachers' expertise in the dissemination of information to primary and high-school teachers; recognizing, rewarding, and encouraging teachers who serve as leaders; fostering growth of a teacher network; and creating a district-wide atmosphere that nurtures teacher-led reform efforts. MSP-TEACHER INSTITUTES DUE EHR Rose, William Jacqueline Huntoon Bradley Baltensperger Sandra Burmeister William Smith Michigan Technological University MI Elizabeth VanderPutten Continuing grant 2148564 1777 SMET 9178 9177 0116000 Human Subjects 0832026 January 1, 2009 Mathematics Teacher Leadership Center. Abstract 0832026 A Mathematics Teacher Leadership Center (Math TLC) is proposed by the University of Northern Colorado and its Core Partners, the University of Wyoming, Greeley School District #6 (CO), Morgan County School District (CO), Poudre County School District (CO), Laramie County School District 1 (WY), and Carbon County School District 1 (WY). Math TLC is an integrated partnership to improve mathematics in middle, secondary and post secondary education in the north Rocky Mountains region. Key to this Teacher Institute project is working with teachers and districts to retain new and continuing teachers in the field and develop leadership capacity. The Partners will develop and implement a Master's degree in Secondary Mathematics, and a Teacher Leadership Program in mathematics for teachers, grades 4-12. Research is to be carried out on the impact of both these programs on student achievement. The Master's program (32 credit hours) will support 4 cohorts of 15-18 teachers per year and the Teacher Leadership program (24 credit hours) will support 3 cohorts of 10-12 teachers per year, over the five year project. The courses will be a combination of face- to-face and on-line delivery. More than 95,000 students from grades 4 through 12 are potentially impacted over the life of the project: 23,700 directly by teacher enrolled in the master's program and 71, 000 students of teachers who will work with Teacher Leaders. An intensive recruitment program is planned to attract teachers from Native American school districts in Colorado (Southern Ute Indian Reservation and Ute Mountain Indian Reservation) and Wyoming (the Wind River Reservation). The research program will study the impact of professional development (PD) on teachers' mathematical understanding, pedagogical content knowledge and cultural competencies for teaching diverse students in Colorado and Wyoming. The study will track teacher change and its effect on student achievement, grades 6-12, and will advance knowledge of teacher leadership development through a quantitative design experiment of the leadership model proposed by the project. The transformative concept in Math TLC is the development of the online master's degree shared jointly by the Universities of Northern Colorado and Wyoming in combination with a leadership program. Success will require substantive institutional affiliation and will transform PD for isolated rural teachers by providing significant mathematics content integrated with culturally informed pedagogical methods, by creating master teachers and teacher-leaders that have the expertise to intellectually engage underserved groups. The comprehensive dissemination plan includes a web portal for the online distribution of research and implementation outcomes, publications of findings in peer reviewed journals and presentations at regional and national meetings. The Partnership will actively work in the future to broaden the collaborative to include additional school and university partners. The benefits to society are improved mathematics teaching and learning in socio-economically, culturally, and ethnically diverse classrooms. MSP-TEACHER INSTITUTES DUE EHR Novak, Jodie Robert Mayes Bryan Shader Shandy Hauk Matt Christiansen University of Northern Colorado CO Kathleen B. Bergin Continuing grant 3032258 1777 SMET 9178 9177 0116000 Human Subjects 0832091 January 1, 2009 College Ready In Math and Physics Partnership. The College Ready in Mathematics and Physics Partnership (College Ready) is comprised of thirty-three school districts in Arkansas and Oklahoma, the University of Arkansas at Fort Smith, and the University of Arkansas, Fayetteville, which will serve as the lead among these core partners. In addition, the following are supporting partners: the American Association of Physics Teachers (AAPT), American Physical Society (APS), College Board, Mathematical Association of America (MAA), Maplesoft, Northwest Arkansas Community College (NWACC), and the UAF Center for Mathematics and Science Education (CMASE). College Ready intends to build vertical and horizontal learning communities among school and college faculty in order to improve major articulation issues that impact the successful transition of students from high school to college. College Ready focuses its work on a number of critical junctures and therefore is centered on articulation issues between school and college - teacher preparation in college for work in schools and student preparation in school for college mathematics and science - and among colleges and disciplines. The major intents of College Ready are to: 1) Prepare students for college success, especially in STEM Areas a. Smooth the transition to college by improved articulation b. Provide improved placement mechanisms for college mathematics 2) Enhance teacher capacity to deliver rigorous, successful courses and curricula a. Build learning communities of school and college faculty b. Sort out and negotiate competing standards and accountabilities 3) Build vertical and horizontal learning communities to improve articulation 4) Prepare teachers to serve as curriculum and pedagogy leaders who can a. serve as peer mentors to fellow teachers b. encourage pedagogy that is correctly connected to content, and c. create synergism between mathematics and science classes 5) Make effective learning resources available, including the production of supporting materials for ongoing professional development and embedded English Language Learner (ELL) instruction 6) Strengthen pre-service education 7) Improve the number of pre- and postsecondary teachers, including recruitment and retention. Ultimately, College Ready will demonstrate an impact on student outcomes through decreases in college remediation rates in mathematics, increases in student proficiency scores on state assessments, increased numbers of students enrolling in Advanced Placement (AP) mathematics and physics courses and scoring 3 or better on the AP exams, and increased graduation and college-going rates. College Ready will achieve these ends through a series of interconnected activities including vertical alignment of high school and college expectations, intensive content driven workshops, articulation conferences, university course revisions, the creation of professional learning communities, and the opportunity to earn advanced degrees and endorsements. It builds on and looks to establish synergy between established efforts of PhysTEC and PMET. The College Ready endeavors are complemented by a set of three research questions to be pursued: Is there a unifying construct in the way units are used in physics, economics, public discourse, and in 9-14 mathematics? What measures best determine college readiness and placement in mathematics, and how can placement testing in mathematics be better aligned with high school curricula? What educational opportunities influence students to choose a career in secondary physics teaching, and which elements are replicable? MSP-TARGETED AWARDS DUE EHR Stewart, Gay Bernard Madison Shannon Dingman John Jones Pete Joenks University of Arkansas AR Kathleen B. Bergin Continuing grant 4369536 1792 SMET 9177 0116000 Human Subjects 0833089 January 1, 2009 UIC-CPS Noyce II Program. The partnership between the University of Illinois at Chicago (UIC) and the Chicago Public Schools (CPS) has demonstrated an increasing ability to recruit, prepare and retain well qualified, content-rich science and mathematics teachers (career changers and undergraduates) in high-need schools. This Phase II Noyce project continues work begun in the previous Noyce grant with secondary mathematics teacher candidates and expands its potential impact with the addition of an enhanced mentor program for new Noyce recipients. This new mentor program involves previous Noyce awardees and inducts new ones into a Noyce mentoring network. Second, the project extends the Noyce applicant pool by adding three new science certifications and introducing a one-year M.Ed. program option for secondary science, which is available for secondary science teacher candidates in biology, earth and space science, environmental science, chemistry and physics. The project supports the recruitment and retention of career-changers with strong STEM backgrounds and STEM undergraduates who want to teach in high-need areas in CPS. These goals will be attained by awarding stipends based on academic merit, with attention to diversifying the teacher workforce and a commitment to serving high-need schools. Over a three-year period the UIC-CPS Noyce II project is offering 40 recruitment stipends to students in UIC STEM secondary teacher preparation programs who commit to teaching in Chicago Public Schools. New teachers have the opportunity to conduct action research during their induction phase as they work to construct a defensible and inclusive practice. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Mitchener, Carole Roy Plotnick Claude Baker University of Illinois at Chicago IL Joan T Prival Standard Grant 500000 1795 SMET 9178 0116000 Human Subjects 0833111 May 1, 2009 Teaching Excellence At College for High Achievement in West Virginia (TEACH-WV). This scholarship program is recruiting freshmen and sophomore science, technology, engineering, and mathematics (STEM) majors to become credentialed secondary STEM teachers through a collaborative effort by the WV University College of Human Resources and Education, Eberly College of Arts and Sciences, the WV Center for Professional Development, and the WV Regional Education Service Agencies (RESA) III, V, VII, and VIII. The project provides scholarships for 20 students to complete the Benedum Collaborative Five-year teacher education program. Scholarship recipients earn a STEM bachelor's degree, as well as a master's degree in education upon completing the program. The program objectives are to: 1) Increase retention of students who traditionally leave STEM majors; 2) Attract freshmen and sophomore students to elementary and secondary STEM teacher certification; 3) Provide a continuum of mentoring services through collaborative advising from STEM content mentors and STEM education mentors; 4) Increase the number of graduates with 5-12 STEM education certification, and 5) provide a supportive environment for the new teachers. The pedagogical strategies, specifically teaching science content in the context of societal issues through Science, Technology and Society (STS) approaches, appeal to underrepresented groups, thus expanding the pool of those who could potentially become interested in STEM fields. A focus on the need for 5-12 STEM teachers, along with assignments to encourage STEM students to "think like teachers", are utilized to encourage these students' interest in teaching as a career. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Jackson, Jennifer Jeffrey Carver David Miller Michelle Withers Johnna Bolyard West Virginia University Research Corporation WV Linnea A. Fletcher Standard Grant 748334 1795 SMET 9178 9150 0116000 Human Subjects 0833185 January 1, 2009 KC-TEACH-Robert Noyce Scholarship Program. KC-TEACH is a collaboration involving the University of Missouri-Kansas City (UMKC) College of Arts and Sciences, Schools of Education and Biological Sciences, and the Kansas City, Missouri School District (KCMSD), seeking to increase the number of high school science teachers in the KCMSD. Scholarships are available for undergraduate students who have 2-3 years to complete both their undergraduate degree in biology, chemistry, geology, or physics and science certification requirements, which obligates the recipients to 4-6 years of teacher service in a high-need district. Stipends are also available for STEM professionals enrolled in the UMKC science bachelor's recipient /second-career program, enabling participants to complete high school science certification in one year and then obligating them to 2 years of teacher service in a high-need district. The project is preparing 28 new science teachers in biology, chemistry, earth science or physics over five years by equipping candidates to provide high-quality science instruction and placing them in a high-need urban high school. The project provides early field experiences for freshmen and sophomores in high school science classrooms of master teachers. KC-TEACH program completers are supported in their first three years of teaching through careful first-year placement and mentor selection and new teacher orientation, classroom management support, and socialization into the teaching profession. Research associated with the project is investigating the effectiveness of inquiry instruction at improving content knowledge, reasoning, and attitudes of science students and preparing teacher candidates who are well equipped to provide high-quality science instruction in high-need areas. A major contribution of this research is the identification of factors and characteristics that can be used to predict retention of science teachers in high need areas beyond contractual obligations. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Odom, Arthur Charles Wurrey Steven LaNasa David Ketchum Lynda Plamann University of Missouri-Kansas City MO Joan T Prival Standard Grant 749984 1795 SMET 9178 0116000 Human Subjects 0833258 January 1, 2009 STEM Colorado/Noyce Teacher Scholarship Program. The University of Colorado at Boulder (CU Boulder) is partnering with Adams 12 Five Star Schools, Boulder Valley School District, Brighton 27J School District, and St. Vrain Valley School District to expand the current Noyce Fellowship Program and address growing needs by recruiting six new students per year over four years. The project seeks to increase the number of students traditionally underrepresented in mathematics and science at CU Boulder and the number of these students applying to the Noyce Fellowship program by engaging Noyce Fellows in local informal science education efforts through the Science Discovery program and Partners for Informal Science Education in the Community at CU Boulder. The project is conducting longitudinal studies of the effectiveness of the Noyce "treatment" on former Noyce Fellows' teaching and studies of upcoming transformations of the certification program available to the Phase II cohort. The Noyce Fellowship program is a part of a larger program at CU Boulder that couples large-enrollment undergraduate course transformation with the recruitment and preparation of future teachers through an Undergraduate Learning Assistant Program, which impacts over 7000 students per year and has engaged over 47 STEM faculty members in the process. This three-tiered research project investigates content knowledge, pedagogical knowledge, and practice of Noyce Fellows, Learning Assistants (LAs), former Noyce Fellows who are currently teaching in K-12 schools, and a control group of students who completed the same certification program but did not have the Noyce/LA treatment. When students become Noyce Fellows at CU Boulder, they become a part of a community that they will be a part of for many years to come. The Noyce Fellows participate in discipline-based educational research, present their research at national and local conferences, and mentor new Noyce Fellows. Noyce Fellows work closely with STEM and STEM Education faculty and learn how to investigate the impact of classroom innovations through research. The project is documenting and disseminating the program design, the supporting research results, and assessment instruments designed in the process to assist other universities interested in working toward large-scale institutional change in STEM education. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Otero, Valerie Michael Klymkowsky Steven Pollock Noah Finkelstein David Webb University of Colorado at Boulder CO Joan T Prival Standard Grant 500000 1795 SMET 9178 0116000 Human Subjects 0833265 January 1, 2009 The SMART Scholarship Program at Georgia Southern University. The SMART Scholarship Program is a collaboration that includes the Colleges of Science and Technology (COST) and Education (COE) at Georgia Southern University (GSU) and school districts within a 60-mile radius of GSU. The project recruits math and science majors who are interested in teaching and obtaining the Master of Arts in Teaching degree (MAT)with the goal of preparing 30 additional STEM teachers during the five-year project. An aggressive marketing presence in public high schools, in community colleges, and on the GSU campus recruits high quality applicants, a large fraction of which are African American, and raises the level of awareness and respect for the teaching profession. SMART Scholars receive deliberate, constructive, and compassionate interactions through an intrusive advisement process that continue into the first years of teaching, a best practice for teacher retention. All SMART Scholars complete, as a pre-requisite, a rigorous 50-hour reflective field experience, designed by the COE; participate in inquiry-based learning both as students and as peer leaders; and engage in service leadership opportunities in science and mathematics education all designed to prepare them for the classroom. Scholars receive in-service support through the COE's Induction Program in which new teachers are mentored by content specialists and by Nationally Board Certified Teachers (NBCT). The SMART Scholars program builds on four elements: the COE Pre-Professional Block field experience, the COE Master of Arts in Teaching (MAT) Program, the COST Advisement Center, and the COE Induction Program. These elements are all thoroughly researched and based on best practices. Three principles organize the program: a focus on retention by self-selection, inquiry learning, and elevation of the teaching profession. The program includes an intense reflective observational component as prerequisite and an Induction Program that supports and guides through the first years of teaching. The freshman science and math courses have a supplemental instruction program that focuses on inquiry that is guided by a peer leader. The SMART Scholars engage in both experiences as student learners and later as peer leaders. The teaching internship course in the MAT program models Professional Learning Communities using the scholars' first teaching experiences as examples. This is a highly effective way to show inquiry by engaging in classroom stimulated problem solving. The teaching profession is elevated through aggressive marketing, multiple and diverse opportunities for teaching practice, attendance at professional meetings, and in the emphasis of Professional Learning Communities. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR LoBue, James Brian Koehler Joy Darley Michelle Cawthorn Marlynn Griffin Georgia Southern University Research and Service Foundation, Inc GA Joan T Prival Standard Grant 759492 1795 SMET 9178 0116000 Human Subjects 0833268 January 1, 2009 Noyce Scholars: Science and Mathematics Teacher Scholarship Program. The project is providing forty new STEM teachers for high needs districts in a rural and diverse region that experiences geographic challenges to recruiting and retaining highly qualified teachers. The needs are compelling: 65% of North Dakota schools are classified as Title I, requiring special resources to meet the needs of low-income and at-risk children; nine districts in North Dakota started the 2007-08 academic year without either a science teacher or mathematics teacher; for many of the state's rural districts, one teacher represents an entire science or mathematics "department." In addition to scholarships for upperclassmen, the recruitment efforts to attract STEM majors to a teaching career include paid summer internships to first and second year students to encourage secondary teaching as a career. These interns are placed into laboratory or classroom environments alongside exemplary high school juniors and seniors who are participating in the North Dakota Governor's School program. Associated project research is focusing on the effectiveness in attracting, preparing, and retaining STEM individuals in teaching careers. These include analyses of the demographic backgrounds of the STEM Scholars, the successes/challenges of using the Noyce Internship program as a key recruitment tool for the Scholars program, the conditions impeding or enhancing the Scholars completion of a second major in education while pursuing a major in a STEM discipline, and the program's success/challenges in the mentored retention of scholars through their period of commitment to the high needs districts. The successful elements of the program have the potential to drive development and implementation of future STEM teacher recruitment and retention for high needs, rural, and tribal districts. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Montplaisir, Lisa Donald Schwert William Martin Angela Hodge Erika Offerdahl North Dakota State University Fargo ND Curtis T. Sears Standard Grant 743516 1795 SMET 9178 9150 0116000 Human Subjects 0833276 January 1, 2009 Capitalizing on Talent: The Noyce Fellows Program at the University of Georgia. This project is supporting 30 post-baccalaureate fellows as they pursue certification to become secondary school mathematics or science teachers and as they enter the teaching force. These individuals proceed through a carefully structured post-baccalaureate program designed to help them develop content knowledge for teaching and implement that knowledge in diverse school settings. The project is advancing the field's knowledge of how to prepare and support career change individuals, and it adds original and creative features such as the use of video technology to mentor teachers in their first year of teaching and to foster supportive and collegial conversations to improve teaching and learning. The project is a collaboration between faculty in the Franklin College of Arts and Sciences, the College of Agriculture and Environmental Sciences, and the College of Education and builds on existing partnerships with area school districts. The project is enhancing the infrastructure for preparing career change individuals by institutionalizing induction year support processes for these new teachers. Results of this program are being disseminated broadly to other teacher preparation programs via conference presentations and published papers. Benefits to society include increasing the number of highly qualified teachers available to our nation's schools and providing induction year support to encourage them to remain in teaching. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Mewborn, Denise Charles Kutal Joseph Oliver University of Georgia GA Linnea A. Fletcher Standard Grant 893506 1795 SMET 9178 1795 0116000 Human Subjects 0833283 January 1, 2009 UTPB Robert Noyce Scholars. In response to the critical need for K-12 teachers of mathematics and science in Southwest Texas, the University of Texas of the Permian Basin (UTPB) is recruiting and preparing at least 40 highly qualified STEM majors and STEM professionals over a four-year period to become effective teachers in high-need school districts. UTPB serves a geographically remote area with a large Hispanic population, and females and Hispanics comprise more than 60% of the university's enrollment. By reducing the financial barriers and fostering a supportive infrastructure, the project is facilitating the success and retention of teachers of science and mathematics, especially those who are historically underrepresented in STEM fields. Students admitted to the program have enhanced academic support and mentoring from STEM faculty and experienced K-12 STEM teachers and participate in a high quality, nationally recognized preparation program. UTPB Noyce Scholars are recruited from among currently enrolled STEM majors, qualified students at local community colleges, and STEM professionals who may not have considered a career in teaching. Scholars participate in high quality, research-based teacher preparation activities and are mentored by a faculty member and by an experienced K-12 teacher in their content area. Scholars attend annual state professional conferences and participate in a virtual (online) community and monthly seminars. The pre-service teachers are placed in math and science classrooms with exemplary teachers to observe model teaching methods and strategies during the academic year and work in a Science and Math Institute for high school students as a strand of the summer bridge program. During their first year of teaching, program graduates continue to be mentored by a UTPB faculty member in the content area and an experienced teacher. During and after the first year of teaching, they continue to connect with their peers through the online networking system and monthly seminars hosted by the science and mathematics education faculty at UTPB. Through the proposed mentoring activities in which scholars will participate, the project has the potential to have transformational results for UTPB and area schools. In addition, the project provides a support system, including a virtual community, which helps retain teachers in remote districts. The project is examining factors that motivate STEM majors and professionals to pursue teaching careers, barriers that interfere with the pursuit of a teaching career, and factors that facilitate the success and retention of new mathematics and science teachers. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Hurst, Roy Doug Hale University of Texas of the Permian Basin TX Joan T Prival Continuing grant 187501 1795 SMET 9178 0116000 Human Subjects 0833298 January 1, 2009 Purdue Robert Noyce Scholars: Excellence in Preparation of Rural High School STEM Teachers. This project involves the Purdue University Colleges of Science, Education, Engineering and Technology in a partnership with Crawfordsville, Logansport, and Benton County schools, all small town and rural districts. Up to 35 science, technology, engineering or mathematics (STEM) majors are being helped by this Noyce project in their efforts to become high school science and mathematics teachers. Support is provided through scholarships (some with one year of aid and others with two years of aid, reflecting the years remaining to the student's degree when the scholarships are first awarded) and through a program designed for them in cooperation with other existing and emerging programs for STEM teacher workforce development at Purdue. The Purdue Center for Research and Engagement in Science and Mathematics Education (CRESME), a joint effort between the Colleges of Science and Education, is taking the lead in this effort, aided by other educational research units on the Purdue campus, including the Colleges of Technology and Engineering, and the Discovery Learning Center. The program is improving STEM education within small, rural school districts around Purdue and is providing insights that may be extended to similar rural settings around the nation. Intellectual Merit: Educational research-oriented centers and departments on campus are working with teacher preparation and new teacher support programs and the Noyce project to recruit talented STEM undergraduates to teaching careers. They are working with the students, helping them explore the educational issues in their technical fields while at Purdue, especially in rural communities, and supporting them programmatically during their initial teaching years. The Noyce Scholars are being housed intellectually within CRESME. which is responsible for project infrastructure, curricula and course design, and for tracking of the scholars in order to determine project outcomes. As part of their teacher preparation program Noyce Scholars are participating in senior thesis projects (conducting research as assistants in existing STEM education research efforts in their disciplines) and a special Noyce seminar course. They are also being provided with a network of support and mentoring both while they are at Purdue and after they begin their teaching careers. Broader Impacts: Through dissemination of lessons learned from this project, Purdue is improving its ability to provide STEM teachers with education services and is providing direct outreach assistance to the increasingly diverse underserved rural and small town communities of Indiana and educational models for use throughout Indiana and the nation. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Riggs, Eric Christie Sahley John Staver Kamyar Haghighi Mary Sadowski Purdue University IN Terry S. Woodin Standard Grant 899043 1795 SMET 9178 0116000 Human Subjects 0833300 January 1, 2009 Get Educators in Mathematics and Science (GEMS). The GEMS (Get Educators in Mathematics and Science) project at Florida International University (FIU) is building a model for recruiting, preparing, and successfully inducting STEM discipline majors into the teaching profession. FIU's status as a minority-serving institution offers the unique opportunity to develop this model within a diverse community of traditionally under-represented minorities and women. GEMS is opening new pathways into science and mathematics teaching while supporting 7 undergraduates per year (totaling over 34 during the lifetime of the project). Most GEMS graduates teach in South Florida's diverse public school districts, where they have a significant impact on high needs schools. GEMS is recruiting talented undergraduate Chemistry, Earth Sciences, Mathematics, and Physics majors into the teaching profession. In addition to providing strong pedagogical content knowledge, the project offers the Noyce fellows further incentives through stipend support and an integrated pre- and in-service support community, ensuring a high likelihood for success and retention in the profession. As a member of the Physics Teacher Education Coalition (PhysTEC), FIU's Physics Department and College of Education are deeply engaged in the enterprise of producing more and better-prepared elementary, middle, and high school teachers who are committed to interactive, inquiry-based approaches to teaching. The GEMS program offers Noyce fellows: (1) a mentor network including faculty mentors at FIU and in-service teachers in local public schools; (2) enhanced early field teaching experiences both on campus and in high school classroom; (3) dedicated on-campus space serving as a central meeting place for the fellows' community; (4) access to guided inquiry-based workshops as part of ongoing in-service teacher programs; (5) regular meetings and events for pre- and in-service teachers; and (6) web-based community access email lists and central web resources for asynchronous support. The project is investigating factors that bring participants to the program, critical factors for teacher preparation, and factors necessary for successful induction into the teaching profession. GEMS is providing insight into basic education research topics such as the benefits and challenges of implementing a new teacher education program in a diverse urban environment, the pedagogic development and shift in attitudes towards K-12 teaching by STEM discipline majors, and the changes by faculty in their engagement with and beliefs of supporting teacher education programs. The project's broader impact includes building an effective model for universities contributing to the production of K-12 STEM teachers, strategies developed within that model, as well as the direct impact of the scholarship recipients on their future students. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Edward, Julian Florentin Maurrasse Laird Kramer Philippe Rukimbira Eric Brewe Florida International University FL Joan T Prival Standard Grant 749976 1795 SMET 9178 0116000 Human Subjects 0833330 January 1, 2009 Recruitment, Preparation, and Retention of Math and Science Teachers: Noyce Scholars Program at the College of William and Mary. Funding through the Noyce Scholars Program is enabling the College of William and Mary to strengthen its program in several significant ways: (a) deepening collaborative engagement among STEM departments and the School of Education; (b) supporting more aggressive recruiting to attract strong and diverse students, including students from community colleges, (c) providing generous student stipends to cover tuition and fees; (d) expanding the current 4-year or 5-year programs by articulating a third pathway, a new 5-year sequence for undergraduates to earn a masters degree; (e) enhancing the program with special course offerings in science and mathematics and with summer internship opportunities for research, curriculum and professional development in concert with William and Mary student/faculty research and other funded projects; (f) providing innovative and extensive follow-up mentoring and support for graduates, and (g) implementing a comprehensive evaluation to provide a rigorous evidence base for the program. The Noyce Scholars Program is increasing the numbers of students from STEM disciplines entering the teaching profession and the diversity of candidates, including more students from under-represented racial, ethnic, gender, geographic, and socioeconomic groups, and those with disabilities. The 33 Noyce Scholars supported by the project are licensed in biology, chemistry, computer science, earth science, mathematics or physics and are impacting the achievement of more than 6,000 middle and high school students. After the end of the funding period, the College of William and Mary is committed to sustaining the program elements and expanding collaboration, recruitment and follow-up activities to other critical shortage areas. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Heideman, Paul R. Heather Macdonald Marguerite Mason Juanita Matkins Virginia McLaughlin College of William and Mary VA Deborah E. Allen Standard Grant 899100 1795 SMET 9178 0116000 Human Subjects 0833340 January 1, 2009 Robert Noyce Teacher Scholars Program. The three academic divisions that prepare STEM undergraduates and science and mathematics teachers in the M.A./credential program (MAT) are joining forces with three regional school districts, each with well established teacher induction programs, to build an effective pipeline into mathematics and science teaching jobs in these high-need districts. The partner districts are aiding in the selection of thirty-two STEM majors planning to teach in the areas of specialization that are most needed in their districts. The Noyce Scholarship Program provides support to: 1) strengthen outreach to and support of a diverse pool of prospective mathematics and science teachers as undergraduates, 2) increase the number and quality of students to be prepared as mathematics and science teachers, 3) further develop close partnerships between the university and regional high-need school districts in order to enhance the recruitment and retention of new teachers in key areas of district shortages, and 4) develop a central piece of work in the dissertation research of a graduate student studying issues of teacher retention and educational policy. Over the course of the project, the Noyce Scholarships are supporting the preparation of 32 new mathematics and science teachers to enter into teaching positions in high-need rural and suburban school districts serving large numbers of low income and English learner students in Santa Cruz and Monterey Counties ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Thorsett, Stephen Michael Isaacson Sheldon Kamieniecki University of California-Santa Cruz CA Curtis T. Sears Standard Grant 900000 1795 SMET 9178 0116000 Human Subjects 0833343 January 1, 2009 Robert Noyce Scholarship Program for Science and Mathematics Teachers. This project is certifying new teachers who are qualified and competent to teach in the Dallas, Arlington, and Fort Worth Independent School Districts. This is a collaborative effort among the University of Texas-Arlington's (UTA) Colleges of Education and Science and these surrounding urban school districts. Together, the leadership team is providing a program of campus courses, online courses, and classroom teaching experiences to certify 37 new mathematics and science teachers for the three school districts. The program objectives are to: 1) recruit mathematics and science teacher candidates from baccalaureate programs and career changers from local industry, 2) provide a quality two-track teacher certification program for the candidates, and 3) induct, monitor, and mentor the teacher candidates through the program and their early years of teaching. This project is actively recruiting teacher candidates of underrepresented groups, and those in science and mathematics areas where there is greatest teaching need, specifically the physical sciences and higher-level mathematics. Undergraduate candidates are introduced to teaching by placing them in partner school districts with Mentor Teachers two days a month in year one; and in year two, two days a week in fall, and in full time residency in spring. Career changers are placed in classrooms throughout their one-year programs: two days a week in the fall and in full time residency during the spring semester. All candidates are engaged in standards-based inquiry teaching, problem-based teaching experiences, action research, curriculum development, and reflective practice, and in the sharing of findings, curricula, and reflections via website postings, online interactions, and professional-style presentations. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Cavallo, Ann Ramon Lopez James Epperson Gregory Hale University of Texas at Arlington TX Linnea A. Fletcher Standard Grant 898967 1795 SMET 9178 0116000 Human Subjects 0833353 January 1, 2009 Cal Poly Science Noyce Scholars Program, Phase I. California Polytechnic State University, San Luis Obispo (Cal Poly) in partnership with three local school districts (Santa Maria Bonita School District (SMBSD), Santa Maria Joint Union High School District (SMJUHSD), Lucia Mar Unified School District (LMUSD) is supporting 30 Noyce Scholars recruited from the large pool of science and engineering undergraduates at Cal Poly. The Cal Poly Science Noyce Scholars program is collaborating with a Noyce Scholars program in Mathematics at Cal Poly, adding value to the experience for both math and science Noyce Scholars and creating a community of Noyce Scholars at Cal Poly focused on issues related to teaching in high-need school districts. The Scholars are mentored by university faculty and experienced classroom teachers to prepare them for success in teaching in high-need school district settings. The project is also promoting the creation of undergraduate cohorts of Noyce Scholars who prepare for teaching much sooner in their academic careers by tutoring students, helping to teach inquiry-based modules in science classrooms, and helping students with science fair projects. The broader impact of this program is that Science Noyce Scholars leave Cal Poly to teach throughout the state of California strongly committed and better prepared to serving as science teachers in high-need school districts. Noyce Scholars serve as role models and educational leaders who ultimately encourage many of their own students to pursue degrees and careers in STEM disciplines. Noyce Scholars from this program motivate and recruit students from within high-need districts to become the next generation of Noyce Scholars. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Keller, John Seth Bush Edward Himelblau California Polytechnic State University Foundation CA Joan T Prival Standard Grant 747236 1795 SMET 9178 0116000 Human Subjects 0833434 January 1, 2009 Tech to Teaching. The Tech to Teaching project is creating an infrastructure on the Georgia Tech campus that encourages and enables undergraduate and graduate students to effectively pursue careers in K-12 or college teaching, and is developing and implementing programming that ensures these students succeed in their initial years in these career paths. This effort includes steps towards the institutional transformation of a research-extensive technical institute into an organization that effectively promotes and supports entry to teaching careers. The new infrastructure and programming align and adapt initiatives developed for other Georgia Tech NSF educational programs, such as the Student and Teacher Enhancement Partnership (STEP) GK-12 program, the Facilitating Academic Careers in Engineering and Science (FACES) AGEP program, the numerous IGERT and RET programs on campus, and a Robert Noyce program awarded to Georgia Tech in partnership with Kennesaw State University. The Tech to Teaching infrastructure also is a collaboration between many units on campus, including advising, academic courses, mentoring, immersion experiences, and transition or induction support. In addition, the project is increasing ties between Georgia Tech and partner institutions of higher education in Georgia, such as Spelman College and Georgia Perimeter College, through the use of Georgia Tech graduate students as instructors in the partners' classrooms. Ultimately, Tech to Teaching will encompass the systems and procedures, personnel and resources to ensure that the pathways to teaching careers are clear and well-lit for both the students and their advisors with the necessary courses, mentoring, and immersion experiences in place to facilitate the students' successful transitions through the academic pipeline to these teaching careers. As Tech to Teaching comes to fruition, Georgia Tech will maintain the teaching infrastructure at the level needed to meet the demands of its student population, hopefully improving the STEM educational experiences of countless future students at colleges and universities across the country as the Georgia Tech students enter the academic world. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Schuster, Gary Donna Llewellyn Gary May Marion Usselman GA Tech Research Corporation - GA Institute of Technology GA James E. Hamos Continuing grant 612529 7444 SMET 9177 0116000 Human Subjects 0834096 September 1, 2009 Individual Nomination. ASHANTI J. PYRTLE Institute for Broadening Participation Dr. Ashanti Pyrtle is an Assistant Professor at the College of Marine Science, University of South Florida (USF) and a Senior Scientist at the Institute for Broadening Participation. Her research areas, marine and geosciences, suffer from an extreme shortage of underrepresented minority (URM) professionals. She recognized the need to impact a large numbers of underrepresented students and provide them with coaching and mentoring, coupled with strategic professional development opportunities that are unavailable to most undergraduate and graduate students. Dr. Ashanti J. Pyrtle recognized the importance of effectively encouraging students to pursue careers in science, and has devoted substantial effort to mentoring. Dr. Pyrtle has generated extraordinary programmatic support for her mentoring activities. She authored a unique program that focuses on creating a community of scientists that assists students' professional development with support from peers, senior mentors and professional organizations. Dr. Pyrtle has served as director of many programs important to mentoring at all educational levels; the Minorities Striving and Pursuing Higher Degrees of Success in Earth System Science Initiative, the USF College of Marine Science OCEANS GK-12 Fellowship Program and Georgia Tech's FACES program serving as a member of the US National Science Foundation Advisory Committee on Environmental Research and Education. Dr. Pyrtle has made a significant contribution to addressing the need for a diverse, internationally competitive and globally engaged STEM workforce. She has developed and implemented a portable model that creates a community where members share relevant experiences essential to their success in STEM fields. This model can and should be used by other agencies to achieve the goal of increasing the number of competitive scientists in STEM careers. PRES AWDS FOR EXCELL IN SCI DUE EHR Pyrtle, Ashanti Institute for Broadening Participation ME Daphne Y. Rainey Standard Grant 10000 1593 SMET 9178 9150 0834208 September 1, 2009 Individual Nomination. SUSAN M. KAUZLARICH University of California, Davis Dr. Susan Kauzlarich has been professor of Chemistry at the University of California, Davis, since 1987. Her work focuses on solid-state and materials chemistry. The primary focus of her work is the search for new materials with novel structures and properties using synthesis and characterization of novel magnetic and electronic materials and synthesis and characterization of nanoclusters. Dr. Kauzlarich received the Maria Goeppert Mayer Distinguished Scholar Award from Argonne National Laboratory in 1997. Dr. Kauzlarich has built and continues to develop a pipeline of women and underrepresented students into chemistry from high school through graduate study. Dr. Kauzlarich has been involved in the mentoring of women and underrepresented students with a focus on low income students. She has received two awards for her mentoring efforts from the University of California: Outstanding Mentor Award from the UCD Consortium for Women and Research (2002) and in 2005 UC Davis Distinguished Graduate Mentoring Award. Dr. Kauzlarich's one-on-one mentoring has produced excellent results with students excelling in STEM research and innovation. She has reached out to fellow faculty to introduce mentoring concepts and helped non-advisees to understand what the importance of mentoring means and how to harness the positive effects of mentoring. Dr. Kauzlarich?s efforts can be patterned on other campuses and provides a role model for those faculty members that would like to better understand and participate in mentoring. Dr. Kauzlarich models behavior on personal mentoring and mentoring through both development and participation in programs. Dr. Kauzlarich developed the American Chemical Society Summer Educational Experience for the Economically Disadvantaged (SEED) program and then brought in other faculty and released leadership in the program but continued to serve as mentor. She has also worked to spread the culture of high quality mentoring to faculty and students through the organization of discussions and workshops. Dr. Kauzlarich has taken a one-on-one approach to her mentoring efforts and among her graduates are 25 Ph.D. and 4 M.S. students and 13 postdoctoral fellows. She has supported and advised the research of many undergraduates and high school students in her lab. Noteworthy is the number of awards Dr. Kauzlarich's students have received. From high school student through postdoctoral fellows, the students she has mentored have been extremely well prepared to enter the STEM workforce through academia and industry. PRES AWDS FOR EXCELL IN SCI DUE EHR Kauzlarich, Susan University of California-Davis CA Daphne Y. Rainey Standard Grant 10000 1593 SMET 9178 0834211 September 1, 2009 Individual Nomination. FRANK T. BAYLISS San Francisco State University Professor Frank Bayliss has provided more than 25 years of teaching service at San Francisco State University (SFSU). He established the campus' first genetic engineering research laboratory. Prof. Bayliss established SFSU's Student Enrichment Opportunities office in 1992 to enhance the education and research experiences of undergraduate and graduate biology and chemistry students. In 2003, Prof. Bayliss received the Andreoli Biotechnology Service Award from the California State University Program for Education and Research in Biotechnology. The award honors outstanding contributions to the development of biotechnology in California. Professor Frank Bayliss' outstanding mentoring efforts over the past two decades have contributed significantly to making San Francisco State University a national strength in the training and education of students from groups underrepresented in science who subsequently pursue and earn the Ph.D. Furthermore his mentoring efforts have become a model for the diversification of science faculties. Through his Student Enrichment Opportunities (SEO) Programs Prof. Bayliss has provided exceptional opportunities for minority student career development. Through SEO, Professor Bayliss has established an interlocking system of talent development and support that spans the freshman-to-Ph.D. student continuum, emphasizing the important transitions: high school to freshman; community college to SFSU undergraduate; BS to SFSU masters; and SFSU BS or MS to Ph.D. The SEO enterprise supports student achievement and growth throughout the student's undergraduate and masters academic careers. The combined effect of the SEO student enrichment programs has resulted in significantly higher retention and academic achievement of underrepresented undergraduate, post-baccalaureate and masters-degree students in the department of Biology and the department of Chemistry & Biochemistry. All of these programs are focused on increasing the number of minority science students ready to succeed in Ph.D. programs and become participants in the nation?s research enterprise. In the past three years, 64 of Professor Frank Bayliss' minority students have won admission to Ph.D. programs at top research universities nationwide. His SEO research training programs are poised to place 20-30 underrepresented minority students per year into Ph.D. programs for the foreseeable future. In the past three years 19 of his former students have completed Ph.D. degrees. An additional 20 are expected to complete the Ph.D. in 2008, and 102 are on track to earn the Ph.D. within the next five years. This exceptionally high level of success is particularly noteworthy within the context that for many decades few SFSU minority students applied to or entered Ph.D. programs. His mentoring efforts with faculty have resulted in the hiring and career success of American Indian, Hispanic, African American, and Pacific Islander faculty members in the departments of Chemistry & Biochemistry, and Biology. PRES AWDS FOR EXCELL IN SCI DUE EHR Bayliss, Frank San Francisco State University CA Daphne Y. Rainey Standard Grant 10000 1593 SMET 9178 0834264 September 1, 2009 Individual Nomination. NANCY L. ELWESS SUNY College at Plattsburgh Dr. Nancy Elwess has served at the State University of New York at Plattsburgh (SUNY Plattsburgh) in the Department of Biological Sciences for the past ten years. Dr. Elwess' research is conducted with her undergraduates and her recent areas of study include the isolation and analysis of ancient DNA extracted from ancient Maya skeletons (from Tipu, Belize). Her laboratory is studying their migration routes; mitochondrial DNA sequences; and the presence of certain diseases within this population of ancient Maya skeletons. Dr. Elwess is a recipient of the 2008-2009 Outstanding Undergraduate Science Teacher Award sponsored by the Society for College Science Teachers (SCST) and co-recipient of the 2007 National Association of Biology Teachers National Biotechnology Teaching Award SUNY Plattsburgh is an undergraduate teaching institution serving 6000 students and is located in upstate New York between Lake Champlain and the Adirondack Mountains. There are four main science departments: the Department of Biological Sciences, Chemistry Department, Center for Earth and Environmental Sciences and the Department of Physics. Upon her arrival at SUNY Plattsburgh, Dr. Elwess noted, as a member of an underrepresented group, how few female and minority faculty there were in the sciences. The total percentage of women faculty (tenure-track positions) for the combined departments is 14%, which includes six female faculty members, and three faculty members of minority descent (7%). The university faculty at large is composed of 38% female and 7% minorities. Her experiences as a woman and minority in the sciences have significantly influenced the path she has chosen as mentor. She remains the only woman in the chemistry department. In order to help underrepresented groups in the sciences she implemented a "plan of attack" that would not only increase the number of underrepresented students majoring in Biology, Biology Education, Cytotechnology and/or Biochemistry but also increase the number of underrepresented students that were going on to graduate programs, medical schools, dental schools, and veterinary schools. Dr. Elwess accomplished this through organizing her students to return to the high schools from which they graduated and discuss the benefits of attending college and thrill of working in science. Dr. Elwess began mentoring teachers from local high schools and working with high school administrators. Her efforts have significantly increased the number of applications from local schools to SUNY Plattsburgh and changed the student demographics of the Chemistry Department. PRES AWDS FOR EXCELL IN SCI DUE EHR Elwess, Nancy SUNY College at Plattsburgh NY Daphne Y. Rainey Standard Grant 10000 1593 SMET 9178 0834313 September 1, 2009 Individual Nomination. CATO T. LAURENCIN University of Virginia Dr. Cato Laurencin is the Lillian T. Pratt Distinguished Professor and Chairman of Orthopaedic Surgery and Professor of Biomedical Engineering, Professor of Chemical Engineering at the University of Virginia (UVa). He received his Ph.D. degree in biochemical engineering/biotechnology from the Massachusetts Institute of Technology (MIT), and an M.D. degree magna cum laude from Harvard Medical School. Dr. Laurencin is also a Fellow of the National Academy of Sciences, Institute of Medicine and world-renowned expert in shoulder and knee surgery. Dr. Laurencin received the Presidential Faculty Fellowship from President Bill Clinton in recognition of his efforts to bridge medicine and engineering. Dr. Laurencin has also received numerous awards for his activities as a mentor and role model to underrepresented minority students and faculty including the William Grimes Award from the American Institute of Chemical Engineers which specifically recognizes a chemical engineer's outstanding achievements as a distinguished role model to minorities, the Virginia Engineering Foundation's Robert A. Bland award which recognizes extraordinary contribution to the field of UVa engineering by a faculty member whose contribution to the field is of particular significance to African-Americans, and the Commonwealth of Virginia's Workforce Diversity Award. Throughout his distinguished career, Dr. Laurencin has made deliberate steps to ensure his work impacts not only within the research community but also in the lives of the future generations of scientists and engineers that he personally mentors. His track record as an advocate for and mentor to underrepresented minority students, teachers and faculty is exemplary. Dr. Laurencin's programs indicate his passion for underrepresented students; from the Research Experience for Undergraduate (REU) programs in which underrepresented minority undergraduate students spend a summer in the laboratory gaining exposure to the field of Biomedical Engineering, to the Research Experience for Teachers (RET) program that funds high school teachers to spend a summer learning about the field of Biomedical Engineering and then disseminate this information to their students. In the 18 years that Dr. Laurencin's laboratory has been in operation, over 85 underrepresented minority students at the undergraduate, graduate, and post-graduate levels have undertaken research projects in the lab, with over 20 students completing graduate or post graduate degrees, award presentations and honors research theses. An integral part of the current and future mentoring activities of the nominee is the inclusion of underrepresented minority students at the undergraduate and graduate levels as well as students, post-docs and faculty across a wide spectrum of disciplines. PRES AWDS FOR EXCELL IN SCI DUE EHR Laurencin, Cato University of Virginia Main Campus VA Daphne Y. Rainey Standard Grant 10000 1593 SMET 9178 0834322 September 1, 2009 Individual Mentoring Minority Junior High School Students in Science and Technology. GOLDIE S. BYRD North Carolina A&T State University Dr. Goldie Byrd received her Ph.D. at Meharry Medical College in Microbial Genetics. After completion of a sabbatical at the Duke University Center for Human Genetics, she initiated a collaboration to study the genetics of Alzheimer Disease in African Americans. In 2003, Dr. Byrd joined the faculty at North Carolina A&T State University (NCA&T) where she now serves as Chair of the Department of Biology. She recently won a multi-million dollar grant from the National Center on Minority Health and Health Disparities that is designed to build genetics research capacity at NCA&T. Over her career, Dr. Byrd has been instrumental in developing innovative curricula, conducting research, and mentoring research students on the undergraduate, graduate and postdoctoral levels. She has traveled internationally on fact finding missions to assist with global collaborations in teaching and research. Dr. Byrd's passion for teaching was recognized when she received the University of North Carolina Board of Governors award for Teaching Excellence in 2001. Dr. Byrd has provided two decades of outstanding science mentoring efforts and programs that continue to provide her with opportunities for mentoring minority students, using a pipeline approach. Dr. Byrd not only mentored in one-on-one situations, but she has also established mentoring programs and networks in ways that continue to encourage significant collaborations and partnerships with faculty colleagues throughout the University of North Carolina system and across the nation. She has a stellar track record of conceptualizing, developing and winning support for mentoring activities from the high school level, to the undergraduate level, to the Masters and Postdoctoral levels. Dr. Byrd's efforts have been productive and far-reaching, as she also mentored minority and non-minority teachers and college faculty members who mentor minority students in the sciences. She has touched the lives of hundreds or even thousands of individuals in the sciences. In addition, she has provided support for infrastructural changes, at the facilities, curriculum and technology levels in efforts to provide students with the necessary exposure to compete in mainstream scientific communities. Dr. Byrd has an outstanding track record of advancing minority students toward Ph.D. programs and health care programs and subsequent careers in the biological and biomedical sciences. PRES AWDS FOR EXCELL IN SCI DUE EHR Byrd, Goldie North Carolina Agricultural & Technical State University NC Daphne Y. Rainey Standard Grant 10000 1593 SMET 9178 0836237 March 1, 2009 Development of the laboratory-based course in Lean Six Sigma nanomanufacturing. Engineering - Engineering Technology (58) The project is implementing an introductory nanotechnology course for undergraduate Applied Engineering Technology (AET) students. The course includes hands-on laboratory and project-based components using the Lean Six Sigma methods and principles. These are introducing AET students to the foundations of nanotechnology and exposing them to exciting discoveries and applications in this emerging field through classroom instruction, guest lectures, and laboratory practices. The course includes the characterization of nano-manufacturing pilot-scale processes using lean manufacturing principles and statistical control methods for these processes. The course is also being offered at several community colleges and high schools that have an ongoing partnership with the principal investigator's institution. The evaluation effort, led by an independent expert, is using document analysis, surveys, and direct observations to monitor the project's progress. The instructional materials and project results are being disseminated through website postings, through presentations at conferences, through journal articles, through the community college partnerships, and through programs for K-12 teachers. Broader impacts include the dissemination of the materials, the outreach to community college faculty members and high school teachers, and a special focus on recruiting minority students. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Genis, Vladimir Yury Gogotsi Michael Mauk Drexel University PA Russell L. Pimmel Standard Grant 150000 7494 1536 SMET 9178 0116000 Human Subjects 0836260 March 1, 2009 Integrating Computer Programming Technologies into the Industrial Engineering Curriculum. Engineering - Other (59) Within undergraduate engineering education, programming is often a fundamental skill course included in the curriculum. Unfortunately, students often learn to program and then do not apply the skills they have acquired in follow-on courses. The lack of integration of programming in upper division courses means that students perceive that programming is of no value in engineering practice and that they are unable to apply this tool effectively to solve complex problems. Through this project, programming topics and techniques are being integrated vertically throughout the undergraduate industrial engineering curriculum. The curricular materials being developed are focused on case studies in the service and automotive industries. The integration is being designed so that students are able to identify situations where programming skills are required and to apply these skills appropriately in the solution of problems. The essential outcome is that students proactively consider programming solutions when faced with an engineering problem. The project is being rigorously evaluated through a variety of techniques. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Valenzuela, Jorge Jeffrey Smith Auburn University AL Sheryl A. Sorby Standard Grant 149976 7494 1536 SMET 9178 9150 0116000 Human Subjects 0836546 May 1, 2009 Integrating a Psycholgy Curriculum Through the Incremental Building of Computer Skills. Psychology (73) This project is redesigning the core psychology curricula for majors as an integrated hardware - software infrastructure designed to progressively build technologically sophisticated experimentation skills as students advance to upper division courses. Student skills are acquired through core laboratory courses positioned in the sophomore and junior years and also through exercises developed in collateral courses within the curriculum. In their senior year, students apply these acquired skills in their yearlong capstone thesis projects. Operationally, the project incrementally builds skills in use of E-Prime and BioPac technology. The training commences as students learn to integrate E-Prime programming exercises into sequenced laboratory courses, beginning with "Research Methods and Analysis" - a prerequisite for all courses included in this project. More advanced E-Prime skills are acquired in the sophomore-junior level core laboratories of Assessment and Social Psychology where students also learn how to design projects that make use of BioPac physiological recording technology. Additional experiences with these technologies are provided in exercises developed for courses in Cognition, Abnormal Psychology, and Behavioral Neuroscience. Thus, when students begin their capstone research projects, they have had technological training in at least two core laboratory courses and are likely to have had additional training in several other courses. Because the project provides a more skill driven rather than content driven curriculum, the intellectual gains of students are likely to be transferable to a variety of STEM careers and also engender critical thinking and synthesis skills. The project is being evaluated through a pre/post assessment tool used in all courses involved in the project, the impact of the program on an on-going departmental assessment based on the PCAT Instrument (Psychology Area Concentration Achievement Test), and a before/after assessment of the quality and technological sophistication of our capstone thesis projects performed by outside evaluators. In addition to publications and conference presentations, the project outcomes and documentation are being disseminated on the departmental website (www.psych.westminster.edu). It provides detailed descriptions of the materials and student projects developed, including programming protocols and on-line manuals. CCLI-Phase 1 (Exploratory) DUE EHR Gittis, Alan Sandra Webster Kirk Lunnen Jamie McMinn Westminster College PA Myles G. Boylan Standard Grant 125119 7494 SMET 9178 0836566 January 1, 2009 Geology of National Parks: Spreadsheets, Quantitative Literacy, and Natural Resources. Geology (42) This project is adapting a CCLI Phase 2 "Spreadsheets Across the Curriculum (SSAC)" (NSF DUE 0442629) to focus on a specific course, "Geology of National Parks", taught at USF and at institutions across the country. A collection of educational materials (16 SSAC modules) is being developed that couples elementary mathematical problem solving with National Parks geology context. The activities are short, PowerPoint presentations from which the students build one or more spreadsheets to perform calculations to answer specific questions about the environmental geology and ecosystem health of the park. The guiding concept for the geology context is alignment of the "Geology of National Parks" course with "The Natural Resource Challenge", the National Park Service (NPS) initiative to integrate science, park planning, and management. This project is: 1) building a collaboration between eight NPS Research Learning Centers (RLCs) and geology faculty of USF; 2) helping students become more aware of the kinds of environmental-geological work that informs the management of parklands; and 3) promoting quantitative literacy (QL) in an introductory geology course. SSAC is a partner in SERC's Pedagogical Services project and this project is adding a new collection ("Geology of National Parks") to the SSAC library. This project promotes quantitative literacy and aims to add a form of scientific literacy - the "science-in-action" realization that data-based science is crucial in making decisions that society cares about: in this case, the preservation of treasured parklands. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Vacher, Henry Mark Rains Ellen Iverson Thomas Juster Judy Harden University of South Florida FL Jill K. Singer Standard Grant 197688 7494 1536 SMET 9178 0116000 Human Subjects 0836615 January 15, 2009 Collaborative Proposal: Problem-Based Learning of Multithreaded Programming. Computer Engineering (32) This collaborative project creates a multithreaded programming (MTP) course targeting general-purpose multi-core processors for the senior-level and graduate-level students in computer science and computer engineering. In order to overcome the difficulty of teaching and learning multi-core programming, problem-based learning (PBL) is used in this course to ease students' transition from the single-threaded programming model to MTP. PBL-oriented course materials are developed, including real-life multi-core programming problems, mini-lectures, lesson plans, lab manuals, reference materials, etc. The course is taught at the collaborating institutions in two consecutive semesters without and with PBL, and the effectiveness of PBL is evaluated through analyzing data collected from a variety of sources, including pre-tests and post-tests, in depth interviews, and general evaluation forms. The project outcomes are disseminated through websites, email lists, CDs, publication, and presentations at professional conferences. CCLI-Phase 1 (Exploratory) DUE EHR Zhang, Wei Southern Illinois University at Carbondale IL Stephen C. Cooper Standard Grant 95285 7494 SMET 9178 0116000 Human Subjects 0836676 February 15, 2009 Resequencing Calculus. Mathematical Sciences (21) This project is reformulating the standard 3-semester calculus sequence-primarily by changing the sequencing of topics-so that the first two semesters constitute an appropriate 2-course sequence for students in the life sciences, economics, and chemistry, while enhancing the calculus experience for the math, physics, and engineering majors for whom the traditional calculus sequence was developed in the first place. The work is being done to achieve four specific goals: 1. The project is conducting a thorough examination of the topics that are needed by calculus students in STEM disciplines, as well as a careful evaluation of where in the calculus sequence those topics should be covered. These tasks are being undertaken by the PI and co-PI, with the assistance of an advisory board consisting of six faculty members from STEM disciplines and economics at the University of Evansville and a mathematics advisory board consisting of five faculty members from mathematics departments at a variety of institutions, including private and public universities and a community college. 2. The project is developing a curriculum that is sequenced to deliver a common core of topics and is supplemented with interdisciplinary and discipline-specific projects. The principal investigators are the authors for these materials, while the University of Evansville advisory board is assisting with identifying topics for applications and projects. Course materials are being classroom tested at the University of Evansville. 3. The project is assessing the effectiveness of the curriculum and using the results of the assessment to further refine and expand the curriculum. 4. The project is encouraging other mathematics educators to use the new curriculum by giving presentations at professional meetings and making course materials readily available for classroom testing. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Gruenwald, Mark David Dwyer University of Evansville IN Daniel P. Maki Standard Grant 149920 7494 1536 SMET 9178 0116000 Human Subjects 0836717 August 15, 2009 The Dimensions Program. The Dimensions Program Discipline: Mathematical Sciences (21) "The Dimensions Program" is creating new learning materials by adding contextual information to application problems to help pre-algebra students understand how mathematics is used to relate to the world around us. The first, second, and third geometrical dimensions are a unifying theme for the six STEM projects being developed, each comprised of a half dozen unique laboratory activities and association question-banks. The application contexts of these six projects have been identified through research on labor market needs, local business and industry, and national developing technology. Seven community colleges are involved with the development of the learning resources. The materials are being tested for usability and effectiveness in community college pre-algebra courses. The evaluation of these materials includes using pre and post tests to document changes in students' geometric understanding and in their attitudes toward learning mathematics. An electronic Resource Book of projects, laboratories, and supplemental questions is being published on the web for a broad dissemination of these easily implemental projects and corresponding laboratories. The first chapter of this Resource Book is designed to help teachers know the best educational practices for implementing these materials in the classroom. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Pazdar, John Dennis Ebersole Patricia Hirschy Asnuntuck Community College CT Sephanie Fitchett Standard Grant 84234 7494 1536 SMET 9178 0116000 Human Subjects 0836738 January 15, 2009 Curriculum-wide Project Based Learning by Refining Capstone Projects. Engineering Mechanical -(56) Recent national reports have suggested the need for reforming engineering education courses and curriculum to include more integrated components. Thus, this project addressees multiple objectives: (1) systematically increasing project-based learning experiences throughout typical engineering curricula; and (2) increasing the prospects for industry adoption and commercialization of industry-sponsored and student-generated capstone design projects. This project will enhance the outcomes of senior capstone design projects by having needed refinements to these designs serve as the basis for project-based learning activities in courses scheduled earlier in the curriculum. Students, in courses taught during the sophomore, junior, and senior year prior to the senior capstone course, will gain insight into, and experience with, many aspects of real-world engineering projects. Simultaneously, capstone design projects will be advanced further towards industry implementation and commercialization through efforts in this project. This concept will be tested in the Mechanical and Aerospace Engineering Department of the University of Missouri. A rigorous assessment and evaluation plan to measure outcomes for the project will be developed and implemented by an independent consultant. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Hyman, Barry Yuyi Lin University of Missouri-Columbia MO Lesia L. Crumpton-Young Standard Grant 143987 7494 1536 SMET 9178 0116000 Human Subjects 0836771 February 1, 2009 Increasing Student Understanding of Separation Science Through Addition of LC/MS into the Chemistry Curriculum. Chemistry (12) Hood College proposes to incorporate liquid chromatography/mass spectrometry (LC/MS) instrumentation into its chemistry and biochemistry curriculum. LC/MS is an instrument that allows scientists to make discoveries in the fields of biology, biochemistry, polymer science, and chemistry. The importance of the development of the instrument and its continued impact on science was recognized in 2002 with the Nobel Prize in Chemistry. The implementation of LC/MS instrumentation in their research laboratories and in classes enrolling majors and non-majors (~300 students per year) has a significant influence on the education of their predominantly (70%) female population. Hands-on experience with LC/MS strengthen the preparation of Hood students for employment opportunities and graduate and professional programs as well as provide valuable research results to the broader scientific community. Hood's commitment to effective teaching and undergraduate research in collaborative, active environments are greatly impacted by the LC/MS instrument. By using the LC/MS from their freshman year to their senior year students gain valuable experience with this modern instrument in a variety of applications across the disciplines of biology, chemistry, and biochemistry. Research students apply their knowledge of LC/MS to a range of interdisciplinary research topics including the study of proteins, marine organisms, and biofuels. The progress and results of this project plan to be disseminated through presentations at regional and national conferences, as well as through professional journals. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Bennett, Kevin Susan Ensel Christopher Stromberg Dana Lawrence Karen Borgsmiller Hood College MD Eun-Woo Chang Standard Grant 137000 7494 1536 SMET 9178 0116000 Human Subjects 0836775 January 1, 2010 MathVote: Teaching Mathematics with Classroom Voting. Classroom voting engages students by requiring every student in the class to answer a multiple choice or true/false question. They do this by "voting" on the correct answer, often using a hand held electronic clicker. The results of voting provide immediate feedback on the level of student understanding - both to instructors and to individual students. Numerous studies about the use of this teaching method in collegiate mathematics report that students generally enjoy this teaching method and that it frequently creates a positive and engaging learning environment. Although evidence shows that classroom voting can be more effective than traditional teaching methods if it is used to motivate students to participate in small group discussions about key conceptual issues before a vote, getting started with classroom voting can be challenging. New users are faced with numerous decisions about how the voting will be structured. There are significant challenges to be overcome, including how to incorporate voting while still teaching the necessary curriculum, and how to motivate all students to participate. Thus far these challenges have been dealt with by faculty largely working in isolation at different institutions. "Project MathVote" is a joint effort by a team of eight mathematics instructors with years of experience using classroom voting in a variety of courses at many different types of institutions. The project team is developing a set of general principles of teaching with classroom voting in a way that will apply to a broad range of courses and institutions. Outcomes include a clearer understanding of effective practices for teaching with classroom voting. From the data that classroom voting provides, the project team is gaining insight into common student issues and misconceptions. The team is engaged in writing and testing a library of over 400 classroom voting questions for use in a variety of courses, particularly college algebra, pre-calculus, statistics, and integral calculus. An external evaluator is assisting with impact assessment throughout the project, including analysis of the data gathered through student surveys and voting statistics, the papers written for publication, the new questions produced, and the workshops presented. CCLI-Phase 1 (Exploratory) DUE EHR Cline, Kelly Holly Zullo Carroll College MT Myles G. Boylan Standard Grant 179974 7494 SMET 9178 9150 0836805 February 15, 2009 Collaborative Research: Development of New Prototype Tools, and Adaptation and Implementation of Current Resources for a Course in Numerical Methods. Engineering - Other (59) The project, a collaboration among University of South Florida, Old Dominion University and Arizona State University, is developing state-of-the-art prototype web-based learning tools for open courseware in undergraduate numerical methods courses. These tools include game based simulations, a virtual tireless internet instructor, endless self-assessment tests, and audio-based Flash/PowerPoint presentations. In this pilot project, these tools are being developed for one topic (simultaneous linear equations). They are enhancing student learning by using simulations to improve the classroom and self-learning experience, personalizing learning via the internet instructor, self-assessing the level of learning via multiple-choice questions tests, and providing multiple contexts for understanding the same material. The evaluation effort includes formative and summative aspects using instruments to measure content knowledge and skills, attitude surveys for students and faculty members, student focus groups, and faculty member interviews. Instructional material and results are being disseminated through website postings, through presentations at the ASEE and FIE conferences, and through journal articles. Broader impacts include the collaboration of the three universities and the dissemination of the instructional material. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Pendyala, Ram Arizona State University AZ Russell L. Pimmel Standard Grant 19103 7494 1536 SMET 9178 0116000 Human Subjects 0836806 June 1, 2009 Collaborative Research: An Integrative Course and Laboratory Research Experience: Embedded Multimedia Applications on FPGAs. Computer Science (31) This collaborative project develops of a course and a laboratory that focus on the design, implementation, testing, and performance evaluation of Multimedia Applications using Field Programmable Gate Arrays (FPGAs). A principal project goal is to demonstrate that the proposed project can be implemented successfully in diverse environments. Intellectual merit: The project builds a new path for engineering and science education. Traditional curricular structures are fragmented in the sense that course inter-relationships or links between theories, methodologies, and practices, are not immediately recognized by the students. The completion of the course puzzle and the integration of course knowledge usually become evident only after graduation. This course course/lab presents a unique opportunity for students to experience the full spectrum of course elements, namely, fundamentals of theory, algorithmic design, hardware design and simulation, implementation and testing, and performance evaluation. Common student questions, such as how can this course help me and how does this course relate to my studies, are answered within a single course/lab framework. Furthermore, new course materials, including lectures, projects, code, software and documentation, and web-based materials, are developed. Broader impact: The project integrates research and education by introducing research concepts into the undergraduate curriculum. Students are educated in a flourishing research area, Multimedia processing on FPGAs. Students are encouraged to choose final projects based on research applications closely matching their learning styles and interests, publish their findings at conference proceedings, and extend their work through capstone projects. The appeal that many every day multimedia applications have to students of varied backgrounds and disciplines is undisputed and encourages wider participation in the sciences paired with higher levels of enthusiasm and academic performance. Project results are disseminated broadly through a website (containing lecture notes, lab projects, codes, software and documentation, and assessment/evaluation summaries), presentations/seminars to high school students, and college students and faculty, advisory boards, and educational and research conferences. CCLI-Phase 1 (Exploratory) DUE EHR Haralambides, James Barry University FL Stephen C. Cooper Standard Grant 47753 7494 SMET 9178 0116000 Human Subjects 0836812 January 1, 2009 Collaborative Research: Using the Rock Art Stability Index to Engage Community College Students in Field-Based Interdisciplinary Research. Geology (42) This project introduces Mesa Community College and other Maricopa County Community College District students enrolled in geology, physical geography, and archaeology courses to basic field research on rock art. Rock art, prehistoric rock engravings (petroglyphs) and rock paintings (pictographs) common in the American West, is being degraded as a result of anthropogenic activities and natural processes. The curriculum modules being developed take advantage of the students' interest in their cultural heritage and use the Rock Art Stability Index (RASI) to help them link their knowledge of rock types and weathering characteristics to the preservation of the rock art. As the students learn about weathering processes, they are generating data that contribute to the preservation of the rock art. These data are being shared with cultural resource managers and may lead to new and improved rock art preservation techniques. The evaluation of the modules is contributing to advancing the understanding of how "place-based" and meaningful research attracts and retains underrepresented students in STEM disciplines. K-12 teachers are becoming familiar with the modules through workshops offered by the Arizona Geographic Alliance. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Dorn, Ronald Arizona State University AZ Jill K. Singer Standard Grant 64804 7494 1536 SMET 9178 0116000 Human Subjects 0836828 June 1, 2009 Collaborative Research: An Integrative Course and Laboratory Research Experience: Embedded Multimedia Applications on FPGAs. Computer Science (31) This collaborative project develops of a course and a laboratory that focus on the design, implementation, testing, and performance evaluation of Multimedia Applications using Field Programmable Gate Arrays (FPGAs). A principal project goal is to demonstrate that the proposed project can be implemented successfully in diverse environments. Intellectual merit: The project builds a new path for engineering and science education. Traditional curricular structures are fragmented in the sense that course inter-relationships or links between theories, methodologies, and practices, are not immediately recognized by the students. The completion of the course puzzle and the integration of course knowledge usually become evident only after graduation. This course course/lab presents a unique opportunity for students to experience the full spectrum of course elements, namely, fundamentals of theory, algorithmic design, hardware design and simulation, implementation and testing, and performance evaluation. Common student questions, such as how can this course help me and how does this course relate to my studies, are answered within a single course/lab framework. Furthermore, new course materials, including lectures, projects, code, software and documentation, and web-based materials, are developed. Broader impact: The project integrates research and education by introducing research concepts into the undergraduate curriculum. Students are educated in a flourishing research area, Multimedia processing on FPGAs. Students are encouraged to choose final projects based on research applications closely matching their learning styles and interests, publish their findings at conference proceedings, and extend their work through capstone projects. The appeal that many every day multimedia applications have to students of varied backgrounds and disciplines is undisputed and encourages wider participation in the sciences paired with higher levels of enthusiasm and academic performance. Project results are disseminated broadly through a website (containing lecture notes, lab projects, codes, software and documentation, and assessment/evaluation summaries), presentations/seminars to high school students, and college students and faculty, advisory boards, and educational and research conferences. CCLI-Phase 1 (Exploratory) DUE EHR Charalampidis, Dimitrios University of New Orleans LA Stephen C. Cooper Standard Grant 42468 7494 SMET 9178 9150 0116000 Human Subjects 0836833 June 1, 2009 Understanding Biophysics using Microsoft Excel. This project involves using Excel spreadsheets to help undergraduate students develop an understanding of advanced topics in biophysics even if they do not have a calculus background. It expands upon and brings to maturation an approach that has been in development for the last six years. It is being disseminated to others for beta testing, evaluation, revision and adoption so that a wide spectrum of physical and life science undergraduate students can be exposed to important topics in biophysics that are absent from the traditional (calculus reliant) undergraduate curriculum. Intellectual Merit: The project advances teaching of quantitative biophysical concepts to a broad audience including undergraduates with no calculus background. The project is: 1) developing teaching modules suitable for students both with and without calculus backgrounds; 2) assessing the modules as a learning tool in the actual classroom; 3) disseminating these modules to the wider teaching community; 4) strengthening student understanding of current research techniques, particularly for women and minorities; and 5) increasing interdisciplinary interactions between different disciplines. The simulations developed in the modules involve students in developing their own simulations "from scratch" using the basic assumptions of the physical model. The students then discover the predictions of the model by analyzing the simulation output. Fundamental biological processes covered include: diffusion; membrane transport and equilibrium (including the Nernst Potential and osmotic pressure); development of simple ion channel models and comparison with experiment; directed random transport processes (including sedimentation, electrophoresis and motor proteins); the fundamentals of computational molecular biology (including molecular dynamics techniques); and fluid dynamics (Poiseuille flow). All of the proposed modules are activity-based. Broader Impacts: The immediate goal of the project is for individual modules (or small subsets) to be included in biology courses, or in mathematics and physical science courses in accordance with the second recommendation in the National Research Council's recommendations for interdisciplinary teaching (see Bio2010: Transforming Undergraduate Education for Future Research Biologists). Implementation of the modules requires only modest computing resources, namely an inexpensive PC capable of running Excel software, thus greatly facilitating adaptation by a wide range of institutions. In order to maximize the potential impact of the material being developed the work is being presented: at a variety of national conferences in areas such as biology, physics, biochemistry and physiology; in articles submitted to appropriate journals in these same disciplines; and is being considered for dissemination through the Biological ESTEEM Collection, a project of the BioQuest Curriculum Consortium, a consortium that disseminates peer-reviewed Excel simulations to biology and mathematics educators. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Nelson, Peter Benedictine University IL Terry S. Woodin Standard Grant 149196 7494 1536 SMET 9178 0116000 Human Subjects 0836842 January 1, 2009 Nuclear Magnetic Resonance and the Fundamental Concept of Molecular Structure. Chemistry (12) This project is focusing on the concept of molecular structure within the chemistry laboratory curriculum. The overall goal of the project is to strengthen student understanding of molecular structure through use of nuclear magnetic resonance (NMR) as an essential method for obtaining structural information. With the revised curriculum, students are developing expertise using NMR through a systematic introduction to NMR theory and concepts. Furthermore, the vertical integration in lab courses is allowing students to build on previous experiences with NMR to develop increasingly richer understanding of molecular structure. This new laboratory curriculum is being assessed using the "Perspectives of Chemists" framework, a set of tools designed by previously supported NSF initiatives. This framework divides chemistry into overarching ideas that permeate the curriculum and allows for assessing the progression of student understanding around these "perspectives". Applying these classroom curriculum models to the laboratory setting represents a new extension of the framework. By explicitly demonstrating the use of NMR in practical applications and by allowing hands on access to the instrument, students are gaining insight into chemical problem solving and confidence in their abilities to gather, analyze, and interpret structural features of molecules. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Janzen, Daron E. Brady Williams John Dwyer Gina Mancini-Samuelson College of St Catherine MN Eun-Woo Chang Standard Grant 150000 7494 1536 SMET 9178 0116000 Human Subjects 0836844 January 1, 2009 Scaffolding Effective Practice for Use of Animations in Teaching Mineralogy and Physical Geology. 42 (Geology) Six pairs of computer animations and visualization tools for use in teaching physical geology and mineralogy are being developed. The first half of each animation pair is suitable for use in geoscience classrooms. Instructors show these animations while providing cues to aid in students' analysis of the visual information. The second half of each animation pair consists of an on-line interactive web-based exercise suitable for homework or distance-based learning assignments. The style and content of the animations are consistent throughout so that conventions, symbols, and spatial relations carry over from one animation to the next, improving the benefits to student learning. The animations are hosted on a web site dedicated to scaffolding effective practice for teaching with animations, and include not only the animations themselves, but also resources on best practice for use of animations, information on specific learning challenges in teaching geology and mineralogy, and tools for evaluating the use of animations. The animations are being initially tested by a small group of local users for formative evaluation. After revisions, the improved animations will then be embedded in a rich web site that will provide examples of the relationships between content and context for student learning through animations. A cadre of users across the country has volunteered to test the web site and the animations and provide feedback at a gathering at the Geological Society of America National Meeting. The outcome will be a contribution to the knowledge base relating to effective use of computer animations in teaching fundamental geoscience curricula. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Gunter, Mickey University of Idaho ID David J. Matty Standard Grant 24826 7494 1536 SMET 9178 9150 0116000 Human Subjects 0836851 February 1, 2009 Biological Inquiry: A Model Course and Assessment Program. Biological Sciences (61) This project is developing, implementing, and conducting research-based assessment of a new foundational course, Biological Inquiry, which enrolls nearly half of the institution's first year students and is a core requirement for biology majors. The course employs interactive, interdisciplinary, and inquiry-based approaches, and is organized around three sequential, multi-week modules in which students use the scientific method as biologists do, explore interdisciplinary connections, build quantitative skills, and develop the content knowledge needed to successfully advance to upper-level biology courses. To develop their expertise in curriculum development, assessment, and new pedagogical approaches, faculty from within and outside the institution are participating in a series of workshops. Biologists are collaborating with each other, with undergraduate preceptors, and with colleagues from other departments to develop, practice, and revise the course modules. External experts are guiding development of classroom assessment instruments of students' critical thinking and analytical reasoning skills (modeled after vetted tools), the results from which are being compared with other direct measures of student learning outcomes. Surveys of students' perceptions of learning and attitudes about science and levels of engagement are also being used to determine if student perceptions correlate with direct measures of their learning. The project is being offered as a potential model for effective ways to incorporate best pedagogical practices to improve learning in STEM courses, and for how research-based assessment can enlighten such reform efforts. Its dissemination plan is aimed at ensuring that various constituencies (including professors of STEM disciplines, assessment experts, and administrators) throughout the country learn from its findings. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Goldey, Ellen David Kusher John Moeller George Shiflet Doug Rayner Wofford College SC Deborah E. Allen Standard Grant 149815 7494 1536 SMET 9178 9150 0116000 Human Subjects 0836859 March 15, 2009 Collaborative Research: A Trial-and-Failure Project Tutoring System. Computer Science (31) This project involves the construction of an interactive project tutoring tool, APOGEE, and a collection of companion laboratory modules. APOGEE adopts a trial-and-failure teaching strategy. Students can submit projects multiple times to APOGEE before a deadline. Each temporary submission is graded instantly, with each project requirement evaluated fairly and consistently by APOGEE. Any failure scenario is displayed to students interactively online, step by step. Students learn from failures, refine project design, and resubmit. The cyclic improvement model can greatly enrich students' learning experience without burdening faculty in grading. The project consists of four parts: (1) expansion of the APOGEE tool based on a prototype system that has been completed, (2) development of companion lab modules (including formal project specification and testing scripts) for two popular Web platforms JavaEE and ASP.Net, (3) experimental adoption and evaluation of APOGEE and lab modules within a learning community, and (4) integration of APOGEE with online course management tools such as Sakai and WebCT. Intellectual merits: (1) APOGEE encourages life-long learning. The trial-and-failure model allows students to actively sharpen their skills. (2) APOGEE promotes self-monitoring and reflection. Students can challenge each other by authoring their own project evaluation scripts. (3) APOGEE increases faculty productivity by providing automated project grading and tutoring. (4) APOGEE is platform independent. (5) APOGEE extends the application of automated Graphic User Interface testing techniques, going beyond many automated grading tools in CS1/2 that only deal with text-mode input and output. Broader impacts: (1) A learning community has been built, ranging from regional research universities to 4-year colleges, spanning five states. Eleven universities are adopting APOGEE in their Web programming courses. (2) Two popular textbooks in the area are used to disseminate the results. APOGEE and corresponding lab modules are included as their companion materials. (3) All tools and course materials are licensed using the GNU public license. They are made available on a public web site, with connections to the National Science Digital Library. CCLI-Phase 1 (Exploratory) DUE EHR Fu, Xiang Boris Peltsverger Georgia Southwestern State University GA Stephen C. Cooper Standard Grant 42988 7494 SMET 9178 0116000 Human Subjects 0836861 March 1, 2009 First-Year Innovation & Design in Engineering for Academic Success (IDEAS) Modules and Center. Engineering - Other (59) The project is developing three modules for first-year engineering students and creating a center where students have evening access to tutors, tools to construct their design ideas, and an area where they can take measurements and record data outside of class. The modules, which deal with biomechanics, wind power, and water purification, are focusing on the development of critical and creative thinking skills in first-year engineering students. The modules include modeling, simulation, prototyping, data collection, and data analysis tasks. The evaluation effort is measuring changes in critical thinking and creativity using two established instruments: the California Critical Thinking Skills Test and the Test for Creative Thinking-Drawing Production. The investigators are disseminating their modules and results through presentations at national conferences, through publications in archived journals , and through postings on their website and on the Merlot site. Broader impacts include the dissemination of the instructional materials and the selection of course topics of interest to underrepresented groups in an effort to increase their participation. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Hein, Gretchen Susan Amato-Henderson Rupak Rajachar Amber Kemppainen Michigan Technological University MI Russell L. Pimmel Standard Grant 149963 7494 1536 SMET 9178 0116000 Human Subjects 0836863 February 15, 2009 Do you have a CLUE? C Learning Undergraduate Environment. Computer Science (31) The intellectual merit of this proposal is to address these issues with innovative pedagogical and technological contributions. The project objectives are threefold: (1) To provide students with short-duration online courseware to support unsupervised learning of the C language through state of the art peer learning, active learning and cognitive apprenticeship approaches; (2) To integrate this online material in a virtual package which will also offer a remotely accessible development environment leveraging open source software tools which have been developed to address the specific pedagogical hindrances of the C language (e.g. clarification of compiler error messages, detection of common novice programmer bugs, validation against test-harnesses, etc.); (3) To facilitate adoption by packaging the solution as a downloadable, portable, VMware image running on a Windows or Linux host allowing students to access to the above-mentioned development environment and allowing the instructor to collect data on students' activity to assess student learning. The dissemination effort is includes running workshops both locally and in national computing education conferences. The broader impact on educational practices is meant to reach a national level. From a qualitative perspective, C is not only key to system-oriented upper-level courses but also to develop students' understanding of the link between the programs they write and computer systems as a whole as well as strengthening their coding discipline. This project improves retention and performance of students in mid- and upper-level computing classes. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Gaspar, Alessio Naomi Boyer Ralph Tindell Kevin L. Calkins University of South Florida FL Stephen C. Cooper Standard Grant 148522 7494 1536 SMET 9178 0116000 Human Subjects 0836877 June 15, 2009 Computer Science for the Liberal Arts: Reaching an Untapped Pool of Students. Computer Science (31) This project addresses the problem of the decline in the number of computer science (CS) majors by creating a computer science course for non-majors designed to satisfy the college mathematics general education requirement and to increase students' appreciation of computer science and its relevance in today's society. Efforts to reverse the decline in enrollment in computer science are numerous and target different student populations but these programs tend to be long-term or dependent on students enrolling in CS courses in the first place. The new course is an attractive option for students to satisfy their mathematics general education requirement. It gives an opportunity to the computer science faculty to present the computing field as essential to the students' lives and to society. Materials are developed to integrate the mathematics and the computer science concepts and to incorporate significant computer applications that impact students' lives and the society at large. The course designed initially for Columbia College, a liberal arts women's college with a large minority representation of mostly African-American students allows testing the course material on two under-represented groups in computer science. However, the designed course is appropriate as well for most liberal arts colleges with little adaptation. In addition to core units, additional units vary between the different offerings of the course during the project duration to provide more choices to departments adapting the course. The project includes significant dissemination activities to increase the impact of this project well beyond Columbia College. CCLI-Phase 1 (Exploratory) DUE EHR Schep, Madeleine Nieves McNulty Columbia College SC Victor P. Piotrowski Standard Grant 134807 7494 SMET 9178 9150 0116000 Human Subjects 0836885 July 15, 2009 Research Module for Organic Chemistry Laboratory Instruction. Parallel Library Synthesis, Stereochemical Synthesis, and Integrated Spectroscopic Analysis. Chemistry (12) The impact of integrating student research into undergraduate organic chemistry laboratory instruction is being investigated at Minnesota State University Moorhead (MSUM). A six-week, research-based investigation module is being developed for application in the second semester of organic chemistry laboratory with an enrollment of 60-70 students per year. The responsibility for experimental design, the planning and execution of experiments, and the analysis of spectroscopic and chromatographic data is largely transferred to the student. The fundamental goals of this project are to: 1) enhance the ability of students to conduct relatively independent experiments, 2) engage students in critical thinking and analysis, and 3) enhance the integration of research instrumentation into the undergraduate chemistry curriculum. The new organic chemistry research module involves a multistep synthesis of a library of chemicals, many of which have not been previously reported. Students are involved in target selection; in experimental analysis, planning, and execution; in outcome analysis; in kinetic, spectroscopic, and chromatographic analysis; and in analysis of structure/activity relationships within the library of compounds. Students gain experience in conducting some of the most important fundamental organic reactions in modern chemical synthesis. The integrated module also involves extensive use of modern chemical instrumentation including a new Gas Chromatography-Mass Spectrometry (GC-MS) unit and an automated preparative flash chromatography unit. The targeted outcomes for this project include students focusing more on the process of learning, inquiry, and discovery than on achieving the "right answer," students becoming better learners, and students gaining the confidence to better understand the scientific process. Through the proposed changes in the learning process, students are expected to have an increased interest and ownership in science. In addition, students are enhancing their learning about many important chemical reactions and about important modern chemical techniques. The learning materials and teaching strategies being developed are expected to be transferable for implementation or adaptation by other science educators. A variety of assessment tools are being used to evaluate the educational success of the project. These address student attitudes and confidence toward science and scientific research, student learning and competence in technical areas, and the development of skills in critical thinking and experimental design. The GC-MS unit and the automated preparative flash chromatography unit also are being used in other portions of the organic chemistry laboratories and in laboratories in general chemistry, inorganic chemistry, and analytical chemistry, and in undergraduate student research projects. MSUM, located in western Minnesota, has about 7,500 students, about 65% of whom are women, and serves an area with a substantial Native American population and a substantial and growing minority population (about 24%). The findings of the project and the teaching materials and strategies that are developed will be shared within the MSUM educational community, and with other educators at the state and national level. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Jasperse, Craig Minnesota State University Moorhead MN Susan H. Hixson Standard Grant 137569 7494 1536 SMET 9178 0116000 Human Subjects 0836891 February 15, 2009 Collaborative Research: Development of New Prototype Tools, and Adaptation and Implementation of Current Resources for a Course in Numerical Methods. Engineering - Other (59) The project, a collaboration among University of South Florida, Old Dominion University and Arizona State University, is developing state-of-the-art prototype web-based learning tools for open courseware in undergraduate numerical methods courses. These tools include game based simulations, a virtual tireless internet instructor, endless self-assessment tests, and audio-based Flash/PowerPoint presentations. In this pilot project, these tools are being developed for one topic (simultaneous linear equations). They are enhancing student learning by using simulations to improve the classroom and self-learning experience, personalizing learning via the internet instructor, self-assessing the level of learning via multiple-choice questions tests, and providing multiple contexts for understanding the same material. The evaluation effort includes formative and summative aspects using instruments to measure content knowledge and skills, attitude surveys for students and faculty members, student focus groups, and faculty member interviews. Instructional material and results are being disseminated through website postings, through presentations at the ASEE and FIE conferences, and through journal articles. Broader impacts include the collaboration of the three universities and the dissemination of the instructional material. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Kaw, Autar University of South Florida FL Russell L. Pimmel Standard Grant 39859 7494 1536 SMET 9178 0116000 Human Subjects 0836892 January 1, 2009 The Virtual Chesapeake Bay Watershed. Interdisciplinary / Multidisciplinary (99). The online environment has become a major delivery mode for general education science courses, presenting a variety of unique problems and obstacles to teaching and learning. Using the Chesapeake Bay as a unifying theme, this project is addressing these challenges by creating and implementing the Virtual Chesapeake Bay Watershed (VCBW), an interactive, inquiry-based, integrated, and inter-disciplinary online laboratory for students and faculty. The VCBW is an innovative online version of the large multidisciplinary teaching labs and science resource centers found at most universities, and will consist of a comprehensive set of interactive online instructional materials. Materials will be aligned with state and national scientific literacy standards and with online pedagogical standards. The project includes a faculty training and support program that provides guidelines for the effective use of the VCBW in teaching, as well as best practices in online science education. The VCBW will be developed by the University of Maryland University College (UMUC) in partnership with the Center for Watershed Protection. It will be used in UMUC classes, shared freely with UMUC's fourteen community college alliance partners, and made available to all science educators through licensing agreements. A description of the VCBW will be linked to the NSDL and DLESE web sites. The project evaluation plan will assess the impact of this approach on student learning and provide new insights regarding the pedagogical strategies that are distinctive to success in the online environment. The intellectual merit of the project lies in the implementation of a comprehensive approach to online general education in science that integrates the design and creation of instructional materials, assessment of student learning outcomes, and faculty training and support. The broader impact of the project lies in its potential: 1) to reach a very large number of students, including many from groups that are underrepresented in the sciences, 2) to serve as a pedagogical model for online science education, and 3) to create a network of scholars focused on new applications of technology to science education. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Warner, Kathleen University of Maryland University College MD Daphne Y. Rainey Standard Grant 139998 7494 1536 SMET 9178 0116000 Human Subjects 0836905 June 1, 2009 Collaborative Research: Integrating Time-Oriented Embedded System Programming into a Computing Curriculum. Computer Science (31) This project develops a coordinated set of materials for integrating time-oriented embedded system programming into a computing curriculum. The project develops materials describing a disciplined approach to time-oriented programming that emphasizes the use of state machines for computation and the explicit programmer management of time, described in teaching materials including an online book and extensively animated PowerPoint slides. Recognizing the key barriers to focusing on a disciplined approach, the project develops a virtual microcontroller, which is freed from the complex details of modern microcontrollers stemming from legacy or mass-production concerns, and which instead possesses simple input and output pins and a basic timer component with an intuitive programming interface. The virtual microcontroller is supported by a single compilation, simulation, and debug environment, eliminating the complexity involved with setting up and maintaining microcontroller tools. The teaching material is based on the virtual microcontroller, and a set of online lab exercises is also included. For physical implementation, the virtual microcontroller can be mapped to a variety of existing microcontrollers or even to PCs or field-programmable gate arrays, thus decoupling lab hardware from teaching materials. Follow-on courses or labs can then introduce students to low level details of microcontrollers as appropriate. The project's developed materials define and support the appropriate abstraction for disciplined time-oriented programming, exposing low-level resources necessary for a solid bottom-up understanding of time-oriented programming (timers, interrupt service routines, processor cycles), hiding minutia that detracts attention from higher-level concepts, describing a disciplined synchronous state machine approach. The coordinated materials enable any instructor to introduce disciplined time-oriented embedded programming into a computing curriculum as early as the freshmen year without concern for complex lab setups or of overwhelming students with low-level hardware/software details. The net result is that disciplined time-oriented programming methods can be introduced earlier and to a larger audience. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Vahid, Frank University of California-Riverside CA Victor P. Piotrowski Standard Grant 80000 7494 1536 SMET 9178 0116000 Human Subjects 0836907 January 1, 2009 Scaffolding Effective Practice for Use of Animations in Teaching Mineralogy and Physical Geology. 42 (Geology) Six pairs of computer animations and visualization tools for use in teaching physical geology and mineralogy are being developed. The first half of each animation pair is suitable for use in geoscience classrooms. Instructors show these animations while providing cues to aid in students' analysis of the visual information. The second half of each animation pair consists of an on-line interactive web-based exercise suitable for homework or distance-based learning assignments. The style and content of the animations are consistent throughout so that conventions, symbols, and spatial relations carry over from one animation to the next, improving the benefits to student learning. The animations are hosted on a web site dedicated to scaffolding effective practice for teaching with animations, and include not only the animations themselves, but also resources on best practice for use of animations, information on specific learning challenges in teaching geology and mineralogy, and tools for evaluating the use of animations. The animations are being initially tested by a small group of local users for formative evaluation. After revisions, the improved animations will then be embedded in a rich web site that will provide examples of the relationships between content and context for student learning through animations. A cadre of users across the country has volunteered to test the web site and the animations and provide feedback at a gathering at the Geological Society of America National Meeting. The outcome will be a contribution to the knowledge base relating to effective use of computer animations in teaching fundamental geoscience curricula. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Wenk, Laura Hampshire College MA David J. Matty Standard Grant 31557 7494 1536 SMET 9178 0116000 Human Subjects 0836908 January 15, 2009 Collaborative Proposal: Problem-Based Learning of Multithreaded Programming. Computer Science (31) This collaborative project creates a multithreaded programming (MTP) course targeting general-purpose multi-core processors for the senior-level and graduate-level students in computer science and computer engineering. In order to overcome the difficulty of teaching and learning multi-core programming, problem-based learning (PBL) is used in this course to ease students' transition from the single-threaded programming model to MTP. PBL-oriented course materials are developed, including real-life multi-core programming problems, mini-lectures, lesson plans, lab manuals, reference materials, etc. The course is taught at the collaborating institutions in two consecutive semesters without and with PBL, and the effectiveness of PBL is evaluated through analyzing data collected from a variety of sources, including pre-tests and post-tests, in depth interviews, and general evaluation forms. The project outcomes are disseminated through websites, email lists, CDs, publication, and presentations at professional conferences. CCLI-Phase 1 (Exploratory) DUE EHR Lee, Hsien-Hsin GA Tech Research Corporation - GA Institute of Technology GA Stephen C. Cooper Standard Grant 54843 7494 SMET 9178 0116000 Human Subjects 0836914 June 1, 2009 Effectiveness of problem based learning in a materials science course in the engineering curriculum. Engineering - Other (59) Problem solving is the primary intellectual activity of engineers and enhancing problem-solving is essential for preparing engineering students for their future workplace. In addition, new pedagogies such as problem-based learning (PBL) have been shown to be highly effective in improving overall student learning. Through this project, PBL activities are being developed for a material science course and are being implemented in an undergraduate course for mechanical engineering students. Learning outcomes from the PBL-based course are being compared to those obtained in a traditional topics-based course. Engineering curricula typically include PBL-like activities in the capstone design course; however, in this project, PBL is being introduced at the sophomore level to motivate learning and improve students' ability to solve ill-structured problems. The results from this project are being rigorously evaluated by both qualitative and quantitative means. Project results are being disseminated through a website, journal articles, and workshops for engineering faculty who may be interested in implementing PBL techniques in their undergraduate courses. CCLI-Phase 1 (Exploratory) DUE EHR Khanna, Sanjeev Robert Winholtz David Jonassen University of Missouri-Columbia MO Sheryl A. Sorby Standard Grant 149999 7494 SMET 9178 0116000 Human Subjects 0836916 February 15, 2009 Collaborative Research: Development of New Prototype Tools, and Adaptation and Implementation of Current Resources for a Course in Numerical Methods. Engineering - Other (59) The project, a collaboration among University of South Florida, Old Dominion University and Arizona State University, is developing state-of-the-art prototype web-based learning tools for open courseware in undergraduate numerical methods courses. These tools include game based simulations, a virtual tireless internet instructor, endless self-assessment tests, and audio-based Flash/PowerPoint presentations. In this pilot project, these tools are being developed for one topic (simultaneous linear equations). They are enhancing student learning by using simulations to improve the classroom and self-learning experience, personalizing learning via the internet instructor, self-assessing the level of learning via multiple-choice questions tests, and providing multiple contexts for understanding the same material. The evaluation effort includes formative and summative aspects using instruments to measure content knowledge and skills, attitude surveys for students and faculty members, student focus groups, and faculty member interviews. Instructional material and results are being disseminated through website postings, through presentations at the ASEE and FIE conferences, and through journal articles. Broader impacts include the collaboration of the three universities and the dissemination of the instructional material. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Nguyen, Duc Gwen Lee-Thomas Old Dominion University Research Foundation VA Russell L. Pimmel Standard Grant 84128 7494 1536 SMET 9178 0116000 Human Subjects 0836936 August 1, 2009 VLE-STAR: Virtual Learning Environment for Scientific Thinking in AstRonomy. The project is developing learning materials for laboratory experiences in an undergraduate astronomy course, which utilize advances both in technologies available and in our understanding of the social nature of learning. These learning materials serve as proof of concept units demonstrating the power of combining 3D virtual learning environments (VLEs) with social interaction to augment science learning so that it is more engaging, active, visual and effective. VLEs are interactive computer systems that mediate the students experience with the subject matter and the instructor and fellow students. The proof of concept units include the use of 3D virtual reality to help students interact with scientific constructs, the use of collaborative learning tools to motivate student activity, deepen understanding and support knowledge building, and the use of process support mechanisms to enable realistic implementation of the instruction and guide students to effective and efficient work plans. The demonstration units and VLE target developing a basic understanding of science, i.e. what it is and how it works, through learning the meaning of Kepler's law and the nature of lunar motions and eclipses in an interactive environment. The key steps of this project are: 1. Develop two proof of concept learning units to demonstrate the potential of implementing an integrated VLE comprising a 3D virtual science exploration, a collaborative system for social networking and class management, and a notification system for facilitating work process and social learning. 2. Implement the proof of concept units in open source environments (Croquet, Sakai, CANS) so as to leverage existing technology, support needed customization and maximize potential for dissemination, extension and broad impact. 3. Field test units and VLE for improving the design and implementation and to draw implications for dissemination, extension and broad impact. Intellectual Merit: The key outcomes are new, innovative learning materials that exemplify an integration of 3D exploration, social learning, and laboratory teaching. The project contributes to the intellectual basis for developing learning materials and VLE by furthering our understanding of design for virtual and social aspects of learning systems and by testing how well this work supports learning outcomes. Broad Impact: Given the need for improving and extending laboratory teaching for the sciences and the need for helping non-science majors to think scientifically, the proposed project is developing learning materials that can directly serve courses in Astronomy and serve as illustrations of how 3D and social environments can be used for other math and science learning in post-secondary and secondary education. The use of 3 open source systems makes the project materials and impact available for use and extension across the science education and learning technology communities CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Speck, Angela James Laffey Lanika Ruzhitshkaya University of Missouri-Columbia MO Duncan E. McBride Standard Grant 149832 7494 1536 SMET 9178 0116000 Human Subjects 0836937 July 1, 2009 Studio Physics: Understanding and Implementing the Transformation. This project seeks to transform second-semester introductory physics (Physics II) into a Studio-based format, focusing primarily on the creation of new learning materials and teaching strategies. Several years ago, the first semester of this course (Physics I) at the school underwent a similar transition, resulting in substantial gains in student performance and satisfaction. Now, space is available for the second semester. Pilot results from the Physics II courses held in Studio have identified a number of specific avenues for reform, including increased problem difficulty to better provoke group interactions, careful use of problem scaffolding, and an emphasis on written explanation of work. This project involves careful assessment of the current state of the class, followed by significant curriculum development and implementation. The primary outcome of this project is a substantially improved Studio curriculum. With systems in place to track curriculum improvements over time, these changes are intended to be permanent. The changes are designed to improve student learning of conceptual material, problem-solving strategies, student attitudes, and student understanding of the nature of science. There are also three secondary outcomes that make use of new Studio course: 1. Faculty and student training in research-based teaching techniques. 2. Disseminated knowledge regarding how to effectively transform from a traditional model to a Studio or hybrid Studio model, aiding other institutions in making similar changes. 3. Opportunities for physics education research of significant interest, including longitudinal studies comparing students who have had Studio-based classes to those who have not, and studies comparing Studio to other large-lecture reforms implemented in the region. The intellectual merit of this work includes a model for implementing the transition to a Studio Physics or hybrid course at other universities. Careful assessment of the transition enables identification of more and less effective course features. In addition, the transformed Studio allows future research of considerable interest, including comparisons between the School's studio and other institutions' approaches to reform. The broader impacts of this work include the 800-1000 students served by the course each year, as well as the involvement of 15-20 student teaching and research assistants in implementing and assessing these improvements each semester. Student benefits should include higher performance on conceptual and problem-solving tasks, and improved attitudes towards physics. Faculty at the school who teach Physics II are able to experience research-based educational practices and their positive effects. The experience also allows faculty at other institutions to benefit from the results. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Kohl, Patrick Hsia-po Kuo Colorado School of Mines CO Duncan E. McBride Standard Grant 149860 7494 1536 SMET 9178 0116000 Human Subjects 0836940 January 1, 2009 Building a Community and Establishing Best Practices in Algorithm Visualization Through the Algoviz Wiki. Computer Science (31) This project expands preliminary work on the AlgoViz Wiki, http://algoviz.cs.vt.edu, to make it into a true community resource. As an outcome of this project, the AlgoViz Wiki becomes a focus point for locating algorithm visualizations (AVs), releasing new AVs, reading reviews from users, and sharing experiences about classroom use. This project helps AV developers and users connect and interact with each other, provides social support for reviewing, rating, and commenting on available AVs, and shares activities and plans for how best to use AVs. Resources for developers include information about development tools and AV toolkits, information about licensing and intellectual property policies, guidance on what works and what does not in AV design, and guidance on what topics are in greatest need of new visualizations. A SourceForge site is developed where developers can share exemplar source code for AVs, allowing new developers to see how others have solved fundamental design and development problems. Intellectual Merit: This effort improves the computing education community's understanding of how AVs can be made pedagogically effective. It leverages the collective knowledge of the community to drive better development practices and better deployment. The community can collectively identify quality instructional materials and effective modes of deployment. Broader Impact: Improving on the general availability and quality of AVs can affect the educational outcomes for tens of thousands of students every year in computer science and related disciplines. Providing a community resource on best practices improves the development of future AVs around the world. A clearing house of available AVs and documenting best practices for their use provides quality educational materials to instructors. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Shaffer, Clifford Stephen Edwards Virginia Polytechnic Institute and State University VA Stephen C. Cooper Standard Grant 149206 7494 1536 SMET 9178 0116000 Human Subjects 0836943 June 15, 2009 Discovering the Art of Mathematics: A Library of Inquiry Based Learning Guides for Mathematics for Liberal Arts. Discipline: Mathematical Sciences (21) "Discovering the Art of Mathematics" is developing, evaluating and distributing a library of ten inquiry-based learning guides and supplemental teacher resources primarily for college-level Mathematics for Liberal Arts courses. These curriculum materials provide compelling, high-quality, student-centered resources that support a continuum of individual learning styles; have engaging content that is intellectually challenging; and nurture in-depth explorations of mathematical topics in the liberal arts tradition. The topics for the ten volumes are patterns; the infinite; number theory; knot theory; music; geometry; calculus; games and puzzles; art and sculpture; and reasoning, truth, logic, and certainty. This project promotes a broad range of meaningful, positive, cognitive, meta-cognitive, and affective student gains and is being and will continue to be assessed through both formative and summative evaluations. An advisory board, including nationally known mathematicians, is reviewing, beta testing, and providing feedback on each of the ten volumes. The full library is being widely distributed through a website, workshops, presentations, and publication. This project provides a well-designed and intellectually sound liberal arts curriculum which is a healthy complement to quantitative literacy and applications curricula for Mathematics for Liberal Arts courses. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Fleron, Julian Philip Hotchkiss Volker Ecke Christine Von Renesse Westfield State College MA Dennis Davenport Standard Grant 149971 7494 1536 SMET 9178 0116000 Human Subjects 0836961 June 1, 2009 Improved Student Learning of Microprocessor Systems Through Hands-On and Online Experience. Engineering - Electrical (55) This project endeavors to improve student learning in undergraduate microprocessor courses by adding a measurement capability through the use of logic analyzers. The current practice in undergraduate microprocessor courses is to have a companion laboratory in which students can program microprocessors and observe some basic functionality through devices such as light emitting diodes and switches. The addition of a logic analyzer to the laboratory allows students to measure and visualize the operation and functionality of the microprocessor more directly and in more detail than basic input and output devices allow. In order to assess the impact of the additional measurement capability on student learning a study is being conducted using a control and treatment group design and both quantitative and qualitative instruments. The second component of the project involves making the microprocessor laboratory with the logic analyzers available remotely over the internet to rural and tribal colleges in the state of Montana. The efficacy of the remote laboratory with respect to student learning is also being formally studied using a control and treatment group design. The project includes outreach efforts to tribal colleges in order to increase awareness of engineering and to encourage these institutions to adopt the remote laboratory. Results of the studies are being disseminated through conference and journal publications. EXP PROG TO STIM COMP RES CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR LaMeres, Brock Carolyn Plumb Montana State University MT Lance C. Perez Standard Grant 148733 9150 7494 1536 SMET 9178 9150 0116000 Human Subjects 0836966 January 1, 2009 Online Multimedia Teaching Tool (OMTT) for Neurobiology. This project is developing an interactive online multimedia teaching tool (OMTT) to be used by an interdisciplinary community of professors and students in undergraduate neurosciences, gerontology, psychology, bioengineering and biology courses, and with the intention of improving the understanding of complex science processes by a wide range of students. The objectives of the project are to: 1. enhance STEM learning for a group of diverse undergraduate science students by making course material easier to understand and more accessible, 2. demonstrate to students the connection that exists between basic science research and science education, and 3. improve recruitment and retention of students in the sciences by building a diverse scientific community and encouraging student interaction with faculty. The OMTT is expected to enhance learning by providing students with continuous online access to course material used in class by their professors. The interactive multimedia presentation of course content includes scrolling text, video, narration and computer animations, thus offering students self-paced access to varied and rich representations of the curriculum. Additionally, the OMTT educates students about ongoing research and recent scientific publications as they relate to class topics. For each topic, students can explore a written description of a professor's research laboratory, a short video illustrating how research is performed to address the issue taught in class, and examples of articles published by the professor. This feature is meant to improve student understanding of the connection between core subject material and the research that creates this knowledge base, and to facilitate student contact with professors in the field and identify research opportunities. The OMTT also includes on-line assessments that can be used by students and professors to gauge student learning, and are intended to enable early intervention for struggling students. Students have the opportunity to become digital scientists by completing digital laboratory exercises imbedded in learning exercises in the online multimedia-teaching tool. The OMTT is designed to be easily modified and adapted by faculty in other disciplines and at other institutions. Enhancement of the infrastructure and broad dissemination is occurring through multiple avenues, including those based at the University of Southern California and via the Internet. CCLI-Phase 1 (Exploratory) DUE EHR Walsh, John Michelle Riconscente University of Southern California CA James E. Hamos Standard Grant 149891 7494 SMET 9178 0116000 Human Subjects 0836971 September 1, 2009 BMACC: Blended, Multimodal Access to Computational Physics Curricula. Physics (13) Intellectual Merit: Computational science and engineering (CSE) is a multidisciplinary combination of techniques, tools and knowledge to solve scientific and engineering problems through computer simulations. Computational physics (CP) is a subdiscipline of CSE. Modern physics also requires the understanding of computation. A CP curriculum, being a combination of physics, computer science (CS), and applied math, provides a broader viewpoint than normally found in physics, yet by containing a toolset common to other computational sciences, it opens up multiple intellectual paths. This project opens up the computational black box by providing CP curricula materials based on a problem-solving paradigm. These materials support a balanced, effective, and efficient approach to undergraduate education that prepares students better for their careers. Over the last decade, NSF support has led to the development of five courses, four textbooks, and a new degree program in CP at Oregon State University. This project is augmenting these materials with video-based discussions, to convert and combine all materials into electronic forms that permit multi-modal and multilayered access to them, and to conduct outreach activities to encourage and educate faculty in their use. The new forms for the curricular materials can be blended into courses that have variable degrees of face-to-face and face-to-computer elements. The ability to vary the blend to fit the local educational environment is a documented avenue for improving the effectiveness of a course. The complete digital package of CP materials being created is a model for a future generation textbook that promises to be more accessible, to improve learning, be less costly-yet still be commercially viable, and that advances the CP collection of the National Science Digital Library/comPADRE. Broader Impact: The goal is to stimulate a systemic change in undergraduate education that reflects computation having become an essential element in all the sciences. Although the desired systemic change has begun slowly with a small number of early adopters, the project is supporting and accelerating the process by providing flexible and complete educational materials that can be used in various computational science classes, and by continuing outreach activities in the physics, education, and computational communities. Even though students may take fewer science classes in a computational science curriculum, they tend to learn the science, CS, and math better when placed in context, and thus get more out of the classes. The reduction in the number of science classes is thereby compensated for by the increased efficiency of the approach. Furthermore, learning various subjects in context, for the purpose of solving problems important to society, is more effective for and appealing to students who are more diverse than those presently in CS or physics. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Landau, Rubin Guenter Schneider Oregon State University OR Duncan E. McBride Standard Grant 148567 7494 1536 SMET 9178 0116000 Human Subjects 0836976 June 1, 2009 Collaborative Research: Biodiesel and POGIL for non-STEM majors: Three Applications. Chemistry(12) A collaboration between faculty at a large comprehensive state university, a private liberal arts college and a two-year public community college is developing, testing and disseminating three Process Oriented Guided Inquiry Learning (POGIL) teaching modules based on a common theme related to the manufacture and use of biodiesel. The adaptation of POGIL and biodiesel for teaching non-STEM majors is original and unique. Moreover, this project is innovative in its use of "en masse interactive laboratories" for large-enrollment courses and its application of POGIL to environmental science courses. The POGIL modules are being used to enhance the student's knowledge, science literacy, inquiry and appreciation of science for students in non-science majors chemistry courses and environmental science courses taught at each institution. An additional intellectual merit is that this collaboration is advancing knowledge and understanding in science, technology, engineering, and mathematics (STEM) education of non-STEM students. There are two primary broader impacts of the new POGIL modules. First, biodiesel production and utilization is an excellent avenue for introducing scientific principles and enhancing the scientific literacy for students not intending to major in science because students find the biodiesel thematic topic engaging and the POGIL pedagogy is sustaining that engagement. Second, this project is providing valuable information on how to implement POGIL modules at three institutions with very divergent student profiles. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Roesner, Rebecca Illinois Wesleyan University IL Bert E. Holmes Standard Grant 22271 7494 1536 SMET 9178 0116000 Human Subjects 0836997 June 1, 2009 Enhancing Science Courses and Laboratories at a Women's College Using LIDAR. Physics(13) With previous support from NSF's Major Research Instrumentation award program, Agnes Scott College, in collaboration with the Georgia Tech Research Institute, developed and built an eye-safe atmospheric laser radar (LIDAR) instrument that has been used by ASC undergraduates and faculty for research. Boundary layer aerosols, man-made plumes and contrails, tropospheric transport of smoke and dust, cloud physics and climatology, and stratospheric aerosol layer composition before and after a volcanic eruption are being studied by ASC students and faculty. With the present CCLI award, these individuals are making the device more "user friendly" and developing web-based curricular modules that enable its use across a broad spectrum of undergraduate physics and astronomy classes. The project is also developing an operator's manual for the instrument, refining MatLab-based software tools for data analysis, and developing an atmospheric measurements handbook. The assessment component of the project is focusing on best practices in attracting and retaining women in physics. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Bowling, Arthur Gary Gimmestad Leanne West Agnes Scott College GA John F. Mateja Standard Grant 149970 7494 1536 SMET 9178 0116000 Human Subjects 0837009 March 1, 2009 A Laboratory-Based Course in Aerospace Engineering Failure. Engineering Mechanical -(56) Providing engineering students with an understanding of how to prevent and control equipment failures is critical to the future success of many businesses. This project responds to this need through the creation of a laboratory-based undergraduate course in structural engineering failure mechanisms, tailored with an emphasis on the aerospace industry. Learning modules covered in the course and laboratory include: fatigue and fracture, thermo-mechanical failure, fastener failure, wear, corrosion, and impact, composite materials failure, statistical analysis of failures, non-destructive evaluation, and structural health monitoring. Both junior and senior level students in Aerospace and Mechanical Engineering benefit from the new material covered and the interactive format of this laboratory experience. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Lanning, David Wahyu Lestari Embry-Riddle Aeronautical University FL Lesia L. Crumpton-Young Standard Grant 141096 7494 1536 SMET 9178 0116000 Human Subjects 0837015 January 1, 2009 Show Me the Evolution! Assessing Effectiveness of a New Teaching Resource. The project, a joint effort of the University of California Museum of Paleontology's Understanding Evolution (UE) and the National Evolutionary Synthesis Center (NESCent, centered at Duke University), is designed to both enhance and assess Evolution in the News, a web-site updated monthly that features cutting edge evolutionary research, the relevance of evolutionary biology in everyday life, and the pervasiveness of evolutionary theory in informing and enabling advances in other disciplines. The site uses a current news item as a jumping off point to showcase an important evolutionary concept, integrating an illustrated article, a multimedia podcast featuring scientist interviews, supporting educational materials, and links to popular and scientific literature. The pilot of this web-site has garnered more than 30,000 page requests during its first month. Features to be assessed with an undergraduate audience include: accessibility of the material, audience appeal, use patterns, and educational effectiveness. See http://www.NESCent.org/eog/eitn or http://evolution.berkeley.edu Intellectual Merit: Evolution education is an essential component of a modern understanding of how biological systems at all levels function and interact with one another. Current research indicates that many students hold misconceptions about basic evolutionary concepts and the scientific status of the theory and may additionally perceive evolution as having little relevance to their lives. The Evolution in the News program is designed to provide undergraduate instructors with compelling, up-to-date examples of evolution to use in class that can be easily deployed in a pedagogically sound manner. Assessing the site's effectiveness will add to its intellectual merit. Broader Impact: This project is designed to promote teaching and learning, reach a broad audience, and contribute to the generation of a more scientifically literate society. The multimedia approach is designed to engage a broad range of learning styles, and have benefits for non-traditional students and non-native English speakers. Distribution of the material via the web takes advantage of technology to transcend geographic barriers, serving both rural and urban groups and making new research in evolutionary biology accessible to faculty at community and teaching colleges, who may have less direct access to those at the cutting edge of the field. By linking easily deployable educational tools with both advanced content and strategies for teaching that go beyond the lecture format, the project provides an opportunity for independent professional development for instructors. However, in order to continually upgrade the effectiveness of any web-site and to engage a broad community in its use, it is necessary to continually assess usage and outcomes of that usage. As more science content continues to be made available online, the formal assessment within this project will continue to contribute to the educational community's understanding of how to effectively leverage web-based media in the classroom, making the classroom potential of these materials more apparent. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Smith, Kathleen Kristin Jenkins Duke University NC Terry S. Woodin Standard Grant 150000 7494 1536 SMET 9178 0116000 Human Subjects 0837020 March 15, 2009 Collaborative Research: A Trial-and-Failure Project Tutoring System. Computer Science (31) This project involves the construction of an interactive project tutoring tool, APOGEE, and a collection of companion laboratory modules. APOGEE adopts a trial-and-failure teaching strategy. Students can submit projects multiple times to APOGEE before a deadline. Each temporary submission is graded instantly, with each project requirement evaluated fairly and consistently by APOGEE. Any failure scenario is displayed to students interactively online, step by step. Students learn from failures, refine project design, and resubmit. The cyclic improvement model can greatly enrich students' learning experience without burdening faculty in grading. The project consists of four parts: (1) expansion of the APOGEE tool based on a prototype system that has been completed, (2) development of companion lab modules (including formal project specification and testing scripts) for two popular Web platforms JavaEE and ASP.Net, (3) experimental adoption and evaluation of APOGEE and lab modules within a learning community, and (4) integration of APOGEE with online course management tools such as Sakai and WebCT. Intellectual merits: (1) APOGEE encourages life-long learning. The trial-and-failure model allows students to actively sharpen their skills. (2) APOGEE promotes self-monitoring and reflection. Students can challenge each other by authoring their own project evaluation scripts. (3) APOGEE increases faculty productivity by providing automated project grading and tutoring. (4) APOGEE is platform independent. (5) APOGEE extends the application of automated Graphic User Interface testing techniques, going beyond many automated grading tools in CS1/2 that only deal with text-mode input and output. Broader impacts: (1) A learning community has been built, ranging from regional research universities to 4-year colleges, spanning five states. Eleven universities are adopting APOGEE in their Web programming courses. (2) Two popular textbooks in the area are used to disseminate the results. APOGEE and corresponding lab modules are included as their companion materials. (3) All tools and course materials are licensed using the GNU public license. They are made available on a public web site, with connections to the National Science Digital Library. CCLI-Phase 1 (Exploratory) DUE EHR Li, Chung-Chih Billy Lim Illinois State University IL Stephen C. Cooper Standard Grant 55009 7494 SMET 9178 0116000 Human Subjects 0837021 January 1, 2009 Addressing the Assessment Gap in Undergraduate Science: Development of Innovative Assessments for Learning in Biotechnology (DIAL-B). This project involves an interdisciplinary team designing, testing, and disseminating innovative assessments for biotechnology. Using research-based design principles, the project is focusing on two types of assessments, conceptual and embedded. Embedded assessments are enabling the measurement of student learning while the students participate in activities designed to foster critical thinking skills. Conceptual assessments probe how deeply students understand. This project is collecting and analyzing data to ensure that assessments are valid and reliable. Student data, as well as reviews by student focus groups and teacher advisory panels, are informing the revision of assessments. A careful delineation of learning goals based on national standards and an expert review panel is ensuring that the assessments are applicable for broader use. The study builds on previous work to refine and rigorously test and validate a concept inventory and set of embedded assessments. The concept inventory and embedded assessments in biotechnology are being disseminated at conferences, in publications, and on a web site. The web site highlights research results in three areas: 1) a model for assessment design in other college courses, 2) a resource bank of assessments with associated scoring rubrics and examples of student work, and 3) ways to use assessments effectively in the college classroom. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Siegel, Marcelle Bruce McClure Sharyn Freyermuth University of Missouri-Columbia MO Linnea A. Fletcher Standard Grant 149980 7494 1536 SMET 9178 0116000 Human Subjects 0837028 June 1, 2009 Collaborative Research: Biodiesel and POGIL for non-STEM majors: Three Applications. Chemistry(12) A collaboration between faculty at a large comprehensive state university, a private liberal arts college and a two-year public community college is developing, testing and disseminating three Process Oriented Guided Inquiry Learning (POGIL) teaching modules based on a common theme related to the manufacture and use of biodiesel. The adaptation of POGIL and biodiesel for teaching non-STEM majors is original and unique. Moreover, this project is innovative in its use of "en masse interactive laboratories" for large-enrollment courses and its application of POGIL to environmental science courses. The POGIL modules are being used to enhance the student's knowledge, science literacy, inquiry and appreciation of science for students in non-science majors chemistry courses and environmental science courses taught at each institution. An additional intellectual merit is that this collaboration is advancing knowledge and understanding in science, technology, engineering, and mathematics (STEM) education of non-STEM students. There are two primary broader impacts of the new POGIL modules. First, biodiesel production and utilization is an excellent avenue for introducing scientific principles and enhancing the scientific literacy for students not intending to major in science because students find the biodiesel thematic topic engaging and the POGIL pedagogy is sustaining that engagement. Second, this project is providing valuable information on how to implement POGIL modules at three institutions with very divergent student profiles. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Jin, Guang Thomas Bierma Illinois State University IL Bert E. Holmes Standard Grant 67068 7494 1536 SMET 9178 0116000 Human Subjects 0837031 May 1, 2009 Learning Mathematics from Practice: Developing Professional Teaching Cases for Preservice Content Courses. Mathematical Sciences - 21 This NSF CCLI Phase 1 project is developing and researching the effectiveness of innovative learning materials and teaching strategies based on professional teaching cases for use in mathematics content courses for preservice elementary teachers. These professional teaching cases are video and text documents that demonstrate teaching situations to promote discussion of issues related to mathematics, mathematics teaching, and mathematics learning. The cases are used to create contexts that facilitate preservice teachers' recognition and understanding of their implicit assumptions about the mathematics and the teaching and learning of mathematics while at the same time broadening their knowledge of students' mathematical thinking. This project is also producing facilitator guides to enable mathematics faculty, who teach content courses for teachers, to develop expertise in the area of professional teaching cases, a medium with which they are most likely unfamiliar. The broader impacts from this project are not limited to the dissemination of the professional cases and the facilitators guide on the project website. The research results from this project are contributing to the growing understanding of how to support preservice teachers' learning of the mathematical knowledge needed for teaching. The project's evaluation includes a comprehensive mixed methods approach to assessing the context, input, process, and product of the project. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Castro Superfine, Alison Philip Wagreich University of Illinois at Chicago IL Sephanie Fitchett Standard Grant 149868 7494 1536 SMET 9178 0116000 Human Subjects 0837038 September 1, 2009 LInear algebra in New Environments (LINE). Mathematical Sciences (21) This collaborative project integrates: (a) the study of important mathematical content, (b) the use of applications, and (c) reflection on mathematical learning theories by faculty and students in the context of an advanced undergraduate linear algebra course. The development and implementation of this new course involves co-teaching and collaboration among faculty with expertise in a variety of areas including mathematics, computer science and mathematics education. The project includes professional development of college faculty who will form professional learning communities to support implementation of innovative teaching modes. The project is designed to: 1. Motivate students by connecting math to their experiences; 2. Match the analysis of content to theories of learning and instructional models; and 3. Provide collaborative support so that expertise in content and pedagogy are used to design effective instructional practice. A novel characteristic of this project is the integration, within a single course of study, of content and applications, in a manner guided by current theories of teaching and learning mathematics at the undergraduate level. The project work involves a significant and long-term collaboration among mathematics and mathematics education faculty. Intellectual Merit This project is transforming STEM education at the participating institutions by demonstrating the impact of curriculum design based firmly in a rich collaboration among disciplines that contribute content, application, and educational theory. There is a strong interest in mathematics in these schools, and particularly in linear algebra, because of its importance for secondary mathematics, computer science, abstract mathematics and engineering. Broader Impacts: This project is impacting a large number of students even in its initial phase, given the number of colleges and potential linear algebra students involved. In addition, the number of faculty who will be involved (at least 10) in the initial phase promises a strong impact in STEM pedagogy and content at the five participating institutions. All of the mathematics educators in this project are either placed in mathematics departments or have strong working relationships with their colleagues in math, and therefore there is an opportunity to begin a genuine dialogue about how STEM education could evolve, and the way that these mathematics professors, and others who could use the disseminated instructional materials, think about how their students learn mathematics. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Loch, Sergio Grand View College IA Daniel P. Maki Standard Grant 43980 7494 1536 SMET 9178 0116000 Human Subjects 0837045 September 1, 2009 Collaborative Research: Linear Algebra in New Environments (LINE). Mathematical Sciences (21) This collaborative project integrates: (a) the study of important mathematical content, (b) the use of applications, and (c) reflection on mathematical learning theories by faculty and students in the context of an advanced undergraduate linear algebra course. The development and implementation of this new course involves co-teaching and collaboration among faculty with expertise in a variety of areas including mathematics, computer science and mathematics education. The project includes professional development of college faculty who will form professional learning communities to support implementation of innovative teaching modes. The project is designed to: 1. Motivate students by connecting math to their experiences; 2. Match the analysis of content to theories of learning and instructional models; and 3. Provide collaborative support so that expertise in content and pedagogy are used to design effective instructional practice. A novel characteristic of this project is the integration, within a single course of study, of content and applications, in a manner guided by current theories of teaching and learning mathematics at the undergraduate level. The project work involves a significant and long-term collaboration among mathematics and mathematics education faculty. Intellectual Merit This project is transforming STEM education at the participating institutions by demonstrating the impact of curriculum design based firmly in a rich collaboration among disciplines that contribute content, application, and educational theory. There is a strong interest in mathematics in these schools, and particularly in linear algebra, because of its importance for secondary mathematics, computer science, abstract mathematics and engineering. Broader Impacts: This project is impacting a large number of students even in its initial phase, given the number of colleges and potential linear algebra students involved. In addition, the number of faculty who will be involved (at least 10) in the initial phase promises a strong impact in STEM pedagogy and content at the five participating institutions. All of the mathematics educators in this project are either placed in mathematics departments or have strong working relationships with their colleagues in math, and therefore there is an opportunity to begin a genuine dialogue about how STEM education could evolve, and the way that these mathematics professors, and others who could use the disseminated instructional materials, think about how their students learn mathematics. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Vidakovic, Draga Georgia State University Research Foundation, Inc. GA Daniel P. Maki Standard Grant 38244 7494 1536 SMET 9178 0116000 Human Subjects 0837046 June 1, 2009 Bridging the Expert-Novice Problem-Solving Gap with the GW-ACCESS Protocol. Physics (13) Developing competency in problem solving has long been one of the primary educational objectives of introductory STEM courses. Over the years, education research in the cognitive processes of learning has elucidated the complex and intricate nature of the problem-solving procedure and has identified a number of individual mental skills needed to organize and process the requisite knowledge. This project develops and tests an easy-to-implement intervention, GW-ACCESS, in an introductory algebra-based physics course in a SCALE-UP environment. GW-ACCESS, which builds upon Marzano's New Taxonomy of Education Objectives, helps students develop the problem-solving component skills of "classifying" the problem, "representing" the data, "designing" a strategy, "executing" a solution, "evaluating" the answer, and "reflecting" on the learning. The collaboration between the physics departments at George Washington University and Montgomery Community College is providing a test of the protocol in diverse learning environments. CCLI-Phase 1 (Exploratory) DUE EHR Benmouna, Nawal Montgomery College Rockville MD John F. Mateja Standard Grant 37284 7494 SMET 9178 0116000 Human Subjects 0837050 September 1, 2009 Collaborative Research - Linear Algebra in New Environments (LINE). Mathematical Sciences (21) This collaborative project integrates: (a) the study of important mathematical content, (b) the use of applications, and (c) reflection on mathematical learning theories by faculty and students in the context of an advanced undergraduate linear algebra course. The development and implementation of this new course involves co-teaching and collaboration among faculty with expertise in a variety of areas including mathematics, computer science and mathematics education. The project includes professional development of college faculty who will form professional learning communities to support implementation of innovative teaching modes. The project is designed to: 1. Motivate students by connecting math to their experiences; 2. Match the analysis of content to theories of learning and instructional models; and 3. Provide collaborative support so that expertise in content and pedagogy are used to design effective instructional practice. A novel characteristic of this project is the integration, within a single course of study, of content and applications, in a manner guided by current theories of teaching and learning mathematics at the undergraduate level. The project work involves a significant and long-term collaboration among mathematics and mathematics education faculty. Intellectual Merit This project is transforming STEM education at the participating institutions by demonstrating the impact of curriculum design based firmly in a rich collaboration among disciplines that contribute content, application, and educational theory. There is a strong interest in mathematics in these schools, and particularly in linear algebra, because of its importance for secondary mathematics, computer science, abstract mathematics and engineering. Broader Impacts: This project is impacting a large number of students even in its initial phase, given the number of colleges and potential linear algebra students involved. In addition, the number of faculty who will be involved (at least 10) in the initial phase promises a strong impact in STEM pedagogy and content at the five participating institutions. All of the mathematics educators in this project are either placed in mathematics departments or have strong working relationships with their colleagues in math, and therefore there is an opportunity to begin a genuine dialogue about how STEM education could evolve, and the way that these mathematics professors, and others who could use the disseminated instructional materials, think about how their students learn mathematics. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Martin, William North Dakota State University Fargo ND Daniel P. Maki Standard Grant 38395 7494 1536 SMET 9178 9150 0116000 Human Subjects 0837051 January 1, 2009 Collaborative Research: Using the Rock Art Stability Index to Engage Community College Students in Field-Based Interdisciplinary Research. Geology (42) This project introduces Mesa Community College and other Maricopa County Community College District students enrolled in geology, physical geography, and archaeology courses to basic field research on rock art. Rock art, prehistoric rock engravings (petroglyphs) and rock paintings (pictographs) common in the American West, is being degraded as a result of anthropogenic activities and natural processes. The curriculum modules being developed take advantage of the students' interest in their cultural heritage and use the Rock Art Stability Index (RASI) to help them link their knowledge of rock types and weathering characteristics to the preservation of the rock art. As the students learn about weathering processes, they are generating data that contribute to the preservation of the rock art. These data are being shared with cultural resource managers and may lead to new and improved rock art preservation techniques. The evaluation of the modules is contributing to advancing the understanding of how "place-based" and meaningful research attracts and retains underrepresented students in STEM disciplines. K-12 teachers are becoming familiar with the modules through workshops offered by the Arizona Geographic Alliance. CCLI-Phase 1 (Exploratory) DUE EHR Allen, Casey University of Colorado at Denver CO Jill K. Singer Standard Grant 15666 7494 SMET 9178 0116000 Human Subjects 0837056 May 15, 2009 Integrating Service-Oriented Paradigm Into Introductory Information Technology Curricula. Computer Science (31) Web services can be integrated into the introductory programming sequence to make it more interesting and more importantly, make the students better prepared for upper division classes and for the IT industry upon graduation. This not only fascinates the students with its interesting collection of activities, thus addressing the issue of retention, but also inspires and prepares them for real-world software development solutions using the service-oriented paradigm. This project overhauls the approach currently used in the introductory programming sequence by incorporating a modern and novel approach that integrates service-oriented paradigm via Web services technology. The objectives of this project are: (1) Increase interest in introductory programming courses through the use of Service-Oriented Architecture (SOA)/Web services as a method of exposing students to real world programming scenarios. (2) Increase performance in introductory programming courses through the use of SOA/Web services as a framework for engaging students in the study of basic core programming concepts. (3) Create a series of SOA/Web service-centered introductory programming courses considered beneficial and relevant to employers in information technology fields. Intellectual Merit: Research findings of the treatment group experiment provide valuable information on the effectiveness of using service-oriented paradigm for introductory program sequence. Research findings from the instructors participating in the project provide insight on how service-oriented paradigm may be incorporated into the introductory programming sequence of computing curricula. The series of courses developed expose students to a new pedagogical model that allows them to experience what the IT industry is practicing. Broader Impacts: The deliverables of this project are situated in a repository for ease of exploration by instructors and students. Live Web services are hosted in the repository for educators to incorporate into their classrooms. The service-oriented paradigm is highly adaptable for various groups. A faculty workshop is conducted to transfer, further disseminate, and provide feedback for the course materials. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Lim, Billy Bryan Hosack Illinois State University IL Stephen C. Cooper Standard Grant 151500 7494 1536 SMET 9178 0116000 Human Subjects 0837057 January 1, 2009 Implementation of Modern Pedagogy, Reactions, Technology, and Techniques into the Synthetic Curriculum. Chemistry(12) The curricular changes are introducing a synergistic combination of modern pedagogy, reactions, instrumentation, and experimental techniques into the organic and inorganic synthetic laboratories. Four new experiences, which include a solid-supported amide synthesis, a multi-component Diels-Alder reaction, a multi-week synthesis project, and faculty mentored research, are providing the synthetic training. These experiences, as part of a four phase pedagogical approach, are encouraging undergraduates to make experimental choices, design experiments, and communicate results, in order to provide a strong foundation for scientific thought and research. These curricular changes are affecting three areas of intellectual merit: the development of students' synthetic skills; the development of faculty engagement in pedagogy and research; and the innovative use of communication technology in the organic laboratory. There are three main broader impacts of the curricular change. First, the addition of a GC/MS/MS for quantification and verification of synthetic products is improving the instrumentation available for teaching and student research. Second, this project is impacting a significant number of women. Third, the new research training exercises are impacting students in earlier stages of their science curriculum. The research training exercises and the new synthesis experiments are broadly applicable to other institutions. The exercises will be submitted to the larger community in the form of research papers and presentations at local, regional, and national conferences. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR McNulty, LuAnne Anne Wilson Stacy O'Reilly John Esteb Butler University IN Bert E. Holmes Standard Grant 149819 7494 1536 SMET 9178 0116000 Human Subjects 0837058 July 1, 2009 Student-Generated Scientific Inquiry. Interdisciplinary (99) In many universities, experiences in designing and conducting research that address scientific questions are limited to graduate students or upper-division undergraduates. This leaves many students unfamiliar with methods of experimental design and the role of argumentation in science, and presents a view of science that is inconsistent with practice. These concerns are particularly troubling to future teachers. The project develops a course for pre-service teachers using open-inquiry in science that engages students in crafting and investigating their own scientific questions in topics that span several disciplines. The coursework scaffolds students' inquiry activities, requiring them to move beyond simple experiments and seek to find correlations. The inquiry activities move students toward a deeper understanding of investigation and experimentation as methodologies for evaluating scientific arguments. Evaluations of the course assess the degree to which the course supports students in developing a more sophisticated understanding of the nature of science and improves their confidence in teaching scientific ideas and inquiry. The project develops an instructor's guide to aid in the implementation of open-inquiry courses at other institutions. The guide is patterned after facilitation guides as described in social work literature, with careful attention to fostering dialog and building community. The guide will aid faculty in undergraduate sciences in promoting discussion and inquiry. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Atkins, Leslie Irene Salter California State University, Chico Research Fdtn ca Herbert H. Richtol Standard Grant 149662 7494 1536 SMET 9178 0116000 Human Subjects 0837066 January 1, 2009 Collaborative Research: Development and use of laboratory curriculum targeting student deficiences to establish regional higher learning communities in the biological sciences. (Biological Sciences 61) Through this collaborative effort, students in student laboratories at a state college (California State University, Chico) and a neighboring community college (Butte College) are engaged in investigations using state-of-the-art techniques to identify the functions of unknown genes in a model organism, Arabidopsis thaliana. In a first tier effort, using coursework developed at CSU and implemented at both institutions, students create testable hypotheses on a gene's function as defined by its expression pattern (predicted from examination of micro array data in the public domain) and create fluorescent protein-gene-fusion-reporters. In a second tier effort students use their constructs to create transgenic organisms and test their original hypotheses using confocal imaging to observe and report on the sub-cellular protein dynamics for these genes. Students from Butte College who transfer to CSU, Chico continue the work on the constructs they created while at Butte, providing continuity from their community college to their four year experience. Students become: part of a community of young biologists with significant research experiences, intimately linked to their major, and deeply immersed in the discovery process. Intellectual merit: The project tests updated curriculum design for its potential to improve student learning and to improve retention of students in university science, technology, engineering, and mathematics programs. In addition to research on the educational value of this approach, the project advances basic research on protein function in Arabidopsis thaliana. Students ask and address such questions as: Where does a specific protein reside within a cell?; Within which organelle?; What movements does the protein display?; and How stable is the protein? Broader impacts: The first tier laboratories at CSU, Chico and Butte College are engaging over 300 students per year in the initial genetic engineering exercise described above, construction of reporter genes. Second tier laboratories at CSU, Chico serve an additional 50 students per year and complete the genetic engineering with creation of transgenic organisms. If successful this pilot program will be expanded to include three additional Community Colleges in northeastern California (Shasta College, Feather River College, and Yuba College) whose students typically transfer to CSU, Chico. These institutions serve over 9 counties in northeastern California. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Blee, Kristopher Jeffrey Bell Gordon Wolfe Jonathan Day California State University, Chico Research Fdtn ca Terry S. Woodin Standard Grant 151424 7494 1536 SMET 9178 0116000 Human Subjects 0837075 January 1, 2009 Computing in Life Sciences Through Hands-on Experience and Case Studies at Tuskegee University. Biology has changed from an insular entity into a science dependant upon interdisciplinary and cross-disciplinary approaches. At the Tuskegee University (TU) and many institutions of higher education integration of bioinformatics and computational skills into the biology undergraduate curricula is an enterprise still in its infancy. This project advances that enterprise through development of a two-course sequence and five modules on bioinformatics and computing. These emphasize computational thinking and skills, provide students with hands-on experiences and a collaborative learning environment based on case studies and team projects, and rely on new learning enhancement software tools, instructional materials and lab manuals developed specifically for this project. Case study examples include identifying the alleles and paralogs of disease resistance genes in the sweet potato genome and mutation probablility and frequency during aging in the yeast. Intellectual Merit: The intellectual merit of this project lies in its initiative to develop materials and methods for teaching computational thinking to students in life sciences, its effort to develop comprehensive computer laboratory exercises that offer hands-on learning experience for the targeted student pool, and a case-study course design that challenges students to solve interesting problems in a collaborative learning environment. The project is designed to: promote excitement about computing in the minds of students in the life sciences; lead to student growth through interdisciplinary and cross-disciplinary experiences; encourage students to apply computation in their individual research projects; and cultivate student interest in pursuing research careers. Broader Impacts: The newly developed modules, instructional materials and educational software tools are impacting more than 100 students per year at TU, a historically black college. The courses developed are being offered as science electives to students in the Department of Computer Science and to bioinformatics concentrators in the Department of Chemistry. The broader impacts of this project include student experiences, curricula improvement, faculty development, and the potential for adoption and adaptation by other institutions of the material and the way it is being integrated into courses. The activities are also increasing faculty collaboration among the departments of Biology, Computer Science, Chemistry, and Agricultural and Environmental Sciences. In addition, the modular nature of the developed teaching materials is facilitating their dissemination outside of TU, thus enhancing the curricula at other institutions. The reliance on R, an open-source cross-platform computing environment, and other open-source software is contributing to the broader impacts of this project. Dissemination of the generated teaching materials is being facilitated by a dedicated website http://bioinformatics.org/ctls/ (Computational Thinking in Life Sciences), developed and maintained by the PI. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Qin, Hong Danielle Gray-Singh Kyle Willian Muhammad Ali John Davidson Tuskegee University AL Terry S. Woodin Standard Grant 110024 7494 1536 SMET 9178 9150 0116000 Human Subjects 0837101 July 15, 2009 How Science is Working to Save the Planet. Interdisciplinary(99) This project brings together science and engineering faculty to form a specialized program focusing on the timely topic of global climate change (GCC). In this project first year college students are introduced to scientific thinking and issues in climate change through community-based learning projects. Two pressing national needs are addressed in the project: the need for interdisciplinary education reflecting the implications of global climate change and the need to develop and retain students in STEM fields. The project introduces incoming students to scientific thinking regarding global climate change and the innovative research needed to mitigate problems related to these changes. In addition, the project facilitates interactions among students and faculty to develop relationships that increase retention in the institution and encourage continued interest in STEM fields. This first year seminar course introduces topics in modular format that enables students' understanding of the factors affecting climate change and examine the methods used to measure and address these changes. The project creates a research-learning community composed of faculty, undergraduate students involved in the course, and members from the university community as well as local stakeholders. At the end of the semester, a conference centered on poster presentations is held where student groups present a more detailed treatment of one of the data sets collected during the hands on activities. Student teams also contribute to a common course website to educate the rest of campus on global climate change issues and solutions. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Ide, Charles David Karowe Toni Woolfork-Barnes Western Michigan University MI Daphne Y. Rainey Standard Grant 149951 7494 1536 SMET 9178 0837119 June 15, 2009 Transforming AI Education Through Real-World Programming Projects and Structured Journaling and Reflection. Computer Science (31) This project develops an integrated set of student projects, tutorials and code which provide undergraduate students taking an AI course with practical experience in solving real-world problems. The second goal is the development of an open-source assessment tool that allows students to journal about their design decisions, record their challenges and solutions, and reflects on their design experience. The project includes both the development of instructional material to help teachers use the accompanying software to conduct and evaluate student projects and also the deployment and maintenance of a website which allows other instructors to use, modify and extend the projects. The project is meant to have an explicitly collaborative approach, using open-source tools and materials wherever possible. The assessment share of the project helps teachers with the usually difficult task of evaluating the effectiveness of a student project. It provides undergraduate students with a better understanding of AI algorithms, gives them exposure to the application of AI techniques in real-world settings, and provides experience in solving practical problems. The project has a potential to develop resources that can be used and shared by instructors worldwide in teaching AI to undergraduate students. This work assists with both teaching and assessment of AI courses at a variety of educational institutions. The labs described in this project can all serve as starting points for student undergraduate research. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Brooks, Christopher University of San Francisco CA Victor P. Piotrowski Standard Grant 149955 7494 1536 SMET 9178 0116000 Human Subjects 0837121 May 15, 2009 Innovation in Digital Libraries: An Experimental Examination of the Production, Diffusion, and Use of STEM Teaching Materials. Sociology (86) While digital science libraries are increasingly common, systematic assessment of their impact is nearly absent. This study is a beginning in addressing that gap. It is investigating whether access to cyber-infrastructure-based materials for teaching and learning in STEM results in more widespread and effective diffusion of resources than a traditional paper-based production and distribution. Using both a quasi-experimental design and network analysis, the project is testing a series of hypotheses that were generated from diffusion and network theory that are applicable across STEM disciplines. Examples are whether user networks are homophilious, whether digitizing materials increases the scope density and rate of usage, and whether digitizing results in greater participation in the production of materials. This research has the potential to advance theoretical and practical insights into the means by which scientific resources for classroom use are diffused throughout networks of teachers and scholars in STEM fields. Research shows that introducing technological innovation does not ensure the diffusion of new ideas and that the diffusion of innovation occurs through social networks mediated by their density and the relative status of their members. The American Sociological Association (ASA) is creating the digital materials for this study. ASA is launching a digital teaching resource center by moving more than 16,500 pages of teaching modules from a print-based delivery system into a web-based interactive digital science library. A key step of this project is the creation of a database of all 14,000 members of the ASA and their demographic, departmental, and institutional characteristics, their use of the paper-based science teaching materials, and the networks in which they participate (measured by the links such as graduate school cohorts, dissertation committees, and co-authors) among users, and the links among non-users. An updated database will be created in the second year in order to compare the characteristics of users and non-users, and their networks, of the paper resource materials and the digital library. In addition, the rate of adoption of individuals in denser or less dense networks will be assessed. As a membership organization ASA is able to establish a yearly database of both users and non-users of STEM teaching materials. This membership database is a bounded network of association members that makes network analysis easier to conduct. The availability of these data provides a set of unobtrusive measures that will avoid many of the costs and problems of other data collection methods. It is possible that the findings from this project will provide key insights about how to facilitate the movement of cutting-edge scientific findings into the classroom. CCLI-Phase 1 (Exploratory) DUE EHR Spalter-Roth, Roberta Jean Shin Margaret Vitullo American Sociological Assoc DC Myles G. Boylan Standard Grant 155760 7494 SMET 9178 0837124 June 1, 2009 Collaborative Research: Integrating Time-Oriented Embedded System Programming into a Computing Curriculum. Computer Science (31) This project develops a coordinated set of materials for integrating time-oriented embedded system programming into a computing curriculum. The project develops materials describing a disciplined approach to time-oriented programming that emphasizes the use of state machines for computation and the explicit programmer management of time, described in teaching materials including an online book and extensively animated PowerPoint slides. Recognizing the key barriers to focusing on a disciplined approach, the project develops a virtual microcontroller, which is freed from the complex details of modern microcontrollers stemming from legacy or mass-production concerns, and which instead possesses simple input and output pins and a basic timer component with an intuitive programming interface. The virtual microcontroller is supported by a single compilation, simulation, and debug environment, eliminating the complexity involved with setting up and maintaining microcontroller tools. The teaching material is based on the virtual microcontroller, and a set of online lab exercises is also included. For physical implementation, the virtual microcontroller can be mapped to a variety of existing microcontrollers or even to PCs or field-programmable gate arrays, thus decoupling lab hardware from teaching materials. Follow-on courses or labs can then introduce students to low level details of microcontrollers as appropriate. The project's developed materials define and support the appropriate abstraction for disciplined time-oriented programming, exposing low-level resources necessary for a solid bottom-up understanding of time-oriented programming (timers, interrupt service routines, processor cycles), hiding minutia that detracts attention from higher-level concepts, describing a disciplined synchronous state machine approach. The coordinated materials enable any instructor to introduce disciplined time-oriented embedded programming into a computing curriculum as early as the freshmen year without concern for complex lab setups or of overwhelming students with low-level hardware/software details. The net result is that disciplined time-oriented programming methods can be introduced earlier and to a larger audience. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Givargis, Tony University of California-Irvine CA Victor P. Piotrowski Standard Grant 69931 7494 1536 SMET 9178 0116000 Human Subjects 0837131 August 1, 2009 AMS Survey of Web-based Assessment and Testing in Mathematics Departments. Mathematical Sciences (21) This project is studying the growing use of Web-based Assessment and Testing Software (WATS) in mathematics departments at leading universities. In recent years, several mathematics departments and programs have taken these computer-based homework systems out of the experimental category, and they are using them with thousands of students. There is solid education research backing up the instinctive belief of mathematicians that one learns mathematics by doing it, i.e., by solving a large number of different sorts of problems, usually as homework. Computer-based homework systems have the potential to make a major impact on student learning for a comparatively modest investment. One of the strongest cases for computer-based homework is at the many universities that lack the resources to grade homework in large freshman courses and resort to short weekly quizzes based on suggested homework assignments. In cases where hand-grading of homework is not possible, the instant feedback and individualized assignments (e.g., different numbers in each student's version of a problem) of a WATS have obvious value in terms of improved learning and reduced copying, respectively. Increasingly, other university and college mathematics departments are going to be expected to consider the use of WATS. The American Mathematical Society is collecting, analyzing and disseminating information about WATS for undergraduate mathematics courses, with special attention to freshman-level courses. This 18-month effort will result in an AMS on-line publication that will be designed to help mathematics departments make more informed choices about whether to use computer-based homework systems. If a department's decision is positive, the study will help that department decide which system to use. If a department's decision is negative, the study will give that department a well-articulated reason for the rejection of computer-based homework. To these ends, the survey will collect information about how computer-based homework affects student learning. This survey will lead to a report that distills the experiences of mathematics departments using computer-based homework systems and gives their intellectual and practical merits, as well as drawbacks, for student learning. CCLI-Phase 1 (Exploratory) INFRASTRUCTURE PROGRAM DUE EHR Tucker, Alan Ellen Maycock American Mathematical Society RI Daniel P. Maki Standard Grant 90223 7494 1260 SMET 9178 9150 0837133 August 1, 2009 Integration of Fourier Transform Nuclear Magnetic Resonance Spectroscopy into the Chemistry Curriculum. Chemistry (12) Intellectual Merit: This project is incorporating modern instrumentation into the educational program of students at Columbus State University (CSU) and Chattahoochee Valley Community College (CVCC). Laboratory sections of chemistry courses are being redesigned to include discovery-based instructional modules that use spectroscopic and computational techniques. Successful laboratory experiments and methods are being adapted and implemented; these experiments have been endorsed by the NSF New Traditions Chemistry Initiative, centered at the University of Wisconsin, and others have been published in the educational chemical literature, primarily the Journal of Chemical Education. Nuclear magnetic resonance (NMR) spectroscopy is the centerpiece of this discovery-based approach, with students given exposure to NMR theory and applications in their first course. At CVCC new experiments also are being incorporated into a biology laboratory course. At CSU faculty build increasingly more detailed uses of NMR to explain basic chemical principles in advanced courses, including organic, inorganic, analytical, biochemistry, physical chemistry, and research courses. Students synthesize these experiences in a research course, using a molecular modeling program. The 90 MHz NMR serves as a workhorse instrument for general, organic, analytical, inorganic, and physical chemistry laboratory courses. A community of STEM scholars form a peer advisory panel that is developing and evaluating the impact of discovery-based instruction on students' understanding of the chemical principles. The project has been designed to promote at both CSU and CVCC the development of skills in the areas of critical thinking, problem-solving, knowledge management, and assessment of performance. Broader Impacts: Columbus State University is located about 100 miles southwest of Atlanta. The student body is predominantly female (60%). The integration of modern techniques into STEM education is giving the students the preparation necessary to be successful in scientific careers in academia, industry, and government. At least 589 CSU undergraduates (science majors) are expected to participate in the proposed project per year, while faculty and students from CVCC benefit from their revised curriculum. CSU's outreach mission continues to strengthen ongoing collaborations with Auburn University (AL), Cott Beverages Inc. (GA), National High Magnetic Field Laboratory (FL), and two Historically Black Colleges and Universities (i.e., Clark Atlanta University and Southern University A&M College, LA). Other broader impacts of the proposed project include: 1) improvement of the educational and technical quality of laboratory and research experiences for STEM students and educators in the community served by CSU and CVCC; 2) exposing STEM students to spectroscopic and computational technologies; and 3) enhancing research opportunities for CSU's faculty and students. The results from the project will be disseminated locally and to the broader chemical education community through presentations at ACS meetings, publication in peer-reviewed journals, and posting at CSU's website. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Rugutt, Joseph Columbus State University GA Susan H. Hixson Standard Grant 200000 7494 1536 SMET 9178 0116000 Human Subjects 0837138 June 1, 2009 Universal Environment for Delivering Remote-Laboratories within the STEM Disciplines. Interdisciplinary(99) This project investigates a radical approach for delivering laboratory courses while utilizing the benefits of emerging computer and web technology (software and hardware) in education. The work brings together an engineer, an educational psychologist and a pedagogical design expert in the design and development a universal Internet-based remote laboratory environment where students can proceed at their own pace with more flexibility. The customizable environment brings together an embedded assessment and monitoring facility (progress of a student and the class as a whole) to a range of laboratory courses, so that faculty/facilitator from STEM disciplines can integrate their laboratory courses with very little effort. Students experience engaging laboratories and a means for developing skills of self-monitoring and reflection, while working from pre-existing knowledge of each student. The concept blends emerging Internet technology, software, computer interfacing, cutting edge graphical user interface, effective pedagogical designs, assessment and evaluation schemes. The developed environment has five important features: a) learning through remote laboratory; b) ease of integration with a range of STEM courses; c) real-time video and audio link with experiments; d) frequent student feedback; and e) faculty/facilitator monitoring of student progress and activities. The remote laboratory entails physical (real) laboratory equipment that is controlled remotely. The developed environment is validated by using two undergraduate level laboratory courses (advanced digital design laboratory and control systems laboratory). Advances in cross discipline integration and inquiry into unique challenges posed by an unpredictable arena of human learning are combined with emerging technologies to achieve the highest possible performance in learning. The activities build on knowledge developed during a previous NSF grant and advance this remote laboratory to the next level by making it flexible and more effective for utilization in range of STEM subject areas. The project is potentially transformative because it is converting traditional production-line style laboratory delivery systems to a personalized and individualized approach to learning. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Azad, Abul Northern Illinois University IL Daphne Y. Rainey Standard Grant 149176 7494 1536 SMET 9178 0116000 Human Subjects 0837139 September 1, 2009 Evaluating Online Metacognition Tools and Strategies for Their Use. This project continues efforts to expand understanding of effective instructor to student and student peer to peer discourse in large lecture-style survey science classes using Pocket PCs and laptops. This is being done by conducting applied experiments in two different undergraduate courses in two institutions with very different student demographic profiles. The courses are "extreme weather" and "computer-aided design." The experiments are measuring the effect of varying intensities of peer to peer and instructor to peer interactions during class time, and also of different degrees of requiring students to engage in meta-cognitive exercises related to their learning outcomes. This has broad implications for improving the effectiveness of instructor use of personal response systems. The planned experiments are state of the art and build on a solid base of prior research. CCLI-Phase 1 (Exploratory) DUE EHR Samson, Perry Quamrul Mazumder University of Michigan Ann Arbor MI Myles G. Boylan Standard Grant 149857 7494 SMET 9178 0116000 Human Subjects 0837151 July 1, 2009 Sustainability Engineering and Ecological Design Learning Partnership (SEED-LP). Interdisciplinary - (99) This project is an effort between faculty in the social sciences, environmental sciences and engineering to create interdisciplinary undergraduate courses and labs in the area of sustainable engineering and ecological design at the University of California Santa Cruz. The project is part of a larger institutional effort to develop a curriculum in sustainable engineering and ecological design that educates students from a broad range of disciplines in the principles and practices of the planning, development and deployment of technological and social systems and institutions that can meet the immediate resource needs of society while protecting ecological systems. The investigators are creating two specialized courses, one in Technological Literacy and one in Social-Institutional Literacy. The course in Technological Literacy provides instruction in the quantitative aspects of sustainable science and engineering with an emphasis on problem solving to students in the social sciences and humanities. The course in Social-Institutional Literacy provides instruction in social science concepts relevant to sustainability issues to students in the physical sciences and engineering. The project also includes three hands-on laboratories focusing on renewable energy sources, green building and agroecology and permaculture. The educational materials and evaluation and assessment results are being disseminated through a website and through both disciplinary and educational conferences and journals. The courses developed in this project are expected to have a significant female enrollment. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Lipschutz, Ronnie Stephen Gliessman Ben Crow Ali Shakouri Melanie Dupuis University of California-Santa Cruz CA Lance C. Perez Standard Grant 147303 7494 1536 SMET 9178 0116000 Human Subjects 0837162 February 1, 2009 Accessibility of Materials Laboratory Experience for Engineering Undergraduates. Engineering - Materials Science and Engineering (57) The majority of students who are learning about materials in undergraduate courses do so without the benefit of a hands-on laboratory. Through this project, a computer game is being developed to integrate an open-ended approach to a laboratory experience where students can apply their lecture-based knowledge. The Gaming for Applied Materials Engineering (GAME) software includes reporting, interaction, and simulated hands-on experience. GAME incorporates experimental roadblocks into the software that are similar to those that would normally be encountered during a real lab experience. Group interactions are also being promoted through the generation of student group posters that are uploaded into a special gallery within the game. The students are assisted and queried through the game by the "Super-Tech" lab technician. Safety and lab protocols are an integral part of the game system. Student learning and motivation are being rigorously assessed throughout the project. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Morsi, K. Kris Stewart Marilee Bresciani Mark Siprut San Diego State University Foundation CA Sheryl A. Sorby Standard Grant 149903 7494 1536 SMET 9178 0116000 Human Subjects 0837163 July 1, 2009 Smart Biomaterials for Tissue and Regenerative Engineering. Interdisciplinary(99) This project provides integrated laboratory experiences for undergraduate students in biomaterials and regenerative tissue engineering. Seven laboratory modules focus on the development of smart biomaterials to engineer soft tissues. Faculty members from two universities are involved in project development. The hands-on laboratory experiences are enriched by workshop/seminars that employ the active learning mode as opposed to the use of traditional passive lectures. The labs are improving the educational experiences of undergraduate students enrolled in several Engineering and Science Disciplines. The project targets an unmet need in an interdisciplinary field of science and engineering education. The interdisciplinarity of the topic makes it challenging to prepare students adequately for work in the field. The plan is to develop lab modules in tissue engineering. The modules are addressing technical methodologies and biocompatibility of test tissues. These modules are applicable to programs in various departments nationwide, such as Chemical Engineering, Materials Engineering, Biomedical and Biological Engineering, Chemistry and Biosciences, all of which now teach courses at the interface of biomaterials and tissue engineering. A strong component of the approach is the ability to utilize an automated assessment system to quantify the learning outcomes and suggest improvements based on information collected during the laboratories. The particular technical area of Smart Biomaterials for Tissue and Regenerative Engineering has seen recent intense activity in the private sector as technologies mature and reach commercialization potential. This trend has attracted several commercial companies to participate in the program. Educating students with practical experiences using these technologies and enabling them to be interdisciplinary partners is of value and transferable across K-12 educational levels. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Papazoglou, Elisabeth Donald McEachron Peter Lelkes Anthony Lowman David Wootton Drexel University PA Daphne Y. Rainey Standard Grant 150368 7494 1536 SMET 9178 0116000 Human Subjects 0837164 March 1, 2009 A Mechatronics Curriculum and Packaging Automation Laboratory Facility. Engineering - Engineering Technology (58) The project is addressing the learning of mechatronics in engineering technology through hands-on experience in the laboratory and through internships. It is enhancing six existing courses in electrical and mechanical engineering technology; developing two new mechatronics engineering technology courses; and establishing one new mechatronics laboratory facility to provide hands-on experience in designing, controlling, and integrating packaging machinery systems. In doing this it is incorporating experiential learning to make the courses more beneficial, practical, and appealing to students. The investigators are partnering with local industries, which are donating new equipment and hiring a substantial number of interns from this program. Formative and summative evaluations, under the direction of an experienced evaluator, are being performed at appropriate times for assessment of curricular materials, objectives, outcomes, student learning, experiential learning, and overall impact of the grant. The dissemination plan includes conference presentations, journal publications, participation in industry trade shows, and industrial publications. Broader impacts include the dissemination of the materials, efforts to recruit minority students into the program, a focus on making the laboratory material gender neutral, and providing graduates that meet the needs of local industries. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Hossain, Akram James Higley Masoud Fathizadeh Gregory Neff Mohammad Zahraee Purdue University IN Russell L. Pimmel Standard Grant 149372 7494 1536 SMET 9178 0116000 Human Subjects 0837173 January 1, 2009 The Synthesis of Engineering and Art for Innovative Education. Interdisciplinary (99) Creativity has often been associated with the arts, although creativity is also essential for innovative discoveries and applications in science and engineering. An engineer should be innovative and humanistic in addition to being technically competent. This project is designed to actualize that vision. An overarching question that guides this project is: How may the cognitive capacity of artistic, creative thinking inform the development of creative problem solving in environmental engineering, which is increasingly called upon to propose solutions for complex human and environmental systems? This project focuses on both research and education to address this concern by developing and implementing an interdisciplinary sequence in the engineering undergraduate curriculum centered on synthesis and design studios, and a series of faculty development workshops to help faculty integrate creativity into their classrooms. The intellectual merit of this work lies in framing this project within current research in psychology, cognitive science, education, and engineering education. This project has broader societal impacts as it is furthers understanding of how to teach students to be creative and innovative thinkers so that they can be better prepared for tackling large scale issues. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Kellam, Nadia Tracie Costantino Bonnie Cramond University of Georgia Research Foundation Inc GA Herbert H. Richtol Standard Grant 149999 7494 1536 SMET 9178 0116000 Human Subjects 0837177 March 1, 2009 Promoting Physical Science to Elementary School Teachers. The project creates a new physical science course at the introductory college level especially for pre-science teachers. In addition, the project determines the student's attitudes toward science before and after taking the course. The project also surveys in-service elementary teachers in several area school districts to determine their beliefs and practices with regards to teaching physical science. The project also raises awareness for quality teaching of physical science both for pre-service and in-service teachers. Finally, efforts are devoted to methods of best teaching physical science to elementary education students. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Sirola, Christopher Jacob Blickenstaff University of Southern Mississippi MS Herbert H. Richtol Standard Grant 108988 7494 1536 SMET 9178 9150 0116000 Human Subjects 0837179 May 1, 2009 Flow Cytometry-Based Laboratory Investigations Across the Biology Curriculum. Biological Sciences(61) Laboratory investigations using flow cytometry are being developed and implemented for use across the undergraduate biology curriculum. The investigations are being designed to foster growth in student understanding of how the diverse, dynamic, and developmentally labile properties of living cell populations emerge from the physical and chemical properties of individual cells, as an enhancement to the technology typically available in undergraduate teaching laboratories. These investigations are also allowing students to pursue authentic, sophisticated and interdisciplinary laboratory investigations in cell biology, microbiology and aquatic ecology courses. The project team is working with neighboring colleges and high schools to provide additional instructors and students with access to the flow cytometer and associated curriculum, and is collaborating with a regional educators' group on the development and piloting of curriculum, supporting materials, and assessment tools in which flow cytometry plays a central role. These curriculum materials are being designed to demonstrate the utility and versatility of flow cytometry technology, and to be suitable for adoption by biology instructors and students nationwide. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Chatterjea, Devavani Macalester College MN Deborah E. Allen Standard Grant 149989 7494 1536 SMET 9178 0116000 Human Subjects 0837182 September 1, 2009 Implementing a Physics Education Research-Based Curriculum at Community and Four Year Colleges and Extending it Through Use of Regional Characterization User Facilities. Physics (13) Intellectual Merit: Modern quantum-mechanics-based tools are used daily in industries like nanotechnology and materials science. However, in most traditional physics curricula, quantum mechanics is treated only as a mathematical abstraction, and common techniques such as Scanning Electron Microscopy (SEM) and Fourier Transform Infrared Spectroscopy (FT-IR) are at most only footnotes. The challenge of a successful modern workforce is to engage these technologies and educate students within the Science, Technology, Engineering, and Mathematics (STEM) pipeline. Augsburg College, Saint Paul College, and the University of Minnesota have a unique opportunity to develop a partnership model to meet this demanding challenge. Through an NSF-funded National Nanotechnology Infrastructure Network (NNIN) user facility at the University of Minnesota, faculty and students are learning to use advanced instrumentation and developing curricular materials. The development of expertise for Saint Paul College faculty supports a new state-funded clean room and user facility for high-tech start-ups. These laboratory experiences build on existing pedagogy developed through Physics Education Research at the University of Colorado. This curriculum was designed for a large lecture course of engineering students with an emphasis on real-world applications of quantum mechanics and modern physics. Modifications are being made to incorporate these materials into two and four year physics and technology settings. To support the synergistic activities between faculty, students, and technical staff, an interactive discussion series with practicing scientists stimulates ideas for new student projects. A focal point for this series is the use of tools and techniques in real-world situations to address technical problems. Broader Impacts: The Twin Cities is home to numerous two and four year colleges, all of which have access to the user facilities described here. These academic institutions educate students to continue on in further study as well as to serve the thriving community of high-tech companies in the region. Therefore, making laboratory materials freely available through these regional user facilities serves as a starting point for other institutions seeking to provide similar learning experiences. Explicit interaction with industrial scientists provides an infrastructure for educators to more consistently assess the preparation of students for today's workplace. The use of advanced instrumentation and the adoption of a research-based curriculum are both exciting and well reasoned modifications at these institutions. An evaluation of the efficacy of this approach and insights into how best to educate and encourage students in the STEM pipeline is also being disseminated. Finally, work here is developing institutional expertise in partnership at three very different academic settings. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Stottrup, Benjamin Augsburg College MN Duncan E. McBride Standard Grant 198901 7494 1536 SMET 9178 0116000 Human Subjects 0837185 January 15, 2009 Investigation of alternative conceptions about Plate Tectonics across the expert-novice continuum: When a well-known theory isn't so well known. Geology (42) This project is investigating students' and experts' conceptual understanding of plate tectonics. Because plate tectonics is the conceptual model through which most dynamic processes on Earth are understood, a solid understanding of the basic tenets of the model is crucial in developing future geoscientists and a scientifically literate public. The overarching goals for this project are to 1) highlight specific concepts that pose barriers to students' comprehension; 2) make faculty aware of the extent of the problem by disseminating results in presentations and journal publications; 3) investigate whether or not the complexity, interdisciplinarity, and the continual evolution of the plate tectonic model leads to alternative conceptions being embedded within instructional tools, with the potential for passing these alternative conceptions on to current undergraduate and graduate students; and, 4) improve educational practices by making instructors aware of common alternative conceptions held by students as well as problems with equivocal representations in figures, and by suggesting alternative approaches to teaching about plate tectonics using images. Lecture Tutorials are being developed that specifically target alternative conceptions and problem areas revealed in the research. The Lecture Tutorials will be disseminated via publication and through a faculty workshop at a national conference. This project impacts several communities, including geocognition researchers, faculty and students. This project is contributing to the STEM education knowledge base by generating a unique, comprehensive data set of plate tectonics conceptions across the expert-novice continuum. Additionally, this work is having significant implications for future geoscience education practice and research, by providing insight into the importance and impact of commonly used illustrations for development of conceptual models. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Clark, Scott Julie Libarkin Karen Kortz Jessica Smay Michigan State University MI David J. Matty Standard Grant 199471 7494 1536 SMET 9178 0116000 Human Subjects 0837192 January 1, 2009 Enhancing Student Engagement in the Analytical Process and Scientific Inquiry in the Chemistry Curriculum at Concordia College. Chemistry(12) This project is integrating inquiry-based experiences into two high-profile chemistry courses to promote student learning, engagement, and excitement toward science. The Analytical Chemistry laboratory is focusing on three primary goals: development of laboratory skills, enhancement of proficiency with analytical instrumentation, and engagement in the process of critical analysis. In the first half of the course, students are developing laboratory skills and instrumental proficiency by rotating through six different instruments performing quantitative analyses of unknowns. In the second half of the course, pairs of students are using these skills to design and perform a quantitative chemical analysis of a real-world sample. The students are responsible for directing each step in the analytical process: sample collection, sample preparation, data acquisition, data interpretation, conclusion formation, and information dissemination. Small groups of students in the General Chemistry II laboratory are engaging in mini-research projects focused on an issue of relevance - the fate of pharmaceuticals in natural waters. In the first half of the course students are carrying out experiments that prepare them for their research projects. Then in the second half of the course, each group is developing a hypothesis, creating and carrying out an experimental plan for hypothesis testing, evaluating their results, and presenting their conclusions. This project is adapting established models of inquiry-based laboratory instruction and implementing them into two popular courses to excite and educate the next generation of scientists. Assessment outcomes will be of interest to educators across the sciences, because stimulating student learning, interest, and excitement are objectives shared by all. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Jensen, Mark Graeme Wyllie Concordia College at Moorhead MN Bert E. Holmes Standard Grant 149700 7494 1536 SMET 9178 0116000 Human Subjects 0837199 January 1, 2009 Quality Undergraduate Integration of Laboratory Technology. Interdisciplinary (99) A GC/MS instrument is being vertically integrated into the undergraduate biology and chemistry curriculum, from freshman courses through senior level classes. Project-based and inquiry laboratory experiments using GC/MS are being introduced in a total of nine courses thereby serving to modernize the biology and chemistry curriculum. Student understanding of and ability to utilize technology to address scientific questions is enhanced through early exposure to the GC/MS instrumentation. Additionally, the instrument provides new opportunities for joint undergraduate student-faculty research, including interdisciplinary collaborative research. The laboratory improvements are being evaluated for their effectiveness in improving student attitudes and student learning. In each course, evaluations are determining the effectiveness of laboratories on overall learning of concepts, and examining the effectiveness of using GC/MS to elucidate a concept as compared with previous laboratory activities. These assessments are adding to the body of data on the effectiveness of project-based laboratories as teaching tools at all levels of undergraduate education. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Trueman, Rebecca Wm. Michael Whiteside Anita Briedis Concordia University IL Curtis T. Sears Standard Grant 123290 7494 1536 SMET 9178 0116000 Human Subjects 0837210 May 1, 2009 100P: A Guided Discovery Curriculum for Computer Science. Computer Science (31) The proposal presents 100P, an innovative guided discovery curriculum. In the 100P program, students are freed from the classroom; students instead work on 100 concept- and research-related problems throughout their undergraduate careers. The 100 problems guide the students to discover the fundamental knowledge and skills required of a graduate of the degree program. Each student is free to create an individualized mode of learning and discovery. The curriculum fosters deep learning among students and challenges students' intellectual growth. The 100P program encourages students to be agile learners who can draw on a number of resources as needed, to be resilient learners who understand that progress can come from failure, and to be lifelong learners who are better trained for the challenges of globalization. The structure of the classroom is replaced by a new structure: nine problems and an oral exam. This structure repeats throughout a student's career. So not only is 100P a rigorous curriculum, it is a caring curriculum with its emphasis on both faculty and peer mentoring. Intellectual Merit: 100P provides an alternate paradigm for obtaining a baccalaureate degree. The new curriculum integrates some of the best ideas from educational research in building an educational environment that promotes student-centered learning, allows for early immersion into both the discipline and undergraduate research, and yields agile, resourceful, and resilient learners. The development of the program not only provides an innovative education program and techniques to enhance student success, but also insights into learning diversity and teaching in CS. Broader Impact: This proposal offers a new paradigm for educating students in CS and, potentially, other STEM disciplines. 100P encourages students to reach their potential more readily than the regular classroom format. The 100P program helps all students strive for excellence and become more self-motivated and self-confident while in a supportive environment. The project disseminates materials that have been vetted by experts in the fields of CS education. These materials, the policies and procedures for the 100P program, detailed concept guides for the major courses, an institutionalization plan, and an assessment instrument for the 100P program facilitate the adoption of 100P by other departments. 100P also has potential economic impact in that it addresses the aspiration of a broadly educated engineer set forth in The Engineer of 2020. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Lusth, John Xiaoyan Hong Nicholas Kraft University of Alabama Tuscaloosa AL Stephen C. Cooper Standard Grant 98286 7494 1536 SMET 9178 9150 0116000 Human Subjects 0837212 January 1, 2009 Scaffolding Effective Practice for Use of Animations in Teaching Mineralogy and Physical Geology. 42 (Geology) Six pairs of computer animations and visualization tools for use in teaching physical geology and mineralogy are being developed. The first half of each animation pair is suitable for use in geoscience classrooms. Instructors show these animations while providing cues to aid in students' analysis of the visual information. The second half of each animation pair consists of an on-line interactive web-based exercise suitable for homework or distance-based learning assignments. The style and content of the animations are consistent throughout so that conventions, symbols, and spatial relations carry over from one animation to the next, improving the benefits to student learning. The animations are hosted on a web site dedicated to scaffolding effective practice for teaching with animations, and include not only the animations themselves, but also resources on best practice for use of animations, information on specific learning challenges in teaching geology and mineralogy, and tools for evaluating the use of animations. The animations are being initially tested by a small group of local users for formative evaluation. After revisions, the improved animations will then be embedded in a rich web site that will provide examples of the relationships between content and context for student learning through animations. A cadre of users across the country has volunteered to test the web site and the animations and provide feedback at a gathering at the Geological Society of America National Meeting. The outcome will be a contribution to the knowledge base relating to effective use of computer animations in teaching fundamental geoscience curricula. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Dyar, Melinda Mount Holyoke College MA David J. Matty Standard Grant 93616 7494 1536 SMET 9178 0116000 Human Subjects 0837214 February 15, 2009 Collaborative Research: Paradigms in Physics: Creating and Testing Materials to Facilitate Dissemination of the Energy and Entropy Module. Physics(13) Topics in statistical and thermal physics have long been problematic in the undergraduate curriculum. To many students, the subject matter is abstract and theoretical and often requires mathematical tools they lack. This project addresses the challenge of teaching upper-division thermal and statistical mechanics by building on the Energy and Entropy (E&E) paradigm developed through the Paradigms in Physics Project at Oregon State University and a physics education research project at the University of Maine. E&E takes a radically different approach to statistical mechanics, incorporating the issues of quantum mechanics and measurement at its core and focusing on entropy as the Principle of Least Bias. In the approach, thermodynamic systems are treated as large, i.e. macroscopic, quantum systems that are not perfectly isolated from the remainder of the universe. This external interaction has enormous consequences that when taken into account clarifies thermodynamics' substance, with thermal variables now understood as macroscopic quantum averages and thermal probabilities as macroscopic quantum probabilities. An entropy postulate then plays the ultimate and crucial role of match maker in this marriage. As part of the current project, E&E curricular materials are being further refined and the materials are being field tested at Oregon State University and at collaborator sites at Ithaca College and Pacific University, a detailed instructor's manual is being prepared, and an education research project is being conducted to examine the efficacy of the approach and materials in supporting student learning of these concepts in advanced courses. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Thompson, John University of Maine ME John F. Mateja Standard Grant 72136 7494 1536 SMET 9178 9150 0116000 Human Subjects 0837216 June 1, 2009 Phenomenological Investigations for Introductory Physics. Physics (13) This project continues the Spelman College Physics Department's revision of the structure and pedagogy of the laboratory sessions associated with its second-semester, calculus-based introductory electricity and magnetism course. The new laboratories are based on student-centered exploration of complex real-world phenomena (design of the wiring for a house and the use of electric fields by fish to sense nearby objects) and include students planning and performing experiments, small-group and class discussions, and metacognitive activities such as reflection. Within constraints set by the instructor, the detailed flow of laboratory activities depend, to a large extent, on choices made by the students. In addition to using existing tests for assessment of content knowledge, newly designed instruments, including a rubric for coding and evaluating video of student work to assess their process skills, are being developed. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Burns-Kaurin, Michael Paul Camp Spelman College GA John F. Mateja Standard Grant 146512 7494 1536 SMET 9178 0116000 Human Subjects 0837220 January 1, 2009 Enhancing Active Learning: an Inquiry-Based Laboratory in Biomolecular Chemistry. Chemistry (12) The major goal of the project is developing a semester-long laboratory course in biomolecular chemistry that emphasizes the research process by actively involving students in question formulation, data gathering, critical analysis, team work, and communication in a guided-inquiry format. Science, technology, engineering, and mathematics (STEM) education has been revolutionized by significant advances in molecular biology, genetic engineering, computer science, and information technology. With the knowledge base increasing explosively and techniques and equipment becoming out-dated rapidly, problem solving, constant questioning, critical thinking, analysis, and team-work abilities are critical for continued scientific and economic progress and for the next generation of students to successfully compete globally. This lab course familiarizes students with biochemistry/molecular biology techniques through a series of open-ended experiments designed to guide students to become progressively more independent and culminate in a student-developed original research project. Appropriate learning and teaching assessments are incorporated throughout the project and necessary iterative changes are being made. More active involvement in research can increase the interest of students in scientific careers and alleviate the shortage of students entering careers in STEM fields. A majority of students (55-65%) in BS programs in Chemistry, Biochemistry, and Pharmaceutical Chemistry at Michigan Technological University are women, 7-8% are African-American and Hispanic; thus this project has a significant positive impact on groups underrepresented in these fields. This project improves the teaching of undergraduates, especially underrepresented groups, increases the interest of students to pursue careers in science, and advances the field of education research. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Murthy, Pushpalatha Kedmon Hungwe Martin Thompson Michigan Technological University MI Eun-Woo Chang Standard Grant 149410 7494 1536 SMET 9178 0116000 Human Subjects 0837225 May 1, 2009 The VIP Program - Integrating Undergraduate Design Projects and Graduate Research. Engineering - Other (59) The project, a collaboration between Georgia Institute of Technology and Purdue University, is developing and evaluating vertically-integrated projects (VIP) that support multidisciplinary teams of undergraduates working on design projects embedded in the research efforts pursued by faculty members and their graduate students. The project is expanding the existing Purdue effort and initiating a new program at Georgia Institute of Technology. The design of the VIP program utilizes large, vertically-integrated teams and long-term, for-credit, design experiences similar to those developed in the EPICS program. The investigators are creating multi-site collaborative VIP efforts and developing and sharing course modules to enable students joining VIP teams to come up to speed quickly on the technologies fundamental to their design projects. The evaluation effort, led by an independent expert, is using student and faculty surveys and interviews along with social network analysis to monitor the project's progress. Instructional materials and evaluation results are being disseminated through a discipline specific website (i. e., the ConneXions site), through conference presentation, and through journal publications. Broader impacts include the dissemination of the project's materials and results, particularly the social network data on student and faculty experiences and collaboration patterns, along with a special focus on the project's impact on women and underrepresented minorities in the evaluation study. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Coyle, Edward Julia Melkers Randal Abler GA Tech Research Corporation - GA Institute of Technology GA Russell L. Pimmel Standard Grant 67268 7494 1536 SMET 9178 0116000 Human Subjects 0837226 June 1, 2009 Picasso's Clarinet: When Art and Engineering Collide. Engineering - Electrical (55) This project seeks to promote creative thought in freshman engineering students in order to enhance the engineering design process. The creative process of students is stimulated and engaged through a series of laboratory modules in a freshmen level introductory course in electrical and computer engineering. The laboratory modules are designed to explicitly address the artistic aspects of the design process. This is done by involving faculty and students from nonengineering programs in the laboratory modules. The first project requires electrical and computer engineering students to work with music students to design and build a functioning incandescent lamp from a retired musical instrument. Multidisciplinary student teams participate in the laboratory modules and are given instruction in team building and team dynamics. The project includes an evaluation that measures the impact of the laboratory modules on the students' interest in engineering and on the students' ability to think about engineering design problems in a creative manner. The evaluation plan also measures the impact of the laboratory modules on students from underrepresented groups. The project results are being disseminated through conferences, journals and the National Science, Technology, Engineering and Mathematics Education Digital Library. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Burkett, Susan Timothy Haskew Sushma Kotru University of Alabama Tuscaloosa AL Lance C. Perez Standard Grant 144555 7494 1536 SMET 9178 9150 0116000 Human Subjects 0837230 June 1, 2009 Collaborative Research: Biodiesel and POGIL for non-STEM majors: Three Applications. Chemistry(12) A collaboration between faculty at a large comprehensive state university, a private liberal arts college and a two-year public community college is developing, testing and disseminating three Process Oriented Guided Inquiry Learning (POGIL) teaching modules based on a common theme related to the manufacture and use of biodiesel. The adaptation of POGIL and biodiesel for teaching non-STEM majors is original and unique. Moreover, this project is innovative in its use of "en masse interactive laboratories" for large-enrollment courses and its application of POGIL to environmental science courses. The POGIL modules are being used to enhance the student's knowledge, science literacy, inquiry and appreciation of science for students in non-science majors chemistry courses and environmental science courses taught at each institution. An additional intellectual merit is that this collaboration is advancing knowledge and understanding in science, technology, engineering, and mathematics (STEM) education of non-STEM students. There are two primary broader impacts of the new POGIL modules. First, biodiesel production and utilization is an excellent avenue for introducing scientific principles and enhancing the scientific literacy for students not intending to major in science because students find the biodiesel thematic topic engaging and the POGIL pedagogy is sustaining that engagement. Second, this project is providing valuable information on how to implement POGIL modules at three institutions with very divergent student profiles. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Muench, R. John Heartland Community College IL Bert E. Holmes Standard Grant 30556 7494 1536 SMET 9178 0116000 Human Subjects 0837234 January 1, 2009 CCLI Phase I: Increasing Student Design-Build Experiences via the GENIUS Innovation Lab. Engineering Mechanical - (56) The GENIUS Innovation laboratory project is working to increase the engineering design and build skill sets of Mechanical Engineering students in the College of Engineering, Architecture, and Computer Sciences at Howard University. This project integrates additional design-build experiences into the curriculum. The benefit of increased exposure to design-build activities has been demonstrated successfully by several consortiums of universities including the MEEP consortium (Learning Factory model), and the CDIO Initiative started by MIT. This project supports the purchase of Rapid Prototyping (RP) equipment and the integration of this equipment into core courses, particularly within the Mechanical Engineering curriculum. The Innovation Lab combines established facilities such as the PACE Computer Aided Design Lab, the Mechanical Engineering Machine Shop, the Fine Arts Model Shop, and the newly formed Design and Manufacturing Studio. Establishment of the GENIUS Innovation laboratory at Howard University allows the integration of practice-based curricular activities that have been successfully implemented at Penn State University, University of Washington, and others using the Learning Factory model. CCLI-Phase 1 (Exploratory) DUE EHR Warner, Grant Mohsen Mosleh Howard University DC Lesia L. Crumpton-Young Standard Grant 149438 7494 SMET 9178 0116000 Human Subjects 0837259 January 1, 2009 Creating and Implementing a Concept Inventory-Based Diagnostic Tool to Improve Undergraduate GIS Education. Geology (42) This project is improving GIS education by uncovering student misconceptions. Drawing on the notions of concept inventories first developed in the Force Concept Inventory, and using techniques developed by education researchers in other STEM disciplines, a concept-based diagnostic tool is being developed to measure student learning across the wide array of disciplines in which GIS is taught. The instrument is being used to identify the misconceptions preventing students from attaining geospatial literacy as defined in the Geospatial Information Science and Technology Body of Knowledge (BOK). Project activities include: 1) mapping the BOK concept inventory to the existing statewide GIS curriculum; 2) developing an assessment instrument to identify misconceptions impairing students' understanding of these concepts; 3) identifying successful strategies for overcoming the misconception; and 4) integrating the successful strategies in classrooms and laboratories to improve and update existing GIS curriculum materials. This project is responsive to a call to action by the National Research Council and numerous professional bodies including the University Consortium for GIS and the Association of American Geographers. The project findings are enabling GIS educators to address the problem of student underperformance and positively impact teaching in the ever widening array of fields in which GIS is now regarded as indispensable. CCLI-Phase 1 (Exploratory) DUE EHR Bampton, Matthew Joseph Szakas Tora Johnson University of Southern Maine ME Jill K. Singer Standard Grant 150000 7494 SMET 9178 9150 0116000 Human Subjects 0837272 January 1, 2009 The Application of a Successful Research-based Laboratory Model to Atmospheric Science. Atmospheric Sciences (41) There is an increasing demand for professionals who can serve as authorities on weather and climate phenomena, and interpret associated data. However, the education of atmospheric scientists at the undergraduate level generally does not emphasize how atmospheric science research is performed, or the evolutionary nature of its results. Thus, graduates of such programs do not develop an appreciation of the strengths and limitations of current scientific information, and thereby are less able to communicate the uncertainty of this information to each other, policymakers, the media, and the general public. This project is developing a new atmospheric science laboratory course to investigate if a research-based learning experience in the early stages of an atmospheric science curriculum can enhance students': 1) scientific understanding; 2) ability to communicate science; and 3) retention in the program. The course is based on an established, successful model of incorporating research into introductory chemistry laboratory courses (from the Center for Authentic Science Practice in Education, "CASPiE"). Three research modules - forecast verification, potential influences of regional climate change on precipitation, and thunderstorm identification and geospatial distribution - are being designed. The modules take into account the depth of understanding that students have at this early stage in their coursework, while still challenging them by using state-of-the-art analysis software and numerical modeling necessary to perform novel research in these areas. The modules require students to analyze preliminary results, revise their experimental design to conduct further inquiry, and synthesize and present their final results. The results should provide valuable feedback for the atmospheric science community in improving numerical weather prediction models, provide information to agriculture and government agencies regarding the regions where precipitation in the U.S. may be highly susceptible to regional climate change, and provide initial data that can be used to improve climate model predictions of weather extremes. This project serves to advance our understanding of how the CASPiE model can be adapted to programs in atmospheric science, the geosciences, and other disciplines. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Lasher-Trapp, Sonia Gabriela Weaver Robert Trapp Michael Baldwin Purdue University IN Jill K. Singer Standard Grant 150000 7494 1536 SMET 9178 0116000 Human Subjects 0837275 March 15, 2009 Collaborative Research: A Trial-and-Failure Project Tutoring System. Computer Science (31) This project involves the construction of an interactive project tutoring tool, APOGEE, and a collection of companion laboratory modules. APOGEE adopts a trial-and-failure teaching strategy. Students can submit projects multiple times to APOGEE before a deadline. Each temporary submission is graded instantly, with each project requirement evaluated fairly and consistently by APOGEE. Any failure scenario is displayed to students interactively online, step by step. Students learn from failures, refine project design, and resubmit. The cyclic improvement model can greatly enrich students' learning experience without burdening faculty in grading. The project consists of four parts: (1) expansion of the APOGEE tool based on a prototype system that has been completed, (2) development of companion lab modules (including formal project specification and testing scripts) for two popular Web platforms JavaEE and ASP.Net, (3) experimental adoption and evaluation of APOGEE and lab modules within a learning community, and (4) integration of APOGEE with online course management tools such as Sakai and WebCT. Intellectual merits: (1) APOGEE encourages life-long learning. The trial-and-failure model allows students to actively sharpen their skills. (2) APOGEE promotes self-monitoring and reflection. Students can challenge each other by authoring their own project evaluation scripts. (3) APOGEE increases faculty productivity by providing automated project grading and tutoring. (4) APOGEE is platform independent. (5) APOGEE extends the application of automated Graphic User Interface testing techniques, going beyond many automated grading tools in CS1/2 that only deal with text-mode input and output. Broader impacts: (1) A learning community has been built, ranging from regional research universities to 4-year colleges, spanning five states. Eleven universities are adopting APOGEE in their Web programming courses. (2) Two popular textbooks in the area are used to disseminate the results. APOGEE and corresponding lab modules are included as their companion materials. (3) All tools and course materials are licensed using the GNU public license. They are made available on a public web site, with connections to the National Science Digital Library. CCLI-Phase 1 (Exploratory) DUE EHR Qian, Kai Southern Polytechnic State University GA Stephen C. Cooper Standard Grant 52000 7494 SMET 9178 0116000 Human Subjects 0837280 May 1, 2009 Collaborative Research: The VIP Program - Integrating Undergraduate Design Projects and Graduate Research. Engineering - Other (59) The project, a collaboration between Georgia Institute of Technology and Purdue University, is developing and evaluating vertically-integrated projects (VIP) that support multidisciplinary teams of undergraduates working on design projects embedded in the research efforts pursued by faculty members and their graduate students. The project is expanding the existing Purdue effort and initiating a new program at Georgia Institute of Technology. The design of the VIP program utilizes large, vertically-integrated teams and long-term, for-credit, design experiences similar to those developed in the EPICS program. The investigators are creating multi-site collaborative VIP efforts and developing and sharing course modules to enable students joining VIP teams to come up to speed quickly on the technologies fundamental to their design projects. The evaluation effort, led by an independent expert, is using student and faculty surveys and interviews along with social network analysis to monitor the project's progress. Instructional materials and evaluation results are being disseminated through a discipline specific website (i. e., the ConneXions site), through conference presentation, and through journal publications. Broader impacts include the dissemination of the project's materials and results, particularly the social network data on student and faculty experiences and collaboration patterns, along with a special focus on the project's impact on women and underrepresented minorities in the evaluation study. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Krogmeier, James Jan Allebach Saurabh Bagchi Purdue University IN Russell L. Pimmel Standard Grant 82732 7494 1536 SMET 9178 0116000 Human Subjects 0837282 January 1, 2009 Transforming Museums and Colleges into an Effective Earth Science Partnership: Creating Student Explorations of Museum Exhibits for Undergraduate Education. Geology (42) Although science museums are a remarkable resource for secondary earth science education, at the undergraduate level they remain underutilized. This proposal seeks to remedy this by creating a partnership between the Science Museum of Minnesota and the University of Minnesota to integrate museum resources with regional undergraduate programs. Two laboratory modules, built about interactive museum exhibits, are being constructed, assessed and revised. Students are able to complete these modules independently without any support from instructors or museum staff. This 'plug and play' design allows the modules to be incorporated into existing curriculums with minimal effort. One module explores how animals' skeletal design reflects their lifestyle and evolutionary lineage, while the other utilizes a new visualization technology. 'Rain Table' technology allows students to interactively simulate water flow across any part of the Earth's surface. This allows them to contrast flow across fluvial-sculpted landscapes with flow in urban settings or across landscapes modified by non-fluvial processes, such as glacial areas or karst terrain. Each of these modules also targets common misconceptions and explicitly discusses the basis, design and limitations of the relevant scientific models. The intellectual merit of the proposed activity is that it can transform the way museums and undergraduate programs collaborate, creating a potent educational partnership to improve and expand traditional earth science curriculums. Assessment activities for both modules will move beyond their educational efficacy to document students' prior knowledge, identify misconceptions and develop effective methods to correct misconceptions. In the case of 'Rain Table' assessment will also determine how the visualization system itself alters students' comprehension of water flow compared to traditional maps. Although focused on earth science, these educational research outcomes have relevance to all areas of science, technology, engineering and math (STEM) education. Within the Minneapolis-St. Paul area, there are a score of undergraduate institutions that can immediately adopt the proposed modules, but the broader impacts of the proposed project is that its concept, practices and products can be adapted across a broad spectrum of disciplines in any urban area hosting a science museum. Moreover, as the modules are designed for the introductory undergraduate level, high school programs, home-schooled students, educator workshops and the general public can also utilize them and the Science Museum of Minnesota already has infrastructure in place to disseminate the modules to this broader community. Finally, for both merit and impact, the proposal introduces a new cutting-edge visualization technology to educational programs. Although the technology behind the 'Rain Table' holds tremendous potential as a way for students to display and manipulate immense data sets, as with any new technology, its educational potential cannot be fully realized until methods exist to integrate it into existing educational programs. These methods are being produced, tested and disseminated by this proposal. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Kirkby, Kent Paul Morin University of Minnesota-Twin Cities MN Jill K. Singer Standard Grant 149602 7494 1536 SMET 9178 0116000 Human Subjects 0837284 June 15, 2009 Project-Based Modeling & Simulation and Experimental Modules for MEMS Undergraduate Education. Engineering Mechanical - (56) Currently, MicroElectroMechanical Systems (MEMS) courses are offered in many universities nationwide. Because this course encompasses four traditional engineering themes (i.e. solid mechanics, dynamic systems, transduction mechanisms, and electrical circuits) that need to be simultaneously coupled to describe the behavior of MEMS devices; teaching this theory course has been extremely challenging. Additionally, student understanding and comprehension of concepts taught as well as level of interest and engagement in this area has been limited. This project addresses these concerns by creating new learning materials and teaching strategies for MEMS undergraduate courses. The learning materials developed include project-based modeling and simulation activities as well as experimental modules on various MEMS devices. Students work in teams to design MEMS devices starting from the conceptual phase of development through manufacturing and testing of performance parameters. Teaching strategies employed in this project include: 1) discussion-style meetings with more attention toward individual students and team-building; and 2) extensive demonstrations of using software for analysis and conducting experiments. This project equips students with the skills needed to independently analyze and synthesize conceptual theories and apply them appropriately to various MEMS projects. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Hao, Julie Zhili Gwen Lee-Thomas Old Dominion University Research Foundation VA Lesia L. Crumpton-Young Standard Grant 149455 7494 1536 SMET 9178 0116000 Human Subjects 0837301 February 15, 2009 Collaborative Research: Paradigms in Physics: Creating and Testing Materials to Facilitate Dissemination of the Energy and Entropy Module. Physics(13) Topics in statistical and thermal physics have long been problematic in the undergraduate curriculum. To many students, the subject matter is abstract and theoretical and often requires mathematical tools they lack. This project addresses the challenge of teaching upper-division thermal and statistical mechanics by building on the Energy and Entropy (E&E) paradigm developed through the Paradigms in Physics Project at Oregon State University and a physics education research project at the University of Maine. E&E takes a radically different approach to statistical mechanics, incorporating the issues of quantum mechanics and measurement at its core and focusing on entropy as the Principle of Least Bias. In the approach, thermodynamic systems are treated as large, i.e. macroscopic, quantum systems that are not perfectly isolated from the remainder of the universe. This external interaction has enormous consequences that when taken into account clarifies thermodynamics' substance, with thermal variables now understood as macroscopic quantum averages and thermal probabilities as macroscopic quantum probabilities. An entropy postulate then plays the ultimate and crucial role of match maker in this marriage. As part of the current project, E&E curricular materials are being further refined and the materials are being field tested at Oregon State University and at collaborator sites at Ithaca College and Pacific University, a detailed instructor's manual is being prepared, and an education research project is being conducted to examine the efficacy of the approach and materials in supporting student learning of these concepts in advanced courses. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Rogers, Michael Ithaca College NY John F. Mateja Standard Grant 33299 7494 1536 SMET 9178 0116000 Human Subjects 0837307 January 1, 2009 Collaborative Research: Strengthening the Foundation of STEM Education for Community College Students. This project is developing a university/community college partnership between the University of Central Florida (UCF) and Seminole Community College (SCC) that is designed to strengthen the mathematical foundations of science, technology, engineering, and mathematics (STEM) community college students. To achieve this goal, a number of important objectives are identified: 1. Creating Teaching Strategies incorporates an innovative partnership between a two-year institution and a research university through adaptation of the infrastructure of a successful NSF funded STEP program (EXCEL) at the partnering research university to better fit a two-year institution's setting. This is being achieved by developing a team-taught, STEM-interdisciplinary course sequence. The courses in this sequence are Applications of College Algebra, Applications of Trigonometry, and Applications of Pre-Calculus. 2. Developing Faculty Expertise at the community college by working jointly with EXCEL faculty and the Faculty Center for Teaching and Learning (FCTL) at UCF. 3. Creating a Learning Community of Learners and Scholars from SCC and UCF with the common goal of enhancing the mathematics abilities of college underclassmen through emphasizing applications of mathematics. This is further reinforced by the creation of a center on campus for these students. At the center students have a "home base" on campus where they may engage in group study and receive tutoring in their mathematics and applications of mathematics coursework. Intellectual Merit: The collaborative effort is designed to implement and test educational practices at the community college, modeled after the EXCEL program. The effect of this educational model applied to diverse environments of learners and scholars (SCC and UCF) contributes to the knowledge base of undergraduate STEM education and advances identification of best practices in teaching mathematical applications to diverse student populations (community college and university students). Broader Impacts: The university/community college partnership established in this project is intended to be a pilot program for future implementation at other universities in partnership with neighboring community colleges to improve mathematical foundations of STEM undergraduates. Because a significant number of the nation's community college students are from groups underrepresented in STEM fields, similar programs at community colleges all over the nation would broaden STEM participation among underrepresented groups. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Edwards, Heather Sherry Savrda Barbara Hunnicutt Tony Malaret Stephen Summers Seminole Community College FL Sephanie Fitchett Standard Grant 150000 7494 1536 SMET 9178 0116000 Human Subjects 0837310 June 1, 2009 Development and Assessment of Science Content and Support Skill Trajectories in Engineering Education. Interdisciplinary (99) This project seeks to assess student competency and growth in response to exposure and instruction in a number of content and skill areas. The content and skill areas selected for study are those building blocks upon which advanced concepts depend for their complete understanding. These building blocks tend to be thematic elements in engineering education and form trajectories through a given curriculum. This project measures student competency in a specific skill area using pre-instruction and post-instruction assessments each time a student encounters the skill as they progress through two years of an undergraduate engineering curriculum. This longitudinal study is also designed to identify the strategies students use outside of traditional instruction to develop competency in key areas. The data are also being analyzed to determine common failure modes and misconceptions which in turn can be used to improve instructional content and delivery and to design specific interventions to improve student competency. The rubrics and methodologies used throughout this project are being freely disseminated to interested engineering schools. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Benson, David Ada Cheng Laura Miller-Purrenhage Kettering University MI Lance C. Perez Standard Grant 89385 7494 1536 SMET 9178 0116000 Human Subjects 0837314 July 1, 2009 Creating Effective Future Faculty in Engineering. Interdisciplinary(99) This project is developing a new innovative program to develop future faculty in engineering with practical training to be more effective educators. The core of the proposed program is based on efforts in a newly developed and popular program called the Minor in Engineering Studies (MES). The project creates teams of effective faculty to train, mentor, and evaluate a select group of graduate students to teach classes in the MES program. The combination of intensive mentoring by well trained faculty and instruction in current effective teaching techniques ensures that graduate students are poised to become top educators in engineering. The MES program is designed and implemented to provide technological literacy to non-engineering students. The main objective of the MES program is providing the concepts and ideas of engineering and technology to students with non-technical backgrounds. The MES uses a contextual approach (e.g., learning electrical engineering by investigating how a cell phone works)that makes engineering relevant to the daily lives of non-engineering students. The classes are non-mathematical and are focused on applications, conceptual understanding, and big-picture items. The classes have no prerequisite and build on high school algebra. Effective and successful faculty participate in the program as representatives of the best resources in providing guidance, mentorship, and special lectures to help strengthen graduate educators' teaching skills and help them become more effective educators. The project models the effective use of expertise and training to ensure that future generations of well trained engineers and non-engineers have an understanding of engineering technology. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Mina, Mani Mack Shelley Diane Rover Iowa State University IA Daphne Y. Rainey Standard Grant 150000 7494 1536 SMET 9178 0116000 Human Subjects 0837315 January 1, 2009 Activities to Support Deep and Research Oriented Learning of Host Pathogen Interactions. (Biological Sciences 61) The University of Maryland College Park and Montgomery County Community College, Rockville are working together in order to engage students in deep and research oriented learning of microbiology with an emphasis in host pathogen interactions (HPI). The project is expanding the HPI teaching community to include faculty from community colleges; developing new activities to engage students in research-oriented learning of HPI; creating comprehensive teaching materials in support of these new activities; and evaluating the effectiveness of the new HPI teaching activities. At the University of Maryland College Park (UMCP), faculty with research and teaching expertise in the area of HPI have formed a teaching community that is actively working on undergraduate science education reform and has generated teaching and assessment tools (13 HPI Concepts and a HPI Concept Inventory). The project brings the research process and questions to the undergraduate classroom and engages students in authentic experiences involving analysis of primary data or the generation of data from model organisms or mock samples. The activities are being designed for use in introductory microbiology courses offered at the UMCP and at Maryland community colleges, but can serve as a model for other institutions. A three day planning workshop kicks-off the year of activities designed to address the process of science, engage a diversity of learning styles and encourage critical thinking. Assessment of student learning utilizes an existing HPI concept inventory, questions from a published "Views on Science and Technology in Society" survey, and student performance in poster presentations. The intellectual merit of this proposal resides in the project's intent to engage research faculty in taking the most interesting data and problems from their research programs to form authentic learning activities for undergraduates. The topics of research conducted by faculty involved in this project represent current and pressing issues of microbiology including emerging infectious disease, genomics, and vaccine development and offer the potential to engage students in discussion of the societal benefits of conducting basic research. Learning via these activities engages undergraduate students in the process of research science by involving them in data analysis or data generation, followed by data interpretation, and critical thinking. Senior graduate students are collaborating with faculty in the development, implementation and assessment of activities and developing teaching and communication skills. The broader impacts of this project lie in its potential to act as a model for development, assessment and dissemination of an effective approach to teaching of science using student engagement in research as the vehicle. Although the project activities concentrate on HPI, the model has the potential to be used widely for different research topics. The project expands the HPI UMCP community to involve community college faculty in order to widen the reach of the activities to a broad and diverse audience. The activities generated are being disseminated through an online digital library. CCLI-Phase 1 (Exploratory) DUE EHR Smith, Ann Daniel Stein David Mosser Byrn Quimby Gili Ad-Marbach University of Maryland College Park MD Kathleen B. Bergin Standard Grant 199956 7494 SMET 9178 0116000 Human Subjects 0837320 May 15, 2009 Undergraduate Computer Security Course Enhancment. Computer Science (31) This project develops innovative learning materials for undergraduate courses in different domain areas, namely, i) security in general computing applications, ii) information security and the underlying enabling technology of cryptography, iii) hardening of operating systems, system vulnerabilities and safe system administration, and iv) security and intrusion detection in networks and the Internet. The project uses WebCT, Tegrity (for capturing, storing and indexing class presentations), and the Florida Engineering Education Delivery System (for distance learning) to provide "Any Time, Any Place" education to students. The project is developed using a modular curriculum with spiral feedback. The learning materials are designed in a flexible way so that they can be synthesized suitably to be used in the four courses at various levels of detail and for students of different backgrounds. The learning materials include a rich set of laboratory exercises and projects to enhance the subject matter of the four courses and to assist students in learning the emerging set of new security techniques and skills needed in today's workforce. The subject modules are accompanied by a pool of questions to support active learning assignments and an extensive set of acronyms and a glossary to facilitate student learning. The development of the learning materials is enhanced by using and refining methods derived from the existing knowledge base on undergraduate security education and from the resources available from public course repositories. CCLI-Phase 1 (Exploratory) FED CYBER SERV: SCHLAR FOR SER S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Guha, Ratan Mostafa Bassiouni University of Central Florida FL Stephen C. Cooper Standard Grant 150000 7494 1668 1536 SMET 9178 0116000 Human Subjects 0837330 June 1, 2009 Bridging the Expert-Novice Problem-Solving Gap with the GW-ACCESS Protocol. Physics (13) Developing competency in problem solving has long been one of the primary educational objectives of introductory STEM courses. Over the years, education research in the cognitive processes of learning has elucidated the complex and intricate nature of the problem-solving procedure and has identified a number of individual mental skills needed to organize and process the requisite knowledge. This project develops and tests an easy-to-implement intervention, GW-ACCESS, in an introductory algebra-based physics course in a SCALE-UP environment. GW-ACCESS, which builds upon Marzano's New Taxonomy of Education Objectives, helps students develop the problem-solving component skills of "classifying" the problem, "representing" the data, "designing" a strategy, "executing" a solution, "evaluating" the answer, and "reflecting" on the learning. The collaboration between the physics departments at George Washington University and Montgomery Community College is providing a test of the protocol in diverse learning environments. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Feldman, Gerald Larry Medsker George Washington University DC John F. Mateja Standard Grant 161961 7494 1536 SMET 9178 0116000 Human Subjects 0837331 September 1, 2009 Collaborative Research: Linear Algebra in New Environments (LINE). Mathematical Sciences (21) This collaborative project integrates: (a) the study of important mathematical content, (b) the use of applications, and (c) reflection on mathematical learning theories by faculty and students in the context of an advanced undergraduate linear algebra course. The development and implementation of this new course involves co-teaching and collaboration among faculty with expertise in a variety of areas including mathematics, computer science and mathematics education. The project includes professional development of college faculty who will form professional learning communities to support implementation of innovative teaching modes. The project is designed to: 1. Motivate students by connecting math to their experiences; 2. Match the analysis of content to theories of learning and instructional models; and 3. Provide collaborative support so that expertise in content and pedagogy are used to design effective instructional practice. A novel characteristic of this project is the integration, within a single course of study, of content and applications, in a manner guided by current theories of teaching and learning mathematics at the undergraduate level. The project work involves a significant and long-term collaboration among mathematics and mathematics education faculty. Intellectual Merit This project is transforming STEM education at the participating institutions by demonstrating the impact of curriculum design based firmly in a rich collaboration among disciplines that contribute content, application, and educational theory. There is a strong interest in mathematics in these schools, and particularly in linear algebra, because of its importance for secondary mathematics, computer science, abstract mathematics and engineering. Broader Impacts: This project is impacting a large number of students even in its initial phase, given the number of colleges and potential linear algebra students involved. In addition, the number of faculty who will be involved (at least 10) in the initial phase promises a strong impact in STEM pedagogy and content at the five participating institutions. All of the mathematics educators in this project are either placed in mathematics departments or have strong working relationships with their colleagues in math, and therefore there is an opportunity to begin a genuine dialogue about how STEM education could evolve, and the way that these mathematics professors, and others who could use the disseminated instructional materials, think about how their students learn mathematics. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Dexter, Scott Laurel Cooley CUNY Brooklyn College NY Daniel P. Maki Standard Grant 72613 7494 1536 SMET 9178 0116000 Human Subjects 0837332 January 1, 2009 Collaborative Research: Strengthening the Foundation of STEM Education for Community College Students. This project is developing a university/community college partnership between the University of Central Florida (UCF) and Seminole Community College (SCC) that is designed to strengthen the mathematical foundations of science, technology, engineering, and mathematics (STEM) community college students. To achieve this goal, a number of important objectives are identified: 1. Creating Teaching Strategies incorporates an innovative partnership between a two-year institution and a research university through adaptation of the infrastructure of a successful NSF funded STEP program (EXCEL) at the partnering research university to better fit a two-year institution's setting. This is being achieved by developing a team-taught, STEM-interdisciplinary course sequence. The courses in this sequence are Applications of College Algebra, Applications of Trigonometry, and Applications of Pre-Calculus. 2. Developing Faculty Expertise at the community college by working jointly with EXCEL faculty and the Faculty Center for Teaching and Learning (FCTL) at UCF. 3. Creating a Learning Community of Learners and Scholars from SCC and UCF with the common goal of enhancing the mathematics abilities of college underclassmen through emphasizing applications of mathematics. This is further reinforced by the creation of a center on campus for these students. At the center students have a "home base" on campus where they may engage in group study and receive tutoring in their mathematics and applications of mathematics coursework. Intellectual Merit: The collaborative effort is designed to implement and test educational practices at the community college, modeled after the EXCEL program. The effect of this educational model applied to diverse environments of learners and scholars (SCC and UCF) contributes to the knowledge base of undergraduate STEM education and advances identification of best practices in teaching mathematical applications to diverse student populations (community college and university students). Broader Impacts: The university/community college partnership established in this project is intended to be a pilot program for future implementation at other universities in partnership with neighboring community colleges to improve mathematical foundations of STEM undergraduates. Because a significant number of the nation's community college students are from groups underrepresented in STEM fields, similar programs at community colleges all over the nation would broaden STEM participation among underrepresented groups. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Georgiopoulos, Michael Cherie Geiger Alison Morrison-Shetlar Cynthia Young Scott Hagen University of Central Florida FL Sephanie Fitchett Standard Grant 50000 7494 1536 SMET 9178 0116000 Human Subjects 0837334 January 1, 2009 Collaborative Research: Educational Assessment Tools For Genomics And Bioinformatics Education. Advances in genomics and bioinformatics have led to the rapid proliferation of dedicated research laboratories, summer institutes, and academic degree programs. Individual biologists, working groups, and national research networks are focusing their attention on the integration of genomics and bioinformatics lessons into undergraduate curricula. The first goal of this project is to: (1) assemble genomics and bioinformatics assessment items and tools into a single, freely-accessible, and user-friendly format; (2) summarize validity and reliability data for existing measures; (3) construct, evaluate, and revise a suite of supplemental genomics assessment tools in four areas: knowledge, affect, performance, and faculty assessment; (4) disseminate this genomics education concept inventory through SERC, the DANSER project, and the FIRST project, and (5) field test the inventory items for utility, validity, and generalizability by using a newly developed, HHMI-funded interdisciplinary genomics curriculum at Barnard College as a test case. A mixed-methods (i.e., quantitative and qualitative) quasi-experimental design is being used to assess the impact of the curriculum intervention at Barnard. The following five methodologies are being employed, using a longitudinal study design, to assess the impact of the genomics curriculum relative to the traditional biology curriculum: (1) a Likert-scale questionnaire, (2) the Student Assessed Learning Gains (SALG) anonymous online instrument, (3) concept mapping of content knowledge, (4) the CTT (Critical Thinking Test), and (5) semi-structured, transcribed oral interviews by an independent researcher. These data permit methodological triangulation of results. The overarching research question for goal two of this project is: Does a 4-year undergraduate genomics curriculum pathway produce significantly different performance skills, attitudes, knowledge, and dispositions toward biological research compared to a traditional 4-year biology pathway in women science students? CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Morton, Brian Barnard College NY Linnea A. Fletcher Standard Grant 63732 7494 1536 SMET 9178 0116000 Human Subjects 0837339 March 1, 2009 Exploratory Effort to Create Undergraduate Forensic Engineering Specialty Tracks. Interdisciplinary - (99) This project creates the courses necessary to add a forensic engineering track to the undergraduate Interdisciplinary Engineering curriculum at the Missouri University of Science and Technology. The investigators are developing three new interdisciplinary courses, Applied Design of Experiments, Reverse Failure Analysis, and Forensic Investigation Procedures, that form the core curriculum of programs in engineering accident and crime scene investigation. The courses utilize modern pedagogical techniques including case based learning and problem based learning in an effort to increase student learning outcomes. The courses incorporate real-world engineering forensic examples and hands-on laboratory experiences. The project includes an extensive and rigorous evaluation plan with both formative and summative components. The evaluation plan uses both quantitative and qualitative data to measure student achievement and course material effectiveness. The new course materials and evaluation results are disseminated to other educators and institutions through established online STEM knowledgebases, including the National Science Digital Library, and national workshops. The project includes a focused outreach effort to interest eighth grade girls in careers in engineering. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Grantham Lough, Katie Jeffery Thomas Christopher Ramsay Missouri University of Science and Technology MO Lance C. Perez Standard Grant 149998 7494 1536 SMET 9178 0116000 Human Subjects 0837340 March 1, 2009 Case-Based E-Learning for Solving Real-World Engineering Design Problems: Nurturing Epistemic Growth for Second Year College Students. Engineering - Other (59) This project is applying web-based technologies and learning theories in a case-based learning context to help future engineers experience real-world engineering design problems in a sophomore design course. This is helping students to understand the complex and context-bounded nature of engineering problem-solving, to apply their scientific knowledge to design practices, to build justification and argumentation skills in the context of engineering design, and to evaluate and reflect upon their design process and products. The approach is based on the construct of personal epistemology, and it focuses on open-mindedness, justification, and argumentation skills and on reflective thinking since these factors are strongly related to students' innovative ability in solving engineering problems. The evaluation effort is using an analysis of student writings and questionnaires to monitor improvements in students' ill-defined problem solving skills and their epistemic growth. The investigators are disseminating their material and results through conference presentations, journal publications, postings on their institution's website and on the Case-Based e-Learning website. Broader impacts include the dissemination of their material and results and the increased student awareness of societal issues in an engineering context. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Choi, Ikseon David Gattie Nadia Kellam University of Georgia Research Foundation Inc GA Russell L. Pimmel Standard Grant 150000 7494 1536 SMET 9178 0116000 Human Subjects 0837341 June 1, 2009 QoSec: A Novel Middleware-Based Approach to Teaching Computer Security Courses. Computer Science (31) This project develops QoSec, an extensible middleware framework for computer security course projects. The QoSec framework provides learning materials for undergraduate students related to the design of large-scale trustworthy computer systems. Course projects in QoSec are implemented as plug-in modules of a middleware-based framework. The QoSec framework is the first educational material of its kind designed specifically to teach undergraduate students how to make real-world computing systems more accountable and less vulnerable to attacks. The project creates a novel middleware-based approach to teaching undergraduate students how to develop large-scale secure software. QoSec addresses several challenges of contemporary computer security education including the lack of novel approaches to study real-world secure computer systems; the need of a holistic platform for constructing computer security projects; and the challenge of using commercial middleware-based frameworks to teach introductory computer security classes. QoSec has an easy interface which allows teaching students the rapid development of security-critical software. The project has a potential to advance the education of modern university computer security course curricula. Anticipated outcomes include addressing the problem of information assurance skill shortage and preparation of future computer security engineers. Through collaboration with Tuskegee University and Alabama State University, QoSec is used to prepare future minority engineers and scientists with expertise in computer security. The extensible nature of QoSec allows instructors to easily share, expand, and modify their computer security course projects. CCLI-Phase 1 (Exploratory) FED CYBER SERV: SCHLAR FOR SER S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Qin, Xiao Kai Chang John Hamilton Wei-Shinn Ku Auburn University AL Victor P. Piotrowski Standard Grant 149999 7494 1668 1536 SMET 9178 9150 0116000 Human Subjects 0837344 July 1, 2009 Introduction of Mass Spectrometry to the Chemistry Curriculum of the Chicago-area Community Colleges. Chemistry (12) Chemistry students in the ten Chicago area community colleges (CC) are being introduced to environmental mass spectrometry analyses using the GC/MS and LC/MS instrumentation available at Loyola University in Chicago, IL. Students acquire and analyze mass spectrometry data through remote internet access. The three environmental analysis experiments are designed so that their purpose and endpoints are easy for beginning chemistry students to grasp. The exposure of CC students to modern analytical methods and instrumentation applied to solving problems whose importance is compelling is expected to encourage more interest in chemistry among those students and to encourage more of them to pursue a bachelor's degree in chemistry. Students are analyzing chlorinated and brominated organic molecules that are by-products of the water disinfection process. These experiments were chosen because they are good vehicles for teaching basic mass spectrometry interpretation to students whose background in organic chemistry is likely to be limited. Another goal of these laboratories is to acquaint the CC students with different types of mass spectrometry experiments, in particular those that are used to determine the empirical formula and/or identity of a compound versus experiments that are used to quantify targeted analytes. The six participating Chicago CC professors (3 co-PIs and 3 other participants) are attending training seminars for the use of the GC/MS and LC/MS instruments, conducted by the instrument manufacturer at Loyola University. The CC professors are encouraged to participate in online demonstrations and to create educational modules that may be incorporated into the InterLaboratory Network (ILN) as part of the dissemination of this work. The assessment plan evaluates whether students who are exposed to environmental mass spectrometry using internet-based technologies are more likely to go on to a 4-year institution and complete a bachelor's degree than students who do not take part. The plan also measures student perceptions of careers in chemistry and whether interest in environmental issues motivates students to pursue a career in chemistry. The assessment tools are being incorporated into the online access to facilitate gathering of information. Results of this project will be presented at the Biennial Conference on Chemical Education and at American Chemical Society meetings. This project aligns with the NSF initiative to enhance the cyberinfrastructure of educational institutions to promote the sharing of online resources. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Chiarelli, Michael Thomas Higgins Charles Abrams Andy Kidwell Loyola University of Chicago IL Susan H. Hixson Standard Grant 199952 7494 1536 SMET 9178 0116000 Human Subjects 0837347 May 1, 2009 Development of a two-semester inquiry-based capstone laboratory experience for biochemistry majors at Viterbo University. Chemistry(12) Following a careful assessment of the current curriculum, faculty in the departments of chemistry and biology are developing and implementing inquiry-based learning experiences for several upper level laboratory courses. A new laboratory course is being developed for Advanced Biochemistry, which in the past was only lecture, and revisions are also occurring in Biochemical Techniques to incorporate inquiry-based exercises into some experiments. The Advanced Biochemistry laboratory consists of two phases, with the second phase being student designed research projects. The first phase focuses on acquisition and application of skills based on the expression and characterization of chlorophyllase from Triticum asetivum. This project is broadening participation of underrepresented groups because nearly three-fourths of the biology and chemistry majors are female and three-fifths are first generation college students. In addition, the newly developed inquiry-based laboratory experiments are of interest to faculty teaching biochemistry and molecular biology at similar institutions. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Backstrand, Kyle Glena Temple Ward Jones Catherine Wright Viterbo University, Inc. WI Bert E. Holmes Standard Grant 118277 7494 1536 SMET 9178 0116000 Human Subjects 0837348 May 1, 2009 INDUSTRIAL ROBOTICS AND AUTOMATED MANUFACTURING LABORATORY IMPROVEMENT FOR INDUSTRIAL ENGINEERING APPLICATIONS. Engineering - Other (59) Robotics and automation systems have been implemented in U.S. manufacturing settings with significant reductions in cost and improvements in competitiveness as a result. Through this project, undergraduate industrial engineering courses are being modified to include modules on flexible manufacturing through robotics and automation with coverage of topics such as dynamics, manipulation, trajectory planning, and programming. Other subject areas included in the courses are process planning, network communications, scheduling, robotic programming, and concurrent engineering. The flexible manufacturing system being developed through this project allows for various laboratory machines to be integrated and utilized for the manufacture of customized parts or for the design of reconfigurable scenarios. Hands-on laboratory experiences are being developed and evaluated for learning effectiveness through this project. Improvements in student learning and motivation are being rigorously assessed through a variety of measures and results of the project are being broadly disseminated. CCLI-Phase 1 (Exploratory) DUE EHR Pitts, Richard Morgan State University MD Sheryl A. Sorby Standard Grant 149591 7494 SMET 9178 0116000 Human Subjects 0837349 September 1, 2009 The Elementary Pre-Service Teachers Mathematics Project. The Elementary Pre-Service Teachers Mathematics Project Discipline: Mathematical Sciences (21) "The Elementary Pre-Service Teachers Mathematics Project" is developing, testing, and disseminating materials to facilitate the learning of discourse-based instructional methods by undergraduate elementary pre-service teachers. These materials are helping improve the student's own mathematical understandings as well as their ability to explain the mathematical concepts to children. In addition to materials for pre-service teachers, this project is developing a handbook for college faculty teaching pre-service elementary teachers. The usefulness of these materials is being tested at four different institutions during the first year of the project. During the second year of the project, the testing is being extended to other institutions in Massachusetts. They are also running a controlled experiment at Boston University on the efficacy of the materials. Over the two year grant period, this project is directly impacting 195 future elementary school teachers and is becoming a model for discussion-based teacher preparation. Project faculty are holding a series of workshops for faculty in Massachusetts, providing training in the use of the materials and particularly in the discourse-based pedagogy developed. With a strong emphasis on research, this project is also sharing resources and lessons learned more broadly through publications and presentations. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Chapin, Suzanne Trustees of Boston University MA Dennis Davenport Standard Grant 150000 7494 1536 SMET 9178 0116000 Human Subjects 0837352 January 1, 2009 Reconnecting Chemical Engineering Students with the Physical World. Engineering - Chemical (53) Current engineering education embraces computer-based visualizations and simulations to foster student learning. There is evidence that these technological advances, while improving student understanding of complex theories, have simultaneously led to a decrease in opportunities for students to explore forces, causal factors, and effects in the real world. The result is that diminished opportunity to physically experience produces a diminished ability to perceive among our undergraduate students. In this project, laboratory exercises are being developed to reconnect undergraduate chemical engineering students with the physical world. The new lab experiences emphasize somatic opportunities that promote physical insight and engineering judgment. These activities are designed to stimulate independent thought and creativity while promoting use of the human senses, tactile learning, tinkering, and data interpretation. The project's impact on student learning is being rigorously assessed through qualitative and quantitative measures. Project results are being broadly disseminated through presentations at conferences and through the development of a project web site. CCLI-Phase 1 (Exploratory) DUE EHR Glasgow, Larry David Soldan Kansas State University KS Sheryl A. Sorby Standard Grant 82509 7494 SMET 9178 9150 0116000 Human Subjects 0837364 July 1, 2009 Development of Modular Interactive Learning and Assessing Tools for Electrical Circuit Core Course for Engineering Students. Engineering - Electrical (55) This project is developing a set of computer based learning modules for use in introductory circuits courses in electrical and computer engineering curricula. Each module leads the student through four learning phases for a particular concept. The first phase is a tutoring phase in which the student is given basic ideas and information. The second phase is a quizzing phase in which the student is quizzed on the ideas and information presented in the first phase and given immediate feedback on their performance. The third phase presents the student with a design problem in which they need to use the ideas and information provided. The final phase provides the students with concrete practical examples of the use of the concept in real world applications. The learning modules are being developed and deployed at a four-year institution and a community college. The project includes rigorous formative and summative evaluation plans with both qualitative and quantitative components coordinated by an independent evaluator. The projects results are being disseminated through conference and journal publications and through a training workshop. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Batarseh, Issa Kalpathy Sundaram ANNIE WU Zheng Shen University of Central Florida FL Lance C. Perez Standard Grant 199994 7494 1536 SMET 9178 0116000 Human Subjects 0837368 August 15, 2009 Computing across the physics curriculum. Physics (13) Across the country, physics faculty acknowledge that solving problems using various computational methods is important, but many faculty lack the expertise and time to incorporate computational methodologies into their courses. By focusing on two core numerical algorithms (Euler method and finite difference) that are sufficient to solve a large number of problems encountered by students in traditional courses, a new, yet practical, model to integrate computation throughout the curriculum is being developed. The approach introduces these computational methods to students in their sophomore year, and then applies them comprehensively throughout the upper-division physics and astronomy curriculum with increasing levels of sophistication. Peer instruction and collaborative learning strategies are used to enhance the learning processes. New curricular materials are being developed for faculty to allow them to effectively and efficiently incorporate these computational methodologies into their courses. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Cornelison, David Kathleen Eastwood Stephen Levine Northern Arizona University AZ John F. Mateja Standard Grant 145937 7494 1536 SMET 9178 0116000 Human Subjects 0837385 March 15, 2009 Promoting Peer Collaboration Through PeerSpace -- A Novel Online Social Network Based Learning Environment. Computer Science (31) This project promotes collaborative learning among students taking introductory Computer Science (CS) courses through an online social learning environment, called PeerSpace. PeerSpace is based on the fundamental idea of the successful Emerging Scholars Program, a peer-learning program that enhances student learning by promoting strong peer support, both academically and socially. PeerSpace consists of two main components: the social network component and the peer-learning component. The social network component provides students with online collaborative tools for convenient synchronous and asynchronous online interactions on course related topics as well as social topics. The student-centered pod membership and the pod-to-pod friendly competitions are used to give students a sense of belonging to the learning community, and to encourage the building of peer support networks. The peer-learning component is a set of carefully designed peer collaborative exercises organized in a novel way to emphasize peer collaboration by integrating popular peer learning techniques in computer science education such as group discussion, peer code review, and student self-reflection. These peer collaborative exercises encourage students to help and support each other academically within the established social environment, deepening students' understanding of course material and enhancing students' motivation, persistence, and passion towards their study. The goal of PeerSpace is to promote peer collaborative learning in introductory CS courses by providing carefully designed peer collaborative exercises within a friendly, peer-supportive online social network environment, and to facilitate the building of peer support networks that lasts throughout and beyond the introductory CS courses. EXP PROG TO STIM COMP RES CCLI-Phase 1 (Exploratory) DUE EHR Li, Cen Thomas Cheatham Zhijiang Dong Roland Untch Middle Tennessee State University TN Stephen C. Cooper Standard Grant 149745 9150 7494 SMET 9178 9150 0116000 Human Subjects 0837388 February 1, 2009 An Atmospheric Science Laboratory for Undergraduate Education. Atmospheric Sciences (41) Two modules are being developed for "Weather and the Atmosphere" and "Analysis of Climate and Weather Observations". These two courses are part of the undergraduate curricula in the Department of Atmospheric and Oceanic Sciences at the University of Colorado. The primary motivation behind this effort is to provide students with opportunities for 'hands-on' experiences using environmental sensors and data. This project is using rooftop laboratory instruments and measurements of fundamental parameters to help students understand radiative processes in the Earth's atmosphere and to investigate key elements of the hydrological cycle. At the introductory undergraduate level students are becoming familiar with environmental sensors and their operation and are being introduced to applications of data on a phenomenological level. Upper-division undergraduate students are using these data to develop a quantitative understanding of the radiative energy budget at the surface, to compare with model simulations, and to gain a practical understanding of instrument and measurement theory, sensor calibration, and measurement uncertainties. The progress and effectiveness of this project is being determined by external evaluators at the University of Colorado. The evaluation approach involves a series of formative and summative tools (both qualitative and quantitative) and is intended to help determine the impact of the proposed curriculum on participating students. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Pilewskie, Peter Katja Friedrich University of Colorado at Boulder CO David J. Matty Standard Grant 144359 7494 1536 SMET 9178 0116000 Human Subjects 0837395 March 1, 2009 Novel Development of Lab and Course Modules: Integrate Intelligent Structure Technology and Self-Regulated Learning to Inspire Motivated and Strategic Learners in STEM. Engineering - Civil (54) Lower enrollment and persistence in STEM can often be attributed to a lack of interest and confidence in studying STEM, especially for students from underrepresented groups. Self-regulated learning (SRL) is a framework that has been developed within the cognitive science domain and refers to learning strategies guided by a motivation to learn, metacognition (awareness of one's knowledge and beliefs), and strategic action (planning, monitoring, and evaluating personal progress and taking appropriate action). Optimal academic performance is often tied to the extent to which the learner uses SRL; however, SRL has not been utilized by the STEM education community to facilitate student learning. In this project, SRL modules are being developed for use in undergraduate civil engineering courses to determine their impact on improved performance and persistence of students. The SRL modules are being integrated with instruction on Intelligent Structures Technology to illustrate an application for SRL that suitably engages civil engineering students. The results from the project are being rigorously evaluated to determine the impact on student motivation, learning, and persistence. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Zheng, Wei Hui-Ru Shih Evelyn Leggette Tzusheng Pei Gordon Skelton Jackson State University MS Sheryl A. Sorby Standard Grant 149999 7494 1536 SMET 9178 9150 0116000 Human Subjects 0837397 January 1, 2009 Collaborative Research: Educational assessment tools for genomics and bioinformatics education. Advances in genomics and bioinformatics have led to the rapid proliferation of dedicated research laboratories, summer institutes, and academic degree programs. Individual biologists, working groups, and national research networks are focusing their attention on the integration of genomics and bioinformatics lessons into undergraduate curricula. The first goal of this project is to: (1) assemble genomics and bioinformatics assessment items and tools into a single, freely-accessible, and user-friendly format; (2) summarize validity and reliability data for existing measures; (3) construct, evaluate, and revise a suite of supplemental genomics assessment tools in four areas: knowledge, affect, performance, and faculty assessment; (4) disseminate this genomics education concept inventory through SERC, the DANSER project, and the FIRST project, and (5) field test the inventory items for utility, validity, and generalizability by using a newly developed, HHMI-funded interdisciplinary genomics curriculum at Barnard College as a test case. A mixed-methods (i.e., quantitative and qualitative) quasi-experimental design is being used to assess the impact of the curriculum intervention at Barnard. The following five methodologies are being employed, using a longitudinal study design, to assess the impact of the genomics curriculum relative to the traditional biology curriculum: (1) a Likert-scale questionnaire, (2) the Student Assessed Learning Gains (SALG) anonymous online instrument, (3) concept mapping of content knowledge, (4) the CTT (Critical Thinking Test), and (5) semi-structured, transcribed oral interviews by an independent researcher. These data permit methodological triangulation of results. The overarching research question for goal two of this project is: Does a 4-year undergraduate genomics curriculum pathway produce significantly different performance skills, attitudes, knowledge, and dispositions toward biological research compared to a traditional 4-year biology pathway in women science students? CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Nehm, Ross Ohio State University Research Foundation OH Linnea A. Fletcher Standard Grant 84172 7494 1536 SMET 9178 0116000 Human Subjects 0837398 February 1, 2009 Luminescence Spectroscopy in Molecular Assemblies and New Energy Conversion Materials: Integration Across the Undergraduate Curriculum. Chemistry (12) Intellectual Merit. A collaborative group of educators from the Chemistry Department or from the Biochemistry & Molecular Biophysics Department are implementing the use of two fluorescence spectrophotometers as a means for catalyzing an integrated modification of the undergraduate chemistry and biochemistry laboratory curriculum. The modified curriculum is providing undergraduate students with a broad introduction to luminescence and associated topics, including a multiyear exposure to the scientific processes underlying solar energy conversion and energy transport in both synthetic and living systems. A thorough and integrated introduction to luminescence spectroscopies and luminescent materials in the undergraduate curriculum has become important for a number of reasons. Fluorescent assays are widely used in the characterization and analysis of biological and biomimetic materials, and in parallel with the sequencing of the human genome there has been an explosion in the use of single molecule fluorescence studies in all areas of bioscience. Luminescence spectroscopy is at the heart of the development of many forms of nanoscience, especially the development of new nanomaterials for solar energy conversion. By offering practical and in-depth laboratory experiences that explore these important topics, students are enhancing their understanding of fluorescence as a probe of the dynamics of molecular systems and are becoming familiar with recent advances in contemporary research fields such as solar energy conversion, nanoscience, and biochemical fluorescence spectroscopy. The fluorescence spectrophotometers are being used by both Chemistry and Biochemistry undergraduates, in years three and four of their curriculum, including in Analytical, Physical and Inorganic Prep classes, along with a Biochemical Techniques laboratory. Experiments are being developed that investigate a) light absorption and excited state creation, energy transfer, and luminescence decay; b) fluorescence emission, resonance energy transfer (FRET), and anisotropy in molecular assemblies, emphasizing the effect of microenvironment on these processes; c) biochemical applications of anisotropy and FRET in measurements of biomacromolecular binding affinity and reaction kinetics; and d) the competition between luminescence and electron transfer in solar energy conversion systems created from linked semiconductor and oxide nanoparticles. The last of these involves a cross-course collaborative capstone experience for students in Inorganic and Physical Chemistry laboratories. Experiments are being designed using a "bottom-up" approach so that appropriate overlap of the most significant issues occurs throughout the students' training. Broader Impacts. Approximately 250 students are enrolled in the affected courses each year. As a result of this curricular modification, these students are developing an enhanced understanding of fluorescence and a number of related topics while being exposed to important areas of contemporary research. They are gaining appreciation for the collaborative and cross-disciplinary nature of science. Under the guidance of the faculty, graduate teaching assistants carry out much of the experimental development, and are benefiting both educationally and professionally. An additional solar energy education outreach component is being implemented in collaboration with the undergraduate chemistry club. Materials developed over the course of the project will be made accessible to the wider scientific community. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Saavedra, S. Scott Jeanne Pemberton Deirdre Belle-Oudry Nancy Horton Oliver Monti University of Arizona AZ Susan H. Hixson Standard Grant 149945 7494 1536 SMET 9178 0116000 Human Subjects 0837409 March 15, 2009 Engineering Future Chemical Engineers: Incorporation of Process Intensification Concepts into the Undergraduate Curriculum. Engineering - Chemical (53) Process intensification encompasses a broad spectrum of activities focused on identifying fundamental limitations in a chemical production route and developing or combining processes to minimize resource utilization and optimize process quality. Process intensification is essential to industrial competitiveness as it can enhance safety, increase operating efficiency, lower energy usage, reduce capital costs, reduce waste emissions, and reduce process hazards. Improving processes by process intensification requires chemical engineers to integrate many fundamental concepts and go beyond traditional unit operations. Currently chemical engineers are taught how to develop a process by linking together standard unit operations, but are frequently not trained to synthesize fundamental concepts in new ways for novel and efficient process designs. Through this project, educational modules are being developed to provide the necessary foundation for process intensification through the introduction of key concepts and prototype applications. Four courses in chemical engineering are being transformed: Fluid Flow, Heat Transfer, Mass Transfer, and Chemical Reactor Design. This sequence of courses allows both early introduction and vertical integration of key process intensification concepts into the undergraduate chemical engineering curriculum. The modules are being rigorously assessed to determine their impact on student learning and the results are being broadly disseminated through papers, the Web, and workshops for chemical engineering faculty. EXP PROG TO STIM COMP RES CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Toghiani, Rebecca Carlen Henington Priscilla Hill Adrienne Minerick Keisha Walters Mississippi State University MS Sheryl A. Sorby Standard Grant 149999 9150 7494 1536 SMET 9178 9150 0116000 Human Subjects 0837417 February 1, 2009 Regional Partnership to Improve Science Content Courses for Pre-service Elementary Teachers. Interdisciplinary (99) Three institutions have formed a partnership to share a science content course that spans two semesters and is intended for pre-service elementary teachers and university students who want to teach young children. The science course is based upon an inquiry-learning cycle that is well supported by cognitive science and education theory. The content of the shared course comes directly from the Illinois State Learning Standards, which specifies the content elementary teachers are required to teach. The science course includes technology components and capstone projects, also intended to align with Illinois Learning Standards. The course is specifically designed to interest future teachers, in part because the majority of pre-service students are women, many of whom had indifferent science experiences. Revisions to the course will involve instructors from all three partner institutions. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Foster, Thomas George Banziger Amanda Starkey Southern Illinois University at Edwardsville IL Herbert H. Richtol Standard Grant 199554 7494 1536 SMET 9178 0837443 July 15, 2009 The Design of a Research Based Curriculum for Real Analysis. Mathematical Sciences (21): This project is studying student learning patterns in undergraduate advanced analysis, a critical course for students who intend to do advanced work in mathematics. The ultimate goal of the project is to design a research based curriculum with learning materials for the undergraduate mathematics course in Real Analysis at Arizona State University (ASU), as well as for other institutions throughout the U.S. This project will positively affect STEM undergraduate programs by: 1. Creating learning materials and teaching strategies, including lesson modules and an instrument to gauge students' readiness, 2. Implementing educational innovations through a whole-class teaching experiment and task-based interviews with individual students, and 3. Conducting research to explore students' understanding, obstacles and their learning patterns; and effective teaching strategies to enhance learning. Intellectual Merit: There is little research about students' obstacles and their learning patterns in upper level abstract mathematics courses, such as advanced undergraduate analysis. While much research on the application of educational theories has been done and materials have been developed for K-12 and some lower division undergraduate mathematics, there is no evidence that this work applies to advanced abstract courses. This project is a step toward filling this gap in the research literature. Broader Impact: Analysis courses, such as the one being studied at Arizona State are also present at most 4-year colleges and universities in the U. S. and are often required for undergraduate degrees in mathematics and secondary mathematics education. The proposed project will help a significant pool of mathematics students and future high school teachers across the nation to have a successful transition to upper division mathematics courses. This project is also developing faculty expertise by illuminating challenges to and opportunities for adapting innovations in diverse educational settings. REESE CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Roh, Kyeong Hah Jack Spielberg Arizona State University AZ Daniel P. Maki Standard Grant 149985 7625 7494 1536 SMET 9178 9177 0116000 Human Subjects 0837451 January 1, 2009 Collaborative Research: Using the Rock Art Stability Index to Engage Community College Students in Field-Based Interdisciplinary Research. Geology (42) This project introduces Mesa Community College and other Maricopa County Community College District students enrolled in geology, physical geography, and archaeology courses to basic field research on rock art. Rock art, prehistoric rock engravings (petroglyphs) and rock paintings (pictographs) common in the American West, is being degraded as a result of anthropogenic activities and natural processes. The curriculum modules being developed take advantage of the students' interest in their cultural heritage and use the Rock Art Stability Index (RASI) to help them link their knowledge of rock types and weathering characteristics to the preservation of the rock art. As the students learn about weathering processes, they are generating data that contribute to the preservation of the rock art. These data are being shared with cultural resource managers and may lead to new and improved rock art preservation techniques. The evaluation of the modules is contributing to advancing the understanding of how "place-based" and meaningful research attracts and retains underrepresented students in STEM disciplines. K-12 teachers are becoming familiar with the modules through workshops offered by the Arizona Geographic Alliance. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Cerveny, Niccole Maricopa County Community College District AZ Jill K. Singer Standard Grant 119469 7494 1536 SMET 9178 0116000 Human Subjects 0837452 March 1, 2009 CS Education: Computer Game Course Curriculum and Gender?. Computer Science (31) This project involves a redesign of the software engineering course. The objective is to use games, while appealing to women as well as men. The course focuses on games as outreach. In particular, collaboration is planned with a secondary school in southern Tanzania, Africa to develop educational games. Intellectual Merit: This project contributes to pedagogical research on ways to attract and retain women in Computer Science. It explores how games in the computing curriculum can serve to disrupt rather than reinforce gender stereotypes. And it provides an approach to teaching software design that makes explicit the ways in which software is a cultural artifact, one that reflects and reinforces social norms, and encourages students to understand the implications of their designs. Broader Impact: The explosion of games and game building in the computer science curriculum may work in opposition to efforts to recruit and retain women. It is crucial to understand if and how this opposition works and to discover remedies. This work informs a broad range of institutions that have gaming programs. It also serves to attract women to careers in game design. And it helps train game designers who are able to serve a wider audience. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Sweedyk, Elizabeth Harvey Mudd College CA Stephen C. Cooper Standard Grant 149784 7494 1536 SMET 9178 0116000 Human Subjects 0837456 January 1, 2009 The Software Enterprise: A Reinforcing Pedagogical Model for Software Engineering. Software Engineering (34) This project supports the development and testing of the Software Enterprise model, a model that uses student project experiences as the contextual teaching and learning vehicle, instead of as a summative experience. In this model, students engage in traditional classroom learning, group-oriented lab exercises, implementation on scalable projects, and reflective assessment co-located in time for each module. The result is a student who not only acquires a new skill, but understands how to put that skill in practice. This project focuses on the two activities: 1) Performing a longitudinal assessment of student performance in industry after graduation; and 2) Creating new curricular modules in subject matter areas currently lacking, including design, architecture, quality assurance, and maintenance. Dissemination activities include packaging Enterprise modules for online delivery and conducting tutorials on the method and benefit of structuring Software Engineering Education (SEE) according to the Software Enterprise pedagogical model. Intellectual Merit: The Enterprise contributes a new pedagogical model to SEE. While the model is new, it builds off previous contributions to SEE. The objective of this model is to accelerate the industry preparedness and skill level of software engineering graduates, and this project performs a longitudinal assessment to validate this claim. Broader Impacts: This project produces SEE modules supporting a reinforcing teaching and learning model. These modules are made available to the SEE community through a project website as well as through SWENET (http://www.swenet.org). The results of the assessment activity are reported to the community with an analysis of the viability of this pedagogical approach. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Gary, Kevin Arizona State University AZ Stephen C. Cooper Standard Grant 148345 7494 1536 SMET 9178 0116000 Human Subjects 0837458 June 15, 2009 CSI Union: Understanding Forensic and Biometric Technologies. Engineering - Electrical (55) This project seeks to increase students' knowledge about the technology used in forensic investigation with an emphasis on biometrics. Two new courses are being developed to achieve this. The first course is an upper-level course for electrical and computer engineering students and focuses on the use of signal processing in biometrics. This course is taught with a forensic project theme where students are asked to identify an unknown individual from biometric clues. The second course is a general education course that is available to all students and covers the basic principles and technologies of biometrics and the social and ethical issues surrounding their use. This course educates a broader and more diverse group of students and also exposes students who may be undecided about their education to engineering. Students in both courses participate in hands-on biometric experiments in a common biometrics laboratory. Undergraduate research projects also utilize the biometrics laboratory. The project includes a detailed assessment and evaluation plan that uses a concept inventory style instrument to measure student learning. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Cotter, Shane Union College NY Lance C. Perez Standard Grant 125954 7494 1536 SMET 9178 0116000 Human Subjects 0837465 January 1, 2009 CCLI: Design and Implementation of an Innovative Problem-based Learning Model and Assessment Tools in Undergraduate Engineering Education. Engineering - Other (59) Problem-based learning (PBL), a student-centered pedagogy, offers a strong framework upon which to build a curriculum that will teach our students the necessary problem solving and critical thinking skills to solve the complex problems of the future. In undergraduate STEM education, PBL is recognized as a key strategy for improving student motivation and learning. PBL has been shown to be effective in a variety of settings; however, its use in undergraduate engineering education has been primarily focused in capstone design experiences. Through this project, PBL is being integrated throughout the coursework in the first two years of a new interdisciplinary engineering program. A cataloging system for characterizing PBL experiences is being developed along with a comprehensive toolkit for assessing student learning from those experiences. Vetted PBL experiences suitable for inclusion in introductory engineering courses and assessment instruments resulting from this project are being disseminated broadly and are available for adoption at other institutions. CCLI-Phase 1 (Exploratory) DUE EHR Pierrakos, Olga Ronald Kander Eric Pappas Robert Prins Robin Anderson James Madison University VA Sheryl A. Sorby Standard Grant 150000 7494 SMET 9178 0116000 Human Subjects 0837466 July 1, 2009 Collaborative Project: Secure Web Development. Computer Science (31) The objectives of this project are to generate a new teaching tool SWEET (Secure WEb dEvelopment Teaching) in secure web development for undergraduate students in computing field; to create a portable teaching laboratory; to evaluate the effectiveness of the teaching tool in improving students' learning experiences; and to foster collaboration between academia and industry partners. SWEET provides structured lectures, laboratory exercises, and project modules for building problem solving skills. This project is conducted collaboratively by Pace University (Pace), the lead institution, and City University of New York - City College of Technology (CUNY City Tech). Pace develops the SWEET platform and both, Pace and CUNY City Tech, develop teaching modules and build their own portable teaching laboratories to incorporate SWEET in several undergraduate courses. The project supports the training of a new generation of computing professionals who understand and are able to solve security problems occurring in web development. This project broadens students' exposure to a modern, practical software development through realistic web security scenarios from industry. SWEET is disseminated to broad audience including industry partners, academic partners, web sites and conferences. It bridges the gap between the current computing curricula and industry expectations from graduates in the computing disciplines. It has a potential to attract undergraduate students by providing a new, interesting and innovative teaching tool in secure web development. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Li, Xiangdong CUNY New York City College of Technology NY Victor P. Piotrowski Standard Grant 49944 7494 1536 SMET 9178 0116000 Human Subjects 0837467 January 1, 2009 Mathematics Education in the Public Interest. The Mathematics Education in the Public Interest (MEPI) project strives to improve the quality and relevance of mathematics education for undergraduate students planning to teach (preservice teachers). Its overarching goals are to (1) support equity and social justice in mathematics education; (2) diversify student interest and participation in mathematics; and (3) broaden and enrich the ways mathematics is viewed as a discipline. Intellectual Merit: Currently, the integration of mathematics into social issues is used by only a few practicing teachers using a scarce supply of curriculum materials and having minimal professional development opportunities. Mathematics is treated as independent from important social, political, and economic issues facing communities and the world. This project builds on the premise that mathematics education requires greater attention to the public interest and that this change in focus may expand interest and knowledge in mathematics and its applications while creating and strengthening partnerships between individuals and their local and global communities. MEPI is working primarily with undergraduate students in preservice elementary and middle school teacher education programs. The objectives are to: (1) engage in curriculum and course development for Elementary and Middle Grades Math for Social Analysis; (2) conduct and disseminate qualitative and quantitative research on the struggles, successes, and tensions inherent to preservice teacher learning; and (3) create an online MEPI activities and resources center. Broader Impacts: These materials are being pilot tested in a required course with high enrollment at a university with roots in teacher preparation. The project is supporting mathematics teacher educators and inservice teachers interested in infusing courses or professional development workshops with activities or service learning experiences of personal or social value to students. The online center can be used by preservice and inservice mathematics teachers, mathematics teacher educators, and mathematics education researchers as they compile and incorporate resources into their courses. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Spielman, Laura Jean Mistele Radford University VA Sephanie Fitchett Standard Grant 119667 7494 1536 SMET 9178 0116000 Human Subjects 0837469 June 15, 2009 Collaborative Project: Participatory-based Approach on Teaching and Learning Biometric Security and Privacy. Computer Science (31) This collaborative project improves undergraduate education and student learning in the area of biometric security and privacy. The specific objectives of this project are: (A) to develop courseware modules that focus on three topics: (i) biometric technologies, (ii) privacy, and (iii) techniques for privacy preserving biometric security; and (B) to explore the notion of connective and collective intelligence grounded on peer collaboration and competition for promoting active learning, and through which to identify the conditions under which the courseware materials are effective to create a positive impact on undergraduate learning in biometric security and privacy. A unique characteristic of this project is to engage students to actively contribute selected case studies and problem solutions to be accumulated and included in the learning guide. Engaging in the active contribution of content materials is significant in two regards. First, it allows the courseware to capture the collective intelligence that reflects diverse viewpoints on usable biometric security and privacy expectation. Second, engaging students in the process of contribution requires them to connect knowledge and information sources to achieve connective intelligence. This project produces three deliverables: (A) a student learning guide on the concepts, principles, and technologies on biometric security and privacy; (B) biometric data and privacy preserving biometric data retrieval software; and (C) lab manuals for experiments that help students gain hands-on experience on the biometric data and technologies, their applications, and their privacy implications. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Memon, Nasir Polytechnic University of New York NY Stephen C. Cooper Standard Grant 59922 7494 1536 SMET 9178 0116000 Human Subjects 0837489 August 1, 2009 Bridging Learners with Practitioners: Interdisciplinary Experiential Learning in Conservation Science using Conservation Bridge. This project is developing undergraduate course materials in conservation science, combining scientific work with efforts to conserve biodiversity. Conservation efforts typically draw on multiple disciplines (e.g. ecology, natural resources, sociology, communications, law, economics, and agriculture), integrating knowledge to guide actions that are jointly more effective in preserving diversity. Modern course materials need to be broader than traditional disciplinary specializations. Also,ideally, course materials for conservation science should be enlivened by activities that connect students to real world efforts to practice conservation and provide skills to work within a culturally-rich, international context. Hence, the course materials are being developed as internet-based and are being made available on a collaborative platform that connects undergraduate students from around the world to each other and to conservation scientists working in real world contexts. The materials are being presented through the development of ten dynamic multimedia case studies that are designed to include high-definition video, maps, text, web-links, Wiki, and audio files. These case studies are being designed so that they can be integrated into existing courses to facilitate their adoption. They are being presented on an updated version of ConservationBridge.org, a social networking system that facilitates communication and collaboration amongst students, educators, and practitioners. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Lassoie, James Karim-Aly Kassam Cornell University NY Myles G. Boylan Standard Grant 149698 7494 1536 SMET 9178 0116000 Human Subjects 0837491 February 1, 2009 Teaching Physics Students to Innovate. Physics(13) The Department of Physics at Lawrence University, recognizing a need for greater innovation in the American workplace to arrest the current slippage in U.S. competitiveness worldwide, is investigating how to teach innovation as part of the undergraduate physics curriculum. A four-step methodology is being developed that will be implemented in two learning settings: summer research participation and two academic-year, laboratory-rich courses. The instructional steps include: 1) introducing students to innovation, 2) choosing targets for innovation, 3) moving ideas into action, and 4) testing and revising. With the expertise and equipment currently available at Lawrence, innovative work is focusing on the areas of optics and plasma physics. As the project progresses, course materials, laboratory instruction sets, selected observations and possible videos are to be developed and disseminated. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Stoneking, Matthew John Brandenberger William Skinner Lawrence University WI John F. Mateja Standard Grant 150000 7494 1536 SMET 9178 0116000 Human Subjects 0837496 January 15, 2009 Inquiry Based Learning Modules for Atmospheric Science Using Student-Accessible Modeling Tools. Atmospheric Sciences (41) This project is improving students' understanding of what it means to do science by introducing inquiry-based learning modules into several courses offered within Washington State University's (WSU) atmospheric chemistry program and is part of a comprehensive strategic effort to improve WSU's atmospheric research and air quality engineering program. The specific objectives of the project include: 1) developing student-accessible modeling tools for atmospheric chemistry; 2) creating and implementing inquiry-based learning modules for using the new modeling tools throughout the atmospheric science program at WSU; 3) assessing the impact of this approach on student conceptual understanding of non-linear system dynamics in science and engineering; and 4) dissemination of these new learning tools to the broader community. Objectives 1 and 2 include producing new course materials to enhance student learning. High quality research models for atmospheric chemistry and aerosol processes already are available, but their interfaces often require more expertise than can be expected of undergraduates. New web-based interfaces for these models are being built to make the interfaces more accessible to students in introductory courses. Inquiry-based learning modules using these tools are being developed for seven other courses that span the atmospheric chemistry program, including courses taken by advance undergraduates and graduate students. The assessment of the effectiveness of the project activities on student learning uses a combination of approaches, including clinical demonstration interviews, in-class observations of students, analyses of student work, and pre- and post-testing. The combination of evaluation approaches should allow the learning modules to be iteratively improved to make them more effective classroom tools and yield useful data for increasing the STEM education knowledge base. It is anticipated that the framework for introducing inquiry-based learning modules will be adapted by other programs within and outside of WSU. The modeling tools and learning modules developed as part of this project are being distributed freely over the Internet. The proposed work also is supporting the student training goals of NSF by involving a graduate student in the educational research and learning outcomes assessment and the participation of two undergraduate summer researchers in the development and testing of the student-accessible modeling tools. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR VanReken, Timothy Shane Brown Washington State University WA David J. Matty Standard Grant 149774 7494 1536 SMET 9178 0116000 Human Subjects 0837505 January 1, 2009 A Cognitive-Apprenticeship Learning Curriculum Augmented by Cognitive Tutors (CAL-CT) for Fundamental Programming Concepts. Computer Science (31) This project addresses student learning obstacles and low motivation in introductory programming courses. This project utilizes two effective instruction methodologies, the cognitive apprenticeship learning (CAL) model and cognitive tutors (CT), to improve student problem solving skills with fundamental programming concepts, such as basic statements, if/switch statements, loops, and functions. There are two steps involved. First, task analysis of expert problem solving process is conducted and scaffolding techniques are developed. Second, computer tutor programs are constructed and delivered online. These tutoring programs interact with students as their personal coaches. They utilize explicit expert problem-solving processes and scaffolding techniques to guide students through their problem-solving practice. The tutors can accommodate multiple solution paths that students might choose for solving a problem. As students work through program-writing problems, the tutors provide step-by-step feedback and upon the student's request will provide advice on what to do next. Therefore, the student can always reach a successful conclusion to problem solving. Evaluation is conducted based on collected test scores for students in the first introductory programming course over a four-semester period. Pretest-posttest two-group control group design methodology is used for evaluation. CCLI-Phase 1 (Exploratory) DUE EHR Jin, Wei Shaw University NC Stephen C. Cooper Standard Grant 149708 7494 SMET 9178 0116000 Human Subjects 0837511 February 1, 2009 Collaborative Research- Watershed Citizenship Learning Community. INTERDISCIPLINARY (99) The project uses the watershed as a means to instill an interest in the preservation and conservation of freshwater resources and encourage environmental stewardship in non-major and pre-major undergraduate students. The project empowers students with the tools, knowledge and motivation to become citizen-scientists. An interdisciplinary approach is used that integrates the natural and social science of watersheds to develop a curriculum that is both rigorous and accessible to students across a wide range of majors and disciplines. Tandem courses in Watershed Ecology and Watershed Citizenship are developed that integrate service learning and undergraduate research in the local watershed. Specifically, the project uses DNA barcoding of aquatic macroinvertebrates and incorporates a cyber community-building tool, WikiWatershedTM, to integrate students into the larger watershed community. The focus on watershed science and social science assures relevance of this material in any location. This project produces easily replicable and transferable curricular material for broader implementation that can be modified to adapt to any watershed address. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR DUNBAR, DAVID Susan Gill Melissa Terlecki Caroline Nielsen Cabrini College PA Herbert H. Richtol Standard Grant 92007 7494 1536 SMET 9178 0116000 Human Subjects 0837518 March 15, 2009 Workshops That Improve Undergraduate Teaching of Mathematics. Mathematical Science (21) The Departments of Mathematical Sciences at the United States Military Academy (USMA) and at the United States Air Force Academy (USAFA) are building on a history of annual teacher faculty development workshops that are focused on pedagogical issues and at the same time emphasizing learning by doing. This project is improving student learning in mathematics courses by raising the standard of teaching excellence in undergraduate mathematics programs nationwide. This is being done through the following: 1) Increasing the number of mathematics faculty who have studied and practiced sound,proven teaching methods and can share these ideas in faculty development sessions, 2) Contributing to promoting and helping lead a nationwide network of mathematics educators and administrators who are committed to promoting better teaching and improved teacher education, and 3) Organizing a one-week workshop for two consecutive years that provides 20 mathematics educators each year with an opportunity to make substantive improvements in the effectiveness of their teaching and in their ability to lead faculty development programs at their institutions. These educators must express an interest in initiating similar programs at their schools. The content of the one week workshops can be incorporated into any school program, either as a full continuous week or at various times throughout the year. Classes and sample materials are provided to participants to utilize in their own faculty development programs. The materials that are created for the workshop, specifically the workshop schedule, lesson plans, readings from applicable literature, and all available handouts, are available to the participants of the workshop and will be broadly disseminated and made available to educators in mathematics, who are interested in faculty development, through publications, presentations and panel discussions at professional meetings, and the internet. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Heidenberg, Alex Gerald Kobylski United States Military Academy NY Daniel P. Maki Interagency Agreement 146700 7494 1536 SMET 9178 0837521 January 1, 2009 The 18mm2 Laboratory. Interdisciplinary (99) This project is developing an innovative capability to add the detailed study of micro- and nanoscale phenomena using Microelectromechanical Systems (MEMS) into a variety of laboratory settings in engineering and physics. The centerpiece of this effort is the development of a low-cost MEMS Education Chip and controller system accessible through standard and widely available laboratory tools (both microscope and computer). Use of the chip permits the illustration of, and hands-on engagement with, important micro- to nanoscale concepts for students at many educational levels and in various disciplines and classes. The intellectual merit of this project rests on strong interaction among theory, computer simulation, design, and on-chip experiments. In addition MEMS devices incorporate concepts that span many engineering and science disciplines and typically require interdisciplinary research and development efforts for successful implementation. As micro- and nanoscale systems continue to become mainstream devices, this project's broader impacts arise through its ability to support new laboratory programs and modes of teaching and learning that promote an environment conducive to producing undergraduate students who are well prepared for high-tech careers and advanced studies. Having a standardized MEMS chip for testing and simulation is cost effective and allows many universities to participate, allowing more interactions and advancement of the MEMS education community. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Dallas, Tim Toni Sauncy Texas Tech University TX Lee L. Zia Standard Grant 149996 7494 1536 SMET 9178 0116000 Human Subjects 0837526 June 1, 2009 Achieving Student Mastery of Chromatographic and Spectroscopic Methods in Organic Chemistry through a University/Community College Partnership. Chemistry (12) The goal of this project is to use the Professional Development Experiences at the university setting to improve the participation of 2-year undergraduate students from diverse backgrounds in their pursuit of both undergraduate and graduate degrees in chemistry. Many community college students who transfer to four-year institutions are not adequately prepared to fully integrate into the learning environment and benefit from a first research experience. The program represents a partnership amongst Texas A&M University-Commerce and two community colleges, Collin College and Northeast Texas Community College, representing urban/suburban and rural areas, respectively. The partnership will promote comparable training of students in organic chemistry with respect to using instrument-based chromatographic and spectroscopic methods. Texas A&M University-Commerce students will be peer mentors to the community college students throughout the project, including the Professional Development Experiences and follow-up activities, both via email and on-site visits. The project will advance knowledge and understanding by exposing undergraduate students to hands-on research experiences in organic chemistry. Community college students will master techniques of chromatography and spectroscopy. Using peer-mentoring strategies and professional scientist presentations, this project represents a potentially transformative model of innovative educational strategies. Additionally, it will not only encourage undergraduate and underrepresented students from community colleges to promote discovery and learning in organic chemistry, but it will also benefit society by serving as a model for similar community college and university partnerships. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Jang, Ben William Whaley Stephen Starnes Texas A&M University-Commerce TX Eun-Woo Chang Standard Grant 181192 7494 1536 SMET 9178 0116000 Human Subjects 0837530 March 1, 2009 Infrastructure at the Forefront: Development and Assessment of Two Pilot Courses. Engineering - Civil (54) The infrastructure in the United States is aging and in some cases is exceeding its original design capacity. Revitalizing and rebuilding infrastructure will be a significant endeavor in the coming years, yet resources for this work are not unlimited. Knowledge in multi-disciplinary aspects of infrastructure management and the collateral impacts of infrastructure choices will be required for practicing engineers. Through this project two new courses are being developed and rigorously assessed. The first course is aimed at civil engineering undergraduates to help students develop a broad understanding of the issues with regards to improving the infrastructure. The second course is aimed at non-engineering majors to promote understanding of infrastructure needs to the general public. Students enrolled in both courses will work jointly on a project on infrastructure evaluation as part of a service learning component. In addition, an annotated bibliography is being developed with a focus on infrastructure topics including technical aspects, public policy, socio-economic impact, and global competitiveness. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Roberts, Matthew Philip Parker Michael Thompson University of Wisconsin-Platteville WI Sheryl A. Sorby Standard Grant 149979 7494 1536 SMET 9178 0116000 Human Subjects 0837535 June 15, 2009 Collaborative Project: Participatory-based approach on Teaching and Learning Biometric Security and Privacy. Computer Science (31) This collaborative project improves undergraduate education and student learning in the area of biometric security and privacy. The specific objectives of this project are: (A) to develop courseware modules that focus on three topics: (i) biometric technologies, (ii) privacy, and (iii) techniques for privacy preserving biometric security; and (B) to explore the notion of connective and collective intelligence grounded on peer collaboration and competition for promoting active learning, and through which to identify the conditions under which the courseware materials are effective to create a positive impact on undergraduate learning in biometric security and privacy. A unique characteristic of this project is to engage students to actively contribute selected case studies and problem solutions to be accumulated and included in the learning guide. Engaging in the active contribution of content materials is significant in two regards. First, it allows the courseware to capture the collective intelligence that reflects diverse viewpoints on usable biometric security and privacy expectation. Second, engaging students in the process of contribution requires them to connect knowledge and information sources to achieve connective intelligence. This project produces three deliverables: (A) a student learning guide on the concepts, principles, and technologies on biometric security and privacy; (B) biometric data and privacy preserving biometric data retrieval software; and (C) lab manuals for experiments that help students gain hands-on experience on the biometric data and technologies, their applications, and their privacy implications. CCLI-Phase 1 (Exploratory) FED CYBER SERV: SCHLAR FOR SER S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Sy, Bon CUNY Queens College NY Stephen C. Cooper Standard Grant 90007 7494 1668 1536 SMET 9178 0116000 Human Subjects 0837538 June 1, 2009 collaborative research: CSI module to enhance students learning in materials, design and manufacturing engineering. Engineering Mechanical - (56) Create your Scenario Interactively (CSI) is a novel concept that utilizes interactive storylines, 2D/3D visualization, simulation, and state-of-the-art interaction technologies. In this exploratory grant project personnel develop a CSI module, implement the module in a series of undergraduate materials, design, and manufacturing engineering courses at The University of Oklahoma (OU) and Tuskegee University (TU), assess the impact of these modules on students' learning and retention through external evaluation, and disseminate the results globally. This project provides students with a tool that enhances their understanding of engineering concepts. In the CSI module, instructors first present the scenario to attract the students' attention, and then teach the theoretical content needed to accomplish the goals of the scenario. Afterwards, students solve relevant problems associated with the scenario in the CSI environment and provide justifications for their design decisions. Simulations and visualizations for each step in the design scenario are provided for students to demonstrate the effects of their decisions. This CSI module:(i) stimulates active learning; (ii) ties theory with real-world design experience, (ii) provides more insight into engineering careers, and (iii) serves as a natural link to subsequent courses in the STEM disciplines. Use of this CSI module in courses will positively impact student learning and retention in engineering and provide a mechanism for increasing student interest in engineering careers. CCLI-Phase 1 (Exploratory) DUE EHR Akasheh, Firas Tuskegee University AL Lesia L. Crumpton-Young Standard Grant 46911 7494 SMET 9178 9150 0116000 Human Subjects 0837543 April 1, 2009 Collaborative Project: Integration of Shared Presentation Virtual Space in STEM courses. Interdisciplinary (99) This collaborative project implements an innovative, online and real-time course delivery system, Shared Presentation Virtual Space (SPVS). The SPVS technology is evaluated through expected measurable outcomes of improved student performance and increased student satisfaction. The team implements this technology into several different STEM courses in mathematics, biology, and computing. The project results in the creation of a virtual classroom world to enhance and enrich the learning experience of online education (OE) students, by creating real-time lectures and class discussions. This system contributes to the educational process for students and educators because it can be delivered via low-bandwidth to rural areas of the country. The SPVS classroom worlds used in this project comprise an emerging medium demonstrated in many areas already familiar to today's student (e.g., computer games, entertainment systems, and visualizations). The specific instructional goals for this project include the development of non-traditional online lectures. The project enhances and enriches the learning experience of both OE students (by creating real-time lecture and class discussion) and also students in Face-To-Face (FTF) classes (by creating archived lessons as a study aid and that allow students to make up lessons they might have missed). Intellectual Merit: The SPVS system is designed to create a suitable infrastructure supporting OE and FTF classes, while providing students with an environment resulting in an overall increase in student performance and satisfaction. Student performance improves when the learning environment allows students to see, hear, and interact with the instructor and other students, and to directly view educational information, such as notes written on a whiteboard. This environment also increases student participation in class, which helps increase motivation and satisfaction. Broader Impact: The SPVS system is accessible to instructors and to all students, especially economically disadvantaged students, because the SPVS system uses low bandwidth, requires no costly system enhancements, and does not involve steep learning curves for students or instructors. CCLI-Phase 1 (Exploratory) DUE EHR Tabrizi, M.H. Mary Farwell Christine Russell East Carolina University NC Stephen C. Cooper Standard Grant 74924 7494 SMET 9178 0116000 Human Subjects 0837549 July 1, 2009 Collaborative Project: Secure Web Development Teaching Modules. Computer Science (31) The objectives of this project are to generate a new teaching tool SWEET (Secure WEb dEvelopment Teaching) in secure web development for undergraduate students in computing field; to create a portable teaching laboratory; to evaluate the effectiveness of the teaching tool in improving students' learning experiences; and to foster collaboration between academia and industry partners. SWEET provides structured lectures, laboratory exercises, and project modules for building problem solving skills. This project is conducted collaboratively by Pace University (Pace), the lead institution, and City University of New York - City College of Technology (CUNY City Tech). Pace develops the SWEET platform and both, Pace and CUNY City Tech, develop teaching modules and build their own portable teaching laboratories to incorporate SWEET in several undergraduate courses. The project supports the training of a new generation of computing professionals who understand and are able to solve security problems occurring in web development. This project broadens students' exposure to a modern, practical software development through realistic web security scenarios from industry. SWEET is disseminated to broad audience including industry partners, academic partners, web sites and conferences. It bridges the gap between the current computing curricula and industry expectations from graduates in the computing disciplines. It has a potential to attract undergraduate students by providing a new, interesting and innovative teaching tool in secure web development. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Chen, Li-Chiou Lixin Tao Pace University New York Campus NY Victor P. Piotrowski Standard Grant 99956 7494 1536 SMET 9178 0116000 Human Subjects 0837551 April 1, 2009 Collaborative Project: Integration of Shared Presentation Virtual Space in STEM courses. Interdisciplinary (99) This collaborative project implements an innovative, online and real-time course delivery system, Shared Presentation Virtual Space (SPVS). The SPVS technology is evaluated through expected measurable outcomes of improved student performance and increased student satisfaction. The team implements this technology into several different STEM courses in mathematics, biology, and computing. The project results in the creation of a virtual classroom world to enhance and enrich the learning experience of online education (OE) students, by creating real-time lectures and class discussions. This system contributes to the educational process for students and educators because it can be delivered via low-bandwidth to rural areas of the country. The SPVS classroom worlds used in this project comprise an emerging medium demonstrated in many areas already familiar to today's student (e.g., computer games, entertainment systems, and visualizations). The specific instructional goals for this project include the development of non-traditional online lectures. The project enhances and enriches the learning experience of both OE students (by creating real-time lecture and class discussion) and also students in Face-To-Face (FTF) classes (by creating archived lessons as a study aid and that allow students to make up lessons they might have missed). Intellectual Merit: The SPVS system is designed to create a suitable infrastructure supporting OE and FTF classes, while providing students with an environment resulting in an overall increase in student performance and satisfaction. Student performance improves when the learning environment allows students to see, hear, and interact with the instructor and other students, and to directly view educational information, such as notes written on a whiteboard. This environment also increases student participation in class, which helps increase motivation and satisfaction. Broader Impact: The SPVS system is accessible to instructors and to all students, especially economically disadvantaged students, because the SPVS system uses low bandwidth, requires no costly system enhancements, and does not involve steep learning curves for students or instructors. CCLI-Phase 1 (Exploratory) DUE EHR McFadden, Charles Beaufort County Community College NC Stephen C. Cooper Standard Grant 10000 7494 SMET 9178 0116000 Human Subjects 0837555 September 1, 2009 Curriculum for Accelerated Services Engineering (CASE). Software Engineering (34) This project focuses on developing the new skills needed of IT workers - skills in systems integration and evolution rather than system development, "services engineering" rather than the traditional "software engineering." This project involves: 1) Organizing this material into a curriculum that communicates both the problem context and the problem solving to undergraduates; 2) Creating a four-course track in services engineering that can be incorporated in any undergraduate Computer Science program; and 3) Establishing a process of continuous improvement though community-building activities. As part of this track development, a set of benchmark or reference enterprise applications is built that are representative of the complexity found in extant enterprise systems, and serve as an exemplar enterprise system for the curricular material, as well as the core on which laboratory assignments for the above courses are based. This curriculum is rigorously assessed and validated internally, and validated externally by offering this material through an equivalent set of three short courses to industry professionals, and getting their feedback. Intellectual merit: The process of direct engagement with industry has resulted in knowledge creation relevant to the management of complex enterprise systems and services. This experiential knowledge combined with project assets is organized and integrated into a curriculum teachable to undergraduates that move into the workforce. In addition to the curriculum creation itself, also unique is the two-fold assessment process. Because this curriculum is intended to make better practitioners, it is offered (in addition to the classroom setting) directly to industry professionals, for their assessment and evaluation of the impact to their capabilities and their on-the-job performance. Broader impact: The immediate dissemination plan is to help incorporate this curriculum within partner institutions. The materials created also enable other institutions to create their own services engineering courses. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Ramnath, Rajiv Jayashree Ramanathan Ohio State University Research Foundation OH Stephen C. Cooper Standard Grant 149981 7494 1536 SMET 9178 0116000 Human Subjects 0837567 May 15, 2009 Integrating Functional Program Verification Techniques to Computer Science Programs. Computer Science (31) The fundamental goal of this project is to raise the competence of software developers to create and verify reliable software by improving the ability of undergraduate computer science students in reasoning about the correctness of computer programs. To reach this goal, this project has one technical objective and two educational objectives. The technical research objective is to develop practical verification techniques suitable for teaching in undergraduate computer science courses. The educational research objectives are to develop and disseminate learning modules and materials on program verification and to integrate formal program verification - reasoning based on mathematics - into the undergraduate computer science and engineering curriculum. The mathematics to achieve this project's educational goals of integrating program verification into the undergraduate curriculum is through the use of sets and functions. An annotation notation incorporating recent advances in specification languages is developed to document programs as functions from input values to output values. The annotation notation supports a spectrum of formality, from informal to fully mathematical, to assist an incremental integration into the curriculum. A functional verification approach, which supports a natural, intuitive, forward reasoning, is extended for modular verification of object-oriented programs, and lightweight tools are developed for teaching and learning functional specification and verification. An incremental integration to the curriculum is achieved by first delivering an experimental course on program verification and then, using this experience as a guide, introducing problem-based learning modules throughout undergraduate courses. The approach is demonstrated by integrating modules into the undergraduate computer science curriculum from the introductory courses to the senior capstone course. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Cheon, Yoonsik Steven Roach University of Texas at El Paso TX Stephen C. Cooper Standard Grant 149959 7494 1536 SMET 9178 0116000 Human Subjects 0837571 February 1, 2009 Collaborative Proposal Watershed Citizenship Learning Community. INTERDISCIPLINARY (99) The project uses the watershed as a means to instill an interest in the preservation and conservation of freshwater resources and encourage environmental stewardship in non-major and pre-major undergraduate students. The project empowers students with the tools, knowledge and motivation to become citizen-scientists. An interdisciplinary approach is used that integrates the natural and social science of watersheds to develop a curriculum that is both rigorous and accessible to students across a wide range of majors and disciplines. Tandem courses in Watershed Ecology and Watershed Citizenship are developed that integrate service learning and undergraduate research in the local watershed. Specifically, the project uses DNA barcoding of aquatic macroinvertebrates and incorporates a cyber community-building tool, WikiWatershedTM, to integrate students into the larger watershed community. The focus on watershed science and social science assures relevance of this material in any location. This project produces easily replicable and transferable curricular material for broader implementation that can be modified to adapt to any watershed address. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Gill, Susan Stroud Water Research Center PA Herbert H. Richtol Standard Grant 52950 7494 1536 SMET 9178 0116000 Human Subjects 0837574 June 1, 2009 Information Security: Audit, Case Study, and Service Learning. Computing - Other (35) The project develops an Information Systems Security course which involves students working with authentic, real projects, including small for-profit or not-for-profit organizations. The course is not focused on technology, such as encryption, malware, intrusion detection, and authentication, but rather on the less technical side of IS security, including policy development, application development, fraud avoidance, and risk management. Such knowledge is useful for security analysts, auditors, and security-oriented systems analysts. Students working with a small organization see a broad picture of how security can be implemented for a constrained problem. This project develops a case study where students work with an ongoing scenario in class through the semester. The case study includes sufficient structure, including PowerPoint slides, an organizational description, skeleton security documents, and lab scenarios. The case study enables students to discuss solutions and to implement one. They work with skeleton documents that can then help them to apply security concepts to a real-world environment. This work is interdisciplinary, bringing together faculty from computer science, accounting and management information systems, to ensure a real business case is considered - and to learn from each other's expertise to provide a broader understanding of the problem. This project benefits the teaching community via a case study developed for active learning labs related to information security, network security, and security design. The program develops comprehensive security materials scaled down and tested for use with small organizations or businesses. Targeted community partners include not-for-profit organizations, which help the underprivileged or minority-owned small businesses. CCLI-Phase 1 (Exploratory) FED CYBER SERV: SCHLAR FOR SER S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Lincke, Susan University of Wisconsin-Parkside WI Victor P. Piotrowski Standard Grant 150000 7494 1668 1536 SMET 9178 0116000 Human Subjects 0837578 May 1, 2009 Promoting learning through authentic and relevant research experiences in environmental monitoring and remediation across ten chemistry and biology laboratory courses. Interdisciplinary(99) Flame atomic absorption is being introduced into five chemistry courses and five biology courses including courses for non-science majors and into undergraduate research courses. Environmental concerns provide a common theme whereby students investigate; 1) environmental arsenic occurrence, 2) copper and iron in plant nutrition, and 3) assessment of local watersheds. Each spring students from all ten courses make presentations at a joint poster session. The project incorporates three prominent trends in science education: 1) the promotion of undergraduate involvement in authentic and relevant research science, 2) calls to situate traditional science content within "real-world" contexts and problems, and 3) a movement towards interdisciplinary teaching and learning. The project is serving as a national model for the simultaneous promotion of interdisciplinary research experience and context-based learning across several courses and curricula. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Cessna, Stephen Douglas Graber Neufeld Tara Kishbaugh Matthew Siderhurst Lori Leaman Eastern Mennonite University VA Curtis T. Sears Standard Grant 137932 7494 1536 SMET 9178 0116000 Human Subjects 0837584 April 15, 2009 Meeting the Educational Challenge in Mico/Nanorobotics for Biomedical Applications. Engineering - Other (59) This project is developing a set of learning materials and laboratory modules in bio-nanorobotics that can be used in undergraduate biomedical, electrical and computer engineering curricula. The learning materials are being developed using a challenge-based pedagogy and incorporating active learning so that students may achieve adaptive expertise in the area. The learning materials include lecture units on micro- and nanorobot components and design, case studies on the use of micro- and nanorobots in biomedicine, and an open ended design problem involving pill sized robots for the gastrointestinal tract. The laboratory modules use a combination of computer simulation and a small robot test bed to teach robot navigation and multi-robot cooperation. The project includes rigorous formative and summative evaluation plans with both qualitative and quantitative components coordinated by an independent evaluator. The evaluation plan is designed to establish the quality of the materials and to ensure the project goals are met. The projects results are being disseminated through conferences and journal publications and through direct contact with four other institutions of higher learning with diverse student bodies. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Guo, Yi Hong Man Arthur Ritter Stevens Institute of Technology NJ Lance C. Perez Standard Grant 112429 7494 1536 SMET 9178 0116000 Human Subjects 0837587 June 15, 2009 NMR in the Undergraduate Chemistry Curriculum. Chemistry (12) The goal of this project is to modernize and improve the chemistry/biochemistry curriculum by developing and introducing new, innovative NMR spectroscopy experiments into laboratory courses. Wilkes University in conjunction with Luzerne County Community College (LCCC) is revising ten undergraduate laboratory courses and enhancing undergraduate research. The centerpiece of the recently overhauled chemistry/biochemistry curriculum at Wilkes University is the three semester Integrated Laboratory sequence. NMR spectroscopy experiments are being incorporated into all chemistry courses with a laboratory component, including organic, inorganic, physical, analytical, and biochemistry courses, and the use of NMR is being extended to include freshmen as well as 13C NMR in the sophomore organic laboratory. In undergraduate research projects students now have ready access to an instrument that can produce data of publishable quality. Remote access capability allows enhancement of the lecture courses as well as the laboratory, thus allowing experiments to be run during class and projected in real time. This technology is greatly enhancing the learning during the lecture portion of several courses (including organic and instrumental analysis) and is having a strong impact on the lecture portion of the organic chemistry courses at LCCC. LCCC also utilizes the instrument, hands on, for its laboratory courses. The intellectual merit of improving the chemistry/biochemistry curriculum by the acquisition of a new high-field NMR spectrometer lies in the ability to add more complex, innovative experiments to the curriculum. This change is impacting not only chemistry and biochemistry students but those in almost all of the sciences at Wilkes University. Addition of a high-field instrument is strengthening the research capabilities of the faculty and students, particularly in the areas of biochemistry and physical chemistry. The broader impact of improving the chemistry/biochemistry curriculum is apparent in several areas. Students in ten chemistry courses are benefitting from using the high field NMR spectrometer and one new course is being added to the curriculum. Students are able to use expertise gained in these courses for their senior capstone research projects. Typically, one-third of Wilkes University student body consists of first generation college students, and this year 70% of chemistry graduates are women. These underserved students are benefitting from access to this advanced technology. Community college students use this instrument for their organic chemistry laboratories, and high school teachers and students are being trained on the instrument during two already-established outreach programs offered in the summer. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Bradley, Amy Hernando Trujillo R. Gregory Peters Donald Mencer Kathy Lewis Wilkes University PA Susan H. Hixson Standard Grant 200000 7494 1536 SMET 9178 0116000 Human Subjects 0837588 January 1, 2009 Collaborative Research: Development and use of laboratory curriculum. (Biological Sciences 61) Through this collaborative effort, students in student laboratories at a state college (California State University, Chico) and a neighboring community college (Butte College) are engaged in investigations using state-of-the-art techniques to identify the functions of unknown genes in a model organism, Arabidopsis thaliana. In a first tier effort, using software developed at CSU, Chico and implemented at both institutions, students create testable hypotheses on a gene's function as defined by its expression pattern (predicted from examination of micro array data in the public domain) and create fluorescent protein-gene-fusion-reporters. In a second tier effort students use their constructs to create transgenic organisms and test their original hypotheses using confocal imaging to observe and report on the sub-cellular protein dynamics for these genes. Students from Butte College who transfer to CSU, Chico continue the work on the constructs they created while at Butte, providing continuity from their community college to their four year experience. Students become: part of a community of young biologists with significant research experiences, intimately linked to their major, and deeply immersed in the discovery process. Intellectual merit: The project tests updated curriculum design for its potential to improve student learning and to lead to greater retention of students in university science, technology, engineering, and mathematics programs. In addition to research on the educational value of this approach, the project advances basic research on protein function in Arabidopsis thaliana. Students ask and address such questions as: Where does a specific protein reside within a cell?; Within which organelle?; What movements does the protein display?; and How stable is the protein? Broader impacts: The first tier laboratories at CSU, Chico and Butte College are engaging over 300 students per year in the initial genetic engineering exercise described above, construction of reporter genes. Second tier laboratories at CSU, Chico serve an additional 50 students per year and complete the genetic engineering with creation of transgenic organisms. If successful this pilot program will be expanded to include three additional Community Colleges in northeastern California (Shasta College, Feather River College, and Yuba College) whose students typically transfer to CSU, Chico. These institutions serve over 9 counties in northeastern California. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Wakim, Suzanne Butte College CA Terry S. Woodin Standard Grant 50578 7494 1536 SMET 9178 0116000 Human Subjects 0837607 January 1, 2009 ChemPRIME: Illustrating Chemistry Concepts with Multiple Contexts. Chemistry (12) The ChemPRIME (Chemical Principles through Integrated Multiple Exemplars) Program is developing an approach to learning chemistry that presents Concepts in a logically developed order common to many popular texts, but allows students to choose from a wide variety of Exemplars, or subject-specific examples that illustrate the concepts, arranged in Tracks that run through the entire course. ChemPRIME applies the tools of chemistry to issues or subjects that students are interested in. ChemPRIME retains the advantages, and sheds the disadvantages, of previous approaches to teaching chemistry, by retaining the hierarchical development of theory while allowing students to choose cases or applications of the theory that motivate them to learn. This project is developing exemplars for most of the concepts included in a typical general chemistry course spanning tracks like Geology; Physics/Astronomy; Engineering; Everyday Products; Sports, Physiology and Health; Biological Science; Liberal Arts; Environment and Forensics. ChemPRIME offers an opportunity to integrate frontier developments in chemistry into the curriculum while reflecting the field's increasing contributions to other disciplines. ChemPRIME is being developed as a MediaWiki® text in combination with the course management system Moodle®. Both MediaWiki® and Moodle® are open source, making the project readily available and adaptable by others. ChemPRIME will be disseminated through the Chemical Education Digital Library, a Pathway in the National Science Digital Library, and will draw upon and contribute to the various disciplines designated as NSDL Pathways. The ChemPRIME design invites all users to contribute exemplars from their fields of expertise or interest. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Vitz, Edward John Moore Kutztown University PA Eun-Woo Chang Standard Grant 150000 7494 1536 SMET 9178 0116000 Human Subjects 0837609 August 1, 2009 Collaborative Research: Stimulating Wide Interest in Computer Science Using Computer Security. Computer Science (31) This project develops an innovative, engaging, computer security course called Digital Threads. A principal difference in the design of this course, when compared to other security curricula such as those developed at the National Security Agency certified Centers for Academic Excellence in Information Assurance, is the significant reduction in prerequisites for the course. Students taking this introductory course will gain an understanding of the foundational principles and technologies for providing secure and dependable computing services. The project objectives include defining and satisfying the computer security educational needs of future technology managers and policy developers; determining what concepts need to be taught, and how computer security can be effectively taught to novices; and exploring of the use of service learning to attract and interest students from all corners of colleges and universities. The project develops a high-school outreach program to spur early interest in the computer science and information technology field. Anticipated outcomes include better security education for computer science majors, which will improve the commercial computer security marketplace as well as stimulating more academic research by those graduates; increased interest, by high-school students, in the field of computer science and information technology; and increased retention of female and minority computer science students. The proposed approach educates future technology policy leaders and managers; increases offering of computer security courses at colleges that currently lack such offerings; improves awareness, across the disciplines, of the need for computer security; and attracts interest from students outside computer science departments. CCLI-Phase 1 (Exploratory) FED CYBER SERV: SCHLAR FOR SER S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Davidson, Jack University of Virginia Main Campus VA Victor P. Piotrowski Standard Grant 100000 7494 1668 1536 SMET 9178 0116000 Human Subjects 0837612 February 1, 2009 Integration of Sensor Technologies into the Civil Engineering Curriculum. Engineering - Civil (54) The use of sensors and instrumentation for monitoring civil engineering systems plays an increasingly important role as infrastructure ages and as sensor technologies improve in performance. Unfortunately, sensors are not a significant part of the civil engineering undergraduate curriculum. Through this project, investigators are installing sensors adjacent to an earth dam and on a building foundation for construction projects being undertaking on the campus. The installation of the sensors is being filmed so that future generations of students will be able to learn about issues and challenges in installation of sensors for infrastructure. Four learning modules are being developed and integrated into required and elective courses in the civil engineering curriculum: Sensor Fundamentals, Sensor Installation and Operation, Data Collection and Analysis, and Data Synthesis, Inversion, and Prediction. These modules introduce students to sensor technologies and to the synergies of real time monitoring of the built environment. Student learning from the modules is being rigorously evaluated and results are being used to inform enhancements to the modules. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Evans, T. Matthew Mohammed Gabr North Carolina State University NC Sheryl A. Sorby Standard Grant 149998 7494 1536 SMET 9178 0116000 Human Subjects 0837615 August 1, 2009 Mechanical Properties of Biological Tissue: Integration into Undergraduate Biology and Engineering Curricula. Interdisciplinary(99) This project brings interdisciplinary study to mechanical engineering and biology students through a course entitled "Mechanical Properties of Biological Tissue". Emerging fields which include biology applications in engineering are important and involve contributions from a number of fields. The course enhances opportunities for students from engineering and science in the field of bioengineering. The project focuses on the need to increase collaboration between students and faculty from different disciplines to solve increasingly complex problems in technology. Through innovative modules of learning, biology and engineering students interact and share expertise from the perspectives of their disciplines. Students serve as peer mentors in a hands-on discovery-based laboratory setting to study issues involved in the engineering of connective tissues. The course produces students who have experienced the benefits of working at the interface of disciplines and working in tandem with peers from a different disciplinary background. This interaction contributes to the creation of a workforce prepared to address increasingly complex technological problems. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Marie, Hazel Guang-Hwa Chang Gary Walker Gary Kerns Youngstown State University OH Daphne Y. Rainey Standard Grant 149592 7494 1536 SMET 9178 0116000 Human Subjects 0837619 March 1, 2009 CCLI: Comprehensive Course Redesign: An Introduction to Mechanics of Materials. Engineering - Mechanical (56) Polymers and polymer-based composites are rapidly replacing metals as the material of choice in many engineering applications and characterizing the behavior of polymeric materials demands concepts and tools that are different from those that describe the response of metals. In contrast, the fundamental strength of materials course on most campuses has remained unchanged for decades. Through this project, the mechanics of materials course is being transformed to include modern topics and new pedagogies. The focus of the course is on the fundamental behavior of materials in terms of loading and failure with attention to the general case of non-linear materials and their practical applications. Linear materials response, which constitutes the traditional educational approach to mechanics of materials instruction, is included in the course as a specific case that extends from the general case. The course is being taught using a problem-based-learning approach with seven challenges selected to highlight both traditional and modern materials as well as linear and non-linear behavior. Student learning through this new approach is being rigorously assessed and compared to learning through traditional courses. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Rajagopal, K. Jeffrey Froyd Christian Schwartz Texas Engineering Experiment Station TX Sheryl A. Sorby Standard Grant 150000 7494 1536 SMET 9178 0116000 Human Subjects 0837626 January 1, 2009 Improving Students' Visual Penetration Ability and Substrata Visualization in the Geologic Sciences with 3D Interactive Animation. Geology (42) Spatial thinking can be characterized as the ability to solve problems that require both external and mental representations of spatial information while engaging reasoning abilities that generate information not provided in the original problem. This project includes: (1) understanding the nature of visual penetration, a form of spatial thinking in the geosciences; (2) creating a learning module that uses three-dimensional interactive animation (3DIA) to support the acquisition of visual penetration skills by all students; and (3) evaluating the effectiveness of the learning module within the context of an introductory laboratory course in geology. This project builds upon the findings of a prior CCLI project that developed an instructional module designed to teach students how to interpret topographic maps and visualize topographic profiles. The use of this instructional module contributed to improvements in performance and learning. This project is examining the nature of spatial thinking in tasks involving geologic blocks and involves developing and evaluating an instructional module designed to improve students' abilities to perform those tasks. The same approach is being taken to develop 3DIA modules designed to improve visual penetration ability and subsurface visualization for a college-level geology course. The results of this project are adding to the knowledge in the fields of cognitive science, multimedia learning, science education, and differential psychology. This project is helping to advance our understanding of the role that technology plays in aiding persons disadvantaged by low spatial ability in domains where spatial problem solving is central. As those domains readily exist in STEM areas, the outcome of the proposed work contributes to the improvement of delivery of undergraduate instruction in those areas. Because the proposed work uses low-cost technologies, the potential for widespread distribution is high. The approach being used to develop 3DIA learning modules can be applied to any domain in which spatial thinking is used (e.g., anatomy, chemistry, and mathematics). CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Leventhal, Laura Dale Klopfer Bowling Green State University OH Jill K. Singer Standard Grant 150000 7494 1536 SMET 9178 0116000 Human Subjects 0837634 March 1, 2009 Learning Environment for Automated System Integration (LearnASI). Engineering - Engineering Technology (58) The project is developing, evaluating, and disseminating a web-based system called Learning Environment for Automated System Integration that is helping students and new engineers learn system integration concepts. The approach includes animations and tutorials on system integration concepts and procedures; detailed case studies on the design of automated systems; intelligent problem-solving environments that will allow students to design and test automated systems; and an online community where students, engineers, and instructors can exchange ideas about system integration. These tools serve as a resource both for undergraduate courses related to engineering design, computer-aided manufacturing, or industrial automation and for new engineers working in the system integration industry. The approach complements existing instructional materials and equipment, provides opportunities to practice system integration skills outside of scheduled lab times, and serves as a virtual laboratory for educational institutions with limited equipment resources. The materials are being used in seven courses at the principal investigator's institution and at two collaborating minority serving institutions. The evaluation efforts are using structured interviews, surveys, analyses of user activity web logs and student products to characterize the usability and instructional effectiveness of the developed material. The investigators are disseminating their material and results through website postings that are linked to the NSDL and to other digital libraries such as NJCATE and NETAEC, through conference presentation, through journal publications, and through the ATE National Center on Manufacturing Education. Broader impacts include the dissemination of the materials and the focus on underrepresented groups. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Hsieh, Sheng-Jen Texas Engineering Experiment Station TX Russell L. Pimmel Standard Grant 150000 7494 1536 SMET 9178 0116000 Human Subjects 0837637 February 15, 2009 Introducing Undergraduates to Complex Systems through Rapid-prototyping of Low-cost, Networked Mobile Robots. Computer Engineering (32) The use of mobile robotics in teaching has the potential to be revolutionized by advances in four areas: (a) computationally powerful target hardware; (b) modern Automatic Code Generation tools which allow these devices to be programmed directly from high-level Matlab / Simulink-based designs; (c) the built-in networking capabilities of these devices, which enables groups of robots to interact with one another in complex ways; (d) increasingly interdisciplinary approaches to dealing with this complexity. This project realizes this potential by bringing all these components together in a series of exemplary Laboratory Modules, programmed directly from the Matlab / Simulink environment, and autoCoded for implementation on either i) the Lego MindStorms NXT for simple algorithms, or ii) the Nokia N800 Internet Tablet for more demanding applications. To project involves first developing and deploying the necessary software and hardware tools to enable rapid prototyping for these specific target devices, and then exploiting the capabilities it provides to develop new Laboratory Modules which enhance the curriculum. The versatility of the resultant toolset, and its ability to address the educational needs of students in different disciplines and at different stages of their educational growth is demonstrated in the variety of Laboratory Modules which include a search and rescue project, mobile self-balancing robots, robotic evolution, and dynamic multi-robot communication. This project produces the following student learning outcomes: (a) Students learn more efficiently and can more fully realize the benefits of using robots in the curriculum because they are free to focus on higher level pedagogical aims rather than low level implementation detail. (b) Students are able to understand and harness the complex engineering and social system formed by groups of robots which interact with one another through their in-built sound, vision, WiFi and Bluetooth networking capabilities. (c) Students from different disciplines and non-computer engineering or computer science backgrounds are able to participate effectively in solving complex mobile robotics-based problems using methods from Cognitive Science, Biology, Mechanical, Electrical and Computer Engineering. (d) Students are able to use autoCoding methods to implement algorithms in embedded computers and are better prepared for the workplace. These assertions are rigorously evaluated by an advisory group of robotics and educational experts from the Academic, Industrial and K-12 STEM community. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Peyton Jones, James Chandrasekhar Nataraj Frank Klassner Sarvesh Kulkarni Villanova University PA Stephen C. Cooper Standard Grant 149995 7494 1536 SMET 9178 0116000 Human Subjects 0837643 April 15, 2009 GOAL: Guided On-Demand Adaptive Learning. Engineering ? Electrical (55) This project is developing a computer based Guided On-Demand Adaptive Learning (GOAL) system that provides adaptive tutoring to students with asynchronous content delivery. The GOAL system is automated and available to students through any internet connection at any time of day. Students proceed through their chosen material at their own pace and have the freedom to choose specific subtopics and also to pursue specific topics with different degrees of depth. The GOAL system presents in each topic in multiple modalities so that students can choose a presentation that matches their preferred learning style. The system also includes a variety of tools that enable students to assess their mastery of a given topic with real-time feedback. Over time, the system learns the individual student's preferences and presents material accordingly. The assessment tools also enable the system to accumulate data over time that can be used to measure the effectiveness of specific learning materials. The initial implementation of the GOAL system is in a digital logic design course. Digital logic design is a course common to most undergraduate electrical engineering curricula. The project includes rigorous formative and summative evaluation plans with both qualitative and quantitative components coordinated by an independent evaluator. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Williams, Ronald Joanne Dugan University of Virginia Main Campus VA Lance C. Perez Standard Grant 148997 7494 1536 SMET 9178 0116000 Human Subjects 0837647 July 1, 2009 Development, Implementation, and Assessment of Geotechnical Concept Tools (GCT). Engineering - Civil (54) Geotechnical engineering is a standard part of the civil engineering curriculum across the nation. While most geotech courses have a laboratory component, the soil mechanics concepts are sufficiently complex and are not easily understood in the classroom. Since the laboratory session is frequently delayed or slightly out of phase with the classroom explanations, students often do not understand the fundamental concepts as they are learning them. Through this project, compact, desk-top devices are being developed to demonstrate fundamental concepts in soil mechanics so that students can visualize and explore these concepts as they are learning about them. The Geotechnical Concept Tools (GCT) being developed include devices that demonstrate soil structure, seepage, and effective stress and consolidation. The use of visual and interactive aids such as the GCTs and their impact on student learning is being rigorously assessed throughout the project. The results from the evaluation is informing engineering educators regarding the desirability of the use of visual aids in the classroom for demonstrating complex theories. The devices are also being used in planned outreach activities through the Girl Scouts and through a workshop for middle school teachers. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Warren, Kimberly Chuang Wang University of North Carolina at Charlotte NC Sheryl A. Sorby Standard Grant 149699 7494 1536 SMET 9178 0116000 Human Subjects 0837656 March 1, 2009 Multi-Disciplinary Applied Cryptography. Computer Engineering (32) This project develops a multi-disciplinary course sequence that integrates the algorithmic, engineering, and practical aspects of security as exemplified by applied cryptography. To study cryptography across the disciplines - computer engineering, software engineering, and computer science, this project creates a laboratory with state-of-the-art FPGA-based reconfigurable hardware boards and development stations tailored to the study of efficient software, hardware, and hardware-software implementations. Coursework also covers concepts of secure design and implementation of the algorithms. Pairs of students (a software-oriented student and a hardware student) work on projects bringing to bear knowledge in their individual disciplines. Intellectual Merit: The course sequence is based on modifications to an existing cryptography course in Computer Science, and two new courses in Software Engineering and Computer Engineering. Building on a theoretical foundation from computer science, the two new courses use a "studio" format classroom to provide immediate reinforcement of the concepts. Students actively engage in the study of cryptographic algorithms and their efficient software, hardware, and software-hardware implementations. Broader Impacts: The curriculum introduces students across multiple computing disciplines to the broad range of topics associated with cryptographic algorithms and their realization in hardware and software. Students engage in multi-disciplinary activities on real cryptographic problems, extending their knowledge and skills well beyond that of their home discipline. Students who possess this broad range of knowledge and skills are more effective developers of secure systems. CCLI-Phase 1 (Exploratory) FED CYBER SERV: SCHLAR FOR SER S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Lukowiak, Marcin Stanislaw Radziszowski James Vallino Rochester Institute of Tech NY Victor P. Piotrowski Standard Grant 149598 7494 1668 1536 SMET 9178 0116000 Human Subjects 0837661 March 1, 2009 First-Year Computer-Aided Engineering and Outreach Using Agent-Monitored, Collaborative Tutorials. Engineering Mechanical - (56) Often it is difficult for freshman engineering students to conceptualize the professional roles of mechanical engineers and learn fundamental concepts vital to mastery of the mechanical engineering curriculum. This project creates and assesses freely-available, agent-monitored internet chat-based course materials for integrating computer-aided design, modeling, and manufacturing skills within a freshman mechanical engineering undergraduate course. These tutorials allow students to navigate complicated software interfaces, conceptualize what mechanical engineers do, and learn fundamental concepts through dynamic dialogues between tutorial agents and student groups. Additional chat-based tutorials will be developed as a unique, efficient outreach tool, allowing middle school students to become excited about engineering and other technical professions. These project tasks are structured to be the basis for long-term transformational changes in how we teach engineering. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Beuth, Jack Carolyn Rose Carnegie-Mellon University PA Lesia L. Crumpton-Young Standard Grant 149854 7494 1536 SMET 9178 0116000 Human Subjects 0837665 July 1, 2009 Contemporary Canonical Software Courses. Computer Science (31) This project develops new learning materials along with a teaching package that systematically introduce the key technology and software design concepts behind the two important canonical software systems, Firefox and Apache. These two systems represent modern canonical distributed, multi-platform, and multi-language systems. Their internal structures exemplify highly expansible and flexible architecture that contribute to their survival as open source projects. Both systems have received significant attention and their inner workings have been studied by researchers. The project is going to organize the key knowledge, including Firefox and Apache architectures, into slides and to develop a teaching tool, a structural navigator, to illustrate the relationships among the key features, architectural structures, and source code modules of these canonical systems. Lab assignments require students to build lightweight web browsers and web servers for mobile devices. The slides, the structural navigator and the labs constitute the teaching package. Classes making the use of the teaching package are offered in the Drexel University undergraduate Computer Science and Software Engineering programs. The project has a potential to advance the education of modern software concepts and technologies by formally introducing matured key technologies into undergraduate curricula, and organizing the knowledge about the design, architecture, and technology of these canonical systems systematically into a presentable form. Anticipated outcomes include adaptation of the teaching package developed in this project by the computer science or software engineering curricula at other universities and colleges. The teaching package is extended and integrated into computer science textbooks, tools, and exemplary software that can be disseminated broadly. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Cai, Yuanfang Jeffrey Popyack Spiros Mancoridis Jeff Salvage Drexel University PA Victor P. Piotrowski Standard Grant 149753 7494 1536 SMET 9178 0116000 Human Subjects 0837670 May 15, 2009 CCLI: First course in nanoelectronics for engineers. Engineering - Electrical (55) This project is developing new course materials to teach quantum mechanics to junior engineering students. The course materials include course lectures, laboratory experiments and a textbook. The materials are being developed using a bottom-up approach that begins with the analysis of quantum dots and then moves on to two-dimensional and three-dimensional quantum objects. The new course utilizes some educational materials in nanoscience and nanoelectronics developed under the NSF Nanotechnology Undergraduate Education program. The new course is designed such that it could replace the third physics course that is common in electrical engineering curricula. The course also serves as a gateway to senior level elective courses in nanoelectronics and related areas. The project includes a detailed formative and summative evaluation plan led by an independent evaluator. The evaluation plan is designed to assess the quality of the materials being developed and their impact on student learning. The course and lab materials are being disseminated through conferences and a web site. The project includes outreach to high schools through an established summer workshops for high school students program. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Strasser, Gottfried Athos Petrou Vladimir Mitin Xiufeng Liu SUNY at Buffalo NY Lance C. Perez Standard Grant 149981 7494 1536 SMET 9178 0116000 Human Subjects 0837690 August 1, 2009 Collaborative Research: Stimulating Wide Interest in Computer Science using Computer Security. Computer Science (31) This project develops an innovative, engaging, computer security course called Digital Threads. A principal difference in the design of this course, when compared to other security curricula such as those developed at the National Security Agency certified Centers for Academic Excellence in Information Assurance, is the significant reduction in prerequisites for the course. Students taking this introductory course will gain an understanding of the foundational principles and technologies for providing secure and dependable computing services. The project objectives include defining and satisfying the computer security educational needs of future technology managers and policy developers; determining what concepts need to be taught, and how computer security can be effectively taught to novices; and exploring of the use of service learning to attract and interest students from all corners of colleges and universities. The project develops a high-school outreach program to spur early interest in the computer science and information technology field. Anticipated outcomes include better security education for computer science majors, which will improve the commercial computer security marketplace as well as stimulating more academic research by those graduates; increased interest, by high-school students, in the field of computer science and information technology; and increased retention of female and minority computer science students. The proposed approach educates future technology policy leaders and managers; increases offering of computer security courses at colleges that currently lack such offerings; improves awareness, across the disciplines, of the need for computer security; and attracts interest from students outside computer science departments. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Bailey, Mark Hamilton College NY Victor P. Piotrowski Standard Grant 49976 7494 1536 SMET 9178 0116000 Human Subjects 0837695 March 1, 2009 A Scratch-based CS0 Course for At-Risk Students. Computer Science (31) This project uses Scratch (a 2D environment developed at MIT) to build a new CS0 course for at risk students - those students who are weak in mathematics and/or have not previously been successful in the introductory computer science (CS1) course. There are three objectives of this intervention for at-risk students. 1) To establish or improve students' understanding of core programming concepts, in order to prepare them for success in CS1. 2) To help students to establish a positive impression of programming. 3) To increase overall retention in computer science. The use of Scratch offers some particular advantages. Scratch has a comprehensive set of audio/visual capabilities that allow the creation of interesting animations and games. Having been designed for younger students, Scratch is very intuitive. It does not allow syntax errors or require compilation, so students can focus on their higher-level problem-solving and design skills. Scratch provides instant gratification in an engaging audio/visual environment that is just not possible in most other languages. The Scratch community provides the added benefits of collaboration and competition, within a class, and among the world-wide online community. The course materials developed in this project are made available to faculty at other institutions via a dedicated website. The project plan is shared with other educators interested in Scratch at the Scratch@MIT conference, and the project findings are presented at Scratch@MIT and at SIGSCE. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Rizvi, Mona Thorna Humphries Norfolk State University VA Stephen C. Cooper Standard Grant 143425 7494 1536 SMET 9178 0116000 Human Subjects 0837721 June 1, 2009 Multidisciplinary Sustainability Modules: Integrating STEM Courses. Interdisciplinary / Multidisciplinary 99 The "Multidisciplinary Sustainability Modules: Integrating STEM Courses" project is creating a framework for incorporating multidisciplinary projects in college science education. Faculty representing Biology, Computer Science, Mathematics, and Physics are working together to develop multidisciplinary educational modules which will be available for use by other faculty as well. For this project, a clear distinction is made between the terms multidisciplinary and interdisciplinary. Faculty or students are not expected to be fluent in all the disciplines needed to solve the problem for the multidisciplinary approach. Using these multidisciplinary modules, students examine complex, large-scale problems like those encountered in the scientific study of sustainability, and the students work collectively with other students from different disciplines using a set of online tools for exchanging data, code, reports, and expertise. STEM students who use these modules are gaining a better understanding of the methods needed for solving many complex, twenty-first century science problems. An instructor's guide and the wiki-based web interface provide faculty at different institutions opportunities to easily participate in the multidisciplinary learning process. Results from the project evaluation are being shared through conference presentations and publications in a wide variety of disciplines. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Pfaff, Thomas Jason Hamilton Michael Rogers Ali Erkan Ithaca College NY Dennis Davenport Standard Grant 149104 7494 1536 SMET 9178 0116000 Human Subjects 0837722 June 1, 2009 A Centralized Resource Management Model for Computer Networking Laboratory Equipment Sharing among Collaborating Institutes. Information Science and Systems (33) This project is a two-year collaborative study among three institutions consisting of a two-year community college, a regional four-year teaching university and a national comprehensive university, located in the states of Texas, Mississippi and North Carolina. It develops a framework for teaching computer networking and security labs using virtualization technologies for the distance education students and sharing lab resources among classes and institutions. The project makes innovative use of mature and off-the-shelf software applications in the delivery of lab-based distance education. The primary novelty of this project lies in its utilization of products like VMware to provide environment for working with heterogeneous operating systems, and Dynamips to emulate physical networking equipment including routers, switches, VPN severs, and firewalls to provide a rich blend of internetworking experiences for the students. The proposed equipment sharing model through a central reservation and management system solves a complex problem of scheduling, prioritizing, securely accessing, and accounting resources from multiple locations. The outcomes from this project benefit more than 20 high schools and community colleges that are listed as the local academies through the Cisco Networking Academy program. Eight faculty members are involved in this study, while more than 200 students, enrolled in the pilot undergraduate courses, are directly impacted. Anticipated outcomes include adaptation of the fundamental ideas of managing and sharing physical laboratory equipment by other STEM disciplines. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Li, ChengCheng Kwabena Agyepong Larry Lee Philip Lunsford II M.H. Tabrizi East Carolina University NC Victor P. Piotrowski Standard Grant 199986 7494 1536 SMET 9178 0116000 Human Subjects 0837734 January 1, 2009 Assessment Rich Instructional Modules for Biochemistry and Molecular Biology. (Biological Sciences 61) This project focuses on fostering active student engagement and instructor feedback via on-line technologies in biochemistry, with simulations and interactive animations and embedded assessments. Based on research in active student engagement and effective feedback, the project is developing, refining and assessing an integrated set of instructional modules for courses in molecular and cellular biology. The project goes beyond typical course development in that it is creating new computer-based instructional activities for students (simulations, interactive animations, etc.) and also collecting feedback from the activities via the "Open Leaning Initiative" (OLI) environment. This provides reports that allow the instructor to monitor the progress of the students in learning the content and to identify misconceptions and/or concepts that are difficult for students to learn. Instructional products emanating from this project include: A new set of research-informed, computer-based instructional activities; instructor feedback reports; a publicly available hybrid biochemistry course; and a version of these instructional activities packaged for use in any online learning environment and contributed to the NSDL. Intellectual Merit: The intellectual merit of this proposal resides in the use of computer-based and on-line technologies and tools to create new instructional materials with embedded assessments that address the variability of student backgrounds and learning styles in the midst of course delivery. In addition, the project is assessing the impact of these tools on teaching and learning in biochemistry and molecular biology. Broader Impact: This project is not only of benefit to the biology students of Carnegie-Mellon University, one-hundred per year during this project, but is also being made available well beyond this institution. The materials developed are being made freely accessible through the "Open Learning Initiative" and therefore instructors at other institutions can adapt and integrate the modules as they deem appropriate. Given the importance of quantitative biology, these materials and the evidence generated through the research study relative to impact are making significant contributions to the teaching and learning of biology and perhaps other quantitative sciences as well. CCLI-Phase 1 (Exploratory) DUE EHR Rule, Gordon Diana Bajzek Candace Thille Carnegie-Mellon University PA Kathleen B. Bergin Standard Grant 149583 7494 SMET 9178 0116000 Human Subjects 0837744 April 15, 2009 Worldwide Accessible 1.25 Gbps Free-Space Laser Communication Laboratory. Engineering - Electrical (55) This project is developing an internet accessible high performance laser communication laboratory for use in undergraduate engineering courses by institutions around the world. The laboratory contains a collection of state of the art equipment, including a one kilometer 1.25 gigabit free-space laser communication test bed, acquired through a variety of federal programs. The total cost of this facility is prohibitive for the vast majority of educational institutions offering undergraduate engineering degrees. In this project, the investigators are adding internet based control and communication capabilities to the laboratory to enable remote use of the facility. The investigators are also developing a set of undergraduate experiments appropriate for the laboratory facility that can be used in signal processing, communications and optics courses. The project includes a formal evaluation plan with both formative and summative components that is led by an independent evaluator. The materials developed during the course of the project are being disseminated through the National Science Digital Library (NSDL) and through appropriate conferences and journals. The project includes a nationally recognized industrial partner that increases the broader impacts of the project. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Nikulin, Vladimir SUNY at Binghamton NY Lance C. Perez Standard Grant 149956 7494 1536 SMET 9178 0116000 Human Subjects 0837747 June 1, 2009 Collaborative Research: CSI Module to Enhance Students Learning in Materials, Design and Manufacturing Engineering. Engineering Mechanical - (56) Create your Scenario Interactively (CSI) is a novel concept that utilizes interactive storylines, 2D/3D visualization, simulation, and state-of-the-art interaction technologies. In this exploratory grant project personnel develop a CSI module, implement the module in a series of undergraduate materials, design, and manufacturing engineering courses at The University of Oklahoma (OU) and Tuskegee University (TU), assess the impact of these modules on students' learning and retention through external evaluation, and disseminate the results globally. This project provides students with a tool that enhances their understanding of engineering concepts. In the CSI module, instructors first present the scenario to attract the students' attention, and then teach the theoretical content needed to accomplish the goals of the scenario. Afterwards, students solve relevant problems associated with the scenario in the CSI environment and provide justifications for their design decisions. Simulations and visualizations for each step in the design scenario are provided for students to demonstrate the effects of their decisions. This CSI module:(i) stimulates active learning; (ii) ties theory with real-world design experience, (ii) provides more insight into engineering careers, and (iii) serves as a natural link to subsequent courses in the STEM disciplines. Use of this CSI module in courses will positively impact student learning and retention in engineering and provide a mechanism for increasing student interest in engineering careers. CCLI-Phase 1 (Exploratory) DUE EHR Saha, Mrinal Zahed Siddique University of Oklahoma Norman Campus OK Lesia L. Crumpton-Young Standard Grant 102779 7494 SMET 9178 9150 0116000 Human Subjects 0837749 August 1, 2009 Collaborative Research: Curricular Materials and Methods for Student Conceptual Understanding in Mechanics of Materials. Assessment/Research (91) Engineering - Civil (54) The goal of this project is to investigate student conceptual understanding in Mechanics of Materials. The project will investigate student misconceptions and characterize student beliefs about learning in Mechanics of Materials in order to develop curricular materials and an instructional plan to improve student conceptual understanding. The proposed work builds on research in two areas - theoretical cognitive research that explains causes for students' conceptual difficulties, and action research that describes successful methods for overcoming these challenges. This project addresses students' previous beliefs about content and learning that interfere with their development of conceptual understanding. The project is employing interview and analysis methods that model earlier work by physics education researchers who have shown that it is possible to change student beliefs about content and learning in order to enable conceptual understanding. The project is also employing proven methods for developing curriculum materials and instructional strategies to address misconceptions and deepen conceptual understanding and student engagement. CCLI-Phase 1 (Exploratory) DUE EHR Brown, Shane Denny Davis David Pollock Washington State University WA Myles G. Boylan Standard Grant 149639 7494 SMET 9178 0116000 Human Subjects 0837751 April 1, 2009 CCLI: Undergraduate Labs and Microanatomy in the Health Sciences. Interdisciplinary (99) This project develops a comprehensive laboratory curriculum to improve biology courses that specifically engages undergraduate STEM students in the Appalachian Southern Ohio population. Appalachian residents are interested in pursuing science degrees or health-related professions that allow them to stay in the area. Before this project, residents had to leave the area to gain this type of education. The new curriculum enhances the first two years towards a B.S. (to be completed at the Ohio University-Athens campus), provides previously unavailable course credits towards completion of a minor in Biology at the resident campus, and expands the resident campus program associates degree in health technologies. In addition, the outreach program, HS to College STEM, is expanding to inform and recruit more students from area high schools. New partnerships with Tri-State area (OH, KY, WV) medical facilities are forming for the purpose of training students, and employing the histotechnicians that graduate from the expanded health technologies program. Notable elements of this curriculum are (1) inquiry-based investigations and case-studies include endogenous species and environmental concerns which are locally relevant to students in the rural Appalachian region; and (2) hands-on projects involving laboratory-based imaging techniques in the areas of biology, microanatomy, and histopathology, which were not previously available to these students. Furthermore, not only is this curriculum engaging to the student population, but is relevant to the community through its focus on addressing community problems. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Carter, Orianna Ohio University OH Linnea A. Fletcher Standard Grant 150000 7494 1536 SMET 9178 0116000 Human Subjects 0837752 January 1, 2009 CCLI: Enhancing Learning in Digital Systems using Video Games. Engineering - Electrical (55) The project is building on earlier work on the use of video game technology and effective learning-teaching principles to enhance learning in electrical and computer engineering (ECE) courses. One goal of the present project is to expand the video game prototype to include multiple levels, additional course content, a more developed storyline, an information resource on key concepts addressed in the game, explanatory feedback for problems, and worked examples of problems. Other goals include integrating the video game with the instructional techniques into three courses and assessing the impact of the video game on student learning and attitude toward digital systems and electrical engineering, with attention to differences in impact by gender and ethnicity. The project brings together investigators from electrical and computer engineering, educational psychology, and visualization science. Project results and video game development experiences are being disseminated in engineering education and video game conferences and journal. Assessment and evaluation, under the direction of an evaluation specialist, is using systematic observation, interviews, analysis of student products, and a student attitude survey to monitor progress. Broader impacts include dissemination of the results and materials, new data on gender and ethnic differences in learning, and serving as a model for showing the effective instructional uses of video games. CCLI-Phase 1 (Exploratory) DUE EHR Butler-Purry, Karen Susan Pedersen Vinod Srinivasan Texas Engineering Experiment Station TX Russell L. Pimmel Standard Grant 150000 7494 SMET 9178 0116000 Human Subjects 0837757 August 1, 2009 Application and Confidence Inventories for Assessing Curricular Change in Introductory Engineering Mathematics Instruction. This project is a continuation of efforts to enhance engineering students' abilities to transfer and apply the calculus they learn in their first year of college to the introductory engineering courses they take in their second year. In the course of a 2006 curriculum review, engineering faculty observed that many students who succeed in the first year mathematics courses nonetheless have difficulty using elementary mathematical concepts to represent physical quantities and their relationships in their second year engineering courses. Spurred by Engineering Curriculum Task Force recommendations, in the spring of 2007 a group of engineering and mathematics faculty began to infuse core engineering mathematics courses with engaging and diverse problem solving experiences, incorporating example applications from the physical sciences and engineering. In a pilot effort in Fall 2007 these types of applications were integrated into the first required math course in the engineering math sequence. This was accomplished by transforming one of two weekly recitation sections into a collaborative problem-solving session. This project is evaluating the effect of adding these activities to the curriculum, by developing instruments to assess students' understanding of mathematics as representative of physical phenomena and their skill in applying mathematics to solve problems involving physical quantities and relationships, both before and after their participation in the problem-solving workshops; and also to assess students' confidence about their understanding of mathematics and their ability to use mathematics to succeed in engineering, both before and after their participation in the problem-solving workshops. The project is also assessing whether the inclusion of collaborative applied problem-solving in the first-year calculus courses leads to improvement in students' abilities to apply mathematics in the core second-year engineering courses - mechanics, dynamics, electrical circuits, and thermodynamics. The project's central questions are exploring how curricular changes in both content and method of instruction might enhance student ability to apply mathematics to classical engineering applications and improve student confidence in solving problems. Tools are being developed for assessing the degree of integration of core math, science, and engineering content. The project is being evaluated by an independent evaluator. CCLI-Phase 1 (Exploratory) DUE EHR Schneider, Lisa Maria Terrell Cornell University NY Myles G. Boylan Standard Grant 149911 7494 SMET 9178 0116000 Human Subjects 0837759 May 15, 2009 Design Based Spiral Learning Curriculum. Engineering Mechanical - (56) This project implements and evaluates a unique approach to teaching four core courses in the mechanical engineering lower division curriculum. Specifically, the use of active, co-operative, and design-project based learning approaches are integrated to replace the lecture method frequently used in many required courses. Such courses traditionally involve memorizing the many entries from menus of manufacturing techniques, machine elements, instrumentation devices, numerical methods and programming commands, with significantly reduced emphasis on how to apply the material in a practical context. This project utilizes an overriding "design as knowledge" teaching philosophy that presents the course materials through an emphasis on model-based design and product realization in a Student-driven Pedagogy of Integrated, Reinforced, Active Learning (SPIRAL) approach. Thus, this approach distributes the teaching of such menu items through multiple courses, and integrates their teaching throughout the curriculum via repetitive exposure in multiple courses. Each new course involves a primary computational and secondary physics emphasis and a related model-based design project, sequentially: 1) Spreadsheet tools and Cartesian particle dynamics, Faraday's laws, and elasticity; 2) MATLAB® and rotational systems; 3) C++ and fluid dynamics; and 4) numerical methods and thermal sciences. Each design project requires the characterization and application of multiple hardware and software tools in end-of-semester, customer-evaluated competitions. In addition to their primary and secondary emphases, these courses help to teach and emphasize the importance of professional concerns and skills (e.g., communications, sustainability, and ethics) in the context of the engineering design decision-making process. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Roemer, Robert Daniel Adams Timothy Ameel Stacy Bamberg Paul Borgmeier University of Utah UT Lesia L. Crumpton-Young Standard Grant 200000 7494 1536 SMET 9178 0116000 Human Subjects 0837768 August 1, 2009 Collaborative Research: Curricular Materials and Methods for Student Conceptual Understanding in Mechanics of Materials. Assessment/Research (91) Engineering - Civil (54) The goal of this project is to investigate student conceptual understanding in Mechanics of Materials. The project will investigate student misconceptions and characterize student beliefs about learning in Mechanics of Materials in order to develop curricular materials and an instructional plan to improve student conceptual understanding. The proposed work builds on research in two areas - theoretical cognitive research that explains causes for students' conceptual difficulties, and action research that describes successful methods for overcoming these challenges. This project addresses students' previous beliefs about content and learning that interfere with their development of conceptual understanding. The project is employing interview and analysis methods that model earlier work by physics education researchers who have shown that it is possible to change student beliefs about content and learning in order to enable conceptual understanding. The project is also employing proven methods for developing curriculum materials and instructional strategies to address misconceptions and deepen conceptual understanding and student engagement. CCLI-Phase 1 (Exploratory) DUE EHR Emerson, Bruce Central Oregon Community College OR Myles G. Boylan Standard Grant 47526 7494 SMET 9178 0116000 Human Subjects 0837774 May 1, 2009 An Online Course in Human Skeletal Biology. Anthropology (81) Historically, learning about the human skeleton has been, quite literally, a "hands on" experience, with students examining, measuring, and comparing the bones from actual skeletons in the classroom while using a textbook to direct their study. The quality of this learning experience is in large part determined by the availability of the skeletal teaching materials. Because these holdings vary considerably from one institution to the next, the educational experience depends significantly on available materials. In recognition of the limited availability of these artifact materials, a digital library devoted to the human and primate skeleton was constructed a few years ago: www.eSkeletons.org. This website was an early component of NSF's National Science Digital Library and, along with its 2D and 3D multimedia materials and interactivity, helped to expand the definition of what constitutes a digital library. The eSkeletons resource provides a "one stop shop" for detailed reference information about the human and primate skeleton. It includes the digitized skeletons of rare and endangered primate species in order to expand the student's understanding of some rarely studied close relatives of humans. The eSkeletons' user community is represented by a diverse body of learners who vary by age and grade level, and who differ in their expected learning outcomes in visiting the site. Experience with these users led to the realization that many users, students, and teachers would benefit from the inclusion of a curriculum that would provide them with a more focused and individualized (but still directed self-study) that taught and tested them about their understanding of the skeleton. Thus, this project is building on the eSkeletons materials to create an online course in Human Skeletal Biology. The initial work is focusing on an upper division undergraduate course that is being implemented and tested at the University of Texas at Austin. The online course incorporates multimedia self-paced learning modules and exams that teach and test the student's mastery of the subject matter. An advantage of this asynchronous learning environment is that students can study and review materials without regard to lab open hours or bone availability because virtual materials are always just a mouse click away. Students can take their exams when they have mastered the topic, rather than following a preset schedule. Because the website is designed around a database, its hierarchical structure can be used to evaluate how a particular student navigates through the learning materials, and it is anticipated that this sort of tracking will reveal other learning patterns that are both student-specific and more generally applicable to other learners. CCLI-Phase 1 (Exploratory) DUE EHR Kappelman, John University of Texas at Austin TX Myles G. Boylan Standard Grant 149944 7494 SMET 9178 0837776 May 1, 2009 A Corpus Linguistics Approach for Assessing Student and Workplace Writing in Civil Engineering. Engineering - Civil (54) Linguistics (84) An on-going and persistent challenge facing engineering faculty and students is the development of students' writing skills to meet the demands of undergraduate engineering programs and the workplace. A multi-disciplinary team of faculty from linguistics and engineering, along with practicing engineers, addresses the challenge through detailed examinations of written texts. The research analyzes the structure of student and professional writing assignments in order to describe and examine the mismatch between the writing skills of engineering program students/graduates and the demands of writing in the workplace. The innovative and multi-disciplinary approach to examine written texts by professional engineers and engineering students has the potential of providing new insight into the practice of writing in the workplace and the development of writing skills writ large, as well as providing guidance in the instruction of writing for professional settings. A rigorous evaluation plan includes assessing the success of the project by an independent evaluation consultant and the submission and acceptance of research articles in peer review of journals and the acceptance of paper presentations at professional meetings. CCLI-Phase 1 (Exploratory) DUE EHR Conrad, Susan Richard Evans Portland State University OR Connie K. Della-Piana Standard Grant 149769 7494 SMET 9178 0116000 Human Subjects 0837779 July 1, 2009 Multimodal Modules for Inquiry-Based Statics and Dynamics Curriculum. Engineering Mechanical - (56) Students struggle to conceptualize Statics and Dynamics fundamentals because it is difficult to visualize the effects of external loads on physical systems and intuitively comprehend the static or dynamic response of such systems. Traditionally, Engineering Mechanics courses have been primarily lecture-based with little experimentation or discovery. This project will develop and assess scalable inquiry-based, multimodal (i.e. incorporating multiple modes of physical or virtual interaction) Statics and Dynamics modules designed to reinforce and demystify concepts through using enhanced discovery and experimentation strategies. The course modules are designed to target students who enter college with limited proficiency in Calculus and Physics. This project devises relatively simple, 30-45 minute exercises that incorporate semi-open-ended problems within lecture courses or as part of a homework assignment. The problems are designed to address common misconceptions which can, more often than not, be dispelled without the need for seemingly complex mathematical proofs. Though the primary focus will be Statics and Dynamics, the modules are scalable to enable use in introductory courses such as Introduction to Mechanical Engineering and Physics I and high school courses such as Physics and Calculus. Successful development, implementation, and evaluation will enable widespread use of inquiry-based, multimodal modules at other institutions and in other disciplines. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Kypuros, Javier Constantine Tarawneh Horacio Vasquez Martin Knecht University of Texas - Pan American TX Lesia L. Crumpton-Young Standard Grant 199974 7494 1536 SMET 9178 0116000 Human Subjects 0837795 April 15, 2009 Infusing Advanced Sensor Network Research into Cross-disciplinary Undergraduate Education. Engineering - Engineering Technology (58) The project is integrating current technological advances of smart sensor networks into the undergraduate engineering and technology curriculum. It is developing instructional materials and project-oriented laboratories to provide students with extensive hands-on experiences on smart sensor networks in order to enhance their knowledge and understanding of the design principles in next generation data acquisition systems using off-the-shelf components, modern testing equipment, and software tools. This project-driven curriculum is guiding students through the process of designing, implementing, evaluating, and maintaining sensor networks while applying this process to real world problems. The materials are being used in several different schools ranging from a research university to a community college and they are being used in K-12 through several existing efforts. Evaluation efforts, under the direction of two expert evaluators, are using an analysis of student products, observations, and the Student Assessment of Learning Gains (SALG) survey to monitor progress. Instructional materials and evaluation results are being disseminated through website postings, conference papers, journal articles, and workshops with National Instruments and with the Instrument Society of America. Broader impacts include the dissemination of the material, the outreach to K-12, and the collaboration of three very different schools. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Yuan, Xiaojing Heidar Malki Gangbing Song Hao Li Xiaohui Yuan University of Houston TX Russell L. Pimmel Standard Grant 199882 7494 1536 SMET 9178 0116000 Human Subjects 0837803 July 15, 2009 ChemCompanion: A Digital Text for the First-Year College Chemistry Course. Chemistry (12) ChemCompanion is a new and novel web-based teaching resource for first-year college chemistry courses that couples innovative delivery of the course content outside of the classroom with increased opportunity for active learning inside of the classroom. The goal is to deliver the core course content as a series of filmed presentations with simultaneous presentation of supporting visual elements in an engaging virtual classroom environment. The resource also features inline self-assessment activities and video problem-solving tutorials inserted at regular intervals throughout the presentation materials. The fully-developed product will be capable of replacing the course textbook. This full function "next-generation textbook" creates new opportunities for innovative use of student-instructor classroom time and is the first step toward the goal of building a broad-based online community of educators and learners. Since ChemCompanion delivers the course content and introduces the skills of the first-year chemistry course outside of the classroom, instructor-student interactions in the classroom are able to emphasize activities that promote better understanding, deeper learning, and application of concepts to real-world examples. The additional time and effort to implement active learning can be a barrier to adoption for instructors. Thus, resources supporting these activities are being developed for instructors to facilitate the adoption of active learning strategies in the classroom that integrate well with ChemCompanion. These materials are being made available through a website that will lay the foundation for future Web 2.0 capability. Informed evaluation of the piloted use of ChemCompanion is guiding the continued development and improvement of materials. Evaluation is both quantitative and qualitative as well as both formative and summative. Intellectual Merit: ChemCompanion simultaneously delivers a conceptually-oriented concise text and high-quality visual elements that illustrate, demonstrate, and animate the content. It is designed for self-paced student learning outside of the classroom, providing a student with immediate feedback via inline assessment tools. Its use frees up classroom time for increased active learning and for more "real world" applications. To support this new hybrid approach to teaching, the instructor resource website is hosting materials designed for in-class use with ChemCompanion as well as application-based teaching modules. Broader Impact: The first-year college chemistry course is central to the chemistry STEM curriculum as well as to that of biological sciences; hence, large numbers of students are affected by any improvements or enhancements to this course. The availability of quality machine or web-based resources that effectively deliver course content outside of the classroom has the potential to transform STEM teaching away from the traditional lecture model. Such materials also offer students the possibility of more control over their learning and help them come to class more equally prepared regardless of their prior preparation and backgrounds. In addition, if the course content is presented in audiovisual format, students are less likely to use it in support of working the assigned problems, as they do a traditional textbook, and more likely to view the complete story as intended by the author. ChemCompanion is designed with these opportunities in mind. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Wood, Steven Brigham Young University UT Susan H. Hixson Standard Grant 149999 7494 1536 SMET 9178 0116000 Human Subjects 0837810 February 15, 2009 Empowering Student Learning in Mathematical Analysis. Mathematical Sciences (21) This project is creating learning materials and teaching strategies for mathematical analysis. Project outputs include: annotated sets of conceptual questions to generate student-student discussion; guided discovery tasks and scaffolded collaborative tasks to bridge connections among various concepts; historical vignettes to enhance understanding; and capstone connections tasks to focus on interconnections between mathematical analysis and other areas of mathematics. These materials with their accompanying annotations for instructors facilitate the use of research-based methods in the teaching of analysis. This, in turn, empowers students in gaining a deep understanding of real analysis and in using this understanding to continue further study, to communicate the ideas effectively, and use them in a meaningful way beyond the course. The learning materials and teaching strategies being developed in the Empowering Student Learning in Mathematical Analysis project are innovative in their application to this advanced level of undergraduate mathematics. The guided-discovery exercises for in-class use is bringing active learning into a course that is often teacher-centered and taught in a passive format. The project addresses needs in a course that often serves as a filter to further study of mathematics at the graduate level and is a major stumbling block to perspective secondary mathematics teachers who must have a course in mathematical analysis to provide the rigor in understanding required to teach upper-level mathematics in the secondary schools. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Shipman, Barbara James Epperson University of Texas at Arlington TX Daniel P. Maki Standard Grant 150000 7494 1536 SMET 9178 0116000 Human Subjects 0837823 May 1, 2009 Integrating Statistics and Methodology Instruction Through a Problem-Based Learning Laboratory. Psychology (73) Even when departments have implemented student-faculty research collaborations as standard practice, undergraduate psychology majors completing a statistics-research methodology sequence often exhibit weak scientific skills in the laboratory. One cause of this weakness may be overemphasis of lecture-laboratory formats. This project is seeking to improve students' scientific skills by applying innovative problem-based learning (PBL) techniques within an undergraduate training laboratory. Transforming undergraduate psychology curricula and education experiences through novel, inquiry-based instruction and training in scientific instrumentation is the long-range goal of this project. To achieve this goal, traditional teaching techniques are being combined with four PBL projects that were developed by faculty members with expertise in each of four research domains. Student groups guided by faculty and graduate student tutors are working through complex problems in experimental psychology in these four domains. Students' prior knowledge is insufficient to understand these problems in depth. Therefore student groups must use resources within and outside of the laboratory to understand each problem and to develop valid solutions. PBL projects encourage students to integrate the principal statistical and methodological components of psychological research in a hands-on environment. A series of written tests are being used to examine student performance in research tasks requiring semantic and procedural knowledge. In addition, several established PBL evaluation techniques are being used to assess the changing learning experiences for students and tutors. Of particular interest is whether PBL works effectively for both traditional and returning students. The expected outcome of this project is a series of lesson plans, complete with interactive tutorials for each piece of scientific equipment, which will be used to disseminate PBL to other campuses. Preliminary findings from the proposed PBL implementation will be used to encourage the continuing evolution of PBL as a flexible, multidisciplinary learning approach in other social science disciplines. CCLI-Phase 1 (Exploratory) DUE EHR Lakatos, Stephen Washington State University WA Myles G. Boylan Standard Grant 145032 7494 SMET 9178 0837828 February 1, 2009 Visualization Software for Improved Learning in Material/Energy Balance Classes. Engineering - Chemical (54) One of the fundamental courses in chemical engineering programs across the nation focuses on understanding material and energy balances. In this course, students typically struggle to make the transition between written materials, process flow diagrams, and finally mathematical formulations. Through this project, a software tool is being developed that scaffolds the translation of written energy balance problems to visual form and the subsequent translation of visual chemical process diagrams to sets of written equations to be solved. While several tools for solving energy balance problems exist, these are primarily aimed at a professional audience and are not always suitable for inclusion in an introductory undergraduate course. Commercial tools typically have a steep learning curve and are not appropriate for enhancing student learning and understanding. The software is being rigorously evaluated in terms of improved student learning as well as usability factors. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Zollars, Richard Christopher Hundhausen Washington State University WA Sheryl A. Sorby Standard Grant 149968 7494 1536 SMET 9178 0116000 Human Subjects 0837829 February 15, 2009 Collaborative Research: Paradigms in Physics: Creating and Testing Materials to Facilitate Dissemination of the Energy and Entropy Module. Physics(13) Topics in statistical and thermal physics have long been problematic in the undergraduate curriculum. To many students, the subject matter is abstract and theoretical and often requires mathematical tools they lack. This project addresses the challenge of teaching upper-division thermal and statistical mechanics by building on the Energy and Entropy (E&E) paradigm developed through the Paradigms in Physics Project at Oregon State University and a physics education research project at the University of Maine. E&E takes a radically different approach to statistical mechanics, incorporating the issues of quantum mechanics and measurement at its core and focusing on entropy as the Principle of Least Bias. In the approach, thermodynamic systems are treated as large, i.e. macroscopic, quantum systems that are not perfectly isolated from the remainder of the universe. This external interaction has enormous consequences that when taken into account clarifies thermodynamics' substance, with thermal variables now understood as macroscopic quantum averages and thermal probabilities as macroscopic quantum probabilities. An entropy postulate then plays the ultimate and crucial role of match maker in this marriage. As part of the current project, E&E curricular materials are being further refined and the materials are being field tested at Oregon State University and at collaborator sites at Ithaca College and Pacific University, a detailed instructor's manual is being prepared, and an education research project is being conducted to examine the efficacy of the approach and materials in supporting student learning of these concepts in advanced courses. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Roundy, David Corinne Manogue Oregon State University OR John F. Mateja Standard Grant 44563 7494 1536 SMET 9178 0116000 Human Subjects 0840737 January 1, 2009 Teachers Domain: Pathways Stage II. The WGBH Educational Foundation is expanding the reach, impact, and stability of the Teachers' Domain Pathway to the NSDL, through an integrated set of research, development, and dissemination activities. This project is extending the stewardship of rich-media materials customized for K-12 STEM educators (and post-secondary audiences as well), a service successfully initiated through a NSDL Pathways award in 2004 and supplemented by recent additional support from NSF and other funding agencies. Addressing the evolving needs of the target audience, WGBH is further enhancing the utility and appeal of Teachers' Domain (TD) by integrating social media tools to promote user engagement and interaction. Teachers' Domain is also expanding its content offerings and user base, primarily through complementary funding initiatives and production partnerships and by providing a series of in-person and online workshops to support active use of the Pathway in K-12 classrooms, post-secondary campuses, and professional development settings across the country. Advisors representing other NSDL projects and working groups, public television stations, and organizations provides TD with specialized expertise in the use of participatory media in education. Building upon research conducted on the original Pathways initiative and several additional Teachers' Domain projects, the Center for Children and Technology (CCT) at EDC is conducting ongoing evaluation to assess needs of the target audience and the impact of the resulting products and services. Building on the extensive and growing reach of Teachers' Domain, this free online service has over 256,000 registered users from more than 163 countries (including 55% of the public schools in the U.S.). Usage is growing rapidly as knowledge of its availability spreads with the rate of cumulative visits doubling every six months. Dissemination, promotion, and marketing activities will be conducted through partnering organizations, established channels of WGBH and PBS, and public television's emerging EDCAR initiative, engaging K-12 teachers and students as well as professional associations promoting enhanced science, technology, engineering, and mathematics (STEM) education across the country. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Sicker, Theodore WGBH Educational Foundation MA John F. Mateja Standard Grant 724772 7444 SMET 9178 0116000 Human Subjects 0840740 April 1, 2009 NSDL: ASN Toolkit. Teachers, particularly K-12 teachers, need access to educational resources such as the resources accessible through the NSDL that assist them in achieving specific learning goals. Many of the learning goals are formally set down national and state achievement standards such as the American Association for the Advancement of Science (AAAS) Project 2061's Benchmarks for Science Literacy. This project is integrating the Content Assignment Tool (CAT), the Teacher Domain Educational Standards Correlation tool (TD-ESC) and the Digital Collection Service into the Achievement Standards Network (ASN). Additionally, the NSDL Metadata Registry required by the TD-ESC and the Gateway to Educational Materials (GEM) Thesaurus Browser that facilitates cataloging by the DCS are included. The resultant tool assists teachers by eliminating the cumbersomeness of working with a set of separate tools that currently are incompletely compatible NATIONAL SMETE DIGITAL LIBRARY DUE EHR Walker, Bruce Kevin Crowston Diny Golder Anne Diekema JES & Co. AZ Curtis T. Sears Standard Grant 600000 7444 SMET 9178 0116000 Human Subjects 0840788 January 1, 2009 Ask a Biologist- answering questions and developing content for a community-based web generation. Biological Sciences (61) This project moves the Ask-a-Biologist (AAB) web site into a dynamic content management system (Drupal - drupal.org), adds Web 2.0 tools to provide a collaborative web content development environment; and includes the appropriate metadata for inclusion into the NSDL repository. The current AAB web site has over 1,400 static web pages, an extensive array of content, and datasets used in learning activities. The Drupal-enhanced site adds value to the current materials by providing a content management system (CMS) as well as Web 2.0 tools. The added features permit development and growth of existing and new content by experts in science, communications and graphics not trained to use web development software. As part of the conversion, NSDL metadata tags are added, allowing the content to be brought into the NSDL repository. The new Drupal version of AAB promotes participation in content development by an expanded group of people. In this format, scientists, writers, and graphic artists can collaborate on articles and learning activities, and connect more directly with pre-K-12 students, teachers, home schoolers and life-long learners. In addition, AAB can add an option for translating content into other languages, thus expanding the impact of the AAB site. Drupal also includes standard modules for RSS feeds, wikis, blogs, and other community-based tools to further enhance the learning experience of the visitor and expand the audience of the web site. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Kazilek, Charles Debi Molina-Walters Margaret Coulombe Arizona State University AZ Stephen C. Cooper Standard Grant 150000 7444 SMET 9178 0116000 Human Subjects 0840791 January 1, 2009 Building Capacity for Determining the Content Alignment and Instructional Quality of K-12 NSDL Resources. NSDL Pathways personnel are being trained to determine the content alignment and instructional quality of their K-12 resources using the criteria developed at AAAS Project 2061. The training workshops cover the essentials of the processes for alignment and evaluation of a resource's instructional quality as a measure of the likelihood that student learning is promoted when the resource is used as designed. Resources that are aligned with content standards and provide students with varied phenomena are essential to the understanding of key science ideas. K-12 NSDL resources vary greatly in the grain size and quality of their alignment to standards. Coupled with the existence of little information about the resources' instructional quality, this creates difficulty for educators trying to locate the most effective resources. The analysis procedure that the NSDL Pathways personnel are being trained to use is based on a substantial corpus of research and was developed over many years in consultation with hundreds of K-12 teachers, materials developers, scientists, teacher educators, and cognitive researchers. By applying analysis criteria derived from the best available research on learning and teaching, the project is improving the cataloging of educational digital resources enabling improved selection for classroom use to be made with respect to content alignment and instructional quality. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Molina, Francis Jo Ellen Roseman Karon Kelly Ted Willard American Association For Advancement Science DC Curtis T. Sears Standard Grant 600000 7444 SMET 9178 0840830 January 1, 2009 ChemEd Digital Library Wikihyperglossary. Chemistry (12) This project advances knowledge and practice by demonstrating the applicability of Web 2.0 approaches to chemical education, adding significant value to the Chemical Education Digital Library (ChemEd DL), the NSDL?s chemistry Pathway. JavaScript Automated Search (JAS) and Asynchronous JavaScript and XML (AJAX) are combined to create a wikihyperglossary (WHG). This tool automates the process by which a user can insert into a digital text document or Web page hyperlinks connecting to glossary definitions that were created or modified by an individual or a community. Hyperlinks can be to textual material such as definitions of words, or they can involve multimedia such as videos showing reactions of the chemical elements or manipulable Jmol structures for molecules. When a user reads a word or phrase in a document that is connected to a glossary term, the information associated with the term can be viewed without leaving the original document. The Web paradigm and its success show the value of making information accessible by mouse click, in text as well as graphics, movie, and audio formats. From students' perspectives, this information needs to also be engaging and personalized. The methods demonstrated by this research enhance the value of the ChemEd DL and can be readily extended to other Pathways and NSDL collections. This project creates a means of adding value to existing information by making learning more convenient and efficient. Teachers are able to quickly and easily enhance text documents to include links to well tested Web resources such as those of the ChemEd DL. Students are able immediately to link documents they are reading with definitions of scientific terms (or add such links to their own work). Members of the public struggling to interpret scientific documents that may be crucial to informed decisions on public policy are much better able to interpret such documents by adding WHG annotation links to information that explains the concepts included in the documents. Those beginning work in new fields of research are able to get up to speed much more rapidly by choosing an appropriate glossary for the new field and annotating research papers that are essential to understanding the field. Those working with new graduate students are able to annotate documents and research papers to provide much more rapid access for neophytes. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Belford, Robert John Moore Daniel Berleant University of Arkansas Little Rock AR Stephen C. Cooper Standard Grant 149453 7444 SMET 9178 9150 0116000 Human Subjects 0840853 November 1, 2009 Physics Education Research User's Guide. This project is creating a Web-based resource for physics faculty to learn best practices for the use of teaching and learning techniques and curricula based on the results of Physics Education Research (PER), so that they can teach physics more effectively. This resource, called the "PER User's Guide," is helping educators by summarizing, condensing, and translating the vast web of knowledge contained in the field of PER into a format that is easily accessible, enabling educators to quickly find and use the information they need. The development includes collecting existing resources, writing new content to help educators understand these resources, and creating a dynamic structure that allows educators to find what they are looking for as efficiently as possible. Both the content and the structure of the site are based on research into user needs and user testing to ensure that it is maximally effective. Built in is effective use of Web 2.0 technologies, which ultimately allow experts from the PER community to edit content and educators to rate and comment on content, all without the need for explicit mediation. This project improves physics education at the college and high school levels throughout the world by providing a free, Web-based resource that delivers comprehensive, accessible, and pragmatic information about PER, including curricula, educational resources, pedagogical approaches, and research findings. The Guide gives educators access to the latest developments in education research and how to apply them in their classrooms, as well as access to the broad foundation upon which these techniques are based. The creation of the Guide is coupled with a dissemination and outreach campaign that takes advantage of collaborations with many well-known organizations to increase both awareness and use among physics educators in the United States and beyond. This project is helping the broader science education research community by contributing to the base of research on user interface design and outreach to educators, and by building a prototype design that can be used and adapted for educators in other fields of science. Future extensions of the project will build on this initial seed to include more detailed content and to target a broader audience. The outcomes of the project include (1) a well-tested prototype Web site with content designed to help college and high school educators learn about PER, (2) a body of research on what educators need to help them use the content and infrastructure of the site effectively, and (3) a set of software tools and guidelines that can be adapted by educators who would like to design similar sites in other disciplines. This Guide is an extension of an NSDL Pathways project, the ComPADRE Physics and Astronomy Pathway (http://www.compadre.org/). The Guide enhances the materials in the ComPADRE collection by presenting results and curricula of PER in the context of their application in effective teaching. NATIONAL SMETE DIGITAL LIBRARY DUE EHR McKagan, Sarah Bruce Mason Philip Hammer American Association of Physics Teachers MD R. Corby Hovis Standard Grant 150000 7444 SMET 9178 0842177 April 15, 2009 A Workshop to Design a Digital Research/Education Forum and "Pathway" for the Geosciences. This project supports a workshop that brings together members of the research, education, and data management communities that have shared interests in the effective educational use and delivery of geoscience data and discoveries. The workshop topic reflects an important need to bring together and foster greater interactions between the producers of high quality observational data collected by observatories and instruments supported by Earth systems research programs and the end-users of those data. While there are a number of educators that are motivated to integrate real time and near real time data into the K-16 curriculum, this group could be better served if the data were presented in more user-friendly accessible ways. The number of educators using Earth systems data might also increase if data were more accessible and in formats that facilitated their use in a variety of educational settings. The workshop and post-workshop activities address these important issues and seeks to improve the networking and interactions among the research, education, and data management communities. An outcome from the workshop will be the preparation of a report with findings and recommendations that will guide future education and outreach efforts. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Ryan, Jeffrey Susan Eriksson University of South Florida FL Jill K. Singer Standard Grant 146995 7444 SMET 9178 0848302 April 1, 2009 Computer Science and Information Technology Systems (CS/ITS) Cohort Scholarship Program. The goals of the Computer Science and Information Technology and Systems (CS/ITS) Cohort Scholarship Program are to recruit and graduate an initial cohort of academically-talented and financially-disadvantaged students; to improve the program for future cohorts, and to recruit new cohorts each year. Full scholarships are provided to an initial cohort of 12 eligible students. The college covers the remainder of the cost of attendance after all financial aid and NSF scholarships are awarded. Process and outcome evaluations are conducted. Results are used to modify the program as needed to benefit future cohorts that are enrolled each subsequent academic year. Planning focuses on coordinating academic and social support structures needed to recruit and retain students. A freshman year experience establishes the cohort as a learning community through a four-day summer orientation, a two-semester course in game development and design, a self-management course with an information technology focus, and shared housing. Throughout their college experience, supplemental instruction and tutoring, industry mentoring and career placement services, applied research and internship opportunities, and extracurricular activities are offered to cohort students. Students are paired with industry mentors and based on their skills and interests have opportunities to work directly with industry through internships and applied research. An existing game development program is expanded to a two-course sequence to introduce computer science and information technology concepts and best practices. Applications include scientific visualization, modeling, and physics and mathematical simulations, and training. Cohort students may choose to pursue further game studies through the Game Design and Programming Concentration or elect to pursue other concentrations within the CS/ITS major. The project broadens the participation of underrepresented groups in computer science and information technology systems and enhances the infrastructure for research, education, mentoring, and employment opportunities. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Coleman, Ron Roger Norton Donna Berger Mary Ann Hoffmann Marist College NY Stephen C. Cooper Continuing grant 37916 1536 SMET 9178 0848436 August 1, 2009 Brockport Physics, Mathematics and Computer Science Scholars Program - Completing Their Degrees (BPMACS Continuation). The Brockport Physics, Mathematics and Computer Science Scholars Program - Completing Their Degrees (BPMACS) provides twenty-eight $5000 scholarships per year to economically disadvantaged, academically talented juniors, seniors and masters students in the fields of physics, mathematics and computer science at The College at Brockport, State University of New York. The project's goals are to: 1) recruit, select and award scholarships to 28 talented but economically disadvantaged juniors, seniors and graduate students per year in the designated fields; 2) retain 95% of BPMACS awardees through to graduation with Baccalaureate or Masters degrees; and 3) achieve and then maintain at least 10% minority participation and 50% female participation averaged across the cohort group of the three disciplines. This is accomplished through a set of activities including, but not limited to the following: Each BPMACS scholar is assigned a mentor, one of the six faculty members from the Advisory Board, with each mentor having about five BPMACS scholars from their discipline. BPMACS scholars are encouraged to conduct research projects with faculty in the three departments; the project provides limited funds from the BPMACS administrative budget to cover travel expenses for student research presentations at regional professional meetings. BPMACS scholars act as Big Brothers or Sisters for lower division Physics, Mathematics, and Computer Science (PMACS) freshmen or sophomore scholars in their respective mathematics, physics or computer science field. BPMACS utilizes the SUNY Brockport recruitment program to recruit high quality students of diverse backgrounds, leverages the focused lower-division PMACS diversity recruitment program, and works with the Admissions Office to recruit additional low-income, academically talented transfer students in the three targeted disciplines. A sense of community among BPMACS scholars and faculty is developed through semester talks, social events, and exposure to workplace opportunities in their field through alumni and external advisory board presentations. The project assists BPMACS scholars in obtaining summer and post graduation employment in their field, through the support of the SUNY College at Brockport Career Services Office, an annual Job Fair, academic major faculty members' contacts, and the leveraging of existing college/industry ties and departmental community advisory boards. Work with the newly established and funded Rochester Area Colleges Center for Excellence in Math and Science efforts to enhance the quality of mathematics and science education at all levels in order to attract and retain BPMACS students who major in these fields. This project builds upon the previously successful S-STEM funded BMACS program and adds physics as a degree area receiving scholarship support. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Miller, Sanford Joan Lucas Kadathur Lakshmanan Mihail Barbosu Stanley Radford SUNY College at Brockport NY Kathleen B. Bergin Standard Grant 600000 1536 SMET 9178 0848492 April 1, 2009 (S-STEM SSEE) - Scholarship for Success in Engineering Excellence. This project is awarding scholarships to academically talented and financially needy students and is supporting the scholars through a variety of structures and programs. Students from underrepresented groups are being especially targeted for support and student scholars are enrolled in one of four engineering disciplines. More than half of the current student population on this urban campus works more that 20 hours per week and the scholarships enable students to focus on their studies to graduation. The scholarship program builds on a successful LSAMP program on campus, extending support and mentoring activities into the junior and senior years for targeted students. The methods being employed in the project include a revision of engineering courses to include active, collaborative learning, a mentorship program that involves research faculty, a targeted recruitment strategy, opportunities for networking with engineering professionals, and a learning community infrastructure. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Pong, Wenshen Hamid Shahnasser Nilgun Ozer Hamid Mahmoodi Hao Jiang San Francisco State University CA Sheryl A. Sorby Standard Grant 598840 1536 SMET 9178 0849169 May 1, 2009 Biotechnology Workforce Collaborative. The biotechnology and life sciences industry has become one of the primary economic forces in Pittsburgh, projecting 20% growth in the need for qualified technicians in the next ten years. If the frontiers of knowledge in Pittsburgh's biotechnology research and development community are to be advanced and scientific breakthroughs are to occur, trained biotechnicians must be available to meet the demand. The aim of the Biotechnology Workforce Collaborative (BWC) is to widen the spectrum of available, skilled workers in the region by enhancing ongoing partnerships with local stakeholders to a burgeoning program for the training of biotechnology/life sciences laboratory technicians. The objectives and methods include: (a) Academic training at the college resulting in the associate degree. (b) A laboratory internship in the laboratories of Allegheny General Hospital, Allegheny Singer Research Institute (ASRI), the Pittsburgh Tissue Engineering Initiative (PTEI); and the University of Pittsburgh Medical Center McGowan Institute for Regenerative Medicine. (c) Career development support for individual students starting at the early stages of participant preparation for college work and continuing in assistance for those students upon employment at various research laboratories. (d) Workgroup meetings to further develop and refine the training approach for laboratory technicians. Intellectual Merit: Recruitment efforts focus on developing three staggered cohorts of students. Both academic and employment criteria used in the field are being applied to the selection of promising candidates. Economically and educationally disadvantaged students are being supported by the project that integrates the associate degree for biotechnology technician with the workforce needs of research laboratories that specialize in molecular genetics, tissue engineering and regenerative medicine, and innovation in the application of research results for health care. The collaborative effort includes an internship and long term support for career development of biotechnology/life sciences laboratory technicians. Broader Impacts: Based on gender, ethnicity, and geography, the cohorts broaden the participation of underrepresented groups in the biotechnology field, predominantly serving the biological sciences. As the BWC continues to become a major player in the Pittsburgh region, this project has an important role in advancing discovery and understanding while promoting teaching, training, and learning between the academic and industry partners. It enhances the infrastructure for research and education as a feeder to meet employment needs and as a critical link to industry. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Bobick, Sandra Anne Tanski John Law Allysen Todd Michelle Zuckerman Community College of Allegheny County Allegheny Campus PA Deborah E. Allen Continuing grant 68368 1536 SMET 9178 0849189 June 1, 2009 Scholars in Science. The San Jose State University (SJSU) Scholars in Science project provides fifty-six scholarships for academically talented, financially needy students who are motivated to pursue careers or advanced degrees in STEM fields. These Scholars in Science are supported in obtaining degrees in at least one of five areas: Meteorology, Geology, Physics, Chemistry and Biology. Scholars are recruited from freshman and sophomore courses and have completed the first semester of chemistry and a college level mathematics course, pre-calculus or higher. The Scholars are supported by a faculty mentor, the College of Science Advising Center and the PIs. The Scholars are encouraged as part of a community of learners through priority registration allowing the Scholars to enroll in common classes and allowing them the flexibility to participate in Academic Excellence Workshops, the Graduate School Preparation Seminar, the SJSU STEM Scholars in Science monthly meetings, and membership in a scientific society. Students interested in research are assisted in securing positions on and off campus and students interested in high school teaching are provided opportunities to develop their teaching skills while earning their STEM disciplinary degrees. Many of the students who qualify for this program are women, come from groups underrepresented in the sciences, and/or are the first in their families to go to college. The project focuses on the retention, education and career choices of the Scholars by providing them with structured guidance and career discovery support. In addition, skills development is provided for working collaboratively in project development and for management by allowing Scholars to select and plan some of the support activities. The Scholars in Science project is intended to serve as a model for other endeavors at San Jose State University. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Singmaster-Hernandez, Karen Maureen Scharberg San Jose State University Foundation CA Kathleen B. Bergin Standard Grant 598925 1536 SMET 9178 0849388 February 15, 2009 Opportunities to Advance Success in the Sciences (OASIS). This scholarship project is based at Northern Arizona University, Yuma campus (NAU-Yuma), a federally designated Hispanic Serving Institution. Many of the students are recruited as a result of the 2+2 partnership which allows students to being their studies at Arizona Western College (AWC is a community college) and then seamlessly enroll in upper-division courses at NAU-Yuma. This partnership provides students with diversified courses of study with day, evening, and weekend scheduling and shared facilities co-located on AWC's main campus in Yuma. However, only 7% of the students who complete their two-year degree transfer to the University; cost is one of the reasons they do not transfer. Tuition at the University is much higher than the community college and underserved students, who characteristically have to help support their families, cannot afford to transfer. Responding to an urgent community and national need for a scientifically literate, technically competent workforce, project OASIS (Opportunities to Advance Success In the Sciences) provides scholarships to a total of 30 upper division academically promising, financially needy, students majoring in biological or environmental sciences. Students join a Science Learning Community and receive academic support in chemistry, writing and statistics skills through faculty mentoring and academic coaches, and develop individual academic plans with the assistance of a Science Academic Coordinator. Industry and community internships are strongly encouraged to provide the students hands-on experience. Students graduate with a degree, a resume, and strong professional references. Best practices concerning effective recruitment and support for these students is collected and disseminated to other programs interested in replicating this model. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Whittier, Timothy Mary Schaal Larry Gould Llewellyn Young Northern Arizona University AZ Linnea A. Fletcher Continuing grant 600000 1536 SMET 9178 0849391 March 1, 2009 STEM-Students Expanding Possibilities Undergraduate Program (STEP UP). The STEP UP project provides 30 full scholarships total over two years to academically talented, low-income students to obtain associate degrees in a STEM discipline and/or transfer to a STEM baccalaureate degree program at a university. It builds and expands on current and previous San Jacinto-National Science Foundation projects including a successful CSEMS. Results from this previous grant include 55 successful students known as Scholars, and improved student support systems. Of these 55 recipients 71% are from underrepresented populations. As validated in the previous CSEMS, the project continues to provide academic and mentoring so that a minimum of 70% of scholarship recipients maintain or exceed a 2.5 grade point average, and persist until associate degree attainment or transfer to a 4-year program. Once selected, Scholars are supported by pairing each one with a faculty member, an industry mentor, and an upper class student in the same major. Scholars can take advantage of several other successful projects at this institution; for example, the Partnership for Innovation in Biotechnology and Life Sciences, the Upward Bound Program, The Louis Stokes Alliance for Minority Participation program, and the Gaining Early Awareness and Readiness for Undergraduate Programs. Scholars interested in transferring to a 4-year school are helped with an updated transfer guidebook, and with their applications to the schools. Scholars finishing an associate's degree and who want to find a job, are connected to the Career Planning and Placement Office for help with resumes and also linked with area employers. Features specific to this project, and not part of the original CSEMS, are the student recruitment corps, where students in the program help with recruitment; shared counselors, who act as a link between high school seniors and this project; the expanded cohort approach, where STEP Up Scholars participate in a start of semester orientation that will provide information on the program; and expanded business/industry involvement resulting in more job shadowing and internship opportunities. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Mason, Gail San Jacinto College District TX Linnea A. Fletcher Continuing grant 62293 1536 SMET 9178 0849441 July 1, 2009 Polytechnic Mission, Applied Science Vision. The UW-Stout Applied Science Program, composed of three departments, biology, physics and chemistry with concentrations in biotechnology, nanotechnology, materials science and environmental science, is experiencing unprecedented growth. The goal of this project, Polytechnic Mission, Applied Science Vision, is to capitalize on this growth and enhance the successful Applied Science Community, infrastructure already in place to initiate an innovative model for the recruitment, retention and career success of academically able but financially disadvantaged and underrepresented STEM students. In this model (10) $10,000 renewable recruitment scholarships are awarded to incoming STEM students and (20) $5,000 nonrenewable retention scholarships are awarded to current and future applied science students over four years. The model incorporates a holistic approach to STEM education, including a summer bridge program, intensive advising, faculty and peer mentors, participation in a learning community that encompasses students living on campus and off, undergraduate research experiences, and opportunities to present on research experiences. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Carlson, Kitrina Charles Bomar Ann Parsons Krista James Joan Thomas University of Wisconsin-Stout WI Linnea A. Fletcher Continuing grant 8245 1536 SMET 9178 0849587 February 15, 2009 Recruitment and Retention of Engineering Majors through Financial, Academic and Student Support. This S-STEM scholars program awards scholarships to students earning associate degrees at a two-year community college with the intention of transferring to baccalaureate engineering degree programs at four-year institutions. This project builds on the success of prior NSF funded scholarship programs. The scholarship program targets academically talented students from rural areas whose high schools might not have the ability to offer the full complement of math and science courses. The program offers a special remediation program to address any math and science deficiencies. The scholars participate in the Math, Chemistry and Physics Preparation Program to provide the necessary skills to succeed in engineering degree programs. This program also becomes the basis for a learning community. Scholars also have the opportunity to participate in summer research and educational programs. Student achievement is monitored at both the community college and the four-year institution where the students choose to complete their baccalaureate degree. Approximately 70 scholarships are awarded during the life of this project. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Swinney, Kenneth Tarsh Freeman Sandra Swinney Dale Pace Max Weaver Bevill State Community College AL Lance C. Perez Continuing grant 573293 1536 SMET 9178 9150 0849592 July 1, 2009 Preparing for Innovation Producing Educated STEM Scholars (PIPESTEMS). The primary purpose of the PIPESTEMS project is to increase the number of students in science, technology, engineering, and mathematics (STEM) disciplines by: (1) building on programs focused on increasing retention and graduation; (2) enhancing existing student support services to fit specific needs of STEM scholars; and (3) offering learning enrichment activities such as science seminars, field trips/site visits to partner universities and businesses, and faculty mentoring. Intellectual Merit: The primary aim of the project is to expose students at the college's four campuses to the PIPESTEMS opportunity as well as to an array of student support services and activities available in support of the program. A unique combination of activities are being offered that provide educational and research opportunities for PIPESTEMS scholars in partnership with the University of Tulsa, University of Oklahoma-Tulsa, Oklahoma State University, and OSU Center for Health Sciences. This project complements and builds on an NSF supported biotechnology program (0602744). Broader Impacts: The activities from this project are resulting in increased enrollment, retention, and degree completion of STEM students, especially underrepresented and female populations. There are intensive collaborations with existing student support services departments at the college, similar student-focused programs such as Tulsa Achieves Scholarship, Honors Scholars, and Achieving the Dream program student cohorts, and higher education institutions and business partners who assist with transfer and career placement upon degree completion. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Idwasi, Dr. Patrick Dr. Diana Spencer Brena Bellovich RoxAnn Davenport Pat McCann Tulsa Community College OK Elizabeth Teles Standard Grant 589005 1536 SMET 9178 9150 0849611 June 1, 2009 Scholarships Support STEM Student Success. This project provides scholarships and support for students in 26 STEM majors within associate degree programs in order to increase the number of academically talented students earning degrees and pursuing careers in areas that are designated as national and state priorities for education. In meeting the need for an increased STEM workforce, the project functions to 1) provide up to 33 scholarships each year for financially disadvantaged students, including those from underrepresented racial and ethnic groups; 2) provide the support needed for successful associate degree completion; 3) provide transfer assistance to a STEM degree program in a four-year institution; and to 4) provide job placement assistance. Scholarship recipients receive ongoing academic assistance through regular meetings with faculty advisors, and peer mentoring and tutoring through an academic support center. Students explore careers through internships, meetings with industry representatives, touring of local businesses, and attending career fairs and academic and industry conferences. The program also features a mandatory one-credit course, taught by the S-STEM project team, which emphasizes real-world applications and fosters understanding of the importance of interdisciplinary and multidisciplinary work in STEM fields. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Paul, Anindya Bettye Parham John Picione Brianna Killian Daytona Beach Community College FL Deborah E. Allen Continuing grant 122444 1536 SMET 9178 0849642 January 15, 2009 Bridges and Pipelines to Success and Leadership in STEM. Radford University is proposing an interdisciplinary S-STEM effort between the Departments of Biology, Chemistry, Physics and Geology, Information Technology and Mathematics in the College of Science and Technology (CSAT). The program builds upon lessons learned in a prior CSEMS award. The project is planning to use a variety of innovative strategies to support students. For example an online management system is combined with advising Action Plans to allow for careful student monitoring. Scholarship recipients are also to be provided with leadership knowledge and experiences and graduate with a leadership certificate. Recipients are to complete a career development seminar and be supported to obtain internships. The project is to award 20 new scholarships annually for a total of 80 students over four years. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Barland, Ian Premchand Uppuluri Laura Spielman J. Orion Rogers Radford University VA Joyce B. Evans Continuing grant 74397 1536 SMET 9178 0849660 February 15, 2009 Mathematics, Science and Engineering Transfer Scholarships (M-SETS). Through its "Mathematics, Science and Engineering Transfer Scholarships (M-SETS)" program, Cañada College, a member of the California Community College System and one of three colleges in the San Mateo Community College District, is providing scholarship awards to academically talented, financially needy students working to transfer to a 4-year university to complete an undergraduate degree in an engineering, mathematics or science major. M-SETS awards are offered for up to three years of full-time academic study at Cañada College and in the first semester that a student transfers to a 4-year university. M-SETS is an exceptional opportunity for low-income students to focus full-time on their studies. Mathematics, science and engineering faculty are mentors to students with the goal of increasing student self-efficacy in mathematics and science, furthering their success at Cañada College, and preparing them for work in mathematics, science and engineering professions. In addition, M-SETS recipients benefit from a support system provided through Cañada College's Math, Engineering & Science Achievement (MESA) program which offers academic and extracurricular support in numerous ways, such as: a) Academic Excellence Workshops and study groups to support students who are clustered in core mathematics, science and engineering courses so that they can excel academically, learn to study in a group and develop relationships based on common academic goals. b) A MESA Study Center which provides a place for students to study as well as being a focus area for MESA workshops, on-campus seminars and STEM-related student clubs. c) A MESA Student Lounge which serves as a center of social activities and student-faculty interaction outside the classroom. d) A MESA tutoring program which provides tutors for core mathematics, engineering and science courses and the College's Tutorial Center which offers tutors for other subject areas. e) A MESA Counselor, with specific expertise focused on STEM majors, who provides academic advising and develops an individual education plan for each student given their major and the 4-year universities where they intend to transfer. f) Transfer Agreement Guarantees with nearly every university in California which enables MESA students to gain early guaranteed admission to a 4-year university during the fall of their final year at Cañada College. g) Field trips to industry and MESA panels featuring scientists, doctors and engineers to help students clarify their academic and career goals. h) Visits to 4-year universities which provide students the opportunities to evaluate campuses and to make connections to people and programs. i) Student leadership retreats, professional conferences and participation as student members in professional societies which build students' leadership skills and motivation while developing relationships with other students and industry professionals. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Enriquez, Amelito Janet Stringer Jeanette Medina Catherine Lipe San Mateo County Community College District CA James E. Hamos Continuing grant 54110 1536 SMET 9178 0849674 June 1, 2009 Making Disadvantaged Engineering Graduates a Reality. This project is awarding scholarships to academically talented and financially needy students and is supporting the scholars through a variety of structures and programs. Students from underrepresented groups are being especially targeted for support. There is a national need for professionals who have expertise in aerospace engineering and this project is aimed at meeting this need by graduating students from a nationally recognized aviation university in two degree programs: electrical and computer engineering. Project personnel are partnering with the Math-Science Regional Center to recruit student scholars from participants in an Upward Bound program aimed at underprivileged high school students in the southwest region. Student participants are also being recruited directly from mathematics and science high schools in the region. The students are being mentored by faculty and have access to specialized services such as tutoring and advising. The project is based on the concept of collaborative learning and a student study area is being utilized to facilitate teamwork and cooperation. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Cone, Milton John Post Embry-Riddle Aeronautical University FL Sheryl A. Sorby Standard Grant 594407 1536 SMET 9178 0849698 September 1, 2009 Cultivating a Culture of Technical Success and Leadership Excellence Among Hispanic Engineering Students: A Transformative Recruitment Model for Attracting High Achievers. The NSF S-STEM program at the University of Texas-El Paso provides scholarship support and student development activities for 104 outstanding students majoring in engineering. This effort involves multi-prong recruiting strategies involving high school counselors, alumni, industry personnel, students, and faculty. Also, this program pairs students with faculty mentors and makes research opportunities available to scholars. Additionally, project efforts are designed to decrease the traditional amount of time that it takes to produce high quality Hispanic engineers. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Pennathur, Arunkumar Louis Everett Luis Contreras-Sapien University of Texas at El Paso TX Lesia L. Crumpton-Young Standard Grant 579697 1536 SMET 9178 0849728 May 1, 2009 Access to the Science Education of a Four-Year Liberal Arts College for Economically Disadvantaged Students. The college seeks to attract a larger and more diverse student population to its science community, increase enrollment and graduation rates in the sciences, and, in collaboration with Massasoit Community College, grow the community college science transfer track. The program requires increased financial aid in order to attract more underrepresented science majors. The project allows expansion of an existing Science Talent Expansion Program (STEP) grant by offering science scholarships to deserving, financially disadvantaged students with an emphasis on minorities. The project is funding 14 four-year scholarships for first-year students and ten two-year scholarships for Massasoit transfers. These scholarships average $7,500 annually, depending on the recipients' financial needs. Intellectual Merit: Using best practices to promote increased participation in the sciences, the college is working with disadvantaged area high schools and with Massasoit to provide a student-centered approach to science learning and to improve science advising that helps students transfer to four-year undergraduate institutions. With a sound foundation on which to build, the scholarship program provides an additional incentive--increasing access to a high-quality, interdisciplinary and experiential science education. Broader Impact: This project serves as a model illustrating how a private liberal arts college can collaborate with a community college to improve transfer access and illustrating how high school students can benefit from pre-college educational opportunities and college scholarship funding. The broader impact of this project is a larger and more diverse science workforce for the region. In the northeastern United States, where the scientific and biotechnology sectors are particularly strong, increasing the number of biology, chemistry, physics, neuroscience, and biochemistry graduates at the two institutions is having a significant impact on workforce development. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Liotta, Louis Marilena Hall Magdalena James-Pederson Rachel Hirst Stonehill College MA Duncan E. McBride Standard Grant 600000 1536 SMET 9178 0849772 June 1, 2009 Today's Scholars, Tomorrow's Leaders: Identifying and Developing Engineers as Leaders. This S-STEM scholarship program will provide support for first and second year engineering students at Southern Methodist University (SMU). The goal of the "Today's Scholars, Tomorrow's Leaders: Identifying and Developing Engineers as Leaders(IDEAL)" program is to improve the retention of financially needy students during the first two years of their engineering program by increasing their engagement in curricular and extra-curricular programs. This goal is realized through the implementation of four objectives: 1) identifying incoming engineering students with high leadership potential; 2) developing students' leadership skills through mentoring, tutoring, and work experience; 3) building academic excellence; and 4) fostering community building through the engineering residence hall. The IDEAL scholars program will support majors from various SMU School of Engineering departments: Mechanical Engineering, Electrical Engineering, Computer Science and Engineering, Environmental and Civil Engineering, and Engineering Management, Information, and Systems. IDEAL Students who successfully complete the first two years of an engineering program will be supported in the third and fourth years by scholarships from the SMU Engineering Fellows program. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Willis, David Betsy Willis Mark Fontenot Southern Methodist University TX Lesia L. Crumpton-Young Standard Grant 596307 1536 SMET 9178 0849775 June 1, 2009 Women First: Advancing First-Generation College Women as Leaders in Math and Science. Interdisciplinary (99) The Cedar Crest College S-STEM project is providing scholarships for 16 to 18 low-income, first-generation female students who will major in one of the College's eight STEM programs (biochemistry, genetic engineering, biology, forensic science, mathematics, neuroscience, conservation biology, and chemistry). In addition to scholarship support, the program is providing support to ensure and to enhance participant academic achievement through faculty and student mentors and professional and peer tutors. Women First students will participate in faculty directed and independent research, attend conferences, and take part in internships to develop research skills, self-confidence, and leadership potential. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Cigliano, John Lawrence Quarino Cedar Crest College PA John F. Mateja Continuing grant 598000 1536 SMET 9178 0849783 February 15, 2009 Success and Diversity in Biological Sciences, Physical Sciences and Geosciences. The College of Arts and Sciences (CAS), the School of Marine and Atmospheric Sciences (SoMAS) and the Department of Technology and Society (DTS) at Stony Brook University is to establish an S-STEM project, which over the four years of support, is to provide scholarships for a minimum of 104 students. DTS is to be responsible for the day-to-day management of the project. In addition to the financial support the project is to make available to participants a network of advising, mentoring and other academic support from the extensive DTS support network (STEM Smart) that has been developed over more than a decade. Students are to be selected through a competitive application process from the pool of economically disadvantaged students that apply to the university and advanced students who are already matriculated at the university. A committee of representatives from the university composed of members from the offices of admissions, financial aid and the departments within CAS, SoMAS and DTS is to meet once a year to select students. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Bynum, R. David David Ferguson Roy Lacey Michael Marx Daniel Knopf SUNY at Stony Brook NY Joyce B. Evans Continuing grant 592911 1536 SMET 9178 0849804 March 15, 2009 ITEL (Investing in Tomorrow's Engineering Leaders). The Northeastern University (NU) ITEL Scholarship Program supports academically talented, financially constrained students receiving degrees in STEM, with a focus on engineering leadership. This program targets incoming freshmen from surrounding K-12 school districts and transfer students from partner Community Colleges. Targeted districts include but are not limited to Boston, Cambridge, and Medford. Partner Community Colleges include Mass Bay, Middlesex, Northern Essex Community College and Roxbury Community College. Special emphasis is made on recruiting and retaining traditionally underrepresented students in this program. Participants are identified through various partnership programs including but not limited to the Young Scholars Program, NU Advanced Placement Summer Academic Support Program, the SummerMath program in Pre-calculus, and the Northeastern University STEP-UP project. Potential candidates are also provided application assistance through the Admissions office. This program builds on the current support systems available for students in the Colleges of Engineering and Arts and Science. Academic mentoring and support activities and services are expanded through the involvement of affiliated faculty and students. Through coordinating services provided across institutional partners, scholarship recipients are provided the opportunity to belong to a distinguished research community. Additionally, Scholars participate in NU's Cooperative Education program. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Zeid, Ibrahim Mohamad Metghalchi Claire Duggan Northeastern University MA Lesia L. Crumpton-Young Standard Grant 574462 1536 SMET 9178 0849831 February 15, 2009 S-STATSMODEL: Scholarships in Statistics and Stochastic Modeling. The S-STATSMODEL (Scholarships in Statistics and Stochastic Modeling) program is designed to increase the number of academically talented but financially disadvantaged students who complete graduate degrees in the Department of Applied Mathematics and Statistics. Need-based scholarships are awarded each year for up to two years to a cohort of three to four students who would otherwise be unable to attend graduate school. Intellectual merit: The graduate program in Statistics and Stochastic Modeling is a relatively new program that has been extremely successful academically and also in attracting and retaining financially disadvantaged students, particularly those from minority groups such as Hispanics and Latinos. At least 50% of the current graduate student body belongs to financially disadvantaged groups, and about 60% of these students are from minority groups. This project contributes to increasing the number of highly qualified professionals with degrees in the areas of Statistics and Applied Mathematical Modeling. The excellence of the teaching and research done by the faculty and students is evidenced by several facts. First, all of the graduate students who have received SSM degrees in the past have been very successful in securing well recognized academic, government or industry positions. In addition, faculty members have received awards for their excellent teaching and research. Broader impacts: This project attracts academically talented and financially disadvantaged students from minority groups that represent a largely untapped source of talent in the areas of Statistics and Applied Mathematics. Such students bring ideas and perspectives that are not well represented by the current population of professionals. For example, statisticians belonging to minority, underrepresented or financially disadvantaged groups can help improve the design, analysis and disclosure of critical research, as well as lend credibility to scientific studies that directly relate to their communities of origin. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Prado, Raquel Nicholas Brummell Abel Rodriguez University of California-Santa Cruz CA Stephen C. Cooper Continuing grant 6960 1536 SMET 9178 0849839 January 15, 2009 Developing Expertise in Science Education, Research, and Technology. Project DESERT (Developing Expertise in Science Education, Research, and Technology) supports cohorts of academically promising, financially needy, underrepresented students majoring in biological or environmental sciences. Students benefit from cohort classes, a Learning Community, a natural history field trip, and scientific meetings. Faculty mentors and a Science Academic Coordinator provide individualized academic planning. Academic coaches help students succeed, especially in chemistry and mathematics. Intellectual Merit: Project DESERT adds to the body of knowledge on effective advisement, retention, and support for underrepresented populations, particularly Hispanics. It is improving student retention, enhancing students' general self efficacy, increasing the number of declared majors in science by 100%, and improving efficiency of course taking for degree completion among cohort students. It is deepening the knowledge of science among underrepresented students through a mentored learning community, cohort interactions, research like experiences, and scientific field trips. Longitudinal learning and value added assessment using the Community College Learning Assessment is comparing cohort to non-cohort students with regard to development of critical thinking, analytic reasoning, problem solving and written communication. Broader Impacts: Project DESERT responds to an urgent community and national need for a scientifically literate, technically competent workforce. It is enhancing the diversity of the scientific community through its focus on underrepresented populations. It is strengthening partnerships among industry, state and federal agencies, the college, and universities and thereby increasing the number of students prepared for scientifically technical jobs and/or upper division studies. Research is being conducted to determine and address forces that keep students from declaring majors in biology or environmental science. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Vigil, Cecilia Timothy Whittier Mary Schaal Bryan Doak Arizona Western College AZ John F. Mateja Continuing grant 600000 1536 SMET 9178 0849841 February 15, 2009 Pathways to Student Success in the Sciences. The Mathematical Sciences Department at Morningside College is proposing a program entitled Pathways to Student Success in the Sciences, involving disciplinary faculty from mathematics, computer science and physics. The program is to increase the number of majors in the three disciplines by 20% with a special emphasis on increasing the number in underrepresented groups. Year-to-year retention is to be improved with the intention of increasing to 15% the number of students in the three disciplines who elect to attend graduate school. The program is to provide 25 S-STEM scholarships per year over 4 years. In addition workshops on the use of the computer software Alice are to be conducted for at least 30 middle and high school teachers. The Intellectual Merit of the program is that it will recruit talented students into S-STEM and provide them with the academic and professional support they need to succeed. The Broader Impacts of the program is to create a larger and more talented pool of workers in S-STEM related occupations thus increasing access to these occupations by underrepresented groups. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Canning, Eric Randolph Campbell Dave Slaven Morningside College IA Joyce B. Evans Continuing grant 155697 1536 SMET 9178 0849842 July 1, 2009 STEM Scholars Program. This project is a scholarship program for students wishing to pursue degrees in Information Technology, Architectural Technology, Precision Machining Technology or Industrial Technology. This project awards sufficient scholarship support to academically promising, financially disadvantaged students to allow these students to devote a large part of their time to their academic studies by eliminating the need to work more than half-time. Emphasis is placed on recruiting minority/under-represented populations to create a diverse student scholar population. A project team provides an array of specialized student support activities. These include mentoring, individual academic and career advising. Scholarship recipients are able to participate in activities that create a special learning community and contribute to early professional development for the scholars. Special outside the classroom learning opportunities that include site visits to businesses, networking opportunities and service based learning projects enhance each scholar's knowledge and skills. These experiences help enhance job placement opportunities or acceptance into higher degree programs in these technology sectors upon graduation. The intellectual merit of the project is grounded in an established, tested, and rigorous curriculum, longstanding partnerships with industry leaders, and continuous student/faculty collaborative engagement including individualized faculty advising and continuous monitoring of academic progress. The project's evaluation includes its impact on student recruitment and retention practices and efforts. The project broadens its impact by identifying and disseminating lessons learned and successful strategies employed to improve student retention and success. This includes use of learning communities, successful recruitment techniques to attract minority and under-represented students and the frequent and continuous interaction of students with faculty and industry advisors/mentors. The lessons learned and strategies developed are shared with others to help improve their recruitment, retention, persistence and career placement efforts through presentation at an academic symposium. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Shaw, Carla Jared Piel Melissa Borchardt Jeff Scott Ranken Technical College MO Stephen C. Cooper Standard Grant 581636 1536 SMET 9178 0849843 January 15, 2009 BOOST: Building Occupational Opportunities in Science and Technology. Through "BOOST: Building Opportunities for Occupations in Science and Technology," Lake Land College is extending a prior NSF-funded scholarship program that started in 2004 and focused on six technical areas, and will now offer an additional 50 scholarships per year for each of four years starting in the 2009-2010 academic year. The new BOOST scholarship recipients are academically talented, financially needy students selected in an effort to increase the number of well-educated and skilled professionals to fill high technology positions in five Associate Degree areas - Applied Science-Engineering and Manufacturing Technology, Applied Science-Electronics, Applied Science-Information Technology/Computer Science, Science-Natural Science, Science-Math & Engineering. Scholarship recipients are supported through a number of ways. Lake Land College faculty and staff work together across the identified institutional departments to coordinate project implementation and facilitate BOOST Scholar success; the faculty conduct recruitment activities, encourage students to complete the application and enrollment process, and provide mentoring and academic support for the scholars. Key personnel from Financial Aid and the Lake Land College Foundation help determine financial eligibility, manage the scholarship award process, and maintain the scholarship records. A BOOST retention coordinator works with BOOST scholars to help them overcome academic and personal barriers, and connects students with internship, job shadowing, and mentoring opportunities within industry. The College also offers: Counseling and Career Services that include career planning assistance, online career guidance programs, job search workshops and individual assistance; an Early Advantage Program to identify students at high risk of academic failure and help them through tutoring, career exploration, college transition issues, study skills, time management and test anxiety; and a Learning Assistance Center that offers free math tutoring to all students, something important for BOOST students whose degree programs require a solid foundation in mathematics. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Rhine, Scott Deborah Hutti Galen Altman Tonia Timlin Brenda Hunzinger Lake Land College IL James E. Hamos Continuing grant 142792 1536 SMET 9178 0849874 July 15, 2009 The University of Michigan STEM Academy Scholars. The University of Michigan STEM (M-STEM) Academy provides transitional academic support for first and second year engineering undergraduates in a concerted effort to increase the number and success of STEM students, with an emphasis on students from diverse backgrounds. The M-STEM Academy replicates well-documented success strategies, developed by the Meyerhoff Scholars Program at the University of Maryland Baltimore-County, for the retention and academic success of diverse students. It expands upon and tests the Meyerhoff model by transferring its components to a large university setting and working with students who, although-well qualified, have often struggled and not succeeded in this type of academic environment. M-STEM partners closely with other STEM education pipeline efforts at the University of Michigan, such as the Office of Engineering Outreach and Engagement, the Michigan Louis Strokes Alliance for Minority Participation Program, and the Michigan Alliances for Graduate Education and the Professoriate Program to provide a seamless continuum of STEM education and support services from grade school to graduate school and the workplace. Assessment of the M-STEM Academy by faculty in the Center for the Study of Higher and Post-Secondary Education will provide continual feedback to determine needed program modifications. This M-STEM Academy creates a holistic student academic support system, including scholarship support, in STEM fields, increasing the number, success, and diversity of STEM graduates who will then contribute to the STEM workforce both within the State of Michigan and the nation. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Holloway, James University of Michigan Ann Arbor MI Lesia L. Crumpton-Young Standard Grant 599754 1536 SMET 9178 0849881 June 1, 2009 New York City College of Technology, CUNY, S-STEM Program in Chemical Technology, Computer Science and Applied Mathematics. The S-STEM project at New York City College of Technology (City Tech), the designated college of technology within the City University of New York, S-STEM provides scholarships to twenty-five promising, but financially disadvantaged students, each semester for up to four years. This support enables students to earn associate degrees in Chemical Technology or Computer Science, or bachelor degrees in Applied Mathematics. Incoming freshmen, continuing, and transfer students enrolling in one of these three programs are eligible for scholarship support. City Tech's practical career-oriented programs are linked to an institutional student support infrastructure. Students are provided with freshmen learning communities, peer-led-team-learning, internships, research opportunities, counseling, and mentoring targeted to career interests for S-STEM scholarship recipients to ensure academic success. The City Tech S-STEM project employs specific strategies to address the NSF S-STEM program goals: Improve educational opportunities for students; Increase retention of students to degree achievement; Improve student support programs; and increase the number of well educated and skilled employees in technical areas of national need. These strategies include, but are not limited to: easing financial concerns, so that students have more time for study and involvement in professional career activities on campus; family involvement to provide nurturing emotional support; establishment of a STEM recruitment plan that reaches out to the approximately 800 students enrolled in City Tech's Unclassified Health (UCH) program, who have had significant undergraduate STEM courses; each S-STEM Scholar is assigned an individual counselor and one of the PIs or co-PIs as an advisor, based on major; entering freshmen are part of an S-STEM Scholars Learning Community; the Counseling Services Center provides information on developing better study habits; the Placement Office assists students in finding summer employment; for students nearing graduation, the scholarships allow them to accept valuable, but unpaid credit-bearing internships, which develop work place skills; and high school counselors and teachers are given information regarding the S-STEM scholarship opportunity in order to increase motivation among students to take more challenging high school science and mathematics courses. Despite a student population often considered 'at risk,' the NSF ranked City Tech 4th in the nation in the number of science and engineering associate degrees awarded to African American students, 14th in degrees to Hispanics, 21st for women, and 19th for men. These scholarships will not only increase the STEM graduates needed to build a more diverse US workforce, but this City Tech S-STEM project also is engaged in evaluating recruitment and retention practices, with the potential of serving as a model for similar institutions. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Natov, Jonathan Pamela Brown Peter Spellane Urmi Ghosh-Dastidar CUNY New York City College of Technology NY Kathleen B. Bergin Standard Grant 459796 1536 SMET 9178 0849883 March 15, 2009 Scholarship program at John Jay for Computer Science, Mathematics and Forensic Science. The John Jay College of Criminal Justice of the City University of New York (CUNY), a leading minority- and Hispanic-serving institution proposes to recruit talented, financially needy students to participate in a well focused S-STEM program. Motivated students will gain access to a program that encompasses computer science, mathematics and forensic science. The program for students will include extensive academic advisement, peer and faculty mentoring and career development counseling with the goal of promoting academic success, participation in scholarly research and entry into graduate/professional schools and STEM careers. A broad advertisement of the program to potential recruits will be maximized by integrating the S-STEM program into the College's existing scholarship infrastructure. This will also add to the efficiency of the program and reduce administrative costs. A minimum of 33 students per year will be awarded scholarships up to a maximum of $4,000. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR puls, michael Nathan Lents CUNY John Jay College of Criminal Justice NY Joyce B. Evans Continuing grant 600000 1536 SMET 9178 0849889 June 1, 2009 Building a Community of Computing Scholars. This project is awarding scholarships to academically talented and financially needy students and is supporting the scholars through a variety of structures and programs. Students from underrepresented groups are being especially targeted for support and student scholars are enrolled in undergraduate or graduate programs in computer science. The scholarship program builds on a successful CSEMS program on campus and includes targeted, deliberate activities aimed at building a community of scholars. The scholars are participating in seminars, internships, service learning activities, and mentoring. Students are working closely with faculty who assist them in the development of graduation goals and a career plan. Career counseling sessions provided to the scholars cover topics such as developing organization skills, time management, team-building, improving communication skills, intercultural sensitivity, conflict resolution and professional ethics. The results from the project are being rigorously evaluated through a variety of measures. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Appel, Florence Jean Mehta Jean Riordan Saint Xavier University IL Sheryl A. Sorby Standard Grant 598000 1536 SMET 9178 0849891 July 1, 2009 da Vinci Scholarship Program: Promoting the Integration of Engineering, Business, & Art to Inspire Ingenuity. This S-STEM scholars program provides scholarships for undergraduate and graduate students to encourage rising juniors to pursue a five-year master's degree via the da Vinci Center for Innovation in Product Design and Development. The da Vinci Center combines the disciplines of engineering, business, and art in a single venue and provides a framework for teaching and practicing the science and art of product development. Students who participate in the center will be engaged in the creative, technical and commercial elements that comprise successful product development. Approximately 91 scholarships will be provided during the life of this grant award; scholars will participate in peer mentoring and living learning communities. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Adams, Stephanie Rosalyn Hobson Virginia Commonwealth University VA Lesia L. Crumpton-Young Continuing grant 17200 1536 SMET 9178 0849911 April 1, 2009 Science Scholarship Program at Lyman Briggs College. The Science Scholarship Program offers three-year scholarships for approximately 30 talented and financially needy students at Lyman Briggs College (LBC), a residential science college at Michigan State University. LBC offers a unique science experience to undergraduates combining the intimacy of a liberal arts college with innovative teaching, the research resources of a large institution and a stimulating living environment. By interlacing academics, residential life and student services, LBC is able to fulfill its educational philosophy that is based on the belief that those sharing an interest in the sciences will benefit from learning and living together. The Science Scholarship Program supports two cohorts of students who are being relieved of the stressors associated with the costs of higher education during their sophomore through senior years, while being exposed to the process of and careers in science. Half the scholarship recipients will be from within the LBC student population, each of whom anticipates pursuing a natural sciences degree. The other half will be recruited from within the pool of undeclared Michigan State majors, with these recipients enrolling into the LBC experience and receiving all the support that the College provides to its science undergraduate students. The Scholarship Program is intended to have multiple impacts on the student experience. From the start, scholarship recipients will become members of a cohesive cohort by living together and taking seminar courses that aid in their understanding and appreciation of the entire scientific endeavor. These seminar courses focus on helping students understand the scientific enterprise including basic research, dissemination, graduate school and career options. Although these courses have been initiated for the benefit of the scholarship recipients, it is anticipated that the courses will persist beyond the proposed funding period and will continue to inspire students in their pursuit of science careers. Additionally, scholarship recipients are encouraged to complete undergraduate research as a portion of their program through either on-campus research with faculty, or through internship experiences fostered through the LBC alumni base. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Sweeder, Ryan Philip Strong Richard Shipman Golding Jonelle Michigan State University MI James E. Hamos Standard Grant 598576 1536 SMET 9178 0849924 August 1, 2009 Broadening Opportunities for Biologists. Intellectual Merit: The project provides each of 3 cohorts of 11 academically talented, community college transfer students with two-year scholarships to pursue bachelor's degrees in the life sciences. Academic support includes a transfer orientation class, advising, peer mentoring, and tutoring. Professional development includes a job search strategies class, career awareness seminars, activities with professional biologists, and optional internships, research projects, and trips to scientific meetings. Students are maintaining portfolios to document progress to potential employers or admissions boards and facilitate program evaluation. Program components are being integrated into existing requirements in individual plans of study to prevent overburdening students and to increase student investment in and commitment to these activities. Broader Impacts: The program provides participants, especially first generation and underrepresented minorities, with the financial, academic, and professional development support needed to complete a life sciences degree and enter the workforce or pursue postgraduate education. The program is leveling a barrier facing STEM students from two-year institutions by 1) transforming advising practices and 2) encouraging students at the two-year schools to take foundational STEM courses in synchrony with the 4-year programs, facilitating a seamless transfer and decreasing attrition rate and time to completion of the B.S. degree. It also is increasing links between undergraduate education and industry through career seminars and internship opportunities. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Baum, Kristen Donald French Melissa Gentry Charles Bruce James Hull Oklahoma State University OK Deborah E. Allen Continuing grant 22125 1536 SMET 9178 9150 0849941 May 1, 2009 Connecting Community College Transfers for STEM Success (C3). The Connecting Community College Transfers for STEM Success (C3) project of the West Texas A&M University (WTAMU) provides twenty-two scholarships per year to community college transfer students who major in science, technology, engineering, or mathematics (STEM). The goal of C3 is to increase the quantity, quality, and diversity of students completing degrees in all STEM fields by providing academic, social, and financial support. Community college transfer students majoring in Biology, Chemistry, Biochemistry, Environmental Science, Plant and Soil Science, Animal Science, Physics, Mathematics, Engineering, and Computer Science receive C3 scholarship support. Objectives and related tasks of C3 are to: 1. Retain community college STEM students by recruiting them to transfer to WTAMU after completing their associate's degrees. Task 1.1: Provide financial assistance in the form of scholarships to STEM community college transfer students. Task 1.2: Travel to regional community colleges to recruit STEM transfer students through advertisement of C3 and other opportunities at WTAMU including NSF-funded STEP and REU projects. 2. Increase the academic achievement of STEM community college transfers. Task 2.1: Enroll C3 scholars in appropriate STEM courses to integrate them into STEM cohorts of previous community college transfers and native WTAMU STEM students. Task 2.2: Offer a STEM transfer orientation course designed to alleviate "transfer shock." Task 2.3: Integrate C3 scholars into established student communities through participation in research, internships and career awareness opportunities provided by student professional organizations such as American Association of Mechanical Engineers, Society of Women Engineers, Mathematics Honorary Society, Wildlife Biology Club, Biology Honorary Society, and Association of Computing Machinery. Task 2.4: Build quality faculty-student relationships through STEM faculty community college recruiting visits, faculty advising and mentoring, undergraduate research opportunities, and campus professional organizations. C3 partners with six regional community colleges, four of which have student populations that are over 25% Hispanic and over 50% female. The diversity resident in the PI/Co-PI C3 leadership team provides role models for all students, including women and minorities, in all STEM disciplines. This group leads the C3 research efforts targeting community college transfer student retention and graduation in a rural, low-income, first-generation population and develops a model for increasing participation of women and minorities in all STEM fields. C3 increases the quantity, quality, and diversity of graduates in all STEM fields by providing financial and academic support to STEM community college transfer students facing financial, social, and academic barriers. C3 assists a population of largely first-generation, low-income students in a region with a rapidly growing Hispanic population. The majority of WTAMU graduates decide to stay in the region, so increasing the diversity of STEM graduates also increases the diversity of the region's workforce. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Lockwood, Pamela Raymond Matlack Emily Hunt Dan Garcia Clay Robinson Texas Engineering Experiment Station TX Kathleen B. Bergin Standard Grant 572670 1536 SMET 9178 0849944 September 1, 2009 Scientific Aptitude Leads to Achievement in Research and Service (SCALARS). This project establishes ten four-year scholarships for financially needy students who intend to major in one of the following disciplines: Biology, Chemistry, Computer Science, Environmental Science (Science track only), Mathematics, and Physics. Intellectual Merit: Recruitment activities focus especially on two populations: students from the Appalachian areas of Eastern Kentucky, and African-American students in urban Kentucky areas and in other areas with which the College has institutional ties. Students are selected on the basis of academic potential, work ethic and family support, as indicated by high school GPA, standardized test scores, application essays, letters of reference and personal interviews. Support services include a special summer Bridge Course prior to the freshman year; faculty mentoring; peer-led Help Sessions for lower-level courses; summer research support; opportunities to present research in campus-wide, regional and national venues; general enrichment activities associated with the College's Academic Honors Program (admission to which is required in order to receive the scholarship); participation in a "Give Back" program of volunteer service (especially tutoring, mentoring for younger children) in the local community, with opportunities to reflect on one's experience of this work and on one's developing role as a communicator of science to society at large. Also, as part of the Honors Program, all scholars write a Senior Honors Thesis. Broader Impacts: The College already provides a rigorous education to students of a wide range of academic preparation, including first-generation college students from rural areas. Scholarships allow the College to reach more deeply into populations which it currently serves, and to reach new populations. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Leverenz, Christine Homer White Tracy Livingston Georgetown College KY Duncan E. McBride Standard Grant 459947 1536 SMET 9178 9150 0849949 May 1, 2009 Bright Prism Rays. This project is awarding scholarships to academically talented but financially needy students and is supporting the scholars through a variety of structures and programs. Student scholars are enrolled in one of three disciplines that support the minerals industry, namely geological engineering, metallurgical engineering, or mining engineering. The students are being recruited through a network of secondary teachers previously established by the university, the Bright Prisms. The teachers are working in low-income districts and a significant number of these districts are tribal schools. The three main student support components of the project are a summer bridge program designed to demonstrate careers in the minerals industry, establishment of learning communities on campus for the scholars, and faculty mentoring. Students are also being strongly encouraged to participate in summer internships in the minerals industry during their undergraduate years. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Knudsen, Harvey Annette Kankelborg Craig Byington Montana Tech of the University of Montana MT Sheryl A. Sorby Standard Grant 598511 1536 SMET 9178 9150 0849955 March 15, 2009 SCORE: Scientific Computing and Operations Research Education. This project is awarding scholarships to academically talented and financially needy students and is supporting the scholars through a variety of structures and programs. Students from underrepresented groups are being especially targeted for support and student scholars are enrolled in a Master's program in either computer science or computational mathematical modeling. The scholarship program builds on a successful CSEMS program on campus, but focuses only on graduate students in the targeted academic programs. Students are participating in research projects, with direct supervision from faculty, and are being strongly encouraged to pursue a PhD upon completion of their Master's degree. The results from the project are being rigorously evaluated through both qualitative and quantitative measures. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Leemis, Lawrence Robert Noonan College of William and Mary VA Sheryl A. Sorby Standard Grant 600000 1536 SMET 9178 0849975 February 15, 2009 Math & Science Institute: S-STEM Diversity. In response to local workforce needs, Palm Beach Community College (PBCC) is recruiting eighty-five financially needy, high achieving students into the STEM disciplines. There is a special emphasis on recruiting area underrepresented students. To this aim, recruiting materials are available in English, Spanish and Creole. Recruiting objectives are 58% underrepresented minority students, 45% female students, and 30% nontraditional students in that they returned to school 24 months after graduating high school. Students can either obtain an A.S. degree intending to enter the workforce, or enter a B.S. degree program with Florida Atlantic University (FAU). If transferring, project participants receive S-STEM scholarship funds for their third year of studies at FAU, and FAU scholarship funds for their fourth year. Student support systems include student orientation, weekly online chat sessions, peer mentoring, biotechnology and environmental internships, student success seminars; PBCC faculty plan to travel to the FAU campus for the purpose of continued mentoring of transfer students. Retention and placement targets are that 90% of the S-STEM scholars complete the two-year program in which they enroll, and 90% of these graduating student are employed or enrolled in a four year program related to their discipline within 12 months of graduation. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Boulware, Roy Jessica Miles Valerie Burks Alexandra Gorgevska Palm Beach Community College FL Linnea A. Fletcher Continuing grant 9966 1536 SMET 9178 0849978 May 15, 2009 Renaissance Scholarships to Train Future Engineers and Physical Scientists. Engineering - Other (59) Morehouse College is developing a Pre-engineering Program for 32 students that aligns with the National Academy of Engineering's Engineer of 2020 vision. Engineering principles will supplement basic science studies in engineering relevant fields (e.g. physics, chemistry, computer science and mathematics) through coursework, research, support programs and service projects. With a B.S. degree in the new Morehouse Pre-engineering program, graduates will be able to articulate to graduate engineering programs. Graduates of the Morehouse pre-engineering program who continue their engineering education in graduate school will possess the leadership, social proclivity and academic breath obtained with a liberal arts degree and the engineering competency of an advanced degree. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Jenkins, Artis James Brown Morehouse College GA John F. Mateja Continuing grant 12000 1536 SMET 9178 0849984 February 15, 2009 TIES: a Transfer Initiative for Engineering Scholars. The Transfer Initiative for Engineering Scholars (TIES) provides scholarships and support services for students transferring from two large minority serving community colleges to engineering programs at the Georgia Institute of Technology. This project builds on the success of several other student centered programs funded by the National Science Foundation. Undergraduate students transferring into engineering programs at the Georgia Institute of Technology from community colleges receive scholarships of up to $10,000 per year to overcome financial barriers of attendance. Engineering scholars receive faculty and peer mentoring, access to specialized designated teaching assistants and exposure to research laboratories and undergraduate research opportunities. Approximately 90 scholarships will be provided during the life of this project. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Williams, Douglas Gary May Linda Wills Gabriel Rincon-Mora Jill Auerbach GA Tech Research Corporation - GA Institute of Technology GA Lance C. Perez Continuing grant 101000 1536 SMET 9178 7204 0849995 February 15, 2009 Science Scholarship Program. The goal of the Science Scholarship Program of the Houston Community College System (HCCS) is to increase the number of talented underrepresented students pursuing careers in science, mathematics, engineering, and technology. HCCS is a public, comprehensive, open admission community college serving the needs of 4.2 million people in the Houston Metropolitan Area and enrolling over 50,000 students in recent years, a majority of whom are cultural or ethnic minorities and, typically, are mature adults, either seeking their first careers or learning to cope with the academic challenges of college-level courses. The project has scholarship recipients at each of five colleges of the HCCS - Central, Northeast, Northwest, Southeast, and Southwest Colleges - in geographically distributed regions of the city, thus offering students flexible locations and class schedules. The Science Scholarship Program awards 30 scholarships per year to low-income students enrolled in a variety of scientific, mathematical, engineering, and technical Associate in Science and Associate in Applied Science Degree Programs, and has an objective that at least 80 percent of scholarship recipients complete a degree and enter into the workforce or transfer to a baccalaureate program. Such a retention rate occurs through a range of academic enhancements and student services including faculty advising and mentoring, field trips, seminars, college visits, a Science Scholars Club, and mentoring by Student Services Associates. A novel component of the project, meant to connect students distributed across geographically separate campuses, is the establishment of a Blackboard-based "virtual cohort" of scholarship recipients which enables them to communicate with one another, with faculty advisors, and the Student Services Associate. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Wagle, Jyoti Joanne Lin Houston Community College TX James E. Hamos Continuing grant 68428 1536 SMET 9178 0849998 March 15, 2009 Undergraduate Scholarships in Biomolecular Engineering, Science and Technology. This project, administered through a chemistry and biochemistry department, provides a scholarship program for annual cohorts of up to 20 academically talented undergraduates who are pursuing baccalaureate degrees in closely allied biology, chemistry, and engineering disciplines. Program functions are to: 1) increase the number of STEM graduates from underrepresented groups, 2) decrease time-to-degree, and 3) provide support services that improve retention of students to degree achievement and placement in STEM careers. The program addresses the first two years of the college curriculum as a foundation for retention of students in STEM disciplines and for further academic success by providing enhanced mentoring, a coherent suite of student support services based around a Living Learning Community, and multiple opportunities for interactions with research active faculty and alumni. In addition, it fosters enhanced involvement of scholars in experiential learning programs (such as undergraduate research and internships) that provide them with the skills, experiences, and motivations needed to succeed in college and to enter productive, sustainable and rewarding careers in STEM disciplines. A broader goal of the program is to create and document the effectiveness of a scalable and transferable paradigm for the education of tomorrow's leaders in science and technology. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Collard, David Pradeep Agrawal Marie Mons Cameron Tyson Jennifer Leavey GA Tech Research Corporation - GA Institute of Technology GA Deborah E. Allen Continuing grant 75113 1536 SMET 9178 0850021 June 1, 2009 The Catalyst Scholarship Program. This project is awarding scholarships to academically talented and financially needy students and is supporting the scholars through a variety of structures and programs. This project builds on a successful CSEMS project and is supporting students in computer science, mathematics, physics, or the geosciences. The student scholars are participating in a number of student support services already in existence on campus. In addition, several new initiatives are being implemented through this project. Students are required to submit an Academic Success Plan each semester to ensure they are on track to graduation and they are participating in faculty and peer mentoring activities throughout the academic year. Scholars enroll in a one-credit course designed to integrate geoscience topics with computer science, mathematics, and physics, during three semesters of their participation in the program. The success of the project is being rigorously assessed through quantitative and qualitative measures. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Salmun, Haydee Virginia Teller Ada Peluso Joni Seager Frank Buonaiuto CUNY Hunter College NY Sheryl A. Sorby Standard Grant 596000 1536 SMET 9178 0850026 July 1, 2009 Granting Access to Math and Science (GRAMS). Bowling Green State University and Owens and Terra Community Colleges are collaborating on a scholarship program designed to increase the number of highly qualified and capable students who are able to attend college. Intellectual Merit: Each year approximately 20 need-based scholarships are being provided to students who are selected by class rank, performance in math courses, successful participation in science and math activities, leadership experiences, and community service. This project is increasing the persistence and graduation rate of these students by combining this scholarship program with an NSF STEP grant, "Science, Engineering, and Technology Gateway Ohio" (SETGO). These programs include a 5-week summer bridge program for entering students to prepare them for the rigors of college science and math courses; a tiered system of mentoring by peers and faculty; learning communities with monthly events that draw students and faculty together by merging academics and social networking; and summer research opportunities. The strategies have been proven in the institution's "Academic Investment in Mathematics and Science" (AIMS) program to increase student persistence and success, particularly of under-represented minority students majoring in science and math disciplines and are based on research that has identified the factors that most account for student attrition from these disciplines. Broader Impacts: This project is demonstrating how providing need-based scholarships to students who have demonstrated ability and promise, and a support system that is based on rigorous, scientifically based research, can greatly increase the graduation rate in mathematics and science of economically disadvantaged students, and in particular, under-represented minorities including women. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Midden, William Thomas Gilmer Moira van Staaden Bowling Green State University OH Deborah E. Allen Standard Grant 599864 1536 SMET 9178 0850027 July 1, 2009 Scholars in Math and Science (SIMS), a program to enhance diversity in the sciences.. This project, the Scholars in Math and Science (SIMS), addresses the continued under representation of minorities in both the STEM and health science fields. Two cohorts of six to eight students are granted scholarships; the first group for four years and the second for three years with the last year paid for by the school. Based on a comprehensive literature review, seven key actions are done to ensure student recruitment and success. These are (1) target recruitment at partnering high schools with help from guidance counselors and at the area free clinic, (2) pre-freshman orientation and first-year seminar, (3) a bridge program between high school and college, (4) mentoring, research or internship experience, (5) tutoring, in this case peer led learning sessions for gateway courses such as general and organic chemistry, physics and calculus, (6) career counseling and awareness, and (7) financial assistance. The broader impacts are that students in the same courses as the Scholars benefit from the same support services and the results of this project are being professionally disseminated. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Meier, Paul Donald Shive Muhlenberg College PA Linnea A. Fletcher Continuing grant 564540 1536 SMET 9178 0850040 September 1, 2009 Scholarships for Economically Disadvantaged Students From Indianapolis. The objectives of this project are to improve the attraction, recruitment, retention, professional preparation, and graduation of economically disadvantaged science, technology, engineering and mathematics (STEM) students. The methods are threefold: aggressively recruit students from two local school systems in the metropolitan area of Indianapolis; offer personalized support of those STEM students financially, academically, and socially; and provide exclusive programs for their scientific professional development through on-campus research and off-campus internships. The first cohort of five students is funded for their four years by the scholarship program. Butler University intends to fund the scholarships for the last fifteen students at the annual amount beyond the duration of the granting period. Scholarship recipients have a support network in place to insure their academic success. This support includes a community of specially trained academic advisors/mentors, orientation and special programs for scholarship recipients, targeted assistance from student support services, peer mentors, and a common housing unit for scholarship recipients. The scholarship recipients have opportunities for development as professional scientists through on-campus research as well as a STEM internship with a local industrial or government partner. Intellectual merit: The scholarship recipients gain a liberal arts education reinforced by scientific rigor so that they are prepared for graduate study or direct entry into the work force. Broader impact: The project affects two communities: the community of students in Indianapolis from which participants eligible for these scholarships are drawn and the local scientific industry that stands to benefit from a scientifically trained workforce. Scholarship recipients graduate possessing the technical knowledge of their science major and have experience with the local STEM industry to help advance the objectives. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Wilson, Anne michael zimmerman Butler University IN Duncan E. McBride Standard Grant 561983 1536 SMET 9178 0850041 June 1, 2009 Pathways to Science, Technology, and Mathematics. Belmont University establishes the Pathways to Science, Technology and Mathematics (Pathways) project which provides four-year scholarships of up to $10,000 for 20 students over the funding period. It leverages extant long-term academic outreach programs with school districts across Middle Tennessee, a rich history of engaging students in undergraduate research, and a commitment of technology related businesses and organizations in the region to partner with local academic institutions, to accomplish the Pathways project objectives which include: Increasing the number and quality of students majoring in Physics, Mathematics, Professional Chemistry, Computer Science, Biochemistry and Molecular Biology, Environmental Science, and Neuroscience, with an emphasis on recruiting women, minorities, first-generation college students, and students who are economically disadvantaged. Strengthening the retention of these Pathways Scholars through an early introduction to collaborative research experiences, an array of academic support services, and the development of meaningful experiences between these cohorts of students and the science community internal (students and faculty) and external (regional conferences, internships, and speakers series) to the university. Providing knowledge of various opportunities for careers and graduate studies in science and technology, and providing resources and connections that will lead to the success of participating students as they explore these pathways. Enriching the relationships with high schools and industry across Middle Tennessee that will sustain the growth in the STEM disciplines beyond the scope of the funding of the present project. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Acree, Glenn Robert Magruder Mary Goodloe Robert Grammer Belmont University TN Kathleen B. Bergin Standard Grant 574877 1536 SMET 9178 9150 0850050 February 15, 2009 ETHOS Sustainable Engineering Scholars: Engaging Underrepresented Students in Socially Relevant Sustainable Innovation Learning Communities. The ETHOS (Engineers for Technical Opportunities for Service-Learning) Scholars project awards scholarships to primarily underrepresented minorities and women undergraduate engineering students in all disciplines. Through its emphasis on Sustainable Innovation Learning Communities, this scholars program seeks to: i) provide both the necessary mission, community, and support needed to increase enrollment of underrepresented minorities and women into engineering; ii) increase retention of this population through graduation; iii) pilot integrated sustainable engineering curriculum which can serve as a national model for similar practice elsewhere; and iv) enhance relationships with employers seeking graduates prepared to meet the most critical national and international need for engineering in a resource constrained world with global environmental consequences of technology development and usage. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Hallinan, Kevin Margaret Pinnell University of Dayton OH Lesia L. Crumpton-Young Continuing grant 75000 1536 SMET 9178 0850069 January 15, 2009 Spelman STEM Scholars (S3) Program. Interdisciplinary (99) The Spelman STEM Scholars (S3) program is providing competitive scholarships and academic/career-building support to academically-talented, economically disadvantaged African American females who pursue a STEM degree. Special emphasis is being placed on building a critical mass of prospective engineering graduates in Spelman's dual-degree engineering program with Georgia Institute of Technology and its Black Graduate Student Association. Spelman's esteemed group of faculty, "The Vanguard Faculty," will support and guide the first-year students. In addition to the scholarship support, Spelman is developing three new support initiatives: 1) introduction to engineering seminar series, 2) a graduate student mentoring program, and 3) scholarship/graduate school writing workshop. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Stephens, Monica Spelman College GA John F. Mateja Continuing grant 149461 1536 SMET 9178 0850083 August 1, 2009 S-STEM: Training Future Environmental Leaders of the U.S. Virgin Islands. This project is increasing the success rate of financially needy students in the Master of Marine and Environmental Science (MMES) program at the University. The MMES program serves an environmentally fragile and economically disadvantaged region whose residents are predominantly racial minorities. The S-STEM project's objectives are to (1) eliminate barriers that hinder financially needy students from participating in the MMES program and (2) increase participation by students from under-represented groups. Academically talented and financially needy undergraduates or working professionals, especially Virgin Islanders, black and Hispanic students, and women, are recruited through seminars, opportunities for assisting in hands-on research, and financial support once enrolled. To guide students from acceptance to graduation and career placement, a dedicated S-STEM Faculty Mentor is working with students. S-STEM Scholars have access to tutoring, the opportunity to participate in paid internships, and financial support for completing their Masters thesis research. The intellectual merit of the project is the contribution that the students make to scientific knowledge through their original thesis research within the context of a tropical island ecosystem. The intellectual challenge for the students is to approach environmental issues through a joint scientific and management perspective. The broader impacts of this proposal are that the MMES program is training the next generation of diverse environmental leaders to respond to the need for creative, well prepared managers and scientists to address Caribbean and global environmental crises. There is a clear benefit to society as people depend on the ecosystem services provided by coral reefs and the other systems of the Virgin Islands. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR McKayle, Camille Teresa Turner University of The Virgin Islands VI Duncan E. McBride Continuing grant 68875 1536 SMET 9178 9150 0850092 June 1, 2009 Attracting, Recruiting, and Supporting Students in an Innovative Engineering Program at a Women's College. Engineering (59) Sweet Briar Colleges S-STEM project is providing fourteen, four-year, $10,000/year scholarships to academically-talented female students who major in engineering science and/or engineering management. Scholarship recipients, selected by a steering committee composed of engineering faculty and admissions staff, will have demonstrated academic achievement in high school or in a community college, financial need, and a strong interest in pursuing engineering. Support systems include scholar orientations, a mentor program with area women engineers, participation in local, regional, and national engineering events (e.g. SWE), a peer mentor system, career counseling events, and a job placement program. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Yochum, Hank Stephen Wassell Dorsa Sanadgol Robert Pierce Sweet Briar College VA John F. Mateja Continuing grant 25315 1536 SMET 9178 0850096 August 1, 2009 Engaging Engineers in Scholarship (EES) Fellows: A Scholarship Program for Engineering Freshmen and Transfer Students. This EES Program builds upon the successful NSF-funded Computer Science, Engineering, and Mathematics Scholarship (CSEMS) Program. This scholars program provides financial and academic support to first-year engineering students and new transfer students from two year community colleges who are academically qualified and have unmet financial need, with special consideration given to women, racial/ethnic minorities and persons with disabilities. The fundamental objectives of EES are to increase: (1) the number of talented students with financial need earning undergraduate engineering degrees; (2) the number of underrepresented students earning undergraduate engineering degrees; and (3) the retention and graduation rates of students earning undergraduate engineering degrees. EES Fellows will have access to a specific set of support programs, called the EES Community, designed to support and enhance their academic success. EES Fellows will participate in academic advising and EES seminars focusing on professional and academic development and career planning. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Fourney, William Gary Pertmer Rosemary Parker Paige Smith Jane Fines University of Maryland College Park MD Lesia L. Crumpton-Young Continuing grant 6950 1536 SMET 9178 0850097 March 1, 2009 Attracting a New Generation of Students to Computing. The primary objective of the proposed project is to increase enrollment in computing by attracting additional new students to the computer engineering department, thus increasing the supply of graduates entering the workforce or graduate programs in computing. Intellectual Merit: The long-term strategy of this department includes three primary components: (1) working with middle school and high school teachers to increase student interest in computing, (2) revising academic programs to make them more attractive to prospective students, and (3) providing scholarships as incentives and to make education at the university more financially feasible. The scholarship component is coupled with the introduction of a new BS degree program in Web Design and Engineering, created in response to changing student interests, while continuing to provide a strong education in computers, software, and networks. Scholars receive strong academic support, comprehensive and focused advising, upper-division departmental mentors, tutoring, community-building social activities, and opportunities for discipline-specific co-op and career employment. Broader Impact: The new BS in Web Design and Engineering is designed to attract a new kind of student who would otherwise not have chosen an engineering program in computing - one who sees the Web as a medium for artistic expression and social interaction, and who wants to better understand its technical capabilities and limitations. This new degree program is designed to attract more female and other under-represented students. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Lewis, Daniel Santa Clara University CA John F. Mateja Continuing grant 71883 1536 SMET 9178 0850099 April 1, 2009 Science and Technology Honors Program for Retaining and Advancing Majors (STREAM). This project is awarding scholarships to academically talented and financially needy students at this historically black university and is supporting the scholars through a variety of structures and programs. This project builds on a successful CSEMS project and is focused on honors students in STEM fields. The honors program provides many advantages to the scholarship recipients including involvement in independent undergraduate research projects as well as access to seminars and lectures given by visiting scholars. Students are being strongly encouraged to pursue graduate studies through this program and research experiences provide the vehicle for fostering interest in post graduate studies. Student scholars are being advised to participate in on-campus tutoring as needed and will be paired with graduate students as mentors. The success of the project is being rigorously assessed through quantitative and qualitative measures. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Williams, Aurelia George Harrison Katina Patrick Norfolk State University VA Sheryl A. Sorby Standard Grant 600000 1536 SMET 9178 0850104 February 15, 2009 Quahog Cohorts: a community of student scientists. Interdisciplinary (99) The vision of the Rhode Island College S-STEM project is to create a small but sustainable interdisciplinary community of student scientists. The project is admitting a group of ten "Quahog Cohort" who are majoring in biology, chemistry, computer science, mathematics, and/or physics annually. Each Cohort forms part of a Science, Computing and Mathematics Learning Community that take courses together for their first two years. S-STEM students are being introduced in a "Community of Practice" to research in their freshman year and join a research group as sophomores. As juniors and seniors, participants continue with courses in their respective majors, mentor younger Cohorts and help recruit new Cohorts, while becoming more deeply involved in their own research. Supplementary activities include organized social activities each semester, STEM internships, and student travel to conferences. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Sanders, Kathryn Ann Moskol Glenisson deOliveira Andrea Del Vecchio Roland deGouvenain Rhode Island College RI John F. Mateja Continuing grant 9150 1536 SMET 9178 9150 0850106 September 1, 2009 Into the Community: Changing Perceptions and Increasing Participation in Computer Science. This project awards scholarships based on student financial need and demonstrated interest in pursuing a major in computer science or a minor in computer science together with a major in another science field. The scholars receive special mentoring by faculty about choices of careers in computer science. They become part of a community of students in the sciences specializing in IT: 1) by being part of a peer tutoring program for computer science courses; 2) by presenting to other students what they learned from an experiential learning activity, in the form of an internship in industry or computing research with faculty, 3) by investigating possible IT careers through attendance at career panels featuring alumni working in industry and non-profits and additional industry representatives; 4) by attending computer science conferences such as the ACM's Richard Tapia Celebration of Diversity in Computing or the Grace Hopper Celebration of Women in computing; and 5) by participating in a K-12 outreach program where undergraduates develop "road shows" of demonstrations appropriate for middle or high-school age students in an effort to show that computer science can be fun, and a career in IT can be interesting and benefit society. Intellectual merit: The activities that the scholars undertake as part of their undergraduate experience have been suggested by previous studies that examined the small participation of women and underrepresented groups in computer science and by studies of the lack of student interest in computer science as a field of study. Experiential learning activities increase and sustain their interest in computer science. The faculty mentoring, peer support groups, and electronic mentoring illustrate to students that computer science is a profession they can pursue or that they can effectively use computers in other scientific endeavors of their choosing. Broader Impacts: Women and students of underrepresented groups are encouraged to join the scholarship program and participate in the activities provided by the Mathematics and Computer Science Department. The project activities make these students feel welcome and confident that they can pursue a career that involves information technology. An added long-term benefit is that the K-12 students who participate in the outreach activities led by the scholars have a change in attitude about computing and see it as a fun and interesting field to consider in college. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Shoop, Elizabeth Susan Fox Macalester College MN Stephen C. Cooper Standard Grant 586500 1536 SMET 9178 0850112 March 15, 2009 Paschal-Science, Technology, and Mathematics (Paschal-STM) Scholarships. The Paschal-Science, Technology, and Mathematics (P-STM) Scholarship program improves the recruitment and retention of talented female students in the STEM fields by providing scholarships to four cohorts of at least 8 women who demonstrate both academic talent and financial need. The P-STM project is building upon both the current CSEMS Paschal scholarship program and the college's current STEM recruiting efforts, providing approximately 96 scholarships over four years for 32 students to pursue degrees in one of the STEM disciplines. The intellectual merit is in (a) establishing Just-In-Time Mentoring activities, (b) establishing Math and Science Cafes, and (c) enhancing student awareness of STEM career options. The broader impact of the program is that, as a women's college, Meredith is uniquely situated for recruiting women into STEM fields as it is located near the Research Triangle Park and it offers many STEM activities for middle and high school girls on campus. The college's strong commitment to professional development for K-12 teachers contributes to P-STM scholars becoming mathematics and science teachers in elementary and secondary schools. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Hontz, Jennifer Danny Green John Mecham Liz Wolfinger Walda Powell Meredith College NC Bert E. Holmes Continuing grant 105295 1536 SMET 9178 0850120 August 1, 2009 Preparing Promising Students for the 21st Century Scientific Workforce. Intellectual Merit. This project provides scholarship support to enable up to 53 academically talented, financially needy students to pursue a Professional Science Master's (PSM) degree in Applied Genomics or Microbial Systems Analysis programs. PSM programs across the nation are attracting the interest of students, educators and employers as a model for best practice in preparing science-trained professionals for diverse positions in industry, government, and non-profit sectors. Students in the programs acquire disciplinary competency, training in the theory and practice of the most current scientific methodologies, interdisciplinary and professional development experiences, and mentoring by peers, program faculty, and industry and government representatives. Broader Impact. This project contributes to national competitiveness by recruiting students to graduate training who might otherwise be lost to the nation's scientific enterprises. Additional emphasis on recruitment of participants from groups that are underrepresented in science not only is enhancing the diversity of the scientific workforce, but is preparing more role models for subsequent generations of students. The PSM degree program requires that students interact on a regular basis with representatives from the industrial and government sectors, which is promoting partnerships between the academic and industrial sectors in both training and collaborative research. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Strausbaugh, Linda James Henkel Rachel O'Neill Joerg Graf Lee Aggison University of Connecticut CT Deborah E. Allen Continuing grant 560427 1536 SMET 9178 0850121 August 1, 2009 Biology/Chemistry Scholarship Program. The Biology/Chemistry Scholarship Program (ABC) is increasing the number of underrepresented minorities earning degrees in STEM disciplines by awarding 25 four-year scholarships (15 Biology and 10 Chemistry) to qualified incoming freshmen. Scholarship recipients are selected based on financial need, GPA, SAT/ACT test scores, letters of recommendations, extracurricular activities, demonstrated leadership skills, and U.S. citizenship. A myriad of support programs that include supplemental instruction, summer bridge programs in STEM, career counseling, and service learning, internship and/or research opportunities will ensure success of the students. The program improves pathways and opportunities for underrepresented minorities to pursue STEM degrees. The goal of increasing STEM enrollment and degrees in biology and chemistry is accomplished by placing emphases on student support services, increasing faculty-student interactions, forging articulation agreements with existing partners in the Business/Industry Cluster, and expanding interdisciplinary options. The ABC scholarship program demonstrates that insufficient numbers of underrepresented minority students in the STEM disciplines are effectively addressed with targeted student support services and mentoring. The ABC program creates a pipeline for recruitment of talented and financially disadvantaged students, as well as provides further testing of a collaborative student-support model for success. This program is positively impacting the under-representation of minorities and women seeking careers in the nation's work force. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Jones, Jeanette Mostafa Dokhanian Florence Okafor Malinda Gilmore Alabama A&M University AL Bert E. Holmes Standard Grant 600000 1536 SMET 9178 9150 0850129 March 1, 2009 ASSETS Scholarship Program. This S-STEM scholars program awards scholarships to students seeking associates degrees in areas related to information technology, nanoscience technology and civil engineering technology. The project establishes the Advancing Student Success in Engineering, Technology and Science (ASSETS) program at Dakota County Technical College and builds on the success of prior NSF funded projects. The program targets academically talented, first generation students from underrepresented groups with a special emphasis on the increasing African and Latin American immigrant population in the local community. Students selected to be ASSETS Scholars are eligible for comprehensive support services including faculty mentoring, tutoring and financial and career planning. Upon completion of their associates degrees, students receive extensive job placement assistance or may continue their education at a four-year institution through several articulation agreements. Approximately 60 scholarships will be provided during the life of this project. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Krueger, Betty Nancy Bailey Dakota County Technical College MN Lance C. Perez Standard Grant 552000 1536 SMET 9178 0850132 May 1, 2009 RISE: Research, Internships, Scholarships and Engagement for STEM scholars at Concordia College. The RISE (Research, Internships, Scholarship and Engagement) program encourages students to engage in STEM majors by providing scholarships to academically talented but financially disadvantaged students. The RISE program enhances retention of incoming STEM majors and broadens the student body through recruitment of new Americans and students of color. The RISE program supports two cohorts of twelve students majoring in biology, chemistry, computer science, mathematics, or physics. Recipients receive an annual scholarship of $6000 for all four years of their studies. RISE scholars participate in a first-year experience where they co-enroll in a critical thinking inquiry seminar and a written communication course. At the end of their college career they enroll in a senior capstone course. Throughout their studies, students have opportunities to participate in i) academic success workshops, ii) independent research projects, STEM conferences, and internships in local technology-based companies, iii) workshops on career and graduate school placement, iv) meetings with invited campus speakers and v) a specially designated senior capstone course. Taken together, these activities increase both retention in STEM disciplines and placement in STEM careers and graduate schools. Upon graduation RISE scholars undertake careers in STEM fields where they are engaged in science and technology in responsible and meaningful ways. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Manning, Heidi Mark Jensen Greg Hoch Susan Larson Concordia College at Moorhead MN Bert E. Holmes Continuing grant 579550 1536 SMET 9178 0850141 April 1, 2009 S-STEM: Encouraging students to pursue an engineering education and career. Software Engineering (34) The Embry-Riddle Aeronautical University College of Engineering S-STEM program is providing thirteen $10,000 scholarships to students in computer science and in computer, mechanical, software and electrical engineering. Students participating in the program are being provided with one-on-one advising, participation opportunities in interdisciplinary real-world engineering projects, internship opportunities, and research assistance and educational support for their research project. Additionally, participants are receiving all of the benefits of the school's pre-existing career services department, including access to job fairs, interview preparation, resume development assistance, and direct connections to industry recruiters. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Towhidnejad, Massood Jayathi Raghavan Joanne Detore-Nakamura Robert Owen Farahzad Behi Embry-Riddle Aeronautical University FL John F. Mateja Continuing grant 8150 1536 SMET 9178 0850144 February 15, 2009 Cardinal Science Scholars: Enhancing Student Opportunities and Retention in Biochemistry, Chemistry, and Physics. The objective of "Cardinal Science Scholars: Enhancing Student Opportunities and Retention in Biochemistry, Chemistry, and Physics" is to provide a significant scholarship and exceptional academic and co-curricular experiences to at least 30 students who are planning on majoring in chemistry, biochemistry, or physics. Faculty in these disciplines together with the Office of Admissions are recruiting academically talented students with financial need from Ohio schools that have a high percentage of minorities, women, and/or an emphasis on STEM education. Once on campus, the Cardinal Science Scholars are forming an active learning community through activities including a weeklong summer immersion experience, a year-long seminar program focusing on career options, programs at the Center for Career Planning, residence in a living/learning house, and mentoring triads consisting of a mentor/scholar, upper level student, and alumnae. The merit of this project lies in the unique programming to increase career preparation for and retention of the scholars, as well as the mentoring triads. The broader impact includes not only providing scholarships to select students, but also building a more supportive community for all students within these departments. Additionally, recruiting efforts at the high schools are encouraging all students to pursue STEM fields, regardless of which college or university they will be attending. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Esson, Joan Brian Sell Otterbein College OH Bert E. Holmes Continuing grant 9516 1536 SMET 9178 0850151 February 15, 2009 S-STEM: Promoting and Supporting Community College Transfer Students in Chemistry. The Community College Transfer Scholarship (CCTS) Program is aiming to financially and academically support the transfer and retention of community college students within the School of Chemistry and Biochemistry at the University of Northern Colorado. Fifty-one scholarships are being awarded over five years. The CCTS program is improving the recruitment of low-income, underrrepresented community college transfer students. Recruitment efforts include increased faculty participation, new informative literature, and a website dedicated to community college transfers. A learning community of chemistry major transfer students is also being established and features improved academic advising, career advising, and financial aid services. In addition, a chemistry curriculum dedicated to scholarship recipients is being developed along with Brown-Bag Lunch discussions, science cafes, and activities integrating academic and social learning. The intellectual merit of this project is based on and is building a greater understanding of factors contributing to retention of community college transfer students. Our understanding of the impact of learning communities on retention of transfer students, particularly in the physical sciences, is being improved. The CCTS program is creating broader opportunities for regional low-income students to succeed in chemistry. This project is also improving partnerships among the School of Chemistry and Biochemistry, university student support services, community colleges, and northern Colorado chemical industries. By increasing the numbers of well-prepared chemists, this project is enhancing and sustaining Colorado's growing science/technology research and industrial base. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Macaluso, Robin Steven Anderson Kimberly Pacheco University of Northern Colorado CO Bert E. Holmes Continuing grant 33567 1536 SMET 9178 0850160 June 1, 2009 COF STEM Scholars. The Colleges Of the Fenway (COF) STEM Scholars program provides twenty incoming freshman who have committed to majoring in science, technology, engineering, or mathematics (STEM) with four-year scholarships. The program offers research and internship opportunities, career planning assistance, mentoring and peer support. Students conduct summer research or participate in internships at universities or companies in the area and meet regularly to share insights. Students qualifying for scholarships meet the following requirements: financial need, strong academic record, and a commitment to pursue a STEM major. The COF STEM Scholars project addresses the following goals: To increase the number of graduates from Boston area high schools matriculating to the COF and majoring and graduating in STEM areas. To develop a support network for students with the goal of increasing their academic success and persistence. To broaden the students' career goals; exposing them to nontraditional careers in STEM related fields, particularly those in demand in the local area. To provide experiential learning opportunities through work with faculty on research projects and through co-ops and internships. To create a model for leveraging the COF members' resources to work with this population of students that can be continued in future years. The Colleges of the Fenway (COF), a non-profit collaboration of six small colleges in the Greater Boston area with a combined undergraduate population of nearly 12,000, have a longstanding commitment to working with and providing opportunities to the residents of greater Boston. This commitment comes in the form of scholarships to students, volunteer work in the schools and local community agencies and civic involvement strengthening the city as whole. Four of the six members of the COF participate in this program: Emmanuel College, Simmons College, Wentworth Institute of Technology and Wheelock College. The two that are not participating do not have majors that fit the S-STEM criteria. Each college brings unique strengths to this partnership, along with a proven track record of working together through the COF. This program focuses the shared commitment of the COF, which is to educate the students from the community in which the colleges reside on increasing the number of those students who pursue undergraduate education in the STEM disciplines. The targeted student population, the students in the Greater Boston area, ranks 13th among the nation's school districts serving poor students, according to the US Census Bureau. In school year 2006-2007, 71% of Boston public school students qualified for the city's free or reduced price lunch program. Eighty-six percent of Boston Public School students are classified as Asian, Latino, African American, and Native American. Through the use of targeted high school recruitment efforts a more diverse population of students succeed in STEM majors and professions and these STEM graduates encourage others to do the same. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Berger, Michael Nanette Veilleux Simmons College MA Kathleen B. Bergin Standard Grant 586262 1536 SMET 9178 0850163 March 15, 2009 Environmental Scholars: A Scholarship Program in Environmental Chemistry, Biology and Engineering. The Environmental Scholars program is offered by the State University of New York - College of Environmental Science and Forestry (SUNY-ESF), a unique college in the 64-campus SUNY system with a specialized mission of education, research and public service related to developing and managing renewable natural resources, understanding the structure and function of the world's ecosystems, and maintaining and enhancing environmental quality. SUNY-ESF's research and service programs are directed at creating new knowledge that has a positive and influential impact upon the quality of life for all people. It is with these issues in mind, that the Environmental Scholars program provides scholarships to students that have shown significant scientific talent and for whom the financial burden of a college education may be a deterrent to the pursuit of a baccalaureate degree in the disciplines of chemistry, biology, engineering and environmental science. Scholarships are given to three cohorts of students - incoming freshmen, transfer students with three years of academic courses remaining, and transfer students who have already achieved an Associate's degree. The Environmental Scholars program pays careful attention to the cohort experience, to the support services offered to the group, to the opportunities provided to the students to investigate "the fit" of their intended career path and to solid career counseling. Key program objectives are to: (a) select a small multicultural multidisciplinary cohort with emphasis placed on recruiting students from traditionally underrepresented groups in science (or at SUNY-ESF specifically); (b) create opportunities for thoughtful and educational cross-cultural communication and camaraderie; (c) offer support for the incoming students to get through the traditional first semester hurdles of transition and adjustment; (d) create an interdisciplinary collaborative learning environment, through service learning, to help students investigate and reflect upon their intended career path; (e) utilize faculty mentorship to provide a connection to the college as a whole; (f) require a discipline-specific capstone experience; (g) offer financial incentives to students to achieve academic excellence that can be used toward research programs, particularly those with field experiences; and (h) offer courses in career development such as resume writing, etiquette and interview skills. Through its efforts to provide a cohesive program for the Environmental Scholars, the project leadership team expects to gain and disseminate understanding of the types of programming that helps students persist academically, refine their career plans and find success in their chosen career paths and will further the goals of a campus that values and fosters Inclusive Excellence, the integration of diversity and quality initiatives to create a stronger and more durable educational experience. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Donaghy, Kelley Donald Leopold John Hassett James Hassett John Turbeville SUNY College of Environmental Science and Forestry NY James E. Hamos Standard Grant 600000 1536 SMET 9178 0850179 July 15, 2009 The S-STEM Nurture Project at UMET. The primary goal of the S-STEM Nurture Project at the School of Science and Technology of Universidad Metropolitana in San Juan, Puerto Rico is to support twenty (20) academically talented, financially needy students enrolled in any of its Bachelor of Science programs thereby enabling them to enter the workforce or pursue graduate studies. In addition to scholarships, the project provides enrichment activities that address the challenges these students face in both academic and personal areas, including six (6) seminars a year on financial management, study skills, graduate school, and career fairs, among others. The expected outcomes are an increase in the number of Hispanic STEM graduates; a comprehensive assessment plan that allows for the establishment of a well-suited scholarship program; improved student support services and an increase in graduation rates from 40% to 60% for the scholarship recipients. Through involvement in this project, science faculty members broaden their understanding of student needs and can transform the curricula. The assessment conducted prepares the project leadership, the institutional leaders, as well as other scientists and educators to revise their STEM programs to provide a higher educational level. This translates into a science workforce of free-thinking individuals capable of becoming leaders in their fields and creates a cadre of well educated and skilled Hispanic scientists. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR del Rio, Maria Universidad Metropolitana PR Kathleen B. Bergin Standard Grant 594093 1536 SMET 9178 9150 0850184 July 15, 2009 Julian Scholarships: Recruiting, Retaining and Supporting Local, First-Generation Undergraduate Scientists. The Julian Scholars: Recruiting, Retaining and Supporting Local, First-Generation Undergraduate Scientists project provides DePauw University scholarships for twenty-four, first-generation students in west-central Indiana who major in one of the following disciplines: Biology, Chemistry, Biochemistry, Computer Science, Geosciences, Mathematics or Physics. The Julian Scholars project: 1. Serves the region of the State of Indiana most historically linked to the University, by offering an excellent education in the sciences to qualified students who might otherwise not have such an opportunity. 2. Provides urban and rural students a mechanism for widening their academic and social viewpoints through interactions with each other. 3. Maintains retention levels and builds recruitment rates by selecting students who reside geographically near DePauw. 4. Enhances recruitment by selecting as many students as possible from Indiana's 21st Century Scholars Program. The Julian Scholars project capitalizes on DePauw University's excellent retention rates for first-generation students, the First-Year Seminar and Advising program, the Science Research Fellows program, the Women in Science program, and committed faculty members who offer students optional research and internship experiences. Julian Scholars participate in the following: the Bridge to Science (B2S) program, an established and successful summer collaborative science research project linking high school students and their teachers with college students and their professors, and Storytelling for Science (S4S) programming, which describes science as accessible, dynamic and collaborative, reinforcing the B2S approach to science for Julian Scholars and motivating them to persist to graduation. Recruitment and Retention Plans for the Julian Scholars project include: -- Establishing blueprints for supporting at-risk, rural and inner-city first-generation college populations; -- Developing a prototype for using urban and rural students to support each other and to increase diversity; -- Tapping a new pool of students who can help strengthen the education of Indiana's residents and future workforce; -- Leveraging the successful Indiana 21st Century Scholars program to increase enrollments of underrepresented groups in STEM degree programs; -- Highlighting research as a motivator for careers in science, an orientation to the university and a confidence and community builder; -- Creating an increased level of cross-disciplinary conversation by leveraging components of the successful Science Research Fellows Program; -- Preparing a diverse population for adult employment that would otherwise not have the opportunity to attend DePauw University; and -- Generating additional evidence to support the theory of action which undergirds the Julian Scholars project. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Townsend, Gloria Terri Bonebright Dana Dudle Sharon Crary DePauw University IN Kathleen B. Bergin Standard Grant 552000 1536 SMET 9178 0850187 August 1, 2009 Rose Building Undergraduate Diversity (ROSE-BUD): Improving Enrollment and Retention of Women and Minorities in Electrical and Computer Engineering. This project is awarding scholarships to academically talented and financially needy students and is supporting the scholars through a variety of structures and programs. Women and students from underrepresented minorities within the electrical and computer engineering programs are being especially targeted for support. Electrical and computer engineering are the least diverse of all of the engineering programs, and this project will serve as a national model for improving recruitment and persistence for students from underrepresented groups in these fields. The scholars are participating in a wide variety of professional development activities as well as one-on-one faculty mentoring. Features of the program include well-structured academic advising, establishment of social networks, study skills and strategies workshops, and role model seminars. The results from the project are being rigorously evaluated through both qualitative and quantitative measures. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Walter, Deborah Frederick Berry Carlotta Berry Rose-Hulman Institute of Technology IN Sheryl A. Sorby Standard Grant 599633 1536 SMET 9178 0850198 June 1, 2009 Broadening Opportunities for Nontraditional Graduate Students in Biomolecular Science. The growth in biotechnology and its impact on agriculture has created a need for a highly trained workforce of graduate-level scientists. This S-STEM project at Virginia Polytechnic Institute and State University (VT) is addressing that need by offering scholarships and educational opportunities in biomolecular science to academically talented, financially eligible graduate students. The project focuses on nontraditional graduate students, identifying them as a demographic group that faces a number of road blocks (e.g., time, resources, and perceptions about limited career opportunities) that make it more difficult to pursue graduate degrees, particularly in the agricultural biosciences. The VT S-STEM program is providing scholarships of $10,000/year to each of fourteen graduate students, representing a total of 44 scholarship years. Students are being recruited through a number of existing programs at VT (for example, Graduate School programs, and MAOP, the College of Agriculture and Life Sciences Online Master's Program) and through websites and individual contact by faculty, and are selected for the S-STEM program based on academic ability, need, and interest. The scholars are being mentored by faculty in the Biochemistry and Entomology departments, many of whom were hired as part of a collaborative team for VT's biotechnology initiative. In addition to scholarships and academic training, the S-STEM scholars have opportunities for real-world experience through internships at two agricultural biotechnology companies. Scholars are also exposed to an extensive support system that provides personal and career development support to ensure their academic success and competitiveness for jobs in biotechnology. The project team is also assessing the degree to which their S-STEM program enhances academic and professional development and improves the appeal of agriculture as a career among nontraditional students. This graduate level S-STEM program complements an existing S-STEM project at the institution, which focuses on undergraduate biotechnology students. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Dean, Dennis F. McNabb Carlyle Brewster Donna Ratcliffe Virginia Polytechnic Institute and State University VA Deborah E. Allen Standard Grant 506373 1536 SMET 9178 0850199 March 15, 2009 Reinvigorating Engineering and Changing History (REACH) Scholars Program. The Reinvigorating Engineering and Changing History (REACH) Scholars Program at Purdue University will offer qualified Masters and direct admit Ph.D. engineering students opportunities to explore multiple academic pathways and to work closely with their peers and with faculty to create a community of scholars who will be prepared broadly for careers across multiple domains. Overarching goals of the program are to help students transition from undergraduate programs to engineering programs at Purdue and to inform Scholars about transition options after they obtain their Masters or Ph.D. degrees. REACH Scholars will be recruited from eleven Schools within the College and will be selected based upon their academic talent and their financial eligibility for Graduate Assistance in Areas of National Need (GANN). Upon determining the financial need of admitted students, REACH will award up to $10,000 scholarships annually to approximately 29 engineering graduate students entering their first semester at Purdue University. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Cox, Monica Audeen Fentiman Pamella Shaw Phillip Dunston Cynthia Lynch Purdue University IN Lesia L. Crumpton-Young Standard Grant 573597 1536 SMET 9178 0850200 September 1, 2009 A STEM Scholarship Program at the Virginia Military Institute. The Institute is establishing a scholarship program to encourage and mentor financially needy students majoring in one of eight STEM degree programs at VMI. The program provides financial and academic support to 20 to 24 students in any of the math, science or engineering degree programs. Intellectual Merit: The intellectual merit of this proposal is in the use of design principles that are common among successful STEM programs and build upon existing programs at VMI. An engaged and mentoring faculty, peer support through tutoring and mentorship and social interaction, enriching research and internship opportunities and a continuous process of assessment and evaluation of the program are the hallmarks of the project to improve STEM recruitment, retention and encourage students to pursue STEM related careers. Broader Impacts: The broader impacts of this proposal are that the program serves as a model support program for other STEM students at this institution. The most successful elements of the project will be continued and benefit all STEM majors. Targeting recruitment efforts to well qualified women and minorities improves the diversity among the STEM departments as well as the institution as a whole. The evaluation and dissemination of the project's successes improves the understanding of factors that influence STEM recruitment and retention for other academic institutions. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Cain, Judith James Turner Anna Crockett Jon-Michael Hardin Teri Beasley Virginia Military Institute Research Laboratories VA Duncan E. McBride Standard Grant 571729 1536 SMET 9178 0850208 January 15, 2009 SC Graduate Steps to STEM. The "SC Graduate Steps to STEM" project provides scholarships for new graduate students in STEM fields - Biology, Geology, Marine Sciences, Mathematics, Statistics and Physics and Astronomy - at the University of South Carolina (USC) as an enrollment incentive and to ease financial constraints while also providing support mechanisms to participating fellows. Targeted students for these scholarships are graduates of the "SC STEPs to STEM" program, most of whom transferred to USC as juniors and are often non-traditional students, as well as undergraduates in South Carolina LSAMP and TRIO programs. Ultimately, the goal of this project is that fellows graduate with a Master's degree in a STEM field to either enter the workforce with increased earning, knowledge and social contribution potential, or to continue doctoral studies in the STEM field of their choice. The project is based on practices that have been shown to be effective in retaining students in science and mathematics graduate programs and leading them to doctoral programs, and include: (a) correcting deficiencies in the fellows' undergraduate education through tutorials, appropriate coursework and teaching experience; (b) helping fellows establish relationships among peers and faculty at USC and elsewhere in the research community so that the students have well-defined career goals and a support system that helps them achieve their goals; (c) providing a smooth transition from undergraduate science programs at USC and other 4-year institutions to graduate programs in Science and Mathematics at USC; and (d) participating in the USC Preparing Future Faculty program to further encourage and prepare fellows for academic careers that encompass teaching, research and service. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Mousseau, Timothy Ronald Benner Richard Vogt David Tedeschi Raymond Torres University South Carolina Research Foundation SC James E. Hamos Continuing grant 82500 1536 SMET 9178 9150 0850213 March 15, 2009 CS Scholars. This S-STEM project broadens the participation of underrepresented minorities and women by providing financial and academic support leading to 17 students obtaining their Bachelors degrees in Computer Science. Scholarships are awarded to 9 freshman and to 4 community college students transferring in as juniors, with four more community college students when the first 4 graduate. A network of mature organizations with proven track records provides academic support for underrepresented minority and female CS Scholar students. These organizations offer tutoring, career guidance, scholarships, access to internships, and university research opportunities for CS Scholars. CS Scholars benefit from a special summer preview orientation, regular cadre activities to foster a group identity, and a CS Scholars lounge of their own adjacent to the CS labs. CS Scholars are paid to return on visits to the high schools from which they came, serving as role models. Intellectual Merit: CS occupations are vitally important and include occupations with rapidly increasing demand. While the population in the US is becoming more ethnically and racially diverse, computer science is becoming less diverse, with fewer women. To meet the demand for skilled CS workers, it is essential that we as a nation reverse this trend. Broader Impacts: CS Scholars increase by 17 the number of African Americans, Hispanics, and women in CS. While being mentored by existing upper-level CS undergraduate students, CS Scholars serve as role models to approximately 1,000 high schools students per year. School visits and presentations are part of existing collaborations with area high schools and community colleges. CS Scholars are encouraged to participate in existing research programs. Four CS Scholars are given the opportunity to travel to national conferences. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Sloan, Robert William Walden Peter Nelson Dale Reed University of Illinois at Chicago IL Stephen C. Cooper Continuing grant 26904 1536 SMET 9178 0850217 February 15, 2009 SCHOLARSHIPS TO ENHANCE PHYSICAL SCIENCES (STEPS). The Scholarships to Enhance Physical Sciences (STEPS) program recruits academically talented students from local high schools and community colleges to pursue baccalaureate degrees in physical sciences disciplines by providing 7-10 new scholarships each year. In addition to financial support, the program provides STEPS scholars with coordinated resources and activities to foster academic success and effective transition to college, including: 1) student-student, faculty-student, and industry-student mentoring programs and workshops; 2) academic enrichment through research projects, internships, and tutoring; 3) interactive sessions on professional and career development; and 4) a first year learning community that includes student enrollment in a triad or tetrad of common courses. The function of STEPS is to 1) provide strategies for early intervention, mentoring, and financial support that translate into greater success for talented, but financially challenged students; 2) increase the participation of talented Hispanics, leading to more Hispanic alumni entering the workforce or pursuing advanced degrees; and 3) develop successful program elements that can be used to promote best practices for early intervention in STEM education. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Billiot, Eugene Suzzette Chopin Fereshteh Billiot Patricia Hill Janis Haswell Texas A&M University Corpus Christi TX Deborah E. Allen Continuing grant 599952 1536 SMET 9178 0850218 February 15, 2009 Focus on Retention in Cohorts of Engineering Students. The College of Engineering at the University of Texas at Arlington (UTA) will implement FORCES (Focus On Retention in Cohorts of Engineering Students) to create two cohorts each with 21 engineering students supported by scholarships in their freshman and sophomore years. FORCES cohort students will take classes together and a peer counselor-taught class covering academic skills and engineering topics. Additionally, the FORCES program will provide student support academic activities during all semesters. The FORCES cohort program will be open to all incoming freshman engineering majors with financial need who have acceptable admission credentials and test ready for Pre-Calculus I; emphasis will be placed on recruiting students historically underrepresented in engineering. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Pearson Weatherton, Yvette J. Carter Tiernan University of Texas at Arlington TX Lesia L. Crumpton-Young Continuing grant 162457 1536 SMET 9178 0850228 September 1, 2009 Computation for Interdisciplinary Science. This project builds on efforts to integrate computational work across the science disciplines, expand interdisciplinary student research opportunities and internships, develop a new minor in computational science, and provide a new computational and modeling laboratory. It brings together and coordinates college services to support students interested in computational and interdisciplinary science. The college attracts and mentors these students, equipping them for graduate school or direct entry into the scientific workforce. Scholarships provide significant incentives for academically talented students with financial need to pursue this program of study. Intellectual Merit: Disciplinary depth and interdisciplinary breadth are required to find solutions to complex, contemporary scientific problems. The synergy that results from collaborative efforts to address these problems and the satisfaction that comes from making progress toward their solution are strong motivators for engaging in scientific research. In particular, there is a growing need for scientists with significant computational skills and for computer scientists who can collaborate with researchers in other disciplines. This project increases the number of students with the scientific and computational skills required to participate in the scientific discoveries of the future. Broader Impacts: The availability of scholarships together with targeted recruiting and retention efforts and curricular reforms (1) increases the awareness of the range of opportunities available in computational science among our entering and early career students, (2) encourages academically strong students to choose to work in computational science, and (3) draws such students into in a strong summer and academic-year research programs. These programs, in turn, produce students well-prepared for further research and study or for direct entry into the workforce. This program is specifically designed to increase the number of students from underrepresented groups, both ethnic minorities and women, in CS courses through expanded recruiting and visibility, an emphasis on cross-disciplinary applications of computational skills, and intentional mentoring and cohort experiences throughout the students' undergraduate careers. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Pruim, Randall David DeHeer Joel Adams David Koetje Keith Vander Linden Calvin College MI Stephen C. Cooper Standard Grant 581000 1536 SMET 9178 0850238 March 1, 2009 Modesto Junior College STEM Scholarships in Agricultural Science. The goals of this project are (a) to provide 60 scholarships for students with financial need and academic talent who declare majors in Agricultural Science programs and (b) to increase the number of students who successfully complete a 2-year course of study in agriculture and transfer as an Agricultural Science major to a 4-year university. Intellectual Merit: Multiple recruitment approaches are being implemented, including print and digital media and student and parent presentations. Specific outreach efforts are made to traditionally underrepresented students and students pursuing a career in Agriculture Education. Scholarships are awarded through a competitive process based on financial need, GPA, essay, interview, and recommendation. Recipients receive support services through cohort-based activities such as faculty mentoring, advising, leadership training, social activities, professional development opportunities, and an intensive Agriculture Summer Institute. Broader Impacts: The program is preparing highly-educated future Agricultural Science professionals such as agriculture economists, farm owners and engineers, technicians, and future teachers. Students receive training to become mentors for future cohorts, creating a network of peers and increasing further collaborative opportunities. The programmatic structure of this program serves as a model for other science, technology, engineering, and mathematics (STEM) based courses of study throughout the college, as well as in other institutions. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Brumley, Gail Don Borges Yosemite Community College District CA Elizabeth Teles Continuing grant 56350 1536 SMET 9178 0850242 September 1, 2009 Supporting Scholars in Science and Engineering. The integration of engineering and the liberal arts offers unique opportunities for students at the college. To encourage and foster academically-talented students in the intersections of disciplines, the project is initiating a scholarship program in Converging Technologies (CT). CT Scholars include students selected from all science and engineering disciplines, with scholarship support for two cohorts of ten students over four years. There are a number of opportunities in CT with courses, programs and research opportunities in intersectional fields including: bioengineering, digital art, entrepreneurship, environmental science and engineering, nanotechnology, neuroscience, energy studies, and science and technology policy. Intellectual Merit: The project goals are to: 1) improve recruitment and retention of academically-talented students in STEM fields; 2) increase the number of women in engineering, physics, and computer science, and underrepresented groups in all disciplines; 3) provide students with opportunities to further enhance their education through summer research, internships, study aboard, and leadership training; 4) enable these students to make connections between their major and other disciplines through pursuit of a dual major, minor or interdisciplinary major. Broader Impact: The impact of these efforts should result in increased numbers of students with the education and skills necessary to enter the workforce or professional and graduate programs in emerging multidisciplinary fields. CT Scholars are being trained in their respective disciplines, but provided opportunities to participate in multi-disciplinary projects. These students are being mentored for leadership roles and have the interdisciplinary team experience needed in today's science and engineering workplace To achieve these goals, the project has several objectives to reflect the academic promise of the CT Scholars, including: 1) enrollment in a scholar's section of the first-year preceptorial; 2) a CT Scholars Research Seminar; 3) workshops for "Tomorrow's Leaders;" 4) funding for earlier involvement in research laboratories; and 5) educational outreach activities. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Bruno, Bradford Cherrice Traver J. Douglass Klein Joanne Kehlbeck Union College NY Duncan E. McBride Standard Grant 600000 1536 SMET 9178 0850245 February 15, 2009 Southwest Georgia Scholarship Project for the Advancement of Science Technology Engineering and Mathematics. This project is providing scholarships for associate and transfer students majoring in Biological Sciences, Computer Science, Chemistry, Environmental Science, Forensic Science, Pre-Engineering, and Mathematics. Project goals are to increase the number of majors in these areas by an average of 20% over the four scholarship award years, and by relieving the financial burden on scholarship recipients, to allow them to have more extensive participation in academic and support activities that can foster success and retention. The two-year college in which the project is housed is building upon the successful support structures in its Mathematics, Engineering, and Science Achievement (MESA) program and other programs serving minorities. Scholars are being recruited from traditional and non-traditional populations, the MESA program, and area high schools for early enrollment. A formal network with a local high school that is a designated center of excellence for science, mathematics and engineering, and that enrolls a high percentage of students from underrepresented groups, is a major mechanism for recruitment of academically promising high school students. Evaluation of the factors contributing to success in recruitment and retention is expected to expand the knowledge base that can be drawn from in designing programs to increase the numbers and diversity of STEM graduates. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR May, Michael Nikki Grantham Richard Foreman Tanya O'Keefe Darton College GA Deborah E. Allen Standard Grant 595676 1536 SMET 9178 0850250 March 1, 2009 Engineering Transfer Scholars (ETS) in Texas. This S-STEM scholars program awards scholarships to students transferring from seven different institutions, six of them community colleges, in the state of Texas into four year degree programs in several disciplines of engineering and computer science. The program targets academically talented, first generation students from underrepresented groups. Students selected to be Engineering Transfer Scholars participate in a focused learning community that includes academic and social components. The program also exposes scholarship students to undergraduate research opportunities and, through cooperation with an existing Louis Stokes Alliance for Minority Participation project, to graduate school. Approximately 80 scholarships will be provided during the life of this project. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Butler-Purry, Karen Richard Furuta Cesar Malave Joseph Pettibon Texas Engineering Experiment Station TX Lance C. Perez Continuing grant 597498 1536 SMET 9178 0850252 February 1, 2009 Realizing UB's Readiness, Innovation and Commitment to STEM Student Support. The University at Buffalo (UB), State University of New York proposes a project entitled: Realizing UB's Readiness, Innovation and Commitment to STEM Student Support. The plan is to develop a comprehensive scholarship and support program for talented underrepresented students who wish to pursue a course of study in science, technology engineering or mathematics (STEM) at both the undergraduate and graduate level. Additional wrap around services include tutoring, supplemental instruction in STEM gatekeeper courses, faculty mentoring research opportunities service learning and paid internships. Twenty four-year $5,000 undergraduate scholarships and six two-year $10,000 graduate scholarship are to be offered. The intellectual merit of the program is the interdisciplinary alignment of UB's academic programs with research, service learning, academic support and scholarships individually developed fro each student. A key hypothesis is that it is not the lack of support services that limits student's success, but rather the intentional or unintentional decision not to participate in such programs. The broader impacts involve the integration of STEM mentoring faculty with underrepresented STEM students in the development of expanded learning communities (ELCs). The learning communities are to increase the participation of all categories of underrepresented students, by providing an extensive support network. The intent is that personalized mentoring will engage more students particularly those who may be first generation college students. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Gardella, Joseph Bruce McCombe Harvey Stenger William Wild Henry Durand SUNY at Buffalo NY Joyce B. Evans Continuing grant 598000 1536 SMET 9178 0850279 April 1, 2009 Villanova Computing Scholars: The Sequel. This project continues the successful Computer Science, Engineering, and Mathematics Scholarship (CSEMS) program at the university. Specifically, it aims to increase the number of students pursuing a computer science major by offering substantial scholarship support. The program places special emphasis on recruiting and retaining underrepresented groups such as women and Hispanics, building on the infrastructure already in place at the university. The intellectual merit of the project lies in integrating the excellent academics of the institution and department with the financial student support from NSF for outstanding, financially needy students. It continues a professional development seminar for supported participants and other interested computer science majors and supplements it with Team Work in Several Time Zones (TWISTZ) to address the direction of computing in the global marketplace.The seminar builds upon the previous program's state-of-the-art techniques and peer effects for encouraging project scholars to develop good study habits, to learn how to survey the ongoing advancement of computer science, and to develop critical thinking. In addition to career counseling, scholars receive encouragement to participate in funded undergraduate research projects whose teams are spread across time zones. The broader impact centers on the outreach to underrepresented student populations and the cross-cultural aspect of TWISTZ. The program is developing a culture that can attract, nurture and support underrepresented students through its connection with the Multicultural Affairs Office at the institution. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Beck, Robert Frank Klassner Villanova University PA Deborah E. Allen Continuing grant 597973 1536 SMET 9178 0850280 August 1, 2009 Green Scholarships: training future generations of environmental experts. This project, administered in a center for ecology, is initiating an S-STEM Green Scholarships program for talented transfer students with demonstrated financial need to matriculate from 2-year colleges to a 4-year degree program in an environmental science discipline. The Green Scholarship program builds on existing support services and programs to prepare the Green Scholars to complete a baccalaureate degree and enter the workforce or graduate school equipped to solve complex environmental problems. Scholars enter a living-learning community that includes common housing and courses to enhance research and problem-solving skills. To additionally build a sense of community, scholars have access to a central study room that houses undergraduate scholarship programs. A multifaceted mentoring network of peers, faculty and staff is helping to ensure that academic and professional goals are met and that the scholars perform at the best of their abilities. Workshops on professional development and career choices are provided, and governmental partners present seminars on internship and employment opportunities. Scholars are also offered opportunities to partner with research faculty mentors, and to experience vocational training through internships at seven partner facilities. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Renzaglia, Karen Harvey Henson Julia Spears Southern Illinois University at Carbondale IL Deborah E. Allen Continuing grant 70270 1536 SMET 9178 0850283 August 1, 2009 Undergraduate Student Scholarships for Participation in Interdisciplinary Computational Science and Engineering Research. The Computational Science Research Center (CSRC) at San Diego State University (SDSU) is to provide talented disadvantaged engineering, mathematics and computer science students with scholarships. CSRC provides the infrastructure for collaborative research efforts between applied mathematics and other science and engineering disciplines. The program is to match each student with a faculty and/or industrial mentor who will participate actively in academic and professional development of the student as they train the student in their research. Each student's progress is to be tracked to ensure timely graduation. The project will serve 60 unique students over a 5 year period. Participating students will gain the necessary skills and expertise for success in professional careers and/or graduate course work. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Castillo, Jose Paul Paolini Satchi Venkataraman San Diego State University Foundation CA Joyce B. Evans Continuing grant 6973 1536 SMET 9178 0850288 May 1, 2009 Futures in Mathematics, Science and Technology. The Alverno College Futures in Mathematics, Science, and Technology project provides scholarships to thirty students in the college's Biology, Molecular Biology, Chemistry, Computing and Information Technology, Environmental Science, or Mathematics majors. The overall goals of this project are (1) to increase the numbers of students graduating from Alverno College with degrees in STEM-related majors, and (2) to help them enter the work force or graduate schools in STEM-related fields. This is accomplished through three efforts: Assistance to participants, Futures Scholars, through scholarships awarded based on both talent and financial need; Support of Futures Scholars in order to improve retention by expanding faculty involvement in advising, engaging a full array of academic and counseling support services to help participants succeed, and increasing programs to build a sense of community among students in STEM related majors; and Connecting Futures Scholars to STEM professions through internships, participation in professional conferences in their fields and annual on-campus conferences, which bring them together with all STEM-related students and with Alverno College alumnae and others working in STEM-related fields. As a women's college with a high proportion of minorities (32%), the program helps add underrepresented persons to STEM-related fields. Eighty percent of Alverno College students enrolled in STEM related majors receive need-based financial aid, with an average unmet need of $5,105. The project helps by providing thirty talented, financially needy STEM-related majors with scholarships; supporting these students with an array of academic supports including expanded faculty advising, peer mentors, counseling, instructional services and career assistance programs; connecting participants with the profession through internships, workshops and professional conferences related to their majors. New sustainable initiatives, such as the formation of a mathematics and science teacher network, and improved career information, will aid in recruitment to these majors. To create a diverse cohort of Futures Scholars, approximately ten scholarships are awarded to current sophomores and juniors and the remaining twenty to new, incoming students. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Pustejovsky, Susan Lauralee Guilbault Jennifer Johanson Patricia Hartman Cox Sherry Dollhopf Alverno College WI Kathleen B. Bergin Standard Grant 594400 1536 SMET 9178 0850303 June 1, 2009 AACCESS: Arlington Academy for Community College Exceptional Students in Science. This S-STEM scholars program is a partnership between the Tarrant County College District (TCCD) and the University of Texas at Arlington (UTA). This project provides scholarships to financially needy, academically talented students who have completed basic math and science requirements at TCCD and are transferring into the physics or chemistry programs at UTA. A feature of this project is that scholarship recipients are given the opportunity to participate in ongoing research projects where they will receive mentoring from the faculty and graduate students conducting the research. The faculty and graduate student mentors are given training in mentoring with an emphasis on mentoring students from underrepresented groups. The project builds on the success of prior NSF funded scholarship programs and leverages the existing partnership between TCCD and UTA. There is a comprehensive project management team that includes faculty and administrators from both TCCD and UTA. The project includes a formal evaluation plan with both formative and summative components. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Lopez, Ramon Martin Pomerantz Gary Smith University of Texas at Arlington TX Lance C. Perez Standard Grant 591000 1536 SMET 9178 0850307 May 1, 2009 Graduating Highly-Qualified Secondary Mathematics Teachers with Emphasis on Recruitment from Underrepresented Groups. This project is designed to offer renewable, one-year scholarships to academically talented, yet financially needy, students to major in secondary mathematics education. The intellectual and social merit of the project lies in the historic mission of the university as a teacher preparation institution and its capacity to produce a large number of highly qualified mathematics teachers every year. The program team has strong connections with the Chicago Teacher Education Pipeline, providing them inroads into one of the largest urban and low-income communities in the nation. In addition, the Mathematics Department has several innovative programs aimed at preparing the best teachers in the nation, and students in the program graduate with a mathematics major. The Teacher-Scholar and Research Experiences for Undergraduates (REU) programs give future teachers authentic experiences with mathematics that not only change their views about mathematics, but also enhance their beliefs about teaching and learning. The Math Lifestyle Floor of the campus residence hall, bi-weekly undergraduate seminars, and support groups for recent graduates entering their first year of teaching build community, provide support, and promote success among students. The broader impact of the project lies in the ability of the mathematics education program at the institution to recruit, mentor, and graduate highly qualified mathematics teachers who will in return excite their future students about careers in science, mathematics, and education. This project is vital because the shortage of well-qualified math teachers threatens the nation's future prosperity. This project aims to provide about 30% of the scholarships to students from underrepresented groups because this shortage is more profound in urban and low-income communities and is amplified by the lack of minorities in the teaching profession. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR El-Zanati, Saad Michael Plantholt Tami Martin McKenzie Clements David Barker Illinois State University IL Deborah E. Allen Continuing grant 596611 1536 SMET 9178 0850308 June 1, 2009 Building a Community of Scholars and Graduates in Areas of Critical Need. This S-STEM scholars program will: (1) provide the means for academically capable, low-income students to complete baccalaureate degrees in S-STEM areas; (2) increase the number of students from under-represented groups pursuing degrees in these fields through vigorous two-year college recruiting; (3) provide students with academic and career development support; and (4) strongly encourage participation in experiential learning. The experiential learning experience will career exposure and enhance career options available to scholars. The program will provide scholarships for at least 47 talented, low-income students, which will enable them to pursue baccalaureate degrees in engineering or computer science. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Janowski, Gregg John Johnstone University of Alabama at Birmingham AL Lesia L. Crumpton-Young Continuing grant 592787 1536 SMET 9178 9150 0850309 September 1, 2009 Culture and Attitude---Innovative Partnerships for Success. The goal of this S-STEM project is to strengthen student support programming and increase the number of female B.S. graduates from the Metallurgical Engineering (MetE) and Industrial Engineering (IE) programs. This S-STEM project goal is met by strategic recruitment of two cohorts of 15 scholarship recipients, utilization of an environment and programming that promotes student retention, and placement of scholars into meaningful and challenging careers in MetE or IE. Students who demonstrate an interest in participating in the support programming and have a high probability of success in MetE or IE will be selected as scholarship recipients. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Kellar, Jon Stuart Kellogg Dana Medlin Jennifer Karlin South Dakota School of Mines and Technology SD Lesia L. Crumpton-Young Standard Grant 595700 1536 SMET 9178 9150 0850316 August 1, 2009 Technology, Engineering, and Math Science (TEAMS). This project is enhancing learning opportunities for low income, academically talented students by offering at least 74 scholarships over four academic years through a Technology, Engineering, and Math Science Scholars (TEAMS) Program. For TEAMS scholars, who are majoring in Mathematics/Pre-engineering, Computer Information Systems, Biology, Biotechnology, Chemistry, Physics, Aerospace Technology or Process Technology, the program is providing numerous career awareness activities and developing a learning community cohort with enhanced tutoring, mentoring and additional student support services. Enhanced partnerships with area institutions of higher education and with industry are helping to ensure increased transfer rates and employment opportunities for the scholars. Major goals of the program are to increase by 5% each year the number of students majoring in STEM disciplines through intensive recruiting at local high schools and via web-based media, to increase transfer rates and employment opportunities for TEAMS scholars, and to contribute to the K-20 educational pipeline for preparing a qualified workforce for regional high growth/high demand biotechnology and nanotechnology industries. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Ansardi, David Sue Mitchell Necia Nicholas John Golben Karen Bright Calhoun Community College AL Deborah E. Allen Standard Grant 586354 1536 SMET 9178 9150 0850317 July 1, 2009 Los Rios NSF STEM Scholarship Program. This project is providing (a) scholarships to low-income, academically talented students in a science, technology, engineering, and mathematics (STEM) discipline and (b) a robust student support system to ensure success. The program builds on the successful strategies and components of a prior Computer Science, Engineering, and Mathematics (CSEMS) supported program. Intellectual Merit: STEM scholarships allow students to reduce time devoted to employment and increase time available for studying. This translates into improved academic success and increased student retention, and transfer of a greater number of students to four-year institutions. Integrating scholarship recipients into the academic and professional development activities of the District's Mathematics, Engineering, and Science Achievement (MESA) programs provides opportunities for mentoring by faculty and academic counselors, as well as working professionals in the scientific and engineering disciplines. It also exposes scholarship recipients to opportunities to engage in mentored research and intern programs locally throughout the year and nationally during summers. Broader Impacts: The state has a high concentration of science and engineering jobs, and this project is providing students with skills to help fill those jobs. Financial support and professional development allow scholarship recipients to join the workforce in a timely manner as fully prepared scientists and engineers who can directly contribute to the American and global society. In addition, this project supports a large number of first-generation students and students from underrepresented groups in STEM fields and thus helps to increase the diversity of the workforce. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Davis, Will Michael Carney Mai Gemu Johnson Steven Holzberg Los Rios Community College District CA Elizabeth Teles Continuing grant 130464 1536 SMET 9178 0850318 August 1, 2009 Cohort Development: Growing a Community of Scientists. This project is providing scholarships and support services in a program that especially targets under-served populations that major in the sciences at a rate far below the rest of the student population. The project emphasizes cohort formation, trust, and community. This faculty-driven Cohorts program focuses on talented students on the threshold of success in STEM areas. Building on a successful pilot project, the project has a dual structure of cohort support: the first comprises academic-year students in their first and second years (FOCUS), followed by the research-oriented Summer Science Fellows (SSF). The cohorts receive coordinated academic support, advising, mentoring, and career exploration opportunities. Each FOCUS cohort includes up to sixteen students, each of whom is receiving S-STEM scholarships and loan reduction. The SSF cohorts of four to six students each year also receive S-STEM academic-year scholarships and two years of summer-research funding from other sources. Over four years the initiative is supporting up to eighty-four unique FOCUS and eighteen SSF students, assuming some overlap between the cohorts. Regarding broader impact, this project affects, especially through assessment and dissemination by the college's Science Education Resource Center, the college's HHMI-linked alliances and regional and national organizations via NSF-funded LSAMP MN North Star Alliance. The project's intellectual merit stems from the strength of the science programs and an overall strategy adapted to the college's environment after a systematic national investigation of successful programs. As the student population becomes increasingly diverse, the college's future success in the sciences hinges on increased engagement of traditionally under-served students. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Jaramillo, Fernan Deborah Gross Arjendu Pattanayak Rodney Oto Elizabeth Ciner Carleton College MN Duncan E. McBride Standard Grant 600000 1536 SMET 9178 0850349 May 1, 2009 SPRITE: Success Programs for Retention in Information Technology and Engineering. This S-STEM scholars program awards scholarships to academically talented, but financially needy students seeking baccaulareate degrees in information technology and engineering disciplines. This project builds on the success of other student centered programs funded by the National Science Foundation. The Success Programs for Retention in Information Technology and Engineering (SPRITE) targets first generation students from underrepresented groups and provides scholarships that enable students to reduce their extracurricular work hours, thus liberating time for additional study. Students selected to be SPRITE Scholars are eligible for comprehensive support services including faculty mentoring, tutoring and financial and career planning. The SPRITE program features an on-line Professional Development Milestones program that students use throughout their academic career to assist with educational and career decisions. This project awards approximately forty-five scholarships over the life of the grant. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Ravishankar, Chinya University of California-Riverside CA Lance C. Perez Standard Grant 599998 1536 SMET 9178 0850384 September 1, 2009 Supernova: Seeding Talent in Physics and Astrophysics to Prepare the Next Generation Workforce in the Bay Area. Physics (13) To enable students from four Bay Area community colleges to enroll at University of California-Santa Cruz (UCSC) in physics or astronomy, the UCSC S-STEM project is providing 21 scholarships to financially needy but academically talented undergraduates from Cabrillo, De Anze, Foothill, and Hartnell Community Colleges. A special course has been designed to "smooth" the transition of the community college students into the physics program. Like the other physics and astronomy students at UCSC, the S-STEM students are engaging in research with departmental faculty and participating in off-campus internships at places like NASA Ames, Lawrence Livermore National Laboratory, and the Stanford Linear Accelerator. A fall social features speakers from the internship sites, while the spring social is being directed at third year and younger students to prepare them for their senior thesis project. Additional program activities include: 1) quarterly gatherings, 2) tutoring, 3) yearly symposium, 4) alumni support program, and 5) job-placement program. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Belanger, David Adriane Steinacker University of California-Santa Cruz CA John F. Mateja Continuing grant 25970 1536 SMET 9178 0855343 September 1, 2009 The Central Texas 2-STEP: Attraction TO STEM and Retention and Graduation IN STEM. This project is increasing STEM graduation rates through targeted recruitment of two distinct audiences. The first audience is high school students who are dual-enrolled in community college courses as they are completing the requirements for a high school diploma. Students in this group are being counseled to enroll in sufficient STEM courses during their high school years such that they receive an Associate Degree along with their high school diploma. Upon graduation, they are being encouraged to pursue a STEM bachelor's degree. The second audience that is being targeted through this project is recent veterans or soon-to-be veterans from the armed forces. Capitalizing on the significant improvements in the GI bill, veterans who have expressed an interest in STEM careers are being targeted for enrollment in STEM programs. The students who are participating in the program are being supported by a number of measures shown to increase student persistence in STEM fields. Undergraduate research opportunities, seminars with practicing professionals, and meaningful career counseling are all project components designed to retain students and to prepare them for careers in STEM. A math-readiness summer experience is also being conducted for promising STEM students who may need extra support before they begin their university studies. The results from this project are being rigorously assessed through a variety of formative and summative measures. STEM TALENT EXPANSN PGM (STEP) DUE EHR Idoux, John Sarina Swindell Daniel Spencer Danette Toone Tarleton State University TX Sheryl A. Sorby Continuing grant 972172 1796 SMET 9178 0116000 Human Subjects 0855730 September 1, 2009 STEP Forward: STEM Talent Expansion Program for Women and Under Represented Group Recruitment and Retention Development. This project is based on the premise that many of today's youth and young adults do not recognize the opportunities and rewards of a career in science, technology, engineering, or mathematics (STEM), have never met a STEM professional, and have no idea what kind of work one does. In addition, some students who are interested in STEM believe that they should not pursue a STEM degree because of their gender, ethnic background, educational environment, or stage of life. Finally, some undergraduate STEM majors may fail to complete a STEM degree due to insufficient knowledge about effective study habits or a lack of resources to support them throughout their student years. This STEP project is creating and supporting a retention and recruitment program to counter all of these barriers. The program is built on and integrated with existing successful undergraduate recruiting and retention programs at the university. New retention efforts include the creation of student groups focusing on activities in their major (e.g. Seminars for Undergraduate Research Experiences, SURE), undergraduate research opportunities, and a new freshmen project course. The recruiting programs include STEP Forward (a summer day camp for 11th and 12th graders, Women in Engineering (WIE-UH), a support system for entering female STEM students, a set of seminars for present and future high school math and science teachers, and a freshman level undergraduate research opportunity. These efforts are designed to both enhance the quality of the undergraduate experience for all students and to attract new and typically under-represented students into the STEM fields. Broadening participation in STEM majors is a major goal of this project. The University of Houston is already one of the most diverse urban research institutions in the nation. Project efforts are continuing, however, to recruit more students from underrepresented groups into STEM areas, particularly those who will be the first generation in college for their families. A dominant theme of the project's strategies is the creation of various research experiences. The WIE-UH program includes presentations by female faculty members to describe their research efforts. The principal goal of the seminars for the high school teachers is to acquaint the teachers with the broad range of STEM research being conducted at the University. The SURE program allows a larger number of undergraduates to learn about the discovery based programs in their major field, while the two undergraduate research programs give a smaller number of them the opportunity for one-on-one mentored research experiences with our faculty. STEM TALENT EXPANSN PGM (STEP) DUE EHR Long, Stuart Frank Claydon Hanadi Rifai Katherine Zerda University of Houston TX Myles G. Boylan Continuing grant 1199973 1796 SMET 9178 0856279 July 1, 2009 Opening the Portals of Discovery: Increasing Opportunities in STEM through Collaborative Research. Abstract Portals of Discovery, a partnership between the University of Wisconsin-Manitowoc and the University of Wisconsin-Stout, engages and retains students in STEM fields through collaborative research. Students move through a pipeline of STEM education from high school to a two year, associate degree-granting institution and then to degree completion at the baccalaureate institution. The goals of the project are to recruit new populations of STEM students, retain STEM students during the crucial early stages of their education, and see those students through to the completion of their baccalaureate degrees. The project includes 1) summer research workshops and research-based curriculum development at the high school level, 2) financial support, peer tutoring, faculty and peer mentoring circles, curriculum development, and participation in undergraduate research at the two year campus, and 3) a 10-week research immersion program for transferring students, continued faculty mentoring, participation in undergraduate research, and student opportunities to serve as peer mentors at the 4-year campus. The complete integration of research, coursework, and mentorship across institutions ensures that STEM students have a persistent support network throughout their undergraduate career. Research activities develop critical thinking, technical skills, and confidence. Outreach and mentor support networks reach students of diverse demographic backgrounds who otherwise would be unlikely to pursue or persist in STEM education. The model is being developed for expansion across all twenty six UW-System two and four year campuses, resulting in a comprehensive effort to alleviate Wisconsin's need to increase the technology workforce. STEM TALENT EXPANSN PGM (STEP) DUE EHR Abler, Rebecca Kitrina Carlson Rick Hein Michael Pickart University of Wisconsin Colleges WI Eun-Woo Chang Continuing grant 555887 1796 SMET 9178 0116000 Human Subjects 0856309 August 1, 2009 Underrepresented Undergraduates in STEM at Large Research Universities: From Matriculation to Degree Completion. This STEP Type 2 project is a three-year study that is examining the matriculation, persistence, and degree attainment of full-time, first-time enrolled women, minorities, and low-income undergraduate students in STEM (science, technology, engineering, and mathematics) fields at a consortium of 11 large research universities. This project is using statistical and qualitative research methods to identify key individual and institutional factors that affect underrepresented students matriculation, persistence, and degree completion in the STEM fields. It is evaluating the impact of course offerings, policies and practices, and program interventions designed to increase educational outcomes. This study is contributing to understanding by using large samples of underrepresented students and placing them into meaningful categories (by racial/ethnic sub-group, academic preparation, and STEM major), as well as the intersection with critical demographic characteristics, such as socioeconomic status. The findings from the study are intended to increase understanding about how postsecondary institutions can use mechanisms and program interventions to improve the persistence and degree attainment of underrepresented students in the STEM fields. The study will benefit the academic community by creating a graduate-level course to be offered to students enrolled at any CIC institution to discuss the empirical, methodological, policy, and program issues that impact the representation of women and minorities in the STEM fields, with specific attention to students attending large, research universities. STEM TALENT EXPANSN PGM (STEP) DUE EHR Trent, William University of Illinois at Urbana-Champaign IL Larry E. Suter Continuing grant 489527 1796 SMET 9178 0116000 Human Subjects 0856396 June 1, 2009 STEM Double Bridge: Connecting High Schools, Community Colleges, and Universities for Tomorrow's Leaders in Science, Technology, Engineering, and Mathematics. The University of Central Oklahoma, in collaboration with eight other universities and community and technical colleges, is continuing to enhance a statewide network of institutions to increase recruitment, retention and graduation of students in STEM disciplines. The Oklahoma project, STEM Double Bridge: Connecting High Schools, Community Colleges, and Universities for Tomorrow's Leaders in Science, Technology Engineering and Mathematics, has used their experience with a previously funded STEP award to develop activities and initiatives that target incoming high school students and community college transfers. The project's Summer Bridge program will provide a four-week, residential lecture and research experience to incoming freshmen who have expressed an interest in a STEM discipline. New to the Oklahoma program, this program element will incorporate five area high school teachers who will serve as advisors to the program and who will work with the students on their research projects. A second bridge, called the Fall Bridge, will target community and technical college students who are entering four-year programs. This one-week residential program will provide the students with a campus orientation and academic advisement, provide assistance in developing writing and mathematics skills, introduce the students to the library system, and provide sessions on research methods and guidance in reading scientific articles. STEM TALENT EXPANSN PGM (STEP) DUE EHR Chen, Wei John Barthell Gregory Wilson University of Central Oklahoma OK John F. Mateja Continuing grant 1599000 1796 SMET 9178 9150 0116000 Human Subjects 0856435 July 1, 2009 Q-STEP: Community of Quantitative Scientists. Individuals who have an interdisciplinary outlook and a strong quantitative background will be in high demand to meet the future scientific and technological workforce needs. The purpose of this project is to increase the number of successful graduates in the sciences and mathematics and to enhance their level of quantitative skills through a program called Q-STEP. A fundamental activity of the Q-STEP program is the creation of a community of scholars in the quantitative sciences. This community of scholars provides a supportive social network, increased chances for group study and problem-solving, peer tutoring, and opportunities for early and consistent involvement in undergraduate research. As part o this project, faculty are redesigning the undergraduate mathematics and science courses so that they incorporate best practices for effective instruction including experiential learning, group exercises, and a consistent clear demonstration of the relevance of the various disciplines to each other and to the real world. The impact of the project is being rigorously assessed for student learning, motivation, and retention. Project dissemination is occurring widely through the web and through various national and regional venues. STEM TALENT EXPANSN PGM (STEP) DUE EHR Martin, Joseph Sunil Shende Alex Roche Daniel Bubb Haydee Herrera Rutgers University Camden NJ Sheryl A. Sorby Continuing grant 307277 1796 SMET 9178 0116000 Human Subjects 0856482 October 1, 2009 Cyber Security Education Consortium (CSEC): Reversing the Outsourcing Tide in Mission-Critical Disciplines. In 2004, the Oklahoma Center for Information Assurance and Forensics Education, which was subsequently renamed the Cyber Security Education Consortium (CSEC), was established as an ATE regional center for cybersecurity education (NSF Award No. 0355246) serving the state of Oklahoma and sections of surrounding states. Following four successful years of operation, the current grant renews the center for a second phase. With broad support from business and industry, government agencies, law enforcement, the military, and the intelligence community, CSEC is creating a high-tech workforce in Oklahoma, Arkansas, Colorado, Kansas, Louisiana, Missouri, Tennessee, and Texas. The goal is to bring jobs to this eight-state region, where the quality of life is good and costs are low, and to reverse the tide of outsourcing and offshoring that has sent so many specialized high-tech jobs and facilities overseas. The center is implementing high-quality cybersecurity education programs in 19 metropolitan areas (31 educational institutions), which comprise eight of the 50 largest cities in the country (Dallas, St. Louis, Denver, San Antonio, Kansas City, Nashville, Memphis, and Oklahoma City) and 11 other mid-sized cities (Tulsa, Knoxville, Little Rock, Colorado Springs, Wichita, Shreveport, Chattanooga, Fayetteville [AR], Springfield [MO], Fort Smith [AR], and Topeka). CSEC is a cohesive partnership of technology centers, community colleges, and the University of Tulsa, one of the premier NSA Centers of Excellence for Information Assurance Education, which serves as a mentor to the other institutions. The center offers courses, certificate programs, and degree programs for college students and professional development for faculty members. In addition, the center provides education and training opportunities to transitional adults and high school students. Articulation agreements provide students with seamless educational pathways, allowing them to move from associate degree programs to bachelor's degree programs to master's and doctoral programs. The center's faculty development initiative incorporates an effective "train the trainer" model, which trained 105 instructors during the center's first four years. Faculty have access to a year-long residency program at the University of Tulsa, in which they receive intensive training and may pursue MS or PhD studies; a 25-day certificate program, which prepares instructors to teach courses in each of five core cybersecurity areas; multi-day workshops offered at locations around the country; and quarterly curriculum working group meetings. CSEC institutions implement a comprehensive, nationally recognized cybersecurity curriculum covering five core areas: information assurance, secure electronic commerce, network security, enterprise security management, and digital forensics. The curriculum blends theory and practice, legal and ethical issues, and an intense laboratory component. It is incorporated in degree and certificate programs and maps to industry (Cisco, Microsoft), vendor-neutral (Security+, SCNP/SCNA), and federal (CNSS 4011-16) certifications. A major focus in the center's second phase is the creation of curricula in the strategic areas of secure coding, automation and control systems, and mobile communications devices--areas in which a significant demand for experts has emerged. Each of these three specialized curricula involves a foundational course, one or more advanced courses, and a capstone course, which culminates in students (including incumbent workers) receiving a certification in the technical area. An organizational focus of the center's second phase is the creation of "centers of excellence" in every major city in the eight-state region. These centers focus on a curricular area (such as secure coding, automation and control systems, or mobile communications devices) driven by local industry needs, and serve as hubs for education, training, and outreach activities in their focus area, catalyzing job creation and economic development. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Shenoi, Sujeet Martha Hogan Sheryl Hale Thomas Pigg Jim Edwards University of Tulsa OK Victor P. Piotrowski Continuing grant 900000 7412 1536 SMET 9178 9150 1032 0856549 August 15, 2009 Dallas STEM Gateways Collaborative. The University of Texas at Dallas, Collin County Community College, and Richland College of the Dallas County Community College District are establishing a joint effort, the Dallas STEM Gateways Collaborative, to increase significantly Science, Technology, Engineering, and Mathematics (STEM) student learning and the number of undergraduates receiving STEM degrees at the three institutions. Building on previous collaborative activities, taking advantage of the concentration of high tech businesses in the Dallas-Fort Worth Metroplex area, and using documented best-practice methods, the program is making use of a combination of strengthened recruitment, student mentoring and professional development, internships, undergraduate research opportunities, faculty development, and curricular alignment and enhancement to produce over a five-year period a cultural change that will lead to sustained high productivity of undergraduate STEM degrees at these institutions. The Dallas STEM Gateways Collaborative program is enhancing the number, quality, and diversity of undergraduates successfully earning STEM degrees. The intellectual merit of the program lies in the comprehensive set of activities focusing on the gateway experiences during the first two years of undergraduate STEM programs. The activities are based on previous successful collaborations, documented best practices, a proven curricular alignment tool, and attention to all STEM fields, coupled with an extensive evaluation and assessment plan designed to give continuous feedback about the progress of the program. The broader impacts include creating a sustained cultural change in STEM education at the three institutions, making a significant impact on STEM students in the North Texas area and its scientifically trained workforce by means of a collaborative program that can serve as a national model of cooperation between a research university and community colleges. STEM TALENT EXPANSN PGM (STEP) DUE EHR Hilborn, Robert John Sibert Matthew Goeckner Brent Donham Dave Galley University of Texas at Dallas TX Susan H. Hixson Continuing grant 1529676 1796 SMET 9178 0116000 Human Subjects 0856575 July 1, 2009 Increasing Enrollment Using a Complementary Learning Program. Interdisciplinary and collaborative training in the applied biosciences is increasing enrollment, retention, and graduation in STEM fields by targeted outreach and recruitment of students for bioinformatics, biotechnology, and biochemistry. Scholarship support is being provided for traditionally underrepresented students and a Complementary Learning Program (CLP) is providing academic support for bioscience and other STEM majors. The impact of the project is being assessed by comparing retention and graduation rates for CLP participants and non-participants and tracking STEM enrollment and retention rates among minority students. The merits of the project include the use of group learning environments and exposure to scientific applications in biotechnology and bioinformatics to increase student learning outcomes and persistence in STEM majors. This project is adapting best practices in undergraduate education, including the concepts of Supplemental Instruction and the model of Learning Organizations by Senge, and implementing them within an interdisciplinary curriculum. This project is having a broad impact by (1) increasing the number of students graduating in STEM, particularly in bioinformatics, biotechnology, and biochemistry; (2) increasing awareness of STEM research and employment opportunities; (3) increasing awareness of bioinformatics and biotechnology among high school students; and (4) expanding STEM enrollment for underrepresented populations. The dissemination plan includes sharing project results in presentations at scientific meetings and education conferences, preparing manuscripts for submission to scientific and educational journals, and submitting materials for inclusion in the National Science Digital Library (NSDL). STEM TALENT EXPANSN PGM (STEP) DUE EHR Hipps, Norman Mandy Raab Saint Vincent College PA Bert E. Holmes Continuing grant 270612 1796 SMET 9178 0116000 Human Subjects 0856593 June 1, 2009 STEP: Bridging the Gap: Using Research and Learning Communities to Increase STEM Majors. Armstrong Atlantic State University (AASU) is developing STEM learning communities that focus on both undergraduate research and on targeted freshman experiences that include significant faculty and peer mentoring. Twenty students will be selected each year to participate in a pre-freshman summer undergraduate research experience and participate in an intense one-week skill enhancement program in applied mathematics. With university support, additional math tutoring will be continued through the students' freshman year. These students, who will be joined by 52 additional AASU students, will participate in an academic year learning community experience that will include research supportive courses (inquiry-based format), experiential activities (field trips, community service projects, etc.), a monthly colloquium, and faculty and peer mentor tutoring and counseling. STEM TALENT EXPANSN PGM (STEP) DUE EHR Shields, George Delana Nivens Sabrina Hessinger Armstrong Atlantic State University GA John F. Mateja Continuing grant 595907 1796 SMET 9178 0116000 Human Subjects 0856613 September 15, 2009 PRISM: Positive Routes Into Science and Mathematics. The Alma College PRISM project, Positive Routes Into Science and Mathematics, is designed to increase the number of STEM graduates through a positive retention program that creates a first-year STEM learning community and engages students by a focus on undergraduate research in the first year of study. This learning community is based upon a progressive series of freshman seminars and research opportunities. Selected STEM students are invited to participate in a summer research experience prior to their freshman year. All potential STEM enrollees will be invited to begin their PRISM experience with a pre-term PRISM seminar that occurs during the week long orientation session held for all new students preceding the start of the fall term. PRISM seminars will continue in the fall and winter terms. These seminars are especially designed to engage students in scientific inquiry and to introduce them to the excitement and opportunities available in the natural sciences. Alma's unique four-week spring term is being used to offer PRISM inquiry-based courses that are designed to provide direct laboratory and field research experience. STEM students may then apply for a summer research opportunity under the direction of a faculty member. In addition to the PRISM Program, curricular changes, especially at the freshman level, are being made to introduce innovative improvements in teaching and learning in the STEM classroom and laboratory. A college-wide PRISM research community has been created to support research efforts at a variety of levels involving students and faculty mentors. To attract students and faculty into the research community and extend the reach of PRISM, high school teachers, along with some of their best rising seniors, are being invited to participate in summer research teams. High school students entering Alma are recruited into the PRISM program by engaging them in research activities and by creating an exciting vision of joining a STEM learning community that focuses on undergraduate research as soon as they walk onto Alma College's campus. This design of this project has developed by a variety of campus constituents and from expert advice received by faculty members employed on other campuses. Few colleges are currently offering research opportunities to first year students. The Alma College PRISM program (either selective aspects or in its entirety) has the potential for becoming a model for other colleges and universities, especially small liberal arts colleges. STEM TALENT EXPANSN PGM (STEP) DUE EHR Davis, John David Clark Myles McNally Alma College MI Myles G. Boylan Continuing grant 294513 1796 SMET 9178 0856635 September 1, 2009 Collaborative Research: Motivated Engineering Transfers-STEM Talent Expansion Program (METSTEP). The project is a collaborative effort between a four-year school (Arizona State University) and five non-metropolitan feeder schools (Arizona Western College, Central Arizona College, Cochise College, Eastern Arizona College, and Mohave Community College). The team is working to significantly increase the number of transfer students, especially women and underrepresented minority students, that graduate in engineering and computer science. In order to accomplish this, they are: 1) providing scholarships to students in the feeder schools and to transfer students at Arizona State University , 2) supporting student outreach activities at the feeder schools, 3) supporting engineering courses at the feeder schools by providing materials, tutoring, local engineering speakers, and tuition scholarships, 4) conducting "Be an Engineer" events at the feeder schools for both students and their parents, 5) providing classes, workshops, and seminars using live broadcast and videotape, 6) providing an engaged community of mentors with extensive experience and commitment for all students, 7) hosting an orientation at Arizona State University for engineering transfer students, 8) managing a center where engineering transfer students can study together and get the support needed to survive, and 9) working with transfer students through a time-tested "career shaping" academic scholarship workshop program. The project is building on an earlier successful program between Arizona State University and a set of metropolitan community colleges with similar goals. Evaluation efforts, involving formative and summative aspects, are being conducted by internal and external evaluators who are developing and monitoring indices for enrollment, persistence, and graduation. Broader impacts include the development and dissemination of models for collaboration between community colleges and four-year schools and the efforts to increase the number of women and minorities in engineering. STEM TALENT EXPANSN PGM (STEP) DUE EHR McBride, Phil Eastern Arizona College AZ Russell L. Pimmel Continuing grant 56400 1796 SMET 9178 0116000 Human Subjects 0856657 June 15, 2009 Science Partnership for Undergraduate Recruitment, Retention, and Success (SPURRS). Science Partnership for Undergraduate Recruitment, Retention, and Success (SPURRS) is increasing the quantity, quality, and diversity of science, technology, engineering, and mathematics (STEM) graduates through recruiting, retaining, and graduating students, especially students from traditionally underserved groups. The goal of SPURRS is to increase over a five year period the number of STEM majors and graduates by 20%. The objectives are to: (1) Recruit at least 50 STEM majors from populations of undecided incoming college students and from populations of high school students with potential who may not have considered themselves college bound, (2) Increase the retention of students entering STEM majors and minors from 32% to 40%, and (3) Increase five and six year STEM degree graduation rates from 19.1 and an estimated 20.2% respectively to 24 and 25% respectively. At Angelo State University, the difference between the overall percentage of students majoring in STEM fields and the overall percentage of STEM degrees awarded is attributed to the low retention of students in STEM majors. Less than 40% of incoming STEM students who are retained at the university remain in a STEM major. Because this attrition occurs during their first year, it is hypothesized that this may be a result of difficulty in, and the lack of preparation for, the introductory course sequences in these majors. The SPURRS initiative is investigating the efficacy of instituting 'First Year Experience' cohorts specific to STEM majors through student participation in a 'Critical Thinking Boot Camp' designed to provide students with the basic training in skills and strategies for succeeding in introductory STEM coursework. The Boot Camp is being followed by a first semester Critical Thinking Seminar, mandatory tutoring for introductory sequence STEM coursework, and a Peer Mentoring program. In addition, students retained through to graduation are participating in career and graduate school preparation. The project is also investigating undergraduate learning in introductory science courses to better understand the driving factors behind successful student transition from high school to college. The SPURRS program is being proactive in its efforts to provide support for students traditionally underrepresented in STEM fields including a large number of first-generation college students, many of whom are Hispanic. The partnership with San Angelo Independent School District and the Education Service Center Region XV also serves as a model for recruiting and transitioning underserved and underrepresented students into 4-year STEM degrees. STEM TALENT EXPANSN PGM (STEP) DUE EHR Russell, Connie John Osterhout Andrew Wallace Paul Swets Kelly McCoy Texas Engineering Experiment Station TX Jill K. Singer Continuing grant 581474 1796 SMET 9178 0116000 Human Subjects 0856695 September 1, 2009 The Continued Development of Empirical Models to Understand the Selection of and Persistence in STEMM Careers. This project is continuing a program of periodic data collection and analysis from participants in the Longitudinal Study of American Youth (LSAY) in order to continue monitoring the career development of this cohort of young adults. Earlier funding from the STEP Program facilitated the location of 95% of the original sample and re-contact of nearly 70% of the original participants. Two cycles of data collection in recent years have yielded important results about career choice and job satisfaction. These data are continuing to advance understanding of career choice, career advancement, and career satisfaction in science, technology, engineering, mathematics, and medicine (STEMM) careers and other non-STEMM related careers. The results from the first cycle - now under review by refereed journals - show that approximately 7% of these two cohorts are now employed in a STEMM career and that an additional 8% are working in a STEMM-support occupation. Additional analysis indicates that high school mathematics achievement and enrollment in a high school calculus course are the strongest predictors of subsequent entrance into a STEMM career, and that males are still more likely to enter a STEMM career than females, holding constant the other major variables in the study. This project is collecting and analyzing in three additional cycles of data collection for the LSAY, following the older of the two age cohorts in LSAY to age 40. The focus of these cycles is on the levels of satisfaction and success in STEMM work experienced by these adults in their 30s. This is of interest because published studies show that a significant number of young adults - especially women - leave STEMM careers after only a few years. This project is expected to provide insights into the factors that are associated with persistence in STEMM careers and the factors that discourage STEMM careers. No single period of graduate study will fully prepare future STEMM workers for 40 years of science. The extension of the LSAY cohorts for another three cycles will allow an examination of the continuing education activities of STEMM professionals and of STEMM-support workers and the extent to which continuing education and on-the-job learning supports persistance in STEMM-related careers. STEM TALENT EXPANSN PGM (STEP) DUE EHR Miller, Jon Linda Kimmel John Dennis Michigan State University MI Myles G. Boylan Continuing grant 494664 1796 SMET 9178 0116000 Human Subjects 0856704 July 1, 2009 Developing a Science Posse Program. This "science posse" project is piloting and assessing a program designed to increase the total number of STEM majors from underrepresented groups. Building upon successful models already developed by The Posse Foundation and the Meyerhoff program at the University of Maryland-Baltimore County, this program is enrolling 12 students per year in each of the first three years of the grant period. The posse program is recruiting students who display an interest in and aptitude for science from inner city high schools. Each science posse participant engages in a four-week pre-matriculation program introducing them to laboratory research and a series of enrichment workshops illustrating the connections between the sciences and mathematics. Each participant also receives an opportunity to take part in an eight-week summer collaborative student/faculty research experience at Dickinson after either their first or second year of study, as well as an additional eight-week summer capstone research experience at another academic or industrial research laboratory following their junior year. The goal of the program is to achieve an overall increase of at least 28 STEM graduates and to establish a cohort of science major role models for future students among underrepresented minority groups. Methods and results of the program's activities will be disseminated widely within the broader science education community through journal publications and presentations at professional meetings to serve as models for other institutions. STEM TALENT EXPANSN PGM (STEP) DUE EHR Crouch, R. David Michael Holden Teresa Barber David Kushner Charles Zwemer Dickinson College PA Bert E. Holmes Continuing grant 251710 1796 SMET 9178 0116000 Human Subjects 0856716 June 15, 2009 Increasing Enrollment and Retention in the College of Engineering Using a Multi-Disciplinary Motorsports Theme. The project is applying NASCAR racing as an intellectual engagement strategy in a broad array of approaches to enroll better and brighter students and then capture their imagination in the key freshman year. It involves a collection of face to face presentations, flyers and guidance counselor posters, and a summer fellowship program. It is using the networking resources of an existing center of mathematics, science, and technology education (CMSTE) to reach the large numbers of under-represented minorities in the regional high schools and, through another existing program, gifted and talented students across the state. By applying hands-on learning modules with a NASCAR theme in first-year engineering courses, the investigators are introducing the students to exciting engineering activities. A key resource is the University of North Carolina Charlotte Race Shop, which has a number of powerful, useful, and available resources. Project evaluation, under the direction of two experts, is using surveys, interviews, observations, and focus groups to track how the project is being implemented and achieving its objectives. Dissemination efforts involve conference presentations, journal publications, and a comprehensive web site. Broader impacts include the K-12 outreach with a focus on underrepresented groups, networking and partnerships between the university and regional high schools, and the dissemination of project approaches and results. STEM TALENT EXPANSN PGM (STEP) DUE EHR Tkacik, Peter David Royster Kimberly Warren University of North Carolina at Charlotte NC Russell L. Pimmel Continuing grant 1089606 1796 SMET 9178 0116000 Human Subjects 0856767 August 15, 2009 Retention through Remediation : Enhancing Calculus I Success. "Retention through Remediation: Enhancing Calculus I Success" is a Type 1-B STEP project. Building on the success of a previous STEP 1-A award, this project is working in the new direction of improving students' mathematical background as a means of retaining STEM majors. This bridge-type program is using a series of technology-based strategies for identifying new STEM students with weak pre-calculus/algebraic skills and providing them with a Personalized Study Program to strengthen their pre-calculus skills and position them for success in college mathematics. The approach begins with using the results from a Calculus Readiness Assessment tool, which was developed during their STEP 1-A project, to determine which incoming students are mathematically at risk. Then they follow-up with these students by a variety of technology-mediation methods including direct synchronous contact with an experienced instructor via conferencing software; videos of important pre-calculus topics; Applets to add interactivity, depth of understanding, and improve visualization of the concepts; and an online text, assessment, and homework delivered through an online course management system. This program is taken during the summer prior to their first semester of college. In the following fall semester, these students participate in the "Just-in-Time" program, which reinforces algebraic concepts, as they are needed in the Calculus I course. The broader impact of this project includes their development of an effective, cost-efficient remediation program in pre-calculus available to large numbers of students who need it, prior to taking Calculus I, which is a STEM-gateway course. Their evaluation design is providing new knowledge about technology-based remediation of algebraically weak students during that summer prior to entering college and again in the first fall experience. This project team is disseminating their strategy and set of software tools for successfully addressing the issue of attrition due to failure in first-year calculus, which is a widespread issue that impacts STEM graduation rates in institutions across the country. This project is impacting at least 600 of the incoming 3,100 STEM students in both the summer and fall interventions. They are increasing their STEM graduation rates by at least 100 additional STEM graduates annually. The project's External Advisory Board is providing expertise on how the project materials work within the context of other campuses, which is helping with the dissemination of project learning resources. Presentations and publications are being developed to share this project's successes. STEM TALENT EXPANSN PGM (STEP) DUE EHR Allen, G. Donald Maxwell Michael Pilant Jeffrey Froyd Sandra Nite Texas A&M Research Foundation TX Ginger H. Rowell Continuing grant 1148887 1796 SMET 9178 0116000 Human Subjects 0856796 August 15, 2009 Arlington Undergraduate Research-based Achievement for STEM (AURAS). The Colleges of Science and Engineering are collaborating to increase retention of incoming first-time first-semester freshmen in these colleges by 15%, to produce a total of about 100 additional STEM graduates per year. The goal of the Arlington Undergraduate Research-based Achievement for STEM (AURAS) is to use research-based approaches and best practices to increase the retention of STEM majors, particularly women and minorities. Strategies being used include (1) implementation of the recognized best-practice Emerging Scholars program in high-loss courses in math (specifically, Pre- and Calculus I) and chemistry (Chemistry for Engineers and General Chemistry) courses, and (2) undergraduate research opportunities ("authentic experiences") pairing first- and second-year undergraduates with faculty mentors in laboratory experiences. A significant correlation between mathematics performance/readiness and student retention in STEM fields has been established and is being targeted by these strategies. The impact of these programs is being evaluated, especially the use of Emerging Scholars techniques at the pre-Calculus level and the use of authentic experiences at this early stage of students' academic careers. The intellectual merit of the proposed activity is that it is grounded in current research on the causes of attrition among STEM majors. A previous assessment of those factors among STEM students at the institution has determined the interventions to be used in this project. Attrition among engineering and science majors at this institution and elsewhere occurs largely in the first two years. If successful in improving retention in this large public, urban university, the combination of an intensive focused-study program in high-loss introductory science and math courses for STEM students and subsequent authentic experiences motivating students for STEM study could be applied at other institutions. The evaluation plan will determine the effectiveness of these components in increasing retention. The components, if successful, are expected to become self-supporting by the end of the funding period. A contribution to the Emerging Scholars body of knowledge at the Precalculus level is another merit of this program. The broader impact of this project is twofold. First, the primary target population for increased retention is first-year college students that graduated from high school in the majority minority school districts of Arlington, Grand Prairie, Dallas and Ft. Worth, TX; thus the increased retention is expected to be in those groups that are under-represented in STEM fields. These graduates are expected to be exceptionally well prepared with significant authentic research and work experiences that will help in their careers or post-graduate education. Second, the results of this project will be disseminated widely at national conferences and in the scientific and educational literature, contributing to the body of best practices that can be adopted elsewhere. STEM TALENT EXPANSN PGM (STEP) DUE EHR Peterson, Lynn Ramon Lopez James Epperson Kevin Schug J. Carter Tiernan University of Texas at Arlington TX Susan H. Hixson Continuing grant 1201891 1796 SMET 9178 0856815 January 1, 2010 The Idaho Science Talent Expansion Program. This project is increasing STEM retention and graduation rates by targeting first-year STEM students and the STEM faculty who teach those students. Mathematics assessment and learning are integrated with new-student orientation, and STEM faculty educational training is being linked with STEM freshman learning communities and with new student orientation. The project is expanding and incorporating a dimensional analysis curriculum, which has been successful in an engineering learning community, to a precalculus STEM learning community. This curriculum enhancement is helping to effectively prepare students for chemistry and physics courses. Based on exceptional retention results, the use of engineering research internships for first-year students is being expanded to other STEM disciplines. The Summer Adventure STEM Orientation program is improving retention with students at-risk for not completing a STEM degree, including those who are underprepared in math, those with financial need, Hispanic students, women, and students with low self-efficacy. The activities and assessments are providing scholarly findings about the impact of first-year programs for at-risk populations. This project is impacting at least 1300 incoming STEM majors over the five-year grant period. The expectation is that the retention rate of first-year STEM students will increase from 57% to 70%, and STEM undergraduate degrees will increase by 40 additional STEM graduates annually. Internal and External Advisory Boards are helping to guide the project and to disseminate results. Curriculum enhancement resources developed by this project are being distributing via their website. Project results and lessons learned are being shared through presentations and publications. This project is also developing close connections with and providing outreach activities for a newly formed regional community college, College of Western Idaho. STEM TALENT EXPANSN PGM (STEP) DUE EHR Callahan, Janet Douglas Bullock Joe Guarino Susan Shadle David Wilkins Boise State University ID Ginger H. Rowell Continuing grant 590753 1796 SMET 9178 9150 0856819 September 1, 2009 Collaborative Research: Motivated Engineering Transfers - STEM Talent Expansion Program (METSTEP). The project is a collaborative effort between a four-year school (Arizona State University) and five non-metropolitan feeder schools (Arizona Western College, Central Arizona College, Cochise College, Eastern Arizona College, and Mohave Community College). The team is working to significantly increase the number of transfer students, especially women and underrepresented minority students, that graduate in engineering and computer science. In order to accomplish this, they are: 1) providing scholarships to students in the feeder schools and to transfer students at Arizona State University , 2) supporting student outreach activities at the feeder schools, 3) supporting engineering courses at the feeder schools by providing materials, tutoring, local engineering speakers, and tuition scholarships, 4) conducting "Be an Engineer" events at the feeder schools for both students and their parents, 5) providing classes, workshops, and seminars using live broadcast and videotape, 6) providing an engaged community of mentors with extensive experience and commitment for all students, 7) hosting an orientation at Arizona State University for engineering transfer students, 8) managing a center where engineering transfer students can study together and get the support needed to survive, and 9) working with transfer students through a time-tested "career shaping" academic scholarship workshop program. The project is building on an earlier successful program between Arizona State University and a set of metropolitan community colleges with similar goals. Evaluation efforts, involving formative and summative aspects, are being conducted by internal and external evaluators who are developing and monitoring indices for enrollment, persistence, and graduation. Broader impacts include the development and dissemination of models for collaboration between community colleges and four-year schools and the efforts to increase the number of women and minorities in engineering. STEM TALENT EXPANSN PGM (STEP) DUE EHR Pangasa, Rakesh Theresa Tincher Arizona Western College AZ Russell L. Pimmel Continuing grant 56400 1796 SMET 9178 0116000 Human Subjects 0856827 August 1, 2009 Urban Science, Technology, Engineering, and Mathematics Talent Expansion Program. This partnership encompasses three large urban commuting schools, two community colleges (City Colleges of Chicago Kennedy-King College and Olive-Harvey College) and the Chicago State University (CSU). It is fostering an increase in the number of students persisting in science, technology, engineering and mathematics (STEM) courses and majors by focusing directly on the quality of student learning and engaging students in research projects early in their academic careers. The program: 1. enables students at community colleges to matriculate directly into the CSU baccalaureate STEM programs; 2. gives students support through programs that include facilitated learning, on-line tutoring, career counseling, seminars, development workshops, and faculty and peer mentoring programs; 3. puts early emphasis on developing student skills in mathematics and writing; and 4. uses CSU's local prairie garden for ecological and environmental field research as a base to expand opportunities for student research opportunities early in their undergraduate years. Intellectual Merit: Contributing to the intellectual merit of this project are: the strong emphasis on academic excellence through strengthening student skills in mathematics and writing; affording early research experiences on something that students can see is a part of their world; and the close attention to support through cohort class participation, faculty and peer workshops, group study, seminars, and hands-on instruction in mathematics and science. Broader impacts: These institutions have long successful records of increasing diversity throughout their academic programs and have worked diligently with the public schools, community colleges and public institutions to do so. The goals are to increase undergraduate research by 20% and transfer rates from community college to baccalaureate institutions by 25%. The results of the program are being widely disseminated. STEM TALENT EXPANSN PGM (STEP) DUE EHR Lindsey, Rachel LeRoy Jones II Chicago State University IL Terry S. Woodin Continuing grant 960000 1796 SMET 9178 0116000 Human Subjects 0856830 July 1, 2009 Washington MESA Community College Program (WA-MCCP). The project is implementing a comprehensive, integrated, multi-layered approach for increasing the number of STEM majors across the State of Washington by coordinating articulation and matriculation between the Washington MESA Community College Program, the University of Washington, and Washington State University. The comprehensive approach is being achieved through established synergy and strong institutional support at the partner colleges and universities. The project, a follow-on to a prior STEP award, is (1) expanding its focus from engineering to all STEM disciplines while strongly emphasizing the inclusion of underrepresented students, (2) increasing the number of community colleges active in the consortium, (3) standardizing the retention and transfer services and activities by migrating towards the successful MESA Community College STEM transfer model, (4) institutionalizing the MESA academic support model for STEM transfers at participating community colleges, and (5) replicating the successful components and services of the MESA K-20 Pathway across Washington. They are disseminating the project's findings and best practices at professional technical society meetings and through organizations such as the National Action Council of Minority Engineering Program Administrators (NAMEPA), Society for the Advancement of Chicanos and Native Americans in the Sciences (SACNAS), and National Society of Black Engineers (NSBE). A workforce development center at the University of Washington is monitoring progress towards the project goals by collecting and analyzing data on the number of students and their grades, retention and transfer rates, self confidence levels, and impressions of program effectiveness. Broader impacts include a major focus on increasing the participation of underrepresented minority students and the dissemination of the projects' approaches and evaluation results. STEM TALENT EXPANSN PGM (STEP) DUE EHR Dorsey, James University of Washington WA Russell L. Pimmel Continuing grant 1969987 1796 SMET 9178 0116000 Human Subjects 0856834 September 1, 2009 Collaborative Research: Motivated Engineering Transfers-STEM Talent Expansion Program (METSTEP). The project is a collaborative effort between a four-year school (Arizona State University) and five non-metropolitan feeder schools (Arizona Western College, Central Arizona College, Cochise College, Eastern Arizona College, and Mohave Community College). The team is working to significantly increase the number of transfer students, especially women and underrepresented minority students, that graduate in engineering and computer science. In order to accomplish this, they are: 1) providing scholarships to students in the feeder schools and to transfer students at Arizona State University , 2) supporting student outreach activities at the feeder schools, 3) supporting engineering courses at the feeder schools by providing materials, tutoring, local engineering speakers, and tuition scholarships, 4) conducting "Be an Engineer" events at the feeder schools for both students and their parents, 5) providing classes, workshops, and seminars using live broadcast and videotape, 6) providing an engaged community of mentors with extensive experience and commitment for all students, 7) hosting an orientation at Arizona State University for engineering transfer students, 8) managing a center where engineering transfer students can study together and get the support needed to survive, and 9) working with transfer students through a time-tested "career shaping" academic scholarship workshop program. The project is building on an earlier successful program between Arizona State University and a set of metropolitan community colleges with similar goals. Evaluation efforts, involving formative and summative aspects, are being conducted by internal and external evaluators who are developing and monitoring indices for enrollment, persistence, and graduation. Broader impacts include the development and dissemination of models for collaboration between community colleges and four-year schools and the efforts to increase the number of women and minorities in engineering. STEM TALENT EXPANSN PGM (STEP) DUE EHR Anderson-Rowland, Mary Armando Rodriguez Arizona State University AZ Russell L. Pimmel Continuing grant 1218000 1796 SMET 9178 0116000 Human Subjects 0856842 September 1, 2009 Collaborative Research: Motivated Engineering Transfers -- STEM Talent Expansion Program (METSTEP). The project is a collaborative effort between a four-year school (Arizona State University) and five non-metropolitan feeder schools (Arizona Western College, Central Arizona College, Cochise College, Eastern Arizona College, and Mohave Community College). The team is working to significantly increase the number of transfer students, especially women and underrepresented minority students, that graduate in engineering and computer science. In order to accomplish this, they are: 1) providing scholarships to students in the feeder schools and to transfer students at Arizona State University , 2) supporting student outreach activities at the feeder schools, 3) supporting engineering courses at the feeder schools by providing materials, tutoring, local engineering speakers, and tuition scholarships, 4) conducting "Be an Engineer" events at the feeder schools for both students and their parents, 5) providing classes, workshops, and seminars using live broadcast and videotape, 6) providing an engaged community of mentors with extensive experience and commitment for all students, 7) hosting an orientation at Arizona State University for engineering transfer students, 8) managing a center where engineering transfer students can study together and get the support needed to survive, and 9) working with transfer students through a time-tested "career shaping" academic scholarship workshop program. The project is building on an earlier successful program between Arizona State University and a set of metropolitan community colleges with similar goals. Evaluation efforts, involving formative and summative aspects, are being conducted by internal and external evaluators who are developing and monitoring indices for enrollment, persistence, and graduation. Broader impacts include the development and dissemination of models for collaboration between community colleges and four-year schools and the efforts to increase the number of women and minorities in engineering. STEM TALENT EXPANSN PGM (STEP) DUE EHR Bristle, Danette Mohave Community College AZ Russell L. Pimmel Continuing grant 56400 1796 SMET 9178 0116000 Human Subjects 0856852 September 1, 2009 Collaborative Research: Motivated Engineering Transfers ? STEM Talent Expansion Program (METSTEP). The project is a collaborative effort between a four-year school (Arizona State University) and five non-metropolitan feeder schools (Arizona Western College, Central Arizona College, Cochise College, Eastern Arizona College, and Mohave Community College). The team is working to significantly increase the number of transfer students, especially women and underrepresented minority students, that graduate in engineering and computer science. In order to accomplish this, they are: 1) providing scholarships to students in the feeder schools and to transfer students at Arizona State University , 2) supporting student outreach activities at the feeder schools, 3) supporting engineering courses at the feeder schools by providing materials, tutoring, local engineering speakers, and tuition scholarships, 4) conducting "Be an Engineer" events at the feeder schools for both students and their parents, 5) providing classes, workshops, and seminars using live broadcast and videotape, 6) providing an engaged community of mentors with extensive experience and commitment for all students, 7) hosting an orientation at Arizona State University for engineering transfer students, 8) managing a center where engineering transfer students can study together and get the support needed to survive, and 9) working with transfer students through a time-tested "career shaping" academic scholarship workshop program. The project is building on an earlier successful program between Arizona State University and a set of metropolitan community colleges with similar goals. Evaluation efforts, involving formative and summative aspects, are being conducted by internal and external evaluators who are developing and monitoring indices for enrollment, persistence, and graduation. Broader impacts include the development and dissemination of models for collaboration between community colleges and four-year schools and the efforts to increase the number of women and minorities in engineering. STEM TALENT EXPANSN PGM (STEP) DUE EHR Richard, Hall Cochise College AZ Russell L. Pimmel Continuing grant 56400 1796 SMET 9178 0116000 Human Subjects 0856855 September 1, 2009 Collaborative Research: Motivated Engineering Transfers - STEM Talent Expansion Program (METSTEP). The project is a collaborative effort between a four-year school (Arizona State University) and five non-metropolitan feeder schools (Arizona Western College, Central Arizona College, Cochise College, Eastern Arizona College, and Mohave Community College). The team is working to significantly increase the number of transfer students, especially women and underrepresented minority students, that graduate in engineering and computer science. In order to accomplish this, they are: 1) providing scholarships to students in the feeder schools and to transfer students at Arizona State University , 2) supporting student outreach activities at the feeder schools, 3) supporting engineering courses at the feeder schools by providing materials, tutoring, local engineering speakers, and tuition scholarships, 4) conducting "Be an Engineer" events at the feeder schools for both students and their parents, 5) providing classes, workshops, and seminars using live broadcast and videotape, 6) providing an engaged community of mentors with extensive experience and commitment for all students, 7) hosting an orientation at Arizona State University for engineering transfer students, 8) managing a center where engineering transfer students can study together and get the support needed to survive, and 9) working with transfer students through a time-tested "career shaping" academic scholarship workshop program. The project is building on an earlier successful program between Arizona State University and a set of metropolitan community colleges with similar goals. Evaluation efforts, involving formative and summative aspects, are being conducted by internal and external evaluators who are developing and monitoring indices for enrollment, persistence, and graduation. Broader impacts include the development and dissemination of models for collaboration between community colleges and four-year schools and the efforts to increase the number of women and minorities in engineering. STEM TALENT EXPANSN PGM (STEP) DUE EHR Vangilder, Clark Jeffery Bunkelmann Central Arizona College AZ Russell L. Pimmel Continuing grant 56400 1796 SMET 9178 0116000 Human Subjects 0901159 April 1, 2009 Strategic Summit on the Computing Education Challenges at Community Colleges. This project supports the running of a two-and-a-half day event, a Strategic Summit on the Computing Education Challenges for Community Colleges, designed to frame the challenges of the next five years and beyond of computing education. A diverse group of experts, from industry as well as from academia, is brought together to engage in focused round table discussions to address just one question: "What are the major challenges confronting computing programs in community colleges spanning the next five to ten years?" This then constitutes the primary goal of this project and the core intellectual merit. The proceedings from this event serve to steer and influence initiatives and funding proposals to NSF in the coming years. A secondary goal, arising naturally from the first, is to subsequently share these conclusions widely - to achieve the highest level of broader impact - in order to spur initiatives and grant proposals which respond to these challenges. ADVANCED TECH EDUCATION PROG DUE EHR Hawthorne, Elizabeth Karl Klee Robert Campbell Anita Wright Association Computing Machinery NY Stephen C. Cooper Standard Grant 150000 7412 SMET 9178 1032 0116000 Human Subjects 0901172 May 1, 2009 A Regional Photonics Initiative. This photonics project is the start of a three-phase initiative to develop a new photonics program that a) responds to regional employment shortages in this emerging field by training much-needed technicians, and b) produces graduates who choose to go on to receive more advanced degrees. Phase one adds a photonics option to the college's existing manufacturing offerings by instituting a Photonics Technician Certificate, creating a new optics laboratory, and exploring the local need for an Associate in Applied Science (AAS) degree in Photonics. Future phases will implement the AAS degree, extend the student recruitment effort, and pursue articulation agreements with four-year institutions. The project team applies lessons learned from an NSF S-STEM grant for student recruitment, and collaborates with the National Center for Optics and Photonics Education (OP-TEC) and the ATE program at Indian Hills Community College. This project: Develops new courses by adapting and field testing photonics curricula in collaboration with OP-TEC and local industry; Trains faculty in both content and teaching methods; Adapts existing strategies used by other ATE grantees, including those designed to equip all students with the mathematical ability to succeed; Collaborates with local manufacturers on an Industrial Advisory Board; Develops a local pipeline from high school to AAS degree to 4-year degree; Provides a replicable model of how to implement a new technical program in an emerging technology field in a systematic manner, including local partners. ADVANCED TECH EDUCATION PROG DUE EHR Dulmes, Steven Fred Scheu College of Lake County IL Herbert H. Richtol Standard Grant 149835 7412 SMET 9178 1032 0116000 Human Subjects 0901408 July 1, 2009 Aviation Diesel Engine Maintenance Program Development. The project, which involves two secondary school partners and several industrial partners, is expanding the airframe and power plant aircraft technician programs to incorporate instruction on compression-ignition, piston-driven aviation engines (also called diesel-cycle engines). The goal is to integrate instruction on high-performance aviation diesel engines into the aircraft technician programs at three institutions in Ohio and disseminate the curriculum nationwide. The project is: (1) providing faculty professional development for seven secondary and postsecondary faculty members who will teach the new aviation diesel engine maintenance, troubleshooting, and repair courses; (2) developing two new aviation diesel engine laboratories to be used by a community college and two feeder high school career centers; (3) developing and pilot testing two new associate-degree level aviation diesel engine maintenance, troubleshooting, and repair courses; (4) developing and pilot testing high school level aviation diesel engine maintenance, troubleshooting, and repair modules; and (5) developing and expanding 2+2 articulations from high school to community college. The evaluation effort, under the direction of an independent expert, is using mixed methods to assess learning gains and student and instructor perceptions about the material. Project materials and results are being disseminated through presentations at professional conferences, through wide distribution of a CD-ROM, and publications in professional journals. Broader impacts include the dissemination of project material and the strong connection to secondary schools. ADVANCED TECH EDUCATION PROG DUE EHR Wingate, Leo Rollin Tomlin Eric Bickel Sinclair Community College OH Russell L. Pimmel Standard Grant 350000 7412 SMET 9178 1032 0116000 Human Subjects 0902309 October 1, 2009 The SEET Project: Sustainable Energy Education and Training Workshops for Future Energy Technicians. The Advanced Technology Environmental and Energy Center, the U.S. Department of Energy (DOE), and the Partnership for Environmental Technology Education are partnering to build the nation's capacity for educating technicians to work in the energy industry. The Sustainable Energy Education and Training (SEET) project is (1) increasing community college and high school technology instructors' technical knowledge of sustainable energy by hosting annual 10-day professional development workshops about advances in energy technology, technician training requirements, renewable energy, and energy efficiency and conservation for 75 instructors at DOE sites around the country, (2) promoting ongoing learning and teaching of sustainable energy by creating a resource-rich SEET website and a network of educators, and (3) promoting ongoing peer learning and teaching by having SEET participants conduct annual energy-related webinars for educators nationwide and having participants conduct professional development events in their local communities. An external evaluator is measuring the impact of project activities on participating instructors and their students. ADVANCED TECH EDUCATION PROG DUE EHR Kabat Lensch, Ellen Eastern Iowa Community College IA David A. Hanych Continuing grant 271678 7412 SMET 9178 1032 0116000 Human Subjects 0902411 September 1, 2009 Southwest Center for Microsystems Education. The Albuquerque region is home to large government laboratories, large technical industries and many small high technology companies. The Southwest Center for Microsystem Education (SCME), a collaboration of the University of New Mexico, Central New Mexico Community College (CNM) , and the Southwest Indian Polytechnic Institute (SIPI), increases the educational capacity of the region to produce technicians skilled in supporting microelectromechanical system (MEMS) research, design, and commercialization. The regional center builds on its previous work to establish workforce needs and standards to engage academia, industry and government in identifying microsystem technician competencies, while also increasing awareness of career opportunities in MEMS by community college and high school students. Based on a needs assessment and building on prior experience, learning modules and kits are developed to enhance microsystem-focused programs and curricula in high schools and community colleges. Thirty more shared-content object (SCO) suites are created to support new topics in MEMS fabrication, characterization, instrumentation and career exploration. Hands-on kits that bring elements of the cleanroom fabrication experience into the classroom are developed and disseminated. The Center continues to provide professional development workshops for high school, community college and four-year college faculty. Each year four one-day introductory awareness workshops and four five-day cleanroom short courses are offered - one workshop is offered to tribal colleges. The Center increases interest in MEMS in high-school age populations by working in high schools that have large numbers of students from underrepresented groups and with their teachers. The effectiveness of the materials and professional development is evaluated. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Pleil, Matthias John Wood Nader Vadiee Fabian Lopez University of New Mexico NM Gerhard L. Salinger Continuing grant 1650327 7412 1536 SMET 9178 9150 1032 0902470 May 15, 2009 Securing Our Future - Preparing Tomorrow's Agriculture Teachers Today. This project develops an educational pathway for students in Agriculture Education that articulates between local high schools, Modesto Junior College (MJC), and five California State Universities. The curriculum is designed and implemented in consultation with the Agriculture Education Steering Committee, comprised of MJC faculty, 13 area high schools, and representatives from the 5 partnering California State University Agriculture Programs. An Associate of Science degree is to be submitted to the State in Agricultural Science. Additionally, specific strategies are researched and implemented for recruiting, retaining and supporting future Agriculture Education students. These methods include program presentations, print and digital media, on-going communication with high school teachers and counselors, and a state-wide database. Special attention is given to approaches for students, including minorities, who have not typically pursued Agriculture as a career. Toward this end, an Agriculture Education Pathway Scholarship program is established, and a cohort approach to coursework is implemented, including an advising and mentoring component, cohort leadership training, and a Summer Institute for student success. ADVANCED TECH EDUCATION PROG DUE EHR Anglin, Mark Don Borges Pedro Mendez Yosemite Community College District CA David B. Campbell Standard Grant 149692 7412 SMET 9178 1032 0116000 Human Subjects 0902511 August 1, 2009 A Pilot Project to Implement a Tiered Internship Model for Students in Geospatial Technology (TIMSGeoTech). Pikes Peak Community College (PPCC) in partnership with industry and a high school district is creating and implementing a tiered internship program in geospatial technology (TIMSGeoTech). The project is aligning the educational practices with industry expectations in an effort to increase the enrollment of students and better define career pathways. The project is being informed by the SC ATE Center of Excellence and the National Geospatial Technology Center. SC ATE Center's successful internship, student recruitment, and industry consortium models are being adapted and implemented for this project. The TIMSGeoTech is advancing knowledge and understanding in many fields involving geospatial technology, geographic information systems and science aligning graduates and their skills with industry needs through tiered internship experiences. It is also facilitating communication among sectors (academic, industry, and government) to improve the relevance of coursework to today's geospatial applications. This is allowing resources of various organizations to be combined to provide valuable experiences for participants. Establishing paid internships and scholarships should develop this project into a self-sustaining program. The Tiered Internship Model can be adapted by two- and four-year colleges preparing geospatial technicians as it creates a system for partnering with industry so that they can 'grow their own' future workforce by tapping students early in the educational process and grooming them for possible future employment with the company after graduation. TIMSGeoTech is bringing together a diverse group of industry stakeholders to create opportunities for partnerships and networking for students, educators, and professionals. TIMSGeoTech is enhancing the involvement of under-represented groups through outreach to workforce development offices by providing links to unemployed and underemployed individuals. ADVANCED TECH EDUCATION PROG DUE EHR Kopteva, Irina Pikes Peak Community College CO Jill K. Singer Standard Grant 149542 7412 SMET 9178 1032 0116000 Human Subjects 0902747 September 15, 2009 CyberWATCH Phase II (CWII). In 2005, CyberWATCH was established as an ATE regional center for cybersecurity education serving the Washington, DC, metropolitan area (Award DUE-0501828). Following four successful years of operation, the current grant renews the center for a second phase. The CyberWATCH consortium has grown from 10 original core institutions in Maryland, Virginia, and the District of Columbia to 26 members, including affiliates in Delaware, North Carolina, Louisiana, New York, Massachusetts, and Washington State. CyberWATCH Phase II is expanding academic resources to meet constantly changing industry needs; strengthening the K-12 pipeline and increasing enrollments in Information Security/Information Assurance (IS/IA) programs; expanding the consortium and providing resources and support to new members; providing real-life or simulated work experiences for students; addressing public awareness of cybersecurity; promoting the IS/IA profession; and developing a revenue stream that will sustain the consortium over the long term. While continuing the successful efforts in curriculum, faculty, and student development that were launched during Phase I, CyberWATCH Phase II is adding several innovative programs. New initiatives include: * online model A.A.S. and A.S. curricula, paired with appropriate faculty training, dissemination of materials, a curriculum maintenance and update process, and mapping updates; * specialized curriculum tracks in digital forensics, network security, database management security, and secure programming; * curricula and case studies that utilize the center's digital forensics lab; * faculty self-assessment instruments, which allow faculty to assess their skills in IS/IA in the context of the CyberWATCH curriculum and identify training to fill gaps; * a clearinghouse of guest speakers; * a mentoring program that pairs industry professionals with students; * a high school-to-college articulation program focusing on IS/IA; * additional curriculum modules and case studies that fill in gaps in the existing 85 modules and their alignment with CyberWATCH courses; * an enhanced K-12 cybersecurity education program, including summer camps for high school students, 1-2 day programs for middle school girls, after-school enrichment programs for elementary students, and a 1-2 week program for STEM teachers; * specialized security training for the personnel who are responsible for maintaining IT infrastructure in K-12 schools; * a CyberWATCH presence in Second Life, which will allow students and faculty to participate in virtual classes, workshops, conferences, and training scenarios; * an annual online job fair and a program to prepare students for interviews; and * additional activities promoting cybersecurity awareness, education, and careers to the public. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Spear, Robert Davina Pruitt-Mentle Fred Klappenberger Casey O'Brien Margaret Leary Prince George's Community College MD Victor P. Piotrowski Continuing grant 1814022 7412 1536 SMET 9178 1032 0902811 August 15, 2009 NPT2 -- Building a Technologically Advanced Pulp, Paper , and Allied Industries Workforce and Contributing to the Development of the Nation's Renewable Energy Capacity. The National Network for Pulp and Paper Technology Training, with four regional nodes and 15 community colleges, provides the pulp and paper sector of the US forest products industry with a globally competitive, technologically advanced workforce through recruiting, retaining and placing students; developing and implementing standards, certificates, curriculum and professional development; and disseminating products to other community colleges. The National Network increases outreach to employers, professional organizations, colleges and high schools including the development and approval of standards and certifications. The curriculum is expanded to include standards, curriculum materials and professional development that emphasize the wood-based renewable energy used in pulp and paper mills that can be used nationally to reduce dependence on petroleum. Goals for recruitment and professional development workshops for high school faculty and include at least 200 new students per year with 35% being from underrepresented groups and 40% from rural areas and with 70% completing the program. The goal of 70% of the graduates being employed within six months of graduation is implemented through research on the return on investment by companies from hiring graduates of the program. EXP PROG TO STIM COMP RES ADVANCED TECH EDUCATION PROG DUE EHR Shepherd, Charles Harry Cullinan Dumont Henderson Ralph Benefiel Mary Cornell Alabama Southern Community College AL Gerhard L. Salinger Continuing grant 2088565 9150 7412 SMET 9178 9150 1032 0902897 June 1, 2009 Collaborative Project: Using GIS with real-time water quality assessment to guide scientific inquiry and learning in a community college environmental studies program. A course in Aquatic Environmental Science is being developed at Northwest Florida State College (NWFSC), a two year college. The cornerstone of the course is a series of field sampling activities using a combination of field analytical instruments and web-enabled GIS products to assess, in real-time, spatial and temporal variability of biogeochemical parameters in a local estuary. Teams of students are collecting data using handheld multimeters to perform field analyses for physical parameters (temperature, salinity, and dissolved oxygen) and separate portable colorimeters to measure biogeochemical parameters (nitrate, ammonium, and phosphate). Students are using field laptop PCs to upload water quality data (via a wireless network card) to a GIS webserver, maintained at a nearby four-year university, the University of West Florida (UWF). The data from all sampling teams are compiled by the GIS server and used to generate GIS layers that graphically depict the spatial variability of water quality parameters using the entire data set. While still in the field, these GIS layers can be immediately accessed by students and instructors to obtain a whole basin view of spatial variation in water quality parameters. These summary results are used to generate and test field hypotheses or to facilitate in-the-field comparison with historical data collected during previous semesters and stored on the field laptop. The Aquatic Environmental Science course is a component of Physical Sciences in the Science Department at NWFSC. The target audience for this course includes students enrolled in an AA program and students enrolled in the Middle School Science Teacher Program for pre-service teachers. The major field sampling component of the course is designed to meet a number of goals related to both STEM disciplines and technical workforce training by creating an experiential learning activity based on field data collection. Specifically, the new course has field and classroom components that provide students with the opportunity to use a variety of field technical equipment within the context of an ecological assessment. The goal of this combination is to simultaneously address STEM learning and technical aptitude within a field-based project. The proposed field activities also are being used as an articulation opportunity to introduce two-year college students at NWFSC to GIS technology and environmental sciences. By collaborating with a UWF there are opportunities for recruiting NWFSC students into baccalaureate and graduate programs. The field activities also are being integrated into a workshop for regional in-service high school science teachers. ADVANCED TECH EDUCATION PROG DUE EHR Schwartz, Matthew University of West Florida FL Jill K. Singer Standard Grant 83098 7412 SMET 9179 9178 1032 0116000 Human Subjects 0902898 June 1, 2009 Collaborative Project: Using GIS with real-time water quality assessment to guide scientific inquiry and learning in a community college environmental studies program. A course in Aquatic Environmental Science is being developed at Northwest Florida State College (NWFSC), a two year college. The cornerstone of the course is a series of field sampling activities using a combination of field analytical instruments and web-enabled GIS products to assess, in real-time, spatial and temporal variability of biogeochemical parameters in a local estuary. Teams of students are collecting data using handheld multimeters to perform field analyses for physical parameters (temperature, salinity, and dissolved oxygen) and separate portable colorimeters to measure biogeochemical parameters (nitrate, ammonium, and phosphate). Students are using field laptop PCs to upload water quality data (via a wireless network card) to a GIS webserver, maintained at a nearby four-year university, the University of West Florida (UWF). The data from all sampling teams are compiled by the GIS server and used to generate GIS layers that graphically depict the spatial variability of water quality parameters using the entire data set. While still in the field, these GIS layers can be immediately accessed by students and instructors to obtain a whole basin view of spatial variation in water quality parameters. These summary results are used to generate and test field hypotheses or to facilitate in-the-field comparison with historical data collected during previous semesters and stored on the field laptop. The Aquatic Environmental Science course is a component of Physical Sciences in the Science Department at NWFSC. The target audience for this course includes students enrolled in an AA program and students enrolled in the Middle School Science Teacher Program for pre-service teachers. The major field sampling component of the course is designed to meet a number of goals related to both STEM disciplines and technical workforce training by creating an experiential learning activity based on field data collection. Specifically, the new course has field and classroom components that provide students with the opportunity to use a variety of field technical equipment within the context of an ecological assessment. The goal of this combination is to simultaneously address STEM learning and technical aptitude within a field-based project. The proposed field activities also are being used as an articulation opportunity to introduce two-year college students at NWFSC to GIS technology and environmental sciences. By collaborating with a UWF there are opportunities for recruiting NWFSC students into baccalaureate and graduate programs. The field activities also are being integrated into a workshop for regional in-service high school science teachers. ADVANCED TECH EDUCATION PROG DUE EHR Beauregard Schwartz, Allison Matthew Schwartz Northwest Florida State College FL Jill K. Singer Standard Grant 65811 7412 SMET 9178 1032 0116000 Human Subjects 0902904 July 15, 2009 Improving Access to Technological Education Programs and Careers for Community College Students with Learning Disabilities. The goal of the project is to increase the number of students with learning disabilities who pursue and graduate from technological education programs and either continue their academic pursuit of four-year technological degrees, or gain employment as successful technology workforce employees. Landmark College, a two-year college for students with learning disabilities and attention disorders, will conduct a series of needs assessments of three community college technology programs and regional technology employers to develop a hybrid (in-person and online) professional development program, based on best practices. The professional development materials will cover a number of areas of struggle for students in technology-related courses, including mathematics and science instruction, mastering complex vocabulary, study skills, and metacognitive strategies to help students assess their own understanding. Program effectiveness will be assessed through the implementation of a one-group pretest-posttest pilot study conducted at the three community college partner sites (Community College of Allegheny County, Lone Star College, and Western Nevada College), using a grounded theory analysis approach to review formative program results and summative student and faculty outcomes. An independent external evaluator will assess the project's effectiveness in meeting its goals. ADVANCED TECH EDUCATION PROG DUE EHR Fadden, Steven Landmark College VT Karen A. Marrongelle Standard Grant 149994 7412 SMET 9178 9150 1032 0116000 Human Subjects 0903051 September 1, 2009 Problem-Based Learning (PBL) for Sustainable Technology: Increasing the STEM Pipeline (STEM PBL). This ATE curriculum and professional development project, "Problem-Based Learning (PBL) for Sustainable Technology: Increasing the STEM Pipeline" is building on a strong foundation from previous projects including PHOTON PBL (DUE#0603143). Using Problem-Based Learning (PBL), they are developing active hands-on learning resources that challenge students to explore new and emerging technologies, to "think outside the box," and to apply their knowledge, skills and creativity in solving authentic real-world problems. This project is 1) expanding the scope of PHOTON PBL multimedia instructional materials to address additional STEM disciplines with a focus on sustainable technologies such as alternative energy, lighting, sensors, environmental protection, nanotechnology and biotechnology; 2) creating and implementing a web-based professional development course for the PHOTON PBL; and 3) developing a model one-semester classroom course in problem-based instructional methods for use in pre-service Technology and Engineering Education programs. They are also conducting research on the efficacy of Problem-Based Learning in STEM education. Their results are being disseminated through the project website (www.photonprojects.org), listserve, annual newsletter, presentations at professional organization meetings, and publications in professional journals. ADVANCED TECH EDUCATION PROG DUE EHR Hanes, Fenna Nicholas Massa Judith Donnelly Michele Dischino New England Board of Higher Education MA Ginger H. Rowell Continuing grant 284352 7412 SMET 9178 1032 0116000 Human Subjects 0903055 July 1, 2009 Sustaining a Green Collar Workforce: An Interdisciplinary Approach. This project expands the workforce preparation for the renewable energy and environmental technology industries through a partnership of Red Rocks Community College (RRCC) with the Colorado Governor's Energy Office, the University of Colorado, the Colorado School of Mines, Colorado State University, the National Renewable Energy Laboratory in Golden, Colorado, and the Jefferson County School District. The project advances environmental sustainability and energy technology education through curriculum development, materials preparation, professional development, and hands-on energy science experiences in the RRCC Energy Laboratory. The critical education juncture of high school through community college (grades 9-14) is the focus of the student education and teacher professional development. Workforce development focuses on adults in career transition as well as underserved traditional students. The project connects renewable energy and environmental technology education with partner research universities to increase Colorado's competitiveness in propelling renewable energy technology transfer from research and development to commercial application. The project offers teachers an opportunity to increase their understanding of and improve skills in energy science and environmental technology as well as prepare students for the future using new materials and instructional methods. The partnerships with the Governor's office and the national laboratory allows the project to reach across the state in supporting high school students, community college traditional and non-traditional students, and teachers underrepresented in science and technology careers. ADVANCED TECH EDUCATION PROG DUE EHR Jorgensen, Colleen Joseph Beach Rick Reeves Red Rocks Community College CO David B. Campbell Continuing grant 299315 7412 SMET 9178 1032 0116000 Human Subjects 0903067 August 15, 2009 Biotechnology Program & Research: The Road to Career Development In Two Year Colleges. This project is funding the development of a Biotechnology Advanced Certificate program at Harold Washington College (HWC) in Chicago. This certificate specifically targets students who already have either a 4-year or a 2-year degree in the appropriate science. A student interest survey, performed at the college, indicated that these students are interested in working in either the biotechnology or pharmaceutical industry. The program is designed based on industry feedback obtained through a survey and meetings with industry. Students in this program master biotechnology laboratory skills in the context of both increased academic knowledge, and what they need to know to work in the industry; for example the development and use of standard operating procedures (SOPs) and Good Laboratory Practices (GLPs). The majority of students finish the program in 2 to 3 semesters, ending with a capstone research project. This project is done at HWC, or in a partnering University of Illinois at Chicago (UIC) laboratory, or at a biotechnology company. The possibility for broad impact on the traditionally underserved student population is huge, since HWC is the only affordable institution of higher learning in this area of Chicago. ADVANCED TECH EDUCATION PROG DUE EHR Asadi, Farrokh Sanghamitra Saha Farahnaz Movahedzadeh City Colleges of Chicago IL Linnea A. Fletcher Standard Grant 147356 7412 SMET 9178 1032 0116000 Human Subjects 0903090 September 15, 2009 Integrating Internet Security with Law Enforcement Through Digital Computer Forensic Science. This project is developing a model program to prepare students as information technology professionals with strong digital forensics skills used in occupations in government, industry, and criminal justice. Combining criminal justice and computer science in a collaborative approach to forensics, the curriculum includes certificates and an associate degree in digital forensics, with the option of transferring to a four-year degree program in either computer science or criminal justice with a computer forensics concentration. The investigators are developing the curriculum in partnership with the Cyber Security Education Consortium (CSEC), an ATE regional center based at the University of Tulsa, and with DeVry University in Illinois, Champlain College in Vermont, and Defiance College in Ohio. Expected outcomes include: * new curricula that add to the body of knowledge in forensic science, combining criminal justice and computer science into a collaborative approach to forensics; * increased student enrollment in digital computer forensic certificate and degree programs; * increased participation of students from area high school career and technical programs and the college's diversity programs for underrepresented minorities and women; and * improved preparation for students to gain employment or advancement in IT security fields. ADVANCED TECH EDUCATION PROG DUE EHR Pelczarski, Mark Laraine Davy Elgin Community College IL Victor P. Piotrowski Standard Grant 148938 7412 SMET 9178 1032 0116000 Human Subjects 0903112 September 1, 2009 National Resource Center for Materials Technology Education (MatEd). With rapid changes and new developments in nanotechnology, corrosion, composites, biomaterials and green technologies, as well as the traditional areas of metals, ceramics and plastics, industry needs qualified technicians educated in materials and advanced manufacturing. The Resource Center for Materials Technology Education (MatEd) builds on its previous efforts to broaden access to resources for faculty educating materials and manufacturing technicians and other materials professionals through an innovative, easily accessible website with linkages to curriculum materials, workshops, conferences journals and professional organizations. The collection of peer-reviewed, high quality instructional modules aligned with industry-based core competencies for technicians in both traditional and new advanced materials technologies is increased and disseminated broadly to help faculty enhance current courses and develop new ones. Partnerships created with other ATE centers in welding, rapid prototyping, and aerospace and with professional societies ensure a comprehensive collection of use to technician education. Strategies to ensure the sustainability of the web site are developed. The evaluation measures the usefulness of the materials and the core competencies to faculty and other users. ADVANCED TECH EDUCATION PROG DUE EHR Cossette, Imelda Thomas Stoebe Robert Simoneau Frank Cox Edmonds Community College WA Gerhard L. Salinger Continuing grant 725369 7412 SMET 9178 1032 0116000 Human Subjects 0903128 September 1, 2009 Partnership for Advanced Marine and Environmental Science Training for Pacific Islanders. The Partnership for Advanced Marine and Environmental Science Training for Pacific Islanders improves technological education at the undergraduate and secondary school levels through the community colleges of the Pacific Islands by supporting regionally relevant curriculum development, the professional development of community college faculty and secondary school teachers, internships and field experiences for faculty, teachers, and students, and by strengthening the scientific infrastructure of the participating institutions. The activities include workshops that provide both training and the necessary tools to perform relevant research, development of articulation agreements between marine and environmental sciences programs at regional two-year colleges and minority-serving universities, research experiences and collaborations, secondary school teacher and student support, and will build on existing programs supported by NSF and NOAA to address the scientific and technical needs of the U.S.-Affiliated Pacific Islands: American Samoa, the Commonwealth of the Northern Mariana Islands, the Federated States of Micronesia, the Republic of the Marshall Islands and the Republic of Palau. The Pacific Islands contain highly diverse and unique coral reef and terrestrial ecosystems that are under elevated levels of stress and degradation due to development pressures, the effects of overfishing, and coastal pollution from sedimentation and the increased use of agrochemicals. The future of the Islands and their populations depends on the technical skills and knowledge available to local resource managers, policy makers and stakeholders. An effective means of providing critical access to accurate and adequate information, in a culturally appropriate manner, is to strengthen the capacity of the local institutions of higher education: American Samoa Community College, the College of Micronesia - FSM, the College of the Marshall Islands, Northern Marianas College, and Palau Community College. Input from local agencies, businesses and stakeholders will identify the skills needed by community college graduates to fill positions within the government and private sector. EXP PROG TO STIM COMP RES ADVANCED TECH EDUCATION PROG COLLABORATIVE RESEARCH DUE EHR Richmond, Robert Michael Hadfield Patrick Tellei Barry Smith University of Hawaii HI David B. Campbell Continuing grant 299751 9150 7412 7298 SMET 9178 9150 5978 1067 1032 0116000 Human Subjects 0903131 August 1, 2009 21st Century Learning: A Connecticut Higher Education, Industry and Government Collaboration. The Connecticut Community Colleges and their College of Technology (COT) in partnership with the Connecticut Pre-Engineering Program (CPEP) is expanding and enhancing their Life Support and Sustainable Living (LSSL) Program. The LSSL Program is focusing on Mechanical Engineering Technology and is: (1) providing additional community college, university students, and faculty with unstructured, case-based learning experiences; (2) preparing participants for the workplace through professional skills education, including leadership, team building, project planning and management, behavioral diversity, and critical thinking; and (3) developing case-based learning curricula for dissemination to high schools and community colleges. Past LSSL case-based student projects include the development of a sleep apnea monitor for premature infants, space suit design modifications, and helicopter-delivered pods for natural disaster mitigation. The current project is expanding the LSSL Program to all twelve Connecticut Community Colleges, additional universities, and industry partners. In addition, the LSSL Program is strengthening the pipeline from high schools to community colleges, preparing graduates for the workforce or continuing their education. Summer workshops are being used to disseminate grade-level appropriate scenarios to high school teachers and CPEP is disseminating the best practices of the LSSL Program through the Engineering Challenge for the 21st Century Program, a four-week program for urban youth. ADVANCED TECH EDUCATION PROG DUE EHR Jaramillo, Paola John Birch Alfred Gates Mehrdad Faezi Bruce Dixon Connecticut Pre-Engineering Program, Inc. CT Eileen L. Lewis Continuing grant 322717 7412 SMET 9178 1032 0116000 Human Subjects 0903143 August 1, 2009 Pathways to Biotechnology and Biomanufacturing Careers. Hagerstown Community College, in partnership with secondary schools, post-secondary institutions, and bioscience employers, is establishing a biotechnology and biomanufacturing pathway using the College and Career Transitions Initiative (CCTI) model. The partnerships are collaborating to address the need in the high growth biotechnology and biomanufacturing industries for technicians and scientists with problem-solving, mathematics, and critical thinking abilities, specific technical skills, and experience using state-of-the-art equipment. The core of the project is an articulated 9-14 curriculum that is all-inclusive, with multiple entry points. At the high-school level, resources are being targeted to first-generation college-bound, minority, and low income students from four Washington County high schools. At the college level, certificate and AAS degree programs in Biotechnology are providing academic and technical skills to students matriculating at varying levels of preparation and motivation, including high school students taking college courses before graduation. Development of articulation agreements with post-secondary partners (Frostburg State University, Hood College, Mount St. Mary's University, and the University of Maryland School of Medicine) is preparing for seamless transfers of biotechnology students to enter baccalaureate-level programs. The project incorporates assessment and remediation of math skills at the high school and college levels, increased development of math skills by providing real-life examples of the applications of mathematics in biotechnology, alignment and integration of these mathematics applications in all biotechnology coursework, and state-of-the-art bioscience instrumentation and materials for new laboratory facilities. The project also incorporates secondary teacher professional development and an orientation program for guidance counselors, and provides on-campus employer internship sites in addition to external internship opportunities for students. ADVANCED TECH EDUCATION PROG DUE EHR Ulrich, Melanie Judith Peisen Hagerstown Community College MD Deborah E. Allen Standard Grant 672696 7412 SMET 9178 1032 0116000 Human Subjects 0903148 August 1, 2009 Green Building and Alternative Energy Curriculum Infusion. ATE 0903148 Green Building and Alternative Energy Curriculum Infusion As one of the fastest growing regions in the country, Southwest Florida is faced with many difficulties associated with maintaining the critical balance between providing for an ever growing population and the fragile environment in which that population must live. Edison State College is heavily involved in efforts to raise awareness among building and manufacturing professionals about the need to employ green building materials, design and construction techniques through hosting conferences and symposia. The college is leading by example to promote the use of environmentally sound practices in construction projects in the region by infusing curricula at both the secondary and postsecondary levels with instructional activities that will ensure mastery of green building techniques. Beginning in high school students have the opportunity to learn about the environmental impact of construction practices through college credit courses and summer camps. Through the use of the established associate degree program in Drafting and Design Development, a new curriculum for green construction and manufacturing is being developed. Students are further investigating the regional impact of green building as well as the barriers to the adoption of those building techniques through faculty guided research experiences. As energy conservation becomes a priority for more and more communities, the efforts of Edison State College to create partnerships between industry, government and both secondary and postsecondary institutions can serve as a model for dissemination. ADVANCED TECH EDUCATION PROG DUE EHR Foy, Dennette Albert Dambrose Edison Community College FL Karen K. Oates Standard Grant 150000 7412 SMET 9178 1032 0903157 September 1, 2009 Shaping High-Quality Integrated Nebraska Education (SHINE). Project Shine (Shaping High-quality Integrated Nebraska Education) focuses on Problem-Based Learning (PBL) professional development activities for secondary and college faculty in collaboration with business and industry professionals. Over a three-year period, 72 STEM faculty members participate in nineteen days of professional development activities in applied science and mathematics skills, PBL, and student recruitment. Cohort teams of educators work with designated business mentors for at least one complete year as they develop/adapt replicable PBL teaching resources as a result of their experiences. Faculty from Central Community College and its project partners assist the educators with integrating the PBL resources into their curricula. Additionally, up to 200 seventh to twelfth grade students of the Project SHINE instructors are participating in gender-specific STEM Camps by providing support for young females and minority males in studying math and science. Almost 5,000 Nebraska middle and high school students are benefiting from Project Shine's professional development program, increasing participation and success for these students in entering high demand technical careers throughout Nebraska. One of the dissemination paths for this project is the electronic library of nearly 200 PBL resource materials. This e-library is housed at Mechatronics Education Center (MEC) website (www.mechatronics-mec.org). ADVANCED TECH EDUCATION PROG DUE EHR Pauley, Douglas Duane Matson Neal Grandgenett Betsy Rall Central Community College NE Ginger H. Rowell Continuing grant 275019 7412 SMET 9178 9150 1032 0903158 June 1, 2009 Biotechnology and Bioinformatics Program: The Institute For Food Safety. This project is developing a dual purpose food safety laboratory which combines biotechnology student training facilities with compliance free-for-service testing. A new biotechnology Associates of Science degree and certificate programs with emphasis in Food Safety Testing educates both prospective and incumbent workers. Recruiting materials and activities are prepared to target three student populations: high school, adult learners who want to change careers, and incumbent workers. High school students are being targeted with two week Summer Academies. To ensure that pre- and in-service high school teachers are up to date with existing and changing techniques and knowledge in this industry, they are invited to attend semi-annual workshops and are mentored by community college faculty. The laboratory facilities are also being used by community college faculty who are supervising students on independent research projects. ADVANCED TECH EDUCATION PROG DUE EHR Pegg, Randall Kathryn Birmingham Florida Community College at Jacksonville FL Linnea A. Fletcher Continuing grant 284837 7412 SMET 9178 1032 0116000 Human Subjects 0903167 September 1, 2009 Planning Grant for the Center for Advancing Technological Education for the Deaf. The National Technical Institute for the Deaf (NTID), a college of the Rochester Institute of Technology (RIT) is the planning for the development of a resource center, the Center for Advancing Technological Education for the Deaf (CATED). The goal of this center is to increase the number of deaf and hard-of-hearing (deaf/hh) technicians entering the high-technology fields. The center will serve as a resource for deaf/hh students, adults, and the high schools and community colleges that serve them by providing: 1. An on-line clearinghouse for career information on STEM-related technician programs (including, but not limited to, the fields of engineering, information technology, computer-assisted precision machining, computer-aided drafting, digital imaging and laboratory science) and best teaching practices targeted specifically for deaf/hh students in high schools and community colleges, and information on working successfully with deaf/hh technicians for employers and co-workers. 2. A virtual community of both mentors and peers for deaf/hh students and professionals in STEM-related technical programs and technician careers. 3. Community college partnerships that include professional development and faculty-in-residence and/or exchange programs to help community college faculty improve the success of their deaf/hh students. 4. Expansion of the ATE-funded Project Fast Forward: Pathway to an IT Education for Deaf and Hard-of-Hearing Student to other technical disciplines and to more high schools, including public high schools with isolated mainstreamed deaf students, and creating agreements with local community colleges to accept the RIT/NTID credit. 5. Expansion of the ATE-funded Deaf Initiative in Information Technology project to provide training through distance learning technology for deaf/hh professionals in STEM-related technician fields. The PIs are visiting several existing ATE Centers to determine the best organizational structure and budget requirements for a Center. Evaluation of career awareness material and determination of how targeted material can be developed; investigation of web portal development that supports the virtual learning community and the delivery of dual credit courses and DIIT workshops through distance learning; and development of partnerships for collecting and sharing materials, providing career information, and for mentoring, training, and networking are part of the planning process.. ADVANCED TECH EDUCATION PROG DUE EHR Lange, Donna Myra Pelz Ronald Till Rochester Institute of Tech NY Curtis T. Sears Standard Grant 69781 7412 SMET 9178 1032 0903168 September 1, 2009 A Quality Assurance Training Program for Biological and Chemical Science Technicians. Bergen Community College is developing seventy-five (75) interactive instructional modules that constitute a five-course certificate leading to immediate employment and/or an Associate Degree in Science. The program is increasing students' math and computer skills, basic laboratory skills, technical understanding of instrumentation, protocol writing, written and verbal communication skills as well as critical thinking skills. The courses are delivered via 8 hour labs supplemented by Adobe Acrobat Pro hosted webinar classes. Students learn Biomanufacturing technical skills as identified by an NSF supported survey and virtually all of the skills in the first four ladders of the U.S. Department of Labor's Advanced Manufacturing Competency Model using hands-on methods. The program is incorporating computer based training (Electronic Laboratory Notebooks) that ensures students are skilled in documentation and computer applications as required under FDA regulation 21 CFR Section 11. The Quality Assurance (QA) Technician Certificate program retrains and upgrades skills for incumbent workers and also provides a science pathway from secondary school to community college and higher education, meeting the Quality Control and Quality Assurance workforce needs of New Jersey's highly regulated and growing pharmaceutical, chemical, fragrance, food, and personal care industries. High school teachers are being trained to deliver QA courses in secondary schools for dual enrollment. Project partners include industry leaders, American Society for Quality, the Tri-County WIBs and One-Stop Career Centers, BioLink, BioMan, and others. ADVANCED TECH EDUCATION PROG DUE EHR Fitzpatrick, Judith Mauro Marzacco Bergen Community College NJ Eun-Woo Chang Standard Grant 557785 7412 SMET 9178 1032 0116000 Human Subjects 0903175 June 15, 2009 Faculty Development in Hybrid and Advanced Automotive Technology. Hybrid vehicles are quickly gaining popularity around the world. Concerns about fuel costs and air quality are resulting in the sale of hybrid vehicles in unprecedented numbers. The growth in hybrid vehicle sales requires a corresponding increase in the number of technicians who have been trained to service these vehicles. Through this project, professional development workshops are being developed and delivered that are aimed at community college faculty and high school teachers who are teaching in automotive repair technology. Representatives from several major US automakers are participating in the delivery of the workshops. Participants are being linked together through a variety of strategies to form a community of practice for the exchange of curricular materials, course ideas, and the possible sharing of equipment. Follow-up activities are designed to help ensure that content from the workshops is being implemented in the academic programs of the participating institutions. Participants are also creating curriculum modules that are being vetted and stored in an online repository. Results from the project are being rigorously assessed through a variety of measures. ADVANCED TECH EDUCATION PROG DUE EHR Ash, Stephen Thomas Freels James Truxal Sinclair Community College OH Sheryl A. Sorby Standard Grant 791952 7412 SMET 9178 1032 0116000 Human Subjects 0903180 September 1, 2009 SpaceTEC National Resource Center. The National Center of Excellence for Aerospace Technical Education (SpaceTEC), a consortium of 11 partner community colleges and universities, has developed and disseminated educational materials, established and improved associate degree programs, and implemented an industry-endorsed, nationally-recognized certification for aerospace technicians. As a national resource center, SpaceTEC supports the nation's civil aerospace initiatives, Department of Defense personnel and the fledgling commercial space industry by developing a better educated technical workforce that can address the significant changes in aerospace systems for research, defense and commercial purposes. A comprehensive and accessible repository of aerospace-related technical education materials and successful practices is established and maintained. Increased opportunities are created for students and incumbent workers to seek and complete an aerospace technical degree. Through industry and government support the partnership is expanded to ensure that the aerospace technology curriculum is current and relevant to industry and technological practices. Professional development workshops are provided to enhance and upgrade the skills and knowledge of educators and technicians. The Certified Aerospace Technician is established as a national standard for the industry and expects to certify 600 technicians nationally. Evaluation is done by local advisory committees, a National Aerospace Technology Advisory Committee, the National Visiting Committee and an external evaluator. ADVANCED TECH EDUCATION PROG DUE EHR Margiotta, Frank James Swindell Patricia Taylor Robert Ward Kenneth McCreight Brevard Community College FL Gerhard L. Salinger Continuing grant 800000 7412 SMET 9178 1032 0116000 Human Subjects 0903181 September 1, 2009 Monterey Bay Advanced Networking Education Consortium. Three community colleges are collaborating with an area four-year college to educate and prepare students from low-income and underrepresented communities to compete for the many documented high-tech, high-paying information technology (IT) jobs. This goal is achieved by accomplishing the following objectives: (1) Increasing recruitment of students from local communities into associate and undergraduate programs in computer networking; (2) Increasing collaboration with industry and governmental agencies through capstone projects, internships and workshops; and (3) Integrating industry standard simulation tools into the networking curriculum to improve the quality and scope of the education provided. Expected outcomes of this project are: (1) Increasing the overall recruitment of students into computer networking programs at each participating institution by 10% each year, and the number of women students in all participating institutions by at least 10 (double the current total) within a three year period; (2) Developing 15 capstone projects in collaboration with industry and governmental agencies; (3) Placing a minimum of 50 students into summer internship positions in industry and governmental agencies; (4) Increasing the number of students being placed into IT jobs by 10% each year; (5) Attaining 80% student satisfaction with the use of simulation tools in networking courses; and (6) Highlighting three employer sponsored networking capstone projects using simulation tools each year at the capstone festival. ADVANCED TECH EDUCATION PROG DUE EHR Narayanan, Sathya Thomas Rebold William Welch Rick Graziani California State University Monterey Bay Foundation CA Stephen C. Cooper Continuing grant 286818 7412 SMET 9178 1032 0116000 Human Subjects 0903193 September 15, 2009 AMTEC National Center for Excellence in Advanced Automotive Manufacturing. The Automotive Manufacturing Technical Education Collaborative (AMTEC) is a consortium of 25 community colleges and 21 corporate automotive companies working to strengthen the competency and global competitiveness of the automotive manufacturing workforce. The consortium creates and sustains an innovative, responsive and standards-based workforce development system that meets the skill requirements of the auto industry. Business/industry partnerships are created to validate the skills and knowledge required by multi-skilled manufacturing and transportation technicians and to deliver the technical education that meets the high-priority needs of the automotive manufacturers, suppliers and dealers. The impact of the Center is increased through mentoring of other colleges that are establishing automotive manufacturing and transportation technician programs. The Center and its partners create a transportable and updateable model for automotive manufacturing and transportation technician education through the use of a DACUM/Delphi process and the use of electronic technologies. A pipeline of educated workers is built on models that successfully recruit high school students into two-year college programs and also articulate with programs in four-year colleges. Research on technology is transferred to the applied stage through workshops for two-year college faculty provided by four-year college partners. The evaluation of the Center includes assessing its impact on the automotive industry, on community college practice and on student recruitment, retention and placement. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Parker, Annette Gary Saganski Michael Hudson Federico Zaragoza Elise Johnson Kentucky Community & Technical College System KY Gerhard L. Salinger Continuing grant 2748701 7412 1536 SMET 9178 9150 1032 0116000 Human Subjects 0903208 September 1, 2009 The Northeast Biomanufacturing Center and Collaborative: Building Local Community College-Biomanufacturer Partnerships to Provide A Sustainable Infrastructure for Biomanufacturing. Biomanufacturers are building and expanding throughout the nation. The resulting commercial biomanufacturing facilities hire between 400 and 600 employees, at least fifty percent of whom are technicians in ten biomanufacturing jobs; the industry reports a ten to fifteen percent attrition rate per year. Community college-biomanufacturer partnerships create a stable, local supply of entry level and replacement technicians and an articulated career pathway that begins in high school, continues to community college and then to university, with opportunities for apprenticeships, internships and employment. The partnership can also provide for incumbent technician training for the biomanufacturer at the neighboring community college that can sustain both the biomanufacturer and the biomanufacturing program. Finally, related crossover industries that use the same skill set have developed in the last few years including the biomanufacture of biofuels, replacement organs, and stem cells. Working together, community college-biomanufacturer partnerships provide support for a local bioeconomy. The NBC2 has been working for over three years to develop the local biomanufacturing education and training and workforce infrastructure in six Hubs throughout the northeast. The center has developed hands-on instructional materials for the ten biomanufacturing jobs based on global biopharmaceutical manufacturing industry skill standards. It has developed BIOMAN, an annual biomanufacturing conference for faculty and teacher participants. There is a website at www.biomanufacturing.org for dissemination of activities and products. The center has mentored the establishment of biomanufacturing programs and courses at community colleges, high schools and universities in the northeast and nation. Its relationships with biomanufacturers can sustain the biomanufacturing programs that have been built. In this renewal of the NBC2, the center is taking curriculum and instructional materials for the ten biomanufacturing jobs to the next level, by creating a hands-on laboratory manual, an industry-written textbook, short courses for incumbent technicians, and instructional ancillaries. It continues to expand the website, adding a career website, and continues to offer the BIOMAN conference. It is aggressively building local biomanufacturing infrastructure by focusing on high school students through Introduction to Biomanufacturing teachers' workshops in a partnership with Bio-Rad, and incumbent technician training through short courses offered by the NBC2's National Biomanufacturing Institute (NBI). The center is bringing in new resources by expanding partnerships to include biomanufacturers and community colleges throughout the nation in southern, mid-western and western clusters directed by community college faculty with expertise in biopharmaceutical biomanufacturing. Through a partnership with the National Institute for Work and Learning of the Academy for Educational Development it is collecting employment data to show the influence of the activities. Intellectual merit: This includes: 1) the development of local learning communities to support the biopharmaceutical manufacturing company's need for biomanufacturing technicians and the student's need for a biomanufacturing educational pathway from high school to community college to universities; 2) a Global Biomanufacturing Curriculum repository based on harmonized biopharmaceutical manufacturing industry skill standards ready for deposit or withdrawal and linked to the Bio-Link Clearinghouse; 3) the use of video, 2nd Life, and gaming technologies to give students a better understanding of large-scale biomanufacturing; 4) the use of skills in biopharmaceutical manufacturing to support the development of local crossover industries such as the biomanufacture of replacement organs, biofuels and stem cells; 5) data on the expansion of biomanufacturing programs, the number of students in these programs and the growth of jobs within the bio-based economy. Broader impact: This includes: 1) creation of strong biomanufacturer-community college partnerships to provide sustainability for the community college program and a local pipeline of employees for the biomanufacturer; 2) emphasis on high school biomanufacturing courses and programs to develop the local pipeline for biomanufacturing; 3) use of new technologies to highlight the differences between large-scale and lab-scale biomanufacturing; 4) on-the-job training for students in 21st century advanced technology apprenticeships and internships; and 5) the creation of a self-sustaining infrastructure for biomanufacturing education and training and the biomanufacturing workforce that supports a growing bioeconomy. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Rehfuss, Linda Mary Kurtz Thomas Burkett James Hewlett Sonia Wallman Montgomery County Community College PA Duncan E. McBride Continuing grant 893075 7412 1536 SMET 9178 9150 1032 0903209 September 1, 2009 The Regional Center for Next Generation Manufacturing: Continued Leadership for Systemic Change. This project continues the regional center for next-generation manufacturing (RCNGM). The Colleges of Technology (COT) represents all 12 public Connecticut community colleges in partnership with six universities and 17 technical and comprehensive high schools. Included in this partnership are over 3000 manufacturing firms represented by the CT Business and Industry Association (CBIA). Over 250 community-college faculty, 75 faculty members of four-year institutions, along with 500 middle- and high-school teachers, have been engaged by the COT-RCNGM, directly impacting 59,000 students. Skilled manufacturing personnel are needed, particularly in New England, as documented in local, regional, and national manufacturing-workforce survey data. This problem is especially acute for industries using next generation manufacturing technologies such as laser manufacturing, fuel-cell technologies, 3D solid modeling and simulations, rapid prototyping, and 5- and 6-axis machining centers. The COT-RCNGM continues to address critical regional workforce needs and impact the 21st century manufacturing workforce. Intellectual Merit For regional manufacturers to remain competitive, prudent but substantial investments must be made in the latest software, hardware, and equipment developments. Investment is needed in systems integration collectively known as Computer Integrated Manufacturing (CIM). CIM is characterized by highly integrated computer systems that support all aspects of manufacturing across an entire organization and its supply chain. The COT-RCNGM is well positioned, with experienced staff, faculty and industry support, to pursue the evolution of CIM. COT-RCNGM's proven model of mutually reinforcing goals begins with ongoing faculty development using industry externships to guide successful curriculum development. This is augmented by strong articulation agreements, culminating in highly effective recruitment and retention efforts targeting underrepresented populations. These efforts, driven by industry workforce needs, have had a marked impact on manufacturing program enrollments; for example, 57 new courses, nine credit certificates and 12 A.S. degree options in manufacturing and related technologies have already been developed and implemented. As manufacturing technologies continue to evolve, the COT-RCNGM is (1) providing professional development opportunities for faculty members that address 21st century workforce needs; (2) providing access to next generation curricula to include modeling, simulation, and CIM; (3) strengthening existing and creating new 2+2+2 articulation agreements; and (4) incorporating new models of student recruitment and retention that target women and minority populations. Broader Impact The RCNGM has already developed a web presence that includes recruitment materials for students, parents, and educators. The center is sponsoring faculty members' papers, presentations and participation at regional and national conferences and workshops. The center is disseminating educators' career kits, pamphlets, brochures, and videos at seminars targeting students and their parents. The center is facilitating recruitment of underrepresented populations based on synergistic partnerships (e.g., the Girls Scouts and professional associations) to ensure sustainability. The broader impact is both regional and national since the center is working with nine other ATE centers and six ATE projects. The center responds to requests from around the country for recruitment materials to be adapted or used as a template to create local recruitment efforts. The center is broadening and strengthening its regional impact by disseminating proven practices throughout New England. Through collaborating with a network of community colleges, the center is assisting in the creation of the workforce essential for the United States to compete globally in the 21st century. ADVANCED TECH EDUCATION PROG DUE EHR Wosczyna-Birch, Karen Lauren Kaufman Richard Weber Michael Rooke Frank Gulluni Connecticut's Community-Tech Colleges' College of Technology CT Duncan E. McBride Continuing grant 917114 7412 SMET 9178 1032 0116000 Human Subjects 0903212 August 15, 2009 Reaching Out to Aerospace Technology. This project seeks to improve student recruitment into commercial aerospace education. By partnering with the SpaceTEC consortium, the project adopts their core of fully developed aerospace courses and inserts them into the new Associate of Applied Science Degree in Aerospace Technology, with a specialty in commercial aerospace. The project contributes to meeting the workforce demands in this field. The local Spaceport America currently under construction in New Mexico is a potential partner to this project. To enhance recruitment for the new program, a mobile van is equipped with scientific equipment (such as a Solar Power Trainer) of the type used in actual classroom instruction. The mobile van makes scheduled on-site presentations at secondary schools and specific organizations that provide access to the region's Hispanic community. Trained faculty members conduct demonstrations and provide students with information about employment potential and entry level requirements in commercial aerospace. The project also provides professional development for faculty in key areas such as composite fabrication techniques. In addition, technical workshops are given to area K-12 teachers. EXP PROG TO STIM COMP RES ADVANCED TECH EDUCATION PROG DUE EHR Welch, Jerry William Fletcher New Mexico State University NM Herbert H. Richtol Standard Grant 150000 9150 7412 SMET 9178 9150 1032 0116000 Human Subjects 0903218 August 1, 2009 Planning Grant for a Regional Cyber Education Center: Protecting the Future of Cyber: technological education for an expanding workforce. Computer Science (31) This planning grant for a Regional Cyber Education Center is focusing on the 150 mile region surrounding Bossier City, Louisiana. The project is lead by the Cyber Innovation Center (CIC) of Bossier City and Bossier Parish Community College (BPCC) and is supported by a consortium of community colleges, 4-year universities, a local high school, industry, and government from northwest Louisiana and east Texas. The goals include expanding partnerships with regional academic institutions, industry and government; forging pathways for students from high schools through community colleges to 4-year institutions; and developing degree programs to align with professional certifications. A multidisciplinary team is working with academic institutions, private industry, and existing ATE Centers to foster a diverse technological workforce in the Arkansas-Louisiana-Texas region. The PIs are using innovative approaches to technician education with substantial involvement of industry and with open dialogue among community stakeholders. One of the immediate outcomes of this stage of the project is a new Cyber Security course developed in collaboration with existing ATE Centers that is responsive to industry needs and approved by a multidisciplinary 12 person Advisory Board. The project is developing a recruitment and retention plan that addresses methods of supporting diversity of applicants enrolling in technological education and the participation of minority and under served populations in programming. The PIs are collaborating with industry representatives and develop a plan for internship programs for secondary and post-secondary school students pursuing STEM related disciplines. ADVANCED TECH EDUCATION PROG DUE EHR Cazes, GB Laura Goadrich Cyber Innovation Center LA Victor P. Piotrowski Standard Grant 69196 7412 SMET 9178 9150 1032 0903224 September 1, 2009 The Synergy Collaboratory for Research, Practice and Transformation. The Synergy Collaborative Laboratory for Research, Practice and Transformation builds on research on scale up and diffusion of innovation to create and grow a national network of expertise to help projects and centers realize potential scale and impact. An ongoing academy of thought leaders identifies and aggregates challenges and successful practices in achieving scale and impact of ATE initiatives. Professional growth and team development workshops using a problem-based learning format are created and implemented to research and develop the competencies necessary to help a broad range of initiatives in the ATE program achieve scale. A knowledge management system is created and implemented to support the capturing and disseminating of the knowledge and expertise resulting from individual efforts in achieving scale. Assessment tools and appropriate processes are developed and tested to measure progress in achieving scale along the various stages of the continuum from aspiring to understanding to implementing to coaching others. Formative evaluation provides guidance to the project and summative evaluation measures the success of projects bringing innovations to scale. Sustainability is defined in terms of the ongoing use of the activities to bring projects to scale. ADVANCED TECH EDUCATION PROG DUE EHR Boisvert, Deborah Elaine Johnson David McNeel University of Massachusetts Boston MA Gerhard L. Salinger Continuing grant 721573 7412 SMET 9178 1032 0116000 Human Subjects 0903226 July 1, 2009 Center for Aviation and Automotive Technology Education using Virtual E-School [CA2VES]: Workforce Preparedness for Automotive and Aviation Technicians. A consortium of two year colleges in South Carolina, Clemson University and three ATE Centers builds on previous projects to plan a center for conducting education for automotive and aviation technicians using e-learning technologies including virtual classrooms and personalized learning. Automotive and aviation curriculum materials are to be identified for inclusion in electronic format to field test the effectiveness of virtual classrooms to achieve the learning objectives for a diverse group of students in different educational settings. A community of scholars to engage students in automotive and aerospace technician education is formed through professional development workshops and interactions with industry. The dissemination of the products is also planned. ADVANCED TECH EDUCATION PROG DUE EHR Gramopadhye, Anand Elaine Craft Carey Castle George Whitaker Clemson University SC Gerhard L. Salinger Standard Grant 69982 7412 SMET 9178 9150 1032 0116000 Human Subjects 0903228 October 1, 2009 Meeting 21st-Century Cybersecurity Needs Through Advanced Technological Education. This project is developing an associate degree in cybersecurity based on materials, courses, and curricula previously developed by ATE centers for cybersecurity education, especially the Center for Systems Security and Information Assurance (CSSIA). Project activities include: * creating a fully articulated career pathway connecting classes in the 11th and 12th grades of high school with an associate degree program in cybersecurity at Clark State Community College, and connecting the associate degree program at Clark State with a four-year degree at two neighboring public universities, Central State University and Wright State University; * connecting the career pathway in cybersecurity to the U.S. Air Force Research Laboratory's new "Career Path Model"; * providing professional development for the college faculty and high school teachers who will teach the new curriculum, as well as appropriate training for guidance counselors; * documenting the linkages between corporate cybersecurity requirements and the college's curriculum; * integrating classroom learning and work-based experiences by placing students in internships and other project-based business learning experiences in cybersecurity; and * recruiting a diverse population of students for the program through connections with GEAR UP and Project Lead the Way at the high school level. Clark State Community College has a partnership with Avetec, a nonprofit research organization, for facilitating business involvement in cybersecurity and high-performance computing. The project is leveraging this partnership to develop and implement the new curriculum. In particular, Clark State is working with Avetec and other local employers (including QBase, Lexis Nexis, SAIC, Computer Sciences Corporation, Standard Register, Teradata, NCR, and Wright-Patterson Air Force Base) to create high-quality cybersecurity internship opportunities for students. Expected outcomes of the project include a clearly defined career pathway that can be adopted by other high schools and colleges, significant improvement in student learning in the discipline of cybersecurity, new models for high school and college faculty to work and learn together, new models for work-based learning for students, and integration of high-performance computing and other advanced technologies into the cybersecurity curriculum to meet current and future workforce needs for skilled technicians. ADVANCED TECH EDUCATION PROG DUE EHR Heighton, Danis Cathryn Balas Clark State Community College OH Victor P. Piotrowski Standard Grant 145525 7412 SMET 9178 1032 0903230 August 1, 2009 Texas State Technical College New Advanced Technical Certificate Program in Nuclear Welding Inspection. The project is upgrading the curriculum in a welding technician program by adding a new advanced technical certificate in nuclear welding inspection. The program is utilizing inspection coursework already available in Texas and developing a new course in welding inspection at nuclear power plants to prepare students to handle the significant regulatory challenges associated with welding inspection duties at nuclear reactors. The project includes an in-depth tasks/skills analysis to determine the critical skill areas needed for nuclear welding inspectors, professional development for faculty, acquisition of necessary training aids, and the design of a technical education curriculum leading to an advanced skills certificate in nuclear welding inspection. The curriculum (including syllabus, lesson plans with lectures and activities, ancillary instructional materials, and assessments) is based on the tasks/skills survey and is being organized into modules that can be utilized by other two-year college welding programs for both matriculated and continuing education credit courses. The evaluation effort, under the direction of an independent evaluator, is monitoring progress toward curriculum development objectives and is assessing student learning and satisfaction along with employer satisfaction with the program's graduates. The investigators are disseminating their material by posting it on their website and on the Weld-Ed ATE Center website, by presentations at regional and national conferences, including those organized by the Weld-Ed ATE Center, by making the material available to community and technical colleges throughout Texas as a part of the state's Workforce Education Course Manual, and by advertising and offering continuing education to industry personnel. The broader impacts include the wide dissemination of the instructional material though established mechanisms supported by the Texas Technical College System and an existing ATE Center. ADVANCED TECH EDUCATION PROG DUE EHR Wilkins, B. Frank Matt Siddens J. Ben Cox Texas State Technical College-Waco TX Russell L. Pimmel Standard Grant 285192 7412 SMET 9178 1032 0116000 Human Subjects 0903234 September 1, 2009 TIME - Technology Initiative in Manufacturing & Engineering. The issue addressed in this project for Mississippi, and perhaps other states in the Nation, is that K-12 educational systems have not been able to keep up with the changing requirements for graduates who wish to go directly into the industrial workforce. This is particularly acute in the realm of contemporary technology. This project develops a series of classes for 7th-12th grade teachers that facilitates the integration of contemporary high technology knowledge into their regular classes. Through this mechanism, students should be better prepared to enter industry directly or to proceed into the community college system. Thus, the industries in the region should find high school and community college graduates who are better prepared for the modern day workforce within their geographical region. ADVANCED TECH EDUCATION PROG DUE EHR Harpole, Sandra James Williams Raj Shaunak Teresa Gammill Mississippi State University MS Paul W. Jennings Continuing grant 313084 7412 SMET 9178 9150 1032 0903239 September 1, 2009 Convergence Technology Center. With the advice and recommendations of its Business Advisory Council, the Convergence Technology Center determined the knowledge and skills required by technicians who work with systems that combine voice, video, data, and images over one secure network. The Center forecasted the hiring needs of regional and local industry and created awareness of the career opportunities and developed curriculum to educate over 400 faculty and 2000 students. The Center began to mentor other community colleges developing convergence technology programs. The Center now extends its work to reach 18 other community colleges. The new activities include recruiting and retaining especially Hispanic students presently underrepresented in the technology workforce. The curriculum and professional development is expanded to include Green information technology especially as it relates to decreasing the energy consumption of technology. The evaluation conducted by an external evaluator investigates the effectiveness of the curriculum, including hybrid courses, the impact of the professional development, the increase in the minority students in the program, and the changes in the mentored colleges. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Beheler, Ann Bette Plog David Keathly Collin County Community College TX Gerhard L. Salinger Continuing grant 994631 7412 1536 SMET 9178 1032 0903242 August 1, 2009 An Innovative 2+2+2 Model for the B.A.T. Degree With Service Management Certification. This project proposes to explore the development of a Bachelor of Applied Technology (B.A.T.) degree at a new free-standing institution to be housed at the community college, but governed by its own Board of Trustees comprising members from the college, the Lehigh Career & Technical Institute, sponsoring school districts, employers, and the community. The program increases the number and diversity of students in the field who have higher technical degrees, making them more marketable to potential employers and meeting the needs of business and industry for more highly skilled and well-prepared technicians. The project includes the following ATE program improvement components: improving articulation between programs at secondary schools and two-year colleges, providing pathways from two-year colleges to four-year college or university programs, developing lifelong career and educational pathways for technicians to support the changing workplace, and addressing the knowledge, skills, and competencies needed for the evolving, converging, and emerging technical workplace. The college is developing a 2+2+2 career pathway, integrating industry standards and workplace competencies into the curriculum, as well as adapting educational materials and courses developed elsewhere. The program increases high school students' interest in their freshman and sophomore year through a series of informational sessions, provides junior and senior high school students with courses and externships, enrolls high school graduates in a Computer Specialist A.A.S. degree, and, finally, offers the third and fourth years of a Bachelor of Applied Technology degree at a new free-standing institution housed at the college. The B.A.T. curriculum does not duplicate previous coursework and includes specialized training in service management and experiential learning through internships at local companies. ADVANCED TECH EDUCATION PROG DUE EHR Thompson, Joyce Lehigh Carbon Community College PA Stephen C. Cooper Standard Grant 149594 7412 SMET 9178 1032 0903243 May 1, 2009 Simulations for Performance Assessments that Report on Knowledge and Skills (SPARKS). This project is a three year project that is a collaboration between the Concord Consortium and CORD and that extends earlier ATE funded work on assessment of competencies with electronic circuits and test equipment. The new assessments provide finer grain analysis about student understanding and misconceptions, thus enabling specific and well targeted individual interventions. Each assessment challenges the user to accomplish some task, such as making a measurement or troubleshooting a circuit. The computer monitors the student and generates reports for use by the student, the instructor, or both. The project aims to improve learning by providing timely and informative feedback on students? progress, as inferred from their performance on realistic tasks. The PI has found that students? scores on question-and-answer tests are not reliable predictors of their ability to perform a cognitively demanding task, as shown by their performance on simulation-based assessments. In particular, the PI has shown that there must be a serious reconceptualization of the assessment tools used to evaluate students? learning if they are to constitute reliable measures of the targeted knowledge and skills. By extension, the project investigates the central question of how to evaluate whether a student has learned something. ADVANCED TECH EDUCATION PROG DUE EHR Horwitz, Paul John Chamberlain Concord Consortium MA Michael Haney Standard Grant 891604 7412 SMET 9178 1032 0116000 Human Subjects 0903244 May 15, 2009 ATE Program Graduate Employment Outcomes Study. The Academy for Educational Development (AED) examines the short and long term employment outcomes of ATE 2006- 2008 program graduates from four states who earn either a certificate or associates degree in biomanufacturing/biotechnology or process technology. The three major goals of the study are: (1) to utilize Unemployment Insurance (UI) wage records and supplemental data to demonstrate the employment outcomes of graduates of ATE programs in two STEM fields and assess the quality, productivity, and effectiveness of the programs; (2) to develop partnerships and design survey instruments to demonstrate the feasibility of obtaining quality follow-up data on ATE graduates, particularly UI wage records, in both a multi-state region and single-state setting; and (3) to provide ATE Centers and projects with information for replication to obtain quality follow-up data on graduates for data-driven decision making, planning, and program improvement purposes. A Guide to Getting ATE Program Employment Results Through Workforce System Partnerships written as a result of this project encourgaes broad replication by providing a roadmap and model to influence and inform current and future advanced technology programs in design, evaluation strategies, and strategic partnerships. ADVANCED TECH EDUCATION PROG DUE EHR Feldbaum, Mindy Corinne Alfeld Academy for Educational Development DC Karen A. Marrongelle Standard Grant 491165 7412 SMET 9178 1032 0116000 Human Subjects 0903254 August 15, 2009 Seattle Hub for Industry-driven Nanotechnology Education (SHINE). This project establishes the Seattle Hub for Industry-driven Nanotechnology Education (SHINE) to promote nanotechnology education in the Pacific Northwest. The two main thrusts of the project are educational program improvement and faculty development. The program improvement activities are designed to create a sustainable outreach network that engages K-12 classrooms, after-school programs and informal learning events throughout the Seattle area. The program improvement activities are also intended to diversify the student population that is enrolled in the nanotechnology programs at North Seattle Community College. The faculty development activities are designed to educate high school and community college STEM instructors in nanotechnology and advanced pedagogical techniques. The project includes both formative and summative assessment plans that measure the progress of the project and its impact on students, instructors and the community. All of the materials developed during the course of the project are going to be freely disseminated via a website hosted by NACK, the NSF funded ATE national center located at Penn State University. ADVANCED TECH EDUCATION PROG DUE EHR Agnello, Alissa Peter Lortz Seattle Community College District Office WA Lance C. Perez Continuing grant 299066 7412 SMET 9178 1032 0116000 Human Subjects 0903255 October 1, 2009 Collaborative Research - Marine Career Tech (MCTech): STEM Careers in Shipbuilding and Marine Industry. This collaborative project between Old Dominion University, the University of Louisiana at Lafayette, the Mid-Atlantic Maritime Academy, Marshall Community and Technical College and South Louisiana Community College is modernizing marine technology education in three major shipbuilding and maritime areas of the country. The project is developing instructional modules in lean six sigma, value stream engineering, green manufacturing and shipyard environmental footprint. The instructional modules utilize active learning instructional methodologies that have been documented to improve student learning. Fifteen community college faculty and sixty secondary school teachers are being trained in the use of these modules and subsequently integrating the modules into the curriculum at their respective institutions. The project has strong participation and support from major shipbuilding entities, including the Virginia Ship Repair Association and the American Society of Naval Engineers, who are providing input on the content and quality of the instructional modules. The project includes job placement activities for students interested in careers in shipbuilding. An independent evaluator is implementing formative and summative evaluation plans throughout the life of the project. ADVANCED TECH EDUCATION PROG DUE EHR Verma, Alok Han Bao Sueanne McKinney Daniel Dickerson Old Dominion University Research Foundation VA Lance C. Perez Continuing grant 267431 7412 SMET 9178 1032 0903261 July 1, 2009 Advanced Industrial Integrated Technology (AIIT) Initiative. The project is working to increase the number of multi-skilled maintenance technicians using an Advanced Industrial Integrated Technology (AIIT) curriculum. The curriculum integrates content from different technical areas within courses in order to align with the way work is actually performed in a modern "integrated systems" manufacturing environment. The investigators are: 1) completing the modularization of AIIT courses using spiral and authentic assessment instructional design principles; 2) designing effective on-line delivery of those courses using research-based e-learning principles and best practices; 3) adapting SCATE ATE Center's curriculum materials to develop a high school technology gateway course to recruit neglected majority students; 4) developing effective on-line and traditional academic support services to ensure academic success; and 5) creating a career pathway from high school, to associate degree, to baccalaureate degree in a high demand technical occupation. The investigators are partnering with two four-year schools, the local school district, the Kentucky Community and Technical College System (KCTCS), the SCATE ATE Center, the Automotive Manufacturing Technical Education Collaborative (AMTEC), and local industry representatives. The evaluation effort, under the direction of an independent evaluator, is monitoring progress toward the project's objectives and is examining the impact of the program on enrollment, employment opportunities, student competence in integrated systems problem solving and in critical thinking skills, and the students' use of the instructional material. The project team is disseminating their instructional material and results through established mechanisms in the KCTCS and AMTEC and through presentation at national conferences on technology education. Broader impacts include the extensive dissemination of the materials. the connection to secondary schools, to non-traditional students, and to dislocated and low-income workers. EXP PROG TO STIM COMP RES ADVANCED TECH EDUCATION PROG DUE EHR Jones, Joey Daniel Claiborne Walt Barlow U of Kentucky Madisonville Community College KY Russell L. Pimmel Standard Grant 575681 9150 7412 SMET 9178 9150 1032 0116000 Human Subjects 0903266 September 1, 2009 Planning Grant for a Midwest Center of Excellence in Wind Energy & Biofuel Technician Education. The project is to begin planning to develop a Midwest Center of Excellence for Technician Education that will specialize in the training of wind energy and biofuel plant technicians. The center, beginning with a university and two partner community colleges, is likely to undertake a wide range of technician education activities associated with wind turbines and biofuel plants, including: 1. Improving programs and professional development for educators; 2. Developing a consortium of community colleges and universities to assess technician certification needs and career pathways; 3. Recruiting industry partners who will assist the center in sustainability models, certification standards, and develop internships and job opportunities for technicians; 4. Collecting, adapting, and implementing existing proven curricula materials, and assisting partners in the development of new materials as required; 5. Partnering with regional economic development agencies to promote the economic value of a trained technician pool; 6. Leading the implementation and upgrading of sustainable energy technician programs at many of the 2-year post-secondary institutions in the Midwest, and developing articulation agreements with select 4-year institutions; and 7. Expanding existing outreach efforts to help recruit underrepresented students to green energy careers. During the planning phase the partners are 1) establishing agreements with academic and industry partners, 2) developing a sustainability model, 3) defining the existing resource gap, 4) articulating the role that the center can play in closing the gap, 5) benchmarking best practices of other ATE Centers, and 6) identifying potential members of a National Visiting Committee. ADVANCED TECH EDUCATION PROG DUE EHR Johnson, Richard Northern Illinois University IL Duncan E. McBride Standard Grant 70000 7412 SMET 9178 1032 0903270 May 15, 2009 Geospatial Technician Education Through Virginia Community Colleges (GTEVCC). In order to meet the increasing demand in Virginia for a workforce skilled in using geospatial technologies, three Virginia Community Colleges (Virginia Western Community College, Tidewater Community College, and John Tyler Community College), with the support of the Virginia Community College System (VCCS) in partnership with the Virginia Geospatial Extension Program (VGEP) and the Virginia Space Grant Consortium (VSGC), are creating model academic pathways at community colleges and providing faculty professional development to spread the use of geospatial technology across Virginia. The GTEVCC project team is building on a planning project that resulted in the formation of this partnership with each partner bringing resources and strengths to the project. The GTEVCC project is establishing sustainable academic pathways in geospatial technology at three VCCS colleges to provide Virginia employers with a larger pool of skilled geospatial technicians. These pathways serve as models for other community colleges. The GTEVCC project is taking an interdisciplinary approach to geospatial technology and applications of technology. Educational materials are being created and professional development and mentoring is being provided for faculty. The GTEVCC project team is partnering with the ATE National GeoTech Center (NGTC) to leverage exemplary geospatial educational materials and best practices in needs assessments, career awareness and professional development. ADVANCED TECH EDUCATION PROG DUE EHR Carter, Chris William Wyatt Sr. David Webb John McGee Rodney Clayton Old Dominion University Research Foundation VA Jill K. Singer Continuing grant 298487 7412 SMET 9178 1032 0116000 Human Subjects 0903271 September 1, 2009 Transition: Alice 2 to Alice 3 in Community Colleges. This ATE Project project addresses three issues in computing technology education in community colleges: (1) the need to reduce first-year attrition rates in computer science and information technology programs, (2) the need to adapt innovative approaches for teaching introductory programming to community college students, and (3) the need to provide effective community college faculty development materials for training in using innovative approaches. In our previous ATE project, JABRWOC (#0302542), they studied the effects of teaching fundamental programming concepts with visualization in pre-CS1 courses in community colleges. In this project, the innovative approach tested in JABRWOC will be extended to include a transition from Alice to Java in CS1 courses in community colleges, using the new, more powerful version of the software. In addition, this project proposes to develop a peer mentoring model and workshop materials designed to support community college faculty as they learn to teach with this innovative approach. Through our evaluation efforts, we will study the effectiveness of this approach for retaining students in pre-CS1 and CS1 courses and the effectiveness of the peer mentoring model and workshop materials for community college instructors. ADVANCED TECH EDUCATION PROG DUE EHR Dann, Wanda William Taylor Donald Slater Carnegie-Mellon University PA Paul W. Jennings Continuing grant 338083 7412 SMET 9178 1032 0116000 Human Subjects 0903274 August 1, 2009 PRIMER-Tropical Bioprospecting Venture at CETA. PRIMER-Tropical Bioprospecting Venture (PRIMER-TBV) educates primarily Hispanic high school/college educators in biotechnology within a tropical scenario, using a research-based, entrepreneurial approach for the search of new products. PRIMER-TBV is located at the Center for Excellence in Advanced Technology (CETA by its Spanish acronym) of the Universidad del Turabo (UT), which is located within a major hub for the global pharmaceutical industry (Barceloneta, PR). CETA operates as a specialized UT Center with a community college format that offers associate degrees in high demand industries such as biotechnology. The advisory board for this project is composed of individuals from existing ATE biotechnology projects and centers such as Bio-Link, area biotechnology industries, and university researchers. The participating high school teachers learn and practice fundamental biotechnology; college faculty develop materials and exemplary approaches for technical education; and university/industry partners serve as mentors while employing ATE-developed materials adapted from existing ATE projects, and materials specifically developed for this project. Approximately 4,800 pre-college and 480 technical students are directly benefiting from the professional development of participating educators. EXP PROG TO STIM COMP RES ADVANCED TECH EDUCATION PROG DUE EHR Perez-Jimenez, Jose Sandra M. Garcia-Sanchez Gilberto Santana-Rios Universidad Del Turabo PR Linnea A. Fletcher Standard Grant 556417 9150 7412 SMET 9178 9150 1032 0116000 Human Subjects 0903276 September 15, 2009 Destination Problem-Based Learning: A Large Scale Materials Development Project. In problem-based learning models, such as scenario-based learning (SBL), learning activities are situated in contexts that resemble those students would encounter in the workplace. Yet integrating scenario-based learning into the community college environment requires change and an understanding of the ways that this pedagogical approach can be adapted to meet the needs of the faculty practitioner. Action research is used to engage faculty, under the guidance of professional researchers, in examining the challenges of implementing SBL instruction in technician education. An online community of practice is developed by establishing a library of SBL resources and by linking to ATE centers and projects, initially in biology and bio-informatics. Three prototype online wizards are developed and tested to support community college instructors in editing existing SBL activities, in creating new SBL activities and in creating principled assessments items using the ideas of evidence-centered design. An advisory board of industry representatives and educational researchers in the fields of teaming, problem based learning and collaborative learning guide the development and validation of the scenarios. The evaluation determines metrics to measure the extent to which the SBLs prove useful to faculty and students in technical education. ADVANCED TECH EDUCATION PROG DUE EHR Ostrander, Jane Louise Yarnall Michael McKeever Foothill-De Anza Community College District CA Gerhard L. Salinger Continuing grant 490812 7412 SMET 9178 1032 0903279 June 1, 2009 Geoexchange Initiative. Gateway Technical College (GTC) in conjunction with 2DX2 Geothermal Systems, Inc. 2DX2, Alliant Energy, and the Wisconsin Department of Natural Resources are addressing the needs for qualified earth drillers with expertise in geoexchange drilling techniques by 1) adapting a military water well drilling curriculum for use in geothermal drilling courses; and 2) providing professional development for GTC faculty that are teaching the curriculum. The drilling curriculum is inherently interdisciplinary and requires an understanding of mathematics, chemistry, geology and physics. The drilling curriculum adapted from the military assumes expertise in heavy equipment operations and includes topics in military operations, pumps and well development. These topics are being replaced by units in safety, heavy equipment handling, maintenance and transport. Making a drilling curriculum available at a public technical college allows underrepresented groups to enter the field and GTC is attempting to recruit unemployed, underemployed, and dislocated workers into this program. This program also aims to help reduce U.S. reliance on foreign oil by offering energy efficient geothermal heat pumps as an alternative. Dissemination of the curriculum is being done in coordination with several ATE Centers. ADVANCED TECH EDUCATION PROG DUE EHR Sherwood, Dennis Gateway Technical College WI Jill K. Singer Standard Grant 141063 7412 SMET 9178 1032 0116000 Human Subjects 0903286 July 1, 2009 Water and Wastewater Technician Training Institute. The Bowling Green Community College (BGCC) of Western Kentucky University (WKU) has formed a partnership with state agencies and trade associations to address an anticipated shortage of Water & Wastewater Operators/Technicians. The Water and Wastewater Technician Training Institute (WTTI) builds on existing linkages with the employment sector (water & wastewater utilities statewide), state primacy agencies and technical assistance/trade associations. The project refines an industry needs-driven curriculum that utilizes on-line course delivery to provide options for both traditional and nontraditional students. The partnership revitalizes an existing Associates Degree program titled "Water Utilities Management" and integrates a 4-year pathway into WKU's Ogden College of Science and Engineering through a formal articulation agreement. ADVANCED TECH EDUCATION PROG DUE EHR Ernest, Andrew Sherry Reid Deborah Weisberger Jana Fattic Christal Wade Western Kentucky University Research Foundation KY David B. Campbell Continuing grant 293001 7412 SMET 9178 9150 1032 0116000 Human Subjects 0903287 August 1, 2009 Widening Information Security Education in Virtual Worlds (WISE Initiative). Information Science and Systems (33) This project develops a revision of the existing curriculum at the El Paso Community College to meet current standards, creates a virtual reality site, and designs a local cyber-defense competition for students. The project goal is to improve the ITS Security Option program to assure that students enter employment in the Information Security field with enhanced technical competencies and soft skills such as team work, critical thinking and problem-solving. The project includes creation of a site in Second Life, a virtual 3-dimensional, synchronous, multi-user world, which provides students with opportunities to investigate real-life scenarios for Information Security skills development. The curriculum is improved and enhanced to include more than technical skills development. By increasing activities that focus on problem solving, creative thinking, real-world experiences, team work, and communication, students are more prepared for the workplace. The project emphasizes soft skills that are necessary in today's rapidly changing knowledge-based economy. In addition, by using innovative virtual teaching strategies, the project engages different types of learners. The proposed improvements in the curriculum lead to additional opportunities for articulation with four-year institutions such as the University of Texas at El Paso and with K-12 schools. In addition, by increasing students' opportunity to develop problem-solving, analytical and creative skills, EPCC becomes a model for other technology programs. As a Hispanic Serving Institution located in the border region, EPCC is uniquely positioned to increase the participation of underrepresented groups in STEM career paths. ADVANCED TECH EDUCATION PROG DUE EHR Farias, Jaime Delfina Najera El Paso County Community College TX Victor P. Piotrowski Standard Grant 149064 7412 SMET 9178 1032 0116000 Human Subjects 0903293 September 1, 2009 Consortium for Resources in Renewable Energy Technologies. This project is developing a collaborative infrastructure among academic, industry, and government stakeholders to deliver cutting-edge renewable energy education for the existing and future technician workforce. The project is building on CERET's unique renewable energy certificate prototype that includes both online and face to face courses taught by seasoned renewable energy experts. To satisfy a national need for flexible delivery courses in renewable energy technology disciplines, project staff are expanding the model to reach a much larger number of students and schools. Specifically, the project is developing a new 15-credit certificate option that can be completed totally online. The project is also developing a process by which other schools can adapt the model for their own individual needs. Project staff are encouraging other schools to create their own certificates, transferring in CERET certificate courses as needed. These schools are posting their certificates, courses, and programs on a national renewable energy directory, widening the number and diversity of nationwide renewable energy course options. A host of technologies and resources (e.g. webinars, Wiki pages, online discussions, curricular materials) are being used to support partner schools these efforts. Finally, resources are being shared with faculty in other disciplines so they can engage non-traditional and minority students in the renewable energies field. The project is also growing the next generation of renewable energy two-year college and high school educators through a series of Train the Trainer Academies. These Academies are giving educator participants from across the nation authentic hands-on renewable energy experiences taught by veteran energy industry professionals. The Academies are cultivating a learning community of renewable energy educators and providing a forum for sharing instructional innovations and exemplary teaching practices. Thus, participating instructors are being empowered with the academic background and technical skills to drive change in their home institutions. ADVANCED TECH EDUCATION PROG DUE EHR Walz, Kenneth Barbara Anderegg Debra Rowe Madison Area Technical College WI Karen K. Oates Standard Grant 899921 7412 SMET 9178 1032 0116000 Human Subjects 0903296 August 1, 2009 Community College GIS Faculty Institute. The GIS Faculty Institute at the Community College of Aurora provides training for a group of thirteen community college faculty and supports them in implementing a GIS module in their classroom. This project addresses regional workforce needs for GIS-related skills by introducing students to GIS via an experiential, modular unit within a course of study. The GIS Faculty Institute uses a two-pronged approach: (1) faculty learn to use basic GIS applications and receive support in designing and delivering their own module for use in a class; and (2) faculty learn about occupational applications of GIS in the Denver Metropolitan region through guest lectures and industry field trips. Several hundred students are using the GIS modules in classes taught by the faculty and are gaining problem solving and collaborative skills while becoming aware of GIS career opportunities. GIS occupational information and learning experiences are also being included in a variety of student activities throughout the year, thus impacting the entire college. While the GIS Faculty Institute is impacting faculty and students at the Community College of Aurora, this project also contributes to ongoing national efforts to develop models of ways to incorporate GIS into existing community college curricula. In coordination with the ATE GeoTech Center, this project is disseminating its findings to the broad academic community working to address the challenge of igniting interest in, and knowledge of, GIS as an occupational option for students. ADVANCED TECH EDUCATION PROG DUE EHR Hunt, Geoffrey Elizabeth Hirsh Community College of Aurora CO Jill K. Singer Standard Grant 149909 7412 SMET 9178 1032 0116000 Human Subjects 0903302 June 1, 2009 Technical Curriculum Options & Resources (TechCOR). The project develops several web-based and several traditional instructors' manuals in the course areas of industrial safety, precision measurement, computer-aided design, fluid systems, introduction to thermal/electrical principles, introduction to computer integrated manufacturing (CIM), materials and processes, and quality control concepts. These courses are part of the core requirements for the new associate degree in applied technology. The manuals strengthen the program by providing teaching uniformity which is of special benefit to adjuncts teaching these courses. Adding the on-line component strengthens outreach and is especially beneficial to incumbent workers. ADVANCED TECH EDUCATION PROG DUE EHR Coleman, Ann James Swindell James Blizzard Bethany Clem Calhoun Community College AL Herbert H. Richtol Standard Grant 150000 7412 SMET 9178 9150 1032 0116000 Human Subjects 0903313 June 1, 2009 Developing Advanced Manufacturing Curriculum for Welding and Metal Fabrication. The project develops a next-generation manufacturing curriculum leading to Associate Degrees in Robotic Welding, Laser Cutting, and Advanced Metal Fabrication/Welding. This project addresses a shortage of skilled technicians in those areas by developing a technology rich, two-year curriculum. The curriculum meets Manufacturing Skills Standards Certification (MSSC) and National Institute for Metalworking Skills (NIMS) standards. This project builds upon a one-year technical diploma curriculum in Metal Fabrication/Welding, by expanding it into a two-year associate degree and offering MSSC and NIMS certification modules. A multi-state steering committee is assembled comprised of industry experts in curriculum development and manufacturing technology, including representatives from several ATE centers. Steering committee members identified cutting edge technical, academic, and life skill competencies needed to prepare advanced manufacturing technicians for a labor market that requires postsecondary education with MSSC and NIMS certification. To gather this information, the steering committee surveyed regional manufacturers whose work centers on manufacturing robotic systems. The curriculum produced will be disseminated to technical/community colleges nationwide to help effectively educate, train, and certify students in robotically-based advanced manufacturing and welding programs. The curriculum will be in a digital format allowing dissemination through the Worldwide Curriculum Databank, FLATE, and NCME. ADVANCED TECH EDUCATION PROG DUE EHR Shiels, Michael Robert Novak Michael Biro Brenda Kujawski Roger Bratberg Waukesha County Technical College WI Herbert H. Richtol Standard Grant 149784 7412 SMET 9178 1032 0116000 Human Subjects 0903314 October 1, 2009 Collaborative Research: MCTech - STEM Careers in Shipbuilding and Marine Industry. This collaborative project between Old Dominion University, the University of Louisiana at Lafayette, the Mid-Atlantic Maritime Academy, Marshall Community and Technical College and South Louisiana Community College is modernizing marine technology education in three major shipbuilding and maritime areas of the country. The project is developing instructional modules in lean six sigma, value stream engineering, green manufacturing and shipyard environmental footprint. The instructional modules utilize active learning instructional methodologies that have been documented to improve student learning. Fifteen community college faculty and sixty secondary school teachers are being trained in the use of these modules and subsequently integrating the modules into the curriculum at their respective institutions. The project has strong participation and support from major shipbuilding entities, including the Virginia Ship Repair Association and the American Society of Naval Engineers, who are providing input on the content and quality of the instructional modules. The project includes job placement activities for students interested in careers in shipbuilding. An independent evaluator is implementing formative and summative evaluation plans throughout the life of the project. ADVANCED TECH EDUCATION PROG DUE EHR Dwivedi, Suren University of Louisiana at Lafayette LA Lance C. Perez Continuing grant 24196 7412 SMET 9178 9150 1032 0903316 October 1, 2009 Advanced Technology Scenario Based Nanotechnician Training. Foothill-De Anza Community College is developing an advanced specialized nanoengineering program focusing on the application of fundamental nanoscience principles to the design, engineering and fabrication of new materials. The curriculum also provides technicians with specialized laboratory skills necessary for the characterization of materials. The curriculum utilizes a scenario based learning model, which has been shown to improve student learning in the institution's other programs, in combination with the Processing, Nanostructure, Properties and Applications (PNPA) rubric developed by the NSF funded National Center for Learning and Teaching in Nanoscale Science and Engineering (NCLT). The core of the program is four new courses, Introduction to Nanotechnology, Nanostructures and Nanomaterials, Characterization of Nanomaterials, and Nanofabrication Techniques. The program concludes with a ten-week internship at one of several partnering nanotechnology companies. The courses are designed to support the student learning outcomes of the overall program. The course materials developed in this project are being disseminated in both HTML and ETUDES-NG formats through the Nanotechnology Wikibooks project. Workshops to educate community college faculty about the course materials and the PNPA rubric are being held at NCLT and Penn State University. The project includes a rigorous assessment and evaluation plan led by the Stanford Research Institute. ADVANCED TECH EDUCATION PROG DUE EHR Cormia, Robert Foothill-De Anza Community College District CA Lance C. Perez Standard Grant 513699 7412 SMET 9178 1032 0116000 Human Subjects 0903317 September 1, 2009 Bio-Link Next Generation National ATE Center for Biotechnology and Life Sciences. Bio-Link is the national ATE Center for Biotechnology. Bio-Link's mission has been to (1) increase the number and diversity of well-educated technicians in the workforce; (2) meet the growing needs of industry for appropriately trained technicians; and (3) institutionalize community college educational practices that make high-quality education and training in the concepts, tools, skills, processes, regulatory structure, and ethics of biotechnology available to all students. Although based in the San Francisco Bay Area, the Center's activities embrace biotechnology education nationwide. The Next Generation National ATE Center for Biotechnology and Life Sciences is designed to meet the rapidly changing needs of the biotechnology and related life science industries and prospective technical workforce. Bio-Link is providing the much wider range of services and products now necessitated by the swiftly changing biotech industry. Bio-Link's mission remains the same. With the current support Bio-Link is expanding the activities to fulfill this mission in today's new biotechnology environment. The goals of the new National Center of Excellence are to: (1) strengthen and expand biotechnology education programs across the nation; (2) enable biotechnology faculty, students, and technicians to work more efficiently; and (3) support a smoother transition of students to the technical workforce in the biosciences and related industries. In order to achieve its goals, the new Center is emphasizing three categories of activities and products: direct services to faculty, teachers, counselors, students, biotechnology programs, and educational institutions (includes consulting services, professional development for educators, maintenance and replication of an Equipment Depot, maintenance and expansion of the Clearinghouse of Instructional Materials for Biotechnology Technician Education, the development of "courses in a box," creating a one-stop shop for online courses, and establishing a faculty internship program); information sharing and collaboration among students, faculty, industry and educational institutions (includes networking, developing a Web-based interactive community, creating an online Technician's Association, documenting and disseminating science education pipeline models, and documenting and disseminating models and resources for community college-industry engagement); and greatly expanded and improved information for students and for life-sciences and related companies (includes continuing to offer Website information services, a national biotechnology program survey, developing a matrix of jobs/careers/skills/programs, and producing video career scenarios for recruitment). Key partners include Austin Community College, the Bay Area Biotechnology Education Consortium, the BayBio Institute, Digital World Biology, Internet Scout at UW-Madison, Madison Area Technical College, SRI International, and more than 19 other partners. The intellectual merit of this proposal resides in its focus on biotechnology, an increasingly interdisciplinary industry that warrants significant attention in today's climate, one in which threats against homeland security and health loom large and in which medicine evolves with great speed. Moreover, the industry provides technicians with opportunities to advance rapidly into high-wage positions. Through its 10 years of experience as an ATE Center and consultation with a wide range of stakeholders, Bio-Link possesses the critical expertise and capacity to continue and expand its work. With respect to broader impacts, Bio-Link has influenced science education in general through materials and techniques developed within its network. With its partners, it has piqued industry's interest in hiring community college graduates, and has opened doors for underrepresented populations. Bio-Link is continuing and expanding its broad dissemination of cutting-edge resources to improve teaching practice, educational access, and career opportunities. ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Johnson, Elaine Sandra Porter Lisa Seidman Barton Gledhill City College of San Francisco CA Duncan E. McBride Continuing grant 2657156 7412 1536 SMET 9178 1032 0116000 Human Subjects 0903329 May 15, 2009 SAGE Project - Sustainable AGriculture Education. This project addresses the environmental, socioeconomic, political and cultural issues related to sustainable food systems within and beyond the Puget Sound bioregion through student and community education and research, technological innovation and college-stakeholder partnerships. The project has two main objectives: 1) to develop innovative workforce education and training that responds to industry needs as informed by a variety of stakeholders and project partners; and 2) to offer technological degree and certificate options that employ rigorous interdisciplinary and experiential curricula. In cooperation with four-year colleges and universities, Seattle Central Community College offers students two Associate of Arts-Direct Transfer Agreement degrees with emphases in Urban Food Systems and Sustainable Agriculture Technology. Alternatively, the technological nature of these degrees provides students with a sound terminal AA degree if they choose to enter the workforce without further academic preparation. In addition, the SAGE Project offers two Certificate options, one in Organic Agriculture and the other in Sustainable Small-Acreage Farming & Ranching. While obtaining a degree or certificate, students acquire a diverse skill set through integrated science and mathematics education, research and technology training, information literacy, critical thinking and group problem-solving, community service-learning, cross-cultural exchange and immersion, professional internships, and entrepreneurial and leadership training. ADVANCED TECH EDUCATION PROG DUE EHR Sparks, Grace Rebecca Hartzler Katie Gagnon Jason Niebler Seattle Central Community College WA David B. Campbell Standard Grant 150000 7412 SMET 9178 1032 0116000 Human Subjects 0903330 July 1, 2009 Geo-STAC - Geospatial Thinking Across the Curriculum. Geospatial Teaching Across the Curriculum (Geo-STAC) developed by Lane Community College, is providing a mentored professional development opportunity for high school teachers and hands-on lessons in geospatial thinking and technology for high school students. The need for students to think spatially and use geospatial technologies is becoming more critical as these tools and concepts are increasingly incorporated into a broad range of occupations and academic disciplines. Geo-STAC addresses important needs to improve geospatial education and community college program recruitment by creating a pathway between the community college and high school teachers and their students. Geo-STAC is providing professional development workshops for high school teachers representing STEM and non-STEM disciplines to help teachers: (1) understand the importance of geospatial thinking; (2) learn how to use geospatial thinking in their particular discipline; (3) learn about geospatial technologies; (4) develop a Web-based GIS lesson; and (5) implement a Web-based GIS lesson. Geo-STAC also is working directly with high school students so that they: (1) understand the importance of geospatial technologies and careers in future job markets; (2) learn how to use Web-based GIS to solve problems; and (3) visit the community college GIS lab and experience using desktop GIS. The Geo-STAC project is strongly supported by the new National Geospatial Technology Center of Excellence (GeoTech Center), the Lane County Education Service District (Lane ESD), high school teachers, and several community colleges across the country. Geo-STAC is actively disseminating this collaborative model to community colleges across the country. ADVANCED TECH EDUCATION PROG DUE EHR Songer, Lynn Eric Sproles Lane Community College OR Jill K. Singer Continuing grant 319991 7412 SMET 9178 1032 0116000 Human Subjects 0903331 August 1, 2009 Targeted Research on Technician Education: Community College Partnership Models for Workforce Education Sustainability and Integrated Instruction. Community College Partnership Models for Workforce Education Sustainability and Integrated Instruction SRI International's Center for Technology in Learning, Ames & Associates, and four Advanced Technological Education (ATE) Centers (The National Workforce Center for Emerging Technologies (NWCET) at Bellevue Community College in Washington, the National Center for Manufacturing Education (NCME) at Sinclair Community College in Ohio, the National Center for Information and Communications Technologies (ICT) Center at Springfield Technical Community College in Massachusetts, and the Center for Information Technology Education (CITE) in Nashville, Tennessee) join forces in a four-year research study. The goals of the targeted research study are to (1) describe partnership models to integrate industry goals in the classroom; (2) characterize approaches for guiding and transforming instruction; (3) disseminate useable tools and materials for partnership building and workforce-integrated instruction; and (4) create a framework to inform future research into the mechanism that lead to a learning college culture. Intellectual Merit: The targeted research study takes a multi-method, multi-site approach to examine the effectiveness of industry-community college partnerships and workplace relevance of ATE-sponsored instructional approaches. The results of the research have the potential of producing an analytic framework to guide the design of future studies into the mechanisms that community colleges use to support continuous improvement in curriculum and instruction. Broader Impact: This effort results in the production of usable tools and materials for practitioners to deepen industry-community college partnerships and to integrate industry goals into both technician and transfer-credit classrooms through specific instructional techniques. The addition of case studies provides an in-depth examination of how industry-community college partnerships prioritize the needs of underrepresented groups and address them through classroom instructional practices. ADVANCED TECH EDUCATION PROG DUE EHR Yarnall, Louise Steven Wendel Manjari Wijenaike Raymond McGhee Joseph Ames SRI International CA Connie K. Della-Piana Continuing grant 270665 7412 SMET 9178 1032 0116000 Human Subjects 0903333 August 1, 2009 Leading Alternatives in National Energy Solutions (LANES). The Leading Alternatives in National Energy Solutions (LANES) project at Lane Community College (LCC) in Eugene, Oregon is transferring instructional coursework to the Internet so that community college students across the country can take web-based energy management courses that are coupled to laboratory courses at their home campuses. The goals of the LANES project are to (1) hybridize LCC's Energy Management Program for online and on-site practicum delivery, (2) increase student enrollment in energy management courses through broader dissemination of instructional resources for distance learning, and (3) develop a sustainable infrastructure to support use of LCC's Energy Management Program resources nationwide. ADVANCED TECH EDUCATION PROG DUE EHR Arle, John Roger Ebbage Lane Community College OR David A. Hanych Standard Grant 810312 7412 SMET 9178 1032 0116000 Human Subjects 0903336 September 1, 2009 Faculty Professional Development in Design, Construction, Assembly and Analysis of a solid body electric guitar. This ATE professional development project is a collaboration between STEM faculty teams from Butler County Community College (Butler, PA), Purdue University (West Lafayette, IN), Sinclair Community College (Dayton, OH), Ventura College (Ventura, CA), College of the Redwoods (Eureka, Ca.), as well as high school STEM faculty in each of the states involved. Faculty teams at the respective locations are working together to design, build, and analyze solid body electric guitars as a means of learning applied concepts of science, technology, engineering, mathematics, and as a means of understanding product lifecycle management. This experience is providing teachers and students an accurate simulation of the collaborative design and rapid manufacturing processes routinely used in business and industry. Over 150 STEM faculty members from high schools and community colleges are participating in an intense five-day Summer Professional Development Program and are having extensive academic year follow-up activities. The teacher participants are using these processes and simulations in their classrooms to enhance the STEM laboratory learning experience. Nearly 5000 students are learning about cross-disciplinary STEM problem solving that is becoming increasingly important for new design technicians to experience. An external evaluator is examining the professional development activities for their effectiveness. The results and lessons learned from the project are being disseminated through presentations at local, regional, or national conferences of professional associations. All lessons and laboratory activities are being made available through self-contained portable curriculum kits. Selling the guitars for more than the guitar kits cost is providing the means for sustaining this activity. Project information is being made available through the website http://www.guitarbuilding.org/, which is being hosted by the Manufacturing Education Resource Center (MERC) at Sinclair Community College. ADVANCED TECH EDUCATION PROG DUE EHR Aikens, Mike Thomas Singer Richard French Steven Brown Debbie French Butler County Community College PA Ginger H. Rowell Continuing grant 265832 7412 SMET 9178 1032 0903339 June 1, 2009 NSF ATE Engineering Technician Program. To address a shortage of civil engineering graduates, much of the work currently done by civil engineers in agencies and industry can be performed by engineering technicians. Work such as field and laboratory data collection, elementary analysis and construction quality control could all be performed by engineering technicians. This project develops a cadre of engineering technicians by offering a curriculum which reduces the higher order mathematics requirement for an engineering degree and substitutes for these courses more practical courses suitable for engineering technicians. Courses such as material properties, construction testing, data gathering and statistical quality control are included in the curriculum. Additionally, the program enlists the help of industry to provide jobs during summers and part-time work during the school year. This practical training enables students to experience real world applications of their coursework. Industry supervisors mentor students and train them to be employees of value as civil engineering technicians. Scholarships are also offered to selected candidates in order to allow them to take full course loads. This rigorous practical education coupled with concurrent on-the-job training prepares a technician workforce capable of meeting the demands of the field. ADVANCED TECH EDUCATION PROG DUE EHR Nichols, James Truckee Meadows Community College NV Herbert H. Richtol Standard Grant 144036 7412 SMET 9178 1032 0116000 Human Subjects 0907883 March 1, 2009 Building a SE2004 Community of Software Engineering Educators. Software Engineering (34) This project supports running a one-day workshop for leading software engineering educators. This workshop, held at the 2009 ACM SIGCSE conference, brings together academicians interested in software engineering education (SEE) to share integration experiences, aid in solving integration issues, and provide direction on how to use SE2004 effectively. The participants in the workshop have been chosen for their interest in SEE as well as representing a wide variety of institutions across the country. The venue of the 2009 ACM SIGCSE conference was chosen due to the high potential that workshop participants will already be attending SIGCSE. The goal of the workshop is to build this new community of SE educators and carry it forward by supporting the continued sharing of SE2004 experiences. The intellectual merit of creating this SEE community rests on the promotion and application of SE2004 in practice. While the construction of SE2004 was performed by academicians who were most experienced in the area of SEE, few partial implementations actually exist. Both the IEEE-CS and the ACM have endorsed these curriculum recommendations and the existence of this community provides direction and support in attempts to follow them. The broader impacts of forming such a community are self-evident in that all the institutions involved in this community learn from the experiences of others when integrating SE2004 topics/courses in their curriculum. Specifically, this community allows other institutions to benefit from successful integration as well as to avoid known mistakes. To this end, the community continues long after the workshop through web support for the purpose of disseminating institutions' individual experiences. CCLI-Phase 1 (Exploratory) DUE EHR Sobel, Ann Miami University OH Stephen C. Cooper Standard Grant 7164 7494 SMET 9178 0909990 September 1, 2009 Multi-Disciplinary Preparation of Next Generation Information Assurance Practitioners. Computer Science (31) This project proposes to develop a pipeline of Information Assurance (IA) professionals by providing scholarships to talented students over a span of four years, with a yearly cohort of 6 to 8 students. The university is well positioned to attract high quality students who are interested in IA. The Computer Science and Computer Engineering curricula prepare students with strong technical competence in the field of Information Assurance. The MS in IA program, jointly offered by the College of Computer and Information Science (CCIS) and the College of Criminal Justice, provides students a holistic view of IA with a curriculum integrating technical, legal and policy issues. Through the IA-related course offerings, research activities, cooperative education opportunities, outreach activities and research activities, the university has established itself as the right place to further develop this expertise. The program has been certified as a Center of Academic Excellence in Information Assurance Education and Research (CAE/IAE-R) by NSA/DHS. In addition to extensive course development, CCIS and the College of Engineering have joined together to establish an interdisciplinary research institute in Information Assurance. These efforts aim to attract interested students with diverse backgrounds, as well as researchers to participate in advancing the state-of-the-art in Information Assurance. The Cooperative Education Program, the application-oriented projects embedded in the IA curriculum, and faculty connections with IA-focused industries and research laboratories provide the students with an unique advantage in securing permanent and internship employment, particularly with the federal government. This program proposes to devote special attention to work with HBCU and HSI colleges/universities, to attract and recruit under-represented students to the field of IA. This project leverages previous experience in working with minority-serving institutions through an NSF REU summer program. FED CYBER SERV: SCHLAR FOR SER DUE EHR Chan, Agnes David Kaeli Riccardo Pucella Northeastern University MA Stephen C. Cooper Continuing grant 272080 1668 SMET 9178 7254 0910476 September 1, 2009 Information Security and Assurance for Healthcare Applications. Information Science and Systems (33) This Information Security and Assurance for Healthcare Applications project extends a previous project which provided exposure to the increasingly critical field of healthcare security to a new generation of computer security and information assurance (IS&A) professionals. As a result of the previous project, 29 students were successfully placed in jobs in federal agencies or labs, including those with healthcare security interests. The relevance of this goal has since been repeatedly underscored at the highest levels of the federal and state health infrastructures by mandates to broaden utilization of information technology in the delivery of healthcare while protecting the security and privacy of health information exchanges and on-line databases. It is now widely recognized that establishment of trusted national healthcare information networks and databases to unify health and medical computing infrastructures, streamline healthcare monitoring and delivery, and accelerate research and dissemination of health and medical data while assuring that privacy is systemically protected have collectively achieved the scope of a critical national challenge. This project provides its graduate students: (a) Rigorous and broad educational foundations addressing the theory, design, and applications of IS&A technologies; (b) Healthcare policy, management, and privacy issues; and (c) Potential vulnerabilities associated with computer-based medical devices, which increasingly have networking and wireless capabilities. Broad Impact: The goal of this proposal is to provide the option to 15 new students to complete either the Master of Science in Security Informatics (MSSI) degree program or a dual MSSI/Master of Health Sciences (MHS) program, which was developed by means of a previous SFS capacity building grant. Focused outreach to assure diversity for this healthcare security opportunity takes advantage of existing partnerships with HBCUs and MSIs. Intellectual Merit: The dual masters program made available to the new SFS scholars is based on an integration of courses, labs, research projects, and internships stemming from the two different academic cultures represented by the public health and computing schools. The intellectual merit of this partnership is represented by the development and implementation of a unique interdisciplinary framework supporting educational cross-training regarding IS&A technologies relative to healthcare security applications. Selected healthcare security courses to support the dual MSSI/MHS degree are made accessible in an on-line format. FED CYBER SERV: SCHLAR FOR SER DUE EHR Masson, Gerald Johns Hopkins University MD Stephen C. Cooper Continuing grant 1500795 1668 SMET 9178 7254 0911708 August 15, 2009 Federal Cyber Service: Scholarship for service. Computer Engineering (32) This project expands the capacity of the Iowa State University (ISU) SFS Cyber Corps program. Designated by the National Security Agency as a charter Center of Academic Excellence in Information Assurance Education, ISU further recognizes the importance of the information assurance (IA) field by supporting an IA Center on campus. Through this project, ISU continues participation in the NSF SFS program. Faculty from the Departments of Electrical and Computer Engineering, Computer Science, Political Science, Mathematics, Educational Leadership, and Logistics, Operations, and Management Information Systems lead the interdisciplinary Cyber Corps program. Students work closely with the faculty to receive IA training, conduct research, and develop as leaders and team members. Students complete IA courses and develop deeper problem-solving skills through more in-depth research efforts and involvement with major professors. All students participate in the unique and critical component of the ISU SFS program: leadership, teamwork and professionalism development. The expanded SFS program provides faculty team leaders with a foundation to develop a year-round recruiting plan with special emphasis on: increasing the number of participants from underrepresented groups; further enhancing the selection process; supporting the strong student cohort experience; increasing the scope of mentoring for students; more systematically involving all students in IA research; and employing additional measures of program success. This infrastructure allows placing 100% graduating students in the federal government after graduation. The ISU SFS program continues to benefit society by providing the federal workforce with new professionals who have the capacity to address the problems of securing critical federal information infrastructure in innovative ways. It contributes to the IA knowledge base by enhancing several ISU research programs that address important issues including intrusion detection systems; network security; data privacy and security; dependable systems and networks; and security policy. FED CYBER SERV: SCHLAR FOR SER DUE EHR Jacobson, Douglas Clifford Bergman Johnny Wong Barbara Licklider Janice Wiersema Iowa State University IA Victor P. Piotrowski Continuing grant 1368867 1668 SMET 9178 7254 0911741 August 15, 2009 Advancing the Federal Cyber Force. Information Science and Systems (31) As a National Security Agency designated Center of Academic Excellence in Information Assurance Education, the Center for Cyberspace Research (CCR) produces highly qualified cyber-professionals through its graduate educational program and research. The center has the unique ability to develop cyber-professionals with a thorough understanding of the special requirements of both Government and Department of Defense (DoD) cyber-operations. Performance from the original SFS grant has been outstanding: 100% internship placement rate, 100% on-time or early completion rate, and a 100% post-graduation placement rate. The intellectual merit of the proposal has several facets: (1) the program is distinctive for its focus on offensive and defensive cyber-operations; (2) there is an emphasis on both theory and application; (3) there is an emphasis on technical solutions to cyberspace issues in our curriculum and research; (4) the center possesses a unique capability to conduct classified research; and (5) the curriculum and research is focused on both government computer and network operations as well as civilian critical infrastructures. Students learn state-of-the-art cyber-technology as well as how to investigate and solve difficult problems in the area. The curriculum is regularly updated to stay abreast of the latest technical advancements. Access to secure research facilities enables students to work on exciting and challenging research topics in cyberspace. These topics and facilities coupled with close ties to the Air Force and government research agencies provide a strong research and educational experience. Students work closely with faculty to defend national information systems and networks against exploitation while exploiting the weaknesses of adversaries. Graduates are placed in positions that foster growth within the government through mentoring. Their unique educational experience gives them immediately useful knowledge into both best practices as well as vulnerabilities of information infrastructure. Program graduates have a broad impact on the Federal, State, and local cyber-workforce. There is broad dissemination of research results. In 2008, CCR published 74 journal and conference papers based on student research. This project is engaged in a collaborative effort with faculty at a neighboring community college and at an HBCU. Undergraduate students at these institutions are mentored as part of a summer intern program as they work on cyber-related projects. FED CYBER SERV: SCHLAR FOR SER DUE EHR Baldwin, Rusty Richard Raines Air Force Institute of Tech OH Stephen C. Cooper Interagency Agreement 2058749 1668 SMET 9178 7254 0911886 July 1, 2009 Federal Cyber Service Scholarships. Computer Science (31) The Georgia Tech Information Security Center (GTISC), a designated Center of Academic Excellence, is the umbrella organization covering research and education in information security, information assurance, critical information infrastructure protection (IS/IA/CIIP) and related subjects across the Institute. Participating faculty and relevant degree programs exist in the College of Computing, which has a curriculum that supports a fully dedicated Master of Science in IS and about 30 PhD students in IS/IA; the School of Electrical and Computer Engineering (ECE); and the Sam Nunn School (SNS), including the Center for International Strategy, Technology and Policy (CISTP) that coverers technology-related homeland, national, and international security studies. In addition to about 10 courses that are wholly or largely dedicated to IS/IA/CIIP, these and other units offer a rich selection of graduate courses on networks, operating systems, software engineering, wireless communications, sensors, fault tolerance, risk and cost-benefit analyses, e-government, Human Computer Interaction, security analysis and policy, and telecommunications policy. The GTISC core has about a dozen faculty members, and approximately 30 additional faculty and research staff have serious interests in IS/IA/CIIP. During the current SFS program, several lessons have been learned that shape and focus the present proposal towards educating high quality, technically educated students in one of two Master's programs. One is in IS, and the other concentrates on policy and homeland/national/international security. The latter includes such areas as CIIP, criminal and terrorist use of cyberspace, international cooperation in dealing with cyber security problems, critical information systems for dealing with epidemics and other biologically-oriented threats, and IT-related security policies at several levels. Among students in the SNS, there is a pool of high achieving students, more than half women, with good communications skills, and a high percentage of clearable US citizens. They are particularly sensitive to people and policy issues in cyber security, and have no trouble taking a core of 3-4 technical IS/IA courses. Measured by academic performance and placement, they have proven to be the most successful contingent of SFS students we have had. All of them became interested in IS/IA/CIIP and government service because of the SFS program. FED CYBER SERV: SCHLAR FOR SER DUE EHR Goodman, Seymour Patrick Traynor GA Tech Research Corporation - GA Institute of Technology GA Stephen C. Cooper Standard Grant 1250682 1668 SMET 9178 7254 0911969 September 1, 2009 Collaborative Research: A Partnership for Developing the IA Workforce. This collaborative project between the University of Denver (DU) and the University of the District of Columbia (UDC) seeks to develop faculty expertise and curricula at UDC so that UDC may seek the Center of Academic Excellence in Information Assurance Education (CAEIAE) designation from the National Security Agency. DU is assuming the role institutional mentor and is assisting UDC in the development of courses, curriculum and research programs that are necessary for UDC's application for CAEIAE designation. The project makes use of DU extensive on-line and distance learning capabilities through which UDC students can take night classes from DU that transfer for credit to UDC. The project also enhances the quality of the information assurance education at DU through collaborative teaching and research experiences. Graduates from UDC are given special consideration for graduate work at DU. This project increases the number of highly talented and highly qualified female and African-American graduates in the information assurance field, thus addressing a need of documented national importance. FED CYBER SERV: SCHLAR FOR SER DUE EHR Yu, Byunggu Li Chen Sherali Zeadally Lily Liang University of the District of Columbia DC Lance C. Perez Standard Grant 300000 1668 SMET 9178 0116000 Human Subjects 0911982 August 15, 2009 ASPIRE: An SFS Program for Interdisciplinary Research and Education. Interdisciplinary (99) The project ASPIRE at the Polytechnic University of New York prepares a cadre of SFS scholars who can integrate technical, legal, financial, and behavioral aspects into practical, cost effective solutions that people can depend on; who can help develop laws and public policies relating to information security and privacy that properly reflect the capabilities, limitations, and implications of technology. A graduate from the ASPIRE program is able to translate the foundational principles of security and privacy into information technologies based on a deep understanding of societal, economic, behavioral and public policy implications and requirements. To ensure success of this vision, ASPIRE includes: an inter-disciplinary education and research agenda; training to identify and solve security and privacy problems from technical, legal, ethical, policy, and business perspectives; a sense of community by means of a buddy system, quarterly boot camps and weekly meetings; and a community service to mentor middle school students and to help non-profit organizations with their IT security problems. The ASPIRE team consists of researchers from NYU-Poly, and other schools in NYU with diverse expertise in areas that include Computer Science; Electrical and Computer Engineering; Public Policy; Law, Ethics and Politics; Economics and Business; and Psychology. NYU has a large number (60%) of women students and ASPIRE partners with local and national minority institutions to recruit high quality fellows. The partners include the National Action Council for Minorities in Engineering, National Society for Black Engineers, Society of Hispanic Professional Engineers and the Society for Women Engineers. FED CYBER SERV: SCHLAR FOR SER DUE EHR Memon, Nasir Rae Zimmerman Ramesh Karri Helen Nissenbaum Anindya Ghose Polytechnic University of New York NY Victor P. Piotrowski Continuing grant 1506521 1668 SMET 9178 7254 0116000 Human Subjects 0911991 September 1, 2009 Collaborative Research: A Partnership for Developing the IA Workforce. This collaborative project between the University of Denver (DU) and the University of the District of Columbia (UDC) seeks to develop faculty expertise and curricula at UDC so that UDC may seek the Center of Academic Excellence in Information Assurance Education (CAEIAE) designation from the National Security Agency. DU is assuming the role institutional mentor and is assisting UDC in the development of courses, curriculum and research programs that are necessary for UDC's application for CAEIAE designation. The project makes use of DU extensive on-line and distance learning capabilities through which UDC students can take night classes from DU that transfer for credit to UDC. The project also enhances the quality of the information assurance education at DU through collaborative teaching and research experiences. Graduates from UDC are given special consideration for graduate work at DU. This project increases the number of highly talented and highly qualified female and African-American graduates in the information assurance field, thus addressing a need of documented national importance. FED CYBER SERV: SCHLAR FOR SER DUE EHR Thurimella, Ramakrishna Christian Grothoff Chris Gauthierdickey Thomas Tierney University of Denver CO Lance C. Perez Standard Grant 299992 1668 SMET 9178 0912048 August 15, 2009 Monarch: Cyber Corps Through Metamorphosis. Computer Science (31) This Monarch project at the Naval Postgraduate School (NPS) offers a unique approach to the cyber security education by matriculating a mixture of students, most with CS undergraduate degrees, and some with an interdisciplinary background. Qualified students enter an intense three-quarter core CS program comprised of undergraduate CS material. They then transfer into Masters-level program, which is completed at the end of their second year. Through small faculty-taught classes involving extensive laboratory exercises and projects, students learn to design, build, configure, and manage systems and networks securely. Students study along with U.S. Government civilians and military officers and engage in a specially designed computer security track at CISR, one of the world's preeminent programs combining research and studies in Cyber Security and Information Assurance. Students receive regular mentoring on curriculum and employment options. The mandatory thesis research projects ensure that students have an appreciation of the challenges in cyber security and provide valuable experience in research, critical thinking, and writing. The Monarch project reduces the current personnel gap in cyber security for the national information infrastructure through a transformative Masters degree program. It presents an innovative solution to the personnel crisis facing computer science. FED CYBER SERV: SCHLAR FOR SER DUE EHR Irvine, Cynthia Naval Postgraduate School CA Victor P. Piotrowski Interagency Agreement 1857690 1668 SMET 9178 7254 0912068 September 15, 2009 Information Assurance Excellence Program. Information Science and Systems (33) This project establishes the Information Assurance Excellence Program (IAEP) to address the need for Information Assurance specialists in federal government agencies. The program creates a long-term recruitment pipeline that includes recruiting students on campus, creating agreements with community colleges, and providing early exposure for high school students. In addition to enrolling in courses as a cohort, the Scholars engage in professional and career development activities in which they deliver technical workshops and have opportunities to engage in discussions with practicing professionals. They participate in technology competitions and they work on research projects. The evaluation of the program components and its overall effectiveness contributes to the body of knowledge and best practice strategies for successful recruitment, mentorship, retention and placement of Information Assurance professionals. This program emphasizes practice. Under the mentorship of experienced faculty and alumni IA professionals, IAEP students are required to work in applied activities beyond the classroom. Specific requirements include the dissemination of skills based learning in the form of presentations and workshops, peer outreach to community colleges and high schools, and participation in regional IA competitions. IAEP recruitment efforts focus on attracting a diverse range of applicants from CSUSB and community colleges, many of whom are likely to be students from underrepresented groups. By offering mentoring and support to increase the scholarly abilities of these future professionals, and by maintaining these support mechanisms throughout their internships and in their ultimate placement, the program experiences little attrition. The results of the program form a replicable model that can be disseminated to other participating Center of Academic Excellence in Information Assurance colleges and universities. FED CYBER SERV: SCHLAR FOR SER DUE EHR Coulson, Tony Walt Stewart California State University-San Bernardino Foundation CA Victor P. Piotrowski Continuing grant 425379 1668 SMET 9178 7254 0912109 October 1, 2009 Building Instructional Capacity for Instructors Unfamiliar with Security. The University of Washington's Center for Information Assurance and Cybersecurity, a National Security Agency/Department of Homeland Security Center of Academic Excellence in Information Assurance Education and Research (CAEIAE/CAE-R), is creating learning materials in the area of secure coding to be used in a faculty development effort. The learning materials consist of eight modules that teach secure coding concepts using a software reengineering approach in combination with a case study based pedagogy. The modules are being used in two faculty development workshops involving eighteen faculty over two years. The workshops are designed to increase the capacity of the participants' home institutions to provide information assurance educational opportunities to their students. The project is working with six community colleges in the Puget Sound area to increase their capacity for teaching secure coding and to ensure that the modules are useful to community colleges and address the learning needs of nontraditional and transfer students. The project includes detailed formative and summative evaluation plans and an independent evaluator. The course materials are being freely disseminated via a website hosted by the University of Washington. FED CYBER SERV: SCHLAR FOR SER DUE EHR Endicott-Popovsky, Barbara Weon Sam Chung University of Washington WA Lance C. Perez Standard Grant 299901 1668 SMET 9178 0917986 June 1, 2009 Special Project: Case Studies on Sustainability for Digital Resources. This special project develops two case studies on the sustainability of digital resources focusing specifically on the sciences. The subject of the first case study is an online resource called ebird, operated by Cornell University's Lab of Ornithology. The website relies on the volunteer contributions of professional and amateur bird watchers to amass data on bird abundance and distribution, and is notable for its sharp focus on users and for utilizing a variety of revenue strategies. The second case focuses on the NSDL Middle School Pathway which is of interest as a case study because of the way their leaders have actively and creatively engaged in developing new sustainability strategies. The research analyzes the successes and challenges of different sustainability strategies and revenue models, and point the way toward best practices for supporting online resources. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Brown, Laura Ithaka Harbors, Inc. NY Herbert H. Richtol Standard Grant 38931 7444 SMET 9178 0918132 September 15, 2009 Collaborative Research: Online Statistics Education: An Interactive Multimedia Course of Study II. Discipline: Mathematical Sciences (21) This CCLI Phase 2 collaborative research project, "Online Statistics Education: An Interactive Multimedia Course of Study II," is updating, expanding, and enhancing one of the most used free websites for teaching introductory-level statistics. In particular, the project team is making the materials compatible with learning management systems (such as Blackboard) and developing a large bank of test items to assist students with mastery learning. Based on the American Statistical Association supported Guidelines for the Assessment and Instruction of Statistics Education (GAISE), the project team is revising and improving selected content, developing additional case studies, improving the usability, and increasing the production value of the multimedia components. Furthermore, this collaborative team is also optimizing the materials to run on mobile devices to provide students with easy and constant access to learning materials. The effectiveness of the materials across a range of educational institutions is being assessed by independent evaluators. The product and the evaluation results are being disseminated to the statistics education communities through the statistics education digital library, CAUSEweb, and through other publication and presentation venues. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Giguere, Paul Robert Houser Tufts University MA Sephanie Fitchett Standard Grant 117978 7492 1536 SMET 9178 0116000 Human Subjects 0918227 August 1, 2009 Collaborative Research: Transforming Web-based Courseware into a Full Statics course with Digital Feedback and Asssessment that Inform Interactive Classroom Activities. Engineering - Mechanical (56) This project is improving learning in statics, a fundamental engineering course, through further development and refinement of a web-based repository of concept- and skill-specific interactive classroom activities. The project is transforming the statics learning experience so that it is student-centered, by drawing together the potential of computer technology and an interactive classroom in a synergistic way. The web-based materials are being used in a wide variety of learning environments to test their effectiveness within a broad spectrum of faculty and students. The materials are being developed to provide students with instantaneous feedback on their learning and to provide faculty with comprehensive feedback on their students' progress. The tools being developed will allow faculty to create an interactive classroom where routine instruction takes place outside the classroom followed by stimulating, targeted activities inside the classroom. The project is being rigorously assessed to determine its impact on student learning and motivation through formative and summative means. The results from the project are being broadly disseminated through multiple venues, include online resources. CCLI-Phase 2 (Expansion) DUE EHR Newcomer, Jeffrey Western Washington University WA Sheryl A. Sorby Standard Grant 25000 7492 SMET 9178 0116000 Human Subjects 0918228 August 1, 2009 Collaborative Research: Transforming Web-based Courseware into a Full Statics Course with Digital Feedback and Assessment that Inform Interactive Classroom Activities. Engineering - Mechanical (56) This project is improving learning in statics, a fundamental engineering course, through further development and refinement of a web-based repository of concept- and skill-specific interactive classroom activities. The project is transforming the statics learning experience so that it is student-centered, by drawing together the potential of computer technology and an interactive classroom in a synergistic way. The web-based materials are being used in a wide variety of learning environments to test their effectiveness within a broad spectrum of faculty and students. The materials are being developed to provide students with instantaneous feedback on their learning and to provide faculty with comprehensive feedback on their students' progress. The tools being developed will allow faculty to create an interactive classroom where routine instruction takes place outside the classroom followed by stimulating, targeted activities inside the classroom. The project is being rigorously assessed to determine its impact on student learning and motivation through formative and summative means. The results from the project are being broadly disseminated through multiple venues, include online resources. CCLI-Phase 2 (Expansion) DUE EHR Moradmand, Jamshid Russell Marcks Sinclair Community College OH Sheryl A. Sorby Standard Grant 25000 7492 SMET 9178 0116000 Human Subjects 0918255 August 1, 2009 Collaborative Research: Transforming Web-based Courseware into a Full Statics course with Digital Feedback and Assessment that Informs Interactive Classroom Activities. Engineering - Mechanical (56) This project is improving learning in statics, a fundamental engineering course, through further development and refinement of a web-based repository of concept- and skill-specific interactive classroom activities. The project is transforming the statics learning experience so that it is student-centered, by drawing together the potential of computer technology and an interactive classroom in a synergistic way. The web-based materials are being used in a wide variety of learning environments to test their effectiveness within a broad spectrum of faculty and students. The materials are being developed to provide students with instantaneous feedback on their learning and to provide faculty with comprehensive feedback on their students' progress. The tools being developed will allow faculty to create an interactive classroom where routine instruction takes place outside the classroom followed by stimulating, targeted activities inside the classroom. The project is being rigorously assessed to determine its impact on student learning and motivation through formative and summative means. The results from the project are being broadly disseminated through multiple venues, include online resources. CCLI-Phase 2 (Expansion) DUE EHR Echempati, Raghu Kettering University MI Sheryl A. Sorby Standard Grant 25000 7492 SMET 9178 0116000 Human Subjects 0918271 August 1, 2009 Collaborative Research: Transforming Web-based Courseware into a Full Statics course with Digital Feedback and Assessment that Inform Interactive Classroom Activities. Engineering - Mechanical (56) This project is improving learning in statics, a fundamental engineering course, through further development and refinement of a web-based repository of concept- and skill-specific interactive classroom activities. The project is transforming the statics learning experience so that it is student-centered, by drawing together the potential of computer technology and an interactive classroom in a synergistic way. The web-based materials are being used in a wide variety of learning environments to test their effectiveness within a broad spectrum of faculty and students. The materials are being developed to provide students with instantaneous feedback on their learning and to provide faculty with comprehensive feedback on their students' progress. The tools being developed will allow faculty to create an interactive classroom where routine instruction takes place outside the classroom followed by stimulating, targeted activities inside the classroom. The project is being rigorously assessed to determine its impact on student learning and motivation through formative and summative means. The results from the project are being broadly disseminated through multiple venues, include online resources. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Steif, Paul Carnegie-Mellon University PA Sheryl A. Sorby Standard Grant 250510 7492 1536 SMET 9178 0116000 Human Subjects 0918741 September 1, 2009 Extending and enhancing Understanding Evolution for the undergraduate community. Biological Sciences (61). This project, a collaboration between the University of California Museum of Paleontology, American Institute of Biological Sciences and the National Evolutionary Synthesis Center (NESCent), is expanding the highly successful Understanding Evolution K-12 website (UE) with the aim of improving evolution education at the college level. UE's Undergraduate Library is a freely accessible online resource that targets college instructors of introductory biology to help them clarify evolutionary concepts in pedagogically sound ways, integrate evolution throughout their teaching, spend more class time on evolution-related concepts, and relate evolution to current research and issues that matter in students' everyday lives. Functionalities built into the site also encourage community building among these instructors. To support these goals, the Library is offering a wide variety of resources, including webinars, discussions, teaching materials, professional development tools, and much more. This comprehensive set of materials reflects the recognition that some instructors are prepared to make only small modifications to their pedagogy, and others will embrace sweeping ones. By facilitating small improvements and providing a community-based support system, the site aims to move instructors towards more fundamental transformations of their evolution instruction. An evaluation component is addressing the extent to which the project is meeting its goals, informing the design of online community-building tools for teacher professional development, and informing other efforts to encourage the integration of evolution throughout biology instruction (e.g., NESCent's Evolution Across the Curriculum working group). The project's freely-accessible, online environment provides a vehicle for reaching a diverse group of students and instructors - from rural and inner city community colleges, research universities, and private institutions - by removing geographic and economic barriers to participation. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH GENES AND GENOME SYSTEMS DUE EHR Caldwell, Roy David Lindberg University of California-Berkeley CA Deborah E. Allen Standard Grant 499919 7492 1536 1112 SMET 9178 0116000 Human Subjects 0918881 September 1, 2009 CBMS2010: A Study of Undergraduate Programs in the Mathematical and Statistical Sciences in the United States and the Publication of the Results. This project, CBMS2010, is a comprehensive stratified random sample survey of the nation's undergraduate mathematical and statistical sciences programs at two-year and four-year institutions in the fall of 2010. A comprehensive report describing this survey will be available in the spring of 2012 online. This project continues a cross-sectional survey of undergraduate mathematics programs that has been done every five years since 1965. This project is coordinated by the Conference Board for the Mathematical Sciences (CBMS) and is being managed by the American Mathematical Society (AMS). CBMS surveys track changes in the curriculum, pedagogy, enrollment levels, graduates, and faculty in US undergraduate mathematical sciences programs. In addition, CBMS2010 is also focusing on: requirements for mathematics and statistics majors, assessment of mathematics and statistics programs, mathematical preparation of teachers, dual enrollment, and instructional strategies in College Algebra, Calculus I, and Elementary Statistics. CBMS2010 will provide the national benchmark data that the nation's mathematical sciences department chairs called for in the AMS publication "Towards Excellence: Leading a Mathematics Department in the 21st Century." The statistical design and associated computations are being conducted by statisticians at Westat in consultation with a steering committee appointed by CBMS, and the final report will be written by the project's senior personnel and published by the American Mathematical Society. The survey's evolving structure contributes to educational survey research methodology. REESE CCLI-Phase 2 (Expansion) INFRASTRUCTURE PROGRAM DUE EHR Maxwell, James Ellen Kirkman Richelle Blair American Mathematical Society RI Myles G. Boylan Standard Grant 589907 7625 7492 1260 SMET 9178 0918955 September 1, 2009 Broadening the Accessibility and Portability of Biology Animations. Biological Sciences (61). The Virtual Cell development team is expanding its existing collection of high-quality, animation-based educational modules that feature molecular and cellular processes (http://vcell.ndsu.edu/animations). These animations are freely accessible from the VCell download site (http://vcell.ndsu.nodak.edu/animations/downloads/), and are widely used by teachers as stand-alone videos or incorporated into personal learning tools. The publicly available NDSU Virtual Cell Channel on YouTube is used by learners at all levels (http://www.youtube.com/user/ndsuvirtualcell) to better understand these cellular and molecular processes. This project is expanding the VCell collection by 1) developing additional animations for widespread (including international) distribution; 2) creating Biology-in-the-Hand applications, pioneering WWW-delivered learning modules for use with portable media players; 3) broadening the utility of the animations by offering the narration in other languages; and 4) utilizing a recently developed National Educational Media research framework to better understand those aspects of animations that aid learning. In accomplishing these goals, the sponsoring institution is collaborating with three partner institutions that have previously developed or used animations for biology education: East Carolina University, the University of Colorado, Denver, and the University of Toronto. These institutions are also serving as tests sites to measure the impact of specific animation designs on student learning. The major product from this project is a suite of high quality animations that can be accessed as stand-alone learning tools or embedded in learning applications that can be downloaded and accessed anytime/anywhere by a diversity of teachers and learners. Development of the animations is being guided by learning research that provides for better understanding of those components of an animation that aid student learning and that allow for effective delivery on mobile devices. The multiple-design concepts being incorporated by the project are making the animations attractive to a larger learner base, and allowing teachers to reconsider how complex processes may be taught. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH PLANT GENOME RESEARCH PROJECT DUE EHR McClean, Phillip Alan White Brian Slator Nathan Wood Katie Reindl North Dakota State University Fargo ND Deborah E. Allen Standard Grant 494900 7492 1536 1329 SMET 9178 9150 0918956 August 1, 2009 Collaborative Research: Transforming Web-based courseware into a full Statics course with Digital Feedback and Assessment that informs Interactive Classroom Activities. Engineering - Mechanical (56) This project is improving learning in statics, a fundamental engineering course, through further development and refinement of a web-based repository of concept- and skill-specific interactive classroom activities. The project is transforming the statics learning experience so that it is student-centered, by drawing together the potential of computer technology and an interactive classroom in a synergistic way. The web-based materials are being used in a wide variety of learning environments to test their effectiveness within a broad spectrum of faculty and students. The materials are being developed to provide students with instantaneous feedback on their learning and to provide faculty with comprehensive feedback on their students' progress. The tools being developed will allow faculty to create an interactive classroom where routine instruction takes place outside the classroom followed by stimulating, targeted activities inside the classroom. The project is being rigorously assessed to determine its impact on student learning and motivation through formative and summative means. The results from the project are being broadly disseminated through multiple venues, include online resources. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Dollar, Anna Miami University OH Sheryl A. Sorby Standard Grant 121354 7492 1536 SMET 9178 0116000 Human Subjects 0918959 September 15, 2009 DIYModeling -- Do It Yourself Modeling and Simulation for STEM Learning. Disciplines: Mathematical Sciences (21) and Interdisciplinary/Multidisciplinary (99) The "DIYModeling -- Do It Yourself Modeling and Simulation for STEM Learning" CCLI Phase 2 collaborative research project is developing 1) the Do-It-Yourself Modeling (DIYModeling) software which enables users to create models using the ordinary language of mathematics and then to enter a game quality simulation; 2) the DIYModeling Component Libraries which can be added to a simulation to enable users to focus on modeling and the underlying science and mathematics; and 3) a library of educational resources that are centered on the models and modeling supported by DIYModeling. The intellectual merit of this project includes using simulation and gaming software to construct an environment in which students hypothesize solutions to problems, construct models to simulate their hypotheses, and then compare the results of those models to observations. The students are using modern mathematical notation instead of special, software-specific notation for their modeling tasks. Using space exploration as a theme, this professionally-developed software is a powerful tool for exploring challenging and realistic problems. The collaborative DIYModeling project team includes six universities which represent diversity in type of institution and in geographical location. The PI-team is teaching and is field-testing the software and corresponding learning resources in mathematics, business, physics, and biology courses. Furthermore, this project is building a large community of users to expand and enhance the component library. Both formative and summative evaluations are included. The software and the lessons are being disseminated through workshops, presentations, and NSDL. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Smith, Marion Texas Southern University TX Dennis Davenport Standard Grant 30000 7492 1536 SMET 9178 0116000 Human Subjects 0919248 September 1, 2009 Integrated Design Engineering Assessment and Learning System (IDEALS). The project is creating instructional materials designed to help students achieve the professional growth needed in team-based design projects and professional practice and to empower faculty for effective assessment-driven development of the students' ability and attitudes in teamwork and professional development. The project builds on a prior NSF funded project and involves a diverse set of institutions. Curriculum materials are being designed to connect with students' previous experience and knowledge, develop knowledge with underlying structure or organization, construct understanding in the context of an engineering design, and refine understanding through focused feedback. Instructional activities engage learners in content and the professional community, using steps such as: motivation/purpose, posing inquiry questions, individual exploration, group processing, application of learning, and reflection. Instructor guides are being developed to coach educators on how and when to use instructional materials and assessments for best results in their design classes. Evaluation efforts include qualitative and quantitative measures (surveys, focused interviews, and student essays) to monitor progress on each project outcome. Broader impacts include the dissemination of the project's instructional material. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Davis, Denny Michael Trevisan David Feldon Washington State University WA Russell L. Pimmel Standard Grant 149973 7492 1536 SMET 9178 0116000 Human Subjects 0919264 September 15, 2009 DIYModeling -- Do It Yourself Modeling and Simulation for STEM Learning. Disciplines: Mathematical Sciences (21) and Interdisciplinary/Multidisciplinary (99) The "DIYModeling -- Do It Yourself Modeling and Simulation for STEM Learning" CCLI Phase 2 collaborative research project is developing 1) the Do-It-Yourself Modeling (DIYModeling) software which enables users to create models using the ordinary language of mathematics and then to enter a game quality simulation; 2) the DIYModeling Component Libraries which can be added to a simulation to enable users to focus on modeling and the underlying science and mathematics; and 3) a library of educational resources that are centered on the models and modeling supported by DIYModeling. The intellectual merit of this project includes using simulation and gaming software to construct an environment in which students hypothesize solutions to problems, construct models to simulate their hypotheses, and then compare the results of those models to observations. The students are using modern mathematical notation instead of special, software-specific notation for their modeling tasks. Using space exploration as a theme, this professionally-developed software is a powerful tool for exploring challenging and realistic problems. The collaborative DIYModeling project team includes six universities which represent diversity in type of institution and in geographical location. The PI-team is teaching and is field-testing the software and corresponding learning resources in mathematics, business, physics, and biology courses. Furthermore, this project is building a large community of users to expand and enhance the component library. Both formative and summative evaluations are included. The software and the lessons are being disseminated through workshops, presentations, and NSDL. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Wattenberg, Frank Gregor Novak Frank Hughes Rodney Sturdivant Bryndol Sones United States Military Academy NY Dennis Davenport Interagency Agreement 375690 7492 1536 SMET 9178 0116000 Human Subjects 0919336 September 15, 2009 DIY Modeling -- Do It Yourself Modeling and Simulation for STEM Learning. Disciplines: Mathematical Sciences (21) and Interdisciplinary/Multidisciplinary (99) The "DIYModeling -- Do It Yourself Modeling and Simulation for STEM Learning" CCLI Phase 2 collaborative research project is developing 1) the Do-It-Yourself Modeling (DIYModeling) software which enables users to create models using the ordinary language of mathematics and then to enter a game quality simulation; 2) the DIYModeling Component Libraries which can be added to a simulation to enable users to focus on modeling and the underlying science and mathematics; and 3) a library of educational resources that are centered on the models and modeling supported by DIYModeling. The intellectual merit of this project includes using simulation and gaming software to construct an environment in which students hypothesize solutions to problems, construct models to simulate their hypotheses, and then compare the results of those models to observations. The students are using modern mathematical notation instead of special, software-specific notation for their modeling tasks. Using space exploration as a theme, this professionally-developed software is a powerful tool for exploring challenging and realistic problems. The collaborative DIYModeling project team includes six universities which represent diversity in type of institution and in geographical location. The PI-team is teaching and is field-testing the software and corresponding learning resources in mathematics, business, physics, and biology courses. Furthermore, this project is building a large community of users to expand and enhance the component library. Both formative and summative evaluations are included. The software and the lessons are being disseminated through workshops, presentations, and NSDL. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Yanik, Joe Elizabeth Yanik Christopher Pettit Emporia State University KS Dennis Davenport Standard Grant 30000 7492 1536 SMET 9178 9150 0116000 Human Subjects 0919347 September 1, 2009 Professional Practice Simulations for Engaging, Educating and Assessing Undergraduate Engineers. Engineering - Other (59) This project is tailored to the newest generation of engineering students who are more computer literate, electronically connected, and simulation game-oriented than any prior generation. Through this project, a computer game is being developed that models authentic engineering practice. The game is being tested with first-year engineering students to help them develop an epistemology of engineering practice. In this game, students are employees in the Nephrotex Company that designs kidney dialysis machines for people with end-stage kidney disease. As entry-level engineers, student players are being charged with troubleshooting client questions and developing guidelines for proper use of the company's product in clinical settings, and for generating and testing ideas about the design, operation, and performance of dialysis equipment. Student players also interact with non-player characters who represent other members of the firm, clients, and potential customers. To complete their tasks, students need to research kidney function, machine design, transport phenomena, and fundamentals of optimization. Game play is taking place face-to-face during class time as well as outside of the classroom. Results from the project are being rigorously assessed to evaluate the impact of the game on student learning and motivation as well as the development of an engineering epistemic frame for the students. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Shaffer, David Naomi Chesler University of Wisconsin-Madison WI Sheryl A. Sorby Standard Grant 499993 7492 1536 SMET 9178 0116000 Human Subjects 0919487 August 1, 2009 Implementation and Assessment of Failure Case Studies in the Engineering Curriculum. Engineering - Civil (54) The history of the development of practice in many engineering disciplines is, in large part, the story of failures, both imminent and actual, and of changes to designs, standards, and procedures made as a result of the timely interventions or forensic analyses. Case studies are an effective vehicle for not only improving student understanding of forensic engineering and the underlying theoretical principles but also for highlighting non-technical issues such as professional and ethical responsibility. Despite their usefulness, case studies in forensic engineering are not in widespread use in undergraduate civil engineering curricula. Through this project, forensic engineering case studies that feature structural failures are being adopted at thirteen diverse universities across the country. The case studies cover a wide range of structural failures and were previously developed and rigorously evaluated through a CCLI Phase 1 project. Student learning and improvements in motivation through the use of failure case studies are being evaluated through this project at these diverse institutions and the results are being broadly disseminated to the engineering education community. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Delatte, Norbert Paul Bosela Joshua Bagaka's Cleveland State University OH Sheryl A. Sorby Standard Grant 500000 7492 1536 SMET 9178 0116000 Human Subjects 0919578 September 15, 2009 Collaborative research: Hands-on Exercises on DETER Testbed For Security Education. Computer Science (31) The objective of this collaborative project is to develop a public repository of practical security exercises for undergraduate curriculum. These exercises involve students in hands-on security experiments, demonstrating realistic threats and defenses. They provide active learning opportunities in computer security curriculum which has been typically taught using passive learning methods. The exercises are hosted on the shared, public and free DETER testbed at the lead institution, University of Southern California; the remaining four collaborating institutions, including Colorado State University, University of California Los Angeles, Lehigh University, and the University of North Carolina at Charlotte offer a unique and diverse experience in security education and research. The setup of each exercise is fully automated with tools for customization of exercises; accompanied by detailed guidelines about common pitfalls; and supported by experiment health management to send students automated alerts when their experiment is not configured properly. The DETER testbed contains several traffic generation, visualization and experiment monitoring tools which allow students to work at a high-level via a simple GUI interaction as well as at low-level, command-line activities. The project delivers portable, shared and publicly accessible exercises available from anywhere, at any time, making it more accessible than having to share a computer lab or requiring a complex physical setup. This project has a potential to reach a large number institutions via outreach activities such as tutorials at security conferences; workshops, and the DETER newsletter. CCLI-Phase 2 (Expansion) DUE EHR Massey, Daniel Colorado State University CO Victor P. Piotrowski Standard Grant 87102 7492 SMET 9178 0116000 Human Subjects 0919593 October 1, 2009 Creating Realistic Forensic Corpora for Undergraduate Education and Research. Computer Science (31) This project addresses a major difficulty in teaching digital forensics, which is the lack of realistic data sets for student use. Such data sets typically include disk images, log files and network packet dumps. The project develops corpora of authentic forensic data for use in undergraduate education and research involving computer forensics. It addresses the issue of how to get realistic data into the hands of students without breaking laws or compromising personal data. Prior sponsored work by the PIs resulted in a large corpus of real data obtained from physical devices purchased on the secondary market worldwide. Much of these data contain either copyrighted material or information that could compromise the privacy of individuals. The project seeks to develop data sets that are cleansed of inappropriate information but contain rich and realistic content for use in the classroom. The data sets are combined with accompanying educational materials to help guide both students and faculty in learning forensic analysis techniques and tools. This project provides a rapid dissemination of these resources to institutions with computer forensic programs. The proposed workshops benefit educators interested in using the corpora and educational materials. The dissemination plan includes distribution of DVDs as well as providing web-based materials. It has a potential to improve the overall quality of digital forensics instruction and to build a forensics education community through the common usage of this data. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Garfinkel, Simson Dave Dittrich Naval Postgraduate School CA Victor P. Piotrowski Interagency Agreement 499898 7492 1536 SMET 9178 0116000 Human Subjects 0919628 August 1, 2009 Collaborative Research: Transforming Web-based courseware into a full Statics course with Digital Feedback and Assessment that informs Interactive Classroom Activities. Engineering - Mechanical (56) This project is improving learning in statics, a fundamental engineering course, through further development and refinement of a web-based repository of concept- and skill-specific interactive classroom activities. The project is transforming the statics learning experience so that it is student-centered, by drawing together the potential of computer technology and an interactive classroom in a synergistic way. The web-based materials are being used in a wide variety of learning environments to test their effectiveness within a broad spectrum of faculty and students. The materials are being developed to provide students with instantaneous feedback on their learning and to provide faculty with comprehensive feedback on their students' progress. The tools being developed will allow faculty to create an interactive classroom where routine instruction takes place outside the classroom followed by stimulating, targeted activities inside the classroom. The project is being rigorously assessed to determine its impact on student learning and motivation through formative and summative means. The results from the project are being broadly disseminated through multiple venues, include online resources. CCLI-Phase 2 (Expansion) DUE EHR Ulseth, Ronald Itasca Community College MN Sheryl A. Sorby Standard Grant 25000 7492 SMET 9178 0116000 Human Subjects 0919686 September 1, 2009 Cyber-Enhanced Student Investigations in Biology and Ornithology. Biological Sciences (61). Growing efforts to reform undergraduate science education call for engagement of students in scientific processes, including designing investigations and analyzing data. This project is helping to meet this need by creating, piloting, and promoting use of a suite of web-based curriculum resources designed to engage undergraduates in research. These curriculum resources allow undergraduates in biology, ecology, environmental science and ornithology courses to learn how to access and use the wealth of scientific data accumulating in online databases, and guide faculty through all steps of facilitating student research using data from several rich and ever-growing online collections of data about birds and other organisms. Initially designed investigations focus on two themes central to undergraduate biology: population ecology and animal communication and behavior. In the investigations, students pose questions and conduct investigations using two types of web-accessible databases. Investigations focusing on ecology use bird population data assembled through citizen science projects such as eBird (http://ebird.org), which contains over 21 million records of bird observations submitted by more than 31,000 individuals throughout the western hemisphere. To address questions related to animal communication and behavior, students analyze recordings from Macaulay Library, the world's largest online archive of animal sounds and videos (http://macaulaylibrary.org). Students are guided through all steps of research - from devising relevant questions, to designing feasible investigations, to presenting and critiquing the results. As a consequence, undergraduate research becomes feasible in all types of academic settings, and students build skills that can enrich their future studies and careers. Intellectual Merit: This project advances STEM learning through development of a model for provision of authentic research experiences to undergraduates in a diversity of settings, including distance-learning courses, institutions with no lab facilities, and large classes. The Cornell Lab of Ornithology is uniquely qualified to carry out this work because of the close working relationship it has established among database developers, information scientists, and end users, including research scientists, educators, and students. Broader Impacts: This project leverages the impacts of numerous NSF-sponsored citizen science projects, digital libraries, and visualization tools by making their products accessible to undergraduate students from a full range of academic institutions - community colleges, liberal arts colleges, research universities, and distance education. Collaborations are being established among a faculty network poised to implement innovative web-based research experiences in their science teaching, leading to increased success in achieving the science process goals delineated in undergraduate science education reform initiatives. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Trautmann, Nancy David Winkler Irby Lovette Colleen McLinn Cornell University - State NY Deborah E. Allen Standard Grant 249928 7492 1536 SMET 9178 0919723 September 15, 2009 Collaborative Research: ciHub, a Virtual Community to Support Research, Development, and Dissemination of Concept Inventories. The project is a collaborative effort involving engineering education faculty and learning scientists from Purdue University, Texas A&M University, Carnegie Mellon University, the Colorado School of Mines, and the University of Illinois at Chicago. It is focused on creating a repository of concept inventories in engineering education (ciHUB ) and on developing a community of users, developers, and researchers. Concept inventories measure students' conceptual understanding and enable instructors to evaluate the effectiveness of instructional approaches. The project is building on a strong foundation of existing concept inventories development and research and on a proven HUB cyberinfrastructure (the nanoHUB). The project goals are (1) to leverage a unique cyberinfrastructure to migrate existing concept inventories to a single accessible location and support a collaborative community of faculty members and students; (2) to engage and equip a growing community of active users of concept inventories in targeted fundamental engineering courses; and (3) to conduct research to guide concept inventory refinement and community implementation. The project has a National Review and Evaluation Board that meets annually to assess progress and provide formative feedback and it uses an external evaluator along with assessment staff in Purdue's learning center to gather data indicating progress toward the expected outcomes. Faculty development activities, advertisements in Prism magazine, a connection with a prominent publisher, links with the NSDL, journal articles, conference presentations, and the ciHUB itself are being used to expand the number of users and developers and to make the materials and results available. Broader impacts include the extensive dissemination of project products, faculty professional development activities, and a focused effort to engage faculty members from minority serving institutions. CCLI-Phase 3 (Comprehensive) DUE EHR Fay, Anne Paul Steif Carnegie-Mellon University PA Russell L. Pimmel Standard Grant 167906 7493 SMET 9178 0919724 September 15, 2009 CCLI Phase II: Collaborative Research - Teaching the Global, Economic, Environmental, and Societal Foundations of Engineering Design through Product Archaeology. The project, a collaborative effort involving SUNY at Buffalo, Pennsylvania State University, and Northwestern University, is combining concepts from archaeology with advances in cyber-enhanced product dissection to implement new educational innovations that will directly address the challenging global, economic, environmental, and societal aspects in an engineering curriculum. The approach builds upon the team's previous demonstration and assessment efforts in cyber-enabled product dissection-based pedagogy by developing and disseminating scalable learning materials, strategies, and educational innovations that develop students' understanding of the broader context of engineering. Specifically, they are (1) creating integrative in-class activities and learning materials based on a cyber-enabled product for engineering design-related courses that span freshmen through senior levels; (2) developing rubrics and assessment tools in core areas to ensure sustainable deployment with national impact; and (3) conducting hands-on workshops to foster dissemination of new teaching strategies based on product archaeology through faculty development and outreach. Evaluation efforts are examining the impact on student learning through assessments embedded in the actual learning material and exercises, the extent to which their materials are adopted by others, and the factors that facilitate or impede adoption by others. Broader impacts include aggressive dissemination through faculty workshops and focused K-12 outreach efforts targeting female high school students and technology and science teachers. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Simpson, Timothy Gul Okudan Kremer Pennsylvania State Univ University Park PA Russell L. Pimmel Standard Grant 166659 7492 1536 SMET 9178 0116000 Human Subjects 0919800 January 1, 2010 The Pursuit of Excellence: Transforming Undergraduate Science Education through Evidence-Based Practice. The West Virginia Summer Institute on Undergraduate Science Education (WVUSI) is a 4-day professional development workshop on scientific teaching for science and math faculty, post-doctoral fellows, and graduate students in 4-year institutions in the state of West Virginia. Just like the successful National Academies Summer Institute on Undergraduate Biology Education (NASI), this institute holds morning workshops that model active learning, assessment and diversity, with afternoon group work sessions where participants create teaching materials using the strategies that they practiced in the morning workshop. As a summative assessment at the end of the week, the groups present their teaching materials to the entire institute. The groups receive valuable peer evaluation on their teaching materials which they incorporate before implementing the materials into one of their classes when they return to their institutions. However unlike NASI, which only selects biology faculty teams, this project targets science and math teams and also post-doctoral fellows and graduate student. Piloting this institute in May 2008 at West Virginia University has already increased the number of faculty and graduate students across the sciences and in math that are changing the way they teach, and also volunteering to help with this institute. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Withers, Michelle Jennifer Jackson Michelle Richards-Babb David Miller West Virginia University Research Corporation WV Linnea A. Fletcher Standard Grant 472457 7492 1536 SMET 9178 9150 0116000 Human Subjects 0919816 September 1, 2009 The Physics of Life: Interdisciplinary Education at the Introductory Level. The reform of the Introductory Biology III: Organismal Biology to integrate physics into biology and the concurrent reform of introductory physics courses for biology majors is being conducted. A set of educational materials that covers two broad physics topics of importance in basic biology & thermodynamics and transport are being developed. A combined team of education-reform-minded biologists and physics education researchers is carrying out the integration of physics into biology and the matching reform of a course in physics for biologists by using an approach to curriculum reform that focuses on issues of content, epistemology, and pedagogy. Materials developed include structured on-line readings, Peer Instruction conceptual problems for large lecture biology classes, sample problems for in-class group problem solving, sample exam problems, structured homework problems coordinated so that there are matching problems in the biology and physics classes, and in-class tutorial-style worksheets. Each item undergoes a rigorous cycle of development, review, revision, and testing to ensure the quality and effectiveness of the finished products. The resulting materials will be disseminated over the internet and described at appropriate professional forums. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Cooke, Todd Edward Redish University of Maryland College Park MD Curtis T. Sears Standard Grant 315515 7492 1536 SMET 9178 0116000 Human Subjects 0919818 September 15, 2009 Collaborative Research: Online Statistics Education: An Interactive Multimedia Course of Study II. Discipline: Mathematical Sciences (21) This CCLI Phase 2 collaborative research project, "Online Statistics Education: An Interactive Multimedia Course of Study II," is updating, expanding, and enhancing one of the most used free websites for teaching introductory-level statistics. In particular, the project team is making the materials compatible with learning management systems (such as Blackboard) and developing a large bank of test items to assist students with mastery learning. Based on the American Statistical Association supported Guidelines for the Assessment and Instruction of Statistics Education (GAISE), the project team is revising and improving selected content, developing additional case studies, improving the usability, and increasing the production value of the multimedia components. Furthermore, this collaborative team is also optimizing the materials to run on mobile devices to provide students with easy and constant access to learning materials. The effectiveness of the materials across a range of educational institutions is being assessed by independent evaluators. The product and the evaluation results are being disseminated to the statistics education communities through the statistics education digital library, CAUSEweb, and through other publication and presentation venues. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Lane, David David Scott William Marsh Rice University TX Sephanie Fitchett Standard Grant 204716 7492 1536 SMET 9178 0116000 Human Subjects 0919856 September 15, 2009 Collaborative Research: Implementation of Vertically Integrated Curriculum for Cognitive Radio Communications. Engineering - Electrical (55) This collaborative project between the Virginia Polytechnic Institute and State University (VT) and Norfolk State University (NSU) is developing a total of eight learning modules covering topics in software defined radio (SDR). Software defined radio is an emerging design paradigm in which many system components are implemented in software rather than hardware. This enables a single radio to adapt to different communication protocols, bandwidth constraints and channel conditions which can significantly improve the utility and efficiency of the device. Two modules are being developed for each year in a typical four-year electrical engineering degree program so that software defined radio can be vertically integrated into the curriculum. The modules are being developed with an inclusive pedagogy utilizing a combination of teaching strategies and learning activities that have been documented to be compatible with gender, ethnic and generational diversity in both formal and informal learning environments. The completed modules are being vertically integrated into the curriculum at both VT and NSU. The learning modules and project results are being disseminated through workshops held at VPI and at the SDR Forum. The project includes a comprehensive assessment and evaluation plan coordinated by an independent evaluator that utilizes both quantitative and qualitative methods. CCLI-Phase 2 (Expansion) DUE EHR Hsieh, Chung-Chu Prathap Basappa Chunsheng Xin Jonathan Graham Norfolk State University VA Lance C. Perez Standard Grant 95000 7492 SMET 9178 0919889 September 15, 2009 Collaborative Research: ciHUB a virtual Community to Support Research, Development, and Dissemination of Concept Inventories. The project is a collaborative effort involving engineering education faculty and learning scientists from Purdue University, Texas A&M University, Carnegie Mellon University, the Colorado School of Mines, and the University of Illinois at Chicago. It is focused on creating a repository of concept inventories in engineering education (ciHUB ) and on developing a community of users, developers, and researchers. Concept inventories measure students' conceptual understanding and enable instructors to evaluate the effectiveness of instructional approaches. The project is building on a strong foundation of existing concept inventories development and research and on a proven HUB cyberinfrastructure (the nanoHUB). The project goals are (1) to leverage a unique cyberinfrastructure to migrate existing concept inventories to a single accessible location and support a collaborative community of faculty members and students; (2) to engage and equip a growing community of active users of concept inventories in targeted fundamental engineering courses; and (3) to conduct research to guide concept inventory refinement and community implementation. The project has a National Review and Evaluation Board that meets annually to assess progress and provide formative feedback and it uses an external evaluator along with assessment staff in Purdue's learning center to gather data indicating progress toward the expected outcomes. Faculty development activities, advertisements in Prism magazine, a connection with a prominent publisher, links with the NSDL, journal articles, conference presentations, and the ciHUB itself are being used to expand the number of users and developers and to make the materials and results available. Broader impacts include the extensive dissemination of project products, faculty professional development activities, and a focused effort to engage faculty members from minority serving institutions. CCLI-Phase 3 (Comprehensive) DUE EHR Moskal, Barbara Colorado School of Mines CO Russell L. Pimmel Standard Grant 180000 7493 SMET 9178 0919897 September 15, 2009 Collaborative Proposal: CCLI Phase II: Diverse Partnership for Teaching Quantum Mechanics and Modern Physics with Photon Counting Instrumentation. Physics (13) Recent developments in quantum optics and quantum information physics along with the associated progress in photon-counting instrumentation have opened the opportunity of introducing the most difficult concepts in quantum mechanics to a much broader audience than previously. Undergraduates from a variety of majors and even the general public are fascinated by news of quantum computing and "quantum weirdness." These sophisticated concepts can be clearly and dramatically demonstrated by means of a series of experiments. This project is built on a previous smaller project. Four teaching experiments on photon quantum mechanics were developed and taught as a laboratory course (see course website http://www.optics.rochester.edu/workgroups/lukishova/QuantumOpticsLab). They are adapted to the main challenge (the lack of space in the curriculum) by developing a series of modular experiments and demonstrations based on an elective laboratory that can be incorporated into a number of courses ranging from freshman to senior level, in both physics and engineering. The goal of this project is to develop and test various versions of teaching experiments and supporting materials to facilitate understanding of the concepts of superposition, interference, complementarity and non-locality in quantum mechanics by students with diverse backgrounds. A further goal is to acquaint the students with these concepts using the recently developed instrumentation of quantum information technology that can be used in other areas (e.g., in nanotechnology or biomedicine). A collaboration among a diverse group of schools (universities, community and liberal arts colleges, and a technical institute) is developing a combination of lecture courses on modern physics, quantum mechanics, and nanotechnology with experimental demonstration and hand-on experiments for undergraduates at all levels, including first year students. New compact equipment (e.g., a single photon source coupled with optical fibers) is being developed for sharing among institutions in a quantum optics teaching network. Intellectual merit: The project addresses one of the most challenging concepts of modern physics in science and engineering education that is now being applied to important technological problems. Enormously powerful computers and total communication security are the future goals of quantum information technology. It is important to familiarize the future workforce with these new ideas as well as to provide them with hands-on experience in photon-counting instrumentation widely used in many technological areas. Broader impact: The project directly impacts a variety of science and engineering students with diverse backgrounds including under-represented groups. Dissemination of the results is by a constant development of a project website, building a national network with collaborative activities with similar course instructors from other universities, presentations and publications in educational journals, and by student publication and presentations at regional and national professional meetings. NSF Summer REU and RET programs and interactive workshops provide students and teachers from other institutions with an opportunity to learn about teaching experiments, and compact equipment may be borrowed from Rochester. A book on quantum optical teaching experiments is being prepared for publication. CCLI-Phase 2 (Expansion) DUE EHR Noel, Michael Bryn Mawr College PA Duncan E. McBride Standard Grant 12600 7492 SMET 9178 0116000 Human Subjects 0919957 September 15, 2009 Collaborative Research - Creating and Disseminating Tools to Teach with Demographic Data Maps and Materials. This project combines the versatility of the web application tool known as "Social Explorer," which is used to create visual maps illustrating quantitatively various social patterns and demographic change, with research-based instructional supports for using this tool in teaching undergraduate social science classes. "Social Explorer" provides demographic information in an easily understood format consisting of: interactive thematic data maps; reports that present data for an area in a larger context; and simple tools to visualize complex data patterns across geographies (from the entire nation to individual census tracts) and across time. Extensive data are available for US counties from 1790 to the present, and for census tracts for each decade from 1910 to the present. Through the creation of a dynamic online archive of curriculum modules that embody proven instructional approaches for teaching with GIS, this project is enhancing the impact of "Social Explorer" by facilitating the teaching and learning of key social science concepts and data analysis skills essential for understanding population distributions and demographic change. This project is also developing support materials for instructors. It is using Web 2.0 approaches to: (1) develop and support a community of instructor users; (2) provide adaptable modules as examples of effective teaching with "Social Explorer" in Urban Studies, Sociology, Political Science, and other undergraduate courses; and (3) use classroom studies to inform strategies for supporting instructors' adaptations of these examples to their own teaching, as well as "out of the box" use of materials. "Social Explorer" produced nearly 3 million maps in 2008, and is currently used at a growing number of colleges and universities. CCLI-Phase 2 (Expansion) DUE EHR Radinsky, Joshua University of Illinois at Chicago IL Myles G. Boylan Standard Grant 267103 7492 SMET 9178 0116000 Human Subjects 0919992 September 1, 2009 Collaborative Research: Improving General Biology Teaching with Diagnostic Question Clusters and Active Teaching. This project builds on a one year Phase 1 project in which ecology faculty began to use Diagnostic Question Clusters (DQCs) to: 1. organize an entire introductory course around key concepts and biologically principled thinking based on an overarching framework and 2. identify and gauge student progress on specific principles especially problematic for them. The DQCs focus on energy and matter across all levels of biological organization. Faculty from universities, including Historically Black Colleges, plus four year and community colleges contributed to the original DQC research. Adopting an expanding networks approach for broader dissemination and impact, this project extends this model to more faculty and also introduces modifications to the faculty workshops based on the "lessons learned" from the previous project. Intellectual Merit: The intellectual merit of this project stems from the value of the material being produced and the lessons concerning effective dissemination techniques being learned from the outcomes of the workshops. Broader Impact: The ability of the workshops to help faculty inspect their own teaching practices is potentially transformative. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Anderson, Charles John Merrill Michigan State University MI Linnea A. Fletcher Standard Grant 126082 7492 1536 SMET 9178 0116000 Human Subjects 0919993 September 15, 2009 Creating and Disseminating Tools to Teach with Demographic Data Maps and Materials. This project combines the versatility of the web application tool known as "Social Explorer," which is used to create visual maps illustrating quantitatively various social patterns and demographic change, with research-based instructional supports for using this tool in teaching undergraduate social science classes. "Social Explorer" provides demographic information in an easily understood format consisting of: interactive thematic data maps; reports that present data for an area in a larger context; and simple tools to visualize complex data patterns across geographies (from the entire nation to individual census tracts) and across time. Extensive data are available for US counties from 1790 to the present, and for census tracts for each decade from 1910 to the present. Through the creation of a dynamic online archive of curriculum modules that embody proven instructional approaches for teaching with GIS, this project is enhancing the impact of "Social Explorer" by facilitating the teaching and learning of key social science concepts and data analysis skills essential for understanding population distributions and demographic change. This project is also developing support materials for instructors. It is using Web 2.0 approaches to: (1) develop and support a community of instructor users; (2) provide adaptable modules as examples of effective teaching with "Social Explorer" in Urban Studies, Sociology, Political Science, and other undergraduate courses; and (3) use classroom studies to inform strategies for supporting instructors' adaptations of these examples to their own teaching, as well as "out of the box" use of materials. "Social Explorer" produced nearly 3 million maps in 2008, and is currently used at a growing number of colleges and universities. CCLI-Phase 2 (Expansion) DUE EHR Beveridge, Andrew CUNY Queens College NY Myles G. Boylan Standard Grant 232896 7492 SMET 9178 0116000 Human Subjects 0920004 September 15, 2009 DIYModeling/Do It Yourself Modeling and Simulation for STEM Learning. Disciplines: Mathematical Sciences (21) and Interdisciplinary/Multidisciplinary (99) The "DIYModeling -- Do It Yourself Modeling and Simulation for STEM Learning" CCLI Phase 2 collaborative research project is developing 1) the Do-It-Yourself Modeling (DIYModeling) software which enables users to create models using the ordinary language of mathematics and then to enter a game quality simulation; 2) the DIYModeling Component Libraries which can be added to a simulation to enable users to focus on modeling and the underlying science and mathematics; and 3) a library of educational resources that are centered on the models and modeling supported by DIYModeling. The intellectual merit of this project includes using simulation and gaming software to construct an environment in which students hypothesize solutions to problems, construct models to simulate their hypotheses, and then compare the results of those models to observations. The students are using modern mathematical notation instead of special, software-specific notation for their modeling tasks. Using space exploration as a theme, this professionally-developed software is a powerful tool for exploring challenging and realistic problems. The collaborative DIYModeling project team includes six universities which represent diversity in type of institution and in geographical location. The PI-team is teaching and is field-testing the software and corresponding learning resources in mathematics, business, physics, and biology courses. Furthermore, this project is building a large community of users to expand and enhance the component library. Both formative and summative evaluations are included. The software and the lessons are being disseminated through workshops, presentations, and NSDL. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Bauldry, William Appalachian State University NC Dennis Davenport Standard Grant 32648 7492 1536 SMET 9178 0116000 Human Subjects 0920026 September 15, 2009 Collaborative Research: Implementation of Vertically Integrated Curriculum for Cognitive Communications. Engineering - Electrical (55) This collaborative project between the Virginia Polytechnic Institute and State University (VT) and Norfolk State University (NSU) is developing a total of eight learning modules covering topics in software defined radio (SDR). Software defined radio is an emerging design paradigm in which many system components are implemented in software rather than hardware. This enables a single radio to adapt to different communication protocols, bandwidth constraints and channel conditions which can significantly improve the utility and efficiency of the device. Two modules are being developed for each year in a typical four-year electrical engineering degree program so that software defined radio can be vertically integrated into the curriculum. The modules are being developed with an inclusive pedagogy utilizing a combination of teaching strategies and learning activities that have been documented to be compatible with gender, ethnic and generational diversity in both formal and informal learning environments. The completed modules are being vertically integrated into the curriculum at both VT and NSU. The learning modules and project results are being disseminated through workshops held at VPI and at the SDR Forum. The project includes a comprehensive assessment and evaluation plan coordinated by an independent evaluator that utilizes both quantitative and qualitative methods. CCLI-Phase 2 (Expansion) DUE EHR Bose, Tamal Tonya Smith-Jackson Carl Dietrich Ratchaneekorn Thamvichai Virginia Polytechnic Institute and State University VA Lance C. Perez Standard Grant 79999 7492 SMET 9178 0920047 September 15, 2009 CCLI Phase II: Collaborative Research - Teaching the Global, Economic, Environmental, and Societal Foundations of Engineering Design through Product Archaeology. The project, a collaborative effort involving SUNY at Buffalo, Pennsylvania State University, and Northwestern University, is combining concepts from archaeology with advances in cyber-enhanced product dissection to implement new educational innovations that will directly address the challenging global, economic, environmental, and societal aspects in an engineering curriculum. The approach builds upon the team's previous demonstration and assessment efforts in cyber-enabled product dissection-based pedagogy by developing and disseminating scalable learning materials, strategies, and educational innovations that develop students' understanding of the broader context of engineering. Specifically, they are (1) creating integrative in-class activities and learning materials based on a cyber-enabled product for engineering design-related courses that span freshmen through senior levels; (2) developing rubrics and assessment tools in core areas to ensure sustainable deployment with national impact; and (3) conducting hands-on workshops to foster dissemination of new teaching strategies based on product archaeology through faculty development and outreach. Evaluation efforts are examining the impact on student learning through assessments embedded in the actual learning material and exercises, the extent to which their materials are adopted by others, and the factors that facilitate or impede adoption by others. Broader impacts include aggressive dissemination through faculty workshops and focused K-12 outreach efforts targeting female high school students and technology and science teachers. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Chen, Wei Northwestern University IL Russell L. Pimmel Standard Grant 159949 7492 1536 SMET 9178 0116000 Human Subjects 0920058 September 15, 2009 Collaborative Research: Integrating Curriculum, Instruction, and Assessment in Optical Engineering. Engineering - Electrical (55) This collaborative project between Norfolk State University and Purdue University is conducting a Delphi study as a first step towards creating a concept inventory for laser theory. Concept inventories are typically multiple choice tests that are designed to evaluate whether or not a student has a working knowledge of a fundamental set of concepts in a given discipline. Concept inventories are being developed in many areas of science and engineering in order to better measure and understand student learning. This project is conducting Delphi studies with recognized experts in laser theory in order to determine the appropriate conceptual content for the inventory instrument and to identify common areas of misconception in laser theory. A second and complementary thrust of this project is the development of teaching strategies and interventions to be used in introductory laser theory courses to improve student learning. The course materials and study results are being disseminated through conference presentations and journal publications. The study is being conducted with particular attention to producing an instrument that is valid for diverse students and institutions. CCLI-Phase 2 (Expansion) DUE EHR Streveler, Ruth Purdue University IN Lance C. Perez Standard Grant 12499 7492 SMET 9178 0116000 Human Subjects 0920083 October 1, 2009 Developing Undergraduate Research at Community Colleges: Tapping the Potential of All Students. This project is aiding in the development of undergraduate research at community colleges by developing and delivering workshops for community college administrators and faculty considering starting research programs. The workshops, specific to the needs of community colleges, are accompanied by supplementary web materials on funding undergraduate research and building a mentoring network of community college faculty. Over the three-year project period three workshops are being held in each of the north, east, south and west regions of the Country for a total of twelve workshops. The workshops are distributed over urban, suburban and rural districts. Three faculty members accompanied by an administrator represent each of the eight community colleges admitted to each workshop. Interactions between two- and four-year institutions are being enhanced to the benefit of both. The community colleges gain access to instrumentation, library resources, and the opportunity for joint work with faculty at the four-year institutions. The four-year schools enjoy increased transfer rates and increased student interest and abilities in research activities. CCLI-Phase 2 (Expansion) ADVANCED TECH EDUCATION PROG S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Cejda, Brent Nancy Hensel Council on Undergraduate Research DC Curtis T. Sears Standard Grant 359590 7492 7412 1536 SMET 9178 0116000 Human Subjects 0920151 January 1, 2010 Sequencing Gators: Building a Genome Science Curriculum at the University of Florida and Beyond. Building on a CCLI Phase 1 program that integrates genomic science via the development of a nonmajors introductory genomics course and an advanced level, capstone course, Bacterial Genome Sequencing and Analysis, this Phase 2 vertically integrates bioinformatics and genomic science with the formation or enhancement of seven courses for undergraduate biology students at the University of Florida (UF). An interdisciplinary team from four different departments (Microbiology & Cell Science, Computer Science & Engineering, Statistics, and Zoology) are working together to develop these courses ranging from an introductory level Biometry course to an advanced level course, Programming for Biologists. The impact of these curriculum improvements is extended to neighboring community college partners Brevard Community College, Indian River State College, and Miami Dade College using an online distance platform made possible with Elluminate and course management system technology. All of the modules and courses at UF use a computer classroom, and they are to be part of a new genome science certificate program. Workshops are offered to both the 4-year and 2-year faculty who are interested in teaching the modules or courses. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Triplett, Eric George Casella Edward Braun Valerie de Crecy-Lagard Tamer Kahveci University of Florida FL Linnea A. Fletcher Standard Grant 499888 7492 1536 SMET 9178 0116000 Human Subjects 0920164 September 15, 2009 Expanding Technological Literacy through Engineering Minors. Many Americans lack even a rudimentary understanding of the principles underlying the technology essential for daily life. Engineering concepts are pervasive in decision making within industry, government, education, and health care; yet most decisions in these sectors are made by people with little or no formal engineering education. This research is taking first steps to develop a template for a Minor in Engineering Studies as an approach to developing technological competence in non-engineers. It is a collaboration involving Iowa State University, Ohio State University, Hope College, and Rice University that is building on promising but small-scale results achieved in the Minor in Engineering Studies Program at Iowa State University and building on engineering courses for nonmajors that are in place at the partner institutions. The Minor in Engineering Studies at Iowa State has attracted students majoring in business, communications, journalism, and design. A key question being investigated is whether a minor can be defined in terms of technological literacy skills rather than a set of common courses. The ultimate goal is to develop a set of technological literacy objectives and outcomes for a Minor in Engineering Studies. These outcomes would be similar to the ABET a-k outcomes that are used for engineering degrees, but focused on developing technologically literate citizens rather than design engineers. The use of a standard set of outcomes rather than a standard series of courses would allow greater flexibility for each institution to develop a Minor in Engineering Studies that is best suited to its local conditions and existing courses (similar to the way engineering departments meet the ABET a-k requirements for engineering degrees). First steps entail establishing more clearly the value of an engineering minor, by determining student skills that result from current activities, and determining current students' and employers' perceived values of a minor in engineering. This project will also develop and test a set of common assessment methods for desired technological literacy outcomes. Developing the technological literacy outcomes and assessment methods simultaneously helps to insure that the outcomes are measurable and centered on student learning. Available assessment methods would facilitate the adoption of the outcomes by other engineering educators. Built-in assessment will also keep participants focused on course design that reflects best practices in engineering teaching and learning. CCLI-Phase 2 (Expansion) DUE EHR Mina, Mani James Young John Krupczak Robert Gustafson Iowa State University IA Connie K. Della-Piana Standard Grant 249999 7492 SMET 9178 0116000 Human Subjects 0920179 September 15, 2009 Collaborative Research: Hands-on exercises on DETER testbed for security education. Computer Science (31) The objective of this collaborative project is to develop a public repository of practical security exercises for undergraduate curriculum. These exercises involve students in hands-on security experiments, demonstrating realistic threats and defenses. They provide active learning opportunities in computer security curriculum which has been typically taught using passive learning methods. The exercises are hosted on the shared, public and free DETER testbed at the lead institution, University of Southern California; the remaining four collaborating institutions, including Colorado State University, University of California Los Angeles, Lehigh University, and the University of North Carolina at Charlotte offer a unique and diverse experience in security education and research. The setup of each exercise is fully automated with tools for customization of exercises; accompanied by detailed guidelines about common pitfalls; and supported by experiment health management to send students automated alerts when their experiment is not configured properly. The DETER testbed contains several traffic generation, visualization and experiment monitoring tools which allow students to work at a high-level via a simple GUI interaction as well as at low-level, command-line activities. The project delivers portable, shared and publicly accessible exercises available from anywhere, at any time, making it more accessible than having to share a computer lab or requiring a complex physical setup. This project has a potential to reach a large number institutions via outreach activities such as tutorials at security conferences; workshops, and the DETER newsletter. CCLI-Phase 2 (Expansion) DUE EHR Kang, Brent University of North Carolina at Charlotte NC Victor P. Piotrowski Standard Grant 98627 7492 SMET 9178 0116000 Human Subjects 0920182 September 1, 2009 Integrating Test Design into Computing Curriculum from the Beginning. Computer Science (31) This project involves the building of a tool that supports test design in the context of Java-based object-oriented programming from the very beginning and throughout the undergraduate curriculum. Concurrently, curriculum materials are developed that support learning test design for both the novice programmers, and for the advanced learner, along with a comprehensive introduction to the design of test cases, the design of methods that perform test evaluation, and the design of the test reporting. The goal is to introduce gradually the techniques for test design and the understanding of the underlying concepts arising from test evaluation (equality, cloning, circularity of data definitions, handling exceptions, testing effects, etc.) so that students acquire gradually all skills needed to understand and master both test design and test evaluation. Intellectual Merit: The importance of software test design is self-evident. The project's intellectual merit is in making software testing an integral part of computing curricula, producing students who understand both the benefit of well designed tests and the art of designing both the tests and software that supports systematic testing. An additional merit is the development of the pedagogy that is needed to guide the student through the gradual introduction to the design of tests as well as software that supports testing. Broader impact: The goal of this project is to change in a fundamental way the teaching of programming at all levels, so that the habit of proper test design is ingrained in students' minds from the beginning. Such a change has a lasting impact on students' programming practice and in the long term will impact the software industry the students enter upon graduation. Through a web site, workshops, mailing list, and other outreach activities, results are disseminated to impact instructors and students at hundreds of colleges and universities. Additional dissemination of the results is through papers and tutorials at conferences. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Proulx, Viera Northeastern University MA Stephen C. Cooper Standard Grant 249959 7492 1536 SMET 9178 0116000 Human Subjects 0920186 September 1, 2009 Collaborative Research: Improving General Biology Teaching with Diagnostic Question Clusters and Active Teaching. This project builds on a one year Phase 1 project in which ecology faculty began to use Diagnostic Question Clusters (DQCs) to: 1. organize an entire introductory course around key concepts and biologically principled thinking based on an overarching framework and 2. identify and gauge student progress on specific principles especially problematic for them. The DQCs focus on energy and matter across all levels of biological organization. Faculty from universities, including Historically Black Colleges, plus four year and community colleges contributed to the original DQC research. Adopting an expanding networks approach for broader dissemination and impact, this project extends this model to more faculty and also introduces modifications to the faculty workshops based on the "lessons learned" from the previous project. Intellectual Merit: The intellectual merit of this project stems from the value of the material being produced and the lessons concerning effective dissemination techniques being learned from the outcomes of the workshops. Broader Impact: The ability of the workshops to help faculty inspect their own teaching practices is potentially transformative. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR D'Avanzo, Charlene Alan Griffith Hampshire College MA Linnea A. Fletcher Standard Grant 164748 7492 1536 SMET 9178 0116000 Human Subjects 0920242 September 15, 2009 Collaborative Research: ciHUB, a Virtual Community to Support Research, Development, and Dissemination of Concept Inventories. The project is a collaborative effort involving engineering education faculty and learning scientists from Purdue University, Texas A&M University, Carnegie Mellon University, the Colorado School of Mines, and the University of Illinois at Chicago. It is focused on creating a repository of concept inventories in engineering education (ciHUB ) and on developing a community of users, developers, and researchers. Concept inventories measure students' conceptual understanding and enable instructors to evaluate the effectiveness of instructional approaches. The project is building on a strong foundation of existing concept inventories development and research and on a proven HUB cyberinfrastructure (the nanoHUB). The project goals are (1) to leverage a unique cyberinfrastructure to migrate existing concept inventories to a single accessible location and support a collaborative community of faculty members and students; (2) to engage and equip a growing community of active users of concept inventories in targeted fundamental engineering courses; and (3) to conduct research to guide concept inventory refinement and community implementation. The project has a National Review and Evaluation Board that meets annually to assess progress and provide formative feedback and it uses an external evaluator along with assessment staff in Purdue's learning center to gather data indicating progress toward the expected outcomes. Faculty development activities, advertisements in Prism magazine, a connection with a prominent publisher, links with the NSDL, journal articles, conference presentations, and the ciHUB itself are being used to expand the number of users and developers and to make the materials and results available. Broader impacts include the extensive dissemination of project products, faculty professional development activities, and a focused effort to engage faculty members from minority serving institutions. CCLI-Phase 3 (Comprehensive) DUE EHR Pellegrino, James Louis DiBello University of Illinois at Chicago IL Russell L. Pimmel Standard Grant 387492 7493 SMET 9178 0920257 August 1, 2009 Collaborative Research: Transforming Web-based courseware into a full Statics course with Digital Feedback and Assessment that informs Interactive Classroom Activities. Engineering - Mechanical (56) This project is improving learning in statics, a fundamental engineering course, through further development and refinement of a web-based repository of concept- and skill-specific interactive classroom activities. The project is transforming the statics learning experience so that it is student-centered, by drawing together the potential of computer technology and an interactive classroom in a synergistic way. The web-based materials are being used in a wide variety of learning environments to test their effectiveness within a broad spectrum of faculty and students. The materials are being developed to provide students with instantaneous feedback on their learning and to provide faculty with comprehensive feedback on their students' progress. The tools being developed will allow faculty to create an interactive classroom where routine instruction takes place outside the classroom followed by stimulating, targeted activities inside the classroom. The project is being rigorously assessed to determine its impact on student learning and motivation through formative and summative means. The results from the project are being broadly disseminated through multiple venues, include online resources. CCLI-Phase 2 (Expansion) DUE EHR Biggers, Sherrill Clemson University SC Sheryl A. Sorby Standard Grant 25000 7492 SMET 9178 9150 0116000 Human Subjects 0920259 September 15, 2009 CCLI Phase II: Collaborative Research - Teaching the Global, Economic, Environmental, and Societal Foundations of Engineering Design through Product Archaeology. The project, a collaborative effort involving SUNY at Buffalo, Pennsylvania State University, and Northwestern University, is combining concepts from archaeology with advances in cyber-enhanced product dissection to implement new educational innovations that will directly address the challenging global, economic, environmental, and societal aspects in an engineering curriculum. The approach builds upon the team's previous demonstration and assessment efforts in cyber-enabled product dissection-based pedagogy by developing and disseminating scalable learning materials, strategies, and educational innovations that develop students' understanding of the broader context of engineering. Specifically, they are (1) creating integrative in-class activities and learning materials based on a cyber-enabled product for engineering design-related courses that span freshmen through senior levels; (2) developing rubrics and assessment tools in core areas to ensure sustainable deployment with national impact; and (3) conducting hands-on workshops to foster dissemination of new teaching strategies based on product archaeology through faculty development and outreach. Evaluation efforts are examining the impact on student learning through assessments embedded in the actual learning material and exercises, the extent to which their materials are adopted by others, and the factors that facilitate or impede adoption by others. Broader impacts include aggressive dissemination through faculty workshops and focused K-12 outreach efforts targeting female high school students and technology and science teachers. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Lewis, Kemper Deborah Moore-Russo SUNY at Buffalo NY Russell L. Pimmel Standard Grant 170747 7492 1536 SMET 9178 0116000 Human Subjects 0920264 September 1, 2009 Case Study Teaching: How Do Questions and Emotional Engagement Impact Student Learning?. The use of case-studies to engage students and promote higher order thinking is well-documented in education. The National Center for Case Study Teaching in Science (NCCSTS) has pioneered the use of case studies in large classes using clicker technology, "an audience response system". In this new project they are studying the educational benefits of different types of clicker questions embedded in a case study, and also the educational effect of utilizing an emotional storyline. Ten faculty at different institutions are teaching the same case in two different biology classes, except the clicker questions differ. In one section, the questions concentrate on factual knowledge while, in the other, higher order thinking is emphasized (synthesis, analysis, evaluation, etc.). Also, half of the cases designed for the study have protagonists engaged in emotional situations while the other half do not. Assessment of the students' performance is done via the Watson-Glaser Critical Thinking Appraisal inventory, a multiple choice exam, and a short-essay exam. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Herreid, Clyde Paula Lemons David Terry SUNY at Buffalo NY Linnea A. Fletcher Standard Grant 499664 7492 1536 SMET 9178 0116000 Human Subjects 0920266 September 1, 2009 Needs Assessment of Chemistry Instructors for Educational Measurement Professional Development Materials. Chemistry (12) This project is carrying out a needs analysis within the community of chemical educators at the college level in order to identify the level of understanding of educational measurement and assessment by this community. The results are expected to elucidate fruitful avenues for future professional development activities within this field. The analysis is being carried out in two stages. In the first stage, focus group level work allows the setting of parameters for larger scale survey work and thus allows for the development of broader survey tools for the second phase. For this second phase a field survey is used to conduct a needs analysis that measures the gap within the community between current educational practices related to assessment and a more thorough understanding of assessment within chemistry. This phase utilizes random stratified samples of instructors in terms of both institutional type and years of experience teaching chemistry. With this strategy, factors that influence how people learn about educational tools are able to be identified. The intellectual merit of this project lies along three vectors. First, research to be done with focus groups provides a qualitative-level description of the gap between current knowledge and some definable ideal state of knowledge about assessment methodology. This research can identify ways that larger scale survey work can be conducted and sets an initial level of expectation about the nature of faculty knowledge of educational measurement. Second, the large scale field survey requires the development of tools that allow the assessment of needs when the target audience is potentially unfamiliar with not only the utility of the material but even the vocabulary commonly used. Finally, the analysis of the large-scale needs assessment survey is expected to provide a snapshot of where the chemistry education community is in terms of understanding of assessment methodologies and limitations. This snapshot, for a large educational community, can serve as a prototype for understanding the professional development needs of related communities - in other scientific disciplines and at other levels of chemistry education. The broader impact of this work derives primarily from the scale of the project and the nature of the needs being assessed. College-level instruction is largely carried out by faculty with little formal training in educational topics, including assessment. Chemistry represents a typical community in this respect, so results from this study are likely to provide (a) models for understanding professional development needs in other science fields; (b) hypotheses for designing appropriate professional development materials and conducting meaningful assessment of their efficacy and; (c) insight into how researchers in related STEM fields may conduct similar needs assessments. A broad spectrum of factors that potentially influence faculty awareness of educational tools (in this case for assessment) is anticipated to be identified. Knowing these factors is likely to be useful to others in developing templates for assessing needs of chemists and other scientists related to any educational methodology. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Holme, Thomas Kristen Murphy Iowa State University IA Susan H. Hixson Standard Grant 168872 7492 1536 SMET 9178 0920268 September 15, 2009 GRIDc II: Green Research for Incorporating Data in the Classroom Phase 2. North Carolina State University (NCSU), in partnership with North Carolina Community Colleges has successfully launched a program in renewable energy technologies, Green Research for Incorporating Data in the Classroom (GRIDc). This continuing project, GRIDcII, establishes a cyber-learning environment in which STEM students with varied learning styles access real-time data for use in classroom instruction. GRIDcII, builds upon the project team's past success to develop the higher order thinking skills of undergraduate students in the context of a data-rich learning environment. Real-time data on renewable energy technologies from multiple systems (e.g., solar, wind, electric, alternative fuels) is collected and stored in a central location. The Solar House at NCSU, one of the most visible and visited solar buildings in the United States, provides the location for many of the renewable energy technologies with additional technologies in North Carolina being added to the data grid system. Data is available for uploading into an Internet-based data acquisition system where the data may be accessed by faculty and undergraduate students for use in classroom instruction. Faculty teaching STEM courses are developing an understanding for the effectiveness of an integrated, data-rich curriculum to teach STEM concepts and support students' cognitive skills. Assessment instrumentation measures the students' common core of knowledge associated with renewable energy technologies and validates this knowledge for use in different undergraduate courses at multiple 4-year and 2-year institutions. Partnerships with community colleges create new avenues for post-secondary collaboration. Middle and high school students are impacted through the participation of their pre-service and in-service STEM teachers. This project creates an infrastructure for continuing research on cyber-learning education across the nation. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR DeLuca, William Aaron Clark Leonard Annetta Pam Carpenter Joe DeCarolis North Carolina State University NC Daphne Y. Rainey Standard Grant 400024 7492 1536 SMET 9178 0116000 Human Subjects 0920271 September 15, 2009 Collaborative research: Hands-on exercises on DETER testbed for security education. Computer Science (31) The objective of this collaborative project is to develop a public repository of practical security exercises for undergraduate curriculum. These exercises involve students in hands-on security experiments, demonstrating realistic threats and defenses. They provide active learning opportunities in computer security curriculum which has been typically taught using passive learning methods. The exercises are hosted on the shared, public and free DETER testbed at the lead institution, University of Southern California; the remaining four collaborating institutions, including Colorado State University, University of California Los Angeles, Lehigh University, and the University of North Carolina at Charlotte offer a unique and diverse experience in security education and research. The setup of each exercise is fully automated with tools for customization of exercises; accompanied by detailed guidelines about common pitfalls; and supported by experiment health management to send students automated alerts when their experiment is not configured properly. The DETER testbed contains several traffic generation, visualization and experiment monitoring tools which allow students to work at a high-level via a simple GUI interaction as well as at low-level, command-line activities. The project delivers portable, shared and publicly accessible exercises available from anywhere, at any time, making it more accessible than having to share a computer lab or requiring a complex physical setup. This project has a potential to reach a large number institutions via outreach activities such as tutorials at security conferences; workshops, and the DETER newsletter. CCLI-Phase 2 (Expansion) DUE EHR Chuah, Mooi-Choo Lehigh University PA Victor P. Piotrowski Standard Grant 100840 7492 SMET 9178 0116000 Human Subjects 0920293 September 1, 2009 RBSE-U: The Implementation of Research-Based Science Education in Astronomy for Undergraduates. Physics (13) The goal of this and a previously funded project at the University of Alaska-Anchorage (UA-A) and Indiana University (IU) is to replace the standard introductory-level astronomy curriculum with one that is research-based. Research-based science educational (RBSE) curricular materials have three goals: 1) to teach that science is a process of discovery, not just a body of knowledge, 2) to increase positive attitudes towards science and STEM careers, by giving students an opportunity to do authentic research, and 3) to develop important skills such as critical thinking, teamwork and goal-driven work skills that are important in any career path. RBSE naturally integrates research and education as "authentic" research data becomes the driving force behind instruction. In this particular project, students are analyzing data from the Large Synoptic Survey Telescope and the National Virtual Observatory, as well as data that faculty participating in the project might have developed from their own research endeavors. After developing materials and piloting the program at UA-A and IU over the past three years, the project enables the implementation and effectiveness assessment of RBSE curricula at four additional academic institutions. Collectively this represents a widely-divergent student population and widely-varying classroom environments. In addition to UA-A and IU, institutions participating in the current study include: University of Washington, Chicago State University, Pima Community College, and Truckee Meadows Community college. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Rector, Travis University of Alaska Anchorage Campus AK John F. Mateja Standard Grant 474207 7492 1536 SMET 9178 9150 0116000 Human Subjects 0920300 September 1, 2009 CCLI Phase 2: Building Support Structures for Full Adoption of the Affinity Research Group Model. The Affinity Research Group (ARG) model will be extended to a broader range of students, particularly students from underrepresented groups. The ARG model gives students the opportunities to use and integrate the scientific knowledge and research skills with the requisites for collaborative work. Unlike models that focus on a one-on-one mentor relationship, the ARG model creates an integrated research environment in which diverse students and faculty contribute to the research effort. It provides a framework and pedagogy that enable faculty to create and sustain a cooperative environment that explicitly develops skills to make students successful in research, academe, and the workforce. As a result, students and faculty, particularly those from underrepresented groups, can reach higher levels of productivity and achievement. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Gates, Ann Steven Roach Elsa Villa Kerrie Kephart University of Texas at El Paso TX Curtis T. Sears Standard Grant 399457 7492 1536 SMET 9178 0116000 Human Subjects 0920335 September 1, 2009 A Comprehensive Framework for Timely Introduction of Emerging Data-Intensive Computing to STEM Audiences. Computer Science (31) This project aims to improve the big-data preparedness of diverse STEM audiences by defining a comprehensive framework called TIDE (Timely Introduction of Emerging Data-intensive computing). The project creates a certificate program and provides methods to institutionalize the framework developed. The project is motivated by and guided by collective experiences in grid computing and in solving domain-specific problems in life sciences and environmental engineering. Data-intensive computing has been receiving much attention as a solution to address the data deluge that has been brought about by tremendous advances in distributed systems and Internet-based computing. An innovative programming model called MapReduce and a peta-scale distributed file system to support it have revolutionized and fundamentally changed approaches to large scale data storage and processing. However there exists no systematic approach to teach the big-data concepts to STEM undergraduates. TIDE addresses these issues through the following objectives: (a) Define a set of core competencies that are required for research (to advance the field) and for practical application design (to build systems) in data-intensive computing areas; (b) Define a certificate program that consists of five courses that effectively addresses the competencies defined above: data structures and algorithms, distributed systems, data-intensive computing, a domain-specific course, and a capstone project solving a data-intensive problem. These courses are developed from existing courses as part of the TIDE project; (c) Define and develop the curriculum for the courses, including teaching materials such as laboratory exercises and case studies for practical experimentation; (d) Broaden participation in the certificate program; (e) Assess the progress and the effectiveness of the program; and (f) Provide strategies for educators to effectively adopt the TIDE framework. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Ramamurthy, Bina John Van Benschoten Vipin Chaudhary SUNY at Buffalo NY Stephen C. Cooper Standard Grant 249875 7492 1536 SMET 9178 0116000 Human Subjects 0920341 September 1, 2009 WeBWorK: Improving Student Success in Mathematics. WeBWorK: Improving Student Success in Mathematics Discipline: Mathematical Sciences (21) This CCLI Phase 3 project, "WeBWorK: Improving Student Success in Mathematics," is updating, expanding, and enhancing one of the most used, freely-distributed, open source, online, mathematics homework systems. By providing students with immediate feedback about the validity of their answers and giving them the opportunity to correct mistakes while they are still thinking about the problem, WeBWorK is helping students stay on task and is increasing the effectiveness of student homework in the learning process. Using WeBWorK, students each receive individualized versions of problems, enabling instructors to encourage students to work together. Additionally, instructors can select different levels and types of questions for the students ranging from routine questions to more advanced interactive questions. The Mathematical Association of America (MAA) is partnering with the developers of WeBWorK to create a permanent supportive home for WeBWorK, thus providing the mathematical sciences community with dependable, long-term access to WeBWorK while at the same time strengthening the on-going maintenance and development. The MAA is providing a hosting service for WeBWorK courses so professors can gain experience with WeBWorK without first having to have it installed at their home institutions. Additionally, WeBWorK is being integrated into more course management systems. The project assessment team is investigating the impact of WeBWorK on student learning and evaluating the efficacy of the project's dissemination efforts. Furthermore, the MAA is expanding research into effective practices for the use of WeBWorK. Training workshops are providing faculty with the tools they need to make effective use of WeBWorK. Presentations and publications are exposing faculty to results from using WeBWorK for improving student learning in college mathematics. CCLI-Phase 3 (Comprehensive) DUE EHR Pizer, Arnold Michael Gage J Michael Pearson Vicki Roth Mathematical Association of America DC Dennis Davenport Continuing grant 230670 7493 SMET 9178 0116000 Human Subjects 0920350 December 1, 2009 Phase II: Building a Community around Modeling, Statistics, Computation, and Calculus. Discipline Code: 21 This project seeks to improve the early college-level STEM quantitative curriculum. Connecting the modeling, statistics, computation, and calculus (MSCC) subjects among themselves is important for aligning the quantitative curriculum with other STEM disciplines. The first step is to connect calculus to modeling and statistics. Doing so often involves the use of computer technology. This project creates a community of educator-scholars who can inform each other about the connections among the MSCC subjects, increase awareness of the advantages of integrating the MSCC subjects among themselves and with other STEM disciplines, improve and expand resources that can be useful in teaching in a variety of institutions, create faculty development opportunities to disseminate successful approaches, and develop materials useful in assessing student mastery of concepts relating to MSCC. National reports, from a wide range of STEM (and other) disciplines, call for interdisciplinary alignment and the enhancement of the traditional quantitative curriculum to emphasize modeling, statistics, and computation. This Phase II proposal draws on successful demonstrations at individual institutions which achieve this alignment by unifying the MSCC subjects. One example is the Applied Calculus/Statistical Modeling first-year courses at Macalester College in which students from a range of disciplines gain strong skills and conceptual understanding of multivariate quantitative topics and mastery of important statistical techniques such as analysis of covariance. Modeling is a major theme of both course, and modern computation is integrated into both. Another example is the bio-calculus program at Appalachian State University designed to integrate mathematics and statistics into the biology curriculum. In this program, calculus is successfully introduced to students by dealing with discrete models motivated by the analysis of scientific data. The topics emphasized in this project are at the heart of a solid quantitative education for STEM students. The project engages faculty in diverse institutional settings, helping to ensure that the materials developed are broadly adoptable. Assessment in the form of a concept inventory is an integral component of the project, which helps demonstrate the effectiveness of the innovations. The emphasis on faculty development opportunities, both webinars and summer workshops, provides a mechanism for uptake of the innovations by faculty from a broad range of institutions. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Kaplan, Daniel Saber Elaydi Randall Pruim Eric Marland Nicholas Horton Macalester College MN Dennis Davenport Continuing grant 291537 7492 1536 SMET 9178 0116000 Human Subjects 0920384 October 1, 2009 Collaborative research on the Reacting to the Past Pedagogy for science education. This project adapts the successful Reacting to the Past (RTTP) pedagogy to science courses (STEM). RTTP consists of simulation games in which students adopt roles in seminal scientific debates. RTTP increases student engagement, shifts attitudes, and improves critical thinking and communication skills in STEM courses. RTTP necessitates a multidisciplinary approach that bridges gaps existing between different disciplines. This project develops STEM curricular materials to meet the needs of both non-science majors as well as science majors. By engaging non-science majors in scientific debates, the project improves the understanding and perception of science. This approach leads to well informed citizens and competent decision-makers. Course materials are disseminated through a web site at www.barnard.edu/reacting and publication by Pearson Education. The project trains a cohort of new RTTP faculty through summer RTTP Institutes and workshops at regional and national professional conferences. Special efforts are underway to recruit educators from two-year colleges, those serving large minority populations and ESL populations. Faculty learn to bring the advantages of RTTP to their traditional science courses. The project is conducting formative and summative assessment of RTTP for the acquisition of content knowledge and on the understanding of and attitudes toward science. The results of the assessment are being published and presented to science educators to encourage the widespread adoption of RTTP science games. The evaluation process developed by this project is being shared with developers of other RTTP games. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Carnes, Mark Barnard College NY Herbert H. Richtol Standard Grant 84598 7492 1536 SMET 9178 0116000 Human Subjects 0920415 October 1, 2009 Collaborative Research: Transformative Model of STEM Education for First-year Students at an Urban-Commuter Campus. Prior experience with SENCER, an NSF-CCLI dissemination track, shows that the SENCERizing of courses attracts students to STEM fields and cultivates an understanding of science and mathematics. However, SENCER ideals have rarely been applied beyond individual courses and have not been attempted on a campus-wide scale or within Early College programs. This project establishes an academic bridge between high school and college and integrates SENCER civic issues into non-STEM courses. Three institutions are collaborating to implement SENCER pedagogy and build STEM faculty expertise via a SENCER learning community for first-year non-declared majors while simultaneously embedding the STEM-driven civic issue into multiple disciplines across the university via an innovative educational model, Rethinking STEM. Additionally, this project introduces SENCERized courses into an Early College high school program. The thematic course sequence focuses on science inquiry, applied data analysis, service learning, and information literacy within a project-based learning environment. STEM concepts from biology, chemistry, mathematics, public health, and engineering are woven into student writing, speaking, and teamwork assignments. The various linked components of the project can be adopted at multiple levels including into a single course, an Early College program, or a campus-wide integration model, depending on institutional resources. The comprehensive SENCERized model is designed to overcome institutional barriers to STEM reform including disciplinary silos, faculty resistance to novel teaching pedagogies, and constrictions of traditional course scheduling. Through intentional curriculum design, students are better informed, educated, and able to make responsible decisions about pursuing a STEM major. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Crooks, John Julie Cordonnier Lorain County Community College OH Herbert H. Richtol Standard Grant 69999 7492 1536 SMET 9178 0116000 Human Subjects 0920436 September 1, 2009 Full Development of Engineering Scenarios to Promote Student Engagement in Thermodynamics Related Courses. This Phase 2 project addresses improvements in student pedagogy and educational materials for the engineering thermodynamics curriculum by completing the development of an "Engineering Scenario" based learning model. Engineering Scenarios are textbook supplements based on actual engineering facilities and equipment. They expand on the case study concept by including skills-based problems written in the context of the real-world environment, as well as additional design problems based on design methods and actual solutions at real facilities that can be used in place of traditional homework problems. Accompanying supplementary and background information promotes increased inquiry-based or student-centered learning, better addresses student real world expectations, and leads to an increase in overall student engagement. A CCLI Phase 1 grant allowed for the development and repeated formative assessment of a single scenario. Based on considerable assessment and student feedback the original concept has been refined to the point of full development. This project creates a final product ready for widespread dissemination as a textbook supplement. CCLI-Phase 2 (Expansion) DUE EHR Tebbe, Patrick Minnesota State University, Mankato MN Lesia L. Crumpton-Young Standard Grant 422765 7492 SMET 9178 0116000 Human Subjects 0920441 October 1, 2009 Collaborative Research: Reacting to the Past Pedagogy for Science Education. This project adapts the successful Reacting to the Past (RTTP) pedagogy to science courses (STEM). RTTP consists of simulation games in which students adopt roles in seminal scientific debates. RTTP increases student engagement, shifts attitudes, and improves critical thinking and communication skills in STEM courses. RTTP necessitates a multidisciplinary approach that bridges gaps existing between different disciplines. This project develops STEM curricular materials to meet the needs of both non-science majors as well as science majors. By engaging non-science majors in scientific debates, the project improves the understanding and perception of science. This approach leads to well informed citizens and competent decision-makers. Course materials are disseminated through a web site at www.barnard.edu/reacting and publication by Pearson Education. The project trains a cohort of new RTTP faculty through summer RTTP Institutes and workshops at regional and national professional conferences. Special efforts are underway to recruit educators from two-year colleges, those serving large minority populations and ESL populations. Faculty learn to bring the advantages of RTTP to their traditional science courses. The project is conducting formative and summative assessment of RTTP for the acquisition of content knowledge and on the understanding of and attitudes toward science. The results of the assessment are being published and presented to science educators to encourage the widespread adoption of RTTP science games. The evaluation process developed by this project is being shared with developers of other RTTP games. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Henderson, David Hugh Daughtrey, Jr. Anthony Crider Trinity College CT Herbert H. Richtol Standard Grant 190366 7492 1536 SMET 9178 0920446 August 1, 2009 CCLI Phase II: COLLABORATIVE RESEARCH: Systematic Ideation Curriculum Effectiveness Investigation & Deployment to Enhance Design Learning. Engineering - Other (59) Design is the essence of engineering and creativity is a requisite skill for effective design. Design often begins with idea generation, typically brainstorming; however, brainstorming often falls short when used as the main vehicle for creativity with undergraduate students because it relies on the designers' abilities to look inward for inspiration and it requires designers to have experience in the field. In this project, three methods are being examined to determine their impact on improving the ideation performance of undergraduate engineering students. The first method is TRIZ, which is a systematic approach for the generation of innovative designs to seemingly intractable problems. TRIZ was first developed in Russia and is based on the analysis of thousands of patents that illustrate numerous solution patterns from diverse disciplines. The second method of ideation being explored in this project is freehand sketching and the third method is technology-enabled design journaling. These three methods are being provided, either alone or in combination, to students in various design-oriented courses at the partnering institutions and the resulting design solutions are being analyzed for creativity. The methods developed through this research have the potential to transform undergraduate engineering design education. Results from the project are being broadly disseminated to the engineering education community to inform the inclusion of creativity among undergraduate engineering curricula across the country. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Okudan Kremer, Gul Pennsylvania State Univ University Park PA Sheryl A. Sorby Standard Grant 346944 7492 1536 SMET 9178 0116000 Human Subjects 0920447 October 1, 2009 Collaborative Research:Transformative Model of STEM Education for First-year Students at an Urban-Commuter Campus. Prior experience with SENCER, an NSF-CCLI dissemination track, shows that the SENCERizing of courses attracts students to STEM fields and cultivates an understanding of science and mathematics. However, SENCER ideals have rarely been applied beyond individual courses and have not been attempted on a campus-wide scale or within Early College programs. This project establishes an academic bridge between high school and college and integrates SENCER civic issues into non-STEM courses. Three institutions are collaborating to implement SENCER pedagogy and build STEM faculty expertise via a SENCER learning community for first-year non-declared majors while simultaneously embedding the STEM-driven civic issue into multiple disciplines across the university via an innovative educational model, Rethinking STEM. Additionally, this project introduces SENCERized courses into an Early College high school program. The thematic course sequence focuses on science inquiry, applied data analysis, service learning, and information literacy within a project-based learning environment. STEM concepts from biology, chemistry, mathematics, public health, and engineering are woven into student writing, speaking, and teamwork assignments. The various linked components of the project can be adopted at multiple levels including into a single course, an Early College program, or a campus-wide integration model, depending on institutional resources. The comprehensive SENCERized model is designed to overcome institutional barriers to STEM reform including disciplinary silos, faculty resistance to novel teaching pedagogies, and constrictions of traditional course scheduling. Through intentional curriculum design, students are better informed, educated, and able to make responsible decisions about pursuing a STEM major. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Gavrin, Andrew Indiana University IN Herbert H. Richtol Standard Grant 99928 7492 1536 SMET 9178 0116000 Human Subjects 0920453 October 1, 2009 Collaborative Research: Transformative Model of STEM Education for First-year Students at an Urban-Commuter Campus. Prior experience with SENCER, an NSF-CCLI dissemination track, shows that the SENCERizing of courses attracts students to STEM fields and cultivates an understanding of science and mathematics. However, SENCER ideals have rarely been applied beyond individual courses and have not been attempted on a campus-wide scale or within Early College programs. This project establishes an academic bridge between high school and college and integrates SENCER civic issues into non-STEM courses. Three institutions are collaborating to implement SENCER pedagogy and build STEM faculty expertise via a SENCER learning community for first-year non-declared majors while simultaneously embedding the STEM-driven civic issue into multiple disciplines across the university via an innovative educational model, Rethinking STEM. Additionally, this project introduces SENCERized courses into an Early College high school program. The thematic course sequence focuses on science inquiry, applied data analysis, service learning, and information literacy within a project-based learning environment. STEM concepts from biology, chemistry, mathematics, public health, and engineering are woven into student writing, speaking, and teamwork assignments. The various linked components of the project can be adopted at multiple levels including into a single course, an Early College program, or a campus-wide integration model, depending on institutional resources. The comprehensive SENCERized model is designed to overcome institutional barriers to STEM reform including disciplinary silos, faculty resistance to novel teaching pedagogies, and constrictions of traditional course scheduling. Through intentional curriculum design, students are better informed, educated, and able to make responsible decisions about pursuing a STEM major. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Donovan, William Ethel Wheland Gregory Smith Bonita Williams Kathleen Ross-Alaolmolki University of Akron OH Herbert H. Richtol Standard Grant 130071 7492 1536 SMET 9178 0116000 Human Subjects 0920459 September 15, 2009 Collaborative Research: Integrating Curriculum, Instruction, and Assessment in Optical Engineering. Engineering - Electrical (55) This collaborative project between Norfolk State University and Purdue University is conducting a Delphi study as a first step towards creating a concept inventory for laser theory. Concept inventories are typically multiple choice tests that are designed to evaluate whether or not a student has a working knowledge of a fundamental set of concepts in a given discipline. Concept inventories are being developed in many areas of science and engineering in order to better measure and understand student learning. This project is conducting Delphi studies with recognized experts in laser theory in order to determine the appropriate conceptual content for the inventory instrument and to identify common areas of misconception in laser theory. A second and complementary thrust of this project is the development of teaching strategies and interventions to be used in introductory laser theory courses to improve student learning. The course materials and study results are being disseminated through conference presentations and journal publications. The study is being conducted with particular attention to producing an instrument that is valid for diverse students and institutions. CCLI-Phase 2 (Expansion) DUE EHR Mead, Patricia Norfolk State University VA Lance C. Perez Standard Grant 137499 7492 SMET 9178 0920500 September 15, 2009 Collaborative Research - CCLI Phase II: Diverse Partnership for Teaching Quantum Mechanics and Modern Physics with Photon Counting Instrumentation. Physics (13) Recent developments in quantum optics and quantum information physics along with the associated progress in photon-counting instrumentation have opened the opportunity of introducing the most difficult concepts in quantum mechanics to a much broader audience than previously. Undergraduates from a variety of majors and even the general public are fascinated by news of quantum computing and "quantum weirdness." These sophisticated concepts can be clearly and dramatically demonstrated by means of a series of experiments. This project is built on a previous smaller project. Four teaching experiments on photon quantum mechanics were developed and taught as a laboratory course (see course website http://www.optics.rochester.edu/workgroups/lukishova/QuantumOpticsLab). They are adapted to the main challenge (the lack of space in the curriculum) by developing a series of modular experiments and demonstrations based on an elective laboratory that can be incorporated into a number of courses ranging from freshman to senior level, in both physics and engineering. The goal of this project is to develop and test various versions of teaching experiments and supporting materials to facilitate understanding of the concepts of superposition, interference, complementarity and non-locality in quantum mechanics by students with diverse backgrounds. A further goal is to acquaint the students with these concepts using the recently developed instrumentation of quantum information technology that can be used in other areas (e.g., in nanotechnology or biomedicine). A collaboration among a diverse group of schools (universities, community and liberal arts colleges, and a technical institute) is developing a combination of lecture courses on modern physics, quantum mechanics, and nanotechnology with experimental demonstration and hand-on experiments for undergraduates at all levels, including first year students. New compact equipment (e.g., a single photon source coupled with optical fibers) is being developed for sharing among institutions in a quantum optics teaching network. Intellectual merit: The project addresses one of the most challenging concepts of modern physics in science and engineering education that is now being applied to important technological problems. Enormously powerful computers and total communication security are the future goals of quantum information technology. It is important to familiarize the future workforce with these new ideas as well as to provide them with hands-on experience in photon-counting instrumentation widely used in many technological areas. Broader impact: The project directly impacts a variety of science and engineering students with diverse backgrounds including under-represented groups. Dissemination of the results is by a constant development of a project website, building a national network with collaborative activities with similar course instructors from other universities, presentations and publications in educational journals, and by student publication and presentations at regional and national professional meetings. NSF Summer REU and RET programs and interactive workshops provide students and teachers from other institutions with an opportunity to learn about teaching experiments, and compact equipment may be borrowed from Rochester. A book on quantum optical teaching experiments is being prepared for publication. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Stroud, Carlos Paul D'Alessandris Svetlana Lukishova Ronald Jodoin University of Rochester NY Duncan E. McBride Standard Grant 486360 7492 1536 SMET 9178 0116000 Human Subjects 0920539 August 15, 2009 Personal Robots for CS1: Next Steps for an Engaging Pedagogical Framework. Computer Science (31) This project develops an exciting and engaging curriculum for teaching introductory computing within the context of using personal robots. The second goal is the design and development of an affordable personal robot that can be brought to the level of a refined product. The project includes both the development of a textbook for use in the teaching of CS1 courses and a new software framework that will enable the use of a choice of robots, programming languages, and operating systems. The project is meant to directly address the ongoing crisis in attracting and retaining students into computing disciplines. Based on the previous successes, the project expands and replicates the previous results on a national level. It supports faculty enhancement, community building for wider adoption and detailed assessment at a diverse range of institutions. It integrates several facets of research and development including rethinking of introductory curricula; design, development, and manufacturing of innovative robot hardware; design and development of a modern, multi-language, cross-platform software framework; context-driven textbook and other teaching materials; and community building in the educational robotics domain. The project has a potential to develop resources that can be used and shared by instructors worldwide in teaching CS1 and robotics to undergraduate students. It establishes a non-profit, commercial, open-source distribution channel for robot kits, software, and texts. An extensive dissemination plan includes hands-on faculty training workshops to assist a diverse range of colleges and universities to test, evaluate, and adapt the materials CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Blank, Douglas Deepak Kumar Bryn Mawr College PA Victor P. Piotrowski Standard Grant 249578 7492 1536 SMET 9178 0116000 Human Subjects 0920574 September 15, 2009 Circles: Community and Industry Reaching into Computer, Lab & Engineering Sciences. (99) The College of Engineering is building upon its five year success from several NSF funded projects focusing on Service Learning Integrated throughout a College of Engineering (SLICE). The current project, Community and Industry Reaching into Computer, Lab and Engineering Sciences (CIRCLES) is extending the incorporation of Service Learning into the curriculum. Faculty from other STEM disciplines are being exposed to the Service-Learning concept and are incorporating community based projects into their current courses. Students choose one of several Service-Learning projects offered in their course and are mentored by a community member active in that area. Currently, all engineering students take at least one course with a Service-Learning component. Faculty are seeing increased student participation in course work, an increase in the number of underrepresented students in engineering courses and an increased ability of students to apply engineering principles to workplace questions. One goal of the project, to promote sensitivity and awareness of the sociological and environmental consequences of engineering decisions, is being met while strengthening the preparedness and diversity of the future engineering workforce. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Duffy, John Arthur Mittler Carol Barry Fred Martin University of Massachusetts Lowell MA Daphne Y. Rainey Standard Grant 289999 7492 1536 SMET 9178 0116000 Human Subjects 0920583 September 1, 2009 COLLABORATIVE RESEARCH: Expansion of "The Math You Need, When You Need It" through widespread implementation. This CCLI Phase 2 project addresses the need for student-centered resources that introduce quantitative skills into introductory geoscience courses to increase the quantitative literacy (QL) of students, particularly general education students. This project reduces the significant challenges faced by faculty due to students' varied mathematical preparation and attitudes towards mathematics. It builds upon a CCLI Phase 1 project, "The Math You Need, When You Need It." Intellectual Merit: TMYN are self-paced, web-based student modules that support teaching and learning of quantitative topics in introductory geoscience courses. Pilot projects at the University of Wisconsin Oshkosh (UWO) and Highline Community College (HCC) combined several proven pedagogies: student centered instruction, online modular resources and Just-in-Time Teaching. TMYN is being expanded: 1) to develop a variety of implementation models; and 2) to further facilitate the teaching and learning of quantitative skills in the geosciences. The effectiveness of the TMYN modules is being explored by training faculty in their versatility and working with interested faculty to design effective and innovative implementation models. Ten additional modules are being developed to bring the collection of TMYN collection to 16 quantitative concepts. A large dataset and web-based resources, including a tutorial in the use and implementation of TMYN, are being produced. The expanded TMYN program is building resources related to teaching that could make this project self-sustaining. Broader impacts: This project contributes to increasing QL for undergraduates. Increasingly, colleges and universities are recognizing QL as an important outcome for their graduates. The modular design of TMYN allows for tailoring to individual courses and can support increased QL for the more than 350,000 students that take introductory geoscience every year. The project is designed to support geoscience faculty that want to integrate quantitative aspects of geoscience in their courses with little additional effort and minimal alienation from under-prepared students. Geoscience faculty with experience and leadership in the use of QL in the classroom are participating in workshops and using web pages that detail the results of the use of TMYN modules at many different institutions. The use of the SERC web server ensures widespread dissemination. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Wenner, Jennifer University of Wisconsin-Oshkosh WI David J. Matty Standard Grant 218438 7492 1536 SMET 9178 0116000 Human Subjects 0920589 September 15, 2009 Collaborative Research: ciHUB a virtual Community to Support Research, Development, and Dissemination of Concept Inventories. The project is a collaborative effort involving engineering education faculty and learning scientists from Purdue University, Texas A&M University, Carnegie Mellon University, the Colorado School of Mines, and the University of Illinois at Chicago. It is focused on creating a repository of concept inventories in engineering education (ciHUB ) and on developing a community of users, developers, and researchers. Concept inventories measure students' conceptual understanding and enable instructors to evaluate the effectiveness of instructional approaches. The project is building on a strong foundation of existing concept inventories development and research and on a proven HUB cyberinfrastructure (the nanoHUB). The project goals are (1) to leverage a unique cyberinfrastructure to migrate existing concept inventories to a single accessible location and support a collaborative community of faculty members and students; (2) to engage and equip a growing community of active users of concept inventories in targeted fundamental engineering courses; and (3) to conduct research to guide concept inventory refinement and community implementation. The project has a National Review and Evaluation Board that meets annually to assess progress and provide formative feedback and it uses an external evaluator along with assessment staff in Purdue's learning center to gather data indicating progress toward the expected outcomes. Faculty development activities, advertisements in Prism magazine, a connection with a prominent publisher, links with the NSDL, journal articles, conference presentations, and the ciHUB itself are being used to expand the number of users and developers and to make the materials and results available. Broader impacts include the extensive dissemination of project products, faculty professional development activities, and a focused effort to engage faculty members from minority serving institutions. CCLI-Phase 3 (Comprehensive) CCLI-Phase 2 (Expansion) DUE EHR Reed-Rhoads, Teri P.K. Imbrie Johannes Strobel Purdue University IN Russell L. Pimmel Continuing grant 754667 7493 7492 SMET 9178 0920616 September 15, 2009 Collaborative Research: ciHUB a virtual Community to Support Research, Development, and Dissemination of Concept Inventories. The project is a collaborative effort involving engineering education faculty and learning scientists from Purdue University, Texas A&M University, Carnegie Mellon University, the Colorado School of Mines, and the University of Illinois at Chicago. It is focused on creating a repository of concept inventories in engineering education (ciHUB ) and on developing a community of users, developers, and researchers. Concept inventories measure students' conceptual understanding and enable instructors to evaluate the effectiveness of instructional approaches. The project is building on a strong foundation of existing concept inventories development and research and on a proven HUB cyberinfrastructure (the nanoHUB). The project goals are (1) to leverage a unique cyberinfrastructure to migrate existing concept inventories to a single accessible location and support a collaborative community of faculty members and students; (2) to engage and equip a growing community of active users of concept inventories in targeted fundamental engineering courses; and (3) to conduct research to guide concept inventory refinement and community implementation. The project has a National Review and Evaluation Board that meets annually to assess progress and provide formative feedback and it uses an external evaluator along with assessment staff in Purdue's learning center to gather data indicating progress toward the expected outcomes. Faculty development activities, advertisements in Prism magazine, a connection with a prominent publisher, links with the NSDL, journal articles, conference presentations, and the ciHUB itself are being used to expand the number of users and developers and to make the materials and results available. Broader impacts include the extensive dissemination of project products, faculty professional development activities, and a focused effort to engage faculty members from minority serving institutions. CCLI-Phase 3 (Comprehensive) DUE EHR Froyd, Jeffrey Texas Engineering Experiment Station TX Russell L. Pimmel Standard Grant 200000 7493 SMET 9178 0920632 September 1, 2009 jGRASP: Toward Effortless Program Visualization with a Canvas of Dynamic Objects. Computer Science (31) Software visualizations are recognized mechanisms for teaching fundamental programming concepts, yet their classroom potential is seldom fully realized. Lack of integration of a variety of visualizations into a common, easily used framework is a primary obstacle. This project removes this barrier by providing a robust framework for recognizing dynamic objects and then rendering them in a single unified canvas view. This new canvas view, which complements other visualizations such as control structure diagrams, UML class diagrams, and individual data structure diagrams, is a significant step toward effortless program visualization. The fully developed canvas framework is based on jGRASP, which has been extremely well received by students, educators, and publishers. The project's objectives are to: (1) Create a framework that recognizes multiple dynamic objects and renders them in a single unified canvas view to complement other visualizations and pedagogical features such as an object workbench and interactions pane; (2) Guide development through formative evaluation by faculty and students to support CS1, CS2, Algorithms, and other courses in the computing curriculum; (3) Determine the impact of the framework on the curriculum as an aid to teaching and learning; and (4) Disseminate the framework via the Internet, conferences, workshops, and textbooks. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Cross, James N Narayanan Theron Hendrix David Umphress Auburn University AL Stephen C. Cooper Standard Grant 250000 7492 1536 SMET 9178 9150 0116000 Human Subjects 0920635 August 1, 2009 Understanding Planning and Execution Expertise Among Engineering Faculty: A Field Initiated Practice Based Framework and Model. Engineering - Other (59) One of the challenges that engineering faculty face in preparing to teach their courses is to balance content with pedagogy. While fundamental concepts in engineering have not changed much with time, the contexts in which concepts can be applied and understood is dynamic and changes with each new generation of engineers. Additionally, for any one engineering topic, the technical content typically has multiple forms of representation such as a mathematical model, a textual statement, or numbers that estimate magnitude. Hence, the struggle for engineering educators is to identify the best pedagogical practice to deliver varied representations of engineering content to maximize student learning. As they are planning for their class sessions, faculty often think in terms of abstracting, decomposing, and transforming information to present to their students. The instructional planning that faculty perform impacts the way that they teach and ultimately impacts student learning. In this project, investigators are examining the reflective journals of several faculty as they plan and implement their classes. The relationship between planning and implementation is being examined as well as the relationship between planning and student learning. The results from this study will inform engineering educators as they prepare to teach, to improve student motivation and learning. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Pennathur, Arunkumar Louis Everett Samuel Riccillo University of Texas at El Paso TX Sheryl A. Sorby Standard Grant 499758 7492 1536 SMET 9178 0116000 Human Subjects 0920640 August 1, 2009 Conceptests and Screencasts for Core Chemical Engineering Courses. Engineering - Chemical (53) Through this project, Conceptests and Screencasts are being developed in support of six fundamental courses in chemical engineering: material and energy balances, fluids, heat transfer, mass transfer and separations, chemical engineering thermodynamics, and chemical reaction engineering. Conceptests are multiple-choice questions that are used in class with student-operated clickers, for interactive learning through discussion with peers and instructor feedback. Similar to problems on concept inventories, Conceptests typically cover fundamental topics that are often misunderstood by students. In addition to their use as in-class exercises, Conceptests can be used for online quizzes covering assigned reading that students complete prior to class or they can be used for homework or exams in the course. Screencasts are short screen captures of material with narration by an instructor such as mathematical solutions to problems, mini-lectures, training on using new software, or discussion of strategies for solving Conceptests. Screencasts are available online and provide students with additional instructional support when they need it and not just at defined class times or office hours. The results from this project are being rigorously assessed through formative and summative measures to determine their impact on student learning. The Conceptests and Screencasts are available over the Internet and project results are being broadly disseminated through a variety of venues. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Falconer, John Janet deGrazia J.William Medlin University of Colorado at Boulder CO Sheryl A. Sorby Standard Grant 470140 7492 1536 SMET 9178 0116000 Human Subjects 0920642 September 15, 2009 Collaborative Research: Hands-On Exercises on DETER Testbed for Security Education. Computer Science (31) The objective of this collaborative project is to develop a public repository of practical security exercises for undergraduate curriculum. These exercises involve students in hands-on security experiments, demonstrating realistic threats and defenses. They provide active learning opportunities in computer security curriculum which has been typically taught using passive learning methods. The exercises are hosted on the shared, public and free DETER testbed at the lead institution, University of Southern California; the remaining four collaborating institutions, including Colorado State University, University of California Los Angeles, Lehigh University, and the University of North Carolina at Charlotte offer a unique and diverse experience in security education and research. The setup of each exercise is fully automated with tools for customization of exercises; accompanied by detailed guidelines about common pitfalls; and supported by experiment health management to send students automated alerts when their experiment is not configured properly. The DETER testbed contains several traffic generation, visualization and experiment monitoring tools which allow students to work at a high-level via a simple GUI interaction as well as at low-level, command-line activities. The project delivers portable, shared and publicly accessible exercises available from anywhere, at any time, making it more accessible than having to share a computer lab or requiring a complex physical setup. This project has a potential to reach a large number institutions via outreach activities such as tutorials at security conferences; workshops, and the DETER newsletter. CCLI-Phase 2 (Expansion) DUE EHR Reiher, Peter University of California-Los Angeles CA Victor P. Piotrowski Standard Grant 100540 7492 SMET 9178 0116000 Human Subjects 0920654 October 1, 2009 Before, During and After Class Learning Cycle Activities. Chemistry (12) The "Before, During and After Class Learning Cycle Activities" project focuses on large introductory lectures and the need for instructional materials that support an inquiry-oriented instructional strategy, and encourage active student engagement in a cooperative learning setting. The project is developing 24 sets of instructional materials that support instruction in a one-year course for science and engineering majors. These instructional materials will be activities for "before", "during", and "after" class meetings based on the Learning Cycle Approach. Before lecture students will complete a web-based Before Class Exploration (BCE), consisting of a data collection activity using a simulation program and questions about the data. Responses are stored in a database so the instructor can assess student's pre-existing knowledge, allowing lecture activities to be customized for each class. The During Class Invention (DCI) uses data generated in the BCE along with questions/problems to develop a concept that focuses on course learning objective(s). Cooperative groups complete the DCI and individual/group responses are reported using clickers. The After Class Application (ACA) is a web-based set of conceptual and algorithmic questions that allow students to apply their knowledge of the concept introduced by the BCE and "invented" by the DCI. The instructional tactics used in this project are supported by the research on cooperative learning, inquiry-based instructional strategies, and advance organizers. The innovative instructional materials use sound research-based principles and can serve as a model for instructors in other disciplines. A two-day workshop for faculty teaching large lecture sections will provide training, theoretical background, and opportunity to generate new sets of activities. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Gelder, John Michael Abraham Thomas Greenbowe Oklahoma State University OK Bert E. Holmes Standard Grant 498576 7492 1536 SMET 9178 9150 0116000 Human Subjects 0920655 August 15, 2009 Personal Robots for CS1: Next Steps for an Engaging Pedagogical Framework. Computer Science (31) This project develops an exciting and engaging curriculum for teaching introductory computing within the context of using personal robots. The second goal is the design and development of an affordable personal robot that can be brought to the level of a refined product. The project includes both the development of a textbook for use in the teaching of CS1 courses and a new software framework that will enable the use of a choice of robots, programming languages, and operating systems. The project is meant to directly address the ongoing crisis in attracting and retaining students into computing disciplines. Based on the previous successes, the project expands and replicates the previous results on a national level. It supports faculty enhancement, community building for wider adoption and detailed assessment at a diverse range of institutions. It integrates several facets of research and development including rethinking of introductory curricula; design, development, and manufacturing of innovative robot hardware; design and development of a modern, multi-language, cross-platform software framework; context-driven textbook and other teaching materials; and community building in the educational robotics domain. The project has a potential to develop resources that can be used and shared by instructors worldwide in teaching CS1 and robotics to undergraduate students. It establishes a non-profit, commercial, open-source distribution channel for robot kits, software, and texts. An extensive dissemination plan includes hands-on faculty training workshops to assist a diverse range of colleges and universities to test, evaluate, and adapt the materials CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Guzdial, Mark Tucker Balch Daniel Walker Jay Summet GA Tech Research Corporation - GA Institute of Technology GA Victor P. Piotrowski Standard Grant 250000 7492 1536 SMET 9178 0116000 Human Subjects 0920688 September 15, 2009 Collaborative Research: Online Statistics Education: An Interactive Multimedia Course of Study II. Discipline: Mathematical Sciences (21) This CCLI Phase 2 collaborative research project, "Online Statistics Education: An Interactive Multimedia Course of Study II," is updating, expanding, and enhancing one of the most used free websites for teaching introductory-level statistics. In particular, the project team is making the materials compatible with learning management systems (such as Blackboard) and developing a large bank of test items to assist students with mastery learning. Based on the American Statistical Association supported Guidelines for the Assessment and Instruction of Statistics Education (GAISE), the project team is revising and improving selected content, developing additional case studies, improving the usability, and increasing the production value of the multimedia components. Furthermore, this collaborative team is also optimizing the materials to run on mobile devices to provide students with easy and constant access to learning materials. The effectiveness of the materials across a range of educational institutions is being assessed by independent evaluators. The product and the evaluation results are being disseminated to the statistics education communities through the statistics education digital library, CAUSEweb, and through other publication and presentation venues. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Peres, S. Camille University of Houston - Clear Lake TX Sephanie Fitchett Standard Grant 126043 7492 1536 SMET 9178 0116000 Human Subjects 0920707 August 1, 2009 CCLI Phase II: COLLABORATIVE RESEARCH: Systematic Ideation Curriculum Effectiveness Investigation & Deployment to Enhance Design Learning. Engineering - Other (59) Design is the essence of engineering and creativity is a requisite skill for effective design. Design often begins with idea generation, typically brainstorming; however, brainstorming often falls short when used as the main vehicle for creativity with undergraduate students because it relies on the designers' abilities to look inward for inspiration and it requires designers to have experience in the field. In this project, three methods are being examined to determine their impact on improving the ideation performance of undergraduate engineering students. The first method is TRIZ, which is a systematic approach for the generation of innovative designs to seemingly intractable problems. TRIZ was first developed in Russia and is based on the analysis of thousands of patents that illustrate numerous solution patterns from diverse disciplines. The second method of ideation being explored in this project is freehand sketching and the third method is technology-enabled design journaling. These three methods are being provided, either alone or in combination, to students in various design-oriented courses at the partnering institutions and the resulting design solutions are being analyzed for creativity. The methods developed through this research have the potential to transform undergraduate engineering design education. Results from the project are being broadly disseminated to the engineering education community to inform the inclusion of creativity among undergraduate engineering curricula across the country. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Vargas Hernandez, Noe University of Texas at El Paso TX Sheryl A. Sorby Standard Grant 150000 7492 1536 SMET 9178 0116000 Human Subjects 0920719 September 15, 2009 Collaborative research: Hands-on exercises on DETER testbed for security education. Computer Science (31) The objective of this collaborative project is to develop a public repository of practical security exercises for undergraduate curriculum. These exercises involve students in hands-on security experiments, demonstrating realistic threats and defenses. They provide active learning opportunities in computer security curriculum which has been typically taught using passive learning methods. The exercises are hosted on the shared, public and free DETER testbed at the lead institution, University of Southern California; the remaining four collaborating institutions, including Colorado State University, University of California Los Angeles, Lehigh University, and the University of North Carolina at Charlotte offer a unique and diverse experience in security education and research. The setup of each exercise is fully automated with tools for customization of exercises; accompanied by detailed guidelines about common pitfalls; and supported by experiment health management to send students automated alerts when their experiment is not configured properly. The DETER testbed contains several traffic generation, visualization and experiment monitoring tools which allow students to work at a high-level via a simple GUI interaction as well as at low-level, command-line activities. The project delivers portable, shared and publicly accessible exercises available from anywhere, at any time, making it more accessible than having to share a computer lab or requiring a complex physical setup. This project has a potential to reach a large number institutions via outreach activities such as tutorials at security conferences; workshops, and the DETER newsletter. CCLI-Phase 2 (Expansion) DUE EHR Mirkovic, Jelena University of Southern California CA Victor P. Piotrowski Standard Grant 112842 7492 SMET 9178 0116000 Human Subjects 0920721 September 1, 2009 Teaching robot motion planning through an integrated software environment. Computer Science (31) This project aspires to transform how college students learn robotics by offering a motion planning curriculum that enhances deep learning and is supported by an integrated software environment. The intellectual merit of this proposal lies in (a) developing an extensible software tool for teaching motion planning to college students, (b) promoting a robotics curriculum while examining its effectiveness for diverse learners at three institutions, and (c) engaging a broader spectrum of faculty and students in the emerging user community in developing motion planning technology and user practices. This work leads to a new way of teaching robotics courses by building on prior knowledge of calculus and programming, and providing hands-on experiences with state-of-the-art planners. Students work on challenging problems, and develop deeper knowledge by reflecting on and formally evaluating their results. This project offers students hands-on experience with state-of-the-art planners, teaches them how to compare them, modify them, and build challenging applications. The intention is to scaffold learning by freeing students from tedious details and heavy programming and help them through a hands-on problem-based learning approach to develop critical thinking within robotics and outside robotics. The broader impact of this proposal is implemented through a number of coordinated activities. Documentation and assignments that have been tested in the robotics classes are shared through the Rice Connexions Project and the National Science Digital Library so that they can be used by other robotics instructors. The efforts to develop a collaborative user community also helps in this direction, providing support to the instructors who choose to use the material in their courses and encouraging feedback and discussion of teaching practices among users through online communication technology. Students who participate in robotics clubs at universities and high-schools are asked to review and give feedback on the materials and the software environment. In the long run the software environment developed with this proposal can be used with younger students to motivate them to pursue careers in computer science and engineering fields. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Kavraki, Lydia Bordeaux Janice William Marsh Rice University TX Stephen C. Cooper Standard Grant 250000 7492 1536 SMET 9178 0116000 Human Subjects 0920777 September 1, 2009 Calico: Improving Software Design Education with Tool Support, Design Exercises, and Course Modules for Sketch-Based, Continuous Design Practice and Reflection. Computer Science (31) This project focuses on software design education, and provides tool support, design exercises, and course modules for sketch-based, continuous design practice and reflection. From an educational perspective, the process by which a student or group of students arrives at some particular software design is as important as the design itself. What alternatives were considered? Why were certain alternatives favored over others? How deeply were the various alternatives explored? What primary concerns drove the design process and the choices that were made? What constraints were assumed and applied? In the answers to these and other similar questions lie valuable opportunities for instructors and students to reflect upon and learn from the design process undertaken. This expansion project brings together and builds upon three related strands of work: (1) observing actual software designers in action, (2) implementing a tool for supporting creative, sketch-based software design activities, and (3) migrating to a studio-based approach to software design education. Preliminary results from this work highlight a strong potential for a new approach to software design education, one in which practice and reflection through sketching take center stage in a studio-oriented educational setting, and one in which the sketching exercises, whether in class or out of class as part of an assignment, are supported and continuously reflected upon through powerful instructional technology. The project has six components: (1) further developing Calico, an existing prototype software design sketching tool, into a design environment more explicitly geared towards education, (2) creating an extensive library of sketch-oriented design exercises, (3) providing course modules, (4) performing comprehensive, multi-university evaluations to gather conclusive evidence regarding the educational merits of the approach, its success factors, its strengths and weaknesses, (5) promoting faculty development through workshops/tutorials at conferences, a web-based portal, and sample lectures published via iTunes university, and (6) creating an effective strategy for widespread dissemination. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR van der Hoek, Adriaan University of California-Irvine CA Stephen C. Cooper Standard Grant 499873 7492 1536 SMET 9178 0116000 Human Subjects 0920799 September 1, 2009 Workforce Training for Stem Cell Research. This Workforce Training for STEM Cell Research endeavor is a Stanford University effort to develop a suite of instructive and lab-based materials focusing on stem cell biology and research for use in undergraduate courses in community colleges and four-year schools. This work is responsive to the identified need for: 1) an undergraduate curriculum that integrates science, laboratory training, and the humanities; 2) innovations in pedagogy not commonly seen in traditional approaches to teaching biology; 3) independent and flexible modules to accommodate "just-in-time" changes to a frontier area of biology; and 4) a scalable approach to address the nation's dearth of a technically-trained post-baccalaureate workforce for stem cell research. This project draws from prior successes in creating multidisciplinary, team-taught courses in the most active stem cell research centers in the world. In addition, community college faculty serve as collaborators in this work, drawing upon their biotechnology expertise and ensuring the materials meet the needs of their students. A well-trained workforce in stem cell research has the potential to fuel discovery and the eventual translation of technologies for human use. This stem cell curriculum--purpose-built for the workforce--is being designed to accomplish this end. This integrated series of instructional modules spans scientific, technical, and social dimensions of stem cell research. Importantly, the materials to be developed include laboratory-based training. The curriculum will provide educators with clearly written, rapidly revised core material and instructional modules. For each module, what students need to know for careers involving stem cell research is first determined, then development of a curriculum and pedagogy that can deliver appropriate knowledge and technical competency occurs. The products of this project include a suite of classroom and laboratory-based teaching and learning resources and evaluative materials that can stand-alone or be joined to create new courses. The curriculum has the potential for broad and immediate impact on teachers and students working to launch technical careers in stem cell research. These materials are also of benefit to undergraduate biology curricula and certificate programs with technical foci, as the modular approach allows four-year schools to pick topics and materials that best suit their teaching needs. Materials will be distributed through the web and well-known national and international media channels. In addition, the modular approach can be adapted for distance learning and subject-based seminars. The demand for life science STEM professionals, some of whom will supervise dozens of technicians, is increasing. In sum, this project is designed to address a major educational gap in the biotechnology, commercialization and development chain. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Scott, Christopher Stanford University CA Kathleen B. Bergin Standard Grant 500000 7492 1536 SMET 9178 0920800 September 1, 2009 Expansion of "The Math You Need , When You Need It" Through Widespread Implementation. This CCLI Phase 2 project addresses the need for student-centered resources that introduce quantitative skills into introductory geoscience courses to increase the quantitative literacy (QL) of students, particularly general education students. This project reduces the significant challenges faced by faculty due to students' varied mathematical preparation and attitudes towards mathematics. It builds upon a CCLI Phase 1 project, "The Math You Need, When You Need It." Intellectual Merit: TMYN are self-paced, web-based student modules that support teaching and learning of quantitative topics in introductory geoscience courses. Pilot projects at the University of Wisconsin Oshkosh (UWO) and Highline Community College (HCC) combined several proven pedagogies: student centered instruction, online modular resources and Just-in-Time Teaching. TMYN is being expanded: 1) to develop a variety of implementation models; and 2) to further facilitate the teaching and learning of quantitative skills in the geosciences. The effectiveness of the TMYN modules is being explored by training faculty in their versatility and working with interested faculty to design effective and innovative implementation models. Ten additional modules are being developed to bring the collection of TMYN collection to 16 quantitative concepts. A large dataset and web-based resources, including a tutorial in the use and implementation of TMYN, are being produced. The expanded TMYN program is building resources related to teaching that could make this project self-sustaining. Broader impacts: This project contributes to increasing QL for undergraduates. Increasingly, colleges and universities are recognizing QL as an important outcome for their graduates. The modular design of TMYN allows for tailoring to individual courses and can support increased QL for the more than 350,000 students that take introductory geoscience every year. The project is designed to support geoscience faculty that want to integrate quantitative aspects of geoscience in their courses with little additional effort and minimal alienation from under-prepared students. Geoscience faculty with experience and leadership in the use of QL in the classroom are participating in workshops and using web pages that detail the results of the use of TMYN modules at many different institutions. The use of the SERC web server ensures widespread dissemination. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Baer, Eric Helen Burn Highline Community College WA David J. Matty Standard Grant 283129 7492 1536 SMET 9178 0116000 Human Subjects 0920801 September 1, 2009 Enhancing the Relevance and Effectiveness of Course, Program and Department Evaluation: Improving the Utility and Usability of the Student Assessment of Learning Gains Site. Assessment/Research (99) The project focuses on the development of interactive help and support systems for novice and expert users of the Student Assessment of their Learning Gains (SALG) course, department, and evaluator websites. The SALG is a web-based, course-evaluation instrument that focuses on students' assessments of how effectively course-design and teaching methods help them make learning gains. The expanded help and support systems increase the usability of the SALG sites for course, program, and departmental evaluation and enhance the power and number of ways that users have to interact with each other. Improvements to the SALG websites include three types of enhancements. First, the user-support functions expand the help sections on course, department, and evaluator sites by the inclusion of interactive tutorials and "Tips and Tactics" sections. These sections consist of advice about strategies and best practices and an archive of white-papers/articles on the SALG and links to articles on the use of SALG by others. An interactive forum provides a platform for users to access immediate practical help and to engage in discussions on broad issues concerning the assessment of learning. Second, the department site contains additional functions to assist users in exploiting the capabilities of the site by incorporating additional controls and features to assist in departmental level evaluation. Third, in addition to increased functionality to support program evaluation using the SALG, the evaluator site is a repository for SALG-like instruments (e.g., the Undergraduate Research Student Self-Assessment (URSSA) instrument) and includes an interactive forum for sharing information, resources, and expertise on assessment, evaluation, and student learning. CCLI-Phase 2 (Expansion) DUE EHR Carroll, Stephen Robert Mathieu Sandra Laursen Timothy Weston Santa Clara University CA Connie K. Della-Piana Standard Grant 401685 7492 SMET 9178 0116000 Human Subjects 0920815 September 15, 2009 DIYModeling - Do It Yourself Modeling and Simulation for STEM Learning. Disciplines: Mathematical Sciences (21) and Interdisciplinary/Multidisciplinary (99) The "DIYModeling -- Do It Yourself Modeling and Simulation for STEM Learning" CCLI Phase 2 collaborative research project is developing 1) the Do-It-Yourself Modeling (DIYModeling) software which enables users to create models using the ordinary language of mathematics and then to enter a game quality simulation; 2) the DIYModeling Component Libraries which can be added to a simulation to enable users to focus on modeling and the underlying science and mathematics; and 3) a library of educational resources that are centered on the models and modeling supported by DIYModeling. The intellectual merit of this project includes using simulation and gaming software to construct an environment in which students hypothesize solutions to problems, construct models to simulate their hypotheses, and then compare the results of those models to observations. The students are using modern mathematical notation instead of special, software-specific notation for their modeling tasks. Using space exploration as a theme, this professionally-developed software is a powerful tool for exploring challenging and realistic problems. The collaborative DIYModeling project team includes six universities which represent diversity in type of institution and in geographical location. The PI-team is teaching and is field-testing the software and corresponding learning resources in mathematics, business, physics, and biology courses. Furthermore, this project is building a large community of users to expand and enhance the component library. Both formative and summative evaluations are included. The software and the lessons are being disseminated through workshops, presentations, and NSDL. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Erickson, Keith Amy Erickson Georgia Gwinnett College GA Dennis Davenport Standard Grant 30000 7492 1536 SMET 9178 0116000 Human Subjects 0923592 April 1, 2009 Qualitative Research Workshop. Computer Science (31) This project is to run a pair of one-day workshops on qualitative research methods, for use in computer science education research. Computer science education researchers examine issues such as overall retention, retention of women and minorities, ways students understand or fail to understand key concepts, effective teaching techniques, and other issues relating to teaching and learning computer science. Both qualitative and quantitative research methods are important in educational research. However, the typical computer science researcher is only comfortable with quantitative methods and has had little or no exposure to qualitative ones. These workshops provide active computer science education researchers with a short course in two or three qualitative research methods. The first workshop covers the theory, and teaches participants how to design and conduct studies that involve qualitative techniques. Participants design and implement small qualitative research projects between the two workshops. Intellectual merit: This project takes well-trained computing researchers and expands their repertoire of research techniques by bringing in an expert in qualitative research methodologies to provide guidance. Broader impacts: Participants improve their ability to collect and analyze qualitative data. This improves the overall quality of research in computer science education. Naturally, an increase in quality of computer science education research leads to an increase in quality of computer science education practice, pedagogy and curriculum. CCLI-Phase 1 (Exploratory) DUE EHR McCauley, Renee College of Charleston SC Stephen C. Cooper Standard Grant 12955 7494 SMET 9178 0923874 March 1, 2009 Vision and Change in Biology Undergraduate Education: A View for the 21st Century. Biology has changed radically in the last few decades and so has what we know about how people learn. It is time to reconsider how we approach biology undergraduate education. To this end the American Association for the Advancement of Science sponsored a series of conversations to enable a wide spectrum of the biological sciences community to provide insight into the changes that need to take place and how best to effect those changes. The report from those conversations is being produced and will serve as the basis for this project, a major meeting of faculty, students, administrators, professional societies to address the need for change and exchange information concerning effective efforts to upgrade undergraduate biology so that the biology taught to undergraduates reflects the approaches and concepts current in the discipline and takes advantage of new teaching technologies and findings. The published proceedings and the meeting itself are designed to produce an informed biology community and enhanced undergraduate education in the discipline, resulting in a transformative activity that engages a broad spectrum of the science community. Intellectual Merit: The intellectual merit of this project resides in the opportunity to have a vigorous discussion and exchange of information on ways to upgrade biology undergraduate education so that the content taught, the experiences offered to students and the pedagogy used truly represents the needs and resources of the 21st century. The proceedings will provide a resource for those engaged in biology education but who could not attend the meeting itself. Broader Impact: The broader impact of this project is in the diversity of the people who attend the conference, the diversity of the subdisciplines within biology and the institutions of higher education they represent, and the varied skills and experiences they bring to changes in approach to undergraduate education The dissemination plan includes both a printed and web based publication and is flexible enough to encompass other methods developed at the conference itself. In addition this meeting will include input from the three major funding agencies currently supporting advances in undergraduate education, the National Science Foundation, the National Institutes of Health and the Howard Hughes Medical Institute, thus enlarging the scope of its influence. CCLI-Phase 2 (Expansion) HUMAN RESOURCES DUE EHR George, Yolanda American Association For Advancement Science DC Terry S. Woodin Standard Grant 820646 7492 7226 SMET 9178 0924269 March 15, 2009 A CCLI Proposal Preparation Workshop for Two-Year College Chemistry Faculty. Chemistry (12) Two-year colleges (2YCs) educate a considerable portion of the nation's undergraduates, including those in chemistry and other STEM majors. Furthermore, a substantial proportion of underrepresented ethnic minorities commence their post-secondary education in 2YCs, along with a significant number of future K-12 teachers who complete their science courses in 2YCs. Considering the contribution of 2YCs to the education of the future STEM workforce, it is imperative that 2YCs students receive exceptional science education. The CCLI program is one of the most important NSF program to support innovation in undergraduate chemical education. More than one-third of undergraduates are educated in 2YCs, yet the number of CCLI awards granted to chemistry departments in 2YCs is exceedingly disproportionate. This project is providing 2YC chemistry faculty opportunities to enhance their ability to prepare quality grant proposals intended for submission to the CCLI program. Chemical educators from both 2YCs and four-year institutions who have been successful in acquiring CCLI funding and managing CCLI-funded projects are leading this project. A one and half day workshop, offering 2YC chemistry faculty comprehensive training in grant proposal preparation, is being followed with post-workshop support to assist the participants in CCLI proposal preparation. The project is including no less than twenty percent of participants from underrepresented groups. Furthermore, this project is catalyzing collaboration between the community of 2YC chemistry educators and the leadership within the Chemical Education Research (CER) group, fostering dissemination of the valuable discoveries and methodologies uncovered by the CER leaders, enhancing the capacity of chemists in 2YCs to educate their students. CCLI-Phase 1 (Exploratory) DUE EHR Brown, David Jennifer Lewis Southwestern College CA Eun-Woo Chang Standard Grant 49999 7494 SMET 9178 0116000 Human Subjects 0925620 June 15, 2009 NSDL Annual PI Meeting. The National STEM Education Distributed Learning (NSDL) community PI meeting underscores the importance of promoting cross-disciplinary communities of researchers and practitioners including technologists, educators, domain scientists and social scientists. This cross-disciplinary profile matches the NSDL community quite well. NSDL is an active community, whose collaborative project activities have been traditionally sustained by face-to-face conversations at annual PI meetings. Sharing the outcomes of NSDL-funded work provides an important base for responding to the recommendations in the NSF cyberlearning report. Attendees include past and present NSDL grant recipients, NSF program officers, and other interested STEM education stakeholders. Results from previous meetings suggest that the 2010 NSDL PI meeting will continue to be an important component in stimulating conversations, maintaining community vitality and supporting the collaborative efforts of this network of stakeholders immersed in addressing STEM cyberlearning issues. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Howe, Kaye University Corporation For Atmospheric Res CO Herbert H. Richtol Standard Grant 303161 7444 SMET 9178 0926136 June 1, 2009 AAPT Topical Conference: The Advanced Laboratory. This project supports a two and a half-day Topical Conference on the Advanced Laboratory held in conjunction with the summer meeting of the American Association of Physics Teachers (AAPT) in Ann Arbor, Michigan. The conference brings together a dispersed community of faculty and technical staff from our nation's colleges (including two year colleges) and universities who direct the intermediate and advanced laboratories - labs that are not taught with the introductory physics courses. The goals of the conference are to give participants an understanding of the wide variety of curricula used in advanced labs, a knowledge of and hands-on experience with new or improved experiments and techniques, methods for assessing student understanding in advanced laboratories, techniques for integrating undergraduate research with advanced labs, a knowledge of commercially available equipment appropriate for advanced labs, and a broader view of teaching strategies and pedagogy for the laboratory. Intellectual Merit: During the workshop, participants explore all aspects of the challenge of teaching the advanced laboratory, while listening to speakers, participating in workshops, presenting results, and engaging in dialog with others with similar interests. Challenges in creating and offering an advanced lab include designing a curriculum that responds to the results of physics education research as well as local constraints, incorporating labs that do much more than repeat classic experiments, introducing students to modern instrumentation, integrating "writing across the curriculum" into the course, and increasing the breadth of experience for students engaged in independent research. The conference provides significant experiences for participants on all these issues. Broader Impact: The conference allows physicists involved in the advanced lab to identify themselves as an interest group that can lead to an increased exchange of information about the intermediate/advanced experimental physics curriculum. The project is using a pre-conference survey to assess the advanced lab interests and experience of the participants and a post-survey to assess the overall effectiveness of the conference. The proceedings are being published electronically and included in enhanced content on the advanced lab section of the digital library comPADRE. CCLI-Phase 1 (Exploratory) DUE EHR Peterson, Randolph Warren Hein Paul Zitzewitz Ramon Torres-Isea American Association of Physics Teachers MD Duncan E. McBride Standard Grant 48940 7494 SMET 9178 0116000 Human Subjects 0926272 September 1, 2009 MOSART II. MOSART II conducts a longitudinal study of the impact of MSP professional development activities on teacher knowledge and relevant pedagogical content knowledge. The project expands an existing secure, online assessment system to offer MSPs involved in science education professional development the capability of pre- and post-testing participants using valid and reliable instruments based on the National Research Council's Science Content Standards. MSPs participating in MOSART II benefit from automated reports profiling aggregated pre-test performance of participants and, following post-test administration, reports of gain by content standard. MSP evaluators have access to detailed data for further analysis. MOSART II engages 22-30 MSP projects in assessing participating teachers three times over the course of a year (e.g. prior to, soon after and at the end of the academic year following intensive MSP professional development). The resulting regression models associate teacher gains with individual attributes and with key differences in MSP professional development offerings. It allows for the determination of growth or diminishment of effect following teachers' application of what they have learned to their own classroom. This study characterizes the range in degree of impact that can be expected from professional development activities and the particular program attributes that are associated with larger gains in teacher knowledge. Controlling for teacher background aids in more accurate modeling of gains and determining if particular professional development approaches work better for different groups of teachers. MOSART II generates evidence relevant to the following research questions: 1. What are the effects of MSP professional development experiences on participating teachers': (a) subject matter knowledge (SMK), as measured by gains in performance on misconception-oriented standards-based assessments, and (b) pedagogical content knowledge (PCK), as measured by gains in the accuracy of predicting the most common misconceptions held by their students? 2. What are the characteristics of MSP professional development experiences that are associated with gains in teachers' SMK and PCK? 3. Are there groups of teachers that are more or less affected by MSP professional experiences? 4. What is the relationship between teacher SMK and PCK, as measured by these assessments? MOSART II expands upon nearly 1500 test items developed in its previously funded Misconceptions Oriented, Standards-Based Assessment Resource for Teachers (MOSART) work, adding items of greater difficulty to the existing test forms to improve the psychometric properties for the assessment of teacher SMK. As MSP projects involve teachers with a wide range of knowledge and teaching experience, this enhancement serves to increase the sensitivity and reliability of instruments in measuring teacher knowledge. In addition to the earth, life and physical science assessment bank, a nature of science assessment component is being added. Ultimately, the MOSART II online assessment system provides for more uniform administration, monitoring of compliance, collection of teacher background data, and allows for characterization of key MSP program differences. The use of this online system by MSPs allows unprecedented access to their standardized test results. By keeping the identity of individuals and specific MSPs confidential, aggregated scores can be used to test various hypotheses about the effectiveness of different models of professional development. MSP-OTHER AWARDS DUE EHR Sadler, Philip Harvard University MA Kathleen B. Bergin Standard Grant 1913345 1793 SMET 9178 0116000 Human Subjects 0926398 July 15, 2009 Characterizing Classroom Usage of NSDL Resources. The project develops a portable training model that school districts can implement themselves in order to train teachers on using the customization service to plan and augment their classroom instruction. The project will use Denver Public School teachers and professional development personnel in the design and provision of this training. A mixed-method study protocol is used that combines passive data collection via instrumentation with both quantitative and qualitative research methods. The customization service is instrumented to collect detailed data on teachers' use of system features and NSDL resources. The use of the customization service helps teachers to increase their use of NSDL resources and to develop their pedagogical knowledge and skills for: 1) identifying appropriate NSDL resources for classroom use, 2) evaluating the utility of resources for improving student engagement, and 3) evaluating the utility of resources for addressing specific learner needs (customizing for knowledge, skills and interest). NATIONAL SMETE DIGITAL LIBRARY DUE EHR Kelly, Karon University Corporation For Atmospheric Res CO Herbert H. Richtol Standard Grant 199197 7444 SMET 9178 0926537 August 1, 2009 MSP Institute: Mathematics Specialists in Middle Schools. Lead Institution: Virginia Commonwealth University Core Partners: Norfolk State University, University of Virginia and School systems from Arlington County, Buena Vista City, Caroline County, Culpeper County, Fairfax County, Hanover County, Henrico County, Norfolk City, Portsmouth City, Richmond City, Scott County, and Westmoreland County. The NSF Mathematics Specialist Partnership Institute is supporting 50 outstanding middle school teachers to become mathematics specialists. Each teacher participates in a 66 day Institute offered over three consecutive summers; completes a total of 33 graduate credits during the Institute sessions and the subsequent academic years; and participates in various Institute enrichment activities. The teachers will earn a master's degree and certification as a Mathematics Specialist. Each of the 50 participants will serve as a Specialist within their home school district, annually coaching an average of 15 other teachers and impacting 1200 middle school students. Therefore, a total of 750 teachers (50 x 15) and 60,000 students (50 x 1200) will be impacted by the Institute Partnership. The proposed project is based on the research of a developed and refined program which has prepared and inducted over 250 Mathematics Specialists into K-5 schools in Virginia. The exciting results from the prior research, which used control groups in the experimental design, indicate the positive impact of Specialists on teacher knowledge, teachers' attitudes and beliefs and ultimately student learning as measured on the high stakes Virginia Standards of Learning tests. The established preparation program will be refined and adapted to meet the curricula needs in grades 6-8, including algebra. The research of these adaptations and refinements of currently developed programs is necessary to validate statewide implementation of Mathematics Specialists at the middle school level and to model their work nationally. The research questions for the project are 1) Can we prepare Mathematics Specialists for service in grades 6-8 by adapting and refining training and induction programs which have served well in K-5 schools? 2) Will this Institute produce intellectual leaders in Virginia? 3) Can these Specialists impact student learning in grades 6-8 to enhance student success in the middle school curriculum, including algebra? Mathematics Specialists have been recommended by the National Council of Teachers of Mathematics and prominent national educators as a possible way to help close the achievement gap for U.S. students. The project research could be transformative in validating a national model for training Mathematics Specialists for their role in middle schools. The mixed design research featuring controlled matched pairs of schools and case studies could validate the positive effects of student learning of Mathematics Specialists in middle schools. This study, following successful initial research based results in grades K-5 is needed to support the introduction of Mathematics Specialists nationally. This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5). MSP-TEACHER INSTITUTES DUE EHR Haver, William Ena Gross Denise Walston Dewey Taylor Vickie Inge Virginia Commonwealth University VA Elizabeth VanderPutten Standard Grant 4947929 1777 SMET 9177 6890 0116000 Human Subjects 0926678 September 1, 2009 UBM-Group UNLV Mathematical Biology Program. Researchers in the Departments of Biological and Mathematical Sciences are creating an interdisciplinary curricular and research experience in mathematical biology for undergraduates. Students with an initial introductory background in mathematics (including calculus) and biology are taking further coursework in biomathematics, including new courses with interdisciplinary modules. They also join a multidisciplinary group of faculty and students collaborating on a series of core research projects in population biology, water transport in plants, biomechanics and locomotion, or genetic responses to environmental cues, and give formal oral or poster presentations based on their findings at an annual one-day conference of graduate and undergraduate students. A seminar series entitled "Mathematics and Biology - An Interface for the 21st Century" is exposing both students and faculty to the work of prominent researchers in mathematical biology. The intellectual merit of these activities lies in their helping to expose undergraduate students to a more unified perspective of biology and mathematics. Students start out as primarily biology or mathematics students, but the interaction with faculty and students from both fields and their collaborating on research subsequently forms a fertile environment to encourage the interest and ability of students to work at this interface of fields. The broader impact of the project is its contribution to the development of scientific infrastructure for the future. In order for future scientists to conquer the challenges at the interface between mathematics and biology, the project aims to influence their development at an early stage - before, for example, they have become the traditional biologist who does not have the background to even consider applying mathematics to their research. In keeping with this goal, flexible program entry points allow for early participation of students with less background in mathematics or biology, and research projects are designed to be accessible and compelling to students relatively new to the research experience. This project represents a start at modifying the early development of students and directing a number of them into a growing realm where they have familiarity with both mathematics and biology and can begin to contribute to this important interface. This project is partially supported by funds from the Division of Mathematical Sciences in the Directorate for Mathematical and Physical Sciences. EXP PROG TO STIM COMP RES UBM INTERDISC TRNG IN BIO & MATH DUE EHR Schulte, Paul David Costa University of Nevada Las Vegas NV Deborah E. Allen Standard Grant 240000 9150 7904 7317 SMET 9178 9150 7317 0926721 September 1, 2009 UBM-Institutional: Undergraduate Training in Bioinformatics. Teams of faculty mentors from biological sciences and mathematical sciences are working with groups of undergraduate majors in biology and mathematics on projects stemming from four research themes: Biomolecular Sequence Analysis, Ecology and Evolutionary Biology, Gene Expression and Proteomics Data Analysis, and Protein Structure Prediction. Faculty members and students from both the biological and mathematical sciences are also bringing about changes in the undergraduate curricula of both disciplines. This includes modifications in the contents of a number of biology and mathematics courses and establishing new bioinformatics undergraduate courses, which will be the foundation for graduate degree studies in bioinformatics. Intellectual Merits: In addition to the mathematical and scientific contributions directly resulting from the research projects, this training program develops an interactive investigative approach that combines rigorous mathematical methods, current computing technology, and careful experimental verification together in research endeavors. The validation of prediction results by wet-lab experiments will encourage experimental scientists to make use of mathematical concepts and computational methodology with confidence to assist their scientific pursuits. Broader impacts: At a minority-serving institution with over 70% Hispanic students, the faculty investigators leading this project serve as mentors and role models to encourage more woman and minority students to engage in interdisciplinary scientific research. The faculty investigators also form a consortium for exchanging information and knowledge for research and education, and they integrate parts of this research in their teaching. For the participating students, this project provides collaborative interactions and research training that personalizes their educational experiences. This project is partially supported by funds from the Directorate for Biological Sciences. INTERDISC TRNG IN BIO & MATH DUE EHR Leung, Ming-Ying Vladik Kreinovich Elizabeth Walsh Stephen Aley University of Texas at El Paso TX Daniel P. Maki Continuing grant 664000 7317 SMET 9178 7317 0116000 Human Subjects 0926743 September 1, 2009 UBM-Group: Research Mentoring in Mathematical Biology at New Mexico State University. Researchers from the Departments of Biology and Mathematical Sciences are creating an interdisciplinary program in mathematical biology to prepare undergraduate students for graduate study and future careers in the field. Key elements being introduced include: curriculum development, undergraduate mentoring by interdisciplinary teams of faculty, peer-to-peer interaction and mentoring, and extensive support and cultural activities (workshops, field trips, seminars, and group discussions). The centerpiece of the project is long-term, interdisciplinary research experiences that combine biological experimentation with mathematical monitoring. Teams of students are experiencing a complete research cycle including hypothesis formulation, model development and analysis, experimental design and execution, data analysis and hypothesis testing, manuscript development and submission, and formal presentations. The research uses a single model system, Drosophila, and spans a variety of disciplines within biology including developmental biology, physiology, evolutionary biology, and population ecology. The research projects involve model conceptualization and construction (using differential equations, difference equations, and matrix algebra), parameter estimation, numerical analysis and stability analysis. Three major themes are being followed: 1. extension of transcriptional network models to eye development in Drosophila melanogaster; 2. consequences of Wolbachia infection to host incompatibility and life-history evolution in Drosophila simulans; and 3. modeling stable isotopes incorporation dynamics in Drosophila species following dietary shifts. Intellectual Merit: The project employs a robust mentoring model that involves faculty-student, graduate student-undergraduate student, and several layers of peer-to-peer interactions (between advanced and beginning students, between students in different research groups, and, naturally, between students within research groups). Since the research projects involve currently active research areas and are not demonstration projects, the students, in collaboration with their faculty mentors, are expected to publish in peer-reviewed journals and to present at national meetings. Broader Impacts: The project supports a new research and educational thrust within a large Hispanic serving institution. The lessons learned from the two formal mathematical biology courses being added to the current curriculum are fostering interactions between mathematicians and biologists on this campus and are serving as the springboard for an interdisciplinary mathematical biology degree program being developed by the two departments. In addition, on-going outreach activities are introducing a mathematical biology approach to local middle and high school biology students. This project is partially supported by funds from the Directorate for Biological Sciences. CCLI-Phase 2 (Expansion) INTERDISC TRNG IN BIO & MATH DUE EHR Boecklen, William Ernest Barany Avis James Mary Ballyk Michele Shuster New Mexico State University NM Terry S. Woodin Standard Grant 240190 7492 7317 SMET 9178 9150 7317 0116000 Human Subjects 0927548 September 1, 2009 The Power of Physical Sciences (POPS). This MSP-Start Partnership project, "Power of Physical Sciences" (POPS), is partnering the State University of New York at Geneseo and teachers and administrators from five neighboring rural school districts in Livingston County to investigating ways to encourage middle and high school girls to study physics and geological science. The POPS program is focusing on a hands-on, middle school enrichment curriculum that emphasizes the role that physics and geology play in solving societal problems, specifically in addressing future energy needs in an environmentally responsible way. They are conducting a pilot study to collect preliminary data to help address the question of whether or not a rigorous and engaging enrichment curriculum that emphasizes the societal benefits of the physical sciences can encourage more girls to study physics and geology. Furthermore, pre-service teachers at SUNY Geneseo are involved with this project. They are working closely with experienced science education faculty to develop some of these learning activities as part of an undergraduate "research" experience. An independent evaluator is working with the POPS team to design and implement an evaluation plan to monitor the success of the program. The results of this investigation are being used to develop an MSP Targeted Partnership proposal. MSP-START PARTNERSHIPS DUE EHR Fletcher, Kurtis Amy Sheldon Kathryn Rommel-Esham Dori Farthing SUNY College at Geneseo NY Ginger H. Rowell Standard Grant 295891 7760 SMET 9177 0116000 Human Subjects 0927725 September 1, 2009 Investigating the Measurement and Development of Mathematical Knowledge for Teaching. The Learning Mathematics for Teaching (LMT) project developed assessments to measure teachers' knowledge of mathematics needed in teaching. These items have been widely used by NSF and Department of Education Math and Science Partnerships. To help disseminate the items and to facilitate their implementation, the LMT project developed the first stage of a web-based system called the Teacher Knowledge Assessment system (TKAS) that allows MSP program leaders and others to administer the assessments on line. This project is enhancing the TKAS system to include an online training module, a feature allowing users to design their own assessment scales, and a module to assist users in interpreting results for their projects. An anticipated 300 MSP projects and others will use TKAS to assess over 12,000 teachers over three years. Using data generated by the system, the project team is conducting two studies. The first study is a meta-analysis examining the degree to which MSP projects contribute to teachers' learning as measured by various parts of the LMT assessments. The second study is investigating the features of different professional development activities on student learning. MSP-OTHER AWARDS DUE EHR Phelps, Geoffrey University of Michigan Ann Arbor MI Elizabeth VanderPutten Standard Grant 1434748 1793 SMET 9177 0116000 Human Subjects 0927973 September 1, 2009 Math Infusion into Science Project (MiSP) Phase II. This project is a partnership among Hofstra University with the New York State Education Department (NYSED), and eight high-need school districts in New York (Amityville Union Free School District, Freeport Central School District, Hempstead Union Free School District, Longwood Central School District, Roosevelt Union Free School District, Uniondale Union Free School District, William Floyd Central School District, and Wyandanch Union Free School District). Research and evaluation activities are being conducted by the Center for Advanced Study in Education (CASE) at the City University of New York (CUNY) Graduate Center. Approximately 6,000 students, 46 middle school mathematics and science teachers, eight principals, and five higher education STEM disciplinary faculty participate in the Project. The primary mission of MiSP is to improve middle school student achievement in mathematics. The Project is rigorously developing, implementing, and researching an innovative and potentially transformative model that infuses mathematics into eighth-grade science education. Employing mathematical methods in science instruction would have great benefits both for mathematics and science. For mathematics, it would ensure that students see the mathematics they study actually being used, and would enhance their learning. The infused mathematics would also help transform the primarily descriptive instruction currently used in middle school science into more inferential and analytical instruction, and would therefore inform science understanding. The goals of the project are to: 1. Enhance student learning by deepening the mathematics-into-science infusion model. 2. Enhance the operational features of the infusion model by applying Project criteria to the development of prototypical lessons and to associated professional development. 3. Implement MiSP in authentic middle school science settings in eight low-performing schools. 4. Conduct an experimental study of the infusion model that (a) collects evidence of the feasibility of implementing MiSP; (b) assesses Project impact on teacher knowledge, instructional behaviors, and attitudes; (c) assesses Project impact on student attitudes and academic achievement; (d) refines the conceptual and operational features of MiSP; and (e) in general, develops new knowledge regarding contextualizing mathematics in "real world problems." The Project model, prototypical curricula, and research results, as well as a primer for retooling existing science curricula to include mathematics, will be widely disseminated by NYSED and Pearson/Prentice Hall, Inc., a highly regarded commercial publisher with a national STEM presence. Learning opportunities will be sustained by partner districts and NYSED. MSP-PHASE II PARTNERSHIPS DUE EHR Burghardt, David Beverly Clendening Jean Stevens Allan Gerstenlauer Sylvia Silberger Hofstra University NY Elizabeth VanderPutten Standard Grant 2097819 7761 SMET 9177 0116000 Human Subjects 0927996 September 1, 2009 LEADERS: Leadership for Educators: Academy for Driving Economic Revitalization in Science. Leadership for Educators: Academy for Driving Economic Revitalization in Science (LEADERS) is a mathematics and science partnership that gathers and merges the expertise of four essential entities in the economic revitalization of the Great Lakes Region - K-12 school districts, higher education, the renewable energy industry, and informal science education sites. The core partners (the Colleges of Arts & Sciences and Education at the University of Toledo and the Toledo Public Schools) and supporting partners (the University of Toledo College of Engineering, Akron area schools, the Toledo Diocese Schools, the Monroe County Intermediate School District, Monroe County Community College, the Toledo Science Center, TechniGraphics, Blue Water Satellite, Wright Center for Photovoltaics Innovation and Commercialization, and Great Lakes WIND Network) of the LEADERS partnership share a vision of student-centered education that knits community economic growth with science education. The goal of LEADERS is to improve science education by making it relevant to students through the incorporation of Project-Based Science (PBS) that is linked to the renewable energies industry and its environmental impacts, which is becoming a vital element in the economic development of the Great Lakes Region. Drawing from the four partner school districts, one cohort of six teachers per district are participating in the LEADERS program for 2½ years per cohort (total teacher leaders, 24). Teams of teacher leaders from each district include two each from the elementary, middle, and high school levels. To facilitate district implementation, one principal and one district administrator are also participating in the Institute along with their cohort of teacher leaders. During the summer, teacher leaders complete graduate courses in physics, chemistry, environmental science, and engineering. Content courses are team taught by a scientist and a science educator who model blending the content with PBS. When the teacher leaders return to their respective districts, they are responsible for overseeing the design and implementation of PBS activities that connect state and national science standards with relevant applications. LEADERS is striving toward the following outcomes: 1) Developing a cadre of effective teacher leaders who are capable of transforming science education by linking science content with emerging science-based industries in the Great Lakes Region. 2) Increasing the number of teachers in partnering districts who have strong content, pedagogy and leadership skills and knowledge. 3) Transforming existing K-12 science courses to rigorous and relevant science courses through PBS. 4) Preparing K-12 students who meet science and mathematics achievement standards while also becoming interested in science and technical careers. 5) Developing community science education networks that collaborate through the development and implementation of advanced or improved science courses. MSP-TEACHER INSTITUTES GEOSCIENCE EDUCATION DUE EHR Czajkowski, Kevin Charlene Czerniak janice kilbride University of Toledo OH James E. Hamos Standard Grant 5000000 1777 1733 SMET 9177 0116000 Human Subjects 0928103 October 1, 2009 Math and Science Partnership - Motivation Assessment Program II (MSP-MAP II) Teacher Motivation in Professional Development. Investigators from the University of Michigan and the University of California - Irvine, in support of partnership projects of the Math and Science Partnership (MSP) program, are conducting research on the role of teacher motivation in professional development (PD). The Math and Science Partnership - Motivation Assessment Program II (MSP-MAP II) is building on (a) capacity developed during prior work, (b) current partnerships with two MSP projects, TEAM-Math (Alabama) and TASEL-M (California), and (c) the development of new collaborations, most notably with the Georgia-based Partnership for Reform in Science and Mathematics. Whereas the MSP program has demonstrated success in improving teacher content knowledge and pedagogical content knowledge, as well as student proficiency in mathematics and science, the MSP-MAP II project answers a fundamental need to examine the influence of teacher motivation for and engagement in teacher PD. While motivational concerns are often alluded to in PD programs (e.g., participation incentives or teacher confidence), the motivational processes in teacher PD remains an understudied component of teacher training interventions in general, and in MSP interventions in particular. Recognition of the importance of teacher motivation in the PD process arises at a time of renewed focus on teacher motivation, but what distinguishes current work is its comprehensive application of contemporary motivation theory and research. This research offers a range of constructs and assessment tools that are relevant to the process of PD in mathematics and science instruction, and to the formative and summative evaluation of teacher PD interventions in the MSP program. MSP-MAP II is systematically applying current work on teacher motivation to the domain of teacher PD with the following goals: (1) developing a knowledge base of motivation theory, research and assessment that is relevant for the PD process; (2) developing and making available a suite of motivation-related reliable and valid assessment tools for MSP projects to use for formative and summative evaluation; (3) collaborating with MSP projects to test and refine the proposed model of motivation in teacher PD; (4) facilitating the incorporation of the model and motivation-related PD assessment tools into existing and future MSP logic models and evaluation designs; and (5) disseminating the PD model and assessment tools to the broader teaching and research communities. MSP-MAP II is accomplishing its goals by surveying more than 2,000 teachers at various stages of PD. Through its systematic study of teacher motivation in PD, MSP-MAP II is contributing to the growing theoretical and empirical literature on teacher motivation, particularly in regard to expectancy-value, achievement goals and interest theories. MSP-OTHER AWARDS DUE EHR Karabenick, Stuart Martin Maehr AnneMarie Conley University of Michigan Ann Arbor MI James E. Hamos Standard Grant 1927048 1793 SMET 9178 9177 0116000 Human Subjects 0928177 September 1, 2009 Assessing the Impact of the MSPs: K-8 Science (AIM: K-8 Science). This project is studying the impact of NSF's Math and Science Partnership (MSP) program on teacher content knowledge, classroom practice, and student achievement. This cross-site study is examining the relationship between the nature of teachers' professional development experiences and both teacher and student outcomes across 10 MSP projects. An advisory board with expertise in research design, data analysis, professional development, and science content is providing feedback throughout the study. What the field knows about professional development strategies to deepen the content knowledge of mathematics and science teachers is surprisingly limited given the extent of efforts in this area. One challenge for moving forward from these findings is that people use the term teacher content knowledge to mean very different things. Another challenge for the field is understanding which strategies or features matter most in professional development programs focused on deepening teacher content knowledge. Finally, substantial constraints in the research design, and/or instrumentation of many of the studies of professional development in the current literature have limited what has been learned. The study is addressing these challenges by developing a system for capturing equivalent data across MSP projects. The study is documenting details on the professional development offered to teachers (i.e., the interventions), as well as measuring teacher content knowledge and student learning using common instruments across the MSPs. Data are being analyzed using hierarchical linear modeling (HLM). The first phase of the analysis examines the impact of the MSPs on teacher content knowledge and investigates the relative impacts of different approaches to the professional development. The second phase extends the work to explore the relationships among teacher content knowledge, classroom practices, and student achievement. The study is also examining which MSP approaches appear most promising for closing historic achievement gaps. In addition, the study is providing project-specific impact findings for each partner MSP, including results from appropriate statistical tests, and assisting partners with designing and implementing further analyses. Partner MSPs are given feedback on reports/articles they prepare using the standards of evidence review process developed by the MSP Knowledge Management and Dissemination project. This project is adding to the knowledge base in several important ways. First, findings about the impact of MSPs on K-8 science teacher content knowledge, classroom practice, and student learning can provide guidance in the design of future professional development efforts. Second, the methodology for improving project-specific evaluations and at the same time providing data for more extensive and sophisticated cross-site analyses has the potential to enhance knowledge generation in future programs supported by NSF and other funders. MSP-OTHER AWARDS DUE EHR Weiss, Iris Patrick Smith Eric Banilower Horizon Research Inc NC Elizabeth VanderPutten Standard Grant 1897525 1793 SMET 9178 0116000 Human Subjects 0928417 September 1, 2009 The Atlantic Partnership for the Biological Sciences: A partnership for effective lab and field-based science. Salem State College, Universidad de Puerto Rico en Humacao, TERC, and school districts from Massachusetts and Puerto Rico are working together to transform the way life sciences are taught in the two colleges and up to 17 school districts. Using the MSP-Start, they are building a foundation for this transfomation by focusing on coastal and forest microbial and community ecology and related conservation to integrate the study of genes to ecosystems. The Atlantic Partnership for the Biological Sciences brings together a diverse group of stakeholders that is leading teachers in professional development to better understand how to make science accessible to a multicultural student population. Through guided experiences in scientific research these teachers are systematically enhancing their understanding of the diversity and unity of biological processes at every level of organization and are translating this learning into pedagogically effective changes in classroom practice. This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5). MSP-START PARTNERSHIPS DUE EHR Delissio, Lisa Gillian Puttick Brian Drayton Ana del Llano Alyce Davis Salem State College MA Daniel P. Maki Standard Grant 299733 7760 SMET 9178 6890 0116000 Human Subjects 0928476 September 1, 2009 Maine's Energy Future, Maine's Educational Future (MEF)2. The Maine Mathematics and Science Alliance is partnering with Augusta School District, Lake Region School District (Maine SAD 61), Messalonskee School District (Maine SAD 47), Southern Maine Community College, University of Maine at Augusta, and the University of Maine at Farmington highlighting the connections between Maine's Energy Future and Maine's Educational Future (MEF2). The partnership is further supported by the Maine Departments of Education and Labor as well as the Maine STEM Collaborative and the Gulf of Maine Research Institute. MEF2 is preparing 6th to 9th grade science teachers to address the need for students to develop "energy literacy" by going beyond traditional course boundaries to 1) provide a deep understanding of energy processes and resources and 2) demonstrate how these energy principles translate into energy jobs in a state with abundant natural renewable sources of energy (i.e. wind, wave, solar and biomass). The MEF2 project through its governmental partners is informing statewide educational and workforce policies as well as demonstrating the potential of STEM partnerships to bridge the gaps between teachers, scientists from community and four-year colleges, and teacher educators. MSP-START PARTNERSHIPS DUE EHR Schwanke, Mary Janice Mokros Patrick Phillips Allyson Handley Maine Mathematics and Science Alliance ME Daphne Y. Rainey Standard Grant 300000 7760 SMET 9177 0116000 Human Subjects 0928522 October 1, 2009 STEM Education for All: Building a Vision for Sustaining Innovation and Prosperity. Lead Institution: Boise State University. Partner Institutions: Caldwell School District, Boise School District, Emmett School District, Meridian Joint School District, Idaho State Department of Education, University of Idaho, Idaho State University, Micron Foundation, Idaho National Laboratory, and Discovery Center of Idaho. Across the nation, there is concern about the quality and quantity of K-12 education in science, technology, engineering and math. Idaho is no exception, where a primary concern is the lack of highly qualified STEM education teachers. Teachers' abilities influence students' knowledge and subsequently affect students' achievement and career choices. School districts, parents, corporations, legislators, colleges, universities, and other stakeholders are promoting efforts to address this situation, yet these efforts are often isolated and disparate, and therefore, fragmented in their impact. This MSP-Start grant, led by faculty at Boise State University, brings together a wide range of partners to create a shared vision and develop common goals for STEM education throughout Idaho. Using this shared vision as a guide, the team is conducting a needs analysis supported by data collection and reviews of the STEM education literature. In developing a shared strategic plan, the team will focus on assuring all students access to challenging courses and curricula, increasing teacher quality, quantity and diversity of math and science teachers, and integrating the new plan with promising practices in the partner institutions. The goal of the project is the development of an MSP-Target or Institute Partnership proposal. The type and focus of the proposal will depend on the outcome of the data collection, the shared vision, and the strategic plan informed by the data analysis and planning process with all partners. MSP-START PARTNERSHIPS DUE EHR Moll, Amy Henry Charlier Barbara Morgan Louis Nadelson Boise State University ID Elizabeth VanderPutten Standard Grant 299999 7760 SMET 9177 0928608 September 15, 2009 Global Environmental Change and Local Ecosystems: A Kansas MSP-Start Project for P-20 Students. This MSP-Start project on global environmental change and local ecosystems is working to enhance science education through the use of the Kansas Area Research and Education Site (KARES), which provides an outdoor learning forum for P-20 students in the Topeka Public school district. This project includes partners from the University of Kansas, Kansas State University, USD 501 (Topeka public schools), community leaders, and state policy-makers. The long-term goal of the Start project is to develop a full MSP Targeted proposal for 2011. The short-term goals of this MSP-Start grant are: 1. To analyze the efficacy of a state-wide collaborative model for improving science education in Kansas. 2. To develop strong collaborative partnerships for meeting the long-term goal of a strong MSP proposal The Intellectual Merit of this MSP-Start grant is in promoting strong partnerships between public school teachers, university researchers, and government and community leaders and then using these partnerships to develop a world-class education project for students in P-20 that focuses on global environmental change and local ecosystems in Kansas. The leadership team believes it is critical that these students develop an awareness of environmental changes that are occurring on a global scale, as well as that they understand how these changes may influence the local ecosystems in which they live. Such concepts can most effectively be conveyed through inquiry-based learning methods, while simultaneously being age appropriate and meeting the Kansas Science Education Standards. The key school district, USD 501, is a minority-serving district, which commits to work with the university and the state to enhance science education in the state through the development and study of an outdoor learning center where students can engage in inquiry-based learning methods. MSP-START PARTNERSHIPS DUE EHR Ward, Joy Douglas Huffman Jesse Nippert Jerry Bailey Bill Bagshaw University of Kansas Center for Research Inc KS Daniel P. Maki Standard Grant 299999 7760 SMET 9177 9150 0928665 September 1, 2009 Greater Birmingham Mathematics Partnership Phase II Research. The Greater Birmingham Mathematics Partnership: Phase II (GBMP-2) project is a Partnership among the University of Alabama at Birmingham, as the lead institution, Birmingham-Southern College, and seven core Partner school systems: Fairfield City Schools, Homewood City Schools, Hoover City Schools, Jefferson County Schools, Shelby County Schools, Tarrant City Schools, and Trussville City Schools. The Mathematics Education Collaborative serves as a supporting Partner. This Phase II effort builds upon successes and lessons learned in the Phase I GBMP targeted work. The focus of GBMP-2 is on bringing to scale the implementation of inquiry-based instruction to produce significant improvement in student achievement. Teachers participate in professional development that deepens mathematics content and pedagogical knowledge and improves mathematical dispositions. GBMP-2's intent is to demonstrate that the gains in student achievement shown in Phase I in high implementing grade levels can be brought to scale in participating schools in grades 6-8. The end result of this Phase II work is statistically significant improved student achievement in classrooms of teachers of mathematics who create an inquiry-based learning environment that supports learning challenging mathematics. GBMP-2 seeks to establish "replicability and generalizability" in relation to research questions associated with student achievement and with bringing implementation to scale. The research design investigates the following questions: How does the achievement of students in classrooms with a high level of implementation of inquiry-based instruction compare with the achievement of students in classrooms with a moderate or low level of implementation of inquiry-based instruction? To what degree does exposure to a high level of implementation of inquiry-based instruction reduce discrepancies in disaggregated student achievement data? To what degree does active participation in professional learning communities that focus on the implementation of inquiry-based pedagogy and aligned assessment affect instruction and assessment in the classroom? To what degree does a support structure that includes an inquiry-based curriculum and the support of administrators, colleagues, and parents affect the extent and depth of implementation of inquiry-based instruction within a middle school? What conditions are necessary to bring implementation of inquiry-based instruction to scale across middle schools with diverse demographic variables? The GBMP-2 model for bringing the inquiry-based teaching and learning to scale engages teachers, principals, superintendents, parents, and university STEM and education faculty all in support of middle grades learners. Teachers of middle grades mathematics in participating schools take two, nine-day summer courses in mathematics in addition to those taken in Phase I, from a list of seven challenging, inquiry-based mathematics content courses. They actively participate in school-based professional learning communities focused on implementing inquiry-based pedagogy and aligned assessment. Principals of participating schools attend administrator sessions in support of creating instructional environments that foster learning rigorous mathematics by all students. Partner district superintendents provide inquiry-based curriculum and access to student achievement data. Parents are involved in Community Mathematics Nights to promote understanding and support of their learners through five audience-participation sessions. Mathematicians and mathematics educators participate in the courses as students and as instructors and revise university mathematics courses to employ the GBMP definition of challenging courses and curriculum, which is a focus on: big mathematical ideas; inquiry and reflection; oral and written communication; and developing productive disposition. MSP-PHASE II PARTNERSHIPS DUE EHR Mayer, John Ruth Parker Tommy Smith Ann Dominick Bernadette Mullins University of Alabama at Birmingham AL Kathleen B. Bergin Standard Grant 2099967 7761 SMET 9178 0116000 Human Subjects 0928669 July 1, 2009 Chicago Transformation Teacher Institutes. The Chicago Transformation Teacher Institutes (CTTI)involves five institutions of higher education (University of Illinois at Chicago, DePaul University, Illinois Institutes of Technology, Loyola University Chicago, and Northwestern University) and the Chicago Public Schools (CPS). CTTI provides mathematics and science leadership development for the CPS High Schools through support of the district's High School Transformation Project (HSTP) by expanding the school-university partnership. This project will develop teams of mathematics and science teacher-leaders in twenty high schools, chosen on the basis of an application procedure to determine school readiness and administrative support. The key outcome of the project within schools will be teacher-led work in the selection, refinement, and implementation of rigorous 12th-grade capstone and AP curricula. In addition, teacher leaders will have new competencies to coordinate curricula across grades 9-10-11. The CTTI is organized from a theoretically-focused and research-based logic model of school change, based on the idea that school capacity to carry out and sustain change requires specific inputs, including the teacher content knowledge and leadership skills that CTTI will provide to the teachers. This model describes how school capacity, with its dimensions of in-school collaboration, teacher reflection, and instructional development, directly affect both teacher practice and student outcomes. The faculty from the Universities will learn from the CPS teachers how to recruit, retain and support students from the schools. The CTTI teacher program develops leaders through three different experiences: (1) recruitment and initiation of cohorts of teachers; (2) courses in interdisciplinary content and educational research (3) workshops on linking content knowledge to reform curricula and school leadership. These will be given to 80 math and 80 science teachers over four CTTI cohorts, producing robust teacher-leaders teams in 20 schools. Teachers are in one of three tracks: mathematics (80 teachers), physical science (40 teachers), or life and environmental science (40 teachers). The CTTI's specific focus on teacher content knowledge and the application of that knowledge to teaching and school leadership is enhanced by its connection to multiple universities that are themselves at the forefront of STEM research, as will be reflected in the content of the CTTI courses. The project builds on a logic model that links program activities with teacher and student outcomes. The research program will coordinate with other district- and university-based studies of school reform, making use of extensive data already available in CPS, the HSTP, and the classrooms. A separate evaluation of the CTTI will include observations of teacher change and specific links to large assessment and accountability measures already in place as part of the HSTP. This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5). MSP-TEACHER INSTITUTES DUE EHR Wink, Donald Michael Lach University of Illinois at Chicago IL Elizabeth VanderPutten Standard Grant 4994911 1777 SMET 9177 6890 0116000 Human Subjects 0928735 July 1, 2009 Focus on Mathematics, Phase II: Learning Cultures for High Student Achievement. Focus on Mathematics (FoM) has, since 2003, been a project of NSF's Math and Science Partnership program that engaged Boston University, the Education Development Center, Inc., the University of Massachusetts at Lowell, and an array of Massachusetts public school districts. Since its inception, FoM has sought to improve student achievement in mathematics through programs that provide teachers with solid content-based professional development sustained by 'mathematical learning communities' in which mathematicians, mathematics educators, K-12 administrators, and teachers work together to put mathematics at the core of mathematics education in grades 5-12. FoM Phase II builds on past success while developing and disseminating new knowledge through a focused research study on the mathematical habits of mind teachers use in their professional lives. FoM is deepening its impact from earlier efforts by focusing on the partnership's two highest need districts: Lawrence and Chelsea. Building on mathematical learning communities established in the earlier work, FoM Phase II is strengthening a corps of teacher leaders who will lead mathematics-focused professional development activities, including school-based study groups and partnership-wide seminars and summer institutes. FoM is broadening its impact by increasing participation in the current districts, and engaging additional high need districts and a community college. FoM Phase II also anticipates inviting new higher education partners to join the partnership as contributing members of these mathematical learning communities. Building on experience gained through the earlier work, FoM is creating pathways for teachers that begin with the development of strong mathematical habits of mind in immersion institutes, pass through learning communities in the schools, and lead to measurable change in teachers' classrooms and student achievement. FoM is generating knowledge by developing a research program to investigate the effects of teacher interactions along these pathways, including effects on teaching and student achievement. As a tool for this research, the project is developing assessments to measure mathematical habits of mind for teaching, and is testing and refining these assessments through inter-rater reliability checks based on classroom videotape observations by mathematicians and educators. It is anticipated that the piloted instruments may be used and further developed by other programs with similar goals. To disseminate knowledge gained through Phase II, FoM will hold a national conference in the spring of 2011. This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5). MSP-PHASE II PARTNERSHIPS DUE EHR Stevens, Glenn Albert Cuoco Wayne Harvey Suzanne Chapin Donna Chevaire Trustees of Boston University MA James E. Hamos Standard Grant 2099999 7761 SMET 9177 6890 0116000 Human Subjects 0928751 September 15, 2009 ATOMS Advancing Teaching of Math & Science. Kansas City Kansas Community College (KCKCC) and the Kansas City Kansas 500 Public School District form the Advancing Teaching Opportunities of Math and Science (ATOMS) partnership. The partnership is increasing the efficacy of science and math teaching by gaining an increased understanding of the needs of high school teachers through the creation of new needs-assessment tools for teacher professional development. Ten faculty members from KCKCC's Division of Engineering, Mathematics, and Sciences, representing the fields of biology, chemistry, engineering, environmental science, mathematics and the physical sciences, are serving as mentors to high school teachers. Community College faculty and teachers are working to increase teacher content knowledge, build knowledge of effective technology use in the curriculum and build skills for teachers to become more engaging to students in the areas of math and science. This structured Higher education - K12 institutionalized partnership is providing insight into the professional development concerns of math and science high school teachers in urban schools that increase student achievement in the areas of math and science. The ATOMS partnership is joined by other local educational entities and community groups interested in STEM education. MSP-START PARTNERSHIPS DUE EHR Naima, Hasan Yandell Toevs Kansas City Kansas Community College KS Daphne Y. Rainey Standard Grant 288729 7760 SMET 9177 0928847 August 15, 2009 Louisiana Math and Science Teacher Institute. The Louisiana Math and Science Teacher Institute (LA-MSTI) is a Partnership that includes the Louisiana State University & Agricultural and Mechanical College (LSU) as Lead Institution, the East Baton Rouge Parish School System and the Iberville Parish School System as Core Partners, and the Louisiana Department of Education and numerous other school districts in the Baton Rouge area as Supporting Partners. The LA-MSTI establishes a special track for secondary-teachers within the Master's of Natural Sciences (MNS) degree program in the LSU College of Basic Sciences. It is based on a new, challenging and unique content-focused curriculum that develops science and mathematics Teacher Leaders for grades 7 - 12. The Partnership also creates new job categories and career paths for these Teacher Leaders, in which they work among their teacher-colleagues and with local and state educational leaders to improve student learning. Ninety-six Teacher Leaders are supported by the Partnership as NSF Fellows. The Fellows are experienced mathematics and science teachers who are sponsored by the districts that employ them. Sponsorship entails creating new job assignments with significant responsibilities in coaching, mentoring or other capacities that leverage the disciplinary content knowledge, pedagogical content knowledge, and leadership skills developed in the MNS. The sponsorship model offers an innovative formula for district-university cooperation, resulting in enhancements to the teaching profession and increased student achievement. It allows both organizations--the district and the university--to focus their capabilities in complementary ways, respecting the traditional roles of the institutions, avoiding overlapping authority, and at the same time, promoting positive change in both. The academic program includes 30 semester-hours of graduate credit and a master's thesis. The program is completed over a period of 26 months, requiring six weeks of coursework during each of three consecutive summers. Frequent contact is maintained during the two intervening academic years, but is scheduled to avoid interfering with teaching duties. Candidates attend in cohorts that promote collegiality and they develop a genuine professional community. The thesis includes scholarship in secondary mathematics and/or science education and is publishable in scholarly journals in these fields. The program develops Teacher Leaders who can teach Advanced Placement, International Baccalaureate and dual enrollment courses and the courses that lead up to them, to make challenging courses and curricula available to all students. It also equips Teacher Leaders to assist other teachers in offering these courses and expanding access and opportunity for all students. The leadership component includes a 3-credit-hour graduate-level leadership seminar, with academic year follow-up focusing on coaching, school improvement, and data management. The research component of the project involves LSU Department of Psychology faculty, who investigate the following questions: 1) How can the psychological theories of expert performance and deliberate practice help to conceptualize the qualities of effective mathematics and science teachers, understand how exemplary teaching practices are acquired and inform the design of programs that promote them? 2) How is knowledge that supports effective teaching produced, controlled and propagated in teacher networks? The researchers seek findings that will inform the design of academic programs for teachers and their work-assignments in schools. They aim to initiate an independent, self-sustaining research program that will produce knowledge about professional development using the methodology of cognitive science. An exceptionally strong evaluation component works in cooperation with the researchers to support the development of fundamental knowledge of the social and cognitive aspects of structure and change in school organizations, yielding knowledge that is broadly applicable to improving the quality of educational programs and institutions and providing access for all students. MSP-TEACHER INSTITUTES DUE EHR Madden, James Gary Byerly Herman Brister Edward Cancienne Louisiana State University & Agricultural and Mechanical College LA Kathleen B. Bergin Standard Grant 4999814 1777 SMET 9177 0116000 Human Subjects 0928867 July 1, 2009 Mathematically Connected Communities - Leadership Institute for Teachers. The Mathematically-Connected Communities (MC2)-Leadership Institute For Teachers (LIFT) project - a partnership between New Mexico State University (NMSU) and southern New Mexico school systems - responds to the needs of partner districts that have embarked on full scale implementation of new mathematics curriculum in recent years, yet lack the leadership on school campuses or in their districts to support full enactment of a quality curriculum. MC2 -LIFT was designed by mathematicians, education faculty and school district leaders in order to develop a cadre of 60 teacher leaders who will have a deep conceptual knowledge of K-12 mathematics, as well as the knowledge, skills and dispositions to facilitate growth in mathematics teaching and learning environments in schools or districts. The goals of the project are to: 1) Increase Teacher Leaders' Knowledge of K-12 Mathematics; 2) Expand and Enrich Pedagogical Practices; 3) Develop Intellectual Leaders; 4) Implement Institute Learning in School Environments; and 5) Sustain Partnerships between Mathematicians, Education Faculty and Districts. MC2 -LIFT provides participating teachers with a two-year cycle of professional development involving intensive summer study as well as an academic year program that includes application of their learning in school or district settings. Each semester and during the summer, courses are designed and team taught by an NMSU mathematician and an educator, blending mathematical concepts with knowledge and skills in pedagogy and leadership. Teacher Leaders come from all K-12 levels and gain a new lens for learning mathematics by studying how concepts are vertically articulated within the K-12 continuum, connecting within and across grades. Institute participants are developing a deeper understanding of mathematical concepts by understanding these connections. Then, by developing a range of models and strategies to represent mathematical ideas, Teacher Leaders are able to help other mathematics teachers differentiate their instruction and meet the needs of diverse learners. Principals also receive professional development in MC2 -LIFT, gaining an understanding of how to foster a culture of professional learning in mathematics education on their campuses. Principals and Teacher Leaders are collaboratively developing a vision for the Teacher Leaders' roles, communicating expectations for professional learning among school staff and routinely engaging in reflection and evaluation of the progress that their schools are making towards teacher and student learning goals. Through involvement in the MC2 -LIFT project, the graduate program in mathematics education at NMSU is undergoing institutional change to include integrated coursework and application of learning in partner schools, with mathematics and education faculty collaborating to improve coursework for pre-service undergraduate teachers. This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5). MSP-TEACHER INSTITUTES DUE EHR Morandi, Patrick Wanda Bulger-Tamez Elizabeth Marrufo New Mexico State University NM James E. Hamos Standard Grant 4983564 1777 SMET 9177 6890 0928924 September 1, 2009 A TIME for Freshman Physics in Missouri. The Academy for Teachers using Inquiry and Modeling Experiences for Freshman Physics in Missouri (A TIME for Freshman Physics in Missouri) is a Partnership among the University of Missouri-Columbia (MU), as the lead institution, and seven core Partner school districts including Columbia Public Schools, North Kansas City, Center, Hazelwood, Kirkwood, Chillicothe, and Hickman Mills, as well as eMINTS--Missouri Virtual Instructional Program. Supporting Partners are Lincoln University, William Woods University, MU Partnership for Educational Renewal, MU Saturday Science and Cosmic Conversations Lecture Series, Missouri Virtual School, Central Missouri Astronomical Association, Columbia Water and Light, Science Teachers of Missouri, and the Heart of Missouri Regional Professional Development Center. This Partnership creates eighty Teacher Leaders from participating Missouri school districts. These Teacher Leaders deliver a yearlong physics course to ninth grade students. Through ten weeks in summer academies over three years and academic year follow-up experiences Teacher Leaders deepen their physics content knowledge and develop individualized leadership skills to assist other teachers of freshman physics in providing all ninth grade students with an inquiry and modeling based physics experience. Both university faculty and the Teacher Leaders develop an expanded range of pedagogical and leadership skills that they share with others, as they serve as resources and catalysts for reform in science education at the secondary and post-secondary institutional levels. In addition to the science teachers involved in the summer physics academies, selected teachers of mathematics from the same schools participate in a concurrent weeklong academy, and school administrators attend a three-day academy, in order to provide additional support for teachers and students as they engage in freshman physics. A curriculum team, including some of the Teacher Leaders, adapts the professional development curriculum used for teachers for use with ninth grade students by means of the educative curriculum materials (ECM) model. Special education teachers are involved in the curriculum repurposing, as well as becoming some of the Teacher Leaders, to infuse principles of Universal Design for Learning (UDL) to ensure the curriculum meets the needs of diverse learners. A series of formative assessment tasks to enable teachers to identify student misconceptions are identified, developed and embedded within the freshman physics curriculum lessons. A substantive academic year component including coaches or mentors and an online feature assists teachers. Additional teacher supports include the formation of professional learning communities for small-group teamwork, electronic resources such as pod-casts of reading pages and videos of lab setups, online mentoring, kits and equipment access. Video access to MU lecture series in physics and in astronomy, which addresses cutting-edge research and is geared to non-experts is also available. In addition to generating evidence of the impact of this endeavor, the project implements a research design to answer two important questions: 1) In a teacher intellectual leadership project, can enhancement of pedagogical practice, student content acquisition and teacher leadership growth through participation in an online learning community achieve results comparable to sustained classroom coaching support? And 2) Does implementation of Freshman Physics through the project curriculum yield more positive results in student achievement in mathematics and science than a more traditional educational sequencing of science? This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5). MSP-TEACHER INSTITUTES DUE EHR Chandrasekhar, Meera Dorina Mitrea Dorina Kosztin Deborah Hanuscin Sara Torres University of Missouri-Columbia MO Kathleen B. Bergin Standard Grant 4999969 1777 SMET 9178 6890 0116000 Human Subjects 0929023 June 15, 2009 Planning for a Math and Science Institute Partnership for the San Joaquin Valley of California. The Great Valley Math and Science Partnership is bringing together the largest 9-12 high school district in California with the local university to promote a common goal of improving math and science education and ultimately increasing the size of math and science-literate workforce in the region. To accomplish these goals, California State University, Bakersfield (CSUB) and the Kern High School District (KHSD) are partnering in an effort to create an institute with a focus on structured and guided authentic research participation experiences for teachers to develop a group of master teachers in math and science content, pedagogy and leadership. Collaborative community partners in the effort include the Kern County Superintendent of Schools, science museums, industry, and non-profits which together serve on the Community Advisory Panel to provide support in the planning of the institute. The planning process of the Start Partnership is being conducted by a Core Planning Team consisting of CSUB disciplinary faculty in the sciences and math, education faculty, higher education administrators, and KHSD teachers and key administrators. The planning team is working closely with its supporting partner organizations through a Community Advisory Panel. The core partners and their community partners share a deep commitment for improving science education in the region and to creating a successful science partnership that is sustainable in the long term. This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5). MSP-START PARTNERSHIPS DUE EHR Baron, Dirk Thomas Meyer Ron Hughes Alvin Thompson California State University-Bakersfield CA Daniel P. Maki Standard Grant 295848 7760 SMET 9177 6890 0116000 Human Subjects 0929041 September 1, 2009 Active Approach to Algebra or A^3. This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5). This MSP-Start Partnership project, "Active Approach to Algebra" develops a close partnership between California State University, Los Angeles (CSULA) and the Montebello Unified School District (MUSD) and establishes supplemental partnerships with four area community colleges. This two-year project focuses on partnership-building, data collection and analysis, the implementation of comprehensive evaluation measures, and the development of an action plan which includes Professional Learning Communities. The project will culminate with a full MSP Targeted proposal which will be designed to improve the teaching and learning of algebra at MUSD high schools. This project reaches a diverse student body at CSULA, which is a federally designated Title III and Hispanic Serving Institution with 42% (nearly 9,000) Latino students, and reaches an underrepresented population in the Montebello Unified School District, with 94% of the students of Latino heritage and 36% learning English as a second language. Moreover, this project reaches many students who are the first in their families to attend college, who are of low socioeconomic status, and who work at least part-time jobs to support their education. This partnership studies how student interest and success in science and math is related to a strong foundation in algebra and studies if teaching algebra can be made more effective and engaging by using problem-based learning assignments in environmental sciences. The effectiveness of group-learning approaches, especially for students from underrepresented backgrounds, is also examined. An external team is overseeing the evaluation and results on partnership building will be disseminated broadly. MSP-START PARTNERSHIPS DUE EHR Gutarts, Borislava Tina Salmassi Paul Gothold Ramakrishnan Menon Victor Chavez California State L A University Auxiliary Services Inc. CA Ginger H. Rowell Standard Grant 284002 7760 SMET 9178 6890 0116000 Human Subjects 0929076 September 1, 2009 TASELM Phase 2. Teachers Assisting Students to Excel in Learning Mathematics Phase II (TASEL-M2) is a partnership among California State University, Fullerton (CSUF), Santa Ana Community College (SACC), Garden Grove Unified School District (GGUSD) and the Orange County Department of Education (OCDE). TASEL-M2 addresses issues of sustainability and scalability relative to successful practices of Phase I-TASEL-M, the critical juncture between high school and college, and the issue of mathematics preparation for post-secondary success in the context of increased need for remedial mathematics in college. The TASEL-M2 partners implement and study a district-wide professional development plan to: strengthen and adapt innovative practices from the TASEL-M project; take them to scale in all of the district's secondary schools; narrow the achievement gap in Algebra for targeted subgroups (ELL, Hispanic, low SES, and Special Education); and increase student enrollment in advanced mathematics courses. This project researches the causal factors linking Professional Learning Communities, peer coaching, and increases in student achievement. This contributes to and informs state initiatives to improve Algebra instruction and higher education efforts to more effectively address the needs of students required to take remedial courses in mathematics at the university level. TASEL-M2 employs a rigorous research agenda that includes a three cohort quasi-experimental design with a time-delay control group to address the following questions: --What are the factors that are necessary to sustain the successful Professional Learning Community (PLC) model developed in TASEL-M in participating schools and how can the PLC model be brought to scale in non-participating schools in the same district? --What is the added benefit of in-class support from peer coaches, mathematics specialists, and STEM faculty in promoting teacher change? --How do teachers from the original project continue to change and how do teacher effects accrue to the students they teach? How do TASEL-M participants compare with non-TASEL-M teachers in similar schools in terms of their mathematical content knowledge and pedagogical content knowledge, both in level and rate of change? One of the most innovative ways TASEL-M2 involves mathematicians in improving STEM education is through pairing educational researchers with mathematicians who are experts in statistics and modeling. TASEL-M2 conducts sophisticated analyses on longitudinal achievement data with a focus on practices that are applicable to educational research more generally, including methods of computing standard errors that account for non-independence of students in schools or classrooms, methods of equating achievement change across years or across different mathematics courses, and innovative use of algorithms for handling missing data or estimating model fit. In addition to the research agenda, a comprehensive evaluation design examines the partnership among mathematicians and mathematics educators at CSUF, instructors of remedial courses at SACC, mathematics teachers at the participating high schools, educational researchers, and administrators (principals, department chairs) at the partner schools, as well as tracks implementation and outputs related to student achievement, course-taking, reductions in remedial mathematics enrollment, and taking the project to scale. The project affects more than 23,000 students annually, 175 teachers and 31 school administrators, a university, a community college, and a county office of education. A four-pronged professional development plan is employed to sustain the gains made from Phase 1-TASEL-M and take the innovative practices to scale with all district secondary schools. This professional development model includes: Professional Learning Communities; peer coaches facilitating a Cycle of Professional Inquiry; an instructional delivery framework to manage the flow of instruction from teacher modeling to independent practice; and collaborative development of school action plans to improve instruction and student achievement designed by teachers, principals, district personnel and STEM and education faculty. This award is funded under the American Recovery and Reinvestment Act of 2009 (P.L.111-5). MSP-PHASE II PARTNERSHIPS DUE EHR DeLand, Paul David Pagni California State University-Fullerton Foundation CA Kathleen B. Bergin Standard Grant 2094045 7761 SMET 9177 6890 0116000 Human Subjects 0930109 September 15, 2009 Innovation through Institutional Integration (I3): The Modeling Institute. Arizona State University's (ASU) Innovation through Institutional Integration (I-3): The Modeling Institute integrates the efforts of its most successful NSF-sponsored initiatives in STEM teacher education and more: Modeling Physics (numerous NSF programs); Project Pathways (MSP); Professional Learning Community Resources (TPC); Project Learning through Engineering Design and Prime the Pipeline Project (ITEST); Ask-a-Biologist (NSDL); SMALLab (CISE & IGERT); Central Arizona-Phoenix Long-Term Ecological Research (CAP LTER); and MARS (NASA). The I-3 Modeling Institute focuses on the integrative theme of critical educational junctures at the middle grades level. The result of this I-3 effort is intended to be the production of 200 middle grades teachers with STEM endorsements through a program of study that integrates modeling as the core construct; development of ten STEM sustainability-themed master's level courses; persistence of these STEM teachers as professionals through the establishment of Scientific Villages (professional learning communities); STEM-net (a Phoenix area STEM teacher professional development network) and Ask-A-Scientist resources (a web-based portal for on-demand learning); and College For Kids (a summer camp for middle school students and practicum for nascent STEM middle grades teachers). The I-3 Modeling Institute draws upon ASU's seminal work in modeling and employs it as the integrative construct, connecting mathematics and scientific content through meaningful activity. The I-3 Modeling Institute's theory of action emanates from research studies that show the capacity to create models of scientific phenomena and to test those models is dependent on the development of mathematical ways of thinking about the phenomena, including the ability to make sense of patterns in data. Moreover, studies of student learning demonstrate that context is critical for coming to understand mathematical concepts and skills. This project incorporates cutting-edge research-based instructional and assessment methods, centered on Modeling Instruction in a sustainability context. Innovative aspects of the I-3 Modeling Institute include: recruiting and preparing a large number of in-service elementary teachers to become middle grades STEM teachers; infusing the modeling construct into a master's level STEM education program; integrating sustainability science as a problem-solving context in the science and mathematics courses; and coordinating across STEM departments, resulting in powerful linkages to research scientists as part of the STEM education learning community. The I-3 Modeling Institute supports the career trajectory of elementary school teachers towards a disciplinary specialization that enables them to enrich the educational experiences of middle school students. The I-3 Modeling Institute focuses on improving the learning of middle grades students, themselves. Research indicates that middle school is where interest in mathematics and science begins to wane, along with test scores and STEM career aspirations. I-3 Modeling Institute graduates are equipped with a toolbox of knowledge and skills to engage students in dynamic mathematics and science learning. The I-3 Modeling Institute, developed in partnership with two of the fastest growing school districts in Arizona, leverages the most successful aspects of each of the programs to be integrated in order to generate an enduring STEM certification and professional development program for elementary school teachers to become middle school science and mathematics teachers in urban Phoenix and rural Maricopa county schools. Ultimately, the partnership upon which this program rests is the nucleus for a vibrant STEM education community supporting ongoing professional development and collaborations among university researchers and secondary STEM educators. MSP-OTHER AWARDS DUE EHR Capaldi, Elizabeth Melinda Romero Charles Kazilek Tirupalavanam Ganesh Colleen Megowan-Romanowicz Arizona State University AZ Kathleen B. Bergin Continuing grant 977352 1793 SMET 9178 7765 0116000 Human Subjects 0930134 September 1, 2009 Institutionalizing the IGERT Innovations at Rutgers. This project is combining the theoretical perspectives of "communities of practice" and "situated learning" with the innovative research, curriculum, and community best practices developed in four Integrative Graduate Research and Education Traineeship (IGERT) projects. This is done horizontally across the institution's STEM graduate programs and centers, and vertically within the undergraduate research experience programs. This extensive program of activities is improving the quality of undergraduate and graduate students completing STEM degrees. Additionally, the project is using proven methods to increase the participation of groups underrepresented in STEM fields, including first generation, economically disadvantaged, and disabled students. With attention to addressing critical educational junctures, the senior leadership team is creating the Graduate Innovation and Integration Center (GIIC) to enhance the integration of the institution's and research and educational efforts. GIIC center is working with five existing interdisciplinary campus centers to build collaborations and synergistic outcomes. A comprehensive plan is evaluating each aspect of the project including critical junctures as well as the impact of the project on promoting institutional collaboration and synergy. Longitudinal studies are being planned that follow students for three years post graduation. The broader impact of this project is the synergy between a wide array of undergraduate and graduate programs; the broadened participation of undergraduate students in research experiences, particularly students from populations underrepresented in STEM disciplines; the improved retention of a diverse body of graduate students; and a model for student success that can be used at other institutions. MSP-OTHER AWARDS MINORITY GRADUATE EDUC ACTIVIT DUE EHR Furmanski, Philip Eileen Kowler Michael Pazzani Jerome Kukor Prabhas Moghe Rutgers University New Brunswick NJ Kathleen B. Bergin Continuing grant 1000000 1793 1515 SMET 9177 7765 0116000 Human Subjects 0930257 September 15, 2009 ISISP: Integrated STEM Initiative on the South Plains. Texas Tech University (TTU) has a number of Science, Technology, Engineering, and Mathematics (STEM) educational outreach programs that overlap in the area of recruiting new students and in the mentoring of STEM students from underrepresented groups. Through an "Integrated STEM Initiative on the South Plains" (ISISP), TTU is providing increased resources and institutional support for K-12 outreach, recruitment, and mentoring, thereby enhancing and supporting the existing STEM educational outreach programs. The major focus of ISISP is to build a long term base whereby K-12 students across the South Plains are attracted to study STEM disciplines at TTU. ISISP provides administrative support for existing outreach and mentoring programs through an outreach faculty member and a recruiter who visits K-12 schools and community colleges throughout west Texas for the purpose of presenting STEM activities and increasing participation in TTU's currently funded projects. The ultimate goal is to provide greater coordination and coherency among ongoing programs so STEM and Education faculty who participate in these activities are being formally linked together as a TTU outreach network and TTU administration has committed to a dialogue on the nature of faculty reward for outreach work. Strong institutional support for ISISP comes from the President of TTU, the Dean of the College of Arts & Sciences and the Vice President for Institutional Diversity, Equity and Community Engagement. By integrating the activities of multiple projects, ISISP is: 1. Increasing the number of high quality, diverse high school and community college students who enroll as STEM majors at TTU. 2. Creating functioning math clubs at 20 K-12 schools across west Texas. 3. Creating summer math academies at 10 K-12 schools across west Texas. 4. Creating a long term STEM recruitment specialist at TTU whose activities would be coordinated with the Center for Undergraduate Research, with the College of Arts & Sciences, and with TTU's Division of Institutional Diversity and Community Engagement, which has oversight of academic programs for recruiting, assimilating, and retaining students from underserved populations. 5. Creating a long term Coordinator of Outreach (CO) at TTU. 6. Increasing the number of baccalaureate STEM degrees earned at TTU by students from underrepresented groups. 7. Exceeding recruitment goals articulated for the existing STEM programs. 8. Eliminating overlap between TTU outreach programs. 9. Establishing a formal proposal for the administration at TTU for the recognition and reward of outreach work as part of the tenure and promotion process. 10. Creating a formal pathway within each participating school to progress from high school to a college degree in the STEM disciplines. The "Integrated STEM Initiative on the South Plains" brings together NSF/EHR awards from the GK-12, MSP, Noyce Scholarship and S-STEM programs, as well as other work, around the Innovation through Institutional Integration integrative themes for broadening participation and critical educational junctures. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Bailey, Guy Lawrence Schovanec Jerry Dwyer Jaclyn Canas Juan Munoz Texas Tech University TX James E. Hamos Continuing grant 977962 1795 SMET 9178 9177 0930277 June 15, 2009 Building Community through Grantee Meetings for the STEM Talent Enhancement Program. The NSF STEM Talent Enhancement Program (STEP) aims to increase the number of students graduating in STEM disciplines from the nation's universities, colleges and community colleges. The primary vehicle for achieving this goal is through the provision of merit-based grants to individual institutions or teams of institutions to support the implementation of strategies to improve recruitment and retention of STEM students (based on best practices). The overall success of STEP depends on the development and implementation of "best practices," which in turn depends on the development of a community of PI's (practitioners) who share ideas, resources, and data, and who can build on each other's successes and experiences. The goal of this project is to plan and organize annual meetings in 2010, 2011 and 2012 to facilitate the building of community among the scientists, administrators, student support specialists and evaluators involved in funded STEP projects. The project builds on the lessons learned from the first four STEP Grantees' meetings (2006 to 2009) to enhance the value of the meeting for all participants. As with previous meetings, each meeting will be held in the Washington, DC area over a period of 1.5 days, with three major components: plenary sessions; breakout sessions focused on topics of central importance to the participants; and poster sessions in which all projects are represented. Potential plenary speakers include researchers working in the area of higher education, particularly on topics such as student recruitment, retention, and development, institutional change, or the promotion of diversity, as well as experts whose work has emphasized the importance of increasing the nation's capacity in STEM disciplines. Breakout sessions will focus on topics of central importance to the participants and their projects. Typically, PI's from mature STEP projects will act as lead discussants or panelists, with NSF program officers moderating the discussions. Poster sessions will provide all participants the opportunity to share their challenges and successes as they relate to the theme of the meeting. All meeting planning will be done in consultation with DUE program officers and with an advisory committee of several STEP PI's, and will benefit from the analysis of responses of participants in surveys relating to the effectiveness of prior meetings. The intellectual merit of this proposal lies in enhancing the opportunity to share the lessons learned from STEP projects using diverse strategies. The resulting community of investigators will be able to make significantly more progress than they would if they remained isolated. This is particularly true for investigators in programs such as STEP because the framework for sharing ideas and findings in the meetings of scientific societies or in peer-reviewed articles is lacking. The broader impact of the project lies in the overall improvement in retention and recruitment of STEM students resulting from these investigators sharing their successes and failures, and in the development of better projects in the long run as the community develops a collection of proven best practices that can be adopted or adapted by other institutions. STEM TALENT EXPANSN PGM (STEP) DUE EHR Udovic, Daniel University of Oregon Eugene OR Susan H. Hixson Standard Grant 323909 1796 SMET 9178 0116000 Human Subjects 0934030 September 1, 2009 ECU Robert Noyce Teacher Scholarship Program. The Noyce Teacher Scholarship Program conducted by East Central University (ECU) and seven local-area high-need K-12 school districts is selectively recruiting 24 Noyce scholars from ECU students with strong academic background in mathematics, who would otherwise not consider K-12 mathematics teaching as a career. Three cohorts of 8 students are being selected as Noyce scholars in their sophomore year based on academic merit, with consideration given to financial need, diversity and physical disability, and will enter the program at the beginning of their junior year. Upon completing a mathematics (secondary teacher certification option) degree, the Scholars are teaching secondary level (grades 7-12) mathematics in one of the collaborating high-need schools. Pre- and in-service Noyce teacher scholars are being provided with several support mechanisms, based on effective evidence-based strategies. Collaborative involvement of ECU's mathematics and education faculty is enhancing infrastructure for research and education, creating new partnerships, and broaden existing partnerships on campus and beyond. Noyce graduates are impacting the students they teach in a positive way and society in a broader way via community-based activities. Results of ECU's Noyce program is being widely disseminated to the public. Most public schools in ECU's service area are located in communities with high poverty rates and sizable percentages of residents from ethnic groups underrepresented in mathematics. Hence additional mathematics teachers emerging from the ECU Noyce program are providing positive role models for students within the high-need K-12 school districts. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Ferdinand, Robert Linda Braddy John Bedford Heather Hannah East Central University OK Bert E. Holmes Standard Grant 900000 1795 SMET 9178 9150 1795 0116000 Human Subjects 0934055 February 12, 2009 Increasing the Participation and Success of Community College Faculty in NSF Grant Programs. This project is delivering a series of professional development workshops designed to assist community college science, technology, engineering, and mathematics (STEM) faculty in preparing successful proposals to the National Science Foundation (NSF) programs. The project represents collaboration between the Council for Resource Development (CRD), an affiliate council of the American Association of Community Colleges (AACC), and the National Center for Telecommunications Technology (NCTT). NCTT brings its expertise in the delivery of online and web-based professional development programs to support expanded faculty outreach via special content webinars. Intellectual Merit: The activities continue a highly successful model of faculty professional development focusing on NSF grant programs and the production of high quality grant applications by community college faculty. CRD is using its regional structure to leverage the identification of host colleges while ensuring the participation of large numbers of STEM faculty. Broader Impact: The selection of sites and the scheduling of workshops are national in scope. Particular attention is being given to those states whose community colleges are underrepresented among NSF awardees. A key goal is to increase the submission rates of faculty as well as increase the likelihood of success. An evaluation is assessing the longitudinal impact of the project. A research study is designed to assess factors that promote faculty success. ADVANCED TECH EDUCATION PROG DUE EHR Budd, Steven River Valley Community College NH Eileen L. Lewis Standard Grant 35257 7412 SMET 9178 1032 0934079 September 1, 2009 NJ Partnership for Excellence in Middle School Mathematics. The New Jersey Partnership for Excellence in Middle School Mathematics (NJ-PEMSM) is a partnership between Rutgers University and seven school districts in the state of New Jersey. The partnership is developing the expertise of teachers in mathematics, pedagogy, and leadership to enhance the mathematical achievement of their students and to share their expertise further as lead teachers, mathematics coaches, and district resources. NJ-PEMSM includes school districts facing a cross-section of the most serious educational challenges for American public schools: economic stresses in the home and community environments, a diversity of socio-cultural contexts, and partial student proficiency on statewide mathematics assessments. The NJ-PEMSM Institute, with summer and academic year components, is enrolling 100 active middle school mathematics teachers, in four cohorts over five years, as Partnership Fellows. Fellows undertake a program that develops deep mathematical content knowledge and research-based pedagogical strategies to engage students in learning. The mathematical domains include numbers and operations, algebra, geometry, probability, and discrete mathematics. Teaching strategies include attention to children's mathematical reasoning processes, affect and motivation. The Institute is developing leadership skills that empower participants to communicate their expertise to colleagues, and to positively influence their school districts. Fellows can earn a Master's of Education in Mathematics Education, and/or advanced licensures. Ongoing support structures are designed to sustain a community of expert practice. A rigorous research effort is documenting the outcomes of the project for dissemination to the broader community. A special focus is being placed on the mathematical achievement of special-needs students. NJ-PEMSM expects the following outcomes: 1) To develop a cadre of middle school math teachers who have strong mathematical content, pedagogy and leadership skills and knowledge. 2) To provide middle school mathematics teachers with a deeper and more flexible mathematical content knowledge so that they can effectively teach conceptually challenging mathematics. 3) To transform middle school mathematics education by better engaging and motivating students from economically disadvantaged, and racially, ethnically, and culturally diverse populations so that they choose to pursue more advanced mathematics courses. 4) To answer specific research questions regarding middle school teachers' acquisition of mathematical knowledge and pedagogical development, consequences for students' learning, including special education students, and the impact of teacher leadership development on participating school districts. MSP-TEACHER INSTITUTES DUE EHR Cohen, Amy Joan Bennett Carolyn Maher R. Michael Beals John Coleman Rutgers University New Brunswick NJ Lance C. Perez Continuing grant 1894669 1777 SMET 9178 9177 0934223 October 1, 2009 Undergraduate Mathematics and Science Education Initiative (UMSEI). Education Studies (EDS) and the Physical Sciences Division (PSD) at the University of California, San Diego (UCSD) are collaborating on an initiative to significantly increase the number of undergraduate STEM majors who pursue a career in public school teaching. The UCSD Undergraduate Mathematics and Science Education Initiative (UMSEI) is part of the University of California Systemwide California Teach Program. EDS and PSD implemented two undergraduate minors in mathematics education and science education in 2006-07. These minors engage lower-division STEM students in early field experiences and upper-division students in education foundation coursework, discipline-specific pedagogy and intensive apprenticeship experiences to prepare students to enter the UCSD graduate intern credential program. The focus of the minor is to support the development of content specific pedagogy, powerful teaching practices coupled with deep content knowledge, within perspective K-12 mathematics and science teachers. The work around the California Teach project has also supported deep and consistent collaboration between Education Studies and the Physical Science Division about teacher knowledge and preparation. Noyce Scholarship funding is utilized to recruit 65 mathematics, chemistry, physics, geoscience and engineering majors into the undergraduate minors and graduate intern credential program. The UCSD EDS teacher credential program and the UMSEI program have partnerships with local community colleges, including San Diego Community College, Grossmont Community College, Palomar Community College, and Mira Mesa Community college, to recruit their transfer students to the program as well as partnerships with San Diego Unified School District, Grossmont Union High School District, Sweetwater Union High School District, Gompers Charter School, High Tech High Charter, the Preuss School Charter, and Guajome Park Academy Charter to support the extensive experiences of undergraduate STEM majors. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Datnow, Amanda Jeffrey Remmel University of California-San Diego CA Joan T Prival Standard Grant 892049 1795 SMET 9178 1795 0934262 June 1, 2009 Teach/Here Teacher Residency Initiative. This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5). The Teach/Here Teacher Residency Initiative (TRI), a partnership between the University of Tennessee Knoxville, the Public Education Foundation, and Hamilton and Knox County Schools, is developing a teacher residency model as an innovative alternative pathway to attract, prepare and retain high potential math and science teachers for high need, urban public schools. The alternative pathway is being designed to incorporate components identified in the research literature as being critically important guiding criteria for successful teacher residency programs, including 1) direct pairing of the program with school system needs, 2) seamless flow between teacher preparation and induction into in-service teaching, 3) preparation for the challenges found in schools serving high poverty communities, 4) year-long residency as a part of the preparation, 5) mentoring provided by teacher leaders, and 5) access to community-based non-profit institutions that can reduce bureaucratic processes. Activities taking place during the planning process for submission of a full proposal to the Teaching Fellows/Master Teaching Fellows track, include 1) defining and refining the conceptual framework for the program, 2) determining the target number of recruits and developing marketing and recruitment plans, 3) developing program and curriculum components that incorporate the training and professional development content for mentor teachers, 4) identifying host school sites and mentor teachers where the residency apprenticeship classrooms will be located, 5) initiating professional development with mentor teachers, and 6) developing local partnerships with business and community groups to create necessary support structures for the Teacher Residents. The project team is also planning ways to document the efficacy of the initial Urban Teacher Residency programs in Hamilton and Knox County Schools, so that if the program model is effective, it can be disseminated as a resource for other programs seeking to implement alternative teacher preparation programs for mathematics and science educators who are capable of succeeding in hard-to-staff schools. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Benner, Susan Stuart Elston University of Tennessee Knoxville TN Deborah E. Allen Standard Grant 74996 1795 SMET 9178 9150 7908 6890 0934297 June 1, 2009 UCR Robert Noyce Scholarships for Excellence in STEM Teaching. This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5). The UC Riverside Noyce Scholarship Program focuses on the University's internal partnership among the College of Natural and Agricultural Sciences, the Graduate School of Education and the ALPHA Center for Academic Partnerships with the rapidly growing, low-performing Moreno Valley Unified School District to prepare exceptional science and mathematics undergraduate majors for secondary school teaching careers. Building on the unique curricular and training infrastructure available at UCR, professional development opportunities are being expanded and new services initiated to create a continuum of teacher preparation and development resulting in 43 prepared and motivated secondary mathematics and science teachers within the partnership district. The program impacts 56 classrooms in six middle and five high schools and supports 14 district mentor teachers and approximately 2,000 students per year. Effective recruitment strategies are embedded into the selection process to attract undergraduates from underserved populations, providing Noyce scholars pre-credential, credential and induction research-based experiences designed to develop subject-matter mastery, pedagogical expertise and leadership skills. Progress will be followed longitudinally to determine the impact of the program on performance as a teacher, commitment to serving the district, impact as a student role model, longevity to the profession and ability to assume leadership. The broader impacts of the program lie in the Noyce scholar teachers' influence to make significant, durable change. By establishing a replicable model of a financial, academic and mentoring pathway that develops mathematics and science teaching professionals proactive in implementing change that will better prepare students for success in the 21st century, the program has potential to positively influence K-12 science and math education community. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Clute, Pamela Bradley Hyman Maria Simani University of California-Riverside CA Eun-Woo Chang Standard Grant 887433 1795 SMET 9178 6890 1795 0116000 Human Subjects 0934380 September 1, 2009 STAR (Scholarship Team in Action to Recruit) Program. Six high need school districts in Southeastern North Carolina, an educational business and the University of North Carolina at Wilmington (UNCW) form the STAR (Scholarship Team in Action to Recruit) Program for the purpose of producing more highly qualified STEM teachers for those school districts. The STAR team from UNCW consists of six STEM faculty, six education faculty, and one faculty member on a joint appointment between Marine Science and the School of Education. In an effort to accommodate the busy and demanding lifestyle of their student population, both in class and online instruction is included in the teacher training programs. The goal is to recruit, retain, and induct at least 25 STEM majors and 40 "career changers" into the teaching profession. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Barlow, Cathy Martin Posey Karen Wetherill Paul Hosier University of North Carolina at Wilmington NC Linnea A. Fletcher Standard Grant 898500 1795 SMET 9178 1795 0116000 Human Subjects 0934442 June 1, 2009 Noyce Engineering / Science Teacher Education Scholars. This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5). The engineering cooperative education model is being adapted to the completion of the requirements for certification of STEM teachers. The program shortens the time required to receive an engineering degree and teaching certification from approximately six and a half years to five years. Most Noyce scholars are completing an engineering degree in addition to the Wisconsin education and STEM teaching requirements. Scholarships are being awarded to four cohorts of six juniors each during project years two through five. One-half the scholars will receive three-year scholarships and graduate during the project period. Six scholars will receive two-year scholarships and six students will have a one-year scholarship funded by this award. Annual scholarships of $10,000, $12,000 and $14,000 are made during a scholar's third, fourth, and fifth undergraduate years respectively. Eight local schools representing public, private, urban, and suburban serving students from all economic and ethnic backgrounds are partners in the project. These schools, Brown Deer High School, Dominican High School, Messmer High School, Milwaukee High School of the Arts, Rufus King High School, and South Milwaukee High School; Fritsche Middle School and South Milwaukee Middle School are high needs schools and serve as the sites for summer activities and co-op teaching experience. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Silver-Thorn, M Barbara Kathleen Cepelka Marquette University WI Curtis T. Sears Standard Grant 899514 1795 SMET 9178 6890 1795 0934453 September 15, 2009 Status, Contributions, and Future Directions of Discipline Based Education Research. This is a comprehensive, consensus study of "Discipline Based Education Research" (DBER) in the natural sciences. It is being undertaken by the Board on Science Education (BOSE) of the National Research Council. It is examining what is known from research on undergraduate learning in the sciences. There are substantial education research literatures in the major science disciplines, in cognitive psychology, and in science education. These literatures form the core of this study. The focus is on concepts and topics in science that are appropriate for the undergraduate level in all kinds of institutions, including introductory courses and courses for non-majors. Taking stock of what is known and variations across bodies of research constitutes the major part of this study. As a major study with emphasis on research in subject-matter learning and teaching, the study is building upon previous reports by the National Research Council, such as "How People Learn" (NRC, 2000). The proposed study is being carried out by a 14-member committee with expertise in instruction across the scientific fields as well as in cognition and learning. A growing number of studies have revealed that faculty content knowledge is by itself often not sufficient for effective instruction at the undergraduate level. Discipline Based Education Research (DBER) practitioners have demonstrated new instructional approaches and materials which significantly improve students' understanding of essential concepts and the nature of scientific inquiry. In 2008, BOSE conducted two workshops to explore the research underlying these new approaches and promising practices. The workshops illuminated the efficacy of selected promising practices while also highlighting weaknesses and gaps in the research requiring further study. This consensus study is exploring both the strengths and weaknesses of DBER. The study is also comparing DBER emerging from the different STEM disciplines in order to distinguish practices whose efficacy has been clearly demonstrated across the disciplines from those requiring further research to demonstrate efficacy beyond a particular discipline or classroom context. It will summarize the current scope and quality of DBER, suggest ways in which education researchers across scientific disciplines can learn from one another and from the broader research on learning, and identify important areas for future research. Because this is a consensus study, all of the study's conclusions and recommendations will be subject to rigorous review by 12 to 14 independent reviewers. CCLI-Phase 3 (Comprehensive) DUE EHR Schweingruber, Heidi National Academy of Sciences DC Myles G. Boylan Continuing grant 631929 7493 SMET 9178 0934489 September 1, 2009 Fisher SCHolars for Rural Schools (FISCHRS). The Fisher SCHolars for Rural Schools (FISCHRS) Project involves Saint John Fisher College (SJFC), community colleges, and rural K12 school districts in western New York State. This project seeks to increase the number of middle and high school mathematics teachers in western New York State. FISCHRS provides Robert Noyce Scholarships to SJFC students who have three years to complete both their undergraduate mathematics degree and mathematics certification requirements. Students who receive this support are obligated to spend six years teaching in a high-needs school district. Students, transferring to SJFC from partner community colleges and intending to teach in one of the partner K12 school districts, are given priority in receiving awards. A total of ten students are to be trained over five years. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Ricca, Bernard Diane Barrett Mark McKinzie St. John Fisher College NY Linnea A. Fletcher Standard Grant 889665 1795 SMET 9178 1795 0116000 Human Subjects 0934495 September 1, 2009 Noyce Teaching Fellowships/Master Teaching Fellowships Planning Grant. La Salle University is developing the specific components of an NSF Teaching Fellowships and Master Teaching Fellowships (TF/MTF) initiative focusing on two distinct target populations throughout Eastern and Southeastern Pennsylvania: STEM professionals who are enrolling in a master's degree program leading to teacher certification, and science, technology and mathematics teachers preparing to become Master Teachers. Specific components being developed during the planning phase include: (1) Partnerships with institutions of higher education, school districts, non-profit organizations, and private industry, (2) Commitments to provide matching funds, (3) Curricular requirements, course syllabi and professional development activities, (4) Processes for recruiting and selecting program participants, and (5) Methodology and criteria for evaluating TF and MTF program components, participants' performance, and the impact of the TF and MTF participants on their students, schools, and school districts. La Salle's TF/MTF initiative emphasizes pedagogical expertise, content/disciplinary knowledge, curriculum development, mentoring, inquiry-based methods, assessment of student outcomes, and practitioner-oriented professional development to complement course work in order to produce high caliber expert teachers and Master Teachers with a sense of mission. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR McManus, Margaret Stefan Samulewicz Stephen Downs La Salle University PA Joan T Prival Standard Grant 75000 1795 SMET 9178 7908 0934503 August 1, 2009 Sonoma State University Noyce Scholarship Program. This project brings together science and mathematics and education stakeholders in the Northern San Francisco Bay Area, the Sonoma State University Schools of Education and of Science and Technology, Beginning Teacher Support and Assessment programs in the area, and several school districts, including Sonoma Valley Unified School District, Roseland School District, Petaluma City Schools. It capitalizes on the strengths, opportunities and existing connections between the university and the K-12 schools and on existing supports for science and mathematics teacher recruitment. It addresses the need for highly qualified science and mathematics teachers by proactively recruiting and supporting science, technology, engineering, and mathematics (STEM) majors who are pre-teacher candidates during their junior, senior and post-baccalaureate pre-certification years and providing a career change opportunity for people with STEM majors and in STEM careers who want to enter the teaching profession as STEM teachers. The program is providing twelve Noyce scholarships of up to $10,000 each during each of the program's five years. These scholarships can be combined with benefits available under an existing program designed to offset tuition costs for students preparing to become STEM teachers, the Science Mathematics Teacher Recruitment and Retention Initiative. The intellectual merit of the program is found in what is being learned about the value of these approaches to increasing the supply of well qualified STEM teachers to schools in these areas with particular attention to high needs schools The broader impact resides in the number of school districts that will benefit from the graduates of the Noyce scholarship program. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Ayala, Carlos Benjamin Ford Mary Gendernalik-Cooper Sonoma State University CA Terry S. Woodin Standard Grant 899842 1795 SMET 9178 1795 0116000 Human Subjects 0934533 June 1, 2009 Robert Noyce Teacher Academy at College of Staten Island. This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5)." Twenty nine mathematics and science pre-service teachers for grades 7 - 12 are receiving Noyce scholarships awarded by the College of Staten Island Teacher Academy. The academy is an honors program for incoming freshmen that wish to major in mathematics, biology or chemistry. There are two options available; a two year scholarship for juniors who can complete the STEM major and the required education requirements within two years and, a three year scholarship for those who will require an additional year of study beyond the two years required to complete the STEM major in order to complete the education requirements. Seniors who can complete the STEM and certification within two years are also eligible for the first option. Twenty one students are receiving annual scholarships of $11,000 for two years and eight students are receiving three year scholarships for a total of sixty six annual scholarships of $11,000 each. The Teacher Academy is an outgrowth of a prior CUNY Collaborative for Excellence in Teacher preparation and also benefits from the New York City Alliance for Minority Participation in STEM supported Bridge to Teaching Program. The Middle Schools and High Schools New York City School District 31 Staten Island are partners in this Noyce project. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Coffee, Jane Susan Sullivan Irina Lyublinskaya CUNY College of Staten Island NY Curtis T. Sears Standard Grant 839000 1795 SMET 9178 6890 1795 0116000 Human Subjects 0934540 June 1, 2009 Robert Noyce Teacher Scholarship Program at William Paterson University. This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5). William Paterson University's Robert Noyce project is recruiting at least 38 undergraduate science and mathematics majors and 8 professionals into K-12 teaching (specifically grades 5-12). Those who intend to teach elementary or middle school receive a thorough education in a variety of sciences and mathematics. Those who intend to teach high school receive an in-depth education in Biology, Chemistry, Earth Science, or Mathematics. Prior to their first year of teaching, Robert Noyce scholars are being required to attend an August Institute for Novice Teachers. This project is being conducted in collaboration with the Paterson and Passaic Public Schools in northern New Jersey. Students are spending their clinical practicums as well as their student teaching semester in a high-need urban Professional Development school that has a Professor in Residence. Teacher-Mentors and Peer-Mentors are being assigned to Robert Noyce scholars during their junior and senior years, continuing into their first two years of teaching. The project objectives are: increasing the number of science and math teachers who graduate each year; increasing the number of second-career science and math teachers who graduate; placing the student-teachers in high-need schools in Paterson and Passaic; and providing support for them for their first two years of teaching. The 46 teachers, many of whom are from minority groups, impact all of the students they teach in ensuing years, enabling those students to be better prepared for our technological world. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Gardner, E. Eileen Dorothy Feola Linnea Weiland William Paterson University NJ Eun-Woo Chang Standard Grant 899469 1795 SMET 9178 6890 1795 0116000 Human Subjects 0934545 July 1, 2009 Tuskegee University Robert Noyce Teaching Scholars in Mathematics and Science Education in the Alabama Black Belt. This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5). Tuskegee University is providing two or three-year scholarships to 18 high achieving science and mathematics majors preparing to become effective teachers who are committed to teaching in high-need schools in 7 partnering rural school districts located in Alabama Black Belt counties. The Noyce Scholars are provided with a purposeful, discrete, hierarchal, sequential, inquiry-centered and topical curricula in each year of their STEM major; and appropriately challenging and contemporary mathematics and science teacher education foundation structured to be highly synergistic with a professional practice infusion program element leading to teaching certification. The project provides on-going support and mentoring for program graduates after employment as teachers in the target high need school districts. Noyce Scholars are required to participate in professional activities including the Saturday Recruitment Academy, intensive summer short courses, new teacher-mentor biannual sharing/support conferences, on-campus seminars and selected regional conferences. Noyce Scholar graduates and their teacher colleagues join Tuskegee University faculty as members of a learning community to continuously improve training of teachers, student learning outcomes and retention of effective teachers. The scholarship program was developed in cooperation with a diverse group of personnel including teacher educators, scientists, and mathematicians at Tuskegee University, the Deans of two of its colleges, the University's Provost, along with school and district officials from seven high needs Local Education Agencies (LEAs). The various elements of the program prepare Noyce Scholars to be highly proficient in their STEM discipline as well as understand the importance of applying the standards set forth by bodies such as the Division of Education at Tuskegee University, the Alabama Department of Education (Alabama Quality Teaching - AQT), National Council for Accreditation of Teacher Education (NCATE), as well as essential standards and objectives formulated by the National Council of Teachers of Mathematics (NCTM) and the National Research Council (NRC). The project is producing science and mathematics teachers knowledgeable about both the STEM content and research-based teaching methodologies. Scholars have the academic preparedness to make a profound impact on the mathematics and science education of children from the partnering high needs school districts. In addition, the Noyce Scholars also serve as mentors and role models for the children in the high needs schools. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Hill, Walter Mohammed Qazi Carlton Morris Dennis Likens Jo Ann Sumbry Tuskegee University AL Joan T Prival Standard Grant 900000 1795 SMET 9178 9150 6890 1795 0116000 Human Subjects 0934552 June 1, 2009 VCU Noyce Initiative. This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5). The VCU Noyce Initiative is a collaborative project between Virginia Commonwealth University's School of Education and its College of Humanities and Sciences, in partnership with Richmond City, Henrico County, Chesterfield County, and Hopewell City Public Schools. The project is supporting and preparing 32 undergraduate students to be effective secondary science teachers in high-need schools. Undergraduate students are recruited in their junior year and initiated into teaching through an internship program at a summer enrichment camp for middle school students from high-need schools. Throughout their academic training, students are mentored by university faculty. During their senior year, they participate in undergraduate research that focuses on the scientific process and develop accessible, low-cost experiments that are disseminated to all NSF Noyce Scholars. The program prepares 18 "master science teachers" (Noyce Teaching Fellows) using the research-based Santa Cruz New Teacher Center mentoring model to work with Noyce Scholars during the year-long residency and critical first years of teaching. Focused efforts are made to attract and support a diverse group of participants. The long-term goals of this VCU Noyce Initiative are to recruit top science students to teaching, to decrease turnover and stabilize secondary science teaching faculties in high-need schools, to facilitate partnerships between science and education faculty, and to enrich community partnerships. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR McDonnough, Jacqueline Sally Hunnicutt Alison Baski Virginia Commonwealth University VA Eun-Woo Chang Standard Grant 900000 1795 SMET 9178 6890 1795 0116000 Human Subjects 0934555 June 1, 2009 Urban Educators: Robert Noyce Scholarship for Math & Science Teachers - Phase II. This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5). The Noyce Scholars at Indiana University Purdue University Indianapolis (IUPUI) are enrolled in the Transition to Teaching (T2T) program that allows both STEM graduates and STEM professionals to complete the requirements and field experiences for teacher preparation in the sciences and mathematics at the secondary level (grades 6-12) over the course of one calendar year. The T2T program builds on the established partnership between School of Education and high-need school districts in Marion County, including the Indianapolis Public Schools (IPS) system. The current Robert Noyce Program (DUE-0531598) has successfully prepared 26 highly qualified science and math teachers for the urban high-need classrooms in Indiana. The Noyce Phase II has three objectives. It plans to continue to increase the number of secondary science and mathematics teachers - 10 teachers each year, with an emphasis on the recruitment of individuals from ethnic minorities. It will also enhance retention of novice teachers by providing on-going mentoring for the new teachers while simultaneously initiating a longitudinal research plan to assess the effectiveness of the program. The intellectual merit reflects on its focus on recruitment of diverse scholars who possess developed skills in inquiry-base teaching, the additional emphasis on new teacher retention by creating an in-service teachers' mentoring program, sophisticated mechanisms for measuring the impact of the project and the effectiveness of the program. The broader impact of this project may be recognized by the enhanced diversity of math and science teachers who are committed to increasing the quantity, quality, and diversity of students in urban schools who will enter STEM fields in the coming decades. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Nguyen, Kim Kathleen Marrs Jeffrey Watt Signe Kastberg Indiana University IN Eun-Woo Chang Standard Grant 599963 1795 SMET 9178 6890 1795 0116000 Human Subjects 0934578 June 1, 2009 CWRU TF/MTF Planning Grant. This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5). Through this planning grant, steps are being taken to develop the framework for a Master Teaching Fellows program. This project builds on an existing Noyce scholarship program in the Cleveland region. It is anticipated that the Master Teaching Fellows will include many of the same partners from the scholarship program, including several high needs school districts. The planning activities are beginning with a needs assessment survey to determine the level of interest in the region for the program and the expected outcomes. As part of this planning project, a non-profit organization that has the willingness, capacity, and expertise to support the goals of the program is being identified and recruited. The educational curriculum for professional development of master teachers is being designed, drawing on existing courses and structures where appropriate. Other planning activities include identification of sources of university cost share, securing school district support for implementing salary supplements for the Fellows, and defining the roles and responsibilities of all participants. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Berger, Molly James Bader Case Western Reserve University OH Deborah E. Allen Standard Grant 75000 1795 SMET 7908 6890 9178 0116000 Human Subjects 0934593 September 1, 2009 Pipeline for Excellent Rural Teachers (PERT) Project: A Planning Grant Proposal. Through this planning grant, steps are being taken to develop the framework for the Pipeline for Excellent Rural Teachers (PERT) program that will train and support both Teaching Fellows and Master Teaching Fellows. It is anticipated that the partnership that emerges through this planning grant will include several tribal high schools and colleges in the region. Due to the large geographic area for the anticipated partnership, Fellows will be supported by an online mentoring program that will be based on previous successful models for mentoring in rural communities. The planning activities are beginning with a needs assessment survey to determine the level of interest in the region for the program and the expected outcomes. A partnership with the North Dakota Association of Tribal Colleges is also being fostered during the planning period. The educational curriculum for professional development of Master teachers is being designed, drawing on existing courses and structures where appropriate and a current master's degree program is being restructured to accommodate the needs of the Teaching Fellows. Other planning activities include identification of sources of university cost share, development and field-testing of an online mentoring system, and development of a recruitment plan for the Fellows. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Offerdahl, Erika Lisa Montplaisir North Dakota State University Fargo ND Linnea A. Fletcher Standard Grant 74999 1795 SMET 9178 9150 7908 0116000 Human Subjects 0934599 June 1, 2009 Pacific STEM Teaching Pathways. This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5). Pacific STEM Teaching Pathways (PSTP) is a collaboration among the Pacific University Division of Natural Sciences, the College of Education, and several local Oregon high-needs K-12 school districts. Its purpose is to increase the number of exemplary K-12 STEM teachers by targeting two specific candidate pools: Pacific University undergraduate STEM majors and career-changing STEM professionals. Individuals with no secondary school experience but interested in making teaching a career are strongly urged to complete a 30 hour volunteer internship with a mentor teacher. PSTP is providing up to two years of Noyce Scholarship support for 35 STEM teaching candidates, who are obligated for two years of service in a high needs school district for each year of support received. Teachers graduate with a Master of Arts in Teaching and are supported with an induction program for three years. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Carr, Kevin Juliet Brosing Pacific University OR Linnea A. Fletcher Standard Grant 748950 1795 SMET 9178 6890 1795 0116000 Human Subjects 0934604 June 1, 2009 Beyond Seamless Transitions: Blurring the Boundaries Along the Learning-To-Teach Continuum. This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5). This planning grant project at California State University Sacramento is a partnership between two of its colleges, the College of Education and of Natural Sciences and Mathematics, and area school districts (including the Sacramento City Unified district). Additional partnerships with school districts and with a nonprofit organization are being developed as part of the planning activities. The California State University Sacramento campus prepares highly qualified mathematics and science teachers for a primarily urban service region, with a large population of low income, culturally and linguistically diverse students. In conjunction with other math and science-focused programs already in place, the planning grant is laying the groundwork for submission of a full proposal to the Teaching Fellowship/Master Teaching Fellowship track by allowing for completion of NCLB-compliant subject matter programs in the sciences, re-design of a post-baccalaureate credential program, completion of the design of a new Master of Arts degree in Biological Sciences with a concentration for science teachers, and collaboration with public school partners on revision of the 2-year induction program for new teachers to integrate a significantly enhanced disciplinary focus. In all cases, best practices from national literature on recruitment, retention, preparation, mentoring and professional development for mathematics and science teachers are being incorporated into the program design and revision activities. This planning grant project is thus adding to the discipline-based focus of teacher preparation work in two colleges, while strengthening collaborative ties between them and their math/science teacher induction colleagues. By refining the Beginning Teacher Support and Assessment program to overlap with discipline-specific Masters degrees in biology and mathematics (through first steps included in the planning grant), California State University Sacramento is introducing a more rigorous, discipline-based focus in new teacher support programs for mathematics and science teachers. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Sessoms, Deidre Jennifer Lundmark University Enterprises, Incorporated CA Deborah E. Allen Standard Grant 74760 1795 SMET 9178 7908 6890 0934618 July 1, 2009 Urban Teaching Fellowships for STEM Professionals. This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5). The Urban Teaching Fellowship program for STEM professionals is supporting two cohorts of 10 NSF Teaching Fellows per year to participate in the Philadelphia Teacher Residency (PTR) program. Each Fellow is being supported for a total of five years: one year as a master's student, and four years as a full-time classroom teacher in a high-poverty school. The PTR program is a teacher preparation and induction program for STEM professionals that is designed and implemented collaboratively by the Graduate School of Education of the University of Pennsylvania, the Philadelphia Education Fund, the School District of Philadelphia, and the Philadelphia Federation of Teachers. The goal of the PTR is to increase the number of teachers certified to teach math and science in grades 6-12 in high-need schools in the District, and to support those teachers to remain in the classroom through the provision of at least three years of professional development. NSF Teaching Fellows, a select group of promising teachers, receive a fourth year of support. The PTR program builds on the knowledge and expertise of these multiple constituencies to offer an innovative way to attract and prepare STEM teachers for urban centers. It includes a cohesive and intellectually rigorous curriculum and a comprehensive support system that reflect the challenges of teaching in urban public schools. Each aspect of the curriculum and professional development programs is closely aligned with the particular needs of the individual schools, the local district, and the Commonwealth of Pennsylvania standards, while incorporating the latest research on mathematics and science pedagogy. As the program is being implemented, the partners are developing expertise in using a residency approach to prepare and support urban teachers and in fostering partnerships among stakeholders in urban districts that is being disseminated nationally to partner residency programs in other cities, as well as to teacher education programs seeking to build partnerships with urban districts. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Schultz, Katherine Dennis DeTurck Janine Remillard University of Pennsylvania PA Deborah E. Allen Standard Grant 1392318 1795 SMET 9178 7908 6890 0116000 Human Subjects 0934648 June 1, 2009 The Robert Noyce Scholars Program at Indiana State University: Phase II Scholarship & Stipend. This Phase II project is awarding forty-one scholarships to twenty- three students fulfilling the requirements to become secondary mathematics and science teachers. Undergraduate scholarship recipients are selected from eligible mathematics majors and those interested in seeking a double major of biology, chemistry or physics and science education. A third year of scholarship support is available to the double majors. Individuals with a prior STEM degree may receive a one-year scholarship. The Noyce Scholars are enrolled in a teacher preparation program utilizing innovative problem-based learning pedagogies and clinical field experiences in high needs settings. Vigo County School Corporation, the fifth largest public school district in Indiana, has partnered with Indiana State University in the Professional Development Schools program for the past fourteen years. This school system with a mix of urban, suburban and rural areas provides a range of field experiences for the Noyce scholars. The close relationship between the university and the Vigo schools is exemplified by more than half the Vigo County school teachers holding a degree from Indiana State University. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Brown, Elizabeth Elaina Tuttle Rusty Gonser Susan Powers Jay Gatrell Indiana State University IN Curtis T. Sears Standard Grant 590600 1795 SMET 9178 6890 1795 0116000 Human Subjects 0934658 June 1, 2009 Kenan Master Teaching Fellows: Linking Research Experiences and Curriculum Development with Leadership. This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5). The Kenan Fellows Program for Curriculum and Leadership Development, housed at the Kenan Institute for Engineering, Technology, & Science on the North Carolina State University (NC State) campus, is partnering with school districts in 11 counties, the University of North Carolina at Pembroke, Fayetteville Technical Community College, and community leaders in North Carolina's Base Realignment and Closure/Regional Task Force (BRAC/RTF) region to improve K-12 STEM education in these counties' high-need schools. Additional support is provided by the non-profit partner, the Kenan Fund for Engineering, Technology, and Science. Representing a region that surrounds Fort Bragg and Pope Air Force Base, BRAC/RTF was established to unify and serve 11 counties, 73 municipalities, eight community colleges, and six state and private universities, and to help identify and advocate for their needs in partnership with the military, corporate and non-profit interests, and federal and state agencies. Eighteen in-service Kenan Master Teaching Fellows (KMTF) from high-need schools in the BRAC/RTF region are completing two-year fellowships and then continuing for three years in formal Alumni activities as Master Teachers in their districts. KMTFs receive $10,000 in annual salary supplements for each of the five years they participate in the program, as well as a range of other support including intensive professional development during the first two years to ensure a rich fellowship experience. KMTFs are recruited and selected from a diverse pool of the BRAC/RTF region's most outstanding STEM teachers, who already hold master's degrees and have demonstrated excellence in teaching prior to recruitment. This elite cohort of teachers is learning about the practices and skills that characterize the innovative, high-tech labs and industries moving into the area. KMTFs work with industry or academic mentors in a particular cutting-edge research area, to learn more about important new developments and to gain an understanding of the significance of current research and scientific practice for students entering the work force and higher education. Each KMTF/ Mentor pair works to translate STEM research experiences into engaging lessons for use in North Carolina's classrooms. Fellows are creating innovative curriculum resources aligned with the NC Standard Course of Study. In Summer Institutes for Professional Development, KMTFs build advanced skills to become more effective teacher-leaders and change agents in their schools and districts. The Master Teachers are engaged in a range of leadership activities in their home districts and are involved in preservice education at the partnering institutions. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Carbonell, Ruben Valerie Brown-Schild North Carolina State University NC Joan T Prival Standard Grant 1499934 1795 SMET 9178 7908 6890 0116000 Human Subjects 0934678 December 1, 2009 A Collaborative Model for STEM Secondary Teacher Education. A "2+3" (B.S./M.A) dual degree program leading to a Masters of Arts with Teaching Certification for grades 6-12 for is being instituted for STEM majors. Two year scholarships for the fourth and fifth years are being awarded for the cost of attendance with a maximum annual award of $20,000. A minimum of eighteen scholars are receiving two-year scholarships over the five year project period. The IDEA (Instructional Development and Educational Assessment) Institute offers several programs aimed at early identification of potential teachers among STEM majors in the freshmen and sophomore years. These include 35 three-week internships for undergraduates to teach in summer science camps, opportunities to collaborate with teachers in public schools on small scale instructional projects in high needs schools, and opportunities to serve as peer instructors and group leaders. During the junior year, students are admitted via early admission into the MAT program and are dual enrolled as undergraduates and graduate students. Monthly meetings and planning sessions are held to assist with preparation for the Noyce program and additional teaching experience is gained. In the fourth year the students complete the STEM degree requirements, enroll in initial education courses and undertake a teaching practicum with a master teacher. Student teaching, primarily in Detroit Public Schools, along with additional coursework, occurs in the final year. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Coppola, Brian Mary Starr Donald Freeman University of Michigan Ann Arbor MI Curtis T. Sears Standard Grant 900000 1795 SMET 9178 1795 0116000 Human Subjects 0934679 August 1, 2009 Educating Science Teachers as Scientists: A Planning Proposal. Through this planning grant, steps are being taken to develop the framework for a Teaching Fellows and Master Teaching Fellows program. Through this program, Bard College is expanding its impact on high needs schools in New York City, California's Central Valley, and upstate New York. As part of this planning project, the guiding philosophy behind the program is being defined and program elements are being planned based on that philosophy. The curriculum and structure of an existing MAT program is being revised to support the needs of the Fellows and to align the project with the goals of the Noyce program. A non-profit organization that has the willingness, capacity, and expertise to support the goals of the program is being identified and recruited. A detailed assessment plan is being developed that details the measures and methods of data collection and analysis. Other planning activities include identification of sources of university cost share, securing school district support for implementing salary supplements for the Fellows, and defining the roles and responsibilities of all participants. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Campbell, Ric Mercedes Ebbert Bard College NY Deborah E. Allen Standard Grant 74285 1795 SMET 7908 9178 0116000 Human Subjects 0934682 September 1, 2009 Alternative Careers in Teaching for STEM Professionals. ACT! is an alternative teacher licensure program for secondary science and math (grades 6-12) providing highly qualified STEM individuals with the pedagogical skills necessary to teach secondary students and provide leadership in science and math education in their future school districts. ACT! specifically recruits post-baccalaureate mid-career STEM professionals. The delivery and content of the program are grounded in principles of adult learning. The program is designed to recognize the unique backgrounds, learning and experiences that individuals with real life experience in science or math can bring to secondary teaching, the very real need to maintain some level of income while in a teacher preparation program, and time and geographic limitations related to maintaining family and work obligations. This project is providing critical financial support for 75 students (over five years) who are obligated to teach in high need schools. The ability to provide financial support is enhancing the project's mission to support mid-career professionals as they transition to careers as professional educators. The project places teachers in urban and rural districts throughout Wisconsin and is establishing new partnerships with three University of Wisconsin institutions serving the greater Milwaukee area, the University of Wisconsin Waukeesha, and two institutions serving rural communities - the University of Wisconsin Baraboo Sauk County and University of Wisconsin Richland. This project is making the program accessible to STEM professionals in two thirds of the state geographically and serves the majority of the population in Wisconsin. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Beeth, Michael Tammy Ladwig Dubear Kroening University of Wisconsin-Oshkosh WI Joan T Prival Standard Grant 899968 1795 SMET 9178 1795 0116000 Human Subjects 0934693 July 1, 2009 WINS -Wake Innovative Noyce Scholars. The Wake Innovative Noyce Scholars Program (WINS) is recruiting, training, and mentoring 32 highly qualified students to become high school teachers in the disciplines of Biology, Chemistry, Mathematics, and Physics. Candidates are participating in a 13-month education program leading to teacher licensure (grades 9-12) and a Master's degree in Education. This project includes a unique combination of training in both content areas and educational practices, including four key components: content, pedagogy, diversity, and leadership. Intellectual merit involves analysis of the strategies and refinements of the innovative recruitment, training, and mentoring activities to determine their effect on teacher outcomes as well as high school student outcomes. The broader impacts of this program are production of committed and effective teachers, who will stimulate and guide the development of future generations. The WINS Scholars are becoming innovative teacher-leaders who maximize the science and mathematics achievement of students in high-need schools and serve as models for other teachers and schools. Research studies documenting all facets of the program are being planned for dissemination in presentations and publications to facilitate development of a national model for improving teacher education and retention. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR McCoy, Leah Angela King Wake Forest University NC Bert E. Holmes Standard Grant 893753 1795 SMET 9178 7908 1795 0116000 Human Subjects 0934695 August 15, 2009 Math for America San Diego Noyce Fellowship Program. The University of California, San Diego, and the San Diego chapter of Math for America (MfA) , in partnership with California State University San Marcos and San Diego State University and four school districts (Escondido Union High School District, Grossmont Union High School District, Oceanside Unified School District, and San Diego Unified School District) are helping to transform mathematics teaching in the San Diego community through a model program designed to significantly increase the numbers and skill levels of mathematics teachers in the region. The fundamental objective of the effort is to improve student learning of mathematics by providing 24 selected teachers with extensive professional support in their credential year and throughout their first four years of teaching in high-need schools. The MfA SD Noyce Fellowship Program encompasses a comprehensive plan of financial, educational and professional support provided to carefully selected Teaching Fellows. The project provides for strong professional development services, including annual summer institutes, throughout the term of the fellowships; mentoring of the new teachers by experienced, exemplary teachers in their schools; an incentive system designed to attract and reward high quality individuals by making teaching positions competitive with nearby, high-tech industries; and a robust evaluation plan to measure progress and programmatic success. The project is benefiting from the national network of Math for America which offers a common, electronic fellowship application process, collaboration in the development of evaluative mechanisms, and enhanced fund-raising. MfA SD is a cohesively designed program of inter-related and integrated academic, professional, and social support systems. There is a commonality in their purpose and an intellectual infrastructure that unites its professors, fellows, teachers, and administrators in a structure for mathematics education that is guided by two fundamental questions: "What is the mathematics that should be taught in school?" and "How should it be taught?" The evaluation component is designed to impact not only understanding of the project's findings, but also illuminate programmatic elements that contribute to teacher retention, influence teacher learning, and reveal data about teacher experiences so they can be shared with education researchers nation-wide. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Harel, Guershon Barbara Edwards University of California-San Diego CA Joan T Prival Standard Grant 1500000 1795 SMET 9178 7908 0116000 Human Subjects 0934701 July 15, 2009 Theory 2 Practice (T2P) - MU Master Science Teaching and Mentoring Fellows Program. Through this planning grant, steps are being taken to develop the framework for a Master Teaching Fellows program that focuses on turning theory into practice in science instruction. This program builds on an existing Noyce scholarship program in the Columbia region; it is anticipated that the Master Teaching Fellows program will include many of the same partners from the scholarship program, including the Columbia Public Schools. The planning activities are beginning with an assessment survey to develop goals and activities for the program that are responsive to local needs. As part of this planning project, a non-profit organization that has the willingness, capacity, and expertise to support the goals of the program is being identified and recruited. The educational program for the Master Science Teaching Fellows is being developed including making plans for recruitment strategies, establishing admission requirements, defining the roles and responsibilities of all participants, designing a management structure, planning for sustainability, and developing an evaluation plan. Other planning activities in this project include identification of sources of university cost share, securing school district support for implementing salary supplements for the Fellows, and evaluating the progress of the planning activities themselves. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Volkmann, Mark Sandra Abell Patricia Friedrichsen University of Missouri-Columbia MO Deborah E. Allen Standard Grant 74858 1795 SMET 7908 9178 0116000 Human Subjects 0934702 June 1, 2009 Learning To Teach for Equity in Science and Mathematics Classrooms: The Florida State University Noyce Scholarship Program. This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5). The forty-two Noyce Scholars recruited into this project are benefiting from a newly instituted program resulting from a revamping of three separate science and mathematics secondary teacher preparation programs at Florida State University. It is modeled after the U-Teach Program at the University of Texas Austin. Two school districts, Gadsden County and Leon County, and the Tallahassee Community College are partnering with FSU to ensure a strong recruiting base and appropriate school experiences for the Scholars. Intellectual Merit: In addition to the strong science and mathematics background the Noyce Scholars have, the program is designed to produce teachers with special skills in working with districts with special needs and to analyze how best to accomplish this. Mentors work with the Scholars from the beginning of their entry into the program to ensure that students get appropriate positive experiences and have an opportunity to reflect on and learn from those experiences. The program includes workshops and seminars for the Scholars that highlight some of the challenges they will encounter in high needs districts and how best to meet these challenges. Broader Impacts: In addition to the impact of the Scholars on the schools and students they will work with, through a new teacher induction program, special mentors will work with the Noyce Scholars after graduation to create an ongoing community devoted to addressing and meeting the challenges encountered in high needs school districts. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Travis, Joseph D. Ellen Granger Sherry Southerland Victor Sampson Kathleen Clark Florida State University FL Terry S. Woodin Standard Grant 726260 1795 SMET 9178 6890 1795 0116000 Human Subjects 0934703 September 1, 2009 California Coast Noyce Scholars. The Departments of Mathematics, Science, and Education at three California State University (CSU) campuses that have strong undergraduate programs in science, technology, engineering, and mathematics (STEM), and a significant commitment to teacher preparation, have come together in a project aimed at increasing preparation of 43 math teachers for high-need schools in underserved regions. The project establishes the California Coast Noyce Scholarship (CCNS) partnership among these three CSU campuses - Humboldt State University (HSU), CSU Channel Islands (CSUCI), and CSU Monterey Bay (CSUMB) - in order to double the number of outstanding math teachers prepared to teach in high needs schools. The strategies of this Noyce partnership address the fact that the lead campus, HSU, has many undergraduates in STEM majors interested in teaching careers, but is located in the north coast region of the state, with limited demand for new teachers. The other two institutions, in two of the highest-growth regions in the state, are not able to meet the large local demand for mathematics teachers. Through this partnership, undergraduate Noyce Scholars are able to complete a STEM degree at any of the three campuses, transfer seamlessly to one of the other partner campuses for their teaching credential, and continue as a Noyce Scholar during their post-baccalaureate teacher certification (credential) program. The pathway is typically from HSU to CSUCI and CSUMB to prepare Noyce Scholars for the teacher-shortage regions the campuses serve. Noyce Scholars on each campus complete a rigorous undergraduate mathematics program and teacher certification program. The CCNS project is an integral part of the mathematics major on each campus and includes significant support for Scholars as undergraduates and during their teacher credential program. The project also provides scholarships to STEM professional career changers seeking math teaching certification. The three campuses collaborate in an ongoing basis on common projects and through continuous interaction in an online Noyce Scholars Teaching Commons. In addition, they jointly host an annual conference for the Noyce Scholars on the three campuses to meet one another, learn together, share ideas and practices, and become part of a community that continues as they begin their teaching careers. The project is implementing and evaluating a design for addressing the shortage of qualified mathematics and science teachers by facilitating movement from a campus with a large supply of STEM undergraduates and limited teaching opportunities to campuses in regions that have a large unmet need for new mathematics teachers that cannot be addressed by the local institutions that prepare new teachers. It is an innovative approach that is helping to document and report on the factors that make this type of transition a success and the challenges that must be overcome for it to work effectively. Its strategies are being disseminated through reports, publications, and presentations at state and national professional association meetings. The CSU Chancellor's Office considers the program to be a highly significant model and is sharing information about its leadership role within the National Association of State University and Land Grant Colleges (NASULGC) Science and Mathematics Teacher Imperative. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR White, Jeffrey Dale Oliver Hongde Hu Ivona Grzegorczyk Humboldt State University Foundation CA Deborah E. Allen Standard Grant 899670 1795 SMET 9178 1795 0116000 Human Subjects 0934709 August 1, 2009 PRIME: Preparing Regional Increases in Mathematics Educators - A Robert Noyce Teacher Scholarship Program. This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5). Northern Kentucky University (NKU) selects talented undergraduate students interested in mathematics education and prepares them to be fully qualified, well-prepared teachers who will teach secondary mathematics in high-need schools. The University provides them on-going support during their early teaching years. The project is a collaboration among NKU, and three school districts: Covington Independent and Newport Independent Schools in Kentucky and Cincinnati Public Schools in Ohio. The project supports two-year scholarships to a minimum of 28 academically talented students in their junior and senior years. NKU's program includes the following elements: an aggressive recruiting plan which includes a partnership with Cincinnati State Technical and Community College; opportunities for incoming freshmen and rising sophomores to engage in summer experiences designed to stimulate their interest in becoming secondary mathematics teachers working in high-need schools; two-year scholarships for carefully selected, academically talented students in their junior and senior years; an outstanding teacher preparation program including valuable enhancements that foster a community of learners and expose participants to contemporary literature on, and effective practices in the teaching and learning of secondary mathematics; and mentoring and coaching support for program graduates. Program graduates have a direct, positive impact on the high school students they teach, and, by serving as role models for other teachers in the high-need schools, the graduates benefit the education of even more students in meaningful ways. The program is generating information about strategies that are effective in recruiting undergraduates, graduating them as teachers committed to working in high need schools and retaining them in the teaching profession. This information can be used nationally to enhance programs for pre-service and in-service teachers. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Fleming, Kirsten Sara Eisenhardt Gina Foletta NORTHERN KENTUCKY UNIVERSITY RESEARCH FOUNDATION, INC. KY Eun-Woo Chang Standard Grant 897690 1795 SMET 9178 9150 6890 1795 0116000 Human Subjects 0934710 June 1, 2009 Memphis Mathematics and Science Teacher Induction Fellowship (MMASTIF). This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5). The Memphis Mathematics and Science Teacher Induction Fellowship program represents a partnership among the University of Memphis, the Memphis City Schools, and the non-profit Partners in Public Education. The partners are working together to recruit twenty STEM professionals in two cohorts and prepare them to teach mathematics or science in high needs districts in Memphis City Schools. The Fellows are enrolling in a Master of Arts in Teaching degree program with licensure in secondary education. Highlights of the program include a paid residency program in which Fellows work in the schools as they are obtaining licensure, close articulation between coursework and field experiences, a focus on content knowledge for teaching, and the use of performance assessments during the training period. In addition, Fellows are receiving mentoring and coaching during the residency as well as during their first four years of teaching. The project is being rigorously assessed to determine the impact of the program on the teaching effectiveness of the Fellows, the overall impact of the program on participants and stakeholders, and the ability to attract, prepare, and retain STEM professionals for teaching careers. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Anderson, Celia Richard Petersen Fernanda Botelho Myra Whitney University of Memphis TN Joan T Prival Standard Grant 1500000 1795 SMET 7908 9150 6890 9178 0934713 June 1, 2009 Enhancing the 5 YR Math and Science Education Programs at SJU. This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5). Saint Joseph's University (SJU) is increasing the number of highly qualified math and science secondary school teachers who work in high-need school districts. Collaborating with the School District of Philadelphia, the project recruits current and incoming undergraduate students to the SJU five-year BS/MS program in mathematics and science secondary education by providing support in the form of educational outreach opportunities for undergraduates in their first two years and tuition scholarships during their fourth and fifth years. In return for these scholarships, graduates of the program commit to teaching in Philadelphia and other high-need public high schools. Scholarship recipients are mentored in their beginning teaching years through the Urban Teacher Collaborative, which provides monthly workshops for exploring issues specific to teaching math and science in urban high schools. The grant also supports a summer program in mathematics and science education that combines a graduate level class for students in the five-year programs, a math and science educational outreach program targeting junior high and high school students in the area and paid summer internships for freshmen and sophomores at SJU to engage in mathematics and science teaching as a strategy to interest them in teaching as a career. The long term goal of the project is to graduate more secondary teachers with strong backgrounds in mathematics, biology, chemistry and physics who are committed to teaching underserved students in Philadelphia and the surrounding communities. The project provides tuition support to a minimum of 19 Noyce scholars during the project years. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Fillebrown, Sandra Karen Snetselaar Michael McCann Michael Clapper Tetyanna Berezovski St Joseph's University PA Eun-Woo Chang Standard Grant 748182 1795 SMET 9178 6890 1795 0116000 Human Subjects 0934714 September 1, 2009 Robert Noyce Scholarship Program at the University of Vermont. The goal of the Robert Noyce Scholarship Program at the University of Vermont (UVM) in collaboration with Burlington and Milton High schools is to address the serious deficiency of highly qualified science teachers in the nation's high need schools by identifying and cultivating a total of 67 STEM (science, technology, engineering and mathematics) undergraduate students and professionals who are interested in pursuing a secondary science teaching career. The program is based on innovative and culturally responsive science pedagogy combined with expertise in up-to-date scientific research and is being implemented in three parts. First, the program is providing 40 undergraduate freshman and sophomore STEM students with opportunities to conduct scientific research and explore science teaching as a career alongside scientists and science teachers through a 10 week summer science program. Second, the UVM Noyce Program is providing 12 junior and senior STEM undergraduates who are pursuing science teaching as a career with scholarships and opportunities to engage in professional internships and peer mentorship programs. Third, the UVM Noyce Program is supporting 15 STEM professionals to pursue coursework at UVM toward a Master of Arts in Teaching degree and secondary science teacher licensure. The Noyce Program is recruiting a competitive pool of STEM undergraduates and professionals through marketing and advertising that is enticed by Noyce stipends and scholarship support. UVM's Noyce Program is seeking to develop and disseminate innovative pedagogical and mentorship practices that effectively recruit, educate and retain highly qualified and committed future science teachers. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Toolin, Regina Lesley-Ann Dupigny-Giroux Rory Waterman University of Vermont & State Agricultural College VT Eun-Woo Chang Standard Grant 899926 1795 SMET 9178 9150 1795 0116000 Human Subjects 0934715 October 1, 2009 Hampton University Robert Noyce Teacher Scholarship Program. Hampton University (HU) School of Science and the Division of Professional Education are collaborating to support the implementation and evaluation of a HU Robert Noyce Teacher Scholarship Program which prepares STEM undergraduate majors and/or STEM professionals to become K-12 science teachers in the Hampton City School District (HCSD). The project builds on the University's existing high quality teacher preparation program in which the emphasis is on modern pedagogical approaches that stress student inquiry in the classroom. The program provides the students scholarships and mentoring during their time in the classroom, and supports them as teachers during the induction year. The project plans to prepare 30 highly qualified elementary and secondary teachers in biology or mathematics over five years. . ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Morgan, Carolyn Clair Berube Hampton University VA Linnea A. Fletcher Standard Grant 840881 1795 SMET 9178 1795 0116000 Human Subjects 0934716 June 1, 2009 Robert Noyce Mathematics and Science Teacher (MaST) Scholars Program. This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5). The Robert Noyce Mathematics and Science Teachers (MaST) Scholars Phase 1 program at York College addresses the critical need for highly qualified secondary mathematics and science teachers in New York City schools. The primary objective of this program is thus the development of 50 highly qualified teachers for these high-need urban schools, through targeted financial and academic support. The program is being implemented by a team of faculty from the science, mathematics, and teacher education departments at York College, in collaboration with representatives of four partnering community colleges: Borough of Manhattan Community College, Bronx Community College, LaGuardia Community College, and Queensborough Community College of the City University of New York. An additional partner is the New York City Department of Education. Scholars are being recruited from York and the partnering community colleges, all of which serve underrepresented groups. For York College students preparing to be teachers, the most significant financial burden comes during student teaching, which often necessitates their withdrawal from full time employment. Thus, the scholarships focus on financial support during this year, with academic support and development programs being provided from the post-freshman summer through the second year of teaching. The academic support program includes three critical phases: 1) engagement of potential Scholars in a Teacher Explorer summer program, 2) support and development of the Scholars during the completion of their college education and teacher preparation program, and 3) professional development and support of teachers during their first two years in the classroom. The MaST program also involves Scholars and faculty in both STEM and teacher education research: as part of extensive field experiences, the Scholars create research-based curriculum for underrepresented urban students, and serve as both subjects and collaborators in the research about the development of themselves as emerging teachers. As well as serving to increase the number of highly qualified science and mathematics teachers for urban, high-needs districts, and striving to improve the retention of these teachers in urban schools, the program is contributing to the knowledge base concerning ways to support science and mathematics secondary education. Results of the program and related research are being disseminated through journals, conferences, and websites. The Scholars and new teachers in addition share results of their research within their learning communities and through their own publications and presentations. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Keiler, Leslie Nazrul Khandaker Daniel Robie Jane Keleher Lidia Gonzalez CUNY York College NY Deborah E. Allen Standard Grant 899900 1795 SMET 9178 6890 1795 0934717 September 1, 2009 USD Noyce Scholarship Program. This project is a cooperative effort to produce twelve highly-qualified secondary science and mathematics teachers for regional high need school systems in California. It involves the College of Arts and Sciences and the School of Leadership and Education Sciences at the University of San Diego (USD), the San Diego Unified School District, and three community colleges, Grossmont College, San Diego Mesa College, and San Diego City College. Intellectual Merit: The program uses and expands upon several strong teacher preparation initiatives within the teacher preparation programs already in place at USD. For example during their early (induction) years of teaching, teachers will be supported through two existing programs, an Induction Mentoring Partnership Program and a research-based induction program, in which new teachers are mentored by content specialists and by Nationally Board Certified Teachers. Research within the project on the effectiveness of these approaches is adding to the knowledge base concerning effective approaches to science and mathematics teacher preparation. The broader impact resides in the high need school districts benefiting from the graduates of the Noyce scholarship program and the deepening ties developing between USD and its community college and school district partners as they realize the part each can play in strengthening science and mathematics teacher preparation. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Page, Eric Lisa Baird Jane Friedman Joi Spencer Jeremy Kua University of San Diego CA Terry S. Woodin Standard Grant 899124 1795 SMET 9178 1795 0116000 Human Subjects 0934719 June 1, 2009 Developing Master Teachers in Mathematics and Science at California State University, Long Beach. This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5). Through this planning grant, steps are being taken to develop the framework for a Master Teaching Fellows program. The planning activities are beginning with a needs assessment survey to determine the level of interest in the region for the program and the expected outcomes. As part of this planning project, key high needs school districts are being identified and recruited for participation in the program and a non-profit organization that has the capacity and expertise to support the goals of the program is being selected. The educational program for professional development of master teachers is being designed, drawing on existing courses and structures where appropriate. Other planning activities include identification of sources of university cost share, securing school district support for implementing salary supplements for the Fellows, and developing an evaluation plan aimed at measuring the impact of the project on the retention of mathematics and science teachers as well as the Fellows' ability to serve as leaders within their districts. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Henriques, Laura Babette Benken California State University-Long Beach Foundation CA Deborah E. Allen Standard Grant 74913 1795 SMET 7908 6890 9178 0116000 Human Subjects 0934724 June 1, 2009 Oakland University Noyce Teaching Scholars Program. This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5). Using a variety of recruiting techniques to attract high quality science, technology, engineering and mathematics (STEM) career changers to the teaching profession, Oakland University in partnership with the Avondale, Hazel Park, and Oak Park School Districts is producing thirty new science and mathematics secondary teachers who will teach in high needs school upon certification. In addition to their scholarships, Noyce Scholars are receiving funds to attend a regional professional meeting and, upon certification, an opportunity to apply for mini-grants to provide resources to upgrade STEM programs at their new schools. The scholars are being mentored by exemplary teachers from partnering schools both during their preparatory year at the University and during their early years as a teacher. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Olson, Mark Jerrold Grossman Christine Abbott Oakland University MI Terry S. Woodin Standard Grant 893199 1795 SMET 9178 6890 1795 0116000 Human Subjects 0934731 June 1, 2009 MTSU NSF Master Teaching Fellowship Program. This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5). The Middle Tennessee State University (MTSU) NSF Master Teaching Fellowship Program is aligning, coordinating, and integrating resources across the College of Education, College of Basic and Applied Sciences, STEM Industry Partners, non-profit partners (the Rutherford County Chamber of Commerce and Mind2Marketplace), and 6 high needs P-12 school districts (DeKalb, Grundy, Lewis, Lawrence, and Rutherford Counties and Tullahoma City) to select and support the development of 14 master teachers to become MTSU NSF Master Teaching Fellows. While these master teachers already possess the requisite criteria to be considered master teachers, their effect on their school and district is being transformed through their development and empowerment into a professional learning community of Master Teaching Fellows (MTFs), leading educational transformation across all STEM disciplines in high-needs schools. The 14 master teachers are assessed via a series of content, pedagogy, pedagogical content knowledge, STEM workforce development skills, and educational leadership instruments. Based on the data from these pre-assessments, the Master Teaching Fellows participate in a collaborative inquiry development process that generates an annual Master Teaching Fellow Enhancement Plan (MTF-EP). The project is supporting each MTF with an annual $10,000 salary supplement/stipend for five years. Additionally, the MTFs are supported with a team of content, pedagogy, and leadership mentors from MTSU as well as a district administrative partner and a STEM Industry partner as they take on an instructional leadership role in their school and district. The common transformative element of the program is the annual lesson design / action research project. All Master Teaching Fellows develop and implement a lesson design / action research project each year and present their findings to colleagues, administrators, and regional and/or national conference audiences. Through the consistent and regular participation of teachers, administrators, STEM industry partners and university faculty, the project is seeking to institutionalize lesson design / action research as a sustained element within the school districts' school improvement and professional development programs. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Vanosdall, Frederick Michaele Chappell Kyle Butler Middle Tennessee State University TN Joan T Prival Standard Grant 1496765 1795 SMET 9178 9150 7908 6890 0116000 Human Subjects 0934735 June 1, 2009 CalTeach at Santa Barbara. This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5). The University of California, Santa Barbara's (UCSB) Division of Mathematical, Life, and Physical Sciences, UCSB's Gevirtz Graduate School of Education (GGSE), three regional community colleges (Santa Barbara City College, Ventura Community College, and Alan Hancock College), and seven school districts in Santa Barbara and Ventura counties are collaborating to prepare exceptional secondary science and mathematics teachers for California's secondary schools. CalTeach at Santa Barbara (CTSB) is recruiting STEM majors into science and math teaching through a new Minor in Science and Mathematics Education. The project is increasing the overall number of science and mathematics credential candidates in UCSB's fifth year Teacher Education Program by 47% and building cohorts of students through shared activities so as to prepare and retain student-centered, reform-minded science and mathematics teachers. An estimated 75 scholarships ($10,000 each) are being awarded over a five year period to STEM majors who have successfully completed their undergraduate degree and been accepted to the UCSB Teacher Education Program. Selection procedures favor students who are the first in their families to attend college, bilingual, and/or graduates of the undergraduate Minor in Science and Mathematics Education. Three scholarships each year are designated for community college transfer students. Scholarship recipients complete their student teaching in schools serving substantial numbers of students who are economically disadvantaged and/or English learners. They fulfill their teaching commitments in designated, high need partnership school districts while completing an enhanced beginning teacher induction program. Evaluation research is determining how best to meet program objectives of recruitment, teacher preparation, and establishment of cohorts of exceptional science and mathematics teachers. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Conoley, Jane William Jacob Julie Bianchini Petra Van Koppen Pierre Wiltzius University of California-Santa Barbara CA Joan T Prival Standard Grant 900000 1795 SMET 9178 6890 1795 0934743 July 1, 2009 Development of Discipline Centered National Model for STEM Teacher Preparation. This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5). Seattle Pacific University (SPU) is planning significant changes to its graduate education program and additions to the teacher mentorship program with the goal of creating a national model of professional education and support for teachers in the STEM disciplines that can be emulated by other institutions. The planning, in preparation for a Noyce Teaching Fellowship project, involves the expansion and strengthening of existing relationships with school districts and partnering corporations and foundations. The project is revising the current Masters of Arts in Education program at SPU to focus on the needs of STEM teachers, enhancing the Teacher Mentorship Program to support new STEM teachers and improve retention, conducting a needs assessment and marketing research to determine school district needs and the needs of potential STEM career changers who are considering teaching, obtaining agreements from school districts regarding salary supplements for future Teaching Fellows, developing plans for increasing diversity, and identifying contributions from external partners. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Lindberg, John Frank Kline Robbin O'Leary Eleanor Close Seattle Pacific University WA Joan T Prival Standard Grant 74998 1795 SMET 9178 7908 6890 0116000 Human Subjects 0934748 September 1, 2009 Silicon Valley Consortium for Mathematics and Science Teachers (SVCMST). The Silicon Valley Consortium for Mathematics and Science Teaching (SVCMST) is engaged in planning a project to help increase the teacher workforce in mathematics and science in one of the most technologically vital geographic areas in America, Silicon Valley, California. The ultimate goal is to recruit and prepare new teachers who will be hired in hard to staff, culturally and linguistically diverse middle and high schools in Silicon Valley school districts. SVCMST is a collaboration designed to bring together faculty, staff and administrators from the University of California, Santa Cruz education, mathematics, and physics departments, Foothill and De Anza Community Colleges (both in Silicon Valley), Franklin McKinley School District, East Side Union High School District (both highly impacted districts in SV/San Jose), representatives from the science and technology based industry (Silicon Valley Leadership Group), as well as education experts from the Silicon Valley Education Foundation, to work collectively and collaboratively on the pressing issue of providing STEM teachers to the most highly impacted school districts in Silicon Valley. This planning grant focuses on matching needs (those who are expert in science and mathematics, but jobless and underserved districts that need STEM teachers) in a creative, cost effective and timely way. The SVCMST is identifying best ways to create synergies, create future cost share possibilities, learning how to work as a cohesive unit. Efforts focus on preparing a new category of secondary science and mathematics teachers by: (1) Re-qualifying STEM professionals recently unemployed due to the recession (2) Recruiting and preparing new teachers to teach mathematics and science to the increasingly culturally, linguistically and economically diverse student population (3) Expanding the knowledge base on the development of teacher knowledge and skill in teaching science and mathematics to diverse student populations (4) Researching and designing new evaluation tools for measuring success. The goal is to help meet both an "achievement gap" (lagging scores, jobs and college placements for culturally and linguistically diverse students) and an "occupation gap" (increasing need for math and science teachers, and the presence of recently unemployed Silicon Valley science and math specialists) in one "re-qualifying" program. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Ash, Doris Patricia Stoddart Kip Tellez Eduardo Mosqueda University of California-Santa Cruz CA Joan T Prival Standard Grant 74836 1795 SMET 9178 7908 0934749 June 1, 2009 Teachers for Tomorrow. This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5). The Teachers for Tomorrow Noyce Scholarship program provides, over 5 years, a total of forty-nine $15,000 stipends to post-baccalaureate candidates with science and math degrees who commit to teaching in high-need school districts. Recipients are enrolled in the University of Connecticut's Neag School of Education Teacher Certification Program for College Graduates (TCPCG). TCPCG is a highly competitive one-year teacher preparation program that integrates coursework with school-based clinic experiences. Completion of TCPCG leads to certification for grades 7-12 and a Masters degree in Mathematics or Science Education. Recruiting for Noyce awards includes a strong emphasis on diversity. The selection of Noyce scholarship applicants follows existing TCPCG guidelines, which include consideration of both academic and interpersonal skills. Partner schools, many in high need districts (Hartford, Windham, Waterbury), provide fieldwork placements for all teacher candidates. A robust data collection and evaluation plan measures progress toward project goals. The Teachers for Tomorrow project increases the depth of the mathematics and science taught in the schools. The gathered data are analyzed to better understand the factors that call students into teaching as well as factors that characterize effective teachers. Research papers are submitted for publication and posted online. The 49 new Noyce Scholarship teachers impact the learning of thousands of science and mathematics students and help address a critical need of STEM education. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR DeFranco, Thomas Charles Vinsonhaler Juliet Lee Michael Alfano Fabiana Cardetti University of Connecticut CT Eun-Woo Chang Standard Grant 899819 1795 SMET 9178 6890 1795 0116000 Human Subjects 0934751 June 1, 2009 Towson University Robert Noyce Teacher Scholarship Program. This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5). Responding to a nationwide concern about the future of Science, Technology, Engineering and Mathematics (STEM) education, Towson University and the University System of Maryland are working to increase the number of new STEM teachers, and to decrease the rate at which new STEM teachers leave the teaching profession after just a few years. Towson University's Robert Noyce Teacher Scholarship Program is designed to address both issues. The program is recruiting prospective teachers and awarding scholarships to 20 select juniors and seniors who are majoring in STEM fields and who intend to become K-12 teachers. In addition, the program is awarding stipends to 10 STEM professionals who are seeking to become certified to teach in the STEM disciplines. The program is designed to attract high caliber students whose financial needs might otherwise prohibit their entry into teacher preparation. Noyce scholars are being prepared to teach either middle school or high school in the areas of mathematics, biology, physics, chemistry, and earth-space science. Program funds are being used for recruitment activities, summer programs, induction activities and monitoring/evaluation. The selection of scholarship and stipend recipients is targeting those students who are most likely to succeed in the academic program and to flourish and, therefore, remain in a teaching career. This project is a collaborative effort of Towson University's College of Science and Mathematics and the College of Education, in partnership with Baltimore City Community College and the Baltimore City Public School System. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Vanko, David Jane Wolfson Katherine Denniston Donald Thomas Todd Kenreich Towson University MD Eun-Woo Chang Standard Grant 900000 1795 SMET 9178 6890 1795 0116000 Human Subjects 0934756 September 1, 2009 TOMS - Teachers of Mathematics Scholarships. The Teachers of Mathematics Scholarship program (TOMS) provides academic and financial support to mathematics majors who are pursuing a secondary teaching credential through Adelphi University's Scholars Teachers Education (STEP) Program, a five-year combined BA in Mathematics and MA in Adolescent Education program. A cohort of sixteen students is being assisted in the junior, senior, and master's years of study. In addition to increasing the capacity of the STEP program to produce new mathematics teachers, The TOMS program is attracting teacher candidates who might not otherwise have attended Adelphi - most of the sixteen students have transferred to the university from community colleges in the Metro New York area through an active recruitment process that Adelphi has modeled after processes used successfully for other programs at the university. The PI and Co-PI are also committed to the recruitment of underrepresented students, especially African American and Latino students, into the TOMS program. TOMS features junior-year placement of the mathematics teacher candidates into high need middle and high school settings, such as those in the Hempstead, Westbury, and Roosevelt Districts of Long Island, New York. Adelphi's School of Education has an established a working partnership with these schools. This feature is unique to TOMS since teacher candidates usually do not begin working in a district until their Master's year, and usually not in high need districts such as these. The program includes at least 100 hours of these field observations and a semester of student teaching in middle and high schools in high needs settings. Induction support for the TOMS scholars includes a mentored first year experience; regular on-site small group meetings and "back to campus" forums with scholars, mentors, other experienced teachers, and TOMS faculty; classroom visits by the PI and co-PI; a week-long professional development summer workshop series following the first year of teaching; and a specially designed website. The TOMS model is contributing to the knowledge base on how to best recruit, prepare, and retain highly skilled and qualified mathematics students to teach in high need school districts, including ways to effectively recruit and support candidates and new teachers from traditionally underrepresented groups. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR BRADLEY, ROBERT Dante Tawfeeq Adelphi University NY Deborah E. Allen Standard Grant 895900 1795 SMET 9178 1795 0116000 Human Subjects 0934758 June 1, 2009 Math for America-DC. This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5). The Math for America DC program is a collaboration between American University's (AU) School of Education, Teaching, and Health (SETH) and Department of Mathematics and Statistics (M/S), Carnegie Institution of Washington's Carnegie Academy for Science Education (CASE), the DC Public and Public Charter Schools, and Math for America (MfA). Its goal is to improve secondary school math teaching in Washington, DC schools by recruiting, training, mentoring, and retaining 14 Teaching Fellows with strong mathematics backgrounds. In the MfA DC program, Teaching Fellows obtain certification and teach for four years in Washington, DC, a high-needs school district, following an intensive 15-month period in a specially designed academic program that includes classroom experiences. Throughout the 5-year program, Fellows experience specially designed professional development, intensive mentoring, and expert support particularly at induction. The AU-SETH partner provides a Master of Arts in Teaching in Secondary Education: Mathematics, with emphasis on teaching math and the challenges of a high needs district. AU-M/S provides graduate level math courses, including a course focusing on secondary school math content. The AU program encompasses 18 credits in pedagogy, 15 credits in math content courses, and 500 hours of teaching and observing in the classrooms of outstanding secondary school math teachers. CASE is providing fundraising and organizational efforts (such as recruitment and mentoring and professional development during the four teaching years), and is coordinating activities with the MfA organization in New York. The participating district is providing Fellows the opportunity to observe and teach during their training and teaching years, cooperating in the certification process, and ensuring access to available teaching positions after the training year. The program is serving as a test of the idea that a teacher's deep content knowledge can enhance secondary school students' understanding and learning of math. The experiences of the Fellows are contributing important information concerning the pedagogical training and support needed to make STEM professionals effective teachers for high needs students. Findings are being shared with the local and national education communities through presentations at meetings and scholarly publications. The program goals address the national need to improve the education of disadvantaged youth so that they can complete high school, aspire to college and productive employment, and become contributing citizens. The program's association with the MfA program is, with other MfA cities, serving to amplify the impact and expand the data that can inform math education improvement nationwide. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Irvine Belson, Sarah Maxine Singer John Nolan American University DC Deborah E. Allen Standard Grant 1498042 1795 SMET 9178 7908 6890 0116000 Human Subjects 0934761 August 1, 2009 CSUSB Noyce Mathematics Teaching Fellows. The CSUSB Noyce Mathematics Teaching Fellows project represents a partnership among California State University-San Bernardino, the San Bernardino City Unified School District, the San Bernardino County Superintendent of Schools, and the non-profit partners of the Center for the Enhancement of Mathematics Education and the California Math Council. The partners are working together to recruit fourteen STEM professionals and prepare them to teach mathematics in middle or high schools. The partners are also recruiting six Master Teaching Fellows who serve as mathematics mentors and leaders in the district. The Fellows are enrolling in a Master of Arts in Teaching Mathematics degree program with licensure in secondary education. Fellows are also being prepared for work in urban school settings with an emphasis on effective strategies to assist diverse populations, especially students who are English language learners. The Teaching Fellows are participating in professional development activities focused on pedagogical content and teaching strategies and are engaged in Lesson Study activities. The Master Teaching Fellows are supporting existing teachers and Teaching Fellows and are serving as resident teachers for credential candidates. The project is being rigorously assessed to determine its impact on recruitment, quality, and continued support of Fellows, and ultimately its impact on teaching effectiveness and teacher retention. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Fischman, Davida Joseph Jesunathadas Carol Cronk Alan Kay California State University-San Bernardino Foundation CA Joan T Prival Standard Grant 1442048 1795 SMET 7908 9178 0116000 Human Subjects 0934763 June 1, 2009 Michigan Tech Robert Noyce Teacher Scholarship Program. This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5). In addition to Michigan Technological Institution, this project includes Saginaw Valley State University, Grand Valley State University, Delta College, and Grand Rapids Community College and two school districts: Saginaw Public Schools and Grand Rapids Public Schools. Over the five year course of the project 24 science, technology, engineering or mathematics (STEM) undergraduate students and 12 career changer/STEM professionals are being supported through Noyce scholarships and related activities as they prepare to be teachers in high needs secondary schools. Intellectual Merit: As part of their pre-service experience the Scholars are being engaged in special related seminars conducted by STEM faculty and receiving support from faculty at one of the two partner universities during their intense field experiences in the two urban partner schools. During the first two years of teaching in the high needs schools they will serve, the Noyce Scholars will be mentored in-school through a Noyce Mentoring Committee consisting of a mentor teacher from the school and a STEM faculty member and a teacher educator from one of the participating universities. Broader Impact: In addition to the broad impact the teachers produced by this program will provide in the school districts to which they go, this project is enhancing teacher preparation more broadly through its dissemination. The program evaluation is designed to provide insights into the effectiveness of the strategies being employed so that viable approaches can be replicated in other settings. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Baltensperger, Bradley Chris Anderson Sarah Green John Jaszczak Shari Stockero Michigan Technological University MI Terry S. Woodin Standard Grant 899665 1795 SMET 9178 6890 1795 0116000 Human Subjects 0934766 January 1, 2010 Hofstra Noyce Scholars Program. Two cohorts of eight junior mathematics majors each are being awarded two year scholarships of $20,000 annually while completing an undergraduate mathematics degree and meeting the requirements for New York State teacher certification in mathematics. The project focuses on how preparation in an inquiry-based and culturally relevant mathematics teaching and academic program can enhance teacher quality in high needs school districts. Formative and summative evaluation from an external evaluator guides the development of the program. The extensive induction program for the new teachers is supported by the Westbury, Uniondale, Roosevelt, and Brentwood School Districts in cooperation with university faculty in both mathematics and mathematics education programs. This program provides Scholars with: (1) an in-depth summer institute; (2) a year long classroom experience; and (3) an extensive two-year induction program. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Stemn, Blidi Behailu Mammo Hofstra University NY Curtis T. Sears Standard Grant 898976 1795 SMET 9178 1795 0116000 Human Subjects 0934777 June 1, 2009 SUNY Cortland Noyce Project. This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5). The State University of New York-Cortland is providing Noyce scholarships, 32 to undergraduates majoring in science, technology or mathematics and 18 to (science, technology, engineering or mathematics) STEM career changers seeking graduate degrees to prepare them to teach. This will result in 50 new science or mathematics secondary teachers, well prepared in both subject matter and teaching approaches, to serve in high needs school districts in central New York State and the five major city areas of the state, including New York City. Cooperating school districts include: Cinncinnatus Central School District, The Cortland City School District, Dryden Central School District, Homer Central School District, Marathon Central School District, and South Seneca Central School District, and the New York City Department of Education. Intellectual Merit: The intellectual merit of the project resides in the rigorous course of study required of the Scholars; one that involves a course of study akin to a major in a specific STEM discipline and that includes strong preparation in and experience with teaching in inner city and other needy schools. To prepare them to work in these high needs schools the Noyce Scholars are being enrolled in a comprehensive program in urban education and are being offered specialized course work and field experiences in these schools. During at least the first two years of their teaching career (early induction years) they will receive specialized mentoring through both electronic and in-person means. Broader Impacts: In addition to the positive effect the Scholars will have on the schools and students with whom they interact, the project is designed to help the teachers it prepares become leaders in STEM education. In addition to their scholarships the Scholars are receiving funds to cover membership in appropriate professional societies and to attend regional and national meetings of these societies so they become members of and contribute to the national STEM education community. The project is also preparing to create a Robert Noyce Facebook group to enable Noyce Scholars from across the whole community of Robert Noyce Scholarship projects post materials and ideas and exchange information on meeting common challenges. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Phelan, Gregory Richard Klotz Mary Gfeller Rena Janke Anne Burns-Thomas SUNY College at Cortland NY Terry S. Woodin Standard Grant 899969 1795 SMET 9178 6890 1795 0116000 Human Subjects 0934785 July 1, 2009 TeachWashington Noyce Teacher Scholarships. This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5). The primary goal of the TeachWashington Noyce Teacher Scholarships Program is to contribute to a larger vision to permanently increase the number of secondary mathematics and science teachers prepared at Western Washington University (WWU). The project is recruiting an additional 41 STEM teachers by awarding 20 scholarships to STEM majors in their junior and senior year preparing to become secondary math or science teachers and providing one-year stipends to 21 STEM graduates or professionals who are making a career change to become mathematics or science teachers. Recruitment efforts begin with summer internships for freshmen and sophomores who intern in summer school programs in supportive and structured academic settings in two local school districts (Meridian and Mt. Baker School Districts) assisting students needing science and mathematics remediation. In addition to recruiting undergraduate STEM majors at WWU and local community colleges, the project is recruiting STEM professionals from area industries who are considering a career change. The Noyce Scholars have access to the resources of the Science, Mathematics and Technology Education program at WWU and benefit from an infrastructure consisting of teacher-led professional learning communities established in 28 partner school districts under the North Cascades and Olympic Science Partnership, a Math and Science Partnership project. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Larson, Bruce George Nelson Western Washington University WA Joan T Prival Standard Grant 899947 1795 SMET 9178 6890 1795 0116000 Human Subjects 0934787 June 1, 2009 EARLY START STEM. This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5). Three cohorts totaling eighteen students are completing the required studies to become secondary mathematics and science teachers. The first cohort of four students is receiving scholarships during the second semester of their junior year and full year scholarships during their senior and fifth years of study. The second and third cohorts of six and eight students respectively receive three-year scholarships. A customized scholarship plan is created for each individual depending upon personal circumstances. Up to nine credit hours of graduate work may be completed while an undergraduate and applied toward earning a Masters in the Art of Teaching (MAT) degree. The Jefferson County Public School System and Teach Kentucky have formed a partnership with the university. Teach Kentucky provides the new teachers with support services that augment the existing university support for novice teachers. In addition to teacher workshops, mentor-new teacher relationships are fostered in a series of weekly luncheons and social events. The school system is an active participant in the recruitment of students into STEM majors. Among the activities are the Minority Teacher Recruitment Project's Future Educators Association clubs serving 300 students in twenty four schools. There are numerous joint ventures between the Jefferson County school system and the university including school personnel serving on the Noyce project committees, the Signature Partnership Initiative to raise reading, math and science skills to grade level in five West Louisville schools, the School of Engineering working with elementary schools providing Engineering is Elementary- a Boston Museum of Science curriculum- after school experience, and the Collaboration in Mathematics and Science between university STEM faculty and in-service high school teachers improving content knowledge of the teachers. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Martin, Nancy William Bush Christine Rich Thomas Tretter Thomas Riedel University of Louisville Research Foundation Inc KY Curtis T. Sears Standard Grant 897897 1795 SMET 9178 9150 6890 1795 0116000 Human Subjects 0934788 June 1, 2009 Mathematics and Science Education Noyce Scholars Program. This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5). Seven science and five mathematics majors are being awarded scholarships during each of the first three years of the project leading to the production of thirty-six middle and high school STEM teachers. Both one and two-year scholarships are available. Most mathematics majors are expected be in their last two years as an undergraduate and would receive two-year scholarships. The science majors may have already completed an undergraduate degree and receive a one-year scholarship to complete a MAT program or be in last two years of a five-year double major undergraduate program and receive a two-year scholarship. The double major consists of a science discipline major and a science education major. It is anticipated that most of the science scholars are enrolling in the five-year undergraduate dual major option. The university has a partnership with the North Carolina Community College system and is recruiting extensively throughout system for students interested in a pre-college teaching career. Another partner is the Latham Clinical Network, a thirty-five member network of school districts. Thirty-four of the school districts are classified as high needs districts. The Noyce scholars are completing their service requirements in one of these largely rural high needs districts. The Scholars receive support as new teachers through an induction program that includes a virtual learning community as well as face-to-face mentoring. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Preston, Ronald Heather Vance-Chalcraft Claudia Jolls Frank Crawley Anthony Thompson East Carolina University NC Curtis T. Sears Standard Grant 899524 1795 SMET 9178 6890 1795 0116000 Human Subjects 0934791 June 1, 2009 Increasing Mathematics Teachers for ALL Students (IMTAS). "This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5)." Kennesaw State University (KSU), in collaboration with Georgia Institute of Technology (GT), forms the Increasing Mathematics Teachers for ALL Students (IMTAS) project. This project is recruiting, preparing, and retaining 36 teachers of secondary mathematics for high needs areas of diverse populations. Junior and senior level students are recruited primarily from GT and KSU. These recruits then enter KSU's Master of Arts in Teaching degree program for mathematics education. This program is designed to increase the number of teachers for high needs areas, and instructs teachers specifically in how to work with students for whom English is a second language. Intellectual Merit The faculty team consists of professionals with expertise in culturally relevant pedagogy, and mathematics. This combination provides an innovative approach to preparing mathematics teachers for all students. The Master of Arts in Teaching degree program also takes into consideration the backgrounds of a variety of students that may apply, and provides several routes for students to obtain the knowledge and skills needed to be effective mathematics teachers for diverse student populations. This innovative approach is also combined with the partnership's previously successful Noyce project's strategy of tapping an engineering-focused student population as a source of recruits for KSU's historically strong teacher preparation unit. Broader Impacts Georgia's need for mathematics teachers is ever growing in number and diversity. This project is providing mathematics teachers to help address this need. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Williams, Desha Dana Hartley Adrian Epps Karen Kuhel Belinda Edwards Kennesaw State University GA Linnea A. Fletcher Standard Grant 896765 1795 SMET 9178 6890 1795 0116000 Human Subjects 0934793 June 1, 2009 Attracting Liberal Arts STEM Students to Teaching: A Noyce Phase1 Proposal. This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5). The goal of this project is to increase substantially the number of Holy Cross undergraduates who enter the teaching profession in STEM disciplines, including students from underrepresented groups. The project consists of five elements: (1) aggressive marketing of the Holy Cross Teacher Education Program (TEP) and the Noyce Scholarship Program to first- and second-year students; (2) new opportunities for first- and second-year STEM majors to serve as paid tutors and mentors for local inner-city public and private school students learning concepts in mathematics and science; (3) restructuring of the practicum requirement in the Holy Cross TEP to remove scheduling barriers that uniquely affect STEM majors interested in teaching; (4) enhanced support and instruction specific to teaching science and mathematics for STEM majors enrolled in our TEP; and (5) implementation of induction and mentoring activities to support new STEM teachers once they begin their post-graduate teaching responsibilities. A total of 20 students are to be funded with scholarships through their junior and senior years and 70 student internships. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Bukatko, Danuta Janine Shertzer Daniel Bitran Catherine Roberts Beverley Bell College of the Holy Cross MA Linnea A. Fletcher Standard Grant 900000 1795 SMET 9178 6890 1795 0116000 Human Subjects 0934795 June 1, 2009 Impacting Metro-Atlanta Science Teaching (I-MAST). This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5). Impacting Metro Atlanta Science Teaching (I-MAST) is a collaborative effort involving the College of Education and the College of Arts and Sciences at Georgia State University (Georgia State), Georgia Institute of Technology (Georgia Tech), and four high-need school districts (Atlanta Public Schools, Cobb County School District, DeKalb County School System, and Gwinnet County Public Schools) in the Metro Atlanta area. I-MAST is addressing the critical need for high quality science teachers who are prepared for and committed to teaching in Metro Atlanta high-need school districts. I-MAST Robert Noyce Scholars are being recruited and selected from the pool of STEM majors from Georgia State and Georgia Tech to pursue secondary science teacher certification via a 5-year Master of Arts in Teaching (MAT) Science program at Georgia State; selection criteria ensure the participation of underrepresented groups. Twenty-four of these STEM undergraduate majors are receiving 2-year scholarships in their senior year of undergraduate studies and their first year of teacher certification studies. An additional entry point for I-MAST is for STEM graduates interested in changing careers to teaching; 12 STEM graduates are receiving one-year scholarships to pursue studies leading to certification and to a MAT degree. Intellectual Merit. The I-MAST program incorporates an innovative, research-informed model for cultivating reflective science teachers. Paradigms associated with inquiry-based, reflective teaching and learning are woven throughout I-MAST's recruitment, teacher preparation, and induction efforts. Noyce Scholars are introduced into the culture of reflective practice early on, and the program continuously provides opportunities for Noyce Scholars to engage and participate in reflective practices through course work, internships, and induction support. Program evaluation and associated research is documenting the impact of program strategies for cultivating reform-minded, reflective science teachers through these connective and consistent efforts. Broader impact. In addition to preparing and supporting 36 new, highly qualified, reform-minded and reflective science teachers for high need Metro Atlanta schools, the I-MAST program is aimed at enhancing and reinforcing on-going collaborations between institutes of higher education and school districts in efforts to improve the educational experience for and capacity to succeed of Metro Atlanta students. I-MAST program findings are being shared with the greater community through professional conference presentations, publication in refereed research and practitioner journals, reports and recruitment materials, and the I-MAST webpage. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Benson, Gwen Jennifer Leavey Demir Abdulkadir Lim Miyoun Anton Puvirajah Georgia State University Research Foundation, Inc. GA Deborah E. Allen Standard Grant 899949 1795 SMET 9178 6890 1795 0116000 Human Subjects 0934802 September 15, 2009 Recruit and Engage Math And Science Teachers (RE-MAST) NOYCE Program. Twenty-six mathematics, biology and chemistry majors are preparing to teach in South Carolina high needs schools. Noyce scholars are being selected from a combination of juniors and seniors completing a four year certification program, fifth year students who have completed the requirements a bachelors degree in a STEM major and are seeking teaching certification, and STEM graduates looking for a career change. Undergraduates receive annual scholarships of $10,000 for a maximum of two years. The fifth year students and career changers are eligible for one year scholarships of $25,000. Thirty-four freshmen and sophomore STEM majors with an interest in teaching as a career are participating in six week paid summer internships to investigate teaching via field experiences and enroll in two education courses. Master Teachers mentor the summer interns and Noyce scholars throughout the scholarship period and the following service obligation. The newly certified teachers are teaching in high needs schools in Laurens 56 School District, Newberry County School District and Lexington 1 School District. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Johnson-Taylor, Cindy Christina McCartha Charles Horn Renee Stubbs Randall Key Newberry College SC Curtis T. Sears Standard Grant 900000 1795 SMET 9178 9150 1795 0116000 Human Subjects 0934804 July 1, 2009 WKU Science and Mathematics Alliance for Recruitment and Retention of Teachers (WKU SMARRT). This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5). The Western Kentucky University (WKU) Science and Mathematics Alliance for Recruitment and Retention of Teachers (WKU SMARRT) is designed to help alleviate the shortage of highly qualified STEM educators by increasing the number of mathematics and science majors who choose teaching as a career and by providing mentoring before and after graduation, leading to higher retention rates for new teachers. A key element of the program's comprehensive recruiting program is the WKU SMARRT Summer Internship Program. The program offers ten internships each summer to help steer undergraduate STEM students' career interests in the direction of teaching by exposing them to enthusiastic role models in education and provides scholarships to 39 STEM majors enrolled in WKU's SkyTeach preservice program. STEM majors are selected as WKU SMARRT Scholars, based, in part, on their successful accumulation of educational service hours by engaging in science or mathematics educational outreach activities in the community. The required educational service gives STEM majors a chance to experience real-life math and science education and allow them to verify whether being a teacher is the right career choice for them. The program provides a financial incentive for undergraduate STEM students to pursue teacher certification by awarding Noyce Scholarships in the amount of $10,000 to qualified juniors and seniors who commit to teaching in partnering high need school districts in Kentucky, including Bowling Green Independent School District, Edmonson County, Metcalfe County, Monroe County, and Owensboro School Districts. The preservice students participate in cyber-mentoring, cyber-networking, and "sneak-peaks" into the teaching profession through membership in professional organizations. To further support Noyce Scholars, the leadership team provides formal and informal opportunities for post-graduation mentoring by continuing the cyber component and holding meetings at state or local professional meetings. A partnership with WKU's Minority Teacher Recruitment Center and the Office of Disability Services is assisting with the recruitment and retention of students from underrepresented groups. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Marchionda, Hope Kerrie McDaniel Janet Tassell Vicki Metzgar Western Kentucky University Research Foundation KY Joan T Prival Standard Grant 898781 1795 SMET 9178 9150 6890 1795 0116000 Human Subjects 0934809 June 1, 2009 Drexel University Robert Noyce Scholarhip Program- Phase II. This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5). The Drexel University Noyce Scholarship Phase II project, in partnership with the School District of Philadelphia, is enabling 30 science, technology, engineering and mathematics (STEM) mid-career professionals from the community to earn the credentials they need to teach mathematics and science in Philadelphia's high need schools. Because these schools have a large proportion of low-income (80%) student populations and shortages of highly qualified teachers, the need for high quality instruction is critical. The program objectives are to 1) Recruit STEM mid-career professionals with strong content preparation who are dedicated to teaching in high need urban districts; 2) Provide strong preparation in content knowledge, technology integration, pedagogical content knowledge and knowledge about urban education issues especially as they pertain to teaching in high need schools; 3) Provide onsite well-designed mentoring and induction and resources in the form of teacher supplies to support teachers in the classroom; 4) Emphasize recruitment of minorities and persons with disabilities; 5) Ensure compliance to the teaching requirement; 6) Continue to support and monitor Noyce scholars from the previous Phase I Noyce award; and 7) Increase the number of students from partnering schools at Drexel who may see teaching as a viable career choice for mathematics and science majors. The project is contributing to the knowledge about effective ways of monitoring teacher performance and how mentoring works. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Vaidya, Sheila Donald McEachron Patricia Russell Drexel University PA Joan T Prival Standard Grant 600000 1795 SMET 9178 6890 1795 0116000 Human Subjects 0934812 October 1, 2009 Northeast Tennessee Robert Noyce Scholarship Program. The geographic isolation and severe resource limitations of schools in the Northeast Tennessee region of Appalachia make the recruitment and retention of STEM teachers a challenge. The Northeast Tennessee Robert Noyce Scholarship Program is a three-pronged approach to the lack of opportunity, financial ability, and support that prevent many from becoming high school mathematics teachers. The project is recruiting and forming cohorts of future teachers via summer internships. These undergraduates are "mentored mentors" who are integrated into existing programs for high school students. Interns are exposed to the central focus of their possible future career - that of working with high school students through instruction, projects, and dialogue. While doing so, they themselves are mentored on how best to interact with these high school students. The project is providing scholarships to 24 junior and senior mathematics majors who are preparing to become teachers. Networking of inservice and cohort teachers is facilitated via enrichment activities especially in the areas of computational science and instructional technology. An academic year lecture/workshop/discussion series features modern technologies such as webinars and remote location participation. Noyce scholar cohorts are designing and organizing extra-curricular activities, most of which involve in-service teachers. This introduces the scholars to their future colleagues and exposes them to the non-instructional aspects of a career as a STEM high school instructor, giving them a solid view of their future jobs before they graduate from college. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Knisley, Jeff Aimee Govett Daryl Stephens Robert Beeler East Tennessee State University TN Joan T Prival Standard Grant 894066 1795 SMET 9178 9150 1795 0934814 June 1, 2009 Robert Noyce Scholarship Program Phase II. This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5). This Phase II Noyce project is supporting eighteen individuals seeking teacher certification in mathematics or science. Six undergraduates are receiving annual scholarships of $10,000 for two years and twelve career changers are receiving one-year scholarships of $10,000. The Noyce scholars teach high school mathematics or science for two years in a high needs school district for each year of scholarship received. Phase II continues the integration of research and teaching that was established during Phase I. Added Phase II activities include 1) a mentorship program; 2) summer professional development workshops; 3) a summer research institute; and 4) a summer mathematics and science academy. Currently, 85 school districts recruit teachers graduating from this college. While the Noyce scholars may complete their service requirement in any high needs school district, the college is working closely with such local high needs school districts as Wyandanch Union Free School District, Uniondale School District, Brentwood Union Free School District, and Central Islip School District. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Zaikowski, Lori Kevin McDonnell Daniel Ness Dowling College NY Curtis T. Sears Standard Grant 599920 1795 SMET 9178 6890 1795 0116000 Human Subjects 0934820 July 1, 2009 Puerto Rico Master Math Teacher Program. This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5). The University of Puerto Rico in Rio Piedras (UPRRP), in collaboration with the University of Puerto Rico in Cayey, the Puerto Rico Department of Education (PRDE) and the Puerto Rico Community Foundation, a non-profit organization, is certifying ten 7-12th grade mathematics teachers, teaching in high-need school districts, as Master Math Teachers (MMT). The Master Math Teachers are being trained to offer professional development to math teachers at the Professional Math and Science Resource Centers (PMSRC) that have been established throughout the Island by the Puerto Rico Math and Science Partnership (PRMSP). The MMTs serve as role models of exemplary mathematics teaching practices, experts in content knowledge, and leaders among their peers to promote improvements in student academic achievement. The PRMMTP consists of two phases: an intensive certification program followed by a period during which the MMTs serve as professional developers completing a total of five years of service. The MMT Certification focuses on the enhancement of mastery of math content and pedagogical skills through an approach that integrates depth of conceptual understanding with content-specific teaching strategies, and mentoring and leadership skills. Disciplinary content focuses on inductive and deductive reasoning, and mathematical models (linear, quadratic and exponential) within a problem solving framework. Learning experiences are modeled in which participants explore, formulate conjectures, deduce, justify and put arguments to the test. A math action research course prepares the teachers to carry out a math action research at the grade level they teach. MMTs must present a portfolio as evidence of their performance based on a set of criteria of teaching effectiveness through student learning outcomes. In the second phase of the PRMMTP the certified MMTs assume leadership roles within high need school districts. Activities include serving as mentors, participating in curriculum development projects, participating in pre-service teacher education, and assisting in the development and implementation of professional development for other teachers, particularly in the PMSRCs. MMTs also participate as Cooperating Teachers during the practicum of 7-12th grade pre-service math teachers and as mentors for beginning teachers. Each participating teacher receives a $10,000 annual salary supplement during the five years of participation in the program teaching in a high-need school district. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Arce, Josefina Edwin Morera Leonardo Torres-Pagan University of Puerto Rico-Rio Piedras PR Joan T Prival Standard Grant 1500000 1795 SMET 9178 9150 7908 6890 0116000 Human Subjects 0934821 June 1, 2009 The TEAM-Math Teacher Leader Academy for Elementary Mathematics Specialists. This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5). TEAM-Math (Transforming East Alabama Mathematics) represents a partnership among Auburn University, fourteen school districts in eastern Alabama (Alexander City, Auburn City, Barbara County, Bullock County, Chambers County, Elmore County, Lanett City, Lee County, Macon County, Opelika City, Phenix City, Russell County, Tallassee City, and Tallapoosa County), and the non-profit East Alabama Council of Teachers of Mathematics (EACTM). The partners are working together to develop and retain twenty-two Master Teaching Fellows who will be elementary mathematics specialists able to lead efforts to improve mathematics instruction in their schools and districts. The Fellows are participating in courses and professional development activities that are designed to meet the certification requirements for an elementary master teacher specialist. Not only are the Fellows learning about mathematics content and pedagogy, but they are also learning about teacher leadership and are applying their leadership skills to projects in their high needs school districts. The project is being rigorously assessed to determine the impact of the program on the Fellows' content knowledge, instructional practices, and attitudes about teaching and learning and ultimately the impact of the program on the attitudes and achievement of the students they teach. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Martin, W. Gary Michel Smith Marilyn Strutchens Stephen Stuckwisch Auburn University AL Joan T Prival Standard Grant 1499981 1795 SMET 7908 9150 6890 9178 0116000 Human Subjects 0934826 July 15, 2009 Expanding Opportunities for Faculty Development in Educational Innovation. The project is disseminating educational innovations that have the potential to transform engineering education in a dedicated track at the National Collegiate Inventors and Innovators Alliance (NCIIA) annual conference. The track is comprised of a series of workshops presented by faculty who have received NSF funding for educational innovations in engineering. The NCIIA is broadly soliciting and selecting workshop proposals to identify the most innovative educational practices. These efforts are reaching the NCIIA community of educators, which is known for leading curricular change and program development. The workshops target "early adopters" in the engineering education community who are most likely to implement emerging methods and tools for instruction and assessment. To engage a diverse constituency in this work, the NCIIA recruits workshop presenters and participants through focused outreach to underrepresented groups in engineering. The investigators are evaluating the impact of the workshops on the attendees: a) knowledge of educational innovations, b) intentions to implement workshop ideas, and c) actual implementation of the innovations presented at the workshops. CCLI-Phase 1 (Exploratory) DUE EHR Weilerstein, Philip National Collegiate Inventors and Innovators Alliance MA Russell L. Pimmel Standard Grant 99969 7494 SMET 9178 0116000 Human Subjects 0934829 June 1, 2009 Pathways to Science. This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5). The University of South Alabama (USA) College Of Education is collaborating with the College of Arts and Sciences and the Mobile County Public School System (MCPSS) to prepare 24 science teachers over a five year period who are highly qualified to teach chemistry, physics, biology, or general science. The Pathways to Science (PTS) project recruits senior science majors to participate in a semester-long internship to inform their career decision about entering the education profession. Up to 40 internships are being provided over the five year period of the grant. During the internship, the students work with a master science teacher in a high needs school district, with science specialists, and university science professors to design curriculum. If they still want to become teachers after they graduate, the students are recruited into graduate science education through a content rich alternative certification curriculum that culminates in a master's degree in secondary science education. As part of this program, students are required to intern and participate in three sets of field experiences; middle school, high school, and a student teaching experience at the level of their choice. After obtaining their degree, the new teachers are hired by the partnering school district. Induction support includes a one year membership to the Alabama Science Teachers Association, the National Science Teachers Association, and mentoring for two years by a master science teacher in the school district. Many of these master teachers are graduates of the teacher training program at USA. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Green, Andre Phillip Feldman Justin Sanders University of South Alabama AL Linnea A. Fletcher Standard Grant 899962 1795 SMET 9178 9150 6890 1795 0116000 Human Subjects 0934831 July 1, 2009 Noyce Teacher Scholarship Program at Bryn Mawr and Haverford Colleges. Bryn Mawr College and Haverford College are collaborating to prepare STEM teachers for high need school districts. An objective is to determine whether purposefully integrating a broad range of existing campus student-support and civic engagement structures together with a strong scholarship program and an ambitious publicity/recruitment campaign will increase the number of students who become precollege STEM teachers. Additional new initiatives designed to enhance teacher success include professional development and induction components. The program is developing a model for STEM teacher education that is compatible with the goals and structure of a liberal arts education: students complete a rigorous disciplinary major during their four years of undergraduate study and then complete their education requirements during a fifth year. Bryn Mawr and Haverford Colleges are collaborating with three local, secondary schools, and with the Math Science Partnership of Greater Philadelphia/21st Century Partnership Network. Nine Noyce Scholars are receiving two-year scholarships during the senior and fifth year. The program also is providing post-certification mentoring and professional development support during their first two years of teaching. The project's merit involves investigating the program's impact on encouraging STEM majors in a liberal arts setting to pursue careers in teaching. The project has the potential to serve as a model for the development of STEM teachers within the context of a highly selective liberal arts college. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Donnay, Victor Peter Brodfuehrer Robert Fairman Joshua Sabloff Lesnick Alice Bryn Mawr College PA Bert E. Holmes Standard Grant 897421 1795 SMET 9178 1795 0116000 Human Subjects 0934835 September 1, 2009 Robert Noyce Scholarships at Trinity University. Trinity University has a nationally recognized M.A.T. program that uses an apprenticeship model for teacher preparation that is firmly grounded in research. The program produces high-quality teachers and then nurtures them by partnering closely with area schools. The Noyce scholarship program is bringing a necessary financial aid component to this strong and growing program in math and science education at Trinity. With prior Noyce support, Trinity University's M.A.T. program doubled the number of STEM majors graduating with a combined BS/MAT and teacher certification. With support from this Phase 2 Noyce award, the M.A.T. program is awarding scholarships of $15,000 to 5-8 students per year, resulting in certification of 20 additional STEM teachers. The program is also awarding 4 summer internships per year to rising sophomores and juniors majoring in STEM and with an expressed interest in education. Internship options include helping faculty to develop materials for outreach activities in local San Antonio schools, tutoring in an Upward Bound program, and research apprenticeships with STEM faculty. Recruitment of students via web and print communication, recruitment events at the university and local colleges, and a new education course in "Policy and Practice in Urban Education" is bolstered by ongoing education of STEM advisors, career counselors and financial aid staff about the Noyce program. After submitting an application, letters of reference and undergoing several interviews, Noyce Scholars are selected based on GPA, intellectual and pedagogical potential as evidenced by references and interviews, and the candidate's ability to be an effective role model for students in San Antonio area schools. All Noyce Scholars are assigned both STEM faculty and Education faculty mentors. During the first three years of teaching, their STEM and Education faculty mentors continue to provide support, particularly through support groups and summer workshops for new teachers. A new induction support program also provides in-class coaching to science and math teachers. Expanded and extended evaluation efforts are focusing on such critical aspects of program implementation as recruitment, analysis of teacher quality and student achievement, and factors that affect Noyce scholars' retention as teachers, particularly in high needs schools. San Antonio's K-12 students already benefit intellectually from the quality and stability of Trinity's well-prepared teachers; the Robert Noyce program is expanding these benefits significantly in the area of the STEM disciplines. By increasing both the quantity and quality of math and science teachers in the San Antonio area, the Robert Noyce program at Trinity is having the following impacts: better STEM instruction for urban high-need K-12 schools with high (up to 90%) Hispanic enrollment; a reduced rate of out-of-field teaching in STEM disciplines (currently estimated to be as high as 40% in high-poverty schools); an improved retention rate for beginning science and math teachers; and an increase in the number of talented scientists and mathematicians who opt for careers in teaching. The need for the kind of high-quality teacher-leaders that Trinity produces is acute in San Antonio's high-need schools. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Kelleher, Paul Nancy Mills Patricia Norman Jeff Nordine Trinity University TX Deborah E. Allen Standard Grant 595643 1795 SMET 9178 1795 0116000 Human Subjects 0934836 June 1, 2009 Noyce Teaching Fellows at Trinity University. This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5). The Noyce Teaching Fellows at Trinity University is a partnership among Trinity University; eight San Antonio area school districts; the non-profit Zachry Foundation; the Howard Hughes Medical Institute; and Educational Service Center-Region 20 to support two cohorts of STEM professionals in becoming high quality teachers. Partnering independent school districts committed to employing and supporting the ten Noyce Teaching Fellows through their four induction years include: San Antonio, Alamo Heights, Boerne, East Central, Judson, North East, Northside, and Randolph Field. This Noyce Teaching Fellows program allows the partnership to bring STEM professionals into the strong and growing mathematics and science education program at Trinity University. The need for in-field science and mathematics teachers in the partner high-need school districts is acute, and there is a ready pool of STEM professionals who may be drawn to the teaching profession through financial incentives and the educational support of the Noyce Teaching Fellows program. As the nation's seventh largest city, San Antonio houses the national headquarters for several Fortune 500 companies and is also home to over 89,000 individuals employed in the defense industry -- the majority sharing an affiliation with one of San Antonio's five permanent military bases and a growing military medical center. Among these corporations and the military are potential career changers who have STEM degrees and much to offer to elementary, middle and high school classrooms. Four STEM professionals comprise the first year cohort of Noyce Teaching Fellows and six join in the second year. Fellows receive the full cost-of-attendance scholarship in the first year as they earn their Masters of Arts in Teaching (M.A.T.) degree and a $15,000 salary supplement (later adjusted for inflation) for each of the first four years of teaching in a high-need elementary, middle and/or high school in the partner districts. Project outcomes include: better STEM instruction for high-need K-12 school districts with up to 90% Hispanic enrollment; a reduced rate of out-of-field teaching in STEM disciplines (estimated to be as high as 40% in schools with high-poverty populations); an improved retention rate for beginning teachers; and an increase in the number of talented scientists and mathematicians who opt for careers in teaching. Noyce Teaching Fellows take advantage of Trinity's nationally recognized M.A.T. program and benefit from a research-based apprenticeship in professional development schools, creation of a personal portfolio with evidence of meeting Trinity's Standards for Professional Practice, induction support with in-class coaching, and summer professional development opportunities. Each Noyce Teaching Fellow has two university advisors, one in their STEM teaching content area and one who is a pedagogical content specialist. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Kelleher, Paul David Ribble Patricia Norman Jeff Nordine Trinity University TX Kathleen B. Bergin Standard Grant 1487725 1795 SMET 9178 7908 6890 0934839 June 1, 2009 Top Notch Teachers with Dual Degrees at the University of Missouri T2D2@MU. This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5)." The project's aim is to double the number of secondary science teachers graduating from Missouri University - Columbia's undergraduate science teacher education program. Contributing to the achievement of this goal are: 1) recruitment of highly qualified STEM undergraduates into science teaching careers; 2) preparation to teach science that is aligned with national standards; and 3) support for science teachers during the new teachers' induction years. The recruitment strategies include informal science internships for ten freshmen and sophomore students during the summers of 2010, 2011, and 2012. During the project's third through fifth years a total of fifty $11,000 annual scholarships will be awarded to thirty juniors and seniors enrolled in the dual science and education degree program. Scholarship recipients are obligated to teach science for two years in a high need school district (preferably in Missouri) for each year they received a scholarship. This obligation must be completed within eight years of graduation. Partner school districts include Hannibal School District No. 60, Mexico Missouri Public Schools, Moberly School District, and the Saint Louis Public Schools. Noyce Scholars while serving as student teachers and as new teachers participate in the Noyce Scholar Support Network (NSSN), an on-line collaboration and learning environment where past, current, and future Noyce Scholars, along with Missouri University science educators and scientists, form a community of learners. Instrumental to increasing teacher retention is a cadre of mentor teachers in the partner schools, and support for Noyce Scholars to participate in state and regional science teacher conferences. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Friedrichsen, Patricia John Adams Alan Whittington Marcelle Siegel Mark Volkmann University of Missouri-Columbia MO Curtis T. Sears Standard Grant 891728 1795 SMET 9178 6890 1795 0116000 Human Subjects 0934840 September 1, 2009 Mathematics and Science Master Teacher Initiative. California State University, Dominguez Hills and the Urban Education Partnership are collaborating on a planning proposal to create an NSF Master Teaching Fellowship project that will develop math and science master teachers for urban schools in the Los Angeles and Lynwood Unified School Districts. Both are high-need districts that enroll primarily low-income students of color. Objectives for the planning process include: 1) establishing partnerships among CSUDH, the Partnership and school districts; 2) reaching an agreement with the school districts about possible roles for master teachers; 3) developing written criteria for participation in the project, a selection process and marketing plan; 4) developing a written model and timeline for five years of professional development for master teachers; 5) developing methods of evaluation for the project; 6) Identifying sources of nonfederal match; and 7) developing a budget that includes costs, number of fellows, and financial feasibility. A diverse planning team of university faculty, science and math specialists, teachers, LEA representatives, and others is conducting key activities including: assessing the districts' need for master teachers and the roles they can fill; assessing the needs and interest of teachers who may participate; creating a skills profile of a master teacher and a list of appropriate sources for training by researching best practices and successful strategies in the partner organizations and others; developing connections with STEM faculty, private and public sector professionals who could provide participants with customized enrichment activities; producing a five-year training timeline for master teachers; developing and signing MOUs that clarify the partners' and districts' roles and responsibilities; and identifying matching funds. The team is drawing on successful strategies, research, and consultation with appropriate experts to develop guidelines for recruitment, participation, selection and evaluation of a master teacher project. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Hamdan, Kamal John Thomlinson Stan Yoshinobu California State University-Dominguez Hills CA Joan T Prival Standard Grant 74999 1795 SMET 9178 7908 0934841 June 1, 2009 Syracuse University Noyce Scholars Program for Science and Mathematics Teachers. This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5). The Syracuse University Noyce Scholars Program for Science and Mathematics Teachers (SUNoyce) is a multi-faceted collaborative project involving the Syracuse University School of Education, College of Arts & Sciences, the Graduate School and partners including the Upstate Louis Stokes Alliance for Minority Participation (LSAMP), the Syracuse City School District, the Upstate High-Needs Rural Schools Consortium, Onondaga Community College, Monroe Community College and a network of informal STEM education centers from across central New York hosting summer internships for undergraduates with the goal of increasing the number of highly-qualified science and mathematics teachers teaching in high-need school districts, including several rural districts. The SU-Noyce project is preparing 36 additional highly-qualified mathematics and science (Biology, Chemistry, Physics and Earth Science) teachers over a five-year period, resulting in a 41% increase over the current capacity. The project supports two-year scholarships for undergraduate junior and senior STEM majors in a four-year teacher education program, three-year scholarships for STEM majors enrolled in a five-year BA/MS degree program leading to teacher certification, and one-year stipends for STEM professionals and recent STEM graduates pursuing teacher certification through a master's degree in mathematics or science education. SU-Noyce Scholars participate in a robust and sustained mentoring and professional development program during their first three years of teaching in a high-needs school district to reduce the rate of attrition during the challenging induction period and encourage these scholars to remain in high-needs schools beyond the period of their service obligation. Research associated with the project is providing evidence of (a) the effectiveness of the use of the Central Tasks of Learning to Teach (Feiman-Nemser, 2001) framework with candidates at all stages of the professional learning continuum of preparing, inducting and supporting teachers, and (b) the supports that are most helpful to teachers as they transition from novices to competent professionals. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Tillotson, John Joanna Masingila Sharon Dotger Jason Wiles Eileen Strempel Syracuse University NY Joan T Prival Standard Grant 900000 1795 SMET 9178 6890 1795 0116000 Human Subjects 0934842 July 1, 2009 CSUTeach: Preparing a New Generation of Noyce Scholars. This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5) The UTeach model is transforming the STEM teacher education program at the University. Features of intellectual merit include developing compact four-year degree programs that include both a content degree in mathematics, physics, biology or chemistry and teaching licensure. This is being accomplished by melding education coursework with science, engineering, mathematics, and technology content. Free one-credit courses and paid summer internships provide early and continuing opportunities for STEM-area freshman and sophomores to learn about STEM teaching as a career. Juniors and seniors who commit to becoming Noyce Scholars receive $10,000 per year. The Scholars complete field experiences in local, high-need schools that have student populations that will expose the student teachers to an environment that mirrors that anticipated at the first teaching job. New teachers receive ongoing support through graduate coursework and professional development opportunities, visits from UTeach Master teachers, and a dedicated online community for ongoing discussions and networking. While this new model for teacher preparation breaks with the traditional college of education program, it retains all of the important features including research-based theories for delivering content in the urban classroom, including culturally relevant pedagogy and teaching students with exceptionalities. A total of 20 new STEM teachers are being prepared by this UTeach Model. The University is the first institution in Ohio to implement the UTeach model and promises to have broad impact because the Chancellor of the University System of Ohio has indicated interest in expanding this model to other state institutions. Partners in this effort include the National Math and Science Initiative, the UTeach Institute, the Ohio STEM Learning Network, and the Cleveland Metropolitan School District. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Goodell, Joanne Gregory Lupton Miron Kaufman Debbie Jackson Cleveland State University OH Bert E. Holmes Standard Grant 899747 1795 SMET 9178 6890 1795 0934845 October 1, 2009 Urban Teacher Education Program Secondary Math and Science. The University of Chicago Urban Education Institute's Urban Teacher Education Program (UTEP) and the University of Chicago are preparing 72 highly trained teachers to address the shortage of well-qualified educators in mathematics and science in urban schools. The university has high admissions standards and demanding academic programs that ensure its graduates possess strong grounding in their content areas, providing UTEP with an excellent applicant pool. UTEP has a strong track record retaining teachers at rates far beyond those reported for urban schools generally. The program is a two-year plus program, which includes 15 months of intensive clinical experience; a tight weave of clinical and academic work; a commitment to portraying teaching as intellectual work; careful selection and support of clinical instructors to mentor students during their internships; a unique focus on the context of urban education, including exploration of issues of race, class and culture; a two-year induction support program; a rigorous admissions process and assessment system that follows students through clearly defined check points; a well established relationship with Chicago Public Schools (CPS) that provides institutional and financial support; and a commitment to recruiting minority candidates. The program draws heavily from the expertise of faculty at the University of Chicago. UTEP's innovative program design, which has proven to be successful in the preparation and retention of urban elementary teachers, is making a similar contribution to secondary teacher education in the critical areas of math and biology. UTEP has demonstrated the power of joining the forces of committed University faculty with experienced urban practitioners, a partnership that will deepen as the program moves into the realm of secondary education. The unusual support UTEP receives from its parent University and from the Chicago Public Schools can serve as a model for the ways in which academic institutions can fulfill their obligations to the cities which host them. Like its elementary counterpart, the secondary teacher preparation program is built upon an existing and fruitful partnership between the University of Chicago Urban Education Institute and Chicago Public Schools. Further, CPS has supported UTEP as a strategy for school improvement, placing clusters of graduates in partner schools with a concentration of clinical instructors, interns, and program graduates. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Kapadia, Kavita Paul Sally Michael LaBarbera University of Chicago IL Joan T Prival Standard Grant 900000 1795 SMET 9178 1795 0934851 June 15, 2009 Math for America Boston: Teaching Scholars Program. This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5). The Math for America Boston: Teacher Scholars Program represents a partnership among Boston University, seven high needs school districts in the Boston area (Arlington, Boston, Cambridge, Chelsea, Lawrence, Waltham, and Watertown), and the non-profit Math for America. The partners are working together to recruit twelve STEM professionals and prepare them to teach mathematics in middle or high schools. The partners are also recruiting five Master Teaching Fellows who serve as mentors and leaders in their districts. The Teaching Fellows are enrolling in a Master of Arts in Teaching degree program with licensure in secondary mathematics. The Master Teaching Fellows have the option of enrolling in a Certificate of Advanced Graduate Study program or in a second master's degree program. Fellows are participating in a math immersion program designed to let them experience what it is like to struggle to learn difficult concepts so that they can better help their students. The courses in the programs are being designed to integrate content and method through close and ongoing collaboration of educators, mathematicians, and master teachers. Teaching Fellows are also being prepared for work in urban school settings with an emphasis on effective strategies to assist diverse populations. Master Teaching Fellows are mentoring pre-service teachers as well as Teaching Fellows and are preparing to lead professional development activities in their districts. The project is being rigorously assessed to determine its impact on recruitment, quality, and continued support of Fellows, and ultimately its impact on teaching effectiveness and teacher retention. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Chapin, Suzanne Steven Rosenberg Glenn Stevens Donna Chevaire Trustees of Boston University MA Joan T Prival Standard Grant 1500000 1795 SMET 9178 7908 6890 0934855 June 1, 2009 Noyce Physics-Mathematics. This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5). The College of Basic and Applied Sciences at Middle Tennessee State University is preparing 36 new physics and mathematics secondary teachers over 5 years. Students major in either math or physics, complete thirty semester hours in the other discipline, and are certified to teach both disciplines in the state of Tennessee. Students receive deep content knowledge in the basic and applied science courses taught by faculty that model strong discipline-specific pedagogy. Traditional classroom management and educational psychology courses are provided by the education department. Starting in their freshman year, the pre-service teachers practice hands-on, inquiry-based teaching under the guidance of master teachers and quality classroom mentors, so they learn to model the practice of inquiry. Careful selection of the master teachers and classroom mentors ensure that the pre-service students receive a rigorous and inspiring introduction to the teaching profession. Students are paired with a master teacher from the moment they enter the program. This relationship continues through their induction period. Induction support includes visits from the master teacher, a website for sharing concerns and finding information that will aid their teaching such as lesson plans, potential classroom speakers, and sites for field trips. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Carlton, Robert Diane Miller Mary Enderson Ronald Henderson Middle Tennessee State University TN Linnea A. Fletcher Standard Grant 899972 1795 SMET 9178 9150 6890 1795 0116000 Human Subjects 0934857 July 1, 2009 SUNY Oneonta Noyce Scholars Program. This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5) The SUNY Oneonta Noyce Scholars Program is a unique collaboration between Oneonta's Adolescence Science Education Program and the Departments of Biology, Chemistry, Earth Sciences and Physics. The project is to increase the number of Adolescence Education-Science dual-major graduates by twenty-four. These twenty-four individuals are graduating as certified high school science teachers and are teaching in high-need rural or urban schools. Graduating with full-content degrees in both Adolescence Education and their chosen science discipline (Biology, Earth Sciences, Chemistry or Physics), SUNY Oneonta Noyce Scholars will be prepared to meet the needs of our nation in developing a national culture of scientific literacy. The intellectual merit of this project is based in the unique perspective these students gain from service in high-need districts, facilitated by summer experiences in urban school districts in New York City, and by academic-year and summer experiences in rural districts within SUNY Oneonta's geographic area. This is bolstered by specialized coursework in both pedagogy and science content, as well as experience with informal science education at the SUNY Oneonta Science Discovery Center and College Observatory. The project's broader impacts include the preparation of at least twenty-four new teachers during the project period, a sustainable forty percent increase in the number of certified high school science teachers graduating from SUNY Oneonta annually. Additionally, on-campus pre-service and post-graduation in-service support for teachers helps guide them through the first years of their professional experiences in the classroom. This will lead to greater retention of, and success for, these teachers as they serve in challenging, high-need districts. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Bischoff, Paul John Schaumloffel James Ebert Paul French Todd Ellis SUNY College at Oneonta NY Bert E. Holmes Standard Grant 899964 1795 SMET 9178 6890 1795 0116000 Human Subjects 0934859 June 1, 2009 Temple Noyce Teacher (TNT) Scholars Program, Phase 1. This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5). The Temple Noyce Teacher Scholars (TNT) Phase 1 project, a collaboration of Temple University's (TU) College of Science and Technology and College of Education, is building on existing TU partnerships with the Pennsylvania Department of Education and three high-need, urban school districts - Chester-Upland, Harrisburg, and Philadelphia. Utilizing two model math and science teacher preparation programs, TNT is providing coordinated financial support, mentoring, and a shared learning community to 80 new and aspiring teachers at opposite ends of their careers - undergraduate math and science majors and mid-career and retired STEM professionals. The first program, TUteach, includes undergraduate math and science majors who are simultaneously pursuing secondary (7-12 grade) math or science teacher certification in an accelerated 4-year program. Noyce scholars, a total of 40 over the 5 years of the award, receive financial support to participate in TNT for 1 year, obligating them to teach in a high-need district for at least 2 years. The second, E=mc2, is a 1-year program that prepares mid-career and early retiree STEM professionals for teaching math or science in the middle grades (4-8). E=mc2 participants who receive Noyce stipends (a total of 40) are obligated to teach in one of the high-need, partner districts for 3 years. Both programs feature closely integrated course work and field-based teaching experiences in urban classrooms, and mentoring by experienced teachers. For TUteach participants, exposure to and practice in urban classrooms begins in the freshman year. The program is fostering communities of practice with face-to-face and on-line supports; the communities incorporate master teachers who facilitate school-based meetings and conduct formal observations of, and conferences with each new teacher. They in turn are supported by TUteach faculty mentors and E=mc2 mentor teachers. Intellectual Merit. The TNT is preparing 80 high-quality, Pennsylvania-certified, middle-grades and secondary math and science teachers to teach rigorous math and science content through innovative, inquiry-driven approaches in urban school contexts. As it brings these new approaches to the training and support of new teachers, TNT is also heightening general awareness of the need for high-quality math and science teachers in high-poverty, high-minority, low-performing schools. Project evaluation is contributing to the larger knowledge base about replicable models for effective recruitment, development and retention of math and science teachers for urban schools. Broader Impacts. Temple University, with its diverse faculty and student body, is one of the largest preparers of teachers in its region, and has an established reputation for developing innovative approaches. The broader impacts promise to be significant with respect to both the number and quality of teachers, particularly those from under-represented groups, who are trained in high-need subjects for high-need schools. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR McGuire, C. Kent Hai-Lung Dai Temple University PA Deborah E. Allen Standard Grant 900000 1795 SMET 9178 6890 1795 0934861 October 1, 2009 The Northern New Jersey Mathematics and Science Teacher (MAST) Fellowship Program at New Jersey City University. The Math and Science Teaching (MAST) Fellows project represents a partnership among New Jersey City University, three high needs school districts in northern New Jersey (Jersey City, Union City, and Academy Charter High School), and the non-profit partners Latino Institute and the Urban League. The Liberty Science Center is also a participant on the project. The partners are working together to develop and retain twenty Teaching Fellows who will be secondary mathematics and science teachers who are highly qualified and who utilize evidence-based teaching innovations in their classrooms. Fellows are being recruited from recent STEM graduates in the region. The Fellows are participating in mentoring and professional development activities designed to enhance their teaching and to provide them with a support structure for retention in teaching. The project is being rigorously assessed to determine the impact of the program on the Fellows' content knowledge, pedagogical content knowledge, instructional practices, and ultimately the impact of the program on their students' mathematics and science learning. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Montgomery, William Althea Hall New Jersey City University NJ Joan T Prival Standard Grant 1499453 1795 SMET 7908 9178 0116000 Human Subjects 0934865 February 1, 2010 Brooklyn College Teacher Academy Noyce Scholars. Two cohorts, each consisting of ten junior mathematics and science majors, are receiving three-year scholarships while they complete both undergraduate and masters degrees. Annual scholarships of $10,600 and $14,000 are awarded during the undergraduate and graduate years respectively. During the five year program the scholars fulfill the New York State teaching certification requirements. The scholars' education is enhanced by intense field experiences in schools as well as internships in some of the informal learning institutions in New York City with a focus on science and mathematics. The scholarship program builds on the work already begun through the Teacher Academy - a program that recruits and educates undergraduates using a cohort model to become STEM majors and secondary teachers. The scholars clinical experiences and fulfillment of their service obligations primarily occur in the Brooklyn Public Schools. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Branch-Smith, Edwina Deborah Shanley Jeffrey Suzuki CUNY Brooklyn College NY Curtis T. Sears Standard Grant 894271 1795 SMET 9178 1795 0934866 June 1, 2009 Mathematics and Science Teachers for Iowa. This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5). Under the aegis of the Iowa Mathematics and Science Education Partnership (IMSEP), the University of Northern Iowa, Iowa State University, and the University of Iowa have combined forces with the North Iowa Area and Hawkeye Community Colleges to coordinate teacher preparation in science and mathematics across the state. The current program serves as the base for the Noyce Scholars Program being established and extends the support they currently have available to interest freshman and sophomore science, technology, engineering and mathematics (STEM) majors in a teaching career to recruiting junior and senior STEM majors (about 10/year for a total of 28, as the scholarships may last for more than one year) and STEM career changers desiring to become teachers (5-6/year for a total of 22) through special programs within IMSEP. Noyce Scholars enroll in one of four teacher preparation pathways: 1) the traditional pathway of each university's undergraduate preservice teacher preparation program; 2) the post-baccalaureate licensure program at any of the three universities, completing the program within two years; 3) a new 5-year major plus certification program at the University of Iowa; or 4) a new inter-university IMSEP program, the Iowa Teacher Intern Licensure Program. All scholarship recipients are expected to teach at least two years within a high needs school district for each year of scholarship support received. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Weld, Jeffrey Marc Armstrong Norbert Pienta Thomas Greenbowe University of Northern Iowa IA Terry S. Woodin Standard Grant 899298 1795 SMET 9178 6890 1795 0934878 June 1, 2009 Texas Leadership Initiative: Mathematics Instruction Transformed (Texas LIMIT). This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5). The Texas Leadership Initiative: Mathematics Instruction Transformed (Texas LIMIT) project represents a partnership among Stephen F. Austin State University, five east Texas school districts (Nacogdoches ISD, Lufkin ISD, Palestine ISD, Tyler ISD, and Rusk ISD), the Region 7 Education Service Center, and the non-profit Educational Advancement Foundation. The partners are working together to develop and retain sixteen Master Teaching Fellows who will be secondary mathematics leaders able to facilitate efforts to improve mathematics instruction in their respective schools and districts. The Fellows are participating in a leadership training program that provides in-depth study of mathematics and educational leadership, are providing mentoring to inservice and preservice teachers, and are functioning as content specialists within their districts on a variety of advanced mathematics topics. Fellows are also participating in leadership training to include differentiated instruction for diverse populations and inquiry-based/discovery learning. The project is being rigorously assessed to determine the impact of the program on the Fellows' content knowledge, pedagogical content knowledge, instructional practices, and leadership knowledge, ability, and practice and ultimately the impact of the program on their students' mathematics learning and participation in advanced-level mathematics courses. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Childs, Kimberly Deborah Pace Lesa Beverly Betty Alford Stephen F. Austin State University TX Joan T Prival Standard Grant 1494187 1795 SMET 7908 6890 9178 0116000 Human Subjects 0934885 July 1, 2009 Partnership for Science and Math Teacher Education, Phase II. This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5). The Portland State University (PSU) Robert Noyce Teacher Scholars Program, Phase II addresses the critical local and national need to expand the talent pool of teachers with science content knowledge, pedagogical skills and leadership capacity to improve K-12 science education. Specifically this program focuses on achievement disparities associated with socioeconomic status, ethnic/cultural background, disability and English language proficiency. It provides 24 scholarships to the students in the PSU Graduate Teachers Education Program during the project years. Participation in the Phase II Noyce Scholars Program is a two-year commitment that culminates in the awarding of a Masters of Science in Teaching degree and an Oregon Initial Teaching License. The program emphasizes the use of student-centered and project-based learning practices, current educational technology, inquiry-learning curricula, the development and use of on-going assessment and the integration of literacy strategies for English Limited Language (ELL) students. The summary evaluation of this program yields valuable data on the merits of a research-based model for teacher education that includes an extensive partnership relationship with an in-service teacher mentor. The PSU Noyce program targets both recent STEM graduates and career changers who seek employment as highly qualified science teachers in high-need K-12 schools. In Phase II, the University expands the partnerships to include three of the largest districts in Oregon: Beaverton School District (BSD), Hillsboro School District (HSD) and Portland Public School District (PPS). These districts serve a combined total of 101,000 students in grades K-12 and are designated high-need school districts. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Becker, William Nicole Rigelman Liza Finkel Portland State University OR Eun-Woo Chang Standard Grant 600000 1795 SMET 9178 6890 1795 0116000 Human Subjects 0934886 September 1, 2009 Noyce STEM Teachers Scholars. This Phase I Noyce STEM Teachers Scholars project is a collaborative venture of the College of Education, the Bagley College of Engineering, and the College of Arts and Sciences at Mississippi State University. It is providing scholarships for three cohorts of students preparing to be mathematics and science teachers for grades 7-12. Over the five year life of the project it is awarding scholarships ($10,000 per year) to 20 undergraduates pursuing a double major in chemistry, biology, physics, mathematics or engineering and science or math education, and awarding six stipends ($15,000 each) to STEM professionals pursuing a Master's of Arts in Teaching at the secondary level in order to enter the teaching profession. Recruitment strategies include summer internships in partnering schools, university summer programs, and community educational organizations. School districts participating in this project are Starkville, West Point, Oktibbeha County, and Noxubee County. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Coats, Linda Svein Saebo Burnette Hamil Dana Franz Tommy Stevenson Mississippi State University MS Linnea A. Fletcher Standard Grant 887737 1795 SMET 9178 9150 1795 0116000 Human Subjects 0934887 July 1, 2009 Texas A&M University AggieTeach Robert Noyce Scholarship Program. The AggieTeach Scholarship Program is a Noyce Phase II project that is awarding 47 scholarships to 30 undergraduate STEM majors pursuing teaching careers in grades 8-12. This program is housed in the Center for Mathematics and Science Education, a collaborative effort between the Colleges of Science and Education at the University. The program partners with two local school districts to provide early field experiences and mentoring for the future teachers. All of the efforts of AggieTeach address the need for more and better-prepared STEM teachers. Hallmarks of the program include early identification and recruitment, tuition waivers for students in the first field base course, centralized advising to coordinate degree plans and certification requirements, and mentoring throughout their undergraduate experience in the College of Science. Through the Noyce scholarship program and corresponding inductee support, the AggieTeach program is ensuring that the institution will expand its state-wide effort for the production of highly qualified STEM teachers committed to teaching in high-need schools. Beyond meeting a critical shortage in the state and nation, a unique intellectual merit of this particular program is the assessment that is documenting best practices for teacher training programs at a large state-supported university, which can lead to a broad impact throughout the nation. Results are being shared extensively through presentations at professional conferences and publications in respected refereed journals. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Scott, Timothy Carolyn Schroeder Texas A&M University Main Campus TX Bert E. Holmes Standard Grant 599685 1795 SMET 9178 1795 0116000 Human Subjects 0934893 August 1, 2009 LSU NOYCE TIGERS: Teaching Investigating Guiding Engaging Researching Serving. Louisiana State University is providing 24 scholarships over four years to juniors and seniors preparing to become science and math teachers in the GEAUX Teach program. In addition, summer research internships are available for freshmen and sophomores to provide teacher candidates with authentic hands on mathematics and science research experiences. These experiences are designed to enable mathematics and science teachers to accurately relay to secondary school students not only the facts and skills of the school subject, but also something of the actual culture of research in the discipline. Thus STEM students may be attracted to the GEAUX Teach program not only because it leads to a teaching credential, but also because it supports their summer internship in a laboratory setting assisting with ongoing research projects under the guidance of university researchers. Although authentic research experience is necessary for the fully capable mathematics and science teacher, it may not be sufficient to ensure teachers can translate that experience into curriculum innovation. To address this, the internship experience is designed to involve summer scholars, as a cohort, with teacher mentors - former graduates of the GEAUX Teach who were previous recipients of Noyce Scholarships whose teaching practices embody the ideals of disciplinary fidelity. By reinvesting in its own graduates, the GEAUX Teach program is building a recursive community of teaching excellence in the surrounding school districts. The project is conducting an assessment of the success of the graduates using a value-added analysis of teacher effectiveness. The evaluation design links the GEAUX Teach program with the statewide data base of longitudinal data within a complex three layer hierarchical model and uses prior achievement, attendance, and demographic variables at the student, classroom, and school levels to estimate teacher preparation effects. This provides a systematic, longitudinal evaluation of NOYCE Scholarship awardees, addressing the impact of the program on teacher retention, attrition, and service in high-need schools/districts. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Milam, Jennifer Frank Neubrander David Kirshner Kristin Gansle John Milam Louisiana State University & Agricultural and Mechanical College LA Joan T Prival Standard Grant 600000 1795 SMET 9178 9150 1795 0116000 Human Subjects 0934894 August 15, 2009 Support and Mentoring in an Alternative Route to Teaching (SMART). SMART Utah is bringing 22 professionals with strong mathematical backgrounds and an interest in teaching into the profession in a manner that helps bridge the obstacles in making the transition: bringing the Fellows under supervised mentoring to the level of master teachers, while meeting the needs of districts to increase the number of quality math teachers. The collaborating entities are: the University of Utah Department of Mathematics and College of Education; the Utah State University departments of Mathematics and Teacher Education and Leadership; the Division of Teacher Quality and Licensure at the Utah State Office of Education; Math for America (MfA); the Park City Mathematics Institute (PCMI); and the Jordan, Granite, Salt Lake and San Juan school districts. The bases of the program are: in-depth understanding of mathematical content, connections between various mathematical areas, and connections between mathematics and other disciplines; pedagogical training that is content-driven, flexible and inclusive; permanent professional learning communities in the schools where teachers can continually extend their learning. On these bases, teachers can transmit important mathematical understandings to their students, transforming their classes into learning communities as well. Through participation in the Park City Mathematics Institute, the Fellows are exposed to current mathematical research and to research in mathematics education as an integral part of their professional development. Through lesson study they undertake building of instruction informed by their teaching practices, and the feedback they receive from both their peers and students. Through the established distance-learning program at USU, with satellite sites throughout the state, the project is impacting teachers and prospective teachers state-wide. The project interacts with a mathematics education center in San Juan county, serving the Navajo and Ute nations in Utah. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Rossi, Hugo Mary Burbank University of Utah UT Joan T Prival Continuing grant 799400 1795 SMET 9178 7908 0934896 September 1, 2009 Robert Noyce Teacher Scholarship Program Phase I, Track 1. Through a partnership involving The University of Texas at Brownsville (UTB) College of Mathematics, Science, and Technology, the School of Education Alternative Certification Program, local school districts, the Region One Education Service Center, The Brownsville Children's Museum, and the Society of Mexican American Engineers and Scientists (MAES), this Noyce Phase I scholarship program is increasing the number of highly qualified mathematics and science teachers in under-represented schools in this area of the Rio Grande Valley. A closely mentored alternative certification program targets STEM majors who decide to teach late in the course of completion of their undergraduate STEM degrees, as well as career changers who have completed an undergraduate STEM degree and seek an alternative certification. The program also provides undergraduates with summer internship opportunities to actively participate in the organization, planning and implementation of informal science outreach activities, with the aim of attracting these students into the scholarship program and into teaching careers. The major project goals are to use these institutional partnerships to develop and implement strategies that recruit, prepare and certify 28 diverse, highly qualified mathematics, computer science, and science bilingual teachers, and to aid in their retention by providing new teacher orientation, ongoing support, and mentoring. This project is in particular focusing on encouraging and supporting more Hispanics - an underrepresented group in science and mathematics - to enter into STEM teaching fields, and thus is helping to create an infusion of teachers who are role models (Si Puedes! - Yes, You can!). ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Mogilski, Jerzy Reynaldo Ramirez Eli Pena Sanjay Kumar Carmen Garcia-Caceres University of Texas Brownsville TX Deborah E. Allen Standard Grant 900000 1795 SMET 9178 1795 0116000 Human Subjects 0934901 June 1, 2009 Noyce: Preparing Excellence and Diversity in Secondary Mathematics Teachers for Illinois' High Needs Schools. This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5). The Department of Curriculum and Instruction and the Department of Mathematics at the University of Illinois at Urbana-Champaign (UIUC) are awarding Noyce Scholarships to 39 students, including 24 undergraduate mathematics majors and 15 postbaccalaureate students, enrolled in programs leading to secondary teaching certification in mathematics. School districts served by the project include the small urban districts of Champaign, Urbana, Decatur, and Danville as well as rural districts in Tolono, Rantoul, and Mahomet. The Noyce Illinois program combines a rigorous mathematics and education curriculum with extensive interaction with leading faculty in the area of equity and effective mathematics teaching of marginalized students. It offers early field experiences and student teaching placements in high needs school districts, supported by targeted opportunities to learn and apply the latest theories and cutting-edge practices for supporting marginalized students to learn mathematics in the 21st century. Summer internships in K12 STEM education programs are offered as a recruitment strategy for prospective Noyce Scholars. A monthly Noyce Seminar focuses on problems from the field, reflection on coursework, the skills needed for teaching in high needs schools, and video examples of classroom teaching. Noyce Scholars have access to the particularly rich and diverse array of summer enrichment programs operated by the University of Illinois across the Colleges of Engineering, Agricultural and Economic Sciences, Liberal Arts and Sciences, as well as UI Extension. Noyce Illinois incorporates formalized mechanisms to support ongoing interactions among Noyce graduates and campus groups as well as professional development sessions and online mentoring geared to support graduates in their first year of teaching. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Gutierrez, Rochelle Joseph Miles University of Illinois at Urbana-Champaign IL Joan T Prival Standard Grant 900000 1795 SMET 9178 6890 1795 0934904 July 1, 2009 Creating STEM Teachers for Arkansas' Future. This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5) Creating STEM Teachers for Arkansas' Future (C-STAF) is an educational opportunity attracting Science, Technology, Engineering and Mathematics (STEM) majors into the teaching profession. Through a collaboration of Arkansas State University's (ASU) Colleges of Science and Mathematics, Engineering, and Education, C-STAF is providing full scholarships for one to three years to ASU juniors and seniors majoring in STEM fields. Scholarship recipients are completing both their STEM degrees and teacher licensure and are providing 25 new STEM teachers for high-need schools. In addition, C-STAF is attracting to the teaching profession ASU students committed to STEM fields by offering credit for a new "Try-out the Classroom" course, and a summer training program. The C-STAF program has two primary impacts. First, ASU students dedicated to STEM fields are being encouraged to consider teaching as a viable and rewarding career choice, thus increasing the number of highly trained STEM teachers for the future of Arkansas, a historically educationally disadvantaged state, particularly in the Mississippi River delta and Ozark foothill regions served by ASU. Second, by taking the approach of placing specifically trained scientists/mathematicians/engineers into Arkansas classrooms, a deeper knowledge of these fields are available to future Arkansas students, thus increasing future STEM practitioners and the depth of their knowledge in and enthusiasm for their STEM-related fields. In addition, the experience and data obtained in the project are valuable additions to the knowledge base of STEM education, and benefit related future programs. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Grippo, Anne Robert Engelken Karen Yanowitz James Hall James Kennon Arkansas State University Main Campus AR Bert E. Holmes Standard Grant 899988 1795 SMET 9178 9150 6890 1795 0116000 Human Subjects 0934905 June 15, 2009 K-State TEACH Program. This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5). The K-State Robert Noyce Scholarship Program is increasing the supply of highly qualified middle and high school teachers (Grades 6-12) in biology, chemistry, earth and space science, and physics. The program is providing opportunities for 20 freshmen and sophomores to work in informal STEM education settings both on and off campus; is increasing by 17 the number of undergraduates in the targeted STEM disciplines receiving licensure; and enabling 12 graduates in the targeted STEM disciplines to gain licensure through a newly established Graduate Certificate in Teaching and Learning. High need schools are identified and recruited through three existing partnerships: the Professional Development School Partnership, the Center for Intercultural and Multilingual Advocacy, and the Center for Rural Education and Small Schools. Within the definition of high need local educational agency, the K-State program further targets schools serving a high percentage of individuals from families with incomes below the poverty line, a high percentage of English language learners, and rural populations. The evaluation plan includes the development of a database for maintaining demographic data; the Scholars' academic progress and perceptions of the usefulness of the program elements; the effectiveness of program elements, especially new teacher support; and subsequent teaching challenges in high need schools. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Scharmann, Lawrence Carolyn Ferguson N. Sanjay Rebello Iris Moreno Totten Christopher Culbertson Kansas State University KS Linnea A. Fletcher Standard Grant 875359 1795 SMET 9178 9150 6890 1795 0116000 Human Subjects 0934906 July 1, 2009 The University of Kansas Noyce Phase II Scholarship & Stipend Program. This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5) The UKanTeach Noyce Phase II Scholarship and Stipend Program is addressing the critical shortage of mathematics and science teachers in the region by developing a collaboration involving the University and high needs school districts. Ten scholarships are being awarded each year, for four years, with 32 different students supported by the UKanTeach Noyce Project. Excellent program enrichment activities that include mentor-teacher support, Saturday and summer workshops, and a careful selection process is increasing the likelihood of a successful Noyce program. The project's goal is a doubling of the number of talented secondary mathematics and science teachers prepared by the UKanTeach Program. The broader impact stems from the ability to recruit a formerly untapped pool of talent: students earning a degree in science and mathematics and a teaching license in four years. The intellectual merit of the program lies in the highly qualified and experienced project personnel and in a robust and supportive induction program for Noyce Scholars. This project is advancing knowledge and understanding by exploring the success of creative recruitment, preparation and retention strategies for mathematics and science teachers. The Scholars are being prepared, through coursework and by early field experience teaching in high needs schools, to take positions in districts that have high numbers of economically disadvantaged students. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Heppert, Joseph Janis Lariviere Marc Mahlios University of Kansas Center for Research Inc KS Bert E. Holmes Standard Grant 599792 1795 SMET 9178 9150 6890 1795 0116000 Human Subjects 0934910 June 1, 2009 Teaching as a Primary Profession (TAPP) in Biology and Biochemistry. This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5)." Fifty annual scholarships of $10,000 each are being distributed among thirty six individuals. Twenty four students are receiving one-year scholarships, ten students, two-year scholarships and two are receiving three-year scholarships. Each scholar also receives a laptop computer for use during his/her undergraduate years and on into the induction to teaching period. The scholarships support those who are in the process or have completed a bachelor's degree in biology or biochemistry and agree to enroll in the secondary credential program leading to a teaching credential with authorization to teach both high school biology and chemistry. The last year of the five year program focuses on the credentialing requirements. Partners in the project are Anaheim Union High School District, Mount San Antonio College (a two-year community college) and the University of California at Los Angeles. The project is serving as a model for a fifth year program emphasizing content and pedagogical content knowledge. The initial requirement of financial need was changed to merit based criterion for the award of a scholarship. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Gonzalez, Barbara Victoria Costa Chandra Srinivasan Marcelo Tolmaskly California State University-Fullerton Foundation CA Curtis T. Sears Standard Grant 899998 1795 SMET 9178 6890 1795 0116000 Human Subjects 0934913 October 1, 2009 The UHD Noyce Teacher Scholarship Program. The University of Houston-Downtown (UHD) Noyce Teacher Scholarship Program is providing 26 Undergraduate Science Majors, who are members of the UHD College of Science and Technology Scholars Academy (SA), a unique new career opportunity in Science Education. The SA was formed in 1999 to encourage and motivate more minorities, females and first generation college students to complete STEM degrees and pursue related careers or graduate degrees. The SA has been lauded at the state and national levels for its successes. UHD is an urban commuter institution that is recognized as both a Hispanic and Minority Serving Institution. The UHD Noyce Teacher Scholarship Program involves close cooperative efforts between the UHD Departments of Natural Science and Urban Education, Aldine Independent School District (a minority dominant urban district in Houston), the Harmony Academy of Science and HUNSTEM (the Houston Urban Network for Science, Technology, Engineering and Mathematics). A minimum of 26 SA science majors are becoming Noyce Scholars and are earning baccalaureate degrees in a STEM discipline in addition to satisfying Texas science teaching certification requirements. These 26 Noyce Scholars are accepting employment as a science teacher in a Houston area high-need school. The success of these Noyce scholarship recipients in their new careers will ultimately result in many more minority and financially needy students being motivated by their middle/high school science courses to pursue university degrees and careers that are science based. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Spears, Larry James Uzman Anjoo Sikka Bradley Hoge Jon Aoki University of Houston - Downtown TX Bert E. Holmes Standard Grant 889010 1795 SMET 9178 1795 0116000 Human Subjects 0934918 June 1, 2009 A Plan to Prepare In-service STEM Teachers for Certification and Leadership. This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5). Alabama Agricultural and Mechanical University (AAMU), a major Historically Black University, is implementing a planning project with the goal of establishing a vigorous partnership among key stakeholders in northern Alabama and the development of a competitive proposal to (a) support Teaching Fellows (TF) to complete a master's degree in STEM education areas and obtain teacher certification in mathematics and science disciplines; and support Master Teaching Fellows (MTF) to obtain deep content knowledge and to acquire leadership skills, and to (b) develop long-term, evidence-based, and effective strategies to provide mentorship and continuous professional development for TF/MTF. This year of planning focuses on the following objectives: (1) expand and strengthen the existing partnership with the Alabama State Department of Education; (2) establish partnerships with all school districts in eleven counties in northern Alabama; (3) establish close collaborations with supporting partners drawn from non-profit organizations, industries, and other regional professional societies; (4) sponsor outreach activities to inform potential partners, as well as prospective TF/MTF candidates of the proposed program; (5) secure matching funds required for cost share for the five-year scholarship grant application; and, (6) develop and submit a proposal to NSF's Robert Noyce Teacher Scholarship Program. Activities to obtain these planning objectives include: 1. Conducting inclusive and thorough research on the quantity and quality of STEM in-service teachers with baccalaureate and masters degrees in the school districts in the eleven counties that comprise northern Alabama. 2. Assessing the needs of each of the these northern Alabama school districts, as well as determining which districts are characterized as high-need districts. 3. Implementing a feasibility study to determine the scope of a five-year project to develop STEM Teaching Fellows and Master Teaching Fellows, including the pool of STEM professionals and the possibility of going beyond the eleven counties in northern Alabama. 4. Engaging state policy makers at the State Department of Education, including teacher education and certification, as well as regional in-service centers, and superintendents to explore common needs relative to the enhancement of STEM education in the state and to garner support for a full TF/MTF proposal. 5. Interacting with local industry and non-profit organizations to involve them in the goals and opportunities afforded through the TF/MTF and to obtain commitments of matching funds in support of a full proposal. 6. Holding joint meetings among the University's STEM faculty in the Schools of Arts and Sciences, Engineering and Technology, Agriculture and Environmental Sciences with faculty from the School of Education to explore collaborative design of courses and delivery systems, including cyber-resources. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Jones, Edward Annie Wells Mostafa Dokhanian Alabama A&M University AL Kathleen B. Bergin Standard Grant 74999 1795 SMET 9178 9150 7908 6890 0934919 August 1, 2009 The Science Teachers Acquired through New Directions in New Mexico (STAND-NM). Science Teachers Acquired Through New Direction in New Mexico, STAND-NM, is recruiting 21 undergraduate Physics, Chemistry, Biology, and Earth Science majors into the secondary science teaching profession. The STAND-NM is providing a venue for collaboration and involvement of science and education faculty invested in the success of the STEM students that is improving the preparation of these teachers, providing professional development and science-specific induction support for beginning science teachers, and improving the pedagogical content knowledge of secondary science teachers. Highly qualified teachers are graduating from this program with a very strong foundation in both content and pedagogical knowledge. Given the unique and diverse environment New Mexico State University is situated in, the 21 Noyce Scholars are being provided with many opportunities to teach a diverse range of students in high-need areas and the Noyce Scholars are being recruited from under-represented groups, including Hispanics, Native Americans, African Americans, and women. Through education research this program is also adding to the knowledge and understanding of the development of science teachers' pedagogical content knowledge in a population of pre-service teachers who have received the majority of their content knowledge before their pedagogical preparation. A fuller understanding of the development of pedagogical content knowledge is being gained by following these teachers into the early years of their teaching careers. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Neakrase, Jennifer Stephen Kanim Susan Brown New Mexico State University NM Bert E. Holmes Standard Grant 886106 1795 SMET 9178 9150 0116000 Human Subjects 0934921 September 1, 2009 STEM Colorado's Streamline to Mastery. The STEM Colorado Streamline to Mastery project is a professional development program supporting ten Master Teaching Fellows who hold masters degrees and seek additional content-specific educational experiences. Streamline to Mastery teachers receive salary supplements for five years while they continue to teach full time and participate in courses such as Teaching and Learning Physics, Teaching and Learning Biology,and Physics and Everyday Thinking at the University of Colorado, Boulder. Streamline to Mastery teachers also participate in (and form) a community of teachers, university STEM and education faculty, mentor teachers, and novice teachers. This community meets regularly to discuss content-specific instructional issues ranging from how to teach a specific topic in physics to using mathematics and science to empower underrepresented youth. Streamline to Mastery Teachers also participate regularly in the nationally recognized Science Discovery program, which is an informal science education program in Boulder that serves teachers and students in the greater Denver area. It is anticipated that by participating in the program, these teachers will develop expertise as teacher leaders and in teaching various subject-specific content areas. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Otero, Valerie Noah Finkelstein University of Colorado at Boulder CO Joan T Prival Standard Grant 1499569 1795 SMET 9178 7908 0116000 Human Subjects 0934923 July 1, 2009 Math for America Los Angeles: Improving Student Achievement by Focusing on Teacher Quality, Preparation and Professional Development. This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5). Math for America Los Angeles (MfA LA), a non-profit organization formed by the University of Southern California (USC), Claremont Graduate University (CGU) and Harvey Mudd College (HMC), seeks to raise student achievement in the greater Los Angeles area by developing transformational secondary school mathematics teachers. The MfA LA Teaching Fellowship program is designed to attract individuals with talent and passion for mathematics and teaching to the profession, help them receive high-quality training, then provide them with all of the resources that they will need to become effective teachers. The 10 individuals selected to receive a MfA LA Teaching Fellowship under this project commit to a five-year program that includes one year of full-time graduate study and four years of teaching in a public secondary school (middle or high school) in one of the six partnering school districts (Los Angeles USD, Claremont USD, Pomona USD, Hacienda/La Puente USD, Chaffey Joint Union High School District, and Corona-Norco UDSD). Fellows receive a stipend and full tuition scholarship to attend either the Teacher Education Internship Program (TEIP) at the CGU or the Masters of Arts in Teaching (MAT) and Teaching Credentialing Program at the USC. While fulfilling the four-year teaching requirement, Fellows receive up to $20,000 in additional stipends per year and participate in comprehensive professional development with the goal of becoming National Board Certified by the end of the five-year Fellowship period. Professional development is designed in cooperation with the HMC Professional Development and Outreach Group. MfA LA is part of the network of Math for America sites and cooperates with the umbrella Math for America organization, whose goal is to show how the principles behind this effort to improve the quality of mathematics teaching and student achievement can be replicated across the nation. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Gallagher, Karen David Drew Darryl Yong University of Southern California CA Joan T Prival Standard Grant 1500000 1795 SMET 9178 7908 6890 0116000 Human Subjects 0934928 August 15, 2009 UCI Cal Teach Noyce Summer Intern & Scholarships. The University of California, Irvine (UCI) Schools of Physical and Biological Sciences is collaborating with the UCI Department of Education, regional school districts, community colleges, informal science centers, and industry partners to provide the infrastructure for recruiting, training, and providing professional and financial support for future mathematics and science teachers who are to teach in high-need school districts in Orange County, California. Over the five years of the grant, approximately 100 summer internships for freshman and sophomore students are to be awarded. Interns fulfill their commitment by completing academic year preparation activities, summer teaching and training with informal science centers, enrolling in funded summer classes, and cohort trainings with Noyce scholars and UCI faculty. Thirty four junior and senior students enrolled in UCI's Cal Teach 4-year STEM degree with Credential program are to receive scholarships. Scholarship recipients fulfill their commitment by completing their Cal Teach 4-year STEM degree with Credential curriculum, teacher development in-service, and online training. Twenty percent of these internships and scholarships are to be held for students from the local community colleges, all of which are minority-serving institutions. The supportive infrastructure for new teachers includes funding to California Science Teacher Association conferences, semi-annual reunions with Cal Teach and Noyce alumni and fellow new teachers, and mentoring by Cal Teach and Noyce alumni in the schools. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Hughes, Brad James Wood Susan Marshall Debra Mauzy-Melitz Eilizabeth Van Es University of California-Irvine CA Linnea A. Fletcher Standard Grant 900000 1795 SMET 9178 1795 0116000 Human Subjects 0934931 September 1, 2009 The California State University, East Bay Noyce Teaching Fellowship Program. The College of Science and the College of Education and Allied Studies at California State University, East Bay (CSUEB), the Alameda County Office of Education (ACOE), the Stephen D. Bechtel Jr. Foundation, and the Edward Teller Foundation are collaborators on the CSUEB Noyce Teaching Fellowship program. This program increases the number of highly qualified science and mathematics students who obtain a teaching credential and master's degree at CSUEB. It provides scholarships for the first credential/master's year and salary supplements for the subsequent four teaching years for two cohorts of eight Fellows. These sixteen Noyce Fellows complete an innovative cohort-based teacher preparation program, acquire laboratory experience and take advantage of a professional support network and mentoring, which helps them to succeed as teachers in high-need school districts. Throughout the program and into the Fellows' first teaching years, ACOE provides state-of-the-art professional development, in order to retain these new teachers who possess exemplary depth of mathematical and/or scientific content knowledge. Science fellows complete the Master's program that is jointly offered by the Department of Teacher Education at CSUEB and the Edward Teller Educational Center at Lawrence Livermore National Laboratory (LLNL). Partnering with the LLNL provides rigorous scientific training to this group of nascent teachers. This Master's program offers students graduate credit for participation in three summer seminars taught by laboratory scientists and other professionals at LLNL. During the 4th seminar, students are paired with an LLNL scientist with whom they conduct research for 6-7 weeks daily; this typically results in a publication or poster which may appear in a national, refereed journal. Mathematics fellows complete the Master's in Teacher Education, Option in Curriculum at CSUEB. The CSUB Noyce Teaching Fellowship program recognizes that successful teachers must be able to adapt their teaching methods to meet the demands of diverse learning styles in the classroom. Therefore, the CSUEB program is structured to enable students to combine core knowledge and effective teaching methods that will produce successful learning experiences. The Noyce Fellowships support students in CSUEB teacher preparation and Master's programs that promote teamwork, leadership and problem solving and cultivate professional experiences that are designed to strengthen competence, enhance self-confidence and increase the likelihood of committing to teaching as a career. The Noyce Teaching Fellows are expected to become leaders within their schools and districts and furnish the tools that will enable underrepresented groups to be competitive within the increasingly mathematical, scientific and technical workforce. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Hann, Kathy Caron Inouye Rachelle DiStefano Valerie Helgren-Lempesis California State University, East Bay Foundation, Inc. CA Kathleen B. Bergin Standard Grant 1500000 1795 SMET 9178 7908 0116000 Human Subjects 0934934 July 1, 2009 MOEBIUS-Mathematics_On Education Based Integrated Understanding_Scholars. This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5) The MOEBIUS project is addressing the serious shortage of highly qualified secondary mathematics teachers by recruiting, preparing, placing and helping to retain mathematics teachers in the greater Los Angeles area. The MOEBIUS project is combining an innovative curriculum with an effective support network to increase success of students interested in teaching careers resulting in an additional 40 STEM teachers. MOEBIUS is coupling the Three R's framework (Rigor, Relevance and Retention) developed for this project with the newly established Blended Mathematics Teacher Preparation Program at California State University, Los Angeles to improve the preparation and retention of students. The Blended program is preparing students in a considerably shorter time by combining requirements for the undergraduate degree in mathematics and those of the California Single Subject teaching credential. The Three R's framework is providing students with much needed support for future success via three professional development modules. Upon completion of the program, Noyce scholars are being placed in schools of the Los Angeles Unified School District, the largest school district in California. MOEBIUS is demonstrating the effectiveness of these novel approaches toward teacher preparation and retention, and is providing a national model for best practices in mathematics teacher training. In addition, MOEBIUS is increasing the diversity of this highly qualified teacher workforce by effectively engaging, recruiting, training and placing students from this minority-serving institution. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Raychaudhuri, Debasree Frederick Uy California State L A University Auxiliary Services Inc. CA Bert E. Holmes Standard Grant 899966 1795 SMET 9178 6890 1795 0116000 Human Subjects 0934935 June 1, 2009 University of Arizona STEM Noyce Scholars. This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5). This Phase II Noyce Scholarship project is providing twelve $10,000 scholarships annually to junior and senior STEM majors seeking a career in secondary science or mathematics teaching, leading to 40 new teachers. High needs partner school districts are Sunnyside Unified School District (in Tucson) and the Tucson Unified School District. Teachers from these school districts serve on the project's Faculty Advisory Group. Among the duties of the advisory group are holding small group interviews with scholarship applicants and selection of scholarship awardees. Summer internships are available to freshmen and sophomore STEM majors expressing an interest in a teaching career. Examples of the camps are "The Science Detectives" and "Tucson Sweetness: Honey from the Tucson Desert." The former is a forensics science experience involving the Arizona Research Labs, the Tucson Police Department Crime Lab, Pima County Superior Court and the Human Origins Genotyping Laboratory. The latter is working with the Native American Summer Institute, a joint endeavor by two tribal units, the Bee Center and the university. Participants learn principles of economics, biology of bees, dynamics of the hive and mechanisms of colony migration. They work at an apiary at the San Xavier Farm Coop and bottle honey for sale under the name, "Tucson Sweetness: Honey from the Tucson Desert." The project supports the Noyce Scholars' professional development with regard to their awareness and acknowledgement of the factors that challenge high need students' opportunities to receive a quality education. Research associated with the project is contributing to the knowledge base on STEM teachers' perspectives on teaching and learning in high need schools. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Tomanek, Debra University of Arizona AZ Curtis T. Sears Standard Grant 600000 1795 SMET 9178 6890 1795 0116000 Human Subjects 0934942 October 1, 2009 Noyce Professional Engagement for Educators in Math & Science. Thirty one students in Biology Education and Mathematics Education programs are receiving annual scholarships of $10,000 during their junior and senior years. Current best practices in recruitment strategies, pre-service training, and retention strategies for new teachers are utilized. The program also emphasizes professional engagement by early involvement in professional organizations through attendance at state and regional workshops. An attempt is made to interest students in teaching as early as possible so that they can shape experiential learning around gaining insight into the nature and problems of teaching. Under the direction of a Noyce program mentor, students can choose service learning projects, internships, or undergraduate research opportunities to enhance their awareness of teaching. As part of the effort, fifty high school students annually are invited to attend a three day summer camp intended to involve and motivate them toward a STEM major and a possible career in teaching. Student teaching and fulfillment of the Noyce scholars' service obligations are primarily occurring in the Alpine, Nebo and Provo school districts. These high need school districts have been experiencing extreme difficulty in hiring sufficient number of qualified mathematics and science teachers. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Rushforth, Sam Richard Tolman Martha Day Christine Walker Utah Valley State College UT Curtis T. Sears Standard Grant 861437 1795 SMET 9178 1795 0116000 Human Subjects 0934944 July 15, 2009 CSUB Robert Noyce Teacher Scholarship Program - Phase I. This project is awarding scholarships to forty junior and senior students who are pursuing science or mathematics degrees and who simultaneously enroll in a teacher certification program. The scholars will be credentialed to teach secondary math or science upon graduation. The project is a cooperative effort between the university, its main feeder community colleges - Bakersfield College and Antelope Valley College - and the largest high school district in California, Kern High School District. Scholars are being supported through a number of proven strategies, including mentoring, targeted advising, and induction support. Internships are also being offered to seven first-year and second-year students to participate in summer programs or to work with a local museum. The project is being rigorously assessed to determine the effectiveness of the recruitment and retention strategies and to determine the impact of the program on the scholars' content knowledge, instructional practices, and attitudes about teaching and learning. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Gebauer, Andreas Kamel Haddad Dirk Baron Carl Kloock Natalie Tran California State University-Bakersfield CA Linnea A. Fletcher Standard Grant 899684 1795 SMET 9178 1795 0116000 Human Subjects 0934945 September 1, 2009 Noyce Math Scholars. The Noyce Math Scholars project at the University of Colorado Denver (UCD) aims to recruit mathematics students with academic talent and financial need as secondary math teachers and to prepare them in an exemplary manner to pursue a teaching career in a high needs school district. Over the course of five years, the project is awarding 47 scholarships in the amount of $12,000/year leading to 23 new mathematics teachers. The Noyce Scholars are eligible to receive scholarships for two years. The program involves recruitment activities, newly developed coursework, and activities aimed to increase both the number of mathematics majors who pursue secondary teaching and the quality of their preparation. The Noyce Mentor facilitates many of these activities, serving as a consistent mentor to potential and actual Noyce Scholars from their freshman year of college through their induction year of teaching, and helping the program's leadership build a vital Noyce Scholarship learning community at UCD. To implement the program, UCD is collaborating with Aurora Public Schools (APS), which serve as the site for many field and informal learning experiences available to potential applicants and the Noyce Scholars. Aurora Public Schools participate in the selection of the Noyce Scholars and actively recruit Noyce Scholars for potential employment in secondary mathematics positions. The Department of Mathematical and Statistical Sciences is collaborating in the redesign of the undergraduate secondary math teacher component of this program with the Noyce Scholarship Program leading the cutting edge of this redesign. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR White, Diana Carole Basile Karen Koellner University of Colorado at Denver CO Joan T Prival Standard Grant 896985 1795 SMET 9178 1795 0934946 August 1, 2009 Cal Poly Pomona Teaching Fellow and Master Teaching Fellow Project - Planning Grant. This planning grant project at Cal Poly Pomona aims to develop partnerships with regional school districts and non profit organizations to develop a competitive grant proposal for submission to the Teaching Fellowships and Master Teaching Fellowships track of the Noyce Scholarship Program. The dynamic state of external factors affecting its teacher preparation programs has led Cal Poly Pomona to seek to build new school partnerships that allow for implementation of long-term investment strategies in STEM teachers who are trained specifically for success at low performing schools, and can be responsive to particular changes affecting districts or the university. As part of the planning process, a committee composed of administrators and faculty from three colleges at Cal Poly Pomona (Science, Engineering, and Education and Integrative studies), and of representatives from new nonprofit and school partners, is articulating a program for assisting individuals with STEM degrees to earn credentials and enter the local teaching community. The program is being designed to include both Teaching Fellows and Master Teaching Fellows components, to integrate into existing professional development school models, and to incorporate the range of experiences and support mechanisms needed to foster high teacher retention rates in the partner schools. To reach high needs schools that have not been easily served by regional state universities, the planning committee is also exploring the feasibility of developing a hybrid technology-based program to train and support new teachers, master teachers, and teacher mentors. The planning period is expected to result in a full proposal that will expand significantly the types of students who earn credentials from Cal Poly Pomona in STEM fields, as well as the number of well prepared and knowledgeable STEM teachers in the region, with a subsequent impact on curricular design, student support and the overall intellectual climate for STEM learning in high need urban districts. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Straney, Donald Margaret Kelly Cal Poly Pomona Foundation, Inc. CA Deborah E. Allen Standard Grant 62977 1795 SMET 9178 7908 0934951 June 1, 2009 Cal Teach at Berkeley: Robert Noyce Teacher Scholarship Program. This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5). The Cal Teach at Berkeley Robert Noyce Teacher Scholarship Program is supporting undergraduate students in mathematics, science and engineering toward their disciplinary degrees and K-12 teaching credentials, with a focus on teaching in urban schools. The program is engaging 12 lower division students per year in math and science teaching through summer internships with local research, professional development, and outreach partners, and is providing scholarships to 10 upper division students per year who are engaged in the new Cal Teach program. The scholarship awards are highly visible within the STEM disciplines, and are identified as awards reflecting student accomplishment and prestige. The Robert Noyce Teacher Scholarship program is building on the growing program that Cal Teach has created to encourage STEM undergraduates at Berkeley to pursue careers in math and science teaching, particularly in urban schools, and on strong existing partnerships with local school districts (Berkeley, Emery, and Oakland Unified) and with local research and outreach institutions (Lawrence Hall of Science and the Chabot Space and Science Center). Cal Teach is an integrated program, with early and frequent field placements; this allows aspiring teachers to develop both deep subject matter understanding and exemplary pedagogical skills as they engage in both theory and practice. To accomplish this, Cal Teach engages faculty from the STEM content areas as well as from the Graduate School of Education through an interdisciplinary approach to teacher preparation that has been shown to be critical in the context of training secondary math and science teachers for urban schools, where high quality teachers are severely lacking. Cal Teach is committed to equity in education for every student, promoting social justice through mathematics and science learning. The Robert Noyce Teacher Scholarship Program brings outstanding students who share this commitment into Cal Teach, with the goal of simultaneous disciplinary degrees in STEM majors and a teaching credential in math or science. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Nolan, Deborah George Johnson Xiaoxia Newton University of California-Berkeley CA Deborah E. Allen Standard Grant 900000 1795 SMET 9178 6890 1795 0116000 Human Subjects 0934953 June 1, 2009 Mathematics Studio Fellowship Program - A Model for Mentoring New and Master Teachers. This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5). The Mathematics Studio Fellowship Program involves a close collaboration between Oregon State University (OSU) and Teachers Development Group (TDG), a non-profit organization for K-12 professional development in mathematics. It builds on a pilot program for the studio classroom begun through the Oregon Mathematics Leadership Institute (OMLI) Partnership. The OSU and TDG partners are providing a 5-year professional development cycle for 8 Master Teaching Fellows (MTF), and a 5-year master's degree and professional development program for 4 Teaching Fellows (TF). Participating high needs school districts use the mathematics studio classroom model, allowing for tight connections between the MTF and TF components of the program. During the M.S. degree year, the pre-service TFs attend studio classroom cycles, and later work as teachers in districts that have adopted the studio classroom model. In a mathematics studio classroom, which embodies many of the evidence-based principles for effective professional development, school teachers and administrators sit on the periphery of the classroom, observing while a peer (the studio teacher) conducts a lesson with actual students. At the teacher's side is a coach who can suggest teaching strategies "in the moment." Immediately following the lesson the resident teachers and administrators, the studio teacher, and the coach engage in facilitated discussion about the mathematics of the lesson, the mathematical thinking of the students as evidenced by the classroom discourse, and the influence of the teaching decisions and moves made during the class. In this project, the MTFs serve as studio teachers, help to plan the studio cycles, and begin to assume the role of coach. In addition they assist with the design and co-teaching of a seminar in best practices in teaching mathematics that is offered to the TFs. TFs participate as resident teachers in the studio classrooms during their earliest field experiences. This model is thus serving as a greenhouse for encouraging and nurturing deep and substantive professional discourse about mathematics and student learning in the real context of classroom teaching. The studio classroom structure is especially helpful in supporting and nurturing new teachers by inducting them into a highly functioning professional learning community. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Dick, Thomas Linda Foreman Rebekah Elliott William Rhoadees Oregon State University OR Deborah E. Allen Standard Grant 1500000 1795 SMET 9178 7908 6890 0116000 Human Subjects 0934954 August 1, 2009 Arizona Master Teacher Program for Mathematics: AZ-MTM. The Institute for Mathematics and Education (IM&E), the Department of Mathematics at the University of Arizona (UA), and a consortium of key stakeholders including high-needs schools and districts, university departments and programs, local educational agencies, non-profits and businesses are engaged in planning to develop a Master Teaching Fellows proposal. The AZ-MTM Consortium is bringing together a wide group of stakeholders interested in the retention of mathematics teachers in low-income schools through the development of teacher leaders. Participants in the planning include high needs schools and districts (Tucson and Sunnyside Unified School districts); experts in mathematics education and professional development (CRR, IM&E, and Arizona Teacher Initiative (ATI).); and regional education and business agencies: the Office of Pima County Schools, a State Education Agency (SEA), and Tucson Values Teachers, a regional business/education partnership working to provide incentives, internships and professional development opportunities for teachers. During the planning period the consortium is designing a comprehensive program for the Arizona Master Teacher Program for Mathematics (AZ-MTM), making use of existing professional development opportunities, identifying and securing commitments for matching funds, and developing a comprehensive evaluation plan. Planning activities include establishing a timeline and process for a needs assessment regarding teacher shortages as well as an action plan for designing the AZ-MTM program including protocols for recruiting teachers, courses and professional development and comprehensive program evaluation. The Institute for Mathematics and Education (IM&E) which has acquired a national reputation for bringing together mathematicians, educators and teachers for effective collaboration, is coordinating the planning year. The program will build on courses being developed under a NSF Math Science Partnership grant, the Arizona Teacher Initiative (ATI). ROBERT NOYCE SCHOLARSHIP PGM DUE EHR McGraw, Rebecca Daniel Madden William McCallum University of Arizona AZ Joan T Prival Standard Grant 74657 1795 SMET 9178 7908 0934958 September 1, 2009 Robert Noyce Teacher Scholarship Program at California State University, Stanislaus: Teachers from the Valley, for the Valley. This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5). The Robert Noyce Teacher Scholarship Program at California State University, Stanislaus (CSU Stanislaus) is increasing the number of university students preparing to teach science and mathematics in a six-county service area including California's Northern San Joaquin Valley and adjacent foothills, one of the fastest growing regions of California. The goals of the project are to increase the number of STEM students and professionals pursuing careers in 7th -12th grade mathematics and science education through scholarships and stipends; to develop cohorts and directed experiences that make them better prepared for these roles; and to provide them with resources and a cohort support system that increases retention and success in the workplace. An interdisciplinary team of faculty from the Colleges of Natural Sciences and Education provides an enhanced academic experience for the Noyce Scholars to prepare them in both content understanding and pedagogy. Students participate in early field experiences and service learning projects in high need schools. Nineteen undergraduate STEM majors and 15 STEM professionals (career-changers) are supported through Noyce scholarships and stipends leading to 34 new science and mathematics teachers. The Northern San Joaquin Valley region is characterized by limited economic attainment and low educational achievement. The improvement of the region's economic and educational situation hinges on sufficient numbers of qualified math and science teachers. The project includes several partnerships in the area, including the Stanislaus County Office of Education, the Lodi Unified, Merced City, Modesto City, and Stockton Unified school districts, as well as several higher education institutions including the regional community colleges (Columbia College, Merced College, Modesto Junior College, and San Joaquin Delta College) and the University of California Merced. The CSU Stanislaus Teacher Credential Program recruits a high percentage of cultural minority students and focuses on preparing teachers to work with diverse student populations. This program also recruits more than 90% of its students from the local region and over 90% of them accept teaching jobs in the area, enabling the project to recruit the top future Teachers from the Valley, for the Valley. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Stevens, Michael Juan Flores California State University-Stanislaus CA Joan T Prival Standard Grant 895946 1795 SMET 9178 6890 1795 0116000 Human Subjects 0934962 September 1, 2009 OxyMS Teaching Scholars. The goal of the OxyMS Teaching Scholars project is to increase the number of highly qualified math and science teachers in high-need urban high schools through recruitment and retention of fifth-year students and/or STEM professionals committed to teaching. In order to serve the local community urban high schools, recruitment emphasizes areas/places with high proportions of underrepresented groups including community colleges and minority engineering professional associations. The project is recruiting and retaining 40 Occidental fifth-year students and/or STEM professionals to complete their teaching credential for grades 7 -12. This Phase I proposal is a collaboration between Occidental's Education, Mathematics, and Chemistry departments, and three community urban high schools - Franklin, Lincoln, and Eagle Rock High School (Los Angeles Unified School District). Faculty are coordinating/facilitating a monthly mentoring group for the Teaching Scholars and other math and science undergraduates who might be interested in teaching (recruiting purposes). Occidental faculty and the Center for Community-Based Learning (CCBL) are collaborating with Franklin, Lincoln, and Eagle Rock High Schools to provide bi-annual (fall and spring) seminars for the math and science teachers (including the student teaching master teachers) to create a professional network to support the OxyMS Teaching Scholars. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Alegria, Adelina Chris Craney Occidental College CA Joan T Prival Standard Grant 739398 1795 SMET 9178 1795 0116000 Human Subjects 0934964 July 1, 2009 Robert Noyce Teacher Scholarship Program II. This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5). The goal of the California Polytechnic University, Pomona (Cal Poly Pomona or CPP) Phase II Noyce project is to increase the number of highly qualified elementary, middle, and secondary mathematics and science teachers in two partner districts (Pomona Unified School District and Hacienda-La Puente School District) by providing Noyce scholarships to 20 STEM majors supported for up to two years, including the postbaccaluareate credentialing year. Given the urban, high-need, and highly diverse nature of these districts, the overall recruiting strategy focuses on finding candidates from underrepresented groups who exhibit a passion for teaching and a commitment to working in high need schools. This project expands the pool of Noyce Scholarship recipients to recruit STEM majors into elementary teaching as well as secondary teaching and to recruit engineering majors into teaching. Freshmen and sophomores receive internships to participate in summer enrichment programs including migrant programs focused on robotics, the Biotrek experiences, Project Lead the Way Institutes, and the San Gabriel Valley Math Project. The freshmen and sophomore mathematics, science, or engineering majors work with faculty on collaborative projects targeted at school-age students. The intent is to provide them with a glimpse into the teaching of science, technology, engineering, and math (STEM) content in an informal setting. In addition, the proposed program leverages the Phase I program scholar support activities by creating a range of enhanced collaborative support mechanisms for Noyce Scholars. There is coordinated support for intern teachers prior to their receipt of the full credential and increased emphasis is placed on the coordination of partner district and CPP support during the induction period. Project activities include building a professional learning community with scholarship awardees to support their success in content preparation and in the professional education program. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Stallones, Jared Mariappan Jawaharlal Homeyra Sadaghiani Cal Poly Pomona Foundation, Inc. CA Joan T Prival Standard Grant 597520 1795 SMET 9178 6890 1795 0116000 Human Subjects 0934965 June 1, 2009 Recruiting, Preparing, and Retaining Diverse Science and Mathematics Teachers: The La Verne Noyce Teacher Scholars Program. "This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5)." The La Verne Noyce Teacher Scholars (LVNTS) program is a collaborative effort between the University of La Verne's College of Arts & Sciences (CAS),the College of Education & Organizational Leadership (CEOL), and local high need school districts in Southern California. The LVNTS program provides two scholarship options. The first option is for undergraduate transfer or in-house Biology, Mathematics, Chemistry, and Physics majors interested in teaching. The undergraduate scholarship provides tuition support for the junior and senior years, and credential year one. The second option is for Science, Technology, Engineering, and Mathematics (STEM) graduates from other institutions who desire to become teachers in STEM disciplines. The graduate scholarship provides tuition support for the year long certification program. Twelve three-year awards (junior through fifth year) and 8 one-year awards (certification only) are anticipated. In addition, the LVNTS program provides summer internship opportunities for undergraduates focusing on STEM disciplines and teaching in summer science camps and working with faculty. Fourteen internship opportunities are being offered. Every candidate that is recommended for a credential by the state of California must complete a two-year Beginning Teacher Support & Assessment Induction Program to clear his/her credential. As part of this program, a qualified mentor teacher supports the new teacher. In addition, the LVNTS program coordinator and a support group, composed of former La Verne students now past their first two years of teaching, maintain contact with the Noyce Scholars to provide support, assess their needs, and verify service. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Broussard, Christine Vanessa Preisler Marga Madhuri Yousef Daneshbod Donna Nasmyth University of La Verne CA Linnea A. Fletcher Standard Grant 899746 1795 SMET 9178 6890 1795 0116000 Human Subjects 0934967 June 1, 2009 Fresno State Teaching Fellows (FRESTEF). This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5). The Fresno State Teaching Fellows (FRESTEF) program at California State University-Fresno is increasing the pool of highly qualified science and mathematics teachers in the Central Valley of California through a comprehensive design requiring Fellows to complete either a Master of Arts or Master of Science degree in the sciences or mathematics, in conjunction with completion of requirements for a secondary school teaching credential, thus creating excellent bridges between pedagogy and advanced STEM content. The program features extensive involvement of STEM faculty through instruction in graduate level programs, professional development workshops, and mentoring of FRESTEF Fellows. The program builds upon the strong foundation of two successful Noyce programs by offering special programmatic support for the Fellows, including seminars on teaching in high needs schools, summer research opportunities with established programs at the U.S. Department of Energy Labs, and exemplary summer institutes which provide future and current science and mathematics teachers with high quality, research-based curricula. The project is providing fellowships and support to 18 highly trained science and mathematics teachers who are expected to become key role models and leaders in their school districts. Through extensive involvement of FRESTEF Fellows with the National Science Digital Library (NSDL)/Noyce Commons and emerging on-line community, the products of the Fellows program (including contributions in the form of on-line publications, lessons, and other teaching and learning resources) are being widely disseminated throughout the Noyce community in California. Partners include the Central Valley Science Project, San Joaquin Valley Mathematics Project, Lawrence Livermore National Laboratory, Lawrence Berkeley National Laboratory, Math for America, and the Science Teacher and Researcher Program. School district partners include Fresno, Clovis, Madera County, and Fowler School Districts. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Andrews, David Frederick Zechman Carol Fry Bohlin Lance Burger California State University-Fresno Foundation CA Joan T Prival Standard Grant 1500000 1795 SMET 9178 7908 6890 0116000 Human Subjects 0934970 July 1, 2009 CESME Teaching Fellow Planning Grant. The Center for Excellence in Mathematics and Science Education (CEMSE) at California State University Fullerton is establishing the partnership for a future Noyce Teaching Fellowship project; conducting a needs assessment to determine specific areas of teacher shortages and interest among STEM professionals in the Fullerton/Orange County area; identifying sources for matching funds; and designing programs that would be offered to CEMSE Teaching Fellows. The project is addressing alignment of the credential and graduate teacher education programs and alignment of four master's degree programs with the National Board Certification process. In addition, the project team is determining how programs might be revised to meet needs of science and math teachers and to address science and mathematics concepts that are least well-understood, and determining appropriate inclusion of information, communication, and educational technologies in the teacher education programs. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Bonsangue, Martin Victoria Costa Mark Ellis Ruth Yopp-Edward California State University-Fullerton Foundation CA Joan T Prival Standard Grant 75000 1795 SMET 9178 7908 0116000 Human Subjects 0934972 August 1, 2009 CSUN NSF Teaching Fellowship Program. The CSUN NSF Teaching Fellowship Program represents a partnership among California State University Northridge, the Los Angeles Unified School District (the second largest district in the nation), and the non-profit Art Center College of Design. The partners are working together to develop and retain eleven Teaching Fellows and five Master Teaching Fellows who will be secondary mathematics teachers able to lead efforts to improve mathematics instruction in their schools and districts. The Fellows are participating in courses and professional development activities that are designed to meet the needs of professionals teaching in high-need, urban settings. The goals of the project include providing Fellows with professional development opportunities such as mentoring, summer workshops, and in-service activities, increasing achievement of students as measured by their Academic Performance Index scores, and improving the long-term retention of the Fellows. The Master Teaching Fellows are providing leadership in the supervision of student teachers who are employing research-based pedagogies. The project is being rigorously assessed to determine the impact of the program on the Fellows' content knowledge, instructional practices, and attitudes about teaching and learning and ultimately the impact of the program on the attitudes and achievement of the students they teach. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Evans, Kellie Silvia Fernandez Ivan Cheng Julie Gainsburg The University Corporation, Northridge CA Joan T Prival Standard Grant 1500000 1795 SMET 7908 9178 0116000 Human Subjects 0935049 February 19, 2009 Bio-Organic Reaction Animations. Chemistry (12) This project continues development of a biochemistry oriented visualization program, Bio-organic Reaction Animations (Bio-ORA). As a result of the proof-of-concept phase of its development, Bio-ORA currently has animations of three enzymatic processes. The next level of development includes a total of 15 enzymes represented in the final product. Other bio-molecules being targeted in this project are sugars (the conversion of Fischer projections into 3D structures, mutarotation, disaccharides, oligosaccharides), amino acids (secondary structure, alpha helix, beta turns and sheets), nucleosides (DNA formation, hydrogen-bonding in duplex, major/minor groove, intercalation), and lipids (micelle formation, lipid bilayer, steroidal structure, lipophilic interactions). The product is designed for students learning bio-organic chemistry in organic and biochemistry classes. The evaluation of the project is intended to guide development of Bio-ORA and to establish the value of using this visualization program. The recommendations of the users are being used to improve the content and delivery of the material. The dissemination of Bio-ORA is via web access and perhaps ultimately through a publishing company. This teaching tool is being presented at professional meetings, and the evaluation results will be published. Intellectual Merit: For students to be able to appreciate and contribute to the understanding of biological processes, it is essential that they learn the chemistry that governs biology. The Bio-ORA products facilitate both teaching and learning of biochemical processes at the molecular level by providing a means of visualizing biochemical reactions and structures in a three-dimensional format. Use of the software provides instructors with additional means of presenting complex concepts to students, and encourages instructors to focus on helping students to understand biochemical processes rather than to memorize names of structures and compounds. As students learn the principles that govern representative biochemical processes, they are better prepared to understand unfamiliar biochemical transformations. This process not only facilitates learning but likely improves the students' perception and understanding of the biological sciences in general. The impact that this software has on student learning and perception is being carefully measured. Information from these studies is providing an increased understanding of the role 3D technology can play in the learning process, and is helping to improve the product. Broader Impacts: The goal of this project is to reach an international audience and to have an impact on the teaching of bio-organic chemistry worldwide. This outreach naturally includes students of diverse cultures, diverse learning styles, and diverse educational backgrounds. Current partners include instructors at small colleges, including Southern Utah University, Pennsylvania State University-Schuylkill, Brigham Young University-Idaho, and Brigham Young University-Hawaii, which has >50% non-white enrollment. Another impact of the project is the improvement of the use of 3D technology. Applications for Chime, Java3D, Cult3D, VRML, and Viewpoint that allow for visualization of 3D images are likely to be appreciated by future software developers. CCLI-Phase 2 (Expansion) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Fleming, Steven Temple University PA Susan H. Hixson Standard Grant 401356 7492 1536 SMET 9178 0936193 July 1, 2009 Script Realization for an Engineering Focused Narrative Television Series. Engineering Other - (59) As a means to enhance technological literacy, attract more young people to careers in engineering and contribute to the sustainment of the national capacity for technological innovation, the Center for the Advancement of Scholarship on Engineering Education (CASEE) of the National Academy of Engineering (NAE) has designed this project effort to increase public awareness of the role of engineering. This project builds upon initial project efforts and progress made by: (a) developing a two-hour movie script for a television series pilot; (b) soliciting network interest in broadcasting the pilot and optioning the on-going production of a television series; (c) identifying a professional management firm to represent the interests of NAE as a proxy for the engineering community as the series is developed; (d) determining broadcast network interest in the production of a series based upon the pilot; (e) building a coalition of funders to support production; and (f) building a coalition of supporters in the engineering community. CCLI-Phase 2 (Expansion) DUE EHR Fortenberry, Norman National Academy of Sciences DC Lesia L. Crumpton-Young Standard Grant 199852 7492 SMET 9178 0936326 May 1, 2009 Mentorship Facilitation and Evaluation Services for the SFS Program. FED CYBER SERV: SCHLAR FOR SER DUE EHR Adams Shorter, Alexis PERSONNEL MANAGEMENT, U S OFFICE OF DC Victor P. Piotrowski Interagency Agreement 95000 1668 SMET 9178 0936495 February 13, 2009 Collaborative Project: The OCKHAM Library Network, Integrating the NSDL into Traditional Library Services. This NSDL Services project is developing networked middleware to facilitate and expand access to the content and services of the NSDL through the existing national infrastructure of traditional libraries and their service programs. Additionally, the collaborative project team is creating a reference model for integrating the NSDL into traditional library services; evaluating the utility, usage, and impacts of the local library tested services on the participating campus communities via web log analysis, focus groups, and usability studies; and disseminating results and facilitating growth of the network among an expanding group of institutional partners. By stimulating an extensible framework for networked peer-to-peer interoperation among the NSDL and traditional libraries, this project is also advancing the dialog between librarians and researchers. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Frumkin, Jeremy University of Arizona AZ Herbert H. Richtol Standard Grant 77581 7444 SMET 9178 0937056 May 15, 2009 A Proposal to Provide Technical Assistance to Increase the Participation and Competitiveness of Minority-serving Institutions in the MSP Program. This project supports a two-day workshop to provide technical assistance to minority serving institutions (MSI) considering submission to the MSP Targeted competition. Each team attending the workshop consists of a scientist or mathematician, an education faculty member and a school district representative. To be eligible to attend, the team sends in a short description of what is planned. Follow-up evaluation focuses on the number of proposals submitted and the number of awards made. MSP-OTHER AWARDS DUE EHR McBay, Shirley QUALITY EDUCATION FOR MINORITIES NETWORK DC Elizabeth VanderPutten Standard Grant 147619 1793 SMET 9177 0937521 May 15, 2009 Assessment of an Interactive Web-Based Model for Proposal Writing Workshops. This project is exploring a web-based approach for delivering an interactive proposal writing workshop. Highly interactive, on-site workshops, although effective in improving grant writing skills, are costly, time consuming and generally only reach a limited audience. The project is testing whether this type of presentation can be converted to a web-based format. The plans call for a pilot involving at least ten remote sites with ten or more local participants at each. The web-based model includes a local workshop facilitator to coordinate the activities at each site and to serve as an interface between the participants at that site and the workshop leader. Survey data is being used to determine the effectiveness of the approach and to identify improvements. If the interactive web-based proposal writing workshops proves to be effective, the potential for reaching a broader audience of faculty members at diverse and sometimes remote campuses will be greatly enhanced. CCLI-Phase 1 (Exploratory) DUE EHR Seals, Roger Louisiana State University & Agricultural and Mechanical College LA Russell L. Pimmel Standard Grant 19993 7494 SMET 9178 9150 0937629 October 1, 2009 QIC: Query in Context for Educational Collections. With its accessibility and explosive growth of content, the NSDL repositories are in a prime position to provide quality material teachers and other knowledge seekers need. Still, studies show teachers' dissatisfaction with online resources. They are frustrated with the time-consuming manual effort to retrieve and review each link when searching for appropriate material. This often leads to settling for good enough content. To sustain and increase the utilization of NSDL's quality resources, it is important a more sophisticated methodology for query and retrieval be developed. Query in Context for Educational Collections (QIC) is a research project utilizing context sensitive retrieval, semantic query analysis, and concept extraction techniques to create QIC's portable unified knowledge discovery system. QIC minimizes human intervention in the extraction process and reduces the number of contextually inaccurate results displayed. It revolutionizes individual search by shifting the burden of information overload from the user to the computer. QIC's functionality extends NSDL's NCore search services without significant changes to the format and organization of digital collections or extensive additional user provided data. With QIC, teachers find relevant information in the initially retrieved entries, thereby increasing satisfaction through reduced time and effort. This effectiveness improves digital library utilization, encourages knowledge seeking, and idea exploration. This contributes to the sustainability of NSDL and partner collections. QIC's long-term goal is to provide personalized information retrieval by discovering information in multiple formats and incorporating Web2.0 tools to improve the display and relevance of results. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Song, Min New Jersey Institute of Technology NJ Herbert H. Richtol Standard Grant 149985 7444 SMET 9178 0116000 Human Subjects 0937630 September 15, 2009 The Last Mile: Linking K-12 Educators with Cyber-enabled Learning Environments. This project builds on Dr. Recker's past work in the area of enhancing technology integration into instructional development for teachers. The project uses the web-based teacher authoring tool, Instructional Architect (IA) and a technology-oriented teacher professional development model, called DLConnect. Together, these help K-12 teachers in creating classroom activities for their students using online learning resources found in the National Science Digital Library (NSDL) and on the web. The current project substantially revises the IA tool and enhances the DLConnect teacher professional development (TPD) model to help teachers integrate NSDL resources with effective, inquiry-oriented pedagogical practices. A rigorous research program examines and evaluates the impact of this model on teachers' and their students' knowledge, attitudes, and behavior toward technology-oriented instruction. Quantitative and qualitative research methods are used to assess and evaluate research outcomes. Quantitative methods use quasi-experimental studies to compare the inquiry-oriented TPD with the existing, technology-oriented TPD model. Qualitative methods use in-depth case studies to help explain results. This project supports teachers in crossing the 'last mile' between producers of online resources and the teachers who use them. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Recker, Mimi Andrew Walker Utah State University UT Daphne Y. Rainey Standard Grant 149980 7444 SMET 9178 0116000 Human Subjects 0937731 August 1, 2010 Cross-Linked Models (XLM). The Cross-Linked Models (XLM) project links learning resources to and from the Open Source Physics (OSP) Collection within the comPADRE NSDL Pathway by engaging students, teachers, and the general public in physics, computational physics, and computer modeling. This goal is achieved by modifying existing models or creating new models that are indexed and cross-referenced to journal articles, by publishing descriptions of new simulations in the American Journal of Physics and The Physics Teacher, by incorporating OSP items into American Physical Society education and outreach projects, by establishing relations (comPADRE cross references) between OSP Collection items and other comPADRE collections, and by linking OSP Collection items to entries in Creative Commons friendly websites, such as Wikipedia. The XLM project impacts education nationwide by strengthening the ties between the American Physical Society and the American Association of Physics Teacher's professional societies and the comPADRE NSDL Pathway. Although the development of new simulations is an outcome of the XLM grant, OSP developers will continue to create new materials. The primary purpose of the XLM is to add context and value to resources and to make this material more useful for digital library users. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Christian, Wolfgang Davidson College NC Herbert H. Richtol Standard Grant 149977 7444 SMET 9178 0116000 Human Subjects 0937751 September 15, 2009 Incorporating an Internet-Mediated Community of Practice for the Analytical Sciences Into the Analytical Sciences Digital Library. The Analytical Sciences Digital Library (ASDL) is a web-based collection of resources for undergraduate STEM education in the analytical sciences. This project increases the usefulness of the ASDL by adding new services to promote the library's visibility to its users and foster community building between teachers and practitioners of the analytical sciences. New features to the library include automatic notification of newly added content through utilities such as email alerts or RSS feeds, personal space where users can organize ASDL content, a system to allow user ratings and annotations to library content, user-generated discussion forums and the ability to share pedagogical methods based on library content. The added features emphasize the creation of a disciplinary-focused internet-mediated community of practice to serve as a model for how an NSDL digital library can foster shared development of resources and bring together faculty from remote regions. The internet-mediated community of practice developed through this project serves as a model for broadening participation by faculty members at comprehensive universities, liberal arts colleges, and community colleges. The ASDL features cumulatively work to increase effective teaching and resources for undergraduate analytical sciences. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Harvey, David DePauw University IN Daphne Y. Rainey Standard Grant 81272 7444 SMET 9178 0937759 September 15, 2009 Personalized Access to NSDL. The WGBH National Center for Accessible Media is embedding the capacity to transform and customize presentation of NSDL resources based on individual user profiles. The project focuses on making middle school resources more accessible to support students with disabilities during the critical transition in STEM learning that occurs in the middle school years. The Integrated Service offered by this initiative builds on collaborative work embodied in the custom NSDL Access For All portal standard which enables digital delivery systems to match a user's specific accessibility needs to the characteristics of a resource. The service benefits any collection that provides Access For All metadata to the NSDL Data Repository and thereby greatly extends the usefulness of NSDL by enabling students and teachers with disabilities to independently access and benefit from NSDL resources. This system-wide application enables the use of universal design features for all NSDL resource collections for diverse learners. The schema is documented for use by all collections. Training sessions support catalogers in evaluating accessibility of existing resources and in making new resources accessible as they are added to the data repository. External evaluation is concurrently documenting the effectiveness of project activities and outcomes on partner collections. Evaluation includes assessing the impact on NSDL, other digital repositories and on educators and organizations supporting learners with disabilities. A publicly documented metadata schema, recorded in the NSDL community, ensures that new collections can add Access for All metadata at any time and is automatically promoted in the NSDL Access For All portal. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Rothberg, Madeleine WGBH Educational Foundation MA Daphne Y. Rainey Continuing grant 169140 7444 SMET 9178 0937791 November 1, 2009 Collaborative Research: Cyberlearning at Community Colleges (C3): Faculty Scholarship, E-science, and Open Curriculum. Biological Sciences (61) The objective of this project is to provide structured professional development opportunities that engage undergraduate biology faculty in exploring contemporary teaching practices. Biology, microbiology, anatomy and physiology faculty participate in twelve workshops emphasizing collaborative curriculum development and in project-based online group work. Professional development activities are built around the effective use of existing and publicly accessible digital library materials; networked computing and communications technologies; and E-science resources. This project, conducted jointly by the University of Pittsburg and Beloit College, engages biology faculty in cyberlearning experiences and prepares them to help their students take advantage of cyberlearning opportunities. This work provides insights into the ways that science educators take advantage of new knowledge-sharing tools to make their own learning accessible, and how enhancing the collective understanding in professional teaching communities informs the use of these same tools in classrooms. This project addresses challenges faced by community college science educators by helping biology faculty enhance science teaching and learning by effectively using publicly available materials and tools. By partnering with teaching societies and digital libraries that actively reach out to two-year faculty the project has access to workshop attendees and large numbers of teachers who participate in online faculty development projects. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Donovan, Samuel University of Pittsburgh PA Victor P. Piotrowski Continuing grant 127424 7444 SMET 9178 0937796 December 1, 2009 Collaborative Proposal--Evaluation of ChemEd DL: Extending a Unique Pathway for Chemical Education. This collaborative Pathways II proposal provides continued funding for the Chemical Education DL. The Chemical Education DL is unique among the Pathways as it is a collection of digital assets, not a collection of links. Consequently, they are not subject to URL decay as many portions of NSDL content are. The goals of the Chemical Education DL are: 1)Support students, teachers, the public, and members of the ACS by making available content, pedagogy, communication tools, and professional development resources; 2) Leverage resources of the world?s largest scientific society and foremost chemical education journal to develop and support communities of users, teachers, and developers; 3) Enhance awareness, usage, and development of digital resources through outreach to the K-graduate educational community; 4) Collaborate with the NSDL and its constituent projects to expand NSDL services and promote usage of NSDL resources. In addition to furthering the original goals, during the continuation phase the underlying technical/architecture will be strengthened and fully integrated. Other major enhancements include 1) movement of additional content to the DL from the Journal of Chemical Education, the ACS Education Division and the ACS Division of Chemical Education, 2) development of "more effective means of evaluating the efficacy of the Chemical Education DL resources." NATIONAL SMETE DIGITAL LIBRARY DUE EHR Bunce, Diane Catholic University of America DC Curtis T. Sears Standard Grant 150286 7444 SMET 9178 0116000 Human Subjects 0937800 November 1, 2009 Collaborative Research: Cyberlearning at Community Colleges (C3): Faculty Scholarship, E-science, and Open Curriculum. Biological Sciences (61) The objective of this project is to provide structured professional development opportunities that engage undergraduate biology faculty in exploring contemporary teaching practices. Biology, microbiology, anatomy and physiology faculty participate in twelve workshops emphasizing collaborative curriculum development and in project-based online group work. Professional development activities are built around the effective use of existing and publicly accessible digital library materials; networked computing and communications technologies; and E-science resources. This project, conducted jointly by the University of Pittsburg and Beloit College, engages biology faculty in cyberlearning experiences and prepares them to help their students take advantage of cyberlearning opportunities. This work provides insights into the ways that science educators take advantage of new knowledge-sharing tools to make their own learning accessible, and how enhancing the collective understanding in professional teaching communities informs the use of these same tools in classrooms. This project addresses challenges faced by community college science educators by helping biology faculty enhance science teaching and learning by effectively using publicly available materials and tools. By partnering with teaching societies and digital libraries that actively reach out to two-year faculty the project has access to workshop attendees and large numbers of teachers who participate in online faculty development projects. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Jungck, John Ethel Stanley Beloit College WI Victor P. Piotrowski Continuing grant 55800 7444 SMET 9178 0116000 Human Subjects 0937808 September 15, 2009 Collaborative Research: Sustaining the Pathway for K-Gray Engineering Education. The K-Gray Engineering Pathway (EP) serves as the engineering "wing" of the National Science Digital Library (NSDL) and provides resources and services to users and collection developers from a broad spectrum of engineering constituencies. During the last several years EP substantially grew its user base and number of catalog records in both content and functionality. This two-year NSDL Pathway II project focuses on the following goals: 1) Stewardship - Continue to provide stewardship over the Engineering Pathway metadata, search, library services, currency of resources, and evaluation; 2) Economic Sustainability - Realize a sustainable income stream by offering value-added educational digital library services, with increased linkages to the NSDL, to professional societies, publishers, companies, government agencies and new collection developers; 3) Workshops, Outreach and Dissemination - Offer a portfolio of in-person workshops and webinars using a "train the trainer" model and NSDL Resource Center (RC) services; 4) Evaluation and Improved Evaluation Metadata and Tracking - Provide improved mechanisms for documenting student and teacher usage of EP's top tier of resources; and 5) Move to Open Source Platform and Services - Convert from proprietary digital library services to open source platforms with support and tools provided by the Technical Network Services (TNS) team of the NSDL, thereby increasing accessibility and reducing future operation costs of EP. Intellectual Merit: This Pathways II project is enhancing knowledge and understanding within and across all disciplines of engineering by capitalizing on educational components of cutting-edge engineering research including for example, biotechnology, energy, sustainability, security, nanotechnology, water resources, and new modes of communication with a new focus on the National Academy's Grand Challenges. These resources are being reviewed and linked to educational scholarship. EP continues to offer its prestigious "Premier Award for Excellence in Engineering Education Courseware" and its new "Premier Curriculum Award for K-12 Engineering" in a way that provides in-depth understanding of learning outcomes and impact. All relevant resources continue to be tagged with K-12 and ABET standards and pedagogical innovations (e.g., inquiry-driven, projects-based, active, engaging, learning-outcomes driven, gender/culturally-sensitive) in the cataloguing and metadata fields. Broader Impacts: Many important studies continue to stress the importance of increasing the number and quality of engineering graduates to meet the demands of the future and to stimulate the innovation needed to improve U.S. competitiveness and address key engineering challenges. EP provides educational resources for K-12, undergraduate, graduate, professional and general public education. The EP community focuses considerable attention to issues of diversity in higher education and inclusion of underserved communities. Several collections in EP are specifically targeted to K-12 and broadening participation. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Tront, Joseph Virginia Polytechnic Institute and State University VA Jill K. Singer Continuing grant 88453 7444 SMET 9178 0937824 September 15, 2009 National Dissemination of PARI Digital Resources. Astronomy (11) The objectives of this project are to combine the School of Galactic Radio Astronomy (SGRA) and Stellar Classification Online Public Exploration (SCOPE) with NSDL; to organize four 2-day workshops for teachers, homeschoolers? parents, and informal learners; and to support distance learning via webinars and podcasts. Working with the NSDL Resource Center, the project creates the publishing and harvesting tools for SCOPE and SGRA through NSDL. A high-speed, reliable and secure networking and storage services provide a productive user experience. The use of the PLONE Content Management System built on top of the open source application server ZOPE means content automatically applies Dublin Core metadata adapted by NSDL. This project is conducted by the Pisgah Astronomical Research Institute (PARI) and available for national use through the NSDL infrastructure. It enhances STEM education by combining research with education where learners study as Staff Scientists at PARI. Users can remotely access a 4.6-m radio telescope to study physics and methods of research. Learners control, in real-time, the radio telescope through a web-browser, pointing the telescope at targets, and with a neutral hydrogen detector either map or take spectra taken of radio sources. In SCOPE, learners, as citizen scientists, explore the visible stellar sky. Digitized images of archived astronomical photographic data taken over three decades are available through a user-friendly web interface and designed for classification of stars. This project advances the competence of formal and informal STEM learners through PARI?s digital resources. The resources place a stimulating environment of research and education within the reach of a computer. Outcomes are disseminated to broad audience to energize K-12 professional development opportunities such as NSTA conferences, webinars, and published articles. Research outcomes are reported through a peer-reviewed journal published by the International Astronomical Union. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Whitworth, Christi Michael Castelaz Pisgah Astronomical Research Institute NC Victor P. Piotrowski Standard Grant 521568 7444 SMET 9178 0116000 Human Subjects 0937836 September 15, 2009 ComPADRE Pathway II: Sustaining Physics and Astronomy Resources for Education. The ComPADRE digital library is an NSDL Pathway to support Physics and Astronomy Education. ComPADRE supports a network of resource collections targeted at specific audiences and provides specialized tools and services for communications, sharing, and content development. The ComPADRE support for different resource collections, each focused on a particular physics or astronomy community of educators and learners, puts resources in the context of their use for learning. ComPADRE Editors and collaborators created 14 resource collections for communities including high school teachers, undergraduate science majors, and university faculty teaching advanced courses. The Physics and Astronomy education community has recognized ComPADRE as an important partner in the support of educators and learners and in the dissemination of best practices in science education. ComPADRE collaborates with curriculum development projects and education researchers to distribute proven learning resources. ComPADRE continues to strengthen existing collaborations and establish new collaboration using web enabled interest groups and by featuring curriculum sequences to highlight the best uses of the materials available. ComPADRE also is reaching new users through expanded workshops and tutorials, both live and online, in collaboration with professional societies and other partners. ComPADRE is using the technical and outreach capabilities of the NSDL to extend its web services and connect resources to education standards. The ComPADRE technical staff and editors are in the process of streamlining the project infrastructure and operations to become more sustainable. Intellectual Merit: The ComPADRE team selects teaching and learning resources of the highest quality with particular consideration given to proven effectiveness. Collaborations with physics education researchers, curriculum developers, and the professional societies place ComPADRE in the midst of the latest in research and development to improve learning and teaching best practices. For these materials, researchers have shown positive learning impact but need more information about usage outside of the research setting. ComPADRE provides a platform for both disseminating these resources and gathering information on how they are being used by teachers and students. Surveys, requests for comment, and virtual focus groups are being used to study content usage, as well as improve the design and dissemination efforts of ComPADRE. Broader Impact: Many of ComPADRE's projects and collaborations directly support broader communities and meet national STEM needs. ComPADRE provides technical support for virtual mentoring of high school students by physicists, increasing their exposure to real science. ComPADRE hosts a coalition for improving the training of physical science teachers, a great need in this country. ComPADRE provides resources to help undergraduate physics and astronomy majors become integrated into the physics community, an outcome that can strengthen the nation's science workforce. ComPADRE resource collections and outreach efforts are aimed at supporting new physics teachers to help keep them in the classroom. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Mason, Bruce Theodore Hodapp Warren Hein Jack Hehn American Association of Physics Teachers MD Jill K. Singer Continuing grant 315231 7444 SMET 9178 0116000 Human Subjects 0937863 January 1, 2010 The AlgoViz Portal: Lowering the Barriers for Entry into an Online Educational Community. We seek to establish a new model for online educational communities, based less on the digital library model of information gained by searching a collection. Instead, we focus on the value added by community-driven content through members' discussions, reviews, and ratings of content items. To gain critical mass for community input, we must actively lower barriers to participation by disseminating information from both the content and the community into the notification streams that community members routinely use. This includes traditional dissemination mechanisms (web-sites for collections, forums, email, and online blogs and newsletters for notification) and newer notification streams (social networking sites where users can subscribe to receive notification as part of their everyday online life). Our target educational community is the AlgoViz project (http://algoviz.org), which aims to promote the use of Algorithm Visualizations (AVs) in the classroom. Despite being widely viewed as potentially improving CS education, the rate of AV use has progressed little from the mid 1990s. Known impediments could be overcome if existing knowledge about best practices in AV use were distributed by an effective community of AV developers and users. Improved AV use in the classroom potentially affects the educational outcomes for tens of thousands of students every year. A clearinghouse of available AVs, with community-based rating and review, and interaction between users and developers, will make it easier for instructors to adopt quality educational materials. Our techniques for lowering barriers to contributing user-driven content to educational collections should be applicable to many educational communities. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Shaffer, Clifford Virginia Polytechnic Institute and State University VA Herbert H. Richtol Standard Grant 149999 7444 SMET 9178 0116000 Human Subjects 0937886 December 1, 2009 NSDL Youth Resources (NYR). The NSDL Youth Resources project (NYR) is designed to increase utilization of the NSDL by middle school students and their teachers by adding relevant, high-quality and engaging content. NYR is developing a Youth Online STEM Content-Selection Rubric and controlled vocabulary (CV) that enables NSDL collection owners to add quality content. The project focuses on the quality, accessibility and interactivity of content to determine what student's identify and conceptualize as high-quality online STEM content. In addition, the project focuses on intended uses of this content, and the key vocabulary student's use to find STEM resources. NYR brings together collaborators from formal and informal education across the NSDL community including the Middle School Portal 2; Math and Science Pathways (MSP2); and the Science and Math Informal Learning Education (SMILE) Pathway, as well as NSF ITEST projects. The NYR products constitute important contributions to the NSDL community that informs collection developers as they add resources to their STEM collections. It also enables them to ensure that the resources are easily accessible to students and teachers. Students and teachers are also involved in all aspects of the project's development and dissemination. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Nair-Pillai, Sarita Irene Goodman Siobhan Bredin Education Development Center MA Herbert H. Richtol Standard Grant 150000 7444 SMET 9178 0116000 Human Subjects 0937888 December 1, 2009 Collaborative Research ChemEd DL: Extending a Unique Pathway for Chemical Education. This collaborative Pathways II proposal provides continued funding for the Chemical Education DL. The Chemical Education DL is unique among the Pathways as it is a collection of digital assets, not a collection of links. Consequently, they are not subject to URL decay as many portions of NSDL content are. The goals of the Chemical Education DL are: 1)Support students, teachers, the public, and members of the ACS by making available content, pedagogy, communication tools, and professional development resources; 2) Leverage resources of the world?s largest scientific society and foremost chemical education journal to develop and support communities of users, teachers, and developers; 3) Enhance awareness, usage, and development of digital resources through outreach to the K-graduate educational community; 4) Collaborate with the NSDL and its constituent projects to expand NSDL services and promote usage of NSDL resources. In addition to furthering the original goals, during the continuation phase the underlying technical/architecture will be strengthened and fully integrated. Other major enhancements include 1) movement of additional content to the DL from the Journal of Chemical Education, the ACS Education Division and the ACS Division of Chemical Education, 2) development of "more effective means of evaluating the efficacy of the Chemical Education DL resources." NATIONAL SMETE DIGITAL LIBRARY DUE EHR Yaron, David Carnegie-Mellon University PA Curtis T. Sears Standard Grant 46948 7444 SMET 9178 0937891 December 1, 2009 Unearthing Latent Information Segments of Academic Videos on the Web. In order to build domain-specific web-scale video digital libraries on the Web, it is critical to be able to identify and extract certain information of interest (termed information segments) efficiently and automatically. For instance, by collecting only so-called academic videos and their information segments from the Web, one can build a next-generation digital library similar to CiteSeer or Google Scholar. However, that only archives and indexes academic videos (instead of academic papers). Toward this goal, we conduct a preliminary study to develop such identification and extraction of latent information segments from domain-specific videos on the Web. Key emphasis is on how to unearth diverse metadata and associated data from video contents and web pages from which videos are downloaded. Techniques from machine learning (e.g., LDA), data extraction and integration (e.g., wrapper/mediator), natural language processing (e.g., named entity recognition and extraction), and multimedia processing (e.g., near-duplicate detection) are evaluated, applied, and extended appropriately. Scalability of such techniques over large volumes of video data is also being explored. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Lee, Dongwon Pennsylvania State Univ University Park PA Herbert H. Richtol Standard Grant 150000 7444 SMET 9178 0116000 Human Subjects 0937910 September 1, 2009 Computational Science Education Reference Desk: Push, Pull, Permeate, Persist. This Pathway II project extends the Computational Science Education Reference Desk (CSERD), an interdisciplinary numerical models and interactive computing pathway. The continuation funding is enabling the establishment of a secure future by positioning CSERD to respond to shifts in web technologies and building a self-sustaining enterprise model. CSERD partnerships with Sigma Xi, and national associations representing Hispanic, American Indian, and Historically Black Colleges and Universities, along with the SuperComputing conference, offers focused, customized faculty training for use of CSERD and NSDL resources across the curriculum. By leveraging partnerships with TeraGrid and the new XD program, CSERD is bringing underrepresented groups into the computational sciences, and by extension, to all STEM areas. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Panoff, Robert Shawn Sendlinger David Joiner Patricia Jacobs Susan Ragan Shodor Education Foundation Inc NC Curtis T. Sears Continuing grant 408825 7444 SMET 9178 0116000 Human Subjects 0937920 January 1, 2010 Student use of digital learning materials: implications for the NSDL. This large-scale national project is investigating how undergraduate students in STEM disciplines use digital learning materials. Much of the work already done by the National STEM Digital Library (NSDL) - especially by the NSDL large "Pathways" collections - assumes that students will be directly connected to the content in the collections, or that they will otherwise find and use the digital resources from collections in ways that assist the depth of their learning. However, little is known about how undergraduates use digital resources. This study will develop a better understanding of the extent and nature of undergraduate use and it will begin to determine the value of digital learning materials to undergraduates. The project is: 1. Examining how undergraduates use digital and distributed learning resources and collections 2. Documenting how and why they use these resources 3. Examining the impact of that use on their learning 4. Exploring student perceptions of barriers to the use of NSDL services and programs Following these information collection tasks, the project will begin a second stage to: 5. Identify possible strategies for overcoming barriers to use of digital libraries and distributed learning resources by undergraduate STEM students 6. Disseminate the tools developed in this study for use by NSDL projects in developing individual benchmarks regarding their own usage, and 7. Establish baseline data for future studies of NSDL usage and impact NATIONAL SMETE DIGITAL LIBRARY DUE EHR Morgan, Glenda Alan Wolf George Mason University VA Myles G. Boylan Standard Grant 424494 7444 SMET 9178 0116000 Human Subjects 0937941 January 1, 2010 Collaborative Research: Climate Literacy & Energy Awareness Network (CLEAN) Pathway. The Climate Literacy and Energy Awareness Network (CLEAN) pathway for NSDL is being developed. The primary audience is a broad one ranging from middle school students to college graduates. The goal of the CLEAN collaborative project is the assembly of a collection of approximately 500 authoritative, scientifically sound resources so that teachers, their students and the general citizenry may improve their knowledge of climate and its impact on society and enable them to make better informed decisions about energy use and stewardship of planet earth. The CLEAN pathway utilizes science literacy maps (strand maps) to aid users in finding needed resources and illustrate connections between concepts and how concepts build on one another. The resources are aligned with the AAAS Project 2061 Benchmarks for Scientific Literacy, the National Science Education Standards and, the NAAEE Excellence in Environmental education Guidelines for Learning. Teleconference-online workshops are helping teachers and citizens learn to use the resources. An online community using Web 2.0 social networking tools to promote collaboration, interactivity and knowledge sharing among educators, experts and enthusiasts is being facilitated. This project is receiving co-funding under the Dear Colleague Letter: Climate Change Education to support the development of NSDL efforts directly related to climate science. CLIMATE CHANGE EDUCATION DUE EHR Buhr, Susan Mark McCaffrey University of Colorado at Boulder CO Curtis T. Sears Continuing grant 434296 6891 SMET 9178 6891 0116000 Human Subjects 0937989 October 1, 2009 STATS4STEM.ORG: Enriching STEM education through real-world data sets, computing, and statistical analysis. The collection of statistical learning resources being made available by this NSDL project enables both introductory statistics and traditional STEM educators to infuse real-world data and statistical computing into their courses. Each learning resource has a complimentary web-based formative assessment that contributes to understanding of teacher usage while measuring the impact of using digital resources on student learning. To enhance current statistical and data analysis capabilities within the NSDL, the site also serves as a central repository for learning materials that pertain to R, the open source language for statistical computing and graphics. The site also provides a web-based interface for R called R-web, providing a barrier-free computing environment for all. Finally, the project provides an opportunity for students to create a repository of STEM data sets that meet the needs of the introductory statistics and larger community of STEM learners. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Simoneau, Eric Pamela Templer Theodore Greene Stephen Watson Boston Public Schools MA John F. Mateja Standard Grant 149743 7444 SMET 9178 0116000 Human Subjects 0938020 January 1, 2010 Collaborative Research: Climate Literacy & Energy Awareness Network (CLEAN) Pathway. The Climate Literacy and Energy Awareness Network (CLEAN) pathway for NSDL is being developed. The primary audience is a broad one ranging from middle school students to college graduates. The goal of the CLEAN collaborative project is the assembly of a collection of approximately 500 authoritative, scientifically sound resources so that teachers, their students and the general citizenry may improve their knowledge of climate and its impact on society and enable them to make better informed decisions about energy use and stewardship of planet earth. The CLEAN pathway utilizes science literacy maps (strand maps) to aid users in finding needed resources and illustrate connections between concepts and how concepts build on one another. The resources are aligned with the AAAS Project 2061 Benchmarks for Scientific Literacy, the National Science Education Standards and, the NAAEE Excellence in Environmental education Guidelines for Learning. Teleconference-online workshops are helping teachers and citizens learn to use the resources. An online community using Web 2.0 social networking tools to promote collaboration, interactivity and knowledge sharing among educators, experts and enthusiasts is being facilitated. This project is receiving co-funding under the Dear Colleague Letter: Climate Change Education to support the development of NSDL efforts directly related to climate science. CLIMATE CHANGE EDUCATION DUE EHR Manduca, Cathryn Carleton College MN Curtis T. Sears Continuing grant 83248 6891 SMET 9178 6891 0116000 Human Subjects 0938034 January 1, 2010 Communities of Learning for an Established Learning Object Library. Since its inception in October 1999, the Plant and Soil Sciences e-Library project - a collection of "learning objects" - has grown to include 120 lessons (11 in Spanish) and 116 animations (21 in Spanish). These numbers have continued to rise and include topic areas in soil science, weed science, plant physiology, plant genetics, horticulture science, and turf science. A growing team of 28 content authors from 9 US and International academic institutions and other partners are contributing peer-reviewed content to the e-Library. It has experienced nearly 12 million hits from 427,269 unique visits from US and foreign sites in the past 12 months. A key challenge for digital libraries that are growing but also aging is to update, prune, and develop new educational materials, courses, and workshops that keep instructors, outreach experts, and students at the cutting edge by facilitating rapid adoption by end-users. Materials developers have continued to create new materials that have the potential to begin addressing this challenge, particularly in meeting the needs of advanced professionals and adult learners interested in continuing education, as well as students interested in pursuing formal academic degrees. This project is re-developing (or re-invigorating) a digital learning community where learning objects can be redesigned, reorganized and aggregated to facilitate active inquiry learning experiences that reflect state of the art knowledge. The project's objectives are: 1) Develop an online community for the purpose of developing a more effective learning environment (to take advantage of Web 2.0) where developers and selected teachers can share their ideas, successes, and experiences in using the e-Library and engage in collaboratively repackage the objects; 2) Create a digital learning community framework in which the repackaging of learning objects may be driven by the non-guided learner, such as industry leaders, policy makers, or applied science practitioners needing professional development to meet the skills required in the workforce; and 3) Assess the new impact of these learning communities and continue the evaluation of how students and other learners with varying learning styles utilize the educational resources. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Namuth-Covert, Deana Carol Speth Martha Mamo University of Nebraska-Lincoln NE Myles G. Boylan Standard Grant 149953 7444 SMET 9178 9150 0116000 Human Subjects 0938039 December 1, 2009 Collaborative Project: ChemEd DL: Extending a Unique Pathway for Chemical Education. This collaborative Pathways II proposal provides continued funding for the Chemical Education DL. The Chemical Education DL is unique among the Pathways as it is a collection of digital assets, not a collection of links. Consequently, they are not subject to URL decay as many portions of NSDL content are. The goals of the Chemical Education DL are: 1)Support students, teachers, the public, and members of the ACS by making available content, pedagogy, communication tools, and professional development resources; 2) Leverage resources of the world?s largest scientific society and foremost chemical education journal to develop and support communities of users, teachers, and developers; 3) Enhance awareness, usage, and development of digital resources through outreach to the K-graduate educational community; 4) Collaborate with the NSDL and its constituent projects to expand NSDL services and promote usage of NSDL resources. In addition to furthering the original goals, during the continuation phase the underlying technical/architecture will be strengthened and fully integrated. Other major enhancements include 1) movement of additional content to the DL from the Journal of Chemical Education, the ACS Education Division and the ACS Division of Chemical Education, 2) development of "more effective means of evaluating the efficacy of the Chemical Education DL resources." NATIONAL SMETE DIGITAL LIBRARY DUE EHR Moore, John Jon Holmes University of Wisconsin-Madison WI Curtis T. Sears Standard Grant 347466 7444 SMET 9178 0116000 Human Subjects 0938041 September 1, 2009 Is there an educational advantage to NSDL? Assessing impact on cognitive processes and learning outcomes during resource selection and use.. Psychology - Cognitive (73) The objective of this project is to investigate whether NSDL tools and services support efficient selection of digital resources for educational purposes and whether these tools and services promote successful learning with these resources as measured by users' cognitive processes. The expected outcomes include a detailed analysis of the learning outcomes associated with two major NSDL tools that target the identification and contextual use of resources: NSDL General Search and NSDL Science Literacy Maps. This project, conducted by the University of Utah, provides critical data about how digital library tools can promote effective learning with distributed learning objects on the Web. Phase 1 of the project uses a laboratory study to examine the influence of NSDL tools on pre-service teachers as they search for and use educational digital resources, Phase 2 brings in-service teachers into the lab, assessing their cognitive processes and outcomes as they use NSDL to perform a series of educational tasks, and Phase 3 moves to the classroom, assessing the impact of NSDL tools on student thinking and learning. The broader impact of this project is a better understanding of the educational effectiveness of NSDL technologies and resources as well as recommendations on more effective tool and service design to promote positive impact on learning processes and outcomes. The evaluation materials and protocols are published for reuse in other digital library research. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Butcher, Kirsten Anne Cook Robert Zheng University of Utah UT Victor P. Piotrowski Continuing grant 106179 7444 SMET 9178 0116000 Human Subjects 0938051 January 1, 2010 Collaborative Research: Climate Literacy & Energy Awareness Network (CLEAN) Pathway. The Climate Literacy and Energy Awareness Network (CLEAN) pathway for NSDL is being developed. The primary audience is a broad one ranging from middle school students to college graduates. The goal of the CLEAN collaborative project is the assembly of a collection of approximately 500 authoritative, scientifically sound resources so that teachers, their students and the general citizenry may improve their knowledge of climate and its impact on society and enable them to make better informed decisions about energy use and stewardship of planet earth. The CLEAN pathway utilizes science literacy maps (strand maps) to aid users in finding needed resources and illustrate connections between concepts and how concepts build on one another. The resources are aligned with the AAAS Project 2061 Benchmarks for Scientific Literacy, the National Science Education Standards and, the NAAEE Excellence in Environmental education Guidelines for Learning. Teleconference-online workshops are helping teachers and citizens learn to use the resources. An online community using Web 2.0 social networking tools to promote collaboration, interactivity and knowledge sharing among educators, experts and enthusiasts is being facilitated. This project is receiving co-funding under the Dear Colleague Letter: Climate Change Education to support the development of NSDL efforts directly related to climate science. NATIONAL SMETE DIGITAL LIBRARY CLIMATE CHANGE EDUCATION DUE EHR Ledley, Tamara Frank Niepold TERC Inc MA Curtis T. Sears Continuing grant 429106 7444 6891 SMET 9178 6891 0116000 Human Subjects 0938059 December 1, 2009 Collaborative Project: ChemEd DL: Extending a Unique Pathway for Chemical Education. This collaborative Pathways II proposal provides continued funding for the Chemical Education DL. The Chemical Education DL is unique among the Pathways as it is a collection of digital assets, not a collection of links. Consequently, they are not subject to URL decay as many portions of NSDL content are. The goals of the Chemical Education DL are: 1)Support students, teachers, the public, and members of the ACS by making available content, pedagogy, communication tools, and professional development resources; 2) Leverage resources of the world?s largest scientific society and foremost chemical education journal to develop and support communities of users, teachers, and developers; 3) Enhance awareness, usage, and development of digital resources through outreach to the K-graduate educational community; 4) Collaborate with the NSDL and its constituent projects to expand NSDL services and promote usage of NSDL resources. In addition to furthering the original goals, during the continuation phase the underlying technical/architecture will be strengthened and fully integrated. Other major enhancements include 1) movement of additional content to the DL from the Journal of Chemical Education, the ACS Education Division and the ACS Division of Chemical Education, 2) development of "more effective means of evaluating the efficacy of the Chemical Education DL resources." NATIONAL SMETE DIGITAL LIBRARY DUE EHR Kirchhoff, Mary American Chemical Society (ACS) DC Curtis T. Sears Standard Grant 71550 7444 SMET 9178 0938074 November 1, 2009 NSDL Service to Support Personalized and Community-Oriented Navigation. Interdisciplinary (99) To be useful, a digital library must provide its patrons with easy access to materials that are relevant to their needs. Tools are being developed under this award to help users retrieve data that is pertinent to interest of the specific user. To accomplish this end, the project is developing a Community Navigation Service (CNS) based on data collected by an Interest Profile Manger (IPM) while continuing to personalize resource presentation by way of the IPM to preserve privacy. The project's innovative feature is that it uses an IPM combined with the collaborative filtering and content analysis provided by a CNS to infer the value of a resource to the user. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Shipman, Frank Texas Engineering Experiment Station TX John F. Mateja Standard Grant 471893 7444 SMET 9178 0116000 Human Subjects 0938075 January 1, 2010 Developing Guidelines for Using Digital Media Visualization Resources to Support Student Inquiry in Online Laboratory Investigations. Interdisciplinary (99) The objective of this project is to study the efficacy of visualization techniques in an online laboratory learning environment and, in general, the integration of media into a wide range of cyberlearning tools. The expected outcomes include a set of guidelines for integration of visualizations into a standardized online lab user interface; on assisting curriculum developers and teachers in identifying the types of visualizations that are most useful in supporting student learning in an authentic scientific inquiry; and on guiding their search for appropriate visualization resources in NSDL repositories. This project focuses on the ways in which learning experiences can be effectively designed by asking questions: about types of visualizations needed to support student learning; about the place in the learning sequence where each visualization and accompanying activity is placed; about giving a choice to learners whether they are directed to specific visualizations at specific points in the inquiry process or whether they are allowed to choose which visualization to view at their discretion. By producing specific guidelines, this project has a potential to improve the integration of appropriate visualizations into student scientific investigation activities, support individualized learning paths, and accommodate different learning approaches. The guidelines developed during this project are shared with the NSDL Technical Network Services Group, all end-users of Teachers' Domain or other NSDL archives. They provide more descriptive metadata that improves the search and selection of appropriate visualizations from these repositories and can serve as a model for improving resource integration in a wide range of learning contexts. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Jona, Kemi David Uttal David Rapp Northwestern University IL Victor P. Piotrowski Continuing grant 179203 7444 SMET 9178 0116000 Human Subjects 0938112 October 1, 2009 The Developmental Mathematics Collection: Extending the NSDL with content and knowledge syntheses on exemplary practices for Developmental Mathematics. Mathematics (21) There is a growing need for developmental materials in mathematics. A team of California community college faculty who have been engaged in redesigning courses in Developmental Mathematics have collected and created hands-on activities with tangible manipulative materials for use by students in lecture and lab settings. These resources are being made available and categorized in ways suited for use by instructors who teach developmental mathematics courses. The Developmental Mathematics Collection and its associated website provide an opportunity to aggregate such resources and make them more widely available. Building on complementary state-wide efforts, the project will build a community of Developmental Mathematics faculty who share resources online with other instructors, for feedback in their formative stage of development and for exchanging knowledge via value-added annotation and review of the suitability of these digital resources for specific course levels in Developmental Mathematics. The site will host a metadata record that catalogs each major element of the collection with the following information: title, URL, description, resource creator, education level and subject keywords. The resources in the collection are searchable by common course labels (e.g., Pre-algebra, Elementary Algebra, Intermediate Algebra), by pedagogical content knowledge at the program, curriculum, course and activity level, and by areas of vocational or personal interest. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Carey, Thomas San Diego State University Foundation CA John F. Mateja Standard Grant 149867 7444 SMET 9178 0116000 Human Subjects 0938117 September 15, 2009 Collaborative Research: Sustaining the Pathway for K-Gray Engineering Education. The K-Gray Engineering Pathway (EP) serves as the engineering "wing" of the National Science Digital Library (NSDL) and provides resources and services to users and collection developers from a broad spectrum of engineering constituencies. During the last several years EP substantially grew its user base and number of catalog records in both content and functionality. This two-year NSDL Pathway II project focuses on the following goals: 1) Stewardship - Continue to provide stewardship over the Engineering Pathway metadata, search, library services, currency of resources, and evaluation; 2) Economic Sustainability - Realize a sustainable income stream by offering value-added educational digital library services, with increased linkages to the NSDL, to professional societies, publishers, companies, government agencies and new collection developers; 3) Workshops, Outreach and Dissemination - Offer a portfolio of in-person workshops and webinars using a "train the trainer" model and NSDL Resource Center (RC) services; 4) Evaluation and Improved Evaluation Metadata and Tracking - Provide improved mechanisms for documenting student and teacher usage of EP's top tier of resources; and 5) Move to Open Source Platform and Services - Convert from proprietary digital library services to open source platforms with support and tools provided by the Technical Network Services (TNS) team of the NSDL, thereby increasing accessibility and reducing future operation costs of EP. Intellectual Merit: This Pathways II project is enhancing knowledge and understanding within and across all disciplines of engineering by capitalizing on educational components of cutting-edge engineering research including for example, biotechnology, energy, sustainability, security, nanotechnology, water resources, and new modes of communication with a new focus on the National Academy's Grand Challenges. These resources are being reviewed and linked to educational scholarship. EP continues to offer its prestigious "Premier Award for Excellence in Engineering Education Courseware" and its new "Premier Curriculum Award for K-12 Engineering" in a way that provides in-depth understanding of learning outcomes and impact. All relevant resources continue to be tagged with K-12 and ABET standards and pedagogical innovations (e.g., inquiry-driven, projects-based, active, engaging, learning-outcomes driven, gender/culturally-sensitive) in the cataloguing and metadata fields. Broader Impacts: Many important studies continue to stress the importance of increasing the number and quality of engineering graduates to meet the demands of the future and to stimulate the innovation needed to improve U.S. competitiveness and address key engineering challenges. EP provides educational resources for K-12, undergraduate, graduate, professional and general public education. The EP community focuses considerable attention to issues of diversity in higher education and inclusion of underserved communities. Several collections in EP are specifically targeted to K-12 and broadening participation. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Agogino, Alice University of California-Berkeley CA Jill K. Singer Continuing grant 282992 7444 SMET 9178 0116000 Human Subjects 0938120 November 1, 2009 Content Clips: A Selection, Customization, and Presentation Service for Elementary Science Education. This project is developing an online selection, customization, and presentation service for elementary teachers that provides high quality, online resources for an underserved audience of the National STEM Education Distributed Learning (NSDL). It extends the results of a Targeted Research study that examined ways to increase the educational value of online collections. It also builds on the Content Clips (CC) web site http://www.contentclips.com, which includes multimedia resources and Flash templates that let teachers dynamically blend resources from different web sites to assemble customized online presentations. The CC approach helps teachers integrate multimedia resources into classroom instruction and takes advantage of the growing adoption of electronic whiteboards and projection systems. This new effort is assembling 30 sets of images, animations, and video clips that support standards-aligned content units commonly taught in Grades 2-5. The team is also upgrading the Content Clip site interface, developing new options for teachers to customize presentations, and creating support aids to help teachers use the service features. Outreach efforts involve workshops for teachers and promotion through publications, web sites, and conferences. The project team includes experts drawn from universities, K-12 schools, educational publishing companies, the NSDL Resource Center, and other NSDL projects. The CC service supports underrepresented groups, including ELL students and children in rural communities, by providing visual examples and tools to expand background knowledge and develop vocabulary skills. Teachers of any grade or subject, such as history or art, can also use the system to customize and present online multimedia resources. NATIONAL SMETE DIGITAL LIBRARY DUE EHR McLean, Lois Richard Tessman McLean Media CA Herbert H. Richtol Standard Grant 148984 7444 SMET 9178 0116000 Human Subjects 0938176 September 1, 2009 Workshop on Video Games in Engineering and Computer Science Education. The project is supporting a workshop to explore the opportunities and challenges that are presented by the use of games and game-based solutions in engineering and computer science education. It addresses a critical need to assess the current state of video game use in these disciplines and identify future research directions. The workshop is bringing together a diverse group of twenty-five participants from engineering, computer science, science and instructional design who share a common interest in the use of games and related technologies in education. The workshop is working to identify challenges facing educators and researchers when it comes to the design, development, implementation, and assessment of games and game-based solutions in engineering and computer science education. The investigators are posting workshop materials on a website and preparing conference presentations and a review article for publication. CCLI-Phase 1 (Exploratory) DUE EHR Srinivasan, Vinod Karen Butler-Purry Texas A&M Research Foundation TX Russell L. Pimmel Standard Grant 87479 7494 SMET 9178 0938365 September 1, 2009 Foundations and Frontiers of Physics Education Research 2009. This project is a conference on the "Foundations and Frontiers of Physics Education Research," in which established and up-and-coming researchers attend a residential conference to further the work of the field. There are 60 participants, including senior graduate students, research scientists, junior, and tenured faculty. The conference consists of a series of plenary talks by leaders in the community; working groups of participants to address common problems in the field and present recommendations for future work; and targeted sessions in which research topics are explored in detail by participants. Ample free time is also included, allowing for informal discussions and interactions that can lead to future collaborations. Intellectual Merit: By bringing together the leaders of the physics education research community in an intimate setting, the conference promotes more intense discussions and more focused interactions than are possible at other meetings common to the community. Broader Impact: Establishing a more cohesive research community furthers the field of physics education research. Promoting the highest quality postdoctoral researchers and junior faculty strengthens their reputation in the community, supporting the growth of new leaders. Sharing results through plenary and targeted sessions spreads knowledge that advances the field. Finally, working groups answer questions of structural concern to the physics education research community. The results of the working groups are to be published in an American Physical Society Forum on Education newsletter, allowing them to be shared with a much larger audience than attends the meeting. CCLI-Phase 1 (Exploratory) DUE EHR Wittmann, Michael Paula Heron Rachel Scherr University of Maine ME Duncan E. McBride Standard Grant 22375 7494 SMET 9178 9150 0938513 August 1, 2009 Towards Improving Dissemination and Building Community for Course, Curriculum and Laboratory Innovations using the NSDL. The project is developing and documenting a methodology to aid CCLI project investigators in disseminating their educational innovations using the NSDL. The investigators are convening a one and a half day workshop to identify key issues related to developing adaptable materials and to disseminating these materials. Participants are being selected from CCLI awardees that have authored web-based learning resources. The team is preparing a guide for incorporating quality into web-based instructional products and for connecting CCLI materials to the NSDL framework. Central tenants of the guide are the effective use of NSDL disciplinary pathways and recommendations for building a community of users who actively and continuously assist one another in the effective use of innovative teaching and learning processes and materials. The dissemination guide is being distributed to all CCLI awardees, posted on a web-site to allow future awardees access to it, and described at major STEM education conferences. CCLI-Phase 1 (Exploratory) DUE EHR Tront, Joseph Virginia Polytechnic Institute and State University VA Russell L. Pimmel Standard Grant 82052 7494 SMET 9178 0939823 August 15, 2009 Workshop Proposal: Assessment and Dissemination of Educational Innovations in Introductory Engineering Science Courses. The project is supporting a workshop that is bringing together experts in assessment and dissemination along with engineering education scholars who have projects to enhance learning in introductory engineering sciences courses. The experts in assessment and dissemination are being actively recruited from outside of engineering as well as from the engineering education community. Workshop participants are being selected from current awardees via an application process in which they submit an extended abstract describing their project with an emphasis on their assessment and dissemination plans. At the workshop, the engineering education scholars and experts are engaging in facilitated, small group discussions of the assessment and dissemination plans. The goals of these discussions are: (1) to identify successful strategies for assessment of innovations in early engineering science courses by types of intervention (e.g., hands-on learning) and by category of project goal (e.g., improve problem solving skills), (2) to delineate major challenges to successful dissemination by type of innovation, and (3) to develop strategies for overcoming these challenges. The organizers are preparing a workshop report which includes case studies of effective assessment and dissemination approaches identified during the workshop. They also are planning a workshop on assessment and dissemination for the ASEE Annual Meeting and a paper for submission to Advances in Engineering Education to provide wide access of the workshop findings within the engineering education community. CCLI-Phase 1 (Exploratory) DUE EHR Litzinger, Thomas Pennsylvania State Univ University Park PA Russell L. Pimmel Standard Grant 68896 7494 SMET 9178 0939954 August 1, 2009 Workshop on Designing Active Learning Activities and Associated Assessment Plans. The project is supporting workshop to disseminate active learning methods for engineering mechanics developed in an earlier NSF project (Award 0442614 ). In previous workshops the investigators have found that providing demonstration materials that the participants can take back to their own institutions greatly enhances the effectiveness of the workshop,. The current project is providing 30 participant with a kit containing a set of low-cost, off-the-shelf, hand-held devices (e. g., spring powered toys, hand tools, foam stress elements, torsion devices and so on). The workshop is being held at the ASEE Annual Conference and widely advertised through the conference publications. CCLI-Phase 1 (Exploratory) DUE EHR Linsey, Julie Texas Engineering Experiment Station TX Russell L. Pimmel Standard Grant 6750 7494 SMET 9178 0940835 January 1, 2010 Tree-thinking in Introductory Biology Evolution Education. Biological Sciences (61). Despite its importance in the biological sciences, evolutionary theory is not widely understood or accepted in the general public, and there is tremendous variation in coverage of evolution and related topics in pre-college and college-level science education. Consequently, many undergraduate students enter and may leave introductory level biology with a poor knowledge foundation about evolution. In response to calls for more active, student-focused science education in general, and more effective teaching of evolution in particular, this project is developing a curriculum comprised of a series of active learning modules that can be used in an introductory-level biology course for majors and non-majors, one that is aimed at increasing student understanding and appreciation of evolution as a fundamental principle of modern biology. Because surveys also report a positive correlation between understanding of the principles of genetics and inheritance and the acceptance and understanding of evolutionary principles, the modules emphasize the link between phylogeny and genetic data. By emphasizing a phylogenetic perspective called tree thinking, the strength of genetic data that reveal the unbroken chain of inherited information among different lineages can be built upon to explain other evolutionary and biological phenomena. The modules include group problem sets, case studies, peer learning, and inquiry-based exercises that can be used in a lecture or laboratory setting. Because the modules depend upon awareness of and expertise with tree-thinking, active learning techniques and current educational technology, the project also includes an interactive pedagogy workshop for graduate students teaching in these courses. The pedagogy forum provides experience and exposure to current research in science education and is designed to complement the research skills the graduate students are developing. The modules are impacting over 375 undergraduate students at the University of Oklahoma each year; approximately 10 graduate students per year participate in the program and receive training in science pedagogy to foster development of this critical aspect of their professional development. The effect of the modules on student learning is being assessed through multiple-choice pre- and post-module assessments, concept maps, and open ended surveys. Results of the project are being shared with other units at the University of Oklahoma whose mission includes science education, presented at professional scientific conferences, and published in the science pedagogy literature. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Gibson, Phil Marielle Hoefnagels University of Oklahoma Norman Campus OK Deborah E. Allen Standard Grant 149992 7494 1536 SMET 9178 9150 0940842 September 1, 2009 Improving the Use of Computer Data Analysis Skills in Undergraduate Meteorology. Atmospheric Sciences (41) This project focuses on the incorporation of scientific inquiry at all levels of the meteorology curriculum using real-time atmospheric data through the acquisition and use of updated computing facilities. Enhanced computing facilities are supporting the acquisition of real-time meteorological data and forecasts, and allowing students to visualize these data, operate research-quality weather models to understand atmospheric processes, and develop programming skills needed for their future success in the atmospheric sciences. The project is investigating how scientific inquiry improves students' comprehension of basic atmospheric processes at the introductory level, and how improved data analysis and computer programming capabilities contributes to increasing the skills and employability of students majoring in meteorology. Intellectual Merit. Many previous studies have shown scientific inquiry to be a vital part of training future scientists and student scientists. This program is adding to that body of work by studying how incorporating inquiry into the meteorology curriculum can lead to improving the skills of students of varying abilities. Non-majors are being exposed to an improved inquiry-based approach as part of their introductory meteorology lab. Meteorology majors are gaining the vital computer skills necessary to obtain, analyze and visualize the large datasets typical of the earth sciences. Majors also are gaining experience operating their own forecasting models in classroom and research settings. Broader Impacts. Students completing activities using these facilities are enhancing their understanding of how to visualize and interpret atmospheric data. For non-majors, these kinds of inquiry-based activities are extremely relevant to the education of citizen-scientists at a time when it is becoming ever more important to develop a science-literate populace. These activities are also helping develop more research-savvy graduates, armed with skills necessary to be competitive in the workforce and in graduate research programs. The results of this effort are being shared with the education community in an effort to help improve earth science education as a whole. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Ellis, Todd Jerome Blechman SUNY College at Oneonta NY David J. Matty Standard Grant 199592 7494 1536 SMET 9178 0941067 September 1, 2009 ATE Central: Delivering Greater Cyberlearning Impact through Coordination and Collaboration. ATE Central includes a large collection of curricula, learning objects, websites and media created by projects and centers funded by the Advanced Technological Education program. The resources are catalogued by librarians using standards and practices developed and implemented in the digital library field using cyberlearning knowledge, practices and software created by Internet Scout over many years. ATE Central is expanded to create an extensive archiving system for ATE (including providing a web presence for the products of projects that have ended), tracking impact across projects and amplifying outreach efforts. A variety of tools are developed to help faculty better utilize the resources and direct them to new efforts such as a key concept browsing interface, a bulletin service that alerts them when new material of interest is posted and videos of real world opportunities through features like ATE Success Stories. The site documents best practice to help educators build on existing work and advances the knowledge base about cyberlearning by acting as a test bed and clearinghouse to better understand the integration of the variety of Web 2.0 technologies and increase their use in the ATE program. Quantitative measures of success are measuring the use of the resources via diverse paths and measuring the activity related to the online presence of products of individual project and centers. A handbook is developed to guide users through the tools and resources available on ATE Central. Ongoing feedback and direction is provided by the evaluation and the use of advisors and focus groups. ADVANCED TECH EDUCATION PROG DUE EHR Bower, Rachael Edward Almasy University of Wisconsin-Madison WI Gerhard L. Salinger Continuing grant 986000 7412 SMET 9178 1032 0116000 Human Subjects 0941255 September 1, 2009 Collaborative Research: Field-based Projects Exploring Geophysical Methods, with Applications to the State of Vermont. Geology (42) This CCLI Type 1 is a collaborative approach to the acquisition and sharing of geophysical equipment (ground-penetrating radar, electromagnetic induction, seismic refraction, and sub-meter Global Positioning Satellite technology) that is enhancing field-based curricula at the University of Vermont (UVM) and Norwich University (NU). Intellectual Merit. The geophysical instruments are increasing curricular and research opportunities for undergraduate students to participate in geological investigations pertaining to real-world problems with geological, environmental and archeological implications. Both universities are partnering with the Vermont Geological Survey. Because the main field-based courses using this equipment are offered in alternating years at UVM and NU, the cooperative sharing of key equipment maximizes its impact and efficient use. Through inquiry-based learning, students are gaining experience in experiment design and deployment of geophysical equipment to collect subsurface data that are being integrated with geological constraints to solve real-world geological and environmental problems deemed as priorities by the State of Vermont. Additional users of the equipment include the UVM Department of Anthropology and its Consulting Archaeology Program. Broader Impacts. This project is improving STEM teaching and learning through the use of technology at both UVM and NU. New opportunities for undergraduate students in the form of group projects and individual research are being created. The results of these new student opportunities are having direct applications to environmental issues, such as groundwater resources in the State of Vermont, and are providing a powerful mechanism for STEM-related educational outreach to the public. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Webb, Laura Keith Klepeis University of Vermont & State Agricultural College VT David J. Matty Standard Grant 103410 7494 1536 SMET 9178 9150 0116000 Human Subjects 0941257 September 1, 2009 Collaborative Research: Field-based Projects in Geophysical Methods with Applications to the State of Vermont. Geology (42) This CCLI Type 1 is a collaborative approach to the acquisition and sharing of geophysical equipment (ground-penetrating radar, electromagnetic induction, seismic refraction, and sub-meter Global Positioning Satellite technology) that is enhancing field-based curricula at the University of Vermont (UVM) and Norwich University (NU). Intellectual Merit. The geophysical instruments are increasing curricular and research opportunities for undergraduate students to participate in geological investigations pertaining to real-world problems with geological, environmental and archeological implications. Both universities are partnering with the Vermont Geological Survey. Because the main field-based courses using this equipment are offered in alternating years at UVM and NU, the cooperative sharing of key equipment maximizes its impact and efficient use. Through inquiry-based learning, students are gaining experience in experiment design and deployment of geophysical equipment to collect subsurface data that are being integrated with geological constraints to solve real-world geological and environmental problems deemed as priorities by the State of Vermont. Additional users of the equipment include the UVM Department of Anthropology and its Consulting Archaeology Program. Broader Impacts. This project is improving STEM teaching and learning through the use of technology at both UVM and NU. New opportunities for undergraduate students in the form of group projects and individual research are being created. The results of these new student opportunities are having direct applications to environmental issues, such as groundwater resources in the State of Vermont, and are providing a powerful mechanism for STEM-related educational outreach to the public. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Westerman, David Norwich University VT David J. Matty Standard Grant 89486 7494 1536 SMET 9178 9150 0941327 May 1, 2010 Exploratory Project: Development of a Case-Study Based Introductory Undergraduate Course on Life in the Universe. Interdisciplinary (99) Faculty in the sciences continue to seek out courses that will help capture the interest and imagination of students in introductory general education science courses. The course in astrobiology at the PIs institution is doing just this. The course material covers important societal questions like global warming and nuclear weapons proliferation and it poses interesting questions like "Should the federal government invest funds in SETI, the Search for Extra-Terrestrial Intelligences?" and "If an alien has infrared vision, what can you say about the alien's home planet?" Its "case study" approach is novel in the fields of astronomy and physics. This interdisciplinary course, using materials from astronomy, physics, biology, chemistry, planetary science and geology, helps students see the unity and integration in science. Instructional materials from the project are available to the academic community through The National Center for Case Study Teaching in Science. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Burko, Lior Sandra Enger University of Alabama in Huntsville AL Duncan E. McBride Standard Grant 199920 7494 1536 SMET 9178 9150 0116000 Human Subjects 0941517 October 1, 2009 Isothermal Calorimetry in Physical Chemistry and Biochemistry Laboratories. Chemistry (12) Laboratory experiments are being developed for upper-level Physical Chemistry and Biochemistry Laboratory courses that utilize isothermal titration calorimetry (ITC). The exercises include: "Binding Constants of EDTA with Ca(II) and Mg(II) Ions"; "Michaelis-Menten Enzyme Kinetic Study of the Hydrolysis of Benzoylarginine Ether Ester (BAEE) by Trypsin"; "Binding of the N-Acetylglucosamine Trisaccharide ((NAG)3)Ligand to Lysozyme"; and "Investigation of the Interaction of Calmodulin with Ca2+/Calmodulin Kinase II". The binding affinity, reaction enthalpy, and stoichiometric ratio for the two reagents are being obtained directly from the ITC experiments. Additionally, by combining these reaction parameters, it is also possible to determine the reaction entropy and the change in Gibb's free energy for the reaction studied. Program assessment will include the impact of these innovative educational materials on student learning. Isothermal titration calorimetry is a relatively new technique that is used to determine thermodynamic parameters for small scale reactions. The interdisciplinary nature of isothermal calorimetry makes it a powerful tool to demonstrate the link between discovery and societal benefits such as drug development. Modern, ultrasensitive ITC has found many applications in Biochemistry and Pharmaceutical research: protein-protein, protein-drug, protein-DNA, protein-ligand and metal-ligand interactions are examples of intermolecular interactions that can be studied. Educational materials resulting from these efforts are being nationally disseminated at chemistry education conferences and via manuscripts submitted to professional journals. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR O'Brien, Leah Nahid Shabestary Chin-Chuan Wei Cristina DeMeo Southern Illinois University at Edwardsville IL Bert E. Holmes Standard Grant 198978 7494 1536 SMET 9178 0116000 Human Subjects 0941709 January 1, 2010 Integrating genomics and bioinformatics into an ecology and evolution-based undergraduate curriculum. (Biological Sciences 61) Biologists at the University of South Alabama are integrating cutting-edge scientific research into two undergraduate courses with the intent to expand this approach into other courses. The specific objectives of this project are: to integrate modern molecular approaches into undergraduate laboratory courses by developing two upper-level project-based lab courses in molecular ecology and bacterial genomics each featuring genomics and bioinformatics; and to foster students' abilities to comprehend scientific writing and generate novel scientific hypotheses and inferences through inter-disciplinary peer-review exercises. For each course the first half of the semester focuses on techniques and basic theory, while the second half of the semester is dedicated to collaborative student research. Cross-course collaboration for student projects is encouraged for students co-enrolled in the two courses. Specifically designed blogging software provides students with a comfortable platform on which to discuss relevant literature as well as their own projects. All efforts are being evaluated to aid in adjustments to future course offerings. Intellectual merit: The intellectual merit of this project lies in the opportunity students are receiving to engage in on-going research projects using techniques newly introduced into the science they are studying. It builds on the research expertise of the team of investigators at the University of Southern Alabama. In addition the novel web-based approaches being used help students develop their scientific reading and writing skills. Broader impacts: These two courses serve as a model for other mid-sized or smaller institutions, particularly those with academically diverse faculty. The online materials being developed are being made available to others interested in this approach to undergraduate education in the sciences. CCLI-Phase 1 (Exploratory) DUE EHR Morris, Ashley Timothy Sherman Robert Gray Sinead Ni Chadhain University of South Alabama AL Linnea A. Fletcher Standard Grant 199496 7494 SMET 9178 9150 0116000 Human Subjects 0941713 January 1, 2010 Engaging STEM Students from the Beginning: An Interdependent Approach to Introductory Chemistry and Cellular Biology. (Biological Sciences 61) This highly interdisciplinary project involves design and pilot testing of complementary food-based interdisciplinary laboratory modules in both introductory biology and chemistry courses in order to: (1) engage students with common, real-world materials and situations relevant to key biological and chemical concepts; (2) demonstrate the interdependence of biology and chemistry disciplines; and (3) promote active learning in an investigative environment. The project includes professional development for faculty and teaching assistants. Intellectual Merit. This project is giving undergraduate science majors a unique first year experience in two science courses and is helping develop a strong interdisciplinary team of biology, chemistry and science education faculty. Project evaluation is investigating the effect of providing coordinated connections between biology and chemistry concepts and relating these concepts to the student's world on student understanding of the relevance of science in today's world. In addition the professional development feature of the project is helping instructors develop effective pedagogical strategies and abilities in lesson preparation, implementation, and reflection for continued improvement. The project team uses student feedback and evaluation to reform the laboratory content and to increase its relevance and appeal to undergraduate students. Broader Impact. The results of this project are serving as a model for other similar universities and are laying the foundation for further large-scale collaborative reformation of undergraduate STEM courses. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Schwartz, Renee Leonard Ginsberg Donald Schreiber John Geiser Western Michigan University MI Linnea A. Fletcher Standard Grant 199856 7494 1536 SMET 9178 0941722 January 1, 2010 Collaborative Research: An Innovative Instructional Strategy for Widespread Implementation of Electric Energy Systems Curriculum, as a Model in STEM Education. Engineering - Electrical (55) The project, a collaboration effort between the University of Minnesota and Northern Arizona University, is developing a forward-looking easily implemented curriculum in electric energy systems. To accomplish this, the investigators are developing and assessing a learner-centered, web-enabled strategy that allows students to learn content online and work face-to-face with other students and faculty on real-world energy related problems that foster critical thinking through active engagement. They also are developing faculty expertise through sustainable online curricular content and connections with resource faculty to support implementation in smaller programs with limited faculty resources. The project builds upon prior work funded by NSF and other agencies that has successfully revised the curricular content of power engineering courses in nearly 100 schools nationwide. To sustain and expand this success, the current project is focusing on innovative pedagogy and the need for faculty development. The evaluation effort, under the leadership of an experienced evaluator, is using indirect assessments (e. g., student surveys and faculty interviews), direct assessment of student products using rubrics, and observation of class activities. The project team is disseminating their material and pedagogical approach through a website repository, through regularly scheduled Internet-based video conferences between new and resource faculty, through a series of on-going faculty workshops funded by ONR, through a workshop for engineering deans to promote the approach as a model for other areas, and through papers and presentation. Broader impacts include extensive faculty development efforts, wide dissemination of their material and methods, and their effort to promote the approach as a model for curriculum reform in other areas. CCLI-Phase 1 (Exploratory) DUE EHR Kipple, Allison Northern Arizona University AZ Russell L. Pimmel Standard Grant 24998 7494 SMET 9178 0941921 January 1, 2010 An Adaptation of a Research-Based Laboratory Model to Life Sciences. (Biological Sciences 61) A widely used successful model for incorporating research into chemistry laboratory courses (from the Center for Authentic Science Practice in Education, "CASPiE") is being adapted in a first-year biological science laboratory course at a research university (Purdue University) and a primarily undergraduate institution (Purdue University North Central). The overarching goal is to advance students' understanding of the scientific method, of biological research and of its products. Simultaneously, the method is improving students' ability to communicate scientific data and principles at an early stage in their undergraduate education. With the assistance of personnel at Purdue University that developed the CASPiE model, three new modules are being developed, each based on the research of one of three different faculty members, one in bacterial genetics, one in neuro-anatomy, and one in population biology. Each module is designed so that students work in teams to analyze preliminary results, use such results to revise the experimental design for further inquiry, and collectively summarize the conclusions of the research and present final results in poster format. The modules can be used in multiple years and shared with other institutions. Rubrics for course grading are being adapted from those already developed for the CASPiE model, as are CASPiE instruments for assessment of the educational outcomes of the new laboratory course. The intellectual merit of the proposed work is rooted in both science education and biological science. In terms of education, the work investigates whether: (1) a successful model for incorporating research into introductory laboratory courses in Chemistry can be adapted to the Life Sciences; (2) a research-based learning experience can not only provide basic skills for students, but also enhance students' scientific understanding and their ability to communicate science; and, (3) early exposure to research in an undergraduate program will improve both student retention in science and their willingness to seek out independent research experiences. In addition the research that students conduct is contributing to faculty-guided projects investigating bacterial genetics, neuro-anatomy, and population genetics. The broader impacts of the work are also varied. It is an example of how to adapt undergraduate teaching modules across different science fields and within different institution types. Results from the project are adding, as well, to our growing body of knowledge about the efficacy of introducing research modules into introductory courses. CCLI-Phase 1 (Exploratory) DUE EHR Minchella, Dennis Gabriela Weaver Jason Curtis Stephanie Gardner Purdue University IN Terry S. Woodin Standard Grant 200000 7494 SMET 9178 0941922 January 1, 2010 Integration of GC-MS in North Carolina A&T State University's Chemistry Curriculum. Chemistry (12) Research-based laboratory courses are being developed and integrated into the chemistry curriculum at North Carolina A&T State University (NCAT). The acquisition of a Gas Chromatography-Mass Spectrometer (GC-MS) instrument is being used by undergraduate students in freshman and sophomore laboratory courses that utilize realistic problems and situations to motivate and focus learning through active, student-centered learning methods. These laboratories are enhancing the undergraduate research that is on-going in the department by giving the students the background for developing a research project as well as experience using state-of-the-art equipment. An objective of these new courses is to change the way students think about and approach chemistry, having them gain, in the process, the skills they need to continue to grow intellectually beyond college. The goals of this project are to increase the underrepresented minority Ph.D. population in the STEM areas and increase the research experience of undergraduate and graduate chemistry majors at NCAT as well as invited community college participants. Six supplemental training workshops are also being developed that focus on the use of instrumentation including: NMR, HPLC, GC-MS, Infrared, and UV-Vis spectroscopy. The broader impacts of this project are to increase the students' understanding of how to complete research projects, increase the students' confidence in laboratory skills, and train and mentor underrepresented students in the physical sciences to become future professionals. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Franks, Marion Claude Lamb Margaret Kanipes North Carolina Agricultural & Technical State University NC Bert E. Holmes Standard Grant 153662 7494 1536 SMET 9178 0116000 Human Subjects 0941962 January 15, 2010 Collaborative Research: CCLI-Responding to manycore: A strategy for injecting parallel computing education throughout the computer science curriculum. Computer Science (31) This collaborative project between St. Olaf College and Macalester College is developing a collection of ten learning modules with supporting software in the area of parallel computing. For the foreseeable future, the dominant factor in CPU hardware performance will be the number of cores per CPU package, not speedup within an individual core. Thus, today's dual- and quad- multicore processors will soon give way to CPUs with dozens, and eventually thousands, of cores. To prepare today's computer science students for the manycore world that will be the reality during their careers, parallel computational concepts and programming must achieve a new prominence in the computer science curriculum. The modules developed in this project range in sophistication from the first-year introductory level to the fourth-year advanced technical elective level. The modules begin with Hadoop and progress to OpenMP and MPI. The modularity and varying complexity of the modules allows institutions to adapt them to their curriculum from a single course to a complete vertical curricular integration. The modules are supported by a selection of parallel platform packages, including software and documentation, that enable the modules to be used on a variety of hardware platforms. The modules are being freely disseminated through an interactive website, the National Digital Science Library, and through a workshop at the annual meeting of the ACM Special Interest Group for Computer Science Education. The project includes a comprehensive assessment and evaluation plan coordinated by an independent evaluator. CCLI-Phase 1 (Exploratory) DUE EHR Shoop, Elizabeth Macalester College MN Lance C. Perez Standard Grant 69194 7494 SMET 9178 0941971 September 1, 2010 Self-Efficacy and Student Characteristics as Predictors of Success for Supplemental Instruction Programs in Undergraduate Chemistry Education. Chemistry (12) Intellectual Merit. Supplemental Instruction (SI) has a long history of increasing student success rates in courses traditionally considered some of the most difficult in higher education. Although the success of SI programs nationwide has been lauded in the literature, the questions that remain unanswered are: i) whether the improvement in student success is a result of self-selection rather than the attributes of the SI program itself, ii) whether SI programs are equally successful for all groups of students, and iii) whether participation in SI results in increased success in subsequent courses and retention within STEM majors. Therefore, using an already established SI Program, the specific objectives of this project are to: 1) Determine whether the success of SI programs is a result of self-selection by the students, 2) Evaluate the variables which can be utilized to predict the degree of success of the SI program for a particular student, and 3) Assess the effect of the SI program on student success in subsequent courses offered by the Department of Chemistry and Biochemistry and retention of the students within STEM majors. The first objective is being addressed by the widespread distribution and results analysis of both a general self-efficacy survey and a chemistry self-efficacy survey, which measure a student's perception of his/her ability to achieve a specific learning outcome. General self-efficacy surveys are currently available, and a chemistry self-efficacy survey has been created specifically for use in this investigation. The second objective is being addressed by evaluating the success of the SI program in each of the courses with respect to grade point average, the number of students receiving a grade of D, F, or W in the class (the DFW rate), gender, ethnicity, desired major, mathematics background, SAT or ACT scores, and status as a first-generation student. The third objective is being addressed by a longevity study where the success of each student is tracked through the subsequent chemistry and biochemistry courses and the retention of the students within STEM majors is monitored. Broader Impacts. The state of Texas will, over the next few decades, see tremendous growth in population, and the overall population will be less educated unless current trends are altered. The "Closing the Gaps" initiative, designed to increase the participation rate in higher education, has resulted in large increases in enrollment at Texas State University-San Marcos. Enrollment in lower-division courses within the Department of Chemistry and Biochemistry, a department that already serves a large (~24%) Hispanic population, continues to increase; however, the DFW rate for first generation students in general, and minority students in particular, is alarmingly high. An increase in the success rate of students completing the first two years of the chemistry curriculum will bolster the university's ability to produce an educated population, particularly in the STEM programs. Furthermore, Texas State University-San Marcos educates more K-12 teachers than any other institution in the state of Texas. The future teachers impacted through this project are expected to enhance the educational environment of future generations of STEM students. Dissemination of the results of this research investigation through peer-reviewed publications, presentations at professional meetings, and distribution of the self-efficacy survey will provide an opportunity for institutions nationwide to increase the effectiveness of the use of SI in lower-division chemistry courses. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Feakes, Debra CAROL DOCHEN Robert Reardon Texas State University - San Marcos TX Susan H. Hixson Standard Grant 199976 7494 1536 SMET 9178 0942047 January 1, 2010 Guiding General Chemistry Laboratory Toward a Green Revolution: An Inquiry Approach. Chemistry (12) This grant provides two years of funding to allow the Department of Chemistry and Physics at Armstrong Atlantic State University to infuse guided inquiry green chemistry experiments to spur student interest in and commitment to chemistry. The involved faculty and staff are developing a series of guided inquiry modules, which are based on the 12 Principles of Green Chemistry and environmental sustainability, into the general chemistry laboratory. Traditionally, general chemistry laboratories have been modeled after "cookbook" type activities that enable high throughput of students but limit the amount of discovery and inquiry that are fundamental to science. The standard four week guided inquiry modules are being investigated in groups to promote collaborative student work and include projects with a green chemistry theme. These topics include ore refinement, soil analysis, water pollution, green synthesis of nanoparticles, biodiesel, acid rain, air pollution, and fuel cells, each of which illustrate one or more of the major theoretical aspects of general chemistry such as stoichiometry, gas laws, equilibrium, kinetics, thermodynamics, electrochemistry, and acid/base chemistry. The overarching goal of the transformative project is sharing the excitement of chemistry with students to favorably affect the recruiting and retaining of students in chemistry. The experience is equipping students with greater critical thinking skills to better prepare them for future coursework and lifelong learning. The general chemistry sequence impacts the greatest number of students across the disciplines of science and is creating a community of green scholars. The two semester inquiry experience culminates in an environmentally related green chemistry research experience for every student enrolled. The adaptation and results are being shared with educators for implementation in their classrooms through internet based resources. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Lynch, Will Catherine MacGowan Eric Werner Joshua Smith Lea Padgett Armstrong Atlantic State University GA Eun-Woo Chang Standard Grant 192595 7494 1536 SMET 9178 0942076 December 1, 2009 Transforming Homework into Cyberlearning in an Introductory STEM Course. Physics (13) This multi-institutional project is developing novel cyberlearning exercises involving computation for introductory, calculus-based mechanics. The exercises provide students with rich dynamic setting to gain experience with solving a wide variety of mechanics problems and build correct physical intuition by using computation to visualize motion and to model more physically realistic situations (e.g. visualize 3D motion dynamically and calculate a wide range of quantities describing the motion). The exercises are also intended to help students overcome anxieties associated with using computation, thereby reinforcing the importance of computation as a key tool for solving today's science and engineering problems. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Schatz, Michael Matthew Kohlmyer GA Tech Research Corporation - GA Institute of Technology GA Duncan E. McBride Standard Grant 200000 7494 1536 SMET 9178 0116000 Human Subjects 0942089 June 1, 2010 Team Science. Chemistry (12) Bluegrass Community and Technical College (BCTC) is implementing the Team Science project to increase student success in "gateway" chemistry and biology courses through the use of team-based learning, an instructional strategy that uses theoretically based and empirically grounded strategies for utilizing small groups to improve the learning process. The goals of the project are to positively impact the instructional culture by incorporating team-based learning concepts in the science curriculum, and to positively impact student learning outcomes in selected chemistry and biology courses. A cohort of full-time faculty members is participating in training, modifying curriculum, teaching redesigned courses, and mentoring other faculty members. Faculty training is led by two experts in the field of team-based learning. Adjunct faculty members are being trained in the second year of the project and are participating in the implementation of redesigned courses. Intellectual merit is realized through the effective use of team-based learning that requires a significant change in the role and function of both the instructor and the student. Cyberlearning plays an integral role through the use of tablet PCs and DyKnow software to facilitate team activities and interaction. Broader impact is achieved through the involvement of adjunct faculty in all phases of the project, recognizing the increasing role of adjunct instructors in STEM education. The evaluation and dissemination activities are validating the effectiveness of team-based learning in a community college setting. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Knowles, Tracy Chad Mueller Kentucky Community & Technical College System KY Eun-Woo Chang Standard Grant 195472 7494 1536 SMET 9178 9150 0942131 May 15, 2010 Enhancing Undergraduate Chemistry Education through Incorporation of Research-based Environmental Experiments. Chemistry (12) Stewardship of the watershed and sustainability of natural resources requires training of students in the science of Environmental Chemistry. This project incorporates authentic research-based laboratory experiences that highlight environmental testing, watershed sustainability, and current research topics into undergraduate chemistry courses. The goals of this work are to 1) increase interest and skills of students in chemistry, 2) increase real-world relevancy in general chemistry courses, 3) enhance two outreach programs, one involving middle school children and one involving the Saginaw Chippewa Tribal College, by incorporating environmental testing units into their programs, 4) improve undergraduate environmental, chemical, and toxicology research by additional instrumentation and training, 5) increase data and information on environmental contaminants in the mid-Michigan area for the community. In freshman and sophomore laboratories for chemistry majors as well as non-majors and students preparing to be K-8 teachers, students are studying environmental toxic entities in water and soil including: metal ions (mercury, cadmium, lead, and chromium) and other contaminants (nitrates, nitrites, phosphates, and dissolved oxygen). Implementation at two locations gives students the opportunity to study sampling methodology and actually collect samples directly at the Chippewa River close to the Central Michigan University (CMU) main campus and at the CMU Beaver Island facility located several miles off the western shore of Lake Michigan. The results of the analyses of local rivers and soils are presented to the public by students, and harmful levels, if found, are reported to the Michigan Department of Environmental Quality. Undergraduate students also are part of a research project dealing with the use of imprinted resins in wastewater remediation. The students' research experience is enhanced by instrument refresher training to deepen their analytical instrumentation knowledge. With that preparation the students are able to concentrate on developing research ideas, implementing necessary experiments, analyzing data, and ultimately presenting their results. The effects of the curricular changes will be assessed by an evaluator external to the department. The assessment will determine the efficacy and ease of implementation of the enhanced laboratory procedures developed by the investigators, and their impacts on student learning gains and interest in chemistry. Intellectual Merit: The project expands the chemistry program at CMU by implementing selected environmental analyses into the existing curricula and motivating student interest in chemistry with self-designed and research-based laboratory projects. Broader Impacts: Each year this project directly impacts about 1000 undergraduate students in chemistry at CMU, as well as 20 students at the Saginaw Chippewa Tribal College, and approximately 40 gifted middle school students. Community members are kept abreast of current data on environmental contamination obtained by the students. Not only are the students participating in research, but it is a research that is much needed in the mid-Michigan area since this work provides a tool for monitoring 'hotspots ' that are not currently being monitored due to financial strains on the State. By completing the laboratory experiences and seeing real-life applications, students are expected to expand their critical environmental awareness and motivate their interest in chemistry. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Tomasik, Janice Anja Mueller Dale LeCaptain Sharyl Majorski Central Michigan University MI Susan H. Hixson Standard Grant 190688 7494 1536 SMET 9178 0942168 January 1, 2010 Collaborative Research: An Innovative Instructional Strategy for Widespread Dissemination of Electric Energy Systems Curriculum as a Model in STEM Education. Engineering - Electrical (55) The project, a collaboration effort between the University of Minnesota and Northern Arizona University, is developing a forward-looking easily implemented curriculum in electric energy systems. To accomplish this, the investigators are developing and assessing a learner-centered, web-enabled strategy that allows students to learn content online and work face-to-face with other students and faculty on real-world energy related problems that foster critical thinking through active engagement. They also are developing faculty expertise through sustainable online curricular content and connections with resource faculty to support implementation in smaller programs with limited faculty resources. The project builds upon prior work funded by NSF and other agencies that has successfully revised the curricular content of power engineering courses in nearly 100 schools nationwide. To sustain and expand this success, the current project is focusing on innovative pedagogy and the need for faculty development. The evaluation effort, under the leadership of an experienced evaluator, is using indirect assessments (e. g., student surveys and faculty interviews), direct assessment of student products using rubrics, and observation of class activities. The project team is disseminating their material and pedagogical approach through a website repository, through regularly scheduled Internet-based video conferences between new and resource faculty, through a series of on-going faculty workshops funded by ONR, through a workshop for engineering deans to promote the approach as a model for other areas, and through papers and presentation. Broader impacts include extensive faculty development efforts, wide dissemination of their material and methods, and their effort to promote the approach as a model for curriculum reform in other areas. CCLI-Phase 1 (Exploratory) DUE EHR Mohan, Ned Tamara Moore University of Minnesota-Twin Cities MN Russell L. Pimmel Standard Grant 175002 7494 SMET 9178 0942180 January 1, 2010 Introducing Research-inspired Modules in the General Chemistry Lab Curriculum. Chemistry (12) Most science and engineering students take general chemistry as a requirement for their major. However, students may generally feel disconnected from this course because they cannot appreciate how chemistry relates to their fields of study. One way to form connections is to use interdisciplinary research-inspired modules in the general chemistry laboratory. Thus, the four 3-week lab modules being developed in this project emphasize connections to physics, environmental science, and engineering. Additionally, exercises that allow students to develop their own experimental procedures are underrepresented in general chemistry lab manuals. This is a vital step in bridging the gap between a beginning science/engineering student and an autonomous research-oriented one. The modules from this project are filling a critical gap among the types of inquiry lab experiments in the education literature. They are designed to cultivate and measure progress in inquiry methods development and to foster positive attitudes about and increase interest in chemistry in particular, both of which are topics of interest to most chemical educators. Students who might normally be disengaged from their traditional chemistry course favorably view these projects as interesting and informative. Educators wishing to illustrate the relationship between chemistry and other fields are interested in this project's development of interdisciplinary lab modules or use the experiments developed from this project directly. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Baloga, Monica Kurt Winkelmann Florida Institute of Technology FL Eun-Woo Chang Standard Grant 182588 7494 1536 SMET 9178 0116000 Human Subjects 0942190 January 15, 2010 Collaborative Research: CCLI-Responding to manycore: A strategy for injecting parallel computing education throughout the computer science curriculum.. Computer Science (31) This collaborative project between St. Olaf College and Macalester College is developing a collection of ten learning modules with supporting software in the area of parallel computing. For the foreseeable future, the dominant factor in CPU hardware performance will be the number of cores per CPU package, not speedup within an individual core. Thus, today's dual- and quad- multicore processors will soon give way to CPUs with dozens, and eventually thousands, of cores. To prepare today's computer science students for the manycore world that will be the reality during their careers, parallel computational concepts and programming must achieve a new prominence in the computer science curriculum. The modules developed in this project range in sophistication from the first-year introductory level to the fourth-year advanced technical elective level. The modules begin with Hadoop and progress to OpenMP and MPI. The modularity and varying complexity of the modules allows institutions to adapt them to their curriculum from a single course to a complete vertical curricular integration. The modules are supported by a selection of parallel platform packages, including software and documentation, that enable the modules to be used on a variety of hardware platforms. The modules are being freely disseminated through an interactive website, the National Digital Science Library, and through a workshop at the annual meeting of the ACM Special Interest Group for Computer Science Education. The project includes a comprehensive assessment and evaluation plan coordinated by an independent evaluator. CCLI-Phase 1 (Exploratory) DUE EHR Brown, Richard Saint Olaf College MN Lance C. Perez Standard Grant 129738 7494 SMET 9178 0942290 January 1, 2010 Class Generated Community Clicker Cases: testing a novel pedagogic approach connecting science and non-major students in large introductory biology classes. (Biological Sciences 61) The use of clickers, particularly in large introductory courses, is becoming increasingly promising as a means of stimulating class discussions and encouraging participation by all students. This project is developing and testing the efficacy of a novel pedagogic alternative, Class Generated Community Clicker Cases (CGCCC), to lecturing in a large introductory biology course. A minimum of 1540 students, in 14 sections, are being involved in development and evaluation of this technique that has been successfully pilot tested by the Principle Investigator. Before the start day for class discussion of a topic, students are given a one-page faculty generated questionnaire relevant to it. The students are told to use the questionnaire to interview a real person and write down the verbal answers as they hear them, in the tone of the interviewee. During the next class period, students use clickers to report interview responses. The class results are displayed in histograms immediately after the question is asked. Students then read about the topic in their textbook and, in the next class period, utilizing the clickers, they take a quiz to determine their knowledge of the topic covered and their understanding of the concepts within it. The course is constructed so that interview data analysis days alternate with days devoted to discussion and explanation of chapter content and concepts. Ultimately students are challenged to reveal what misconceptions their interviewee had about the topic and, in the penultimate assignment about a specific topic, they return to their interviewee and discuss with them one of the interview questions and share one aspect of the course content. The students then hand-in a brief statement on how the interviewee responded to their discussion. The effectiveness of CGCCC versus lecturing will be assessed using four indicators, two assessing student knowledge of biology, and two assessing students opinion of the course: students' factual knowledge; students' ability to assimilate and apply the learned information; rates of student attendance in the class; and self-reported student satisfaction with the course. Intellectual merit: The intellectual merit stems from: the improvement of a core curriculum course; the production of an entire syllabus that can be used by or serve as a model for other institutions and, the potential for the data generated by these studies to address faculty concerns about the use of non-lecture alternative methods for teaching large introductory science classes. Broader impacts: The broader impacts stem from: the training and mentorship of graduate students to be educators as well as scientists; the regional workshops for faculty from a variety of academic settings; and the journal publications and conference presentations being produced. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Goulet, Tamar University of Mississippi MS Terry S. Woodin Standard Grant 199674 7494 1536 SMET 9178 9150 0116000 Human Subjects 0942313 September 1, 2009 Visualizing Strain in Rocks with Interactive Computer Programs. Geology (42) Strain is a fundamental topic in structural geology, and researchers endeavor to quantify strain in rocks to understand the development of deformation fabrics, and examine strain gradients in folds and fault zones in order to constrain mechanisms of their formation. This CCLI Type I project is providing students in structural geology opportunities to gain confidence gathering and analyzing data from rocks and relating deformation to large-scale structures. The two computer programs and accompanying tutorials being created are providing students with opportunities to determine strain in rocks and an opportunity for them to gain experience in data acquisition and error analysis. Students are also learning about important problems that complicate all attempts to quantify strain, such as ductility contrast between marker object and matrix, initial shape and distribution of marker objects, and area or volume change during deformation. Thus, the value of such exercises goes far beyond training students to measure strain in rocks; these projects also are providing an opportunity for students to critically examine the assumptions and limitations of any attempt to quantify a natural process. Intellectual Merit. Two common methods for estimating strain in rocks are the Rf/Phi and center-to-center methods. Both require making numerous measurements, plotting the results on graphs, and interpreting patterns in the graphs to estimate strain. Students commonly have trouble connecting the objects measured in deformed rocks with the graphs. The programs being created are continuously and instantaneously linking images of the rocks, as deformation is simulated by linear transformations, with the graphs that are used to calculate strain. This approach is giving students a visual link between deformation and the otherwise abstract graphical display. A prototype program is being refined and tutorials are being created to help students become familiar with the Rf/Phi method for determining strain. A second similar program for measuring strain by the center-to-center method and tutorials are also being developed. A third tutorial is for advanced treatments of strain analysis describing how both methods can be used to measure strain in some rocks to partition strain into shape change and area change components. The programs are being written in Java, so they can run on virtually any computer. The tutorials are available as text documents with screen captures of the programs, and as PowerPoint presentations for use in the classroom. Broader Impact. The programs and associated tutorials being developed will impact the teaching of structural geology, a core course taken by nearly all geology majors. The programs and tutorials are improving undergraduate courses in structural geology by fostering a deeper understanding of how commonly used strain methods work. The programs are also being used to demonstrate some basic principles of strain for introductory geology courses. To support wide dissemination and increase the number of geology faculty that are using the programs in their structural geology courses, workshops are being held at national and regional geology meetings. All material is freely available and is downloaded from the Williams College Geosciences and Information Technology web pages. CCLI-Phase 1 (Exploratory) DUE EHR Karabinos, Paul Christopher Warren Williams College MA David J. Matty Standard Grant 144244 7494 SMET 9178 0942344 September 1, 2009 First-Year Research in Earth Sciences (FYRES): Dunes. Earth Systems Science (40) Despite widespread recognition that inquiry-learning improves education in STEM disciplines, too few undergraduate science programs include authentic research experiences for students in their first two years. The goal of the First-Year Research in Earth Sciences (FYRES) project is to develop and implement a geoscience course in which first-semester students at Calvin College learn science through engagement in undergraduate research experiences focused on Lake Michigan coastal dunes. The FYRES project combines elements from the best existing models of inquiry-based learning, undergraduate research experiences, and early undergraduate experiences to form an effective STEM learning experience. The FYRES project provides authentic inquiry-learning experiences for two groups of undergraduate students: students in their first-semester of college and students participating in the Student Research Mentor Program. The research mentor program is open to upper-level geography or geology majors and provides students with a substantive undergraduate research experience. These students are working closely with the FYRES course as research mentors, facilitating the early-course guided dune investigations and leading teams of students working on specific Michigan coastal dune research projects in the second half of the course. The Research Mentors complete a written report on the research project and present the results at a professional conference. The FYRES project includes one year for development of course, mentor program and evaluation materials, followed by two years of implementing and evaluating the course and mentor program. The intellectual merit of the FYRES project lies in its innovative approach to engaging first-year students in an undergraduate research experience shared with peer mentors whose research roles are appropriate to their greater experience and education. The FYRES project advances STEM education by creating and adapting learning materials and teaching strategies to reflect knowledge about authentic inquiry-learning experiences in undergraduate education. The FYRES project contains a robust evaluation plan in studying the successes and failures of two offerings of the course and student research mentor program, matched by evaluations of student experiences in control groups appropriate to both the first-year and upper-level FYRES student experiences. FYRES project evaluation represents a significant contribution to knowledge about inquiry-learning at the undergraduate level, a research area in which there is limited study to date despite widespread promotion of this pedagogy. In particular, this project advances our understanding of authentic research as inquiry-learning, early research experiences, and the role of peer mentors in undergraduate research experiences. The FYRES project also advances disciplinary knowledge by providing six original coastal dune studies per year. The broader impacts of the FYRES project include the direct benefits to the first-year students who participate in the FYRES course, the upper-level geography or geology majors who participate as student research mentors, the science education students completing summer research projects, and three recent graduates participating as Research Associates. All of these students receive training and education in STEM that may encourage further opportunities or involvement in science. The student projects strengthen collaborations between Calvin College and the community as the research findings inform the understanding, management and education of the public about west Michigan coastal dunes. The project also strengthens collaborations between science education and practicing scientists at Calvin College. The FYRES project will attract the attention of incoming undergraduate students who possess some measure of interest in hands-on or outdoor science, engage these students in authentic inquiry-learning focused on a dynamic local natural environment, and build a foundation for further participation in the earth sciences or other STEM disciplines. By enhancing the practice and understanding of science education at the undergraduate level, the FYRES project has the potential to transform thinking about first-year courses at Calvin College as well as at other undergraduate institutions. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR van Dijk, Deanna Crystal Bruxvoort Calvin College MI David J. Matty Standard Grant 185003 7494 1536 SMET 9178 0942397 September 1, 2009 PeerWise: Students Creating, Sharing, and Evaluating their own Exam Questions. Computer Science (31) Students' learning is often assessed through exam questions - but can students learn by creating their own "exam questions" and practicing on questions created by their peers? This project investigates the benefits offered by PeerWise, a collaborative web-based tool for developing students' learning through a shared repository of course-specific, student-generated multiple choice questions. In a course using PeerWise, students regularly reflect asking themselves, "What is it I really need to know from this week's material? How might the professor test me on this?" They then construct and submit a multiple choice-style question on the PeerWise website, creating appropriate distracter answers, writing an explanation in their own words, and tagging the question with relevant topic terms. They also "practice" by taking questions submitted by other students. After answering a question, students can see how their peers answered the question (e.g. 25% said A), rate that question, and write a comment on it that is visible to the author of the question and their peers. This project explores the potential of PeerWise in 18 computer science classes with 9 different instructors, impacting approximately 900 students at multiple institutions. Three key issues drive an interest in studying PeerWise use in computing courses: (1)A preliminary study in a CS1 course at the University of Auckland has shown a positive correlation between final exam score and activity level on the PeerWise system; (2)PeerWise supports a student-centered learning environment; and (3) Adoption of PeerWise places little burden on the course instructor, and yet creates and supports content that is closely aligned to course-specific learning outcomes. Through the process of question writing, students are actively engaged in meta-cognitive activities (considering what they know, or need to know) and, through explanation writing targeted at their peers, a form of tutoring. By answering the questions written by their peers, students can perform self-assessment and can engage in peer review - in rating and commenting on peers' questions. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Simon, Elizabeth University of California-San Diego CA Stephen C. Cooper Standard Grant 247090 7494 1536 SMET 9178 0116000 Human Subjects 0942425 January 1, 2010 Collaborative Research: Portable Cyber-Laboratories: Virtual Instruments and Affordable Prototyping Kits to Enhance Learning and Improve Access to Electrical Engineering Education. Engineering - Electrical (55) This project, a collaborative effort between Kansas State University and East Carolina University, is developing mobile hands-on learning experiences for electrical engineering concepts and formally assessing whether laboratories performed at home are effective supplements for traditional lecture and laboratory based courses. The portable laboratory is based on innovative virtual instruments on laptop and handheld computers interacting with custom, low-cost prototyping kits integrated with plug-and-play data acquisition units. The project team is developing an affordable, portable circuit prototyping capability, creating laboratory experiences (hands-on protocols and software interfaces) that enable students to use the kits in their preferred environment, developing lecture demonstrations with these prototyping kits, and integrating these lecture and laboratory modules into existing courses. The evaluation effort, which is being led by an independent consultant, is monitoring cognitive, affective, and psychomotor changes using surveys, concept inventories, performance on the FFundamentals in Engineering Exam, and direct observation in the laboratory. Project materials and results are being disseminated through website postings, conference presentations, and journal publications and through connections with National Instruments. Broader impacts include the dissemination of the materials and pedagogy, the potential of providing laboratory experiences outside of the laboratory, and the investigators' involvement in a special outreach program for junior high school girls. CCLI-Phase 1 (Exploratory) DUE EHR Warren, Steven Kansas State University KS Russell L. Pimmel Standard Grant 111899 7494 SMET 9178 9150 0942439 January 1, 2010 A Web-Enabled, Interactive Remote Laboratory for Renewable Energy. Engineering - Other (59) The project is developing computer interfaces and new curricula to provide students in introductory renewable energy courses with an interactive, Web-based laboratory using state-of-the-art photovoltaic systems and monitoring equipment. The project team is preparing learning modules for a photovoltaic test facility at the NASA Ames Research Center to enable students to control the azimuth and elevation of a tracking photovoltaic panel to optimize its power output based on real-time measurements of the panels current and voltage. They also are planning additional research making use of nanotechnology, such as quantum wires and dots, allowing students to compare their performance to that achieved with commercial technology. To support the laboratory experience, the investigators are writing Java applets and graphical user interfaces that provide online tutorials and automated feedback tools to measure student learning. By partnering with a two-year Hispanic Serving Institution (HSI), they are testing the approach in a different academic setting. An independent evaluator is providing formative and summative studies to determine how well the students understand the relationship between the measured environmental factors and generator performance. The investigators are disseminating their materials and results through a webpage, tagged with descriptive metadata and linked to the NSDL, and through presentations and publications in the area of undergraduate education. Broader impacts include the partnership with the HSI, the dissemination of the materials, and outreach activities using an existing K-12 program. CCLI-Phase 1 (Exploratory) CCLI-Phase 2 (Expansion) DUE EHR Kubby, Joel Ali Shakouri Brooke Haag University of California-Santa Cruz CA Russell L. Pimmel Standard Grant 250000 7494 7492 SMET 9178 0942447 September 1, 2009 XRF as a Tool for Curricular Enhancement in Earth Systems and Environmental Chemistry. Geoscience (42) X-ray fluorescence is a primary analytical technique providing accurate and precise analyses of major, minor, and some trace chemical constituents of many materials. This project is enhancing the teaching and research programs in Geology and Chemistry Departments at Pomona College by creating a shared use wavelength-dispersive X-ray fluorescence laboratory that enables students to perform quantitative compositional analyses on samples ranging from 1 ppm to tens of percent. Intellectual Merit: This new instrument is infusing new technology into the curricula of both departments as well as other members of the Claremont Colleges (Harvey Mudd, Scripps, Pitzer, and Claremont McKenna Colleges). In addition to gaining hands-on experience using an industry standard analytical instrument, students are engaging with a variety of applications, and thus career options, including analysis of geological samples including soils and igneous, metamorphic, sedimentary rocks, metallurgical samples such as steel and brass, archaeological samples, and environmental aerosols. Pomona?s field-based research projects is able to combine GIS and XRF data, overlaying composition with location in order to visualize changes in composition across a location to aid in directing future research projects, such as mapping contaminant plumes. Broader Impacts: The implementation of XRF enhances undergraduate STEM learning and research experiences for students from Pomona, Harvey Mudd, Scripps, Pitzer, and Claremont McKenna Colleges. A number of uses of the XRF, such as investigations of contamination in soils, air quality, and climate studies in the Los Angeles Basin and environs, enable students to apply XRF data to solve real-world problems that serve the public interest. Awareness of the value and importance of scientific training through solving civic problems is at the heart of the Science Education for New Civic Engagements and Responsibilities (SENCER) program. Some of the outcomes of this project are being used as course design models and potentially cross-fertilizing the SENCER program. Planned outreach and collaboration with other L.A. Basin schools are fostering synergistic activities in facilitating teaching and research collaboration between two XRF labs and six other geoscience departments in the L.A. Basin, thereby reaching out to help train a large number of underrepresented students in geoscience programs. The XRF also is being used by students participating in Pomona College?s Academy for Youth Success (PAYS), a summer research program for local high school students. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Lackey, Jade Star Charles Taylor Robert Gaines Pomona College CA David J. Matty Standard Grant 200000 7494 1536 SMET 9178 0942472 November 1, 2009 Collaborative Proposal: CCB FEST-Community College Biology Faculty Enhancement through Scientific Teaching. This collaborative project between a comprehensive state institution (San Francisco State University) and a community college (Foothill-De Anza Community College)is establishing a multi-pronged faculty enhancement program for community college biology faculty. It is anticipated that 150 college faculty and 11 graduate students will benefit directly from this project in terms of enhancing their teaching approaches, with many more undergraduate students benefitting from the resultant improved courses. The structure and content of the program is patterned after the Scientific Teaching Institutes organized by Jo Handelsman at the University of Wisconsin and has as its objective to enhance faculty pedagogical expertise, provide faculty with support to iteratively change their teaching and develop professional learning communities of community college faculty in the San Francisco Bay area. The three aspects of this project are: 1. The Scientific Teaching Workshops Series an introductory series of five three hour workshops for those faculty with limited time who want to learn what is available in the hopes of participating in a more intense experience later on (offered during the spring term on a rotating basis at each of ten community colleges within the San Francisco Bay area); 2. The Scientific Teaching Summer Institute, a week long full day activity taking place on the campus of San Francisco State and 3. Follow up activities to help faculty implement what they have learned and to develop a teaching community among participants and their colleagues. The project further benefits from an additional resource, SEPAL (Science Education Partnership and Assessment Laboratory) developed by Kimberly Tanner, a graduate student training program at SFSU that includes working with faculty to develop faculty teaching strengths. Materials being used at the workshops include: the Scientific Teaching workbook developed by Jo Handelsman for the long standing Scientific Teaching Institutes workshops at the University of Wisconsin Madison, designed for faculty at research intensive universities and those teaching large introductory courses; the Approaches to Biology Teaching and Learning a publication collection written by Kimberly Tanner to translate key findings from the educational literature into practical teaching strategies for the college classroom; and curricular materials developed for SEPAL. Intellectual Merit: The merit of this project resides in its use of successful activities and materials developed for one audience to transform opportunities available for a different audience. Broader Impact: Given the large number of students taught by the faculty involved and the fact that in the bay area many biology majors at four year schools start their academic careers at community colleges, this project's potential to effect many students is obvious. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Schinske, Jeffrey Foothill-De Anza Community College District CA Terry S. Woodin Standard Grant 15375 7494 1536 SMET 9178 0116000 Human Subjects 0942488 September 1, 2009 Test-Driven Learning with WebIDE. Computer Science (31) Test-driven development (TDD) is a novel software development strategy requiring automated unit tests be written prior to writing functional code. TDD is emerging as an industry "best practice" that is beneficial in popular agile software processes as well as more traditional plan-driven processes. Despite industry acceptance of TDD, the academic community has been slow to become familiar with and understand TDD. TDD has made its way into some graduate and upper-level software engineering courses. The primary hurdles and logical next steps for expanding TDD in academia are teacher education and resources. This project endeavors to ease and speed adoption of TDD in academia by developing and assessing lab materials and a supporting web-based integrated development environment (WebIDE) for first year programming courses, based on the Test-Driven Learning (TDL) approach. TDL is an approach to teaching computer programming that involves introducing and exploring new concepts by example in a test-first manner with automated tests. By providing TDD-based lab materials layered on a super-simple-to-use interface in a context (web) that is familiar to students and immediately accessible, frustrating hurdles are eliminated so students can achieve early successes, focus on core programming concepts, and master initial language syntax. These labs can improve student design and testing skills as they learn traditional CS1 implementation skills. More than a dozen empirical studies have assessed the efficacy of using TDD in the classroom. Although results are not conclusive, these studies have shown that students and practitioners who apply TDD can be more confident about their programs, achieve significantly higher test coverage, have fewer defects, and write significantly less complex programs. Studies have further shown that instructors can incorporate TDL without sacrificing coverage of existing topics, and students can learn to apply TDD in first year programming courses without investing significantly more time. In other words TDL enables one to teach testing and TDD for free. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Janzen, David John Clements California Polytechnic State University Foundation CA Stephen C. Cooper Standard Grant 153344 7494 1536 SMET 9178 0942489 November 1, 2009 Collaborative Proposal: CCB FEST-Community College Biology Faculty Enhancement through Scientific Teaching. This collaborative project between a comprehensive state institution (San Francisco State University) and a community college (Foothill-De Anza Community College) is establishing a multi-pronged faculty enhancement program for community college biology faculty. It is anticipated that 150 college faculty and 11 graduate students will benefit directly from this project in terms of enhancing their teaching approaches, with many more undergraduate students benefitting from the resultant improved courses. The structure and content of the program is patterned after the Scientific Teaching Institutes organized by Jo Handelsman at the University of Wisconsin and has as its objective to enhance faculty pedagogical expertise, provide faculty with support to iteratively change their teaching and develop professional learning communities of community college faculty in the San Francisco Bay area. The three aspects of this project are: 1. The Scientific Teaching Workshops Series an introductory series of five three hour workshops for those faculty with limited time who want to learn what is available in the hopes of participating in a more intense experience later on (offered during the spring term on a rotating basis at each of ten community colleges within the San Francisco Bay area); 2. The Scientific Teaching Summer Institute, a week long full day activity taking place on the campus of San Francisco State and 3. Follow up activities to help faculty implement what they have learned and to develop a teaching community among participants and their colleagues. The project further benefits from an additional resource, SEPAL (Science Education Partnership and Assessment Laboratory) developed by Kimberly Tanner, a graduate student training program at SFSU that includes working with faculty to develop faculty teaching strengths. Materials being used at the workshops include: the Scientific Teaching workbook developed by Jo Handelsman for the long standing Scientific Teaching Institutes workshops at the University of Wisconsin Madison, designed for faculty at research intensive universities and those teaching large introductory courses; the Approaches to Biology Teaching and Learning a publication collection written by Kimberly Tanner to translate key findings from the educational literature into practical teaching strategies for the college classroom; and curricular materials developed for SEPAL. Intellectual Merit: The merit of this project resides in its use of successful activities and materials developed for one audience to transform opportunities available for a different audience. Broader Impact: Given the large number of students taught by the faculty involved and the fact that in the bay area many biology majors at four year schools start their academic careers at community colleges, this project's potential to effect many students is obvious. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Tanner, Kimberly San Francisco State University CA Terry S. Woodin Standard Grant 234490 7494 1536 SMET 9178 0116000 Human Subjects 0942518 September 15, 2009 Collaborative Research: Bringing Seismology's Grand Challenges to the Undergraduate Classroom. Geology (42) Through collaboration among The College of New Jersey, the Incorporated Research Institutions for Seismology Education and Outreach Program (IRIS E&O), and IRIS member institutions, seismological instruction at the undergraduate level is being enhanced through the creation of curricular materials that foster hands-on and active engagement with content related to current research. To provide a structure for these new educational resources, the framework of the "Seismological Grand Challenges in Understanding Earth's Dynamic System" is being used. The "Grand Challenges" are ten questions that identify promising research directions on the frontiers of seismology that were posed as a result of the "Long Range Science Plan for Seismology" workshop held in September, 2008 and attended by members of the seismological and geophysical research community. Intellectual Merit. Though the "Grand Challenges" identify exciting research directions in seismology, they also intrinsically allow for the creation of curricular materials that integrate cutting edge research and authentic data. Classroom activities are being created for each of the ten "Grand Challenges", including at least 6 inquiry-based extended laboratory exercises. Each activity addresses a novel and interesting research problem and is helping address shortcomings in current seismological instruction at the undergraduate level. The focus of the modules is on an Earth Systems approach and the data-intensive activities are being designed to challenge students to address common geoscience misconceptions. The modules are being tested at pilot institutions and evaluated and revised by undergraduate educators and seismological research personnel. Broader Impacts. Dissemination efforts are taking advantage of IRIS E&O's existing infrastructure. The course materials are being posted on the IRIS website with links from other teaching websites such as SERC. In recognition of the cutting-edge nature of the content of the modules, the instructor's guide contains materials communicating an approach for delivering the content in the classroom, as well as promoting instructor learning of subject matter, pedagogy and pedagogical content knowledge. Varied approaches to dissemination are contributing to improving and potentially transforming seismology education for students nationwide. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Benoit, Margaret The College of New Jersey NJ David J. Matty Standard Grant 166946 7494 1536 SMET 9178 0942559 September 15, 2009 Collaborative Research: Bringing Seismology's Grand Challenges to the Undergraduate Classroom. Geology (42) Through collaboration among The College of New Jersey, the Incorporated Research Institutions for Seismology Education and Outreach Program (IRIS E&O), and IRIS member institutions, seismological instruction at the undergraduate level is being enhanced through the creation of curricular materials that foster hands-on and active engagement with content related to current research. To provide a structure for these new educational resources, the framework of the "Seismological Grand Challenges in Understanding Earth's Dynamic System" is being used. The "Grand Challenges" are ten questions that identify promising research directions on the frontiers of seismology that were posed as a result of the "Long Range Science Plan for Seismology" workshop held in September, 2008 and attended by members of the seismological and geophysical research community. Intellectual Merit. Though the "Grand Challenges" identify exciting research directions in seismology, they also intrinsically allow for the creation of curricular materials that integrate cutting edge research and authentic data. Classroom activities are being created for each of the ten "Grand Challenges", including at least 6 inquiry-based extended laboratory exercises. Each activity addresses a novel and interesting research problem and is helping address shortcomings in current seismological instruction at the undergraduate level. The focus of the modules is on an Earth Systems approach and the data-intensive activities are being designed to challenge students to address common geoscience misconceptions. The modules are being tested at pilot institutions and evaluated and revised by undergraduate educators and seismological research personnel. Broader Impacts. Dissemination efforts are taking advantage of IRIS E&O's existing infrastructure. The course materials are being posted on the IRIS website with links from other teaching websites such as SERC. In recognition of the cutting-edge nature of the content of the modules, the instructor's guide contains materials communicating an approach for delivering the content in the classroom, as well as promoting instructor learning of subject matter, pedagogy and pedagogical content knowledge. Varied approaches to dissemination are contributing to improving and potentially transforming seismology education for students nationwide. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Taber, John Michael Hubenthal Incorporated Research Institutions for Seismology DC David J. Matty Standard Grant 32609 7494 1536 SMET 9178 0942583 March 1, 2010 CCLI: Establishing a Microarray Teaching and Learning Center in the Shenandoah Valley in Support of Science Education. (Biological Sciences 61) James Madison University (JMU) is establishing a regional microarray teaching and learning center to support curricular innovations at a consortium of regional colleges in the Shenandoah Valley. The equipment at the center includes a recently purchased microarray reader and an inkjet oligoarray synthesizer and microarrayer which is being built and maintained by students in JMU's engineering program. Over 150 students per year in biology and bioinformatics courses at 3 four year colleges (Bridgewater College, Eastern Mennonite University, and JMU) and 2 community colleges (Blue Ridge and Virginia Western Community Colleges) are using the equipment in inquiry-based, research-oriented classes. These students include science and education majors and students in general education classes. In addition the consortium is beginning to include local high schools (Roanoke and Shenandoah Valley Governor's Schools, Stuart Hall School and Huguenot High School) and teachers in its efforts through: summer workshops designed to familiarize the teachers with the equipment; utilization of the teacher's expertise in design of high school courses to assist in developing teaching, learning, and assessment materials for future workshops and to be disseminated via a website; and involving the high school students and teachers in hands on research experiences. An annual symposium brings a genomics or proteomics expert to the Shenandoah Valley to provide a forum for consortium members to meet, share experiences, and celebrate accomplishments. The project is making use of facilities and resources made available through a Howard Hughes Medical Institute supported genomics course, the presence of SRI International in Harrisonburg and coordination with the Genomic Center for Active Teaching on the Davidson College campus. Intellectual Merit: The microarray teaching and learning center is creating a number of research-based and inquiry-based laboratory experiences for undergraduates. The knowledge base in several sub-fields of biology, including host/parasite interactions, immunological responses to stimulae, toxic effects on gene expression in bacteria, comparative genomics of bacteriophage, and others, is being enriched through these activities. Approximately twenty undergraduate science faculty are participating in intensive technological and educational training experiences. A better understanding of how sophisticated technology impacts teaching and learning in science is emerging through the project's assessment and evaluation efforts. Broader Impacts: Teaching and learning materials are being made available through a freely accessible consortium website. The center is increasing the technical expertise, equipment, and networking available for undergraduate research and education efforts and is providing modern facilities and infrastructure for several regional institutions. The project brings together students in biology, computer science, and engineering courses to promote understanding of multidisciplinary approaches to research and education in the sciences. This project is being co-funded by the Discovery Research K-12 program of the Division of Research on Learning in Formal and Informal Settings DISCOVERY RESEARCH K-12 CCLI-Phase 1 (Exploratory) DUE EHR Temple, Louise Ronald Kander Amy Fenster Stephanie Batchelet James Madison University VA Terry S. Woodin Standard Grant 249211 7645 7494 SMET 9178 0942680 January 1, 2010 Collaborative Research: Portable Cyber-Laboratories: Virtual Instruments and Affordable Prototyping Kits to Enhance Learning and Improve Access to Electrical Engineering Education. Engineering - Electrical (55) This project, a collaborative effort between Kansas State University and East Carolina University, is developing mobile hands-on learning experiences for electrical engineering concepts and formally assessing whether laboratories performed at home are effective supplements for traditional lecture and laboratory based courses. The portable laboratory is based on innovative virtual instruments on laptop and handheld computers interacting with custom, low-cost prototyping kits integrated with plug-and-play data acquisition units. The project team is developing an affordable, portable circuit prototyping capability, creating laboratory experiences (hands-on protocols and software interfaces) that enable students to use the kits in their preferred environment, developing lecture demonstrations with these prototyping kits, and integrating these lecture and laboratory modules into existing courses. The evaluation effort, which is being led by an independent consultant, is monitoring cognitive, affective, and psychomotor changes using surveys, concept inventories, performance on the FFundamentals in Engineering Exam, and direct observation in the laboratory. Project materials and results are being disseminated through website postings, conference presentations, and journal publications and through connections with National Instruments. Broader impacts include the dissemination of the materials and pedagogy, the potential of providing laboratory experiences outside of the laboratory, and the investigators' involvement in a special outreach program for junior high school girls. CCLI-Phase 1 (Exploratory) DUE EHR Yao, Jianchu East Carolina University NC Russell L. Pimmel Standard Grant 88100 7494 SMET 9178 0942762 September 1, 2009 Reinvigorating CS1 by enabling creative Web 2.0 programming. Computer Science (31) Intellectual Merit: This project produces educational materials and the necessary technological infrastructure to allow the use of state-of-the-art Web 2.0 technology in CS1, enabling a new generation of programming activities that significantly increase student engagement. This research develops an open-source server environment based on custom virtual machines that allows students to create and deploy rich internet applications without exposing them to the complexity normally associated with these applications. The environment's design provides the necessary abstractions that facilitate students developing such applications while retaining instructional focus on CS principles and concepts, rather than transient technology trends. This project develops an open-source class library that allows students to integrate many real-world data sources into their applications. A complete set of CS1 course assignments is developed, including programming exercises and labs with automated grading support, and a custom-published textbook suitable for a semester-long course. Topics are geared towards using real-world problems that are relevant in a student's life, including problems that show the social impact of the discipline, creating solutions that are meaningful to others outside the classroom, and giving students more creative control and more flexibility in the solutions they create. The project is evaluated by performing a concurrent, outcome-based assessment of the teaching infrastructure across the duration of the project. Broader Impact: The immediate impact is that first-year computer science students are able to create applications whose style is indistinguishable from the modern web applications they are using daily. Further, connecting activities to externally meaningful problems and allowing students greater creative control works to increase engagement and personal investment in learning. By making materials available to others under an open source license, and by actively disseminating results via a community website, others are able to similarly increase the attractiveness of their first CS offerings. The growth in relevance the project enables is specifically intended to increase recruitment and retention of women to CS who, as prior research indicates, are more likely than men to study computer science as an enabling technology for meaningful pursuits in non computer science domains. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Back, Godmar Stephen Edwards Virginia Polytechnic Institute and State University VA Stephen C. Cooper Standard Grant 160500 7494 1536 SMET 9178 0942778 January 1, 2010 Collaborative Research: Developing Virtual and Remote Undergraduate Laboratory for Engineering Technology. Engineering - Engineering Technology (58) The project, a collaborative effort between Texas Southern University and Prairie View A & M University -- two HBCUs, is revamping laboratories to provide virtual and remote (V-R) access and preparing instructional material for this type of laboratory. The project team is developing the framework and website for the laboratory and web-based experiments for courses in digital signal processing and in robotics. The web-based framework is scalable so that faculty members can gradually add more VR-Lab courseware to benefit more courses and more subjects. Developing this laboratory is setting the stage for infrastructure sharing between different institutions. The evaluation effort, which is being led by an outside evaluator, is using surveys and utilization statistics to monitor progress toward the project outcomes. The project's material and results are being disseminated through website postings, conference presentations and journal papers. Broader impacts include the emphasis on minority students, the dissemination of the instructional material, providing laboratory experiences to remote and non traditional students, and K-12 outreach through existing programs CCLI-Phase 1 (Exploratory) CCLI-Phase 2 (Expansion) DUE EHR Chen, Xuemin Texas Southern University TX Russell L. Pimmel Standard Grant 100000 7494 7492 SMET 9178 0942807 January 1, 2010 Collaborative Research: Developing Virtual and Remote Undergraduate Laboratory for Engineering Technology. Engineering - Engineering Technology (58) The project, a collaborative effort between Texas Southern University and Prairie View A & M University -- two HBCUs, is revamping laboratories to provide virtual and remote (V-R) access and preparing instructional material for this type of laboratory. The project team is developing the framework and website for the laboratory and web-based experiments for courses in digital signal processing and in robotics. The web-based framework is scalable so that faculty members can gradually add more VR-Lab courseware to benefit more courses and more subjects. Developing this laboratory is setting the stage for infrastructure sharing between different institutions. The evaluation effort, which is being led by an outside evaluator, is using surveys and utilization statistics to monitor progress toward the project outcomes. The project's material and results are being disseminated through website postings, conference presentations and journal papers. Broader impacts include the emphasis on minority students, the dissemination of the instructional material, providing laboratory experiences to remote and non traditional students, and K-12 outreach through existing programs CCLI-Phase 1 (Exploratory) CCLI-Phase 2 (Expansion) DUE EHR Zhang, Yongpeng Texas Engineering Experiment Station TX Russell L. Pimmel Standard Grant 100000 7494 7492 SMET 9178 0942809 January 1, 2010 PREDICT: Predicting Results and Evaluating Data using Insights from Computational Techniques. Chemistry (12) Project PREDICT (Predicting Results and Evaluating Data using Insights from Computational Techniques) is enhancing the educational experience for all students enrolled in the chemistry curriculum at the State University of New York College at Oneonta (SUNY Oneonta) by introducing computational chemistry through a graduated approach. The coordinated nature of PREDICT facilitates students' ability to transfer and develop skills throughout the entire undergraduate chemistry curriculum, from general chemistry through advanced courses. Activities combine hands-on experimental components with in-depth complementary computational exercises to demonstrate how microscopic phenomena lead to macroscopic properties. Chemistry students are gaining an enhanced understanding of the particulate nature of matter by using computational chemistry to visualize molecular properties and processes. The accessibility of computational software on students' own computers permits more comprehensive inquiry than is possible with location-restricted computational resources. Materials developed for non-majors are shared with local educators via the Science Discovery Center of Oneonta, a hands-on physical science activity center located on the SUNY Oneonta campus. These teachers gain experience to discuss and implement computational techniques into their classrooms. PREDICT reaches more than 750 individual students each academic year, including roughly 115 pre-service teachers who deliver science curricula to all K-12 levels. Non-majors more easily visualize the microscopic interactions of matter, which improves their scientific literacy and helps them develop interpretive, interpolative, and extrapolative skills. Education majors enter their profession with direct experience they can use as they educate future generations of scientists and citizens, and have the opportunity to return to the SDC with their students to use these resources. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Bennett, Jacqueline Kelly Gallagher Trudy Thomas-Smith SUNY College at Oneonta NY Bert E. Holmes Standard Grant 164753 7494 1536 SMET 9178 0116000 Human Subjects 0942850 January 1, 2010 Experimental Determination of Chemical Structure in the Undergraduate Curriculum: A Data-Driven Approach. Chemistry (12) Experimental structure determination remains beyond the experience of most undergraduate students in spite of the central role X-ray crystallography plays in the understanding of materials and biomolecules. Rapid advances in instrumentation and computing power have created equipment that is both rugged enough to allow operation by the non-expert and powerful enough to collect data in a time scale compatible with a teaching environment. Few models exist for the incorporation of crystallographic data and techniques at all levels of the undergraduate chemistry curriculum. The key goals of this project are to: (1) develop a new model for integration of structural methods into the undergraduate chemistry curriculum, (2) assess student engagement and learning when working with experimental structural data, (3) establish a local PUI user group to broaden the incorporation of X-ray diffraction methods and resources into the undergraduate curriculum, and (4) create interactive web-based materials for teaching crystallographic symmetry. Intellectual Merit: The project is creating a model for integration of structural methods into the undergraduate chemistry curriculum. Assessment is occurring at the local, regional and international level while each component of the project addresses the need for high quality resources for teaching structural methods. Connections with the STaRBURSTT CyberInstrumentation Consortium are being used to build on previous NSF-supported projects for the incorporation of X-ray structural methods into the undergraduate curriculum. The project builds upon the PI's previous NSF-CCLI project NSF-0536710, "Visual-Spatial Learning: Development of an Interactive Web-Based Symmetry Tutorial," and makes use of the expertise of faculty in synthetic inorganic chemistry and lipid biochemistry. Broader Impacts: The project is impacting students and faculty (1) locally through curricular development and implementation, (2) regionally through a PUI user group, (3) nationally through dissemination of the curricular products and their assessment, and (4) internationally through the development of web-based resources for teaching symmetry in crystallography. Faculty and students are being trained in aspects of crystal growth, X-ray data collection, and X-ray data analysis through laboratory exercises, courses, and workshops. The creation of a cyber-enabled shared use facility dedicated to undergraduate education is providing much needed infrastructure for teaching and undergraduate research in the central Ohio area. Finally, the details of the curricular development project and its evaluation will be disseminated through presentations at national meetings and publication in a chemical education journal. CCLI-Phase 1 (Exploratory) S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Johnston, Dean John Tansey Otterbein College OH Susan H. Hixson Standard Grant 199409 7494 1536 SMET 9178 0942977 September 1, 2009 A Novel Applied Quantum Mechanics Course Aligned with the Electrical Engineering Curriculum. Engineering - Electrical (55) The project is developing and implementing a novel junior level Applied Quantum Mechanics Course for Electrical Engineers that fits in the standard Electrical and Computer Engineering curriculum. The proposed course aligns quantum mechanics with existing courses on electromagnetic field theory and electronic devices in order to connect related wave behavior and quantum theory between the three courses. This combination is providing a more cohesive background in these areas and allowing extended coverage in upper division solid state device courses. The new course is using a spiral teaching model to incorporate fundamental quantum concepts into applied scientific and engineering case studies that are relevant to electrical engineering. It also is using computer simulation tools to provide visualization of both fundamental and applied quantum concepts and a peer led team learning (PLTL) model to facilitate learning and to motivate students to become active learners. Course materials are being developed in conjunction with the NSF funded Network for Computational Nanotechnology (NCN) to be incorporated into the NanoHUB website. Assessment efforts are being led by two independent evaluators with one measuring progress toward project goals and the other conducting exploratory research and evaluation on conative (motivation and volition) functions in learning and performing in relation to course goals. The project team is disseminating their materials and evaluation results through website posting, faculty workshops with the University of Texas System's LSAMP, special programs with an alliance for minority serving institutions, conference presentation, and journal publications. Broader impacts include the dissemination of their material with a special focus on minority serving institutions. CCLI-Phase 1 (Exploratory) DUE EHR Quinones, Stella Benjamin Flores Gregory Lush University of Texas at El Paso TX Russell L. Pimmel Standard Grant 193520 7494 SMET 9178 0943284 August 15, 2009 Will They Stay? Turnover Intentions of Future Federal Cyber Corps Members. Computer Science (31) In response to the predicted shortfall in the public sector workforce, federal agencies have developed innovative strategies to encourage public service. Service corps programs, which provide educational scholarships in exchange for a specified service period, are an increasingly popular strategy - as highlighted by the reauthorization and expansion of The Serve America Act. Although seemingly effective as a mechanism to address short term workforce needs, the long-term impact of service corps programs is not as clear. Given their cost, however, it is critical to gain sound insight on the potential of these programs to address both short- and long-term workforce needs. Thus, this research project seeks to add to the understanding of the value of service corps programs in addressing long-term workforce needs through an examination of the turnover intentions of participants in the National Science Foundation Federal Cyber Service: Scholarship for Service (SFS) program. SFS is an inter-agency service corps program that recruits future members of the public sector cyber security workforce. Since 2001, more than $75 million has been distributed as scholarship support for more than 800 future members of the federal cyber corps. Given the importance of a strong public sector cyber corps and the cost of this recruitment and socialization tool, it is critical to gain additional insight about program impact. This research project investigates the turnover intentions among future members of the federal cyber corps while they are still engaged in their programs and service periods. Through surveys of current SFS participants, the research project examines how individual, job-related and organizational factors influence their ex-ante intention to stay. FED CYBER SERV: SCHLAR FOR SER DUE EHR Burley, Diana George Washington University DC Stephen C. Cooper Standard Grant 28364 1668 SMET 9178 0116000 Human Subjects 0943783 March 1, 2009 Collaborative Research: Electronic Delivery and Criterion Referencing of Assessment Materials for Chemistry. Chemistry 12 The project is completing several tasks that will improve assessment practices for chemistry education. Testing programs that have existed via the American Chemical Sociey (ACS) Exams Institute have long allowed chemistry instructors to compare students to national norms. This project is augmenting this level of information by also analyzing the content of ACS Exams against a mapping of the content domain of the subject using a template of anchoring concepts that recur throughout the undergraduate curriculum. Alignment research then uses this analysis to provide instructors with enhanced information about what chemistry students know about such topics as chemical bonding, chemical reactions, molecular structures and chemical equilibrium and several others. Both the process of mapping the content domain and aligning test questions to this mapped domain provide significant research challenges and advance the intellectual merit of this project. The ACS Exams Institute provides exams used by over 100,000 students annually, and the Chemistry Pathway of the National Science Digital Library, ChemED DL, is also a partner on this project, so the broad impact includes not only ACS Exams but also test questions available via ChemED DL. The other key component is the porting of ACS Exams materials to an electronic delivery platform. This process provides more than enhanced access because the instant data collection afforded by electronically delivered exams improves all facets of the data analysis, including the traditional norm-referenced information and the criterion-referenced information relating test questions to the anchoring concepts of the content domain. CCLI-Phase 2 (Expansion) DUE EHR Holme, Thomas Iowa State University IA Bert E. Holmes Standard Grant 154893 7492 SMET 9178 0946219 October 1, 2009 Technical Assistance to Increase the Competitiveness of Minority-serving Institutions in the Foundation's Robert Noyce Scholarship Program. The Quality Education for Minorities (QEM) Network is conducting two annual information and proposal development workshops focused on increasing the awareness and participation of Minority-serving Institutions (MSIs) in the Robert Noyce Teacher Scholarship Program. Workshop participants include two-person faculty teams from 15 MSIs with accredited teacher education programs. Each team consists of a STEM faculty member and a teacher education faculty member. Minority-serving Institutions represent a valuable source of future K-12 mathematics and science teachers who can help meet the nation's future economic challenges through the development of a more productive science and technology workforce. Moreover, MSIs are uniquely qualified to address the issue of recruiting, retaining, and developing STEM teachers for high-need schools, especially in urban areas. The Noyce Scholarships serve as an incentive to attract and retain talented students majoring in STEM disciplines at MSIs into the pre-college teaching profession. The QEM workshops provide participants feedback on their required project summaries to assist them in developing their ideas into competitive Noyce proposals. Consultants and current Noyce grantees lead discussions of best practices in STEM K-12 teacher preparation as well as in the recruitment and retention of pre-service teachers. The institutions represented by the workshop participants will use the Noyce award as a stimulus for strengthening their teacher education programs to produce high quality mathematics and science teachers who will eventually work in high-need areas. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR McBay, Shirley QUALITY EDUCATION FOR MINORITIES NETWORK DC Joan T Prival Standard Grant 391493 1795 SMET 9178 1795 0946444 May 27, 2009 Collaborative Research: DLConnect: Connecting Underserved Teachers and Students with NSDL Learning Resources and Tools. Utah State University is collaborating with Eastern Michigan University to create DL Connect: Connecting Underserved Teachers and Students with NSDL Learning Resources and Tools. Workshops are being developed for middle grade teachers and library media specialists to help them integrate NSDL materials into the middle school classroom. Prior to this effort middle school children and teachers were a population segment not being adequately served by NSDL. The importance of helping this group is evident from the numerous studies conducted over several decades pointing to the middle school as the place that large numbers of students begin to lose interest and ability in science and mathematics. The project is having a direct impact on 250 middle schools and a large number of middle school teachers within the service areas of the two universities. Many of these schools are serving impoverished districts including those located in rural, suburban, and Native American tribal areas. In Michigan, approximately 100 schools in the targeted area are failing to meet the mandated adequate yearly progress goals. . Improvements in the mathematics and science areas are being observed. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Mardis, Marcia Florida State University FL Lee L. Zia Standard Grant 6896 7444 SMET 7444 9178 0946628 September 1, 2009 Improving the Quality of NSF Proposals from Accredited Engineering and Computer Science Programs of Minority Serving Colleges and Universities. The project is supporting two workshops intended to help engineering and computer science faculty at minority serving institutions (MSIs) develop proposal writing skills so that they can compete more effectively for support from NSF programs. For the first workshop, which will be presented at an introductory level, the deans at selected MSIs are being asked to nominate up to three faculty members and the 55 participants are being selected from these nominations based on an application outlining a planned proposal. The two-day workshop will discuss proposal writing strategies and how to deal with broader impact and project evaluation. For the second workshop, which will be presented at an advanced level, the project team is inviting those who attended last year's introductory workshop or submitted an unsuccessful CCLI proposal to apply. The 45 participants are being selected based on the description of a proposed project in the application. The two-day workshop is presenting material on writing effective and convincing goals, expected outcomes, rationale, and implementation, dissemination, and evaluation plans. The project is based on prior successful efforts and it is being evaluated by monitoring the participants' proposal writing activity after the workshop. CCLI-Phase 1 (Exploratory) DUE EHR Carriere, Patrick Southern University LA Russell L. Pimmel Standard Grant 231666 7494 SMET 9178 9150 0116000 Human Subjects 0946644 September 1, 2009 Algoviz Project Steering Committee Workshop. Computer Science (31) This project involves the running of a workshop whose goal is to continue work on developing a community of users and developers of algorithm and data structure visualizations (AVs). Successful use of AVs depends on both the availability of quality educational materials and their proper deployment. The field of AV has progressed little from the mid 1990s in terms of adoption levels or total educational impact. Many developers are not making use of lessons learned. Since effective ways of developing and deploying AVs are known, these difficulties can be overcome by a cohesive community of AV developers and users. The goal of this project is to continue to build this community. This community helps to guide creation of an integrated collection of resources and infrastructure to serve as a communications hub and information clearing house. These resources leverage the progress already made by AV developers and users to bring about wider adoption and greater successful impact in the classroom. The intellectual merit is the improvement of the computer science education community's understanding of how AVs can be made pedagogically effective. The broader impact is improving on the general availability and quality of AVs, which can affect the educational outcomes for many students every year in computer science and related disciplines. Providing a community resource on best practices improves the development of future AVs. A clearing house of available AVs and documenting best practices for their use provides quality educational materials to instructors. CCLI-Phase 2 (Expansion) DUE EHR Shaffer, Clifford Stephen Edwards Virginia Polytechnic Institute and State University VA Stephen C. Cooper Standard Grant 8500 7492 SMET 9178 0948264 September 1, 2009 CCLI Conference: Transforming Undergraduate Education in STEM. The project is supporting The American Association for the Advancement of Science (AAAS) to organize and run a Principal Investigator (PI) meeting for the Course, Curriculum, and Laboratory Instruction (CCLI) in the fall of 2010. The objective of the conference is to provide an opportunity for CCLI PIs to share methods and strategies for preparing a diverse undergraduate student population to enter the scientific workforce and to participate as citizens in a technological society. The overall outcome of this conference is for CCLI PIs to identify collaborators, strategies, and actions that they and others can use to strengthen the design, development, and implementation of promising project approaches to transform undergraduate STEM education. The conference includes plenary lectures, poster sessions, interactive workshop discussions on topics of interest to those leading CCLI projects, and an opportunity to network with other faculty and educational leaders engaged in improving undergraduate STEM education. The conference will include 550 CCLI PIs and 50 other participants, including publishers and staff of professional societies, foundations, and business. All CCLI PIs selected to participate in the conference must present a small group session or a poster. Other non-NSF participants are expected to disseminate information about strategies and concepts. To ensure diversity among the topics and participants, selection is taking into account discipline, type of project, type of institution, race/ethnicity, gender, disability, and geographic location. The on-site project evaluation is capturing actions that participants intend to take immediately after the conference. An online follow-up survey is capturing actions that participants are taking no later than three months after the conference. Products to be developed include a conference program with printed abstracts and a glossy post-conference publication with case studies of exemplary CCLI projects. CCLI-Phase 3 (Comprehensive) DUE EHR George, Yolanda American Association For Advancement Science DC Russell L. Pimmel Standard Grant 857884 7493 SMET 9178 0949030 August 1, 2009 NSF STEP Two-Year/Four-Year Partnerships Workshop. A three-day workshop is being held to address challenges specific to projects in the Science, Technology, Engineering, and Mathematics Talent Expansion Program (STEP) that are partnerships between two-year and four-year institutions. The five challenges that are being addressed include choosing and tracking appropriate impact measures that span the different academic environments; creating undergraduate research opportunities for more community college students; fostering inter-institutional collaborations, even among distant institutions; ensuring success of STEM transfer students; and sustaining, disseminating, and institutionalizing a project. A total of 42 participants are expected to attend the workshop to be held in October, 2009. The product of the workshop will be a statement of goals and recommendations regarding the challenges most in need of addressing. STEM TALENT EXPANSN PGM (STEP) DUE EHR Livelybrooks, Dean University of Oregon Eugene OR Susan H. Hixson Standard Grant 49812 1796 SMET 9178 0950396 October 1, 2009 Creating a Learning Community for Solutions to Climate Change. Climate Change Education In response to the Climate Change Education program the National Council for Science and the Environment's Council of Environmental Deans and Directors (CEDD) is creating a nationwide cyber-enabled learning community called CAMEL (Climate, Adaptation, and Mitigation e-Learning). CAMEL engages experts in science, policy and decision-making, education, and assessment in the production of a virtual toolbox of curricular resources designed for teaching climate changes causes, consequences, and solutions. CAMEL looks to the needs of the future workforce and citizenry in general as discourse on climate change has shifted from whether such change is occurring to the challenges of dealing with the ongoing impacts. This project acknowledges the interdisciplinary nature of climate change and challenges educators to curricular content based on the best available research and on the appropriate pedagogical methods for enabling students to tackle complex problems. Specific objectives are: - To assist faculty at institutions of higher education across the United States as they create, generate, test, and share resources for teaching students not only how to diagnose climate change problems, but also to identify and effect solutions by presenting a multi/interdisciplinary treatment of climate change; - To ensure that materials developed and shared are founded on the best available scientific information and follow the most appropriate educational practices; - To build a community of researchers, educators, and students engaged in teaching about climate change causes, consequences and solutions through face-to-face and online networking; - To develop cyberinfrastructure that will support and promote the creation of materials and community; and - To evaluate the determinants of successful community building using cybermedia. In order to develop and disseminate innovative undergraduate education that addresses these objectives, CAMEL's implementation strategy has five interrelated components: content development, faculty development, community-building, cyberinfrastructure, and program evaluation. CLIMATE CHANGE EDUCATION DUE EHR Hassenzahl, David Arnold Bloom Stephanie Pfirman David Blockstein Barry Benedict National Council for Science and the Environment/ CEDD DC Karen K. Oates Standard Grant 1666820 6891 SMET 9178 6891 0952013 September 1, 2009 Science Teacher and Researcher (STAR) National Pilot Proposal. The Science Teacher and Researcher (STAR) program addresses the science and mathematics teacher recruitment and retention crisis by creating a prestigious dual "teacher-researcher" career path in an innovative partnership between universities, K-12 districts, federal research agencies, and industry. STAR leverages existing federal research and development assets to help prepare a new generation of science and math teachers equipped with the skills to inspire more of our nation's students to choose STEM (science, technology, engineering and mathematics) career paths. The STAR program has three main goals for addressing the crisis in science and mathematics teaching: 1) enhanced recruitment of high quality teachers, 2) improved teacher education and professional development, and 3) improved teacher retention rates. Founded and implemented in 2007 at Cal Poly, San Luis Obispo on behalf of the California State University (CSU) system, STAR provides cutting edge research experiences and career development for teachers during the early critical years. The key experience of the STAR program is a paid summer research internship in a national laboratory or at a NASA research center. The internship includes weekly education seminars and workshops conducted by master teachers, science education faculty, and education staff at the research facility. By anchoring preservice teachers in a community of scientific practice, they better understand what it means to be a researcher as well as a teacher of science or mathematics. This pilot expansion of the STAR program, based on the success of the program in California, is funding 45 Noyce Scholars to become STAR Fellows with 20 in California and 25 in new pilot STAR university-laboratory partnerships in up to five other states. It is increasing the pool of STAR Fellows who are Noyce Scholars and allowing evaluation of the impact of the STAR program as a value-added component of Noyce programs across the country and contributing to the research literature on the impact of providing research experiences for preservice teachers. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Elrod, Susan John Keller California Polytechnic State University Foundation CA Joan T Prival Standard Grant 536951 1795 SMET 9178 1795 0953069 May 1, 2009 Partnership for Student Success in Science (PS3). The Partnership consisting of nine Silicon Valley school districts and San Jose State University's (SJSU) Colleges of Engineering and Education is taking a regional approach to improving science education by building institutional capacity, instructional quality, and student achievement in a major urban region. Sustainable institutional changes are created to support high quality science education. Science teaching and learning, grades K-8, is improved through a continuum of university preservice preparation, new teacher induction, on-going inservice and leadership development for over 1300 preservice students and inservice teachers. Establishing a career spanning professional development model, which includes rich content and methodology workshops, provided by regional leaders for professional development, retains a pool of well-prepared K-8 science teachers. Elementary and middle school students experience exemplary inquiry and laboratory-based lessons linked appropriately to math, literacy, and technology resulting in higher achievement. Engineering faculty devote time as consultants in middle schools. While they contribute scholarship and content background they also learn by viewing the variety of teaching strategies that serve diverse student needs. Undergraduate engineering education is improved through close collaboration between engineers and teachers. Preservice instruction at San Jose State University is improved with the development of a new MA degree in Elementary Education with a focus on science, which should be readily transportable. Teaching & Mstr Tchng Fellows MSP-TARGETED AWARDS DUE EHR McMullin, Kurt San Jose State University Foundation CA Lance C. Perez Cooperative Agreement 734705 7908 1792 SMET 9178 9177 1792 0956031 September 15, 2009 CCE--Roundtable on Climate Change Education. This project, from the Board on Science Education of the National Research Council, proposes a Roundtable on Climate Change Education. Roundtables create opportunities for analysis and engagement with the issues rather than provide advice. This Roundtable will foster ongoing discussion of the challenges to and strategies for improving understanding of climate science and climate change among federal officials, the business community, policy makers, educators, and scientists. The Roundtable will meet five times over the two-year grant period, and will call for commissioned papers and organized presentations on critical issues related to climate change education. Each year, the Roundtable will hold a public workshop in conjunction with one of its meetings. A workshop summary report will be written for each workshop and published by the National Academies Press. This project responds to a Congressional mandate that NSF create in 2009 and 2010 a program on Climate Change Education, and a recommendation that NSF consult with the National Research Council as part of that effort. The project will focus on four critical areas and the challenges, opportunities, evidence, and stakeholder groups related to each: public literacy and action; formal education; the scientific, technical and educational workforce; and decision makers. CLIMATE CHANGE EDUCATION ARCTIC RESEARCH AND EDUCATION DUE EHR Storksdieck, Martin National Academy of Sciences DC Myles G. Boylan Standard Grant 1183876 6891 5208 SMET 9178 9177 6891 0956554 October 1, 2009 Faculty Development through Interactive Web-Based Proposal Writing Workshops. Engineering - Other (59) The project is supporting the organization of a series of interactive, web-based faculty development workshops to improve the participants' proposal writing skills for educational development projects that are submitted to the Course, Curriculum and Laboratory Improvement (CCLI) Program and other NSF programs. The workshops, which are based on a successful pilot effort, are being presented by the engineering program directors of the Division of Undergraduate Education using webinar software. The principal investigator is organizing ten interactive-web-based proposal writing workshops with each involving 15-20 institutions and a 150-200 participants. He is scheduling the workshops, inviting all institutions with accredited engineering degree programs to participate, handling all questions and registration details, providing operational guidelines to local facilitators, and collecting and reviewing participant demographics and assessment data collected to improve the workshops. The broader impacts of this project include outreach to a large and diverse set of faculty who may not have access to proposal writing workshops in any other way. CCLI-Phase 1 (Exploratory) DUE EHR Seals, Roger Louisiana State University & Agricultural and Mechanical College LA Russell L. Pimmel Standard Grant 49991 7494 SMET 9178 9150 0957862 October 1, 2009 Western Regional Noyce Conference (WRNC). Three institutions- California State University-Fresno, California State University, Long Beach, and the University of Arizona- are planning and implementing three annual conferences for faculty and students from Robert Noyce Teacher Scholarship program sites located in the western region of the United States. The conferences are focusing on three primary goals: 1) to provide professional development to meet the specific needs of the Noyce Scholars/Teachers who will be or are working in "high need" schools and districts; 2) to provide a forum in which Noyce program leaders can congregate in order to share ideas, challenges, and successes as they relate to their respective programs; and 3) to strengthen local, state-wide, and Western Region networks through person-to-person meetings and online media such as MERLOT, MERLOT Voices, and the Noyce Commons. Noyce Scholars/Teachers attend a variety of sessions at these annual conferences that expose them to information and professional development on learning and teaching. They are able to collaborate and share experiences, expertise, and skills with their peers and colleagues through person-to-person and online networking. Results and information from the conference are disseminated at the Noyce national conferences, journals, MERLOT Noyce Voices, Noyce Commons, the MERLOT Science Education Community portal, and other websites. The Western Regional Noyce Conference series provides a powerful opportunity for Noyce Scholars/Teachers to interact, sharing their experiences, concerns, frustrations, and hopes as they begin a profession in teaching science or mathematics. The conferences help them to reinvigorate their commitment to excellence as current or future science or mathematics teachers and to serve as the role models they should be as members of the Noyce Community. ROBERT NOYCE SCHOLARSHIP PGM DUE EHR Andrews, David Debra Tomanek Laura Henriques California State University-Fresno Foundation CA Joan T Prival Standard Grant 648482 1795 SMET 9178 1795 0958155 September 1, 2009 Workshop: Developing a National Network of Grand Challenge Scholars Programs. Engineering - Other (59) The project is supporting a workshop to begin organizing an undergraduate curriculum around the National Academy of Engineering's Grand Challenges by creating a Grand Challenges Scholars Program (GCSP). The goal of the workshop is to develop a critical mass of no fewer than ten engineering schools with active GCSPs that are educating undergraduate students by Fall 2010. This is being accomplished by inviting teams from the seventeen engineering schools that have expressed interest along with several other schools to increase the diversity of the participants. The workshop's agenda includes discussion of the objectives for an institutional GCSP for engineering undergraduates; the merits of and challenges in developing a GCSP from the perspective of academic and business leaders; fund raising strategies; an outline for vetting, revising, and submitting a plan to the national GCSP steering committee; and implementing a program. The workshop organizer are planning to present sessions on the workshop at the FIE and ASEE meetings to share their ideas and results with the broader community. CCLI-Phase 1 (Exploratory) ENGINEERING EDUCATION DUE EHR Stein, Lynn Franklin W. Olin College of Engineering MA Russell L. Pimmel Standard Grant 50000 7494 1340 SMET 9178 0958168 November 1, 2009 The Role of Centers for Teaching and Learning in Improvement of Undergraduate Engineering Education. The project is supporting a workshop to discuss the role of centers for teaching and learning (CTLs) in enhancing undergraduate engineering education. The two-day workshop will bring together the directors of CTLs, engineering faculty, and administrators of schools of engineering. The organizers are planning to (1) outline strategies for leveraging resources and expertise at existing CTLs to enhance undergraduate engineering education by identifying goals, expected outcomes, strategies, and activities for the CTL and school of engineering partnerships; (2) identify programs, support and resources from CTLs appropriate for engineering faculty to enhance lifelong development as educators; (3) identify ways of utilizing faculty insight into student learning issues and difficulties with content to inform the planning of professional development programs; and (4) prepare recommendations for how engineering administrators could support and recognize educational innovation and professional development through a partnership with CTLs. The pre-workshop activities will include preparing a white paper on the state of the field that discusses current professional development practices for schools of engineering as conducted either by CTLs or centers for engineering education. The organizers are planning a website to host the workshop materials and results and a session at the ASEE Annual Conference and at the AERA Professional and Organizational Development Network Conference. CCLI-Phase 1 (Exploratory) DUE EHR Varma-Nelson, Pratibha Terri Tarr Indiana University IN Russell L. Pimmel Standard Grant 97989 7494 SMET 9178 0958700 January 1, 2010 Workshop on Undergraduate Action Learning: Outcomes of Multidisciplinary Engineering, Technology and Management Programs. Engineering - Other (59) This project is organizing a workshop to create learning outcomes and evaluation strategies for undergraduate multidisciplinary engineering, technology, and management (METM) programs. The workshop effort is being guided by an organizing committee and involves representatives from many of the leading programs along with evaluation experts from academia, the federal government, and the broader research community. A pre-workshop web-based survey is being used to capture the existing vision and goals, learning outcomes, evaluation methods and data. The workshop agenda includes efforts to identify and refine thematic groupings of learning outcomes and explore evaluation strategies for each grouping and efforts to develop an online forum to establish a continuing virtual community. Material from the workshop is being posted on a website and presented ASEE conference and publications. CCLI-Phase 1 (Exploratory) DUE EHR Bailey, Joseph University of Maryland College Park MD Russell L. Pimmel Standard Grant 40000 7494 SMET 9178 0960352 September 15, 2009 Collaborative Research: Examining the Impact of the Freshman Teaching Academy on Engineering Student Future Time Perspective and Strategic Learning. Assessment/Research (91) The project is a collaborative effort between investigators at Arizona State University and Purdue University at Fort Wayne. Responding to the unprecedented economic challenges, the engineering college at Arizona State University is restructuring its first-year engineering experience in a way that also attempts to improve persistence rates, study strategies, and student perceptions of engineering as a profession, especially with regard to underrepresented student populations. To achieve these goals, they are implementing an engineering education camp -- an intervention designed to encourage collaboration and to teach students to value mastery and success in solving problems rather than outshining their peers. In addition, selected engineering faculty members are participating in faculty training workshops and are working together to create an interactive, engaging learning experience for their students. The collaborating investigators are using a quasi-experimental study design to compare data on these students with existing longitudinal data from an on-going NSF project to determine if the intervention has an effect on student motivation and learning strategies. The analysis includes cross sectional independent samples comparisons between new and old cohorts, interviews and observations of engineering instructors and their classrooms, and examination of differences in population trajectories between treatment and comparison groups. CCLI-Phase 1 (Exploratory) DUE EHR Husman, Jenefer Arizona State University AZ Russell L. Pimmel Standard Grant 49532 7494 SMET 9178 7914 0960551 September 15, 2009 Collaborative Research: Examining the impact of the Freshman Teaching Academy on engineering student Future Time Perspective and Strategic Learning.. Assessment/Research (91) The project is a collaborative effort between investigators at Arizona State University and Purdue University at Fort Wayne. Responding to the unprecedented economic challenges, the engineering college at Arizona State University is restructuring its first-year engineering experience in a way that also attempts to improve persistence rates, study strategies, and student perceptions of engineering as a profession, especially with regard to underrepresented student populations. To achieve these goals, they are implementing an engineering education camp -- an intervention designed to encourage collaboration and to teach students to value mastery and success in solving problems rather than outshining their peers. In addition, selected engineering faculty members are participating in faculty training workshops and are working together to create an interactive, engaging learning experience for their students. The collaborating investigators are using a quasi-experimental study design to compare data on these students with existing longitudinal data from an on-going NSF project to determine if the intervention has an effect on student motivation and learning strategies. The analysis includes cross sectional independent samples comparisons between new and old cohorts, interviews and observations of engineering instructors and their classrooms, and examination of differences in population trajectories between treatment and comparison groups. CCLI-Phase 1 (Exploratory) DUE EHR Hilpert, Jonathan Purdue University IN Russell L. Pimmel Standard Grant 50462 7494 SMET 9178 7914 0960976 October 1, 2009 Capturing the Essence of a Quarter Century of Efforts to Transform the Undergraduate STEM Learning Environment: What Works and What Next?. Assessment/Research (91) The project is gathering and analyzing stories and data that chronicle and document lessons learned from the numerous initiatives directed toward transforming the undergraduate science, technology, engineering, and mathematics (STEM) learning environment over the last 25 years. These lessons are serving as a roadmap for others continuing to build the kind of undergraduate natural science communities that attract students to STEM fields and motivate them to persist and succeed. Distilling and disseminating the essence of what works provides guidance for those working to shape the innovators and life-long learners needed for a transformational society. The investigator is preparing a series of monthly postings on the PKAL web site that will cumulate in a major web-based report. CCLI-Phase 3 (Comprehensive) DUE EHR Narum, Jeanne Independent Colleges Office DC Russell L. Pimmel Standard Grant 35000 7493 SMET 9178 7914